染雾高中英语听力材料及答案 篇一
Title: Strategies for Improving High School English Listening Skills
Introduction:
Listening is a crucial skill in learning a language, and it plays a significant role in high school English education. However, many students struggle with listening comprehension. This article will provide strategies to improve high school English listening skills, along with listening materials and answers for practice.
1. Active Listening:
- Focus on the speaker: Pay attention to the speaker's body language, facial expressions, and gestures to better understand the message.
- Take notes: Write down keywords or main ideas while listening to help you remember and understand the content.
- Ask questions: Engage in active listening by asking questions to clarify any confusion or seek further information.
2. Extensive Listening:
- Practice regularly: Listen to a variety of English materials, such as podcasts, audiobooks, news, and songs. This exposure will help you become familiar with different accents, vocabulary, and sentence structures.
- Set goals: Challenge yourself to listen to a certain number of hours or complete a specific number of listening tasks each week. Keeping track of your progress will motivate you to improve.
3. Intensive Listening:
- Focus on specific skills: Enhance your listening skills by focusing on specific areas, such as understanding different accents, identifying key information, or recognizing idiomatic expressions.
- Use transcripts: Start with listening materials that come with transcripts. Listen to the audio first without looking at the text, and then check your understanding by reading the transcript.
- Repeat and shadow: Practice mimicking the pronunciation and intonation of native speakers. Repeat after the audio, and try to shadow the speaker to improve your own speaking skills as well.
4. Utilize Technology:
- Online resources: Take advantage of online platforms and apps that provide listening exercises, such as TED Talks, ESL websites, or language learning apps like Duolingo or Rosetta Stone.
- Language learning communities: Join online communities or forums where you can interact with native English speakers or other language learners to practice your listening skills.
Listening Material:
Listen to a short conversation between two students discussing their summer plans.
A: Hey, what are you planning to do this summer?
B: I haven't decided yet. Maybe I'll go on a road trip with my friends. How about you?
A: I'm thinking of taking a summer course to improve my writing skills. But I also want to spend some time at the beach.
Answers:
1. What are the two students discussing?
- Their summer plans.
2. What does student B suggest doing?
- Going on a road trip with friends.
Conclusion:
Improving high school English listening skills requires consistent practice and the use of various strategies. By actively listening, engaging in extensive and intensive listening, utilizing technology, and practicing with listening materials, students can enhance their listening comprehension abilities and ultimately succeed in their English studies.
高中英语听力材料及答案 篇二
Title: The Importance of Practicing High School English Listening Skills
Introduction:
In high school English education, listening skills often take a backseat to reading, writing, and speaking. However, listening is a fundamental skill that is essential for effective communication. This article will emphasize the importance of practicing high school English listening skills and provide listening materials and answers for students to develop their abilities.
1. Understanding Different Accents:
Listening to a variety of English accents helps students become more adaptable and comfortable when interacting with native speakers from different regions. Exposure to different accents, such as British, American, Australian, or Indian, allows students to improve their comprehension skills and develop an ear for different pronunciation patterns.
2. Vocabulary Expansion:
Listening to authentic English materials, such as podcasts, news, or movies, exposes students to a wide range of vocabulary. By actively listening and paying attention to context clues, students can expand their vocabulary and understand how words are used in different contexts.
3. Reinforcing Grammar and Sentence Structures:
Listening to well-structured English sentences helps students internalize proper grammar usage and sentence structures. By listening to native speakers, students can learn how to construct sentences naturally and fluently.
4. Improving Pronunciation and Intonation:
Regular listening practice enables students to mimic the pronunciation and intonation of native speakers. By imitating native speakers, students can improve their own pronunciation and intonation, making their spoken English more natural and understandable.
Listening Material:
Listen to a short news report about a recent scientific discovery.
"Scientists have recently discovered a new species of orchid in the Amazon rainforest. This orchid, named 'Amazonia', is known for its vibrant colors and unique fragrance. Researchers believe that the discovery of this new species will contribute to our understanding of biodiversity in the region."
Answers:
1. What did scientists discover in the Amazon rainforest?
- A new species of orchid.
2. What is the name of the newly discovered orchid?
- 'Amazonia'.
