Mother Tongue-BasedMultilingual Education

(MTB-MLE)

Teacher’s Guide Sinugbuanong Binisaya

Mother Tongue-Based Multilingual Education

(MTB-MLE)Teacher’s Guide(Unit 2- Week 12)

Sinugbuanong Binisaya

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Department of EducationRepublic of the Philippines

Mother Tongue Based Multilingual Education – Grade 2

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Teacher’s Guide: Sinugbuanong BinisayaFirst Edition, 2013ISBN: ___________

Republic Act 8293, section 176 states that: No copyright shall subsist in any work of the Government of the Philippines. However, prior approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may, among other things, impose as a condition the payment of royalties.

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Published by the Department of EducationSecretary: Br. Armin A. Luistro FSCUndersecretary: Yolanda S. Quijano, Ph.D.

Printed in the Philippines by ____________

Department of Education-Instructional Materials Council Secretariat (DepEd-IMCS)Office Address: 2nd Floor Dorm G, Philsports Complex

Meralco Avenue, Pasig CityPhilippines 1600

Telefax: (02) 634-1054, 634-1072E-mail Address: imcsetd@yahoo.com

Development Team of the Teacher’s Guide

Consultant and Coordinators: Gurmensinda Sasam, Carmencita C. DenampoAuthors: Caren S. Selgas, Gea C. Alonso, Irene T. Pilapil, Ma. Mariza A. Manlangit, Lucia L. Zapanta, Rochelle L. Binoya, Jovelyn C. Quindao, Lorna C. Mahilum.

Reviewers: Nena V. Miñoza, Ma. Jesusa C. Despojo, Marcelita S. Dignos

Illustrators: Rosanna S. Andales

Layout Artist: Jocelyn M. Conta, Tomas T. Pastor, Sheila Marie Laurel, Alberto M. Adlawan

Week 12

Objectives1. Oral Language

a. listen to and interact with others in a group or class discussion on texts heard

b. sing with ease and confidence 3 to 5 stanza song in culturally appropriate manner

c. use expressions appropriate to the grade level to classify things, objects

2. Phonological Skillsa. recognize symbol relationships in one’s own writing (hygiene

materials with name words: male and female comfort rooms) 3. Word Recognition

a. read phrases and sentences consisting of words being studied and answer higher order questions about them

4. Fluencya. read aloud grade two level texts with an accuracy of 95-100%

5. Spelling a. spell content words correctly in the vocabulary words

6. Composing Primer Lessona. compose a song using appropriate words and coherent texts b. write short, clear announcement, notices etc. (cleanliness drive,

health program)7. Handwriting

a. write the letters of the alphabet in cursive form8. Grammar Awareness

a. use adjectives in culturally appropriate manner in sentences and paragraphs

9. Vocabulary and Concept Development a. read aloud words (adjectives)b. identify and sort common words in basic categories (shapes)

10. Comprehension of Literary Texta. give the summary of a literary selection read

Subject MatterA. Spell WordsB. Compose a SongC. AnnouncementD. Letters of the Alphabet in Cursive FormE. AdjectivesF. Basic Categories (Shapes)

Materialsreal objects/pictures used for personal hygiene, pictures of proper personal hygiene, manila paper, meta strips, jumbled letters, word cards, envelope, chart/poster

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Song: “Mao Kini Ang Husto...”Story: “Ang Bandera”, “Si Juan”, “Si Lorna”

Theme: Personal HygieneValue Focus: Cleanliness

Procedure

Objectives

a. Listen to and interact with others in a group or class discussion on texts heard

b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate manner

c. Recognize symbol relationships in one’s own writing (hygiene materials with name words: male and female comfort rooms)

d. Correctly spell words in the list of content words and coherent textse. Compose a song using appropriate words and coherent textsf. Write the letters of the alphabet in cursive formg. Use adjectives in culturally appropriate manner in sentences and paragraphs

Preliminary ActivitiesSpelling (Horn Method)

Pencil and paper test

1. clean

2.smooth

3.fragrant

4.neatly

5. nice

(limpyo)

(hamis)

(humot)

(hapsay)

(nindot)

Jessie’s clothes are clean.

