ࡱ>  q` sbjbjqPqP ;::+.Z.Z.Z.8.\3$ ¢ ========$hJf>==>>==|AAA>==A>AA*== 0d\Z.g@^bI<0¢@z%$=>A> +>v>>>===@X===¢>>>>Z.Z.  Yazoo 1 Teaching Programme Primary Education Primary First English Starter UNIT. Hello! Alphabet Aa-Zz Numbers 1-10 & Colours I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and say the name of the characters of Yazoo! Introduce self and greet others. Say names and sounds of the alphabet (A-Z). Say words for each letter of the alphabet. Count from 1-10. Say colour names. Understand simple oral texts within the classroom's context: Recognize the characters. Understand common greetings. Recognise and know names and sounds of the alphabet letters. Identify words that begin with each letter of the alphabet. Recognize numbers from 1-10. Identify colours. BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read common greetings. Be able to read character names. Be able to read letters of alphabet (A-Z). Be able to read simple alphabet words. Be able to read the numbers from 1 to 10. Be able to read names of colours. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to write letters of the alphabet in upper and lower case. Be able to write numbers from 1-10. Be able to trace names of numbers from 1-10. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Greetings: Hello/Hi, Im.Whats your name? My names, Goodbye, girl, boy, animals. Letter sounds and names (A-Z) Alphabet words: apple, ball, car, dog, egg, fish etc. Numbers 1-10: How many? Colours: red, yellow, green, blue, orange, pink, purple, black, white, brown, grey. Understand and apply grammar rules correctly. Language structures: -Whats your name?, Im (Rob). This is (Trumpet) Hes a (elephant) -My names (Vicky) Goodbye. Language to review: -Numbers from 1 to 10 /Hello! Receptive language: -Be quiet!, We love you!, Mr, Miss -Lets learn, today Interdisciplinary language: -numbers (one, two, three, four, five, six, seven, eight, nine, ten). -names (apple, ball, car, dog, egg, fish, gorilla, horse, insect, jelly, kite, lorry, monkey, nut, orange, pen, queen, rabbit, star, tree, umbrella, violin, watch, fox, yo-yo, zebra) -colours (red, yellow, green, blue, orange, pink, purple, black, white, brown, grey. Recognize and reproduce sounds, rhythm, accentuation, and intonation: -Chant to practise letters of the alphabet. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: ordering words in alphabetical sequence. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Greet and say goodbye in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. Letter sounds of letters A-Z. Identify and use the lexical terms: Girl, boy, animals. Understand and apply grammar rules correctly. Singular regular nouns. Whats your name? Im . This is.Hes aShes a How many? Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a memory game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. Arts and music: Clap numbers, label, trace, tick and draw, sing a song about alphabet letters. Linguistic abilities: Read and interpret flashcards. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and chant (Alphabet PB pages 6-11), Listen and and sing (Hello! PB Page 5), Listen and point and say (Numbers PB page 12). Play a game (Flashcard and Word and Picture games-Match and trace alphabet letters. PB pages 6-11). Listen to the story. Then act out (Hello! PB Page 4). Act out a story (Hello! PB Page 5). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Hello! PB pages 4-5) Learning to participate and cooperate with peers through acting out the story of the unit. (Hello! PB page 5). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story (Hello! PB pages 4-5) always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about colours (Colours PB page 13). Be able to communicate the results of their own work: (Alphabet PB pages 6-11). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: Do a class survey of the colours learned in the unit (PB page 13) Use their own abilities working in activities individually (PB Alphabet pages 6-11) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (Colours and names of objects PB page 13). Use the reference materials: reference bars in the PB. Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Alphabet AB page 6). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Alphabet PB pages 6-11, Hello! PB page 5 Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Hello! Page 5 Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (Common greetings). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves. : Greetings and farewells. (Hello! PB pages 4-5). Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (AB page 6). Social Studies: Learning how to interact with others. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is developed in the Unit through: Count, Identify and use vocabulary about numbers. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Take turns in warm-up activities (Alphabet Xx-Zz PB page 10 and Numbers 1-10 PB page 12). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupil and Activity Book; activities and interactive games to practice for language practice: Flashcards, Word cards, CDs and CD-Rom and Reader. Activity Book: Pre-reading and pre-writing activities. Activity Book Alphabet stickers The Reader (in digital and print): Flashcards and Word cards (Alphabet flashcards A-Z, numbers 1-10). Story cards. Teachers Resource Materials: Worksheets to copy (classroom language) Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Activities for the song in Hello! Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Summative evaluation Tests Review 1 page 24 (Diagnostic Test), (Teachers Pack). Self-evaluation Activity Book: Self-evaluation activity at the end of each Unit (Alphabet Lesson, pages 6-11). Pupils Book: Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Learn to ask someones name and introduce themselves. Use; hello, goodbye. Say numbers from 1 to 10. Say a chant (Alphabet). Sing a song (Hello!). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognize the characters. A chant (Alphabet letters) A song (Hello!). A story with visual cues. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: Be able to read the numbers from 1 to 10. Be able to read phrases that express: number + object. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace and copy the numbers. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary (Review 1 Test, page 24 Diagnostic Test-Teachers Book): Greetings: Hello!, Goodbye! Characters: Vicki, Rob, Mr Kima, Miss Maru, Trumpet, Cabu, Paco Letters A-Z Numbers from 1 to 10. (Review 1 Test, page 24 Diagnostic Test-Teachers Book) colours-red, green, pink, blue Grammar Understand and apply grammar rules correctly: Language structures: Whats your name?, Im (Vicki). This is (Trumpet) Hes (an elephant) Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. The sounds of the letters of the alphabet The sounds b/p Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of each Unit. (The alphabet A-Z and Colours p2-7). BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 1: School things. 1a-Its a book 1b-Is it a pencil? I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Ask and answer questions about simple classroom items. Follow simple commands. Understand simple oral texts within the classroom's context: Identify objects usually found in a classroom context. Review classroom language. BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the names of simple classroom objects. Recognise colour names. Write simple words and phrases- Pre-writing activities (Optional): Be able to write simple colour descriptions about objects. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case. Understand and apply grammar rules correctly. Language structures: What is it? Its a (book) Is it a pencil? Yes/No. Receptive language: Here you are. Thank you. Guess again. I dont know. Interdisciplinary language: Colours, Objects. Recognize and reproduce sounds, rhythm, accentuation, and intonation: Intonation used for questions and exclamations: What is it? Look, its a bag! Its green. What is it? Recognise and use repetitive language and structure for game Simon Says The sounds of /b/p/ at the beginning of words. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: Connecting objects with suitable colour adjectives to describe them. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Ask and answer simple questions. What is it? It is Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. Initial letter sounds: /b/p/ Identify and use the lexical terms: School things: pencil, book, ruler, bag, pen, rubber, crayon, pencil case. Understand and apply grammar rules correctly. Singular regular nouns. Simple colour adjectives. Questions and answers .What is it? I dont know Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a memory game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To read and write numbers. Social Studies: school life. Arts and music: Sing a song, draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen, point and say: Lesson 1a Its a book (PB page 14), Listen and sing: Lesson 1b Is it a pencil? (PB page 16), Play a game: Lesson 1a Identify the objects (PB page 15) and Lesson 1b Is this your (ruler?) (PB page 17) Listen to the story. Then act out (Lesson 1a PB page 3). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) -Look at pictures as a mean of information: (My picture dictionary (PB page 98). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is developed by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit (Play PB page 15, Play PB page 17) Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Extra TB page 15, extra TB page 16)) Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 14). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about school objects and describe them. Be able to communicate the results of their own work: (Activity Book page 11). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: Collect information about the items in their school bag. Use their own abilities working in activities individually (Activity book pages 8-10) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (What about you? AB page 11 and PB page 17). Use the reference materials: Labelled pictures in the PB and Picture dictionary PB page 98. Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary). Develop critical thinking: (Projects with stickers Unit 1a, Reference cross-curricular links My school PB page 103, Worksheet I can do it!, AB activities pages 8-11) Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 1a PB page 15). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Who is it? PB page 16, Chant Simon says Extra in TB page 16. Get used to work in activities to create ideas, to plan and act out, etc.: Draw round-up TB page 15,Mime round-up TB page 17, Draw (AB page 11). Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 3 Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (school life). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves: (Play, PB page) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (Cross-curricular My school PB page 103, PB sticker activity page 15, I can do it worksheet on Active Teach). Social Studies: learning about the places where things belong to (School objects in the classroom). Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is developed in the Unit through: Read and write numbers (AB page 11) Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in pairs, listening and speaking to one another and taking turns appropriately (PB page 15). Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 17). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Unit 1a and 1b Pages 14-17): Play the game (for Lesson of Unit 1a and 1b). Activity Book (Pages 8-11): Pre-reading and pre-writing activities. Picture Dictionary with key vocabulary stickers. (PB page 98). The Reader (in digital and print): Flashcards and Word cards (school objects). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song in Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. Reference section activities (Unit 1 Quiz): V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (Unit 1a and unit 1b). Summative evaluation Tests Unit 1 Quiz (Diagnostic Test), (Active Teach resources Section). Self-evaluation Activity Book: Self-evaluation activity at the end of each Unit (What about you?, page 11). Pupils Book: The game Is it yours? (page 17) Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Learn to ask someones name and introduce themselves. Use; hello, goodbye. Name simple classroom objects Describe the objects using colour names (Its green) Say a chant (Simon says). Sing a song (Who is it?). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the characters. Recognise classroom objects. A chant (Simon says) A song (who is it?). A story with visual cues. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics. (Unit 1 quiz Diagnostic Test-Active Teach resources): Be able to read names of classroom objects. Be able to read phrases that express: colour+ object. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace and copy words (ruler, pencil, crayon, pencil case, bag) BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary (Review 1 Test, pages 24-25 Diagnostic Test-Teachers Book): School objects: pencil case, ruler, pencil, rubber, pen, crayon, bag Characters: Vicki, Rob, Mr Kima, Miss Maru, Trumpet, Cabu, Paco Grammar Understand and apply grammar rules correctly: Language structures: What is it? Is it a pencil? Yes it is. Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. The sound: /b/p/ at the beginning of words. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of each Unit. (Activity Book What about you? Page 11). Picture Dictionary. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 2: Family. 2a-This is my mum 2b-Heres Trumpet. Social Science-My school Review 1. I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: To ask and answer questions about families. To give simple instructions. To ask and answer questions about different people who work in a school. Understand simple oral texts within the classroom's context: Recognize the characters. Understand simple descriptions. Recognise family vocabulary. Recognise school vocabulary. Recognise and use greetings. BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the names of the characters Be able to read simple descriptions about the characters. Be able to read family vocabulary. Be able to read school vocabulary. Be able to read simple greetings. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to write family vocabulary. Be able to write school vocabulary. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Family: mum, dad, sister, brother, friend, elephant, lion, parrot. Pupil, school, teacher, secretary, cook Understand and apply grammar rules correctly. Language structures: This is my (mum/dad) Shes myWhos he/she? Heres Hes/shes a/n Hello (Ben). How are you? Im fine, thank you. Receptive language: Sorry! Nice to meet you. Lets go and play. This is my school. Mrs. Interdisciplinary language: Character names: Rob, Vicky, Trumpet, Paco and Cabu. Recognize and reproduce sounds, rhythm, accentuation, and intonation: Intonation used for exclamations: Sorry! Intonation used for questions: Whos he? Is it dad? Letter sounds r,p in chant Is spy (warm-up activity in TB page 18) Initial letters: m, d. s, b, p. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: Work out Rob and Vickys path (PB page 21). Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Greet and say goodbye in English. Ask and answer questions about self and others. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world -In a family context -In a school context. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. Initial letter sounds: /m/d/s/b/p/ Identify and use the lexical terms: Family: mum, dad, brother, sister, friend. School: teacher, pupil, secretary, cook. Expressions: Thank you. Sorry! Nice to meet you. Understand and apply grammar rules correctly. Proper nouns. Whos she? This is my (mum). Heres(Trumpet) Hes an (elephant) Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a game. Create a project. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. Social Studies: family life Social Sciences: school life. Arts and music: Mime, act out, sing a song, draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and point and say (PB page 18, PB page 20), Listen and sing (PB page 20) Play a game (PB page 21). Presentation of a project (Your project in Social Science section PB pages 22-23) Listen to the story. Then act out (PB page 18) Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at pictures and photographs as a mean of information: My -picture dictionary (PB page 98) -Cross-curricular links (PB page 103). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is developed by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play the game PB page 21) Learning to participate and cooperate with peers through acting out the story of the unit. (Act out story PB page 18). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about family and friends and their relationships to us. Learn about people who work in a school and their relationships to us. Be able to communicate the results of their own work: (Round-up Activity Book page 15 and Review 1 self assessment AB page 17). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: Draw pictures of family members and school staff with the vocabulary learned in the Unit. Use their own abilities working in activities individually (PB pages 18-21) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (What about you? AB page 15 and Review 1 AB page 17). Use the reference materials: Cross-curricular links, Picture dictionary, Tick charts and picture diagrams in the PB. Begin to manage effectively a set of strategies, resources of intellectual work: Picture dictionary (PB page 98), Cross-curricular links PB page 103. Develop critical thinking: (Draw Rob and Vickys path PB page 21) Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Draw, ask and answer (Unit 2a PB page 19), Your Project Draw and say (Social sciences lesson PB page 23). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: I spy Lesson 2a, TB page 18 and sing Heres (Lesson 2b, PB page 20) Get used to work in activities to create ideas, to plan and act out, etc.: Draw (PB page 19) and Your Project (PB page 23). Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 18. Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (Families and School life). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves:(Work in teams to play the game, lesson 2b page 21) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with worksheets (I can do it). Social Studies: Describe family and school relationships. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Read numbers. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 21). Presentation of project. Speak and listen to classmates as they present project work (PB page 23). Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up Hangman TB page 23). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Unit 2a and Social Sciences section.): -Students present their drawings of family members. -Students present their drawings of school staff. Activity Book (Pages 12-16): Pre-reading and pre-writing activities. Picture Dictionary (PB page 98). The Reader (in digital and print): Flashcards and Word cards (family members). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Worksheets. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (PB and AB Unit 2a, Unit 2b and Social sciences section). Summative evaluation Tests Unit 2 quiz (Diagnostic Test). (Active Teach resources section). Self-evaluation activity at the end of the Unit (I can do it! worksheet) Self-evaluation Activity Book: Review 1 (AB page 17) Review 1 (PB pages 24-25) Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Learn to ask someones name and introduce themselves and other members of their family and friends. Use; hello, goodbye, How are you? Use; thank you. Say a chant (I spy). Sing a song (Heres). Present a project (Your project in social sciences section). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the characters. Recognise family vocabulary. Recognise school vocabulary. A chant (I spy) A song (Heres). A story with visual cues. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics. (Unit 2 quiz Diagnostic Test-Active Teach resources section): Be able to read family vocabulary. Be able to read school vocabulary. Be able to read phrases that express: Introduction of object (Hes an elephant) Write words, common phrases and expressions with a purpose following a model (Activity Book pages 12-15): Be able to write their names. Be able to trace, number and copy family vocabulary. Be able to trace, number and copy school vocabulary. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Greetings: Hello!, Goodbye! Characters: Trumpet, Paco and Cabu. Animals: elephant, lion, parrot Family: mum, dad, sister, brother, friend. School: pupil, school, teacher, secretary, cook. Grammar Understand and apply grammar rules correctly: Unit 2 quiz Diagnostic Test- (Active Teach resources section) Review 1: Language structures: This is my mum/dad/brother/sister/teacher etcHeres my bag/book/pencil case. How are you? -Im fine. Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. The initial letters m,d,s,b,p. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of each Unit. (Review 1 AB page 17) Picture Dictionary. Pupils Book: Review 1 (page 24). BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 3: Pets. 3a-Ive got a pet 3b-Have you got a pet? I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and use vocabulary about animals. Identify and use vocabulary about colours. Talk about pets. Ask and answer questions about animals. To use have got. Sing a song (Have you got?) Interactive activities: cutouts, stickers, games etc. Understand simple oral texts within the classroom's context: Recognise vocabulary about animals. Recognise the colours. Understand Basic classroom instructions. A song (Have you got?) A story with visual clues Look at my pet (PB pages 38-39) Understanding questions and answers. BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read vocabulary about animals. Be able to read simple phrases. Write simple words and phrases- Pre-writing activities (Optional): Be able to trace, copy and complete vocabulary about animals. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Animals: pets, hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot. Colours: orange, grey, Phrases: Thank you, please. Questions and answers: Have you got a (pet)? -Yes, I have. No, I havent. Understand and apply grammar rules correctly. Language structures: Ive got a (rabbit) I havent got a (hamster) Have you got a (pet)? Yes, I have a (pet)/No, I havent got a (pet). Receptive language: Can I see it please? Yes, of course. Quick! Snap. Here it is. Miaow, woof, hiss, sweet. Interdisciplinary language: Colours: orange, grey. Animals: hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot. Adjectives: small, big, scary. Recognize and reproduce sounds, rhythm, accentuation, and intonation: Intonation of questions and answers: Can I see it please? -Yes, of course Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Play a game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Ask and answer simple questions about pets. