英語聽力教學(xué)論文設(shè)計(jì)

英語聽力教學(xué)論文

郝元和&[Abstract]ModernIanguageteachingtheoryhighlyemphasizestheeffectof"listening"onthelearningandtheuseofIanguage.TheteachingofEnglishlisteningisn'tonlyateachingofIanguage,alsoatrainingofability.Inthefourskills:listening,speaking,readingandwriting,listeningisthebasic,andthemostimportantskill.Itisn'tonlythemainwayofacquiringIanguageinformation,butthebaseofimprovingotherskills.ManyChinesestudentsregardthelisteningtestasthemostdifficultpartofawholetest.Inthisarticle,westartwiththeconditionsofthemiddleschoollisteningteaching,pointoutsomeproblemsanddesignsomeactivitiesinthebeginningoftheclass.ThenwefocusonsomeactivitiesofteachingEnglishlisteningandinsistthattheactivitiesshouldbeemphasizedontheprocessoflistening,ratherthantheresultoflistening.Howcanstudentsimprovetheirlisteningandgetgoodmark,becomethesubjectthatjuniormiddleschoolteacherscare.DuringtheEnglishteaching,itisimportantforteacherstomastertheskillofdesigningthelisteningactivities[KeyWord]listening;middleschool;Englishteaching;barrier;teachingactivitydesigning;【摘要】隨著時(shí)代的發(fā)展和進(jìn)步，英語作為一種國際通用語在貿(mào)易往來和文化交流過程中發(fā)揮著不可替代的作用。掌握好英語這種交際工具，對學(xué)生將來的發(fā)展有著深遠(yuǎn)的影響?，F(xiàn)代語言教育理論高度重視“聽”在語言學(xué)習(xí)和語言使用中的作用。聽力教學(xué)既是一種語言教學(xué)，也是一種技能的培養(yǎng)。在聽，說，讀，寫四項(xiàng)技能中，聽是最基礎(chǔ)的，最重要的技能。它不僅是獲取語言信息的主要途徑，還是提高其他技能的基礎(chǔ)。許多中國學(xué)生認(rèn)為聽力能力的測試是所有測試中最難的部分。在本篇論文中，開篇介紹了現(xiàn)在中學(xué)聽力教學(xué)的情況，指出當(dāng)中存在的一些問題，針對課前的一些較短的時(shí)間設(shè)計(jì)了一些教學(xué)活動(dòng)。然后集中介紹了聽力教學(xué)活動(dòng)的設(shè)計(jì)，強(qiáng)調(diào)聽力教學(xué)活動(dòng)應(yīng)將目光集中在聽力的過程上，而非其結(jié)果上。如何提高學(xué)生英語聽力水平，使他們能取得好的成績，成為廣大初中教師所共同關(guān)注的問題。在英語教學(xué)中，教師如何進(jìn)行聽力教學(xué)，精心設(shè)計(jì)教學(xué)活動(dòng)，如何掌握聽力教學(xué)的各種技巧顯得十分重要?！娟P(guān)鍵詞】聽力；初中；英語教學(xué)；障礙；設(shè)計(jì)教學(xué)活動(dòng)IntroductionItistruethatlistening,speaking,reading,andwritingarefourbasicskillsinIanguageteachingandlearning.Developmentally,theseskillsareacquiredinacertainsequenee.Listeningisessentialfordevelopingotherskillsandprovidesabasisforlanguagelearning.Butitisalsothemostdifficultofallthelearningskillsforlearnerstomaster.Whenlistening,listenersfollowthespeaker,thinkingaboutwhatthespeakerissayingandwhatisgoingoninthemindofthespeaker,guessingthespeaker'sopinionsandattitudesandcatchingthetruemeaningofthespeaker'swords.Listeningitselfaccountsforalmosthalfofthecommutativeactivitiesinone'sdailylife.Inaddition,learnersshouldhavetheknowledgeofphonetics,vocabularyandgrammar.Manylearnersareafraidoflistening,lookingonitasmoredifficultthananyotherskillsandpaymuchattentiontotrainingtheirabilitytospeak,readandwrite.Improvinglisteningabilityisnotinashorttime,itisalongtimework.BackgroundstudyListeningisimportantinjuniorstudents'Englishlearning.Achildfirstlistensforalongtimebeforeheisabletospeak,solisteningplaysthefirstandthemostimportantroleinlearningaforeignIanguage.ListeningisanimportantmeansofIanguage."ItisoneoftheimportantwaysinEnglishIanguagecommunication.AccordingtoRiversstudyindications,listeningoccupies45%ofthewholesocialinteractions.Fromthis,wecanseethatagoodlisteningcanhelptoimprovestudents'abilityofIanguageunderstanding.Andsomestatisticsshowthatnearly50%studentsregardlisteningcomprehensionasthemostdifficultpartamongallkindsofexaminations.”