Abstract

Visual aids are powerful tools that can be used to assist the teachers in teaching a foreign language. They can be
used to display complex information clearly and introduce variety into the activities in class. The benefits in using
visuals in teaching are huge, ranging from grabbing and maintaining attention to motivating students to engage with
the lecture’s particular topic and helping them to retain information. Specialists as well as teachers agree on the
important role of visuals that can significantly enhance the learning of students that belong to a generation familiar
with the visual interface of multimedia and internet technologies. The present paper examines some of the
theoretical and practical aspects of the use of visual aids in the English language classroom

Teaching Aids and Resources are the Most Important.

Teaching aids are an integral component in any classroom. The many

benefits of teaching aids include helping learners improve reading
comprehension skills, illustrating or reinforcing a skill or concept,
differentiating instruction and relieving anxiety or boredom by
presenting information in a new and exciting way. Teaching aids also
engage students’ other senses since there are no limits in what aids
can be utilized when supplementing a lesson.

As students are reading less and less on their own, teachers are
finding reading comprehension skills very low among today’s
students. Teaching aids are helping teachers to close the gap and
hone the reading comprehension skills of their students. Using
magazine and newspaper articles, prints ads and even comic books
are viable teaching aids that assist in helping students comprehend
text.

Teaching aids prove to be a formidable supplement for teachers when

the reinforcement of a skill or concept is necessary. Not only do they
allow students more time to practice, but they also present the
information in a way which offers students a different way to engage
with the material. Of course, this is important in order to reach the
various learning types in the class.
As previously mentioned, it is important for teachers to reach all
learners in a classroom. Therefore, the use of teaching aids facilitates
this objective by assisting teachers in differentiating instruction. Using
aids such as graphs, charts, flashcards, videos, provides learners with
visual stimulation and the opportunity to access the content from a
different vantage point. This gives each learner the opportunity to
interact with the content in a way which allows them to comprehend
more easily.

Teaching aids help to make the learning environment interesting and

engaging. As we move toward a more digital society, kids are being
exposed to technology and digital devices at a younger age. Video
games and iPods are now what’s exciting to students, so when they
come to school they have little patience for lecture style teaching.
Students are seeking constant excitement and simply have no
tolerance for boredom. Teaching aids are improving the quality of
education in today’s schools while also providing students with the
sense of excitement they desire.

Teaching aids are becoming the norm in the classroom. As traditional

classrooms with blackboard and chalk become a thing of the past, and
smart classrooms become the norm, teaching aids are growing in
popularity and advancement. Blackboards are being replaced with
white and smart boards. TVs are being replaced with LCD projectors
and screens. And educators are becoming more focused on students
growing with technology and integrating it into the curriculum.
Students are making podcasts, videos and even creating web quests
All of which are sound teaching aids to incorporate into the classroom.

The most important teaching aids in the classroom: The teacher

and the blackboard-

You know in the classroom, to make educational atmosphere the

teacher need to use many teaching aids. So what is a teaching aid?
Teaching aids is a tool that is used by the teacher to present new
language. It can also be used to stimulate students or relieve anxiety,
fears or boredom since many teaching aids are like games. Some of
the most common teaching aids include visual aids like the
blackboard, realia or pictures; audio aids like cassette tapes or CDs;
and audio visual aids such as video tapes and so on”, even the teacher
are also a source of visual aids. Thus, today I want to focus on the role
of teacher and blackboard in the classroom.

Firstly, I think that the teacher is the richest teaching aids source
because they play a lot of roles in the class. For example:

