下面片段选自某高中英语课堂教学实录。
T: Good morming. boys and girls. We talked about some verbs yesterday. Now I’d like to see whether you have learned to use them. Are you ready?
Ss: Yes
T: Listen! Yesterday, you were going to play football after school when it began to rain, so you didn’t do it. Can you describe it with the word “prevent” ? Who would like to have a try?
S1: We didn’t play football yesterday because a sudden rain prevented us.
T: Ok. But would you please begin your sentence with “The sudden rain…”?Who’d like to try?
S2: The sudden rain prevented us to play football yesterday
T: Oh, you are so quick, and you are almost right. Do we say “prevent somebody to do something” or “prevent somebody…”.
S3: Oh. The sudden rain prevented us from playing football yesterday.
T: Perfect. Let’s read S3’s sentence together and remember the verb pattern of “prevent”, OK?
根据该教学片段回答下面四个问题：
该教师采取了什么方式引出复习巩固的内容？
该教师采用了情境创设的方式引出复习巩固的内容。为了检测学生是否已经掌握上节课所学的动词prevent的用法，该教师创设了与动词prevent相关的情境，进而用该动词造句以达到巩固单词、学以致用的目的。
当该教师发现学生没有完全掌握所学内容时，采取了什么补救方法？
该教师用的补救方法为提示法。该老师的初衷是让学生运用“prevent sb from doing sth”，当学生未能表达出该词的此用法时，该教师用句子的开头部分“The sudden rain…”来提示学生说出完整的句子以达到巩固该动词“prevent sb from doing sth”的用法。
这种补救方法有哪两个优点？
这种补救方法的优点有：第一，达到启发性效果。词汇巩固教学中，教师通过部分提示相关信息启发学生回忆所学单词的相关用法，让学生主动建构知识，使之印象更深，也有利于培养学生的自主学习意识。第二，体现了针对性的教学原则。“prevent sb from doing sth”是“prevent“的重点用法，该教师带领学生巩固此用法，重点突出，针对性强，注重实效，做到了有的放矢。
该教师复习巩固所教内容还可以采用其他哪两种方法？
复习巩固教学还可采用测试法和对比法。第一，测试法。教师可将带有“prevent”的句子改装成填空题或选择题对学生进行测试，测试结束后教师可带领学生朗读完整的段落，巩固“prevent sb from doing sth”的用法，此方法可加深学生对该词的记忆和理解。第二，对比法，教师可让学生进行头脑风暴，想出“防止”相关词组及例句，如“avoid doing sth”、“prevent sb from doing sth”等，并对比区分不同动词的用法，该方法能够激发并活跃学生思维，增强学生对知识点的系统性学习，达到巩固知识的目的。