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K to 12 English Grade 8 3rd Quarter


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K to 12 English Grade 8 3rd Quarter

  1. 1. ENGLISH 8 LEARNING MODULE QUARTER III (OVERCOMING CHALLENGES) LESSON NO. 2: Burmese/Myanmar Literature- Faith in Times of Challenges 1. INTRODUCTION AND FOCUS QUESTIONS: Have you ever felt so down that you almost wanted to give up? How did you cope with the challenges that came into your life? Have you ever wondered how others overcome challenges? You are not alone. Everybody goes through difficulties. And, it is possible to overcome these from the literary selections of Burma or Myanmar. In this lesson, Burmese Literature-Faith in Times of Challenges, you will find out how critical understanding and appreciation of Afro-Asian literary selections can help recognize the temperaments (prevailing or dominant quality of mind that characterizes somebody) and psyche (human spirit or soul and mind) of your Asian and African neighbors in their response to the challenges of modernity. Hence, remember to search the answers for the following focus questions: 2. What does literature reveal about Asian and African character? 3. How do Asians and Africans respond to the challenges of modernity as reflected in their literary selections? LESSON AND COVERAGE: Here, you will examine the focus questions when you take the following lesson: LESSON TITLE: The Temperaments and Psyche of the Burmese People in Response to the Challenges of Modernity In this lesson, you will learn the following: Topics/Skills/ Domains Learning Competencies Listening Comprehension *Determine the persons being addressed in an informative talk, the objectives of the speaker and his/her attitudes towards issues *Note clues and links to show the speakers stand and assumption *Listen for clues and links to reveal the speakers’ train of thoughts *Determine the stand of the speaker on a given issue Speaking (Oral Language and Fluency) *Use appropriate turn-taking strategies (topic nomination, topic development, topic shift, turn-getting, etc.) in extended conversations *Use communication strategies (paraphrase, translations, and circumlocution) to repair breakdown in communication Vocabulary Development *Develop strategies for coping with unknown words and ambiguous sentence structures and discourse
  2. 2. *Use collocations of difficult words as aids in unlocking vocabulary Reading Comprehension *Utilize varied reading strategies (covert dialogue with the writer and the sectional approach) to process information in a text *Identify propaganda strategies used in advertisements (bandwagon, testimonial, transfer, repetition, emotional words) and consider these in formulating hypothesis *Note expressions that signal opinions (seems, to me, as I see it) Viewing Comprehension *Analyze the elements that make up reality and fantasy from a program viewed Literature *Discover Philippine and Afro Asian literature as a means of expanding experiences and outlook and enhancing worthwhile universal human values *Assess the Asian and African identity as reflected in their literature and oneself in the light of what makes one an Asian or African (through the different genres) Writing and Composition *Use specific cohesive and literary devices to construct integrative literary and expository reviews, critiques, research reports, and scripts for broadcast communication texts, including screenplays *Expand ideas in well-constructed paragraphs observing cohesion, coherence and appropriate modes of paragraph development (expository, descriptive, narrative, persuasive, creative) Grammar Awareness and Structure *Use varied adjective complementation *Use appropriate idioms, collocations, and fixed expressions Study Strategies *Derive information from various text types and sources using the card catalog, vertical file, index, microfiche (microfilm), CD ROM, Internet, etc. Attitude *Express a different opinion without being offensive MODULE MAP: Here is a simple map of the above lesson you will cover:
  4. 4. • Featuring: Aung San Suu Kyi (I) • Inbox (map of conceptual change) (I) (G) • ComCon (comparison and contrast) (G) PROCESS • Welcome to Burma aka Myanmar (G) • Introducing, the Burmese People (G) • One’s Vision (complete me) (G) • Bull’s I (idiom) (G) • Odds on Ads (advertisements) (I) • Listen and be Heard (I) • Think as a Butterfly (G) • Meeting You (table) (G) • Literary Carousel (G) • Character Analysis Model (G) • I Draw (I) • The Propaganda (G) • Shout Out (chart) (G) • Speak Up, Let’s Talk about it (G) • Frequency Word List (I) • First Impressions (impression writing) (I) REFLECT AND UNDERSTAND • Your Mission (I) • The F’s (Faith and Fight for Freedom) (G) • Frequency Word List (G) • Character Revelation Figure (G) • Soldier Simulation/ Role-play (G) • 3-2-1 (map of conceptual change) (I) • PS at your Fingertips (précis/ summary) (I) • Lend me your Ears (editorial article) (I) TRANSFER • Outbox (I) • Lesson Closure (I) • Handing in your Evaluation Paper (I) EXPECTED SKILLS: • To do well in this lesson, you need to remember and do the following: • Listening/Writing: Write an editorial article concerning an issue raised by the speaker listened to • Speaking/Reading: Engage in a conversation based from a selection or text read using communication strategies and expressions that signal opinions • Reading/Literature/Vocabulary/Study Strategies: Produce a frequency word list and Construct a paragraph containing impressions from a text or passage read • Viewing/Writing: Write an evaluation paper of a program viewed • Grammar/Reading/Literature: Write a précis/summary regarding a text or passage read
  5. 5. LEARNING GOALS AND TARGETS: For your expectations, write your own possible goals and targets for this lesson in the box below. * KNOW: Let us begin this lesson by reflecting on what you know so far about Asian and African literature, in particular, Burmese literature. • Activity 1: GUESS WHO?/SNAPSHOTS To start the lesson, look at these pictures.
