How to improve the speaking ability of students
Acknowledgments:
I am mostly grateful to my beofore classmates and the English teacher support and patience this project would not even have got off the ground. I am also grateful to my colleagues for their time spent on brainstorming and panel discussion with me.No amount of thanks will be adequate for my students without whose willing co-operation in my project implementation it would have remained on paper.Last but not the least, big thanks go to my mother, who have shared with me my worries, frustrations, and hopeful my ultimate happiness in eventually, finishing this project.
Abstract:
Our education pay more attention to feeding students with knowlege than to fostering their ability to learn by themselves and to think independently.Todays education is not “teaching students in accordance with their aptitude”, but “teaching students in the same way without discriminations”, taking no particular consideration of their different interests and capacities.This project is about fostering the students language competence and language performance. Its common knowledge that language is a system of arbitrary vocal symbols used for human communication. Communication involves all four skills:listening, speaking,reading and writing. According to the speaking situation of the students and the analysis of the reason which leads to their present speaking situations , I have taken some measures to improve their ability in many respects. First I begin with increasing their interest in English study in the classroom and out of it, then enrich their vocabulary, furthermore practice their basic skills: listening, speaking, reading and writing .The last the target language is the language of the classrom.. Translation should be avoided .
New language points are introduced and practised situationally, e.g. words should be presented in sentences, and sentences should be practised in meaningful contexts and not be taught as isolated, disconnected elements .Of course, reading and writing are introduced once a sufficient lexical and grammatical basis is established. At the same time, pay more attention to the individual differences of language aptitude, to reduce their stress and foster the students. interest. I also want to know if the methods I use agree with our understanding and expressing in English, what causes that make the students not as successful as they should be and how much the psychological element and that of daily life affect the students communication.
Key Words
Foster interest, provoke, initiative, responses, recreate, free practice , the activation ,oral proficiency, senses of aim and audience .
Contents
一:Induction…………………………………………………… 1
二：Analysis…………………………………………………… 1
1. Problems………………………………………………… 1
A.The teachers side…………………………………。 3
B.The studentsside…………………………………… 3
C.The class size……………………………………… 4
D.Adopting important measures…………………… 4
2. Project objective……………………………………… 5
3. Project hypothesis……………………………… 5
4. Projec rationale………………………………… 5
三：Design…………………………………………… 7
1.Principle………………………………… 7
2.Implementation………………………… 8
A. Warming up………………………… 8
B.Listening and speaking………………… 9
C.Practising and free talking……………… 9
D.The methods to learn English…………… 9
四：Findings…………………………………… 10
Appendix : Questionnaire on English teaching… 12
How to improve the speaking ability of students
一： Introduction
The purpose of learning a language is usually for communication, and communication involves all four skills: speaking, listening, reading and writing. When a person who you want to communicate with is in front of you, you have to speak out what you want to express, but our students have much difficulty in speaking. So how to improve the ability of the students (especially Senior 2 students)is a troublesome problem for teachers. For individual differences of language aptitude, I have taken some measures to deal with the problem, from reduction of stress, increasing students’ interest in English study to reaching them how to remember more words, from practicing basic sentences to organizing passages, even the whole content, from single by single well. It lasts four weeks. And now they have achieved remarkable success with my instruction and my help together with their own diligence.
二：Analysis
1. Problems
Our education pay more attention to feeding students with knowlege than to fostering their ability to learn by themselves and to think independently.Todays edcation is not “teaching students in accordance with their aptitude”, but “teaching students in the same way without discriminations”, taking no particular consideration of their different interests and capacities.I think the teachers role is guiding the students to do better in the process of learning, and the other is developing in them interests and eagerness in study. So in my course, I often let students do more practise according to his or her indivualities, interests, capacities, their ambitions and life styles.
As we all know, the purpose of learning a knowledge is usually for communication. Communication involves all four skills: speaking ,listening, reading and writing. When a person is in front of you ,of course ,you communicate by speaking ,listening to his response and replying appropriately ,but how to express your own ideas or thoughts correctly ,without being understood, its a big problem for students, especially for senior 2 students, because skills acquired through listening transfer to other skills, e.g. how to internalize the basic rulers of the target language, how to modify their language when talking to someone of higher or lower status, how to do what he/she wants to do, what is appropriate to do, where and when , etc. if they want to fight a beautiful fight in their coming English implementation, they must pass a severe training, some of them have to admit that there is a long distance between their aims and their present situation.
