【正文】 of the research, the second questionnaire survey was done to collect the information about the results of the new Teachingplan. After making an analysis and made the parison between the results of the two questionnaires I have learned that my students’ interest in oral work has been increased by welldesigned oral work. Data from the questionaires 18 The results of the two questionnaires are presented in Graph 1 and Table 1. Graph 1 shows the parison of degree of interest before and after the implementation of the project. And table 1 shows students’ preference to types of oral practice. After four weeks’ research, I designed Questionnaire Two that was partly based on Questionnaire One designed before research. By now, I was more awake of the usefulness of the oral practice I designed. I especially hoped to know what my students had gained and which methods they preferred. The fact that the degree of interest increased from % before implementation of the project to % after it shows that the activities to enhance students’ interest in oral practice were effective. Graph 1 shows that there is a drastic improvement in students’ interest in oral work. Most of the subjects who rank themselves in scale “ Like” and “Like a lot” amount to %, while the percentage was only % before the implementation of the project. The graph also shows the percentage of dislike decreased. Yet I should not be too optimistic, since there are still % of the students choosing 3. Though the number is smaller than that in Questionnaire One, it suggests that I should make further study in the future and explore the reasons. Table 1 shows over half of the students approved the methods very much. This indicates the effectiveness of the methods. 19 Graph 1: Comparison of degree of interest 6 0102030405060701 2 3 4 5系列1系列2 Like a lot Like Just so so Dislike Dislike very much Notes： 系列一： questionare 1 系列二： questionare 2 Table 1: Students’ preference to methods dealing with the oral practice Methods No. of students Percentage Game 20 91% Roleplay 18 82% Research 14 % Informationgap 15 68% Prepared talks 15 68% The objective of our research is to enhance my students’ interest in doing oral practice, such a result (from % %) is very encouraging. It proves that the implementation of the solutions is fruitful and effective. Project evaluation After I thought seriously and had exchanged views on the project with my students, I found out that although students are being more interested in oral work now, there is still much that needs further improvement. Only when I make continuous reflection in my teac hing, can I make greater progress. The most frequently mentioned problems can be summarized as the following three: Firstly, the problem of the pronunciation training: the students need more practice in 20 pronunciation. Secondly, the effective use of the key sentence patterns from the text: I should give my students more practice to express themselves freely by using the key sentence patterns from the text. Thirdly, the relationship between oral practice and grammaroriented exam: most of my students say “I hope I can improve my speaking ability and pass grammaroriented exams.” So I’d like to have a try on “How to crack the traditional exam by speaking practice. If so, the marks of exam and the ability of speaking can be improved at the same time. Conclusion The present study is chiefly based on the project that I proceeded from Oct, 20xx to Sept, 20xx, which aimed to enhance my students’ interest in doing oral practice. Now I can be very glad to say that my problem has been successfully solved. So the conclusion of the project is that learners’ interest in oral practice can be increased by welldesigned oral work. Welldesigned oral work can “ ensure that you are achieving the balance between old and new language items, accuracy and fluency practice, and language and skills work, and that you do not lose sight of your main goal, munication.” (Davies amp。 finally students are given the opportunity to integrate the new language items with the old through activities that give free and extensive expression aimed at developing fluency. That is the last stage Production. Communicative speaking activities Littlewood (1981) divides municative speaking activities into two types: functional munication activities and social interaction activities. For beginning language students, Littlewood points out that it is necessary to also include what he calls premunicative activities, which are more structural and allow the learner to practice the forms of the language. The learners’ roles and responsibilities Tricia Hedge (20xx) pointed out that one of the perspective on learner centeredness is “ encouraging learners to take on a greater degree of responsibility for their own successful learning, not only by contributing to course or activity design …, but also by continuing their learning outside class, at home, or in selfaccess facilities.” What is language? I think that Language is the art of speaking. So when you are learning English, you are a person, who is learning by doing it。 give the more clear instruction to let students know what to speak and how to speak。這一假設(shè)驗證的四周與特別設(shè)計的口語課堂教學(xué)的實踐鍛煉活動。 1 激發(fā)中學(xué)生英語口語的興趣 項目設(shè)計者 魏薇 哈密電大 提交日期 20xx 年 12 月 30 日 課程名稱： 英語（教育方向） 2 Stimulating method amp。 在科學(xué)研究的方法上使用解析法原因分析、問卷調(diào)查和蘇格拉底式的對話。 offer more encouragement to the “l(fā)ow students” with low marks on the “grammar exams” to grow confidence。 you are a person, who is working by using it and you are a person, who lives in it. Make English study a part of your daily routine, the same as eat