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Sample 7: ESL STUDIES  

English as a Second Language


The ESL segment of the Studies in Meaning ESL studies  is twofold: (1) for school students from 1st grade through high school, and (2) self-study for adults, especially for parents whose children speak, read, and write more English than Spanish. Accordingly this ESL page is divided into those two categories. The first category sets forth ESL for school students.



A PERSONAL TEACHING EXAMPLE

Our program facilitates this acquisition effectively, as for example, in October, a fifteen year old student enrolled in my ESL class. She is from Mongolia, and had not been exposed to the English language. I first communicated with her through gestures, expressions, and drawings. She spent two hours a day in my class in which I taught her with the Studies in Meaning ESL Studies. After three months, I was able to teach her vocabulary from her subject classes. At the end of May, she was reading and writing on a second grade level, could understand almost all "everyday" language, and could express herself in simple sentences. Her teachers were quite impressed. I had similar experiences with other students from Mexico and Serbia. This would not have transpired if it had not been for our program. I am a dedicated and experienced teacher, but without the progressive structure and sequence of skills and concepts provided by the program, I would not have been able in that short time to take these students to the level they reached.





I


ESL FOR SCHOOL STUDENTS


To introduce our ESL segment of the Studies in Meaning, the following chart distributed to the Hot Springs School District faculty and administrators, indicate the success of the Studies in Meaning ESL program beginning in 2002 through 2003.

During 2002 - 2003, the Studies in Meaning ESL program was used intensively which significantly improved the ACTAAP literacy scores of Hot Springs High School ESL (LEP) students. See fourth column, fourth row. HSHS median score(175) and state median (166) - a +9 growth for LEP students.

ACTAAP Literacy Scores for 11th grade students @ HSHS




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There are three levels of our ESL curriculum: beginning, elementary, and intermediate.
Since the beginning level is the most crucially fundamental, we will give complete samples of this level from its three books.

For an overview with partial samples of the elementary and intermediate levels, you can turn to both Studies in Meaning sample links and to both vocabulary links.

The following features explain in outline the overall learning process of the Studies in Meaningã ESL Studybook Series.

It teaches, in an interesting and meaningful way, using audio, pictures, and text, students with little or no acquaintance with the English language its basic sounds and symbols that constitute effective oral, reading, and written expression.

It is a structured, sequential, individualized, and self-contained studybook program that progresses from beginning English through both elementary and intermediate levels. Students are assessed to place them at their appropriate level.

The first level of this progression, BEGINNING ENGLISH, includes Books 1, 2, and 3. Book 1 includes the names and sounds of letters that form (blend into) simple words with multiple exercises; Book 2 includes words that make up simple sentences with multiple exercises; and Book 3 includes sentences for vocabulary definitions, grammar, comprehension, writing, and oral exchanges (conversation)

The second stage of this progression, ELEMENTARY ENGLISH, includes (1) critical-creative thinking exercises in grammar, English usage, vocabulary, and reading topics; (2) conversational vocabulary written exercises, accompanied by audio tapes; and (3) vocabulary in context exercises including sentence writing exercises.

The third stage of this progression, INTERMEDIATE ENGLISH, follows a similar learning pattern as Elementary English, though at a more advanced level.

Audio tapes for word and sentence pronunciation, rhythm, and vocabulary accompany the studybooks for each of the three beginning levels, and for the first book of the elementary level.

Students study and progress at their own pace.

Class structure consists of both individualized study and group participation at different study stations.

The main objective of this program, and for which it was conceived, is for ESL students to progress from one level to another level (beginning, elementary, and intermediate) of English basics in months rather than years.

The ESL teacher's main role in this program is to facilitate their students progress through individual student-teacher interaction and group participation.

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SAMPLES
for
BEGINNING ESL STUDIES


The main purpose of this Beginning ESL Studies series is threefold.

First, it teaches, in an interesting and meaningful way, students with little or no acquaintance with the English language its basic sounds and symbols that constitute effective oral, reading, and written expression.

Second, this study imparts relational meaning to this learning process in a structured format that teaches that the letters of the English alphabet, when arranged in a particular order, form meaningful sound-words; and that these words have literate and pictorial meaning separately and in sentences; and further, that these sentences have definite organizational structure; and lastly, that these sentences have grammatical and semantic meaning.

Third, this learning process of relational meaning has the unique distinction of making it possible for earnest ESL students to learn to speak, read, and write simple, basic English in a matter of a few months rather than in a few years.

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ESL EVALUATION


The following ESL evaluation assesses students' phonetic and reading ability, and determines at which level they are to be placed.








BEGINNING ENGLISH STUDIES
Level 1



FORWARD TO THE THREE ESL LEVELS


The main purpose of this ESL Studies series is threefold.

First, the series teaches, in an interesting, challenging, and meaningful way, students with little or no acquaintance with the English language its basic sounds and symbols that constitute effective oral, reading, and written expression.

Second, these studies impart relational meaning to this learning process in a structured format that teaches that the letters of the English alphabet, when arranged in a particular order, form meaningful sound-words; and that these words have literate and pictorial meaning separately and in sentences; and further, that these sentences have definite organizational structure; and lastly, that these sentences have
grammatical and semantic and critical meaning.

Third, this learning process of relational meaning has the unique distinction of making it possible for earnest ESL students to learn to speak, read, and write simple, basic English in a matter of a few months rather than in a few years.


