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13541nom a2200721 a 4500 |
| 001 - CONTROL NUMBER |
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000041589525 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
CaOOAMICUS |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20191115150232.0 |
| 006 - FIXED-LENGTH DATA ELEMENTS--ADDITIONAL MATERIAL CHARACTERISTICS |
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o f b |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
120220s2007 mau||| f b|eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781413027525 (Student Book) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1413027520 (Student Book) |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
CaBVAVCC |
| Language of cataloging |
eng |
| Transcribing agency |
JCRC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Frodesen, Jan |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Grammar Dimensions 4 : |
| Remainder of title |
Form, Meaning, and Use / |
| Statement of responsibility, etc. |
Jan Frodesen and Janet Eyring ; Diane Larsen-Freeman (Series Director). |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
4th ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Boston, MA : |
| Name of publisher, distributor, etc. |
Thomson Heinle, |
| Date of publication, distribution, etc. |
2007. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xxi, 456 p. : |
| Other physical details |
col. ill. ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Grammar Dimensions |
| 500 ## - GENERAL NOTE |
|---|
| General note |
Includes index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Through clear and comprehensive grammar explanations, extensive practice exercises, and lively communicative activities, Grammar Dimensions, Fourth Edition, provides students with the language skills they need to communicate accurately, meaningfully, and appropriately." (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
CONTENTS |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 1 - Verb Tenses in Written and Spoken Communication |
| Title |
Opening Task |
| -- |
Focus 1 - The English Verb System: Overview (Form/Meaning) |
| -- |
Focus 2 - Moment of Focus (Meaning/Use) |
| -- |
Focus 3 - Consistency in Tense Usage (Use) |
| -- |
Focus 4 - Time-Frame Shifts in Written and Spoken Communication (Use) |
| -- |
Use Your English Activities |
| Miscellaneous information |
DONEDONEDONEDONEDONEDONEDONEDONEDONEDONE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 2 - Verbs (Aspect and Time Frames) |
| Title |
Opening Task |
| -- |
Focus 1 - Review of Simple Tenses (Use) |
| -- |
Focus 2 - Review of Progressive Verbs (Use) |
| -- |
Focus 3 - Review of Perfect Verbs (Use) |
| -- |
Focus 4 - Review of Perfect Progressive Verbs (Use) |
| -- |
Focus 5 - Summary: Present Time Frame (Form/Meaning/Use) |
| -- |
Focus 6 - Summary: Past Time Frame (Form/Meaning/Use) |
| -- |
Focus 7 - Summary: Future Time Frame (Form/Meaning/Use) |
| -- |
Use Your English Activities |
| Miscellaneous information |
DONEDONEDONEDONEDONEDONEDONEDONEDONEDONE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 3 - Subject-Verb Agreement |
| Title |
Opening Task |
| -- |
Focus 1 - Overview of Subject-Verb Agreement (Form) |
| -- |
Focus 2 - Identifying Head Nouns in Long Subjects (Form) |
| -- |
Focus 3 - Agreement in Sentences with Correlative Conjunctions: Both... And; Either... Or; Neither... Nor (Form) |
| -- |
Focus 4 - Agreement with Noncount Nouns, Collective Nouns, and Nouns Derived from Adjectives (Form) |
| -- |
Focus 5 - Subjects Requiring Singular Verbs (Form) |
| -- |
Focus 6 - Agreement with Fractions, Percentages, and Quantifiers (Form) |
| -- |
Focus 7 - Exceptions to Traditional Agreement Rules (Use) |
| -- |
Use Your English Activities |
| Miscellaneous information |
DONEDONEDONEDONEDONEDONEDONEDONEDONEDONE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 4 - Passive Verbs |
| Title |
Opening Task |
| -- |
Focus 1 - Overview of Passive versus Active Verb Use (Use) |
| -- |
Focus 2 - Review of Passive Verb Forms (Form) |
| -- |
Focus 3 - Stative Passives in Contrast to Dynamic Passives (Use) |
| -- |
Focus 4 - Uses of Stative Passive Verbs (Use) |
| -- |
