牛津英语B本9a Unit1 Wise men in history
一、阅读材料分析（Analysis of the reading material）
这篇文章是关于中国历史上一个典故，是空城计。文章有四个段落，第一段交代了背景，第二段第三段描述了故事发生的具体情景，第四段是对诸葛亮选择这个计谋的一个解释。故事的内容对于学生来说并不陌生，也因此理解起来并不难。但是文章中有一些生词和复杂句，这些对学生来说比较困难。(This passage is about a classic story-the Empty Fort Strategy in ancient China. There are four paragraphs in the passage. Paragraph 1 gives us the background of the story, paragraph 2 and 3 describe the scene for us while paragraph4 gives an explanation to why Zhuge Liang chose the plan. This story is not difficult for the students to understand, but there are some new words and complex sentences, which are a little difficult for the students)
这篇文章虽然是来自于B本，但是与学生们现在学习的课本上的第一单元的文章话题相同。不同的是，课本上的文章介绍的是西方历史上的智者阿基米德，而这篇文章介绍的是我们中国古代历史上的智者诸葛亮。两篇文章相辅相成，互为补充。这篇关于空城计的文章正好能够帮助我们教师对学生进行教育，帮助们学生们向诸葛亮学习如冷静、勇敢、足智多谋等多种优良品质，发展创新思维的能力。(Though the passage is from book B, it shares the same topic with unit1 in students’ text book. The difference is that this passage is introduction to a wise person-Zhuge Liang in ancient China, while the passage in the text book is about a wise person-Archimedes in western history. These two passages are compliments to each other. This passage can help us educate them. We can encourage students to learn the good qualities such as calmness, bravery and knowledgeable from Zhuge Liang and develop their creative thinking ability.)
二、学情分析( Analysis of the learners)
该节课的学生来自于我校初三（12）班，这个班总共48人，学生们整体上都比较积极向上。经过初中两年多的学习，学生们有一定的语言知识的积累，也已经接受了一定的阅读训练。在平时的阅读训练中，我们比较侧重阅读技巧的提升，比如通过通读全文，获取文章大意；比如通过略读（Skimming）和扫读(Scanning)获取关键信息和特殊信息。也会进行小组讨论，对文章进行深入理解。在理解文章的基础上，也会组织学生们进行讨论，发散思维，延伸阅读。(These students are from class 12 of our school, and there are 48 in total. In general, they are very active in studying. After more than two years of English study, they have a basic foundation of English Language and grammar. And they have been trained in reading, such as going through the whole text to get the main idea or getting the special information by skimming and scanning, or discussing in groups to deepen their understanding of the passage and widen their reading.)
这篇文章对于这个班的学生来说，理解大意并不难，但是里面有些信息的把握和长难句的理解对他们来说有难度。(This passage is not difficult for them to get the main idea, but the understanding of some new words and complex sentences is a little difficult for them.)
三、学习目标（Learning objectives）
★ 语言知识目标(Language objectives)：
通过这节课，学生能够(After this class, students can)：
理解一些新单词和词组如：kingdom, suspect, sword, defeat, rival, suspicious, trap, draw near, defend…against, ride away等的意思，并且能够用这些单词帮助其进行相关的表达(understand and use some new words and phrases such as kingdom, suspect, sword, defeat, rival, suspicious, trap, draw near, defend…against, ride away ) 。
2. 理解文章的长难句，如文章的第二句：After being defeated in the battle of Jieting, Zhuge Liang, the chancellor of Shu, needed to defend Xicheng against the rival kingdom of Wei, whose army was led by Sima Yi(understand complex sentences, for example, the second sentence in the passage: After being defeated in the battle of Jieting, Zhuge Liang, the chancellor of Shu, needed to defend Xicheng against the rival kingdom of Wei, whose army was led by Sima Yi.
