Kế hoạch giảng dạy tiếng anh 1 I Learn smart start tuần 1đến tuần 8

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Date of teaching: 9/9/2024

GETTING STARTED

Lesson 1 (page 5)

1 Objectives:

By the end of this lesson, students will be able to say "Hello!" and "Goodbye!"

1.1 Language Knowledge and Skills:

 Vocabulary: hello, goodbye

 Skills: Listening and Speaking.

1.2 Competences:

 Self-control and independent learning: understand and follow simple

instructions in class

 Communication and collaboration: work in pairs or groups to practice

the classroom commands

 Critical thinking and creativity: learn how to respond to each instruction

correctly and immediately

1.3 Attributes:

 Kindness: support their friends to complete learning tasks.

 Diligence: focus on the lesson and work hard to complete all tasks.

 Honesty: play fair.

 Accountability: appreciate kindness, diligence, and honesty.

2 Teaching Aids and Materials:

 Teacher’s aids: student book and teacher’s book, class CDs, flashcards,

IWB software, projector/interactive whiteboard/TV

 Students’ aids: Student book, notebooks, workbook.

3 Procedures:

Teacher’s Activities Students’ Activities Warm-up (5’):

- Play “i-Learn Smart Start” song from

YouTube and make gestures following the

lyrics

- Lead into the new lesson

- Stand up, sing, and make the gestures

- Follow the teacher’s guidance

Presentation

Week: 1

Period: 1

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Teacher’s Activities Students’ Activities

A Listen and point Repeat (10’):

- Play CD1-Track 03, have students listen to

each new word

- Ask students to repeat the words all

together and individually Correct their

pronunciation

- Arrange flashcards on the board, play audio

and have students point at the pictures in

their books

- Play audio again and ask students to repeat

- Change the order of flashcards and ask

students to name the words

- Have students work in pairs, one points at

the picture, the other says the word

- TPR practice: Perform actions while

saying the words (e.g., stand up, sit down)

Optional Activities:

- Option 1: Play “Heads up What's

Missing?”: Students identify the missing

flashcard

- Option 2: Play the game “Who is faster?”:

Students race to tap the right card

- Listen to each new word carefully

- Repeat the words together and individually

- Point to the pictures in their books as they listen

- Listen, repeat, and point at the correct flashcards

- Say the words as the teacher points at the flashcards

- Work in pairs: one points, theother says the word, then swap roles

- Follow teacher’s instructions and do the actions

- Participate in the game in teams

- Participate in groups, tapping the correct card when called

Practice

B Listen and point (8’):

- Introduce the situation and play the audio

- Demonstrate the activity by pointing at the

words in the book

- Play the audio again and ask students to

repeat

- Point at the words, have students call them

out (e.g., hello, goodbye)

- Look at the picture and listen carefully

- Follow along and point to the pictures

- Listen and repeat after the audio

- Say the words aloud

Production

C Now, sing a song (7’):

- Play the song’s audio and have students

listen

- Have students turn to page 68 and follow

along

- Ask the whole class to sing together

- Invite some students to sing in front of the

class

- Listen to the song

- Look at page 68 in the book

- Sing the song as a whole class

- Selected students perform in front of the class

Wrap-up (5’):

- Option 1: Play the game “Matching”:

Match flashcards to the correct words on the

- Read the words and match them with the flashcards

- Guess the word and say it out

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board

- Option 2: Play “Lips read”: Teacher

mouths the words silently and students

guess

loud

Homework Assignment:

 Complete exercises on page 3 in the

Workbook

 Prepare Lesson 2 on page 6 in the

Student’s Book

4 Adjustments After Teaching:

………

GETTING STARTED Lesson 2 (page 6)

1 Objectives:

By the end of this lesson, students will be able to understand basic classroom language such as "stand up," "sit down," and "listen."

1.1 Language Knowledge and Skills:

 Vocabulary: stand up, sit down, listen

 Skills: Listening and Speaking.

