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2007-2008学年第二学期七年级英语质量测查

2007-2008学年第二学期七年级英语质量测查卷面分析

张丽雅李依雯

本份试卷是一份符合青铜峡市教育局关于考试“范围和要求”的有一定质量和特色的试卷。本试卷根据新课程评价理念，遵循了市教育局关于期末考试命题的指导思想既体现三个“有利于”，有利于全面贯彻国家的教育方针，推进中小学实施素质教育，有利于体现九年义务教育的性质，全面提高教育质量；有利于基础教育课程改革，培养学生创新精神和实践能力，减轻学生的过重课业负担，引导教师转变角色，促进教学方法的变革，引导学生改变学习方式，促进学生生动、活泼、主动地学习。同时也遵循新课程期末考试的基本原则：坚持“以学生为本”“立足过程，促进发展”和“考试是学生一次成功的体验”的新理念，依《新英语课标》为依据，依教材为主，重视学生发展和综合性评价，努力实现评价方式的多样化，通过听力和笔试测试形式，在考察基础知识和基本技能的同时，全面考查学生综合语言的运用能力。

本份试卷发挥了良好的正面导向作用，它体现了新课程理念，有一定的开放性试题，命题的思路、题型的设置、难度的把握都比较有利于教学，有利于学生的语言把握和应用。题量适当，难易适度，突出了教学的重难点，没有偏题，怪题，得到了师生的好评。

为了总结经验，不断完善教育教学改革，找出差距，指导教学，提高质量，对我市考生答卷情况进行分析评价，针对我们英语的教学现状，找出原因，提出建议，供教学参考

一.总体概述

1、基本情况:

2007-2008学年第二学期质量测试卷分听力测试部分和书面测试两大类型,试卷共有十二大题型。试卷满分为100分，考试时间为100分种。书面测试部分主要包括：单项选择，完型填空，阅读理解，问句搭配，根据句意填入合适的词句，选句填空，任务型阅读和写作八部分，这八个部分的试题基本上紧扣教材，在一定的语言背景下，注重对学生基础知识和基本技能的考查，层次分明，其难易定位在面向全体学生，符合新的教改方向，教学要求和学生实际。

试卷共6页，试题主客观比为70:30，本次参加考试18个学校，考生人数为3826人，实考人数为3707人，全市总分为223640分，均分为62.4分，及格率为58.87%，和2006-2007学年第二学期七年级期末测试人数相

为了较准确客观做好试卷分析，随机抽取了100份试卷对各题进行统计分析，平均分为67分，及格人数为71人，及格率为71%，85分以上（含85分）11人，优秀率11%，最高分93分，最低分为32分。

从抽样看，均分、及格率呈下降趋势。

分数段得分情况：

二.试卷评析：

1．考查内容：听力题和笔试题。

听力题：20分

(1)看图画，听对话，选相符的图片。(5分)

(2)看，听对话，判断句子正误。正确的选T,错误的选F。（5分）

(3)看问题和句子，听对话，选择符合问句的正确答语。（5分）

(4)看表格内容、听短文、填空。(5分)

笔试题：80分

(1) 单项选择（基础知识和基本技能）（15分）

(2) 完形填空（10分）

(3) 在B档中找出与A栏问句相符的答语。（双基）（5分）

(4) 阅读理解（2篇）（20分）

(5) V ocabulary 练习（5分）

(6) 用所给句子完成对话。（有提示上下文）（10分）

(7)任务型阅读（读写结合短文理解）（5分）

(8)用提示信息写短文。（书面表达）（10分）

以上内容包含了七年级课本的教学内容，测查涵盖了学生听说读写等语言知识和技能，包括听力训练、语法、句法及语言的灵活运用等内容。

2．试题特点：

（1）坚持以人为本，体现人文关怀。

整份试卷听说读写各类题型齐全，在着重考查学生的基础知识和基本技能的同时，注重考查综合运用语言的能力。“双基”的考查设置语境，（如单项选择题，15个小题全部采用对话形式），重要的是语言的理解运用，使词不离句，句不离景来考查语言的运用能力。书面表达贴近学生生活实际，这些题都具有一定的体现了以人为本，以学生的发展为根本目的的新课程理念。

（2）坚持正确的导向。

听力测试主要考查学生对英语口语的理解能力以及从口语材料中获取信息的能力。听力题的设计基本遵循以下几项原则：口语性、真实性、情景性、层次性、意义性。本试卷的听力题从内容到形式都达到了统一。突出了整册课本的重点句型。阅读理解（A篇）和完型填空材料突出文化意识，了解英美饮食文化，体现了情感态度和价值观。这些都体现了课标的要求，渗透了课改的精神。试题依标据本，不拘泥于教材，重视基础知识和基本技能，体现素质教育。

