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Topic 5-1Teaching Grammar through Participation – Language Games and Play ActivitiesHow is grammar often taught?OUT OF CONTEXT:Grammatical structures (forms and meanings) are often taught separately from their contexts of use. Scholars have recently advocated more focus on form which entails teaching not only grammatical patterns, but also the core meanings of the patterns. However, this focus on form and meaning should be balanced with an appropriate emphasis on use by teaching how the core meaning of a form may vary in different contexts of use. Form and meaning are the easiest to teach, teaching use requires greater awareness on the part of the teacher and greater ingenuity in creating authentic-like contexts of use in a classroom situation.Teachers often provide students with rules, using grammatical terminology (metalanguage) to label forms. They then present examples which illustrate the rules in a deductive approach to learning. However, the examples may not be contextualized, or the context which is provided may be sentence-level rather than text-level. There is often an emphasis on the memorization of knowledge about the language, while communicative use of the language tends to be neglected. Practice often consists of mechanical and repetitive drilling, oral or written, with an emphasis on the mastery of decontextualized grammatical patterns. Grammar knowledge vs Grammar skillKnowledge about the languageCommunicative use of the languageGrammar is a fixed set of rules to be learnedGrammar describes patterns of language that facilitate communication (making your meaning clear and accurate)Learned deductively (rules and formulas to be memorized)Learned inductively (patterns to be noticed and practised from experience)Mastery depends on the ability to recall and apply rules correctlyMastery depends on using language actively (thinking, practising and deciding on meaning) in tasks and contextualized communicative activitiesWhat is the alternative?TEACHING GRAMMAR IN CONTEXT:An emphasis on the teaching of grammatical form in meaningful contexts suggests that an integrated approach should be adopted in which grammar is taught in conjunction with Reading & Writing, Speaking & Listening skills. In such an approach, a balanced focus on form, meaning and use is more feasible. Grammatical structures are presented embedded in texts (reading or listening passages, dialogues). Once students have understood the text, they are encouraged to notice the grammatical patterns and forms in the text, and to consider how meaning is created by those patterns. This facilitates inductive thinking in which students are encouraged to generate rules from examples, rather than learning rules and then practising examples. The texts chosen for presenting grammatical forms should be meaningful and interesting in terms of topics, contexts, examples, activities and tasks. They should facilitate the practice of comprehension, awareness of patterns, and use of the target language. Importantly they should be fun, at least some of the time. They should include expository texts as well as songs, stories, poems, video clips and games.This emphasis on context in the teaching of grammar is facilitated by principles and approaches which have been introduced in this course:Using grammar is a process of making choices which create meaning, for a purpose, in a context.Grammatical knowledge needs to be internalized to be useful;Internalization is facilitated by:Comprehensible inputNoticing (focusing on the meanings created by grammatical choices; thinking about the language, which leads to learning).Pushed output Teaching grammar through text-based strategies:Building Up TextsBreaking Down TextsDictogloss and DictocompComparing and ContrastingCrossing Out and Adding InSequencingGames and Participatory ActivitiesRationale for an emphasis on participation and playParticipation is fundamentalParticipation is fundamental to communicative, or task-based approaches to teaching English, which adhere to the basic principle that language learning and development are social processes promoted by interaction:The best way to learn and teach a language is through social interactions…. they allow students to work towards a clear goal, share information and opinions, negotiate meaning, get the interlocutor’s help in comprehending input, and receive feedback on their language production (Norris et al, 1998). The fundamental importance of participation and interaction is supported by learning theories such as:The concept of the Zone of Proximal Development (Vygotsky, 1978) which suggests that students can achieve their potential by being scaffolded in social learning activities. education (Freire, 1970) in which learning is seen as taking place when meaning is expressed and