authentic materials

ESOL Teaching Skills TaskBook Using authentic material: Unit 5 a)

Ž LJŽƵ ƐŽŵĞƚŝŵĞƐ ĨĞĞů ƚŚĂƚ LJŽƵ ƵƐĞ ĐŽƵƌƐĞ ďŽŽŬƐ ĂƐ Ă ĐƌƵƚĐŚ ƌĂƚŚĞƌ ƚŚĂŶ Ă ƉŽŝŶƚ ŽĨ ĚĞƉĂƌƚƵƌĞ ĨŽƌ ůĞĂƌŶŝŶŐ͍ /Ĩ ƚŚĂƚ͛Ɛ ƚŚĞ ĐĂƐĞ͕ LJŽƵ ŵĂLJ ŶĞĞĚ ƚŽ ŝŶĐůƵĚĞ ŵŽƌĞ ůĞƐƐŽŶƐ ďĂƐĞĚ ĂƌŽƵŶĚ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů ŝŶ LJŽƵƌ ƚĞĂĐŚŝŶŐ ƉƌŽŐƌĂŵŵĞ͘ dŚŝƐ ůĞƐƐŽŶ ůŽŽŬƐ Ăƚ ƚŚĞ ƉƌŽƐ ĂŶĚ ĐŽŶƐ ŽĨ ƚŚŝƐ ŬŝŶĚ ŽĨ ŵĂƚĞƌŝĂů ĂŶĚ ŽƵƚůŝŶĞƐ Ă ƉƌŽĐĞĚƵƌĞ ŽĨ ŚŽǁ ƚŽ ĞdžƉůŽŝƚ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂůƐ ĨŽƌ ĐůĂƐƐƌŽŽŵ ƵƐĞ͘

dĂƐŬ ϭ ʹ :ĂŶ͛Ɛ ŵŝdžĞĚ ĨĞĞĚďĂĐŬ Jan used an authentic newspaper article with her learners. Some students said they really enjoyed reading some “real English”. However, others said they found the text too hard and indicated they would like to stick to the course book in future.

Can you help Jan? What should she do? Jot down your ideas and suggestions on a note pad, then look at the answer key below.

dĂƐŬ ϭ &ĞĞĚďĂĐŬ ^ƚŝĐŬŝŶŐ ƚŽ ƚŚĞ ĐŽƵƌƐĞ ďŽŽŬ ŝƐ ƚŚĞ ĞĂƐLJ ŽƉƚŝŽŶ͘ dƌLJŝŶŐ ƚŽ ƵƐĞ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů ĂŐĂŝŶ ŝƐ ŐŽŝŶŐ ƚŽ ďĞ ŵŽƌĞ ĐŚĂůůĞŶŐŝŶŐ ĂƐ ŵĂŶLJ ƐƚƵĚĞŶƚƐ ǁŝůů ďĞ ƌĞƐŝƐƚĂŶƚ ƚŽ ŝƚ͘ /ƚ ŝƐ ƉŽƐƐŝďůĞ ƚŚĂƚ ƚŚĞ ƚĂƐŬ ƚŚĂƚ :ĂŶ ƵƐĞĚ ǁŝƚŚ ƚŚĞ ĂƌƚŝĐůĞ ǁĂƐ ƚŽŽ ĐŚĂůůĞŶŐŝŶŐ ĂŶĚ ƐŚĞ ŵĂLJ ŶĞĞĚ ƚŽ ĐŽŶƐŝĚĞƌ ŵĂŬŝŶŐ ƚŚĞ ƚĂƐŬ ŵŽƌĞ ƐƚƌĂŝŐŚƚĨŽƌǁĂƌĚ ĨŽƌ ǁĞĂŬĞƌ ƐƚƵĚĞŶƚƐ͘ /ƚ ŵŝŐŚƚ ĂůƐŽ ƉĂLJ ƚŽ ůĞƚ ƐƚƵĚĞŶƚƐ ŬŶŽǁ ǁŚLJ ƐŚĞ ŝƐ ƵƐŝŶŐ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů͘ /Ŷ ŽƚŚĞƌ ǁŽƌĚƐ͕ ƐŚĞ ŵŝŐŚƚ ŶĞĞĚ ƚŽ ͞ƐĞůů͟ ŝƚ ƚŽ ƐŽŵĞ ĚĞŐƌĞĞ ƚŽ ƚŚĞ ƐƚƵĚĞŶƚƐ ŝŶ ƚŚĞ ĐůĂƐƐ ǁŚŽ ĨĞůƚ ĐŚĂůůĞŶŐĞĚ ďLJ ƚŚĞ ƚĞdžƚ ƐŚĞ ƵƐĞĚ͘