  6. 6. Now, answer the following questions: 1. Do you know any of the people in the pictures? Give the names of those whom you recognize. 2. What did they contribute in their countries? Provide examples. 3. Specifically, why are they considered as heroes or icons? • Activity 2: FEATURING: AUNG SAN SUU KYI Since you are already somewhat familiar with the above mentioned persons, wherein one is Aung San Suu Kyi, study more information about her from this short essay. Your teacher can read it through storytelling while you read silently and follow. Aung San Suu Kyi Aung San Suu Kyi was born in Rangoon (now named Yangon). Her father, Aung San, founded the modern Burmese army and negotiated Burma's independence from the British Empire in 1947; he was assassinated by his rivals in the same year. She grew up with her mother, Khin Kyi , and two brothers, Aung San Lin and Aung San Oo , in Rangoon. Aung San Lin died at age eight, when he drowned in an ornamental lake on the grounds of the house. Her elder brother emigrated to San Diego, California, becoming a United States citizen. After Aung San Lin's death, the family moved to a house by Inya Lake where Suu Kyi met people of very different backgrounds, political views and religions. She was educated in Methodist English High School (now Basic Education High School No. 1 Dagon) for much of her childhood in Burma, where she was noted as having a talent for learning languages. She is a Theravada Buddhist. Suu Kyi's mother, Khin Kyi, gained prominence as a political figure in the newly formed Burmese government. She was appointed Burmese ambassador to India and Nepal in 1960, and Aung San Suu Kyi followed her there, she studied in the Convent of Jesus and Mary School, New Delhi and graduated from Lady Shri Ram College in New Delhi with a degree in politics in 1964. Suu Kyi continued her education at St Hugh's College, Oxford, obtaining a B.A. degree in Philosophy, Politics and Economics in 1969. After graduating, she lived in New York City with a family friend and worked at the UN for three years, primarily on budget matters, writing daily to her future husband, Dr. Michael Aris. In 1972, Aung San Suu Kyi married Aris, a scholar of Tibetan culture, living abroad in Bhutan. The following year she gave birth to their first son, Alexander Aris, in London; their second son, Kim, was born in 1977. Subsequently, she earned a PhD at the School of Oriental and African Studies, University of London in 1985. She was elected as an Honorary Fellow in 1990. [26] For two years she was a Fellow at the Indian Institute of Advanced Studies (IIAS) in Shimla, India. She also worked for the government of the Union of Burma. In 1988 Suu Kyi returned to Burma, at first to tend for her ailing mother but later to lead the pro-democracy movement. Aris' visit in Christmas 1995 turned out to be the last time that he and Suu Kyi met, as Suu Kyi remained in Burma and the Burmese dictatorship denied him any further entry visas. Aris was diagnosed with prostate cancer in 1997 which was later found to be terminal. Despite appeals from prominent figures and organizations, including the United States, UN Secretary General Kofi Annan and Pope John Paul II , the Burmese government would not grant Aris a visa , saying that they did not have the facilities to care for him, and instead urged Aung San Suu Kyi to leave the country to visit him. She was at that time temporarily free from house arrest but was unwilling to depart, fearing that she would be refused re-entry if she left, as she did not trust the military junta 's assurance that she could return. Aris died on his 53rd birthday on 27 March 1999. Since 1989, when his wife was first placed under house arrest, he had seen her only five times, the last of which was for Christmas in 1995. She was also separated from her children, who live in the United Kingdom, but starting in 2011, they have visited her in Burma. On 2 May 2008, after Cyclone Nargis hit Burma, Suu Kyi lost the roof of her house and lived in virtual darkness after losing electricity in her dilapidated lakeside residence. She used candles at night as she was not provided any generator set. Plans to renovate and repair the house were announced in August 2009. Suu Kyi was released from house arrest on 13 November 2010. A short essay on life of Aung San Suu - India
  7. 7. Activity 3: CSI (Character Study of an Individual) • Then, find a partner and fill out the CSI form based on her background information. Be ready to share your output, which can be folded in accordion style, in class for interactive discussion. Name of Character • Personality Traits Actions which Support Traits Illustrations by: Amarjeet Malik 1. 2. 3. 4. 5. 1. 2. 3. 4. 5. • Relate the previous activities to the focus questions: 1. What does literature (Burmese) reveal about Asian and African character? 2. How do Asians and Africans (Burmese) respond to the challenges of modernity as reflected in their literary selections? • Activity 4: INbox Now, refer to the map of conceptual change below, wherein you will be giving your personal ideas and opinions about the focus questions. For this part, you will write on the “I Think” section of IN THE BOX. Make sure you connect it with the literature of Burma/Myanmar and Burmese people, for example, Aung San Suu Kyi. IN THE BOX I Think…
  8. 8. Activity 5: ComCon (Comparison Contrast) • Feel free to exchange information with your classmates and take turns by comparing and contrasting your ideas using this graphic organizer. Graphic Organizers Comparison & Contrast As a review, you gave your initial ideas on the focus questions and Burmese literature. This time, let us find out how others would answer the questions and compare their ideas to your own. As you compare, you will also learn other concepts which will help you complete the required project. This project is about an evaluation paper of a program viewed. You will go on by doing the next activity.
  9. 9. PROCESS: Your goal in this section is to learn and understand key concepts regarding Burmese literature focusing on the temperaments and psyche of the people of Burma in their response to challenges of modernity. Activity 6: WELCOME TO BURMA AKA MYANMAR! • Take note of the words used in context that you will encounter in reading the informative text. Beforehand, do the unlocking of difficulties through wordles. Your teacher can use the manual way or refer to this website for examples and instructions: *Wordle - United States • Frequency Word List a. extant specimen b. dedicatory inscriptions c. eloquent poems d. Buddhist piety e. educated courtiers f. panegyric odes g. letter of an abbot h. foreign literature was transplanted For the manual way, go over the example given done in acrostic: Eloquent M O T I O N Include the said words in your frequency word list.