For the students’ situation, it is hard to say. At first some students are afraid to speak loudly, they always feel that if they start to speak out, there may be so many mistakes. The second, some students are eager to express their own ideas by speaking, but they don’t know how to say it well or even what to say. When they have to speak, they always try their best to press their brains to think out some dull sentences, just like squeezing toothpaste out of a tube, once squeezed out, the toothpaste appears dull, unattractive and it has so many shortcomings in words, besides some pronunciation errors, even about the knowledge of morphology students usually use the noun form of a word when the form if verb is needed and so on. In some cases, some sentences are inconsistent and full of holes, the whole stand of a sentence is not supportive but alone, and the former sentence is not corrected closely with the later. Even it has nothing to do with the topic. Worst of all, some sentences make listeners mixed up. At the same time, although there are so many details, they are not assigned properly or they can’t serve, the main point or theme well. Even though students can’t express their ideas correctly, or it tastes like plain boiled water, without any delicious wonderful sense or without any attraction.
I was led to a series of questions through thorough thinking. Why majority of my students usually had problems in speaking, but they did not do the same thing. And still a few others spoke quite well. Why is it the case? Is it whether they think English is important? Do they all like English? Did they practice oral English very hard after class? Enough time they took for learning English to avoid such problems? If all answers to the questions above are positive, that probably mean my teaching activities were poorly designed and the problem was actually caused by myself, not by my students.
I made a pilot investigation in order to know clearly the situation. For this reason, I designed a questionnaire (See Appendix) to find out the true causes of the problem. Which are not easily observed. And I tried to make it as scientific and effective as possible. At first I asked twenty students who were at different English levels to try out the questionnaire. Then I modified some of the items involving attitude, motivation and self-concepts. After that I distributed the questionnaire to the students and gave them ten minuets to fill it out. The students returned their questionnaires. The return rare is about 100%. When all these data was collected, I made some statistical evaluation. It’s easy to discover that the students are eager to say English very well. The vital point is how to express their idea correctly.Under this situation, I asked myself a series of questions and tried to provide some answers to them partially by the data gained above and partially by my observation. Why did some of my students often make various mistakes in speaking? In order to know issue more clearly, I spent four weeks so as to test the hypothesis. All the above is mainly what I think about how to improve the students speaking interest and ability.
When I was engaged in the problem analysis, I often consulted my English teacher and frequently talked to my classmates about all the problems I encountered. They gave me a lot of instruction and suggestions so that I considered the problem more completely and thoroughly. In order to find why my students often make various mistakes in speaking more clearly , I designed cause exploration as follows.
A: The teachers side
I often ask myself:
(1): Is it because the teaching conducting is poorly designed?
(2):Is it because of the poor model of the teacher?
(3): Do the methods I use agree with their understanding and expressing?
(4):How much do the psychological element and the daily life affect the students’ communication?
At first, it is heavily influenced by the old teaching pattern -----the Grammar Translation method . First target language into mother tongue into target language then the text world be read aloud, sentence by sentence and each one world be translated. The students world normally be tested by having to perform translations. Meanwhile the syllabus usually was designed around grammatical structures. Each lesson world teach a grammar structure, starting with simple ones, like the verb “to be ”, and progressing through to more complex ones, such as verb tenses. Its a language teaching method based on the study of texts in the target language, which have to be explained and studied in the mother tongue and then translated. How can we expect that the students taught by that method world then be able to go out and do their daily shopping in that language or buy travel tickets, invite its speaker to dinner by speaking or introducing their family situation to them? The students taught by that method maybe only know how to express their own idea logically and theoretical yet they dare not put into practice or they will always be limited by the logical and theoretical rules strictly, as a result, their words appear dull and unattractive maybe they are experts in theory but cowards in practice. The last, less the situation and affective factors are on their way to the aggression. I agree with"Teaching students in accordance with their aptitude. Encouraged his disciples to develope their capacities and interests freely and fully, helped bring up a large group of able persons, each with his own accomplishments".
B. The students’ side
Students do not know the importance of the usage of their own practice.
We learn language just like learning swimming, no matter where you go, you do not learn to swim by reading books on swimming and practicing at home .You go to a place where your whole body can be immersed in the water and you can feel the floating force of the water. So is learning a language or skill, the most effective way is to practice it in the authentic situation with authentic media, For us English learners, if we want to master a language including mastering all its skills, we must think something in it, express some in it, a world famous socialist Karl Marx ever said “when you are learning a foreign language, you must learn to forget your native language ”, that is to say, when you are learning a foreign language, you must put yourself into an atmosphere of foreign language.
