第一篇：英語作文感謝信(純英文)

感謝信

Dear Mr.Liu,Thank you for purchasing our Moon Series computers.We are dedicated to manufacturing the most advanced business machines and hope that our products are meeting with your approval.Your comments are important to us because they help us provide the best services in the industry.Please take a moment to fill out the enclosed card in order to receive lifetime technical support, special prices and updates.If you have any questions concerning our products, please call our Customer Service Department at 1234-567.Again, thank you for your purchase.Sincerely yours,WuLei

WuLei

Manager, Channel Marketing Department

General Computers Corporation, China

第二篇：英語小短文故事 —純英文

一

Once there were two mice.They were friends.One mouse lived in the country;the other mouse lived in the city.After many years the Country mouse saw the City mouse;he said, “Do come and see me at my house in the country.” So the City mouse went.The City mouse said, “This food is not good, and your house is not good.Why do you live in a hole in the field? You should come and live in the city.You would live in a nice house made of stone.You would have nice food to eat.You must come and see me at my house in the city.”

The Country mouse went to the house of the City mouse.It was a very good house.Nice food was set ready for them to eat.But just as they began to eat they heard a great noise.The City mouse cried, “ Run!Run!The cat is coming!” They ran away quickly and hid.After some time they came out.When they came out, the Country mouse said, “I do not like living in the city.I like living in my hole in the field.For it is nicer to be poor and happy, than to be rich and afraid.”

曾經有兩只老鼠，他們是朋友。一直老鼠住在鄉下，另一直住在城里。許多年后鄉下的老鼠遇見了城里的老鼠，他說：“請來看看我在鄉下的房子。”城里的老鼠就去了。城里的老鼠說：“吃的不好，住的也不好，為什么你住在田里的一個洞里？你應該吃的好點，有必須過來看看我在城里的房子。”鄉下的老鼠就去了城里老鼠的家。是一個非常好的房子。好吃的食物也為他們準備好了。但是就在他們打算去吃的時候，他們聽到一個大的聲音，城里的老鼠哭著喊：“跑！跑！貓來了。他們迅速的跑掉和藏起來了。一段時間后他們跑出來了，當他們跑出來后，鄉下的老鼠的說:“我不喜歡住在城里，我喜歡住在田里的洞了，窮點開心點，比富裕確害怕好點。”

二

One morning a fox saw a cock.He thought,“This is my breakfast.''

He came up to the cock and said,”I know you can sing very well.Can you sing for me?''The cock was glad.He closes his eyes and began to sing.The fox saw that and caught him in his mouth and carried him away.The people in the field saw the fox.They cried,“Look,look!The fox is carrying the cock away.''

The cock said to the fox,”Mr Fox,do you understand?The people say you are carrying their cock away.Tell them it is yours.Not theirs.''

The fox opened his mouth and said,“The cock is mine,not yours.''Just then the cock ran away from the fox and fled into the tree.一天早上一只狐貍看見一只(公雞)。他想:“這是我的早餐”他走到公雞面前說：“我知道你唱歌非常好聽，你能為我唱一首嗎？”公雞很高興，閉上眼睛開始唱。狐貍看到這種情況，用嘴叼起他開始跑。在田里的人們看到這只狐貍，他們喊：“快看，快看，狐貍把烏鴉叼跑了”公雞對狐貍時候：“狐貍先生，你明白嗎？人們說你叼走了他們的公雞，告訴他們他是你的不是你的。”狐貍張口他的嘴說：“公雞是我的，不是你們的”，然后烏鴉從狐貍面前跑到了樹底下。

三

Jonesie The Great Lion Hunter A small village was troubled by a man-eating lion.So its leaders sent a message to the great hunter, Jonesie, to come and kill the beast.For several nights the hunter lay in wait for the lion, but it never appeared.Finally, he told the village chief to kill a cow and give him its hide.Draping the skin over his shoulders, he went to the pasture to wait for the lion.In the middle of the night, the villagers woke to the sound of blood-curdling shrieks coming from the pasture.As they carefully approached, they saw the hunter on the ground, groaning in pain.There was no sign of the lion.”What happened, Jonesie? Where is the lion?“ asked the chief.”Forget the damn lion!“ he howled.”Which one of you idiots let the bull loose?“

