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    Lesson plans and materials Lesson plans and materials Document Transcript

    • 0 a) Lesson Plans and Materials 1) Lesson plan 1 Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80 min Date: June 17th Topic: Unit 4: This is my house! Textbook: Fireflies 1 Objectives: Students will be able to: 1. Mentioned prepositions of place 2. Recognize the difference between there is and there are by giving examples 3. Apply there is for singular nouns and there are for plural nouns 4. Recognize question in singular to know the place or position of items 5. Answer question in singular to know the place or position of items using preposition of place (It is ….) Stage Objectives Procedures Assessment Criteria Materials Time Warm-up -Get to know each other: Students have a little piece of paper with the name of a classmate on it. Each student describes the person they have and the rest of the class guess who it is. Little pieces of paper with the name of all the first graders. 15 min Presenta- tion 1. -Ss write on their English notebooks today´s date and the instructions for today´s topic: Review on there is/are, singular questions with where, and prepositions of place. -There is/are -where is…? It -Chalk-board and chalk 10 min
    • 1 2,3 1,4,5 2. -Ss pay attention to the teacher´s explanation on there is/are, and give examples to her of items that are in the classroom or in other classrooms 3. -Ss pay attention the teacher´s explanation on the singular questions to ask the place of things and the different prepositions of place that can be used to answer them (Ss mention the preposition of place). Ss and teacher create examples and then write them on the English notebook. is…… On, in, behind, under, next to. 5 min 5 min Practice 3 4,5 4. – Ss complete the Worksheet 1: there is /are following the instructions of the teacher. 5. – Ss complete the Worksheet 2: where is?... it is… , following the instructions of the teacher. -Copies of worksheet 1 and worksheet 2 . 10 min 10 min Consolid ation 1,4 2,3 6. - Ss play bingo to practice prepositions. The teacher mentioned the position of the ball or rabbit and Ss try to find it on their bingo cards. At the end, some are asked about the position of the rabbit or ball in their bingo cards, for example: Teacher: where is the rabbit? Ss: the rabbit is on the table. 7. –Ss look to the poster on the board and mention using there is and there are what they see on it. - go to this link http://www.toolsf oreducators.com/ bingo/preposition s.php and print the bingo cards -chocolates for the bingo winners. -A zoo poster 10 min 10 min
    • 2 Lesson Plan reflection 1: This was a good class; Ss showed that they need to study more, specially the prepositions of place. Ss loved the bingo game. Closing 8. Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min
    • 3 Worksheet 1  Instructions: 1. Ss tick A or B if the statement belongs to picture A or B. For example: There is one cake in picture A (Ss tick A). 2. SS write the correct sentence and then match it with the picture ( Ss can color the pictures) T. Marianela Solano
    • 4 Worksheet 2 Instructions:1) Ss color the pictures in color the preposition of place 2) Ss answer the questions using the prepositions as it is in the example. Where is the lady bug? It is next to the rock. Now it’s your turn. Answer the questions Where is the ant? the flower pot. Where is the bee? the wood log. Where is the spider? the leaf. Where is the ant? the flower. T. Marianela Solano
    • 5 2) Lesson plan 2 Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80 minutes Date: June 18th Topic: Unit 4: This is my house textbook: Fireflies 1 Objectives: Students will be able to: 1. Mentioned the parts of the house 2. Write parts of the house 3. Name the furniture vocabulary 4. Answer question in singular to know the place or position of nouns, parts of the house or furniture using preposition of place and the furniture or parts of the house vocabulary (It is ….) Stage Objectives Procedures Assessment Criteria Materials Time Warm-up - Ss imagine that they have a ball on their hands. They must move the imaginary ball following the teacher instructions. E.g. move the ball to the right ( stretch arms), move the ball to the left(stretch arms), put the ball under the chair (stretch the bag, legs and arms) turn with the ball to the right, and so on. -Prepositions of places 10 min Presenta- tion 1 2 3. -Ss write on their English notebooks today´s date and the instructions for today´s topic: Review on parts of the house and furniture, where is..?/it is…, and prepositions of place. 4. -Ss carefully watch, listen and repeat the different parts of the house point by the teacher on the poster 5. -Ss watch, listen and repeat the furniture items point by -living room, bathroom, bedroom, kitchen, garage, dining room -where is…? It is.. On, in, behind, under, next to. -Furniture -Chalk-board and chalk -Poster parts of the house 10 min 5 min 5 min
