介绍刘纯燕的英文演讲稿

第一篇：介绍刘纯燕的英文演讲稿

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 “little mother”, revealing that one time they even competed for one cloth in the store.What a naïve 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：刘燕演讲稿

自强不息，青春的誓言

开场白：1919年5月4日，有一段历史被永远载入史册，千万名的大学生举起了抗争的旗帜，在满是列强叫嚣的国土上呐喊，声讨祖国被瓜分的主权。今天千万名的学生念起了旧日子里的那群英雄，在和平发展的时代思考，思考新时期里“五四精神”的新内涵。

我们今天演讲的题目是《自强不息，青春的誓言》。

出生在祖国和平发展年代的我们，过着快乐幸福的生活。转眼间，已到了风华正茂的年龄。青春的舞台此刻属于我们。心里有一种声音在不断告诉自己，不能浪费这昙花一现的美好时光。青春不要做天空中的浮云，只在大地留下一时的身影，青春应该像演示上的劲松，在风雨中刻下成长的年轮。于是乎，我们展开了寻找生命意义的旅程。

我想起了90年前的“五四运动”——那是一段用生命锻铸理想的岁月。捧着赤诚的爱国心，无数青年发出对旧社会的控诉。“爱国，进步，民主，科学”的旗帜，引领着他们向理想前进。爱国主义便是“五四精神”的思想源泉。在和平的今天，我们无需像革命先辈们一样，在战场上抛头颅，洒热血，可是我们却应继承先辈们那颗赤诚的爱国心。正是这颗滚烫的爱国心教会了世世代代的青年要懂得奉献——把有限的生命奉献到祖国发展的无限事业中去。

我又忆起了胡锦涛总书记向当代青年提出的“四个新一代”要求。“理想远大，信念坚定，品德高尚，意志顽强，视野开阔，知识丰富，开拓进取，艰苦创业”这便是前辈对我们的期许。我们是当初曾被称为“祖国未来花朵”的一代，在园丁辛勤的耕作劳动后，现在便是蓄势待发的青春季节。我们不能辜负对我们充满希望的前辈和属于你我唯一的“青春”。

我的思绪又被带动了，现在唱响全中国的“科学发展观”告诉了全中国，乃至全世界一个非常重要的真理——责任。我们要对大自然负起责任，我们要对社会负起责任，我们要对自己负起责任，我们要对全世界未来的发展负起责任。

“青春，责任，奉献”，这只是我漫长生命中的一个开始，在懂得了生命意义之后，我更加明白了作为新时代的青年人，我过去，现在与将来都是为了什么而努力的，是奉献！是为负起了时代的使命与青春的责任而做的奉献！

我用我作为当代青年的一切宣誓:：在面对一切阻挡在我前面的困难，我都将用最饱满的激情与责任感去解决；在面对一切阻挠我前进的障碍，我都将以最强烈的愤恨与使命感去排除。我将用我所有的力量去达成我的誓言，直到生命耗尽为止。

这就是我的青春。

第三篇：纯英文网名

Aren't You Glad 你难道不开心？

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

We Will Rock You。我们来摇滚 Crying in the Rain ๑ 在雨中哭泣

Smoke Gets in Your Eyes 烟雾迷蒙你的双眼 ﾟﾟ･ Broken Dreams 破碎的梦

Nothing Ever Happened 什么都不曾发生 ✿。without you 没有你 Private Love 私有爱情 Mr.Lonely 孤独先生

when We Say Goodbye 当我们说再见 Bohemian life ゆ/ 放荡不羁的生活 Endless nights ” 无尽的夜晚 take your love away 带走你的爱 Heart Only For You 心只有你

Never doubt My love 永远不要怀疑我的爱 Lose control.／ 失控

Torn Between Two Lovers 间接翻译为 爱的折磨 HOW DEEP IS YOUR LOVE 你爱的有多深 Silent All These Years。这些年的沉默 I'm Still Waiting 我仍在等待 Love Unlimited ≈ 无限的爱 Tranquil Eye-°平静的眼神

－ Where The Story Ends 故事将在哪里结束 Do You Really Care 你真的在乎吗 TRUE COLORS ￡ 本来面目 I will always love you 我将永远爱你 The damn injury” 这该死的伤害 BRAVE HEART.勇敢的心 Not humble love 没有卑微的爱情

