学情分析
本届学生个体差异较大，两极分化现象较严重，知识、能力分布不均衡，有的同学的英语学习兴趣不高，有的同学甚至产生厌学情绪。
从学生的能力来看，不少学生仍没有形成良好的学习习惯。学习方法不够科学，课堂效果不佳。复习不到位，上课不够专心。学生能力差异较大，缺乏灵活性，自学能力较差，下游同学人数相对较多，完成教学任务较难。基础较差，学习不够主动, 缺乏自觉性，接受能力不强，特别对于综合题的能力较差。
由于即将面临中考，学生学习任务重，心理压力较大，课堂气氛比较压抑，一定程度上影响了学习效果。
完形填空题目，综合性较高，难道较大。要完成好这个题目，对学生素质要求较高，除了牢固的基础知识掌握好之外，还考察了学生对语篇的整体把握。
针对这种情况，除加强语法学习，还要掌握一定的答题技巧，方能事半功倍。
效果分析
本堂课教学效果较好，教学内容展示完整，过程顺利，基本完成教学任务，课堂气氛比较热烈，学生参与度较高，练习完成较好。
通过本课学习，学生对完形填空这一题型进一步加深了理解，能够掌握并灵活运用科学的做题方法与技巧去完成对应练习题。学生了解了课标要求，明确了复习努力的方向。通过对这一题型试题特点的分析，配以适当的练习，进行基本技能的训练，大大减少了学生做题的盲目性，提高了做题速度和准确性。
课后反思
本课内容较枯燥，完形填空题是一项综合性题目，难度较大。除做题方法指导外，以练为主，内容较多。虽然顺利完成了教学任务，但是还有许多不足之处。
教学内容还不够熟练。在进行方法指导时，步骤不够清晰，如果能结合具体例题，知识点讲授，效果可能会更好。
教态不够自然，有点紧张。在教室讲课时走动过多。
学生讨论环节不够热烈。学生讨论时，有点放不开，声音太小。
课件不够直观，水平尚待提高。
今后一定更加努力改进。
教学设计
一、展示课标要求
1.1500-1600个单词和200-300个习惯用语或固定搭配
2.根据上下文和构词法推断、理解生词的含义
3.词语基本含义以及特定语境中的意义
4.语言形式的表意功能
5.各句之间逻辑关系
二、分析试题特点
1.根据上下文填空
2.重在理解，上下文衔接，情理分析，推理判断，处理好字、句、文的内在联系
3. 体裁 夹叙夹议 题材 励志情感
4.1个语篇（200字左右） 8道小题 每题一分
三、考点设置
1.把握主旨
2.理解上下文
3.词汇意义用法
4.推理判断
5.习惯用法 固定搭配
6.衔接 功能词运用
四、做题步骤
1．重视首句，把握开篇
完形填空一般无标题，首句通常不挖空，是完整的一句。细读首句，可判断文章体裁，同时可预测文章的主旨和大意。
2．通读全文，掌握大意
解题前，要快速掌握全文，了解文章的基本内容和整体结构。首先要跳过空白处，通读全文，遇到对意思理解不透的地方时，仍要快速阅读下去，不要把时间浪费在对个别字句的推敲上，应全力以赴捕捉可能获得的所有信息，尽快了解文章大意，弄清楚文章中涉及到的“W”即who(人物)，what(事件)，when(时间)，where(地点)，why(原因)，whose(相互关系)。切忌看一空填一空，以免断章取义，误解作者的本意。
3．瞻前顾后，逐步填空
“瞻前顾后”，即答题时要回顾上一句，兼顾下一句。如果一句中有两个空白处待填，在初定答案时要“双管齐下”，在两处同时试填，然后通读全句，通过择优法或排除法最后确定答案。
4．抓住关键词，根据上下文解题
解题时，要善于发现文章中起重要作用的关键词、短语或句子，以便准确了解所提问题的特定语境以及语篇中的内在关系，做到言之有据。比如文章的第一句、每段的第一句和最后一句等，它们往往是全文或全段的主题句，通过它们可以知道文章的题材、大意、时间、人物和事件等。
5．复读全文，验证答案
把填好的短文通读一遍，将不合题意的答案调整或修改；如果实在无法确定，可以作推理性猜测，不可放弃不填。进行核查同时注意以下三点：
(1)上下文的一致性：即时态语态的一致；代词、名词、单复数的一致。
(2)语法和惯用法及习惯搭配、甚至语感入手，看是否符合上下文的逻辑。
(3)段与段、句与句之间的衔接是否连贯。
五、语篇练习
课件22张PPT。 ——完形填空
兖州军民学校
执教人：徐鹏展中考专项训练中考专项训练完成语篇
形式完美
填之合理
空空拿分课标要求1.1500-1600个单词和200-300个习惯用语或固定搭配
2.根据上下文和构词法推断、理解生词的含义
3.词语基本含义以及特定语境中的意义
4.语言形式的表意功能
5.各句之间逻辑关系试题特点1.根据上下文填空
2.重在理解，上下文衔接，情理分析，推理判断，处理好字、句、文的内在联系
3. 体裁 夹叙夹议 题材 励志情感
4.1个语篇（200字左右） 8道小题 每题一分考点设置1.把握主旨
2.理解上下文
3.词汇意义用法
4.推理判断
5.习惯用法 固定搭配
6.衔接 功能词运用1．重视首句，把握开篇
完形填空一般无标题，首句通常不挖空，是完整的一句。细读首句，可判断文章体裁，同时可预测文章的主旨和大意。
2．通读全文，掌握大意
解题前，要快速掌握全文，了解文章的基本内容和整体结构。首先要跳过空白处，通读全文，遇到对意思理解不透的地方时，仍要快速阅读下去，不要把时间浪费在对个别字句的推敲上，应全力以赴捕捉可能获得的所有信息，尽快了解文章大意，弄清楚文章中涉及到的“W”即who(人物)，what(事件)，when(时间)，where(地点)，why(原因)，whose(相互关系)。切忌看一空填一空，以免断章取义，误解作者的本意。3．瞻前顾后，逐步填空