–                Teacher can be a  c  ontroller: The teacher is in

complete charge of the class, what students do, what they
say and how they say it. The teacher assumes this role when
new language is being introduced and accurate
reproduction and drilling techniques are needed.
–                    Teacher can be a story teller: Sometimes we
can teach our lesson through stories, especially for kids.
–                    Teacher is the resource: The teacher is a kind of
walking resource centre (monitor) ready to offer help if
needed or providing students with whatever language they
lack when performing communicative activities. The teacher
must make her/himself available so that students can
consult her/him when (and only when) they wish.
–                    Teacher is a actor/actress: they can act/play
some characters in a story or the reading
–                    Teacher is Organizer: Perhaps the most difficult
and important role the teacher has to play. The success of
many activities depends on good organization and on the
students knowing exactly what they are to do. Giving
instructions is vital in this role as well as setting up
activities.
–                    Teacher is Participant: This role improves the
atmosphere in the class when the teacher takes part in an
activity. However, the teacher takes a risk of dominating the
activity when performing it.
–                    Teacher is Tutor: the teacher acts as a coach
when students are involved in project work or self-study.
The teacher provides advice and guidance and helps
students clarify ideas and limit tasks.
–                    Teacher can be a model:  They makes example
and student follow
–                    Teacher is a singer: when they teach English
through songs, they can sing well
–                    Teacher is a real object: Teacher can use
everything to apply in classroom such as postures, gestures,
body languages, eye contact, facial expressions. For
example, when they teach the  new word “ Swimming”, they
can use body languages to describe this action…
 Another important teaching aids I want to talk is
blackboard. Traditionally, we know the blackboard is a tool
to write the main points of the lesson. This is limited, so I
want to use this aids more useful. For instance:
–                    Blackboard is a place where teacher can show
main content on it.
–                  Blackboard is a stage where teacher can tell stories
by using flashcards, students can role-play drama…
–                  Blackboard likes a piece of paper that teacher and
students can draw or write on it.
–                  Blackboard is a screen that students can see
pictures and play games such as guessing words, slap the
board, hang man…
–                  Blackboard is a sticky notes that teacher uses to
write tasks and homework.
–                  Blackboard is used to play games: Playing Games.
We can play many different games just using the board.
However, games should only be played as warmers, fillers,
or lesson ending activities. Here are the examples of games
that we can play on the board:  Hangman, ,XO game, Bingo,
Snake word game, Pictogram…You can also play word
games which are good in vocabulary class.
The teacher and blackboard are the best teaching aids that
are available, convenient and popular. You are teachers in
near future, so hope you will improve yourselves to become
an effective teaching aid.

The principles of designing teaching materials to

support teaching and learning in a variety of contexts
including:

•  The use of overhead projectors

•Using PowerPoint
•Using video in teaching and learning
•Resources for small group teaching

The Use of Overhead Projectors

Most lecture theatres and seminar rooms have an overhead projector

(OHP) and you will certainly have seen them in use. There are

however some “Do’s” and “Don’ts” when preparing overhead

transparencies (OHTs).

•Do use permanent (waterproof) pens if you intend to re-use the OHT
(water soluble inks smudge very easily and detract from your
presentation).
•Do leave space to add to the transparency as the lecture develops; do
this on an overlay or with water-soluble inks.

•Do use large fonts; it will depend on the size of the lecture theatre
but don’t use anything smaller than 24 point.

•Do use colour for emphasis – for instance for a heading or key words,
but..

•Don’t use colours that are difficult to read when projected –red,
yellow and orange are particularly unsuitable.

•Don’t fill the area available with text. Restrict yourself to key words.

•Don’t photocopy text or diagrams from a book straight on to an OHT.

The font size will be too small. Enlarge the original first.

•Don’t put complex diagrams on OHTs that the audience has to copy –
supplement the OHT by giving out printed copies. For some further
tips see Hayes and Campbell (1998). There are also some basic points
to remember when you come to use the OHP in a lecture.

These are presentational matters, but can make all the difference to
how the audience responds to your talk. These ideas are explored in
more detail by Race (1999) some also relate to using PowerPoint (see
below).

•Make sure you know how to turn the OHP on/off. Most projectors
have a switch that activates a spare bulb in event of failure. Find it.

•Before you start, check that the OHP is correctly aligned and
positioned for the screen and that the image is in focus.

•Face the audience – use a pointer or pen on the OHP to draw

attention to a particular point (rather than turn away and point to the
projected image)
•Try to keep the text relating to the point under discussion at the top
of the screen – it is the part most visible to the audience

•Be careful not to remove the OHT before members of the audience
have had time to make notes .

•Cover part of the OHT if you want to deliver a key point with
maximum impact, but....

•Don’t make a habit out of revealing text line-by-line (it can bevery
irritating) Using PowerPoint.

There have been two well-established methods of illustrating the

traditional lecture or talk – the 35mm slide projector and the overhead
projector (OHP). Each has had its role – for instance 35mm slides allow
you to show photographs to illustrate the symptoms characteristic of a
particular condition. The OHP enables you to prepare visual material in
advance and to build on this as the lecture proceeds.

