TEACHERS TABLE OF CONTENTS

Teacher's Table of Contents

UNIT 1

IMPORTANT NOTE: To find a subject in the table of contents, simply do a search (CTRL+F), enter a key word for the topic you are seeking and keep hitting the "ENTER" key until you find that topic.

Suggested topics for activities, oral presentations and Language Pals communication in Unit 1:

Using lesson 1.13 as a model, the students can perform a skit including the most common polite conversational expressions.

In order to use the third person, students can refer to the topics mentioned in lesson 1.46 in describing a member of their family.

LANGUAGE PALS: Students will conduct a conversation with their Language Pal, either in class or via videoconferencing, regarding the topics evoked in lesson 1.46.

LANGUAGE PALS: After having asked the questions found there of their Language Pal, and after having answered their Language Pal's questions about themselves, students will give a two to three minute summary to their classmates concerning what they learned about their Language Pal.

LANGUAGE PALS: To practice question formation, students can interrogate a classmate about what they learned about their Language Pal.

LANGUAGE PALS: Students can also be asked to contrast their life with that of their Language Pal, thus involving both the first and third person singular verb conjugations and negation in their talk.

UNIT 1 ULAT's symbolic directions

UNIT 1 Common Verbs 1 - 5

UNIT 1 Singular personal pronouns

UNIT 1 Present simple conjugation

UNIT 1 Negation and question formation (first type)

UNIT 1 Negation and question formation (second type)

UNIT 1 Numbers 0 - 19

UNIT 1 Supplementary vocabulary for Common Verbs 1

UNIT 1 Present simple conjugation

UNIT 1 Supplementary vocabulary for Common Verbs 2 - 5

UNIT 1 Common Verbs 6 - 11

UNIT 1 Supplementary vocabulary for Common Verbs 6 - 11

UNIT 1 Polite conversational expressions

UNIT 1 Language Pals preparation

UNIT 1 Language Pals activity

UNIT 1 Negation and question formation

UNIT 1 Supplementary vocabulary and definite and indefinite articles

UNIT 1 Common Verbs 12 - 23

UNIT 1 Numbers 1 - 29

UNIT 1 Supplementary vocabulary for Common Verbs 12 - 23

UNIT 1 Language Pals preparation

UNIT 1 Language Pals: Self-presentation

UNIT 1 Supplementary vocabulary and definite and indefinite articles

UNIT 1 Common Verbs 24 - 32

UNIT 1 Supplementary vocabulary and definite and indefinite articles for Common Verbs 24-32

UNIT 1 Interrogative, affirmative and negative sentence formation

UNIT 1 Common Verbs 1 - 32 in context - Part I

UNIT 1 Use of the infinitive

UNIT 1 Question formation and response

UNIT 1 Common Verbs 33 - 44

UNIT 1 Supplementary vocabulary and definite and indefinite articles for Common Verbs 33 - 44

UNIT 1 Numbers 30 - 69

UNIT 1 Language Pals preparation

UNIT 1 Language Pals: Self-presentation

UNIT 1 Common Verbs 1 - 44 in context - Part 2

UNIT 1 Common Verbs 45 - 52

UNIT 1 Common Verbs 53 - 60

UNIT 1 Supplementary vocabulary and definite and indefinite articles for Common Verbs 45 - 60

UNIT 1 Test on Common Verbs 1 - 60

UNIT 1 Common Verbs 1 - 60 in context - Part 3

UNIT 1 Numbers 70 - 100

UNIT 1 Sentence formation drills

UNIT 1 Present simple conjugation with Common Verbs 1 - 60

UNIT 1 Use of the infinitive with negation

UNIT 1 Present simple conjugation list, negation and question formation with Common Verbs 1 - 60

UNIT 1 Language Pals preparation (self presentation)

UNIT 1 Language Pals preparation (question formation)

UNIT 1 Language Pals: Self-presentation

UNIT 1 Unit 1 vocabulary test

UNIT 1 Intro to elementary reading

UNIT 1 UNIT 1 TEST

UNIT 2

Suggested topics for activities, oral presentations and Language Pals communication in Unit 2:

Students can talk about their daily routine.