偉大的獵獅手Jonesie.有一個小村裝一直被一個吃人的獅子困擾著。所以他們的領導人就傳信給最偉大的獵人，Jonesie，來到村莊殺掉（）。連續幾個晚上，獵人躺在床上等候獅子，但是獅子一直沒出現。

四

Weather Predict A film crew was on location deep in the desert.One day an old Indian went up to the director and said, ”Tomorrow rain.“ The next day it rained.A week later, the Indian went up to the director and said, ”Tomorrow storm.“ The next day there was a hailstorm.”This Indian is incredible,“ said the director.He told his secretary to hire the Indian to predict the weather.However, after several successful predictions, the old Indian didn't show up for two weeks.Finally the director sent for him.”I have to shoot a big scene tomorrow,“ said the director, ”and I'm depending on you.What will the weather be like?“ The Indian shrugged his shoulders.”Don't know,“ he said.”Radio is broken.“

五

It doesn't matter where you are coming from.All that matters is where you are going.Your decision to be,have and do something out of ordinary entails facing difficulties that are out of the ordinary as well.Sometimes your greatest asset is simply your ability to stay with it longer than anyone else.You cannot control what happens to you,but you can control your attitude toward what happens to you,and in that,you will be mastering change rather than allowing it to master you.Those people who develop the ability to continuously acquire new and better forms of knowledge that they can apply to their work and to their lives will be the movers and shakers in our society for the indefinite future.The more you seek security ,the less of it you have.But the more you seek opportunity,the more likely it is that you will achieve the security that you desire.Successful people are always looking for opportunities to help others.Unsuccessful people are always asking,”What's in it for me?“

All successful people,men and women,are big dreamers.They imagine what their future could be,ideal in every respect,and then they work every day toward their distant vision,that goal or purpose.六

A man was going to the house of some rich person.As he went along the road, he saw a box of good apples at the side of the road.He said, ”I do not want to eat those apples;for the rich man will give me much food;he will give me very nice food to eat.“ Then he took the apples and threw them away into the dust.He went on and came to a river.The river had become very big;so he could not go over it.He waited for some time;then he said, ”I cannot go to the rich man's house today, for I cannot get over the river.“

He began to go home.He had eaten no food that day.He began to want food.He came to the apples, and he was glad to take them out of the dust and eat them.Do not throw good things away;you may be glad to have them at some other time.七

There was once a farmer who had a fine olive（橄欖樹）orchard（果園）.He was very hardworking, and the farm always prospered under his care.But he knew that his three sons despised（輕視，看不起）the farm work, and were eager to make wealth, trough adventure.When the farmer was old, and felt that his time had come to die, he called the three sons to him and said, ”My sons, there is a pot of gold hidden in the olive orchard.Dig for it, if you wish it.“ The sons tried to get him to tell them in what part of the orchard the gold was hidden;but he would tell them nothing more.After the farmer was dead, the sons went to work to find the pot of gold;since they did not know where the hiding-place was, they agreed to begin in a line, at one end of the orchard, and to dig until one of them should find the money.They dug until they had turned up the soil from one end of the orchard to the other, round the tree-roots and between them.But no pot of gold was to be found.It seemed as if someone must have stolen it, or as if the farmer had been wandering（漫游，閑逛）in his wits.The three sons were bitterly disappointed to have all their work for nothing.The next olive season, the olive trees in the orchard bore more fruit than they had ever given;when it was sold, it gave the sons a whole pot of gold.And when they saw how much money had come from the orchard, they suddenly understood what the wise father had meant when he said, ”There is gold hidden in the orchard.Dig for it, if you wish it.“

