人教版高中英语必修二示范说课稿

人教版高中英语必修二示范说课稿

高中英语必修二《Unit 1 Cultural Relics》示范说课稿

Cultural Relics

Ⅰ. Brief introduction of the text

Teaching text：Cultural Relics （NSEFC-Book2 Unit 1 Period one）

Text analyze ：

The basic topic of this unit is “Cultural relics”. From learning this les son, students could get to know Cultural relics in the world and learn to describe the define, the source, development and protection of them. In the process of communication, students can judge from what was given, and then put forward their own ideas on how to protect cultural relics. This period give priority to oral practice with listening assistant.

Ⅱ.Teaching material

1. Outline

The characteristic of the new outline is communication, which emphasize practicality. It is spire between topics that arrange of the new outline. The topic of the text is on how to protect cultural relics. As a matter of fact, students have already had these similar exercises(such as environment protection, animals protection).According to the line of function, teacher organize the basic part of this unit, that is warming up，speaking task，listening task.

Requirement：Students could communicate with each other on define of cultural relics and its protection.

2. Teaching Aims:

（1）. Target language

Cultural relics, survive, remain, state, rare, vase, look into, belong to (四会)

Introduction, trace, features, in danger(三会)

（2）. Ability goals

Ask the students to try to understand define of cultural relics and its protection. What’s more, they could use the new words to communicate and discuss about the protection of cultural relics.

（3）. Sensibility goals

Protection of cultural relics, environment protection, and strengthen students’ sense of

responsibility.

（4）. basic skills：Students can listen and talk about the knowledge of protection of cultural relics, and then discuss in their own opinions.

3. Teaching focus:

Teaching focal points:

Cultural relics, survive, state, rare, vase, look into, belong to，remain

Teaching difficult points：Listening & speaking

Teaching crux：Make students participate in a new scene created by teacher，they will fully brought into play their non-intelligence factors。

Ⅲ. Teaching characteristic:

⒈Students characteristic

（1）Their basic knowledge is irregular.

（2）Impassive learning and lacking of favorable habit of learning.

（3）Like to show off, lack of self-command，rebellious。

（4）Creative and well plasticity。

⒉Structure of knowledge

The structures are very fragmentary, especially lacking of basic knowledge, which frustrate the process of teaching.

⒊Ideation

Lacking of logic and the profundity of thinking.

Ⅳ. Teaching method

Communicative teaching method, Audio-visual method

Basis：It is very important to have a good environment of study, and the aim of language

learning is to communicate.

Ⅴ. Learning method

Communicative strategy & Resource strategy

Basis：It’s well known that pedagogue should teach students “How to learn” rather than “what to learn”. In this way, we can cast off the restriction of space and time so that students would be more active, lovely and funny.

Communicative strategy：Knowledge is not far from us and close to our real lives. As students go back to the travel experiences, they would be personally on the scene of those cultural relics, and then it can be easily led to

the class. Teacher would play the flash of cultural relics that are being destroyed, from which students would think of the actuality and answer some questions. They would fully exert their imagination and creativity to say their say.

Resource strategy：Finally, teacher would give them several websites on “How to protect cultural relics” so that students would know more about it. Moreover, teaching and learning could combine with each other perfectly.

Ⅵ. Teaching procedure

Teaching aids: Multi-media computer, Audio

Step sections time:

1. Warming up (5 minutes)

2. Speaking task (5 minutes)

3. Speaking task (15 minutes)

4. Listening task (10 minutes)

5. Exercises (5 minutes)

Ⅶ. The design of blackboard

In the whole process of teaching, teacher act as a guide, leading students to get to understand the substance of cultural relics. Students would observe, think and practice by themselves,

teacher would offer some help if necessary.

Warming up：

⒈Brief introduction of travel experiences;

⒉Places of interests

Speaking task：

⒈Show some pictures of Cultural relics;

⒉Cultural relics that are being destroyed.

⒊Protection of cultural relics.

Listening task：

⒈Ways of protecting cultural relics

⒉Discuss it in pairs in their own opinion.

Exercises&Summary:

New words and expressions.

Warming up：

Students take turns to introduce their travel experiences by showing some pictures and videos. (Students’ activities).

In order to arouse the interesting of students, teacher would show some pictures of cultural relics with cliffhang music, from which students would convulse by the great work of toiler and civilization. Thus, it leads to the topic of the lesson.（5minutes）

Speaking task：

1.Show flash，ask students to sum up the define of cultural relics, then the whole class will be divided into several small groups to discuss and represent to all of us by using the new words and expressions.

