PADDLE

ENGUSH LANGUAGE AND L m R A N R E PRESCRlPnON
ClASSES 7 & 81FORMS 1
1.0
PREAMBLE
- 1.1
The course integrates language and literature, * and is designed for students
learning English as a second language at classes 7 & 8/Forms 1
& 2.
1.2
The course prescription emphasises literacy in the English Language.
1.3
The course prescription is designed for the teaching of English across the
curriculum as English is the medium of instruction in the Fiji eduktion system.
1.4 - .The course prescription incorporates language learning skills which provide for
communication for educational purposes; for communication in daily living and
for communication at a standard of English which would be internationally
intelligible.
2.0
AIMS AND QBJECTNES
2 . 1 AIMS.
,
.
The English course aims to help students to further :
2.1.1 acquire' the knowledge necessary to
(a)
develop their confidence in communicating in speech and in
s
,

. ,writing.
(b)
develop their communication skills.
'
(c)
develop their creative literary talents.
(d)
familiarise themselves with the world of language they experience
around them everyday.
d(e)
Understand the importance of civic as weil as universal human
values and ideais.
2.1.2 develop the language skills necessaly for
(a)
listening
(b)
speaking
(c)
reading
(d)
writing
2.1.3
develop creative skills such as thinking, planning, designing and drafting.
. ,
F-
*
see the diagram on page 4 on tbe Integrated Approach.

2.1.4
develop positive attitudes towards
(a)
the value of language and literature.
(b)
the practical application of knowledge and skills,
(c)
their physical, social and cultural environment.
(d)
human values.
BY the end of the seventh and eighth year of the Classes 7 & $/Forms 1
~ n ~ l i s h
students should have further :
2.2.1 acquired the knowledge necessary to -
(a)
express themselv6s confidently in speech and in writing
(b)
read independently with understanding and enjoyment
(c)
understand and appreciate literature
(d)
appreciate their physical and social environment.
2.2.2 mastered the basic language skills necessav-to -
- - - -
(a)
listen attentively and with understanding to spoken I a n ~
(b)
use language fiuen!y,
clearly, coherently and accur
variety of styles and situations
(c)
include adequate and reievant content (eg. ideas and i
in their speech and writing)
(d)
present their ~oints
of view lugically
(e)
express themselves imaginatively
(f)
plar: and set out written work appropilately follow
3 current
conventions
(g)
read, understand and enjoy a variety of literature inclr.
-
ng prose,
poetry & drama
(h)
obtain and use information from a variety of sources
(i)
form and express opinions on a variety of issues
(j)
understand and enjoy a variety of literary works
(k)
think, create and design
2.2.3
developed positive attitudes towards
'
(a)
the value of \\language
(b)
the study of English and Literature
(c)
how they preceive themselves and others
(d)
setting and achieving their goals
(el
their physic& social and cultural environment
(f)
universal values such a s . honesty, kindness, gen
~sity, love,
humility, tolerance, perseverance and civic mindedne
2

3.0 COURSE CONTENT : Q
-
E

3.1
The components of the course are
3.1.1 ORAL COMMUNXCATIQPI
b
(a)
Oral English, Speech Training, Morning Nws
(b)
Composition / Poems/Songs
(c)
Story Telling '
(d)
Dialogue, Role - Play, Miming and Dramatisation
(e)
.Debates and Quizzes
(0
Speech Making
3.1.2 READING AND COMPRFHENSION
(a)
Reading stories to Pupils
.(b)
Audience Reading
(c)
VocabularyandtinkingDevices
(d)
Intensive Reading, Comprehension-and Summaries
(e)
Rapid Reading
(f)
Independent Reading
(g)
Instructive Reading
,
(h)
Research Reading
(a)
Sentence
;
(b)
Paragraph +
(c)
Narrative
(d)
Descriptive
(e)
Letter
(f)
Creative
(91
E)ositw'.
3.1.4 GRAMMAR AND USAGE
(a)
Function ~f Words
-
(b)
Tenses (Time and Action)
(c)
Sentence Structure - Types of Clauses &
(d)
Grammar - Number, Spelling, Preposition,
3 .I. 5 LlTERAWRE
(a)
Folk Tales
($1
Myths; 2nd Legends
(c)
Prose (Stories)
(d)
Drama (Plays Study - Class 8/%rm 2)
(e)
Poem

