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篇一：高考英语阅读理解·附详解

篇二：大学英语四级阅读理解练习十(end)

Directions: There are 4 passages in this part. Each passage is followed by some questions or unfinished statements. For each of them there are four choices marked A),

B), C) and D). You should decide on the best choice and mark the corresponding letter on the Answer Sheet with a single line through the centre.

Questions 1 to 5 are based on the following passage:

Disraeli was as wonderful a letter-writer as he was a novelist. His letters show that his capability to observe was matched only by his ability to describe, and they are made more lively by his overdeveloped sense of self-dramatization（戏剧化的自我表现）as well as by his permanent sense of the greatness of his own fate. He goes through these pages like some beautiful bird of paradise, spreading his multicolored feathers and never passing long enough to become boring.

As early as 1830, when only 26, he is found advising Benjamin Austin to carefully keep his letters for his descendents（后代）. Fortunately Austin and others followed his advice. As a result over 10,000 letters in his own hand have survived, quite apart from dictated letters. Disraeli rarely kept a diary, and poured his thoughts, desires and reflections into his correspondence.

What treasures there lie in store! We leave him in 1837 with his longed-for election to Parliament, but ahead seemingly appear the high peaks of his career with the twin mountains of his two premierships （首相职位）and his friendship with the Queen. Lord Esher maintained that the letters between Disraeli and Queen Victoria had largely been destroyed, but this was not so. A new, bright and searching light will eventually shine on that extraordinary political and romantic relationship.

1. This passage appears to be written by_________ .

A) a friend of Disraeli's

B) a neighbor of Disraeli's

C) a literary critic

D) an autobiographer（自传作者）

2．"… his capacity to observe was matched only by his ability to describe …" means _________ .

A) he was as accomplished an observer as he was a descriptive writer

B) his capacity to observe could not be compared with his ability to describe

C) his capacity to observe is greater than his ability to describe

D) his ability to observe is greater than his capacity to describe

3．During his lifetime Disraeli pursued the career of _______ .

A) a letter-writer

B) a politician

C) a novelist

D) a correspondent

4． Even as a young man Disraeli realized that one day his letters would be _______ .

A) out-dated

B) well-connected

C) destroyed

D) widely read

5． Disraeli's two premierships and his friendship with the Queen are described as being ________ .

A) difficult to conquer

B) unconquerable obstacles

C) peaks of success

D) impossible challenges

Questions 6 to 10 are based on the following passage:

As supplier of most of the food we eat and of raw material for many industrial processes, agriculture is clearly an important area of the economy. But the industrial performance of agriculture is even more important than this. For in nations where the productivity of farmers is low, most of the working population is needed to raise food and few people are available for production of investment goods or for other activities required for economic growth. Indeed, one of the factors related most closely to the per capita income （人均收入）of a nation is the fraction（一部分）of its population engaged in farming. In the poorest nations of the world, more than half of the population llives on farms. This compares sharply with less than 10% in western Europe and less than 4% in the United States.

In short, the course of economic development in general depends in a fundamental way on the performance of farmers. This performance, in turn, depends on how agriculture is organized and on the economic environment, or market structure, within which it functions. In the following pages the performance of American agriculture is examined. It is appropriate to begin with a consideration of its market structure.

6.This passage is most probably ________.

A) a news item

B) part of an introduction of a book

C) part of a lecture

D) an advertisement

7.What is most important to agriculture is________.

A) the amount of food it produces

B) the per capita income of farmers

C) the industrial performance

D) the production of investment goods

8.The word "this" in Line 3 refers to ________.

A) the provision of food and raw materials

B) the productivity of farmers

C) the production of investment goods

D) the economy as a whole

9.The performance of farmers essentially determines ________.

A) the size of the working population

B) the organization of agriculture

C) the market structure

D) the general development of economy

10.This passage will most probably be followed by a discussion of ________.