“瞻前顾后”，即答题时要回顾上一句，兼顾下一句。如果一句中有两个空白处待填，在初定答案时要“双管齐下”，在两处同时试填，然后通读全句，通过择优法或排除法最后确定答案。
4．抓住关键词，根据上下文解题
解题时，要善于发现文章中起重要作用的关键词、短语或句子，以便准确了解所提问题的特定语境以及语篇中的内在关系，做到言之有据。比如文章的第一句、每段的第一句和最后一句等，它们往往是全文或全段的主题句，通过它们可以知道文章的题材、大意、时间、人物和事件等。5．复读全文，验证答案
把填好的短文通读一遍，将不合题意的答案调整或修改；如果实在无法确定，可以作推理性猜测，不可放弃不填。进行核查同时注意以下三点：
(1)上下文的一致性：即时态语态的一致；代词、名词、单复数的一致。
(2)语法和惯用法及习惯搭配、甚至语感入手，看是否符合上下文的逻辑。
(3)段与段、句与句之间的衔接是否连贯。 一、上下求索 二、左顾右盼 三、瞻前顾后 四、日积月累一、
Last year, four children waited for their school bus every day for ten minutes, on the same dirty street corner. There were old bottles, parts of old bikes, and 24 soda cans（苏打罐） everywhere around the bus stop. The trees were brown and had no leaves, and there wasn’t any flower at all. It was ugly. One Friday, one of the children looked at the corner and decided to do 25 about it. The next Monday, she brought a bag and 26 some of the old bottles to recycle. On Tuesday, she spent another ten minutes picking up old bottles, while her best friend picked up soda cans and put them in a different 27 for recycling. On Wednesday, all the children joined together. The corner became 28 !The corner looked better but it was 29 ugly. So the next day the girl brought some flower seeds（种子）. She planted the seeds and watered them, and watered the30 , too. She only had ten minutes a day but that was enough. A few months later, this corner had become a beautiful 31 with pretty flowers and healthy trees. It only took ten minutes a day. Do you have ten minutes a day to help your city.BCDABDAC二、
An ant is walking by the river. He looks at the river and says to himself, “ 1 nice and cool this water looks! I must drink some of it.” But when he is drinking, he 2 into the river.
“Oh. Help! Help!” the ant cries.
A dove (鸽子) is sitting 3 the tree. She hears him and offers him a leaf, “ 4 up that leaf,” she says, “and you will get to the bank (河岸).”The ant climbs up onto the leaf, and the wind blows the leaf to the bank.
“Thank you, Dove. You’re so 5 . You have saved my life, and I wish I could do 6 for you. Goodbye!” the ant says and runs home.
“Goodbye!” says the dove. “Be 7 not to fall into the river again.”After a few days, the dove is building her nest (巢). And a man is raising his gun (枪) to shoot 8 .
The ant sees this, and runs 9 to bite the man’s leg. “Ouch! Ouch!” The man 10 a terrible pain and drops his gun. The dove flies away quickly. So the man picks up his gun and leaves.
