Tisch
Teaching goal: 1 knowledge and ability: accumulate words in classical Chinese, master common sentence patterns in classical Chinese, and cultivate a sense of classical Chinese language.
2 process and method: read aloud repeatedly, understand the content of the text and grasp the context of the article. Combining the 37th and 38th chapters of Romance of the Three Kingdoms, guide students to understand the similarities and differences between historians and novelists.
Emotional attitude and values: discover the bright spots of the characters in the text and educate students to be people who love the motherland, have lofty aspirations, ideals, ambitions, wisdom and courage; Be a person who respects knowledge, attaches importance to talents, is open-minded and is not ashamed to ask questions.
The focus of teaching is to let students analyze and clarify the core principles and basis of Zhuge Liang's words.
Historical events and background involved in the teaching of difficult materials.
Arrange two class hours.
Teaching methods, reading aloud, multimedia presentation and questioning methods are discussed and analyzed.
Analysis of Teaching Materials and Learning Situation The stories in this article are described from different angles in Liezi and Romance of the Three Kingdoms. Grade 9 students have a certain level of reading classical Chinese, so they can appropriately broaden and deepen the horizontal connection and vertical expansion of teaching materials.
teaching process
(A) the introduction of new courses
Play Historical Sky, the ending song of Romance of the Three Kingdoms, with courseware. The teacher asked, "There are vivid faces flying in front of you." What are your heroes of the Three Kingdoms? Who do you like best? Why? Asking questions can arouse students' enthusiasm and make their thinking active quickly.
Then show the courseware: Du Fu's poem "Shu Xiang": Three Summons focus on state affairs and offer sincerity to two generations. But before he conquered, he died, and since then the heroes have been crying on their coats. Question, who is the person in the poem? -Zhuge Liang. Which article of his have we studied? -"A Model". Try to recite the sixth paragraph: "I have been making cloth for twenty years."
After prompting the students to recite, ask: What is this story about "three ministers in the grass"? It is easy for students to answer: three visits to the cottage. The teacher then made it clear: Yes, this is a story that Zhuge Liang deeply recalled himself. I believe the students also know something about it in novels and TV dramas. So, how is it recorded in the history books? The article we are going to learn today, Longzhong Dui, is taken from the history book, The History of the Three Kingdoms.
(2) Introduction Background and title: At the end of the Eastern Han Dynasty, when the heroes were separated, Cao Cao of the Northern Wei Dynasty planned to go south to destroy Sun Quan of Wu Dong and Liu Bei of the Western Shu. At this time, Liu Bei was outnumbered, and it was the time to seek wisdom and thirst. In 207 AD, Xu Shu recommended Liu Bei to visit Zhuge Liang in Longzhong. Zhuge Liang made a strategic decision for Liu Bei with confidence according to the political situation at that time. This article records Liu Bei's three foreign visits.
Yes, countermeasures, the meaning of answering questions, feudal officials answered questions raised by the emperor, called countermeasures.
(3) Next, please read the text, read it alone, and read it with the teacher's model essay. The teacher pays attention to pronunciation:
hàofǔsuìyìbǐngqīngtuíduóshēnchāngjué
The idea of adding luster to Song of Fu Liang makes people try to believe its meaning.
Do you know
Wu Hui's man, Yin, took care of the emperor's room.
(D) Let students try to explain the text in their own language, instead of word-for-word translation, they can translate the main meaning. If you encounter difficulties, you can use reference books or communicate with your classmates, and then ask your classmates for help. Teachers should pay attention to correct mistakes or emphasize the translation of special sentence patterns, such as:
At 1, there is nothing to say-(inverted sentence) translation: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
2. Sages can make use of-(passive sentence) translation: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
Three Zhu Gekongming, Wolong also. Translated as: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _.
Who dares to welcome the general without eating kettle pulp? -(rhetorical question) Translation: _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _ _
(5) Let students read the text quickly and silently, and show the questions, so that students can think and answer them one by one:
This article is taken from biographies, but its core part is a brilliant strategy, so who is asking? Ask who? Ask what? Why do you ask? Who is answering? What did he say? Try to summarize the main points of his answer. Thinking: Why did he answer like this? What kind of person is this? What can be seen from it?
