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【Abstract】Language as a tool plays a significant role in bridging and facilitating different people to build up good relationships in social interactive communication， surely during which， listening dominates the big part of the time.
Students will easily get very nervous when having listening test whenever they are in classroom training or during examination progress， I think the following solutions are beneficial for them： First， we should assure students that they don’t need to understand every single word during doing listening. Then， We can ask students to make prediction before playing the audio programs according to the given questions. Although what I mentioned above is a tough process， I think we can improve it by daily listening training and encourage students to make progress from simple low level to relatively complex high level step by step. For teachers， we can find many effective ways to fix up the situations： we can play the audio programs a few times during the class and ask them to listen for something different each time they listening， Alternatively， we can divide the audio program after each section. In this procedures ，we can tell the students that they will hear the audio materials more than three times or until they can grasp the key words or phrases， another option is to have students work collaboratively in pairs or small groups.
2.1.Certain theoretical knowledge on test listening based on the book
3.As far as a test of listening is concerned， the special problems in constructing listening tests arise out of the transient nature of the spoken language. listeners can not usually move backwards and forwards over what is being said in the way that they can a written text， The one apparent exception to this， when a type-recording is put at the listeners disposal， doesn’t represent a typical listening task for most people. Ways of dealing with these problems are discussed below：
4.（1）Specifying what the candidate should be able to.
5.The specifications for reading test should say what it is that candidates should be able to do.
6.Text should be specified as fully as possible ，for the reasons of content validity and backwash. such as text type ，forms， length and the speed of speech.
7.Selecting samples of Passages must be chosen with the test specifications in mind. If recording are made especially for the test， then care must be taken to make them as natural as possible.
【Reference】
[1]杨梳琴. 《牛津初中英语》Integrated Skills板块的听力教学活动探析[J]. 中小学外语教学（中学篇）.2010（10）
Students will easily get very nervous when having listening test whenever they are in classroom training or during examination progress， I think the following solutions are beneficial for them： First， we should assure students that they don’t need to understand every single word during doing listening. Then， We can ask students to make prediction before playing the audio programs according to the given questions. Although what I mentioned above is a tough process， I think we can improve it by daily listening training and encourage students to make progress from simple low level to relatively complex high level step by step. For teachers， we can find many effective ways to fix up the situations： we can play the audio programs a few times during the class and ask them to listen for something different each time they listening， Alternatively， we can divide the audio program after each section. In this procedures ，we can tell the students that they will hear the audio materials more than three times or until they can grasp the key words or phrases， another option is to have students work collaboratively in pairs or small groups.
2.1.Certain theoretical knowledge on test listening based on the book
3.As far as a test of listening is concerned， the special problems in constructing listening tests arise out of the transient nature of the spoken language. listeners can not usually move backwards and forwards over what is being said in the way that they can a written text， The one apparent exception to this， when a type-recording is put at the listeners disposal， doesn’t represent a typical listening task for most people. Ways of dealing with these problems are discussed below：
4.（1）Specifying what the candidate should be able to.
5.The specifications for reading test should say what it is that candidates should be able to do.
6.Text should be specified as fully as possible ，for the reasons of content validity and backwash. such as text type ，forms， length and the speed of speech.
7.Selecting samples of Passages must be chosen with the test specifications in mind. If recording are made especially for the test， then care must be taken to make them as natural as possible.
【Reference】
[1]杨梳琴. 《牛津初中英语》Integrated Skills板块的听力教学活动探析[J]. 中小学外语教学（中学篇）.2010（10）