【正文】 at 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 , students have to plete the summary according to their own , they can use their own words, rather than original words from the listening materials to plete the is good activity for students to practice their listening.(2)Picking up the discussions on the this stage, instead of other kinds of questions, openended questions can be always divide the students into small questions are prepared by teacher before start , the answers of some questions have been discussed before example, why do you like Beijing? Do you want to study abroad? Why? Many times, some views of students are similar to the author, so they can plete the questions type of questions students can’t discuss before listening but only be inferred from the teachers give students some minutes to prepare and divide them into small groups to share their individual way can improve their study TaskBased approach shows that the teaching aims and teaching functions have been TaskBased Approach has bee a respectable new teaching approach through the 20 years of exploration and gives teachers and students a new challenge and , it stimulates students39。 interest and motivation, and gives students a new feeling and sense of the same time, the TaskBased Approach also continue to be improved and perfected in teaching approach has its merits and demerits, however, it is extremely important for teachers to mobilize the students’ interest in learning and to design proper tasks for students to participate in the act of ［1］Anderson and [M].London: Oxford University Press,1988.［2］’s talk: Learning to Use Language[M].New York: Norton,1983.［3］ and language learning: Integrating theory and practice[M].Clevedon: Multilingual Matters,2000.［4］Keith Johnson and Helen Dictionary of Applied Linguistics Handbook for Language Teaching[J].Foreign Language Teaching and Research,2001(2):321328 ［5］, Interaction and Second Language Acquisition PhD [D],Los Angels:University of California,1993.［6］MC methods for English language teachers [M].Beijing:Foreign Language Teaching and Research Press,1981.［7］ Tasks and the Language Curriculum TESOL Quarterly[J].Research methods for english language teachers,1998(2): 279295.［8］O’ Strategies in Second Language Acquisition[M].Shanghai:Shanghai Foreign Language Education Press,1998.［9］ language pedagogy[M].Oxford:Oxford University Press,1987.［10］Richards and and methods in language teaching[M].Cambridge:Cambridge University Press,2002.［11］Richards and dictionary of language teaching[M].Beijing: Foreign Language Teaching and Research Press,1992.［12］ prehension: Teaching or testing[J].English Language Teaching,1987(2):4243.［13］Skehan, type and task processing condition as influences on foreign language Performance[J].Language Teaching Research ,1998(4):185211 ［14］ on listening prehension[M].Cambridge: Cambridge University Press,1996.［15］ you heard?[ M].Oxford: Oxford University Press,1999.［16］Wang Course in English Language Teaching[M].Beijing: Higher Educationpress,2000.［17］ Flexible Framework for TaskBased Learning[J].Change in Language Teaching 1996(2)5262.［18］[J].外語界，2002,（4）：4146.［19］[J].外語與外語教學(xué),1995,(2):23250.［20］[J].國外外語教學(xué),2000,(4):2145.［21］[J].外語與外語教學(xué)，2004,(6):35380.［22］[J].中小學(xué)英語教學(xué),2003,(2):28300.［23］[M].北京:北京師范大學(xué)出版社，2001.［24］ for it[M].北京:人民教育出版社,2002.［25］[J].國外外語教學(xué),2002,(2):24280.［26］[D].甘肅：教育學(xué)院英語學(xué)科教育,2005.［27］[J].外語與外語學(xué),2004,(6):My deep gratitude first goes to my tutor, , who has given me a lot of enlightening instructions in my paper and guides me through the process of writing this always takes pains to read my papers and gives me valuable his guidance and valuable suggestions, the pletion of this essay would not have been really appreciate his unreserved help and will keep it in mind thanks also go to the others teachers who taught me during my four years of college have greatly benefited my intellectual growth through their inspiring am also grateful to my dear roommates and friends who have offered me a lot of helpful suggestions and valuable reference ,