Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 21 năm học 2021-2022 (Phan Thị Thu Lài)

Nội dung text: Kế hoạch bài dạy Môn Tiếng Anh Lớp 1+2+4+5 - Tuần 21 năm học 2021-2022 (Phan Thị Thu Lài)

1. Week 21 Date of teaching: 1C, 1D ( 09/02/2022) Period: 20 UNIT 8: Food Lesson 1. A-C STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. OBJECTIVES By the end of the lesson, students will be able to: 1. identify the situation for the pictures (setting, participants, topics); 2. say what food they want using appropriate tone and meaningful gestures;(skill) 3. show their favorite food and great respect for the other favorite food by using appropriate gestures and intonation when talking about food B. LANGUAGE FOCUS Key terms/ Vocabulary banana, cookie, sandwich Key grammatical structure • The sentence patterns: I want a (banana). C. INSTRUCTIONAL RESOURCES. - Textbook - flash card of activities (Activity 1 – page 50) - a computer and a TV . STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools Observation 1. Answer the questions about the pictures such as setting, Students’ answers Questions & answers participant, topics. Key 2. Practice a role-play conversation Students' talks and with classmates, using the picture Observation interaction prompts. 3. talk about what food they want , Student’s talks, and Observation using the sentence patterns. interaction Questions & answers 4. Use positive attitudes and Student’s interaction and Observation appropriate gestures to talk about performance their age
2. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Guessing game. - Divide the class into small groups. - Show a half of a picture of a banana (cookie /sandwich). - Students in each group try to guess what food in the picture is. - The student who gives a correct answer will get one point. Activity 1: Language input (Activity A: Listen and point. Repeat) - mime some actions to elecit the words: banana, cookie, sandwich - Have students listen to each new word. - Have students listen to each new word and repeat all together and individually. Correct student’s pronunciation if necessary. - Arrange the flashcards on the board. Play audio and have students listen and point at the pictures in their books. - Play audio again and have students listen, repeat several times. - Change the order of the flashcards, point at them individually and have students say the words, correct pronunciation when needed. - Have students work in pairs, one points at the picture in the book and the other says the word Activity 1: Language input (Activity D:1. Listen to the story ) - Ask students to look at the three pictures (page 49) and answer questions to identify the situation for the conversation. 1. Who are they? (They are ........) 2. What are they doing?( talking about food.) - Ask students to look at the pictures(Activity 1) (page 50) and answer the following questions: 3. What does the boy say? (I want a cookie) - Elicit the sentence patterns: I want a ...... - Tell students that they are going to practise talking about what food they want. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. Activity 2: Full Controlled & less controlled Task 1: Controlled practice (Flash card cue drill.) - hang the flash card on the bb - ask Ss to talk about abilities, using: I want a ...... - Point to the first picture and get one St say (I want a cookie) - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some Ss to talk in front of the class. Monitor the activity and offer help, if necessary. Task 2: less controlled. ( Activity C. Sing)
3. Play audio and have students listen. 2. Play audio and have students turn to page 50. 3. Play audio and have students sing the song as a whole class. 4. Have some students sing in front of the class. Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? (talk what food they want and use the sentence pattern “I can ......”) 2. What’re the core values of the lesson? D. FEEDBACK - T can use the other song for Activity C Date of teaching: 2C, 2D ( 09/02/2022) Period: 20 UNIT 8: TRANSPORTATION Lesson 1: A, B, C STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify some transportation (bus, boat, plane, motorbike) from the recording and the given pictures and say what they can see (Cognition) 2. Identify the situations for conversations Bill and Sue (setting, participants, topic) and the sentence pattern. Can you see the motorbike?- Yes, I can./ No, I can’t.(Skill) 3. Perform the song in interesting ways by using appropriate tone and meaningful gestures;(skill) 4. Say what the students can see (attributes) B. LANGUAGE FOCUS Key terms/ Vocabulary bus, boat, plane, motorbike Key grammatical structure(s)/ sentence patterns Can you see the motorbike?- Yes, I can./ No, I can’t. C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 2 - Student’s book, page 52, Eduhome.vn, Teacher’s guide.
