The Philippines' National Book Development Board (Filipino: Pambansang Lupon sa Pagpapaunlad ng Aklat), abbreviated as NBDB, is an agency of the Philippine government under the Department of Education responsible for developing and supporting the Philippine book publishing industry.
ENGLISH 1: Quarter 2 Week 5 Planning My Learning Activities
1. Pick out ideas shown by the person written about
2. Determine the word being described by listening attentively to the information
1. Distinguish the back vowel sound /v/ and /uw/
2. Cite instances which the ideas pointed out in the text were put to a worthy test
3. Use expressions taken from the text in sharing experiences
1. Illustrate information gained from a text read
2. Realize the value of planning one's activities
1. Determine the meaning of some expressions based on this usage in the text
2. Identify the meaning of the words through context clues
1. Express ideas and thought using the present progressive form of the verb
2. Use appropriate time expressions in forming present progressive
1. Create schedule that would involve a fair amount of time for work and play
2. Illustrate important details through graphical aids
1. Explain the importance of being a systematic hardworking student
2. Appreciate the qualities of an effective learner
II. SUBJECT MATTER:
A. Listening: “Speech to the Students of the Philippines,” English Communication Arts I, pp. 83-84 by Remedios Rutaquio, et al.
B. Speaking: Critical Back Vowel Sound /v/ and /uw/, English Communication Arts I, pp. 84-85 by Remedios Rutaquio, et al.
C. Reading: “Rizal, the Teacher and the Student (an Excerpt) by Ambeth Ocampo, Linking the World through English I, pp. 51-52 by Devi Benedicto C. Ignacio-Paez and Remily Joy A. Coronel
2. Context Clues
E. Grammar: “Present Progressive Form of the Verb,” English Communication Arts I pp. 85-89 by Remedios Rutaquio, et al.
F. Writing: 1. “Planning One's Activity”
Linking the World English I, p. 53 by Devi Benedicto C. Ignacio-Paez and Remily Joy A. Coronel
2. “Writing One's Speech,” English in Communication by First Year High School, pp. 292-292 by Lourdes Santiago-Abad
G. Literature: “Of Studies and Responsibilities,” by Isagani Duval Sayas
Linking the World English I, pp. 43-44 by Devi Benedicto C. Ignacio-Paez and Remily Joy A. Coronel
Day 1 – Listening
1. Game “PASSWORD”
Ask the students if they are familiar with the TV Game Show “digital LG Quiz”
2. Tell them to recall the initial evening on that game show
3. Remind them that they are going to play “PASSWORD”
4. Tell them to listen carefully to the description that the teacher is going to read. Then advise them to guess at the word described in each of the following:
a. not old
being guided by elders
loving and kind
head of the Catholic Church
c. attend classes
d. long narrative text
requires good delivery
aim to inform, to persuade, etc.
a. Ask the students to listen carefully to the speech of Pope John Paul VI to the Filipino students
b. Advise them to jot down key Points from the listening text and be able to answer the questions later.
Ask the class to determine the meaning of the following expressions:
a. Today is your hour.
b. The youth is on the march.
c. One can only be truly free to the extent that one is responsible.
d. Society always falls short of perfection.
Reading of the text by the teacher:
The Communication Situations
In the later part of November in 1970, Pope Paul VI made a memorable journey to the Philippines. Our young people, then, were becoming restive because of trials met in their search for ideas that would firm them in the painful process of growing up. Listen to the teacher as she reads the Pope's message to the youth. Find out what he advises them to do.
To the students of the Philippines:
Today is our hour. You are the advancing vanguard of your country. Your responsibility as intellectuals is supreme for the future of your nation. We understand your aspiration to involve your selves more actively in the life of your people. We know that your dynamism, hand in hand with your special sensitivity, has helped your elders to gain a better grasp of the problems that must be solved.
The youth of the Philippines, like that of all Asia, is on the march.
Do you know in which direction to go? Do you have a clear picture of the goals you are aiming at? Are you dedicated to search for true values? Does your wish to serve your brothers manifest itself in practical choices that prepare you to promote effectively the progress of the many? Are you convinced that one can only be truly free to the extent that one is responsible?
Your age is an age of criticism – and criticism can be useful to society, which always falls short of perfection. Your age is also an age of generous self-giving, and this the Filipino people expect of you. What is asked of you is a balanced harmony of these two attitudes.
