细节化的人物神态动作描写(英语学案)
英语人教版五年级下册《人物描写方法》教学设计
小组讨论
写人物描写的文章应该怎样开头和结
尾？
小组讨论有哪几个环节？
形式多样的开头 详尽的真情实例
与众不同的结尾
思考问题
你觉得写作文的时候应该注意些什么
呢？
总结全文
仔细审题 理清思路
反复修改
认真誊写
作业布置
请同学们以“我的好朋友”为题写一
篇400字的作文。
谢谢欣赏！
《人物描写方法》的教学
牛滚塘小学 徐昌粉 2016年5月13日
学习目标
1.学会观察人物。 2.使学生懂得通过人物的各种描 写表现人物的个性特征。 3.学会人物描写的方法。 4.培养学生的口头表达能力。
人物描写的方法有哪些？
外貌描写 心理描写
动作描写
语言描写 神态描写
小组讨论完成导学案
①妈妈中等身材，梳着短发，穿着一身套装。一双浓黑 的眉毛下，有一双炯炯有神的大眼睛 。（ 描写 ） ②小刚大声说：“同学们，我们要向雷锋叔叔学习，做 一名优秀的中学生”。 （ 描写 ） ③他蹒跚地走到铁道边，慢慢地探身下去，向左微倾， 两脚再向上缩。（ 描写 ） ④我的心理难受极了：妈妈，你怎么能这样对我，我就 不能有自己的秘密吗？ （ 描写 ）
初中英语人物特征描述教案
初中英语人物特征描述教案一、教学目标通过本节课的学习，学生应能够：1. 学会用适当的形容词和词组来描述人物的外貌、性格和爱好。
2. 运用所学知识，描述自己和他人的特征。
3. 通过与同伴的合作，提高口语表达和交流能力。
二、教学重点1. 掌握用适当的形容词和词组来描述人物特征的能力。
2. 能够根据所描述的特征，了解人物的外貌、性格和爱好。
三、教学准备1. 教案投影片。
2. 课堂活动所需的图片或卡片。
四、教学过程Step 1：导入（5分钟）1. 向学生介绍本节课的学习目标和重点内容。
2. 引导学生思考人物特征的描述方式，旨在激发学生的学习兴趣。
Step 2：学习形容词和词组（15分钟）1. 通过让学生观察图片或卡片上的人物形象，引导他们积极思考不同形容词和词组的用法。
2. 指导学生记忆形容词和词组的用法，并进行语音、语调和语境的模仿练习。
Step 3：运用所学知识（20分钟）1. 学生分组，每组选择一位小组成员进行描述，其他组员根据描述画出对应的人物形象。
2. 鼓励学生运用所学的词汇和句型描述自己和他人的外貌、性格和爱好。
3. 鼓励学生与同伴互动，提供反馈和建议，共同提高口语表达和交流能力。
Step 4：总结归纳（10分钟）1. 与学生一起总结所学的形容词和词组，强调掌握描述人物特征的能力。
2. 帮助学生总结方法和技巧，让他们能够自主应用于日常生活和学习中。
五、板书设计板书内容：形容人物特征的词汇和词组六、课后作业1. 完成课堂活动中的练习。
2. 搜集更多有关人物特征描述的材料，积极参与课堂讨论。
七、教学反思通过本节课的教学，学生通过观察、讨论和练习，掌握了用适当的形容词和词组来描述人物特征的能力。
同时，通过与同伴的互动，学生也提高了口语表达和交流的能力。
在今后的教学中，可以进一步拓展学生的词汇量和应用能力，以更好地满足他们的学习需求。
2019年高中英语Unit13PeopleSectionⅦ(自修课)Writing—人物描写教案(含解析)北师大版
Ection Ⅶ (自修课) Writing—人物描写本单元的写作任务是描写人物。
人物描写主要是介绍人物的外貌、生平、成就等。
人物描写的体裁一般是记叙文，有时也以看图作文、表格、书信、新闻的形式出现。
一、基本结构1．开头(the beginning)：先总体描写，即对该人物进行简要地介绍，如年龄、性别、出生地、家庭、身份、职业教育背景、外表、性格特点和特长爱好等。
2．主体(the main body)：详细介绍所描述人物的特点及生平大事(成就)，可以按照时间顺序或在事件中的主次地位进行描述。
3．结尾(conclusion)：对此人的评价或感想。
二、增分佳句1．开头常用句式：①... was one of the greatest ... in the 20th century.②He/She studied at ... and graduated ...③... is the one who impresses me most.2．主体常用句式：① ... is such a learned/strongwilled person that we all admire/respect him/her.②He/She devoted all his/her life to ...3．结尾常用句式：①He/She was highly thought of ...②In my opinion ...③He/She will live in the hearts of ... forever.[题目要求]请写一篇关于钱学森的介绍，要求包含下文中的所有内容。
注意：词数100左右。
钱学森自小就受到良好的家庭教育，长大后渴望献身于祖国的科学事业。
大学毕业后，他赴美留学，获得航空博士学位，成为美国知名的火箭专家。
新中国成立后，他急切地盼望回到祖国，但是受到美国当局的百般阻挠。
经过他的斗争，终于回到了祖国，并一心投入到中国的科学事业中。
(精校版)高三英语基础写作人物描写(教师版)导学案
(完整word版)高三英语基础写作-人物描写(教师版)-导学案编辑整理：尊敬的读者朋友们：这里是精品文档编辑中心，本文档内容是由我和我的同事精心编辑整理后发布的，发布之前我们对文中内容进行仔细校对，但是难免会有疏漏的地方，但是任然希望（(完整word版)高三英语基础写作-人物描写(教师版)-导学案）的内容能够给您的工作和学习带来便利。
同时也真诚的希望收到您的建议和反馈，这将是我们进步的源泉，前进的动力。
本文可编辑可修改，如果觉得对您有帮助请收藏以便随时查阅，最后祝您生活愉快业绩进步，以下为(完整word版)高三英语基础写作-人物描写(教师版)-导学案的全部内容。
