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UNIVERSIDAD CATOLICA LOS ANGELES DE CHIMBOTE

IDIOMAS ULADECH CATOLICA


SYLLABUS / LEARNING PLAN

1. SYLLABUS
1. General information
1.1

Name of the course

: Certificacin en Ingls Intemerdio II

1.2. Course code

1.3. Type of study

: General

1.4

Nature of the course

: Compulsory - (theory/practice)

1.5

Level of studies

: Pre- Graduate

1.6

Academic term

: VIII

1.7

Credits

:1

1.8. Hours per week

: 6 classroom hours, 3 hours and 1/2 of virtual class


(theory/practice)

1.9. Total hours

: 150

1.10. Previous requirement

: Intermediate I

1. 11. Academic Term

: 2016 0

1.11. Head teacher

1.12. Teaching tutor

1.13. Teaching tutor

1. 14 Teaching tutors

2. Features of the graduate profile related to the program


Students develop communicative language competences according to each level, applying
appropriate grammar structures and vocabulary related to various specific contexts in written and
oral texts, so as to carry out the tasks to be accomplished and to the benefit of his own personal,
cultural and professional growth.

3. Summary
The phenomenon of globalization has contributed greatly to convert Intermediate English into the
most important and necessary language today. Training in Intermediate English is essential not
only to get better job opportunities in the future but also to communicate and have access to
worldwide information, thus keeping updated in any field of study and interest. Therefore, the
Intermediate English course is structured through different units, in order to achieve an optimal

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level of mastering English as a means of communication with different people and cultures, as
well as fostering social interaction among the participants.

4. General goal
Develop oral and written comprehension and production capabilities in English through the
application of theoretical basis and practice which enable understanding and communication in
the four main language skills, such as speaking, reading, listening and writing on specific topics
while providing assessment towards the acquisition of new knowledge.

5. Specific Objectives
5.1.

Understand texts of medium complexity related to familiar matters regularly encountered


in work, school, leisure, etc. Understand the main point on current affairs or topics of
personal or professional interest when the delivery is relatively slow and clear.

5.2.

Can deal with most situations likely to arise in common conversations, on topics that are
familiar, of personal interest or pertinent to everyday life (family, hobbies, work, travel and
current events). Can connect phrases in a simple way in order to describe experiences
and events, dreams, hopes and ambitions, giving reasons and explanation for opinions
and plans.

5.3.

Understand short texts of medium complexity, about topics consisting mainly of high
frequency everyday language describing events, feeling and wishes.

5.4.

Produce simple connected texts with cohesion and coherence on topics which are
familiar or of personal interest. Can describe experiences and impression, using the
appropriate corresponding linguistic elements.

6. Specific topics for learning unit


Learning Unit

Specific
Objectives

Specific topics

GRAMMAR:
Go + -ing
Prepositions & Adverbs
1

5.1

Compound nouns

5.2

Verb + gerund

5.3

Verb + infinitive or + -ing

5.4

Would rather / prefer


VOCABULARY:
Leisure and time activities
Verbs of movement
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Prepositions of movement
Sports vocabulary
Phrasal verbs
Movie genres
GRAMMAR:
Any / Every / No / Some
So & Such
Passive Voice Present & Past
2

5.1

Present participle Adjectives

5.2

Pronouns in phrasal verbs

5.3
5.4

VOCABULARY:
Like phrases
Numbers and fractions
Pausing devices
Technology
Phrasal verbs
Future forms review
Future forms Present Simple & Present
Continuous
Reduced sentences

5.1
3

5.2
5.3
5.4

Be vs. Get
-ed & -ing adjectives
Second Conditional
Vocabulary:
False cognates
Expressions for certainty and doubt
Wedding words
Romance
Intensifiers
GRAMMAR:

5.1
4

5.2
5.3
5.4

Probability may, might, could,


Relative pronouns
Questions Review
What vs. Which
How + Adjective / Adverb
One / Ones

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VOCABULARY:

1 Performers
2 Birth Order
3 Causes and Symptoms of stress
4 Word-formation: over under
5 Lifestyle changes
6 Money
7 Alternative lifestyles

