20 19 Guangdong college entrance examination English test paper and answer analysis (WORD text version)

Analysis of English Test Papers and Answers in Guangdong College Entrance Examination: There are three questions that are the watershed to distinguish the scores.

Professor Zhou Rong, the leader of the English marking group, analyzed that this year's English test paper has two outstanding highlights: First, it conveyed the important role of English in promoting the internationalization of China's excellent traditional culture and improving students' humanistic quality. For example, the topic of "Information Matching" uses many paragraphs about the display and performance of China culture abroad, involving China classical literature, classical music, opera art, costume culture and other contents, which embodies the functional and humanistic characteristics of English education. Second, the guidance of cultivating students' innovative thinking ability, such as reading B and C, involves empathy, which better highlights the importance of critical thinking ability; Reading and writing tasks are conducive to improving students' practical ability to observe the present situation and solve practical problems.

Judging from the marking situation, this year's English test questions are well differentiated. In the writing part, many high-level candidates are fluent in writing and close to the subject, and can write according to the requirements of the test questions, but some candidates write long and bloated sentences and accumulate information. As in previous years, the test sites of grammar fill-in-the-blank questions were stable, and candidates scored better in the small items of grammar fill-in-the-blank questions, such as 16 and 17, which became the total scores of candidates, while 18 (for), 19 (wasleft) and 24 (where) were.

Zhou Rong suggested that in middle school teaching in the future, firstly, we should strengthen the training of students' writing norms. A considerable number of candidates lose points because of irregular writing. The second is to guide students to pay attention to the natural fluency of writing sentences, not to pile up sentences and information points, and to avoid artificial sentences.