Conclusion:
Practicing high school English listening skills is crucial for overall language development. By understanding different accents, expanding vocabulary, reinforcing grammar and sentence structures, and improving pronunciation and intonation, students can become more proficient in English communication. Regular listening practice, along with exposure to various listening materials, will undoubtedly contribute to their language acquisition and success in high school English education.
高中英语听力材料及答案 篇三
高中英语听力材料及答案
M: Yes, nearly all of them. If you are rich, you may prefer to
send your children to private schools, but it takes a lot of
money.
(Text 10)
Ladies and gentlemen, thank you very much. I won't take much of your time. Jayal motors has decided to move into the export business. Now, we weren’t sure till late yesterday afternoon about this decision. I didn't tell you anything before that because we had to make research on the market first. Now then, I went to Australia to see if I could get us an export market. Two days ago we got word that we had got our first export order: 100 bikes, delivery in two months. Now you all know the situation on the home market. We’re a small company. The big companies are moving into the provinces and putting small firms like us out of business. We have got to expand, and we can't afford to lose this chance. We can't afford to make any mistakes.
第一节(共 5小题;每小题 1.5 分，满分 7.5 分)
1. What’s the woman’s opinion about the school?
A. It would be a better school.
B. It should be built.
C. It isn’t needed.
2. Why will Mr. and Mrs. White go to Beijing?
A. To have a visit there.
B. To celebrate their birthday.
C. To celebrate their wedding anniversary.
3. What does the woman say about Mary?
A. She hasn't gone camping for weeks.
B. She likes long camping trips.
C. It takes her a long time to plan her camping.
4. What is the man talking about?
A. The woman's name.
B. A custom that is new to him.
C. American names.
5. When should Linda get here?
A. At 8:50. B. At 9:00. C. At 10:00.
第二节(共15小题;每小题1.5分，满分22.5分)
听第 6 段材料，回答第 6-8 题。
6. Where did the two women actually meet?
A. At the east entrance.
B. In the women's clothing department.
C. At the main entrance in the front.
7. What did Betty want to buy?
A. A blouse. B. A sweater. C. A skirt.
8. What did Betty finally buy?
A. A skirt. B. A sweater. C. A blouse.
听第 7 段材料，回答第 9-11 题。
9. What is the man asking about?
A. The woman's last job.
B. Ideal Systems.
C. The woman's work experiences.
10. What is the most possible relationship between the
two speakers?
A. Workmates.
B. Boss and job-hunter.
C. Friends.
11. Why did the woman leave Format?
A. She had a quarrel with her boss.
B. She was not well paid.
C. The company closed down.
听第 8 段材料，回答第 12-14 题。
12. What are they mainly talking about?
A. Chinese New Year’s day.
B. Christmas Day.
C. The Chinese Spring Festival.
13. When will the children get some money from the
elder as a gift for the Lunar New Year according to
the text?
A. On the first day of the Lunar New Year.
B. On the New Year’s Eve.
C. Before the New Year’s Eve.
14. What will Danny do on the New Year’s Eve?
A. Do some reading.
B. Write to his parents.
C. Visit his teacher.
听第 9 段材料，回答第 15-17 题。
15. According to the text, how many years do the
Chinese children have to study at school?
A. Nine years. B. Six years. C. Three years.
16. In China, how much do all the children going to
the primary and junior school have to pay?
A. Partly of the fees.
B. All the fees.
C. Nothing.
17. Why some people sent their children to private
schools?
A. Because they think state schools too crowded.
B. Because they have enough money.
C. Because they only have faith in these schools.
听第 10 段材料，回答第 18-20 题。
18. When did the company decide to do the export
business?
A. Yesterday morning.
B. Yesterday.
C. Yesterday evening.
19. Why did the speaker go to Australia?
A. To meet an important person.
B. To place an order for goods.
C. To market their own products.
20. What measure will the company probably take in
near future?
A. To open up new markets.
B. To develop new products.
C. To move abroad.
参考答案：1-10 BCBBA BAACB 11-20 CCBCA ABCCA
高中英语听力练习
第一节(共5小题)
听下面5段对话。每段对话后有一个小题，从题中所给的A、B、C三个选项中选出选项，并标在试卷的相应位置。听完每段对话后，你都有10秒钟的时间来回答有关小题和阅读下一小题。每段对话仅读一遍。
1.What are the speakers going to do?
A.To hold a meeting.
B.To prepare for cooking.
C.To set a table for a meal.
2.Why will the speakers have to cancel the fair?
