2017-2018学年度第一学期期末质量监测九年级英语

2017-2018学年度第一学期期末质量监测九年级英语

试卷分析

陆集学校杨华奎

一试卷整体情况分析

本次九年级英语期末质量监测试卷由区教研室统一命题，试卷既强调英语学习的交际性原则，又注重学生基础知识的考查，体现了英语教学中的“交际性、时代性、开放性”原则，并突出了新课程标准下素质教育的要求。认真分析试卷，主要具有以下特点：

1．覆盖面广，题量适度，难度适中，基本涵盖了本学期所学的知识。试卷能够较好地反映学生的真实水平，注重基础知识，能较好地引导学生踏实学习，夯实基础。难度系数适中，既有大量的基本题，也有读写综合等能力拔高题，能较好地反映学生的学习层次。

2．重视语境的创设，强调语言的实践性，突出对语言运用能力的考查。这些题型都强调了在特定的语言环境下，要求学生通过观察、判断、分析等思维过程，找出正确的应答，需要学生具有分析、综合和推理能力。

二学生完成试卷情况分析

1．任务型阅读能力不强，像一些完全可以从文章当中寻找出答案的题目，却因为受文章当中生词的影响，没有耐心仔细地阅读短文，因而失分严重。

2．分析问题的能力和根据实际情况灵活运用英语知识的能力尚待进一步提高。

3．综合应用英语这门语言的能力明显不足，缺少答题技巧和方法，这主要反映在书面表达上。

三、试题分析

（一）单项选择（15小题，15分）

单项选择注重基础，体现灵活运用，难度和区分度恰当，无偏题、怪题。语言基础知识的考查重点突出、覆盖面广。既考察基础也注重情景设置，避免了纯知识性的死记硬背题；在词汇和语法的测试中，如：动词短语、被动语态等。也充分注意了语言的真实性、趣味性和实践性；注重语感，灵活性强，突出语法形式向语言意义的转化。这部分题学生做得较好！

（二）完型填空（20小题，30分）

本题难度适中，属于中等难度题，综合考查了学生的阅读能力和语言知识的运用能力。从学生的答题情况反映出词汇应用做得不理想，说明学生平时复习和练习不及时，不扎实，多死记硬背，少灵活运用。

（三）补全对话（1小题，5分）

本题话题紧贴学生生活，有关pocket money,题干难度适中，交际性强，考生得分较好。

（四）阅读理解（20小题，40分）

阅读理解共五篇，A篇内容短，题量少，B、C两篇内容难，篇幅长，得分较低，尤其是B篇生词较多,难度较大.主要是因为学生读不懂短文，但是这两篇阅读与实际生活联系紧密,介绍C919大飞机和网购,课外知识丰富,英语基础知识扎实的学生完成的较好.D篇较易,E篇是任务型阅读正确率较低。

（五）单词拼写（5小题，5分）：

在完成这道题目时，由于学生单词量少，所以无法正确拼写单词，导致得分率低，失分严重。

（六）书面表达（1小题，25分）

本题的题目为：How to deal with the exam press，适当的压力有利于学习，过重的压力带来的害处，采取什么样的应对措施。因为学生语言转换能力差，词汇掌握不牢固，活学活用能力欠缺，所以失分比较严重，另外，在书写方面欠规范，这些都是导致得分率低的原因。

四、今后改进的方向、措施

（一）指导学生自主学习，培养学生学习能力。

在教学过程中应注重学生的能力培养，指导学生形成自己的学习方法，给予学生更多的思考空间，培养学生自主学习能力，决不能满堂灌。加强听力、完型填空和阅读理解能力的培养与训练。培养学生的创新意识，培养学生积极大胆地寻找问题、解决问题的能力。

（二）加强口头表达和书面表达的训练。平时应多用符合学生现有水平的课堂用语组织教学，努力创设英语语言环境，鼓励学生大胆开口讲英语，培养学生用英语思维的习惯。

（三）对词汇、短语和句型等基础知识的教学不能仅仅停留在让学生机械记忆阶段，单词、短语的听写和背诵固然必不可少，但更应注重把词汇教学融入特定的语言环境中，强调对基础知识的理解和运用。

（四）加强阅读教学，提高阅读能力。教师要有意识地加强学生阅读能力的训练与培养，要多选用内容健康，时代感、思想性、知识性、趣味性较强的短文，要教给学生阅读方法，通过大量阅读来培养学生的语感以及通过上下文捕捉信息的能力，拓宽学生的知识面，开阔学生的视野。

（五）面向全体学生，关注不同层次学生的学习状况。根据新课程标准和课本的要求，把握课堂教学的最低目标，尽可能地多鼓励学生积极主动地参与课堂，帮助学生找到适合自己的英语学习方法，关注学生的情感态度和价值观。

（六）关注中考改革，提高英语教学的有效性，合理安排好教材知识梳理、专项针对性训练、综合模拟和考试技巧、考试心理指导，不断改进教学方法，优化课堂教学，提高课堂教学效率。逐步形成以学生为主体、教师为主导，训练为主线，有真实的交际情境的课堂教学模式，不断提高课堂教学的质量和效率。

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