1、学情分析 学生已经完成教材内容的学习，进入到一轮复习阶段。单从知识点的 角度来看，学生掌握的还比较好，但是从作业和考试的准确率来看，学生 普遍丢分较多。面谈后发现，学生对于知识点本身的掌握是没有问题的， 但是没有读完题就根据语法做了选择，导致丢分。之所以出现这种情况， 是思维定式造成的。在学习知识点时，我们的确带领学生反复记忆，而且 在课后作业或配套练习册里也反复出现这个知识点。但是在综合复习阶段 以及中考时，往往试卷中会出现“看山不是山，看水不是水”的考题，学 生这时再运用初一初二时的思维定式来做题，必定导致丢分。因此，教师 希望通过这节课，带领学生打破思维定式，从情境入手，充分理解题意、
2、分析句子成分，再确定答案，最终帮助学生得到分数。 教学重点cant help to do/ doing, look forward to, There be., through/ during. 教学难点明确做题步骤，掌握得分关键：注重情境，语法正确，意义大于语法 学习策略互助合作，展示交流 情感态度从学习中体会到收获的快乐，增强学习的自信心 Hold an apple in the teachers hand and ask,: How do you usually eat an apple? Students can tell us any way they like. If we wan
3、t to find a star in the apple, then we should cut the apple in the middle. Then write down these on the blackboard: 1=5;2=10;3=15;4=20; 5=? Students must say 25. But thats not right. We call it the thinking set. So in this lesson, the teacher will help the students to break the thinking set. 1.She c
4、ouldnt help _ (cry) when she heard the news that she failed in the exam. 2.He couldnt help_ (do) anything for his family because he was preparing for the entrance exam. Get the students to watch the video carefully and try to find the key Points to solve the problems correctly. Give each group 5 exe
5、rcises and they should watch them carefully. Then pick out the harder ones and show them before class. Step 1. Lead in. Step 2. Examples. Step 3. Video. Step 4. Discussing. After discussing the questions, I advise thestudentstosharetheharder ones.and they can work in groups. Or they can make up some
6、 new exercises for others. The teacher can prepare some more exercises to help the students to break the thinking set. Rules: 1.充分理解情境； 2.选择正确的语法； 3.意义大于语法。 Look through your exercise book, and copy five exercises which need you to break your thinking set to solve it. Step 5. Sharing. Step 6. Exercises. Step 7. Summarizing. Step 8. Homework.