[1](p1-2).Wemustadmitthatthereisnoshortcutinourlife,soastheEnglishlearning.Itfindsthattheoriginalinitiativetolearnlisteningisveryimportant,whichcanleadthewaytosuccess.Nowhavealookatourjuniorschools.Whatmostteachersdoinclassismerelytoplaytherecorderandcheckanswerstolisteningexercises.Somoststudentscanhardlylearnanythinginclass,andlisteningcomprehensiongivesmuchheadache.Hence,inteachinglisteningcomprehension,itisveryimportantforteacherstofindtheproblemsstudentshaveandsuitablewaystosolvetheproblems.Englishteachingandlearningasksforquitesomechallenges.Thechallengesarethelackofadequatelinguisticenvironment,thestronginterferencefromtheirmothertongue,theovercrowdedclassroomsandthelackofsufficienttimeforEnglishstudyonthestudents‘side.Andstudentsarehavingquiteafewsubjectsonhandandshoulderingthegreattaskofall-respectfulldevelopmentinschools.And,inmanyjuniorschool,itistruethatChinesestudentsarenotsoinfluentasthoseinWesterncountriesmainlybecausetheylackself-confidenceandtheyareafraidofmakingmistakes」naddition,teachersarequiteusedtotheoldteachingmethod,whichlaysmoreemphasisongrammar.Inordertomakethemselvesunderstoodbyallthestudents,someteacherswouldexplainthegrammarrulersoreventhetextsinChineseratherthaninEnglishinclass.Thus,studentsgetfeweropportunitiestoimprovetheirlisteningskills.WhatarethefactorsinfluencingthelisteningcomprehensioninChinesemiddleschoolclassrooms?ListeningisanimportantmeanofIanguagelearning.ItisoneofthesignificantwaysinEnglishIanguagecommunication.Butsomanystudentsregardlisteningcomprehensionasthemostdifficultoneamongallkindsofexaminations.Wherearetheirbarriers?Howtotrainsometacticsforthem?That'swhatIamgoingtotalkabouthere.Theanalysisofthereasonsforstudents'poorlisteningabilityAbouttheteacheraspectThereisashortageofEnglishteachersinChina.ItisusuallydifficultforEnglishteachersinChinatogotoEnglish-speakingcountriestostudyorwork.Mostofthemdon'thavetheexperieneeofgoingabroad.TheyhavelearnedtheirEnglishonlyinChina.Sowemaysaytheyhavecertainshortage.TheEnglishenvironmentTheEnglishenvironmentinChinaisdifferentfromothercountriese.g.Canada.InChina,EnglishisaforeignIanguage(EFL),notasecondIanguage(ESL).BothstudentsandteachersaredoingtheirjobsunderthisconditionwhichisquitedifferentfromthatsuchasintheUS.Forexample,ChineseimmigrantstudentsinCanadacanlearnEnglishmorequicklythanthoseinChina.Why?BecauseinCanada,EnglishisregardedastheirsecondIanguage.TheyenjoyamuchbetterEnglishenvironmentaswellashaveEnglishhighmotivations.ThisiswhatisneededinChina.WhatthosestudentsinChinaneedisthisauthenticIanguageenvironmentwhichisn'teasytobecreatedinChina.ThelearningaspectListeningcomprehensionisthesummationofhearingandunderstanding.IfyouhaveabetterlevelaboutEnglishknowledge,youmaybecapableofunderstandingverywellinlisteningtothematerials,andmayhaveanexcellentresponsetoanyquestionsaskedbythespeakersonthetapes.BarriersonPhoneticsandPhonologyItisclearthat"Phoneticsisdefinedasthestudyofthephoneticmediumoflanguage,andPhonologystudieshowspeechsoundssysteminaIanguageformpattern.”(p22)English,asanewIanguageforChinesestudents,usuallyappearssomeproblemsexactlyonPhoneticsandPhonology,suchasthemistakesonpronunciation,intonation,andallkindsofskillslikewordstress,sentencestress,motionofsound,assimilation,sound---linkingandincompleteexplosion,etc.ThereforesomebasicknowledgeaboutEnglishPhoneticsandPhonologywilldirectlyinflueneestudents'listeningcomprehension.Sodesigningactivitiesmustbeaimedatpoint.Sodesigningsomeinterestinggameistoletstudentsdiscriminatethedifferentpronunciation.Thekeypointisguidingstudentstofindthedifferencethemselves.Forexample,mostChinesestudentsfindthediscriminationofsomesoundsisaprobleminlisteningcomprehension,especially,somevowels.E.g.,theycanhardlydistinguishthewordslike"sit-sea”and"bed--bad”.Inasentencelike"Hesawathiefstealintothepalace”,steal/sti:l/isveryimportantinunderstandingthesentence,butsomestudentsjustrecognizeitasstill/stil/.BarriersontempoTempomeansthespeedofspeaking.Itcanbecontrolledbyanactorwhoisgoodattonguetwisters.Somepeopleenjoymorevariationintempothanothers,buteveryonehasanormwhichincharacteristicofhisusualconversationalstyle.OnewhotendstousearapidtempoineverydayspeechinEnglish,butChinesestudentsusuallydon'thavesuchatempoinlistening.Althoughsometimestheycanspeakveryfast,theymaynotcatchupwiththematerialsonnormaltempowhilethey'relisteningtoatape,especiallytoaIongerconversationorapassage,that'stheirproblems.Becausetheyonlyusedtolistentoteacherswhoalwaysreadundertheaveragespeedindailylife,orusedtoslowconversationswiththeirpartnerswhilepracticingoralEnglish,that'swhyChinesestudentscannotsuittheneedofnormalspeedlisteningmaterialsornativespeakers.Teacherscanhelpstudentstoformagoodsensation.Studentscantrainthetempothroughreading,becausetherearemanyskillsonit.Englishteachersshouldtakeeffortstoteachstudentshowtolearnsomeknowledgeaboutsentencestress,rhythm,soundandintonation,etc.So,duringintheclass,oratthebeginningoftheclass,teachercandesignagameorcompletionaboutreading.Thestudentwhoisthewinnercangivehim/herapresent.Throughinsistingondoingso,students'ssensationcanbeimproved.BarriersonlexicologyandgrammarDuringtheprocessoflisteningcomprehension,listenersshouldnotonlydotheexercisesofsoundrecognition,butalsolearnmorevocabulary.Ifanewwordappearedwhilethey'relistening,they'llfinditdifficultforthemtounderstandthewholemeaning,evensomestudentsstoptolistenandthinkaboutoverandoverthenewwordtheymetbeforewhilethematerialaregoingon.Sodoesthegrammar.Grammarcanhelpustocatchtheimplicationofthevocalsounds,andunderstandthemwell,anditisalsotheessentialconditionofawholepassagecomprehension.Itgivesusabasisforjudgingwhentheactionhappens,whoistheoperatororsupporter?Whatisthefactualevidenee?Whetheritisthesubjunctivemood?Etc.Ifyoudon'thaveasolidfoundationongrammarit'lldirectlyinflueneeyourachievinggoodresultswhileyouarelistening.BarriersonlisteninghabitsThemainpurposeoflisteningistounderstandthegeneralideaofthematerials.Duringthelisteningprocess,theyshouldtrytocatchthemajorcontent,which'sthekeypoint.ButmanyChinesestudentshavesomebadhabitswhilelistening.Forexample,theyalwaystrytheirbesttogetthemeaningofeachwords,eachsentences.Oncetheymeetanewwordoradifficultysentence,theywillstoptothink.Itisdoubtlesstheycan'tcatchupwiththespeedanymore.Stillsomestudentscan'tdirectlyunderstandmaterialsinEnglish,butwiththehelpofChinese,experieneedtheprocessofahearttranslation.Thesebadhabitsarethemainfactorsinfluencingtheirlisteningcomprehension.Infact,itisunnecessarytoknoweveryword,everysentence,onlyshouldcatchthemainideaandgraspthemajorpoint,that'senough.Ifyouconcentratetothink,youcan'tcatchupwiththematerials,andalsothat'swhyyouhavenotimetoattendtothemaincontent,letaloneseizetheimplicationofit.Therefore,itisnecessaryfortheteachertopointoutthebadhabitsandthenhelpthestudentsformgoodhabits.HerearesomebadlisteninghabitsonListening,whichareparaphrasedbelow."(1)Apoorlistenerwill/turnoffhisorherearsassoonasheorshedecidesalisteningtaskisgoingtobedull..Apoorlistenerlistenstoonlyfactsandignorestheideas,thegeneralpicture..Apoorlistenerwillfixhisorhereyesontheteacherorblackboard,thenrelax,orDosomethingelse,expectingtogettheinformationoutofthetapescriptslater..Apoorlistenerwilluseverylittledistraction--footsteps,adooropeningorclosing,acough,adroppedbook—asanexcusetostoplisteningtotherecordingortheteacher.”