Analysis of the Final Examination Paper of Primary School English

Analysis of the final examination paper of English in primary schools 1 There are xx students in the third grade of our school, and actually there are xx students taking the exam. The total score is xx, with an average of xx, xx people pass, xx people are excellent, the excellent rate is xx, the highest score is 100, and the lowest score is xx. The specific analysis is as follows:

Firstly, the paper analyzes:

This mid-term exam covers a wide range and is moderately difficult. Not only the most basic letter teaching and word teaching, but also the basic sentence pattern teaching were investigated. Among them, the examination of words has also broken the previous form, this time it is to circle different kinds of options and write words according to the prompts. Generally speaking, the test questions are quite successful.

Second, the student's answer: omitted

This set of questions consists of eight big questions:

The first question: the alphabet. Please write down the letters in the horizontal neighbor, and pay attention to the case. (10) There is a mid-term exam on this question, and the score lost in this exam is still very serious. It shows that students are not skilled and firm enough to master letters, and they will not recite them backwards.

Question 2: Write. Write the words and complete the sentences according to the pictures and mother-child prompts. (10) Students can achieve full marks, but it is only a small part. It shows that the students' mastery of the four words has not yet reached the requirements.

Question 3: Most students get full marks.

Question 4: Please choose the correct sentence for the picture and write the letter label in the corresponding brackets. (15) The students are basically full marks.

Question 5: Choose the words to fill in the blanks, and write the serial number of the correct answer in the brackets before the question. (20 points) The score is very serious, and almost every small item has mistakes. Emphasis on basic knowledge points and practice of basic sentence patterns should be strengthened in future teaching.

Question 6: Translation. Please choose the appropriate Chinese translation and put its letter number in brackets. (10) The students are basically full marks. This question is so good that it is an important sentence pattern in the textbook.

Third, the existing problems:

Through this exam, we can see that:

(1) Students' knowledge is not solid enough to be used flexibly.

(2) Students' reading ability is low.

Fourth, the future teaching ideas and suggestions:

1. Students should be allowed to read more and recite more English textbooks.

2. Pay close attention to students' English words and sentence patterns, including white words. Everyone can pass the test. Everyone can read, speak and understand Chinese translation.

Problems with verbs (abbreviation of verb);

The first question: the students' answers are better.

The second question: because this kind of question is practiced less, it loses more points. The answer is better.

The third question: 1 and 3 small questions lose more points in this question.

Question 4: The answer is very good.

Question 5: The answer is not very satisfactory. Some students lose more points. Among them, there are many mistakes in sub-questions 8 and 9.

Question 6: The answer is very good, and few students make mistakes.

Question 7: The answer is very good.

Question 8: The answer is good, with few points lost.

Question 9: The answer is poor, and more points are lost. It shows that students are not very skilled in dialogue reading in textbooks, have not formed a basic sense of language, and have not understood and learned to use basic sentence patterns.

Measures to improve intransitive verbs;

There are few students in grade three, and the overall level of students is ok. They are interested in further study. However, good study habits have not yet been developed, and parents have not paid enough attention to the new subject of English, so they cannot effectively cooperate with and urge their children to learn to read at home. So the result of this final exam is not as good as I expected. Therefore, we should actively get in touch with parents, communicate in time, get their strong cooperation, give full play to students' interest in learning English, and achieve better results. Some students have special family background and poor learning initiative and consciousness. I should also strengthen my guidance and help to them in my usual teaching. For students with strong ability, I should teach students in accordance with their aptitude and broaden their knowledge.

In short, this set of questions not only examines students' mastery of basic knowledge, but also examines students' ability to use knowledge. This set of questions provides a direction for my future teaching.

Analysis of the final examination paper of primary school English Book II I. Evaluation of the examination paper

The test paper is divided into two parts: listening and written, with a full score of 100. The questions are flexible and diverse, with pictures and texts, which are in line with the age characteristics of primary school students. The examination questions are based on teaching materials, with wide coverage of knowledge points, moderate difficulty and the same amount of questions. It not only examines students' real English learning level, but also enhances their interest and confidence in learning and using English, which plays a guiding role in English teachers' teaching. This is a good test paper.

