ࡱ>  @ kbjbj -c#||||$@@@Pus\r",,,rrrrrrr$!uRswjr.@(..r||Ts(.|Rr.rn`"jP @ Ld`Zm|9s<usd({X.{j||||j{j,NN Z,,,rr?DdA|=D|Level: 2 Grade: 2 Signs of Gods Love In this unit students are introduced to the ways in which Gods love has been experienced through time. In Part 1 students explore the love of God discovered in family life. In Part 2 they learn about the love of God for His people as they ponder the journey from slavery to freedom in the Crossing of the Red Sea. In Part 3 they explore the Church as an expression of Gods love; and in the final part they are introduced to the death and resurrection of Jesus Christ, the supreme expression of Gods love, as they contemplate the symbols and signs of the Eucharist. DOCTRINAL FOCUS In planning to teach this unit the following references from the Catechism of the Catholic Church and the Compendium of the Catechism of the Catholic Church are recommended: #2206 The relationships within the family bring an affinity of feelings, affections and interests, arising above all from the members' respect for one another. (See Compendium #459 and #460 What are the duties of children and parents?) #2196 In response to the question about the first of the commandments Jesus says: The first is Hear, O Israel: The Lord our God, the Lord is one; and you shall love the Lord your God with all your heart, and with all your soul, and with all your mind, and with all your strength. The second is this: You shall love your neighbour as yourself. There is no other commandment greater than these. (See Compendium #435 How did Jesus interpret the Law?) #219 God's love for Israel is compared to a father's love for his son. His love for his people is stronger than a mother's for her children. God loves his people more than a bridegroom his beloved; his love will be victorious over even the worst infidelities and will extend to his most precious gift: God so loved the world that he gave his only Son. (See Compendium #79 What is the Good News for humanity?) #1084 The sacraments are perceptible signs (words and actions) accessible to our human nature. By the action of Christ and the power of the Holy Spirit they make present efficaciously the grace that they signify. (See Compendium #224 What are the sacraments?) #1380 (Jesus) in his eucharistic presence remains mysteriously in our midst as the one who loved us and gave himself up for us, and he remains under signs that express and communicate this love. (See Compendium #282 How is Christ present in the Eucharist?) SPIRITUAL REFLECTION FOR TEACHERS How do we communicate our love for another? People express their love through words, actions, gestures, signs and symbols. We also experience and express the love of God through these same elements. Liturgy and sacraments draw on these elements to communicate and celebrate the love of God for humanity and all of creation. Through the words of Sacred Scripture and through our capacity to allow those words to move us, Gods love is communicated to us. What are some key symbols, words or actions that express Gods love for you? Jesus Christ is Gods love. This is expressed throughout Jesus ministry, and most especially in his Passion, death and resurrection. The Holy Spirit of God that is in each person enables them also to express and experience Gods love. People are symbols of Gods love. Who are the people in your own life who are symbols of Gods love? What is it about them that gives you a sense of God? LINKS WITH STUDENTS EXPERIENCES Most students experience love through their familial and peer relationships. These relationships are built on promise, friendship, trust and courage. How do students describe their experiences of love? What people, gestures and experiences do they associate with love? What experiences do students identify as experiences of Gods love? What does Gods love look like, feel like, sound like for a child? Students are beginning to understand that signs and symbols of the Church reflect important meaning for the People of God. Churches, classrooms, homes and nature are filled with signs and symbols of Gods life. What religious symbols and signs do students associate with the love of God? EXPLANATION OF SCRIPTURE Ex 12: 115: 21 The Exodus The book of Exodus is the second book of the Bible and the second book of the Torah (Law) or Pentateuch (5 books). The Torah or Pentateuch is made up of five books Genesis, Exodus, Leviticus, Numbers and Deuteronomy. It was composed over a long period of time from oral, tribal stories as well as other sources, both written and oral. By the time these texts were finally edited in the sixth century, hundreds of years had passed since the events they relate. As the title of Exodus suggests, the Book recounts the story of the Israelites escape or exit from slavery in Egypt to freedom and eventually the return to their homeland in Canaan. The Exodus theme permeates the rest of the Bible. The ideas of freedom, coming home, being chosen by God and covenant are all interwoven in the Exodus. The background to the Exodus story in the first fourteen chapters tells of the birth of Moses (12), his marriage, and call by God to liberate the people (26). A struggle follows between God and the Pharaoh (712) culminating in the first Passover meal (12). Then the Israelites cross the Red Sea into relative freedom in the desert (1213). It is an epic narrative in which God and Moses are the major characters and certainly the heroes. It shows the greatness of God and how God loves the people. We have no other historical evidence to support the historicity of these stories. The stories of the plagues can be distressing because the innocent apparently suffer as well. We need to understand that the plagues are presented as a struggle between God and Pharaoh who was regarded as divine. Two great rulers are in combat. God eventually won and continued to care for and love the Israelite people through their sojourn in the desert. Moses, the great leader, teacher and mystic, led his people to freedom under Gods guidance. Chapter 15 presents a victory song of Moses, praising God for delivering them all safely out of Egypt. Mk 14: 1225 The account of Jesus final meal with his disciples is divided into three sections: the preparations for the meal (1216), the first phase of the meal with the prediction of Judas betrayal (1721), and the institution of The Lords