7. Strategies for teaching and learning


The methodology used to develop this subject focuses on the learning process of the students,
through participatory techniques such as brainstorming, role plays, pair-work, dialogs and group
work, based on communicative situations connected to reality.
This methodology also responds to the learning system known as "Blended Learning" in the
context of the communicative approach and systemic and cooperative learning, in order to
enhance the development of the studentsabilities and skills.
The specific contents will be developed through activities planned by the teacher in which
students are the main actors in the construction of their learning. The teacher fulfils different
roles: one of motivator, mediator, facilitator, challenger and expert.
The activities may be theoretical or practical and the strategies, techniques and procedures
employed should be active.
Teaching - Learning strategies

Types

Strategies to explore prior knowledge

Brainstorming

and activate motivation

Quiz/ questionnaire
Eliciting
Warmers
Lead-ins
Question - answer

Strategies to foster written comprehension

Skimming

(Reading)

Gisting
Scanning
Detecting functions
Extracting specific information
Contextual guessing
Filling out forms
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Simple cloze
Strategies to foster oral comprehension

Instructional listening (filling in gaps, marking

(Listening)

the correct answer)


Language analysis tasks
Summarizing information

Strategies to foster oral production

Dialog and discussing

(Speaking & Interaction)

Pair-work
Role play
Oral presentation
Peer coaching
Survey
Drilling

Strategies to foster written production:

Written practice

(writing)

Strategies and techniques to develop the


acquisition of vocabulary and use of correct
spelling (visual presentation, word-games,
crosswords, etc.), the correct use of grammar
(filling in the blanks, matching, word order
etc.),

capitalization,

punctuation

and

paragraphing.
Cooperative strategies and active methods to

Group work

foster the development of competences

Games
Task-based activities

8. Pedagogical resources:
The modern classroom and Laboratory Learning Digital is used for the development of the subject.
Teacher tutoring:
It is scheduled at the end of each learning unit, according to the needs of the student, which is processed
through the respective computer module from the ERP University.
9. Learning Assessment
As well as formative and informal assessment, a formal assessment will be held throughout each
learning unit. The average score of each learning unit is obtained as follows:

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DESCRIPTION OF ACTIVITIES

Problem-solving activities according to the language skills:


Reading (15%)

%
(45%)

Listening (15%)
Writing (15%)

Oral exam (Speaking)

(20%)

Written exam

(25%)

Virtual platform activities

(10%)
TOTAL

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100%

B.

LEARNING PLANS

LEARNING UNIT 1:
elated
to
U
n

familiar

matters

regularly

encountere

d in work,

school,

leisure, etc.

Speci
n
fic
Objec d
tiv
es
t

Understand
the

main

point

on

current

affairs

or

topics

of

personal or

professiona
l

interest

when

delivery

relatively

slow

clear.

i
u
m
c
o
m

5.2.

the
is
and

Can

deal

with

most

situations
likely

to

arise

in

common
conversatio

ns,

topics

are familiar,

of personal

interest

pertinent to

everyday

on
that

or

life (family,
r

hobbies,

work, nts,
travel dream
and s,
curre hopes
and
nt
event ambiti
ons,
s).
Can

giving

conn reason
s and
ect
explan
phras
ation
es in
for
a
opinio
simpl
ns and
e way 5.4.
plans.
in

of medium
complexity,
about
topics
consisting
mainly
of
high
frequency
everyday
language
describing
events,
feeling and
wishes.
Produce
simple

order U
to
n

connected

descrid
e
be
r
e
s
x
t
p
a
e
n
ri
d
e

cohesion

texts
and

coherence
on

topics

which

are

familiar

or

of personal
interest.
Can

n
s
c
h
e
o
s
r
a
t
n
t
de
ex
vt
es

describe
experience
s

and

impression,
using

the

appropriate
correspondi
ng linguistic
elements.

ud
Learning Activities
en
Le
ss
on
6.1
& 4.
6.2

with

ts
re
vis
e
ve
rb

s of
mov
eme
nt
and
talk
abou
t

e
x
t
r
e
m
e

s
p
o
r
t
s

u
s
i
n
g
t
h
e
m
.

