First, get out of the misunderstanding Listening, speaking, reading and writing are the four basic skills for learning any language. The traditional listening class focuses on the training of listening ability. The teacher plays the tape, the students write the answers, and then correct them. This stereotyped teaching method is difficult to arouse students' enthusiasm, the classroom atmosphere is dull and the learning effect is not good. The combination of listening and speaking will make students not only listen, but also increase the speaking part on the basis of understanding. What you say should be closely related to what you hear. In the "listening task" part, cultivate students' ability to understand the whole text and specific information, so that students can correctly understand the theme of the text. There is also a "oral task" section, which focuses on cultivating students' coherent expression ability. Teachers can ask students to express their feelings about the content of the text they have heard. Students can also use the positive and negative model essays in the reference book and the example sentences in Language Focus to have a dialogue, so that students can express their opinions around a topic on the premise of understanding. In this way, students' listening and speaking ability can be really improved through long-term adherence to practical language ability and accumulated training. Second, the comprehensive training of speech listening is a complex physiological and psychological process, and listening comprehension ability is influenced by many factors such as the characteristics of listening materials, speakers, learners and process (Shu et al., 1996). In the process of learning, students' mastery of basic language knowledge, cultural background knowledge and listening skills is particularly critical to their listening comprehension. In teaching practice, teachers should be good at guiding students to use "linguistic knowledge" and "nonverbal means" to think and speculate, understand the meaning of the speaker's words, and thus obtain information (Gaman, 1990). Teachers should cultivate students' listening and speaking ability in a planned and purposeful way. 1. Listening class is the key. Good listening class is the most important link to improve students' listening ability. Listening teaching must adhere to the principle of combining intensive listening with extensive listening. Class should focus on intensive listening, not blindly pursuing progress. Teachers can help students master the basic phonetic knowledge and identify the differences between English pronunciation and American pronunciation, such as linking, stress, weak reading, swallowing, assimilation, loss of voice and intonation. These changes in language flow are often the main obstacles to students' listening comprehension. Some students often can't read the next sentence smoothly and continuously. They are a combination of word stress, not intonation and flow. So I'm even stranger to Lian Lian, and I can't even hear the simplest one. For example, there is a dictation sentence in the third lesson of the third volume of the college English listening textbook: I can guarantee that he did say it, in which can assure is pronounced as [[kn`]]. Almost all the students don't know what [kn] is, some can't be sure, some can't be displayed, and so on. 2. Grasp the main idea, remember the main points, ask students to quickly match the sounds they hear with the letters, and teach them to master the rules of pronunciation. Some students can only imitate the sound when they listen, but they don't know which word it is. By mastering the pronunciation rules, they can infer this "word" and speed up their reaction. Teachers should teach students to listen to the key components of a sentence, that is, the subject and predicate of the sentence are usually located in front of the sentence. When students concentrate on the subject and predicate of a sentence, they can easily infer its meaning even if they don't understand other parts. 3. Intensive listening, combined with a period of listening training, requires students to combine intensive listening with extensive listening. Listen carefully again and again, try to understand every word, phrase and sentence, and never let go of what you don't understand. When students fully understand, they will have a sense of pleasure after success, thus enhancing their confidence in improving their listening comprehension. Strengthening listening training requires teachers to slow down the pace of teaching and ensure teaching efficiency. Extensive listening is to consolidate students' listening skills in intensive listening training through a large number of listening exercises, so that students can experience a complete process of language communication. If there is not enough class time, students can be asked to listen more after class, and listening materials that match the teaching materials can be used, such as Parts A and D of New College English Listening Course and New College English Autonomous Listening Course. These extensive listening materials can strengthen students' auditory memory and cultivate students' habit of directly understanding and receiving information in English. With the improvement of students' listening level, teachers can also ask students to repeat what they have heard. The content of retelling can be a word, a phrase, a sentence or a love story. Retelling training can make students always in a "standby" state, students are in a state of tension and excitement, with high concentration, rapid response and high memory efficiency. Through retelling, students will actively think, creatively understand and accept information, and learn something, thus generating a sense of success and self-confidence. 4. Intensive reading class, listening and speaking intensive reading teaching is a kind of reading teaching that integrates listening, speaking, reading, writing and translation, that is, understanding the superficial meaning of words and excavating the implied meaning and deep meaning of articles, that is, cultivating students' written expression ability and their language communication ability. Therefore, teachers should not only pay attention to the analysis and explanation of texts, but also adopt flexible and diverse teaching methods. Intensive reading class should advocate questioning and discussion, which is a process of continuous discourse rotation between teachers and students, which can eliminate the boring atmosphere of infusion teaching in class, give play to students' subjective initiative and provide students with good opportunities for listening and speaking practice. American psychologist Curran advocates group learning. He believes that group learning can provide learners with a relaxed and pleasant learning atmosphere, enhance their interest and motivation in learning and improve their participation. Through questioning and discussion, teachers can understand students' preview, review and mastery, and students can also understand their own weak links, so as to make clear their learning direction and have clear goals. In intensive reading class, it is a good way to improve listening comprehension by interspersed dictation exercises. Dictation materials can be easy first and then difficult, starting with words, sentences and dialogues, and gradually transitioning to dictation of short passages. Students are active in the process of dictation, and the efficiency of listening is very high, which can train students' ability of listening and writing quickly. Teachers should also strengthen students' reading training of texts, such as "reading by introduction, imitating and following". In this way, students can read the text smoothly, accurately master pronunciation, intonation and meaning groups, learn authentic English pronunciation, and constantly correct some of their incorrect pronunciations.