Name of the Teacher Date Level of the class Length of lesson

Aaminah 13/05/2020 Pre-Intermediate (A2) 60 minutes

Lesson Type:
Reading Lesson- Reading for gist and specific information

Lesson Topic:
Food and Culture

Assumed Prior Knowledge:

Students of A2 Pre-intermediate level have a vocabulary of +- 1500 words, can read and understand basic grammar structures. In previous lessons students
will have learnt vocabulary related to food.
Lesson Aims: Lesson Outcomes:
By the end of the lesson, students will be better able to… By the end of the lesson, students will have…

Students will have developed their reading for gist and specific information Read and understood the text through a series of skimming and reading for
skills when reading texts. detail activities and discussion

Students will be able to identify the main idea and points of the article. Identified the main idea through skim-reading and inferred unfamiliar terms.

Students will have learnt new vocabulary and established correct Students will have understood the meaning and properly pronounced the
pronunciation of the lexis. new vocabulary taught.
Students will have felt more confident using this new vocabulary in
conversation with their peers.

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Anticipated difficulties: Suggested solutions:

Adult students may lack the confidence to speak in front of others, which Methods such as drilling vocabulary and pronunciation beforehand may give
may leads to problems in participation. students the confidence to speak up later on.
Elicitation methods for pronunciation can be practised in a group before
asking individual students.
Mistakes should not be called out in class for a specific individual, it should
rather be discussed as part of a group, or addressed with the student on their
own.

Students may react negatively to any hint of patronization. It’s important when discussing various topics not to assume ignorance on the
part of your students. Rather acknowledge that some of your students might
know a lot about the specific topic you’re introducing. Maintain mutual
respect.
Students are all of the same L1 and may want to communicate with their Establish a set of rules and remind them at the beginning of each lesson (one
peers in this language. of them being to speak in English in the classroom), remember rules which
apply to kids don’t apply to adults.

Students may be unfamiliar with some of the new vocabulary and phrases in New words will be presented using visual aids (flashcards) to show definition
the reading text, thereby leading to poor understanding of the meaning of and understand context.
the article. Students will be allowed sufficient reading time to read for understanding. I
will then read through sections with the class, helping with pronunciation and
sections that students need help with.

Turkish is a phonetic language that has 21 consonants and 8 vowels. Most Students will first access their phonemic chart and listen to how each word is
Turkish students have problems in pronunciation: produced from the different phonetic sounds.
 Saying the silent letters in words. As the Turkish students are used to https://www.englishclub.com/pronunciation/phonemic-chart-ia.htm and
pronounce every consonant and vowel that they see in the written http://www.macmillanenglish.com/pronunciation/phonemic-chart-inbritish-
form of the word, this sort of mistakes rise. english/
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  One of the noticed problems of the students is the clear Drilling the pronunciation as a class by first showing the students how to
pronunciation of the sounds /d/ and /t/, especially if they are placed pronounce the words and then making them do it will help them do it
at the end of the word, normally they are both pronounced as /t/. correctly. Drilling will be a focus point for the words that the students have a
 Difference between the sounds /æ/ and /e/ problem with.
 The /w/ is almost always produced as the sound /v/.
 Addition of a vowel when pronouncing words which have two Bear in mind, the anticipated pronunciation problems may not all occur
consonants next to each other. during this lesson and only those problems that occur during this particular
lesson will receive special/extra attention.
Authentic Text (insert reading text here or script of the listening with a link to the recording)

What Food Tells Us About Culture

Chau B Le. January 7, 2017

Have you ever wondered what the food you eat everyday can tell you about where you come from? Have you ever wondered why people from
different parts of the world eat different types of food? Do you ever ask yourself why certain foods or culinary traditions are so important to your
culture? There is more of a connection between food and culture than you may think.

We grow up eating the food of our cultures and it becomes a part of who we are. Many of us think of food from our childhood with warm feelings
and good memories and it connects us to our families, holding a special and personal value for us. Food from our family often becomes the
comfort food we seek as adults in times of sickness or stress. When I was sick as a kid, my mother would cook soup and bring it to bed for me.
Now, whenever I feel tired or sick, I remember the soup my mom used to make for me and I feel hungry for that soup.

