第一篇：中考英語(yǔ)復(fù)習(xí)教案( 八下3--4單元)

中考英語(yǔ)復(fù)習(xí)教案(八下3--4單元)

中考英語(yǔ)復(fù)習(xí)教案

Units3-4

基礎(chǔ)知識(shí)鞏固

I詞組

getout

出去

takeoff 起飛

as….as

像。。一樣

runaway逃跑

comein 進(jìn)來(lái)

hearabout聽(tīng)說(shuō)

takeplace 發(fā)生

firstofall首先，起初

passon傳遞

besupposedto被期望或被要求

dowellin/begoodat在某方面做得好

be/keepingoodhealth身體健康

be/getmadat/withsb.生某人的氣

getover克服；恢復(fù)；原諒

openupthestudents’eyes開(kāi)闊學(xué)生的視野

careforwildanimalsindanger照顧處于危險(xiǎn)中的野生動(dòng)物

II句型

.whiletheboywaswalkingdownthestreet,theUFolanded.2.Thegirlwasshoppingwhenthealiengotout

同義句:

3.whatwereyoudoingwhentheworldTradecentreinNewyorkwasdestroyedbyterrorists?

4.BentoldLanathatmarciawasgoingtohaveasurprisepartyforher

5.Shesaid,”Iamnotmadatmarcia.”

Shesaidthatshewasn’tmadatmarcia.6.youweresupposedtomeetatthebusstopthismorningtoreturnit

7.Sheaskedme,“canIcopyyourhomework.?”

同義句:

8.IsaidIdidn

’tthinkitwasagoodideaforhertocopymyhomework.練習(xí)

I基礎(chǔ)知識(shí)

直接引語(yǔ)變?yōu)殚g接引語(yǔ)：

一變?nèi)朔Q（一看主，二看賓，三不變），二改賓從（加連詞-改陳述句-時(shí)態(tài)一致）

陳述句的間接引語(yǔ)Hesaid,“IamnotmadatBenanymore”Hesaidthat____________________atBenanymore.2一般疑問(wèn)句的間接引語(yǔ)

Thedoctorsaidtoher,“Areyoufeelingbetttermow?”

Thedoctor______her______

______________feeelingbetterthen.3特殊疑問(wèn)的間接引語(yǔ)“whatdoyouthinkofthemovie?”Sheaskedme

Sheaskedme____________________ofthemovie.4祈使句的間接引語(yǔ)mymothersaid,“Don’teattoomuchunhealthyfood.”

mymother_____me___________________toomuchunhealthyfood.句型轉(zhuǎn)換

.Shewasplayingcomputergamesatthistimeyesterday.____________she_____atthistimeyesterday?

2.Shewasplayingcomputergamesatthistimeyesterday._______________she_______atthistimeyesterday?

3.TomwatchedTVyesterdayafternoon.Tom________________TVatthreeyesterday

4.“canIcopyyourhomework?”heaskedme.Heaskedme__________________copy______homework.完成句子

.當(dāng)我看到來(lái)自學(xué)校的信封時(shí),我總是感到緊張。

Ialways______________whenIseethe________fromschool

2.我們應(yīng)當(dāng)盡力克服各種各樣的困難。

weshouldtryto______________allkindsofdifficulties.3.上學(xué)期我物理和數(shù)學(xué)學(xué)得都很吃力。

Ihadareally_____________________________myphysicsandmathlast__________.4.在甘肅省的貧困山區(qū)教高中在你看來(lái)可能不會(huì)有趣。

_______highschoolina_____________________inGansu________maynotsoundlikefuntoyou.5.聽(tīng)說(shuō)他看見(jiàn)過(guò)外星人，我很吃驚。

Iwas___________________hearthathehadseenaliens.6.該計(jì)劃是在1999年由中國(guó)少先隊(duì)發(fā)起的。

Theprogram_________________________thechineseyoung_________in1999.7.紐約世貿(mào)大廈于XX年9月11日被恐怖分子炸毀。

