Programación English Alive 1-2 1º-2º ESO English - Oxford ...
Il doit former ses sujets en leur expliquant les règles à suivre et en leur montrant
des ...... servent à gouverner le peuple ; les lois pénales servent à corriger le mal.
...... 1. p.133 Au printemps, au deuxième mois selon le calendrier impérial ...
part of the document
ENGLISH ALIVE! 1-2
AREA OF FOREIGN LANGUAGES
ENGLISH
FIRST CYCLE
COMPULSORY SECONDARY EDUCATION
TABLE OF CONTENTS
TOC \o "1-2" \h \z \u HYPERLINK \l "_Toc274408809" DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT PAGEREF _Toc274408809 \h 3
HYPERLINK \l "_Toc274408810" THEORETICAL JUSTIFICATION FOR THE PROJECT PAGEREF _Toc274408810 \h 9
HYPERLINK \l "_Toc274408811" OBJECTIVES PAGEREF _Toc274408811 \h 10
HYPERLINK \l "_Toc274408812" CONTENTS PAGEREF _Toc274408812 \h 13
HYPERLINK \l "_Toc274408813" ASSESSMENT CRITERIA PAGEREF _Toc274408813 \h 14
HYPERLINK \l "_Toc274408814" KEY COMPETENCES PAGEREF _Toc274408814 \h 19
HYPERLINK \l "_Toc274408815" ATTENTION TO DIVERSITY PAGEREF _Toc274408815 \h 33
HYPERLINK \l "_Toc274408816" PROGRAMME OF UNITS: 1st YEAR - COMPULSORY SECONDARY EDUCATION PAGEREF _Toc274408816 \h 34
HYPERLINK \l "_Toc274408817" PROGRAMME OF UNITS: 2nd YEAR - COMPULSORY SECONDARY EDUCATION PAGEREF _Toc274408817 \h 97
HYPERLINK \l "_Toc274408818" CLASSROOM PROGRAMME ENGLISH ALIVE 1: YEAR 2010/2011* PAGEREF _Toc274408818 \h 173
HYPERLINK \l "_Toc274408819" CLASSROOM PROGRAMME OXFORD ENGLISH ALIVE 2: YEAR 2010/2011* PAGEREF _Toc274408819 \h 211
DESCRIPTION OF CENTRE AND ORGANISATION OF ENGLISH DEPARTMENT
1st cycle ESO
School
Address
Town Province Post Code
I. TEACHERS IN THE FOREIGN LANGUAGE DEPARTMENT
123
II. DISTRIBUTION OF PUPILS
LevelNumber of pupilsNumber of groupsIII. STUDENT CHARACTERISTICS
(The department should describe the profile of the students using the following areas as a guide :)
General characteristics
Characteristics of different groups
Characteristics of one particular group
(Give details of basic objectives for dealing with these groups, prioritising the groups needs and outlining strategies to be used and their timing.)
IV. PROFILE OF SCHOOL
(Omit those which are not relevant)
Social levelHighMediumLowMixedGeographical
areaCity CentreSuburbSmall townRuralNº of students with
Special needs:Observations:
V. Learning characteristics of the different groups
(Omit those which are not relevant)
General
Group A
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/dont like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
Pupils need/dont need to understand all the words in a text to understand it.
Pupils like/dont like reading at home.
Others.
Group B
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/dont like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
Pupils need/dont need to understand all the words in a text to understand it.
Pupils like/dont like reading at home.
Others.
Group C
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/dont like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
Pupils need/dont need to understand all the words in a text to understand it.
Pupils like/dont like reading at home.
Others.
Group D
Pupils like learning through play.
Pupils show a lot of/little creativity and imagination.
The curiosity of pupils is easily/not easily engaged.
Pupils like/dont like expressing their emotions.
Pupils are capable/incapable of organising and analysing their own learning.
Pupils are/are not conscious of the advantages of group work in class.
Pupils express themselves coherently/incoherently and correctly/incorrectly in their own language.
Pupils need/dont need to understand all the words in a text to understand it.
Pupils like/dont like reading at home.
Others.
VI. PRIORITISATION OF NEEDS
(To be completed by teachers)
General needs
Specific needs of different groups
Group A
Group B
Group C
Group D
Specific individual needs
Group A Pupil
Group B Pupil
Group C Pupil
Group D Pupil
VII. STRATEGIES
(To be completed by teachers)
a) With pupils
b) With teachers
c) With parents and tutors
VIII. CRITERIA FOR GROUPING PUPILS
(omit those which are not relevant)
Human resources
Support teachers
Psychologist
Criteria
Alphabetical order
Flexible grouping (specify what type and give reasons)
Small support groups within/outside the mainstream class
Pupils with special sensory needs in different groups/classes
IX. ORGANISATION OF SPACE AND TIME
Material resources available in the school
(omit those which are not relevant)
Video - DVD
TV
Radio cassette/ CD player
Video camera
Computers
Pizarra Digital Interactiva
Internet connection (WiFi, others
)
(Note here any observations about how, when and why these resources are used for English classes.)
Spaces available in the school
(omit those which are not relevant)
Multi-use areas
Language laboratory
Computer room
playground
Gymnasium
Theatre
Library
Criteria for use of common spaces
(Note here any observations about when, how and why these spaces are used for English classes.)
Distribution of classroom space
(omit those which are not relevant)
Pupils desks arranged in rows
Pupils desks arranged in U
Specific corners: Class library, transversal topics, games, crafts, etc.
Others
X. OUTINGS AND OTHER ACTIVITIES COMMON TO THE WHOLE SCHOOL AND TO OTHER GROUPS
(Note here any educational or other outings planned.)
Group/s
TeachersTerm/
DatesOuting and activity descriptionsObservations
XI. CLASS TIMETABLES
Teachers name and position:
TIMEMondayTuesdayWed.ThursdayFridayTeachers name and position:
TIMEMondayTuesdayWed.ThursdayFriday
Teachers name and position:
TIMEMondayTuesdayWed.ThursdayFriday
THEORETICAL JUSTIFICATION FOR THE PROJECT
The demands and needs of 21st-century society have brought changes to the school environment, preparing pupils to live in an ever more international, multicultural, multilingual and technologically more advanced world. As a member of the European Union, our country is committed to the promotion of the knowledge of other community languages as is reflected in one of the objectives of the Lisbon Strategy. Meanwhile, the Council of Europe in the European Common Reference Framework for the learning of foreign languages establishes directives for both the learning of languages as well as for the assessment of competence in different languages. These guidelines have been a key reference in the elaboration of the curriculum.
The Royal Decree of Minimum Education states that Secondary Education will help develop in students the skills that will enable them to:
a) Assume responsibility for their duties, know and exercise their rights with respect to others, evidence tolerance, cooperation and solidarity towards other individuals and groups, engage in dialogue cementing human rights as common values within a plural society and prepare themselves for the exercise of democratic citizenship.
b) Develop and consolidate habits of discipline, study and individual and team work as prerequisites for the efficient completion of learning tasks and as means of personal development.
c) Value and respect the differences between the sexes and equal rights and opportunities for both. Reject stereotypes which encourage discrimination between men and women.
d) Reinforce their emotional capacity in every aspect of their personality and in their relationships with others, and reject violence, any kind of prejudice or sexist behaviour, and resolve conflicts peacefully.
e) Develop basic skills in the use of sources of information in order to employ their discrimination and acquire new knowledge. Acquire a basic preparation in the field of technology, particularly in information and communication.
f) Consider scientific knowledge as an integrated skill, organised into different disciplines, and know and apply methods to identify problems in diverse fields of knowledge and experience.
g) Develop an entrepreneurial spirit and self-confidence, participation, critical sense, personal initiative and the capacity to learn to learn, plan, take decisions and assume responsibility
.
h) Understand and correctly express, orally and in writing, in Spanish and, when it exists, the co-official language of their Autonomous Community, complex texts and messages, and initiate the process of learning, reading and studying literature.
i) Understand and express themselves in one or two foreign languages in an appropriate manner.
j) Know, value and respect the basic features of their own culture and history and those of others, as well as cultural and artistic heritage.
k) Know and accept the functioning of their own bodies and those of others, respect differences, consolidate habits of health and hygiene and engage in physical exercise and sport to assist personal and social development. Know and value the human dimension of sexuality in all its diversity. Critically assess social habits related to health, consumption, the care of animals and the environment, contributing to their conservation and improvement.
l) Appreciate artistic creation and understand the language of different art forms, employing diverse methods of expression and representation.
OBJECTIVES
Objectives of the area of foreign language and their integration within our project
The objective of the subject in the phase of Compulsory Secondary Education is the learning of discursive skills which may be necessary in different fields. On completing Primary Education, students should be able to use the target language to express themselves and interact orally and in writing in simple and everyday situations. In Compulsory Secondary Education the process of learning the target language continues, the objective at the end of this phase being the consolidation of productive skills and the capacity to communicate and be understood in a variety of situations, such as offering and requesting personal opinions in an informal debate, expressing ones ideas in an understandable form, employing a wide and simple vocabulary to explain what one wants, understanding the main points in texts in standard language, albeit with obvious pauses for a degree of grammatical and lexical planning. In short, on completing this stage, they should be able to tackle in a flexible manner everyday oral and written communication problems, such as participating in normal conversations, making complaints, describing experiences or plans, explaining something or requesting clarification. In conclusion, this phase should constitute a solid foundation in order to continue, with gradually greater autonomy, the learning process of a complete lifetime.
On the other hand, the learning of a foreign language transcends the limits of linguistic learning, and goes beyond learning the language to using it in communication contexts. Its knowledge contributes to the preparation of pupils in an integral sense in that it encourages respect for, interest in and communication with speakers of other languages develops intercultural awareness and is a vehicle for understanding global issues and problems and for the acquirement of different learning strategies. The process of teaching and learning a foreign language in this phase of education involves an evident reference to attitude, in that it contributes to the development of positive and receptive attitudes towards other languages and cultures and, at the same time, to better understanding and appreciation of ones own language or languages.
The aim, as far as is possible, is to globalise experiences without forgetting the specific stage of learning in which pupils find themselves.
The editorial project is intended for the first cycle of Compulsory Secondary Education in the area of foreign languages (English). Its goal is the development of pupils communicative skills, ensuring that they assimilate the grammatical rules of English and acquire the basic vocabulary necessary in order to communicate. This general principle is broken down into the following specific objectives:
Provide Secondary students with a useful and necessary vocabulary in order to be able to communicate in English.. To achieve this, each unit presents, practises and recycles vocabulary related to a particular topic.
Explain typically English expressions via dialogues between pupils of the same age as the students
Help pupils to understand English grammar and use the language correctly, by means of clear explanations and gradual practice progressing from simple to other more complex concepts
Exhibit to students aspects of British culture and encourage comparison with their own culture via specific culture sections
Enable students to focus on the everyday life and customs of British teenagers, observing how they behave in different contexts illustrated both in the Students Book and in the DVDs included in the course.
Give expression to the real world beyond the classroom with the help of texts and informative sections, within the units
Provide students with tools to express themselves, both orally and in writing, with regard to topics which they find interesting and motivating. They are offered not only the necessary practice, but also help in preparing both oral and written texts.
Give students the opportunity to recycle and revise the vocabulary and structures they are learning in the revision sections
Enable students to assess their own progress using the different self-assessment exercises in all the units.
Make it possible for students to become better and more independent language students. They are encouraged to use the reference sections (grammar section, vocabulary lists), and the multimedia components to practise at home.
Help Secondary students to enjoy English classes thanks to highly motivating material: real songs, exercises including games, word searches, crosswords etc. And multimedia material incorporating various games.
Thanks to the balance struck between the demands of the course and the assistance provided, all pupils will have the opportunity to develop their capacities to the full
The objective of teaching the foreign language during this phase will be the development of the following abilities:
1. Read and understand general and specific information in oral texts in various communicative situations, adopting a respectful and cooperative attitude.
2. Express oneself and interacting orally in typical communication situations in an understandable and appropriate manner, with a certain degree of autonomy.
3. Read and understand diverse texts of a level appropriate to pupils abilities and interests in order to extract specific and general information, and use reading as a source of pleasure and personal enhancement.
4. Write simple texts with diverse purposes about different topics using appropriate resources of cohesion and coherence.
5. Use correctly the basic phonetic, lexical, structural and functional components of the target language in real communication contexts.
6. Develop autonomy in learning, reflect upon learning processes, and transfer to the target language knowledge and communication strategies acquired in other languages.
7. Use learning strategies and all the means at their disposal, including information and communication technology, to obtain, select and present information orally and in writing.
8. Value the target language as a means of accessing information and as a tool for learning diverse contents.
9. Value the target language and languages in general as a means of communication and understanding between people of diverse origins, languages and cultures, avoiding any kind of discrimination or linguistic and cultural stereotypes.
10. Show a receptive and self confident attitude in ones ability to learn and use the target language
CONTENTS
The contents have been grouped in blocks to sort the elements of analysis of a complex reality, in relation to four key competences with specific characteristics and needs in terms of the teaching and learning process: oral language; written language; the constituents of the linguistic system, their functioning and relationships, and the social and cultural dimension of the foreign language.
Although oral and written language are two different manifestations of the same capacity, each requires different skills and knowledge and is therefore dealt with separately.
Block 1- Listening, speaking and conversing
The language model provided by the school is the first source of knowledge and learning of the language. Discourse employed in the classroom is at the same time both vehicle for and object of learning, so the curriculum focuses on both the knowledge of linguistic elements and the ability to use them to perform communicative tasks..
.In addition, the linguistic model provided should come from a certain number of speakers, to reflect the variety of speech, habitual expressions, phonetic and prosodic nuances typical of different real communicative situations, Hence the presence in the Curriculum in our project of the use of conventional audiovisual material and information and communication technology.
Block 2- Reading and writing
The aim of this section is discursive competence in writing. In the target language written texts are also a model for textual composition and practice and acquirement of linguistic elements. The progressive use of written language will depend on the level of knowledge of the code, which is directly related to the degree of security which the said text offers in the graphic representation of the sounds of the language. To overcome this lack of security, the Curriculum and our Project include strategies and resources such as the use of dictionaries and other conventional or digital means of consultation for the comprehension and composition of all kinds of texts.
Block 3 Knowledge of the language
Contact with the target language and its use enable those learning it to elaborate an elementary conceptual regarding its functioning. The starting point will be practical situations which encourage the acquisition of rules regarding the workings of the language, in order that students may establish which elements of the foreign language function in a similar way to their own tongue, gaining confidence in their ability to use the second language.
This block is divided into linguistic knowledge and reflection upon learning...
Block 4- Socio-cultural features and intercultural awareness
The contents of this block help the students learn customs, forms of social relationships, and specific features of countries that speak the target language; in other words, lifestyles different from their own. This knowledge will promote respect and interest in the knowledge of different social and cultural realities and facilitate intercultural communication.
ASSESSMENT CRITERIA
The Royal Decree of Minimum Education establishes the following assessment criteria for the first cycle of Secondary Education in the area of foreign language:
1st year of ESO
1. Grasp the overall meaning and most relevant specific information of oral texts about everyday subjects produced face-to-face or via audiovisual means, if delivered slowly and clearly.
This criterion evaluates whether or not students are able gradually to grasp the overall meaning of an oral message delivered face-to-face or by audiovisual means, even if they fail completely to understand it This basically involves assessing the correct identification of the meaning of instructions, commentaries, questions and answers, short dialogues, descriptions and short stories
2. Communicate orally participating in conversations and simulations about familiar or previously studied topics, using the appropriate strategies to facilitate continuity in communication and producing speech which is understandable and appropriate to the purpose of the communication.
This criterion assesses the ability to communicate orally, participating in real or simulated conversations about familiar topics. This basically consists of asking and answering questions, exchanging ideas and information, recounting experiences of familiar topics in predictable situations using linguistic resources and strategies which ensure communication. The output may include certain lexical, morphosyntactic or phonetic errors which do not impede communication.
3. Grasp the overall meaning and extract specific information from written texts appropriate to their age, with the help of textual and non-textual elements, about diverse topics and others related to some subjects on the curriculum.
This criterion assesses the ability to understand different texts: instructions, correspondence, descriptions and short stories, messages, questionnaires etc, applying basic reading strategies such as the inference of meaning from context or visual elements, or comparison with known languages.
This criterion also assesses the ability to read texts, on paper or in digital format, of a certain length, to learn or to enjoy reading, using a dictionary when necessary.
4. Write short texts in different formats using appropriate structures, functions and vocabulary, as well as basic elements of cohesion, employing models, and obeying the elementary rules of spelling and punctuation.
This criterion evaluates the ability to write, albeit in elementary form, notes, descriptions, postal or electronic correspondence and messages. The texts Hill contain words used habitually, simple sentences and basic connectors. Attention will also be paid to clear and tidy presentation, on paper or in digital format.
5. Use knowledge of some formal aspects of the code of the target language (morphology, syntax and phonology), in different communication contexts, as a tool for learning and correction of ones own work, and in order better to understand that of others.
This criterion evaluates the ability of pupils to apply their knowledge of the linguistic system, to use aspects of sound, rhythm, intonation and organisation of the language in diverse activities and to reflect upon the need for formal correction which makes possible comprehension of both their own work and that of others
.
6. Identify, use and give examples of certain strategies employed to progress in learning.
This criterion seeks to assess whether students are using basic strategies which enhance the learning process, such as: the capacity to evaluate progress, la reflection upon how to learn more and better, the incorporation and acceptance of error as part of the learning process; the use of different methods to store, memorise and revise vocabulary; the correct use of dictionaries to identify the correct meaning in context; the use of bibliographical, IT and digital resources to obtain information, extend or revise aspects covered in the classroom, etc.
7. Use under supervision information and communication technology to find information, produce messages using models and to establish personal relationships, showing interest in their use.
This criterion assesses the ability to use information and communication technology as a tool for information and learning, in typical classroom activities and to establish personal relationships. The communications established will relate to previously studied and familiar topics and will be based upon models. There will also be evaluation of the attitude towards the target language, attempts to use it and the appreciation of linguistic diversity as an enriching element
8. Identify certain cultural or geographical features particular to the countries and cultures where the target language is spoken and show interest in learning them.
The purpose of this criterion is to check whether students know certain important features of the socio-cultural and geographical context of the countries where the target language is spoken show interest in and appreciation of cultural customs different to their own, and a respectful attitude towards the values and behaviour of other societies.
Second year of ESO
1. Understand the overall meaning and specific information of oral texts delivered by a speaker, or via different media sources, about familiar topics.
This criterion assesses the ability to understand overall meaning and specific meaning of brief statements and conversations about familiar topics. It also seeks to measure the ability to understand the general meaning of oral texts delivered via the media with standard pronunciation.
2. Participate with increasing autonomy in conversations or simulations related to personal experiences, plans and projects, employing simple structures, expressions most often used in social relationships, and sufficiently correct pronunciation in order successfully to communicate
This criterion evaluates the ability to cope in interactive situations which involve the integration of comprehension and expression. The conversations will relate to two kinds of situation: those typical in class (requesting information and clarification, asking permission, group work, etc.) and those created by the teacher (games, simulations, role play, communication using information and communication technology, etc.) The messages may be hesitant and may contain morphosyntactic errors and a reduced vocabulary, provided the message is understandable
3. Grasp the general and specific meaning of different written texts, adapted and original, of varying length and appropriate to their age, demonstrating comprehension via a specific activity.
This criterion assesses the ability to understand written texts of an interpersonal nature Such as correspondence, adverts, diverse brochures, stories, teenage magazine articles, Web pages, song lyrics, etc., applying reading strategies such as the inference of meaning from context or knowledge transferred from languages already known or related to other school subjects.
It also evaluates the ability to read texts, on paper or in digital format, of a certain length, using dictionaries on occasions when not understanding a key word makes it difficult to understand the overall meaning, and demonstrating their understanding via linguistic and non-linguistic activities.
4. Write diverse supervised texts in different formats, using appropriate structures, simple connectors and vocabulary, paying attention to form and obeying basic rules of spelling and punctuation so the reader understands them and they are reasonably correct.
This criterion assesses the ability to express in writing, on paper or in digital format, in an understandable manner, descriptions of events and familiar and everyday activities, stories about personal experiences, plans and projects, letters, postcards, forms and e-mails composed under supervision. It will also reward clear and tidy presentation, on paper or in digital format.
5. Use the knowledge acquired regarding the linguistic system of the target language, in different communication contexts, as a tool for learning and correcting ones own oral and written output and to understand that of others.
This criterion assesses their ability to apply their knowledge of the linguistic system and reflect upon the need for formal correction which makes it possible to understand their work and that of others.
6. Identify, use and explain orally certain basic strategies used to progress in learning.
This criterion aims to assess whether strategies are being employed which assist the learning process: Such as the ability to evaluate their progress, reflection upon their own learning, the use of different methods of storing, memorising and revising vocabulary; the correct use of dictionaries to identify correct meaning in context; the use of bibliographical, IT and digital resources to obtain information, extend or revise aspects covered in the classroom, participation in the evaluation of their own learning, and the use of certain methods of self-correction.
7. Use under supervision information and communication technology to find information, produce messages using models and to establish personal relationships, showing interest in their use.
This criterion assesses the ability to use information and communication technology as a tool for information and learning, in typical classroom activities and to establish personal relationships. The communications established will relate to previously studied and familiar topics and will be based upon models. There will also be evaluation of the attitude towards the target language, attempts to use it and the appreciation of linguistic diversity as an enriching element
.
8. Identify certain cultural or geographical features particular to the countries and cultures where the target language is spoken and show interest in learning them.
This criterion assesses knowledge of the most important and characteristic features of the society, culture, history, geography and literature of the countries where the target language is spoken. It also evaluates whether pupils show respect towards the values and behaviour of other societies, thus eliminating certain stereotypes.
KEY COMPETENCES
In the Ley Orgánica de Education (LOE) definition of the curriculum, we find both the traditional components (objectives, contents, teaching methods and assessment criteria) as well as key competences. This is one of the guiding elements of the curriculum as a whole and, consequently, a guide in the processes of teaching and learning. In second grade of secondary school pupils have to participate in the so-called diagnostic assessment, in which they have to demonstrate the acquirement of certain skills. This assessment does not have academic consequences for students, but the fact that the results help guide centres to take decisions regarding students learning gives us some idea as to how educational processes are conditioned by this element in the sense of being much more functional. In forth grade of secondary school the decision as to whether pupils are promoted to the subsequent stage is partly based on whether or not they have acquired the key competences, as a result of which they become a reference for student assessment.
As opposed to an educational model focused upon the acquirement of more or less theoretical knowledge, often unrelated, an educational process based upon the acquirement of skills emphasises, above all, the acquirement of some vital know-how, practical and integrated, know-how which students will have to demonstrate (this is rather more than functional training). In brief, a skill is the putting into practice and demonstration of the capacity to integrate knowledge, abilities and attitudes to resolve problems and situations in different contexts. In a very graphic and succinct manner, there is a definition of the putting into practice of acquired knowledge, knowledge in action, in other words, mobilising knowledge and skills in a specific situation (real and different from the one in which these were learned), activating existing resources or knowledge (although one thinks they are absent because they have been forgotten).
There is one aspect which should be highlighted, regarding what might be called the combined character of the skill: the pupil, via what he knows, must demonstrate what he can apply, but also what he can be. In this way we see how a skill integrates the different contents which are worked on in the classroom (concepts, procedures and attitudes), an example of integral training of the pupil. To summarise, we are acknowledging that the academic institution will not only prepare students in the knowledge of technical and scientific know-how, but also as citizens, so they should evince a series of civic and intellectual attitudes which imply respect towards others, being responsible, team-work...
Another aspect is also important: acquiring competences allows one to tackle the constant renewal of knowledge which occurs in any area of learning. The students academic training takes place in school over a limited number of years, but the need for personal and/or professional preparation never ends, so that a competence in the use, for example, of information and communication technology, will enable access to this tool to obtain the information necessary at any given moment (obviously, after analysing its quality). If we also bear in mind that it is often impossible to consider in depth all the contents of the curriculum, it is clear that the student must acquire this competence, that of learning to learn.
In our educational system, the key competences regarded as those which students should possess when they finish their obligatory education in order to deal with the demands of their personal and working lives are as follows:
Competence in linguistic communication
Mathematical competence.
Competence in knowledge of and interaction with the physical world.
Data processing and digital competence.
Social and civic competence.
Cultural and artistic competence.
Learning-to-learn.
Autonomy and personal initiative.
But, what do we understand by each of these competences? In essence, and concentrating on the most important aspect of the school curriculum, each of them contributes the following to the students personal and intellectual preparation:
COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.
MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.
COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD
This involves the ability to interact with the physical world in its natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.
DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the communication of information and its transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential media for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.
SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live and being a democratic citizen in the todays plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, cultures and the culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility.
CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the students own creative capacity.
LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the students own capacity to efficiently manage resources and intellectual processes.
AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using ones own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects.
How is each key competence attained by using this material?
We are going to explain in brief the most relevant aspects of our project, subject to the denands of daily teaching practice at any given time.:
In essence and reflecting the most significant elements of the school currículum, each competence contributes the following to the students personal and intellectual preparation:
A. KEY COMPETENCES DIRECTLY RELATED TO THE LEARNING OF THE FOREIGN LANGUAGE
COMPETENCE IN LINGUISTIC COMMUNICATION
This competence involves using the language as a spoken and written communication tool, and as a means of learning and self regulation of thought, emotions and behaviour. It contributes to the creation of a positive self-image and encourages constructive relationships with others and with the environment. Learning to communicate meaning establishing links with other people and cultures. It is fundamental in resolving conflict and for peaceful coexistence. Acquiring this competence involves a command of oral and written language in a variety of contexts and the functional use of at least one foreign language.
Foreign language learning contributes directly to the development of this competence, completing, enriching and adding new aspects of comprehension and expression to the general communicative competence of the student. All textbooks published by Oxford University Press offer a wide range of activities which encourage authentic communication in the classroom, with a systematic development of written and oral skills and opportunities for personalisation
The Grammar Consolidation sections provide controlled oral dialogues. The Practical English lessons offer dialogues in a functional oral language as well as written. Through many of the activities in Activate your English, the students can communicate orally in pairs in a personalized way. The writing sections make the guided tasks easier so the students can arrange a written text in different formats: emails, letters, descriptions, etc. For example: English Alive! SB 1 p.29, 32, 39, 51
DATA PROCESSING AND DIGITAL COMPETENCE
Searching, finding, and processing skills are developed in this competence, as are the communication of information and its transformation into knowledge. Aspects such as the access to, and selection of information are included, and the transmission of this information in different formats. Students learn to use ITC as an essential medium for information and communication. The acquisition of this competence involves use of technology to solve problems efficiently and having a critical attitude towards the information available.
Information and communication technology offers the possibility to comunícate in real time with any part of the world, as well as simple and immediate access to a constant flow of information which increases every day. Knowledge of a foreign language offers the possibility to communicate using new technology real, functional contexts for communication.. This competence consists of having the ability to obtain, process and communícate information and turn it into knowledge.
The series English Alive has its own web page ( HYPERLINK "http://www.oup.com/elt/englishalive" www.oup.com/elt/englishalive) where there are interactive games which give the opportunity to process information and consolidate knowledges. With the links to other web pages they can carry out activities in a real time. Each student is provided with a Multi-ROM where he/she can practice English in an interactive way through games, dialogues, interactive video clips.
SOCIAL AND CIVIC COMPETENCE
This competence involves understanding the social reality of the world in which we live and being a democratic citizen in todays plural society. It incorporates individual behaviour patterns that allow us to function and coexist in society, have contact with others, cooperate, assume commitments and deal with conflict. Acquiring this competence means knowing how put oneself in the place of others, accept differences, be tolerant and respect their values, beliefs, culture and personal history. To summarise, it implies an understanding of the social reality we live in, the ability to deal with conflict applying ethical values and understanding of the rights and obligations we have as citizens, showing solidarity and responsibility.
Languages are used for social communication, but also as a vehicle for cultural communication and transmission. Learning a foreign language involves an understanding of cultural features and information related to the communities which speak the language. This favours an understanding of the society we live in through respect and acceptance of different cultures. Tolerance and integration are developed and an appreciation of features of, and differences in, cultural identity.
Throughout the term the texts provide subjects of cultural interest. In the sections Culture every two lessons, the students learn cultural aspects of English spoken countries and compare them with their own (section Comparing Cultures). The DVD of English Alive! Contains documentals and dialogues about the life of British youths. For example: English Alive! SB 1 p.42, and the DVD with notes (Video Teaching Notes) in the Teachers Resource Book 1 p. 101-111.
CULTURAL AND ARTISTIC COMPETENCE
This competence involves learning about, appreciating, understanding and evaluating a variety of cultural and artistic statements, and treating them as a source of pleasure and personal enrichment and as part of the cultural patrimony of different societies. Appreciation and enjoyment of art and other cultural statements and an open and receptive attitude to the variety of art forms lead to the conservation of a common cultural legacy and encourages the students own creative capacity.
Learning a foreign language helps to develop this competence if the linguistic models contain, even in the limited way possible at this level, cultural information. This competence, then, encourages expression and communication in order to perceive and understand different realities and products of the artistic and cultural world.
Artistic competence involves a basic understanding of techniques, resources and conventions related to the different artistic idioms, music, literature, visual and stage arts or different aspects of so-called popular culture.
Throughout the term, there is a variety of subjects which include written or oral texts about music, cinema, works of art, etc. All that contributes to the cultural and artistic enrichment of the student. Every two units there is a lesson (song) about music with biographies, lyrics of songs, etc. For example: English Alive SB 1 p.13, 33, 53 etc. At the end of the SB level 2, the additional lessons Currículum Extra provide texts about music and literature (SB 2 p.98-101).
LEARNING-TO-LEARN
This competence involves on the one hand starting the learning process, and on the other hand being capable of continuing the process in an autonomous fashion. It implies the acceptance of a variety of possible answers to the same problem, and motivation to search for these answers using different means. To sum up, it implies an organisation of the students own capacity to efficiently manage resources and intellectual processes.
Learning a foreign language is far more effective if it includes contents directly related to reflection upon ones own learning, so that each child identifies how to learn better and which strategies to use to improve.
This involves the awareness of those capacities which form a part of learning, such as attention, concentration, memory, comprehension, linguistic expression and motivation, for example.
Each unit of English Alive focuses on a learning strategy of skills in the Skills Focus section. For example English Alive! SB 1 p.40. In the Teachers Guide of every level there is Portfolio photocopialbe material (self-assessment) at the style of the European Portfolio of Languages connected with every unit of the SB, where the student reflects about his learning strategies, For example: English Alive! TG 1 p.xvi- xxii.
B. KEY COMPETENCES NOT DIRECTLY RELATED TO FOREIGN LANGUAGE LEARNING
MATHEMATICAL COMPETENCE
This competence consists, above all, of the ability to use numbers and basic mathematical operations, symbols and mathematical reasoning to produce and express information. Students learn about quantitative and spatial features and resolve everyday problems. The acquisition of this competence means applying skills and attitudes which allow for mathematical reasoning, understanding of mathematical arguments, and the ability to express oneself and communicate in mathematical language integrating mathematical concepts with other types of knowledge.
Using numbers and basic operations,symbols and forms of expression and mathematical reasoning to produce and interpret information, to know more about quantitative and spatial aspects of reality and to resolve problems related to daily life. Part of mathematical competence is the ability to interpret and express with clarity and precision information, data and arguments.
In many of the activities there are some data which the students must analyse to draw their own conclusions and use the information obtained in a suitable way to the task required. For example, analyse some information in the Reading sections and present some data/arguments in the Writing tasks. For example: English Alive SB 2 p. 85.
COMPETENCE IN KNOWLEDGE OF AND INTERACTION WITH THE PHYSICAL WORLD
This involves the ability to interact with the physical world in its natural state and see how it has been affected by human intervention. It helps to understand events and the consequences of different activities designed to improve and preserve conditions for life, of other people, and other living things. This competence implies the acquisition of scientific rational thought which enables the student to interpret information and make decisions with autonomy and personal initiative, and to use ethical values in personal and social decisions.
Interacting with the physical world, both in its natural aspects and those generated by human action, in such a way that facilitates the understanding of events, the prediction of consequences and activity directed towards the improvement and preservation of the conditions of ones own life, that of other people and of all other living creatures.
Taking as a starting point knowledge of the human body, nature, and the interaction of mankind with nature, this competence allows students to discuss rationally the consequences of different lifestyles and take decisions about a healthy physical and mental way of life in a healthy and safe environment. The responsible use of natural resources, environmental conservation, and preservation of individual and collective health are recognised as key to quality of life.
Throughout the term we will be dealing with different subjects connected with the knowledge and interaction with the physical world, such as a balanced nutrition, the weather or the preservation of the environment. For example: English Alive SB 1 p.54-55.
AUTONOMY AND PERSONAL INITIATIVE
This competence refers to the ability to decide using ones own criteria and to successfully take the necessary initiatives to develop and take responsibility for the chosen option, both at a personal and social level and in the workplace or school.
The acquisition of this competence implies creativity, innovation, responsibility and a critical approach to the development of individual or group projects.
Decisions which result from reflection on the learning process favour autonomy. As autonomy and personal initiative often involve others, this competence necessitates social skills such as cooperation, flexibility, negotiation, teamwork, seeing others points of view, dialogue, and the assertiveness to explain ones own decisions. Autonomy and personal initiative involve being able to imagine, begin, develop and evaluate ones actions or individual or group projects with creativity, confidence, responsibility and a critical attitude. In this sense it requires the ability to revise previous ideas or create new ones, finding solutions and putting them into practice.
The students have the possibility of developing different projects in groups about subjects suggested in the teachers book which can be used as reflection of the things learnt in the unit. For example: English Alive Teachers Resource Book 1 p.73, 77.
Continuous learning
In a competence there iis no knowledge which is only acquired in and valid for a particular subject (especially in and for this one). Everything students learn in different subjects (and not only at school) forms a background of culture and information which should serve them throughout their lives, which they should be able to use at specific moments and in differerent situations (language is, in this sense, paradigmatic) . For this reason, any of these competences may be achieved if not in all, certainly in most curriculum subjects and for that reason too these competences can be used and applied in all these subjects, regardless of in which one they have been acquired (transversality). Being competent should guarantee the completion of determined learnings, but also permit the attainment of others, both at school itself and beyond, a guarantee of continuous learning (or, in this case, the capacity to communicate in very diverse situations, some of which pupils themselves may not yet even perceive as likely in the future).
Nevertheless, clearly there is an obvious interrelation between the different elements of the curriculum, one which we must highlight in order to make suitable use of all the curriculum subjects employed in the teaching-learning process. When in a didactic programme like this one the objectives of a unit are indicated formulated ( like the assessment criteria, in terms of abilities), we know that these determine the choice of contents, in the same way that we should employ assessment criteria which demonstrate whether or not pupils attain them. Thus, assessment criteria allow for a double interpretation: on the one hand, those related to the pupils learning as a whole, in other words, there will be some assessment criteria specifically linked to concepts, others to procedures and others to attitudes, as all of these contents need to be assessed because they were worked on in class and are those which are assesssed at different stages during application of continuous assessment; and on the other, there will be assessment criteria which have been formulated more with regard to their relationship with key competences.
The assessment of key competences is an assessment model which differs from that of assessment criteria, both because it is applied at different stages of other assessments, and because its purpose, though complementary, is different. If we assume that key competences involve a real and practical application of knowledge, abilities and attitudes, the way of checking or assessing whether the pupil has acquired them is to reproduce application situations which are as real as possible, and in these situations it is customary for the pupil to use this accumulated background (all kinds of contents) but to respond, above all, to practical situations. In this way, when we assess competences we are essentially, though not exclusively, assessing procedures and attitudes, which is why we relate them to assessment criteria that are more procedural and attitudinal.
SUBCOMPETENCES
The competences by their very nature are generic. To use them as a reference for pedagogical actions and to really demonstrate the competences acquired by the students, they need to be broken down into more specific objectives related to other elements of the curriculum. We have called these objective subcompetences, and without covering all the possibilities, they do include those most closely related to the subject curriculum and most prominent in all subjects on account of their interdisciplinary nature.
In foreign language learning, these subcompetences are as follows (there are other competences/subcompetences which are also acquired in the area of Foreign LanguageEnglish, though not in this grade):
Competence in linguistic communication
Express thoughts, emotions, experiences and opinions orally and simply.
Adapt spoken style to a variety of communicative contexts, taking into account non-verbal features and respecting norms of communicative exchanges.
Understand social and cultural conventions when producing texts
Understand a variety of texts types typical of the academic setting and understanding the communicative intention and formal features.
Take pleasure in reading and use reading to discover other places, languages and cultures.
Be conscious of the need to respect spelling rules in the production of written texts
Understand principles of word formation as a means of extending vocabulary
Use a sufficient range of vocabulary to be able to express oneself orally and in writing in specific situations.
Compose texts typical of the academic environment, appropriate to the communicative objective.
Write texts to express ideas, feelings and experiences
Data processing and digital competence
Search for, obtain, process and communicate information in the foreign language, transforming it into knowledge, using the computer or the internet.
Analyse critically the information obtained
Social and civic competence
Use dialogue as a basic tool for interpersonal communication and in the resolution of conflict.
Understand the values which characterise a democratic society: freedom, solidarity, participation, citizenship, tolerance.
Value linguistic diversity as a cultural advantage.
Cultural and artistic competence
Appreciate cultural diversity as seen though artistic statements.
Learning-to-learn
Understand and habitually use the main techniques and strategies which favour the intellectual process (summary, note taking, concept maps...).
Use a variety of sources for finding and processing information
Autonomy and personal initiative
Show initiative and personal creativity
Develop social skills.
Mathematical competence
Apply logical reasoning to chains of argument, identifying the fundamental ideas.
Competence in knowledge of and interaction with the physical world
Recognise geographical spaces and conditions where other cultures are located or come from and which may determine and influence the development of these cultures.
Identify questions or problems and obtain conclusions based on evidence.
All these competentes and subcompetences bring into play different strategies and different linguistic and discursive skills are employed in a contextualised manner. Therefore, the activities in which the foreign language is used are set within fields which may be public (everything related to daily social interaction), personal family relationships and individual social habits), professional or educational. Students will use communication strategies in a natural and systematic manner in order to make effective the communication activities performed by means of communicative skills. The skills developed will be: productive (speaking and writing), receptive (listening and reading) and based on interraction or mediation.
Learning tasks or activities will constitute the core of didactic planning, and will integrate objectives, contents and assessment, making up units of programming. Amongst other criteria, the design of activities and tasks has taken into account the stages to be followed in their development, prior knowledge, integrated treatment of linguistic components, skills and strategies, proposed final objectives and the classrooms potential for adaptation and diversity.
Learning English will not only provide students with competences in order to communicate, but also with cultural and social knowledge of the culture whose language they are studying, which will help them develop a personality which is open and tolerant towards what is different.. In this way one achieves the integral prepararation of the individual
As we have noted, one of the characteristics of the key competences is that they allow for and encourage transversality in the learning with which they are associated, in other words, that which can and should be achieved, though from a different but complementary perspective, via the development of the curriculum of the various areas of the same educational stage. In this grade, these areas are Conocimiento del Medio, Art, P:E., Spanish Language, Foreign Language, Mathematics, Music and, optionally, Religion.
For the overall work required of teachers in this grade, we indicate in the table below the key competences which, as a minimum, should also be attained in other areas, in some with more interrelation and in others with less:
KEY COMPETENCES**12345678Natural SciencesXXXXXXXSocial SciencesXXXXXXXXP.E.XXXXXXSpanish LanguageXXXXXXForeign LanguageXXXXXXMathematicsXXXXXXXXTechnologyXXXXXXX
*n.b.:
Linguistic communication.
Mathematics.
Knowledge of and interaction with the physical world.
Data processing and digital competence.
Social and civic..
Cultural and artistic.
Learning-to-learn.
Autonomy and personal initiative.
As can be seen, the transversality of the key competences is evident, so within the framework of the centres educational standard criteria should be formulated for their collective treatment.
ATTENTION TO DIVERSITY
One of the elements upon which the LOE places most emphasis is attention to diversity. It is clear that the same educational method employed with a single group of students has differing results depending on each pupils knowledge and previous experience, their intellectual capacity and their interests and motivation with regard to teaching.
This si why, on many occasions, we have to modify. or adapt contents or methodology in order that all pupils may attain the objectives established. Similarly, we should offer extension activities for more able or receptive students. attention to diversity should always be practised in both directions. Therefore, these differences should always be catered for, by presenting the same activities in different ways by means of the activities included in the students book and the workbook.. Teachers need to evaluate towards whom they should direct one type of activity or the other, and need to be constantly aware of these differences, not only when assessing, but also when teaching and planning the process of teaching-learning.
English Alive! includes reinforcement and extension activities which allow for individualised attention to pupils, depending on their needs and learning rhythm. Every lesson in our project includes ideas to help teachers respond to the different situations which arise in the classroom
The Teachers Book suggests reinforcement and consolidation activities for students as well as notes for the teacher, teaching advice, better to deal with different types of student.
In one of the components of the Teachers Resource Pack, , the Photocopy Masters Book, the teacher will find photocopiable consolidation and extension pages for each unit.
Criteria and procedures adopted for the development of special curricular adaptation for students with special educational needs
(The department can describe and detail these criteria and procedures here if necessary. If this is not the case then this section can be omitted)
Adaptations will focus on:
1- The time and rhythm of learning
2- A more personalised methodology
3- A reinforcement of study skills
4- The improvement of procedures, habits and attitudes
5- Ways of increasing amount of counselling
a) For the more gifted students, extension materials will be provided
b) For pupils with serious learning problems, as sufficient progress in the conceptual contents of the course is more difficult to attain, procedures and attitudes will be the priority, with social integration being the overall aim. Core instrumental skills need to be the key content of the adapted curriculum. Modifications to the curriculum may be quite significant (they will probably entail the elimination of contents, objectives and consequently of the assessment criteria which might otherwise be considered essential).
When such adaptations are not enough, the alternative is to have the pupil study part of the core curriculum in special groups, with different contents and educational activities. This learning can take place in the mainstream classroom with special support, or in a separate physical space. This pupil will have the general objectives of this stage of
secondary education as a reference, but will work towards those aims through different contents and activities.
PROGRAMME OF UNITS: 1st YEAR - COMPULSORY SECONDARY EDUCATION
UNIT 1- INTERNATIONAL
1.-TEACHING OBJECTIVES
Know how to recognise and use vocabulary regarding countries, nationalities and languages.
Know how to recognise and use basic adjectives and use them to express opinions.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Giving personal information Practical English).
Be able to identify and interpret general and more specific information in written texts describing young people from different countries in the world.
Understand and apply grammar aspects such as the verb to be (affirmative, negative, questions); subject pronouns and possessive adjectives; and the interrogative particles.
Understand an oral text; a radio competition about world music and identify general and more specific information
Carry out communicative exchanges, asking and answering questions to obtain personal information about other people and about oneself (Asking for and giving opinions- Talking about yourself).
Produce a written text (An email) using formats and expressions worked in the unit to give information about oneself.
Learn a song and get some information about the music and its composer (Avril Lavigne).
Practice the syllabic count and the appropriate pronunciation of the English alphabet (Syllables)
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to a CD with extracts of music from different places and identify which country it is from in every occasion completing a chart with the information (SB p. 8, ex. 1).
Listen to a music contest on a radio programme and read some information about it. Answer a comprehension question (SB p. 8, ex. 2).
Listen to the exercise above again and answer some questions choosing from two posible answers (SB p. 8, ex. 3).
Listen to a conversation of two friends, find and indicate the words or expressions in a box which are mentioned (key words).
Listen to the text again and complete some sentences with specific information about one of them (SB p. 10, ex. 3 and 4).
Listen to a telephone contest and complete the information in the box (Giving personal information - Practical English) (SB p. 12 ex. 2).
Speaking
Read and answer a questionnaire. Carry out the questionnaire with a classmate (SB p. 10, ex. 1 y 2).
Prepare and practice a dialogue giving some personal information. Use the dialogue in exercise 3 as a pattern (Giving personal information Practical English SB p. 12, ex. 6 y 7).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read a text (International Friends) about young people from different parts of the world and connect each part with their corresponding photograph (SB p. 5, ex. 5); complete some sentences with the information obtained (SB p. 5. ex. 6) and find specific information (SB p. 5, ex. 7).
Read a text about famous singers (Hilary Duff , Texas y Maná, Mexico); answer true or false to some sentences (WB p. 8 ex. 1) and answer some comprehension questions (WB p. 8 ex.2)
Read a form and answer the comprehension questions (Giving personal information Practical English, SB p. 12 ex. 1)
Writing
Read an email (Model) in which a person gives information about himself/herself. Answer a comprehension question (SB p. 11, ex. 5).
Copy some sentences and translate them into the mother tongue. Observe and deduct (Language point) the differences in the position order of noun-adjective in English and ones own language, as well as other rules about adjectives. Answer some questins about adjectives (SB p. 11, ex. 6).
Correct some senteces according to the rules mentioned in the exercise above (SB p 11, ex. 7).
Write down some notes (Preparation) with personal information and interests to be able to answer the exercise questions (SB p. 11, ex. 8).
Write an email (Task) to a pen friend , using the suggested plan (writing plan), the pattern in the book and the ideas from the exercise above (SB p. 11, ex. 9). Read and indicate the adjectives in some sentences (WB p. 8, ex. 3).
Complete a text using the adjectives from a box (WB p. 8, ex. 4).
Order some sentences so that they make sense (WB p. 9, ex. 5).
Complete a text connected with ones own country (WB p. 9, ex. 6).
Write a paragraph about Great Britain, using the words from a box (WB p. 9, ex. 7).
Prepare and write a dialogue using the one in exercise 3 as a pattern and practising with a classmate (Giving personal information - Practical English, SB p. 12 ex. 6 and 7)
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Ask for and give personal information.
Ask and answer questions about countries and nationalities.
Ask for and express opinions.
STRUCTURES-GRAMMAR
Be: affirmative and negative
Subject pronouns
Possessive adjectives
Questions words (How, What, When, Where, Which, Who)
VOCABULARIO
Subject: Countries, nationalities and languages.
Glossary:
Countries and nationalities: The United States, American; Argentina, Argentinean; Australia, Australian; Brazil, Brazilian; Great Britain, British; Canada, Canadian; China, Chinese; Ireland, Irish; Italy, Italian; Japan, Japanese; Morocco, Moroccan, Spain, Spanish.
Basic adjectives: bad, big, boring, difficult, easy, fast, funny, good, happy, horrible, interesting, nice, noisy, quiet, sad, serious, slow, small.
Functional language: Give personal information
PHONETICS
Syllables /The alphabet.
PROCEDURES
Grammar
Copy and complete a chart with the affirmative and negative forms of the verb be (SB p. 6, ex. 1).
Write some sentences using the correct form of the verb be (SB p. 6, ex. 2).
Write some sentences about oneself and some friends according to the pattern given (SB p. 6, ex. 3).
Complete and copy a chart using the possessive adjectives from another chart (SB p. 6, ex. 4).
Complete some sentences with the appropriate personal pronoun (SB p. 6, ex. 5).
Choose in some sentences the correct possessive adjective (SB p. 6, ex. 6).
Copy and complete a chart with the verb be in the interrogative form (SB p. 8, ex.4)
Listen and write down some questions (Dictation). Answer them (SB p. 8, ex. 5).
Complete some questions according to the pattern and answer them (SB p. 8, ex. 6).
Write some questions according to the pattern, using the words and adjectives from a box. Ask these questions to a classmate (SB p. 9, ex. 7).
Translate the meaning of some interrogative particles into the mother tongue (SB p. 9, ex. 8).
Connect and write the two parts of some questions and answer them (SB p. 9, ex. 9).
Complete the questions of an interview (World music interview) with the suitable interrogative particles (SB p. 9, ex. 10).
Make up some new questions for the interview in the exercise above. Practice with a classmate, asking and answering the interview questions (SB p. 9, ex. 11).
Complete a dialogue with the words from a box. Listen and check the answers (SB p 9, ex. 12).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p. 9, ex. 13).
Vocabulary
Complete the names of some countries and write them down in your notebook (SB p. 4, ex. 1)
Connect the countries indicated in a map with the word of their corresponding nationality in a box. Listen to a text and check the answers (SB p. 4, ex. 2).
Answer true or false to the questions of a contest (SB p. 4, ex. 3).
Write some sentences (true and false) similar to the ones in the exercise above. In pairs, ask and answer the questions (SB p. 4, ex. 4).
Connect some adjectives with their corresponding opposites from a box (SB p. 7, ex. 7).
Complete a text (My favourite things), using the words from a box (SB p. 7, ex. 8).
Write some sentences expressing opinion about the aspects given (SB p. 7, ex. 9).
Write some sentences expressing personal likes (SB p. 7, ex. 10).
Read and listen to a dialogue and answer some comprehension questions (Practical English, SB p. 12 ex. 3 and 4)
Pronunciation
Practice the syllabic count (Pronunciation Bank, WB p. 134, ex. 1 and 2).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB
p 12, ex. 4)
Listen and practice the alphabet (Practical English, SB p. 12, ex. 5)
SECTION 4- Sociocultural aspectsand intercultural consciousness
CONCEPTS
Refer to the rap music and speak about famous American rap groups such as: 50 Cent, or Eminem.
Get some knowledge about some famous American programmes such as: American Idol and The Simposons.
Speak about English football clubs such as Chelsea and Arsenal.
Learn and sing a song, approaching the pop culture and learning some details of a person, the Canadian singer Avril Lavigne.
PROCEDURES
Read the profile of Avril Lavigne and answer some questions (SB p. 13, ex. 1).
Read and complete the lyrics of a song (How does it feel?) with the words from a box. Listen to the text of the song and check the answers (SB p. 13, ex. 2).
Answer true or false to some sentences connected with the song (SB p. 13, ex. 3).
Read some expressions using the verb be. Copy and translate some sentences into the mother tongue (SB p. 13, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn:
The students think over and strengthen their personal initiative giving opinions about different aspects (Activate your English, SB p. 7).
The students will learn to make small cards and schematic exercises about the things learnt in the unit (Word Bank 1, WB p. 114)
The students will elaborate their own personal lists of vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence
See in the introduction the general aspects of the contribution to this competence.
The students , by means of the foreign language, will create real and functional communication contexts using the new information and communiation technologies; for example, learning how to write an email according to the suggested patterns (SB p. 11)
iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along in the unit.
Education for peace: the importance of knowing and tolerate the likes and preferences of others.
Moral and civic education: the importance of knowing and respect other ways of life and culture different from ours.
v. competencia artística y cultural
Linguistic studies contain both artistic and cultural components:
Complete the song suggested in the unit and learn about its composer Avril Lavigne (SB p. 13).
Complete a game-questionnaire, learning about geographic matters (Countries quiz, SB p. 4).
4. CONNECTION WITH OTHER curriculum AREAS
Thoughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Social science (Geography)
Learn about countries, nationalities and languages.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-4 to T-13
Workbook, pages 3 to 9.
Section Grammar Bank 1, WB, pages 94 and 95
Section Word Bank 1, WB pages 114 and 115.
Section Pronunciation Bank, Unit 1 (WB, page 134)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with difficulties to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 1
Additional activities
Additional and alternative activities, Teachers Book, pages T-4 to T-13
Photocopiable activities, Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidation (Unit 1, SB page 9)
Progress Check (Unit 1, WB page 10).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 1)
Self-assessment
Student Self-assessment Checklist, Unit 1, Teachers Book, pageTxvii
Assessment criteria
Unit 1 Test (Teachers resource Book 1 page 79
Vocabulary
Complete a crossword with countries and nationalities
Give the antonyms of the adjectives
Grammar
Use the verb be to fill the gaps in some sentences
Write some sentences in the negative form
Complete a text with the possessive adjectives
Write questions and answers using the verb be
Complete some sentences with the appropriate interrogative word
Complete a text with the words from the box (pronouns,verb to be and adjectives)
Reading
Show comprehension of a text answering the questions in writing
Oral comprehension
Listen to an interview and complete a form with the information
Writing
Write a postcard with ones own description Escribir un postal con una descripción propia
UNIT 2- IN TOWN
1.- TEACHING OBJECTIVES
Know how to recognise vocabulary connected with places and shops in a town.
Know how to recognise and use the prepositions of place to describe the places before mentioned.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Asking and giving directions Practical English).
Be able to identify and interpret general and more specific information in written texts about different places in the world.
Understand and apply grammar aspects such as the use of there is/there are (affirmative, negative, questions);also countable and uncountable nouns with some/any.
Learn how to make sentences using the structure have got (affirmative, negative and questions).
Understand an oral text; dialogues in the context of shops and shopping (At the shops) and identify general and more specific information.
Produce an advertising and touristic brochure (A brochure for a town) using formats and expressions worked in the unit.
Carry out communicative exchanges, speaking about possessions (Talking about possessions).
Establish sociocultural comparisons regarding other cities (The big city).
Practice the rythm and entonation olf the English language (Linking)
Assess the progress and participation in the learning progress.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to some dialogues in two different shops and deduct the answers to some questions according to the context. Listen again and check the answers (SB p. 18, ex. 1).
Respond to some questions choosing the appropriate answer from three options (SB p.18, ex. 2).
Listen to five sentences and write them down (Dictation) (SB p. 18, ex. 3).
Listen to and read a dialogue asking for information and expressing direction. Answer a question of general comprehension. Listen again and repeat the dialogue (Asking and giving directions Practical English, SB p 23 ex.3)
Speaking
Prepare some dialogues asking for and answering about directions to get to some specific places with the help of a map (Asking for and giving directions - Practical English). Practice a similar dialogue with the help of a classmate (SB p. 23, ex. 5 and 6).
Practice a dialogue asking for and giving directions (Asking and giving directions Practical English, WB p. 23, ex. 6).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a text (Welcome to Hollywood) about two places with the same name and answer a question connected with the establishments in each (SB p.15, ex. 6).
Read the text again and answer some comprehension questions (SB p. 15, ex.7).
Answer some questions intending to revise and mark the knowledges of the previous unit (RECYCLE, SB p. 15, ex. 8).
Read the text again and answer some comprehension questions (SB p. 20, ex. 2).
Look up the meaning of some words in the Wordlist on page 137 of the WB. Identify some more new words in the text and look up their meaning (SB p. 20 ex. 3 and 4)
Observe a map of London; answer some comprehension questions. Read and complete some sentences about Buckingham Palace (Asking and giving directionsPractical English, SB p. 23 ex. 1 and 2)
Writing
Read an advertising brochure about the city of Cork (brochure). Connect some sentences with the corresponding text and pictures (SB p. 21, ex. 5).
Copy some sentences and translate them into the mother tongue (Language point). Join two sentences using the connectors and and but as appropriate (SB p. 21, ex 6 and 7).
Write some notes about the students town (Preparation) and answer some questions with them (SB p. 21, ex. 8).
Write an advertising brochure (Task) about the home town, using the suggested plan (writing plan), the pattern in the book and the ideas from the exercise above (SB p. 21, ex. 9).
Prepare and write a dialogue using the one in exercise 3 of Practical English as a pattern, asking and giving directions (Practical English, SB p. 23, ex. 5).
Complete a dialogue with the words form a box and write one similar to the one above, asking for and giving directions to get to a place (Asking and giving directions Practical English, WB p.17, ex. 8 and 9)
SECTION 3- Reflection and knowledge of the language by its uage
CONCEPTS
LANGUAGE FUNCTIONS
Ask for and give some information about places, indicating direction and ways
Express possession; in affirmative, negative or questions and answers.
Describe a place.
STRUCTURES-GRAMMAR
There is/there are: some and any
There is/there are: questions and short answers
Have got
VOCABULARY
Subject: The city
Glossary:
Places: bus station, church, cinema, internet café, museum, park, post office, restaurant, shopping centre, skateboard park, sports centre, train station.
Prepositions: next to, between, near, opposite, behind, in front of, on.
Shops and shopping: bookshop, chemists, clothes shop, computer shop, music shop, newsagents, pet shop, shoe shop, sports shop, supermarket.
Functional language: Give and ask for information about how to get to a destination and interpret maps.
PHONETICS
Pronunciation: linking
PROCEDURES
Grammar
Read and complete a chart with the grammar rules of the use of there is/there are and of some/any (SB p. 16, ex. 1).
Correct some grammar mistakes in some sentences (SB p.16, ex. 2).
Write some sentences about two different places called London, according to the pattern (SB p. 16, ex. 3).
Complete a chart with sentences which describe each ones home town, using the expressions from a box. Add some own sentences using the places of the SB p. 14 (SB p.16, ex. 4 and 5).
Read a chart with grammar rules about the use of there is/there are in the question form and translate the words in bold (SB p.16, ex. 6).
Complete some questions and write the corresponding short answers (SB p.16, ex.7).
Copy and complete some charts about the rules of the structure have got (SB p.18, ex.4)
Write some sentences using the affirmative and negative e form of have got (SB p. 18, ex. 5).
Observe two pictures and identify five differences in them. Write some sentences expressing these differences and using the structure have got in affirmative and negative (SB p.18, ex. 6).
Write some questions connected with picture B from the exercise above using have got and respond with short answers, according to the pattern (SB p. 19, ex. 7).
Choose five presents from a list. Ask and answer questions, according to the pattern, to guess about the list of presents of the classmate. Exchange the parts (SB p. 19, ex. 8).
Complete a dialogue (How much are they?) choosing from two options (SB p.19, ex. 9).
Translate into the mother tongue some sentences (Phrase Bank). Listn and repeat (SB p.19, ex.10).
Listen and write down a text (Dictation) (WB p. 15, ex. 7).
Vocabulary
Connect the places from a box with their corresponding picture in a map (SB p. 14, ex. 1).
Listen and connect the noises which surround the places in the exercise above with their corresponding place (SB p. 14, ex. 2).
Answer some questions connected with the situation of some places in a map (SB p. 14, ex. 3).
Translate the prepositions from a box into the mother tongue (SB p. 14, ex. 4).
In pairs, ask and answer questions according to the pattern to ask for information about some specific places. Use the map in exercise 1 for help (SB p. 14, ex. 5).
Write some sentences about places in the home town, using the adjectives from a box there is/there are (SB p. 17, ex. 10).
Elaborate a hypothetical plan of a shopping centre and write the name of six preferred shops. In pairs, ask and answer questions about the shop according to the pattern (SB p.17, ex. 11).
Pronunciation
Practice how to join words in spoken English (Pronunciation Bank WB p. 134, ex. 1 and 2).
Practice the rythm and entonation of some sentnces (Phrase Bank) (Practical English, SB p. 23, ex.4).
SECTION 4- Sociocultural aspects and intercultural consciousnessl
CONCEPTS
Learn some data about New York (The big Apple) in the United states; founded in 1626 by Dutchman Peter Minuit; its inhabitants, its municipalities; Manhattan, Brooklyn, The Bronx, Queens and Staten Island, etc.
Speak and compare cities like Cork (Ireland) and London (Great Britain) and refer to touristic and leisure places.
PROCEDURES
Respond to a question deducting the answers by the interpretation of general knoledges and contextual elements (SB p. 22, ex. 1).
Read and listen to a text about New York (Welcome to the Big Apple) and check the answers of the exercise above. Answer some comprehension questions (SB p. 22, ex. 2 and 3).
Answer some questions about each students municipality (Comparing Cultures) (SB p. 22, ex.4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about their town (Activate your English, SB p. 16) or their favourite shopping centre (Activate your English, SB p. 17).
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 2, WB pages 116)
The students will make their own personal lists of vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can be worked along in the unit.
Environmental education: the importance of having a reponsible attitude towards consumerism.
Moral and civic education: the importance of looking after and value our town and its installations.
Leisure education: the importance of travelling and know other cultures to enrich our knowledges about other different life styles and learn to be tolerant.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components:
Read and answer some questions about New York city (SB p. 22).
Complete a game-competition about London (I love London competition, SB p. 20).
Elaborate a local touristic brochure (SB p. 21).
4. CONNECTION WITH OTHER CURRICULUM AREAS
Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Social Sciences (Geography)
Learn about the characteristics of different famous towns in the world: Hollywood, London, Cork, New York, etc.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-14 to T-23
Workbook, pages 11 to 17
Section Grammar Bank 2, WB, pages 96 and 97
Section Word Bank 2, WB pages 116 and 117.
Section Pronunciation Bank, Unit 2 (WB, page 134)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with difficulty to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 2
Additional activities
Additional and alternative activities, Teachers Book, pages T-14 to T-23
Photocopiable activities, Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidation (Unit 2, SB page 19)
Progress Check (Unit 2, WB page 18).
Revision sections (Units 1-2, WB pages 19 and 20).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 2)
Self-assessment
Student Self-assessment Checklist, Unit 2, Teachers Book, page Txvii
Assessment criteria
Unit 2 Test (Teachers resource Book 1 pages 10-12)
Vocabulary
Complete a crossword with places from the city.
Connect some articles with the shop where you can get them
Grammar
Observe some symbols and indicate the preposition they represent
Complete some sentences observing a chart and using There is/isnt, There are/arent, a, some, any.
Complete some questions using Is There/Are there..
Write questions and short answers using Is there/Are there.
Correct some sentences and write them correctly.
Complete some dialogues with the correct form of the verb have got.
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions.
Choose the correct option from three alternatives in some sentences.
Oral comprehension
Listen to a dialogue and indicate if some sentences are true or false.
Writing
Write an email describing the own home town. Use some questions as a guide
UNIT 3- SCHOOLTIME
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary connected with school, subjects and timetables.
Know how to recognize and use verbs connected with studies.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Giving opinions Practical English).
Be able to identify and interpret general and more specific information in written texts about British schools.
Understand and apply grammar aspects such as the Present simple of the verbs (affirmative, negative, questions and short answers); and the object pronouns (object pronouns).
Understand an oral text about a school project (School with a difference) and identify general and more specific information.
Carry out communicative exchanges, talking about habits and customs (Talking about habits).
Produce a written text (Creative writing) using formats and expressions worked in the unit to describe the ideal school of the student.
Learn a song and find out some information about the music and its composer (Skye Sweetnam).
Practice the pronunciation of the third person singular (Third person s)
Assess the progress and the participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking, talking
PROCEDURES
Listening
Listen and read a school project and answer a comprehension question (SB p. 28, ex. 1).
Listen to the text again and answer some questions of specific comprehension Yes or No (SB p. 28, ex. 2).
Listen and read a dialogue of two people talking about school un (Giving opionios, Practical English. Complete some sentences (SB p. 32, ex. 3).
Speaking
Prepare and practice a dialogue about one of the suggested subjects, giving opinions. Use the dialogue in exercise 3 as a pattern (Giving opinions Practical English SB p. 32, ex. 6).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read a text about a journalist (Back to School) who visits his/her old school and answer some questions about what he/she thinks regarding some subjects (SB p. 25. ex. 5).
Find in the text above a list of verbs, deduct and write their meaning (SB p. 25 ex. 6).
Say if some sentences connected with the text above are true or false (SB p.25, ex. 7).
Answer some questions with the intention of revising and marking the knowledges of the previous units (Recycle, SB p. 25, ex. 8).
Translate the expressions from a box into the mother tongue (Check this!) (SB p. 25, ex. 9).
Read the text again and answer some questions of specific comprehension (SB p. 30 ex. 2).
Complete a chart writing the differences found from the school in the text above and the own school . Use the suggested pattern (SB p. 30, ex. 3).
Read some notes on a school notice-board and answer some comprehension questions. Find the wrong information in the texts (Giving opinions Practical English, SB p. 32 ex. 1 and 2).
Writing
Read a description about a model school (Model) in which somebody gives ideas about how the school of his/her dreams would be. Complete the text (SB p. 31, ex. 4).
Copy some sentencescand translate them into the mother tongue. Observe and deduct (Language point) the use of the conjuction because, to introduce reasons and causes. Connect the two parts of some sentences using because, according to the pattern (SB p. 31, ex. 5 and 6).
Write down some notes (Preparation) with ideas to describe a super school and be able to answer the questions of the exercise (SB p. 31, ex.7).
Write a description of the model school (Task) with the personal ideas of the exercise above and using the suggested plan (writing plan) (SB p. 31, ex. 8).
Write opinions about the subjects in exercise 1,using the expressions from a box. Prepare and write a new dialogue about these subjects (Practical English) (SB p. 32, ex 5 and 6).
Complete a dialogue expressing opinions with the expressions from a box. Write a similar dialogue with the expressions of the exercise above (Practical English) (WB p. 27, ex. 7 and 8).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about preferences regarding subjects.
Ask for and express reasoned opinions.
Express timetables.
Speak about habits and routines.
STRUCTURES-GRAMMAR
Present simple: affirmative and negative
Object pronouns
Present simple: questions and short answers
VOCABULARY
Subject: School and study
Glossary:
School subjects: art, English, French, geography, history, I.T. (Information Technology), maths, music, R.P. (Physical Education), religion, science, Spanish.
Verbs: answer a question, ask a question, copy, do your homework, remember, revise, study, teach, understand.
Functional language: Express opinions.
PHONETICS
Pronunciation: Third person s /s/, /z/, /jz/
PROCEDures
Grammar
Translate some sentences into the mother tongue (SB p.26, ex. 1).
Copy and complete some charts with the present simple of the verb speak (SB p.26, ex. 2).
Read some spelling rules and write the third person of some verbs (SB p. 26, ex. 3).
Complete and copy a chart using the possessive adjectives from a table (SB p. 6, ex. 4).
Choose the appropriate verb form in some sentences (SB p.26, ex. 5).
Complete a report with the correct form of the verbs (SB p.26, ex. 6).
Write a similar report to the one above but in the negative form (SB p. 26, ex. 7).
Write a report like the previous ones talking about themselves (SB p. 26, ex. 8).
Copy and complete a chart using the pronouns given in some sentences (SB p. 27, ex.9).
Indicate in some sentences the correct option of pronouns (subject or direct object)
(SB p. 27, ex. 10).
Complete some sentences with personal ideas and the correct direct object (SB p. 27, ex.11).
Copy and complete some charts about the formation of questions with the present simple and short answers (SB p. 28, ej. 3).
Arrange and write the words in some sentences to make sense (SB p. 29, ex.4).
Write some questions restructuring some sentences according to the pattern (SB p. 29, ex. 5).
Complete and respond to a questionnaire (Improving your English) (SB p. 29, ex. 6).
Complete a dialogue (The Spanish Exam) with the words from a box. Listen and check the answers (SB p 29, ex.8).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p. 29, ex.9).
Listen and write down a text (Dictation) (WB p. 25, ex.6).
Vocabulary
Connect the subjects from a box with their corresponding picture (SB p. 24, ex. 1)
Answer the questions of a contest and connect each one with its subject (SB p. 24, ex. 2).
Complete some sentences about school subjects. Compare the answers with a classmate (SB p. 24, ex. 3).
Make up a hypothetical daily timetable for the school subjects (SB p.24, ex. 4).
Look up the meaning of some verbs connected with studying (SB p. 27, ex. 12).
Complete some sentences using the affirmative or the negative form of the verbs as needed (SB p. 27, ex.13).
Read a questionnaire and deduct the appropriate form of the verb; then answer the multiple choice questions (SB p. 27, ex. 14).
Pronunciation
Practice the pronunciation of the third person singular (Pronunciation Bank, WB p. 135, ex. 1,2 and 3).
Listen to some sentences and differentiate the correct pronunciation of the verb ending (SB, Dictation, p. 26, ex. 4)
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 32, ex.4).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Speak about secondary education in Great Britain, learning some data about the subjects, the National Curriculum, the timetables, meals, etc. and compare with our own education.
Learn some data about the sports and activities carried out by children in other countries, such as Sumo (Japan) and acrobatics (China).
Learn and sing a song, approaching the pop culture and learning some details of a person, the Canadian singer Skye Sweetnam.
PROCEDURES
Read the profile of Skye Sweetnam and answer some questions (SB p. 33, ex. 1).
Read and complete the lyrics of a song (Billy S) with the appropriate word. Listen to the text of the song and check the answers (SB p. 33 ex. 2).
Complete some sentences choosing one of the two options suggested (SB p. 33, ex. 3).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about subjects connected with the school (Activate your English, SB p. 32)
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 3, WB pages 118)
The students make their own personal lists of vocabulary and translation (My personal wordlist, WB p. 143)
iii. data procesing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the uni.
Education for peace: the importance of considering the school as a place of coexistence and socializing.
Moral and civic education: the importance of looking after and respect the school; materials and building
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components.
Read and answer a questionnaire of general knowledge (Subjects quiz, SB p. 24).
Make a description of the ideal school (Super-school, SB p. 31).
Complete and learn a song and learn about its composer (Skye sweetnam, SB p. 33).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on several interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge out of the English classroom.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-24 to T-33
Workbook, pages 21 to 27.
Section Grammar Bank 3, WB, pages 98 and 99.
Section Word Bank 3, WB pages 118 and 119.
Section Pronunciation Bank, Unit 3 (WB, page 135)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with difficulty to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 3
Additional activities
Addittional and alternative activities, Teachers Book, pages T-24 to T-33
Photocopiable activities, Teachers Resource Book,
6.- ASSESSMENT
Formative assessment
Grammar consolidation (Unit 3, SB page 29)
Progress Check (Unit 3, WB page 28).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 3)
Self-assessment
Student Self-assessment Checklist, Unit 3, Teachers Book, página Txviii
Evaluation criteria
Unit 3 Test (Teachers resource Book 1 pages 13-15)
Vocabulary
Complete a crossword with school subjects.
Complete some sentences with the appropiate verbs.
Grammar
Complete some sentences with the present simple of the verbs given.
Write some sentences with the words given and the verb in the present simple.
Complete some sentences with the present simple of the verbs given.
Complete some sentences with the correct direct object pronoun
Write some questions using the present simple.
Complete some questions with Do/Does. Use short answers
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions.
Oral comprehension
Listen to an interview and complete the students information.
Writing
Write an email describing an ideal school. Use the suggested plan.
End-of-term Test 1 (Teachers resource Book 1 pages 16-18)
Vocabulary
Complete a crossword.
Grammar
Complete some sentences with the verb forms from a box.
Write questions and short answers using have got/has got .
Complete a text with the present simple of the verbs given.
Write some sentences using the present simple and the words given.
Complete a text with theres/there are in the positive, negative and interrogative forms.
Write some questions for some suggested answeers. Use how, what, where, when and who.
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions.
Oral comprehension
Listen to a dialogue and show comprehension saying if some sentences are true or false.
Writing
Write the description of a normal weekend for the student. Use the suggested plan.
UNIT 4 FRIENDS AND FAMILY
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary regarding friends and family members.
Know how to recognize and use daily routines and habits.
Be able to use the language and the structures learnt in the unit int the context of a normal daily conversation (Asking for permission Practical English).
Be able to identify and interpret general and more specific information in written texts.
Understand and apply grammar aspects such as: possessives, order of question sentences, frequency adverbs and the structure like, love, have + -ing.