A) the structure of American farming population

B) the market structure of American agriculture

C) the various functions of American agriculture

D) the organization of American agriculture来源:考

Questions 11-15 are based on the following passage:

There is perhaps, no other sport in the world quite so exciting as skiing. For viewers, it is a spectacle of unsurpassed beauty（无与伦比的奇观）. For skiers, it is a vivid personal experience, a thrilling test of mind, muscle, and nerves. And more and more, Americans are discovering this thrill for themselves. Not too long ago, skiing had virtually no part in the American sports scene. If it was thought of at all, it was purely as a European sport. Then came the 1932 Winter Olympics at Lake Placid, New York. Americans got their first good look at skiing and made for the hills. Today ski trains make regular runs from our cities to the great, white outdoors. Lodges dot the mountain sides offering skiers the warmth of their firesides.

In addition to joy and excitement, skiing offers other attractions. It is a comparatively inexpensive sport, and，for the young, the art of skiing is often mastered in a very short time.

The special thrill of skiing is well described by Buddy Werner. "It is all up to you," he says. " No teammates can help. You're alone. It's you against the snow, the mountains, yourself. You're a warrior（勇士）."

11． What is the author's main point?

A) Skiing, the most exciting sport in the world.

B) Skiing, the most inexpensive sport in Lake Placid, New York.

C) Skiing, the most popular sport in America.

D) Skiing, the most thrilling sport in Europe.

12． By the expression "made for the hills," the author means that _________ .

A) Americans took up skiing

B) Americans all went skiing

C) skiing became popular only in the mountain areas

D) the only place Americans could ski was in the Rocky Mountains

13． Skiing ________.

A) has always been popular in America

B) has only recently become a popular American sport

C) can never become popular in America

D) has only recently become popular in Europe

14． In 1932, when the Winter Olympics were held at Lake Placid, _________.

A) Americans became enthusiastic about the sport

B) Americans saw skiing for the very first time

C) Americans did not enter into competition

D) America finished in last place

15． One of the attractions for young people taking up skiing is that _________.

A) they can enjoy the warmth of firesides in the lodges

B) they have teammates while skiing

C) the skill of skiing can be mastered in a short time

D) they can later well describe the special thrill of skiing like Buddy Werner来源:考试大-英语四级考试

Questions 16 to 20 are based on the follow passage:

The advantages and disadvantages of large population have long been a subject of discussion among economists. It has been argued that the supply of good land is limited. To feed a large population, inferior land must be cultivated and the good land worked intensively. Thus, each person produces less and this means a lower average income than could be obtained with a smaller population. Other economists have argued that a large population gives more scope for specialization and the development of facilities such as ports, roads and railways, which are not likely to be built unless there is a big demand to justify them.

One of the difficulties in carrying out a world-wide birth control program lies in the fact that official attitudes to population growth vary from country to country depending on the level of industrial development and the availability（获得的可能性）of food and raw materials. In the developing countries where a vastly expanded population is pressing hard upon the limits of food, space and natural resources, it will be the first concern of government to place a limit on the birthrate, whatever the consequences may be. In a highly industrialized society the problem may be more complex. A decreasing birthrate may lead to unemployment because it results in a declining market for manufactured goods. When the pressure of population on housing declines, prices also decline and the building industry is weakened. Faced with considerations such as these, the government of a developed country may well prefer to see a slowly increasing population, rather than one which is stable or in decline.

16. According to the passage, slowly rising birthrate perhaps is good for ___________ .

A) a developed nation

B) a developing nation

C) every nation with a small population

D) every nation with a big population

17. A small population may mean ______________ .

A) higher productivity and a higher average income.

B) Lower productivity and a lower average income

C) Higher productivity, but a lower average income

D) Lower productivity, but a higher average income

18. In a developed country, people will perhaps go out of work if the birthrate

___________ .

A) is out of control

B) goes down

C) goes up

D) remains stable

19. It is no easy job to carry out a general plan for birth control throughout the world because ____________ .

A) even developed countries may have complex problems

B) there are too many underdeveloped countries in the world

C) different governments have different views of the question

D) underdeveloped countries have low level of industrial development

20. According to the passage, a large population will provide a chance for developing _________ .

A) industry

B) national economy

C) agriculture

D) transport system

试

篇三：阅读主旨、推断、篇章解题技巧

主旨大意题

常见设题方式：

1) The best title for the passage is _________

2) What would be the best title for the text?

3) What is the main idea of the passage?