The problem of evaluating design is actually that the teacher has listed the main content and context of this lesson. In the process of answering, the process of thinking and organizing the use of language to answer is the process of exercising one's ability of analysis and generalization. To arouse students' enthusiasm, they are required to combine independent thinking with discussion and inquiry and answer every question seriously.
1 Who is it, please? -the late master Liu Bei.
2 Ask who? ———— Ask Zhuge Liang.
3 ask what? -the "plan" in "you plan to work out"-the plan of loyalty to the world-the plan of destroying thieves and helping the Han family.
4 Why do you ask? A was recommended by Uncle Xu.
B the words of the deceased "The Han Dynasty was destroyed, * the life was stolen, and the Lord was covered with dust. I am lonely, I want to believe that the righteousness is greater than the world, and my wisdom is short-lived, so I use it wildly. As for today, I still have no ambition. "
5 Who is answering? -Zhuge Liang.
What did he say? Try to summarize the main points of his answer:
(1) Analyze the opponent's situation and countermeasures: Cao Cao has a million people (militarily) and depends on the emperor to make princes (politically)-don't compete with him; According to Sun Quan, there is a natural barrier east of the Yangtze River, which has lasted for three generations. The danger of the country is attached to the people (people's hearts), and the sage uses it (talents)-it can help but not benefit.
(2) Analysis of favorable terrain and utilization strategy: Jingzhou is a place of great strength, and Yizhou is a land of abundance. -it is good to cross the bridge, and the rock resistance is guaranteed.
(3) Analysis of Liu Bei's advantages: The emperor's office is powerful, loyal and universal, and he commands heroes and is thirsty for talents.
(4) Determine the strategy of prospering the Han Dynasty: (1) Make preparations: crossing, protecting its rock resistance, crossing Rong in the west, crossing Yiyue in the south, making good relations with Sun Quan outside, and repairing politics inside.
(b) Waiting for opportunities: the world has changed.
(3) Arise and attack: I ordered a general to take Jingzhou's army to Wanluo, and the general led Yizhou's army from Qinchuan.
Why did he answer like this? What is the basis of his answer?
Zhuge Liang actually made a series of elaborate plans for Liu Bei on the basis of analyzing the general trend of the world.
(1) Look at your opponent, Cao Cao, and Sun Quan is sitting on the terrain. We should grasp the "harmony between people", that is, "Zhu Rong in the west, Fuyiyue in the south, and make friends with Sun Quan" (unite Wu against Cao).
(2) On the basis of human harmony, it should also occupy a geographical position: it has the advantage of crossing the bridge and the guarantee of rock resistance.
(3) See yourself clearly: "The general is the emperor's office ..." Because seeing yourself clearly can enhance self-confidence, know yourself and know yourself, and win every battle.
(4) keep pace with the times and use soldiers accurately: the world has changed. ...
What kind of person is this? What can be seen from it?
(1) From Zhuge Liang's "right", that is, Zhuge Liang's brilliant analysis of the general trend of the world and his careful planning of Liu Bei's strategy and tactics, we can see that Zhuge Liang is ambitious, far-sighted, wise, clear-headed and far-sighted. He is a strategist with far-sighted strategic thinking and a politician with practical political talent.
(2) Where else can you see Zhuge Liang's greatness?
After ploughing, this is "Fu Liang is so cloudy". Eight feet long, compared with Guan Zhong, Le Yi. -Be ambitious, confident and ambitious.
B Zhu Gekongming, Wolong. -Away from the world, fly high.
C this person is visible and cannot be bent. The general should have left for nothing. -reserved and self-respecting.
The late Lord D said, "Good!" So I got very close to Liang Qing. -Brilliant and convincing.
E closed the door and was unhappy, so the master explained, "There is Kong Ming in solitude and water in fish ..."-.
(6) The depiction of characters can be combined with positive description and side contrast. Let's look at the portrayal of Zhuge Liang. What are the positive descriptions and which are the side comparisons?
Zhuge Liang's answer and A are both positive descriptions, while BCDE is a side contrast.
