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2011年杭州中考英语试题点评

3-18岁纯英式素质教育领航者：纯英式资深外教，纯英式国际领先教材，纯英式学习环境！优尼全能英语：2011年杭州中考英语试题点评

2011年杭州市中考英语命题以《英语课程标准》和《2011年杭州市各类高中文化考试命题实施细则》为依据，考查学生的“语言素养”。整套试题遵循“整体稳定、立足基础、强化语用、关注生成”的命题思路，难易度适当，卷面设计合理，整体性强，体现了语言的交际性、实践性、地道性、时代性、开放性和严谨性，是一份信度高、效度好的中考英语试卷。具体特点如下：

一、立足基础，关注语言基础知识和基本技能

命题立足基础，语言材料难易度与教材相当，话题内容基于学生生活，在特定情境中考查学生对基础语言知识的运用。

听力第一、二节材料源于日常生活，考查问题包括对事物和对话场所的确认、时间和人物关系的判断、因果关系和数字运算，均为考生平日操练的内容。听力第三节是一篇有关“什么是决定生活的重要因素”的话题。话题生动而富有情趣，学生对该话题的探究具有极大兴趣。考查过程集对听力材料的理解和简单数学运算过程于一体，通过理解和计算，让考生明确：相对于“运气”和“金钱”，“态度”成为生活中的决定性因素，这种认识极具教育意义。

单项填空题继续关注对语音知识、基本语法、交际用语、固定搭配、句式结构等基础知识的考查，强调语言在语境中的运用；单词拼写考查学生对小语境的理解能力和破句阅读能力。所涉及词汇均属最基本词汇。

二、强化语用，凸显语篇阅读效能和价值取向

试题中的完形填空、阅读理解和词语填空题关注学生对语篇综合运用和理解能力，考查学生获得信息，分析和解决问题的能力。命题者时刻关注试题所选文本的价值取向，力求所选文本对学生积极思想情感的启迪功能，努力实现试题的价值立意和教育功能。所选用语篇包括记叙文、说明文、应用文和科普类等方面文章，以考查不同类型和不同层次学生对各类知识的掌握情况和多种文体的理解能力，最大限度地体现评价的全面性、多样性和科学性。

完形填空题是一篇记叙文，考查学生在特定语境中的语言综合运用能力。文章主人翁为考生同龄人，全文以主人翁“确定理想”为中心展开，反映当代青年胸怀大志，不轻言放弃，敢于挑战现实生活的决心。答题过程即是一个语言运用能力的考查过程，也是一次对考生的思想教育过程。

阅读理解第一篇是记叙文，讲的是如何处理好忙碌的工作与生活的关系，感受生活中的“简单美”、“和谐美”。考题包括细节判断、人物心理判断、人物个性特点定位、主旨句理解和文本启示，考查了学生对记叙文的一般阅读能力。考生在阅读过程中能感受到生活所带来的情趣，及人与人之间因分享而产生的和谐与快乐。

阅读理解的第二篇是说明文，介绍国外家庭式农场如何把肥料转化成电能，使废弃物转变为新兴能源的科普类文章。要求考生具有较好的文本分析能力，读出文章的条理性和逻辑性；同时，对生词的词义猜测能力、对信息的搜索和加工能力、对文本的概括和评价能力也是阅读说明文应具备的能力。该材料在考查学生阅读策略的同时，引入绿色能源，倡导低碳生活，渗透环保意识，具有鲜明的时代感。

阅读的第二节是图文匹配题。考生答题时，即要读懂五个人物的特点和各自需求情况，又需领会图片本身的语言意义。菜单的设置形式与现实生活中的用餐点菜、价格选择有极高的吻合度和真实性，与生活体验密切接轨，是一次综合语用能力的考查。词语填空题也是一篇蕴涵教育意义的励志性文章。

三、关注生成，融合语言知识和学生生活体验

语言学习的根本目的是让语言学习者能在真实或较真实的语境中使用该语言，并能表达思想、交流观点，使语言学习成为学生交际、实践过程，使新的语言自然生成。

试题中的书面表达题是“陈述不同国家孩子在母亲节给妈妈送礼物的情况并发表自己的看法”写一封信。信头和信尾均已给。由于话题贴近学生生活体验，学生有话可说。该题时代感强、人文气息浓厚。所提供的语言素材有较强的提示作用，且具有一定的开放性。一个看似简单的写作题蕴涵对考生的审题、组句、关联词的运用、思维的创新等能力的考查。同时，“母亲节”源于西方，该题对增进母子亲情，体现人文关爱，提高学生对中外文化异同的敏感性有一定的推动作用。

作者：杭教陈焕

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