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Course Profile   International Languages (Spanish), Level 3, University Preparation, Catholic

 

Course Overview

 

Course Profiles are professional development materials designed to help teachers implement the new Grade 11 secondary school curriculum. These materials were created by writing partnerships of school boards and subject associations. The development reflects the views of the developers and not necessarily those of the Ministry. Permission is given to reproduce these materials for any purpose except profit. Teachers are also encouraged to amend, revise, edit, cut, paste, and otherwise adapt this material for educational purposes.

Any references in this document to particular commercial resources, learning materials, equipment or technology reflects only the opinions of the writers of this sample Course Profile, and do not reflect any official endorsement by the Ministry of Education or by the Partnership of School Boards that supported the production of the document.

 

© Queen’s Printer for Ontario, 2001

 

Acknowledgments

Catholic District School Board Writing Teams – International Languages (Spanish), Level 3,
University Preparation

 

Lead Board

Barry Elliott, Project Manager, Windsor Essex Catholic District School Board

Sandra Pagliaroli, Lead Writer, Windsor Essex Catholic District School Board

 

Course Developers

Loreta Gabr, Windsor Essex Catholic District School Board

Silvana Patella, Windsor Essex Catholic District School Board

 

Internal Reviewers

Genevieve Cano, Windsor Essex Catholic District School Board

Father Peter Hrytsk, Religious Advisor, Windsor Essex Catholic District School Board

Ann Wilkie, Accommodations, Windsor Essex Catholic District School Board

Dr. Berislav Primorac, Classical and Modern Languages, University of Windsor

 

 

Eastern Ontario Catholic Curriculum Cooperative

Institute for Catholic Education

 


Course Overview

International Languages (Spanish), Level 3, University Preparation, LWSCU

Prerequisite:  International Languages (Spanish), Level 2, Academic

Course Description

This course allows students opportunities to further their knowledge of the Spanish language and to further develop an appreciation for Spanish culture through language. Students build and apply their knowledge of Spanish while exploring a variety of themes, such as art, music, traditions, and an overview of Spanish-speaking people in the world. Students also enhance their thinking skills through the critical study of literature. They continue to explore aspects of the countries where Spanish is spoken through a variety of print and technological resources.

How This Course Supports The Ontario Catholic School Graduate Expectations

The study of the Spanish language helps students become effective communicators; more reflective, critical, and creative thinkers; as well as discerning believers. The graduate will respect and affirm the diversity and interdependence of the world’s peoples and cultures. As a life long learner and responsible citizen, the graduate will also be able to make appropriate decisions in light of Gospel and Church teachings.

Units:  Titles and Time

Unit 1

Las cosas cambian

16 hours

* Unit 2

¡Qué recuerdos!

28 hours

Unit 3

Más vale tarde que nunca

22 hours

Unit 4

Mente sana en cuerpo sano

22 hours

Unit 5

¡Sin límites!

22 hours

* This unit is fully developed in this Course Profile.

 

 

 

Unit Descriptions

Unit 1:  Las cosas cambian

Time:  16 hours

Unit Description

This unit is intended to provide students with a comprehensive review of Spanish, Level 2, Academic. Students explore their family roots and their younger years. Students are exposed to the study of cuentos y fábulas as an introduction to the imperfecto. They recognize that there is more grace in our world than sin, and that hope is essential in facing all challenges. The unit activities lay the foundation for self-help and cooperative learning, whereby team members learn to respect the rights, responsibilities, and contributions of self and others.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

Cluster

Expectations

Assessment

Focus

1

L1V.01, SPV.01, REV.01, WRV.01

LI1.01

WR1.01,.04

SP1.01,.02,.03,.04

RE1.01,.02,.05

CGE2b,5a,5g

Knowledge/ Understanding

Thinking/Inquiry

Communication Application

Imágenes del pasado

- Repaso de los sustantivos, los artículos, el género y las contraciones del artículo masculine

- Repaso del vocabulario de la niñez/juventud

- Reunión de estudiantes graduados despúes de diez años (proyecto escrito-hablar de sus vidas

2

L1V.01, SPV.01, WRV.01

LI1.02,.03

SP1.01,.02,.03,.04

WR1.01,.04

CGE2c,4a,5g,6a,6c,6d

Knowledge/
Understanding

Thinking/Inquiry

Communication Application

La familia

- Repaso del vocabulario de la familia

- Repasar los adjetivos posesivos

- Enseñar los pronombres posesivos

- Una guía completa con algunos personajes e historias - en video

3

LIV.01, REV.01, WRV.01

LI1.02

RE1.01,.02,.04

WR1.01,.02,.03,.04

CGE1d,1j,3a,3d,4g,
5g,7a,7c

Knowledge/
Understanding

Thinking/Inquiry

Application

¿Qué hicieron?

- Una encuesta sobre las noticias (leer un periódico o revista, ver un programa, oír las noticias, visitar una página Web, etc.) - preparar preguntas y un reportaje escrito

- Repaso del pretérito del indicativo

4

LIV.01, SPV.01, REV.01,WRV.01

LI1.02,.03

SP1.01,.02,.03,.04

RE1.01,.02,.03,.05

WR1.01,.02,.04,.05

CGE1j,2a,2b,3a,4g,
5g,7c,7f

Knowledge/
Understanding

Thinking/Inquiry

Communication Application

Un breve estudio de cuentos y fábulas hispánicas e indígenas de las Américas

- Enseñar/usar el imperfecto del indicativo

- Escribir un párrafo completando una leyenda o un cuento de hadas

- Analizar leyendas/cuentos de hadas de los varios países de habla hispana

5

L1V.01, REV.01, WRV.01

LI1.03

RE1.01, RE1.03,.05

WR1.01,.02,.03,.04,.05

CGE2b,3a,3b,4c,4g,
5f,5g,7a

Knowledge/
Understanding

Thinking/Inquiry

Application

Crear una leyenda o un cuento de hadas sobre su propia familia o una familia imaginaria

- Enseñar cuando usar el imperfecto del indicativo y el pretérito del indicativo

6

LIV.01, SPV.01, REV.01

LI1.02

SP1.01,.02,.03,.04

RE1.02,.05

CGE2b,2c,3a,4a,4c,4f,4g,
5a,5g, 7a

Knowledge/
Understanding

Thinking/Inquiry

Communication Application

Presentación oral/dramatización de su propia leyenda o cuento de hadas

Unit 2:  ¡Qué recuerdos!

