第一篇：介紹劉純燕的英文演講稿

Hello everyone,Please look at this , do you know what’s this insects called? Do you like it? Probably not I guess, since it looks so ugly, even a little terrible, isn’t it? Then how about this person? Do you know her? *yes, a hostess always appears on the TV surrounded by many energetic children, playing and laughing, she is jinguizi, she is also Liu Chunyan.In fact,they are both jinguizi, but apparently dafferent.Liu Chunyan is so active and energetic on the stage that you must be surprised to know that she has been now a 46-year-old woman with a daughter of 13.” how can it be!” maybe you will say, “she looks like a teenager no more than 13!” that’s what I think too.but it’s a fact, she is a adult of the similar age as our parents’.And when we get close to her ,we will find out that she is just such a childish person, cute, simple, and lively.She is there, just as the picture shows, always with her typical image of the baby face, the watermelon hairstyle , a brilliant smile and a childish voice.The special image had been an

important part of my childhood memory , those past days I saw a young strange-dressed sister sing and dance happily with many kids, her vivid voice and bright smile had attracted me so deeply.Now, with young children like me before growing up generation after generation,from kindergarten to university, from school to work, she is still there, the same smile, the same voice ,the same young cute image.she is there, whether on TV or in life, just as simple as a child.Cry if she like, laugh the same.Her daughter calls her “l(fā)ittle mother”, revealing that one time they even competed for one cloth in the store.What a na?ve adult!When asked about her simplicity by journalist, Liu Chunyan attributed it to her carelessness and forgetfulness, but in my eyes, it must be one who have a simple and innocent heart that can behave like this.And I just feel this kind of carelessness and forgetfulness so clever and warm.she is there , full of passion and enthusiasm.As a Middle-aged women, she is the mother of a child ,the wife of a man, she need to take care of them , to work, to cook, to wash ,to do many hard and complicated houseworks that other housewives do.But despite of those, she maintain

energetic at all time.she plays with her daughter, even more active than her.No wonder that Liu’s husband Wangning would say that sometimes he could hardly distinguish which is the mother and which is the daughter.Think that, when years go by along with the youth time, how many people on earth there are who can keep so alive like Liu Chunyan.And we can imagine that this happy family must be full of energy and interest with such a woman.This is her ,a lovely jinguizi, a childish Liu Chunyan ,she is there, energetic and lively forever, simple and hopeful forever.

第二篇：劉燕演講稿

自強不息，青春的誓言

開場白：1919年5月4日，有一段歷史被永遠載入史冊，千萬名的大學生舉起了抗爭的旗幟，在滿是列強叫囂的國土上吶喊，聲討祖國被瓜分的主權。今天千萬名的學生念起了舊日子里的那群英雄，在和平發(fā)展的時代思考，思考新時期里“五四精神”的新內涵。

我們今天演講的題目是《自強不息，青春的誓言》。

出生在祖國和平發(fā)展年代的我們，過著快樂幸福的生活。轉眼間，已到了風華正茂的年齡。青春的舞臺此刻屬于我們。心里有一種聲音在不斷告訴自己，不能浪費這曇花一現的美好時光。青春不要做天空中的浮云，只在大地留下一時的身影，青春應該像演示上的勁松，在風雨中刻下成長的年輪。于是乎，我們展開了尋找生命意義的旅程。

我想起了90年前的“五四運動”——那是一段用生命鍛鑄理想的歲月。捧著赤誠的愛國心，無數青年發(fā)出對舊社會的控訴?！皭蹏?，進步，民主，科學”的旗幟，引領著他們向理想前進。愛國主義便是“五四精神”的思想源泉。在和平的今天，我們無需像革命先輩們一樣，在戰(zhàn)場上拋頭顱，灑熱血，可是我們卻應繼承先輩們那顆赤誠的愛國心。正是這顆滾燙的愛國心教會了世世代代的青年要懂得奉獻——把有限的生命奉獻到祖國發(fā)展的無限事業(yè)中去。

我又憶起了胡錦濤總書記向當代青年提出的“四個新一代”要求?！袄硐脒h大，信念堅定，品德高尚，意志頑強，視野開闊，知識豐富，開拓進取，艱苦創(chuàng)業(yè)”這便是前輩對我們的期許。我們是當初曾被稱為“祖國未來花朵”的一代，在園丁辛勤的耕作勞動后，現在便是蓄勢待發(fā)的青春季節(jié)。我們不能辜負對我們充滿希望的前輩和屬于你我唯一的“青春”。

我的思緒又被帶動了，現在唱響全中國的“科學發(fā)展觀”告訴了全中國，乃至全世界一個非常重要的真理——責任。我們要對大自然負起責任，我們要對社會負起責任，我們要對自己負起責任，我們要對全世界未來的發(fā)展負起責任。

“青春，責任，奉獻”，這只是我漫長生命中的一個開始，在懂得了生命意義之后，我更加明白了作為新時代的青年人，我過去，現在與將來都是為了什么而努力的，是奉獻！是為負起了時代的使命與青春的責任而做的奉獻！

我用我作為當代青年的一切宣誓:：在面對一切阻擋在我前面的困難，我都將用最飽滿的激情與責任感去解決；在面對一切阻撓我前進的障礙，我都將以最強烈的憤恨與使命感去排除。我將用我所有的力量去達成我的誓言，直到生命耗盡為止。

這就是我的青春。

第三篇：純英文網名

Aren't You Glad 你難道不開心？

Are you Gonna Go My Way 你在重蹈我的覆轍嗎？ *。Something Stupid 愚蠢的事 Better Man ?? 好男人

We Will Rock You。我們來搖滾 Crying in the Rain ? 在雨中哭泣

Smoke Gets in Your Eyes 煙霧迷蒙你的雙眼 ??? Broken Dreams 破碎的夢

Nothing Ever Happened 什么都不曾發(fā)生 ?。without you 沒有你 Private Love 私有愛情 Mr.Lonely 孤獨先生

when We Say Goodbye 當我們說再見 Bohemian life ゆ/ 放蕩不羈的生活 Endless nights ” 無盡的夜晚 take your love away 帶走你的愛 Heart Only For You 心只有你

Never doubt My love 永遠不要懷疑我的愛 Lose control.／ 失控

Torn Between Two Lovers 間接翻譯為 愛的折磨 HOW DEEP IS YOUR LOVE 你愛的有多深 Silent All These Years。這些年的沉默 I'm Still Waiting 我仍在等待 Love Unlimited ≈ 無限的愛 Tranquil Eye-°平靜的眼神

－ Where The Story Ends 故事將在哪里結束 Do You Really Care 你真的在乎嗎 TRUE COLORS ￡ 本來面目 I will always love you 我將永遠愛你 The damn injury” 這該死的傷害 BRAVE HEART.勇敢的心 Not humble love 沒有卑微的愛情

