厦门市20##-20##学年（上）九年级期末质检
英语试卷质量分析报告
一、试题和成绩的总体情况分析
和往年不同的是，今年九年级期末市质检采用了网上阅卷，相对于以往由各校自行批改和报送数据，无论是阅卷的过程和结果都更加科学准确。
表1：题型结构（满分150分）
今年市质检的题型结构基本与20##年中考一致，但是在几个模块的分值做了一定的调整。听力部分的四个大题题量分别调整为4，6，6，4，每小题改为1.5分，总分不变，依然是30分；基础知识与应用部分的“选择填空”题题量由20减为15，分值相应由20减少为15；书面表达部分的两个大题相应增加了分值，“段落编写”由8分增至10分，“短文写作”由12分增至15分。
表2：全市各区总体成绩情况
表3：全市成绩频数分布
二、试题各模块的详细情况分析
1. 听力部分
表4：听力部分各小题得分情况
听力部分的得分情况总体良好，只有五个小题的难度值在5.5以下，有许多题目的难度值都在0.8以上，特别值得一提的是：以往作为主观题型的难题“听音填空”，四个小题的难度值都在0.8以上。
例1.
5. A. hot. B. cool. C. rainy.
听力录音：
W: Hot today, isn’t it?
M: Yes, chicken leg is burning. I do prefer a cool day.
Q: How’s the weather today?
本题的录音内容非常简洁，虽然“chicken leg is burning”会造成一定的干扰，W: Hot today, isn’t it? M: Yes. 却已经提供了足够的信息，但仍然有37%的学生选择了B答案，显然有许多学生仍然局限于“听懂关键字”的水平。
例2.
10. A. Jack. B. Cathy. C. Joe.
听力录音：
W: Hey, Jack, would you like to have dinner with me at Pizza Hut this evening?
M: I’d love to, Cathy. But I’ve made a plan with Joe for tonight.
Q: Who is going to have pizza this evening?
本题的听音内容是学生最常见的邀请与回应的话题，从句式和词汇来说难度不大，问题的关键在于对话中不同人物的辨别，可以简化为“谁邀请谁”的问题。但数据显示，有23%的学生错选了A答案，24%的学生错选了C答案，他们无法正确地简化和确定听音的主要人物对象，而被同时出现的三个人名所干扰。
例3.
14. Liu Gang bought her girlfriend a ______ bike.
A. green B. pink C. black
15. Liu Gang is probably a ______.
A. driver B. student C. clerk
16. The best title of this passage is “A kind of ______”.
A. healthy lifestyles B. transportation tools C. wonderful trips
听力录音：
Bikes have come back into the minds of China’s people -- not as a transportation tool, but as a healthy, modern lifestyle. Liu Gang, a 28-year-old in Xiamen, bought two mountain bikes, including a pink one for his girlfriend. They took a 20 kilometers bike trip to Jimei last weekend. “It was really amazing to ride a bike on the country roads, and we think it’s cool, green and also, it’s good for our health,” he said, “And riding bikes helps us get the fresh air and makes us feel relaxing after sitting in an office five days a week.” Riding bikes is an easy form of exercise; it can protect the environment as well, would you like to join us?
听音部分得分较低的五个小题，其中一半出现在“较长对话或短文”的听音理解题上。以本题为例，虽然第15和16两个小题分别属于听音推断和归纳主旨大意题，但由于听音内容存在非常明显的提示信息，因此难度不大。“…makes us feel relaxing after sitting in an office five days a week.”说明第15小题的正确答案应该是C；“…not as a transportation tool, but as a healthy, modern lifestyle.”说明第16小题的正确答案应该是A。因此，今后我们还是得继续加强语篇的整体听音理解能力的训练。
2. 基础知识与运用
表5：基础知识与运用部分各小题得分情况
例1.
22. – I find it quite hard to understand the passage.
– Yes, ______ there are few new words in it.
A. because B. so C. although
第22小题是“基础知识与运用”部分中得分最差的一个小题，考查的是在语境中连词的灵活运用。数据显示，有60%的学生错选了A答案，说明，许多学生对下文“…there are few new words in it.”的句意理解有误，特别是误解了few words所表达的意义。
从另一个角度我们也看到了命题存在的问题：本来要考查连词although的用法，但结果却被few的用法强烈干扰了考查的预设目标结果。
例2.