Time:  28 hours

Unit Description

Students honour and appreciate the development of Hispanic and Hispanic-Canadian cultures through the various arts (music, literature, art) and science. In the study of influential Hispanic men and women, both in Spanish-speaking countries and in Canada, students integrate Catholic faith traditions while enhancing their knowledge and understanding of the lives of Hispanics in history.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

Cluster

Expectations

Assessment

Focus

1

LIV.01, REV.01, WRV.01

LI1.01,.02

RE1.01,.02, .04,.05

WR1.01,.02,.03,.04

CGE1a,1e,1h,1i,2a,2c,3b, 5g, 6b,7f

Knowledge/
Understanding

Thinking/Inquiry

Application

Historia de las “Artes y Música” en el mundo hispánico (diapositivas y música) y su importancia en el ambiente hispanocanadiense

- Enseñar el vocabulario asociado con la música y las artes

- Repaso de los sustantivos singulares y plurales y los sustantivos regulares e irregulares

2

LIV.01, SPV.01, REV.01, WRV.01

LI1.01,.02,.03

SP1.02,.03,.04

RE1.01,.02,.03,.04,.05

WR1.01,.02,.03,.04,.05

CGE3a,7f,7g

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Estudio de la literatura penísula/hispanoamerica (poemas, novelas, dramas, etc.)

- Repaso de los pronombres de objeto directo

- Enseñar los pronombres de objeto indirecto y su posición en la oración y los pronombres tónicos con/sin la preposición

3

LIV.01, SPV.01, REV.01, WRV.01,

LI1.02,.03

SP1.01,.02,.03,.04

RE1.01,.03,.04,.05

WR1.03,.04,.05

CGE1a,1e,1h,1i,2b,6b,7g

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Estudio de artistas, compositores, escritores y santos  hispanos e hispanocanadienses

- Enseñar los adjetivos demostrativos

- Enseñar el pretérito perfecto del indicativo

- Enseñar los pronombres relativos

- Repaso del pretérito del indicativo de los verbos regulares e irregulares

4

LIV.01, SPV.01, REV.01, WRV.01

LI1.02, .03

SP1.01,.02,.03,.04

RE1.01,.02,.03,.04,.05

WR1.01,.02,.03,.04,.05

CGE2c,3b,4b,5a,5e,5f

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Los españoles y los latinoamericanos

- Estudio sobre un compositor, un bailador, un cantante, un artista o un santo/a

- Aplicación de las estructuras gramáticales ya aprendidas

- Reportaje escrito e independiente

5

LIV.01, SPV.01, REV.01, WRV.01

LI1.02,.03

SP1.01,.02,.03,.04

RE1.01,.02,.03,.04,.05

WR1.01,.02,.03,.04,.05

CGE1a,1e,1h,2a,2b,2e,
3a,3b,3e,4b,4g,6b,7f,7g

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

El español: idioma mundial

- Continuar el estudio del imperfecto con el pretérito indefinido y perfecto

- Enseñar “por/para”Una búsqueda de información acerca de tradiciones/eventos hispanos (por ejemplo: el tango, la piñata, el chocolate, la corrida de toros, etc.)

- Preparar/crear una presentación detallada  (una escena/fiesta) en la cual se celebren los aspectos estudiados

Unit 3:  Más vale tarde que nunca

Time:  22 hours

Unit Description

Students appreciate the cultural diversity of the Hispanic world while exploring countries, traditions, customs, religions, and folk traditions of these different Spanish-speaking societies. The geographical and cultural comparison between Canada and the Hispanic world allows students to respect historical and cultural differences in today’s changing world. Equality, democracy, and solidarity, as witnessed in Catholic social teaching, are promoted through students’ research.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

Cluster

Expectations

Assessment

Focus

1

LIV.01, SPV.01, REV.01, WRV.01

LI1.01,.02,.03

SP1.01,.02,.03,.04

RE1.01,.02,.05

WR1.01,.02,.04,.05

CGE1b,4c,5a,7g

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Planes de viaje/Agente de viajes/Una agencia

- Enseñar el vocabulario asociado con una agencia de viajes

- Crear y presentar oralmente un diálogo/una escena sobre este tema

2

LIV.01, SPV.01, REV.01, WRV.01

LI1.01

SP1.01,.02,.03,.04

RE1.02,.05

WR1.02,.05

CGE1b,2a,3c,3f,
4b,4c,4f, 5e,7h,7i

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Comparación del Canadá con los varios países de habla hispana

- Enseñar el comparativo, el superlativo de los adjetivos regulares e irregulars

- Discusión en clase

- Usar mapas u otros recursos acerca de la geografía de los países hispanos

3

LIV.01, SPV.01, REV.01, WRV.01

LI1.02,.03

SP1.01,.02,.03,.04

RE1.01,.02,.03,.04,.05

WR1.01,.02,.04,.05

CGE1b,1h,2c,4a,5a,
7d,7f

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Tradiciones y costumbres

- Enseñar el futuro del indicativo y el futuro de probabilidad

- Crear un diálogo video/audio grabado de una tradición, superstición, o costumbre proyectado hacia el futuro

4

LIV.01, SPV.01, REV.01, WRV.01

LI1.02

SP1.01,.02,.03,.04

RE1.01,.02,.03,.04,.05

WR1.01,.02,.03,.04,.05

CGE2b,2e,3a,3e,4g,7f

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Investigación sobre un país hispánico

- Presentación oral y escrita

- Uso de la computadora y la Internet

5

LIV.01, SPV.01, REV.01, WRV.01,

LI1.02,.03

SP1.01,.02,.03,.04

RE1.01,.02,.05

WR1.01,.03,.04,.05

CGE1f,2b,3f,4f,5g,7g

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Álbum turístico

- Presentación en video de planes de viajes

- Una carta video (repaso del uso del pasado y del futuro). Redactar una carta a un(a) amigo(a) o familiar contándole todo lo que has hecho y lo que e queda por hacer en el país visitado.