Love is see blood sealing throat 爱是见血封喉 Mouthful of nonsense 全是废话 Has become in the past 已成为过去 Break our happiness 破碎了我们的幸福 Memories of you 关于你的记忆 Hysterical laughter 歇斯底里的大笑 You ruined everything 你毁了所有 Shut up bitch!贱货、闭嘴

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

A normal life is boring 一个平凡的人生是无聊的 love you more than myself 爱你胜过我自己 love you as a whole world 爱你把你当做我的整个世界 love you until the world end 爱你直到世界的尽头 Love you unconditionally 无条件爱你 ˉTears illusion 眼泪的错觉 please forget me 请忘了我 choose to forget you 选择忘了你 Don't doubt my love 不要怀疑我的爱 stay away from me 你滚。get away from me 离我远点 I'm crazy for you 为你疯了 stand by my side 陪在我身边

I remember years ago 我仍记得很多年以前 You have won 你赢了

All my scars are open 绽裂的伤痕 Falling out of love 从爱中抽身而出

Empty promises will wear 空洞的承诺会消失殆尽 Building faith on love 把爱情当做信仰

In this world, you are my heart 这世界，你就是我的心 Rest in the Hope 还有希望 Mad About You 为你疯狂 Forget To Begin 忘了去开始 End Of May 五月末 love the way you lie 爱你说谎的方式 Dont come any Closer 不要再靠近我了 the second you chose her 你再次选择了她 Can't Go Back there Again 回不到过去了 Don't wanna see you anymore!不想再见到你 A desolate heart 心里荒芜一片 You go back on your promise.你食言了 Cried my eyes out 泪流不止

Head over heels for her.为她神魂颠倒 Let it be 顺其自然

Don't Wear your heart.不要轻易流露感情 Meet by accident。不期而遇 A bad mood.坏情绪 I dream of you 我梦见了你 deadline kills vow过期的誓言 He left in great haste.他匆匆离开了 There's no turning back.已经无法挽回了 Dismissive of you。对你不屑一顾 I'm all over you.我是对你着迷了 Nasty about everyone.对所有人厌烦 Stop fanning the flames.别再煽风点火了 Recollection伤痕 Bury your head in the sand.逃避现实

play soundI have had enough of your garbage.我听腻了你的废话

I'm fed up• 我厌倦了 Go TO HELL 去死吧

Guide you to the light 我想带着你走向光明 Don't acknowledge my smile 不需回应我的微笑 you give me so many butterflies 你让我意乱情迷 Til the end of time直到天荒地老

You are nothing to me。你对我来说什么都不是 You're not here with me 你不在我身边 I'm so tired of being alone 我厌倦了孤独 I just wanna touch you 我只想触摸到你 I can feel you near me 我能感觉你就在我身边 GET Over Yourself 别自以为是了

Don't let them see your weakness 不要让他们看见你的软弱 Are You Kidding Me 你在玩我么 just kidding ☼ 我只是玩笑

someday love will find you 终有一天 爱将会找到你 Your Hugs Are My Favourite 你的拥抱是我的最爱 Lost In dreams And Reality 在梦想和现实中迷失了 each other as know in the arena 相濡以沫不如相忘江湖 Love Is Patient 爱情病患

Too Emotional 太感性 Too Rational 太理智

The Memory of the past 过去的回忆 The Deep love about you 对你的深爱 Helpless To Start 无奈重新开始 Back Is Always Sad 回头将是悲伤 I said i Don't care 我说我不在乎 But you barely Care 其实你一点不在乎 Can't Touch 无法企及 Within Reach 触手可及 End up 告终 Deviate From 别离 I have loved you 曾经爱过你 You don't love me 你不爱我 Take my breath away 带走我的呼吸 To stop my heartbeat 停止我的心跳 Promise Me 承诺我 Believe Me 相信我 you're so Vain 你如此虚荣 You are so False 你如此虚伪

And when she danced 当她起舞的时候 Aad when he ecstasy 当他入迷的时候 Cross my heart 我发誓 Cross your listent 你发誓 Happy ever after 从此以后快乐 To try to Happiness 试着幸福 The way you love me 你爱我的方式 The way you lie to me 你说谎的方式 I don't want you to go 我不想让你走 I can't hold you back 我留不住你 Are you ready for love 准备好去爱了么 I am fall in love 已经深陷爱中 Could this be love 可能这就是爱 The lover in me 心中恋人 Crazy For You Mad About You 为你疯狂。

