Introduction
Based on the requirements of the new National English Curriculum Standards, the graduates of senior high schools should develop the ability of autonomous learning and cooperative learning, form effective learning strategies and develop integrating pragmatic competence. Though the teachers and students of senior three spend much time and effort reviewing what they have learned, they find it difficult to realize the English teaching and learning objectives. What’s worse, some students perceive that their English proficiency level has gone down rather than been improved after review. Besides, most of the students’ scores in the college entrance examination are far from satisfactory. Usually the senior three students have finished learning all the English knowledge required by senior high school by the end of grade two. So they spend nearly a whole year of senior three in reviewing the learned knowledge. It is obvious that review plays an important role in the development of students’ comprehensive language ability. The traditional way of review used in most schools is based on words and grammars according to the order of the textbook design. The students are required to do a lot of exercises of multiple choices, reading and writing. However, the exercises are irrelative to the daily topics, so students can hardly promote their performance in the use of the language. Both teachers and students find it difficult to achieve the expected goals of review. So English topic-based review is introduced to senior high schools currently.
Now English topic-based review is adopted by many teachers of senior three. Compared with the traditional way of review in the order of the textbooks arrangement, English topic-based review has obtained better effects in the third grade of Senior High schools. However, there are still some problems in the process of review. Teachers and students still find it hard for them to achieve the expected goal of review. As far as the teachers are concerned, they can know who are excellent and poor at English by examinations but they can hardly find out the specific and concrete progress and problems of each student. And they don’t know which topic students learn well and poorly. From the point of students’ view, they can just judge their English level and achievements by testing again and again. But they don’t know why they always make the same mistakes in the tests and why they always can’t promote their English scores. The National English Curriculum Standards advocates that summative Assessment should be combined with formative &ta，英语毕业论文，英语论文题目 |
