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         朱 叶           

        英语(师范)     

指导教师     谢徐萍          

完成日期     20116     

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注:1、此表一式三份,学院、教研室、学生档案各一份。

2、课题来源是指:1.科研,2.社会生产实际,3. 其他。

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毕业设计(论文)任务书

题目      合作学习在小学英语口语教学中的应用研究    

学  生  姓  名                   

学  院           外国语学院            

专  业           英语(师范)          

班  级           英语(师范)072     

学  号           0707012040               

起  讫  日  期   2010.12-2011.6          

指导教师    谢徐萍    职称     教授     

发任务书日期    20##  12 30 

注:此表为参考表格,学院可根据专业特点,对该表格进行适当的修改。

南通大学本科生毕业设计(论文)开题报告

注:1、学院可根据专业特点,可对该表格进行适当的修改


 

南通大学外国语学院

20##年6月


The Application of Cooperative Learning in Spoken-English Teaching in Primary School

by

Zhu Ye

Under the Supervision of

Professor Xie Xuping

Submitted in Partial Fulfillment of the Requirements

      for the Degree of Bachelor of Arts

School of Foreign Studies

Nantong University

June 2011
   

合作学习作为一种现代的教学理论和策略,能有效地激发学生的学习动机、培养学生的合作精神、促进学生智力品质的发展,在英语教学中发挥着越来越重要的作用。各方学者目前对合作学习的研究主要集中在理论、价值内涵、对教学活动的指导意义等方面。本论文在先行学者对合作学习本身的研究上更进一步,以小学英语口语教学为具体切入点,根据英语口语本身的互动、交际的特点和小学生的性格特征,寻求合作学习与小学英语口语教学的切合性,并着重探讨合作学习在小学英语口语教学中的应用,进而有助于实现全面提高小学生的口语水平的目标。

本论文包括六个部分。第一部分介绍合作学习的定义。第二部分对国内外合作学习的研究做一个综述。第三部分基于小学英语口语教学的现状探讨合作学习与小学英语口语教学的切合性。第四部分通过合作学习小组的建立来具体分析合作学习在小学英语口语教学中的应用。第五部分归纳合作学习对于小学英语口语教学的意义。第六部分简要概括本研究的局限性并进行总结。

关键词合作学习,小学生,英语口语教学


Abstract

        

Cooperative learning, as one of the modern learning methods and strategies, becomes more and more important in English teaching which effectively stimulates the students’ interests in English study, cultivates their spirit of cooperation and accelerates their intellectual development. Both eastern and western scholars have studied cooperative learning mainly in terms of theories, values and directive meaning in teaching. Based on the previous studies, this paper develops the study of cooperative learning from the point of spoken-English teaching in primary school, advocates the feasibility of cooperative learning on spoken-English teaching in primary school according to the students’ temperament and the characters of spoken-English such as interaction and communication and emphatically probes into the application of cooperative learning to spoken-English teaching in primary school that will be meaningful in the all-round development of students’ spoken language standard.

The whole paper is distributed into six parts. In the first part, the definitions of cooperative learning will be introduced. The former researches on cooperative learning are simply introduced at the second part. And in the third part, based on the current situation of spoken-English teaching in primary school, the feasibility of cooperative learning on the spoken-English teaching in primary school will be studied. And the fourth part focuses on specific analyses of the application of cooperative learning to spoken-English teaching in primary school. In the fifth part, the functions of cooperative learning in spoken-English teaching in primary school will be reached. And in the last part, the implication and limitation of the study will be briefly stated and conclusions will be made.

Key words: Cooperative learning; Students in primary school; Spoken-English teaching

Acknowledgements

        

I would like to express my special and heartfelt thanks to all the people who have generously provided me with invaluable advice and warm encouragement.

My indebted thanks first go to my supervisor, Professor Xie Xuping, who has never hesitated to help me with her enlightening guidance and invaluable advice in the course of producing this thesis. Her patience, support and professional suggestions have a great effect on the writing of my thesis.

I’m also grateful to all the teachers I benefit during my four years’ study in Nantong University.

Last but not the least, I am grateful to my friends and family, whose love, encouragement and tolerance motivate me to the completion of the thesis. 

