Teaching plan of Battle of Red Cliffs, a classic Chinese textbook for the fourth grade of primary school.
Purpose requirements:
First, understand the editors Sima Guang and Zi Tongzhijian and their background.
Second, dredge the meaning and read the full text.
Thirdly, the key factor for Sun Liu Alliance to defeat Cao Cao in Battle of Red Cliffs was Sun Quan's correct decision. Fourthly, through the analysis of the description of war scenes, we can understand the basic characteristics of "historical pen".
Difficulties and key analysis
1, commonly used in classical Chinese.
Time, when, square, plan, will, trip, stand, yes, barbarian, walk, die.
2. Easily misunderstood language phenomenon.
Location, wife, north, transportation, whatever, and then, hospitality, China, the first day.
3. What personality and characteristics does this article highlight about Sun Quan?
Teaching time: two hours.
first kind
Import from less to more:
Text analysis
First of all, understand the editors Sima Guang and Zi Jian.
1. Understand editing Sima Guang.
4. Take history as a mirror.
3. Brief introduction to the background of the times.
Second, dredge the meaning of the text and read through the full text
1. Understand words, phrases and sentences and translate them.
(1) Pronunciation (2) Explaining and adding words (3) Translating difficult sentences.
4. Read the full text on the basis of understanding.
Second lesson
1. Understanding Sun Quan's decision on the basis of understanding the text is the decisive factor for Sun Liumeng to defeat Cao Cao in Battle of Red Cliffs.
This paper can be divided into two parts.
1, the first part (1? The fifth paragraph): The formation of the Sun-Liu Alliance. It can be divided into two levels.
The first floor (1 and paragraph 2): Lu Su and Zhuge Liang instigated the Sun-Liu Alliance.
In the first paragraph, in Soochow, Lu Su persuaded Sun Quan to form an alliance with Liu Bei to rule Cao, and went to Liu Bei to persuade him to unite with Wu to resist Cao. This is the prelude to the formation of the Sun-Liu Alliance. Lu Su is the mastermind of this alliance.
In the second paragraph, Zhuge Liang, who was aware of the critical situation, went to Soochow to persuade Sun Quanlian and Liu Kangcao, and analyzed the comparison of the three forces at present for Sun Quan and predicted the world situation after the war. This is the further brewing of the Sun-Liu Alliance. Later, the development of the situation confirmed Zhuge Liang's outstanding talent.
The second floor (3? The fifth paragraph): It is written that Sun Quan of Soochow got together to discuss and finally decided to fight against Cao Cao and send troops.
In the third paragraph, Cao Cao wrote a letter threatening Sun Quan in an attempt to win without fighting. There are differences between the "peace" and "war" factions in Soochow, and Lu Su secretly advised Sun Quan to make up his mind to resist Cao.
In the fourth paragraph, Lu Su persuaded Sun Quan to recall Zhou Yu in order to strengthen Sun Quan's determination and strengthen the strength of hawks. Zhou Yu's analysis of Sun Quan's situation prompted Sun Quan to make up his mind to resist Cao.
In the fifth paragraph, Zhou Yu visited Sun Quan in the evening, helped him draw a picture, analyzed the possibility of winning more with less, and made Sun Quan make up his mind to unite with Liu Bei and fight to the death with Cao Cao.
2, the second part (6? Paragraph 7): The detailed description of the war confirmed the predictions and analysis of Zhuge Liang and Zhou Yu.
In Battle of Red Cliffs, the author set an example for the Song Emperor ── Sun Quan, who told him a historical experience ── to deal with the threat of powerful enemies. If handled properly, weak countries can defeat powerful countries. As a monarch, we must be very cautious when dealing with such an important event, not only to listen to the opinions of his deputies extensively, but also to make the right decision.
Although there is no long dialogue about Sun Quan, he is written as a key figure, surrounded by Lu Su, Kong Ming and Zhou Yu. In the first paragraph, he agreed with Lu Su to persuade Liu Bei in order to test the possibility of an alliance between Sun and Liu. In the second dialogue between Sun Quan and Zhuge Liang, from Sun Quan's point of view, he has discovered Liu Bei's strength and the alliance policy has been set. Zhuge Liang's sentence, "If so, the kingdom of Wu will be strong and the three pillars will stand," made Sun Quan "overjoyed", showing that the alliance policy won Sun Yi's favor. The alliance between Sun and Liu was the basis for Battle of Red Cliffs to defeat Cao Cao.
