t: do you have any hobbies? s: yes, i like singing and dancing. t: uhm, and…? s: i also collect coins. t: oh, really, how many…have you already…collected?
given communication principle, activities designed for language teaching and learning should be involved real communication and support the learning process.
while listening, the speakers’ facial expressions, gestures and other body language will provide us visual clues which can help us understand and predict what we hear.
如何有效传达上司指示？（ ）
as far as classroom procedures are concerned, the teaching of listening generally follows three stages: pre-listening stage, while-listening stage, and post-listening stage.
the overall objectives described in the new english curriculum indicate a change in the understanding of the nature of english education from purely linguistic to an emphasis on language skills, knowledge, affects, strategies and culture awareness in order to lay a good foundation for continuing development according to wang qiang (2003).
in terms of simple integration, a listening text is always used as model for the students’ speaking and a reading text is always used as a model for the students’ writing.
when you speak in public, you may become nervous, your palms will be sweaty, your heart will be pounding, you may have a butterfly in your stomach. this is semantic noise.
in clt, the writing skill has been expanded to focus on its grammar goals. students should have the chance to write to express their own feeling or describe their own experiences.