 

Unit 4:  Mente sana en cuerpo sano

Time:  22 hours

Unit Description

Students explore health through the world of gastronomy, fashion, and medicine of the Hispanic countries. Students recognize that life is an unearned gift. One is entrusted with life. One does not own it, but one is called to protect and cherish it. Through various Canadian/Spanish/Latin American magazines, newspaper publications, and the Internet, students learn to appreciate the variety of opportunities in leisure and fitness for a well-balanced healthy lifestyle.

Strand(s):  Oral Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

Cluster

Expectations

Assessment

Focus

1

LIV.01, SPV.01, REV.01, WRV.01

LI1.01,.03

SP1.01,.03

RE1.01,.02,.04

WR1.01,.03,.04

CGE1c,1j,2a,3a,3d,3f,
4a,4g,4h,5c,6b,7b,7d,7i

Knowledge/
Understanding

Thinking/ Inquiry

Communication

Application

De muchos tamaños – En el salón de belleza

- Repaso de las conjunciones y del vocabulario de las partes del cuerpo humano

- Enseñar el vocabulario asociado con la salud

- Crear una revista de belleza (actividad colaborativa) para los jóvenes acentuando el cuidado de la salud

2

LIV.01, SPV.01, WRV.01

LI1.01,.02

SP1.01,.03

WR1.01,.02,.04,

CGE1d,1e,2c,4a,
4b,4g,5a,5f

Knowledge/
Understanding

Thinking/ Inquiry

Communication

Application

¿Qué te duele?

- Repaso de los verbos reflexivos y su uso en acciones recíprocas

- Dramatización oral de una escena de una visita al médico

3

LIV.01, SPV.01, REV.01, WRV.01

LI1.01,.02,.03

SP1.01,.03

RE1.04

WR1.01,.02,.04

CGE2c,3e,4a,5a,7d

Knowledge/
Understanding

Thinking/ Inquiry

Communication

Application

El encuentro de los gustos gastronómicos

- Enseñar el condicional

- Crear un menú que incluya un aspecto de la historia de la cocina española, hispanoamericana e hispanocanadiense

- ¿Qué le serviría Ud. a un personaje imaginario o histórico o a un hispanocanadiense?

4

LIV.01, SPV.01, WRV.01

LI1.01,.02,.03

SP1.01,.02

WR1.01,.02,.03,.04

CGE2c,4b,5a,7c

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

¡Dígame!

- Crear un diálogo de una conversación teléfonica acerca de la importancia de hacer ejercicio físico y decidir encontrarse en un gimnasio

5

LIV.01, SPV.01, REV.01, WRV.01

LI1.01,.02,.03

SP1.01,.02

RE1.01,.02,.04

WR1.01,.03,.04

CGE2c,3f,4a

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Un anuncio publicitario para un gimnasio/la salud (clases de aerobicos, salón de aparatos para hacer ejercicio, natación, sauna y masaje)

- Crear un anuncio publicitario escrito y presentarlo (en video) a la clase

6

LIV.01, REV.01, WRV.01

LI1.01,.02

RE1.02

WR1.01,.02,.03,.04

CGE1c,1d,1e,1f,1i,1j,
2a,2b,2c, 3d,4a,4h,
5a,5e,5f,6b,7a,7b,7d,7i

Knowledge/
Understanding

Thinking/Inquiry

Application

Consejos y advertencies

- Escribir una carta al programa televisivo, “Hispanos en Canadá” o “Cristina,” pidiéndole consejos o

- Crear un horóscopo original en el cual haya consejos y advertencias

 

Unit 5:  ¡Sin límites!

Time:  22 hours

Unit Description

Students investigate the workplace and consider the meaning and purpose of work. Students explore career opportunities in Canada and Spanish-speaking countries. Students write curriculum vitae, fill out applications, and search for jobs through the Internet, newspapers, and other job postings. They are also encouraged to discover the values and rewards of volunteer work and the responsibilities involved in choosing a career in today’s evolving society. Students are made aware of their rights and responsibilities as Canadian citizens in this unit. Students also learn to respect and appreciate the importance of language and contributions of others in the world of work while exercising Christian leadership.

Strand(s):  Communication (Listening, Speaking), Reading, Writing

Unit Overview Chart

Cluster

Expectations

Assessment

Focus

1

LIV.01, SPV.01, REV.01, WRV.01

LI1.01,.03

SP1.02,.03,.04

RE1.01,.04,.05

WR1.01,.03,.05

CGE1g,1h,1i,2d,3f, 5b,5d,5e,6e,
7e,7f,7g,7h,7j

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Profesiones y carreras en las cuales se usa el español

- Enseñar el vocabulario asociado con el mundo del trabajo

- Buscar los anuncios en los periódicos y en la Internet

- Intercambio de ideas generales y comentarios

2

LIV.01, SPV.01, REV.01, WRV.01

LI1.02

SP1.01,.02,.03,.04

RE1.02

WR1.01,.02,.04

CGE4c,4d,4f

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Los problemas internacionales

- Enseñar el imperativo afirmativo y negativo

- Una presentación de nuestros ideales para un mejor planeta, la eliminación de la pobreza, de la guerra y de la contaminación (Consejos usando el imperativo)

3

LIV.01, REV.01, WRV.01

LI1.01

RE1.01,.02,.04

WR1.01,.03,.04

CGE2d,3d,4g,5b,5c, 5h,6e,7b

Knowledge/
Understanding

Thinking/Inquiry

Application

Carta de recomendación

- Repasar el negativo de los verbos y enseñar las expresiones negativas

- Enseñar “pero/sino”

- Crear y completar una solicitud

- Escribir un “curriculum vitae”

4

LIV.01, SPV.01, REV.01, WRV.01,

LI1.01,.03

SP1.01,.02,.03

RE1.02,.04

WR1.01,.02,.04

CGE2a,2c,5d,5e

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Una encuesta sobre los trabajos

- Enseñar el comparativo y el superlativo de los adverbios regulares e irregulares

- Preparar una encuesta/un cuestionario sobre el trabajo y hacer un reportaje oral de los resultados