TheworldTradecenterinNewyork________________by_________onSeptember11,XX

8.當(dāng)外星人在買紀(jì)念品的時(shí)候，女孩報(bào)了警。

________thealienwas________a__________,thegirl_____________________..whilethewomanwasshopping,shesawtheUFo_______.A.takingoff

B.takesoff

c.tookoff

D.takeoff

2.whenhe_______home,hismotherwascooking.A.arrivein

B.got

c.gotto

D.reaching

3.Thereare______studentsinthisschool.Athousandof

Bthousandsof

cthousandsfor

4.Iwasverysurprised____thatmyworstreportwasfrommyscience.A.tofind

B.tofindout

c.finding

D.findingout

6Theteachertoldusthemoon____aroundtheearth.A.went

B.goes

c.going

D.move

7Isaiditwould____abadhabit,andthatsheshoulddo____work.A.get,ownher

B.start,herown

c.become,ownher

D.keep,herownof IsawLisainthestreetyesterday,butshedidn

’tseeme.She____theotherway.A.waslooking

B.islooking

c.looked

D.haslooked

2.wedohopethepeopleinSichuanwillsoon____theirtroubles.（XX寧波）

A.getoverB.turnoverc.gooverD.lookover

3.---DickgavemeanotewhileI____inthelibrary.（XX黃岡）

----Iguesshemadeittosay“sorry”toyou.A.amreading

B.wasreading

c.reads

D.willread 4.“

Howdoyoulookafteryourpetcat?

”myteacheraskedme.（XX濟(jì)南）

myteacheraskedme______

_____

______aftermypetcat.5.”Don’truninthehallway.”missZhaosaidtous.（XX山西）

missZhao_____us______

_____runinthehallway.6.Thegirlwasshoppingwhenshesawtheaccident.（XX南京）

______

_____thegirl______whenshesawtheaccident?

第二篇：2014八下英語(yǔ)第四單元教案

Unit 4 Why don’t you talk to your parents? 【Knowledge aims】 1.Grammer 1)Can use could and should.Express advice and persuasion.2)Use “Why don’t you …?”correctly to give advice.3)Use conjunctions:until,so that,although correctly.2.Words and expressions 1)allow, guess, argue, offer, communicate, explain, copy,return, compete, continue, compare, push,cause, deal, relation, communication,cloud, member, pressure, opinion,skill, football, development, wrong, elder, nervous, proper, clear, typical, quick, crazy, usual, instead, secondly, anymore, perhaps,whatever 2)look through, big deal, work out, get on with, cut out,compare…with ,in one’s opinion 【Ability aims】

1)Can ask and state own and other problems 2)Can give advice 【Strategies】

1)Find the expressions that have the same meaning and understand the meaning in the context.2)Guess the meaning in the context.【Culture】

Opinions about taking after-school classes in eastern and weatern countries

The first period 1a~2d 1a

To introduce Ss to the first unit goal:talk about problems.To set the scene, increase Ss’vocabulary and introduce the target language.Let Ss talk about the problems in their life.Lead Ss to go through 1a.learn the word and expressions.After learning ,T gives advice.1b Listen and circle the problems you hear in 1a.Repeat it after the tape.It is helpful to finish 1c 1c Ss read the conversations together and make a new one in groups.Then act out the conversation.2a and 2b Tell Ss the main idea and introduce some key words.Listen to finish 2a and 2b Repeat it after the tape Note the words and phrases.2c Role-play a conversation between Peter and his friend.First in group.Then act out.2d Role-play the conversation.First repeat after the tape and underline the words and expressions they don’t know.T explain them to Ss.Then practice and act out the conversation.【Homework】

Remember the new words and expressions.prepare the performance for tomorrow.The second period 3a~3c Step1 Revision 1.Role play the conversation in 2d 2.Talk about the problems and give advice Step2 Presentation 1.Tell Ss what we learned in this unit.Ask them what problems they have in their family and how they solve them.When there are some problems at home, what do you do as a kid? 2.Ask Ss to look at the picture and talk about it.T can give some key words during this step.For example,fight a lot,get on with.3.Introduce the article is a letter.Pay attention to the style.And we can get what kind of information from the style.4.Give questions and ask Ss to read and find out the answer.Ss must have enough time to do it.So T is patient to wait for them to find the keys.5.Ask different students to ask and answer the problems and advice.It can be made into some small conversations.A:I can’t get on well with my family.What should I do ?