Focus 5 - Complex Passives (Form/Use) |
| -- |
Focus 6 - Contexts for the Use of Complex Passives (Use) |
| -- |
Focus 7 - Using the Passive to Create Cohesion in Discourse (Use) |
| -- |
Use Your English Activities |
| Miscellaneous information |
DONEDONEDONEDONEDONEDONEDONEDONEDONEDONE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 5 - Article Usage |
| Title |
Opening Task |
| -- |
Focus 1 - Classification versus Identification Meaning of Articles (Form/Meaning) |
| -- |
Focus 2 - Special Uses of the Definite Article (Use) |
| -- |
Focus 3 - Review and Special Uses of Ø (Zero Article) (Use) |
| -- |
Focus 4 - Particular versus Generic Reference of Articles (Use) |
| -- |
Focus 5 - The + Plural Nouns for General Reference (Use) |
| -- |
Focus 6 - Abstract Generic versus Concrete Generic (Use) |
| -- |
Focus 7 - Definitions of Common Nouns (Form/Meaning/Use) |
| -- |
Focus 8 - Articles with Names of Body Parts (Form) |
| -- |
Focus 9 - Articles with Names of Illnesses (Form) |
| -- |
Use Your English Activities |
| Miscellaneous information |
DONEDONEDONEDONEDONEDONEDONEDONEDONEDONE |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 6 - Reference Words and Phrases |
| Title |
Opening Task |
| -- |
Focus 1 - Review of Reference Forms (Form) |
| -- |
Focus 2 - Reference Forms with The and Demonstrative Determiners (Form/Use) |
| -- |
Focus 3 - Using Personal Pronouns versus The Noun Phrases (Use) |
| -- |
Focus 4 - Demonstrative Determiners and Pronouns (Meaning/Use) |
| -- |
Focus 5 - Using Demonstrative Determiner + Noun Phrase for Clear Reference (Use) |
| -- |
Focus 6 - Demonstrative Forms versus The and It/Them References (Use) |
| -- |
Focus 7 - Reference Forms with Such (Form/Meaning) |
| -- |
Focus 8 - Such versus Demonstrative Determiners (Meaning) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 7 - Relative Clauses Modifying Subjects |
| Title |
Opening Task |
| -- |
Focus 1 - Overview of Restrictive Relative Clauses (Form/Meaning) |
| -- |
Focus 2 - Making Nouns Phrases More Specific with Relative Clauses (Meaning) |
| -- |
Focus 3 - Review of Reduced Relative Clauses (Form) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 8 - Relative Clauses Modifying Objects |
| Title |
Opening Task |
| -- |
Focus 1 - Type of Relative Clauses Modifying Objects (Form) |
| -- |
Focus 2 - Using Relative Clauses to Modify Nouns (Meaning) |
| -- |
Focus 3 - Multiple Relative Clauses (Use) |
| -- |
Focus 4 - Deleting Relative Pronouns (Form) |
| -- |
Focus 5 - Relative Clauses in Formal and Informal Communication (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 9 - Nonrestrictive Relative Clauses |
| Title |
Opening Task |
| -- |
Focus 1 - Relative versus Nonrestrictive Relative Clauses (Form/Meaning) |
| -- |
Focus 2 - Nonrestrictive Relative Clauses in Definitions (Use) |
| -- |
Focus 3 - Using a Relative Clause to Comment on an Entire Idea (Use) |
| -- |
Focus 4 - Using Nonrestrictive Relative Clauses to Quantify and Comment about Features (Form/Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 10 - Relative Adverb Clauses |
| Title |
Opening Task |
| -- |
Focus 1 - Relative Adverbs versus Relative Pronouns (Meaning) |
| -- |
Focus 2 - Pattern 1: Relative Adverb Clauses that Modify Nouns (Form) |
| -- |
Focus 3 - Pattern 2: Relative Adverbs without Head Nouns (Form) |
| -- |
Focus 4 - Pattern 3: Head Nouns without Relative Adverbs (Form) |
| -- |
Focus 5 - Contexts for Relative Adverb Patterns (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 11 - Correlative Conjunctions |
| Title |
Opening Task |
| -- |
Focus 1 - Correlative Conjunctions for Emphasis (Meaning) |
| -- |
Focus 2 - Joining Phrases and Clauses with Correlative Conjunctions (Form) |
| -- |
Focus 3 - Correlative Conjunctions: Parallelism; Being Concise (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 12 - Sentence Connectors |
| Title |
Opening Task |
| -- |
Focus 1 - Connectors (Form/Meaning) |
| -- |
Focus 2 - Addition Connectors (Meaning/Use) |
| -- |
Focus 3 - Alternative Connectors (Meaning/Use) |
| -- |
Focus 4 - Exemplifying, Identifying, and Clarifying Connectors (Meaning/Use) |
| -- |
Focus 5 - Similarity Connectors (Meaning/Use) |
| -- |