5. S
t
u
d
e
n
t

r
i
t
e

h
o
t
t
e
x
t

b
o
u
t
e
x
t
r

s
p

r
e

i
d
e
n
t
i
f
y

hours

3. Students talk about activities they like and dont like


4. S
t
u
d
e
n
t
s

r
s
.

v
e
r
b
p
a
t
t
e
r
n
s
.
(
V
e
r
b
+

g
e
o Lesson 6.3 r
u
s
1. Students get to know the prepositions of movement and use them to ask each other
n
i
questions
d about their sports and other kinds of activities.
t
) complete text of a postcard and use it as an example to write a similar text.
2. Students
i
a
p

n
d
l
e
a
r
n
t
o
u
s
e

e
o
r
a
l
a
n
d
w
r
i
t

t
e
n
s
e
n
t
e
n
c
e
s
.

Lesson 6.4 & 6.5


1. Students listen to an audio to learn vocabulary about sports equipment.
I
U

3 th
week,
06

2. Students watch a video and perform a few activities to learn how to talk about rules of hours
games and sports equipment.

3. Students write simple instructions to explain a sport they like and do a reading
comprehension.

4. Students read an e-mail about birthday plans to identify the use of verb + gerund / verb +
infinitive. They write their reply following a model.

5. Students do some reading and listening activities related to guessing meaning.


6. Students learn some expression used when expressing preferences to speak about their
own experiences and making decisions.
Review & Lesson 7.1

1. Students do some grammar and vocabulary exercises, reading, listening and writing
activities to review units 5 and 6.
2. Students read an article to learn vocabulary about movie genres and to talk about movies.
3. Students get familiar with word stress in relation to some common suffixes
4. Students describe a popular movie theyve seen re

4 th

week,
06
hours

quiz each other about it.


5. Unit 1 Test

LEARNING UNIT 2:
Un

matters regularly encountered in

der

work,

sta

Understand the main point on

nd

current affairs or topics of personal

text

or professional interest when the

s of

delivery is relatively slow and clear.

me
Specific
Objectives

diu

5.2.

school,

leisure,

etc.

Can deal with most situations likely


to arise in common conversations,

on topics that are familiar, of

co

personal interest or pertinent to

mpl

everyday life (family, hobbies, work,

exit

travel and current events). Can

connect phrases in a simple way in

rel

order to

ate

describe experiences and events,

dreams, hopes and ambitions,

to

giving reasons and explanation for

fa

opinions and plans.

mili
ar

5.3.

Understand short texts of medium


complexity, about topics consisting

mainly of high frequency everyday language fa


describing events, feeling and wishes.
mili

5.4.

Produce

simple

connected

texts

with

cohesion and coherence on topics which are

of personal interest. Can describe


experiences and impression, using

ar

the

appropriate

or

linguistic elements.

corresponding

Learning Activities

Time

Lesson 7.2 & 7.3

5 st

1. Students listen to an audio about movies and make guesses and to understand details.
I

UC-SPA V2

Pg. 8

week,
06

2. Students talk about activities, movie ge hours


3. Students read an article about obsessive fans looking for gist and details. They identify in
the text the use of some, any, no, every compounds and use them to talk about their
personal experience on this topic. Students review the use of s for posses

4. Students do a few listening activities about obsessive fans to identify main ideas, details
and the use of so and such.

5. Students share stories about fansstrangestobsessionsexperience.


Lesson 7.4

1. Students read a text to get familiar with vocabulary about piracy and talk about it and to
6 nd

identify the passive voice.

week,
06
hours

2. Students learn how to use the passive voice in oral and written texts, in the present and
past tenses.

3. Students get familiar with the weak forms of the passive voice.
4. Students perform a few reading and listening activities related to passive voice.
Lesson 7.5 (& 8.1)
1. Students read a webpage and answer questions about reality shows.
2. Students listen to a phone call to a radio station looking for specific information and get
familiar with fillers to improve their fluency.
3. Students practice short dialogs in which they give opinions using conversation fillers such
as:you know, yeah, anyway

7 rd
week,
06
hours

4. Students get familiar with vocabulary related to technology.


5. Students read a diary and listen to an audio to check their comprehension
6.

Students produce short written and oral texts using the new vocabulary

acquired. Lesson 8.2

1. Students listen to short conversations to get familiar with vocabulary related to phrasal
8 th

verbs and the place of pronouns in sentences containing such verbs.