C. The class size
There are more than 50 students in the classes. It is really difficult to control them in such a large class. In class, I have not enough time to provide the students to practice speaking.
On the other hand there are few opportunity for a face-to-face correcting mistakes between my students and I, of all the causes, I believe that the teacher is mainly responsible for the failure. I made a questionnaire among the students so as to know what they think about the problem.
D:Adopting important measures
Now a new teaching method has taken up its market in English class, which are the Interaction Method and the "ASSRF"of language teaching.The interactional involved language to be a communicative tool, its main use is to build up and maintain social relations between people, in whichever situation they find themselves, learners, therfor, do need to know the grammar and vocabulary of the language, but as importantly, they need know the rules for using them in the whole range of communicative contexts in which people from those the L2 community interact. So they need to know the rules for telling a story and how differ from those for a joke, for talking to somebody at a funeral are different from those for talking to someone at a wedding. They have to understand how to modify their language when talking to someone of higher or lower status.Therefor, in order to discover how the students use a particular in different contexts it is necessary for them to study both the linguistic structure of language up to and beyond the sentence level and the culture--specific rules of appropriate non--linguistic behaviour. Only in this way can the students know how to do, what he wants to do, where and when, etc. and how it is appropriate to do it in whichever situations they find thenselves. The "ASSRF" Method are considered cruial components in foreign language teaching. Neglecting any one of them, the teacher would present before the students a false or incomplete picture of language, which would affect appropriate effective language use. "ASSRF" is the Affective factors, Situation, Structure, Rule and Function method. But in t he new teaching method has mother--tongue use is also not accepted, as the only language to be heard or spoken is the target language in order to encourage the learner to think in it. Its the second reason, teachers and students overemphasis the importance of listening and writing in English, because they are ready for test, neglect the importance of speaking, as a result, students even can’t pronounce words correctly. So we can’t stress one aspect to the neglect of another .
But how to put the solution of the problem into daily teaching; how to raise the students’ interest in English study, how to develop students’ rich imagination, at least, tell students how to speak less mistakes or without mistakes, it is very important and necessary. As a senior 2 English teacher, I have taken some measures. Through the problem analysis, I came to know why some of students keep making mistakes in speaking. The results indicated that there are four reasons that lead to expressing failure. They are here as follows:
(1).Lack of basic and necessary language.
(2). Lack of confidence due to psychological barrier.
(3). Lack of speaking practice.
(4). Lack of necessary language environment for hearing and speaking.
Finishing all cause analysis, I made up my mind to solve the above problems.
2. Project objective
In order to change the method feeding students with knowlege than to fostering their ability to learn by themselves and to think independently. Let“teaching students in accordance with their aptitude”, aviod “teaching students in the same way without discriminations”, taking particular consideration of their different interests and capacities. Do that" the teachers role is guiding the students to do better in the process of learning, and the other is developing in them interests and eagerness in study. So in my course" , I often let students do more practise according to his or her indivualities, interests, capacities, their ambitions and life styles. So as to make the students’ confident, the best way and the first way is to promote their ability of speaking in English. Both input and output can lead to oral English competence. My project objective is that students can understand and say in English. They would never be afraid to speak in English.
3. Project hypothesis
It is hypothesized that students can understand and say the language through effective output exercises. This method benefits the cultivation of students’ speaking ability in English, which is the purpose of language learning. The students will never be puzzled in speaking. If their interests are aroused, they will have confidence to engage in various spoken practices.
4. Project rationale
At the early stage of the language learning it offers a way out in case the students cannot get the message with their ears and read at the early stage of the language learning. As we know, oral communication is a two-way process between a speaker and a listener. Misunderstanding or poor understanding in speaking may lead to breakdowns is communication, so I have taken many measures to improve their ability.
Generally speaking, it is important to run the basic skills, such as basic vocabulary elementary knowledge, basic functions of sentence patterns. Then is the role of controlled conversation making.