Understand an oral text; a family describing their routines and likes (Cybersmith family) and identify general and more specific information.
Carry out communicative exchanges, expressing ideas about the qualities a good friend must have (Expressing likes and dislikes) and describing routines (Describing routines).
Write the description of a person (A description of a person).
Make comparisons of a sociocultural type connected with the life styles of some British and Australian young people (Home life and money).
Practice the stress (enfatizar) on some words in a sentence (Sentence stress).
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to a CD where the members of a family describe their routines and likes, deducting who are the people talking (SB p. 38, ex. 1).
Find out the meaning of some adverbs of time and complete some sentences (SB p. 38, ex. 2).
Listen and write down some questions (Dictation). Answer them (SB p. 38, ex. 3).
Listn to a conversation and identify the subjects the people are talking about. Listen again and answer some comprehension questions (Skill focus) (SB p. 40, ex. 3 and 4).
Listen to and read a conversation asking for permission to go to a concert (Asking for permission Practical English, SB p. 43 ex. 2)
Speaking
Read a questionnaire about the qualities a good friend must have and debate the different opinions about it, comparing ideas with a classmate (SB p. 40, ex. 1 and 2).
Prepare and practice a dialogue asking for permission to go to the cinema. Use the dialogue in exercise 2 as a pattern (Asking for permission Practical English SB p. 43 ex. 4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a text (Twinsburg Twins Festival) about a twins festival in an American town. Answer a question of general comprehension and others of more specific information (SB p. 35, ex. 6 and 7).
Answer some questions to revise and mark the knowledges of this and previous units (RECYCLE, SB p. 35, ex. 8).
Translate into the mother tongue and write some expressions of time (SB p. 35, ex. 9).
Read and complete a questionnaire about the qualities of a good friend (SB p. 40, ex. 1).
Read the information and answer some questions (Asking for permission Practical English) (SB p. 43, ex. 1).
Writing
Read the description of a person (A description of a person). Deduct and complete the gaps (SB p. 41, ex. 5).
Copy and complete a chart about personal pronouns used as subjects or objects (Language point) (SB p. 41, ex. 6).
Complete some sentences using the appropriate personal pronouns (SB p 41, ex. 7). co
Write some notes (Preparation) with information of a person you like. Use the question of the exercise (SB p. 41, ex. 8).
Write a description (Task) about a person, using the suggested plan (writing plan), the pattern in the book and the ideas of the exercise above (SB p. 41, ex. 9).
Write a dialogue asking for permission to go and see a film, according to the pattern in the book (Asking for permission Practical English, SB p. 43, ex. 4).
Complete a dialogue asking for permission. Write a similar dialogue using the expressions in the exercise above and the suggested information (Practical English, WB p. 35, ex. 9 and 10).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Express relationship.
Describe routines and habits.
Express frequency and time.
Speak about likes and dislikes.
Describe a person.
Ask for permission.
STRUCTURES-GRAMMAR
Possessives
Word order in questions
Adverbs of frequency
Like, love, hate + -ing form
VOCABULARY
Subject: The family and daily routines.
Glossary:
Families: aunt, brother, cousin, daughter, father, granddaughter, grandfather, grandmother, husband, mother, nephew, niece, parents, sister, son, twins, uncle, wife.
Time expressions: every day/week, once a day/week, twice a month, three times a year.
Routines: get dressed, get up, go home, go to school, go to work, have breakfast, have lunch, have a shower, make dinner, meet friends, tidy your room, watch TV.
Functional language: Ask for permission.
PHONETICS
Pronunciation: Sentence stress.
PROCEDures
Grammar
Translate some questions into the mother tongue (SB p.36, ex. 1).
Copy and complete a chart with the explanation of the right order of the words to make an interrogative sentence (SB p. 36, ex. 2).
Complete some questions using the chart above (SB p. 36 ex. 3).
Write five or more questions using the words from a box and the chart (SB pág.36, ej. 4).
Ordenar correctamente las palabras de unas preguntas (WB p. 30 ex. 1).
Observe a graphic and write some adverbs of time in the correct order (SB p. 38, ex.4)
Connect the two parts of some sentences (SB p.38, ex. 5).
Write some sentences about the people who appears in a box. Use frequency adverbs and the correct form of the verb (SB p. 38, ex. 6).
Translate into the mother tongue some sentences and deduct the formation of the structure verb + ing to express likes. See this in the grammar section WB p. 100 (SB p. 39, ex. 7).
Complete some sentences with own ideas about some people likes (SB p. 39, ex. 8).
Write some sentences expressing ideas about likes and dislikes of each student. Use the verbs from a box (SB p.39, ex. 9).
Write some sentences to ask a classmate about his/her likes. Ask and answer these questions (SB p. 39, ex. 10).
Order the words in some sentences. Listen and check the answers (SB p. 39, ex. 11).
Translate into the mother tongue some sentences (Phrase Bank). Listen and repeat (SB p.39, ex. 12).
Write some sentences using the appropriate form of like, love, hate + ing (WB p. 33 ex. 7).
Listen and write a text (Dictation) (WB p. 33 ex. 9).
Read a grammar rule (Check this!) and translate the examples into the mother tongue (SB p.34, ex.3)
Vocabulary
Observe a family photograph and complete a text with the names of the picture (SB p.34, ex1)
Connect the relationships in the text with with their corresponding opposite gender from a list (SB p. 34, ex. 2).
Read some sentences about the possessive form (s) and translate them into the mother tongue (SB p.34, ex. 3).
Write some sentences about a family using the possessive s as in the pattern (SB p.34, ex. 4).
Complete some verbs with the words from a box and the help of some pictures (SB p.37, ex.6)
Connect the verbs in the exercise above with their corresponding photograph (SB p.37, ex.7).
Observe these photos and complete some questions about them; then answer some questions (SB p. 37, ex.8).
Write some questions to ask a classmate about routines (SB p. 37, ex. 9).
Write some sentences about activities and routines of an ideal day (SB p. 37, ex. 10).
Pronunciation
Practice and learn how and where to stress the pronunciation of sentences (Pronunciation Bank, WB p. 135, ex. 1 and 2).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 43, ex. 3).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Speak about twins; explaining that they can be identical twins (born from the same egg and the same genes) and fraternal twins (born from different eggs and different genes).
Learn some data about the British monarchy and particularly about prince William.
Learn some data about young people from different cultures: Sidney (Australia) and England and cpompare them with our own culture; their life styles, hobbies, their pocket money, etc.
Refer some information about Jamelia, an English rhythm and blues singer and the spot where the concert takes place, one of the biggest and most famous of London (The Wembley Arena).
PROCEDURES
Reasd and listen to a text about two young people (Different places, different lives) (SB p.42, ex.1).
Complete some questions about them using the words from a box (SB p. 42, ex.2).
Answer some questions about the life style of the students (Comparing Cultures) (SB p. 42, ex.3)
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE CONTRIBUTION OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competencies and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about their likes and preferences (Activate your English, SB p. 39) or expressing their perfect day (Activate your English, SB p. 37).
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 4, WB p. 120)
The students will make their own personal lists of vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can be worked along with the unit.
Education for peace: the importance of respect and tolerance in the familiar environment.
Health education: the importance of having healthy habits in our daily life.
Moral and civic education: the importance of knowing and respect other forms of life and culture different from ours.
v. cultural and artistic competence
Linguistic productions contain both artistic and cultural components:
Read and learn about a famous festival in the town of Twinsburg (SB p. 35).
Read and learn about the family life of some British and Australian young people (Different places, different lives, SB p. 42).
Make a description of a person (SB p. 41).
4. CONNECTION WITH OTHER CURRICULUM AREAS
Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge out of the English classroom.
Social Sciences (Geography)
Learn some features from different places in the world: Twinsburg (Ohio) USA, Neville (Sydney) Australia, Amy (England), etc.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-34 to T-43
Workbook, pages 29 to 35
Section Grammar Bank 4, WB, pages 100 and 101
Section Word Bank 4, WB pages 120 and 121.
Section Pronunciation Bank, Unit 4 (WB, page 135)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with difficulties to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 4
Additional activities
Additional and alternative activities, Teachers Book, pages T-34 to T-43
Photocopiable activities, Teachers Resource Book
6.- ASSESMENT
Formative assessment
Grammar consolidation (Unit 4, SB page 39)
Progress Check (Unit 4, WB page 36).
Revision sections (Units 1-4, WB pages 37 and 38).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 4)
Self-assessment
Student Self-assessment Checklist, Unit 4 Teachers Book, página Txviii
Assessment criteria
Unit 4 Test (Teachers resource Book 1 pages 19-21)
Vocabulary
Complete a crossword with vocabulary about the family.
Indicate the correct partner for each member of the family
Grammar
Correct the words given in some sentences. Use s o s.
Order the words in some sentences.
Write some sentences using the appropriate adverbs.
Write true sentences using the adverbs froma box.
Observe a chart and complete some sentences using the correct verb form + the ending
ing.
Complete a postcard with the words from a box.
Reading
Read a text and show comprehension answering some questions
Oral comprehension
Listen to a dialogue and indicate if some sentences are true or false
Writing
Write a description of a member of the students family.
UNIT 5 ON HOLIDAY
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary connected with holidays activities.
Know how to recognize and use vocabulary regarding the weather.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Talking about future plans Practical English).
Be able to identify and interpret general and more specific information in written texts, a questionnaire about Great Britain and opinions about some trips.
Understand and apply grammar aspects such as the Present continuous and compare it with the Present simple of the verbs (affirmative, negative, questions and short answers), as well as the demonstrative pronouns.
Understand an oral text about a holiday diary (Holiday video diary) and identify general and more specific information.
Carry out communicative exchanges talking about the weather and asking for and giving opinions (Talking about the weather).
Write an un email about holidays (An email about holiday) explaining consecuences by means of an emphasizing expression: so.
Learn a song and some information about its music and composer (Hilary Duff).
Practice the pronunciation of the ending -ing.
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, spaking and talking
PROCEDURES
Listening
Listen to some information about some trips and say what kind of information is in each case. Use the suggestions from a box. Listen again and complete some texts (SB p. 50, ex 2 and 3).
Listen to four information extracts and notice the numbers mentioned in each case. (Skills focus) (SB p. 50, ex. 4).
Listen to a radio programme about how to spend a holiday (Whats on?). Complete the text (Practical English, SB p. 52 ex. 2).
Listen to a couple of teenagers expressing plans for next weekend (Talking about future plans - Practical English) (SB p. 52, ex. 3).
Speaking
Observe the information about some trips and express opinions about them, using the adjectives from a box (SB p. 50 ex. 1).
Practice a dialogue talking about plans for next weekend (Talking about future plans - Practical English). Use the dialogue pattern in exercise 3 (SB p. 52, ex. 5).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read a contest text about Great Britain (Around Britain) and choose the appropriate answer from three options. Listen and check the answers (SB p. 48. ex. 1).
Answer some questions to revise and mark the knowledges in this and previous units. (RECYCLE, SB p. 45, ex. 6).
Translate into the mother tongue (Check this!) the demonstrative pronouns from a box. (SB p. 45, ex.7).
Read and listen to some ideas about how to spend a holiday. Answer some comprehension questions and complete the text (Talking about future plans Practical English, SB p. 52 ex. 1).
Writing
Read the content of an email (Model) in which a person tells about his/her holidays in Australia. Deduct the missing words. Listn to the text and check the answers (SB p. 51, ex. 6).
Translate some sentences with the connector so into the mother tongue (Language point) to explain consequences. Connect the two parts of some sentences using the conector so (SB p. 51, ex. 7 and 8)
Write some notes (Preparation) with ideas to spend some ideal holidays and answer the questions of the exercise (SB p. 51, ex. 9).
Write an email from an internet café (Task) giving information about some holidays, using the ideas from the exercise above and using the suggested plan (writing plan) (SB p. 51, ex. 10).
Complete a dialogue expressing plans for the future with the expressions from a box (Talking about future plans-Practical English, WB p. 45 ex. 8).
Write a dialogue similar to the one before with the suggested information (Practical English, WB p. 45 ex. 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about holidays activities.
Express continuous actions.
Ask for and give opinions, expressing agreement and disagreement.
Express future plans.
STRUCTURES-GRAMMAR
Present continuous.
Present continuous and present simple.
Demonstrative pronouns.
Present continuous for future plans.
VOCABULARY
Subject: Holidays
Glossary:
Verbs: holiday activities: camp, cook, cycle, dance, eat, shop, stay, sunbathe, swim, travel, walk.
The weather: cloudy, cold, foggy, hot, raining, snowing, stormy, sunny, warm, windy.
Adjetivos: interesting, boring, excited, scary, fun.
Functional language: Express future plans.
PHONETICS
Pronunciation: -ing /in/
PROCEDURES
Grammar
Translate some sentences into the mother tongue (SB p. 46, ex. 1).
Copy and complete some charts with rules about the Present continuous (SB p. 46, ex. 2).
Read some spelling rules and write the ending -ing of some verbs (SB p. 46, ex. 3).
Complete some sentences with the correct form of the present continuous (SB p. 46, ex. 4).
Complete a text with the correct form of some verbs (SB p. 46, ex. 5).
Describe the holiday activities which are taking place hypothetically at present (SB p. 46, ex. 6).
Complete a chart sorting out some sentences in the present simple and continuous (SB p. 47, ex. 7).
Observe the photographs of some holidays and complete some sentences using the present simple or continuous as required (SB p.47, ex. 8).
Copy and study a chart about the formation of questions with the present continuous and short answers. Find similar questions in the text of the SB page 45 (SB p. 49, ex. 2).
Order and write some questions and answer with short answers (SB p.49, ex. 3)
Write some questions restructuring some sentences according to the pattern (SB p. 49, ex. 4).
Listen to and write down five sentences (Dictation), (SB p. 49, ex. 5).
Complete a dialogue (Have a great time!) using the present simple or continuous in the correct way. Listen to the text and check the answers (SB p. 49, ex. 6).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p. 49, ex. 7).
Listen and write down a text (Dictation) (WB p. 43, ex.6).
Read a grammar rule (Check this!) and translate the examples into the mother tongue (SB p.50, ex.5)
Vocabulary
Complete some sentences observing some pictures and using the verbs from a box (SB p. 44, ex. 1)
Complete some charts with ideas about the holidays of the exercise above, sorting them in pleasant activities and unpleasant activities (SB p. 44, ex. 2).
Write possible holiday activities suitable for the students environment (SB p. 44, ex. 3).
Connect some pictures with the description of the right tense (SB p. 47, ex. 9).
Listen to some weather forecasts and connect them with a place (SB p. 47, ex.10).
Ask and answer some questions about the weather in the indicated places in a box. Use the suggested pattern for that (SB p. 47, ex. 11).
Pronunciation
Practice and learn the pronunciation of the desinence ing (Pronunciation Bank, WB page 135, ex. 1, 2 and 3).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 52, ex.4).
SECTION 4- Sociocultural aspects and intercultural consciousnessl
CONCEPTS
Learn some data about Great Britain; its regions and capital cities (England-London, Scotland- Edinburgh, Wales- Cardiff), its monarchy, its climate, its famous touristic places, its inhabitants, etc. Refer the difference between Great Britain and the United Kingdom. Explain the meaning of the word Bank Holiday, expression originated in 1871 when the Banks and shops used to be closed and the workers had a holiday.
Learn and sing a song, approaching the pop culture and learning some details of the American singer and actress Hilary Duff.
PROCEDURES
Read the profile of Hilary Duff and answer some questions (SB p. 53, ex. 1).
Read and complete the lyrics of a song (A day in the sun) with the appropriate words from a box. Listen to the text of the song and check the answers (SB p. 53 ex. 2).
Indicate the meaning of some sentences of the song, choosing one of the two suggested options (SB p. 53, ex. 3).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative givin ideas to prepare some holidays in their región (Activate your English, SB p. 44) or fancying their favourite holidays with their friends (Activate your English, SB p. 46).
The students will learn to make small cards and schematic exercises about the things learnt in the unit (Word Bank 5, WB p. 122)
The students will elaborate their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence. Through the foreign language the students will create real and functional communication contexts, using the new information and communication technologies; for example, learning how to write an email according to the suggested patterns (SB p. 51).
iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can be also worked along in the unit.
Leisurre education: the importance of travelling and know other places in the world which enrich our perception of the world and makes us more tolerant.
Moral and civic education: the impoortance of looking after and respect the places where we go on holiday.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components;
Read and answer a questionnaire about Great Britain (SB p. 48).
Know some places and possibilities for leisure and culture to spend a day (SB pages 50 and 52).
Complete the suggested song in the unit and learn about its composer Hilary Duff (SB p. 53).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context, helping the development of their knowledge of the world out of the English classroom.
Social sciences (Geography)
Learn some chracteristics about Great Britain.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-44 to T-53
Workbook, pages 39 to 46.
Section Grammar Bank 5, WB, pages 102 and 103.
Section Word Bank 5, WB pages 122 and 123.
Section Pronunciation Bank, Unit 5 (WB, page 135)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with difficulties to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 5
Additional activities
Additional and alternative activities, Teachers Book, pages T-44 to T-53
Photocopiable activities, Teachers Resource Book.
6.- ASSESSMENT
Formative assessment
Grammar consolidation (Unit 5, SB page 49)
Progress Check (Unit 5, WB page46).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 5)
Self-assessment
Student Self-assessment Checklist, Unit 5, Teachers Book, page Txix
Assessment criteria
Unit 5 Test (Teachers resource Book 1 pages 22-24)
Vocabulary
Find some summer activities in an alphabet soup.
Complete a crossword with weather vocabulary.
Grammar
Complete some sentences with the present continuous of the verbs from a box.
Write complete sentences using the present continuous and because.
Read a text and say if some sentences are true or false.
Complete some sentences using the present simple or continuous of the verbs given.
Read some sentences and indicate if they express present of future.
Write some questions and complete the short answers. Use the present continuous
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions.
Choose the correct option from three alternatives.
Oral comprehension
Listen to a telephone message and choose the correct option in some sentences.
Writing
Write a paragraph describing a weekend. Use some questions as a guide.
UNIT 6 STAYING ALIVE
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary connected with food and drinks.
Know how to rcognise and use vocabulary to speak about survival.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Ordering food Practical English).
Be able to identify and interpret general and more specific information in written texts.
Understand and apply grammar aspects such as countable and uncountable nouns, expressions of quantity, imperatives and the modal verb can.
Understand an oral text; an interview to a survival expert in the jungle (Lost!) and identify general and more specific information.
Carry out communicative exchanges, expressing abilities (Talking about ability).
Write a letter from a deserted island (A letter from a desert island).
Make sociocultural comparisons connected with feasts and carnivals (The Notting Hill Carnival).
Practice the weak sounds (weak forms: can).
Assess the progress and participation in the learning process.
2.- CONTENTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to an interview to a survival expert and revise the answers of exercise 7 of the SB page 57. Listen again and answer some comprehension questions (SB p. 58, ex. 1 and 2).
Listen to the information of a menu and its prices. Answer a comprehension question. Listen and repeat some figures (Ordering food Practical English, SB p 63 ex. 1, 2 and 3).
Listen to a dialogue ordering a meal in a restaurant (Ordering food Practical English, SB p. 63, ex. 4).
Speaking
Practice a dialogue ordering a meal in a restaurant, according to the pattern in exercise 1 of the SB (Ordering food - Practical English, SB p. 63, ex. 6).
SECTION 2- Reasding and writing
PROCEDURES
Reading
Observe some photographs and deduct a question through a context interpretation. Read asnd listen to a text (Food for life) and check the question before. Answer some questions of more specific comprehension (SB p. 55, ex. 5, 6 and 7).
Answer some questions to revise and mark the knowledges of this and previous units (RECYCLE, SB p. 55, ex. 8).
Read a grammar rule (Check this!). Find and translate some sentences of the last text which contain the quantifiers something/anything (SB p. 55, ex. 9).
Read a letter (Desert Island) and deduct through the context interpretation the meaning of some words. Answer a question (SB p. 60 ex. 1).
Count the number of paragraphs in the letter above (Skills focus) and deduct the subject in each of them from the suggested in a box (SB p. 60 ex. 2).
Connect some sentences with each paragraph in the letter. Listen to the text and check the answers(SB p. 60, ex. 3).
Read a dialogue about ordering a meal in a restaurant. Answer a question about the prices of the menu (Practical English) (SB p. 63, ex. 4).
Writing
Read a letter from some brothers from a desrt island (A letter from a desert island) and change the words or expresssions suggested in the text for others of your own (SB p. 61, ex. 4).
Translate some sentences into the mother tongue and indicate which of them include negative forms (Language point too and not
either) (SB p. 61, ex. 5).
Complete some sentences using too or either, as needed (SB p. 61, ex. 6).
Write down some notes (Preparation) imagining the student is on a desert island. Use the questions in the exercise (SB p. 61, ex. 7).
Write a letter (Task) from a desert island using the suggested plan (writing plan), the pattern in the book and the ideas in the exercise above (SB p. 61, ex.8).
Write a dialogue ordering a meal in a restaurant, according to the pattern in the book (Practical English, SB p. 63, ex. 6).
Complete a dialogue ordering a meal in a restaurant. Write a similar dialogue using the expressions in the exercise above and the suggested information (Practical English, WB p. 53, ex. 9 and 10).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about food and drinks expressing likes.
Express quantities.
Give orders and instructions.
Express ability and capacity.
Order food/drink in a public establishment.
STRUCTURES-GRAMMAR
Countable and uncountable nouns
Expressions of quantity
Imperatives
Can
VOCABULARY
Subject: Survival.
Glossary:
Food and drink: bread, cereal, drinks, fruit, meat, nuts, rice, shellfish, snacks, sweets, vegetables.
Verbs (survival): climb, communicate, drink, find, hunt, help, look for, move, need, survive.
Functional language: Order some food in a hotel/restaurant establishment.
PHONETICS
Pronunciation: Weak forms: can /ý/, /e/ /a:/
PROCEDURES
Grammar
Read a grammar rule about countable and uncountable nouns. Sort out a list of foods in these sections (SB p. 56, ex. 1).
Read some grammar rules about undefinite pronouns a/an, some/any and connect each with their corresponding examples (SB p. 56, ex. 2).
Complete some sentences with a/an, some/any, as required (SB p. 56 ex. 3).
Complete a grammar rule with the correct expressions of quantity (SB p. 56, ex. 4).
Choose the correct undefinite pronoun option in some sentences (SB p. 56 ex. 5).
Complete some sentences expressing food quantities (SB p. 56, ex. 6).
Correct some sentences and substitute the wrong quantifier fot the correct one (SB p.49, ex. 6).
Study a chart with the grammar rules of the imperatives. Complete some sentences with the imperative form of the verbs in a box (SB p. 58, ex. 4).
Study a chart with the grammar rules of the modal verb can. Correct some sentences connected with its use (SB p. 58, ex. 5).
Observe a chart with actions that two people can or cannot perform. Write some questions and answers regarding this information (SB p. 58, ex. 7).
Complete some sentences with the information of the chart above and the details of two types of issues, expressing possibility can/cant (SB pág. 59, ej. 8).
Think of a possible team for and expedition and write six sentences for an interview with the suggested verbs from a box. Interview a classmate (SB p. 59, ex. 9 and 10)
Complete a dialogue with the words from a box. Listen to the text and check the answers (SB p. 59, ex. 11).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p.59, ex. 12).
Listen and write a text (Dictation) (WB p. 51 ex. 7).
Vocabulary
Translate into the mother tongue the words from a text and answer true or false to the sentences with these words included. Listen and check the answers (SB p. 54, ex. 1 and 2).
In pairs, think and write down words connected with each one of the food and drink sections in the exercise above (SB p. 54, ex. 3).
Write down the ingredients for each suggested menu (SB p. 54, ex. 4).
Choose which items from the suggested in a box they would take to an expedition (SB p.57, ex.7)
Look up the meaning of some verbs in the Wordlist, WB p. 137. Repeat (SB p. 57, ex.8).
Answer the questions of a survival contest, choosing from three options (SB p. 57, ex. 9).
Pronunciation
Practice and learn the pronunciation of the modal verb can (Pronunciation Bank Unit 6; SB p. 135, ex.1,2 and 3)
Listn an write down four sentences. Indicate if they are true or false (Dictation SB p. 58, ex. 6).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 63, ex. 5).
SECTION 4- Sociocultural aaspects and intercultural consciousness
CONCEPTOS
Learn some data about the kayapo people who live in the Amazon forest and how to keep their tradition and culture preserving their environment. Also learn some data about Conocer también datos sobre Ethiopy in Africa, the oldest independent country that lives in an extreme poverty.
Speak about other ways of cooking and eating, for example Caribbean food, which is a combination of Spanish,French and African cuisine and compare them with the Spanish cuisine.
Learn some data about the famous Notting Hill Carnival which has been taking place in London in the month of August since 1964. Speak about the origin of this feast brought by the Caribbean immigrants and its opularity. Fancy costumes, dancing and music are combined in this multicultural feast.
PROCEDURES
Answer some questions abut the canival in Notting Hill. Read and listen to a text (The Notting Hill Carnival) and check the answers (SB p. 62, ex.1 and 2).
Answer some questions of more specific comprehension about the text (SB p. 62, ex. 3).
Answer some questions about the carnival in the students environment (Comparing Cultures) (SB p. 62, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about food likes (Activate your English, SB pages. 54, 56)
The students will learn to elaborate small cards and schematic exercises with the things learnt in the unit (Word Bank 6, WB p. 124)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competene.
iv. social and civic competence, as learning a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can be worked along with the unit.
Health educatioon: the importance to look after our nutrition with a healthy diet.
Moral and civic education: the importance of ordering things with courtesy when we are in a bar or restaurant.
Education for gender equality: the importance of not being discriminatory because of sexism.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components
Read and learn about the Kayapo people from the Amazon forest or about Ethiopia (SB p. 55).
Read and learn about Notting Hills carnival in London (SB p. 62).
Write a letter from a desert island (SB p. 61).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on several interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Mathematics
Learn about the value of the pound, dollar and the euro and convert differnt amounts from one currency to another. Ciencias Sociales (Geografía)
Learn and locate various places such a: Brazil, Ethiopia, Pacific Ocean, China, Australia, Caribbean, etc.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-54 to T-63
Workbook, pages 47 to 53
Section Grammar Bank 6, WB, pages 104 and 105
Section Word Bank 6, WB pages 124 and 125.
Section Pronunciation Bank, Unit 6 (WB, page 135)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with dificulty to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 6
Additional activities
Additional and alternative activities, Teachers Book, pages T-4 to T-13
Photocopiable activities, Teachers Resource Book
6.- ASESSMENT
Formative assessment
Grammar consolidation (Unit 6, SB page 59)
Progress Check (Unit 6, WB page 54).
Revision sections (Units 1-6, WB pages 55 and 56).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 6)
Self-assessment
Student Self-assessment Checklist, Unit 6, Teachers Book, página Txix
Assessment criteria
Unit 6 Test (Teachers resource Book 1 pages 25-27)
Vocabulary
Complete a chart sorting out foods.
Complete a crossword.
Grammar
Complete some sentences with the quantifiers from a box.
Complete a dialogue using some, any, much, many, a lot.
Write some imperative sentences in the affirmative and negative form.
Write some sentences using can o cant.
Write questions and short answers using can o cant.
Complete a text with the words from a box.
Reading
Read a letter and show comprehension answering some questions.
Oral comprehension
Listen and indicate if some sentences are true or false.
Writing
Write a letter to a friend describing survival holidays. Use some questions as a guide.
UNIT 7 LIFE STORIES
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary regarding months and seasons.
Know how to recognize and use vocabulary connected with famous people and their biographies.
Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation (Making sugesstions Practical English).
Be able to identify and interpret general and more specific information.
Understand and aply grammar aspects such as the use of the Past simple of the verb to be, was/were, (affirmative, negative, questions and short answers); and the regular verbs, as well as expressing the past with expressions of time and the particle ago.
Understand a radio conversation about life many years ago (A hundred years ago) and identify general and more specific information..
Carry out communicative exchanges, talking about special dates and days (Talking about dates).
Write a biography (A biography of a famous person) using formats and expressions worked In the unit to talk about peoples life.
Learn a song and some information about music and its composer (Mc Fly).
Practice the pronunciation of the ending ed of the past simple (Past simple: endings).
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Read some questions and deduct the past simple of the verbs from a box (SB p. 68, ex. 1).
Deduct the answers to the questions in the exercise above. Listen to an aged person being interviewed and talking about the past and check the answers. Listen again and complete some sentences with more specific information (SB p. 68, ex. 2 and 3).
Listen to a dialogue making suggestions about the birthday present for a friend (Making suggestions, Practical English. Answer a comprehension question (SB p.72, ex. 2).
Speaking
Ask and answer questions referred to dates (SB p. 64, ex. 4)
Prepare and practice a dialogue making suggestions for a friends birthday. Use the dialogue in exercise 2 as a pattern (Making sugesstions Practical English SB pág. 72, ej. 4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read a text about important dates (Mystery year) and answer some comprehension questions(SB p. 65 ex. 5 and 6).
Answer some questions to revise and mark the knowledges in previous units (RECYCLE, SB p. 65, e. 7).
Read the profile of Will Smith and Penelope Cruz (Star Stories). Order the sentences of both texts. Listen and check the answers. Complete a chart with more specific information (SB p. 70 ex. 1 and 2).
Copy and complete a chart (Skill focus-word families) using verbs from the text above and transforming them into nouns of the same Word family (SB p. 70 ex. 3).
Write the name of the same family as some verbs given (SB p. 70 ex. 4).
Read a text (Famous families) about the famous family Dahl. Order some events connected with the biography of the character. Indicate if some sentences are true or false regarding the text and answer some comprehension questions (WB p. 62, ex. 1, 2 and 3).
Read a commercial advertising and answer some comprehension questions (Practical English, SB p. 72 ex. 1).
Writing
Read the biography of a famous person: Britney Spears (Model) and deduct the missing words in the text. Listen and check the answers (SB p. 71, ex. 5).
Translate some sentences into the mother tongue noticing the time connectors (Language point). Complete a text using these connectors: in, at, when, now, later (SB p. 71, ex. 6 and 7).
Write down some notes (Preparation) with ideas about a famous star and answer the questins of the exercise (SB p. 71, ex. 8).
Write the biography of some famous person (Task) with the personal ideas of the exercise above and using the suggested plan (writing plan) (SB p. 71, ex. 9).
Prepare and write a dialogue making suggestions to celebrate a friends birthday, using the dialogue in the book as a pattern (Making sugesstions- Practical English) (SB p.72, ex. 4)
Complete a dialogue making suggestions, using the expressions from a box.Write a similar dialogue making suggestions to spend a day with a friend, using the expressions from the exercise above (Practical English) (WB p. 63, ex. 8 and 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Express dates and order things.
Speak about professions and famous people.
Make suggestions.
Express the existence of people and things in the past.
STRUCTURES-GRAMMAR
Was/were - There was/There were
Past simple verbs
Time expressions and ago.
VOCABULARY
Subject: peoples biographies
Glossary:
Months and seasons: January, February, March, April, May, June, July, August, September, October, November, December. Spring, summer, autumn, winter.
Famous people: actor, actress, artist, composer, director, explorer, film star, inventor, presenter, singer, writer.
Functional language: Make suggestions.
PHONETICS
Pronunciation: Past simple: -ed endings /d/ /t/ /jd/
PROCEDURES
Grammar
Copy and complete a chart with gramar rules about the past simple of the verb to be (was/were), (SB p. 66, ex. 1).
Complete some sentences with the forms was, wasn t/were, weren´t (SB p. 66, ex. 2).
Complete some questions about David Bisbal and write down the answers (SB p. 66, ex. 3).
Translate the sentences in a chart (there was/there were) and write some sentences expressing the existence of people and things in the past with the words from a box (SB pág. 66, ejs. 4/5).
Complete some sentences about some people and things that happened last year (SB pág.66, ej. 6).
Connect some famous people with their corresponding nationality and complete some sentences about them using the verb forms was/were (WB pág. 58, ej. 1).
Study the chart with the grammar rules to form the past simple of the regular verbs. Complete some sentences with examples of the past simple (SB p. 68, ex 4 and 5).
Write some sentences about life in the past, according to the pattern (SB p. 69, ex. 7).
Complete some sentences with the past simple of the verbs in a box and choose the correct year (SB p. 69 ex. 8).
Translate into the mother tongue some sentences with expressions of time and the particle ago (SB p. 69 ex. 9).
Write some personal sentences using the past simple and expressions of time (SB p. 69, ex. 10).
Complete a dialogue (Happy birthday!) with verbs in the past simple. Listen and check the answers (SB p 69, ex. 11).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p. 69, ex. 12).
Listen and write a text (Dictation) (WB p. 61, ex. 8).
Vocabulary
Complete the name of the months of the year from a chart with birthdays of famous people. Write sentences about four of these people (SB p. 64, ex 1 and 2).
Read a box (Check this!) with the ordinal numbers; translate into the mother tongue the sentences in it and say the personal birth date (SB p. 64, ex. 3).
Ask and answer questions, expressing some dates and data (SB p. 64, ex. 4).
Observe the photographs of famous people and connect them with some incomplete sentences related to them. Listen to a text and check the answers (SB p. 67, ex.7).
Complete some questions with the professions of some famous people and write the answers (SB p. 67, ex.8).
Practice some questions similar to the ones in the exercise above with a classmate (SB p.67, ex.9)
Pronunciation
Practice and learn the pronunciation of the ending ed of the past simple of the verbs (Pronunciation Bank, SB p. 136, ex.1,2 and 3)
Listen to some verbs and diferenciar the pronunciation of the ending of the past simple:
/d/ /t/ /jd/ (SB, Dictation, p. 68, ex.6).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 72, ex. 3).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Know some data from famous people because of different circumstances: actors and actresses, musicians, inventors, presenters, etc.
Learn and sing a song, approaching the pop culture and learning some details of the English music band McFly.
PROCEDURES
Read the profile of the members of McFly and complete the missing details in it with the information of a text (SB p. 73, ex.1).
Translate a list of verbs and connect them with their corresponding verb form in the past. Use the list of irregular verbs in the WB p. 144 (SB p. 73, ex. 2).
Read and complete the lyrics of a song (Met this girl) with the appropriate verb form. Listen to the text of the song and check the answers (SB p. 73 ex. 2).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about themselves (Activate your English, SB pages 64 and 69) or remembering important cultural events (Activate your English, SB p. 65)
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 7 WB p. 126)
The students will make their own personal lists of vocabulary and translation (My personal wordlist, WB p. 143)
iii. data procesing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers which can also be worked in the unit.
Education for peace: the importance of respecting aged people and learn from their experiences.
Education for sex equality: the importance of admiting that both men and women have the same talent and can reach the same cultural level in an environment with equal conditions.
v. cultural and artistic competence
Linguistic studies have both artistic and ccultural components
Read and learn about remarkable events in the press in a year (SB p. 65).
Read and know some data about different personalities of the world of culture (SB p. 70 and 71)
Write a biography (SB p. 71).
Complete the suggested song in the unit and learn about its band Mcfly (SB p. 73).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on different interdisciplinary subjects taking the vocabulary and structures to a real life context, helping in the development of their knowledge of the world out of the English classroom.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-64 to T-73
Workbook, pages 57 to 63
Section Grammar Bank 7, WB, pages 106 and 107.
Section Word Bank 7, WB pages 126 and 127.
Section Pronunciation Bank, Unit 7 (WB, page136)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with difficulties to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 7
Additional activities
Additional and alternative activities, Teachers Book, pages T-64 to T-73
Photocopiable activities, Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidation (Unit 7, SB page 69)
Progress Check (Unit 7, WB page 64).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 7)
Self-assessment
Student Self-assessment Checklist, Unit 7, Teachers Book, page Txx
Assesment criteria
Unit 7 Test (Teachers resource Book 1 pages 28-30)
Vocabulary
Complete a chart with months and seasons.
Read some sentences and deduct the character they describe.
Grammar
Complete some sentences with the appropriate verb form.
Write some questions and short answers, using the past simple.
Write some dates in letters.
Complete some letters using There was/there were, There wasnt/ There werent.
Complete some sentences with the past simple of the verbs in a box
Write some sentences with the words given and the expression ago.
Complete a text with the words from a box.
Reading
Read a text and choose the correct answer from three alternatives.
Oral comprehension
Listen and say if some sentences are true or false.
Writing
Write a short biography of the actress Gwyneth Paltrow with the suggested information. Use a card as information.
End-of-term Test 2 (Teachers resource Book 1 pages 31-33)
Vocabulary
Complete a crossword/puzzle.
Read some definitions and write the correct word.
Grammar
Complete some sentences with the words from a box.
Write some questions and personalize the answers. Use the present simple.
Complete a text using the present simple or continuous of the verbs given.
Write some questions and short answers using the past simple of the verb to be.
Complete a text with the past simple of the verbs in a box.
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions.
Oral comprehension
Listen and complete a chart with the correct nouns.
Writing
Write a letter describing last week. Use the suggested ideas.
UNIT 8 - HEROES
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary regarding books, films and fiction héroes.
Learn and use irregular verbs. .
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Talking about the past Practical English).
Be able to identify and interpret general and more specific information in written texts.
Understand and apply grammar aspects such as the Past simple of verbs; regular and irregular.
Understand an oral text: a conversation of two comic characters (Doctor Nasty and Professor NoGo) and identify general and more specific information.
Carry out communicative exchanges, describing preferences regarding films and books (Describing book and film preferences).
Write a review about a film or a book (A book o film review).
Establish sociocultural comparisons related to films and fantasy and science fiction books (Fantasy stories-fantastic films).
Practice the stressing and the syllabic count in words (Word stress).
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to a conversation of two comic characters and deduct the description best reflected in the content of the conversation (SB Pág. 78 ej. 1).
Connect some questios with their correct answers. Listen and check (SB p. 78, ex. 2).
Listen and write down some questions (Dictation). Count the number of words in each question (SB p. 78, ex. 3).
Listen to a radio contest (Spider quiz) and deduct the answers. Listen to the text and check. Answer some questions of specific comprehension (SB p. 80, ex. 1 and 2).
Complete a spidergram to remember vocabulary with the words from a box (skills focus). Add more words to the suggested spidergram (SB p. 80 ex. 3 and 4).
Listen to some reviews about books, TV, games and DVDs and assign them to the right quality index. Answer some comprehension questions (Reviews - Practical English, SB p. 83 ex. 2 and 3)
Speaking
Give opinions about likes on films and literatura, arguing the ideas (SB p. 34, ex. 3).
Prepare and practice a dialogue using useful expressions to to speak in the past, according to the pattern of exercise 4 of the SB (Talking about the past - Practical English, SB p. 83, ex. 7).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listento a text (The comic story) about the story of comics. Answer a comprehension question (SB p. 75, ex. 4).
Say if some sentences are true or false regarding the text (SB p.75 ex. 5).
Answer some questions to revise and mark the knowledges of this and previous units (RECYCLE, SB p. 75, ex. 6).
Read some cultural reviews and say if some comprehension questions are true or false (Practical English) (SB p. 83, ex. 1).
Read and listen to a dialogue talking about the past (Talking about the past). Answer a comprehension question (Practical English) (SB p. 83, ex. 4).
Writing
Read the literary review of a book (A book or film review). Choose the correct words. Listen and check the answers (SB p. 81, ex. 5).
Copy and complete a chart with the verbs from a box. Write the past simple of each verb (Language point) (SB p. 81, ex. 6).
Choose the correct verb and write sentences with them in the past simple (SB p. 81, ex. 7).
Write down some notes (Preparation) about a film or a book read recently. Use the questions of the exercise for that (SB p. 81, ex. 8).
Write a review (Task) about a book or a film, using the suggested plan (writing plan), the pattern in the book and the ideas in the exercise above (SB p. 81, ex. 9).
Translate some adjectives. Write a dialogue about things done last weekend, according to the pattern in the book and using the adjectives in exercise 6 (Practical English, SB p. 83, e. 5 and 6).
Complete a dialogue expressing ideas about the weekend with the expressions from a box.
Write a similar dialogue using the expressions of the exercise above and the suggested information (Practical English, WB p. 71, ex. 7 and 8).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about the past.
Describe books and films.
Express likes and preferences regarding books and films.
STRUCTURES-GRAMMAR
Past simple: regular and irregular verbs
Past simple: questions
Time linkers: first, after that, later, then.
VOCABULARY
Subject: Fiction heroes.
Glossary:
Films and books: adventure story, cartoon, comedy, detective story, fantasy, horror, love story, martial arts, science fiction.
Irregular verbs: do, drink, eat, feel, find, fly, get up, go, have, make, run, see, sleep, swim.
Functional language: Speak about the past.
PHONETICS
Pronunciation: Word stress.
PROCEDures
Grammar
Read and complete a grammar rule about the past simple of regular and irregular verbs (SB p. 76, ex. 1).
Complete a chart of regular/irregular verbs with the verbs from a box (SB p.76, ex. 2).
Complete a text using the past simple of the verbs in a box (SB p. 76 ex. 3).
Read and complete a grammar rule about the formation of questions in the past (past simple questions) (SB p. 78, ex. 4).
Order the words of some questions. Read a text and answer the questions above (SB p. 78, ex. 5).
Write a hypothetical interview with a superhero using the ideas suggested in the exercise (SB p. 79, ex. 6).
Write appropriate questions for some answers (SB p. 79, ex. 7).
Write questions about things the students did last saturday (SB p. 79, ex. 8).
Complete a dialogue using the past simple of the suggested verbs (SB p. 79, ex. 9).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p. 79, ex.10).
Listen and write down a text (Dictation) (WB p. 69 ex. 7).
Vocabulary
Connect some pictures with their corresponding literary or film type. Listen and check the answers (SB p. 74, ex. 1).
Listen to six music extracts and indicate which kind of film they refer to (SB p. 74, ex. 2).
Answer some questions giving opinions about likes on film and literature and using the adjectives from a box. Give reasons for your answers and compare them with a classmate (SB p. 34, ex. 3).
Indicate the past simple of a list of verbs finding them in the WB, Irregular verbs list, page 144 Listen and practice their pronunciation (SB p. 76, ex. 4).
Read the dialogues of a comic (Superheros day) and complete the missing words using the past simple of the verbs in the list of the exercise before (SB p. 76, ex. 5).
Write a diary about an imaginary good or bad day, using the verbs in exercise 4 (SB p. 76, ex. 6).
Pronunciation
Practice the stressing and syllabic count of the words (Pronunciation Bank, WB p. 136, ex. 1, 2 and 3).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 83, ex. 5).
SECTION 4- Sociocultural aspects and intercultural consciousnessl
CONCEPTS
Know some details about the history of the comic books; The yellow kid stories were the first comics created by an American artist, Richard Outcault in 1896 and appeared in a newspaper. As time went by there were different stories with science fiction héroes such as Superman, Batman or Wonderwoman which appeared later. Make a reference to the writer Stan Lieberman, a famous New Yorker, famous for creating important fantastic characters such as The fantastic four, Spider-Man, The Incredible Hulk or X-Men.
Mention also the author of The Simpsons , Matt Groening.
Speak about two famous books and films: The Lord Of The Rings and Harry Potter. Learn some data about their writers, J.R.R. Tolkien born in1982 in South Africa and J.K. Rowling, born in Great Britain respectively and other aspects of their works.
PROCEDURES
Deduct some answers about a film and a book. Read and listen to a text connected with both of them (Fantasy stories-fantastic films) and check the answers (SB p. 82, ex.1 and 2).
Answer some comprehension questions about the text before (SB p. 82, ex. 3).
Answer some questions about the life style of the students (Comparing Cultures) (SB p.82, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about their film and literature likes (Activate your English, SB p. 74) or expressing ideas about a bad day (Activate your English, SB p. 76.
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 8 WB p. 128)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can be also worked along in the unit.
Leisure education: the importance of filling our life with cultural leisure activities: films, reading, TV, etc.
Education for sex equality: the importance of considering men and women in equality when producing art as well as interpreting fiction superheroes.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components;
Read and learn about the history of comics (SB p. 75).
Complete a game-questionnaire about the film Spider-Man (SB p. 80).
Write a review of a book or a film (SB p. 81).
Know some information about famous films and books (SB p. 82)
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcemnt on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Language and Literature
Familiarize and identify the reading of comics and fiction literature knowing famous characters and heroes.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-74 to T-83
Workbook, pages 65 to 71
Section Grammar Bank 8, WB, pages 108 and 109.
Section Word Bank 8, WB pages 128 and 129.
Section Pronunciation Bank, Unit 8 (WB, page 136)
Section Wordlist, WB, pags 137 to 143.
Alternative practice for students with difficulty to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 8
Additional activities
Additional and alternative activities, Teachers Book, pages T-74 to T-83
Photocopiable activities, Teachers Resource Book
6.- ASSESSMENT
Formative asessment
Grammar consolidation (Unit 8, SB page 79)
Progress Check (Unit 8, WB page 72).
Revision sections (Units 1-8, WB pages 73 and 74.
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 8)
Self-assessment
Student Self-assessment Checklist, Unit 8, Teachers Book, page Txx
Evaluation criteria
Unit 8 Test (Teachers resource Book 1 pages 34-36)
Vocabulario
Complete a crossword with verbs in the past.
Complete some words with kinds of films or books.
Grammar
Sort out the verbs from a box (regular/irregular) in the past simple.
Complete some sentences with the past simple of the verbs in a box.
Transform some positive sentences into negative.
Write questions and personalize th answers with the words given.
Write some questions for each suggested answer. Use the past simple and the words from a box.
Complete an email with the words from a box.
Reading
Read a text and show comprhension answering some questions.
Oral comprehension
Listen to a dialogue and indicate if some sentences are true or false.
Writing
Write a short description about the favourite book of the student. Use some questions as a guide.
UNIT 9 ANIMAL WORLD
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary related to the animal kingdom.
Learn and know how to use adjectives to describe animals.
Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation (Agreeing and disagreeing Practical English).
Be able to identify and interpret general and more specific information in written texts, such as a web page about animals or an interview with the owner of a shop of exotic animals.
Understand and apply grammar aspects such as the form must/mustn (affirmative/negative), comparative adjectives and the questions with the particle How...
Understand an oral text about dinosaurs (Dino World) and identify general and more specific information.
Carry out communicative exchanges, describing animals and making comparisons (Describing animals and making comparisons).
Produce a fact-file describing the characteristics of a pet.
Learn a song and find out some information about the music and its composer (Scorpions).
Practice the pronunciation of must.
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking, talking
PROCEDURES
Listening
Read a text and listen to an interview about dinosaurs. Connect the two parts of some sentences connected with them (SB p. 88, ex. 1).
Listen to the text again and complete some comparative sentences (SB p. 88, ex. 2).
Listen to four conversations and check the answers given in exercise 2. Refer the animals in the pictures (Practical English SB p. 92, ex. 3).
Listen to a dialogue expressing agreement and disagreement (Agreeing and disagreeing -Practical English). Indicate if some sentences are true or false (SB p. 92, ex. 4).
Speaking
Practice making questions and answers to guess the name of an animal. Use the example suggested and the verbs from a box (SB p. 84, ex. 4).
Give opinions and compare them with the people in class regarding the subjects suggested in the exercise (SB p. 86, ex.5 and 6).
Prepare and practice a dialogue, similar to the pattern in exercise 4, expressing agreement and disagreement (Agreeing and disagreeing -Practical English) (SB p. 92, ex. 6 and 7).
BLOQUE 2- Leer y escribir
PROCEDURES
Reading
Read a web page about working with animals (Working with animals) and answer a question of general comprehension (SB p. 85. ex. 5).
Complete a summary about the text before with the words from a box (SB p. 85 ex. 6).
Express opinions about working with animals, identifying with a character (SB p.85, ex. 7).
Answer some questions to revise and mark the knowledges of previous units (RECYCLE, SB p. 85, ex. 8).
Read and listen to an interview with the owner of an animal shop. Refer ten animals which are mentioned in it. Answer some comprehension questions (SB p. 90, ex. 1 and 2).
Find some words in the text above and sort them out in two sections: friends/false friends (Skills focus) (SB p. 90, ex. 3).
Decide if the words given belong to the section of friends or false friends (SB p. 90, ex. 4).
Connect the symbols of some signals with their corresponding instruction using using must/mustnt. Complete some sentences with the words from a box (Practical English, SB p. 92 ex. 1 and 2).
Writing
Read the content of a fact-file (Model) about green iguanas verdes and complete the text (SB p. 91, ex. 5).
Read some sentences and complete the grammar rule about the adverb also. Rewrite some sentences using the adverb also (SB p. 91, ex.6 and 7).
Write some notes (Preparation) about an exotic pet to be able to answer the questions of the exercise (SB p. 91, ex. 8).
Write a fact file about a pet (Task) with the ideas of pattern text 5 and using the suggested plan (writing plan) (SB p. 91, ex. 9).
Correct some sentences (WB p. 80, ex. 4).
Prepare and practice a dialogue, similar to the pattern in exercise 4, expressing agreement and disagreement (Agreeing and disagreeing -Practical English) (SB p. 92, ex. 6 and 7).
Complete a dialogue expressing agreement and disagreement. Write a similar dialogue about a film or a book with the expressions of the exercise above (Practical English) (WB p.81, ex. 8 and 9)
SECTION 3- Reflection and knowledge of the language by its use
CONCEPTS
LANGUAGE FUNCTIONS
Express obligation, give advice and recommendations.
Describe animals.
Establish comparisons.
Express opinions.
Show agreement or disagreement.
STRUCTURES-GRAMMAR
Must
Comparative adjectives
Questions with how
VOCABULARY
Subject: The animal world
Glossary:
Animals: amphibian, bear, bird, cockroach, crocodile, dolphin, eagle, elephant, fish, flying fish, insect, lizard, mammal, millipede, ostrich, pig, reptile, scorpion, shark, snake, spider, stick insect, tortoise, whale.
Adjectives: aggressive, common, dangerous, harmless, heavy, large, light, long, peaceful, rare, short, small, tail.
Functional language: Show agreement and disagreement.
PHONETICS
Pronunciation: must: // and /Y/
PROCEDures
Grammar
Read two grammar charts about the use of the form must. Complete some sentences with exmples about its use (SB p. 86, ex. 1).
Indicate the correct options in some sentences using the form must (SB p.86, ex. 2).
Write some sentences indicating the rules and obligations of the student in class (SB p. 86, ex. 3).
Complete some sentences using the correct form of must and the verbs from a box (SB p. 86, ex .4).
Write some opinions according to the pattern of the exercise and the words and expressions from a box. Compare the opinions with the people in class (SB p. 86, ex.5 and 6).
Copy and complete a chart about comparative adjectives (SB p. 88, ex. 3).
Complete some sentences with the comparative form of the adjectives in a box (SB p. 88, ex. 4).
Write some opinions using comparative adjectives + than (SB p. 89, ex. 5).
Write some opinions using the comparative forms of the adjectives in a box (SB p. 89,ex.6)
Translate some questions into the mother tongue using the paricle How (SB p. 89, ex. 7).
Complete some questions and deduct the answers from two options (SB p. 89, ex. 8).
Read a text and choose the correct words. Listen and check (SB p. 89, ex. 9).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p. 89, ex. 10).
Listen and write down a text (Dictation) (WB p. 79, ex. 7).
Vocabulary
Copy and complete a chart sorting out the animals in a box. Listen to a text and say which animals from the ones heard in the text appear in the pictures of the SB (SB p. 84, ex. 1).
Listen to the sound of eight animals and deduct which animals are heard (SB p. 84, ex. 2).
Read the description of some animals and say what animal is (SB p. 84, ex. 3).
Write questions describing animals to guess in a contest. Use the verbs from a box. Practice asking and answering these questions (SB p. 84, ex. 4).
Read the adjectives in a box and form opposite pairs (SB p. 87, ex. 8).
Complete the data about some animals with the adjectives from the exercise above. Also, indicate the correct figure from the two that appear in each file. Listen and check (SB p. 87, ex.9 and 10).
Complete some sentences with the ideas about an animal (SB p. 87, ex.11).
Pronunciation
Learn and practice how to use the form must (Pronunciation Bank, WB p.136, ex.1 and 2).
Listen and write some sentences (SB, Dictation, p. 86, ex. 5).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 92, ex. 5).
SECTION 4- sociocultural aspects and intercultural consciousness
CONCEPTS
Learn some curious data about animals such as black bears, sharks, snakes, elephants, etc.; Their habitat, habits, which are in danger of extinction and surprising and curious things about them.
Speak about pets: types, care, changes in the type of pets, etc.
Learn and sing a song, approaching the pop culture and knowing some details aout a character, the German neavy metal group Scorpions.
PROCEDURES
Read the profile of Scorpions and answer some questions (SB p. 93, ex. 1).
Read and order the lyrics of a song (White Dove) . Listen to the text of the song and check the answers (SB p. 93 ex. 2).
Connect some sentences with the corresponding verse of the song (SB p. 93, ex. 3).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about animals (Activate your English, SB p.86) or comparing opinions (Activate your English, SB p. 89).
The students will learn how to make small cards and schematic exercises about the things learnt in the unit (Word Bank 9 WB p. 130)
The student will elaborate their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introductin the general aspects of the contribution to this competence.
iv. social and civic competence, as learning a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the unit.
Moral and civic education: the importance of looking after our pets and thinking if it is advisable and responsible to buy them.
Environmental education: the importance of protect our animals and their natural environment.
v. cultural and artistic competence
Linguitic studies contain both artistic and cultural components
Read and learn things about animals and its care (SB pages. 85, 87, 90).
Listen and learn things about dinosaurs (Dino World, SB p. 88).
Elaborate a fact-file about a pet (SB p. 91).
Complete the suggested song and learn some details about the band Scorpions (SB p. 93)
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom
Natural science
Learn general chracteristics about the animal kingdom.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-84 to T-93
Workbook, pages 75 to 82
Section Grammar Bank 9, WB, pages 110 and 111
Section Word Bank 9, WB pages 130 and 131.
Section Pronunciation Bank, Unit 9(WB, page 136)
Section Wordlist, WB, pages 137 to 143.
Altenative practice for students with difficulty to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 9
Additional activities
Additional and alternative activities, Teachers Book, pages T-84 to T-93
Photocopiable activities, Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidation (Unit 9, SB p. 89)
Progress Check (Unit 9, WB p. 82).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 9)
Self-assessment
Student Self-assessment Checklist, Unit 9, Teachers Book, page Txxi
Assessment criteria
Unit 9 Test (Teachers resource Book 1 pages 37-39)
Vocabulary
Complete some sentences with the words from a box (animals).
Complete a crossword with the antonyms of some adjectives.
Grammar
Read and correct the rules in a summer school.
Complete some rules to visit a zoo. Use must/mustnt.
Complete a chart with the comparatives of some adjectives.
Complete some sentences with the comparatives of some adjectives.
Correct some sentences and write them correctly.
Complete the questions of the answers given.
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions.
Choose the correct option from three alternatives in some sentences.
Oral comprehension
Listen to a dialogue and write the information in a chart. Answer some comprehension questions about the oral text.
Writing
Write an email to a friend describing a dog the student bought last weekend. Use some questions as a guide.
UNIT 10 IN FASHION
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary related to garments.
Know how to rcognise and use vocabulary connected with a fashion parade.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation (Practical English - Shopping for clothes)
Be able to identify and interpret general and more specific information in written texts.
Understand and apply grammar aspects such as learning to make sentences with going to (affirmative, negative and questions) and using expressions of time.
Understand an oral text: two students organising a fashion parade (Making plans) and identify general and more specific information.
Carry out communicative exchanges describing clothes and expressing future plans (Describing clothes and Talking about future plans).
Write an interview for a magazine (A magazine interview) practicing the identification and correction of mistakes
Establish sociocultural comparisons regarding clothing and cultural traditions from each place (Clothes and traditions).
Practice the modulation of the intonation in questions (Intonation in questions).
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to two students organising a fashion parade for the school. Refer which things they deal with in the conversation writing a list (SB p. 98, ex. 1).
Listen again and complete some sentences, deducting who is the character expressing some ideas (SB p. 98, ex. 2).
Listen and write down some questions (Dictation). Answer them (SB p. 98, ex. 3).
Listen and read a conversation related to buying clothes (Practical English,SB p 103 ex. 2)
Speaking
Practice a dialogue with a classmate to deduct who is the person talked about, describing the clothes he/she is wearing (SB pág. 94, ej. 3).
Practice asking and answering questions to use the appropriate future forms, according to a pattern (SB p. 99, ex. 9 and 10).
Translate some sentences and use them to answer and practice the questions in exercise 1 of the SB p. 100 about how to elaborate a magazine (Skill focus) (SB p. 100, ex. 2 and 3).
Prepare and practice a dialogue to do some shopping in a fashion shop, according to the pattern of the book (Practical English, SB p. 103 ex. 4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a text (Holiday style) about the plans of some teenagers for their holidays. Deduct some questions intepreting contextual information. Read and check the answers (SB p. 95, ex. 5 and 6).
Complete some sentences with the information of the text above and using the conjuction because (SB p. 95, ex. 7).
Answer some questions to revise and mark the knowledges of this and previous units (RECYCLE, SB p. 95, ex. 8).
Read the instructions to elaborate a magazine. Answer some questions connected with each instruction to elaborate an own magazine (SB p. 100, ex. 1).
Read some information and say if some sentences are true or false (Practical English) (SB pág. 103, ej. 1).
Writing
Read a text (Model) about the designer Esteban Cortázar (A magazine interview) and correct some mistakes (SB p. 101 ex. 4).
Identify which is the kind of mistakes made in the text of the exercise above with the help of a box (Language point) (SB p. 101, ex. 5).
Correct some sentences and identify what kind of mistake there is in each of them (SB p. 101, ex. 6).
Write some notes (Preparation) to intrview a famous person. Use the questions inthe exercise for that (SB p. 101, ex. 7).
Write an interview to a famous person (Task), using the suggested plan (writing plan), the pattern in the book and the ideas from the exercise above (SB p. 101, ex. 8).
Complete adialogue connected with buying clothes. Write a similar dialogue with the expressions of the exercise above and the suggested information (Practical English, WB p. 89, ex. 8 and 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about fashion and clothes
Describe plans and intentions for the future.
Express frequency regarding habits when we decide about our clothing.
Express reaction to others ideas.
STRUCTURES-GRAMMAR
Going to
Time expressions: revision
VOCABULARY
Subject: Clothing and the world of fashion.
Glossary:
Clothes: baseball cap, jeans, jumper, shirt, shoes, skirt, sweater, sweatshirt, swimming costume, T-shirt, trainers, trousers.
A fashion show: designer, DJ, guest, hall, invitation, journalist, model, photographer, poster, programme, reporter.
Time expressions: last winter, day, year; soon, later, now, at the moment, next week, day, year; yesterday.
Functional language: Language to buy clothes.
PHONETICS
Pronunciation: Intonation in questions.
PROCEDURES
Grammar
Write and complete a chart explaining the formation of future with going to (SB p.96, ex.1)
Connect the two parts of some sentences joining them with the conjunction because and the future form of going to (SB p. 96 ex.2).
Complete some sentences with two teenagers plans and the words from a box (SB p. 96, ex.3).
Write some sentences about the plans for some holidays according to the pattern (SB p. 96 ex. 4).
Write sentences about the ideal holidays for the students using going to (SB p. 96 ex. 5).
Order the words in some sentences and connect them with a list of reasons (WB p. 84, ex.1).
Copy and complete a chart about going to in the formation of questions (SB p. 98, ex. 4).
Order the words of some sentences and answer them (SB p. 98, ex. 5).
Write some questions according to the pattern and using the words from the circles. Practice asking and answering these questions in class (SB p. 98, ex. 6).
Complete some sentences with ideas about how to organise an end-of-term party. Answer the questions (SB p. 99, ex. 7).
Copy and complete a chart using the expressions of time from a box (SB p. 99, ex. 8).
Write some questions with the appropriate verb tense and the suitable expressions of time. Ask and answer the questions in the exercise (SB p. 99, ex. 9 and 10).
Complete a dialogue using the correct form of going to (SB p. 99, ex. 11).
Translate some sentences into the mother tongue (Phrase Bank). Listen and repeat (SB p. 99, ex. 12).
Correct some sentences (WB p. 86 ex. 1).
Complete some questions with the form going to and the verbs from a box. Answer the questions (WB p. 86, ex. 2 and 3).
Listen and write down a text (Dictation) (WB p. 87 ex. 9).
Vocabulary
Read some files and deduct the correct word from two options in each file (SB p.94, ex. 1).
Complete a chart expressing frequency in clothing habits and using the vocabulary in the exercise above. Think of more clothes and add them to the chart above (SB p. 94, ex. 2 and 3).
Write about the clothes the students of the class wear. Practice deducting with a classmate what person you are talking about by describing the clothes he/she is wearing (SB p. 94, ex. 3).
Connect the people in a fashion parade with the words from a box (SB p. 97, ex.6)
Complete a text using the vocabulary of the exercise above (SB p. 97 ex.7).
Write some sentences according to the pattern expressing own and other peoples ambitions for the future using the form going to (SB p. 97, ex.8).
Pronunciation
Practice and learn the entonation and modulation in questions (Pronunciation Bank, WB p. 136, ex. 1, 2 and 3).
Practice the rythm and entonation of some sentences (Phrase Bank) (Practical English, SB p. 103, ex. 3).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Speak about the importance of clothes in some special occasions which form part of our culture and traditions. Make a reference to the Kilts in Scotland, the saris in Pakistan, or the tam which the Rastafarians wear.
Learn some details about a young and famous designer, Esteban Cortázar, born in Bogotá, Colombia in 1984, famous for his clothes designs with bright and striking colours.
PROCEDURES
Read and listen to a text about different traditional clothing used in special occasions (Dressed for the occasion). Answer a comprehension question (SB p. 102 ex.1).
Answer specific questions about the text (SB p. 102 ex.2).
Answer questions about clothes for special occasions in the students environment (Comparing Cultures) (SB p. 102 ex.3)
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution ot learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about their ideal vacations (Activate your English, SB p. 96), the own and others ambitions (Activate your English, SB p. 97) or their favourite shopping centre.
The students will learn to elaborate small files and schematic exercises about the things learnt in the unit (Word Bank 10, WB p. 132)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data procesing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the unit.
Moral and civic education: the importance of knowing and respecting other cultures different from ours, which are expressed by their clothing and external appearance.
Environmental education: the importance of buying and consuming in an intelligent and not compulsive way.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components
Read and learn instructions to elaborate a magazine (SB p. 100)
Read and learn some information about clothes worn for special occasions (SB p. 102).
Elaborate an interview for a magazine (SB p. 101).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on several interdisciplinary subjects, taking the vocabulary and structures to a real life context, helping in the development of their knowledge of the world out of the English classroom.
Social sciences (Geography)
Learn some characteristics of traditional feasts in different parts of the world: Scotland, Pakistan or Jamaica.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-94 to T-103
Workbook, pages 21 to 27.
Section Grammar Bank 10 WB, pages 112 and 113.
Section Word Bank 10, WB pages 132 and 133.
Section Pronunciation Bank, Unit 10 (WB, page 136)
Section Wordlist, WB, pages 137 to 143.
Alternative practice for students with difficulties to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 10
Additional activities
Additional and alternative activities, Teachers Book, pages T-94 to T-103
Photocopiable activities, Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidation (Unit 10, SB pag 99)
Progress Check (Unit 10 WB page 90).
Revision sections (Units 1-10 WB pages 91 and 92).
Cumulative assessment
Test section in the Teachers Resource Book (Diagnostic test, End-of-unit test 10)
Self-assessment
Student Self-assessment Checklist, Unit 10 Teachers Book, page Txxi
Assessment criteria
Unit 10Test (Teachers resource Book 1 pages 40-42)
Vocabulary
Complete a crossword/puzzle with clothes.
Complete some sentences with the vocabulary from a box.
Grammar
Complete some sentences using be going to.
Complete some sentences with the negative form of be going to and the verbsfrom a box.
Complete a text with the correct form of be going to and the verbs from a box.
Write some questions and personalize the answers using be going to.
Write some expressions of time in the right order..
Complete a dialogue with be going to and the verbs from a box.
Complete a text with the words from a box.
Reading
Read an email and show comprehension answering some questions.
Oral comprehension
Listen and complete a chart indicating the subject each character is referring to.
Writing
Write a short paragraph with a person offering somebody a job in a boutique. Use some questions as a guide.
End-of-term Test 3 (Teachers resource Book 1 pages 43-45)
Vocabulary
Complete a crossword.
Grammar
Complete some sentences with the past simple of the verbs in a box.
Write some questions and short answers using the past simple..
Write some rules using must/mustnt.
Complete sentences using the comparatives of the words in a box.
Write some sentences using the verb form be going to
Complete a dialogue with the correct form of be going to and the verbs in a box.
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions.
Oral comprehension
Listen and complete a chart sorting out the words from a box.
Writing
Write a composition about what the student did last summer and his/her plans for this summer. Use some questions as a guide.
End-of year Test 1 (Teachers resource Book 1 pages 46-48)
Vocabulary
Complete a crossword.
Grammar
Complete and write some sentences using the present simple.
Complete a text using the presnt simple or continuous of the verbs given as needed.
Transform positive sentences into negatives.
Complete some sentences with the past simple of the verbs in a box.
Write questions and personalize the answers using the past simple.
Complete a dialogue with the verbs from a box.
Complete a text with the words from a box.
Reading
Read an email and show comprehension answering some questions.
Oral comprhension
Listen to an oral text and indicate the name of the person who carries out the activities referred in some questions. realiza cada una de las actividades que refieren unas preguntas.
Writing
Write a paragraph about something that the student has done and enjoyed recently. Use some questions as a guide.
End-of year Test 2 (Teachers resource Book 1 pages 49-51)
Vocabulary
Complete a puzzle/crossword.
Complete some sentences with vocabulary learnt during the school term.
Grammar
Complete some rules using must/mustnt.
Write some sentences using imperatives and the words given.
Write questions and personalize the answers using the present continuous.
Complete some sentences with the correct form of be going to and the information from a chart.
Transform some sentences and write themusing the past simple.
Complete some questions.
Complete a text with the words from a box.
Reading
Read an email and show comprehension answering some questions.
Oral comprehension
Listen to a dialogue and indicate if some sentences are true or false.
Writing
Write a paragraph describing some holidays won in a draw or competition. Use some questions as a guide.
PROGRAMME OF UNITS: 2nd YEAR - COMPULSORY SECONDARY EDUCATION
This programming and scheduling constitutes a model of timed learning for 2nd year of Secondary Education and taking into account the specific objectives of English as a subject.
This is an adaptable timetable which may be adjusted to the group-class profile as it may be used simultaneously with students who struggle to learn languages as well as with those who have slightly superior knowledge. It may also be adapted to the teachers and students own tastes and initiatives and the evolution of the course.
This is a guiding and extendable programme, with numerous optional possibilities suggested in the Teachers Guide and the Photocopy Masters Book. The teacher may introduce these activities at the appropriate moment, according to students needs and attitudes, bearing in mind learning speed individual and collective and teaching hours available.
STARTER UNIT
1.- TEACHING OBJECTIVES
Know how to recognise and use basic nouns and adjectives.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation at school (In the classroom Practical English).
Revise grammar aspects such as the use of the verb be or have got in its affirmative,
Negative and interrogative forms; personal pronouns and possessive adjectives; the possessive form s, and the countable and uncountable nouns there is/are: some/ any.
Be able to understand written texts and oral information, ina global and more specific way.
Be able to talk about favourite things (Talk about their favourite things) or ask questions to each other (Ask about each other).
Revise expressions of common and frequent conversation in the spoken communication.
Practice the syllables stressing (Syllables).
Assess the progress and participation in the learning process
2.- ContenTS
SECTION 1- Listening, speaking, talking
PROCEDURES
Listening
Listento some short dialogues and check if they are correctly completed (Practical English, SB p. 7 ex. 2 and 4).
Listen and write down a dictation (Practical English-WB p. 6, ex. 5).
Speaking
Practice some suggested dialogues (Revision- Practical English, SB p. 7, ex. 2).
Prepare and practice some dialogues with the classmate about best friends. Ask and answer questions according to the pattern (Activate Your English- Practical English, SB p. 7, ex. 3).
Change the words given in a dialogue for some suggested ones and practice new dialogues similar to the one in exercise 4 of the SB p. 7 (Activate Your English-Practical English SB p. 7, ex. 6).
SECTION 2- Reading and writing
PROCEDURES
Reading
Complete some dialogues with the appropriate sentence from some suggested ones. Listen and check the answers (Revision-Practical English, SB p. 7 ex. 1 and 2).
Read a typical dialogue in a classroom and choose the correct words. Listen and check the answers (In the classroom- Practical English, SB p. 7 ex. 4).
Writing
Prepare and practice some dialogues with a classmate about best friends (Activate Your English- Practical English, SB p. 7, ex. 3).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Talk about daily and favorite things: clothes, family, school, etc.
Express possession.
Ask questions to each other.
Make a description of oneself and the environment to introduce yourself to a penfriend.
Use typical language of a school.
STRUCTURES-GRAMMAR
Be and have got
There is/are, some and any
Subject pronouns and possessive adjectives
Possessives
VOCABULARY
Subject: Revision
Glossary:
Basic nouns: brother, grandmother, grandfather, sister, aunt, cousin, shirt, mobile phone, shoes, jeans, pen, jacket, notebook, bag trousers, trainers,
Basic adjectives: old, new, big, small, happy, sad, horrible, nice, easy, difficult
Classroom things: windows, a television, desks, a notebook, a blackboard, dictionaries, posters, a CD player, pen, pencil, rule,
Functional language: Language to communicate in class (In the classroom).
PHONETICS
Practice the syllable stressing
PROCEDURES
Grammar
Write some sentences using the verb be in affirmative and negative (SB p. 5, ex. 1).
Complete some sentences with the form have got in affirmative and negative (SB p. 5, ex. 2).
Complete a text using the correct form of: be or have got (SB p. 5, ex. 3).
Write some sentences about each ones family and friends using be y have got in the correct way (SB p. 5, ex. 4).
Copy and complete a chart: personal pronouns and possessive adjectives (SB p.5, ex. 5
Complete some sentences with personal pronouns and possessive adjectives (SB p. 5, ex. 6).
Choose the correct word and complete some personalized sentences (SB p. 5, ex. 7).
Complete some questions using the words from a box (SB p. 6, ex. 1).
Connect the questions of the exercise above with their answers (SB p. 6, ex. 2).
Complete an interview using be or have got. Listen and check the answers (SB p. 6, ex. 3).
Write suitable questions for some answers given (SB p. 6, ex. 4).
Correct some sentences. Substitute the words in blue by other similar ones and make new sentences (SB p. 6, ex. 5).
Write correct sentences about each ones school with the correct form of there is/there are and the words from a box (SB p. 6, ex. 6).
Complete some questions and respond with short answers (SB p. 6, ex. 7).