    • 6 Lesson plan reflection 2: the warm up was a good activity to active students, a TPR activity, the idea was that Ss would stretch as much as possible. Ss loved the memory game but it is important to involve all students sometimes the same kids answer the pairs, so try to involve all students and motivate the shy kids to participate. the teacher on the poster vocabulary Practice 4,3 1,2,,4 1,2,4 6. – Ss answer the teacher´s questions (where is…furniture vocabulary…?) using prepositions of place ( it is on/in/under/behind/next to the ...) 7. -Ss complete the Worksheet 1: where is..? it is… furniture vocabulary, following the instructions of the teacher. 8. – Ss complete the Worksheet 2: parts of the house, following the instructions of the teacher. -furniture vocabulary, prepositions of place and parts of the house. -Copies of worksheet 1 and worksheet 2. 10 min 10 min 10 min Consolia- tion 3 9. –Memory game: All the ss play the furniture vocabulary memory game .of. The Student who guesses the pairs wins prices. -memory game link. http://www.eslg amesplus.com/f urniture- vocabulary- memory-game- for-esl-practice/ -candy for winners 15 min Closing 10. Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min
    • 7 Worksheet 1  Instructions: Look at the picture and answer the questions using the following preposition of place. PREPOSITIONS OF PLACE: IN, ON, UNDER, NEXT TO 1) Where is Ghost number 1? It’s in the box. 2) Where is Ghost number 2? ________________________________________________ 3) Where is Ghost number 3? ________________________________________________ 4) Where is the computer? __________________________________________________ 5) Where is the pencil? _____________________________________________________ 6) Where is the recorder? ___________________________________________________ 7) Where is the radio?______________________________________________________ 8) Where is the cat?________________________________________________________ 9) Where is the cowboy hat?_________________________________________________ 10) Where is the bag? ______________________________________________________ 11) Where is the mobile phone? ______________________________________________ 12) Where is the book? ______________________________________________________ T. Marianela Solano
    • 8 Worksheet 2 Instructions: 1)Ss name the parts of the house using the vocabulary in the box 2)Ss complete the sentences and then answer the questions using the parts of the house vocabulary T. Marianela Solano
    • 9 3) Lesson plan 3 Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time 80 minutes Date: June 19th Topic: Unit 4: This is my house Textbook: Fireflies 1 Objectives: Students will be able to: 1) Identify the use of each singular demonstrative pronouns 2) Correctly apply the singular demonstrative pronouns in speaking activities or writing activities 3) Write the singular demonstratives pronouns Stage Objectives Procedures Assessment Criteria Materials Time Warm-up - Ss draw a picture of their house in a piece of paper, when they finish drawing they sit in a circle and they all make a collage with everybody’s draws while they describe it. -Parts of the house -Pieces of paper ( half of paper for each one) 20 min Presenta- tion 1 1 -Ss write on their English notebooks today´s date and the instructions for today´s topic: Review singular demonstrative pronouns -Ss carefully watch, listen and repeat the examples given by the teacher using “this is”. Ss copy the examples on their notebooks and then they orally create more examples. -Ss carefully watch, listen and repeat the examples given by the teacher using “that is”. Ss copy the examples on their -This is a…. -That is a…. -Chalk-board and chalk 10 min 5 min 5 min
    • 10 Lesson plan reflection 3: This is an easy topic for kids, they seem like they studied or that they remember very well the topic, so they finish activities very fast, it would be better to plan more activities or to review other topics to use time wisely. notebooks and then they orally create more examples. Practice 3 1,2,3 -Ss practice singular demonstratives writing on worksheet 1. -Ss complete worksheet 2: Ss match the sentence with the picture This-that -Copies of worksheet 1 and worksheet 2. 10 min 10 min Consolia- tion 1,2 -There is a line draw on the floor dividing the classroom in two, one side has written This and the other side has written That. Ss stand on the line next to each other, they look to teachers pictures and if it is a picture using this they step to the front (“this” side) and if there is a picture using that they step back ( to the “That” side). Ss who mistake lose points, the 3 ss with less lose points win a price. -Chalk, chocolates, pictures using This and That 15 min Closing 11. Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min
    • 11 Worksheet 2 T. Marianela Solan THIS, THAT Match the pictures with the correct sentence drawing a line.