(7) What kind of person is Liu Bei in the article? Where can you see it?
Liu Bei is a man with ambition, appeal and prestige. He can be humble and be polite to corporal. A Xu Shu saw the first master and set an example first.
B because it's the first master, it's brighter. I watch it every three times.
C because the screen man said, "the Han family is declining ... you mean this plan will be leaked?"
The late Lord D said, "Good!" So I got very close to Liang Qing.
E The first master explained, "There is Kong Ming in solitude and water in fish. May you say nothing. "
(8) Print and distribute materials to enable students to read chapters 37 and 38 of Romance of the Three Kingdoms quickly, and try to compare and analyze the differences between literary brushwork and historian brushwork. Give an example to illustrate.
Historians' writing style is simple, "only books are lines", and history is recorded objectively and fairly through notes, and the text is generally not commented. However, the literary brushwork rules pay attention to vivid stories and characters, and often add legends and the author's imagination on the basis of history. So it is often lively, interesting and fascinating to read. For example, when Liu Bei visited Zhuge Liang, the narrative in the History of the Three Kingdoms was very concise, only "I was enlightened by my ancestors and met every three times." The Romance of the Three Kingdoms is very detailed and vivid. Every time, the dialogue between Liu Bei, Guan Yu and Zhang Fei is described in detail, and the language of the characters is very consistent with their respective personality characteristics.
(9) Expand: appreciate the calligraphy and songs of "Rolling the Yangtze River to the East".
(10) content review, class summary.
(11) homework.
Attachment: blackboard design
Distinctive self-comparison: Every self-comparison with Guan Zhong and Le Yi is unparalleled.
General recommendation: Zhu Gekongming, Wolong also.
Bellon has three visits: every three trips are watched.
Cao sunji
Analyze the political situation and benefit things.
Overall advantage
Bright countermeasures:
If there is a Jing Yi, remember its rock resistance.
The more we talk about formulating strategic policies, the more we care about foreigners in the west and the south.
Foreign sun quan, internal politics.
If the world changes, then ...
Respected: there is Kong Ming in solitude and water in fish.
Teaching reflection: "Longzhong Dui" is a text in the second unit of the first volume of the ninth grade. Considering that this class involves a lot of content, which is conducive to the knowledge integration of junior three students, I designed the above teaching ideas, and the overall effect is very good. Because the first book of the seventh grade is based on "model", I consciously extend the teaching design horizontally and vertically. Through teaching practice, I further realize that it is very important to arouse students' enthusiasm in class. If their thinking can be really active, students' understanding ability and perception ability will be greatly improved, and our classroom teaching will get twice the result with half the effort.
Starting from objective reality, putting forward facts, reasoning, giving sufficient reasons and drawing clear conclusions are of great benefit to improving students' logical thinking and reasoning ability, and should guide students to learn. Through the study of countermeasures in Longzhong, students can understand how Zhuge Liang correctly analyzed the situation at that time, inferred the future development from objective reality, and determined Liu Bei's policies and strategies for establishing imperial industry, so as to understand Zhuge Liang's extraordinary political and military talents and outstanding foresight. Pay attention to the principle of "combination of reading and writing" in the teaching process.
Class arrangement
2 class hours
first kind
Teaching content and steps
First, introduce the political situation at that time and introduce new lessons.
1. Show the prepared map of the Three Kingdoms.
2. At the end of the Eastern Han Dynasty, political corruption led farmers to hold an uprising under cruel exploitation and oppression. Among them, the Yellow Scarf Uprising in 184 was the most powerful.
3. The rulers of the Eastern Han Dynasty used the local strongmen to suppress the peasant rebels, so the local strongmen expanded their power and fought with each other. At that time, Yuan Shao occupied the present Liaoning, Hebei, Shandong, Shanxi and northern Henan provinces. After Cao Cao defeated Yuan Shao's hundreds of thousands of troops in the battle of Guandu in 200 A.D., he completely occupied Yuan Shao's territory in 206 A.D. and became a powerful warlord. Almost the whole Yellow River basin was under his control.