4. - Flashcards for Unit 8 - Computer, projector. - CD1, Tracks 28, 29, 30, 31(Activities A, B, C) - Song lyrics printed on page 52. STAGE 2: ASSESSMENT EVIDENCE Performance Assessment tools Performance Tasks products 1. Listen and repeat, then point to the Student’s answers/ Observation pictures of activities. actions 2. Listen to the story among the friends Observation Student’s answers such as setting, participants, topic. Questions & answers 3. Listen and put a(v) or a (x) Students’ answers Observation; Key 4. Perform a song using appropriate Student’s Observation tone and gestures performance 5. Show positive attitudes and Student’s talk and Observation, appropriate gestures and intonation interaction Questions & answers in suggesting and replying . STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Activity 1: Warm-up (Greeting & song) - Greet Ss. Remind ss to the previous lesson Then get the class to watch a video about some transportation. - Elicit the transportation mentioned in the video.(bus, boat, plane, motorbike ) and lead them to the new lesson by saying “You are going to know some transportation in the new lesson today.” Activity 2: Language in put (Activity A: Listen and point. Repeat. – P.40) - Show pictures on projecter, play audio, point to each picture. - Have students listen to each new word. - Have ss look at their books, play audio again, and point to each picture in their books. - Play audio again and have students listen and repeat. - Use flashcards and ask ss to read the words aloud
5. *Play the games with flashcards - Call some students to read aloud (Give feedback) Activity 3: Language in put (Activity B: Listen to the story. – P.52) - Show the situational picture (Activity B on page 52) and ask the following questions to help them identify the situation or the context. 1. Point to the picture and ask “Who are they?” (Bill and Sue) 2. Point to the transportation in the picture and ask “ What can you see?” - Play the recording (Track 29), point to the picture while listening. - Play the recording again, ask students to look at the picture in their book, listen to the story. - Have students look, listen and say aloud the sentences - Elicit the sentence pattern: “Can you see the motorbike?- Yes, I can./ No, I can’t.” and explain the meaning and the use. - Call on a student to listen and point, the whole class look at picture and say the sentence. - Give constructive feedback and correct their pronunciation if necessary. Activity 4: Practice 1. Activity B: Listen and put a(v) or a (x) P. 52 - Have ss turn their books to page 52, Tell Ss that they are going to listen to the recording and put a(v) or a (x). - Ask them to look at the pictures to identify the transportation (bus, boat, plane, motorbike ). Check their understanding. - Play the recording all the way through for ss to listen, as they look closely at the in their books. - Play the recording again for ss to listen and put a(v) or a (x). - Replay the recording for ss to check their answers. Have ss trade their answer in groups for correction. 2. Activity C: Sing - P. 52 - Show the lyrics on projecter. - Play the recording and have students listen. - Play the recording again, have students do actions along
6. - Play the recoprding again, have students listen, sing along, and do the actions. (Give feedback). - Remind Ss to look at the lyrics on page 52 if necessary. Activity 5: Wrap-up & Assignments/ home-link. 1. What have you learnt from the lesson today? (Learn about some transportation, say what they can see or not– Yes, I can./ No, I can’t.” 2. What’re the core value of the lesson? (Show their responsibility and build up an awareness of the living environment protection) - Remind students to study D, E at home. Date of teaching: 4A, 4B (08/02/2022) Period: 39 UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 1 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation dialogue between Tom and Mai talking about when a festival is. (setting, participants, topics) 2. ask and answer questions about popular festivals, using When is + (Festival)? It’s on . 3. Listen and tick. 4. Show respect and love the festivals by using appropriate gestures and intonation when asking and answering questions about popular festivals. B. LANGUAGE FOCUS Key terms/ Vocabulary smart, party, Children’s Day, Teachers’ Day, New Year, Christmas Key grammatical structure When is + (Festival)? It’s on . C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 30, 31, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 4, poster for Unit 4 - Computer, projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools
7. 1. Answer the questions about the Observation situation for the conversation Questions & Students’ answers between Tom and Mai such as answers setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. Observation 3. Ask and answer about popular Student’s talks, and Questions & festivals, using the sentence patterns. interaction answers 4. Listen and tick the right answers. Students’ answers Observation; Key 5. Use positive attitudes and Observation Student’s interaction appropriate gestures to talk about Questions & and performance popular festivals. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: Greeting Ask ss to tell about festival in Vietnamese - SS try to remember words about festival in Vietnamese. - T gets feedback Activity 1: Language input (Activity 1: Look, listen and repeat.) - Tell Ss that they are going to find out about how to ask and answer questions about popular festivals. - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And What are they talking about? Help them to identify that Tom is asking Mai about the party which she is having (Children’s Day) - Play the recording more than once, if necessary, for pupils to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. Activity 2: Controlled & guided practice Task 1: Controlled practice (Activity 2: Point and say.) - Tell pupils that they are going to practice asking and answering questions about popular festivals, using When is + (Festival)? It’s on . - Have them look at the bubbles and the pictures to understand how the language is used. Ask them to look at the four pictures to identify the Festivals. - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the phrase under the picture. Teacher: When is New Year? Ss: It’s on the first of New Year. Ask Ss to say question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. Task 2: Guided practice (Talk about you) - T asks ss to ask and answer questions: + When is + (festival) -> It’s on the - T makes model with a student.
