上海中考英语题型分值

第1篇：上海中考英语题型分值

衔接理论对广州中考英语阅读新题型的指导

【摘要】广州中考英语于2016年实行改革，在阅读部分，增加了旨在考察学生语篇补全能力的 “阅读填空”这一新题型。对此，不少考生感到一筹莫展。本研究在回顾相关文献后，探讨韩礼德和哈桑德衔接理论对此类题型的指导以及应用，并举例阐明，旨在帮助考生熟练掌握这些衔接手段，提高语篇连贯能力和语篇意识从而把握做题的技巧。

【关键词】衔接理论;广州中考英语;阅读填空;语篇

一、研究背景

经过充分的调研与论证，广州市从2016年起，实施初中毕业生学业考试(以下简称“中考”)新一轮改革。在变化的六大题型当中，阅读部分增加了“阅读填空”，除了词汇、语法的难度以及中考的“阅读填空”不需要排除干扰项外，即抽出的句子数目和题干数目一致，这一题型与英语高考全国卷中的“七选五”如出一辙，主要考察学生的语篇补全能力。无论从新修订的《课程标准》还是考试题型的改革方案来看，“语言即语篇”的语言观日益受到重视，传统的以词汇、句型、语法为中心的教学很难帮助学生适应考试的变化，也很难提高学生综合运用语言的能力。而基于语篇的教学为培养在真实的语境中使用语言提供了方向。因此，教师应提高语篇教学的意识，加强语篇理论的学习，并将理论指导教学实践。在语篇理论中，衔接理论一直处于一个重要的地位，它有助于学生对篇章的内容理解，把握语篇结构，提高阅读能力。本研究主要基于韩礼德和哈桑德衔接理论，对阅读填空的解题进行指导以及应用，旨在帮助考生熟练掌握这些衔接手段，提高语篇连贯能力和语篇意识从而把握做题的技巧。

二、衔接理论

有关衔接的定义，学术界有不同的说法，但较为广泛认同的是Halliday和Hasan的定义。他们认为衔接是存在于语篇内部、能使全文成为语篇的各种意义关系，是一个语义概念(Halliday & Hasan， 1976)。当对语篇中的某一成分的解释要依赖于对另一个成分的理解时，便会出现衔接关系。因此，对篇章中的衔接方式的正确把握有利于帮助学习者弄清语篇内不同语义单位之间以及它们与整个篇章之间的关系，在文本的理解上起着至关重要的作用。

《英语中的衔接》(Cohesion in English)一书中， Halliday 和Hasan将衔接分为五类：指称、替代、省略、连接和词汇衔接。后来有学者如黄国文(1988)、McCharthy(1993)把衔接分为语法衔接和词汇衔接两大类，前者相当于Halliday 和Hasan的前四类，后者相当于词汇衔接。

三、文献综述

(1)衔接理论与外语教学

国内衔接理论在外语教学方面的应用研究比较丰富。从英语技能来看，涵盖听、说、读、写这四个方面。相比而言，在阅读以及写作方面的研究较听力和口语方面的多。李潇颖(2011)将语篇衔接理论运用于英语阅读教学，给出一个具体的教学案例，引导学生从整体上把握阅读材料中的语篇脉络，同时提醒学生注意其中的衔接手法的使用，然后再对之进行具体而深入的分析。杨传明(2009)根据Halliday 和Hasan的衔接理论，对大学生英语作文中的语篇衔接手段的缺损误用进行实例性分析，并进一步揭示该理论对写作教学的指导意义。

(2)衔接理论与“阅读填空”

目前为止，运用衔接理论指导广州中考新题型——“阅读填空”的研究尚不多见。而与之相类似的题型——“七选五”、考研阅读新题型的研究有少量，但以单纯的解题策略讲解为主，较少结合衔接理论进行探讨。蔺鹏飞(2012)以北京一模拟卷子中的“七选五”试题为例，探讨了衔接与连贯理论对其解题的应用;陈曦蓉(2011)在分析BEC阅读测试搭题的基础上，根据韩礼德德衔接理论，结合实际例子提出三个解题策略;朱肖一(2009)以衔接理论为基础，一方面比较五种衔接手段的考察频率，发现指称、词汇衔接和连接手段的比例较高;另一方面举例阐明每种手段在解题中的运用。

综上所述，在应用方面，基于衔接理论的外语教学研究较多，但对各类测试题目的研究较少，尤其是新出炉的“阅读填空”。此外，仅有的少量有关研究大多以解题技巧的讲解为主，既没有实证方面的研究，也没有对教学提出一些指导性的建议，因此本研究拟初步探讨以丰富这方面的发现。

