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Jackie Holderness
Annie Hughes
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M A C K
H E I N I
Engl ish Lan i
4 I L L A N
M A N N
: u a g e T e a c h i n g
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1 0 0
min
I de a s fo r C h ild re n
Jackie Holderness
Annie Hughes
A Te a ch e r s R e s o u r ce B o o k o f to p ic-b a s e d
a c ti vi ti e s f o r ch i ld re n
M A C M I L L A N
H E I N E M A N N
E n g l is h L a n g u a g e T e a c h i n g
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C o n t e n t s
INTRODUCTION
AGE 4
TOPICS AND LEXICAL SITS
A 6
LANGUAGE FOCUS
110
TOPIC 1
AMILIES
AGE 10
Children learn how to talk about their families.
TOPIC 2 NIMALS
AO
111
This topic introduces children to a wider range o f natural features, animals and wildlife than they might encounter
in the average coursebook.
TOPIC 3
UR WORLD
AGE 26
This topic enables children to travel around the world as w ell as venture into outer space.
TOPIC 4
HRISTMAS
AGE 34
This topic covers all the traditional material of the season in w ays that are b oth fun and interesting.
TOPIC
S
OLIDAYS
AGE 42
This topic gives children the opportunity to discuss w hat they enjoy do ing outside school.
TOPIC 6
OW THINGS WORK
AGE 50
From nam ing parts of a car to making elephants and windm ills, this unit examines how things work.
TOPIC 7
ALTH AND FITNESS
A0
SS
The body is the focus of this unit. Children talk about the food they enjoy and learn the parts of the body
through puppet ma king.
TOPIC 3
EOPLE
AGE 66
Children learn how to describe peop le from witches and thieves to their best friend
TOPIC 9
RAVELLING
AO
74
Following the theme of travel this unit lets children hunt for treasure, ma ke jigsaws and write poetry.
TOPIC 10 TORIES
A0
32
This unit stretches children's imagination as well as their vocabulary.
TAP1SCRIPTS
A
90
STORY SUMMARIES
A
96
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ntroduction
I Plus
Ideas for
Children is a teacher's resource
book of over hundred activities - one hundred ond
lwenty ro be precise It is a collectron of lrstening,
~ p e a k i n g
reading and writing activities baseo around
the ten topics of Families Animals Our World
Christmas, Holidays
How Things
Work
Health
and
Fitness People Travelling and Stories.
I
Plus
Ideas for
Children
has been designed
and wriHen to support the teacher of English to young
learners.
To
th
is
end you will
fin
d that each activity
has
a cognitive challenge and o clear product, e.g. a
song is
sung, a mop
is
followed or o poem
is
written.
Each activity uses Erglish suitable for young learners.
Children need
to
be motivated by exciting and
relevant classroom activities f real understanding and
ocauisition
is
to toke place. Activities in
J
00
Pius
Ideas
for
Children hove these quali ties .
For
each topic you will find four photocopioble
pages.
For
each photocopiable there ore three
activities of different ability levels marked *.
*
* and
* *
*.
These activities ore des igned to cater for range
of ages, abilities and language levels.
You
con
use
these different activities for differ
ent
ability groups in
e9ch class or for
classes
of different
age
groups.
The first
three photocopioblcs for each topic
provide o listening ocivity, on
art
and c10ft activity and
o game. The fourth photocopioble is spl t into
lwo
sections.
This
photocopy provides o song
and
or
pOAm and also o writing activity for children with more
language experience.
L I S T E N I N G
C T I V I T I I S
The
first photoc
op
iable for each topic always centres
around o topescript. which is found on the
:Jccomponying listening cassette. The photocopioble
orovides three 1steni
ng
activities, ot a d ifferent level of
::iifficulty.
The
tapescrip
t
hove been
go
ihered together
JI the bock of
the
book. The topescripts ore signposted
oy a cosset;e symbol and the page
rnumbe
r for the
topescript is included in
the
VVhot you needsection for
the
re
levant activity.