Supper (2225). Mark sees the supper as a Passover meal although there is no reference to the eating of lamb. There are disputes about when the meal was held and what kind of meal was eaten. In the Institution Narrative Mark stresses the words, actions and changing of the bread and wine. The bread and wine become the presence of Jesus Christ, which begins a new covenant to be fully realised in the Kingdom of God. The eucharistic celebration of the Church includes many perspectives: the recollection of the Exodus deliverance, the continuation of Jesus presence through a meal, the sacramental re-enactment of his Passion and death. Marks narrative stresses the sacrificial death of Jesus Christ for many. This one sacrifice is made present in the Eucharist. POSSIBILITIES FOR PRAYER AND WORSHIP Write a psalm, song or poem, e.g: Sing to God. Praise God for ever! God listens to the prayer of the slaves. Sing to God. Praise God for ever! God Include prayer throughout the unit: Miriams prayer in KWL, 2nd edn, Book 2, Chapter 8, p. 95. Use tambourines with the prayer. Contemplative prayer, mantra: Just as God was with Moses and the people, and led them to safety, so God is with us too. Guide students to praying a mantra, e.g. I am with you always. See To God on a Magic Carpet (Sr Anthony, Spectrum Publications, p. 12). Ask students what signs they see of Gods love in their lives. These signs may include the sun rising every morning, the air we breathe, the water we drink, the kindness and goodness of people. Design a simple Litany of Thanks for all these signs of Gods love. Invite a few parishioners into your classroom to celebrate the Litany of Thanks with the class. Prayer celebrations: Use the symbols of oil, water, light, bread and wine in prayer celebrations. Pray the prayer in KWL, 2nd edn, Book 2, Chapter 9, p. 105. Sign of Welcome: The Lord be with you. And also with you. Sign of Peace: Peace be with you. And also with you. Blessings: The Sign of the Cross with holy water. Blessing with arm extended, palm down: The love of God be with all of you (or similar words). Make the Sign of the Cross with oil on the hand of the one being blessed: May God bless you (N) _________. Related Chapters KWL, 2nd edn, Book 2: Chapter 2, Families; Chapter 3, The Church is a Family; Chapter 8, God of Freedom; Chapter 9, Signs of Gods Love. Faith concepts: sign, symbol, action, belonging, family, love, church, sacrament. Understandings: People use words, actions and symbols to show and to celebrate their love. The family is a sign of Gods love. Throughout the year the Church celebrates Gods love, especially in the Mass each Sunday. The Exodus story tells us about Gods love for the people of Israel when they were led out of slavery in Egypt to freedom. Each sacrament has symbols and signs that remind Christians of Gods love. Unit specific learning: Students will learn aboutStudents will learn toStudents will undertake toKnowledge and UnderstandingReasoning & RespondingPersonal & Communal Engagement Ways in which people show care, respect and love for another person, and how these are an expression of Gods love and care. The characters and events of the Wedding at Cana. The story of Exodus as a story about Gods gift of love and freedom. The key characters and events of the Crossing of the Red Sea. The Church as the People of God. Signs and symbols of Gods love in the sacraments.  Express what is significant for them in the story of the Wedding at Cana and the Exodus. Reflect on their relationship with God. Express their feelings, ideas and thoughts about the Crossing of the Red Sea.  Be part of prayer celebrations. Compose a prayer of thanks.  Part 1: Family Is a Sign of Gods Love Additional Reading for TeachersLearning & Teaching SequenceAssessmentEvery human person is created in the image and likeness of God. Therefore, each person's life and inherent dignity must be respected. Every human being possesses this dignity. In the Universal Declaration of Human Rights almost every article begins with expressions such as every human being, every member of the human species, every human individual without any distinction, etc. Wondering People chains Copy the template below. Next, fold a blank page accordion style. Trace the paper doll onto the front of the folded page, making sure it fills the entire page. Then cut along the lines of the doll.  INCLUDEPICTURE "http://www.carnivalbookclub.com/reproducibles/images/paperguy.gif" \* MERGEFORMATINET Assessment for Learning This activity will demonstrate students understanding and experience of care and love. The human person is not only sacred, but social. The family is the natural and fundamental group unit of society, the living cell of society. The nurturing of family life is the difficult yet noble task of humanity. Students wonder about the people in their families who care for them. They draw and write the names on each cut-out. On the back of each cut-out they write a short sentence explaining how that person is caring. Display around the classroom. Telling the Story Read KWL, 2nd edn, Book 2, Chapter 2, pp. 1617. Responding Discuss with students the concept of respect. Link the concept of respect to the family members that students depicted in their people chains. Students make VIP badges for an important person in their lives. Students sit in groups of four. Using a Round Robin strategy students write the word RESPECT in the centre. Each member of the group writes or draws what they think it means to show or receive respect, and what they think respect might mean.  