Sun Quan occupies the lower reaches of the Yangtze River, including the south of Jiangsu Province and the north of Zhejiang Province, as well as Xuancheng in Anhui Province and Ji 'an in Jiangxi Province. According to Liu Biao, there is Jingzhou, Hubei Province. Liu Zhang occupied what is now Sichuan Province. Zhang Lu occupied Hanzhong area in northern Sichuan.
Liu Bei began to suppress the Yellow Scarf Army in A.D. 186, with only a few thousand troops and no territory. Once attached to Cao Cao, Yuan Shao and others. When Cao Cao was at war with Yuan Shao, Liu Bei was sent to Runan by Yuan Shao to disturb Cao Cao's rear. In 20 1 year, Cao Cao rushed to Jingzhou to surrender to Liu Biao and stationed in Xinye (now Xinye, Henan Province) to guard the north gate of Jingzhou in case of Cao Cao.
In 207 AD, on the recommendation of Xu Shu, Liu Bei personally visited Zhuge Liang in Longzhong, 20 miles west of Xiangyang County, Hubei Province, and asked Zhuge Liang for help. Zhuge Liang was only 26 years old. That is, from this year on, Zhuge Liang became Liu Bei's strategist and assisted Liu Bei in establishing the Shu-Han regime.
Second, write on the blackboard and solve problems.
Yes, countermeasures. The political and military strategy of ancient subjects answering questions from rulers is called "countermeasures". Longzhong Dui is the third time that Liu Bei visited Zhuge Liang in 2007 (the 12th year of Jian 'an of Emperor Xian of Han Dynasty), and Zhuge Liang responded to Liu Bei's questions.
Third, guide students to read the text accurately
1. Students read silently. Students are required to use reference books and notes to eliminate text barriers within a certain period of time.
The dragon mother (lǒng) is declining (tuí) and rampant (chāngjué).
Be merciful (xiu), go abroad (yu), believe in human righteousness (to "expand")
2. Teachers demonstrate reading and students perceive the whole text as a whole.
3. Students read aloud alone, while others listen carefully. Accurate pronunciation, accurate sentences, clear sentence reading and uninterrupted sentences are required.
4. Students read the full text together.
Fourth, read the text and make clear the structure of the article.
The first part (1 paragraph): Zhuge Liang compares himself with Guan Zhong and Le Yi.
The second part (the second paragraph): Xu Shu recommended Zhuge Liang.
The third part (paragraphs 3, 4 and 5): Liu Bei went to see him, and Zhuge Liang expounded the countermeasures.
The fourth part (paragraph 6): Liu Bei's esteem for Zhuge Liang.
Verb (abbreviation of verb) Teachers and students analyze the contents of the first and second parts together.
1. What is the role of the first part in the full text?
Clarity: introducer and identity.
2. What did Xu Shu mean when he said Zhuge Liang was "Wolong"? Why did he ask Liu Bei to visit Zhuge Liang himself?
Ming: The metaphor of "Wolong" vividly depicts Zhuge Liang's superhuman intelligence, and once again shows that Zhuge Liang is an extraordinary person who lives in seclusion in Shan Ye. In Xu Shu's view, "driving for nothing" means "appropriate", and "all coming" means "bending", which highlights Zhuge Liang's talent. It paved the way for the later article "Go to the place three times and you will see it".
Distribution of intransitive verbs
Read the text carefully.
Second lesson
Teaching content and steps
Students read the third part of the text.
Second, guide students to analyze the third part
This part is the main body of the full text. In this part, Zhuge Liang brilliantly analyzed the world situation at that time, inferred the future development, and determined Liu Bei's policies and strategies for establishing hegemony and reviving the Han Dynasty.
1. What was Liu Bei's attitude and mood when he visited Zhuge Liang for the third time? What movements and language can you see?
Obviously, "three trips are for seeing" not only shows Zhuge Liang's cautious character, but also shows Liu Bei's thirst for talent. According to the characteristics of the current situation, he expressed his lifelong ambition and asked about the plan to revive the Han Dynasty. The conversation is concise and decent, the tone is euphemistic, and the attitude is modest and sincere, showing anxiety about the Korean family.
