Work book 1ªev

Hugo Suárez. Profesor EF. La Salle-Santiago 1
Fitness II
Handball
--UNIT 1-2-
Physical Education
Department La Salle
Name:............................................................................Nº......
1ª Term

Estimados padres:
En nuestra intención de favorecer el aprendizaje y la motivación hacia el deporte y la
educación física, hemos diseñado este cuadernillo (WorkBook) que nos servirá de apoyo para la
asignatura. En él están recogidos los contenidos y materiales de esta 1ª evaluación.
Su uso es obligatorio en las clases de educación física ya que en él anotarán los distintos
contenidos vistos en clase. Al finalizar el trimestre se corregirá y se evaluará, pasando a formar
parte de la nota final de cada evaluación.
Por ello os pedimos vuestra colaboración, responsabilizando a vuestros hijos en el uso del
mismo firmando más abajo.
También os queremos presentar el Blog de Educación Física creado para alumnos, padres,
profesores del colegio y en el que encontraréis el material complementario para que los alumnos
trabajen este WorkBook, así como otras cosas de interés. El enlace al blog lo podéis encontrar en la
página web del colegio.
www.lasalle.es/santiago.
Firma del padre/madre/tutor:
Atentamente:
Hugo Suárez. Prof.EF. Colegio La Salle

FITNESS II
--UNIT 1--
1.1. Heart Rate Calculation
Checking your pulse is an easy way to determine
heart rate. Resting heart rate should be counted
for 60 seconds. Counting a resting pulse rate in less
time increases the chance of error. During exercise,
6 or 10 second pulse checks can be used. If the
pulse is counted for 6 seconds, multiply by 10 to
get the heart rate in beats per minute. If the 10-
second count is used, multiply by 6 to get beats per
minute.
Two easy methods can be used when checking
pulse rate. One method checks the pulse at the wrist, called the radial pulse, and the other is at the
neck, called the carotid pulse.
For a radial pulse check, use the tips of your index and middle finger. The radial artery can be found
on the thumb side of either wrist. It lies just a little below the base of the thumb. The pulsing of the
artery will be felt when the fingers are in the right place. Hold gently.
The carotid pulse check is taken in a place just below the jaw along the windpipe and along the
throat. Use the fingertips of the index and middle fingers to press gently. Do not move your fingers
around in a massaging motion while trying to find your carotid pulse. This can lower your blood
pressure and cause dizziness.
When taking a pulse check always stop exercising. Check your pulse quickly. Do not wait a few
seconds to rest before beginning to count. If this happens, the pulse rate will not be accurate.
Resume exercising immediately after the pulse check so your heart rate does not have time to slow
down out of your training heart rate range. Knowing your pulse rate is helpful in evaluating the
progress of an exercise program.
The thumb should not be used for measuring another person's heart rate, as its strong pulse may
interfere with discriminating the site of pulsation
The typical resting heart rate in adults is 60–80 bpm, with rates below 60 bpm referred to as
bradycardia, and rates above 100 bpm referred to as tachycardia. Conditioned athletes often have
resting heart rates below 60 bpm, with values of below 40 bpm not unheard of. For instance, cyclist
Lance Armstrong has been known to have resting heart rates to as low as around 32 bpm, cyclist
Miguel Indurain had a resting heart rate of 28 bpm.
More information in our blog:
http://educacion-fisica-lasalle-santiago.blogspot.com/p/4-eso.html

1.2. How to Calculate and Use Your Training Heart Rate
Activity-1a)
Subtract your age from 220. (Example for a 28-year-old: 220 - 28 = 192)
Multiply the result by 0.55 to determine 55 percent of your estimated maximum heart rate. (For a
28-year-old: 192 x 0.55 = 105.6, or approximately 106 beats per minute.) This is the low end of your
training range, or the slowest your heart should beat when you exercise.
Multiply the result from step 1 by 0.90 to calculate 90 percent of your estimated maximum heart
rate. (For a 28-year-old: 192 x 0.90 = 172.8, or approximately 173 beats per minute.) This is the high
end of your training range, or the fastest that your heart should beat when you exercise.
Use your answers from steps 2 and 3 to determine your training heart rate range. (A 28-year-old's
training range is 106 to 173 beats per minute.)
Calculate your training heart rate:
(a)=220 minus your age 220 - _______ = _______
(b)Multiply (a) by .55 (55%). _______ X 0.55 = ________
(c)And (a) by .90 (90%) _______ X 0.9 = ________
Now, determine your training heart rate range!
______ - ______
GOAL: Your heart rate should decrease as you get more fit!