Food is an important part of culture. Traditional cuisine is passed down from one generation to the next. It also expresses one’s cultural identity.
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Immigrants bring the food of their countries with them wherever they go and cooking traditional food is a way of keeping their culture alive when
they move to new places. Making food from their culture for family meals is a symbol of pride and a means of coping with homesickness. Many
open their own restaurants and serve traditional dishes. However, food does not remain exactly the same. Some ingredients needed to make
traditional dishes may not be readily available, so the taste and flavor can be different. Alterations to original dishes can create new flavors that
still retain the cultural importance of the dish. What stays the same though is the unique history, lifestyle, values, and beliefs refelcted in the food.

In China, harmony is found in almost every aspect of life. This is reflected in Chinese cuisine, where almost every flavor (salty, spicy, sour,
sweet, and bitter) is used in a balanced way creating delicious dishes with flavors that go well together. They believe that food needs to be
nutritious and look appealing, so they put a lot of effort into making their food look colorful, with vibrant red as their traditional color.

Turkish cuisine is world famous for its diversity and flavour, drawing influences from all corners of the Ottoman Empire, and each region having
its own specialities. Generally, food is spicier and richer in the south and east, whilst in the west, olive oil, seafood and vegetable dishes are
more common. Food in Turkey is a social occasion and always to be enjoyed with gusto! From simple home cooked meals shared by family and
friends to religious or celebratory feasts and the playfulness of roadside sellers, food is closely woven into the fabric of society.

We should embrace our heritage through our culture’s food and become more informed about other cultures by trying their foods. Each dish has
a special place in the culture to which it belongs, and is special to those who prepare it. Food is a portal into culture, and it should be treated as
such.

Article adapted from: https://freelymagazine.com/2017/01/07/what-food-tells-us-about-culture/ & https://www.goturkeytourism.com/about-turkey/turkish-culinary-

culture.html

Please include a rationale for why you have chosen this authentic material and explain whether you have had to adapt this material
or not.

This authentic material is an article/blog based on food and culture, taken from an online multicultural media channel for international students and anyone
who shows appreciation for diversity and cultural uniqueness. In a world in which there are over 7,000 estimated languages, there’s one that is in many ways
universal – food! One of the main points in choosing this article was comfort. Students should feel comfortable with the text they are working with and not
feel threatened by it. The chosen reading passage will arouse their interest and the topic is something they can relate to. According to an article on Turkish
culinary culture, “Turkish people are passionate about food; indeed, Turkish cuisine is world renowned for its diversity and flavour, drawing influences from

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all corners of the former Ottoman Empire, and each region today boasting its own specialities.” Therefore, while all students may be Turkish, their food
culture may be quite different, which makes food culture an interesting topic for reading and afterwards, discussion. This topic also encourages a lot of
discussion within a group of people from different backgrounds and lifestyles. With the current situation in Turkey (immigrants seeking refuge or asylum), it is
important for Turkish students to also understand that food is one way they can make them feel welcome, make them feel safe and at home.

The text, although aimed at English-speakers, is simple to read and understand. Non-English speaking students will be able to easily identify the main points
in the article. The reading text does not contain a highly advanced vocabulary, nor does it contain irony, idioms and phrases which would make
understanding the article difficult, and will assist pre-intermediate level students in reading for ‘gist’. The text is straightforward and seeks to give facts in a
narrative tone, which means that there will be no confusion when it comes to the intention of specific excerpts or sentences. The article is written in a
mature manner and suits adult learners more than children. It is suitable for younger and older adults, which will work well with this specific group of
learners.

I did have to adapt the material to remove the unimportant parts that did not relate directly to the topic as well incorporate key information from another
source. However, no words were rewritten, or added on my own to make the text simpler for students.