Where do broken hearts go 破碎的心该何去何从 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 季节深处的落红 With the green eyes Covered with green eyes 铺满眼眶的绿 Summer insect voice Summer cicada calls 夏季的蝉声 Brushed ear warmer The warm breeze ear 拂过耳际的暖 Still fresh in living memory To remember vividly 记忆尤新 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 浮梦 Frustrated い 失落 Liberation く 解脱 Borders moved こ 时迁 A Monologue ず 独白 Redundant ち 多余 Willing To Give Up ど 舍弃 The wound ゎ 伤口 Trapped Beast ん 困兽 Small whispers ぃ 小情话 Once Hiding In の 曾躲在 Accustomed To れ习惯了。Not To Feel At Ease ゃ 心不安。Ignorance っ 无知。Reluctantly と 勉强。Force Back.ゅ 逼退。To struggle で 争扎。Wanna Hold Me 想牵制我 Can't Read My 猜不透

Don't Spell My Name 别拼写我的名字 He's got me like nobody 没有人像他那样如此地吸引我 I wanna roll with him 我想要和他在一起 A hard pair we will Be 我们会是无可比拟的一对 Won't Tell u that I love you 我不会告诉你我爱你 He's a good catch 他是理想的对象 Bluffing with 虚张声势

You make my eyes burn 你耀眼到将我灼伤 Caught up in the game

成了游戏中的Loser Promise you'll remember that 答应我 你会永远记得 Stole you out of my life

把你从我的生活中偷走 It's All Destined 一切都是命中注定 Walking lonely pedestrian 行走的孤独路人 One moment touch the sky 触摸到天空的瞬间 Trouble maker 麻烦制造者

Sunshine poured to the city 日光倾城 See a Little Light り 看见微弱的光亮

He's got me like nobody 没有人像他那样如此地吸引我 I wanna roll with him 我想要和他在一起 Won't Tell u that I love you 我不会告诉你我爱你 He's a good catch 他是理想的对象

Stole you out of my life

把你从我的生活中偷走 You make my eyes burn 你耀眼到将我灼伤 Walking lonely pedestrian 行走的孤独路人 It's All Destined 一切都是命中注定

第四篇：纯英文论文

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：目前我国外语教学的评价方式过多的依赖于终结性评价，由于这种评价是以考试成绩作为最终的评判标准，这无疑过分强化了考试分数的作用，致使相当一部分学生学习英语的动机和目的就是为了考试或升学。这种工具型的学习动机显然不易于激发学生学习英语的积极性，也不利于保持其学习兴趣的持久性。

终结性评价在很大程度上忽视了学生在学习中的主体性，和创造性。随着新课程改革的实施,评价问题开始引起人们的广泛关注。形成性评价这一概念就是在这样一种背景下提出来的。形成性评价最早是由斯克里芬（G..F.scriven）在1967年他的《评价方法论》一书中提出来的。所谓的形成性评价即过程性评价。它“是通过诊断教育方案或计划，教育过程或活动中存在的问题，为正在进行的教育活动提供反馈信息，以提高正在进行的教育活动的评价”（陈玉琨《教育评价学》）在斯克里芬之后，布鲁姆首先将这一评价方式引入课堂教学。

高中英语课程的总目标是：使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。而我国随着课堂改革的发展，形成性评价也越来越受到重视。

形成性评价逐渐成为主流的教学评价方式，它采用描述性评价或评分等方式正面鼓励学生，教师根据评价的结果与学生进行不同方式的交流，充分肯定学生的进步，鼓励学生自我反思，自我评价和自我提高。本文主要是研究形成性评价在高中英语教学中的应用，论述形成性评价的特点和功能，目的在于提高教学质量，提高高中学生学习英语的兴趣。根据形成性评价在教学中的必要性和紧迫性的现状,从而提出形成性评价在高中英语教学中应该运用的方法,工具以及遵循的原则。使形成性评价在高中英语教学中发挥积极的作用。

关键词：形成性评价，高中英语教学，应用，英语学习

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 评价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 评价内容的广泛性和全面性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 评价手段的多样性和灵活性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 评价结果的描述性和反馈性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.（北京师范大学外语系课题组，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素质教育对教学评价的要求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 现代社会对人才多样性的需求 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 中学英语教学评价现状使然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、龚孝华，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 科学性原则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 导向性原则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多样性原则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 可行性原则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：刘燕 趣事