Second, the analysis of test questions

(1) Listening section. The perfect score of the listening test is 40, which aims to test students' listening, discrimination and quick response ability. The content includes: listen to the recording and write letters, listen to the recording to judge right or wrong, listen to the recording and choose sentences, and listen to the recording sequence. Judging from the students' answers, this part of the score rate is higher than expected, but it is very mysterious, with the highest score of 40 and the lowest score of only 5. The main reasons for losing points are:

(1) can read, but can't write. For example, dictating the letter q, lowercase becomes p.

(2) Poor voice discrimination. For example, the pronunciation of g and j is confused. Ducks and chickens cannot be correctly distinguished by mastering the pronunciation differences of consonants.

(3) Lack of vocabulary. Especially for newly learned words and words with many syllables, the memory is not good and it sounds difficult. Such as: library, playground and other words, the score is serious.

(2) the written test part. The full mark of the written test is 60, which not only tests students' mastery of language knowledge (vocabulary, grammar) and language skills (reading and writing), but also examines students' acquisition of effective learning strategies and understanding of cultural differences in English communication.

1, write English letters. There are not many points lost in this part. The main problem is that the writing is not standardized and there is no division. It can be seen that students have a solid grasp of the basic knowledge, but the details need to be further improved.

2. Choose words of the same kind. Judging from the completion of this topic, it is not optimistic, which reveals the deficiency of students' learning strategies, and only pays attention to the memory of words, ignoring the memory methods of memorizing words by classification.

3. Grammar practice. This part of the content is the weak link of students, and the score is seriously lost. I am my student. Students can understand the meaning, but they don't know I'm Iam. This requires teachers to pay attention to the infiltration of grammar knowledge into students in their usual teaching, so that students can feel and use it unconsciously.

4. Word practice. In this question, a few students write words in capital letters, but the main reasons for losing points are unstable word memory, incomplete spelling, forgetfulness and incorrect English and Chinese meanings. For example, pen is written as open, me as men and so on.

5. Situational dialogue. This part has the highest score rate. Students can communicate in English in different contexts, and they can understand the cultural connotation of English-speaking countries when addressing, greeting and saying goodbye.

6. Reading comprehension. This question requires students to capture key information according to their understanding of the main idea of the article and color the corresponding objects in the picture with colored pens. The article is short in length, clear in thinking and few in new words. 80% of the students can understand the general idea well, and the main reason for losing points is the understanding of the word brown.

Analysis of the final examination paper of the third volume of primary school English. On the whole.

This proposition embodies the requirements of quality education, strengthens the connection between examination content and students' real life, attaches importance to the examination of students' basic knowledge and skills application, and is conducive to promoting students' lively and active learning. Starting from the teaching requirements of teaching materials and students' actual level, the test paper focuses on students' listening, understanding and application of language. The difficulty of the test questions is moderate and flexible, which meets the requirements of the new curriculum standard.

Second, the characteristics of the test questions.

(1) Pay attention to the examination of basic knowledge.

The examination paper can fully embody the proposition principle of taking the examination of students' basic knowledge as the main goal, adhere to the textbook, but avoid the mechanical knowledge in the textbook, and take the basic knowledge that some students must master as the key examination content. Such as: listening questions 1 and 4; Six questions in the test questions, etc. Because mastering these basic knowledge can better lay a solid foundation for future study.

(2) Infiltrated the ability to test requirements.

As a language, English is a communication tool. According to the age characteristics of primary school students and the law of language learning, the main goal of English teaching in primary schools is to cultivate the ability of listening, speaking, reading and writing. English teaching in primary schools should not only teach students some basic language knowledge, but also teach students the methods and abilities to use language. In the design of test questions, this test not only highlights the examination of students' listening, reading, writing and ability, but also increases the examination of students' reading comprehension and flexible use of language. Such as: listening questions; Ten, eight and eleven questions, etc.

(3) Combine English teaching with students' real life to reflect the comprehensiveness of the exam.