8. - Aks ss to ask and answer about when a festival is. - T goes around and help ss if necessary. - Call on some pairs to ask and answer in front of the class. - T corrects and gives feedback. Activity 3: Listening practice (Activity 4: Listen and tick.) - Tell Ss that they are going to listen to three dialogues about some popular festivals and tick the correct pictures. - Ask Ss to look at the pictures and identify the festivals. Check understanding. - Guides Ss how to do the task. - T plays the recording twice. Tell Ss that they should focus on the names of festivals. - Calls some Ss come to the board and write the answer. - Plays the recording again - T checks the answer. Key: 1.b, 2.a, 3.c. Activity 4: Wrap -up & Assignments - T asks Ss about what they have leanrt in their lesson today. 1. What have you learnt from the lesson today? - ask and answer questions about popular festivals, using When is + (Festival)? It’s on . Vocabulary: smart, party, Children’s Day, Teachers’ Day, New Year, Christmas 2. What’re the core values of the lesson? (Show respect and love the festivals by using appropriate gestures and intonation when asking and answering questions about popular festivals.) - Remind students to learn by heat vocabulary, sentence patterns and do part 4, 5. - Prepare Unit 15: Lesson 2 FEEDBACK: .
9. Period: 40 UNIT 15: WHEN’S CHILDREN’S DAY? Lesson 2 STAGE 1: DESIRED OBJECTIVES/ OUTCOMES A. Objectives: By the end of the lesson, students will be able to: (Cognition, Skill, Attribute, and Competence) 1. Identify the situation for the conversation dialogue between Mai is talking to Linda about what she is going to do at Tet. (Setting, participants, topics) 2. Ask and answer questions about what people do at a festival, using What do you do at/on + festival? I 3. Look and write. 4. Show respect and love the festivals in Viet Nam by using appropriate gestures and intonation when asking and answering questions about what people do at a festival. B. LANGUAGE FOCUS Key terms/ Vocabulary make banh chung, get lucky money, decorate, firework display. Key grammatical structure What do you do at/on + festival? I C. INSTRUCTIONAL RESOURCES - Textbook: Tiếng Anh 4- Student’s book, page 32, 33, Sachmem.vn, Teacher’s guide. - Flashcards for Unit 4, poster for Unit 4 - Computer, projector/TV. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance products Assessment tools
10. Observation 1. Answer the questions about the situation for the conversation Questions & Students’ answers between Linda and Mai such as answers setting, participant, topics. Key 2. Practice a role-play conversation Students’ Talks and with classmates, using sentence Observation interaction patterns. 3. Ask and answer questions about Observation Student’s talks, and what people do at a festival, using interaction Questions & the sentence patterns. answers 4. Look and write. Students’ answers Observation; Key 5. Use positive attitudes and Observation appropriate gestures to ask and Student’s interaction answer questions about what people and performance Questions & do at a festival. answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN Warmer: - Greeting. - Ss sing the song: “Happy New Year”. Activity 1: Language input (Activity 1: Look, listen and repeat.) - Tell Ss that they are going to find out about how to ask and answer questions about what people usually do at a festival. - Ask them to look at the four pictures to identify the context in which the language is used. Ask questions such as Who are they? Where are they? And What are they talking about? Help them to identify that Mai is talking to Linda about what she is going to do at Tet. Check comprehension. - Play the recording more than once, if necessary, for pupils to listen and repeat. - Do choral and individual repetition, pointing to the characters speaking. Activity 2: Controlled & guided practice
11. Task 1: Controlled practice (Activity 2: Point and say.) - Tell pupils that they are going to practice asking and answering questions about what people do at Tet. - Have them look at the bubbles and the pictures to understand how the language is used. Ask them to look at the pictures to identify the festivals, activity for each festival. Use the cards and elicit the phrases: make banh chung, decorate the house, what fire work displays and visit grandparents. - Point to the first picture and model the task with one pupil, using the question and the answer in the bubbles and the phrase under picture a. Teacher: What do you do at Tet? Ss: I make banh chung. Ask Ss to say question and the answer chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask pupils to practice in pairs, using the prompts in the bubbles and the phrases under the pictures. Monitor the activity and offer help, if necessary. - Select some pairs to demonstrate the task in front of the class. - Ss further practice asking and answering questions about the festivals and what they do for each festival using the questions and answers given. - Some phrases for Ss to use: go shopping, buy food and drink, play sports and games, visit teachers and friends. Task 2: Guided practice (Activity 3. Let’s talk) - T asks ss to ask and answer questions: + When is ? + What do you do at/on ? - T makes model with a student. - Aks ss to ask and answer about when a festival is and what people do at a festival. - T goes around and help ss if necessary. - Call on some pairs to ask and answer in front of the class. - T corrects and gives feedback. Activity 3: Writing practice (Activity 5: Look and write.) - Introduce the activity to the class. They are going to complete the sentences about what the characters do at Tet, using the pictures cues.