Groups share responses with the class. Suggested Home Activity Have each member of the family trace his or her hand on a piece of paper. Each person writes on the hand ways in which they show love and care for each other. Cut out hands and display around the home. Praying the Word Students participate in prayer/liturgy based on KWL, 2nd edn, Book 2, Chapter 2, p. 23. Invite students to bring a photo of their family to be part of the prayer focus. The Wedding Feast at Cana The story of the wedding feast at Cana is the first of Jesus miracles recorded in Johns Gospel. In Jesus time wedding feasts lasted for some days. It would have been at great expense to the families of the bride and groom, either of whom may have been related to Jesus because he was there with his mother. That there was not enough wine for the guests is a sign that the host families were poor. Out of compassion for their needs and out of respect for Mary and the guests, Jesus transformed the situation.Telling the Story Retell the Wedding at Cana using concrete materials. Wondering Invite students to wonder with you: I wonder why Mary asked Jesus to help the wedding family when they ran out of wine? I wonder how the guests felt when Jesus changed the water into wine? Responding Students explore the story of the Wedding at Cana through a choice of modes: Concrete materials Feltboard characters Roleplay Playdough Reading KWL, 2nd edn, Book 2, Chapter 2, pp. 1821. Use a WAG strategy to assist students to identify and record Words, Actions and Gestures used during a particular experience or interaction. Students summarise the effect that the Words, Actions and Gestures had on them. Students use the WAG strategy to complete the following, based on the story of the Wedding at Cana (Jn 2: 111). Words Actions Gestures Summary  Assessment of Learning This activity will indicate students ability to identify the key characters, events and teaching of the Wedding at Cana. Students choose from the following activities: Students use the story of the Wedding at Cana to write a rap song. Students perform their rap song. Provide a postcard template. Students write a postcard to a relative pretending that they were a guest at the wedding. Create a 3D model of the wedding scene. Assessment of Learning These responses will demonstrate the students ability to express what is significant for them in the Wedding at Cana. Praying the Word Students participate in a prayer liturgy that celebrates the gift of family Part 2: Exodus Is a Story of Gods Love Additional Reading for TeachersLearning & Teaching SequenceAssessmentThe Exodus is the central saving event of God in the Old Testament. Just as the creation stories tell us that God is the great creator, the story of the Exodus tells us that God is the great liberator and saviour. The story of the Exodus is foundational to an understanding of the symbol of water in baptism and of the Eucharist as the new Passover. As the Israelites moved through the sea into freedom, so we enter into the freedom of Christ Jesus through the waters of baptism. Telling the Story Discuss with students ways that Gods love is experienced. Discuss with students what it means to be free. Read KWL, 2nd edn, Book 2, Chapter 8, pp. 8693. Assessment for Learning This discussion will indicate students understanding and experiences of freedom and of signs of Gods love. Jesus celebrated the Last Supper during the Passover. The Passover is a remembrance of that great event when God saved Israel. Two linked events are remembered: the Hebrews ate the meal of unleavened bread and lamb while the angel of death passed over their houses; and they passed through the Red Sea into freedom. The students explore the story with its rich imagery. Focus on what the story tells us about God as liberator, saviour, with us and protecting us. In later years there will be time to explore the connection between this story and baptism and the Eucharist. Responding Students use a Story Wheel to analyse features of the story of the Exodus as it is told in KWL, 2nd edn, Book 2, Chapter 8, pp. 8693.  Discuss with students that the Exodus is a symbol of Gods love. Assessment of Learning This activity will indicate students ability to identify key characters and events in the story of the Exodus Telling the Story Reread the story of the Exodus using concrete materials. Wondering Invite students to wonder with you: I wonder why God chose Moses? I wonder what it feels like to be a slave? I wonder how Moses felt? I wonder how the people felt when they crossed the Red Sea? I wonder how they felt once they were free? I wonder what prayer of thanks you would have said after crossing the Red Sea? Responding Whole class improvisation of the events of the Exodus. Teacher acts as the narrator, telling the story. Students improvise actions to accompany the text. Students illustrate or construct a favourite part or character of the story Assessment of Learning Students responses will demonstrate their ability to express what is significant for them in the Exodus. Praying the Word Students participate in a prayer or liturgy thanking God for ways that God loves each person. Students may be invited to pray spontaneous prayers of thanks Part 3: The Church Celebrates Gods Love Additional Reading for TeachersLearning & Teaching SequenceAssessmentChurch The word Church comes from the Greek ekklesia which means assembly or gathering. The Church is made up of the people of God called from every part of the earth, and assembled by God for worship. The Church is also called the Body of Christ and the Temple of the Holy Spirit. The building in which the people assemble to pray and celebrate is also called a church. Wondering Write the following on the board: I wonder what happens in a church? In groups students brainstorm as many events as they can. Make a class list to display in the room. Nominate an event for each group to mime to the class. At the end of the performance students attempt to guess the event. Assessment for Learning This activity will indicate students associations and experiences of the church building and the Church as the People of God. Telling the Story Read KWL, 2nd edn, Book 2, Chapter 3, pp. 3237. Discuss.Wondering Use I wonder KWL, 2nd edn, Book 2, Chapter 3, p. 38.Responding Learn and sing a song about the Church, e.g. We are the Church (As One Voice for Kids); The House of the Lord (As One Voice for Kids). Make up actions for the song to be used at a later prayer session. Discuss the meaning of the lyrics; in particular that the Church is not only the building but the people.  