The considerable number of students in the universities speak for your intelligence and your thirst for culture; they also at the same time create obligations of a seriousness rarely found in history.
The church wishes to help you to reply to these vital questions, for your own sake and for that of your brothers. It has received the mission to spread throughout the world the gospel of salvation.
This message which comes to us from God, is the supreme answer to man's aspirations for total self-realization.
But who will believe this Gospel, unless it is brought by convinced witnesses? Who will accept its liberating power if heralds are not themselves liberated from self-interest, lies, from the spirit of division, from sin in all its forms?
You, the youth of the land who will be its bearers, along with your religious leaders, your teachers, with all committed Christians, should start the work so that you may build on this earth the society of brotherhood for which the world justly yearns.
I was a student. I love students with all my heart. Mabuhay, Students!
1. To what does the Pope compare the Filipino youth in the first paragraph?
2. In what way have the young people helped the elders to have a clearer picture of the problems of our country?
3. What questions does the Pope ask our youth? What do you think is the Pope's purpose for asking these questions?
4. What does the present age expect the youth to do? However, what does the Pope want the youth to do?
5. What bad qualities should the young people free themselves of if they really want to help the country? Point out these qualities in the selection.
6. Why do you think the Pope wanted the heralds to free themselves of self-interest, lies and sin?
7. What does the Pope want the youths to do as shown in the last two paragraphs?
a. The Pope posed a challenge to the Filipino youth. Ask the student to map-out a plan of action. Encourage them to start where they are at. Lead them to reflect on the question, "How could we help rebuild our nation?"
In groups of five, the students plot their plan of action
oh the personal up to the community level.
b. During the presentation, ask students to focus on changes they would want to do regarding their study habits and learning style.
a. Ask the class to illustrate their goals through the thin lines.
b. Ask them if these goals are attainable. If yes, how? If not, what should they
1. Ask the students to read the following words aloud.
2. Tell the class to listen as the teacher reads the following phrases. Then, ask them to read the phrases aloud.
3. Ask the students to create sentences using the phrases above.
4. Contrasting /uw/ and /u/
a. Explain the following to the class
The tongue position for /uw/ is high back. The lips are round and the muscles are tense.
The tongue position for /u/ is high back as for /uw/ but the lips are slightly rounded and the muscles are relaxed.
5. Oral discrimination test
a. Ask the class to read the following words
pull pool should shoed
could cooed would wood
full fool Luke look
b. Choose the appropriate words that suit the following sentences.
Afterwards, have the students read each sentence aloud.
1. The ship moved because everybody (pulled, pooled) the ropes.
2. It is easy to say (should, shoed).
3. The director did not like his (look, Luke).
4. He said, “(Full, Fool)!”
5. Did you use (would, wood)?
1. Tell the class to find the meaning of the following idioms. Ask them to explain the difference between the literal and the idiomatic meanings.
2. Ask the students to use the idioms in their own sentences.
3. Tell the class to write a speech encouraging teenagers to study effectively for their own and their nation's success.
1. Remind the class to improve the speech they made and memorize their respective work.
2. Tell them to practice delivering their own speeches and be ready for the actual delivery in class the next meeting.
1. Ask the class what they remembered from the past lesson.
2. Call some students to share or recall their activities in the previous lesson.
1. Check assignments.
2. Call some volunteers to deliver their speeches as what was in assignment.
a. Ask the class to write a typical schedule that they follow at home as soon as they arrive from school. Tell them to estimate how many minutes or hours they spend for each activity.
b. Instruct the class to show the schedule they made to a partner. Then, ask them to comment on each other's activities observing the questions given on the following page.
On what activity do you spend the most time?
On what activity do you spend the least time?
Do you like your schedule now?
If yes, how did you come up with the kind of schedule? Is there anyone who influenced you to follow such a routine?
In what ways does this kind of schedule help you achieve your goals as a high school student?
If you don't like your schedule now, what would you like to change about it
What do you hope to accomplish by changing your schedule?
4. Vocabulary Development
Ask the students to choose the letter of the word that is close to the meaning of the underlined word.
