牛津高中英語(yǔ)高二教材設(shè)計(jì)理念1.ppt

牛津高中英語(yǔ) 高 二 教 材 設(shè) 計(jì) 理 念,江蘇省通州高級(jí)中學(xué) 張 淳,模塊 第一第四模塊回顧 第五、六模塊介紹 第五、六模塊教學(xué)建議,普通高中課程由學(xué)習(xí)領(lǐng)域、科目、模塊三個(gè)層次構(gòu)成。,學(xué)習(xí)領(lǐng)域,科 目,模 塊,新高中課程結(jié)構(gòu),新課程設(shè)置八個(gè)學(xué)習(xí)領(lǐng)域: 語(yǔ)言與文學(xué) 數(shù)學(xué) 人文與社會(huì) 科學(xué) 體育與健康 技術(shù) 綜合實(shí)踐活動(dòng) 藝術(shù) 每一個(gè)領(lǐng)域由課程價(jià)值相近的若干科目組成。,關(guān)于學(xué)習(xí)領(lǐng)域,普通高中課程結(jié)構(gòu),學(xué)習(xí)領(lǐng)域 科目 模塊,各學(xué)習(xí)領(lǐng)域由若干科目組成，包括語(yǔ)文、數(shù)學(xué)、外語(yǔ)（英語(yǔ)、日語(yǔ)、俄語(yǔ)等）、政治、歷史、地理、物理、化學(xué)、生物、技術(shù)、體育與健康、 藝術(shù)（或音樂(lè)、美術(shù)）等1213個(gè)科目; 技術(shù)、藝術(shù)是新增設(shè)的科目; 藝術(shù)與音樂(lè)、美術(shù)并行設(shè)置，供學(xué)校選用； 鼓勵(lì)有條件的學(xué)校開設(shè)多種外語(yǔ)。,關(guān)于科目,每一科目由若干模塊組成； 模塊之間既相互獨(dú)立，又反映了學(xué)科內(nèi)在的邏輯聯(lián)系；每一個(gè)模塊都有明確的教育目標(biāo)，并圍繞某一特定內(nèi)容，整合學(xué)生經(jīng)驗(yàn)和相關(guān)內(nèi)容，構(gòu)成相對(duì)完整的學(xué)習(xí)單元； 每一個(gè)模塊都有對(duì)教師教學(xué)行為和學(xué)生學(xué)習(xí)方式的要求與建議； 每個(gè)模塊通常為36學(xué)時(shí)。,關(guān)于模塊,有條件的地區(qū)或?qū)W?？梢蕴岣呦鄳?yīng)級(jí)別的要求；條件暫不具備的地區(qū)或?qū)W?？梢赃m當(dāng)降低相應(yīng)級(jí)別的要求。,必 修 課 程,選 修 系 列 一,選修系列二,School life Growing pains Looking good, feeling good,模塊,Teenage experiences,第一單元,第二單元,第三單元,一 二 三 四,主題,語(yǔ)法 定語(yǔ)從句 反義疑問(wèn)句,模塊,Tales of the unexpected Wish you were here Amazing people,Making discoveries,第一單元,第二單元,第三單元,一 二 三 四,主題,語(yǔ)法 現(xiàn)在完成時(shí)、現(xiàn)在完成進(jìn)行時(shí) 將來(lái)進(jìn)行時(shí)、過(guò)去將來(lái)時(shí) 過(guò)去完成時(shí)、現(xiàn)在/過(guò)去完成時(shí),模塊,一 二 三 四,The world of our senses Language Back to the past,Broadening horizons,第一單元,第二單元,第三單元,主題,語(yǔ)法 名詞性從句、形式主語(yǔ)it 賓語(yǔ)補(bǔ)足語(yǔ)、主謂一致,模塊,一 二 三 四,Advertising Sporting events Tomorrows world,Modern life,第一單元,第二單元,第三單元,主題,語(yǔ)法 間接引語(yǔ)、情態(tài)動(dòng)詞 被動(dòng)語(yǔ)態(tài),第五模塊介紹,第五模塊介紹 主題 Science and harmony 第一單元 Getting along with others 第二單元 The environment 第三單元 Science versus nature 語(yǔ)法 非謂語(yǔ)動(dòng)詞 （不定式、-ing形式 過(guò)去分詞形式）,1 Welcome to the unit (1p) 2 Reading (4 pp) 3 Word power (2 pp) 4 Grammar and usage (4 pp) 5 Task (6 pp) 6 Project (2 pp) 7 Self-assessment (1 p),每單元由7個(gè)板塊構(gòu)成,Welcome to the unit,Welcome to the unit板塊通過(guò)照片、圖片等引出一個(gè)或幾個(gè)相關(guān)的話題，由下面的三個(gè)問(wèn)題引發(fā)討論，既是一種讀前熱身，也是對(duì)本單元話題的一種導(dǎo)入，有利于激活學(xué)生已有的相關(guān)知識(shí)，激發(fā)學(xué)習(xí)興趣，為接下來(lái)的閱讀和后面的一系列活動(dòng)做好鋪墊。所選擇的圖片和照片涉及學(xué)生比較感興趣的話題，下面的三個(gè)問(wèn)題大多是開放性的，容易引發(fā)討論、引起興趣。