2.Students will have interviews on “how to protect the cultural relics”. In a group of four,suppose one is a local official, one is journalist, and the other two are tourists. After discussion with the help of teacher, each group will show their presentation in front of the blackboard.

(Teacher-students activities, teamwork)

Listening task：

Listening material has summed up many kinds of ways of protecting cultural relics, teacher should guide students to master every feasible ways of recognizing profundity of natural

protection. Students discuss in pairs, and then show to the class (pair work, whole class work)

Exercises：

It is mainly consolidate the new words and expressions, which is also a summary of this lesson.

Summary:

Teacher would emphasize again that we should love nature, protect environment, and protect cultural relics.

Ⅷ. Homework

（1）：According to the websites offered by teacher, students should search more information about cultural relics.

（2）：Suppose you are a protector of cultural relics, write an essay about some ways of protection and actuality by using the new words and expressions in this class. (120 words)

高中英语必修二《Unit 2 The Olympic Games》示范说课稿

《Unit 2 The Olympic Games》示范说课稿

Good afternoon, ladies and gentlemen:

The lesson I’m teaching today is from unit 2 Book 2 The Olympic Games. This is the second period, reading comprehension “ An interview”. The students I’m teaching are from senior 1 who have great passion for English and ability of using English in class. They have learnt the new words and phrases in the first period. In this lesson, I will adapt situational , communicative , cooperative and task-based approaches .

Here are the major teaching tasks and aims :

1.To help Ss learn some useful words, phrases and sentences about Olympics so that they can use

them in their daily life in a proper way and to have a touch of a grammar item-the future passive voice, which is the language focus and difficult point of this period..

2.To develop Ss’ reading , listening and note-taking and speaking skills with activities about Olympics,

help Ss find the differences and similarities of the ancient and modern Olympics, which is the important point of this period, and help Ss to understand the structure of an interview in order to conduct an interview in a proper way. This is the ability goal of this lesson.

3.To encourage Ss to love sports, to understand the Olympic spirit “Swifter, Higher and Stronger”

and use it to guide their life and study. This is also the moral lesson of this unit.

To fulfill the teaching tasks, I will carry out competitions through the whole class using a computer and a projector. The teaching procedures are as follows

Step 1. Leading in

I will begin the lesson by playing the theme song of Beijing Olympics “You and me” and ask Ss to talk about their feeling after they hear this song. This is to lead in the topic of Olympics and arouse their interest of this lesson.

Step 2. Warming up

At the beginning of the new lesson , the class will be divided into four groups. Then we will begin a a quiz about Olympics .The purpose of this step is to check Ss’ knowledge about Olympics and prepare them for the study of the new lesson.

(1)How many gold medals did our country win in Beijing Olympics?

(2)Who was the first gold medal winner in Beijing Olympics and for what event?

(3)What are the official mascots for Beijing Olympics?

(4)What is the slogan of Beijing Olympics?

(5)Where will the 2012 Olympics be held?

(6)What do the five rings on the Olympic flag stands for?

(7)What are the three words that show the spirit of the Olympic Games?

(8)Where did the ancient Olympic Games start?

Step 3. Speaking and anticipating

I will show pictures of some famous athletes of our country and ask Ss to talk about their favourite sports and athletes, then provide Ss with some pictures about the ancient Olympics and ask them to predict the differences between the ancient and modern Olympics. This step is to improve Ss’ speaking skill and make them clear about what they are going to learn in this period.

Step 4. Listening and note-taking

Ss will listen to the recording of the interview twice and meanwhile they should take notes, which is a very important skill that should be emphasized .In this step, Ss listen for and acquire information. After the first time of listening, Ss are supposed to answer some information questions, such as what is the interview about; after listening twice, Ss are expected to have taken down notes about some essential aspects of the interview. And finally, with the help of the notes, students should be able to retell the interview with their own words. The purpose of this step is to give the students some language input, develop their note-taking skill, and give them a chance to reproduce the language input.

Step 5. Reading and practising

Ss will open their books and read the dialogue in order to fulfill 3 tasks: the first one is to complete a short passage with words and phrases from the interview; the second one is to find out the differences and similarities of the ancient and modern Olympics. Ss are required to work in groups of four to shout out their answers as quickly as possible in this task and they will get one point for each correct answer. The third one is to find out how Li Yan talks about the rules for the Olympics . Step by step, students discover and use language under the teacher’s guidance. I design one activity for this purpose. In demonstrating the usage of the future passive voice “will be done”, I provide them with a situation where they can make a poster with quite a few rules for London Olympics. This step is to improve Ss’ reading skill, broaden their knowledge about the ancient and modern Olympics, and help them to understand how to make rules with the help of the future passive voice.

