中考英语写作试题分析

1、2016年中考英语写作试题分析一、成绩分布状况、效度与难度分析2016年固原市中考英语写作最高分15分，最低分0分，平均分7.17， 标准差3.97 难度系数0.48。全体评分曲线图如下所示： 从图中可以看出，考生成绩呈常态分布，6至12分段考生所占比例较大，但同时也反映出写作能力较差的学生占据很大比重，0至5分占比例较大，其中零分作文占8.64%，因此，我市初中学生英语写作能力有待进一步提高。从命题角度看，要求考生写一篇人物说明文，考察学生语言实用能力。内容要点包括身份，事件，家庭情况，性格，爱好，他人评价，事件理由等。内容兼具规范性与开放性双重特点，考生可根据每个要点展开想象，适当拓展，字

2、数要求60至120，考生在写作篇幅上有较大的伸展空间，得分梯度明显。从命题意向到考生得分来看，作文命题目的与实际考察结果相符，试题效度较高。二、考生典型问题分析（一） 识记类问题识记类问题集中反映在考生对基础词汇的拼写不够准确，含义模糊，表现为词不达意，模棱两可，词性混乱；考生对固定搭配，固定句式记忆不够准确，导致整个文章表意混乱，影响读者对文章的理解。具体表现为：1.拼写错误如将spirit拼写为sprite,将always 拼写为alway,将America拼写为Amercia,将China拼写为Chine,将Chinese拼写为Chinses, 将vacation拼写为vication,

3、将beautiful拼写为beautfull,将mother拼写为monther,将because拼写为because,将USA拼写为UK等。 2.用词不当如I am very like him.He is very miss me.He is very shyness.Sometimes, his help my questions.He knows thanksgiving others.Teacher speak Bill very carefully.He popular my live.Hes from American.3.固定搭配错误 固定搭配中的介词与冠词应用较为灵活，并无规律

4、可循，因此考生在应用过程中出现错误的几率较高，如He spend many free time to play computer games.the reason of he comes to my hometown is that he thinks Ningxia is very beautiful.He will go trip in Ningxia.He will come Ningxia.He is going to Ningxia on trip at holiday.He is good at learn math.You can make friend with he easi

5、ly.In the word, Bill is a good boy.4.固定句式错误 英语中有大量的固定句式结构，能恰当应用固定句式结构是衡量学生写作能力的主要依据，但误用或错用往往会导致相反的结果。如很多考生出现There have three people in his family.He spends his spare time to play computer games.He always helps classmates as for as he can. （二）结构类错误英语是一门形式逻辑很强的语言，这也是英语与汉语的最大区别。如名词的单复数、可数与不可数、抽象与具体转化；动

6、词的时态、语态、语气变化，动词的及物与不及物，及物动词的宾补结构；形容词的原级、比较级、最高级；简单句、复合句、并列句都有其自身的使用范围以及连词、关系代词的选用、时态的呼应等等。如果考生语法知识不够牢固，就会出现大量的语言结构性问题。同时，从语篇的角度来讲，整体文章结构需要有适当的衔接与过渡，缺少衔接与过渡，就会 使文章层次混乱，重复累赘。具体问题表现如下：1.动词的及物与不及物如He like listening music.He wants to look Ningxias park. He often helps with classmates. 2.及物动词宾补结构错误 如He te

7、ll me give some suggestions about Ningxia. He wants to travel and help himself relaxing. 3.时态问题如He is once go to Ningxia.He had joined school soccer team.He will climbs the mountain Tai and visits the Great Wall.He also said he want to Guyanling with me. 4.语态问题 如He is visited his grandmother. He is

8、wondered how China likes.5.语气错误 如I wish he has a good time. 6.谓语重叠 如He likes play basketball.He is going to summer holiday come to Ningxia.He wantarrive Ningxia.I am get along well with him.Hes like play basketball.7.谓语结构残缺或错误 如He is study very good.That his wish.He very friendly and outgoing.Footba

9、ll is Bill like best on sports.He can many money.8.无主句 如Is very cute, student thinkHe thinks that can find something interesting.There are a good place, can make people relax.After class dont fight with her friends.9.主谓不一致 如Bill have a good family.He dont know this people.His teachers and classmates

10、 says that he is a funny boy.He always share his book with me. 10.名词的单复数形式错误、人称代词格的混乱、介词错误、冠词错误 名词单复数形式错误如：He is a middle school students.Many teacher think that he is polite and smart. There is a good weather here. 介词错误如：They always play football in playground.They live countryside.I want to introd

11、uce him for you.I believe he will love in here. 冠词错误如：He lives in the USA.He is a excellent boy.His father is teacher.The summer, he want to go to the Ningxia. （三）功能类问题功能类问题是从语用学的角度来说的，考生虽然能表达基本意思，但不能准确表述题目要点，往往与功能类问题有关。具体问题表现如下：1.词性错误 如Do you want to see he?He has a normal family likes many people.