描写人物—基础写作优秀范文:As the 29th Olympic Games is just around the corner，more and more foreigners are coming to Beijing. In order to help them know more abo ut it, I am glad to say something about our great capital.Beijing is a large city with a long history. There are many places o f interest in Beijing, such as the Forbidden City，the Imperial Palac e，Tian’anmen Square, the Great Wall and so on. The Forbidden City is one of the most favorite places where our foreign friends like to go. The Imperial Palace，which is beautiful and famous, is also a place worth visiting。
细节化的人物神态动作描写How to write an article vividly
When Claire got home, she wept with anger in her armchair. Gladys was
everything Claire wanted to be. "You can be like her," Tony told her and suggested that
she felt alarmed. His name was Tony and he seemed more like a human than a
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Then she remembered -Tony was just a machine. She shouted "Leave me alone"
and ran to herSbhede. Sshehcoriuedtealdl ni"gLhte. Tahve enexmt meoranilnogna eca"r daronvde urpaannd took Tony
elegantS. ShoeClawireabsoraromwead za epidle obf yboohkissfrofimntgheelribnraaryilfsorahinmdtotrheaed, or rather,
scan. She looked at his fingers with wonder as they turned each page and suddenly
there stood Gladys Claffern. How awful to be discovered by her, Claire thought. By the
读后续写英语作文动作描写教案
读后续写英语作文动作描写教案Teaching Plan for Action Description in English Essay Continuation.Objectives:1. To introduce students to the techniques of action description in writing.2. To help students understand the importance of vivid action verbs and descriptive adjectives in creating a compelling narrative.3. To provide practice in incorporating action descriptions into their own writing, particularly in the context of a story continuation.Materials Used:1. Samples of descriptive writing with strong actionverbs and adjectives.2. A short story with a cliffhanger ending, suitablefor continuation.3. Handouts with action verbs and descriptive adjectives for reference.4. Whiteboard or flipchart for brainstorming.Procedure:1. Introduction (5 minutes)。
Begin by discussing the importance of action description in creating an engaging story. Ask students to think about their favorite movies or books and identify the scenes that were most vivid because of the action description.Show students some examples of powerful action verbs and descriptive adjectives from various sources (e.g.,literature, film scripts, sports writing). Discuss how these words contribute to the reader's understanding and imagination of the action.2. Modeling (10 minutes)。
人物神态动作语言描写摘抄
人物神态动作语言描写摘抄英文回答：When it comes to describing a person's demeanor, actions, and language, there are various ways to bring these aspects to life in writing. Here are some examples:1. Demeanor:He walked into the room with his head held high and a confident smile on his face. (他昂首挺胸，带着自信的微笑走进房间。
)。
She slouched in her chair, looking bored and uninterested. (她无精打采地坐在椅子上，看起来很无聊，对什么都不感兴趣。