Signs and symbols found inside the church building include the altar, the ambo or lectern, the tabernacle, the crucifix, the Paschal candle, the baptismal font, holy water fonts, the priests chair, notices about the life and activity of the parish, statues and images of the saints, etc. Students decorate a banner as a mosaic, saying; The Church is a sign of Gods love. Students brainstorm people they know who belong to the Church. Students draw pictures of these different people to add to the banner. Take students to the church. Make reference to the signs and symbols in the church that are significant to the Catholic tradition. Students write or draw the ways they feel Gods love in the church: for example, candles, when lit, are a symbol of Gods presence.Assessment of Learning This activity will indicate students understanding of the Church as the People of God. Praying the Word Ask students what signs they see of Gods love in their lives. These signs may include the sun rising every morning, the air we breathe, the water we drink, the kindness and goodness of people. Write a letter to God describing these times.The Last Supper the Eucharist Marks Gospel records the events of Holy Thursday or the Last Supper. Jesus gathered, as all Jews did, to celebrate the feast of the Passover. This feast recalled and gave thanks for the great deliverance of the Chosen People from slavery. During the meal Jesus took bread. He blessed the bread, broke it and gave it to his disciples. He then shared the cup. Jesus told his disciples to do this as his memorial each time they gathered to break the bread and drink the cup. He is always present with us each time we celebrate the Eucharist.Telling the Story Tell the story of the Last Supper in Mk 14: 1225 using concrete materials. Responding Complete a Y-chart classifying things they would have seen, heard and tasted if they were present at The Last Supper. Discuss key events and symbols. Students use the WAG strategy to analyse the text (classify Words, Actions and Gestures discovered in the Scripture story). Assessment of Learning The WAG strategy will enable students to identify the significant words and actions of The Last Supper. Praying the Word Students participate in a liturgy which focuses on the People of God. Part 4: Sacraments: Signs and Symbols of Gods Love Additional Reading for TeachersLearning & Teaching SequenceAssessmentParticular symbols are used in the sacramental life of the Church: water, oil, light, bread and wine. Through these symbols students learn of Gods presence and saving activity. This lays the foundations for later teaching about the sacraments.Wondering Select a range of signs and symbols that the children would be familiar with, e.g. STOP sign, school logo, Made in Australia sign, Nike tick, etc. Discuss the signs and their significance. Assessment for Learning This activity will indicate students prior knowledge of signs and symbols. Symbols are outward ways of expressing inner meaning. A kiss, an embrace, a ring, sending flowers, a cake with brightly lit candles, all put us in touch with certain aspects of life, e.g. friendship, love, commitment, sympathy, remembrance. Symbols are part of our religious heritage and our lives, and can express meaning that is beyond words. Discuss the fact that certain signs and symbols represent a greater message. Ask students to recall and draw a range of symbols and signs. Share some with the class and discuss the symbolism. The symbols and signs used by the Church communicate the life of God. They have many layers of meaning. Symbols find their meaning in the context in which they are used. On the literal level, water is sustaining, cleansing, renewing and refreshing, so too is Gods life in baptism. Bread and wine nourish us, so too God nourishes us in the Eucharist. Oil is soothing and strengthening, so too is Gods grace in the anointing in Baptism, Confirmation, Holy Orders and Anointing of the Sick. But the seven sacraments are not merely symbols. They are chosen signs that give grace. Telling the Story Read KWL, 2nd edn, Book 2, Chapter 9, pp. 96103The story Signs of Gods Love is best told using the symbols themselves. The KWL chapter outlines the ways oil, water, bread and wine, etc. are used in everyday life, and then examines these symbols in the sacraments. Symbols are the Churchs way of expressing a spiritual reality. Children need to experience these symbols rather than simply be told about them.Responding Students re-read KWL, 2nd edn, Book 2, Chapter 9, pp. 96102. In groups students identify the signs and symbols of the sacraments of Baptism, Confirmation and the Eucharist. Each group presents their findings on a selected sacrament. Students create a poster naming the signs and symbols of the sacrament and list what each sign represents in ordinary life and in sacramental life. Illustrate. For example: We use water to wash, clean, drink. Water is used in baptism as a sign of new life. Students make 2D and 3D signs and symbols of the sacraments of Initiation. Display these in the classrooms sacred space.  Assessment of Learning This activity will indicate students ability to identify signs and symbols of particular sacraments. A Blessing is an ancient form of prayer. It is an expression of Gods generosity and love.Praying the Word Students participate in a prayer liturgy based on the signs of sacramental life. Use the prayer in KWL, 2nd edn, Book 2, Chapter 9, p. 105. Conclude with a blessing. RESOURCES To Know, Worship and Love, 2nd Edition Book 2: Chapter 2, Families; Chapter 3, The Church is a Family; Chapter 8, God of Freedom; Chapter 9, Signs of Gods Love. Teacher Resources Macdonald, Sr Anthony 2004, To God on a Magic Carpet, Spectrum Publications, Richmond, Vic. White, D, OBrien, K & Todd, S 2003, Into the Deep, KD Publications, Marayong, NSW. Wintour, R 2002, Just Imagine 2: More Creative Ways of Presenting Scripture, Mountjoy Enterprises, Brisbane. Wintour, R 1998, Sacred Celebrations: Liturgies for Children, Mountjoy Enterprises, Brisbane. Music & CDs Ford, E & N 2002, The House of the Lord, in As One Voice for Kids, Willow Connection. RELIGIOUS EDUCATION STANDARDS This unit may be used to assess some of the Level 2 standards. Students interpret biblical stories and stories in Church Tradition by making a response and expressing their own ideas, feelings and perceptions. Students distinguish the key objects, signs, symbols and actions of the sacraments of Initiation and seasons of the Church by explaining what they mean. PAGE  PAGE 2  '()Hgub h  Űt___tJ5_J)h[h B*CJOJQJ^JaJph)h[hicB*CJOJQJ^JaJph)h[hkB*CJOJQJ^JaJph)h[h#UB*CJOJQJ^JaJph)h[hxPB*CJOJQJ^JaJph#h[B*CJOJQJ^JaJph)h[h[B*CJ"OJQJ^JaJ"ph,h[h:65B*CJ"OJQJ^JaJ"phh:6CJOJQJ^JaJ)h[h:6B*CJOJQJ^JaJph()a b r s ! "   6o$a$gd`82$$d%d&d'd-DM NOPQa$gd[ $ Ca$gd[ $ Ca$ Ckkk # $ , R V _ ` a b r s ! " (   ꖈqbQBBQh:66CJOJQJ^JaJ h:65CJOJQJ\^JaJh:65CJOJQJ^JaJ,h[h:65B*CJOJQJ^JaJphh:6CJOJQJ^JaJ)h[h[B*CJOJQJ^JaJph)h[h#UB*CJOJQJ^JaJph)h[hicB*CJOJQJ^JaJph)h[hkB*CJOJQJ^JaJph)h[hxPB*CJOJQJ^JaJph  ;EJlpuvJTZ^_hruz?IOwyop|n`h CJOJQJ^JaJh1CJOJQJ^JaJ,h[h:65B*CJOJQJ^JaJphhe'CJOJQJ^JaJh16CJOJQJ^JaJ#he'h:66CJOJQJ^JaJ h:65CJOJQJ\^JaJh:66CJOJQJ^JaJh:6CJOJQJ^JaJh:6CJOJQJ\^JaJ%opEtu:xy678YZ+,H^_$a$gd`8:?678YZ+,2389HLMȳ~o~o~]K]"he'CJOJQJ^JaJmH sH "h:6CJOJQJ^JaJmH sH h15CJOJQJ^JaJh:65CJOJQJ^JaJh:66CJOJQJ^JaJ,h[h:65B*CJOJQJ^JaJph)h[h:6B*CJOJQJ^JaJphh7SrCJOJQJ^JaJh CJOJQJ^JaJh]CJOJQJ^JaJh:6CJOJQJ^JaJCF x!!!!!!"