Focus 6 - Contrast and Concession Connectors (Meaning/Use) |
| -- |
Focus 7 - Connectors Expressing Effects/Results and Purposes (Meaning/Use) |
| -- |
Focus 8 - Punctuation of Sentence Connectors (Form) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 13 - Modal Perfect Verbs |
| Title |
Opening Task |
| -- |
Focus 1 - Review of Modal Perfect Verbs (Form) |
| -- |
Focus 2 - Expressing Judgments about Past Situations: Should Have, Could Have, Might Have (Meaning/Use) |
| -- |
Focus 3 - Expressing Obligations and Expectations: Be Supposed to Have, Be to Have (Meaning/Use) |
| -- |
Focus 4 - Inferring/Making Deductions from Past Evidence: Must (Not) Have, Can't Have, Should (Not ) Have, Would (Not) Have (Meaning/Use) |
| -- |
Focus 5 - Expressing Guesses about Past Situations: May Have, Might Have, Could Have, Can Have (Meaning) |
| -- |
Focus 6 - Expressing Results of Unreal Conditions: Would Have, Could Have, Might Have (Meaning) |
| -- |
Focus 7 - Predicting the Completion of a Future Event: Will Have, Shall Have (Meaning/Use) |
| -- |
Focus 8 - Summary of Modal Perfect Verbs (Form/Meaning/Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 14 - Discourse Organizers |
| Title |
Opening Task |
| -- |
Focus 1 - Overview of Discourse Organizers (Form/Use) |
| -- |
Focus 2 - Sequential Connectors: Chronological and Logical (Meaning/Use) |
| -- |
Focus 3 - There + Be as a Topic Introducer (Form/Use) |
| -- |
Focus 4 - Summary Connectors (Use) |
| -- |
Focus 5 - Rhetorical Questions to Introduce and Shift Topics (Form/Use) |
| -- |
Focus 6 - Rhetorical Questions to Focus on Main Points (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 15 - Conditionals (If, Only If, Unless, Even Though, Even If) |
| Title |
Opening Task |
| -- |
Focus 1 - Review of Conditional Sentences with If (Form/Meaning) |
| -- |
Focus 2 - Exclusive Conditions: Only If and Unless (Meaning) |
| -- |
Focus 3 - Fronted Only If and Not Unless Clauses (Form/Use) |
| -- |
Focus 4 - If... Not versus Unless (Meaning) |
| -- |
Focus 5 - Even Though and Even If (Meaning) |
| -- |
Focus 6 - Giving Advice (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 16 - Reducing Adverb Clauses |
| Title |
Opening Task |
| -- |
Focus 1 - Reducing Adverb Clauses of Time (Form/Meaning) |
| -- |
Focus 2 - Reducing Adverb Clauses That Show Cause (Form/Meaning) |
| -- |
Focus 3 - Position and Punctuation of Reduced Adverb Clauses (Form/Meaning) |
| -- |
Focus 4 - Reduced Adverbial Clauses with Emotive Verbs (Meaning) |
| -- |
Focus 5 - Avoiding Dangling Particles (Meaning) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 17 - Preposition Clusters |
| Title |
Opening Task |
| -- |
Focus 1 - Verb + Preposition Clusters (Form) |
| -- |
Focus 2 - Verb + With Clusters (Meaning) |
| -- |
Focus 3 - Verb + From Clusters (Meaning) |
| -- |
Focus 4 - Verb + For Clusters (Meaning) |
| -- |
Focus 5 - Adjective + Preposition Clusters (Form) |
| -- |
Focus 6 - Multiword Preposition Clusters (Form) |
| -- |
Focus 7 - Preposition Clusters: Introducing a Topic/Identifying a Source (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 18 - Gerunds and Infinitives |
| Title |
Opening Task |
| -- |
Focus 1 - Overview of Gerunds and Infinitives (Form) |
| -- |
Focus 2 - Infinitives and Gerunds in Perfective, Progressive, and Passive (Form) |
| -- |
Focus 3 - Gerunds versus Infinitives (Meaning) |
| -- |
Focus 4 - Gerunds and Infinitives as Direct Object (Form) |
| -- |
Focus 5 - For with Infinitives and 's with Gerunds (Form) |
| -- |
Focus 6 - Gerunds as Object of Prepositions and Phrasal Verbs (Form) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 19 - Perfective Infinitives |
| Title |
Opening Task |
| -- |
Focus 1 - Review of Perfective Infinitive Structures (Form) |
| -- |
Focus 2 - Expressing Past Events (Meaning) |
| -- |
Focus 3 - Progressive and Passive Forms of Perfective Infinitives (Form) |
| -- |
Focus 4 - Negative Forms of Perfective Infinitives (Form/Use) |
| -- |
Focus 5 - Expressing Likes, Preferences, and Dislikes Contrary to Past Fact (Use) |
| -- |
Focus 6 - Expressing Other Emotions and Attitudes with Perfective Infinitives (Fom/Use) |
| -- |
Focus 7 - Expressing Uncertainty about Past events (Use) |
| -- |