    • 12 4) Lesson plan 4 Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80 minutes Date: June 20th Topic: Unit 4: This is my house Textbook: Fireflies 1 Objectives: Students will be able to: 1) Mentioned the numbers from 6 to10 2) Write the numbers from 6 to10 3) Name the numbers from 6 to 10 Stage Objectives Procedures Assessment Criteria Materials Time Warm-up - - - 15 min Presenta- tion 1,2 -Ss write on their English notebooks today´s date and the instructions for today´s topic: Review numbers from 6 to 10 -Ss carefully watch how to write the numbers from 6 to 10, listen and repeat the numbers from 6 to 10. -Ss copy each number in their notebooks and draw items for each number ( for example 6: six: they draw six apples) To mention the numbers from 6 -10 -Chalk-board and chalk 10 min 5 min 5 min Practice 1,2 1,2,3 -Ss complete worksheet number 1: trace the numbers -Ss complete worksheet number 2: write the corresponding number and name next to each group of items Writing numbers 6- 10 -Copies of worksheet 1 and worksheet 2. 10 min 10 min Consolia- tion 2,3 - Ss are provided with a Key mold and color papers. Each ss must cut five keys of different colors, when the keys are cut ss write on each key numbers from 6 -10, then Ss put the keys Writing numbers 6- 10 -molds of keys (Worksheet 3), color foam papers, scissors, and string. 20 min
    • 13 Lesson plan reflection 4: The kids had a lot of fun making the keys; nevertheless it took more time than expected so some students had to take it for homework. together with a string. Closing 12. Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min
    • 14 Worksheet 2 Numbers Count, write, and color. Five
    • 15 T. Marianela Solano Worksheet 3 Key model Key Sample Final Product
    • 16 5) Lesson plan 5: Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80minutes Date: June 21st Topic: Review Unit 4: This is my house Textbook: Fireflies 1 Objectives: Students will be able to: 1. Identify Parts of the house by matching the 2. Identify things in the house 3. States there is/are to talk about the existence of things 4. Show comprehension of the use of questions in order to ask the place of things 5. Recognize prepositions of place 6. Show comprehension of the correct use of the singular demonstrative pronouns (this-that) 7. Apply writing of number from 6-10 Stage Objectives Procedures Materials Time Warm-up Introduction of the class: each student shares how they feel today and what they would like to do. 5 min Presenta- tion 6 5 3 - Ss write on their English notebooks today´s date and the instructions for today´s topic: Review unit 4. -Ss identify what that and this mean and their function. Once that is clear, ss place -Chalk-board -pictures of this/that -The words this/that for each 10 min
    • 17 the words they have on their desks to the correct picture on the board; ss must organize the “that” and “this” in the corresponding picture. -Review on prepositions of place: Ss along with the teacher discuss the uses of prepositions and mention some of them. T. reviews there is/are ss 10 min Practice 2 4 5 1 -The teacher give some instructions or commands that Ss follow; using the prepositions of place the teacher asks the ss to do something and the ss must do it; for example: sit on the chair, go under the desk, stay next to the table, go behind the chair. -Under the desk, each ss has picture portraying a part of the house; the teacher has a list of those parts; when the teacher asks for one of the parts of the house the st who has it goes to the board and puts it in the corresponding zone. Three houses must be “built” at the end of the activity. -After the houses are built, the teacher asks Ss about the position of some objects s/he asks where is_____? Ss specify in which room the object should be placed, and the ss who has the specific item put it in the correct area of the house; for example: where is the stove? SS/ the stove is in the kitchen, and the ss who has the stove goes to the board and puts the stove in the kitchen of the house. -list of instructions .parts of the house for each ss -things of the house for each ss 5 min 15 min Produc- tion 7,3 -Ss read a paragraph and draw what it is being described on the reading ( it means that ss draw a house and some things that are in the house in specific places) -Ss listen to the song and retell what it was about -Ss have a worksheet with grouped -Reading Worksheet: My house -white pieces of paper for each ss 15 min 10 min
    • 18 items, they have to count how many things each group has, and write the number next to each group. -Numbers Worksheet Closing -Ss talk about the activity they enjoyed the most and what they learned in today´s class 5 min T Lesson Plan reflection 5: It was not enough time for all the activities like the listening, and some of them had to be changed because of its complexity like the reading where I had to guide them step by step. Lesson Plan 5 materials: 1) Activity1. Pre-reading. Tell me, how is your house? Activity2. Read and comprehend. My House I have a beautiful house. Do you want to know what is in my house? Well, in my house there is a kitchen; in the kitchen there is stove, a sink, and a fridge. Next to the kitchen there is the living room, there is the sofa and there are two lamps next to the sofa, there is the TV in front of the sofa. There is also my bedroom; there is a bed, and a closet. Where is the shower and the toilet? Well, in the bathroom there is the shower and the toilet and there are two mirrors. I also have a garden, in the garden there are flowers and there is my dog, his name is Luli. Activity3. After-reading. Do you like my house?. Try to draw my house.