• Horacio Cabilin worked as curator of the Rizal Shrine.
a. a caretaker of a museum c. assistant to a priest
b. guardian of parents d. principal of a school
• The guide is used to answering impertinent questions from a tourist.
a. unimportant c. insulting
b. many d. funny
• The nipa houses standing in Rizal's Talisay estate are only replicas.
a. exact copies c. original models
b. fancy imitations d. clear pictures
• Rizal's students built a dike to direct the rain water away from the house.
a. a barrier for preventing flood
b. a well in which water can be collected
c. a platform for diving into a pool
d. a bridge connecting land to water.
• With the physical and mental activities that they engaged in, Rizal's students received a holistic education.
a. difficult c. religious
b. balanced d. easy
5. Reading of the selection
Read to Learn
In his book, Rizal Without the Overcoat, Ambeth Ocampo, a notable historian, writes about Rizal in a personal and intimate style. In this excerpt from one of his essays, he shares parts of two letters Rizal wrote to Blumentritt in 1895.
Rizal, the Teacher and His Students
Ambeth R. Ocampo
My good friend Horacio Cabilin has retired as curator of the Rizal Shrine, but he took time out as member of the Dapitan Sangguniang Bayan to show me around. Although Cabilin has gone up to the world, he still remains an interest in Rizal ard finds time to answer impertinent questions on Rizal from tourists like me. Since all the nipa houses standing on Rizal's estate in Talisay are mere replicas, I insisted on seeing whatever was original in the famous Talisay estate.
Cabilin brought me to a small dam behind the Rizal house that was described in a letter to Blumentritt in January 1895:
We are now going to build a water-tank on my land. I have 14 boys whom I teach languages, mathematics, and how to work. Since we have no work, I have decided to construct a dike of stone brick and mortar so that they may learn.
By March on the same year he informed Blumentritt of his progress.
I am constructing a dike in order to have a water depository for the dry season. The water is now more than three meters deep; the wall has a base two meters wide. It is also made of live rocks, sand, lime, and cement, and constructed by boys 13 to 14 years of age under the direction of one 30 years. They did it as play.
In the same letter that talks about the dam behind the house Rizal told Blumentritt:
I have now 16 boys studying with me, paying me with their labor. They all belong to the best families in the town and one can see their eagerness to learn even if they have to work for me in order to study. I would ask them for money, I am sure they would pay with pleasure and more would come. Ah, what a lack there is of a good school with good teachers who teach so that the children may learn and not that they may waste their time as generally happens.
Apart from both Spanish and French, they were given lessons in algebra, geometry. And arithmetic. They had swimming, gymnastics, and other sports. They had time for work: cleaning the estate, harvesting fruits, or helping in Rizal's clinic. Rizal's “Himno al Trabajo” or “Hymn to Labor” was even sung at work to the tune of “Sampaguitas.” Rizal was basically a teacher at heart, and I would say that boys who lived in Talisay estate as internos or boarders had a holistic education.
1. Who is Horacio Cabilin?
2. What did Ambeth Ocampo want to see when he visited the Talisay estate?
3. How many students did Rizal have? How did Rizal describe his students?
4. What kind of activities did they do?
5. By building a dike what did Rizal teach his students?
6. For Rizal, how could students use their time wisely?
7. what does Ambeth Ocampo mean in the last sentence?
8. In what way did Ambeth Ocampo use his time wisely?
6. Group Dynamics
Divide the class into three groups and assign the following tasks:
Group I. Brainstorm on the qualities of Rizal as a teacher. Then cite instances from the essay that prove the qualities mentioned
Illustrate the sequence of events in the letter of Rizal to Blumentritt from the time he and his students were building a water-tank. Observe how the teacher teaches his students to value their time.
Pick out the values you've learned from the essay. Discuss with the class how these values can help them become a productive learner/student.
a. Ask the students to go over the schedule they wrote earlier. Tell them to review and compare them with the schedule of Rizal's students.
b. Instruct the students to create a new schedule that would involve a fair amount of time for work and play.
c. Remind them to put this new schedule in a place that they often see to remind the to be productive and efficient with their time at home and in school.
8. Ask the class to use the following paragraph and tell them to notice the verb form
The Time Is Now
At this moment, countless students like you are busy studying their lessons. You are trying to improve yourself in preparation for the future. Now is the time to put into practice the qualities that you are trying to develop. You are doing your homework on your own efforts. You are writing your exercises neatly. You are keeping yourself busy. Today is another day that you are spending wisely. You are making good use of all your today's because you want your tomorrows stable and secure. You are not wasting your time then.
a. Encircle all the phrases. What is the verb form used in the paragraph?
b. When does the action happen?
c. What time expressions are used to connote an on-going action? Encircle them.
