高中英语教师命题测试样卷之一试题命制与分析

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高中英语试卷分析

高中英语试卷分析

高中英语试卷分析高中英语试卷分析篇一总的说来,该套试题体现了以下命题特点和趋势:一、试卷难度适中,符合新课改要求命题重视“新材料、新情境”的创设与运用,测试考生的综合语言运用能力。

考生在英语语言知识、语言技能、情感态度、学习策略和文化意识等方面都得到了考查。

试卷难度适中,体现新课标培养目标,符合新课改要求。

二、突出语言语境运用能力考查从本套试卷的考查内容看,今年的听力依然平稳,只是最后的一段独白变成了对话,且长度较长,难度有所增加。

”以往听力最后一段往往是一段独白,让学生根据独白来判断选择答案,但今年由独白变成了对话,而且时间长,给学生判断带来了难度。

这是一个新的变化。

但是对于单选题,基本上没有太大的变化,考查内容均为平时教学的重点,没有偏题怪题。

考查的是最基本的语法知识,只要学生掌握了基本知识,就能得分。

词汇和语法知识均考查考生在进入情境,理解题干,把握内容基础上对词汇或语法知识的掌握和运用情况;完形填空是记叙文,文章内容积极向上,弘扬做善事的思想,做题的思路强调在语篇理解能力和灵活运用知识能力;阅读理解部分无论是题材还是体裁都是特点鲜明,考查角度灵活多样,真正考验对书面语言的理解能力;阅读表达题体现了语言的综合性和语境化因素,在实际的语境中考查考生的语言知识,体现所解决问题的真实性、情境性和应用性,能够使学生展示个性发展和思维的多样性与开放性。

三、试卷内容贴近现实,体现生活,时代感强无论是语法词汇知识、完形填空、阅读理解、阅读表达直至最后的写作,每一部分的选材都能让人感受到强烈的生活感和时代感。

让考生普遍感受到试题来源于生活,试题反映生活,答题的过程就是体验生活。

无形之中山东纸也在引导考生品味生活,感受生活,拓展生活知识,了解社会背景。

可以让考生在阅读中受益匪浅。

这种选材对学生的全面发展起到了很好的反拨作用。

四、继续发扬主观性,开放性的鲜明特色今年的阅读表达题题目较往年有所变化,去掉了找句子和汉译英两个题目,取而代之的是细节理解,大幅增加了难度,要求考生对文章有更细致的把握,加强了对文章整体把握的要求。