Contents

摘    要... I

ABSTRACT. II

Acknowledgements. III

1 Introduction. 1

1.1The Need for the Study. 1

1.2 The Structure of the Thesis. 1

2 Literature Review.. 2

2.1 Definitions of Cooperative Learning. 2

2.2 Characteristics of Cooperative Learning. 3

2.3 Theoretical Background of Cooperative Learning. 4

2.3.1 Social Interdependence Theory. 4

2.3.2 Zone of Proximal Development Theory. 5

2.2.3 Need-hierarchy Theory. 5

2.2.4 Elaboration Theory. 6

3 Current Situation of Spoken-English Teaching in Primary School 6

3.1 Investigation into Spoken-English Teaching in Primary School 6

3.2 Problems of Spoken- English Teaching in Primary School 8

4 Cooperative Learning in Primary Spoken- English Teaching. 8

4.1 Establishment of Cooperative Learning Groups. 8

4.2 Implementation of Cooperative Learning in Primary Spoken-English Teaching  9

4.2.1 Retelling. 9

4.2.2 Story Class. 10

4.2.3 Role-play. 10

4.2.4 Group Competition. 10

5 Functions of Cooperative Learning in Primary Spoken-English Teaching  11

5.1 Narrowing Differences. 11

5.2 Strengthening Interaction. 11

5.3 Self-learning and Innovation. 12

6 Implication and Conclusion. 12

6.1 Implication of the Study. 12

6.2 Limitation of the Study. 13

6.3 Conclusion. 13

References. 14

Appendix. 16


1 Introduction

1.1The Need for the Study

Learning English is essentially a communicative process, and the basis of communicative behaviors is cooperation. Traditionally, in China, teachers always talk too much while students spend little time thinking, speaking English or working with others to complete tasks in primary school. But now cooperative learning has become one of the main ways to learn English according to the New National English Curriculum Standard. Primary school English is the enlightening and introductory stage of learning, which should attach greater importance to foster students’ interest in English and to improve their language communication capability. What’s more, cooperative learning provides students with more opportunities to communicate with each other and fully develops their communication skills, innovation ability and especially verbal ability in the interactive activities without killing their personality. The introduction of cooperative learning to spoken-English teaching in primary school is so imperative that to some extent it will promote an all-round development of spoken-English teaching in primary school.

The study reported in this thesis attempts to probes into the feasibility and specific application of cooperative learning to the spoken-English teaching in primary school.

1.2 The Structure of the Thesis

This thesis is generally divided into six parts. The first part is the introduction part, which gives a brief presentation to the status of cooperative learning and the significance of studying it. In the second part, literature review is arranged, including the definition of cooperative learning, characteristics of cooperative learning, and theoretical background of cooperative learning. In the third part, investigation into spoken-English teaching in primary school will be discussed and the problems will be explained. In the fourth part, establishment of cooperative learning groups and specific implementation of cooperative learning in primary spoken-English teaching will be studied. And in the fifth part, the functions of cooperative learning in spoken-English teaching in primary school will be reached. And in the last part, implication and limitation of the study will be concluded.

2 Literature Review

Cooperative learning springs up in the early 1970s and makes substantial progress from mid 1970s to mid 1980s which has now been adopted as a teaching theory and strategic system in many countries around the world (Wang, 2002).

2.1 Definitions of Cooperative Learning

Cooperative learning has been studied from different aspects, such as learning objectives, environment, motivation, cognition and psychology. In different periods, different definitions of cooperative learning are presented. 

Robert E. Slavin (1987) defines cooperative learning as instructional methods in which students of all performance levels work together in small groups toward a group goal. The essential feature of cooperative learning is that the success of one student helps other students to be successful.

Spencer Kagan (1990) believes that cooperative learning is the way based on creativity, analysis, use of the systematic structure or the organization of social interaction in the classroom.

David W. Johnson and Roger T. Johnson (1999) state that cooperative learning has two types, i.e. formal cooperative learning and informal cooperative learning. Formal cooperative learning is students working together, for one class period to several weeks, to achieve shared learning goals and jointly complete specific tasks and assignments (such as decision making or problem solving, completing a curriculum unit, writing a report, conducting a survey or experiment, reading a chapter or reference book, learning vocabulary, or answering questions at the end of the chapter) (Johnson, Johnson, & Holubec, 1993). While informal cooperative learning consists of having students work together to achieve a joint learning goal in temporary, ad hoc groups that last from a few minutes to one class period (Johnson, Johnson, & Holubec, 1992; Johnson, Johnson, & Smith, 1991).

Wang Tan (2004) argues that cooperative learning can be defined from four perspectives: teacher-learner interaction, teacher-teacher interaction, learner-learner interaction and all-participant interaction. Many countries still focus on the learner-learner interaction which is very easily ignored in the teaching process (Wang, 2002).  

