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2016中考英语试卷分析

2016中考英语试卷分析
2016中考英语试卷分析

2016年中考英语试卷分析

试卷命制特点:2016年中测试卷集中反映了其语言知识考查的基础性,广泛性,具体表现在整份试卷没有偏题,怪题,整份试卷涵盖了基础考点;语言技能考查的全面性,综合性—即听说读写的全面考查及综合运用;而且以上两点都在一定程度上考查语言在具体语境中的得体运用及学生对语言文化背景的了解。综上所述,该试卷很好地体现了新课程改革的理念,而且符合其选拔性测试的性质。以下是对不同题型的具体分析:

I. 听力理解:A部分考查学生捕捉关键词的能力,即五段对话中出现的books, football, talking(phone), no smoking 即可帮助学生做出答案;该部分作为听力测试的热身非常合适;B部分重点考查日常交际,话题选择英美small talk中最频繁出现的话题---打招呼,天气等,其中第8小题还考到了中英文化差异,即对赞美的不同回应。C部分难度有所加大,要求学生完全听懂话题,然后在听懂问题的基础上作答,如果学生答题前仔细预读选项,事实上对于提问可以有所预判,然后倾听选项中的关键词即可。D部分为短文理解,117词的短文回答相关5道题,难度继续上升,重点考查学生听力注意力的持久性,而非试题本身难度的增加,因为从所设计的题目来说,更多是考查学生生理意义上的“听力”而非“听力理解”,即答案和听力原文是一致的,没有任何变化,也无需计算。

II. 单项选择:共20题,涉及到初中基础知识中的16个点,即:

冠词21 冠词和球类,乐器的惯用法

代词22,23,26 形式宾语it;人称代词的格;反身代词在

具体语境中使用及和形容词修饰语的语序形容词/副词24,26 语境中形容词语意选择,在此基础上判断

被修饰的主体,从而进行形容词副词的选

择;修饰不定代词的形容词后置;

数词25, 31 数词的实指虚指表达;序数词的考查融入

了语言背后体现的文化背景---一周的第一

天从Sunday开始;

介词27 考查介词在固定搭配中的用法

名词28 该题首先考查学生的生活常识及名词的可

数不可数概念

动词短语29 语境中词汇使用

连词30 并列连词的考查

时态32,37 现在完成时态额基本用法考查

感叹句33 较复杂的感叹句---判断感叹部分的主体

情态动词34 语境中情态动词must的推测性用法

不定式35 动词固定短语中的不定式用法

宾语从句36 语境中的宾语从句中的语序问题

情景交际38 情景交际中的针对mind一词的回答

反意疑问句39 隐性的前否定,后肯定句式

定语从句40 定语从句基础---连接代词的选择从单选的题目的选择上可以看出中考命题的趋势:1)考查面融基础性,广泛性为一体;2)注重情景交际中语言的运用;3)一题融合两个以上考点,如24题,26题,31题;4)考查学生语言文化背景知识,如28题,31题;5)22题,34题,40题的考查已经和高一学习知识融合在一起(it做形式宾语的句型,情态动词推测性用法,定语从句用法)但是24,28,31题增加了学生猜对答案的几率,因为选项中有两个选项词根相同,正

确答案恰在其中,其它两项失去了干扰功能;

III. 完型填空:在语篇中考查学生的语言综合运用能力,是在单项选择后对学生从句到篇章概念的语用能力的提升。该部分在学生掌握基础词汇的前提下,在上下文中要求学生选择适合语境的动词,名词,代词,特殊疑问词,动词短语,介词,连词,形容词来完成篇章概念。

