第一篇：中考英語復習教案( 八下3--4單元)

中考英語復習教案(八下3--4單元)

中考英語復習教案

Units3-4

基礎知識鞏固

I詞組

getout

出去

takeoff 起飛

as….as

像。。一樣

runaway逃跑

comein 進來

hearabout聽說

takeplace 發生

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；原諒

openupthestudents’eyes開闊學生的視野

careforwildanimalsindanger照顧處于危險中的野生動物

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

I基礎知識

直接引語變為間接引語：

一變人稱（一看主，二看賓，三不變），二改賓從（加連詞-改陳述句-時態一致）

陳述句的間接引語Hesaid,“IamnotmadatBenanymore”Hesaidthat____________________atBenanymore.2一般疑問句的間接引語

Thedoctorsaidtoher,“Areyoufeelingbetttermow?”

Thedoctor______her______

______________feeelingbetterthen.3特殊疑問的間接引語“whatdoyouthinkofthemovie?”Sheaskedme

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

mymother_____me___________________toomuchunhealthyfood.句型轉換

.Shewasplayingcomputergamesatthistimeyesterday.____________she_____atthistimeyesterday?

2.Shewasplayingcomputergamesatthistimeyesterday._______________she_______atthistimeyesterday?

3.TomwatchedTVyesterdayafternoon.Tom________________TVatthreeyesterday

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

.當我看到來自學校的信封時,我總是感到緊張。

Ialways______________whenIseethe________fromschool

2.我們應當盡力克服各種各樣的困難。

weshouldtryto______________allkindsofdifficulties.3.上學期我物理和數學學得都很吃力。

Ihadareally_____________________________myphysicsandmathlast__________.4.在甘肅省的貧困山區教高中在你看來可能不會有趣。

_______highschoolina_____________________inGansu________maynotsoundlikefuntoyou.5.聽說他看見過外星人，我很吃驚。

Iwas___________________hearthathehadseenaliens.6.該計劃是在1999年由中國少先隊發起的。

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

TheworldTradecenterinNewyork________________by_________onSeptember11,XX

8.當外星人在買紀念品的時候，女孩報了警。

________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：八下英語第四單元1,2,3,課時教案

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：八下現代文復習教案

八下現代文復習教案

主備人：趙彩

復習重點:

1、結合具體語境理解重點詞語、關鍵語句含義及作用。

2、理解作品的主要內容、篩選搜索相關內容、語句。

3、把握作品中的人物形象。

4、欣賞作品的語言特點。

5、分析作品的表現手法。

6、明確作者的寫作意圖。

教學方法：方法指導、練習鞏固 課時：一課時 教學過程：

一、結合具體語境理解重點詞語、關鍵語句含義及作用。

一）聯系具體語境，借助上下文推測判斷詞語的特殊含義、言外之意，同時注意詞語的感情變化。

練習:1.結合句意解釋加線的詞。

（1）實在標致極了。

標致：

（2）再繼續寫些為“正人君子”之流所深惡痛疾的文字。

正人君子：

（3）同學100余人之中，我在中間，不過是沒有落第。

落第：

答案：

本義漂亮，這里是反語，意思是丑惡。

反語，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、要看句子所在語段，注意相鄰的上下句和與之對應的解說句。

3、結合段意理解準確性更高。

4、還可以抓住中心、結合社會背景、表達方式及議論性的語句。2.揣摩下列語句的含義：

①暖國的雨，向來沒有變過冰冷的堅硬的燦爛的雪花。

②“人類并不孤獨，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”“堅硬的”強調雪的不屈的精神，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、理解作品的主要內容、篩選搜索相關內容、語句。方法指導: 第一，確定需要的信息在文中的位置。第二，分出要點。

第三，分要點整理、連綴成句。

練習：閱讀《我的母親》5——7段，回答下列問題。

1、用自己的話概括以上三段的主要內容。

2、從哪些地方看出母親既是“慈母”又是“嚴師”？

3、“我便將這事告知了藤野先生”中“這事”是指什么?請加以概括?！短僖跋壬?4.品讀江南雪部分，思考：江南的雪有怎樣的特點，描寫時傾注了作者怎樣的情感？ 5.閱讀《敬畏自然》8-11段，你認為作者得出的結論是什么？ 答案主要寫母親對我的管教，學習上的督促和做人的訓導。

此題可概括敘述，也可答具體事例。如：母親聽了“我”一句輕薄的話后，重重地責罰我；“用舌頭舔我的病眼”，充分表現了“我的母親”既是“嚴師”又是“慈母”。3．日本“愛國青年”查“我”的聽課筆記一事。