Love is see blood sealing throat 愛是見血封喉 Mouthful of nonsense 全是廢話 Has become in the past 已成為過去 Break our happiness 破碎了我們的幸福 Memories of you 關于你的記憶 Hysterical laughter 歇斯底里的大笑 You ruined everything 你毀了所有 Shut up bitch!賤貨、閉嘴

shit just clownindogg 只是玩的，笨蛋 To drop bombs。引爆全場

A normal life is boring 一個平凡的人生是無聊的 love you more than myself 愛你勝過我自己 love you as a whole world 愛你把你當做我的整個世界 love you until the world end 愛你直到世界的盡頭 Love you unconditionally 無條件愛你 ˉTears illusion 眼淚的錯覺 please forget me 請忘了我 choose to forget you 選擇忘了你 Don't doubt my love 不要懷疑我的愛 stay away from me 你滾。get away from me 離我遠點 I'm crazy for you 為你瘋了 stand by my side 陪在我身邊

I remember years ago 我仍記得很多年以前 You have won 你贏了

All my scars are open 綻裂的傷痕 Falling out of love 從愛中抽身而出

Empty promises will wear 空洞的承諾會消失殆盡 Building faith on love 把愛情當做信仰

In this world, you are my heart 這世界，你就是我的心 Rest in the Hope 還有希望 Mad About You 為你瘋狂 Forget To Begin 忘了去開始 End Of May 五月末 love the way you lie 愛你說謊的方式 Dont come any Closer 不要再靠近我了 the second you chose her 你再次選擇了她 Can't Go Back there Again 回不到過去了 Don't wanna see you anymore!不想再見到你 A desolate heart 心里荒蕪一片 You go back on your promise.你食言了 Cried my eyes out 淚流不止

Head over heels for her.為她神魂顛倒 Let it be 順其自然

Don't Wear your heart.不要輕易流露感情 Meet by accident。不期而遇 A bad mood.壞情緒 I dream of you 我夢見了你 deadline kills vow過期的誓言 He left in great haste.他匆匆離開了 There's no turning back.已經無法挽回了 Dismissive of you。對你不屑一顧 I'm all over you.我是對你著迷了 Nasty about everyone.對所有人厭煩 Stop fanning the flames.別再煽風點火了 Recollection傷痕 Bury your head in the sand.逃避現實

play soundI have had enough of your garbage.我聽膩了你的廢話

I'm fed up? 我厭倦了 Go TO HELL 去死吧

Guide you to the light 我想帶著你走向光明 Don't acknowledge my smile 不需回應我的微笑 you give me so many butterflies 你讓我意亂情迷 Til the end of time直到天荒地老

You are nothing to me。你對我來說什么都不是 You're not here with me 你不在我身邊 I'm so tired of being alone 我厭倦了孤獨 I just wanna touch you 我只想觸摸到你 I can feel you near me 我能感覺你就在我身邊 GET Over Yourself 別自以為是了

Don't let them see your weakness 不要讓他們看見你的軟弱 Are You Kidding Me 你在玩我么 just kidding ? 我只是玩笑

someday love will find you 終有一天 愛將會找到你 Your Hugs Are My Favourite 你的擁抱是我的最愛 Lost In dreams And Reality 在夢想和現實中迷失了 each other as know in the arena 相濡以沫不如相忘江湖 Love Is Patient 愛情病患

Too Emotional 太感性 Too Rational 太理智

The Memory of the past 過去的回憶 The Deep love about you 對你的深愛 Helpless To Start 無奈重新開始 Back Is Always Sad 回頭將是悲傷 I said i Don't care 我說我不在乎 But you barely Care 其實你一點不在乎 Can't Touch 無法企及 Within Reach 觸手可及 End up 告終 Deviate From 別離 I have loved you 曾經愛過你 You don't love me 你不愛我 Take my breath away 帶走我的呼吸 To stop my heartbeat 停止我的心跳 Promise Me 承諾我 Believe Me 相信我 you're so Vain 你如此虛榮 You are so False 你如此虛偽

And when she danced 當她起舞的時候 Aad when he ecstasy 當他入迷的時候 Cross my heart 我發(fā)誓 Cross your listent 你發(fā)誓 Happy ever after 從此以后快樂 To try to Happiness 試著幸福 The way you love me 你愛我的方式 The way you lie to me 你說謊的方式 I don't want you to go 我不想讓你走 I can't hold you back 我留不住你 Are you ready for love 準備好去愛了么 I am fall in love 已經深陷愛中 Could this be love 可能這就是愛 The lover in me 心中戀人 Crazy For You Mad About You 為你瘋狂。

Where do broken hearts go 破碎的心該何去何從 Know you won't see me cry 你看不到我哭泣 Dear dear * Honey honey * Say hello to morning Say hi to daynight Deep red fall season Season the deep experience 季節(jié)深處的落紅 With the green eyes Covered with green eyes 鋪滿眼眶的綠 Summer insect voice Summer cicada calls 夏季的蟬聲 Brushed ear warmer The warm breeze ear 拂過耳際的暖 Still fresh in living memory To remember vividly 記憶尤新 The First light of Morning The First gleams of Day 曙光。Dear dear * Honey honey * Say hello to morning Say hi to daynight

Floating Dream ぅ 浮夢 Frustrated い 失落 Liberation く 解脫 Borders moved こ 時遷 A Monologue ず 獨白 Redundant ち 多余 Willing To Give Up ど 舍棄 The wound ゎ 傷口 Trapped Beast ん 困獸 Small whispers ぃ 小情話 Once Hiding In の 曾躲在 Accustomed To れ習慣了。Not To Feel At Ease ゃ 心不安。Ignorance っ 無知。Reluctantly と 勉強。Force Back.ゅ 逼退。To struggle で 爭扎。Wanna Hold Me 想牽制我 Can't Read My 猜不透

Don't Spell My Name 別拼寫我的名字 He's got me like nobody 沒有人像他那樣如此地吸引我 I wanna roll with him 我想要和他在一起 A hard pair we will Be 我們會是無可比擬的一對 Won't Tell u that I love you 我不會告訴你我愛你 He's a good catch 他是理想的對象 Bluffing with 虛張聲勢

You make my eyes burn 你耀眼到將我灼傷 Caught up in the game

成了游戲中的Loser Promise you'll remember that 答應我 你會永遠記得 Stole you out of my life

把你從我的生活中偷走 It's All Destined 一切都是命中注定 Walking lonely pedestrian 行走的孤獨路人 One moment touch the sky 觸摸到天空的瞬間 Trouble maker 麻煩制造者

Sunshine poured to the city 日光傾城 See a Little Light り 看見微弱的光亮

He's got me like nobody 沒有人像他那樣如此地吸引我 I wanna roll with him 我想要和他在一起 Won't Tell u that I love you 我不會告訴你我愛你 He's a good catch 他是理想的對象

Stole you out of my life

把你從我的生活中偷走 You make my eyes burn 你耀眼到將我灼傷 Walking lonely pedestrian 行走的孤獨路人 It's All Destined 一切都是命中注定