3.1.6 - LEARNING RESOURCES
(a)
Library
.
(b)
Dictionary
(c)
Mass Media (Newspaper, Radio, N
etc)
(d)
School Radio Broadcast
THE IN'EGRATED APPROACH
I
1
READING AND COMPREHENSION
Reading stories to pupils, Audience Reading,
Vocabulary & Linking Devices, Intensive
Rapid
Reading,
Independent Reading,
Instructive Reading, Research Reading
O R A L ~ ~ ~ M M U N I C A ~ O N
Oral English, Speech Training,
WRITING
Morning News, Composition &
Sentence, Paragraph,
Poems,
THE
Story Telling, Dialogue,
Narrative Descriptive,
Role-Play, Miming & Dramatization,
ENGLISH
Letter, Creative Expasitory.
LANGUAGE
u
,
GRAMMAR AND USAGE
LEARNING RESOURCES
LnERAlURE
Function of Words, Tenses
Library, Dictionary, Mass
Folk Tales,
Myths &
(llme & Action), Sentence
Media (Newspaper, Radio,
Legends, Prose (stories)
structure (Ciaui&s/Phrases),
4-b
TV etc), School Radio
4-b
Drama, Poems
Grammar (eg. Number,
Broadcast.
spelling, preposition,
punctuation etc.)

4.0
COURSE CONTENT : DETAIL
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1, self-confidence in speaking

CONCEPTS
11. Language can be written down and can be read over many times.
1 2. Stories and books have structures.
3. The text and iliustra5oi-t~
carry the story.
1
4. Stories ran be responded to in various ways.
5. Book language can be used in speaka'ng and writing.
6. Bckgmrand d o r i d g e can icaniare redndnding,
7. Prediction helps to unfold a story rneaningfuity.
8. Conventions of print add meaning to a story.
9. Success promotes fklrther interest in reading.
AITITVDES Developing positive attitiides tdwards learning English through a
wide variety of books begin in Class 2 and contlnues in all
dasses.
I
This course helps in further developing in the pupils
I. a desire to hear, read, speak and write English
2. -3 sense of enjoyment in rhyme and rhythm of the Engiish language
3. a sense of enjoyment and interest in stories, poems and drama.
4. a sense of satisfaction out of reading.
5. expectations of amusement, delight, comfort and excitement that can be
found in stories
!
6. expectations that what is being read will make sense
7. a desire to participate creatively in stories, rhymes, poems, songs and
a desire to become a sijccessfbl reader.
I
I
1
I. listen attentively to stories
1
I
2. intepret pictures
Short Stories
3. predict story action
4. recognise patterns of et~ents
I
Legends & Myths
5. recognise structure in a story
la
Drama
6 . re-word and innovate stories
7. identiv moral values and ideais

CONTENT
SKILLS
; (b)
- Audience
.
Reading
To further their ability to :
1, develop confidence to face an audience
2. read, occasionally looking at the audience (to
,
help in audience participation)
:
(c) Vocabulary and
.
To further increase their:
tin king Devices
1, knowledge of words
2. use of new words in speech and writing
3. ability to form other words
.
4. ability to identifjl linking words and their
functions
5. ability to use other context clues for
unde-nding
eg. increased knowledge of letter
clusters, affixes (prefixes and suffixes), roots
and compound words
6. ability to learn word meaning from context and
dictionaries.
7. ability to infer meaning from context, suffixes,
prefixes and root words. -
8. ability to apply vocabulary learning strategies in
other subjects on the curn'culum
9. ability to build up vocabulary and use in
appropriate .contexts :
antonvrn~ - formed through adding prefixes and
suffixes giving opposite meanings.
d
eg happy - unhappy
useful - useless
mvms - words with similar meanings
eg.
- obtain
box
- carton .
trousers - pants
(d) Inteqsive Reading,
To firrther their ability to :
-
Comprehension and 1. sample the text rather than focus on every
Summaries
word.
,
2. intepret pictures and use them to clarify
meaning
' Sources :
3. derive meaning from words, context, pictures,
* Prescribed/
phrases and sentences.
recommended class 4. identify sequence of events in a story
text (ie. Link I and 5. understand and answer questions based on a
Link 2)
stow
6. do other exercises based on the story such as
cloze exercises, sentence completion, matching,
ordering events,
innovations on stories,
vocabulary work and other comprehension
activities (see page - Teacher's Notes)
!