,Unit 1 Getting along with others Almost everyone wants to make friends and develop friendships with other people. But what should a best friend be like? Look at the following illustrations and read the friendship proverb under each one. What do you think the proverbs mean? What do you think the proverbs tell us about friendship and getting along with others?,Friends are thieves of time. The best mirror is an old friend. If you can buy a persons friendship, its not worth having. True friends have hearts that beat as one.,Do you have a best friend? Why do you think that he or she is your best friend? How do you get on with your friend(s)? Do you help each other when you have problems? What do you think are the most important characteristics in a friend?,QUESTIONS:,Unit 2 The environment,A healthy environment is important for our survival. Look at these pictures and discuss the questions below with a partner.,QUESTIONS:,Look at the pictures and discuss which problems are caused by nature and which are caused by man. Can you think of other natural disasters that damage the environment? Can you think of other ways in which people damage the environment?,Unit 3 Science versus nature,Science is developing so fast that it is beyond our imagination. Cloning is one of the more advanced technologies. Read the following introductions for an article from a leaflet for a laboratory and discuss the questions below with your partner.,What do you know about cloning? What other cloned animals do you know about? Do you think it would be a good idea to clone humans one day? Why or why not?,QUESTIONS:,2 Reading,Reading包括:讀前問(wèn)題（A），閱讀材料本 身(B)、讀后練習(xí)(C-F)和緊跟在閱讀文章后面的Reading strategy。 A 三到四個(gè)問(wèn)題，練習(xí)快速閱讀。 B 閱讀文章。對(duì)話或短文，跨兩頁(yè)。 C 關(guān)于文章的更多問(wèn)題，有時(shí)分C1, C2， 從更多的細(xì)節(jié)到文章的深層理解。 D 根據(jù)上下文猜測(cè)和理解詞義，有時(shí)分D1, D2。 E 根據(jù)課文意義完成短文，綜合理解。 F 拓展延伸練習(xí)。依據(jù)與課文相關(guān)的話題或 細(xì)節(jié)開展討論。,Unit 1 Getting along with others,Reading: Secrets and lies A friendship in trouble,A 3 questions B 2 letters; reading strategy C1, C2 questions; filling a table D words (match definitions) E 2 letters (using words) F 2 questions；discuss questions,Unit 2 The environment,Reading: The economy or the environment must we choose?,A 3 questions B opening speech of a TV debate; reading strategy C1, C2 questions; sequence D words (match meanings) E speech (using words) F 3 questions；discuss questions,Unit 3 Science versus nature,Reading: The perfect copy A newspaper article+ 2 letters to the editor,A 3 questions B newspaper article + 2 letters ; reading strategy C1, C2 T/F; filling a table D words (match definitions) E letter (using words) F 3 questions；discuss the questions,3 Word power,Word power從兩個(gè)方面幫助學(xué)生學(xué)習(xí)新的單詞，力求快速、高效地?cái)U(kuò)大他們的詞匯量。 一是通過(guò)介紹英語(yǔ)單詞的構(gòu)詞方法(合成、派生、轉(zhuǎn)化等），幫助學(xué)生對(duì)所學(xué)過(guò)的單詞進(jìn)行歸納，從中發(fā)現(xiàn)規(guī)律，同時(shí)，根據(jù)這些規(guī)則向他們介紹更多的符合這些規(guī)則的生詞； 二是根據(jù)本單元的有關(guān)話題，從Word family的角度，向?qū)W生介紹該話題的更多生詞。