developed through communication.Cooperative learning (Johnson, Johnson & Holubec, 1990) which shows that cooperation produces higher achievement, greater motivation to learn, more positive peer relationships, greater acceptance of differences and higher self-esteem.Thorndyke’s Seven Laws of Learning support the use of gamesEffect responses that produce a satisfying effect are more likely to recurExercise repetition reinforces learning, enjoyable repetition reinforces more effectivelyReadiness enthusiasm and willingness to learn come with engagementPrimacy what is learned first is retained longer, first impressions are importantRecency we remember what we learned more recentlyIntensity concentration comes with engagementFreedom things freely learned are learned bestGames can defeat passivityParticipatory approaches with a game element can help overcome the passivity and reticence noted by many teachers of Asian students and discussed in articles with titles such as ‘Classroom silences: Voices from Japanese Learners’ (Seiko, 2011) and ‘Why are students quiet? Looking at the Chinese context and beyond’ (Xie, 2010), ‘Reducing student reticence through teacher interaction strategy’ (Lee and Ng, 2010) and ‘Why do many students appear reluctant to participate in classroom learning discourse?’ (Liu & Littlewood, 1997).Gamers learn by doingThe emphasis on participation through games invokes the power of learning by doing:A hands-on approach enhances a learner’s cognitive engagement: ‘new knowledge is better integrated into long term memory, and more easily retrieved’ (Doughty & Long, 2003); Learners need to actively produce language. Only in this way can they try out new rules and modify them accordingly (Swain, 1995).Human minds are … meant to be used in networks. Games allow us to do that – they allow us to use collective intelligence. Collectively, we’re not so stupid. (Gee, 2103)Many of our students are already playing computer games for much of their out-of-school time. Are we, as teachers, missing out on a valuable teaching-learning resource? Research has suggested that playing computer games has a number of positive benefits for sensory-motor skill development. However, network games such as Massively Multiplayer Online Role Playing Games (MMORPGs) have been hypothesized to have concrete language learning benefits.Design featureHypothesized advantagesNetwork-based real-time text and voice chatExposure to the TL; Practice in the four skills Access to diverse groups of interlocutors, including native speakers Multiple communication channels provide real-time feedback The presence of text and scrolling supports monitoringExtensive opportunities for purposeful TL use and reuse in an authentic and engaging communicative context Opportunities to engage in co-construction, negotiation, and the development of communicative competence Learner-centred interaction encourages active participation Enhanced cross-cultural knowledgeChallenging theme and goal-based interaction Motivation-enhanced enjoymentSituated learning; community formation Development of collaborative social relationships Personal avatars Enhanced immersion; opportunities for role-play and risk-taking Reduced inhibition and social context cuesTable 1. Hypothesized advantages of utilizing MMORPGs in CALL (From Peterson, 2010)Games and Participation in the 4 skillsWe tend to see games as primarily having value in the development of speaking skills. However, there are also a number of game-based activities involving reading, writing and listening as well.ReadingJigsaw ReadingPrepare a text with 3 different topics – e.g. habitats of rainforest animals; predators of rainforest animals; what rainforest animals eat.Form students into groups of 3 (Home Groups) naming students according to the 3 topics.Have each ‘habitat’, ‘predator’ and ‘eating habits’ student move to form ‘Expert groups’ where they complete comprehension tasks on their sub-topic.After completing the tasks, students return to their "home" group and teach the material to their group members. ListeningFind a mystery story with 3 different characters. Expert groups are assigned one of the 3 characters. They listen to the story without the ending.Home groups share the story from their 3 different viewpoints and try to solve the mystery.Finally, the teacher plays the final part of the recording, which resolves the mystery. Writing Writing circlesStudents work in groups of 4. Each group member has a number, 1 through 4.Each group has one large piece of paper.Each group member takes a turn to write on the paper. Students continue writing in turn until the teacher calls a number. The person with the number shares with the class what their group have written.Other students listen and add any new ideas to their own group’s writing. Writing Group NarrativeStudents work