4) Which of the following can be the best title of this text?

5) The author seems to tells us in this paragraph that_________

6) What is the theme/topic/subject of the story?

7) Which of the following can best describe ?? 主题句的位置与隐含（可根据文章的体裁进行判断） 段首

主题句常出现在文段的开头。 这种文段行文一般采用 “总述—分述” 的结构。 段尾

主题句也会出现在文段的末尾。这种文段行文多采用 “分述—总述” 的结构。 段尾常出现诸如： therefore，as a result，but, in summary,in a word, in brief,in conclusion等标志词。 段中

主题句有时会出现在文段的中间。这种文段行文往往是作者为了凸显自己的写作手法和风格。

一个文段未必有明显的主题句，特别是在记叙文中间的描写部分。 此时要自己总括段落的大意，体会作者想要表达的意思。

灵活运用逆向思维判断主旨内容

推理判断题

1. 推断隐含意义或深层意义

这类试题要求考生根据文章的内容推断作者没有提到的或可能发生的事情。 题干中通常含有infer, imply, conclude等标志性词语。

It can be inferred from the passage that ___.

From the text we learn that ___.

The story implies that ___.

It may be concluded from the passage that ___.

According to the passage, we can conclude that ___.

The best conclusion for the passage is ___.

推断隐含意义或深层意义要求做到：

(1) 吃透文章的字面意思，从字里行间捕捉有用的提示和线索。

(2) 全面分析所有相关信息，切忌片面思考、 断章取义、 以偏概全。

(3) 判断有据，推论有理。要忠实于原文， 以文章提供的事实和线索为依据，切忌用自己的观点代替作者的本意。

(4) 要体会文章的整体感情色彩，揣摩作者的态度，悟出作者的 “弦外之音”，不可直接选取文中的原句作为答案。

2. 推断文章的出处和来源（可从文章的内容或结构来判断：）

The passage is most likely to be found in ____.

The passage is most likely to be taken from ____.

The passage is most likely a part of ____.

Where can we most probably read this text/passage?

Where would this passage most probably appear?

(1) 报纸：前面会出现日期、地点或通讯社名称。

(2) 广告：因其格式特殊，容易辨认。

(3) 产品说明：器皿、设备的使用说明会有产品名称或操作方式，而药品的服用说明会告知服用时间、次数、药量等。

(4) 网站：文中会出现click (点击)、online (在线)、web (网络)、website (网址) 等字眼。

3. 推断文章的目标读者 (精确锁定文章的人称代词)

The text is written mainly for _____.

Who is the passage written for?

Who are the intended readers of the passage

4. 推断文段的作用（常考的有：introduction导入，background背景，explanation解释） The first/last paragraph serves as a(n) ______.

The first paragraph serves as a(n) _____.

5. 推测文段前后的内容（根据首段或尾段上下文判断）

If you were to continue the passage, what would you write about?

The next paragraph would most probably deal with ______.

The previous paragraph would most likely to discuss ______.

篇章结构题

起 文章的开头 As an English proverb goes

承 承接上文加以申述 indeed

转 转折 However

合 对全问的总结和结尾 In a word

高考英语阅读理解常考查的体裁有四种，分别是记叙文、 说明文、 议论文和夹叙夹议文。 它们都分别有自己的起承转合。 记叙文的基本结构

记叙文一般先引入， 然后叙述事件经过， 最后给出结尾。 有些记叙文不作引入， 直接进入故事。 叙述一般是按时间顺序展开， 其手法有两种：顺叙和倒叙。 说明文的基本结构

说明文会首先对说明的对象作总括介绍，然后通过举例、对比、分类等方式对对象作具体说明， 最后总结。 议论文的基本结构

语文中的 “提出问题—分析问题—解决问题” 结构同样适用于英文议论文。英文议论文通常先提出论点，然后列出论据，例如事实、 实例、 理论等等， 最后得出结论。 夹叙夹议文的基本结构

顾名思义，夹叙夹议文通常会边叙述边议论。 文章开头导入故事，在中间不时插入论述， 最后得出结论来表达作者的意见、建议或论述的意义。

篇四：名词性从句 高考题汇编

名词性从句

第一部分：基础题

1. _______ makes this shop different is that it offers more personal services. （2006年辽宁省高考题）

A. What B. Who C. Whatever D. Whoever

2. —It’s thirty years since we last met.