LANGUAGE PALS: Using the weekly schedule worksheet, found within lesson 2.18 in the form of an Excel spreadsheet. Students are to record their weekly schedule and then to give a 4-minute summary of their daily routine to their class. Having given the talk to their class, they next will recount their weekly schedule to their Language Pal via Skype. Again, using a blank weekly schedule worksheet, found in lesson 2.18, students are to record their Language Pal's schedule and then to relate it to the class.

Students can share some minor problem they are facing in their life and then receive counsel from classmates, using modals, as to how to resolve it. The classmates will say what the student could/must/should do and the student will respond with what he is going to do, might do or can/can't do.

UNIT 2 Review of Common Verbs 1 - 60

UNIT 2 Plural personal pronouns

UNIT 2 All present simple conjugations with Common Verbs 1 - 11

UNIT 2 All present simple conjugations with Common Verbs 12 - 22

UNIT 2 All present simple conjugations with Common Verbs 23 - 33

UNIT 2 All present simple conjugations with Common Verbs 34 - 44

UNIT 2 All present simple conjugations with Common Verbs 45 - 52

UNIT 2 Daily Routine Verbs presentation

UNIT 2 Daily Routine Verbs conjugation

UNIT 2 "The Richardson Family 1"

UNIT 2 Questions on "The Richardson Family 1"

UNIT 2 Present simple conjugation with the Daily Routine Verbs

UNIT 2 Telling Time

UNIT 2 A daily routine

UNIT 2 Expressing one's daily routine

UNIT 2 Expressing one's weekly routine

UNIT 2 Language Pals: Daily routine

UNIT 2 Present progressive tense

UNIT 2 Interrogatives

UNIT 2 Numbers 1 - 9,999 and alphabet

UNIT 2 Modals (could, should, must, can, may + to be going to)

UNIT 2 "The Richardson Family 2"

UNIT 2 Questions on "The Richardson Family 2"

UNIT 2 Using interrogatives about "The Richardson Family 2"

UNIT 2 Oral presentation: summarizing "The Richardson Family 2"

UNIT 2 Daily routine question and answer practice

UNIT 2 Question formation practice on one's daily schedule

UNIT 2 UNIT 2 TEST

UNIT 3

Suggested topics for activities, oral presentations and Language Pals communication in Unit 3:

Students can describe themselves (stature, clothing, feelings, health).

The teacher can photograph random students throughout the building, preferably at the start of that same school day, and then describe the students' physical appearance, clothing and then any other information he knows about those students while his own students try to guess who is being described. After the students guess, the teacher projects the student's photo on the classroom screen and the students engage in oral participation by describing that student in their own words.

Students can project on the classroom screen a photo of themselves engaged in some favorite hobby or activity, and describe themselves (appearance, clothing, health, etc.), including how they were feeling at the time the photo was taken.

Students can describe in detail some individual who has had a major impact on their life.

The teacher can ask the students to explain in what situations they feel the various emotions mentioned in lesson 3.3.

The teacher can divide the students into teams and then describe an individual of outlandish appearance whom the students must draw on the board

LANGUAGE PALS: In lesson 3.20, the student gives a 6-minute presentation about himself. It will include general information about himself, his daily schedule, his family tree and a photo of himself on some special occasion. After giving this 6-minute talk, using Skype, he will speak with a new Language Pal, asking him questions, and responding to the Language Pal's questions, following the outline found in lesson 3.20. The student will share his screen with the Language Pal in order to show the correspondent his family tree and the key photo mentioned above. After the conversation, the student will share with the class what he learned about the Language Pal.

UNIT 3

Adjectives of physical description

UNIT 3 Adjectives of physical description with the verb "to be"

UNIT 3 Adjectives of emotion

UNIT 3 Adjectives of physical description and emotion

UNIT 3 Sentences with double adjectives

UNIT 3 Clothing

UNIT 3 Clothing and colors

UNIT 3 Parts of the body

UNIT 3 Health and physical condition

UNIT 3 Family

UNIT 3 Common conversational expressions (formal)

UNIT 3 Common conversational expressions (familiar)

UNIT 3 Review of present simple, present progressive and modals

UNIT 3 Possessive adjectives

UNIT 3 Possessive pronouns

UNIT 3 Demonstrative adjectives

UNIT 3 Demonstrative adjectives and possessive pronouns

UNIT 3 Language Pals: Self-description

UNIT 3 UNIT 3 TEST

UNIT 4

Suggested topics for activities, oral presentations and Language Pals communication in Unit 4:

Hide candy in various places around the classroom and then have students try to find it as you describe its location using the prepositions from lesson 4.1.