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. Rhythm and intonation. Identify and use the lexical terms: Animals: hamster, guinea pig, rabbit, cat, dog, snake, bird, parrot. Colours: Orange, grey Understand and apply grammar rules correctly. Positive and negative statements (Ive got aI havent got aThis is my) Positive questions (Have you got a?) Positive and negative answers (Yes, I have got No, I havent got..) Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To write numbers 1-4. Arts and music: Sing a song about pets, colour and draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and point and say (PB pages 26 and 28), Listen and stick (PB page 27) Listen and sing (PB page 28) Play a game (Snap! Unit 3a PB page 27 and Unit 3b PB page 29). Listen to the story. Then act out (PB page 26). Listen, read and follow the story Look at my pet (PB pages 38-39). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Snap! PB page 27 Unit 3b Game PB page 29) Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 26). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story Look at my pet (PB pages 38-39) Always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about animals, pets (PB pages 26-29). Be able to communicate the results of their own work: (AB page 21 Have you got a pet? and class survey activity (Roundup TB page 29). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: Make a class pets survey using vocabulary learned in the unit. Use their own abilities working in activities individually (AB pages 18-21) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (what about you? PB page 29). Use the reference materials: My picture Dictionary (PB page 98) Begin to manage effectively a set of strategies, resources of intellectual work: (stickers, cut-outs and picture dictionary). Develop critical thinking: (Class pets survey-make comparisons TB page 29) Autonomy and personal initiative This competence is developed throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 3a PB page 27) and cut-outs (PB games pages 27 and 29) Develop social skills and character traits like respect, cooperation and team work: play games (PB pages 27 and 29) Get used to work in activities to create ideas, to plan and act out, etc.: Cut-out: cards for Snap! game PB pages 27 and 29) Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 26 Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (Pets). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves:(Ask and answer questions politely using please and thank you)) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets. Learn and reflect on care of pets, animals etc. (PB pages 26-29). Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, identify and write numbers. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 27). Play game in pairs, listening and speaking to one another and taking turns appropriately (PB page 29). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Unit 3a): -Cutouts. (For Lesson 4 Unit 3a). -Story time 1-Look at my pet (PB pages 38-39) Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (Pages 18-20): Pre-reading and pre-writing activities. The Reader (in digital and print): Flashcards and Word cards (Pets and animal names). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Card games. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises (Units 3a, 3b). Summative evaluation Tests Unit 3 quiz (Diagnostic Test), (Active Teach Resources section). Self-evaluation Activity Book: Self-evaluation activity (what about you? AB page 21) Active Teach (Resources section): I can do it. Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and use vocabulary about animals. Identify and use vocabulary about colours. Talk about pets. Ask and answer questions about animals. Sing a song (Have you got a pet?). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise vocabulary about animals. Recognise vocabulary about colours. Understand Basic classroom instructions. A song (Have you got a pet?). A story with visual cues (Story Time 1-Look at my pet) Understand questions and answers. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: Be able to recognize vocabulary about animals and colours. Be able to read simple phrases. Be able to read and follow a story about pets. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace, copy and complete words about animals. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Animals: pet, hamster, guinea pig, rabbit, cat, dog, snake, bird. Colours: pink, grey. Grammar Understand and apply grammar rules correctly: -Language structures: Have you? -Ive/ I havent Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. Intonation of expression and exclamation (Look! Quick! Snap!) Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating, use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of Unit. (What about you? AB page 21). BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 4: Parts of the body. 4a-Shes got four legs 4b-Her eyes are blue. Social science: People are different! Review 2. Story Time 1-Look at my pet. I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and use vocabulary about animals using have/havent got Identify and use vocabulary about parts of the body. Revise use of vocabulary about colours. Ask and answer questions about animals and parts of the body. Describe people and talk about different features. Sing a song (This is my friend) Understand simple oral texts within the classroom's context: Recognize vocabulary about animals. Recognise vocabulary about parts of the body. Recognise vocabulary that describe facial features. Recognise vocabulary about colours. Understand and follow classroom instructions. A song (This is my friend). A story with visual clues (Look at my pet). Understand questions and answers. BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read and recognize vocabulary about animals. Be able to read and recognize vocabulary about body parts. Be able to read simple phrases. Be able to read and follow a story with visual clues about pets. Write simple words and phrases- Pre-writing activities (Optional): Be able to trace and copy vocabulary about body parts. Trace and copy simple phrases. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears. Adjectives: long, short, straight, curly, small, big, scary. Understand and apply grammar rules correctly. Language structures: Whos? Shes my friend. Its (Cabu) Hes got (four legs) She hasnt got (wings). His/her (eyes are blue) Ive got(fair/long/short/curly) hair. Receptive language: Long; oh dear! Its ok. Fair, too; Look atWere all different, people, school, true/false, try again! Lose 1 point, well done. Interdisciplinary language: Colours: green, brown, red, blue. Recognize and reproduce sounds, rhythm, accentuation, and intonation: Initial letter sounds /k/g/ Rhythm and intonation. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: label tick chart correctly, make connections between pictures and diagrams. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Introduce and describe other people. Recognise that every person is different. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. Rhythm and intonation. Initial letter sounds /k/g/ Identify and use the lexical terms: Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears. Adjectives: Long, short, straight, curly, small, big, scary. Understand and apply grammar rules correctly. Hes got/ hasnt got Ive got/havent got. His/Her (eyes are) Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a game. Present a project. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. To recognise and complete a simple tick chart. To follow a simple flow diagram. Social Studies: school life and society values. Arts and music: sing a song, draw portraits. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and point and say (4a PB page 30 and 4b PB page 32), Look and say (4a PB page 31) Listen and sing (4b PB page 32). Play a game (4b PB page 33) and People are different (PB page 35). Draw and Say (Your project for People are different PB page 35). Listen to the story. Then act out (PB page 30). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular, People are different (PB page 103). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play a game: Unit 4b and People are different) Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 30). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Talk about the fact that every person is different (PB pages 34 and 35). Be able to communicate the results of their own work: (Your project PB page 35). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: make a model activities with the vocabulary learned in the Unit. Use their own abilities working in activities individually (AB pages22-25) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (what about you? AB page 25). And Review 2 (AB page 27 and PB pages36-37) Use the reference materials: Cross curricular links PB (page 103) Begin to manage effectively a set of strategies, resources of intellectual work: (My Picture Dictionary PB (page 98). Develop critical thinking: (Play the game True or false Review 2 (PB page 37)) Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 4b AB page 24). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: this is my friend (PB page32). Get used to work in activities to create ideas, to plan and act out, etc.: Draw your friend (AB page 25) Draw and say Your project! (Social sciences section PB page 35) Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Social sciences Extra-Describe themselves (TB page 34) Reading story aloud Look at my pet PB page 38-39 Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (school life and society values-Everyone is different). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves:(Take turns in Unit 4a Look and say PB page 31) Play game (Unit 4b PB page 33) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (Social sciences section People are different). Social Sciences: Learning that everyone is different. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use numbers. Interpret simple tick charts and flow diagrams. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 33). Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 35). Presentation of project. Speak and listen to classmates as they present project work (PB page 35). Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up TB page 35). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book: Social sciences activity with cross-curricular link (PB pages 34, 35 and 103) My Picture Dictionary (PB pages 98-103 and CD2 Track 06) Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book: Pre-reading and pre-writing activities. Pages 22-27 - Stickers (for Lesson of Unit 4b). The Reader (in digital and print): Flashcards and Word cards (family members). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song Worksheets for the Portfolio. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation -Constant supervision during class. -Complete the numbered exercises. (PB pages 30-35). -Review target vocabulary using Picture Dictionary and Cross-curricular pages in PB pages 98-99 and 103 and also CD2 Tracks 05 and 06. Summative evaluation Tests: -Progress Review 3 &4 (Diagnostic Test), (Active Teach Resources section). -Unit 4 quiz (Active Teach Resources section). Self-evaluation Activity Book: Self-evaluation activity at the end of each Unit (Review 2 AB page 27). Active Teach Resources section: - I can do it! worksheet. Pupils Book: Self-evaluation activity at the end of each Unit (Review 2 PB pages 36-37). Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: -Identify and use vocabulary about animals using have/havent got -Identify and use vocabulary about parts of the body. -Revise use of vocabulary about colours. -Ask and answer questions about animals and parts of the body. -Describe people and talk about different features. -Sing a song (This is my friend) Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: -Recognize vocabulary about animals. -Recognise vocabulary about parts of the body. -Recognise vocabulary that describe facial features. -Recognise vocabulary about colours. -Understand and follow classroom instructions. -A song (This is my friend). -A story with visual clues (Look at my pet). -Understand questions and answers. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: Be able to read the names of different body parts. Be able to read the names of different animals. Be able to read phrases that express: person and article. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace and copy animal names, colours and body parts. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts: Vocabulary Learn and develop vocabulary: Body parts: body, arms, legs, wings, tail, hair, nose, mouth, eyes, ears. Adjectives: long, short, straight, curly, small, big, scary. Grammar Understand and apply grammar rules correctly: Language structures: Ive got/havent got, He/shes got/havent got Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. The sound: /k/g/. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating, use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: -Self-evaluation activity at the end of each Unit. (Review 2 AB page 27). -Picture Dictionary & Cross curricular links activity with CD2 Tracks05 & 06 Pupils Book: -Self-evaluation activity at the end of each Unit (Review 2 PB pages 36-37). BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 5: Toys 5a-Theyre cars 5b-Are they your dolls? I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and use vocabulary about toys. Identify and use vocabulary about colours. Ask and answer simple questions about toys. Sing a song (Are they your (dolls)) Play a word chain game with toy vocabulary. Understand simple oral texts within the classroom's context: Recognise vocabulary about toys. Recognise vocabulary about colours. Recognise and understand simple questions about toys. A song (Are they your (dolls)) A word chain game with toy vocabulary. BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read vocabulary about toys. Be able to read vocabulary about colours. Be able to read understand simple questions about toys. Be able to read and follow a story with visual clues. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to trace, copy and complete vocabulary about toys. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Toys: doll, robot, car, teddy, plane, train, ball, puzzle. Understand and apply grammar rules correctly. Language structures: What are they? Theyre Whats your favourite toy? Is it a (n)? Receptive language: Help!, Dont worry, Guess again. Yes, they are, No, it isnt.. Interdisciplinary language: Colours: red, green, orange, blue, black, pink, green, yellow. Recognize and reproduce sounds, rhythm, accentuation, and intonation: Intonation required for questions and exclamations. Pronounce the sounds /t/d/ at beginning of words. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: To match cards and play guessing game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Ask and answer simple questions when playing games. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. Intonation required for questions and exclamations. Pronounce the sounds /t/d/ at beginning of words Identify and use the lexical terms: Toys: doll, robot, car, teddy, plane, train, ball, puzzle. Colours: red, green, orange, blue, black, pink, green, yellow. Understand and apply grammar rules correctly. Plural regular nouns. What are they? Theyre Whats your favourite toy? Is it a (n)? Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a memory game. Play a word chain game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. Social Studies: favourite things. Arts and music: sing a song about toys, draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and stick (5a PB page 41) Listen and match (5b PB page 43), Listen and sing (5b PB page 42), Listen, point and say the words (5a PB page 40, 5b PB page 42). Play a game (5a PB page 41, 5b PB page 43). Listen to the story. Then act out (5a PB page 40). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at pictures as a mean of information: (Picture dictionary, (PB page 99). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play card game in pairs in unit 5b) Learning to participate and cooperate with peers through acting out the story of the unit. (Unit 5a). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about toys. Be able to communicate the results of their own work: (what about you? AB page 31). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom. Use their own abilities working in activities individually (PB pages 40-43, AB pages 28-31) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (AB What about you?). Use the reference materials: My Picture Dictionary. Begin to manage effectively a set of strategies, resources of intellectual work. Develop critical thinking: (Match pictures and labels in unit 5b). Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 5a PB page 41). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Are they your (dolls)? Unit 5b, Ive got a (doll) word chain unit 5b) Get used to work in activities to create ideas, to plan and act out, etc.: Draw Unit 5a AB page 28 and unit 5b AB page 31) Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of unit 5a. Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (Toys). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves:(Take turns when playing games). Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary about toys and numbers. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 41. Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 43). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book: Cutouts. (For Lesson 6 of Unit 5b). Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (pages 28-31): Pre-reading and pre-writing activities. Picture Dictionary with stickers. The Reader (in digital and print): Flashcards and Word cards (toys). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (5a & 5b in PB and AB). Summative evaluation Active Teach Resources section: I can do it worksheet. Unit 5 quiz. Self-evaluation Activity Book: Self-evaluation activity at the end of 5b- what about you? Whats your favourite toy? (AB page 31) Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Identify and use vocabulary about toys. Identify and use vocabulary about colours. Ask and answer simple questions about toys. Sing a song (Are they your (dolls)) Play a word chain game with toy vocabulary. Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the characters. Recognise vocabulary about toys. Recognise vocabulary about colours. Recognise and understand simple questions about toys. A song (Are they your (dolls)) A word chain game with toy vocabulary. A story with visual cues. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: -Be able to read vocabulary about toys. -Be able to read vocabulary about colours. -Be able to read understand simple questions about toys. -Be able to read and follow a story with visual clues. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace, copy and complete vocabulary about toys. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Toys: doll, robot, car, teddy, plane, train, ball, puzzle. Colours: red, green, orange, blue, black, pink, green, yellow. Grammar Understand and apply grammar rules correctly: Language structures: What are they? Theyre Whats your favourite toy? Is it a (n)? Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. The sounds /t/d/ at beginning of words. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of unit 5b-What about you? Whats your favourite toy? (AB page 31) Active Teach Resources section: I can do it worksheet. Unit 5 quiz. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 6: Having fun 6a-I can draw 6b-Can you jump? Science: Materials Review 3 I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and use language for talking about actions. Ask and answer questions about what people can do. Sing a song (Can you?) Sing a chant in the round (The alphabet) Identify and use language about materials. Identify and use language about toys. Understand simple oral texts within the classroom's context: Recognise language for talking about actions. Recognise language about materials. Recognise language about toys. Recognise animal names. Understand simple questions about actions. A song (Can you?) A chant in the round (The alphabet) A story with visual cues. BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the numbers from 1 to 6. Be able to read action vocabulary. Be able to read animal vocabulary. Be able to read vocabulary about materials. Write simple words and phrases- Pre-writing activities (Optional): Be able to write the numbers 1 to 6. Be able to trace, copy and complete action vocabulary. Be able to trace, copy and complete simple phrases. Be able to trace, copy and complete vocabulary about materials. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly Materials: metal, plastic, rubber, wood. Understand and apply grammar rules correctly. Language structures: can, cant, Yes, I can, No, I cant, Look atItsTheyre Receptive language: Very good! Thats all right, up and down, round and round, but, Im not a Interdisciplinary language: Animals: parrot, insect, cat, snake, fish, bird. Toys: puzzle, train, robot, doll, ball. Recognize and reproduce sounds, rhythm, accentuation, and intonation: Rhythm, accentuation and intonation of alphabet chant. Sounds of /t/d/ at the beginning of words. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: patterns (in order to sing chant in the round). Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Greet, ask simple questions and praise others in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. -Rhythm, accentuation and intonation of alphabet chant. -Sounds of /t/d/ at the beginning of words. Identify and use the lexical terms: Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly Materials: metal, plastic, rubber, wood. -Animals: parrot, insect, cat, snake, fish, bird. -Toys: puzzle, train, robot, doll, ball. Understand and apply grammar rules correctly. Present tense verbs. Singular nouns. Adjectives-Its (plastic) can, cant. Yes, I can, No, I cant. Look at ItsTheyre Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. Sciences: materials. Arts and music: make a poster about materials, chant, sing a song about actions, draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and chant (Alphabet warm up in 6a PB page 44), Listen and sing (Can you? in 6b PB page 46), Draw and say (Your project in Sciences section PB page 49) Play a game (Unit 6a PB page 45 and unit 6b PB page 47). Listen to the story. Then act out () Unit 6a PB page 44. Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular Materials, (PB page 103). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printable, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play the games in units 6a & 6b). Learning to participate and cooperate with peers through acting out the story of the unit. (Unit 6a). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about materials (Science section). Be able to communicate the results of their own work: (Your Project in science section). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: Collect classroom objects to play game in science section about materials. Use their own abilities working in activities individually (AB pages 32-36) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (what about you? AB page 35). Use the reference materials: Cross-curricular links (PB page 103). Begin to manage effectively a set of strategies, resources of intellectual work: (Picture dictionary (PB page 100)). Develop critical thinking: (To play team game in quiz in Review 3 PB page 51). Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with cut-outs (Unit 6a PB page 45). Work with stickers (Unit 6b AB page 34). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Can you? Unit 6b PB page 46) Chant in the round-The alphabet (Unit 6a warm-up PB page 44) Get used to work on activities to create ideas, to plan and act out, etc.: Actions game (Unit 6a PB page 45) Your project (Science section PB page 49) Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit (PB page 44) Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (school life). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves:(Take turns while playing games, greet one another and praise others.) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (Materials). Social Studies: Learning about actions and things they can do. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary about numbers. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 47). Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 45). Presentation of project. Speak and listen to classmates as they present project work (PB page 49). Play game in a pair, listening and speaking to one another and taking turns appropriately (Round-up TB page 49). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book: Cutouts. (For Lesson 6 of Unit 6a PB page 45). Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (pages 32-36): Pre-reading and pre-writing activities. Activity with stickers. (Page 34). The Reader (in digital and print): Flashcards and Word cards (Actions). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (Units 6a, 6b & Science: materials). Summative evaluation Review 3 -Diagnostic Test. (PB pages50-51) Unit 6 quiz (Active Teach Resources section). Progress Review 5&6 (Active Teach Resources section). Self-evaluation Activity Book: Self-evaluation activity at the end of Unit 6b (Review 3 Page 37). What about you? (Page 35) Pupils Book: Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review target vocabulary. Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: -Identify and use language for talking about actions. -Ask and answer questions about what people can do. -Sing a song (Can you?) -Sing a chant in the round (The alphabet) -Identify and use language about materials. -Identify and use language about toys. Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise language for talking about actions. Recognise language about materials. Recognise language about toys. Recognise animal names. Understand simple questions about actions. A song (Can you?) A chant in the round (The alphabet) A story with visual cues. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics (Review 3 Diagnostic tests in PB and AB): -Be able to read the numbers from 1 to 6. -Be able to read action vocabulary. -Be able to read vocabulary about toys. Write words, common phrases and expressions with a purpose following a model (Review 3 Diagnostic tests in PB and AB): Be able to write the numbers 1 to 6. Be able to trace, copy and complete action vocabulary. Be able to trace, copy and complete toy vocabulary. Be able to trace, copy and complete simple phrases. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts: Vocabulary Learn and develop vocabulary: -Actions: draw, skip, dance, ride a bike, sing, jump, climb, swim, fly -Toys: puzzle, train, robot, doll, ball. Grammar Understand and apply grammar rules correctly: -Language structures: can, cant, Yes, I can, No, I cant, Look atItsTheyre Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. -Rhythm, accentuation and intonation of alphabet chant. -Sounds of /t/d/ at the beginning of words. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of Unit 6b (Review 3 Page 37). What about you? (Page 35) Pupils Book: Picture dictionary (PB pages 99-103) and CD2 (Tracks 29 and 30) to self-review target vocabulary. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 7: Home 7a-Shes in the bathroom. 7b-Is he in the garden? I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Talk about where people are in the house. Ask and answer questions about where people are. Identify and use vocabulary about home and garden. Identify and use animal names. Identify and use numbers 1-10. Identify and use character names. Sing a song (Review Unit 6b and sing in unit 7b Is he in the garden?) Understand simple oral texts within the classroom's context: Recognise the characters. Recognise vocabulary about home and garden. Recognise people names. Recognise simple questions and answers. Recognise animal names. Recognise numbers 1-10. A song (Review Unit 6b and sing in unit 7b Is he in the garden?) BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read vocabulary about house and home. Be able to read simple questions (Wheres(mum)? And answers (Shes in ) Be able to read animal names. Be able to read the numbers from 1 to 10. Be able to read and follow a story with visual clues. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to trace, copy and complete vocabulary about people. Be able to trace, copy and complete vocabulary about home and garden. Be able to trace, copy and complete vocabulary about animals. Be able to write numbers 1-10. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Home: bedroom, bathroom, kitchen, living room, house. Garden: garden, tree. Understand and apply grammar rules correctly. Language structures: Where is? Where are? Hes/shes/Im in the (living room). He/she isnt in (the bathroom). Isin the? Yes, it/he/she is. No, it/he/she isnt. Receptive language: Cant I cant find Bubbles. Lovely. Ready. Im here. See. Interdisciplinary language: Animals: rabbit, cat, snake, dog. Recognise and reproduce sounds, rhythm, stress and intonation: Rhythm, stress and intonation used for questions and answers Listen and Match activity (AB page 40). Stress and intonation required for mimicking voices when acting out the story in unit 7a. The sounds: /// Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: To locate animal in the game in unit 7b. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Ask and answer questions about where things are in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. -The sounds: /// Identify and use the lexical terms: -Home: bedroom, bathroom, kitchen, living room, house. -Garden: garden, tree. -Animals: rabbit, cat, snake, dog. Understand and apply grammar rules correctly. Regular nouns. Where is& ? Where are& ? He s/shes/Im in the (living room). He/she isnt in (the bathroom). Isin the? Yes, it/he/she is. No, it/he/she isnt. Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. Social Studies: home life. Arts and music: sing a song, draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen point and say (PB pages 52 & 54) Listen and sing (PB page 54) Play a game (PB pages 53 & 55). Listen to the story. Then act out (PB page 52). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Interpret and process information from tables and pictures. Tick charts for lesson 3 Unit 7b. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Play the games in units 7a & 7b) Learning to participate and cooperate with peers through acting out the story of the unit. (Unit 7a). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about places (in the house and garden). Be able to communicate the results of their own work: (Draw yourself and a friend and write AB page 41). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom. Use their own abilities working in activities individually (AB pages 38-41) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (Draw yourself and a friend and write AB page 41). Use the reference materials: (Vocabulary Lists). Begin to manage effectively a set of strategies, resources of intellectual work: (Picture dictionary in the PB.). Develop critical thinking: (Identify where animals are from set of information and make a simple tick chart) Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 7a PB page 53). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Wheres my (brother) Where is he? PB page 54). Get used to work in activities to create ideas, to plan and act out, etc.: Act out (PB page 52) Mime (Round-up TB page 53). Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of Unit 7a (PB page 52). Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (Home life). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves: Take turns when playing games and asking and answering questions (Unit 7a PB page 53 Unit 7b PB page 55) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers (Unit 7a PB page 53). Social Studies: learning about the places where things belong to into eh home and garden (Units 7a & 7b). Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is developed in the Unit through: Count, Identify and use vocabulary about numbers. Complete a simple tick chart to show where animals are located. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 53). Play game with whole class, listening and speaking to one another and taking turns appropriately (PB page 55). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (pages 52-55): -Picture Dictionary (page 100). -Cutouts. (For Lesson 6 Unit 7a page 53). -Stickers (for lesson 4 Unit 7a page 53). Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (pages 38-41): Pre-reading and pre-writing activities. The Reader (in digital and print): Flashcards and Word cards (Home and garden). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (Units 7a &7b). Summative evaluation Tests Unit 7 quiz (Diagnostic Test), (Active Teach resources section). Self-evaluation Active Teach Resources section: Self-evaluation activity at the end of each Unit (I can do it! worksheet) Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: -Talk about where people are in the house. -Ask and answer questions about where people are. -Identify and use vocabulary about home and garden. -Identify and use animal names. -Identify and use numbers 1-10. -Identify and use character names. Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the characters. Recognise vocabulary about home and garden. Recognise people names. Recognise simple questions and answers. Recognise animal names. Recognise numbers 1-10. BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: -Be able to read vocabulary about house and home. -Be able to read simple questions (Wheres(mum)? And answers (Shes in ) -Be able to read animal names. -Be able to read the numbers from 1 to 10. -Be able to read and follow a story with visual clues. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace, copy and complete vocabulary about people. Be able to trace, copy and complete vocabulary about home and garden. Be able to trace, copy and complete vocabulary about animals. Be able to write numbers 1-10. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Home: bedroom, bathroom, kitchen, living room, house. Garden: garden, tree. Numbers from 1 to 10. -Animals: rabbit, cat, snake, dog. Grammar Understand and apply grammar rules correctly: Language structures: Where is? Where are& ? He s/she s/I m in the (living room). He/she isn t in (the bathroom). Is& in the& ? Yes, it/he/she is. No, it/he/she isn t. Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. -The sounds: /// Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Active Teach Resources section: -Unit 7 quiz -I can do it worksheet. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 8: Furniture 8a-Theyre on the table. 8b-Tidy up the toys. Maths: Numbers 11-20. Review 4. Story Time 2: Wheres Molly? I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and say the name of objects. Identify and say the name of animals. Identify and say names of places in the home. Ask and answer questions about where things are. Ask and answer questions about things and whose they are. Identify, say and count numbers 11-20. Sing a song Lets tidy up (PB Page 58). Say a chant Its a (red) house. Its number (PB page 60). Understand simple oral texts within the classroom's context: Recognise the names of objects. Recognise the names of animals. Recognise the names of places in the home. Understand questions and answers about where things are. Understand questions and answers about things and whose they are. Numbers 11-20. Song Lets tidy up (PB page 58). Chant Its a (red) house. Its number (PB page 60). BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the numbers from 1-20. Be able to read vocabulary about objects. Be able to read vocabulary about places in the home. Be able to read simple questions and answers. Be able to read a story with visual clues. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to write the numbers 1-20. Be able to trace, copy and complete vocabulary about objects. Be able to trace, copy and complete vocabulary about places in the home. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf. Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. Understand and apply grammar rules correctly. Language structures: Where are (my objects)? Theyre (not) in/on/under. Is this your? Are they your? Put your (object) in/on/under the (place). Receptive language: -Very naughty, everywhere, street, things, good, please, lets Interdisciplinary language: School objects: book, pencil, crayon, bag, robot. People: girl, boy. Toys: car, teddy, doll. Animals: cat, dog, rabbit, hamster. Recognize and reproduce sounds, rhythm, stress and intonation: Chant to practise the intonation of questions and answers: Where are my (cars)? Your cars? Here! They re on the (table). Chant to practice the intonation of: It s a (red) house. It s number& (13) The sounds: /// Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: problem-solving activities (Find the difference PB page 63). Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Ask and answer questions in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm stress and intonation. -The sounds: /// Identify and use the lexical terms: -Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf. -Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. -School objects: book, pencil, crayon, bag, robot. -People: girl, boy. -Toys: car, teddy, doll. -Animals: cat, dog, rabbit, hamster. Understand and apply grammar rules correctly. -Regular singular and plural nouns. -Prepositions: on/in/under. -Where are (my objects)? Theyre (not) in/on/under. -Is this your? Are they your? -Put your (object) in/on/under the (place). Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a memory game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count and add numbers 1-20. Social Studies: school life, organisation skills. Arts and music: Sing a song, mime, chant, draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and chant (PB page 60), Listen and sing (PB page 58), Listen and say whats next (PB page 60), Listen and mime (Extra TB page 56) Listen, point and say (PB pages 56, 58, 64) Play a game (PB page 59). Listen to the story. Then act out (PB page 56). Act out a story (Wheres Molly?). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular, (PB page 103). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is developed by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. Extra (TB pages 56, 57, 58) Play game (PB pages59, 61) Learning to participate and cooperate with peers through acting out the story of the unit. (Wheres Molly? PB pages 64-65). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story (Wheres Molly?) always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about objects and where they are kept at home and in school. Be able to communicate the results of their own work: Your project (PB page 61). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit. Use their own abilities working in activities individually (AB pages 42-46) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: Review 4 (AB page 47). Use the reference materials: Cross-curricular (PB page 103) Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary PB page 100). Develop critical thinking: (Find the difference Review 4 PB page 63). Autonomy and personal initiative This competence is developed throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers & cut-outs (Unit 8b AB page 44 & PB page 59). Develop social skills and character traits like respect, cooperation and team work: Sing songs, rhymes and chants: Lets Tidy up! (PB page 58, Its a (red) houseIts number (thirteen) (PB page 60). Get used to work in activities to create ideas, to plan and act out, etc.: Mime Extra TB page 56, Present: Your project (PB page 61). Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB pages 64-65. Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (school and home life). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves: Listen and respond appropriately to classmates (Presentations of Your project) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets (Unit 8b AB page 44 & PB page 59). Social Studies: learning about the places where things belong to (Tidy up the toys (PB pages 58-59). Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary about numbers. Add numbers between 1-20. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 59). Presentation of project. Speak and listen to classmates as they present project work (PB page 61). Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up TB page 61). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Teachers Book (Units 8a, 8b, Review 4 and Story Time): Extra! Pupils Book: Cutouts. (For Lesson 6 of Unit 8b). Picture Dictionary (page 100). Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (Pages 42-47): Pre-reading and pre-writing activities. The Reader (in digital and print): Flashcards and Word cards (objects). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (PB pages56-65). Summative evaluation Tests Review 4 (Diagnostic Test), (PB pages 62-63). Active Teach resources section: Progress Review 7 & 8. Self-evaluation Activity Book: Self-evaluation activity at the end of Unit. (Review 4 Page 47). Pupils Book: -Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54. Active Teach resources section: I can do! worksheet. Unit 8 quiz. Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Identify and say the name of objects. Identify and say the name of animals. Identify and say names of places in the home. Ask and answer questions about where things are. Ask and answer questions about things and whose they are. Identify, say and count numbers 11-20. Sing a song Lets tidy up (PB Page 58). Say a chant Its a (red) house. Its number (PB page 60). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the names of objects. Recognise the names of animals. Recognise the names of places in the home. Understand questions and answers about where things are. Understand questions and answers about things and whose they are. Numbers 11-20. Song Lets tidy up (PB page 58). Chant Its a (red) house. Its number (PB page 60). BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: Be able to read the numbers from 1-20. Be able to read vocabulary about objects. Be able to read vocabulary about places in the home. Be able to read simple questions and answers. Be able to read a story with visual clues. Be able to trace, copy and complete vocabulary about places in the home. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to write the numbers 1-20. Be able to trace, copy and complete vocabulary about objects. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: -Home objects: house, table, bed, chair, cupboard, floor, door, box, shelf. -Numbers: one, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen, twenty. -School objects: book, pencil, crayon, bag, robot. -People: girl, boy. -Toys: car, teddy, doll. -Animals: cat, dog, rabbit, hamster. Grammar Understand and apply grammar rules correctly: Language structures: Where are (my objects)? They re (not) in/on/under. Is this your& ? Are they your& ? Put your (object) in/on/under the (place). Phonics Recognize and reproduce sounds, rhythm, stress and intonation. -The sounds: /// Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of Unit. (Review 4 Page 47). Pupils Book: -Picture Dictionary (PB page 100-103) and CD2 Track 53 & 54. Active Teach resources section: I can do! worksheet. Unit 8 quiz. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 9: Food and drink 9a-I like salad 9b-Do you like sandwiches? I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: -Identify and say the name of food and drink. -Identify and say the name of characters. -Ask and answer questions about likes and dislikes. -Ask for (food/drink). -Sing a song Do you like? (PB Page 68). Understand simple oral texts within the classroom's context: Recognise the characters. Recognise and use the vocabulary for names of food and drink. Recognise and understand questions and answers. A song Do you like? (PB Page 68). BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the unit vocabulary. Be able to read a story with visual clues. Be able to read questions and answers. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to trace, copy and complete the unit vocabulary. Be able to write letters-T/F. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes. Understand and apply grammar rules correctly. Language structures: I like/dont like (salad). Do you like (sandwiches)? Yes, I do. /No, I dont. Can I have some (water) please? Receptive language: Food Interdisciplinary language: Phrases: Here you are. Thank you. Recognize and reproduce sounds, rhythm, accentuation, and intonation: Initial letter sounds (of names of food in unit). The sound: /t/ Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: Matching activities. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Ask and answer questions in English. Make observations and suggest preferences in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. -Initial letter sounds (of names of food in unit). -The sound: /t/ Identify and use the lexical terms: -Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes. Understand and apply grammar rules correctly. Plural regular nouns. I like/dont like (salad). Do you like (sandwiches)? Yes, I do. /No, I dont. Can I have some (water) please? Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a memory game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count, make a class survey. Social Studies: school life. Arts and music: Sing a song, draw, act, mime. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen, point and say (PB pages 66, 68), Listen and sing (PB page 68). Play a game (PB page 67 and 69). Listen to the story. Then act out (PB page 66). Act out being in a restaurant (PB page 67). Mime (TB Extra Page 66) Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular, (PB page 104). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Warm-up activity: class survey on favourite foods TB page 68, games in PB pages 67, 69) Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 66). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about food. Be able to communicate the results of their own work: (Extra what about you? PB page 68). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit. Use their own abilities working in activities individually (AB pages 48-51) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (what about you? AB page 51). Use the reference materials: Cross curricular (PB page 104). Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary (PB page 101). Develop critical thinking: (Match names to food) Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 9a PB page 67). Work with cut-outs (PB pages 67, 69). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Sing song (PB page 68). Get used to work in activities to create ideas, to plan and act out, etc.: Act out being in a restaurant Extra (TB page 67). Draw (AB page 48, 51). Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 66). Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (school life/ food and restaurants). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves: Listen and share as others read, speak, mime etc. Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with stickers, cross-curricular worksheets. Social Studies: learning about foods and personal preferences. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary about numbers (vote and make a class survey). Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB pages 67, 69). Act out being in a restaurant in a small group, listening and speaking to one another and taking turns appropriately (TB page 67). Act out the story with whole class, listening and speaking to one another and taking turns appropriately (PB page 66). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Units 9a & 9b): Cutouts. (For Lessons 6 of Unit 9a and unit 9b page 69). Picture Dictionary (PB page 101). Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (pages 48-51): Pre-reading and pre-writing activities. The Reader (in digital and print): Flashcards and Word cards (food and drink). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (PB pages 66-69). Summative evaluation Tests Unit 9 Quiz. (Active Teach Resources section). Self-evaluation Activity Book: Self-evaluation activity at the end of each Unit. (What about you? Page 51). Active Teach Resources section: I can do it! Worksheet. Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: -Identify and name Yazoo characters. -Identify and say the name of food and drink. -Identify and say the name of characters. -Ask and answer questions about likes and dislikes. -Ask for (food/drink). -Sing a song Do you like? (PB Page 68). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the characters. Recognise and use the vocabulary for names of food and drink. Recognise and understand questions and answers. A song Do you like? (PB Page 68). BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: Be able to read the unit vocabulary. Be able to read a story with visual clues. Be able to read questions and answers. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace, copy and complete the unit vocabulary. Be able to write letters-T/F. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Food and drink: hungry, water, chicken, cheese, salad, biscuits, sandwich, crisps, apples, tomatoes. Grammar Understand and apply grammar rules correctly: Language structures: I like/dont like (salad). Do you like (sandwiches)? Yes, I do. /No, I don t. Can I have some (water) please? Phonics Recognize and reproduce sounds, rhythm, stress, and intonation. -Initial letter sounds (of names of food in unit). -The sound: /t/ Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of each Unit. (What about you? Page 51). Active Teach Resources section: Unit 9 Quiz. I can do it! Worksheet. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 10: Hobbies 10a-Do you like dancing? 10b-Stand up! Sit down! Science: Food. Review 5. I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and say vocabulary to do with sports/hobbies. Ask and answer questions about sports/hobbies. To use terms right/left when giving instructions. To identify and use vocabulary to talk about favourite things. To identify and use vocabulary about food and where it comes from. To sing a song Stand up! Understand simple oral texts within the classroom's context: Recognise vocabulary about sports/hobbies. Recognise and follow simple questions and answers. Recognise and follow simple instructions. Recognise vocabulary about favourite things. Recognise vocabulary about food and where it comes from. A song Stand up! BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the numbers from 1 to 10. Be able to read and answer simple questions. Be able to read and follow simple instructions. Be able to read a story with visual clues. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to copy, trace and complete the vocabulary of the unit. Be able to write simple sentence answers to questions. Be able to write simple descriptions about favourite food. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Hobbies: dancing, sport, football, karate, gymnastics. Instructions: turn, shake, left, right. Food: rice, bread, milk, plant, sausages. Understand and apply grammar rules correctly. Language structures: Do you like (dancing)? Yes, I do. /No, I dont. Stand up. Sit down. Its from animals/plants. Receptive language: Good at, Im stuck. I love Chips. Recycled language: Instructions: put, high, low. Food: eggs, orange, apple, salad, crisps, fish, chicken, tomatoes, cheese, favourite, animal. Favourite, animal Recognize and reproduce sounds, rhythm, stress and intonation: -The sound: /t/ Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: Make connections, match words and pictures. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Ask and answer questions in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. -The sound: /t/ Identify and use the lexical terms: -Hobbies: dancing, sport, football, karate, gymnastics. -Instructions: turn, shake, left, right. -Food: rice, bread, milk, plant, sausages. -Understand and apply grammar rules correctly. Do you like (dancing)? Yes, I do. /No, I dont. Stand up. Sit down. Its from animals/plants. Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a word chain game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count, keep a tally chart. Social Studies: Sports/hobbies. Arts and music: Sing a song, draw, act out, mime. Linguistic abilities: Reading and interpretation of a story. Presentation of a project. Science: Food and where it comes from (animal/plant). III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and sing (PB page 72), Listen, point and say (PB pages 70, 72). Play a game (PB page 75 and PB page 77). Listen to the story. Then act out (PB page 70). Mime actions (PB page 70 & 72). Present a project (PB page 75). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular, (PB page 104). Interpret and process information from tables and pictures. Tick charts, tally charts. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. Learning to participate and cooperate with peers through acting out the story of the unit. Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about sports/hobbies/activities. Be able to communicate the results of their own work: (Your project PB page 75). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit. Use their own abilities working in activities individually (AB pages 52-56) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (what about you? AB page 55 and Review 5 Page 57). Use the reference materials: Cross-curricular PB page 104). Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary PB page 101). Develop critical thinking: (True/False Review 5 PB page 77) Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 10b AB page 54). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: Sing song: Stand up!. Word chain: game: I like rice. Get used to work in activities to create ideas, to plan and act out, etc.: Your project. Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 70. Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (Hobbies/interests/sports/activities). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves: Recognise different people have different interests. Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets. Science: learning about different food and where it comes from. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary about numbers. Count and create a class tally chart. Complete simple tick charts. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 75). Play game in a small group, listening and speaking to one another and taking turns appropriately (PB page 77). Presentation of project. Speak and listen to classmates as they present project work (PB page 75). Play game with whole class, listening and speaking to one another and taking turns appropriately (Round-up TB page 75). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Units 10a & 10b & science section): Cutouts. (For Lesson of each Unit). Picture Dictionary. Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (Pages 52-56): Pre-reading and pre-writing activities. Stickers (unit 10b). The Reader (in digital and print): Flashcards and Word cards (sports/hobbies & actions). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (PB pages 70-75). Summative evaluation Tests: Review 5 (PB pages 76-77). Active Teach resources section: Unit 10 quiz. Progress Review 9 & 10. Self-evaluation Activity Book: Self-evaluation activity at the end of Unit. (What about you? Page 55). Review 5 (page 57). Pupils Book: Picture Dictionary (PB page 101-104) & CD3 Track 14. Review 5 (pages 76-77). Active Teach resources section: I can do it! worksheet. Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Identify and say vocabulary to do with sports/hobbies. Ask and answer questions about sports/hobbies. To use terms right/left when giving instructions. To identify and use vocabulary to talk about favourite things. To identify and use vocabulary about food and where it comes from. To sing a song Stand up! Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: -Recognise vocabulary about sports/hobbies. -Recognise and follow simple questions and answers. -Recognise and follow simple instructions. -Recognise vocabulary about favourite things. -Recognise vocabulary about food and where it comes from. -A song Stand up! BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: Be able to read the numbers from 1 to 10. Be able to read and answer simple questions. Be able to read and follow simple instructions. Be able to read a story with visual clues. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to copy, trace and complete the vocabulary of the unit. Be able to write simple sentence answers to questions. Be able to write simple descriptions about favourite food. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Hobbies: dancing, sport, football, karate, gymnastics. Instructions: turn, shake, left, right. Food: rice, bread, milk, plant, sausages. Grammar Understand and apply grammar rules correctly: Language structures: Do you like (dancing)? Yes, I do. /No, I dont. Stand up. Sit down. Its from animals/plants. Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. -The sound: /t/ Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of Unit. (What about you? Page 55). Review 5 (page 57). Pupils Book: Picture Dictionary (PB page 101-104) & CD3 Track 14. Review 5 (pages 76-77). Active Teach resources section: I can do it! worksheet. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 11: Clothes 11a-Im wearing a skirt. 11b-Are you wearing your hat? I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and say the name of different clothes. Identify and say colour names. Ask and answer simple questions about what people are wearing To sing a song Are you wearing your (hat)? Understand simple oral texts within the classroom's context: Recognise vocabulary about clothes. Recognise vocabulary about colours. Understand and answer simple questions. Understand and follow simple instructions. A song Are you wearing your (hat)? BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read vocabulary about clothes. Be able to read vocabulary about colours. Be able to read a story with visual clues. Be able to read questions and answers and instructions. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to trace, copy and complete vocabulary of the unit. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes. Understand and apply grammar rules correctly. Language structures: Im wearing/not wearing (a pink skirt). Are you wearing (a coat)? Yes, I am/ No, Im not. Receptive language: Im going home. Im packing. Can I try it on? You look great. Lets go. Im ready to go. I can/cant see you. Recycled language: colours: pink, red, blue, yellow, green, black, white, brown. Please/thank you. Recognize and reproduce sounds, rhythm, accentuation, and intonation: The // sound. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: problem solving. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Greet, ask and answer simple questions in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. -The // sound. Identify and use the lexical terms: -Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes. Understand and apply grammar rules correctly. Regular nouns and adjectives. Im wearing/not wearing (a pink skirt). Are you wearing (a coat)? Yes, I am/ No, Im not. Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a memory game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. Social Studies: School life. Arts and music: Sing a song, draw. Linguistic abilities: Reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen point and say (PB pages 78 & 80), Listen and sing (PB page 80) Play a game (PB page 81). Listen to the story. Then act out (PB page 78). Mime (TB Extra page 78). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular, (PB page 104). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (PB pages 79 & 81) Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 78). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about different clothes. Be able to communicate the results of their own work: (What about you? AB page 61). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit. Use their own abilities working in activities individually (PB pages 78-81) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (What about you? AB page 61). Use the reference materials: Cross-curricular pages in the PB. Begin to manage effectively a set of strategies, resources of intellectual work: (Picture dictionary, Pupil CD). Develop critical thinking: (Ask and answer logical questions, match words and pictures). Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with stickers (Unit 11a PB page 79). Develop social skills and character traits like respect, cooperation and team work: Sing songs, rhymes and chants: Are you wearing your (hat)? (PB page 80) Get used to work in activities to create ideas, to plan and act out, etc.: Play the game (PB page 81). Mime and Act out (PB page 78) Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 3 Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (school life). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves: Take turns while playing games. (PB page 79, 81) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with stickers, cross-curricular worksheets (PB page 79). Social Studies: learning about the different clothes we wear. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary about numbers. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 79 & 81). Survey with whole class, listening and speaking to one another and taking turns appropriately (warm-up TB page 81). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Units 11a & 11b): -Picture Dictionary (page 102) Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (pages 58-61): Pre-reading and pre-writing activities. The Reader (in digital and print): Flashcards and Word cards (clothes). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (PB pages 76-79). Summative evaluation Tests Unit 11 Quiz (Diagnostic Test), (Active Teach Resources section). Self-evaluation Activity Book: Self-evaluation activity at the end of each Unit: What about you? (AB page 61). Active Teach Resources section: I can do it! worksheet. Pupils Book: Picture Dictionary. Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Identify and say the name of different clothes. Identify and say colour names. Ask and answer simple questions about what people are wearing To sing a song Are you wearing your (hat)? Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise vocabulary about clothes. Recognise vocabulary about colours. Understand and answer simple questions. Understand and follow simple instructions. A song Are you wearing your (hat)? BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: -Be able to read vocabulary about clothes. -Be able to read vocabulary about colours. -Be able to read a story with visual clues. -Be able to read questions and answers and instructions. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace, copy and complete vocabulary of the unit. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Clothes: T-shirt, skirt, trousers, sweater, shorts, coat, hat, socks, shoes. Grammar Understand and apply grammar rules correctly: Language structures: Im wearing/not wearing (a pink skirt). Are you wearing (a coat)? Yes, I am/ No, Im not. Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. -The // sound. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of each Unit: What about you? (AB page 61). Active Teach Resources section: I can do it! worksheet. Pupils Book: Picture Dictionary. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. UNIT 12: Going away 12a-Its time to go. 12b-Lets have a party! Social Science: Clothes and weather. Review 6. Story Time 3: Animals at the zoo! I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and say the vocabulary covered in Book 1. Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, and numbers. Identify, ask and answer questions. Give simple instructions. Respond to simple instructions. Present a project (Clothes and weather). Sing a song (Lets have a party!). Understand simple oral texts within the classroom's context: Recognise the characters. Recognise vocabulary covered in Book 1. Understand and answer simple questions. Understand and follow simple instructions. Respond to ideas and suggestions of others in an appropriate way. How to do a presentation. A song (Lets have a party!). BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the numbers from 1 to 20. Be able to read vocabulary from Book 1. Be able to read a story with visual clues. Be able to read questions, answers and instructions. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to trace, copy and complete the vocabulary in Book 1. Be able to complete simple sentences. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: Going away: photo, zoo, surprise, party, shout, home. Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella. Animals at the zoo: gorilla, zebra. Food: ice cream, carrot. Understand and apply grammar rules correctly. Language structures: Its hot. What are you wearing? Im wearing Have you got? Ive/ he/s shes got. Do you like? I like Im a I can Can I have? Here you are Receptive language: Have fun, run about, were off to Recycled language: Dance, sing, jump, fly, skip, name, shout, favourite, toy, doll, plane, train, book, school, pet, friend, hamster, cat, dog, red, T-shirt, hat, coat, sweater, trousers, dress, shorts, white, apple, doll, living room, shiny, animal, mum, girl, boy. Look at me! Here s a & for you. Numbers 1-20. Recognize and reproduce sounds, rhythm, accentuation, and intonation: -The // sound. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: Make connections, problem solving. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Greet and say goodbye in English. Ask and answer questions about clothes and the weather in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. -The // sound. Identify and use the lexical terms: -Going away: photo, zoo, surprise, party, shout, home. -Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella. -Animals at the zoo: gorilla, zebra. -Food: ice cream, carrot. Understand and apply grammar rules correctly. Prepositions (in/on/under) Its hot. What are you wearing? Im wearing Have you got? Ive/ he/s shes got. Do you like? I like Im a I can Can I have? Here you are Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Play a game. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count. Social Studies: school life, clothes and the weather. Arts and music: sing a song, draw. Linguistic abilities: reading and interpretation of a story. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and sing (PB page 84), Listen, point and say (PB pages 82, 84, 90). Play a game (PB page 87). Listen to the story. Then act out (PB page 82). Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular, (PB page 104). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (PB page 87) Learning to participate and cooperate with peers through acting out the story of the unit. (PB page 82). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about the weather. Be able to communicate the results of their own work: (Your project PB page 87). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit. Use their own abilities working in activities individually (AB pages 62-65) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it: (Review 6). Use the reference materials: (Cross-curricular PB page 104). Begin to manage effectively a set of strategies, resources of intellectual work: (Picture Dictionary & CD3). Develop critical thinking: (Make choices, match words and pictures) Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with drawings (Social Science PB page 87). Develop social skills and character traits like respect, cooperation and team work: Sing songs, rhymes and chants: Lets have a party! (PB page 84). Get used to work in activities to create ideas, to plan and act out, etc.: Draw and trace (AB page 65), Your Project (PB page 87). Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Acting out the story of the Unit PB page 82. Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (school life, describe the weather). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves:(Take turns to ask and answer questions) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Poster projects with cross-curricular worksheets. Social Studies: learning about the weather. Mathematical competence Mathematical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary about numbers. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Play game in a pair, listening and speaking to one another and taking turns appropriately (PB page 87). Presentation of project. Speak and listen to classmates as they present project work (PB page 87). Play game with whole class, listening and speaking to one another and taking turns appropriately (Extra! TB page 83). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Units 12a, 12b, Social Sciences. Pages 82-87 & 90-91): Picture Dictionary (pages 102). Cross curricular (page 104). Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. Activity Book (pages 62-66): Pre-reading and pre-writing activities. The Reader (in digital and print): Flashcards and Word cards (party). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (PB pages 82-87). Summative evaluation Tests: Progress Review 11 & 12 (Diagnostic Test) Unit 12 Quiz. (Active Teach Resources section). Self-evaluation Activity Book: Self-evaluation activity at the end of each Unit. (Review 6). Pupils Book: Picture Dictionary (Pages 102-104) & CD3 Track 36 & 37 Review 6 (Pages 88-89). Active Teach Resources section: I can do it! worksheet. Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Identify and say the vocabulary covered in Book 1. Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, numbers. Identify, ask and answer questions. Give simple instructions. Respond to simple instructions. Present a project (Clothes and weather). Sing a song (Lets have a party!). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the characters. Recognise vocabulary covered in Book 1. Understand and answer simple questions. Understand and follow simple instructions. Respond to ideas and suggestions of others in an appropriate way. How to do a presentation. A song (Lets have a party!). BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: Be able to read the numbers from 1 to 20. Be able to read vocabulary from Book 1. Be able to read a story with visual clues. Be able to read questions, answers and instructions. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace, copy and complete the vocabulary in Book 1. Be able to complete simple sentences. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: Going away: photo, zoo, surprise, party, shout, home. Clothes and weather: hot, cold, rainy, sunglasses, boots, umbrella. Animals at the zoo: gorilla, zebra. Food: ice cream, carrot. Grammar Understand and apply grammar rules correctly: Language structures: Its hot. What are you wearing? Im wearing Have you got? Ive/ he/s shes got. Do you like? I like Im a I can Can I have? Here you are Prepositions: in/on/under. Phonics Recognize and reproduce sounds, rhythm, accentuation, and intonation. -The // sound. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating, use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Activity Book: Self-evaluation activity at the end of each Unit. (Review 6). Pupils Book: Picture Dictionary (Pages 102-104) & CD3 Track 36 & 37 Active Teach Resources section: I can do it! worksheet. BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives. The Yazoo Music Show. Happy New Year! Book Day. I. OBJECTIVES BLOCK 1. Listening, speaking and conversation Participate in oral interactions: Identify and say the vocabulary covered in Book 1. Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, numbers. Identify, ask and answer questions. Give simple instructions. Respond to simple instructions. Present a picture, book (Happy New Year! & Book Day). Sing a song (Happy New Year) and (I love books). Perform a musical (The Yazoo Music Show). Understand simple oral texts within the classroom's context: Recognise the characters. Recognise vocabulary covered in Book 1. Understand and answer simple questions. Understand and follow simple instructions. Respond to ideas and suggestions of others in an appropriate way. How to do a presentation. A song (Happy New Year) and (I love books). A musical (The Yazoo Music Show). BLOCK 2. Reading and writing Read simple words and phrases Pre-reading activities (Optional): Be able to read the numbers from 1 to 20. Be able to read vocabulary from Book 1. Be able to read a musical script. Be able to read questions, answers and instructions. Write simple words and phrases- Pre-writing activities (Optional): Be able to write their names. Be able to trace, copy and complete the vocabulary in Book 1. Be able to complete simple sentences. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit: New Year: dragon, lantern, present, money, head, fireworks, Happy New Year! Book Day: story, brave, pirate, day, mouse. Understand and apply grammar rules correctly. Language structures: Ive/ he/s shes got. Receptive language: China, Scotland, New Years Day, make. Great. Recycled language: Red, money, look, dance, sing, play, friend, doll, book, school, favourite, queen, animal, toy, girl, boy, plane, cat, train, dog. Numbers 1-10. Recognize and reproduce sounds, rhythm, stress and intonation: -The rhythm, intonation and stress of a musical score. Develop effective language-learning practices. Use prior knowledge. Follow instructions Remember new words. Logical thinking: Match sentences and pictures. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognise and learn basic forms of social interactions in a foreign language. Performance skills in English. Show a receptive attitude towards those who speak a different language than their own. Learning about the language, lifestyle and culture of English-speaking world. II. CONTENTS BLOCK 1. Listening, speaking and conversation Understand simple oral messages to perform classroom tasks. Listen and understand simple oral messages. Participate in oral interaction in real and pretend situations giving verbal and non-verbal responses based on routines of communication. Produce known oral texts previously through active participation in songs, presentations, role-plays, rhymes and guided interactions. Develop basic strategies to understand and produce oral expressions. Value a foreign language as a tool for communication. BLOCK 2. Reading and writing Read simple words and phrases learned previously in real and pretend situations and oral interactions. Begin to use reading strategies: visual and verbal context. Write words and phrases, previously learned through oral interactions and readings to be able to communicate and share information socially. Begin to use reading learning programmes. Show interest in the care and presentation of written work. BLOCK 3. Knowledge of the language. 3.1. Linguistic knowledge Begin to recognize and reproduce the sounds, rhythm, accentuation, and intonation. The rhythm, intonation and stress of a musical score. Identify and use the lexical terms: -New Year: dragon, lantern, present, money, head, fireworks, Happy New Year! -Book Day: story, brave, pirate, day, mouse. Understand and apply grammar rules correctly. -Ive/ he/s shes got. Associate global writing, pronunciation and meaning from written examples. Get familiar with the use of basic strategies of the production of written texts based on a model: chose the addressee, the purpose and content. Interest and curiosity in widening knowledge related to the English language in different situations. 3.2. Reflection on learning. Develop effective language-learning practices. Use prior knowledge. Follow instructions Use the skills of observation. Remember new words. Flexible thinking. Present a project. Make a survey and vote. Reflect on their own work and self-evaluate themselves at the end of the Unit. BLOCK 4. Socio-cultural aspects and intercultural awareness Recognize and learn basic forms of social interactions in a foreign language. Show a receptive attitude towards those who speak a different language than their own. Interdisciplinary contents: Maths: To count, make a survey. Social Studies: school life. Arts and music: make a lantern, make a book, sing a song, participate in a musical production, draw. Linguistic abilities: reading and interpretation of a script and stories. III. BASIC COMPETENCES Linguistic competence All sections and activities of the Unit contribute to the development of the communication aspect of the linguistic competence, especially the activities: Listen and sing (PB pages 92-93, 95, 97), Listen, point and say (PB page 96). Perform (PB pages 92-93). Listen to the story. Then act out (TB page 96) Data processing and digital competence Use means of information and situations of diverse types of communication to combine communication and reading skills: Stickers, cut-out, etc (connect visual and text information) Look at photographs as a mean of information: (Cross-curricular, (PB page 104). Interpret and process information from tables and pictures. Tick charts for each lesson. Practice and get familiar with a variety of digital competences and information throughout the course applying the components of the methods: Active Teach for Interactive Whiteboards -(interactive PB and AB, audio material, digital flashcards, word cards and story cards, extra activities, interdisciplinary digital posters, Reader, interactive games, download PDF section with printables, tests, videos with real characters related to the Unit, Interactive board games, a version available as a PDF with Worksheets to copy, tests, etc). Active Book (an Active Teach version to use at home). Class Audio CDs. CD ROMs Course web page Cultural and artistic competence This competence is develop by working with the abilities and skills essential for communication, like: Dialogues and communication exchanges, understanding what they transmit. Socialize and participate in class activities, playing, building, and accepting classroom rules, in pairs and in whole group. (Perform The Yazoo Music Show PB pages 92-93) Learning to participate and cooperate with peers through acting out the story of the unit. (Book Day PB page 96). Learning a foreign language implies the knowledge of cultural aspects linked to the speakers of that language. The story always makes reference to social aspects and values of a democratic society. This competence is developed through the knowledge of the interdisciplinary sections related to the theme of the Unit. Learn about festivals and special events (Book Day). Be able to communicate the results of their own work: (Make a book). Learning to learn competence This competence is develop throughout the unit through the following activities: Understand and use learning strategies in the classroom: make a portfolio with the vocabulary learned in the Unit. Use their own abilities working in activities individually (Make a book, make a lantern) while familiarizing with pre-reading and pre-writing. Reflect on what they have learned and how they have learned it. Use the reference materials: Cross curricular (PB page 104). Begin to manage effectively a set of strategies, resources of intellectual work: (My Picture Dictionary & CD3). Develop critical thinking: (Vote following class survey). Autonomy and personal initiative This competence is develop throughout the unit through the following activities: Be responsible with the work and activities of the Unit, by organizing their personal work as a strategy for learning: Work with materials (Make a lantern, a book PB pages 95, 97). Develop social skills and character traits like respect, cooperation and teamwork: Sing songs, rhymes and chants: The Yazoo Music Show, I love books. Get used to work in activities to create ideas, to plan and act out, etc.: The Yazoo Music Show, Make a book, Act out story from Book Day. Develop and value personal qualities like initiative, perseverance and overcoming difficulties: Perform in front of an audience (the Yazoo Music Show), Get started on strategies to review and reflect on their own learning and self-evaluation. Immerse in the language, tradition and culture of the English-speaking world (Festivals and Book Day). Competence in interaction with the physical world Part of this competence is the awareness of the physical space; it's social interactions and human activities and abilities to interact in it. Show respect to others and themselves:(Listen, respond, take turns to present and perform) Perceive and interact with the physical space throughout the knowledge of cross-curricular lessons and interdisciplinary sections: Projects with cross-curricular worksheets (Festivals PB page 104). Social Studies: learning about festivals and traditions in other countries (Chinese New Year). Mathematical competence Mathem 01JdzmU?)+hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH *hh%p5CJOJQJ\aJ(mH sH *hh%p5CJ4OJQJ\aJ4mH sH &hh%p5CJ4OJQJ\mH sH *hh%p5CJ`OJQJ\aJHmH sH hh%pCJaJmH sH %jhh%pCJUaJmH sH    01@HIJLxxv+$$d(%d(&d('d(1$7$N(O(P(Q(gd%p.$$$d(%d(&d('d(1$7$N(O(P(Q(a$gd%p.$d$d(%d(&d('d(1$N(O(P(Q(a$gd%p DrLZbr ? k  . k $ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$a$gd%p$ s^sa$gd%pk 8 Z {  \ z $ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$ & Fd`a$gd%p \  2 q 1{| LRvdvR"hh%p6OJQJ]mH sH #hh%p5OJQJ^JmH sH  hh%pOJQJ^JmH sH (hh%p6B*OJQJmH phsH +hh%p6B*OJQJ]mH phsH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH %hh%pB*OJQJmH phsH   2 f (| 5Sg$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%pg V*$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F hd`a$gd%p$td^t`a$gd%p$8d^8a$gd%p  Vyz{໪໪~nX@/hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH +hh%p6B*OJQJ]mH phsH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH "hh%p6OJQJ]mH sH hh%pOJQJmH sH  *hh%pOJQJmH sH *yz{(yttttgd%p$ & F da$gd%p$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p Q} 'W$ & F da$gd%p $ a$gd%p$a$gd%p $da$gd%pgd%p ' 4vxí×҂p`p`pK҂8%hh%pB*OJQJmH phsH ( *hh%pB*OJQJmH phsH hh%pOJQJ]mH sH "hh%p6OJQJ]mH sH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH Us*4k$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p vwx"5I$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%p$ & F hhd^ha$gd%pI%}?@YZ[s ︨͒}eM8)hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH  hh%pOJQJ^JmH sH %} ?@Z[sNO$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p$ & F da$gd%pNOv!:!"""""!#"##%%&&&'X(ǴwdS>d(hh%pB*OJQJ\mH phsH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH hh%pOJQJmH sH hh%p6OJQJmH sH Ov* f !"""""rrrrr$ & F d^`a$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & F d^`a$gd%p$ & F$da$gd%p$a$gd%p """###f$$%)&S&&&&&'$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%p$ da$gd%p''((((((.))i**2++++U,$a$gd%p$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & Fda$gd%p$ & F da$gd%pX((((-).)*2++++U,,---G/r/41T1˸u[H%hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH 1 *hh%p5>*B*OJQJ\mH phsH "hh%pOJQJ\]mH sH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH hh%pOJQJmH sH hh%pOJQJ\mH sH U,,u-----./F/G/r/0003141U1V11 $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%pT1V1112224?4@4A4V4y4444444444N5O5رwlررYwM *hh%pOJQJ%hh%pB*OJQJmH phsH hh%pmH sH )hh%pB*OJQJ^JmH phsH %hh%p5;OJQJ\mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH 1122g22222#3@3b333324$ & F d`a$gd%p$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p24@4A4V4y44444444?5M5N5O5d55 $ a$gd%p $ a$gd%p$ & Fda$gd%p$ & Fda$gd%pgd%p$a$gd%p$a$gd%p $da$gd%pO5d555N6\6666666H7777;888819V9999999: :˸˸˸m[["hh%p5OJQJ\mH sH " *hh%p>*OJQJmH sH hh%p>*OJQJmH sH %hh%pB* OJQJmH phsH +hh%p6B*OJQJ]mH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH 556I6^6x666H7b7}77777<8f8$ & F 8hd`ha$gd%p $ a$gd%p$ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F d^a$gd%pf888 90919V9999:1:q:}:::$ & F8Ld^8`La$gd%p$a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F 8hd`ha$gd%p :/::::::: ;!;6;L;~;;; <"<=(====e>f>g>h>>߻ߦ߻ߦ߇p]G*hh%p5CJOJQJ\aJ(mH sH $hh%pCJ(OJQJaJ(mH sH -hh%pB*CJOJQJaJmH ph3fsH hh%pOJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH "hh%p5>*OJQJmH sH "hh%p5OJQJ\mH sH hh%pOJQJmH sH "hh%p6OJQJ]mH sH :::};~;;;;;< < <"<$d^a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$ & F 8Ld^8`La$gd%p$a$gd%p$8d^8a$gd%p "<<,=<=====f>h>>>vff$ s^sa$gd%p$$*$a$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p$8d^8a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p >>>>>?9?Q?????A@x@@@$ & F 8hd`ha$gd%p$ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$a$gd%p$ s^sa$gd%p>>>??@A3AAAAAABB(B)B>BMBNBXBYBeBfBsBBBBBSCTCCӱyccQQQQQcc"hh%p6OJQJ]mH sH +hh%p6B*OJQJ]mH phsH #hh%p5OJQJ^JmH sH  hh%pOJQJ^JmH sH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH @AA3AgAAAAB)B>BNBx``x`$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p NBYBfBtBBBBBTCCCC~$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F hd`a$gd%p$ & F `d``a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p CCCCDDDEEEJFSF`FaFbFFHHH8J9J춠x`xK6(hh%p>*B*OJQJmH phsH (hh%p>*B* OJQJmH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH #hh%p6OJQJ^JmH sH +hh%p5>*B*OJQJmH phsH  hh%pOJQJ^JmH sH hh%pOJQJmH sH +hh%p6B*OJQJ]mH phsH %hh%pB*OJQJmH phsH CD&D:DDDDDEmEEEv$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p EJFKFLFMFNFOFPFQFRFaFbFFFFGHMHHHH$ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p$ & F da$gd%pH IEIII8J9J]JzJ{JJJK_KK$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F8Ld^8`La$gd%p $da$gd%p$a$gd%p$ & F da$gd%p9JyJzJ{J#K^KKKKKKKKKK9M;MYMZMMMM N\NԿ{fSBSB hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH ( *hh%pB*OJQJmH phsH % *hh%p6OJQJ]mH sH hh%pOJQJ]mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH (hh%p>*B*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH KKKKKBLL9M:M;MZMMw$ & F da$gd%p $da$gd%p $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p MMMMMM N\N]NNN@O\O~OO$ & F d^`a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p\N]NNN@OOOPPP/PPPQQȷȨ}eP71 *hh%p5>*B* OJQJ\mH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH OOOOPP/PP?QQQQ RR$ & Fhd^ha$gd%p$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p Q RS$TUUUUUU V VvVXXYYYZV[[[G\H\\\\ݵ|gWEE"hh%pOJQJ\]mH sH hh%pOJQJ\mH sH (hh%pB*OJQJ\mH phsH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH RRSPSmSSUUUUUU}}}}}u$a$gd%p$ & F d^`a$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & Fda$gd%p $da$gd%p$ & F d^`a$gd%p UU VvVVWWX,YZYYYYZZy$ & F da$gd%p$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%p$ da$gd%pZ[[[H\\\]]f]^^I__/````$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & F da$gd%p$ & Fda$gd%p\]e]f]_/```MaNaacc,cddg(g*gSg׿װtaL:"hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH  *hh%pOJQJmH sH "hh%pOJQJ\]mH sH hh%pOJQJmH sH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH `MaNaabcc+c,cId{ddddef2ffg)g $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p$ & F d^`a$gd%p $da$gd%p$a$gd%p)g*gTg~gggg1hVhhhhhhi~~~$ & F d`a$gd%p$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p $da$gd%pSgTgUhVhjjjjj)jKjLjjjjjjjjkkkk%lششwشwkXF"hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH  *hh%pOJQJ)hh%pB*OJQJ^JmH phsH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH "hh%p5OJQJ\mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH i i*iSiiijjj)jLjjjjjkRk`k$ & Fda$gd%p$a$gd%p $da$gd%p$a$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p`kkkkk%lIlllllm!m"mm$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p$a$gd%p $ a$gd%p$ & Fda$gd%p%lllllllmm m"mmBnDnbnnnnn ooooo'pLppppppppqqqֲ쟍{{k썲Y{{" *hh%p>*OJQJmH sH hh%p>*OJQJmH sH "hh%p5OJQJ\mH sH "hh%p5>*OJQJmH sH %hh%pB* OJQJmH phsH hh%pOJQJmH sH (hh%pB*OJQJ]mH phsH +hh%p6B*OJQJ]mH phsH %hh%pB*OJQJmH phsH "mmmn)nCnDnbn o9ooooo&p'p$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p'pLppppqTqqqqq r rrr[r$ & F da$gd%p $ a$gd%p$ & F 8Ld^8`La$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$a$gd%pqqqr rrrrrssHtItJtttuuuwuxu߸ߗ߇߸wdN43hh%p5B* CJOJQJ\aJmH phsH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH  *hh%pOJQJmH sH "hh%p5>*OJQJmH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH "hh%p6OJQJ]mH sH hh%pOJQJmH sH "hh%p5OJQJ\mH sH [rrrrrbsss4tHtItJt}e$ & F80d^8`0a$gd%p$hd^ha$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p$a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p Jtttu/uBuUunuxuyuuuuv vivv$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$ s^sa$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%pxuyuuu9wVwxy5yyyyyyzzCzDz[z\zhzizuzvzҼudRd<<<<+hh%p6B*OJQJ]mH phsH #hh%p5OJQJ^JmH sH  hh%pOJQJ^JmH sH h%pB*OJQJmH phsH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH vvvvw8w9wVwwww"xExgxxx$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%pxxyy5yiyyyzzDz\zx``$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p \zizvzzzzzzzz{6{7{{{{$|$ & F8Ld^8`La$gd%p$ & F hd`a$gd%p$ & F `d``a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%pvzzzzzzzzzzzzz5{6{7{{{{{{#|$|C|D|>}?}@}|}~~ǵǵǵǵǵǵ֤֤~h+hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH  hh%pOJQJ^JmH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH $|D|s|||||>}?}@}|}}wc$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p }}~u~~~~~~~~~~~~$a$gd%pgd%p $da$gd%p$ d^a$gd%p$ & F da$gd%p$ & F da$gd%p$ & F# 8hd`ha$gd%p5()G݂ނ ǃEƄ ()XϹjXXXXEjE%hh%pB*OJQJmH phsH "hh%p6OJQJ]mH sH )hh%p5>*OJQJ\^JmH sH (hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH 5q'()Gw݂ނ u$ & F8Ld^8`La$gd%p $da$gd%p$a$gd%p$ & F da$gd%p $ a$gd%pFwƄss$ & F hhd^ha$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p  )XmdžԆ67s‡$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%pX67s‡ $ʉﺪ͔gO:)hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%p5OJQJmH sH %hh%pB* OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH  hh%pOJQJ^JmH sH 6Gc $)}$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p$ & F da$gd%pʉ؉Ԋp,}ҔȵxeT?e(hh%pB*OJQJ\mH phsH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH %hh%p5>*OJQJ\mH sH .hh%p5>*B* OJQJ\mH phsH hh%pOJQJmH sH hh%p6OJQJmH sH ԊKKh~j$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & Fda$gd%p$L$d^L`$a$gd%p$ & Fda$gd%p$ & F d^`a$gd%p$ & F$da$gd%p$a$gd%p ʎҎpRʐE $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F da$gd%p$ da$gd%p$ & F d^`a$gd%p,} XYz{̖lxә<$ & F da$gd%p$ & Fda$gd%p $da$gd%p$ & Fda$gd%p$ & F da$gd%p$a$gd%pҔWXY{˖̖xә<oW?@Yι๦হtaL)hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH "hh%pOJQJ\]mH sH hh%pOJQJmH sH hh%pOJQJ\mH sH <=oX@XYvG $ & Fa$gd%pgd%p$ & Fda$gd%p $da$gd%p$ & F d^`a$gd%p$a$gd%p$a$gd%pQɡ<Ih$ & F hd`a$gd%p$ & F d`a$gd%p$ d^a$gd%p$ & Fhd^ha$gd%p $da$gd%p$a$gd%p$9:?N]ͤΤ#$9ǵǢxmZxN;%hh%p5>*OJQJ\mH sH  *hh%pOJQJ%hh%pB*OJQJmH phsH hh%pmH sH )hh%pB*OJQJ^JmH phsH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH h|ȢԢ<ɣ$9:ͤ$ & F80d^8`0a$gd%pgd%p$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%pͤΤ!"#$9gĥq$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p $ a$gd%p $da$gd%p$d^a$gd%p$ & F80d^8`0a$gd%p$a$gd%p$a$gd%p 9gĥQ_am$&DŨȨרߩ;̶̶̶̶̶̡̎||lZ" *hh%p>*OJQJmH sH hh%pOJQJ\mH sH "hh%p5OJQJ\mH sH %hh%pB* OJQJmH phsH (hh%p6B*OJQJmH phsH +hh%p6B*OJQJ]mH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH !Loȧ %&D $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p$ & F d^a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%pD?N0$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p;J#/2AҬ\u%)ef56߻߻ߦ߻ߦ߇t^D3hh%p5B* CJOJQJ\aJmH phsH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH "hh%p5OJQJ\mH sH "hh%p5>*OJQJmH sH hh%pOJQJmH sH "hh%p6OJQJ]mH sH 0Lqn<|$ & F da$gd%p $ a$gd%p$ & F 8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p <[\]u3(v$ & F80d^8`0a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p$a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p ()ef 67Es}}}$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$ s^sa$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p$8d^8a$gd%p67Es\}~г!7JKdҼraOa99+hh%p6B*OJQJ]mH phsH #hh%p5OJQJ^JmH sH  hh%pOJQJ^JmH sH (hh%p5B*OJQJmH phsH %hh%p5>*OJQJ\mH sH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH $7SDZ+B~ $ a$gd%p$d^a$gd%p$ & Fda$gd%p$ & Fd`a$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p.Nϳг(s!p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F 8hd`ha$gd%p !7Ke{ֵ6M$ & F hd`a$gd%p$ & F `d``a$gd%p$ & F8Ld^8`La$gd%p$8d^8a$gd%pյֵ=VBC Jlu̻̻iQ/hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH +hh%p6B*OJQJ]mH phsH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p6OJQJ]mH sH Cr Jwc$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p Ÿlmnopqrst$ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p$ & F da$gd%p$ & F da$gd%p$ & F# 8hd`ha$gd%pĻZ[9tu+,pr,-í×҂oo]]]o҂oLoL hh%pOJQJ^JmH sH "hh%p6OJQJ]mH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH *oĻ+gZ[ 0$ & F8Ld^8`La$gd%p $da$gd%p$a$gd%p $ a$gd%p$ & F da$gd%p0u,qrNvvjj $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p -L`s \$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p \cd}~12=J ȷȨ}eM8(hh%p6OJQJmH sH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH &cd~2 QRT{$ & F$da$gd%p$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p PRST{>&'pݵݵݵݝudOu(hh%pB*OJQJ\mH phsH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH .hh%p5>*B* OJQJ\mH phsH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH /k'qq$ da$gd%p$a$gd%p$ & F d^`a$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & F d^`a$gd%p 'Jvp}}}$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$hd^ha$gd%p$ & Fda$gd%p$ & F d^`a$gd%p$ & F da$gd%p pj KABt$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & Fda$gd%p$ & F da$gd%p JKAtlgh[{}ι๦হtaL)hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH "hh%pOJQJ\]mH sH hh%pOJQJmH sH hh%pOJQJ\mH sH tm%ghQRZ[| $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%p$a$gd%p|}a3@_$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ d^a$gd%p$ & Fhd^ha$gd%p $da$gd%p }&5Z[mnǵǢxmZxN;%hh%p5>*OJQJ\mH sH  *hh%pOJQJ%hh%pB*OJQJmH phsH hh%pmH sH )hh%pB*OJQJ^JmH phsH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH _s?Z[nogd%p$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%po~-qqqq$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p $ a$gd%p$ & Fda$gd%p $da$gd%p$d^a$gd%p$ & Fda$gd%p$a$gd%p -=?b9: ̶̣ߓ߃q_M"hh%p6OJQJ]mH sH "hh%p5OJQJ\mH sH " *hh%p>*OJQJmH sH hh%p>*OJQJmH sH  *hh%pOJQJmH sH %hh%pB* OJQJmH phsH +hh%p6B*OJQJ]mH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH >?)Rray$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p$ & F d^a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p ab:X >$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F 8hd`ha$gd%p$d^a$gd%p > Qn$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$ 8d^8a$gd%p$ da$gd%p$a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p  *+,hiͻ͙͉ͩv`F.. *hh%p5B* OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH  *hh%pOJQJmH sH "hh%p5OJQJ\mH sH "hh%p5>*OJQJmH sH hh%pOJQJmH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH g*+,hit$ & F da$gd%p $ 7$a$gd%p$8d^8a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p$a$gd%p$d^a$gd%p 4Jpz7l'e$ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$a$gd%p$ s^sa$gd%pvUjq*+@ӱyccccQ"hh%p6OJQJ]mH sH +hh%p6B*OJQJ]mH phsH #hh%p5OJQJ^JmH sH  hh%pOJQJ^JmH sH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH =Y@{$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%pVuvUx``$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p +@Kg~$ & F8Ld^8`La$gd%p$ & F hd`a$gd%p$d^a$gd%p$ & F da$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p Kg}~$123aUȹٹȍ}gO7. *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH +hh%p6B*OJQJ]mH phsH hh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH % *hh%p6OJQJ]mH sH ~I%J{b$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p Jt !"