According to Yael Sharan (2010), cooperative learning is a generic approach to teaching that has spawned a variety of methods to facilitate learning together in small groups. It is a way to establish a “certain relationship” between students and teachers which creates “that certain climate” that encourages students to engage their thoughts, knowledge and feelings in the learning process.

Until now, there’s no accurate definition made up by researchers. However different the definitions are, they share the same idea that students learn together and cooperate with each other to achieve the same goal.   

2.2 Characteristics of Cooperative Learning

In English teaching, different from traditional group instruction, cooperative learning has its own characteristics.

To begin with, students work in teams to learn, but not all the group learning is cooperative learning (Lin, 2008). Competitive leaning or individual learning may exist in group learning. The real cooperative learning needs teachers to structure the current lessons in the cooperative way based on the comprehension of the elements of it.

Furthermore, cooperative learning has five basic elements in order for a lesson to be collaborative. The five elements are as follows.

       The first one is positive interdependence, which is achieved by goal interdependence, task interdependence, resource interdependence, role interdependence and reward interdependence (Yi, 2007). As the core of cooperative learning, it has students realize that they are positively interdependent with others and responsible for the final success of their learning group.

       Second, cooperative learning requires face-to-face promotive interaction in which students collaborate with each other and promote each other’s final success by helping, appreciating, encouraging, and praising (Yi, 2007). The interaction and verbal interchange among students are essential for developing their personal relationships. Besides, the size of learning groups needs to be small.

 The third basic element is individual accountability (Yi, 2007). All the students in a group should be responsible for learning materials, assisting others who need help and making contribution. According to David W. Johnson and Roger T. Johnson (1999), common ways to structure individual accountability include (a) giving an individual test to each student, (b) randomly selecting one student’s product to represent the entire group, or (c) having each student explain what he or she has learned to a classmate.

The fourth one is social skills that must be taught for students’ high quality collaboration (Yi, 2007). Socially unskilled students cannot do the group work or cooperate effectively. Students can learn to use the social skills to assist group members to build effective working relationship.

The last basic element of cooperative learning is group processing which indicates that cooperation among group members constantly promotes the effective group activities. Group members discuss and decide how to achieve the goal, what should be done and what needs changes. And their careful analysis and decision will be helpful to the learning process.

Last but not the least, cooperative learning is the learner-centered learning approach which develops students’ personality and improves their quality through their active participation (Lin, 2008). Cooperation is the means, as well as the learning objective. In cooperative learning, group members exchange ideas, absorb thinking ways from others and improve their own views.

2.3 Theoretical Background of Cooperative Learning

Cooperative learning, with scientific theories and great originality, has been known as one of the most important and most successful educational reform for the last decade. As a new teaching strategy, it has deep and broad theoretical basis that mainly contains the following aspects.

2.3.1 Social Interdependence Theory 

Deutsch’s (1949) theory of cooperation and competition, established on the work of Lewin, provides a focal point for the formulation of social interdependence theory in the mid to late 1900s. David W. Johnson and Roger T. Johnson (1996) credited social interdependence theory’s origin to Kurt Lewin and the Gestalt school of psychology. Gestalt psychology studies how people view and comprehend the relation of the whole to the parts that make up that whole (Winn & Snyder, 1996). Deutsch then extends Lewin’s theories and forms the theory of cooperation and competition and presents three types of social interdependence: positive, negative, and an absence of social interdependence. This theory argues that social interdependence determines the ways of interaction and the structure of activities. In cooperative learning, students love and assist each other, self-respect and encourage others to prompt mutual learning.

2.3.2 Zone of Proximal Development Theory

Vygotsky’s (1978) zone of proximal development (ZPD) is considered as one of the most persuasive theories for cooperative learning. Vygotsky defines ZPD as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers”(Jiang, 2006). He thinks that children operating within others’ proximal zones of development will show more advanced behaviors in collaborative groups than those who perform as individuals (Qin, 2007). In cooperative learning, students of different abilities can learn from each other, perfect themselves and improve the efficiency of learning.   

2.2.3 Need-hierarchy Theory

A hierarchic theory of needs is set up by Abraham Maslow and the needs are physiological needs, safety needs, needs of love, affection and belongingness, needs for esteem and needs for self-actualization (Yuan, 2006). Driven by the needs for self-actualization, people will strive for achievement and pursue a sense of satisfaction. So in cooperative learning, students having mastered the learning content take the initiative to help others and they get a sense of achievement once their abilities are recognized by others. This kind of achievement in turn will stimulate them to learn harder and enhance their learning enthusiasm.