  10. 10. • A ct ivi ty 7: THINK AS A BUTTERFLY 1. Pair up with another partner and fill up the butterfly organizer on main idea with supporting details based from the same text. Respond also to the enumerated questions and use this as a basis for group dynamics. 1. What does prose usually contain? How about poetry? 2. What can you say about Burmese literature? 3. What is considered as the first example of Burmese literature? 4. Why is the founding of the University of Rangoon very significant in their literature? 5. How does their literature reveal the character of the Burmese people? • THE LITERATURE OF MYANMAR The literature of Myanmar, formerly Burma, has a long history. The Mayazedi inscription (A.D. 1113) is the earliest extant specimen of Burmese literature. It narrates the dedication of the Golden Buddha by a prince and the gift of slave-villages to the image, ending with a prayer for the donor and his friends. Over a thousand such dedicatory inscriptions were set up in the next 700 years, containing eloquent poems and prayers of poetic merit. In the fifteenth century up to the nineteenth century, palm-leaf (scratched with a stylus) and folded-paper literature became common. Such works were filled with Buddhist piety and courtly refinement of language. The authors were monks, educated courtiers, and court poetesses. Prose works during this period were few, mostly Buddhist scriptures and chronicles of kings. Poetry was varied: there were historical ballads, panegyric odes, the pyo (Buddhist story in verse), and the ya-du (poems of love or nature). The writers also used the “mixed style” or prose and poetry together. Examples of this are the Yagan, a serio-comic epic, and the Myil-Ta-za, a letter of an abbot to the king. Modern fiction began with the novel. An example is Tet-Pon-gyn, a classical novel. With the founding of the University of Rangoon in 1920 came an increase in output of Burmese literature. Foreign literature, especially English works, was transplanted. With independence in 1948, Burmese has gradually replaced English as the medium of instruction, and literature has become nationalistic. English Communication Arts and Skills through Afro-Asian Literature
  11. 11. 1. Make your organizers creative by coloring, designing the edges and the like and post these on one area of the room or wall/board for English corner. Activity 8: INTRODUCING, THE BURMESE PEOPLE… To continue, here is a written copy of a speech for more information about the Burmese people, including their temperaments and psyche. For the unlocking of difficulties, look for the functional definitions of the words below, meaning, how they were used in the text. Your teacher can do this through text twist. • Activity 9: MEETING YOU One of your classmates or a representative will read the said speech for you to follow. Form groups with five (5) members and assign each to identify what are asked from the table. Be creative in presenting your output. Evils that Effects on Inevitables How Statements that Frequency Word List a. inevitables f. utilitarian b. fleeting g. exploit c. transitory h. rampant d. amass i. inexhaustible e. insatiable j. wallow
  12. 12. Plague Humanity the Lives of People in Life Science Conquers each Indicate Reality (actual, exists) and Fantasy (dream, imagination) 1. 2 3. ON THE THREE EVILS (The people of Myanmar are peace-loving and hardworking. Most of them live in villages and work as farmers. This speech of then Prime Minister U Nu serves to remind the Myanmar people to pursue peace and unity among them) Humanity has been led astray by three evils – greed, hatred and ignorance. Whether we are Buddhists, Hindus, Muslims, Christians, Animists, or Atheists, we cannot escape the three inevitables: old age, disease, and death. Nobody can deny that the five sense objects – pretty sight, delightful sound, fragrant smell, savory taste, and nice touch – are only fleeting phenomena. They are neither lasting nor permanent. Nor can anybody deny that property is transitory: no one can carry away his property after death. Men have been chasing these transitory pleasures with a dogged tenacity mainly because they hold false views regarding property. They forget that this life is not even one millionth part of the whirlpool of Samsara (the cycles of rebirth), and go on amassing wealth even though it never brings them full satisfaction. This insatiable greed for wealth results in the profit motive which is not directed toward any utilitarian purpose. Once upon a time all commodities were common property, and everybody had a right to use them for his own benefit. But with the advent of the profit motive these commodities became objects of exploitation. They became instruments of wealth and stimulus for greed. This led to the following phenomena: 1. Human society was split into two classes: Haves and Have-nots. 2. The Have-nots had to depend on the Haves for their living, and thus the evil system of exploitation of one class by another emerged. 3. With class exploitation, the poor became poorer because they could not get adequate returns for their work. They had to resort to evil ways like stealing, looting, and prostitution. 4. The Lord Buddha has taught us that there are four causes of death: kamma, frame of mind, weather, and food. Under the system of class exploitation, how can the Have-nots enjoy good food and protect themselves from extremes of weather? Can there be any sense of happiness or contentment for them? Can even a good kamma favor one who is cheerless? Thus one who is born into the class of Have-nots is handicapped in all the above four factors, and disease is the inevitable result. 5. How can the Have-nots care for education with their hard struggle for a bare living? Lack of education breeds an ever-increasing band of ignoramuses and Mr. Zeros. 6. How can a country abounding in ignoramuses and Mr. Zeros ever progress? It is evident that most of the evils in the world can be traced to the advent of the profit motive. Do you remember the legend of the Padaythabin (the tree of fulfillment) we heard as children? According to the legend, there was once a time when men and women could get whatever they wanted from the Padaythabin tree. There was no problem of food or clothes or housing, and there was no crime. Disease was comparatively unknown. In course of time, however, the people fell victim to greed and spoiled the tree of fulfillment which eventually disappeared. Then a class of people who could not afford to eat well, dress well, or live well appeared, and crime became rampant. Now I ask you to think of the Padaythabin as the natural wealth of our country, both above and under the ground. If only this natural wealth is used for the common good of mankind it will be inexhaustible, besides satisfying the needs of everybody. But greed comes in the way. The poorest of the poor wants to become rich; the rich want to become richer, and the process goes
  13. 13. Activity 10: LITERARY CAROUSEL Likewise, have your own literary circle where each member will take turns in answering the questions or explaining any of the following statements. Prepare and present your output through broadcasting. 1. What lesson does the legend of the Padaythabin tree teach the Burmese? 2. What does this excerpt reveal about the temperaments and psyche of the Burmese? 3. Can you still lead a simple life today even amid the ongoing technological advances? Elaborate. 4. Explain the line, “Live simply so that others may simply live.” 5. If you were a parent, what would you teach your children to make sure that they do not grow up to be greedy people? *Questions Adopted from English Communication Arts and Skills through Afro-Asian Literature Activity 11: ONE’S VISION (Complete Me) Let us at the same time, have poetry from Burma. Listen to your teacher read the said poem or its recorded version. You will have the unlocking of difficulties through word match play. Your teacher will distribute strips of paper, wherein one set includes words to be defined and the other for definitions. Representatives/Volunteers from your class match the words with their definitions for extra points. Frequency Word List Activity 12: CHARACTER ANALYSIS MODEL Form triads, read the copy of the poem for the second time and answer the Character Analysis Model based on the questions. Then, post your output on the board for checking as each group goes over the work of others. gloominessbattereddespairforagingfleeing spaciousvisionconcepts vast lotus A country of great beauty People so gentle and kind There is also ugliness And cruelty Fleeing and hiding And foraging for food To survive Our people are in pain Suffering like no hell on earth Darkness and despair Surround them And freedom is out of reach Beaten and battered by life Death and diseases Of the mind and spirit Swallowed up by gloominess And bitterness How can they carry on? Each of us has a role to play To help our countrymen Not by hatred and blame Not by giving false hope Or ideas Or concepts But to see the big vision A vision that’s not small or limited A vision that’s vast and spacious So that Burma’s people may rise up Like a beautiful lotus From a muddy pond. Burma Digest VISION by Feraya What does he/she think?