B: You should talk about these feelings with his family.6.T play the tape and ask Ss to repeat.When they read, they should underline the new words and expressions they don’t know.7.T explain the words and expressions to Ss.Practice them with Ss 8.Read and translate the two letters in group.T give help if they need.Step3.Discussion Ask Ss if they agree /disagree with his advice and why.Step4.Practice 3c Which words or phrases in the letters have the same or similar meanings as the following? Write a sentence using each word or phrase.Because my Ss have poor English, it’s better to lead Ss to do it together.Then T write Ss’ answer on the Bb.Step5.Homework Rewrite the two letter in a short passage.Try to recite the letters.Remember the words and phrases and T check them in class.The third period

Grammar Focus~SectionB1e Step1 Revision 1.check the words and the expressions on Page 27.2.Encourage Ss to recite or retell the article.Step2 Presentation and practice 1,Grammar focus Ss read it and translate it in group.T gives help when they work in group.Then T can have a check about it.2.4a Expain the use of although, so that and until.Prompt Ss to suggest what these words mean and what they are used for.T can help Ss to make sentences with these words.? Although is used to join wro parts of a sentence and it shows a contrast between the ideas in the two parts.? So that is used to introduce a reason for what is stated in the earlier part of a sentence.? Until is used to show that an action continues up to a certain time and stops at that time, 4b.Tell Ss some problems and ask them what advice they can give.It’s better to write down Ss’answer on the Bb.4c T show these problems to students and discuss them together how to solve the problems.Sometimes Ss can give some perfect responses.Rmind Ss to use the target language to talk about problems and give advice.Section B 1a and 1b Ask Ss how to lower stress.Make a list of activities on the Bb.T also can make a survey about the activities in 1a.1c Lead Ss to look through the sentences.read and translate them to make sure they understand their meaning.At the same time Ss can get a main idea about the listening material.T can make it a small conversartion about each stress.Listen to check the problems.1d Before listening , T can ask Ss to make a guess to fill in the blanks by using the contextual clues.After listening, Ss repeat the conversation.1e Ss practice speaking the target language by talking about the problems and advice.Step 3 Homework Memorize the Grammar Focus Talk about the stress and the way to solve it.Write it down as a composition.The fourth period 2a~2b Step 1 Revision Check the words and the phrases.Talk about the problems and give advice.Step 2.Presentation 2a Go through the activities and check the ones the Ss do 2b 1)Ss scan the intructions and the two questions in 2b and predict the main idea to make sure the purpose of the first reading.2)Ss read the text and say the main idea.If Ss have difficuly, T can provide some pharses for Ss to choose, Then let Ss express the main idea by using the whole sentences 3)Ask Ss to read the text carefully.Find the points they can’t understand.Exam skills, so that, in order to , compete, typical, on most days after school, football training, cut out, the tired children don’t get home until after 7:00pm.,have a quick dinner, It’s time for homework,continue, compare…with…, crazy, push their kids hard, development, cause a lot of stress, even.T explain the keys to Ss and practice them with Ss.4)Ss repeat the text after the tape.Step3 Homework Retell the story

The fifth period 2c~self check

Step1.Revesion Retell the text Step 2.Presentation and practice 1)Read the passage again and find the words that have the same meaning as the explanation.Ss can do it with T.2)Read it again anf answer the questions in 2b and 2d.T can provide some other questions to check Ss understanding.3)Divide Ss into some groups and discuss the questions in 2e.They try to use the target language in the conversation.T can write the target language on the Bb so that Ss can use them freely.3a~3b 1)Read the instruction and parents’ opinion.Know about the purpose of the activity.2)Discuss in group and report to the class.3)Lead Ss to write the composition.Before writing, T lead them to revise the words and phrases about the topic.Ask some students to read their work.Self check 1)It is used to check if Ss can use the conjunctions well.First, do them individually, then check the answer.2)Ss exchange their ideas and report their ideas.Step 3 Homework Write a composition about 3b.