Use the present progressive tense of the verb to express an action that is going on in the present. The verb be, am, is, or are is used together with the – ing form of the verb to express the present progressive.
Remember to use the present progressive ONLY when you are talking about an ongoing action at the exact moment of utterance.
The following time expressions help you and are used together with the present progressive form of the verb.
at this moment
at this very
at this very
This time, study the following groups of sentences and see how the present progressive and simple present tense forms are currently used.
a. Jose is reading the newspaper now.
b. Jose reads the newspaper everyday.
c. At this moment two of my friends are reading science journals in the library.
d. They always read the science journal in the library.
e. She is just gently closing the door.
f. She gently closes the door every time she leaves.
g. The class is performing an experiment right now.
h. The class performs an experiment every Tuesday.
10. Guide Questions
a. Encircle the verb phrase in each of the sentences above.
b. How is the present tense formed? How is the present progressive formed?
c. What time expressions signal the use of the present tense? What time expressions signal the use of the present progressive?
d. When is the present tense used? When is the present progressive form used?
11. Controlled Practice
A. 1. Use correct form of the present progressive tense of the following verbs.
At this moment, my mother (sew) a dress for my sister. My sister (take) piano lessons now and she is going to have a recital on Saturday. My father (read) the newspaper as he eats his meal. My little brother (play) in his playpen. Right now I (use) the –ing form of the verb.
2. Use the correct form of the simple present tense of the following verbs:
a. My father (work) in an office. He (type) the reporters and forms that the secretary (pass) on to him. He (go) to work at eight in the morning and (go) home at five in the afternoon. He (cultivate) a little vegetable garden on the sidewalk in front of our house.
b. Every once in a while, Mother (allow) us to see a movie. On Saturdays, I (clean) the floor very thoroughly. My brother (scrub) the front porch vigorously. My sister (dust) the furniture with care. In the afternoon, we are allowed to see a movie or play with friends. My sister (spin) records and we will (dance) to the tunes. My brother (fly) a kite. I (play) basketball. Sometimes my father (serve) as referee while my mother (supply) us with the refreshments.
B. Give the correct form of the verb appropriate to each sentence.
1. Mother (go) to market every Saturday.
2. She (attend) to the smooth management of the household.
3. She (listen) to her favorite radio program after her work.
4. She (listen) to a news bulletin right now.
5. Father (knock) at the front door now.
6. He (come) home from work everyday at five-thirty.
7. He sometimes (bring) his work at home.
8. Sister (set) the table for our meal at this moment.
9. She (do) this everyday.
10. We all (say) our prayers before meals.
Guess my Mime!
Miming is like silent acting. Create five groups. Choose an actor for each group. Each group will be given the chance to guess at one activity being mimed by the actor Use the present progressive form of the verb in guessing the activity being mimed.
Instruct the students to give the present continuous form of the verb in parentheses.
1. Jose and Leah ____ (read) some science materials now.
2. They _____ (prepare) for their quiz tomorrow.
3. They _____ (study) together.
4. Both ______ (try) their best to concentrate.
5. They _____ (go) over their notes.
6. Leah ______ (share) her textbook with Jose.
7. Mrs. Calixto _____ (give) them a mastery test.
8. Surely, she ______ (expect) much from them.
9. After all, Leah and Jose ____(represent) their school in the Science Quiz Bee.
10. Everyone _____ (hope) that they will win.
1. Ask the class to go over the revised schedule they prepared in the previous activity. Then tell them to pretend that they need to inform their friends about the schedule.
2. Instruct them to write a letter telling their friends of an on-going work they are doing in school. Remind them about how Rizal wrote his letter to Blumentritt.
1. Ask the class what they have learned in the previous meetings.
2. The teacher may ask the class to jot down what they have learned and share them with other classmates.
3. Then ask them to list down on the strings what they've learned.
4. Call some volunteers to share their insights.
a. Ask the class to recall their experience during their first day as freshmen students.
b. Then ask them the following questions:
What was the most difficult adjustment you had to do at the beginning of the school year?