第四篇：純英文論文

abstract：At present, English teaching evaluation methods depend so much on summative evaluation in our country.As is known to all, a student’s testing scores are treated as final evaluation criteria in summative evaluation method, so summative evaluation strengthens the function of testing scores.This has resulted in many students learning English only to pass examinations or to go to school.Apparently, this kind of instrumental learning motivation is hard to arouse students’ learning enthusiasm or for them to keep their interest in learning.In short, to a certain extent, summative evaluation ignores the evaluation on students’ creativity and subjectivity.In recent years, curriculum reform has become a fashion topic and evaluation is becoming more and more important.Formative evaluation, which is called process evaluation, was advanced by G.F.Scriven in his book the methodology of evaluation in 1976.After G.F.Scriven, Bloom was first to introduce formative evaluation into classroom teaching.With curriculum reform development in our country, a high premium has been place on formative evaluation.The overall objective of the high school English curriculum is: to enable students on the basis of compulsory education on learning English, to further clarify the purpose of learning English, to develop independent learning and cooperative learning ability;the formation of effective English learning strategies;students overall language proficiency.With the development of China's curriculum reforms, the formative evaluation is also more and more attention.Formative evaluation has become the mainstream way of teaching evaluation, it uses descriptive evaluation or positive score, etc.to encourage students and teachers to communicate in different ways based on the evaluation of the results with the students, fully affirmed the progress of students, encourage students to self-reflection, self evaluation and self-improvement.This paper is to study the application of formative assessment in high school English teaching, discusses formative assessment features and functions, aimed at improving the quality of teaching, improve high school students interested in learning English.According to the necessity and urgency of the current situation of formative assessment in teaching, which made formative assessment in high school English teaching should use the methods, tools and principles to follow.So the formative assessment to play an active role in teaching high school English.Key words: formative assessment, high school English teaching, application, learning English

中文摘要：目前我國外語教學的評價方式過多的依賴于終結性評價，由于這種評價是以考試成績作為最終的評判標準，這無疑過分強化了考試分數的作用，致使相當一部分學生學習英語的動機和目的就是為了考試或升學。這種工具型的學習動機顯然不易于激發(fā)學生學習英語的積極性，也不利于保持其學習興趣的持久性。

終結性評價在很大程度上忽視了學生在學習中的主體性，和創(chuàng)造性。隨著新課程改革的實施,評價問題開始引起人們的廣泛關注。形成性評價這一概念就是在這樣一種背景下提出來的。形成性評價最早是由斯克里芬（G..F.scriven）在1967年他的《評價方法論》一書中提出來的。所謂的形成性評價即過程性評價。它“是通過診斷教育方案或計劃，教育過程或活動中存在的問題，為正在進行的教育活動提供反饋信息，以提高正在進行的教育活動的評價”（陳玉琨《教育評價學》）在斯克里芬之后，布魯姆首先將這一評價方式引入課堂教學。

高中英語課程的總目標是：使學生在義務教育階段英語學習的基礎上，進一步明確英語學習的目的，發(fā)展自主學習和合作學習的能力；形成有效的英語學習策略；培養(yǎng)學生的綜合語言運用能力。而我國隨著課堂改革的發(fā)展，形成性評價也越來越受到重視。

形成性評價逐漸成為主流的教學評價方式，它采用描述性評價或評分等方式正面鼓勵學生，教師根據評價的結果與學生進行不同方式的交流，充分肯定學生的進步，鼓勵學生自我反思，自我評價和自我提高。本文主要是研究形成性評價在高中英語教學中的應用，論述形成性評價的特點和功能，目的在于提高教學質量，提高高中學生學習英語的興趣。根據形成性評價在教學中的必要性和緊迫性的現狀,從而提出形成性評價在高中英語教學中應該運用的方法,工具以及遵循的原則。使形成性評價在高中英語教學中發(fā)揮積極的作用。

關鍵詞：形成性評價，高中英語教學，應用，英語學習

Chapter one introduction 1.1 the need for the study

With the introduction of the new curriculum reform, the voice of the assessment reform is also increasing.In the “high school English curriculum standards(experimental)” proposed new law to be set up to promote the development of a diversified student evaluation system, the use of formative assessment and summative combination.Teachers should pay attention and student exchanges, and certainly their progress and encourage them to self-reflection, self-improvement.Modern social emphasis on people-oriented, in teaching should be student-centered.It is in the formative evaluation carried out this principle.Formative evaluation of the role and value in teaching and assessment process has been more fully affirmed.Therefore, the introduction of formative assessment is consistent with the requirements of the times in high school English teaching.It has a certain practical significance.Currently motivated high school students to learn English in general is not strong enough, many students learning English the sole purpose of examination or further studies, ignoring the increase in the use of language itself and the actual capacity.Under the guidance of formative assessment, students can find their own way to learn and improve their English learning efficiency.Meanwhile students learning English and get fully mobilize the enthusiasm is implemented through formative assessment, self-confidence would be enhanced learning English, they will be able to take the initiative, actively engaged in learning English.1.2 the purposes of the study

The traditional evaluation methods to determine student achievement through good or bad, this approach gives students a lot of pressure.It will make students learning English have to fidget.Students' enthusiasm and interest in learning will not be increased.Poor students to learn, it seems only to explain everything by the results, as they may arise in the process of learning problems, confusion, or they have other talents, cannot be used to measure the results, and these have may be ignored.Moment of doing well, might be a blow to confidence, and their accomplishments become the sole standard.Traditional evaluation system has become an obstacle of students’ English learning.For this reason.the author want to know how to use formative assessment in English classes can help the senior students master effective learning strategies, develop learning motivation and attitude and finally improve their English achievement.It has been assumpted that formative assessment may be more effective in many aspects such as.The students can use meta-cognitive strategies, increasing their motivation, forming good learning habit and having positive attitude.Due to the use of formative assessment, the students’ sense of achievement can be developed.And they will become more active in class and they can evaluate themselves correctly.Above all, students will have more confidence in themselves.All in all, the research may be helpful to develop the students as a “whole person”.The author also intended to find more effective approaches to using formative assessment in English classes, including records of students’ behavior, class room observation, interviews, questionnaires, and portfolios, etc.1.3 The framework of the paper The paper falls into five chapters.Chapter one serves as an introduction, which gives a brief description of the current situation of assessment systems in China.It presents the importance of formative assessment and the significance of study.Chapter two offers literature review about studies at home and abroad.In addictions, this chapter provides theoretical discussions for formative assessment, including humanism psychology, Meta-cognitive strategies, constructivism and theory of multiple intelligence as well as the related studies at home and abroad.This chapter presents the definition, function, characteristics and benefits of formative assessment.In chapter three the paper introduces the necessity and urgency of implementation of Formative evaluation.Chapter four introduces the research of formative evaluation applied to senior high school English teaching, Including strategies and tools.Chapter five present the implementation of Formative evaluation of the principles to be followed.Chapter six about a conclusion is drawn from the study that using formative assessment in senior English classes can help the senior students master effective learning strategies.And more effective methods of formative assessment will be put forward in the future.Chapter two literature review 2.1the research study an home and abroad

