I am a junior high school student, and I want to go to Shanghai New Oriental Summer School to study English in the summer vacation. Can you explain it in detail

With the deepening of reform and opening up, English teaching has been paid more and more attention. Adding listening questions to the national college entrance examination every year is undoubtedly a challenge to middle school English teaching, and it also brings opportunities to improve middle school students' English listening level and change the current situation of middle school English "deaf-mute". As a receptive skill, listening plays an important role in basic English education. The purpose of English teaching in middle schools in China is to cultivate students' listening, speaking, reading and writing abilities. Language is speaking first, then speaking, and then writing. Listening is not only a receptive ability, but also a means of learning. As a kind of ability, listening is a communicative ability to absorb and understand oral information. Listening is an important source of language information. Adequate information input is the basis of speaking, and listening ability plays an extremely important role in communication. As a means of learning, listening is the only way to learn English. Learning pronunciation and spoken English is closely related to listening. Listening ability provides a good learning foundation for simulating authentic spoken English, expanding vocabulary and enriching language background knowledge. Only when students understand clearly, react sensitively and speak freely can they learn better, learn more and learn more firmly in the limited time of each class. First, what is listening? Listening is the sum of listening and understanding abilities. Listening comprehension requires the listener not only to have knowledge of pronunciation, intonation and vocabulary, but also to have relevant social and cultural knowledge. Middle school students are lively and eager to learn, with strong simulation and adaptability. Junior high school is the best time to cultivate students' listening ability. Second, the following problems are common in daily listening teaching: 1. Usually, teaching only pays attention to the form and meaning of words, ignoring pronunciation, so that some students' pronunciation is not standard and they can't quickly connect the heard pronunciation with the learned words. 2. Students lack the necessary knowledge of pronunciation and intonation. 3. Lack of understanding of cultural background and confusion of communication terms used in different contexts. 4. Teachers lack the guidance of necessary listening skills and methods, and simply regard listening class as a performance test class. Hand out listening test papers → start playing → students listen → collect answers → grade → hand out answers →(A, b, C)→ hand out recording → hand out listening test papers, which will make students tired of listening, but they have to listen. After a long time, they will lose interest in listening or take listening as a burden. People's requirements for listening materials are too high. They don't listen too fast or too slow. They don't listen to idiomatic English, nor do they listen to idiomatic English. In this way, there is less material to listen to. So it is difficult to find students with poor adaptability. They can't accept a little change, and they start to panic, fidget and guess at random. Third, the factors that affect students' listening level 1. Some students are not interested in English, and they are psychologically resistant, especially in listening practice. Most of them are perfunctory and passive under the supervision of teachers, which leads to higher and higher resistance, lower interest in learning, and of course, it is difficult to improve listening level. 2. Ignorance of English listening Although most students have paid enough attention to IELTS listening now, some students think that reading and writing are dominant in the exam, which can reflect the real level of individuals, and the proportion of listening is very small, which also lacks application value in real life, so they think that as long as they learn some knowledge such as grammar and writing well, they can get high marks in the exam, and they can also make subjective guesses in the listening part, and maybe they can guess several questions correctly. This psychological factor of not paying attention to listening directly affects the listening level, and also makes some students take chances in listening teaching and examination centers. After a long time, they will learn from it, and then have a fear of hearing, forming a serious psychological barrier. 3. Lack of self-confidence and bad mood Some students lack self-confidence and often feel inferior. In class, especially in listening class, teachers need students' active participation. In this case, students who lack self-confidence are often nervous, anxious and afraid, worried about being asked by teachers and being laughed at by classmates. This kind of depressed students are in a bad mood for a long time, and it is difficult to improve their English listening level. 4. The arrangement of teachers' listening practice is unreasonable. In listening teaching, teachers lack scientific and systematic arrangements for the practice goals that students at different levels and stages should achieve. Too difficult or too easy, too concentrated or too scattered planning arrangements will affect students' attention and enthusiasm, so teachers should fully consider and make reasonable arrangements when making listening plans. Some teachers' time arrangement in the whole listening class is not reasonable. Due to the unusual teaching system of the training center, each course has been concentrated for a long time. If the practice method is single, just listen to the tape once or twice, the answer is right. In addition, the classroom atmosphere is not active, interactive teaching is not prominent, students are prone to fatigue, and the listening effect is reduced. Fourth, how to effectively improve students' listening ability 1, create a language environment and cultivate students' listening habits. Due to the lack of language environment for junior high school students to learn English, teachers should try their best to apply English to all aspects of classroom teaching, so that students can listen to English as much as possible and cultivate their listening habits. Junior high school English textbooks are informative, interesting and practical, which is conducive to creating language situations. Teaching in English is helpful for students to concentrate, exercise their perception ability and cultivate their imagination and thinking ability. For example, organize classroom teaching with related English classroom terms: Classbegins. Who's dutytoday? Please log in. Please raise your hand if you can answer my question. And so on. Organizing classroom teaching in English, creating an English environment, making students form the habit of listening, is conducive to improving listening. 