A.Because it keeps raining.
B.Because the gym’s being repaired.
C.Because the school-hall is full of books.
3.Where did the man get the news that the flight had been canceled?
A.At the airport.B.At the meeting.
C.At the international flat.
4.What is the probable relationship between the two speakers?
A.Teacher and student.
B.Classmates.
C.Mother and son.
5.What are the two speakers talking about?
A.Paying taxes.
B.The price of cigarettes.
C.Giving up smoking.
第二节(共15小题)
听下面5段对话或独白。每段对话或独白后有几个小题，从题中所给的A、B、C三个选项中选出选项，并标在试卷的相应位置。听每段对话或独白前，你将有时间阅读各个小题，每小题5秒钟;听完后，各小题将给出5秒钟的作答时间。每段对话或独白读两遍。
听第6段材料,回答第6至8题。
6.What is wrong with the man?
A.He has a cough.B.He has a cold.
C.He has a headache.
7.What is the relationship between the two speakers?
A.Brother and sister.B.Workmates.
C.Doctor and patient.
8.What will the man do next?
A.Take a medical examination.
B.Refuse the woman’s advice.
C.Arrange the business affairs.
听第7段材料,回答第9至11题。
9.How will they travel?
A.By train. B.By bus.C.By plane.
10.When should the man book the traveling in advance?
A.Four months. B.Eight months.
C.Ten months.
11.What is the purpose of the man?
A.To book a ticket.
B.To give some details.
C.To ask for information.
听第8段材料,回答第12至14题。
12.What’s the relationship between the two speakers?
A.Schoolmates.B.Workmates.
C.Strangers.
13.Why is Jeanie here earlier?
A.To meet her friend.B.To have a class.
C.To go over her homework.
14.What’s Jack’s attitude toward the test?
A.He is calm.B.He worries about it.
C.He has to get an A.
听第9段材料,回答第15至17题。
15.How many places will Mr.Robertson visit in China?
A.Two.B.Three.C.Four.
16.How will Robertson go to Xi’an?
A.By plane. B.By train. C.By car.
17.Where was Robertson born?
A.Australia. B.England. C.China.
听第10段材料,回答第18至20题。
18.What is important to children according to the speaker?
A.Making mistakes.
B.Correcting their own mistakes.
C.Judging their own work.
19.What does the last sentence“Let him do it himself”really mean?
A.Let the teacher point out the mistake to the child.
B.Let the teacher make the child correct his mistakes.
C.Let the child notice and correct his own mistakes.
20.What’s the topic of the text?
A.Language.
B.Riding a bike.
C.How to educate children.
高中英语听力教学方案
1 高中英语听力教学现状
长期以来，听力作为听、说、读、写四项技能中非常重要的一种能力在课堂中常常被忽视。根据《普通高中英语课程标准》（实验），高中学生要求听力达到6～9级。综观6～9级目标可以发现，听力教学的主要目的是侧重培养学生听的策略以及在听的过程中获取和处理信息的基本技能。其中主要包括：
①听大意和主题；
②抓关键词；
③预测下文内容；
④确定事物的发展顺序或逻辑关系；
⑤理解说话人的意图和态度；
⑥判断语段的深层含意；
⑦评价所听内容；⑧听并执行指示语；
⑨排除口音和背景音等的干扰等。
