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PEP四年级英语下学期期中考试试卷分

PEP四年级英语下学期期中考试试卷分
PEP四年级英语下学期期中考试试卷分

四年级英语期中考试试卷分析

2012.04.24

一、试题分析

四年级英语期中考试试题考查了PEP教材四年级下册Unit 1—3的教学内容,包括词汇、句型、口语交际等,试题题型全面,层次清晰,包括选择不同类的单词、单项选择、连词成句、选择答语、单词分类、阅读理解;试题难易适中,赋分合理,具有较强的而区分度,能够全面检测,真实反映教与学中存在的问题,具有良好的诊断与反馈功能。

二、测试情况分析

四年级三个教学班共有130名学生参加本次检测。大多数学生能够正确认识,并积极对待本次检测,他们态度认真,积极思考,书写工整,能够在规定时间内完成题目;少数学生学习基础基础较差,习惯不够好,学习能力不足,测试效果不好;通过检测统计,全年级A等14人,占10.7%; B等12人,占9.3%;C等51人,占39.23%; D等53人,占40.7%。从成绩统计分析来看,整体成绩不够理想。

三、学生做题分析

1.基础词汇掌握不牢固,不能将单词的音、形、义准确地结合起来:体现在选择不同类的单词题目,学生不能够正确选出。如5. A.greenB.read C. yellow D. white 学生把read和red 混为一个;单词分类题目中由于不理解单词意义,以至于不能准确分类,尤其是学校科室类和课程类的单词混淆现象严重;

2.学生不能准确理解认读所学句型:在单项选择中,学生不能准确判断,选择正确答案,如基本重点句型Where are my shoes? Is this your skirt? What colour is yout T-shirt ?It’s time to/for…等。在连词成句题目中,反映出学生认读句子、书写句子的能力较差。

3.学生口语交际能力较差,选择答语的题目得分较低:原因在于学生对基础句型,如Is this/that…? Do youhave lunch at school?以及疑问词what colour、what time、where、whose等不熟悉,不能做出判断选择。

4.学生审题不够认真、严谨,阅读题目不按照要求完成:题目要求用T或F 判断,而有的学生是用“√”或“×”来表示。

四、今后教学的改进意见

1.规范学生的书写,指导学生的书写,切实提高学生的书写能力;

2.强化学生的单词的指认、拼读能力以及句子指认、应答能力和运用能力;

3.加强口语的交际能力,指导学生学会抓住关键,学会分析,努力提高学生的口语表达能力;

4.培养学生的阅读能力,指导学生学会阅读,享受英语学习;

5.循序渐进地指导学生学会审题,提高解题能力。小学五年级上册英语期末考试试卷质量分析

五年级英语期末考试已经圆满结束了,回顾这次考试,暴露出的问题是不容忽视的,这些问题需要我在今后的教学中引以为戒,逐步改进和提高。这次考试也给我日后的教学提供了一个方向性的指导,使我们能更好的调整英语教学提高学生语言的综合运用能力。现就该张试卷作如下分析:

该试卷注重学生基础知识和基本技能的考查,既面向全体学生、全面考查学生对知识的掌握情况又突出学生的主体性,尊重个性差异,使各个水平层次的学生都能有所发挥。试卷分为听力和笔试两大部分,从听、写、认、读多方面考查学生的知识掌握情况。

五年级成绩低的学生重点是单词不过关,卷面中的第一题让学生根据图示写出所学过的词组,虽然大部分学生做的不错,但仍有极个别同学失分较多,五年级的单词量大,对于比较懒的一些学生记单词就是一个难点。这学期,我总是在课前布置学生预习单词,有些学生课前就把单词的拼写记得差不多了。在课堂上教单词时,重在教给学生记单词的方法,课后再次布置让家长负责听写,巩固单词。在新授课前,会抽时间统一听写已学单词。就这样反反复复巩固练习,有的学生还是不能掌握。为什么会出现这种情况呢?

反思:原因一、对于这样的学生,自己落实不够,没有及时补差;原因二、孩子不够自觉,没有养成良好的学习英语的习惯;原因三、我觉得是有些家长不能做到督促孩子、检查孩子。基于这些学生,需要我在今后多抽时间进行补差工作,从激发学生学习兴趣入手,教给学生记单词的方法,不让这些学生产生学习英语的恐怖心理,厌烦心理,养成自觉自愿学习英语的习惯。

从这次的考试中,我发现,有些题是课堂上多次强调过的,如:笔试部分的单项选择“Do you like_____?”A.a tiger B.tiger C.tigers like 后面要加可数名词的复数形式,平时练习时就把这句话和“I have a_____”进行比较练习,这道题出来,我认为会没有问题,但看到试卷发现也有学生出错,通过分析,我发现在平时课堂上注意力不够集中的学生会出错。

反思:课堂效率决定了学习成绩,三年级学生年龄小,这个年龄段的孩子一个年龄特点就是爱说、好动,课堂上不会听课,尤其不会倾听,比如在提问学生时,举手的学生很多,但当老师叫了一个学生回答时,还有学生不停地举着手要回答,而不是马上进入听的状态,英语本来就是一门语言课程,学会倾听是最重要的。

五年级的听力更是有差距,有部分学生的听力部分的听音排序整道题都错了,我想这一定是他在听的时候没有集中注意力,把句子听的混淆了。在今后要把怎样能够在课堂上集中学生注意力,怎样训练学生听的

没有永远的成功,也没有永远的失败,就让我以此次考试为契机,定下今后努力的方向吧。

1.准确把握课标理念,认真研读课程标准,注重学生基础知识、基本能力、学习策略的培养,拓宽的知识面。

2.鼓励学生大胆使用英语激发学生学习兴趣,培养学生积极的英语学习态度。

3.在教学中,认读掌握“三会”“四会”单词,多操练句型,让学生能够“学了会用,为用而学,在用中学的”的学习思想

4.认真做好xx的辅导工作

5.改革课堂教学优化教学过程,让学生自主学习,合作学习努力提高教学成绩,大面提高教学质量。

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