)。
The old man shuffled along the street, hunched over and clutching his cane for support. (老人弯腰驼背地沿街拖着脚步走着，紧紧抓着手杖以便支撑。
)。
2. Actions:He nervously tapped his fingers on the table, a sign of his anxiety. (他紧张地在桌子上敲着手指，这是他焦虑的表现。
)。
She dramatically threw her hands up in the air, expressing her frustration. (她夸张地举起双手，表达她的沮丧。
)。
The child skipped and hopped around the playground,full of energy and joy. (孩子在游乐场上跳跃着，充满了活力和快乐。
)。
3. Language:"I'm absolutely thrilled!" he exclaimed with a wide grin. (他带着灿烂的笑容大声说道，“我真是太兴奋了！”)。
高考英语读后续写动作描写之动作链学案
高三英语读后续写微技能之---动作描写：动作链与动作面Before Wring: Be a careful writerLook through a high-score composition of continuation writing of2020 College Entrance Exam, and then think deeply:One possible version( high mark):When Mrs. Meredith heard of John’s idea, s he thought it was agood one, too.Then she said,“you may send him every Saturdaymorning, if you pop the corn for him yourselves. John, will you agreeto take charge of the work?” “Indeed, I will,” replied John, and he kepthis words. Very soon the children were busy popping the corn, while their mother went out to buy the paper bags. When she came back, she brought Bernard with her. The corn was all popped, the paper bags filled and arranged in the basket when Bernard arrived.With everything ready, Bernard started out on his new business. He took the popcorn around to the houses and sold all his popcorn. He earned a lot of money. Then, he wanted to be self-dependent. Therefore, he asked Mrs. Meredith to teach him how to make popcorn. After that, not only did he sell popcorn, but he also added cream and salt to the popcorn to make it taste better. Bernard grew up to be a remarkable man. He did not forget the help of Meredith’s family, and he also did what he could to help those in need.Conclusion: To get high mark, the writer used the following description means:While Writing: Continuation Writing---description of actionStep 1. a series of actions to describe a scene句型一：上车句型一Conclusion:句型一针对练习：抱住儿子句型二：她特别开心，在雨中又唱又跳。
读后续写所有动作细节化描写学案-高考英语作文复习专项
读后续写所有动作细节化描写学案及练习作业提分技巧之一所有动作细节化描写：动作链条动词链条细致描写某一具体情况下的动作，创作生动的画面感，人物的内心活动,处事态度，思想品质跃然纸上，让人物活灵活现，推动情节的发展。
句式1：谓语A and 谓语B.谓语A, 谓语B and 谓语C.例句：•Jim screamed at the top of his voice, stormed out of the room and slammed the door heavily behind him.吉姆尖叫一声，冲出房间，在他身后重重地关上了门。
•Michael sprang to his feet, grabbed his bag, and rushed out of the classroom.迈克尔站起来，抓起书包，冲出了教室。
•He jumped off the bus, dashed into the store, and yelled at the crowd to leave.他跳下公共汽车，冲进商店，对人群大喊离开。
仿写句子：1.我把手伸进口袋里，掏出一把零钱，递到饥饿的乞丐面前。
I deep into it my pocket, a handful of change, and to the hungry beggar.2.他跳进水里，试图救那个小女孩。
He the water and the little girl.3.他踏进教室,悄悄地放下了书包，开始假装做笔记。