26. – Oh, no! The door and the window ______!
– Who could have done this? Go in quickly and see if we’ve lost anything.
A. are broken B. have broken C. will break
在对话内容的上下文句子意思相对简单的情况下，该题有41%的学生错选了B答案，说明学生对被动语态的应用方面还缺乏应有的语感，或者可能被动语态的结构对学生来说相对陌生。
例3. 完形填空
…
If you want to be healthy, chew slowly and carefully and 41 eating when you’re not feeling hungry. And do not eat too much.
41. A. enjoy B. keep C. stop
分别有28%和30%的学生错选了答案A和B，说明学生在作答完形填空题的时候，缺乏足够的耐心或信心去进行上下文的完整语意理解，从而导致“当你不觉得饿的时候继续/享受吃”会被当做是健康的饮食习惯。
3. 阅读理解
表6：阅读理解部分各小题得分情况
数据显示，阅读理解部分的五篇文章，学生作答情况较差的是第一篇和第四篇，它们分别属于幽默故事和语言文化的短文。
虽然第一篇文章命题的意图是定位于入门缓冲的阶段，预估难度不高，但相对于B、C、D三篇短文来说，作答情况反而比较差，原因可能有两个：1. 该篇幽默故事的“包袱”有点绕，理解上确实有点难度，但这是英语幽默故事的一个特点；2. 因为涉及到经济类的话题内容，对学生来说存在客观的难度。所以无论是教学还是命题，在阅读理解语篇的选材上还需要我们做更全面的考虑，即使是幽默故事这样看似最简单的类别。
例1.
D
It’s that stage during the middle of a social gathering where you decide to disappear without telling anyone. Not bothered with social niceties(社交礼节), like the long kiss goodbye, you simply stand up and leave. Considered rude by some and a clever escape by many, this move has been named “the Irish Goodbye”.
Why it is called the Irish goodbye remains a mystery. It is said that a woman coined the term(术语) after her second Irish boyfriend disappeared without a track(足迹).
People try to disappear without being seen in many ways.
Some choose to run into as few people as possible on their way out. A back door is often useful for a quick exit. Some will plan ahead and try not to bring any large jackets/coats/bags with them. Then they will use the excuse as part of their escape. Some are trying to look as casual as possible when they begin their escape. If someone stops them along the way, they will say they are just dashing to the restroom.
57. We learn from this passage that the move of ______ can be called “the Irish goodbye”.
A. kissing goodbye before going away
B. saying goodbye to an Irish friend
C. leaving a party without saying goodbye
58. Many people consider the Irish Goodbye is a clever escape but some think it is ______.
A. impolite B. thrilling C. friendly
59. A back door is often chosen as a quick exit to escape because ______.
A. the door is larger B. there are fewer people C. it’s near the restroom
60. If we plan ahead to escape from a party, we’ll try not to bring our ______ with us.
A. close friends B. large jackets C. secret letters
61. Sometimes people have to ______ when they try the Irish Goodbye.
A. find some excuse B. dash into the restroom C. wear warm clothes
D篇是学生作答情况普遍较差的另外一篇短文。五个小题中就有三个小题，第57、58和61小题的难度值分别为0.31；0.48；0.37。当我们对小题的数据进行具体分析后发现，虽然语篇的文字难度一般，设题的难度也中等，但学生的得分情况却比预想的低很多，因此我们推断：该短文包含较强的语言文化背景知识是造成学生阅读理解困难的主要原因，这个问题也提醒我们初中英语教师，在阅读理解教学中，不要只是纠缠于个体的一篇一篇文章，一个一个句子的意义理解上，而应该把语言文化背景知识及相关核心词句的有效积累作为阅读理解的重要教学内容。
4. 情景交际运用
表7：情景交际运用部分各小题得分情况
因为根据历年的经验，学生在主观题型部分的作答情况明显较差，因此命题的预设难度都有较好的控制，但本次测试，除了第9大题“根据情景提示，用恰当的短语或句子填空。”的得分情况还不错外，其它两个大题，学生的得分情况都很差，大大超出了预估的难度，反映出学生灵活应用语言知识在真实语境中实现恰当交际功能方面的能力偏弱，是我们英语教师需要在教学中特别重视加以训练提高的项目，这也是自课改以来，我们坚持强调“以话题和功能为主线”来进行教材处理和教学设计的重要目的：让所学知识与实际应用更紧密的相关联
例1.