八

A young shoemaker left his village.Along the way, he found some ants, who were very sad because a bear had destroyed their anthill（蟻冢，人群密集的地方）.The shoemaker helped them rebuild it, and the ants offered to return the favor.The shoemaker followed his way and found some bees with the same problem as the ants.The young man also helped them, and the bees promised to help him in the future.Further along, the shoemaker learned that the king’s daughter was in the castle of a witch（巫婆，女巫）.The young man decided to rescue her.But the witch locked him up in a stinking（發惡臭的，非常討厭的）dunge on with a sack of sand mixed with poppy（罌粟）seeds and told him that if he wasn’t able to separate the two, she would cut off his head at dawn.The young man thought about his death.But his friends the ants came and helped him pass the test.The witch was astounded.Then she took him to a room where there were thirteen maidens with their faces covered: the shoemaker had to discover which one was the princess.The young man became discouraged but he saw a bee that landed on...the sweetest one, the true princess.When the shoemaker uncovered her face, the witch was changd into a crow（烏鴉）.The young people fell in love and lived surrounded by animals and poppies.九 The Young Thief and His Mother

Long ago, there were a mother and a son living in a house.She worked hard everyday, but they were always poor.One day, her son stole his friend's bag.”Mom, what do you think of this bag?“ His mother praised her son rather than scolding him.”It looks great!“

The next time, he stole an overcoat.She praised him again when he stole it.A few years later, he grew up to be a young man.He stole jewelry and brought them to his mother.”How beautiful!“ This time, she did not scold her son again.Then, because he was elated by his mother, he started to steal more expensive things.One day, the police caught him.Before putting him in jail, he begged the police to meet his mother.They took him to his mother.As soon as he saw his mother, he bit her earlobe.”Ouch!What's the matter with you?“ She finally scolded him.Her son answered.”If you had given me a scolding like that when I stole the first bag, I could not have become a thief.“

She collapsed as she looked at her son heading to prison.”If I only could turn back time, I would scold him severely." She regretted that she always praised him, whatever he did.

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 我發誓 Cross your listent 你發誓 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；培養學生的綜合語言運用能力。而我國隨著課堂改革的發展，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：英語面試技巧 純英文對話 interview

通用類問題

1.Tell me about you!

Keep your answer to one or two minutes;don't ramble.Use your resume summary as a base to start.2.What do you know about our company?

Do your homework before the interview!Spend some time online or at the library researching the company.Find out as much as you can, including products, size, income, reputation, image, management talent, people, skills, history and philosophy.Project an informed interest;let the interviewer tell you about the company.3.Why do you want to work for us?

Don't talk about what you want;first, talk about their needs: You would like to be part of a specific company project;you would like to solve a company problem;you can make a definite contribution to specific company goals.4.What would you do for us? What can you do for us that someone else can't?Relate past experiences that show you've had success in solving previous employer problem(s)that may be similar to those of the prospective employer.5.What about the job offered do you find the most attractive? Least attractive?List three or more attractive factors and only one minor unattractive factor.6.Why should we hire you?

Because of your knowledge, experience, abilities and skills.7.What do you look for in a job?

An opportunity to use your skills, to perform and be recognized.8.Please give me your definition of a....(the position for which you are being interviewed).Keep it brief--give an action-and results-oriented definition.9.How long would it take you to make a meaningful contribution to our firm?

Not long at all--you expect only a brief period of adjustment to the learning curve.10.How long would you stay with us?

As long as we both feel I'm contributing, achieving, growing, etc.經驗與管理類問題

1.You may be overqualified for the position we have to offer.Strong companies need strong people.A growing, energetic company is rarely unable to use its employees' talents.Emphasize your interest in a long-term association, pointing out that the employer will get a faster return on investment because you have more experience than required.2.What is your management style?

(If you've never thought about this, it's high time you did.)“Open-door management” is best...And you get the job done on time or inform your management.3.Are you a good manager? Give an example.Why do you feel you have top managerial potential?

