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小学英语试卷范文1
英语试卷分析的形式多种多样，比如书面与口头分析的结合式、按序逐题分析的次序式、抓重点解决的重点式、使知识系统化的归纳式、以一题扩多题的放射式等。教师在教学中应结合多种分析方式，因题制宜，因材施教，将分析形式合理地运用到小学英语试卷分析中，才会有收效。
一、课前准备阶段
1.进行分类统计。首先，找出最高分、最低分、优秀率、及格率和平均分等反映全班考试情况的数字。然后，统计试题中每道题的失分率，逐项分析，了解学生对每类题型的掌握情况。最后，分析试卷中各试题所考查的知识点及在试卷中的分布情况，判断试题的难易度，给试题做出总体的评价。
2.分析试卷中典型错题。分析试卷中的错题可以初步认识哪些是薄弱环节，以便在课堂上进一步深入分析。对于典型错例要深入分析，诊断错误的原因。
3.备好教案。备好试卷分析课的教案就是要在统计分析的基础上，确定哪些题略讲，哪些题重点评讲。讲解时不应面面俱到，逐题讲解，教师要做到有的放矢，有针对性地去讲解学生普遍做错的题目。
二、课堂分析的实施步骤
1.公布成绩。表扬学生。一份好的试题犹如一面镜子，能清楚反映出学生的学习水平。教师在分析试卷时，对成绩优秀的学生进行鼓励，要求其力争更上一层楼；对成绩暂时不理想的学生，保护其自尊心，发现其闪光点，让其扬长避短；对于学困生，也采取表扬鼓励为主的方法，从试卷中找出其可取之处，肯定其成绩。
2.小组讨论。尝试解决。在教学中，教师可以尝试小组合作方法，在小组中先行讨论难点及重点，然后以小组为单位，上台讲解。在讲解过程中，学生和教师可以随时质疑，这就要求讲解的学生能随机应变，触类旁通。在学生解答过程中，教师随时启发引导学生作进一步思考，指导学生对以上解决的问题尝试归纳规律，使知识提炼升华。教师可适当地进行补充，在关键的地方画龙点睛。
3.深化理解，联想拓展。试题受考试卷面、时间的限制，不可能将所学知识全部涉及，面面俱到。因此，教师就可运用“以一题扩多题的放射式”来进行试卷分析。分析的内容要反映英Z知识的前后联系。不能仅仅局限于考点，而应引导学生思考相关的知识点，以达到举一反三、联想迁移的目的。如在出现一些常用词组时，一定要求学生联想到类似的结构和能够与之相对比的结构。如在试卷中出现play football这一词组，就要求学生想到类似的词组play cards、play ping-pong……然后，与词组play the piano进行比较。（play+球类与play+the+乐器。对比记忆。）
三、课后温故整理
1.温故知新，授之以“渔”。试卷中所涉及的知识点大都源于教材。教师在讲评试卷时，要引导学生去回忆呈现这一知识的课文原句，既能起到巩固课本知识的作用，又能引起学生对课本知识的重视，促使学生养成熟练背诵课文、认真钻研教材的良好习惯，从而使其对课文基础知识的掌握更为牢固，更为扎实。
小学英语试卷范文2
1.A.next toB.in front ofC.of course
2.A.motherB.summerC.winter
3.A.flyB.classC.sleep
4.A.weatherB.rainC.sun
5.A.writeB.letterC.colour
二、单选
1. I have _______ orange.
A.a
B.an
2. _____ do you see? A monkey.
A.What
B.Where
3. There ______ three boys in the room.
A.is
B.are
4. _____ you walk on the grass in the park?
A.Are
B.Can
5. ______ here.
A.Go
B.Come
三、阅读理解
阅读理解
I am in the park. I can see many fish in the river. I hear the bees on the flowers. I can play on the swing. But I can not walk on the grass. Look, this is my umbrella. It is pink. I can sit under my umbrella. I am happy.
答案
1. I am in the _______.
A. park
B. zoo
2. I can see many______ in the river.
A. ducks
B. fish
3. My umbrella is ______
A. red
B. pink
4. I can play on the ______.
小学英语试卷范文3
一、用所给词的正确形式填空。
1. I go to (school) at 7:15.
2. I do some (read) in the evening.
3. I ave dinner for 40 (minute).
4. How about (play) fooball?
5. There are six (family) in the picture.
6. you (like) football? Yes, we .
