4．评价策略

语法教学也应重视发展性评价，除了在学习结束后以测验，考试等传统形式去评价学生的学习效果外，还应关注学生在学习过程中的表现，及时给予肯定，这样才能真正实现评价的目的──促进学生的发展。评价应是多主体共同参与的，在课堂上，则主要是来自同伴，教师的评价和学生本身的自我评价。评价的标准应该尽可能具体化，例如在本节课的各个环节，教师都有意识地引导学生根据一定的参照标准，获得来自不同主体的评价。实践证明，评价手段在课堂上的介入，可以使学生在学习过程中获得成功的体验和找到发展的方向，从而促进学生自我发展意识的逐步形成。

参考书目：

沈瑛，“新课程中语法教学的定位及其策略”，《中小学英语教学与研究》，2004 年；

教育部，《新课程与学生评价改革》，高等教育出版社，2004 年；

陈琳、王蔷、程晓堂，《普通高中英语课程标准(实验)解读》，江苏教育出版社，2004，年。

附录一：

LOVE

── By John Lennon

Love is real; real is love. Love is feeling; feeling love. Love is wanting to be loved.

Love is touch; touch is love. Love is reaching; reaching love. Love is asking to be loved.

Love is you, you and me. Love is knowing we can be.

Love is free; free is love. Love is leaving; leaving love. Love is needing to be loved.

（注：歌词中划线部分是抽空让学生填写的词。）

附录二：

...is his/her job every day.

He/She enjoys...

He/She is interested in... He/She dreams of... He/She hates... makes him/her happy/sad.

He/She cares about...

附录三：

写作范文：Changchang is a smart boy. Playing model cars is his favourite. And he also likes running. It seems playing is his job every day. Besides, he enjoys talking so much that it seems that he never stops talking until he goes to sleep. Maybe that is why he is good at telling stories.