高考考试数据分析.doc

一、试题的总体分析：1. 全卷的难度系数：理科文科均分难度均分难度2007年崇文区期末统一练习8776 0588513 0572006年高考（北京市）869005875300502006年高考（崇文区）95340639110060这里需要说明的一点是，根据以往的高考成绩，这种难度比高考的实际难度大，题目稍难，但这样会有利于我区考生在高考中以平稳的心态参加高考英语科目的考试，有利于学生的正常发挥。2. 各部分的难度系数：听力单选完形阅读机读情景作文开放作文难度系 数.75.62.56.49.59.57.4806年高考.52.423. 各部分的得分率：听力单选完形阅读机读情景作文开放作文标准分值301530401152015理科平均分22.429.4716.7620.1368.7811.497.20得分率74.73%63.10%55.88%50.33%59.81%57.46%48.00%文科平均分22.338.8516.3419.2566.7711.406.93得分率74.43%58.99%54.47%48.13%58.06%57.01%46.17%06年高考7.5716.87二、试题各部分的具体分析及建议：l 单选分析：抽样调查（两个学校，分别代表较好的学生和中偏下的学生）22. Did the young man understand English? No, but he was clever enough to understand my questions _ the gestures I made.A. overB. aboutC. toD. from学生状况正答率好学生39.4%中下学生37.6%25. How about the weekend? It was boring. I _ anything.A. hadnt doneB. havent doneC. didnt do D. dont do学生状况正答率干扰项 A B好学生78.1%11.3% 10.1%中下学生63.1% 15.3% 20.8%28. I couldnt stand the pressure of the young. I decided that I _ early. A. am going to retireB. was going to retireC. have retiredD. had retired学生状况正答率干扰项 D 好学生70.5%10.9% 中下学生61.5% 10.4% 30. In the past, most kids took a _ lunch to the school if they lived far. A. being packedB. having packedC. packingD. packed学生状况正答率干扰项 C 好学生53.8%34.6% 中下学生48.9% 35.6% 31. Where can I get your new novel? Im sorry, but it _ and will soon come out. A. has printedB. has been printingC. is printedD. is being printed学生状况正答率干扰项 A 好学生78.6%16.5% 中下学生53.8% 33.0% 33. This _ be a very popular place. Look, theres nobody else here.A. mustntB. cantC. needntD. wont学生状况正答率干扰项 A 好学生65.4%24.7% 中下学生52.2% 27.2% 34. _ that he was at home, I called him up in advance.A. Making sureB. To make sureC. Make sureD. Made sure学生状况正答率干扰项 A 好学生69.3%15.3% 中下学生59.5% 21.9% 问题总结：1. 时态语态题仍是中下学生的重点2. 非谓语动词不如时态语态熟练3. 情态动词仍然分辨不清对策：1. 不把语法公式化，体会语境2. 不追求偏题、难题、怪题，反复操练各项语法的基本用法，如：过去时、过去完成时、现在完成时等l 完形分析：If Youre Not Dead, You Can Get BetterRandy Kraus was paralyzed (瘫痪). His left side was useless. But his right hand was 36 enough to lift a bucket to his forehead. Once, hed been a police officer and owned a private-eye agency. Once, hed been strong and able. Now, he felt he was nothing.His 37 started with Parkinsons (帕金森) disease, but it didnt 38 there. In July 2002, the 60-year-old Kraus went into the hospital for an operation to control the shaking. 39 , during the operation, he had a stroke (中风). He was paralyzed. The 40 man, who loved golf, could think, but couldnt 41 . Kraus wanted the doctors to 42 it to him straight. “You may never walk again,” they told him. “Maybe you wont 43 be able to talk.”Once home, he 44 he couldnt lift a fork or take a drink by himself. Physical treatment was so painful and slow. What did he have to 45 for? So now Kraus held the gun against his head. 46 the cold metal on his skin, he began to consider not his pain, but the pain he 47 cause his wife, daughters and grandchildren. He didnt pull the trigger (扳机). “You are where you are”, his exercise physiologist (生理学者), Andrew Garud told him. “The pace (进度) would be slow; the pain would be 48 . But as long as you are 49 , you have the ability to get better.” After three months of 50 with Garud, Kraus wanted to see if he could 51 . He could. Then he took three steps, sat down and cried like a baby. One step 52 to another. Next he managed a short walk. It was the hardest 53 of Krauss life.Garud kept saying he could 54 more. Now, Kraus can brush his teeth and shave himself, get around the house with a walker. Little success only the paralyzed can 55 understand. 