2.1.1the research study abroad

In recent years the development of educational evaluation is very fast at home and abroad.Let’s review the development of assessment in the west.Formative assessment, first put forward by Scriven in 1967, lays emphasis on the development of educational plan and improvement of educational process.According to Popham(1998:23), formative assessment refers to assessment that provides information to students and teachers that are used to improve teaching and learning.According to Travers, educational assessment in the USA began in 1845, when the printed examination was first used by Boston School Committee.In 1897, J, M.Rice published research findings on spelling abilities of U.S schoolchildren(Aiken, 1994: 7), which is considered as the beginning of the research on assessment(see yang Jinhuan, 2006:5-6).Tyler’s famous “eight-year study” from 1930s had far-reaching influence on the assessment theory in this period.The term “evaluation” was first used to replace the terms “examining” and “testing”.He indicated that evaluation should be a process rather than examinations.It claimed that students’ interest should be stimulated, and contents of textbooks should be based on the real life.Guba and Loncoln held a view that the nature of evaluation was mental construction.They advocated that students should actively participate in the process of assessment.The function of assessment was to serve the development of students.Students used to be assessed but now they act as the participants in the process of assessing.Some new terms were put forward in this period, such as “educational criticism”, “portfolio assessment”.etc.(Liu xiaohua,2004;5;Guo Kuman,2004:2).In one word, assessment system in the west has become a drive to education development up to now and assessment is playing an increasingly important role in English teaching.2.1.2the research study china

In the history of educational assessment in china, summative assessment has been playing a very important role.But in recent years formative assessment is rapidly developing as a new topic in many schools.Since the 1980s, as education is developing, the formative assessment has been paid more attention to and carried out in many schools.Later it was not until the 1990s that some new assessment methods were introduced into teaching practice.However, there were no many researches on evaluation system in china’s senior English teaching for a long time, at that time assessment referred to various examinations and tests, such as quizzes, mid-term exams and national college entrance examination.With the development of assessment theories and the curriculum reform, the new English curriculum standard came out in 2001, it provide new guiding principles about educational evaluation and defines functions, goals, contents and methods of educational evaluation in a more humanistic way.It also offers some new assessment criteria and gives some useful advice on the assessment in English in middle schools.The traditional summative assessment is becoming more and more limited in assessing the students.Guided by the new curriculum, teachers have gradually changed their understanding of assessment and began to apply the new assessment method to their English teaching in order to supplement traditional summative evaluation.In the last two years many Chinese scholars and teachers have been doing research on this new assessment system and great achievements have been made in theory and practice ever since.Among them, Wang qiang, Luo Shaoqian took the lead in the field.What’s more, a series of essays have been published, which help teachers change their traditional opinions and form a new concept.for example, formative assessment research in English classroom by Luo Shaoqian(2003).To sum up, guided by these achievements, the application of formative assessment to the English teaching has become more and more popular.2.2 theoretical Basis 2.2.1 Constructivism

Constructivist learning theory lays emphasis on the evaluation of the process of knowledge construction.They think that learning assessment should not just focus on the learning results, but value the learning process, including how to obtain the information source or knowledge sources, learning strategy and self monitor, the degree of learning involvement and the ability of innovation and research.Shepard connects formative assessment with the constructivism theory, which shows that learning is an active process based on previous knowledge, experience, skills, and interests.Constructivist learning theory views students as active learners who mark sense of new knowledge actively and determine how to integrate the knowledge with the concepts previously learnt.In short, constructivism values an individual ability, former knowledge, belief and past experience, on the basis of which formative assessment forms.2.2.2 The theory of multiple intelligence

Howard Gardner proposed the Multiple Intelligence theory in 1983.According to Dr.Gardner, the theory multiple intelligence includes at least eight kinds of intelligence: linguistic intelligence, logical-intelligence, spatial intelligence, bodily-kinetic intelligence, music intelligence, interpersonal intelligence, self-questioning intelligence and naturalist intelligence.Based on his theory, Gardner summarizes the principle, authentic principle and developmental principle.Which are included in formative assessment because it involves teachers, students and parents in evaluating students’ various aspects in learning(see also Zhang jian, 2005: 27).Gardner’s theory of multiple intelligence has several implications for teachers in terms of classroom instruction.Firstly, the concept of multiple intelligences place special emphasis on the overall development of students’ abilities.Secondly, everyone is born owning the eight intelligences.Thirdly, assessment should be integrated and should be everywhere and all the time(see also Wang Wanzhen, 2003:7-8).Multiple intelligence theory plays an important part in formative assessment.We can view that our students as individuals with different strengths and weakness in different aspects.2.2.3 Humanism psychology

According to humanistic view，Chapter three the connotation of classroom teaching evaluation 3.1 The concept of classroom assessment

Is a collection of classroom teaching evaluation, synthesis and analysis of information on the process;the skills to understand the student's level of development and the development potential of information on the process.It does this by collecting students' daily learning, teaching and classroom learning atmosphere information to help understand the needs of each student's learning and teachers to make the appropriate decisions, improve classroom efficiency(Luo Shaoqian, 2003:13).3.2 Evaluation categories

In the classroom, due to differences in the degree and the ability of students, teachers need to make decisions in a variety of different requirements for students, so they evaluate students on a variety of purposes(Luo Shaoqian, 2003:14).3.2.1 Diagnostic Evaluation

Diagnostic evaluation refers to diagnose the problem(Ariasian, 1991: 5).Students in the classroom learning process, not only will encounter difficulties in learning, as well as emotional or social aspects of the problem, so as a teacher, you should first identify the problems and select solutions from the perspective of understanding.Student's progress is not only reflected in the student's scores on each test, as well as student records subject to the completion of a project.By evaluating the information and results obtained, teacher feedback, students learn to generate power.3.2.2 Formative Evaluation

Formative assessment as a teaching and learning process an integral part of the overall progress of the students described the situation, provide students with feedback to reinforce learning and help teachers understand students' learning situation and determine the next lesson plans and student learning plans.3.2.3 Summative Evaluative

Summative assessment is after a period of study for understanding student achievement and expanded evaluation, Compared with the formative evaluation, the summative evaluation usually more permanent form.3.2.4 Comparison of formative and summative assessments 3.3 Definition of formative assessment

Formative evaluation from a proposal to now experiencing history is not long, though it did not give the author of Scriven its exact definition, but later, under the influence of his ideas, which made a lot of Discussion.Such as Bloom's view is “for us, is the use of formative assessment in curriculum development, teaching and learning process evaluation decency to be improved in any of these three processes is a process.” 1, he thinks “The main purpose is to observe the formation of a decision given the extent of the learning tasks are mastered, not part of the master,” “it is not the purpose of classification or identification in order for learners, but to help students and teachers to focus on to further enhance the specific learning necessary.”2, Chen Yukun that “formative evaluation through educational programs or diagnostic programs and activities in the education process problems for the ongoing evaluation of the quality of education activities.” 3 The new curriculum standards is considered formative assessment is “through a variety of means and methods of evaluation of students' interest in learning process demonstrated, attitudes, participation activities, their language development of the state judge, to try their learning make sure to promote student learning initiative to help teachers improve their teaching.”4 3.4 Characteristics of formative assessment 3.4.1 評價方式的人文性和民主性humanistic and democratic of evaluation methods