1
1
SKILLS
-
7. correctly .select
and identify appropriate
strategies of sampling, predicting, confirming
/ and self-coneding quickly and confidently
/ 8. gain meaning by crossihecking known items
9, maintain meaning over longer and more
complex sentence stru@res
10. innovate stories
11. i'ncrease their reading speed
12. identifjl the main idea in each paragraph
- - .
13. make inferences from the texts and illustrations
- -
14. identify main ideas from a given passage and
use appropriate linking devices to combine them
into a meaningful piece of writing (about B/3 of
the original passage)
To help increase their :
1, reading speed
3. cope with more comptex plots, characters,
themes (ideas, morals and ideals)
4, cope with a variety of genres and identiw their'
elements: cope with less predictable texts;
5. adjust reading pace to accommodate style and
-
2. identiv important facts
3.- intepret data

4.3
W m N G
C O M C E r n
1. Writing is a means of communication.
2. Listening to and reading stories generates ideas.
3. Stories and compositions have structures.
4. A story can be written as well as read.
5. Stories can be adapted to suit local environment.
6. Stories can be created.
. 7. Writing provides a permanent record that can be shared with others.
8. Writing is a way of expressing oneself.
9. Writing helps one discover oneself.
10. Writing can be a social and co-operative experience.
11, Writing can be an enjoyable experience.
12. Different kinds of writing require different kinds of language.
13. Writing involves generating ideas, planning, drafting, re-drafting, proof-
reading and editing.
14. Writing means applying words.
A r n I D E S
Developing further
1. an a'wareness
(a) that reading and writing are inter-related
(b) of the printed word and the conventions of writing
(c) that writir rcj clearly and expressively can be satisfying
2. a desire to
(a) write their ow, stories
(b) use new vocabalary and sentence patterns in their
(c) be abie to understand the key sentences
. an understanding that
(a) writing must have ideas
(b) ideas must be logicaiiy arranged
(c) ideas must be expressed in clear and correct sentences
(d) linking devices (adding an top .of. the other) causes, effects, time
seqgences
\\ 4. an appreciation of well written compositions, letters, stories and books.
*
1
CONTENT
SKXLLS
(a) Writing - In To further their abBIity to :
general
1.
write sentences using correct grammatical structures,
punctuation, tense.
i
2.
generate ideas, plan, draft, re-draft, proof-read and $it
I
i
3.
"brain storm" a topic, generate ideas for information,
sequencing and apt vocabulary
pian a story, arrange ideas in logical order, write the
story in sequence of events, use of variety of sentence
beginnings, use correct verb-tense forms, use correct
forms of compound verbs.
iinking devices correctly.

2. write a paragraph of 7-8 sentences on
S, scenes, actions
nd written form.

CONTENT :
DETAIL
SDLb
(a) Function of Words To further their ability to :
(a) identify and use nouns-common and proper,
countables and uncountables, determiners and
peech and in writing a simple
, . , -
of clauses and phrases:
I (0 CLAUSES
Independent clause - contains a subject and a
predicate and expresses a complete thought
(eg. Your questions are easy to answer)
Demndent or Subordinate clause - contains a
subject and a predicate but does not express a
complete thought and cannot stand on its own
dependent clause (eg. because your
are easy)
(ii) PHRASES - A group of words that do not
have a subject nor a predicate and do not
express a complete thought.
Types .of phrases
pre~ositional
~hrase
e.g. 'on your table"
particiaial ~hrase
e.g. "Injured in the accident1'
adiectival ~hrase e.g. "with a white gate"
(modifying a "housef')
-
adverbial ~hrase
e.g. 'Yor an hour" (modifying the
vet% "waited" as in "We waited for an hour"
verb phrase e.g. "will be arriving"
noun phrase e.g. "The busy townf'
*

