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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本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。