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    • 21 T. Marianela Solano
    • 22 6) Lesson plan 6: Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80minutes Date: July 22nd Topic: Unit 5: Lots of animals Textbook: Fireflies 1 Objectives: Students will be able to: 1. Mentioned the zoo animals 2. Identify different animals of the zoo 3. Write the name of the zoo animals 4. Discriminate the zoo animals and their sounds 5. Reproduce in English the name of the zoo animals Stage Objectives Procedures Materials Time Warm-up -Ss share how was their vacation. What they did, the places they visited, etc. 5 min Presenta- tion 1 2,5 3 - Ss write on their English notebooks today´s date and the instructions for today´s topic: zoo animals - Ss mention some zoo animals .Ss can share their experiences in the zoo, the animals they saw in the zoo or that they know that are in a zoo. -Ss look at the pictures shown by the teacher. They say the name of the animal, listen to the teacher that is mentioning the name of the animal and repeat after her. When all the pictures are on the board ss repeat after the teacher the name of the animals again. -Ss listen to the teacher and watch how to write the name of the zoo animals. -Pictures of the zoo animals: tiger, penguin, elephant, giraffe, monkey, lion, zebra, hippo, bear, panda, seal, kangaroo, polar bear, ostrich, koala, gorilla 10 min 10 min 5 min 10 min Practice 3 2 - On worksheet 1, Ss spell, after the teacher , the name of the animals, then SS write next to the picture the name of each animal, after writing Ss color each animal. -On the worksheet 2, Ss circle the zoo animals and put a sticker on the animals that are not from the zoo. -Worksheet 1: copies of the zoo animal faces. -Worksheet 2: picture of animals in a zoo. -zoo stickers 15 min 15 min Production 2,5 -Ss listen to the zoo animals sounds, after each sound the ss mentioned the name of the corresponding animal. -Sound of some animals (Iphone app) 5 min
    • 23 1,4 -In pairs ss have a picture of a zoo animal, each pair must name the animal and produce the sound to the rest of the class. For example: This is a lion, ruar. -pictures of animals for each pair 10 min Closing - Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min Lesson plan reflection 6: I planned activities for 90 minutes instead of 80 thinking of student’s fast performance, and actually there was enough time to complete all the activities planned, Ss need to first recognize the zoo animals and try to write their names that is why the activities were less interactive, tomorrow the will practice more this vocabulary.
    • 24 Worksheet 2. Instructions: Circle the zoo animals and glue a sticker on the ones that are not T. Marianela Solano
    • 25  Zoo animal stickers Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo Zoo
    • 26 7) Lesson plan 7: Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80minutes Date: July 23rd Topic: Unit 5: Lots of animals Textbook: Fireflies 1 Objectives: Students will be able to: 1. Mentioned the zoo animals 2. Reproduce orally the zoo animals name 3. Recognize the zoo animal´s name and picture by listening or writing activities 4. Match the zoo animal with its name 5. Write the name of the zoo animals Stage Objectives Procedures Assessment Criteria Materials Time Warm-up - Yoga time: zoo animal’s yoga positions are taught to the kids; they are supposed to follow the teacher movements and called each pose by its animal name. -Animal yoga positions 20 min Presenta- tion 1,2,3 -Ss write on their English notebooks today´s date and the instructions for today´s topic: zoo animals -Ss carefully watch the pictures of animals, listen and repeat the names of echo one, and write the name in their notebooks. -zoo animals: tiger, penguin, elephant, giraffe, monkey, lion, zebra, hippo, panda, polar bear, seal, kangaroo, ostrich, koala, gorilla. -Chalk-board and chalk -Zoo animals pictures 10 min 10 min Practice 3,4 3,5 -Volunteers go to the board and organize the pictures with the name of the animals on the board -Ss match the animal with the name, worksheet 1 -Copies of worksheet 1. 10 min 10 min
    • 27 6. R 7. Lesson Plan 7 reflection: more interactive activities were needed for this class, nevertheless kids always have fun w with bingo games specially because they win prices. Consolia- tion 1,3 -SS play the zoo bingo. -bingo cards, chocolates. 15 min Closing 13. Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min
    • 28 Worksheet 1 : match the words in the box with its corresponding picture What animals can you see at the zoo? T. Marianela Solano A lion A snake a bear a lion  a zebra An elephant a giraffe a penguin a monkey A panda a kangaroo a camel a tiger
    • 29 Worksheet 2:
