中考英语题型研究

中考英语题型研究
中考英语题型研究

学习主题:广州市中考英语题型研究

一、研究目的:中考英语题型乃初中英语教学之根本性指导方向;通过对近几年中考英语试题的分析,把握中考英语热点、重点、难点,研究学生答题得分点、失分点,从而明确初三英语备考方向以及初一初二基础教学组织方向,为我们本次学习之重点。

二、题型总结:

最新中考英语题型分布:

题型考查形式分值

笔试

听力理解

5段对话或独白/每段两遍;

(1-15)15道选择题

2分×15题=30

135分听取信息

1段独白或对话,播两遍;

根据所听内容填空;(A-E)5道

填空题

1分×5题=5分

语言

知识

运用

单项选择(16-25)10道单选题

1分×10题=10

语法选择

1篇短文,挖10空,(26-35)

选择题;

根据句子结构与上下文选择最

佳选项

1分×10题=10

完形填空

1篇短文,挖10空,(36-45)

选择题;

根据全文大意选择最佳选项

1分×10题=10

阅读理解

4篇文章,每篇5道选择题

(46-65);

根据文章意思理解,选出最佳选

2分×20题=40

单词拼写

5个句子,每句1空(66-70);

根据句意及首字母填空,每空1

1分×5题=5分完成句子

5个句子,每句若干空,每空1

词;

根据所给中文及句子结构填空

(71-75)

2分×5题=10分书面表达作文1篇,根据所给内容用英语15分×1题=15

中考成绩150 =笔试135 + 口语15

笔试(120分钟):6月中旬

口语(约12分钟):5月上旬或中旬

表达;

80个单词左右

口语人机对话朗读短文

15分情景反应

简短说话

听力题型研究考点要求

1、能根据语调与重音理解说话人的意图;

2、能听懂有关熟悉话题的谈话,并从中提取

信息和观点;

3、能借助语境克服生词障碍、理解大意;

4、能听懂接近正常语速的故事和记叙文,理

解故事因果关系;

5、能在听的过程中用适当方式做出反应;

6、能针对所听内容记录简单信息;

7、考点主要集中于时间、地点、人物、天气、交

通、数字、计算、比较级等方面。

失分研究

1、听的基础:词汇障碍,听不懂;语音语调难适

应;

2、听的习惯:英译中,无明确“听的目的”,不

会作简单标记;

3、听的心理:紧张、急躁、一听到信息沾边即

选;

3、信息判断:信息点多,信息错位,分析把握

不当。

解题策略1、听前:审准问题,明确“要听什么”,预测

要听内容;

2、听时:冷静,注意句子结构把握大意;

简单记录相关信息点;

3、听后:紧扣问题,分析比较所获取信息点,确定答案

教学建议1、听力语感培养:结合音标教单词,鼓励学

生多听和读单词、课文;注意语音语调;多进行口语交流;

2、分析能力培养:教学中引导学生分析,处理

众多信息与唯一答案间的

关系;

3、听力习惯训练:严格要求,侧重听力习惯和听力技巧的训练;培养学生听前审题意识;

提高学生听时记录技巧;

强化学生听后信息处理能力。

单项

选择考点分析

1、重点考查词类、语法、习语的基本用法;

注重语境化、交际化,要求有所提高;

2、词:名词(数、量),动词(时态、语态、

搭配、延续终止、情态),

形容词&副词(区别、级),代词(类、区别),冠词;

3、短语:动词短语(非谓语用法),介词短语

(时间介词与时态);

4、句子:并列连词、定语从句、状语从句、

宾语从句(语序);

5、句型:反意问句,感叹句、祈使句、特殊问句;

交际用语;

失分研究1、基础知识:各类基础知识点不够系统化、

清晰化;

2、答题心理:无明确分析意识,易忽略语境

与全句把握;

粗心或急躁,缺乏对四个选项的分析比较

解题策略1、根据句子结构,把握该题考点,从结构上

排除错误项;

2、联系前后句,分析语境提示,从句意上选

择最佳选项

教学建议1、以基本点为重,侧重知识系统化、清晰化;

2、渗透句子结构分析意识,引导学生自主分

析,自我把握考点;

3、教学练习尽可能创设合理情景,培养学生

语境把握能力

语法选择考查热点

1、动词(时态、语态、动词搭配、非谓语);

2、形容词&副词(词性区别、比较级、最高

级);

3、介词搭配、并列连词、从句引导词;

失分研究

1、本题考查知识点仍属基础范畴,但结合短

文特点,隐蔽性较高;

2、基础知识:欠全面、清晰,忽略个别细节

而失分;

3、解题心理:紧张,拘泥于单词意思,把握

不准考查方向;

解题策略

1、句子结构分析,先把握考查方向,结构上

排除错误项;

2、联系前后意思,结合考点各方面细节,确

定最佳答案;

教学建议

1、渗透句子结构意识,培养学生句子结构分

析能力;

2、知识点教学,可适当联系相关点,引导学

生对比分析

完形填空考查方向

1、上下文整体感知能力(阅读理解能力)

语言基础知识运用能力(词汇运用能力)

2、重点考查名词、代词、动词、形容词(实词,

词义辨析)

&介词、连词(虚词)

失分研究

1、基础知识:词汇不扎实,易混词难区分;

2、阅读习惯:拘泥于单词,忽略前后,难跳

跃把握全文整体;

3、逻辑判断:带有较大主观性,缺少清晰明

确的依据

解题策略

1、略读,把握大意:首句+ 篇章性标志(连

词、first、next、finally);

2、选择项需注意其所在句、周围句语义联系

+ 该项搭配与词义区别

前后句无法确定的选项,需考虑全篇结构联

系;