Formative assessment promotes the overall development of students through evaluation, it recognize individual differences in levels of development, to their knowledge, intelligence and emotional factors comprehensive evaluation.Formative assessment becomes a single teacher evaluation for teacher evaluation, student self-evaluation, student assessment and mutual cooperation in the evaluation of teachers and students combine to make the students from passive to active participants by critics, teachers from the “Examiner” role gradually changed “collaborators” role.Through self-assessment, students are rising introspection and reflection, to form an effective, consistent with the personality characteristics of learning strategies, and eventually become masters of learning;through mutual evaluation between students and foster their sense of teamwork and cooperation;and freedom, democracy, and rating equal protection atmosphere more conducive to students' self-esteem, improve their self-confidence.Formative assessment fully reflects the people-centered and student-centered educational thinking.3.4.2 評價內容的廣泛性和全面性extensive and comprehensive of evaluation contents Formative evaluation not only focus on students' cognitive abilities, but also the importance of student emotions, interests, and evaluation strategies, so students learn the information he provides is comprehensive, multi-level and comprehensive.3.4.3 評價手段的多樣性和靈活性Diversity and flexibility of evaluation tools

Formative evaluation of a variety of methods, such as classroom learning activities and competitions, daily homework assessment, participation in extracurricular activities Comments, learning self-assessment, learning records, questionnaires, interviews and so on.These evaluation tools can show students what they learn to their understanding and their emotional attitudes from different angles.3.4.4 評價結果的描述性和反饋性Descriptive and feedback of evaluation results

Formative assessment is done and what the students can do the recording and reflection, it may reflect the students' progress, encourage students to have self-confidence and a sense of accomplishment, the formation of motivation to continue progress;and evaluation of interest, attitudes, feelings, communication capacity and the spirit of cooperation can be for students to form a good character to provide help and guidance.（北京師范大學外語系課題組，2001：7）

3.5 Function of formative assessment

Formative assessment is part of students’ learning process, providing guidance to them in their studies, motivating them.It also provides feedback to students so that they can improve their performance and eventually make great progress.It acts as practice for students, just like a meaningful homework assignment.It checks for understanding along the way.In addition, it guides teachers’ decision making about future instruction.Formative assessment has 3 basic functions.Firstly, formative assessment can help the teachers to diagnose students’ strengths and weaknesses, analyze their problems and then help to get rid of their bad habits, thus becoming a conscious researcher.Furthermore, it can also help the teachers modify their teaching strategies and create better learning environment for students.Formative assessment can also provide feedback to the students so that they will understand how to do better the next time.Secondly, formative assessment can identify how well the students are learning during the instructions.Every teacher would prefer to see every student make progress day by day then see only few of them get high marks in the exams.Formative assessment makes it possible to realize this basic educational objective.Compared with traditional summative assessment, formative assessment is playing an important role in identifying and monitoring the students’ present levels.Thirdly, formative assessment can help select so students for a variety of purposes.Because assessment results can provide some evidences so as to make judgment about the qualified and unqualified in order to send them to a higher level of education.Selecting top students for a higher level of education is still one of most popular functions of assessment ever since it came into existence.3.6 Benefits of formative assessment

Chapter four

the necessity and urgency of implementation of Formative evaluation

Evaluation is not only an important means to ensure the implementation of the curriculum, but also an important part of teaching and learning activities.Test just a way of students' evaluation.Exams and other evaluation methods should combine.According to the purpose and nature of the examinations, selection of specific test methods, means, and to make analysis of test results, notes and suggestions, comments, and suggestions to improve the formation of incentive.As far as possible to reduce the pressure of students’ test, and promote the development of students’.For a long time, English teaching evaluation methods depend so much on summative evaluation in our country, which only reflects the importance of student learning outcomes or the end of the exam, especially senior high school entrance examination and college entrance examination, etc.It will be written as the only means of examination, the examination results as the only measure of students' ability to learn a foreign language.Formative assessment is ignored.It reflects the students’ learning process.In the formative evaluation, teacher is only concerned about the students’ evaluation.while ignoring students' self-assessment and peer assessment;just pay attention to the evaluation of selection capabilities, and ignoring the evaluation of student development functions;only the importance of language knowledge and language skills of study.It neglected the evaluation of students' emotions, attitudes and values.Obviously, this kind of evaluation is difficult to adapt to the needs of education reform and development, these evaluation cannot achieve the overall goal of a English curriculum for high school education.This evaluation is not conducive to the formation of the establishment in the language skills, language knowledge, emotional attitude, learning strategies and cultural awareness integration development on the basis of the comprehensive ability of using the language.So we should start form the core issue of educational evaluation “ assessment what, how to comment”.We need new ideas and a reflection of quality education to promote the comprehensive development of students, and constantly improve the evaluation system, reflecting the diversity of evaluation about contents, subjects and methods.Not only concerned with the results, but also pay attention to the process.（肖第郁，2002；69）

4.1素質教育對教學評價的要求the requirements of quality education for teaching evaluation

Traditional educational evaluation function emphasizes screening and selection, the main purpose of that evaluation is to distinguish the pros and cons and choose the best students for the school.In this process, a few score of excellent, experience success, most people become losers.With the formation and development of information technology and the Internet age, the original function to impart knowledge-based curriculum for basic education be a great challenge.Education programs focus on students many qualities, including a positive attitude towards learning, innovation and practical ability and quality and other physical and mental health, lay the foundation for lifelong development of students.Thus, with the shift function curriculum, evaluation function is also undergoing fundamental change.Evaluation is not just to check the students' knowledge and skills to master the language, the more concerned about students to acquire knowledge, skills, processes and methods, as well as emotions, attitudes and values formation associated therewith;evaluation is no longer the purpose of classification identification, the students were divided into three, six, nine, so that the highest scores for students to enjoy the best education, but how to play a role in the evaluation of incentives, attention to student growth and progress of the condition, and through analysis guidance, suggestions for improvement plan promote the development of students.In this sense, the evaluation is for the development of student services, and the development of students is not required for the evaluation of services.By evaluating the continuous improvement of education and teaching, so that students are more and better education, this is a new requirement for quality education teaching evaluation presented.This shift, while the evaluation function affects the development of teacher evaluation work.Teachers are the implementers of education, bear the task of promoting the development of students.To create the best possible education for our students, for the evaluation of student learning must focus on the diagnosis and evaluation of the excitation function.Therefore, we should focus on the use of formative assessment, found that teachers and teaching activities and teaching behavior of meaning and value, to identify problems with the crux of the continuous improvement of teaching, improve teaching quality, inspire the enthusiasm of both teaching and learning.4.2 現代社會對人才多樣性的需求 the needs of Modern society for diversity of talent