Cao Cao's gauntlet arrived in Wu Dong, which caused a heated debate within Wu Dong and between the two factions. Only Sun Quan did not express his position, but listened to the opinions of both sides comprehensively, humbly and repeatedly. Even if you don't like the opinions of the Lord and the faction, you should listen patiently, think repeatedly and make a decision. The prelude to the sword drawing case says: "All generals who dare to say anything more and are ready to fight are in the same case!" ? However, he did not punish the pacifists before making the decision, which showed Sun Quan's outstanding leadership style. At the time of decision-making, "30,000 people have been selected, and ships, food and war gear are all available". Whoever is in the front and who is in the back is also considered and prepared, which shows that he is an outstanding politician and strategist. The detailed descriptions of "holding hands" and "caressing his (Zhou Yu's) back" in the article all reflect his trust and gratitude to his subordinates, which is also an essential quality.
Cao Cao's army is under siege, and Sun Quan is unwilling to be controlled by others. He adhered to the policy of confrontation and showed his true colors as a hero. However, in the face of the disparity in strength between the two sides, he was cautious and made an alliance with Liu Bei after understanding his own strength. Allow deputies to fully express their opinions, even if they disagree with each other's views, don't punish them. After fully comparing the strength of the enemy and ourselves and making a final decision, the speech welcoming surrender was categorically stopped. His deliberation and determination enabled him to take the initiative in the war and become a key figure in Battle of Red Cliffs.
Secondly, through the analysis of war scenes, we can understand the basic characteristics of "historical writing"
The last two paragraphs of the text (paragraphs 6 and 7) describe the actual situation of the war. Battle of Red Cliffs is a thrilling war. There are detailed descriptions in the novel Romance of the Three Kingdoms, including Pang Tongxian's series of stratagems, Huang Gai's dangerous move, Jiang Gan's deception, Kan Ze's false surrender, Zhuge Liang's borrowing from the east wind and so on. In this article, only words such as "ICY is connected with warships", "Drop the book first, cheat the clouds" and "Southeast wind is in a hurry" are used, but after reading it, people feel as if they are in a battlefield. This kind of brushwork is called "historical pen", which is different from novels. Historical writing should not only respect objective facts, but also distinguish the seriousness of things. This is the most basic principle.
Third, in-class testing.
(1) Basic knowledge
1. Write Chinese characters according to Pinyin
①xiāo () male ②shān () is in great trouble.
③ j and ③ J Ρ ng Hu Ρ and () () refer to 4YM in the south: n () has its place.
4. Underline the common words in the following sentences and write the words in brackets.
(1) 50,000 soldiers can't be killed () (2) Heck, smoke burns. () (3) The general is going to hold it today () (4) Thunder and drums () (5) Those who can do it are determined ().
[13] Write down which sentence type the following sentences belong to.
(1) Where does Yuzhou want to go today? (2) Many people were burned to death and drowned. (3) Please be ordered to ask General Sun for help. (4) This is the risk of the Yangtze River. (5) I am afraid that I will be the first one. (6) Liu Bei is fierce in the world. (7) If the general can refuse to exercise, the Yangtze River will also (8) show its power to Chai Sang.
Paragraph (b) reads as follows
1. Explain the added words.
2. The subject is omitted in the place marked with () in the article, please fill it in.
3. Translate underlined sentences.
Right is offline. When I arrived in Xiakou, I heard that Cao Cao had gone to Jingzhou. () I was on the road day and night, compared with Nanjun, but the bush had already got off, and I was ready to go south to meet him, and I was ready to meet him in Changban, Dangyang. Declaring power is a friendly gesture to world affairs. He asked Bei: ① What does Yuzhou want today? Bei said, "I have an old friendship with Wu Ju, the satrap of Cangwu, and I want to vote for him." Su Su said, "Sun Chong is wise and kind-hearted. He respects the virtuous and courteous, and he is attached with Jiang to show his gallantry. It is reported that there are enough soldiers in six counties to make things happen. Today is your plan, so I will send my heart to the East to help the world. And if you want to vote for Wu Ju, the giant is mortal and far from the county seat. 3 it will be merged, that's enough! " I am very happy.
Battle of Red Cliffs, a classic Chinese textbook for the fourth grade of primary school, teaching plan II.
