【文章內(nèi)容簡介】 learning , in order to improve the students’ English listening ability, teachers usually design a lot of fun tasks for them, which can arouse students’ motivation of , these interesting games are easy to example, many teacher use pictures and let students describe them before listening, also some teacher permit students to municate freely in activities are very useful for teacher to help students improve their English learning The difficulty level of tasks should be appropriate The difficulty level of tasks should be the difficulty level of thetask is beyond the students’ ability, it will lead to the entire classroom teaching fail, and then dampen the learners’ , when teachers design the listening tasks, the difficulty level is very is a lot of factors that can affect the listening difficulty level, but they often fall into three types:（1）The type of language contents of the listening materials should match the real teacher should use the spoken language rather than written language in class.(2)The purpose for should prepare some questions for students before listening, and ask students to finish them after listening.(3)The context of students can’t understand the listening material because of without background teachers should provide enough background information to Learning by DoingActually, learning by doing is gaining knowledge from practice, which emphasizes to take students as a should guide the students to learn the language by performing a specific ’s more, student can achieve and enrich the learning experiences and strategies through designing some specialpurpose language activities and pleting some specific municative , they can enjoy the joy of have to master the language used in the classroom munication, although they still have to learn grammar and memorizing one wants to master the knowledge of the language, he/she should depend on himself, rather than (1933)believe that “ a TaskBased Approach sees the language process as one of learning through doing—it is primarily engaging in meaning that the students’ system is encouraged to develop”. The steps for designing taskbased teaching model in listening classThe traditional model of teaching has affected the validity of the listening nature of the TaskBased Learning is the process of learning by doing, and the students are engaged in natural 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 un