1.单项替代练习。如：
T:Do you see Mr.Lin?He is wanted.(提示)my brother
S:Do you see my brother?He is wanted...
2.双项替代练习。如：
T:My book is as new as yours.(提示)room,big
S:My room is as big as yours.
3.多项替代练习。如：
T:I’ve got a little water in my glass.(提示)bowl
S:I’ve got a little water in my bowl.
T:potatoes
S:I’ve got a few potatoes in my bowl.
T:He
S:He’s got a few potatoes in his bowl.
T:milk
S:He’s got a little milk in his bowl.
要想正确填入替代的项目，组成一个新句子，学生须记住并理解前一句话的内容。这对巩固学生的基础知 识十分有益。
(三)直接对话
教师对学生A说：“Ask B where he’s going.”学生A：“Where are yougoing,Mr.B?”教师对学生B说： “Tell him you’re going to the postoffice.”学生B说：“I’m going to the post office.”
此种练习适合于基础较好的学生。
(四)猜猜看
学生认真听教师或某个同学描述身边的某人或某物，然后猜是何人或何物。
描述：He is tall,very tall,perhaps the tallest in the class.He plays basketball well.He is a
member of the school team as well as theclass team.Who is he?
描述时不要夸大学生的弱点，而应赞扬他们的优点或强项。
四、听听写写
(一)辨别方位
听一些句子或一段对话，在给出的地点中选择事情最有可能发生的地方。如：(dining-room,library,con cert hall,department store,gas station,museum)
1.What’s on the menu?Not too many dishes,hm?(dining-room)
2.What can I do for you?I want to buy a pair of shoes,please.(de-partment store)
(二)搜索信息
根据一段对话或文章，先给学生提出几个问题，然后让学生听这段对话或文章，再让他们找出这些问题的 答案。如：
Wang Hai:May I speak to Mr Wang Qiang?
Operator:Just a minute.
Wang Qiang:Hello!
Wang Hai:Hello,Uncle.This is Wang Hai.
Wang Qing:Wang Hai,when are you coming to see us?
Wang Hai:My holidays begin on 5 July.I’m leaving here on 6 July.
Wang Qiang:Good!By the way,what day of the week is that?
Wang Hai:6 July is Sunday.
Wang Qiang:Well,I don’t work on Sunday,Shall I meet you at thestation?
Wang Hai:That’ll be nice.Thank you,Uncle.See you then.
Wang Qiang:See you.
问题 信息
(1)Who is speaking to Mr. Wang Hai.
Wang Qiang?
(2)When is Wang Hai coming On 6 July.
to see his uncle?
(3)What day of the week 6 July is Sunday.
is 6 July?
(4)Where shall Wang Hai’s At the station.
uncle meet him?
这种练习鼓励学生按顺序听某个特定的片断。教师可提前给出问题，指导学生找出段落中最重要的信息。 这样可以训练学生找出对话、文章以及讲座等的主题。
(三)听写
听写是一项具有一定难度的练习，学生在写之前必须听懂这个句子，还必须会拼写句子中的每个单词。在 初级阶段，应该鼓励学生在听写之前先复述听到的句子，然后再把句子写下来。这种练习可以加深学生对所听 片断的印象，从而增强学生短暂记忆的能力。
以上介绍的听力训练的项目是有限的，但具有创造性的教师一旦熟悉了这些项目，便会扩展出更多的适合 于学生听力训练的方法，从而使他们的英语听力能力不断得到提高。