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    • 34 8) Lesson plan 8: Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80minutes Date: July 24th Topic: Unit 5: Lots of animals Textbook: Fireflies 1 Objectives: Students will be able to: 1) Repeat sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames) 2) Recognize the verb to be using (“it is” and “they are”, 3) Complete sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames) 4) Recognize the zoo animals 5) Apply the verb to be (“it is” and “they are”, and answer questions with the sames) Stage Objectives Procedures Assessment Criteria Materials Time Warm-up 4 - Ss watch the video and repeat -zoo animals pronunciation http://on.aol.co m/video/zoo- animals- vocabulary-and- pronunciation- 82918998 5 min Presenta- tion 1 -Ss write on their English notebooks today´s date and the instructions for today´s topic: verb to be -Ss pay carefully attention to the teacher explanation on verb to be. Teacher gives examples and SS copy all in their notebooks -Ss look at the pictures and repeat the sentences in verb after the teacher - It is a lion. They are monkeys. Are there any lion? Yes, there are / No, there aren´t. Is there a bear? Yes, there is. No there isn´t -Chalk-board and chalk -zoo animals pictures 10 min 10 min 5 min Practice 1,2 -Ss are asked about animals that are or are not in the poster, they must answer -zoo animals poster, book 10 min
    • 35 8. R 9. Lesson Plan 8 reflection: Definitely there was not enough time to practice more the verb, they expend more time than expected on the mask, when they had to apply the verb to be I may say that half of the group had difficulties but I have to admit that there was not enough practice that day, they did ok, but it would be better to practice more. Worksheet 1 is not available in this project, it was provide by the mentor teacher. 2,3 correctly or repeat the teachers answer. -Ss work on unit 5 of the book (verb to be pages) 10 min Consolia- tion 4 1,2,5 -SS choose a paper from the bag, read the name of the animal and get in pairs with the peer that has the same animal, take a mask model, and create their own mask (as creative as the want, but not losing the main idea=the animal chose). -Ss sit in a circle, each ss present his/her peer(e.g. it is a tiger, I t is yellow) after all kids present their peer, teacher will randomly ask a kid for the name of another couple of animals ( e.g. Teacher: are they lions?, no they are tigers, or yes they are lions) -mask models of zoo animals, color papers, paper plates, string, glitter, scissors, glue, pictures of zoo animals masks For more instructions: http://www.first palette.com/Craf t_themes/Anima ls/paperplateani mals/paperplatea nimals.html 15 min 10 min Closing 14. Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min
    • 36 9) Lesson plan 9: Teaching Planning Villa Paraíso Bilingual School English Department T. Marianela Solano Quirós Level: First grade Time: 80minutes Date: July 26th Topic: Unit 5: Lots of animals Textbook: Fireflies 1 Objectives: Students will be able to: 1) Give examples of sentences using the verb to be (“it is” and “they are”, and questions/answers with the sames) 2) Recognize the verb to be using “it is” and “they are” 3) Complete sentences using the verb to be (“it is” and “they are” 4) Recognize the zoo animals Stage Objectives Procedures Assessment Criteria Materials Time Warm-up Civic Act 40 min Presenta- tion -Ss write on their English notebooks today´s date and the instructions for today´s topic: verb to be -Ss pay carefully attention to the teacher´s review on verb to be. Teacher gives examples and SS copy all in their notebooks - It is a lion. They are monkeys. Are there any lion? Yes, there are / No, there aren´t. Is there a bear? Yes, there is. No there isn´t -Chalk-board and chalk 10 min 10 min Practice 1,2 -Ss complete worksheet 1; complete using “it is” and “they are” -worksheet 1 10 min Consolia- tion 4 - Ss walk around the class when they listen to the teacher saying “It is a___” they must stop and start mimic the animal mentioned ( it is a monkey), when the teacher say go the continue walking, and when the teacher say “ they are 15 min
    • 37 10. R 11. Lesson Plan 8 reflection: Today´s class was different because Ss had to attend the “Acto Cívico”, after they came back all the activities planned were performed and they achieve the objectives (#)____” they must get in couples or trios depending on the number mentioned. For example: they are 3 lions, so Ss get in trios, the ones out of the trio lose points. Closing 15. Ss give their notebooks and folder to the teacher so she can check the work done and give feedback to the Ss. 5 min
    • 38 Worksheet 1. Look at the pictures and answer they ARE or it IS It is an apple. They are apples. ______________ an orange. ______________ oranges. ______________ a banana. ______________ bananas. ______________ grapes. T. Marianela Solan
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