The Day of the Draw at Hogwarts

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Tom didn't ask any more questions. He didn't have any expectations for this group of little wizards: the chances of the first-year little wizards knowing the Unforgivable Curse were not high, so he didn't ask any more questions, and just turned his head and wrote three words on the blackboard. line characters.

"Killing Curse"

"The Imperius Curse"

"Drilling Curse"

After writing, he tapped on the blackboard, "These three spells are the Unforgivable spells," Tom paused, allowing the little wizards time to copy the contents of the blackboard, "These three spells are extremely evil, Cruel black magic, once used on a human being, carries a life sentence in Azkaban - the sorcerer's prison."

"The Cruciatus tortures the body, the Imperius controls the mind, and the Killing Curse takes the life."

At this time, the whole class of little wizards were quietly lying in front of the table, taking notes honestly.

Tom took the spider cage and approached the little wizards in the first row. Except for Peggy who was sitting by the window, they all shrank back subconsciously.

"Three unforgivable spells, I only have one of them. Although I can use it, I have never used it... This spell is too evil... Today, I will show you."

Tom gently opened the door of the cage, and a spider jumped out from the inside, jumped to the desk in the first row, and ran quickly on the table. The little wizards in the front row screamed, desperately dodging backwards, and someone even knocked over the table in the back row.

The spider galloped all the way and fled towards the window, getting closer and closer to the window and closer to freedom. But a cup that fell from the sky stopped the footsteps of embracing freedom.

"Professor Lockhart, your spider." Peggy inserted a piece of parchment into the gap between the cup and the table, and carried the spider to Tom.

The spider jumped up and down in the cup, and there was only a thin piece of parchment separated from Peggy's palm. She could clearly feel the touch of the spider's eight feet on her palm. Many little wizards got goosebumps just thinking about it, but Peggy's expression never changed.

With a tap of Tom's wand, the bottle floats in mid-air.

"Thank you, Miss Grossman." Tom motioned for Peggy to sit back in his seat. When everyone was seated, he flipped the glass over and removed the Floating Charm. The spider inside crawled little by little to the edge of the cup, and Tom raised his wand--

"Avada Kedavra!"

A dazzling green light flashed, and at the same time there was a chaotic sound, as if an invisible behemoth flew through the air - at the same time, the spider trembled, was repelled by the spell, and fell on its back into the bottle. At the bottom, there is no scar on his body, but he is dead.

The little wizards' eyes widened, and a few covered their mouths, trying to suppress their exclaimed thoughts.

"It's a terrible taste to witness the decay of life - even a life like a spider, Avada has no cure - only one person has become an exception," Tom said calmly, looking at the students, "This is black magic. , that's what I'm going to teach you to resist."

Tom looked at the students and said in a low voice, "The most important point is that you must always be vigilant and never let up. The enemy has come to us, you must remember, don't be fooled by its rhetoric! record!"

The little wizards wrote this sentence in their notebooks one after another, but how much effect it can play is another matter.

Under the stage, Victorica wrote hard, and at the same time thought to himself that what Professor Lockhart said was really right! I'll discuss it with Senior Diary when I go back...

The atmosphere in the classroom was solemn. Peggy sensed the emotion, and she was a little confused: they seemed sad? Why?

She poked her tablemate and asked, "Why do you look sad? Because that spider is dead? But all creatures die? And I just saw that you seemed to be afraid of it."

Her voice was not loud, but many people heard it. The little boy at the same table didn't know how to answer, so he could only falter and say that he didn't know.

"Because of the fear of life." Tom answered Peggy's question, but this sentence did not answer the doubts in Peggy's heart.

She nodded, indicating that she understood. In her experience, it was time to get to the bottom of things: it would make people unhappy, especially Professor Lockhart. Ordinary classmates, Peggy doesn't care about their thoughts, but Professor Lockhart can really affect his life at school, so he must do things that make him happy.

Tom re-examined the girl he had known during the summer vacation. Although he had known her for more than two months, he had not had much contact with her. His impression of her was nothing more than: his father's pearl, beautiful The little princess, a smart and studious little witch.

But today, his perception of Peggy has changed a bit.

The topic was over, and Tom tapped on the desk.

"Okay, I believe that everyone has an intuitive understanding of the Killing Curse. Now I want to teach you two practical spells, so that you have a certain amount of self-protection."