5

LIV.01, SPV.01, REV.01

LI1.03

SP1.01,.03,.04

RE1.01,.04,.05

CGE3e,3f,5c,7f,7g

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

Anuncios de trabajos bilingües e internacionales

- Profesiones del futuro en las cuales se use el español como  segundo idioma

- Hablar de las profesiones del futuro

- Redactar una carta solicitando una entrevista de trabajo

6

LIV.01, REV.01, WRV.01

LI1.01,

RE1.01,.04

WR1.01,.04

CGE3d,4e,4g,5b,5c,5d, 5g,5h,6e,7a,7b,7h

Knowledge/
Understanding

Thinking/Inquiry

Communication

Application

La primera entrevista

- Presentar una dramatización de una entrevista en una compañía canadiense/hispánica o una escena en la cual uno solicite trabajo como voluntario

OSS Policy Considerations

Teachers refer to The Ontario Curriculum, Grades 11 and 12, Classical Studies and International Languages, 2000. It is the responsibility of the teacher to review the necessary language structures in order to give students the basis for a successful learning experience. [Any resources to support anti-discrimination education, equity/social justice issues, career goals/cooperative education, community partnerships, and faith development support many of the Ontario Secondary School Policies as well as The Ontario Catholic School Graduate Expectations.] Teachers are to be familiar with Ontario Secondary Schools, Grades 9 to 12: Program and Diploma Requirements, 1999.

Course Evaluation

At the end of this course, teachers have the opportunity to assess the overall effectiveness of their programs. Teachers may utilize a student evaluation form to gather information on how to modify the program for student success. Teachers should review the content and the instructional and assessment strategies of the course in order to revise the Spanish program to improve student achievement of the expectations.

Course Notes

Teachers should address school and board policies regarding safety, acceptable use of the Internet, and proper use of audio-visual equipment. On-going activities should reflect awareness of violence prevention and avoidance of bias within the learning environment. Teachers, in conjunction with special education teachers, should accommodate individual student needs. Cross-curricular integration assists students in making connections to other disciplines globally.

Teaching/Learning Strategies

A wide variety of teaching and learning strategies should be employed to sustain student interest and maximize learning. All types of learning styles should be are accommodated. Teaching and learning strategies will reflect a balance of independent, collaborative, and teacher-directed activities. Activities are relevant and motivating and allow for student creativity. Resources used (Internet, video, and print) are to be previewed before use. Information technology has been included for all units in the course overview.

Assessment & Evaluation of Student Achievement

Teachers should assess what students learn and how well they learn. Teachers should also provide opportunities for students to examine and reflect on their personal values, abilities, and aspirations and on how these influence life’s choices and opportunities. Students need a variety of opportunities to demonstrate their knowledge and skills. Teachers should use a variety of techniques to assess and to evaluate these performances of learning (e.g., portfolios, journals, tests, checklists, rubrics, etc.). Teachers should use a repertoire of assessment techniques, including diagnostic, formative, and summative assessment to include student achievement of Ministry and Ontario Catholic School Graduate Expectations.

Reporting Student Achievement

A final grade is recorded for each Spanish course and a credit is granted for every course in which the student’s grade is 50% or higher.

The final grade is determined as follows:
- 70% of the grade is based on assessments and evaluations throughout the course,
- 30% of the grade is based on a final evaluation in form of an examination, performance, or other method of evaluation suitable to the course content and administered near the end of the course. It should assess the three strands of Oral Communication (Listening and Speaking), Reading, and Writing.

The final mark should reflect the expectations of the three strands: Oral Communication (Listening and Speaking), Reading, and Writing.

Accommodations

Teachers are expected to be acquainted with students’ Individual Education Plans (IEP), the unique learning characteristics of individual students, and to make the necessary accommodations.

In order to meet the needs of these students, a variety of strategies, techniques, or resources may be used (e.g., use cue cards, pair students according to task, modify written tests, etc.). Every attempt is made by the teacher to accommodate students’ individual needs, in order to increase their success in the course.

Teachers:

·         consult with Special Education personnel while reviewing Individual Education Plans (IEPs) of students with special needs, noting recommendations and accommodations for all identified students e.g., gifted, students with physical, behavioural and/or intellectual challenges and students with learning disabilities;

·         are prepared to offer alternative formats for assignments and presentations. These may include pre-recorded audiocassettes, videotaped conversations, the use of a script, etc.;

·         refer to IEPs for recommendations and accommodations when assessing and evaluating students identified with special needs;

·         arrange on-going extra opportunities for the reinforcement of vocabulary and grammatical structures;

·         sensitively select partners allowing one student’s strengths to compensate for another student’s challenges.

Resources

Specific resources have been included in the course overview for the units and activities. Community resources are also very useful: community organizations, clubs, embassies, consulates, travel agencies, newspaper, radio and television stations, theatres, museums, art galleries, churches, and spanish speakers from the community (or within the schools).

Note: The URLs for the websites have been verified by the writer prior to publication. Given the frequency with which these designations change, teachers should always verify the websites prior to assigning them for student use.

Print

Aslop, Thomas W. and Daniel T. Aslop. My Internet Assignment Book for Spanish Class. Auburn, Hills, MI: Teacher’s Discovery, 1998. ISBN 1-884473-18-0

Axtell, Roger E. Gestures: The Do’s and Taboos of Body Language Around the World. New York: John Wiley & Sons, Inc, 1998. ISBN 0-471-18342-3

Barlow, Genevieve and William Stivers. Leyendas latinoamericanas. Lincolnwood, Illinois: National Textbook Company, 1996. ISBN 0-8442-7239-6

Barlow, Genevieve and William N. Stivers. Leyendas Mexicanas. Lincolnwood, Illinois: National Textbook Company, 1996. ISBN 0-8442-7238-8

Barlow, Genevieve and William N. Stivers. Stories from Spain: Historias de España. Lincolnwood, Illinois: National Textbook Company, 1998. ISBN 0-8442-0499-4

Barer-Stein, Thelma. You Eat What You Are, A Study of Ethnic Food Traditions. London, ON: Culture Concepts Inc., 1991. ISBN 0-921472-02-1

Brandy, Agnes M. and Margarita Márquez de Moats. La Navidad. Christmas in Spain and Latin America. Illinois: National Textbook Company, 1990. ISBN 0-8442-7208-6