in groups of 4. They are given one piece of paper per group with headings:Setting and charactersA problem arisesHow the problem is dealt withThe outcome The main character’s thoughts or responses S1 writes a few sentences about the setting and characters.S2 adds details about the problem…and so on. The group members read through the story together and write a few sentences to describe the main character’s thoughts or responses. Finally, they discuss a suitable title for the story. What does a TGIC lesson look like?Check out the EDUHK website ‘Grammar Teaching Resources for School Teachers’ to see how EDUHK student teachers have developed TGIC lessons and resources.Sample LessonsAdjectives for Countries and Nationalities – Lower and Upper PrimaryFocus: adjectives for country names and nationalities, e.g. Japan - Japanese.Lower Primary students use the adjectives to write about their dream food court serving food from different countries. court is an authentic and everyday context.The concept of suffix is explained graphically through a flower and a leaf, and the animation of Pokemon.A writing task facilitates students' creativity and stimulates their imagination.Upper Primary students use the adjectives to write a travel brochure about their favourite countries.? brochures are authentic texts.Students are presented with the comprehensible input of an appealing and informative video about what people eat in different countries for breakfast, lunch in school and in McDonald's. To consolidate their learning, students form groups to play memory games designed at different levels to cater for different learning abilities.Modal Verb + Have + Past Participle - Senior Secondary Focus: modal verb + have + past participle?to make deductions about past events and express different degrees of certainty a conscious-raising warmer, students engage in a noticing activity, inserting the most appropriate sentence into texts according to contextual meaning, e.g. Insert the most suitable sentence in the gap in the text below: [Somebody has been/ could/might/must have been in our apartment] and explain your reason.Mr and Mrs Shepherd arrived home from a 2-week vacation. When Mrs Shepherd got into the bedroom, she was shocked. “Look at this! My drawers are all open and my jewelry is scattered all over the floor. I am sure that they weren’t like this when we left. __________. I’m going to call the police.”They then investigate a murder through role play activities, gathering evidence by means of interrogation and using the target structure to summarise their findings:Pansy can’t have murdered George because her shoe size is too big. It could have been Elaine because she doesn’t have an alibi for the time of the murder.It must have been Katherine because she’s the only one who’s left-handed.Adapting available play materials for language practiceSilly SentencesOriginally designed for children with language disorders, Silly Sentences consists of three decks of cards that are sold as one set: Deck 1 – subjects; Deck 2 – verbs; Deck 3 – objects.The cards may be used together or separately, depending upon the language and articulation goals the teacher wants learners to achieve.Children with language disorders often have difficulty producing appropriate SVO sentence structures, producing sentences like: Him climb tree. Her wash car. Them read book. When all three decks are used together, Silly Sentences can help to draw learners’ attention to simple SVO constructions in different simple tenses; subject-verb agreement and the use of subjective pronouns. (See Appendix I for more information about Silly Sentences.)Can Silly Sentences be adapted for use with ESL learners? How would you use them?Discuss with your neighbour. Write your ideas belowActivity 1: Serious and Silly SentencesPlay the role of a Primary 4 student. In groups of four, use the worksheet your teacher provides you to make some Serious and Silly Sentences.Step One: Each person should use the worksheet boxes to make two sentences. Make one serious sentence, which is possible, believable, normal or boring. Also make one silly sentence, which is impossible, magical, amazing, or just totally silly.?USE THE PAST TENSE.?Step Two: Each group member should take turns reading their two sentences to their group members. After everyone has had a turn, together choose the most serious and the silliest sentences from your group.Step Three: In the comment section below, each group should post their two sentences, one serious and one silly, like this:1. The man saw a train.4320540top00449135519050002. The zookeeper ate a hippopotamus.Step Four: Working together, group members should then write a one paragraph story, using one of the two sentences as the first sentence of the story. Title your story "Our Serious Story" or "Our Silly Story".Step Five: After your teacher has checked your story, post it on your class blog.Mad LibsMad Libs?is a?phrasal template?word game?where one player prompts others for a list of words to substitute for blanks in a story, before reading the often comical or nonsensical story aloud. The game is frequently played as a?party game?or as a?pastime. The game was invented in the United States, and more than 110 million copies of?Mad Libs?books have been sold since the series was first published in 1958.To ‘ad lib’ is to speak or perform without previous preparation. Mad Libs give students the experience of using previously learned language to build new texts in a variety of unexpected ways.Mad Libs can be organized as individual work (online), pair work (one student providing words, the other filling in and reading text), or as a class activity. TRY IT!Activity 2: Mad libsPlay the role of a Secondary 1 student. Mad Lib 1: My Imaginary DayWrite down the kind of word or phrase described. Use your imagination!doing verbplace (noun)adjectivecolourgroup of peoplesport or gamedoing verbpiece of furnitureadverbfeeling verbplace (noun)Now insert your words in the spaces below and see what kind of text you produce.I am 1________ on a 2________. It feels 3_______. The sun is shining. The sky is so 4_______. The sand is so soft. Some 5________ are playing 6__________. An old couple are 7__________ on their 8________. They are chatting 9_________. The water is splashing against the shore. I really 10______ this 11_________.Mad Lib 2: Could it really happen?friend’s namefood (plural)adjectivesingular noun – placeanimal singularfriend’s name (#1)past tense doing verb (movement)animal (same as #5)adjectivenumberanimal singularpast tense doing verbsame as #11past tense doing verb food (plural)friend’s name (as above)friend’s name (as above)It happened last Saturday. 1) and I were camping in my back yard. We were telling jokes and eating 2) when we heard an odd, 3) noise coming from the 4) . We thought it sounded like a talking5) .Bravely, 6) 7) to the 8) . I heard 9) music. Right before my eyes I saw my friend disappear and then reappear as a peculiar, 10) -foot 11) . I 12) ! But then the 13) 14) and said, ‘I’m starving. Got any 15) ? ‘Wa-wah-where’s 16) ?’ I stammered.‘What’s wrong with you? I am 17) !’That’s when I fainted.(See Appendices for more Mad Lib worksheets.)Commercial Word GamesMad Gabs & Hink PinksMad Gabs are word puzzles which consist of collections of small, unrelated words which when spoken quickly sound like a well-known expression. For example, "These If Hill Wore" when pronounced quickly sounds like "The Civil War." Another example would be "Eye Mull of Mush Sheen" quickly spoken it sounds like "I'm A Love Machine." Mad Gabs?have been turned into a game?in which players have two minutes to sound out three puzzles. Try it:House Wheat This HoundKnow Sayer Pinks are similar word puzzles based on a rhyming pair of words that match a silly definition. The game consists in writing down a definition and having students come up with a hink pink to match it. For example, if the clue is "a large feline," the hink pink is "fat cat."Following are some sample Hink Pinks:a party at a convent = nun funa married rodent = mouse spouseOther kinds of word puzzle can be created by drawing on:Spoonerisms (block of flats/flock of bats; lighting a fire/fighting a liar);Malapropisms:At the doctor’sMaggie:I’ve forgotten to take my contradictive pills.Doctor: You’re ignorant.Maggie: That’s right. Three months.and Ambiguous newspaper headlines:KICKING BABY CONSIDERED TO BE HEALTHYBRITISH LEFT WAFFLES ON FALKLAND ISLANDSPOPE LAUNCHES TALK TO END LONG DIVISIONCan word puzzles like these be adapted for use with ESL learners? How would you use them?Discuss with your neighbour. Write your ideas belowActivity 3: Activity 4: Funny HeadlinesEach of the headlines below has two possible meanings. Can you say what the two meanings are? The first one is done for you as an example:HeadlineIntended meaningFunny meaning1. EYE DROPS OFF SHELFmedicine for the eyes is not on sale any morean eye was on the shelf and fell to the ground2. KIDS MAKE NUTRITIOUS SNACKS3. STOLEN PAINTING FOUND BY TREE4. MINERS REFUSE TO WORK AFTER DEATH5. TWO SISTERS REUNITED AFTER 18 YEARS AT CHECKOUT COUNTER6. HOSPITALS ARE SUED BY 7 FOOT DOCTORSActivity 5: Pantomime FishPlay the role of a Secondary 3 student. Materials:A ‘Will Sheet’ containing expressions of encouragement a hearer might say when a friend is telling a sad story. The ‘Will Sheet’ expressions are all in the future tense.A sad story for you, the teacher, to tell your students.Procedure:Put students into groups of 4. Display the ‘Will Sheet’ and ask each group to copy down the expressions on individual slips of paper. Tell the story, with pauses at the points when a listener might offer some