The dove comes to the ant and says, “Thank you, my little friend. You have saved my life.” The little ant is so glad, because he can help the dove.( )1. A. Where B. What C. When D. How
( )2. A. falls B. drives C. looks D. runs
( )3. A. on B. in C. with D. down
( )4. A. Get B. Come C. Climb D. Put
( )5. A. quick B. kind C. patient D. worried
( )6. A. anything B. nothing C. everything D. something
( )7. A. careful B. happy C. easy D. dangerous
( )8. A. it B. her C. him D. them
( )9. A. slowly B. off C. fast D. upstairs
( )10. A. feels B. takes C. causes D. givesDABCBDABCA三、
Tom was sitting in his English class. It was a hot afternoon and he was feeling sleepy. It was a grammar lesson and Tom was also bored. He 1 grammar. He wanted to leave school and work. Tom looked out of the 2 . He looked at the trees and flowers. Then he started daydreaming. After ten minutes the teacher stopped 3 . He asked the students to do a grammar exercise in their books. The students took out 4 exercise books and pencils and they started writing. The teacher looked at Tom. He saw that he wasn’t writing so he said, “ 5 aren’t you writing, Tom?”
“What, sir?” Tom said.
“ 6 , Tom!” the teacher said, “Why aren’t you writing?”
Tom thought for a moment and replied, “I ain’t got no pencil.”
The teacher looked 7 Tom and said, “You ain’t got no pencil? You mean you don’t have a pencil?”
Tom didn’t understand the English teacher 8 he said. “Sorry, sir.”
The teacher said in a(an) 9 voice, “I don’t have a pencil. He doesn’t have a pencil. She doesn’t have a pencil. We don’t have pencils. They don’t have pencils. Now, Tom. Do you understand?”
Tom looked at the teacher for a moment and then he said, “My goodness! What happened to all the 10 , sir?”
1. A. hated B. loved C. studied D. enjoyed
2. A. book B. blackboard C. window D. desk
3. A. thinking B. talking C. shouting D. listening
4. A. their B. his C. our D. your
5. A. When B. How C. What D. Why
6. A. Sit down B. Come in C. Wake up D. Get up
7. A. after B. at C. for D. through
8. A. because B. when C. while D. so
9. A. happy B. angry C. excited D. sad
10. A. books B. pens C. papers D. pencilsACBADCBDBDClass is over中心主旨不可忘
考虑周全是良方
必不可少靠基础
胜在自信才称王
教材分析
一、完形填空的考查特点
完形填空是以阅读为形式，以上下文为基础，以词法和句法为内容，测试考生解决连接语言信息中断问题的能力。这里涉及到语篇的衔接和语义的连贯。语篇的衔接体现在语篇的表层结构，其中语法手段与词汇手段是结构衔接手段的具体体现。语义的连贯性体现在语篇的深层结构，即逻辑的内在联系。
完形填空旨在考查考生英语基础知识和综合运用语言的能力，其中包括识词能力、阅读及理解能力、逻辑推理和判断能力等。它不仅要求考生具有扎实的基础知识，而且还要求考生具有独立分析、对比取舍及灵活处理问题的能力。近几年多集中在词汇及上下文的理解上。重在考查：
1.所学基本语法的掌握程度及运用能力；
2.词义的辨析、各种词的搭配及习惯用法；
3.语篇的理解及逻辑推理能力；
4.背景知识及常识；
5.综合运用语言的能力，即将篇章、语法、词汇有机地结合起来，对文章进行透彻的分析并找出答案。
二、根据以上特点，我们认为复习的重点是：
1.掌握一些固定搭配，包括固定短语和习惯用法等。
2.词语辨析，表面上是语境中词法的语意选择，其实是考查词汇的应用能力。
3.熟练的语法知识，主要包括从句的引导词、主谓一致、非谓语动词的用法、平行结构、倒装结构、强调句型、情态代词、虚拟语气、动词时态和语态等。
4.前后语境，注意培养结合全文结构和中心思想，根据常识和上下文提供的信息进行理解、分析和推理的能力；熟悉前、后制性设空和语篇设空的特点。(所谓后制性设空，是指设空的答案由未读过的下文决定。如果设空的答案由已读过的上文决定，则为前制性设空；需要上下文而定的答案，则为语篇性设空。完形填空的设空答案有的由一个句子决定，有的由相邻不远的句子决定，还有的则由语篇内容综合决定。)
5.注意行文逻辑。要加强对上下文逻辑关系的理解，如转折关系、让步关系、因果关系、递进关系、增补关系、比较关系、对比关系等，以及对转换词语的运用能力的培养。
6.掌握几种实用的解题方法。要学会根据上下文的同义词线索、环境线索、对比线索、因果线索、顺序线索等进行分析。
观评记录
王玉梅：本节课重点突出，结构紧凑，环节相扣，较好地完成了教学任务。本课内容综合性较强，对学生综合素质要求较高，学生有些内容把握不够好，理解不到位在所难免，还需要教师在教材研究，学情研究上在下功夫。
仇涛：教师基本功较扎实，课堂设计个别地方需要调整，在教师引导及学生合作交流下，逐步实现教学目标。对本节课的修改意见是适当加大学生自主练习的力度，留出更多的讨论时间，以此激发学生兴趣。
评测练习
完形填空
An ant is walking by the river. He looks at the river and says to himself, “ 16 nice and cool this water looks! I must drink some of it.” But when he is drinking, he 17 into the river.