Chastain, Kenneth. Exploraciones en literartura. Illinois: National Textbook Company 1994.
ISBN 0-8442-7659-6

Coe, Sophie D. and Michael D. Coe. The True History of Chocolate. New York: Thames & Hudson 2000. ISBN 0-500-28229-3

Downs, Cynthia and Terry Becker. Bienvenidos. A Monthly Bilingual/Bicultural Teacher’s Resource Guide to Mexico & Hispanic Culture. Minneapolis, MN: T.S. Denison & Company, 1991.
ISBN 0-513-02053-5

Dreke, Michael, Wolfgang Lind, and Margaret Schulbach Rüping. Español en Pareja. Estímulos para hablar en la clase de español comunicativa. Hojas de trabajo para principantes y avanzados. Brelin, Germany: Druckhaus Langenscheidt, 1991. ISBN 3-468-49998-1

Esposito, Franco. Pensar y Aprender. Montreal Nord, Quebec: Editorial Los Maya, 1994.
ISBN 2-921445-050

Funston, James F. Somos Así, Listos. Saint Paul, Minnesota: EMC Paradigm Publishing, 2000.
ISBN 0-8129-1914-8

Funston, James F. Somos Así,¡Ya!. Saint Paul, Minnesota: EMC Paradigm Publishing 2000.
ISBN 0-8129-1937-7

Frobose, Mark. Relatos divertidos. Portland: J. Weston Walch, 1988. ISBN 0-8251-1303-2

Gabel-Liedowitz, Dorothy. Practical Spanish Vocabulary Builder. Lincolnwood, Illinois: National Textbook Company, 1994.

Gelabert, María José and Emma Martinell Gifre. Diccionario de Gestos con sus giros más usuales. Madrid, España: Edelsa Grupo Didascalia, S.A., 1996. ISBN 84-7711-058-1

González, J.R. Literatura Moderna Hispánica. An Anthology. Lincolnwood, Illinois: National Textbook Company, 1995. ISBN 0-8442-7029-6

Gordon, Ronni L. PhD. and David Stillman. Cuaderno 1, A Beginning Workbook for Grammar and Communication. Illinois: NTC, 1998. ISBN 0-8442-7899-8

Gordon, Ronni L. PhD. and David Stillman. Cuaderno 2, An Intermediate Workbook for Grammar and Communication. Illinois: NTC, 1999. ISBN 0-8442-7926-9

Hamberger, Ruth H. 101 Dialogues in Spanish. Hamilton, Ontario: Tralco Educational, 1994.

Iacofano, Judy. Foreign Language Teacher’s Internet Yearbook. Suburn, Hills, MI: Teacher’s Discovery, 1996.

Juntos Dos y Tres. Juntos Magazines. New Jersey: Prentice-Hall, Inc., 1997. ISBN 0-13-838905-5

Kosnik, Alice Mohrman. Ya Escribimos. A Writing Workbook in Spanish for Advanced Beginners. Lincolnwood, Illinois: National Textbook Company, 1994. ISBN 0-8442-7019-5

Lafayette De Mente, Boyé. There’s a Word for It in Mexico: The Complete Guide to Mexican Thought and Culture. NTC: Illinois, 1996. ISBN 0-8442-7251-5

Leigh, Heather. Por correo. England: Longman, 1986. ISBN 0-582-33157-9

Lemmon, Patricia A. and Douglas E. Moore. Sígame. Aiming for Proficiency in Spanish. 2nd Edition. Elmont, N.Y.: Proficiency Press CO., 1996. ISBN 1-879279-07-X

Leon, Vicki. 70 Spanish Activities. Portland: J. Weston Walch, 1984. ISBN 0-8251-0248-0

Medley, Jr., Frank W., Carolyn L. Hansen and Gillian D. Paul. ¡Sin Duda! Más lecturas al día. Boston, Massachusetts: Heinle & Heinle Publishers, 1993. ISBN0-8384-2378-7

Menard, Valerie. The Latino Holiday Book: From Cinco de Mayo to Día de los Muertos – The Celebrations and Traditions of Hispanic-Americans. Marlowe & Company: New York, 2000.
ISBN 1-569-24646-7

Muckley, Robert L. and Eduardo E. Vargas. Cuentos Puertorriqueñeos. Illinois: National Textbook Company, 1995. ISBN 0-8442-7043-1

National Textbook Company. Repaso. A Complete Review Workbook for Grammar, Communication, and Culture. Illinois: NTC, 1997. ISBN 0-8442-7412-7

Nickles, Greg. We Came to North America, The Hispanics. St. Catherines, Ontario: Crabtree Publishing Company, 2001. 0-7787-0200-6

Noble, Judith and Jaime Lacasa. The Hispanic Way. Aspects of Behavior, Attitudes, and Customs in the Spanish-speaking World. Illinois: Passport Books, 1991. ISBN 0-8442-7389-9

Ontario Ministry of Education and Training. You and the Job market: Quick reference to today’s job market for career counselling and career planning. 1997.

Panati, Charles. Panati’s Extraoridinary Origins of Everday Things. New York: Harper & Row Publishers, 1989. ISBN 0-06-096419-7

Rios, Alicia and March, Lourdes. The Heritage of Spanish Cooking. Australia: Weldon Russell Pty Ltd, 1992. ISBN 0-09-178186-8

Sánchez, Aquilino and Pascual Cantos Gómez. 450 Ejercicios Gramaticales. Madrid, España: SGEL Educación, 1996. ISBN 84-7143-461-X

Seeling, Charlotte, Fashion. The Century of the Designer 1990-1999. Cologne: Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-2980-2

Skaife, Linda and Val Rodríguez. Creative Communicative Activities for the Spanish Class. Lincolnwood, Illinois: National Textbook Company, 1995. ISBN0-8442-7308-2

Telgen, Diane and Kemp, Jim. Latinas!: Women of Achievement. New York: Diane Publishing Company, 2000. ISBN 0788190342

Telgen, Diane and Kemp, Jim. Notable Hispanic American Women. New York: Gale Research Inc., 1998. ISBN 0787620688

Toman, Rolf. Baroque. Architecture-Sculpture-Painting. Köln: Könemann Verlagsgesellschaft mbH, 1998. ISBN 3-89508-917-6

Toman, Rolf. The Art of Gothic. Architecture-Sculpture-Painting. Cologne: Könemann Verlagsgesellschaft mbH, 1999. ISBN 3-8290-1741-3

Trotter, Marion. Culinaria Spain. Germany: Könemann Verlagsgesellschaft mbH, 1998.
ISBN 3-8290-1965-3

¿Qué tal? London: Mary Glasglow Magazines-Scholastic, 1999. ISBN 0033-5940

Possible Readers

(100 pages of text: 50 intensive and 50 extensive as required Level 3, International Languages.)