IV. 阅读理解:其题材选择和学生现有的生活经验相结合,并体现了语言的交际功能,即通过英语这门语言了解西方(A篇阅读),也通过英语让世界了解发展进步中的中国(C篇阅读)。考点聚焦于寻找细节,简单推理,主旨大意,文章结构。从题干及选项设置上,A篇还涉及到了简单的推理判断,及在阅读材料中学生无法直接找到答案,必须经过一定的思维活动才能找到答案,但是51题的正确选项设置本身欠缺逻辑性,而学生只有这个选择,其它答案明显和文本无关;而B篇除了60题的主旨大意归纳外,其它四小题均可以在原文中原封不动找到答案,这类似于考查学生生理意义上的“视力”而非阅读理解能力。C篇的设置对学生的推理判断能力有了更高层次的要求,即学生在掌握文章整体结构及段落主旨大意的基础上判断所缺成分。

V. 词汇:该部分考查学生对基础词汇,尤其是实词在具体语境中的正确用法。15题中7小题考查动词用法,从时态,主谓一致,动词习语进行综合考查;3小题围绕形容词考查,要求学生正确判断语境中形容词和副词乃至名词的区别。5小题考查名词用法,单复数,名词所有格;15小题中,只有4小题不涉及单词变形,因此,该题要求学生具备较强的语言综合技能及准确拼写的能力。,

VI. 补全对话:该部分考查学生所学习的语言交际功能,其考点融合了中英文化差异,如81题,学生会填写Can I help you? 但是在西方,需要帮助的往往是弱者,是大家避讳的一个身份,不能随便用,而且从下文来看,别人需要的仅仅是建议而非具体的帮助;83小题考查学生对日常交际中习语的使用能力,但是学生容易走入用汉语硬翻成英语的误区,学生可能会填入old, boring等词,但是因为缺乏相应的英语知识,不能完整填入old a, boring a这样高中才会涉及到的复杂结构,因此,和日常生活紧密相关的习语的学习是重点。

VII. 短文填空:该部分考查学生对不同词性词汇在上下文中的综合运用能力,难度略高于第三部分,因为学生首先要对篇章做到完全理解,然后从动词短语,介词短语,固定句型,连词所体现的逻辑关系上,代词的位置,形容词/副词的词性上做全方位的判断,因而测试的综合性较强。

VIII. 任务型阅读:该题考查学生准确理解篇章的能力(97题,98题,100题),及灵活掌控语言的能力(96题,99题),96题答案不是唯一的,只要使上下文通顺,because of, with, who had都可以是正确答案,但是答案中“thanks to”不是恰当的选择,因为和语境不符;99题的句子翻译也可以有不止一种答案,如:Luckily, there were some people who saved us. ---Luckily, some people saved us.---Luckily, some people helped us out of the fire. 该题要求教师在教学中教会学生用英语思维的能力,具体说,用英语解释英语,不但掌握一个句型而且熟知其内涵。

IX. 书面表达:写作部分是体现学生综合使用目标语言的最高表现,而本次试卷根据课改精神采用了半开放式的命题,在一定的程度上增加了学生灵活表现的空间,从而拉开了作文评分的梯度。命题立意是首先要求学生了解写作任务,即确定题材,体裁,定人称,定时态,定文章结构(布局),定句型,定短语。学生要有恰当的审题训练,体裁格式培训,句型,短语的练习及过渡成分的训练才能从容应对。

试卷反映出的问题及可能的解决策略

存在问题建议及解决措施

听力该题满分较多,得分率高,但是建议:1)加强学生听力词汇的培养,

两级分化较严重;相对来说20小题失分较多。可能的原因是学生对较长的听力材料的训练不够,注意力不能持久造成的,因为题目本身并不难。该部分虽然得分率较高,但是其考查的方式和程度和学生即将面对的高一起始阶段的听力要求悬殊较大。具体来说,对数字的敏感度,对时间,价格的简单计算,说话双方的观点,态度,语气;连读,弱读的结合;听力文本的长度增加等,以上都加大了学生适应新的学习环境的难度。如对教材的反复听读,教师课堂多说英语,适量增加学生课堂听说活动的安排,培养学生倾听英语的习惯;2)在听力训练中,本着循序渐进的原则,从易到难逐步加大难度,可以在一定时间内只针对一种话题或任务进行训练;3)如果在期中,期末测试的综合考评中加入口语测试成绩,学生会对听说给予更多关注,也更有利于后期学习。

单项选择出错率较高的题目:

22.考查了形式宾语的用法。find

it adj. to do sth.