<ĞLJ ^Ŭŝůů hƐŝŶŐ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů ǁŝƚŚ ůĞĂƌŶĞƌƐ ĐĂŶ ĂĚĚ ǀĂƌŝĞƚLJ ƚŽ Ă ƚĞĂĐŚŝŶŐ ƉƌŽŐƌĂŵŵĞ͘ ,ŽǁĞǀĞƌ͕ ŝĨ ƐƚƵĚĞŶƚƐ ĂƌĞ ŶŽƚ ƵƐĞĚ ƚŽ ǁŽƌŬŝŶŐ ǁŝƚŚ ŵĂƚĞƌŝĂů ŽĨ ƚŚŝƐ ŶĂƚƵƌĞ͕ ŝƚ ŶĞĞĚƐ ƚŽ ďĞ ŝŶƚƌŽĚƵĐĞĚ ŐƌĂĚƵĂůůLJ ĂŶĚ ĐĂƌĞĨƵůůLJ͘ dŚĞ ŶĞdžƚ ƚĂƐŬ ǁŝůů ŐŝǀĞ LJŽƵ ŝĚĞĂƐ ŽŶ ŚŽǁ LJŽƵ ĐĂŶ ͞ƐĞůů͟ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů ƚŽ LJŽƵƌ ƐƚƵĚĞŶƚƐ͘

>ĂŶŐƵĂŐĞƐ /ŶƚĞƌŶĂƚŝŽŶĂů ʹ ƵĐŬůĂŶĚ Θ ŚƌŝƐƚĐŚƵƌĐŚ͕ EĞǁ ĞĂůĂŶĚ ǁǁǁ͘ůĂŶŐƵĂŐĞƐ͘ĂĐ͘Ŷnj

ESOL Teaching Skills TaskBook Using authentic material: Unit 5 a) dĂƐŬ Ϯ ʹ dŚĞ ƉƌŽƐ ĂŶĚ ĐŽŶƐ Numbers 1 to 4 below are features of authentic material. Letters a to h are pros and cons that match the features. For each feature there is one pro and one con. Match the pros and cons to the features.

Features

Pros

Cons

1. Authentic texts often contain cultural information.

2. Authentic texts are often quite long.

3. Authentic texts can be very topical.

4. Authentic texts can be used regularly in the classroom.

Pros & cons a. It can be difficult to fit them into the timeframe of a 90 or 120 minute lesson. b. It can make the teaching programme appear ‘bitsy’ and students don’t get a feeling they are working through a coherent syllabus. c. Students are often very interested in this kind of information and they find it very motivating. d. This means the material can date very quickly. e. This kind of background information can sometimes be more difficult to understand than the language. f. It can make a good break from the course book. g. This means students can get good extensive reading or listening practice. h. This can make your classroom material very relevant to students.

Check your ideas in the answer key.