四、衔接理论的应用

本研究以广州2016中考一模拟题的“阅读填空”为例，探讨衔接理论对这一题型的指导作用。

首先我们先弄清楚文章的主旨大意，即语场，这是整个语篇发展的中心。通过第一段我们可以快速地知道全文主要介绍Operation Smile这一著名的慈善机构。以下为运用衔接手段解题的具体分析：

通过对此模拟题以及其他模拟题目的分析发现，利用指称和词汇衔接的手段来解题的频率较高，而替代、省略手段几乎为零。因此，在日常的教学当中，教师可以侧重提高学生运用这两种衔接手段的意识。例如，对于指称手段，教师可以通过阅读问题设置的形式让学生找出不同指代项目的具体指代对象。对于词汇衔接手段，教师可以把单词按话题分类教授给学生或让学生按话题去记忆，亦或把某一词汇的正反义、近义词一同呈现给学生，这样可以提高他们对同一语义场的搭配的敏感度，提高学生篇章的衔接意识从而提升解题的正确率。

五、结语

当前外语阅读教学中存在一个严重的问题：学生只局限于句子层面上的分析，而忽视对语篇结构的把握，忽视语法和词汇衔接在语篇中的作用。学生若不能正确认知这些衔接手段，就会严重影响他们对篇章内容的理解，这是阅读能力不能提高的症结所在。鉴此，广州中考英语进行新一轮改革，并体现了语篇这一构念，对外语教学具有一定的反拨作用。衔接理论作为语篇下的一个重要理论，不仅具有理论意义而且具有较大的应用价值。通过案例分析发现，衔接理论具有一定的语篇解码的標示作用，能够帮助学习者利用衔接手段去把握文章结构和解题，尤其是指称与词汇衔接手段。这对阅读教学具有一定的启示：将语篇衔接理论运用于阅读教学之中，有利于帮助学生在语境中掌握语篇中的各种衔接手法，有利于帮助学生从较宏观的角度来分析文章的结构和内容，从整体上把握语篇，提高篇章意识，从而提高学生的阅读能力。

参考文献：

[1]段红鹰，吴碧宇.从衔接理论解读英语阅读理解教学[J].教育学术月刊，2012 (6)：101-103.

[2]黄国文.语篇分析概要[M].湖南教育出版社，1998.

[3]李潇颖.语篇衔接理论及其在英语阅读教学中的应用[J].教育探索，2011 (10)：47-48.

[4]蔺鹏飞.英语中的衔接与连贯——基于北京英语高考七选五的思考[J].才智，2012，12.

[5]杨传鸣.大学英语写作教学中的语篇衔接理论的应用[J].黑龙江高教研究，2009(7)：187-189.

作者：杨梅桂

第2篇：大学英语五期末考试题型及分值

1. 听力

30题*1 30分

(课外,10分为听力课本语篇中的复合式听写)

2. Vocabulary and Structure 单项选择10题*1 10分(课外)

3. 阅读

10题*2

20分 (两篇课外，一篇来自2009年12月---2012年12月六级真题卷)

4. 翻译

10题*2

20分

(5句中译英来自以上六级题目中翻译) 5. 写作

20分

第3篇：马原概论试卷题型及分值分配

“马克思主义基本原理概论”课程(2007-2008学年)

成绩评定和期末考试实施规则

一、课程成绩构成及评定

“马克思主义基本原理概论”总计4学分，其中理论教学2.5学分，实践教学1.5学分。两部分的教学大纲独立，各自的教学内容、时间和方式等都有明确规定，并且在教学周历中体现，所以两部分独立评分并分别输入各自的成绩系统。

成绩评定方法：

理论教学部分的成绩构成比例为：期末考试50%，平时成绩20%，读书报告30%;实践教学部分的成绩构成比例为：实践教学环节中的平时表现(包括出勤率、实践课上的表现等)20%，读书报告30%，演讲赛、辩论赛和实践课题等环节的参与次数和表现50%。根据以上标准，由主讲教师分别评出学生该课程的理论教学成绩和实践教学成绩。

二、期末考试试卷题型及分值

期末考试试卷满分100分，包括五类题目：

1、选择题。10题，每题1分，共10分

2、简答题。3题，每题8分，共24分(四选三)

3、论述题。2题，每题13分，共26分(三选二)

4、材料分析题。1题，共15分

5、议论题。1题，共25分议论题要求：

在以下所列八篇文章中任选其一，根据文章内容写一篇约600字左右的读后感：

《实践论》(毛泽东)、《哲学与精神生活》(周国平)、《大学生的精神升华》(雅斯贝尔斯)、《论“和而不同”》(陈望衡)、《发展的困惑》(陈晓律)、《制度比人性和政府更重要》(梁小民)、《真理面前半步也不后退》(布鲁诺)、《民主的价值观放之四海而皆准》(阿玛蒂亚·森)。