The first step, I often encourage students to remember words and their interrelation morphologies ,as many as possible and a number of words which the students can remember or master by teaching them the knowledge about affix ( prefix and suffix ). For example, word “difficult” is an adjective pattern. It means we change, if we change the word “difficult” into “difficulty, it has become a noun pattern, then it means “困难, not change its meaning, another word "fair", if we add “un” to the front the word “fair ” we will get another word “unfair” it means “不...的” because the prefix “un” means “negative, opposite of ,it has an opposite meaning of “fair ”, but it is still an adjective pattern, not change its attribute. As we all know, each word is like each brick, it is the most basic material for putting up a high building the more, the better.
The second is the mastering and practice basic sentences . However, even if we have mastered too many words, but we don’t know how to make sentence with these words according to the proper correct logical roles, these words will not mean a formed building but bcks and conscious effort simply means files of materials learning a language requires some formal training.
So if we must learn how to make sentence with words correctly and properly besides mastering the background practice all kinds of basic sentences is necessary, clude the tense. Let the students do active trial. So as to make students master all kinds of basic skills, I follow:
(1). First I ask my students to review with me, including present indefinite tense, past indefinite tense, present continuous tense, past continuous tense, future continuous tense, present perfect tense and so on, aiming to make students familiar to them, them practice them , and at last use them .
(2). The second, I work hard at fostering the interest in English study. As the saying goes:” Interest is the best teacher ”.
(3). Thirdly, teacher’s speaking English in class can construct an atmosphere of speaking English, and students bathed or buried in the atmosphere may say what they want to say, even though in broken English.
(4).From “comprehensive--speaking”to “critical--speaking” to “creative--speaking ”.
(5).Form single to single first, then tegother in groupes freely.
But by using only teacher --given stimuli for language production, the learners cannot learn how to express their own meanings, students still need to practice themselves, according the differences between learning the first and a second language. The second language learner has the advantage of knowing one language system ----his native language system already, but the disadvantage of already thinking in that language. Therefore, it is difficult for the second language learner, not to translate as he is learning. This translation can be helpful, but it can also be the cause of certain errors, such as applying a grammatical rule from the first language inappropriately to the second language. So I often change my method all the time.
三：.Design
1:Principle
According to the four rules of Co-operative principle/cp，proposed and formulated by P.Gricema pragmatic hypothesis，is about that the participants must first of all be willing to cooperate；otherwise，it would not be possible for them to carry on the talk.The principle has the following for maxim：
(1)The maxim of quantity.
a：Make your contribution as informative as required.
b：Do not make your contribution more informative than is required.
(2)The maxim of quality.
a ：Do not say what you believe to false.
b：Do not say for which you lack adequate evidence.
(3)The maxim of relation：Be relevant.
(4)The maxim of manner.
a. Avoid obscurity of expression..
b. Avoid ambiguity.
c. Be brief.
d. Be orderly.
I designed two activities to be tried out in four weeks so as to test the hypothesis. At first, I think basic language is the most important for a learner, it is just like building bricks. In my project both input and output are enhanced. I decide to improve my teaching, giving my students some review lessons to review the basic sentence structures. At the same time, I ask my students to make sentences with their creativity, especial creative interaction. On a beginning level, oral proficiency forms in the communication-based language learning by visual aids. The receptive phrase pay attention to the retention, the discrimination, the aggression and the reflection. The content of learning is by the slide , flash presentations, through commitment of the self to language acquisition, more active trial to the activation phrase. In my project, I decide to change the teaching method in several ways. I would first help the students understand the whole listening materials and imitate sentence by sentence in class. Aural-oral training is repeated spiraling reinforcement in class. After the barriers of the hearing are removed, I decide to encourage my students to improve their ability of speaking input and output, especially think something in English, then say in English. Outside class , encourage students to read English materials as more as possible, wide reading can enrich their language and make them be familiar with some wonderful sentences and well-designed articles and increase their vocabulary. By doing this, students can put them down on their exercises while speaking. Wide reading also offer students more chance to meet English, especially to read more funny, interesting materials will give students great help, such as some interesting English novels, English stories full of humor, English jokes and popular science materials with proper difficulty, reports about entertainment, they will not only increase the students’ interest in English, but also can bring some wonderful sentences or some excellent sentence styles into their own conversation, making it colorful. Simultaneous, I often play English talkie, because it is more helpful, too. So the successful communication can be carried out.
When I was engaged in the press evaluate. I often consulted my colleagues and frequently talked to my classmates in the Teachers College about it.The old saying “Kill two birds with one stone ”.