2. How about Zhuge Liang's direct answer from Cao Cao? Why?
Clear: no. Because analyzing the situation first is based on Liu Bei's explanation of the situation in the conversation, and analyzing the situation at the same time provides a basis for determining the following strategies.
3. Why do you want to analyze Cao Cao first? What's the truth? What is the conclusion?
Clear: Because Cao Cao created "the dust of the Lord" and "the downfall of the Han family", he is Liu Bei's number one enemy, and he must believe that righteousness is above the world. Cao Yuan, on the other hand, strongly affirmed Cao Cao's excellent strategy, powerful strength and superior political position with facts. Draw the conclusion that the strength is too great to be an enemy.
4. So from what aspects is Sun Quan analyzed? What is the conclusion?
Clarity: analysis from the aspects of political power, geographical location and humanistic harmony. The conclusion is that the contradiction between Sun and Sun is caused by foreign aid.
5. What are the benefits of Jingzhou to Liu Bei? How did Zhuge Liang hint at Liu Bei?
Clear: Jingzhou's advantages are rich products, military fortress and Liu Biao's incompetence. Therefore, Zhuge Liang hinted at Liu Bei by rhetorical question, which was implicit and measured, and skillfully conveyed the message that Jingzhou was desirable and could not miss the opportunity.
6. Why analyze Yizhou? What advantages does Zhuge Liang think Yizhou has?
Clear: As Jingzhou extends in all directions and is a battleground for military strategists, it can only be the periphery, not the main base, so the last analysis is Yizhou. The advantages of Yizhou are: the terrain is dangerous, easy to defend and difficult to attack; A natural granary with superior conditions; When the regime is shaken, the people's hearts are lost. So if there is an opportunity, Yizhou can be used as a reliable base.
7. After establishing the base area, what did Zhuge Liang tell Liu Bei to do further?
Clear: after the settlement of the base area, a three-legged trend has been formed. But how to achieve "faithfulness is above the world", "hegemony" and "prosperity of Han"? So Zhuge Liang further planned the strategic blueprint of Liu Bei's northern expedition to Cao Cao, and pointed out how to act after the establishment of the base area.
How to explore Cao Cao in the north can be analyzed from three aspects:
(1) What are the conditions?
(1) political capital; 2 win the hearts of the people; 3 talent collection.
(2) How to prepare?
(1) Militarily, we should first defend Jing and Yi to preserve our strength;
(2) In ethnic relations, "harmony" and "caress" the tribes to relieve their worries;
(3) Diplomatic alliance with Sun Quan, * * * against Cao Cao;
④ Innovating internal politics.
(3) How to act?
(1) bide your time and divide your troops into two ways; (2) A pincer-like offensive, taking the Central Plains directly.
Only in this way can we achieve hegemony and prosper the Han Dynasty. "The late Lord said,' Good'!" Implicitly revealed Liu Bei's inner infinite joy, indicating that their political views are completely consistent.
In this countermeasure, Zhuge Liang analyzed the situation of the enemy and the common interests of both sides in detail according to Liu Bei's questions and the objective situation at that time, and made a detailed and detailed plan for Liu Bei's founding of the country. Judging from the historical facts of the tripartite confrontation formed later, its foresight is completely correct. This fully shows Zhuge Liang's amazing political and military talents and outstanding insight.
This passage is not only incisive in content, but also full of arguments, profound in level, conclusive in facts, well-founded and clear in conclusion. This reasoning method and strict logical thinking are worth learning and using for reference.
Third, the teacher's comments on the fourth paragraph.
Finally, writing "Guan Yu and Zhang Fei broke up in discord" actually illustrates Liu Bei's dependence on Zhuge Liang from the side. The metaphor of "there is still water in the fish" vividly reveals Liu Bei's satisfaction after getting Zhuge Liang, and proves that Zhuge Liang's amazing talent is really worthy of the name, thus naturally taking care of the people who compare themselves with Guan Zhong and Le Yi and are called Wolong at the beginning.
