即时性评价是指教学过程中，教师对学生的课堂表现做出及时、有效地评价。特点是：及时，也就是对学生的课堂表现即刻就能得到认可或纠正；有效，即评价能对学生以后的学习产生动力作用和指导作用。这不但起着反馈、激励、调控和导向的作用，还对学生的健康成长与和谐发展具有重要意义。一方面对学生的好的表现得到及时的肯定，使他们产生心理的愉悦，以做出更加积极的努力，为学生的学习奠定后续的精神毅力。另一方面，学生在学习和成长过程中，能得到科学的、灵活的快捷的反馈与指导，也会使学生对今后的发展信心倍增，使今后的教学互动更加有效，也更利于学生的终身学习习惯和能力发展。
案例分析：
九年级英语 Unit 4 What would you do? Section B Lesson One
I.组织课堂：（二分钟）
Ss （standing）：Good morning，.
T: Good morning, class. It’s a fine day, isn’t it?
Ss: Yes ,it is.
T: How do you like today?
Ss: We feel comfortable about it.
T: Very good. I hope we all have good feelings in a new day. Let’s begin our new lesson today.
(课前交流可以让学生放松一下心情，并能以轻松愉悦的、积极地心态投入到课堂学习中，使课堂产生事半功倍的效果。)
II.教学过程：
Step one: words and expressions.
从词汇开始，为教学扫清障碍（五分钟）
T： Dear class！ Today we’ll learn Section B. Before our new lesson, first, let’s review words and expressions we’ve learnt for this lesson. Zhao Zhiguang,“百万”。
Zhao: million, M-I-L-L-I-O-N.
T:一百万。
Zhao: a million
T:数以百万计。
Zhao: millions of.
T: Good. Sit down, please. Next, Jiang Dandan , 医学的（教师的评价显得过于简单，泛化，缺乏实效性）
J：Medical. M-E-D-I-C-A-L.
T:医学研究。
J: medical research
T: Very good! sit down, please . Next ,…… (教师的评价内容单一，语言模式化，师生互动不足 )
对话练习目标功能语言：（十分钟）
T:Now let’s practice dialogues. We’d better use the expression we’ve learnt in this unit----If clause. We’ll practice three minutes and then ask some students to write down their answers. Ok let’s begin.
（教师板书对话：
A：I can’t study anything well. I’m not good at studying. Your advice, please?
Sa: If I were you , I’d read aloud books.
Sb: If I were you, I’d……
Sc: …… ）
(Three minutes later.)
T： will come here and write down your sentence. At most five.
(five students came to the blackboard and wrote down what they wanted to say. )
The sentences are :
Deng Jingjing : If I were you, I’d read more easy and short English stories.
Jiang Dandan : If I were you , I’d ask the teacher for help.
Huang Xuan : If I were you ,I’d work harder than anyone else.
Deng Ruirui: If I were you , I’d learn from others .
Guo Panpan: If I were you , I’d study with friends and discuss
with them.
T: From these sentences, we can find we all can find ways to learn English better. I hope we can get better marks and high abilities. (学生会心地点点头，说明适时的鼓励与积极的评价能给同学们更大的学习动力，更能激发他们的进取心。学生也产生了继续学习的浓厚兴趣。但总体来看教师的语言缺乏维度，没能针对不同的学生采取不同的语言来加以评价，并没有将评价和学习内容结合起来，为学生的学习奠定后续力量。)
Step tow: Presentation
（Ⅰ）学习新内容，提升阅读能力（二十分钟）
T：Now , let’s learn more to page28. Read and try to understand the meaning of it. Give you five minutes. If you have problems , you can move and ask others in class. (学生们积极的进行着读与理解的训练，并且不同层次的学生都在努力地学习应学会的内 容，通过自由结合学习使学生的积极性进一步提升。)
At the same time the teacher wrote some exercises on the blackboard.（板书内容：
左：Ⅰ
1.I don’t know _____________________（说什么、做什么）.
2. 参加考试_________________ 3.散 步______________
4.在某方面帮助某人___________ 5.太……而不能……_____________
中：Ⅱ
The first person is ___________________________.
He should _____________________________________
The second one gets ____________________________
He should _____________________________________
The last one can’t ____________________________
He should _____________________________________ ）
（Five minutes later）
T：Who will be brave enough to come here and read a passage?
Ren Mengyu came to the blackboard and began to read the first passage. Then Meng Haoting 、 Wu Dandan 、Wu Rujie 、Tian Lulu and Wang Ruijie came and read one by one.（在本环节，学生能积极的进入角色，顺利的完成阅读的任务。）
T: Very good. We all have done well. Let’s do more . ……
（教师的评价有一定的及时性，但这样的评价对学生来说没有艺术性和导向性，而且还是较为单调，缺乏针对性、指导性。）
（Ⅱ）深化阅读练习，激发学生潜能力（十分钟）
T：Our next task is to find out how to fill in the blanks in the middle of the blackboard. If you can’t do those, please match the problems and advice in can move and discuss if necessary. In ten minutes, you can come and finish them .(学生的学习兴趣更加高涨)
（Six minutes later）Sun Lulu 、Wang Yuanyuan 、Deng Jingjing came and filled blanks. Other students gave their opinions.(本环节，体现了教学的层次性，进行了考试技能的训练，对学生的能力是很好的锻炼和磨练。)
T：We’ll come to our last task in this lesson. Now let’s read the text again and find out some useful things together. Something can help you is on the left of the blackboard.（此时教师并未给出较为积极的评价，体现不出教师教学的机智与巧妙，诙谐幽默，不能使学生的积极性达到高峰。）
(Three minutes later , some Ss finished those and they gave exact explanations.)（本环节中，虽然教师并未对学生做出积极的评价与鼓励，但有些题目他们可以给出多种答案、解释。这是学生发挥出自己的创造性、积极性的结果。）
T：Our task after class is practicing speaking using the target language we’ve learnt in this lesson. We can practice as part four on page28 (the bell is ringing) OK. Let's have a rest and hope you have a good time all day long.
Ss: The same to you, Mr. Yang you.
(教师的课后总结性评价缺乏，会使学生对本节课产生不了满足感、成功感、愉悦感，又怎能使学生对下一次课堂产生期待与憧憬呢？)
从整堂课看，教师一直没有做出较好的、具有一定层次性的评价。学生们需要评价和鼓励，这也是从长远的学习效果来看的，教师如果进行了多维度、分层次 准确得体、具有导向性和发展性评价，学生一时的学习效果和今后自主学习能力的提升会更加的明显。
总而言之，教师能不能引导学生形成自主学习、自觉学习的习惯甚至是能力，关键是教师的评价机制、原则和能力的一个充分体现。