1. Understanding and positioning of teaching materials, analysis of key points and difficulties.
The text "Battle of Red Cliffs" is a text in Unit 7, Book 9 of the provincial compulsory textbook. This historical story is adapted from the relevant plots in chapters 49 and 50 of China's classic novel Romance of the Three Kingdoms. This paper mainly tells the story that at the end of the Eastern Han Dynasty, Cao Cao led an army to attack Wu Dong in the south, and Zhou Yu, a general of Wu Dong, took false surrender and fire attack to defeat Cao Jun in Chibi. The story is independent, vivid and fascinating. The language of the article is concise, easy to understand and rigorous in structure. This story tells people that only knowing ourselves and ourselves, making good use of the right time and place, and fostering strengths and avoiding weaknesses are the keys to defeating the enemy. This lesson is the second class teaching, mainly based on the key points put forward in the learning objectives of this unit, and I understand that if we want to win the war, we must know ourselves and ourselves, make use of the right time and place to make good use of our strengths and avoid weaknesses. Therefore, in addition to expounding the war process described in this paper, it is also necessary to analyze its intention to implement at every step of the war process and the beauty of this implementation. Grasping the process of the development of the war, we can speak more coherently and methodically. So I designed and formulated such a teaching goal:
1. Let the students understand that the fundamental reason for Wu Dong's victory in Battle of Red Cliffs is to know ourselves and ourselves, to be in harmony with people at the right time and place, and to foster strengths and avoid weaknesses.
2. Make clear the order of the text and learn how the author writes the story of the war in several steps according to a certain order.
3, hands-on demonstration, you can use knowledge flexibly in reverse and cultivate the practical application ability of knowledge.
4. Cultivate students to master simple historical materialism and learn to treat historical events dialectically.
The focus of teaching is to understand the whole process of Battle of Red Cliffs, from which we can realize the root cause of the success or failure of both sides. From the perspective of teaching objectives, the difficulty lies in making students realize that from the perspective of historical development trend, we should hope that Cao Cao will win the victory in Battle of Red Cliffs, so as to realize the reunification of China. However, this must be based on concrete analysis and conclusion, and the original work of The Romance of Three Kingdoms should be respected, so as to instill in students an objective historical understanding beyond the novel of The Romance of Three Kingdoms.
2. How to help fifth-grade students learn historical stories? (Speaking of students)
Battle of Red Cliffs in The Romance of Three Kingdoms is a well-known historical story, in which I paid special attention to the introduction of The Romance of Three Kingdoms before class, so that students can learn Battle of Red Cliffs in our text on the basis of understanding the overall background of The Romance of Three Kingdoms. Judging from the students' original knowledge, most of them know something about the History of the Three Kingdoms and Battle of Red Cliffs. What I mean here is only a few words, which should be incomplete. Among them, some students are familiar with the Romance of the Three Kingdoms and related details in the text, and can tell a reason. These students also showed more knowledge of history and strong interest in learning. The big problem exposed is that students are vague about the order of historical dynasties and lack understanding of the background of the Three Kingdoms era.
In addition, students know very little about the four classical novels and his author, such as Romance of the Three Kingdoms, which also needs to be mentioned in class and after class. Generally speaking, students are very interested in learning similar history. They show a strong cognitive desire for the strategies used in the story, the characters' personalities and experiences, and can actively think and correctly understand the contents described in the article during the learning process. In the text, Huang Gai's "fire attack" and "false surrender" strategies are the focus of text learning. Analyzing the reasons of this strategy will help students understand that careful observation and preparation are the basic qualities of success. It should be said that students are very touched in this respect.
In the process of Huang Gai's methodical strategy implementation, that is, in the process of letting students sort out the war situation, we should improve students' ability to describe one thing, be methodical, relax and give up. There is another problem that needs to be pointed out. Because of the author and his age, Luo Guanzhong subjectively identified Cao Cao as a villain when writing the novel Romance of the Three Kingdoms. However, due to the great influence of novels, Cao Cao has always been a villain in the past students' cognition, which is deeply rooted. Therefore, it should be said that this class is trying to make a reversal in this respect, which is a big adventure and a place that students find difficult to understand. The reason for this problem is to improve students' dialectical view of history and realize that unification is the general trend of historical development, which is also of practical significance, such as the current problem of Taiwan Province Province.
Third, introduce questions to guide students to take the initiative to recognize; Explore the foreshadowing and attach importance to the practical application of knowledge. (Teaching method, learning method, practice arrangement)
It is my main teaching method to stimulate students' interest in exploring knowledge and solving problems through the guidance of questions, so as to solve problems better. The text of Battle of Red Cliffs highlights the strong narrative of the story, which contains strict logic and ingenious strategies. How to help students discover the mystery on their own initiative, so as to understand the whole text and what the text says. Battle of Red Cliffs's core question is "How did Zhou Yu win more with less?" Based on this question, "What is Huang Gai's plan?" "How is the plan implemented?" The opposite of Dongwu's victory is, "How was Cao Cao defeated?" Let students study the text freely with questions, find answers, and understand "Huang Gai's plan" and "Dongwu's winning principle".
