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八年级下英语期末总复习方法

我们都知道，平时教学像栽活一棵树，总复习似育好一片林。栽活一棵树容易，育好一片林要花功夫。初中英语，语言知识复杂、内容繁多，复习时间紧，任务重。上好英语复习课是提高教学质量的首要环节，英语复习课既要查漏补缺，更要复习基础知识，并对所学知识归纳整理，加深理解，巩固记忆，从而帮助学生建立一个完整明晰的知识体系。尤其要注重交际，提高实际运用语言的能力。怎样上好初中英语复习课，是一个很值得研究的问题。一、复习的指导思想

1、明确内容，夯实基础。首先研究《课程标准》和南通市中考英语命题原则、考试范围、考试题型，明确考试的方向和要求以及命题趋势，有针对性的进行词汇和课文复习，进行词法（重点单词的用法），句法（重点句型的用法）和语法归纳和练习，以点带面，以一个点为中心，将与之相关的点归纳到一起，让学生能够从这个知识联想到相关的知识，在解题时可以进行区分与联系。

2、以生为本，全面提升。提高学生的解题能力；提高学生的获取信息和运用信息的能力，也就是阅读理解的能力；提高学生的英语写作能力，从而提高学生综合运用语言的能力；培养学生的良好的复习习惯和应试能力。

3．精讲精练，增强能力。一精选知识要点，既要全又要精，既要达到课标要求，又要谨防过深或过偏而加重学生过重的课业负担；二精选例题讲解，既要体现重要知识点，其有“范例”作用，又要节约时，学生既掌握知识，又懂得解间，提高效率，做到学生“会的不讲”

题方法；既要重知识能力，又要训练学生的心理素质，使学生在考场上熟能生巧，巧能升华，临阵不乱，沉着应战，克服非智力因素造成的不应有失分。

4．立足课堂，提高效率。要将问题尽量解决在课堂上，上课前要认真做好课前准备，了解学生掌握知识的情况，精心设计教学程序，合理安排讲练时间，总结出规律性的东西。做一题，学一法，会一类，通一片。

二、遵循的三条原则：

1、自主性原则。在复习过程中，要充分发挥学生的自主性，让学生积极、主动参与复习全过程，特别是要让学生参与归纳、整理的过程，不要用教师的归纳代替学生的整理。在复习中要体现：知识让学生梳理；规律让学生寻找；错误让学生辨析。充分调动学生学习的积极性和主动性，激发学生学习兴趣。

2、针对性原则。

（1）重点突出，有的放矢。复习中既要抓系统，又要抓全面，更要突出重点，有的放矢，“对症下药”。复习到某个知识点，要给学生明确考试会以怎样的方式出现，出题者会从哪些角度来考查这个知识点。复习重点放在学生的难点，弱点上以及常易出错或失误的内容方面上，努力做到有的放矢。把一般复习和重点复习结合起来。通过一般复习重复已学的内容，帮助学生记忆。而重点复习则针对学生容易混淆或感到困难的项目进行重点讲解并着重进行复习性练习，如在时一般过去时与现在完成时，一般现在时与现在进行时的区别，态方面，

一般过去时与过去完成时，以及have been与have gone/left 的区别等等，就着重进行讲解、比较和练习。

（2.）典型题型、强化训练。在练习或试题的选择和设计上更要注意针对性。在初三的后一阶段的复习中，主要是做试卷，评讲试卷。学生在复习了某个专题知识或系统复习了整个知识架构后，一方面需要选择一定数量的试题来熟练巩固，另一方面就是要通过测验来检测一下自己的复习效果。及时把握学情，分析效果的达成度，对学生平时理解不深、练习不够、运用不当的语言项目进行重点练习。

（3）关注个体，落实到人。记录典型错题的具体人，也只有这样才能有的放矢，发挥试卷评讲的最大效果。

3、系统性原则。在复习过程中，必须对知识加以系统整理，依据基础知识的相互联系及相互转化关系，梳理归类，分块整理，重新组织，变为系统的条理化的知识点。在复习中，对每个语言点，一定要进行横向或纵向综合，使学生在脑海中，对这个语言点形成一个知识网络，有一个全面的整体认识，同时，也可培养学生良好的学习和思维习惯。在复习中，全面、整体地对语言知识进行综合分析，有利于培养学生的发散性思维，让他们在发现中思索，在思索中提高，在提高中运用，也有利于提高复习效果。