---
I
CONTENT
SKILL
5. To-further their ability to :
(i) use phrases such as "too ... to...", "so ... that".
rammar
To further their ability to :
I
!
1 1. apply rules which govern the formation of plural
:
I
nouns adding 's", 'esr', "ies"
i
I
2. recognise and use regular. and plural verbs
3. construct sentences showing agreement of subject
and verb in number.
. (ii) Gender
use the correct gender - masculine, feminine,
neuter and personal pronouns,
( i i i ) Possession
* use the possessive case correctiy, indicated by the
apostrophe "s"; possessive pronouns.
I
(iv) Statements/
form questions fmrn statements;
fomlulate
I
Questions
1 questions and answer questions.
I
(v) Contractions
* identify and use in speech and writing, contractions
/ in anomalous verbs such as can't, don't, they're,
youll and such.
I (vi) Question
identify and use question tags correctly and 1
Tags
appropriately.
I (UI) D~rect and
The abiiity to identify direct statements through the
i
Reported
use of speech marks "-'I;
to write direct spoken
Speech
statements; pu~ctuate direct state'ments; turn
direct: speech to reported speech.
1
To further their ability to :
I
1
identify and use compound verb forms correctly in 1
speech and in writing e.g. didn't 40; haven't seen
couldn't take; could have shown; and such
To further their ability to :
1
*
1
identiw and use prepositions correctly in speech
I
and in writing e.g. in the corner; 9
the tree; m r ,
the hill; aminst the wall
I
jx) Spelling
To further their ability to :
! I
I
Devices
1 * identify and use conjunctions correctly in writing
j
-
1
-
simple, compound

and complex sentences.

1. Poetry, prose and drama are different forms or genres of literature.
2. Each form or genre has its own structure and convention.
3. Literature transcends cultural differences.
5. Ideas and values help us to understand and appreciate important issues
that' affect the lives of p p l e .
6. Literature that is culturally rneaningfui integrates different communities.
7. Literature can teach us important lessons.
2. in listening to and reading a variety of works in the different genres
3. that vivid language can be teamed through Literahire
.4. t h a t all ethnic groups can be enriched by sharing the cultural traditions of
others through literature
5. that literature is a way of expressing oneself creatively and freely through
story writing, story-telling, poetry, drama and dance, art and craft
6. for good literatbre
7. of other people and their cultures
e main events of a story
and issues in a story
3. write a review of a story in simple sentences,
I. read a selection of short plays
2. understand the themes and concepts in given plays
3. study the mechanics of staging a play
5. read and dramatise stories;
recite poems

4.7
&EARNING
-R
I. Libraries, dictjonaries and mass media are :
(a] sources of information and learning
(b) sources of data and statistics
(c) sources of leisure and amusement
(d) "windows to the world's past, present and future"
ArrrrClDES
Developing in the pupils
1. an awareness that libraries contain
(a) literary works by famous authors
(b) fiction and non-fiction works
2. confidence in using learning resources as sources of information
3. an interest in the wide selection of reading material in a library
4. respect for resources located in a library, in a classroom or at home eg.
textbooks, library book;, dictionaty, encyclopedia and other reference
materials
5. a sense of responsibility for the books that they :
(a) read in the classroom or library
(b) borrowed from the library
(c) borrowed from their friends
(d) are given
6 . an appredation of libraries and
CONTENT :
DmMh
SKILLS
(a) Library
To further their ability to :
1. identify the different parts of a book
2. select book. to read in a library
i
3. take care of books in the classroom and in the
library
4. borrow and return books on library shelves
(b) Dictionary
To further their abilrty to:
I. use knowledge of the alphabet to search for
words in a picture dictionary and a picture
encyclopedia;
I
2.
use information in the dictionary to study
language
(c) Mass Media
To further their ability to :
I
1.
read newspapers (other written materials)
critically
2.
listen to stories, songs and poems on audio
cassettes and radios
3.
listen to and follow stories and other
programmes on video and television
4.
review what they read, see and hear.