Andrade, Marcel C. Lazarillo de Tormes (Adapted for Intermediate Students). Illinois: NTC, 2000.
ISBN 0-658-00570-7

Baroja, Pío. Las inquietudes de Shanti Andía. Dinamarca: Grafisk Forlag A/S, 1973.
ISBN 87-429-7732-0

Blatt, Alice Wolfson, Sandra C. Hassán, and Sandford, Richard A. Parabienes: A Multilevel Spanish Reader. Virginia: Gessler Publishing Company, Inc., 1995. ISBN 0-88043-326-4

Cervantes, Miguel de. Don Quijote de la Mancha. Primera Parte. Dinamarca: Grafisk Forlag A/S, 1972.
ISBN 87-429-7740-1

Hanley-Carrera, Teresa, Valette, Jean-Paul, and Valette, Rebecca M. Vistazos: Lecturas Fáciles 1. Toronto: D.C. Heath and Company, 1986. ISBN 0-669-10290-3

Hanley-Carrera, Teresa, Valette, Jean-Paul, and Valette, Rebecca M. Vistazos: Lecturas Fáciles 2. Toronto: D.C. Heath and Company 1986. ISBN 0-669-10291-1

Neruda, Pablo. Neruda’s Garden: An Anthology of Odes. Pennsylvania: Latin American Literary Review Press 1995. ISBN0-935480-68-4

Prentice Hall Choices in Literature (Anthology). Seleciones Literarias (Copper, Bronze, Silver). New Jersey: Prentice Hall, 1997. ISBN 0-113-418047-X, 0-13-418039-9

Sanchez-Silva, José María. Marcelino Pan y Vino. Dinamarca: Grafisk Forlag A/S, 1975.
ISBN 87-429-7731-2

Sender, Ramón. Réquiem por un campesino español. Dinamarca: Grafisk Forlag A/S, 1972.
ISBN 87-429-7730-4

Varona-Lacey, Gladys M. Introducción a la literatura Hispano-Americana: de la conquista al siglo XX. Illinois: NTC 1997. ISBN 0-8442-7679-0

Magazines

Chicos, Muchachos, Todos Amigos, Vamos! – ELI Distributors, The Resource Centre, P.O. Box 190 Walterloo, Ontario N2J 3Z9 Tel. (519) 885-0826, Fax (519) 747-5629

Technological

Batalla de palabras. Roanoke: Gessler Publishing Co., Inc., 1987. (software)

Gaiero, Robert D. Spanish Bit by Bit 1, 2, 3. St. Catherines: Tutor Enterprises, 1996. (software)

Spanish for Everyone. Cambridge: The Learning Company, 1997. ISBN 0-7630-1489-3 (CD-ROM)

Video, A Piece of the Puzzle (Guidance Department or contact Fairmeadow Centre, Toronto District School Board, 416-395-4920).

Films

La Bella y La Bestia. CS. Burbank, California: Walt Disney. ISBN 1-55890-671-1

FilmArobics, Inc. Vernon Hills, Illinois. Web page: www.filmarobics.com Fax: 1-847-367-5669

Films for the Humanities. P.O. Box 1051, Fort Erie, ON L2A5N8 1-800-257-5126, Web page: www.films.com (vast selection of Spanish/Latin American film and videos of artists, writers, history and culture).

Selena. (versión en español-doblada). Warner Brothers. ISBN 0-7907-3423-0

Internet  Please note all sites are listed in order of use.

Yahoo – Spanish

Lycos – Spanish

www.yahoo.com

www.lycos.es

Excite – Spanish

AltaVista – English

www.excite.es

www.altavista.com

 

American An elegant multi-lingual searchengine

 

www.google.com

OMLTA

Modern Language Association of America

webhome.idirect.com/~omlta/

www.mla.org/

 

Famous Hispanics

 

coloquio.com/famosos.htm

American Council on the Teaching of Foreign Languages

Emiliano Zapata

www.actfl.org/

indians.org/welker/zapata.htm

Biblia

Gloria Estefan

www.catolicos.org/biblias.htm

www.estefan.net/

Mayan Folktales

Frida Kahlo

LanguageCenter.cla.umn.edu/lc/surfing/spanish.html

www.cascade.net/klinks.html

Mayan Calendar

Diego Rivera

saxakali.com/historymam7.htm

www.diegorivera.com

¡Fiestas!