Rules for the Olympic Games

1.Nobody _____________(allow) to enter the stadium without a ticket.

2.Children ___________ (not allow) to make a noise and upset the competitors. If they do, they

___________ (take away) from the stadium.

3.No animals _____________ (allow) in the stadium.

4.Cheating by athletes ________________ (not excuse). They ___________ (tell) to leave and

___________ (punish)

5.No smoking ______________(allow). If you are discovered, you ___________(fine).

Step 6. Consolidation and application

This is a kind of brainstorming. Ss will discuss in pairs to understand the structure of an interview and then hold an interview in class. Ask one student to act as a reporter, the other acts as an athlete who has just won a gold medal in Beijing Olympics . Some useful sentences will be provided to help Ss to hold the interview. I will give Ss 3 minutes to prepare and then invite several pairs to do their interview in front of the class. After the interview, then comes a whisper game. I will give one piece of paper to the first student of each group, on the paper there is a sentence, which is one aspect of the main idea of the interview, ask Ss to whisper the sentence to the student behind him. When the last student of each group hears the sentence, they must go to the front as quickly as possible to write down the sentence on the board. Then we will correct the sentences together to see which group is the quickest and makes the fewest mistakes. After correcting all these sentences, Ss will realize these sentences cover the content of the interview, but the order is not right. So they have to put them into a right order and rearrange these sentences into a logical 5-sentence passage with some conjunctions, such as and, but , because, and so on, which is quite similar to basic writing in the exam. In this game, Ss must speak clearly, listen carefully and write correctly. So the purpose of this step is to give every student a chance to speak English in class, improve their listening and speaking skills with some fun.

(They may use the following sentences to hold an interview.)

(1) How did you feel when you knew you got the gold medal ?

(2) When did you first take part in the Olympics?

(3) How many gold medals have you got?

(4) Will you continue to join in the 2012 London Olympics?

(5)What do you usually do in your free time?…

Step7 . Assessment

I will design a chart to ask Ss to sum up what they have learned and what difficulties they still have in this lesson. In this step, Ss are required to assess not only themselves but also others, and we should also conclude which group is the winner of this period and give them a prize.

Step 8 Assignment

Just now I began my lesson with Beijing Olympics, so I want to end my lesson with it again. Ask Ss to write a composition “What impressed me most in Beijing Olympics”, they can surf the internet to find more information to help them. In this way, Ss will better understand Beijing Olympics and they will be proud of our country. This is the moral lesson out of class.

That’s all for my presentation, thank you.

高中英语必修二《Unit 3 Computer》示范说课稿

New SeniorEnglish for China Student's Book 2

Unit 3 Computer 说课稿

Part 1 . Analysis of the teaching material

There are six important parts : warming up , pre-reading , reading , comprehending , learning about language and using language .Warming up is an introduction to the topic, it is to get students to think about the different ways computers can be made . This part can be done as a speaking activity , students may have a discussion in small groups and give their opinions ; Pre-reading is continuation of warming up , this part is to check what students know about computers and their great effects in our lives ; The reading passage titled who I am , it is about the history of the development of computer over the last 100 years . There are many new and technical words which are used for computer . Personification and chronology are the two important characteristics , so this unit will be help students to improve their reading skills and writing skills .

Part 2. Analysis of teaching aims

1) Knowledge aims :

a)G et students to learn the useful new words and expressions

b)L et students learn about history and basic knowledge of computer

2) Ability aims :

a) D evelop students’ reading skills and let them learn different reading skills

b) E nable students to express their opinion

3)Moral aims :

a)A rouse students’ great interest in learning computer and let them learn computers in daily lives

b) Develop students’ sense of cooperative learning

Part 3. Teaching important points:

1) L et students learn more about history of the development and basic knowledge of computer

2) Get students learn different reading skills

Part 4. Teaching difficult points:

1) Develop students’ reading ability

2) Enable students to learn to express their opinions

3) Let students learn to use personification and chronology when writing .

Part 5. Teaching methods :

1)Task-based teaching and learning

2) Cooperative learning

3) Discussion

(Purpose of my designing: “Task-based” teaching method is used here to develop the students' ability of communication and also their ability of cooperation will be well trained. Tell the students to be polite and take good care of our things.)

Part 6. Analysis of teaching procedure

Step 1. Warming up

1. Warming up by looking and discussing

Showing the following pictures and discuss what they have in common and what do you think will be the next developmopient of the computer . The following expressions can be given as a help in their discussion . ( I think that ..., in my opinion ..., i believe that ...)