然而，受到传统教学模式的影响，听力教学一直停留在放录音和对答案的层面上。如果学生遇到问题，教师往往把听力文字材料以阅读的形式呈现给学生或者让学生自己阅读听力原稿。教师没有对学生听的过程进行指导，也忽视了听力策略的渗透。这样做不仅不利于提高学生的听力理解能力，而且致使许多学生对听力失去信心和兴趣。另一方面，由于教材听力部分难度较大，表现在听力语速过快，篇幅过长，词汇量偏大；听力内容脱离学生的生活实际或者涉及学生不太熟悉的语言背景知识；教材设计的听力题目较难，多为填空题，有的教师匆匆带过，有的甚至放弃这一块内容的教学。
笔者认为，教师可以根据学生的实际情况，创造性地使用教材，对教材内容，编排顺序和教学方法进行适当的调整。对教材中的听力部分进行整合和改编，简化听
2 听力教学的方法与策略
在英语教学中，听力理解（listening for comprehension）是听力的主要目的。从语言理解体系的两种加工方式来看，听力的理解方法可分为“自上而下（bottom-up）”和“自下而上（top-down）”。自下而上的过程是指听者在理解单个的词和句子的基础上来理解篇章。而自上而下的过程是指听者根据背景知识来帮助理解说话者的意思。图式理论为这种听力理解方式提供了理论依据。 Nunan（1999）强调说图式理论在帮助学生预测听力内容和处理出乎预料的情况时显得尤为重要。自上而下的听力理解方式受到很多研究者的支持。
3 听力教学设计案例
3.1教材分析
本课的内容是苏教版译林牛津英语模块3第4单元Task： Helping poor children。牛津高中英语的Task是一个单元中阅读与语法之后的一个综合板块。要求学生在课堂内进行开放性的听说读写的任务型活动，目的是引导学生在完成任务的过程中学习英语，使用英语。
3.2教学目标
根据新的课程标准，这堂课要达到两个目标，一是语言技能目标，主要是读听写的技能，要求学生通过阅读和听找出问题及其起因，提出解决办法；二是情感目标，也就是要求学生通过这堂课能学到一些听读写的技能，同时也唤起了他们对贫穷孩子的关爱。
3.3教学过程
Step1 Pre-listening。
（1）导入。上课伊始，教师应在最短的时间内吸引学生的注意力，可以创设一定的情景，通过视频、图片、歌曲、故事、问题等，激发学生的学习兴趣，迅速切入主题。
（2）阅读。由于该话题生词比较多，笔者对教材顺序进行了调整，把阅读放在听力之前，一方面让学生进一步熟悉话题，另一方面让学生通过阅读熟悉相关词汇。笔者设计的任务是快速阅读材料，找出文中提到的问题和起因，以及相关的解决办法。阅读过程中指导学生寻找关键词，完成表格。
Step2. While-listening。
（1）听力任务设计。教材听力任务有两个，均为填写表格，难度较大，笔者对听力任务进行了简化。同时由于听力语速过快，笔者还对听力MP3进行的切割，在学生听不懂的地方可以重复听写该部分的句子。
（2）听力策略指导。听前预测和关键词是听力中有效的策略。教师可以引导学生对听力任务中的答案进行大胆的预测，还可以让学生进行讨论。这样不仅帮助学生进行自上而下的信息加工机制，使其形成强烈的听的期待和愿望，做好听的心理准备。另外，教师也可以提供一些关于问题和起因的常用表达方法。
Step3 Post-listening。
听后的主要任务是写作（writing a proposal to the UNICEF）。
4 教学反思
在这堂听力课中笔者根据听前活动（pre-listening ），听中活动（while-listening）和听后活动（after-listening）三个步骤设计活动任务，任务由简及繁，环环相扣，围绕“problems and causes”这个主题进行讨论，阅读，听和写，把英语中的听、说、读、写融合在一起。通过教学实践，笔者认为高中英语听力课要突出以下几个方面。 4.1确立精准的目标
教学是为了实现教学目标而开展的由各个教学活动组成的连续过程。（鲁子问，康淑敏，2008）。教师首先应该思考和研究教学目标设计，通过优化教学目标来提高教学效果（张金秀，2010）。教师要根据学生的程度以及教材的特征，确立精准的教学目标。例如：本堂课的听力教学目标为学会听取有关“problems and causes”的，所有教学活动都是围绕这个教学目标而展开。
4.2设置合适的听力任务
教师应突破教材的局限，设置符合学生水平的听力任务。老师在设计任务时，要钻研教材，把握教学重难点，弄清教材各技能训练之间的内在联系，再根据学生的不同特点，融入教学智慧与个性思考，对教学材料有机组合，精心设计教学环节，形成相当完整的任务环。同时，老师在设计任务时要遵循从易到难、从简单到复杂的原则。学生通过完成符合他们真实认知过程的任务，发展听、说、读、写等语言技能。
4.3关注听力过程和听力策略的培养
听力教学中要关注听力的过程而不是结果，听力训练可以分为泛听和精听。泛听过程关注主要信息和大意。精听关注细节，教师可以在听力训练中让学生有选择地听或者听关键词。对听力难点进行重听，对生词进行解释。听力策略对提高学生的听力帮助很大，教师要根据教材内容将听力策略巧妙地融入教学内容中，例如听前预测，听的过程中捕捉关键词信息等策略要在听力课堂中帮助学生潜移默化地掌握。
4.4融合认知情感
新课程确立了知识和技能，过程和方法，情感态度和价值观三位一体的课程与教学目标，因此，有效听力教学设计要超知识本位的课堂，关注情感态度和价值观教育，引导学生在理解听力材料的基础上升华情感和价值观。情感态度和价值观的发展要融入听力任务设计中，让学生对话题形成正确积极的情感反应和价值判断。
听力教学是一个长期而漫长的过程，教师要充分利用教材，在透彻分析教材和学生的前提下，设置精准明晰的教学目标。设计合适的听力任务，突现学生主体地位，关注学生情感，从而提高听力教学的有效性。
高中英语听力得分技巧
高中英语听力得分技巧”听力部分是整套试卷中最简单的部分，是拿分点。但是听力部分也是很多人失分点，听力在高考中占据1//3的分数，如何才能做到在听力题上不丢分、少丢分呢?