Keep your answer achievement-and task-oriented;emphasize management skills--planning, organizing, interpersonal, etc.4.What do you look for when you hire people?

Skills, initiative, adaptability.5.Did you ever fire anyone? If so, what were the reasons and how did you handle it?Give a brief example of a time when you faced this, and stress that it worked out well.6.What do you see as the most difficult task in being a manager?

Getting things planned and done on time within the budget.7.What do your subordinates think of you?

Be honest and positive...they can check your responses easily.8.What is your biggest weakness as a manager?

Be honest and end on a positive note, e.g.“I don't enjoy reprimanding people, so I try to begin with something positive first.”

關于離職、跳槽的原因

1.Why are you leaving your present job?

Refine your answer based on your comfort level and honesty.Give a “group” answer if possible, e.g.our department was consolidated or eliminated.2.How do you feel about leaving all of your benefits?

Concerned but not panicked.3.Describe what you feel to be an ideal working environment.One in which people are treated as fairly as possible.4.How would you evaluate your present firm?

It's an excellent company that afforded me many fine experiences

考核你的經驗與業績

1.How have you helped increase sales? Profits?

Explain in some detail, citing figures and specific examples.2.Have you helped reduce costs? How?

Describe in some detail with specifics.3.How much money did you account for?

Give examples as to your responsibilities.Explain how the budget was determined, and your role in overseeing your department's portion.4.How many people did you supervise on your last job?

Explain the structure of your department and your role as manager.5.Do you like working with figures more than words?

Be honest but positive.6.In your current or last position, what features did you like the most? Least?Be honest but put a positive spin on your least favorite duties.7.In your current or last position, what are or were your five most significant accomplishments?

針對簡歷中的內容會提出的問題

1.Why haven't you found a new position before now?

Finding a job is easy;finding the right job is more difficult.Stress that you are being selective, and are looking for the right “fit.”

2.Had you thought of leaving your present position before? If so, what do you think held you there?

Explain that your job is no longer challenging and that you feel your talents are best used elsewhere.3.What do you think of your boss?

Be as positive as you can, even if you don't really believe it.4.Would you describe a situation in which your work was criticized?

Be as positive as you can and emphasize what you learned from the situation.5.What other types of jobs or companies are you considering?

Keep your answer related to this company's field, and don't give out specific company names.你的工作習慣與方式

1.If I spoke with your previous boss, what would he say are your greatest strengths and weaknesses?

Emphasize your skills, and don't be overly negative about your weaknesses.It's always safer to identify a lack of a skill as an area for improvement rather than a shortcoming.2.Can you work under pressures, deadlines, etc.?

Yes, it's a way of life in business.Be sure to cite examples of your success.3.How have you changed the nature of your job?

Explain how you have improved the efficiency, productivity, and the like.4.Do you prefer staff or line work? Why?

It depends on the job and its challenges.5.In your present position, what problems have you identified that had previously been overlooked?

Keep it brief and don't brag.6.Do you feel you might be better off in a different size company? Different type company?

It depends on the job--elaborate slightly.7.How do you resolve conflict on a project team?

Explain that communication is important, and that you would first you discuss the issues privately.8.What was the most difficult decision you ever had to make?

Try to relate your response to the prospective employment situation

薪資問題

1.How much are you looking for?

Answer with a question, e.g., “What is the salary range for similar jobs in your

company?” If the interviewer doesn't answer, then give a range of what you understand you are worth in the marketplace.Check out Monster.com's Salary Center.2.How much do you expect, if we offer this position to you?

Be careful;the market value of the job may be the key answer, e.g., “My understanding is that a job like the one you're describing may be in the range of ______.”

3.What kind of salary are you worth?

Have a specific figure in mind…don't be hesitant

性格問題

1.Do you generally speak to people before they speak to you?

