Contents:



Table of Contents:

• Unit 3

o Subject Pronouns 2

o Adjectives 3

o Ser 4

• Unit 4

o Articles 6

▪ Definite 6

▪ Indefinite 7

▪ Practice 8

o Clothing 9

▪ Llevar 10

▪ Practice 11

▪ Fashion Show 12

• Unit 5

o AR Verbs 13

▪ Explanation 13

▪ Infinitive 14

▪ Verb Endings 14

▪ Conjugation 16

▪ Practice 16

▪ Assessment & Application 17

• Unit 6

o Family 19

▪ Personalize 19

▪ Application 21

o Tener 22

▪ Tener Expressions 23

▪ Tener + Que 23

|Topic Summary: Subject Pronouns |Unit: 3 |Slide in Topic: 1 |

|Listening: Videos. Songs. Oral spelling of subject pronouns – students need to write|Speaking: Fluff ball practice with subjects |

|what they hear. | |

|Reading: Cultural readings showing the regional subject pronouns. ID subject pronouns|Writing: Translations. Replacement of mixed subjects with subject pronouns. |

|in the context of stories. | |

|Vocabulary: Digital flashcards – study stack and quizlet |Grammar: N/A |

|Collaboration: Work with partner on games for replacement of subject pronouns. |Study Skills: Games with replacement of subjects. |

|Authentic Resource: Cultural readings showing the regional subject pronouns. Plaza |Diverse Learners: Links to resources on English subject pronouns. Link to |

|Sesamo ‘YO’ |previous lesson on grammar. |

|Assessment: Moodle Quiz – definitions and mixed subjects |

|Formative Assessment: using ActivExpression. Millionaire and Battleship Games. |

|Teacher Notes (hidden page): |

|Topic: Subject Pronouns |Unit: 3 |Slide: 1 |

|Sub Topic: | | |

|Objective(s): TSWBAT identify and use subject pronouns in a Spanish sentence. |State Standard: 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | | |

|Subjects are the people doing the actions or talking. |Glogster Main Page – details on |Videos on glog |

| |subsequent pages | |

|Below is a chart of the subject pronouns. | | |

| | | |

|The headings for the columns and rows tell you when to use each. |Subject pronoun chart |Study Stack with subject pronouns |

| | | |

|Which one is not like the others? VOSOTROS | | |

|The faded Spanish flag means it is only used in Spain. All other countries use | | |

|Ustedes for all of you. | | |

|Practice: | | |

|Look at each of the images above. |Subject Pronoun Practica.png | |

|Which subject pronoun does the image represent? | | |

|Compare your answers to the chart: do they make sense? | | |

|Do any of the pictures have more than one possible answer? Which and Why? | | |

|In Spanish, and in English, we do not only use subject pronouns for the subject of | | |

|our sentences. |Mixed subject pronoun chart |Dustbin Game |

| | | |

|Sometimes you combine a group of people or use names instead of the subject pronoun. | |StudyStack |

|The chart to the left is an example of mixed subjects. You can compare it to the | | |

|subject pronoun chart. | | |

|Topic Summary: Adjectives |Unit: 3 |Slide in Topic: 1 |

|Listening: Video. Songs. Draw a picture to represent the person you hear described. |Speaking: Describe yourself. |

|Reading: From the mini story, circle adjectives. |Writing: Describe the cartoons using ActivExpression. Type 2 with describing |

| |people. |

|Vocabulary: Digital flashcards – study stack and quizlet. |Grammar: Adjective agreement with the object or person being described. |

|Collaboration: I am, you are, we are, Ms. Butler is – collaborative writing task. |Study Skills: Additional practice links. iPod Touch Apps for practicing |

| |adjectives. |

|Authentic Resource: TumbleBooks “Verde, Violeta, y Amarillo” “Ves el circo, yo veo |Diverse Learners: List of vocab with visual and audio clues. |

|...” | |

|Assessment: Matching quiz with adjectives. Multiple choice make adjectives agree. Type 2 writing with describing cartoons. |

|Formative Assessment: Practice games with adjectives. Questioning with ActivExpressions. |

|Teacher Notes (hidden page): Use familiar cartoon characters for students to describe – not uploaded on website due to copy right. |

|Topic: Adjectives |Unit: 3 | |

|Sub Topic: | | |

|Objective(s): TSWBAT identify the correct form of an adjective to match a person or |State Standard: 12.1.B | |

|object. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Adjectives for People: | | |

|aburrido – boring |Adjectivos.pdf |¿Cómo es? Slideshare with characters |

|alto – tall | | |

|antipático – mean |Slideshow of images with Spanish |StudyStack adjectives + ser |

|bajo – short |adjectives | |

|bonito – pretty | | |

|bueno – good | | |

|cómico – funny | | |

|Etc | | |

|Adjectives for objects: | | |

|pequeño – small | | |

|grande – big |Color Song Video |Color Activity |

|largo – long | |Digital Dialects |

|corto - short |Color activity FlipChart for | |

|colores – colors |Promethean board | |

| | |¿Qué color no es correcto? |

|The adjectives have to agree in number and in gender with the noun they are | | |

|describing: masculine vs feminine, singular vs plural | |Dustbin game |

| | | |

|Generally adding an ‘S’ makes it plural. (or ‘ES’ if the adjective ends in a | |Millionaire game |

|consonant instead of a vowel). | | |

| | | |

|Generally an ‘O’ is a masculine ending and ‘A’ is the feminine ending. Adjectives | | |

|that end in other letters can be masculine or feminine. | | |

|Topic Summary: Ser |Unit: 3 |Slides in Topic: 1 |

|Listening: Videos. Songs. |Speaking: Explain ser in own words – create class video. |

|Reading: N/A |Writing: Fill in sentences with ser or subject pronoun. |

|Vocabulary: Forms of ser that match subject pronouns. Digital and paper flashcards. |Grammar: Conjugation Chart. |

|Collaboration: Self-Check activities with ser + subject pronouns |Study Skills: Flashcards |

|Authentic Resource: N/A |Diverse Learners: Link to subject pronouns. Connect to English – multiple |