However computer-based technology has brought a new and

powerful tool for clinical teaching – Microsoft PowerPoint. PowerPoint
is part of the Microsoft Office suite of programs. Essentially it enables
users to create a series of slides on a computer which may then be
projected in the lecture theatre using a data projector. It has
advantages over both the slide projector and overhead projector.

These include:

•PowerPoint comes with pre-formed templates to help you prepare

professional looking and visually stimulating slides.

•Judicial use of colour can help you stimulate interest and emphasize
key points. Be aware, however, that what appears attractive on your
computer screen can be unreadable when projected.
•Text or diagrams are prepared in advance. A PowerPoint feature
called ‘animation’ allows you to build up an image little by little with
ease.

•Photographic images can be incorporated into the presentation as

another slide – especially simple if the images are captured on a
digital camera. However any image can be scanned into PowerPoint.

 Video clips – for instance to illustrate gait – are also readily

included in the presentation. ---You can include hyperlinks to
webpages

•Slides you want to appear twice can be duplicated at the click of a

mouse button and it is simple to re-order the slides.

•PowerPoint contains a variety of methods of changing from one slide

to the next – called ‘transitions’. These add to your presentation
provided they are used sparingly.

Like all technologies PowerPoint needs a little practice to develop your

skills in using it. However the basics are not difficult especially if you
are familiar with other programs in Microsoft Office such as Word. Try
answering the questions below, which should help you avoid some of
the more common errors for the beginner.

Mini quiz

1. Which font is better for PowerPoint slides – Times New Roman or

Arial?

2. What minimum font sizes are suitable for a) Titles on slides and b)
Text on slides?

3. How many lines of text should appear on a slide?

4. Should the background be pale (with black or dark coloured text) or
dark (with white or pale coloured text)?

5. How do you avoid disaster – for instance when the data projector
blows its bulb or the data projector won’t read your files/memory
stick?

Answers

1. In general it is better to use a sans serif font such as Arial to prevent

blurring of the text when it is projected.

2. a) Titles should be in a minimum of 32 point. b) Text should be in a

minimum of 28 point You may require bigger fonts in a large lecture
theatre. If possible check the slides at the venue in advance to ensure
legibility from the back. You may be able to use smaller font if you are
presenting to a small group in a seminar room rather than a lecture
theatre.

3. Try to avoid more than six or seven lines. Use key words and do not
fill the entire slide with text. Don’t reduce the font size to fit in more
lines – use an extra slide instead.

4. If your lecture is in a dark room use a dark blue or green

background with pale text (e.g.pale grey or straw yellow). In a partially
dimmed room using a dark coloured font on a pale (and possibly
textured) background – but not white - may be helpful if you expect
your audience to be taking notes.

5. Never put your complete trust in technology. Use PowerPoint to

provide a back up set of your slides. PowerPoint also includes a
number of print options. Particularly useful are those that print either
three or six slides to a single A4 page with or without notes. These
make ideal handouts if you wish to give your audience the key points
of your presentation to take home with them and have space to write
notes as you talk.

PowerPoint is not difficult to use and it does bring benefits for clinical
teaching. The links and books suggested below should help you if you
wish to acquire the skills to enable you to prepare your own
PowerPoint presentations.

Using Video in Teaching and Learning

Videotape recorders can be used in a number of different ways to

enhance teaching in both large groups (lectures) and small groups.
The advent of digital versatile discs (DVD) makes video images easier
to use in the classroom, since individual clips can be immediately
accessed without searching through a length of tape. Video images
can also be made available via a website for students to view in their
private study time. Below are some suggestions for how you could
incorporate video into your teaching.

To illustrate clinical conditions.

It is important that students become familiar with the principle signs

and symptoms of common clinical conditions. However these can be
made much more memorable if they are illustrated (with consent) by
video clips of patients. Movement disorders (e.g. Parkinsonian tremor)
are more easily seen that described. Video tape is always available, can
be used in lectures on non-clinical sites without inconvenience to
patients and (once compiled) will save you time.

To show complex sequences of events. Animated diagrammatic

representations of complex events can be slowed and deconstructed.
For instance in the cardiac cycle the relationship between the
electrocardiogram, atrial and ventricular contraction and pressure
changes, valve opening/closing and heart sounds is made relatively
easy for students to assimilate if illustrated by animation. Such
material is commercially available at a reasonable cost.