—But I still remember the story, believe it or not, _______ we got lost on a rainy night.（2006年四川省高考题）

A. which

考题）

A. when B. which C. where D. What

4. —Could you do me a favor?

—It depends on _______ it is. （2006年北京高考题）

A. which B. whichever C. what D. whatever

5. These shoes look very good. I wonder _______. （2006年上海春季高考题）

A. how much cost they are B. how much do they cost

C. how much they cost D. how much are they cost

6. Doris' success lies in the fact _______ she is co-operative and eager to learn from others.（2006年上海春季高考题）

A. which B. that C. when D. why B. that C. what D. when 3. See the flags on top of the building? That was _______ we did this morning.（2006年全国I高

7. Mary wrote an article on _______ the team had failed to win the game. （2005年全国I高考题）

A. why B. what C. who D. that

8. Do you have any idea _______ is actually going on in the classroom? （2005年辽宁省高考题）

A. that B. what

9. —Why does she always ask you for help? C. as D. which

—There is no one else _______, is there? （2005年北京高考题）

A. who to turn to B. she can turn to C. for whom to turn D. for her to turn

10. Elephants have their own way to tell the shape of an object and _______ it is rough or smooth.（2005年天津高考题）

A. / B. whether C. how D. what

11. Danny left word with my secretary _______ he would call again in the afternoon.

（2005年浙江省高考题）

A. who B. that C. as D. which

12. Mum is coming. What present _______ for your birthday? （2005年福建省高考题）

A. you expect she has got B. you expect has she got

C. do you expect she has got D. do you expect has she got

13. The way he did it was different ________ we were used to. （2005年江西省高考题）

A. in which B. in what C. from what D. from which

14. Great changes have taken place in that school. It is no longer _______ it was 20 years ago, _______ it was so poorly equipped. （2005年安徽省高考题）

A. what; when B. that; which C. what; which D. which; that

15. Some researchers believe that there is no doubt ________ a cure for AIDS will be found.

（2005年广东省高考题）

A. which B. that C. what D. whether

第二部分：强化题

1. We haven’t settled the question of _______ it is necessary for him to study abroad.（2006年江苏省高考题）

A. if B. where C. whether D. that

2. A warm thought suddenly came to me _______I might use the pocket money to buy some flowers for my mother’s birthday.（2006年安徽省高考题）

A. if

津高考题）

A. that B. which C. until D. if

4. Please remind me _______ he said he was going. I may be in time to see him off.（2006年全国I高考题）

A. where B. when C. how D. what B. when C. that D. which 3. There is much chance _______ Bill will recover from his injury in time for the race.（2006年天

5. We saw several natives advancing towards our party, and one of them came up to us. _______ we gave some bells and glasses. （2006年湖南省高考题）

A. to which B. to whom C. with whom D. with which

6. With his work completed, the businessman stepped back to his seat, feeling pleased _______ he was a man of action. （2006年湖南省高考题）

A. which B. that C. what D. whether

7. _______ team wins on Saturday will go through to the national championships. （2006年山东省高考题）

A. No matter what B. No matter which C. Whatever D. Whichever

8. I just wonder

A. why it does that makes him so excited. （2006年山东省高考题） B. what he does C. how it is D. what it is

9. _______ is our belief that improvements in health care will lead to a stronger , more prosperous economy. （2006年浙江省高考题）

A. As B. That C. This D. It

10. Nobody believed his reason for being absent form the class _______ he had to meet his uncle at the airport. （2006年重庆高考题）

A. why B. that C. where D. because

11. The shopkeeper did not want to sell for _______ he thought was not enough. （2005年山东省高考题）

A. where B. how C. what D. which

12. He noticed that the straight part of the dance was different in the afternoon from _______ it had been in the morning. （2006年宜昌市模拟题）

A. that B. where C. what D. which

13. I’d like to work with _______ is honest and easy to get on with. (2006年山东模拟题)

A. who B. whoever C. whomever D. no matter who

14. When you are reading, make a note of _______ you think is of great importance.

（2006年东北八校联考题）

A. which B. that C. what D. when

15. —Can we get everything ready by the weekend?