  14. 14. 1206559775279278925nicubunu_ Stick_figure_male_2.svg.hi.png Reflect on the activity in relation to the Burmese people in their response to the challenges of modernity. Activity 13: BULLS I! Here is another text, an excerpt from a post/blog. Read orally and take note of the underlined phrases. What are they called? How does he/she act? What does he/she say?What does he/she hear? What does he/she see? How does he/she feel? Bones Will Crow: An Insider's View (An Excerpt) Posted by Arc, 17th October 2012 Bones will Crow comes from Moe Zaw’s poem Moonless Night. Co-editors ko ko thett and James Byrne thought the Burmese idiom fitting for their anthology of ‘15 Contemporary Burmese Poets.’ Bones will Crow means chicken comes home to roost — whatever you give, you get back. The Burmese use it to express their resentment, the resentment against injustice. To be honest I did not find it very tasteful when I heard it for the first time. Since then I have acquired a taste for Bones. My ears have been tamed. My lips got used to saying it. Bones Will Crow: An Insider's View - Arc Publications Blog
  15. 15. Yes, these are examples of idioms. What are idioms or idiomatic expressions? Idioms or idiomatic expressions are words, phrases or expressions which are commonly used in everyday conversation by native speakers of English and usually figurative. With this, give at least 10 examples of idioms that you know or use. Activity 14: I DRAW As a follow up, your teacher will distribute flash cards with idioms written on it. Make sense of the one you have, draw or illustrate its meaning at the back and present it as a pop up. Below are additional examples. ½ Give me a hand ½ Hit the books ½ Keep an eye on you ½ You're pulling my leg ½ Cat's got your tongue ½ Zip your lip ½ Cold turkey ½ Wear your heart on your sleeve ½ In the doghouse ½ When pigs fly ½ Put your foot in your mouth ½ On pins and needles ½ I'll be there with bells on ½ Bite off more than you can chew ½ Toss your cookies Refer to the sample pop up below. Activity 15: ODDS ON ADS
  16. 16. Your teacher will show different pictures of products or services and relate to the images and text below. What are these examples? You are right. The pictures, images and copy are considered as advertisements. What do you think are applied in advertising so that consumers will buy products or avail of its services? Why are consumers persuaded? What words or part of speech made the ads more interesting? LUXURY PAINT AND PVC PIPING Celebrities perform a range of different social, cultural and political functions. In Burma their social and cultural roles are no different, though they have the added burden of maintaining an identity within a politically repressive and highly media-controlled society. In this environment, advertising provides celebrities with a short-term financial reward, and an opportunity to further promote their brand image. Though some actors have used their fame to voice criticism against junta policies, most see advertising in practical terms of maintaining a career. Many live near the relatively small Yangon CBD, in some of the few middle class (by Burmese standards) suburbs, where they may find it difficult to maintain anonymity. It is not uncommon see singers and actors in the street, during social encounters or even whilst they are shooting a new TV commercial. The localness of famous people in Burma, in this sense, gives their patronage an extra sense of familiarity in advertising work. Advertising and Celebrity Endorsement in Burma Andrew King - Flow Activity 16: THE PROPAGANDA Well, from the examples, focus your attention on propaganda and propaganda strategies in advertising. Propaganda can be utilized too, in texts, passages or even literary selections. On the other hand, adjectives can likewise add appeal to ads. Answer the following questions: 1. What propaganda strategies were used in the advertisements? 2. How were they integrated in the ad copies? Glamour and Ordinariness – Actress Htet Htet Moe Oo singing the praises of ‘EVA Pipe’ (PVC Piping Suppliers)
  17. 17. 3. Would you buy the said products? Why/Why not? Provide reasons. 4. What words or part of speech were/was utilized in the advertisements? 5. How did these words make the ads more effective? Propaganda Basic Propaganda Strategies 1. Bandwagon—persuading consumers by telling them that others are doing the same thing 2. Testimonial—when a product is sold by using words from famous people or authority figures i.e. Burmese celebrities promoting brands 3. Transfer—when a product is sold by the name or picture of a famous person or thing but no words from the said person or thing 4. Repetition—when the product’s name is repeated at least four times in the ad 5. Emotional Words—words that will make a consumer feel strongly about someone or something are used Five Types of Propaganda Used in Advertising --publicity to promote something: information put out by an organization or government to promote a policy, idea, or cause --misleading publicity: deceptive or distorted information that is systematically--misleading publicity: deceptive or distorted information that is systematically--misleading publicity: deceptive or distorted information that is systematically spread Microsoft® Encarta® 2009. © 1993-2008 Microsoft Corporation. All rights reserved.