What or who helped you to cope with it?
Ask the students to choose from the word pool the meaning of the underlined word in each sentence.
a. The students have a glimpse of their notes before taking the test.
b. A good proper education is the legacy that parents can give to their children.
c. Jose exclaimed when he received his paper with a perfect score.
d. My teacher convinced me that I can still pass the subject in spite of getting a very low score in the quarter exam.
e. Leah was rushing for she has lots of household chores to attend to.
f. After getting a lower grade in my quarter examination, I am now devising new strategies to improve my grades next periodical test.
g. He has always used his resisting tactics not to join his friends play basketball after classes.
h. Due to long-stay in school, Dennis has no spare time to play with his brothers.
tasks at home that needs to be done
made to believe
shouted or said with intense emotion
something valuable that someone leaves behind,
usually after death
a brief look
3. Reading of the selection
Of Studies and Responsibilities
Isagani Duval Sayas
Batingaw 1st Year Vol. 2 no. 4 SY 2000-2001
(1) Being a freshman can bring a lot of pressure. Not only are you coping with the changes in your life as a teenager, but you also have to face your fears and hopes for high school. You probably have a glimpse of that already, now that you are on your first year in high school.
(2) When I was a high school freshman, my parents were always fond of saying, "The only legacy we can give you is good and proper education. So study hard."
(3) Study hard? I exclaimed. Wasn't I studying hard enough" Everyday, I had to get up at 5:30 in the morning to get ready for school. I spent nine hours a day studying in school and another three hours doing my assignments and projects at home. On Saturdays would sometimes meet my classmates for group reports or club activities. I was convinced that Sunday was my only real rest day. My whole life revolved around studying and more studying!
(4) But come to think of it, that wasn't so bad at all. True, I sometimes blamed my school requirements for getting in the way of having fun. I couldn't go out with my old friends or family because I had to do my homework or project. But I had so much more to be thankful for.
(5) For one thing, it gave me the opportunity to meet new friends and other people who shared my interests. High school not only gave me a chance to get a good education, it also taught me how to form positive social relationships.
(6) I also didn't have to deal with "grown-up" problems yet. Although I did some chores at home, I didn't have to worry about planning meals or making the family budget. I didn't have to go to work and earn a living. I wasn't bothered by having to pay the bills or taxes or insurance or college educational plans. My parents were responsible for all of that. I didn't have to worry about getting a college degree and looking for a job either, like my older brother did.
(7) I realized that the only thing that was left for me was to study. Studying was my responsibility. And no one else was going to benefit more from it than myself. So, I started devising ways on how I could be better at it.
(8) First, I had to learn how to be responsible for my own time. If I wanted to spend my weekends for fun activities, I knew that I would have to give more extra hours on weeknights to finish my requirements. I made a game of resisting my favorite TV programs during my study hours.
(9) I started going to the library on my spare time, too. It's not as boring as it sounds. I also learned some things from the books I read long before they were taught in class. This helped me a lot during recitations and surprise quizzes.
(10) Next, I learned how to motivate myself into liking studying, it wasn't easy at first especially if I didn't like my teacher or if I wasn't good in that subject. But I knew that I wanted to learn something and I used that to drive me to study. So the more difficult a subject got, the more I persisted in trying to understand it. I didn't always succeed, but at least I could say that I gave my best shot.
(11) I had some help from friends who wanted to study seriously, too. We formed study groups to help each other. For example, those who were good in Math or English or Science would teach the rest of us who weren't. We learned more from sharing our knowledge.
(12) With all these measures, you probably think that I graduated at the top of my high school class. I got regular grades like most of my classmates. But they made me understand the importance of studying. I also appreciated the fact that I had the chance to get a good education, which many Filipinos can't even afford. Besides, studying was my responsibility. And if I wanted to prove to my parents that I could be a responsible teenager, I would have to be a good student first.
1. Who do you think is addressed in the essay?
2. What would the writer's parents often say to him that would produce a strong reaction from him?
3. What kind of schedule did the writer follow as a student on regular days? How about on weekends?
4. How did the writer look at his responsibilities as a student? Give examples, specific examples to support your answer.