(p1-2)BarriersonculturalbackgroundLanguageisakindofculturalexpression.ItisnecessaryforstudentstoknowsomebackgroundabouttheEnglish-speakingcountries,suchasthehistory,culture,customsandhabits,evenlifestyles.Manystudentslackofthesekindsofknowledge,nowondertheyarealwaysmakingmistakesaboutthem.Forexample,ifteachersgivetwopiecesofpassageforthemtounderstandtheformer,becauseSpringFestivalisthetraditionalfestivalinChina,everybodyknowsitverywell,that'shelpfulfortheirunderstanding,howeverthelatterabouttheThanksgivingday,studentsknowlittleaboutit,itisnoteasyforthemtounderstand,evenverydifficultforthemtoanswersomequestionsaboutit.Listenersshouldbaseontheirbackgroundknowledgeaboutthetopicandtheirexperieneeofhowtalksonsuchthemesarestructured(asinthecaseoflisteningtonewsorweatherreports)besidestheirunderstandingofIanguageformsrelatedtothesubjectarea.BarriersonpsychologicalfactorsItisveryimportantofstudentstohaveagoodstatewhilelistening.StudentsshouldgetclearthatlisteningisthefirststepofanyIanguagelearning,theyshouldpayattentiontolearnitwellattheverybeginning.Theprocessoflisteningcomprehensionisaverycomplicatedpsychologicalone.Linguiststellusthatitiseasyforonetoproducefrightenswhenheisathisnervousness.Ifstudentsmeetsomewordsorsentencestheydon'tunderstandbychanee,they'llhavethefidgets,evensomestudentsareafraidoflisteningattheverybeginning.Ithaveplacedallsortsofobstaclesontheimportantinformationinvisiblyandmakethemlesseffective,thisloweredthedegreesoflisteningcomprehension.Ontheotherhand,eternallinks,suchasthenoisemadebyinsideoroutsidefactors,thequalityoftherecorders,theloudnessandthearticulationofthesounds,etc,mayallbecomeobstructionsinfluencingthestudents'listeningwell."PsychologicallinguisticsregardslisteningisinvolvedwiththeperceptionofaIanguage:Perceptionistoturnthevoiceintomeanings,anditisananalysisoftheIanguagesignalperception.TheprocessoftheIanguageperceptionisanactivityoftheshort--timememorization(pl)Trainingandimprovingstudents'abilityinlisteningcomprehensionshouldcombinedailyteachingwithfollowingpoints.Firstofall,inEnglishclass,teachersshouldtrytoorganizetheirclassesinEnglish,which'sthemosteffectiveway,studentscanconcentratetheirattentionwhilelisteningtoEnglish.Teacherscanalsoknowfromtheexpressionsinstudents'eyesiftheyunderstand.Second,usingthefirstfiveminutesefficientlybeforetheclass,ortherevisiontime,askstudentstolistentotheradios,televisionprogrammersinEnglish.Neverbeafraidofit.Psychologicalqualityisquiteimportanttodoeverything,sodoeslisteningcomprehension.4.Howtoimprovestudents'listeningability-designingeffectiveclassroomactivitiesAmongthefourskills(listening,speaking,reading,writing),foreignlanguagelearnersoftencomplainthatlisteningisthemostdifficultonetoacquire.Teachinglisteningshouldfocusonprocess.Therearethreestagesinlisteningactivitiesforlanguagelearners:pre一listening,while一listening,post一listening,whichwilldiscussindetailasfollow:Pre一listeningactivities“Researchpointsoutthatlisteningactivityingeneralshouldconsistofapre一listeningphase,whichshouldmakethecontextforlisteningexplicit,clarifythepurposesforlistening,andestablishgoals,proceduresandrolesforlistening.Soapre一listeningactivitycaninvolvelistenersinthefollowingways:.Byposingthetasksbeforethestudentslistentothetopic,theyaregivenapurposeforlistening,whichforcesthemtofocusonselectedinformation..Thelistenerbringsanorientationtoalisteningevent.Byopeningupthetopic,itarousescertainexpectationsandmentallypreparesthestudentsforthetopic,itmayalsoactivatelatestknowledgeofvocabularyassociatedwiththetopic..Activatinglearner'sscriptsandtuningintheirpriorknowledgeaboutthetopichelpstorelatetheirbackgroundknowledgetothetopictobeheard,thusenhancingthecomprehensionandinterpretationofthereceivedmessage..Bybrainstormingwhattheyknowaboutthetopicbeforelistening,learnerswillbeabletocomparewhattheyknowwithwhattheyaregoingtohear,andlistenselectively."