Tour the Prado Museum

www.mexdesco.com/fiestas/1852.html

museoprado.mcu.es/index.html

List of Mexican Fiestas

El Greco

www.mexico-travel.com/fiestas/fiestas_inf_eng.html

www.santotome.macom.es/

Sí, Spain

La Tuna

www.SiSpain/english/index.html

tuna.upv.es/

Documentos de Santos

Latin Music Company

www.catolicos.org/documentossantos.htm

www.fonovisa.com/

3D Atlas

Country Information

www.3datlas.com

www.excite.com/travel/countries

Countries Online

Spanish Fairy Tales

www.altapedia.com/online/contents.htm

www.angelfire.com/ne/Bernardino2/

Great Maps

Bullfighting Magazine

www.nationalgeographic.com/resources/ngo/maps

www.6toros6.com/6t6b.htm

CNN City Maps

Folk Dancing in Mexico

www.cnn.com/TRAVEL/CITY.GUIDES

www.alegria.org

A World of Information

Chichen Itza – Prehispanic City

www.emulateme.com

osfl.gmu.edu/~reastlan/slide8.htm

Madrid Monthly

Links to Latin American Sites

www.softdoc.es/

www.latinolink.com

Latin America

Mexico Online

latinworld.com

www.mexicool.com

Virtual Spain

Spain’s Office of Tourism

www.clark.net/pub/jumpsam/index.html

http:www.okspain.org

Tour Spain

Cyber Spain

www.spaintour.com/indexe.html

www.cyberspain.com/

Mexico City

Costa Rica Museum of Art

www.mexicocity.com.mx

crc.co.cr/cultura/musarco/index.html

Guatemala

Children’s Stories

www.eecs.wsu.edu/~pomero/literatura/guatemala.html

ika.com/cuentos/peques/nino.html

Peru

Chile

www.peru-info.com/

sunsite.dcc.uchile.cl/chile/chile.html

Familias Católicas

Dictionaries

www.catolicos.org/familias.htm

www.onelook.com

Language Translation

More Spanish Resources

www.logos.it dictionaries.travlang.com

www.cfls.ndhq.dnd.ca/spa.html

Grammar Worksheets

Videos

http://php.indiana.edu/~jsoto/ejercicios.html

www.madridman.com/

Self-Check Exercises

 

mld.ursinus.edu/~jarana/Ejercicios/self_check.html

 

Activities and Games

 

www.mundolatino.org/rinconcito/

 

Menus

 

www.onlinemenus.com

 

The Web Gourmet

Spain’s Foremost Newspaper

www.gourmetspot.com

www.elpais.es

Electronic News Magazine

Bilingual Magazine

noticias.ole.es

www.enespanol.com/home.html

Costa Rican Newspaper

Worldwide Newspapers

www.nacion.co.org

www.all-links.com/newscentral

News from Columbia

The Bullfight

www.elheraldo.com.co

www.andalucia.com/bullfight/home.htm

Bullfighting in Peru

 

ww3.rcp.net.pe/rcp/toros

 

The Running of the Bulls

 

webcom.com/fermin/guide/encierro.html

 

Flamenco Dancing

 

www.andalucia.com/flamenco/home/htm

 

Christmas Around the World

 

www.gsh.org/schools/USA/GA/PGE5061/around2.htm

 

List of Mexican Fiestas

 

www.mexico-travel.com/fiestas/fiestas_inf_eng.html

 

El Día de los Muertos

 

www.azcentral.com/ent/dead/altar/

 

Quinceañera

 

www.latinabride.com/engquince.html

 

History of Cinco de Mayo

 

www.vivacincodemayo.org/history.htm

 

Holy Week

Our Lady of Guadalupe

guia.semanasanta.andal.es

spin.com.mx/~msalazar

Holiday Celebrations

Holidays Around the World

www.holidays.net

www.holidayfestival.com

Virtual Tourist

 

www.vtourist.com/

 

Magazines Galore

 

www.enews.com

 

CNN en español

 

www.cnnenespanol.com

 

Celebrity Athletes

 

www.mrshowbiz.go.com/people/catbrowse/athleteindex.html

Legends of the Game

 

www.cmgww.com/sports.html

 

Traveling to a Foreign Country?

Culture Vulture

www.travlang.com

www.culturefinder.com

Newspaper – El Popular

 

www.diarioelpopular.com

 

Comida Mexicana

 

www.mexicodesconocido.com.mx/comida/2070.htm

 

National Beverages of Mexico

 

www.mexdesco.com/bebidas/bbdanals.htm

 

Traditional Recipes

 

www.ozemail.com.au/~spain/cooking.htm

 

Venezuelan Cooking

 

members.tripod.com/~cocinavzla/top.html

 

Colorful Cooking of South America

 

www.cs.yale.edu/~hupfer/global/regions/sam/html

 

Menus

Epicurious

www.onlinemenus.com

www.epicurious.com

Food (Spanish recipes)

 

www.recetario.com/recetari

 

Worldwide Newspapers

Magazines Galore

www.all-links.com/newscentral

www.enews.com

Latin American Studies Virtual Library

Spanish Literature Links

www.lanic.utexas.edu/las.html

www.geocities.com/~lagringa/litspn.html

Electronic Embassy

Spanish Museum Links

www.embassv/org/

www.geocities.com/~lagringa/museumsp.html

Univision (television station from Miami)

 

www.univision.net/startpage.html

 

Jobs/Careers/Tradeswww.monster.com

 

www.careermosaic.com

 

www.jobdirect.com

 

careers.yahoo.com

 

www.jobsleuth.com

 

www.employmentspot.com

 

Bibliography of Hispanic American Women

 

www.wmol.com/whalive/hispanic.htm

 


Coded Expectations, International Languages, Level 3,
University Preparation, LBACU-LYXCU

Oral Communication: Listening

Overall Expectation

LIV.01 · demonstrate an understanding of brief oral messages, communicated in various situations and for a variety of purposes.

Specific Expectations

LI1.01 – demonstrate an understanding of vocabulary and language structures appropriate to the level by responding appropriately to the speaker’s comments and identifying key information in a presentation;

LI1.02 – demonstrate an understanding of information conveyed orally in presentations and dialogues, as well as in recorded materials (e.g., material on videotape, audiotape, and CD-ROMs);

LI1.03 – demonstrate knowledge of the culture of countries where the language is spoken by identifying information that is relevant to course themes (e.g., identify significant artists from a particular time period).

Oral Communication: Speaking

Overall Expectation

SPV.01 · communicate orally in various situations and for a variety of purposes, using language appropriate to the level.

Specific Expectations

SP1.01 – use standard pronunciation and intonation with accuracy in the international language (e.g., in conversations and discussions);

SP1.02 – convey and respond to a variety of messages, using vocabulary and language structures appropriate to the level (e.g., participate in a discussion of a topic);

SP1.03 – express opinions and ideas in prepared and open-ended conversations and discussions (e.g., comment on a newspaper article or literary work);

SP1.04 – demonstrate an understanding of the culture of countries where the language is spoken in oral presentations that draw on a variety of media (e.g., create a video commercial that illustrates cultural attitudes to the product advertised).

Reading

Overall Expectation

REV.01 · read age- and language-appropriate passages from different sources for a variety of purposes.

Specific Expectations

RE1.01 – read, for comprehension of main ideas and expansion of vocabulary, selections from a variety of texts,* including a minimum of two genres (e.g., short stories, fables, poems, newspapers);
*Note: students are expected to read at least 100 pages of text (50 intensive, 50 extensive) at this level.

