Put the paper in the box.
Put your hand on your head.
Place the box on the teacher’s head.
Scratch your head and stomach. ” [10] (p11)
4.2.3 Listen and draw
This is similar to acting out physically, but in this type, the students are drawing picture, diagrams on paper. “This type of activity works very well as an information gap activity between pairs of students.” [11] (p90) One example: one student draws a simple picture and then tells his/her partner how to draw it in English .Neither partner can look at each other’s drawing during the task. After they have completed the task, they can compare their pictures to see how similar they are.
Other way: according to last example.
“Introduce the word draw. This opens up a rich network of things you can ask your students to do. Start very simply with the familiar items that the students have already internalized through TPR.
For example:
Draw a table
Draw a chair
Draw a hand

Draw a box
Draw a hand on a door
Draw a window and a hand and book. ”[12] (p11)

4.3 post --- listening activity
Post--- listening, teachers can determine how well the students have understood what they listened to, but it is important to design the tasks well. “One important point to keep in mind is whether we are testing the students’ listening comprehension or their memory. In fact, in real life, listener can remember the gist of the conversation, but cannot remember exactly what words were said. It is more natural to select and interpret what we hear rather than repeat everything we have heard.” [13] ( p187) .Here are some types of post—listening activity: multiple choice questions, answering questions, note-taking, gap—filling and dictogloss.
“It is important to remember when designing activities not to demand that students remember more details the native-speaker would in a real life, because we do not want our students to get into the habit of thinking that they need to understand and remember.” [14] ( p117)
5. Conclusion

As teachers change their practice activity they gain new insights about the learning potentials of their students. “These successes have encouraged teachers to persevere in their efforts to design learning experiences that provide multiple entry and exit points for their students.” [15] ( p290-297)
During the exercitation in middle school, in fact, teachers did not teach the phonetics and phonology. Main practice on listening is just about the textbook. For example, GO FOR IT, the book has a small part for training listening. but the listening teaching is limited. It must add some activities. In the listening activities, according to the certain purpose, it can choose different skills: listen and act, listen and draw, and so on. These types of activities can be designed into games, which are popular for students.

Bibliography
1. Ren Xiaoping . Listening Barriers Among Chinese Students And Training Tactics [J].延安教育学院学报，2001 . p1-2
2. 戴炜冻 A New Concise Course on Linguistics for Students of English [Z].上海: 上海外语教育出版社 p22
3. Liu Yangchun . How to increase students’ listening comprehension [J].开封教育学院学报，1996.10. p1-2
4. Zhang Qi . Psychological analysis in listening teaching and radio programs teaching [J]. 云南教育学院学报，1996.10. p1
5. Zhao Jianqun . Introducing an interactive component into listening instruction [J].曲靖师专学报，1993.3. p10
6. William Littlewood .Communicative Language Teaching. [M].北京:外语教学与研究出版社，2000.6. p67-68
7. Jeremy Harmer. How to teach English [M].北京:外语教学与研究出版社，2000.8. p100
8. 王蔷 A course in English language teaching [Z].上海:高等教育出版社，2002.5. p86
9. 同2. p11
10. 同 1. p11
11. 同8. p90
12. 同 1 p11
13. 朱纯外语教育心理学 [Z].上海:上海外语教育出版，1998.3. p187
14．王笃勤英语教学策略论 [Z].北京:外语教学与研究出版社，2000.8. p117
15. 章兼中外语教育学 [Z].浙江:浙江教育出版社，1999. p290-297

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