1.3. Energy production: Aerobic and anaerobic systems
Activity-1b)
Goal of the activity: We work on improving fitness, calculating target heart rates, and learning to
run properly and the mechanisms involved in our body to produce the energy needed in different
phases of effort.
Needed materials: Each group of two gets one pencil, one
stopwatch, and a task sheet for each student.
Activity: The workout proceeds as follows:
• One partner times the other partner.
• One of the two will run in the first place.
• One student runs ten laps as fast as he can.
• While the one is running, his partner will record each
time/lap on his task sheet.
• When you have finished, then take your own pulse. Remember (6 seconds count for the
heart rate, add a zero to the number and write it down).
• You have one session to finish this workout.
Task sheet
Name _______________________________________________ Date _____________
Record of Times:
Laps Time Time/lap
Lap 1
Lap 2
Lap 3
Lap 4
Lap 5
Lap 6
Lap 7
Lap 8
Lap 9
Lap 10
Heart Rate Average

Activity-1c) (In the classroom). GraphicGraphicGraphicGraphic 1.1.1.1. Now take your competition records to the graph.

1.3.1 Explanation
The energy for muscle contraction during exercise comes
from the splitting of a high-energy compound called
adenosine triphosphate (ATP). As soon as the small stores of
ATP in muscles are partially depleted at the start of exercise
then the ATP is replaced rapidly by the three energy systems
working together but at different rates.
The first process involves the high-energy fuel
phosphocreatine (PC) that is stored in small amounts in the
muscles. The second process involves the non-aerobic
breakdown of carbohydrate to lactic acid, and is often called
the lactic acid system or anaerobic glycolysis.
These two processes occur without the use of oxygen and together make up the anaerobic (without
air) energy system.
The anaerobic system is capable of producing energy very rapidly and can result in large muscle
power outputs during brief intense events such as in jumping and sprinting. It is limited, however, by
the amount of energy it can produce. The build-up of lactic acid and a quick depletion of PC will
bring about a reduction in power and a drop off in speed.
The aerobic energy system, on the other
hand, is capable of producing extremely
large amounts of energy. The down side is
that it cannot produce energy as quickly,
being limited by the muscle’s ability to
breakdown carbohydrates and fats with the
aid of oxygen, and the body’s ability to
deliver the required oxygen to the working
muscles.
Together, the three energy systems are
well suited to cope with the high, often
sustained, and usually diverse energy
demands we place on them during our
sporting exploits. For example, the PC
system is very important for lifting, jumping, throwing, and short sprints. The lactic acid system is
more suited to sustained sprints such as the 100 m, 200 m and 400 m, and the aerobic system to
middle distance and endurance events. It is important to remember, however, that virtually all
physical activities will derive some energy from each of the three energy systems.
You can learn more about this in
http://www.vcaa.vic.edu.au/vce/studies/physicaledu/EnrgSys.pdf

Activity-1d)
Goal of the activity: We work on improving fitness, now we are going to run ten laps (the same as
the first time) in the average time calculated in the previous task.
Needed materials: Each student gets one stopwatch.
Activity: The workout proceeds as follows:
• Each runner takes his stopwatch.
• Each runner can run with other runners that averaged the same mean time.
• Each student runs ten laps but must do so to in the calculated mean time.
• When you have finished then take your own pulse.
• You have one session to finish the workout.
Write here the conclusions learned from the work done:

1.4. Stomach Crunches (Sits-ups) Instructions
There are two ways to do crunches. You can either...
a) Place your feet slightly wider than hip width apart on the floor.
b) Raise your feet until your lower legs are parallel with the floor.
This is shown in the photograph in the left.
Make sure your neck is in a neutral position. ie: not tucked into your chest and not too far
back. A good rule is to look at the ceiling as you do the crunches. Notice the different between
these two photographs. The first shows Gustavo´s chin tucked in and the second shows a good
technique with Gustavo looking towards the ceiling.
Make sure your lower back is flat on the ground. You achieve this by tucking your hips until
you can feel your back touch the floor. See how there is a gap underneath Gustavo´s lower back in
the first photograph. This isn't good.
Just roll your hips and your lower
back will touch the ground.
Place your fingertips just behind your ears. Whatever you do, don't clasp them behind your
head. This will make you want to pull your head forward when the going gets tough. And believe
me, it will :)
Now pull your stomach muscles in towards your spine. Squeeze your abdominals and lift your
shoulder blades off the ground. You should aim to go as high as you can without lifting your lower
back off the ground.
Exhale as you sit-up and inhale when you lie back down.