Fourth, homework
1. Read and recite the fourth paragraph.
2. Translate the following passage into modern Chinese:
Zhuge Liang, the word Kongming, is also from Langya, Yang Du; Zhuge Feng, a captain transferred from the Han Dynasty, is also a queen. Father and heir, word, Taishan people at the end of Han Dynasty. Bright and lonely; Xuan followed his father and was appointed as the satrap by Yuan Shu. Xuan and his brother are both officials. During the Han Dynasty, Zhu Hao was chosen as the Xuan, and Su Xuan and Jingzhou Liu Mu used it. Xuanzu, Lianggeng Long Mu ...
Tisso
Teaching objectives:
1, learn the way the ancients said theoretical things in a certain order.
2. Master the method of describing the central figure by combining front description with side description.
3. Grasp the characters' thoughts and feelings by reading aloud.
Learning focus:
1. How did Zhuge Liang put forward his own strategy?
2. What are the main writing methods used in the full text?
Teaching steps:
First, import
1. Students can tell stories, idioms and allusions by exchanging their images of Zhuge obtained from literary works, folklore and film and television dramas.
2. Historical background
At the end of the Eastern Han Dynasty, the Han Dynasty collapsed, the situation was chaotic, the local regime was divided, and talents chose their masters. Liu Bei, a descendant of the Han dynasty, has the ambition to revive the Han dynasty, but he is too weak to compete with the pack. In order to realize the great cause of reunification, Liu Guang recruited talented people and made a grand plan. At this time, Zhuge Liang "cultivated Long Mu" and stayed away from the world. Liu Bei visited the cottage and sincerely accepted the sage. Finally, he invited Wolong to come out of the mountain and started the great cause of recovery according to Zhuge Liang's opinion.
Step 3 solve the problem
This article is about Liu Bei's conversation with Zhuge Liang when he came to the cottage for the third time. "Yes" is a bottom-up answer. This refers to "countermeasures", which refers to Zhuge Liang's answer to the question of Liu Bei's rejuvenation. Zhuge Liang's Countermeasures planned a practical three-step strategy for Liu Bei, which was the program guiding Liu Bei's actions in the next few years and later became Liu Bei's national policy.
Second, the first reading, the perception of the text
1, dredge words and phrases according to the notes and understand the main idea of the article.
2, through self-study, basically familiar with the content of the article.
Third, reading and thinking.
1. How did Zhuge Liang analyze the situation and put forward strategies step by step through reasoning?
Clear: the world-for Cao Cao, you can't compete with it; For sun quan, it can be for aid but not for profit; For Jing and Yi, we can catch them. Three-step strategy-focusing on Jingzhou; Seize Yizhou; Unite Wu to destroy Cao and unify the whole country.
2. Since you are writing about Zhuge Liang, why should you spend your pen and ink on Xu Shu, Zhang Fei, Guan Yu and others?
Clarity: The description of Zhuge Liang's words and deeds is both positive and side, which makes the characters full. Xu Shu has the function of drawing out the plot, and Guan and Zhang also have the function of foreshadowing.
3. What is the "literary eye" of this article?
This paper first briefly explains that Zhuge Liang lived in seclusion in Longzhong, and then points out that he "compared himself with Guan Zhong and Le Yi, and no one else could make a promise". This sentence is the "literary eye" of this article, and the whole text revolves around this sentence, which is suspense and fascinating.
4. How did Xu Shu compare Zhuge Liang to "Wolong"?
This metaphor vividly shows that Zhuge Liang is an extraordinary person who lives in seclusion in Shan Ye and has superhuman wisdom ("Dragon" is a legendary animal, and "Wolong" means that although he is lying on the grass at present, he will fly for nine days in case of a storm).
Liu Bei said he was smart, "There is water in the fish". What does this mean?
Taking care of the beginning once again sets off Zhuge Liang's outstanding talent from the side. This metaphor also shows Liu Bei's trust and great satisfaction to Zhuge Liang.
6. What are the main writing methods used in the full text?
The first is to highlight Zhuge Liang's conduct, personality, foresight and talent from different angles with positive description and side comparison.
Second, around Zhuge Liang, focus is prominent and the center is clear.
Fourth, the teacher summary
Verb (abbreviation for verb) assigns homework.