To show clinical skills.

Teaching in the clinical skills laboratory is discussed elsewhere in this

paper, however the correct procedure for basic clinical skills
(e.g.venesection, suturing) can be shown on video before the students
attempt these procedures for themselves.

To stimulate student discussion.

A carefully structured video can be a good starting point for initiating

student discussion of important issues in medical practice. For instance
a cross-cultural consultation between a GP and a patient can trigger
discussion about cultural sensitivity in the conduct of interviews and
examinations of patients with particular religious beliefs. As an aid to
consideration of affective skills. The three main areas of content in the
undergraduate medical curriculum are knowledge, skills and attitudes.
Of these, attitudes are generally held to be the most problematic –
they are difficult to innumerate and explain to students. However,
video recordings enable the student to put technical skills into the
context of appropriate professional behaviour with respect to attitude.
A good example might be a recording of a doctor explaining to a
patient what will happen during an unpleasant procedure such as
bronchoscopy. Students may be asked to identify aspects of the
doctor’s behaviour that were helpful for relieving the patient’s anxiety.

Resources for Small Group Teaching

Furniture, space and teaching style Small group teaching requires

different skills and resources from those suitable for the lecture
theatre. A good starting point is to consider what sort of small group
teaching you are undertaking, and how this relates to the layout of the
room. Many seminar rooms are set out with the students in rows,
facing the teacher who stands in front of a whiteboard or OHP.

Flipcharts and Whiteboards

Flipcharts are a teaching resource well suited to small group teaching

(but which are far too small for use in the lecture theatre. In some
ways they can be used as a substitute whiteboard (or chalkboard). For
instance the group could be asked to brainstorm (“What are the
possible causes of chest pain?”), and the tutor records them on the flip
chart for later expansion. However they can be used in other ways to
advantage.

The group might be divided into two or three smaller groups and
asked to consider either the same question or problem, or two or
three related ones. Each group is equipped with a page from the flip
chart and a pen. After a suitable period for discussion has been
allowed the groups are asked to summarise their deliberations and,
using the flip chart as a guide, present their findings to the whole
group. The various pages might then be attached to the wall with ‘Blu-
tack’ for future reference.

A newer relation of the whiteboard is the interactive white board. This

is attached to a computer and data projector. What is written on the
board (with an electronic stylus) may be stored as a computer file,
printed and copied to members of the group.

Teaching and Learning with Technology

While it may be tempting to assume that a flashy new technology will

transform teaching and learning, it’s important to first reflect on your
overall course goals and learning objectives. How will this technology
support those goals and objectives? How does that technology
support learning? 
Whether you’re using a tool like “clickers” (personal response systems)
or “flipping the classroom,” technology must be integrated effectively
in order to enhance learning.

References and further reading

Overhead Projectors - ReferencesHayes T and Campbell J (1998).

Educational Technology. In: Teaching and training techniques for
hospital doctors. .Bayley T and Drury M (editors) Radcliffe Medical
Press. ISBN 1-85775-173-6. Race P (1999). 2000 Tips for Lecturers.
Kogan Page. ISBN 0-7494-3046-X

Using PowerPoint - References and Useful Links “How to get started

using PowerPoint 4.0.”
http://library.humboldt.edu/~chadwick/pptintro.htm.

.A well illustrated step-by-step guide on how to use PowerPoint for

the first time. Includes tips and guidelines to help avoid common
errors. “Using PowerPoint”.
http://www.microsoft.com/office/powerpoint/using/default.asp

On-line Microsoft support site that offers self paced tutorials on using
PowerPoint and also “How to....” advice on specific tasks. “Using
PowerPoint in Courses”
http://cit.duke.edu/resources-guides/methods-powerpoint-
presentations.html This is the site of Duke University Centre for
Instructional Technology. This is just one of a number of guides on the
site, and includes tips on using PowerPoint as well as “how to”
instructions.