三、期末考试的实施

本学期期末考试定于20周进行，考试采取闭卷方式。期末考试试卷根据本学

1 期教学内容统一命题、统一考试、统一评分标准、统一阅卷，要求主进教师在考试结束后一周内阅完试卷并且网上提交学生成绩。理论教学成绩和实践教学成绩一律以百分制形式给出。

河海大学马克思主义基本原理概论课程组

2008年6月15日

第4篇：《幼儿美术教育》试卷题型及分值

华中师范大学网络教育学院

《幼儿美术教育》练习测试题型及分值说明

一、填空

每空1分，20空共20分

二、名词解释

每题5分，4题共20分

三、简答题

每题10分，3题共30分

四、论述

每题15分，2题共30分

第5篇：2014年上海高考英语新题型练习二

Part-2

Directions: Read the following passage. For some blanks, there is a word given in the brackets. Fill in each of these blanks with the proper form of the given word. Fill in the other blanks with words that are correct in structure and proper in meaning.

(A)

One day, when I was working as a psychologist in England, an adolescent boy showed up in my office. It was David. He kept25(walk) up and down restlessly, his face pale, and his hands shaking slightly. His head teacher had referred him to me. “This boy has lost his family,” he wrote. “He is understandably very sad and refuses to talk to others,26I’m very worried about him. Can you help?”

I looked at David and showed him to a chair. How could I help him? There are problems psychology doesn’t have the answer27, and which no words can describe. Sometimes the best thing one can do is to listen openly and sympathetically

The first two times we met, David didn’t say a word. He sat there, only28(look) up to look at the children’s drawings on the wall behind me. I suggested we play a game of chess. He nodded. After that he played chess with me every Wednesday afternoon—in complete silence and without looking at me. It’s not easy to cheat in chess, but I admit I made sure David won once or twice.

Usually, he arrived29than agreed, took the chess board and pieces from the shelf and began setting them up before I even got a chance to sit down. It seemed as if he enjoyed my company. But why did he never look at me?

“Perhaps he simply needs someone30(share) his pain with,” I thought. “Perhaps he senses that I respect his suffering.” Some months later, when we were playing chess, he looked up at me suddenly.

“31’s your turn,” he said.

After that day, David started talking. He got friends in school and joined a bicycle club. He wrote to me a few times about his biking with some friends, and about his plan to get into university. Now he had really started to live his own life.

Maybe I gave David something. But I also learned that one—without any words—can reach out to 32person. All it takes is a hug, a shoulder to cry on, a friendly touch, and an ear that listens

(B)

Some years ago, writing in my diary used to be a usual activity. I would return from school and33 (spend) the expected half hour recording the day’s events, feelings, and impressions in my little blue diary. I did not really need to express my emotions by way of words, but I gained a certain satisfaction from seeing my experiences forever34(record) on paper. After all, isn’t accumulating memories a way of preserving the past?

When I was thirteen years old, I went on a long journey on foot in a great valley,35(well-equip) with pens, a diary, and a camera. During the trip, I was busy recording every incident,

name and place I came across. I felt proud to be spending my time36(productive), dutifully preserving for future generations a detailed description of my travels. On my last night there, I wandered out of my tent, diary in hand. The sky was clear and lit by the glare of the moon, and the walls of the valley looked threatening behind their screen of shadows. I automatically took out my pen….

At that point, I understood that nothing I37(write) could ever match or replace the few seconds I allowed myself to experience the dramatic beauty of the valley. All I remembered of the previous few days were the dull characterizations I38(set) down in my diary.

Now, I only write in my diary when I need to write down a special thought or feeling. I still love to record ideas and quotations that strike me in books, or observations that are particularly meaningful. I take pictures, but not very often—only of objects39I find really beautiful. I’m no longer blindly satisfied with having something to remember when I grow old. I realize that life will simply pass me by if I stay behind the camera, busy40(preserve) the present so as to live it in the future.

I don’t want to wake up one day and have nothing but a pile of pictures and notes. Maybe I won’t have as many exact representations of people and places; maybe I’ll forget certain facts, but at least the experiences will always remain inside me. I don’t live to make memories—I just live, and the memories form themselves.