（3）试题的设计符合学生的生活实际和社会实际，如词汇练习（填空题），用方框中的句子编对话，书面表达等题，都有一定的开放性和较强的时代感。

（4）题型灵活多样，难易适中，每一大题都有明显的梯度，突出语境化、交际化和信息化，体现评价的形式，意义和语用功能的结合。

三、卷面分析和建议：

1．听力题

Ⅰ、听对话选与句中内容相符的图片。抽样得分率为95%，均分为4.54。抽样最高分5分，最低分0分。难度在于一是一部分学生对题目要求不理解，二是没有听懂句子。（主要单词记忆不牢固，例：America不能与自由女神像联系起来）

Ⅱ、听问题选择正确答语。抽样得分率83%，均分4.2。抽样最高分5分，最低分4,错误较多是7,8小题，7小题包含一个小转换：We have classes from Monday to Friday. 问题是;He goes to school five days a week. 8.小题I have a computer. I write letters on it 。

Ⅲ、听对话选择符合问句的正确答语，抽样得分率为80%，均分为4。错误较多12小题，含简单推理，学生没有听完对话和问题，急于答题。

Ⅳ、看表格，听短文填空。填的最好的是dog，难度最大的是player ，有些单词中多字母或少字母，单词掌握不牢固。抽样得分率为71.2%，均分为3.57。

从以上数据看，（抽样或批阅试卷统计），每大题的难度都不大，但得分依次递减。这说明学生平时的听力练习，听写都有差距。

总之，听力教学继续有待加强，重视听力训练，特别是听写训练，不仅听写单词、单句，也要训练学生听写对话和短文，加强听力训练的实效性。

2．基础知识运用：它包括单项选择、完型填空、在B栏中找出与A栏相符的答语。这三道大题共占全卷30%，着重考查学生的基础知识和基本技能。单项选择题包含词类，语法，句法，日常交际用语，并将其放在

一定的语境中，如单项选择15个题全部以对话形式出现，体现了词不离句，句不离境的课程理念。此题抽样最高分为满分15分，最低分为4分，满分率为15% 。典型错误(21)上句出现现在进行时的特征词now没有注意并且受到下一句the reading room这这一名词短语的干扰。（29）个别学生对感叹句和与之应答理解不好。（31)在情境中对整句的理解不够透彻，没有注意到名词单复数的细微差别。（32）对于邀请的交际用语学生还没有学到，这是八年级上册的知识点，学生选错的较多。出现的这些典型错误说明教学中的欠缺，学生的基础知识不扎实。B栏中找出与A栏相符的答语，此题几乎就是一道送分题。此题有80%的人得满分，约1%的人得零分，普遍得分6-7分。抽样得分率89%，均分4.5分。这道题是基础口语知识，并且特征词非常明显，说明学生对基本的日常生活用语掌握较好，还有较少学生对题号字母大小写写得不清楚，句子语感不强，因此出现错误。

完型填空，话题CCTV-2，早间节目《马斌读报》，满分率10%，零分率8%，考查点大部分都在5-7分左右，错误较多43，45，46，其余7个都属基本知识点，完型填空做题技巧，通篇考虑，整体感知欠缺，并且一些学生的生活知识不丰富，对电视节目了解少。

总之，基础知识基本技能的教学还不够。今后的教学还必须夯实基础，把学生基础知识，基本技能的学习落到实处，狠抓“双基”，培养他们综合运用语言的能力。

3．阅读理解，阅读两篇加任务型阅读共三篇。A篇关于英国人的饮食，介绍英美饮食文化，语言—习俗---文化，渗透教学中。18—20分占10%，14—18分占30%，0分5%，错误较多的有51，53，54，55。51单词词义掌握不好（breakfast,lunch,tea,dinner）.52属于浅层理解，能在句中找到答案，正确率较高。53同上，54用排除法。55属浅层理解。B篇谈论关于电视节目话题是七年级下unit11 what do you think of game shows 的拓展和加深，错误较多：60小题80%--85%的学生丢分，其原因different一词不认识，导致无法理解。以上两篇阅读抽样得分率81%，均分16.2.，阅读题能面向大多数学生，易、中、难比例适中。得分率较高，短文都与学生生活实际紧密相连，学生感兴趣。今后的教学还要继续重视阅读技巧、速度及阅读理解能力的培养，并将阅读题型拔高一些，如判断词句，猜测词意，书面回答问题，找主旨大意，从浅层理解逐渐向深层理解过渡。