2.2.4 Elaboration Theory

Elaboration theory (ET) developed by Charles Reigeluth is a model for sequencing and organizing courses of instruction (Wilson & Cole, 1992). Cognitive psychology’s research has shown that learners must restructure or elaborate materials in some way if they want to keep information in memory and link it with the pre-existing information (Qin, 2007). One of the most effective ways of elaboration is to explain the materials to others (Qin, 2007). So working in cooperative groups provides students with opportunities to elaborate and organize the knowledge they have learnt.

3 Current Situation of Spoken-English Teaching in Primary School

At this stage, various types of tests do not attach great importance to the oral ability, so the phenomenon of emphasizing reading and writing and neglecting listening and speaking is still prevailing. The number of students thinking reading and writing come first is much more than those who regard listening and speaking as the most significant, mostly because English grade is only evaluated by the paper test. Even some teachers also have this idea and ignore the oral training for students.

3.1 Investigation into Spoken-English Teaching in PrimarySchool

To get the general information about students’ overall situation of spoken-English learning, the questionnaire covering ten items is designed. They are: 1. Are you interested in learning English? 2. What do you think is the most effective way of classroom activities in learning English? 3. Are the oral exercises more than the written exercises in your tasks or homework?  4. Do you take the initiative to answer questions actively? 5.       Will you communicate with your classmates or friends in English in your daily life? 6. Reading English aloud is a stimulus to the cerebral cortex in order to enhance memory, make the mouth muscles more flexible and finally improve the degree of fluency in speaking English. Do you agree? 7. Do your parents can speak English? 8. What is the requirement of learning English that your parents ask you? 9. What is the learning activity or content that you think is helpful for you? 10. Does your school often conduct any English activities like English Corner? Students are asked to choose one answer to each question from three choices. The score of answer A is four; the score of answer B is three; the score of answer C is two; the score of answer D is one.

The investigation is conducted in the poverty-stricken area of certain county in northern Jiangsu. One hundred questionnaires are distributed to five classes on average, of which ninety questionnaires are recoverable and valid. The respondents to the investigation are the students who are almost twelve years old in six grade of certain primary school. Most of them have got a basic cognition of English and have mastered 500-700 words. They can read short passages and complete simple dialogues. Through data analysis, the above table shows students’ overall situation of spoken-English learning. From the above table, the highest valid percent focuses on the score 2.50 which is much closer to the minimum 1.90 than to the maximum 3.40. This shows that students’ overall situation of spoken-English needs to be improved and more attention should be paid to the spoken-English.

3.2 Problems of Spoken- English Teaching in Primary School

According to the survey, 63% students do not take the initiative to answer teachers’ questions in the English class until they’re sure that their answers are definitely correct or they never answer the questions no matter whether they know the answers or not.

It’s obvious that most students seldom take the initiative to express their opinions because of anxiety, shyness or fear of communication and they pay so much attention to the views of others that they become afraid of making mistakes, especially of classmates’ laughter and teachers’ censure. Also some students cannot express themselves well in English due to lack of vocabulary. And sometimes only with the help of mother tongue can they express what they think. These problems have constrained students’ development of oral English which will easily lead to the polarization of their communicative ability.

4 Cooperative Learning in Primary Spoken-English Teaching

4.1 Establishment of Cooperative Learning Groups

Cooperative learning groups, as the basic organizational form of teaching, means that students work in groups to gain knowledge through the division of labor, mutual communication, joint exploration and comprehensive generalization. Besides, students are assigned to maximize their heterogeneity. Specifically, the groups are the mix of different characters, ability levels, hobbies, family background and so on and so forth (Zhou, 2003). Every student will serve a specific role so that they are responsible for their roles and spare no efforts to play their roles. Also the roles can be changed according to the actual situation to provide students with a broader communicative space and improve themselves. Moreover, cooperative learning groups have a positive effect on students’ interpersonal relationship, provide a better opportunity for them to share ideas and information with each other and promote their higher-level and conceptual learning.

4.2 Implementation of Cooperative Learning in Primary Spoken-English Teaching

In primary spoken-English teaching, taking part in activities in cooperative learning groups can bring students the sense of achievement, satisfaction, happiness and self-worth through cooperation that not only strengthen their team spirit, but also greatly improve their communicative and speaking abilities. There are several cooperative activities that can be applied to the primary spoken-English teaching.