("v"w" #4#######ο΢΢΢Δxj΢xΔS,h[h:65B*CJOJQJ^JaJphhe'CJOJQJ^JaJh CJOJQJ^JaJh]:vCJOJQJ^JaJh=VVCJOJQJ^JaJh]CJOJQJ^JaJh:65CJOJQJ^JaJh15CJOJQJ^JaJh:6CJOJQJ^JaJ"h:6CJOJQJ^JaJmH sH "h]CJOJQJ^JaJmH sH _O#P####$9$b$$$$$ % &&$^`a$gd`8$ & F L^a$gd`8 $^a$gd`8$ & F he^e`a$gd`8$a$gd`8#$8$9$`$b$$$$$$$$$$$$$%%&&& &'''''''' ( ((("(K([(((([)z)|)}))̠$h[h:65B*OJQJ^Jphh:6CJOJQJ^JaJh]h]CJ^JaJh1CJ^JaJhhCJ^JaJh 6CJ^JaJh]CJ^JaJh[CJ^JaJh[6CJ^JaJh:66CJ^JaJh:6CJ^JaJ.&s'''(K(((()|)})***m*$a$gd`8$ & F LP^a$gd`8$ & F he^e`a$gd`8$ & F LP^a$gd`8$ & F hh^ha$gd`8 $e^ea$gd`8))))))****)*+*0*1*8*9*?*A*l*n**++,,',o,̾rdMr,h[h:65B*CJ"OJQJ^JaJ"phhkCJOJQJ^JaJ,h[h:65B*CJOJQJ^JaJphh:65CJOJQJ^JaJ,h[hy5B*CJOJQJ^JaJphh[5CJOJQJ^JaJh:6CJOJQJ^JaJh:65OJQJ^JhhOJQJ^Jh1OJQJ^Jh 6OJQJ^Jh:6OJQJ^Jm*n****H++,,',A,X,s, $$Ifa$gd`8 o,r,s,t,,,,,- - --"-.-u-v-w-------һqcqUcGcqGq9qcGcUhCJOJQJ^JaJhkCJOJQJ^JaJh#UCJOJQJ^JaJhxPCJOJQJ^JaJhCJOJQJ^JaJh:6CJOJQJ^JaJ,h[h:65B*CJ"OJQJ^JaJ"ph,h[h:66B*CJOJQJ^JaJph,h[h:65B*CJ"OJQJ^JaJ"ph,h[h:65B*CJOJQJ^JaJph,h[hk5B*CJOJQJ^JaJphs,t,,,,NBBB $$Ifa$gd`8kd$$IflF}$6tuu  t06    44 lap,,,E-w--ND111 & F $If^ y$If^ykd$$IflF}$6tuu  t06    44 lap---..L.M.N.O.P......./ /!/$/@/A/]/^/`/a/c/京֞֞䐞vgXh[5CJOJQJ^JaJh:65CJ"OJQJ^JaJ"h:6CJOJQJ^Jhw CJOJQJ^JaJh9RCJOJQJ^JaJh:6CJOJQJ^JaJhskCJOJQJ^JaJhCJOJQJ^JaJhCJOJQJ^JaJhCJOJQJ^JaJhkCJOJQJ^JaJhxPCJOJQJ^JaJ--.N.O.P.../ /!/A/]/^/_/`/$If y$If^ygd9R y$If^y y$If^ygdw  & F $If^gdk h$If^hgdk y$If^ygdxP & F $If^`/a/b/////rpk___ $$Ifa$gd`8gd[kd$$IflqF}$6tuu t06    44 lac///Y0k00000V1W1a1o15262q\I6%jhqh[CJOJQJU^J%hqh[B*CJOJQJ^Jph)hqh[56CJOJQJ\^JaJ/hqh[5B*CJOJQJ\^JaJph#hqh[5CJOJQJ^JaJ#hqh[6CJOJQJ^JaJ&hqh[6CJOJQJ]^JaJ hqh[CJOJQJ^JaJ,hqh[5B*CJOJQJ^JaJph,h[h[5B*CJOJQJ^JaJph//V1W1a1o1G>8>>$If $Ifgd[kdY$$Ifl44F}$6tuu  t06    44 laf4po1522233333Jkdf$$Ifl4F}$6tuu t06    44 laf4$If $Ifgd[ $$Ifa$gd[ $Ifgd[6222222233H3N333444445޹m[G3&hqhs6CJOJQJ\^JaJ&hqhs5CJOJQJ\^JaJ#hqhsCJOJQJ\^JaJ(hqhs>*B*CJOJQJ^JphhqhsCJOJQJ^J hqh[CJOJQJ^JaJ,hqh[5B*CJOJQJ^JaJph#hqh[5CJOJQJ^JaJ%j"hqh[CJOJQJU^J%jhqh[CJOJQJU^Jhqh[CJOJQJ^J3334444444Vkd$$Ifl4F}$6tuu t06    44 laf4 $Ifgds$If $Ifgd[ 44'5(5)5*5+565d5VI & F$Ifgdskd$$Ifl4F}$6tuu t06    44 laf4$If $Ifgds $Ifgds5555&5'5+565Z5b5d5566(66۵{i{V{O@{hqhsCJOJQJ^J hqhs%hqhs5>*CJOJQJ\^J#hqhs6CJOJQJ^JaJ hqhsCJOJQJ^JaJ,hqhs5B*CJOJQJ^JaJph#hqh[5CJOJQJ^JaJ&hqhs5CJOJQJ\^JaJ#hqh]CJOJQJ\^JaJ#hqhsCJOJQJ\^JaJ#hqhhCJOJQJ\^JaJd556666$7%7&7'7$If & F$Ifgds $Ifgds $If^gd] $If^gd] 666$7%7(7)7@7A7 88!8R8U8W8̧̹}m^G5#hqhs6CJOJQJ^JaJ,hqhs5B*CJOJQJ^JaJphhqhsCJOJQJ^Jhqhs56B*\ph.hqhs56B*CJOJQJ\^Jph#hqhs5CJOJQJ^JaJ#hqh[5CJOJQJ^JaJ%hqhs5>*CJOJQJ\^J hqhsCJOJQJ^JaJDjhqhs5B*CJOJQJU^JaJmHnHphtH u'7(7)7A7 8 88nh__hh $Ifgds$Ifkdp$$Ifl4F}$6tuu t06    44 laf4888!8R8888nh___hh $Ifgds$Ifkd$$Ifl4F}$6tuu t06    44 laf4W8^8`8f8888:::;;-;/;3;=;;< <)<*<<<޻޻u޻]I&hqhs6CJOJQJ\^JaJ/hqhs5B*CJOJQJ\^JaJph&hqhs5CJOJQJ\^JaJ4hqhs>*B*CJOJQJ^JaJnH phtH ,hqhs5B*CJOJQJ^JaJph#hqhs5CJOJQJ^JaJ hqh7SrCJOJQJ^JaJ hqhsCJOJQJ^JaJ hqhhCJOJQJ^JaJ888::/;0;1;nee\eVV$If $Ifgds $Ifgdskd$$Ifl4F}$6tuu t06    44 laf41;2;3;=;a;;;;;nh__RRhh <$If^<gds $Ifgds$Ifkdz$$Ifl4F}$6tuu t06    44 laf4;;< <X<k<<<<<nh__RRRRR & F$Ifgds $Ifgds$Ifkd($$Ifl4F}$6tuu t06    44 laf4 <<<<<<<==== >>>2>3><>=>R>~o[K<1[hqhsB* phhqhsB* mH phsH hqhs5B* CJ \ph'hqhs5B* CJ\mH phsH hqhsCJOJQJ^J$hqhhCJOJQJ^JmH sH $hqhsCJOJQJ^JmH sH  hqhsCJOJQJ^JaJ&hqhs5CJOJQJ\^JaJ#hqh7SrCJOJQJ\^JaJ#hqhhCJOJQJ\^JaJ#hqhsCJOJQJ\^JaJ<<==>>!>)>2> $$Ifa$gdsK$ $Ifgds $If^gd] & F$Ifgds $Ifgds2>3>4>5>6>7>8>9>:>;><>xooooooddd $IfgdsK$ $Ifgdskd$IfK$L$l2F 806    4 la <>=>R>S>T>xocX $IfgdsK$ $$Ifa$gds $Ifgdskd $IfK$L$lF 806    4 laT>U>V>W>X>Y>Z>[>\>]>^>_>`>a>y>> $Ifgds$Iffkd: $IfK$L$l4  064 laf4R>U>a>y>>>>>??@???*@+@B@@@@@@AAADAAAǶ޶ǶǶއpYH hqh[CJOJQJ^JaJ,hqh[5B*CJOJQJ^JaJph,h`8hB5B*CJOJQJ^JaJph,h`8h5B*CJOJQJ^JaJph hqhs hqhhCJOJQJ^JaJ hqhsCJOJQJ^JaJ,hqhs5B*CJOJQJ^JaJph#hqhs5CJOJQJ^JaJhqhsB* mH phsH >>>>%??@*@h[EEE & F XX$If^Xgds & F$Ifgdskd $$Ifl4F}$6tuu t06    44 laf4$If*@+@B@@@@@@AA_kdy $$Ifl4F}$6tuu t06    44 laf4 $Ifgds$If AAADAdAAAnlg[[[ $$Ifa$gd`8gdBkd' $$Ifl4F}$6tuu t06    44 laf4AAcBdBnCoCpCG>>>>5 $Ifgdv $Ifgd[kd $$Ifl44F}$6tuu  t06    44 laf4pAAoCpCCCCCCCDDD D!D9DDDDDDFFƴ|dO)hqh[B*CJOJQJ^JaJph/hqh[56B*CJOJQJ^JaJph#hqh]CJOJQJ\^JaJ#hqhhCJOJQJ\^JaJ&hqh[6CJOJQJ\^JaJ#hqh[CJOJQJ\^JaJ#hqh[5CJOJQJ^JaJ hqh[CJOJQJ^JaJ,hqh[5B*CJOJQJ^JaJphpCCCCCC D!D9DDD $Ifgdv $Ifgd[ DDEEFFF|G}GGGneee\ee\\e $Ifgdv $Ifgd[kd $$Ifl4F}$6tuu t06    44 laf4 FFPGSGUG\GcGdG|G}G~GGGGGGHHKH]HHHHIIIJJկ՝Ջm\ՋE\E\E\E\,hqh[5B*CJOJQJ^JaJph hqh[CJOJQJ^JaJ;jhqh[5CJOJQJU^JaJmHnHtH u#hqh[5CJOJQJ^JaJ#hqh]CJOJQJ\^JaJ#hqhhCJOJQJ\^JaJ&hqh[6CJOJQJ\^JaJ#hqh[CJOJQJ\^JaJ/hqh[5B*CJOJQJ\^JaJphGGGGHHHIHJHKH]HHH\kdq$$Ifl4F}$6tuu t06    44 laf4 $Ifgd[ $Ifgdv HHHHHHHI*IfIe\\OOOO h$If^hgd[ $Ifgd[kd$$Ifl4F}$6tuu t06    44 laf4 $Ifgdv fIIIIIIIIOkd$$Ifl4F}$6tuu t06    44 laf4 $Ifgd[ $Ifgdv h$If^hgd[IJJJJJJJJJ^K_K $Ifgd[ & F$x$If^`gd[ & F$$Ifgd[ JJJRKSK^KaKrK LLLL;L@LALLLiR;R,hqh`85B*CJOJQJ^JaJph,hqhm5B*CJOJQJ^JaJph,h`8hm5B*CJOJQJ^JaJphhm5CJOJQJ^JaJhB5CJOJQJ^JaJ#hqh[5CJOJQJ^JaJ hqhhCJOJQJ^JaJ hqh[CJOJQJ^JaJ,hqh[5B*CJOJQJ^JaJph,hqhm5B*CJOJQJ^JaJph_K`KaKrKLLne\\e $Ifgd[ $Ifgdvkd$$Ifl4F}$6tuu t06    44 laf4LLL;L[LxLLnidXXX $$Ifa$gd`8gdmgdvkd7$$Ifl4F}$6tuu t06    44 laf4LLLMMG>>5 $Ifgdv $Ifgdmkd$$Ifl44F}$6tuu  t06    44 laf4pLLLMMN(O@OOOOOOOOPPPP,P/P1P8P?P˽ˋyeySy˦B hqhhCJOJQJ^JaJ#hqhhCJOJQJ\^JaJ&hqhm6CJOJQJ\^JaJ#hqhmCJOJQJ\^JaJ4hqhm>*B*CJOJQJ^JaJnH phtH ,hqhm5B*CJOJQJ^JaJphhqhm>*B*\ph#hqhm5CJOJQJ^JaJ#hqhm6CJOJQJ^JaJ hqhmCJOJQJ^JaJMNINN(O@OOOOHkd$$Ifl4F}$6tuu t06    44 laf4 $Ifgdv $Ifgdm x$Ifgdm $IfgdmOOOPPPPPPQH $Ifgdmkd$$Ifl4F}$6tuu t06    44 laf4 x$Ifgdm $Ifgdm $Ifgdv?P@PSPVPWPbPPPPPQQQQQQRRST̺saJ9a2 hqhm hqhP3CJOJQJ^JaJ,hqhP35B*CJOJQJ^JaJph#hqhP35CJOJQJ^JaJ,hqh-5B*CJOJQJ^JaJph#hqh-6CJOJQJ^JaJ hqh-CJOJQJ^JaJhqh->*B*ph#hqh-5CJOJQJ^JaJ#hqhm5CJOJQJ^JaJ hqhmCJOJQJ^JaJ hqh]CJOJQJ^JaJPTPUPVPWPbP0QcSJ; & F'x$Ifgd- $Ifgd-x$Ifgdmo-zFkdY$$Ifl4F}$6tuu t06    44 laf4 x$Ifgdm0QQQQQQQF;; x$Ifgdmkd$$Ifl4F}$6tuu t06    44 laf4x$Ifgdmo-zF $Ifgdmx$If^gd-QQQQRRSS$TTTUUx$If^gdm & F+x$Ifgdmx$If^gdm & F)x$Ifgdm $IfgdP3 x$Ifgdm TTUU+UVV=VrVsVDWHWSWZWfWkWsWwW$X+XZXlX~XXXXX=YYYYYƹؗ؅؅؅؅sf_X_f_P_PhqhP35 hqhh hqhP3hqhP3>*B*ph#hqhP36CJOJQJ^JaJ#hqhP35CJOJQJ^JaJ hqhhCJOJQJ^JaJ hqhmCJOJQJ^JaJhqhm>*B*ph#hqhm5CJOJQJ^JaJ hqhP3CJOJQJ^JaJ,hqhP35B*CJOJQJ^JaJphUUU+UVVncZcc $Ifgdm x$Ifgdmkd$$Ifl4F}$6tuu t06    44 laf4VV=VVZXlXXneWLC8 x$Ifgdm $Ifgdm x$Ifgdm$IfgdP3o4zF $IfgdP3kd$$Ifl4F}$6tuu t06    44 laf4XXXXX=YXOB & F-$IfgdP3 $IfgdmkdI$$Ifl4F}$6tuu t06    44 laf4p x$Ifgdmo-zFYYYYYY[Z]Z^ZnZoZZZZZZZȷߥxiU>,hP3hP35B*CJOJQJ^JaJph&h`85B*CJOJQJ^JaJphhB5CJOJQJ^JaJ)hqhP3B*CJOJQJ^JaJph/hqhP35B*CJOJQJ\^JaJph#hqhm5CJOJQJ^JaJ hqhP3CJOJQJ^JaJ,hqhP35B*CJOJQJ^JaJph#hqhP35CJOJQJ^JaJhqhP35 hqhP3=YYYYYY[Z\Z $IfgdP3x$Ifgdmo-zF & F-x$IfgdP3\Z]Z^ZoZZZhXODX x$IfgdP3 $IfgdP3x$Ifgdmo-zFkd $$Ifl4F}$6tuu t06    44 laf4p ZZZZZZZZZ[.