The teacher describes the outside of his home and the students must draw it from the teacher's description on the board. Upon completion of the drawing, the teacher explains to the students what needs to be changed and they follow his instructions in correcting their drawing.

The students may a drawing of the outside of their home and their yard, but do not show it to their classmates. They then sit back-to-back with another student and describe its appearance. The student then reveals his drawing and points out the inaccuracies.

Going to an online real estate website, the teacher has the students describe homes featured there. (Look for sites which include 360-degree photos.)

Students give a guided tour of the first floor of their home. Students do an overhead drawing of the first floor of the home, accompanied by arrows indicating the direction one takes in going through the home and then guides the teacher or other students through the home. As he gives the tour, he must say four things: where we must go, where we are, what there is in the room and what he does in that room. Insist that the student use the first person plural pronoun, as you are accompanying him on that tour. For example: "We go straight ahead and then turn left. We are in the dining room. In the dining room, there are a table, 6 chairs, a buffet and a chandelier. In the dining room, we eat dinner and I write my homework at the table." This same tour can be made in the form of a PowerPoint presentation with photos of each room.

Students can describe their favorite room in their home and tell why they like it.

Students can explain how their family divides up household chores, indicating who washes the dishes, prepares the meals, sets the table, vacuums the rugs, etc.

To practice possessive and demonstrative adjectives and pronouns, the teacher can leave the classroom while students remove random objects from their pockets and place them all on the teacher's desk. When the teacher returns to the room, he must guess to whom the objects belong. (This wallet is your wallet. No, it's not my wallet. Is this wallet hers? No, it's not hers. It's his.)
Students can perform a spontaneous role play, for oral participation points, regarding a restaurant setting. Two students are customers, waiting to be seated, another is the host or hostess, another serves as waiter or waitress. They act out the greeting at the door to being seated, to placing their order to receiving the bill, commenting on the bill and paying. The teacher prints up in advance a menu containng many of the items from the LESSONS on food in Unit 4.
In order to practice the accurate use of prepositions, as well as vocabulary regarding baking supplies and utensils, the teacher brings supplies to class and a recipe for the making of chocolate chip cookies. He gives the students the recipe and explains that, though he is an excellent cook, there is but one problem - the recipe is in English and he cannot read English. The students must tell him exactly what to do, step by step. The teacher, appropriately dressed, "plays dumb" and does only exactly what the students say, assuming or deducing nothing, even to the point of placing the entire egg, shell and all, in the mixing bowl. The students must tell him everything regarding where to put each ingredient and how much to use.

LANGUAGE PALS:The students ask questions of their Language Pals in order to draw a picture of what they understand their Language Pal's house to resemble. Thereafter, they show the drawing to their Language Pal, who disabuses them of any errors. As always, the Language Pals and students will next reverse roles and repeat the activity in the Language Pal's target language.

UNIT 4

Prepositions

UNIT 4 Exterior of the home

UNIT 4 Interior of the home

UNIT 4 Interior of the home (treasure hunt)

UNIT 4 Objectival pronouns

UNIT 4 Absolute negation

UNIT 4 Household chores

UNIT 4 Fruit and vegetables

UNIT 4 Fruit and vegetables and review of demonstrative adjectives and color

UNIT 4 Meat and dairy products

UNIT 4 Meat and dairy products and emphasizers and clarifiers

UNIT 4 Beverages, condiments and snacks and a review of interrogatives and absolute negation

UNIT 4 Beverages, condiments and snacks

UNIT 4 Baked goods, baking supplies, spices, pasta and breakfast foods

UNIT 4 Language Pals: Describing the interior and exterior of one's home and one's chores in the home

UNIT 4 UNIT 4 TEST

UNIT 5

UNIT 5 Phonics: single and double vowels

UNIT 5 Phonics: consonant values

UNIT 5 Common Verbs 1 - 60 in their infinitive form

UNIT 5 Present simple verb conjugation with Common Verbs 1 - 11

UNIT 5 Present simple verb conjugation with Common Verbs 12 - 22

UNIT 5 Present simple verb conjugation with Common Verbs 23 - 33

UNIT 5 Present simple verb conjugation with Common Verbs 34 - 44

UNIT 5 Present simple verb conjugation with Common Verbs 45 - 60

UNIT 5 Present simple verb conjugation with Daily Routine Verbs

UNIT 5 Question formation

UNIT 5 Negation

UNIT 5 Use of the infinitive

UNIT 5 Language Pal letter no. 1 (self-presentation)