| |forms of a verb. Printable flashcard template. |

|Assessment: Sentences with blanks (ser or subject pronoun) |

|Formative Assessment: Sentences with blanks – check with ActivExpression |

|Teacher Notes (hidden page): |

|Topic: Ser |Unit: 3 | |

|Sub Topic: | | |

|Objective(s): TSWBAT identify the correct form of ser to match the subject pronoun. |State Standard: 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Think about English – when you are describing someone you do not say “she to be tall”| | |

|, “we to be students”, “I to be rich” |Ser.pdf |What is missing from the chart? |

| | | |

|How would you describe these people in English? |Ser Chart.png | |

|She is tall. We are students. I am rich. | | |

| | | |

|In Spanish, each subject pronoun has a form of ser that matches. Check out the chart | | |

|to see the matches. | | |

|You must use the form of ser that is in the box with the subject pronoun. | | |

|Vosotros soy bonitos = Y’all am pretty. |crazy image | |

| | | |

|This sounds just as crazy in Spanish as in English. | | |

|Tú eres loco ... NOT tú es loco. | | |

|You can tell the correct form of ser based on the subject pronoun. You can also | | |

|figure out the subject pronoun based on the form of ser. For the practice activity – |Flipchart with self guided questions |Scrolling text bar with the answers |

|figure out what would go in the blank. | | |

|____ soy inteligente. |money | |

|Señor Pepe ____ profesor. |caption: You are rich | |

|Usted ____ rica. | | |

|____ eres guapo. | | |

|Andres y Diego ____ locos. |Spain flag | |

|____ somos de Pennsylvania. |caption: Y’all are from Spain. | |

|Ella ____ alta. | | |

|Nosotros ____ estudiantes buenos. | | |

|_____ sois de España. | | |

|Yo ____ especial. | | |

| | | |

|The quiz for ser and subject pronouns is very similar to this activity. Based on the | | |

|information, you need to either fill in the correct subject pronoun or the correct | | |

|form of ser. | | |

|Ser + de explains origin of someone. |De dónde eres? Map | |

|It is where they were born/grew up. It is not necessarily where they live now. | | |

| |Geography practice worksheet.pdf | |

|Do you remember which countries speak Spanish? Check out the geography section. | | |

|Topic Summary: Articles |Unit: 4 |Slides in Topic: 3 |

|Listening: Videos. Songs. |Speaking: Partner Info-Gap Activity. Fluff ball practice. |

|Reading: ID articles in mini stories. |Writing: Fill in the blanks with appropriate article. |

|Vocabulary: Visual representation of the vocab: the, a, some |Grammar: Article and noun agreement. Box of four – masculine, feminine, |

| |singular, plural. |

|Collaboration: Partner Info-Gap. say object, partner gives the correct subject |Study Skills: Highlight article and noun in reading to see the agreement. |

|pronoun. | |

|Authentic Resource: ID articles in an authentic news story. Current event – a topic |Diverse Learners: Link to gender. Article Ants – explain the importance of |

|they will recognize. |English articles. |

|Assessment: Short answer with nouns and correct articles |

|Formative Assessment: Quizbusters, Dustbin, Jeopardy Games |

|Teacher Notes (hidden page): |

|Topic: Articles |Unit: 4 |Slide: 1 |

|Sub Topic: Definite Articles | | |

|Objective(s): TSWBAT differentiate between definite and indefinite articles in |State Standard: 12.1.C, 12.1.B | |

|Spanish. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Definite Articles mean ‘the’ | | |

| |Graphic box illustrating articles |Matching activity on Quia |

|In Spanish there are four words that mean ‘the’ | | |

|They are: |Fancy image of “the” bordered by el, la,|Dustbin with nouns and definite |

|masculine, singular = el |los, and las |articles |

|feminine, singular = la | | |

|masculine, plural = los |Music Video with articles | |

|feminine, plural = las | | |

| | | |

|Nouns for matching activity on Quia: | | |

|lapiz, libros, papel, boligrafo, sillas, luz, computadoras, televisor, bandera, | | |

|puerta, ventanas, hospital, escuela, mochila, casa, papeles, tiendas, biblioteca, | | |

|parque, supermercado, piscina, banco, hoteles, zoo | | |

| | | |

|Dustbin nouns for definite/indefinite article practice: | | |

|gato, gorra, libro, mesa, silla, perro, carro, comida, blusa, padre, hermana, chico, | | |

|chica | | |

|Review gender from the beginning of the year: |Memory link to past (image) |Link to names / gender |

|If a noun end in an ‘O’ – is it masculine or feminine? | | |

|If a noun ends in an ‘A’ – is it masculine or feminine? | |Video with gender & articles |

|You need to know the gender of a noun so you can figure out the correct definite | | |

|article to use. | | |

|Each noun has a single correct definite article that could come before it. If you do |Screen shot of Spanish dictionary with | |

|not know if something is masculine or feminine, you can check a Spanish-English |gender highlighted | |

|dictionary. | | |

|You will either see (m.) for masculine or (f.) for feminine. | | |

|The letter ‘s’ at the end almost always makes it plural. | | |

|For each of the sentences below, figure out the correct definite article to use in | | |

|the blank. You also need to translate the sentence. |Creative commons image of hamburger | |

|1. Él come _____ hamburguesas. | |Cloze activity with definite articles.|

|2. Nosotros usamos _____ computadoras. | | |

|3. Tú bailas _____ tango. |Image of the tango | |

|4. Yo compro _____ comida deliciosa. | |SpanishSpanish link |

|5. Ellos llevan _____ jeans azules. | | |

|6. _____ cebra corre rápida. | | |

|Topic: Articles |Unit: 4 |Slide: 2 |

|Sub Topic: Indefinite Articles | | |

|Objective(s): TSWBAT differentiate between definite and indefinite articles in |State Standard: 12.1.B | |

|Spanish. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Singular indefinite articles mean ‘a’ or ‘an’ | | |

|Plural indefinite articles mean ‘some’ |Fancy ‘a’ bordered by un & una |Matching activity on Quia |

| | | |

|The indefinite articles in Spanish are: |Fancy ‘some’ bordered by unos & unas | |

