【正文】 language learning through experience and the process of listening, what teacher needs to do first is to provide opportunitiesand designing teachers have to make the process of leaning more effective, in different stages, students can master certain skills of learning by with a specific purpose and working in different to the listening teaching model of Underwood’s and Willis’ model of the taskbased instruction, the author tries to establish a taskbased listening teaching “Unit 8, anything else?” as an example(Chinese Ministry of Education, 2002) Prelistening stage The principal function of tasks and exercises at this stage is to provide orientation to the input topic and to activate learners’ own knowledge and frames of reference(Keith and Helen, 2002:321328).This target can be achieved through a variety of ways: using pictures, open discussion, reading a text on the same subject, prediction of the content, or doing some language practice, such as identifying related words or a group of prelistening addition, teachers may also need to introduce a number of important topics related words and phrases which the leaner don’t know first and foremost, teacher have to e up with an interesting topic which is related to the teachers should know that all the students understand what the task involves and what its goal this stage, Wang(2002)provides students with the following activities to finish.(1)PredictionStudies show that good learners usually have good order to help students bee good listeners, the teachers try to help the learners bee better teaching method can help the students to improve their ability of order to improve the students’ listening ability, teachers often give students some topics to discuss before start listening, and teachers usually use different activities to encourage students predicting what they will listen times, the listening materials contain some can usually predict about what they will listen to according to them.(2)Set the SceneAnother type of prereading activities for students is to set the is moredifficult to leaner to listen to in class than in real in our daily life, we know clearly what we talk and why we talk when we municate with each , in the classroom, we just passively listen to a lot of listening material and it does not match to real life, so it is difficult for us to , teacher should provide enough background information to the English learners to activate the schema of the learners, so the students will prepare to understand what they will listen example, teacher provides a picture to students, and asks them to look at doing so, the schema of related scene can be activated, and thus will make the listening task whilelistening stage Crookes argues that the whilelistening stage is the most difficult for the teacher to at this stage students can came across many difficulties, for example, they don’t understand what they have listened to, so some student may give up going on , if the teacher provides students with some background information, students will not lose confidence while important thing is that if the teacher provides students with a goal or task it can help the learners to focus on the listening should design different kinds of tasks for students while they are listening to a few examples are as follows.(1)Listening for the this stage, firstly, teachers should make students understand what they should know from the listening material while our daily life, we have no chance to listen to something several times, although we can’t catch every single word the speakers said, we can understand them from the gist of what they it is importance for teachers to prepare some questions for students before start listening, and these questions must be related to the listening materials, and then make students understand the gist of the listening materials by these teacher use this way in listening class, students will cultivate a good habit of how to practice listening, and they will know that they only focus on the gist of listening materials rather than every single not only can arouse their interesting butalso can help them improve their ability of munication in our real life.(2)Taking notes while students can’t remember all the information they have heard after listening, teacher should ask them make notes whiling listening, which can help them understand the materials , teachers should make students understand how to make example, if the listening material is about some one, teachers will ask students to focus on some important information as follows: What does he/she do? How old is he/she? What does he/she like? So students can plete some tasks through taking this approach can improve the students’ listening ability, so teacher should make students cultivate a good habit of taking notes.(3)Listening and filling When we do listening practice, we always do some questions about blank are very familiar with this question is very difficult for students to teacher give students some tips about example, teachers ask students to read the unpleted passage before listening, and then finish the blank while teachers should let students know how to focus on the example, function words are almost unstressed and therefore some times difficult for students to hear, so teachers always help students infer them according to the whole this ways can help students improve their ability of listening is an has father is is a Postlistening stage Post learning activities prise a range of followup possibilities, including lexical and grammatical development, role play, writing practice various tasks and so on(Keith and Helen, 2001:321328)(1)gapfilling At this sage, firstly, teachers give students an inplete summary of the text that students will listen kind of practice is also very difficult for , the students have to make notes while then teachers give students some minutes to tidy up their taking , student