7. I do some (write) for 20 minutes.
8. It never (snow) in China in June.
9. The children always do (they) homework at night.
10. I (not) have dinner at home.
11. How about (take) a long after after supper?
12. I’m very happy (meet) you.
13. They often learn English by (chant).
14. My brother (play) football after school.
15. you often (have) lessons on Sundays? No, we .
16. The boy (write) a letter now.
17. School (begin) at 9:00.
18. I’m (read) an email from Lucy.
19. Let me (tell) you something about my daily life.
20. How about (take) a long walk after dinner?
21. Lucy is very (friend) to me.
22. School (end) at three in the afternoon.
23. She (not go )out in the evening.
24. My sister and I often (wash) clothes on Sunday.
25. (not do) your homework now.
26. She helps her mum (do) the housework.
27. It never (snow) in China in June.
28. She can ask him (help) her.
29. Tell them (not sing) here, Lucy.
30. Look, the dog (run) after a cat.
31. What time your brother (get) home on weekdays?
32. There (be) a basketball and some books on the table.
33. Do you know your (father) birthday?
34. Each of the students (have) a notebook.
35. she (like) dancing?
36. We (not have) lunch t home.
37. She (play) games now.
38. They are good at (swim)
39. He often (walk) to school.
40. (dance) monkey (dance) very well.
41. It is difficult (learn) English.
二、填入合适的词。
1. I’m reading an email Lucy.
2. Let me tell you something my daily life.
3. I g to school 7:30 every day.
4. School is at 4:30 in the afternoon, then we go home.
5. Please tell me email.
6. I watch TV thirty minutes every day.
7. The boy with me to school by bus every day.
8. I go to school by bus.
9. I’m an email Peter.
10. He goes to bed at about ten every .
11. Her father has lunch at home. Because he is very busy.
三、单项选择。
( )1. We bike.
A. are not have B. have no C. don’t have D. no have
( )2. The boy new friends.
A. Have many B. has some C. have any D. has any
( )3. you an English book? Yes, I .
A. Does, have,does B. Do, have, do C. Does, has, do D. Do, has, do
( )4. Where Peter and Tom from?
A. do, come B. does, come C. do, comes D. does, comes
( )5. One of the girls Chinese.
A. am B. is C. be D. are
( )6. We can get there tomorrow. A. to B. at C. \ D. in
( )7. everyone like the tea? A. Does B. Can C. Are D. Do
( )8. How is your sister ? A. feeling B. to feel C. feel D. feels
( )9. I’m a teacher of maths, what you? A. to B. in C. about D. from
( )10. your homework in class.
A. Don’t B. Don’t write C. Don’t do D. Aren’t
( )11. My mum often comes and apples.
A. picking B.pick C. picks D. is picking
( )12. We have classes 8:00 17:00.
A. at, at B. about, about C. from, to D. about, at
( )13. My mother is very busy. She goes shopping.
A. always B. sometimes C. often D. seldom
( )14. he like playing football? A. Do B. Does C. Is D. Can
( )15. The boy often English by .
A. learns, read B. learn, reads C. learns, reading D. learn, read
( )16. I like , but my sister .
A. cooking, doesn’t B. dook, don’t C. to cook, don’t D. cooking, cooks
( )17. You can tell me your daily life email. A.for B.at C. by D. of
( )18. What you often at home?
A. does, do B. are, do C. do, doing D. do, do
( )19. You should practice your .
A. listen B. istening C. listens D. to listen
( )20. Peter always his mother the housework.
A. helps, to do B. helps, does C. help, do D. help, to do
( )21. He to bed at nine.
A. doesn’t often go B. often doesn’t go C. not often go D. go often
( )22. He goes to school again 13:30 the afternoon.
A. At, on B. at, in C. in, at D. on, at
( )23. That question . I can’t answer it.
A. easy B. is easy C. difficult D. is difficult
( )24. Our teacher tells us in the street.
A. not play B. no play C. not to play D. no playing
( )25. It is raining now, but he wants to waitfor her.
A. don’t B. still C. doesn’t D. also
( )26. Her mother starts lunch.
A. cooks B. to cook C. cook D. is cooking
( )27. It’s eleven o’clock, but he .
A. still B. still working C. is still working D. still is working
( )28. Let’s look his school bag. A. out B.in C. of D. inside
( )29. What do you have lunch school?
A. /, in B. for, in C. a, of D. for, at
( )30. day, we go to school bike.
A. One, on B. Every, by C. A, in D. One, at
( )31. We should be when we cross the street.