1.2 Competences:

 Self-control and independent learning: understand and follow simple

instructions in class

 Communication and collaboration: work in pairs or groups to practice

classroom commands

 Critical thinking and creativity: learn how to respond to each instruction

correctly and immediately

Week: 1

Period: 2

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1.3 Attributes:

 Kindness: support their friends to complete learning tasks.

 Diligence: focus on the lesson and work hard to complete all tasks.

 Honesty: play fair.

 Accountability: appreciate kindness, diligence, and honesty.

 Teacher’s aids: student book and teacher’s book, class CDs, flashcards,

3 Procedures:

Option 1: Play audio from Part C and have

students sing the song

Option 2: Play the game “Look and Point”.

- Write "hello" and "goodbye" in different areas

on the board Show a flashcard and ask students

to point to the word

- Sing along with the song

- Point to the words on the board and say them aloud

- Use their fingers to point and call out the words

Presentation

A Listen and point Repeat (10’):

- Play CD1-Track 06, ask students to listen to

each word

- Ask students to repeat the words all together

and individually Correct pronunciation if

needed

- Arrange flashcards on the board, have

students point to the pictures in their books

several times

- Rearrange the flashcards and ask students to

say the words

- Have students work in pairs, one points at the

picture, the other says the word

- TPR practice: Perform actions for "stand

up," "sit down," and "listen" while saying the

words

Play the “GUESS” game Arrange flashcards

on the board and ask students to guess the

- Work in pairs: one points

at the picture, the other says the word

- Do actions and say the words together

- Participate in the guessing game

- Try to guess the flashcard

as it’s being revealed

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Teacher’s Activities Students’ Activities Practice

B Listen and point (8’):

- Introduce the situation and play the audio

- Demonstrate the activity by pointing at the

words in the book

- Point at the words, have students call them out

(e.g., stand up, sit down, listen)

- Look at the picture and listen attentively

- Follow the teacher and point to the correct pictures

- Listen and repeat

- Call out the words as the teacher points to them

Production:

C Now, sing a song (7’):

- Play the audio of the song and ask students to

listen

- Have students turn to page 68 and follow

along

- Encourage the whole class to sing together

- Invite some students to perform the song in

front of the class

- Listen to the song carefully

- Look at page 68 and follow the song

- Sing the song as a class

- Selected students sing in front of the class

Wrap-up (5’):

Option 1: Play “Thumbs Up or Down” Show

flashcards, ask students to identify the words

with thumbs up/down

Option 2: Play “Listen and point.” Write

vocabulary on the board, ask students to point

and say the words

- Use thumbs up or down to identify the words correctly

- Point to the words on the board and say them out loud

Workbook

 Prepare Lesson 3 on page 7 in the

Student’s Book

………

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 Vocabulary: father, mother

 Structures: This is my (mother).

1.2 Language Skills:

 Listening and speaking skills, focusing on introducing family members

1.3 Core Competences & Personal Qualities:

 Building interests and good habits in learning English.

 Developing independence and responsive learning in class.

 Communicating effectively through classroom activities.

 Collaboration and teamwork through group activities.

 Teacher’s aids: Student book and teacher’s book, class CDs, flashcards,

3 Procedures:

Teacher’s Activities Students’ Activities Greeting + Warm-up (5’):

- Play the Finger Family song from YouTube,

have students sing and make gestures

- Review: Play "Simon says." Give commands

with or without “Simon says ” (e.g., “Simon

says stand up”)

- Have a student stand in front to lead as

"Simon."