<ĞLJ ^Ŭŝůů dŚĞƌĞ ĂƌĞ ĂƌŐƵŵĞŶƚƐ ĂŐĂŝŶƐƚ ƵƐŝŶŐ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů͕ ĐĞƌƚĂŝŶůLJ ŝĨ LJŽƵ ƵƐĞ ƚŽŽ ŵƵĐŚ ŽĨ ŝƚ͘ ,ŽǁĞǀĞƌ͕ ƚĞĂĐŚĞƌƐ ĐĂŶ ŽĨƚĞŶ ĂŶƚŝĐŝƉĂƚĞ ƉƌŽďůĞŵƐ ĂŶĚ ĚĞĂů ǁŝƚŚ ƚŚĞƐĞ ǁŚĞŶ ƚŚĞLJ ƉůĂŶ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂůƐ͘ &Žƌ ĞdžĂŵƉůĞ͕ ĚŝĨĨŝĐƵůƚ ĐƵůƚƵƌĂů ŝŶĨŽƌŵĂƚŝŽŶ ĐĂŶ ďĞ ĚĞĂůƚ ǁŝƚŚ ǁŚĞŶ ůĞĂĚŝŶŐ ŝŶ ƚŽ ĂŶ ĂƵƚŚĞŶƚŝĐ ƚĞdžƚ ĂŶĚ ůŽŶŐĞƌ ƚĞdžƚƐ ĐĂŶ ďĞ ĞĚŝƚĞĚ ƚŽ ĂĐĐŽŵŵŽĚĂƚĞ ůĞƐƐŽŶ ƚŝŵĞ͘ KŶĞ ŝƐƐƵĞ ŶŽƚ ŝŶĚŝĐĂƚĞĚ ŝŶ ƚĂƐŬ Ϯ ŝƐ ƚŚĂƚ ŽĨ ĐŽƉLJƌŝŐŚƚ͘ dŚŝƐ ĚŝĨĨĞƌƐ ĨƌŽŵ ĐŽƵŶƚƌLJ ƚŽ ĐŽƵŶƚƌLJ ĂŶĚ ĨƌŽŵ ŽŶĞ ŝŶƐƚŝƚƵƚŝŽŶ ƚŽ ĂŶŽƚŚĞƌ͘ ,ŽǁĞǀĞƌ͕ ŝƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ĞŶƐƵƌĞ LJŽƵ ŚĂǀĞ ĐŽƉLJƌŝŐŚƚ ĐůĞĂƌĂŶĐĞ ŽŶ Ă ƉŝĞĐĞ ŽĨ ŵĂƚĞƌŝĂů ďĞĨŽƌĞ LJŽƵ ƵƐĞ ŝƚ͘

>ĂŶŐƵĂŐĞƐ /ŶƚĞƌŶĂƚŝŽŶĂů ʹ ƵĐŬůĂŶĚ Θ ŚƌŝƐƚĐŚƵƌĐŚ͕ EĞǁ ĞĂůĂŶĚ ǁǁǁ͘ůĂŶŐƵĂŐĞƐ͘ĂĐ͘Ŷnj

ESOL Teaching Skills TaskBook Using authentic material: Unit 5 a) dĂƐŬ ϯ ʹ ƵƚŚĞŶƚŝĐ ƚĞdžƚƐ ĂŶĚ ƚŚĞŝƌ ƵƐĞƐ Numbers 1 to 8 describe different kinds of authentic text. Letters a to h describe aims that relate to these texts. Match the aims to the texts.

Authentic texts

Aims

1. A TV guide for one day’s viewing.

2. An e-mail message between friends.

3. A radio weather forecast.

4. A series of magazine advertisements.

5. An editorial from a newspaper.

6. A recording of someone speaking about a childhood memory.

7. A reality TV show.

8. A timetable for a package holiday.

Aims a. To provide practice in inferring meaning from a discursive text. b. To provide practice in listening for narrative gist. c. To clarify and practise the first conditional used for making promises. d. To highlight the way in which body language and gesture supports oral communication. e. To clarify some key features of informal written communication. f. To provide less controlled oral practice of the present simple used to talk about future itineraries. g. To provide practice in scan reading. h. To provide practice in scan listening.

Check your ideas in the answer key.

>ĂŶŐƵĂŐĞƐ /ŶƚĞƌŶĂƚŝŽŶĂů ʹ ƵĐŬůĂŶĚ Θ ŚƌŝƐƚĐŚƵƌĐŚ͕ EĞǁ ĞĂůĂŶĚ ǁǁǁ͘ůĂŶŐƵĂŐĞƐ͘ĂĐ͘Ŷnj

ESOL Teaching Skills TaskBook Using authentic material: Unit 5 a)