encouraging comment, or make a promise or a prediction.Students listen carefully, and when they think they hear a suitable point for making a promise, or a prediction they can call out one of the expressions they have written on the slips of paper. If the expression is appropriate, the teacher collects the slip of paper from the first group to say it. The winning group is the one which gets rid of all their slips of paper first, or has the least remaining when the sad story has finished.ExampleT: I’ve got a very heavy suitcase…Students: We’ll help!T: I’m going to ask my brother to help me …Students: He won’t mind!Practice!Listen to the “Pantomime Fish” story and call out one of these responses at the appropriate time:Will SheetYou’ll be okay!He won’t know!He’ll be alright!I’ll find out for you…We’ll help!He won’t mind!We won’t tell!He’ll wait.We’ll do that.He will!I’ll remind you.I’ll get you one!Sad Story (extract)I’m going to hospital today … I’m a bit worried actually, because I’m going to see a friend who’s been ill … The doctor says that he can come home now but he needs someone to stay with him … I can spend some with him, but I’m busy teaching now, you know …Reflection:What grammatical structure, functional language and/or pronunciation point does this game practise?Activity 6: Dedication PoemPlay the role of a Secondary 5 student. Materials:One copy of the ‘Poem Sheet’ for each pair of students. Procedure:Put students into pairs. Ask them to complete the sentences on the ‘Poem Sheet’ in either a funny or a serious way. e.g. (funny) ‘Whenever I have nothing better to do.(serious) ‘Whenever I remember how important you are to me.Ask students to read aloud their poems to the class.Display the best poems in class to consolidate the grammar point.Poem SheetWhenever ,As soon as ,After ,Before ,The moment ,When ,Until ,And as long as ,I’ll be there for you.Reflection:What grammatical structure, functional language and/or pronunciation point does this game practise?VariationChoose a short poem such as Nature’s first green by Robert Frost.Create a gapped version with hints in brackets.Ask students to create their own poem by completing the blanks and following the hints.OriginalStudent Worksheet versionNature’s first green is goldHer hardest hue to holdHer early leaf’s a flowerBut only so an hourThen leaf subsides to leafSo Eden sank to griefDawn goes down to dayNothing gold can stayNature’s first ____ is (a) __________ (antonym)Her hardest ____ (synonym) to hold/keep/stayHer early _____ is (a) _______But only so a ________ (measure of time)The ______ subsides to _______So ______ sank/became/turned to ______________ goes down to ________Nothing _______can _________ (rhyme)Resources - mad libs and many other ESL resources Blumenfeld, S. (1999) Silly Sentences. Austin, Texas: Pro-Ed.Hanson, A. (2002) Write?brain?write: proven success tools for developing the writer in every student. San Diego, Calif.:?Brain?Store Obee, B. (1999) The Grammar Activity Book. Cambridge: Cambridge University Press. – hink pinks - ambiguous headlines - EDUHK student teacher-produced resources for English teachers - more online mad libs3-2-1 Reflection 3 ideas from today that you will/may use in the future____________________________________________________________________________________________________________________________________________________________________________________2 things that you will do as a result of what was learned today______________________________________________________________________________________________________________________ _ 1 question that you still have Appendix ISILLY SENTENCESThere are many different activities that the creative teacher can plan using the Silly Sentences cards. Here is one example: The three decks are set out in front of the child, left to right, Deck 1, Deck 2, Deck 3.The Teacher: "Here are some pictures for us to look at. Some of the people in these pictures are doing silly things. Let's see if we can find the silly things that they are doing. I'll do the first one to show you." For a child who understands the concept of formulating sentences, the teacher might say: "Let's see if we can find a silly sentence.")The Teacher: Picks a card from Deck 1, turns it over, and says, "He" or "The boy." Picks a card from Deck 2, turns it over, and says, "is drinking." Picks a card from Deck 3, turn s it over, and says, "a lamp." Then, with much expression, the teacher says, "He is drinking a lamp? That’s really silly! You can' t drink a lamp!" (The teacher will model the " helping verb" that goes with the pronoun, such as: He "is drinking" or they "are drinking.")The Child: Usually laughs and echoes, "Yes, that's silly. You can' t drink a lamp" The Teacher: If the sentence makes sense (such as, "They are washing a car."), the teacher might say, "That's