Tom let out another spider. This time, he learned his lesson and conjured a few ribbons ahead of time to tie the demo spider tightly like a crab.

"Iron Armor, a somewhat complex but very useful spell. This spell is a spell that resists many types of spells. It creates a magical barrier that deflects spells and physical entities to protect specific people or specific areas. It's hard for you to imagine that many grown-up wizards, even those working at the Ministry of Magic, can't utter a decent Ironclad Charm."

Tom sighed. He was telling the truth. During the Second Wizarding War, the anti-curse hats and anti-curse cloaks from the Fred Brothers' Weasley's Witchcraft and Wizardry were bestsellers because of their iron armor.

It's hard to believe that so many wizards can't even master this spell. No wonder the wizarding world hides itself.

Tom cast an Iron Charm on the bound spider, then held a heavy textbook three feet above the spider, and as soon as he let go, the book fell towards the spider.

Many little wizards couldn't help but closed their eyes. They seemed to have seen the scene of the spider being smashed with juice, but there was only a bang and the sound of the book falling to the ground, and there was no sound of the spider being smashed.

The little wizards opened their eyes and saw that the spider was safe and sound, and the book was lying on the ground.

"This is the Iron Armor Spell." Tom bent over to pick up the textbook and demonstrated it to them again. This time, everyone was staring at the falling textbook, watching it blocked by a small transparent shield in mid-air and being shot. to the side.

After demonstrating the Ironclad Charm, Tom put the spider back in the cage. Then, he poked his wand on the podium, which turned into a human-shaped puppet with a wooden sword in his hand.

"Iron armor spell can be used for defense, I will teach you another offensive spell: disarm spell."

He motioned the little wizards to widen their eyes, watching him walk to the puppet and shake his wand: "Except your weapons!"

The puppet leaned back, and the wooden sword in his hand flew out directly.

"Disarm Charm, it's a spell that can make weapons or any object fly out of your opponent's hand - except your weapon!" Tom suddenly cast a Disarm Charm on a girl in the back row, knocking the vanity mirror out of her hand. Out, "Learning to wear makeup too early is bad for your skin, and I don't need makeup for my classes."

Tom continued: "Disarming spells are often used in wizard duels. The main purpose is to make the opponent lose their wand and thus lose a certain attack power, but does losing the wand mean loss of resistance?"

He walked up to the puppet, knocked it down with a left hook, and then pointed at the puppet with his bare hands: "Fractured!"

The puppet cracked at once, and the severely damaged puppet could not maintain its deformation, and restored the appearance of the podium, but the podium was also dismantled into parts by Tom.

"Restore as before!" The podium returned to its original appearance.

"Being disarmed is not the most terrible thing. The most terrible thing is that you lose your fighting spirit. Without a wand, you can still cast spells without a wand, and you still have a fist!" Tom motioned the little wizards to record the main points of these two spells.

For the rest of the class, the students were busy taking notes, recording the Unforgivable Curse and the two protective spells Tom gave. Tom looked at the timer and saw that there were only twenty minutes left until the end of get out of class.

He immediately clapped his hands, "Okay, classmates, stop what you're doing. Next, I'm going to talk about the course schedule for this school year."

"As we all know, other subjects at Hogwarts are basically final grades. I have reservations about this. This academic year's defense against the dark arts will be determined based on your usual grades, group work and several major exams. score."

"Group assignments account for 20%, 2-3 people work together, and finally hand in a thesis, the thesis accounts for 10%, the thesis defense accounts for 10%, and the usual grades account for 30% - that refers to those classroom quizzes~www. wuxiamtl.com~ The mid-term and final exams each account for 25% of the points. Originally, I wanted to add staged testing, but after thinking about it, I decided to forget it. There are enough exams..."

Tom was talking to himself above, and the little wizards in the audience were stunned: What is this! There's so much going on in this class!

Tom didn't care about the thoughts of the little wizards. In his opinion, the educational method of Hogwarts was somewhat undesirable. You must know that the examination cycle of Hogwarts is calculated by the school year: one test every school year!

Although there are usually after-school homework, how can after-school homework bring about the pressure of exams? Only by reviewing the exams over and over again can students memorize knowledge - what's more, the exam format Tom prepares is not a simple written exam. Tom never intends to engage in exam-oriented education, he wants to engage in real quality education, that is, the combination of theory and knowledge.

"That's it for this class, get out of class is over! I'll continue reading for today's homework. By the way, Miss Grossman will stay."

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