Key:25. walking 26. and 27. to28. looking 29. earlier 30. to share 31. It32. another33. spend 34. recorded35. well-equipped36. productively 37. wrote38. had set 39. which / that 40. Preserving

第6篇：2014年上海高考英语新题型(附样卷)

2014年上海市高考英语语法词汇新题型模拟训练众所周知，高考英语的语法题型多年来一直以单项选择的传统题型来考查，2014年将全面取消语法选择题(16题*1分=16分)，替换为新题型：语法填空(见下面三篇样题,附有正确答案，考生可小试牛刀)，2个语篇，共15道题(15分)。

One day, Nick invited his friends to supper. He was cooking some delicious food in the kitchen. Suddenly, he __1__(find) that he has run out of salt. So Nick called to his son, “Go to the village and buy some salt, but pay a fair price for it: neither too much __2__ too little.”

His son looked surprised. “I can understand why I shouldn‟t pay too much, Father, but if I can pay less, __3__not save a bit of money?”

“That would be a very __4__(reason) thing to do in a big city, but it could destroy a small village like ours,” Nick said.

Nick‟s guests, __5__had heard their conversation, asked why they should not buy salt more cheaply if they could. Nick replied, “The only reason a man would sell salt __6__a lower price would be because he was desperate for money. And anyone who took advantage of that situation would be showing a lack of respect __7__the sweat and struggle of the man who worked very hard to produce it.” “But such a small thing couldn‟t __8__(possible) destroy a village.”

“In the beginning, there was only __9__very small amount of unfairness in the world, but everyone added a little, always __10__(think) that it was only small and not very important, and look where we have ended up today.”

1. found

6. at2. nor7. for3. why4. reasonable9. a5. who10. thinking8. possibly

Mary will never forget the first time she saw him. He suddenly appeared in class one day, __1__ (wear) sun glasses. He walked in as if he __2__ (buy) the school. And the word quickly got around that he was from New York City.For some reason he sat beside Mary. Mary felt __3__ (please), because there were many empty seats in the room. But she quickly realized that it wasn‟t her, it was probably the fact that she sat in __4__ last row.

__5__ he thought he cloud escape attention by sitting at the back, he was wrong. It might have made it a little __6__ (hard) for everybody because it meant they had to turn around, but that didn‟t stop the kids in the class. Of course whenever they turned to look at him, they had to look at Mary, __7__ made her feel like a star.

“Do you need those glasses for medical reasons?” the teacher asked. The new boy shook his head.” “Then I‟d appreciate it if you didn‟t wear them in class. I like to look at your eyes when I‟m speaking to you.” The new boy looked at the teacher __8__ a few seconds and all the other students wondered __9__ the boy would do. Then he took __10__ off, gave a big smile and said “That is cool”.

1. wearing

6. harder2. would buy7. which3. pleased8. for4. the5. Although9. if/whether10.them.

Eric Chen, a 17-year-old student from California, U.S.A., was the big winner of this year‟s Google Science Fair(谷歌科学挑战赛people.

“I felt like this was a(urge) problem and I thought, „-flu medicine?‟”

As the winner, Chen got a $50,000 scholarship and a trip to the Galapagos Islands(加拉帕哥斯群岛). He plans to use part of the money to develop a 7 (powerful ) flu medicine.

will make the world a better place.”

1. a 2. against 3.pose 4.urgent 5.Why 6.and 7. more powerful 8.doing 9. that

通过样题，我们可以发现新题型语法填空的形式，基本可以分为两种，提供提示词的和没有提示词的。前者的考察点在于，以提示词的适当形式填空;后者则以连接词、或代词、冠词、介词、固定搭配等为考察点。

相较语法选择题，鉴于没有可供排除的选项，故新题型的难度相对较高，需要考生有一个扎实的语法基础，方可游刃有余的应对此题型。虽然2014年的考生大部分都花了十几年的时间来训练选择题，对选择题的题型及应试技巧烂熟于心，但是在考纲未发生重大变化的前提下，“万变不离其宗”，纵然题型有变，但是主考的语法点并未发生变化。只要考生对语法的基本知识有系统的掌握，加之多年选择题的大量操练，一样可以应对新题型，无需感到紧张不安。

(

第7篇：成都2013中考英语新题型[推荐]

摘要：在2013年成都市教委召开的初三年级复习工作指导会议上，对2013年成都中考英语的新题型予以了明确。

成都中考网2013年3月28日据了解，在2013年成都市教委召开的初三年级复习工作指导会议上，对2013年成都中考英语的新题型予以了明确。具体如下：

B卷新题型中增加句子排序，排序的方式是11个句子，首句给出来，后面的10个句子排序。

13年整个试题变化如下：

A2卷取消。

A卷完型填空由2篇15分增加到2篇20分。

A卷阅读理解由20分增加到30分。

B卷还原句子5还5变成6还5。

B卷新增10个单句排序。