Roxanne’s cheeks are smooth.

Clean clothes have a fragrant smell.

Her hair is braided neatly.

A clean house is nice.

(Limpyo ang sinina ni Jessie.)

(Hamis ang aping ni Roxanne.)

(Humot ang limpyo nga sinina.)

(Hapsay ang pagsapid sa iyang buhok.)

(Nindot ang limpyo nga balay.)

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Day 1

Introduce the song, “Mao Kini ang Husto,” onLM Unit II, Week 12 Unang Buluhaton, as a springboard of the lesson.

Motivation

Ask:

What line or lines in the song that you liked most and why? What is the message of the song? Why is being cleaned important? Are there words in the song that denotes objects? What are these? Why are soap, comb, toothbrush and wearing clean clothes important?

Presentation/Modelling (Picture Puzzle)Organize the class into triads and present to the group picture puzzle of the

following actions. (combing the hair, wearing clean clothes, etc)Let the group form the picture puzzle and identify the different hygiene materials

shown in the puzzle on LM Unit II, Week 12 Ikaduhang Buluhaton.

Developmental Activity

Gallery Walk

Pupils will mill around the classroom where the pictures and realia of the different objects used for personal hygiene are placed.

Let them do the following:a. identify and write the names of the objects on the meta strips provided to

each group.b. classify the objects according to their uses.c. post their answers on the board and let the reporter present the group

answers.d. make sentences on a sheet of manila paper using adjectives.

e.g. Limpyo ang ngipon kon nagsepilyo.

Activity: Let’s name names and make a song using adjectives(LM Unit II, Week 12 Ikatulong Buluhaton)

PPresent the different names of personal hygiene materials.

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sabon tualya sepilyo sinina sudlay panyo

Let the pupils do the following:

a. read the words orally. ( group, triad, dyad, individual)b. produce the beginning, middle and final sounds of the words presented.c. write the symbol of the beginning, middle and final sounds produced in the

air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

d. write the words on their writing notebook.e. make a song based on the words that they have written on their writing

notebook. (Note: the teacher will guide)

Enrichment ActivityHave the pupils describe the pictures found on LM Unit II Week 12 Ika-upat nga Buluhaton, and ask them to write their answers on the meta strips.Have choral reading of their answers by the class, then by rows and individually.

GeneralizationWhat are adjectives? Describe your classroom.(Unsa ang panghulagway?Ihulagway ang inyong classroom.)

Evaluation (Guessing Game-Magic Box)1. Present to the class a box with the real objects/pictures of personal hygiene

materials and let the pupils name the materials taken from the box. (e.g. soap, toothpaste, towel, shampoo, nail cutter, toothbrush, hair brush, comb, t-shirt, chemise)

2. Ask them to write the name of the personal hygiene materials on a sheet of paper and encircle with the sound symbol Ss.

3. Make a sentence using the materials (soap, toothpaste, towel, shampoo, nail cutter, toothbrush, hair brush, comb, t-shirt, chemise) using adjectives.

4. Make a song using the personal hygiene materials with the sound symbol Ss. Let the pupils use descriptive words in their song.

AssignmentLet the pupils do the following:

Cut-out five pictures of objects used for personal hygiene. Mount, label and write a descriptive word for each picture on a clean sheet

of short size bond paper. Put designs on the bond paper. Be ready to present the assignment to the whole group.

Objectivesa. Correctly spell words in the list of content words and coherent texts

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Day 2 1

b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate manner

c. Use adjectives in culturally appropriate manner in sentences and paragraphs (shape)

d. Identify and sort common words in basic categories (shapes)

Preliminary ActivitiesSpelling (Horn Method)

Spelling Game (same words as of day 1)Do the following: create groups of five among the pupils in the class present jumbled letters of the five spelling words placed inside individual

envelopes for each spelling word. let the pupils arrange the letters to form the spelling words. let the group write their answer on a tag board. discuss the answers with the group.