听力基础：拼读、语调很重要
首先要加强对所学语言知识记忆的准确性和稳固性。抓好单词的正确拼读，掌握常用的语调。对词义的正确掌握以及充足的词汇量有助于正确理解所听内容和捕捉关键信 息。
其次，听说训练应循序渐进，循环往复。听力不是一种孤立的能力，它和说、朗读、阅读、记忆等多方面的训练相联系。在训练时，要多听多讲，听是为了理解，说是为了表达。学生平时要多开口朗读，使英语词句的字形信息和声音信息一并输入大脑;还要进行广泛的阅读，丰富背景知识，扩大知识面。
最后适量作一些高考听力考试的模拟训练，通过实践来熟悉题型，明确备考的目标和方向。在不断的练习中，逐渐摸索适合自己行之有效的'得分方式。
解题技巧：
1.快速读题
听力测试特别要求眼、耳、手、脑多种器官的协调配合。在放每段录音前，必须抓住间隙，快速读完选项，节省部分时间，提高应试成功率。听力试题的各个选项常有相同或近似的部分。我们可以忽略这些部分，而把注意力集中在那些有较大差异的部分，通过比较和鉴别，迅速做出正确判断。例如，在通读了选项A.In July. B.In June.C.In August.后，把注意力集中在July，June，August这几个关键词上，就可以立即看出这是一个考查时间的试题，从而把握住听的方向。
对于较长选项，应采取跳读的方式，作两步处理：第一步，整体看，以发现共同点。第二步：竖着读，着重看区别。做到先胸中有数，抓住重要信息提示，再去听录音材料。例如：
A: He went to see his doctor in his spare time yesterday.
B: He visited his friends when he was free yesterday.
C: He called on an old farmer after work yesterday.
从选项中我们看到，三个选项的主语、谓语部分基本相同，而宾语有很大的区别。我们先抓住doctor， friends，farmer三个词，然后根据所听录音做出判断。通过抢先看题，从选项所透露的信息中了解录音原文所涉及的话题、大致内容以及可能提出的问题，做到听时有针对性。
2.细心听题。
考生听长段对话和短文理解时，推理思路要正确，要有扎实的语言基础，能理解较深较长的语言材料，在语篇环境中抓住要点，记住某些细节和事实，找到答案。
听对话理解时，考生可能无法从对话中直接找出答案。我们必须回忆对话内容，用归纳、推理判断或计算等方法，将所获取的信息进行加工然后答题。有时答话人并非直截了当地去回答问话人的问题，而采用了某种含蓄、委婉的回答方式。这种题需要考生仔细推敲，找出其“潜台词”。
听短文时，需做到整体理解中心内容，把握主要情节，抓要点，边听边用笔记下重要信息。如全文或段落主题句的关键词，人名、地名、日期、数字等关键词等。记录符号要形成习惯，还应尽可能简明，只要自己懂就行，不影响跟听速度。此外对于关键词的词义要学会推测。对于人名、地名等一些不影响文章理解的词，不必多想。对于未听懂而又必须理解的关键词，要在听过全文之后，再根据上下文猜测词义。切忌在听短文的过程中在某个词上纠缠，结果一步跟不上，步步都踏空。
对短文的首句和首段一定要注意抓听。目前短文理解的大部分材料是记叙文或讲话稿。其首句或首段往往是全篇文章的理解线索，如作者观点、内容概要、故事发生的时间、地点及起因等。听懂这些内容有助于整体理解文章，也有利于调节情绪。要特别注意，在所听的较长对话或短文中，结尾部分所给出的信息往往不会是题目的正确答案，而仅仅只是一个“陷阱”。决不能因为听的时间长了产生松懈的心理，造成误选。
3.果断选题。
