【正文】 Congratulations to all of you who took part in these track events. (. H. Grant, ) Before listening the students are issued a task question such as ?Did class 4 win the first of the boys? 800meter race？ Which class was the last of the girls? 400meter race? Conversations and monologue can also be used. Students being asked simply to note only one or two of the items of information given. In order to make the activity more various, different students can be asked to look out for different things. They do not need to write down their answers。 O?Malley, Chmot, StewnerManzahares, Russo＆ Kupper,1985)(,20xx:385).According to O?Malley and Chamot, listening strategies can be divided into cogntitive, metacognitive and affective strategies. Although the research on the teaching of listening strategies is limited, there are still some studies that have been done provide encouraging evidence. Thompson and Rubin?s (1996) classroom –based longitudinal study of foreign language learners provides strong evidence that both strategy training and use are effective in helping language prehend oral input. Hence, teachers need to spend more extend period of instruction time in helping the students learn and practice listening strategies and transfer them to other tasks beyond the FSL classroom. The training of cognitive strategies The training of predicting According to the theories of some linguists, “ listening technique can be divided into twelve microskills, and six of the twelve are concerned with prediction, which takes up 50% of listening skills or so” (JiangLing,20xx:47). It takes a pivotal effect in improving the listening ability of students. The listening prediction can be divided into three different categories : predicting before listening, predicting while listening and predicting after listening (Jiang Bingqing＆ Xie Xingxiang,20xx:58). Firstly, predicting before listening means that students should make full use of time to look through all the questions and choices to get any possible information and predict the contents. The students can make a prediction according to the title of the text, the pictures and the exercises after the text. For example, when the students see a text with the title“ Spring Festival” , they will naturally think about the date of Spring Festival, the meal of New Year?s Eve and visit among relatives and friends. In fact, all of these are main content of listening material. It makes easier for students to do exercise while listening for they have predicted some content through a series of predicating activities. Most listening materials will provide titles in order to make listening training bee real training. The teachers should demand for students not to look at material before listening, and just listen to the title. The teachers tape the title and then make students have a brainstorming after listening. The students can predict words possibly appearing in the material. Such as there is a topic –at the restaurant, under normal circumstances, the listeners can predict that the conversation may take place between the customer and the waiter, and the content may involve some terms used in eating and paying. Therefore, the words possibly appeared are: order, have, eat, steak, etc. Secondly, predicating while listening, which also can be put into practice before listening and requires students to response quickly and be sensitive to listening materials. The teachers can foster students to predict according to the identity of speakers or places where the dialogue takes place, to predict according to the logical relationship between the first part of an utterance and the second signaled by conjunctions: ‘ because’ ‘ so for’ ‘ therefore’‘ as a result ’ indicates a following reason.‘ In order to’‘ a purpose’‘ but’‘ however’‘ though’‘ instead ’ and ‘ on the contrary’ a contract or opposition,‘ for example ’‘ such as’ an example and so on. ?One or two of the people you are talking to, but generally? ?（ 39。） and the ways in which they use them(Bacon, 1992。Murphy,1987。 the other choice would be English teaching video or special English of VOA. According to the optimal input, the students must be exposed to substantial quantities. Krashen emphasized “ optimal input” . Meantime, he also put forward the input principle of i+1. This is conceptualised by Krashen in terms of the learner?s current level called i and the level that the learner will get to next, called i+1.(Vivian Cook,1983:53). For the learner to progress rather than remain static the input has always to be slightly beyond the level at which he or she is pletely at home. If the students level is “i＂ , the teachers should provide practice with the level of “i+1” for them. During practical teaching, the teachers play more emphasis to the result. They hope to see a scene that all the students find all the correct answers on first hearing. In fact, it just reflects oversimple tasks and little progress in listening have been made. It means the students present level is “i” and the teachers have provided practice with the level of “i” for them. Such a task cannot attract their interest and encourage them to progress. . The restraint of teacher’s quality Listening prehension petence is a kind of ability which is important yet hard to grasp. An effective way to improve listening ability is to make strategic training. In the course of it, the teacher plays a very important role. Most teachers hardly do some more deep research on listening, although they have received professional training and possessed large quantity of professional knowledge. Teachers were misled by traditional teaching models, and they have been thinking that listening teaching is an eas