★ 能力素养目标(Ability objectives)：
通过这节课，学生能够(After this class, students can)：
1. 运用略读和扫读的阅读方法去获取相关的信息(get key information by skimming and scanning) 。
2. 运用所学的单词和表达方法去表达自己的观点，如对诸葛亮和司马懿的看法(use what they have learnt to show their opinions, for example, what’s their opinions towards Zhuge Liang and Sima Yi)。
3. 把这个故事表演出来(role-play the story)。
★ 情感态度目标(Emotional objectives)：
通过这节课，学生能够(After this class, students can)：
1. 形成自己对一件事情或者一个人物的看法和判断（form their own thoughts）。
2. 学习文章中人物的优秀品质：如诸葛亮的沉着，勇敢，自信，同时要避免像司马懿那样多疑(learn from the characters in the story, for example, try to be a person with calmness, bravery and confidence like Zhuge Liang and not to be so suspicious like Sima Yi)。,
3. 形成自己的文化观，学生们能够欣赏自己国家的民族优秀文化， 又能够拥抱世界不同文化（Form their own culture opinion, they can not only cherish their own national culture but also understand the different cultures of the world）
四、学习重难点（Key learning points and learning difficulties）
1. 学习重点（Key learning points）
这是一堂阅读课，本节课的重点是学生能够利用上下文和猜词技巧进行猜词，以帮助理解原文。在此基础上，学生不仅能够利用扫读和略读的技巧快速获取文章信息，而且能够提升阅读故事类题材的能力，如理解故事中的人物、故事发生的时间和地点、故事的情节和结局(This is a reading class, the key points of this class is that students can use the context to get the meaning of the meaning of the new words and based on this, they can not only quickly get the information of the text by scanning and skimming but also improve their ability in reading the text of stories,such as understanding the characteristics, the time and place of the story, the plot and the ending of the story.)。
2. 学习难点（Learning difficulties）
因为这篇文章讲的是一个历史故事《空城计》，文章中的生词和复杂句比较多，这些会成为学生理解课文中的一大障碍（This passage is about the Empty Fort Strategy. There are some new words and complex sentences in the passage, which is a difficulty for the students）。
五、教学方法（Teaching methods）
这是一堂关于中国古代历史典故的阅读课，旨在培养学生们阅读故事类题材文章的阅读能力。为了实现这一目标，本节课会采用任务型教学法、情景教学法和讨论法（This is a reading class about a classic historic story in ancient China, aiming to cultivate students’ reading ability of passages about stories. In order to achieve this goal, this class will use some teaching methods such as Task-based language teaching method, Situation-based teaching method and Discussion）。
六、学习过程（Learning process）
学习步骤（Learning procedures） 教师活动（Teachers’ activities） 学生活动（Students’ activities） 教学意图（Teaching purpose）
读前（Pre-reading） 1．备课，给学生安排预习任务（prepare lessons, and assign task to students）。 预习课文，查找生词释义(Preview the passage and look up the new words in the dictionary)。 让学生能提前认识新单词，这样可以降低阅读的难度（Get the students familiar with the new words, because it can reduce the difficulty of the passage）。
2. 查找空城计的视频资料和相关资料；给学生分配任务(Search for the video of the Empty Fort Strategy and assign task to students)。 查找空城计的资料 (Search for the information of the Empty Fort Strategy)。 让学生熟悉背景知识(Get students familiar with the background knowledge)。
读中（While-reading） 快速浏览文章，对图片进行排序(Scanning and skimming. The pictures show the events of the story, put them in the correct order by writing the numbers 1-5in the boxes.)。 浏览文章，对活页导读上的图片进行排序（Go through the text, then number the pictures.）。 让学生了解文章的大意和故事情节(Get students know the main idea of the passage and the plot of the story)。
读课文，完成单选题(Read the passage and then finish the multiple choices)。 阅读文章，完成单选题(Read the passage and then finish the multiple choices)。 让学生获取文章的细节信息并且根据文章进行适当的推理，这也是对学生推理思维的培养（Students can get the detailed information of the passage and make some proper inference. It is also a cultivation of students’ inference ability）。
读课文，思考两个问题的答案(Read the passage and then answer the two questions)。 读课文，写下两个问题的答案(Read the passage and then write down the answers to the two questions)。 加强学生对文章内容的理解和学生的英文表达能力（To enhance students’ understanding of the passage and their ability to express their opinions）。
描述空城计或者转述这个故事(Describe the story of Empty Fort Strategy or retell it)。 描述空城计或者转述这个故事，可以在导读上写下来并且读出来。(Describe the story of Empty Fort Strategy or retell it。 Students can write it down on their worksheet and read it to the whole class)。 检查学生对文章的掌握，提高学生的表达能力，为写作作铺垫(Check students’ mastering of the passage and improve their expressing ability. It also lays foundation for the writing)。