By asking students to talk to Zhou Yu about the contents of the Huang Gai plan, it is clear that the implementation of the plan is the process of war. Students are the masters of the classroom. Students often show great initiative and creativity when solving problems. Teachers must strive to respect students' ideas and encourage different opinions. Students should acquire knowledge and solve problems in the process of independent thinking and cooperative communication. Let students learn by themselves, but I still attach importance to the correct guidance of teachers when exchanging names, so that students can learn reasonably and freely without being confused.
In the fourth paragraph of the text, the content of Huang Gai's plot against Zhou Yu was intentionally hidden, leaving a foreshadowing. After the first analysis, how to make students have a comprehensive and orderly understanding of the implementation of Huang Gai's plan, that is, the process of war, so I designed to let students imagine what Huang Gai said to Zhou Yu at that time, and Zhou Yu was very satisfied. Let the students talk at the same table in order to summarize the text analysis.
In the last part of the class, I designed an extended question, the purpose of which is to let students use the example of Dongwu learned in this class to defeat the powerful Cao Jun by "knowing ourselves and ourselves, making good use of the right time, the right place and the right people, and fostering strengths and avoiding weaknesses". From the long axis of history, I hope that Cao Cao can defeat Dongwu, end division and complete reunification, so it is virtual reality, and let students help Cao Cao learn from Battle of Red Cliffs's historical lessons and defeat Dongwu. Let the students express their opinions, understand the reasons for Cao Cao's victory, and then apply the theoretical knowledge to practice through their own demonstrations, and truly feel that "knowing ourselves and ourselves, making good use of the right time, the right place and the right people, and fostering strengths and avoiding weaknesses" are the key to defeating the enemy.
4. The process and link arrangement of this course.
(1) Review the introduction and summarize the main contents of the text.
Talk about the main content of the text (at the end of the Eastern Han Dynasty, Cao Cao and Zhou Yu of Soochow fought a big battle in Chibi of the Yangtze River. There are only 30,000 people in Dongwu, and Cao Cao claims to have 800,000 people. As a result, Soochow was outnumbered and Cao Cao was defeated. ), and then the overall perception. Show the courseware of "Battle of Red Cliffs" treatment map to deepen students' intuitive impression.
(2), a new lesson, read and understand the reasons for Wu Dong's victory.
First of all, what is Huang Gai's plan and how is it implemented? (Learn the natural paragraphs of Text 4-9 freely, communicate in groups, answer by name, the teacher guides the difficult places, and draw the main points on the blackboard) Then summarize and talk about what Huang Gai said to Zhou Yu through imagination. (Group discussion, speech exchange) Then analyze the reason why Wu Dong won from another angle, that is, the reason why Cao Cao lost, and analyze the result of Battle of Red Cliffs from Cao Cao's point of view. Finally, it is precisely because Wu Dong knows himself and himself, has the right time, the right place and the right people, and is proud of Cao Cao's underestimation. The result of Battle of Red Cliffs is that Wu Dong defeated Cao Cao's 800,000 troops with less.
(3) Divergent thinking and learn to look at Battle of Red Cliffs dialectically.
First of all, the teacher explained that Battle of Red Cliffs's result laid a three-legged situation, but this situation caused constant scuffles. This leads to the question "Who won in Battle of Red Cliffs?" On the basis of students' discussion, the teacher led the summary: If the first viewpoint is correct, China can be unified by Cao Cao's victory. Later, he asked to use his classmates' boats to learn from Battle of Red Cliffs's historical lessons, so as to help Cao Cao win the victory in Battle of Red Cliffs and complete the great cause of reunification. And ask several students to talk about their own implementation ideas. Then, through the courseware demonstration, further analyze Battle of Red Cliffs's gains and losses.
(4) Summarize questions, stimulate interest and guide students to read extensively after class.
Introduce the general Wang of the Western Jin Dynasty? Drawing lessons from Battle of Red Cliffs's history, we have achieved the great cause of reunification by knowing ourselves and ourselves, being in harmony with people at the right time and place, fostering strengths and avoiding weaknesses. Finally, several historical novels similar to the Romance of the Three Kingdoms are recommended for students to continue their research and discovery after class.