#23a$ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p$ & F da$gd%p$ & F da$gd%p$ & F# 8hd`ha$gd%pSTUVt /LM$ & F8Ld^8`La$gd%p$a$gd%p $ a$gd%p $da$gd%p$ & F da$gd%pUVt KLMDEF57UVdĮәrrrrr_ә_N_N hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH "hh%p6OJQJ]mH sH (hh%p>*B*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH F>56ssg $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p 67VdeHd$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%pdeH`az{|./:Hkɸɩ~fN9)hh%p6OJQJmH sH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH %hh%pB* OJQJmH phsH du#`a{|/3cd$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%pkwcdNOxyz-.AB`ȵॵxeT?e(hh%pB*OJQJ\mH phsH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH %hh%p5>*OJQJ\mH sH .hh%p5>*B* OJQJ\mH phsH hh%pOJQJmH sH hh%p6OJQJmH sH ?O`hxyzzzzzr$a$gd%p$ & F d^`a$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p$ & F$da$gd%p yzNh.ABC`$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%p$ da$gd%p+8C D e f  W   `  B t $a$gd%p$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & Fda$gd%p$ & F da$gd%p zB C D f   `  B t xXι๦হtaL)hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH "hh%pOJQJ\]mH sH hh%pOJQJmH sH hh%pOJQJ\mH sH yi'WXR% $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%pH=Jny$ hd^ha$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p $da$gd%p$a$gd%p/<=>S2GHPfuǵǢxmZxN;%hh%p5>*OJQJ\mH sH  *hh%pOJQJ%hh%pB*OJQJmH phsH hh%pmH sH )hh%pB*OJQJ^JmH phsH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH n>Jc/=>Sw2$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & F hd`a$gd%p2GHO56Vrs $ a$gd%p$ & Fda$gd%p $da$gd%p$d^a$gd%p$ & Fda$gd%p$a$gd%pgd%p$a$gd%poOIn$td^t`a$gd%p$ d^a$gd%p$8d^8a$gd%p$td^`ta$gd%p$ & F d^a$gd%p $ a$gd%p$a$gd%poI&  q    !!!!!!!!"!")"*"""##$$$%%%߼ߪߘ߃tߪd߃t *hh%pOJQJmH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH "hh%p6OJQJ]mH sH "hh%p5OJQJ\mH sH hh%p>*OJQJmH sH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH $&Cp'Z 0 p q }}}$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p $ a$gd%p$td^t`a$gd%pq    !f!!!!! "!")"*"r"$ & F da$gd%p $ a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$a$gd%pr"""""_###$l$m${$$$$8d^8a$gd%p $da$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p$a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p $$%%%%%%%%&1&Y&&vv$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$ s^sa$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p$ & F80d^8`0a$gd%p %%%%%%%&(!(t(((((((")f))Ƭ~hUhFUFUFUFUFUhh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH &&&'@'a''''((!(d((((#)$ & F 8hd`ha$gd%p $ a$gd%p $da$gd%p$ & Fd`a$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p#)f)))))*S*****x`x$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p ))S*h*o******/+M+++ , ,;,<,1-2-3-o-...ǵ؟ؐ~ǟ؟ؐhXB+hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH "hh%p6OJQJ]mH sH hh%pOJQJmH sH +hh%p6B*OJQJ]mH phsH #hh%p5OJQJ^JmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH (hh%p5B*OJQJmH phsH *0+M++++ ,<,k,,mT$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F hd`a$gd%p $da$gd%p$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p ,,,,1-2-3-o---J..v`$ & F da$gd%p$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p ............/G//W00000X11!2$ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p....000222223R3S33333$4k4Ϲ~i~S@S@@%hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH !2K2222223S3333%4V4$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F8Ld^8`La$gd%p $da$gd%p$a$gd%p$ & F da$gd%p V4l4}4444455556E6$ & F da$gd%p $da$gd%p $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p k4l4|4}44444445566E6m6n660717m77888ŶveŶeP@eŶhh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH  hh%pOJQJ^JmH sH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH "hh%p6OJQJ]mH sH E6Z6n6666660717m77808A8c8$ & F d^`a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%pc88888899A:m::::@;$ & F$da$gd%p$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p 888899999:::<<Լ~o_oF3o#hh%p>*OJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH hh%p6OJQJmH sH hh%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH  hh%pOJQJ^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH  @;};;<$<<?>u>>>>>>>qq$ da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p <?>t>u>>>>>>+?CADA$B%BBBBCCC:D;D~DDDDDDJG񶡎}hXFF񡎶"hh%pOJQJ\]mH sH hh%pOJQJ\mH sH (hh%pB*OJQJ\mH phsH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH %hh%p5>*OJQJ\mH sH hh%p>*OJQJmH sH hh%pOJQJmH sH >+?t?@~@DAAA$B%BBBBB^CC$ & F da$gd%p$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%pCC;DDDDDDEMFFJGGGG-HH$a$gd%p$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & Fda$gd%pJGGG-HHIIIIAKlKMMMMM:Oߴߴ߅r]K3/hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH )hh%p5>*OJQJ\^JmH sH %hh%pB*OJQJmH phsH .hh%p5>*B*OJQJ\mH phsH hh%pOJQJmH sH "hh%pOJQJ\]mH sH HIIIIIJK@KAKlKLLL:MMMMMM $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%pMN'NxNNNNO;O]OjOOOOss$ & F d`a$gd%p$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p :O;OPPPPP0Q1QFQGQfQgQQQQQRR̷̥ߕueP߀D *hh%pOJQJ( *hh%pB*OJQJmH phsH  *hh%pOJQJmH sH hh%pmH sH )hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH hh%pOJQJmH sH "hh%p6OJQJ]mH sH OOOP+PjPPPPPP0Q1QFQGQgQQQQ$ & Fda$gd%pgd%p$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%pQQQQRRR+RYRRRS-SYSSS$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p $ a$gd%p$d^a$gd%p$ & Fda$gd%p$a$gd%p$a$gd%pR+RYRRSMTCUDUEUcUUUV*V*OJQJmH sH hh%p>*OJQJmH sH ( *hh%pB* OJQJmH phsH %hh%pB* OJQJmH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH SMTgTTTTU*UDUEUcUUV+VdVyyy$d^a$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p$ & Fd`a$gd%p$ & F d^a$gd%pdVVVWBWCWhWWWWW*XiXjXrX$8d^8a$gd%p$ & F8Ld^8`La$gd%p$a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$d^a$gd%prXXXXXYYMYuYvYwYxYYo$d^a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p XXXXXXYYQYtYuYwYYZZK[L[s[[[D\E\F\ɶߡɶ߀n^ߡN;%hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH  *hh%pOJQJmH sH "hh%p5OJQJ\mH sH "hh%p5>*OJQJmH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH hh%pOJQJmH sH "hh%p6OJQJ]mH sH YNZZZ+[,[L[e[r[s[[[sk$a$gd%p $ 7$a$gd%p$hd^ha$gd%p$ & Fda$gd%p $da$gd%p$8d^8a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p [E\Y\g\x\\\\\\']Z]t]]]]]$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$a$gd%p$ s^sa$gd%p$ & F da$gd%pF\\\\\Z^[^~^^^^^^3_4_R_`/`s```Daha b bк~oooZI hh%pOJQJ^JmH sH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH %hh%pB* OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH *hh%p5CJOJQJ\aJ(mH sH ]-^[^^^^^^_4_5_R____`$ & F 8hd`ha$gd%p $da$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p$ & Fd`a$gd%p$ & F da$gd%p`0`s```aCaDahaaa b9bp$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F 8hd`ha$gd%p b'b9bbbb6c7c^c_c`cccc d de e eFevffffɺܒɒɺ|lV>/hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH +hh%p6B*OJQJ]mH phsH "hh%p6OJQJ]mH sH hh%pOJQJmH sH %hh%pB*OJQJmH phsH  hh%pOJQJ^JmH sH #hh%p5OJQJ^JmH sH 9bbbbc7c_c`ccc d9d~$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F hd`a$gd%p$ & F `d``a$gd%p$ & F8Ld^8`La$gd%p$8d^8a$gd%p 9dNdcdwdde e eFeee'fv$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p 'fvfwfxfyfzf{f|f}f~fffff$gg4hyhhhh$ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p$ & F da$gd%pfffhhhdjejjjjjj3k4k_k`kkk'l(lSlTlí×҂oYoYooGG"hh%p6OJQJ]mH sH +hh%p6B*OJQJ]mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH h5iqii(jdjejjjjj4k`kkkk(l$d^a$gd%p$ & F8Ld^8`La$gd%p$d`a$gd%p$d^a$gd%p $da$gd%p$a$gd%p$ & F da$gd%p(lTlUllllllllmmMmmDn}}$ & F hhd^ha$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$8d^8a$gd%p$d`a$gd%pTlUlllllllllllllmmmDnFndnennnno`oλλλλΨ}hWW hh%pOJQJ^JmH sH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH % *hh%p6OJQJ]mH sH %hh%pB*OJQJmH phsH "hh%p6OJQJ]mH sH hh%pOJQJmH sH  *hh%pOJQJmH sH DnEnFnennnnnnoo`oaoooDp`p$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%p`oaoooDpqq4q5q6qNqqqqqrȷȨ}eP@hh%p6OJQJmH sH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH `pqpppqq5q6qNqqrrrr%ss$ & F$da$gd%p$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%prr%suEuvvvww w,w-wwyyzzz{[|x||ĴĴĴĜtcNt>hh%pOJQJ\mH sH (hh%pB*OJQJ\mH phsH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH ss5tqttuvvvvww w-wqq$ da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p -www~xxy"zKzzzz{{|{|z$ & Fda$gd%p$ & F da$gd%p$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%p{||4}}}}}}~+pq2$a$gd%p$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & Fda$gd%p|}2}3}4}}}}}}}3p2=h~Ɉʷ߷ߟ߷߷߅r]K"hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH hh%pOJQJmH sH "hh%pOJQJ\]mH sH 2dڄ <=hφ7 }~ $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%p~ʈ׈Wщ?Lk~~~~$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p $da$gd%pɈʈ45=?^ČŌ׌،سwl\\Iw= *hh%pOJQJ%hh%pB*OJQJmH phsH hh%pOJQJ\mH sH hh%pmH sH )hh%pB*OJQJ^JmH phsH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH kʊ K؋45`ČŌgd%p$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%pŌ،ٌ+FT̍W܎$8d^8a$gd%p$td^t`a$gd%p$ & F d^a$gd%p $ a$gd%p $ a$gd%p$ & Fda$gd%p$a$gd%p$a$gd%p̍WY()LMkl!,;qa”˸˸zj˸˸˸X"hh%p6OJQJ]mH sH hh%p>*OJQJmH sH ( *hh%pB* OJQJmH phsH %hh%pB* OJQJmH phsH +hh%p5>*B*OJQJmH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH "2Y)MlĐ!}$ & F$da$gd%p $ a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p$ & Fd`a$gd%p$ & F d^a$gd%p$8d^8a$gd%p 5ђ<pqb$d`a$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F$da$gd%p$7d^`7a$gd%p$ d^a$gd%pĔg˕͕̕q$d`a$gd%p$d^a$gd%p$ & F da$gd%p $ a$gd%p$ 8d^8a$gd%p $ & F$a$gd%p$a$gd%p$8d^8a$gd%p$d`a$gd%p ”ÔĔŔڔgʕ˕̕%&ͺͥ̀ͥp]G*hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH +hh%p6B*OJQJ]mH phsH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH "hh%p5OJQJ\mH sH ͕ \w%&ɘ|$ s^sa$gd%p$ & F da$gd%p $ 7$a$gd%p$8d^8a$gd%p$d^a$gd%p$ & Fda$gd%p$ & F hhd^ha$gd%p$a$gd%pɘ 8Z&HΚ,T$ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$a$gd%p$ s^sa$gd%p 8Ǜțed$6LͷyjUD2D#hh%p5OJQJ^JmH sH  hh%pOJQJ^JmH sH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH ( *hh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH TlǛț(Yœ"e$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p$ & Fd`a$gd%p eDcd6Lx$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p Lde  !*+/Mpqr}~  ;mǵǵǵǵǵ֤ǵt֤^+hh%p5>*B*OJQJmH phsH ,hh%pOJQJ^JaJmH nH sH tH 0hh%pCJOJQJ^JaJmH nH sH tH hh%pOJQJ^JmH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH  Le !+0Mopr $ & F8Ld^8`La$gd%p$ & F hd`a$gd%p$ & Fda$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p  j\;{$ & F da$gd%p$a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$d^a$gd%p Ƥmnopqrstu$ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p$ & F da$gd%p$ & F da$gd%p$ & F# 8hd`ha$gd%pmvŧ[\nXCX1"hh%p6OJQJ]mH sH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH +pŧ,h[\ ZȪ$d^a$gd%p $da$gd%p$a$gd%p $ a$gd%p$ & F da$gd%p Z>=sխ֭-.Ѯq[F55 hh%pOJQJ^JmH sH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH "hh%p6OJQJ]mH sH %hh%pB*OJQJmH phsH hh%pOJQJmH sH ,hh%pOJQJ^JaJmH nH sH tH 0hh%pCJOJQJ^JaJmH nH sH tH <>>JsO $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$d^a$gd%p ֭.MatѮҮ]ѯ$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%pѮҮ]]^wxy+,BD±ɸɩ~fN9-h%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH %hh%pB* OJQJmH phsH ѯ ]^xy,q±ña$ & F$da$gd%p$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p±ñLMvwx&)*GźĴĴĴĜtcS>tS(hh%pB*OJQJ\mH phsH hh%pOJQJ\mH sH  hh%pOJQJaJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH aڲM^fvwxqq$ da$gd%p$a$gd%p$ & F d^`a$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & F d^`a$gd%p LS)*GѹSȺz$ & Fda$gd%p$ & F da$gd%p$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%pȺlڻۻN O$ & F d^`a$gd%p$a$gd%p$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & Fda$gd%pLiklٻڻۻMNO!Jʷߟ߷߷߅r]K"hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH hh%pOJQJmH sH "hh%pOJQJ\]mH sH P#U( !K $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%pJKLYZ[p"#56س|g\،Gg; *hh%pOJQJ( *hh%pB*OJQJmH phsH hh%pmH sH )hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH "hh%p6OJQJ]mH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH Kf+_|$}}}}$ & F hd`a$gd%p$ hd^ha$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ da$gd%p$ & Fhd^ha$gd%p $8UwKLZ[p"#6gd%p$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p67WEp9|||||$8d^8a$gd%p$td^t`a$gd%p$ & F d^a$gd%p $ a$gd%p $ a$gd%p $da$gd%p$ & Fda$gd%p$a$gd%p$a$gd%pE9qrqi˸˸˓ˁ˸˸q_M"hh%p6OJQJ]mH sH "hh%p5OJQJ\mH sH  *hh%pOJQJmH sH " *hh%p>*OJQJmH sH hh%p>*OJQJmH sH ( *hh%pB* OJQJmH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH 9!9ay%W$r$d^a$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p$ & F d^a$gd%prQpqSi$8d^8a$gd%p$d`a$gd%p$ & F8Ld^8`La$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p   $d^a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p  %qBDzǑxaO=Dz"hh%p5OJQJ\mH sH "hh%p5>*OJQJmH sH ,hh%pOJQJ^JaJmH nH sH tH 0hh%pCJOJQJ^JaJmH nH sH tH "hh%p6OJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH )IVpqCVo$ s^sa$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p $da$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%pBCD m,U<Ƭ~hUB2B2B2B2B2Bh%pB*OJQJmH phsH %hxh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH  Fl,V>w$ & Fd`a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$a$gd%pw#$A 8c$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p"#$ABbnopDZtaLa9%h{h%pB*OJQJmH phsH (hh%p5B*OJQJmH phsH %hh%pB*OJQJmH phsH %h|h%pB*OJQJmH phsH h%pOJQJmH sH h|h%pOJQJmH sH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH %hxh%pB*OJQJmH phsH h%pB*OJQJmH phsH %nop,x`$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p +,KLvwklPʴʴʴʥʀoaoL*B*OJQJmH phsH h%pOJQJmH sH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH . *hh%p5B*OJQJ\mH phsH +h_h%p5B*OJQJ\mH phsH  *h_h%pOJQJmH sH  h_h%pOJQJ^JmH sH  hh%pOJQJ^JmH sH +hh%p5>*B*OJQJmH phsH D(d:j$ & F da$gd%p $ a$gd%p$a$gd%p$ & F da$gd%p$ & F da$gd%p$&4 ?c$ & F da$gd%p$d^a$gd%p$ & F da$gd%p$a$gd%p $da$gd%p"$&h46ŹŦw`M=*=*=%h{h%pB*OJQJmH phsH h%pB*OJQJmH phsH %hNoh%pB*OJQJmH phsH ,hNoh%pOJQJ^JaJmH nH sH tH 0hNoh%pCJOJQJ^JaJmH nH sH tH +hNoh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH h%pOJQJmH sH hh%pOJQJmH sH + *hh%p>*B*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH ?CEcdͺ캤캤͏ydQ@Q hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH +h{h%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH hh%pOJQJmH sH h%pB*OJQJmH phsH %h{h%pB*OJQJmH phsH LCDEdf$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%pfgJfm+,EFŰōzjzjzT?)hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH h%pB*OJQJmH phsH %hB\gh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH  hh%pOJQJ^JmH sH hB\gh%pOJQJmH sH h%pOJQJmH sH hh%pOJQJmH sH fgJf+,FG_ $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%pFG_ E;BпzzaN?0h-h%pOJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH hh%p6OJQJmH sH hh%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH  hh%pOJQJ^JmH sH  hh%pOJQJ^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH EI1$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p$ & F$da$gd%p$a$gd%p$ & Fda$gd%p BF1YAB\^D-~媕rcRc=(hh%pB*OJQJ\mH phsH  h+h%pOJQJaJmH sH h+h%pOJQJmH sH h%pB*OJQJmH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH %hh%p5>*OJQJ\mH sH hh%p>*OJQJmH sH hh%pOJQJmH sH h%pOJQJmH sH 1 B)y$ & F"da$gd%p$ & F!da$gd%p$ & F da$gd%p$ da$gd%p$a$gd%p$ & F d^`a$gd%p-~sz9E$ & F da$gd%p$ & Fda$gd%p $da$gd%p$ & Fda$gd%p$ & F da$gd%p$a$gd%p $a$gd%p~Ywyz89ҴҴ~~k[kC4h h%pOJQJmH sH .hh%p5>*B*OJQJ\mH phsH h%pB*OJQJmH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH "h-h%pOJQJ\]mH sH h%pOJQJ\]mH sH "hh%pOJQJ\]mH sH h%pOJQJmH sH hh%pOJQJmH sH h-h%pOJQJ\mH sH h-h%pOJQJmH sH 1X*+Hx$ & Fda$gd%p $da$gd%p$ & F d^`a$gd%p$a$gd%p$a$gd%p$ & F da$gd%p$ & Fda$gd%p1X~+x%Ǹs^R߸82hh%p5>*OJQJ^JaJmH nH sH tH h%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH %hh%pB*OJQJmH phsH h&h%pOJQJmH sH h%pB*OJQJmH phsH %h&h%pB*OJQJmH phsH hh%pOJQJmH sH .hh%p5>*B*OJQJ\mH phsH h h%pOJQJmH sH "h h%pOJQJ\]mH sH $%W##,:$ d^a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p $da$gd%p $ & Fa$gd%pgd%p$a$gd%p%m n      + @ ] ɷzezSD8)h+ h%pOJQJmH sH h%pOJQJmH sH hh%pOJQJmH sH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH "h yh%p6OJQJ]mH sH /h yh%p5B*OJQJ\^JmH phsH "h yh%p5OJQJ\mH sH )h yh%p5;OJQJ\^JmH sH %h yh%p5;OJQJ\mH sH h yh%pOJQJmH sH :^}~  I n    ~~~~$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p$ d^a$gd%p$ & Fda$gd%p     6 _      + ] ^ s t     gd%p$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p] ^ s t y z              U V       Ͻ}ڮn\n\P *hh%pOJQJ"h+ h%p6OJQJ]mH sH h+ h%pOJQJmH sH ( *hh%pB*OJQJmH phsH h+ h%pOJQJ]mH sH h%pOJQJmH sH hh%pOJQJmH sH "hh%p5OJQJ\mH sH hh%pmH sH )hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH     F G U      ww$ & F80d^8`0a$gd%p$hd^ha$gd%p $da$gd%p$hd`ha$gd%p$8d^8a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$a$gd%p     y    H$ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p$a$gd%p $ a$gd%p$d^a$gd%p   y   "Kv˸˥teVh_h%pOJQJmH sH h|h%pOJQJmH sH h%pOJQJmH sH ( *hh%pB* OJQJmH phsH h%pB*OJQJmH phsH %hxh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH W"Kv $ & F 8hd^`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%pv  89:&(Z[noͺthXEXEXEXEXEXE%h{h%pB*OJQJmH phsH h%pB*OJQJmH phsH h%pOJQJmH sH " *hh%p>*OJQJmH sH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%pB*OJQJmH phsH %h|h%pB*OJQJmH phsH h_h%p>*OJQJmH sH h_h%pOJQJmH sH %h_h%pB*OJQJmH phsH  +N9'Zn$8d^8a$gd%p$d^a$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%pX$d^a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p VX0bɶɶɶߡ߆s]D0hNoh%pCJOJQJ^JaJmH nH sH tH +hNoh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH h%pOJQJmH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH %h{h%pB*OJQJmH phsH +h{h%p6B*OJQJ]mH phsH hh%pOJQJmH sH "hh%p6OJQJ]mH sH Sk$tu34ǵǦǔDžsscWB3hh%pmH nH sH tH (hh%p5B*OJQJmH phsH h%pOJQJmH sH h+ h%pOJQJ]mH sH "h+ h%p6OJQJ]mH sH h+ h%pOJQJmH sH "hh%p5OJQJ\mH sH h h%pOJQJmH sH "hh%p5>*OJQJmH sH hh%pOJQJmH sH %hNoh%pB*OJQJmH phsH ,hNoh%pOJQJ^JaJmH nH sH tH $eftgg$ & F80d^8`0a$gd%p$hd^ha$gd%p $da$gd%p$hd`ha$gd%p$8d^8a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p 34  Ik$d^a$gd%p$ & F da$gd%p $ a$gd%p$ s^sa$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p$8d^8a$gd%p   Ic%BƳv`J7$J%hdh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH *h(2h%p5CJOJQJ\aJ(mH sH h%p5CJOJQJmH sH $h%p5CJOJQJ\aJ(mH sH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH  9:x%B?]$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p $ a$gd%p$ & Fd`a$gd%p$ & F da$gd%p$d^a$gd%pB? r  # $ 9 = [ ϼq[[[[L:L"h!@h%p6OJQJ]mH sH h!@h%pOJQJmH sH +h!@h%p6B*OJQJ]mH phsH #h!@h%p5OJQJ^JmH sH  h!@h%pOJQJ^JmH sH %h!@h%pB*OJQJmH phsH (hh%p5B*OJQJmH phsH %hh%pB*OJQJmH phsH %hdh%pB*OJQJmH phsH hdh%pOJQJmH sH hh%pOJQJmH sH  r $ x````$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p $ 9 > [ } ~   "d"""~ee$ & F 8hd`ha$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p$ & F hd`a$gd%p$ & F `d``a$gd%p$ & F8Ld^8`La$gd%p$8d^8a$gd%p [ | } ~    !!""""#,###̻̥}h}YJY7%hh%pB*OJQJmH phsH h h%pOJQJmH sH hh%pOJQJmH sH (h!lh%pOJPJQJ^JaJnH tH $h!lh%pOJQJ^JaJnH tH (h!lh%pCJOJQJ^JaJnH tH +h!lh%p6B*OJQJ]mH phsH  h!lh%pOJQJ^JmH sH %h!lh%pB*OJQJmH phsH "h!lh%p6OJQJ]mH sH h!lh%pOJQJmH sH "".####$$s$$$&%u%vv`$ & F da$gd%p$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p ##$$s$$u%~%%%%%'''c)d))︢rcMc7+ *hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH  h]h%pOJQJ^JmH sH +hh%p5>*B*OJQJmH phsH  hh%pOJQJ^JmH sH u%v%w%x%y%z%{%|%}%%%%%#&&3'x''''4(p(($ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p(')c)d)))))\*~**++,.,H,a,,$ & F8Ld^8`La$gd%p$ & F da$gd%p$d^a$gd%p $da$gd%p$a$gd%p$ & F da$gd%p)))))Z*\*^*t*v*x*z*|*~***ŲtaLa<h%pB*OJQJmH phsH (h!lh%pOJPJQJ^JaJnH tH $h!lh%pOJQJ^JaJnH tH (h!lh%pCJOJQJ^JaJnH tH %h!lh%pB*OJQJmH phsH +h!lh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH hh%pOJQJmH sH + *hh%p>*B*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH *++,,-,.,G,H,`,a,,,----.;.<....μݑ{fSBSB hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH +h!@h%p6B*OJQJ]mH phsH "h]h%p6OJQJ]mH sH h]h%pOJQJmH sH hh%pOJQJmH sH %h!@h%pB*OJQJmH phsH ,,]-----.(.<.[.o....$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%p..#/r/// 0)0W000000c1 $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p..#/r/// 0000000b1ȷoZB*.hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH h%pB*OJQJmH phsH %h]h%pB*OJQJmH phsH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH  b1c1x1y1'2-2?2@2A2B2i2_3j3T4|4566?6@6A6d6e667۾ۥۃsss[H%hh%pB*OJQJmH phsH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH h%p6OJQJmH sH h]h%p6OJQJmH sH h]h%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH c111A2B2i223m333T4$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p$ & F$da$gd%p$a$gd%p$ & Fda$gd%p T456'6/6?6@6A6e6677V8999:$ & F"da$gd%p$ & F!da$gd%p$ & F da$gd%p$ da$gd%p$a$gd%p$ & F d^`a$gd%p7999999:: :q:<V<u<w<x<<<<<==?񿧔m^I:hv+h%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH hh%pOJQJmH sH )hozh%p5>*OJQJ\^JmH sH "hozh%pOJQJ\]mH sH %hh%pB*OJQJmH phsH .hh%p5>*B*OJQJ\mH phsH (hh%pB*OJQJ\mH phsH h%pOJQJmH sH  hozh%pOJQJaJmH sH hozh%pOJQJmH sH ::: :q::f;;<x<<<<<==n>?$ & F da$gd%p$ & Fda$gd%p $da$gd%p$ & Fda$gd%p$ & F da$gd%p$a$gd%p $a$gd%p???_@`@@!AzA2BqBrBBBCC)D*D$ & Fda$gd%p $da$gd%p$ & F d^`a$gd%p$a$gd%p$a$gd%p$ & F da$gd%p$ & Fda$gd%p??_@@!AyAqBrBB)D*DUDF#G%GEGGGZGǸgT?