任务型阅读就是读写能力的结合，从2006年中考开始新增这一题型，此试卷中考导向意识明确。此题在七年级试题中首次出现，为了降低难度，试题设计较简单。此题得分率69%，均分3.4分。存在的问题是学生不会审题，抓不住问题的关键，书写不规范，71-72多数同学不能判断正误，71小题had a good time 与had great time 不能联系在一起，72小题的句子稍作了变化就不理解了，73题审题不清，上午下午天气混淆。

4、语言的综合运用，它包含了词汇练习、完成对话和书面表达。

第五大题词汇练习题得分率是全卷最低的题。

典型错误分析：

61题因为“hand”这一个词并未出现在单词表中，因此“wash hand”中的wash很少有人填对。说明学生在学习wash词时教学的拓展不够，hand一词应该在小学就已学过。而且在书面表达题中也有提示。

62题不得分的原因大多错在have to 后的动词加了“s”即has to gets ，说明学生对have to 与has to 后用动词原形不清楚，或着没有掌握。

63题因处在给首字母写汉字提示中间，所以有不少同学只填了”carf”,也有部分同学在”scarf”后加”scarfs”，也有将”ar”写成”ra“的。

64题，“garden”有许多学生写成“park”此现象比较普遍。

第六大题用自己的想法编对话：

该题大部分同学都能得6分，最高分10分，最低分0分。得分较多的是开头的第一句（66），因为答句有助动词did ，所以许多同学都能抓住这个重点。失分较多的是68和69，学生们常常把它们颠倒。

原因：（1）学生们没有抓住句与句之间的联系，特别是一些连接词，then, and 等。（2）个别学生完全凭感觉，不用脑思考。（3）教师在这方面训练的也太少，没有给学生技巧的指导或指导不够。

第八大题书面表达：以my mother 或者以my mother busy day写一篇短文，并给出了一定的提示和要求，目的是两个层面，为“好学生”和“一般学生”两篇文章的时态定位：my mother 一般现在时，my mother’s busy day 是过去时。大多数的学生都能正确把握时态，正确的运用所学的语言点来表达，但也存在着一些问题：（1）书写不规范，不注意断句，无法辩认。

（2）审题不清，出现时态错误，人称错误等。

（3）不能运用所给的提示句子或重复运用提示句子。

从整体情况看，学生除词汇练习得分低之外，其它题的答题还不错，达到了预期的目的，但一些不该出现的问题仍存在，今后的教学还有待继续加强，强调双基的教学，只有夯实基础，才能更好地培养学生综合运用语言的能力，达到新课程标准提出的教学目标，同时也要注意培养学生良好的学习品质，如书写、朗读的良好习惯，也要进一步优化课堂教学，做一个研究型老师与智慧型老师融为一体的老师，不断加强学习，认真学习课标，学习先进的教育教学理论，钻研教材，研究分析学生与学情，设计最优化的课堂教学，用新课程的理念指导教学，并落实到课堂教学活动中，为提高课堂教学的效益，提高教育教学的质量做出自己的努力。

四、教学建议：

1、以“校本教研”促课堂教学

学校教研组要扎实做好“校本教研”工作。优化课堂教学，这也是“校本教研”工作的重大任务，改进课堂教学要从每一节课的每一个环节着眼，教师要以多种形式开拓生动有效的、可促进学生知识、能力和素质的同步发展的局面，只有夯实基础，才能更好地培养学生综合运用语言的能力，达到新课标提出的教学目标。具体做法：

（1）、通过集体备课、教研活动等形式，加强整体策划、分工合作、知识点落实、练习到位的训练。（2）、组织编辑或选择一些听力的同步练习题，加强学生的同步听力技巧训练，提高学生听力题型的适应和应变能力，培养良好的听力心理素质。

（3）、适当增加难度和阅读理解、完型填空、看图写话、连词成句等能力性的练习考察，对于层次不同的学生设计不同层次的考试训练题。

（4）、继续进行课堂英语口语的操练和单元作文写作训练。

（5）、开展多种形式英语阅读练习或快速阅读比赛，提高学生的阅读技巧和阅读兴趣，在循序渐进的训练中提升学生的英语综合能力。

（6）、提高课堂的教学效益，多增强情景性、趣味性、渐进性、过程性，让更多的学生真正走进英语学习的殿堂。

2、努力提高英语教师专业化水平

新课程呼唤高素质的英语教师，提高课堂教学的效率和质量关键在教师。各学校教研组要尽可能按中学英语教师培训计划对教师进行培训，学校的“校本培训”及多种形式的教研活动，着力去促进教师视野的开阔和能力的提高，促进教师的专业发展。加强自身的教育理论和教学理论的学习，多吸取他人的长处和经验，补自己的教育教学之不足。

七年级英语期末综合测试卷含答案

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