Stage Name Stage Aim Time Interaction Teacher’s procedure Students will…
Pattern

Example: Example: Example: Example: Example: Example:

Warmer To engage the 10 T-S Show pictures of 3 different sports – Students will identify the lesson
learners in the minutes football (team), tennis (one vs one), topic
lesson, to activate marathon running (individual) Learners will use their previous
the learner’s prior S-S Ask students to discuss the advantages knowledge to make links to the topic
knowledge of the and disadvantages of each type of
topic sport
Introduction Generates interest in 3 min T-S Welcome class and introduce topic by Students will become interested and
the topic. showing pictures of different cultures think about vocabulary surrounding
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 Starts the class and their cultural foods, pictures of the topic.
thinking about the S people eating together.
topic and vocabulary Students take a few minutes to form
that you will be their ideas about what the topic is.
using.
Warmer Engage student’s 5 min S Students look at the headline of the Students will identify the lesson
interest in lesson reading text together with pictures topic (food and culture).
topic, increase their and try to guess the topic.
energy levels.
Activate student’s T-S Teacher also asks students what food Learners will use their previous
existing vocabulary means to them. knowledge to make links to the
of the topic. topic.
Get student’s Students also get a little speaking
thinking in English. practice before the reading activity.
Presentation Teach students new 12 min T-S T introduces each word to students by Students will have established
of relevant vocabulary that will using flashcards and explaining meaning of the target vocabulary.
vocabulary assist them in meaning, using synonyms and a
understanding the sentence.
text. S Vocabulary: culinary; cuisine;
celebratory; feast; gusto; heritage;
Establish correct immigrants; nutritious
pronunciation of the Phrases: ‘fabric of society’; ‘portal into
vocabulary through culture’; cultural identity
drilling and Students look through the passage
phonemic chart. and highlight the new vocabulary.
Drilling of vocabulary using phonemic Students will be able to pronounce
chart. the target language correctly, and
feel more confident using the lexis.
Practical The main aim of this 10 min S-S In pairs, students will now read the Students will identify the idea of the
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activity stage is to get the text a first time. Thereafter, T will ask article (skim-reading).
exploring the students thinking T questions:
text about the text. Why do people eat their cultural food? Students will think about and answer
S-S How does it make them feel? questions about the gist of the text.
Students read text again and discuss This also opens up discussion
answers with their partner. between students and gives them a
T monitors the progress of the class - chance to practice the words used in
walks around listening to the the article.
discussion between each pair.
T then asks the class CCQs to check
students understanding and give
feedback.
Activity on The aim is to get 20 min T-S T reads the text with students, asking Students will gain further insight into
detailed students to them to underline sentences they the content of the text, focus on the
understanding understand the text Ss have difficulty with. Students may ask details.
of the text in more detail (look questions if they are uncertain.
for specific
information). T-S T hands out worksheet with questions. Students would have used the
Students answer on worksheet and questions to look for the answers
discuss answers during class (scan-reading) and filter out the
discussion. unimportant information.
This stage ends off with each student Discussed the cultural foods in their
telling us about their cultural foods households and how food connects
and how food connects them. them, thereby practicing using the
vocabulary more freely.
Review of Check that students 5 min T-S T gives students a short worksheet to Students will be able to check the
vocabulary have understood match definitions to vocabulary. T calls progress they have made through
vocabulary taught. out answers and students will mark the lesson as well.
their work afterward (self-evaluation).

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Cooler Sum up the lesson 5 min S-S Students are paired. T asks students to Students leave on a positive note,
with an activity to share their opinion on the text with having remembered and taken away
draw student’s their partners. Do they agree or not? something useful to them.
attention to what Why?
they have learnt.
Homework: bring to class a cultural
dish recipe made in your home-
written mostly in English.
Lesson Rationale (700-1000 words):
You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this will be
achieved, other activities that you considered including and why you chose not to use them, what you would do if any of your activities didn’t work in the way you have
planned.

This lesson plan is designed for pre-intermediate level students (A2) who are mono-lingual adult students aged between 18 and 55 years, in Turkey (it is
assumed as all students have the same L1). It is not stated in this assignment specifically, but an assumption can be made that their motivation for
attending this class, is to better their English for future job prospects, travel and attending English-speaking Universities.
The focus of this class is a reading skills lesson, reading for gist and specific details. I chose food and culture as a topic or reading text, I felt that this topic
was appropriate as it is relatable across cultures and languages, it is the one topic that brings people together. It will also encourage participation in the
lesson, as the topic is mature enough and something Turkish people are passionate about.