lz2C4mm
95 minutes per aay should be allocated to the teaching of the English language in
Classes 7 & 5.
1. Libraries, dictionaries and mass media are :
(a) sources of information and learning
(b) sources of data and statistics
I
(c) sources of leisure and amusement
i
6.1
A continuous on-going evaluation of pupils' progress In all areas is necessary.
(d) "windows to the world's past, present and future"
I
This is to be beth :
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I
A T ~ U D E S
i
(a)
formative - p~ogressive
t& and assessments which help plan for future
i
Developing in the pupils
I
rvork. e.g. end of the unit tests, monthly tests
i
1. an awareness that libraries contain
i
(b)
summative -to measure pupil's overall achievements eg. term, mid-year
(a) literary works by famous authors
and tests, monthly tests.
(b) fiction and non-fiction works
2. confidence in using learning resources as sources of information
6.2
Internal Assessment
3. an interest in the wide selection of reading material in a library
4. respect for resources located in a library,.in a classroom or at home eg.
6.2.1
Pupils performance should be evaluated born formally and informally
textbooks, library books, dictionary, encydopedia and other reference
materials
(a)
formally - assessment can be made through the use of exercises
5. a sense of responsibility for the books that the
at the end of each unit and tests as weil as the Mid-Year and
(a) read in the classroom or libnry
Annual Examinations, prepared by the teacher
(b) borrowed from the library
1
i c j borrowed from their friends
1
(b)
infomally - pupils' progress should also be assessed by the
teacher through
6, an appr&iation of libraries and the value of bocks
I
CONTENT :
DEW.IL
SKILLS
-
(i)
the child's self expression
(a) Library
To further their ability to :
(ii)
o h l qu&oning and answering
1. i d e n w the different parts of a book
I
(iii)
class and group discussions
I
2. select books to iead i'n a library
(iv)
individual or group projects
3. take care of books in the classroom and in the
(v)
any form of participation by the child
library
4. borrow and return books on library shelves
6.2.2 School Student ~ r o f i l e
i To further their abilrty to:
1. use knowledse of the alphabet to search for
Ail schools are encouraged to keep a profile for each student. The
words in a picture dictionary and a picture
/
students' profiles will have records of achievements in each subject,
encvclo~edia:
records of test and examination results, as well as samples of the
2.
use. inkmation in the dictionary to study
students' work (eg. Portfolios of art, essays, poems etcj. The profile
language
should move with the pupils as they move up from one class to We next.
The profile will contain the students' history of achievements during his
fc\\ Mass Media
To further their abilitv to :
or
I"
her schooi career.
read newspapers (other written materials)
2.
listen to stories, songs and poems on audio /
cassettes and radios
3.
listen to and follow stories and other 1
programmes on video and television
review what they read, see and

6.4
EXTERNAL EXAMINATION
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S E r n O N G
, .
UfERANRE
Marks :
I
(a)
Questions wii! be set on each of the four genres prescribed.
(b)
Candidates will be required to answer all questions.
TOTAL MARKS :
100
I
I
i I
,:s ,
I
I ')
16
I

7.1
of 3.1.1 Qral Communication
(i)
Speech Training lessons are taken from Link Books 1 & 2.
(ii)
Topics- for Morning Talks by the students of their own life experiences,
family life, school life, topics in the school subjects. Teachers are advised
to build up a list of topics that interest the children.
(iii)
Oral Composition is built up through picture discussions.
(iv)
. Examples of dialogue can be found in Unk Books 1 & 2
(v)
Poems and Songs should be written on charts.
(vi)
Stories can be told from personal experiences or read from storybooks.
(vii)
Masks and costumes made during art and crafi lessons can become part
of the wardrobe needed for dramatisation of rhymes, songs and stories
(viii)
Debates on topical issues that interest the pupils eg. sports, the
environment, health, peace etc ,
(ix)
Speech making includes a short speech of welcome; an introductory
speech before a class or group performance and introducing a new pupil
to class
7.2
of 3.1.2 Readinu and Com~rehension
(i)
The suggested methods for teaching reading is given in Teachers',
handbooks, but teachers are encouraged to use other methods they may
wish to use.
(ii)
Read stories to children from a variety of books.
(iii)
Children should practise reading in front of the dass (audience) and be
able to read, looking up occasionatly at the audience. I n this way they
learn to include the audience as in story telling.
(iv)
Teachers to guide children through a reading text to help them
strengthen their reading strategies.
(v)
Teachers are to use strategies to help pupils u
*
reading. '
(vi)
Children read other story books independently.
(vii)
Reading to fdlow instructions (such as follo
mapping, sewing, making-.things and experiments) will. be expiained
further in the Teacher's Handbook.
(viii)
Vocabulary includes word meaning From context, inferring meaning from
context, prefixes; suffixes; in all subject areas as well as developing
dictionary skills.
be organised in relation to the topics covered.
ramatization are important components of ,the reading
i
omprehension Activities such as :
(i)
A~olication - ' the ability to use learned material in new
concrete situations.
-
the ability to break down material into its
component parts so that its organizytional
siructure m a y be understood. .