Choose the correct sentence from some dialogues. Write a similar dialogue using the words from a box (Practical English- WB p. 6 ex. 3 and 4).
Vocabulary
Sort out the words in a box in three different sections. Listen to a CD and check the answers (SB p. 4, ex. 1).
Find in a picture some of the words mentioned in exercise 1 above (SB p. 4, ex. 2).
Complete some sentences using the vocabulary above (Activate Your English, SB p. 4, ex. 3).
Connect the opposite adjectives from a box (SB p. 4, ex. 4).
Observe some pictures and complete some sentences using the adjectives in exercise 4 above (SB p. 4, ex. 5).
Pronunciation
Practice the syllabic count (Pronunciation Bank Starter Unit, WB p.133).
Practice the rythm and intonation in some sentences (Phrase Bank) (Practical English, SB p. 7, ex. 5)
SECTION 4- Sociocultural aspects and intercultura consciousness
CONCEPTS
Comment the concept of penfriend (amigo por correspondencia) and compare if this is a usual fact in the students environment.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about different aspects (Activate your English, SB pages 4 and 7).
The students will learn to elaborate small files and schematic exercises about the things learnt in the unit (Word Bank, WB p. 110)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the unit.
Education for peace: the importance of personal relationships in and out of the classroom, considering friendship and cooperation in our development as people.
Moral and civic education: the importance of knowing and respecting other ways of life and culture different from ours.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components.
4. CONNECTION WITH OTHER curriculum areas
Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Guide, Workbook
Section Grammar Bank Starter Unit, WB pages 90 and 91
Section Word Bank Starter Unit, WB pages. 110 and 111
Section Pronunciation Bank Starter Unit (WB p. 132)
SectionWordlist, WB pages 136 to 142
Photocopiable activities, Starter unit, (Revision) Teachers Resource Book
Additional activities
Additional and alternative activities, Teachers Book, pages T-4 to T-13
Photocopiable activities, Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar revision (Starter Unit, SB pages 5 and 6)
Grammar revision (Starter Unit, WB pages 3 to 6)
Cumulative assesment
Diagnostic test (to be used before starting the book and know the English level of the students) Teachers Resource Book
End-of-unit test (Starter Unit) Teachers Resource Book,
Assessment criteria
Starter Unit Test (Teachers resource Book 2 pages 7- 9)
Vocabulary
Complete a crossword to revise vocabulary.
Order and write some vocabulary words.
Complete some sentences with antonyms.
Grammar
Write sentences with the affirmative form of the verb be.
Write sentences with the negative form of the verb be.
Write sentences putting some suggested words in order.
Choose the correct pronoun from two options in some sentences.
Correct some sentences.
Complete some questions with the correct form of be or have got.
Choose the correct word from two options in some sentences.
Complete some sentences simulating a dialogue.
Reading
Read a text and show comprehension indicating if some sentences are true or false.
Read the text again and answer some questions of specific comprehension.
Oral comprehension
Listen to a dialogue and choose the correct answers from two options.
Writing
Write some sentences describing oneself. Use some questions as a guide.
UNIT 1- HOME AND AWAY
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary connected with furniture and prepositions of place to speak about their rooms.
Be able to learn how to use verbs describing activities outdoors.
Be able to use the word and structures learnt in the unit in the context of a normal daily (Phoning a friend Practical English).
Be able to identify and interpret general and more specific information in written texts, emphasizing the deduction of meanings through the context (Guessing meaning).
Understnd and apply grammar aspects such as: thel present simple of verbs, adverbs of frequency and the verbs with the ending ing.
Understand oral texts with expressions to define the frequency of certain leisure activities (Music and media) and identify general and more specific information in them.
Carry out communicative exchanges talking about oneself (Talking about yourself).
Be able to write a description of a weekend (A description of a typical weekend) using formats and spelling worked in the unit (Punctuation and capital letters).
Learn a song and some information about the music and its composer (Robbie Williams).
Practice the pronunciation of the third person singular (Third person s).
Assess theprogress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to five sentences and write them down. Indicate if they are true or false (Dictation-SB p.10, ex.5)
Listen and read a conversation regarding leisure activities (Music and media) and answer some comprehension questions, indicating the frequency the person interviewed performs certain activities. Listen again and answer questions of more specific comprehension. Ask and answer the questions of the survey (SB p. 12, ex.1, 2 and 3).
Listen to four telephone calls and connect them with the text in some messages. Listen again and complete the texts of the messages (Phone messages-Practical English, SB p.16 ex 2 and 3)
Listen to a text and answer some comprehension questions (Phoning a friend-Practical English, SB p. 16, ex. 4).
Speaking
Practice asking and answering questions about free time (Activate Your English SB p. 11, ex. 9).
Ask and answer the questions of a survey connected with the frequency of certain leisure activities (Music and media -SB p. 12, ex. 3).
Prepare and practice a dialogue (Activate Your English) to telephone a friend. Use the suggested dialogue as a pattern (Phoning a friend, Practical English SB p. 16, ex. 6).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a questionnaire (What does your room say about you?) about how young people keep their bedrooms. Answer the questions and check the results (SB p. 9 ex. 6 and 7).
Remember and find in the text above some grammar structures and vocabulary (Recycle, SB p. 9, ex. 8).
Answer two questions connected with the subject of the text in this lesson. Read and listen this text (Sleeping with the Aztecs). Observe some photographs and connect them with the part of the text where they are mentioned (SB p. 14, ex. 1 and 2).
Read the text again and find the meaning of some words in a box by its context. Indicate which of the three suggested options help deduct the meaning of these words (Skill Focus- Guessing meaning, SB p. 14, ex. 3 and 4).
Look for some more unknown words in the text and try to guess their meaning. Look up in the dictionary and check the answers (SB p. 14, ex. 5).
Answer some questions of more specific comprehension about the text (SB p. 14, ex. 6).
Read the text of some telephone messages and say if some sentences are true or false regarding these (Phone messages-Practical English, SB p. 16 ex. 1).
Read a text and answer some comprehension questions (Phoning a friend-Practical English, SB p. 16, ex 4).
Writing
Read the description of a typical weekend (A description of a typical weekend) and choose the correct words from two suggested options. Listen to a CD and check the answers (SB p. 15, ex. 7).
Find in the text above some punctuation marks and deduct when and how to use them. Complete a chart about the use of capital letters, in which there are some words from the pattern text of exercise 7 above. Add some punctuation marks and capital letters to some sentences (Language Point, Punctuation and capital letters - SB p. 15, ex. 8, 9 and 10).
Elaborate some notes to make a description of a personal typical weekend (Preparation) and answer with them to some questions (SB p. 15, ex. 11).
Write a description of a personal weekend (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas from the exercise above (SB p. 15, ex 12).
Rewrite some incorrect sentences, correcting the punctuation and the capital letters. Do the same with a text (Language Point, Punctuation and capital letters WB p. 13, ex. 4 and 5).
Answer some questions about oneself and write a web page describing, in a personal way, the things you like and the ones you dont (Task- WB p. 13, ex. 6 and 7).
Complete a dialogue telephoning a friend with the sentences from a box. Write a similar dialogue (Phoning a friend-Practical English, WB p. 13, ex. 8 and 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Describe a room, indicating the position of the furniture and objects.
Speak about leisure activities..
Express frequency.
Speak about oneself.
Describe a weekend.
Telephone and answer a friends call.
STRUCTURES-GRAMMAR
Present simple
Adverbs of frequency
Verb + -ing
VOCABULARY
Subject: La casa y las actividades fuera de la casa.
Glossary:
Furniture: bed, desk, wardrobe, shelf, lamp, mirror, chest of drawers, computer, bookcase, chair, stereo, bedside table,
Prepositions: in, on, under, next to, opposite, in front of, behind, between.
Free time activities: send text messages, stay in, go out, play sport, surf the Internet, go to the cinema, download music, read magazines, watch TV, go shopping, play computer games, go to a sleepover, phone a friend.
Adverbs of frequency: never, sometimes, often, hardly ever, always, usually.
Questions words: When, Who, What, Why, Where, How often.
Functional language: Telephone a friend (Phoning a friend).
PHONETICS
Pronunciation: Third person -s
PROCEDURES
Grammar
Read and complete a chart about the present simple of verbs using the words from a box (SB p.10, ex.1).
Observe some pictures and correct some sentences connected with the things in them (SB p.10, ex. 2).
Complete and write some questions acocording to the pattern. Observe the pictures of exercise 2 above and write the appropriate answers (SB p. 10, ex. 3).
Read the section (Check this!) in which there is an explanation of how to form the third person singular of the present of verbs. Deduct and write the third person of some verbs given. (SB p.10, ex. 4).
Complete some sentences using the adverbs of frequency from a box. Translate the sentences into the mother tongue (SB p.12, ex. 4).
Observe some pictures representing leisure or sporty activities. Write personalized sentences expressing the frequency to practice each of them. Use adverbs of frequency (SB p. 12, ex. 5).
Read the section (Check this!) where there is an explanation of the position of frequency adverbs in the formation of a sentence. Deduct the grammar rules choosing one of the two options given (SB p. 12, ex. 6).
Order some sentences in the correct way (SB p. 12, ex. 7).
Write some sentences using words and expressions from three different columns and own ideas (Activate Your English-SB p. 12, ex. 8).
Complete some sentences with the suitable verb form of the verbs from a box. Translate them into the mother tongue (SB p. 13, ex. 9).
Write sentences about oneself, using the verbs from a box and your own ideas (SB p. 13, ex. 10).
Write some sentences about each ones family and friends, using the pattern as a reference (Activate Your English-SB p. 13, ex. 11).
Read a dialogue (See you!) and write its sentences again ordering correctly its words. Listen to a CD and check (Grammar Consolidation, SB p. 13 ex. 12).
Translate into the mother tongue section Phrase Bank. Listen and repeat (Grammar Consolidation, SB p. 13, ex. 13).
Listen and write down a dictation (WB p. 11, ex. 10).
Vocabulary
Connect the furniture and objects of a room with their corresponding word from a box. Listen to a CD and check the answers (SB p.8, ex. 1).
Red a section (Check this!) with prepositions of place and translate them into the mother tongue (SB p. 8, ex.2).
Find in the photograph of exercise 1 the objects or clothes from a list (SB p. 8, ex. 3).
Draw a plan of the own bedroom and write sentences describing what it is like and what is in it. Carry out a communicative exchange asking and answering questions about the room described before (Activate Your English - SB p. 8, ex. 4 and 5).
Read the leisure activities in a box. Indicate which of them are represented in some photographs. Listen to a CD and check the answers (SB p. 11, ex. 6).
Complete a text using the correct form of the suggested expressions in a box (SB p.11, ex. 7).
Read the section (Check this!) with some interrogative particles and answer some questions connected with the text in exercise 7 above (SB p. 11, ex. 8).
Write questions about free time, using the expressions from a box and the suggested question patterns. Practice asking and answering the questions (Activate Your English - SB p. 11, ex. 9).
Pronunciation
Practice the pronunciation of the third person of verbs (Pronunciation Bank WB, p. 133)
Listen to five sentences and write them down. Indicate if they are true or false for the student (Dictation, SB p. 10, ex. 5).
Practice the rythm and intonation of some sentences (Phrase Bank, Practical English, SB p. 16, ex. 5).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Approach the English culture through connecting their own reality with other sociocultural contexts, for example comparing the bedroom and own objects with that of a British youngster.
Refer to a common activity in the British culture; sleepovers. It is about sleeping in a special section of a museum and learn things about that culture or time in history.
Learn and sing a song, approaching the pop culture and knowing some details about the British singer Robbie Williams.
PROCEDURES
Read the profile of Robbie Williams and answer some questions (SB p.17 ex.1)
Read and complete the lyrics of a song (Angels) with the words from a box. Listen to the text of the song and check the answers (SB p. 17 ex. 2).
Connect some expressions in the text with its corresponding definition (SB p. 17, ex. 3).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about their free time, their friends and family (Activate your English, SB pages. 11 and 13).
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 1, WB p. 112)
The students will elaborate their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can be worked along with the unit.
Moral and civic education: the importance of order in our bedroom and common spaces of the house for a harmonious and respectful coexistence
Education for leisure and health the importance of peforming ludic activities to enjoy our free time and relate to others, learning how to coexist and share.
Education for sex equality: the importance of observing and assuming as normal that young people of both sexes practice without distinction all kind of sports and leisure activities.
v. cultural and artistic competence
Linguistic productions contain both artistic and cultural components
Draw a plan of the own bedroom and describe it (Activate your English SB p. 8)
Complete the song suggested in the unit and learn about its composer Robbie Williams (SB p. 17).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and sructures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Music
Learn about music, musician (Vanessa-Mae) and instruments.
Curriculum Extra 1, SB pages 98 and 99, WB, Teachers Guide (T98 and T99)
5.- DIVERSITY TREATMENT
Additional activities
Additional and altenative activities, Teachers Guide (T8 to T17)
Workbook, pages 7 to 13
Section Grammar Bank 1, WB, pages 92 and 93.
Section Word Bank 1, WB, pages 112 and 113.
Section Pronunciation Bank 1, p. 133
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Unit 1, (Revision) Teachers Resource Book
Alternative practice for students with difficulties to follow up the groups pace:
English Alive! Basics Progress Book A, Unit 1
Additional activities
Additional and alternative activities, Teachers Guide, (T8 to T17)
Photocopiable activities, Unit 1, (Extension) Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 1, SB page 13)
Grammar consolidation (Unit1, WB page 11)
Progress Check (Unit 1, WB, page 14).
Revision sections (Units 1-2, WB pages 23 and 24)
Cumulative assessment
End-of-unit test (Unit 1) Teachers Resource Book
Self assessment
Student Self-assessment Checklist, Unit 1, Teachers Guide
Assessment criteria
Unit 1 Test (Teachers resource Book 2 pages 10-12)
Vocabulary
Complete some sentences with furniture vocabulary.
Connect the two parts of some words/expressions.
Grammar
Complete some sentences using the present simple of the verbs given.
Complete a text using the present simple of the verbs given.
Complete some questions with the words from a box. Connect them with the appropriate sentences.
Write some questions and short answers.
Complete a chart expressing frequency with the adverbs from a box.
Write some sentences again using the adverbs of the exercise above.
Complete some sentences using the verbs from a box and the correct form of the verbs given.
Complete an email with the verbs from a box.
Reading
Read a text and show comprehension indicating if some sentences are true or false.
Read the text again and answer some questions of specific comprehension
Oral comprehension
Listen to some people talking about leisure activities. Show comprehension indicating in a chart the character and activity.
Writing
Write a composition about a typical school day. Use some questions as a guide.
UNIT 2- WHATS ON?
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary connected with TV programmes.
Be able to learn how to use adjectives to express opinion.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation; making appointments (Making arrangements Practical English).
Be able to identify and interpret general and more specific information in written texts such as a TV guide.
Understand and apply grammar aspects such as the present continuous of verbs; its difference and comparison with the present simple, and its use with a future meaning.
Understand oral texts; a TV programme speaking about gorillas and their natural environment in Africa (Totally wild) and an interview for the TV, trying to identify general (Listening for gist) and more specific information in them.
Carry out communicative exchanges describing televisión programs, (Describing TV programmes).
Be able to write a description of a TV programme (A description of a TV programme) using formats and expressions worked in the unit, such as giving opinions (Giving opinions).
Know other cultural and social patterns andcompare them with our own culture (Family life).
Practice word stressing (Word stress).
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 22, ex. 4).
Observe the photograph of some gorillas and read a TV programme. Indicate if some sentences are true or false regarding the gorillas. Listen to a text (Totally wild) and check the answers. Answer some comprehension questions (SB p. 22, ex. 1 and 2).
Listen to some people in the street being interviewed about television. Answer a question of general knowledge and others of more specific comprehension (Skill Focus: Listening for gist SB p. 24, ex. 1 and 2).
Listen to a text about making an appointment and answer a comprhension question (Making arrangements-Practical English, SB p. 27, ex. 2).
Speaking
Ask and answer questions expressing likes about television. Use the verbs from a box and the suggested pattern sentences (Activate Your English - SB p.18, ex. 4).
Prepare and practice the dialogue (Activate Your English) to arrange appointments for next week. Use the suggested dialogue as a pattern (Making arrangements, Practical English SB p. 27, ex.4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a TV guide (TV Guide) with the daily programs. Answer a question about what you would like to seer. Answer some comprehension questions (SB p. 19 ex.5 and 6).
Remember and find some grammar structures and vocabulary in the text above (Recicle, SB p. 19, ex. 7).
Read a questionnaire about TV (Are you a TV addict? ). Respond to the questions and compare the answers (SB p. 24, ex. 1).
Read some information in the character´s diary. Answer some comprehension questions (Diaries-Practical English, SB p. 26,,ex. 1).
Read a text about making an arrangement and answer a comprehension question (Making arrangements-Practical English, SB p. 27, ex. 2).
Writing
Read and complete a text about a favorite TV programme (A description of a TV programme). Listen to a CD and check the answers (SB p. 25, ex. 4).
Find some sentences and expressions in the text expressing opinion and translate them into the mother tongue (Language point: Giving opinions, SB p. 25, ex. 5).
Complete the sentences in exercise 5 with the ideas about a favorite TV programme of the student (Language point: Giving opinions SB p. 25, ex. 6).
Elaborate some notes to make a description of a favorite TV programme (Preparation) and answer some questions with them (SB p. 25, ex. 7).
Write a description about favorite TV serials or soap operas (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas in the exercise above (SB p. 25, ex. 8).
Complete a dialogue with the expressions from a box and write one similar to the last one with the expressions in exercise 8 above and the suggested ideas in some boxes (Making arrangements- Practical English, WB p. 21, ex. 7 and 8).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about television and its programs.
Express opinions.
Describe a TV programme.
Speak about things or actions that are happening at the moment.
Making arrangements.
STRUCTURES-GRAMMAR
Present continuous
Present simple and present continuous
Present continuous with future meaning
VOCABULARY
Subject: Television and its programmes.
Léxico:
TV programmes: comedy programme, cartoon, quiz show, documentary, music programme, the news, police drama, reality show, soap opera, sports programme, chat show.
Vocabulary related to TV: guide, channel, veredict, show.
Adjectives of opinion: exciting, boring, silly, great, funny, frightening, interesting, annoying, serious, rubbish, safe, dangerous.
Functional language: Making arrangements.
PHONETICS
Pronunciation: Word stress
PROCEDURES
Grammar
Read a chart about the use of the present continuous and complete its grammar rules (SB p. 20, ex.1).
Complete some sentences with the present continuous of the verbs from a box (SB p. 20, ex. 2).
Write questions and answers decribing the actions performed by the contestants of a television contest in two different photos (SB p. 20, ex. 3).
Write more sentences that describe the photos in exercise 3, then close the books and ask questions and answers about these actions (SB p. 20, ex. 4).
Imagine taking part in a TV show living on a desert island with five friends. Write sentences describing the actions that the members of the team perform for this contest (Activate Your English SB p. 20 ex. 5).
Read a chart and complete the grammar rules about the use of the present simple or continuous (SB p. 22, ex. 3).
Complete a text about bears in Alaska, using the present simple or continuous of the suggested verbs as needed (SB p. 22 ex. 5).
Read some dialogues and grammar rules related to the use of the present continuous with a future meaning. Answer a question of general comprehension (SB p. 23, ex. 6).
Complete the text of two emails with the verbs from a box (SB p. 23, ex. 7).
Imagine that a new documental programme about nature is going to be produced. Plan the programme according to the suggested pattern and using the words from a box (Activate Your English SB p. 23 ex. 8).
Complete a dialogue (Its a great programme!) using verbs in the present simple or continuous as needed. Listen and check the answers (Grammar Consolidation, SB p. 23, ex. 9).
Translate into the mother tongue section Phrase Bank. Listen and repeat (Grammar Consolidation SB p. 23, ex. 10).
Listen and write down a dictation (Grammar Consolidation, WB p. 19, ex. 8).
Vocabulary
Relate some televisions with different programme plannings to their corresponding word from a box. Listen and check the asnswers (SB p. 18, ex. 1).
Listen to some extracts of television programme plannings and deduct what type of programmes are mentioned (SB p. 18, ex.2).
Complete some sentences with the name of television programmes (SB p. 18, ex. 3).
Carry out a communicative exchanges asking and answering questions about programmes people like or do not like. Use the words from a box and the suggested sentence pattern (Activate Your English - SB p. 18, ex. 4).
Look up the meaning of a list of opinion adjectives. Listen and repeat orally (SB p. 21, ex. 6)
Read some sentences and choose the correct adjective from two options. Observe some photographs and interpret them to answer the exercise correctly (SB p. 21, ex. 7).
Sort out the adjectives in exercise 6 in three different sections (SB p. 21, ex. 8).
Write some sentences expressing the things we like doing and the things we don´t from the options suggested in a box. Explain the answers (Activate Your English - SB p. 21, ex. 9).
Pronunciation
Practice word stressing (Pronunciation Bank, Unit 2 WB, p. 134).
Listen to five sentences and write them down (Dictation) (SB p. 22, ex. 4).
Practice the rythm and intonation in some sentences (Phrase Bank, Practical English, SB p. 27, ex. 3)
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Learn some data about British youngsers, their activities, hobbies, they likes on TV, their usual bedtime and establish a sociocultural comparison with with our own reality.
Speak about TV, its benefits and damages. Refer to the English expression: got square eyes to refer to people who watch TV a lot. British young people spend an average of three hours a day in front of the TV or the computer. Compare this situation with the one of the student´s environment.
PROCEDURES
Deduct and answer some questions about the life of British teenagers. Read and listen to a text and check the answers of exercise 1 above (SB p 26, ex 1and 2).
Read the text again and answer some questions of more specific comprehension (SB p. 26 ex. 3).
Answer some personal questions about the student´s family life to compare and contrast cultures (Comparing Cultures, SB p. 26, ex.4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the development of the basic competences and particularly how they are presented in the unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about their likes (Activate your English, SB p. 21)
The students will learn how to make small cards and schematic exercises about the things learnt in the unit (Word Bank 2 WB p.114)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data procesing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
The students will create real and functional communication contexts through the foreign language, using the new information and communication technologies.
iv. social and civic competence, as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the unit.
Leisure education: the importance of watching television in a reflexive, not addictive way, selecting the programmes we want to see, suitable to our age and comprehension.
Environmental education: the importance of learning things about nature and its conservation through documentals or TV programmes related to this subject.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components.
Plan a documental about nature (Activate your English, SB p. 23).
Complete a game-questionnaire about TV and the liking level (SB p. 24).
Learn about habits and behaviours of British teenagers (SB p. 26).
4. CONNECTION WITH OTHER curriculum AREAS
Throughouut the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Nature sciences
Learn about the habitat and behaviour of some animals such as the gorillas from Central Africa or the bears in Alaska.
Music
Learn about music, musicians (Vanessa-Mae) and instruments.
Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teachers Guide, pages T98 and T99
5.- DIVERSITY TREATMENT
Additional and alternative activities, Teachers Book, pages T-18 to T-27
Workbook, pages 15 to 21.
Section Grammar Bank 2, WB, pages 94 and 95
Section Word Bank 2, WB pages 114 and 115
Section Pronunciation Bank, Unit 2 (WB, page 134)
Section Wordlist, WB, pages 136 to 142.
Alternative practice for students with difficulty to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 2
Additional activities
Additional and alternative activities, Teachers Book, pages T-18 to T-27
Photocopiable activities, Unit 2, (Extension) Teachers Resource Book.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 2, SB page 23)
Grammar consolidation (Unit 2 WB page 19)
Progress Check (Unit 2 WB page 22).
Revision sections (Units 1-2, WB pages 23 and 24).
Cumulative assessment
End-of-unit test (Unit 2) Teachers Resource Book
Self-assessment
Student Self-assessment Checklist, Unit 2, Teachers Book
Assessment criteria
Unit 2 Test (Teachers resource Book 2 pages 13-15)
Vocabulary
Complete some sentences with the programmes from a box.
Order and write the letters of some adjectives.
Grammar
Complete some sentences using the present continuous of the verbs given.
Write some sentences using the present continuous in the negative or affirmative form.
Complete some questions with the present continuous of the verbs from a box. Connect the questions with their corresponding answers.
Write a dialogue using the present continuous.
Complete some sentences using the present simple or continuous of the verbs given.
Complete a dialogue using the present simple or continuous of the verbs given.
Complete a letter with the words from a box.
Reading
Read a text and show comprehension indicating if some sentences are true or false.
Read the text again and answer some questions of more specific comprehension.
Oral comprehension
Listento some people talking about TV. Show comprehension and say what programme each carácter prefers choosing from three options.
Writing
Write an answer email to a friend fancying some holidays in Tenerife. Use some questions as a guide.
UNIT 3 SUCCESS
1.-TEACHING OBJECTIVES
Know how to recognise and use vocabulary related to important events.
Be able to learn vocabulary about professions and jobs.
Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation, buying tickets to see some show (At the ticket office Practical English).
Be able to identify and interpret general and more specific information in written texts, stressing the need of remembering new vocabulary. (Recording new vocabulary).
Understand and apply grammar aspects such as: the past simple of regular and irregular verbs (the past simple with the adverb ago), use the past tense of the verb be: was/were in the appropriate way and know how to set out a question in the past tense (Past simple questions: did).
Understand oral texts in which people speak about auctions of famous objects belonging to greast celebrities (Famous obects) and identify general and more specific information in them.
Carry out communicative exchanges talking about the past (Talking about the past).
Be able to write a small biography (A biography) using formats and expressions worked in the unit en la unidad (linking words: because, so, too, also).
Learn a song and know some information about the music and its singer (James Blunt).
Practice the pronunciation of the verb ending in the past simple (-ed endings).
Asses the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation, SB p. 30, ex. 3).
Read and listen to an auction guide of famous objects. Answer a question of general comprehension about Beckham´s BMW. Connect some auctioned objects with the character they belonged to. Listen again and check the answers (SB p 32, ex.1 and 2)
Listen to the text again and choose the corrrect answer in some sentences from two suggested options (SB p. 32, ex. 3).
Listen to an answer machine where you can get some information about a museum of famous people and complete the information (The Museum of FamePractical English,SB p. 36 ex. 1 and 2).
Listen to a dialogue about buying some tickets to go to a museum. Answer a comprehension question (At the ticket office-Practical English, SB p. 36, ex. 3).
Speaking
Practice a communicative exchange with a classmate telling about the activity you were performing at the moments written down in a box (Activate Your English SB p. 31, ex. 10).
Carry out communicative exchanges asking and answering questions to tell about the things performed last weekend. Use the words and expressions from two different columns (Activate Your English, SB p. 33 ex.8).
Prepare and practice a dialogue (Activate Your English) about buying tickets to go to the cinema. Use the suggested dialogue as a pattern (At the ticket office, Practical English SB p. 36, ex. 5).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a text (Young and talented) the adventure of a young man who sailed alone across the Atlantic ocean. Deduct and answer a general comprehension question (SB p. 29 ex. 5).
Read the text again and say if some sentences are true or false (SB p. 29, ex. 6).
Remember and find the in the text above special grammar structures and vocabulary (Recycle, SB p. 29, ex. 7).
Read and translate the contents of a box about the use of could/couldnt as the past form of can/cant (Check this!, SB p. 29 ex. 8).
Read about the professions of some actors before they were famous (Before they were famous). Connect the professions with the corresponding actor (SB p. 34, ex. 1).
Read the text again and answer to some comprehension questions (SB p. 34, ex. 2).
Find some words in the text of exercise 1 and make new sentences using the same words. (Skill focus: recording new vocabulary SB p. 34, ex. 3).
Read some information about the museum of famous people and answer some questions (The Museum of Fame-Practical English, SB p. 36 ex. 1).
Read a dialogue about buyng tickets to go to a museum. Answer a comprehension question (At the ticket office-Practical English, SB p. 36, ex. 3).
Read a text (Actors grow up!) and complete a chart with the correct name of the characters in the text. Indicate if some sentences are true or false. Answer some comprehension questions (WB p. 30, ex. 1, 2 and 3).
Writing
Read a small biography about the Singer Eminem (A biography). Deduct and complete the missing words. Listen to a CD and check the answers (SB p. 35, ex. 4).
Translate some sentences into the mother tongue, using words to connect ideas (Language Point: Linking words; because, so, too, also , SB p. 35, ex. 5).
Rewrite some sentences using the connector given in every case (SB p. 35, ex. 6).
Write some notes related to a biography of the actress Angelina Jolie (Preparation) and answer some questions with them (SB p. 35, ex. 7).
Write a biography about Angelina Jolie (Task), using the suggested plan (Writing plan), the book pattern and the ideas of the exercise above (SB p. 35, ex. 8).
Complete a dialogue shoosing the correct sentence from two options. Escribir un diálogo similar al anterior con las expresiones del ejercicio 4 anterior y la idea propuesta en un recuadro (Buying tickets at the ticket office-Practical English: -WB pág. 31, ejs. 4 y 5).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about important events in life.
Speak about the past.
Ask questions about things that happened in th past.
Buy some tickets for a show.
STRUCTURES-GRAMMAR
Past simple: regular and irregular verbs; ago, was/were
Past simple: questions (did/didnt)
VOCABULARY
Subjects: Fame and interesting events in people´s life.
Glossary:
Life events: be born, go to school, start school, leave school, learn to drive, go to university, take an exam, get a job, get married, grow up, win a prize.
Jobs: waiter/waitress, doctor, architect, model, fashion designer, musician, secretary, shop assistant, lawyer, teacher, film director.
Functional language: Buy a ticket for a show (At the ticket office).
PHONETICS
Pronunciation: Past simple: -ed endings.
PROCEDURES
Grammar
Read and complete a chart about the past simple with regular and irregular verbs, and also in the negative form (SB p.30, ex.1).
Write the past simple of a list of verbs and sort them out as regualar and irregular. See the list of irregular verbs of the WB page 144 (SB p.30, ex. 2).
Complete a text about the story of the shops Zara, using the past of the suggested verbs (SB p. 30, ex. 4).
Read the text of exercise 4 again and correct sentences according to pattern, (SB p.30, ex. 5).
Translate into the mother tongue some sentences with the past simple and the adverb ago (SB p. 30, ex. 6).
Write some sentences with the past simple and the adverb ago (SB p. 30, ex. 7).
Translate into the mother tongue some sentences with the third person of the past tense of the verb be, singular and plural was/were (SB p. 31, ex. 8).
Complete a text using the right form of was or were (SB p. 31, ex. 9).
Explain a classmate what activity you were doing at the moments written in a box (Activate Your English SB p. 31, ex. 10).
Copy and complete a chart with the explanation of how to make questions in the past simple, using did or didnt (SB p. 32, ex. 4).
Compare the use of the present simple and the past simple when making interrogative sentences. Copy and complete a chart about it: do/does, did (SB p. 32 ex. 5).
Complete some questions using correctly the verbs from a box. Choose the most suitable answer from two options (SB p.33, ex. 6).
Ordenar las palabras de unas preguntas y contestarlas correctamente (SB pág. 33, ej. 7).
Write some sentences telling things about last wekend. Use the suggested words and expressions in two different columns. Ask and answer the questions (Activate Your English SB p. 33, ex. 8).
Read and complete a dialogue (My new football boots) with the verbs from a box. Listen to a CD and check the answers (Grammar Consolidation, SB p. 33, ex. 9).
Translate into the mother tongue section Phrase Bank. Listen and repeat (Grammar Consolidation, SB p. 33, ex.10).
Listen and write down a dictation (Grammar Consolidation, WB p. 29, ex. 8).
Vocabulary
Look up the meaning of the words in a box, connected with important events in life. Listen to a CD and repeat orally (SB p. 28, ex. 1).
Connect some descriptions with their corresponding photographs (SB p. 28, ex.2).
Read the descriptions of exercise 2 and find the verbs in the past in the box of exercise1 (SB p. 28, ex. 3).
Indicate the age people perform the activities in a box in the environment of the student (Activate Your English, SB p. 28 ex. 4).
Connect the professions in a box with its picture (SB p. 31, ex. 11).
Complete some sentences using the vocabulary of the professions in exercise 11 above (SB pg. 31, ex. 12).
Pronunciation
Practice and learn how to pronunce the ending ed of the past of verbs (Pronunciation Bank, Unit 3 WB p. 134).
Listen to five sentences and write them down (Dictation, SB p. 30, ex. 3).
Practice the rythm and intonation of some sentences (Phrase Bank-Practical English, SB p. 36, ex. 4).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Refer to the people who have reached success and fame through different ways and professions: sports people, actors, musicians, film directors, astronauts, businessmen, etc. Mention the case of the businessman Amancio Ortega of Zara as a remarkable phenomenon in the world of business for his innovation, fast growth and sales output.
Speak about the stars and films in Hollywood and make comparisons with our film industry..
Learn some details about the American singer Eminem, his origins, his kind of music, his famous records, etc.
Learn and sing a song, approaching the pop culture and knowing some details of the English singer James Blunt.
PROCEDURES
Read the biography of James Blunt and answer some questions (SB p. 37, ex. 1).
Translate the vebs given in the song and write the past tense of each of them. Use the list of irregular verbs of the WB page 114 (SB p. 37, ex. 2).
Read the lyrics of a song (You´re Beautiful) and choose the correct words from two suggested options. Listen to the text of the song and check the answers (SB p. 37 ex. 3).
Connect expressions of the text with their corresponding definition (SB p. 37, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETNCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiaive giving opinions about last wekend (Activate your English, SB p. 33).
The students will learn to elaborate small cards and scheduled exercises about the things learnt in the unit (Word Bank 1, WB p. 116)
The students will make their ownpersonallists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
The students will create real and functional communication contexts using the new information and communication technologies.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the unit.
Moral and civic education: the importance to value and respect all people without caring about their economic level and social position, fame, profession, money, etc.
Education for sex equality: speak about the importance and changes that have caused the integration of women in the world of work and the equality of opportunities for both sexes.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components.
Read and know some details about famous people from Hollywood (Hollywood stars, SB p. 34)
Complete the suggested song in the unit and learn about its composer James Blunt (SB p. 37).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on different interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English clasroom.
Music
Learn about music, musicians (Vanessa-Mae) and instruments.
Curriculum Extra 1, SB pages 98 and 99, WB p. 130, Teachers Guide
5.- DIVIERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-28 to T-37.
Workbook, pages 25 to 31
Section Grammar Bank 3, WB, pages 96 and 97.
Section Word Bank 3, WB pages 116 and 117.
Section Pronunciation Bank, Unit 3(WB, page 134).
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Unit 3 (Revision) Teachers Resource Book
Alternative practice for students with difficulty to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 3
Additional activities
Additional and alternative activities, Teachers Book, pages T-28 to T-37.
Photocopiable activities, Unit 3 (Extension) Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 3, SB page 33)
Grammar consolidation (Unit 3 WB page 29)
Progress Check (Unit 3 WB page 32).
Revision sections (Units 1-4, WB pages 41and 42).
Cumulative assessment
End-of-unit test (Unit 3) Teachers Resource Book.
End-of-term test (Test 1), Teachers Resource Book
Self-assessment
Student Self-assessment Checklist, Unit 3 Teachers Book
Assessment criteria
Unit 3 Test (Teachers resource Book 2 pages 16-18)
Vocabulary
Choose the correcr verb in some sentences.
Deduct the appropriate job for each one of the descriptions given.
Grammar
Complete a chart with the past simple of the verbs from a box. Sort them out as regular and irregular.
Complete some sentences with the past tense of the verbs given.
Complete a dialogue using was or were as needed.
Write questions using the past simple. Answer with the words given.
Write some sentences using the past simple, ago and the words given.
Complete a dialogue with the past simple of the verbs from a box.
Complete a text with the verbs from a box.
Reading
Read a text and show comprehension indicating if some sentences are true od false.
Read the text again and answer some questions of more specific information.
Oral comprehension
Listen to a conversation with a grandson and the grandmother. Show comprehension and choose the correct expression in some sentences.
Writing
Write a composition about diet and personal health. Use the questions as a guide.
End-of-term Test 1 (Teachers resource Book 2 pages 19-21)
Vocabulary
Complete a crossword
Write three vocabulary words in three categories.
Grammar
Write sentences using the present simple and the adverbs given.
Complete a telephone conversation using the present continuous of the verbs from a box.
Complete an email with the past simple of the verbs from a box.
Complete some sentences with the correct verb tense of the verbs given.
Write some questions and complete the answers using the present simple, present continuous or past simple.
Complete a postcard with the words froma box
Reading
Read a text and show comprehension choosing the correct words/expressions in some sentences.
Read the text again and answer some questions of more specific information.
Oral comprehension
Listen to a dialogue and show comprehension saying if some sentences are true or false.
Writing
Write a biography of Elijah Wood. Use the notes as help.
UNIT 4 FACT OR FICTION?
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary connected with misterious things and places.
Be able to learn and use verbs of movement.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation, asking for information about timetables and prices for transport (Asking for travel information Practical English).
Be able to identify and interpret general and more specific information in written texts.
Understand and apply grammar aspects such as the past continuous of verbs, in the affirmative, negative and interrogative forms. Learn how to differentiate and use correctly the past continuous and the past simple.
Understand oral texts about OVNIS (UFO) (Unidentified Flying Object) or ghost stories (Ghost Tours at Hampton Court Palace) and identify general and more specific information in them.
Carry out communicative exchanges talking about travel experiences (Talking about past events).
Be able to tell a ghost story (A ghost story) using formats and expressions worked in the unit, such as expressions of time (Time expressions).
Know about other cultural and social patterns and compare them with our own culture (Mysteries and legends)
Practice the pronunciation of the weak forms (weak forms /wYz/, /wY(r)/ ).
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen and write down five sentences (Dictation) (SB p. 42, ex. 5).
Listen to an interview with a person talking about a UFO and answer a comprehension question, identifying the UFO picture described (SB p. 42, ex. 1).
Answer some questions related to the interview in exercise 1 and choose the right answer from two suggested options (SB p. 42, ex. 2).
Listen to a conversation related to a visit to a palace (Ghost Tours at Hampton Court Palace) (SB p. 44, ex. 2).
Listen to a dialogue with a passenger asking about the timetables and prices of a transport means. Answer a comprehension question with the information obtained (Asking for travel information-Practical English, SB p. 47, ex. 2).
Speaking
Express what happened in a a situation in which the student and his/her family saw a monsterar (The Beast of Bodmin). Express in the past tense what happened. Use the pattern as an example (Activate Your English, SB p. 40, ex. 5).
Tell a classmate about the experience of seeing a UFO and carry out a communicative exchange asking and answering questions like those of the pattern (Activate Your English, SB p. 43, ex. 8 and 9).
Prepare and practice a dialogue (Activate Your English) asking for information about timetables and prices and duration of a trip from London to Cardiff. Use the travel information and the dialogue in exercise 2 above as a pattern (Asking for travel nformation-Practical English) (SB p. 47, ex. 4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a text about an Egyptian pharaoh (The curse of Tutankhamen) and answer a general information question and some others of more specific information (SB p.39 ex. 4 and 5).
Remember and find in the text above some specific grammar structures and vocabulary (Recycle, SB p. 39, ex. 6).
Read a text related to the ghosts in Hampton Court Palace and answer some questions of specific comprehension (Skill focus: Reading for specific information, SB p. 44, ex. 1).
Read a publicity brochure about Tintagel (Cornwall) and indicate if some sentences are true or false about it (Tourist information-Practical English, SB p. 47 ex. 1).
Read a dialogue about a passenger asking for transport timetables and prices. Answer a comprehension question with the information obtained (Asking for travel information-Practical English, SB p. 47, ex. 2).
Read a text (The Story of Dracula) and complete some sentences indicating the right character from a box. Complete some sentences with the past simple of the verbs given and put them in the right chronological order. Answer some comprehension questions (WB p. 38, ex. 1, 2 and 3).
Writing
Read a ghost story (A ghost story) and deduct the missing words in the text. Listen to a CD and check the answers (SB p. 45, ex. 3).
Translate some expressions of time frequency into the mother tongue (Language Point: sequencers, SB p. 45,ex. 4)
Put some sentences in chronological order and complete them with the correct sequence expression (SB p. 45, ex. 5).
Write some notes to write a ghost story (Preparation) and answer some questions with them (SB p. 45, ex. 6).
Write a ghost story (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas from the exercise above (SB p. 45, ex. 7).
Complete a dialogue with the expressions from a box. Write one similar to the last one with the expressions in exercise 8 and the suggested ideas from a box (Asking for travel information - Practical English, WB p. 39, ex. 8 and 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about misterious things and places.
Describe imporant events in the past.
Express what was being performed at certain moments in the past.
Describe action and movement.
Tell a horror story.
Ask for information about transport timetables and prices.
STRUCTURES-GRAMMAR
Past continuous: affirmative and negative
Past continuous: questions
Past simple and past continuous
VOCABULARY
Subject: Reality and fiction
Glossary:
Mystery: ghost, mummy, curse, tomb, cemetery, haunted house, shadow, full moon, nightmare, noises, darkness.
Verbs of movement: stand up, drive, walk, run, jump, sit down, cross, float, crash, lie down, push, pull.
Time expressions: first, then, after that, the next day.
Functional language: Ask for travel information (Asking for travel information).
PHONETICS
Pronunciation: weak forms /wYz/, /wY(r)/
PROCEDURES
Grammar
Translate some sentences using the past continuous into the mother. Copy and complete a chart about its use (SB p. 40, ex 1 and 2).
Order and write the sentences in a text about the Loch Ness monster (Loch Ness) and answer a comprehension question about it (SB p. 40, ex. 3).
Complete a text (The Beast of Bodmin) using the present perfect of the verbs given in a box (SB p. 40, ex. 4).
Imagine that the student and his/her family saw the monster of the exercise above. Express in the past what happened. Use the pattern (Activate Your English, SB p. 40, ex. 5).
Copy and complete a chart with the use of was, were, werent, (SB p. 42, ex. 3).
Order the words of some questions, observing a picture and answer them expressing the actions performed by its characters (SB p. 42, ex. 4).
Translate the examples of some grammar rules about the use of the past simple or past continuous. Copy and complete the rules (SB p. 43, ex. 6).
Choose in some sentences the correct verb form from two suggested options: past simple or past continuous (SB p. 43, ex. 7).
Answer some questions imagining a hypothetical situation in which a UFO is seen. Tell a classmate the experience and carry out a communicative exchange asking and answering questions like those in the pattern (Activate Your English, SB p. 43, ex. 8 and 9).
Complete a dialogue (A mysterious story) using the past simple or continuous of the verbs from a box as needed. Listn and check the answers (Grammar consolidation, SB p. 43, ex. 10).
Translate section Phrase Bank into the mother tongue. Listen and repeat (Grammar consolidation, SB p. 43, ex. 11).
Listen and write down a dictation (Grammar Consolidation, WB p. 37, ex. 7).
Vocabulary
Connect the vocabulary in a box with their pictures. Listen to a CD and check the answers (SB p. 38, ex. 1).
Complete a chart with the fear level which the things in exercise 1 above produce (SB p. 38, ex. 2).
Make up some titles for a horror film using and combining the vocabulary from three different columns (Activate Your English, SB p. 38, ex. 3).
Observe the vignettes of a comic (The Adventures of Bigfoot) and connect them with the corresponding verbs from a box which represent them(SB p. 41, ex. 6).
Observe the timetables in the pictures of the comic above and describe what Bigfoot is performing at the times given in the exercise. Use the verbs from exercise 6 above and the past continuous (SB p. 38, ex. 7).
Describe personally what is being performed at the times indicated in the vignettes above. Carry out a communicative exchange asking and answering questions to know about these actions (Activate Your English, SB p. 41 ex. 8).
Pronunciation
Practice the pronunciation of the weak forms /wYz/, /wY(r)/ (Pronunciation Bank, Unit 4, WB p. 134).
Listen and write down five sentences (Dictation) (SB p. 42, ex. 5).
Practice the rythm and intonation of some sentences (Phrase Bank- Practical English, SB p. 47, ex. 3).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Learn some data about the Egyptian pharaoh Tutankhamen, born in 1367 BC and died when he was seventeen years old, having being enthroned when he was nine. The British archaeologist Howard Carter and his friend Lord Carnarvon dicovered his tomb and the treasures in it. From this moment on legends and mysterious curses started to be told around.
Refer to more or less famous places in Great Britain such as: Loch Ness (Scotland),
The village of Tintagel (Cornwall), Cardiff (Wales), London (England), Edinburgh (Scotland), Wiltshire Stonehenge (England), etc.
Learn some data about the mistery of Stonehenge: a circle of huge stones situated in Wiltshire, in the south og England. Built 5.000 years ago by reasons still unknown, some people think it was a kind of a solar calendar and others think it was a religious and worship place.
PROCEDURES
Deduct and answer questions about Stonehenge. Read and listen to a text and check the answers of exercise 1 above (SB p. 46, ex 1 and 2).
Read the text again and answer some questions of more specific comprehension (SB p. 46 ex. 3).
Answer some questions about touristic sightseeing from the student´s environment to compare and contrast cultures (Comparing Cultures, SB p. 46, ex.4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn:
The students think over and strengthen their personal initiative giving opinions about UFOs, for example (Activate your English, SB p. 43).
The students will learn to make small cards and schematic exercises about the things learnt in the unit (Word Bank 4, WB p. 118)
The students will elaborate their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
Through the foreign language the students will create real and functional communication contexts using the new information and communication technologies .
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along the unit.
Leisure education: the imoportance of travelling and know new and attractive places, sometimes full of legend and tradition, as a very interesting and enriching form of leisure and culture.
Health education: the importance of being careful at seeing or reading some fiction stories which can alter our mood and produce anxiety and terror.
v. cultural and civic competence
Las producciones lingüísticas contienen componentes artísticos y culturales;
Leer y aprender información sobre Tutankhamen (The curse of Tutankhamen, SB pág. 39).
Leer y aprender información sobre el misterio de Stonehenge (Wiltshire) SB pág. 46
4. _CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on several interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in their development of the knowledge of the world out of the English classroom
Social Sciences (Geography)
Learn about countries and places: Egypt, The Loch Ness en Scotland, Cornwall en England, Wiltshire en England
Literature
Learn about Greek epic literature
Curriculum Extra 2, SB págs. 100 y 101, WB pág. 131,Teachers Guide, pages T100 and T101
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-38 to T-47
Workbook, pages 33 to 39.
Section Grammar Bank 4, WB, pages 98 and 99.
Section Word Bank 4, WB pages 118 and 119.
Section Pronunciation Bank, Unit 4 (WB, page 134)
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Unit 4 (Revision) Teachers Resource Book
Alternative practice for students with difficulty to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 4
Additional activities
Additional and alternative activities, Teachers Book, pages T-38 to T-47
Photocopiable activities, Unit 4 (Extension) Teachers Resource Book.
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 4, SB page 43)
Grammar consolidation (Unit 4 WB page 37)
Progress Check (Unit 4 WB page 40).
Revision sections (Units 1-4, WB pages 41 and 42).
Cumulative assessment
End-of-unit test (Unit 4) Teachers Resource Book
Self-assessment
Student Self-assessment Checklist, Unit 4, Teachers Book
Assessment criteria
Unit 4 Test (Teachers resource Book 2 pages 22-24)
Vocabulary
Complete some sentences with mistery vocabulary.
Choose the correct preposition in some sentences
Order the letters and write some verbs of movement.
Complete some sentences with the past continuous of the verbs given.
Complete a text with the past continuous of the verbs from a box.
Observe a chart and write questions and short answers. Use the past continuous.
Write some questions and short answers using the past continuous of the verbs given.
Complete some sentences using the past simple or continuous of the verbs given.
Complete a text with the words from a box.
Reading
Read a text and show comprehension saying if some sentences are true or false.
Read the text again and answer some questions of specific comprehension.
Oral comprehension
Listen to a dialogue. Show comprehension and connect both parts of the sentences.
Write a summary about a mistery book or a terror film. Use some questions as a guide.
UNIT 5 PLANET EARTH
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary about materials and containers.
Be able to learn how to use verbs connected with the environment.
Be able to use the language and the structures learnt in the unit in the context of a normal daily conversation, apologizing respectfully (Apologising Practical English).
Be able to identify and interpret general and more specific information in written texts, strengthening the use of possessive pro nouns and adjectives (Pronouns and possessive adjectives).
Understand and apply grammar aspects such as the future form of verbs (will/wont) and the first conditional (First conditional).
Understand oral texts, a conversation in an ecology shop (The Ecology Shop) and identify general and more specific information in them.
Carry out communicative exchanges, talking about the future (Talking about the future), expressing ideas about recycling.
Be able to elaborate a poster (A poster), using formats and expressions worked in the unit, such as the use of apotrophes (Apostrophes).
Learn a song and know some information about the music and its composer (Stacie Orrico).
Practice the phonetics of a contraction (ll contraction).
Assess the progress and the participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 50, ex. 4).
Listen to a conversation in a shop of ecological products (The Ecology Shop). Answer some questions of specific comprehension about the things to buy and the amount of money spent (SB p. 52 ex. 1).
Connect the two parts of some sentences. Listen and check (SB p. 52 ex. 2).
Listen to a dialogue with some teenagers apologising to a farmer and answer a question of general comprehension (Apologising-Practical English, SB p. 56, ex. 2).
Speaking
Refer possible forms of helping to look after the environment. Use the words in a box for help (Activate Your English-SB p. 48, ex. 3).
Make predictions about the changes that will be produced in the future regarding the materials for things nad objects (Activate Your English-SB p. 51, ex. 9).
Ask and answer questions about the recycling activity in the student environment (SB p. 54, ex. 1).
Prepare and practice a dialogue with a classmate (Activate Your English) apologising to a farmer for doing some of the things that appear in a box (ApologisingPractical English, SB p. 56 ex. 4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Reada text (The future of our planet) about the future of the environment and give an appropriate answer from three options given (SB p. 49,ex. 4)
Remember and find in the text above some grammar structures and vocabulary (Recycle, SB p. 49, ex. 5).
Read a text about recycling and answer some comprehension and opinion questions (The art of recycling, SB p. 54. ex. 1, 2 and 3). Find possessive pronouns and adjectives in the reading (Skill focus: Pronoums and possessive adjectives, SB p. 54, ex. 4).
Read a leaflet about how to protect nature and answer some comprehension questions (Information leaflet, Practical English, SB p. 56 ex. 1)
Writing
Read and complete a poster (A poster) about pollution by cars and its effects with the words from a box. Listen to a CD and check (SB p. 55, ex. 5).
Read some sentences with apostrophes and say what they mean: possession or contraction. Rewrite a text using apostrophes (Language point: Apostrophes-SB p. 55, ex. 6 and 7).
Prepare some notes to make a poster speaking about pollution on beaches (Preparation) and answer some questions with them (SB p. 55, ex. 8).
Write a poster about pollution on beaches (Task), using the suggested plan (Writing plan), the pattern and the ideas of the exercise above (SB p. 55, ex. 9).
Order a dialogue and write a new dialogue using its sentences and the suggested ideas from a box (Apologising- Practical English -WB p. 49, ex. 8 and 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about the environment and its problems.
Refer what kind of materials things and objects are made of.
Make future predictions.
Predict the posible results of an action.
Apologise.
STRUCTURES-GRAMMAR
Will/wont
First conditional (if + present simple + will/wont + infinitive)
VOCABULARY
Subject: The Earth planet.
Glossary:
Environment verbs: save, turn off, pollute, recycle, keep clean, cut down, protect, destroy, waste, throw away.
Environment vocabulary: rubbish, water, recycling banks, contaminated air, tropical rainforests, species of animals, recycle, The ozone layers, pollution, low energy, etc.
Materials and containers: metal, plastic, cardboard, glass, fabric, rubber, paper, wood, can, bottle, jar, bag, box, carton,
Functional language: Apologising (Apologising).
PHONETICS
Pronunciation: ll contraction
PROCEDures
Grammar
Copy and complete a chart about the future form will/wont (SB p. 50, ex. 1).
Complete a text about the future using the verbs from a box and will/wont (SB p. 50, ex. 2).
Make sentences using will and joining the two parts of some senetneces. Answer the questions expressing a personal opinion (SB p. 50, ex. 3).
Make personal predictions about the future in ten years, using the ideas from a box. (Activate Your English-SB p. 50 ex. 5).
Study a chart about the first conditional. Copy and complete the grammar rules (SB p. 52, ex. 3).
Read and complete the advertising for a competition of ideas to protect the environment (SB p. 52, ex. 4).
Complete the ideas that won the competition in exercise 4 above with the correct form of the suggested verbs in a box (SB p. 53, ex. 5).
Carry out a communicative exchange, asking and answering about the ideas in a box. Use the suggested pattern (Activate Your English-SB p. 53, ex. 6).
Complete a dialogue (Two bags of bottles and cans) using as needed: present simple o will. Listen and check the answers (Grammar consolidation SB p. 53, ex. 7).
Translate into the mother tongue section Phrase Bank. Listen and repeat (Grammar consolidation- SB p. 53, ex. 8).
Listen and write down a dictation (Grammar Consolidation, WB p. 47, ex. 8).
Vocabulary
Look up the meaning of some verbs related to the protection of the environment and sort htem out according to their use. Listen and check the answers (SB p.48, ex.1)
Read a poster and interpret some photographs. Complete some sentences with the verbs from exercise 1 above (SB p. 48, ex.2).
Think of more possible forms of helping look after the environment. Use the words from a box (SB p. 48, ex. 3).
Connect six of the words in a box with their corresponding photograph. Listen to a CD and check the answers (SB p. 51, ex. 6).
Read in a box words about different kinds of containers. Identify which of these containers appear in the photographs of exercise 1 above (SB p. 51, ex. 7).
Indicate the material out of which some objects are made (SB p. 51, ex. 8).
Read the objects in a box and make predictions about their changes in the future, using the future form will/wont (Activate Your English - SB p. 51, ex. 9).
Pronunciation
Practice and learn the sound of the contration ll (Pronunciation Bank Unit 5,WB p. 134)
Listen to five sentences and write them down (Dictation) (SB p. 50, ex 4).
Practice the rythm and intonation of some sentences (Phrase Bank)(Practical English, SB p. 56, ex. 3)
SECTION 4- Sociocultural and intercultural consciousness
CONCEPTS
Know some data about the problems of our environment, as well as the solutions we have in our hands to prevent it. Comment and compare about recycling in the student´s environment with data from other places .
Speak about the biggest greenhouse in the world: The Eden Project (Cornwall), with over 5.000 kinds of different plants. An ecological project of environmental education.
Refer to an American artist: Leo Sewel who produces his work of art with recycled and useless mateials. Also speak about a famous sculpture WEEE (Waste Electrical and Electronic Equipment), which represents the electronic material consumed in a lifetime by a British person.
Learn and sing a song, approaching the pop culture and know some details about a character, the American singer Stacie Orrico.
PROCEDURES
Read the profile of Stacie Orrico and answer some questions (SB p. 57, ex. 1).
Read and complete the lyrics of a song (I promise I will) with the words from a box.Listen to the text of the song and check the answer (SB p. 57 ex. 2).
Connect some expressions of the text with their corresponding definition (SB p. 57, ex. 3).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in the unit:
ii. learning to learn
The students think over and strengthen their personal initiative giving opinions about how to protect the environment and making predictions about the future (Activate your English, SB pages 48, 50, 51).
The students will learn to make small cards and schematic exercises about the things learnt in the unit (Word Bank 5, WB p. 120)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence
The students will create real and functional communication contexts using the new information and communication technologies
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can be worked along in the unit .
Moral and civic education: the importance of being responsible about looking after our planet, consuming and polluting less and less and recycling more and more.
Health education: the importance of living according to the laws of nature, being part of the Earth as a whole. Our health is directly proportional to the health of the planet.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components
Complete the suggested song in the unit and learn about its composer Stacie Orrico (SB p. 57).
Know an American artist Leo Sewell and his work WEEE (The art of recycling SB p 54)
4. CONNECTION WITH OTHER curriculum AREAS
Troughout the unit there will be a reinforcement on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Technologies
Learn some aspects about technologies used to reduce electric consumption or recycling.
Literature
Learn about epic Greek literature.
Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teachers Guide, páginas T100 and T101
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-48 to T-57
Workbook, pages 43 to 49.
Section Grammar Bank 5, WB, pages 100 and 101.
Section Word Bank 5, WB pages 120 and 121.
Section Pronunciation Bank, Unit 5 (WB, page 134)
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Unit 5 (Revision) Teachers Resource Book
Alternative practice for students with difficulties to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 5
Additional activities
Additional and alternative activities, Teachers Book, pages T-48 to T-57
Photocopiable activities, Unit 5 (Extension) Teachers Resource Book
6.- ASSESSMENT
Formative assesment
Grammar consolidaton (Unit 5, SB page 53)
Grammar consolidation (Unit 5 WB page 47)
Progress Check (Unit 5 WB page 50).
Revision sections (Units 1-6, WB pages 59 and 60).
Cumulative assessment
End-of-unit test (Unit 5) Teachers Resource Book.
Self-assessment
Student Self-assessment Checklist, Unit 5, Teachers Book
Assessment criteria
Unit 5 Test (Teachers resource Book 2 pages 25-27)
Vocabulary
Complete some sentences with the pair of words from a box.
Complete the missing letters in some words (materials and containers) and connect them with some definitions.
Grammar
Complete a text using will o wont and the verbs from a box.
Write questions about the future of a character and complete the short answers.
Complete a dialogue with the correct form of will and the verbs from a box.
Complete some sentences with the first conditional and the verbs from a box.
Write some sentences using the first conditional.
Choose the correct verbs from two options in some texts.
Reading
Read a text and show comprehension indicating if some sentences are true or false.
Read the text again and answer some specific comprehension questions.
Oral comprehension
Listen to some people talking about the environment. Indicate what subject refers each character
Writing
Write an opinión article about life in the future. Use some ideas as help.
UNIT 6 COMPUTER WORLD
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary related to computers and new technologies.
Be able to learn how to use vocabulary related to computer games.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation, expressing agreement and disagreement (Agreeing and disagreeing-Practical English).
Be able to identify and interpret general and more specific information in written texts.
Understand and apply grammar aspects such as: expressing predictions using the future (will) or expressing intentions by using the future (be going to), differentiating both.
Understand oral texts, listening to a conversation about a new computer game (A new computer game: CityRaid), listening to a documental about new technologies (Tomorrows World). Learn how to deduct what is going to be listened to (Preparing for listening) and identify general and more specific information in the texts.
Carry out communicative exchanges talking about plans and future predictions (Talking about future plans and predictions).
Be able to write an email (An email), using formats and expressions worked in the unit (Avoiding repetition).
Know other cultural and social patterns and compare them with our own (Schools in Britain).
Practice the rythm and stress in sentences (Sentence stress and rhythm).
Assess the progress and participation in the learning process .
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to five sentences and write them down. Indicate where to stress them (SB p. 63, ex. 7).
Listen to a conversation in which two characters are trying to sell their ideas about a new computer game. Indicate if some sentences are true or false regarding the conversation. Answer some questions of specific comprehension (SB p. 62, ex. 1 and 2).
Listen to a documental about the new technologies (Tomorrows World). Deduct what kind of things are going to be Heard and answer some questions. Listen to the programme and check the answers. Answer some questions of specific comprehension (Skill focus: preparing for listening SB p. 64, ex 3, 4 and 5).
Listen to a conversation about a grandson giving instructions to his grandfather to write and send an email. Order the instructions appropriately (Instructions-Practical English, SB p. 67 ex. 2).
Listento a dialogue of two friends expressing agreement and disagreement about computer games. Answer a comprehension question (Agreeing and disagreeing-Practical English, SB p. 67, ex. 3).
Speaking
Ask and answer questions about the uses of a computer (Activate Your English-SB p. 58, ex.4)
Express personal future plans with the ideas from a box. Express future predictions for the people known by the student with the ideas from other box. Use the suggested patterns as an example (Activate Your English-SB p. 63, ex. 8 and 9).
Prepare and practice a dialogue (Agreeing and disagreing) expressing agreement and disagreement about the suggested ideas. Use the suggested dialogue in exercise 3 above as a pattern (Activate Your EnglishPractical English, SB p. 67 ex. 5).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to two young people explaining what they are going to do with their computers won in a competition (The lucky winners!). Read the words in a box connected with computers and identify which of the two characters is talking about them (SB p. 59 ex.5).
Red the text again and answer some questions of more specific comprehension (SB p. 59, ex. 6).
Remember and find some grammar structures and vocabulary in the text above (Recycle, SB p. 59, ex. 7).
Read a questionnaire about the history of technology (The history of technology) and deduct the answers (SB p. 64, ex. 1).
Observe the pictures of some computers and electronic devices. Complete a text with words from a box (SB p. 64, ex. 2).
Read the text of an email which a grandfather is writing with the help of his grandson. Answer a comprehension question (Instructions-Practical English, SB p. 67 ex. 1).
Read a dialogue of two friends expressing agreement and disagreement about computer games. Answer a comprehension question (Agreeing and disagreeing-Practical English, SB p. 67, ex. 3).
Read a text (Phones or computers?) and complete a chart with the characters who perform some specific actions. Indicate if some sentences are true or false. Answer some comprehension questions (WB p. 56, ex. 1, 2 and 3).
Writing
Read an email and its answer (An email) and deduct the missing words in the text. Listen to a CD and check the answers (SB p. 65, ex. 6).
Complete a chart with personal pronouns and possesive adjectives (Language Point: avoiding repetition, SB p. 65,ex. 7)
Change the words or nouns in blue in some sentences by its corresponding pronoun or adjective (SB p 65, ex. 8).
Complete the text of an email with nouns or pronouns as needed. Write some notes imagining you have to buy a present for a friend and answer some questions with them (Preparation - SB p. 65, ex 9 and 10).
Write an answer email (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas in the exercise above (SB p. 65, ex. 11).
Complete a dialogue with the expressions from a box. Write one similar to the one above with the expressions from a box. Write another similar to the one above giving instructions to search for information in the internet. Use the expressions of the exercise above and the ideas suggested in a box (Instructions- Practical English; WB p. 57, ex. 8 and 9).
SECTION 3- Reflection and knowledge by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about computers and its functions.
Express purpose.
Express future, predictions and intentions. .
Express agreement and disagreement.
STRUCTURES-GRAMMAR
Be going to
Be going to and will
VOCABULARY
Subject: Computer science.
Glossary:
Computers and the internet: control pad, screen, keyboard, printer, speaker, software, scanner, CD reader/writer, webcam, disk, mouse, website, download, graphics,
New technology: videos, mobile phones, music players, laptop, portable console, MP3 player.
Computer games: games console, simulation, graphics, role play, joystick, levels, fantasy, sound effects, action, adventure, cheats, sports, play station, three-dimensional,
Functional language: Express agreement or disagreement (Agreeing and disagreeing)
PHONETICS
Pronunciation: Sentence stress and rhythm
PROCEDURES
Grammar
Read some charts about the use of the future form be going to and complete some examples about the grammar rules (SB p. 60, ex. 1).
Complete a text using the form be going to correctly (SB p. 60 ex. 2).
Order the words of some questions expressing intentions. Read the notes and answer the questions above (SB p. 60, ex. 3 and 4).
Read two examples of sentences that express future. Copy and complete the grammar rules deducting, in each case by the examples above when to use be going to or will (SB p 62, ex. 3).
Read the sentences from some vignettes and express which indicate plans or predictions for the future (SB p. 62, ex. 4).
Read the future plans of two characters who are going to design a new computer game and write sentences with them, according to the suggested pattern (SB p. 63, ex. 5).
Complete some sentences with predictions about a new computer game (SB p. 63, ex. 6).
Write some sentences expressing personal future plans with the ideas from a box. Write some future predictions for the people the student knows with the ideas from another box. Use the suggested patterns as an example (Activate Your English-SB p. 63, ex. 8 and 9).
Read and complete a dialogue (Internet horoscopes) choosing from two forms of expressing future. Listen to a CD and check the answers (Grammar Consolidation, SB p. 63, ex. 10).
Translate section Phrase Bank into the mother tongue. Listen and repeat (Grammar Consolidation, SB p. 63, ex. 11).
Write four sentences which express plans for the weekend and other four which express predictions for the future (WB p. 55, ex. 5).
Listen and write down a dictation (Grammar Consolidation, WB p. 55, ex. 6).
Vocabulary
Connect the words from a box with its corresponding picture. Listen to a CD and check the answers (SB p. 58, ex 1).
Complete some sentences using the vocabulary of exercise 1 above (SB p. 58, ex.2).
Read the section (Check this!) with examples about the use of the infinitive as purpose. Translate them into the mother tongue (SB p. 58, ex. 3).
Ask and answer questions about the uses of a computer (Activate Your English-SB p. 58, ex.4)
Complete a web page with the words from a box related to computer games. Listen to a CD and chack the answers (SB p. 61, ex. 5).
Connect some photographs related to computer games with the words from exercise 5 above (SB p. 61, ex. 6).
Answer some questions about computer games (SB p. 61, ex. 7).
Complete some questions with the correct form of be going to (SB p. 61, ex. 8).
In groups, think about the name for a new computer game. Answer the questions in exercise 8 above. Write some sentences about the new game using the answers of exercise 8 above (Activate Your English-SB p. 61, ex. 9 and 10).
Pronunciation
Practice the stress in sentences (Pronunciation Bank, Unit 6, WB p. 134).
Listen to five sentences and write them down. Indicate where the stress is produced (SB p. 63, ex. 7).
Practice the rythm and intonation of some sentences (Phrase Bank)(Practical English, SB p. 67, ex. 4)
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Speak about computer science and computers, their functions and benefits and how the new technologies have changed our lives in the last few years. Also refer about the evolution of computer games since 1970 with the first computers until now, when we have games in three dimensions and fantastic graphics.
Refer vocabulary and instructions to send an email, such as: open a new massage, complete the To box, Write the title in the Subject box, Type the text, Click on the Send icon, etc.
Know and compare some data about some British schools (Technology Schools) different from all the rest of secondary schools, where the students use the new technologies in all the clases and subjects. They start studying at eleven and finish at sixteen when they take a national exam, the GCSEs. Then they can leave school or take the next exam: A-levels, usually three subjects, when they are eighteen and then go to university.
PROCEDURES
Observe and interpret some photographs to deduct the answer to a question. Read and listen to a text (Technology schools) and answer a comprehension question (SB p. 66, ex. 1 and 2).
Read the text again and answer some questions of more specific comprehension (SB p. 66 ex. 3).
Answer some questions about the schools in the student´s area, comparing and contrasting cultures (Comparing Cultures, SB p. 66, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students think over and strengthen their personal initiative giving opinions about computer scence (Activate your English, SB p. 58) or planning their life (SB, p. 63).
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 6, WB p. 122).
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
Through the foreign language the students will create real and functional communication contexts using the new information and communication technologies; for example, learning to write and answer an email according to the suggested patterns (SB p. 65)
iv. social and civic competence as knowing a language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along with the unit.
Moral and civic education: the importance of using science and technology in an ethic way and for noble purposes.
Health education: the importance of using the new technologies in a reasonable and controlled way without getting adicts to computers, play-stations, mobiles, etc.
v. cultural and artistic competence
Linguitic studies contain both artistic and cultural components
Read and learn some information about the new technologies and British methods to learn them in secondary schools (Technology Schools, SB p. 66).
Design their own web page (Design your own website, SB p. 61).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Technologies
Learn about the new technologies; SB p. 64.
Literature
Learn about Greek epic literature.
Curriculum Extra 2, SB pages 100 and 101, WB p. 131,Teachers Guide, pages T100 and T101
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-58 to T-67
Workbook, pages 51 to 57.
Section Grammar Bank 6, WB, pages 102 and 103.
Section Word Bank 6, WB pages 122 and 123.
Section Pronunciation Bank, Unit 6 (WB, page 135)
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Unit 6 (Revision) Teachers Resource Book
Alternative practice for students with difficulties to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 6
Additional activities
Additional and alternative activities, Teachers Book, pages T-58 to T-67
Photocopiable activities, Unit 6 (Extension) Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 6, SB page 63)
Grammar consolidation (Unit 6,WB pagea 55)
Progress Check (Unit 6 WB page 58).
Revision sections (Units 1-6, WB pages 59 and 60).
Cumjulative assessment
End-of-unit test (Unit 6) Teachers Resource Book
End-of-term (Test 2) Teachers Resource Book
Self-assessment
Student Self-assessment Checklist, Unit 6 Teachers Book
Assessment criteria
Unit 6 Test (Teachers resource Book 2 pages 28-30).
Vocabulary
Choose the correct word in some sentences from three options
Order the letters and write the words related to computer science.
Grammar
Join the two parts of some sentences to make sense.
Complete some sentences using the correct form of be going to and the verbs from a box.
Write some questions and short answers. Use the correct form of be going to.
Complete a dialogue with the correct form of be going to and the verbs given.
Complete some sentences with be going to and the verbs from a box.
Complete a text with the words from a box.
Reading
Read a text and show comprehension saying if some sentences are true or false.
Read the text again and answer some questions of specific comprehension
Oral comprehension
Listen to a piece of information and sort it out correctly
Writing
Write a birthday invitation for your friends. Use some questions as a guide.
End-of-term Test 2 (Teachers resource Book 2 (pages 31-33)
Vocabulary
Complete a crossword.
Write three vocabulary words indifferent categories
Grammar
Complete some sentences using the past simple or continuous of the verbs given.
Write some sentences using the first conditional.
Complete a text using the correct form of will or be going to and the verbs from a box.
Complete some sentences using the correct verb tenses of the verbs given.
Write some questions and answer them using the appropriate verb tenses.
Choose the appropriate verbs from two options in an email.
Reading
Read a text and show comprehension indicating if some sentences are true or false.
Read the text again and answer some specific comprehension questions
Oral comprehension
Listen to a dialogue and show comprehension completing some sentences.
Writing
Write a composition about the personal future of the student. Use some questions as a guide.
UNIT 7 LAW AND ORDER
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary related to murder and crime.
Be able to learn how to use adjectives which describe people physically.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation, asking for permission to do something (Asking for permission Practical English).
Be able to identify and interpret general and more specific information in written texts, putting special emphasis on finding opposites (Finding opposites).
Understand and apply grammar aspects such as: comparatives and superlatives (Comparatives and superlatives), modal verbs expressing advice (should) and obligation (must).
Understand oral texts: an interview to a policeman speaking about juvenile delinquency (Crime busters!), a police report about some murder suspects (The suspects) and identify general and more specific information in them.
Carry out communicative exchanges expressing rules (Talking about rules).
Be able to write an interview (An interview) using formats and expressions worked in the unit (Order of adjectives).
Learn a song and some information about the music and its composer (Sugababes)
Practice the pronunciation of the weak vowel /Y/
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking, talking
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 70, ex. 6).
Listen to a text (Crime busters) where a policeman speaks about juvenile delinquency. Deduct what kind of advice will be given in the text. Connect the two parts of a sentence. Listen and check the answers. Listen to the text again and choose the correct option in some sentences (SB p. 72, ex. 1 and 2).