Let the pupils sing the song “This Is The Way I...” (in mother tongue)

Show and Tell (Presentation of Assignment) Pupils show and describe their mounted pictures.

Activities: (group the pupils into three)

Find Me a Partner (Group 1) Picture of personal hygiene object is mounted on the shape. The teacher

cuts the shape into halves. Pupils go around finding their partner. (the other half of the shape and

personal hygiene object) Once they find their partner, they say the shape and the object. Pupils say: “Nakit-an nako ang akong pares. Naa ni ________.” Let the pupils produce the beginning, middle and final sounds of the

words presented. Let the pupils write the symbol of the beginning, middle and final sounds

produced in the air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

Let the pupils write the words and make sentences using adjectives on their writing notebook.

e.g. Dako ang lingin nga naa sa among grupo. Let the pupils compose a song using the adjectives. Guide the pupils in

making the song.

We Belong (Group 2) Pupils with the same shapes (circle/sirkulo/alidong, square/lado,

triangle/triyangolo/gitlo, rectangle/rektangolo/gipat, oblong/pihing, diamond/diyamante, star) group together.

Let the pupils use the shapes in sentences with descriptive words.e.g. Ang gamay nga sirkulo anaa sa grupo ni Marcela.

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Let the pupils produce the beginning, middle and final sounds of the words presented.

Let the pupils write the symbol of the beginning, middle and final sounds produced in the air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

Let the pupils write the words and make sentences/compose a song using descriptive words on their writing notebook.

Match and Sound Off (Group 3) Use the shape of the objects of the group in “We Belong” activity

circle oblong rectangle square diamond star

Let the pupils identify the names of the objects presented. Flash the names of the objects presented. Let the pupils match the word and the object. Let the pupils read the words orally. ( group, triad, dyad, individual) Let the pupils produce the beginning, middle and final sounds of the

words presented. Let the pupils write the symbol of the beginning, middle and final sounds

produced in the air, on their table, at the back of their seatmate (etc.) with proper hand position without the use of the pencil.

Let the pupils write the words and make sentences/compose a song using descriptive words on their writing notebook.

e.g. Lingin ang porma nga anaa sa pundok ni Marlon. Gamay ang lingin nga naa sa ilang pundok.

Discussion:(Refer to LM Unit II Week 12, Ika-upat nga Buluhaton Tubaga)Talk about the games. Encourage pupils to share ideas.Identify the shapes formed during the game.Have the pupils tell the other shapes that they know.

Introduction of the poem

Ask: Where can we see the Philippine flag? Do you have an idea why it is being raised every morning?

Reading of the poem with proper diction and pausing by the teacher, whole group, small group, triad, dyad, individually.(Refer to LM Unit II Week 12 Ikalimang Buluhaton)

Ask:(Refer to LM Unit II Week 12 Ikalima nga Buluhaton Tubaga)

Ask the pupils to read the poem and ask volunteers to identify the word that tells about shape and illustrate the shape.

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Let them write symbol of the beginning sound of the following shapes: sinug-ang, lingin, kwadrado, rektanggulo, bituon

Engagement ActivityShow the following objects and let the pupils identify the shapes, color and size:

1. toothbrush. 3. comb2. soap 4. handtowel

Discuss what are descriptive words. Ask pupils to use the words in sentences.

Enrichment Activity1. Semantic Web

a. Give each pupil a picture. (pictures of personal hygiene materials, picture of objects)

b. Let them mount the picture and write its name below it.c. Present the semantic web diagram.d. At the teacher’s signal “GO”, the pupils write descriptive words about the

picture.e. The pupil who can give the most correct descriptive words at the teacher’s

signal “STOP” wins a prize.

