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From YouTube: Language Matters - Episode 14
Description
Description
A
A
C
A
C
A
D
C
C
A
Strategy
to
learn
the
days
of
the
week
is
to
connect
in
sentences.
What
came
before
and
after
the
day
in
question
for
this
activity,
you
need
to
know
the
phrases
Isaiah
where
yesterday
was
and
manana
sera
tomorrow
will
be.
Antes
is
the
word
for
before,
and
this
place
is
the
word
for
after
vidimo
selection
blow
Oh
es
lunes,
a
GF
y
mañana,
sarah
pale
lunes
es
dia
antes
de
lunes
es
domingo,
el
día,
después
de
Lune
SS
martez.
So
now
I
have
three
sentences
in
spanish
and
a
practicing
my
vocabulary.
C
B
A
Strategy
is
to
connect
activity
to
certain
days
of
the
week.
Think
about
what
you
have
learned
on
the
episodes
on
the
days
of
the
week.
You
might
remember:
siete,
dias
de
la
semana
and
the
into
individual
days
of
the
week
themselves.
Ahora
la
llamo,
Sam
poco
en
español
de
los
siete
de
hacer,
la
semana
media
favorito,
es
el
sabado
mira,
mi
programa,
favorito
language
matters,
el
programa
de
español,
es
interesante
me
gusta
mucho,
el
lunes,
mis,
amigos
session,
miramos,
otro,
episodio
de
language
matters.
A
C
Is
what
we
know
12
days
of
the
week,
sabado
and
Lunas
were
mentioned
to
we
already
learned
the
expressions
siete
dias
de
la
semana
en
me,
gusta
3.
Some
words,
look
like
english
papa
reto,
programa,
interesante
episodio,
so
much
of
the
reading
was
familiar.
It
also
included
a
review
of
two
days
of
the
week
if
you
could
identify
the
two
days
without
referring
to
English
you're
on
your
way
to
learning
Spanish.
Let's.
A
Look
at
the
reading
again
this
time,
you'll
be
able
to
understand
much
more
information
concentrate
here.
On
the
days
of
the
week
de
los
siete
días
de
la
semana
media
favorito,
es
el
sabado
mira,
mi
programa,
favorito
language
matters,
el
programa
de
español,
es
interesante
me
gusta,
mucho,
el
lunes,
mis,
amigos
e
Sean,
miramos,
otro,
episodio
de
language
matters
in.
C
Order
to
practice
the
days
of
the
week,
you
might
also
change
the
days
of
the
week
in
the
reading.
You
could
use
lunes
instead
of
Sabah,
though
pick
your
favorite
day
of
the
week
to
help
you.
Let's
look
at
a
few
more
words
to
help.
You
understand
the
days
of
the
week,
throw
awful
I
work,
a
studio,
I
study,
mural
I,
look
at
so.
A
C
A
C
C
C
D
C
Hola
welcome
to
language
matters
I'll,
be
speaking
more
spanish
to
you
for
this
installment.
We
will
show
you
the
words.
You
really
need
to
know.
Don't
worry
about
understanding
every
word.
We
just
want
you
to
hear
the
language
in
its
context.
A
word
about
today's
lesson.
The
root
word
for
today
is
JAMA
in
Spanish,
double
l
has
been
considered
as
a
separate,
sound
much
like
the
Y
in
yes,
the
sound
is
distinctive
in
Spanish.
According
to
what
dialect
of
Spanish
we
speak
for
the
purpose
of
Anne
Arundel's
language
matters.
C
C
C
Expressions
mean:
what's
your
name,
so
how
do
you
know
in
which
situation
something
is
formal
or
informal?
Usually
if
you
use
the
person's
first
name
in
conversation,
it's
an
informal
situation,
as
we
told
you
in
the
last
episode,
if
you
say
brova,
sort
or
profesora,
the
equivalent
of
teacher
in
the
classroom
you're
in
a
formal
situation.
Let's
try
that
out.
Tell
me
in
Spanish,
formal
or
informal
for
the
following
situations:
como.
A
E
C
Young
student,
you
would
say
como
te
llamas
to
an
older
woman.
You
would
say
como
se
llaman
one
friend
talking
to
another,
might
say
como
de
gemas
and
talking
to
Holly
the
dog,
you
would
say
como
te
llamas,
let's
combine
the
last
two
lessons
use
your
knowledge
of
spanish.
To
respond
to
the
dialogue
prompts
greet
me.
Ask
me
how
I
am
asked
me
my
name.
C
Let's
review
what
we
learned
today,
one
languages
learned
in
context
and
I'll
be
using
more
spanish
than
just
a
few
words.
You
won't
understand
all
of
the
words,
but
you
will
begin
to
understand
too
formal
and
informal
situations
use
different
language
forms
three.
When
we
want
to
ask
someone's
name,
we
can
say
gomathy,
Yama's
or
como
se
llaman.
The
word
Yama
has
different
pronunciations,
depending
on
where
one
lives
its
tilde
pour
toi
nos
vemos,
la
proxima,
vez
and
language
matters.
F
When
a
school
bus
stops
to
load
students
as
a
driver,
this
is
what
you
will
see
at
150
feet.
The
bus
will
activate
hazard
lights
at
a
hundred
feet.
The
bus
driver
will
activate
the
amber
light.
They
will
start
slowing
down
at
10
feet
before
the
bus
stops.
They
will
turn
on
the
red
bus
light.
Their
stop
sign
will
come
out
and
students
will
begin
to
load
once
all
students
are
on
board
safely.
The
bus
driver
will
turn
off
red
light
and
move
forward
at
this
time.
It
is
safe
for
the
motorists
to
resume
movement.