5. What sacrifices did he make to get the most out of his education?
6. In your case, what sacrifices have you made to get the most of your education?
4. Group activities
Divide the class into three and assign the following tasks:
Ask the student to present in grid the sacrifices made by the writer to get to the most of his education.
Group II: Using a pie chart divide the time and show the schedule of the weekdays/weekends.
Group III: Present in chart the different strategies of the writer that he ahead of his lessons.
Write a paragraph describing what kind of person the writer is. Remind the class to emphasize the sacrifices and rewards of a model student.
Ask the class to recall the activities done for the week. Then, tell them to state what they have learned.
1. Ask the class to go to the board and write any word that can describe an educated Filipino.
Ask the class to pick out the meaning of the underlined word within each sentence.
a. The conception of an invention starts with an idea.
b. The fundamental need of an individual to learn is a basic right.
c. A transition in one's attitude involves a change of heart.
d. A group that has solidarity has unity.
e. A superficial understanding of a lesson leads to its shallow application.
f. A person who renders service gives himself completely.
3. Instruct the class to read the selection entitled "What Is An Educated Filipino" by Francisco Benitez.
4. Ask also the class to do some research about the background of the author.
5. Remind the students to answer the following questions after reading the essay.
a. What is the importance of education?
b. What are the qualities of an educated Filipino?
What is an Educated Filipino?
(1) What is an educated Filipino and what qualifications distinguish him today? The conception of education and of an educated man varies in response to fundamental changes in the details and aims of society. In our country and during this transition stage in our national life, what are the qualities that an educated Filipino possesses?
(2) Great changes have taken place in the nature of our social life during the last forty years. The contact with Americans and their civilizations has modified many of our old social customs, traditions, and practices, some for the worse many for the better. The means of communication have improved and therefore, better understanding exists among the different sectors of our country. Religious freedom has developed religious tolerance in our people. The growth of public schools and the establishment of democratic institutions have developed our national consciousness both in strength and solidarity.
(3) With this growth in national consciousness and national spirit among our people, we witness the corresponding rise of a new conception of education – the training of the individual for the duties and privileges of citizenship, not only for his own happiness and efficiency but also for national service and welfare. In the old days, education was a private concern; now it is a public function, and the state not only has a duty but it has the right as well as educate every member of the community – the old as well as the young, women as well as men – not only for the good of the individual, but also for the self-preservation and self-protection of the State itself. Our modern public school system has been established as a safeguard against the shortcomings and dangers of a democratic government and democratic institutions.
(4) In the light of social changes, we come again to the question: What qualities should distinguish the educated Filipino of today? I venture to suggest that the educated Filipino should, first, be distinguished by the power to do. The Filipino today needs more of his power to translate his reflection into action. I believe we are more and more to the conviction that no Filipino has the right to be considered educated unless he is prepared and ready to take an active and useful part in work, life and progress of our country, as well as the progress of the rest of the world.
(5) The power to do embraces the ability to produce enough to support oneself and to contribute to the economic goods and at the same time he may not be educated. But should we consider a man who is utterly unable to support himself and is an economic burden to the society in which he lives; that he is educated merely because he possesses the superficial graces of culture? The sign of economic efficiency is not only the ability to produce material goods. Useful social participation may take the form of any of the valuable services rendered to society through such institutions as the home, the church and the government. The mother, for example, who prepares wholesome meals, takes good care of the children and trains them in morals and right conduct at home, renders efficient service to the country as well as the statement or the captain of industry.
(6) The educated Filipino, in the second place should be distinguished not only by his knowledge of his race, his people and his country, but also by his love of the truth and ideals that our people have learned to cherish. Our character, our culture, and our national history are the core of our national life, and, consequently, of our education. I would not have the educated Filipino ignore the history and culture of other lands, but can he afford to be ignorant of the history and culture of his own country and yet call himself educated?
(7) The educated Filipino, in the third place, must have ingrained in his speech and conduct those elements that are everywhere recognized as accompaniments of culture and morality; so that, possessing the capacity for self-entertainment and study, he may not be at the mercy of the pleasure of the senses only or a burden to himself when alone.
(8) There are, then, at least three characteristics which I believe to be the evidences of the educated Filipino – the power to do, to support himself and to contribute to the wealth of our people, acquaintance with the world's progress, especially with that of his race, people and community, together with love of our best ideals and traditions; and refined manners and moral conduct, as well as the power of growth.
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