It depends on the circumstances.2.What was the last book you read? Movie you saw? Sporting event you attended?Talk about books, sports or films to show that you have balance in your life.3.What is the toughest part of a job for you?

Be honest.Remember, not everyone can do everything.4.Are you creative?

Yes.Give examples that relate to your current job.5.How would you describe your own personality?

Balanced is a good word to use, but remember the type of company you are interviewing at.Some companies may want someone who is aggressive and a go-getter.6.Are you a leader?

Absolutely!Cite specific examples using your current job as a reference point.7.What are your future goals?

Avoid, “I would like the job you advertised.” Instead, give long-range goals.8.What are your strengths?

Present at least three and relate them to the company and job you are interviewing for.9.What are your weaknesses?

Don't say that you don’t have any.Try not to cite personal characteristics as weaknesses, but be ready to have one if the interviewer presses.Turn a negative into a positive answer: “I am sometimes intent on completing an assignment and get too deeply involved when we are late.”

關于你的職業目標

1.If you could start your career again, what would you do differently?Nothing...I am happy today, so I don't want to change my past.2.What career options do you have at the moment?

“I see three areas of interest...” Relate those to the position and industry.3.How would you describe the essence of success? According to your definition of success, how successful have you been so far?

Think carefully about your answer and relate it to your career accomplishments.A： Good morning, sir.B： Good morning.Take a seat, please.My name is Harry White.A： Thank you, Mr.White.B： Please make yourself comfortable.First, tell me your number and name.A： My number is 5 and my name is Li Liwei.B： Where do you come from？

A： I come from Foshan, Guangdong Province.B： How old are you？

A： I'm twenty-two years old.B： Now tell me about your educational background.A： OK.I am a senior student at Guangdong College of Commerce.My major is commerce, with emphasis on Marketing.B： How are your grades？

A： I have got an average of 90 points.B： Have you got an excellent record in English？

A： Yes, I obtained nearly full marks in English.B： That's only for your written work, I'm afraid.What about your oral English？You know, some staff members in this company are Americans as ours is an American capital company.So conversational English is very important in our company.A： I think I can manage English conversations with American staff members.At college I often practise oral English with my classmates or cassettes.B： That's very good.Can you tell me something about your student life？

A： Certainly.I've been the class commissary in change of life affairs ever since I was in the first year.Every academic year I am chosen as a “Triple A” student, namely, a student who works hard, studies well and keeps fit.B： Do you have any part-time work experience in sales promotion？

A： Yes, I do.In the summers of 1997 and 1998 I worked as a salesgirl for Guangdong P&G Company Ltd.I went from house to house to sell shampoos such as Rejoice 2-in-1, Head and Shoulders, and Pantene.In doing so I gained some sales promotion skills.B： Fine.You can speak Cantonese, can't you？

A： Yes, I can speak either Cantonese or Mandarin.B： Do you know anything about this company？

A： Yes, a little.As you mentioned just now, yours is an American capital company.As far as I know, Avon Company is a world famous company which produces cosmetics and skincare products.Your cosmetics and skincare products are very popular with women in all parts of the world.B： That's right.Are you familiar with our pay scale？

A： No.Would you please tell me about it？

B： We'll offer you a monthly salary of RMB 1,500 yuan to begin with and you would be eligible for a raise after a year.In addition, we offer you 1% commission on all your sales.You'll also enjoy life insurance and health insurance, an two-week paid vacation a year, a five-day work week, but we do expert you to work overtime when it's neccessary.Is that acceptable to you？

A： Yes, that's fine.B： Any questions you would like to ask me？

A： When will you let me know the result？

B： You'll be hearing from us by next Saturday.By the way, shall we notify you by mail or by phone？

A： You'd better do it by mail.It would be difficult for you to reach me by phone since I live in a student dormitory.B： All right.That's all for you.I've got some more candidates to interview.Thank you for coming.A： Thank you very much, Mr.White.I'll look forward to hearing from you.Good-bye.B： Good-bye, Miss Li.