2.Warming up by talking about computers

Step 2. Pre-reading

1.Ask and answering ─predict what it is going to be about by looking the pictures and the title.

2 . Discussing and sharing

Step 3 . Reading

1. Predicting

Ask students to look at the title and the picture to guess what the passage might about . Let one or two students to give their opinions.

2. Skimming

Give students 2 minutes , and ask them to read the passage fast for the topic sentence of each paragraph

3. Scanning

Give students 4 minutes , and ask them to read the passage carefully to answer the some questions . Before students read the passsage , tell them to pay attention to the hints of the time .

Step 4. Learning personification

Discuss who is the speaker and the characteristics of this text , then sum up the concept of the personification .

Step5 . Learning chronology

Ask students how the passage is organized and sum up the concept of the chronology .

Step6 . consolidation

Have students get prepared in 3 minutes and then try to retell the developmemt of the computer with their own words , using chronology .

Step 7 . Homework

1. Finish off the related exercises .

2. Go over the text , and learn all the new words and expressions in this text by heart .

高中英语必修二《Unit 4 wildlife_protection》示范说课稿

《Unit 4 wildlife_protection》示范说课稿

Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 4 Wildlife protection. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

Firstly，let me introduce the teaching material. This unit is to introduce to us the importance of wildlife protection. The reading passage is the center of this unit. It is made up of 3 paragraphs, that is, why we need wildlife protection, a good example of wildlife protection and what we can get from wildlife protection. The text is the most important teaching material in this lesson, which extends the main topic “wildlife protection” and contains most of the vocabulary and grammar points that students should learn in this unit.

Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned,

to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability

Thirdly, I’d like to talk about teaching aims and demands

1 Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.

（2）to know some basic information about the endangered animals and wildlife situation and protection.

2 Ability aims:

(1) To improve the students’ organizing and using skills of English as the second language

(2) To understand the main idea, to scan for the needed information and to grasp the details

3 Emotional aims:

(1) Help students understand the importance of the wildlife protection and make them be more active

in the helping wildlife.

(2) Develop students’ sense of cooperative learning

Fourthly, teaching key points is

1. To help the students get a general idea of the whole passage, and some detailed information and

language points as well.

2. To understand the importance of wildlife protection and then do something for wildlife

Teaching difficult points is

1.The students use their own words to express their own ideas.

2.the usage of present progressive passive voice

According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

a. Communicative Language Teaching

Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

b. Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

c. Computer Assisted Language Teaching

Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

Part 3 Learning Methods

Task-based, self-dependent and cooperative learning

Part 4 Teaching Procedure

Step One Lead-in

“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the importance of wildlife protection”

I’ll show them some beautiful pictures of wild animals, such as lions, Tibet antelopes, monkeys and so on. Ask them what they know about those animals. The answers must relate to their present situation, such as die out, dangerous, decrease and so on.

After this, the students will be eager to something about the endangered wildlife and this is the very time to naturally lead the class into Step 2

Step 2 Reading for information: skimming and scanning

In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

Task 1 General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 3 groups to skim the whole text and get the main idea of each paragraph.

Step 3 Reading for comprehension

The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 27 can help check the situation.

Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss and explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with the difficulties.

Step 5 Consolidation

Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities

1Role read

The text is concentrated on the conversation between Daisy and Tibet antelope, elephant and monkey. Role read is a good chance to practice English in a cooperative learning atmosphere.

2 Discussion

During making discussion, the students will deepen their understanding of the severe situation of wildlife and the importance of wildlife protection.

1. Why is it important to protect wildlife?

2. What must be done if wildlife protection is to succeed?

Step 6 Homework

Ask the students to write down their opinions about what they should do to protect the wild animals.

The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

Part 5 Blackboard design

Unit 4 Wildlife protection

Topic Sentences:

1. Why we need wildlife protection

2. A good example of wildlife protection

3. What we can get from wildlife protection

Discussion:

1. Why is it important to protect the wildlife?

2. What must be done if wildlife protection is to succeed?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. The discussion is of the difficulty.

I want to make the design inductive, instructive and artistic.

高中英语必修二《Unit 5 Music》示范说课稿

《Unit 5 Music》示范说课稿

Good morning, professors, it’s my great pleasure to be here sharing my lessons with you. The content of the lesson is Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following five parts, the teaching material, the teaching methods, the studying methods, the teaching procedure and blackboard design. First, let me talk about the teaching material.