<ĞLJ ^Ŭŝůů ƵƚŚĞŶƚŝĐ ƚĞdžƚƐ ĐĂŶ ďĞ ƵƐĞĚ ƚŽ ƉƌĂĐƚŝƐĞ Ă ǀĂƌŝĞƚLJ ŽĨ ƌĞĂĚŝŶŐ ĂŶĚ ůŝƐƚĞŶŝŶŐ ƐŬŝůůƐ͘ /Ŷ ƚŚĞƐĞ ŬŝŶĚƐ ŽĨ ůĞƐƐŽŶƐ͕ ŝƚ ŝƐ Ă ŐŽŽĚ ŝĚĞĂ ƚŽ ŝŶĐůƵĚĞ Ă ƐƚĂŐĞ ŝŶ ƚŚĞ ůĞƐƐŽŶ ƚŚĂƚ ŐĞƚƐ ůĞĂƌŶĞƌƐ ƚŽ ƌĞĨůĞĐƚ ŽŶ ƚŚĞ ƐŬŝůůƐ ƚŚĞLJ ŚĂǀĞ ƉƌĂĐƚŝƐĞĚ ĂŶĚ ƚŚŝŶŬ ĂďŽƵƚ ŚŽǁ ƚŚĞLJ ĐĂŶ ƚƌĂŶƐĨĞƌ ƚŚĞƐĞ ƐŬŝůůƐ ǁŚĞŶ ƌĞĂĚŝŶŐ ĂŶĚ ůŝƐƚĞŶŝŶŐ ƚŽ ƚĞdžƚƐ ŽƵƚƐŝĚĞ ƚŚĞ ĐůĂƐƐƌŽŽŵ͘ /ƚ ŝƐ ĂůƐŽ Ă ŐŽŽĚ ŝĚĞĂ ƚŽ ƌĞŵĞŵďĞƌ ƚŚĂƚ ĂƵƚŚĞŶƚŝĐ ƚĞdžƚƐ ĐĂŶ ƉƌŽǀŝĚĞ ŐŽŽĚ ĞdžĂŵƉůĞƐ ŽĨ ůĂŶŐƵĂŐĞ ŝŶ ƌĞĂů ĐŽŶƚĞdžƚƐ͘

dĂƐŬ ϰ ʹ Ŷ ĂƉƉƌŽĂĐŚ ƚŽ ƉůĂŶŶŝŶŐ ůĞƐƐŽŶƐ ǁŝƚŚ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů Letters a to g below describe a series of steps that can be followed when planning a lesson based around authentic materials. Place these steps in a logical order.

Planning Steps a. decide how you will focus on the language. b. create reading/listening tasks for receptive skills practice and to ensure comprehension of the task. c. edit the text, if necessary – this might mean cutting out some difficult vocabulary or deciding to use only part of the text. d. read the text carefully and decide if it is about the right language level for your learners. e. think of a follow-on speaking activity you could do after reading the text. f. read the text and decide if it will be of interest to your students. g. look for useful vocabulary and/or grammar that you can highlight in this text.

Check your ideas in the answer key. >ĂŶŐƵĂŐĞƐ /ŶƚĞƌŶĂƚŝŽŶĂů ʹ ƵĐŬůĂŶĚ Θ ŚƌŝƐƚĐŚƵƌĐŚ͕ EĞǁ ĞĂůĂŶĚ ǁǁǁ͘ůĂŶŐƵĂŐĞƐ͘ĂĐ͘Ŷnj

Order

ESOL Teaching Skills TaskBook Using authentic material: Unit 5 a)

 dŚŝŶŬŝŶŐ ĂďŽƵƚ LJŽƵƌ ƚĞĂĐŚŝŶŐ ͙ KǀĞƌ Ă ƉĞƌŝŽĚ ŽĨ Ă ƚĞƌŵ͕ ƚƌLJ ƵƐŝŶŐ ĚŝĨĨĞƌĞŶƚ ŬŝŶĚƐ ŽĨ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů͘ ĂĐŚ ƚŝŵĞ LJŽƵ ƵƐĞ ŝƚ ĂƐŬ LJŽƵƌ ƐƚƵĚĞŶƚƐ ƚŽ ĞǀĂůƵĂƚĞ ƚŚĞ ŵĂƚĞƌŝĂů ŝŶ ƚĞƌŵƐ ŽĨ ůĞǀĞů ŽĨ ĚŝĨĨŝĐƵůƚLJ ĂŶĚ ŝŶƚĞƌĞƐƚ͘ <ĞĞƉ Ă ƌĞĐŽƌĚ ŽĨ ƚŚĞŝƌ ĐŽŵŵĞŶƚƐ ĂŶĚ Ăƚ ƚŚĞ ĞŶĚ ŽĨ ƚŚĞ ƚĞƌŵ͕ ƐĞĞ ŝĨ LJŽƵ ĐĂŶ ĚĞƚĞƌŵŝŶĞ ĂŶLJ ƉĂƚƚĞƌŶƐ ŝŶ ƚŚĞŝƌ ĨĞĞĚďĂĐŬ͘

