The paper briefly describes the current listening teaching in college English and medical humanities:viewing,listening and speaking,analyses and explores the strategies of teaching listening in this course in three aspects,namely training of reasoning ability-to train students to speculate about the main idea according to a number of key sentences and words ; teaching of notetaking skills-to teach students to take down key points of listening materials by applying certain notetaking format,simplified symbols and words of logical relation; teaching of phonetic knowledge-to teach students phonetic knowledge such as liaison,reduction,loss of plosive,assimilation,stress and intonation specifically according to the listening materials.

Aimed at problems in current audio-visual-oral English teaching for medical students,such as the inconsistency between teaching materials and training objectives,the lack of flexibility and effectiveness in teaching methods and inadequacy of comprehensiveness and objectiveness in assessment methods,the paper analyses and explores audio-visual-oral medical English teaching in three aspects,namely teaching curriculum-setting up topic for each unit based on the contents of medical courses and designing various teaching tasks according to three-step procedure of extensive listening-intensive listening-derivative discussion,teaching methods-adopting pictorial method in teaching medical English vocabulary,macro-micro listening method and interpretation for imitation method,and assessment methods-applying a combination of formative assessment and summative assessment.

In view of the present situation of medical English vocabulary teaching, we propose to apply the picture teaching method to the teaching of English vocabulary. Picture application process is:teaching ideas - picture searching - picture introduction - question design - example sentence (implica-tions) introduction. We also analyze how to apply pictures related to Chinese and western culture, anecdotes and oddities, stars and celebrities, and common diseases to medical English vocabulary teaching according to the features and interest of the students, so as to activate the knowledge the students already acquired, to achieve good teaching effect through interaction between the teacher and students and to help the students have a solid command of medical English vocabulary taught in class.

Objective To evaluate the efficacy of Disposcope endoscope for tracheal intubation in patients with difficult glottis exposure.Methods Sixty adult patients of both sexes,aged 22-68 yr,scheduled for elective oro-tracheal intubation under general anesthesia,whose glottis was not visible under Macintosh laryngoscope (grade Ⅲ or according to Cormach-Lehane Grading of laryngoscopic view),were randomized into 2 groups (n =30 each) using a random number table:group Macintosh laryngoscope-assisted Disposcope endoscope (group DM) and group Disposcope endoscope (group D).The glottis exposure condition and time,intubation condition and time,assisted lifting mandible,laryngeal mucosa bleeding and postoperative sore throat and hoarseness were recorded.Results The success rate of intubation at second attempt achieved 100％ in the two groups.Compared with group DM,the incidence of assisted lifting mandible was decreased,and no significant changes were found in the success rate of glottis exposure,glottis exposure time,intubation time,success rate of intubation at first attempt,incidence of laryngeal mucosa bleeding,and postoperative sore throat and hoarseness in group D.Conclusion Disposcope endoscope can improve the condition for tracheal intubation significantly after lifting mandible in patients with difficult glottis exposure.