Listen to a police report (The suspects) and answer some comprehension questions (SB p. 74, e. 2 , 3 and 4).
Listen to a dialogue with a daughter and her parents, asking for permission for some activities. Answer a comprehension question (Asking for permission-Practical English, SB p. 76, ex. 2).
Speaking
Classify some criminal actions according to their level of evilness . Compare and give reaasons for your answers with the classmates (Activate Your English- SB p. 68, ex. 4).
Describe some famous people to a classmate and deduct who it is (Activate Your English - SB p. 71, ex. 12).
Carry out a communicative exchange telling a friend what to do in the situations given. Use should/shouldnt or must/mustnt (Activate Your English - SB p. 73, ex. 7).
Practice a dialogue asking for permission to go out with friends. Use the suggested dialogue as a pattern (Activate Your English, Asking for permission- Practical English) (SB p. 76, ex. 4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a press article (Criminals: Breaking records) about criminal acts, curious for some reason.
Answer a question of general comprehension about the kind of murder commited. Read the text again and answer some questions of more specific comprehension (SB p. 69 ex. 5 and 6).
Remember and find in the text above some grammar structures and vocabulary (Recycle, SB p. 69, ex. 7).
Read section (Check this!) explaining the difference of the concepts steal/rob and translate the suggested examples into the mother tongue (SB p. 69, ex. 8).
Read some press news (The murdered pop star) and point out the evidences mentioned in the text (SB p. 74, ex. 1)
Read a police report (The suspects) and answer some comprehension questions. Complete some sentences giving opinions about the crime (SB p. 74, ex. 2 and 3).
Connect some words from the text above with their opposites (Skill Focus- Finding opposites, SB p. 74, ex. 5).
Relate some prohibition signs to their correspondicng sentence. Choose the correct option from two suggeted verbs and put them in the place where the prohibition is described in some sentences (Signs and notices-Practical English, SB p. 76 ex. 1).
Read a dialogue of a daughter and her parents asking for permission for some activites. Answer a comprehension question (Asking for permission-Practical English, SB p. 76, ex. 2).
Read a text (Banksy, the mysterious graffiti artist) and indicate the words mentioned in it. Indicate if some sentences are true or false. Answer some comprehension questions (WB p. 66, ex. 1, 2 and 3).
Writing
Rea dan intrview (An interview) and deduct the missing words in the text. Listen to a CD and check the answers (SB p. 75, ex. 6).
Translate into the mother tongue the examples of some physical descriptions with the adjectives in the right order. Also order the adjectives in some sentences (Language Point: order of adjectives, SB p. 75, ex. 7 and 8).
Imagine that the student has witnessed a criminal action (Preparation). Answer some questions related to it (SB pág. 75, ej. 9).
Write the dialogue of a police questioning (Task), using the pattern in the book and the ideas from exercise 9 above (SB p. 75, ex. 10).
Choose the correct word to complete a dialogue of a son asking his mother for permission to go to a party. Write a similar dialogue using the suggested ideas from a box (Asking for permission-Practical English -WB p. 67, ex 8 and 9).
SECTION 3- Refletion and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about crime and delinquency.
Describe a peson physically.
Make comparison expressing degree.
Express advice,obligation and rule.
Ask for permission.
STRUCTURES-GRAMMAR
Comparative and superlative adjectives
Should and must
VOCABULARY
Subject: Law and order.
Glossary:
Crime: murder, robbery, shoplifting, victim, theft, vandalism, speeding, robber, witness, spraying graffiti, pickpocketing, thief.
Physical descriptions: height (tall, short), build (well-built, slim), hair (short, fair, dark, curly, straight), other (tattoo, glasses, blue eyes).
Functional language: Ask for permission (Asking for permission)
PHONETICS
Pronunciation: The weak vowel /XXY/
PROCEDURES
Grammar
Copy and complete a chart with comparative and superlative adjectives. Add the comparative and superlative of the adjectives from a box to the chart above (SB p. 70, ex. 1 and 2).
Complete some sentences about two criminals using comparatives and superlatives from the chart of exercise 1 above (SB p. 70, ex. 3).
Write two sentences for each group of words according to the pattern (SB p. 70, ex. 3).
Complete a group of words and compare them using the adjectives from a box (Activate Your English, SB p. 70 ex. 5).
Copy and complete a chart with the modal verbs which express advice and obligation: should/must (SB p. 72, ex. 3).
Write a rule: two affirmative sentences (must) and three negative (mustnt) using the vocabulary and expressions from three different columns (SB p. 72, ex. 4).
Complete some sentences giving advice to teenagers. Use should/shouldnt (SB p. 72, ex. 5)
Read a poster (School Rules) and indicate the correct alternative from two options to complete some rules (SB p. 73, ex. 6).
Express what to do in the situations given to a classmate. Use should/shouldnt or must/mustnt (Activate Your English - SB p. 73, ex. 7).
Complete a dialogue (Wheres my mobile phone?) with the words from a box. Listen and check the answers (Grammar consolidation, SB p.73, ex. 8
Translate into the mother tongue section Phrase Bank. Listen and repeat (Grammar consolidation, SB p. 73, ex. 9).
Listen and write down a dictation (Grammar Consolidation, WB p. 65, ex. 8).
Vocabulary
Look up the meaning of the words from a box and sort them out in two categories. Listen and check the answers (SB p. 68, ex. 1).
Observe and interpret a picture. Indicate which words from exercise 1 above appear in it (SB p. 68, ex. 2).
Listen to some news and connect them with the corresponding word from the vocabulary of exercise 1 above (SB p. 68, ex. 3).
Read again the list of criminal actions from exercise 1 above and complete a chart sorting out these actions according to their evilness level . Compare the answers with the classmates (Activate Your English- SB p. 68, ex. 4).
Observe a picture indicating which words related with crime appear in it (WB p. 61, ex. 1).
Look up the meaning of the words in blue in some sentences and answer some comprehension questions (SB p 71, ex. 7)
Sort out the words or adjectives in exercise 7 above in categories. Listen to a CD and check the answers (SB p. 71, ex. 8).
Write some sentence about the characters of the photographs in exercise 7 above, including the suggestd expressions (SB p. 71, ex. 9).
Read the contents of a poster (Wanted!) and answer two comprehension questions (SB p. 71, ex.10)
A witness has seen one of the components of the band required by the police in the poster of exercise 10 above. Listen to a description of this person and observe the photographs in exercise 7 above. Deduct who the person is (SB p. 71, ex. 11).
Describe famous people to a classmate so that he can deduct what person you are talking about (Activate Your English - SB p. 71, ex. 12).
Pronunciation
Practice thepronunciation of the weak vowel /Y/ (Pronunciation Bank, Unit 7, WB p. 135).
Listen to five sentences and write them down (SB P. 70 ex. 6).
Practice the rythm and intonation of some sentences (Phrase Bank)(Practical English, SB p. 76, ex. 3)
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Know one of the best British graffiti artists: Banksy, an unknown carácter, as graffiti is considered to be a crime.
Learn and sing a song approaching the pop cultura and knowing some details about a British group Sugababes.
PROCEDURES
Read the profile of Sugababes and answer some questions (SB p. 77, ex. 1).
Read the lyrics of a song (Ugly) and choose the correct words from two options. Listen to the text of the song and check the answers (SB p. 77 ex. 2).
Connect some expressions in the book with their corresponding definition (SB p. 77, ex. 3).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE CONTRIBUTION OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit:
ii. lesrning to learn
The students think over and strengthen their personal initiaitve giving opinion about delinquency (Activate your English, SB p. 68).
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 7, WB p. 124)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence
See in the introduction the general aspects of the contribution to this competence.
The students will create real and functional communication contexts through the foreign language using the new information and communication technologies.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the unit.
Moral and civic education: the importance of respecting social rules and personal obligations without infringing the laws which make human coexistence difficult.
Education for peace: the importance of asking for things in an appropriate way making personal relationships easier, asking for things saying please and thanking fot it.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components.
Complete the suggested song and learn about its composers Sugababes (SB p. 77).
Write a pólice interview (SB p. 75).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Education for citizens and human rights
Police and law
Nature science
Learn about the solar system, planets, stars, etc
Curriculum Extra 3, SB pages. 102 and 103, WB p. 132 Teachers Guide, pages T102 and T103
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-68 to T-77
Workbook, pages 61 to 67.
Section Grammar Bank 7, WB, pages 104 and 105.
Section Word Bank 7, WB pages 124 and 125.
Section Pronunciation Bank, Unit 7 (WB, page 135)
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Unit 7 (Revision) Teachers Resource Book
Alternative practice for students with difficulties to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 7
Additional activities
Additional and alternative activities, Teachers Book, pages T-68 to T-77
Photocopiable activities, Unit 7 (Extension) Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 7, SB page 73)
Grammar consolidation (Unit 7 WB page 65)
Progress Check (Unit 7 WB page 68).
Revision sections (Units 1-8, WB pages 77 and 78).
Cumulative assessment
End-of-unit test (Unit 7) Teachers Resource Book
Self-assessment
Student Self-assessment Checklist, Unit 7 Teachers Book
Assessment criteria
Unit 7 Test (Teachers resource Book 2 pages 34-36)
Vocabulary
Connect and write down the two parts of some words.
Complete some sentences with words to describe people physically.
Grammar
Complete a chart with the comparatives and superlatives of some adjectives.
Read the information from a chart and complete some comparative sentences.
Write some sentences using the appropriate superlatives.
Complete a text with the comparatives and superlatives of the adjectives given.
Complete some sentences using should/shouldnt and the verbs from a box.
Write some rules using must /mustnt as needed.
Choose in a text the correct expressions from two options.
Reading
Read a text and show comprehension choosing the correct words in some sentences from three options.
Read the text again and answer some questions of more specific information.
Oral comprehension
Listen to a dialogue and show comprehension saying if some sentences are true or false.
Writing
Describe a robbery. Use some questions as a guide.
UNIT 8 ACTIVE
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary about sports and leisure activities.
Be able to learn how to express health problems.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation, asking for and giving advice (Asking for and giving advice Practical English).
Be able to identify and interpret general and more specific information in witten texts, such an interview and a press article, emphasizing the use of a dictionary (using a dictionary).
Understand and apply grammar aspects such as the present perfect of the verbs in the affirmative, negative and interrogative forms.
Understand oral texts: the description of a sports event (Urban Adventure Race) and identify general and more specific information.
Carry out communicative exchanges talking about past experiences (Talking about past experiences).
Be able to carry out a survey (A class survey) using formats and expressions worked in the unit and write down a report with the results (talking about statistics) .
Know other cultural and social patterns and compare them with outr own culture (World of sport)
Practice and recognise the phonetic contractions (Recognising contractions (s/ve).
Assess the progress and participation in the learning process.
2.- ContenTS
SECTION 1- Listening, speaking, talking
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 80, ex. 4).
Read the informaion and answer some questions. Listen to the description of a sports event (Urban Adventure Race) and arrange some photographs. Listen again and complete some sentences (SB p. 79, ex. 6, 7 and 8).
Remember some grammar structures and vocabulary (Recycle, SB p. 79, ex. 9).
Listen to a dialogue of two classmates asking for and giving some advice for a headache. Answer if some sentences are true or false (Asking for and giving advice-Practical English, SB p. 87, ex. 2).
Speaking
Prepare some questions and answers for an imaginary interview to a famous sportsman (Activate Your English, SB p. 83, ex. 6).
Prepare and practice a dialogue asking for and giving advice about the health problems in a box. Use the suggested pattern in exercise 2 of the SB (Activate Your English, Asking for and giving advice-Practical English, SB p. 87, ex. 2).
Answer some opinion questions related to a text read and the idea of comparing and contrastin cultures (Comparing Cultures-SB p. 86, ex. 4).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen an interview with a character who practices parachuting (The skys the limit!) Answer two questions of general and more specific comprehension (SB p. 82 ex. 1 and 2).
Deduct and answer two questions related to the subject of the text in this secion. Read and listen to the text mentioned and check the answers. (Are you a couch potato?) (SB p. 84, ex. 1 and 2).
Read the text again and deduct the meaning of a list of words by the context. Use the dictionary to know or confirm the mening of these words. Find in the text more unknown words and look up their meaning. Answer some questions of more specific comprehension (Skill Focus-Using a dictionary, SB p. 84, ex. 3, 4 and 5).
Read a text about habits and healthy advice and answer some comprehension questions (Health information-Practical English, SB p. 87 x 1).
Read a dialogue of two classmates giving advice to each other about a headache. Answer if some sentences are true or false (Asking for and giving advice-Practical English, SB p. 87, ex. 2).
Writing
Read a survey about sports (Class survey: Sport) and choose the correct words in the text. Listen to a CD and check the answers (SB p. 85, ex. 6).
Connect the two parts of some sentences with statistical data (Language Point: talking about statistics - SB p. 85,ex. 7)
Ask three classmates about their sports activities. Prepare some notes to make a survey (Preparation) and answer some questions with them (SB p. 85, ex. 8).
Write a sports survey in class and make a report with the results (Task) using the suggested plan (Writing plan), the pattern in the book and the ideas from the exercise above (SB p. 85, ex. 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about sports, referring habits and experiences
Speak about past experiences.
Express health states and problems.
Express the results of a survey.
Give and ask for advice.
STRUCTURES-GRAMMAR
Present perfect: affirmative and negative
Present perfect: questions
VOCABULARY
Subject: Sports and health.
Glossary:
Sport: climbing, snowboarding, basketball, swimming, rollerblading, judo, kayaking, skydiving, cycling, table tennis, motocross, cricket, baseball, football, rugby, spectator, mad about, hero.
Health problems: a broken leg, a sprained ankle, sunburn, a bruise, a cold, a cut, stomach ache, a cough, a sore throat.
Talking about statistics: fyfty per cent- half, most people-the majority, a few people-three or four people, no one-not a person-nobody.
Functional language: Ask for and give permission (Asking for and giving advice)
PHONETICS
Pronunciation: Recognising contractions (s/ve).
PROCEDURES
Grammar
Copy and complete a chart with the words from a box related to the formation of the present perfect (SB p. 80, ex.1).
Complete a chart with th past participles of regular and irregular verbs from a box (SB p. 80, ex. 2).
Complete some sentences with the present perfect of some suggested verbs (SB p. 80 ex. 3).
Complete a text about the tennis player Rafael Nadal, using the present perfect of the suggested verbs (SB p. 80, ex. 5).
Write some sentences about sports with the vocabulary from a box (Activate Your English, SB p. 80, ex. 6).
Complete a chart with the verbs from a box to learn how to make questions using the present perfect. Translate the sentences into the mother tongue (SB p. 82, ex. 3).
Order the words in some sentences (SB p. 82 ex. 4).
Write some questions about two important sports people, using the present perfect and respond with short answers (SB p. 83, ex. 5).
Imagine a hipothetical interview with a famous sports person. Prepare some questions to ask him/her and make up the answers (Activate Your English, SB p. 83, ex. 6).
Read and complete a dialogue (The biggest couch potato), using the present perfect of the suggested verbs. Listen and check (Grammar Consolidation, SB p.83, ex. 7).
Translate the section Phrase Bank into the mother tongue. Listen and repeat (Grammar consolidation, SB p. 83, ex. 8)
Listen and write down a dictation (Grammar Consolidation, WB p. 73, ex. 6).
Vocabulary
Observe some phtographs and indicate what sport each fo them refers to. Listen to a CD and check the answers (SB p. 78, ex. 1).
Listeare to the sounds produced by some sports and deduct which are the sports they belong to (SB p. 78, ex. 2).
Read the section (Check this!) with the differences of the verbs play/go/do and translate it inot the mother tongue. Complete a chart sorting out the sports in exercise 1 above according to the verbs used (SB p. 78, ex. 3 and 4).
Complete some sentences using play/go/do and the sports in exercise 1 above (Activate Your English SB p. 78, ex. 5).
Connect the health problems written in a box with the picture that represents them. Liste to a CD and repeat orally (SB p. 81, ex. 7).
Read the section (Check this!) with the differences between have got/have had to express health problems. Translate the section into the mother tongue (SB p. 81, ex. 8).
Write sentences about oneself and the own family using the present perfect to express health problems (SB p. 81 ex. 9).
Pronunciation
Learn how to recognise contractions (Pronunciation Bank, Unit 8 WB p. 135).
Listen and write down some sentences (SB, Dictation, p. 80 ex. 4).
Practice the rythm and intonation of some sentences (Phrase Bank-Practical English, SB p. 87, ex. 3)
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Learn some details about famous sports people: the Majorcan tennis player Rafael Nadal, the British athlete Kelly Holmes, the American cyclist Lance Armstrong, the Spanish footballer Raul, Joaquim Rodrigues, Hannah Teter, Annie Freeze, Max Zoom, etc.
Learn some details about the sports known around the world: football, cricket, baseball, rugby etc. and compare them with the sports of the student´s environment.
PROCEDURES
Observe and interpret some pghotographs to answer a question. Read and listen to a text (Sport throughout the world) and check the answers of the exercise1 above (SB p. 86, ex 1 and 2).
Read the text again and answer some questions of more specific comprehension (SB p. 86 ex. 3).
Answer some questions about the sport of the student´s environment comparing and contrasting cultures (Comparing Cultures, SB p. 86, ex. 4).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in this unit:
ii. learning to learn;
The students thimk over and strengthen their personal initiative giving opinions about him/herself and the own family related to health (Activate your English, SB p. 81).
The students will familiarize with the use of the dictionary to learn the meaning of new words (Skill focus: using a dictionary, SB p. 84).
The students will learn to elaborate small cards and schematic exercises about the things learnt in the unit (Word Bank 8, WB p. 126)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
The students will create, through the foreign language, real and fuctional contexts using the new information and communication technologies.
iv.social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in the unit.
Health education: the importance of practicing some sport to keep healthy, doing it in a responsible and safe way to prevent accidents and health problems.
Speak about the importance that some other habits also have on our health, such as: nutrition, sleep, tobacco, the hours we spend in front of the TV, etc.
Education for sex equality: the importance of observing women and men practising indistinctly the same sports and in the same conditions of equality and opportunity.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components
Learn some information about famous sports people: Rafael Nadal (SB p.80) or the level of sportive activity and good habits of British people (SB p. 84).
Learn some information about the popularity of sports according to the countries (SB p. 86).
4. conection with other curriculum areas
Throughout the unit there will be a reinforcement on diverse intrerdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Nature Science
Learn about health and benefitial foods for it.
Physical education
Sports and health
Nature science
Learn about the solar system, planets, stars, etc
Curriculum Extra 3, SB pages. 102 and 103, WB p. 132 Teachers Guide, pages T102 and T103
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-78 to T-87
Workbook, pages 69 to 75
Section Grammar Bank 8, WB, pages 106 and 107.
Section Word Bank 8, WB pges 126 and 127.
Section Pronunciation Bank, Unit 8 (WB, page 135)
Section Wordlist, WB, pages 136 to 142.
Alternative practice for students with difficulty to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 8
Addditional and alternative activities, Teachers Book, pages T-78 to T-87
Photocopiable activities, Unit 8, (Extension) Teachers Resource Book
6.- ASSESSMENT
Formative assessment
Grammar consolidaton (Unit 8, SB page 83)
Grammar consolidation (Unit 8 WB page 73)
Progress Check (Unit 8 WB page 76).
Revision sections (Units 1-8, WB pages 77 and 78).
Cumulative assessment
End-of-unit test (Unit 8) Teachers Resource Book
Self-assessment
Student Self-assessment Checklist, Unit 8, Teachers Book
Assessment criteria
Unit 8 Test (Teachers resource Book 2 pages 37-39)
Vocabulary
Complete the missing words in some words (sports) and add them as required play, do, go.
Read some definitions and write the illnesses they refer to.
Grammar
Complete some sentences with the correct form and tense of the verbs: play, do, go.
Write the past participles of some verbs.
Complete some sentences using the present perfect of the pairs of verbs in a box.
Write some sentences in present perfect in the affirmative and negative form.
Complete some sentences with the present perfect of the verbs given.
Complete a text with the words from a box.
Reading
Read a text and show comprehension indicating if some sentences are true or false
Read the text again and answer some questions of specific comprehension.
Oral comprhension
Listen to people speak about sports. Show comprehension and choose the correct words from some sentences.
Writing
Write a postcard to your family telling them about a stay in a camp. Utse the suggested information for that.
UNIT 9 SUMMER TIME
1.- TEACHING OBJECTIVES
Know how to recognise and use vocabulary related to summer camps.
Be able to recognise and use vocabulary to refer to holiday problems.
Be able to use the language and structures learnt in the unit in the context of a normal daily conversation, expressing preferences (Talking about preferences Practical English).
Be able to identify and interpret general and more specific information in written texts.
Understand and apply grammar aspects such as a/an, some/any; the indefinite pronouns something, anything, everyone; the quantifyers a lot of, much/many or the interrogative form How much/How many?.
Understand oral texts, a travel documental which describes different places (Extremes) or learn to predict the content of unknown informations by means of intepreting contextual elements such as photographs (Prediction).
Carry out coommunicative exchanges, talking about holidays (Talking about holidays).
Be able to write a description of a celebration or summer event (Describing a summer festival) giving advice and information to the visitors who want to go and using formats and expressions worked in the unit (Checking verbs).
Learn a song and know some information about the music and composer (Emma Bunton)
Practice the intonation in questions (Intonation with questions).
Assess the progres and participation in the learning process..
2.- ContenTS
SECTION 1- Listening, speaking and talking
PROCEDURES
Listening
Listen to five sentences and write them down (Dictation) (SB p. 92, ex. 5).
Read some information in a TV guide and observe some photogrphs. Deduct what kind of programme is Extremes (SB p. 92, ex. 1).
Listento the interview with an explorer of the television programme above (Extremes) and answer some comprehension questions choosing from two options given .Listen to the text again and choose the correct words in some sentences (SB p. 92, ex. 2 and 3).
Observe the photographs of a summer festival (The Festival of the Midnight Sun and The Festival of Saint John) and look up the meaning of some words in blue. Connect the photographs with their corresponding sentence, learning how to predict the content of unknown information by means of interpreting contextual elements. Listen to a CD and check the answers (Skill focus:PredictionSB p.94, ex. 1,2,3)
Listen to both conversations about festivalsand answer some questions of more specific comprehension (SB p. 94, ex 4).
Listen to a conversation giving information about Edinburgh (Scotland) and find some errors related to a text (Holiday InformationPractical English, SB p. 96 ex. 2).
Lisento a dislogue of a mother an her daughter expressing their prefernces to decide their place for holidays. Answer a question of general comprehension (Talking about preferencesPractical English, SB p. 96 ex. 3).
Speaking
Ask and answer some questions about the student´s hometown or village. Use the ideas from a box (Activate Your English, SB p. 93, ex.8).
Ask and answer questions about summer festivals or important festivals in the country or environment of the student (SB p. 94, ex. 5).
Prepare and practice a dialogue (Activate Your English) expressing preferences for the holidays. Use the suggested dialogue as a pattern and the ideas from a box (Talking about preferences-Practical English, SB p. 96, ex. 5).
SECTION 2- Reading and writing
PROCEDURES
Reading
Read and listen to a text (Summer Camps) about summer camps. Answer one opinion question and give reasons for the answer. Copy and complete a chart sorting out the camps according to two kinds (SB p.89 ex. 5 and 6).
Remember and find in the text above specific grammar structures and vocabulary (Recycle, SB p. 89, ex. 7).
Read some information from a touristic brochure about Edinburgh (Scotland) and answer some comprehension questions. Listen to a conversation and find the mistakes in the information (Holiday information-Practical English, SB p. 96 ex. 1 and 2).
Read a dialogue of a mother and her daughter expressing their preferences to decide the place for their holidays. Answer a question of general comprehension (Talking about preferencesPractical English, SB p. 96 ex. 3).
Choose the correct sentences in a dialogue. Write a similar dialogue expressing preferences about some of the suggested ideas (Talking about preferencesPractical English, WB p. 85 ex. 8 and 9).
Writing
Read the description of a summer festival (Describing a summer festival) and correct 6 mistakes. Listen to a CD and check the answers (SB p. 95, ex. 6).
Recognise the kind of mistakes of the verbs in exercise 6 above (Language Point: Checking verbs, SB p. 95, ex. 7).
Read some sentences with mistakes in the verbs and identify what group of mistakes they belong to. Correct the sentences (SB p. 95, ex. 8).
Write some notes to describe a summer festival in the environment of the student (Preparation) and answer some questions with them (SB p. 95, ex. 9).
Describe a summer festival (Task), using the suggested plan (Writing plan), the pattern in the book and the ideas of the exercise above (SB p. 95, ex. 10).
Write a letter to a magazine describing a holiday resort where the student has stayed at (WB p. 85, ex. 7).
Choose the suitable sentences from a dialogue and write one similar expressing preferences. Use the expressions in exercise 8 above and the ideas suggested in a box (Practical English: Talking about preferences-WB p. 85, ex. 8 and 9).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about holidays, the equipment and their problems.
Express quantity.
Express wishes.
Express preferences.
STRUCTURES-GRAMMAR
a/an, some and any
indefinite pronouns
a lot of, much/many
VOCABULARY
Subject: Summer
Glossary:
Things for summer camp: sun hat, sun cream, torch, insect repellent, money, towel, rucksack, sunglasses, battery, sleeping bag, camera, suitcase,
Holiday problems: traffic, litter, crime, rain, queue, insects, high-rise hotels, crowd, pollution, noise.
Functional language: Express preferences (Talking about preferences)
PHONETICS
Pronunciation: Intonation with questions
PROCEDURES
Grammar
Translate some sentences into the mother tongue. Read and complete a chart with grammar rules for a/an, some, any (SB p. 90, ex.1).
Complete a conversatioon of two friends making plans for some holidays on the beach. Use a/an, some, any in an appropriate way(SB p. 90, ex. 2).
Translate some sentences into themother tongue. Read and complete some grammar rules for thf undefinite pronouns something, anything, everyone (SB p. 90, ex. 3).
Complete a postcard with the words from a box (SB p. 90, ex. 4).
Complete some senteces describing the perfect holidays (Activate Your English, SB p. 90 ex. 5).
Read, copy and complete some grammar rules about the use of quantifiers and uncountables a lot of, much/many (SB p. 92, ex. 4).
Write sentences describing a photograph of a holidays resort. Use How much/How many and answer the questions (SB p. 93, ex. 7).
Ask and answer questions about the hometown or village of the student. Use the ideas from a box (Activate Your English, SB p. 93, ex.8).
Complete a dialogue (Its the holidays!) with the words from a box. Listen to a CD and check the answers (Grammar Consolidation, SB p. 93, ex. 9).
Translate into the mother tongue the section Phrase Bank. Listen and repeat (Grammar consolidation SB p. 93, ex. 10)
Listen and write down a dictation (Grammar Consolidation, WB p. 83, ex. 9).
Vocabulary
Connect the words in a box related to camp equipment with its corresponding photograph. Listn to a CD and check the answers. Complete a text about summer camps withthe vocabulary from exercise 1 above (SB p. 88, ex. 1 and 2).
Write a list with the necessary equipment for one of the suggested holidays resort in a box (Activate Your English, SB p. 88, ex. 3).
Read the section Check this! with countable and uncountable nouns and find two uncountable nouns in exercise 1 above (SB p. 88, ex. 4).
Connect the words from a box about holiday problems with their corresponding picture. Listen to a CD and check the answers (SB p. 91, ex. 6).
Sort out the problems in exercise 6 above as countable and uncountable (SB p. 91, ex. 7).
Read the section Check this! with the use of there was/there were and translate the sentences into the mother tongue (SB p. 91, ex. 8).
Complete a text (Holiday nightmare!) about some holiday problems using the vocabulary from exercise 6 above (SB p 91, ex. 9).
Write about your last holidays using there was/there wasnt, there were/there werent and a/an, some any correctly (Activate Your English-SB p.91, ex. 10).
Pronunciation
Revise and practice the intonation in questions (Pronunciation Bank, Unit 9, WB p. 135).
Listen and write down some sentences (SB, Dictation, p. 92 ex. 5).
Practice the rythm and intonation of some sentences (Phrase Bank) (Practical English, SB p. 96, ex. 4).
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Learn some data about summer festivals and feasts such as: The Highland Games in Scotland, la fiesta de San Juan (The Festival of Saint John) in Alicante, or The Festival of the Midnight Sun in Alaska, where you can enjoy in all of them sports, traditional music and typical food from each place.
Learn and sing a song, approaching the pop culture and knowing details about the British singer Emma Bunton.
PROCEDURES
Read the profile of Emma Bunton and answer some questions (SB p. 97, ex. 1).
Read the lyrics of a song (Sunshine on a rainy day) and choose the suitable words from two suggested options. Listen to the text of the song and chack the answers (SB p. 97 ex. 2).
Write the past simple and the present perfect of the infinitives in a box belonging to the song (SB p. 97, ex. 3).
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particularly how they are represented in this unit:
ii. learning to learn
The students think over and strengthen their personal initiative giving opinions and planning about their ideal holidays (Activate your English, SB pages.88 and 90).
The students will learn to make predictions and elaborate hypothesis (Skill focus: predictions, SB p. 94).
The students will learn to elaborate small cards and schematic exercises about the things learnt in this unit (Word Bank 9, WB pages 128)
The students will make their own personal lists for vocabulary and translation (My personal wordlist, WB p. 143)
iii. data processing and digital competence
See in the introduction the general aspects of the contribution to this competence.
The students will create real and functional communication contexts using the new information and communication technologies.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected with their native speakers, which can also be worked along with the unit.
Leisure education: the importance of travelling and knowing other places and cultures which broaden and enrich our perception of the world.
Health education: the importance of travelling with a good equipment and realising the different needs according to the kind of holidays chosen.
Environmental education: the importance of taking into a ccount ecologycal and environmental factors at choosing and enjoying our holidays.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components.
Complete the suggested song in the unit and learn about its composer Emma Bunton (SB p. 97).
Learn some information about famous summer festivals (SB p. 94).
Read and learn how to plan some holidays (SB p. 96).
4. CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Social Sciences (Geography)
Learn about other places in the world such as Oymyyakon (Siberia), Dalloi (Africa), Blaenau Festiniog (Britain), Benidorm (Spain), Alicante (Spain), Faribanks (Alaska), Scotland, Edinburgh, etc.
Nature Science
Learn about the solar system: planets, stars, etc
Curriculum Extra 3, SB pages. 102 y 103, WB p. 132 Teachers Guide, pages T102 and T103
5.- DIVERSITY TREATMENT
Additional activities
Additional and alternative activities, Teachers Book, pages T-88 to T-97
Workbook, pages 79 to 85.
Section Grammar Bank 9 WB, pages108 and 109.
Section Word Bank 9, WB pages 128 and 129.
Section Pronunciation Bank, Unit 9 (WB, page 135)
Section Wordlist, WB, pages 136 to 142.
Photocopiable activities, Unit 9, (Revision) Teachers Resource Book
Altenative practice for students with difficulties to follow up the group´s pace:
English Alive! Basics Progress Book A, Unit 9
Additional activities
Additional and alternative activities, Teachers Book, pages T-88 to T-97
Curriculum Extra 3, SB pages 102 and 103, WB p. 132 Teachers Guide, pages T102 and T103
Photocopiable activities, Unit 9, (Extension) Teachers Resource Book
6.- ASSESSMENT
Evaluación formativa
Grammar consolidaton (Unit 9, SB page 93)
Grammar consolidation (Unit 9 WB page 83)
Progress Check (Unit 9 WB page 86).
Revision sections (Units 1-9, WB pages 87 and 88).
Cumulative assessment
End-of-unit test (Unit 9) Teachers Resource Book
End-of-term (Test 3) Teachers Resource Book
End-of-year (Test 1) Teachers Resouce Book.
End-of-year (Test 2)Teachers Resouce Book
Self-assessment
Student Self-assessment Checklist, Unit 10 Teachers Book
Assessment criteria
Unit 9 Test (Teachers resource Book 2 pages 40-43)
Vocabulary
Complete some sentences with camping vocabulary
Read some sentences and choose the correct options
Grammar
Complete a chart with the words from a box, sorting them out as countable and uncountable.
Complete some sentences with the appropriate quantifiers
Read some sentences and choose the appropriate quantifiers
Complete a text using a lot of, much or many.
Read some information and write some sentences describing what it is
Read some information and write suitable questions and answers about quantities
Read some sentences and choose the correct options
Complete a text with the words from a box
Reading
Read a text and show comprehension choosing the correct options from some sentences.
Read the text again and answer some questions of specific comprehension
Oral comprehension
Listen to a dialogue and show comprehension indicating if some sentences are true or false.
Writing
Write a composition about the the student´s hometown/villaje. Use some questions as a guide.
End-of-term Test 3 (Teachers resource Book 2 pages 43-45)
Vocabulary
Complete a crossword
Write three vocabulary words in differeent categories
Grammar
Complete a chart with the comparatives and superlatives of some adjectives.
Complete a dialogue using the present perfect of the verbs given.
Choose the correct quantifier in some sentences from two options.
Complete some sentences with the appropriate verb tense of the verbs given.
Complete some sentences.
Complete a diary with the words from a box .
Reading
Read a text and show comprehension indicating if some sentences are true or false.
Read the text again and answer some questions of specific comprehension..
Oral comprehension
Listen to a dialogue and show comprehension choosing in some sentences the correct option from two altenatives.
Writing
Write about oneself comparing the present with childhood. Use some questions as a guide.
End-of year Test 1 (Teachers resource Book 2 pages 46-48)
Vocabulary
Complete a crossword.
Write three vocabulary words in three categories
Grammar
Write some sentences using the present simple or present continuous.
Complete two emails using the past simple, the past continuous or the present perfect of the verbs from two boxes.
Complete some sentences using will, be going to or the present continuous as required.
Complete some questions with the suitable verb tense.
Correct some sentences.
Complete a text with the words from a box.
Reading
Read a composition and show comprehension answering some questions with short answers.
Read the text again and answer some questions of more specific information.
Oral comprehension
Listen to some people talking about different subjects. Show comprehension and read a chart indicating the subject every character refers to.
Writing
Write a composition about personal experiences related to learning English in the past, present and future. Use some questions as a guide.
End-of year Test 2 (Teachers resource Book 2 pages 49-51)
Vocabulary
Complete a crossword.
Write three vocabulary words in different categories.
Grammar
Complete a dialogue using the present simple or continuous of the verbs from a box.
Write some sentences in the past simple or present perfect and the words given.
Complete some questions using the appropriate verb tense.
Complete some sentences using will, be going to or the present continuous.
Correct some sentences.
Complete a text with the words from a box.
Reading
Read a text and show comprehension answering some questions with short answers.
Read the text again and answer some questions of some more specific information.
Oral comprehension
Listen to some people talking about different subjects. Show comprehension and read a chart indicating the subject each character refers to.
Writing
Write a composition about the best or the worst holidays of the student. Use some questions as a guide.
CURRICULUM EXTRA 1 - Music: The Orchestra, Vanessa-Mae
1.- TEACHING OBJECTIVES
Learn vocabulary and structures to express oneself in English about music and orchestras.
Be able to identify and interpret general and more specific information in oral and written texts (Vanessa-Mae the violin player).
Revise grammar aspects such as the verbs: be, have got, there is/are, the present simple and continuous; know the order of words in the construction of a sentence and ask questions appropriately.
Identify and interpret sociocultural features related to the subject worked in the unit: music and orchestras (The European Union Youth Orchestra), knowing and comparing realities from other parts of the world with our own.
2.- ContenTS
SECTION 1 and 2 Listening, speaking and talking/reading and writing
PROCEDURES
Connect the picture of some musical instruments with their corresponding word from a box (SB p. 98, ex. 1).
Read and listen to a text (Vanessa Mae, the violin player) and indicate the instruments mentioned in it. Answer some questions of more specific comprehension (SB p. 98, ex. 2 and 3).
Find some grammar structures in the text above (SB p. 98, ex. 4).
Complete some sentences with the affirmative or negative form of the verbs be, have got or there is/are as requested (SB p. 99, ex. 1).
Complete a text with the present simple or continuous of the suggested verbs,as requested (SB p. 99, ex. 2).
Order the words of some sentences and make negative sentences with them (SB p.99, ex. 3).
Complete some questions with the present simple or continuous and the interrogative particles from a box (SB p. 99, ex. 4).
SECTION 3- Reflexión y conocimiento de la lengua a través del uso
CONCEPTS
LANGUAGE FUNCTIONS
Talk about music
STRUCTURES-GRAMMAR
Be, have got, there is/are
Present simple and continuous
Word order
Question forms
VOCABULARY
Tema: Music in an orchestra
Glossary:
The Orchestra: piano, guitar, violin, trumpet, clarinet, drum, cymbals, flute, percussion, audience, trombone, harp, strings, cello, conductor, brass, woodwind.
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Learn some details about Vanessa Mae, a violinist born in Singapur in 1978.
Learn some data about The European Union Youth Orchestra, an international orchestra with approximateley 130 members from all over Europe, ages between fourteen and nineteen years old.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and partcularly how they are presented in this unit:
ii. learning to learn;
the students learn to revise the things learnt
iii. data processing and digital competence
See in the introduction the general aspects of the contribution to this competence.
Through the foreign language the students will create real and functional communication contexts using the new information and communication technologies.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features nad cultural facts connected to their native speakers which can also be worked along in the unit.
Leisure education: the importance of listening to music and enjoy it as a mere spectator or playing an instrument.
v. cultural and artistic competence
Linguitic studies contain both artistic and cultural components
Learn some information about a young violinist (Vanessa Mae, SB p. 98).
Learn some information abouta young orchestra in Europe (SB p. 99).
4.- CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Music
Learn about music, musicians (Vanessa-Mae) and instruments.
5.- DIVERSITY TREATMENT
Additional activities
SB pages 98 and 99
WB page 130
Teachers Guide, pages T98 and T99.
CURRICULUM EXTRA 2 - Literature: Greek Epics
1.- TEACHING OBJECTIVES
Know vocabulary and structures to express oneself in English regarding the Greek epic literature.
Be able to identify and interpret general and more specific information in oral and written texts (The Iliad and the Odyssey).
Revise grammar aspects such as verbs: (past simple and past continuous, the present perfect) or interrogative particles with: did, was or have.
Identify and interpret sociocultural features connected with the subject worked in the unit: the great Greek epic works, knowing and comparing realities from other parts of the world with our own
2.- ContenTS
SECTIONS 1 and 2 Listening, speaking and talking/reading and writing
PROCEDURES
Relate the words from a box with their corresponding picture (SB p. 100, ex. 1).
Read and listen to a text (The Iliad and the Odyssey) and answer a question of comprehension about the character Ulyses. Answer some questions of more specific comprehension (SB p. 100, ex. 2 and 3).
Find some grammar structures in the text above (SB p. 100, ex. 4).
Complete some sentences with the past simple of the suggested verbs in a box (SB p. 101, ex.1)
Complete a text with the past simple/continuous of the suggested verbs (SB p.101 ex.2)
Write some sentences related to the character Ulises, using the present perfect (SB p. 101, ex. 3).
Complete some questions using: did, was or have, as needed and answer the questions (SB p. 101, ex.4).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about Grek epics.
STRUCTURES-GRAMMAR
Past simple
Past simple and past continuous
Present perfect
VOCABULARY
Subject: Greek epic literature.
Glossary:
Related to The Iliad and the Odyssey: soldier, Cyclops, wooden horse, spear, city gates, gods, goddesses, kings, queens,, monsters, sword, shield, cloak, goddess, unicorn, cave, gorgon, throne, armour, chariot.
SECTION 4- Sociocultural asspects and intercultural consciousness
CONCEPTS
Know some data about the epic Greek works The Iliad and theOdyssey, written by the poet Homero, who tells the adventures of Ulises and the war between Greeks and Trojans.
3.- CONTRIBUTION OF THE FOREIGN LANGUAGE AREA TO THE DEVELOPMENT OF BASIC COMPETENCES
See in the introduction the general aspects of the contribution of learning a foreign language to the basic competences and particuarrly how they are presented in this unit.
ii. learning to learn
The students learn how to revise the things learnt
iii. data processing and digital competence,
See in the introduction the general aspects of the contribution to this competence.
Through the foreign language the students will create real and functional communication contexts using the new information and communication technologies
iv. socialand civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along in this unit.
Environmental education: the importance of reading and knowing the great works of the universal literature.
v. cultural and artistic competence
Linguistic studies contain both artistic and cultural components:
Learn some information about the Iliad and the Odyssey (The Iliad and the Odyssey, SB p. 100).
4.-CONNECTION WITH OTHER curriculum AREAS
Throughout the unit there will be a reinforcement on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context, helping in the development of their knowledge of the world out of the English classroom.
Literature
Learn about Greek epic literature.
5.- DIVERSITY TREATMENT
Additional activities
SB pages. 100 and 101
WB p. 131
Teachers Guide, pages T100 and T101
CURRICULUM EXTRA 3 -Science: The universe, our galaxy
1.- TEACHING OBJECTIVES
Know some vocabulary and structures to express oneself in English about the universe.
Be able to identify and interpret genral and more specific information in oral and written texts (Our galaxy).
Revise grammar aspects such as the first conditional, comparative and superlative adjectives and modal verbs (should y must).
Identify and interpret sociocultural features related to the unit subject: the universe, knowing and comparing realities of other parrts of the world with ours.
2.- ContenTS
SECTIONS 1 y 2 Listening, speaking and talking/Reading and writing
PROCEDURES
Deduct the correct word in some sentences from three options (SB p. 102, ex. 1).
Read and listen to a text (Our galaxy) and check the answers of the exercise above. Answer some questions of specific comprehension (SB p. 102 ex. 2 and 3).
Find some grammar structures in the text above (SB pág. 102, ej. 4).
Complete a text with the first conditional of the verbs given (SB p. 103, ex. 1).
Complete some sentences related to comparative or superlative adjectives as requested (SB p. 103, ex. 2).
Write some sentences using the obligation verbs should or must (SB p. 103 ex.3).
Complete some sentences using the future verbs be going to or will (SB p. 103, ex. 4).
SECTION 3- Reflection and knowledge of the language by its usage
CONCEPTS
LANGUAGE FUNCTIONS
Speak about the universe.
STRUCTURES-GRAMMAR
First conditional
Comparative and superlative adjectives
Should and must,
Be going to and will
VOCABULARY
Subject: Science and technology: energy
Glossary:
Related to the universe: universe, planets, solar system, moon , stars, satellites, comets, asteroids, galaxy, The milky way, ozone layer, Sun, Mercury, Pluto, Saturn, Mars, Venus, Pluto, Earth.
SECTION 4- Sociocultural aspects and intercultural consciousness
CONCEPTS
Conocer datos sobre nuestra galaxia y hablar de cómo los viajes turísticos al espacio se están poniendo de moda e incluso hay compañías que se dedican a este tipo de servicios.
3.- CONTRIBUCION DEL AREA DE LENGUA EXTRANJERA AL DESARROLLO DE LAS COMPETENCIAS BASICAS
See in the introduction the general aspects of the contribution of learning the foreign language to the basic competences and particularly how they are presented in the unit:
ii. learning to learn;
The students learn how to revise the things learnt.
iii. data processing and digital competence
See in the introduction the general aspects of the contribution to this competence.
Through the foreign language the students will create real and functional communication contexts using the new information and communication technologies.
iv. social and civic competence as knowing a foreign language involves the knowledge of social features and cultural facts connected to their native speakers which can also be worked along the unit.
Environmental education: the importance of being aware of how important it is for our future on the Earth to prevent the pollution caused by the climate change which is eliminating the protection that the ozone layer gave us against the negative effects of the sun rays.
v. cultural and artistic competence
Linguitic studies contain both artistic and cultural components
Learn some information about the solar system (Our galaxy, SB p. 102).
4.- CONNECTION WITH OTHER curriculum AREAS
Thoughout the unit there will be a reinforcement on diverse interdisciplinary subjects, taking the vocabulary and structures to a real life context helping in the development of their knowledge of the world out of the English classroom.
Nature Science
Learn about the solar system: planets, stars, etc
5.- DIVERSITY TREATMENT
Additional activities
SB pages 102 and 103
WB p. 132
Teachers Guide, pages T102 and T103
CLASSROOM PROGRAMME ENGLISH ALIVE 1: YEAR 2010/2011*
The programme of Oxford Classroom of English Alive 1 that we present identifies the priorities and implications which involves the use of additional material which goes with the project: in the Teacher´s Book, the Student´s Book, the Workbook,the Basics Progress Book A , the DVD or in the Teacher´s Resource Book. We recommend to follow the learning strategies and the didactic advice contained in the Teacher´s Book. Even so, we must say that it is an orientative programme and the teachers will always decide which activities keep better to their objectives and how they will focus their class. The objective of this programme is to obtain a positive response towards the language learning and the way to learn it. We think that the teachers will be able to adapt the activities contained in this programme according to the needs of their students, both for the teaching/learning activities and for the assessment.
The nomenclature used is as follows:
L Listening IW Individual Work SB Students Book
R Reading TSs Lockstep WB Workbook
S Speaking PW Pair Work TG Teachers Guide o Libro del Profesor
W Writing GW Group Work TRB Teachers Resource Book
TD Todas las destrezas L1 Mother tongue (Lengua materna) PBA Basics: Progress Book A
LC Linguistic Competence DVD DVD English Alive! 1
LT Learner Training
Unit 1: InternationalSESSIONOBJETIVESCLASSROOM ACTIVITIESSKILLSINTERACC.MATERIALSAPROX.
TIME1Assess the previous level of knowledge of the students.General assessment of knowledge obtained in primary schoolLTIWTRB Diagnostic test
CD/cassette60
2Observe the contents in the unit.
Learn vocabulary related to countries, nationalities and languages.
Reading and communicative exchange of previous knowledges of the concepts worked in this unit.
Geographic situation of some European capital cities. Recognising countries. Listening of the CD/cassette, elaboration and correction of exercises.
Optional activity (all classes): Correct false sentences.L1
R, L, S
WTSs
PW
PWSB p. 4 Unit summary
SB p. 4 ex. 14
WB p 3, ex. 13; p. 114, translate
CD/cassette
TG p. T45
55
3Find specific information in written texts.
Study the affirmative and negative forms of the present simple of to be.Reading and listening of texts. Association of the contents with their pictures. Second listening to complete sentences and find concepts.
Optional activity (all classes): Guess and reading.
Recognising affirmative and negative sentences. Comprehensive study and grammar memorising. Consultation and reading of the present simple form of to be, and copy of the charts in the notebook.
Optional activity (weaker classes): Sentences.TD
G
STSs
IW
TSs
IWSB p. 5 ex. 57
CD/cassete
TG p.T5
SB p. 6 ex. 13
WB p. 94 Grammar Bank
TG p.T625
35
4Revise the affirmative and negative forms of the present simple of to be
Learn the possessive adjectives and revise personal pronouns.
Continuation of the work started in the previous sesión related to the present simple of the verb be, forms affirmative and negative. Practice and correction in class.
Finding possessive pronouns and adjectives. Copy of the chart and elaboration. Study of possessive adjectives. Elaboration of exercises and correction.
Optional activity (all classes): Rewrite sentences.G
G
IW
PW
TSsWB p. 4, ex 13
SB p. 6, ex. 46
WB p. 45, ex. 46
TG p.T620
40
5Express opinions using basic qualifying adjectives.
Learn to count syllables in English.Recognising and study of simple qualifying adjectives. Oral and written practice of meanings from the association of antonyms
Optional activity (all classes): Write sentences.
Study of adjectives and translation into Catalan.
Practice the listening and repetition of patterns, being very careful with the pronunciation.
Optional activity (stronger classes): Find 1, 2, 3 syllable words.LC, L, S
TD
TSs
IW
TSs IWSB p. 7,ex 710
WB p. 5, ex, 7, 8
CD/cassette
TG p. T7
WB p. 114, ex. basic adjectives
WB p. 134 ex. 1, 2
CD/cassette
TG p. T10440
20
6Find specific information in oral texts.
Learn the interrogative form of the present simple of the verb be.Explanation and preparation about the most common kinds of music. Listening of exercises. Second listening and expression of opinions.
Preparation from the observation of texts
. Consult the Grammar Bank. Copy and elaboration of the chart. Writing of dictation and exercises. Correction in class.TD
LCTSs
PW
IW, PWSB p. 8, ex. 13
CD/cassette
SB p. 89, ex. 47
CD/cassette
WB p. 6, ex. 1, 215
45
7Ask questions using question words.
Practice conversations.
Translations and study of interrogative particles. Practice interviewing classmates.
Grammar revision of the subjects worked in the unit and practice of thedialogue nice to meet you in a loud voice. Translation of useful sentences, listening and repetition.
Optional activity (all classes): Invent short dialogues.LC
TDIW, PW
PWSB p. 9, ex. 811
WB p. 6, ex. 34
SB p. 9, ex 1213
CD/cassette
WB p. 7, ex. 57
TG p. T915
45
8Prepare a group of questions about personal information.
Learn about adjectives functioning.Selection of a group of questions to ask a possible future friend. Practice the questions with the classmates.Listening of the pattern. Finding key words. Correction in class.
Optional activity (all classes):Ask and answer questions.
Observation, reading and listening of the text pattern given. Translations of the sentences and comprehension of the position and functioning of adjectives in English.
Optional activity (weaker classes): Rewrite the sentence with a different adjective.L, S
LT
PW
TSs
IWSB p. 10, ex. 14
CD/cassette
TG p. T10
SB p. 11, ex. 57
CD/cassette
TG p. T1130
30
9Give and receive personal information via email.Preparation and elaboration of the task from the pattern. Separation in paragraphs. Elaboration of the txt and revision.WPW, IWSB p. 11, ex. 8, 9
WB p. 89, ex. 1760
10Practice the English language.
Learn common expressions from the lyrics of a song. Observation of the form, elaboration and listening of text, practice of dialogue, study of the Phrase Bank and practice in class.
Optional activity (all classes): Spelling.
Readingof the Pop File and questions. Elaboration of exercises. Listening and correction of the song.TD
TDTSs
PW
IWSB p. 12, ex. 17
WB p. 9, ex. 89
CD/cassette, MultiROM, unit1: dialogue
TG p. T12
SB p. 13, ex. 14
CD/cassette45
15
11Revisar el vocabulario y la gramática de esta unidad.Use of the reference material of this unit to revise the essential contents. Practice and correction in class. Revision recommendation to the students who need it, both advanced and the ones with difficulties, from the appropriate material.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LC, GTSs
PWProgress Check WB p. 10, ex. 16
Grammar Bank, p. 95, ex. 16
MultiROM: Unit 1, grammar and vocabulary sections
TRB: Revision worksheet, p. 70
Word Bank Extra, pág. 115 ex. 12
TRB: Extension worksheet, p. 716012Assess the students´ performanceTaking the test of unit 1.TDIWTRB p. 79
CD/cassette60Estimated time: 12 sessions of 60 minutes.
Unit 2: In townsessionOBJECTIVESCLASS ACTIVITIESSKILLSINTERACTMATERIALSAPROX. TIME
1Familiarize with the contents of the unit.
Assimilate vocabulary related to built up areas and prepositions of place.Reading of the summary of contents of the unit and initial assessment of previous knoledges.
Connection of vocabulary with their pictures, writing down words in the notebook, recognising the expressions studied, practice and accquisition of the correct pronunciation. LT, L1
TD
LC
TSs
IW
PW
SB p. 14, Unit summary
SB p. 14, ex. 15 CD/cassette
WB p. 11, ex. 13
Word Bank, p. 116 Places and prepositions5
55
2Contrast cultural aspects of places with the same name.
Revise the vocabulary learnt in the last unit.
Learn how to use theres / there are, some/anyOral preparation of the text to test the students. Listning, rading and follow up the text. Second listening to find specific information and be able to answer the questions.
Systematic revision of concepts worked in the last unit wich can be found in this unit.
Optional activity (stronger classes): A tourist in town.
Optional activity (weaker classes): Guess the city.
Analysis and study of the examples given. Write down the functioning rules in the notrebook. Consult in the Grammar Bank and elaboration of exercisesTD
LT
S
LT
G
TSs
IW
TSs
IW, GW
PW
TSs
IWSB p. 15, ex. 67 CD/cassette
SB p. 15, recycle, ex. 8
TG p.T15
TG p.T15
SB p. 16, ex. 14
WB p. 12, ex. 12
WB p. 96 Grammar Bank 25
5
30
3Practice there is and there are in questions and short answers.
Memorize vocabulary related to commerce and shops.Detailed explanation of the cases in which we use there is and what for. Study of the grammar section. Guided practice and correction.
Optional activity (weaker classes): Short answers.
Study of the vocabulary. Connection of nouns with pictures. Generalization and written extension according to pattern. Optional activity (all classes): Write sentences.LC
G
LC, WTSs
IW
TSs
IW, PWSB p. 16, ex. 67
WB p. 1213, ex. 36
WB p. 96 Grammar Bank
TG p. T16
SB p. 17, ex. 811; CD/cassette
WB p. 13, ex. 78
WB p. 116 Word Bank shops
TG p. T1730
30
4Make hypothesis and check their truth.
Study the present simple of the verb have got.Elaborate hypothesis from watching the pictures. Elaboration of exercises. CD/cassette listenings and proof of the suppositions made. Pronunciation practice. Dictation and checking.
Presentation of the present simple of verbs. Consult the grammar section. Joint elaboration of exrcises and correction.L, S
G
IW
TSs
IW
TSs
SB p. 18, ex. 13
CD/cassette
WB p. 134, linking ex. 13
SB 18, ex. 4, 5
WB p. 14, ex. 13
Grammar Bank p. 9630
30
5Understand the affirmative, negative and interrogative forms of the present simple of the verb have got.Study of grammar charts. Attentive observation of the tasks given, listening of recordings, careful repetition of vocabulary.
Optional activity (all classes): Dialogue.G, LT
TDIW, PW
TSs
PWSB p. 19, ex. 610 CD/cassette
WB p. 1415, ex. 17; p. 116 Word Bank: Phrases to learn.
TG p. T1960
6Work the written texts.
Reading of text. Finding specific information. Elaboration of questionnaire. CD/cassette listening, answers checking and extensive practice. Correction.
Optional activity (weaker classes): Check meanings.TD
IW
SB p. 20, ex. 14 CD/cassette
WB p. 16, ex. 13
Wordlist, p. 137
TG p. T2060
7Study and practice the meaning of the conjunctions and and but.
Reading the brochure and assotiation of sentences. CD/cassette listening and deduction of the meaning of both conjunctions. Practice and correction of texts given.
Optional activity (all classes): Write sentences.LT
W
IW, PW
TSs
SB p. 21, ex. 58
WB p. 1617, ex. 47
TG p. T2160
8Make an illustrated brochure of a town.
Follow up of the writing plan instructions and the pattern given. Elaboration of paragraphs and the brochure or poster.TDPW
SB p. 21, ex. 960
9Get some specific information from a web page.
Ask for and give directions.Oral explorations of previous knowledges about New York. Reading and listening of the text. Second reading to answer specific questions. Comparing cultures.
Optional activity (stronger classes): British and American English.
Reading, listening, comprehension and repetition of dialogue. Memorizing the Phrase Bank. Extensive practice changing the name of places and directions.
Optional activity (all classes): New dialogues.TD
LT, STSs, GW
TSs
PWSB p. 22, ex. 14, CD/cassette
TG p. T22
SB p. 23, ex. 16
WB p. 17, ex. 8, 9
TG p. T2325
35
10Revise the unit contents.General review of the dialogues. Showing of episode 1. General comprehension, elaboration of exercises. Second showing and elaboration of the exercises. Preparation of test, solution of doubts and correction.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.TDPW
TSsVídeo/DVD episode 1
MultiROM, unit 2: Dialogue
Progress Check, WB 18 ex. 16
WB Grammar Bank pág. 97, ex. 16
TRB Revision Worksheet, p. 72
WB Word Bank Extra! p . 117, ej. 12
TRB Extension Worksheet, p 7360
11General revision of units 1 and 2.Assessment of the progress and the students´errors in the first two units. Individual elaboration of exercises followed by the correction in class, solution of doubts and consciousness of the need to study.LTIW
T-SsWB p. 1920, ex. 186012Assess the students´performanceCarrying out of unit test 2.
TDIWTRB p. 10
CD/cassette60Estimated time: 12 sessions of 60 minutes.
Unit 3: School timeSESSIONOBJECTIVESCLASS ACTIVITIESSKILLSINTERACT.MATERIALSAPROX. TENSE
1Being aware of the contents given.
Study vocabulary related to school subjects.
Elaborate hypothesis about the contents which can be learnt in this unit.
Comment about the work areas, expression of preferences, study, listening, repetition and memorization of vocabulary. Elaboration of exercises and correction.
Optional activity (weaker students): School subjects.
Optional activity (stronger students): Write questions.LT, L1
LC
TSs
TSs
PW
SB p. 24, Unit summary
SB p. 24, ex. 14 CD/cassette
WB p. 21, ex. 13
WB p. 118 Words to learn
TG p. T24
TG p. T245
55
2Capture meanings from the text.
Update the contents previously learnt.
Familiarize with the affirmative and negative forms of the present simple.Observation and comment of the photograph in the text and comprehension. Reading and listening of the text and comprehension of its meaning. Assessment of the truth in the sentences and vocabulary study.
Optional activity (stronger or all classes): Correct ej. 7.
General revision of useful vocabulary to consolidate it. Elaboration of exercises and correction.
Optional activity (all classes): Telling the time.
Translation of sentences. Elaboration of grammar charts and exercises.LC
R
LC
G
TSs
IW
PW
TSs
TSs
PWSB p. 25, ex. 57 CD/cassette
TG p. T25
SB p. 25, ex. 8, 9
WB p. 21, ex. 4
TG p. T25
SB p. 26, ex. 12
WB p. 22, ex. 12
Grammar Bank, p. 9820
15
25
3Recognise the third person singular of verbs in the present simple.
Compare and differentiate personal pronouns from object pronouns.Study of the present simple, observation of its endings. Study of the chart. Consult the grammar section. Make an effort to pronunce correctly. Elaboration of exercises and correction.
Optional actvity (weaker classes): 3rd person singular.
Observation and study of the words in blue in the book. Copy and elaboration of chart from consulting the Grammar Bank. Comparing personal and object pronouns. Exercises and correction.G, LC
G, LT
TSs
IW
TSs
PW
SB p. 26, ex. 38
WB p. 22, ex. 3; p. 135
Pronunciation Bank, ex. 1, 2
CD/casset
TG p.T26
SB p. 27, ex. 911
WB p. 2223, ex. 46
WB p. 98 Grammar Bank35
25
4Memorize vocabulary and expressions related to study.
Understand the general meaning and the essential information of a conversation.
Listening, comprehension, repetition and study of verbs and expressions. Find the expressions in the Wordlist. Elaboration of sentences, questionnaire and correction.
Optional activity (weaker students): Sentences.
Detailed observation of the project posters. Attentive listening of the conversation. Comprehension of meanings and collection of information. Second listening and correction.LC, LT,
LIW
TSs
IWSB p. 27, ex. 1214, CD/cassette
WB p. 23, ex. 79
WB p. 118 Word Bank: Phrases to learn
TG p.T27
SB p. 28, exj. 1, 250
10
5Learn how to ask questions using the present simple.
Observation of the examples at asking questions in the exercise above. Copy and study of chart. Study and repetition of the dialogue. Elaboration of exercises and correction.
Optional actvity (all classes): Ask and answer questions.
Optional actvity (stronger classes): More questions.TD
PW
IW
SB p. 2829, ex. 39; CD/cassette
WB p. 2425, ex. 16; p. 98 Grammar Bank; p. 118 Word Bank
TG p. T29
TG p. T2960
6Leer un texto y hacer suposiciones sobre el vocabulario para entenderlo.First reading of the text to understand the global meaning. Recognising the vocabulary for its similarity to Catalan or Spanish. Elaboration of hypothesis about the meaning of the unknown vocabulary from its context. Second reading to obtain the information searched for. Consultation in the Wordlist if needed.
Optional activity (all classes): Play Hangman.TD
IW, PW
TSs
SB p. 30, ex. 13
WB p. 26, ex. 13; Wordlist p. 137
TG p. T3060
7Learn to give reasons using the word because.
Describe an ideal school.Reading of pattern text. Suggested words to complete it. Listening, checking and elaboration of the text with the original words. Practice the use of because on specific sentences.
Optional actvity (stronger classes): Continue the sentences.
Elaboration of texts collecting structural and vocabulary aspects given in the unit.LT
WTSs
IW, PW
IWSB p. 31, ex. 46
WB p. 27, ex. 4, 5
TG p. T31
SB p. 31, ex. 78
WB p. 27, ex. 6730
30
8Revise structures studied in this unit.
Improve the English pronunciation and comprehension.Reading and listening of the texts to contrast the information given. Finding mistakes and correct them. Oral practice starting from the pattern.
Optional activity (stronger classes): Notices.
Reading of the Pop File, comment about the singer and the meaning of the lyrics. Attentive listening and selection of the original words. Elaboration of sentences and correction. Second listening to follow up the song.
Optional activity (all classes): Relevant or irrelevant.TD
LCTSs
PW
TSs
IW
SB p. 32, ex. 15, CD/cassette
WB p. 27, ex. 89
WB p. 118 Word Bank
MultiROM, unit 3 dialogue.
TG p.T32
SB pág. 33, ex. 13, CD/cassette
TG p. T3340
20
9Self-assess the performance achieved.Elaboration of the Progress Check with solution of doubts if there are any.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
IW
WB p. 28, ex. 14
WB Grammar Bank pág. 99, ex. 14
MultiROM: unit 3 Grammar and Vocabulary sections
TRB Revision Worksheet, p. 74
WB Word Bank Extra! p. 119, ex. 12
TRB Extension Worksheet, p. 756010Assess the academic performance in this unit..Carry out the test in unit 3.TDIWTRP p. 13, CD/cassette6011Assess the progress achieved the first term.Carry out the End-of-term test 1.TDIWTRP p. 1618
CD/cassette60Estimated time: 11 sessions of 60 minutes.
Unit 4: Friends and familySESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME
1Get in contact with the contents of the unit.
Learn vocabulary related to families and familiar relationships.
Awareness of the aspects studied in this unit. General comments about previous knowledges.
Comprehensive memorization of the vocabulary given. Deduction of the family members names. Study of the possessive form and use. Practice with exercises and correction.LT
TDTSs
TSs
PW
SB p. 34, Unit summary
SB p. 34, ex. 15, CD/cassette
WB p. 29, ex. 13
WB p. 120 Word Bank: Families.5
55
2 Understand cultural facts and festive celebrations.
Remember the contents previously studied: time expressions.
Understand the use of interrogative particles.Observation of the pictures, deduction of the written context, elaboration of hypothesis, reading and listening of the text, elaboration of exercises and revision.
Verification of learning in the context. Finding the contexts and consultation of the reference material..
Optional activity (all classes): Write sentences.
Explanation of the function of the wh- words in questions. Practice of interrogative sentences. Elaboration of sentences and correction.TD
LT
G
TSs
PW
TSs
T-Ss, PW
SB pág. 35, ex. 6, 7, CD/cassette
SB p. 35, ex. 89
WB p. 100 Grammar Bank
TG p. T35
SB p. 36, ex. 13
WB p. 30, ex. 14
WB p. 100 Grammar Bank 20
10
30
3Revise the order of words in questions.
Learn vocabulary regarding usual actions.
Study of the order of words when asking questions and comments. Practice and correction in class.
Optional activity (weaker classes): Match.
Optional activity(stronger classes): Full questions.
Elaboration of expressions, attentive listening of the CD/cassette and repetition of the expressions imitating the intonation and rythm. Memorizing the vocabulary given and elaboration of exercises.
Optional activity (weaker classes): Ask and answer.
Optional activity (all classes): Write full answers.G
LC
TSs
PW
TSs
PW
SB p. 36, ex. 4, 5
WB p. 100 Grammar Bank
TG p. T36
TG p. T36
SB p. 37, ex. 610
WB p. 31, ex. 57
WB p. 120 Word Bank: routines
TG p. T37
TG p. T3715
45
4Capture the global content of oral texts.
Use the adverbs os frequency correctly.Observation of the poster, attentive listening of the three passages, identification of the person speaking, production starting from repetition and imitation of intonation and rythm. Dictation, exercises and correction.
Attentive Reading of the Grammar Bank. Study of the meaning of frequency adverbs and their position in sentences. Consultation of interrogative particles in the consults section. Elaboration of exercises and correction..
Optional activity (stronger classes): Write five sentences.LT, L
G
IW
TSs
PW
SB p. 38, ex. 13 CD/cassette
WB p. 135 Pronunciation Bank ex. 12
SB p. 38, ex. 46
WB p. 32, ex. 14
WB p. 100 Grammar Bank
TG p. T3825
35
5Get accustomed to use the form -ing to express preferences.
Express oneself naturally: dialogues.
Observation of the pattern grammar structures. Translation and assimilation of the ending -ing for the verbs given. Consultation in the Grammar Bank. Study and general practice.
Optional activity (all classes): Likes and dislikes.
General revisión of the structures in this unit. Listening, reading and repetition, trying to speak naturally and with a polished accent. Translation, study and memorization of the Phrase Bank.
Optional activity (weaker classes): Practise reading.TD
TDTSs
PW
GWSB p. 39, ex. 710 , CD/cassette
WB p. 33, ex. 59
WB p. 100 Grammar Bank
TG p. T 39
SB p. 39, ex. 11, 12
WB p. 120 Word Bank: a family reunion
TG p. T3940
20
6Meditate before giving opinions.
Identify the subjects in oral texts.Reflection about the qualities of a good friend. Reading of the questionnaire. Comparing the answers with those of the classmates.
Optional activity (stronger classes): Three more questions.
Listening, trying to understand better more information from the interview. Identification of subjects. Second listening to answer the questions. Third listenings to check the answers.LC
R, L
LT
IW, PW
IW
PWSB p. 40, ex. 1, 2; CD/cassette
WB p. 34, ex. 13
TG p. T40
SB p. 40, ex. 34, CD/cassette
40
20
7Revise personal pronouns and object pronouns.
Describe a person.Logical deduction of the missing words. Attentive reading and assessment of many valid possibilities. Verification of the original text starting from the listening of the CD. Reminder of personal and object pronouns. Extensive practice and correction.
Preparing the text from the questions and the pattern given. Spelling and content revision.LT
W
WT-Ss, IW
IW
SB p. 41, ex. 57
WB p. 3435, ex. 46
SB p. 41, ex. 8, 9
WB p. 35, ex. 7, 830
30
8Compare cultural aspects of young people.
Learn how to ask for permission.Reading and listening of the texts given. Global and specific comprehension. Reflection about the organization of young peoples life in the indicated countries. Answers for the questions and cultural comparison from experience.
Optional activity (stronger classes): A poster.
Revision of the unit aspects. Attentive listening and repetition of the dialogue trying to imítate the rythm, the pauses and intonation. Memorization of the expressions of the Phrase Bank.TD
LTTSs
PWSB p. 42 ex. 13
CD/cassette
TG p. T42
SB p. 43, ex. 14
WB p. 35, ex. 9, 10
WB p. 120 Word Bank
CD/casset30
30
9Self-assess the progress achieved
See episode 2 on the DVD.
Assessment of knowledges before taking the unit exam: Progress Check. Solution of doubts if there are any and correction in class.
General approach of additional practice to consolidate knowledges and improve the comprehension and pronunciation of the English language. Projection of the episode and elaboration of exercises.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
TD
IW
IW, PW
WB p. 36, ex. 16
MultiROM, unit 4:Dialogue
DVD episode 2
WB Grammar Bank p. 101, ex. 17
MultiROM: unit 4 Grammar and Vocabulary sections
TRB Revision Worksheet, p. 76
WB Word Bank Extra! p. 121, ex. 12
TRB Extension Worksheet, p. 7720
40
10Assess the knowledges learnt in this unit
Revise the first four units.Carry out the test of unit 4.
Cumulative optional revisión of the contents of the first four units.TD
LTIW
TSsTRB p. 1921
CD/cassette
WB p. 3738, ex. 1860Estimatd time: 10 sessions of 60 minutes.
Unidad 5: On holidaySESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT..MATERIALSAPROX.
TIME
1Reflect about the contents in this unit.
Learn vocabulary related to usual holiday activities.
Capture some specific information.
Connection with the title of the unit and the contents.
Obtaining vocabulary from the students contribution. Listening, elaboration of vocabulary and translation of the activities to be learnt.
Optional activity (all classes): Holiday ideas.
Observation of the photographs, listening of the cassette to arrange the photos. Second listening to complete the sentences.
Optional activity (all classes): Write two sentences.LT
LC
S
L
TSs
IW, PW
TSs
TSsSB p. 44, Unit summary
SB p. 44, ex. 13, CD/cassette
WB p. 39, ex. 1, 2; p. 122 Word Bank: holiday activities
TG p. T37
SB p. 45, ex. 45
CD/casset
TG p. T455
35
20
2Remember concepts studied before.
Study the formation of the present continuous.General reminder of vocabulary and grammar to introduce new verb tenses.
Find and translate the forms of the present continuous in the text. Observation of the structure of this verb tense, consult in the grammar section, practice in the formation of affirmative and negative forms, elaboration of exercises and correction.
Optional activity (weaker classes): Write the -ing form.
Optional activity (all classes): Write four sentences.LT
G
IW
PW
TSs
IWSB p. 45, ex. 6, 7
WB p. 39, ex. 3
WB p 102 Grammar Bank
SB p. 46, ex. 15
WB p. 40, ex. 13
TG p. T46
TG p. T4615
45
3Diferenciate the use of the present simple and present continuous.
Pronunce correctly the ending -ing.
Memorize vocabulary related to the weather.Sensibilization regarding the use made of verb tenses. Comprehensive copy in the notebook of the essential difference between the two present tenses. Consult the grammar section if needed. Practice and correction of exercises.
Attentive listening and appropriate repetition of the words given.
Association of pictures with nouns. Study of the vocabulary and guided practice.G
S
LCTSs
IW
IW, PW
TSs
IWSB p. 47, ex. 78
WB p. 4041, ex. 4, 5
WB p. 102 Grammar Bank
WB p. 135, ex. 13
CD/casset
SB p. 47, ex. 911; CD/cassette
WB p. 41, exj. 68
WB p. 122 Word Bank: the weather 30
10
20
4Know some particularities of the United Kingdom.
Practice the present continuous: questions and short answersMotivation following the TG. General knowledges about the United Kingdom. Observation of the map, elaboration of the quiz, listening of the text to check answers. Second listening if needed.
Optional activity (all classes): A quiz.
Optional activity (stronger classes): A class quiz.
Study of the grammar chart. Finding the questions in present continuous in the text. Joint practice and correction.TD
GPW
TSs
PWSB p. 48, ex. 1, CD/cassette
TG p. T48
TG p. T48
SB p. 49, ex. 25, CD/cassett
WB p. 42, ex. 13
WB p. 102 Grammar Bank 30
30
5Memorize useful expressions for a dialogue: Have a great time!