If you prefer to have a book at hand there are many to choose

from.These include: PowerPoint 2000 for Dummies (1999). Doug Lowe
and Grace Jasmine Published by Hungry Minds, ISBN 88-7303-5698
This popular series includes this handy book on PowerPoint. Sams
Teach Yourself Microsoft PowerPoint 2000 in 10 minutes (1999). Faithe
Wempsen Published by Sams Publishing, ISBN 0-6723-1440-1 You
would need to be a fast reader to do it in ten minutes, but this is a
well-illustrated and easy to use guide.Microsoft PowerPoint 2000 At a
Glance (1999) .

Describe how the visual aids can help in teaching languages? The aids
that help in teaching languages and that can be seen are called 'visual
aids'. They provide practical solutions to the problems of a language
teacher whose equipment, as a rule, consists of nothing more than
books and classroom. They include black-board, chart maps, pictures,
flannel-boards, film strips, slides, epidiascope and actual objects that
facilitate the process of teaching. The function of each of these in
helping the teaching process is discussed below. BLACK-BOARD: A
big strong piece of wood, called black-board, is the oldest associate of
the teacher but an essential teaching aid. It is used to reading and
writing to the pupil. Anything to which the teacher wants to draw the
attention of the pupil, is written on it, e.g. difficult words, phrase
patterns, structure patterns, grammar works, questions to test
comprehension. In this way the teacher finds his lessons more
interesting, lively and effective. It is an important means of picture
composition. CHARTS AND MAPS: Since all diagrams cannot be
drawn on black-board, they need to be made on charts. A good
number of sentences illustrating some points can be written on the
chart with some diagrams. Besides sentence chart, we may have
substitution table charts and vocabulary charts. Different colors
should be used to bring in variety, decoration and effect. It should be
big enough to accommodate the necessary materials with words
written in bold letters. Charts are very useful for presenting and
practicing structures, vocabulary items and compositions. Maps may
be used for displaying the location of places, mountains, rivers, etc.
PICTURES: Pictures comprise text pictures and class pictures. Text
pictures are to be found in the texts designed primarily for beginners.
The meaning of a single word can be shown in different pictures. For
example, the very first lesson of the beginner's text may have different
patterns of heads of persons and
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Visual aids available to the language teacher, and how they can be used in the
classroom.

Created: 01 June 2017

All the researchers and observers of second-language learning recognize that the foreign language
classroom constitutes an exceptional environment for the learning and the communicative use of the
target language (Feldman,1989). Because ESL students come from different cultural backgrounds,
language groups, and occupations. The classroom itself may be the only community that they have in
common. The class offers ESL students a communicative environment. They appreciate the
opportunity to be together and are eager to make this community a friendly place to learn and share.
The atmosphere of the classroom is essential to the students. So it is vital to select materials and
methods that best fit the needs of the individual learners.

