【正文】 tion of the received message. d. Before listening learners can collect the information they know on the topic, and then they be able to pare what they know with what they are going to hear, and listen selectively. Whilelistening activities This stage, which is the most difficult to control for the teacher, because this is which a student should pay attention to and get the information actively. However, if the teacher can provide a reason, goal, or task for the learner, this should encourage and be benefit to students to focus their attention. In daily class, students must use all aspects of personal listening ability. At the beginning of this article, we have discussed the problems on students’ listening ability. According to these problems, we must train the ability of listening prehension in daily time. Following are some special training. The first one is listen and tick. The teacher’s different requirements to material ask to decide the listening task to be easy or difficult for students. If what students all need to do just is tick as they hear them, the task will be much easier. What you need to tick, you can hear them clearly. Because it is quite easy, ticking is very fit for the students who are in grade 7. It can encourage them to listen to the dialogue or passage carefully. The second one is listen and act. The activities relate to a teaching method, which called Total Physical Response, which pay more attention to learn language by listening and responding physical to mands or directions. The third one is listen and draw. This is alike to take an act physically, but in this type, the students can draw picture, and diagrams on paper. Wang (2020) pointed out “this type of activity works very well as an information gap activity between pairs of students [5]”. One example: one student draws a simple picture and then tells his/her partner how to draw it in English .Neither partner can look at each other’s drawing during the task. After they have finished the task, they can pare their pictures to each other to see how similar they are. Post listening activities Post listening, teachers can require what degree the students have understood what they listened to, but it is more important to design the tasks well. According to Zhu (1983), “one important point to keep in mind is whether we are testing the students’ listening prehension or their memory. In fact, in real life, listener can remember the gist of the conversation, but cannot remember exactly what words were said. It is more natural to select and interpret what we hear rather than repeat everything we have heard [6]”. Here are some types of post—listening activity: multiple choice questions, answering questions, notetaking, gap—filling and isogloss. According to Wang (2020), “it is important to remember when designing activities not to demand that students remember more details the nativespeaker would in a real life, because we do not want our students to get into the habit of thinking that they need to understand and remember [7]”. Conclusion To sum up, in junior middle schools, in fact, teachers’ main practice in class is just listening to the textbook. For example, GO FOR IT, has a small part of training listening skills, thus the listening teaching is limited. Due to the inadequate English learning environment, the old teaching beliefs and methods and barriers of listening prehension, teachers have changed their practice activities and gained new insights into the learning potentials of their students. According to Zhang (1999), these successes have encouraged teachers to persevere in their efforts to design learning experiences that provide multiple entry and exit points for their students. we should put forward relevant strategies and add different activities, such as, Listen and Act, Listen and Draw, and so on, to meet various teaching needs and to improve junior middle school students’ poor listening ability. [8] References: （單獨(dú)一頁） 論文的格式： 論文的規(guī)格：正文長度 2020—2500 單詞。 he/she will fix his or her eyes on the teacher or the