-"hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH )hPN h%p5>*OJQJ\^JmH sH hPN h%pOJQJmH sH %hPN h%pB*OJQJmH phsH hh%pOJQJmH sH .hh%p5>*B*OJQJ\mH phsH hv+h%pOJQJmH sH "hv+h%pOJQJ\]mH sH *DUDEEE)FF#G$G%GFGGGqGGGGG;H$ d^a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p $da$gd%p $ & Fa$gd%pgd%p$a$gd%pZGpGqGGGGGGGHHI2IYJfJgJhJ}JJJǻǻǻǩǚxcxQBhGbh%pOJQJmH sH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH hh%pOJQJmH sH hh%pOJQJmH sH "h]h%p6OJQJ]mH sH h%pOJQJmH sH h]h%pOJQJmH sH /h]h%p5B*OJQJ\^JmH phsH "h]h%p5OJQJ\mH sH ;HoHHHHII2IFIcIIIIIJYJ$ & F d`a$gd%p$ & F hd`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%pYJgJhJ}JJJJJJJK K!K4K5KEKKK$ & F80d^8`0a$gd%p$80^8`0a$gd%p$d^a$gd%p$ & Fda$gd%pgd%p$a$gd%p$a$gd%p $da$gd%pJJJJJJJJKKK K!K3K4K5KKKKKLmLnLϽ~ڮr_M=h%pB*OJQJmH phsH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH  *hh%pOJQJ( *hh%pB*OJQJmH phsH h%pOJQJmH sH hGbh%pOJQJmH sH hh%pOJQJmH sH "hh%p5OJQJ\mH sH hh%pmH sH )hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH KKKKKLmLLLLM5M`MaMN$d^a$gd%p$d`a$gd%p$ & F d^a$gd%p $ a$gd%p$a$gd%p $ a$gd%p$d^a$gd%p$ & Fda$gd%pnLLaMNNNNCOOPP}P~PPQQ Q)Q*QQQQQٺʙzh\Iʨ%h!@h%pB*OJQJmH phsH h%pOJQJmH sH " *hh%p>*OJQJmH sH hE/Ah%p>*OJQJmH sH hE/Ah%pOJQJmH sH hdh%pOJQJmH sH "hh%p5>*OJQJmH sH h%pB*OJQJmH phsH hh%pOJQJmH sH %hdh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH NN[NNNNCOhOOOP&P_P}P~P$d^a$gd%p$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$ & Fd`a$gd%p~PPQQ Q*QQQQQQ"RTRRRR$d^a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$a$gd%pQQQQQQ R"RRRTRRRRRRRS.S0SSSSͷ͏taK8a%h!lh%pB*OJQJmH phsH +h!lh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH h%pOJQJmH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH %h!@h%pB*OJQJmH phsH +h!@h%p6B*OJQJ]mH phsH hh%pOJQJmH sH "hh%p6OJQJ]mH sH "hh%p5OJQJ\mH sH RRR.SSSSSSTU)UvUUt$ & Fda$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p$d^a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p SSSSSSSSSUUUUUxiWiG2(hh%p5B*OJQJmH phsH  *hGbh%pOJQJmH sH "hGbh%p5OJQJ\mH sH hGbh%pOJQJmH sH "hh%p5>*OJQJmH sH hh%pOJQJmH sH %h!lh%pB*OJQJmH phsH (h!lh%pOJPJQJ^JaJnH tH $h!lh%pOJQJ^JaJnH tH (h!lh%pCJOJQJ^JaJnH tH +h!lh%p6B*OJQJ]mH phsH  UUUUUUVVVVVVVV(WJW$ & F da$gd%p $ a$gd%p$ s^sa$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p$8d^8a$gd%p$ & Fda$gd%pUUVVVVVVVV(WJWҿ|dN8%%hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH $h%p5CJOJQJ\aJ(mH sH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH hh%pOJQJmH sH hh%pmH nH sH tH JWWWW!XdXXXXXYFYsYYYYY $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p$ & F da$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%pJW+XcXYYYYY Z[[[ \?\\\\\ ]DZkXG5GX#h,sh%p5OJQJ^JmH sH  h,sh%pOJQJ^JmH sH %h,sh%pB*OJQJmH phsH (hh%p5B*OJQJmH phsH %hh%pB*OJQJmH phsH hdRh%pOJQJmH sH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH h%pB*OJQJmH phsH %hdRh%pB*OJQJmH phsH Y ZJZwZZZZ[4[t[[[[ \?\v\$ & F8Ld^8`La$gd%p$a$gd%p$ & F 8hd`ha$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%pv\\\\ ]#]<]P]j]]]]]]]}$ & F `d``a$gd%p$td^t`a$gd%p$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p ]"]#];]<]O]P]i]j]]]]]]]6^8^`^b^^^^^^ _ _"_ǵǵǵǩǵǵwdN+h!lh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH h%pOJQJ^JmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH h%pOJQJmH sH "h,sh%p6OJQJ]mH sH h,sh%pOJQJmH sH %h,sh%pB*OJQJmH phsH +h,sh%p6B*OJQJ]mH phsH ]b^^^ _,____`A``g$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$d^a$gd%p$ & F hd`a$gd%p$8d^8a$gd%p$ & F `d``a$gd%p "_$_&_(_*_,_ `````+a:aBaaaشr\rNr=- *hh%pOJQJmH sH  hh%pOJQJ^JmH sH h%pOJQJ^JmH sH +h[dh%p5>*B*OJQJmH phsH  h[dh%pOJQJ^JmH sH %h[dh%pB*OJQJmH phsH h[dh%pOJQJmH sH hh%pOJQJmH sH h,sh%pOJQJmH sH (h!lh%pOJPJQJ^JaJnH tH $h!lh%pOJQJ^JaJnH tH (h!lh%pCJOJQJ^JaJnH tH ````aBaaaaaaaaaaabgd%p$ & F da$gd%p$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%paabb/b"d#dAdee0f2f4ffffѹ~hSh@*+h!lh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH bb/bkbb!ccc"d#dAdddqeeeee2f4ffg$d^a$gd%p $da$gd%p$ & F da$gd%p $ a$gd%p$a$gd%pfffffgNgPgggh h3h4heh{h|hhhhhhhjjشv````K( *hh%pB*OJQJmH phsH +h,sh%p6B*OJQJ]mH phsH h%pOJQJmH sH %h,sh%pB*OJQJmH phsH h%pB*OJQJmH phsH hh%pOJQJmH sH h,sh%pOJQJmH sH (h!lh%pOJPJQJ^JaJnH tH $h!lh%pOJQJ^JaJnH tH (h!lh%pCJOJQJ^JaJnH tH gNggh3heh|hhhhiij{{$ & F hhd^ha$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ d^a$gd%p$d^a$gd%p$ & F da$gd%p jjj&jUjjj~jjjjj,k-kikkl,l$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%pj%j&jUjjjxj}j~jjjjj,k-kikklqlxgTD1g1%hth%pB*OJQJmH phsH hth%p5OJQJmH sH %hth%pB* OJQJmH phsH  hth%pOJQJ^JmH sH hth%pOJQJmH sH h%pOJQJmH sH hh%pOJQJmH sH h%pOJQJ^JmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ,lQlqlll1m2mLmMmemnGnpnnnno$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%pqlllllll0m1m2mKmLmMmemmnnͷraL=hih%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH  hh%pOJQJ^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH %hth%pB*OJQJmH phsH h%pB*OJQJmH phsH nnoo pHpbppq~rrrrrssistQuRuCvĵĩęęęālYJ9J h}h%pOJQJaJmH sH h}h%pOJQJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH h%pOJQJmH sH hth%pOJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH ooo pHpcpp~rrrrrrzzzzzi$ da$gd%p$ & F d^`a$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p$ & F$da$gd%p rsiss0ttRuuuCvDvavv%wy$ & F da$gd%p$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%p$ da$gd%p CvDvavvvwxXxxxy y y,y|y}y{ |||}kVG5Gӱ"h{`h%pOJQJ\]mH sH h{`h%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH )h)h%p5>*OJQJ\^JmH sH "h)h%pOJQJ\]mH sH h)h%pOJQJ\mH sH h)h%pOJQJmH sH hh%pOJQJmH sH %hh%pB*OJQJmH phsH .hh%p5>*B*OJQJ\mH phsH (hh%pB*OJQJ\mH phsH %wwxXxx y y+y,y}yzz%{{ ||||$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & F da$gd%p$ & Fda$gd%p|C}}^~~~~~7]z{ځہ u $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%p$a$gd%p}C}}^~e~~~~~z{Yƒă޽paN9)hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH h3h%pOJQJmH sH 2hh%p5>*OJQJ^JaJmH nH sH tH h=I=h%pOJQJmH sH hh%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH )h{`h%p5>*OJQJ\^JmH sH h%pOJQJmH sH %h{`h%pB*OJQJmH phsH h{`h%pOJQJmH sH HƒÃăAeyʄCY$ & F d`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p $da$gd%p$a$gd%p $ & Fa$gd%p}~+NǵǦo`P;0hh%pmH sH )hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH hsnh%pOJQJmH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH hh%pOJQJmH sH hh%pOJQJmH sH "h 6h%p6OJQJ]mH sH h 6h%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH Y~3?Y+N$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & F hd`a$gd%pۇ&oƈވ߈ $^a$gd%p$8d^8a$gd%p$ & Fda$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$a$gd%pgd%p$a$gd%p؇ڇň1_n\I%hh%pB*OJQJmH phsH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH  *hh%pOJQJh Uoh%pOJQJmH sH )hh%pB*OJQJ^JmH phsH ( *hh%pB*OJQJmH phsH hh%pOJQJ\mH sH hh%pOJQJmH sH hh%pOJQJmH sH h%pOJQJmH sH 1_Fx$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p$a$gd%p $ a$gd%p$d^a$gd%p $^a$gd%pBCpq}݌CST#$%J츦͗taRh%p5>*OJQJmH sH %hh%pB*OJQJmH phsH hYh%p>*OJQJmH sH %hYh%pB*OJQJmH phsH hYh%pOJQJmH sH "hh%p5>*OJQJmH sH ( *hh%pB*OJQJmH phsH hh%pOJQJmH sH h%pB*OJQJmH phsH %hdRh%pB*OJQJmH phsH Bp݌R|ٍ~$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$8d^8a$gd%p$td^`ta$gd%pTr$%Jя0Z[c$8d^8a$gd%p$ & F8Ld^8`La$gd%p$a$gd%p$ & F da$gd%p$ & F 8hd`ha$gd%pЏяZ[cՐ֐zhRRR=(hh%p5B*OJQJmH phsH +h,sh%p6B*OJQJ]mH phsH "h^c0h%p6OJQJ]mH sH +h^c0h%p6B*OJQJ]mH phsH h^c0h%pOJQJmH sH h%p6OJQJ]mH sH %h,sh%pB*OJQJmH phsH hh%pOJQJmH sH h%pOJQJmH sH "hh%p5>*OJQJmH sH " *hh%p>*OJQJmH sH c֐W :$d^a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%pWXcd:.=(Ϲ|m[L:L.Lh%pOJQJmH sH "h Uoh%p5OJQJ\mH sH h Uoh%pOJQJmH sH "hh%p5>*OJQJmH sH h,sh%pOJQJmH sH (h!lh%pOJPJQJ^JaJnH tH $h!lh%pOJQJ^JaJnH tH (h!lh%pCJOJQJ^JaJnH tH +h!lh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH hh%pOJQJmH sH hh%pmH nH sH tH :AQ  +EFt $ 7$a$gd%p$hd^ha$gd%p $^a$gd%p$8d^8a$gd%p$ & Fda$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p (*DF)`abp񱞈u[C-+hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH 3hh%p5B* CJOJQJ\aJmH phsH $h%p5CJOJQJ\aJ(mH sH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH hh%pOJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH h%pOJQJmH sH hh%pOJQJmH sH  *CabpMzܗ$ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$ s^sa$gd%p$ & F da$gd%p$a$gd%ppwxؘҙ-QҚóÞ鏀mXmG5Gm#hTh%p5OJQJ^JmH sH  hTh%pOJQJ^JmH sH (hTh%p5B*OJQJmH phsH %hTh%pB*OJQJmH phsH hTh%pOJQJmH sH hh%pOJQJmH sH ( *hh%pB*OJQJmH phsH h%pB*OJQJmH phsH %he)h%pB*OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH ܗ(Swxؘ,Wҙ,$ & F 8hd`ha$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p,-QҚ>Xpyyyy$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p =>WXop&hjJRTVfhǵǵpaNa?hh%pOJQJmH sH $hh%pOJPJQJ^JnH tH hh%pOJQJnH tH "hh%p6OJQJ]mH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH h%p6OJQJ]mH sH "hTh%p6OJQJ]mH sH hTh%pOJQJmH sH %hTh%pB*OJQJmH phsH +hTh%p6B*OJQJ]mH phsH JhƝ !Ds$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%pgd%p$ & F hd`a$gd%p$8d^8a$gd%p$ & F `d``a$gd%p h3Cў S@34ϾqYA++ *hh%p>*B* OJQJmH phsH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH  h5h%pOJQJ^JmH sH +hh%p5>*B*OJQJmH phsH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH h5h%pOJQJmH sH hh%pOJQJmH sH ў Sgd%p$ & F da$gd%p$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p@|234RTV "^gd%p $da$gd%p$ & F da$gd%p $ a$gd%p$a$gd%p4RRTV   "prڠl]M=h%pB*OJQJmH phsH  *hh%pOJQJmH sH hh%pOJQJmH sH $hh%pOJPJQJ^JnH tH hh%pOJQJnH tH "hh%p6OJQJ]mH sH h%p6OJQJ]mH sH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH "p7U}zznn $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$d^a$gd%p$ & F da$gd%p r7TU|}AVcijμݑ{fSB4BSh%pOJQJ^JmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH +hTh%p6B*OJQJ]mH phsH "he)h%p6OJQJ]mH sH he)h%pOJQJmH sH hh%pOJQJmH sH %hTh%pB*OJQJmH phsH AVjĨQ$ & F da$gd%p$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%pĨQ$֪˻ਘv`K`3.hh%p5>*B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH h%pB*OJQJmH phsH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH  hh%pOJQJ^JmH sH hdzh%pOJQJmH sH %Be֪qѫD$ & F$da$gd%p$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p֪pqDH0X?@l˳ˑiTA2h`h%pOJQJmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH .hh%p5>*B* OJQJ\mH phsH hh%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH  hh%pOJQJ^JmH sH H0 @yy$ da$gd%p$ & F d^`a$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p @(G z$ & Fda$gd%p$ & F da$gd%p$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%p Nhijkl˳{{l{lWH3)hh%p5>*OJQJ\^JmH sH hh%pOJQJmH sH )h`h%p5>*OJQJ\^JmH sH h%pOJQJ\]mH sH "h`h%pOJQJ\]mH sH %h`h%pB*OJQJmH phsH %hh%pB*OJQJmH phsH .hh%p5>*B*OJQJ\mH phsH (hh%pB*OJQJ\mH phsH h`h%pOJQJmH sH  h`h%pOJQJaJmH sH `kl߶.$a$gd%p$ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & Fda$gd%p$ & F"da$gd%p޶߶.Ȼ  #pν5:ųŠ||b|S|@%hh%p5;OJQJ\mH sH hv4h%pOJQJmH sH 2hh%p5>*OJQJ^JaJmH nH sH tH hh%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH %hh%pB*OJQJmH phsH "hxh%pOJQJ\]mH sH hxh%pOJQJmH sH .hxh%p5>*B*OJQJ\mH phsH %hxh%pB*OJQJmH phsH ˻  "#@pν5; $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%p;<f+Hqmm$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ da$gd%p$ & Fhd^ha$gd%p $da$gd%p :<ef2nn_O:/ؐhh%pmH sH )hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH hNh%pOJQJmH sH %hh%p5;OJQJ\mH sH hh%pOJQJmH sH hh%pOJQJmH sH "h&"h%p6OJQJ]mH sH h&"h%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH :F`2U$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & F hd`a$gd%p`| $ a$gd%p$d^a$gd%p$hd^ha$gd%p$ & F80d^8`0a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$a$gd%p$a$gd%pgd%p]Ĉ|iWD%hh%pB*OJQJmH phsH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH  *hh%pOJQJ"hgh%p6OJQJ]mH sH )hh%pB*OJQJ^JmH phsH ( *hh%pB*OJQJmH phsH hgh%pOJQJmH sH "hh%p5OJQJ\mH sH hh%pOJQJmH sH h%pOJQJmH sH ];%Mx0$ & F da$gd%p$d^a$gd%p$ & Fd`a$gd%p$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p;01[\89츦͚|lYF%hh%pB*OJQJmH phsH %hTh%pB*OJQJmH phsH hh%p>*OJQJmH sH hh%pOJQJmH sH hTh%pOJQJmH sH h%pOJQJmH sH "hh%p5>*OJQJmH sH ( *hh%pB* OJQJmH phsH hh%pOJQJmH sH h%pB*OJQJmH phsH %he)h%pB*OJQJmH phsH 0[9W"@$ & F8Ld^8`La$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$d^a$gd%p"?@346>?ttt_PAh%p6OJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH +hTh%p6B*OJQJ]mH phsH "hh%p6OJQJ]mH sH "hh%p5OJQJ\mH sH %hTh%pB*OJQJmH phsH hh%pOJQJmH sH h%pOJQJmH sH "hh%p5>*OJQJmH sH " *hh%p>*OJQJmH sH 456>?~$d^a$gd%p^gd%p$ & F da$gd%p $ a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$8d^8a$gd%pH5DBC߽{iTE5hh%pOJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH "hgh%p6OJQJ]mH sH "hgh%p5OJQJ\mH sH hgh%pOJQJmH sH "hh%p5>*OJQJmH sH hh%pOJQJmH sH hh%pOJQJmH sH $hh%pOJPJQJ^JnH tH hh%pOJQJnH tH "hh%p6OJQJ]mH sH HHXBC $ 7$a$gd%p$hd^ha$gd%p$ & F80d^8`0a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p$a$gd%p C?Iklz~*$ & F8Ld^8`La$gd%p$ & F da$gd%p $ a$gd%p$a$gd%p$ s^sa$gd%p$ & F da$gd%pklz )*hYxzëlYIYl6I6%h h%pB*OJQJmH phsH h%pB*OJQJmH phsH %hgh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH . *hh%p5B* OJQJ\mH phsH $h%p5CJOJQJ\aJ(mH sH *hh%p5CJOJQJ\aJ(mH sH %hh%pB*OJQJmH ph3fsH *h?Yyz{-||$ & F 8hd`ha$gd%p $ a$gd%p$d^a$gd%p $da$gd%p$ & F8Ld^8`La$gd%p$ & Fd`a$gd%p$ & F da$gd%pz{Xs,RSTxcxƷu`uM<*<#hrph%p5OJQJ^JmH sH  hrph%pOJQJ^JmH sH %hrph%pB*OJQJmH phsH (hh%p5B*OJQJmH phsH %hh%pB*OJQJmH phsH h%pB*OJQJmH phsH %h:h%pB*OJQJmH phsH h%pOJQJmH sH h:h%pOJQJmH sH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH -X-STx&Jc$ & F8Ld^8`La$gd%p$a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$d^a$gd%p$ & F 8hd`ha$gd%pc,:Ors>Z\$ & F `d``a$gd%p$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F hd`a$gd%p+,9:Oqrs<>XZ\ǵǦǚǵǵvgh%p6OJQJ]mH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH h%pOJQJmH sH hh%pOJQJmH sH "hrph%p6OJQJ]mH sH hrph%pOJQJmH sH +hrph%p6B*OJQJ]mH phsH %hrph%pB*OJQJmH phsH !\5J_s5vn$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%pT^Tgd%p$ & F hd`a$gd%p 5߽{e{TB{2 *hh%pOJQJmH sH # *hh%pOJQJ^JmH sH  hh%pOJQJ^JmH sH +hh%p5>*B*OJQJmH phsH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%pOJQJmH sH hh%pOJQJmH sH hh%pOJQJmH sH $hh%pOJPJQJ^JnH tH hh%pOJQJnH tH "hh%p6OJQJ]mH sH 5B$a$gd%pgd%p $da$gd%p$ & F da$gd%p$d^a$gd%p$ & F# 8hd`ha$gd%p$ & F da$gd%pѹ~r\G\8h%p6OJQJ]mH sH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH h%pOJQJmH sH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH +hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH ?OPCb^gd%p $da$gd%p$a$gd%p$ & F da$gd%p $ a$gd%pbdZ\78AB߽|jTA%hKh%pB*OJQJmH phsH +hKh%p6B*OJQJ]mH phsH "hKh%p6OJQJ]mH sH hKh%pOJQJmH sH %hrph%pB*OJQJmH phsH h%pB*OJQJmH phsH hh%pOJQJmH sH hh%pOJQJmH sH $hh%pOJPJQJ^JnH tH hh%pOJQJnH tH "hh%p6OJQJ]mH sH bZ8Bf$ & F hd`a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$d^a$gd%pBef -.])DztctTchh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH hh%pOJQJmH sH %hrph%pB*OJQJmH phsH +hrph%p6B*OJQJ]mH phsH  .]r)*f$a$gd%p $ a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%p$ & F hhd^ha$gd%p)*f )ȷȤjR:%)hh%p5>*OJQJ\^JmH sH .hh%p5>*B*OJQJ\mH phsH . *hh%p5B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH ( *hh%pB* OJQJmH phsH  f ):p5$ & Fda$gd%p $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p$ & F da$gd%p56]S`Iq(  45XYŶoZG6 hzOh%pOJQJaJmH sH %hzOh%pB*OJQJmH phsH )hzOh%p5>*OJQJ\^JmH sH .hzOh%p5>*B*OJQJ\mH phsH hzOh%p>*OJQJmH sH hh%p>*OJQJmH sH hzOh%pOJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH 1 *hh%p5>*B* OJQJ\mH phsH h0.h%pOJQJmH sH 56]aI $4rrrrr$ & F d^`a$gd%p$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p$ & F$da$gd%p$a$gd%p 45Y ;Ty$ & F da$gd%p$a$gd%p $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F d^`a$gd%p$ & F da$gd%p$ da$gd%pKTFGHjzkVC+.hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH hh%pOJQJmH sH )hzOh%p5>*OJQJ\^JmH sH "hzOh%pOJQJ\]mH sH hzOh%pOJQJ\mH sH hzOh%pOJQJmH sH %hzOh%pB*OJQJmH phsH .hzOh%p5>*B*OJQJ\mH phsH (hzOh%pB*OJQJ\mH phsH  WGHijb g $ & F da$gd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & F da$gd%p$ & Fda$gd%p g [~deC:<\^Ǹj[H3)hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH h>h%pOJQJmH sH 2hh%p5>*OJQJ^JaJmH nH sH tH )hzOh%p5>*OJQJ\^JmH sH %hzOh%pB*OJQJmH phsH h%pOJQJmH sH hh%pOJQJmH sH .hh%p5>*B*OJQJ\mH phsH "hzOh%pOJQJ\]mH sH hzOh%pOJQJmH sH  2de_:; $ & Fa$gd%pgd%p$ & Fda$gd%p$a$gd%p $da$gd%p$ & F d^`a$gd%p$a$gd%p;<]^ Zvv$ & F hd`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & F d`a$gd%p$ & Fhd^ha$gd%p $da$gd%p$a$gd%p ^Ho|}~ǸNjxcxTD/)hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH hgXh%pOJQJmH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH hh%pOJQJmH sH "hrh%p6OJQJ]mH sH h%pOJQJmH sH hrh%pOJQJmH sH hh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH "hh%p5OJQJ\mH sH )H\y)o}~$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p$ & F hd`a$gd%p1@bcdwx #$EF$hd^ha$gd%p$8d^8a$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$a$gd%p $ & F%a$gd%p$a$gd%pgd%p /1>?@A_abcdvw #$EF`aųŧq\ŧņL *hh%pOJQJmH sH )hh%pB*OJQJ^JmH phsH ( *hh%pB*OJQJmH phsH "hgXh%p6OJQJ]mH sH hh%pOJQJmH sH h%pOJQJmH sH "hgXh%p5OJQJ\mH sH hgXh%pOJQJmH sH h%p5OJQJ\mH sH "hh%p5OJQJ\mH sH hh%pmH sH F`abw&Y4]$$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p$a$gd%p $ a$gd%p$d^a$gd%p$ & F80d^8`0a$gd%pabw&a$456TFa|οvvaοRFR7h?R%h%pOJQJmH sH h%pOJQJmH sH h:h%pOJQJmH sH ( *hh%pB* OJQJmH phsH %h h%pB*OJQJmH phsH h%pB*OJQJmH phsH %hgh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH  *hh%pOJQJ$>f56TF{$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p$ & Fd`a$gd%p{|& L M r     / s    $8d^8a$gd%p$ & F8Ld^8`La$gd%p$a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$d^a$gd%p% K L M r              ) * O P \ ܹzgU?g?g?g?+hrph%p6B*OJQJ]mH phsH "hh%p6OJQJ]mH sH %hrph%pB*OJQJmH phsH h%pOJQJmH sH " *hh%p>*OJQJmH sH hh%pOJQJmH sH "hh%p5>*OJQJmH sH %hh%pB*OJQJmH phsH h%pB*OJQJmH phsH %h:h%pB*OJQJmH phsH h?R%h%p>*OJQJmH sH     * P ] e m t        $ & F da$gd%p $ a$gd%p$ & F8Ld^8`La$gd%p$8d^8a$gd%p$ & F da$gd%p$a$gd%p\ ] d e l m s t                ʻvgTgEhh%pOJQJmH sH $hh%pOJPJQJ^JnH tH hh%pOJQJnH tH "hh%p6OJQJ]mH sH h%p6OJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH hh%pOJQJmH sH h%pOJQJmH sH +hrph%p6B*OJQJ]mH phsH %hrph%pB*OJQJmH phsH     L  JZt$ & F80d^8`0a$gd%p$hd^ha$gd%p$ & F80d^8`0a$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%p$a$gd%p$8d^8a$gd%p^gd%p   L  B 7FZVWЯl]M@ *h%pOJQJmH sH hh%pOJQJ]mH sH hh%pmH nH sH tH (hh%p5B*OJQJmH phsH h%pOJQJmH sH  *hh%pOJQJmH sH "hgXh%p6OJQJ]mH sH "hh%p5OJQJ\mH sH hgXh%pOJQJmH sH hh%pOJQJmH sH "hh%p5>*OJQJmH sH h?R%h%pOJQJmH sH VW .\~$ & F da$gd%p $ a$gd%p$ s^sa$gd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p$hd^ha$gd%p .\~!_PWưtdtdtQdQ<( *hh%pB*OJQJmH phsH %h h%pB*OJQJmH phsH h%pB*OJQJmH phsH %hgh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH +hh%p5>*B*OJQJmH phsH +hh%p5B*OJQJ\mH phsH  *h%pOJQJmH sH 3hh%p5B* CJOJQJ\aJmH phsH $h%p5CJOJQJ\aJ(mH sH ~.Rl!_y6P$d^a$gd%p$ & Fd`a$gd%p$ & F da$gd%p$ & F8Ld^8`La$gd%p-UwLrs$a$gd%p$ & F 8hd`ha$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p $ a$gd%pUuwKqrsBDY`róàxxxgUgx?+hh%p6B*OJQJ]mH phsH #hrph%p5OJQJ^JmH sH  hrph%pOJQJ^JmH sH %hrph%pB*OJQJmH phsH (hh%p5B*OJQJmH phsH %hh%pB*OJQJmH phsH h%pB*OJQJmH phsH %h:h%pB*OJQJmH phsH h%pOJQJmH sH h:h%pOJQJmH sH hh%pOJQJmH sH CDry.$ & F da$gd%pT^Tgd%p$ & F8Ld^8`La$gd%p$ & F hd`a$gd%p$8d^8a$gd%p$ & F8Ld^8`La$gd%pxyxݿ쿬~l\M>hh%pOJQJmH sH hh%pOJQJmH sH huh%p6OJQJnH tH "huh%p6OJQJ]mH sH h%p6OJQJ]mH sH h%pOJQJ^JmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH h%pOJQJmH sH "hrph%p6OJQJ]mH sH hrph%pOJQJmH sH %hh%pB*OJQJmH phsH .CXl*yv$ & F# 8hd`ha$gd%p$ & F da$gd%p$a$gd%p$d^a$gd%p $da$gd%p$ & F 88Ld^8`La$gd%p$ & F 8hd`ha$gd%p x*?HUVWͷͩ͘rZB,+hh%p5>*B*OJQJmH phsH . *hh%p5B*OJQJ\mH phsH /hh%p5B*OJQJ\^JmH phsH +hh%p5B*OJQJ\mH phsH  *hh%pOJQJmH sH  hh%pOJQJ^JmH sH h%pOJQJ^JmH sH +h<9'h%p5>*B*OJQJmH phsH  h<9'h%pOJQJ^JmH sH %h<9'h%pB*OJQJmH phsH h<9'h%pOJQJmH sH  ?@ABCDEFGVWwBxy$ & F da$gd%p $ a$gd%p$a$gd%pgd%p $da$gd%p$ & F da$gd%pxy:S-.nop"#NnoŎm]M:M:M:%hrph%pB*OJQJmH phsH h%pB*OJQJmH phsH h](h%p6OJQJnH tH "h](h%p6OJQJ]mH sH h](h%pOJQJmH sH )hh%p5>*OJQJ\^JmH sH + *hh%p>*B*OJQJmH phsH h%pOJQJmH sH +hh%p5>*B*OJQJmH phsH + *hh%p>*B* OJQJmH phsH hh%pOJQJmH sH :-.Rop"o$ & F da$gd%p$d^a$gd%p$ & F8Ld^8`La$gd%p $da$gd%p$a$gd%p$ & F da$gd%p'!)!G!H!w!!!!"a"b"ôtaPaAP,( *hh%pB* OJQJmH phsH hwUMh%pOJQJmH sH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH +hh%p5>*B*OJQJmH phsH ( *hh%pB*OJQJmH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH +hh%p6B*OJQJ]mH phsH %h%p6B*OJQJ]mH phsH 0  '!(!)!H!w!!!!!!!"a"$ & F 8hd`ha$gd%p$ & F da$gd%p $da$gd%p $ ha$gd%p$ & F hhd^ha$gd%p$ & F hd`a$gd%pa"b"""E#a###$M$N$h$i$$% $da$gd%p$a$gd%p$ & F d^`a$gd%p$ & F d^`a$gd%p$ & F da$gd%p$a$gd%p $ a$gd%pb"""E#a#M$N$g$h$i$$%%%%ܸ~fU@'1 *hh%p5>*B* OJQJ\mH phsH )hh%p5>*OJQJ\^JmH sH  hh%pOJQJ^JmH sH .hh%p5>*B*OJQJ\mH phsH )hh%p5;OJQJ\^JmH sH +hh%p5B*OJQJ\mH phsH hh%pOJQJmH sH %hh%pB*OJQJmH phsH  hh%pOJQJ^JmH sH %hh%pB*OJQJmH phsH hh%p5OJQJmH sH %j%%%%%R&&&'8''$ & F d`a$gd%p$ & Fda$gd%p$ & Fhd^ha$gd%p$ & F d^`a$gd%p$ & F$da$gd%p$a$gd%p$ & Fda$gd%p %%&&''S))))))))>*k,l,]-^-ݾݾݾݦyfWFW1(h'h%pB*OJQJ\mH phsH  h'h%pOJQJaJmH sH h'h%pOJQJmH sH %h'h%pB*OJQJmH phsH )h'h%p5>*OJQJ\^JmH sH .h'h%p5>*B*OJQJ\mH phsH .hh%p5>*B*OJQJ\mH phsH hh%p>*OJQJmH sH hUhh%pOJQJmH sH hh%pOJQJmH sH %hh%p5>*OJQJ\mH sH 'S)))))))>**3++l,,-]-^- $a$gd%p$ & F"da$gd%p$ & F!da$gd%p$ & F da$gd%p$ da$gd%p$ & F d^`a$gd%p^-{--?../K////00k0 11D22733$ & F da$gd%p$ & Fda$gd%p $da$gd%p$ & Fda$gd%p$ & F da$gd%p$a$gd%p^-{--K//////0j0k027333 4ƴƴ{hPA/AP"h h%pOJQJ\]mH sH h h%pOJQJmH sH .hh%p5>*B*OJQJ\mH phsH %hh%pB*OJQJmH phsH )hh%p5>*OJQJ\^JmH sH hh%pOJQJmH sH )h'h%p5>*OJQJ\^JmH sH "h'h%pOJQJ\]mH sH h'h%pOJQJmH sH %h'h%pB*OJQJmH phsH .h'h%p5>*B*OJQJ\mH phsH 333`4455555Gsν5 $ & Fa$gd%pgd%p$ & Fda$gd%p $da$gd%p$ & F d^`a$gd%p$a$gd%p$a$gd%p 4C4`445556Grν5ðlWE"hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH 2hh%p5>*OJQJ^JaJmH nH sH tH U)hh%p5>*OJQJ\^JmH sH %hh%pB*OJQJmH phsH h h%pOJQJmH sH %h h%pB*OJQJmH phsH hh%pOJQJmH sH h%pOJQJmH sH atical competence consists in the ability to use and relate numbers, basic number operations, symbols, and mathematical thinking. Also, the use and knowledge of basic Maths skills and concepts (different types of numbers, measurements, symbols, geometry concepts, among others). This competence is develop in the Unit through: Count, Identify and use vocabulary numbers. Create a simple chart to reflect class survey. Interpersonal, social and civil competence This competence relates to building basic essential communication skills and learning to interact with others in an appropriate manner, regardless of their background. Also, understanding how to express opinions appropriately and knowing how to behave in familiar situations of negotiation and transaction. This competence is developed in the Unit through: Perform in a small group, listening and speaking to one another and taking turns appropriately (Extra TB page 96). Presentation of project. Speak and listen to classmates as they present project work (Extra TB page 95, Make a book PB page 97). Perform with whole class, listening and speaking to one another and taking turns appropriately (PB pages 92-93). IV. ATTENTION TO DIVERSITY Extra-practice and extension activities Pupils Book (Pages 94-97): -Picture Dictionary with CD3 Active Book; activities and interactive games to practice for language practice: Flashcards, Word cards, posters, videos and Reader. The Reader (in digital and print): Flashcards and Word cards (festivals). Story cards. Teachers Resource Materials: Worksheets to copy. Cross-curricular Worksheets. Mini Flashcards, Mini Word cards. Board game. Activities for the song. Interdisciplinary posters and stickers. Extra practice and challenging activities (for fast learners). Active Teach, activities and interacting games for language practice. V. EVALUATION Formative Evaluation Constant supervision during class. Complete the numbered exercises. (PB pages 94-97). Summative evaluation Evaluate Books made by students for Book Day. Self-evaluation Pupils Book: Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37). Evaluation criteria: BLOCK 1. Listening, speaking and conversation Participate in oral interactions about familiar topics in common and predictable situations: Identify and name Yazoo characters. Identify and say the vocabulary covered in Book 1. Identify and say the names of animals, objects, food, clothes, toys, house and garden vocabulary, actions, colours, numbers. Identify, ask and answer questions. Give simple instructions. Respond to simple instructions. Present a picture, book (Happy New Year! & Book Day). Sing a song (Happy New Year) and (I love books). Perform a musical (The Yazoo Music Show). Understanding the main idea and most relevant details in oral texts with the help of linguistic and non-linguistic elements related to the contents of the Unit: Recognise the characters. Recognise vocabulary covered in Book 1. Understand and answer simple questions. Understand and follow simple instructions. Respond to ideas and suggestions of others in an appropriate way. How to do a presentation. A song (Happy New Year) and (I love books). A musical (The Yazoo Music Show). BLOCK 2. Reading and writing Read and identify words and simple phrases presented previously in oral form, about familiar and interesting topics: -Be able to read the numbers from 1 to 20. -Be able to read vocabulary from Book 1. -Be able to read a musical script. -Be able to read questions, answers and instructions. Write words, common phrases and expressions with a purpose following a model: Be able to write their names. Be able to trace, copy and complete the vocabulary in Book 1. Be able to complete simple sentences. BLOCK 3. Knowledge of the language. Identify, apply and use the vocabulary of the unit and structures within familiar contexts. Vocabulary Learn and develop vocabulary: New Year: dragon, lantern, present, money, head, fireworks, Happy New Year! Book Day: story, brave, pirate, day, mouse. Grammar Understand and apply grammar rules correctly: Language structures: Ive/ he/s shes got. Phonics Recognize and reproduce sounds, rhythm, stress and intonation. -The rhythm, intonation and stress of a musical score. Reflection on learning. Use basic strategies on learning to learn, like asking for help, use gestures while communicating; use a picture dictionary and identifying some personal aspects that might help them learn. Evaluate if basic teaching strategies are helping them in their learning process. (Self-evaluation): Pupils Book: Picture Dictionary (My Picture Dictionary (Page 104) & CD3 Track 37). BLOCK 4. Socio-cultural aspects and intercultural awareness To show interest and curiosity for learning a foreign language and to recognize the linguistic diversity as an opportunity to enrich their lives.     