Ask for and give personal opinions.General revision of the grammar in the unit. Reading and listening of the dialogue. Study of the Phrase Bank. Repetition, memorization and performance of the dialogue in class.
Observation of the extracts about trips. Reading of the texts and exchange of opinions about the suggestions given. General comprehension and elaboration of exercises.TD
S, RIW, PW
PW, IWSB p. 49, ex. 6, 7; CD/casset
WB p. 43, ex. 46; MultiROM
WB p. 122 Word Bank: Have a great time!
SB p. 50, ex. 1
WB p. 45, ex. 1340
20
6Obtain some specific information from oral texts.
Understand the meaning and use of the connector so.Listening of the conversation. Revision of the present continuous. Recognition of the kind of text. Take notes of the expressions and elaboration of texts. Second listening as revision. Recognition of figures for each case and correction.
Optional activity (all classes): Write sentences.
Reasoned explanation of the connector peculiarities. Reading the e-mail. Extensive practice, paying attention to the use of commas before the second part of the sentence.
Optional activity (all classes): So...L
WIW
IWSB p. 50, ex. 25, CD/cassette
WB p. 102 Grammar Bank
TG p. T50
SB p. 51, ex. 68
WB p. 4445, ex. 45
TG p. T5130
307Write e-mails.Listening of the pattern e-mail. Preparation of emails following the instructions given. Use of the connector so and arrangememt of the text in paragraphs.WIWSB p. 51, ex 910 CD/cassette
WB p. 45, ex. 6760
8Get some information about cultural aspects, coincident in the United Kingdom and at home.
Understand the general sense of the lyrics of the song.Comprehensive reading of the text with solutions of vocabulary doubts if needed. Listening of the text, memorizing expressions of the Phrase Bank, repetition of the dialogue and oral practice.
Optional activity (stronger classes): Whats on?
Reading of Pop File. Writing the text, listening, reading of the song and explanation work of the meaning of some sentences.TD
LCTSs, PW
TSs
IWSB p. 52, ex. 15,CD/cassette
WB p. 45, ex. 89
WB p. 122 Word Bank
MultiROM, unit 5: Dialogue
TG p. T52
SB p. 53, ex. 13, CD/cassette45
15
9Self-assess the consolidated progress.Elaboration of the exercises of the Progress Check, joint correction. Consultation of doubts and elaboration of consolidation exercises if required.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
IWWB p. 46, ex. 15
WB Grammar Bank pág. 103, ex. 17
MultiROM: unit 5 Grammar and Vocabulary sections
TRB Revision Worksheet, p. 78
WB Word Bank Extra! p. 123, ex. 12
TRB Extension Worksheet, p. 796010Assess the knowledges learnt in the unit.Carrying out the test of unit 5.TDIWTRB p. 2224
CD/cassette60Estimated time: 10 sessiones of 60 minutes.
Unit 6: Staying aliveSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT..MATERIALSAPROX.
TIME
1Anticipate the contents in the unit.
Learn vocabulary related to food and drink.
Capture some specific information.
Observation and anticipation of contents.
Anticipation of the glossary. Translation of the words in red and establishing the truth of the sentences. Listening and verification of answers. Categorization.
Optional activity (stronger classes): Food and drink.
Optional activity (all classes): Listing ingredients.
Observation of the photos and formulation of hypothesis. Reading and listening of the text and verification of answers. Second reading, carrying out the comprhension questions and correction.
Optional activity (all classes): Healthy diet?LT
LC
S
R, LC
TSs
IW, PW
TSs
TSs
PWSB p. 54, Unit summary
SB p. 54, ex. 14, CD/cassette
WB p. 47, ex. 13
WB p. 122 Word Bank: food and drink
TG p. T54
TG p. T54
SB p. 55, ex. 57
CD/casset
TG p. T555
30
25
2Revise concepts studied previously and introduce some new ones.
Study the difference between countable and uncountable nouns.Revision of concepts and find some examples in the text. Attentive reading of the box Check this, presentation of the concept countable and uncountable and consultation of the Grammar Bank.
Reading of the explanation and familiarize with the grammar rules. Carry out the exercises, consultation in the grammar section and correction.
Optional activity (weaker classes):Categorising.LT
G
TSs
IW
TSs
IWSB p. 55, ex. 8, 9
WB p. 104 Grammar Bank
SB p. 56, ex. 16
WB p. 104 Grammar Bank
TG p. T5615
453Practice the concept of countable/uncountable. Carry out the exercises of the WB, consultation in the grammar section if required and correction.G
TSs
IWWB p. 5859, ex. 17
WB p. 104 Grammar Bank 60
4Memorize some verbs to speak about survival.
Understand specific information at an intrview.Anticipation of vocabulary. Verificacion of vocabulary, listening and appropriate repetition of the verbs given. Consultation of the vocabualry section, elaboration of the quiz and comparison with a classmate.
Listening of the interview and verification of the answers given in the questionnaire. Second listening and answer the questions.LC
LTSs
IW
TSs
PWSB p. 57, ex. 79; CD/cassette
WB p. 49, ex. 8, 9
WB p. 124 Word Bank: survival
SB p. 58 ex. 1, 2
40
20
5Practice the use of the impertive to give instructions and the auxiliary can to express ability and permission.
Differenciate the different forms of pronuncing the auxiliary can: (&(, (@( y (A:(.Study of the grammar charts. Elaborationand correction of sentences. Consultation of the grammar section, joint practice and correction..
Optional activity (all classes): can / cant.
Consultation of the Pronunciation Bank, listening to the CD or cassette and writing down in the notebook according to the pronunciation and correction. Extensive practice.G
L, LCTSs
IW
TSs
IW, PWSB p. 58, ex. 35; p. 59, ex. 79
WB p. 104 Grammar Bank
WB p. 5051, ex. 15
TG p. T59
SB p. 58, ex. 6, CD/cassette
WB p. 135 Pronunciation Bank 50
10
6Consolidate the grammar contents in the unit.
Understand some specific information in a letter.General revision of the grammar in the unit. Elaboration of the dialogue, translation of sentences, appropriate llistening and repetition.
Reading of the letter and deduction of the meaning of the highlighted words. Analysis of the text structure and elaboration of the letter. Exercises and correction
Optional activity (weaker classes): Missing sentences.
Optional activity (stronger classes): More missing sentences.G, LC
R, LCTSs
IW, PW
PW, IWSB p. 59, ex. 11, 12, CD/casset
WB p. 51, ex. 6, 7, MultiROM
WB p. 124 Word Bank: Phrases to learn
SB p. 60, ex. 13; CD/cassette
WB p. 52, ex. 13
TG p. T60
TG p. T6030
30
7Comprender el significado y el uso de too y not ... either.
Redactar una carta desde una isla desierta Observation and translation of sentences. Writing down in the notebook. Exercises and correction.
Attentive reading of the pattern. Planning and composition of the letter. Revision of the text.
Optional activity (stronger classes): Life on an island.LC
W
LCTSs
IW
TSs
IW, PWSB p. 61, ex. 5, 6
WB p. 5253, ex. 47
SB p. 61, ex. 68
TG p. T6120
40
8Know cultural aspects of the United Kingdom: The Notting Hill Carnival.
Practice oral exchanges.Anticipation of the text contents. Comprehensive reading of text and verification of hypothesis. Explanation of vocabulary doubts if there are any. Listening and reading of text, elaboration of comprehensive exercises and comparison of own cultural facts.
Optional activity (all classes): A poster for a festival.
Elaboration of the menu, listening and verification. Second listening. Listening and repetition of prices. Memorazing expressions of the Phrase Bank, repetition of dialogue and oral practice.R, S
LC
S
LCTSs, IW, PW
TSs
PWSB p. 62, ex. 14
CD/cassette
TG p. T52
SB p. 63, ex. 16, CD/cassette
WB p. 53, ex. 8, 9
WB p. 124 Word Bank
MultiROM, unit 6: Dialogue25
35
9Self-assess the consolidated progress.
See episode 3 on the DVD.Elaboration of the Progress Check, solution of doubts, correction and reflection about own progress. Elaboration at home of cumulative consolidation exercises if needed.
Showing of the episode and elaboration of exercises. Additional practice to consolidate the contents worked.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
LCIW
TSs
IWWB p. 54, ex. 15
WB p. 5556 ex. 18
DVD episode 3
WB Grammar Bank pág. 105, ex. 17
MultiROM: unit 6 Grammar and Vocabulary sections
TRB Revision Worksheet, p. 80
WB Word Bank Extra!pág. 125, ex. 12
TRB Extension Worksheet, p. 8120
4010Assess the knowledges learnt in this unit.Carrying out of text 6.TDIWTRB p. 2527
CD/cassette60Estimated time: 10 sessions of 60 minutes.
Unidad 7: Life storiesSesiónOBJETIVOSACTIVIDADES DE AULADESTREZASINTERACC.MATERIALESTIEMP. APROX.
1Anticipate the contents in this unit.
Memorize some vocabulary related to the months and seasons of the year.
Observation of the Unit summary and anticipation of contents.
Elaboration of the months of the year, listening and repetition. Elaboration of exercises and revision of ordinal numbers to express dates. Oral practice in pairs.
Optional activity (all classes): Stars birthdays.
Optional activity (weaker classes): Stars birthdays.LT
LC
S
TSs
TSs
PW
SB p. 64, Unit summary
SB p. 64, ex. 14, CD/cassette
WB p. 57, ex. 14; p. 126 Word Bank: months and seasoins; p. 106 Grammar Bank
TG p. T64
TG p. T645
55
2Capture some specific information.
Revise the concepts studied previously.
Study the past forms of the verb to be. Listening and reading of text to gess the mysterious year. Second reading to answer the questions.
Optional activity (stronger classes): Mystery year.
Reading of the text and find examples of the revised contents.
Optional activity (weaker classes): Months.
Find examples in the text. Elaboration of charts in the notebook, consulting the grammar section if needed. Practical exercises and correction.
Optional activity (stronger classes): Questions.R
LC
LC
GTSs
TSs
IW
TSs
IW, PWSB p. 65, ex. 5, 6
CD/cassette
TG p. T65
SB p. 65, ex. 7
TG p. T65
SB p. 66, ex. 13
WB p. 106, Grammar Bank
TG p. T6625
15
20
3Introduce and practice there was / there were. Introduction of the forms there was / there were. Consultation of grammar, exercises and correction. Extensive practice. G
TSs
IW, PW
SB p. 66, ex. 46
WB p 106 Grammar Bank
WB p. 5859, ex. 1660
4Reflection of vocabulary related to famous people and their occupation.
Understand oral information.Introduction of the subject. Observation of the photos, elaboration of the sentences, elaboration of exercises and oral practice
Optional activity (stronger classes): Writing sentences.
Finding past forms of the verbs in the comprehension questions . Reading of questions and elaboration of hypothesis about the answers. Listening of the radio interview and verification of answers. Second reading and elaboration of sentences.LC
L
LCTSs
IW, PW
TSs
IWSB p. 67, ex. 79; CD/cassette
WB p. 59, ex. 7, 8; pág. 126 Word Bank
TG p. T67
SB p. 68, ex. 13; CD/cassette
30
30
5Practice the affirmative and negative forms of the past of regular verbs with past expressions.
Identify the pronunciation of the suffix -ed in the regular past.Study of the grammar chart and deduction of the rules to form the regular past, noticing also the most common spelling changes. Introduction of some time expressions and explanation of the use of ago. Joint practice and correction.
Optional activity (all classes): Time expressions.
Listening and repetition of patterns. Elaboration of the chart with the verbs of the list according to the pronunciation of the suffix -ed. Listenings and verification of answers. Dictation.G
L
LCTSs
IW, PW
TSs
IWSB p. 6869, ex. 4, 5, 710
WB p. 106 Grammar Bank
TG p. T69
WB p. 136, ex. 13, Pronunciation Bank
CD/cassette; SB p. 68, ex. 650
10
6Consolidate the use of the affirmative and negative forms of the past of regular verbs. Practice and general consolidation of the grammar in the unit. Reading of the dialogue, performance and listening. Study and translation of the Phrase Bank. G
LCTSs
IW, PW
WB p. 6061, ej. 18; MultiROM
SB p. 69, ex. 11, 12; CD/cassette
WB p. 126 Word Bank: Phrases to learn 60
7Practice the reading comprehension.
Understand the process of derivation: word families.
Learn how to use time connectors in biographical texts.Recognise the characters and comment. Reading of the biographies, elaboration of comprehension exercises and correction.
Observation of the example, elaboration of exercises and correction.
Optional activity (weaker classes): Word families.
Optional activity (stronger classes): Verb or noun?
Translation of the examples and joint explanation. Practical exercises and correction.
Optional activity (all classes): Time expressions.R
LC
LCTSs
IW
TSs
IW
TSs
IWSB p. 70, ex. 1, 2; CD/cassette
WB p. 62, ex. 13
SB p. 70, ex. 3, 4
WB p. 62, ex. 13
TG p. T70
TG p. T70
SB p. 71, ex. 6, 7
WB p. 63, ex. 4, 5
TG p. T7130
15
15
8Elaborate a biographical text.Reading and listening of pattern. Preparation of text following the instructions given. Use of connectors and time expressions and distribution of the text in paragraphs.WIWSB p. 71, ex. 5, 8, 9; CD/cassette
WB p. 63, ex. 6760
9Practice the use of oral language.
Make suggestions.
Understand the general sense of the lyrics of the songComprehensive reading of the information given and oral answers for the questions made.
Listening and reading of the pattern dialogue, memorization of expressions of the Phrase Bank, repetition of dialogue and oral practice.
Reading and elaboration of the Pop File. Choice of the correct word in the song, listening and verification. Explanation of the meaning of some sentences if needed.R, S
LC
L, S
LC
LCTSs, PW
TSs
PW
TSs
IWSB p. 72, ex. 1
SB p. 72, ex. 24;CD/cassette
WB p. 63, ex. 89
WB p. 126, Word Bank: suggestions
MultiROM, unit 7: Dialogue
SB p. 73, ex. 13, CD/cassette15
25
20
10Reflection about the consolidated progress.Elaboration of the exercises in the Progress Check and joint correction. Consultation of doubts and elaboration of consolidation exercises if needed.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
IWWB p. 64, ex. 17
WB Grammar Bank p. 107, ex. 16
MultiROM: unit 7 Grammar and Vocabulary sections
TRB Revision Worksheet, p. 82
WB Word Bank Extra! p. 127, ex. 12
TRB Extension Worksheet, p. 836011Assess the knowledges learnt in this unit.Carrying out the test in unit 7.TDIWTRB p. 2830
CD/cassette6012Assess the progress of the term.Carrying out the End-of-term test 2.TDIWTRP p. 3133
CD/cassette60Estimated time: 12 sessions of 60 minutes.
Unit8: HeroesSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT..MATERIALSAPROX.
TIME
1Introduce the contents of the unit.
Memorize vocabulary connected with books and films.
Identify stress patterns: word stress.
Observation of the Unit summary and anticipation of contents
Association of the pictures with the things in the list. Listen to the music extracts and identification of the kind of film they represent. Personal expression.
Optional activity (all classes): Types of films.
Listening of words and identification of the number of syllables. Listening and repetition of words and classification according to the stressed syllable. LT
LC
S
L
TSs
TSs
IW, PW
TSsSB p. 74, Unit summary
SB p. 74, ex. 13, CD/cassette
WB p. 65, ex. 1, 2; p. 122 Word Bank: films and books
TG p. T74
WB p. 136, ex. 13, Pronunciation Bank
CD/cassette5
35
20
2Understand specific information
Revise concepts worked before.
Differenciate regular verbs from irregular verbs.Reading and listening of the text. Second reading, , Comprehensive reading activity and correction.
Optional activity (stronger classes): Correcting false statements.
General reminder of vocabulary and grammar and location of examples in the text.
Revision of the formation of the past in regular verbs. Comparison of sentences and elaboration of rules. Location of past forms in the text and classification according to their being regular or irregular. Consult the grammar section if needed.
Optional activity (all classes): Regular or irregular?R
LT, LC
GTSs
IW, PW
TSs
IW
TSs
IWSB p. 75, ex. 4, 5
TG p. T75
SB p. 75, ex. 6
WB p. 40, ex. 13
SB p. 75; pág. 76 ex. 1, 2
WB p. 66, ex. 1, 2
WB p. 108, Grammar Bank
TG p. T7620
15
25
3Practice the formation of the past with regular and irregular verbs.Elaboration of exercises and joint correction. Consult the grammar and vocabulary sections if needed. Extensive practice, emphasizing the irregular verbs.G
LCTSs
IWSB p. 7677, ex. 3, 5; CD/cassette
WB p. 6667, ex. 37
WB p. 108, Grammar Bank
WB p. 128, Word Bank 60
4Understand oral information.
Study the formation of questions in the past.Observation of the picture and comment about the characters. Reading of summaries, listening of the conversation and choice of the best summary. Connection of the question with the suitable answer, listening and verification. Dictation.
Observation of the dictated questions before. Attentive reading of the chart and elaboration of the rules with the corresponding auxiliary. Consultation of grammar, practice and correction.
Optional activity (all classes): Ask and answer questions.L
G
LC, S
TSs
IW, PW
TSs
IW, PWSB p. 78, ex. 13
CD/cassette
SB p. 7879, ex. 48
WB p. 108 Grammar Bank,
TG p. T7920
40
5Practice and consolidate the formation of questions in the past.Elaboration of exercises to practice and consolidate the formation of questions in the past.G
LCTSs
IWWB p. 6869, ex. 17; CD/cassette SB p. 79, ex. 9, 10; MultiROM
WB p. 128 Word Bank: Phrases to learn60
6Listen to a radio contest.
Obtain some techniques to remember the vocabulary.
Practice the reading comprehension.Comment about these kinds of programme. Reading of the questions in the programme and answer. Listening and verification of answers. Second listening and answers to the comprehension questions.
Explanation of the usefulness of visual diagrams to remember the vocabulary worked. Observation, elaboration of the spidergram and comments about other techniques to remember vocabulary.
Optional activity (all classes): A spidergram.
Reding of text, elaboration of the comprehension exercises and joint correction.L
LC
LT
RTSs
PW
TSs
PW, IW
TSs
IWSB p. 80, ex. 1, 2; CD/cassette
SB p. 80, ex. 3, 4
WB p. 70, ex. 1, 220
20
20
7Capture the structure and language used in a report.
Reflection about the need of checking the use of the past forms with correction.Attentive observation of the pattern and choice of the correct option. Listening and verification of answers. Elaboration of exercises and correction..
Reflection about the need of revising texts and verify the use and formation of verbs. Practical exercises and joint revision. LC
LTTSs
IW
TSs
IWCD/cassette
SB p. 81, ex. 5; p. 83, ex. 13
WB p. 71, ex. 5
SB p. 51, ex. 6, 7
WB p. 7071, ex. 3, 4
WB p. 144, Irregular verb list30
30
8Write a report about a film or a book.Preparation of the notes which will be the base to write the report. Organization of the text and distribution of ideas in paragraphs. Appropriate revision to check the correction in the use and formation of verbs. Write a composition about the biography of an artist as homework in an optional way.WIWSB p. 81, ex. 8, 9
WB p. 71, ex. 660
9Get some information about cultural aspects and contrast them with our own cutural features.
Learn useful expressions to speak about the past.Formulation of hypothesis about the initial questions. Reading and listening of texts and verification. Second reading and practice of reading comprehension. Personalized reflection and reflection about literature and filmography in our home.
Optional activity (all classes): Books and films.
Listening and reading of dialogue. Comprehension and study of the Phrase Bank. Listening and repetition of the dialogue being careful with the rythm and intonation. Elaboration of exercises, preparation of a new dialogue and performance.TD
LCTSs, PW
TSs
IW, PWSB p. 82, ex. 14; CD/cassette
TG p. T82
SB p. 83, ex. 47, CD/cassette
WB p. 71, ex. 7, 8
WB p. 122, Word Bank
MultiROM, unit 8: Dialogue30
30
10Be aware of the progress reached
Watch episode 4 on the DVD.Elaboration of the exercises of the Progress Check, correction and consultation of doubts. Cumulative consolidation exercises as homework.
Showing of the episode and exercises. Extrra practice to consolidate the contents worked.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
LCIW
TSs
IWWB p. 72, ex. 14
WB p. 7374 ex. 18
DVD episode 4
WB Grammar Bank p. 109, ex. 15
MultiROM: unit 8 Grammar and Vocabulary sections p. 84
WB Word Bank Extra! p. 129, ex. 12
TRB Extension Worksheet, p. 8520
4011Assess the knowledges learnt in this unit.Carrying out the test in unit 8.TDIWTRB p. 3436
CD/cassette60Estimated time: 11 sessions of 60 minutes.
**
Unit 9: Animal worldSESSIONOBJECTIVESCLASROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME
1Reflection about the contents of the unit.
Learn vocabulary related to the animal world.
Understand specific information
Observation, reflection and anticipation of the contents.
Reading and sorting out of the animal list given. Identification of the animals that appear in the photos. Listening and identification of the animals acording to their sounds. Reading of the sentences and identification of the animals described. Extensive practice and correction.
Optional activity (all classes): Odd-animal-out.
Anticipation of the subject. Reading and listening of the text and global comprehension. Read the text and elaboration of a summary. Expression of opinions.
Optional activity (stronger classes): Working animals.LT
LC
L, S
R
LC
TSs
TSs
IW, PW
TSs
IW, PWSB p. 84, Unit summary
SB p. 84, ex. 14, CD/cassette
WB p. 75, ex. 12
WB p. 130 Word Bank: Animals
TG p. T84
SB p. 85, ex. 57
CD/casset
TG p. T855
35
20
2Revise concepts studied before
Study the use of the auxiliary must.Find in the text vocabulary and grammar to revise aspects studied previously.
Study of grammar charts and elaboration of examples. Consultation of the grammar section and explanation of doubts if needed. Elaboration of exercises and correction
Optional activity (stronger classes): Rules.LT
G
IW
PW
TSs
IW, PWSB p. 85, ex. 8
SB p. 86, ex. 14, 5, 7
WB p. 110, Grammar Bank
TG p. T8615
45
3Identify correctly the pronunciation of the auxiliary must: ((( and (((.
Practice the use of the auxiliary must.
Memorize adjectives and use them to describe animals.Listening of the examples and differentiation of sounds. Listening of sentences and pronunciation of must according to being prominent or not. Dictation.
Elaboration of the exercises in the WB. Consultation of the grammar section, if needed. Joint correction.
Anticipation of vocabulary with the books closed. Association of adjectives with their antonyms, listening and verification of answers. Elaboration of exercises and correction.
Optional activity (stronger classes): Animals.L
LC
G
LCTSs
IW
TSs
IW
TSs
IWWB p. 136 ex. 1, 2 Pronunciation Bank; CD/cassette
SB p. 86, ex. 5
WB p. 7677, ex. 14
WB p. 110,Grammar Bank,
SB p. 87, ex. 811; CD/cassette
WB p. 77, ex. 57
WB p. 130 Word Bank: adjectives 10
25
25
4Learn some facts about dinosaurs.
Study the use and formation of comparatives.Rain of ideas to get the students knowledges about the subject. Reading of the programme guide, listening and association of sentences. Second listening and elaboration of sentences.
Study and elaboration of the grammar chart. Consultation of the grammar if needed. Practice and joint correction.
Optional activity (weaker classes): Comparatives.L
LC
GTSs
IW
TSs
IW, PWSB p. 88, ex. 1, 2; CD/cassette
SB p. 8889, ex. 36
WB p. 78, ex. 13
WB p. 110, Grammar Bank
TG p. T4820
40
5Capture the meaning and use of the questions with how.
Consolidate the grammar given in the unit.Writing down and translation of the examples in the notebook. Consultation of grammar if needed. Elaboration of practical exercises and correction.
Optional activity (all classes): How ...?
Revision of the unit grammar. Reading, performing and listening of the dialogue. Study and translation of the Phrase Bank. Repetition and performance of the dialogue.G
TDTSs
IW
PW, IWSB p. 89 , ex. 7, 8
WB p. 79, ex. 4, 5
WB p. 110 Grammar Bank
TG p. T89
SB p. 89, ex. 9, 10; CD/cassette
WB p. 43, ex. 6, 7; MultiROM
WB p. 122 Word Bank35
25
6Obtain some specific information about exotic pets starting from the reading.
Reflect about the concept of friend and false friend.
Understand the meaning and use of the connector also.Anticipation of the subject. Listening and Reading of text to find the animals mentioned. Second reading and comprehensive reading.
Explanation of the use of the concepts friend and false friend speaking about the glossary. Finding the elements in the text and elaboration of the chart. Practice and correction.
Optional activity (all classes): Friends and false friends.
Deduction of the use of the connector also from some examples analysis. Extensive practice, noticing the position of the connector fijándose en la posición del conector.R
LC
WTSs
IW, PW
TSs
IW
TSs
IWSB p. 90, ex. 1, 2; CD/cassette
WB p. 80, ex. 13
SB p. 90 ex. 3, 4
WB p. 137, Wordlist
TG p. T90
SB p. 91, ex. 6, 7
WB p. 8081, ex. 4530
15
15
7Write a fact-file.Reading the pattern and formulation of hypothesis about the missing data. Listening and verification of answers. Preparation of the fact-file following up the instructions given. Composition and revision of text.WIWSB p. 81, ex. 8, 9; CD/cassette
WB p. 81, ex. 6, 760
8Interpret the meaning of signals and symbols.
Show agreement and/or disagreement
Understand the general sense of the lyrics of the song.Observation of signals and performance and association of the rules indicated in them. Observation of the pictures and elaboration of the sentences with the expressions of the list. Listening and verification of the answers. Identification of the animals represented.
Reading and listening of the dialogue. Global comprehension. Study of the Phrase Bank. Second listening of dialogue and repetition according to the rythm and intonation. Preparation of dialogues and performance in the classroom.
Reading and comprehension of the Pop File. Listening and reading of the song to order sentences. Second listening and verification. Solution of doubts. Asociation of summaries with the corresponding verse.LC
L, S
LC
LCTSs, IW
TSs
PW
TSs
IWSB p. 92, ex. 13; CD/cassette
SB p. 92, ex. 4 7
WB p. 81, ex. 8, 9
WB p. 130, Word Bank
MultiROM, unit 9: Dialogue
SB p. 93, ex. 13, CD/cassette15
30
15
9Self-assess the progress obtained.Elaboration of the exercises of the Progress Check, joint correction and solve doubts. Eelaboration of consolidation exercises if required.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
IWWB p. 82, ex. 15
WB Grammar Bank pág. 111, ex. 14
MultiROM: unit 9 Grammar and Vocabulary sections
TRB Revision Worksheet, p. 86
WB Word Bank Extra! p. 131, ex. 12
TRB Extension Worksheet, p. 876010Assess the consolidation level of the contents worked.Carrying out the test in unit 9.TDIWTRB p. 3739
CD/cassette60Estimated time: 10 sessions of 60 minutes.
Unit 10: In fashionSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT..MATERIALSAPROX.
TIME
1Reflection about the contents of the unit.
Reflection of vocabulary related to the world of fashion.
Understand specific information
Reading of the box and anticipation of contents
Acquisition of vocabulary from the contribution of the students. Elaboration of the fact-file with the correct expression, listening and verification of answers. Practical exercises and correction..
Optional activity (weaker classes): Remembering words.
Observation of the photographs and formulation of hypothesis. Reading and listening of the text and verification of hypothesis. Second listening to complete the sentnces.LT
LC
L, S
L
TSs
IW, PW
TSs
TSsSB pág. 94, Unit summary
SB pág. 94, ej. 14, CD/casset
WB pág. 39, ej. 1, 2
WB pág. 132 Word Bank: clothes
TG pág. T94
SB pág. 95, ej. 57
CD/casset
5
35
20
2Remember contents studied before.
Express plans with going to: affirmative and negative sentences.General reminder of vocabualry and grammar by finding examples in the text
Optional activity (all classes): Holiday style.
Copy of charts and elaboration, consultation of the grammar section, practice of the affirmative and negative forms.Elaboration of exercises and correction. Personal expression..
Optional activity (stronger classes): An ideal week.LT
G
TSs
IW
TSs
IWSB pág. 95, ej. 8
TG pág. T95
SB pág. 96, ej. 15
WB pág. 8485, ej. 15
TG pág. T9610
50
3Memorize vocabulary related to fashion parades.
Understand oral information
Capture and reproduce intonation patterns at asking questions: falling and rising intonation.Asociation of the pictures with the nouns. Listenings and verification of answers. Study of the vocabulary and guided practice. Personal expression.
Optional activity (weaker classes): Guessing words.
Optional activity (all classes): Writing sentences.
Anticipation of the subject. Listening of the conversation and identification of the subjects studied. Second listening and elaboration of sentences.
Attentive listening and appropriate repetition of the intonation patterns presented. Observation of questions and defining the intonation pattern.. Listening and verification of answers. Dictation.LC
L
LC
L
LCTSs
IW
TSs
IW
TSs
IWSB p. 97, ex. 68; CD/cassette
WB p. 85, ex. 68; p. 132
Word Bank: a fashion show
TG p. T97
TG p. T97
SB p. 98, ex. 1, 2
WB p. 136, ex. 13; CD/cassette
Pronunciation Bank
SB p. 98, ex. 3 25
15
20
4Ask questions with going to.
Revise time expressions and consolidate the grammar presented in the unitCopy and elaboration of the grammar chart. Consultation of the grammar section, elaboration of exercises and correction.
Consultation of the grammar section, elaboration of the revision exercises revisión and joint consolidation and correction. Translation and memorizing of the Phrase Bank.
Optional activity (all classes): More time expressions.G
G
LCTSs
IW, PW
TSs
IWSB p. 9899, ex. 47
WB p. 8687, ex. 15
WB p. 112 Grammar Bank
SB p. 99, ex. 812; CD/cassette
WB p. 87, ex. 69; MultiROM
WB p. 132, Word Bank
TG p. T9945
5Understand instructions to elaborate a magazine.
Practice error correction.Anticipation of the subject. Attentive reading of the instructions and answer the questions made. Study and translation of suitable expressions to react to some questions. Practice in pairs.
Optional activity (all classes): A magazine.
Reading of pattern text and correction of the marked errors. Observation of errors and determine what kind it is. Correction of sentences. Reflection about the importance of checking and correcting the written works.
Optional activity (weaker classes): Mini spelling test.
Optional activity (stronger classes): Correcting mistakes.TD
LC
LTTSs
IW, PW
TSs
IW, PWSB p. 100, ex. 13
WB p. 88 ex. 13
TG p. T100
SB p. 101, ex. 46
WB p. 8889, ex. 4, 5
TG p. T101
TG p. T10130
30
6Elaborate a magazine.Observation of the pattern and the composition guide. Take notes, elaboration of the text and check to correct posible errors. WIWSB p. 101, ex. 7, 8
WB p. 89, ex. 6, 7
TG p T5160
7Obtain some information about world traditions, contrasting them with ours.
Practice a dialogue: shopping for clothes.Reading and listening of the text. Clarify doubts and carry out the reading comprehension. Comparison and contrast among different traditions.
Reading of the website and elaboration of exercises. Personal expression. Listening and writing down of the dialogue and translation of the expressions in the Phrase Bank. Listening and repetition according to the rythm and intonation.. Elaboration of an own dialogue and performance.R
LCTSs
IW, PWSB p. 102, ex. 13; CD/cassette
SB p. 103, ex. 14; CD/cassette
WB p. 89, ex. 8, 9
WB p. 132, Word Bank
MultiROM, unit 10: Dialogue
30
30
8Be aware of the progress achieved
Watch episode 5 of the DVD.Elaboration of the exercises in the Progress Check, correction and consultation of doubts. Cumulative consolidation exercises to be done at home if possible.
Showing of the episode and elaboration of exercises. Additional practice to consolidate the contents worked.
Extra activities (weaker classes): More practice.
Extra activities (stronger classes): More practice.LT
LCIW
TSs
IWWB p. 90, ex. 15
WB p. 9192, ex. 19
DVD episode 5
WB Grammar Bank p. 113, ex. 16
MultiROM: unit 10 Grammar and Vocabulary sections
TRB Revision Worksheet, p. 88
WB Word Bank Extra!pág. 133, ex. 12
TRB Extension Worksheet, p. 8920
409Assess the knowledges learnt in this unitCarrying out the test in unit 10.TDIWTRP p. 4042
CD/cassette6010Assess the progress made during the term.Carrying out of the End-of-term test 2.TDIWTRP p. 4345
CD/cassette6011Carry out a global exam to assess the consolidation of the contents worked in the course.Optional carrying out of the End-of-year test.TRP p. 46
CD/cassette60Estimated time: 11 sessions of 60 minutes.
CLASSROOM PROGRAMME OXFORD ENGLISH ALIVE 2: YEAR 2010/2011*
The programme of Oxford Classroom of English Alive 2 that we present identifies the priorities and implications which involves the use of additional material which goes with the project: in the Teacher´s Book, the Student´s Book, the Workbook,the Basics Progress Book A , the DVD or in the Teacher´s Resource Book.We recommend to follow the learning strategies and the didactic advice contained in the Teacher´s Book. Even so, we must say that it is an orientative programme and the teachers will always decide which activities keep better to their objectives and how they will focus their class. The objective of this programme is to obtain a positive response towards the language learning and the way to learn it. We think that the teachers will be able to adapt the activities contained in this programme according to the needs of their students, both for the teaching/learning activities and for the assessment.
The nomenclature used is as follows:
The nomenclature used is as follows:
L Listening IW Individual Work SB Students Book
R Reading T Ss Lockstep WB Workbook
S Speaking PW Pair Work TG Teachers Guide o Libro del Profesor
W Writing GW Group Work TRB Teachers Resource Book
TD Todas las destrezas L1 Mother tongue DVD English Alive! 2
LC Linguistic Competence PBB Basics: Progress Book B
LT Learner Training
Starter unitSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX
TIME.1Check the knowledges of the students and detect posssible errors.Verification of the knowledges of the students at the beginning of the school year and detection of the group needs. LT
LCIWTRB Diagnostic test, pages. 4-6
CD/cassette602Anticipate the contents of the unit.
Revise some nouns and adjectives of regular use.
Anticipation of contents to be worked in the unit.
Clasification of nouns by semantic fields. Revision of word division by syllables. Association of adjectives with their antonyms. Elaboration of exercises and correction.
Optional activity (all students): questions and answers.L1
LC
TD
T Ss
IW, PW
SB p. 4 Unit summary
SB p. 4 ex. 1-5
WB p. 3, ex.1-4; p. 110,Word bank: basic nouns / adjectives; p. 133, Pronunciation bank, ex. 1, 2
CD/ cassette
TG p. T45
55
3Revise the affirmative and negative form of the verbs be and have got.
Revision of the subject pronouns, possessive adjectives and saxon genitive.Revision of the verbs be and have got by doing exercises. Consultation of the grammar section if needed.
Optional activity (all students): asking questions.
Carrying out of the chart and practical exercises. Consultation of the grammar section if needed. Correction of exercises and solution of doubts if there are any. G
G
T Ss
IW
T Ss
IW, PWSB p. 5 ex. 1-4
WB p. 4, ex. 1, 2; Grammar bank p. 90
TG p. T5
SB p. 5 ex. 5-7
WB p. 4, ex. 3-5; Grammar bank p. 9030
30
4Revision of the interrogative form of the verbs be and have got.
Revise the use of there is, there are, some and any.
Elaboration of the questions and connection with the appropriate answer. Consultation in the grammar section if needed. Practice and correction in class.
Optional activity (stronger classes): questions.
Correction of sentences. Consultation in the grammar section if needed. Elaboration of exercises and correction.
Optional activity (stronger classes): more questions.G
GT Ss
IW, PW
T Ss
IW, PW
SB pages. 6, ex. 1-4
WB p. 5, ex. 6, 7; Grammar bank p. 90
TG p.T6
SB pages. 6, ex. 5-7
WB p. 5, ex. 8, 9; Grammar bank p. 90
TG p.T660
5Revise useful expressions to use on holidays.
Elaboration of dialogues with the corresponding expressions. Oral practice from the listening and repetition of patterns being careful about the pronunciation. Study of the phrase bank. Elaboration of own dialogues and performance. Dictation.
Optional activity(all classes): a profile.
Optional activity (all classes): asking questionsTD
T Ss
IW, PW
SB p. 7, ex. 1-6
WB p. 6, ex, 1-5; Word Bank p. 110
CD/ casette
TG p. T760
6Revise the contents of the unit.Revision and/or additional contents (vocabulary, grammar and dialogues) from the additional material.TDPWWB p. 91,Grammar Bank ex. 1-5
WB p. 111, Word Bank extra! ex. 1, 2
TRB p. 70 Revision Worksheet
TRB p. 71 Extension Worksheet
MultiROM: Grammar, vocabulary and dialogue607Assess the students performanceCarrying out of the unit test.TDIWTRB p. 7-9
CD/ cassette60
Estimated time: 7 sessions of 60 minutes.
Unit 1: Home and awaySESSIONOBJECTIVESCLASS ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME1Become familiar with the unit contents.
Learn vocabulary connected with furniture and some prepositions of place.
Answer a questionnaire.Reading of the summary of the unit contents and initial assessment of previous knowledges.
Connection of words with their corresponding pictures. Verification by reading. Study of the Check this!, elaboration of exercises and correction.
Optional activity(all classes): where are they?
Optional activity(stronger classes): guessing from location.
Reading and listening of questionnaire. Choice of answers and verification of the marks obtained. Elaboration of the section Recycle.
Optional activity(weaker classes): where is it?LT, L1
TD
LC
R, LCT Ss
T Ss
IW, PW
T Ss
IW, PW
SB p. 8, Unit summary
SB p.8, ex. 1-5; CD/cassette
WB p. 7, ex. 1-3; p. 112 Word bank: furniture; Grammar bank p. 92
TG p. T8
SB p. 9, ex.6-8
CD/cassette
TG p. T95
35
202Reflection about the use of thel simple present in affirmative and negative sentences.
Pronunce attentively the third person singular of the present simple: /ðsð/ð, /ðzð/ð and /ðIðzð/ð.Observation and elaboration of the grammar chart. Consultation of the gramar if needed. Study of the Check this!, elaboration of exercises and correction.
Optional activity(all classes): asking questions
Optional activity(stronger classes): facts about a famous person.
Listening of sentences and identification of the verb form. Listening and repetition with special attention to the different endings: Elaboration of the chart, listening and verification. Dictation. G
T Ss
IW, PW
T Ss
IW, PWSB p. 10, ex. 1-4
WB p. 8, ex. 1-3; Grammar bank, p. 92
TG p. T10
WB p. 133, Pronunciation Bank ej. 1-3; CD/cassette
SB p. 10, ex. 540
20
3Memorize vocabulary related to leisure activities.
Revise interrogative pronouns.Reading of words and identification of the activities in the photos. Listening and verification. Consultation of vocabulary if needed. Practice and correction.
Study of the Check this! Consultation of grammar, elaboration of exercises and correction.
Optional activity(all classes): questions and answers
Optional activity(stronger classes):free time activitiesLC
G
T Ss
IW
T Ss
IW, PWSB p. 11, ex. 6, 7; CD/cassette
WB p. 9, ex. 1; p. 112 Word bank: free time activities
SB p. 11, ex 8, 9
WB p. 9, ex. 4-6; Grammar Bank p. 92
TG p. T1130
30
4Understand a conversation..
Practice the use of the adverbs of frequency. Reading and attentive listening of the CD/cassette to choose the questionnaire answers. Second listening and give comprehension answers. Answer the questionnaire in pairs.
Elaboration of sentences with the adverbs from a box and translation. Elaboration of sentences about oneself from the pictures. Study of the Check this! and arrangement of sentences. Consultation of grammar and extensive practice L, S
LC
GT Ss
IW, PW
T Ss
IW, PWSB p. 12, ex. 1-3
CD/cassette
SB p. 12, ex. 4-8
WB p. 10, ex. 1-4
WB p. 92, Grammar Bank25
35
5Reflect about formation of verb + -ing form.
Elaboration of the sentences with the correct verb form and translation. Consultation in the grammar section. Elaboration of exercises and correction. Elaboration of grammar consolidation and dictation.
Optional activity (all classes): verb + -ing.
Optional activity (weaker classes): dialogue.
Optional activity (stronger classes): a new dialogueG, LCT Ss
IW, PW
SB p. 13, ex. 9-13
WB p.11, ex. 5-10
WB p. 92, Grammar bank
WB p. 112, Word Bank
TG p. T13
606Practice reading comprehension.
Answer the initial questions. Observation of photos and reading and listening of the text. Second reading to guess the meaning of words taken from the text, with special attention to skills focus. Find unknown words in the text, hypothesis about their meaning and verification in the dictionary. Elaboration of reading comprehension exercises and correction.
Optional activity (all classes): reporting preferences
Optional activity (all classes): scanning race game.R
LC
T Ss
IW, PW
SB p. 14, ex. 1-6
CD/cassette
WB p. 12, ex. 1-3
TG p. T1460
7Reflection about the use of punctuation marks and capital letters.
Reading of the pattern and choice of the correct words. Listening and verification. Study and elaboration of the chart in language point. Practical exercises and correction.LT
W
T Ss
IW, PWSB p. 15, ex. 7-10
CD/cassette
WB p. 13,ex 4, 560
8Make a description of a typical weekend.
Observe the pattern and follow the instructions in the writing plan. Elaboration of a text and appropriate revisión.
Optional activity(all classes): asking questions about a typical weekend.W
SIWSB p. 15, ex. 11, 12
WB p. 13, ex. 6, 7
TG p. T15609Practice dialogues: phoning a friend.
Identify people from their description.Reading of telephone messages and verification of the statements. Listening of the telephone conversations and connection with the correct message. Second listening and elaboration of the missing information. Listening and reading of the pattern. Study of the phrase bank and appropriate repetition of the pattern being attentive to the rhythm and intonation. Preparation of an own dialogue and performance.
Optional activity(all classes): messages.
Reading about the singer in the pop file and answer the questions. Elaboration of the song with the words from the box, listening and verification. Connection of the expressions in the song with their correct explanation.TD
T Ss
IW, PWCD/cinta
SB p. 16, ex. 1-6
WB p. 13, ex. 8, 9
MultiROM: unit 1 dialogue
TG p. T16
CD/cassette
SB p. 17, ex. 1-340
2010Revise the contents of the unit.
Elaboration of the Progress Check of the unit and personal assess of the level achieved.
Extra activities (weaker classes): more practice
Extra activities (stronger classes): more practiceTDT Ss PW
T Ss IWWB p. 14, ex. 1-6
WB p. 93, Grammar Bank, ex.1-6
MultiROM: grammar and vocabulary
TRB p. 72, Revision Worksheet
WB p. 113, Word Bank extra, ex. 1, 2
TRB p. 73, Extension Worksheet60
11Assess the students performance.Carrying out of the text of unit 1.
TDIWTRB p. 10-12
CD/cassette60Estimated time: 11 sessions of 60 minutes.
Unit 2: Whats on?SESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME1Anticipate the contents of the unit.
Memorize vocabulary related to television programmes.
Anticipation of the contents of the unit.
Connection of the programmes with the photos. Listening and verification. Listenings of programme extracts and identification of the kind of programme. Exercises and correction. Consultation of the vocabulary if needed.LT, L1
LC
T Ss
T Ss
PW
SB p. 18, Unit summary
CD/cinta
SB p. 18, ex. 1-4
WB p. 15, ex. 1-3; p. 114,Word Bank: TV programmes5
552Comprehension of gobal and/or specific information in a text.
Reading and listening of the television guide and answer the initial question. Second reading, reading comprehension and correction. Find examples in the text following the instructions of Recycle.
Optional activity (stronger classes): a TV guide.R
LCT Ss
PW
CD/cassette
SB p. 19, ex. 5-7
TG p. T1960
3Practice the formation and use of the present continuous.
Study of the grammar charts and elaboration of the rule. Consultation in the grammar section. Exhaustive practice and exercise correction.
Optional activity(all classes): ask and answer questions.G
LC
T Ss
IW, PW
SB p. 20 ex. 1-5
WB pages. 16-17, ex. 1-6
WB p. 94, Grammar Bank
TG p.T20604Memorize opinion adjectives in a comprehensive way.
Identify the stressed syllable: word stress.
Verification of meanings, listening and repetition of the adjectives. Choice of the correct adjective and classification according to their being positive, negative or both. Practice and correction.
Optional activity(all classes): word web.
Optional activity(all classes): ask and answer questions.
Listening and repetition of the adjectives. In pairs, indicate the number of syllables in each. Listening and classification according to the number of syllables, noticing the stressing pattern. Listening and verification of answers.TD
L
LCT Ss
IW, PW
T Ss
IW, PWSB p. 21, ex. 6-9; CD/cassette
WB p. 17, ex. 7, 8
WB p. 114, Word Bank: adjectives of opinion
TG p.T21
CD/cinta
WB p. 134, Pronunciation Bank, ex. 1-3
TG p. T10445
15
5Understand an oral text.
Contrast the present simple and present continuous.Reading of the programme guide to determine veracity of the statements listed. Listening and verification of answers. Second listening and answer the comprehension questions.
Study of the grammar chart and elaboration of the rule. Consultation in the grammar section. Joint practice and correction. Dictation.
Optional actvity(all classes): ask and answer questions.TD
GPW
IW
T Ss
IW, PWCD/cassette
SB p 22, ex. 1, 2
SB p. 22, ex. 3-5
WB p. 18, ex. 1-4; Grammar Bank p. 94
TG p. T2215
45
6Use the present continuous to express future plans.Attentive reading of the dialogue and the rules of use. Consultation in the grammar section. Exhaustive practice, dictation and correction.
Optional actvity(all classes): future plans.
Optional activity (stronger classes): an e-mail.
Optional actvity(weaker classes): identifying wordsG
T Ss
IW, PW
SB p. 23, ex. 6-10; CD/cassette
WB p. 19, ex. 5-8
WB p. 94, Grammar Bank
TG p. T2360
7Understand oral and written texts about televisión habits.Reading and elaboration of quiz. Comparison of answers with a classmate. Listening of an interview and answer the initial question. Second listening and auditive comprehension. R, L
LCT Ss
IW, PWSB p. 24, ex. 1-3; CD/cassette
WB p 20, ex. 1-3608Learn how to use expressions to introduce opinions.
Describe a televisión programme.Reading and elaboration of the pattern text. Listening and verification of answers. Observation of the language point, finding expressions to introduce opinions in the pattern and translation. Practice and correction.
Elaboration of the description following the previous instructions and the writing plan and using the correct expressions. Revision of the text.
Optional activity(all classes): ask and answer questions..TD
WT Ss
IW, PW
IWSB p. 25, ex. 4-6 , CD/cassette
WB p. 21, ex. 4, 5
SB p. 25, ex. 7, 8
WB p. 21, ex. 6, 7
TG p.T2525
35
9Learn the habits of young people in Great Britain.
Practice dialogues: making arrangements.Formulation of hypothesis following the questions. Reading and listening of the text and verification of hypothesis. Second reading to answer the questions. Comparison with the habits of young people in our country.
Optional activity (all classes): my partners habits
Optional activity (stronger classes): my family life
Listening of the diary, study of the phrase bank and oral practice. Elaboration of own dialogue and perform.TD
ST Ss
IW, PW
PWSB p. 26, ex. 1-4
CD/cassette
TG p. T26
SB p. 27, ex. 1-4; CD/cassette
WB p. 21, ex. 8, 9
MultiROM, unit 2 dialogue30
3010Watch the first chapter of the DVD: Free time.
Revise the contents in the unit.Revision of the present simple, frequency adverbs, present continuous and verb + -ing form.
Carrying out of the progress check and solution of doubts if there are any.
Extra activities (weaker classes): more practice
Extra activities (stronger classes): more practiceTD
LC, LTT Ss
T Ss
IW, PW
DVD Episode 1
TRB
WB p. 22, ex. 1-5
WB p. 95, Grammar bank ex.1-6
MultiROM: Grammar and vocabulary
TRB p. 74, Revision Worksheet
WB p. 115, Word Bank Extra! ex.1, 2
TRB p. 75, Extension Worksheet25
3511General revision of units 1 and 2.Assesment of the progress and detection of errors of the students in the two first units. Exercises and correction. Solutions of doubtsLC
LTT Ss
IW
WB pages. 23-24 , ex. 1-86012Assess the academic performance in this unit.Carrying out of test in unit 2.TDIWTRB pages. 13-15
CD/ cassette60
Estimated time: 12 sessions of 60 minutes.
Unit 3: SuccessSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME1Get in contact with the contents of the unit.
Learn vocabulary related to events in our life.
General comments about the contents of the unit.
Verification of meanings, listening and correct repetition. Connection of photographs with the description. Practice and correction.
Optional activity(all classes): date dictation..
Optional activity(stronger classes): asking about important dates.LT, L1
TDT Ss
T Ss
IW, PW
SB p. 28, Unit summary
SB p. 28, ex. 1-4; CD/cassette
WB p. 25, ex. 1-4; p. 116, Word Bank: life events.
TG p. T285
55
2Understand specific information in a written text.
Reading and listening of the text and answer the initial question. Second reading and reading comprehension. Find structures in the text following the instructions of Recycle. Study of the Check this! And translation of sentences.
Optional activity (all classes): asking about ambitions.TD
T Ss
PW, GW
SB p. 29, ex. 5-8; CD/cassette
TG p. T2960
3Use the affirmative and negative forms of the past simple with regular and irregular verbs
Pronunce correctly the past forms of the regular verbs: /ðdð/ð, /ðtð/ð and /ðIðdð/ð.Study of the grammar charts and elaboration of the rules. Translation of sentences to deduct the use of ago. Consultation of grammar, practice and correction.
Optional activity (all classes): past forms.
Optional activity (stronger classes): writing example sentences.
Explanation of the pronunciation of regular verbs in the past. Listening and repetition of patterns. Listening and repetition minding the pronunciation. Elaboration of chart. Dictation.G
L, S
LC
T Ss
PW
T Ss
IWSB p. 30, ex. 1, 2, 4-7
WB p. 26, ex. 1-4
WB p. 96 Grammar Bank
TG p. T30
WB p. 134, Pronunciation Bank, ex. 1-3; TG p. T105
SB p. 30, ex. 545
15
4Practice the use of was y were.
Memorize vocabulary related to jobs.
Translation of sentences. Consultation in the grammar,elaboration of exercises and correction.
Connection of jobs with the corresponding picture. Consultation of vocabulary, practice and correction.
Optional activity (all classes): my ideal job
Optional activity (stronger classes): past experiences.G
LC
T Ss
IW, PW
T Ss
IW, PWSB p. 31, ex. 8-10
WB p. 27, ex. 5-7; p. 96 Grammar Bank
SB p. 31, ex. 11, 12; CD/cassette
WB p. 27, ex. 8, 9; p. 116 Word bank: jobs
TG pág. T31
30
30
5Practice the comprehension of oral texts.
Practice the interrogative form of the past simple.
Reading of the guide of programmes and answer the initial question. Connection of objects with the characters. Listening and verification. Second listening and exhaustive comprehension.
Elaboration of grammar charts. Comparison of the questions in the present and past and elaboration of the rules. Consultation in the grammar bank. Practice and correction.
Optional activity(stronger classes): a special holiday.L
LC
G
T Ss
IW
T Ss
IW, PWCD/cassette
SB p. 32, ex. 1-3
SB pages. 32-33, ex. 4-8
WB p. 96 Grammar Bank
TG p. T3220
40
6Consolidate the use of the past simple.Extensive practice to the WB. Elaboration of the Grammar consolidation. Dictation. Correction and solution of doubts.
Optional activity(stronger classes): a dream weekendGT Ss
IW, PWWB pages.28-29, ex. 1-8; CD/cassette
SB p. 33, ex. 9, 10
TG p. T33607Practice the reading comprehension.
Connection of the actors with the jobs they used to do before being famous. Reading and listening of the text and verification of answers. Second reading and reading comprehension. Study of the skill focus, find words in the text and elaboration of sentences to remember words better. Extensive practice and correction.
Optional activity(all classes): example sentences.
Optional activity(stronger classes): testing a partnerR
LC
T- Ss
IW, PW
CD/assette
SB p. 34, ex. 1-3
WB p. 30, ex. 1-3
TG p. T34608Practice the use of the connectors because, so, too and also.
Elaborate a biographical text.Reading and listening of the pattern. Reading of the sentences and translation. Explanation of the difference between the connectors. Practice and correction.
Optional activity (all classes): example sentences.
Composition of the text from the questions and the information given,following the writing plan. Revision of the text.LT
W
WT Ss
IW
IWSB p. 35, ex. 4-6; diccionario
WB p. 31, ex. 1
TG p. T35
SB p. 35, ex. 7, 8
WB p. 31, ex. 2, 325
359Practice dialogues: at the ticket office.
Follow the song Youre beautiful of James Blunt.Reading of the information about the museum y answer the questions. Listening of the telephone message and elaboration of th information. Listening of the pattern dialogue, study of the phrase bank and oral practice. Preparation of an own dialogue and performance.
Optional activity (weaker classes): dialogue practice.
Optional activity (all classes): a new dialogue.
Reading of the pop file and answer the questions. Exhaustive comprehension work of the song and listening.TD
TDT Ss, PW
PWCD/cassette
SB p. 36 ex. 1-4
WB p. 31, ex. 4, 5
MultiROM: unit 3 dialogue
TG p. T36
CD/cassette
SB p. 37, ex. 1-440
20
10Reflect about the progress achieved.
Elaboration of the Progress Check of the unit and reflection about own progress. Solution of doubts and correction.
Extra activities (weaker classes): more practice
Extra activities (stronger classes): more practiceTD
LT
T Ss
IW, PW
WB p. 32, ex. 1-5
WB p. 97, grammar bank ex.1-7
MultiROM: Grammar and Vocabulary
TRB p. 76, Revision Worksheet
WB p. 117, Word Bank Extra! ex. 1, 2
TRB p. 77, Extension Worksheet6011Assess the knowledges learnt in this unit.Carrying out of the test of unit 3.
TDIWTRB pages. 16-18
CD/ cassette6012Assess the progress made the first term..Carrying out of the End-of-term test 1.TDIWTRB pages. 19-21
CD/cassette60
Esimated time: 12 sessions of 60 minutes.
Unit 4: Fact or fiction?SESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALESAPROX.
TIME1Introduce the contents of the unit.
Memorize vocabulary related to mysterious facts Introduction of the contents of the unit.
Connection of the words with the pictures. Listening and verification. Classify words. Practical exercises and correction.
Optional activity (all classes): horror film titles..
Optional activity (stronger classes): describing a scary film.L1, LT
LC
T Ss
T Ss
IW, PW
SB p. 38, Unit summary
SB p. 38, ex. 1, 2; CD/ cassette
WB p. 33, ex. 1-3; p. 118 Word bank:mystery; Diccionario
TG p. T385
55
2Identify general and/or specific information.
Use the affirmative and negative forms of the past continuous with correction. Listening and comprehensive reading of the text. Find examples in the text.
Optional activity (all classes): ask and answer.
Optional activity (all classes): telling a mystery story.
Translation of sentences and elaboration of the grammar charts. Consultation of grammar, elaboration of exercises and correction.
Optional activity (all classes): past continuous sentencesR
LC
GT Ss
IW, PW
T Ss
IW, PWCD/cinta
SB p. 39, ex. 4-6
TG p. T39
SB p. 40, ex. 1-5
WB p. 98, Grammar Bank
TG p. T4025
353Practice the affirmative and negative forms of the past continuous.
Memorize verbs of movement in a comprehensive way.
Extensive practice in the WB. Consultation of grammar if needed. Joint correction.
Observation of the comic and connection of the verbs with the pictures. Listening and verification of answers. Elaboration of sentences with the verbs shown. Play on words.
Optional activity (all classes): what was happening at ...?
Optional activity (all classes): writing out the story.G
LCT Ss IW
T Ss
PW
WB p. 33 ex. 3, 4; pages. 34-35 ex. 1-4; p. 98, Grammar Bank
SB p. 41, ex. 6-8; CD/cassette
WB p. 35, ex. 5; p. 118, Word bank: verbs of movement
TG p. T4135
254Practice the comprehension of oral texts.
Practice the interrogative form of the past continuous.
Observation of the web page, listening of the interview and answer the comprehension questions.
Optional activity (all classes): correcting wrong options
Elaboration of the grammar chart. Consultation of the grammar, exercises and correction. L
GIW, PW
T Ss
IWCD/cassette
SB p. 42, ex. 1, 2
SB p. 42, ex. 3, 4
WB p. 36, ex. 1-3; Grammar Bank, p. 98 20
40
5Pronunce the weak forms carefully: /ðwð«ðzð/ð y /ðwð«ð(rð)/ð
Contrast the use of the simple past and the past continuous.Attentive listening of the sentences and writing down the way it is heard (was o were). Listening and appropriate repetition of sentences. Dictation.
Optional activity(all classes): ask and answer.
Translation of the examples and elaboration of the rules of use. Practical exercises and correction. Elaboration of the grammar consolidation. Dictation.
Optional activity(all classes): ask and answer.L
GT Ss
IW
T Ss
IW, PWWB p. 134, Pronunciation bank, ej. 1, 2; CD/cassette; TG p. T105
SB p. 42, ex. 5
TG p. T42
SB p. 43, ex. 6-11; CD/cassette
WB p. 37, ex. 4-7
TG p. T4315
456Practice the comprehension of oral and written texts. Reading of the text and comprehensive reading. Listening of the conversation and answer the comprehension questions. Extensive practice.
Optional activity(stronger classes): ghost tourR, SPW, GWSB p. 44, ex. 1, 2
WB p. 38, ex. 1-3
TG p. T44607Learn how to use sequencers in the narrative texts.
Write a mistery story.Reading of the pattern and hypothesis about the missing words. Listening and verification. Translation of sentences and explanation of the use of sequencers presented. Practical exercises and correction.
Optional activity(all classes): remembering the story.
Optional activity(stronger classes): game of consequences.
Reading of the pattern and writing plan. Preparacion of the text following instructions. Composition and revision of the text.LT
W
WT Ss, IW, PW
IW, PWSB p. 45, ex. 3-5
CD/cassette
WB p. 38-39, ex. 4, 5
TG p. T45
SB p. 45, ex. 6, 7
WB p. 39, ex. 5, 630
308Know mysteries and legends of the Anglo-Saxon world.
Practice dialogues: asking for travel information.Formulation of hypothesis and verification by the reading and listening of the text. Reading comprehension and comparison with cultural facts of our country.
Optional activity(all classes): asking about tourist attractions.
Optional activity(stronger classes): other cultures.
Reading about touristic information and establishment of the veracity of the statements. Listening and reading of dialogue. Study of the phrase bank. Oral practice paying attention to rythm and intonation. Elaboration of own dialogues and performing.R
LT
TDT Ss
IW, PW
IW, PWCD/cassette
SB p. 46 ex. 1-4
TG p. T46
CD/cassette
SB p. 47, ex. 1-4
WB p. 39, ex. 8, 9
MultiROM: unit 4 dialogue30
30
9
Watch chapter 2 of the DVD: Haunted house.
Assess own progress.Revision of the past simple and the past continuous.
Carrying out the Progress Check and assessment of own progress. Solution of doubts if there are any. Solution of doubts and correction.
Extra activities (weaker classes): more practice
Extra activities (stronger classes): more practiceTD
LC
IW
PW
T Ss
IW
DVD Episode 2
TRB
WB p. 40, ex. 1-4
WB p. 99, Grammar Bank ex.1-5
MultiROM: Grammar and Vocabulary
TRB p. 78, Revision Worksheet
WB p. 119, Word Bank Extra! ex.1, 2
TRB p. 79, Extension Worksheet30
3010Revise the contents studied so far.Optional carrying out of a general revisión of the contents studied so far. Consolidation of the contents about the realization of the Curriculum extra 1.LTIW,
T SsWB pages. 41-42, ex. 1-8
CD/cassette
SB p. 98, ex. 1-4; p. 99, ex. 1-4
WB p. 130, ex. 1, 26011Assess the performance of students in this unit. Carrying out of the test of unit 4.TDIWTRB pages. 22-24
CD/cassette60Estimated time: 11 sessions of 60 minutes.
Unit 5 : Planet EarthSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX
TIME.1Familiarize with the contents of the unit.
Memorize vocabulary related to the environment.
Reading and communicative exchange about the knowledges worked in this unit
Study of verbs, vocabulary and colloquial expressions. Listening of the CD/ cassette, appropriate pronunciation of words, exercises and correction.
Optional activity (all classes): Collocations.
L1
TD
T Ss
PW
SB p. 48 Unit summary
SB p. 48 ex. 1-3; CD/ cassette
WB p. 43, ex.1-4; p. 120,Word bank: environment verbs
TG p. T485
55
2Make predictions about the future of the planet Earth.
Learn how to use the modal will/ wont to make predictions.Reading of the quiz and prediction of possible answers. Elaboration of information,listening of the text and correction información, audición del texto y corrección.
Optional activity (stronger classes): the G8 Summit
Explanation of the function of the grammar structure from the examples on the board. Elaboration of grammar rules. Consultation in the grammar section. Practice the pronunciation and correction of exercises .Optional activity (all classes): make predictionsR
G
T Ss
IW; PW
T Ss
IW, PWSB p. 49 ex. 4, 5; CD/cassette
TG p.T49
SB p. 50, ex. 1-5; CD/cassette
WB p. 44, ex. 1-4; p. 100 Grammar bank
TG p. T5020
40
3Revision of how to ask questions with the modal will.
Study vocabulary related to materials and containers.
Revision of last session. Revision of how to form questions with the auxiliary will. Consultation in the grammar section. Practice and correction in class.
Observation of the photographs, recognising materials. Study the vocabulary and practice making predictions.
Optional activity (weaker classes): point and say.
Optional activity (all classes): make a product from recycled materialesG
G
T Ss
IW, PW
PW
WB p. 45, ex. 5, 6; p. 100 Grammar bank
SB p. 51, ex. 6-9
WB p. 45, ex. 7, 8; p. 120, Word Bank
TG p.T5120
40
4Capture specific information from an oral text.
Indicate the real conditions, express possibilities.
Recognising useful expressions both oral and written. Oral practice from the listening and repetition of patterns pronuncing very carefully.
Optional activity(all classes): design a poster.
Optional activity (stronger classes ):role-play.
Introduction to some conditional sentences. Motivation from the examples. Copy the grammar rules and elaboration of exercises.
Optional activity (all classes): five questionsTD
TD
IW, PW
T Ss, PW
SB p. 52, ex. 1, 2; CD/ cassette
TG p. T52
SB p. 52-53, ex. 3-8; CD/cassette
WB p. 46, ex, 1-4; Grammar Bank, pág. 100; word Bank, p. 120
TG p. T5320
405Get used to using pronouns to avoid repetition.Reflection about the questions given. Reading of the article and revision work to recognise pronouns and condition expressions. Correction in class.
Optional activity (all classes):write about recycling habits.TDPW; IWSB p. 54, ex. 1-4, CD/cassette
WB p. 47, ex. 5-8, CD/cassette
TG p. T54606Differenciate the function of apostrophes.Reading and elaboration of pattern, listening of text, verification of answers, recognising apostrophes, and elaboration of exercises.
Optional activity (stronger classes):a conversation R, WPW, IWSB p. 55, ex. 5-7; CD/cassette
WB pages. 48-49, ex. 1-5
TG p. T55607Make a poster against environmental pollution.Preparation and composition of the written texts. Comparison of elaborated materials. Make posters and show them in class.
Optional activity (all classes): Check posters .WGWSB p. 55, ex. 8, 9
WB p. 49, ex. 6, 7
TG p. T55608Extract some information from a propaganda leaflet.
Learn expressions to apologise.Attentive reading of the leaflet heading. Reflection about the possible contents of the text. Exchange of opinions and exercises.
Optional activity (all classes):ask and answer.
Reading and listening of dialogue. Repetition of the text and extensive practice.TD
LC, SPW, GW
PW
SB p. 56, ex. 1
TG p. T56
SB p. 56, ex. 2-4; CD/cassette
WB p. 49, ex. 8, 9; Word Bank, pág. 120
MultiROM, unit 5 dialogue15
45
9Follow up the lyrics of the song I promise I will.
Revise contents and identify the aresas thet need to be workded harderReading of the pop file. Comment and extract some information about the singer. Reading and comprehensive elaboration of the lyrics of the song. Listening and verification of answers.
Elaboration of the progress check of the unit. Recommend the optional elaboration of additional material in case it is needed.
Extra activities (weaker classes): more practice
Extra activities (stronger classes):more practiceTD
TDIW
IWSB p. 57, ex. 1-3 ; CD/cassette
WB p. 50, ex. 1-5
WB p. 101, Grammar bank, ex.1-6
MultiROM: Grammar and Vocabulary
TRB p. 80, Revision Worksheet
WB p. 121, Word Bank Extra! ex.1, 2
TRB p. 81, Extension Worksheet15
4510Assess the performance of studentsCarrying out of the test of unit 5.TDIWTRB pages. 25- 27
CD/cassette60
Estimated time: 10 sessions of 60 minutes.
Unit 6: Computer worldSESSIONOBJETIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME1Learn the contents of the unit.
Revise vocabulary related to computers.
Differenciate who says what in a written text.
Reading of the summary of the unit contents and reminder of previous knowledges.
Association of vocabulary with pictures, write down some notes in the classroom notebook, elaboration of sentences and words, checking from the listening of the CD. Revision of the infinitive of purpose, practice and correction..
Optional activity(all classes): ask and answer.
Preparation of text, recognising the expressions given. Reading from the listening of the CD. Practice of exercises of reading comprehension and revision.
Optional activity(all classes): ask and answer questionsLT, L1
TD
LC
R, LCT Ss
IW
PW
IW, PW
SB p. 58, Unit summary
SB p.58, ex. 1-4; CD/cassette
WB p. 51, ex. 1-3; p. 122, Word bank: Computers.
TG p. T58
SB p. 59, ex.5-7
CD / cinta
TG p. T595
30
252
Learn how to use be going to in the affirmative, negative and interrogative forms..Comprehensive study from the grammar charts, examples, and from the section grammar bank. Exercises and correction.
Optional activity(all classes):Dont forget...G
T Ss
IW, PW
SB p. 60-61, ex. 1-6
WB p. 52-53, ex. 1-6; p. 102 Grammar Bank,
TG p.T6060
3Memorize vocabulary related to computer games.
Understand oral information referred to computers. Recognising vocabulary. Classification and explanation of concepts. Exercises and correction.
Optional activity(all classes): Do you prefer...?
Optional activity(stronger classes): suggestions
Comprehensive reading of the information to be contrasted. Listening of the text and answer the questions
Optional activity(all classes): write about a computer game.LC
LT Ss
PW
T Ss
IWSB p. 61, ex. 7, 8
WB p. 53, ex. 7-9; p. 122, Word Bank
TG p. T61
SB p. 62, ex. 1, 2; CD/ cassette
TG p. T6245
15
4Express intentions using be going to.Study of examples. Deduction of the meaning, elaboration of grammar rules, exercises and dictation. Joint correction.
Optional activity(all classes): predictionsG
T Ss, IW,PWSB p. 62-63, ex. 3-7; CD/cassette
WB p.54, ex.1-3; pág. 122; p. 102, grammar Bank
TG p. T6260
5Practice the intonation and the rythm of the English sentences.Reading , listening and repetition of sentences as carefully as possible. Recognising tonic syllables. Revision of be going to and will, practice and correction. Search for horoscopes on the internet.
Optional activity (stronger classes): writing.
Optional activity(all classes): star signsTD
IW, PW
T Ss
SB p. 63, ex. 7-11, CD/cassette
WB p.55, ex. 4-7; p. 135, Pronunciation Bank; p. 122 Word Bank: Internet horoscopes
TG p. T6360
6Enter the world of the history of technology.
Attentive reading of the texts given. Elaboration of sentences and answers for the questions. Listening of the CD, verification of answers and extensive practice
Optional activity( all classes): ask and answer.TD
PW
SB p. 64, ex.1-5
CD/ cassette
WB p. 56, ex. 1-3
TG p. T6460
7Avoid repetition using pronouns and adjectives.
Reading of the pattern and elaboration of text. Revision of subject and object personal pronouns. Revision of possessive adjectives. Listening and elaboration of the text. Study and practice on substituting words in texts.LT
WIW, PW
T SsSB p. 65, ex. 6-8
CD/cassette
WB p. 57, ex. 4-660
8Write an e-mail .
Preparation to elaborate a text. Follow up the instructions of the writing plan and the pattern given and elaboration of the text.
Optional activity(all classes): answer the questionsWIW
SB p. 65, ex. 9-11
TG p. T65609Know peculiarities of a pattern of an English institute.
Order instructions.
Learn useful expressions to show agreement or disagreement.Reading and listening of a text. Ask questions of reading comprehension . Debate contrasting institutes and secondary schools.
Optional activity(all classes): ask and answer.
Optional activity(stronger classes): the perfect school
Reading instructions. Recognising the subject and order in the elaboration to consolidate the desired objective.
Reading, listening and repetition of the text, trying to pronounce correctly, following up the rythm and entonation of the pattern.
Optional activity(all classes): agreeing and disagreeingTD
LT
S
T Ss
PW
PW
PW
SB p. 66, ex. 1-4
CD/cinta
TG p. T66
SB p. 67, ex. 1, 2; CD/cassette
WB p. 57, ex. 8
SB p. 67, ex. 3-5; CD/cassette
WB p. 57, ex. 9
MultiROM: unit 6 dialogue
TG p. T6725
15
20
10Revise the contents of the unit.
Watch the third episode of the DVD: Saving the planetCarrying out of the Progress Check of the unit and awareness of the obtained level. Recommendation of additional preparatory exercises if needed.
Extra activities (weaker classes): more practice
Extra activities (stronger classes):more practice
Revision of the additional senteneces and be going to in the affirmative, negative and interrogative forms.TD
TDIW
T Ss
IW, PW
T SsWB p 58, ex. 1-5
WB p. 103, grammar bank ex.1-5
MultiROM: Grammar and Vocabulary
TRB p. 82, Revision Worksheet
WB p. 123, Word Bank Extra! ex.1-3
TRB p. 83, Extension Worksheet,
DVD Episode 330
30
11Assess the students performanceCarrying out of test of unit 6.
TDIWTRB p. 28-30
CD/cassette6012Prepare the students for the optional carrying out of the end of term test.Optional general revisión of grammar structures, vocabulary and other possible doubts from the start of the course so far. Consolidation of contents by carrying out the Curriculum extra 2.TDIW,
T SsWB p. 59-60
CD/cinta
SB p. 100, ex. 1-4; p. 101, ex. 1-4
WB p. 131, ex. 1, 26013Assess the students progress. Optional carrying out of End-of-term test 2.TDIWTG pages. 31-33
CD/cassette60
Estimated time: 13 sessions of 60 minutes.