|masculine, singular = un | |Dustbin game with nouns & indefinite |

|feminine, singular = una | |articles |

|masculine, plural = unos | | |

|feminine, plural = unas | | |

| | | |

|Nouns for matching activity on Quia: | | |

|rana, águila, tortuga, flamenco, ibis, pato, tucán, camello, zorro, elefante, oso, | | |

|cebra, caballo, perro, gato, león, tigre | | |

|Each noun has a single correct indefinite article that could come before it. If you |Screen shot of Spanish dictionary with | |

|do not know if something is masculine or feminine, you can check a Spanish-English |example | |

|dictionary. | | |

|You will either see (m.) for masculine or (f.) for feminine. | | |

|The letter ‘s’ at the end almost always makes it plural. | | |

|You can remember that indefinite articles mean ‘a’ or ‘an’ by comparing it to ‘one’ | | |

|uno = one |Flash graphic with uno & una | |

|una = a | | |

|When you write, you would use ‘un’ instead of ‘uno’ for a masculine singular noun. | | |

|For each of the sentences below, figure out the correct indefinite article to use in | | |

|the blank. You also need to translate the sentence. | | |

|1. Ellos viven en _____ casa. | |Cloze activity with indefinite |

|2. La familia come _____ pizza. | |articles. |

|3. Yo tengo dos gatos y _____ perro. | | |

|4. Ella quiere _____ amigas. | | |

|5. Ricardo y Juan son _____ estudiantes. | | |

|6. Hay _____ problema* (problema = masculine, singular) | | |

|Topic: Articles |Unit: 4 |Slide: 3 |

|Sub Topic: Practice | | |

|Objective(s): TSWBAT select the correct definite or indefinite articles based on the |State Standard: 12.1.B | |

|sentence. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Articles, definite or indefinite, make the sentence complete. Without the articles, | | |

|either Spanish or English, the sentences do not sound correct. | | |

| | | |

|The video is an example of an English conversation missing articles. Can you figure | | |

|out what is missing? | |Video – Article Grammarman & the |

| | |Article Ants |

|It sounds just as silly in Spanish when you are missing the article (or if you use | | |

|the incorrect article. | | |

|Choose some practice activities for articles. Each activity is different, so read the| | |

|directions before you start. | |Quizbusters with articles & |

| | |translations |

|Millionaire – Choose correct definite or indefinite article. The prompts will get | | |

|more challenging each level. | |Millionaire, Quizlet, & Jeopardy |

|Quizlet – Practice with noun and definite/indefinite article pairs. | | |

|Jeopardy – Write the translated sentence, making sure you use the correct article. | | |

|Assessment: | | |

|There is an in-class practice as a formative assessment for using articles. The |ActivInspire Flipchart with questions | |

|actual quiz will be the same format, but different sentences. |programmed | |

| | | |

|Mixed up sentences. You need to put the parts of the sentence in the correct order | | |

|and add an appropriate article. Check your answers by translating the sentence to | | |

|make sure it makes sense. | | |

| | | |

|alta / girafa / es | | |

|Alicia / libros / lee / de Twilight. | | |

|casa / yo / en / vivo | | |

|tienen / ellos / amigas | | |

|tú / shorts / llevas | | |

|Type 2 Writing: What is the difference between definite and indefinite articles? |Collin’s Image | |

|Write in English (3 lines, 2 minutes) | | |

|Topic Summary: Clothing |Unit: 4 |Slides in Topic: 4 |

|Listening: Quizlet audio files. Videos describing clothing. |Speaking: Voicethread and/or Vocaroo to record sentences from the fashion |

| |show. |

|Reading: In context of Pobre Ana, read example sentences with clothing. |Writing: Type 2 writing prompt – what people are wearing. Voicethread |

| |descriptions of outfits. |

|Vocabulary: Online practices. Vocabulary squares. SlideShare images of clothing. |Grammar: Adjective agreement (dustbin game). Conjugation of llevar (chart & |

| |fill in the blank sentences) |

|Collaboration: Fashion Show project using GoogleDocs. |Study Skills: study stack, quizlet, iPod Apps |

|Authentic Resource: Images of authentic clothing in Spanish speaking countries around|Diverse Learners: Link to adjectives, agreement, subject pronouns. |

|the world. | |

|Assessment: Matching with vocabulary. Type 2 writing. |

|Formative Assessment: Type 1 writing. Practice with ActivExpression. Games. |

|Teacher Notes (hidden page): Create Voicethread with celebrity pictures. Not linked on website due to copy right – can use in the classroom with Fair Use. |

|Classroom activity – The teacher makes the statement ¿Quién lleva ...? and if the student is wearing that item, they have to switch seats with someone else wearing|

|that item. |

|Topic: Clothing |Unit: 4 |Slide: 1 |

|Sub Topic: | | |

|Objective(s): TSWBAT identify the items of clothing in Spanish. |State Standard: | |

| |12.1.C, 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Vocabulario de Ropa: | | |

| |PDF of Vocab |Interactive Slideshow with clothing |

|la blusa ~ blouse |Vocabulario 1.2.pdf |items labeled in Spanish |

|la bolsa ~ bag | | |

|las botas ~ boots |Photos of Clothing | |

|el calcetín ~ sock | | |

|los calcetines ~ socks | |SpanishSpanish |

|la camisa ~ shirt | |EE21 |

|la camiseta ~ T-shirt | | |

|la chaqueta ~ jacket | | |

|la corbata ~ tie | | |

|la falda ~ skirt | | |

|los jeans ~ jeans | | |

|los vaqueros ~ jeans | | |

|los pantalones ~ pants | | |

|el paraguas ~ umbrella | | |

|la ropa ~ clothes | | |

|el sombrero ~ hat | | |

|el suéter ~ sweater | | |

|el vestido ~ dress | | |

|el zapato ~ shoe | | |

|los zapatos ~ shoes | | |

|Links for Vocabulary Practice: Quizlet, StudyStack, Digital Dialects, Quia |Image of Digital Dialects |Online practice links to outside |

| | |sources |

|Looking at the pictures, answer the questions in a list format using the correct |Graphic of boy | |

|Spanish vocabulary. |Graphic of dancer | |

|1. ¿Qué lleva Antonio? |Graphic of mirror | |

|2. ¿Qué lleva la bailerina? | | |

|3. ¿Qué llevas tú? | | |

|Listening Activity: |Graphic of stick figure | |

|Draw a stick figure on a piece of paper. Play the description of someone’s outfit, as|Audio File | |