[niddddddXX $$Ifa$gd`8gdP3gdvkd$$Ifl4F}$6tuu t06    44 laf4 ZZZ:[E[L[.\/\9\\\]\]^]]]^^z_{_~__ucuQJ9 hqhpCJOJQJ^JaJ hqhC#hqhCCJOJQJ\^JaJ#hqhC5CJOJQJ^JaJ hqhCCJOJQJ^JaJ#hqhP3CJOJQJ\^JaJ,hqhP35B*CJOJQJ^JaJph#hqhP35CJOJQJ^JaJ hqhP3CJOJQJ^JaJ,hqh`85B*CJOJQJ^JaJph,hqhP35B*CJOJQJ^JaJph.[9[:[/\9\\>8// $IfgdP3$Ifkd$$Ifl44F}$6tuu  t06    44 laf4p $$Ifa$gd`8\\]\]]]^]^^D_E_z_bYYYY $IfgdCkd$$Ifl4F}$6tuu t06    44 laf4 $IfgdP3$If z_{_|_}_~_aaabWN $Ifgd x$Ifgdpkd7$$Ifl4F}$6tuu t06    44 laf4$If $IfgdC__aaaaaaaaaabbUbXb3cƹsaP>P#hqh6CJOJQJ^JaJ hqhCJOJQJ^JaJ#hqh]CJOJQJ\^JaJ#hqhhCJOJQJ\^JaJ&hqh6CJOJQJ\^JaJ#hqhCJOJQJ\^JaJhqh6>*B*phhqh>*B*ph#hqhP35CJOJQJ^JaJ hqhpCJOJQJ^JaJ,hqhp5B*CJOJQJ^JaJphabbbsc~ccbWN? & Fx$Ifgd $Ifgd x$Ifgdkd$$Ifl4F}$6tuu t06    44 laf4$If $Ifgd3c=crcsc~ccccccccleeefvfxfffffKgNgPgWg^gʼہjہjہjXG hqhhCJOJQJ^JaJ#hqh6CJOJQJ^JaJ,hqh5B*CJOJQJ^JaJph#hqhP35CJOJQJ^JaJhqh]\hqhh\hqh\hqh6\ hqhhqh5B*\ph hqhP3CJOJQJ^JaJ hqhCJOJQJ^JaJ&hqh56CJOJQJ^JaJc/d eeU cmPPJCmp0712`IDATx^]{XUG[0B@ >H&&YH ^@LCp`MaQ6ˀ,좔]1 RH^128g0sng{w'2<50ቺ!<(jPB@Ӎ)YÇ LW6ޡ^sIwUwN! $<)8 ,#! B Yw V(˃RկCzB̏* ܣ`!T 7Ճ0G_coصU? % Bfa2"?Bx whio4(0] /@rfe.e4 !0Dt)+.:@n+ijQA]Y ^h\,AXpY?PJYqnp}F'6!'3=}V6ݕ"/p5g;CzNꦡm?ܟC0MgbXxjLOP>ܳxU!Y-K=gSJyR%[o_b!Gh\4|wY0EjJ\M0!WѣM0s@UFS ujĺAƌK')5Ӱ0qTwσ4-ӽ6Ԧ)&㒱*4. >k{'sf~zHW{~%& 4[ʥȏ4f12 M5K`!vU* lBH;LanV]Av`EP+McܼA+Y4,]ڊVāɴ|Vk[`!Ș3CPCZa`a M=R2+XPHER 7`z$;XCBUE W`Ng$b @d'pRfNJ01,cO@9\zgp @Obkb@`a]m ,J~b o,Ԗ 'ca:nsB'ǂv+w>2pb`asyk qH5p&r #Ɵ .eOavkKކ<Kb[(m{ ѽ۵uMMZ눭8zHK+^]cfK[ShH>R`aSmJ7\wjn߸r-056o &tH򖶆F ˈ眞] QN ]kѰ_._8W$puvvqrxT$v(Vyӕ6n/t#I? 7sf*|d?(|p(kEߊn ďonEKš">Wު*e7o <%6| q5+|4kMV!6w_/%9ܶ},ITzL+|^Z=X5G{vOTP:&^bo!>^bm/;{ 7$?<$ɔC&5 Y.؆ye@ZW6'%/ Dss{!6j *06<H?1yZ(711QwIW]Fs#iأ5X "}\U~ 3ȇaj/7xz7NX&C |`7%>`tvFcv~OpM#$9`WO~I~odFL$)`Q >5H6XU+' qo\u㴚dLҳr8p+9Yv'ь:9܈X$D:טp0[D I64"}qCoň"֙3|6,C]IT%g3OY%&B(MȓZheUiޱمc~}7cv~%#i֛~_J 7fGAJ7C_: :϶z}5H/%U*ܟuvq~F"yTRhXp{Akv\r[2e~r`ٙ{۳t~ߪYC0,Æԇ`K2yc!Ϻ='_t[ǑLR`Ihыe-xB`L]l,$66g˧ ~N]2xsBt=0/Ce(շİ&3\#c^lti3zT*K%ɢqo\]&\_h=X7YPo*|+P4X-JT.h03|z\nMCg |Yur 1`nD T6~V zy)W2ް.6طbN+ ܘv Su.TYS~#ԸI(/|swnf6Sf_x}hޗޙP;EuZEաkLAžGrcDqMvxmj- ̛TnU񲚐LVܶmWgID4 :#)ʨyL[#xg1YP%H&SRCxjw؃ bNCx#6xĻ"f̉͒7|r'Q3a'>J_ZΡ zK#Ld@FF4T!SAS'czYn ʦ] Q b$lw; hjPMDMjrCY>`a|b {<`ZdIöc&h7.`!)/}iv]4"hѰotna)Ț! erhOF=4gN΢5 # b%_8јHPd{\ZR58?WJ=H}ŸJ~ ̉4mTnH)+)E%[Q\2k`D\8ŭz՛a zh؜acwIBwHg zn9 Vn'C]e;LlqӿKx`s~u:ZP'g3+)8VT劣@jHv '8H&if0W|##XTR-2t0ۢeN+XWx5ˢl*U&G1N#%M' haL6$—‰?f`Ulty)[T 8}Vs#cCuwu}vUk >YvUu>Lry{~26;>5d.b3j)3W F,-B BC:gzeB4;ٰo= pMVv_ ֥M O:SHu375@W P܋Es!B \+ j1LjJd䉕FLqW{mP{YZiwX* 5Q:>)"Ä'D($Z  qYIENDB`$$If!vh5t5u5u#vt#vu:V l  t065t5up$$If!vh5t5u5u#vt#vu:V l  t065t5up$$If!vh5t5u5u#vt#vu:V lq t065t5u$$If!vh5t5u5u#vt#vu:Vl44  t65t5u/ f4pDD$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$IfK$L$g!vh55s5#v#vs#v:V l20655854a$IfK$L$g!vh55s5#v#vs#v:V l0655854a$IfK$L$g!vh5 #v :V l4065 4af4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l44  t065t5uf4p$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l44  t065t5u/ f4p$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / / f4p $$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4p $$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l44  t065t5u/ f4p$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ / f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4$$If!vh5t5u5u#vt#vu:V l4 t065t5u/ f4s$$If!vh56#v6:V l  t 656` p S"Ddfdn  C JA2NEALS-rectangle_logo_rgbR!&J ґuNm!Fe!&J ґuNJFIFddDucky<&Adobed  !R       s. 12@!4P50"3# !1qAQ"2r BR3@aђP#bS P!0@`pa!1QAaq @P0 'IE+J+ =KZ )"hbF)$x3t݁Fɫ(ђ<}=O5qݾT.IEb.jJ)tdx\=9ily&jzQK$xˇמyQ%2G(:Y9=ͯTtP4Dij?Zͺi\_u&` jh{[R>J?>ʂ[bor=9Zm 9#\) osFH׳۩^YK|wJfN5U[ǟZ>;^ӕKu+ 3Wob 6|TQߠ>>=*_չ bC,%2Gxv+eZ9Frz6ltm8{rG$Vwķwyҽs6c 9ڕ IE.:.M޵%ܣgz9zNV UKcnT6wiwг5a,Vһ,VJ8{jCLT֩{B9`VZ QKcnro>um_~#%jmR:X ?qոR^8YfGK7`eacnVϮ}IE/2DDESҾ^dDYF&pW__RM*k$Ȳ}QJ_6d65&ۤoH~: R #ؘ-)LT#|ed:AРh{Z Ru =n`Cm.6$ <6e? xQYA)5>du`c/+}cqc]»drs}4IIQ/A}c.xV~$׹Ddr02-q/b2_}hJU.3#D. /1RbTJ)OݾhE,N;heb7_X??D3܋#To'\¹HǷ(/R^?<^'V4u BqƝ/bܟۋmxf?%<g?xqDzoLdPqqx&c$lޒq${ 2:lc#T3{&GeXbNyO{%+4iqc{ V?eXT={]Ӳ%녒[u5OJێ6s/$#1 1 $oN.I*%ZTU:):eDF@-,yUm;( N*c\;1a'r*Ø)a.ގnX^pjY؂ jǠ{қt{aaxeڮ& fA/ipڴsvtog-Z;`nA'r{m0iEogñ 0ÕAPĴhIvYQ^Zn8& `\p a-kR. `m3f=cz׏F^@k:%!7NN)z/ ꨺o&TYt'oJ:j!2[>A%Aecm7>$Q, qZH[%<ýLn9žF7%9-ۖp'j7jz,S4DA1[UJv{>XQ^1 vV'jV67J2zީ]zFw B"&  !m) l%P[]c`v^-UpV)C%;rB#s=r#'9gX`9Hrѓ?!3`z&F ?׾U*,npGI(KS,'4䬅1H:R?WJLO~̈Ā"] _yD͐41Hkd' ®Ȯ8΢~D¯'%'' L]TJȞHpl"/a?"aWHP@}:kl1UjsY@e6Z萴X+U{  nVڭ6* EI?5 GBȮ'1*6x_xu0ڷfa?z5&(20& MFg'L*uaX&k{"g:mZP,WL85SgDnMQbbtî+Dt"j,Xq2B1+tL+M~P-녺xUb[?b: 8f{  6hipf9፱C׎;7ChjD͐sήxCʼn*C*&|*1Á*J2'PB+Hsx_C1⩷ B`BiUDCھӡdD澟S%ihs9taÕZ`Àk#M<9B+^U&0l17BERo53eF{N,э:rx_C0?؍CxCgn5P Z9W<6P468K*)zk"MWd6;UHVM -AY}k2 N{y"G -ZMXyq{  6ah2RkXT4=x샰{u $LVaT+'va2{*Sb yUd9D?WqfcZע[8\)"R%5;Q<ӞѰ扊'P ,tvǴcgI C;p Npa3toX5)9-aǒ78ꔬ`~ bS-AjUS@&ːʙ(T,#!)Y#-N$%+-q5糥5X*xױ|+|N> 8$8Ύ/}~ 9H A7#|TX;Ӽ}⮻B4э>*)JJwϟ.DjSEPq\ BJW#|邃&Y!m85fe~.u Pvdʿsz*E} (h*aK)uO'˧|FOD()!q)E}h7>b'q)ߟlc|tS9/U  zO$^G j3q'@`bʒ zA!׿c^ON󡳑il_KBP˰*ror2 z6kt?#'(JrH(D?o3L3vyGr6="hJqJKBƚIR6L;;Wt3#C[a6L%yދ/'㉓kpv/wϟ".]Yi]:tΓ[*ii! ]0'}QZCi]:5tT氺.X455 tӤ o>-dVb|uTٝ'(EF5$IRF}QZɤ*\i]WUfLV.s)Z҈H.eFyFu&bT85o93PbLшkapԆ| PpImQ?!rs^GI>s+I 1V^?1Bl:FDFVTVq^@u>soHj$|Nt&QDXΜ9UKj;HlcJt^`!M.Uvw7M7Ng{i t>slMY:dNH3Vn9†C=jm)x{醱*RY.N+{U4)8f' G>ChgN/}L5P2UL$J4iʧT%u%9jbqk(Xrzf`hj{UҥOj`RbEL=J)k8x\CoE<.ӟ_ I$I$I$I$IRI,< <@`fH@ 8{πa`H  @HDDh)-J] bFԗ+ = InH@O`?{$iISuXE upz:go?g$~+s.pC1(e} _Mh\qĤM XVUk{-`ostÆ6j)?t7 `YY ?Zt=:0)b-Xv8" UV¼C8[hB^=PD%yFh\ǪC+S+[2O0'*y01p`eZ&'olbuMtd[`R/  7"5=v!