Electronic aids are critical in the teaching process. The students like technology and like to use it all
the time. That makes it necessary to use technology in teaching. Electronic aids are part of the
technology. It gives the students the opportunity to watch what they are going to learn. It is obvious
that several tools of modern technology have effective incorporation in the second language
classroom, they help to support the communicative interaction inside the classroom.( Salaberry, 2001)
Computers have a significant role in the teaching and learning process. The modern advances in
educational applications of computer software provided new resources for language learning
classroom. Technological devices can be extremely useful for language teachers who wish to bring the
sounds and sights of the language and culture into the classroom. The slide projector, the overhead
projector, the television, the video cassette recorder, and the film projector.
By computer, teacher and students can communicate with each other through e-mail, the Internet,
and World Wide Web at home and abroad. Another interesting use of the computer's capacity for
electronic communication is through local area networks. Teachers must discern what students' needs
and aspiration are, to create the instructional methods for them. New ways to use video and
computer-related technologies are rapidly becoming commonplace in language classroom as teachers
design instruction that appeals to media-related interests of students (Shrum, J.L;& Glisan, E.W;
1994).
The slide projector: teachers can find sets of filmstrips about topics, related to the students' levels, he
can use it in the same way as slides. The slides are in the same order all the time that's why the
teacher should encourage the students to make the discussion about the picture and the topics. The
teacher can take advantage of the slides to set more language activities such as; description of similar
topics, discussions, and reporting. It is suitable for different levels of learners and more efficient for
elementary and intermediate students.
An overhead projector is a tool language teacher use frequently because it can substitute for the
blackboard and give the teacher opportunity to face the class. The teacher can add information or
students' input directly onto the transparency. It is an excellent tool to provide visual support for
teaching. Teachers may prepare the permanent material and use it with the overhead projector, and
use the blackboard or whiteboard for examples and explanations. Teachers prefer to use OHP with
tables, diagrams, maps, and charts because they can use it many times in deferent classes. They can
use outlines or main points about the topic, and they also can use more illustration. The overhead
projector is very suitable for the intermediate and upper intermediate, as it gives them the chance to
know more information about the topic and discuss it with their teacher. Teachers may use the
overhead projector in elementary classes in a simple show with pictures to activate the students. It is
very suitable for the elementary level to teach the items and practice the words with the pictures. It is
very easy to use the OHP to teach everyday topics such as; dining customs, daily routine, means of
transportation.
It gives the meaning of the words with the picture that help the teacher to explain quickly and help
the students to remember the significance of the items.
The television is a standard mode of experiencing the world. Where the learners can see the people
and the situation. They can hear and see the attitude of the individuals involved. They can listen to
the linguistic registers and the appropriateness of the language within the situation. Teachers can use
the television to show the documentary program. Teachers should choose the suitable program for the
student's level. Teachers should activate the students with some questions about the program; they
can give one minute for each student to make a summary of the program. Students can comment on
the application or discuss the right sides of the topic and so on. The television is a suitable tool for
teaching the deferent level of students it depends on the type of the program or the show.
A video cassette recorder is a device that combines visual and auditory learning. It is an easy way to
have pre-recorded English language material, although it is expensive. Teachers may use it for many
times in deferent types of classes. Also, they can use it to record the students’ performance in a
particular oral situation. They have the opportunity to correct the students' mistakes in the replay
without interrupt the activity. The video is very useful to use in role play or talk, discussion, debate,
and all the free activities with all levels of students. The teacher should prepare well to use the video
cassette recorder in class. He should take care of his students' abilities and needs. In one class, there
are some students how like camera, but others don't like a camera. Some students fell shy to practice
the activity when they know that their teacher records it. So it the teacher responsibility to decided
when he can use video cassette recorder and in which class. Canning-Wilson (2000) states: “Video
used in a classroom should be interpretive and to the point. The visual should show reasonable
judgment and enhance comprehension, heighten sensory acuteness, and illustrate the target language
being used. Practitioners should avoid the use of distracters, over-crowded or violent stimuli.”
The film projector is not available in all institutions as the video tape recorder because it is more
expensive that it. Some agencies have the film projector to save the old material and sell it as a
technical material. The film projector is very active with the high-level students because it offers a
good chance for learning through real situations. Students can watch real situations and listen to the
correct pronunciation. They can practice discussion about a certain topic after that they can have their
feedback through the replay. To use the film project in class is quite demanding on a part of the
teacher. He needs to be well trained to perform his job with on an optimal level of success.
Using the visual aids in the learning process encourage the students to respond to the activity in any
way even listen to it. The point here is to help the learners to give answers as they are in real
everyday communication situations. The ability of students to imitate the pronunciation of a foreign
language varies from one person to the other. In the visual classes, pronunciation is the first thing to
be perfected. As the learners have the opportunity to watch and hear the native speaker in real-life
situations. The teacher should use the visual aide in each institution, to improve their students
learning. It is evident that Formal teaching jobs in public schools can hardly provide from using all
types of visual aids. The size of the class needs to be limited, to use the visual aids efficiently. All the
responsible persons have to work on providing the suitable teaching aids for the students everywhere.

References:
Feldman, K.A. (1989b). The association between student ratings of specific instructional dimensions and
student achievement: Refining and extending the synthesis of data from multisection validity studies. Research
in Higher Education 30: 583–645.

Shrum,J.K.,&Glisan, E.W.(1994).Teacher’s handbook: contextualized language instruction. Boston: Heinle and

Heinle.

.N.p., n.d. Web. 13 Jun. 2016

Wilson,C (2000). Practical Aspects of Using Video.The Internet TESL Journal, Vol. VI, No. 11

http://iteslj.org/ http://iteslj.org/Articles/Canning-Video

Salaberry,M(2001) The Use of Technology for Second Language Learning. Modern Language Journal, Volume
85, Pages 39–56 10.1111/0026-7902.00096, http://onlinelibrary.wiley.com/doi/10.1111/0026-7902.00096/full

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