Academic achievement was to examine the development of students, and the school's teaching performance level of an important criterion.The traditional emphasis on teaching “double base”, that basic knowledge and skills, which in the past with particular emphasis on measurement and evaluation to assess student mastery of facts and principles.Of course, the basic knowledge and skills to master is very important, if you do not focus on the evaluation of teaching basic knowledge and skills it is impossible to correctly judge the students' learning, so it is impossible to develop the students have made analysis of value.If, however, focus only on teaching students the basic knowledge and basic skills, you can not make meaningful recommendations for the development of students is not conducive to healthy growth and development of students.With the development of society, network and information era, the knowledge explosion, increased competition, only the knowledge and skills are far from meeting the requirements of social development of talent.Modern society needs diversity of talent, education evaluation criteria should reflect the diversity of talent trends.Concerned about academic achievement, we must also focus on other aspects of the development of the individual, such as a positive attitude towards learning, innovation, analysis and problem-solving skills and the correct outlook on life and values, what they learned from the test students, to students Whether learn to learn, learn to survive.Learn to cooperate, learn, etc.are examined and comprehensive evaluation.In the daily teaching activities, students should respect individual differences, based on a positive vision, from multiple angles, to see many aspects of students, found that students of the advantages and strengths, so that every student in self-esteem, self-confidence grow up happy.The use of formative assessment will help teachers and accurate understanding of the basis of the original development of the quality of students, the reality of the level and trend of development in the direction of educational goals adhere to uniform the premise of different students different requirements, so that every student to get optimum fully developed.Respect for individual differences in the development of diverse and unique, to achieve the evaluation criteria on the basis of comprehensive evaluation, in order to adapt to the diverse needs of modern human society, it is the diversity of modern teaching evaluation criteria, in order to adapt to modern society of talent diverse needs, this is a great modern teaching evaluation reform.4.3 中學英語教學評價現狀使然the present situation of teaching evaluation in middle school English The purpose of focusing on the traditional educational evaluation screening, selection, so just focus on the results of educational activities, educational activities for little attention.The new curriculum reform advocates is to promote student development-based evaluation process that only concerned with the results of summative assessment, in fact, is the “past” concerns, is not conducive to the promotion of development;and attention to the formation of the evaluation process, it is for the “future”, focusing on the evaluation of development.Thus, the evaluation is a process, not only in educational activities after, but also accompanied and runs through every aspect of education and teaching activities should promote the “Results” by focusing on the improvement of the “process”, the evaluation of the center of gravity in the “process.” Traditional evaluation often only require students to provide answers to your questions, and for the students is how to get those answers, but indifference.In this way, students get an answer thinking and reasoning, hypothesis formation and how to apply the relevant evidence, have been abandoned outside evaluation of vision.Lack of thought process evaluation will lead to students only on the conclusion, ignoring the process, it is impossible to encourage students to focus on the process of scientific inquiry, to develop the habit of scientific inquiry and rigorous scientific attitude and spirit, but tend to form some plausible understanding and habits, is not conducive to the formation of students' good quality of thinking, restrict student flexibility and creativity to solve problems.Therefore, the “ordinary high school English curriculum standards” clearly states: “to promote formative assessment and summative combination of both focusing on results, but also concerned about the process, mainly in the formative evaluation.” In other words, the focus of the new curriculum standards evaluation gradually shift more attention to students' knowledge of the process, and the process of trying to explore the process, focusing on the student's progress in each period.Only concern process, it may be in-depth evaluation of the process of student development, to keep abreast of problems encountered in the development of students' efforts and progress made available.Only in this way will it be possible for students to enhance sustainable development and for effective guidance to promote the development of the evaluation function can really play a role.At the same time, only concerned about the process, in order to effectively help students develop a positive attitude towards learning, the spirit of scientific inquiry, in order to focus on the students in the learning process of emotional experience, learning to form a strategy, cultural awareness and values, to achieve “ knowledge and skills ”,“ process and method as well as ”attitudes and values,“ the all-round development.Chapter five The research of formative evaluation applied to senior high school English teaching

As has already been illustrated, formative assessment has been exerted a powerful effect on English learning by motivating students’ learning interest, enhancing students’ confidence as a successful learner.However, there is one premise that systematical ways of formative assessment must be employed in the language teaching process.And any successful assessment must be employed in the language teaching process.And any successful assessment must rely on the effective selection of useful and appropriate methods, as a matter of facts, no single methods can function as sufficiency to provide all the information that is needed in the conduction of formative assessment.On the request of the new English curriculum standard of senior high school, as well as the trend of new educational assessment, we teachers should advocate the mutual interact between teachers and students, combining every factor that contributes to effective formative assessment.“English curriculum standard of senior high school” made it clear that ”the evaluation of students’ learning, it is necessary to pay attention to students’ master of language knowledge and language skills, but also pay attention to the development of students' comprehensive language skills.At the same time, we must importance to their emotional attitudes and performance in the learning process.The participation not only refers to acts of participation, but also including the emotional involvement and participation of thinking.So we should pay attention to the students in the learning process of the formation of attitudes and values.“" English curriculum standard of senior high school ”(trial version)states: “In the conduct of teaching evaluation, teachers should combine teaching objectives, teaching content and learning environment for students as well as students' individual differences that design assessment tools and practical assessment standard for their own teaching and student learning.” therefore, self evaluation , teacher’s evaluation and collaborative evaluation can interview together with the help of some assessment tools and evaluation principles, such as portfolio, observation and journals.（徐勇、龔孝華，2001:13）。

5.1 The method of formative assessment

5.1.1 Self evaluation Student self evaluation is the process in which students gather information about their own study, analyze the causes and results and check whether they have made progress in order to make a new study plan or make further decisions for their future progress.A self assessment should be conducted with the help of teachers, partners and parents, for example, the teacher should help students to set some criteria for their self assessment.In the progress of self assessment a students should look at his values, interests, personality, or the learning skills in a certain aspect such as their reading skills.Self assessment could be very casual, Like giving reply to the questions “tell me how you feel about …”.And it could be very formal, too, like “make an analysis about the exam scores that you just got.” By doing self assessment a student will be responsible for his or her own study and gradually become an active learner.Besides, they will reflect on their own study and learn about their own strengths and weaknesses.Teachers will adjust their teaching according to the students’ self assessment.The assessment not only can be carried out by the student themselves but also between partners as well.The assessment between partners encourages students to learn from each other, experience learning process and learn to be trust worthy of each other.This kind of assessment needs the trust and collaboration between the students.Every student should make the assessment objectively and fairly in order to encourage the partner to make greater progress.5.1.2 Teacher evaluation Student evaluation should be combined with that of the teacher.When assessing students’ performances, the teacher plays a very important role.Teachers should set criteria on what to assess, how to assess and how to respond to the information gained through the assessment.Also, the teacher should help the students to reflect on their learning process.Show them how to gather information and arrange the portfolio files.The teacher should assess the students’ progress regularly, check their self evaluation and peer evaluation, give them feedback in time and help them set a learning goal.The teacher is not obliged to share the result of classroom evaluation with anyone outside the classroom.Teachers’ remarks should be brief and specific, which should refer to advantages and disadvantages.And the remarks should be attached to students’ assignments so as to give the students’ diagnostic feedback.Furthermore, a teacher can assess students in various ways such as assessment criteria charts or interviews, thus setting up an assessment system which can satisfy every student’ needs.Teachers’ assessment can be carried out at any time in class or out of class, for example, when the students are having a classroom discussion or when they are writing their composition or even when the students are answering questions in class.5.1.3 Collaborative evaluation Both teachers and students will benefit from the classroom assessment because the students can get feedback to further improve their study and teacher will also gain feedback to make a change in their teaching and offer more instructional help to the students.Student portfolio is a wonderful way to do collaborative assessment.By using portfolios students collect their best assignments, reflect on their own study, thinking about their learning strategies, and assess themselves properly.The teacher helps and guide the students how to set up portfolios and how to assess the portfolios.In the process of collaborative assessment the students learn to manage their own study and become active learners and critical thinkers.5.2 Tools of formative assessment 5.2.1 Classroom observation