The most common challenges that I anticipate as a new teacher may be classroom management difficulties. Students may lack confidence which leads to
problems in participation; students may react negatively to any hint of patronization or correction – a teacher without years of experience may find this a
fine line to balance; students are all of the same L1 and may want to communicate with their peers in this language. I intend to manage this by varying the
activities, and dividing the class into groups to get everyone involved. Elicitation methods used in a group before being used individually will give students
more confidence to speak later on. Drilling methods for vocabulary and pronunciation in a group setting also encourages students to participate in the
lesson.
It is also important that mistakes should not be called out in class for a specific individual, rather, it should be discussed as part of a group, or addressed
with the student on their own. Establish a set of rules and remind them at the beginning of each lesson (one of them being to speak in English in the
classroom), remember rules which apply to kids don’t apply to adults. Other difficulties I anticipate is in pronunciation of the language. Here it is important
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they listen to the phonemic chart very carefully, http://www.macmillanenglish.com/pronunciation/phonemic-chart-inbritish-english/ and
https://www.englishclub.com/pronunciation/phonemic-chart-ia.htm to listen to how all elements of a single word is pronounced. The latter phonemic chart is
quite interactive. Repetition through drilling exercises is also very important. This will not only help with pronunciation, but also for students to better
remember the word in context.

Structure:
As a new teacher, I am using the method recommended by the ‘i-to-i Tefl Academy’. The lesson is structured in such a way that it gives students freedom to
engage as the lesson progresses, while the teacher still maintains a controlled environment. Although we know that students will not be able to develop all
the skills taught in a reading skills lesson at one time, this structure allows for a range of different types of activities that reflect the different learner styles
of the class and a range of interaction patterns to keep students motivated (S, T-S, S-S, and S-S-S). This type of structure allows me, as a teacher, to know
exactly what materials and resources I will need to prepare. I also chose this method because it’s a controlled technique, were students will be able to see
how they have made progress after only one lesson, thus encouraging them to continue their studies. This 7-step structure can also be adapted to any level
of student.

The introduction stage generates interest in the topic and starts the class thinking about the subject and vocabulary that will be used. To introduce the
topic I have included pictures of different cultures and their cultural foods, pictures of people eating together. Students take a few minutes to look through
them and get an idea of what the topic is. This will also make them start thinking about food vocabulary and culture.

During the Warmer, we are introducing the text, or in this case, the headline of the text, to get students to focus more on the text we are going to be
looking at. I will ask students to use headlines and pictures to predict what the content will be. To give them a little speaking practice, prior to the reading
activity, I will ask students what food means to them.

I will be introducing/Presenting the relevant vocabulary to students through flashcards and explaining the meaning, by using synonyms and examples
where relevant. Pronunciation will be focused on, by listening to pronunciation and using phonemic chart and using drilling techniques.

The first reading activity will be introduced in the Practical activity exploring the text (Reading for Gist) stage. The purpose of this stage is to get the
students thinking about the text. Their interest is there, now we want them to get to know more about what the text contains. In this instance, I have asked
the students to read the text, asked the class to work in pairs to find the answer to the following questions that requires skim reading:
Why do people eat their cultural food? How does it make them feel?

9 i-to-i LOVE TEFL Lesson Plan

Students read text again and discuss answers with their partner. I will monitor the class and listen in on discussions, this will give the students more practice
with the vocabulary in the text without making them nervous by singling them out for answers. I will then asks the class CCQs to check students
understanding of the task and text and give feedback where needed.

The aim of the Activity focusing on detailed understanding of the text (Reading for Specific Information) is simply that, the focus is on students reading
the text in more detail. This time, I have set a series of questions that require further reading of the text. I will be reading the text with the class out loud,
checking their pronunciation as they go along and asking them to underline sentences they have difficulty with. Students will be able to ask questions or ask
for help if needed. Thereafter, students will answer the questions on the worksheet (this will give them practice writing the new vocabulary). We will then
follow up with a class discussion of the answers and ends off with each student telling us about their cultural foods and how food connects them.