|you hear the outfit described draw it on the stick figure. You will need to use | | |

|colors too. | | |

| | | |

|Audio Script: El lleva una camisa verde y un suéter negro. El chico lleva los zapatos| | |

|verdes. Él lleva una falda con cuadras verdes y amarillas. El chico es de Escocia. | | |

|(Hint: Escocia = Scotland) | | |

| | | |

|Audio Script 2: | | |

|1. Samuel lleva los pantalones negros y una camisa blanca. También lleva una corbata | | |

|roja y amarilla. | | |

|2. Mariana lleva una falda rosada y una blusa azul. Ella lleva los zapatos grises y | | |

|un suéter gris. | | |

|3. Felipe lleva los shorts azules y anaranjados y una camiseta anaranjados. Los | | |

|shorts son grandes. Él lleva los calcetines blancos con zapatos azules. | | |

|Topic: Clothing |Unit: 4 |Slide: 2 |

|Sub Topic: llevar | | |

|Objective(s): TSWBAT use the correct form of llevar when answer questions about |State Standard: 12.1.C, 12.1.B | |

|clothing. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|LLEVAR = to wear | | |

| | | |

|There are different forms of llevar to show who is wearing. | | |

| |Subject pronoun chart with forms of | |

|What subject pronouns do you remember? |llevar | |

| |llevar.png | |

|yo, tú, usted, él, ella, nosotros, nosotras, vosotros, ustedes, ellos, ellas | | |

| | | |

|The chart shows the correct form of llevar for each of the subject pronouns. | | |

| | | |

|Practice using the correct form of llevar on Quia. | | |

| | |Link to Quia – cloze sentence activity|

|¿PREGUNTAS? | | |

| | | |

|You need to be able to answer questions with the correct subject and the correct |Image question marks | |

|verb. | | |

|¿Quién lleva...? ~ Who wears ...? | | |

| | |Matching activity – definitions of |

|¿Qué llevas tú? ~ What do you wear? | |questions/answers and which response |

|Yo llevo ... ~ I wear ... | |goes with the question (Quizlet) |

|¿Qué lleva ella? ~ What does she wear? | | |

|Ella lleva ... ~ She wears ...? | | |

|¿Qué lleva él? ~ What does he wear? | | |

|Él lleva ... ~ He wears ... | | |

| |Graphic with written example | |

|Nosotros llevamos ... ~ We wear ... | | |

|Ellos llevan ... ~ They wear ... | | |

| | | |

|Examples: | | |

|Los estudiantes llevan uniformes. | | |

|Ella lleva un vestido. | | |

|Tú llevas una camisa y los jeans. | | |

|¿Qué lleva las personas famosas? |Links to pictures from award shows | |

| | | |

|Looking at the pictures from different award shows, what are the celebrities wearing?| | |

| | | |

| | | |

|CLOZE PARAGRAPH: Para la fiesta, nosotros [llevamos] nuesta ropa favorita. Elena | | |

|[lleva] un vestido rojo con unas botas negras. Ricardo [lleva] los jeans y una | | |

|camiseta de los Bears. Le gusta el hockey. Ana y Susana [llevan] unas faldas | | |

|amarillas y las blusas blancas. Yo [llevo] los pantalones negros y un suéter gris y | | |

|nuevo. ¿Qué [llevas] tú a las fiestas? | | |

|Topic: Clothing |Unit: 4 |Slide: 3 |

|Sub Topic: Agreement | | |

|Objective(s): TSWBAT change the adjective to agree in number and gender with the item|State Standard: 12.1.B | |

|of clothing it is describing. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Adjectives need to match the gender and the number of the noun they describe. | | |

| | | |

|Adjectives that end in –o can have four forms: |Image of box with adjective endings | |

|masculine singular - o | | |

|feminine singular - a | | |

|masculine plural - os |la ropa image – with article | |

|feminine plural - as |highlighted | |

|The ending of the adjective changes to match the noun. | | |

| |image boy wearing dress | |

|It does not matter WHO is wearing the clothing, you look at the article of the | | |

|clothing to find the gender/number of the clothing. |image multiple people wearing pants | |

| | |Multiple choice activities to select |

|la ropa (feminine, singular) | |adjective that agrees: battleship, |

|el vestido (masculine, singular) even though a boy does not wear a dress. | |millionaire, cloze |

| | | |

|los pantalones (masculine, plural) even though one person wears the pants, the | | |

|adjective is plural to describe pants. | | |

|Adjectives that end in –e or any consonants will agree with either a masculine or a | | |

|feminine noun. | | |

| | |Dustbin with 4 forms of same |

|What adjectives do you know that can be either masculine or feminine? | |adjective: Place nouns in correct bin |

|fuerte, trabajador, inteligente, verde, azul | |– include non-O or -A nouns. |

|Make these adjectives plural: | | |

|fuertes, trabajadores, inteligentes, verdes, azules | | |

| | | |

|¿Qué llevan los estudiantes? Describe en español the clothing with the color to | |SpanishSpanish |

|match each of the items. | |Word Order |

| |Image of Clothing in color | |

|Dustbin nouns to match blanco(a): gato, oso, papel, vestido, computerdora, teléfono,|ClothingAgreement.jpg | |

|zapatos, paraguas, calcetines, bandera, nube, perro, camiseta, sofa, lápiz, pan, | | |

|tigre, calavera, calenderio, calculadora, carro, mochila, casa, caballo | | |

|Type 2 Writing: Describe your outfit in Spanish using adjectives that agree with the |Paper & pencil image | |

|clothing. (3 clothing items, 3 minutes) | | |

|Topic: Clothing |Unit: 4 |Slide: 4 |

|Sub Topic: Fashion Show | | |

|Objective(s): TSWBAT write sentences to describe in an outfit using the verb to match|State Standard: 12.1.B | |

|the person and adjectives that match the clothing. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|There is no end of the unit test. Instead we are going to have a Spanish Fashion |Project description | |

|Show. |Fashion Show.pdf | |

| | | |

|You will work with a partner to brainstorm a crazy outfit and write descriptive |Slideshow with images from previous | |