4.2.1 Retelling

Retelling is a good form of spoken language training, by which students can remember words, sentences, grammar and so on (Yuan, 2006). Students should follow the principle of gradual development, that is to say, at the beginning they can practice retelling some sentences and then gradually retelling the whole text. For example, after learning the whole text, students of each group are offered some key words to retell the text in sequence. When retelling the text, every student should supplement more content than the front one. Finally one group will be selected to present the whole text to the classmates. This kind of training will enable students to experience the significance of cooperation. In the process of cooperating with group members, their speaking ability has been practiced and the problems in expression can be corrected in time by other members or teachers. Gradually, they’ll get rid of the timidity or anxiety of making mistakes.    

4.2.2 Story Class

In the story class, every group is given different materials with the opening paragraph and key words written on them (Yuan, 2006). Then students are asked to make up stories according to the given information, and finally each group should present a complete story. Students have great curiosity and imagination while they have barriers in the English expression. So in the cooperative learning, they can seek the help of group members to complete the story together. In the presentation part, the whole story can be divided into several parts to each group member so that everyone will have the opportunity to speak English and practice their verbal skills.

4.2.3 Role-play

Role-play is an activity in which students imagine a role and have unscripted dialogues or discussion in a given situation. Students can be given colorful situations according to the text or the real life to learn how to communicate with each other in the vivid atmosphere. For instance, in the supermarket situation, there are salesmen, cashiers, customers and cleaners. Each member in one group has a role to practice important sentence structures, such as “Can I help you?” “Would you like…” “I’d like… ” and “Excuse me, could you…” and to remember key words, such as “big”, “small”, “long”, “short” and “high” (Yuan, 2006). This kind of activity not only helps students to consolidate the knowledge in time, but also stimulates their interest and desire to learn and speak English.

4.2.4 Group Competition

Group competition means that after all the groups finish the same task collaboratively, a representative is selected from each group to compete with other group members acting as supporters and assistors and his or her result will be the final result of the whole group (Yuan, 2006). For example, all the representatives look at the picture to have a “Picture Talk Competition”. The team that finishes expressing a complete sentence will get a score and finally the team which has the most complete sentences will win. This spoken-English training is simple but effective in that students are highly motivated and through cooperation and mutual assistance among group members, their spoken-English ability will be further improved in the output process.

5 Functions of Cooperative Learning in Primary Spoken- English Teaching

There are three forms of the interaction among the students, i.e. cooperative learning, competitive learning and individualistic learning. Compared with cooperative learning, competitive learning means that only very few students can reach the goal and become the winners by defeating others. The result of it is that one person tries hard to do better than others or gives up. While in the individualistic learning environment, students only care about themselves to complete their own achievement that will lead to their self-interest or self-concern without paying attention to others’ benefit or success. However, cooperative learning makes students gain greater success and output and is favorable for cultivating their social skills, building good relationships and improving self-confidence and mental health.

5.1 Narrowing Differences

Cooperative learning promotes group members to unite for a common goal with reasonable division of labor to narrow differences among students through the establishment of the common goal. In the process of oral expression, students can get others’ help or correction within one group, such as the pronunciation of words, tense of sentences, and intonation of voices and so on. In such an atmosphere of mutual learning, students who are weak at English will gradually overcome fear, shyness or cowardice and become courageous to express what they think, which will be helpful to improve their speaking skills. At the same time, students who are good at English will become more confident and spend more time practicing spoken-English. So cooperative learning is productive of resolving of polarization among students.

5.2 Strengthening Interaction

Cooperative learning transforms the pattern of teacher-to-individual interaction and increases communication among students. As a result, a vivid situation of teacher-student interaction and student-student interaction is formed. In the spoken-English class of primary school, the partners of communication will not only be teachers, but also the group members or the competitors and students have more chances to speak English. From preparation to group discussion and from group discussion to the final presentation, students have always been the main force involved in the activities, whose statements, discussion, argument or consultation all do good to their improvement of oral ability.   

5.3 Self-learning and Innovation

Cooperative learning not only increases the degree of students’ self-involvement, expands their scope of knowledge, but also establishes the sense of self-learning and helps them overcome the psychological dependence on teachers. In cooperative learning, group members can work together to understand how to use some sentence structure, vocabulary or phrase to express the exact meaning so that they will gradually get rid of the “Chinese English” mode. In addition, in the competitive situation, group members collaborate with each other, use divergent thinking, enjoy learning and positively look for new ideas or inspiration that will improve their innovative thinking ability.