Classroom observation is fundamental technique to carry out all kinds of assessment and is a routine part of teachers’ work.It is the most basic means to assess the behaviors of teaching and learning of English language.In the view of Genesee and Upshur(2001;77), “observation is basic to assessing human skills and behaviors”.Using classroom observation, teachers can get an authentic view of what students have learned, of what learning strategies are helpful to the students and what are the students’ favorite classroom activities and learning contents.According to Genesee and Upshur(2001:77), there are two kind of observations: formal observation and informal observation.Formal observation can be used to record the students’ action, which is systematic and is conducted according to a standard.While informal observation refers to the observation of students’ behaviors and manners.Teachers seldom use formal observation to record the students’ actions, because it is too complicated to operate while the teacher is attending to everything else that is going on in the classroom.It is also a challenging for a teacher to be an observer.Generally speaking, the challenge of conducting classroom observation is to plan observation and record observations in a way that will be beneficial to both teachers;instructions and students’ learning.5.2.2 Recording classroom observations

Generally there are three ways to record observation: anecdotal records, assessment checklist, and rating scales.(Liu Shaobing, 2004:11-13).Which method is to be adopted depends on the purpose and the object of your observations.This paper will combine and modify the methods of recording observations in order that the English teachers can record observations in class conveniently and easily during the lessons.Anecdotal records are the records of the students’ behaviors, leaning activities or their progress etc, which are usually kept by teachers, the monitors or a trusted student by both teachers and students.These records can be kept when the students are doing their activities in class or kept after class if some students have no chance to participate in class activities.Teachers can design a particular table or form to collect information, thus making it easier to keep records of the students’ behavior in class than to keep records by describing the behaviors in sentences.Also, the records can be kept on the cards, on leaflets or in the notebooks for future analysis.It is suggested that students’ information can be lists in alphabetical order or by learning groups on the leaflets so that the records can be found easily.Checklists and rating scales are both techniques for recording observation.They are more or less the same, and they are both consist of some items, which are about specific aspects of students’ learning and teachers’ instructions.Checklists reflect students’ specific performance in a certain learning activity or task at a period of time.It is designed according to some specific criteria and is used to keep a record of some information whether the students has grasped some specific knowledge, skills and whether they have understood the appropriate procedure of dealing with a certain learning task.We can also keep record of the student’s attitude towards this task.By using checklists, the teachers and students can both find out in which aspect they have made progress and in which aspect they need to improve.What’s more, the format of assessment checklist should be well designed so that the teachers can feel it convenient and practical use.Rating scales are almost the same as the assessment checklist.Rating scales record a certain specific criterion that a student has reached in the given period and given task(Liu shaobing, 2004:11-13).Rating scales range from a score of “1”, which indicates that the student has not accomplished a certain specific task, to possibly a score of “3” or higher marks, indicating the student is excellent in this aspect.This type of observation technique can be used to rate individual topics and are sorted into several categories.Rating scales help teachers to make proper comments and judgments and develop the students’ ability in a specific task.Compared with anecdotal records, checklists and rating scales are relatively structured and close ended, they are especially of use for recording observations of specific classroom activities and the students’ performance in some aspects of a specific learning task, such as reading and writing ability.7 5.2.3 Journals Journals are written conversations between students and teachers.By keeping journals teachers have the opportunities to evaluate their students and see how well they express themselves in a second language.In the journals students can express their personal opinions freely in the second language without such pressure as in class.By writing journals students can give feedback to teachers about how they feel about their learning.The journals should be used to interact with the students and communicate with them, so it is important that journals should not be require to be well structured and teachers should avoid direct feedback to the student about the grammar mistakes in their writing or the contents of their writing.5.2.4 Portfolios

Portfolio, which is student-centered, is a very important and effective assessment tools in formative assessment.It is acting a more and more important part in assessing students’ performance.In a portfolio we usually collect students’ schoolwork which demonstrates their efforts, progress, and achievements in a certain area(Genesee &Upshur, 2001: 58).In other words, we can make an objective and comprehensive assessment according to the stuents’ schoolwork in the portfolios.So portfolios are of great value to the students and teachers.Through portfolios students can monitor.Control and reflect upon their learning.They can also identify their own strengths and weaknesses, set their own learning goals.Teachers should not lay emphasis on the mistakes they have made in their schoolwork.They should encourage them to do better in their work and make more positive comments on their work.The reasons why portfolios are adopted as an assessment tool is that it can really reflect the students’ learning process, the progress they have made.By using portfolios the students take an active in the learning process willingly.To ensure it can guide classroom learning effectively, teachers should make a systematical plan for making portfolios.What will be contained in a student portfolio is up to the teachers and the students.Generally there are students’ assignments, project reports, compositions, and examination papers.etc.According to Fred Genesee &Johan A.Upshur, we can keep the following items in a student portfolio: 1.Learning contract, study plan, learning logs, progress cards, etc.2.All kinds of forms of teacher-assessment and student-assessment, etc.3.Report of reflection on their learning

4.Record of personal learning activities, like their performance in reading class, reciting and role play in the classroom

5.Sample written assignments that students are most satisfied with 6.Exam papers with grades or teachers’ or students’ comments 7.Lists of books collected or made by themselves 8.Favorite works collected or made by themselves 5.3 Principle of formative assessment

In order to correct over-emphasis on summative and neglect to the formative assessment of tends, it is necessary for profound reform of the current evaluation system.This reform should reflect the overall goal of foreign language teaching.According to requirements of the “curriculum standards of ordinary high school English ”(trial version).Reform the existing evaluation system should follow the principles of the evaluation mechanisms for the teaching of the target service.5.3.1 科學性原則the principle of scientific

Primary and middle school foreign language learning evaluation includes not only language knowledge, language skills and overall communicative competence, but also include the student’s feelings, attitudes, values, learning strategies, cultural awareness and development potential in the learning process.Both formative assessment and summative assessment is to ensure that an important principle of scientific evaluation.The evaluation should include the test of evaluation and non-test of evaluation.Even in the test model evaluation should also pay attention to the ability to examine the actual use of language, and it shouldn’t emphasis examine language knowledge and language forms.In the test, hearing test, written test requires a reasonable proportion.Objective questions and subjective questions have a reasonable proportion.5.3.2 導向性原則the principle of orientation

Learning assessment is advantage of promoting achievement teaching objectives.Therefore, under the full attention evaluate students' language knowledge and language skills of the premise, to stress the importance of non-test-based evaluation---mainly formative assessment to promote students to maintain a positive attitude towards learning, the formation of effective learning strategies and have cross-cultural communication consciousness.And this is neglected precisely the one hand in the past.Thus, the evaluation of formative assessment should be in an important position, which is an important part of the implementation of Reform.Evaluation is necessary to focus on learning outcomes, but also pay attention to the learning process.The evaluation should have a dual function, both the selection function, and the function of development services for the students, who should be the focus of evaluation reform.5.3.3多樣性原則The principle of diversity

