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【摘 要】“双减”背景下，如何优化作业设计成为当下小学英语教育面临的一个现实问题。有声作业作为英语作业的重要组成部分，存在教材内容缺少情境性、落实措施存在局限性、创编内容不够生活化等问题，亟需从教材使用、教学理念、评价体系等方面寻求解决措施及策略，使有声作业从“无声阅读”走向“视听阅读”,从“无序散读”走向“主题式听读”,从“独立完成”走向“协同评价”。