~&vW/{HbML2H͙ƏI8>uF@c=h(}0,p( 1"%JP$Sp$#.U vшWGڟ(kt}jvBWGڡ7xR@ qKb~4O2lmPQj'>Uu.!Zy]k}nG-$\tSԙrD|IgHVbiU':%EM<> pF_A8o}<-14GH5fDzz:\ʱ4|Fy?iiu~eTt^c(в΅F)T9*(>Uu],4O+|Oئceڦ-(Upz?U"~ta}fv褍-Y)rT_bhkbyQ5'oz\+&cr9Tp( 7@"CQ?ڏPJWܫ}2ʕ D$ܢkܢ25|?D-Yg~ x>s^EZSv u|RipQBǂ#'5ZRפ^Fot' 8bkw~>?[9˧AAװQYVg_i7!`ڑeνߗl1)f< 5*H%ݧR(ͤJoCL@s \ްW\޹/JD}G!\ބ.fM)#BKf?`M$CFm;}%kit)Zf2R@ud{i9@_jcykxy9i5Fm;z(8jEҾW֋6t>EŷzܿO)L.F$^Bw(Ry~oR7 3i}[03C'|it)ӧ@ J͠+2Jg&T`L54Sfӷ%L_+E8whn+wDkơ59( ߭um(`z>\ojp9³hz9a@ޥyOm6_yO:- CAG:p@L^k5S5Sy m>:|hRx 5 2fJN/`@@@ NormalCJ_HaJmH sH tH B@B Heading 1$@& 5>*\tH R@R Heading 2$@&5>*CJOJQJ\^JaJ\@\ Heading 3$$h@&^ha$5CJOJQJ\^JaJDA@D Default Paragraph FontVi@V  Table Normal :V 44 la (k@(No List 4O4 Style3 CJOJQJFB@F Body TextxOJQJaJmH sH FP@F Body Text 2CJOJQJ^JaJ<O"< Style18$a$ CJOJQJH2H :6 Balloon TextCJOJQJ^JaJj@Cj v Table Grid7:V04 @R4 1Footer  9r .)@a. 1 Page Number4@r4 1Header  9r c"c8()abrs!"6opEtu: x y 6 7 8 Y Z +,H^_OP9b  s K !|!}!"""m"n""""H##$$'$A$X$s$t$$$$$$E%w%%%&N&O&P&&&' '!'A']'^'_'`'a'b''''''V)W)a)o)5***+++++++,,,,,,,,'-(-)-*-+-6-d--....$/%/&/'/(/)/A/ 0 0000!0R00000022/303132333=3a3333334 4X4k4444445566!6)62636465666768696:6;6<6=6R6S6T6U6V6W6X6Y6Z6[6\6]6^6_6`6a6y66666%778*8+8B8888889999D9d9999c:d:n;o;p;;;;;; <!<9<<<<==>>>|?}?????G@H@I@J@K@]@@@@@@@@@A*AfAAAAAAAABBBBBBBBB^C_C`CaCrCDDDD;D[DxDDDDEEFIFF(G@GGGGGGHHHHHHTHUHVHWHbH0IIIIIIIIIIJJKK$LLLMMMM+MNNN=NNZPlPPPPPP=QQQQQQ[R\R]R^RoRRRRRRRRRRRS.S9S:S/T9TTTU\U]U^UVVDWEWzW{W|W}W~WYYYZZZs[~[[/\ ]]<]l]]]]]]]]]]]]]]]]]]]]]]^w^x^y^z^{^|^^^t__________@`A`S``apaaaa3b4bRbbbcccc}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A00}A000000000000 00000 0 00 0 00 0 0 0 0 0 0 0 0 0000000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 00 0 0 0000 0 000 0 0 0 00 0000 000 0 0000 0000 0 0 0 000 0 0 0 0 0000 00000 0 0 0 000 0 0 0 0000 0 0 00 000 0 0 0 00000 0 0 0 00 0 0 0 0 00 00000 0 0 0 0000000 0 0 0 000 0 0 00000000000000 0 0  0 0 0 00 000 0 0 00 0 0 000 0 0 0 00000 0000000 000 0 0000 000000 0000 0 0 000 0 0 0 000000000 0 0 0 0$ 0$ 0 000000000 0 0 00 0 0 000 0 0 0 000 0000 000 0 0 000 0 0 0 00 0 0 0 0' 000 0 0 0000000 ) 00+ 00 000 0 0 00 0 0 000 00 0 0 0 0- 0- 0 000000 0 0 00 0 0 00000000 0 0 0 0 000 000 0 00 00000 0 0 00 00 0 0 0 0 000000 00 000000000000000000000 0 00000 000 0 0 000000000000000000000 0 00()abrs!"6opEtu: x y 6 7 8 Y Z +,H^_OP9b  s K !|!}!"""m"n""""H##$$'$A$X$s$t$$$$$$E%w%%%&N&O&P&&&' '!'A']'^'_'`'a'b''''''V)W)a)o)5***+++++++,,,,,,,,'-(-)-*-+-6-d--....$/%/&/'/(/)/A/ 0 0000!0R00000022/303132333=3a3333334 4X4k4444445566!6)62636465666768696:6;6<6=6R6S6T6U6V6W6X6Y6Z6[6\6]6^6_6`6a6y66666%778*8+8B8888889999D9d9999c:d:n;o;p;;;;;; <!<9<<<<==>>>|?}?????G@H@I@J@K@]@@@@@@@@@A*AfAAAAAAAABBBBBBBBB^C_C`CaCrCDDDD;D[DxDDDDEEFIFF(G@GGGGGGHHHHHHTHUHVHWHbH0IIIIIIIIIIJJKK$LLLMMMM+MNNN=NNZPlPPPPPP=QQQQQQ[R\R]R^RoRRRRRRRRRRRS.S9S:S/T9TTTU\U]U^UVVDWEWzW{W|W}W~WYYYZZZs[~[[/\ ]]<]l]]]]]]]]]]]]]]]]]]]]]]^w^x^y^z^{^|^^^t__________@`A`S``apaaaa3b4bRbbbccccccccccccccccccccccc0000000000000000000000000000000000000000000000000000000x 00 000 0 0 0 0 00 0 0 0x 0 0 0 0 0 00 0x0000000000000 0 0 0 0 0 0 0 0 0 0 0 0 0 00 0 0 0 00 0 0  0 000 0 000 0 0 0 00 0000 000 0 0000 0000 0 0 0 000 0 0 0 0 0000 00000 0 0 0 000 0 0 0 0000 0 0 00 000 0 0 0 00000 0 0 0 00 0 0 0 0 00 00000 0 0 0 0000000 0 0 0 000 0 0 00000000000000 0 0  0 0 0 00 000 0 0 00 0 0 00x0 0 0 0 00000 0000000 000 0 0000 000000 0000 0 0 000 0 0 0 000000000 0 0 0 0$ 0$ 0 000000000 0 0 00 0 0 00x0 0 0 0 000 0000 000 0 0 000 0 0 0 00 0 0 0 0' 000 0 0 0000000 ) 00+ 00 000 0 0 00 0 0 000 00 0 0 0 0- 0- 0 000000 0 0 00 0 0 00x0x0x0 0 00 0 0 0 0 000 000 0 00 00000 0 0 00 00 0 0 0 0 000000 00 000000000000000000000 0 00000 000 0 0 00x0x0x00x000000000000000 0 00@0@0@0@0@0@0@0@0@0@0x@0@0@0@0@00L 00@0()abrs!"6opEtu: x y 6 7 8 Y Z +,H^_OP9b  s K !|!}!""m"n""""H##$$'$A$X$s$t$$$$$$E%w%%%&N&O&P&&&' '!'A']'^'_'`'a'b''''''V)W)a)o)5***+++++++,,,,,,,'-(-)-*-+-6-d--....$/%/&/'/(/)/A/ 0000!0R00000022/31323=3a333334 4X4k4444445566!6)62636465666768696:6;6<6=6R6S6T6U6V6W6X6Y6Z6[6\6]6^6_6`6a6y66666%778*8+8B8888889999D9d9999c:d:n;o;;;;;; <!<9<<<<==>>>|?}?????G@H@I@J@K@]@@@@@@@A*AfAAAAAAAABBBBBBBBB^C_C`CaCrCDDDD;D[DxDDDDEEFIFF(G@GGGGGGHHHHHHTHUHVHWHbH0IIIIIIIIIJJKK$LLLMMMM+MNNN=NNZPlPPPPPP=QQQQQQ[R\R]R^RoRRRRRRRRRRRS.S9S:S/T9TTTU\U]U^UVVDWEWzW{W|W}W~WYYYZZZs[~[[/\ ]]<]l]]]]]]]]]]]]]]]]]]]]]]^w^x^y^z^{^|^^^t__________@`A`S``apaaaa3b4bRbbbcccc\>00\>000^>00^>00^>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00^>00\>00\>00\>00\>00^>00\>00\>00\>00\>00\>00\>00^>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00\>00^>00\>00^>00A0=0^>00\>00\>00^>00\>00\>00\>00\>00\>00\>00^>00\>00\>00\>00\>00\>00\>00^>00^>00\>00^>00\>00\>00\>00\>00\>00\>00\>00\>000\>00 \>00 \>00 @00 \>00 \>00 \>00 0\>00@0t0\>00@0v0@0w0\>00@0y0\>0#0 @0z0@0z0\>0#0\>0#0\>0#0 \>0#0\>00\>00\>0#0\>0#0\>00 ^>00A000A0~0A0~0A0~0\>00^~0/0A00^~0t0^~0t0^~0{0A00^~0/0^~0/0A00\>00@0^~0/0^~0/0A00^~00^~0t0^~00A00\>00A00^~00^~00A00A00\>00^~0t0 ^~0t0^~0t0^~0t0^~0t0^~00A00^~0t0^~0t0^~0t0A00A00 \>00wA00@0^~00A00!\>00A00D"^~00^~00^~0y0A00"A00\>00^~0/0wA00@0^~0/0A00$#\>00^~0/0^~0/0^~0/0^~0/0A00$\>00@00^~0/0^~00^~00^~00^~00^~0/0^~0/0^~0/0V~00^~0/0@0@0^~00 ^~00 ^~00 @0 ^~00@0^~00^~00^~00^~00^~00 ^~00 ^~00 @0 ^~00^~00^~00 @0 A00A00A00A00A00A00A00A00A00A00A00A00^~0/0^~0/0A00\>00@00^~00^~00^~00^~00A00^~0/0^~0/0A00,(\>00A00^~0/0A00A00(\>00A01@0A02A02A020 ^~00^~00^~00^~00^~0O1^~0T1^~0O1^~0O1^~0O1^~0O1A02^~00^~00A0 2H0 @01^~00^~00A02^~0O1^~0O1A02A02^~0O1A02^~00A02A02A020 A0%2{@00{@00A0'2K0 ^~0T1{@00{@00{@00{@00{@00^~0s1^~0t1A022A022L0 A042{@00{@00A062^~0/0^~0/0^~0/0^~0/0^~0/0^~0/0^~0/0^~0/0A062@M0 wA0:2@0A0;2A0;20 0{@00wA0K2wA0K2wA0K20{@00{@00A0Q2S^~0 2^~0 2@0n2A0X2^~00^~00wA0Q2S0A0Z2{@00{@00wA0\2wA0\20U0A0`2^~032wA0b2wA0b20A0e2,V^~032^~00^~032A0h2V}A0d2A0d2A0d2A0d2A0d2A0d2{@00A0d2^~062^~072^~02wA0o2^~00^~02wA0o2DW0A0n2^~032wA0|2XwA0p20{@00A0r2A0r2^~032wA0t2wA0t2}A0w2A0w2^~0:2^~0:2wA0z2wA0z2wA0z2wA0z2^~00^~00wA0z2@0B A0}2@0wA02wA02Y00@0@0@0@0@0@0A03A03A030 A03{@0t1{@0t1A03^~00^~00A030 @02A034~^~0A3{@0t1{@0t1{@0t1A03}A030 @02A03{@0t1A03A030 {@0t1 {@0t1^~0H3^~0J3{@0t1{@0t1{@0t1{@0t1^~0v3A03^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00^~00A030 A03A03A03A03A03{@0x1{@0x1A03A03~0 000@0@0@0\~00@0@0@0@0@0@0@0@0@0@0}A02}A02}A02A03 @00 @0Z@04 """""""%  #)o,-c/6256W8<R>AFJL?PTYZ_3c^ggikk69:<=?ACFILOQTX]bejnquy}o_&m*s,,-`//o134d5'7881;;<2><>T>>*@AApCDGHfII_KLLMOP0QQUVX=Y\ZZ.[\z_acezfgkkk7;>@BDEGHJKMNPRSUVWYZ[\^_`acdfghiklmoprstvwxz{|~k85***cC %!!  63/Xb$PfnPjTNsb$):&݄P@R 2(   b Q')  #" 2   0 8 ?