7月16日

一件有趣的事

一：积累：

1、悠悠天宇旷，切切故乡情。（张九龄）

2、浮云终日行，游子久不至。（杜甫）

3、落叶他乡树，寒灯独夜人。（马戴）

4、明月有情应识我，年年相见在他乡。（袁牧）

二、完成习作：

看母鸡下蛋

每当我看到一个个又圆又可爱的鸡蛋的时

候，我就会想起发生在我身上的一件有趣的事情。

那是我四岁的时候，妈妈带我到南方农村的一位姑奶奶家去玩。（去了农村，很真实）姑奶奶家周围种着水稻，后院种着各种各样的蔬菜，山上还种着茶叶和竹子，我对这一切充满好奇。但是，最吸引我的还是院子里的一群母鸡，它们一会儿钻进鸡窝，一会儿出来得意洋洋地叫一声“咯咯嗒--”，姑奶奶就跑到鸡窝门前，伸手一

摸就能摸出好几个鸡蛋。我觉得太神奇啦，就跑去问姑奶奶。姑奶奶告诉我：“母鸡喜欢在又黑又暗的地方下蛋，而且不喜欢被人看见，下完蛋还要给主人汇报一下，这样主人就知道该收鸡蛋了。”但是，母鸡到底是怎么把蛋下下来的呢？我跑到鸡窝门口想进去看看，可是鸡窝又黑又臭，根本钻不进去。于是我就盯上了院子里的一只快要下蛋的小母鸡。我堵在鸡窝前面不让它进，又跟在它屁股后头乱追，非要让它给我“表演”一下它是怎么下蛋不可。可怜的小母鸡被我追得四处逃窜，最后实在是忍无可忍，使劲全身力气扑扇着翅膀，竟然一下子飞到了一个一人高的柴垛上。我惊奇地望着小母鸡，我还从没见过一只鸡能飞这么高呢！看来它真的被我逼得走投无路了。

小母鸡卧了一会，站起身来“咯咯嗒”地叫

了两声，然后气愤地瞪了我一眼，跳下柴垛走了。我爬上柴垛一摸，果然摸到两个圆圆的鸡蛋，还是热乎乎的呢！我心满意足地把这两个鸡蛋带回

了家，因为它们太有纪念意义了！

虽然那天我把姑奶奶家搞得鸡飞狗跳，但是我终于知道鸡是怎样下蛋的了，也知道每个鸡蛋都是来之不易的。这对我来说真是一件既有趣又有意义的.（总结全文点明中心）

捉老鼠（人鼠大战）

一个星期六，我们一家人都在看书、看电视，个个都昏昏欲睡，无聊透了。我老觉得屋里有什么声音，回头看了一下，突然，我发现了一只 老鼠正在悠然自得的在我家“散步”，捉住他，我和爸爸几乎是异口同声。

我们全家一下精神大振，我和爸爸更是“杀

气冲天”。我起身对着老鼠飞起一脚，老鼠一个“凌波微步”敏捷的躲开了我的攻击逗得爸爸一阵“冷嘲热讽”，全家人也跟着哈哈大笑起来。老鼠发现自己被追杀了，四处逃亡。

我和爸爸一人操起一把武器——扫把对老鼠穷追不舍，边追边打，可怎么也打不着，妈妈笑的直捂肚子。追了好一大阵儿，老鼠终于被我的“半

月斩”击中，扫飞了几米远，老鼠“叽”的一声惨叫，往沙发底逃去。幸好我和爸爸眼疾手快，两个扫把合着一挡，老鼠一下无路可走。我和爸爸士气大振。我又一个“佛山无影脚”，老鼠被打得直打滚儿，我“扑哧”一下笑开了。就在战斗即将结束时，老鼠后退了几步，一副视死如归的架势，然后冲到扫把前一跃，在天空中划出一道优美的弧线，竟然从我和爸爸的包围圈里跃了出去！

老鼠像发了疯一样直冲座椅，吓得妈妈发出一声尖叫，老鼠呆了好一会儿才回过神躲进了橱柜地下。我和爸爸笑得前仰后合，哪还有力气打老鼠啊。婆婆见我们半天抓不住老鼠，终于亲自出马了。婆婆先把妈妈的长统靴放在墙角，然后拿了一颗花生放在鞋外。老鼠闻到了香味，飞也似的叼起花生跑到鞋里。我一个箭步冲上去，捏着鞋口对着地一阵猛砸。老鼠抖出来一看，早已不省 “鼠”事了„„全家一阵欢呼，喜庆胜利。

呵呵，这次人鼠大战真有趣！其实，只要细细回

想家里每一件事，你也会发现家庭里的趣事哦！