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2019-2020下期期末《英语》成绩分析
一、质量分析
四个班共96人参考，及格率23%优秀率39.44%
二、试卷分析
回顾这次考试，在各个方面都有很多的收获和启迪。这次英语测试不仅注重对学生基础知识掌握情况的检查，更注重综合能力的考查，且注重了学习期间英语知识的整合。试卷从听、写、认、读多方面考查学生的知识掌握情况，且难易适中。本套试卷共分为选择、作文两大部分，其中选择占70%，非选择占30%，总分100分。
第一题考察学生基础语法的掌握。
第二题语言应用大部分学生单词掌握的较好。
第三题，阅读理解，学生由于基础单词记忆不足，翻译问题较大。
第四题，作文写作大部分同学抄短文，甚至未写。
三、存在问题
从学生答题情况和成绩情况来看，存在着一些不足，主要表现在：
1、学生对所学知识掌握得太死，运用不灵活。从试卷中可看出，学生们对教材中的词、句子、对话只是单纯地死记硬背，不甚理解，习题稍微有变动，就不知从何下手，结果一做就错。
2、学困生是一个大问题，在今后的教学中，一定在抓好全面的`基础上做好学困生的工作，真正提高他们的学习效果，从而提高整体的学习成绩。
四.改进措施：
1.、在今后的英语教学中，要抓基础，培养能力，打好坚实的语言基础。
2、在上课过程中，要尽量照顾差生，让他们参与到课堂活动中来。
3、在日常教学中,更加扎实的培养学生的英语阅读理解能力,提高学生的阅读水平。
4、加强对综合运用能力的训练中成长，从而增加他们的能力，取得好成绩。
5、提高学生的兴趣，思想较散漫的学生，对学习有兴趣，增长自信心。
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全校英语期末考试试卷分析
2015-2016学年度第二学期全校小学英语期末考试质量分析 一、命题分析 本次三、四、五年级期末考试由区教研室统一命题，各联合体组织考试。考试仍采用采听力和笔试的方式，考试时间60分钟，试卷总分100分。其中三、四年级听力部分占总成绩的60% ,笔试部分占40%。五年级听力占50%，笔试占50%,与往年题型相比，听力比重增大。试题严格按照课程标准和小学英语教学的实际情况进行命题，既注重基本知识的考查，也适当考查学生综合运用语言的能力，考点分布合理，题型多样，涉及知识面广，该卷适合对不同学习层次的学生进行有效、真实的测试与评价，真正体现了学以致用原则。 二、答题情况分析 三年级 三年级考试内容加强了与学生生活实际的联系，重视对学生运用所学的基础知识和技能的考查。从答题来看，学生书写一般，掌握情况较好。听力部分区难度适宜，第一题听音选词比较容易，绝大多数学生能得满分，但仍有学生易混单词辨析不清，比如cap,map等；二、三大题整体情况一般，学生思维转换不太好，不会灵活变通，如:听力原文的long nose，很多学生判断为错，导致失分；第四题听音排序，学生容易失分，一方面说明学生审题不清，另一方面也反映学生基础掌握不牢；听音选答语题是听力中的区分题，失分较多。 笔试第七大题考察学生的单词书写，大部分学生书写工整规范，有部分学生审题不认真，将句子全部写下来导致失分；七、九大题考察学生的单词
归类以及口语交际，学生的得分率非常高，这与平时教师扎实的训练是分不开的；选择填空中描述鸭子特征中，大部分学生选的是long nose,说明学生对生活中动物形体认知不清晰，不能正确把握动物特征；第十一题，读图判断对错，学生失分非常严重，不能很好地将文本与图片结合。 四年级 ~ 听力题总体来说做的不错。第一、二、三、四题主要考察单词和句子音、形、义的结合，多数学生完成较好，个别学生对图片看的不细致，所以造成失分；第六大题是选择答语，一方面考查学生的口语交际，另一方面检验他们听力的预测能力，全对的较少，主要是缺乏平时必要的训练。 第七大题是选择不同类的一项，大部分学生能拿满分，个别学生存在知识缺陷，对单词认识不好，导致做题失分；第七题考察学生的单词认知和书写能力，但学生的书写不够规范，特别是小写k,y的规范书写；最后一题阅读理解，考查学生对句段的初步理解和分析能力，学生阅读这一块稍有欠缺，文本信息的细节把握不好，导致失分较多。 五年级 听力第一、二、四题学生基本都得满分，或扣分较少，学生基础知识扎实，辨认图片的准确，学生审题比较认真；第三大题选答语失分严重，第一小题询问时间设计巧妙，但学生信息捕捉不敏感，错选较多；第五大题，选择对话内容相符的图片，第1,3小题失分比较严重，原因是学生对星期，日期等信息掌握不扎实，听力信息的捕捉能力和预测能力还有待提高。 第六题选择单词，考察学生对词义语句信息的理解，第2小题失分较严重，许多学生错选November,对节日日期不明确，不能很好地讲英语学习深入
北京大学“学术英语阅读”2017年上学期期末考试真题
2017—2018学年度第一学期期末考试 学术英语阅读 院/系_________________ 姓名_________________ 班级_________________ 学号_________________ Direction Read the following passage. While you’re reading, please pay special attention to the underlined or shaded words, phrases and sentences. You’ll be asked to explain them in English later after reading. The Price of Preference Shelby Steele 5 10 15 20 25 30 In a few short years, many blacks and a considerable number of whites would say that I was sanctimoniously (圣洁地) making affirmative action①into a test of character. They would say that this small preference is the meagerest recompense for centuries of unrelieved oppression. And to these arguments other very obvious facts must be added. In America, many marginally competent or flatly incompetent whites are hired every