UNIT 5 Use of the infinitive

UNIT 5 Number to 9,999

UNIT 5 Present progressive tense

UNIT 5 Interrogatives

UNIT 5 Telling time

UNIT 5 The Richardson Family - Part 1

UNIT 5 Questions about the Richardsons

UNIT 5 Timed written summary of the Richardsons

UNIT 5 The Richardson Family - Part 2

UNIT 5 Questions about the Richardsons

UNIT 5 Timed written summary of The Richardsons

UNIT 5 Language Pal letter no. 2 (description of one's daily routine)

UNIT 5 Physical description adjectives

UNIT 5 Adjective agreement

UNIT 5 Clothing and colors

UNIT 5 Parts of the body

UNIT 5 Family relationships

UNIT 5 Polite conversational expressions

UNIT 5 Miscellaneous sentence structures

UNIT 5 Possessive adjectives

UNIT 5 Possessive pronouns

UNIT 5 Demonstrative adjectives

UNIT 5 Demonstrative adjectives and pronouns

UNIT 5 Language Pal letter no. 3 (description of a friend or family member)

UNIT 5 Prepositions of spacial relationships

UNIT 5 The exterior of the home

UNIT 5 The interior of the home

UNIT 5 Objectival pronouns

UNIT 5 Absolute negation

UNIT 5 Food items

UNIT 6

Suggested topics for activities, oral presentations and Language Pals communication in Unit 6:

Students share about the kinds of commands that they typically hear from teachers and parents, as well as those that they give to their siblings.

The teacher asks the students about the places in their town where the students go to perform various tasks and to make purchases.

The students make a PowerPoint presentation in which they present their town and the places they go to make purchases, find entertainment or to receive services.

Students can be asked to tell what they did the previous evening or over the weekend.

Equipped with a time line, and notes exclusively in English, the students can make a talk on important events in their personal history.

To practice the third person singular and plural and the first person plural, this same talk can be made about their family's history and their parents' history.

Students can tell what they appreciate about their parents or their friends, which will inevitably require them to use object pronouns as they tell what those people do for them. They can reverse the activity and explain what they do to help their parents or friends, resulting in the use of third person object pronouns.

LANGUAGE PALS: In lesson 5.9, the student makes a PowerPoint presentation of his hometown and then gives a 6-minute talk summarizing its highpoints. After giving this 6-minute talk, using Skype, he will make the same presentation to his language pal, sharing the screen so that his overseas partner may see the images and listen to their description.

LANGUAGE PALS: In lesson 5.19, the student makes a PowerPoint presentation of his personal history and then gives a 6-minute talk in the simple past tense relating his history. After giving this 6-minute talk, using Skype, he will make the same presentation to his language pal, sharing the screen so that his overseas partner may see the images and listen to their description.

UNIT 6 Commands

UNIT 6 Commands with negation

UNIT 6 Commands

UNIT 6 Urban vocabulary

UNIT 6 Giving and receiving directions

UNIT 6 Stores, shops and institutions

UNIT 6 Running errands and familiar commands; Language Pals: Telling the Language Pal about one's hometown.

UNIT 6 Simple past 1

UNIT 6 Presentation of simple past regarding author's personal history

UNIT 6 Simple past with Common Verbs 1-11

UNIT 6 Simple past with Common Verbs 12-22

UNIT 6 Simple past with Common Verbs 23-33

UNIT 6 Simple past with Common Verbs with verbs 34 - 44

UNIT 6 Simple past with Common Verbs 45-52

UNIT 6 Simple past with Common Verbs 53-60

UNIT 6 Simple past with Daily Routine Verbs

UNIT 6 Time expressions; Language Pals: Recounting one's personal history.

