初中英语听力教学,目前基本上还是采用传统的听力课堂模式,但有一部分教师对于听力的任务设计过于直接,在缺乏充分必要的语言输入前提下,简单地把教材中的听力部分当作听力的任务来处理,直接通过听来完成任务,提高了对学生的要求,特别使缺乏自主学习能力的学生陷入迷茫。教师播放录音或者光盘,核对听力答案,学生在下面听录音,记答案,师生间缺少互动与交流,而学生与学生间的机械模仿对话也让学生感觉乏味无趣,从而降低了学习者学习的主动性,参与性和有效性。如何改变这种死板沉闷的教学模式,我们可以尝试 At present, English listening teaching in junior middle school is basically still in the traditional listening classroom mode. However, some teachers are too direct to the design of listening task. In the absence of sufficient and necessary input of language, they simply regard the listening part of the textbook as listening Tasks to deal with directly through the completion of tasks to improve the requirements of students, in particular, lack of self-learning ability of students into confusion. Teachers play recording or CD-ROM, check the hearing answers, students listen to the following recording, answer the question, teachers and students lack of interaction and exchange, and student-student mechanical imitation dialogue also makes students feel boring, thus reducing the learners to learn Initiative, participation and effectiveness. How to change this rigid boring teaching model, we can try