So now that you're an expert at stomach crunches you can take a test:
Activity-1e)
Goal of the activity: Measuring strength and endurance in your abdominals
Needed materials: Mat, and a stopwatch or timer that can measure one full minute; a friend to
help keeping count and timing you.
Activity: Do as many crunches as you can in one minute.
Crunches per minute:
How to improve: To improve your scores on this test, choose strength exercises that focus on the
core muscles of the abdominals and lower back. There are lots of variations of crunches that can
help building strength and endurance in your abs.
You can get more information about scoring in our blog:
You can see the age-adjusted standards based on guidelines published by the American College of Sports Medicine
1.5. Agility T-Test
Activity-1f) The Illinois Agility Test (Getchell, 1979) is a commonly used test of agility in sports, and
as such there are many norms available.
• purpose: to test running agility
• equipment required: flat non-slip surface, marking cones, stopwatch, measuring tape,
timing gates (optional)
• procedure: The length of the course is 10 meters and the width (distance between the start
and finish points) is 5 meters. Four cones are used to mark the start, finish and the two
turning points. Another four cones are placed down the center an equal distance apart. Each
cone in the center is spaced 3.3 meters apart. Subjects should lie on their front (head to the
start line) and hands by their shoulders. On the 'Go' command the stopwatch is started, and
the athlete gets up as quickly as possible and runs around the course in the direction
indicated, without knocking the cones over, to the finish line, at which the timing is stopped.
(see illinois test video examples: https://www.youtube.com/watch?v=Z6JZiGh1Uvg )
• results: An excellent score is under 15.2 seconds for a male, less than 17 seconds for a
female. See the full rating norm scores for the Illinois Test.
Rating Males (seconds) Females (seconds)
Excellent < 15.2 < 17.0
Above Average 16.1-15.2 17.9-17.0
Average 18.1-16.2 21.7-18.0
Below Average 18.3-18.2 23.0-21.8
Poor > 18.3 > 23.0

• Advantages: This is a simple test to administer, requiring little equipment. Also, the players
ability to turn in different directions and different angles is tested.
• Disadvantages: Choice of footwear and surface of area can effect times greatly. Results can
be subject to timing inconsistencies, which may be overcome by using timing gates. Cannot
distinguish between left and right turning ability.
• Variations: the starting and finishing sides can be swapped, so that turning direction is
reversed.
• References: Getchell B. Physical Fitness: A Way of Life, 2nd ed. New York: John Wiley
and Sons, Inc., 1979.
Your score:

1.6. 50 Meter Dash
Activity-1f)
Goal of the activity: The aim of this test is to determine acceleration and
speed.
Needed materials: Stopwatch, cone markers, flat and clear surface of at
least 70 meters.
Activity: The test involves running a single maximum sprint over 50 meters,
with the time recorded. A thorough warm up should be taken, including
some practice starts and accelerations. Start from a stationary standing
position (hands cannot touch the ground), with one foot in front of the other. The front foot must
be behind the starting line. Once the subject is ready and motionless, the starter gives the
instructions "set" then "go.” The tester should provide hints for maximizing speed (such as keeping
low, driving hard with the arms and legs) and the participant should be encouraged to not slow
down before crossing the finish line. The timing starts from the first movement (if using a
stopwatch) or when the timing system is triggered, and finishes when the chest crosses the finish
line and/or the finishing timing gate is triggered.
Results: Two trials are allowed, and the best time is recorded to the nearest 2 decimals.
Your score:
1.7. Overhead Medicine Ball Throw (forwards)
Activity-1g)
Goal of the activity: Overhead medicine ball throw test aim: This test measures
upper body strength and explosive power.
Needed materials: 2-5 kg medicine ball depending on the age group being
tested, tape measure
Activity: The subject stands at a line with the feet side by side and slightly
apart, and facing the direction to which the ball is to be thrown. The ball is held
with the hands on the side and slightly behind the center. The throwing action
is similar to that used for a soccer/football sideline throw-in. The ball is brought back behind the
head, and then thrown vigorously forward as far as possible. The subject is permitted to step
forward over the line after the ball is released, and is in fact encouraged to do so maximizing the
distance of the throw. Three attempts are allowed.
Scoring: The distance from the starting position to where the ball land are recorded. The
measurement is recorded to the nearest 10 cm. The best result of three throws is used.
Your score:

1.8. Multistage Shuttle Run
Activity-1h)
Goal of the activity:
The 20m multistage
fitness test is a
commonly used
maximal running
aerobic fitness test. It is
also known as the 20
meter shuttle run test,
beep or bleep test among others
Needed materials: Cone markers, tape
Activity: This test involves continuous running between two lines 20m apart in time to recorded
beeps. For this reason the test is also often called the 'beep' or 'bleep' test. The test subjects stand
behind one of the lines facing the second line, and begin running when instructed by the cd or tape.
The speed at the beginning is quite slow. Subjects continue running between the two lines, turning
when signaled by the recorded beeps. After about one minute, a sound indicates an increase in
speed, and the beeps will be closer in timer. This situation repeats every minute (level). If the line is
not reached in time for each beep, subjects must run to the line turn and try to catch up with the
pace within 2 more ‘beeps’. Also, if the line is reached before the beep sounds, subjects must wait
until the beep sounds. The test is stopped if subjects fail to reach the line (within 2 meters) for two
consecutive ends or when the athlete(s) can no longer maintain the pace of the bleeps.
Your score:
You can get information about your scoring in our blog:
1.9. Flexibility and Stretching (Modified Sit and Reach Test)
In general terms, flexibility has been defined as the range of motion
about a joint and its surrounding muscles during a passive
movement. Passive in this context simply means no active muscle
involvement is required to hold the stretch, instead, gravity or a
partner provides the force for the stretch.
Goal of the activity:
The sit and reach test is the most common flexibility test. It measures
the flexibility of the lower back and hamstrings.
Needed materials: It requires a box about 30cm high and a meter rule

Activity:
Activity-1i)
1. Sit on the floor with your back and head against a wall. Legs should be out straight ahead and
knees flat against the floor.
2. Have someone to place the box flat against your feet (no shoes). Keeping your back and head
against the wall, stretch your arms out towards the box.
3. Have someone place the ruler on the box and move the zero end towards your fingertips. When
the ruler touches you fingertips you have the zero point and the test can begin.
4. Lean forward slowly as far as possible keeping the fingertips level with each other and the legs
flat. Your head and shoulders can come away from the wall now. Do NOT jerk or bounce to reach
further.
5. Slowly reach along the length of the ruler 3 times. On the third attempt reach as far as possible
and hold for 2 seconds.
You can get information about your scoring in our blog and see the table from the American College of Sports Medicine
(1995) for performance in the sit and reach test:
HANDBALL
--UNIT 2—
2.1. Class Overview & Introduction:
The purpose of this unit is to familiarize students with the world-wide sport of Team Handball. This
unit will require the use of various skills that are used in other sports and that have been taught in
the Physical Education courses taken prior to this one. Students will become familiar with the lay-
out and rules of this game, and then get firsthand experience playing the sport in a predominantly
modified setting.
You can check the lesson plan in our blog:
2.2. History
The Early Days
Handball is believed to be one of humanity's oldest games. Some historians speculate that it
predates soccer, since humans have always been better at manipulating objects with their hands
than with their feet.
There's strong evidence that the ancient Greeks and Romans played games that could be
considered precursors to modern handball. The Greeks' game was called urania. As depicted in
Homer's Odyssey, it employed a ball made out of purple wool. Later, the Romans played harpaston,
in which competitors threw a ball over a line. There is also evidence that games similar to handball
were played in Greenland, Egypt and medieval Europe. One of these sports, played in Germany,
was called fangballspiel, which translates to "catch ball game."