- Stand up and follow the gestures

- Follow commands only if

"Simon says" is used

- Participate as "Simon" or follow commands

Week: 2

Period: 3

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A Presentation (15’):

- Introduce new vocabulary (e.g., father,

mother)

- Ask students to repeat the words all together

and individually, correcting pronunciation as

needed

Practice: Memory Game

- Show flashcards, ask students to listen,

repeat, and remember

- Gradually remove flashcards and ask

students to recall the words in order

- Repeat with mixed order and ask students to

- Recall words in both correctand mixed order

Practice:

B Listen and Point (8’): (CD1 - Track 09)

- Introduce the situation and point to family

members in the picture

- Play the audio, ask students to listen and look

at the picture

- Play the audio again, ask students to listen

and repeat

- Play audio again and have students point to

the correct person in the picture

- Call out the words “father, mother” in the picture

- Listen and follow along with the picture

- Repeat after the audio

- Point to “father,” “mother,” and other family members as directed

- Listen to the song

- Turn to page 68 and follow the lyrics

- Sing along with the song in unison

Wrap-up (5’):

Option 1: Play "Listen and Point." Write

vocabulary on the board and have students

point and say the words aloud

Option 2: Play "Lips read." Teacher says the

word silently and students guess the word

- Point to the correct vocabulary on the board and say it aloud

- Guess and say the word aloud based on the teacher’s lip movements

 Complete exercises on page 5 of the

Workbook

 Review vocabulary and practice

introducing family members

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Unit 1: FAMILY

Lesson 2 (page 8)

1 Objectives:

By the end of this lesson, students will be able to introduce family members

1.1 Knowledge:

 Vocabulary: father, mother

 Structures: This is my (mother).

 Listening and speaking skills, focusing on introducing family members

 Developing independence and responsive learning in class.

 Communicating effectively through classroom activities.

 Collaboration and teamwork through group activities.

3 Procedures:

Teacher’s Activities Students’ Activities Greeting & Warm-up (5’):

- Play the Finger Family song from YouTube

and have students sing along and make gestures

Presentation

- Stand up, sing, and follow the gestures

Week: 2

Period: 4

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Review: Who is missing?

- Display flashcards with vocabulary words

(father, mother)

- Have students close their eyes and remove one

flashcard

- Show the flashcard again and have students say

the word aloud

- Call out the words based

- Point to each family member in the picture and

have students call out "father/mother."

- Model the role-play using speech bubbles: This

is my mother.

- Show flashcards and have students repeat the

sentence structure: This is my [father/mother].

- Divide the class into pairs for role-play

- Have some pairs demonstrate the activity in

front of the class

- Name the family members in the pictures

- Follow along and practiceusing the structure

- Practice repeating the sentence structure

- Work in pairs to practice introducing family

- Divide the class into groups of four

- Model the activity by introducing family

members: Student A introduces Student C and D

as their family members to Student B, and

Student B says “Hello!”

- Have students swap roles and repeat the

activity

- Have some groups demonstrate the activity in

front of the class

- Work in groups to practice

- Take turns introducing classmates as family members

- Swap roles and repeat thedialogue

- Demonstrate the role-playactivity in front of the class

Wrap-up (5’):

Option 1: Play Step away lines Students

prepare a photo or drawing of their

father/mother, stand in two rows, and introduce

their family members while taking a step back

after each sentence

Option 2: Play Unscramble sentences.

- Give groups flashcards with words on them,

and set a time limit

- Check the answers as a whole class

- Participate in the activity,introducing family

members and stepping back after each sentence

- Work in groups to arrange flashcards into the correct sentence order

- Arrange the words to form sentences within the time limit

- Check answers and correct them if necessary

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Workbook

 Practice introducing family members at

home

UNIT 1: FAMILY Lesson 3 (page 9)

1 Objectives:

By the end of this lesson, students will:

 Be able to say family member names: mother and father.

 Be able to recognize the /æ/ sound

1.1 Language Focus:

 Vocabulary: mother, father, Aa, ant.

 Listening and speaking skills with focus on vocabulary recognition and phonics

 Collaboration and teamwork through activities.

 Developing independence in phonics and vocabulary learning.

Week: 3

Period: 5

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 Students’ aids: Student book.