English teaching content in primary schools is close to students' life. The content of this exam also embodies the principle of being close to students' life, focusing on solving practical problems with the English knowledge learned, which comes from textbooks and is higher than textbooks, fully embodying the connotation of quality education, especially the written test 1 1 topic and short composition. Write down where you have been during your unforgettable holiday and what unforgettable things you have done. In addition to playing the role of examination, it also has some enlightenment for candidates to learn and use English in the future. At the same time, on the basis of a comprehensive examination of students' basic knowledge and skills, the examination focuses on students' ability to analyze and solve practical problems by using what they have learned, and comprehensively examines students' basic cultural quality and ability. In a word, the layout of the whole test questions is reasonable and the number of questions is moderate, which has a certain guiding role for teachers' teaching and students' follow-up study.

Third, the overall analysis of the test.

Judging from my class, the pass rate of this test is 97.5% and the excellent rate is 90%.

Fourth, the analysis and exploration of major issues.

(1) Listening section.

The purpose of listening test is to examine students' listening ability, sound discrimination, listening comprehension and quick response ability. The main reason for losing points is that some students are careless and don't understand the meaning of the question well.

(2) the written test part.

The written test mainly examines students' basic language knowledge and skills, including the correct use of words and sentences and the ability to read and write. * * * six chunks of content, namely:

(6) Choosing different kinds of words is relatively simple, and the problem-solving situation is better.

(7) Single choice, * * * 10, half of the final unit test questions have been done, except for a few students, which are basically better.

(8) When learning question and answer sentences, we should distinguish between men and women and tenses. So I think it is the most difficult big question in this exam. If you make a mistake, you will be deducted. Therefore, it is common for students to lose points and become the most important question in the exam.

(9) Select the number. Basically, beans come according to the requirements of the topic, and the corresponding capital letters and numbers are written on the horizontal line, so the loss rate is not high.

(10) Read the passage to judge whether the sentence is true or false. Most students can basically read the main idea of the article before judging "t" and "f", and some students lose points. The reason for losing points is that some students failed to read the short passage well, and some made mistakes in judging minor issues.

(1 1) Small composition, which trains students' ability to apply what they have learned and their writing ability, scores well, because there are more targeted trainings on this past tense at ordinary times, except for a few students who have not written numbers, most of them have completed this small composition well.

From the analysis of the whole written test, students have mastered the basic knowledge, but they can't use it flexibly; Narrow knowledge and lack of common sense of life; Poor comprehensive language use ability; You can see it from the eighth question in the written test. The above needs to be strengthened in future teaching.

Five, some practices in personal teaching.

How to further strengthen English teaching in primary schools and improve the quality of English teaching in primary schools is a problem I have been thinking about, and it is also the direction I have been working hard for. Here, I would like to talk to you about some of my personal practices in teaching, hoping that leaders and teachers will criticize and correct the shortcomings:

1, strive to update the concept of Chinese teaching. In order to do a good job in teaching, I study hard the teaching concept in the new English curriculum standard in my spare time, pay attention to the development of students and pay attention to the cultivation of students' listening, speaking, reading and writing abilities.

2. Reform the classroom teaching mode, pay attention to cultivating students' language practical ability, create a relaxed and pleasant learning atmosphere, and improve students' interest and enthusiasm in learning. In classroom teaching, students are given as many opportunities as possible to listen, read and speak, so that students can practice dialogues around what they have learned and combine what they have learned with their daily life, with less mechanical memory and more flexible use. At the same time, try to create a relaxed and happy learning atmosphere for students in class, and use games, songs, dialogue performances and other forms to stimulate students' interest in learning, so that students feel that learning English is both relaxed and interesting.

3. Pay close attention to the foundation and cultivate the ability. In the usual teaching, to improve students' various abilities, we must work hard in a solid and flexible way, so on the basis of listening and speaking, we should also do a good job in students' reading and writing training.

4. Establish a harmonious relationship between teachers and students, and don't ignore every student around you.

For students, be careful and pay attention to the progress and changes of each student; Care for them with heart and heart; Educate and influence them with your heart and practical actions; Patience, no hurry, no negligence. Only when students like this kind of teacher can they enjoy this course, learn from each other and have fun, and be happy educators.