week,
06
hours

2. Students practice their intonation of yes/no and information questions.


3. Students role play conversations about technological advances.

4. Students review the structures and vocabulary learnt in this unit.


5. Unit 2 Test

LEARNING UNIT 3:

Specific
Objectives

Un
der
sta
nd
text
s
of
me

dium
complexity
related
familiar matters regularly
encountered

in

work,

to

school,

leisure, etc. Understand the main


point on current affairs or topics of
personal or professional interest

when the delivery is relatively slow and clear.


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5.2.

Can deal with most situations likely to arise in common conversations, on topics
that are familiar, of personal interest or pertinent to everyday life (family, hobbies,
work, travel and current events). Can connect phrases in a simple way in order to
describe experiences and events, dreams, hopes and ambitions, giving reasons
and explanation for opinions and plans.

5.3.

Understand short texts of medium complexity, about topics consisting mainly of


high frequency everyday language describing events, feeling and wishes.

5.4.

Produce simple connected texts with cohesion and coherence on topics which
are familiar or of personal interest. Can describe experiences and impression,
using the appropriate corresponding linguistic elements.

Learning Activities

Time

Lesson 8.3
1. Students read and listen to an article about future inventions. They do some reading and
9 th

listen activities to check their comprehension.


2. Students identify future forms: will / going to and learn how to use them in the production
of written and oral texts.

week,
06
hours

3. Students talk about future inventions and future reality, guided by a few questions.
Lesson 8.4 & 8.5

1. Students read an article about technology and conversation killers. They express their
opinion about it and conversation skills.

2. Students listen to three dialogs and read to cartoons to identify more future forms: present
simple, present continuous, will, going to and revise/ learn their different use.
3. Students create short conversations related to different personality types using the
appropriate future structure.

10 th
week,
06
hours

4. Students perform some reading and listening activities about fortune telling.
5. Students learn vocabulary and expressions used when making predictions and use them
in short oral dialogs.
Review 5 & Lesson 9.1
1. Students do some grammar, vocabulary, reading and listening activities to revise units 7
and 8.
2. Students learn new vocabulary related to weddings. They listen to a wedding planner to
check their comprehension and discriminate the use between be and get.
3. Students listen to a dialog and identify details to complete a table with the given
information.
4. Students talk about wedding in different cultures and plans for their wedding, using the
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11 th
week,
06
hours

vocabulary previously acquired.


Lesson 9.2 & 9.3

1. Students read an article about a memorable wedding and identify adjectives with ed and
ing and their uses.

2. Students talk about romance, marriage, weddings and feelings, using the adjectives
learned in this section.

3. Students get familiar with the vocabulary related to romance, as well as common adverbs.
They express their opinion about love and romance, guided by some questions.

12 th
week,

4. Students listen to a dialog and identify the use of second conditional. They perform06
various activities to learn how and when to use this new structure.

hours

5. Students talk and produce short texts about impossible or unlikely situations.
6. Students take a quiz about jealousy and share their opinions about it.
7. Unit 3 Test

LEARNING UNIT 4:
Un

rly encountered in work, school,

der

leisure, etc. Understand the main

sta

point on current affairs or topics of

nd

personal or professional interest

text

when the delivery is relatively slow

s of

and clear.

me
Specific
Objectives

diu

4.2.

Can deal with most situations likely


to arise in common conversations,

on topics that are familiar, of

co

personal interest or pertinent to

mpl

everyday life (family, hobbies, work,

exit

travel and current events). Can

connect phrases in a simple way in

rel

order to

ate

describe experiences and events,

dreams, hopes and ambitions,

to

giving reasons and explanation for

fa

opinions and plans.

mili
ar

4.3.

complexity, about topics consisting


mainly of high frequency everyday
language describing events, feeling
and wishes.

ma
tter
s
reg
ula

Understand short texts of medium

4.4.

Produce simple connected texts

with cohesion and coherence on topics usi

appropriate

which are familiar or of personal interest. ng

linguistic elements.