(iii)
Svnthesis
-
the ability to put parts together to form a
new whole. Learning houtcomes in this area
stress creative behaviours with major
emphasis on the formulation of new
patterns or structures.
(iv)
Evaluation
-
the ability. to judge the value of material
(statement, novel, poem, research, report)
for a given- purpose. The jucfgements are to
be based on definite criteria, and the
students may determine the criteria or be
given them. Learning outcomes in this area
are highest because they contain elements
of all the other Categories plus conscious
value judgements based on dearly defied
criteria.
ion by describing a
that contains logic;!
g. absence, apology,
tive compositions ie,
en to pupils, especially to those
vague and generai~terms,
shauid be stressed.
(i)
Stress should also be placed or; dear and logical order in the organisation
sf the composition ie. smooth linkage of ideas from sentence to sentence,
and from paragraph to paragraph.
Pupils shoutd be encouraged to t:se a variety of sentence patterns and
linking devices.
All composition writing should be preceded by thorough oral preparation.

(a)
Sentence structure includes sentences, clauses, phrases, tags,
punctuations, adverbial, adjectivial, determiners and such which appear
in each class prescription.
(b)
Word functions - describing the functions that words do in sentences (eg.
a noun can function as the subject of objed or a sentence). '
(c)
Number - the formation o f plural nouns as well as verbs and the
agreement of subject and verb.
(d)
I n spelling pupils are to be taught phonics, word study, word building and
such activities which help pupils to master tbe rules of spelling.
7.5
of 3.1.5 Literature
(a)
Folk Tales such as "The God of Vanuatuf', or 'How the Rewa River was
formed".
(b)
Myths and Legends such as "The Legend of Burotukula" or 'The Shark
God".
(c)
Poems such as "Leaves" or "Noses" or'"~oise" should be written and
. .
illustrated on charts and dispiayed.
(d)
Plays to be read and acted or dramatised for enjoyment and pleasure.
(e)
Fiction stories of people, animals and adventures.
(0
Non-fiction include true stories of people, places,
s and
events such as The Stor/ of "Jesus ChrisY', "Mahatma Ghandi", "Moses",
"Marco Polof', "The First Mmn Walk", "Florence Nightingale".
a)
Mass Media includes magazines, newspaper, pamphlets, radio, TV, Video
and School dadio Broadcast lessons.
8.1
Recommended Books
Source
1.
Unk I (Ministry of Education)
COGS
Pupil's Book
.
@
* Rapid Reader
2.
Pacific Folk Tales (Cliff Benson)
IOE (USP)
"
3.
Making Good (Ian Serraiflier)
Local Bookshops
4.
Leaves (Cliff Benson)
IOE/USP

Class 81Form 2
s Q m S
1.
Link 2 (Ministry of Education)
COGS
Pupil's Book
Rapid Reader
Teacher's 'sok
2.
Myths & Legends of Fiji & Rotuma
Local Bookshops
(A.W. Reed & Inez Hames) Abridged copy.
3.
Swiss Family Robinson (Johann Wyss -
Local Bookshops
I I
Abridged and simplified by S.E. Paces)
4.
Heidi (Johanna Spyri)
Local Bookshops
5
Treasure Island (A play by Malcolm Morgan
Local Bookshops
adapted from R.L. Stevenson's Novel)
6
Leaves (Cliff Benson)
IOE/USP
* The prescribed texts listed will be changed from time to time.
The study of poems for both class 7 & 8 will be from the same poetry book.
ry is for Classes 7 & 8 and will be used for
. "
9.0 - REFERENCES
Resource
Centre,
Ministry
of
I
2.
Cambourne Brian
The Whole E.&,
Ashton Scholastic, NZ, 1988
I
I
3
elser June
, Shortland
I
4.
Cutting Brian
G e t t b Slarted2in Whole Lan~uaqe, Applecross
-
Ltd, 1989
5.
lthea
6 .
Kead~ng
in Junior Classes, Ready to Read, Department of Education, Wellington,
1995
7.
f a t e G.W.
Oral Endish Handbook, Reed Education, 1971
. 8.
Eley Warwick R & Mangubhai Francis : The I m ~ a d
of a Book Flood in Fiii Prima?
School NZER : IOE (USP), 1981
THE END

last updated Sat Sep 01, 2012