Focus 8 - Expressing Obligations, Intentions, and Future Plans (Use) |
| -- |
Focus 9 - Perfective Infinitives with Enough and Too (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 20 - Adjective Complements in Subject and Predicate Position |
| Title |
Opening Task |
| -- |
Focus 1 - Overview of Adjective Complements (Form) |
| -- |
Focus 2 - Adjective Complements in Subject and Predicate Position (Form/Use) |
| -- |
Focus 3 - Infinitives, Gerund, and That Clauses (Meaning) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 21 - Noun Complements Taking That Clauses |
| Title |
Opening Task |
| -- |
Focus 1 - Overview of Noun Complements (Form/Meaning) |
| -- |
Focus 2 - That Clause Noun Complements versus Restrictive Relative Clauses (Meaning) |
| -- |
Focus 3 - That Clause Noun Complements in Subject Position (Use) |
| -- |
Focus 4 - The Fact That... (Use) |
| -- |
Focus 5 - That Clause Noun Complements Following Transitive Adjectives and Phrasal Verbs (Form) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 22 - Subjunctive Verbs in That Clauses |
| Title |
Opening Task |
| -- |
Focus 1 - Subjunctive Verbs in That Clauses (Form/Use) |
| -- |
Focus 2 - Subjunctive Verbs in Noun Complements (Form) |
| -- |
Focus 3 - Subjunctive Verbs in Adjective Complements (Form) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 23 - Emphatic Structures (Emphatic Do, No versus Not) |
| Title |
Opening Task |
| -- |
Focus 1 - Emphatic Structures (Form/Meaning) |
| -- |
Focus 2 - Some Ways To Use Emphatic Do (Use) |
| -- |
Focus 3 - Not Versus No (Form/Meaning) |
| -- |
Focus 4 - When to Use No for Emphasis (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 24 - Fronting Structures for Emphasis and Focus |
| Title |
Opening Task |
| -- |
Focus 1 - Fronted Structures (Form) |
| -- |
Focus 2 - Order of Subjects and Auxiliaries (Form) |
| -- |
Focus 3 - Patterns of Inversion with Fronted Structures (Form) |
| -- |
Focus 4 - Fronted Negative Forms: Adverbials (Form) |
| -- |
Focus 5 - Fronted Negative Forms: Objects and Conjunctions (Form) |
| -- |
Focus 6 - Fronted Structures: Emphasizing, Contrasting, and Focusing on Unexpected Information (Use) |
| -- |
Focus 7 - Fronted Structures: Creating Cohesion in Discourse (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Unit 25 - Focusing and Emphasizing Structures (It-Clefts and Wh-Clefts) |
| Title |
Opening Task |
| -- |
Focus 1 - Structure of It-Cleft Sentences (Form/Meaning) |
| -- |
Focus 2 - Focus Elements in Cleft Sentences (Form) |
| -- |
Focus 3 - It-Clefts in Spoken and Written Communication (Meaning) |
| -- |
Focus 4 - It-Clefts: Emphasizing Time, Place, and Characters (Meaning) |
| -- |
Focus 5 - Other Forms of Cleft Sentences (Form/Meaning) |
| -- |
Focus 6 - Wh-Clefts (Use) |
| -- |
Focus 7 - Using Wh-Clefts for Emphasis (Use) |
| -- |
Use Your English Activities |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendices |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Answer Key (Puzzles and Problems Only) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Exercises (Second Parts) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Credits |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Index |
| 521 ## - TARGET AUDIENCE NOTE |
|---|
| Target audience note |
Level: High-intermediate to advanced. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Textbooks for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| General subdivision |
Grammar |
| Form subdivision |
Problems, exercises, etc. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
English language |
| Form subdivision |
Sound recordings for foreign speakers. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
High-intermediate to advanced. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Eyring, Janet |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Larsen-Freeman, Diane |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="https://ngl.cengage.com/search/productOverview.do?N=4294918601+200&Ntt=56112566119828401271559389105202381331&Ntk=P_EPI">https://ngl.cengage.com/search/productOverview.do?N=4294918601+200&Ntt=56112566119828401271559389105202381331&Ntk=P_EPI</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