2. Market Timea. Place different word and picture cards in strategic places in the classroom.

(pictures of personal hygiene) b. Pupils pick out the word cards and picture cards.c. Pupils match the word card and picture card.d. They will classify the pictures according to their shapes.

Generalization:Can shapes be used as descriptive words? In what way? Give examples.(Mahimo ba nga ang porma gamiton sa paghulagway? Sa unsa nga pamaagi?

Paghatag og mga ehemplo.)Fixing Skills

Encircle the descriptive words (adjectives, shapes) in the sentence.1. Gidala ni Susan ang humot nga pihing nga sabon.2. Nipalit og rektangulo nga tualya si Gardo sa syudad sa Sugbo.

EvaluationA. Group the pupils into five members per group. Let them compose a song

about cleanliness using the mounted pictures in their group and use the descriptive words that the group has described for each picture.

B. Encircle the descriptive words (adjectives, shapes) in the sentence. (Lingini ang panghulagway (porma) sa pahayag kon sentence.)

1. Naa sa sulod sa lado nga karton ang mga sepilyo.

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2. Diyamante nga sabon ang gihatag ni Jane.3. Rektangulo nga tualya ang regalo ni Jaime kang Jason.

AssignmentOn a sheet of paper, let the pupils write three (3) sentences that answer the question: Is being clean important? Why? Why not?(Importante ba nga limpyo ang usa ka tawo? Ngano man?Nganong dili man?)

Objectives

a. Listen to and interact with others in a group or class discussion on texts heard

b. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate manner

c. Correctly spell words in the list of content words in the vocabularyd. Use adjectives in culturally appropriate manner in sentences and paragraphs

(shape)e. Give the summary of a literary selection read

Preliminary Activities

Spelling (Horn Method)Use the spelling words in sentences. (Arrangement of the words will vary.)

1. limpyo

2. hamis

3. humot

4. hapsay

5. nindot

Let the pupils sing the song “This Is the Way I...” (in mother tongue)

Pre-reading Activity1. Unlocking of difficulty

nakuratan (show picture of a surprised/shocked child)

Say: “Siya si Juan. Nakuratan si Juan sa iyang nakita.”

Which word is similar to nakuratan?nakuyawan nalipay nahibulong

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Day 3

2. Activating Prior Knowledge/Motive QuestionPresent a picture of a dirty boy.

Think Pair Share

Ask questions about the dirty boy.

Why is the boy dirty? What makes him dirty? Will he ever be clean? What will the boy feel if he is dirty? Do you like being dirty? Why? Why not?(Nganong hugaw ang batang lalaki? Unsay nakahimo niyang hugaw? Naa ba kahay kahigayonan nga malimpyo pa siya? Unsa man ang gibati sa batang lalaki kon siya hugaw? Gusto ka ba nga hugaw ang imong lawas?Ngano man?Nganong dili man?

Big Group Sharing

Encourage the pupils to share their reactions about the picture presented. Call volunteers.

Developing a Purpose for Reading

Say:

Let us find out if our questions will be answered as I read to you the story about Juan.(Atong sutaon kon ang atong mga pangutana matubag sa atong pagbasa sa sugilanon o istorya bahin ni Juan.)

Let us find out the message of the author of the story that I am about to read.(Atong sutaon kon unsa ang mensahe nga gipasupot sa nagsulat sa sugilanon o istorya nga akong basahon.)

During Reading(Refer to LM Unit II Week 12 Ikaunom nga Buluhaton)Do the following: Read the story with expression. (modeling by the teacher) Talk about the title of the story, the characters and the setting. Ask questions as the story goes along.

What is the title of the story? (Unsa ang uluhansaistorya?)Who is the author of the story? (Kinsa ang nagsulat sa istorya?)Where did the story happen? (Asa nahitabo ang istorya?)Where did Juan study? What grade was he in? (Asa nagtungha si Juan?Unsa nga ang-ang siya nagtuon?)Who are Juan’s parents? (Kinsa ang mga ginikanan ni Juan?)What happened to Juan one day? (Unsa ang nahitabo ni Juan usa ka adlaw niana?)What was Juan’s dreams? (Unsa ang mga damgo ni Juan?)