“Oh. Help! Help!” the ant cries.
A dove (鸽子) is sitting 18 the tree. She hears him and offers him a leaf, “ 19 up that leaf,” she says, “and you will get to the bank (河岸).”
The ant climbs up onto the leaf, and the wind blows the leaf to the bank.
“Thank you, Dove. You’re so 20 . You have saved my life, and I wish I could do 21 for you. Goodbye!” the ant says and runs home.
“Goodbye!” says the dove. “Be 22 not to fall into the river again.”
After a few days, the dove is building her nest (巢). And a man is raising his gun (枪) to shoot 23 .
The ant sees this, and runs 24 to bite the man’s leg. “Ouch! Ouch!” The man 25 a terrible pain and drops his gun. The dove flies away quickly. So the man picks up his gun and leaves.
The dove comes to the ant and says, “Thank you, my little friend. You have saved my life.” The little ant is so glad, because he can help the dove.
( )16. A. Where B. What C. When D. How
( )17. A. falls B. drives C. looks D. runs
( )18. A. on B. in C. with D. down
( )19. A. Get B. Come C. Climb D. Put
( )20. A. quick B. kind C. patient D. worried
( )21. A. anything B. nothing C. everything D. something
( )22. A. careful B. happy C. easy D. dangerous
( )23. A. it B. her C. him D. them
( )24. A. slowly B. off C. fast D. upstairs
( )25. A. feels B. takes C. causes D. gives
16-20 DABCB 21-25 DABCA
Tom was sitting in his English class. It was a hot afternoon and he was feeling sleepy. It was a grammar lesson and Tom was also bored. He 16 grammar. He wanted to leave school and work. Tom looked out of the 17 . He looked at the trees and flowers. Then he started daydreaming.
After ten minutes the teacher stopped 18 . He asked the students to do a grammar exercise in their books. The students took out 19 exercise books and pencils and they started writing. The teacher looked at Tom. He saw that he wasn’t writing so he said, “ 20 aren’t you writing, Tom?”
“What, sir?” Tom said.
“ 21 , Tom!” the teacher said, “Why aren’t you writing?”
Tom thought for a moment and replied, “I ain’t got no pencil.”
The teacher looked 22 Tom and said, “You ain’t got no pencil? You mean you don’t have a pencil?”
Tom didn’t understand the English teacher 23 he said. “Sorry, sir.”
The teacher said in a(an) 24 voice, “I don’t have a pencil. He doesn’t have a pencil. She doesn’t have a pencil. We don’t have pencils. They don’t have pencils. Now, Tom. Do you understand?”
Tom looked at the teacher for a moment and then he said, “My goodness! What happened to all the 25 , sir?”
16. A. hated B. loved C. studied D. enjoyed
17. A. book B. blackboard C. window D. desk
18. A. thinking B. talking C. shouting D. listening
19. A. their B. his C. our D. your
20. A. When B. How C. What D. Why
21. A. Sit down B. Come in C. Wake up D. Get up
22. A. after B. at C. for D. through
23. A. because B. when C. while D. so
24. A. happy B. angry C. excited D. sad
25. A. books B. pens C. papers D. pencils
课标分析
专项训练之完形填空
《课程标准》对初中毕业生英语完形填空的要求是：
1.了解英语词汇包括单词、短语、习惯用语和固定搭配等形式；学会使用1500-1600个单词和200-300个习惯用语或固定搭配
2.根据上下文和构词法推断、理解生词的含义
3.理解和领悟词语基本含义以及特定语境中的意义
4.理解附录“语法项目表中”所列语法项目并能在特定语境中使用。
5.在实际运用在体会和领悟语言形式的表意功能
6.能理解段落中各句之间逻辑关系
