【正文】 新整合教材并設(shè)計多種真適實可行的學(xué)習(xí)任務(wù)，從而解決教材中部分內(nèi)容過難學(xué)生不易完成、不感興趣等問題。第二個問題的解決也就是任務(wù)型教學(xué)法的應(yīng)用。本研究將任務(wù)劃分為聽前，聽中，以及聽后三個部分。每一部分按照任務(wù)設(shè)計的原則安排了多項任務(wù)，從而解決了傳統(tǒng)聽力教學(xué)模式單一的問題。通過任務(wù)型教學(xué)法在聽力教學(xué)中的應(yīng)用，作者希望為初中英語聽力教師提供些許參考，最終對英語聽力教學(xué)產(chǎn)生幫助，從而提高聽力課堂的有效性?！娟P(guān)鍵詞】任務(wù)；任務(wù)型教學(xué)法；英語聽力教學(xué)iCONTENTSAbstract.....................................................................................................................................i摘要..............................................................................................................................................ii.......................................................................................................................1 review........................................................................................................1 The studies of listening prehension.......................................................1 The studies of the application of TaskBased Approach to listening...............................................................................................................2 current problems in English listening teaching......................3 The problems of teaching materials...............................................................4 The problems of classroom teaching models.................................4 Application of the TaskBased Approach to the English Listening Class...........................................................................................................5 Principles for designing tasks in listening...........................................5 The steps for designing taskbased teaching model in listening class.................................................................................................6.......................................................................................................................10 References..............................................................................................................................11 Acknowledgments..............................................................................................13The Application of “TaskBased Approach” to the ListeningClass in Junior High SchoolⅠ.Introduction There are four abilities in the acquisition of language, which are listening, speaking, reading and writing, but listening is the most difficult one among students are not interested in it, and at the same time, most students always lose confidence in dealing with the listening prehension questions, because they think that their English is very , it’s necessary to review the current situation and existing problems of listening prehension and bine the TaskBased Approach with the English Listening TaskBased Approach as a new teaching approach of language appeared in the western world in the 1980s, and it emphasizes “l(fā)earning by doing”.Compared with traditional teaching methods, the TaskBased Approach can not only motivate the students 39。interest, but can also help students to improve their English listening ability in the process of learning then by this approach the students’ learning efficiency and English application ability can be improved through cooperative learning and review studies of listening prehension Listening is a cognitive activity and language skills, and plays an important role in our daily life and language learning, and at the same time, listening prehension has increasingly bee an important criterion to measure the level of learners’ language study(Long, 1993).But according to our longtime observation and study on the teaching practice, the traditional English listening teaching methods used in china inhibit the students’ listening ability to prehension research includes five aspects, they are listening materials, speakers, tasks, learners and listening processes(Richards and Platt, 1992).The degree of difficulty about the listening material and listeners’ familiarity。the rate of speech, voice, expression of speakers。the type of listening task。the internal and1External factors of learners。the processes of listening prehension also can affect learners to understand the listening them, there are some important aspects to affect listening, such as the level of language, memory, emotional factors, and background knowledge of most important thing is the study of the process of listening prehension, which is an internal mental process, and the way learners to deal with language inputting and understanding researchers of domestic and abroad reached a consensus in this area and hold that the process of language understanding is a process of language producing, and this process includes three stages, which are perception, resolution and the perception stage, the input language is analysised and synthesised preliminary by the the resolving stage, the brain produces a series of proposition which is the foundation of listening the application stage, the new semantics proposition activates the existing propositions and knowledge in the brain which can form the updated discourse meaning and knowledge psychological factors are very important for students to understand the listening materials, and these factors are showed through the attitude of learners, such as their interest, selfconfidence, the level of effort and ’ mental states will affect their learning behavior and learning result mental states, such as anxiety, tension, slack, disgust, fear, and so on, will hinder their learning potential to perform order to help students overe the negative sentiment in the listening process, cultivating their learning interest and making them in a good mental state is a good , teachers should analyze the reasons why students have so many negative emotions in their teaching practice, and also teacher should create a relaxed and positive atmosphere for students to learn and activate students39。 learning interests so that they always put them in a state of The studies of the application of TaskBased Approach t