三、课堂的具体操作

1、把住三个环节。

一引导学生自主复习基础知识；二是通过练习、小测验提高学生的解讲解等途径提高语言的综合运用能力。讨论、三是通过评价、题能力；

2、重视三个时段

（1）重视课前准备。新课程要求教师不仅要备教材，还要备学生。以便在课堂上能根据学生接受程度和实际教学活动灵活地调整教学

方法。我在上课之前，首先明确本节课教学目标，分析学生达到这个目标的难点是在哪里，反复钻研教材，确定本节课重难点，设计可行的教学方法。

比如说，我们在复习课中，上得最多的就是练习课，试卷评讲课。以前，我总是忽视这些课的备课，认为只要把练习的答案抄好，上课拿着讲就是了，但是，渐渐地，我发现，效果不是很好。我就反思，为什么？其实，对于练习和试卷的评讲，更要讲究针对性和科学性，切忌平均分配时间按部就班逐题评讲。在评讲试卷时，也要根据自己研究的重点有目的地讲那些题目，这就需要我们在课前花大工夫，要深入了解和掌握学生的实际情况，

对学生答题情况进行分析，既要总体分析所任教班级学生的整体水平，又要逐项分析学生答题的正确率（得分率和失分率），确定讲评中的重点和难点。像一些经验丰富的老教师，能巧妙的记住学生的学情，而我记忆力好像没那么好，我习惯，在批改卷子时，做记录，记录错误率高的题目和不该失分却失分的学生，这样，我在评讲卷子时，就重点题明显，重点人突出。每个试卷评讲前，我都认真备课，根据批改卷子时的记录，再分析试卷，我主要是从两方面分析的：一是学生，哪些学生进步，那些人退步，思考其原因，哪些人粗心严重等。二是试卷情况，包括试卷的难易，知识能力的考查点，试卷的失分多

的题目，为什么会失分？是复习指导的问题，还是学生掌握不到位的问题；我把试卷上的问题通常归结为七种，根据不同情况课堂上采取不同的策略。知识问题：联系课本，回归教材。能力问题：各种题型，练习到位。教学问题：勇于承担，勤于反思。个别问题：倾注关心，课后解决。态度问题：严格要求，规范训练。智力问题：重在鼓励，着眼未来。视野问题：循序渐进，不断拓展。

（2）重视课堂操练

①口语训练，持之以恒。

为了培养学生听说及口语表达能力，课前设置5分钟热身活动，学生进行口语练习，或朗读，或抽背，或听力。为中考的口语测试做准备。

②教师精讲，学生细说。

课堂是学生的舞台，教师应该让学生扮演主角。对于习题的评讲，知识的归纳总结，我都是引导学生在小组内完成，如有疑问的，提问，老师协助解决。但是，教师的精讲也是必要的，毕竟学生在构成知识体系等方面有待提高。老师的精讲，我是分两种情况，一是精选学生讲，比如因为粗心而失分的人，让他们站起来讲；二是精选例题，针对，试卷分析，学生情况分析，重点讲评学生错误比较普遍，问题相对集中的题目并配上相应的练习以便他们遇到类似的题目能迎刃而解。而对于那些错误率较低或已反复讲解的题目则一带而过或留课后个别解答。这样就为其它难点和重点题的讲解赢得了更多的讲评时间，提高了学生对他们的掌握程度，讲评效果也就显得更突出。这些都要求老师课前花足时间在备课备学生上。．

③下水作业，示范引领。我每次坚持做下水作文，并投影给学生参考，对比师生的不同，谁好？好在哪里？在作文批改时，我也习惯性的做记录，记录错得多的问题，和个别学生的典型错误。对于学生的作文，选出优劣，分别讲评。

（3）．重视课后反思

“学而不思则罔”。一引导学生回顾反思本套练习的重点难点、考查点、易错点是什么，并做总结，这有利于后面的复习。二教师反思，做简单的教后记。开始，我也是为写教后记而写，后来，习惯了，发现认真反思，很有利于提高教学效果。往往我反思的是：本课目标达成了吗？本次练习暴露了什么问题？下一步该怎么做？继续如此复习，还是停下来有针对性专题复习？

．订正落实到人到题目4．

2018年八年级英语下册期末试卷(含答案)

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