2010年江西省中考說明解讀(英語學科).ppt

,2010年中考說明解讀 江西省教育廳教研室 溫愛英,2010年考綱解讀,一、考試形式與試卷結(jié)構(gòu) 二、考試題型解讀 三、典型試題分析,一、考試形式與試卷結(jié)構(gòu) (英語考試的形式為閉卷答題形式),二、考試題型解讀 （一）聽力測試 （二）語言知識運用 知識運用部分分為兩節(jié)：“語法和詞匯”和“完形填空”。 （三）閱讀理解 (四) 書面表達,（一）聽力測試 聽力注重在真實語境中考查學生了解英語的能力，重點考查學生能否聽懂錄音中對人和事的描述、情節(jié)的發(fā)展和結(jié)果，從而獲取準確信息。聽力測試將充分考慮到說話人的態(tài)度、情緒、語氣、言外之意等因素，不會出現(xiàn)不需要聽語言材料就能確定答案的情況。,課程標準對初中畢業(yè)生的聽力技能目標的要求,1.能根據(jù)語調(diào)和重音理解說話者的意圖； 2.能聽懂有關(guān)熟悉話題的談話，并能從中提取信息和觀點； 3.能借助語境克服生詞障礙理解大意； 4.能聽懂接近正常語速的故事和記敘文，理解故事的因果關(guān)系； 5.能在聽的過程中用適當方式作出反應(yīng)； 6.能針對所聽語段的內(nèi)容記錄簡單信息。,中考聽力主要考查學生以下幾個方面的能力,1.對聽力材料事實細節(jié)的理解； 2.對聽力材料中交際性語言的掌握情況； 3.對對話背景、話題、地點、說話者之間的關(guān)系等作出判斷； 4.理解說話者的意圖觀點和態(tài)度； 5.獲取信息并填寫信息。,聽力理解的選材要求,1.必須是口語材料； 2.材料的情景要豐富真實，有很強的交際性和實用性； 3.內(nèi)容貼近中學生生活，時代氣息濃郁，題材多樣； 4.材料應(yīng)有足夠的信息量和明確的語境，語言難度不要過高； 聽力材料范圍包括：課程標準中功能意念項目表中的常見內(nèi)容，例如：介紹、送別、感謝、邀請、祝賀、約會、就餐、看病、問路、購物、道歉、文娛體育等和中學生生活緊密的話題。,聽力測試A）部分 評價學生從有聲材料中獲取信息的能力。其評價目標為通過有關(guān)熟悉話題的簡短對話，根據(jù)語調(diào)和重音，理解說話者的意圖，并從中提取信息。,1. What is the boy going to buy? A. Some juice. B. Some oranges. C. Some apples. 1. M: Im going shopping, Mum. Do you need anything? W: Yes, get some apples and some oranges to make juice with. M: Well, we already have lots of oranges. W: OK, just some apples then.,10. What can we learn from the conversation? A. The girl has finished her science homework. B. The boy has finished his maths homework. C. The boy has finished his English exercises. 10. M: Have you finished the science homework yet? W: Im still working on it. What are you doing? M: Ive done my maths and Ive just started those English exercises. W: Im going to do them next.,聽力測試B）部分 所涉及的內(nèi)容為學生所熟悉的話題內(nèi)容，如談?wù)撎鞖?、家庭、活動、購物、看病、打電話、聚會、旅游等。試題均以特殊問句的方式給出。其評價目標為能聽懂接近正常語速的有關(guān)熟悉話題的談話，并能從中提取信息和觀點。,Conversation 1 11. How many classes for beginners are there in a week? A. One. B. Two. C. Three. 12. What time is the evening class over? A. At 7:30. B. At 8:30. C. At 9:30. 13. When will Judy probably have her piano lessons? A. On Tuesday morning. B. On Tuesday evening. C. On Wednesday evening.,Conversation 1 M: Good morning. Central School of Music. W: Good morning. My names Judy Black. Id like some information about piano lessons, please. M: Are you a beginner? W: Yes, Ive never played the piano before. M: Then youll want a beginners class. Theres one on Tuesday morning and another on Wednesday evening. W: I work during the day, so Id like the evening class. M: It begins at half past seven and its a two-hour class. W: Oh, that will be fine for me. Er, can you tell me how much I have to pay? M: Each lesson costs five pounds fifty. W: Great. Thank you very much. Bye. M: Bye.,聽力測試C）部分 短文獨白的理解。其所涉及的內(nèi)容為學生所熟悉的學習和生活經(jīng)歷。短文的長度一般在150個詞左右。該部分的評價目標是聽懂接近正常語速的短文，理解短文所敘述的事實及說話者的意圖、態(tài)度和觀點,然后根據(jù)短文內(nèi)容按要求作適當?shù)挠涗洝Ｋ顚懙脑~不超過3個。