读后（Post-reading） 1．学生们一起思考台词，并且给出参考范本。（Ask the students to think what the characters might say outside the gate of Xicheng and give them a script to refer to.）。 角色扮演(role-play the story. They choose the roles themselves and play it in the front of the classroom.) 既能加深学生对课文的理解，又能强化输出。(Role-play can not only deepen students’ understanding of the passage, it can also enhance students’ output of language)
2. 小组讨论，选出你们认为智者应该具有的三种品质并且给出理由，可以自行添加（Discuss within your group, list three qualities you think a wise person should have and give your reasons. You can also add some other qualities.）。 进行讨论并且小组代表发言，选出或者想出三个他们认为智者应该具备的品质(Students discuss in groups and show their opinions)。 让学生思考这些品质并且去学习培养这些品质(Get students think about the good qualities and to learn and cultivate these qualities)。
3. 小组讨论，如果你是诸葛亮/司马懿，你会怎么做(What would you do if you were Zhuge Liang/Sima Yi)？ 小组讨论，发言并且给出理由（Students discuss in groups and then show their answers and reasons）。 这是个开放性的问题，旨在培养学生的思维能力（This is an open question, it aims to cultivate students’ thinking ability and pattern.）。
家庭作业（Homework） 1. 完成书后练习（Finish the exercise in the book.）。 2. 你还知道哪些历史故事，这些故事也是关于领袖通过计谋打败敌人，请以四人小组进行讨论，明天汇报（What other stories do you know about wise leaders who defeat enemies using clever plans? Work in groups of four, then report it tomorrow.）。
板书设计 （Blackboard design） 附后
1
教学反思（Teaching reflection）:
Unit1 Wise men in history
就这篇文章而言，教学设计中的难点是在课堂上顺利解决了。而教学中的重点，即 “学生能够利用上下文和猜词技巧进行猜词，以帮助理解原文。在此基础上，学生能够学会运用略读和扫读的技能获取文章的信息”。在讲解难点的时候，其实就是突出了教学的重点，信息获取，我在这节课中是通过part4 部分设置一些问题来引导学生实现的。
整堂课中，学生们变现不错，他们能够充分利用他们的背景知识，并且结合课堂上的讲解对文章进行理解。特别是表演环节，学生们非常积极。在开放性的问题回答上，学生们也都有很多有创意的解答。所以我认为下次再讲解类似的话题时，我们可以设置一些这样的活动，让学生能够积极参与其中，不仅能加深他们对课文的理解，更能够加强学生的输出。
不足的是，通过这节课发现，学生们对文章的复杂句的理解和对推理性的问题的理解还有待提高。推理性的问题也是学生考试中阅读板块失分比较多的，所以在后面的教学中，还要加强学生们这方面的锻炼和提升。
(共17张PPT)
Some of you mentioned Zhuge Liang.
Do you know his stories?
Question1：
Who were the main characters?
Question2：
What were they doing?
These pictures show the events of the story. Go through the passage.Put them in the correct order by writing the numbers 1-5 in the boxes.
1
5
3
4
2
Read the passage and then finish the multiple choices.
1. What was the problem of Zhuge Liang?
A. He didn’t know Sima Yi B. He had no soldiers
C. He only had a small number of soldiers
D. He was afraid of Sima Yi.
2.The underline word ambushed in the fourth paragraph probably means ______________.
A. dropped B. attacked C. afraid D. lied
3. Sima Yi worried that it was a trap because _____.
A. There were just a few soldiers in Xicheng.
B. Zhuge Liang’s soldiers were very weak.
C. Zhuge Liang’s soldiers were sleeping.
D. There were no soldiers to be seen.
4. We can infer that _______________.
A. Zhuge Liang was also in danger on the wall.
B. Sima Yi must regret missing the chance to defeat Zhuge Liang.
C. Sima Yi was very suspicious.
D. Sima Yi gave up at last.
Question1：
Why do you think Zhuge Liang chose to play the lute as part of his plan?
Question2：
What do you think of Zhuge Liang?
Read the passage and then answer the following two questions.
So you know the story is about Empty Fort Strategy. Please describe or retell it according to the mind-map.
What do you think they might say in that situation?
Son1 of Sima Yi: Look, Zhuge Liang is over there.
Son2: What is he doing?
Sima Yi: He is playing the lute.
Son1: What shall we do？
Sima Yi：Wait！ Listen to the lute！
Son2： Let’s defeat them, father！
Sima Yi：No, we can’t do that. Zhuge Liang is so calm. He must have set a trap.
Listen to me, prepare to retreat.
（琴弦断）
Sima Yi: Retreat, now!
Discuss and then list three qualities you think a wise person should have. You can choose from the qualities, or think of your own.
Question1：
What would you do if you were Zhuge Liang?
Question2：
What would you do if you were Sima Yi?
Discuss and then answer the following two questions.
Further Thinking and Discussion
1. Finish the exercise on the exercise book.
2. What other stories do you know about wise leaders who defeat enemies using clever plans?
Work in group of four, then report it tomorrow.