Option 2: Play the game “Matching”

- Write words/sentences on the board

and give students flashcards

- Have students match flashcards with

the words and call them out

- Sing the song together

- Read the words on the board and match them with the correct

- Place flashcards for letters in red (A

and B) on the board

- Point to each flashcard, call out the

letter's name, and ask students to

repeat

- Listen to the alphabet song

- Sing the alphabet song together

- Observe and follow the flashcards

- Repeat the letters after the teacher

Letter A (10’): Listen and Repeat,

Trace:

- Have students look at the letter A.

- Play audio and have students listen

and repeat both individually and in

- Have some students demonstrate the

activity in front of the class

- Look at the letter A.

- Listen and repeat the letter sounds

- Repeat until the pronunciation is correct

- Call out the letter sound

- Observe the teacher’s demonstration

- Trace the letter A with their

fingers

- Demonstrate tracing in front of the class

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Practice:

Listen and Repeat (5’):

- Show a picture of an ant and the letter

A.

- Play audio and have students listen

and point to the letter and word

- Ask students to listen and repeat

individually and as a class

- Correct pronunciation as necessary

- Have some students demonstrate in

front of the class

- Look at the picture and the letter

- Point to the letter A and the word ant as they hear it.

- Listen and repeat in unison and individually

- Practice until pronunciation is accurate

- Demonstrate repeating the letter and word

Production:

Sing (5’):

- Have students look at the lyrics and

corresponding pictures

- Read the lyrics as a class and play the

audio

- Have students sing and make a

gesture representing an ant.

- Ask some students to perform in front

of the class

- Follow along with the lyrics and pictures

- Read and listen attentively

- Sing the song while making a gesture

- Sing and perform the gesture in front of the class

Wrap-up (5’): Listen and Clap:

- Demonstrate the activity to students

- Have students stand up and clap when

they hear the /æ/ sound

- Invite some students to demonstrate

the activity in front of the class

- Watch and understand the demonstration

- Stand up and clap whenever the /æ/ sound is heard

- Demonstrate clapping on the /æ/ sound in front of the class

4 Homework Assignment:

 Complete the tracing exercises for the letter A in the Workbook.

 Practice saying the words mother and father at home.

………

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o What letter is this?

o It’s letter a/b

 Recognize and make the /æ/ and /b/ sounds

 Talk about family members

 Developing awareness of family roles and vocabulary.

 Collaboration in group activities.

 Independent learning through pronunciation practice.

 Teacher’s aids: flashcards, sticky ball, music, ball.

 Students’ aids: Student book, notebooks.

Game: Flash Game (3 mins):

- Show a flashcard very quickly, and ask

students to guess who or what it is

- Show the flashcard again to check their

answers

- Guide students to say the word in a full

sentence: "This is my mother."

- Guess the word on the flashcard and say it aloud

- Answer with the correct vocabulary (e.g.,

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- Repeat the activity with different flashcards - Continue participating by

guessing and saying the words

- Show flashcards and ask students to repeat

Stick the flashcards on the board in order

- Ask students to repeat the words in sequence

and mix them to practice

- Remove flashcards gradually and ask

students to recall the words

- Watch as the teacher displays flashcards and listen to the pronunciation

- Repeat the words together andindividually

- Repeat the words in different orders to reinforce memory

- Say the words from memory

Option 1: Listen and Tap Game:

- Write letters and words in different areas on

the board Divide the class into groups

- Call out a letter sound or a word, and invite

one student from each group to the board

- Repeat with different students

- Participate in groups

- Run to the board, slap the correct letter or word, and say italoud

- Compete to be the fastest and earn points

Option 2: Sticky Ball Game:

- Introduce the game and ask the class to

repeat the name

- Divide the class into teams and stick

flashcards on the board

- Model how to play: say a word (e.g., "nut")

and throw a sticky ball to the corresponding

flashcard

- Invite two students from different teams to

play

- Award stars to the winner

- Repeat the game’s name:

"Sticky Ball Game."