It
s always helpful to listen to
the
topescript yourself before t
he
lesson, to check
the
pronunciation and intono'ion of new vocabulary and
phra ies or structures
O M I S
In each tcpic unit
you
wil l find a game. Gomes ore
challenging and exciting for young learners as they
w i
ll
use English
for real purposes and clear goals.
Before using a game in the classroom, you ore
advised to try it yourself f
irst
and understand how it
works.
S O N G S
Songs provide
good
opportunities
to
rev
is
e and
oonsordote previously taught language as well as a
chance
to
introduce new vocabulary
in
context. The
song activities in 7
00 Plus
Ideas
or
Children
encourage extended thinking about each song
through the language activi
ty
that accompanies them.
RT N D C R f T
1\tl.aking
and creating new things, e.g . a fortune tel ing
toy oro jointed puppet, through English, wi ll bring
the
language alive and make it satisfying for young
learners while also making it fun
On
the
photocopiables, a dotted line shows lines
rhat neecl to he folded, and a so lid line with n scissor
icon shows lines that need to be cut.
HOW TO
U S I
1 I ' LU
I D I A
FOR
C H I L D R I N
Each
activity in 700 Plus Ideas for Children has been
designed
to sta
nd alone. I00
Plus
Ideas
for Children
is not a coursebook and the topics and activi
ti
es do
not hove to be
used
in
any particular order.
100
Plus
Ideas
or Children has been designed so
that you con
dip
into the activities to use in your
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teaching n activiti
es
con be used
to
exterd
0
topiC
f
ro
m a coursebook, to consolidate vocabulary or
st
r
uctures
a lready tc
llght
, or to introduce
new
vocob-lory or stru
ctu
res.
The
instructions ror
tf
' e activities ore opposie Ire
relevant photocopiable page
You
should read the
nstructio
ns corefu
ly,
before
the l : ~ : 0 1
so that you can
p
rero
re whatever is necessoy
Next to
the
instructions for each octiviy you will
find the aims clearly outlined, a list of the bnguage
needed for that particular activity and a li
st
of the
resources you will
need
The group
s
ze for each
activity
and the
opproxirrote h'llmg is also provided .
While
the tim
ing is included as a guidt=, yoo :.hould be
aware tot each doss
is
rlrffere"t and your class could
rake
a little MO C o
less
time tha n
in
dicated.
After
eoch activity there ore
useful
sugges tions for
a 'Follovvup activity'. shoulo you wish to spend longer
practis ing certain slructur
es
and vocabulary.
ROSS
R I F I R I N C I N G
Teachers con li
nd
on activity by th t
op
ic, voco:1u lory
or st
ructure
they wish to concentrate on by usi
ng
t
he
indi
ces
and referer'
Ce
pages. To identify on activity by
topic, tun to pages 6-7. To identify on activity by
language structur : turn to pages 89.
fOR THE
I I C H I R
I lus Ideas fo hildren has been designed
to
mcreose
the
enjoyment
of
teach
ers
and young leornes
in t
he Engl
ish classroom. It offer:. a variety o= stn...clured
~ d
contextualised a
chv
,ties and resource materials,
that ae created eas ily by using
the
p10tocopi
ab
le
pages and follow ng the activity
instr
uctions.