—It all depends on _______ we can get Mr. Green’s cooperation.

（2006年如东中学模拟题）

A. that B. what C. whether

高考趋势与重点 D. if

名词性从句在历年地高考中几乎都有所涉及，并且每年地命题各有变化。近年来地高考试题更侧重于在一定地语言环境下考查熟练使用英语语序和关联词地能力。因此，在平时地备考复习中我们除了牢固掌握基础知识外，还要多注意一定语境下基础知识地运用。

一、 It 在名词性从句中得用法：

1. It is time that?(虚拟语气)

2. It is the first time that?（现在完成时）

3. It is necessary (important) that?should do?(虚拟语气)

4. It is likely(possible, obvious, clear, natural, certain,…) that…

5. It is a pity(a fact, good news, no wonder, an honour, a shame, common sense, a common practice…) that…

6. It turned out that…; It happened that…; It occurred to sb. that…;

7. It is said(reported, believed, estimated, announced, expected…) that…;

8. It is suggested(required, ordered) that?(虚拟语气)?

二、 What 与that 在名词性从句中用法比较：

That Tom fell off his chair by accident got the classmates laughing.

What Tom learned in university helps him a lot in his job.

注：that 在从句中不作任何成分，what 在从句中必须担当主语或宾语。

We have reached what is called XinJie kou.

三、 宾语从句

1. 一个动词后跟多个宾语从句时，第二个开始的连词that不能省略。

He said (that) he didn’t attend the party and that he didn’t want to.

2. 否定转移

I don’t think he is fit for the job, is he?

I never thought that he would come for the dinner party.

3. 有些不可直接跟宾语从句的动词。

I hate it when…; I dislike it when…; I’d appreciate it if…

I will see to it that…

4. 与定语从句的转换

Jerry told us _______ he had seen abroad.

A. what B. all that C. all what D. all

注：本题四个答案都正确。答案C 可以看作all 是前面的us 的同位语。

四、 主语从句

a. 主语从句于定语从句的转换

What is needed has been bought.

All that is needed has been bought.

b. 几个特殊句型之间的转换

It is known to all that China has joined the WTO.

As is known to all, China has joined the WTO.

What is known to all is that China has joined the WTO.

五、 表语从句

a. 表语从句中的虚拟语气

My suggestion is that we should carry out the plan as soon as possible.

b. 几个表语从句的切换

The reason why I came late is that my car broke down on the half way.

He came late. That’s because his car broke down.

His car broke down on the half way. That’s why he came late.

六、 同位语从句

a. 与定语从句的区别

It is a fact that he has done his best.

It is a fact that you can’t deny.

b. 同位语从句中的虚拟语气

The proposal that he put forward is to be discussed at the meeting.

The proposal that we should import more equipment is to be discussed.

c. have no idea 后面跟同位语从句

I have no idea where Green Park lies.