第三篇：八下英語(yǔ)第四單元1,2,3,課時(shí)教案

Unit 4 Why don’t you talk to your parents? 【Knowledge aims】 1.Grammer 1)Can use could and should.Express advice and persuasion.2)Use “Why don’t you …?”correctly to give advice.3)Use conjunctions:until,so that,although correctly.2.Words and expressions 1)allow, guess, argue, offer, communicate, explain, copy,return, compete, continue, compare, push,cause, deal, relation, communication,cloud, member, pressure, opinion,skill, football, development, wrong, elder, nervous, proper, clear, typical, quick, crazy, usual, instead, secondly, anymore, perhaps,whatever 2)look through, big deal, work out, get on with, cut out,compare…with ,in one’s opinion 【Ability aims】

1)Can ask and state own and other problems 2)Can give advice 【Strategies】

1)Find the expressions that have the same meaning and understand the meaning in the context.2)Guess the meaning in the context.【Culture】

Opinions about taking after-school classes in eastern and weatern countries

The first period 1a~2d 1a

To introduce Ss to the first unit goal:talk about problems.To set the scene, increase Ss’vocabulary and introduce the target language.Let Ss talk about the problems in their life.Lead Ss to go through 1a.learn the word and expressions.After learning ,T gives advice.1b Listen and circle the problems you hear in 1a.Repeat it after the tape.It is helpful to finish 1c 1c Ss read the conversations together and make a new one in groups.Then act out the conversation.2a and 2b Tell Ss the main idea and introduce some key words.Listen to finish 2a and 2b Repeat it after the tape Note the words and phrases.2c Role-play a conversation between Peter and his friend.First in group.Then act out.2d Role-play the conversation.First repeat after the tape and underline the words and expressions they don’t know.T explain them to Ss.Then practice and act out the conversation.【Homework】

Remember the new words and expressions.prepare the performance for tomorrow.The second period 3a~3c Step1 Revision 1.Role play the conversation in 2d 2.Talk about the problems and give advice Step2 Presentation 1.Tell Ss what we learned in this unit.Ask them what problems they have in their family and how they solve them.When there are some problems at home, what do you do as a kid? 2.Ask Ss to look at the picture and talk about it.T can give some key words during this step.For example,fight a lot,get on with.3.Introduce the article is a letter.Pay attention to the style.And we can get what kind of information from the style.4.Give questions and ask Ss to read and find out the answer.Ss must have enough time to do it.So T is patient to wait for them to find the keys.5.Ask different students to ask and answer the problems and advice.It can be made into some small conversations.A:I can’t get on well with my family.What should I do ?

B: You should talk about these feelings with his family.6.T play the tape and ask Ss to repeat.When they read, they should underline the new words and expressions they don’t know.7.T explain the words and expressions to Ss.Practice them with Ss 8.Read and translate the two letters in group.T give help if they need.Step3.Discussion Ask Ss if they agree /disagree with his advice and why.Step4.Practice 3c Which words or phrases in the letters have the same or similar meanings as the following? Write a sentence using each word or phrase.Because my Ss have poor English, it’s better to lead Ss to do it together.Then T write Ss’ answer on the Bb.Step5.Homework Rewrite the two letter in a short passage.Try to recite the letters.Remember the words and phrases and T check them in class.The third period