12、There are three people in his family, he father, he mother and he.His study is very well.2.串句错误 如The air is fresh, the sky is blue, the grass is green. When we talk on the phone are very happy.He has a good hobby is clean his familys living room.He heard of Ningxia is very beautiful.3.平行结构错误 如He lik

13、es swimming, running and play basketball.He is shyness, but friendship for me.Running make him happy and pleasure. He is friendship and outgoing.4.语序混乱如They with Bill gets on with.Because he like there environment.His address is very big house with garden.He like with parents watch TV at evening.5.汉

14、语式表达 如I want to learn heres knowledge.He come Ningxia play.You come Ningxia is very good.Bill has a hot heart, especially have trouble people. We very welcome to he come to our home.We think of please his teach me, so that we and his together study harder.6.句式单调 如His dad is a worker. His mom is a wo

15、rker, too.He has a pair of big ears, and a small mouth and has a yellow hair.He wants to go to China. He wants to go to Ningxia.7.主从复合句错误 如He come Ningxia is because he and his parents like Chinese.He want to know Guyuan people live.My teachers and classmates all think of he is helpful.He hear of Ni

16、ngxia is beautiful.三、优秀作文分析与点评案例1【分析与点评】考生能准确审题，层次清晰。第一段交代了人物的身份、家庭情况及爱好；第二段交代了人物性格及老师、同学对他的平价；第三段交代了来宁夏旅游的原因。文章结构安排合理，整体过渡自然、环环相扣，形成了严密的逻辑链条。要点明确饱满，表述精确到位。句式富于变化，长短句错落有致。文中there be句型、spend sb.in doing sth.结构、以及宾语从句His teaches think thatHis classmates say that凸显了作者驾驭语言的能力。案例2【分析与点评】 此文亮点频出，耐人寻味，是人物介

17、绍类作文中的一篇佳作。文章结构合理、叙述自然、笔触细腻、过渡精妙，句式丰富多彩，词汇应用生动鲜活。第一段用because of 介词短语表示原因，句式精炼、独到。紧接着用in his spare time 和sometimes 两个表示时间概念的词，表述精细、具体。第二段中用as a student, as a result,过渡巧妙，逻辑严密。第三段作者用副词once将时间推移到过去，由用from then on 将时间过渡到现在，游刃有余，可见考生扎实的语言功底和行文智慧。为了避免与第一段中he is interested in句式重复，作者在最后一段用He has strong inte

18、rest in来表达同一意境，可谓妙笔生花。文章用问句结尾，增加了文章的生动感，拉近了与读者的距离。四、写作教学的问题与建议英语写作是语言综合应用能力的集中体现，是语言教学的重点，也是难点。从2016年固原市中考考生在英语作文中的表现来看，集中反映出以下几个问题：1.基础词汇掌握不够牢固。丰富、确切的词汇储备是写好作文的必备条件。从卷面分析可以看出，相当一部分考生对于基础词汇的拼写、词性、词的用法、固定搭配、各种词性的句法功能模糊不清，究其原因，与平时的词汇教学不无关系。如果将词汇学习看作是纯粹机械记忆过程，而没有学生的认知、理解与想象的参与过程，这是对词汇教学的最大误解。因此，探索一套建立在

19、学习者认知规律基础上的词汇教学方法将是解决这一问题的根本途径。 2.语法知识的应用能力较差。语法知识是写好作文的基本保证。考生在选择性语法填空中的表现明显优于写作，也就是说，考生在输入性试题中得分较高，而在输出性试题中得分较低。输入性试题主要针对陈述性知识而设定的，而输出性试题则是针对程序性知识而设定的，是对考生认知策略的考察。从试卷分析可以看出，语法教学与考生写作能力的形成之间有明显的脱节。因此，如何将语法教学和写作教学结合起来是提高学生写作能力的突破点。3.语篇知识的缺乏。任何一篇写作都应当是符合逻辑的展开，讲求结构合理、过渡自然。但从试卷分析可以看出，许多考生在写作前缺乏对文章的整体构思

20、，常常出现写作意图不明、词语堆砌、重复累赘、要点不全等现象。语篇知识主要涉及语言的结构、文章的整体布局、句与句之间的衔接与过度等。 针对以上问题，对今后写作教学提出以下两点建议：1.词汇教学应摆脱传统的注入式教学，而应当采用联想式教学。在注入式教学中，教师往往先领读单词，然后让学生记忆单词，最后听写所记忆的单词。这是目前大多数教师采用的方法。这是一种机械记忆方法，学生在学完词汇之后很快就会遗忘，并且很难正确应用词汇。联想式教学是建立在词汇的联系基础上的，学生通过联想式记忆，会形成一张词汇网络，而不是彼此毫无关系的单个词汇，这样就大大提高词汇在学生大脑中的长时记忆。综合我国目前各种词汇教学探索实

21、验，可以概括为三条基本路线：从词源学角度出发路线。很多单词源于同一词根，学生记住一个词根，可以至少记住10个单词，而且很难遗忘。在中学范围内，目前高中教材中涉及词缀，有一定帮助作用。初中教学从词汇教学思维上简单的渗透一些构词法知识很有必要。主题分类路线。是将各种词汇按主题进行分类，在课堂上往往采用头脑风暴法，让学生快速调度所学词汇，从而形成一种词汇族群。目前有部分教师采用头脑风暴法，但值得指出的是，头脑风暴所形成的词汇族群应当以文本的形式储存起来，以备学生长期使用。主题分类法对学生写作词汇帮助极大，应当引起重视。区分与联系路线。在新词汇出现时，教师引领学生梳理改词汇的同一词、反义词以及该词的其他词性的拼写形式。这一路线对学生正确理解词汇的句法功能有很大帮助，在教学实验中也收到良好效果。2.语