答案解析

基础题

1. A 此题考察what引导名词性从句的用法。在此题中what引导主语从句，同时在从句中充当主语。

2. B 通过对句子的分析可知，believe it or not是插入语，在此句中that引导的是the story的同位语从句。

3. D 通过对句子的分析可知，此题需要选一词来引导表语从句，而从句中的明显缺少宾语，故只能what用来充当。

4. C 介词on后面宾语从句不完整，同时从句缺少主语，故只能由what来充当。

5. C wonder后面的从句是疑问句应用陈述语序。即：特殊疑问词+主语+谓语动词。

6. B 此句主句完整，从句也完整，故用that引导构成与the fact的同位语从句。

7. A why在它引导的从句中充当原因状语，从句在主句里充当介词on的宾语。

8. B what在它引导的从句中充当主语，同时整个从句可看成是idea的同位语从句，来说明idea的具体内容。

9. B 本题考查定语从句以及固定短语turn to 的用法，关系代词因为在后面定语从句中做宾语因此省略掉，turn to sb 求助于某人。

10. B 本题根据意思以及后面与or 的搭配关系可判断该处是“是否”，whether 引导宾语从句。

11. B 本题考查名词性从句中的同位语从句，根据下文可知Danny留下的口信的内容，that 引导名词性从句。

12. C 本题考查双重疑问句，疑问词＋do you think/believe/expect＋句子的其他成分（句子用称述句语序）。

13. C 本题考查固定短语 be different from同时也考查名词性从句中的宾语从句，介词from后是宾语从句，但从句中be used to 后面少宾语，且根据上文是我们过去习惯的方法，

这用what 符合语意。

14. A 本题考查的是名词性从句中的表语从句，后面表语从句不完整，it was 后面还缺少表语，根据意思是“20年前的 样子”，后面一个句子是对20年前的补充说明，是一个非限制性定语从句，20年前学校设备条件不好，when 在定语从句中作时间状语。

15. B 本题考查名词性从句的同位语，doubt 后的同位语根据意思没有怀疑故选择that 引导，that在从句中不充当成分。

强化题

1. C whether引导的从句构成与名词the question的同位语。(原答案似乎有误)

2. C 主句完整,同时从句也不缺成分。根据句意可看出that引导的从句构成与a warm thought的同位语。

3. A that引导同位语从句，具体说明chance（可能性）的内容。

4. B 句意：请提醒我他说他将什么时候走。

5. B 因先行词是natives，故淘汰A和D。又因give sth. to sb.固定短语，所以选B。介词to可放在关系代词whom的前面。

6. B pleased后面缺少宾语从句，he was a man of action句意完整，故用that引导。

7. D No matter what/which只能引导让步状语从句，排除A和B。C和D的区别在于一个无范围，一个有范围。

8. D wonder后面的宾语从句本是what makes him so excited：。但what需要被强调，故用强调句型。

9. D 本题考查it 作形式主语, 后面的that 引导真正的主句从句.

10. B 本题考查同位语从句, reason 后面有for 引导的短语, 接着后面是that 引导的句子来说明理由的内容.

11. C 本题考查名词性从句的宾语从句,介词for 后接宾语从句但宾语从句中缺少主语, he thought 是插入语. 连词what 引导宾语从句且在从句中充当主语,which 的意思不符合.

12. C 本题考查固定短语 be different from同时也考查名词性从句中的宾语从句，介词from后是宾语从句，但从句中it had been 后面少表语，所以what 符合语意。

13. B 本题考查名词性从句中的介词宾语从句, 根据下文意思以及在宾语从句中作主语, D 不能引导名词性从句, who 表达的意思不对.

14. C 本题考查名词性从句介词宾语, 宾语从句中you think 是插入语, 故句中缺少主语,which 意思不对,故选what.

15. C 本题考查介词宾语从句, 根据上下文意思 该处应该是”我们是否能得到Green先生的.

篇五：Discuss the most effective approaches to teaching English listening in senior high school

Discuss the most effective approaches to teaching English listening in senior high school

2013级 学科英语教学 硕士研究生 王雅婕 学号103202130425 Listening, as one of the four competences of the language, its importance is self-evident,equally for communication and language learning during the period of senior high school.So there are two main goals in teaching English listening in this certain period, that is the communicative goal and the utilitarian goal.According to Ur(2012:102), the main goal of teaching listening is to enable our students eventually to cope with the natural listening situations that they are most likely to encounter in real life. At the same time,for senior high school , one thing we can’t ignore is the National Entrance Examination, which demands a high score in corresponding tasks after audio recordings of listening texts, dominating the approaches teachers applying in class. As teachers of senior high school, we should balance these two goals, however, most of the teachers attach too much significance to the utilitarian goal and ignore to cultivate students’ ability to cope with real communication. So this essay is going to compare different approaches in teaching listening and argues that the most effective way to realize the two goals of teaching listening at the same time is communicative language teaching, according to which, strategies to

improve listening will be introduced at the end of this essay.