2025年教师资格考试高级中学学科知识与教学能力英语试卷及解答参考

2025年教师资格考试高级中学学科知识与教学能力英语试卷及解答参考

2025年教师资格考试高级中学英语学科知识与教学能力自测试卷及解答参考一、单项选择题(本大题有30小题,每小题2分,共60分)1、In the following sentence, which word is an adverb modifying the verb “do”?A. quicklyB. veryC. muchD. well答案:A解析:The word “quickly” is an adverb that modifies the verb “do” by indicating how the action is performed. The other options are adverbs of degree (very, much) or an adverbial phrase (well), but they do not directly modify the verb “do” in terms of manner.2、Choose the correct verb form to complete the sentence below:The students__________(be) excited about the upcoming field trip.A. isB. areC. beenD. being答案:B解析:The subject “students” is plural, so the correct form of the verb to use is “are,” making the correct sentence “The students are excited about the upcom ing field trip.” Option A (“is”) is the singular form and would not be appropriate for a plural subject. Option C (“been”) is the past participle and would not fit in the present tense context. Option D (“being”) is a gerund and would not correctly complete the sentence in this context.3、What is the most suitable teaching method for teaching the present perfect tense in English to high school students?A. Grammar-Translation MethodB. Direct MethodC. Task-Based LearningD. Communicative ApproachAnswer: D. Communicative ApproachExplanation: The Communicative Approach focuses on communication and interaction, which is the best way to help students understand and practice the present perfect tense. By engaging in real-life conversations, students can practice forming and using the present perfect tense naturally.4、In the teaching of English literature, which of the following strategies is most effective for promoting students’ critical thinking skills?A. Reading aloud and summarizing the main pointsB. Providing detailed explanations of the textC. Encouraging students to analyze the characters and themesD. Assigning memorization tasksAnswer: C. Encouraging students to analyze the characters and themesExplanation: Encouraging students to analyze characters and themes in English literature can enhance their critical thinking skills. By examining the text from different perspectives and making connections to their own experiences, students can develop a deeper understanding of the text and improve their analytical abilities.5、The sentence “She sang beautifully.” can be transformed into an interrogative sentence by using the word “didn’t”. Which of the following is the correct transformation?A. She didn’t sing beautifully.B. She didn’t singing beautifully.C. Didn’t she sing beautifully?D. Didn’t she singing beautifully?Answer: CExplanation: To form a negative interrogative sentence, we use “didn’t” followed by the subject and the verb in its base form. The correct structure is “Didn’t + subject + verb?” Therefore, option C is the correct transformation.6、In the sentence “The students were studying in the library when the bell rang,” which part of speech is “the bell”?A. NounB. VerbC. AdjectiveD. AdverbAnswer: AExplanation: “The bell” is a noun because it is a person, place, thing, or idea that can be named. In this sentence, “the bell” refers to a specific object, so it is classified as a noun.7、The teacher introduced a new vocabulary word to the class. Which of the following activities would be the most appropriate to help students learn the word?A. Reading a passage about the word in a textbook.B. Discussing the word with a partner and giving examples.C. Watching a video clip that includes the word.D. Completing a worksheet full of fill-in-the-blanks.Answer: BExplanation: Discussing the word with a partner and giving examples is the most effective activity as it encourages students to actively engage with the new vocabulary, use it in context, and reinforce their learning through interaction.8、In a lesson on sentence structure, the teacher wants to demonstrate the difference between simple and complex sentences. Which of the following teaching strategies is most suitable for this purpose?A. Presenting a list of simple and complex sentences and asking students to classify them.B. Reading a story aloud and stopping to explain the structure of each sentence.C. Using a graphic organizer to visually show the difference between the two types of sentences.D. Assigning a writing task where students must create both a simple and a complex sentence.Answer: CExplanation: Using a graphic organizer is the most suitable teaching strategy as it provides a visual representation of the difference between simple and complex sentences, making it easier for students to understand and remember the concepts.9、The following sentence contains a misplaced modifier. Which word or phrase should be moved to correct the sentence?A. After reading the book, I had a better understanding of the story.B. After reading the book, I had a better understanding.C. I had a better understanding of the story, after reading the book.D. I had a better understanding, after reading the book.Answer: CExplanation: The misplaced modifier “After reading the book” suggests that the action of reading the book is the reason for the better understanding,which is not the intended meaning. By moving “after reading the book” to follow “I had a better understanding,” the sentence clearly states that the better understanding was gained after reading the book.10、Which of the following sentences uses a split infinitive?A. She quickly decided to go to the store.B. She decided to quickly go to the store.C. She decided quickly to go to the store.D. She decided to go quickly to the store.Answer: CExplanation: A split infinitive occurs when the word “to” is placed between the verb and the adverb. In this case, “quickly” should come directly after “to decide,” makin g option C the correct answer. The other options do not contain a split infinitive.11.What is the primary purpose of using a jigsaw cooperative learning strategy in the English classroom?A)To enhance student understanding of grammar rulesB)To improve students’ speaking skillsC)To encourage students to work in groups and divide rolesD)To practice reading comprehensionAnswer: CExplanation: The jigsaw cooperative learning strategy is designed to encourage students to work in groups and divide roles, where they learn different parts of a topic and then come together to share their knowledge. This strategypromotes active learning and group collaboration.12.Which of the following is the best example of a formative assessment technique that can be used to monitor students’ progress in learning a new vocabulary list?A) A summative test at the end of the unitB) A teacher observation of students during a group discussionC) A multiple-choice quiz given at the beginning of the unitD) A self-assessment rubric completed by students after each classAnswer: BExplanation: Formative assessment is used to monitor students’ progress during the learning process. Teacher observation of students during a group discussion is a formative assessment technique that allows the teacher to assess how well students are engaging with the new vocabulary and working together to understand and discuss the content. This method provides immediate feedback and allows for adjustments to teaching strategies as needed.13、What is the correct verb form to use in the following sentence to indicate the present perfect continuous tense?A. He_______has been teaching English for 10 years.B. He__________is teaching English for 10 years.C. He______has taught English for 10 years.D. He__________was teaching English for 10 years.Answer: AExplanation: The present perfect continuous tense is used to describe an actionthat started in the past and is still continuing at the present moment. The correct form for the verb is “has been +the present participle of the verb.” In this case, the correct verb form is “has been teaching.”14、Choose the correct sentence to complete the following dialogue:A: I can’t find my book. Have you seen it?B: Yes, I_______it on the desk earlier.A. had putB. have putC. putD. was puttingAnswer: AExplanation: The sentence requires the past perfect tense to indicate that the action of putting the book on the desk happened before the other past action mentioned in the dialogue. The correct form is “had put.” Therefore, the complete dialogue would be: “A: I can’t find my book. Have you seen it? B: Yes, I had put it on the desk earlier.”15.The sentence “The book is so interesting that I couldn’t put it down.” emphasizes which of the following aspects of the book?A. The book is difficult to understand.B. The book is very important.C. The book is entertaining and captivating.D. The book is well-written.Answer: CExplanation: The phrase “couldn’t put it down” is a common English idiom that means something is so engaging that the person cannot stop doing it. Therefore, the emphasis is on the book’s entertaining and captivating qualities.16.In the following sentence, which word is an adjective and which is an adverb?“The students spoke quickly and clearly about the project.”A. quickly - adjective, clearly - adverbB. quickly - adverb, clearly - adjectiveC. quickly - adjective, clearly - adverbD. quickly - adverb, clearly - adverbAnswer: BExplanation: “Quickly” is an adverb that describes the manner in which the students spoke, while “clearly” is an adjective that describes the quality of their speech. Therefore, the correct answer is that “quickly” is an adverb and “clearly” is an adjective.17.The teacher is using a________to help students improve their pronunciation.A. tape recorderB. blackboardC. textbookD. computerAnswer: A. tape recorderExplanation: A tape recorder is a device that can record and play back audio, which makes it useful for practicing pronunciation. The other options, while valuable teaching tools, are not specifically designed for pronunciation practice.18.Which of the following is NOT an effective strategy for promoting critical thinking in the English classroom?A. Encouraging students to ask questionsB. Providing clear, concise instructionsC. Using a variety of teaching methodsD. Assigning group projectsAnswer: B. Providing clear, concise instructionsExplanation: While clear and concise instructions are important for effective teaching, they are not specifically aimed at promoting critical thinking. Encouraging questions, using diverse teaching methods, and assigning group projects are all strategies that can enhance critical thinking skills.19.The teacher is demonstrating a new technique to the students. Which of the following phrases best describes the teacher’s approach?A)“Let’s try this new method, and we’ll see how it works.”B)“This is the traditional way we’ve always done it.”C)“I don’t think this new technique will work; let’s stick to the old methods.”D)“We’ve never tried this before, so let’s not waste our time.”Answer: AExplanation: The phrase “Let’s try this new method, and we’ll see how it works.” indicates an open and innovative approach to teaching, which is in line with demonstrating a new technique. The other options suggest resistance to change or a lack of willingness to experiment with new methods.20.In a lesson on Shakespeare’s “Romeo and Juliet,” the teacher wants to engage students in a discussion about the themes of love and conflict. Which activity would be most effective for achieving this goal?A) A solo reading of the play by each student.B)Group presentations on the character development of Romeo and Juliet.C) A class debate on whether love is a force for peace or destruction.D) A worksheet that summarizes the plot and characters of the play.Answer: CExplanation: A class debate on whether love is a force for peace or destruction would be most effective for engaging students in a discussion about the themes of love and conflict. This activity encourages critical thinking and promotes a deeper understanding of the text. The other options are more passive and do not necessarily promote discussion or critical analysis.21.The teacher is encouraging students to practice their English pronunciation in the classroom. Which of the following activities would be most effective for this purpose?A)Reading out loud from a script.B)Listening to a recorded story and repeating the phrases.C)Writing a short essay and presenting it to the class.D)Participating in a debate about a current event.Answer: B) Listening to a recorded story and repeating the phrases.Explanation: Listening and repeating phrases is a direct method of practicing pronunciation, which can help students hear and mimic the correct sounds and rhythms of the language. This activity is more focused on pronunciation than the other options.22.In a high school English class, the teacher wants to promote critical thinking skills. Which of the following teaching strategies is most likely to achieve this goal?A)Providing a list of vocabulary words and asking students to define them.B)Reading a passage and asking students to summarize the main points.C)Conducting a group discussion on a complex social issue.D)Showing a video and asking students to write a brief review.Answer: C) Conducting a group discussion on a complex social issue.Explanation: Group discussions on complex social issues encourage students to think critically and consider multiple perspectives. This strategy fosters deeper understanding and analysis of the topic, as well as the development of communication and collaborative skills.23、In