36.A. safeB. goodC. bigD. free37.A. puzzleB. process C. injuryD. trouble38.A. endB. achieveC. pauseD. reach39.A. ThereforeB. Besides C. HoweverD. Otherwise40.A. toughB. normalC. strangeD. rough41.A. talkB. hearC. moveD. operate42.A. giveB. offer C. leak D. pass 43.A. still B. onlyC. justD. even44.A. supposedB. observed C. declaredD. found45.A. searchB. tryC. liveD. look46.A. TouchingB. FeelingC. LeavingD. Laying47.A. shouldB. mustC. wouldD. need48.A. sharpB. dullC. familiarD. real49.A. awakeB. aliveC. awareD. available50.A. chattingB. workingC. discussingD. testing51.A. walkB. standC. shakeD. fall52.A. turnedB. pointedC. ledD. stuck53.A. fight B. adventureC. lessonD. defence54.A. holdB. walkC. preventD. do55.A. fullyB. generallyC. suddenlyD. simply1. 全体学生都出现问题的题目11个36、40、42、47、48、50、51、52、53、54、55中差学生都出现问题的题目6个38、39、41、43、45、46、492. 问题分析：1）有共性的问题及复习对策：l 不注意语境以及某个空与上下文的内在联系，读得不仔细，不认真。如：41和45（中差生）、51（好学生）；l 对常见动词、形容词的基本意思及在语境中的确切意思把握不准确；如46（touch）l 情态动词仍然是易错点和难点对策：加强应试技巧与实际题目的结合，多体会每个选项的意思，体会标题的内涵；词语的讲解尽量给英文释义，如用汉语，要挑选典型的例句讲清楚；选取典型的单选题进行分块集中练习，掌握基本用法，熟读典型例句；2）好学生的问题及复习对策：l 不能准确理解副词的在语境中的意思，如：55（副词）l 和词组惯用语相关的地方不知道怎样理解，串不下来；l 一些特别地道的词不知如何选取对策：选取典型的有关副词的单选题进行集中复习和再练习；教师要在阅读或完形中有意识的加强惯用语和词组的输入，好学生稍微一点播就可能会有印象；教师要善于挖掘地道的语言，给学生进行适当点拨3）中差学生的问题及复习对策：l 不清楚连词、副词的基本意思，如：39（连词）、43（副词）对策：在讲解其他题目时有意识地侧重一下l 识别单词、熟练辨认单词仍然是中差学生最大的任务，利用好目标检测的词汇分类复习，并结合平时的练习，老师要时时提醒学生。老师要对词汇有个很清楚的概念，最起码要知道哪些是考纲词，哪些不是。不能把所有凭印象自认为是的单词一股脑都让学生记。l 阅读分析：阅读抽样分析统计：题号答案及正答率干扰项及正答率56B45.8%D35.9%29.2%51.9%57D74.8%C12.2%62.5%20.8%58C79.6%A8%62%17.6%59A41.6%D55.5%29.4%60.4%60D37.1%B46.8%29.2%53.7%61A56.9%C26%46.1%32.4%62D53.4%C26%41.7%32.4%63C56.9%D24.9%48.4%28.7%64B49.7%D23.5%49.3%16.7%66B38.1%D47.8%31.9%48.1%67C85.2%B2.7%74.1%9.3%68A45.2%B28%39.4%20%69B48.2%D24.7%33.8%35%70A34.8%B24.1%21.8%30.8%71A47.2%D32%29.6%43.3%72C46.2%D34.6%39.4%37%73C64.5%B21.6%57.9%23.1%74D41.6%C41.6%31.7%45.8%学生的问题：全体学生的问题：1. 对于主旨大意的总结把握不准64（best title）、72 (paragraph 2，总结不全面 )74 (对于结构清晰明了的文章，每段的topic sentence没有给予足够的重视，没有认识到它对整段内容的总领作用)2. 阅读时不仔细，不认真，加强应试技巧和实战的密切结合61. 关注配图的作用，围绕主题和内容，有提示的作用或者使文章容易理解63. 关注给出的中文意思，无法避免，题目基本会涉及到66. 关注括号内的内容，很关键；如果不重要出题时就会去掉中下学生的问题：1. 词汇有漏洞，不过关，包括常见词、派生词和词组56、57、59、60、68、69、712. 速度到不到高考的要求。最后一篇文章要坚持看完，要有良好的考试心理，做到坚持到底就是胜利的心理，不能就忙中出乱（中下学生）3. 句法知识和语感欠缺；不了解文章前后的关联；62. the latter对策：1. 词汇分级复习的重点放在5、4、3级词汇上 ; 注重每节课的课堂实效，教师对词汇要做到心中有数；2. 关键的连词、代词要重点点拨3.精选各区的试题，组合精练；4. 加强速度训练，逐步提速，严格要求好学生的问题：1. 理解上不严谨（好学生），不能根据自己的常识判断，而是作者是怎么写的63.2. 词汇仍然有漏洞；对策：杜绝盲目自信，坚持从作者的角度出发 对有多个词义和词性的单词查漏补缺三、关于写作的几点建议：各校确定大拨学生的努力方向，分别为情景作文和开放作文定好档；1. 从学生的角度：认真审题杜绝跑题或偏题： 严格要求，形成定势 审题四步走（对象、文体、要点、时语人称）独立限时写作提高速度：训练速度、克服畏难情绪重写提高准确度：关注重点句型及常用词汇2. 从教师的角度：批改讲求技巧，做到省时高效（轮流、部分、重点）；不拘泥于范文，根据学生情况提高或降低范文难度；循环练习：同一类型的文章 重点句型、词组进行归纳，以翻译的形式进行反复练习，达到熟练程度