12. - Have them look at the incomplete sentences and identify the missing information. Than have them look at the four pictures to identify where the character are and what they do at Tet. Have them find appropriate phrases to complete the sentences. - Ask Ss to do the task. - Have Ss trade the answers in pairs for correction - Call on some Ss to report their answers. Others listen and comment. - Have the whole class read each sentence in chorus to reinforce their pronunciation Answers: 1.go shopping. 2. decorate the/their house.. 3. make banh chung. 4. visit their grandparents. Activity 4: Wrap –up & Assignments - T asks Ss about what they have leanrt in their lesson today. 1. What have you learnt from the lesson today? to ask and answer questions about what people do at a festival, using What do you do at/on + festival? I Vocabulary: make banh chung, get lucky money, decorate, firework display 2. What’s the core values of the lesson? (Show respect and love the festivals in Viet Nam by using appropriate gestures and intonation when asking and answering questions about what people do at a festival.) - Remind students to learn by heat vocabulary, sentence patterns and do part 4, 6. - Prepare Unit 15: Lesson 3 . ********************************************************************
13. Date of teaching: 5C, 5D (10/02/2022), 5B, 5A (11/02/2022) Period 34 UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 1 : 1, 2, 3 STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify the situation for the conversation between Mai and Tony (setting, participants, topics); 2. Ask and answer questions about what someone would like to be in the future, using What would you like to be in the future? – I’d like to be a / an . 3. Show respect and love Jobs by using appropriate gestures and intonation when asking and answering questions about what someone would like to be in the future. B. LANGUAGE FOCUS. Vocabulary Pilot, doctor, architect, writer Key grammatical structure The sentence patterns: What would you like to be in the future? – I’d like to be a / an C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sachmem.vn. Student’s book page 30 - 4 pictures of activities (Activity 2 – page 30) - Computer and projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1. Answer the questions about the situation for the Students’ Questions& conversation between Mai and Tony such as setting, answers answers participant, topics. Key 2. Practice a role-play conversation with classmates, Students' talks using Observation and interaction the picture prompts. 3. Ask and answer questions about talk about what Observation Student’stalks, someone would like to be in the future , using the Questions& and interaction sentence patterns. answers 4. Use positive attitudes and appropriate gestures to talk Student’s Observation about what someone would like to be in the future. interaction and Questions& performance answers
14. STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and Net work doctor Jobs - Get pupils totalk about What do you think of An Tiem/ Snow White? I think ___. - Lead into new lesson - Tell students that they are going to read a dialogue in which students ask and answer questions about what someone would like to be in the future. And lead students to the new lesson. *Activity 1: Language input ( Activity 1: Look, listen and repeat) - Ask students to look at the four pictures (page 30) and answer questions to identify the situation for the conversation. 1. Who are they? (They are Mai and Tony) 2.What are they talking about? (talking about their would like to be in the future) - Tell students that they are going to practise a conversation among Mai and Tony. - Play the recording more than once, if necessary, ask students to listen and repeat the dialogue - Do choral and individual repetition, pointing to the characters speaking. - Play the recording again for students to listen and repeat. - Ask students to look at picture a(Activity 1) (page 30) and answer the following questions: 3. What does Mai ask Tony? (What would you like to be in the future? ) 4. What does Tony answer? ( I’d like to be a pilot) - Elicit the sentence patterns: What would you like to be in the future? – I’d like to be a / an.. and explain the meaning and the use. ‘‘What would you like to be in the future? ’’ is used to ask what someone would like to be in the future . I’d like to be a / an.. answer about what someone would like to be in the future. Activity 2: Full controlled & less controlled Task 1: Point and say - Use pictures to elicit: pilot, doctor, architect, writer - Point to the first picture and model the task with one student, using the expressions in the bubbles and the word under the picture. Teacher: What would you like to be in the future? Student: I’d like to be a / an - Ask students to say the phrases chorally and individually. Repeat the same procedure with the rest of the pictures. - Ask students to practice in pairs, using the prompts in the bubbles and the pictures. - Call on some pairs to role-play the dialogue in front of the class. Monitor the activity and offer help, if necessary. Task 2: Let’s talk: - Give tasks. - Talking about what someone would like to be in the future, using What would you like to be in the future? I’d like to be a/an ...