EŽƚĞ LJŽƵƌ ĐŽŶĐůƵƐŝŽŶƐ ŝŶ LJŽƵƌ dĞĂĐŚŝŶŐ >ŽŐ͘

 dĂŬŝŶŐ ŝƚ ƚŽ ƚŚĞ ĐůĂƐƐƌŽŽŵ ͙ ůŽƚ ŽĨ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů ƉƌŽĚƵĐĞĚ ďLJ ƚĞĂĐŚĞƌƐ ŝƐ ďĂƐĞĚ ĂƌŽƵŶĚ ŵĂŐĂnjŝŶĞ Žƌ ŶĞǁƐƉĂƉĞƌ ĂƌƚŝĐůĞƐ͘ dƌLJ ĐƌĞĂƚŝŶŐ Ă ůĞƐƐŽŶ ďĂƐĞĚ ĂƌŽƵŶĚ ƐŽŵĞƚŚŝŶŐ ǀĞƌLJ ĚŝĨĨĞƌĞŶƚ͘ ŶĚ ƌĞŵĞŵďĞƌ ƚŚĂƚ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů ĐĂŶ ŝŶĐůƵĚĞ ůŝƐƚĞŶŝŶŐ ŵĂƚĞƌŝĂů͘

 tĂŶƚ ƚŽ ĨŝŶĚ ŽƵƚ ŵŽƌĞ ͙ ͍ KŶ ƉĂŐĞƐ ϲϳ ƚŽ ϲϵ ŽĨ dĞĂĐŚŝŶŐ ĂŶĚ >ĞĂƌŶŝŶŐ ŝŶ ƚŚĞ >ĂŶŐƵĂŐĞ ůĂƐƐƌŽŽŵ ďLJ dƌŝĐŝĂ ,ĞĚŐĞ ;KdžĨŽƌĚ hŶŝǀĞƌƐŝƚLJ WƌĞƐƐ ϮϬϬϬͿ ƚŚĞƌĞ ŝƐ ĞdžƚƌĂ ƌĞĂĚŝŶŐ ŽŶ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂůƐ͘

 ZĞůĂƚĞĚ dĂƐŬ ŽŽŬ ůĞƐƐŽŶƐ͘​͘​͘ zŽƵ ŵĂLJ ďĞ ŝŶƚĞƌĞƐƚĞĚ ŝŶ ƚŚĞ ĨŽůůŽǁŝŶŐ ůĞƐƐŽŶƐ ŝŶ ƚŚĞ ^K> dĞĂĐŚŝŶŐ ^ŬŝůůƐ dĂƐŬ ŽŽŬ ƐĞƌŝĞƐ͕ ƌĞůĂƚŝŶŐ ƚŽ ƚŚĞ ƵƐĞ ŽĨ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů͗