He the classroom, quietly his bag, and began to .句式2：动词链条+情绪例①：第一步：构成动作链条1.她一把抱住儿子。
She gathered her son into her arms.2.她冲向前+蹲下来+一把抱住儿子。
She dashed forward, knelt down and gathered her son into her arms.第二步：加上情绪3.她冲向前+蹲下来+一把抱住儿子，眼泪止不住的流。
读后续写--动作描写素材积累学案-2023届高考英语复习
人物动作是人物内心的外在表现。
在故事续写中，人物动作描写可以展现人物的内心活动，表现人物的性格特征，塑造人物形象并推动情节发展。
精准的动作描写能够更加细致地反映人物的心理情绪变化，更加生动地刻画人物的内心世界。
例：My excitement was short-lived. The pumpkin was heavy. “I’m going to set it down, now,” I said, and with Jason helping to support its weight, I bent back over the table to give it somewhere to rest. It was only when I tried to remove my head that I realized getting out was going to be less straightforward than getting in. When I pulled hard, my nose got in the way. I got into a panic as I pressed firmly against the table and moved my head around trying to find the right angle, but it was no use. “I can’t get it out!” I shouted, my voice sounding unnaturally loud in the enclosed space.（选自2021年1月浙江卷读后续写真题）解析：本段描写主人公突发奇想将头伸入万圣节南瓜中，却在想要出来时意外卡住的情形。
其中的动作描写不仅体现了人物之间的互动，也暗示了人物的心境。
动作的轻重缓急反映人物的情绪。
例如，段落中的bent back（身体动作）属于纯描述性质的动作，表明此时的“我”并没有意识到自己会遭遇困难。
高中英语细节教学教案模板
课程名称：高中英语年级：高一单元主题：People and Events课时：2课时教学目标：1. 知识目标：掌握人物和事件的描述方法，了解英语中常用的形容词、副词和动词时态。
2. 能力目标：提高学生阅读理解和细节捕捉能力，培养学生用英语进行口头和书面表达的能力。
3. 情感目标：激发学生对人物和事件的兴趣，培养学生的跨文化交际意识。
教学重点：1. 人物和事件的描述方法。
2. 英语中常用的形容词、副词和动词时态。
教学难点：1. 细节捕捉能力。
2. 用英语进行口头和书面表达。
教学准备：1. 教学课件2. 人物和事件相关的阅读材料3. 写作练习纸教学过程：第一课时一、导入1. 利用图片或视频展示人物和事件，激发学生学习兴趣。
2. 提问：What do you see? What do you think about them?二、新课导入1. 引导学生回顾已学过的形容词、副词和动词时态。
2. 介绍本节课要学习的内容：人物和事件的描述方法。
三、新课讲授1. 通过课件展示人物和事件的描述方法，如：- 使用形容词和副词来描述人物的特征和事件的过程。
- 使用动词时态来表达事件发生的时间。
2. 给学生提供例句，让学生分析并总结人物和事件的描述方法。
四、课堂练习1. 阅读相关材料，找出人物和事件的描述细节。
2. 学生分组讨论，分享各自找到的细节，并进行口头表达。
五、课堂小结1. 回顾本节课所学内容。
2. 强调人物和事件的描述方法及动词时态的应用。
第二课时一、复习导入1. 复习上节课所学内容，提问学生人物和事件的描述方法。
2. 引导学生回顾英语中常用的形容词、副词和动词时态。
二、新课导入1. 介绍本节课要学习的内容：用英语进行口头和书面表达。
三、新课讲授1. 通过课件展示如何用英语进行口头和书面表达，如：- 使用连接词和过渡词使句子连贯。
- 注意句子的语法结构和逻辑顺序。
2. 给学生提供例句，让学生分析并总结用英语进行口头和书面表达的方法。
初中英语人物描绘写作指导教案
初中英语人物描绘写作指导教案一、引言人物描绘是英语写作中的重要部分之一，通过描写人物的外貌特征和内在品质，可以使文章更加生动有趣，引起读者的共鸣。
本教案将为初中英语学习者提供一些关于人物描绘写作的指导方法和技巧，帮助他们提高写作能力。
二、外貌特征的描绘1. 衣着：描写人物的衣着时可以用形容词、名词短语或完整的句子来描述，例如：- He is wearing a neat suit and a pair of polished leather shoes.- She is dressed in a flowing white dress with a matching hat.2. 外貌特征：描述人物的外貌特征时可以使用形容词、名词短语或直接叙述，例如：- He has a broad smile and sparkling blue eyes.- She has curly hair that reaches her shoulders.三、内在品质的描绘1. 个性特点：描述人物的个性特点时可以通过描写其行为举止、语言和思维等方面来展示，例如：- He is always helpful and willing to lend a hand to others.- She has a quick wit and a great sense of humor.2. 兴趣爱好：描述人物的兴趣爱好可以从其参与的活动、喜欢的事物以及才艺等方面进行描写，例如：- He is passionate about playing the guitar and often performs at local events.- She enjoys reading classic novels and writing short stories in her free time.