教室测试在二语学习的过程当中发挥了重要的作用，其最显著的作用就是刺激学

Classroom testing plays an important role in the process of second language learning. Its most significant role is to stimulate students' progress and evaluate the learning results of the class in the recent period. (Wang, 2006) The test papers are mainly used for pre-test and post-test, and the pre-test and post-test are performed at the same time to test the experimental class and the control class. During the test, students are required to complete the writing task within 30 minutes, with a maximum score of 25 points. On the front side, I selected the composition in the English proficiency test arranged by the English teaching group one week after the student enrolled in this school, which is presented in Appendix 1. The main purpose of the pre-test is to test whether there is any difference in the accuracy of English writing between the experimental class and the control class before the start of the continuation experiment. The post-test composition uses the English composition of the third monthly test organized by the school, which is presented in Appendix II. The purpose of the post-test is mainly to test whether there is a difference in the accuracy of students' writing after reading and writing tasks. The calculation of the text T unit and the hundred-word rate is calculated by the author and the senior English teachers of the school, aiming to objectively and impartially explore the impact of subsequent writing on the accuracy of high school English writing. In addition, the calculation of T unit and hundred-word rate before and after the two test papers is strictly and standardized.

Classroom testing plays an important role in the process of second language learning. Its most significant role is to stimulate students' progress and evaluate the learning achievements of the class in the recent period. (Wang, 2006) the test paper is mainly used for pre-test and post test, and the pre-test and post test are tested on the experimental class and the control class at the same time. In the test, students are required to complete the writing task within 30 minutes, with a full score of 25. At the front, the composition in the English proficiency test arranged by the English teaching group one week after the students' admission is selected, which is presented in Appendix I. The main purpose of the pretest is to test whether there is any difference in English writing accuracy between the experimental class and the control class before the continuation experiment. The post-test composition is the English composition of the third monthly examination organized by the school, which is presented in Appendix 2. The purpose of the post test is to test whether there is a difference in the accuracy of students' writing after reading. The calculation of text t unit and 100 word rate is carried out by the author in cooperation with senior English teachers of our school, in order to objectively and fairly explore the impact of post reading continuation on the accuracy of English writing in senior high school. And the calculation of T unit and 100 word rate before and after the two test papers is strictly standardized.

Classroom testing plays an important role in the process of second language learning, and its most significant role is to stimulate students' progress and evaluate the learning achievements of the class in the recent period. (Wang, 2006) Test papers are mainly used for pre-test and post-test, and the pre-test and post-test are conducted in the experimental class and the control class at the same time. In the test, students are required to complete the writing task within 30 minutes, with a full score of 25 points. Before, I selected the compositions in the English proficiency test arranged by the English teaching group of our school one week after the students enrolled in school, which are presented in Appendix 1. The main purpose of the pre-test is to test whether there is any difference in the accuracy of English writing between the experimental class and the control class before the continuation experiment begins. The post-test composition uses the English composition of the third monthly exam organized by the school, which is presented in Appendix II. The purpose of post-test is mainly to test whether there is any difference between the writing accuracy of students after reading and writing tasks. The calculation of T unit and 100-word rate is conducted by the author in cooperation with senior English teachers in our school, aiming at objectively and fairly exploring the influence of writing after reading on the accuracy of high school English writing. And before and after the two test papers, the calculation of T unit and 100-word rate is strictly standardized.