  18. 18. Next to that, search for five other advertisements from newspapers and magazines, identify the propaganda devices and adjective or adjective 1. Let us have examples for drill or exercise. Identify the adjective complements in the sentences. Grammar/Language Adjectives and Complements i.e. tough-whiskered yanks, heavy tanks, jaws as smooth as guys Adjectives a. Add to the meaning of a noun or a pronoun b. Can be articles like “a” “an” and “the”, or show possession such as your, his, my, their, our, or its c. Tell us more about the noun or pronoun, for instance that, what, those, or these, or be interrogative, what, where, or why d. Some modify by comparing, richer, whole or ideal impossible e. Others are indefinite and include all, many, few, some, or several f. Also, some give physical descriptions like big, old or brown g. Others consist of beautiful, Burmese and advertising Adjective Complement Clause or phrase that adds to the meaning of an adjective or modifies it, adjective complement always follows the adjective it complements and it is a noun clause or a prepositional phrase a. Noun clause is simply two or more words that act like a noun, it can be the subject of a sentence, an object of a verb or preposition, or they can complement a subject or adjective i.e. what you see, that he is happy, and where the Burmese went b. Prepositional phrase starts with a preposition and modifies nouns and verbs i.e. “It came with the ad”, “I need a ride to Myanmar” What Is an Adjective Complement? › ... › Adjectives • Subject Complement • Adjectives and adjective phrases function as subject complements. A subject complement is a word, phrase, or clause that follows a linking verb and describes the subject. • i.e. Christmas cookies smell delicious. • • Object Complement Adjectives and adjective phrases function as object complements. An object complement is a word, phrase, or clause that directly follows and describes the direct object. i.e. Judeo-Christians consider Jerusalem holy. What Do Adjectives and Adjective Phrases Do in English Grammar? › Homework Help › English Help Examples of Adjective Complements Noun Clause and Prepositional Phrase: 1. She was hesitant to tell her parents. 2. The boss was anxious to promote sales. 3. Are you afraid of spiders? 4. We were shocked by the news. 5. I was delighted that she was chosen. 6. He is likely to be nominated. 7. The child was eager for Christmas to arrive. 8. I am curious what color it is. 9. It was wrong of her to go. 10. I am happy they got married. 11. We are all afraid that the storm will be severe. What Is an Adjective Complement? › ... › Adjectives Subject and Object Complement: 1. My puppy is very mischievous. 2. The patient appears dehydrated and feverish. 3. The apple pie you made tastes sour. 4. My grandmother was rather forward thinking. 5. The British are fond of fish and chips. 6. The little girl painted her bedroom bright pink. 7. The preschoolers are coloring the trees purple and blue. 8. The jury declared the defendant guilty. 9. We voted her entry most original. 10. Studying grammar makes me happy. What Do Adjectives and Adjective Phrases Do in English Grammar? › Homework Help › English Help
  19. 19. complementations used. Show outputs in class through a gallery walk of life-like ad displays. Activity 17: LISTEN AND BE HEARD Listen to this blog entry that will be read by one of your classmates and take down notes. Activity 18: SHOUT OUT!
  20. 20. Brainstorm by pairs then refer to your notes to fill out the information being asked. Present outputs by posting these around the classroom. Afterwards, other pairs will write their comments below. Activity 19: SPEAK UP, LET’S TALK ABOUT IT In here, you will be grouped once again into eight (8) with 5 members each. You, together with other members will conduct a talk show regarding the blog entry heard. Your teacher can also furnish a copy for your reference. Assign speakers who will share their ideas and opinions using signal words. Consider the focus questions. Opinion Signal Words *may, ought, could, might, possibly, sometimes, often, I think, it is believed, usually, seem (s), probably, many people believe, everyone, no one, everybody, always Opinion Signal Activity 20: FIRST IMPRESSIONS… Based on the given texts, passages or literary selections that you have read and heard, write your impression/s (a lasting effect, opinion or mental image of somebody or something) on the literature of Myanmar and the Burmese people, that is, the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Refer to the template with the possible prompts provided. Remember to develop your paragraphs observing the main idea and supporting details integrating any mode (expository, descriptive, narrative, persuasive, and creative). Speaker Person being Addressed Objectives of the Speaker Speaker’s Attitudes towards Issues Propaganda Strategy Used My First Impression I was able to /The literature of Myanmar/The Burmese people… ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___
  21. 21. Reflect on the focus questions. In this section, the discussion focused more on the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Go back to the previous section and compare your initial ideas with the discussion. How much of your initial ideas are found in the discussion? Which ideas are different and need revision? Now that you know the important ideas about this topic, go deeper by moving on to the next section. REFLECT AND UNDERSTAND: Your goal in this section is to take a closer look at some aspects of the topic on the temperaments and psyche of the Burmese people in their response to the challenges of modernity. Activity 21: THE F’S (Faith and Fight for Freedom) Here is another poem for you to reflect upon. Read the poem orally as a class. For the unlocking of difficulties, have the game word auction. Your teacher will post phrases from the poem and will ask the class if any of you knows the italicized words to be defined. If you have possible meanings, corresponding points will be given. Frequency Word List a. golden spires b. saffron prayers c. only callousness and betrayal d. stillness of their gaze e. novice monk’s robe
  22. 22. f. serene downcast eyes g. ceremonial finery h. anger is fiercer Take note also of the guide questions before and after reading. 1. According to the speaker in the poem, what is happening in his/her country Burma? 2. What can be done to attain peace and freedom? 3. What was the role of the monks in the fight for freedom? 4. Why is the poem entitled, “Prayer for Burma”? 5. How would you feel under similar conditions? 6. What does this quotation from the poem mean: “We shall never forget our monks who were at the forefront of our march for freedom.” 7. How does this poem show the temperaments and psyche of the Burmese people in their response to the challenges of modernity? Do you recall the land of golden spires? Where morning bells are answered with murmurs of saffron prayers And the silence of bare feet echoing their innocence In a land overwhelmed by evilness and greed A message of hope for hearts in deepest despair In a language of love for a people enduring only callousness and betrayal As their Meta Sutra chants rose high up above Reflecting in the stillness of their gaze You can see great courage and dignity in the eyes of Burmese monks I remember the summer a lifetime ago When your soft hair was shaved and the first time you wore your Thin-gann the novice monk’s robe And your beautiful boyish face was full of determination With serene downcast eyes After shedding Shinlaung’s ceremonial finery You remained a Buddhist monk To devote your life to your people and your religion I also remember the dark winter nights When you stayed up late studying Buddha’s scripture, poetry and politics Looking to find answers for your people’s suffering Since last September The war against evil has only just begun And I know that you will fight on I am quite sure that Your prayer will be answered Your hopes will come true And your fight will be won Not because Your anger is fiercer And your power mightier Or their hatred more bitter But because Your cause is just Your prayers are sincere Your wishes are true Your hopes are pure And your love for Burma is right You will win in the end There is nothing to stop your spirit and your hope No one can silence your prayers for peace and freedom in Burma We shall never forget our monks who were at the forefront of our march for freedom. Burma Digest Prayer for Burma (Poem) By May Ng