In a word, as a language, English should be practiced first, followed by the accumulation and application of knowledge, frequent contact and repeated use. The more you practice, the faster you will improve. Students' ability is constantly cultivated in daily teaching. As long as you have the heart, the effort will be rewarded. I believe that with everyone's efforts, children's oral English and application level will be better and better. I also hope that every teacher can become a happy educator. Although I haven't done enough by myself, I will continue to study hard and make myself happier and happier. ...

Analysis of the final examination paper of primary school English Book IV I. Characteristics of the examination paper

1, pay attention to the investigation of basic knowledge

The examination paper can fully embody the proposition principle with the main goal of examining students' basic knowledge. According to the textbook, some basic knowledge that students must master is the key content (such as keyword writing and topic sentence pattern practice), which can lay a solid foundation for students' future study.

2. Highlight the communicative function of language.

As a language, English is a communication tool. According to the age characteristics of primary school students and the law of language learning, the principle of English teaching in primary schools is to cultivate listening ability and keep up with reading and writing. The listening part of this exam accounts for 30 points, accounting for 70% of the total score, in order to let students learn useful things. The third question in the listening part is to listen to the sentences and write the missing words. Many students lose more points in this link. Everyone can hear what this word is, but they can't write it correctly. As a teacher, I made a big mistake in this link. I usually don't pay much attention to students' word writing and memory. I will try my best to make students remember words easily and accurately in the future.

3. Infiltrated the requirements of ability inspection and some common sense of life.

Language learning is for communication. English teaching in primary schools should not only teach students some basic language knowledge, but also teach students the methods and abilities to use language. In the question design of the test paper, the investigation of students' reading comprehension ability and flexible use of language ability has been added. There was a reading section in the previous exam. There are two reading comprehension questions this time, and my opinion requires a high level of language.

Second, the overall analysis of the test paper

The written test mainly examines students' basic language knowledge and skills, including phrases, grammar and some common sense in some textbooks. The analysis is as follows:

1. Choose the corresponding picture according to the sentence content. This topic is mainly about the investigation of key words. Although the importance of words is always emphasized at ordinary times, most students master them well, because everyone generally knows these words and may not write them.

2, situational dialogue (choose the answer according to the question). Although the form of this question is simple, it examines the students' situational dialogue knowledge and some grammar, and also tests the students' seriousness. Each question is not difficult, but students need to make a choice after careful examination. The students have done a good job on this problem.

3. Choose words to fill in the blanks: this question involves oral practice, verb tense changes, key phrases and so on. At the same time, students' overall reading ability of key sentences is examined, and students are required to relate sentences to understand the meaning of sentences, as well as their writing ability. Therefore, students have not completed this problem well. Many students' letters are case-insensitive and individual letters are not standardized.

4. English-Chinese translation This topic is a survey of key words. In English-Chinese translation, everyone can still finish this little problem, but when we finish English sentences with Chinese sentences, we lose more points, which shows that students' writing ability can't keep up, which is the direction of our class's future efforts.

5. Reading comprehension. There are two short essays on reading comprehension in this exam, which have never appeared before. This weight is to cultivate students' ability to use language, and to make students apply what they have learned, connect words into sentences and read sentences as a whole.

Three. Ways to improve the work in the future

Strengthen vocabulary teaching. Including word spelling, word meaning memory and pragmatic function training, we should always make unremitting efforts in our usual teaching. Vocabulary is the basic unit of a sentence. The size of vocabulary will directly affect whether students can communicate fluently in English, read and write skillfully in English and think fluently in English. Judging from the problems reflected in marking, in the future teaching, while strengthening spelling and spelling, we should help students take notes consciously, strengthen students' understanding of the usage and internal meaning of words, cultivate students' ability to explain words in English, and gradually inspire and guide students to think in English. Word teaching must be inseparable from sentences, so that students can learn some basic usages of words while learning them. We should face all students, encourage them to use English boldly, stimulate students' interest in learning English and cultivate their positive attitude towards English learning. At the same time, we should also do a good job in counseling underachievers.