the following sentence, which word is a demonstrative pronoun?A. The students are playing in the park.B. This book is mine.C. She bought a new dress for her sister.D. They are planning to go to the movies.Answer: BExplanation: In this question, “This” is a demonstrative pronoun that refers to a specific object or person mentioned earlier. The other options are articles (“The”) and possessive pronouns (“mine” and “her”).24、Choose the word that best completes the sentence.A. The teacher asked the students to_______the homework before class.B. The students_______the homework during the break.C. After_______the homework, the students_______to the library.D. The teacher has given us_______homework to do this week.Answer: AExplana tion: The correct answer is “A” because the sentence is asking for an action to be completed before class. The verb “complete” in the sentence implies that the action (doing the homework) needs to be finished. The other options do not fit the context as we ll. “B” and “C” are in the present continuous tense, which does not fit the context of completing the homework before class. “D” is in the present perfect tense, which is not appropriate for this sentence as it is asking for an action to be done before class.25.The following sentence is an example of which tense?A. Present SimpleB. Present ContinuousC. Past SimpleD. Future PerfectAnswer: C. Past SimpleExplanation: The Past Simple tense is used to describe actions or states that were completed in the past. For example, “She visited the museum yesterday.” This sentence is in the Past Simple because it refers to an action that happened in the past.26.Whic h of the following is the correct way to say “The students are doing their homework right now” in the passive voice?A. The homework is being done by the students right now.B. The students are doing their homework right now.C. Their homework is being done by the students right now.D. By the students, the homework is being done right now.Answer: A. The homework is being done by the students right now.Explanation: The passive voice is used when the focus is on the action rather than the doer of the action. In this case, the focus is on the homework being done. Therefore, the correct passive form is “The homework is being done by the students right now.”27.The following sentence contains a word that is incorrectly used. Which word is it?A. The students’ performance improved significantly after the teacher’s innovative approach.B. The book is a comprehensive guide to the complexities of the Englishlanguage.C. It is imperative that the principal addresses the issues of student attendance promptly.D. The curriculum was revised to include more practical, hands-on activities.Answer: CExplanation: The word “imperative” is used correctly in the context of the sentence. The other words are used correctly as well. However, the question asks for the incorrectly used word, which does not exist in the given options.28.Choose the word that best fits the blank in the following sentence: The teacher_______the students to work in groups and collaborate on projects.A. advisedB. instructedC. encouragedD. requestedAnswer: CExplanation: The word “encouraged” is the most appropriate choice as it implies a positive reinforcement to motivate the students. “Advised” implies giving professional advice, “instructed” suggests giving specific orders or instructions, and “requested” is a polite way of asking but does not carry the same motivational tone.29、Which of the following activities is most likely to encourage students’critical thinking in an English class?A. Copying down the notes provided by the teacherB. Listening to the teacher explain grammar rulesC. Participating in a debate on a controversial topicD. Completing a fill-in-the-blank worksheetAnswer: C. Participating in a debate on a controversial topicExplanation: Critical thinking involves analyzing, evaluating, and synthesizing information to form a reasoned judgment. Engaging in a debate requires students to think critically about different perspectives, form arguments, and respond to opposing views, thus fostering higher-order thinking skills.30、In the context of teaching English as a foreign language, which method emphasizes learning through the use of authentic materials and real-life communication situations?A. Grammar-translation methodB. Audio-lingual methodC. Communicative approachD. Direct methodAnswer: C. Communicative approachExplanation: The communicative approach focuses on enabling learners to communicate effectively in real-life situations using the target language. It encourages the use of authentic materials and situational contexts that mirrorreal-world interactions, promoting practical language skills over mere grammatical accuracy.二、简答题(20分)Question:Please describe the role of vocabulary instruction in the development of students’ reading comprehension skills. How can teachers effectively integrate vocabulary teaching into reading lessons?Answer:Vocabulary instruction plays a crucial role in the development of students’ reading comprehension skills. By acquiring new vocabulary, students are able to understand the meaning of texts more accurately, infer unknown meanings, and connect new words to their existing knowledge. Here are some ways teachers can effectively integrate vocabulary teaching into reading lessons:1.Pre-teaching vocabulary: Teachers can preview key vocabulary terms before reading a text to help students build background knowledge and anticipate the content. This can be done through direct instruction, visual aids, or context clues.ing context clues: Encourage students to use context clues, such as synonyms, antonyms, and sentence structure, to deduce the meanings of unfamiliar words. This helps students develop their inferential skills and become more confident in their reading.3.Interactive vocabulary activities: Engage students in activities thatallow them to interact with new vocabulary, such as word searches, crossword puzzles, and matching games. This makes vocabulary learning more enjoyable and memorable.4.Vocabulary notebooks: Have students keep a vocabulary notebook where they can record new words, their meanings, and examples from the text. This encourages students to reflect on their learning and refer back to the words as needed.5.Reading comprehension strategies: Incorporate vocabulary into reading comprehension strategies, such as summarizing, questioning, and predicting. For example, teachers can ask students to summarize a paragraph using new vocabulary words or predict the outcome of a story based on the meanings of unfamiliar words.6.Collaborative learning: Pair students up or create groups to discuss the meanings of new vocabulary words and how they are used in the text. This promotes communication skills and allows students to learn from each other.7.Regular review and practice: Provide opportunities for students to review and practice new vocabulary words regularly. This can be done through quizzes, flashcards, or vocabulary tests to reinforce their learning.By effectively integrating vocabulary instruction into reading lessons, tea chers can significantly enhance students’ reading comprehension skills and promote their overall language development.三、教学情境分析题(30分)Section III: Teaching Situation AnalysisQuestion 1Teaching Situation Description:You are teaching a 10th-grade English class, and you have just finished a unit on environmental issues. Your next lesson will be focused on the topic of “Sustainable Living.” The aim is to raise students’ awareness about how individual actions can contribute to sustainability. You want to incorporate a variety of activities that engage all types of learners (visual, auditory, reading/writing, and kinesthetic) in the classroom.Scenario:During the lesson, you plan to introduce a new vocabulary related to sustainable living, such as “renewable energy,” “carbon footprint,” and “sustainability.” You also intend to use a short video that discusses the impact of human activities on the environment and how adopting a sustainable lifestyle can help mitigate these effects. Additionally, you have prepared a group activity where students will brainstorm and present ways their school can become more environmentally friendly. Finally, you want to end the lesson with a reflective writing task where students will write about what they can do personally to live more sustainably.Question:•Part A: Describe an effective way to introduce the new vocabulary to ensure that it is memorable and engaging for the students.•Part B: How would you design the group activity to maximize participationand critical thinking among students?•Part C: What kind of questions or prompts could you give for the reflective writing task to encourage deep reflection and personal connection to the topic?Answer and Explanation:•Part A - Introducing Vocabulary:•Answer: An effective method to introduce new vocabulary is through a Vocabulary Carousel. Divide the key terms (“renewable energy,” “carbon footprint,” “sustainability”) into stations aro und the classroom. At each station, place visual aids, definitions, and real-life examples.Students rotate in small groups, spending a few minutes at each station to interact with the materials. To make it more engaging, include multimedia elements like short clips or interactive apps that demonstrate the concepts. After completing the carousel, gather the class for a whole-group discussion to review and reinforce the meanings of the words. •Explanation: This approach caters to different learning styles by incorporating visual, auditory, and kinesthetic elements. The rotation ensures that students remain active and engaged, while the follow-up discussion helps consolidate their understanding.•Part B - Designing the Group Activity:•Answer: For the group activity, assign roles within each group such asa Researcher, Recorder, Presenter, and Timekeeper. Provide a structuredworksheet with guiding questions that prompt students to think critically about specific areas where their school can improve (e.g., wastemanagement, energy use, transportation). Encourage them to research and propose practical, actionable solutions. Each group then presents their ideas to the class, and the class votes on the most feasible and impactful suggestions.•Explanation: Assigning roles ensures that every student has a clear responsibility, which increases engagement and accountability. The structured worksheet guides their thinking, and the presentation and voting process promote critical thinking and public speaking skills. •Part C - Reflective Writing Task:•Answer: For the reflective writing task, provide prompts that encourage students to connect the topic to their personal lives. Some example prompts include:•“Describe three things you can do in your daily life to reduce your carbo n footprint.”•“Reflect on a time when you saw someone taking action to live more sustainably. How did it inspire you?”•“Write a letter to your future self, explaining how you plan to live more sustainably and the reasons behind your choices.”•Explanation: These prompts require students to think deeply about their own behaviors and motivations. By connecting the topic to their personalexperiences, students are more likely to internalize the importance of sustainable living and take action in their daily lives.This comprehensive approach ensures that the lesson is not only informative but also interactive and thought-provoking, fostering a deeper understanding and commitment to sustainable living among students.四、教学设计题(40分)Question:Design a 40-minute lesson plan for a senior high school English class focusing on the theme of “Global Warming.” The lesson should include a variety of activities to engage students in reading, speaking, listening, and writing skills. The class should conclude with a group project where students present their findings on effective strategies to combat global warming.Answer:Lesson Title: Combating Global Warming: Strategies for a Sustainable Future Objective:Students will be able to understand and discuss the causes and effects of global warming. They will also learn and apply effective strategies to combat global warming, and demonstrate their understanding through a group presentation.Materials:•Textbook or handouts on global warming•Projector or whiteboard for presentations•Handouts for group activities•Markers and paper for group presentationsTeaching Procedure:1.Warm-up (5 minutes):•Begin with a brief discussion about the weather. Ask students to share their recent weather experiences and what they think contributes to the changing climate.•Introduce the topic of global warming by asking students what they know about it.2.Introduction (10 minutes):•Present a brief overview of global warming, including its causes and effects. Use visuals such as graphs or images to illustrate the points. •Divide the class into small groups and assign each group a specific aspect of global warming to research (e.g., greenhouse gases, melting ice caps, rising sea levels).•Each group will create a poster or presentation to share their findings with the class.3.Reading (10 minutes):•Provide students with a passage on global warming from the textbook ora handout. Encourage them to read silently and take notes.•After reading, ask students to discuss the passage in their groups and identify key points.4.Group Activities (10 minutes):。