Grammar Focus~SectionB1e Step1 Revision 1.check the words and the expressions on Page 27.2.Encourage Ss to recite or retell the article.Step2 Presentation and practice 1,Grammar focus Ss read it and translate it in group.T gives help when they work in group.Then T can have a check about it.2.4a Expain the use of although, so that and until.Prompt Ss to suggest what these words mean and what they are used for.T can help Ss to make sentences with these words.? Although is used to join wro parts of a sentence and it shows a contrast between the ideas in the two parts.? So that is used to introduce a reason for what is stated in the earlier part of a sentence.? Until is used to show that an action continues up to a certain time and stops at that time, 4b.Tell Ss some problems and ask them what advice they can give.It’s better to write down Ss’answer on the Bb.4c T show these problems to students and discuss them together how to solve the problems.Sometimes Ss can give some perfect responses.Rmind Ss to use the target language to talk about problems and give advice.Section B 1a and 1b Ask Ss how to lower stress.Make a list of activities on the Bb.T also can make a survey about the activities in 1a.1c Lead Ss to look through the sentences.read and translate them to make sure they understand their meaning.At the same time Ss can get a main idea about the listening material.T can make it a small conversartion about each stress.Listen to check the problems.1d Before listening , T can ask Ss to make a guess to fill in the blanks by using the contextual clues.After listening, Ss repeat the conversation.1e Ss practice speaking the target language by talking about the problems and advice.Step 3 Homework Memorize the Grammar Focus Talk about the stress and the way to solve it.Write it down as a composition.

第四篇：八下現(xiàn)代文復(fù)習(xí)教案

八下現(xiàn)代文復(fù)習(xí)教案

主備人：趙彩

復(fù)習(xí)重點(diǎn):

1、結(jié)合具體語(yǔ)境理解重點(diǎn)詞語(yǔ)、關(guān)鍵語(yǔ)句含義及作用。

2、理解作品的主要內(nèi)容、篩選搜索相關(guān)內(nèi)容、語(yǔ)句。

3、把握作品中的人物形象。

4、欣賞作品的語(yǔ)言特點(diǎn)。

5、分析作品的表現(xiàn)手法。

6、明確作者的寫作意圖。

教學(xué)方法：方法指導(dǎo)、練習(xí)鞏固 課時(shí)：一課時(shí) 教學(xué)過(guò)程：

一、結(jié)合具體語(yǔ)境理解重點(diǎn)詞語(yǔ)、關(guān)鍵語(yǔ)句含義及作用。

一）聯(lián)系具體語(yǔ)境，借助上下文推測(cè)判斷詞語(yǔ)的特殊含義、言外之意，同時(shí)注意詞語(yǔ)的感情變化。

練習(xí):1.結(jié)合句意解釋加線的詞。

（1）實(shí)在標(biāo)致極了。

標(biāo)致：

（2）再繼續(xù)寫些為“正人君子”之流所深惡痛疾的文字。

正人君子：

（3）同學(xué)100余人之中，我在中間，不過(guò)是沒(méi)有落第。

落第：

答案：

本義漂亮，這里是反語(yǔ)，意思是丑惡。

反語(yǔ)，諷刺那些為軍閥政客張目的人。

本義為科舉不中，這里指考試不

二）方法：

1、從本句入手，注意修飾限制成分。

2、要看句子所在語(yǔ)段，注意相鄰的上下句和與之對(duì)應(yīng)的解說(shuō)句。

3、結(jié)合段意理解準(zhǔn)確性更高。

4、還可以抓住中心、結(jié)合社會(huì)背景、表達(dá)方式及議論性的語(yǔ)句。2.揣摩下列語(yǔ)句的含義：

①暖國(guó)的雨，向來(lái)沒(méi)有變過(guò)冰冷的堅(jiān)硬的燦爛的雪花。

②“人類并不孤獨(dú)，在宇宙中處處是我們的弟兄”這一句話的含義是什么？

答案①“冰冷的”“堅(jiān)硬的”強(qiáng)調(diào)雪的不屈的精神，而這種精神是“燦爛的”，是最值得欣賞的。②宇宙的一切，包括人類，都是宇宙生命的構(gòu)成部分，人類之外的一切，也是生命的種種存在形式，所以它們與我們是平等的生命，是我們的弟兄。