A. care B. careful C. carefuly D. carefully
( )32. The boy likes , but in winter he doesn’t like .
A. swimming, to swim B. to swim, swimming
B. swimming, swim D. swim, swimming
( )33. you can’t write, just draw pictures.
A. If B. So C. But D. Of
四、完成句子。
1. 让我告诉你一些关于我日常生活的事。
Let you something my .
2. 早上九点开始上课。 School nine the morning.
3. 每天下午三点三十分放学。
School at every afternoon.
4. 晚饭后我看书或看电视。 Dinner, I do or watch TV.
5. 你可以通过电子邮件告诉我。 You can me .
6. 谢谢你的帮助。 you your .
7. 很高兴收到你的电子邮件。I’m very your email.
8. 露西一天上六节课。Lucy six day.
9. 学生们通过做游戏学习英语。Students English games.
10. 饭后他经常散步或给我读英语故事。
After dinner he often or English stories me.
11. 我每天在家练习绘画。I at home every day.
12. 带来几张你家人或朋友的照片。
a photos of your or your .
13. 周日我经常和父母去看电影。
I often go and a my parents Sunday.
14. 弹钢琴很难。 is to .
15. 有时候他帮妈妈做家务。
Sometimes she her mum the housework.
16. 我们应该想她学习。We her.
五、按要求完成句子。
1. She has supper at home every day.
2. There are some pictures on teh wall.(否定句)
3. The boy often flies the kite on Sunday. (一般疑问)
4. We often go to work on foot.
5. My best friend is from Britain. (同义句)
6. We have seven classes every day.(否定句)
7. Tom doesn’t watch TV in the evening. (肯定句)
8. Sheoften learn English by singing and chanting.
9. She has four lessons a day.
10. He rides his bike to school every day.(同义句)
11. Jim does housework at home. (否定句)
12. I often take a walk with my friend. (用she 改写为主语)
13. I do my homework at four. (用now 改写句子)
小学英语试卷范文4
关键词: 教学效能感中学英语教师职业倦怠
1.研究背景
职业倦怠(burnout)是Freudenberger于1974年首次提出的,主要用来描述个体在长期的工作压力下,由于得不到有效缓解而产生的心理、生理上的疲惫。而有关元分析、交叉检验和验证性因素分析的研究均表明Maslach(Maslach&Jackson,1986:18)的职业倦怠三成分说最能有效地解释大量实证研究的结果。她将职业倦怠则分为三个方面:情绪衰竭、去个性化、降低的自我成就感。情绪衰竭是职业倦怠最核心、最明显的特质,反映了与压力相关的特质。
虽近年来,国内已把教师职业倦怠视为学校变革过程中所面临的关键挑战,在新一轮的课程改革启动,正在转型中的中学英语教师面对严峻的形势不仅要有相应的语言能力和文化素质,熟练运用现代化多媒体技术,更需要进一步投身于教学改革实践,加强业务学习。此外,地域经济发展的不平衡,以及英语在经济和社会变革中的作用发生的转变,使得中学英语教师同样面临着职业倦怠的困扰。
笔者参照国外文献关于曲线调节作用验证的方法,把效能感设定为二次调节变量,以探讨其在压力影响职业倦怠过程中的调节作用。
2.研究方法
2.1调查对象
本次调查的抽样对象主要是来自广西壮族自治区各市、镇、县等19所中学英语教师,实发问卷282份,实际回收有效问卷271份,有效回收率达到96.10%。在有效样本调查中,其中男教师71人,女教师共200人;138名初中教师,133名高中教师。
2.2评定工具
教学效能感量表:参照俞国良(1995:159)等编制的《教学效能感量表》减缩而成,共27个项目,包括个人教学效能感与一般教育效能感两个分量表。其中个人教学效能感项目17个,一般教育效能感量表项目10个。本研究中一般教育效能感分量表的克伦巴赫α系数为0.77,个人教学效能感的克伦巴赫α系数为0.84。一般教育效能感分量表、个人教学效能感分量表的分半信度依次为0.85、0.86。