The principle of diversity evaluation form should be diversified, especially formative evaluation.Teacher evaluation is not only the students, but also a self-evaluation and co-evaluation of students.In the formative evaluation, the teacher should gradually change its role from “examiner” role gradually changed to cooperate with the students together to complete the evaluation of the role.Formative evaluation let student selective autonomy.Let students decide evaluation content, evaluation forms.Teachers do not always have uniform regulations.This will help the students to play creative and practical abilities.5.3.4 可行性原則the principle of Feasibility

Implementation of both formative and summative assessment, it is bound to break the pattern of the original evaluation.Therefore, in the operation to be considered simple, and don’t heavier burden on teachers and students.If the evaluation procedures, methods and standards made very complicated, so it is not only difficult to carry out, but the effect is not necessarily good.Because if the evaluation process is too complicated, it will make the people involved in the evaluation cannot be flexible and comfortable to operate according to the requirements, and even the evaluators have to fidget, it can impact assessment results.Even if the evaluation of programs and methods are very scientific, but if it is not well implemented cannot achieve good results, or even lose the evaluation of significance.Therefore, When the evaluation program developed and evaluated, it should be noted that the feasibility.[16]

Chapter six Conclusion

Compared with summative assessment, formative assessment pays more attention to the individual development is more humanistic.With the new assessment system, students show more interest in learning English.Not only do they master the knowledge and the skills of English, but also they foster the sense of cooperation and form the ability of self-study.Although this new form of assessment has not been widely used with this reason or that, its advantages have been seen by more and more educators.Especially as the English teaching in the context of Senior High, formative assessment should be well conducted to improve students’ comprehensive capability of English as the ultimate aim of our teaching.Through the application of formative assessment, there have been good outcomes emerging though problem and limitation still exist.Therefore, in the future teaching practice, some good result should be continued while problems should be discussed and corrected.Together with summative assessment, the researcher hopes formative assessment can really function as an aid to improve teaching efficiency and learning abilities.

第五篇：劉燕 趣事

7月16日

一件有趣的事

一：積累：

1、悠悠天宇曠，切切故鄉(xiāng)情。（張九齡）

2、浮云終日行，游子久不至。（杜甫）

3、落葉他鄉(xiāng)樹，寒燈獨夜人。（馬戴）

4、明月有情應識我，年年相見在他鄉(xiāng)。（袁牧）

二、完成習作：

看母雞下蛋

每當我看到一個個又圓又可愛的雞蛋的時

候，我就會想起發(fā)生在我身上的一件有趣的事情。

那是我四歲的時候，媽媽帶我到南方農村的一位姑奶奶家去玩。（去了農村，很真實）姑奶奶家周圍種著水稻，后院種著各種各樣的蔬菜，山上還種著茶葉和竹子，我對這一切充滿好奇。但是，最吸引我的還是院子里的一群母雞，它們一會兒鉆進雞窩，一會兒出來得意洋洋地叫一聲“咯咯嗒--”，姑奶奶就跑到雞窩門前，伸手一

摸就能摸出好幾個雞蛋。我覺得太神奇啦，就跑去問姑奶奶。姑奶奶告訴我：“母雞喜歡在又黑又暗的地方下蛋，而且不喜歡被人看見，下完蛋還要給主人匯報一下，這樣主人就知道該收雞蛋了?！钡?，母雞到底是怎么把蛋下下來的呢？我跑到雞窩門口想進去看看，可是雞窩又黑又臭，根本鉆不進去。于是我就盯上了院子里的一只快要下蛋的小母雞。我堵在雞窩前面不讓它進，又跟在它屁股后頭亂追，非要讓它給我“表演”一下它是怎么下蛋不可。可憐的小母雞被我追得四處逃竄，最后實在是忍無可忍，使勁全身力氣撲扇著翅膀，竟然一下子飛到了一個一人高的柴垛上。我驚奇地望著小母雞，我還從沒見過一只雞能飛這么高呢！看來它真的被我逼得走投無路了。

小母雞臥了一會，站起身來“咯咯嗒”地叫

了兩聲，然后氣憤地瞪了我一眼，跳下柴垛走了。我爬上柴垛一摸，果然摸到兩個圓圓的雞蛋，還是熱乎乎的呢！我心滿意足地把這兩個雞蛋帶回

了家，因為它們太有紀念意義了！

雖然那天我把姑奶奶家搞得雞飛狗跳，但是我終于知道雞是怎樣下蛋的了，也知道每個雞蛋都是來之不易的。這對我來說真是一件既有趣又有意義的.（總結全文點明中心）

捉老鼠（人鼠大戰(zhàn)）

一個星期六，我們一家人都在看書、看電視，個個都昏昏欲睡，無聊透了。我老覺得屋里有什么聲音，回頭看了一下，突然，我發(fā)現了一只 老鼠正在悠然自得的在我家“散步”，捉住他，我和爸爸幾乎是異口同聲。

我們全家一下精神大振，我和爸爸更是“殺

氣沖天”。我起身對著老鼠飛起一腳，老鼠一個“凌波微步”敏捷的躲開了我的攻擊逗得爸爸一陣“冷嘲熱諷”，全家人也跟著哈哈大笑起來。老鼠發(fā)現自己被追殺了，四處逃亡。

我和爸爸一人操起一把武器——掃把對老鼠窮追不舍，邊追邊打，可怎么也打不著，媽媽笑的直捂肚子。追了好一大陣兒，老鼠終于被我的“半

月斬”擊中，掃飛了幾米遠，老鼠“嘰”的一聲慘叫，往沙發(fā)底逃去。幸好我和爸爸眼疾手快，兩個掃把合著一擋，老鼠一下無路可走。我和爸爸士氣大振。我又一個“佛山無影腳”，老鼠被打得直打滾兒，我“撲哧”一下笑開了。就在戰(zhàn)斗即將結束時，老鼠后退了幾步，一副視死如歸的架勢，然后沖到掃把前一躍，在天空中劃出一道優(yōu)美的弧線，竟然從我和爸爸的包圍圈里躍了出去！

老鼠像發(fā)了瘋一樣直沖座椅，嚇得媽媽發(fā)出一聲尖叫，老鼠呆了好一會兒才回過神躲進了櫥柜地下。我和爸爸笑得前仰后合，哪還有力氣打老鼠啊。婆婆見我們半天抓不住老鼠，終于親自出馬了。婆婆先把媽媽的長統(tǒng)靴放在墻角，然后拿了一顆花生放在鞋外。老鼠聞到了香味，飛也似的叼起花生跑到鞋里。我一個箭步沖上去，捏著鞋口對著地一陣猛砸。老鼠抖出來一看，早已不省 “鼠”事了??全家一陣歡呼，喜慶勝利。

呵呵，這次人鼠大戰(zhàn)真有趣！其實，只要細細回

想家里每一件事，你也會發(fā)現家庭里的趣事哦！