二、理解作品的主要內(nèi)容、篩選搜索相關(guān)內(nèi)容、語(yǔ)句。方法指導(dǎo): 第一，確定需要的信息在文中的位置。第二，分出要點(diǎn)。

第三，分要點(diǎn)整理、連綴成句。

練習(xí)：閱讀《我的母親》5——7段，回答下列問(wèn)題。

1、用自己的話概括以上三段的主要內(nèi)容。

2、從哪些地方看出母親既是“慈母”又是“嚴(yán)師”？

3、“我便將這事告知了藤野先生”中“這事”是指什么?請(qǐng)加以概括?！短僖跋壬?4.品讀江南雪部分，思考：江南的雪有怎樣的特點(diǎn)，描寫時(shí)傾注了作者怎樣的情感？ 5.閱讀《敬畏自然》8-11段，你認(rèn)為作者得出的結(jié)論是什么？ 答案主要寫母親對(duì)我的管教，學(xué)習(xí)上的督促和做人的訓(xùn)導(dǎo)。

此題可概括敘述，也可答具體事例。如：母親聽(tīng)了“我”一句輕薄的話后，重重地責(zé)罰我；“用舌頭舔我的病眼”，充分表現(xiàn)了“我的母親”既是“嚴(yán)師”又是“慈母”。3．日本“愛(ài)國(guó)青年”查“我”的聽(tīng)課筆記一事。

4、江南的雪有一種平和恬靜的美，她“滋潤(rùn)美艷”、色彩斑斕，蘊(yùn)育著生命，透露著生機(jī)。江南優(yōu)美的雪景中，傾注了作者對(duì)故鄉(xiāng)的幾多懷戀，和對(duì)美好理想的向往、追求。

5、人類理應(yīng)敬畏自然。

三、把握作品中的人物形象。

1、文章記敘了藤野先生與我交往的四件事，各是什么？每件事各表現(xiàn)了藤野先生怎樣的品質(zhì)？

（1）添改講義

工作認(rèn)真負(fù)責(zé)

（2）糾正解剖圖

對(duì)學(xué)生嚴(yán)格要求

（3）關(guān)心解剖實(shí)習(xí)

熱情誠(chéng)懇

（4）了解女人裹腳

求實(shí)精神

四、欣賞作品的語(yǔ)言特點(diǎn)。語(yǔ)言特點(diǎn)：

樸實(shí)無(wú)華、優(yōu)美生動(dòng)、清新自然、簡(jiǎn)潔準(zhǔn)確、精辟深刻、犀利尖銳、激情昂揚(yáng)。注：可從修辭手法角度賞析。

必須結(jié)合相關(guān)語(yǔ)句分析。練習(xí): 下列各句子分別體現(xiàn)本文語(yǔ)言的什么特點(diǎn)？

A.我的家鄉(xiāng)是水鄉(xiāng)。出鴨。高郵大麻鴨是著名的鴨種。鴨多，鴨蛋也多。

B.曾經(jīng)滄海難為水，他鄉(xiāng)咸鴨蛋，我實(shí)在瞧不上。

C.上野的櫻花爛熳的時(shí)節(jié)，望去確也像緋紅的輕云，但花下也缺不了成群結(jié)隊(duì)的“清國(guó)留學(xué)生”的速成班，頭頂上盤著大辮子，頂?shù)脤W(xué)生制帽的頂上高高聳起，形成一座富士山。

D“每天天剛亮?xí)r，我母親就把我喊醒，叫我披衣坐起。我從不知道她醒來(lái)坐了多久了?！?答案A、濃厚的口語(yǔ)色彩。體現(xiàn)了作者的自豪之情。B、淡淡的幽默。

C、語(yǔ)言犀利尖銳。采用比喻、夸張修辭手法，辛辣地嘲諷清國(guó)留學(xué)生不學(xué)無(wú)術(shù)的丑態(tài)。

D、語(yǔ)句質(zhì)樸、真切，飽醮感情，表現(xiàn)出母親對(duì)“我”的摯愛(ài)，字里行間滲透著“我”對(duì)母親的愛(ài)戴、感激之情。