#" `Q')N2 ! 0 8 ?#" ` r #v%NB " < D8?"J'NB # < D8?"F B *&NB $ < D8?" &N2 % 0 8 ?#" `J:N & p  WG! ?Who?Arial#" `.N ' r  WG! ?What?Arial#" `JN ( t  WG! ?Where?Arial#" `JN ) r  WG! ?When?Arial#" `:N * p  WG! ?Why?Arial#" `:N + p  WG! ?How?Arial#" `VN , & W ?Who is involved? Arial#" `V  N - *V  W ?What happened?Arial#" ` r W XN . /< . W ?Where did this happen?Arial#" `p! u#N / 2 > W ?When the action takes place?Arial#" ` n%N 0  jJ . W ?How is the story told?Arial#" `v% 'N 1 {wy L W ?Why did the author tell this story?Arial#" `X 6#$N 2 S AT http://www.myread.org/images/placemat.gifplacemat B S  ?H0(  .}?c2N(42m;T%!$N6$%N6&N6'N6d(N6)N6*N6d+N6,N6-N6.N6d /N6$ 0N6 1N6$ 2N6 3N6d 4N6 5N6d 6N6 7N6 8N6 9N6$:N6d;N6N6d?N6@N6AN6 BN6 CN6$ DN6$ bbm####q%%&'45nQQ``$a$afafaaa b bc      ipp####u%%&'45pQQ``6a6ananaaa&b&bc   =*urn:schemas-microsoft-com:office:smarttags PlaceName:*urn:schemas-microsoft-com:office:smarttagsStreetB *urn:schemas-microsoft-com:office:smarttagscountry-region=*urn:schemas-microsoft-com:office:smarttags PlaceType9*urn:schemas-microsoft-com:office:smarttagsState9!*urn:schemas-microsoft-com:office:smarttagsplace8 *urn:schemas-microsoft-com:office:smarttagsCity>*urn:schemas-microsoft-com:office:smarttags PersonName ! ! !!! !! ! !!!!! ! ! ! ''((``aay y 6 6 v99``|!|!!!k4t44499DDRR________a aPaXapawaaabbccccccccccccccccccccccccc''((``aay y 6 6 99``|!|!!!----W0^0`0f033)4*444445566?7@78899;<<<U?\?c?d?RCSCDD@DADGG1H8H?H@HVHIIIJJLLrNsN~PPRRRR~WYYYYYZZ[[[[]]x^|^P_W_^______________bbcccccccccccc-8TU_XRnGTЏwIB[8 g4I izwaXRn :xu7Th0y.%(;{A!(# yp $$4`#'XRn./ЏR3?'94ݴ6R7U>g;0b-+>"L,V>48Vh!>_QBоDCXRn;[-JzJ$dqCK%!Q_/CQ9GvkS48Vh%X*wO"XTh0pWXOdO]}:Z`)`OU`TC@kYlVqO}{{jt~:4h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh88^8`CJOJQJo(hHh^`OJQJ^Jo(hHoh ^`OJQJo(hHh @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h88^8`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHhs^`sOJQJo(hH-h^`OJQJo(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH hh^h`hH) ^`hH) 88^8`hH) ^`hH() ^`hH() pp^p`hH()   ^ `hH. @ @ ^@ `hH.   ^ `hH.h^`.h@^@`OJQJo(hH-h  ^`OJQJo(h, , ^, `.h  ^ `.hL^`L.h^`.hll^l`.h<L<^<`L.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHh pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hH^`OJQJo(hH ^`5OJPJQJ^Jo(hH- pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHhT^T`OJQJo(hH-h pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHopp^p`OJQJo(hH@ @ ^@ `OJQJo(hH^`OJQJ^Jo(hHo^`OJQJo(hH^`OJQJo(hH^`OJQJ^Jo(hHoPP^P`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh''^'`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJo(hHhpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh''^'`OJQJo(hHh^`OJQJ^Jo(hHoh  ^ `OJQJo(hHh  ^ `OJQJo(hHhxx^x`OJQJ^Jo(hHohHH^H`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`.h^`OJQJo(hHh  ^`OJQJo(h, , ^, `.h  ^ `.hL^`L.h^`.hll^l`.h<L<^<`L.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHhs^`sOJQJo(hH-hpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hHh^`OJQJo(hHhT^T`OJQJo(hH-h pp^p`OJQJo(h @ @ ^@ `OJQJo(h ^`OJQJo(oh ^`OJQJo(h ^`OJQJo(h ^`OJQJo(oh PP^P`OJQJo(^`OJQJo(hH ^`hH. pp^p`hH. @ @ ^@ `hH. ^`hH. ^`hH. ^`hH. ^`hH. PP^P`hH.h^`OJQJo(hHh^`OJQJ^Jo(hHohpp^p`OJQJo(hHh@ @ ^@ `OJQJo(hHh^`OJQJ^Jo(hHoh^`OJQJo(hHh^`OJQJo(hHh^`OJQJ^Jo(hHohPP^P`OJQJo(hH-{A!U`./qyp $QBGT:(#dO]'94ҿ {{ -+>wO"XCK,V>[8 iYlDCvkS;[-J7y.%0g;68TC@k%!Q!> 0%XpWXZ`)`R30w70wa/CQ0#'J0U_~ް0A ݰ0VN0Z31ް0 ݰ0VN0Z31--         eN N         F                          \                 iH F         |ƺ                                                   iH         >;                          >;        z\R        :LL        z\R         \                        iH         ~mo        ,S -[}xP*CPDB-Lm2Lm2p(=Nn6p(=>,S A>*BCPDNn6}x{-[y?|* > .o7uCYmuw ~ #[e%^X) p)Z7,J|,(>-U-+.1iP2P3}3:6`8 :s;3=h=YDF+J KL{KPMU=VV%.W9yZ'Z8^\nebcicdNde,xeZiGktSkski3lTo7Srps7u]:v}xAz{}S}']L Xw ~SlegL^uk#U\9H[~xJ }" <plvr+X[h]xPQiUh.KRs ` 7]$W[m e'M-bV5} Jq4[" kpB a<<9R|8s}\p. fr: '$A$X$s$t$$$$$O& '`'a''''''W)*+++,,,,(-)-*-+-&/'/(/)/ 000000020313233333346!6)62636:6;6<6=6T6U6V6666+8888999D9d9999p;!<<<>?I@J@K@@@@@AAAAB_C`CaCDDD;D[DxDDDE(GGGGHHHHTHUHVHWHIIIJLMMMNNNZPPPPPQ\R]R^RRRRRS.S9S:S/TT]U^UV|W}W~WYZZZs[]w^x^^___bcccB""@c`@UnknownsfreemanGz Times New Roman5Symbol3& z Arial5& zaTahomaCFComic Sans MS;Wingdings?5 z Courier New"1hӻ&FfUT2T2!4dcc/ 3qHX(?:6Signs of God's LoveIn this unit students are introduced to the ways in which God s love has been experienced through time. In Part 1 students explore the love of God discovered in family life. In Part 2 they learn about the love of God for His people as they ponder the jourgrade 2, Signs of God's Love, familiy, families, Exodus, Crossing of the Red Sea, the Eucharist, signs and symbols, death and resurrection, paschal mystery, The Church is a Family, God of Freedom, Signs of God's Love, the Mass, sacrament, Wedding at Canasfreemankclancy-                           ! " # $ % & ' ( ) * + , Oh+'0(< LX t   Signs of God's Love8In this unit students are introduced to the ways in which Gods love has been experienced through time. In Part 1 students explore the love of God discovered in family life. In Part 2 they learn about the love of God for His people as they ponder the journey from slavery to freedom in the Crossing of the Red Sea. In Part 3 they explore the Church as an expression of Gods love; and in the final part they are introduced to the death and resurrection of Jesus Christ, the supreme expression of Gods love, as they contemplate the symbols and signs of the Eucharist. sfreemangrade 2, Signs of God's Love, familiy, families, Exodus, Crossing of the Red Sea, the Eucharist, signs and symbols, death and resurrection, paschal mystery, The Church is a Family, God of Freedom, Signs of God's Love, the Mass, sacrament, Wedding at Cana,  Normal.dotkclancy23Microsoft Word 10.0@> @@P/@LT՜.+,D՜.+,@ hp|  2c Signs of God's Love TitleH _PID_HLINKS_AdHocReviewCycleID_EmailSubject _AuthorEmail_AuthorEmailDisplayName_ReviewingToolsShownOnceA 2*http://www.myread.org/images/placemat.gif kRest of grade 2$JLuttick@ceo.melb.catholic.edu.auLuttick, Janine  !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvwxyz{|}~      !"#$%&'()*+,-./0123456789:;<=>?@ABCDEFGHIJKLMNOPQRSTUVWXYZ[\]^_`abcdefghijklmnopqrstuvxyz{|}~Root Entry F Data @1Table|WordDocument-SummaryInformation(wDocumentSummaryInformation8CompObjj  FMicrosoft Word Document MSWordDocWord.Document.89q