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where the answers to questions are. Unskillful listeners usually listen word by word for meanings. So before listening teachers should remind students to pay special attention to the stressed words while listening, that is to say they don’t have to understand every word, but listen to get the general idea. Every sentence has some stressed and unstressed words in listening materials, and stressed words usually give the most important information in a sentence. Focusing attention on the stressed words can give listeners enough information to understand the main ideas. Every day teachers can dictate some different sentences in different rhythm to students so they can notice that the stressed words are usually louder, higher and more clearly pronounced, and that they are usually nouns, verbs and adjectives. Teachers can train students in the following three steps. Firstly, teachers train them to recognize stressed words by putting marks on them. Secondly, they are required to fill in the blanks with the missing stressed words. Lastly they are encouraged to take notes, and then retell the main idea. If keeping doing this practice, students will be sensitive to the stressed words and they will no long try to catch every word in the sentence, which is beneficial to the improvement of listening comprehension. 4.1.4 Practice for intonation Intonation is an important means to express the meaning of sentence; different intonations express different meanings in a sentence. Most students are unfamiliar with intonation. Everyday teachers can read some sentences in different intonation to students in the class to make them notice the differences, which is a way to have they sensitized to intonation. Another good way is that students can read after the recorder to imitate the speakers’ intonation after class, which can also improve students’ pronunciation. 4.2 Practice for the tempo of speaking The tempo of speaking is another painful thing for most students. Students complain that they cannot catch up with the speakers while doing listening practice, because they must memorize, store, classify, understand and respond to the information they hear. It is a quite difficult task for them. To solve this problem, firstly teachers can slow down the speed of speaking and pause after some sentences for students to think over and understand the contents, and then teachers gradually speed up the tempo of speaking and add the listening contents so that students can adapt to the average speed. Secondly, students can begin with the repetition of phrases, shorter sentences and then longer sentences. While doing this practice, students must pay great attention to the speaker in order to repeat. Repetition requires students to skillfully master the phonetic, intonation, grammar, vocabulary knowledge and rules, and they also must strengthen their ability of recognition and translation. At first, students will find that it is not easy for them to repeat, but if keep doing this practice, students will realize that they are used to repeating sentences, and then they will feel that the information going into their ears isn’t lost so quickly, and gradually they can catch up with the speaker. These two methods are useful in training students listening ability. 4.3 Enlarge vocabulary and strengthen grammar Vocabulary is the foundation of a language. Listeners must have enough vocabulary for their improvement in listening because vocabulary affects listening directly