,Unit 1 Getting along with others,Word power: adjectives to describe personality,Presenting dialogue Positive and negative adjectives Synonyms and antonyms A Practising a passage B Extending,Unit 2 The environment,Word power: discussing the environment,A Presenting a passage and a map B Practising label the pictures C Practising a passage D Extending (words beginning with eco-),Unit 3 Science versus nature,Word power: prefixes and suffixes; organs of the body,Presenting prefixes, examples and meanings suffixes, examples and meanings Practising a passage A Presenting 2 pictures B Practising a passage C Extending,4 Grammar and usage,高中學(xué)生的英語(yǔ)學(xué)習(xí)已經(jīng)接近成年人學(xué)習(xí)英語(yǔ)的特點(diǎn)，所以語(yǔ)法教學(xué)一直受到高中老師的重視。Grammar and usage板塊根據(jù)課程標(biāo)準(zhǔn)對(duì)高中語(yǔ)法的教學(xué)要求，系統(tǒng)講授語(yǔ)法知識(shí)，并通過(guò)及時(shí)的練習(xí)加以鞏固和提高?；舅枷胧?，歸納演繹并舉，講練結(jié)合，講求實(shí)效。,Unit 1 Getting along with others,Grammar and usage 1 To-infinitive; Bare infinitive Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising a letter (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。) Verb ing form as a noun Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising e-mail (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。),Unit 2 The environment,Grammar and usage 1 Verb ing as as adjective or an adverb Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising A a letter B a passage (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。) Verb ing phrases Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising Re-write highlighted sentences from a passage (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。),Unit 3 Science versus nature,Grammar and usage 1 Verb ed form Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising A a passage B re-write sentences (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。) Verb ed phrases Verb ed and verb ing as adjectives Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising A rewrite sentences B complete a dialogue,5 Task,Task 板塊順著本單元的話題，以任務(wù)的最終產(chǎn)品為目標(biāo)，設(shè)計(jì)了一系列的活動(dòng)，學(xué)生通過(guò)結(jié)對(duì)、或小組活動(dòng)的方式，親歷語(yǔ)言實(shí)踐，在完成任務(wù)的過(guò)程中獲得語(yǔ)言運(yùn)用能力。任務(wù)分三個(gè)步驟： Step 1 聽或讀的活動(dòng)（Receptive） Step 2 雙人或小組的互動(dòng)（Interactive) Step 3 口頭或書面產(chǎn)品（Productive） 另外， 每個(gè)Step都有一個(gè)技能訓(xùn)練（Skills building ）, 確保學(xué)生順利完成三個(gè)步驟。三個(gè)步驟在內(nèi)容和能力訓(xùn)練上既相對(duì)獨(dú)立，又相互聯(lián)系，可操作性強(qiáng)。,在課堂內(nèi)進(jìn)行的開放式任務(wù)型活動(dòng)的學(xué) 習(xí)內(nèi)容，要求學(xué)生在完成任務(wù)的過(guò)程中使 用英語(yǔ)，培養(yǎng)學(xué)生聽、說(shuō)、讀、寫的綜合 技能。 每個(gè)單元的 Task 板塊設(shè)計(jì)一個(gè)任務(wù)， 學(xué)生通過(guò)運(yùn)用英語(yǔ)進(jìn)行聽、說(shuō)、讀、寫， 來(lái)完成這個(gè)任務(wù)。每個(gè)單元的任務(wù)與單元 話題密切相關(guān)。