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What lesson was learned by Juan from his dream? (Unsa nga leksyon ang nakuha ni Juan gikan sa iyang damgo?)How is Juan described in the story? (Giunsa paghulagway si Juan sa istorya?)Do you want to be like Juan? Why? Why not? (Gusto ba ninyo nga mapareha ni Juan? Ngano man?Ngano nga dili man?)Is it important to be clean always? Why? Why not? (Importante ba nga limpyo kanunay? Ngano man?Ngano nga dili man?)

Post the story on the board. Let the pupils read the story. (whole group, triads, dyads, etc.)

Post Reading Activity(Refer to LM Unit II Week 12 Ikaunom nga Buluhaton Tubaga)

Ask: Identify the characters in the story.(Kinsa ang mga tawo sa istorya?) Describe Juan and his mother.(Ihulagway si Juan ug ang iyang inahan.) What will you do to keep yourself clean and neat? (Unsa ang imong buhaton

aron pirmi kang limpyo ug hapsay?) If you were Juan, will you be as dirty as he is? Why? Why not? (Kon ikaw si

Juan, gusto ba ka nga hugaw pod parehas niya? Ngano man? Nganong dili?)

What are the words used to describe Juan before his dream? (Giunsa paghulagway sa nagsulat ang Juan sa wala pa siya magdamgo? Unsang mga pulong ang gigamit?)

How was Juan described after? (Giunsa paghulagway si Juan human siya nagdamgo?)

What words in the story tell action? What are they? (Aduna bay mga pulong nga nagpakita og lihok? Unsa man kini sila?)

When did the action occur? Is it in the present, past, or future? (Kanus-a nahitabo ang lihok? Karon, kagahapon, o sa umaabot?)

What words are used to describe Juan after his dream? Compare it to the words used in describibg Juan before his dream (Unsa nga mga pulong ang gigamit sa paghulagway ni Juan pagkahuman niya og damgo? Itandi kini sa mga pulong nga gigamit sa wala pa siya nagdamgo.)

What words are used to describe his hair, his fingernails, bed and pillow? (Unsa ang mga pulong nga gigamit sa paghulagway sa buhok, kuko, kama ug unlan ni Juan?)

What do we call the words that describe? (Unsa ang tawag sa mga pulong nga naghulagway?)

What is an adjective? When do we use adjectives? Give examples of adjectives. (Unsa ang panghulagway? Kanus-a gamiton ang panghulagway? Paghatag og mga ehemplo sa panghulagway.)

Reading of the story by group, by pair, and individually with correct expression and proper intonation.

Generalization

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What are descriptive words? Can shapes be considered descriptive words? How?(Unsa ang panghulagway? Mahimo ba nga matawag nga panghulagway ang mga porma?Sa unsa nga pamaagi?)

Evaluation

Group Activity (Making of a small book)

In your group, write a short summary of the story, “Si Juan” and make a small book of the summary made.

AssignmentAnswer the following questions in a sheet of paper. What is an announcement or notice? (Unsa ang usa ka anunsyo o pahibalo?) What are the parts of an announcement or notice? (Unsa ang mga parte sa

anunsyo o pahibalo?) Make an announcement or notice with the theme “cleanliness” (Paghimo og

usa ka anunsyo o pahibalo nga ang tema kalimpyo o kahinlo.)

Objectivesa. Listen to and interact with others in a group or class discussion on texts

heardb. Sing with ease and confidence 3 to 5 stanza song in culturally appropriate

mannerc. Read phrases and sentences consisting of words being studied and answer

higher order questions about themd. Read aloud grade two level texts with an accuracy of 95-100%e. Correctly spell words in the list of content words in the vocabularyf. Write short, clear announcement, notices, etc. (cleanliness drive, health

program)

Preliminary ActivitiesSpelling (Horn Method)Spelling Game (Magic Tree)

Present the synonym of the five spelling words and use it in a sentence. Call pupils to pick a fruit from the magic tree with the spelling word described. The spelling word is written on each fruit. Have additional fruits on the magic tree with words that are not included in the set of spelling words.