高中英语教师命题测试样卷之一:试题命制与分析

高中英语教师命题测试样卷之一:试题命制与分析

⾼中英语教师命题测试样卷之⼀:试题命制与分析⾼中英语教师命题测试样卷之⼀:试题命制与分析请在以下A、B两篇⽂章中选择⼀篇改编为完形填空题,另⼀篇改编为阅读理解题。

说明:⽂章的内容允许适度改编,可以重新书写,也可以直接在原⽂修改。

完形填空题要求设空10个或15个,允许在原⽂处直接标注考点,选项必须清楚列于篇章下⾯。

试题需要附上准确答案并列出考点分布表。

阅读理解要求根据⽂章内容设题5道,附上准确答案并分别说明每道题所测试的具体阅读技能。

AIt was a village in India . The people were poor. However , they were not unhappy . After all, their forefathers had lived in the same way for centuries.Then one day. Some visitors from the city arrived. The told the villagers there were some people elsewhere who liked to eat frog?s legs. However, they did not have en ough frogs of their own ,and so they wanted to buy frogs from other place.This seemed like money for nothing .There were millions of frogs in the fields aroun d, and they were no use to the villagers. All they had to do was catch them. Agre ement was reached, and the children were sent into the fields to catch frogs. Every week a truck arrived to collect the catch and hand over the money. For the first tim e , the people were able to dream of a better future. But the dream didn?t last long. The change was hardly noticed at first, but it seemed as if the crops were not doin g so well. More worrying was that the children fell ill more often, and, there seeeme d to be more insects around lately. The villagers decided that they couldn?t just wait to see the crops failing and the chil dren getting weak. They would have to use the money earned to buy pesticides(杀⾍剂) and medicines. Soon there was no money left.Then the people realized what was happening. It was the frog. They hadn?t been us eless.They had been doing an important job---eating insects. Now with so many frogs killed, the insects were Increasing more rapidly. They were damaging the crops an d spreading diseases.Now, the peaple are still poor. But in the evenings they sit in the village square and listen to sounds of insects andfrogs.These sounds of the night now have a much deeper meaning .BImagine, one day, getting out of bed in Beijing and being at your office in Shanghai in only a couple of hours, and then, after a full day of work, going back home to Beijing and having dinner there.Sounds unusual, doesn't it? But it's not that unrealistic, with the development of Chin a?s high—speed railway system.And that?s not a11.China has an even greater high —speed railway plan—to connect the country with Southeast Asia, and eventually Ea stern Europe.China is negotiating to extend its own high-speed railway network to up to 17 countr ies in 1 0 to 15 years, eventually reaching London and Singapore.China has proposed three such projects. The first would possibly connect Kunming withSingapore via Vietnam and Malaysia. Another could start in Urumqi and go through Kazakhstan and Uzbekistan,and possibly to Germany. The third would start in the n ortheast and go north through Russia and then into Western Europe.If China?s plan for the high-speed railway goes forward,people could zip over from London to Beiling in under two days.The new system would still follow China?s high—speed railway standard.And the trai ns would be able to go 346 kilometers an hour,almost as fast as some airplanes.China?s bullet train(⾼速客车),the one connecting Wuhan to Guangzhou,already has the World?s fastest average speed. It covers 1,069 kilometers in about three hours.Of course. there are some technical challenges to overcome.There are so many iss ues that need to be settled,such as safety, rail gauge(轨距),maintenance of railway tracks.So, it?s important to pay attention to every detail.But the key issue is really money.China is already spending hundreds of billions of yuan on domestic railway expansion.China prefers that the other countries pay in natural resources rather than with capit al investment.Resources from those countries could stream into China to sustain de velopment.It?11 be a win-win project. For other countries,the railway network will definitely crea te more opportunities for business, tourism and so on, not to mention the better com munication among those countnes.For China,such a project would not only connect it with the rest of Asia and bring some much-needed resources,but would also help develop China?s far west.We for esee that in the coming decades,millions of people will migrate to the western regio ns,where the land is empty and resources unused.With high-speed trains, people will set up factories and business ce nters in the west once and for a11. And they?11 trade with Central Asian and Eastern European countries.评分标准:命题40分,标准答案及分析20分。

高中英语考试试卷分析

高中英语考试试卷分析

高中英语考试试卷分析高中英语考试是学生重要的学科考试之一,考察学生的英语基础知识和语言运用能力。

在考试中,试卷的难度、题型和分值都直接影响学生的成绩、评价和认知。

因此,本篇文章主要探讨高中英语考试试卷分析的题目构成、分值分配、出题角度和难度水平等方面的内容。

一、高中英语考试试卷分析的题目构成高中英语考试试卷通常由听力、阅读理解、语言知识、写作四部分组成。

其中:1. 听力部分占比15%-20%,常常包括听对话或独白、听长对话或短文。

2. 阅读理解占比30%-40%左右,常常包括短文阅读、复合式阅读和长篇阅读等。

3. 语言知识占比25%-30%左右,涵盖语法、词汇、语篇理解等基础知识及其运用。

4. 写作部分占比10%-20%左右,常常包括个人作文、应用文或翻译等。

二、高中英语考试试卷分析的分值分配高中英语考试试卷的总分为100分,各部分的分值分配视学校或地区而异。

一般来说,听力占总分15%到20%,阅读理解占总分30%到40%,语言知识占总分25%到30%,写作占总分10%到20%。

具体来说,听力部分可以分为场景对话和笔录式听写。

其中场景对话分为两种类型,一种叫短对话,分为普通和任务型。

第一种是对话句子一般不超过5句,问题数目一般不超过3个。

第二种是对话句子数目一般较多,问题数目也相应增多。

笔录式听写则是通过听某个话题的记录,把听到的信息写在答题卡上,一般由10个左右的小题组成。

总体而言,听力部分一般难度略偏易,但是含有一定难度的听力技巧和策略,许多考生也容易犯一些细节性的错误。

阅读理解部分可以分为选择题和非选择题。

其中选择题包含单项选择题和多项选择题两种题型,常常是对一段文本的某些信息、细节、语意和结构进行提问,要求选手根据阅读内容和题目要求进行分析和选择。

非选择题则包括匹配、填空和简答题型。

大多数阅读理解部分都要求考生听懂全文,理解全文所表达的主旨,识别并理解困难的生词或语法结构等,以获得正确的答案。

高三英语试卷分析

高三英语试卷分析

高三英语试卷分析高三英语试卷分析(通用5篇)在每一次英语考试结束之后,老师都要对试卷进行一次分析,以便找出自己的不足点。

下面是店铺整理的高三英语试卷分析(通用5篇),欢迎阅览。

高三英语试卷分析篇1一、试卷总体分析本试卷总体上难度适中,没有出现偏题和怪题,既考查学生对高中阶段所学重点知识的掌握、词汇能力、句子结构、语法和技能,又考查学生对篇章的理解能力和写作能力。

试卷选材上注重题材、体裁的多样性,所选文章内容贴近生活,贴近实际,具有时代感,符合高考命题原则。

二、试卷结构分析本次考试试卷分值设置采用全国课标卷形式,满分150分,考试时间120分钟,整份试卷由选择题和非选择题组成:第Ⅰ卷选择题(满分115分)选择题由三部分组成:第一部分:听力(20小题,满分30分)。

第二部分:英语知识运用(共两节,满分45分):第一节是单项选择,有15个小题,满分15分;第二节是完形填空,有20个小题,满分30分。

第三部分:阅读理解(共两节,满分40分):第一节是四篇阅读文章,有15个小题,满分30分;第二节是一篇七选五题型的任务型阅读,有5个小题,满分10分。

第Ⅱ卷非选择题(满分35分)写作部分包括短文改错(满分10分)和书面表达(满分25分)。

三、各题型具体分析第一部分听力略第二部分英语知识运用(执笔人:焦作市第十二中学刘应军)第一节单项填空一、试题特点本次单项填空题语言英语化,强调灵活运用,考察范围为高中阶段的重点语法,考察点分布均匀,突出考查考生在语法、词汇、习惯用语等各方面的综合语言运用能力。

考点分布如下:三、考生答题情况根据数据统计,可知学生正答率低于50%的有第22,26,29,33,34,35 题,共六个小题。

具体分析如下:第22题:考查动词辨析。

句意:相对论很重要,但是一些人发现它很难理解。

grasp“抓住,理解”;B. admire “钦佩”;C. solve “解决(问题)”;D. analyse “分析”。

基于核心素养培养的高中英语模拟试题命制和反思

基于核心素养培养的高中英语模拟试题命制和反思

前沿视角【摘要】本文结合作者的命题经历,提出在命制高中英语模拟试题时,精选语篇应多样化、突出考查语篇和语用知识、弘扬社会主义核心价值观、突出考查辩证思维和批判性思维能力、学习策略的应用,从而落实英语学科核心素养的培养。