,Three steps （三個(gè)步驟） Step 1 (Receptive) 通過(guò)聽或讀，獲取與任務(wù) 相關(guān)的信息 Step 2 (Interactive) 通過(guò)讀(提供說(shuō)的內(nèi)容)和 說(shuō)，開展相互對(duì)話或小組等交際活動(dòng) Step 3 (Productive) 分析、處理信息，進(jìn)行歸 納總結(jié)，完成說(shuō)或?qū)懙娜蝿?wù),Three skills building (三個(gè)技能訓(xùn)練) Skills building 1 對(duì)在Step 1中進(jìn)行聽或讀 活動(dòng)時(shí)所要用的技能進(jìn)行指導(dǎo)和訓(xùn)練 Skills building 2 對(duì)在Step 2中進(jìn)行活動(dòng)時(shí)所 要用的技能進(jìn)行指導(dǎo)和訓(xùn)練 Skills building 3 對(duì)完成Step 3中說(shuō)或?qū)懰?用的技能進(jìn)行指導(dǎo)和訓(xùn)練,Task Writing a letter to a friend Skills building 1: writing down the answers Step 1: calling Teen Talk for advice Skills building 2: agreeing and disagreeing Step 2: discussing friendship with others Skills building 3: proofreading Step 3: Writing a letter to your friend,Unit 1 Getting along with others,Task Designing a poster Skills building 1: listening and drawing conclusions Step 1: listening to a lecture Skills building 2: reading for information Step 2: reading a scientific article Skills building 3: presenting your point of view Step 3: designing a poster,Unit 2 The environment,Task Writing a formal letter Skills building 1: changing or correcting a text Step 1: conforming information Skills building 2: conducting a discussion Step 2: reporting back to a science journal Skills building 3: writing a formal letter Step 3: Writing a letter about GM food,Unit 3 Science versus nature,6 Project,Project 是一種開放性探究學(xué)習(xí)活動(dòng)，學(xué)生在老師的指導(dǎo)下，通過(guò)小組協(xié)作，利用課外時(shí)間完成他們自己選定的課題。Project 有A、B兩個(gè)部分，A部分是閱讀材料，為B部分提供范例，或者引發(fā)課題內(nèi)容。B部分是Project本身，設(shè)計(jì)有四個(gè)步驟： Planning: 在老師指導(dǎo)下確定課題；組內(nèi)分工 Preparing: 查找資料、收集信息、調(diào)查、討論 Producing: 拿出初稿，對(duì)其進(jìn)行加工、完善 Presenting: 展示各個(gè)小組的成果 Project 既有利于發(fā)展學(xué)生的語(yǔ)言能力，也有利于開發(fā)學(xué)生的非語(yǔ)言能力，提高他們的綜合素質(zhì)。,Unit 1 Getting along with others,Project Giving an oral report A Presenting reading: Teenagers friendship B Project plan and conduct a survey and prepare an oral report,Unit 2 The environment,Project Writing a report A Presenting reading: Protecting the Yangtze River B Project write a report,Unit 3 Science versus nature,Project Having a debate A Presenting reading: Man versus nature B Project prepare for a debate,7 Self-assessment,該板塊分為A、B兩部分。 A部分要求學(xué)生對(duì)該單元的各項(xiàng)學(xué)習(xí)目標(biāo)，如：閱讀、聽說(shuō)、寫作、語(yǔ)法、詞匯、語(yǔ)言運(yùn)用等，分五級(jí)（Not confident，Slightly confident，Confident，Quite confident和Very confident）進(jìn)行自我評(píng)估。學(xué)生通過(guò)自我評(píng)估，可以體驗(yàn)自己在英語(yǔ)學(xué)習(xí)過(guò)程中的進(jìn)步與成功，不斷建立信心，同時(shí)發(fā)現(xiàn)存在問(wèn)題，及時(shí)調(diào)控自己的學(xué)習(xí)策略。 B部分要求學(xué)生對(duì)自己學(xué)習(xí)過(guò)程中不足的方面提出改進(jìn)意見，調(diào)整學(xué)習(xí)策略，爭(zhēng)取不斷進(jìn)步。,Notes 用漢語(yǔ)為學(xué)生提供有關(guān)語(yǔ)言點(diǎn)、句型結(jié)構(gòu)、難點(diǎn)、閱讀理解、背景知識(shí)等方面的幫助。 Word list 1Word list 4 Irregular verbs Workbook Language practice A Reading B Project C Grammar and usage D the whole unit Reading (2 passages) Listening (2 passages) Writing (one passage),附錄部分：,第六模塊介紹,選 修 課 程 系 列 I (順序選修課程),八級(jí)目標(biāo)總體描述,有較強(qiáng)的自信心和自主學(xué)習(xí)能力。