RE1.02 – read aloud with expression and accurate pronunciation;

RE1.03 – analyse plot, character development, and setting in novels, short stories, and poems;

RE1.04 – respond to the texts read in a variety of activities (e.g., summarize events, predict further developments);

RE1.05 – demonstrate knowledge of the culture of countries where the language is spoken in detailed and well-researched projects (e.g., prepare a presentation on a major literary figure from a country where the language is spoken).

Writing

Overall Expectation

WRV.01 · write for a variety of purposes and audiences, using vocabulary and language structures appropriate to the level.

Specific Expectations

WR1.01 – write sentences and paragraphs, including dialogues, using vocabulary and language structures appropriate to the level (e.g., write a short report comparing their school life to that of peers living in a country where the language is spoken);

WR1.02 – compose and answer a variety of questions;

WR1.03 – express opinions and ideas in writing, using different forms and/or a model (e.g., write a short composition on a topic or issue, prepare a questionnaire for a survey);

WR1.04 – revise and edit their written work for accuracy of language, using input from teachers and peers and a variety of other resources (e.g., print and electronic dictionaries, spell-check feature of software programs);

WR1.05 – demonstrate knowledge of the culture of countries where the language is spoken in well-researched reports (e.g., write a biographical sketch of a famous person from a country where the language is spoken).


Ontario Catholic School Graduate Expectations

 

The graduate is expected to be:

 

A Discerning Believer Formed in the Catholic Faith Community  who

CGE1a    -illustrates a basic understanding of the saving story of our Christian faith;

CGE1b    -participates in the sacramental life of the church and demonstrates an understanding of the centrality of the Eucharist to our Catholic story;

CGE1c    -actively reflects on God’s Word as communicated through the Hebrew and Christian scriptures;

CGE1d    -develops attitudes and values founded on Catholic social teaching and acts to promote social responsibility, human solidarity and the common good;

CGE1e    -speaks the language of life... “recognizing that life is an unearned gift and that a person entrusted with life does not own it but that one is called to protect and cherish it.” (Witnesses to Faith);

CGE1f     -seeks intimacy with God and celebrates communion with God, others and creation through prayer and worship;

CGE1g    -understands that one’s purpose or call in life comes from God and strives to discern and live out this call throughout life’s journey;

CGE1h    -respects the faith traditions, world religions and the life-journeys of all people of good will;

CGE1i     -integrates faith with life;

CGE1j     -recognizes that “sin, human weakness, conflict and forgiveness are part of the human journey” and that the cross, the ultimate sign of forgiveness is at the heart of redemption. (Witnesses to Faith)

 

An Effective Communicator   who

CGE2a    -listens actively and critically to understand and learn in light of gospel values;

CGE2b    -reads, understands and uses written materials effectively;

CGE2c    -presents information and ideas clearly and honestly and with sensitivity to others;

CGE2d    -writes and speaks fluently one or both of Canada’s official languages;

CGE2e    -uses and integrates the Catholic faith tradition, in the critical analysis of the arts, media, technology and information systems to enhance the quality of life.

 

A Reflective and Creative Thinker   who

CGE3a    -recognizes there is more grace in our world than sin and that hope is essential in facing all challenges;

CGE3b    -creates, adapts, evaluates new ideas in light of the common good;

CGE3c    -thinks reflectively and creatively to evaluate situations and solve problems;

CGE3d    -makes decisions in light of gospel values with an informed moral conscience;

CGE3e    -adopts a holistic approach to life by integrating learning from various subject areas and experience;

CGE3f     -examines, evaluates and applies knowledge of interdependent systems (physical, political, ethical, socio-economic and ecological) for the development of a just and compassionate society.

 

A Self-Directed, Responsible, Life Long Learner   who

CGE4a    -demonstrates a confident and positive sense of self and respect for the dignity and welfare of others;

CGE4b    -demonstrates flexibility and adaptability;

CGE4c    -takes initiative and demonstrates Christian leadership;

CGE4d    -responds to, manages and constructively influences change in a discerning manner;

CGE4e    -sets appropriate goals and priorities in school, work and personal life;

CGE4f     -applies effective communication, decision-making, problem-solving, time and resource management skills;

CGE4g    -examines and reflects on one’s personal values, abilities and aspirations influencing life’s choices and opportunities;

CGE4h    -participates in leisure and fitness activities for a balanced and healthy lifestyle.

 

A Collaborative Contributor   who

CGE5a    -works effectively as an interdependent team member;

CGE5b    -thinks critically about the meaning and purpose of work;

CGE5c    -develops one’s God-given potential and makes a meaningful contribution to society;

CGE5d    -finds meaning, dignity, fulfillment and vocation in work which contributes to the common good;

CGE5e    -respects the rights, responsibilities and contributions of self and others;

CGE5f     -exercises Christian leadership in the achievement of individual and group goals;

CGE5g    -achieves excellence, originality, and integrity in one’s own work and supports these qualities in the work of others;

CGE5h    -applies skills for employability, self-employment and entrepreneurship relative to Christian vocation.

 

A Caring Family Member   who

CGE6a    -relates to family members in a loving, compassionate and respectful manner;

CGE6b    -recognizes human intimacy and sexuality as God given gifts, to be used as the creator intended;

CGE6c    -values and honours the important role of the family in society;

CGE6d    -values and nurtures opportunities for family prayer;   

CGE6e    -ministers to the family, school, parish, and wider community through service.

 

A Responsible Citizen   who

CGE7a    -acts morally and legally as a person formed in Catholic traditions;

CGE7b    -accepts accountability for one’s own actions;

CGE7c    -seeks and grants forgiveness;

CGE7d    -promotes the sacredness of life;

CGE7e    -witnesses Catholic social teaching by promoting equality, democracy, and solidarity for a just, peaceful and compassionate society;

CGE7f     -respects and affirms the diversity and interdependence of the world’s peoples and cultures;

CGE7g    -respects and understands the history, cultural heritage and pluralism of today’s contemporary society;

CGE7h    -exercises the rights and responsibilities of Canadian citizenship;

CGE7i     -respects the environment and uses resources wisely;

CGE7j     -contributes to the common good.

 

 

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