【正文】 h extracurricular listening. Improving listening ability is a plicated process. It is crucial that the students are interested in listening and are skilled in listening. Only in this way, can the teacher stimulate the student?s initiative， thus improve the students? listening ability. Key words: listening prehension。 others stated:“ I find it difficult to keep up with all the information I am getting and cannot think ahead or predict” (Ur,Penny,1996:110).An investigation has shown that most students have realized the important role of strategies in listening prehension, but didn?t know how to use them effectively. It is high time that teachers changed their roles and chose appropriate strategies for the students. The contradiction of classroom listening and authentic listening In principle, the objective of listening prehension practice in the classroom is that students should learn to function successfully in reallife listening situations. Therefore, it is important to think about the situations students will listen to English in real life and then to think about the listening exercises the teachers do in a class. In reallife listening situation, we almost always know in advance something about what is going to be said。） and the ways in which they use them(Bacon, 1992。Malley＆Chamot,1990:139).The concrete strategies include： cooperation, questioning for clarification, selfreinforcement and selftalk (O?Malley ＆ Chamot, 1990:139). In Krashen?s affective filter hypothesis, he posited the existence of an internal barrier that interfered with second language when learners were anxious or bored. Over the past three decades, research in second language acquisition has confirmed hypotheses that language learning is indeed enhanced by attention to affect. According to the meaning and feature of affective strategy, the teacher may adopt strategies followed in listening teaching. Collaborative learning strategy Collaborative learning involve working together with peers to solve a problem, poor information, check a learning task, model a language activity or get feedback on oral or written performance. Liu Weiling(20xx)states that Collaborative learning has five basic elements：⑴ mutual dependence⑵personal responsibility⑶ group discussion ⑷ the training of social skills⑸ the control of group course. Considering the elaboration above, the teacher should apply various form of classroom management, especially the group discussion before and after listening. To hold regular class discussion based on learning strategies and study methods is good means to improve listening ability. The students may speak in the group and then the teacher can invite the strong students to talk to the class. Selftalk and selfreinforcement strategies Selftalk involve reducing anxiety by using material, techniques that make one feel petent to do the learning task(O?Malley ＆Chamot,1990:139).Selfreinforcement involves providing personal motivation by arranging rewards for one when a language learning activity has been successfully pleted(O?Malley ＆ Chamot,1990:139). The traditional teaching methods make students feel tired of listening practice. Some even have fearful psychology. In order to dispel the harmful psychology, the teacher should pay more attention to the design of task .The task should be successoriented. It not only improves motivation but also ensures the effectiveness of the listening practice given. The best practice is obtained by having learners do the activity more or less successfully, not by having them fail. The language and the task type should be given to appropriate grades. In addition, at intervals the teacher may broadcast music（ folk ,pop, musicals） to alleviate students? anxiety and increase their motivation. . To design various exercisepatterns As the paper has mentioned above, there are contradiction between classroom listening and reallife listening. Meantime, junior high school students treat the classroom listening as a bore instead of enjoyment and recreation. In order to provide students with training in listening prehension that will prepare them for effective functioning outside the classroom, activities should give learners practice in coping with at least some of the features of reallife situations. Informal teachertalk 。Murphy,1987。 design various exercisepatterns to make students have interest in listening and place outsideclassroom listening in a more high position. Improving listening is not an easy task. It needs the patience of the teacher and perseverance of the students. Chapter One Listening Teaching Problems in Junior High School . Classroom teaching Classroom teaching is the most important channel for the students to learn, therefore many problems are easily to be found in the process of it. Some teachers don?t perform their roles well. In other words, they don?t have a clear idea both of where they are going and how to get there. With these neglected problems, listening teaching has stepped into a vicious circle. Despite the efforts made by both students and teachers, it is still “a kettle of warm water that never es to the boil.” The neglect of strategic listening training In China, because of the traditional teaching style that stressed the ability to deal with every kind of examinations, both teachers and students have paid much attention to the ability of reading prehension and written exercises. The teacher has been ignoring the students? ability of listening, let alone the listening strategic training. For example, the teaching models of most listening class were confined to playing recorddoing exercisechecking answers. Under the circumstances, a listening class is always going like this: the teacher just say“ listening to this” and then play the tape once.