Maslash编著的教师职业倦怠问卷(MBI)共三个维度22个题目,分别是情绪衰竭维度、去个性化维度和成就感维度。在本测量中MBI问卷的Cronbachaα系数为0.82,情感枯竭维度为0.86,去个性化维度为0.80,成就感维度为0.79。
两个问卷均采用采用“0~4”5级评分方式,以2.5作为得分高低的标准考虑,对所有数据应用SPSS10.0统计软件包处理。
3.数据分析
3.1不同教师特征教学效能感的方差分析
教龄因素对个人教学效能感(F(1,268)=7.96,p
3.2中学英语教师职业倦怠状况
教师的总体职业倦怠程度偏高(M=2.54,SD=0.46)。从职业倦怠的三个维度来看,情绪衰竭这一层面的倦怠感最为严重(M=2.89,SD=0.57),其次为去个性化(M=2.81,SD=0.61),而在自我成就感这一维度上职业倦怠感较低(M=1.92,SD=0.50)。总的来说,中学英语教师的职业倦怠感主要表现为情绪衰竭。
其中,性别因素对情感枯竭、自我成就感作用显著(p
3.3中学教师教学效能感与职业倦怠关系回归分析
个人教学效能感与情感枯竭(F=9.698,p
4.讨论
4.1中学教师教学效能感的特点
中学教师的个人教学效能感显著高于一般教育效能感。一般教学效能感是教师关于教育对儿童发展影响的看法,其形成依赖于整体的教育实践及对教育现象的观察与分析,与个体经验的联系较少。个人教学效能感指教师对自己能够给予学生以积极改变的能力评价,即相信自己有教好学生的技能技巧的信心,它更多与教师个人的教育教学经验相联系并具有更多的个体意义。个人教学效能感比一般教育效能感对教师意味着更多的个体意义。教龄因素对教学效能感作用非常显著,教龄学历因素对教学效能感有显著的交互作用。教学效能感的形成是一个受多种因素影响的复杂过程。教师所受的教育、教师的社会化水平、个体差异、学校环境因素、教师的教学经验、与学生家长的关系都会影响教学效能感。学历因素代表着教师受教育的水平与职业准备状态,教龄则意味着教学经验。职业准备状态与教学经验共同作用于教学效能感,会引起学历水平不同的教师教学效能感随着教龄的增长而表现出不同的变化趋势。
4.2中学教师职业倦怠的特点
男教师的情感衰竭和去人性化程度显著高于女教师。由于女性较之于男性更为细致、耐心并具有良好的共情能力,以及天生的母性使她们更容易在教书育人的工作上得到满足;另外,社会赋予男性更多的责任,他们肩负着更多的负担,而中学英语教师并非一个高收益的职业,他们体现出更强的职业倦怠感。教龄在11至15年之间的教师在三个维度上均高于其他组的教师。这一教龄段的教师往往是学校各方面工作的骨干和顶梁柱,学校领导对他们的期望也极大,此外,他们正处在新、旧教学法交替的转折点,对层出不穷的新知识、新理念、新手段、新教材、新教法和大班施教这些挑战感到十分焦虑;而且对成功的期望值越高,心理焦虑感就越严重。学历这一变量在职业倦怠的三个维度和总体水平上的主效应显著。拿到硕士学位的教师和高中教师更易产生职业倦怠。目前,在高中,获得硕士学位的中学教师往往吸收许多新教育知识和理念,对实施新的教学改革跃跃欲试,但对中学教师的评价大多数仍以升学成绩为主要评价标准,且与教师的升职、晋级、加薪、奖金或评优等利益挂钩,因此很多教师失去了工作的主动性和积极性。这对英语学科的评价尤为不利,因为英语学科强调的是听、说、读、写等多方面的实际能力与综合素质,而升学考试更多考查的是学生的笔试能力。这些教师真要想把新教学理念付诸于实践就存在很大阻力和困难,失去创新和尝试的信心,甚至怀疑这些是否适合当前的“应试教育”,职业倦怠由此滋生。
4.3中学教师教学效能感与职业倦怠的关系
本研究回归分析显示,个人教学效能感与去个性化、自我成就感两个维度有极显著的线性关系,一般教育效能感与情感枯竭维度有极显著的线性关系,教学效能感对职业倦怠有着很好的预测作用。教师的教学效能感不仅会影响其教学行为,而且会影响教师是否能有效解决教学工作中的问题并有效缓解工作压力。教学效能感高的教师能够正确看待,并通过努力克服教学中的困难,容易取得成功并得到学生、同事的认可,赢得人们的信任与尊重,从而保持较高的成就感与工作热情。教学效能感低的教师在面对教学中的困难时倾向于逃避或将责任推脱到其它环境因素上,而不是积极主动地战胜困难,很难在工作中做出成就,无法得到学生、同事的认可,进而给自己带来痛苦、失落等情感体验,甚至引发职业倦怠。总之,中学英语教师的个人教学效能感显著高于一般教育效能感,其职业倦怠现象并不严重,成就感较高,女教师情感枯竭水平高于男教师。教学效能感对职业倦怠有很好的预测作用。
参考文献:
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[2]Maslach,C. and Jackson,S.The Maslach Burnout Inventory[M].Palo Alto.Calif:Consulting Psychologists Press,1986.