(p10)PurposeNolessthaninspeaking,thelisteningprocessmeansthatthelearnermustbemotivatedbyacommunicativepurpose.Thispurposedeterminestoalargeextentwhatmeaningstheymustlistenforandwhichpartsofthetextaremostimportanttothem.Forexample,theremaybepartswherehedoesnotneedtounderstandeverydetail,butonlytolistenforthegeneralgist.Theremaybeotherpartswhereatopicofspecialsignificantarises,requiringthemtolistenformoredetailedinformation一forexample,sothattheycanreportaboutthetopictoothermembersofagroup.Atothertimes,ataskmayrequirethemtolistenforspecificpiecesofinformationdistributedthroughoutthetext.“Theactivitieswillbegroupedaccordingtothekindofresponsethatthelearnermustproduce:Performingphysicaltasks(e.g.selectingpictures)Transferringinformation(e.g.intotabularform)(3)RefOrmulatingandevaluatinginformation"(p67-68)4.1.2ChoosetheappropriatematerialsBeforehavingtheclass,teachersmustchooseandanalysisthematerials.“Teacherneedtolistenthetapeallthewaythrough.Thatway,theywillbepreparedforanyproblems,noises,accentsetc.Thatwaytheycanjudgewhetherstudentswillbeabletocopewiththetapeandthetasksthatgowithit."(plOO)Bydoingso,theteacherwillknowthelengthofthematerials,thedifficultpointsandthefocusofthematerials,sotheteachercandecideinadvancehowtogoonwiththeteachinginclass.Ofcourse,itisademandforteachersifallothercourses.Butsometeachersdobelievethattheycanteachlisteningcoursewithoutanypreparationsolongastheyhavethetapesandreferencebooks.Sosomeresearcherswouldliketoemphasizetheimportanceofpreparationsforaclass:itisthebasicneedandalsoabasicinsuranceofaneffectivelisteningteaching.Andtheroleofanalyst,whichmeansthatteachersshouldanalyzethefunctionalpatternsofthelanguageusedinthelisteningmaterialsthatstudentsaretohear.Thefunctionsofalanguagecanbesimplydividedintotwopatterns:thecommunicationofemotionandtheconveyingofinformation.Communicationofemotionmeansthatthepurposeofusingalanguageismainlyfortheestablishmentofharmoniousrelationshipamongtheparticipantsofsocialinteraction.4.1.3Skills(i)Prediction.Researchonspeechprocessingandinterpretationsuggeststhatthelistener'sabilitytomakeintelligentguessesaboutwhatwillcomenextplaysacrucialroleintheirunderstandingofspeech,andpredictionisregardedbymanyresearchersasonofthemostpowerfulfactorsincomprehension.Therefore,agoodlistenerisagoodpredictor.“Byhelpingourstudentsbecomebetterpredictors,wearehelpingthembecomebetterlisteners."(p86)Predictionalsoinvolvesaskingquestionsandansweringthem.AccordingtoFisherandTerryactivecomprehensionisprocessofgeneratingquestionswhilereadingandsearchingforanswerstothem.Questioninghelpstoestablishthepurposeandcausesthelistenertointeractwiththespeech,confirmingorrejectingexpectations.“PennyUrsummarizesfivetypesofcuesthatlistenersdependonformakingpredictionsaboutcontinuationofanutterance:Thestockformulaofthelanguage,suchascliches,idioms,quotationsandproverbs..Stressonaparticularwordinthefirstpartofanutteranceisoftenexplainedorclarifiedbyacommentinthesecond..Thelogicalrelationshipbetweenthefirstpartofanutteranceandthesecondisoftensignaledbyaconjunction.(4.)Thereisconstructionwherethespeakerproclaimsinadvancethekindofthingheisgoingtosay..Rhetoricalquestionsorbold,briefstatements,particularlyinthenegative,areoftenfollowedbyanswersoramplificationintheformofreasons,examplesorexplanations."