考生在选择答案时必须坚决果断，一定要具有良好的应试心理状态。在听力测试过程中，听力测试各小题之间的停顿时间很短。切记不可因某个小题未听懂而患得患失，因一题失多题。遇到未听懂或未完全听懂的题，应迅速猜出下一个答案，然后果断地放弃此题，争取时间抢看下一题。有时考生听懂了，但因阅读选项速度太慢，或者一时难以确定正确答案，犹豫之间，下一题又开始了。在这种情况下也应果断地放弃，而不能心中总是想着该题。如果注意力停留在过去的内容上，不切实际地想不丢1分，反而会背上包袱，顾此失彼，很容易打乱后面答题节奏。
高中英语听力答题技巧
高考英语听力测试的主要测试点
听力测试的主要形式有：对话理解，短文理解。对话理解是考查学生在一定语境或情景中所表现出的快速反应、推理判断能力；短文理解则是在此基础上考查学生对一个结构比较完整，意义相对连贯的语段的理解能力，是一种高层次、有难度的听力测试形式。
高考英语听力考试的测试点包括：
1、理解对话的主旨大意
如：What’s the man doing？
A．He’s working in a hotel．
B．He’s visiting a young people．
C．He’s travelling around（NMET2000）
此听力的原文为：
W：So，how long have you been here？
M：Just a couple of days，actually，I am on a big journey．You know，I’m visiting all the places of interest here．
本题是一位男子谈论到此地的各个名胜观光的情况，其中的a big journey、visiting和places of interest here是这位男子谈话的关键，因此，考生若对此进行归纳判断就会马上明白此谈话的主旨大意，选出答案C。
2、获取对话中具体信息
为了说明和解释主旨，对话或独白中需要一些具体信息，如时间、地点、人物、年代、价钱等，这些信息对理解对话，把握对话主旨是不可缺少的内容，且在试题中占相当大的比例。这类题要求学生在听清，听懂信息的同时，还要对所听到的信息做简单的处理。有的也需要考生进行简单的计算。
3、推断对话发生的背景、地点及对话者之间的关系。对对话背景、地点、对话者之间关系的理解程度，体现了一个人对口语的理解能力。
4、理解领会对话的观点、态度及意图
这类考题要求考生不但能理解录音原文的主旨大意，而且还要通过文中的重要细节、具体事实，揣摩、推断说话者的意图、观点和态度等，这类题能测试出考生在听力方面的综合素质。
培养良好的听力习惯，掌握正确的答题技巧
多听是提高听力的前题，但如何去听，如何获得准确的信息，则就不是多听听能解决的问题了。多听是增强语感，提高听力之本，若再加上正确的听力方法，掌握必要的技巧及对策，则可获得事半功倍的效果。
1、利用听录音前的时间，迅速地捕捉每个小题题干选项所提供的信息，预测短文或对话可能涉及到的内容，这样听录音材料时就有的放矢，有所侧重，提高答题的准确率。
2、克服犹豫不决的毛病，对自己有把握的试题应快速作答，对无把握的试题也要在所听信息的基础上排除错误选项，进行优化处理。不会作答的，立即暂时搁置，准备听新的题目。
3、目前高考听力测试中短文理解大部分是记叙文或讲话稿，所以听录音时重在听懂每句话的意思和内涵，注意捕捉文中所涉及的人物（who）、事件（what）、时间（when）、地点（where）、原因（why）、方式（how）、程度（how long，how soon，how much）、数字（how many／how much）、选择（which…）等，以便检查答案。
4、注意听短文的首句和首段，文章的开首和开首段，往往是对短文内容的概括，如讲话目的、主要内容、作者、论点、故事发生的时间、地点及事由等。
5、不管听什么材料，注意力一定要集中在整体内容的理解上，千万不能只停留在个别单词或单句上，听不清时马上放弃，不要强迫自己听清每一个词，要把重点放在听关键词即实词上，一边听一边把要点及回答问题的关键词记下来。