In short, primary school English teaching should attach importance to basic knowledge and basic ability, and make more efforts to cultivate listening, speaking, reading and writing abilities, so as to synchronize reading and writing.

An analysis of the final examination paper of the fifth volume of primary school English I. advantages from examination results

In the case of a large span of textbooks, second-year students can achieve such results this semester. We believe that this is inseparable from the efforts of teachers, students and parents. Through our own teaching experience, we deeply realize the importance of cultivating good listening and reading habits of junior students, and set the teaching goal of not letting every child fall behind. We require students to listen to English for at least five days a week, read English for five days, check once a week and make a summary every Friday. We will strictly carry out this work and check it carefully, so that every child can complete listening to English as a task that must be completed every day, and help them gradually develop the good habit of consciously listening to lectures and reading without parental supervision. In classroom teaching, we strive to use classroom English to exercise children's listening. Two minutes before each class, we will arrange a word reading session. Whether it is group reading or individual reading, these short minutes accumulate over time, which plays a certain auxiliary role in word recognition and mastery. In the primary stage of English learning, once students lose interest, the learning effect will inevitably be poor, which will inevitably affect students' future English learning. Therefore, in the first semester of senior two, we pay great attention to stimulating students' interest. Interest greatly affects the learning effect of junior students and the enthusiasm of classroom participation. So we often take them to listen, speak, do, recognize, read, play, sing, dance and draw in a class. Although the teacher is very tired, the students are full of motivation and interest. This can lay a solid foundation for us to learn English well.

Second, the problems in the final exam

The first big question: listen to the letters and fill in the letter boxes in the four lines and three squares below.

The listening content is: 1 hh 2 v3 jj 4 w.

This question is to test children's ability to read and write 26 letters. Grade two children have just begun to learn to write and read letters. Some letters with similar shapes and pronunciations are easily confused by children.

The shapes are chaotic: Vv and Uu, Ww and Vv.

Confused pronunciation: Vv and Yy, Gg and Jj.

Question 5: Listen to the sentences, choose the sentences you hear from the two sentences A and B, and put the letter numbers of the answers in brackets.

Question 36, listening content: very strict.

The question is to test whether the child can recognize the words that and This. Judging from the answers, some children are really vague about the appearance and pronunciation of these two words.

Written test part:

Question 6: Choose a different word and write its letter label in brackets before the question.

The title is

Birds.

A.rulerB.rabbitC.eraserD.book

tommy

New York, New York

This topic is called comprehensive application problem, which mainly examines the comprehensive ability of children to recognize words, meanings and classifications.

So these skills are difficult to integrate. In addition, the practice and explanation of such questions are not enough, so the error rate is relatively high.

Third, improvement measures.

1) further strengthen students' listening quality and strengthen the training of listening, speaking and reading.

2) After class, leave time for students to open books to recognize words, sentences and pictures, and try to exercise students' ability to recognize words, sentences and pictures.

3) Pay attention to the cultivation of comprehensive ability of listening, speaking, reading and writing.

Analysis of the Final Examination Paper of Primary School English Book VI I. Basic Situation

45 people should take part in this exam, and 45 people actually took the exam; The highest score of students is 96 and the lowest score is 38. There are 29 qualified people, and the qualified rate is 64%. There are many students in this class, most of whom are boys. They have poor enthusiasm, poor foundation and unsatisfactory results in learning English.

Second, the test questions

Analysis of the final exam questions in the latest primary school English Book 10: The exam questions consist of listening (40 points) and written test (60 points). Listening includes sorting listening, listening to pictures, listening to judgments and listening to reactions. The written test part includes combining words, single choice, word conjunction, reading pictures to complete the essay and writing platform. On the basis of examining students' basic knowledge and skills, we attach importance to the connection between language knowledge and life practice, and comprehensively examine students' mastery of basic knowledge from listening, writing and reading. The questions are flexible and diverse, and the scope of investigation is wide.

Third, the analysis of students' performance.

1, listening section.

Listening IV situational communication. The students in this class have a poor foundation and can barely cope with word practice, but it is difficult to choose the answers to the questions, resulting in losing points.

2. written test part.