Can describe experiences and impression, the

corresponding

Learning Activities

Time

Lesson 9.4 & 9.5


1. Students get familiar with vocabulary related to performers.
2. Students listen to people speculating and learn about modals of probability: may, might,
could, must, cant. They do some fixing
3. Students read an article, looking for specific information.
4. Students talk about performing and performers.
I

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Pg. 11

13 th
week,
06
hours

5. Students read an article about family relationships to identify main ideas, most important
facts, causes and effects.
6. Students learn a few expressions used to give advice and role play situations in which
they would apply similar language.
Lesson 10.1 & 10.2
1. Students get familiar with vocabulary related to causes and symptoms of stress.
2. Students listen to people talking about ways of relieving stress. They perform listening
comprehension activities to order ideas and identify details.
3. Students produce written and oral texts about causes and symptoms of stress.
4. Students get familiar with vocabulary about lifestyle changes and read texts to identify

14 th
week,
06
hours

specific details.
5. Students talk about lifestyle changes and write a text about them.
6. Students learn about relative pronouns and use them to describe photos.
Lesson 10.3 & 10.4
1. Students read and listen to a movie review to learn about attitude towards money and
alternative lifestyles and get familiar with the related vocabulary.
2. Students talk and write
3. about their attitudes towards money and alternative lifestyles.
4. Students listen to a conversation about school reunions to identify verb tenses.

15 st
week,
06
hours

5. Students review the way ofhow +askingAdj/Advquestionquestistress.


6. Students get to know some cyber English expression and use them to write text
messages.
Lesson10.5 & Review 6
1. Students discuss strategies for reading faster.
2. Students read and listen to an article to learn how to describe people and things. They do
some oral activities to practice the new vocabulary.
3. Students do some grammar, vocabulary, reading, listen and writing activities to review
units 9 & 10.
4. Unit 4 Test

IUC-SPA V2

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16 nd
week,
06
hours

Assessment Instruments:

1. Oral Assessment Sheet


2. Rubrics for Oral Assessment
3. Writing Assessment Sheet
4. Rubrics for Written Assessment
5. Checklist for Reading Comprehension
6. Checklist for Listening Comprehension
7. Written Exam

Bibliographical References

1 SELIGSON Paul & HODGSON Elaine(2013) ENGLISH ID- RICHMOND 2


United Kingdom

2 Badalamenti, Victoria and Henner Stanchina, Carolyn Grammar


Dimensions

Heinle and Heinle Publishers, USA, 2000.Kesner Bland, Susan Grammar Sense1,2,3

Oxford University Press, England, 2004.

Bibliography - Dictionaries

1 MOLINSKY, STEVEN y BLISS, BILL Word by Word Picture Dictionary


Ed. Prentice Hall Regents, New Jersey-USA, 1994 LONGMAN Active Study
Dictionary of English 5ta ed., Ed. Longman Group UK. Limited, EssexEngland,1993.

2 WILLIAMS, EDWIN The Bantam New College Revised Spanish English


Dictionary Ed. Bantam Books, New York-USA, 1989.

On line

1 www.cambrigedictionaryonline.com
2 www.wordreference.com
3 Diccionario Traductor http://dictionary.reference.com/translate/
4 www.oup.com/elt/global/products/headway/elementary
5 www.oup.com/elt/global/products/englishforlife
6 www.oup.com/elt/global/products/inenglish
7 www.oup.com/elt/global/products/result/engelem
8 www.learnningenglish.com

IUC-SPA V2

Pg. 13

Oral Assessment Sheet


Date: ______________

Level: ____________

Group: _______________

Teacher: ____________________

STUDENTS NAM

Fluency

Coherence

Grammar

Vocabulary

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
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Pronunciation

Total

RUBRICS FOR ORAL ASSESSMENT:


Indicator
Fluenc
y

Coherence

Grammar

Vocabulary

Pauses and

Speaks

Speaks mostly Always speaks

hesitates most
sufficiently
in complete
in complete
of the time,
clearly and
sentences with sentences with
searching for distinctly, with
only a few
no interruptions
words
some
interruptions nor hesitation
interruptions and hesitation
and hesitation
The sentences
are
disconnected
and
incoherent.
It is hard to tell
what the topic
was.