|Spanish sentences. |fashionshows | |

| | | |

|Your sentences must use ... | | |

|the correct form of llevar | | |

|either definite or indefinite articles | | |

|and adjectives to describe the clothing | | |

|You and your partner will add both of your sentences to GoogleDocs. Each student will|GoogleDoc logo linked to template for | |

|get their own grade, but you should peer edit. |sentences | |

| | | |

|Do not change your partner’s sentences, use ‘ctrl+M’ to leave a comment. | | |

| | | |

|You need to share it with your teacher so feedback can be provided ahead of time. | | |

| | |Students will record and photograph |

|FASHION SHOW |Stick figure model |the fashion show. |

| | | |

|Today is the big day: our FASHION SHOW |Flash - Fashion Show sign flashing |Use to create the Voicethread. |

| | |Students will have the ability to add |

| | |comments. |

|Bring the items to class. You will have time to quickly change before we start. | | |

|Topic Summary: AR Verbs |Unit: 5 |Slides in Topic: 6 |

|Listening: Videos. Podcast. |Speaking: Dice out loud. Questioning. Storytelling. |

|Reading: ID verbs in story. |Writing: Type 1/Type 2. ActivExpression with verb conjugation. Write sentences|

| |with conjugated verbs. |

|Vocabulary: SlideShare images with vocab. Digital flashcards. |Grammar: Conjugation chart. Animation |

|Collaboration: Info gap activity. Dice practice. |Study Skills: Practice journal – reflect on learning |

|Authentic Resource: ID verbs in authentic Spanish news article. Put into infinitive |Diverse Learners: Link to subject pronouns, ser, and TPR verbs. Visual clues |

|and define AR verbs. |to conjugation. |

|Assessment: All students will take the AR conjugation quiz 5 times. The best three scores count as the quiz grade worth 30 points. Type 2 writing prompt. |

|Formative Assessment: MyStudyio practice quiz embedded. Type 1. Practice journal. |

|Teacher Notes (hidden page): |

|Topic: AR Verbs |Unit: 5 |Slide: 1 |

|Sub Topic: Explained | | |

|Objective(s): TSWBAT identify the definitions of basic AR verbs. |State Standard: 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | |Link to infinitive page and |

|Verbs in Spanish are special. The infinitive form of the verb changes to show who is | |conjugation page |

|doing the action. This is called conjugation. | | |

| |Memory link image |Link to TPR unit |

|Before we get to that step, we need to review the definitions of AR verbs that we | | |

|have already learned this year. | |Links to outside resources: AR verbs |

| | |in the infinitive |

|You have many options for practicing the definitions of AR verbs. Choose from the |Battleship screenshot | |

|activities below: | | |

|StudyStack, Quizlet, Battleship, Challenge Board, Millionaire | | |

| | | |

|When you see the verb in the infinitive, the AR verbs end in AR. The stem of the verb|Stem/End image |Slideshare – AR verbs in the |

|stays the same, only the end changes. |verb_stem.png |infinitive with creative commons |

| | |images |

|SlideShare verbs: | | |

|hablar, patinar, bailar, mirar, estudiar, cantar, pintar, abrazar, besar, acompanar, | | |

|actuar, adornar, agarrar, amar, ayudar, buscar, caminar, cantar, celebrar, cocinar, | | |

|comprar, dar, desayunar, entrar, escuchar | | |

| | |Practice Quiz – embeddable quiz |

|Assessment: Matching quiz with the verbs and the definitions. There will be a | |through mystudyio |

|pre-test and a post-test for the verb definitions since they were taught at the | | |

|beginning of the year. (TPR Unit) | | |

|Topic: AR Verbs |Unit: 5 |Slide: 2 |

|Sub Topic: Infinitive | | |

|Objective(s): TSWBAT explain the importance of an infinitive verb. |State Standard: 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | | |

|Verbs in the infinitive end in ‘R’ | |Slideshare again – verbs in infinitive|

| | |with creative commons images |

|When the verb ends in ‘R’ it means ‘to … do something’ | | |

| | | |

|Examples: | | |

|Bailar = to dance | | |

|Pintar = to paint | | |

|Estudiar = to study | | |

| | | |

|Before you conjugate a verb, you need to know what it is in the infinitive. That will| |Link to conjugation page |

|make conjugating a lot easier. | | |

| | |Link to AR verbs |

|The previous page had many practice activities for verbs defined in the infinitive. | | |

|Are the verbs in the infinitive? ¿Sí o No? | | |

|salta |Image of questionmarks | |

|mira | | |

|usar | | |

|pintar | | |

|cantas | | |

|hablo | | |

|patina | | |

|tocan | | |

|grito | | |

|pegar | | |

|levanter | | |

|paga | | |

|llorar | | |

|buscar | | |

|da | | |

|For the ones that you said were not in the infinitive, what do you have to change to | | |

|make the verb infinitive? | | |

|Type 2 Writing: Explain the importance or the role of an infinitive verb. |Collin’s Image | |

|Topic: AR Verbs |Unit: 5 |Slide: 3 |

|Sub Topic: Endings | | |

|Objective(s): TSWBAT diagram the steps for conjugating a regular AR verb. |State Standard: 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|When you conjugate the verb, the ending matches the subject pronoun. | | |

| | |Link to conjugation page & subject |

|The chart below shows all the AR verb endings with the corresponding subject | |pronoun page |

|pronouns. | | |

| | |Quia Columns with verb endings & |

|Remember we talked about the dotted line between usted & él / ella as well as ustedes| |subject pronouns – including mixed |

|& ellos / ellas. They have the same verb ending, but the definitions of the subject |Subject pronoun and ending chart | |

|pronouns are very different. | | |

|The endings also work with mixed subject pronouns. Think about which subject pronouns|Chart with mixed subject pronouns |Link to Millionaire mixed subject |

|they match. | |pronoun practice |

|Remember the steps to conjugate: | | |

|Drop the AR | |Video by TonitoFrito |

|Add the correct ending | | |

| | |Music videos with conjugation |

|You can figure out the correct ending by looking at the subject pronoun. | | |

| | | |

|Examples: | | |

|Yo pregunto muchos preguntas. | | |

|Tú patinas rápido. | | |

|Ella habla por teléfono. | | |

|Nosotros caminamos en el parque. | | |

|Ustedes tocan el piano buenos. | | |

|You can tell who is doing the action just by looking at the verb ending. An example | | |