四、使用恰当的描写词汇1. 形容词：使用适当的形容词可以增强描写的准确性和生动性，例如：- He has a cheerful disposition and a warm smile.- She has a graceful posture and a gentle voice.2. 动词：使用恰当的动词可以使描写更加精准和有力，例如：- He strides confidently across the room.- She gazes lovingly at her newborn baby.五、使用适当的写作句型1. 比喻句：通过使用比喻句可以使描写更具有形象性和感染力，例如：- Her laughter is like a melody that brightens up the room.- His determination is as strong as a lion hunting its prey.2. 并列句：通过使用并列句可以将多个特点有机地组合在一起，例如：- She is not only intelligent but also compassionate.- He is hardworking, responsible, and trustworthy.六、写作练习请以自己喜欢的人物为对象，写一篇描绘该人物的文章。
译林版高中英语学案必修第一册 UNIT 1 读后续写 微技能之动作神态描写——担忧与恐惧 (3)
三、佳句背诵 1.Terror gripped me.恐怖笼罩着我。 2.She was half dead with fear.她因害怕吓得半死。 3.I walked up the stairs with my knees trembling. 我双膝发抖地走上楼梯。
4.My brain was blank;everything was terrible and I just wanted to leave this place that I was afraid of. 我大脑一片空白,什么都是恐怖的,我只想离开这个让我害怕的地方。 5.I shrank in fear and everything around me seemed to swallow me up,facing endless darkness. 我恐惧地畏缩着,周围的一切仿佛都要把我吞噬掉,迎面是无尽的黑暗。
四、单句写作 1.我充满了恐惧。 I was ___f_il_le_d___ ___w__it_h___ __t_e_rr_o_r___. 2.她吓得半死。 She __w_a_s__ __s_c_ar_e_d__ ___h_al_f__ ___t_o___ __d_e_at_h__. 3.他害怕地转过身来。 He __t_u_rn_e_d___ __a_ro_u_n_d___ __i_n__ ___f_e_a_r_/w__it_h__ ___f_ri_g_h_t____. 4.我心惊胆寒,冷汗直流。 I ___w__a_s ___ __s_c_a_r_ed___ and sweaty. 5.我的手在不停地颤抖,就连汗也被吓得流了下来。 My hands were shaking,and even sweat _w_a_s_ _s_c_a_r_e_d_ _t_o_ __s_tr_e_a_m__ _d_o_w__n__.
台州市书生中学五感法描写--动作场面学案-高考英语作文复习专项
五感法描写动作在描写动作时，除了精准使用动词和动作链，还可以从五感角度加上动作描写、场景描写、情绪描写，从而构建一个具体化的动作面。
读者可以从听觉、视觉、触觉、嗅觉和味觉多角度去感知，在脑海中勾勒出生动形象的画面。
那么五感是什么呢?根据Phrases for Sensational Writing一书，五感的定义就是：视觉：Sight what you see with your eyes, details of surroundings and people that you can observe with your eyes.听觉：Sound what you hear with your ears, sounds in the environment that you are in.触觉：Touch―there are two categories of TOUCH.(1)how you feel, the emotions you experience in a situation.(2)the texture of objects that you touch, which is the physical contact with objects / people.嗅觉：Smell what you smell with your nose, the scents and even the odors of an environment.味觉：Taste—what you taste with your tongue/ what you experience with your lips.从定义中可以看出，Sight(视觉）是指我们眼睛所看到的；Sound(听觉）是指耳朵所听到的；Touch （触觉）分为两个方面，一种为在特定情境中的感受，另一种是接触物体的感觉；Smell（嗅觉）指我们鼻子闻到的气味；Taste(味觉）指舌头尝到的味道。
译林版高中英语学案必修第一册精品课件 UNIT 4 读后续写 微技能之动作神态描写——颤抖 (3)
四、单句写作 1.她在椅子上坐立不安,轻颤着深吸了一口气。 She fidgeted in her chair and she _t_o_o_k_ __a__ __d_ee_p__,_t_r_em__u_l_o_u_s_ __b_re_a_t_h__. 2.他气得声音发抖,责问该委员会怎么能向公众隐瞒这样一份报告。 His voice _t_re_m__b_li_n_g_ ___w_i_th____ ___r_ag_e____,he asked how the committee could keep such a report from the public. 3.一想到我闯的祸,就不寒而栗。 I _s_h_u_d_d_er_e_d_ __a_t__ _t_h_e_ __t_h_o_u_g_h_t__ ____o_f____all the trouble I’d caused.