Unit 7: Law and orderSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME1Get informed about the contents of the unit.
Learn vocabulary related to criminal behaviours.
Come into contact with the contents which can be learnt in this unit.
Observation of the pictures. Comment about what is represented in them and their opinion about these criminal actions ; study, listening. repetition and memorizing of the vocabulary. Exercises and correction.
Optional activity(stronger classes):check meaningsLT, L1
LC
T Ss
T Ss
PW
SB p. 68, Unit summary
SB p. 68, ex. 1-4; CD/cassette
WB p. 61, ex. 1, 2; p. 124,Word Bank: Crime
TG p. T18, diccionario5
552Finding specific information in a press article.
Revise the comparative and superlative forms of the adjectives.
Observation and comment about the pictures that come with the text. Reading, listening, finding of words and comprehension of the meaning of the text. Exercises of reading comprehension , Exchange of opinions, reminder of meanings and verb tenses and correction.
Optional activity( all classes): retell a story
Optional activity(stronger classes): report of a crime.
Copy and elaboration of the grammar chart in the class notebook. Revision of the formation of the comparative and superlative form. Practice and correction.TD
GT Ss
PW
IW, PW
SB p 69, ex. 5-8 CD/cassette
WB p. 61, ex. 3, 4; p. 104 Grammar Bank,
TG p. T69
SB p 70, ex. 1-3
WB p. 62, ex. 1-330
30
3Practice the pronunciation of the weak vowel /a/.
Study typical adjectives to describe people.
General revision of the vocabulary of the unit, comparatives and superlatives. Emphasize the weak vowel. Dictation
Optional activity(stronger classes): topic for discussion.
Observation of the photographs. Categorization and physical description from the most significative details. Study of vocabulary. Exercises and correction.
Optional activity (weaker classes): answer some questions.S, G
LC, LT
T Ss
IW
T Ss
PW
SB p. 70 ex. 4-6
WB p.62-63, ex. 4-7; Grammar Bank, p. 104 ; p. 135, Pronunciation Bank, ex. 1-2
TG p.T70
SB p. 71, ex. 7-9; CD/cassette
WB p. 63, ex. 8-10
TG p. T7130
30
4Recognise people from their physical description.
Capture some specific information from an oral text.
Learn the meaning and use of the words must and should.
Reading, listening, comprehension of the information given, recognising of the the person. Assess the accuracy of the information
Optional activity(all classes):a poster
Reading of the activity to be carried out. Listening and association of expressions. Choice of the correct information
Comprehensive reading and elaboration of grammar charts. Study of the meaning and use of must and should as modal verbs.
Optional activity(stronger classes): role playTD
L
GPW
IW
T Ss
IWSB p. 71, ex. 10- 12; CD/cassette
WB p.124,Word Bank, physical descriptions
TG p. T71
SB p. 72, ex. 1-2; CD/cassette
SB p. 72, ex. 3-5
WB p. 104, grammar bank
TG p.T7220
15
25
5Use should for advice and must to indicate obligation.Practice, general comprehension and use of the grammar rules. Consultation in the grammar section, memorize expressions of the phrase bank. Dictation. Joint correction.
Optional actvity(all classes) :rules for a youth club.TDPW
IWSB p. 73, ex. 6-9; CD/cassette
WB pages. 64-65, ex. 1-8; Grammar Bank pág. 104; Word bank, p. 124
TG p. T7360
6Extract some information from a journalistic article.Reading of the headings. Deduction of the news contents. Reading and listening of the text. Comprehension of the information given and solution of questions.
Optional activity(all classes): a murder
Optional activity(all classes): find the opposites.RIW, PW
T Ss
SB p. 74, ex. 1-5 ; CD/ cassette
WB p. 66, ex. 1-3
TG p. T7460
7Learn the order of adjectives in sentences.
Write an interview.Reading and translation of the sentences given. Observation and study of the order of adjectives. Practice in the use of adjectives
Optional actvity(all classes): retell a story
Preparation of the text from observing the pattern. Ask and answer questions and write the interview.
Optional activity(stronger classes): perform an interviewLC, LT
W
T Ss
IW, PW
IW
SB p. 75, ex. 6-8; CD/cassette
WB p. 67, ex. 4-5
TG p. T75
SB p. 75, ex. 9-10
WB p.67, ex. 6-7
TG p. T7525
35
8Learn how to ask for permission.
Improve the pronunciation
Revision of the meaning of must and should. Reading of the dialogue. Study of the Phrase Bank. Oral practice.
Optional activity(all classes): write rules.
Reading and ordering the Pop File. Reading and elaboration of the song. Listening of the text and elaboration of exercises.TD
L, S
PW
IWSB p. 76, ex.1-4 , CD/ cassette
WB p. 67, ex. 8-9;Word Bank, p. 124
MultiROM, unit 7 dialogue
TG p.T76
SB p 77, ex. 1-3; CD/cassette
45
159Reinforce the contents of the unit.Elaboration of the progress check with solution of doubts if there are any and recommend extra activities if needed.
Extra activities (weaker classes): more practice
Extra activities (stronger classes): more practiceLC, LT IWWB p. 68, ex.1-4
WB p. 105, grammar bank exj.1-5
MultiROM: Grammar and Vocabulary
TRB p.84, Revision Worksheet,
WB p.125, Word Bank Extra! ex.1, 2
TRB p.85, Extension Worksheet, 6010Assess the academic performance of this unit.Carrying out of the test of unit 7.TDIWTRB pages. 34-36
CD/cassette60
Estimated time: 10 sessions of 60 minutes.
Unit 8: ActiveSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME1Come into contact with the contents of the unit.
Learn vocabulary related to sports and leisure.
General comment about the knowledges that can be learnt in this unit.
Comprehensive memorizing of the vocabulary given. Association of the verbs play , go or do. Practice doing the exercises and correction.
Optional activity(all classes): ask and answer.
LT, L1
TDT Ss
T Ss
PW
SB p. 78, Unit summary
SB p. 78, ex 1-5, CD/cassette
WB p. 69, ex. 1-3; Grammar Bank, p. 106;Word Bank, p. 126, sport.
TG p. T785
55
2Understand general and specific information of a text with oral support.
Learn how to conjugate the affirmative and negative forms of the present perfect.
Observation of pictures, deduction of contents. Reading of the instructions. General comprehension and answer questions. Detailed listening; twice if possible. Exercises and revision.
Optional activity(all classes): invent a race or sports challenge.
Copy and elaboration of grammar charts. Study of the present perfect pronunciation and the contractions. Dictation and correction.TD
G
T Ss
PW
T Ss
IW
SB p. 79, ex. 6-9 , CD/casette
TG p. T79
SB p. 80, ex. 1-4; CD/ cassette
WB p. 135, pronunciation bank, ex. 1-2; Grammar Bank, p.10640
203Understand the use of the present perfect.
Explanation of the meaning of the present perfect; use and extensive practice.
Optional activity(all classes):a sports personality.
Optional activity(stronger classes):a sportG
T Ss
IW,PW
SB p. 80, ex. 5-6
WB p. 70, ex. 1-6; p. 106 Grammar Bank
TG p. T8060
4Memorize specific vocabulary to describe health problems.
Check the contents of an interview.
General knowledge of vocabulary related to minor health problems, usual in everyday´s life. Observation of pictures, deduction of the problem and formulation of hypothesis. Listening of the CD and verification.
Optional activity (stronger classes): health problem.
Optional activity(all classes): mime/guess a health problem
Reading of the questions, formulation of hypothesis, reading and listening of the interview. Verification of the hypothesis and answer the questions.
Optional activity(all classes): Give reasonsLT, LC
L, R
IW
PW
IW
PWSB p. 81, ex.7-9; CD/cassette
WB p. 71, ex. 7-9; Word Bank, pág. 126; Grammar Bank, p. 126
TG p. T81
SB p. 82, ex. 1, 2
CD /cassette
TG p. T8240
20
5Learn how to ask questions using the present perfect.
Elaboration of charts, translation of sentences and revision of the grammar structures needed. Consultation in the grammar bank. Study, general practice and correction
Optional activity(all classes): questions
Optional activity(all classes): swap questionsG
T Ss
PW
SB ps. 82-83, ex. 3-8 , CD/casette
WB p. 72-73, ex. 1-6; p. 106, Grammar Bank; p. 126, Word Bank: The biggest couch potato
TG p. T82
TG p. T8360
6Use the dictionary to improve the reading comprehension and learn new vocabulary.
Reading of the article heading and discussion of the meaning. Reading and listening of texts. Reflection about the contents of the reading and debate from the questions made. Elaboration of exercises and correction.
Optional activity(all classes): positive changes
Optional activity(stronger classes): test new vocabularyS,R
IW, PW
SB p. 84, ex. 1-5 CD/casette
WB p. 74, ex. 1-3
diccionario
TG p. T84
60
7Make a survey and set out the results obtained.
Observation of the graphics. Explanation of the task from the pattern. Study of new expressions and association with their meanings. Preparation of the survey and composition of the text. Spelling revision and presentation of the content with the corresponding graphics.
Optional activity(all classes): percentages
Optional activity (stronger classes): check errorsLT
W
T Ss
IWSB p. 85, ex. 6-9
WB p. 75, ex. 4-7
TG p. T85608Relacionar deportes con países del mundo.
Pedir y dar consejos.Reflection about the sport connected with our country. Recognising specific vocabulary. Debate and comparison of cultures from the questions arisen.
Optional activity(all classes): a sporting event
Optional activity(stronger classes): professional sports
Consolidation of vocabulary related to health. Memorizing the expressions of the Phrase Bank. Repetition of the dialogue and preparation of a new one from the pattern presented.
Optional activity (stronger classes): dialogueTD
TDT Ss, PW
PWSB p. 86 ex. 1-4
CD/ cassette
TG p. T86
SB p. 87, ex. 1-6, CD/ cassettte
WB p. 75, ex. 8-9; Word Bank pág. 126
MultiROM: unit 8 dialogue
TG p. T8720
409Autoevaluar el progreso realizado.
Assessment of knowledges before taking the exam of the unit: Progress Check. Solution of doubts if needed; correction in class.
Extra activities (weaker classes): more practice
Extra activities (stronger classes):more practiceLT
IW
WB p. 76, ex. 1-5
WB p.107, grammar bank ex.1-6
MultiROM: Grammar and Vocabulary
TRB p.86, Revision Worksheet
WB p.127,Word Bank Extra! ex.1, 2
TRB p.87, Extension Worksheet20
4010Revise and enjoy the contents learnt up to unit 8.Watching of the fourth episode of DVD2. General revision contrasting verb tenses in the past and the formation of questions.
Optional activity (stronger classes):retell a story
Optional activity(all classes):tell about a book
Optional activity(all classes):ask and answer questions
Optional activity(stronger classes):write questionsTDIW, PWDVD 2, Episode 4
TG p. T100
TG p. T1016011Verify the knowledges achieved by the students.Optional carrying out of the revision activities in units 1-8TDIWWB pages. 77-786012Assess the knowledges learnt in this unit.Carrying out of test of unit 8.
TDIWTRB pages. 37-39
CD/cassette60
Estimated time: 12 sessions of 60 minutes.
Unit 9: Summer timeSESSIONOBJECTIVESCLASSROOM ACTIVITIESSKILLSINTERACT.MATERIALSAPROX.
TIME1Take interest on the contents in the unit.
Learn vocabulary connected with a camp.
Revise the concept countable / uncountable.
Finding of the contents from the headings. Awareness of the need to study everyday
Association of the vocabulary by means of observing the pictures. Listening, elaboration of exercises and study of new vocabulary.
Attentive reading of the Check this! Revision in the grammar section of the special connection between uncountable nouns and the verb in the English language. Elaboration of exercises and correction.
Optional activity (all classes):recommendations for a holiday trip.L1,LT
LC
LT
T Ss
IW, PW
T Ss
PWSB p. 88, Unit summary
SB p. 88, ex. 1-3, CD/cassette
WB p. 79, ex. 1; p. 128 Word bank: things for a summer camp
SB pages. 88, ex. 4
WB p. 79, ex. 2-3;p. 108 Grammar Bank
TG p. T885
25
30
2Verify the content presented in the text.
Use a, an, some, any appropriately.
Reading and attentive listening of the text presented. Comment about the general content. Reading and elaboration of the questions of reading comprehension
Optional activity (all classes): write advertisements.
Translation of the examples in the students book. Comment and work about the rules of the use of undefinite articles. Practice and correction. R
G
T Ss IW,PW
PWSB p. 89,ex. 5-7
TG p. T89
SB p. 90, ex. 1, 2
WB p. 80, ex.1-3; p. 108, Grammar Bank 30
303Learn the undefinite pronouns.
Memorize vocabulary related to holidays.
Explanation and translation of the examples. Recognise the undefinite pronouns and comment their use. Consultation in the grammar section if needed. Practical exercises and correction of them.
Association of the pictures with the words. Study of the vocabulary, classifying it as countable and uncountable.
Optional activity(all classes): more words.G
LCT Ss
IW
T Ss
IWSB p. 90, ex. 3-5
WB p. 80, ex. 4-7; Grammar bank, p. 108
SB p. 91, ex. 6, 7; CD/ cassette
WB p. 81, ex. 8
TG p. T91, diccionario40
20
4Tell about some experienced holidays.
Understand the description of an extreme situation.Revision of there was/there were. Reading of the pattern text and composition of a similar text.
Optional activity(all classes):a talk about a horrible holiday
Observation of the photographs and prediction of the content of the text. Reading of the questions and possible answers. Attentive listening of the interview, correction of suggestions. Second reading to choose the appropriate answer.
Optional activity(all classes): a place to visit. Give reasons.G,W
LIW, PW
T Ss
IWSB p. 91, ex. 8-10
WB p. 81, ex. 9-10; Grammar Bank, p. 108;Word Bank p. 128
TG p. T91
SB p. 92, ex. 1-3, CD/cassette
TG p. T9240
205Study the use of the quantifyers 23; g h i
§ ¨ © ª ´ µ ¶ Ð Ñ Ò Ô Õ æÓÀµ¦µ¦µ¦ÓÓxoxUÓÀµ¦µD¦µ¦ jhÊfÛUmHnHu2jhô¡hÊfÛ>*B*UmHnHphÿuhô¡mHnHuh©dhô¡0JmHnHu hô¡:CJaJmHnHu jhÊfÛUmHnHu jhô¡UmHnHuhô¡mHnHu%h©dhô¡0J5]mHnHsH u$jh©dhô¡0JUmHnHu2j hô¡hÊfÛ>*B*UmHnHphÿuÕ Ö × Ø Ù õ ö ÷ ø
!
"
#
$
%
A
B
C
D
W
X
Y
s
íÞíÐÇÐíoíÞíÐÇÐUí2j
hô¡hÊfÛ>*B*UmHnHphÿu jhÊfÛUmHnHu jhô¡UmHnHuhô¡mHnHu%h©dhô¡0J5]mHnHsH u2jhô¡hÊfÛ>*B*UmHnHphÿuhô¡mHnHuh©dhô¡0JmHnHu hô¡:CJaJmHnHu$jh©dhô¡0JUmHnHu s
t
u
w
x
y
z
{
|
ª
«
¬
Æ
Ç
È
Ê
Ë
Ì
Í
Î
Ï
ë
ì
ïàÕà³¥¥ÂoÕàÕ^àÕà³¥¥ j hÊfÛUmHnHu%h©dhô¡0J5]mHnHsH u2j hô¡hÊfÛ>*B*UmHnHphÿuhô¡mHnHuh©dhô¡0JmHnHu hô¡:CJaJmHnHu$jh©dhô¡0JUmHnHuhô¡mHnHu jhô¡UmHnHu jhÊfÛUmHnHuì
í
î
! " $ % & ' ( ) E F G H £ ¤ ¥ § æÓ¾³¤³¤³¤ÓÓvmvSÓ¾³¤³B¤³ jx hÊfÛUmHnHu2jû hô¡hÊfÛ>*B*UmHnHphÿuhô¡mHnHuh©dhô¡0JmHnHu hô¡:CJaJmHnHu j~ hÊfÛUmHnHu jhô¡UmHnHuhô¡mHnHu)h©dhô¡0J5]^JmHnHsH u$jh©dhô¡0JUmHnHu2j hô¡hÊfÛ>*B*UmHnHphÿu§ ¨ © ª « ¬ È É Ê Ë
& ' ( * + , - . / K L M N ðÝÎÝÀ·ÀÝ}ð}lð}ðÝÎÝÀ·ÀRÝ2jï hô¡hÊfÛ>*B*UmHnHphÿu jr hÊfÛUmHnHuhô¡mHnHu)h©dhô¡0J5]^JmHnHsH u2jõ hô¡hÊfÛ>*B*UmHnHphÿuhô¡mHnHuh©dhô¡0JmHnHu hô¡:CJaJmHnHu$jh©dhô¡0JUmHnHu jhô¡UmHnHu' ª - ¨ ,
k
l
z
ùùùùÚ»zJ0
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh&d(dPÆÿRÆÿgdLfôA
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$d%d&d'dNÆÿOÆÿPÆÿQÆÿgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô"
Æ"
N
¡ ¢ ¥ ¦ § ¨ © ª Æ Ç È É
$
%
&
)
*
+
,
-
ìáÒáÁÒáÒ®®n®ìáÒá]ÒáÒ®N jhLfô5CJU\aJ jf!hÊfÛUmHnHu2jé hô¡hÊfÛ>*B*UmHnHphÿuhô¡mHnHuh©dhô¡0JmHnHu hô¡:CJaJmHnHu$jh©dhô¡0JUmHnHu jl hÊfÛUmHnHu jhô¡UmHnHuhô¡mHnHu%h©dhô¡0J5]mHnHsH u-
z
£
¤
Ó
ß
à
û
ü
#%&)*-J®¯°ÉÊïð±²Èëìù"GîßÔÆ»´ª»»}»}ªÔkßkßkßkÔßÆ]ƪ»ª»hLfôhLfô6]mH sH "hLfôhLfô6CJ]aJmH sH hIghLfô6CJ]aJ hIghLfô56CJ\]aJhIghLfô5CJ\aJhIghLfô5\ hLfô5\hIghLfôCJaJhLfôhLfô5\mH sH hLfôhLfômH sH hLfôhLfôCJaJmH sH "hLfôhLfô5CJ\aJmH sH $
£
¤
Ó
à°àdE
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&gdLfô0
Æ,/ &ä¨l 0!ô#¸&|)@,/È14P7dh&d(dPÆÿRÆÿgdLfô0
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh&d(dPÆÿRÆÿgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfôÓ
Õ
Ö
Ò¥-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@Ö
×
Ù
j=-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!kdã!$$IflÖÖ0ÿ9Þ ¥¥ Ö ÖÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿöööÖÿÿÖÿÿ Öÿÿ Öÿÿ4Ö4Ö
laöpÖÿÿÿÿÿÿytLfô4Ù
Ú
Û
Ò=kdO"$$IflÖÖ0ÿ9Þ ¥¥ ÖÖÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿöööÖÿÿÖÿÿ Öÿÿ Öÿÿ4Ö4Ö
laöpÖÿÿÿÿÿÿytLfô4-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!Û
Ý
Þ
Ò¥-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@Þ
ß
à
û
ü
jKK,
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfôkd»"$$IflÖÖ0ÿ9Þ ¥¥ Ö ÖÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿöööÖÿÿÖÿÿ Öÿÿ Öÿÿ4Ö4Ö
laöpÖÿÿÿÿÿÿytLfô4ü
$Ò¥x-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@$%&N!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!°kd'#$$IflÖÖFÿæü !R Ö Ö ÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖ ÿÿÿÖ ÿÿÿ Ö ÿÿÿ Ö ÿÿÿ4Ö4Ö
laöpÖ ÿÿÿÿÿÿÿÿÿytLfô4&'(Ò¥-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!()*N!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@°kd¾#$$IflÖÖFÿæü !R ÖÖ ÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖ ÿÿÿÖ ÿÿÿ Ö ÿÿÿ Ö ÿÿÿ4Ö4Ö
laöpÖ ÿÿÿÿÿÿÿÿÿytLfô4*+,Ò¥-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@,-JN/
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô°kdU$$$IflÖÖFÿæü !R Ö Ö ÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖ ÿÿÿÖ ÿÿÿ Ö ÿÿÿ Ö ÿÿÿ4Ö4Ö
laöpÖ ÿÿÿÿÿÿÿÿÿytLfô4J®¯Éï±²ÈìùàÁÁÁÁÁàÁ¢¢u-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô ùþ Ò¥xK-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!@-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!@-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!@-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!@îkdì$$$IflÖÖrÿJ¦ú#¶TT Ö
Ö2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÿÿÿÿÖÿÿÿÿÿ Öÿÿÿÿÿ Öÿÿÿÿÿ4Ö4Ö
laöpÖ2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿytLfô4 ".5@ÒÒ¥xK-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@FÒ-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!FGìkdË%$$IflÖÖrÿJ¦ú#¶TT Ö
Ö2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÿÿÿÿÖÿÿÿÿÿ Öÿÿÿÿÿ Öÿÿÿÿÿ4Ö4Ö
laöpÖ2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿytLfô4G\klÒÒ¥-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!@-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!@lm{l?-
Æ,f\ ä¨l 0!ô#¸&|)@,/È1dh$IfgdLfôlÆ!kd¦&$$IflÖÖ0ÿJ#¶¸ Ö ÖÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÿÖÿÿ Öÿÿ Öÿÿ4Ö4Ö
laöpÖÿÿÿÿÿÿytLfô4Gm}±ÕÖç )Zbk¤Þæç!01T[]cekls¥§³´ÁÃÊÚ÷ñæØ͸§ñæ§ñæ§ñæ§ñæÍ}ñ}ñ}ñ}ñ}ñ}ñ}ñ}ñ}ñ}ñØk"hLfôhLfô6CJ]aJmH sH "hLfôhLfô5CJ\aJmH sH hIghLfô5\hIghLfô6CJ]aJ hIghLfô56CJ\]aJ(hLfôhLfô56CJ\]aJmH sH hLfôhLfômH sH hLfôhLfô5\mH sH hIghLfôCJaJ hLfôhLfôCJaJmH sH *{|}±ÕkL-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfôtkd'$$IflÖÖÿ#n# ÖÖ
ÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÖÿ Öÿ Öÿ4Ö4Ö
laöpÖ
ÿÿÿytLfô4ÕÖÞßç
Bxª÷>¡ð !)Lºì9ààà๹¹¹¹¹¹¹¹¹à๹¹¹¹'
& F
Æ,hÄL Ô
\ ä¨l 0!ô#dh7$8$H$gdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô9ã2ZbckÆü.{Â%t¤¥ÐØØØØع¹ØØØØØØØØØع¹ØØ
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô'
& F
Æ,hÄL Ô
\ ä¨l 0!ô#dh7$8$H$gdLfô>p½g¶Þæç!"01ØØØØØØØع{¹¹¹
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô'
& F
Æ,hÄL Ô
\ ä¨l 0!ô#dh7$8$H$gdLfô1TU]emuv»ÉÊÚøù45XààààààààààààààÁààààààÁ
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô÷45X|}¬´Úþw Å Æ ê ë k Î Ï î ï k í î ï 3 4 R S »  G ¦ ñßÑÆѵ§ñßññÑñßñññßñßñÆñußñgñÑÆhIghLfô5CJ\aJ(hLfôhLfôCJOJQJ^JaJmH sH hIghLfôCJaJ"hLfôhLfô6CJ]aJmH sH hLfôhLfô6]mH sH hLfôhLfô56\]mH sH hLfôhLfômH sH hLfôhLfô5\mH sH "hLfôhLfô5CJ\aJmH sH hLfôhLfôCJaJmH sH (X|}«¬µÈÿ8 v w Æ ê ë àààÁÁÁÁÁÁÁÁÁ¢ÁÁÁÁ
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfôë ÷ ú ! + G k Î Ï Ð ï # 7 ØØØØØØع¹¹¹ØØ8
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$d&d(dNÆÿPÆÿRÆÿgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô'
& F
Æ,hÄL Ô
\ ä¨l 0!ô#dh7$8$H$gdLfô7 E P Z b j k í î ØØØØع¹a8
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$d&d(dNÆÿPÆÿRÆÿgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô'
& F
Æ,hÄL Ô
\ ä¨l 0!ô#dh7$8$H$gdLfô î ï 3 4 S r »  G Þ¿¿¿yZ
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô'
& F
Æ,hÄL Ô
\ ä¨l 0!ô#dh7$8$H$gdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô!
Æ08!ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
G O P Y _ e ÒÒ¥xxK-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@ Ò-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@ ìkdn'$$IflÖÖrÿÔ
h $$8´à¼ Ö
Ö2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÿÿÿÿÖÿÿÿÿÿ Öÿÿÿÿÿ Öÿÿÿÿÿ4Ö4Ö
laöpÖ2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿytLfô4 Ò¥xK-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ! Ò-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ! ìkdI($$IflÖÖrÿÔ
h $$8´à¼ Ö
Ö2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÿÿÿÿÖÿÿÿÿÿ Öÿÿÿÿÿ Öÿÿÿÿÿ4Ö4Ö
laöpÖ2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿytLfô4 Ò¥xK-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@ Ò-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@ ìkd$)$$IflÖÖrÿÔ
h $$8´à¼ Ö
Ö2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÿÿÿÿÖÿÿÿÿÿ Öÿÿÿÿÿ Öÿÿÿÿÿ4Ö4Ö
laöpÖ2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿytLfô4 ¡ ¢ £ ¤ Ò¥xK-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!¤ ¥ Ò-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!¥ ¦ ìkdÿ)$$IflÖÖrÿÔ
h $$8´à¼ Ö
Ö2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÖ0ÿÿÿÿÿÿÿÿÿÿööÖÿÿÿÿÿÖÿÿÿÿÿ Öÿÿÿÿÿ Öÿÿÿÿÿ4Ö4Ö
laöpÖ2ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿytLfô4¦ § ½ Ú Û à ç àà°d7-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô0
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh&d(dPÆÿRÆÿgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô¦ § ¨ ¼ ½ Û !T!~!Ï!ù!*"+","V"Ü#ì#$:$0%1%V%º%öòëöàÒàÒàÒàįuuaO#hLfôhLfô>*CJ^JaJmH sH &hLfôhLfô5CJ\^JaJmH sH &hLfôhLfô6CJ]^JaJmH sH hLfôhLfôCJ^JaJmH sH (hLfôhLfô5>*CJ\]aJmH sH (hLfôhLfô56CJ\]aJmH sH hLfô56CJ\]aJhIghLfô5CJ\aJhIghLfôCJaJ hIghLfôhLfôhIghLfô5\ç ï ô ý !!Ò¥xKFFf+-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@!!!! !Ò¥xK-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ! !
! ! !
!!Ò¥ sF-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@Ff\.-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!!!!!!!Ò¥xKFFf'1-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@!!!!!Ò¥xK-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!!!!!! !Ò¥ sF-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@Ffò3-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ! ! ! ! ! !!!Ò¥xKFFf½6-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@!!"!#!$!%!Ò¥xK-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!%!&!'!(!)!*!Ò¥ sF-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!@Ff9-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!-
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh$IfgdLfôlÆ!*!+!,!-!.!/!Ò¥xKFFfS*CJ\]aJmH sH #hLfôhLfô>*CJ^JaJmH sH hLfôhLfôCJ^JaJmH sH )hLfôhLfô5>*CJ\^JaJmH sH ---]/^/î/ï/ú/û/O05ì8|9}9àààààà¾àààà& $
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh¤x¤xa$gdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
}9;ç;KÆ>Â?A@®@AbBݦwwwwwwwwww/$
& Fµ>Å>Æ>U?À?Â?'@A@n@¬@®@AAAÁA-BcB CCéддéÐéд´éÐéyéдéÐéдéдéÐéhéW hLfôhLfôCJ^JaJmH sH hIghLfôCJOJQJ^JaJ6hIghLfô0J6CJOJQJ]^JaJmHnHsH *CJ\^JaJmH sH &hLfôhLfô5CJ\^JaJmH sH (h¯c hLfô5>*CJ\]aJmH sH &hLfôhLfô6CJ]^JaJmH sH ,hLfôhLfô56CJ\]^JaJmH sH hLfôhLfôCJ^JaJmH sH (hLfôhLfô5>*CJ\]aJmH sH (hIghLfôCJOJQJ^JaJmH sH ¸IÁIÂIMKüKýK)L{MòNóNO°Q±QÔQSçSèS%TUÝ»»»
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfôUU¨U©UIVJVZV[VWXXºY[à¾vvààvvvvv"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô&$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&Ädh`Äa$gdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô [[~\¥]R^S^,_m`n`ma²b´bc>e?eüeØgÙÙÙ······& $
Æ,hÄL Ô
\ ä¨l 0!ô#dh¤¤a$gdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô& $
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh¤¤a$gdLfô,_m`lamadbeb´bc=e>eüeØghÝiñióiôij§kÃlónön÷nµoXr_sÝtÂuÃuJvKvvìv%yãyÁ{i|¸}É}Ê}~ï×Âï®ï×ï®×ï×ï®ï®ï®ï®ï®ï®ï×ï®ï×ï×ï×ïsfïhIghLfôCJ^JaJ(hLfôhLfô5>*CJ\]aJmH sH +hIghLfô7CJOJQJ^JaJmH sH hLfôhLfô5\aJmH sH &hLfôhLfô5CJ\^JaJmH sH (hIghLfôCJOJQJ^JaJmH sH .hIghLfô5CJOJQJ\^JaJmH sH hLfôhLfôCJ^JaJmH sH (ØgÙghÝiÞiñij§k¨kÃlónônµo+qXrÙÙ··y··y····
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô& $
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh¤¤a$gdLfôXrYrZr_sÝtÃuvvìv%y&yãy¿{Á{ÝÝݾÝÝݾ& $
Æ,hÄL Ô
\ ä¨l 0!ô#dh¤¤a$gdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô
Á{Â{i|·}¸}É}Ê}ãä
ST&ÙÙºv"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô"$
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dha$gdLfô
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dhgdLfô& $
Æ,ÄL Ô
\ ä¨l 0!ô#¸&dh¤¤a$gdLfô
~~¤®
%
ä
ö
!"*B*CJ\^JaJmH phÿsH 2h&U¸håq 5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸håq B*CJ^JaJmH phÿsH ,N$\$_$o${$|$$$$$$£$¦$®$°$% %#%$%+%4%8%9%L%[%t%%%%®%°%À%Ã%Ý%Þ%& & &&&e&q&r&x&& &¥&Û&ç&è&ï&êÕêÕêÕ½êÕê½¥½êÕ½ê½êêêêêê½êêêêêê½êêê)h&U¸hËGÞB*CJ^JaJmH phÿsH /h&U¸håq 6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸håq B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 1%&&x&î&ï&A'ï'(()))¸)
* +
+Ú+;,±,Ö,×,-ñññææææØØØæææææÉææÉÉÁdhgd¼8â$
ÆÐdha$gdq$
& Fdha$gdq
$dha$gdq$
& Fdha$gdqï&û&' '@'A'è'í'ï'ò'ô'((r(s(((ü()h))))¶)¸)v*çÏçÏ纥uZ¥B¥¥uZ¥/h&U¸hÌ6B*CJ]^JaJmH phÿsH 5h&U¸hcS56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hcSB*CJ^JaJmH phÿsH )h&U¸hËGÞB*CJ^JaJmH phÿsH /h&U¸hËGÞ5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH v*Ö*Û*+
++.+C+E+Ù+Ú+ß+í+ï+9,;,T,U,V,°,±,Ö,êÒê½¢o½ê½W?½ê½?W½ê½¢/h&U¸hfC5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hfCB*CJ\]^JaJmH phÿsH 5h&U¸hfC56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hfC56B*CJ^JaJmH phÿsH )h&U¸hfCB*CJ^JaJmH phÿsH Ö,×,Ø,- -^-k----¸-º-È-Ô-Ø-ï-ù-ÿ-.//// / /äϺϺ¢ÏºÏºÏ¢ÏnnºÏW@W@,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸hq>*B*CJ^JaJmH phÿsH 2h&U¸hq5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hqB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hq56B*CJ\]^JaJmH phÿsH -x-Ô-Õ-./ /`/a/y//Ø/ð/ 0H0{0£0¤0ø0&1'1=11º1ôôììàÑÑìììììììììììììììì$
ÆÐdha$gd¼8â
ÆÐdhgd¼8âdhgd¼8â
& Fdhgd¼8â /P/Q/`/e/x/y/z////´/Ç/Ê/Ð/Ò/ã/æ/ê/ì/ð/÷/ø/êÕÀ¦¦rXAÀÕÀÕÀÕÀÕÀÕÀÕÀ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hc 5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hc 5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hc B*CJ^JaJmH phÿsH )h&U¸hqB*CJ^JaJmH phÿsH ø/00000 0$0%0006090?0B0H0O0P0b0r0u0{00000000¤0ø0 1&1(11b1u1x111¹1çÒ½Ò½Ò½ÒçÒ½Ò½Ò½ÒçÒ½Ò½ÒçÒ½Ò½Ò¥çÒqÒ½Ò½Ò½Ò2h&U¸hc 5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH /h&U¸hc 5B*CJ\^JaJmH phÿsH )h&U¸hc B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )¹1º1»1¿1É1Ê1Þ1ß122%2(2.2/2D2E2r22222§2¨2ä2ç2ì2î2çÒ¸¸çÒqÒqÒççÒYÒYççÒqÒD)h&U¸hâ²B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hc B*CJ^JaJmH phÿsH /h&U¸hc 5B*CJ\^JaJmH phÿsH 2h&U¸hc 5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH º1»1Ê1ß1 2.2/2E222¨2í2313ù>û>+?8?9?@?G?K?^?_?çÒ½Ò½Ò½Ò½ÒçÒ¨Ò¨ÒçÒçÒ¨Ò¨Ò¨Ò¨ÒçÒ¨Òtt2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h³>75>*B*CJ\^JaJmH phÿsH )h&U¸h³>7B*CJ^JaJmH phÿsH )h&U¸h°KÈB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH $??@?_?j?r?@g@ê@9AàAB B¨B@CïC^DEµEFFôôôôææææææÛÛÍÍÍÍÍ;$hdh^ha$gdï$È$
& F dha$gdï$È
$dha$gdï$È$
& Fdha$gdJ%
$dha$gdJ%_?e?i?j?r???¢?£?@@@@U@a@b@g@Î@ã@ä@ê@&A2A3A9AbAcAkAlAsAxA~AAÈAÓAÔAØAÛAæA÷AùA B BéÒ齨½½¨½¨½¨½¨½{½{½{½{½{½½{½{½{½{½{½{½{½)h&U¸h·R«B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h³>7B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸h³>7;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH * BEBYBBBBBBB B¨BÙBàBèBëB-C9C:CCC~CCCC¹CºC½C¾CÃCÄCÇCÉCÖCãCäCçCêCïCDD%D'DJDWDXD^D{D}DDDDD°D²D¾DÁDE E
EEPEêÕ½ÕêÕêÕ«ÕêÕ½ÕêÕêÕêÕ½ÕêÕ½ÕêÕ½ÕêÕêÕêÕêÕ½ÕêÕêÕêÕ½ÕÕÕ½ÕÕÕ)h&U¸hÍF-B*CJ^JaJmH phÿsH #hLfôB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hJ%B*CJ^JaJmH phÿsH ;PEaEEE¡E®E¯E¼E F F=F?FoF{F|FFFFFFÈFÉFÓFåFçFùF6G*B*CJ\^JaJmH phÿsH 2h&U¸hÍF-5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÍF-B*CJ^JaJmH phÿsH /h&U¸hÍF-6B*CJ]^JaJmH phÿsH FFÉFÒFÓFçF6G}G§G¨G»GÜG HHH!HNHYH`I°I`JÈJÉJèÝÝÝÝÏÏÏÝÝÝÝÝÝÝÝÝÁÁÁÝÝ$
& F dha$gdï$È$
& Fdha$gdï$È
$dha$gdï$È$
Æhhþdh^h`þa$gdï$ÈDGEGHGJG|GGG¦G§G°G±G·G¸G¹GºG»GÔG×GîG HHH H H!H(H*H2HNHVHêÕÀÕÀÕÀ¨ÀêÀêÀêÀ¨À¨À¨ÀêÀyÀêÀ_2h&U¸hï$È5:B*CJ\^JaJmH phÿsH /h&U¸hï$È5B*CJ\^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h BùB*CJ^JaJmH phÿsH )h&U¸hï$ÈB*CJ^JaJmH phÿsH VHYHaH`InI°IÄI`JsJuJÇJÈJÉJÒJÓJìJòJöJçÒºÒºÒº¢çÒt]tÒE-/h&U¸hï$È;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH ,h&U¸hï$È;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH ,h&U¸hï$ÈB*CJ\^JaJmH phÿsH /h&U¸hï$È5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH ÉJÓJëJìJ÷JÿJvK¸K$LÝLhM¾MNtN1OÔOPÝP?Q{QôôììáÓÓÓÓÓÅ····©©©©$
& Fdha$gdÅEI$
& Fdha$gdÅEI$
& Fdha$gdÅEI$
& Fdha$gdÅEI
$dha$gdÅEIdhgd¼8â
$dha$gdï$ÈöJ÷JþJÿJ>K?KQKSKYKZKbKoKpK{K¥K±K²K¸KïKðKöKøKL L L+LgLjLLLºLÐLÑLÕLØLÝL
MM M!MUMaMbMoMM¸M¹MÁMçÒ»¦ÒÒ¦ÒÒ¦Ò¦Ò¦Ò¦ÒÒ¦Ò¦Ò¦Ò¦Ò¦Ò¦Ò¦Ò¦ÒÒ¦Ò¦ÒyÒyÒ)h&U¸h B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hï$ÈB*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH /ÁMýMNNNNXN`NmNnNzN®N°NùNúNOO O*O+O1O}O~OOO¿OÍOÎOÔOcPuPPPPPP®P±PÊPÖP×PàP QQQ Q,Q8Q9Q?Q\Q]QfQtQuQQÐQÜQÝQãQRR^R_ReR¯RêÒ½ê½êÒ½ê½ê½ê½Ò½ê½ê½ê½Ò½ê½ê½ê¨½¨½¨½Ò½¨½¨½¨½Ò½¨½¨½¨½Ò½¨½¨½¨½¨½¨½¨)h&U¸h_")B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h B*CJ^JaJmH phÿsH @{Q|QQãQeRÃRS¹S4T5TñTòTUZUÀUÁUV VßVRWSWôôææææææ×ɾ¾°°¾¾¾¾¾¾$
& Fdha$gd´
$dha$gd´$
& F dha$gd´$dh^a$gdÅEI$
& F dha$gdÅEI
$dha$gdÅEI¯R°R¼R½RÆRS S
SS¥S²S³S¹S
T T,T-T4T5T*B*CJ\^JaJmH phÿsH 2h&U¸hÅEI5>*B*CJ\^JaJmH phÿsH )h&U¸hÅEIB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h@ B*CJ^JaJmH phÿsH -ÍUÙUåUòUVV V!V,V9V;VOVQV[VaVdV{VVVVßVýVWW
W WWWWWW W%W'WQWSWYWæÌæÌæµ s s s ^µ)h&U¸h ÜB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÅEIB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÅEI5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH $YW]W^WÎWÚWÛWáWX X$X&XQXSXvXXXXXXÉXÊXÜXþXÿXYY2Y3YZY[Y¬YéÒ½¨½¨½¨¨½¨½¨½¨½¨½¨¨½¨x`x`x½/h&U¸h Ü5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h ÜB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸h Ü>*B*CJ^JaJmH phÿsH SW^WáWXYY[YZ0ZúZ
[ö[÷[%\y\z\O]¬]^¿^À^ôæææôôôôØØØôôô̽²²²½
$dha$gd]zË$
ÆÐdha$gd]zË
ÆÐdhgd¼8â$
& Fdha$gd´$
& Fdha$gd´
$dha$gd´¬YYZZ Z-Z0ZZZ¨Z´ZÖZØZíZúZi[{[[
[Ô[÷[û[ü["\%\x\y\z\~\\\\\Ô\N]O]êÕº¥¥ê¥r¥ê¥r¥ê¥ê¥ê¥º¥¥ê¥ºº¥ê]¥)h&U¸hJ9B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH 5h&U¸h´56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h ÜB*CJ^JaJmH phÿsH )h&U¸h´B*CJ^JaJmH phÿsH #O]P]f]h]ª]¬]Å]Ç]þ]^^#^%^&^çϺ¥ºÏçw`Hç0/h&U¸h·95B*CJ\^JaJmH phÿsH /h&U¸hê`5B*CJ\^JaJmH phÿsH ,h&U¸hÌB*CJ\^JaJmH phÿsH ,h&U¸hê`B*CJ\^JaJmH phÿsH ,h&U¸hJ9B*CJ\^JaJmH phÿsH )h&U¸hJ9B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hJ95B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH
&^¾^À^Ã^ã^å^æ^(_)_N_O_W_X_]_q____Á_×_Ø_à_í_ñ_éÔ¹¹ÔÔÔqÔÔÔqÔÔÔW2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h·9B*CJ^JaJmH phÿsH 5h&U¸h·956B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸h·9B*CJ\^JaJmH phÿsH À^å^)_j_º_í_î_`a.aaa·aÍab0b\bbºbâbãb4cbcccycÃcðå×××ååðððååååååååååååååå$
& Fdha$gd]zË
$dha$gd]zË$
ÆÐdha$gd]zËñ_``Z`[`q`aaaa!a)a,a.avaa£a¶a·aæÌ·¢·¢·¢v_v_¢ÌEÌ2h&U¸h]zË5;B*CJ\^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸h]zË>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h]zËB*CJ^JaJmH phÿsH )h&U¸h·9B*CJ^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸h·95;B*CJ\^JaJmH phÿsH ·a¸aÌaÍaÎaòabbbb"b%b*b,b0b7b8bFbObPbUbXb\bcbdbobubxb~bbbbb¡b±b´bºbÁbÂbÊbÑbÔbÚbÜbâbæ̵ s s s s /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h]zËB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸h]zË5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH ,âbãb3c4cYcbcdcxcyczcc±c´c»c½cõcöc÷cûcdddd>dAdbdedçÏç·¢çÏ碢¢¢ç¢sYsÏç¢D¢D)h&U¸hòB©B*CJ^JaJmH phÿsH 2h&U¸h]zË5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸h]zËB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸h]zË5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH Ãcöc÷cddFdkdddµdeee^e_ese¨e³eäe f(fjfÎfg=gôôôôéééééééééééééÎÎéÎÎÎÎ$
& F.
Æõ°°Pþdh^°`Pþa$gd
$dha$gd
$dha$gd]zËeddddddd´dµdâdeeeeeeTeWe^e_ereee¨e±e²e³eºe»eêÕêÕê½¥½êê½¥½êÕêu¥]¥]HÕ]HÕ)h&U¸hÆëB*CJ^JaJmH phÿsH /h&U¸hÆë5B*CJ\^JaJmH phÿsH /h&U¸h¼8â5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hòB©5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hòB©B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH »e¼eâeäe f$f'f.fifjfqffÎfÕfëfg)g;gBglgug¨g±g¹gÛgÝgägåg h"hehghyhzh¿hÀhÁhÈhÉhôh÷hiiêÕêÕêÕêÕ½êÕ¥êÕ¥Õ¥êÕêÕ¥êÕêÕêÕêÕêêꥥê{)h&U¸h B*CJ^JaJmH phÿsH )h&U¸h".½B*CJ^JaJmH phÿsH /h&U¸hÆë6B*CJ]^JaJmH phÿsH /h&U¸hòB©6B*CJ]^JaJmH phÿsH )h&U¸hòB©B*CJ^JaJmH phÿsH )h&U¸hÆëB*CJ^JaJmH phÿsH *=gng²gÝgåg"hghzhÁhÉhii)i*iBiiÙimjßjäääÙääÙÂÙÙÙÙÙÙ§§§§$
& F
Æõhþdh^h`þa$gd $
& F.
Æõ° ýdh` ýa$gd
$dha$gd $
& F.
Æõ°°Pþdh^°`Pþa$gd iii)i*i.iAiBiiiFjGjljmjÞjßjkk k k,kWkXkêÖÂkkSk;kkk/h&U¸h 6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h B*CJ^JaJmH phÿsH )hLfô5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 'h&U¸hÌ5B*\^JmH phÿsH 'h&U¸h 5B*\^JmH phÿsH )h&U¸h¼8âB*CJ^JaJmH phÿsH Xkckzk|kkkk¾kÀkØkÚk l
lllUlVljlklllsll
lll@mAmOmYmmmmmðmñmòmêÕê½ê¥Õê¥êÕÕ¥ê¥ê¥êê¥êê¥êê¥ê{f(h&U¸hÜ:B*CJ^JmH phÿsH (h&U¸hÌ:B*CJ^JmH phÿsH )h&U¸hÜB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸h B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH #ßjklmlõlRmmñmòmÿmn(n3n=nnooo¢oççççççÕ¾³«««« ««
& Fdhgd¼8âdhgd¼8â
$dha$gd¼8â$
ÆÄ?û©dh]?û^©a$gdÜ$
& F'?ûdh]?ûa$gdÜ
& F
Æõhþdh^h`þgdh²òmümþmÿmnn n'n(n.n2n=n^n_nnnnnânènênoooHoIoäÉ䯯¯kkkkVVVV)h&U¸hrYeB*CJ^JaJmH phÿsH )h&U¸hÜB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hÜ5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hÜ:;>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH Iomotoooo¨oøoùo$p%pIpTpUpZp[p\pcpgpzp{pp
ppp¬p®pçÒ½Ò½Ò½Ò½ÒçÒ½Ò¥ÒqqZCZÒ½Ò,h&U¸hrYe;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hrYe5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hrYeB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH ¢o[p\p{ppp:qqíqprÎr(s)s*s½sttut}t!uôììììááááááÕÉ»»°°¢$
& F dha$gd§
$dha$gd§$
& Fdha$gd§ dh^gdnÁ dh^gdÜ
& Fdhgd¼8âdhgd¼8â
& F
dhgd¼8â®p¼p¾pqq'q3q4q:qqqqqÚqÛqæqçqíqTrirjrsrr®rºrÇrÈrÎrs!s"s(s*s1ssssªs¶s·s½s
tt6t8t[tgthtltotçÒ½Ò½Ò½Ò½Ò½Ò½¨Ò¨Ò¨Ò¨Ò¨ÒçÒ¨Ò¨Ò¨ÒÒ¨~Ò~Ò~Ò~Ò~ÒçÒ~Ò~)h&U¸h¬R'B*CJ^JaJmH phÿsH )h&U¸hÜB*CJ^JaJmH phÿsH )h&U¸hnÁB*CJ^JaJmH phÿsH )h&U¸hrYeB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH 1ot}t¤t¦t«ttútu
uuu!u^ufurutuuuuu¥u§uÆuÈuõuöuýuÿuv$v%v)v,v1vFvHvSvUv®v»v¼vÁvèvêvîvðv;w*B*CJ^JaJmH phÿsH 2h&U¸h§5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH )h&U¸h§B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ]zmznzvzyzz!{"{({©{¼{¿{Å{Ï{Ñ{Ò{éÔº¢ÔrÔZ¢ÔEÔ.,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸h§B*CJ^JaJmH phÿsH /h&U¸h§5B*CJ\^JaJmH phÿsH /h&U¸h§6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸h§5:B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸h§B*CJ\^JaJmH phÿsH !{"{©{Ñ{Ò{Ü{0|2|H|X|Ü|} ~v~»~W©ðâ××××ÌÌ̾¾¾¾¾°°°¢$
& Fdha$gdhÅ$
& Fdha$gdhÅ$
& Fdha$gdhÅ
$dha$gdhÅ
$dha$gdÅd`$
& F dha$gdÅd`$dh^a$gdÅd`Ò{Û{Ü{ø{ú{þ{|||2|>|F|H|V|X|^|¶|Î|Ð|éÒ½¥½u½]E]½Ò½0½0)h&U¸hIÈB*CJ^JaJmH phÿsH /h&U¸hIÈ;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH 0h&U¸hÌB*CJPJ]^JaJmH phÿsH ,h&U¸hÌB*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH ,h&U¸hIÈ;B*CJ^JaJmH phÿsH Ð|â|`}j}}}}
~~~$~c~o~p~v~©~´~µ~Â~ð~ü~ý~DPQW¢£¬îúû:;Sbcq´ÀÁÊïø 1DÝéê÷êÕ½êÕêÕêÕêÕêÕê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨¨êêêêê)h&U¸hÅd`B*CJ^JaJmH phÿsH )h&U¸h¨EãB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hIÈB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH :VjÇDðDµST_²
xÊË
ñññññññãããØØÊÊÊÊ»ÊÊ°
& F dhgd¼8â$dh^a$gdhÅ$
& F dha$gdhÅ
$dha$gdhÅ$
& Fdha$gdhÅ$
& Fdha$gdhÅ/=>KWYik¢¯°¸äæñô46?MN_ ¬²ú:B`qrx¶ÃÄÊ
r
ù
#SUgmnuvêÒê½ê½êÒê½ê½ê½ê½êÒê½ê½ê½êÒê½ê½ê½ê½ê½ê½ê½ê½ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨êÒê¨ê¨)h&U¸hhÅB*CJ^JaJmH phÿsH )h&U¸hÅd`B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH B
úbc¥®bëhitÃV«¬´Íjô÷÷ììì÷áááááááÓÓÓááááÅÅ$
& Fdha$gdJQx$
& Fdha$gdJQx
$dha$gdJQx
& Fdhgd¼8âdhgd¼8âv|Üôõ.0O\]ckop|¤¥® "8>`bÆÏÐÓêÕêÕêÕêÀê¨ê¨êÀêtttt]Àê¨êÀêÀêÀêÀê,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hi35>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hi3B*CJ^JaJmH phÿsH )h&U¸hhÅB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH $ÓáëYfiost¯¼½Ãêëòô
COP]¤¥¬¸êÕê½Õ¦¦êÕ½ÕêÕêÕêÕ½ÕêÕêÕêÕzÕzÕb/h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hJQxB*CJ^JaJmH phÿsH ,h&U¸hi3>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hi3B*CJ^JaJmH phÿsH ¸¹½³·¹ÊÍGH]jØêîô=`deçÏçϺoºWººº)h&U¸hà"EB*CJ^JaJmH phÿsH 2h&U¸h_ ¸5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h_ ¸B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH 5h&U¸h_ ¸56B*CJ\]^JaJmH phÿsH Þßàä÷øù
3FIPRcfkmryzêжжkVêVêVêVêVêVê>êVê/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hà"EB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hà"E5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸hà"E5;B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ¦§²¸»ÁÄÊÑÒäô÷ý
%&uw¥¦»¼½âõøÿ:;*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hô 5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hô B*CJ^JaJmH phÿsH ÉÜåÜ'Ý=Ý>ÝQÝeÝݤÝÉÝÊÝÕÝíÝøÝ¢ÞßGßrßsß}ߣߤ߯߷ßñññææææææææææØØØæææææææ$
& F dha$gd-sÈ
$dha$gd-sÈ$
& Fdha$gd-sÈ=ÝFÝGÝMÝNÝOÝPÝÈÝÉÝÊÝÓÝÔÝÕÝÜÝÞÝæÝíÝõÝøÝÞ¢Þ¯ÞßßGß[ß\ßbßpßrßêÕêÕêÕ꽦êÕêêÕêt\ê½ê½ê½\êÕê/h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hRq5:B*CJ\^JaJmH phÿsH /h&U¸hRq5B*CJ\^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hRqB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH rßsß|ß}ßßߤߪ߮߯߶߷ßçßóßôßýß,àLàMàSààà
ààà à¡à§à¨à¯àÝàýàþà á7áDáéÒé½¥½u½é`½`½`½`½`½¥½`½`½`½`½`½`½)h&U¸hRqB*CJ^JaJmH phÿsH /h&U¸hRq;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hRq;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH #·ßúßSà§à¨àáKá¯áââOããûãDäæäJå
åéåêåõåñññâññÔÔÔÆÆÆÆƸ¸¸
$dha$gd-sÈ$
& Fdha$gd-sÈ$
& Fdha$gd-sÈ$
& Fdha$gd-sÈ$dh^a$gd-sÈ$
& Fdha$gd-sÈDáEáRáá¨á©á¶áÿá â
ââcâsâtâââââ¡âãã0ã5ã8ãHãIãSãããããÎãèãôãõãûã#ä%ä.ä=ä>äKäWäYäkänäwääää©äªäÒäßäàäéäåå"å%å6åCåDåJåfåhåqåêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÀÕÀÕÀÕ¨ÕÀÕÀÕ¨ÕÀÕÀÕÀÕÀÕÀÕÀÕ¨ÕÀÕÀÕÀÕ¨/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hx:`B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÅVÆB*CJ^JaJmH phÿsH Bqååå
ååå¥å§åØåäåååüåCæQæRæ^æ¡æßæëæìæòæ;çGçHçNçççççÝçëçìçòçhètèuèèÀèÂèÇèÉèÛèáèäèëèìèôè÷èé0é1é=é?éPé]é^édéêÕêÕê½êÕêÕêÕêÕêÕ¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê½ê½ê¨ê¨ê¨ê¨ê½ê½ê¨ê)h&U¸hEwB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hx:`B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 8õåWæòæNççòç|è}èèüècédé¦é¯éUëÙëÚëåë3ìÛìLíMííññññññææØØæææÍÍÍÍ¿¿¿ÍÍ$
& Fdha$gd&a
$dha$gd&a$
& Fdha$gd-sÈ
$dha$gd-sÈ$
& F dha$gd-sÈdékéoééé¤é¦é¯éÒéÔéòéôé(ê*ê6ê9êsê~êê½êÁêÜêÞêêêòêë
ëÅëÑëæÌæÌæ̵ s ^^IIsIIs)h&U¸hÑbqB*CJ^JaJmH phÿsH )h&U¸h·2JB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hOc¨B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hEw5>*B*CJ\^JaJmH phÿsH ÑëÚëàëäëåëøëùëìì ì,ì-ì3ìYì[ìkìmìììÈìÔìÕìáì9íEíFíMíYíZíêÓ¼Ó§êê§ê§êzêêzêzêzêzêzêbJ/h&U¸hge5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hgeB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÑbqB*CJ^JaJmH phÿsH ,h&U¸hÑbq>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH Zí^íííLîPîRîcîfîÜîÝîòîÿî6ï8ïMïZïÂïÛï0ðSðWðXðçÏçºoºWºWBB)h&U¸h&B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH 5h&U¸hge56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hgeB*CJ^JaJmH phÿsH /h&U¸hge5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH íMîfîZïÛïRðSððÎñÏñò7ó¢ó£óÈó
ôKô¬ô
õ õ5õôôæææôôôô×ôô×Ƚ¯¯¯½½$
& Fdha$gd&?Ê
$dha$gd&?Ê$
ÆÐdha$gd&?Ê$
ÆÐdha$gd&a$
& Fdha$gd&a
$dha$gd&aXð~ððÓðÔðñññÁñÏñÓñïñññòò®ò°ò5ó7óPóQóRó¡ó£ó¦óäϺϺϺÏÏoÏWÏoÏW?ÏoÏ/h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h&a5B*CJ\^JaJmH phÿsH )h&U¸h&aB*CJ^JaJmH phÿsH 5h&U¸h&a56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h&B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸h&56B*CJ\]^JaJmH phÿsH ¦óÆóÈóÉóô
ô=ôKôôôô£ô¦ô³ôñôòôýô
õõ#õ.õ4õ5õõõäÉ´´´´´´´´mSmSm>´)h&U¸h&?ÊB*CJ^JaJmH phÿsH 2h&U¸h&?Ê5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h&aB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH 5h&U¸h&a56B*CJ\]^JaJmH phÿsH õ#ö$ö3ö;ö>ö@ömöoötöööööööÃöÖöÚöàöâöóöööûöýöêÕ¾§¾§êÕsY?§ÕêÕêÕêÕêÕê2h&U¸h&?Ê5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h&?Ê5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸h&?Ê>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h&?ÊB*CJ^JaJmH phÿsH 5õ$ö@öoöpöööèö÷2÷]÷÷¹÷º÷
ø;ø*B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hNOµB*CJ^JaJmH phÿsH (û 4?Iþ² 'ÄÅåðøåTð} ÷ììììÞÞÞììÐììììÂÂÂÂÂÂÂ$
& Fdha$gd³\Ï$
& F
dha$gd³\Ï$
& Fdha$gd³\Ï
$dha$gd³\Ïdhgd³\Ï 34:>I¢§ª¯äñòöùþ24SUsu¢£ª²æè .Z\°½¾ÅÌÐäåæÌæÌæ·¢·¢·¢·¢·¢·¢·¢·¢·¢·¢··¢·¢·¢··¢·¢·¢·¢··¢·ÌæÌæ/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h¡OxB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸h¡Ox5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 4åëïðþGIcertÈÕÖÝàå8MNTgivwÈÉÛéêðýÿ ivw}°±½¿éÒ齨½¨½½¨{½{½{½{½{½{½{½½{½½{½{½½{½{½{½½)h&U¸hQtB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h¡OxB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸h¡Ox;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH -¿
y
òó " W X v w Ê Ö × à '
)
>
?
@
A
e
s
t
¡
§
©
²
¸
¹
¿
À
Æ
Û
Ý
è
ê
9 E F L Z \ ` b Û è êÕêÕêÕêÕêÕ½ÕêÕêÕ½ÕêÕêÕê¨ê¨êÕ½Õ¨Õ¨Õ½Õ¨Õ½Õ¨Õ¨Õ¨Õ¨Õ½Õ¨Õ¨Õ¨Õ¨Õ½Õ¨Õ½Õ¨Õ)h&U¸h0B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h³\ÏB*CJ^JaJmH phÿsH B " Ý z
Æ
L î k 2
3
t
}
~
¿
Ü
ú
DôôæØØØØØØÁ¶¶¶¶¨¨¨¨¨$
& Fdha$gd7[r
$dha$gd7[r$
Æhhþdh^h`þa$gd7[r$
& F dha$gd7[r$
& F dha$gd³\Ï
$dha$gd³\Ïè é î E F W d e r
#
$
%
)
,
3
:
>
s
t
}
~
½
Å
Ñ
Ü
ø
êÕêÕ½ÕêÕêÕêÕ½ÕêÕêÕêÕêÕ££rÕêÕêÕêÕêÕêÕ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h05>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h0B*CJ^JaJmH phÿsH &BTU]^defg¬°º»¼ÃÅÍàèëû¤¶*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH -h&U¸hÌB*CJPJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h7[rB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH ,h&U¸h7[r;B*CJ^JaJmH phÿsH J¼À
RSab¡¢¯ÄÅÓÕàìíú4@AG
ËØÙä.9:@wy¿ÌÍÓ÷
=JKWÒêÕêÕêÕêÕ½ÕêÕêÕêÕ½Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ½ÕÕÕÕ)h&U¸h0s{B*CJ^JaJmH phÿsH )h&U¸h±nB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hïdÕB*CJ^JaJmH phÿsH :Gß@ÓQå-ý34?ñw½ uÑÒÓáôôôôôôéééééááÖÖÖÖÖÖááË
$dha$gdl
& F dhgd¼8âdhgd¼8â
& Fdhgd¼8â
& Fdhgd¼8âÒÞßìdenþÿ !%)4[\
ÈÊÕØéõöý ,-BØäåéìñdpqwª¶·½
FNTU_êÕêÕê½êÕ¨Õê¨ê¨ê¨ê¨ê¨ê¨ê½ê¨ê¨ê¨ê½ê¨ê¨ê¨ê¨ê¨ê¨ê¨êêêê½êê)h&U¸h;
B*CJ^JaJmH phÿsH )h&U¸hä03B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h0s{B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH :_aopu¡¼ÊËÒÓè 0\]bei¯±ºÆÇÕ " / 0 7 > B C O \ i x y êÕêÕêÕêÕêÕêÕêÕ½Õ½ÕêÕêÕêÕêÕ½ÕêÕêÕ½Õ½ÕêÕ££££2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h;
5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h;
B*CJ^JaJmH phÿsH .áiÎ6 7 y Q { | # z é ê ;!ë!ì!""##ñññææææææææØØØæææææÊÊÊ$
& Fdha$gdl$
& Fdha$gdl
$dha$gdl$
& Fdha$gdly £ . L M P T ] P Q r Ì Ó / 6 z | éÔ¿§¿Ô¿z¿z¿z¿z¿z§b¿zMz¿é)h&U¸håUB*CJ^JaJmH phÿsH /h&U¸h*B*CJ^JaJmH phÿsH ,h&U¸håU>*B*CJ^JaJmH phÿsH ë!ï!ñ!""g"h"}""""þ"#g#####µ#¸# $ $
$$-$äÏ´ÏÏÏÏÏrÏZäÏ?ÏrÏ?ä?5h&U¸hl56B*CJ\]^JaJmH phÿsH /hLfô56B*CJ\]^JaJmH phÿsH )h&U¸hlB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸håUB*CJ^JaJmH phÿsH 5h&U¸håU56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH ##¸# $
$Ú$-%%ù%ú% &a&¾&'3'4'^'L(X(é(T)U)m))Í)÷÷÷ëë÷÷÷ëë÷ààà÷÷ëÑÑÑ÷÷÷÷$
ÆÐdha$gd¼8â
& Fdhgd¼8â
ÆÐdhgd¼8âdhgd¼8â-$/$×$Ú$ë$í$+%-%F%G%H%%%¹%»%â%å%ñ%÷%ú%ý% & & &_&a&z&&¯&êÕê½êÕê½¥êÕê½êÕÕêuZuêêê5h&U¸hB.°56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hB.°B*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hl5B*CJ\^JaJmH phÿsH )h&U¸hlB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ¯&±&¾&Ó&à&â&ä&ö&'&'3'7'L'W']'^'û'þ'9(K(L(O(P(R(W(X(Ë(é()T)Y)êÕÀÕÀÕÀÕÀÕ¦¦¦ÀêÀêÕu^u^uêuêÕ¦,h&U¸hì3R>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hB.°5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸hB.°B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hì3RB*CJ^JaJmH phÿsH Y)l)m)n))))¨)»)¾)Å)Ç)Ø)Û)à)â)æ)í)î)ü)** ***æ̲lWlWlWlWlWlWl?lWlWl/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hì3RB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hì3R5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸hì3R5;B*CJ\^JaJmH phÿsH Í)æ)*?*r***ë*++0+1+{+®+¯+½+Ò+ý+",U,V,l,¾,¿,Ï,--+-`-÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷dhgd¼8â ** *'*-*0*6*9*?*F*G*Y*i*l*r*y*z********é*ë*+++/+0+1+2+V+i+l+s+u++®+¯+êÕ½ÕêÕêÕêÕ½ÕêÕêÕ½ÕêÕêÕ¥¥½Õ¥¥xÕêÕêÕêÕ¥Õ)h&U¸hl9B*CJ^JaJmH phÿsH /h&U¸hì3R5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hì3RB*CJ^JaJmH phÿsH (¯+³+¼+½+Ñ+Ò+õ+ø+, ,D,G,L,O,U,V,k,l,,¼,½,¾,¿,Î,Ï,--æÌæ´rrrr´ZZ´C,h&U¸hÌ>*B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hl9B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hl95B*CJ\^JaJmH phÿsH 2h&U¸hl95;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH -*-S-V-`-i-j-k-r---¥-«-®-¶-æ-ï-.. .e.f......©.Ð.Ñ.Ô.×.Ý.å./ ///N/P/b/c////£/¤/Û/Þ/ú/ü/çÏçϺ¥Ïº¥º¥º¥º¥º¥º¥¥ººº¥ººº¥º¥º¥º¥º¥º¥¥º¥º/h&U¸h.6B*CJ]^JaJmH phÿsH )h&U¸hl9B*CJ^JaJmH phÿsH )h&U¸h.B*CJ^JaJmH phÿsH /h&U¸h.5B*CJ\^JaJmH phÿsH /h&U¸hl95B*CJ\^JaJmH phÿsH 2`-k--§-¯-è- .f.©.Þ. //P/c//¤/ü/ý/00,0÷ßß÷ßßßßßß÷ß÷Ë÷ß÷÷÷÷
& F.
Æõ° ýdh` ýgdh²
& F.
Æõ°°Pþdh^°`Pþgdh²dhgd¼8âü/ý/000+0,0r0~0Ù0Û0K1L1t1u1v1½1¿1À1ú1222ëתªÂkÂkÂSÂ;kÂSkªÂk/h&U¸h)}6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h)}B*CJ^JaJmH phÿsH )h&U¸hl9B*CJ^JaJmH phÿsH )hLfô5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 'h&U¸hÌ5B*\^JmH phÿsH 'h&U¸h¼8â5B*\^JmH phÿsH ,0~0Û0u1v1À1Å2J3©3*4s4Í455 5 5H5çççÛçççççç纣dhgd¼8â
$dha$gd¼8â$
ÆÄ?û©dh]?û^©a$gdÔD $
& F
Æ
õÄ?û©Wþdh]?û^©`Wþa$gd¼8â hdh^hgd)}
& F
Æõhþdh^h`þgdh²22#2\2¼2À2Ä2Å2ÿ2333H3I3J333¦3§3¨3©3º3¼3Ú3Ü3 4
4(4*4;4@4W4h4j4p4z4444 4²4´4È4Í4
55êÒ꽥꥽ê¥ê½ê¥½ê¥ê¥ê½ê¥ê½ê½ê½½ê¥êê¥êê¥ê{(h&U¸hÌ:B*CJ^JmH phÿsH )h&U¸hÔDB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h)}B*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH -5555 5 5$5(5G5H5N5R5]5£5¤5°5±5¼5ñ5ò5M6O66£6¤6¨6ëеÐlWlWBlBlBlBlBlBl)h&U¸h·uB*CJ^JaJmH phÿsH )h&U¸hÔDB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hÔD5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hÔD:;>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH (h&U¸hÔD:B*CJ^JmH phÿsH H5S5]5·5°6[7\7e7¤7X8Y8x888ü8a9b9.:Ï:;*B*CJ\^JaJmH phÿsH )h&U¸h©B*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h·uB*CJ^JaJmH phÿsH x8~8888¬8®8º8½8ä8ï8ð8ô8÷8ü8F9a9u9999¢9©9Æ9È9ä9í9:!:":&:):1:G:I:b:f:½:È:É:Ï:;;;;#;$;4;6;éÒ齨½½¨½¨½¨½¨½¨½¨½½¨½¨½¨½¨½¨½¨½½¨½¨½¨½¨½{½½)h&U¸hÆ2kB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h©B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸h©;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH 06;N;O;T;Y;;;þ;
*B*CJ^JaJmH phÿsH 2h&U¸hBtk5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH ,h&U¸hBtk>*B*CJ^JaJmH phÿsH )h&U¸hBtkB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH #ÍRÎRÙR]SüSTTíTUU¸UVWWWµW
X XÙX9YíYîYZRZZ÷÷ììì÷÷÷÷÷ááá÷÷÷ÕÕ÷÷ÕÕ÷á
ÆÐdhgd¼8â
& Fdhgd¼8â
& Fdhgd¼8âdhgd¼8âüS"T$T1T3TQTSTTTTT§T¬TTìTíTUUU¢U¤UµU¸UV V1V7V:V?VBVHVoVqVVVêÕ½ÕêÕêÕêÕ¥¥¥êrWrÕWÕêÕ½ÕêÕêÕêÕ½ê5h&U¸hBtk56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸hBtk5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hBtkB*CJ^JaJmH phÿsH "VVÿVWeWWWW²WµW X
X XX+X-XJXKX×XÙXÞXìXîX9Y>YGYJYSYUYëYîYñYêÕêÕêºêêÕêºêÕêÕêoêÕoWoÕêº/h&U¸h0é5B*CJ\^JaJmH phÿsH /h&U¸hBtk5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 5h&U¸hBtk56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hBtkB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ñYZZZQZRZZZéZôZ÷ZüZ
[![Z[[[a[m[q[[[[[\\\£\¤\äÉ´´´´´´´´mSmSm´mSm2h&U¸hLn¤5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hLn¤B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH 5h&U¸hLn¤56B*CJ\]^JaJmH phÿsH ZüZ[m[n[[\\¤\º\] ]L]w]©]Ñ]Ò]%^S^T^j^´^ç^è^÷^ôôôììàììììììììììÕÕÕÕÕÕÕÕ
$dha$gdf8/
ÆÐdhgd¼8âdhgd¼8â
& Fdhgd¼8â¤\¥\¹\º\»\ß\ò\õ\ü\þ\]]]] ]$]%]3]:]>]C]F]L]S]T]_]e]h]n]q]w]~]]]¡]¤]©]æ̵ s ^ ^ ^ s ^ ^ ^ s ^ )h&U¸hf8/B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hLn¤B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hLn¤5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH $©]°]±]¹]À]Ã]É]Ë]Ñ]Ò]#^%^J^S^U^i^j^k^^¢^¥^¬^®^æ^ç^è^ì^ö^÷^ _ _/_2_S_V_êÕ½ÕêÕêÕ¥¥½Õ¥¥ÕêÕêÕêÕ¥ÕsYs¥ÕêÕê2h&U¸hf8/5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hf8/5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hf8/B*CJ^JaJmH phÿsH "÷^ _7_\_r_Ä_Ô_``,`a`l``è`ð`(agaaÔabZb
bbÐbãbôôôôôôôôôôôÙÙôÙÙÙÙÙÙÙôÙô$
& F.
Æõ°°Pþdh^°`Pþa$gdf8/
$dha$gdf8/V_\_q_r__Â_Ã_Ä_Ó_Ô_````+`T`X`a`j`k`l`s```Ð`ì`ï`÷`&aêÒºê¢ê¢ÒºêêvÒ^Ò^I^IIII)h&U¸h*B*CJ\^JaJmH phÿsH q!q'q{q~qqqq¥qÙqÛqñqôqrr&r5r6r*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH )h&U¸h¯ òB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH "+#
%
0
ã
0ê³· ÚLáâIôôôæææôôôôØØØôôôôÉôôÉÉô$
ÆÐdha$gd5x®$
& Fdha$gd5x®$
& Fdha$gd5x®
$dha$gd5x®ê°³*+@Moqþfçе
p X p X p C µ )h&U¸h0éB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÅkB*CJ^JaJmH phÿsH 5h&U¸hÅk56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH ,h&U¸hÅkB*CJ\^JaJmH phÿsH /h&U¸hÅk5B*CJ\^JaJmH phÿsH ´· ,.ÙÚëíLYZfhäϺÏäϺÏϺpºXA,h&U¸h0éB*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH ,h&U¸h0é5B*CJ^JaJmH phÿsH /h&U¸h0é5B*CJ\^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h0éB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸h0é56B*CJ\]^JaJmH phÿsH àâåHIs®Æèõ'37MW]^MNOéÔ¹¹ÔÔÔÔÔÔoUoUoÔ>,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸h5x®5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸h5x®B*CJ^JaJmH phÿsH 5h&U¸h5x®56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸h5x®B*CJ\^JaJmH phÿsH IÆõ34^NgÔÕíMfÀól±ññããØØÉÉÉØØØØØØØØØØØØØØ$
ÆÐdha$gd³wî
$dha$gd³wî$
& Fdha$gd³wî$
& Fdha$gd5x®O[efgqÓÔÙìíî(;>EGX[`bféÒéÒ½¨½tZ@Ò½¨½¨½¨½¨½¨½2h&U¸h³wî5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h³wî5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸h³wîB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸h³wî>*B*CJ^JaJmH phÿsH fmn|¨®±·ºÀÇÈÚêíóúû
jl°±²Öéìóõ-./êÕ½ÕêÕêÕêÕ½ÕêÕêÕêÕ½ÕêÕêÕ½ÕêÕêÕ¥¥½Õ¥¥ÕêÕêÕêÕ¥Õ/h&U¸h³wî5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h³wîB*CJ^JaJmH phÿsH /±û./>R}¢ÕÖì>?O¨ÝéêS[ôôôôôôôôôôôôôôôôôôèÍÍÂ
$dha$gdCÂ$
& F.