能就熟悉的話題與講英語(yǔ)的人士進(jìn)行比較自然的交流。能就口頭或書面語(yǔ)言材料的內(nèi)容發(fā)表評(píng)價(jià)性見解。能寫出連貫且結(jié)構(gòu)完整的短文。能自主策劃、組織和實(shí)施各種語(yǔ)言實(shí)踐活動(dòng)，例如：商討和制定計(jì)劃、報(bào)告實(shí)驗(yàn)和調(diào)查結(jié)果。能有效利用網(wǎng)絡(luò)等多種教育資源獲取和處理信息，并根據(jù)需要對(duì)所獲得的信息進(jìn)行整理、歸納和分析。能自覺(jué)評(píng)價(jià)學(xué)習(xí)效果，形成有效的英語(yǔ)學(xué)習(xí)策略。了解交際中的文化內(nèi)涵和背景，對(duì)異國(guó)文化能采取尊重和包容的態(tài)度。,能獨(dú)立、自主地規(guī)劃并實(shí)施學(xué)習(xí)任務(wù)。能聽懂有關(guān)熟悉話題的演講、討論、辯論和報(bào)告的主要內(nèi)容。能就國(guó)內(nèi)外普遍關(guān)心的問(wèn)題（例如：環(huán)保、人口、和平與發(fā)展等）用英語(yǔ)進(jìn)行交談，表明自己的態(tài)度和觀點(diǎn)。能做日常生活方面的口頭翻譯。能利用各種機(jī)會(huì)用英語(yǔ)進(jìn)行真實(shí)交際。能借助詞典閱讀題材較為廣泛的科普文章和文學(xué)作品。能用常見的應(yīng)用文完成一般的寫作任務(wù)，并具有初步使用文獻(xiàn)的能力。能自主開拓學(xué)習(xí)渠道，豐富學(xué)習(xí)資源。能關(guān)注時(shí)事，具有較強(qiáng)的世界意識(shí)。,九級(jí)目標(biāo)總體描述,順序選修教程教材的特點(diǎn)：,順序選修模塊保持必修模塊的編寫體例和風(fēng)格，每個(gè)單元仍然有必修模塊每個(gè)單元的7個(gè)板塊，也保留了每個(gè)單元主閱讀教授一個(gè)典型Reading strategy的特色。,必修模塊內(nèi)部結(jié)構(gòu),模塊 1-5,Unit 1,Unit 3,Unit 4,Unit 1,Unit 2,Unit 1,Unit 1,模塊 6-11,選修系列 I 模塊內(nèi)部結(jié)構(gòu),有些板塊的篇幅和內(nèi)容有所調(diào)整：Grammar and usage Task Project,1）Grammar and usage 每個(gè)單元安排一個(gè)內(nèi)容的講解和相應(yīng)的練習(xí)。 2）Task Skills building 1、2、3三個(gè)部分只保留了講解部分，去掉了相應(yīng)的練習(xí)。 3）Project 刪除了planning, preparing, producing, presenting四個(gè)步驟，改為8個(gè)問(wèn)題。因此Project中的閱讀文章的字?jǐn)?shù)增加。包括Reading部分，兩篇閱讀文章的長(zhǎng)度在設(shè)計(jì)時(shí)有一個(gè)長(zhǎng)度上的總體遞進(jìn)安排。,課程標(biāo)準(zhǔn)的“語(yǔ)法項(xiàng)目表”中所列的內(nèi)容在模塊19的Grammar and usage 板塊中全部覆蓋。從模塊10開始引進(jìn)了有關(guān)語(yǔ)篇布局和有關(guān)基礎(chǔ)的修辭格方面的內(nèi)容 。,第六模塊介紹 主題 Making a better world 第一單元 Laughter is good for you 第二單元 What is happiness to you? 第三單元 Understanding each other 第四單元 World peace 語(yǔ)法 時(shí)態(tài)復(fù)習(xí)；虛擬語(yǔ)氣,Unit 1 Laughter is good for you,Welcome to the unit People around the world love to laugh. Everyone agrees that laughter is good for you. Look at these posters and discuss the following questions with a partner.,1 Which of the events above do you think will be the funniest? Why? 2 Who is your favourite comedian? Why do you like him or her? 3 Why do people like funny things?,Reading: Stand-up for your health! A 3 questions B article about stand-up comedies reading strategy C1C2 questions; matching D matching E passage F discuss questions,Word Power Words used in play scripts A Presenting a passage B Practising a picture C Practising Fill in the passage D Practising Make sentences with phrases,Grammar and usage Overview of tenses 1 Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising A a letter (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。) B complete sentences (pictures),Task