6 Implication and Conclusion

6.1 Implication of the Study

Cooperative learning is helpful in students’ English achievement, especially in spoken-English. It can also be widely used in listening, reading and writing classes to solve students’ learning difficulties. Besides, students show more positive attitudes towards learning English in a cooperative way and can get a true feeling of “Happy Learning”. What’s more, students more easily accept others in cooperative learning and their relationships become friendlier and more harmonious that is very useful to the classroom management. Students with learning difficulties can make progress with group members’ assistance that will improve the whole class average academic scores to some extent.

6.2 Limitation of the Study

Due to the limited time and manpower, the study does not specifically analyze the cooperative learning in several spoken-English teaching classes. Therefore further research is needed. In addition, the implementation of cooperative learning involves many aspects, such as the operation of process, the role of teachers and learners, the utilization of resources and the standard of evaluation. However, this paper just focuses on cooperative learning from the aspects of the establishment of cooperative learning groups and of the specific implementation forms of cooperative learning in primary spoken-English teaching.

6.3 Conclusion

Cooperative learning has more powerful and positive effects on instructional results compared with competitive and individualistic learning. When activities are conducted in a cooperative way, students will learn more, build more positive relationships, develop more healthily in psychology and use more learning strategies. Cooperative learning plays a significant role in promoting quality-oriented education and developing students’ spirit of cooperation. So it is imperative to introduce it into the spoken-English class of primary school. Cooperative learning optimizes the process of spoken-English teaching, creates a pleasant learning environment, establishes students’ confidence in learning English, mobilizes their enthusiasm in learning English, and improves their speaking ability with more opportunities, different forms and various aspects so that the spoken-English teaching in primary school becomes more lively and efficient.

In order to provide students with more successful and more efficient spoken-English classes in primary school, this paper suggests that more activities in the cooperative way should be added in the teaching process and the writer hopes that more English teachers can do research to practice, develop and improve cooperative learning.

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袁昌寰.新课程小学英语优秀课堂教学设计.北京:人民教育出版社,2006.

周红.合作学习理念下的小学英语教学设计.山东师范大学,2003.

Appendix

小学生英语口语学习情况问卷表

亲爱的同学:

为了更好地了解现在学生学习英语的方式和习惯,帮助大家更好地进行学习,特提出以下的问题,请您按照您的实际情况进行回答。您的答案不存在对与错,我们也不需要知道您的姓名,希望您认真填写本问卷的问题。在接近您的真实情况这一项打“√”。请如实填写,谢谢合作!

1. 你对现在的英语学习是否有兴趣?

A.很有兴趣       B.比较有兴趣    C.有一点兴趣       D.没有兴趣

2. 你认为学习英语最有效的课堂活动是

A. 围绕课文进行多种形式的练习    B.目标检测或练习

C. 老师满堂讲授知识              D.笔头练习和翻译

3.在你完成的作业当中口、笔头练习的情况是 

A.大部分是口头练习              B.口头和笔头练习大致相当 

C. 大部分是笔头练习              D.口头和笔头练习都不多

4.英语课上你积极主动回答问题吗?

A.总是积极主动回答各种问题

B.只是主动回答一些简单的问题

C.除非认为答案准确无误时才肯主动回答

D.从不主动回答问题,老师叫到才回答

5. 你平时在学习和生活中,你会用英语与你的同学与朋友交流吗?

A.一直用         B.经常用        C.偶尔用        D.从不

6.大声朗读英语对大脑皮层产生刺激,从而加深记忆,同时使口腔肌肉更加灵活,对提高英语口语的流利程度大有帮助。这个观点你同意吗?
A.同意,并且实践着               B.同意,但还没有开始实践

C.不知道                         D.不同意,纯属谎言

7.你父母懂得英语吗?

A. 非常精通     B.有些单词知道   C.模糊概念     D.完全不懂

8.父母对你学习英语的要求是

A.既要有较高的笔试能力,又要能够基本上与外国友人交流                    

B.能开口讲几句较流利的英语

C.考试能拿高分就行

D.从未明确表示过什么要求,似乎不怎样重视

9.你认为学校开展的 ________ 的教学,对你的英语学习最有帮助。

A.注意口语,多开展英语活动              B. 注重听说读写,全面提高英语水平

C.强调英语语法                         D. 注意笔试,一切向高考看齐

10. 你们学校经常开展英语角等英语活动吗?

A.经常开展      B.偶尔开展      C.很少开展      D.从未开展

再一次感谢同学们的参与和合作,祝你们学习进步、心情愉快!】

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