【关键词】学科核心素养高中英语试题命制命题反思【中图分类号】G63【文献标识码】A【文章编号】0450-9889(2023)26-0017-03《普通高中英语课程标准(2017年版2020年修订)》(以下简称《课程标准》)实施以来,高中英语教师按照《课程标准》的要求,更新教学理念,以提高学生的英语学科核心素养(语言能力、文化意识、学习能力)为重点,开展了形式多样的英语学习活动。

作为对学生语言学习的考查工具,模拟试题应如何落实对英语学科核心素养的培养?笔者结合自身多次命制市级统考、高三高考模拟试题的经历,从语篇选择、知识考查、思维考查、价值观培养和学习策略培养等方面,阐述在命制高中英语模拟试题时如何体现英语学科核心素养的培养。

一、精选语篇涵盖三大主题语境,体裁多样化《课程标准》明确规定,英语课程内容由主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略等要素构成,并对英语课程的设置进行了详细的阐述。

其中主题语境为语言学习和课程育人提供了语境范畴。

培养核心素养的主要依托是课程内容的三大主题语境:人与自我、人与社会、人与自然,涉及人文社会科学和自然科学等内容,具有清晰的内容脉络。

近三年高考英语全国甲卷试题均以英语学科核心素养为纲,所有语篇围绕人与自我、人与社会、人与自然三大主题;语篇类型多样,包括记叙文、说明文、议论文、应用文等,时代性强,内容鲜活,考查能力全面,凸显学科育人目标。

高中英语模拟试题选择语篇应在这三大主题语境范围内进行,选择的素材要恰当,有的放矢。

所选语篇应语言地道、内容新颖、反映社会生活,具有时代性,可以从主流外媒(外刊)如《每日邮报》《纽约日报》选择合适的素材;且应该涵盖多种体裁,覆盖记叙文、说明文、议论文、应用文等语篇。

高中英语创新题命制说明

高中英语创新题命制说明

高中英语创新题命制说明一、试题命题原则1.导向性原则创新题的命制要注重每道试题的导向性。

试题命制符合高考命题方向,重视思想与方法的考查;试题内容符合新时代特色,选材紧跟时代步伐;试题体现课程改革,体现课程标准、考试内容的变化;试题命制符合“价值引领,素养导向,能力为重,知识为基”的命题思路;试题要传递对今后教学的导向,包括学科知识与学科能力掌握的导向。

2.科学性原则试题必须保证内容的正确性,不能出现知识性的错误,不能与所学的概念、原理、法则相悖,要有利于学生正确概念的形成,有利于学科相关原理和规律的掌握和理解。

3.创新性原则命题在强化能力考查的基础上,体现了鲜明的创新导向。

通过合理创设情境,设置新颖的试题呈现方式和设问方式,鼓励学生主动思考,激发想象力和思想张力,促进创新思维能力的发展。

创新试题的方法有:模仿、重组、改编、原创。

4.应用性原则试题命制紧密结合国家经济社会发展、科学技术进步、生产生活实际、发展阶段特点中的具体实例,注重联系实际,提倡学以致用、知行合一,要求学生运用科学的立场、观点、方法分析和解决问题。

二、试题命制要求(一)内容要求1.试题命制以本学科提供的专题内容为单位,每道试题的核心考查内容限为本专题的核心知识或重要方法,试题命制做到不超纲,不超前。

2.试题命制要突出情境载体,注重生活实践问题情境和学习探索问题情境的创设,为激发学生的认知建构与素养表现搭建平台。

3.试题命制特别强调新颖性,试题的命题立意、情境载体和设问角度要有一定的创新性,符合新高考命题方向。

4.试题使用材料要真实无误,数据真实可靠,图、表、文要清晰规范。

(二)形式要求1.试题题型设置与高考题型保持一致。

2.试题命制格式采用“三段式”,暨“命题说明——试题正文——答案解析”,其中“命题说明”需包含“情境载体说明,知识考查说明,能力考查说明,素养考查说明和对应“四翼”的考查要求。

“答案解析”要准确、全面、透彻,可以提供“思路分析、审题解题指导、解题方法、易混易错点”等拓展延伸内容。

高中英语试题命制

高中英语试题命制

高中英语试题命制高中英语试题的命制是学校教学工作的重要组成部分,对于学生的学习和考试评价起着举足轻重的作用。

下面将从试题命制的原则、难度分布以及评分标准等方面展开论述。

1. 试题命制的原则试题命制的原则是基于教学大纲和教学目标,以全面贯彻落实国家教育政策为指导,包括以下几个方面:1)适应性原则:试题要贴近学生的学习实际和认知水平,既不能过于简单,也不能过于难。

2)覆盖面广泛:试题应从基础知识、综合运用、思维能力等多个方面进行考察,以全面评价学生的英语能力。

3)分值分布合理:不同难度等级的试题应有相应的分值分布,既能考察学生的基础知识,又能体现学生的思维与创新能力。

4)语言表达清晰:试题中的语言表述应准确、清晰,避免使用模糊或歧义的词语,确保学生对试题内容的理解没有困惑。

5)思维层次明确:试题应涵盖不同的思维层次,包括记忆、理解、应用、分析、综合等,以培养学生的综合思维能力。

2. 试题难度分布为了能够全面评价学生的英语水平,试题在难度上应有所分布。

通常可以分为简单题、中等题和难题三个难度等级,具体分布比例如下:1)简单题占比:约为总分的20%~30%,主要考察学生对基础知识的掌握和简单运用。

2)中等题占比:约为总分的40%~50%,主要考察学生对知识的理解和综合运用能力。

3)难题占比:约为总分的20%~30%,主要考察学生的创新能力和思维深度。

通过合理的难度分布,能够评价学生的整体水平和能力发展状况。

3. 试题评分标准试题命制需要明确具体的评分标准,以确保评分公正、准确。

根据试题类型和要求的不同,评分标准可以有所调整,一般包括以下几个方面:1)内容准确性:根据试题要求,判定学生答案中的基本事实和信息是否准确。

2)语言表达:评估学生的语法、拼写、语句结构等方面的表达能力,包括词汇选择的准确性和语句的流畅程度。

3)思维能力:评估学生在解答问题过程中的思维层次和思维能力,包括分析能力、综合能力和创新能力。

高三英语试卷分析

高三英语试卷分析

高三英语试卷分析高三英语试卷分析高三英语试卷分析1在每一次英语考试结束之后,老师都要对试卷进行一次分析,以便找出自己的不足点。

下面是小编收集的高三英语试卷分析。

希望对你有帮助。

一、整体情况分析本次考试听力为20分,笔试为130分。

本次考试的命题坚持了“贴近高考,注重语言的情景性、运用性”的试题设计原则,注重考查学生的语言基础知识积累和在语境中运用语言的能力。

试卷在选材上注重题材、体裁的多样性,文章内容贴近生活、贴近实际,具有积极的情感态度导向,完全体现了天津卷英语学科高考的命题特点。

命题从总体上讲有较好的区分度,能反映出学生的语言运用能力,对下一阶段高三的英语备考工作也有着正确的导向作用。

三、具体题型分析1、听力部分整体得分较低,原因是听力能力差,次要信息较多,学生易受干扰。

总体而言,题目较易、较浅显,听力得分率相对较高。

从主要的失分题型中,说明我们在以后的教学中不仅要进一步加强听力训练和方法指导,培养学生的预测和捕捉关键信息,以及综合理解语言信息的能力,还得夯实学生基础,提高学生的语言基本功,从而提高语言理解能力。

2、单项选择:学生对语法方面能力欠缺,其主要原因为高三学生对语法知识有些遗忘,而有些学生干脆就一直未掌握;学生尽管每天都在背词汇,但效果较差,更不能对词汇进行深层掌握。