Reflection on verb (abbreviation of verb) after preaching
1, we should continue to pay attention to preview and explore the ideas of the text. Preview is an integral part of the whole teaching process and can be carried out in one class. Ask students to find out the reason, process and result of Battle of Red Cliffs in the preview, and provide students with clues to explore the ideas of the article. According to this, students can master the main content of the text through preview.
2. Focus on questions and grasp the ideas of the text. Grasping the idea of the article and asking questions will help students follow the trail, grasp the ideological content of the article and understand the characteristics of the author's layout. Close to the words and phrases, ask questions at different levels, let students read and discuss according to the questions, and lead their thoughts to the author's.
3. Grasp the structure and clarify the ideas of the text. Grasp the structure of the article, clarify the level of paragraphs, and clarify the thinking of the article. Students have a preliminary understanding of the paragraph structure of the text through preview. When speaking and reading the text, teachers should help students to further clarify the level. Clear the level of the text, students' thinking will be clear.
4. Pay attention to developing students' ideas. Grasping key words and paragraphs for reading analysis can not only drive the overall situation, but also activate students' thinking and open up new ideas. In the process of speaking and reading, we should guide students to deeply understand the meanings of words and phrases in the text and always grasp the key words and phrases to understand the text.
5. Master the application of audio-visual media. In the use of audio-visual media, we should always emphasize that courseware should serve the classroom, that courseware should be able to solve the difficulties in the classroom process, and that the whole classroom should not be revolved around courseware. Without courseware, you can't go to class. The presentation of courseware should be in the form of points to avoid the whole classroom being covered by courseware and let students take books as the basis.
Battle of Red Cliffs, a classic Chinese textbook for the fourth grade of primary school, teaching plan III.
Teaching objectives:
Learn 1, learn 14 the new words in this lesson, and correctly read and write the words "leading, dispatching troops, plotting, avalanche, looking out, telegraph, sulfur, countless, abandoning the helmet and armor".
2. Read the text with emotion and recite your favorite parts.
3. Understand the content of the text, and understand that the reason for Wu Dong's victory lies in knowing ourselves and ourselves, benefiting people in the right place and avoiding weaknesses.
4. Understand the narrative order of the text and learn how the author writes the story of the war in several steps according to a certain order.
5. Cultivate students to master simple historical materialism and learn to look at historical events with dialectical eyes.
Teaching emphasis: let students understand the course of events and the order written by the author.
Teaching difficulties: guide students to understand the reasons for defeating the strong with the weak from the specific process of the campaign.
Teaching process:
The first class:
First, dialogue import:
Have the students seen the long TV series Romance of the Three Kingdoms? Which three countries do these three countries refer to? Who is your favorite character here? Can you tell us something about it?
There are many heroes in The Romance of the Three Kingdoms. Because of their respective influences, they fought countless life-and-death struggles for the size of their territory. Every battle is full of wisdom and strength. Today we will learn about the famous Battle of Red Cliffs in the Romance of the Three Kingdoms.
Second, read the text for the first time and eliminate reading obstacles.
1. Read the text aloud and use reference books to eliminate reading obstacles.
2, check the completion:
Read the following words correctly:
Zhou Yu led the troops to cross the river, and the waves were sky-high.
Curtain reeds cover the sun, and sulfur loses armor.
(Memorize glyphs, offer suggestions and explain "tricks")
3. Read the text aloud, requiring accurate pronunciation and reading sentences. Understand the meaning of the topic.
4, check the students' understanding of the subject:
(1) "Chibi" is a place name. Can you turn the topic into a sentence?
Battle of Chibi. )
(2) Please add time, warring parties and the result of the war.
At the end of the Eastern Han Dynasty, Cao Cao and Zhou Yu of Soochow fought in Chibi, Zhou Yu won and Cao Cao lost.
5. Starting from the text, summarize the main contents:
(1) How did the strength of the two sides compare at the beginning of the war? (can you tell everyone in the words in the article? )
There are only 30,000 people in Wu Dong and 800,000 in Cao Cao. The strength of the two sides is very different.
(Egg-Touch (Strike)-Stone) Idiom: Hit a stone with an egg (on what occasion).
(2) What kind of battle is this?
(win more with less)
(3) Add "more with less" to the title.
At the end of the Eastern Han Dynasty, Cao Cao and Zhou Yu of Soochow fought a big battle in Chibi. Zhou Yu has only 30,000 people, but Cao Cao has 800,000 troops. As a result, Zhou Yu won and Cao Cao lost. This is a battle with twice the result.