- Get ready in teams

- Observe the demonstration

- Play by throwing the sticky ball to the correct flashcard

- Earn stars for correct throws

Production:

Musical Ball Game (6 mins):

- Model how to play: give a ball to a student,

play music, and ask them to pass the ball until

the music stops The student holding the ball

answers a question

- Pass the ball to friends while music is playing

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- Ask questions like: "What letter is this?"

- Guide the whole class to ask and answer

questions

- Answer: "It’s letter a/b." or

"It’s an ant/boy."

- Practice asking and answering

in pairs and groups

Wrap-up (5’):

- Summarize the lesson by reviewing the

vocabulary and sounds learned

- Say goodbye to conclude the lesson

- Review and repeat the vocabulary and sounds

- Say goodbye to the teacher and classmates

 Complete the tracing exercises for letters a and b in the Workbook.

 Practice saying "This is my mother/father" at home

………

o Nice to meet you

o Nice to meet you, too

 Practice speaking and introducing family members

 Practice polite greetings

 Awareness of caring for family members.

 Politeness in social interactions.

Week: 4

Period: 7

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3 Procedures:

Option 1: Singing Review

- Have students sing the letter 'b' song and make

the gesture of a boy

- Invite some students to sing and perform in front

Option 2: Jump Game

- Call out a letter sound or a word starting with

that letter

- Jump if they hear the /b/sound

Option 3: Clap or Jump

- Call out a letter sound or a word starting with

- Introduce new words: "brother" and "sister".

A Listen and Point Repeat (CD1 - Track 20)

(10’):

- Play the audio and ask students to listen and

repeat both individually and in groups

- Arrange flashcards on the board and play the

audio Ask students to point at the pictures in their

books

- Change the order of the flashcards, point to

them, and have students say the words Correct

pronunciation as necessary

- Have students work in pairs: one points at the

picture and the other says the word

- TPR Practice: Say the word and make the

gesture together as a class

- Listen to the new words

- Listen and repeat the new words

- Point at the pictures in the book as they hear them

- Say the words as pointed out by the teacher

- Practice pointing and saying the words in pairs

- Follow the teacher and make the corresponding gestures

Practice:

Activities (Optional):

Option 1: Guess Game

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- Arrange flashcards on the board and write

numbers under them

- Turn the flashcards face down and call out a

number Students take turns guessing the card

- Look at the flashcards and try to remember them

- Guess the flashcard based on the number

Option 2: Pass the Flashcard & Name It

- Give a flashcard to the first student, play a song,

and have them pass the card

- When the music stops, the student holding the

flashcard says the word

- Pass the flashcard whilethe music plays

- Say the word aloud if holding the flashcard

B Listen and Point (8’):

- Pre-Listening: Introduce the family members in

the picture (father, mother, brother, sister)

- While-Listening: Play audio, demonstrate

pointing, and have students repeat the words

- Post-Listening: Point at each picture and have

students call out: "This is my

father/mother/brother/sister."

- Have some students demonstrate the activity in

front of the class

- Identify the family members in the picture

- Point to the pictures andrepeat after listening

- Practice saying the sentences for each familymember

- Present the activity to the class

Prodution

C Play “Board Race” (7’):

- Stick two flashcards on the board, divide the

class into teams, and have students stand a

distance from the board

- Say one of the words on the flashcards, and have

students race to touch the correct one and say the

sentence: "This is my brother."

- Award a point to the first student to touch the

flashcard and say the correct sentence

- Stand at a distance fromthe board, ready to race

- Race to the board, touchthe correct flashcard, and say the sentence

- Compete in teams to earn points

Wrap-up (5’):

Option 1: Whispering and Writing Game

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- Have students form two lines Whisper a word to

the students at the back, who pass it forward

- The students at the front write the word on the

board

- Repeat with different words and switch

positions

Option 2: Jump to Say Yes

- Hold up a flashcard and say a word If the word

matches the flashcard, students jump If not, they

stay still

- Alternatively, students can raise their hands if

the word matches the flashcard

- Whisper the word to the student in front

- Write the word on the board when they receive it

- Participate in the game

by changing roles

- Jump if the word matches the flashcard or stay still if it doesn’t

- Raise hands if the word

is correct

 Complete the exercises on page 14 of the Workbook

 Practice introducing family members to family members or friends using,

"This is my brother/sister."