ห้องสมุดไป่ตู้
三、佳句背诵 1.她双唇颤抖着,泪珠顺着面颊滚落下来。 Her lips shivered and big tears rolled down her cheeks. 2.他握紧拳头,气得发抖。 He clenched his fists,trembling with rage. 3.他躺在那里很长时间,害怕得发抖。 He lay there for a long time,shivering with fear. 4.她一个人待在车里,害怕得直哆嗦。 Alone in the car,she shuddered with fear. 5.我立刻认出它了,感到一阵惊恐的颤抖。 I recognized it instantly and felt a quiver of panic.
一、词汇积累
名词/动词 tremble,shiver,shake,frisson,horror,thrill,quiver,shudder 形容词 trembling,quivery,shivery,tremulous
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细节化的人物神态动作描写(学案)
shine grin fly
①She was _________ from ear to ear.
②Her eyes ___________________________
③Her hair __________________ as she ran.
④She hugged Harry tightly.
Combination
①+ ④
Grinning from ear to ear, she hugged Harry tightly.
②+ ④
________________________like diamonds, she hugged Harry tightly.
③+ ④
_________________________in the air, she hugged Harry tightly.
②+③+④
____________________,___________________________,Hermione_________ towards Harry and________________________________________________. tremble breathe shake glare at
①Filch's voice_________________________.
②His hand was _______________________.
③His was __________ fast .
④His eyes _________ Harry as if he was going to eat him alive.
⑤He grabbed Harry‘s collar.
①+④
__________________with anger, he___________ Harry as if he were going to eat him alive.
③+ ⑤
________________________, he _________ Harry by his collar.
①+②+⑤
_____________________________, ______________________________Filch grabbed Harry by the collar.
③+④+⑤
___________________________he glared at Harry and grabbed Harry by the collar.
神态描写
当他的妈妈亲吻他的脸颊时，小男孩眉开眼笑，笑容照亮了整个房间。
_____________________________________________________________________ _____________________________________________________________________她那张大马脸正在变成岩浆的颜色，眼晴里闪着怒火。
_____________________________________________________________________ _____________________________________________________________________他的牙齿咬得“格格”作响，眼里闪着一股无法遏制的怒火，好似一头被激怒的狮子。
_____________________________________________________________________他的下巴抽搐着，眼睛瞪着眨着，皮革样的老脸已经被泪水润湿了。
_____________________________________________________________________ _____________________________________________________________________达摩克里身体变得僵硬。
笑容从他的嘴角慢慢消失，脸色变得苍白，双手在颤抖。
那男子见到这位年轻的女土，他苍白的脸变红了，转而又变得苍白。
他一边走近，一边注视着女子的面容，自己的脸上交织着希望与激动
_____________________________________________________________________ _____________________________________________________________________ Have a try!
试描绘下面人物神态
1) 声音颤抖，眼睛闪闪发光，她问老师周末在学校是否可以用手机。
老师脸上挂着微笑，然后温柔而坚定地说：“不！”
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2) 她双颊绯红，泪水和脸上的雨水混在了一起，垂下了她的目光。
_____________________________________________________________________ _____________________________________________________________________ 1.请用动作细节描写修改一下句子，描写你体能测试前的紧张形象。
原句：I was nervous before the physical fitness test.
修改：_______________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ 2.请你运用以上所学技能，用动作描写来描述你某次考试考的不理想时候的状态。
（约50字）
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
Continuous Writing
Claire remained depressed after Tony was taken away. Two months later, she found herself gaining weight.__________________________________________________
_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________
_____________________________________________________________________。