After the reading activity, I will Review the vocabulary taught earlier. I will give students a short worksheet to match definitions to vocabulary. Then I will
call out answers and students will mark their work afterward (self-evaluation). Students will be able to check the progress they have made through the
lesson.

As a cooler, I will pair the students and ask them to discuss their opinion on the text. Although the text contains factual information, it is not based solely on
facts. This will sum up the lesson and draw their attention to what they have learnt. It will also give me an idea of the impact (positive or negative) the text
had on the class overall and I will adjust accordingly during the next reading lesson. As a homework/ fun activity I will ask students to bring in a recipe of
their cultural dish, which should be written in English as much as possible.

I did not plan any activities I would not use, however, judging the class interest in the activities between speaking and writing, I did have a few activities I
would swap if the lesson did not go according to plan. If students don’t respond well to the writing task of reviewing their vocab or found it too boring, I will
switch it to a fun speaking activity where the person who calls out the answer the fastest wins a prize (age appropriate). I considered various aspects when I
was planning this lesson namely approaches, adoption of activities, level of the students, background, culture, ages ad prior knowledge they have in the L2
language for this reading lesson. As a new teacher, I did not want to deviate from the set structure too much but should the lesson not turn out as planned,
I will improvise with other activities while maintaining the fundamental aim of each stage. The class would still have to answer CCQ’s to check that the
requirements for this lesson has been met. In instances where the student may have difficulty in remembering questions during the practical activity, I will
write these on a whiteboard for them to refer to as needed.

One of the activities I had in mind was a strip story where I photocopy the passage and cut it into single sentence strips and mix them up. In the lesson,

10 i-to-i LOVE TEFL Lesson Plan

students work in pairs to put the sentences in the correct order. However, I did not use this activity as I felt it would be time consuming and the text itself
was not a narrative which would make the activity more interesting. Bearing in mind that the learners fall under adult age group, I had to find a topic that
would also them to think in a mature manner, be able to discuss a topic that they most certainly would have opinions about and help them in everyday life
in understanding other cultures, especially considering the ‘climate’ in Turkey where there is an influx of foreigners seeking refuge. It may help to build
understanding and help them be open to other cultures.

Bibliography (if needed):