………

1 Objectives:

By the end of this lesson, students will be able to introduce family members and meet someone politely

1.1 Knowledge:

Week: 4

Period: 8

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 Vocabulary: brother, sister.

 Structures:

o This is my (mother)

o Nice to meet you

o Nice to meet you too

 Practice speaking and introducing family members

 Practice polite greetings and responses

 Awareness of family relationships and expressing politeness in

communication

 Building social skills for meeting people.

3 Procedures:

Warm-up & Review (5’):

Option 1: Review - What is the

Missing Letter?

- Show flashcards and have students

call out the words

- Write the words on the board and

erase 1 or 2 letters

- Have a student come to the board

to fill in the missing letters

- Repeat with other students and

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- Draw a line on the floor, label one

side "True" and the other "False"

- Hold up a flashcard and say a

word Students move to the true or

false side

- Students who make mistakes return

to their seats

- Stand along the line to start

- Move to the side of the line depending on if the statement is true or false

- Follow instructions to continue participating

New Lesson (25’):

Presentation

D 1 Listen to the Story (10’):

Pre-Listening:

- Show students the picture and point

to each character Have them call out

who they see

While-Listening:

- Play the audio and have students

look at the picture while listening

- Point to the speech bubbles and

have students point and read

Post-Listening:

- Point to each person in the picture

and ask students to say: "Hello

2 Listen and Repeat (5’):

- Show students the useful language

box

- Play the audio and have students

listen

- Have students practice repeating

the phrases: "Nice to meet you."

"Nice to meet you too."

- Ask some students to demonstrate

in front of the class

- Look at the language box

- Listen to the audio attentively

- Practice saying the useful language phrases individually and in groups

- Demonstrate the phrases in front of classmates

Practice

E Role-Play (5’):

- Divide the class into pairs Have

pairs practice the conversation and

swap roles

- Invite some pairs to demonstrate in

front of the class

Production

Greeting (5’):

- Ask students to go around the

- Practice the conversation in pairs, taking turns to introduce each other

- Demonstrate the conversation for the class

- Move around the room, introduce themselves, and use the phrases in conversation

- Demonstrate greeting and introducing

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room, greet three friends, introduce

their names, and say, "Nice to meet

you."

- Invite some students to

demonstrate in front of the class

themselves

Wrap-up (5’):

Option 1: Family Fingers

- Ask students to draw faces on their

fingers and work in pairs to

introduce family members

- Example: "This is my father This

is my brother."

- Have students listen and sing the

song from Lesson 1, Part C, and add

new lyrics: "This is my brother This

is my sister."

- Draw faces on their fingers and take turns introducing family members in pairs

- Practice saying, "This is my father/mother/brother/sister."

- Sing along with the teacher and add the new lyrics to the song

 Complete the exercises on page 15 of the Workbook

 Practice using phrases like "Nice to meet you" with family members or friends at home

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 Structures: It’s a (pencil).

 Practice listening and identifying classroom objects

 Practice speaking and using vocabulary in context

 Awareness of classroom environment and vocabulary.

 Collaboration in group and pair work.

3 Procedures:

Option 1: Introduce Family

- Have students bring photos of their families

and work in pairs to introduce their family

members

- Invite some students to demonstrate their

introductions in front of the class

- Have students listen and sing the song from

Lesson 1, Part C, adding new lyrics: “This is my

brother This is my sister.”

- Work in pairs to introducefamily members using photos

- Introduce family members to the whole class

- Sing along and add the new lyrics

New Lesson (25’):

Tiêu đề	Getting Started
Trường học	Standard format
Chuyên ngành	English
Thể loại	Teaching Plan
Năm xuất bản	2024
Thành phố	Standard format

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