Firstly，let me introduce the teaching material. This unit is to introduce to us different types of band. The reading passage is the center of this unit. It is made up of 4 paragraphs, that is, many people want to be famous as singers or musicians, form a band, Monkees began as a TV show and they became even more popular than the Beatles. The text is the most important teaching material in this lesson, which extends the main topic “music” and contains most of the vocabulary and grammar points that students should learn in this unit.

Secondly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability

Thirdly, I’d like to talk about teaching aims and demands

1 Knowledge aims:

（1）to help students to understand and master the words, phrases and sentence patterns.

（2）to know some basic information about music

2 Ability aims:

(1) To improve the students’ organizing and using skills of English as the second language

(2) To understand the main idea, to scan for the needed information and to grasp the details

3 Emotional aims:

(1) Help students understand different type of music and how to form a band

(2) Develop students’ sense of cooperative learning

Fourthly, teaching key points is

1. To help the students get a general idea of the whole passage, and some detailed information and language points as well.

2. To understand how Monkees formed, developed and succeed.

Teaching difficult points is

1. The students use their own words to express their own ideas.

2. the prep+ whom/which attribute clause

According to the analysis above, I’ll try to use the following theories to make students the real master of the class while the teacher myself the director.

a. Communicative Language Teaching

Language is used for communication. It’s learner-centered and emphasizes communication and real-life situations.

b. Task-based Language Teaching

A task resembles activities which our students or other people carry out in everyday life, Learners should be given opportunities to reflect on what they have learned and how well they are doing.

c. Computer Assisted Language Teaching

Language learning needs a context, which can help the learners to understand the language and then can product comprehensible output, so computer has the advantages to make the materials attractive.

Part 3 Learning Methods

Task-based, self-dependent and cooperative learning

Part 4 Teaching Procedure

Step One Lead-in

“Interest is the best teacher.” Therefore, at the very beginning of the class, I should spark the students’ mind to focus on the centre topic “the band”. I’ll play some different type of music to attract their attention and then bring some questions.

Question:

What kind of music they like?

Which band they know best?

The answers must relate to band. After this, the students will be eager to know something about band and this is the very time to naturally lead the class into Step 2

Step 2 Reading for information: skimming and scanning

In this step, I use Task-based Language Teaching method, which can give students a clear and specific purpose while skimming and scanning the context.

Task 1 General idea

The students will be asked to just glance at the title and the pictures of the passage, and then guess what they will read in the text. And they’ll be divided into groups of four to have a discussion.

The purpose is to inspire the students to read actively, not passively. In addition, the task is to develop the students’ reading skill by making prediction and to encourage the students to express their thoughts in English and cooperate with each other.

Task 2 Main idea of each paragraph

Cooperative learning can raise the students’ interest and create an atmosphere of achievement. Based on this theory, I divide the whole class into 4 groups to skim the whole text and get the main idea of each paragraph.

Step 3 Reading for comprehension

The purpose of reading is to get the correct and useful information. Students should not only have a high speed of reading but also have a correct understanding of details. Therefore the following practices on Page 35 can help check the situation.

Step 4 Solving difficult language problems through reading

It’s important for language learners to learn important rules of grammar and use these rules to solve problems in reality. In the previous process of reading, the students must come across some difficult language obstacles, so it’s necessary for us to discuss a nd explain. This period of time belongs to students. They can ask any questions they come across in the process of learning. I’ll explain the questions and difficulties. The purpose of this is improving the students “questioning spirit” and dealing with th e difficulties.

Step 5 Consolidation

Language is learnt by communicating. It is my job to create an atmosphere for students to use the language. Here I design 2 activities

1 Reading for comprehension

I’ll ask 4 students to read each paragraph, and then do the exercise following the text. I think it’s a good way to review what they have learned.

2 Discussion

During making discussion, the students will deepen their understanding of the main idea of the passage.

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why?

Step 6 Homework

Ask the students to write down sth about their favorite singers, band or music and list the reasons.

The assignment enables the students to search various information resources, which can widen their view and continue to inspire their enthusiasm of learning.

Part 5 Blackboard design

Unit 4 Music

Passage The Band That Wasn’t

Topic Sentences:

1. Many people want to be famous as singers or musician

2. Form a band

3. Began as a TV

4. They became even more famous than the Beatles

Discussion:

a. Why Monkees can be successful? Give reasons.

b. What’s the most important thing for a successful band? Why?

In my opinion, the blackboard design can reflect the teacher’s ability of mastering the text and leading the students to master the text easily.

In this text, the design is not easy to write. I write the topic sentences on the blackboard, in order to tell the students that this is of the importance in this class. I want to make the design inductive, instructive and artistic.