|of a verb conjugated is CAMINAR. |Subject pronoun chart with CAMINAR |Dustbin with verbs conjugated and |

|Who walks? Check out the chart. |conjugated |subject pronouns |

| | |(embed game) |

|Fill in either the missing subject pronoun or the verb ending based on what is given.| | |

|____ gritas fuerte. | | |

|____ bailamos. | | |

|____ ayudo mi mamá. | | |

|____ anda la bicicleta. | | |

|____ saltáis. | | |

|Ella mira___ el televisión. | | |

|Usted enseñ___ la clase. | | |

|Nosotros compr____ pizza. | | |

|Yo us___ la computadora. | | |

|Ellos jueg____ el béisbol. | | |

|For additional notes, check out Study Spanish. | |Link to StudySpanish |

| | | |

|The next page has recommended and required practice activities for conjugating AR | |Link to practice |

|verbs. | | |

|Topic: AR Verbs |Unit: 5 |Slide: 4 |

|Sub Topic: Conjugation | | |

|Objective(s): TSWBAT diagram the steps for conjugating a regular AR verb. |State Standard: 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | | |

|The verb endings in Spanish change to show how is doing the action. The process of | |Link to endings & conjugation |

|changing the verb is called conjugation. | | |

| | |Conjugation PowerPoint with Cantar |

|You need to start with the verb in the infinitive. There are two steps: | | |

|drop the AR | | |

|add the correct ending | | |

|STEP 1: |Flash animation | |

|With the AR, |SALT AR | |

|Drop It, Erase It, Make It Magically Disappear, Blow It Up |Drop, erase, disappear, blow up AR | |

| |400 x 250 px | |

|STEP 2: | | |

|Add the correct ending | | |

|HINT: the endings are related to the subject pronouns | |Link to subject pronouns |

| |Memory link image | |

|There is one correct ending for each of the subject pronouns. Some of the subject | |Link to ser |

|pronouns share an ending. It is the same as ser – the form of the verb tells the | | |

|subject. Conjugation of AR verbs is easier than ser. Ser was an irregular verb, for | |Link to endings |

|AR verbs you just have to follow the pattern. | | |

| | |Video with subject pronouns/verbs |

|The next page has a complete list of the AR endings. | | |

|Podcast for AR conjugation. As you listen to the podcast, you are going to fill in a |Subject pronoun chart image | |

|subject pronoun chart. To start, copy down the blank outline of the chart. | | |

|Type 4 Writing: Explain conjugation including an example of a verb completely | | |

|conjugated in the six forms. |Collin’s Image | |

|FCAs: Steps to conjugate, Verb conjugated in 6 forms. | | |

| |Logo / Link to Glogster Edu | |

|The final copy will be a poster – either on paper or digital on Glogster | | |

| | | |

|Links to previous student copies of the digital posters: |Thumbnail of Glog images | |

|Raquel | | |

|José | | |

|Lola | | |

|Pablo | | |

|Topic: AR Verbs |Unit: 5 |Slide: 5 |

|Sub Topic: Practice | | |

|Objective(s): TSWBAT correctly conjugate a regular AR verb to match the subject |State Standard: 12.1.B | |

|pronoun. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | | |

|AR verb conjugation is one of the critical topics of first year Spanish. It is very |Conjugation Practice – flash animation| |

|important that you master conjugations before the end of the year. | | |

| | | |

|There is a variety of practice links below to help you master AR conjugations. Some | | |

|of the games were meant to be played against an opponent. So find a friend, and may | | |

|the best conjugater win! |Screen shots of the games | |

|Spaleon, Quizlet (scatter, space race), StudyStack (matching, bug, hangman, | |Each of the individual games |

|flashcards), Burrito Builder, Study Spanish, Battleship, Challenge Board, More | | |

|Challenging Board, Millionaire | | |

| | | |

|You should keep a practice journal to track the AR practices you complete. |GoogleDoc icon | |

| | | |

|Open the GoogleDoc template and ‘Make a Copy’ |Link to GoogleDoc template w/ chart to| |

|Save the copy as your last name AR Journal |track activities | |

|You need to share the Doc with your teacher so you can receive a grade. | | |

| | | |

|Class Practice Activities: |Flash animation of rolling dice | |

| | | |

|Digital Dice: Roll both digital dice. The first dice corresponds with the subject. |Pdf files for table races | |

|The second dice tells you the verb. Conjugate the verb to match the subject. | | |

| |PDF file with gameboard | |

|Table Race: Each table will have a list of subjects and verbs. Work with your table | | |

|while passing the paper in a circle to conjugate all the verbs. The first table done | | |

|with all correct wins. | | |

| | | |

|Conjugate This! Game: Roll dice and move spaces on the board. Write or say the | | |

|correct conjugation. Click on the link to check answer. If you were wrong go back to | | |

|last colored square. | | |

|Topic: AR Verbs |Unit: 5 |Slide: 6 |

|Sub Topic: Assessment & Application | | |

|Objective(s): TSWBAT correctly conjugate a regular AR verb to match the subject |State Standard: 12.1.B | |

|pronoun. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|All sentences need a subject and a verb. This is true in both English and Spanish. | | |

| | | |

|In Spanish, you have to make sure the verb conjugates to match the subject in the | | |

|sentence. | | |

| | | |

|The subject and the verb is the minimum to write the sentence. You can also add other| | |

|pieces to the sentence to give it detail. | | |

|Él come. Él come un taco. Él come un taco grande. |Image of man eating a big taco. | |

| | | |

|Ella nada. Ella nada en el océano. Ella nada en el océano con los tiburones. |Image of a girl swim w/sharks | |

|Based on the pictures, write sentences in Spanish | | |

| |Picture prompts for writing |Voicethread with pictures |

|There are many correct possibilities. | | |

| | |Embed Word Reference |

|If you want to add detail, you can look up individual words using Word Reference. | | |

