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cause information only lasts for a short time. “Use the skill of guessing at unknown words and decide whether or not they are necessary in your effort to understand the sentence meaning.”[13] Usually it is impossible for students to catch everything. Therefore training their guessing ability is very important. When students come across some new words in listening, they cannot look up dictionary for their meaning. What they should do is to guess the unknown words through the context. For example, “One new important use for computers is for entertainment. Many new games are…” when students come across the new word “entertainment” they will pay all their attentions to think what it is mean. If they do not mind and continue to listen, they will find that the following contents are all talking about computer games, so they can easily guess it means “enjoyment”. But most students are too nervous when they meet an unfamiliar word and will beat their brains to think the meaning of the new word so that they can’t catch the major points, which will affect the understanding of the whole passage. An effective method to train students’ guessing ability is that we play a short conversation or a passage, give pauses in the middle, and ask students to guess who the speakers are, where the conversation takes place, what the speakers talk about and what the speaker’s attitude. Students are encouraged to develop this skill for their improvement in listening comprehension. 4.5.3 Cultivate students’ predicting skill A good listener is a person who can predict what the dialogue or passage is about after have a fast reading of the requirements and a person who will predict what the speaker is going to say. An effective listener is constantly setting up hypothesis in his mind, and testing the hypothesis is by matching what he has heard with the hypothesis in his mind. The process of understanding the text is the process of seeing how the content of the text matches up to these predictions. [14] For instance, before students listen to a passage about doing an experiment in the lab, teachers should give some brainstorm questions to students, such as “What can you do and what can’t you do in the lab?”, then students will use their common knowledge to predict what the listening material is about. Teachers can also ask students to predict the listening text according to the title. During the process of listening students will concentrate all their attentions on listening to check their predictions. There is another good method to train students’ predicting skill, that is, teachers state the first part of the context and let the students predict what the next part of the context is about. Whether the prediction is right or not, it will be of great use to the listening comprehension. So prediction is an effective method in listening comprehension. I t can stimulate students’ interest and curiosity; arouse the enthusiasm of the students. 4.5.4 Train students’ inferring ability There are so many inferring questions in listening test, inferring is commonly used to guess what is not stated directly in the listening comprehension. In listening there are many questions like “What can you infer from the dialogue or passage?” and “What is the author imply?”. It is comparatively difficult for students to answer this kind of questions. Students need to have a global understanding of the listening text, which requires the memorization of the content of the listening, so