Teaching Programme Yazoo 1 0 'x$$ & F hd`a$gd%p$ & F d`a$gd%p$ da$gd%p$ & Fhd^ha$gd%p $da$gd%p$a$gd%p $ & Fa$gd%p$KXYZo طn^I>.huh%pOJQJ\mH sH hh%pmH sH )hh%pB*OJQJ^JmH phsH  *hh%pOJQJmH sH "hh%p5OJQJ\mH sH )hh%p5;OJQJ\^JmH sH %hh%p5;OJQJ\mH sH hh%pOJQJmH sH hh%pOJQJmH sH "huh%p6OJQJ]mH sH huh%pOJQJmH sH /hh%p5B*OJQJ\^JmH phsH $8UwKYZo  gd%p$a$gd%p$a$gd%p $da$gd%p$ & Fhd^ha$gd%p$ & F d`a$gd%p   tuv:N{pwܸܬtaQaQa>Q>%h h%pB*OJQJmH phsH h%pB*OJQJmH phsH %hgh%pB*OJQJmH phsH %hh%pB*OJQJmH phsH "hh%p5>*OJQJmH sH %hh%p5>*OJQJ\mH sH  *hh%pOJQJhuh%pOJQJmH sH )hh%pB*OJQJ^JmH phsH hh%pOJQJmH sH ( *huh%pB*OJQJmH phsH  .tuv:m(H~~~~~~~~$ & F8Ld^8`La$gd%p$ & F d^a$gd%p $ a$gd%p$a$gd%p $ a$gd%p$d^a$gd%p$ & Fda$gd%p$80^8`0a$gd%p~VpV$ & F da$gd%p $ a$gd%p$d^a$gd%p$ & Fd`a$gd%p$ & F d^a$gd%p$ & F8Ld^8`La$gd%pVWPQVWb./DZʾ}kk}kYC+huh%p6B*OJQJ]mH phsH "huh%p6OJQJ]mH sH "huh%p5>*OJQJmH sH %huh%pB*OJQJmH phsH huh%p>*OJQJmH sH huh%pOJQJmH sH h:h%pOJQJmH sH h%pOJQJmH sH hh%pOJQJmH sH "hh%p5>*OJQJmH sH ( *hh%pB* OJQJmH phsH VQoVWb$ & F8Ld^8`La$gd%p$a$gd%p$d^a$gd%p$ & F 8hd`ha$gd%p$ & F da$gd%p$d^a$gd%p/[\]ef$d^a$gd%p$ & F da$gd%p $ a$gd%p$ & F8Ld^8`La$gd%p$ & F da$gd%p$a$gd%p$8d^8a$gd%p Z[]efZropAȹݧv݈d݈O@hh%pmH nH sH tH (hh%p5B*OJQJmH phsH "hh%p5OJQJ\mH sH "hh%p5>*OJQJmH sH hh%pOJQJmH sH huh%p6OJQJnH tH "huh%p6OJQJ]mH sH huh%pmH nH sH tH (huh%p5B*OJQJmH phsH huh%pOJQJmH sH %huh%pB*OJQJmH phsH )opBCDFGIJ dgd%p$ & F da$gd%p$a$gd%p $ 7$a$gd%p$8d^8a$gd%p$ & Fda$gd%p$80^8`0a$gd%p$ & F hhd^ha$gd%pABDEGHJKMNPblnqrsĹh%ph%p6]mH sH h%p6CJ]aJh%p6CJ]aJmH sH h7QYjh7QYU *hh%pOJQJmH sH hh%pOJQJ]mH sH JLMOPnopqrs$a$gd%p  X h]hgd%p dgd%p 91hP:p%p/ =!"#$% *21Dd  T  0Ab0 P`D%0DAn0 P`D%PNG  IHDR'=u3gAMA|Q cHRMR@}y<s,٩<9SbL!GĈ 3,F0+7T3IlpX"61"H _qW,d ėrIKst.ښAdp&+g]RәY2EE44432PuoJEzg`̉j- -b8o׿M]9La.+-%Mȧg3YះuAxEK i<:ŹPcu*@~(  ]o0 ~y*s7g%9%(3H*@C`-pn VH@ A1 jPA3hA'8΃Kn`Lg` a!2D!H҇ dAP B Byf*z: @]h ~L CUp΅ p%;56< ?" GxG iE>&2 oQEGlQP UFFuzQ7QcYG4G۠t]nB/o'Я1 xb"1I>Lf3bX} *QYvGĩp( &q x)&gsF|7:~@&h!$&B%pH$D.q#xx8F|K!\H$!i.%L";r3EHK-AFCbH$^RSIrdd 3Rx)-))zR#RsiSiT#Wd2Z2n2l2d)EBaQ6S))T UEMSPgeedɆfȞ!4--VJ;N g%K-sɵݖ{'OwO%)P_RRۥEK/+))U<د8䡔TtAiF쨜\|FyZbU)W9.Kw+YUEUOUjꂚZZZCu:C=^\G}VCEO#OE&^WOs^K[+\kV֔vv[]n>z^^u}XROm`m3h01$:fь|:kG23hbabhrT4ߴw3=3Y-s.q_vǂbgբ⃥%߲rJ*֪jAe0JOY6rvvtXLǎl&I']$NϝM.6.\ι"En2nnn[g=,=t٪E2}4\j5loDŽǞ~q=''Z^utv&vvEv >mяN9-{ LOgsΝK?7s>xOL n\x }N}g/]>uɫ,u[dS@u]7ot.<30tKn]p;;SwSyoEVsΜ{?vsss?T T P [YT*P*XRXpVGhT`u%gW~{x|^#ʷyţHz;}=:ʟAwq-B3:mx?URw7ox`K yHUݛ J?TlX63 2$ T:1ԁ>n{0g;HvZnR҆A&V`6-rK_а} T6.DC}@)޷`bf~dHݦraY DAÕEw>?*@6sz|uq7 6Um*|aEt' N i/?Ԣ SUAp)VS8S6t_ x3<̦ E"φdƤoADb,_Tu}1.p; cg [W⩅MөIH&2#ԈrܞCJTw}/gýHggHo>=/>ѿO__\hXamɟ ukl?''׏9#oaRS% rxB+{.|f|s P]ՉE\?Cp*@꜂v xg|5E@ H}뷐[5+ ށ u#/?J:U DܪXN%jnhW5ƝPlLRd&qef] u.|fi>uW+@KޭkpBEnݱFRw1 %V?[ uhL: ]bs(Ѯ` $ ~"ELRڋzbM^)p[M._.Rqcd{m]' 8I=ί{w7ּOLRۋ.34 {AFߵTے/)ݥm47ud)ݥj f){IoNlK;ԫO0fzg(ݫI[̘1MFK" / V7:3lCmw~sE(?׻Eܒh]Iox4,]TfBYKJh{3}ܹd8Ȕ*1R1 8sνzpF=.2 hνpN.b1ￇ5ģMj~EΒ zH]p'+r0nכ" }atJ s'Jl2œJrp#}]PI`ՊQ74E;:鐺pNu Dyq6t{P7OBUAC_n:Y~hs󄓺N0W쀧Ϧׅ  Nlu<-t]󄓺O6n{J<{ܢ R4p"{*nTKGQX>/5@i }mUma>-{,J@9( ˼RK5 Ԯ&u S(`| S   ~i|9 c8W}i*\ڗ:`y%(قq9:[#wMC:>"簕n+%#'aPl葑X{[7ks03Lҟ"RgURY6&Q:n'MvӸԙ#u9uDd4HI@R#r&^DLkԼEdBn2EΤũf|3Iue[J:TW_i`2EΤewy3 vYg}8/"u&I8:f R|.{MNGg2EΤPW|nII^Wԙ4` p S7'jHݴ` g>&vp+O[G6s0c:f{ށ3 Ar<ʞ|Cv7X8<~`HYxAV+@V+ P Պ>*@hT`n⬏ :XCP$ʿ i/K:(uӼ.$nk_3yťOh3jI!VZP; b. Fƥa !Ta/\6:9NvRgqKXAlTa!׸Xw z))/M}RP}!n4ŒX}>Fz.˨VT8W^,Ԑ"C, Et ] U׈1*PU AQu%Q]4\[Kk@"n}@04djkvMŢh-'~.5Zp[Ōz kRöy c6UcaDxa}:=JZ:>A&q!t^o:I>"NoD-./`{#&Ե3ƷEh׏#Wk1SI%Pұ׽[>*pQV_⁋z]k1Tvpޏ1WRdhX:Z_{:W¼oˇ!|lntaùguWH FE NLRo1F9*SujaCo, {H p utJЫݲuX fs[xУ%u٨+É3LҒm9 V-#"KV5*jࡻmS/g@2 -cuv>:j6b_ZCӔX\ +hlL@OL'nQZXU1G. x\g)[e@Wcy ԡXgVN]%\Y@]2mUNRpg%7ꎟ8=x+֊y[UU`Y4uR,[A;郁Ld]<\HKifVfu܏ZԹN\:n}Eg X|@NeHe r㝄=;Pyo-PhYus>dGNn_{]ͬ$ONڏSϖ=ҡOw*x{۠ΦY!uG.?VkaL_c_v/auJdj-ԁL~˰PENb@slJ[ _U77>yk Jn}vz"u3!iL\e6{ڪTCt]bŤK'LG=,U[l5+vDy͑^Gԙҕ 0 u+6)M{N5 w_aakGWHgRg0s6+i-مND;}x@1<Ѫ$j҈ԙ<(9uŐX,5M<Eg+70Ak?`Lh;xW=dQ$Q Mr9 KvE~Dz;%'˴eM;U҇z\xc{cKu{Nu0z>>E#kNxzrkNh,0QO ϓ 5ڗeY|~`}]bY fZK"AoSzwx,SñԠMsʹ%`l?+k䳉1C`2u{L$Z iiɭ):@-t0;8W,YN#T7I]2Dck`-\G  ;P0%LBy]hLZHڃ[P*J 2;E^i^yV ")VkҜW)mVk=v%tE)D:)"뚥ԹZƋOMbvU"u]` :RGV+@V+~MZ#uT`n⋧UVw@H u?&-Vԑ:*ZRZ*;Q Պpe+@HX[iPRGjHj8I u먻xM?P|nyo)ړ7b/F賿l:Ơ3rh S'~왏Fⶬ$G=4q||~+M"¡wʐE|`zSK,u _6$.EGI~tbJJ~Fɒ@8̝BP:I~Ȟض2_Y*ed6 GAr8Ձ|Ӊ.Pi[lU@miD8*ke{F8ɸt}~>#[%I {t>۸_J]"--$s ]Ge(CO|!=¶yݩ$g$؃O#/lITX%&}.!>8`Ơ3 ݔ}H/Qf!ŏ%,bylF8mFXp'P<,ߵ+8KH#\96Ie=wN-W6;r갲Du?M6%%ٝ06x@r![9u),pO/sU63^p2ruD vsLnmy INf7Ά `B'A u|≔نâ@ %H|wOd?y? >.S0=̗Q(H~:z:"GV+@V+~9})@HX[xlv]gRԑ:*ZRZ3KLRGjHjc#:{oIn @Խga,8Q):u`A5O8CVS+} ~ρ'V6~ͮQ[XeCJe_GNoaVq VԭV|'^p"DG:~IHI{_y)DwRԝ9; Qr!*N Kfj#z7+Nҥ2e.ph4̭GAc^kG4c W%>L}]vsWKoTI#1 u&PH'6)Ms<) -_9`BE.%CIڌ:C#|I\p4UQ&:XLa0/FT6_vCa7hyaLZu\?Cr}PZ5$[˾W wAK4!e!uӼ‹n#q2RVS<%6-.& +W\Ee/ DUO*QN.6 KקzJspKU}d$Qi).N4Fٟ}s#SQ$geت`F]4h|uY~tW+~Y5#uc:b:rnYA)P^p&i_1LL`kxegbFѾk/]ZKM0wR:{>ł\kfAtȰ;'u katZk[F#Vt.M]?|;)}zfbuI\ όOeQǨsN r]r'69B>mg69v]@ ?QuE?_hN{[}wuy}ibR{;yrcA?њwqD {#P}06 Yg%uPbˆ4qF3+;7G,@Nu=JӐ:6TۜZXtdŮb}Ḽo5uzRe/::YgVyI֡^dQOa^vtwi2үʽݮl'@jyS:n 0lK TalmqoOaD p+5YFiyZD0U J)jcywnՔW9\GRw8`+zoZC/?oa- #uG9Z=ku]^GRwPV<ҰAAc89^I] MRGjHjů6ZRGjHj9SRGjHj9SRGjHj9SRGjHj9SRGjHj9SRGjHj9Su~~V2߉+DR, 8 ux)D!5e|IENDB`/J@J \rNormal dCJ_HaJmH PsH PtH P\@\ Ttulo 1$d@& >*B* OJQJmH phsH tH p@p Ttulo 2$d<*$@&,56CJOJQJ\]^JaJmH sH tHd@d Ttulo 3$ d@& >*B*OJQJmH phsH tH j@j Ttulo 4$ d@&&5>*B* OJQJ\mH phsH tH r@r Ttulo 5 $$ d@&a$'5B*OJQJ\^JmH ph3fsH tH b@b Ttulo 6$d@&&5;B* OJQJ\mH phsH tH \@\ Ttulo 7d<*$@&CJOJQJaJmH sH tHV@V Ttulo 8$d@&5OJQJ\mH sH tH Z @Z Ttulo 9 $d@&5>*OJQJ\mH sH tH NA@N Fuente de prrafo predeter.RiR  Tabla normal4 l4a ,k, Sin lista POP  Car Car16$>*B* OJQJ^JmH phsH tH \\  Car Car15056CJOJQJ\]^J_HaJmH sH tHPOP  Car Car14$>*B*OJQJ^JmH phsH tH V!V  Car Car13*5>*B* OJQJ\^JmH phsH tH T1T  Car Car12'5B*OJQJ\^JmH ph3fsH tH VAV  Car Car11*5;B* OJQJ\^JmH phsH tH PQP  Car Car10$CJOJQJ^J_HaJmH sH tHHaH  Car Car95OJQJ\^JmH sH tH LqL   Car Car8!5>*OJQJ\^JmH sH tH @U@  Hipervnculo>*B*^JphRVR Hipervnculo visitado>*B* ^Jphb@b  Encabezado 8!dCJOJQJaJmH sH tH JJ  Car Car7 CJOJQJ^JaJmH sH tH h @h  Pie de pgina 8!dCJOJQJaJmH sH tH JOJ  Car Car6 CJOJQJ^JaJmH sH tH jB@j Texto independiente dB*OJQJmH phsH tH LL  Car Car5!B*OJQJ^JmH phsH tH C !Sangra de texto normal 8d^8#6B*OJQJ]mH phsH tH RR   Car Car4'6B*OJQJ]^JmH phsH tH nP"n #Texto independiente 2 "dB*OJQJmH phsH tH L1L " Car Car3!B*OJQJ^JmH phsH tH dQ@Bd %Texto independiente 3 $dOJQJmH sH tH BOQB $ Car Car2OJQJ^JmH sH tH Rb 'Sangra 2 de t. independiente&hd^h6OJQJ]mH sH tH HqH & Car Car16OJQJ]^JmH sH tH bb )Texto de globo (d CJOJQJ^JaJmH sH tH HH ( Car Car CJOJQJ^JaJmH sH tH hh  texto tab*d*$^`CJOJQJaJmH sH tHhOh Contenido seccin+d*$CJOJQJaJmH sH tHpOp  Bloque 1.1,hd*$^h`"5CJOJQJ\aJmH sH tHDOD =BList Paragraph -^m$\O\ &indice. $d*$#CJOJQJ\^JaJmH sH tH, 01@HIJLZbr?k.k8Z{\z 2f(| 5Sg  V * y z {  (  Q }   'WUs*4vwx"5I%} ?@Z[sNOv*f"f)S .!!i""2####U$$u%%%%%&'F'G'r'(((3)4)U)V)))**g*****#+@+b++++2,@,A,V,y,,,,,,,,?-M-N-O-d---.I.^.x...H/b/}/////<0f000 10111V1111212q2}22222}3~333334 4 4"44,5<55555f6h6666666797Q77777A8x8889939g9999:):>:N:Y:f:t:::::T;;;;<&<:<<<<<=m===J>K>L>M>N>O>P>Q>R>a>b>>>>?@M@@@@ AEAAA8B9B]BzB{BBBC_CCCCCCBDD9E:E;EZEEEEEEE F\F]FFF@G\G~GGGGGHH/HH?IIII JJJKPKmKKMMMMMMM NvNNOOP,QZQQQQRRSSSHTTTUUfUVVIWW/XXXXMYNYYZ[[+[,[I\{\\\\]^2^^_)_*_T_~____1`V``````a a*aSaaabbb)bLbbbbbcRc`ccccc%dIddddde!e"eeeef)fCfDfbf g9goggg&h'hLhhhhiTiiiii j jjj[jjjjjbkkk4lHlIlJlllm/mBmUmnmxmymmmmn ninnnnno8o9oVoooo"pEpgppppqq5qiqqqrrDr\rirvrrrrrrrrs6s7ssss$tDtsttttt>u?u@u|uuuvuvvvvvvvvvvvvww5wqww'xxx(y)yGyyywzzzz{{ {u{{{{|F|w||||||}}~ ~ ~)~X~m~~~~~~~67s6Gc $)}ԂKKhʆ҆pRʈE,} XYz{̎lxӑ<=oX@XYvGQə<Ih|ȚԚ<ɛ$9:͜Μ!"#$9gĝLoȟ %&D?N0Lqn<[\]u3()ef 67Es$7Sǩ+B~.NϫЫ(s!7Ke{֭6MCr JŰlmnopqrst*oij+gZ[ 0u,qrNո-L`sйѹ \к&cd~2ۼ QRT{/k'Jvpj KABtm%ghQRZ[|}a3@_s?Z[no~->?)Rrab:X > Qg*+,hi4Jpz7l'e=Y@{VuvU+@Kg~I%Jt !"#23aSTUVt /LMF>567VdeHdu#`a{|/3cd?O`hxyzNh.ABC`+8CDefW`Btyi ' W X     R  %        H   =Jn>Jc/=>Sw2GHO56VrsoOIn&Cp'Z0pqf !)*r_lm{1Y@a  ! d    #!f!!!!!"S"""""0#M#### $<$k$$$$$1%2%3%o%%%J&&&&&&&&&&&&&'G''W(((((X))!*K******+S++++%,V,l,},,,,,----.E.Z.n......0/1/m//000A0c00000011A2m2222@3}334$44?6u6666666+7t78~8D999$:%:B:::^;;;;<<<<<<=M>>J????-@@AAAAABC@CAClCDDD:EEEEEEF'FxFFFFG;G]GjGGGGGGH+HjHHHHHH0I1IFIGIgIIIIIIIJJJ+JYJJJK-KYKKKMLgLLLLM*MDMEMcMMN+NdNNNOBOCOhOOOOO*PiPjPrPPPPPQQMQuQvQwQxQQNRRR+S,SLSeSrSsSSSETYTgTxTTTTTT'UZUtUUUUU-V[VVVVVVW4W5WRWWWWX0XsXXXYCYDYhYYY Z9ZZZZ[7[_[`[[[ \9\N\c\w\\] ] ]F]]]'^v^w^x^y^z^{^|^}^~^^^^^$__4`y````5aqaa(bdbebbbbb4c`cccc(dTdUddddddddeeMeeDfEfFfeffffffgg`gagggDh`hqhhhii5i6iNiijjjj%kkk5lqllmnnnnoo o-ooo~ppq"rKrrrrsst{tt4uuuuuuvw+xxypyqyy2zzd{{{{{| }<}=}h}~~~7 }~ʀ׀Wс?Lkʂ K؃45`Ąń؄ل+FT̅W܆2Y)MlĈ! 5ъ<pqbČgˍ͍̍ \w%&ɐ 8Z&HΒ,TlǓȓ(Y”"eDcd6Le !+0Moprəޙ-|}~ E2n$%&Dtڟ۟rO^wɡ=΢456ỤPQܤ4Pa|ܥݥABiY{ ̪ݪ˫kҬ=ƮPүGxYZ{|ͱmtδ϶9:RSpԸ@tu~ʻ/Y޼$%JwԽEʾ˾پھCDYZֿ"#$9g!UuZt/"AlLrs~#$,[WjklB,-#@AO}JRr8Gj*T%CfG3aw KLi,5J_sOxyd \OPte:Ng3T\';Zn"q =my0J;x!<r*s*;pIBCdep9UHO*)CDo>?@jN>Rocqr(H_`st2IVWXmBh(R2Rr'J=g  1+,4b  B U V W o -      0 1 Q h u v   H ` p       B v     O)T{34X5PjEwjklR?{123Q )*PPGHIhjkNj34L. O    d!!!-"J""d$$$$$$$$P%%p&&'()((((((h))J***.+/+P+Q++h,,-.q...///00011,2\2222 44@44055555556K6m6n666797^777777 88/8X888889$9W9X9m9n99999999:6:O:P:Q:f:::;D;n;;;;;<<<=4=R===>>>>>>??'?????@@@K@{@@@@@@@@ANA_A`AaAyA7BBBBC'C@CAC}C~CD%D>DVDeDoDpD~DDDE4EfEEEFFBFmFFFF0GCGDGaGGGG+HVHWHHHH/IjIkIIII"JLJzJJJJJJKKK&K9KWKKKK LLIL^LsLLLMMMRMMMNmNnNoNpNqNrNsNtNuNNNNNOO+PpPPPP,QhQQR[R\RRRRRS+ScSSSSTT-TGTT#UUUUUUUV!V5VHV`VVVVs_smsssssssttJtbtcttttttt@uduuuu;v~vv;wgwwww.xBxCxaxxy-y]yyyyyy6zmzzzz+{,{7{U{{{{{{|A|Z|n||||||||||}}*~:~~~~~~~./kl,JKYـ6cŁ<`a~@xك:n'AYn3EF̆ -|}~ <)e;ދkьҌiyz >ftڏۏ܏*?Sr:+NZ-1mۗ)٘jԙ0hITUvwȞirΡ  )Y$%Ono1ZЩ#/Ir>qrҫӫIiFj$Ʈ6aDo԰"@|} )vw'(pXδ @Zg{|Ncx@s2R{޸ HsϹQ{κGeɻʻ"Xټ'Kq~Ž#$l|տmno_`     M? @A_78@e,4<CP^:8L_lH&cd~2}g0MhS'W:;X'Nlm.}2^_wx#WXV_!>g .:T}&I|}  Yg 8i!L\]{bcn*CDLz"=>FGw+9pDU 4\56S ?@*^2Gnu [0 +T   *ZX/`xT 3Rfy11FGn" r   Z   - 5 E F j    9v_aOJo12dNst56a=456WX ?d 0Y % X Y n o     !! !!L!!!"}""""#F#p#$,$T$|$$$%3%U%V%t%%&=&`&&&'@'f'g'''''(_((((((((((:)q)r))H***++?+@++++++++++++,,,,,000000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 0 0 0 0 0 0 0 0 000 0 0 0 0 0 0 000000000000000 00 0 0 0 0 0 0000 0# 0 0 000000000000 0 0 0 0  0  0 00 0  0  0 0 00000 0 0 0 0 0 0  0  0  0  0 0 0000 0 0 0 0 0 0 0  0 0(0 0 0 0 0 0 000000 0 0 000$ 0 0 0 0 0 0 0 0 0 000 0 0 0 0! 0! 0 0 " 0 0000 0 0 0 00000 0 0 0 0 0000 0  0  0 00000 0 00000 00000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 00000x00y,0y,0y,x0x00, 0,0, 0,0,0,0, 0, 0, 0, 0, 0 , 0 , 0 , 0, 0, 0, 0, 0 , 0 ,0, 0, 0, 0, 0, 0, 0, 0,0,0,0,0,0, 0, 0, 0, 0 , 0 ,0,0, 0 ,0,00~3 0~3 0~3 0~30~30~30~3 0~3 0~30~3 0~30~3005 05h050f60f60f60f60f60f6 0f6 0 f6 0 f6 0f6 0 f6 0 f60f6 0f6 0f6 0 f6 0f6 0f60f60 09 0 9 0909 099 09909 099 099 099 09909 09 099 09 09 09 09 09 0 9 0 9 0 9 09 09090909 09# 09 09 090909090909090909090909 09 0 9 0!9 0"9 0#9 0$90909 0%9 0&9 0'9 0(9 0)909090909 0*9 09 0+9 0 9 0,9 0:9 0:9 0:909 09 09 09090909 0-9 09 09 09 09 09 09 0909(09 0]F 0]F 0]F 0]F 0]F 0]F 0]F0]F0]F0]F0]F0]F 0.]F 0/]F 00]F0]F0]F 0]F 0]F0]F 0]F 0]F 0]F 0]F 0]F 0]F 0]F 0]F0]F0]F0]F 0]F 0]F 0]F 0]F! 0]F! 0]F 0]F" 0]F 0]F0Q0Q 0Q 0Q 0Q 0Q 0Q 0 Q0Q0Q0Q0Q 0Q 0Q 0Q 0Q 0 Q 0 Q0Q0Q0Q0Q 0Q 0Q 0Q0Q0Q0Q0Q0Q 0Q0Q0Q0Q0Q0Q 0Q 0Q0Q0Q0Q 0Q 0Q 0Q 0Q 0Q 0Q 0 Q 0 Q 0 Q 0Q 0Q 0Q 0Q 0 Q 0 Q 0 Q 0 Q0Q0Q0Q0Q0Q0Qx0]F0bx0]F0b 0b0b 0b0b0b0b 0b 0b 0b 0b 0b 0b 0b 0b0b 0b 0 b 0b 0b 0b 0b0b0b 01b 0 b 0 b 02b 0b 0b 0 b0b0b0b0b0b 0 b 0b0b0b0b 0:b0b00 j 0 j 0 j0 j0 j0 j 0 j 0 j0 j 0 j 0 j0 j 0 j00Jl 0Jl0Jl0Jl0Jl0Jl0Jl0Jl0Jl0Jl 03Jl 0Jl 0Jl 0Jl 04Jl 0Jl 0Jl 0Jl 0Jl 0Jl0Jl0Jl 05Jl 0 Jl 0 Jl 0Jl 0Jl 0Jl 06Jl 0 Jl 0 Jl 0 Jl0Jl0 07q 0q 0q 0q0q 0qq 0qq 0qq 0qq 0qq0q 0qq 0qq 0qq 0qq 0qq0q 0q 0 qq 0q 0q 0q 0 q 0 q 08q 0q 0q 0q 0q 0q0q0q0q 0q# 0q# 0q 0q 0q0q0q0q0q0q0q0q0q0q0q0q0q0q 09q 0:q 0;q 0<q 0=q 0>q0q0q 0?q 0@q 0Aq 0Bq 0Cq0q0q0q0q 0Dq 0 q 0Eq 0q 0q 0q 0Fq 07sq 07sq 07sq 07sq 07sq 0q 0q 0q0q0q0q 0Gq 0q 0q 0q 0q 0 q 0!q 0"q 0#q0q(0q 07 0 7 0 7 07 07 07 0 7 0 70707070707 0H7 0I7 0J7 0K70707$ 07 07 0mK707 07 07 07 07 0 7 0!7 0"7 0#70707 0$7 0%7 0&7 0'7! 07! 07 0(7 0)7" 07 0700 0  0  0  0  0 00000 0  0  0  0 0 0000 0* 0+ 0,0000 0-00000 0. 0/ 000000 0 00 0 0 0 0 0 0 0 0  0  0 0 0 0 0 000000x070$0$ 0$0$x07x070 0 000000 0 0 0 0 0 0 0 00 0 0 0 0 0 0 000 0L 0 0 0 0M 0  0 0000000 0 0 0 0 000 0N 07s000 0 0 000 0 00 0 0 0 0 0000) 0 )0)0)0)0)0)0) 0O) 0) 0 ) 0!) 0") 0#) 0$) 0%) 0P) 0) 0) 0) 0 ) 0Q) 0!)0)0) 0R) 0) 0) 0S) 0)0)0 0TЫ 0Ы 0Ы 0Ы 0Ы 0Ы0Ы 0Ы 0Ы 0Ы 0Ы0Ы 0Ы 0Ы 0Ы 0Ы 0Ы 0Ы0Ы 0Ы 0Ы 0 Ы 0Ы 0 Ы 0UЫ 0$Ы 0%Ы 0&Ы 0'Ы 0(Ы0Ы0Ы0Ы 0 Ы# 0Ы 0 Ы 0 Ы0Ы0Ы0Ы0Ы0Ы0Ы0Ы0Ы0Ы0Ы0Ы 0VЫ 0WЫ 0XЫ 0YЫ 0ZЫ 0[Ы0Ы0Ы 0\Ы 0]Ы 0^Ы 0_Ы 0`Ы0Ы0Ы0Ы0Ы 0aЫ 0Ы 0bЫ 0Ы 0Ы 0cЫ 0Ы 0Ы 0Ы0Ы 0Ы 0 Ы 0 Ы0Ы0Ы0Ы 0dЫ 0)Ы 0*Ы 0+Ы 0,Ы 0-Ы 0.Ы 0/Ы0Ы(0Ы 0 ѹ 0 ѹ 0ѹ 0 ѹ 0 ѹ 0 ѹ0ѹ0ѹ0ѹ0ѹ0ѹ 0eѹ 0fѹ 0gѹ 0hѹ0ѹ0ѹ0ѹ$ 0ѹ 0ѹ 0ѹ 0ѹ 0ѹ 01ѹ 02ѹ 03ѹ 04ѹ 05ѹ0ѹ0ѹ0ѹ 06ѹ 07ѹ 08ѹ 09ѹ 0iѹ0ѹ! 0ѹ 0:ѹ" 0ѹ 0ѹ000 0 0 0 0 0 00000 0 0 0 0 0 0000 0; 0< 0=00000 0>00000 0? 0@0000 000 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0000000x0ѹ000x0ѹx0ѹ0n 0 n0n0n 0n0n0n0n 0n 0&n 0'n 0(n 0)n 0*n0n 0n 0"n 0#n 0$n 0%n 0&n 0'n0n0n 0jn0n 0n 0n 0n 0kn 0n 0n0n0n0n0n0n0n 0n 0 n0n0n0n0n0n00 0 0000 0 00 0 0000, 0,0,0,0,0,0,0,0,0,0, 0l, 0+, 0,, 0-, 0., 0/, 00, 0m, 0(, 0), 0*, 0+, 0,, 0-, 0., 0/,0,0, 0n, 0, 0, 0, 0, 0o, 0, 0,0,0 0pv 0!v 0"v 0v0v 0Uv 0Uv 0Uv 0Uv 0Uv 0Uv0v 0Uv0v 0v0v 0Uv 0v 0v 0v 0qv 00v 01v 02v 03v 04v0v0v0v 0 v# 0v# 0v 0 v 0v0v0v0v0v0v0v0v0v0v0v0v 0rv 0sv 0tv 0uv 0vv 0wv0v0v0v 0xv 0yv 0zv 0{v 0|v0v0v0v0v 0}v 0v 0v 0~v 0#v 0$v 0v 0v 0v 0v 0 v 0 v 0 v0v0v0v 0v 05v 06v 07v 08v 09v 0:v 0;v 0<v0v(0v 0e 0e 0e 0e 0e 0e 0e 0e 0e0e0e0e0e0e 0e 0e 0e 0e0e0e$ 0e 0e 0e 0e 0e 0e 0Ae 0Be 0Ce 0De 0Ee0e0e0e 0Fe 0Ge 0He 0Ie! 0e! 0e 0Je" 0e 0e0A0A0A 0A 0A 0A 0A 0A0A0A0A0A 0A 0A 0A 0A 0A 0A0A0A 0KA 0LA 0MA0A0A0A0A0A 0NA 0OA0A0A0A0A0A 0PA 0QA 0RA 0SA0A0A0A0A0A 0A 0A 0A 0A 0A 0A 0A 0A0A 0A 0 A 0!A 0"A 0A 0A 0A 0A 0A 0A 0 A 0!A 0#A0A0A0A0A0A0Ax0e0202020202x0ex0e0 0 00000 00000 00000000 0 0000000000 0 0 0 0  0 0 0 00000 0% 0&00 0 0000! 0! 0!0!0!0! 0! 0!0!0!0!0!0!0!0! 0!00 0000000 0 01 02 03 04 05 0 06 00 01 07 0800 0 0! 0" 0# 0$ 0 0 000 0! 0'! 0 !0! 0S"!0! 0S"!0! 0(!0! 0 ! 0! 0! 0! 0=! 0>! 0?! 0@! 0A!0!0!0! 0!# 0! 0! 0!0!0!0!0!0!0!0!0!0!0!0! 0! 0! 0! 0! 0! 0!0!0! 0! 0! 0! 0! 0!0!0!0!0! 0! 0! 0! 0! 0)! 0*! 0! 0#! 0#! 0#! 0#! 0#! 0! 0! 0!0!0!0! 0! 0B! 0C! 0D! 0E! 0F! 0G! 0H! 0I!0!(0! 01/ 01/ 01/ 01/ 01/ 01/ 01/01/01/01/01/01/ 01/ 01/ 01/01/01/$ 01/ 01/ 01/ 01/ 01/ 01/ 0T1/ 0U1/ 0V1/ 0W1/ 0X1/01/01/01/ 0Y1/ 0Z1/ 0[1/ 0\1/! 0 1/! 0 1/ 0]1/" 01/ 01/0$:0$: 0$: 0$: 0$: 0$: 0$: 0 $:0$:0$:0$:0$: 0$: 0$: 0$: 0 $: 0!$: 0"$:0$:0$:0$: 0^$: 0_$:0$:0$:0$:0$:0$: 0`$:0$:0$:0$:0$:0$: 0a$: 0b$:0$:0$:0$:0$: 0$$: 0$: 0%$: 0$: 0&$: 0$: 0 $: 0'$: 0($: 0)$: 0*$: 0"$: 0#$: 0$$: 0%$: 0&$: 0'$: 0($: 0+$:0$:0$:0$:0$:0$:0$:x01/01I01I 01I 01I01Ix01/x01/0I 0 I0I0I0I0I 0 I 09I 0:I 0;I 0<I 0=I 0>I 0 I 02I 0?I 03I 04I 0@I 0AI 05I0I0I 0I0I0I0I0I 0I 0I 0I 0I0I0I0I0I0I 0+I 0,I0I0I 0I 0#I0I0I00P 0P 0P 0P0P0P0P 0 P 0 P0P 0P0P0P 0P 0 P0P00sS 0sS0sS0sS0sS0sS0sS0sS0sS 0sS 0BsS 0CsS 0DsS 0EsS 0FsS 0GsS0sS 0sS 06sS 07sS 08sS 09sS 0:sS 0HsS 0IsS 0;sS0sS0sS 0sS 0%sS 0&sS 0'sS 0(sS 0sS 0sS 0sS 0sS 0 sS0sS0 0DY 0-DY 0.DY 0 DY0DY0DY 0 ZDY0DY 0DY 0DY0DY 0 DY 0DY 0DY 0DY 0JDY 0KDY 0LDY 0MDY 0NDY0DY0DY0DY 0DY# 0DY 0DY 0DY0DY0DY0DY0DY0DY0DY0DY0DY0DY0DY0DY 0DY 0DY 0DY 0DY 0DY 0DY0DY0DY 0DY 0DY 0DY 0DY 0DY0DY0DY0DY0DY 0DY0DY0DY 0DY 0/DY 00DY0DY0DY0DY 0DY 0`[DY 0`[DY 0`[DY 0`[DY 0`[DY 0`[DY 0`[DY0DY 0DY 0DY 0DY0DY0DY0DY 0DY 0ODY 0PDY 0QDY 0RDY 0SDY 0TDY 0UDY0DY(0DY 0ag 0ag 0ag 0ag 0ag 0ag 0ag0ag0ag0ag0ag0ag 0ag 0ag 0ag0ag0ag$ 0ag 0ag 0 ag 0ag 0ag 0 ag 0cag 0dag 0eag 0fag 0gag0ag0ag0ag 0hag 0iag 0jag 0kag! 0 ag! 0 ag 0lag" 0ag 0ag0r0r 0!r 0"r 0#r 0$r 0%r 0&r0r0r0r0r 0#r 0$r 0%r 0&r 0'r 0(r0r0r0r 0mr 0nr 0or0r0r0r0r0r 0pr0r0r0r0r0r 0qr 0rr 0sr 0tr0r0r0r0r 0,r 0r 0-r 0r 0.r 0 r 0 r 0/r 00r 01r 02r 0)r 0*r 0+r 0,r 0-r 0.r 0/r 03r0r0r0r0r0r0rx0ag00000x0agx0ag0؄ 0؄ 0؄0؄ 0؄0؄0؄0؄ 0 ؄0؄0؄0؄0؄0؄0؄ 0 ؄ 0<؄ 0=؄ 0>؄ 0?؄ 0@؄ 0J؄ 0K؄ 0A؄0؄0؄$ 0؄0؄0؄0؄$ 0؄ 0!؄ 0"؄ 0#؄ 0$؄0؄0؄0؄0؄0؄0؄0؄0؄0؄0؄$ 0؄0؄0؄00 000000 0  0 0 0 00 00000 0000000 0 0L 0M 0N 0O 0P 0Q 0R 0 0B 0C 0D 0E 0F 0G 0S00 0 0) 0* 0+ 0, 0- 0 0% 0& 0' 0( 0)00 0d 01d 02d 0 d0d 0d 0d 0d 0d0d 0d 0d 0d 0d 0d0d 0d0d 0d 0d 0d 0d0d 0d 0Vd 0Wd 0Xd 0Yd 0Zd0d0d0d 0d# 0d 0d 0d0d0d0d0d0d0d0d0d0d0d0d 0d 0d 0d 0d 0d 0d0d0d 0d 0d 0d 0d 0d0d0d0d0d 0d0d 0d0d0d0d0d 0d 0pd 0pd 0pd 0pd 0pd 0d 0d 0d0d0d0d 0d 0[d 0\d 0]d 0^d 0_d 0`d 0ad0d(0d 0Q 0Q 0Q 0Q 0Q 0Q 0Q0Q0Q0Q0Q0Q 0Q 0Q 0Q0Q0Q$ 0 Q 0Q 0Q 0Q 0 Q 0uQ 0vQ 0wQ 0xQ 0yQ0Q0Q0Q 0zQ 0{Q 0|Q 0}Q! 0 Q! 0Q 0~Q" 0Q 0Q00 0' 0( 0) 0* 0+ 0,0000 0) 0* 0+ 0, 0- 0.00 0 0 000000 0 000000 0 0000 04000 05 0 06 0 0 07 08 09 0: 00 01 02 03 04 05 06 0;0000000x0Q0D0D0Dx0Qx0Q0 00000 0000000 0 0H 0I 0J 0K 0L 0M00 000000 0 0* 0+ 0, 0- 0.000000 03 04 05000 0 0p 0p 0p 0p0000 00000 0  0000000 0000000000 0 0T 0U 0V 0W 0X 0Y 0Z 0[0 0 0N 0O 0P 0Q 0R 0S 0T 0U00 0 0. 0/ 00 01 02 0 0/ 00 01 02000 0 06 07 00 03 03 030000 03 03 03 030 0 0  0! 0" 0 0b 0c 0d 0e 0f000 0# 0  0 000 0 0 0 0 0 000 0 0 0 0 00000 00 00000000 000000 0 0 0000 0 0g 0h 0i 0j 0k 0l 0m0(0 0  0! 0" 0  0! 0" 0#00000 0 0 000$ 0 0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0I0 I00I00I00I00I00I00I00I00@0@0@0I00I00  ---0X(T1O5 :>C9J\NQ\Sg%lqxuvzXʉҔ9;6 }Udk%).k48<JG:ORXF\ bfTl`or|Ɉ”LmѮ±JBP"FB~%]  vB[ #)*.b17?ZGJnLQSUJW ]"_afjqlnCv}(ph4r֪:zB)^a\  xb"%^- 4 ZAs   $'+037:=?BEHLORVY[]adgknquwz|   !#&(*,.0257:=?BDFHKMOQSVX[]iknqsLk g*O"'U,1245f8:"<>@NBCEHKMORUZ`)gi`km'p[rJtvx\z$|}<hͤD0<(!0'pt|_oa>~J6dyn2q r"$&#)*,.!2V4E6c8@;>CHMOQSdVrXY[]`9b9d'fh(lDn`ps-w{|2~kŌ͕ɘTeL ѯaȺK$69rw,Df1:    $ "u%(,.c1T4:?*D;HYJKN~PRUJWYv\]`bgj,lor%w|Yc:ܗ,"@;0C*-c\5bf54 ;F${  ~.a"%'^-3$ ~VJs   !"#%&()*,-./1245689;<>@ACDFGIJKMNPQSTUWXZ\^_`bcefhijlmoprstvxy{}~   "$%')+-/134689;<>@ACEGIJLNPRTUWYZ\hjlmoprtr8@0(  B S  ?,r5](,,C*urn:schemas-microsoft-com:office:smarttagsmetricconverter $1 ProductIDkrF F׀ހ 66[A]ALLSSoo||oprxvwyrsu{`\?)p)+++++++++++++++,,+++++++++++++,,++++++++++++,,&  u ;4 xFnB2.0>p~´| lbg Yx":T" ? 6X4~/'\LP( 2) 4+*FCL.(.nM1:H/; 3v@lG`{ Y~*J+YxӖ[[2M^2E`2X?Uaylx"0s^`sOJQJs^`sOJQJOJQJs^`sOJQJs^`sOJQJs^`sOJQJs^`sOJQJ^`OJPJQJo(-^`OJPJQJo(- pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. ^`OJQJo( $ $ ^$ `OJQJo(pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. hh^h`OJQJo(TT^T`OJPJQJo(-pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. Ym^ `YOJPJQJo(-Y5^`YOJPJQJo(-   ^ `OJQJo( xx^x`OJQJo( HH^H`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo(^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. s^`sOJQJo(Y5^`YOJPJQJo(- pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( hh^h`OJQJo( ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( TT^T`OJQJo(^`OJPJQJo(-pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.YM^`YOJPJQJo(-^`OJQJo(hHo^`OJQJo(hH ^ `OJQJo(hH`^``OJQJo(hHo0^0`OJQJo(hH^`OJQJo(hH^`OJQJo(hHo^`OJQJo(hH^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. TT^T`OJQJo(^`OJPJQJo(-pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. hh^h`OJQJo( ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(^`OJPJQJo(- $ $ ^$ `OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( s^`sOJQJo( ^`OJQJo(o pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo(h^`OJQJo(hHh^`OJQJo(hHohp^p`OJQJo(hHh@ ^@ `OJQJo(hHh^`OJQJo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHohP^P`OJQJo(hH^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.^`OJPJQJo(-^`OJPJQJo(- pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( ^`OJQJo(^`OJPJQJo(-pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.^`OJPJQJo(- ^`OJQJo( pp^p`OJQJo( @ @ ^@ `OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o PP^P`OJQJo( Ym^ `YOJPJQJo(-Y5^`YOJPJQJo(-   ^ `OJQJo( xx^x`OJQJo( HH^H`OJQJo(o ^`OJQJo( ^`OJQJo( ^`OJQJo(o ^`OJQJo( ^`OJQJo(^`OJPJQJo(-pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. ^`OJQJo(^`OJPJQJo(-pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. ^`OJQJo(^`OJPJQJo(-pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.Y^`YOJPJQJo(- hh^h`OJQJo(o 88^8`OJQJo( ^`OJQJo(   ^ `OJQJo(o   ^ `OJQJo( xx^x`OJQJo( HH^H`OJQJo(o ^`OJQJo(^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. TT^T`OJQJo( $ $ ^$ `OJQJo(pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.^`OJPJQJo(-^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J. ^`OJQJo(^`^J.pp^p`^J.@ @ ^@ `^J.^`^J.^`^J.^`^J.^`^J.PP^P`^J.%X?Ua.6 {.qL6 J+Y/'6 yl6 ? 607 4+?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcd7QY%p+++++,,@^ @AKLRS|}vvvv,`@``H@``X@``@``@``@``0@`"`H@`*`X@`R`@`^`@`f`@``(@``<@``L@``@``@``@` `@`x @Unknown Gz Times New Roman5Symbol3& z Arial7&  VerdanaG  MS Mincho-3 fg7&{ @Calibri5& zaTahoma;Wingdings?5 z Courier New"$F$F||!4d9*9*+ 2qHX $P y22Teaching Programme RocioMiriam&                           ! " # $ % Oh+'0x  4 @ LX`hpTeaching Programme RocioNormalMiriam2Microsoft Office Word@@J\@J\|՜.+,0 hp|  9* Teaching Programme Ttulo  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~Root Entry F2d\Data v11TableTWordDocument;SummaryInformation(DocumentSummaryInformation8CompObjr  F Documento Microsoft Office Word MSWordDocWord.Document.89q