【正文】 sonants and vowels, it is important to introduce characteristic aspects of their articulation( , stops , aspiration, etc.).The realization of these articulatory features can be practiced through a variety of municative activities such as those presented activitiesOne of the easiest techniques for practising consonants and consonant contrasts in a municative way is to use “informationgap” example, if students are confusing /b/ and /v/, the following activity can be a topic such as food and have students brainstorm and think of as many food words as possible which contain the /b/ and /v/ is best for the students to work in groups so that they have more opportunity to generate these words in a municative students are beginners, clues or pictures can be provided to help them with the generation of might e up with 39。, 39。, 39。, 39。, 39。 at the the grids are filled out, the result of the activity can be presented to the so doing, the students gain further municative practice with these plays which incorporate some of the food words and names identified above can be used as a followup to this exercisesAnother way of practicing a sound contrast such as /b/ and /v/ involves the use of matching the class into two A has a written description of several B has a picture containing all of the people for which there are object of this activity is to match the written descriptions with the appropriate sample descriptions might be: Becky has big has a velvet is carrying a big is wearing has a shiny attempting to match the descriptor with the appropriate person, the students gain practice producing the relevant variation on this activity has these descriptors generated by the students such descriptors, especially in groups, provides additional municative practice of these consonant and vowel storiesEach student receives a phrase containing the sound contrasts being first student must embed that phrase in a short story(or string of related sentences)of no longer than four task of the other students is to guess the embedded phrase based on the correct pronunciation of the relevant sound or sound next student continues the story using the phrase that he or she phrases might include: big beautiful baby oven gloves very bad brakes broken bracelet lovely building seventy vehicles 4 Teaching grammar The Aspects of English Grammar(1)inflection of nouns, tenses of verbs…(2)structure or function words : the, a/an prepositions: of , to, by, for, …(3)word order lexical item: chocolate mild, milk chocolate functional item: He is … Is he… Where is he? I know where he is…(4)derivation or word formation put on a dramatic changes have taken place wanted to dramatize their novel.(5)concord or agreement teacher reads a teachers read a man。onesided to process everything that has been said but rather to ‘scan’ the material selectively for certain develop a topdown, global understanding of spoken listener actively participates in discussions, debates, conversations, roleplays and other pair and group listener has no difficulty whatever in understanding the whole prehension process is so natural and smooth that it is exactly like that of a native speaker.(1)text characteristics(variation in a listening passage/ text or associated visual support)。(5)process characteristics(variation in the listener’s cognitive activities and in the nature of the interaction between speaker and listener). Principles for Teaching Listening on process listening with other skills on prehending meaning difficulty level appropriately intensive listening with extensive listening Principles for Selecting and Using Listening Activities(1)The listening activity must have a real, municative purpose.(2)The activity must use authentic language without significantly slower or simpler speech than would normally be used in everyday life.(3)Prelistening tasks( the topic, brainstorming, presenting vocabulary, sharing of related articles)must be used to stimulate the appropriate background knowledge and help learners identify the purpose of the listening activity.(4)The listening text must offer content that is personally interesting and motivating to 15 learners.(5)To allow listeners to infer meaning from body language and related context clues, the speaker must be visible whenever possible(unless the explicit purpose is to help students understand radio programs or audiotapes)(6)The listening activity must offer many environmental clues to meaning, just as in reallife listening.(7)When possible, the whole listening text should be given, and then it should be divided into parts that can be sequence gives listeners time to think and rethink their hypotheses about the meaning of what is said.(8)At the end, the whole text should be given again, and learners should have the opportunity to discuss their hypotheses and how they tested and altered them.(9)The listening activity must require listeners to respond in some meaningful fashion, either individually or in small groups or pairs by saying something, following a mand or request, asking a question, taking notes, and so on.(10)The listening activity must be fashioned so that listeners with normal background knowled