Q: Look, what does this passage have to do with this text?
(The main content of this article)
(5) As the main content of this class, what do you think are its shortcomings?
How did Zhou Yu win in Soochow? )
(6) So how did Wu Dong win?
(defeated Cao Cao with fire attack. )
(7) Say it again with "fire attack".
At the end of the Eastern Han Dynasty, Cao Cao and Zhou Yu of Soochow fought a big battle in Chibi. Zhou Yu has only 30,000 people, but Cao Cao has 800,000 troops. Zhou Yu won with fire and Cao Cao was defeated. This is a battle with twice the result.
(8) Please recall, where do we start to summarize the text? (theme)
(9) After reading articles about things, you can start with the topic, add six elements (time, place, person, reason, process and result) one by one, and summarize the main contents by asking questions.
Third, learn the first four paragraphs of the text.
1, Battle of Red Cliffs, the two armies are far apart, but the defeat turned into victory in the week. The most crucial step is to choose a good plan. Who came up with the fire attack plan? Why did he think of this plan?
Find the paragraph and draw the key sentences.
Huang Gai thinks the fire attack is very sure. What should he say to Governor Zhou Yu? Read it.
2. Why did Cao Cao connect the boats together? How to understand "You want to be a boat"?
3. Cao Jun is not used to going by boat, why should he cross the Yangtze River? If Cao Cao wants to take it, will Wu Dong bow down and give it to him?
Explain "Dispatching troops" and "Looking across the river" (drawing)
4. Isn't Cao Cao afraid of Wu Dong attacking with fire? (Overconfident, underestimating the enemy)
5. What was written in the first three paragraphs of the text, then what was written, and then what was written? (Causes, pre-war preparations, countermeasures)
6. Self-abuse the first three paragraphs of the text and repeat these three paragraphs in the order of the text.
7. repeat it.
Second lesson
First, analyze the reasons why Wu Dong won.
1. Does Zhou Yu agree with Huang Gai's plan? Since fire attack is a good idea, why think of a plan? (carefully planned)
2. What are the steps of fire attack? What did you do at every step of the way?
Self-abuse text 4- 1 1 paragraph
3. Reporting and communication:
(1) Why did Huang Gai believe Cao Cao's fake surrender? Can you use it to say "more than one can chew"? (Pride underestimates the enemy)
(2) Why did Zhou Yu decide that the fraudulent surrender plan would be successful?
Fully understanding one's own psychology and characteristics is called a bosom friend. What about the other way around? Know yourself)
Guide reading 5 paragraphs.
(3) Why did Huang Gai launch a fire attack on a southeasterly day?
Draw a sentence describing the southeast wind and discuss the relationship between wind and fire and the ship. The fire is flourishing, the wind helps the fire, and the wind pushes the ship to move-weather)
Instruct reading 6-8 and say "look-look" when reading. Where is "Sure enough" used? Try to use it once)
(4) set fire to Cao Jun, why set fire to two miles? (If you want to prevent it, you can't prevent it, and you have strong firepower-geographical location)
(5) What was the result? Understand "countless"
Read paragraph 9- 10 and pay attention to the scene.
(6) Is the fire attack over here? What did Zhou Yu do? What was the result? On the surface, "abandoning one's helmet and armor" means-,indicating the scene at that time-)
Read the last paragraph and pay attention to the meaning of contrast.
(7) Read the story again and repeat it to your deskmate.
(8) What advantages did Wu Dongli use and what disadvantages did he avoid?
(9) Group discussion
(10) Reporting and communication:
Southeast wind day
Cao Cao's men were stationed in the northwest, and the southeast wind blew the fire to the northwest.
Cao Jun's chains are easily attacked by fire.
Cao Jun is not used to fighting on ships or on water.
Wu Dong played an advantage of being good at water warfare, and avoided the long-term stalemate and the differences of being outnumbered.
Third, divergent thinking, learn to treat Battle of Red Cliffs dialectically.
1 and the result of Battle of Red Cliffs established the tripartite confrontation among the three countries. After that, the Three Kingdoms fought for 72 years, and finally China was unified by the Western Jin Dynasty.
Excuse me: Who do you think will win in Battle of Red Cliffs? What's your reason?
2. If Cao Cao wants to win, he must-
Four, writing order guidance:
In what order was this article written? In what order is the fire attack strategy implemented? Write things in the order of development, and the context is clear. We should also remember clearly when writing. Write in the order of things.
5. Read the text freely and read your favorite part.