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Day 4

1. limpyo

2. hamis

3. humot

4. hapsay

5. nindot

Presentation

Activating Prior Knowledge(Refer to LM Unit II Week 12 Ikapitong Buluhaton Pahibalo)

Present an announcement. (chart/poster)

Think Pair Share (Refer to LM Unit II Week 12 Ikapitong Buluhaton Tubaga)

Discuss the following:o What grade levels are enjoined to participate in the contest?

(Unsang mga grado ang giawhag nga mosalmot sa indigay/kontes?)o When is the contest? What time is the contest?

(Kanus-a ang indigay/kontes? Unsang orasa himuon ang indigay o kontes?)

o Who is the person in charge of the contest?(Kinsa ang pangitaon kon gustong mosalmot/moapil sa indigay o kontes?)

o What is it all about? (Bahin sa unsa ang indigay o kontes?)o What is presented on the chart or poster?

(Unsa ang tawag sa nakapaskin sa chart o poster?)o What makes a good announcement?

(Unsay gikinahanglan sa usa ka maayong pahibalo?)o What are the pieces of information found in an announcement?

(Unsa ang mga kasayoran nga nakalatid/gikinahanglan sa usa ka pahibalo?)

Big Group Sharing(Refer to LM Unit II Week 12 Ikasiyam nga Buluhaton)

_ Group the pupils into 5 and do the following:

Share their reactions about the announcement presented. Present picture of people planting trees. Ask the pupils to make possible

notice/announcement for the picture presented.

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Each group is given a picture and out of it theywill prepare an announcement. (focus on cleanliness, health and nutrition)(Refer to LM Unit II Week 12 Ikanapulo nga Buluhaton)

Evaluation(Refer to LM Unit II Week 12 Ika-onseng Buluhaton)

Assignment

Let the pupils prepare for a summative examination.

Objectivesa. Correctly spell words in the list of content words and coherent textsb. Compose a song using appropriate words and coherent textsc. Write short, clear announcement, notices, etc. ( cleanliness drive, health

program)d. Write the letters of the alphabet in cursive forme. Use adjectives in culturally appropriate manner in sentences and paragraphs

(shape)f. Read aloud words (adjectives)g. Identify and sort common words in basic categories (shapes)h. Give the summary of a literary selection read

Preliminary ActivitiesSpelling (Pencil and paper test)

1. clean

2.smooth

3.fragrant

4.neatly

5.nice

(limpyo)

(hamis)

(humot)

(hapsay)

(nindot)

Jessie’s clothes are clean.

Roxanne’s cheeks are smooth.

Clean clothes have a fragrant smell.

Her hair is braided neatly.

A clean house is nice .

(Limpyo ang sinina ni Jessie.)

(Hamis ang aping ni Roxanne.)

(Humot ang limpyo nga sinina.)

(Hapsay ang pagsapid sa iyang buhok.)

(Nindot ang limpyo nga balay.)

Valuing

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Day 5

Have the pupils recite in chorus, “Cleanliness is next to Godliness.”Ask : Why is it important to be clean and healthy?

Evaluation (Refer to LM Unit II Week 12 Ika-doseng Buluhaton)

Let the pupils:

1. Identify the shapes of the objects and encircle the letter with the sound /A/.Make a sentence using the illustrations. Use adjectives in making a sentence.

2. Write an announcement for the cleanest classroom.3. Make a small book of the summary of the short story. 4. Write the letter Bb in cursive form.

Assignment

Cut-out 5 pictures and describe each picture using the pattern below. (semantic web)

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ISBN No. _________________________

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