  23. 23. Afterwards, you will be grouped into two: one will deliver the poem in a simple speech choir or choral reading and the remaining group will have it in a rap presentation or creative jazz chant with choreography. Activity 22: YOUR MISSION Earlier, you read poems, now we have the story, The Country’s Good Son. Read the said text silently. The Country’s Good Son Minn New Thein Lin Aung’s mother had a shop in the Mingaladon market, where she sold slippers. Lin Aung helped his mother in the shop during his school holidays. As the Mingaladon market was an army market, soldiers could be seen shopping there daily. It was more crowded on Sundays. Many soldiers could be seen moving about busily. It was Sunday, and Lin Aung was sitting in front of the shop; “Younger Brother, do you have real ‘Sin-kye’ No. 9?” A young man, wearing trousers, entered and asked him. Quickly Lin Aung took a pair of ‘Sinkye’ No. 9 slippers and showed them. “How much are these slippers, Young Brother?” Twenty -one Kyats, Elder Brother.” “Can I take only the right side slipper and pay you ten Kyats and fifty pyas?” The young man’s question made Lin Aung’s eyes become wide. If he sold only the right side, how could he sell the left side? And why did he want only one slipper? “You can’t do that. If I sell only the right side, the one left in the shop will become useless. “Yes, but I want only the right side. But wait, I’ll go and look for a partner.” Lin Aung was left behind, looking at the back of the young man, who walked away, limping. Soon, the young man came back. He had another young man with
  24. 24. him. The first young man asked Ling Aung for the slippers, and gave the left side slipper to the young man who had come with him. He lifted the leg of his trouser and put on the slipper. Then he nodded with satisfaction. Only then did Lin Aung understand. They were buying and sharing one pair of slippers. The first young man had a false left leg, and second young man had a false right leg. So everything was all right because there was one who wanted only the right side, and another who wanted only the left side. Lin Aung was sorry to see the condition of the two young men. They were quite young, and they each had a leg missing. “Don’t you feel sad that you have only one leg?” Lin Aung as inquisitive and asked them. “Why should we be sad?” the first young man smiled. “We are soldiers who offered even our own lives for our country. We are proud to lose a leg in protecting our country.” When Lin Aung heard the first young man’s answer, he respected them. They were very different from the young drug addicts about whom he had often read in the newspapers. They were wasting their lives and killing themselves. These young men were the country’s good sons who were protecting the country from its enemies. Their aims and intentions were as different from those of the addicts as east from west, north from south. Although these young men had one leg missing, they still wanted to serve their country. The two young soldiers told Lin Aung that they planned to work in the disabled soldiers’ cooperative shop. “I respect you and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country like you.” The two young soldiers smiled to hear Lin Aung’s words. “We admire your intention. Our country’s future will really be bright if there were more young people in our country with the same aim and intention as yours. All right, we will go now.” The two young soldiers said goodbye to Lin Aung and went away. Lin Aung was filled with the desire to become a good son of the country. Literature in Focus II Do the following exercises by groups (six). Activity 23: CHARACTER REVELATION FIGURE For groups 1 and 2, your leader and members will label the Character Revelation Figure by answering the questions. Present your work and defend your answers in front of the class. Which character experiences personal change from beginning to end? Explain. Which character do you like best? Why?
  25. 25. Activity 24: FREQUENCY WORD LIST Groups 3 and 4 will be in charge of the Frequency Word List with members replacing the underlined words or phrases accordingly in the paragraphs from each pair from the options. Share answers with the other groups for interactive discussion. 1. Why should we be sad? We are soldiers who offered even our own lives for our country. We are proud to lose a leg in protecting our country. a. happy, gloomy b. would gladly die, would fight gladly c. to lose our limbs, to lose our lives 2. Lin Aung felt respect for both of them. They were very different from the young drug addicts he often read about in the newspapers. These drug addicts were a burden to the country. They were wasting their lives and killing themselves. a. admiration, satisfaction b. a contrast to, a far cry from c. disgrace, problem d. ruining their lives, hurting their lives 3. I respect and honor you. You good sons of the country are the jewels of our country. When I grow up, I will try to be a good son of the country like you. a. praise, salute b. patriots, heroes c. treasures, assets d. imitate your patriotic example, be a heroic son like you Activity 25: SOLDIER SIMULATION Groups 5 and 6 will simulate or role play in class the situation wherein the members will pretend to be Lin Aung while the others play or act out the roles of the two young soldiers. Try to come up with another point of view or varied interpretation. *Questions/Activities Adopted/Modified from Literature in Focus II Activity 26: PS AT YOUR FINGERTIPS (PRECIS/SUMMARY) Individually, write a précis/summary of the above story by discussing comprehensively and identifying the proper paragraph development (expository, descriptive, narrative, persuasive, and creative). Relate it to your previous writing activity on impressions and refer to the following example. How did the story reveal the temperaments and psyche of the Burmese people in their response to the challenges of modernity? Elaborate. How do you think this situation could apply to Filipino soldiers? Give reasons.
  26. 26. A précis or a summary is a short version of a passage containing only the main points and main supporting points. Sample Paragraph Teaching is the noblest of professions. A teacher has a sacred duty to perform. It is he on whom rests the responsibility of moulding the character of young children. Apart from developing their intellect, he can inculcate in them qualities of good citizenship, remaining neat and clean, talking decently and sitting properly. These virtues are not easy to be imbibed. Only he who himself leads a life of simplicity, purity and rigid discipline can successfully cultivate these habits in his pupils. Besides a teacher always remain young. He may grow old in age, but not in spite. Perpetual contact with budding youths keeps him happy and cheerful. There are moments when domestic worries weigh heavily on his mind, but the delightful company of innocent children makes him overcome his transient moods of despair. Precis/Summary Teaching is the noblest profession. A teacher himself leading a simple, pure and disciplined life can mould the character of the young children and make them neat and good mannered citizens. Besides he remains every young forgetting his own domestic worries in the constant company of the young. 5 quality precis writing samples | Articles | Knowledge samples.html THE COUNTRY’S GOOD SON A Summary of the Story
  27. 27. You can double check your work using this checklist: Revision Checklist Ask yourself the following questions: ½ Is my précis/summary only one third of the original? ½ Did I include all the main points? ½ Have I left out the illustrations and less important ideas? ½ Have I written clearly in my own words using synonyms for the author's words where possible? ½ Does my précis/summary accurately reflect the original in tone? ½ Is my grammar and spelling correct? Précis/Summary Activity 27: LEND ME YOUR EARS! On this part, you will listen and view a video clip of a speech delivered. Take down notes and refer to these in writing your editorial article. At the same time, just like in your panel discussion, you can use terms or expressions that signal opinions and consider the right paragraph development. Refer to an example of editorial article below. An editorial article expresses an opinion about a current issue or topic.
