2017年安徽省英语学科初中学业水平考试纲要

2017年安徽省英语学科初中学业水平考试纲要
2017年安徽省英语学科初中学业水平考试纲要

2017年安徽省初中学业水平考试纲要

英语

一、编写说明

本纲要是依据教育部颁发的《全日制义务教育英语课程标准(2011年版)》(以下简称《英语课标》)的内容和要求,结合我省英语教学实际而制定的。本纲要对我省 2017年初中学业水平考试英语学科的考试性质与目标、考试内容与

要求、考试形式与试卷结构等提出了明确要求,做出了具体说明,并选编了例证性试题。本纲要是我省2017年初中学业水平考试英语学科的命题依据。

二、考试性质与目标

初中学业水平考试是义务教育阶段的终结性考试,是修完义务教育课程的

初中学生参加的水平性考试。考试结果既是衡量学生是否达到初中毕业标准的主要依据,也是高中阶段学校招生的重要依据之一。英语学业水平考试的目的是全面、准确地考查初中毕业生在英语学习方面达到《英语课标》中“五级目标”水

平的程度;全面落实《英语课标》所确立的课程评价理念;促进教学方式的转变,引导义务教育阶段英语教学全面落实《英语课标》;促进学生英语学习方式的改进和英语学习兴趣的培养,提高综合语言运用能力;推动义务教育阶段评价与考试制度改革以及普通高中招生制度的改革。

三、考试内容与要求

根据《英语课标》确定的义务教育英语课程的总体目标要求,全面考查学

生听、说、读、写等四种英语语言技能的综合实践能力以及灵活运用语言知识的能力。在确定考查内容和标准时,主要参考《英语课标》中“内容标准”五级的

内容和要求及相关的附录,同时参考三级和四级的内容和要求。具体考查要求如下:

考查

内容和要求

项目

1.了解语音在语言学习中的意义。

2.在日常生活会话中做到语音、语调基本正确、自然、流畅。

语音

3.根据重音和语调的变化,理解和表达不同的意图和态度。

4.根据读音规则和音标拼读单词。

1.了解英语词汇包括单词、短语、习惯用语和固定搭配等形式。

2.理解和领悟词语的基本含义以及在特定语境中的意义。

词汇

3.运用词汇描述事物、行为和特征,说明概念等。

4.学会使用1500~1600个单词和200~300个习惯用语或固定搭配。

1.理解“附录2:语法项目表”中所列语法项目并能在特定语境中使用。

2.了解常用语言形式的基本结构和常用表意功能。

语法 3.在实际运用中体会和领悟语言形式的表意功能。

4.理解并运用恰当的语言形式描述人和物;描述具体事件和具体行为的

发生、发展过程;描述时间、地点及方位;比较人、物体及事物等。

在交往中恰当理解和运用五级所列功能意念的语言表达形式(具体内容功能

参见附录3)。

围绕五级所列话题恰当理解与运用相关的语言表达形式(具体内容参见话题

附录4)。

考查

内容和要求

项目

1.能根据语调和重音理解说话者的意图。

2.能听懂有关熟悉话题的谈话,并能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.能听懂接近自然语速的故事和叙述,理解故事的因果关系。

5.能在听的过程中用适当方式做出反应。

6.能针对所听语段的内容记录简单信息。

1.能就简单的话题提供信息,表达简单的观点和意见,参与讨论。

2.能与他人沟通信息,合作完成任务。

3.能在口头表达中进行适当的自我修正。

说 4.能有效地询问信息和请求帮助。

5.能根据话题进行情景对话。

6.能用英语表演短剧。

7.能在以上口语活动中做到语音、语调自然,语气恰当。

1.能根据上下文和构词法推断、理解生词的含义。

2.能理解段落中各句子之间的逻辑关系。

3.能找出文章中的主题,理解故事的情节,预测故事情节的发展和可

能的结局。

4.能读懂相应水平的常见体裁的读物。

5.能根据不同的阅读目的运用简单的阅读策略获取信息。

6.能利用词典等工具书进行阅读。

7.课外阅读量应累计达到15万词以上。

1.能根据写作要求,收集、准备素材。

2.能独立起草短文、短信等,并在教师的指导下进行修改。

写 3.能使用常见的连接词表示顺序和逻辑关系。

4.能简单描述人物或事件。

5.能根据所给图示或表格写出简单的段落或操作说明。

四、例证性试题

(一)听力

听力部分主要考查学生对英语口头语言的理解能力以及从真实性语言材料中获取信息、归纳判断和正确应答的能力。考试的方式是让学生在听录音过程中或听完录音之后,根据录音提供的信息完成某项任务。主要考查形式为:1.听句子,选关键词语。

学生听1个句子(两遍),然后选择所听句子里包含的单词或短语。[例1] A. tie

录音:Judy is going to send a card to her father on Father’s Day.

(答案:C)

B. scarf

C. card

[说明]通过听句子,考查学生在听的过程中捕捉关键词以及单词辨音的能力。要求学生能听懂句子的大意,并根据所获取的关键信息来选择单词或短语。

2.听短对话,选图片。

学生听一段短对话(两遍),然后回答问题。选项为图片形式。

[例2] What time is it now?

A. B. C.

录音:W: Hurry up! Our train leaves at 9:00.

M: Don’t worry. W e still have 30 minutes to go.

(答案:A)[说明]通过听简短对话,考查学生捕捉细节信息以及信息转换的能力。要求学生在听懂对话的基础上将关键的语音信息转换成图像信息。

3.听短对话,选答案。

学生听一段短对话(两遍),然后回答问题。选项为文字形式。

[例3] When will the speakers talk about the project?

A. Tomorrow morning.

B. Tomorrow afternoon.

C. Tomorrow evening. 录音:

M: Will you be free togorrow gorninhi j’k lile to tmll witn you mbout our

project.

W: Not in the morning. But I will be free in the afternoon. See you then.

(答案:B)[说明]通过听简短对话,考查学生对所听的录音材料的理解和判断能力。要求学生能识别对话中的重要信息,进行简单的推断并选出答案。

4.听长对话,选答案。

学生听一段长对话(两遍),然后回答问题。选项为文字形式。

[例4] 1. What’s wrong with Bob?

A. He has a toothache.

B. His arms hurt.

C. His leg is broken.

2. What does the woman advise Bob to do?

B. Go to hospital.

C. Color fewer boxes.

A. Have a cup of tea.

3. What is the relationship between the two speakers?

A. Guide and tourist.

B. Husband and wife.

C. Doctor and patient.

录音:

M: Oh!

W: Bob? What’s the matter, dear?

M: My arms hurt.

W: I’m not surprised. Why don’t you stop for a moment? Let’s have a cup of tea!

M: That’s a good idea. I think I will.

W: You should ask our son to help you with the heavier boxes.

M: mes. mou’re probably right.

(答案:1-3 BAB)[说明]通过听多个轮回的对话,考查学生对谈话的主题以及对主要信息的获取能力。要求学生能根据所听的日常生活中熟悉话题的谈话,捕捉主要信息。

5.听短文,选答案。

学生听一篇短文(两遍),然后回答问题。

[例5] 1. Where is naul’s school?

A. In America.

B. In Canada.

C. In China.

o. pow old are the students in naul’s school?

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