Nowadays, the common approaches in teaching listening adopted by most teachers are oral approaches, which focus on using recorded situational dialogues and read-aloud written texts----often played repeatedly---followed by comprehension questions on the content (Brown 1987), which maximally meet the demand of the National Entrance Examination. These approaches lay emphasis on intensive oral-aural drills and extensive use of the language laboratory (Rost,2002:116).With the assumption that students could be trained through intensive, structured and graded input to change their hearing ‘habits’(Rost,2002), teachers usually use massive pre-recorded listening materials which are much more like written texts than real dialogues, and teachers often play the listening materials many times to let students comprehend them and finish the following questions.During the whole listening process, there is no interation,the listening materials are pre-recorded like a written texts and students’ ability to work out the listening comprehension question is improved mechanically by the sea tactical practice. They may get a high score in the National Entrance Examination, whereas they probably lack competence in understanding and reacting spontaneously in a real communication.

The reasons for tstudents’ failure in real communication are complicated, in real life, the speech is typically in informal colloquial style, not as the

written texts;and it is improvised not written beforehand to be read aloud. We can usually see the speaker, their expressions and body languages and often have some idea of the kind of topic our speakers will be dealing with,even if we don’t know the exact information. What’s more ,during the speech we always respond to the speaker spontaneously it is happening rather than later like doing comprehension questions following the listening materials(Ur, 2012).

So communicative language teaching(CLT) which views listening as an integral part of communicative competence (Rost, 2002: 116) argues that listening exercises should be valuable to the extent that they simulate the ‘real-life’ listening conditions that actual users of a language operated within and authentic language materials should be applied for classroom work(Ur, 1984; Underwood, 1988; Rost, 1990).Listening for meaning is the primary focus and finding relevant input for the students assumes great importance (Rost, 2002). In the view of CLT, the nature of listening comprehension means that the learner should be encouraged to engage in an active process of listening for meanings, using not only the linguistic cues but also his nonlinguistics knowledge (Littlewood, 1981:

67). It also insists that he should listen with a purpose which determines to a large extent what meanings he must listen for and which part of the spoken text are most important to him (Littlewood, 1981).So the criterion for success in listening is not whether he has understood every wood ,but

whether he has constructed enough of the meaning in order to satisfy his own communicative purpose (Littlewood, 1981: 68). Also, the purposes can be set by teachers in listening practice, for example students are asked to extract relevant information from the listening text in order to transfer it to some other form, such as a table, chart or diagram,which can motivate the listening activity and create expectation as to what meanings will occur in the spoken text(Littlewood, 1981).

From the views above, it is safe to claim that communicative language teaching is a more effective approach than oral approaches commonly used in China now to benefit both communicative and utilitarian goal, as it focuses on the nature of listening and put listening in a communicative process.

On the basis of communicative language teaching, some strategies can be adopted by teachers to improve students’ listening.

First, the listening materials should be authentic.Different resources can be used as listening texts, such as news, movies, and videos.Don’t just use recordings which doesn’t allow students to see the speakers.Teacher talk also provides students with good listening comprehension texts and if you can, bring visitors into your classroom to talk to the class in English which gives students opportunities to hear different accents spoken spontaneously by a visible speaker (Ur, 2012). For the contents of listening texts, they should be varied and include both formal and

informal types(Ur, 2012).

Second, teachers should vary the tasks following the listening tasks.Usually we have multiple choice after listening to the text for more once. In real life, in contrast, we almost never have the opportunity to hear exactly the same text twice and listener responses to what they hear are normally spoken and ongoing: the listener acknowledges, answers, provides comments or reactions (Ur, 2012: 106).In China, we usually have more than forty students in class, it is impossible to conduct authentic listening response, so in this case, we can prioritize practice over ‘authentic’: for some listening texts,give students the opportunity to hear the them more once and ask them to respond in writing or action rather than speech; for other listening texts, just do in the authentic way: let students hear the text only once and respond in speech, which can be probably performed in the group work.The point is teachers should maintain as much as we can of the naturalness of a listening task, while making sure that it has maximum teaching/learning value and is practical to administer in the classroom (Ur, 2012: 106).

Third, as suggested above,to understand what they hear, listeners would find relevant input. So during the daily English teaching, teachers should pay attention to providing sufficient comprehensible input, if so, students will automatically understand the ‘new thing’ in the listening text at the first time they hear it.( Based on Input Hypothesis, Krashen)

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