【正文】 know what contents the classes about English listening have. From the investigation of 20 Junior middle school students from Kang Ding NO. Three Middle School, I found that their listening classes only content words, text and the contents of examination. These contents make the listening classes very boring and have a negative effect on students’ practice of English listening. Among the 20 students, which I have investigated, nearly 99% of them told me that they did not like listening class because it lack of interests. Why did not the schools use some new contents, such as story, music and so on, during the class? The answer is that they have no enough time to cost on the listening part, because they have to teach something “more important”in the class. What is the “more important” thing? The answer is the knowledge that can help students get more score. In other words, they are reading, writing, vocabulary and grammar. In order to arouse students’ interest on English listening, it is very important and necessary to enrich the contents of English listening class in Junior middle school. The insipidness of teaching approaches With the development of economy and technology, more and more new equipments, such as puter , multimedia and so on, have been used in class. How about English class? Are there any new equipments have been used for students’ listening practice? I have investigated four Junior middle schools (Kang Ding middle School, Lu Ding Middle School Long Jie Middle School and Yang Liu Junior Middle School) in different places of Si Chuan Province, however, I found that the approaches of their English listening teaching in class are still listening to the broadcast and radio. In Long Jie Middle School, students have a class, called every day’s reading, every day in the , they will do some listening test by the broadcast in that class. However many students said that they don’t like that kind of class and no class can be more boring than that one. In other words, the teaching approach in English listening class of Junior middle school is very single. It makes the listening class bee very insipid which will kill students’ interest of English. The neglect of the individual difference of students In junior middle school，the students39。 there are 15 people marked 50 to 60, accounting 23% of the total number。d/——bed/bed/ during the listening test. For example, when the students hear “ There are two ships”, they may don’t know weather the word is sheep or ship. (2) Intonation In English, word stress is fixed, while sentence stress is free. One sentence can use different stresses to express different purposes or attitudes. English has two types of intonation. They are rising and falling intonation. Rising tone used to express uncertainty or unfinished. While falling tone is affirmed and the end. However many students do not know the rules. So it is difficult for students to get the right meaning. For example“A: Would you like to go shopping with me ? B:Sorry (↗)?” In this conversation ,B means that he/she did not hear A clearly. So he used rising tone on “Sorry”. However, many students didn’t know that and misunderstand that B did not want to go shopping with A. Then they get the wrong answer in the listening test.(3) Sentence weak In English sentence,the article, preposition, plural and pronoun always the weak. Students are easy to miss the words which are weak in the sentence. For example “ What did he do last night.” In that sentence “he” should be weak. And students may miss the word he。 observing ability, imagination and creativity, improve the learning interest of the students. For the students, what they should do is to pay more attentions to memorizing the words that they have learned in the class. Review the words in time is very important. Without timely review, it is very easy for students to forget the words which they have remembered. From Ebbinghaus forgetting rules, we know that human’s forgetting would be very fast at beginning and then slow down. (Yang Hon, 2006: 143)So the students are required to timely review after memorized the words. Pronunciation In order to better meet the demand of students pronunciation knowledge and improve the students39。 listening ability. Grammar Grammar plays a very important roles in the listening prehension, especially for Chinese students. So it is necessary for teachers to help students build up a good grammar system. Widen the background information of students Language is the carrier and the reflection of cultural factors are always conveyed in the process of foreign language learning. The real meaning of sentence often heavily depends on cultural traditions and customs. Some students have a good grasp of English, but still can39。s pronunciation must be standard Teachers must be able to speak fluent, correct, and native English and let the students to fully understand the importance of pronunciation knowledge,and cultivate students39。 d. A word, which end up with a consonant, and a word, begin with a h, the h should be silent and read together with the former word. For example“What wil(l he)[wili]do?” Ha(s he)done it before? Mus(t he)[ti]go? Lea(ve him)[vim].” All these would trouble students during their listening test if they did not know these regulars. Because they can hardly hear the words clearly. So it is very important for teachers to pay more attention on this part and make students get the regular of English pronunciation .(Sun Hao, 2011:144—145）(5) Tempo Tempo means the speed of speaking. Some students believe that the speed of English sentence is not very fast, because the tempo of English, which they had listened, is not very fast. However the tempo is only in our daily study. It is more difficult for students to listen to long conversations, passages or native speakers. These problems are caused by t