VVe
hope
you
and your classes enjoy using this book as much as
we
hove e n j o y ~ w1ti1 9 it
Jackie Holderness
nnie ugh s
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T o p i c s * a n d L e x i c a l s e t s
T O P I C S A N D
C T I V I T Y
LEXIC AL SETS
Alphabet
n i ma l s 4C ; Our W or l d 1 A -C ;
Chr is tm as 2C; Hol idays 3A-C;
Trave l l i ng 1C
T O P I C S A N D C T I V I T Y
LEXIC AL SETS
D a y s o f t h e ol idays 1 A-C
w e e k
An i m a l s A n im a ls 1A -C 2A -C 3A -C 4A -C ;
H o w T h i n g s W o r k 2 A
Directions Anim als 1B-C; Hol idays 3A-C
Body Anim als 2A-C; Our Wor ld 1 B-C;
Heal th and F itness 2A-C 3A-C 4A-B
Faces
People 1 A-C 2A-B; Stor ies 2B-C
C a r s
H ow T h i ng s W o rk 1A -C F a m i l i e s
Fami l ies 1A-C 2A -C 3A-C 4A -C;
Hol idays 2B-C 4A-B; Stor ies 1 B-C
lots
Fami l i es 4A; A n ima ls 18 ; Chr i s tmas 4A-B F o o d Heal th and F i tness 1A-C 4C; Peop le 2C
C h r i s t m a s Chr is tm as 1A-C 2A-C 3A -C 4A-C G a m e s
Fami l i es 3A -C; Chr i s tmas 3A-C;
H ow T h i ng s W o rk 3C ;
Heal th and F i tness 3A-C
Circus
Hol idays 3A-C
G e o g r a p h y
Travel l ing 1 A-C
C l o t h e s
Chr is tmas 1 C; Ho l idays 2A-C;
S to r i es 2A 2C
G h o s t s
Peop le 4A-B
Colours
An im a ls 2A- C; O u r W o r ld 1 A- C;
Chr i s tma s 1A 3A ; Ho l i d a ys 1 A 2B - C;
H o w Th i n gs Wo rk 3 A-B ;
Peop le 1 A-C 2A-B 3A-B
Hobbies
Hol idays 1A-C
Countr ies
O u r W o r ld 2A- C 3A- C; Tr a v e l l in g 2A- C
H o l i d a y s
Hol idays 1 A-C 2A-C 4A-C
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T o p k g a n d L e x i c a l s e t s
TOPICS AND
CTIVITY
LEX ICAL SETS
H o u s e s
rave l l ing 3A-C
TOPICS AN D CTIVITY
LEXICAL SETS
S o n g s
a m i l i es 4 B 4 C; An i m a l s 4 A -B ;
Our W or l d 4A -B ;
H o w T h i n g s W o r k 4 A -B ;
Hea lth and F i tness 4A-B; S to r i es 4A-B
J ob s Peop le 3A-C
Space
Our World 1A-C
L e t t e r s
Chr i s tmas 4C
S p o r t
H o l i day s 1C ; H e al t h and F i t ne ss 2C 4C
Likes/Dis l ikes
Hea l th and F i tness 1 A-C; Peop le 2C 4C
Stor ies Stor ies 1 A-C 3A-C 4A-C
M o n s t e r s
O u r Wo r l d 1 A -C
Tim e
H o l i d ay s 4 B
M o n t h s
Trave ll i ng 2B
To y s
Chr i s tmas 2A-C
Nature A n i m a l s 1 A -C 4 A -B ; O u r W o r l d 4 B ;
Ho l idays 1 A-C; T rave l l i ng 1 A-C 3A-C
T r a n s p o r t
Our World 2C, 3B-C;
H o w Th i n gs Wo rk 1 A -C 3 A-C 4 A-B ;
Trave l l ing 4A-C
N u m b e r s
A n i m a l s 1A 3A -C 4A -B ;
Our W or l d 1A -C 3A -C ; C h r i s tm as 3A ;
H o l i d a ys 3 A-C ; H o w Th i n g s Wo rk 1 A-C ;
Peop le 1 B 3C; Trave l l i ng 1C
Trave l
Our World 2A-C 3A-C; Travelling 4C
Puppets
Hea l th and F i tness 2A -C; S to r i es 2A-C
Z o o H o l i d a ys 3 A-C
S e a s o n s H o l i d a ys 4 C ; T ra ve l l in g 2 B
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L a n g u a g e F o c u s
A / A n
n i m a l s 2 A ; H ea l t h a n d F i t n es s 2 A
Adje ct ive s
n ima ls 4B; Chr i s tmas 1 B-C 4B;
Peop le 1A-C; T rave l l ing 4A -B
I ' d i k e . .