五、分析作品的表現(xiàn)手法。寫作手法：

象征手法、對(duì)比手法、襯托（側(cè)面烘托）手法、諷刺手法、欲揚(yáng)先抑、前后照應(yīng)（首尾呼應(yīng)）、以小見(jiàn)大、借物喻人、借景抒情、動(dòng)靜結(jié)合、巧設(shè)懸念、卒章顯志等 寫作手法及作用：

（1）象征手法 把特定的意義寄托在所描寫的事物上，表達(dá)了……的情感，增強(qiáng)了文章的表現(xiàn)力。

（2）對(duì)比手法 通過(guò)比較，突出事物的特點(diǎn)，更好地表現(xiàn)文章的主題。

（3）襯托（側(cè)面烘托）手法 以次要的人或事物襯托主要的人或事物，突出主要的人或事物的特點(diǎn)、性格、思想、感情等。

（4）欲揚(yáng)先抑 先貶抑再大力頌揚(yáng)所描寫的對(duì)象，上下文形成對(duì)比，突出所寫的對(duì)象，收到出人意料的感人效果。（5）前后照應(yīng)（首尾呼應(yīng)）使情節(jié)完整、結(jié)構(gòu)嚴(yán)謹(jǐn)、中心突出。練習(xí)： 《雪》《雷電頌》《海燕》《阿長(zhǎng)與山海經(jīng)》 《我的叔叔于勒》《變色龍》《心聲》《背影》

《從何百草園到三味書(shū)屋》分別采用怎樣的寫作手法？

六、明確作者的寫作意圖。方法: 分析文章題目、文章開(kāi)頭、文章結(jié)尾、文章抒情議論的段落、寫作背景 本文記敘了（描寫了）······的故事（事跡、經(jīng)過(guò)、事件、事物），表現(xiàn)了（反映了、歌頌了、揭露了、批判了）······的思想（性格、精神、實(shí)質(zhì)），抒發(fā)了作者的······的感情。分析 《海燕》《吆喝》

《云南的歌會(huì)》這幾篇文章作者的寫作意圖。

七、反饋練習(xí)

《河南中考》P78張曉風(fēng)的《你為什么拿這一個(gè)》

八、作業(yè)：復(fù)習(xí)古文背誦

教學(xué)反思:

第五篇：八下6課復(fù)習(xí)教案

第6課《探索建設(shè)社會(huì)主義的道路》復(fù)習(xí)教案

課程標(biāo)準(zhǔn)

了解“大躍進(jìn)”和人民公社化運(yùn)動(dòng)是探索社會(huì)主義建設(shè)道路過(guò)程中的嚴(yán)重失誤。講述王進(jìn)喜、鄧稼先、焦裕祿等先進(jìn)人物艱苦創(chuàng)業(yè)和全心全意為人民服務(wù)的事跡。復(fù)習(xí)目標(biāo)：

1、掌握中共八大召開(kāi)的時(shí)間、主要任務(wù)及意義；歸納探索中出現(xiàn)的失誤；社會(huì)主義建設(shè)的成就和出現(xiàn)的英雄人物的事跡。

2、分析失誤出現(xiàn)的原因及危害并思考對(duì)我們今天的社會(huì)主義建設(shè)有什么啟示？認(rèn)識(shí)社會(huì)主義建設(shè)是一個(gè)長(zhǎng)期曲折的過(guò)程。

復(fù)習(xí)重點(diǎn)：中共八大的任務(wù)和社會(huì)主義建設(shè)的成就。難點(diǎn)復(fù)習(xí)；探索建設(shè)社會(huì)主義道路出現(xiàn)嚴(yán)重失誤的原因。復(fù)習(xí)過(guò)程：

一、復(fù)習(xí)提問(wèn)