24. 考查半系动词的用法及对语

句的理解。feel +adj.

28. 考查可数名词和不可数名词

及生活常识。eat rice.

33. 考查感叹句。

What+a+adj.+n(单数)+其他!

36. 宾语从句的语序。

从出错率相对较高的几道题可以

看出,教师和学生对于简单知识

点的记忆工作做的较好,但是对

于句法知识的掌握比较模糊以及

中英文化常识的了解较欠缺。建议1)在平时教学中,加强英语5种基本句子结构的训练—从初一起从听说读写四个方面加强学生的句型意识,知识内化后,后期的学习会容易很多;2)将一些日常生活常识及文化差异引入课堂,使其成为课堂的一部分;3)在课堂教学中,将目标语言语境化,鼓励学生用归纳法进行自学或小组合作学习。

完型填空整体看来,完型的难度不高,学

生在45.和49的得分率较低。45

题考查的内容是疑问代词和疑问

副词,学生选择what的人数较

多,原因在于审题和上下文的联

系没有把握好。49.对于形容词的

语义的把握和对文章内容的理解

是解决此题的关键。建议:1) 完型填空的基础是阅读理解,所以阅读训练时,在找到正确答案以后,兼顾文章中的关键词组,句型,让学生有个学习过程;2)把学生所学课文改编成完型填空,将需要学生关注的地方挖成空,引导学生有重点的识记;3)可以不给学生选项,直接填词,培养学生贯穿上下文的能力;

阅读理解学生得分率较低的篇章和题目在

阅读理解C,即根据短文内容将

所给句子填到原文中。这种类型

的阅读要求学生同时要理解短文

和句子,同时要能够联系上下文,

有较强的逻辑能力。建议:1)加强阅读理解分体裁的训练—这种训练不一定到初三才开始,单元教学中有意识的点拨例如记叙文的写作是以时间,空间,人物事件为顺序;说明文和议论文往往有明显的主题段和段落主题句;信息检索检

视关键词,培养学生的文章结构意识;2)阅读理解的困难有时来自于学生的词汇和句法知识不足以及中英语言表达外延和内涵的差异---如,I’m just too glad to see you here. 因此,我们在处理阅读材料时,教师可以针对长难句和习语等自行设计问题; 3)初一到初三逐渐增加学生的课外阅读量(从材料选择上关注学生兴趣),关键是养成每天阅读的习惯,并且教师需要引导学生正确的阅读方法。课外阅读不一定要老师去讲,但是可以定期检查交流。

词汇词汇中的66-75这十道题都是在

考查学生对于词汇的识记能力,

其中66.67.68.71.73.74都是一题

多考,既考查了单词的拼写,还

考察学生对于单词在不同语境中

的灵活运用。其中69.71.72.75的

得分率较低

76-80都在考查单词在不同语境

中的灵活运用,这其中77和80

题的得分率较低。77题考查了现

在进行时,学生的主要问题是忘

记写be;80题reporter的er写成

or. 建议:1)在词汇教学中,加强语块教学意识,尽量避免让学生记忆单个单词;2)在初中教学中,适量加入构词法知识;3)增加词汇检测的多样性,比如可以将课文挖空,突出教学重点,或者根据课文仿写句子,还可以编制课文短文改错等;4)针对学生常现错误进行强化记忆;

5)学生之间加强词汇记忆方法的沟通交流。

补全对话此题两级分化严重。

对于能完成这部分的学生,出现

问题较多的是

81.部分学生选择:Can I help

you?

82. 学生的答案中advice加s,

suggestion不加s

83.有60%学生能够写出out of

style

84.学生不能正确书写expensive.