|Type 3: | | |

|Write 5 sentences in Spanish using different subject pronouns. |Collin’s Image | |

|FCA: Each sentence has a subject pronoun and a verb. | | |

|The verb is conjugated correctly. | | |

|Audio translations: | | |

|Write the Spanish sentence you hear. Translate the sentence into English. | | |

|Nosotros visitamos con la familia. |Sentences to the left should be | |

|Tú pintas en la clase de arte. |recorded/ embedded | |

|Yo cocino con mi mamá y mi tía. | | |

|Ellos escuchan la música. | | |

|Raúl usa la computadora. | | |

|Los estudiantes estudian matemáticas. | | |

|Based on the pictures – write all the AR verbs that could go with the pictures. As a | | |

|class, we will take the verb lists and write a story. |3 images in a series – writing prompt | |

| |for a mini story | |

|Studying w/TV in background | | |

|FAIL | | |

|Sports Game | | |

|Topic Summary: Family |Unit: 6 |Slides in Topic: 3 |

|Listening: Questioning. Video – Maya & Miguel. |Speaking: Questioning about family. |

|Reading: Cultural importance of family. ID family vocab in the context of Pobre Ana. |Writing: Describe in writing own family. |

|Vocabulary: Digital flashcards. Stick figure images of family. |Grammar: tener, mi, tu |

|Collaboration: Family challenges – figure out the relationships. Fake family tree |Study Skills: Games for family vocabulary. |

|with celebrity pictures. | |

|Authentic Resource: Quiero mi quince. Home videos of families over the holidays. |Diverse Learners: Bring in picture of your own family – label in Spanish. |

|Assessment: Multiple choice definitions of the family vocabulary. |

|Formative Assessment: Venn diagram comparing Spanish and American families. Draw own family tree – label in Spanish. |

|Teacher Notes (hidden page): Have every student bring in celebrity picture. Through questioning – establish the relationship to everyone. |

|Topic: Family |Unit: 6 |Slide: 1 |

|Sub Topic: | | |

|Objective(s): TSWBAT identify the Spanish family vocabulary. |State Standard: 12.1.1.D | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Family is very important to Spanish culture. Below are the vocabulary words for | | |

|family. |Pdf vocabulary list |Link to culture |

|mamá / madre, papá / padre, padres | | |

|hijo, hija | |Video by TonitoFrito |

|hermano, hermana |Images of family – arrow shows | |

|abuelo, abuela, abuelos |relationship |Slideshare with images |

|tío, tía | | |

|primo, prima | | |

|nieto, nieta | | |

|bisabuelo, bisabuela | | |

|sobrino, sobrina | | |

|What is the difference between hermano / hermana or abuelo / abuela? | | |

| |Framed image labeled ‘abuelos’ | |

|This is another review of gender of nouns. One letter can change the entire meaning | | |

|of the word. | | |

| |Framed image labeled ‘hermanos’ with |Link to gender |

|If hermano is brother, what is hermanos? |boys & girls | |

| | | |

|Why could it be brothers or siblings? | | |

|Practice with the vocabulary. | | |

|Matching, Flashcards, Hangman, Millionaire | |Links to outside resources |

| | | |

|Brainteasers: Complicated family relationships ¿Quién es? |ActivInspire FlipChart with voting | |

|¿Quién el la madre de la hermana de tu prima? | | |

|¿Quién es la abuela del hermano del hijo de tu padre? |Fake family tree | |

|¿Quién es el padre de tu tía? | | |

|¿Quién es el hermano de la tía del hijo de mi primo? | | |

|¿Quién es el nieto de la madre de mi padre? | | |

|¿Quién es el hijo de mi abuelo? | | |

|¿Quién es la hermana de la tía de la madre de mi hermano? | | |

|¿Quién es el hijo del hermano de mi padre? | | |

|Topic: Family |Unit: 6 |Slide: 2 |

|Sub Topic: Personal | | |

|Objective(s): TSWBAT identify the Spanish family vocabulary. TSWBAT personalize the |State Standard: 12.3.1.C | |

|vocabulary and articulate who is in their family. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | | |

|Everyone’s family is unique. There are some additional words for us to define: | | |

|stepfather and stepmother | | |

|stepbrother and stepsister | |Embed Word Reference App |

|half brother and half sister | | |

| | | |

|Are there any additional words you need to talk about your own family? | | |

| | | |

|After talking to your parents, draw a family tree. Label it with first names and the | | |

|Spanish word that shows their relationship to you. | | |

| | | |

|You can see the example from la familia de Señorita Butler. | | |

| |FamilyTree.png | |

|You will need to be able to answer questions about your family using your family | | |

|tree. | | |

| | | |

|Example questions from la familia de Señorita Butler. | | |

|¿Cuántos primas tiene Señorita Butler? | | |

|¿Cómo se llaman los padres de Señorita Butler? | | |

|¿Cómo se llama el padre de la madre de Señorita Butler? | | |

|¿Cuántos tíos tiene Señorita Butler? | | |

|¿Cómo se llama el padre del padre del padre de Señorita Butler? | | |

|¿? Preguntas ¿? | | |

|¿Cómo se llaman tus padres? Mis padres se llaman … |Questionmark image | |

|¿Tienes hermanos? Sí/No tengo hermanos | | |

|¿Cuántos hermanos tienes? | | |

|¿Cuántos años tiene tu hermano/hermana? Él/Ella tiene # años. | | |

|¿Cuántos tíos tienes? | | |

|¿Cuántos primos tienes? | | |

|¿Cuántos hermanos tiene tu madre? | | |

|¿Cuántos hijos tiene tu padre? | | |

| | | |

|Type 3 Writing: In Spanish, describe your family providing some details such as names|Collin’s Image | |

|or age. | | |

|FCA: 5 family vocabulary words circled | | |

|5 supporting details underlined | | |

|Verbs are conjugated correctly. | | |

|Topic: Family |Unit: 6 |Slide: 3 |

|Sub Topic: Cultural | | |

|Objective(s): TSWBAT compare the role of family in Spanish speaking countries and the|State Standard: 12.3.B, 12.1.1.D | |

|United States. | | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|What does family mean to you? | | |