为此,在余下的两个月时间内,我们尽量加强重点词汇的检查力度,并及时归纳总结各种词汇辨析,力求少失分。

3、完型填空:完型是考查学生在阅读理解的基础上对语篇、词汇、语法的综合运用情况。

从失分率高的题目可以看出,一方面,个别学生未真正把握整个语篇含义就做题导致失分;另一方面,大部分学生在名词和动词的词义辨析和固定搭配方面掌握仍不牢固,与单选似乎有着同样的问题,今后既要强化完形答题技巧训练又要多方面搜集两大实词的辨析与用法。

4、阅读理解:此次4篇阅读难度适中,学生在查找个别细节、目的归纳、猜测词义、推理判断题上的能力仍然较弱,原因是学生不善于利用有效的信息进行排除和合理的推断,没有掌握如何从整体上、宏观上把握文章的脉络,明确段意,理解文章中心和作者的写作意图的技巧。

高考英语试题命制样例.doc

高考英语试题命制样例.doc

高考英语试题命制样例一、考查内容:语法知识与运用二、题目:(共10小题:每小题1.5分,满分15分)阅读下面材料,在空白处填入适当的内容(1个单词)或括号内单词的正确形式。

A stamp is just a piece of paper with a picture and some words printed on one side and some glue on 1 other side・ What makes one of these bits of paper worth any money at all? What makes a ten-fen stamp worth ten fen?When you buy a stamp, you also buy 2 (serve) from the post office. You get the letter_3 (send)by post. After the stamp has done 4 (it) job, the post office says it is worthless. You must buy a new one for each letter you send.But people often pay money 5 stamps 6 have already been used・ Stamp collectors, or philatelists (集邮家),have fun just 7 (try) to collect as many different kinds as possible. Certain kinds are hard to find・ To gel one of these 8 (common) stamps, some collectors are willing 9 (pay) a great deal of money・ They think it is worthwhile and that 10 il value. If you collect stamps because they are especially beautiful or tell an interesting story, or show all kinds of animals, then those are the ones that have value to you.三、参考答案l.the 2.service 3.sent 4.its 5. for 6.that 7.trying 8.uncommon 9・ lo pay 10. gives四、预设难度1.考查冠词的用法,0.5左右;2.考查动词转换为名词,难度在0. 3左右,词形的拼写难度相对较人;3.考查动词的过去分词做宾语不足语,难度0. 4左右;4.考查代词的适当形式,难度在0. 5-0. 6左右;5.考查介词搭配,难度0. 45左右;6.考查定语从句的基本用法,难度在0. 2左右;7.考查现在分词做状语,难度在0. 3-0. 4之间;8.考查形容词的用法(反义词),这是构词法的内容,14和15年没有考查到.难度在0. 3左右;9.考查不定式的用法,其难度取决于考生对be willing to do sth这个结构的熟悉程度,预估难度在0.3左右;10.考查谓语动词,一般现在时第三人称单数,难度在0. 4左右。

高中英语命题技巧及试题考点分析方法-精品.ppt

高中英语命题技巧及试题考点分析方法-精品.ppt
当两组人数一样时,区分指数为0; 当前者人数反比后者少时,区分指数为负数。
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高中英语命题与考点分析
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区分度 高分组答对该题的人数
低高分组答对该题的人数
区分指数
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每组人数(高分组和 低分组人数应一样)
高中英语命题与考点分析
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为了提高试题的区分度,通常在试测之 后要修改或删除区分度低的题目,特别 是区分度≤0的。
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高中英语命题与考点分析
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二、命题:试题结构
一道试题至少由以下三个部分组成: 输入 题干(文本、图片、音频、视频等)
过程 (辨析、理解、分析、推理、概括、 产出…… )
输出 答案 (选择式和构建式)
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高中英语命题与考点分析
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命题的基本过程
无偏颇性、难易适中 考点
13
3)测试的内部一致性(internal consistency)。 测内部一致性用得比较多的方法是分半法 (split-half method)。用一份试卷施测,然 后把试卷分成题数相等的两个部分,求这两部 分分数的相关系数。(奇数题与偶数题、前一 半题与后一半题)
只计算客观题,用Kuder Richardson的 KR21公 式,如果是主观题,则用Cronbach的公式。
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高中英语命题与考点分析
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单项填空: 考点分类
题干
结构 意义
语法属性 结构分析 固定结构
意义理解 逻辑关系
二维分类
I could have been on time for the meeting, but I ___ in a traffic jam for over half an hour.

高中英语试卷质量评价与分析

高中英语试卷质量评价与分析

高中英语试卷质量评价与分析1. 引言本文将对高中英语试卷的质量进行评价与分析。

通过对试卷的各个方面进行综合考察,旨在提供对试卷质量的客观评价,并为教师改进教学和评价方法提供参考。

2. 试卷结构评价2.1 试卷整体结构试卷整体结构是否合理,题型设置是否科学多样,是否符合教学内容和学生能力水平等方面进行评价。

合理的试卷结构应当能够全面考察学生的听、说、读、写能力,并能够充分体现教材的要求。

2.2 各题型评价对于不同的题型,如选择题、填空题、阅读理解题、写作题等,评价其难度适度、题目设计是否清晰、是否能够考察学生的语言运用能力等方面。

3. 试题质量评价3.1 题目难度与区分度评价试卷中各个题目的难度与区分度。

难度适中的题目能够充分考察学生的能力,而区分度高的题目能够区分学生的不同水平。

3.2 题目质量与准确性评价试卷中各个题目的质量与准确性。

题目应当准确无误,没有歧义,并且能够考察到学生的相关知识点。

4. 评分标准评价4.1 评分标准的科学性评价试卷中所给出的评分标准是否科学合理。

评分标准应当明确具体,能够客观准确地评价学生的答题情况。

4.2 分值分配的合理性评价试卷中各个题目的分值分配是否合理。

各个题目的分值应当与其难度和重要程度相匹配,能够合理反映学生的能力水平。

5. 考查范围评价5.1 考查内容的全面性评价试卷对英语知识的考查范围是否全面。

试卷应当能够覆盖教材中的各个知识点和语言技能。

5.2 考查内容的合理性评价试卷对英语知识的考查内容是否合理。

试卷中的考查内容应当与教学内容相符,能够全面考察学生的能力。

6. 结论通过对高中英语试卷的质量评价与分析,可以为教师提供改进教学和评价方法的参考。

合理的试卷结构、高质量的试题设计以及科学的评分标准是提高试卷质量的关键因素。

同时,试卷应当全面、合理地考察学生的英语知识和能力。

高中英语模块测试和试题命制周天彬

高中英语模块测试和试题命制周天彬

………………..
高中英语模块测试和试题命制周天彬
76_______
77._______ 78.______
第四部分:任务型阅读 (共10小题,满分10分)
请认真阅读下列短文,并根据所读内容在文章后表格
中的空格里填入一个最恰当的单词。(08江苏)
Title
Working Together
Theme Effective performance needs highly cooperated
1981
20 18 10 20 12 22
70 30 100
1982 8 20 20 12 18
12 70 30 100
1983 8 20 16 12 14 10 12 72 28 100
高中英语模块测试和试题命制周天彬
◆84-88年主要题型及分值分布情 况
题型 年份
1984
语单填 阅完 句 词 主 音选空 读形 换 汇 观
★ 1977—1983(恢复阶段)
汉译英 (单词短语\句子)、英译汉(78-79)句子
或短文填空(单词填空、时态填空、动词填空)、句子
改错( 79错误判断)选择填空(78-)句型变换(78-
)、阅读1篇(77提问、78选择、 79-填空与选择)、
完成句子( 82-83汉语提示)、单词拼写( 80补全,
高中英语模块测试和试题命制周天彬
●语言知识:第二节:完成句子(共10小题;每小题 1.5分,满分15分)(07-08湖北)
阅读下列各小题,根据括号内的汉语提示,用句末括 号内的英语单词完成句子,并将答案写在答题卡上 的相应题号后。
31.They sat together around the table, with (门关着).(shut)