UNIT 6 Simple past regarding one's daily routine

UNIT 6 All verb tense review

UNIT 6 Indirect object pronouns

UNIT 6 Indirect object pronouns 2

UNIT 6 Direct object pronouns 1

UNIT 6 Direct object pronouns 2

UNIT 6 Direct and indirect object pronouns

UNIT 6 Double object pronouns

UNIT 6 Object pronouns with all verb tenses

UNIT 6 Object pronouns in commands

UNIT 6 Object pronouns with all verb tenses and negation

UNIT 6 Question formation in the simple past with interrogatives

UNIT 6 UNIT 5 TEST

UNIT 7

Suggested topics for activities, oral presentations and Language Pals communication in Unit 7:

After sharing with his students some of the important events from his own personal time line, the teacher can ask the students if they have ever done such things in their lifetime. If they say "yes", he then asks for more details and leads them to make the transition from the present perfect to thei simple past.

The teacher has the students fill out an anonymous questionnaire containing questions such as: "Have you ever been the victim of a crime?" "What is the most exciting thing you have ever done?" "Have you ever met any famous people?" "To what countries of the world have you traveled?" Then, still not knowing to whom the answers belong, the teacher provides the students, in the target language, with information about the student so that they can guess about whom he is speaking.

To drill the distinction between the imperfect or past progressive and the simple past, the students tell about the most exciting, or most frightening or happiest experience they have ever had.

The teacher plays "20 questions" with the students regarding the animals, fish, birds and insects of Unit 7. The student guessing the identity of the creature then thinks of the next one for his classmates to guess.

The teacher places all of the names of the various creatures on cards and places the pile of cards on a table in the front of the classroom. He then divides the class into teams. The first player from a team sits at the table and is given two minutes to describe the creature on the first card, yet without saying the creature's name. His teammates must identify that creature before he can go on to the next card. The object of the game is to go through as many cards as possible in two minutes.

The students describe in detail one of their pets or a pet they would like to have.

The students create a tourist advertisement highlighting the strong points of their region and why people should come and visit it.

LANGUAGE PALS: In lesson 7.31, the students talk about their favorite vacation spot and why they appreciate it (location, topography, climate, inhabitants, fauna, flora, activities they do there, etc.) or the most beautiful natural setting they have ever seen in their lives.

UNIT 7 The solar system, the Earth and comparatives and superlatives

UNIT 7 Countries

UNIT 7 Countries, nationalities and languages

UNIT 7 Comparatives and superlatives

UNIT 7 Topography

UNIT 7 Present perfect tense 1

UNIT 7 Present perfect tense 2

UNIT 7 Present perfect tense 3

UNIT 7 Present perfect tense 4

UNIT 7 All verb tense review

UNIT 7 Weather expressions

UNIT 7 Describing scenery

UNIT 7 Pluperfect tense 1

UNIT 7 Pluperfect tense 2

UNIT 7 Animals 1

UNIT 7 Animals 2

UNIT 7 Imperfect tense 1

UNIT 7 Imperfect tense 2

UNIT 7 Imperfect tense 3

UNIT 7 Imperfect vs. simple past tenses

UNIT 7 Imperfect tense 4

UNIT 7 Insects 1

UNIT 7 Insects 2

UNIT 7 Plants

UNIT 7 Birds 1

UNIT 7 Birds 2

UNIT 7 Fish 1

UNIT 7 Fish 2

UNIT 7 Language Pals: Favorite vacation spot

UNIT 7 UNIT 6 TEST

UNIT 8

Suggested topics for activities, oral presentations and Language Pals communication in Unit 8:

The students will describe exactly how to perform some routine task with a household appliance (using a vacuum cleaner, toasting bread, using a microwave, etc., and the teacher, who has these items in class, will mindlessly do only and exactly what the students tell him to do.

The teacher will have some common household appliances with him in class, but out of view of the students. He will then have them take a clipboard, paper and pencil and attempt to draw the items he is describing to them. Upon completing their drawing, the students must guess what he is describing.

The students will talk about their future plans and dreams, anticipating where they will live, what work they will do, what kind of car they will buy, if they will marry and how many children they will have. If they are reticent to talk about themselves, ask them to talk with reference to the same topics regarding their classmates.

To practice the subjunctive mood, the students will talk about things they would like their parents or the school to do for them or simply to do differently. They can also discuss things that their parents tell them to do in the way of advice and how they feel about that input.

To practice "if" clauses, students can tell what they would do if they suddently had $1,000 or if there were no school that particular day or if they were simply different than they actually are (i.e., "If I were seven feet tall, I would play basketball.").