| | | |

|Family plays an important role in the lives of Spanish speaking people. | | |

| | |Authentic article |

|Read the article and watch the video talking about family. Be prepared to compare and| | |

|contrast to your own family. | | |

| | |Video |

|Watch the clip from Plaza Sésamo that describes family. Even from an early age they | | |

|are taught the importance of family. | |Video |

|Create a Venn Diagram comparing or contrasting a Spanish family to your own family. | | |

|Watch the episode of Maya & Miguel and write down all the family vocabulary you hear.| | |

|The characters speak Spanglish – a mix of Spanish and English. | |Video – link through PBS Kids |

| | | |

|“La cocinita” – the Little Kitchen | | |

| | | |

|You should see the strong connection between the extended family. Children are raised| | |

|to have lots of respect for their elders. | | |

|Topic Summary: Tener |Unit: 6 |Slides in Topic: 3 |

|Listening: Questioning – in connection with family. Song. |Speaking: Answer Qué tienes? |

|Reading: Find forms of tener in Pobre Ana. |Writing: Type 1. Write sentences as a response to the prompt. |

|Vocabulary: Memorize the forms of tener for each subject pronoun. |Grammar: Conjugation chart. Contrast with AR verbs. |

|Collaboration: Info gap activity. |Study Skills: Digital flashcards. |

|Authentic Resource: Uses of tener expressions that do not translate directly. |Diverse Learners: Visual chart for tener. Flashcards for the 6 forms of |

| |tener. |

|Assessment: Conjugation quiz |

|Formative Assessment: Match the forms of tener to subject pronoun. Questioning practice. |

|Teacher Notes (hidden page): Tener expressions are introduced, will be covered in detail in 8th grade. |

|Topic: Tener |Unit: 6 |Slide: 1 |

|Sub Topic: Irregular Forms | | |

|Objective(s): TSWBAT identify which forms of tener are irregular. TSWBAT translate tener. |State Standard: 12.1.B | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

|Tener means to have. | | |

| | | |

|In Spanish, there are some special uses for tener – both expressions and expressing | | |

|obligation. | | |

| | | |

|Before we can discuss expressions or tener que, you need to know about the irregular forms. | | |

| | | |

|Unlike earlier verbs you learned to conjugate, tener is an ER verb, so the endings are | | |

|slightly different. | | |

| | | |

|Instead of the endings have ‘A’s – the endings have ‘E’s. | | |

| | | |

|The yo form is completely irregular. |Color coded conjugation chart for | |

| |tener | |

|In the tú, usted, él, ella, ustedes, ellos, and ellas forms of the verb, the ‘E’ in the stem | |Video with tener |

|changes to ‘IE’ |Tener conj.png | |

| | | |

|Nosotros and vosotros do not change in the stem. You just have to remember to conjugate the | | |

|end. | | |

|Vosotros tenéis que recorder a cambiar el fin. | |Study Stack |

| | |Conjugations & Expressions |

|It is easiest to just memorize the forms of tener as vocabulary. The Study Stack link will | | |

|help you practice. | | |

|Topic: Tener |Unit: 6 |Slide: 2 |

|Sub Topic: Expressions | | |

|Objective(s): TSWBAT translate and use Spanish expressions that use tener. |State Standard: 12.1.B, 12.1.1.D | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | | |

|Tener is used more frequently in Spanish than ‘to have’ is used in English. | | |

| | | |

|Many expressions in English use a form of ‘to be’ are transformed into tener expressions in | | |

|Spanish. | | |

| | | |

|This is a short list of tener expressions that we have used this year: | | |

|tener # años = to be # years old | | |

|tener hambre = to be hungry | | |

|tener sed = to be thirsty | | |

|tener sueño = to be tired | | |

|tener calor = to be hot | | |

|tener frío = to be cold | |Link to irregular forms of tener|

| | | |

|You conjugate the verb tener to show who is hungry, or tired, or cold. | | |

| | | |

|Based on the prompt, which tener expression would make sense? | | |

|No come nada en dos días. |desert | |

|Celebra mi cumpleaños con mis amigos. | | |

|Camina en el desierto y no tiene agua. |snow | |

|La temperatura hace noventa grados. | | |

|Quiere ir a la casa y duerme. | | |

|Es diciembre y hay nieva. | | |

|Topic: Tener |Unit: 6 |Slide: 3 |

|Sub Topic: tener + que | | |

|Objective(s): TSWBAT construct sentences with tener + que to express ‘has to.’ |State Standard: 12.1.B, 12.1.1.D | |

|Text: |Graphic/Audio/ Doc Files: |Interactions: |

| | | |

|Another use for tener is combining it with ‘que’ to express obligation. | |link to tener |

| | | |

|TENER + QUE = TO HAVE TO | | |

|(conjugated to match subject) | | |

| | | |

|The verb that follows ‘que’ stays in the infinitive; it should not be conjugated. | | |

| | | |

|Example sentences: | | |

| | | |

|Nosotros tenemos que estudiar. We have to study. | |Video ‘tener que’ |

| | | |

|Ella tiene que practicar el piano. She has to practice the piano. |messy bedroom | |

| | | |

|Yo tengo que limpiar mi dormitorio. I have to clean my bedroom. | | |

| | | |

|Practice: based on the picture and the subject in parenthesis, write a sentence explaining | |Link to answers (duplicate |

|what each person has to do. | |hidden page & add answers) |

|Click ANSWERS to check your responses. | | |

| | | |

|Select the correct form of tener. Afterwards, translate each sentence. | | |

|Yo (tiene / tengo) que comprar un regalo. |birthday | |

|Mi mamá (tiene / tenemos) que cocinar algo especial. | | |

|Ronaldo y Luz (tenéis / tienen) que visitar. | | |

|Nosotros (tienes / tenemos) que celebrar el cumpleaños de mi papá. | | |

| | | |

|Translate the sentences into Spanish using tener + que. | | |

|1. The girls have to play soccer. | | |

|2. He has to run fast. | | |

|3. We have to eat the fruit. | | |

|4. You (friend) have to walk the dog. | | |

|5. They have to wear a dress. | | |

|6. you all have to help. | | |

| | | |

|Type 2 Writing: Write three sentences expressing obligation using tener and different |Collin’s Image | |

|subjects. | | |

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