The Modern Era
Handball as it is played today began in northern Europe in the late 19th century, when it emerged
as the successor to such regionally popular games as raffball and Königsbergerball. Holger Nielsen
of Denmark - who actually medaled in fencing and shooting at the first modern Olympic Games in
1896 - and German physical education teacher Max Heiser are credited with shaping the basic rules
that would come to govern the sport. The International Amateur Handball Federation was
established in 1928; it was replaced in 1946 by the International Handball Federation, which
continues today as the sport's world governing body.
Handball underwent a number of refinements during its formative years. The most
significant was a move indoors. In its first modern incarnation, called field handball, teams of 11
played on turf fields. Because of the game's popularity in snowy Scandinavia, a scaled-down indoor
version featuring seven-member teams, soon arose and eclipsed field handball. This is the version
of the sport that is played at the Olympics today.
Olympic Origins
Despite its connection to Greek antiquity, handball didn't make its Olympic debut until 1936. As
host of the Berlin Games, Germany was allowed to add a demonstration sport to the program and
chose field handball. The Germans outscored their first four opponents 86-13 on their way to the
championship game. They went on to defeat Austria, 10-6, to win the gold medal.
The Germans' romp did little to stir handball fever in the wider Olympic community. The
sport, primarily a European phenomenon at the time, was not included in 1948 when the summer
games resumed after a 12-year interruption. In fact, handball's absence lasted until 1972, when the
men's indoor game returned as part of the Munich Olympics - this time as an official event.
The revived sport displayed more staying power than before. After the 1972 Summer
Olympics, in which Yugoslavia stunned the defending world champion, Romania, to win the gold
medal, the International Olympic Committee allowed it to remain a part of the games.
Women's handball was added to the roster of Olympic sports at the 1976 Montreal Games, with
the Soviet Union winning the first gold medal. Medals in men's and women's team handball have
been awarded in every Summer Olympics ever since.
2.3 Basic Rules
You can see a video with the basic rules in our blog:
The Playing Court: The court measures 20 meters by 40 meters. The court is larger than a
basketball court, but the length may be shortened when space is limited. The goal area line, or 6-
meter line, is the most important line. No one except the goalie is allowed to stand in the goal area.
The goal opening is 2 meters by 3 meters. Players may jump into the area if the ball is released
before landing in the area.
Number of Players: There are seven players on each team (six court players and one goalie). A
maximum of 12 players may dress and participate in a game for each team. Substitutes may enter
the game at any time, through own substitution area, as long as the player they are replacing has
left the court.
Uniform of the Players: Player numbers are 1 to 20. Uniform shirts and shorts are the same color.
The goalkeeper must wear a different color shirt from teammates and opponents. No jewelry is
allowed.

Referees: There are two referees, a court referee and a goal line referee. Referees have complete
authority: their decisions are final. The referees are assisted by a timer and a scorer.
Duration of the Game: For players 18 years and over, the
game consists of 2, 30-minute halves with 10-minute half-
time. For tournament and youth games 2, 15-minute or 2,
20- minute halves. This is running time except for injury, or
one team time-out per half. The teams swap benches at half-
time. The game ends in a tie unless the game demands a
winner. (Tournament rules dictate that a winner must be
determined.) Overtime consists of 2, 5-minute periods).
Passive Play: It is illegal to keep the ball in a team's
possession without making a recognizable attempt to attack
and to try to score. In other words, a team cannot stall (free-
throw awarded to the other team).
Throw-Off: A throw-off is taken by the team that wins the
coin toss and chooses to start the game with the ball. Each
team must be in its own half of the court with the defense 3
meters away from the ball. Following the whistle, the ball is
passed from center court to a teammate and the game
begins. Throw-off is repeated after every goal is scored and
after half-time.
Scoring: A goal is scored when the entire ball crosses the
goal line inside the goal. A goal may be scored from any throw (free-throw, throw-in, throw-off,
goal-throw).
Playing the Ball
A player is allowed . . . -To run with the ball for 3 steps -To hold the ball for 3 seconds -Unlimited
dribble with 3 steps allowed before and after dribbling (no double-dribble).
A player is NOT allowed . . .
• To endanger an opponent with the ball.
• To pull, hit or punch the ball out of the hands of an opponent.
• To contact the ball below the knee.
• To dive on the floor for a rolling or stationary ball.
Defending the Opponent: A player is allowed to use the torso of the body to obstruct an opponent
with or without the ball. However, using the outstretched arms or legs to obstruct, push, hold, trip
or hit is NOT allowed. The attacking player is not allowed to charge into a defensive player.
Throw-In: A throw-in is awarded when ball goes out of bounds on the sideline or when the ball is
last touched by a defensive player (excluding the goalie) and goes out of bounds over the endline.
The throw-in is taken from the spot where the ball crossed the sideline or, if it crossed the endline,
from the nearest corner. The thrower must place one foot on the sideline to execute the throw. All
opposing players must stay 3 meters away from the ball.
Referee Throw: A referee throw is awarded when . . . The ball touches anything above the court,
after a simultaneous infringement of the rules, after simultaneous possession of the ball.
The Referee throws the ball vertically between two opposing players. The jumping players may grab
the ball or tap it to a teammate. All other players must be 3 meters away from the throw. The
referee throw is always taken at center court.