  28. 28. You can also refer to the TRAC format or graphic organizer in structuring your output. Fine Arts “Fine arts are important in the curriculum because of what they do for learning,” stated Patty Taylor, arts consultant for the California State Department of Education. In other words, the arts, especially music, should be part of every school’s curriculum at every grade level. Music makes students smarter, gives children something positive to do, and builds self- confidence. Most students don’t have a chance to learn music outside of school, and everyone deserves that opportunity. Students would be much smarter if they had some music experience. They would improve their classroom skills, like paying attention, following directions, and participating without interrupting. People develop all these skills when they learn music. Musicians are also better in math, and they get higher S.A.T. scores. For instance, a study by the College Entrance Examination Board reported, “Students with 20 units of arts and music scored 128 points higher on the S.A.T. verbal and 118 points higher in math.” A Rockefeller Foundation study states that music majors have the highest rate of admittance to medical school. Making music also lets children use their imaginations, unlike playing with video games and electronic stuffed animals. “It provides students a chance to try out their own ideas,” according to the October 1997 California Educator. Music makes children well-rounded students. Music not only makes children better students but also gives them something positive to do. In a music program, children can be part of a band or choir instead of joining a gang. Parents can enjoy listening to their children’s music instead of seeing them glued to a computer or TV screen. In band, students get to be part of a team. They can interact with old friends and make new friends through music. While learning and making music, children can also be exploring a potential career. Music builds self-confidence. It gives children a sense of accomplishment and success. Making music is something for them to be proud of, and it lets kids practice performing in front of an audience. As reported in the California Educator, “It gives [students] self-confidence and a feeling of importance to have a skill someone appreciates. They are also learning how to accomplish something from beginning to end and actually come out with a product that they can be proud of.” Music gives children an outlet for self-expression, and that helps develop their self-confidence. Once again, music is important because it can make children better students, give them something positive to do, and build their character. Unfortunately, the children who need music lessons the most usually don’t have access to them outside of school. That is why music should be offered in every single grade in every school. Copyright © 2012 Houghton Mifflin Company. All rights reserved. Editorial Graphic Organizer T-Topic Sentence Notes R-Reasons with Support A-Answer, Opposition C-Conclusion
  29. 29. Editorial Graphic Organizer Activity 28: 3-2-1 With this chart, review by listing down or filling out what are asked and always connect everything with the focus questions. 1. What does (Burmese) literature reveal about Asian and African character? 2. How do (Burmese) Asians and Africans respond to the challenges of modernity as reflected in their literary selections? In this section, the discussion was about the temperaments and psyche of the Burmese people in response to the challenges of modernity. What new realizations do you have about the topic? What new connections have you made for yourself? Now that you have a deeper understanding of the topic, you are ready to do the tasks in the next section. 3 THINGS YOU FOUND OUT ____________________________________________________________ ____________________________________________________________ ____________________________________________________________ 2 INTERESTING THINGS ____________________________________________________________ ____________________________________________________________ 1 QUESTION YOU STILL HAVE
  30. 30. TRANSFER: Your goal in this section is to apply your learning to real life situations. You will be given a practical task which will demonstrate your understanding. Activity 29: HANDING IN YOUR EVALUATION PAPER Your task is to write an evaluation paper regarding a program viewed. You are invited by a state university for a possible scholarship and one of the requirements is to submit an evaluation paper regarding current events or social issues. There will be a screening of video clips to guide you and choices of topics for you to write on. Therefore, choose one as your basis and prepare to defend or discuss it in the form of a hot seat in front of the board members. An evaluation paper is a type of argument that includes evidence to justify a writer's opinions about a subject. You can find an example here for reference. Evaluation Essay on Gender in Advertising Gender differences and biases have been a part of the normal lives of humans ever since anyone can remember. Anthropological evidence has revealed that even the humans and the hominids of ancient times had separate roles for men and women in their societies, and this relates to the concepts of epistemology. There were certain things that women were forbidden to do and similarly men could not partake in some of the activities that were traditionally
  31. 31. reserved for women. This has given birth to the gender role stereotypes that we find today. These differences have been passed on to our current times; although many differences occur now that have caused a lot of debate amongst the people as to their appropriateness and have made it possible for us to have a stereotyping threat by which we sometimes assign certain qualities to certain people without thinking. For example, many men are blamed for undermining women and stereotyping them for traditional roles, and this could be said to be the same for men; men are also stereotyped in many of their roles. This leads to social constructionism since the reality is not always depicted by what we see by our eyes. These ideas have also carried on in the world of advertising and the differences shown between the males and the females are apparent in many advertisements we see today. This can have some serious impacts on the society as people begin to stereotype the gender roles in reality. There has been a lot of attention given to the portrayal of gender in advertising by both practitioners as well as academics and much of this has been done regarding the portrayal of women in advertising (Ferguson, Kreshel, & Tinkham 40-51; Bellizzi & Milner 71-79). This has led many to believe that most of the advertisements and their contents are sexist in nature. It has been noted by viewing various ads that women are shown as being more concerned about their beauty and figure rather than being shown as authority figures in the ads; they are usually shown as the product users. Also, there is a tendency in many countries, including the United States, to portray women as being subordinate to men, as alluring sex objects, or as decorative objects. This is not right as it portrays women as the weaker sex, being only good as objects. At the same time, many of the ads do not show gender biases in the pictures or the graphics, but some bias does turn up in the language of the ad. “Within language, bias is more evident in songs and dialogue than in formal speech or when popular culture is involved. For example, bias sneaks in through the use of idiomatic expressions (man's best friend) and when the language refers to characters that depict traditional sex roles. One's normative interpretation of these results depends on one's ideological perspective and tolerance for the pace of change. It is encouraging that the limited study of language in advertising indicates that the use of gender-neutrality is commonplace. Advertisers can still reduce the stereotyping in ad pictures, and increase the amount of female speech relative to male speech, even though progress is evidenced. To the extent that advertisers prefer to speak to people in their own language, the bias present in popular culture will likely continue to be reflected in advertisements” (Artz et al 20). Advertisements are greatly responsible for eliciting such views for the people of our society. The children also see these pictures and they are also the ones who create stereotypes in their minds about the different roles of men and women. All these facts combine to give