命制高中英语试题及答案

命制高中英语试题及答案

命制高中英语试题及答案一、听力理解(共20分)A. 短对话理解(每题1分,共5分)1. What does the man suggest doing?A. Going to the library.B. Visiting the museum.C. Watching a movie.[答案] C2. When will the woman probably leave the office?A. At 5:00 pm.B. At 6:00 pm.C. At 7:00 pm.[答案] B3. What is the relationship between the two speakers?A. Classmates.B. Teacher and student.C. Boss and employee.[答案] A4. What does the man mean by saying "I'm all ears"?A. He is not interested.B. He is ready to listen.C. He is busy.[答案] B5. Why does the woman refuse the man's invitation?A. She has to work overtime.B. She has a headache.C. She has a previous engagement.[答案] CB. 长对话理解(每题2分,共10分)6-10. 根据对话内容,选择最佳答案。

[答案] 6-10: ABBCCC. 短文理解(每题2分,共5分)11-15. 根据短文内容,选择最佳答案。

[答案] 11-15: CBBAA二、阅读理解(共30分)A. 阅读理解选择题(每题2分,共20分)16-25. 阅读下列短文,然后根据所提供的问题选择最佳答案。

2022新高考英语一卷试题评析

2022新高考英语一卷试题评析

2022新高考英语一卷试题评析试卷总体特点2022年全国新高考英语I卷的命制以《普通高中英语课程标准(2017年版2020年修订)》为依据,结合中学英语教学实际,坚持“方向是核心,平稳是关键”的原则,注重优化评价手段,积极发挥评价的反拨作用,助力“双减”,实现教学和考试的良性互动,促进考生核心素养的发展,落实立德树人根本任务,培养具有中国情怀、国际视野、跨文化沟通能力和德智体美劳全面发展的社会主义事业建设者和接班人。

卷面结构及命题方式稳定,与2021年新高考I卷一致。

试卷由9个语篇组成。

文章长度和词汇都和去年相比保持稳定。

文章也同样大多取材于外网、外刊,内容丰富、体裁多样,有很强的实用性。

对引导高中英语教学改革及学生德智体美劳全面发展、素质发展有积极的启示作用。

1.发挥英语学科育人功能新高考I卷七选五阅读讨论的话题是“如何找到合适的健身伙伴”;读后续写选取一名残疾学生积极参加跑步比赛的语篇。

这些语篇和材料旨在引导学生提高运动意识,保持身心健康,倡导体育锻炼和积极健康的生活方式。

语篇填空是一篇关于中国设立大熊猫保护国家公园的情况的报道,通过讲述中国故事,介绍中国生态文明建设成就,以浸润的方式引导学生加强对社会主义核心价值观的认同,增强文化自信,厚植爱国主义情怀。

2.难度稳定与2021年新高考I卷相比,今年的试题整体难度和区分度保持相对稳定——无偏怪难现象,平稳过渡。

考查内容针对英语学科必备知识、关键能力、学科素养和核心价值等,既体现了基础性、综合性、应用性和创新性的考查要求,又兼顾高校选拔人才的要求。

3.创设不同的生活实践情境和学习探索情境阅读A篇有关学校学习过程中学业等级的赋分原则,创建了一个真实的语用情境,贴近学生生活实际,让英语回归语言交流工具的本质。

阅读C篇选取的文章是关于养鸡对减少老人孤独感、提升生活质量的积极作用。

这个话题在中国社会日趋老龄化的背景之下就显得更有现实意义,激发学生基于现实问题的思考和探索。

教师试卷分析,高一、高二英语年末结业期末考试试卷分析.doc

教师试卷分析,高一、高二英语年末结业期末考试试卷分析.doc

教师试卷分析,高一、高二英语年末结业期末考试试卷分析付建平:高一、高二英语年末结业考试试卷分析年末考试已经结束,结合试题批改的结果和对本次所用试卷的理解,现将对此次试卷的分析简要表述如下:高一试题第一大题为听力部分1-5小题为对话听力部分,属于比较简单的题型,答题情况稍好,一般都能对3个左右,较好的能够全对。

6-15 为短文对话听力检测部分,难度相对较大,加上平时基本没有进行过类似的训练,所以得分情况普遍不是很好。

第三节为填空听力测试,延续了中考的题型,高考基本上不会出现类似的题型,学生主要的问题出在对相似音的辨析上,女口sixteen 和sixty, eig hteen 和eigh ty 等等。

第二部分也就是高二试题的第一部分为单项选择对于高一学生而言,由于期末复习时,绝大多数的时间都花在了对必修一和必修二两册课本基本知识点的复习上面,所以本部分中对单词、短语和知识点的考查题答得比较好。

由于平时在课堂上基于学生的词汇量太小,所以语法部分基本上没有系统的讲过,故而,语法部分失分较多。

对于高二学生而言,期末复习的方向主要在翻译和单词短语的记忆反面,抛开其它因素而言,由于试题难度基本上低于平时所用练习册试题的难度,所以个别上课认真听,课下认真记的学生答得还不错,第三部分为完形填空高一试题中文章本身不算太难,空的设计也相对比较合理,难度在于两个方面:单词和长句。

例如第二段最后一个句子eac hpotatowou ldbegivena nameofthep ersonthatt hechildhat ed,sothenu mberofpota toesthatac hildwouldp utintohis/ herbagwoul ddependon t henumberof people thee hildha ted.对于高一的学生来说,这样的句子词汇量固然不算很大,大翻译的难度却也不小。

由于平时没有时间对类似题型进行训练,故而此题失分情况非常的严重,个别较好点的学生,之所以没有能过达到及格的分数,很大程度上就是因为本体基本没有得到分。

高中英语试卷分析范文

高中英语试卷分析范文

高中英语试卷分析范文试卷分析,尤其是高中英语类的,要怎么分析才能到位?下面是给大家整理的高中英语试卷分析范文,供大家参阅!高中英语试卷分析范文1试卷分析:本次试卷的难易程度定位在面向大多数学生。

该试卷突出重点,注重对基础知识和基本技能的考查。

考试的题型基本接近高考试题,符合高中英语教学的实际和应对高考的需要。

1、试题难度适宜,紧扣本学期教材,能反映出学生的英语水平,题量适中。

2、题型比较灵活,完型填空,阅读理解,短文改错等试题符合新课标要求。

3、整套试卷强调读、写作的综合运用,全方位进行语言文化知识的考查,比例分配合理,除完型填空外,难度适中。

4、试卷不但侧重语言运用能力四大要素应用的考察,而且充分体现语境化语言知识能力运用和交际的综合考查,充分体现考查学生综合实际语言交际能力应用。

5、篇章选择十分考究,有新意,强化时代热点信息,阅读理解题干的语言设置灵活巧妙。

6、阅读部分继续保持较大的阅读量,突出高中英语教学的主干,该部分由4篇短文和一篇七选五组成,对学生的阅读速度的要求明显提高,使学生早日习惯和适应高考。

高中英语试卷分析范文2试卷质量分析这次考试高二(2)班的平均分为76.88分,最高分:125分,排名第一;高二(11)班平均分为66.21分,最高分103分;排名第一;与前几次月考成绩相同,;基本反映出本年级学生英语水平。

第一,语音知识和单项选择。

单项选择是英语考试中所采用的最普遍的一种形式,它具有针对性强、覆盖面广等特点。

主要考查学生对必修(5)中语言知识的运用能力,即在一定的语境中运用语法、词汇、语用等知识的能力。

本次试卷涉及到的语法点并不是非常难,主要考察一些简单的搭配和一些基本的时态、句型,因此这部分还是有很大的提高空间的。

第二,完形填空。

完型填空旨在考查学生在阅读过程中综合运用语言知识的能力,考查学生词语搭配、习惯用语及语法知识的应用能力和逻辑推理能力。

它强调学生对文章内容的整体理解(包括对文章内容前后统一与联系的理解)和对文章情节发展的推理判断。

教资英语试题实战及答案解析-高中(1)

教资英语试题实战及答案解析-高中(1)