建议用dear 建议1)把日常生活常见情景进行分类,将整个初中教学系统化:2)在反复操练的基础上让学生背诵经典对话;3)在教学中融入文化意识,学会鉴别中西方文化差异。

短文填空能够将单词填入适当的位置,但

是90、91两题的词语变化形式上

有问题。建议:1)加强学生对于语块的敏感度;2)根据学生所读文本的特点,教师自行设计短文填空题;每次可以选择一个侧重点进行训练;3)在后期复习中,可以让学生自己设计短文填空题,以增强学生的问题意识。

任务型阅读96不能正确区分because 和建议:1)教师首先通过研究考纲培

because of,

97 对于too…to…句型的翻译掌握的不好

98. Luckily 的书写有问题,save 的时态不正确。养自身的问题意识,然后利用所学文本自行设计教学重难点,借此加强平时练习;2)针对学生掌握薄弱的地方进行专项训练。

写作从评卷来看,学生的审题还存在

较大的问题:1.根据表格中的三个

框架文章基本内容和结构就可以

确定了,但是部分学生们的作文

没有清楚的呈现这三个部分,缺

少部分信息点,条理混乱导致不

必要的失分;2. 学生对于时态的

把握不准确

3. 代词使用中she和her 不能正

确使用;4.动词: sth. happen to

sb. make friends with sb. ;

invite sb. to do sth. Sth.

Come true. hope to do sth.这

些动词短语不能正确使用 5.动词

和动词短语之间简单罗列,中间

没有任何连词的连接;6.书写不整

齐,出现错误直接在卷子上涂画

修改建议:1)将初中三年的写作教学系统化,初一至初二上学期加强单句翻译练习,强调汉语是“狮子型”的语言,而英语是“孔雀型”语言;培养学生在写作时要有句型意识,语块意识;在此还可以进行扩句训练,或针对某一时态的专项训练;初二至初三期间将写作话题分类和教学内容有机整合,这样学生容易产生自信;2)最初的写作定位应该是仿写,在进入写作之前,先输入正确的文本,要么针对体裁,要么针对文章结构或内容,要么是词组,句型,要么是过渡,有必要要求学生背诵范文3)第三阶段针对的是水平测试中的写作,学生需要独立进行审题,确定文章体裁,格式,人称,时态,文章结构,句型短语。如果发现问题,教师可以随时设计学生弱项进行训练。

的学习态度,我们老师不能被动等待学生醒悟,而是要积极主动面对学生出现的问题,考虑如何提高学生兴趣。首先,教师要不断学习新课改理念,研读考纲,钻研教材,将初中三年教学做一个完整的规划;其次,在日常教学设计中,增加学生活动份量,让学生在语境中感悟语言而非机械性重复;教师要有“问题意识”,从而可以在常规教学中充分利用教材及手头材料,从而减轻学生负担。

2016北京中考英语试卷及答案

2016年北京市高级中等学校招生考试 英语试卷 学校姓名准考证号 知识运用(共25分) 四、单项填空(每小题1分,共10分) 从下面各题所给的A、B、C、D四个选项中,选择可以填入空白处的最佳选项。 21. My brother will come to see me tomorrow. I’ll meet at the airport. A. her B. you C. him D. them 22. Paul’s mother is a nurse. She works a hospital. A. with B. on C. of D. in 23. - are these bananas? _ $3.99. A. How much B. How long C. How heavy D. How big 24. Peter is 15 year old. He is than his father. A. tall B. taller C. tallest D. the tallest 25. – Where did you go last weekend? - I to the Great Wall. A. go B. went C. will go D. have gone 26. Please don’t make so much noise. The baby now. A. sleeps B. slept C. will sleep D. is sleeping 27. It’s nice to see you again. We each other since 2014. A. won’t see B. don’t see C. haven’t seen D. didn’t see 28. I got home, my sister was doing here homework. A. When B. Because C. If D. Though 29. A new road near my school next year. A. builds B. will build C. is built D. will be built 30. – Can you tell me ? - He lives in Shanghai.

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