Æõ°°Pþdh^°`Pþa$gdCÂ °dh^°gdCÂ
$dha$gd³wî/3=>QRuxÄÇÍÐÖëì?NOæÌæ´rrrr´ZZ´r/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h³wîB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h³wî5B*CJ\^JaJmH phÿsH 2h&U¸h³wî5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH §ÐÓÝèéêñ GWZ[x¨äåæïXYçÏçÏçºç¥ººº{º{º{º{c{º{K{K{º/h&U¸h¡?¡C¡F¡K¡¡¡¡¡¡´¡Á¡Â¡Ê¡û¡ü¡¢éÒ齨½½¨½¨½¨½¨½¨½¨½¨½¨½¨½¨½¨½¨½¨½¨½¨{½½½{½{½)h&U¸hûcsB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hP*[B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hP*[;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH 0¢¢¢¢¢"¢#¢)¢~¢¢¢¢¾¢À¢Ñ¢Ý¢Þ¢â¢å¢ó¢ô¢
£ ££££ £)£9£N£[£\£b£¥£©£«£Ó£×£ä£å£è£ë£ð£¤¤
¤¤)¤*¤êÕê½êÕêÕê½êÕê½êÕêÕêÕ¨ê½ê½ê¨ê¨ê¨ê¨½¨ê¨ê¨ê¨ê½ê¨|)h&U¸h7B*CJ^JaJmH phÿsH ,h&U¸hr36B*CJ^JaJmH phÿsH )h&U¸hr3B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hûcsB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 0*¤U¤b¤c¤i¤¤¤¤¤¬¤¯¤Ë¤Í¤Ù¤ç¤è¤ó¤¥¥¥ ¥[¥e¥
¥¥±¥À¥Á¥Å¥È¥Ô¥¦¦b¦d¦u¦¦¦¦¦¦¦¡¦Ï¦Ð¦êÕÀÕÀÕ¨ÕÀÕÀÕ¨ÕÀÕÀÕÀÕÀÕÀÕ¨ÕÀÕÀÕÀÕÀÕ¨ÕÀÕÀÕtt2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h75>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h7B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hr3B*CJ^JaJmH phÿsH ,i¤î¤¥Í¥¦¦¦Ð¦Ù¦Ú¦í¦"§4§K§]§}§~§§§§À§ññññâËÀÀÀÀ²²²²²ÀÀÀÀÀ$
& Fdha$gdì]l
$dha$gdì]l$
Æhhþdh^h`þa$gdì]l$hdh^ha$gdì]l$
& F dha$gdì]lЦ٦ڦì¦ó¦ §)§*§:§I§Q§R§]§{§}§~§§§§§§§§§¼§¿§À§Á§Ê§Ë§Ì§Ó§Õ§å§ð§ø§û§éÔ¿Ô¿Ô¿Ô¿Ô¿Ô¿ÔéÔ¿Ô¿Ô¿Ô§Ô§ÔéÔ¿ÔÔ¿Ôu]/h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸h75:B*CJ\^JaJmH phÿsH /h&U¸h75B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h7B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH $À§Á§Ì§ð§û§ú¨©½©¾©È©É©0ª2ªHªXªT«þ«d¬Û¬Ô5®ôôôôææôôôÞÓÓÓÓÅÅÅÅÅ··$
& Fdha$gdn6$
& Fdha$gdn6
$dha$gdn6dhgd¼8â$
& F dha$gdì]l
$dha$gdì]lû§¨ú¨©©©©»©½©¾©Ç©È©É©Ø©Ü©ªª2ªêÒêÒº¢êv_vJêÒê3ê-h&U¸hÌB*CJPJ^JaJmH phÿsH )h&U¸hn6B*CJ^JaJmH phÿsH ,h&U¸hì]l;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hì]lB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hì]l5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2ª>ªFªHªVªXªªªºª¼ªÆªÖª.«F«H«`«Î«Ð«Ø«ð«ò«þ«Q¬]¬^¬k¬¬¬¬³¬Ô¬Õ¬Û¬BJçÏ纣ººvººººvºººººv^ºººº/h&U¸hì]l6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hì]lB*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hì]l;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH $Jq~
ÀÍÎÛ!®.®/®5®e®h®l®y®z®®Ë®Ö®×®Þ® ¯ ¯!¯.¯/¯*B*CJ^JaJmH phÿsH ,h&U¸h* >*B*CJ^JaJmH phÿsH 2h&U¸h* 5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h* B*CJ^JaJmH phÿsH Ë¿Þ¿ß¿à¿ô¿õ¿ö¿À-À0À7À9ÀJÀMÀRÀTÀXÀ_À`ÀnÀwÀxÀ~ÀÀÀæ̲lWlWlWlWlWlWl?lWlWl/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h&*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸h&*5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸h&*5;B*CJ\^JaJmH phÿsH ÀÀÀÀÀ¢À¨À«À±À¸À¹ÀËÀÚÀÝÀãÀêÀëÀóÀúÀýÀÁÁ Á ÁZÁ\ÁÁÁÁ Á¡ÁÆÁÙÁÜÁãÁåÁ   Â#ÂêÕ½ÕêÕêÕêÕ½ÕêÕêÕ½ÕêÕêÕ¥¥½Õ¥¥êÕêÕêÕ¥Õs2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸h&*5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h&*B*CJ^JaJmH phÿsH '±ÀãÀ Á Á\ÁÁÁ¡ÁëÁ  Â.ÂCÂl¦ÂøÂù ÃNÃOÃcÃãÃ÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷÷ììììì
$dha$gd]dhgd¼8â#Â-Â.ÂBÂCÂfÂgÂÂÂ¥¦ÂÓÂöÂ÷ÂøÂùÂà ÃEÃHÃNÃOÃbÃæÌ´rr´ZZ´rC´,h&U¸hÌ>*B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h&*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h&*5B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸h&*5;B*CJ\^JaJmH phÿsH bÃÃÃáâãêÃÔÃçÃÄ Ä"Ä#ÄPÄYÄtÄwÄyÄzÄÄÄÁÄÂÄÃÄÊÄÅÅÅ
Å4Å=ÅaÅjÅÅÅÅŰűÅÑÅÓÅÆÆ*Æ+ÆÆÆçÏ纥纥º¥º¥º¥º¥º¥ºº¥ºº¥ºº¥º¥º¥º¥º¥x¥ºxºxºxº)h&U¸h!ÿB*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸h&*B*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h&*5B*CJ\^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH /£ÃàÃÄ#ÄRÄÄÃÄÅ6ÅcÅÅÅÓÅÆ+ÆƧÆÇÇ)Ç*ÇBÇÇääÙäääääääÙääÙäÙäÙÙÙÙ¾$
& F
Æõhþdh^h`þa$gd]
$dha$gd]$
& F.
Æõ°°Pþdh^°`Pþa$gd]ÆƦƧÆÒÆÓÆòÆõÆÇÇ)Ç*Ç.ÇAÇBÇÇÇÞÇßÇKÈMÈvÈxÈÈÒÈÓÈ ÉçÒçÒ½Ò½Ò½¥¥{¥ÒÒÒcÒNcN)h&U¸h]B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )hLfô5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH )h&U¸h!ÿB*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH ÇßÇxÈÓÈnÉóÉyÊëÊìÊf˸Ë÷ËøËÌÌ1Ì*B*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hv 7B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hésÖB*CJ^JaJmH phÿsH ØØ_ÙÚÚµÚ¶ÚÀÚëÚìÚøÚÛ]ÛáÛ>Ü ÜüÜXݳÝøÝÞßôæææôôÛÛÛÛÛÍÍÍÍ¿¿¿¿¿¿$
& Fdha$gdsZÖ$
& Fdha$gdsZÖ
$dha$gdsZÖ$
& F dha$gdv 7
$dha$gdv 7Ú!ÚÚÚÚ³ÚµÚ¶Ú¿ÚÀÚìÚòÚ÷ÚøÚÿÚÛCÛDÛLÛêÒº¢êv_vêG/GêvêÒ/h&U¸hv 7;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH ,h&U¸hv 7;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hv 7B*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hv 75B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH LÛXÛYÛ]Û§Û¨Û°ÛÇÛÏÛÛÛÜÛèÛ+Ü8Ü9Ü>ÜÜÜÜ ÜàÜáÜéÜõÜöÜÝEÝRÝSÝ[ÝxÝyÝÝÝݬÝÝ·ÝäÝñÝòÝøÝKÞTÞÞÞÞÞúÞß ßßQß^ß_ßeßßß¾ßÀßìßùßúßþßàà4àêÕêÕê½Õ½êÕêÕêÕêÕêÕêÕê½êÕêÕêÕê¨ê½ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨)h&U¸hu B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hv 7B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH BßeßàRà·àààWááááúá²âpãqãÃãä¢ä£ä±ä åñññññññææØØØ̾¾¾³³¥$
& Fdha$gdÐTI
$dha$gdÐTI$
& F dha$gdÐTI dh^gdÐTI$
& F dha$gdsZÖ
$dha$gdsZÖ$
& Fdha$gdsZÖ4à5à=àJàKàUààààà¢à¯à°à¼àÍàÙàÚàçàèàáááá'á)á=áJáKáOáRáWásáuá~ááááçáóáôáâaâcââ¥â¦âªââ²âèâêâ\ãiãjãpãqããêÒê½ê½êÒê½ê½ê½ê½ê½¨êÒê¨ê¨ê¨ê¨ê¨êÒê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨)h&U¸hÐTIB*CJ^JaJmH phÿsH )h&U¸h2'ÁB*CJ^JaJmH phÿsH )h&U¸hu B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 8ã±ã¾ã¿ãÊãýã ä
ääääää¸äîäðäååååå'åSåUå`åcåtååååååå¢å®å»åÊåËåÔåAæCæZæ[æ_æêÕêÕêÕêÕê½ÕêÕêÕ½ÕêÕêÕêÕ½Õ½ÕêÕ££££rêÕêÕ½,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hsZÖ5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hsZÖB*CJ^JaJmH phÿsH + åååËåÔå¯æZç[çfçèKèÃèÄèéËéäé×ê^ëÐëÑëþëRìSìñæææææææØØØææææÊÊÊæ¿¿¿
$dha$gd;%$
& Fdha$gdÐTI$
& Fdha$gdÐTI
$dha$gdÐTI$
& Fdha$gdÐTI_æaæcænæzæææææææææ¨ææ¯æãæ÷æþæçççXç[çaçeçfçÀçÂçÚçç릻¦»»¦»¦»¦»¦»y»y»y»bKby»,h&U¸h8ñ>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH )h&U¸h8ñB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hsZÖB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hsZÖB*CJ]^JaJmH phÿsH /h&U¸hsZÖ6B*CJ]^JaJmH phÿsH ÚçÝçüç è
èè8èEèFèKèèè°è¾è¿èÄèÐèÑèÕèééÊéÎéÐéáéäé>êêÕêÕêÕêÕêÕê½êÕꥥ¥ÕrêWêÕ5h&U¸h8ñ56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸h8ñ5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h8ñB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH >ê@êPêRêgêrêsêêê§ê´êÕêÖê×êDë^ëëÑëÕëÖëûëþëQìSìWìsìuì í íêÕÀ¨ÀêÕÀ¨ÀêÀêÀêÀxÀ]ÀêÀx]ÀêÀ5h&U¸hÐTI56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÙ`½B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h8ñB*CJ^JaJmH phÿsH )h&U¸hÐTIB*CJ^JaJmH phÿsH Sì íÇí2î3îXîîÛî1ïdïeïïððññ'ñ=ññ¢ñÑñýñ1òYòZòòðååððå×××ååðððååååååååååå$
& Fdha$gd;%
$dha$gd;%$
ÆÐdha$gd;% í9í:í;íííÆíÇíÞíàí1î3î6îVîXîîîÍîÛî#ï8ïVïdïçϺ¥º¥ººxº]B]xºxºxºxº5h&U¸h¨56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h¨B*CJ^JaJmH phÿsH /h&U¸h¨5B*CJ\^JaJmH phÿsH )h&U¸hÐTIB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÐTI5B*CJ\^JaJmH phÿsH dïhï~ïïïïððððððîðññññ&ñ'ñæÌæÌæ·¢tt·¢_¢æEæ2h&U¸h;%5;B*CJ\^JaJmH phÿsH )h&U¸h;%B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸h¨>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h¨B*CJ^JaJmH phÿsH 2h&U¸h¨5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 'ñ(ññbñuñxñññññññ¢ñ©ñªñ¹ñÁñÂñÈñËñÑñØñÙñåñëñîñôñ÷ñýñòòò(ò+ò1ò8ò9òAòHòKòQòSòYòæ̵ s s s s /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h;%B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸h;%5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH ,YòZò«òòÒòÜòÝòòòóòôòó+ó.ó5ó7ópóqóróvóóóóóºó½óÝóàóô ôôôô/ô0ô]ôçÏç·¢çÏ碢¢¢ç¢sYsÏ碢¢¢¢Ïç¢2h&U¸h;%5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸h;%B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸h;%5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH "òÜòÝòóò>óqóróóóÁóæóôô0ôôôôÙôÚôîô#õ.õXõõôôôôôìáááááááááááááááÆÆ$
& F.
Æõ°°Pþdh^°`Pþa$gdë5¦
$dha$gdë5¦dhgd¼8â
$dha$gd;%]ôôôôôÐôÓôÙôÚôíôõõ#õ,õ-õ.õ5õBõJõVõ_õõõõ¡õ¸õ¹õçÏ·Ï¢¢x·`·`x`xxxxKxKx)h&U¸hÂj¨B*CJ^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH )h&U¸h;%B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸h;%5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH õõÆõ ölö±öåö$÷O÷W÷÷©÷ü÷øpøqøø¸øÏø×øùZùùÀùôÙÙÙÙÙÙÙôÙôÙôÙôôôÙôÙÙÙÙ$
& F.
Æõ°°Pþdh^°`Pþa$gdë5¦
$dha$gdë5¦¹õÆõÍõ÷õøõööö ö ö$öEöFöQöRöjölö£ö¤ö°ö±öãöìöýöþö ÷
÷"÷#÷$÷+÷M÷O÷V÷W÷÷÷¨÷©÷ú÷û÷ü÷øøOøRønøpø ø£øø¶ø·ø¸ø¿øÌøçÒ½ÒçÒ½ÒçÒ½ÒçÒ½Ò½ÒçÒ½Ò½ÒçÒ½ÒçÒ½Ò½Ò½Ò½Ò½Òç½ç½Ò½Ò¥¥Ò½¥Ò½/h&U¸hÂj¨5B*CJ\^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH )h&U¸hÂj¨B*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH 7ÌøÓøÖøÞøùùùXùYùZùpùqù~ùù¿ùÀùéùôùüù!ú"ú-ú.úEúMúxúyú´ú¶úÈúÉúûûûûkûlûûûû¼ûêÕêÕÀêÀê¨Àê¨êÀêÀ¨êÀê¨êÀêÀêÀêÀêÀ¨À¨ÀêÀê{/h&U¸h$¿5B*CJ\^JaJmH phÿsH )h&U¸hf-gB*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸hë5¦B*CJ^JaJmH phÿsH )h&U¸hÂj¨B*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH (ÀùõùFúqúyú¶úÉúûûûûÉûÔûêûòû.üü¯üóü6ýeýýýäääÙäÙÂÙÙÙÙÙäÙäääääääÙ$
& F.
Æõ° ýdh` ýa$gdjLw
$dha$gdjLw$
& F.
Æõ°°Pþdh^°`Pþa$gdjLw¼û¿ûÉûÒûÓûÔûÛûèûîûñûùû-ü5üüüüüü®ü¯ü¶üñüòüóü5ý6ý=ýcýlýýýýýÕý×ýèýéýcþ£þ¤þ«þ¬þüþÿþÿ ÿçϺ¥Ïº¥º¥º¥º¥ºº¥ºº¥º¥ºxºxºxºxºxºxºxxºxº)h&U¸hf-gB*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸hë5¦B*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH /h&U¸hë5¦5B*CJ\^JaJmH phÿsH -ý×ýéý¤þ¬þ ÿYÿdÿÿÈÿÐÿøÿ4~Ý4_äÙäÙ¾ÙÙääÙääää䣣$
& F.
Æõ°°Pþdh^°`Pþa$gdP
M$
& F.
Æõ°° ýdh^°` ýa$gdjLw
$dha$gdjLw$
& F.
Æõ°°Pþdh^°`Pþa$gdjLw ÿ ÿLÿOÿYÿbÿcÿdÿkÿlÿmÿnÿxÿÿÿÆÿÌÿÏÿ×ÿéÿêÿøÿ234|}~
®¯»ÛÜÝç"êÒºÒ¥Ò¥¥¥¥¥¥¥x¥x¥x¥¥x¥x¥x¥/h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸hf-gB*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸hf-g5B*CJ\^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH )h&U¸h$¿B*CJ ^JaJ mH phÿsH &"2;*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hP
MB*CJ^JaJmH phÿsH %Å Ç È É Ð Ô ð ñ ÷ û
N
O
P
m
n
r
u
z
¹
º
Ñ
ë
õ
äɯ¯¯kkkkkkkkSk/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hP
MB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hP
M5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH 5h&U¸hP
M:;>*B*CJ\^JaJmH phÿsH z
À
Á
Ê
Ö » Æ Î n
ñææØ̾¾³³³³¥¥³³¾$
& Fdha$gdÖi
$dha$gdÖi
$
& F
dha$gdÖi
dh^gdo $
& F
dha$gdP
M
$dha$gdP
M$
& Fdha$gdP
M " e g ² Ã Ä Å Ï Ð Õ Ö O Q X x £ § º » çϺ¥º¥ººº¥ºç¥º¥ºº¥ºçºsYsY2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸ho 5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸ho B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸ho 5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH » Á Å Æ Õ ;
a
b
f
i
n
u
}
©
ª
²
´
Ð
Ó
å
XéÒ齨½¨½¨½¨¨¨¨½½{½½½{½½c½/h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h&B*CJ^JaJmH phÿsH )h&U¸ho B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸ho ;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH ×àáõ9MjÂåæù $O\]h£P«èÝÝÝÝÏÏÏÏÏÝÝÝÝÝÝÝÝÝÝÁÁ$
& F dha$gdÖi
$
& Fdha$gdÖi
$dha$gdÖi
$
Æhhþdh^h`þa$gdÖi
¦Ö×àáóõ8?KMhj·ÀÂâîïõö÷øùû $fghosæÌæ̵ s s s s [ /h&U¸hÖi
5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÖi
B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h&5>*B*CJ\^JaJmH phÿsH #sy £¯Pc«¿:rs¨ªº½ÆêÕ»£ÕÕsÕÕ[£ÕêÕÕD,h&U¸hÖi
;B*CJ^JaJmH phÿsH /h&U¸hÖi
5B*CJ\^JaJmH phÿsH /h&U¸hÖi
6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hÖi
5:B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÖi
B*CJ^JaJmH phÿsH «¬s½ÇêëöþT±ýqÇ$x½j¬ððâ××××××ÉÉÉÉÉ»»$
& Fdha$gdguF$
& Fdha$gdguF$
& Fdha$gdguF
$dha$gdguF$
& F dha$gdguF$dh^a$gdÖi
ÆÇÎÓÜæêëñõöýþ#%&AMN[yzª«¸ÚÛÞàáâêö÷ý=éÔ¿Ô¿Ô駧Ôé¿wÔ¿Ô¿Ô¿ÔwÔ¿Ô¿Ô¿ÔwÔ¿ÔwÔ¿Ôb)h&U¸hFi¬B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÖi
;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH )h&U¸hÖi
B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH &=>@CKL^jkt·ÂÃÎ $eqrª¶·½û)*,.019;Wcdj¥¦±ÂÆ
!ij|}¢£°ßëìêÒêÒê½ê½ê½ê½ê½ê½ê½ê½ê½ê½ê½ê½ê½ê½êÒê½êÒê½ê½ê½ê½ê½ê½ê½ê½êÒê¨ê¨ê¨ê¨ê¨)h&U¸hguFB*CJ^JaJmH phÿsH )h&U¸hFi¬B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH B¬!©òþR®ëXYg°±XññññææØØØØØææÊ»¢¢
$dha$gd°d.$
& F"dha$gd°d.$dh^a$gdguF$
& F"dha$gdguF$
& F dha$gdguF
$dha$gdguF$
& Fdha$gdguFìò!#Vtuy|ÅÆÒÖë÷øþ?KLY§¨®ØäåñEQRn°±¸äæñ #*B*CJ\^JaJmH phÿsH 2h&U¸hguF5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hguFB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 6Xaàá8 æ ç ¹
Ú } õ ö !]!^!!}"~""ôôôôôôôæææôôôô×ôô××ôôô×ôô$
ÆÐdha$gd°d.$
& Fdha$gd°d.
$dha$gd°d.xßáíîò7 8 å æ ê ì ý i k h ¶ ¹ çÒ½Ò¥¥¥½ÒrÒWÒ½ÒçÒ½Ò½Ò½Ò½ÒrÒWÒ½Òr5h&U¸hõlj56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸hõlj5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hõljB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH " - / Ø Ú ß í ï 5 A } ô ö ù äϺϢϺuº]¢ÏuÏB5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸h°d.5B*CJ\^JaJmH phÿsH )h&U¸h°d.B*CJ^JaJmH phÿsH /h&U¸h7½5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸h7½B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸h7½56B*CJ\]^JaJmH phÿsH ù !! ![!]!a!w!!!!|"}"""""¬""Ñ"î"õ"ö"äÉ´´
k
k
´
k
S;´´´/h&U¸h°d.5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸h°d.5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸h°d.B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH 5h&U¸h°d.56B*CJ\]^JaJmH phÿsH "¬"î"%#[##´#$$$a$$$¤$¹$ë$ %1%ª%ä%å%ù%2&=&ôééééééééééÖééééééééééé$
Ædh^a$gd$
$dha$gd$
$dha$gd°d.ö"### #!#%#,#-#7#I#L#S#V#[#b#c#v####¤#§##¯#$$$$$*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH )h&U¸hbÝB*CJ^JaJmH phÿsH )h&U¸h YB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,ójôjõjüjk k k&k*k5kakzk{kkkkÃkÊkl lll'l)l>l@lclplqlulxl}l¹lÂlÃläÊ°Ê°ÊqqqYqqqqqq/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hmN7B*CJ^JaJmH phÿsH )h&U¸hbÝB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hbÝ5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH "kk}lRmÜmÝmæmnQoRoqo|oo:p¡p q¡q'r(r)r1róåååÚÚÌÌÚÚÚÚ¾¾¾¾¾ÚÚÚ$
& Fdha$gdÆ~a$
& F
dha$gdÆ~a
$dha$gdÆ~a$
& Fdha$gdÆ~a dh^gdbÝÃlÆlmEmFmJmMmRm¢m£m·mÈmÊmÕmÖmæm!n$n`nn
nn¬nÆnìnínoo*o=o?oKoLoRoYo]opoqoêÕêÀêÀêÀê¨ê¨êÀêÀêÀêÀêÀêÀêÀê¨ê¨êÀêtt2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hÇ5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÇB*CJ^JaJmH phÿsH )h&U¸hmN7B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH %qowo{o|oooo¢o£oo®oÅoÇoùoüo p.p/p2p5p?JêIÏÐ&èé
{|ñññææææææææØØØæææææÊÊÊæ$
& Fdha$gd¹%¢$
& Fdha$gd¹%¢
$dha$gd¹%¢$
& Fdha$gd¹%¢Vl±²¿ëíú '+,8EQ`aj¼À$'()AHbduvêÕêÕêÕê½êÕ꣣££r]ê]ê]ê]ê]ê]ê½ê]ê)h&U¸hj(B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hj(5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÜB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH $=?EIJOÓßàâåê6BCI©ÉÊÐÜÝá%&çèêÕ¾§¾ÕêÕêÕêÕÕÕÕÕÕzbzbzÕ/h&U¸hÊN\5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÊN\B*CJ^JaJmH phÿsH ,h&U¸hj(>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hj(B*CJ^JaJmH phÿsH èìîÿdf{ó
X|¦©Õ×èüý¼äÏ´ÏÏÏÏÏäÏ´ÏrrÏrÏäW5h&U¸h¹%¢56B*CJ\]^JaJmH phÿsH )h&U¸h¹%¢B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÊN\B*CJ^JaJmH phÿsH 5h&U¸hÊN\56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH |©ýj²³Ø\¦éêÒ()AôôééÚééÚÚéÌÌÌééÚÚÚÚéééé$
& Fdha$gd(à$
ÆÐdha$gd(à
$dha$gd(à
$dha$gd¹%¢¼ÙÚij{} ¡ÄçÌ·¢r[D[D·/r)h&U¸hq7B*CJ^JaJmH phÿsH ,h&U¸hq7B*CJ\^JaJmH phÿsH ,h&U¸h¹%¢B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h¹%¢5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h¹%¢B*CJ^JaJmH phÿsH 5h&U¸h¹%¢56B*CJ\]^JaJmH phÿsH /h&U¸h¹%¢B*CJ\]^JaJmH phÿsH
./0±³¶ÖØÙ 8c¦ÜéíçϺ¥º¥ºoº¥º¥º¥º¥º¥ºU2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 5h&U¸hq756B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hq7B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hq75B*CJ\^JaJmH phÿsH íK²ÁÄêíòö #(-æÌæÌ·¢v_¢_v_¢¢¢¢¢¢Ì,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸h(à>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h(àB*CJ^JaJmH phÿsH )h&U¸hq7B*CJ^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸hq75;B*CJ\^JaJmH phÿsH -@Bfy|¡¦®¼ÃÆËÎÒÙÚåëîô÷ü&)/67?FIOQX§©ÎæѼѼѼѼѼѼѤѼѼѼѤѼѼѼѤѼѼѤѼѼÑt¤/h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h(à5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h(àB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸h(à5;B*CJ\^JaJmH phÿsH -A¦Òü/WX©×Øî89:§Ñû RSiôôôôôôôôôôôôììáÎáááááááá$
Ædh^a$gdì"Â
$dha$gdì"Âdhgd¼8â
$dha$gd(àÎ×ØÙíîï&)028:¦§ÉÌóöADILRShêи ¸êêêêê¸êqWq ¸êêêêêê¸ 2h&U¸h(à5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸h(àB*CJ^JaJmH phÿsH /h&U¸h(à5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH "hiy«¬æù"%.789@ow¥¨°±²HPëûý!12;=>RçϺÏç¢çº¢¢u`u`u`u`u`u`u`u`u`u`u`u`)h&U¸hj=WB*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH /h&U¸h(à5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH %i¬æú.9q¡©òIÐÿS¤èðE¦+3ôôôôôôôÙÙôÙÙÙÙÙÙÙôÙÙôÙôô$
& F.
Æõ°°Pþdh^°`Pþa$gdì"Â
$dha$gdì"ÂRZq¢«ÐèïðCD¥¦ÉÎ*+23; L N Â Ä Ú Þ ¡¡¡@¡O¡v¡w¡½¡¿¡êÒºÒlWêÒêÒWêÒêWêÒWêÒêWêÒWêÒêWê)h&U¸hg[B*CJ^JaJmH phÿsH /h&U¸hg[B*CJ\]^JaJmH phÿsH 5h&U¸hg[56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸hg[6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH "¿¡Ê¡Ô¡ú¡
¢¢¢¢ ¢Y¢\¢f¢h¢i¢j¢çÒ½¨ÒçÒ¨ÒrWr=2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hËw:;>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hËwB*CJ^JaJmH phÿsH )h&U¸hg[B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH j¢q¢u¢¢¢¢¢ª¢Ö¢î¢ï¢õ¢+£,£]£^£e£k£m£Ó£ß£à£ã£æ£ê£Q¤]¤^¤d¤¨¤æÌæÌ·¢·¢·¢···u]······/h&U¸h¨!Ã6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h¨!ÃB*CJ^JaJmH phÿsH )h&U¸hËwB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hËw5>*B*CJ\^JaJmH phÿsH ª¢õ¢ê£d¤ ¥»¥¼¥Å¥x¦K§¨¨3¨>¨F¨©W©Æ©LªñªC«Õ«_¬ñññññéÞÐÐÐÞÞÞÞÂÂÂÂÂÂÂÂ$
& Fdha$gdMZÅ$
& F
dha$gdMZÅ
$dha$gdMZÅdhgd¼8â$
& Fdha$gd¡[¦¨¤á¤â¤¥¥¥¥¥ ¥^¥`¥¥¥©¥´¥µ¥»¥¼¥Ì¥K¦p¦q¦x¦ê¦ë¦"§E§F§Q§j§§«§®§Ô§Ö§ê§ý§ÿ§ ¨ ¨¨¨ ¨2¨3¨êÕ½ÕêÕêÕêÕêÕ½ÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕ½Õ½ÕêÕ££2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h¡[¦5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h¡[¦B*CJ^JaJmH phÿsH ,3¨9¨=¨>¨F¨_¨`¨t¨u¨¿¨Ä¨ñ¨ý¨þ¨©C©P©Q©Y©ª©¿©À©Æ©ÿ©ªªª"ª#ª,ª.ª8ªEªFªLªªª¦ª©ªÝªêªëªñª/«@±ËÌipæ̵ s[ FsFs)h&U¸hSk¾B*CJ^JaJmH phÿsH /h&U¸hab6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸habB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hab5>*B*CJ\^JaJmH phÿsH ÄÅÎçéïö²³½¿gstzë
çÒºçÒ¥Ò¥ÒwÒ¥ÒºÒ¥Ò¥Ò¥Ò¥ÒbÒMÒM)h&U¸h~ðB*CJ^JaJmH phÿsH )h&U¸hèðB*CJ^JaJmH phÿsH ,h&U¸hSk¾>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH )h&U¸hSk¾B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hSk¾6B*CJ]^JaJmH phÿsH zj4ÀA · ¸ æ ;
è
² r
,
y
Ï
ññãØØØØÊÊÊØØØØ»ØØ»»ØÊ$
ÆÐdha$gdh!µ$
& Fdha$gdh!µ
$dha$gdh!µ$
& Fdha$gdh!µ$
& Fdha$gdèð
$j 24³À( A ¸ ¼ ½ êÒºÒº¥uêZêêêêBêêêuê/h&U¸hÌ6B*CJ]^JaJmH phÿsH 5h&U¸h 56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h B*CJ^JaJmH phÿsH )h&U¸h~ðB*CJ^JaJmH phÿsH /h&U¸h~ð5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ½ ã æ ;
Y
d
ç
è
ì
± ² à Š- . 4 [ r äϺ¥º¥º¥ÏoÏ¥ÏWÏ¥B¥B¥)h&U¸hwXØB*CJ^JaJmH phÿsH /h&U¸h,
55B*CJ\^JaJmH phÿsH 5h&U¸h,
556B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h,
5B*CJ^JaJmH phÿsH )h&U¸h B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸h 56B*CJ\]^JaJmH phÿsH r
*
,
¨
À
"&=HNOqçÒ½Ò¢¢ÒoÒU;U;U½2h&U¸hwXØ5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH 5h&U¸hwXØ56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hwXØB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hwXØ5B*CJ\^JaJmH phÿsH Ï
"#OD`ÎÏÚüU\tÔî H{£èé:ñææ×××ÈȽ½È½½½½½½½½½½½
$dha$gduaÊ$
ÆÐdha$gduaÊ$
ÆÐdha$gdh!µ
$dha$gdh!µ$
& Fdha$gdh!µqíðCDS[^`ÎÏÙÚûBELO\`stêÕêÀ©©ÕÀ~©ÕÀÕÀÕÀdJd2h&U¸hh!µ5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH &hLfô>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸hh!µ>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hh!µB*CJ^JaJmH phÿsH )h&U¸hýy¡B*CJ^JaJmH phÿsH tu¯ÂÅÌÎßâçéîõö
$%069?BHOPbru{é8:_hçϺ¥º¥º¥º¥º¥º¥ºº¥º¥º¥ºº¥º¥º¥ºº¥º¥ºº¥º¥ºÏçº/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hh!µB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hh!µ5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /:hiÉ 5_àá÷)9st¼ÇøôôôôôáôôôôôôôôôôôôôôôÄ $
& F.
Æ
õ°°Pþdh^°`Pþa$gduaÊ$
Ædh^a$gduaÊ
$dha$gduaÊhi~¤·ºÁà 45WZ¤§ÏÒ×Úáö÷æζ¡¡¡¶rXrζ¡¡¡¡¡Î¶2h&U¸hh!µ5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hh!µB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hh!µ5B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH ÷()89st°³¼ÅÆÇÎöø(-\çÒº¢ºÒ¢s¢s^Is^I^4^4)h&U¸huaÊB*CJ^JaJmH phÿsH )h&U¸hh!µB*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH /h&U¸hh!µ5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH ø)]^_`¥é9à#+zÃÖââÏÏ¿¢¢¢¢¢¢¢¢
$dha$gdùX $
& F.
Æ
õ°°Pþdh^°`Pþa$gdùX
Æõ°dh^°gduaÊ$
Æõ°dh^°a$gduaÊ $
& F.
Æ
õ°°Pþdh^°`Pþa$gduaÊ\]`g¤¥¬éï79áè #*+xzÂÃÕÖêìö÷ &)*¢êÒê½¥ê½ê½ê½ê½ê½ê½ê½ê½ê½ê½ê½ê½½½¥êxd'h&U¸hÌ5B*\^JmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸h+8=B*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸huaÊB*CJ^JaJmH phÿsH /h&U¸huaÊ6B*CJ]^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH 'Ö*¢£»..í& ) ½ äɾ¾¾¾£££££££££££gdùX$
& F
Æõhþdh^h`þa$gdùX
$dha$gdùX$
& F.
Æõ°°þdh^°`þa$gdùX$
& F.
Æõ°°Pþdh^°`Pþa$gdùX¢£§º».In
.Æí24>AZ\mÖØèê% êÒ½Ò¨ê~ê~êfê~ê~êKê~êKêf~êfê~5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h«)þB*CJ^JaJmH phÿsH )h&U¸hX!4B*CJ^JaJmH phÿsH )h&U¸h+8=B*CJ^JaJmH phÿsH )hLfô5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH % & a c | ½ ¿ Ç Ê ) p r © ¬ ® ¼ ½ ÿ êÕê½êÕêÕê½êÕêÕê½êÕê½ê¢êgL5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH 5h&U¸h¨/&:;>*B*CJ\^JaJmH phÿsH h&U¸hùXmH sH )h&U¸hùXB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h«)þB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ; F P e ± S T ] æ !ê!¯"°"Ï"Ú"â"u#ôôìáááÓÓÓÓááÅÅÅÅáááá·$
& Fdha$gd@E$
& F
dha$gd@E$
& Fdha$gd@E
$dha$gd@Edhgd¼8â
$dha$gd¼8â : ; A E P | Ö Ø è ë P ^ _ e ª äɯ¯¯kkkkS>>>)h&U¸hÕi¸B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hùXB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hùX5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH 5h&U¸hùX:;>*B*CJ\^JaJmH phÿsH ª « ± ! " . ? A L M b ¼ ß à æ ]!!!!Ö!ã!ä!é!ê!ð!"3"K"}"""¨"©"°"·"»"Î"Ï"êÕêÕ½Õ½ÕêÕêÕêÕêÕêÕêÕêÕêÕ½ÕêÕê¨Õ½Õ¨Õtt2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h@E5>*B*CJ\^JaJmH phÿsH )h&U¸h@EB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÕi¸B*CJ^JaJmH phÿsH 'Ï"Õ"Ù"Ú"â"ì"í"#c#o#p#w#À#Ö#×#Ý#,$.$B$O$P$W$Z$_$$Ó$Ô$Ú$,%.%T%`%a%o%%%%%×%Ø%ã%ç%ð%ý%þ%&éÒ齨½y½¨½¨½¨½¨½½¨½¨½¨½¨½¨½½¨½¨½½¨½¨½¨½¨½,h&U¸h@EB*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h@EB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸h@E;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH -u#Ý#Ú$f%g%o%&&&µ&B'à'{(|(¾(Ç(È(Û(ñññææØÌ̾¾¾¾§
$dha$gdÇZö$
Æhhþdh^h`þa$gdÇZö$
& F dha$gdÇZö dh^gd¨/&$
& F dha$gd@E
$dha$gd@E$
& Fdha$gd@E&& &
&&]&a&&¨&©&&°&µ&ü& '.';'*B*CJ\^JaJmH phÿsH 2h&U¸h¨/&5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h@EB*CJ^JaJmH phÿsH )h&U¸h¨/&B*CJ^JaJmH phÿsH (¾(Ç(È(Ú(Û())D)F)])c))))Æ)Ç)Í)Î)Ï)Ð)Ñ)Ü)ð) *)***+*2*4*D*P*X*éÔ¿ÔªÔªÔªÔªÔªÔªÔªÔªÔÔÔªÔzÔªÔ`2h&U¸hÇZö5:B*CJ\^JaJmH phÿsH /h&U¸hÇZö5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÇZöB*CJ^JaJmH phÿsH )h&U¸h¨/&B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH Û( )F)_))½)¾)Ñ)Ü) * *+*P*[*Õ*+,I,J,T,s,t,,,ñññññææææææææØØØæææææææ$
& F dha$gdÇZö
$dha$gdÇZö$
& Fdha$gdÇZöX*[*o*Õ*í*++,,&,(,3,5,@,I,J,S,T,d,g,s,t,z,çÒºÒºÒºÒ¢çÒºÒv_vÒºÒvG/h&U¸hÌ;>*B*CJ^JaJmH phÿsH ,h&U¸hÇZö;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÇZöB*CJ^JaJmH phÿsH /h&U¸hÇZö5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH z,~,,,,¶,·,Á,Î,Ï,Õ,Ö,Ý,--!-/-0-6-K-L-Q-}--²-¿-À-Æ-ý-çϺ£ºvººººvºººv_ººº,h&U¸hÇZöB*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÇZöB*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH /h&U¸hÇZö;>*B*CJ^JaJmH phÿsH ,Õ,Ö,6-Æ-C.¥.//10Ó0E1111D2Â233²3O44:5;5ñå××××××××××Ì̾¾¾¾¾¾¾Ì$
& F dha$gdm
$dha$gdm$
& Fdha$gdm dh^gdÇZö$
& Fdha$gdÇZöý-.1?1E1f1111ë1ì182?2@2D2q2r2®2¯2°2¼2½2Â2 3,3êÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕêÕ½ÕêÕ½Õ½ÕêÕêÕêÕ½ÕêÕêÕêÕêÕ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ)h&U¸hEB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÅ&ÖB*CJ^JaJmH phÿsH B,3-333333«3¬3²3é3ò3;4H4I4U44444553545:5;5P5w5y5|5}55¢5Î5è5é5õ5!6#6.606A6N6O6U6\6êÕêÕêÕêÕêÕêÕêÕÀÕÀÕÀ¨ÕÀÕÕÀÕ¨Õ¨ÕÀÕÀÕÀÕ¨Õ¨ÕÀÕw2h&U¸hm5>*B*CJ\^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hmB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hEB*CJ^JaJmH phÿsH ,;5I5¢5î5T6U666i78(9§9¨9³9::ú:û:Q;*B*CJ\^JaJmH phÿsH |88Ò8'9(99¥9¨9®9²9³9Æ9Ç9Õ9Ö9ï9ü9ý9:*:,::W:X:::::æ:ó:ô:û:êÕêÕêºÕ££êÕtÕêÕêÕêÕtÕêÕêÕ_Õ_Õ_Õ)h&U¸h" ±B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH ,h&U¸hYû>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hYûB*CJ^JaJmH phÿsH û:;; ;P;Q;X>XÕ2h&U¸hþP/5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hþP/56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hþP/B*CJ^JaJmH phÿsH )h&U¸hL/B*CJ^JaJmH phÿsH âBãB,C/C0C3C4C9C*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hþP/B*CJ^JaJmH phÿsH )h&U¸hL/B*CJ^JaJmH phÿsH =CC CÃC D D8DNDD²DáD E?EgE¬EEF.F/FEFFÕFÖFåFððåååååååååååååååååååÒÇ
$dha$gdíc$
Ædh^a$gdL/
$dha$gdL/$
ÆÐdha$gdL/9DMDODsDDDDD£D¦D«D®D²D¹DºDÈDÏDÒDØDÛDáDèDéDôDúDýDEE EEE&E6E9E?EFEGEOEVEYE_EaEEþEF%F.FçÒ½Ò½Ò½Ò½Ò½Ò½Ò¥Ò½Ò½Ò½Ò¥Ò½Ò½Ò½Ò¥Ò½Ò½Ò¥Ò½Ò½Òç¥Ò/h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hL/B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hL/5B*CJ\^JaJmH phÿsH ..F/F0FDFEFFFjF}FFFFÔFÕFÖFÚFäFåFøFùFG GEGHGhGkGGGGG¤G¥GºG»GæζΡ¡¡¡Î¡rXr¶Î¡¡¡¡¡¡Î¶Î2h&U¸hL/5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸hL/B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hL/5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH åFùF#GMGqG¤G¥G»GîGïGÿG9HMHHHÈH6I>I{IËIJdJJæJîJAKôôôôôôôôôôôôôô××ô××××××ô× $
& F.
Æ
õ°°Pþdh^°`Pþa$gdíc
$dha$gdíc»GËGíGîGïGþGÿG9HLHuHxHHHHHHÆHÏHòHôH II4I:I=IEISITIçÒ红ºÒ¢¢u`uKuKuKuKuKuKu)h&U¸hÒ~ÐB*CJ^JaJmH phÿsH )h&U¸hL/B*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH /h&U¸hL/5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH TIYIZI`IaIyIzI{IÉIÊIËIÒI÷IøIýIJ JbJdJJJÎJæJíJîJ@KAKKKKKúKüKýKLL LPLQLRLçÒçÒ½Òç½ÒçÒ½Òç¥Ò½Ò½Ò½Ò½Ò½Ò½Ò½Ò½Òç½ç½Òy,h&U¸hÌ>*B*CJ^JaJmH phÿsH )h&U¸hícB*CJ^JaJmH phÿsH /h&U¸hÒ~Ð6B*CJ]^JaJmH phÿsH )h&U¸hÒ~ÐB*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH 'AKKKýKLQLRLjLkLLâL2MóMâ׺×××××i$
& F
Æõhþdh^h`þa$gdLfô$
& F
Æõhþdh^h`þa$gdíc$
& F.
Æõ°°þdh^°`þa$gdíc $
& F.
Æ
õ° ýdh^` ýa$gdíc
$dha$gdíc $
& F.
Æ
õ°°Pþdh^°`Pþa$gdíc RLjLkLoLLLÖLâL"M2MÄMÆMßMðMòMóMLNMNNN|NN¤N¥N©N¬NN´N×NÙNëÖ¾©¾ÖÖÖ|Ö|dÖ|ÖÖIÖÖÖ5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸h¼.V6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hícB*CJ^JaJmH phÿsH )hLfô5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 'h&U¸hÌ5B*\^JmH phÿsH óMNNýN@P½P,QQÑQRR R RKRVR`RÁRÁSôT¸UxVyVVääääääääÙÑÙÙÙÙÃÃÃÃÃÙÙ$
& Fdha$gd¼.Vdhgd¼.V
$dha$gd¼.V$
& F
Æõhþdh^h`þa$gd¼.VÙNäNåNûNüNýNJOLOiOjOOO®O±OäOÿO>P?P@PPPPP¸P½PÖPØPàPäPQ,QrQQQQ²Q³Q´QÎQÐQÑQRRäϺϢºÏ¢ÏºÏ¢ÏÏϢϢϢÏÏ¢ÏÏÏ¢ÏÏvÏvÏÏ,h&U¸hÌB*CJ\^JaJmH phÿsH )h&U¸hI5ÒB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hícB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH *R R R R R'R+RJRKRQRUR`RRR R¡R§R¨R®RºR»RÀR,S4SuSwSäÉ䯯¯kkkSkkkk/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hI5ÒB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hI5Ò5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hI5Ò:;>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH wS§S´SµS¹S¼SÁSóSõST
TSTTTTT´TåTæTìTïTôT_UeUUUU¥U¦U±U²U¸UÚUáUVV8V:VSVdVfVqVrVV¸VÚVÛVßVðWXXXÃXêÕêÕêÕêÕ½ÕêÕêÕêÕêÕêÕêÕêÕ½Õ½ÕêÕêÕêÕêÕ½Õ½ÕêÕêÕêÕ¨¨¨/h&U¸h¼.V6B*CJ]^JaJmH phÿsH )h&U¸h¼.VB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hB*CJ^JaJmH phÿsH 3VßVÏWÂXÃXãXîXöXZ`ZÈZC[»[e\ ]ü]ý]^^_w_E`F`ñññææææØØØØØØØØææÊÊÊʾ dh^gd¼.V$
& F dha$gd¼.V$
& Fdha$gd¼.V
$dha$gd¼.V$
& F
dha$gd¼.VÃXãXîXiY|YþZ[4\A\á\ú\ ]
],]?]#^+^â^õ^F`[`d`|`~```È`Õ`Ö`ä`TaVaºa½abbb4bæι¡¹¡¹¡¹¡¹¡¹¡¹¡¹¡¹ww_wwwwww_w/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hJ¨B*CJ^JaJmH phÿsH /h&U¸h¼.V6B*CJ]^JaJmH phÿsH )h&U¸h¼.VB*CJ^JaJmH phÿsH /h&U¸h¼.V;>*B*CJ^JaJmH phÿsH 2h&U¸h¼.V5>*B*CJ\^JaJmH phÿsH %F`Ý`AbBbsb|b}bbÍbßb&cJcKc^ckccccÅcÐcdññÚÏÏÏÏÁÁÁÁÏÏÏÏÏÏÏϳ$
& F dha$gd ¯$
& Fdha$gd ¯
$dha$gd ¯$
Æhhþdh^h`þa$gd ¯$
& F dha$gd ¯4b5b9b*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hJ¨5>*B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hJ¨B*CJ^JaJmH phÿsH "ccc¥cÅcÍcÐcìcddÝdíde«ee¶eÑeÓeëeffffEfFfçÒ½Ò£ÒsÒsÒsçÒ½ÒsÒ\E\Ò\,h&U¸h ¯;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸h ¯5:B*CJ\^JaJmH phÿsH )h&U¸h ¯B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸h ¯5B*CJ\^JaJmH phÿsH dÝdefffEfFfQfYfßf&g¦gahÛhiÚiãjkll×lØlññæææææææØØØÊÊÊÊÊÊÊÊÊ¿
$dha$gd?H¶$
& F#dha$gd?H¶$
& F#dha$gd ¯
$dha$gd ¯$
& F dha$gd ¯FfLfPfQfXfYfffff²f³fËfØfÙfæfýfþf g
gg g g*g^g_gggçÏ纣ºvºººººv^Gºººº,h&U¸h ¯B*CJ]^JaJmH phÿsH /h&U¸h ¯6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h ¯B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸h ¯;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH ggg¡g¦gØgÝg7h8hDhEhFhKhZh[hahÈhÔhÕhÛhqi}i~iiÆiÓiÔiÚi*j+jjj³jÖj×jÛjÞjãjÿjkkkBkDkOkSkhkkkk¥k¦k±kêÕêÕêÕêÕ½Õê½ÕêÕ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ¨Õ½Õ¨Õ¨Õ¨ÕÕÕ½)h&U¸hÒ%ÃB*CJ^JaJmH phÿsH )h&U¸h\](B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h ¯B*CJ^JaJmH phÿsH 4±k²kÈkÊkÛkÿkllwll
ll¬lÐlÑlãl+m/mDmQmRm^mm¤m¥mªmºm¼mÆmÉm(n5n6n*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH +-Qdgnp¦¯°¶¹¿ÆÇÒØÛáäêñò $%-47=?ÜÞ çÒ½Ò½Ò½Ò½Ò½Ò½Ò¥Ò½Ò½Ò½Ò¥Ò½Ò½Ò½Ò¥Ò½Ò½Ò¥Ò½Ò½ÒÒç¥Ò/h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h'B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸h'5B*CJ\^JaJmH phÿsH 0
#m³´ÃØ-Q
Îûü
E
F
Z
÷ìììÙììììììììììììììììì$
Ædh^a$gdiSB
$dha$gdiSBdhgd¼8â
"#H[^eg²³´¸ÂÃ×Øúý$'HKsv{~
æζΡ¡¡ÎrXr¶Î¡¡¡¡¡Î¶Î2h&U¸h'5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h'B*CJ^JaJmH phÿsH /h&U¸h'5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH ¬ÍÚâãü
F
Y
Ø
Ü
&)*\eçÒçÒçÒº¢Òººu``u`u`uKuKu)h&U¸héiZB*CJ^JaJmH phÿsH )h&U¸h'B*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h'5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH
Ø
"*^¶f«êòAÙá/ââ×âââââ¼×ââ×¼$
Ƹÿdh^¸ÿa$gdiSB $
& F.
Æ
õ° ýdh^` ýa$gdiSB$
& F.
Æõ°°Pþdh^°`Pþa$gdiSB
$dha$gdiSB $
& F.
Æ
õ°°Pþdh^°`Pþa$gdiSB´¶Ýßõö
01Qmª²ÔÕêñò@AØÙàá-/0çÒ½Ò½Ò½ÒçÒ½ÒçÒ½Ò½ÒçÒ½Ò½¨Ò¨Ò¨Ò¨Ò¨Ò¨¨ç¨Ò{)h&U¸h$¿B*CJ ^JaJ mH phÿsH /h&U¸hiSB6B*CJ]^JaJmH phÿsH )h&U¸hiSBB*CJ^JaJmH phÿsH )h&U¸héiZB*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH (/0mxÄÌ N§ñ9t|ÏôôôÙͲ§²²²²²²§ $
& F.
Æ
õ°°Pþdh^°`Pþa$gdà N
$dha$gdà N$
& F.
Æõ°°Pþdh^°`Pþa$gdà N °dh^°gdà N$
& F.
Æõ°°Pþdh^°`Pþa$gdiSB
$dha$gdiSB0`cmvwxÂÈËÓ LMNUwx|~¥¦§®ðñ çÏ纥纥º¥º¥º¥º¥º¥ºxº¥ºaº¥ºaº¥ºxº¥x¥,h&U¸h$¿6B*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸hà NB*CJ^JaJmH phÿsH )h&U¸hiSBB*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸hiSB5B*CJ\^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH % 789rt{|ÎÏ'(novwÓÕìíñJK&(êÕ½êÕêÕêÕêÕêÕê½ê½êÕ©|g|êêê)hLfô5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 'h&U¸hÌ5B*\^JmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH )h&U¸hE²B*CJ^JaJmH phÿsH (owÔÕìíKTò|ÇE
ôÝôÂôôôô§§§§§§§§§§§$
& F
Æõhþdh^h`þa$gdà N$
& F.
Æõ°°Pþdh^°`Pþa$gdà N$
& F.
Æõ° ýdh` ýa$gdà N
$dha$gdà N(@QST¬Ûðò=?\_|~ôõ 02>@z{|®°ÃÇäæòõ%EçÒçÒ½¨Òç¨ÒÒ¨ÒÒ¨ÒÒç¨ÒçÒ¨xÒçÒxÒçxÒçÒxÒçÒxÒxÒçÒ)h&U¸hà NB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h«9B*CJ^JaJmH phÿsH )h&U¸hE²B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /
¢¤¦´¼ôö
xª¬¸ØêÕ¾£êÕmS9S9SÕêÕêÕêÕê2h&U¸hà N5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 5h&U¸hà N:;>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH ,h&U¸hÌB*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hà NB*CJ^JaJmH phÿsH ¤¦ö ¸FGPnÖ×ö xôìááááÓÓÓÓááÅÅÅÅáááá·$
& Fdha$gd¶$
& F
dha$gd¶$
& Fdha$gd¶
$dha$gd¶dhgd¶
$dha$gdà NØÜöú07fhª«Îó
(*68_éê !24?@STWÖúûAfgnÄÇÊËÛÝÞßë @êÒê½ê½ê½ê½ê½¨ê¨ê¨ê¨êÒê¨ê¨ê¨ê¨êÒêÒê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨ê¨êÒê¨êÒê¨ê¨)h&U¸hfB*CJ^JaJmH phÿsH )h&U¸hà NB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH =@WZ¯ÏÐ×ßâõöü +-HJÅÆ #&-uêÕêÕ½ÕêÕ££r[rÕêÕ½ÕêÕêÕêÕêÕêÕêÕ,h&U¸h?Eø;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h?Eø5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h?EøB*CJ^JaJmH phÿsH x+0¡¢@±«_*+3µ ¡¡¡¢¢Ï¢ññññå×××××Ì̾¾¾¾¾§Ì$
Æhhþdh^h`þa$gd÷xÉ$
& F dha$gd÷xÉ
$dha$gd÷xÉ$
& Fdha$gd÷xÉ dh^gd¶$
& Fdha$gd¶ ªÖ×àá )*0DF[]¡¶¸ÄÆíö÷ø&348;@{ª«±ðñtu¤¥«"$:KMXY_jlêÕ½ÕêÕ½ÕêÕêÕêÕ½ÕêÕêÕêÕ½ÕêÕêÕêÕêÕêÕ¨Õ¨Õ¨Õ¨Õ½ÕÕÕÕ½Õ½ÕÕÕ)h&U¸hÆI'B*CJ^JaJmH phÿsH )h&U¸hmßB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h¶B*CJ^JaJmH phÿsH :lºÂèê"%3CEQS{}¡®¯¸' ) U Í Ý ¡¡-¡@¡I¡¡¡¡¡¡¢¡½¡Ã¡
¢
¢J¢M¢c¢¢¢
¢¢¢çÒ½Ò½Ò½Ò½Ò½Ò½ÒçÒ½Ò½Ò½Ò½Ò½Ò½Ò½Ò½Ò½Ò½Ò½Ò½¨Ò¨Ò¨Ò¨Ò¨Ò¨Ò¨ÒçÒ¨Ò¨Ò)h&U¸h0B*CJ^JaJmH phÿsH )h&U¸hÆI'B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH ;¢¢¢Î¢Ï¢Ø¢Ù¢ë¢ì¢
££*£,£M£U£q£s£
£££¥£¦£§£¨£Ð£×£Ú£à£ê£ë£ì£æÌæ̵ v v v v ^ ^ v /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h÷xÉB*CJ^JaJmH phÿsH )h&U¸h0B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h05>*B*CJ\^JaJmH phÿsH Ϣآ٢좣,£O£s£££©£Ð£à£á£ì£!¤,¤º¤S¥¥¥¥ ¦ôôôæææææôôôôÞÓÓÓÅÅÓÓÓÓ$
& F dha$gdºkß
$dha$gdºkßdhgd¼8â$
& Fdha$gd÷xÉ
$dha$gd÷xÉì£ó£ö£¤!¤)¤,¤3¤º¤Ñ¤/¥6¥S¥f¥g¥h¥{¥}¥¥¥¥¥¥¦çÒ½Ò£ÒsÒsÒsçÒ½ÒsÒ\E\Ò,h&U¸h÷xÉ;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸h÷xÉ5:B*CJ\^JaJmH phÿsH )h&U¸h÷xÉB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸h÷xÉ5B*CJ\^JaJmH phÿsH ¦¦ ¦ ¦,¦4¦6¦D¦F¦L¦Ð¦Ö¦z§§§§¤§¼§I¨V¨W¨]¨¡¨®¨¯¨¼¨©"©#©,©{©}©©©èÓ¼¤¤Ó¼ÓwÓwÓwÓwÓwÓwÓwÓwÓwÓwÓwÓ_Ó/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h÷xÉB*CJ^JaJmH phÿsH /h&U¸h÷xÉ;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH -h&U¸hÌB*CJPJ^JaJmH phÿsH ! ¦ ¦6¦F¦®§]¨µ¨)©©?ªª«¥«3¬¦¬ò¬ó¬þ¬íi®ôôôææææææææææææôôØÉ»»$
& F dha$gdæCn$dh^a$gdºkß$
& F dha$gdºkß$
& Fdha$gdºkß
$dha$gdºkß©©©Å©Ç©Ë©Í©ß©á©è©ê©+ª8ª9ªFªqªtªvªªªª¨ªªª¶ª¸ª««« «S«V«X«Y«i«k«l«m«y«««¬«¸«º«Ñ«Ô«í«ï« ¬.¬/¬6¬[¬\¬g¬i¬z¬¬ ¬¦¬Ç¬ë¬ì¬þ¬MOkxyêÕêÕ½ÕêÕ½ÕêÕêÕêÕêÕêÕêÕ½ÕêÕêÕêÕêÕ½ÕêÕ½ÕêÕêÕ½ÕêÕêÕêÕêÕ½ÕêÕêÕêÕêÕêÕêÕêÕ/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸h
B*CJ^JaJmH phÿsH DªÙæçíV®b®c®i®û®¯$¯%¯H¯I¯U¯¯¥¯¦¯¬¯°°° °q°t°°°°°± ± ±$±A±C±J±L±r±±±
±Ð±Ñ±ê±î±ó±õ±K²R²T²êÕÀêÀêÕêÕêÕêÕêÕê«Õ«Õ«Õ«Õ«Õ«Õ«Õ«Õ«Õ«Õ«Õ«ÕÕ«Õ«Õ«Õ«Õ«Õ«Õ«/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hX>B*CJ^JaJmH phÿsH )h&U¸h
B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hºkßB*CJ^JaJmH phÿsH 7i®O¯¬¯ °°$±
±z²³³³Z´Ø´¤µ¦µ¶ ¶¶···ññññññññææ˽½æææææææ$
& F!dha$gdæCn$
& F
Æõhþdh^h`þa$gdæCn
$dha$gdæCn$
& F dha$gdæCnT²e²r²s²²×²ü²ý²³>³@³´´´´
´.´Z´²´Ê´Ì´æ´>µBµXµµµ¦µ´µêÕêÕêÕêÕ꽦¦vÕ½ÕêÕêÕêÕ½ÕêÕ\2h&U¸hæCn5>*B*CJ\^JaJmH phÿsH ,h&U¸hæCnB*CJ]^JaJmH phÿsH 0h&U¸hÌB*CJPJ]^JaJmH phÿsH ,h&U¸hÌB*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hæCnB*CJ^JaJmH phÿsH ´µ¼µ¾µÖµðµ¶¶¶ ¶:¶D¶L¶W¶o¶x¶¶¶ø¶··
···"·#·-·æÌæÌæÌæµ pµYµ A/h&U¸hÌ6B*CJ]^JaJmH phÿsH ,h&U¸hæCn>*B*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hæCnB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hæCn5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH -·.·H·U·V·\·u·w·{·}·ª·¬·á·ì·í·ó·ô·*B*CJ\^JaJmH phÿsH 2h&U¸ha^À5>*B*CJ\^JaJmH phÿsH )h&U¸ha^ÀB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h)qSB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH -×¤× Ø»Ø~ÙÙÀÙÉÙÊÙÝÙÚ0ÚVÚwÚÁÚÂÚÕÚÿÚ?Û@ÛKÛñãããÌÁÁÁÁ³³³³³ÁÁÁÁÁÁ$
& Fdha$gdÛ Ø
$dha$gdÛ Ø$
Æhhþdh^h`þa$gdÛ Ø$
& F dha$gdÛ Ø$
& F dha$gd)qSÙ¿ÙÀÙÉÙÊÙÜÙÝÙÚÚ.Ú6ÚTÚ\ÚuÚwÚÚÊÚËÚÑÚÒÚÓÚÔÚIÛJÛKÛRÛVÛgÛÛæ̵ v ^ v /h&U¸hÛ Ø5B*CJ\^JaJmH phÿsH )h&U¸hÛ ØB*CJ^JaJmH phÿsH )h&U¸ha^ÀB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸ha^À5>*B*CJ\^JaJmH phÿsH KÛÛÛaÜãÜÝéÝêÝôÝ-Þ.Þ9ÞAÞ¸Þ ßzßõßbà á@áÄájâôôæææôôôôôôôØÊÊÊʼ¼¼¼$
& Fdha$gdú$
& Fdha$gdú$
& Fdha$gdÛ Ø$
& F dha$gdÛ Ø
$dha$gdÛ ØÛÛÛÛaÜsÜãÜýÜtÝÝݬݮÝÉÝËÝèÝéÝêÝóÝôÝ Þ#Þ-Þ.Þæι¡¹¡¹¡¹¡Ît¹¡¹]F]¹¡¹],h&U¸hÛ Ø;B*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÛ ØB*CJ^JaJmH phÿsH /h&U¸hÛ Ø5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hÛ Ø5:B*CJ\^JaJmH phÿsH .Þ4Þ8Þ9Þ@ÞAÞDÞÞÞ¥Þ²Þ³Þ¿Þ ßßß&ß@ßOßPßgßsßtßߡ߰ߺßËßáßîßïßõß5à[à\àià·àÆàËàöàáá á-á9á:á@áçÏ纣ººvººººvºººººººººvººººº/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÛ ØB*CJ^JaJmH phÿsH ,h&U¸hÌ;B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÛ Ø;>*B*CJ^JaJmH phÿsH /h&U¸hÌ;>*B*CJ^JaJmH phÿsH .@áváxááááááá°á½á¾áÊáäáââ'â?âcâdâjâââ â£â¬ââ¼â½âÓâÕâåâã ãã$ã%ã0ãGãIãZã~ããã¥ãÉãÊãâã"äêÕêÕ½ÕêÕêÕêÕê¨Õ¨ÕÕÕ½ÕÕ½ÕÕÕÕÕ½{ÕÕÕÕÕ/h&U¸hÙ;`6B*CJ]^JaJmH phÿsH )h&U¸hÙ;`B*CJ^JaJmH phÿsH )h&U¸ho(ìB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÛ ØB*CJ^JaJmH phÿsH 0jâããÐãÑãÜã\äÍä³å(æ¯æ[çÓçÔçâç/èsèØèÙèé#é êñññææØØØØØØØææÊÊÊ···
$dha$gd6^îdhgd¼8â$
& F$dha$gdú$
& F dha$gdú
$dha$gdú$
& Fdha$gdú"ä$ä/ä3äHäUäVä\ä¹äÆäÇäÍäÝäßäéäìä
ååååAåIåå¦å§å«å®åºåÑåÛåÜåþå!æ"æ(ææææ¨æ©æ¯æ¿æÁæËæÎæìæÿæç çGçTçUç[ççç¥ç¦çÀçÌçÍçâçèèè/èSèlèêÕêÕêÕêÕêÕêÕê½ê¨ê½ê¨ê¨ê¨ê¨ê¨½ê¨ê¨ê¨ê¨ê¨ê¨ê½ê¨ê¨ê¨ê¨ê¨ê½ê¨ê¨ê¨ê½ê¨ê)h&U¸húB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÙ;`B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH Blèmèzè¦è¨è´èÒèÓèÙèàèäèýè
ééé#éVéWémé|ééé²éÄéÚé ê[êêÂêÅêËêêÕêÕ½ÕêÕ£££r]Õ]Õ]Õ]Õ]Õ]Õ]Õr)h&U¸hê@IB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸hú5>*B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸húB*CJ^JaJmH phÿsH ê êÄêÅêÐêëêëwìxìyìÏìííDîÐîWïÈïÉï÷ïKðÛðÜðôôôôæææôôôôôØØØØôôôôÉ$
ÆÐdha$gd6^î$
& Fdha$gd6^î$
& Fdha$gd6^î
$dha$gd6^îËêÏêÐêÖê'ë)ëCëFërëëëëëë×ëãëäëêë-ìOìpìqìxìyì
ìììÎìÏì~íéÒ½¨½½¨½¨½¨½¨½¨½¨{½{½¨cKcKc{/h&U¸hc
5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸hc
B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hê@IB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸hê@I>*B*CJ^JaJmH phÿsH ~ííí
ííí!î"î7îDî¢îÐî>ïWï¦ïÉïÍïÎïôï÷ïcðÙðÚðÛðÜðßðúðüð¥ñ§ñäÉ´ä´´´´´´É´ä´r´äÉW´r´5h&U¸h6^î56B*CJ\]^JaJmH phÿsH )h&U¸h6^îB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hc
B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH 5h&U¸hc
56B*CJ\]^JaJmH phÿsH Üð§ñFòó®ó¯óÔóô±ôõõ9õ)ö8ööö¤ö³öåö@÷A÷B÷C÷[÷q÷»÷ðåååððåå×ååðððååðåååååååå$
& Fdha$gdn:
$dha$gdn:$
ÆÐdha$gdn:§ñ·ñ¹ñÜòó!ó"ó#óaóbóó¯ó²óÒóÔóÕóJôaô¤ô±ôõõçÒ½Òç¥Ò½½ÒuZuÒÒÒEÒ)h&U¸h$!ÃB*CJ^JaJmH phÿsH 5h&U¸hµP{56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hµP{B*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH )h&U¸h6^îB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸h6^î5B*CJ\^JaJmH phÿsH õõ'õ2õ8õ9õ(ö)ö7ö8öföööö£ö¤ö²ö³öàöýö÷÷
÷,÷/÷7÷:÷@÷G÷æÌæÌæ·¢t·¢]tH¢]tH¢H¢H¢H¢H¢æ)h&U¸hn:B*CJ^JaJmH phÿsH ,h&U¸hn:>*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH ,h&U¸hC >>*B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hC >B*CJ^JaJmH phÿsH 2h&U¸hC >5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH G÷Z÷[÷\÷p÷r÷÷©÷¬÷³÷µ÷Æ÷É÷Î÷Ð÷Ô÷Û÷Ü÷ê÷ñ÷ô÷ú÷ý÷ø
ø øø ø ø$ø(ø-ø4ø5øGøWøæÌ´rrrrrrZrrrZrrrZ/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hn:B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hn:5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸hn:5;B*CJ\^JaJmH phÿsH #»÷Ô÷ø-ø`øøøÚøù ù
ùUùùù¬ùÁùëùú9úlúmúúµú¶úôôôôôôôôìäÙÙÆÙÙÙÙÙÙÙÙÙÙ$
Ædh^a$gdã6ó
$dha$gdã6ódhgdn:dhgd¼8â
$dha$gdn:WøZø`øgøhøpøwøzøøøøøØøÚøÿøù ù
ù ù0ùCùFùMùOùùùùêÕêÕ½ÕêÕêÕ¥¥½Õ¥v_HÕêÕêÕ¥Õ,h&U¸hn:B*CJ\^JaJmH phÿsH ,h&U¸hÌB*CJ\^JaJmH phÿsH ,h&U¸hã6óB*CJ\^JaJmH phÿsH /h&U¸hn:5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hn:B*CJ^JaJmH phÿsH ù¡ù«ù¬ùÀùÁùãùæù
úú0ú3ú[ú^úcúfúmúúúú´úµú¶úÅúÆúûûûæÌæ´rrrrr´ZZ´´/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hn:B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hn:5B*CJ\^JaJmH phÿsH 2h&U¸hn:5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH ¶úÆúûûûIûTûûêûòûFüpüÂüýZýý£ýõý>þPþ»þÃþôôôôôô××ô××××××ô××ô¼ô$
& F.
Æõ°°Pþdh^°`Pþa$gdã6ó $
& F.
Æ
õ°°Pþdh^°`Pþa$gdã6ó
$dha$gdã6óû=û@ûIûRûSûTû[û}û~ûûûûûûèûîûñûùû)ü7ü8üFünüwüýýTýaýýý¢ý£ýôýõýþOþPþsþuþºþ»þÂþÃþÿ
ÿ/ÿçÏ纥纥º¥º¥º¥º¥º¥xºxºxºxºxºxºxºxºxºxºxxxºx)h&U¸hã6óB*CJ^JaJmH phÿsH /h&U¸h$¿6B*CJ]^JaJmH phÿsH )h&U¸hn:B*CJ^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH /h&U¸hn:5B*CJ\^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH /ÃþFÿGÿHÿ]ÿ^ÿvÿ¸ÿ$Ù4ûØ.c¥äåòäÙÙÎÎγ³³³³³³³³³³Î«dhgd~
$
& F
Æõhþdh^h`þa$gd~
$dha$gd~
$dha$gdã6ó$
& F.