h r i s tm as 2B 4C ; H o l i day s 1C
Im pe r at ive u r Wo r l d 1 B ; Ch r i s t m a s 3 A ; H o l i d a ys
3 A-B ; H o w Th i n gs Wo rk 1 A -C 2 C
3 A-C 4 C; H ea l t h an d F i t n es s 2 B ;
P eo p l e 2 A ; T ra ve l l i n g 3 A
C a n
n i m a l s 1 C ; H o l i d a ys 1 C 3 C ;
H o w T h i n g s W o r k 1 C 3 C
L e t s
H o l i d ay s 1 B
C o m p a r a t i v e
H o w T h i n g s W o r k 3 C ; P eo p l e 1 C 3 C
L o o k s i k e
n i m a l s 2 C
C o u n t a b l e /
eal th and Fi tness 1 A-C
U n c o u n t a b l e
n o u n s
L o t o f ea l th and F i tness 1 A-C
D e f i n i t e /
ur World 4C; People 4A
Inde f i n i t e
art i c l es
M y n a m e s . . .
Fami l ies 1 A
-
B
G r e e t i n g s
f k
O u r W o r l d 1 A ; C h r i s t ma s 4 A - B
Past cont inuous
Sto r i es 1A
w a s w a l k i n g
H a v e
g o t
Fami l i e s 2C 3C ; A n i ma l s 2A -C 3C
4C ; Our W or l d 1 B -C 3A -C 4A -B ;
S t o r i es 2B ; Pe o p l e 1A - C 2A - B
P a s t s i m p l e
O u r W o r l d 1 C ; C h r i s t m a s 1 C 3 C ;
H o w Th i n gs Wo rk 3 C ; S t o r i es 1 A-C
3A-C 4B-C
H o w m a n y . . ?
Fami l ies 2C P e r s o n a l
p r o n o u n s
F a m i l i es 1 B -C 2 A-C ; O u r Wo r l d 4 A ;
Stor ies 1 B-C 4C
H o w o l d . . ?
Fami l i es 2C; Peop le 3C P lu r a l n o u n s
An i m a l s 2B ; O u r Wo r l d 1 B -C 4 B
c o m e r o m . . O u r W o r l d 1 A
P o s s e s s i v e
adje ct ive s
Fami l i e s 1 A -C 2A -C Our W or l d 4A ;
H o l i d a y s 2A 2 C ; P e o p l e 2B ;
Trave l l ing 3 11C; S to r ies 1 B-C
I l i k e . . .
Health and F i tness 1 B-C
P o s s e s s i v e s
(genit ive)
Fami l i es 1 C ; An ima ls 2B -C;
Hol idays 2B-C; Peop le 1 C 2A-C
0
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L a n g u a g e F o c u s
LANGUAGE ACTIVITY ANGUAGE ACTIVITY
F O C U S
O C U S
T o b e
r e p o s i t i o n s
a m i li e s 1 A - C ; A n i m a l s 1 A - C ;
O u r W o r l d 4 C ; H o w T h i n g s W o r k 1 B - C ;
P e o p l e 3 A ; T r a v e l l i n g 1 A , 3 A - C
F a m i li e s 2 C ;
Our
W o r l d 1 B , 2 A - B ;
H o l i d a y s 2 C ; P e o p l e 1 C ;
T r a v e l l i n g 1 A - C , 3 C
P r e s e n t a m i l ie s 1 B - C ; O u r W o r ld 2 C , 3 A - C ;
co nt inu o u s h r i s t m a s 1 B - C ; H o l i d a y s 1 B , 2 A - B ,
I m e a t i n g A - C ; S t o r i e s 2 A
W h a t s t h i s ?
C h r i s t m a s 2 A - B H o w T h i n g s W o r k 1 A ,
1 C ; H e a l t h a n d F i tn e s s 1 A - C , 4 A - B ;
P e o p l e 4 A
W h a t s t ?
e a l t h a n d F i tn e s s 3 A - C , 4 A - B ;
Travelling lA
Pr e s e nt pe r fe ct T r a v e l l in g 4 C
H a v e y o u
t r a v e l l e d . . ?