2:Implementation
For example:
Senior English(2) --Unit 1 Making a difference
A: “WARMING UP”(slide show)
1>.Albert Einstein: "Imagination is more important than knowledge. "
2>.Alfred North Whitehead: "It takes a very unusual mind to undertake analysis of the obvious."
3>.Marie Curie: "Nothing in life is to be feared. It is only to be understood. "
4>.Thomas Alva: "Genius is one percent inspiration and ninety-nine percent perspiration. "
5>Galileo Galilei: "You cannot teach a man anything ; you can only help him find it within himself "
Let the students talk about the quotes and the scientists. At first, I think basic language is the most important for a learner, it is just like building bricks. In my project both input and output are enhanced. I decide to improve my teaching, giving my students some review lessons to review the basic sentence structures. At the same time, I ask my students to make sentences with their creativity. (flash presentation)
eg：(1)The quotes above are from famous scientists，what do they mean？Do you agree？
(2)What does it mean to be a scientist？
(3)How is your favourite scientist？Why？
B: “Listening and speaking” (by the tape and the pictures)
On the tape, work in groups. First listen to the tape,the practise describing people and debating on a branch of science or a scientist. Use more the infinitive and the Useful expressions for application. Encourage students to read and listen the materials as more as possible, enrich their language and make them be familiar with some wonderful sentences and increase their vocabulary. By doing this, students can put them down on their exercises while speaking. Then facing the real situation，I conducted exercises with live ammunication to my students.New language ponits are introduced and practised situationally，e.g. words should be presented in sentences，and sentences should be practised in meaningful contexts and not be taught as isolated，disconnected elements.Learn the grammar by the following sentences：
e.g.(1)Hawking has continued to seek answers to questions about the nature of the universe.
(2)To explain what they have seen，they build a theory about the way in which things happen and the cause and effects.
(3)The doctor told him that he might not have more than twelve months to live.
(4)In order to get married，I needed a job，and in order to get a job，I needed a phD.
(5)People who listen to Hawkings lectures sometimes find it difficult to understand him.
(6) What words and expressions will you need to talk about Galileo Galilei？
(7)Scieitists look at the world and try to describe and explain what they see.
C:"Practising and free talking."
After the teacher leads—in the new text，let students to charge the styles of the sentences from single to single with the mastered grammar knowledge，then speak freely. Because learning should be a process of exploring and understanding of ones own initiative, so it is very important for the students to learn by themselves, the role of the teacher is to guide, to supervise, abover all, to induce and initiate learning on the part of the the learner.
e.g.(1)What is the scientific spirit？
(2)What can we learn from great scientists？
(3)Every one has his or her special skills and interests，and only by discovering what we do best can we hope to reach our goals and truly make a difference.Isnt it？Talk about it.
D:"The methods to learn English"(slide presentation).
(1)Observe how new words and structure are used.
(2)Try to make a simple rule to explain how the word or structure is used.
(3)Test your theory by the words or structures and if your theory is correct.
(4)Find out how you like to learn. May ask your classmates and teacher how they study.Then try different ideas.
The step has focused on how to speak well. Its a difficult task for students after they have mastered separate sentences and a little of background. When my students found a focus in their speaking and had a clear purpose in their mind, it was time for them to make a debating. I arranged the class into two discussion groups ---agree group and disagree group, each with a secretary to write down the ideas proposed by the group members. Then I asked students of the two groups to speak. Generally speaking, feedback should be helpful and should help them to make his speaking better, not to criticize it. Speaking--up stage is to check for accuracy, provide feedback to a piece of speaking for further improvement and make the final version . Useful the following expressions:
(1):Its clear that ......
(2):Thats true.
(3):There is no doubt that ......
(4):Its hard to say.
(5):Well,maybe, but ..... .
(6):Whats your idea?
(7):Have you thought about ......
(8):What makes a scientist successful?
(9):What can we learn from great scientists?
(10):What is the scientific spirit?
Unit 2: News media
I spend the other two weeks in teaching "News Media",the students give no more than 6 minutes to look back on the content of the Unit 2.The practicing method is as the same as the Unit 1.Then ask one or two students to speak up. Let students know language is a system of arbitrary vocal symbols used for human communication.To help my students to be aware of the audience of their speaking, I asked them to consider the following questions, study these questions and try to think about the significance of considering these questions before one starts .
(1).What is the purpose of the speaking?
(2).Who are you speaking for? Are you speaking for your friends,
relatives, colleagues, teachers or someone you don’t know?