二、復(fù)習(xí)填空

1、中共八大時(shí)間：_________年，提出主要任務(wù)：集中力量發(fā)展_____________，實(shí)現(xiàn)____________，逐步滿足憖人民日益增長(zhǎng)的物質(zhì)和文化需要。______________是探索建設(shè)社會(huì)主義道路的良好開(kāi)端。

2、總路線：時(shí)間：__________年，內(nèi)容：_______________，______________，_______________________________。評(píng)價(jià)：反映了廣大群眾要求改變經(jīng)濟(jì)落后的愿望，但忽視了客觀的____________。嚴(yán)重失誤：內(nèi)容：“________”和__________運(yùn)動(dòng)(在工農(nóng)業(yè)上的表現(xiàn)：大幅度提高計(jì)劃指標(biāo)，大煉鋼鐵)標(biāo)志：高指標(biāo)、瞎指揮、_________和“_________”。后果：1958年到1960年三年困難時(shí)期；

3、建設(shè)成就的模范人物：大慶石油工人________、兩彈元?jiǎng)奏嚰谙?、縣委書(shū)記_______、雷鋒(精神：愛(ài)國(guó)主義的精神，為社會(huì)主義奮斗的精神，艱苦創(chuàng)業(yè)的精神，密切聯(lián)系群眾，全心全意為人民服務(wù)的精神)

三、梳理復(fù)習(xí)知識(shí)點(diǎn)

1、中共八大召開(kāi)的時(shí)間、地點(diǎn)、內(nèi)容、意義

2、探索建設(shè)社會(huì)主義道路的良好開(kāi)端與失誤分別是什么？出現(xiàn)失誤的原因？啟示？

3、1958年的總路線

4、“左”的錯(cuò)誤的主要標(biāo)志

5、探索建設(shè)社會(huì)主義道路的失誤導(dǎo)致的嚴(yán)重后果

6、國(guó)民經(jīng)濟(jì)出現(xiàn)嚴(yán)重失誤的原因、怎樣調(diào)整、結(jié)果

7、探索建設(shè)社會(huì)主義道路的成就和出現(xiàn)的模范人物及他們的精神

四、合作探究：結(jié)合課本30頁(yè)動(dòng)腦筋思考我們應(yīng)學(xué)習(xí)英雄人物的哪些品質(zhì)？

五、板書(shū)設(shè)計(jì)

良好開(kāi)端(中共八大)→失誤表現(xiàn)原因 →建設(shè)成就工業(yè)成就后果英雄模范

六、課堂檢測(cè)

1、“人有多大膽，地有多大產(chǎn)”的口號(hào)出現(xiàn)于（）

A三大改造時(shí)期 b一五計(jì)劃期間Ｃ大躍進(jìn)時(shí)期D十年文革時(shí)期

2、中共八大后十年間被稱為黨的好干部的是（）A王進(jìn)喜 B鄧稼先 C焦裕祿 D雷鋒3、1958年中共中央發(fā)動(dòng)了大躍進(jìn)和人民公社化運(yùn)動(dòng)給國(guó)家造成重大損失，這是由于（）

A對(duì)社會(huì)主義建設(shè)缺乏經(jīng)驗(yàn) B對(duì)國(guó)情沒(méi)有認(rèn)識(shí)清楚 C蘇聯(lián)撕毀合同D急于求成4、黨領(lǐng)導(dǎo)中國(guó)人民在探索社會(huì)主義過(guò)程中出現(xiàn)那些失誤？失誤的原因是什么？這些教訓(xùn)對(duì)我們今天社會(huì)主義建設(shè)有什么意義？

5、材料題

大躍進(jìn)時(shí)期有許多口號(hào)如“沒(méi)有萬(wàn)斤思想，就沒(méi)有萬(wàn)斤收獲，沒(méi)有萬(wàn)斤指標(biāo)，就沒(méi)有措施”；“只要想的到就能做得到”。你認(rèn)為這些“豪言壯語(yǔ)”有道理嗎？為什么？

七、當(dāng)堂反思