P r e s e n t s i m p l e F a m i l i e s 4 B - C
4C; Our W or ld
3 B - C ; H o l i d a y s
re v i t - r ha
i n
n
5 s F r/oe r k
P e o p l e 2 C , 3 B ,
F i t n e s s
A n i m a l s 1 A - C , 3 B - C , 4 A ,
1 A ; C h r i s t m a s 1 A - B ,
1 A , 3 A , 4 A - B ;
2 VA-B
, 4C;
4 C ; T r a v e l l in g 4 A - B
W h e r e ?
F a m i l ie s 1 A ; A n i m a l s 1 C ;
Our W orld 2 A-C, 3B;
T r a v e l l i n g 1 A - C , 2 A - C , 3 A - C
W h e r e , h o w ,
w h a t ?
O ur W or ld 3 C
S o m e
e a l t h a n d F i t n e s s 1 B - C
W h i c h ?
A n imals 3 C , 4 C
S o m e t i m e s , e a l t h a n d F i tn e s s 4 C
n e v e r , a lw a y s
W h o ?
F a m i l ie s 1 A - C , 2 A - B ; A n i m a l s 1 C ;
H o l id a y s 2 A - B , 4 C
T h a t / T h o s e o l id a y s 2 A
W h o s e ?
H o l id a y s 2 C ; H o w T h i n g s W o r k 3 C
T h e r e a r e a m i li e s 4 A W o u l d y o u
l i k e . . ?
C h r is t m a s 2 B - C , 4 C ; H o l id a y s 4 C ;
H o w T h i n g s W o r k 2 C
T h e r e i s
u r W or ld 4 C
T h i s i s a m i li e s 1 A - C , 2 A - B
T h i s / T h e s e
o l i d a y s 2 C ; H o w T h i n g s W o r k 1 B - C
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F a m i l e g
ACTIVITY 1 A: MY FAMILY CI3
AIMS:
To practise listening to
descriptions o f the family To
introduce new language for
mem bers of the family
LANGUAGE:
M o t h e r , a t h e r ,
s i s t e r , b r o t h e r , g r a n d f a t h e r ,
g r a n d m o t h e r , a m i l y , a u n t , u n c l e ,
c o u s i n , baby
Ne x t t o Wh e r e
i s ?
TIMING: 15-30 mins
GROUP SIZE: Ind/Class
WHAT YOU NEED:
Photocopy 1 per child. Cassette
(tapescript p.90). A picture of a small
nuclear family and an extended
family.
WHAT TO DO:
1 Show the class the picture of the nuclear
family and teach
mother, father, sister
and
brother. Write these on the board.
2 Show the picture of the extended family.
Point
to a woman and introduce
aunt.
Ask
the class to repeat. Do the same with uncle,
cousin, grandmother, grandfather
and
boby. Write these on the board.
3 Ask three children to come to the front and
stand in a line and say
Juon is next to Maria,
etc. Point out what you mean by
next to.
Get
three different children and ask
Where
is ...?
Repeat as necessary.
4
Give each child photocopy 1. Point to
Susan and say
This is S usan.
Explain that they
will hear Susan talking about her family. As
they listen they must write the names below
the right person. They can use the names on
the board. Tell them that you are going to
play the cassette at least three times.
5 Play the cassette stopping at each pause
(//) while the children write down the
name. After sister ask the class to tell you
who it was and to point to the person in the
picture to check understanding.
6 Hold up the photocopy and point to
each person asking Who
is it?
They should
tell you
mother, aunt
etc. The correct order
from left to right
is: cousin, uncle, father,
cousin, grandmother, grandfather, mother,
aunt and baby, brother, Susan, sister.
FOLLOW-UP ACTIVITY:
Children draw a picture of their family and
label it.