,SCHOOL TRIP Day: Saturday Visit: 21. _ Leave at: 22. _ Meet in: 23. _ Cost: 24. _ Bring : 25. _,Boys and girls. I want to tell you about our school trip. Were going to go on Saturday. I hope you can all come. As you know, were going to visit the film museum. There are lots of very interesting things there about the cinema and how films are made. Well have to leave at eight forty-five, so dont be late. Well get there by bus. Please meet me in the car park. What next? Oh yes, the cost. Itll be six dollars seventy each. Now, Im going to give you some work to do at the museum. Youll need to write things down, so take a pencil and a notebook with you. Well have lunch in the museum restaurant, so you neednt bring any food with you. Well, I think thats everything.,聽力在復(fù)習階段要強化策略訓(xùn)練,注意連讀、不完全爆破、同化音、重音、語調(diào)；速記電話號碼、識別價格、數(shù)字、通過信號詞（關(guān)聯(lián)詞）預(yù)測所聽內(nèi)容、識別說話者之間的關(guān)系；注意抓住會話中的關(guān)鍵信息、注意聽“言外之意”、學會歸納、注意抓住重要細節(jié) 等。 所有策略分別貫穿在不同的話題中（如：Music, Hobbies, Sports，Telephoning, Shopping, Vacations, Health, School life, Food and drinks等 ）。,語法和詞匯,語法和詞匯，即單項填空，主要考查考生的語法知識和運用語法知識的能力，以及對詞語和詞語搭配、習慣用語等的正確理解能力。這部分試題覆蓋面廣，淡化了語法，突出了語言的實用性。從設(shè)計的角度看，這部分考查的重點不是語法結(jié)構(gòu)和詞匯記憶，而是把語法和詞匯知識的測試放在適當?shù)那榫爸校瑥娬{(diào)了語言知識的實際應(yīng)用和交際功能。大多數(shù)題目考查考生在特定語境中理解和運用語法、詞匯等基礎(chǔ)知識的能力。,學生答題情況分析 （1）學生靈活運用語法和詞匯的能力較弱。 （2）對于需要借助語境來答題的題目，學生的表現(xiàn)差強人意。 （3）學生對單詞的掌握停留在音、形、意（意思）上。 （4）學生并未真正掌握相關(guān)的語法規(guī)則，更不用說正確使用語法規(guī)則。,學生對答題過程的反思分析 筆者選擇了一些錯誤率比較高的試題讓學生對答題過程進行反思，并說明作答的理由。下表選取的是一些典型試題，學生錯選的答案是一致的，錯選的理由有很大的共性。,（28）-Are you going to Beijing by plane? -Its fast, but expensive. So I am not sure. I _ take a train. A. should B. may C. must D. will 錯選D的學生所解釋的原因為：問句有be going to結(jié)構(gòu)，表示將來時態(tài)，所以選擇will。 老師經(jīng)常說：用什么時態(tài)問，就用什么時態(tài)回答。,（29）-What a hot day! Have you had a drink? -Yes. But Id like to have _ after work. A. it B. one C. other D. another 錯選B的學生所解釋的原因為：老師經(jīng)常比較it和one的用法，這里用代詞代替a drink，同類不同物，所以選one；但如果把other和another放在A選項和B選項，我就會選another，因為考點應(yīng)該是對other和another的辨析。,（35）-Nancy, how long does it take to fly to Canada? -Sorry, I dont know. But I can telephone my father to _ it for you. A. do B. check C. catch D. find 錯選C的學生所解釋的原因為：平時對catch一詞的用法考得最多，對catch the bus，You speak too fast, I cant catch it這種搭配特別熟悉，而check和時間搭配平時老師講得少，所以認為選catch的可能性最大。,（36）-Whom would you like to be your assistant, Jack or David? -If I had to choose, David would be _ choice. A. good B. better C. the better D. the best 錯選B的學生所解釋的原因為：Jack和David，兩者之間用比較級，形容詞比較級前不用定冠詞the，最高級前才要用the，所以選better。,（37）_ spending our vacation in a hotel, why not try hiking in the country? A. Instead of B. Because of C. Thanks to D. As for 錯選D的學生所解釋的原因為：漢語搭配“關(guān)于（至于），為什么不？”，所以選As for。,（39）-Inventors have changed the way we live. -So they are famous for the great things they _. A. do B. did C. are doing D. had done 錯選D的學生所解釋的原因為：第一句用了完成時態(tài)，第二句很可能也用完成時態(tài)，另外，發(fā)明家出名肯定是因為已經(jīng)完成了偉大的事情，所以就選了had done。,（40）-Have you found the information about famous people _ you can use for the report? -Not yet. Ill search some on the Internet. A. which B. who C. what D. whom 錯選D的學生所解釋的原因為：定語從句的先行詞是人，引導(dǎo)詞就用who，在句中做賓語，就用賓格whom。這里的先行詞是famous people，在定語從句中又是做賓語，所以引導(dǎo)詞當然是whom。,分析學生對答題過程的反思和作答的理由，可以發(fā)現(xiàn)：,（1）學生利用教師傳授的應(yīng)試技巧來答題。 （2）學生生搬硬套語法規(guī)則來答題。 （3）學生帶著漢語思維習慣來答題。 （4）因固定搭配導(dǎo)致的思維定勢影響答題。,教師對語言知識的教學和測試的看法,（1）應(yīng)該在語境中考查學生靈活運用語言知識的能力。但編制這樣的題目對于他們來說太難了，關(guān)鍵是缺乏命題技術(shù)和相關(guān)的資料。 （2）學生做此類題目拿不到高分是必然，因為平時這樣的練習學生做得太少。 （3）新教材語法項目雜、生詞量大，內(nèi)容多、任務(wù)重。,結(jié)論與建議,一方面，教師在平時的教學中，要多設(shè)計一些把語言形式、語言意義和語言運用緊密結(jié)合在一起的教學活動，以培養(yǎng)學生真正的語言運用能力；另一方面，教師和有關(guān)教研人員必須認真研讀有關(guān)語言測試理論與實踐的著作，逐步提高命題技術(shù)，使測試更加科學、合理、有效，真正發(fā)揮測試對教學積極的反撥作用。,1語言知識的教學要堅持實踐性原則 （1）合理把握語法和詞匯教學的要求。 （2）在語境中教語法和詞匯。 （3）在運用中鞏固語法和詞匯。,2語言知識的測試要堅持運用性原則 （1）對語言知識的考查應(yīng)注重考查語言的運用，而不是語言的用法。 （2）一定要在語境中考查學生運用語言知識的能力。 （3）所選語言素材要鮮活、真實，語言要地道。 （摘自從學生答題情況看語法和詞匯教學中小學外語教學2008年第2期）,1. Dont _ too much TV. Its bad for your eyes. A. watch B. watched C. watching D. to watch 2. -Whose notebook is it? -It belongs to Lily. Didnt you see _ name on it? A. she B. her C. hers 3. -Few well-known singers came to the concert, did they? -_. Such as Andy Lau, Jay zhou and Kristy Zhang. A. No, they didnt B. Yes, they did C. No, they did D. Yes, they didnt 4. Do you hope to go _? A. warm somewhere B. anywhere warm C. warm anywhere D. somewhere warm 5. - _ terrible weather it is! - The radio says that itll get _ later in the day. A. What a; bad B. What; worse C. How; bad D. How a; worse,例1 - What a hot day! Have you had a drink? - Yes. But Id like to have _ after work. A. it B. one C. other D. another 例2 - Nancy, how long does it take to fly to Canada? - Sorry, I dont know. But I can telephone my father to _ it for you. A. do B. check C. catch D. find 例3 - I hit a tree on the way to meet my friend at the railway station. - I suppose you _ too fast. A. drive B. are driving B. drove D. were driving 例4 -My God! Im nearly lost in this city. -Yeah. The city _ a lot. A. changed B. has changed C. is changing D. will change,單項選擇題的應(yīng)對策略： 做在語境中考查學生運用語言知識的能力的題目，否則不要做選擇題。 在閱讀中、在語篇中培養(yǎng)學生運用語言知識的能力。多閱讀，多背誦。,2.完形填空 (1)“完形填空”試題的命制，基本上遵循“突出語篇，強調(diào)應(yīng)用，注重實際”的設(shè)計思路?？疾榭忌陂喿x理解的基礎(chǔ)上對詞匯知識的掌握情況，即要求考生通讀短文，掌握文章大意，綜合運用所學的詞匯、語法等知識，從試題所提供的詞匯、短語中判斷出使短文意思通順、結(jié)構(gòu)完整的詞匯或短語。,（2）完形填空試題設(shè)空與選項的特點 選材時代感強、思想健康，首句不設(shè)空，在布空方面以實詞為主，動詞、名詞為核心，形容詞副詞鋪墊，充分體現(xiàn)了語言知識運用的特征。,選擇考點應(yīng)側(cè)重從語言的意義考慮，而不能一味地考查語法形式或句子結(jié)構(gòu)。例如： Dear Dad, Im writing to you because its too difficult to talk about it. I cant stop thinking about my uncle and how he _31_. In fact, I seriously want to ask you 32 smoking. Ive looked up a lot of information about smoking and I 33 out some disturbing things. You already know that 34 is bad for you breathing and can cause cancer. Ive learnt that it causes many other illness 35 . Did you know that over 100,000 people die from smoking every year in Britain? Its 36 cause of death in the world. I dont want you to be one of those people. 31. A. dies B. death C. died D. dying 32. A. to stop B. stop C. stopped D. stopping 33. A. find B. founded C. found D. have found 34. A. smoke B. smoking C. smoked D. smokes 35. A. too B. also C. either D. as well 36. A. the two big B. second biggest C. the second biggest D. the second big,（三）閱讀理解 語言是交流思想的工具，而閱讀是獲得較綜合、復(fù)雜、深刻信息的重要途徑。閱讀理解更體現(xiàn)了中考著重考查學生實際運用語言