Æõ°°þdh^°`þa$gdã6ó/ÿFÿGÿHÿ]ÿ^ÿbÿuÿvÿ·ÿ¸ÿýÿ$¨©Å×ØÙ34abêÒº¦º|ºgggOOgOg/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hhÈB*CJ^JaJmH phÿsH )hLfô5B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 'h&U¸hÌ5B*\^JmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h$¿5B*CJ\^JaJmH phÿsH )h&U¸h$¿B*CJ^JaJmH phÿsH bpr§©¸¹ÌÎæçúûFHPSÉ×Ø+.moÿTVbj¤¥âåïäϺÏäϺÏäϺÏ䢺ϢϺϢºÏ¢ÏºÏ¢ÏÏÏ¢ÏÏ¢Ïr5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH )h&U¸h ²B*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hhÈB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )ïñòùý #'2^wx~½ÄßàèõöüEGORâðñõø)äɯ¯kkkkkSkkSkkkk/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h ²B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH 2h&U¸h ²5>*B*CJ\^JaJmH phÿsH 5h&U¸hÌ:;>*B*CJ\^JaJmH phÿsH 5h&U¸h ²:;>*B*CJ\^JaJmH phÿsH ò (2~üý
³
§ ôôôæææææ×ËË˽½²²¤¤¤$
& F
dha$gd*B*CJ\^JaJmH phÿsH )h&U¸hN5 B*CJ^JaJmH phÿsH ,h&U¸hÒ¡B*CJ]^JaJmH phÿsH /h&U¸hÒ¡6B*CJ]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hÒ¡B*CJ^JaJmH phÿsH %ò p!"" "x"¼"$#%#g#p#$$%%%a%&&&â&'¯'ññææØØØÍÍÍÍÍÍÍÍ¿¿¿ÍÍÍÍ$
& Fdha$gdOIg
$dha$gdOIg$
& F%dha$gdN5
$dha$gdN5 $
& F dha$gdN5 ,#0#1#=#J#W#f#g#p#ª#«#½#¾#¿#Ë#Î#â#÷#ø#ü#þ#ÿ# $
$$.$/$0$:$$$ù$ú$%%æÌæÌæÌæµ s ss s X5h&U¸hÌ56B*CJ\]^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hN5 B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH 2h&U¸hN5 5>*B*CJ\^JaJmH phÿsH 2h&U¸hÌ5>*B*CJ\^JaJmH phÿsH "%%%%'%(%3%4%M%Z%[%a%z%|%%%Í%Ï%&&&& & &+&,&/&0&3&4&C&D&v&&
&&&&éÒ齨¨½¨½¨½¨¨½¨½¨½¨½¨¨½¨½¨¨½¨½¨x`/h&U¸hF5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH )h&U¸hFB*CJ^JaJmH phÿsH ,h&U¸hN5 >*B*CJ^JaJmH phÿsH ,h&U¸hÌ>*B*CJ^JaJmH phÿsH %&&¹&º&á&â&''''¯'((*(?(E(H(M(P(V((((Á(0)B)E)çÏçÏçºoºWººººBB)h&U¸hOIgB*CJ^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH 5h&U¸hF56B*CJ\]^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hFB*CJ^JaJmH phÿsH /h&U¸hF5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH ¯'V(Á(L)½)¾)ë)?*¿*+++ ,²,--À-._. .ññññææææ×ÏÏÄÄĵµÄ§§$
& Fdha$gd+$
ÆÐdha$gd+
$dha$gd+dhgd¼8â$
ÆÐdha$gdOIg
$dha$gdOIg$
& Fdha$gdOIgE)L))¾)Â)Ã)é)ë)=*?*¾*¿*Ã*Þ*à*++++£+¤+¥+è+ ,êÕêºêêÕêÕêºêÕêoWêÕB)h&U¸h·T=B*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h·T=5B*CJ\^JaJmH phÿsH /h&U¸hOIg5B*CJ\^JaJmH phÿsH 5h&U¸hOIg56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸hOIgB*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH ,(,,,0,2,°,±,²,³,É,Ë,=---¾-À-Á-. .F.G.R._.. .È.çÏ纥º¥Ï纥ºoºZºZºBºZºZ/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸hªHB*CJ^JaJmH phÿsH 5h&U¸hªH56B*CJ\]^JaJmH phÿsH 5h&U¸hÌ56B*CJ\]^JaJmH phÿsH )h&U¸h
"B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸h
"5B*CJ\^JaJmH phÿsH .Õ.Ö./ó/0Ò0á01m1n111æ12-2X22³2ú2û2M3{33Û3ñææ××××æææææææææææææææææ$
ÆÐdha$gd+
$dha$gd+$
& Fdha$gd+È.Õ.Ù.ï.ú.//ò/ó/0
0
00*B*CJ^JaJmH phÿsH ,h&U¸hªH>*B*CJ^JaJmH phÿsH )h&U¸hªHB*CJ^JaJmH phÿsH 2h&U¸hªH5;B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH r1
11111Á1Ô1×1Þ1à1ñ1ô1ù1û1222 2 2$2'2-24252@2F2I2O2R2X2_2`2r22
2æÌ´rrrrrrZrrrZrrrZr/h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h+B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH /h&U¸h+5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH 2h&U¸hÌ5;B*CJ\^JaJmH phÿsH 2h&U¸h+5;B*CJ\^JaJmH phÿsH #
22222¢2¥2«22ù2ú2û2K3M3r3{3|3333¶3É3Ì3Ó3Õ3Û3Ü3ô3ø3ý34"4%4-404|4}4~44êÕê½êÕêÕê¥ê¥½ê¥¥êÕêÕêÕêÕêÕêÕêÕêÕê¥ês2h&U¸hÌ5;B*CJ\^JaJmH phÿsH /h&U¸h+5B*CJ\^JaJmH phÿsH /h&U¸hÌ5B*CJ\^JaJmH phÿsH /h&U¸hÌ6B*CJ]^JaJmH phÿsH )h&U¸h+B*CJ^JaJmH phÿsH )h&U¸hÌB*CJ^JaJmH phÿsH &Û3Ü364}4~44¢4Ì4ö45M5N5d55Ã5ð56 6,6f6g6{6¯6º6÷ììÙììììììììììììììììììì$
Ædh^a$gd\o6
$dha$gd\o6dhgd¼8â444¢4Ä4Ç4î4ñ455§?§@§óóóó $$Ifa$gdh²@§A§B§+ $$Ifa$gdh²Ókdg®$$IfG4ÖÖ¹ÿï "ø%|)Ù5586/ îì] \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4B§E§h§8¨;¨>¨C¨X¨\¨ñä×ËË˽Ë
Æ8!$Ifgd}¸ $$Ifa$gdh²
& F1$Ifgd}¸
& F0$Ifgd *ø$¤($Ifa$gdh²\¨]¨`¨+ $¤($Ifa$gdh²Ókdv¯$$IfG4ÖÖ¹ÿï "ø%|)Ù5586/ îì] \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4`¨¨¨¨¡¨¤¨®¨º¨¾¨òåÜÐÐÜÂÐ
Æ8!$Ifgdh² $$Ifa$gdh² $Ifgdh²
& F1$Ifgdh²
& F0$Ifgd *ø·¨¹¨º¨¿¨Í¨Ô¨Õ¨Û¨Ý¨æ¨ç¨é¨ê¨ë¨í¨ð¨ñ¨©© ©©©©©©%©&©,©-©ðá릻¦»¦»¦Ð¦á|gRgRgRgRgRg)h&U¸h}¸B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH (h&U¸h}¸5B*OJQJmH phÿsH (h&U¸hh²5B*OJQJmH phÿsH )h&U¸hh²B*CJOJQJmH phÿsH )h&U¸h *øB*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸hh²B*mH phÿsH h&U¸hCtÚB*mH phÿsH ¾¨¿¨ë¨+$¤xgdh²Ókd
°$$IfG4ÖÖ¹ÿï "ø%|)Ù5586/ îì] \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4ë¨í¨©©
©©&©-©7©A©N©öêyêêmmêêm $$Ifa$gdh²qkd±$$IfG4ÖÖ¹ÿ58|8 ÖÖ
ÿÿÿÿÖ0ÿÿÿÿÿÿö|8ööÖÿÖÿ Öÿ Öÿ4Ö
Gaöf4pÖ
ÿÿÿÿ $$Ifa$gd}¸
Æ8!gdh²
-©4©5©7©G©M©O©S©t©w©¢©¥©í©î©ð©ó©ô©÷©dªfªªªÄªÅªüª%«)«*«1«?«êÕêÀ«Àrrr_rNrNrNr_r_r_r_r!h&U¸h F«B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h}¸B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH )h&U¸h}¸B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH )h&U¸h}¸B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH N©O©P©Q©+ $$Ifa$gdh²ÓkdL²$$IfG4ÖÖ¹ÿï "ª%.)Ù5586ÿÿÿÿ/ ÿÿÿÿîÿÿÿÿ« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4Q©S©v©w©¤©¥©ï©ð©ªÅªýª««« «
««««««««ñäÛäÛÎÛÎÎÎÂÂÂÂÂÂÂÂÂÂÂÂ $$Ifa$gdh²
& F1$Ifgdh² $Ifgdh²
& F0$Ifgdh²$¤x$Ifa$gdh²«2«3«4«R«d«}«««««««öööööööíáááá $$Ifa$gdh² $Ifgd`X $Ifgdh² ?«@«O«Q«]«^«n«|««¢«¦«À«Æ«ì«ú«+¬,¬:¬C¬È¬Ê¬Fkl}¦§Üôö"®#®$®_®`®e®f®o®q®u®®®îÝÌÝîݹݢÝÝÝݹÝÝݹÝîÝîݹîÝîݹÝîݹÝÌÝqÝ h&U¸hh²B*mH phÿsH !h&U¸h F«B*CJmH phÿsH !h&U¸h}¸B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hCtÚB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h`XB*CJmH phÿsH ,««««) $$Ifa$gdh²Õkd³$$IfG4ÖFÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4««« «¢«Â«Ã«Ä«Å«Æ«î«ï«ð«ðB*CJmH phÿsH !h&U¸hCJB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸hCJB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH )h&U¸hCJB*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH )h&U¸hCJB*CJ OJQJmH phÿsH "ó#ó$ó%ó+ $$Ifa$gdh²ÓkdTÙ$$IfG4ÖÖ¹ÿï "ª%.)Ù5586ÿÿÿÿ/ ÿÿÿÿîÿÿÿÿ« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4%ó&ó'ó(ó*óPóQó}ó~óóóóó¥ó¦óÐóÑóÒótôuô«ôáôâôóóóóæÝæÝÝÝÝÝæÏÂÝÝÂÝÂÂÝ
& F1$Ifgdh²
Æ8!$Ifgdh² $Ifgdh²
& F0$Ifgdh² $$Ifa$gdh²ÏóÒóÚóîóóó;ôðB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH +âô¢õÑõÔõÕõÖõÙõÛõÜõÝõÞõßõàõæõçõèõíõîõïõöõûõüõýõþõÿõööòòææææææææææææææææææææææææ $$Ifa$gdh²
& F1$Ifgdh²öö ö ö!ö@öRövööööö§ö¨ö©ö³ö¶ö·ö¸ö¼ö½ö¾ö¿öÀöÁöÅöÆöóêêêêêêêêêêêêêáóóóóóóóóóóê $IfgdSa1 $Ifgdh² $$Ifa$gdh²ÆöÇöÈöÉö+ $$Ifa$gdh²Ókd¡Ú$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4ÉöÊöÌö
÷÷÷M÷ ø
øøÏøÒøÓøÔøÕøÖøØøÙøÞøáøâøãøäøóóæÝÝÐÃÝÃÃóóóóóóóóóóóó
& F1$Ifgdh²
& F0$Ifgd>ð $Ifgdh²
& F0$Ifgdh² $$Ifa$gdh²Ñö ÷÷K÷S÷T÷V÷
÷÷£÷¤÷®÷¸÷ý÷þ÷
ø
ø,ø-øPøQøhørøøøÎø÷øøø ùùùù%ù&ù+ù,ù6ùBùCùDùOù\ùîÝîÝÌÝÌÝÌݹÝÌݹÝÌÝÌÝÌݨݹݨݹݹyݹݹÝ!h&U¸hh²B*CJmH phÿsH h&U¸hSa1B*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hSa1B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸h¼
1B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h>ðB*CJmH phÿsH )äøéøìøÿøùùùù,ùDùEùOùSùTùUùVùWù[ùóóêêÜÜÜÜêÜÎóóóóóó
Æ8!$IfgdSa1
Æ8!$Ifgdh² $Ifgdh² $$Ifa$gdh²[ù\ù^ù+ $¤($Ifa$gdh²Ókd°Û$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4\ù^ùeùùùùºùðùýù ú úú ú(ú0ú4ú;ú_údúúú ú¡ú®ú°úÊúÌúûûeûgûpûqûûû§û¨û¼ûèûéØÇضضا§Ø
ØéØtØtØtØtØtØtØtØtctctctc!h&U¸hXæB*CJmH phÿsH !h&U¸h4ETB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH h&U¸hSa1B*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hSa1B*CJmH phÿsH !h&U¸h>ðB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH &^ùùòùôùõùúùýùú*ú.ú/úòåÙÙÙÙËÂÙÙ $IfgdSa1
Æ8!$Ifgdh² $$Ifa$gdh²
& F1$IfgdSa1
& F0$Ifgd>ð
/ú0ú1ú2ú+ $$Ifa$gdh²Ókd¿Ü$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf42ú4úaúbúcúdúúgûéûìûíûîûïûðûòû÷ûúûûûüûýûñäÛÛÛÎÁ´¨¨¨¨¨¨¨¨¨¨¨ $$Ifa$gdh²
& F1$IfgdXæ
& F1$Ifgdh²
& F0$Ifgd4ET $Ifgdh²
& F0$Ifgdh²$¤x$Ifa$gdh²ýûüü$ü7üVüWüXüjüküoüpüqürüsüwüóóêêêêêêêóóóóóó $Ifgdh² $$Ifa$gdh²èûüü!ü#ü/ü0üAüTübücüxü}üü³ü´üÆüÉüÊüëüðüñüùü,ý/ý1ý2ý3ý4ýîÝîÌîÝî¹îÝî¢îî¹îîî~îfQf)h&U¸hh²B*CJOJQJmH phÿsH / j/ðh&U¸hh²B*CJOJQJmH phÿsH $h&U¸h4ET6B*CJmH phÿsH !h&U¸h4ETB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hCtÚB*CJmH phÿsH !h&U¸h|wB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH wüxüyüzü+ $$Ifa$gdh²ÓkdÎÝ$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4zü{ü}üíüîüBýÌýúýûý¨þªþ«þ¬þþ®þ´þ¹þ¼þ½þ¾þ¿þÄþóóæÝÐÃÃݶóóóóóóóóóóóó
& F1$IfgdXæ
& F1$Ifgdh²
& F0$Ifgd4ET $Ifgdh²
& F0$Ifgdh² $$Ifa$gdh²4ý6ý7ý8ý9ýÿêÒ½ÒêÒ½Òꬬ¬¬¬¬¬¬¬¬¬¬¬w¬w¬¬w¬w¬!h&U¸h|wB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hXæB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH )h&U¸hh²B*CJOJQJmH phÿsH / j/ðh&U¸hh²B*CJOJQJmH phÿsH )h&U¸hh²B*CJOJQJmH phÿsH ,ÄþËþíþÿÿ#ÿ$ÿAÿ_ÿcÿdÿeÿfÿgÿkÿlÿóêêêêêêáóóóóóóó $Ifgd|w $Ifgdh² $$Ifa$gdh²>ÿ@ÿKÿ]ÿmÿsÿ|ÿÿ ÿ¡ÿ¤ÿÔÿÖÿ #8:¬°y«¬ËÌÒÜç "./W[Ëíî&'GM¿îÝÊݳݢÝÊÝ¢ÝÝÝÝÝÝÊÝÝÝÊÝÊÝÝîÝݳÝÊÝÝÝÝÊ!h&U¸h|wB*CJmH phÿsH !h&U¸hXæB*CJmH phÿsH !h&U¸h4ETB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸hCtÚB*CJmH phÿsH 2lÿmÿnÿoÿ+ $$Ifa$gdh²ÓkdÝÞ$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4oÿpÿqÿsÿ¡ÿ¢ÿ£ÿ¤ÿÖÿa@ôB*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸h>@ôB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH 4% / 0 C V ` d e f g k l m n o s ööööíáááááááááá $$Ifa$gdh² $Ifgd>@ô $Ifgdh²s t u w + $$Ifa$gdh²Ókdí$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4w A C F i { òåÙÙÐÇÙ $Ifgd>@ô $Ifgdh² $$Ifa$gdh²
& F1$Ifgd>@ô
& F0$Ifgd®Dz + $$Ifa$gdh²Ókd¥î$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4 © ª ¼ ½ ¾ ¿ À Á ø P Q Û Ü Ý Þ óóóæÝæÝÝÝÝÝæÐÝÐÝÝÝÃóóó
& F1$Ifgd>@ô
& F1$Ifgdh² $Ifgdh²
& F0$Ifgdh² $$Ifa$gdh²± Ù Þ ü ý . 0 J L Å Æ × Ø ç é ê õ ö : F G W Y Z i m n u z ¡ îÝîÝÊÝîÝîÝîÝîÝîÝîÝ»¬»»¬»¬»Ý»ÝqÝ`Ý!h&U¸h
3õB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH $h&U¸hh²6B*CJmH phÿsH h&U¸hh²6B*mH phÿsH h&U¸h>@ôB*mH phÿsH h&U¸hh²B*mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h>@ôB*CJmH phÿsH $ ¥ ¦ « ® ¯ ° ± ² · º Ê Ë Ì ê ü : ; óóóóóóóóóóóóóóóóóêêêêÜÜÜÜ
Æ8!$Ifgdh² $Ifgdh² $$Ifa$gdh²; Z ^ _ ` d e f g h i m ñåååååååååÔ $
Æ8!$Ifa$gdh² $$Ifa$gdh²
Æ8!$Ifgd>@ô m n o p + $$Ifa$gdh²Ókd´ï$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4p q r u ¡ 9!k!l!m!n!¢!¥!¦!§!¨!«!½!¾!¿!ß!"."óóóæÙÌÃÃÃÌóóóóóµµµµµµ
Æ8!$Ifgdh² $Ifgdh²
& F1$Ifgdh²
& F2$Ifgdh²
& F0$Ifgd
3õ $$Ifa$gdh²¡ Å Æ Ô Õ é ó ,!-!6!9!¡!«!¶!·!¿!Ø!Ù!L"M"q"r"w"z"¤"¥"Â"Ñ"Ò"â"ä"ê"í" ## # #3#:#îÝÊÝîÝîÝîÝÊÝ»¬»»ÝsbÝîÝîÝîÝsîÝîÝÊÝ!h&U¸h
3õB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h&U¸h=Qg6B*mH phÿsH h&U¸hh²6B*mH phÿsH h&U¸h=QgB*mH phÿsH h&U¸hh²B*mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h=QgB*CJmH phÿsH &."S"r"v"ñã× $$Ifa$gdh²
Æ8!$Ifgd=Qg
Æ8!$Ifgdh²v"w"z"+ $$Ifa$gdh²ÓkdÃð$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4z"¥"Æ"É"Ì"Ù"å"é"òåÙÙÐÐÙ $Ifgdh² $$Ifa$gdh²
& F2$Ifgdh²
& F3$Ifgdh²é"ê"í"+ $¤($Ifa$gdh²ÓkdÒñ$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4í"#4#7#:#G#S#W#òåÙÙËËÙ
Æ8!$Ifgdh² $$Ifa$gdh²
& F2$Ifgd=Qg
& F3$Ifgdh²:#P#R#S#X#f#n#o#t#v####
######¦#§#»#¼#Â#Ã#Ì#ðáðнª½ª½ª½ªðkVkVkVkVA)h&U¸h=QgB*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH )h&U¸h=QgB*CJ OJQJmH phÿsH (h&U¸h=Qg5B*OJQJmH phÿsH (h&U¸hh²5B*OJQJmH phÿsH %h&U¸hh²B*OJQJmH phÿsH %h&U¸h>@ôB*OJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸h=QgB*mH phÿsH h&U¸hh²B*mH phÿsH W#X##+$¤xgdh²Ókdáò$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4#
####§#¼#Ã#Î#Ø#ß#ä#öêymmmmmêmm $$Ifa$gdh²qkdðó$$IfG4ÖÖ¹ÿ58|8 ÖÖ
ÿÿÿÿÖ0ÿÿÿÿÿÿö|8ööÖÿÖÿ Öÿ Öÿ4Ö
Gaöf4pÖ
ÿÿÿÿ $$Ifa$gd=Qg
Æ8!gdh² Ì#Î#ß#ä#å#ë#ó#
$$B$M$^$`$k$m$n$u$$$$$«$¯$°$´$ä$æ$9%;%N%O%%%êÕÀÕ©tetTTt!h&U¸h4B*CJmH phÿsH h&U¸hh²B*mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸h=QgB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH )h&U¸h=QgB*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH ä#å#æ#ç#+ $$Ifa$gdh²Ókd¨ô$$IfG4ÖÖ¹ÿï "ª%.)Ù5586ÿÿÿÿ/ ÿÿÿÿîÿÿÿÿ« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4ç#è#é#ë#$$D$E$F$m$n$¬$$P%%% &"&#&$&'&)&óóóæÝæÝÝæÏÂÝÂÂݵóóóóó
& F1$Ifgd4
& F1$Ifgdh²
Æ8!$Ifgdh² $Ifgdh²
& F0$Ifgdh² $$Ifa$gdh²%Â%Ä%ê%î%ï%õ% &U&a&o&p&&&&&&¸&¹&Ã&Ð&Ñ&Ø&ê&ô&ö&
''0'9'R'X'Y'`'
''¨'¬'º'¼'é'ë'-(.(7(îÝîÝîÝîÝÊݹݹݹÝÊݪݹÝÊݹÝÝÝÝÝîÝîÝqÝÊÝq!h&U¸h-%B*CJmH phÿsH !h&U¸h=QgB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hAB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h4B*CJmH phÿsH ,)&*&+&,&.&/&0&5&6&7&(?(A(K(L(M(~(
(((µ(½(ç(í(M)U)s)u)«)è)é)ð)* * *
*** *3*4*F*G*Y*e*g*r*
***îÝîÝîÝîÝîÝîÝîÝîÝîÝîÊî¹îªªªªî¹î¹îÊîªîsî,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸hAB*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hAB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸h-%B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH )¹)º)»)½)Â)É)Ê)Ë)Ì)Ñ)Ô)Õ)Ú)Ý)ð)ñ)û)ü)ý)
* * *;*N*f*g*óóóóóóóóóóóóóêÜÜÜÜÜÜêêêêê
Æ8!$Ifgdh² $Ifgdh² $$Ifa$gdh²g*h*r*v*w*x*y*z*~****ñã××××××××× $$Ifa$gdh²
Æ8!$IfgdA
Æ8!$Ifgdh² *
***+ $$Ifa$gdh²Ókd÷$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4*Ì*Í*ú*+3+4+h++
+++§+¨+¹+Å+Ñ+Ú+á+ç+, ,6,>,s,t,,,Æ,È,û,ý,- -"-,-Q-S-]-^--¯-¹-ã-ä-îÝÌÝÌÝÌݻݻݻݨݨݻݻݻݻݻݻݻݻݻݻ»ÝÝ!h&U¸hôWnB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hAB*CJmH phÿsH !h&U¸h-%B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h=QgB*CJmH phÿsH ,*Í*i+k+n+s+v++®+Æ+Ü+à+òåÙÙÙÙÐÐÐÇÙ $IfgdA $Ifgdh² $$Ifa$gdh²
& F1$Ifgd-%
& F0$Ifgd=Qg à+á+â+ã++ $$Ifa$gdh²Ókdø$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4ã+ä+å+ç+,,,,, ,7,$-%-å- .".#.$.%.&.'.).óóóæÝÝÝÝÝÐÃݶ¶óóóóóóó
& F1$IfgdôWn
& F1$Ifgdh²
& F0$IfgdA $Ifgdh²
& F0$Ifgdh² $$Ifa$gdh²ä-å- .W.X.g.i.|.}...·.º.Á.ù.û.W/s/t//////¤/¯/Ê/Ñ/Ø/ò/ó/ö/'040P0T0U0X0w0y0Ô0Ö011h1o1s1u1111íÚɸɸɸÉÚÉ¡ÉɸɸɸÉÉÚÉÚÉ¡ÚÉÉɸɸɸɸɸɸɸÉÚ!h&U¸hDB*CJmH phÿsH !h&U¸hAB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hôWnB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH $h&U¸hôWn6B*CJmH phÿsH 2)./.0.5..?.@.E.L.^.j.k.l.m.n.....¨.¬..®.¯.°.óóóóóóóóóóêêêêêêêêêêáóóóóó $IfgdôWn $Ifgdh² $$Ifa$gdh²°.±.µ.¶.óóó $$Ifa$gdh²¶.·.¸.º.+ $$Ifa$gdh²Ókd"ù$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4º.û.X/Z/]/b/e/¥/Ë/Ï/Ð/òåÙÙÙÙÐÇÙÙ $IfgdôWn $Ifgdh² $$Ifa$gdh²
& F1$IfgdôWn
& F0$IfgdA
Ð/Ñ/Ò/Ó/+ $$Ifa$gdh²Ókd1ú$$IfG4ÖÖ¹ÿï "ª%.)Ù5586/ î« \Ö0ÿÿÿÿÿÿö|8ööÖ ÿÿÿÿÿÿÿÖ ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ Ö ÿÿÿÿÿÿÿ4Ö
Gaöf4Ó/Ô/Õ/Ö/Ø/ó/ô/õ/ö/)0*0+0,0-0Q011Ð1ÿ12Q2S2óóóóæÝÝÝæÝÝÝÝÐÃÝÃÃݶó
& F1$IfgdôWn
& F1$Ifgdh²
& F0$IfgdA $Ifgdh²
& F0$Ifgdh² $$Ifa$gdh²11Ï1Ð1ÿ1222O222£2¥2µ2¶2Í2Î2ë2ï2ó2#3+3v3w3½3¾3ã3å3
44$4&4~F~G~]~~~~~~~~óóóóêêêêêêáÓóóóó
$$G$Ifa$gdh² $Ifgdr $Ifgdh² $$Ifa$gdh²~~~~Å~MH:&
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²gdh²²kdê $$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ ÿÿ Ö ÿ Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJÅ~Æ~Ç~¼è './@dpy}~ööâÐж¶¶Â¶¶öööÂö $Ifgda( $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh² $Ifgdh²~¢K=)
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²´kd"$$If4íÖ²ÿ7"£%')Ò5=8
à î« köööÖ Ö Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJÞáèê %&IJ¶·»¾ßàý !#189>@IJLOîÝîÝîÌîÝîÝî»î¤îÝîÌîÝîq^q^q^q^%h&U¸hh²B*OJQJmH phÿsH %h&U¸hr B*OJQJmH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hr B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h&U¸hh²6B*mH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸ha(B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH ¢ ,Qn·»ëÝÝÔÔÔÔÔÝ $Ifgdh²
$$G$Ifa$gdh²
& F
Æh$*$G$Ifgda( »¼¾àM?+
& F6
Æh$*$G$Ifgdr
$$G$Ifa$gdh²²kd,#$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJàÿ !ëÝÝÒÄÝ
Æ8!$Ifgda(
$G$Ifgdh²
$$G$Ifa$gdh²
& F
Æh$*$G$Ifgdh²!"#NOPQRSMHHHHHHHgdh²²kd6$$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJSTUVWXYZ[\rs{¨úúúúúúúììììì
$$G$Ifa$gdh²Lkd@%$$If4Ö²ÿ=88 ÖÖ
ÿ¿¿¿öööÖÖ Ö Ö4Ö4Ö
Gaöùÿf4pÖ
ÿ¿¿¿
$$G$Ifa$gda(gdh²OZ\_`rsz{¥ðÛƱÆnYnYnYnYnB-h&U¸hh²B*CJ OJQJaJ mH phÿsH )h&U¸ha(B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH -h&U¸ha(B*CJ
OJQJaJ
mH phÿsH -h&U¸hh²B*CJ
OJQJaJ
mH phÿsH (h&U¸ha(5B*OJQJmH phÿsH (h&U¸hh²5B*OJQJmH phÿsH (h&U¸ht*5B*OJQJmH phÿsH h&U¸hr B*mH phÿsH ¥¦¨¹¾Áçê28NPª¬áäûý
?AèѼ§nnn]n]n]n]n]nJn]nJ$h&U¸hh²6B*CJmH phÿsH !h&U¸hæ[B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸ha(B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH )h&U¸ha(B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH -h&U¸hh²B*CJ OJQJaJ mH phÿsH -h&U¸ha(B*CJ OJQJaJ mH phÿsH ¨²¹¾¿Áñãã1ã²kd½%$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÿÿÿÖ Ö ÿÿÿ Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJ
$$G$Ifa$gdh²
$$G$Ifa$gda(Áéê45678P«¬@Ar¯°6
f
m
ëâÐââââмâªâªªâªª
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdh² $Ifgdh²
& F7
Æh$*$G$Ifgdh²¯°ÖØ,
-
4
6
f
´
Á
Ì
Í
Ô
×
ß
à
ê
ë
ù
ëØǶǶÇØÇØÇØÇ¥ÇpapOpO#h&U¸hh²6B*]mH phÿsH h&U¸ht*B*mH phÿsH h&U¸hh²B*mH phÿsH $h&U¸ht*B*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH !h&U¸ht*B*CJmH phÿsH !h&U¸hæ[B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH (h&U¸hh²6B*CJaJmH phÿsH m
n
o
r
u
v
w
x
y
z
£
ª
«
Á
óóóóóóóóóóåóÜóóóóóóóóóóÑ
$G$Ifgdh² $Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²Á
Â
Ã
à
"+,-=IRUVW[\]^_`aeöööèèèèèèÚÌÀÀÀÀÀÀÀÀÀÀ $$Ifa$gdh²
$$G$Ifa$gdh²
Æ8!$Ifgdt*
Æ8!$Ifgdh² $Ifgdh² "78=@HReh¾ÃÊÌùúïàÑàïÀ௯t¯¯aN;a%h&U¸hæ[B*CJaJmH phÿsH %h&U¸ha(B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸ha(B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸ht*B*]mH phÿsH h&U¸ht*B*mH phÿsH h&U¸hh²B*mH phÿsH h&U¸hh²B*]mH phÿsH efh¿M?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kdÇ&$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJ¿ÀÁÂÃ&^À"#ìîïöýþÿööööäо¾ö¬ $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdt*
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdæ[ $Ifgdh²ú
"&4ÒÖðò Z^À"#>IëØÁ®ÁØÁ®{j{j{j{W{j{CW{j{'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hæ[B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸hh²B*mH phÿsH %h&U¸hæ[B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH -h&U¸hh²B*CJOJQJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH (h&U¸hh²6B*CJaJmH phÿsH I_`xy©ªÞåéêì ,-3@`r§ª±ÛäåæýþAC]_
îÝîÝÌÝ̹¦¹ÝÌÝÌÝÝÝÌÝÌÝhÝÌÝÌÝÌÝÌÝÌÝÌÝÌÝ,h&U¸hh²5B*CJOJQJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH %h&U¸ht*B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH !h&U¸ht*B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸hæ[B*CJmH phÿsH (ÿ "HRSTU ¡¢¦§óóóóóèßßßßßßÖÈóóóóóóóß
$$G$Ifa$gdh² $Ifgdt* $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²§¨ªÝM?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kdß'$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJÝÞßþû1jmnoprsz}~ööäÐö¾¾¾°¤¤¤¤¤°¤¤¤¤ $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdt* $Ifgdh²¬¸ÁÐÒúûj¤¬·¸Ääïñ÷ &1245îÝÊÝîÝîݶݥݥݥÝÊݥݶÝpÝpap h&U¸h&U¸B*mH phÿsH h&U¸hh²B*mH phÿsH %h&U¸h&g B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH !h&U¸h&g B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h ,B*CJmH phÿsH äå÷ &*+,-1óèßßßßÑÃóóóó
$$G$Ifa$gdh²
Æ8!$Ifgd&g $Ifgdh²
$G$Ifgdh² $$Ifa$gdh² 12357MHH:
$$G$Ifa$gdh²gdh²²kdé($$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJ57Q^
¬°¸¹ÜÞ
03ABxyÁÂÌÎêô ST]eituéØÇØǶǶǶǶǶǶǶǶǣǶǶÇ~Ç~Ço`o`o h&U¸h&g B*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸h&g B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸h ,B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸ht*B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH %7STUVW23 !$%&')0ëââââм⪠$$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgd ,
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdt* $Ifgdh²
& F7
Æh$*$G$Ifgdh²0789:AHZfghi{¥©ª«¬±²óóóóóóèßßßßÖÖÍ¿óóóóóó
$$G$Ifa$gdh² >$Ifgd&g >$Ifgdh² $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²¥²µÐÑáãä,5EFPy{ ¯@`ast
§²ïÞǶޣÞÞrrÞr£ÞrÞ£ÞrÞrÞ£Þ^M!h&U¸hh²B*aJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH !h&U¸h&g B*CJmH phÿsH !h&U¸h ,B*CJmH phÿsH h&U¸hh²B*mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸ht*B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸hh²6B*mH phÿsH ²³µãM?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kdó)$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ Ö Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJãä¯Ý @FMTUi{§±²¶íÙÇÇǹ¹¢¹
Æ8!$Ifgdh² $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdh²²¶¹À×Úöÿ45vw½À A®ÎÏ×Øàáìíôî×îÆîÆîÆîÆîÆî³îÆîÆîÆ¢Æî}îl[lî}î h&U¸hÉZý6B*mH phÿsH h&U¸hh²6B*mH phÿsH !h&U¸hÉZýB*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH !h&U¸hz.B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸h;Y¡B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH ¶·¹ÙM?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kd +$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJÙÚBy®°³´»ÂÃÕáôõö÷øöâÐж¶Â¶¶««ö
Æ8!$Ifgdh²
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh² $Ifgdh²øñã×%²kd,$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJ $$Ifa$gdh²
$$G$Ifa$gdh²
Æ8!$IfgdÉZýô
KN ¢ÇÈÖØû #'./8:EGIqyª¶¸îÝƵݤݤݤÝݤÝÝo^oÝÝOÆµÝ¤Ý h&U¸hh²B*mH phÿsH h&U¸hÉZý6B*mH phÿsH h&U¸hh²6B*mH phÿsH !h&U¸hÉZýB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hz.B*CJmH phÿsH !h&U¸h;Y¡B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸hh²B*aJmH phÿsH
MNüÿ #/@DEñÝÔÀñ´´ñ´©© ñ´ $IfgdÉZý
$G$Ifgdh² $$Ifa$gdh²
& F8
Æh$*$G$Ifgdz. $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²EFGIrMH:&
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²gdh²²kd -$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJrsé357:Oblpöâж«ö¢Â $IfgdÉZý
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh² $Ifgdh²
¸èé3EFZ[psz¨ÇÉ[]_¿ÁÍÎÙÚ19ab¯°¹ÑÓ"$m¦§ÙîÝÊݹݹݢÝÝÊÝÝî¹Ý¹Ý¹Ý¹ÝÊݹݹÝÊݹÝÊ~ݹݹݹݹݹÝ$h&U¸hÉZý6B*CJmH phÿsH !h&U¸h;Y¡B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hÉZýB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸hz.B*CJmH phÿsH 0pqsPB.% $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kd).$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] köööÖ Ö Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4 ¡Édnqryööööööäоö¬ $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$IfgdÉZý
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgd;Y¡ $Ifgdh²®ËÌÍÎØÙå÷ûüýþÿôëëëëëëëëëâÔÈÈÈÈÈÈÈÈÈ $$Ifa$gdh²
$$G$Ifa$gdh² $IfgdÉZý $Ifgdh²
$G$Ifgdh²ÙÝäæðò ,/BCQRñú (ìÙìÈ·È ÈÈÈ|ÈÈhÈWÈWÈÈì!h&U¸hh²B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸h,¥B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hÉZýB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH %h&U¸hÉZýB*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH -.PB.% $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kd;/$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4./»¼½¾ñôþÿ >_}~öâÐööö涶¶«ööööö
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh² $Ifgdh²(478>GH_j}£®ÂÇËëìñéÖÃÖ®éÖé
r
ÖéaJ9a9!h&U¸h,¥B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH %h&U¸h,¥B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH +h&U¸hh²6B*CJ]aJmH phÿsH (h&U¸hh²B*CJ]aJmH phÿsH %h&U¸h,¥B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH +h&U¸hh²6B*CJ]aJmH phÿsH ~£ÂÆÇöíßÓ $$Ifa$gdh²
$$G$Ifa$gdh² $Ifgd,¥ $Ifgdh²ÇÈËìPB.
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kd?0$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4ñôùü
)0156DLMRT]^`aehñàñàϾ««Ï
r
r
r
r
cT?(h&U¸hh²5B*OJQJmH phÿsH h&U¸h&U¸B*mH phÿsH h&U¸hh²B*mH phÿsH %h&U¸h,¥B*OJQJmH phÿsH %h&U¸hh²B*OJQJmH phÿsH %h&U¸h,¥B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH !h&U¸h,¥B*CJmH phÿsH h SB*CJmH phÿsH ì%15ëâÔÔÉÀÔ $Ifgd,¥
$G$Ifgdh²
$$G$Ifa$gdh² $Ifgdh²
& F8
Æh$*$G$Ifgdh²56bdxMDD6
$$G$Ifa$gd,¥
Æ8!gdh²²kdC1$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJhixy
¡§¨¯°²ÃÈËëÖ¿¨¿~~~~gPg~9,h&U¸hh²5B*CJOJQJmH phÿsH -h&U¸h,¥B*CJ OJQJaJ mH phÿsH -h&U¸hh²B*CJ OJQJaJ mH phÿsH )h&U¸h,¥B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH -h&U¸h,¥B*CJ
OJQJaJ
mH phÿsH -h&U¸hh²B*CJ
OJQJaJ
mH phÿsH (h&U¸hh²5B*OJQJmH phÿsH (h&U¸h,¥5B*OJQJmH phÿsH xy¡¨²¼ÃȲ¤¤¤¤¤
$$G$Ifa$gd,¥
$$G$Ifa$gdh²LkdM2$$If4Ö²ÿ=88 ÖÖ
ÿ¿¿¿öööÖÖ Ö Ö4Ö4Ö
Gaöùÿf4pÖ
ÿ¿¿¿ ÈÉËðM?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kdÊ2$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö ÿÿÿ Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJËÓîø&0PT¾¿êì.^bck¤½ÆÉÏÑÔÕ×Ûßû 6 7 V Z îÝîÝîÏîÏîÏîÏîÏîÏîÏî»î¨îîî»îîÝîÝîÝrÝrîÏîÏî!h&U¸h&U¸B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h zB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH h2Q¨B*CJmH phÿsH !h&U¸h,¥B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH ,ðñ'(RST0789¤?¤)¥-¥.¥/¥0¥öööööäöо¾ö¬ $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$IfgdYN
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²
& F6
Æh$*$Ifgdh² $Ifgdh²££+£-£W£Y£¿£Á£Ø£Ú£>¤?¤i¤k¤¤¤°¤±¤»¤¼¤á¤â¤¥¥(¥)¥d¥e¥p¥w¥¥¥¥·¥À¥Í¥îÝÌÝÌ»ªîî»{»{»{»ªîmîmîmîZî%h&U¸hh²B*CJaJmH phÿsH h zB*CJmH phÿsH hYNB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH hYNB*CJmH phÿsH !hYNhh²B*CJmH phÿsH !hYNhYNB*CJmH phÿsH !h2Q¨hh²B*CJmH phÿsH !h2Q¨h2Q¨B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH #0¥1¥2¥3¥5¥8¥?¥F¥G¥H¥I¥J¥K¥R¥Y¥x¥¥·¥À¥Á¥Â¥Ë¥ò¥óóóóóåóóóóóóóóÚÑÑÑÑÑÑÑ $Ifgdh²
$G$Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²Í¥Î¥Ö¥è¥ë¥ì¥ò¥ý¥ ¦¦¦'¦5¦9¦:¦H¦I¦M¦N¦`¦b¦°¦±¦Ö¦Ú¦§§I§K§S§ðßÌß¾ßðßð§¾ß¾ßÌß¾ßÌß
¾ß¾ßubO$hDJhh²B*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH h zB*CJ]mH phÿsH !h zhh²B*CJmH phÿsH !h zh zB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h zB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸hh²B*mH phÿsH ò¥ý¥¦¦¦¦¦¦¦ ¦ ¦ñã×××××××× $$Ifa$gdh²
$$G$Ifa$gdh²
Æ8!$Ifgd z
¦
¦¦¦)¦KF8$
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²gdh²´kd7$$If4íÖ²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJ)¦*¦+¦,¦-¦b¦§§§Ó§Ö§×§Ø§Ù§Ú§Ü§ß§â§ã§ä§ööööäÐö¾¾°¤¤¤¤¤°¤¤¤ $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²
& F6
Æh$*$Ifgd z $Ifgdh²S§o§p§w§x§§§§§Ó§÷§þ§ ¨
¨ ¨ ¨1¨2¨8¨E¨L¨V¨c¨f¨m¨n¨íÚÊ·§·§·uuuufOAh zB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h&U¸hh²B*mH phÿsH hí
úB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH hDJB*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH hDJB*CJ]mH phÿsH $hDJhh²B*CJ]mH phÿsH $hDJhDJB*CJ]mH phÿsH ä§å§ì§ó§ÿ§¨¨¨¨&¨L¨V¨Z¨[¨\¨]¨^¨b¨c¨óóóèßßßßßßÑÃóóóóóó
$$G$Ifa$gdh²
Æ8!$Ifgdí
ú $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²c¨d¨f¨¨K=)
& F6
Æh$*$G$Ifgd z
$$G$Ifa$gdh²´kd8$$If4íÖ²ÿ7"£%')Ò5=8
à î« köööÖ Ö Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJn¨¨¨¨Ð¨Ú¨õ¨÷¨%©&©¹©Ú©Û©ç©î©ï©ú©û© ªªªª$ª*ª-ªëÛȺ©º©º©©©©ymy[y[y©D,h&U¸hh²5B*CJOJQJmH phÿsH #h&U¸hh²6B*]mH phÿsH hí
úB*mH phÿsH h&U¸hh²B*mH phÿsH hí
úB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH hDJB*CJmH phÿsH $h&U¸hh²B*CJ]mH phÿsH h zB*CJ]mH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH ¨&©S©
©¹©»©¼©½©¾©Å©Ì©Í©Î©Ï©ï©ªªëÙÙÙË¿¿¿Ë¿¿¶¿«
Æ8!$Ifgdh²
$G$Ifgdh² $Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²ª$ª(ª)ª*ªñã×× $$Ifa$gdh²
$$G$Ifa$gdh²
Æ8!$Ifgdí
ú*ª+ª-ªhªM?+
& F6
Æh$*$G$Ifgd z
$$G$Ifa$gdh²²kd.9$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt¶sJ-ªdªeªfªhªªªª¯ª±ªêªîª«0«;«®A®C®F®Y®b®®®Î®Ò®ö®þ®1¯3¯¯¯´¯¶¯Ã¯Î¯Ï¯á¯â¯é¯
° °,°7°8°>°B°éÛÊÛÊÛÊÛÊ·ÊÛÊÛÊÛÊ©Ê·Ê©Ê©·Ê©ÊÊtc h&U¸hh²B*]mH phÿsH h¶sJB*mH phÿsH h&U¸hh²B*mH phÿsH h Sh SB*CJphÿh Shh²B*CJphÿh SB*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH hí
úB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH $,®-®.®/®0®1®[®3¯h¯¯¯ °°°°°°öööööäо¾ö¬ $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgd S
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²
& F6
Æh$*$Ifgdí
ú $Ifgdh²°°°° °$°%°&°'°(°)°,°>°J°K°L°V°W°X°w°°¦°ª°óóóåóóóóóóóÖÈÈÈÈÈÈÈÈ¿å $Ifgdh²
Æ8!$Ifgdh²
Æ8!$G$Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²B°I°J°c°d°k°o°v°w°°°°°¦°´°¸°×°Ý°æ°î° ±
± ±òáÒÆÒáòáÒÆÒ³vhUhB$h&U¸hh²B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH hí
úB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH (h&U¸hh²6B*CJaJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH h¶sJB*mH phÿsH h&U¸hh²B*mH phÿsH h&U¸hh²B*]mH phÿsH h¶sJB*]mH phÿsH ª°«°¬°°®°¯°°°´°óóóóóóó $$Ifa$gdh²´°µ°¸°è°K=)
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²´kdPl$$If4Ö²ÿ7"ñ%u)Ò5=8
à îì] kö8ööÖ ÿÿÿÿÿÿÖ Ö ÿ Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt8ÒÊõøùúûü
-ë×ÅÅ·««««·«¢¢«¢
$G$Ifgdh² $Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$G$IfgdÓHGÊõ$,-78GYbmÃÆêì"%5íÜÎܾ«ÜÎÜíÜíÜoaÜSÜSÜFh3£h3£B*CJphÿh3£B*CJmH phÿsH hÓHGB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*aJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH hfVB*CJ]mH phÿsH hfVB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH ñã××××× $$Ifa$gdh²
$$G$Ifa$gdh²
Æ8!$IfgdfVÅÆPB.% $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kdzm$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf45:hi¤ª¯°»ÃÏÐÑ×áçêIM{ ÅÇø òèòÔðÔÔÔÔ°ÃpbÃTÃTÃTÃTÃTÃTÃh3£B*CJmH phÿsH hÓHGB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH /h&U¸hh²6B*OJQJ\aJmH phÿsH !hfV6B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH h3£B*CJphÿh3£hh²B*CJphÿ Æi £¤·Ä×áåæçëÙË¿¿¿Ë¿¶¶¶¨Ë¿¿
Æ8!$IfgdfV $Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²çèêPB.% $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kdn$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4úýÿ
+ = A B C ëÝÑÝÑƽ´Ý½Ñ $IfgdfV $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$G$Ifgd3£ " * 3 6 7 C F N ` x z © « Ë Ì Ñ ñàϾªàñà
àwàfUBUf4fhfVB*CJmH phÿsH $h3£hh²6B*CJmH phÿsH !h3£hh²B*CJmH phÿsH !h3£h3£B*CJmH phÿsH h3£B*CJmH phÿsH hÓHGB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH !hfV6B*CJ]mH phÿsH h&U¸hh²6B*mH phÿsH !h&U¸hh²B*CJmH phÿsH hfVB*CJmH phÿsH C D F X Y PB.% $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kdo$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4Ñ Ø Ü Þ
%
&
=
@
w
Í
Ï
î
ð
( L N · ¸ Ì Î Ò ç è ) + ñàϼ««««««««x«x«¼«x«gVxVg!h¯[ h¯[ B*CJmH phÿsH !h¯[ hh²B*CJmH phÿsH h¯[ B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH hfVB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h3£hh²B*CJmH phÿsH !h3£h3£B*CJmH phÿsH h3£B*CJmH phÿsH !Y Þ
-
.
/
9
=
ëÙËË¿¿´««¢Ë $IfgdfV $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh² =
>
@
y
z
PB.% $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kdp$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4z
{
|
}
Ï
N · ¸ * + ¯ è ë öööäööÒ¾¬¬ö¬ö¬¬
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$IfgdfV
& F7
Æh$*$Ifgdh² $Ifgdh²+ 2 4 ® ¯ è
$
+
,
C
D
L
O
W
X
c
d
t
u
|
îÝî̾¾vg¾vWv¾¾vWvF!h&U¸hh²B*aJmH phÿsH hl5B*CJ]mH phÿsH h&U¸hh²B*mH phÿsH $h&U¸hh²B*CJ]mH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !hl5hh²B*CJmH phÿsH hl5B*CJmH phÿsH !hl5hl5B*CJmH phÿsH !hl5hh²B*CJmH phÿsH !hl5h¯[ B*CJmH phÿsH ë ì í î ï ð ó ô õ ÷ ø ÿ
!
+
óóóóóóóóóóåóóóóóóóóóóÚÑ $Ifgdh²
$G$Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²+
,
6
7
8
X
h
i
´
¾
Â
Ã
Ä
Å
Æ
Ç
Ë
Ì
Í
Ñ
öíííííííßßÑ÷········ $$Ifa$gdh²
$$G$Ifa$gdh²
Æ8!$Ifgdl5
Æ8!$Ifgdh² $Ifgdh² $Ifgdh²
¡
´
¾
Ñ
Ò
Õ
Ü
ü
$*!hl5hh²B*CJmH phÿsH !hl5hl5B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH hl5B*CJmH phÿsH h&U¸hh²B*mH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH 'h&U¸hh²6B*]aJmH phÿsH $h&U¸hh²B*]aJmH phÿsH !h&U¸hh²B*aJmH phÿsH hl5B*aJmH phÿsH Ñ
Ò
Ó
Õ
Ö
×
PKK=1 $$Ifa$gdh²
$$G$Ifa$gdh²gdh²¯kdq$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4×
Ø
Ù
Ü
ý
þ
ÿ
PKBK4
$$G$Ifa$gd/(#
Æ8!gdl5gdh²¯kd¤u$$If4Ö²ÿè"ñ%u)Ò5=86/ îì] kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4>?GRgnx²¤¤¤¤¤
$$G$Ifa$gd/(#
$$G$Ifa$gdh²Lkd¢v$$If4Ö²ÿ=88 ÖÖ
ÿ¿¿¿ö8ööÖÖ Ö Ö4Ö4Ö
Gaöùÿf4pÖ
ÿ¿¿¿ >?FGKLOPRfgmnuvxèÔè¿¿¿¿¿¿p[D,h&U¸hh²5B*CJOJQJmH phÿsH )h&U¸h/(#B*CJ OJQJmH phÿsH #hh²B*CJ OJQJmH phÿsH 'h/(#B*CJ OJQJaJ mH phÿsH -h&U¸hh²B*CJ OJQJaJ mH phÿsH #h/(#B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH 'h/(#B*CJ
OJQJaJ
mH phÿsH -h&U¸hh²B*CJ
OJQJaJ
mH phÿsH ¾M?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kd w$$If4Ö²ÿ7"£%')Ò5=8
à î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö ÿÿÿ Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt/(#¼¿îñ678?SUXY\hkt®°ÌÍíï $Ifgds4 >$Ifgdh²G H J N@,
& F6
Æh$*$G$Ifgdt
$$G$Ifa$gdh²±kdY{$$If4íÖ²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4 ´ µ ¾ ¿ Ç ÿ ( * a j u v } îàîͺªººªºªºwkwZLZ>h
'B*CJmH phÿsH hs4B*]mH phÿsH h&U¸hh²B*]mH phÿsH hs4B*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH h:b×B*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH $h:b×hh²B*CJ]mH phÿsH h:b×B*CJmH phÿsH !h:b×h:b×B*CJmH phÿsH * a d g j Ì Í × Û Ü ëÙËË¿°§§Ë¿
Æ8!$Ifgds4 $Ifgdh²
Æ8!$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh² ¢ ¯ º Ã Í × Ü ß ä !!,!3!L!N!o!q!²!³!"&"'"-".":"B"C"N"O"`"f"i"""ª"¬"ñàÍà¹àªàà
àwàwàwàwàÍàñàñàñàªkªà
à
àhs4B*mH phÿsH h:b×B*CJmH phÿsH ht B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h&U¸hh²B*mH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH hs4B*CJmH phÿsH %Ü Ý ß !PB.
& F6
Æh$*$G$Ifgdt
$$G$Ifa$gdh²¯kdo|$$If4Ö²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4!³!Ý!"""!"""C"U"V"`"d"e"f"ëÙÙËË¿¿´¦¦Ë¿¿
Æ8!$Ifgds4
Æ8!$Ifgdh²
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²f"g"i"""PB.% $Ifgdh²
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¯kds}$$If4Ö²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4"""¬"0#_#`#Ç#$$ $
$ $ $$$$ $ $ $ööäоö¾¾°¤¤¤¤¤¤°¤¤¤ $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²
& F6
Æh$*$Ifgdh² $Ifgdh²¬"Ú"ã" #/#^#_#g###Å#Ç#$0$1$:$;$C$D$O$P$V$îÝîϼ©Ïv©hUEUh hs4B*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH hs4B*CJmH phÿsH !h
'hh²B*CJmH phÿsH !h
'h
'B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH $h
'hh²6B*CJmH phÿsH h
'B*CJmH phÿsH !h
'hh²B*CJmH phÿsH !h
'h
'B*CJmH phÿsH $ $#$$$%$D$V$W$a$b$v$$$$$$$$$$óóóóèßßßßßßßÖÈóóóóó
$$G$Ifa$gdh² $Ifgds4 $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²V$Z$m$n$$$$$$ $¢$Á$Ã$È$á$ã$é$ê$ì$ý$þ$%%%%
%%&%(%5%6%ìÛÍÛÍÛìÛ¾§ÍÛÍÛqq^P^ÍÛÍÛhs4B*CJmH phÿsH $hs4hh²6B*CJmH phÿsH !hs4hs4B*CJmH phÿsH !hs4hh²B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h&U¸hh²B*mH phÿsH hs4B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH %h&U¸hh²B*CJaJmH phÿsH $$ $¢$Ã$PK=)
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²gdh²¯kdw~$$If4Ö²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4Ã$Ä$Å$Æ$Ç$È$â$ã$T%U%V%%%&&&&öööööäöÐöö¾ö¬ $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgds4
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²
& F6
Æh$*$Ifgdh² $Ifgdh²6%A%D%Q%T%%%%¦%¨%Ë%Í%&&%&&&0&1&9&:&E&F&L&U&^&f&z&&&&¡&¢&£&°&³&Õ&×&íÜÎÜíÎÜíÜÎÜÎÜ¿³¿¢¢¿³¿¿¢¿³¿s¿Ü\ÎÜ,h&U¸hh²5B*CJOJQJmH phÿsH hs46B*]mH phÿsH #h&U¸hh²6B*]mH phÿsH hs4B*]mH phÿsH h&U¸hh²B*]mH phÿsH hðCêB*mH phÿsH h&U¸hh²B*mH phÿsH hs4B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH $&&& &&&&&&&&&&:&^&z&&&¢&£&§&¨&©&ª&óóóóóåóóóóóóÖÈÈÈÈÈÈåóóó
Æ8!$Ifgdh²
Æ8!$G$Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²ª&«&¬&°&±&³&óóóG9
$$G$Ifa$gdh²¬kd{$$If4íÖ²ÿè"£%')Ò5=86/ î« köÖ Ö Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4 $$Ifa$gdh²³&×&M'~''''´'»'¿'Ñ'Ò'Ó'ó'(ë׿¼¼ª
Æ8!$Ifgdh²
Æ8!$G$Ifgdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh² $Ifgdh²
& F8
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²
& F6
Æh$*$G$Ifgds4×&ê&ë&ù&ú&''L'M'´'¿'Ê'Ë'Ï'Ò'Ó'Ý'ì'í'îÝÊÝî¼îݨxdUBd1!hðCê6B*]aJmH phÿsH $h&U¸hh²B*]aJmH phÿsH h&U¸hh²B*mH phÿsH 'h&U¸hh²6B*]aJmH phÿsH hðCêB*aJmH phÿsH !h&U¸hh²B*aJmH phÿsH !h&U¸hh²B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH hs4B*CJmH phÿsH $hs4hh²6B*CJmH phÿsH !hs4hh²B*CJmH phÿsH !hs4hs4B*CJmH phÿsH í'ó'ü'( (4(>(N(O(P(Q(`(w({((«((Í(×(Ü(ß(è(ë(ëÖÀëÀëëuggXLX; h&U¸hh²B*]mH phÿsH hs4B*mH phÿsH h&U¸hh²B*mH phÿsH hs4B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH hðCêB*]aJmH phÿsH $h&U¸hh²B*]aJmH phÿsH +h&U¸hh²6B*CJ]aJmH phÿsH (h&U¸hh²B*CJ]aJmH phÿsH 'h&U¸hh²6B*]aJmH phÿsH (3(4(W(w({(ñññãÕ
$$G$Ifa$gdh²
Æ8!$Ifgds4
Æ8!$Ifgdh²{(|(((SE1
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²¬kd$$If4íÖ²ÿè"£%')Ò5=86/ î« köÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4(Ñ(Ô(×(è(ô(ø(ëÝÝÎÀÝ
Æ8!$IfgdðCê
Æ8!$G$Ifgdh²
$$G$Ifa$gdh²
& F
Æh$*$G$Ifgdh²ë(ó(ô(ø(ú()))))")#)&)'))),)-)8)9)@)A)E)òáн½½½½ÐxaMa8)h&U¸hh²B*CJ OJQJmH phÿsH 'hðCêB*CJ
OJQJaJ
mH phÿsH -h&U¸hh²B*CJ
OJQJaJ
mH phÿsH "hðCê5B*OJQJmH phÿsH (h&U¸hh²5B*OJQJmH phÿsH hs4B*CJmH phÿsH hs4B*OJQJmH phÿsH %h&U¸hh²B*OJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h&U¸hh²B*]mH phÿsH hðCêB*]mH phÿsH ø(ù(ú(&)()))8)UPPPPB
$$G$Ifa$gdðCêgdh²ªkd$$If4Ö²ÿè"£%')Ò5=86/ î« köÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf48)9)A)L)a)h)r)|)))²¤¤¤¤¤
$$G$Ifa$gdðCê
$$G$Ifa$gdh²Lkd$$If4Ö²ÿ=88 ÖÖ
ÿ¿¿¿ö8ööÖÖ Ö Ö4Ö4Ö
Gaöùÿf4pÖ
ÿ¿¿¿ E)F)I)J)L)`)a)g)h)o)p)r))))))º)½)ì)î)÷)íØíØíØíØÁÁØíoaPaP?!hðCêhðCêB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH hðCêB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH )h&U¸hðCêB*CJ OJQJmH phÿsH #hh²B*CJ OJQJmH phÿsH 'hðCêB*CJ OJQJaJ mH phÿsH -h&U¸hh²B*CJ OJQJaJ mH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH #hðCêB*CJ OJQJmH phÿsH )))¼)M?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kd$$If4Ö²ÿ7"£%')Ò5=8
à î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö ÿÿÿ Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4ytðCê¼)½)í)î)4*5*¿*ï*ð*÷*ø*ù*ü*+++ ++öäöÐö¾¾±££ $$Ifa$gdh²
$$G$Ifa$gdh²
h$If^hgdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdh² $Ifgdh²÷)ù)ú)ý)3*4*5*g*h*i*j*o***
********½*¿*ï*+'+3+5+=+>+F+G+îÝîÝîʼ«îÝîÝîîîÝî««v«cSc hofB*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH h%%B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH 'hðCêhh²6B*CJ]mH phÿsH !h&U¸hh²B*CJmH phÿsH hðCêB*CJmH phÿsH $hðCêhh²6B*CJmH phÿsH !hðCêhðCêB*CJmH phÿsH !hðCêhh²B*CJmH phÿsH ++'+(+)+G++++++++++óèßßßßÑÃóóóóóß
$$G$Ifa$gdh²
Æ8!$Ifgdof $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²G+R+S+Z+f+o+x+++++++¢+é+ï+/,0,?,B,I,Y,`,d,îàîÌîÌîÌ»»îîîuîdSdB!hofhofB*CJmH phÿsH !hofhðCêB*CJmH phÿsH !hofhh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH hðCêB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH hofB*aJmH phÿsH !h&U¸hh²B*aJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH h%%B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH + +¢+ë+M?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kd$$$If4Ö²ÿ7"£%')Ò5=8
à î« kö8ööÖ ÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4ytðCêë+ì+í+î+ï+A,B,ú,=->-Á-Ä-Å-Æ-Ç-È-É-ööööäöоö¬ $$Ifa$gdh²
$$G$Ifa$gdh²
& F9
Æh$*$Ifgdof
& F9
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdh² $Ifgdh²d,e,p,r,,,¹,»,à,â,ù,ú,=->-A-d-f-¿-Á-ó-ô-ÿ-.!.".-.5.A.ñàÏÁ°Á°Á°Á°°zg°Y°Á°Y°Á°h%%B*CJmH phÿsH $hofhofB*CJ]mH phÿsH hofB*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH hofB*CJmH phÿsH !hofhh²B*CJmH phÿsH !hofhofB*CJmH phÿsH hofB*CJmH phÿsH É-Ê-Ì-Í-Î-Õ-Ø-Ù-Ú-Û-Ü-Ý-ä-ç-è-.. .
....6.r.óóóóåóóóóóóóóÜÑÜÜÜÜÜÜÜÈ $Ifgd%%
$G$Ifgdh² $Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²A.T.V.W.^.j.....¬.®.¯.ý./a///////¦/³/½/Å/Æ/É/Ë/Ò/ëÚÌÚ¹Ú¢Ú¹Ú
wf¹ÚÌÚÌÚ¹Ú¹
Ú¢
¢U!hé,úhh²B*CJmH phÿsH !hofhh²B*CJmH phÿsH hofB*CJmH phÿsH h&U¸hh²B*mH phÿsH hðCêB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH $h&U¸hh²6B*CJmH phÿsH h%%B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH r.v.w.x.y.z.{.|..ñååååååå $$Ifa$gdh²
$$G$Ifa$gdh²...®.M?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kd3B3[3\3|3}333 3¡3óäÓÅÓä´{´hXhXhXhE$hÂFhh²B*CJ]mH phÿsH hÂFB*CJ]mH phÿsH $hÂFhÂFB*CJ]mH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH hé,úB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h}DZB*]mH phÿsH h&U¸hh²B*]mH phÿsH h&U¸hh²B*mH phÿsH h}DZB*mH phÿsH 33
3@3K=)
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²´kdP$$If4íÖ²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt|Fê@3A3B3ê3ë34D4F4G4H4P4S4T4U4x4Ñ4Û4ööâöÐж¶Â¶¶¶§
Æ8!$Ifgdh²
Æ8!$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh² $Ifgdh²¡3©3´3µ3Á3Ã3é3ê3D4U4d4e4p4w4x4444¤4ª4Ñ4å4ì4ï4ð4@5C5a5b5íÝíÊíÝíʹªªªªmªmª¹V¹H¹Ýíhé,úB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH #h&U¸hh²6B*]mH phÿsH h&U¸hh²B*]mH phÿsH h}DZB*]mH phÿsH h}DZB*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH hÂFB*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH Û4å4ë4ì4í4ñãÚ&´kdl$$If4íÖ²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt|Fê $Ifgdh²
$$G$Ifa$gdh²
Æ8!$Ifgd}DZí4ï4A5B5C5 6N66666666³6Å6ñÝÔÔÀ®®ñ¢¢¢ñ¢
Æ8!$Ifgdh²
$G$Ifgdh² $$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh² $Ifgdh²
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²b555 5§5í5ò5ô5 6 66¡6¢6«6²6³6¾6¿6Å6å6è677"7ðÝðÝðÍÝÍݺ©©ÍÝ|©eW©Jh}DZhh²B*CJphÿhé,úB*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h}DZB*aJmH phÿsH !h&U¸hh²B*aJmH phÿsH h}DZB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH h}DZB*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH hÂFB*CJ]mH phÿsH Å6Ñ6Ò6Ü6Ý6á6â6ã6ä6å6ööööèÜÜÜÜ $$Ifa$gdh²
$$G$Ifa$gdh² $Ifgdh² å6æ6è67K=)
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²´kdz$$If4íÖ²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt|Fê7777*8V8888888888®8À8Á8Â8Ã8öööâÐ涶¶¶Â¶«öööö
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh² $Ifgdh²"777
>>>>;>K>V>X>)?3?:?D?a?e???Ï?Ù?Þ?á?ê?î?ò?@ @9@I@L@X@`@e@g@ñàϾϾϰϾà|àeñàñàYàeñàñàñàñàh1&B*mH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH h&U¸hh²6B*mH phÿsH h&U¸hh²B*mH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH h1&B*CJmH phÿsH !h1&hh²B*CJmH phÿsH !h1&h1&B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH h1&B*CJmH phÿsH "Ø=X>>½>õ>)?,?3?D?E?F?Q?R?]?a?ëÙÙÙÙË˼³³³³ªË $Ifgd1& $Ifgdh²
Æ8!$G$Ifgdh²
$$G$Ifa$gdh²
& F
Æh$*$Ifgdh²
& F
Æh$*$G$Ifgdh²a?b?e??M?+
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kd¼$$If4Ö²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt|Fê?Ó?Ö?Ù?ê?î?ëÝÝÎÝ
Æ8!$G$Ifgd1&
$$G$Ifa$gdh²
& F
Æh$*$G$Ifgd1&î?ï?ò? @M?+
& F6
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kdÆ$$If4Ö²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt|Fê @=@>@A@D@U@a@e@ëâÔÔÉÀÔ $Ifgd1&
$G$Ifgdh²
$$G$Ifa$gdh² $Ifgdh²
& F
Æh$*$G$Ifgdh²e@f@g@@@@MD?6?
Æ8!gdh²gdh²
Æ8!gdh²²kdÐ$$If4Ö²ÿè"£%')Ò5=86/ î« kö8ööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt|Fêg@u@}@~@@
@@@@@@@@@ª@«@²@³@·@¸@»@ïÜïÜïÜïÜÍ¿®p\pG5G#h1&B*CJ OJQJmH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH 'h1&B*CJ
OJQJaJ
mH phÿsH -h&U¸hh²B*CJ
OJQJaJ
mH phÿsH "h1&5B*OJQJmH phÿsH (h&U¸hh²5B*OJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH h|FêB*CJmH phÿsH h&U¸hh²B*mH phÿsH %h&U¸hh²B*OJQJmH phÿsH h1&B*OJQJmH phÿsH @ª@«@³@¾@Ó@Ú@ä@î@õ@ú@ñ¤ñññ
$$G$Ifa$gdh²LkdÚ$$If4Ö²ÿ=88 ÖÖ
ÿ¿¿¿öööÖÖ Ö Ö4Ö4Ö
Gaöùÿf4pÖ
ÿ¿¿¿
$$G$Ifa$gd1&
»@¼@¾@Ò@Ó@Ù@Ú@á@â@ä@ô@õ@ù@ú@ý@A
A
A&A)APAWAnAqA|A~AíØíØíØÁÁØíoaSaSBaBaBaB!h&U¸hh²B*CJmH phÿsH h1&B*CJmH phÿsH h²B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH )h&U¸h1&B*CJ OJQJmH phÿsH #hh²B*CJ OJQJmH phÿsH 'h1&B*CJ OJQJaJ mH phÿsH -h&U¸hh²B*CJ OJQJaJ mH phÿsH )h&U¸hh²B*CJ OJQJmH phÿsH #h1&B*CJ OJQJmH phÿsH ú@û@ý@(AM?+
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²²kdW$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö ÿÿÿ Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt1&(A)AQARA~AAÒAÓAVB CcCiCjCkCnCoCpCsCöäöäÖÂö°°°¢ $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
Æ8!$Ifgdh²
& F7
Æh$*$Ifgdh² $Ifgdh²~AA¨AªAÑAÒAÓAÕAÖAÚABBBBCBTBVBoBpB{B|BðâÑâѾ
xhUAU'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH h²B*CJ]mH phÿsH h²hh²B*CJphÿh²B*CJphÿh²h²B*CJphÿ!h²h²B*CJmH phÿsH !h²hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH h²B*CJmH phÿsH h&U¸hh²B*mH phÿsH |BBB
BöB C C CcCC§C´CµC¿CÇCÈCÓCÔCàCD D DDD$D%D2DíÚíÚ˼{kX{D{{{'h&U¸hh²6B*CJ]mH phÿsH $h&U¸hh²B*CJ]mH phÿsH hBAB*CJ]mH phÿsH hBAB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²6B*CJmH phÿsH hBAhh²B*CJ]phÿ hBAhBAB*CJ]phÿ hBAh²B*CJ]phÿ$h²h²B*CJ]mH phÿsH $h²hh²B*CJ]mH phÿsH sCtC{C|C}CC
CCCC§C¨C©CÈCDD?D@DJDMDNDODSDTDóåóóóóóóóÚÑÑÑÑÑÑÑÈåóóóó $IfgdBA $Ifgdh²
$G$Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²2D?DZD]DbD
DDDDD D¯D±DæDëDìDïD E ELEME
EEE¹EÊEÐEFëÚÃÚµÚµÚëÚµÚ§Ú§Ú§Ú§ÚÚ
vcSc hBAB*CJ]mH phÿsH $hBAhBAB*CJ]mH phÿsH hBAhBAB*CJ]phÿ hBAhh²B*CJ]phÿ$h&U¸hh²6B*CJmH phÿsH hBAB*CJmH phÿsH h²B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !h&U¸hh²B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH TDUDYDZD[Dóóê8²kda$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt1& $Ifgdh² $$Ifa$gdh²[D]DDDDD°D±DME
EEFFFFñÝÔÔÔÂÔ®Ôñ~~ $$Ifa$gdh²
& F8
Æh$*$IfgdBA
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdh² $Ifgdh²
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²FF=F>FEFFF\F]FdFoFpFFFFFF¸FÅFåFëFGGGMGOGWG|G~G©GíÜÎܽÜÎÜ®¢®®ÜykÜkÜÎÜZIZÜÎÜÎ!hBAhBAB*CJmH phÿsH !hBAhh²B*CJmH phÿsH h²B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH #h&U¸hh²6B*]mH phÿsH hÜ)B*mH phÿsH h&U¸hh²B*mH phÿsH !h&U¸hh²B*aJmH phÿsH hBAB*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH $h&U¸hh²B*CJ]mH phÿsH F F F F F-F.F/F0F3FDFEFFFPFQFdFFFFFFFóóóóåóóóóÚÑÃÑÑѵåóóóó
Æ8!$IfgdÜ)
Æ8!$Ifgdh² $Ifgdh²
$G$Ifgdh²
$$G$Ifa$gdh² $$Ifa$gdh²FFFFóA3
$$G$Ifa$gdh²²kdy$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt1& $$Ifa$gdh²F»F¼F½F¾FçFèFªG«G HJHLHMHNHOHPHSHëâââÐâ¼âªª $$Ifa$gdh²
$$G$Ifa$gdh²
& F8
Æh$*$Ifgdh²
& F8
Æh$*$G$Ifgdh²
& F7
Æh$*$Ifgdh² $Ifgdh²
& F7
Æh$*$G$Ifgdh²©G«GG®G²GÕG×G H HJHuHvHHHHH¥H¦H±H²H¾HÆHÇHÒHÓHûHýHîÝÌÝÌݾîªîîîîîîyfîîW h&U¸hh²B*mH phÿsH $h&U¸hh²B*CJ]mH phÿsH hBAB*CJ]mH phÿsH $h&U¸hh²6B*CJmH phÿsH hÜ)B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH hBAB*CJmH phÿsH !hBAhBAB*CJmH phÿsH !hBAhh²B*CJmH phÿsH !h&U¸hh²B*CJmH phÿsH SHZH]H^H_H`HgHjH|H¤H¥H¦HÇH×HîHòHóHôHõHöHúHûHñååååååÚÑÑÑÑÑÈñåååååå $IfgdBA $Ifgdh²
$G$Ifgdh² $$Ifa$gdh²
$$G$Ifa$gdh²ûHüHýHÿH%IMH:&
& F7
Æh$*$G$Ifgdh²
$$G$Ifa$gdh²gdh²²kd$$If4Ö²ÿ7"£%')Ò5=8
à î« köööÖ ÿÿÿÿÿÿÿÖ Ö Ö ÿÿÿÿÿÿ4Ö4Ö
Gaöùÿf4yt1&ýHÿH$I)I[IcIdIfIhIiI}IIIII½I¾IýIþIJGJHJuJwJJ£J¶J¸JèJéJ)KSKTKfKéÛÊÛÊÛÊÛʶʥ¥¶ÊuduÛÊÛÊÛÊÛʶÊVÊh~\WB*CJmH phÿsH !hÜ)hÜ)B*CJmH phÿsH !hÜ)hh²B*CJmH phÿsH hÜ)B*CJmH phÿsH !hÜ)hh²B*CJmH phÿsH !hÜ)hÜ)B*CJmH phÿsH 'h&U¸hh²6B*CJ]mH phÿsH !h&U¸hh²B*CJmH phÿsH hÜ)B*CJmH phÿsH ,h&U¸hh²5B*CJOJQJmH phÿsH !%I&I'I(I)I]I¾IýIþIéJ)K-K.K/K0K1K3K:K;K