Free-Throw: For a minor foul or violation, a free-throw is awarded to the opponent at the exact
spot it took place. If the foul or violation occurs between the goal area line and the 9-meter line,
the throw is taken from the nearest post outside the 9-meter line. The thrower must keep one foot
in contact with the floor, then pass or shoot.
7-Meter Throw: The 7-meter throw is awarded when . . .
• A foul destroys a clear chance to score
• The goalie carries the ball back into his or her own goal area
• A court player intentionally plays the ball to his or her own goalie in the goal area and the
goalie touches the ball
• A defensive player enters his or her goal area to gain an advantage over an attacking player
in possession of the ball.
All players must be outside the free-throw line when the throw is taken. The player taking the
throw has 3 seconds to shoot after referee's whistle. Any player may take the 7-meter throw.
Goal-Throw: A goal-throw is awarded when . . . The ball rebounds off the goalkeeper over the
endline. The ball is thrown over the endline by the attacking team.
The goalie takes the throw inside the goal area and is not restricted by the 3-step/3-second rule.
Progressive Punishments: Pertain to fouls that require more punishment than just a free-throw.
"Actions" directed mainly at the opponent and not the ball (such as reaching around, holding,
pushing, hitting, tripping and jumping into an opponent) are to be punished progressively.
Warnings (yellow card): The referee gives only one warning to a player for rule violations and a
total of three to a team. Exceeding these limits results in 2-minute suspensions thereafter.
Warnings are not required prior to giving out a 2-minute suspension. 2-minute suspensions
awarded for . . . -Serious or repeated rules violations -Unsportsmanlike conduct -Illegal substitution.
-The suspended player's team plays short for 2 minutes.
Disqualification and Exclusion (red card): A disqualification is the equivalent of three, 2-minute
suspensions. A disqualified player must leave court and bench, but the team can replace player
after the 2-minute suspension expires. An exclusion is given for assault. The excluded player's team
continues short one player for the rest of the game.
You can see a handball final match, France vs. Iceland. Last 5 minutes of the game and highlights. France - Blue, Iceland
- Red in our blog: http://educacion-fisica-lasalle-santiago.blogspot.com/p/4-eso.html
Activity-2a)
Put the players in the field, their names and their position.

https://www.youtube.com/watch?v=zXjANz9r5F0
Attached 1
1) Go to our blog: http://educacion-fisica-lasalle-santiago.blogspot.com/p/4-eso.html and watch the video,
then you answer these questions:
A) Filling the Gaps:
Picture 1
B) Write the muscle cell types and their characteristics based on their shape, number of
nuclei and whether they are under voluntary or involuntary control.
1._________________________:
2._________________________:
3._________________________:
C) Filling the Gaps:

Picture 2
D) Types of myofilaments:
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E) Arrange the following items starting with the one deeper in the muscle to the one on the
muscle surface:
Myofibrils, Myofilaments, Fascicles, Muscle cells (muscle fibers).
____________ _____________ _____________ ____________
Whole muscle
F) Make a summary explaining how muscle contraction works:
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Attached 2
2) Go to our blog: http://educacion-fisica-lasalle-santiago.blogspot.com/p/4-eso.html and watch the video,
then make a summary.
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………………………………………………………………………………………………………………………………………………………………………………………….
Estas es la nota correspondiente a la evaluación del presente cuadernillo. Pueden consultar las notas de los
exámenes escritos y de las actividades físicas a través del gestor del colegio.
Nota del cuadernillo: Comentarios:
Por favor, devolved firmado. Firma del padre/madre/tutor:

Work book 1ªev

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