(pl1)SettingthesceneAnothertypeofpre-listeningactivityistosetthesceneforthestudents,forexample:picture,video,TVetc.Listeningtopassagesintheclassroomcanbemoredifficultthanlisteninginreallife,becauseofthelackofcontext.Sotheteachercanhelpprovidethebackgroundinformationtoactivatelearners'schemaorillustratethepicturetohelpstudentstounderstandthemainidea,sotheywillbebetterpreparedtounderstandwhattheyhear.ListeningforthegistThistypeofthepre-listeningactivityislisteningforthegist.Itisveryimportanttogivestudentspracticeinthisarea,becauseinreallife,theycannotlistentothematerialsseveraltimes.Therefore,itwillbeimpossibleforthemtocatchalltheinformation,sotheyneedtobefitwithsomeambiguityinlisteningandrealizethattheycanstilllearnevenwhentheydonotunderstandeveryword.Listeningforthegistisfamiliarwithskimmingapassageinreading.Thekeypointlaysinletstudentssomequestionsthatfocusonthemainideaorthetoneorthemoodofthepassage.Findwhetherstudentscananswerthequestionseventhoughtheycannotunderstandeachwordorphraseinthepassage.ListeningforspecificinformationTherearesituationsinreallifewheretheylistenonlyforsomespecificdetailsandignoretherestoftheentiremessage.Forexample,whentheylistentotheweatherreportonTV,theyareonlyinterestedinthetemperatureinthecitywheretheyliveorwhereweplantogoontheholiday,orwhentheyaresittinginatrainstationoranairport,theydonotlistentothedetailsofalltheannouncements.Itisimportanttoexposeourstudentstoavarietyoftypeoflisteningtextsforavarietyofpurposesothattheywilldevelopavarietyoflisteningstrategiestousefordifferentsituations.4.2While-listeningactivityThisstageisthemostdifficultfortheteachertocontrol,becausethisiswhereastudentshouldpayattentionandgettheinformationactively.However,iftheteachercanprovideareason,goal,ortaskforthelearner,thisshouldencourageandhelpstudentstofocustheirattention.Indailyclass,studentsmustuseallaspectsofpersonallisteningability.Atthebeginningofthisarticle,wehavediscussedtheproblemsonstudents'listeningability.Accordingtotheseproblems,wemusttrainthecomprehensivelisteningabilityindailytime.FollowingaresomespecialtrainingListenandtickAlargepartofwhatmakesalisteningtaskeasyordifficultiswhattheteacherasksthestudentstodowiththematerials.Ifwhatstudentsallneedtodojustistickastheyhearthem,thetaskwillbemucheasier.Whatyouneedtotick,youcanhearthemclearly.Becauseitisquiteeasy,tickingisveryfitforthestudentswhoareingrade7.Itcanencouragethemtolistentothedialogueorpassagecarefully.ListenandactTheseactivitiesrelatetoamethodofteachingcalledTotalPhysicalResponse,whichconcentratesonlearninglanguagebylisteningandrespondingphysicaltocommandsordirections.Hereisanexample:“BeginningTPRProcedure:(1.)Havetwostudentspositionedtotwochairs.CommandssupportingvocabularyStandupfastslowlySitdowntablechairWalkheadstomachStopdoorblackboardTurnaroundTouchpicktwootherstudentsandaddmorevocabularythatareintheclassroom---suchasbook,pencil,paper,desk,floor,teacher—andaddtothecommandsput,place,scratch..usethefollowingtypeofcommandsrepeatedlyinrandomorder,rotatingpairsofstudentsfromtimetotime,untilyoucanseethatallthestudentsclearlyunderstandwhatthesecommandsandactionsmean.Forexample:Putthepencilonthebook.Scratchyourhead.Scratchyourstomach.Putthepaperinthebox.Putyourhandonyourhead.Placetheboxontheteacher'shead.Scratchyourheadandstomach.”[10](pll)ListenanddrawThisissimilartoactingoutphysically,butinthistype,thestudentsaredrawingpicture,diagramsonpaper.“Thistypeofactivityworksverywellasaninformationgapactivitybetweenpairsofstudents."[11](p90)Oneexample:onestudentdrawsasimplepictureandthentellshis/herpartnerhowtodrawitinEnglish.Neitherpartnercanlookateachother'sdrawingduringthetask.Aftertheyhavecompletedthetask,theycancomparetheirpicturestoseehowsimilartheyare.Otherway:accordingtolastexample.“Introducetheworddraw.Thisopensuparichnetworkofthingsyoucanaskyourstudentstodo.Startverysimplywiththefa