ͻ hŶŝƚ ϯ ĂͿ >ŝƐƚĞŶŝŶŐ ϭ͗ >ŝƐƚĞŶŝŶŐ ƐƵďͲƐŬŝůůƐ ĂŶĚ Ă ƚLJƉŝĐĂů ůĞƐƐŽŶ ;ůŽŽŬƐ Ăƚ ĚŝĨĨĞƌĞŶƚ ůŝƐƚĞŶŝŶŐ ƐƵďͲƐŬŝůůƐ ĂŶĚ ŚŽǁ ƚŽ ƉƌĂĐƚŝƐĞ ƚŚĞŵͿ ͻ hŶŝƚ ϯ ďͿ >ŝƐƚĞŶŝŶŐ Ϯ͗ >ĞĂƌŶĞƌͲĨƌŝĞŶĚůLJ ůŝƐƚĞŶŝŶŐ ůĞƐƐŽŶƐ ;ůŽŽŬƐ Ăƚ ŚŽǁ ƚŽ ŵĂŬĞ ůŝƐƚĞŶŝŶŐ ůĞƐƐŽŶƐ ŵŽƌĞ ŵĂŶĂŐĞĂďůĞ ĨŽƌ LJŽƵƌ ůĞĂƌŶĞƌƐͿ ͻ hŶŝƚ ϯ ĐͿ ZĞĂĚŝŶŐ ϭ͗ <ŶŽǁŝŶŐ ĂďŽƵƚ ƐƚƌĂƚĞŐŝĞƐ ĂŶĚ ƐƵďͲƐŬŝůůƐ ;ƉƌŽǀŝĚĞƐ ĂŶ ŝŶƚƌŽĚƵĐƚŝŽŶ ƚŽ ĚŝĨĨĞƌĞŶƚ ƌĞĂĚŝŶŐ ƐƵďͲƐŬŝůůƐ ĂŶĚ ƐƚƌĂƚĞŐŝĞƐͿ ͻ hŶŝƚ ϯ ĚͿ ZĞĂĚŝŶŐ Ϯ͗ ^ĞƚƚŝŶŐ ƚĂƐŬƐ ĨŽƌ ƌĞĂĚŝŶŐ ƚĞdžƚƐ ;ůŽŽŬƐ Ăƚ ĐƌĞĂƚŝŶŐ ƚĂƐŬƐ ƚŽ ŚĞůƉ ůĞĂƌŶĞƌƐ ĚĞǀĞůŽƉ ĂŶĚ ƉƌĂĐƚŝĐĞ ĚŝĨĨĞƌĞŶƚ ƌĞĂĚŝŶŐ ƐƵďͲƐŬŝůůƐͿ ͻ hŶŝƚ ϱ ĐͿ hƐŝŶŐ ^ŽŶŐƐ͗ ^ŽŶŐƐ ĂƌĞ Ă ƌŝĐŚ ƐŽƵƌĐĞ ŽĨ ĂƵƚŚĞŶƚŝĐ ŵĂƚĞƌŝĂů ĂŶĚ ƚŚŝƐ ůĞƐƐŽŶ ůŽŽŬƐ Ăƚ ŚŽǁ ƐŽŶŐƐ ĐĂŶ ďĞ ŝŶƚĞŐƌĂƚĞĚ ŝŶƚŽ LJŽƵƌ ůĞƐƐŽŶƐ͘

>ĂŶŐƵĂŐĞƐ /ŶƚĞƌŶĂƚŝŽŶĂů ʹ ƵĐŬůĂŶĚ Θ ŚƌŝƐƚĐŚƵƌĐŚ͕ EĞǁ ĞĂůĂŶĚ ǁǁǁ͘ůĂŶŐƵĂŐĞƐ͘ĂĐ͘Ŷnj

ESOL Teaching Skills TaskBook Using authentic material: Unit 5 a)

ŶƐǁĞƌ <ĞLJ

dĂƐŬ Ϯ ʹ &ĞĞĚďĂĐŬ

dĂƐŬ ϰ ʹ &ĞĞĚďĂĐŬ

1) 2) 3) 4)

1) f 2) d 3) g 4) c 5) b 6) a 7) e

c and e g and a h and d f and b

dĂƐŬ ϯ ʹ &ĞĞĚďĂĐŬ 1) 2) 3) 4) 5) 6) 7) 8)

g e h c a b d f

My Notes

>ĂŶŐƵĂŐĞƐ /ŶƚĞƌŶĂƚŝŽŶĂů ʹ ƵĐŬůĂŶĚ Θ ŚƌŝƐƚĐŚƵƌĐŚ͕ EĞǁ ĞĂůĂŶĚ ǁǁǁ͘ůĂŶŐƵĂŐĞƐ͘ĂĐ͘Ŷnj