ACTIVITY 1 B: THE PHOTOGRAPH CI:1
AIMS:
To practise listening for
names of mem bers of the extended
family To practise l istening to
descript ions of photograp hs To
pract ise answering quest ions To
practise labelling
LANGUAGE:
As Activity 1 A
plus
t w i n s t a b l e beh i n d ,
i n b e t w e e n s i t t i n g , s t a n d i n g ,
h o l d i n g , p l a y i n g W h o s t ? W h o ' s
t h i s ?
TIMING:
20-30 mins
GROUP SIZE:
Ind/Class
WHAT YOU NEED:
As Activity IA plus realia/pictures for
c h a i r , a b l e , s i t t i n g , s t a n d i n g , b a b y ,
n e x t o , b e h i n d , b e t w e e n , n r o n t
of.
A photog raph of your family.
WHAT TO DO:
See Activity 1A steps
1-2.
3 Elicit or introduce
table, next to,
between, behind,
sitting, holding, standing
by using realia, pictures or placing pupils
behind, in front of, next to, in between
each other and describe this e.g. Maria is
behind Jose
etc.
4
Show the class your photograph and
describe the members of your family, using
similar language to that used on the
cassette, e.g. Standing in between ...,
sitting behind ..., next to my ..., is my ...
etc.
5
Hold up photcopy 1 and point to
Susan saying This is Susan. Explain that
Susan is going to describe her family to you
on the cassette. The class have to write
down the name of the member of the
family as Susan describes him or her. Tell
them that you will play the
cassette
at least
three times.
6
Play the cassette stopping at each pause
VA. Wait until the children have had time
to write the name down before you
continue the cassette.
7
Hold up the photocopy and point to
each person asking
Who is it? The class
should tell
you
mother, aunt,
etc. The
correct order from left to right is:
cousin,
uncle, father, cousin, grandmother,
grandfather, mother, aunt
and baby,
brother, Susan, sister.
FOLLOW-UP ACTIVITY:
Susan's cousin, Jane, is in the picture next
to Susan's uncle. Describe the family from
Jane's point of view i.e. father, cousins, etc.
*** ACTIVITY1 C: WHOARE THEY? BEI
AIMS: To practise listening for
nam es of extended family To
practise writing English names To
practise listening to prepositions
To practise listening for
information To practise label l ing
LANGUAGE: As
Activity 1 B
plus
e a c h s i d e o f s i t t i n g d o w n ,
g o i n g o
TIMING: 20-30 mins
GROUP SIZE:
Ind/Class
WHAT YOU NEED:
Photocopy 1 per child. Cassette
(tapescript p.90). Pens. Pencils.
Colours. Pictures of nuclear and
extended famil ies. A photog raph of
your exten ded family.
WHAT TO DO:
See Activity IA steps
1.
3 Teach
next to, behind,
each
side
of,
holding, standing
and sitting down
by
asking three children to come to the front.
Stand them in a line and describe them, e.g.
Juan is next to Annie, etc.
4 Show the class your family photograph
and describe it like this: Here
is my mo ther.
Her name is ... Next to my mother is my
uncle. His name is ...
etc.
5 Give each child photocopy 1 and teach
twins, baby cousin etc.
6 Introduce
Susan, Tom, Mary, Anne,
Sandra, Alex, John, Sam, Robert, Jane,
Nicholas
and Nancy and write them on the
board.
7
Hold up photocopy 1 and point to
Susan. Explain that they are going to hear
Susan describing her family.
8 Play the cassette three times, stopping at
each pause (//). The children write down
the names under each picture. After
grandfather ask them what they wrote and
check understanding.
9 Point to each person on the photocopy
and ask
Who is it?
The class should give
you the names of Susan's family in the
correct order: Jane, Robert, John, Sam,
Mary, Tom,
Anne, Sandra, Alex, Nicholas,
Susan, Nancy.
FOLLOW-UP ACTIVITY:
Children describe their own family pictures.
0
7/23/2019 100+ Ideas for Children - Teacher's Resource of topic-based activities [Macmillan 1997 Holderness, Hughes]
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