The sentences The sentences The sentences


are sufficiently are coherent
are always
connected and and related to coherent and
coherent to the the topic most
topic.
of the time.

Applies
grammar

related to the
topic.

Uses the
Shows very
gramatical
structures
little knowledge structures to
grammar
learnt
and no mastery form sentences structures to
correctly and
of grammar
with some
form sentences
easily
most of the
structures
errors and
time
inconsistencies
Uses very
limited
vocabulary

Chooses the
correct

Uses a
sufficient
Uses an
Uses
range of
adequate range appropriate and
vocabulary.
of vocabulary.
varied
Some errors in
vocabulary
according to
word usage
the
level

Speaks clearly
Pronunciation Often mumbles
Speaks
Speaks clearly and distinctly
or can not be
sufficiently
and distinctly all (100-95%)
understood.
clearly and
most of the
the time with
distinctly, with
time, with
fairly good
acceptable
satisfactory
accent and
pronunciation pronunciation pronunciation.

IUC-SPA V2

Pg. 15

Writing Assessment Sheet


Date: ______________

Level: ____________

Group: _______________

Teacher: ____________________

STUDENTS NAM

Content

Organization

Achievement
of purpose

Use of
language

1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
IUC-SPA V2

Pg. 16

Correctness

Total

RUBRICS FOR WRITTEN ASSESSMENT:


Indicator
Conten
t

Very poor and Simplistic and


Satisfactory
Effective and
insufficient
emerging
presentation of
engaging
thoughts and presentation of thoughts ans presentation of
supporting
thoughts and
details
thoughts and
details
details
details

Organization Very little


Writes
The text
The text well
organization is predominantly
presents
and effectively
exhibited.
phrases and
satisfactory
organized
patterned
organization
sentences with (Topic sentence,
little logical
body and
sequence
conclusin)
Achievement
of
Purpose is very
Purpose is
Purpose is
Purpose is
Purpos
e
vaguely
established but
clearly
clearly
established
not well
established and established and
sustained
generally
effectively
sustained
sustained

Use of

Vague,
imprecise or

language

inappropriate
vocabulary is
used

Correctness

Mainly simple Vocabulary is


but sufficiently appropriate to
the purpose
precise
and
sentences are
used, often
lacking in
variety

sentences are
mostly well
structured

Uses single
Text contains
Text contains
words and
errors that
minor errors,
disconnected which interfere none of which
phrases;
with clarity of interferes with
exhibits little communication
clarity of
awareness of
communication.
capitalization &
punctuation.

Precise and
effective
vocabulary is
used.
Sentences
vary in length
and pattern.
Text contains
essentially no
errors which
interfere with
clarity of
communication

IUC-SPA V2

Pg. 17

CHECKLIST FOR READING COMPREHENSION:


0= Never

1 = Infrequently

2 = Frequently

3 = Mostly

4 = Always

INDICATORS
Identifies main
Identifies purpose for points,
facts and opinions
reading and makes that

STUDENTSFULLNAME

predictions before and may be related to the


during reading

text

Identifies details
and
is able to recall
them

Monitors
understanding of the
text and uses
strategies
to figure out the
meaning of new
words

Expresses opinion

before the ideas

suggested by the

T
A

author and uses new


vocabulary in
speaking and writing

IUC-SPA V2

Pg. 18

CHECKLIST FOR LISTENING COMPREHENSION:


0= Never

1 = Infrequently

2 = Frequently 3 = Mostly 4 = Always

INDICATORS
STUDENTSFULLNAME

Pays careful
Determines exactly attention
what he or she needs to relevant verbal
to know
information

Asks effective
questions to clarify
verbal information

Can identify and


summarize the
speakers m

Understands
instructions and
audios beyond surface
meaning

IUC-SPA V2

Pg. 19

T
O
T
A
L

WRITTEN EXAM
Names: ___________________________________________ Date: _____________
Teacher: __________________________________________ Cycle: _____________
____________

9.

LANGUAGE
IN
pronunciation

35.

READING:

III.

LISTENING:

IV.

WRITING:

USE:

Grammar,

vocabulary,

Group:

functional

language,

IUC-SPA V2

Pg. 20