  32. 32. result to the different public opinion that becomes fact for many of the members of the society. Their opinion and views are based more on the interpretation they conclude from the images that are projected in the media than by their observations of the males and females in real life. This continues in a vicious circle as the media tries to pick up and project what the society thinks and the people in the society make their opinions based upon the images shown by the media. People, therefore, should not base too much importance about how the media is trying to portray the members of the society; rather they should base their opinions on their own observation of how people interact together in the real world. Work Cited Artz, N., Munger, J., and Purdy, W., “Gender Issues in Advertising Language”, Women and Language, 22, (2), 1999. Bellizzi, J. A., & Milner, L. “Gender positioning of a traditionally male-dominant product”, Journal of Advertising Research, 31(3), 1991. Ferguson, J. H., Kreshel, P. J., & Tinkham, S. F. “In the pages of Ms.: Sex role portrayals of women in advertising”, Journal of Advertising, 19 (1), 1990. Refer to this rubric for assessment. Evaluation Paper/Evaluative Essay Rubric Directions: This rubric will be used to evaluate the final draft of your paper/essay. Before you turn in the final draft, fill out this rubric yourself. What score would you give yourself and why? Student: Date: Score Level Criteria Comments Content 30-27 Excellent to Very Good: knowledgeable, substantive development of thesis, relevant to assigned topic 26-22 Good to Average: sure knowledge of subject, adequate range, limited development of thesis, mostly relevant to topic, but lacks detail 21-17 Fair: limited knowledge of subject, little substance, inadequate development of topic 16-13 Needs Much Improvement: does not show knowledge of subject, not many details, not relevant to assigned topic or not enough to evaluate Organization 20-18 Excellent to Very Good: fluent expression, ideas clearly stated/supported,
  33. 33. succinct, well-organized, logical sequencing, cohesive 17-14 Good to Average: somewhat choppy, loosely organized, but main ideas stand out, limited support, logical but incomplete sequencing 13-10 Fair: non-fluent, ideas are confusing or disconnected, lacks logical sequencing and development 9-7 Needs Much Improvement: does not communicate, no organization or not enough to evaluate Vocabulary and Language Use 20-18 Excellent to Very Good: sophisticated range, effective word/idiom choice and usage, word form mastery 17-14 Good to Average: adequate range, occasional errors of word/idiom form, choice, usage but meaning understood 13-10 Fair: limited range, frequent errors of word/idiom form, choice, usage, meaning somewhat confusing or not understood 9-7 Needs Much Improvement: essentially translation, little knowledge of English vocabulary, idioms, word form or not enough to evaluate Grammar Usage 25-22 Excellent to Very Good: effective, complex sentences, few errors of agreement, tense, number, word order/function, articles, pronouns, prepositions 21-18 Good to Average: effective, but simple sentence construction, minor problems in complex constructions, several errors of agreement, tense, number, word order/function, articles, pronouns, prepositions, but meaning understood 17-11 Fair: major problems in simple/complex sentences, many errors of agreement, tense, number, word order, articles, pronouns, prepositions and/or fragments, run-ons, deletions, meaning confused or not understood 10-5 Needs Much Improvement: almost no mastery of sentence construction rules,
  34. 34. many errors, ideas not understood or not enough to evaluate Mechanics 5 Excellent to Very Good: few errors of spelling, punctuation, capitalization, paragraphing 4 Good to Average: some errors of spelling, punctuation, capitalization, paragraphing, but meaning understood 3 Fair: frequent errors of spelling, punctuation, capitalization, paragraphing, poor typing, meaning confused or not understood 2 Needs Much Improvement: many errors of spelling, punctuation, capitalization, paragraphing, typing is poor, or not enough to evaluate Total Score: Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents. Comments:
  35. 35. Activity 30: outBOX Let us go back to our box and finalize your map of conceptual change by finishing the “I Think” OUT OF THE BOX area. Review the focus questions. I Think… Activity 31: LESSON CLOSURE In summary, do the lesson closure as a reflection. In this section, your task was to write an evaluation paper of a program viewed. How did you find the performance task? How did the task help you see the real world based on the topic? You have completed this lesson. Carry on! IN THE BOX I Think… OUT OF THE BOX Today’s lesson...………….…………………………………………………………. ………… ………………………………..One key idea was…………………............ ……………. ………………………………………………………………………………………………… ……………………………………This is important because………….. …………………..…. ………………………….. ………………………………………………………………………………. Another key idea………………………………………………………………………….... ………………………………This matters because……………………………………… ……………………………………………………….In sum, today’s lesson…………… ..........................
  36. 36. GLOSSARY OF TERMS USED IN THIS LESSON: Adjective. The part of speech or word that modifies a noun or pronoun. Adjective Complement. A clause or phrase that adds to the meaning of an adjective or modifies it. It always follows the adjective it complements and it is a noun clause or a prepositional phrase Advertisement. A public announcement using the mass media. Editorial Article. It expresses an opinion about a current issue or topic. Evaluation Paper/Evaluative Essay. A type of argument that includes evidence to justify a writer's opinions about a subject.
  37. 37. Fantasy. It means a dream or imagination. Frequency Word List. Set of words used in reading texts or selections for unlocking of difficulties or vocabulary building and development. Idiom. A word, phrase or expression which is commonly used in everyday conversation by native speakers of English. It is figurative. Impression. A lasting effect, opinion or mental image of somebody or something. Opinion. It is a view or assessment about something. Précis/Summary. This is a short version of a passage containing only the main points and main supporting points. Propaganda. A publicity to promote something. An information put out by an organization or government to promote a policy, idea or cause. Psyche. The human spirit or soul and mind. Reality. It is actual or exists. Temperament. The prevailing or dominant quality of mind that characterizes somebody. REFERENCES AND WEBSITE LINKS USED IN THIS LESSON: References A-Z Learning Strategies. Religious Education Module. Catholic Education Archdiocese of Brisbane. Alonzo, R., Meñez, A. & Villamarzo, P. (2001). Literature in Focus II. Quezon City: SIBS Publishing House. Serrano, J. B. & Lapid, M. G. (2004). English Communication Arts and Skills through Afro-Asian Literature: A Situational, Developmental, Interdisciplinary Approach. (4th ed.) Quezon City: Phoenix Publishing House Inc. Rubric Adapted From: Reid, J. (1993). Teaching ESL Writing. New Jersey: Prentice Hall Regents. Websites
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