day—some because their white skin suits the conscious or unconscious racial preference of their employers. The white children of alumni are often grandfathered into elite universities in what can only be seen as a residual benefit of historic white privilege. Worse, white incompetence is always an individual matter, but for blacks it is often confirmation of ugly stereotypes. Given that unfairness cuts both ways, doesn’t it only balance the scales of history, doesn’t this repay, in a small way, the systematic denial under which my children’s grandfather lived out his days? In theory, affirmative action certainly has all the moral symmetry that fairness requires—the injustice of historical and even contemporary white advantage is offset (补偿) with black advantage; preference replaces prejudice, inclusion (1) answers exclusion. It is reformist and corrective, even repentant and redemptive (忏悔与救赎的). And I would never sneer at these good intentions. Born in the late forties in Chicago, I started my education (a charitable term in this case) in a segregated (种族隔离的) school and suffered all the indignities that come to blacks in a segregated society. My father, born in the South, made it only to the third grade before the white man’s fields took permanent priority (永久性优先) over his formal education. And though he educated himself into an advanced reader with an almost professorial authority, he could only drive a truck for a living, and never earned more than $90 a week in his entire life. So yes, it is crucial to my sense of citizenship, to my ability to identify with the spirit and the interests of America, to know that this country, however imperfectly, recognizes its past sins and wishes to correct them. Yet good intentions can blind us to the effects they generate when implemented. In our society affirmative action is, among other things, a (2) testament to white goodwill and to black power, and in the midst of these heavy investments its effects can be hard to see. But after twenty years of implementation I think that affirmative action has shown itself to be more bad than good and that blacks—whom I will focus on in this essay—now stand to lose more from it than they gain. In talking with affirmative action administrators and with blacks and whites in general, I found that supporters of affirmative action focus on its good intentions while detractors (反对者) emphasize its negative effects. Proponents talk about “diversity” and “pluralism”; opponents speak of (3) “reverse discrimination”, the unfairness of quotas (指标) and set-asides (保留名额). [1] It was virtually impossible to find people outside either camp. The closest I came was a white male manager at a large computer ①Affirmative action is the policy of favoring members of a disadvantaged group who suffer or have suffered from discrimination within a culture. 平权运动，扶持政策