https://www.teflcourse.net/blog/the-most-common-problems-students-in-turkey-face-when-learning-english-ittt-tefl-blog/
https://learnenglish.britishcouncil.org/skills/reading/pre-intermediate-a2
https://freelymagazine.com/2017/01/07/what-food-tells-us-about-culture/
https://www.cambridgeenglish.org/Images/506886-a2-key-2020-vocabulary-list.pdf
https://universeofmemory.com/how-many-words-you-should-know/
https://nathanghall.wordpress.com/2016/03/13/adapting-texts-for-use-in-the-english-language-classroom/
https://www.fluentu.com/blog/educator-english/esl-reading-comprehension/
https://www.fluentu.com/blog/educator-english/esl-discussion-topics-for-adults/
https://www.teachingenglish.org.uk/resources/secondary/lesson-plans/pre-intermediate-a2
https://learning.teflcourses.com/mod/book/view.php?id=4
https://learning.teflcourses.com/mod/book/view.php?id=5
https://learning.teflcourses.com/mod/book/view.php?id=11
https://learning.teflcourses.com/mod/book/view.php?id=11&chapterid=160
https://www.stuvia.co.za/doc/575620/tefl-academy-assignment-3-listening-reading-lesson-plan
http://www.onestopenglish.com/skills/reading/topic-based-lesson-plans/
http://esl.fis.edu/teachers/support/tests.htm
http://esl.fis.edu/grammar/langdiff/turkish.htm
https://busyteacher.org/4035-how-to-teach-a-perfect-reading-lesson.html
https://www.go-tefl.com/teflblog/reading-lesson-plan/
https://www.eslactivity.org/an-esl-reading-lesson-plan-template/
http://www.macmillanenglish.com/pronunciation/phonemic-chart-inbritish-english/
https://www.englishclub.com/pronunciation/phonemic-chart-ia.htm
https://eslspeaking.org/advanced-esl-conversation-classes/
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https://www.tesol.org/connect/tesol-resource-center/search-details/lesson-plans/2013/12/04/reading-lesson-plan
https://www.google.com/url?sa=i&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fasian-recipe.com%2Ffood-culture-history-4673&psig=AOvVaw3c0TBrv3BzArP-
Bu8VFSer&ust=1589456614218000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCMjnz7vhsOkCFQAAAAAdAAAAABAD
https://www.google.com/url?sa=i&url=https%3A%2F%2Fptop.only.wip.la%3A443%2Fhttps%2Fsahabatnurfitri.blogspot.com%2F2019%2F04%2Ffood-culture-in-
china.html&psig=AOvVaw1H9tRHalF74jNTXwINxpeI&ust=1589456750177000&source=images&cd=vfe&ved=0CAIQjRxqFwoTCNi6r_3hsOkCFQAAAAAdAAAAABAJ
https://imgcld.yatra.com/ytimages/image/upload/t_seo_Magnum_w_350_h_300_c_fill_g_auto_q_auto:good_f_jpg/Istanbul_Culture.jpg
https://i.pinimg.com/474x/6e/69/bb/6e69bbd40a82d145345300bb5fcdf4bf.jpg
https://images.memphistours.com/xlarge/444dcab0f1eb36ad724b38fa9e26c00f.jpg
https://insideng.com/StudentReadA/accessibility/inside_a_read/images/u02/p059_001.jpg
https://encrypted-tbn0.gstatic.com/images?q=tbn%3AANd9GcSyQqGZv1WRPXvjP10BwU8IuuAjNct2iAVJf7VnM0IWUhPs2dt2&usqp=CAU

Materials (include all the materials you plan to use in your lesson, referenced):

Flashcards
culinary; cuisine; celebratory; feast; gusto; heritage; immigrants; nutritious

Culinary Adjective /ˈkʌlɪn(ə)ri/

relating to food and how to cook it
synonym: cook; cuisine

Cuisine Noun /kwɪˈziːn/

a style of cooking food, especially the style of a particular country or region
synonym: food
e.g. I’d like to try the Chinese cuisine. / I’d like to try Chinese food.

Immigrants Noun /ˈɪmɪɡrənt/

Somebody coming from one country to live in another country.
Nutritious Adjective /njuːˈtrɪʃəs/
foods provide the substances that people need in order to be healthy
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 synonym: healthy
e.g. Apples are nutritious, they have vitamins.

Gusto Noun /ˈɡʌstəʊ/

Doing something with a lot of good energy, enthusiasm
Synonym: energy

Celebratory Adjective /ˌseləˈbreɪt(ə)ri/

Describing a special event

Feast Noun /fiːst/

a large meal for many people
e.g. We had a feast for my wedding.

Heritage Noun /ˈher.ɪ.tɪdʒ/

Traditions, languages and foods etc. belonging to a particular culture.

Phrases

Cultural identity Belonging to a particular group, society or country

e.g. My cultural identity is South African Indian.

Fabric of society It is what makes up a community or society, its values, traditions, foods,
customs and beliefs.
Portal into culture An entrance or a way to get to know something, in this case food is the entry
or the door into another person’s culture. To get to know a culture, you can
do it through food.

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Worksheet Vocab Review
Match the correct word to the definition.

1. Gusto A. Style of cooking from another country

2. Feast B. Healthy food with nutrients and vitamins
3. Heritage C. Related to cooking and how to cook it
4. Immigrants D. With energy, enthusiasm
5. Cuisine E. Describing a special event
6. Nutritious F. A large meal for many people
7. Celebratory G. Customs and traditions belonging to a
culture
8. Culinary H. Coming from one country to live in another

Answers
1. D
2. F
3. G
4. H
5. A
6. B
7. E
8. C

Pictures for the Introduction and Warmer

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