A: Hey, Mark! Haven’t seen you for a long time.
B: Hi, Julie! It’s good to see you again. How’s it going?
A: Great. I just come back from a week’s 71.__________ in France.
B: Really? How was it?
A: Fantastic! I wouldn’t come back if I could.
B: But how could you 72.__________ to the people when you were in France?
A: Our tour guide translated every word for us. He can speak Chinese and 73.__________.
B: Did you see much of Paris?
A: Yes. I really 74.__________ the city. It’s quite beautiful and the people are very friendly.
B: What about the traffic in France?
A: It’s 75.__________to take buses and subways to go everywhere at any time.
B: I don’t have much experience travelling to 76.__________ countries. I hope I can go abroad(出国) with you next time.
根据阅卷组老师的反馈，该大题学生主要的错误来自于单词拼写。例如：vacation写成vocation；foreign写成foriegn；convenient写不出来；French写成Franch等等。
例2.
Jason is a nice boy. He came to our school this term. He is warm-hearted and always friendly to others. So he 81. ___________________________ his classmates now. Although he is not good at the schoolwork, he never 82.____________________________. With the help of teachers and classmates, he has made some progress this term.
He is an athletic person who is full of energy. Last month, he got two gold medals in 100-meter and 400-meter races in our school 83.______________________________. We were very proud of him and celebrated together.
根据阅卷组老师的反馈，该大题学生主要的错误是无法根据上下文语境进行恰当的语义推断；另外许多学生不能正确书写get on well with和give up等短语，还有更多的问题是没有使用正确的动词单三形式。
5. 书面表达
表8：书面表达部分得分情况
书面表达部分的得分情况和预设难度差不多，由于分值有所增加，对总分将有所影响，这点需要英语教师加以重视。
段落编写作为去年才开始采用的新题型，学生的得分情况与原来的看图写句相差不大，基本保持稳定，但在命题及教学的反拨作用等方面得到许多英语教师的肯定和支持，本题的阅卷组老师反馈了以下学生作答的情况和存在的问题：
学生总体上能以volunteer为主题写一段话语，懂得运用不同时态，有一般过去时，有一般现在时，有用虚拟语气的，也懂得在结尾议论表达观点。但也出现以下问题：
（1）spend不会用，多写成spend to do等；patient这个词较多学生不懂词义，有的学生虽然懂，但与之相关的搭配不会用；
（2）有的老师教学生投机取巧的方法，把不会的单词用一句话连起来，例如：I also learn a word “patient”。
短文写作存在的问题主要有以下几个方面：
（1）逻辑混乱，没有分段；
（2）要点不明确，题目所给的要点没有用，或者是没有任何的拓展；
（3）时态混乱；
（4）句法不通，中式英语多。语法的错误主要是：动名词做主语；because的用法；although和but；not only，but also的用法；
（5）背课文模板痕迹较明显。
总体而言，学生缺乏正式地道的英语运用能力，表达上中式英语偏多。
三、今后复习教学的几点建议
1. 把握复习教学的第一主线：“话题+功能”；
根据上表可以看出，无论从《课标》还是命题的角度，几乎每个试题都和课标五级所规定的相应话题功能相关联，因此，从复习教学的角度而言，也应该遵循以话题和功能为主线的规律来组织和设计我们的教学内容，这样才能做到语言知识的学以致用，同时大大增强记忆的质和量，避免继续采用以往以语法为主线的学用脱离的低效模式。
2. 注意教学过程中语言文化背景知识及词汇句式的有效积累。
许多英语教师在教材课文语篇或者课外语篇的教学中经常存在这样的疑惑：究竟阅读理解应该怎么教？除了专业的外语阅读教学理论外，这里要特别强调的是，语篇阅读理解的教学目标不能仅仅停留于个体的篇章及逐词逐句的翻译和意思的理解，而应该把相关语言文化背景知识及核心词汇句式的有效学习、记忆乃至最终的灵活运用作为最终的教学目标，通过循序渐进的有效积累从而达到知识与能力的同步发展。
厦门教育科学研究院 英语科 杨鹏辉
20##年2月