2. Pay attention to the teaching of language knowledge. First of all, we must strictly close the phonetic symbols. Learning phonetic symbols well is the premise of learning English well. The quality of phonetic symbols determines the quality of phonetic intonation. A good phonetic foundation will undoubtedly get twice the result with half the effort for improving students' listening level. We should also pay attention to the practice and cultivation of reading skills. Teachers should consciously teach students sentence stress, rhythm, phonetic change, linking and intonation in class. Students should be guided to remember words correctly. The learning of any language is inseparable from the learning and accumulation of vocabulary. The most effective way to learn vocabulary is to recite it according to the rules of pronunciation. 3. Pay attention to cultivating students' listening problem-solving ability and good listening habits. Students often feel that the listening content is not difficult, but they are not sure from the beginning of the topic. The problem lies in the lack of listening problem-solving skills or the failure to develop good listening habits. How to cultivate students' ability in this respect? I think it is necessary to teach students to browse the exercises quickly before listening and capture all the news that can be obtained from the topic. Even boldly guess the test site of the topic. Second, students should concentrate, grasp the main points, and connect the contents before and after. When listening, no matter how many times you listen, don't take it lightly. Pay attention to the overall content of sentences and essays, grasp key words and key points, and don't force every word to be heard clearly. According to what you have prepared and heard before listening, capture the information about the correct answer. Third, take notes. Note-taking should be focused and skillful, such as using Arabic numerals to record numbers, using codes for place names and names, using abbreviations for long words, and grasping the trunk with long sentences. Fourth, be calm. If you encounter something you don't understand or hear, you should deal with it decisively and don't panic, so as not to affect the later answers. 4. Pay attention to listening practice in daily teaching. Improving students' listening comprehension can't be done in a day or two. In daily teaching. Teachers should not only make full use of auxiliary materials such as tapes, synchronous listening exercise books and target test listening exercises, but also insist on practicing with teaching. There is also the need to organize targeted listening exercises. For example, listening is necessary. 5, do a good job of feedback correction. There is no big problem for students to listen to simple content, but teachers should let students listen to some flexible and error-prone topics repeatedly, analyze the causes of errors, and carefully correct their homework after listening, which is conducive to improving listening. Students should use the time of getting up, eating and having lunch in the morning to turn on the school radio and play English text tapes. There is no restriction on which unit, article or dialogue, and it is not required to hear clearly and understand, let alone to follow and recite. Let the students dress, brush their teeth, wash their faces and eat while listening. In this way, an extra English language environment is created in daily life, so that students can unconsciously integrate into the English environment and accept English knowledge. Students listen to classes easily and freely, without any burden, and most of them are happy to listen every day. Over time, students have formed this habit of listening, and their listening level has been greatly improved unconsciously. Usually, if you listen more, what you listen to will naturally blurt out as the teaching recording is played, which will deepen students' understanding of the content of the textbook and greatly shorten the teaching time of teachers. Besides, students should be given more opportunities to contact and use English after class. The so-called more contact, more use, is to make full use of the surrounding conditions, arrange some interesting activities after class, so that students can listen more, speak more and practice more interesting oral English. Let students review their knowledge unconsciously and broaden their horizons without increasing their burden. The new syllabus clearly points out: "Extracurricular activities are an important teaching aid, which is conducive to increasing knowledge and broadening horizons. Purposeful and organized extracurricular activities suitable for students' language level and age characteristics can make students learn lively, lively and active, stimulate their enthusiasm for learning and cultivate their hobbies. "For example, organize students to watch English movies, rehearse English programs and sing English songs. In short, English listening comprehension ability is not a single ability. Students must be based on a good language foundation, supplemented by listening skills, skills and rich background knowledge, and then rely on the process of judgment and understanding to effectively complete the process of listening comprehension.