Writing to a foreign friend Skills building 1: identifying priorities Step 1: answering questions Skills building 2: asking questions orally Step 2: completing a radio quiz show Skills building 3: answering questions in an email Step 3: Writing an e-mail,Project Acting in a play A Presenting reading: The invisible bench Important papers B Project act out one of the plays above,1 Do you think there are some things that make everyone happy? What are they? 2 What are the things which make you happy? 3 If you had a friend who was unhappy, how would you try to help him or her?,Reading: The happiness show A 3 questions B transcript of a talk show; reading strategy C1C2 T/F; matching D matching E passage F discuss questions,Word Power Emotions Presenting Practising A circle choices B passage C Extension,Grammar and usage Overview of tenses2 Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising A a passage (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。) B complete sentences,Task Writing a website article to give advice Skills building 1: identifying negative emotional language Step 1: identifying problems Skills building 2: breaking a big questions into smaller ones Step 2: discussing solutions Skills building 3: giving advice Step 3: Writing an article,Project Making a happiness handbook A Presenting reading: golden days my future happiness B Project make a happiness handbook,1. Do you know of any other greetings that people use? 2. Why do you think that peoples greetings are different? 3. Can you think of any situations where differences in greetings could cause a problem?,Reading: Cultural differences A 3 questions B internet chat script; reading strategy C1C2 answer questions; matching D matching E passage F discuss questions,Word Power English words borrowed from other languages A Presenting a passage B Practising study a spidergram C Practising a passage D Practising complete sentences,Grammar and usage Unreal conditionals Presenting (淺顯的英語(yǔ)對(duì)所要講的語(yǔ)法項(xiàng)目進(jìn)行描述，并配以典型的例句。) Practising a passage (在語(yǔ)篇中練習(xí)所學(xué)的語(yǔ)法知識(shí)。),Task Writing a letter to explain cultural misunderstanding Skills building 1: completing a text Step 1: showing foreign visitors around Skills building 2: asking questions Step 2: asking about cultural differences Skills building 3: writing a letter of apology Step 3: explaining misunderstandings,Project Making a reference book A Presenting reading: Inuit experience Aborigine adventure Mysteriour Maories B Project choose a country and research its unique culture,Unit 4 Helping people around the world,Welcome to the unit International aid helps many people around the world to have better lives especially when things go wrong. Look at these picture