UNIT 8 Verbs of manual activities

UNIT 8 Future tense

UNIT 8 Future tense 2 (with test) Verbs of manual activities 2 (with test)

UNIT 8 Verbs followed by prepositions

UNIT 8 All verb review

UNIT 8 Present subjunctive

UNIT 8 Present perfect subjunctive

UNIT 8 Past subjunctive

UNIT 8 "If" clauses and conditional 1

UNIT 8 Passive voice

UNIT 8 UNIT 8 TEST

UNIT 9

UNIT 9 Review of Common Verbs 1 - 60

UNIT 9 Sentence formation drills with negation and question formation

UNIT 9 Absolute negation

UNIT 9 All present simple conjugations with Common Verbs 1 - 60

UNIT 9 Daily Routine Verbs conjugation

UNIT 9 Present progressive tense

UNIT 9 Modals (could, should, must, can, may + to be going to)

UNIT 9 Sentences with double adjectives

UNIT 9 Clothing and colors

UNIT 9 Parts of the body

UNIT 9 Health and physical condition

UNIT 9 Family

UNIT 9 Common conversational expressions (formal)

UNIT 9 Possessive pronouns

UNIT 9 Demonstrative adjectives and possessive pronouns

UNIT 9 Prepositions

UNIT 9 Exterior of the home

UNIT 9 Interior of the home

UNIT 9 Household chores

UNIT 9 Fruit and vegetables and review of demonstrative adjectives and color

UNIT 9 Meat and dairy products and emphasizers and clarifiers

UNIT 9 Beverages, condiments and snacks 2

UNIT 9 Baked goods, baking supplies, spices, pasta and breakfast foods

UNIT 9 Commands

UNIT 9 Stores, shops and institutions

UNIT 9 Simple past regarding one's daily routine

UNIT 9 Commands with all verb tenses and negation

UNIT 9 Topography

UNIT 9 Comparatives and superlatives

UNIT 9 Present perfect tense

UNIT 9 Pluperfect tense

UNIT 9 Weather expressions

UNIT 9 Imperfect tense

UNIT 9 Animals

UNIT 9 Insects

UNIT 9 Verbs of manual activities

UNIT 9 Future tense

UNIT 9 Verbs followed by prepositions

UNIT 9 Present subjunctive

UNIT 9 Past subjunctive

UNIT 9 Tools

UNIT 9 "If" clauses and conditional

UNIT 9 Materials

UNIT 9 Passive voice

UNIT 9 Appliances and machinery

UNIT 9 Technology

UNIT 9 UNIT 9 TEST

UNIT 10

UNIT 10 Commands 1

UNIT 10 Commands 2

UNIT 10 Commands 3

UNIT 10 Language Pal letter no. 5 (my town)

UNIT 10 Simple past for Common Verbs 1 - 11

UNIT 10 Simple past for Common Verbs 12 - 22

UNIT 10 Simple past for Common Verbs 23 - 33

UNIT 10 Simple past for Common Verbs 34 - 44

UNIT 10 Simple past for Common Verbs 45 - 60

UNIT 10 Simple past for Daily Routine Verbs

UNIT 10 Language Pals letter no. 5 (personal history)

UNIT 10 Language Pals letter no. 6 (parental history)

UNIT 10 All verb tense review

UNIT 10 Object pronouns 1

UNIT 10 Object pronouns 2

UNIT 10 Comparatives and superlatives

UNIT 10 Present perfect tense

UNIT 10 Present perfect tense vs. simple past tense

UNIT 10 All verb tense review

UNIT 10 Imperfect tense 1

UNIT 10 Imperfect tense 2

UNIT 10 Simple past tense vs. imperfect tense

UNIT 10 Language Pals letter no. 7 (my pet)

UNIT 10 Language Pals letter no. 8 (my favorite vacation site)

UNIT 10 Future tense 1

UNIT 10 Future tense 2

UNIT 10 Verbs followed by prepositions

UNIT 10 All verb tense review

UNIT 10 Present subjunctive 1

UNIT 10 Present subjunctive 2

UNIT 10 Past subjunctive 1

UNIT 10 Past subjunctive 2

UNIT 10 "If" clauses and the conditional mood

UNIT 10 Language Pals letter no. 9 (future plans)

UNIT 10 Passive voice

UNIT 10 UNIT 10 TEST