3、复读全文,只能以篇章结构为依据检查

教学建议

1、基础教学:注意同义词、近义词区别

(讲解+ 单句区别+ 较复杂语境运用)

2、心理辅导:在教学中注意引导学生自主、

有条理的进行分析;

逻辑分析

推理判断

3、专题训练:侧重篇章结构和上下文把握的

训练

阅读理解考查方向

1、题材涉及社会生活、哲理故事、新闻报道、

科普文等方面;

2、文体不限,题型以细节题、细节推理、全

文推理为主

失分研究

1、阅读基础:词汇掌握不过关,问题、文章

均一知半解;

2、阅读习惯:中文式理解,速度慢,花费时

间多;

思路不清晰,犹豫,没方向,浪费时间;

感性阅读,“看懂才能做”,畏难,易慌乱焦躁;

3、阅读技巧:极欠缺,或有认识,但机械模仿,

缺乏条理性清晰性;

解题策略

1、阅读前:审题,把握5个问题的关键(明

确阅读的目的);

2、阅读时:注意篇章性标志,把握全文结构

大意;

找出与5个问题相关点,并作出相关标记;

3、阅读后:信息分析处理过程;把握问题与原文的联系或区别

教学建议1、基础教学:强化学生词汇积累,提高句子、

篇章分析能力;

2、阅读训练:侧重阅读条理性,疏导学生畏

难、紧张心理;

注重阅读技巧针对性训练,提高学生信息分析判断能力

单词拼写考查热点

1、名词(数),动词(时态、语态),形容词

副词(比较级、最高级)

2、词性转换:名词与动词、形容词;形容词与副

失分研究

1、句意把握不准,判断不出所缺词义;

2、句意能把握,单词不会写;

3、词义能把握,但急躁,忽略句子结构,词

性不当;

4、词义、词性均能考虑,但粗心,拼写、单复数、

形式变化出错

解题策略

1、根据句子结构,清晰把握句意,确定所缺

词性;

2、根据前后句意,确定所需词义;

3、全面考虑,注意拼写、单复数、变化等细节

教学建议1、词汇教学:明确拼写,注意词性变化,多

举例或创设语境运用;

2、心理辅导:平时教学中注意引导学生培养冷

静、细心心态

完成句子考查热点

1、动词时态、语态、搭配;介词短语;复合

句;

2、句型:it作形式主宾;感叹句型;比较句

失分研究

1、句意与句子比较不清晰,不知要填什么;

2、知道要填内容,但不会用英语表达;

3、知道所缺语义,但第一反应表达不符合句

子结构;

4、拼写、缩写、主谓一致等方面考虑不全解题策略

1、对比中文意思与给出句子,确定所缺语义

部分;

2、分析句子结构,确定所缺成分;

3、根据语义与句子结构,对语义进行多方面

同义变化;

4、选取符合句子结构的表达,注意考虑考点

各细节问题

教学建议1、基础教学:侧重词性运用,积累同、反义

词句,

多进行同义变化练习;

知识点各考查方向系统、清晰化;

2、强化句子结构分析,将所学词汇、语法运用于句子表达

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2020英语中考新题型组合训练:Day 1 一、完形填空 Mr. Hawkins, the headmaster, stopped Anna one day at the school gate. “Now,” he said, “I want you to tell me the 1 , my dear.” Feeling something terrible had happened. Anna said slowly " 2 .” I have had a most 3 accusation (投诉) made against you by Mrs. Bond. “Mrs. Bond?” said Anna, not understanding. Janet Bond was a quiet little 4 of a child. As far as Anna could remember, she had never had 5 to speak an angry word to the girl “Mrs. Bond,” went on Mr. Hawkins, “told me that you scolded (责备) her daughter yesterday afternoon.” “Scolded?” cried Anna. “I certainly didn’t do that. 6 not in school." she added honestly. Mrs. Bond’s7 is that Janet was a little late back to school in the afternoon. She said she set out from home a little late. “Just a minute," said Anna, beginning to8 . “She did come late, very late. I had marked her 9 , of course. Then she 10 slowly in, when we'd started our paper-cutting, and I believe I said she was a nuisance(讨厌的人). She didn't appear to hear and was certainly quite 11 .” “A nuisance!" Mr. Hawkins couldn’t12 it and asked, "You're sure you only said a nuisance.” I may not even have said that, "Anna replied, I was not angry at all at that moment- 13 certainly didn’t scold her.” Mrs. Bond said that you called her child a blasted (该死的) nuisance, is that true? “Indeed it isn’t,” said Anna. The child or the mother had14 it up! After Anna's explanation, Mr. Hawkins felt 15 . "Just as I thought, my dear, but of course I had to make sure.” ( ) 1. A. rest B. truth C news D. secret ( ) 2. A. Naturally B. No way C. Exactly D. Certainly not ( ) 3. A. mistaken B. correct C. serious D. careless ( ) 4. A. mouse B. pig C. rabbit D. bird ( ) 5. A. courage B. chance C. time D. cause ( ) 6. A. At first B. At least C. In fact D. After all ( ) 7. A. explanation B. excuse C. story D. question ( ) 8. A. think B. imagine C. complain D. understand ( ) 9. A. absent B. present C. sick D. early ( ) 10. A. rushed B. jumped C. walked D pushed ( ) 11. A. sad B. tired C. cheerful D. proud ( ) 12. A. guess B. repeat C. follow D. believe ( ) 13. A. as B. and C. but D. or ( ) 14. A put B. picked C. looked D. made ( ) 15. A. interested B. satisfied C. disappointed D. surprised 二、语篇填空 第一节:阅读短文,从方框中选择适当的词并用其正确形式填空,使短文通顺、意思完整。每空限填一词,每词限用一次。

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