15. - Ss work in pairs. - Monitor the activity and offer help, if necessary. - Pupils practise answering the questions with information about themselves. - 6-7 pairs perform their task at the front of the class. The rest of the class observe and give comments. - Correct their pronunciation and mistake Activity 3: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Ask and answer questions about what someone would like to be in the future, using What would you like to be in the future? – I’d like to be a / an 2. What’re the core values of the lesson? - Show respect and love Jobs by using appropriate gestures and intonation when asking and answering questions about what someone would like to be in the future. - Remind students to learn new words, story and structure by heart. - Prepare for the next lesson (Unit 15, Lesson1.4- 6 on pages 31). D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... ..................................................................................................................................... UNIT 15: WHAT WOULD YOU LIKE TO BE IN THE FUTURE? Lesson 1 : 4, 5, 6. STAGE 1: DESIRED OBJECTIVES A. OBJECTIVES By the end of the lesson, students will be able to: 1. Identify some jobs through listening and writing skills. 2. Perform the song in interesting ways by using appropriate tone and meaningful gestures 3. Show respect and love Jobs by using appropriate gestures and intonation when asking and answering questions about what someone would like to be in the future. B. LANGUAGE FOCUS. Vocabulary: The song lyrics Key grammatical structure : Revision C. INSTRUCTIONAL RESOURCES. - Textbook: Tiếng Anh 5, sachmem.vn. Student’s book page 30 - 4 pictures of activities (Activity 2 – page 30) - Computer and projector. STAGE 2: ASSESSMENT EVIDENCE Performance Tasks Performance Assessment products tools Observation 1.Listen and tick the correct pictures Students’ answers Questions& answers / Key 2. Look the pictures and answer the questions Students' interaction Observation/ key
16. And writing Student’s 3 . Perform a song using appropriate tone and Observation gestures performance 4. Use positive attitudes and appropriate Observation gestures to talk about what someone would Student’s interaction Questions& like to be in the future. and performance answers STAGE 3: LEARNING EXPERIENCES/ LEARNING PLAN *Warmer: Greeting and Review the structure: What would you like to be in the future? I’d like to be a/ an.... by getting two pairs to act out the exchange in front of the class. - Lead into new lesson Activity 1: Listen and tick - Ask pupils to look at the pictures in their book, identify the characters in the picture and guess what they are saying. - Tell pupils that they are going to listen to the recording and tick the correct pictures. - Play the recording the second time. - Ask pupils to listen again and do the task. - Ask pupils to give answers - Play the recording again for pupils to listen and check - Give correct answers. Key: 1.b 2. a 3. c Activity 2: Look and write - Tell the class that they are going to answer questions about future jobs. - Give time for pupils to do the task in pairs. Go around and offer help, if necessary. - Ask pupils to give answers - Ask other pupils to give feedback. - Give correct answers. - Key: 1. like to be a teacher 2. like to be a doctor. 3. like to be architects Activity 3: Let’s sing - Tell them that they are going to sing the: What would you like to be in the future? song. - Play the recording all the way through for pupils to get familiarized with the pronunciation, the stress, the rhythm and the intonation of the song. - Play the recording again, pausing after each line for pupils to repeat. - Play the recording once more for pupils to repeat the whole song. - Then have them practice in groups: one sings the questions and other sings the answers. - Call on some groups to sing the song in front of the class. The rest of the class clap their hands at rhythms.
17. Activity 4: Wrap-up & Assignments - Ask students to answer the following questions: 1. What have you learnt from the lesson today? - Ask and answer questions about what someone would like to be in the future, using What would you like to be in the future? – I’d like to be a / an 2. What’re the core values of the lesson? - Show respect and love Jobs by using appropriate gestures and intonation when asking and answering questions about what someone would like to be in the future. - Remind students to learn new words, story and structure by heart. - Prepare for the next lesson (Unit 15, Lesson2. on pages 32). D. ADJUSTMENT ........................................................................................................................................... ........................................................................................................................................... .....................................................................................................................................