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小学英语试卷范文5
听力部分(50分)
一. 听单词，辨别图片与单词是否相符，相符的打√，不相符的打×。(2*10)
1. ( ) 2. ( ) 3. ( ) 4. ( )
5. ( ) 6. ( ) 7. ( ) 8. ( )
9. ( ) 10. ( )
二.听单词，选择与它相符的图片的代号。(2*5)
11. ( ) A. B. C.
12. ( ) A. B. C.
13. ( ) A. B. C.
14. ( ) A. B. C.
15. ( ) A. B. C.
三.听录音，用√和×判断句子正误。(2*5)
16. ( ) 17. ( ) 18. ( )
19. ( ) 20. ( )
四.听录音，完成下列单词。(1*10)
1. tab___e 2. j___mp 3. s____eet 4._____rass 5. bic____cle
6. ____ly 7. li____e 8. cle____n 9. ____ose 10. b_____rd
笔试部分(50分)
一. 读单词，在相应图片的方框内写上序号。
cow sofa walk rabbit umbrella
二.读单词，圈出不同类的词。
1. panda horse bird bear
2. skip climb fly bed
3. ferry plane train car
4. lamp vain bed table
5. duck sleep pig elephant
三.看图，在正确句子的前面打√。
1. 2. 3.
Spotty can climb. I like to write. It‘s a table.
Spotty can swing. I like to dance. It’s a lamp
4. 5.
The pencil is under the book. I can ride.
The pencil is on the book. I can fly.
四.读上句，圈下句， 在正确句子前面的括号里打√ 。
1. What can Spotty do? ( ) Spotty can run. ( ) I can run.
2. What do you see? ( ) I see a duck. ( ) I hear a duck.
3. How are you? ( ) Thank you. ( ) Fine， thank you.
4. Do you like winter? ( ) Yes， I don‘t. ( ) No， I don’t.
5. Where do you live? ( ) I live in Shiyan. ( )I love Shiyan.
五.写出下面句子的书写形式。
1. Don‘t ride a bicycle here.
2. Kitty is under the sofa.
3. Close the window， please.
小学英语试卷范文6
一. 听单词，辨别图片与单词是否相符，相符的打√，不相符的打×。(2*10)
1. ( ) 2. ( ) 3. ( ) 4. ( )
5. ( ) 6. ( ) 7. ( ) 8. ( )
9. ( ) 10. ( )
二.听单词，选择与它相符的图片的代号。(2*5)
11. ( ) A. B. C.
12. ( ) A. B. C.
13. ( ) A. B. C.
14. ( ) A. B. C.
15. ( ) A. B. C.
三.听录音，用√和×判断句子正误。(2*5)
16. ( ) 17. ( ) 18. ( )
19. ( ) 20. ( )
四.听录音，完成下列单词。(1*10)
1. tab___e 2. j___mp 3. s____eet 4._____rass 5. bic____cle
6. ____ly 7. li____e 8. cle____n 9. ____ose 10. b_____rd
笔试部分(50分)
一. 读单词，在相应图片的方框内写上序号。
cow sofa walk rabbit umbrella
二.读单词，圈出不同类的词。
1. panda horse bird bear
2. skip climb fly bed
3. ferry plane train car
4. lamp vain bed table
5. duck sleep pig elephant
三.看图，在正确句子的前面打√。
1. 2. 3.
Spotty can climb. I like to write. It‘s a table.
Spotty can swing. I like to dance. It’s a lamp
4. 5.
The pencil is under the book. I can ride.
The pencil is on the book. I can fly.
四.读上句，圈下句， 在正确句子前面的括号里打√ 。
1. What can Spotty do? ( ) Spotty can run. ( ) I can run.
2. What do you see? ( ) I see a duck. ( ) I hear a duck.
3. How are you? ( ) Thank you. ( ) Fine， thank you.
4. Do you like winter? ( ) Yes， I don‘t. ( ) No， I don’t.
5. Where do you live? ( ) I live in Shiyan. ( )I love Shiyan.
五.写出下面句子的书写形式。
1. Don‘t ride a bicycle here.
2. Kitty is under the sofa.
3. Close the window， please.