a good sentence. That sentence is not so silly. You can wash a car. Right?" The Child will usually echo, "Yes, you can wash a car!"The Teacher says to the child, "Now you go. Let's see what you can find." As the Child turns over the first card, the teacher models the first word "She" and encourages the child to repeat it ("You say it with me." Or "You tell me."). The same procedure is used with the next two cards: "is bouncing" and "a carrot." The child will usually laugh and say, "You can't bounce a carrot! That's silly!"The Teacher can follow up this activity by asking the child questions about the sentence to elicit the present progressive verb, such as "What is she doing?" The teacher might also encourage the child to produce a complete sentence by asking, "What is she doing? Tell me the whole thing; start with 'She."'The Child answers the question.After the Child answers the question, the teacher, to keep the theme of the activity going, might say something like, "She's really silly isn't she?" The teacher might also ask, "Who is bouncing a car rot?" to elicit the noun or pronoun being taught, or "What is she bouncing?" to elicit the noun (direct object). This activity can be used in the same way to teach the past tense verb form.MOTIVATIONChildren really enjoy making Silly Sentences, and are intrinsically motivated to turn over the cards so that they can enjoy a laugh. Therefore playing to win is usually not necessary. However, the teacher may choose to motivate some children by keeping score. One point is given for each silly sentence that a player makes. In group play, the players can decide together if the sentence is silly. The first player to get 10 points is the winner.Silly Sentences can also be played in a group, as a cooperative learning activity. In this case, the three decks are mixed together and each child is given three cards. The remaining cards are placed, face down, in the centre of the table. Play moves clockwise. The first player must put down a subject card. If he does not have a subject card, he picks a card from the deck and the next player must put down a subject card. When the subject card is finally down, the next player must put down a verb card next to it. When that is down, the next player must put down an object card next to the verb card to complete a sentence. The player who completes the sentence picks up the sentence cards and keeps them. The player who completes the most silly or not-so-silly sentences is the winner. During play, the children will read the sentence as it is formed, or the teacher will model the words for non-readers.Appendix IIMad Gabs Love LetterFill in the blanks below with the words and parts of speech noted beside each blank.____________________ (01) your sweetheart's name____________________ (02) time of day (e.g. afternoon)____________________ (03) body part____________________ (04) adjective____________________ (05) adjective____________________ (06) present tense verb____________________ (07) body part____________________ (08) adjective____________________ (09) body part____________________ (10) present verb____________________ (11) day of the week____________________ (12) adjective____________________ (13) adjective____________________ (14) adjective____________________ (15) present tense verb____________________ (16) present tense verb____________________ (17) adjective____________________ (18) item of clothing____________________ (19) holiday (e.g. Easter)____________________ (20) present tense verb____________________ (21) noun____________________ (22) your nameAppendix IIINOUNSVERBSADJECTIVESADVERBSTUTU/SPONGESHRINKSTUCK-UP/CHEAPWEIRDLYHOODIEBUZZSCARY/SPICYRIDICULOUSLYPLATYPUSYODELWEIRD/SLIMYFASTSWORDFISHSNORESTUPID/DOPEYSLOWICEBERG/ALIENBURPRIDICULOUS/STINKYEARLYA SHRINKSHAVEDISGUSTINGLATELOSER/MONSTERTICKLEBORING/SMOKYQUIETLYDUDE/GOGGLESGRABANTIQUESLOPPILYEYEBALLSSHOVEBOILINGQUICKLYBATHROOMSCREAMFREEZINGSUDDENLYTOILET PAPERSTRUTSMELLYCAREFULLYSKELETON/WORMSHOUTCOOLGHOSTSTINKANGRYALL ADJECTIVES + (I)LYNUTELLASHRINKSLOPPYJELLYFISHSURFGROSSHORSEFLY/GELSOBDREADFULPYTHON/JELLOGIGGLEANNOYING2498090107315UNICORN/SPITSWEATSILLYBATHTUBHANGSUPEREXCLAMATIONSTOENAILCELEBRATECOOL/DANGEROUSEYEBROWBAKEWACKOBINGO!PIZZABOILAWESOMEEUREKA!BUG JUICESUNBATHEHAIRY/NAUGHTYGEE WHIZ!COCKROACHPOLLUTEBIZARREOUCH!TARANTULATHROW OUTINCREDIBLEWOW!JAWS/CATERPILLARCRASHSWOLLENHOLEY MOLY!SOCKSSMELLSICKYUCK!BEDBUGS/MOLEBITETHRILLINGOMGNIGHTMAREBURNFRIENDLYOH BOY!SLUG/FRECKLESSPOILSICKENINGYIKES!SLIMESKILUMPYFOR PETE’S SAKE!GARBAGERAINRUDEGERONIMO!GOATEESNOWWILDHOLY SMOKES!THINGYHAILJEALOUSOH-OH!THINGAMAJIGHATCHPOPULARYOU’RE KIDDING!WHISKERSEXPLOREYUMMYOH NO!SWEAT/SPACESHIPHURTCOWARDLYSKATEBOARDDESTROYSPIKYSWORD/POPCORNSPITUGLYMIDGETJUMPANCIENTRHINOGARGLENUTTY ................
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