(3).What words will you need to talk about news and the media?
(4).Is it an explanation of how something works, or how to do
something?
The step has focused on how to speak well, too. Give students a chance to make a interview with the past participle used as attributive and predictive.
四: Findings
Students varied in their individualities, interests, capacities, and backgrounds of learning, and their ambitions and life styles also differed, so as to a teacher, always accommodated to these differeces and used various method in teaching or solving problems for his or her disciples. After four weeks, the influence of my project lies in fact that all the steps that we have made have solved their puzzle about speaking, not only can most students speak typical or idiomatic English sentences without any mistakes, and these sentences read a little refreshing, but also their ability of organizing a conversation has been improved, even the other students cant express their idea directly they can do it indirectly.Even if those students who always keep silence in speaking can be able to speak out one or two excellent sentences. Besides, they have also realized that speaking isn’t be spoken for speaking itself, but for expressing the speaker’s real feelings and senses, the whole should be like a body with blood and flesh, and oddly in this case. The second, students have quit the old and bad habit --- think in Chinese firstly, then speak out what they think of in English.The third, they have increased their interest in English speaking, they don’t feel headache any longer now, they are eager to express their own ideas in English sometimes and they can express their own ideas more easily than before, and some of them even can use their pens freely in expression, speak out some excellent sentences. My students even felt that the language learning is so interesting. They know how to express their meaning with English.
Of course, meanwhile has its disadvantages. Looking back upon the project, I realize there is something I have not done well.I haven’t made the best use of the relationship among the four skills --- listening, writing, reading, speaking, I haven’t had the first three skills serve speaking well. Another fault is that I haven’t taught my students how to speak in the limited well, because during the English speaking, we must fight against every minute, especially for the Senior Two students .While I teach my students theories of speaking, I should give them more chances to practice.
All in all, I have learned much, for example, when I set a topic to the students, students must have a sense of purpose and a sense of audience. To help my students to be aware of the audience of their speaking, I may ask them to condsider the qestions, study the questions and try to think about the significance of considering it is time for them to practise.Because the process of speakig itself serves as a method of learning English in a practical way.Good speakers usually have a sense of purpose, a sense of audience, a sense of direction in their speaking.They always start off with an overall plan in their heads. they think about what they want to say, choosing important and ticking off less important. I will put them into my later teaching.
References:
1 English language Teaching Methodology (1) (2)(GuYueguo)
2 English Teaching & Research Notes (2003)
3 English Weekly (senior English teachers Edition ) (2003.4.9)
4LINGUISTCS：A COURSE BOOK（Hu Zhuanglin,Liu Runqing,Li Yangfu) (1992.4)
5.《外语教学法》舒白梅 陈佑林主编（1999 12）
6《现代语言学》何兆熊、梅得明主编（1999 12）
Appendixe:
英语教学调查问卷
请你根据自己的实际情况在每个问题后面的选项中选择一个答案：
1、你认为说英语
A：难 B ：不难 C：比较容易 D ：非常容易
2、在用英语写句子中，你认为什么最难（可多选）
A ：单词 B：语法 C：时态 D：语态 E：表达不符合英文习惯
3．你是否考虑采取哪种时态？
A：考虑过 、B： 未考虑过 C：没有意识到
4、在平时，你是否主动尝试过说英语
A：尝试过 B ：未曾尝试过 C： 曾想尝试，但未付诸行动
5、在阅读一篇好文章时，你是否曾经有意识的去记文中优美的句子
A： 做过 B： 没做过 C： 没意识到这一点
6、在日常生活中，你给别人用英语写过信吗？
A ：写过 B ：没写过
7、你在上网时，是否与说英语的交谈？
A ：是 B ：不是 C： 有时是，有时不是
8、你对课堂口语练习有兴趣吗？
A ：很有兴趣 B ：较有兴趣 C ：有兴趣 D ：不太有兴趣E ：没兴趣
9、你想有一口流畅的英语吗？
A： 非常想 B ：想 C： 比较想 D ：无所谓 E： 不想
10、 你常看英语电影吗？
A ：经常 B：很少 C：从不
11．你在外旅游时，碰到外国人是否上前说话？
A ：有 B：没有 C：很想但没有勇气
12 你经常听英语磁带，英文广播或看英文电视节目吗？
A ：很少 B： 经常 C ：偶尔 D ：只听磁带 E ：偶尔听广播
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