4、江南的雪有一種平和恬靜的美，她“滋潤美艷”、色彩斑斕，蘊育著生命，透露著生機。江南優美的雪景中，傾注了作者對故鄉的幾多懷戀，和對美好理想的向往、追求。

5、人類理應敬畏自然。

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？每件事各表現了藤野先生怎樣的品質？

（1）添改講義

工作認真負責

（2）糾正解剖圖

對學生嚴格要求

（3）關心解剖實習

熱情誠懇

（4）了解女人裹腳

求實精神

四、欣賞作品的語言特點。語言特點：

樸實無華、優美生動、清新自然、簡潔準確、精辟深刻、犀利尖銳、激情昂揚。注：可從修辭手法角度賞析。

必須結合相關語句分析。練習: 下列各句子分別體現本文語言的什么特點？

A.我的家鄉是水鄉。出鴨。高郵大麻鴨是著名的鴨種。鴨多，鴨蛋也多。

B.曾經滄海難為水，他鄉咸鴨蛋，我實在瞧不上。

C.上野的櫻花爛熳的時節，望去確也像緋紅的輕云，但花下也缺不了成群結隊的“清國留學生”的速成班，頭頂上盤著大辮子，頂得學生制帽的頂上高高聳起，形成一座富士山。

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

C、語言犀利尖銳。采用比喻、夸張修辭手法，辛辣地嘲諷清國留學生不學無術的丑態。

D、語句質樸、真切，飽醮感情，表現出母親對“我”的摯愛，字里行間滲透著“我”對母親的愛戴、感激之情。

五、分析作品的表現手法。寫作手法：

象征手法、對比手法、襯托（側面烘托）手法、諷刺手法、欲揚先抑、前后照應（首尾呼應）、以小見大、借物喻人、借景抒情、動靜結合、巧設懸念、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，表達了……的情感，增強了文章的表現力。

（2）對比手法 通過比較，突出事物的特點，更好地表現文章的主題。

（3）襯托（側面烘托）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、性格、思想、感情等。

（4）欲揚先抑 先貶抑再大力頌揚所描寫的對象，上下文形成對比，突出所寫的對象，收到出人意料的感人效果。（5）前后照應（首尾呼應）使情節完整、結構嚴謹、中心突出。練習： 《雪》《雷電頌》《海燕》《阿長與山海經》 《我的叔叔于勒》《變色龍》《心聲》《背影》

《從何百草園到三味書屋》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、文章開頭、文章結尾、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、經過、事件、事物），表現了（反映了、歌頌了、揭露了、批判了）······的思想（性格、精神、實質），抒發了作者的······的感情。分析 《海燕》《吆喝》

《云南的歌會》這幾篇文章作者的寫作意圖。

七、反饋練習

《河南中考》P78張曉風的《你為什么拿這一個》

八、作業：復習古文背誦

教學反思:

第五篇：八下6課復習教案

第6課《探索建設社會主義的道路》復習教案

課程標準

了解“大躍進”和人民公社化運動是探索社會主義建設道路過程中的嚴重失誤。講述王進喜、鄧稼先、焦裕祿等先進人物艱苦創業和全心全意為人民服務的事跡。復習目標：

1、掌握中共八大召開的時間、主要任務及意義；歸納探索中出現的失誤；社會主義建設的成就和出現的英雄人物的事跡。

2、分析失誤出現的原因及危害并思考對我們今天的社會主義建設有什么啟示？認識社會主義建設是一個長期曲折的過程。

復習重點：中共八大的任務和社會主義建設的成就。難點復習；探索建設社會主義道路出現嚴重失誤的原因。復習過程：

一、復習提問

二、復習填空

1、中共八大時間：_________年，提出主要任務：集中力量發展_____________，實現____________，逐步滿足憖人民日益增長的物質和文化需要。______________是探索建設社會主義道路的良好開端。

2、總路線：時間：__________年，內容：_______________，______________，_______________________________。評價：反映了廣大群眾要求改變經濟落后的愿望，但忽視了客觀的____________。嚴重失誤：內容：“________”和__________運動(在工農業上的表現：大幅度提高計劃指標，大煉鋼鐵)標志：高指標、瞎指揮、_________和“_________”。后果：1958年到1960年三年困難時期；

3、建設成就的模范人物：大慶石油工人________、兩彈元勛鄧稼先、縣委書記_______、雷鋒(精神：愛國主義的精神，為社會主義奮斗的精神，艱苦創業的精神，密切聯系群眾，全心全意為人民服務的精神)

三、梳理復習知識點

1、中共八大召開的時間、地點、內容、意義

2、探索建設社會主義道路的良好開端與失誤分別是什么？出現失誤的原因？啟示？

3、1958年的總路線

4、“左”的錯誤的主要標志

5、探索建設社會主義道路的失誤導致的嚴重后果

6、國民經濟出現嚴重失誤的原因、怎樣調整、結果

7、探索建設社會主義道路的成就和出現的模范人物及他們的精神

四、合作探究：結合課本30頁動腦筋思考我們應學習英雄人物的哪些品質？

五、板書設計

良好開端(中共八大)→失誤表現原因 →建設成就工業成就后果英雄模范

六、課堂檢測

1、“人有多大膽，地有多大產”的口號出現于（）

A三大改造時期 b一五計劃期間Ｃ大躍進時期D十年文革時期

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

A對社會主義建設缺乏經驗 B對國情沒有認識清楚 C蘇聯撕毀合同D急于求成4、黨領導中國人民在探索社會主義過程中出現那些失誤？失誤的原因是什么？這些教訓對我們今天社會主義建設有什么意義？

5、材料題

大躍進時期有許多口號如“沒有萬斤思想，就沒有萬斤收獲，沒有萬斤指標，就沒有措施”；“只要想的到就能做得到”。你認為這些“豪言壯語”有道理嗎？為什么？

七、當堂反思