(1) I write words in the written test. This question mainly examines students' memory ability of words, and words and pictures are easy to make mistakes.

(2) Two single-choice written tests. In grade two, students are not clear about the usage of have and has. In small 8, students are not clear about the usage of am, is and are, so strengthen the comparison.

(3) written test ⅲ conjunctions into sentences. More than half of the students in this class have difficulties in English learning, and there is no way to start this topic.

(4) Written test 4 Look at the picture and complete the essay. Students do not pay attention to the application of simple answers in the process of doing problems, can't understand sentences and can't remember words.

(5) written test v writing platform. Many students in this class have no concept of writing. Even if some students wrote, they didn't pay attention to the difference between him and his, her and hers.

Fourth, reflection.

1. For the words "four meetings" appearing in the textbook, students are required to listen, speak, read and write. Strengthen the training of listening, speaking, reading and writing, and ask students to read the sentence patterns and dialogues they have learned accurately and fluently. Cultivate students' ability to communicate in English.

2. The purpose of English teaching is not to eliminate some people who are not suitable for learning English through study and examination, but to enable all students to acquire certain English language literacy on the original basis. Therefore, as a teacher, we should see the differences between students, fully consider the specific situation and level of students with poor foundation, and follow the principle of teaching students in accordance with their aptitude, so that every student can feel that he has gained something after finishing a class.

Analysis of the Final Examination Paper of the Seventh Section of Primary School English; The overall performance of this year's English final exam is good, and the average score of the whole grade is basically above 80. The analysis of the final exam of this grade is as follows:

Oral test paper

Question 1: Correct reading of 40 words requires accurate pronunciation.

Students have a good command of words and can basically confirm reading.

For words with more letters, students can't read them all at once.

Question 2: Read the sentence 10 correctly.

Analysis of the final exam questions in the second volume of primary school English: more sentences are used in the dialogue, and students can master them better. Imperative sentences such as passwords are not skilled enough.

Question 3: Answer correctly according to the question.

The completion of most students is basically good.

Individual students can't understand the questions, but they will answer when prompted.

Written test paper

Question 1: Listen and choose the correct answer.

The students have a good grasp of the situation and the words of furniture are clearly recognized.

Question 2: Listen to the sentences and circle the correct answers.

Students can basically understand sentences and make correct judgments on corresponding words.

The third question: judge the similarity of words and choose the right one from the two words.

Students know the correct words very well.

Question 4: Look at the picture and connect the words point by point.

Most students can choose animals and their corresponding words correctly according to the pictures.

Question 5: Draw a horizontal line under the correct word.

The students have a good grasp of the situation.

Question 6: Dictation aa-ZZ.

Most students can write the letter silently, and some students can finish it all. Some students cannot write some letters correctly.

Reflections on phased teaching:

Learning content: learn words, sentence patterns and dialogues about animals, furniture, summer vacation, etc. And end the study of 26 English letters.

Purpose of the examination: To test students' mastery of English knowledge this semester, so that teachers can understand and master the real situation of each student's study, so as to check and fill in the gaps and teach better.

Examination content: The examination is divided into two parts: oral examination and written examination, which comprehensively tests students' ability. Spoken language is divided into words, sentences, answers and so on. The written test is divided into listening, circling words, connecting lines and dictating 26 letters.

Exam situation: 26 letters were practiced this semester, and most students can write correctly, but a few students lost points on individual letters. In the next stage, we should focus on strengthening training. Students do well in other topics in the written test, and few students make mistakes. In addition, face-to-face reading of words in oral English has improved compared with last semester. First, students practice more and review more. Third, students are used to this kind of exam.

In this semester, students will be taught authentic English by foreign teachers, their oral English will be exercised and their English listening will be improved. Some students can master long words and have a certain understanding of pronunciation methods. Simple English words can be remembered by spelling.

Ideas for the next stage of teaching:

1. Strengthen communication with parents, improve parents' attention to their children's English learning, and enhance their awareness of learning.

2. Pay attention to cultivating students' behavior habits, especially in lively classes, which have poor behavior habits and self-control ability.

3. Continue to review and use words, sentence patterns and cards, so that students can read them even without books.