教资英语试题实战及答案解析-高中(1)一、单项选择题(本大题共30 小题,每小题2 分,共60 分)1./s/ and /z/ can be distinguished by the .A.p lace of articulationB.s tate of tongueC.s tate of vocal cordsD.m anner of articulation考点:语言学-语音学-辅音2.T he word “realization”consists ofmorphemes.A.f ive; fiveB.f ive; fourC.f our; threeD.f our; four/ˌrɪəlaɪ'zeɪʃn/syllables and考点:语言学-音节、词素3.W hich of the following is least associated with newspaper publishing? A.Proofreading.B. Editorial.C.Censorship. D.Citizenship.考点:常识、词汇4.W hich of the following best describes the relation between “piece”and “peace”?A.S ynonymy.B.Homonymy. C.Antonymy. D.Hyponymy考点:语言学-语义学-词间涵义关系涵义关系5.S he was not impressed by the story Paul shared with her, for she had already heard of it.A.i n the leastB.a t the mostC.l east of allD.f or the most考点:语法-词法-词组辨析6.W ithout facts, we can't form worthwhile opinions, for we need to have factual knowledge our thinking.A.w hich to be based uponB.u pon which to baseC.w hich to base uponD.u pon which to be based 考点:语法-句法-定语从句7.I t's true that water will continue to be it is today—next in importance to oxygen.A.h owB.which C.as D.what考点:语法-句法-名词性从句8.H e is helpless under such circumstances, .A. however brilliant a mind he may haveB.h owever a brilliant mind he may haveC.h owever brilliant a mind may he haveD.h owever a brilliant mind may he have考点:语法-句法-状语从句9.W hich of the following refers to “the part of input that has been internalized by learners”?A.F eedback.B.Output. C.Intake.D. Washback.考点:语言学-二语习得10.Which of the following describes the language of an individual speaker with its unique characteristics?A. Idiolect.B.Taboo.C. Regional dialect.D. Social dialect.考点:语言学-社会语言学11.What role does he/she play when a teacher explains the purpose of a task, the steps to do it and its time limit?A.A n organizer.B.A n observer.C.A n evaluator.D.A prompter.考点:教学实施与评价-教师角色与作用12.What does he/she intend to do when a teacher writes the following sentences “She gets up early. She wears a uniform. She works very hard.” on the blackboard at the presentation stage?A.P racticing sentence patterns using model sentences.B.C hecking if students can pronounce the sentences correctly.C.M onitoring whether students can accurately express their ideas.D.Drawing students’attention to the form of a new language item.考点:语言知识与技能教学-教学活动13.What skill does he/she use when a student uses language knowledge and contextual clues to figure out the meaning of a new word?A. Contrasting.B. Summarizing.C. Deducing.D. Predicting.考点:语言教学知识与能力-词汇教学14.Supplementing, deleting, simplifying and reordering are often used in.A. adapting teaching materialsB.delivering teaching materials C.evaluating teaching materials D.presenting teaching materials考点:教学常识--教材编写与修订15.Which of the following is least recommended at the lead-in stage in a reading class?A.A ctivating students' schema of the topic.B.G iving advice on how to use reading strategies.C.S haring background information about the text.D.Correcting language mistakes students have made.考点:语言教学知识与能力--阅读教学16.Which of the following best describes the phenomenon that learners apply the skills acquired in one field to another?A.T ransfer.B.D eduction.C.C ontextualization.D. Induction.考点:学习方法17.If the focus is placed on , students are supposed to go through the stages of drafting, receiving feedback, and revising before submitting the final version of their writings.A. productB. processC. genreD.format考点:语言教学知识与能力--写作教学18.What would he/she do in a reading class if a teacher wants to develop students' inferential comprehension?A.A sking them to retell the story.B.A sking them to underline difficult sentences.C.A sking them to read the text sentence by sentence.D.A sking them to read the text for implied meaning.考点:语言教学知识与能力--阅读教学19.Which of the following activities can be used if the focus is on developing students' oral fluency in English?A. Blank-filling.B.Story-telling. C.Transformation. D.Translation.考点:语言教学知识与能力--口语教学20.What is the focus when a teacher says to the class “Rewrite each of the following sentences using the passive voice.”?A.S kill.B.M eaning.C. Structure.D. Function.考点:语言教学知识与能力--语法教学考点归纳二、简答题(本大题 1 小题,20 分)31.根据题目要求完成下列任务,用中文作答。

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高中英语教师命题测试样卷之一:试题命制与分析请在以下A、B两篇文章中选择一篇改编为完形填空题,另一篇改编为阅读理解题。

说明:文章的内容允许适度改编,可以重新书写,也可以直接在原文修改。

完形填空题要求设空10个或15个,允许在原文处直接标注考点,选项必须清楚列于篇章下面。

试题需要附上准确答案并列出考点分布表。

阅读理解要求根据文章内容设题5道,附上准确答案并分别说明每道题所测试的具体阅读技能。

AIt was a village in India . The people were poor. However , they were not unhappy .After all, th eir forefathers had lived in the same way for centuries.Then one day. Some visitors from the city arrived. The told the villagers there were some peopl e elsewhere who liked to eat frog‟s legs. However, they did not have enough frogs of their own ,and so they wanted to buy frogs from other place.This seemed like money for nothing .There were millions of frogs in the fields around, and the y were no use to the villagers. All they had to do was catch them. Agreement was reached, an d the children were sent into the fields to catch frogs. Every week a truck arrived to collect the catch and hand over the money. For the first time , the people were able to dream of a better future. But the dream didn‟t last long.The change was hardly noticed at first, but it seemed as if the crops were not doing so well. M ore worrying was that the children fell ill more often, and, there seeemed to be more insects ar ound lately.The villagers decided that they couldn‟t just wait to see the crops failing and the children getting weak. They would have to use the money earned to buy pesticides(杀虫剂) and medicines. So on there was no money left.Then the people realized what was happening. It was the frog. They hadn‟t been useless.They had been doing an important job---eating insects. Now with so many frogs killed, the insects we re Increasing more rapidly. They were damaging the crops and spreading diseases.Now, the peaple are still poor. But in the evenings they sit in the village square and listen to s ounds of insects and frogs.These sounds of the night now have a much deeper meaning .BImagine, one day, getting out of bed in Beijing and being at your office in Shanghai in only a c ouple of hours, and then, after a full day of work, going back home to Beijing and having dinne r there.Sounds unusual, doesn't it? But it's not that unrealistic, with the development of China‟s high—s peed railway system.And that‟s not a11.China has an even greater high—speed railway plan —to connect the country with Southeast Asia, and eventually Eastern Europe.China is negotiating to extend its own high-speed railway network to up to 17 countries in 1 0 t o 15 years, eventually reaching London and Singapore.China has proposed three such projects. The first would possibly connect Kunming with Singapore via Vietnam and Malaysia. Another could start in Urumqi and go through Kazakhstan and Uzbekistan,and possibly to Germany. The third would start in the northeast and go north t hrough Russia and then into Western Europe.If China‟s plan for the high-speed railway goes forward,people could zip over from London to B eiling in under two days.The new system would still follow China‟s high—speed railway standard.And the trains would b e able to go 346 kilometers an hour,almost as fast as some airplanes.China‟s bullet train(高速客车),the one connecting Wuhan to Guangzhou,already has the World‟s fastest average speed. It covers 1,069 kilometers in about three hours.Of course. there are some technical challenges to overcome.There are so many issues that ne ed to be settled,such as safety, rail gauge(轨距),maintenance of railway tracks.So, it‟s import ant to pay attention to every detail.But the key issue is really money.China is already spending hundreds of billions of yuan on do mestic railway expansion.China prefers that the other countries pay in natural resources rather than with capital investme nt.Resources from those countries could stream into China to sustain development.It‟11 be a win-win project. For other countries,the railway network will definitely create more op portunities for business, tourism and so on, not to mention the better communication among tho se countnes.For China,such a project would not only connect it with the rest of Asia and bring some much-needed resources,but would also help develop China‟s far west.We foresee that in the coming decades,millions of people will migrate to the western regions,where the land is empty and r esources unused.With high-speed trains, people will set up factories and business centers in th e west once and for a11. And they‟11 trade with Central Asian and Eastern European countrie s.评分标准:命题40分,标准答案及分析20分。

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