【文章內(nèi)容簡介】 des a certain type of practice, but it is not related to our real the course of the listening prehension is so boring to is no doubt that the English leaner can not improve their listening The Problems of Classroom Teaching Model In junior high school, most teachers usually prepare listening materials before starting listening usually use a similar way to teach, they often play the tape several times, if students can not understand or memory the main idea of the listening materials, teachers often repeat the materials again and teachers help students by explaining the difficult , teachers usually check and correct the answers students have done, this is not a class of listening but a class of testing students’ memory, so most of the students are very tired after methods of teaching not only fail to improve students’ listening ability but also make them lose confidence and interest of kind of class ignores students’ motivation to learn, and never be able to arouse students’ interest, also depresses the atmosphere and the fillings of most important problem is that students do not have any chance to municate in natural languages, let alone knowing aboutthe characteristics about reallife the method of teaching their teacher using, students don’t get any ments from their teacher, as a result this teaching method is not satisfied by many English learners.Ⅳ.The Application of the TaskBased Approach to the English Listening Class There are many problems about English listening teaching, especially in rural solve these problems the TaskBased Approach should be applied to the English listening teaching approach is very important and useful to arouse English teachers’ awareness in order to change these old methods and improve the level of Approach claims that effective learning is not in instruction, but Language Teaching is characterized as collaboration, authenticity, focusing on process and students’ participation, and learning by using it, which is just a sign of modern education(Wang Yanghong, 2004:3350). The principles for designing tasks in listening If the teachers want to use the TaskBased Approach in English teaching, they must solve the problem about the teaching materials, and this thesis will introduce three principles for designing of listening The task should be fun One of the advantages of TaskBased Approach is using the interesting municative activities to stimulate students’ 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