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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