Preface

Book 1 of Beginning ESL Studies contains the forty-two basic phonetic English sounds (including the 21 consonant sounds) in words that will introduce ESL (English as a second language) students with the necessary skills to begin the process of learning the written English language in sentences in Level Two (elementary), and paragraphs in level Three (intermediate).

To facilitate an understanding of the learned material, this study is designed to be both an integrated and interactive learning process; in which case, continuous exercises in the sounds, vocabulary, grammar, spelling, of the phonetic words all have integrated meaning.

This book contains 505 words of the following twenty-one basic English sounds including the twenty-one consonants:

SOUNDS                                              NUMBER OF WORDS

the short vowels                                                    240
the long vowels                                                     105
the diphthongs
the intermediate 'o'                                           21
'ou /ow'                                                               21
'oi'                                                                       12
'or'                                                                       15
'ar'                                                                       21
'air'                                                                      10
'er / ir / ur'                                                            13
the schwa                                                                 16
digraphs
'sh'                                                                       21
'ch'                                                                       21
'th'                                                                        21

Part One is a study of the short vowel sounds.

Part Two is a study of the long vowels, the diphthongs, the schwa, and the digraphs.


PART ONE

The 5 Short Vowel Sounds

Below are samples of the 9 exercises in PART ONE. These exercises teach that the placement of letters in a definite order constitutes a word, and that that word has meaning - pictorial meaning in these exercises.

NOTE: Continue to emphasize to students the distinction between the names of letters and their sounds until they understand the distinction.




Exercise 1
INSTRUCTIONS: For each numbered picture-word below: (1) write in each blank the correct letter, from the numbered alphabet above, to make a phonetic word. (2) Have students name each letter, then pronounce each sound of the word letter-by-letter, then blend the letters together to make the sound of the word, then pronounce the word naturally. (3) For each picture-word, write its picture-number from the picture page.

NOTE: For exercise 2 on this page, see instructions for Exercises 2-6 below.







Exercises 2 - 6
INSTRUCTIONS: For each word, fill in the blanks with the correct letter to make a phonetic word. Continue to emphasize to students that it is the correct sequence of letters that make the particular word. Also, continue having them pronounce the words (1) letter-by-letter, (2) by blending the letters into the word, then (3) naturally.




Exercise 7
INSTRUCTIONS: Using the numbered-picture page as a guide, fill in the blanks for each numbered word with the correct word at the right-hand column.

Exercise 8
INSTRUCTIONS: This is an oral test. The teacher will pronounce slowly and distinctly each of the six phonetic words, which the students will write in the blanks.





Exercise 9
Students will fill in the blanks with the correct word that matches the picture.




Reinforcement Exercises
INSTRUCTIONS: Study each picture for meaning and pronunciation, then turn over the page and write the matching word with its picture in the blank provided.









PART TWO

The 5 Short Vowel Sounds, Diphthongs, Schwa, Digraphs


Part Two, consists of The 5 long vowel sounds, diphthongs, schwa, digraphs, and includes grammar, vocabulary, and spelling exercises.

Below is a sample of the vocabulary-grammar exercises.

INSTRUCTIONS: Students study each page of phonetic words with their matching pictures by (1) translating each word into their own language, (2) writing a check next to the correct part of speech that the word-picture depicts, and (3) turning over the page and writing the matching word with its picture in the blank provided.

NOTE: The teacher has students continually pronouncing each word.






THE CDs
Depending upon the instructor's class dynamics, when appropriate, students will listen to the audio tapes depicting these words for further reinforcement. Two CDs contain the pronunciation pattern for each of the phonetic words of this level. This pattern follows these five steps:
1. The word is pronounced naturally.
2. The names of the letters are pronounced individually
3. the sounds of the letters are pronounced individually.
4. the individual sounds are blended into the word sound.
5. the word is pronounced naturally again.

Enough time is allotted for students to pronounce the names and sounds along with the speaker.
As a closing remark, students can pace themselves at their own speed so long as they are learning successfully and participating in the group sessions.


PART THREE

An Introduction to English Sentence Structure


INTRODUCTION

This part of Beginning English: Level One, introduces ESL students to the structure of simple sentences through words, lines, and pictures. Straight lines are drawn from sentence words that represent naming words (nouns) to the corresponding person or object in the drawing. Dashed lines are drawn from sentence words that represent action (verbs) to the corresponding action in the drawing. Dotted lines are drawn from sentence words that represent descriptions (adjectives). The abstract drawings represent prepositions and verbs of being.

INSTRUCTIONS: Study each of the following picture-sentence representations with students to be sure that they understanding the relationship between the function of each word in the sentence with its corresponding part of the drawing. When students have memorized the sentence structure, have them turn over the page and unscramble the words into the appropriate meaningful sentence.





EXERCISE







BEGINNING ENGLISH STUDIES
Level 2




PART 1

INTRODUCTION: Below are samples of the 7 exercises in PART 1. These exercises teach (1) the pronunciation of words in sentences, (2) the translation of simple English words in the students' first language, (3) sentence comprehension, (4) sentence-structure writing, and (5) spelling.

NOTE: This study is the same as our Beginning Reading Studies studybook with the exception that this ESL version is accompanied by Spanish translations to assist both students and instructors in understanding the English material.














PART 2

Part Two includes an extensive phonetic list of one-syllable words many of which students studied already in levels 1 and 2. The purpose of including this reinforcement list, is to provide students with an extensive list of words containing sounds that might still be troubling them. Any weaknesses will become evident as students read the paragraphs aloud to the instructor. Accordingly, the instructor will review any troublesome sounds a student may have.







THE AUDIO CDs

Depending upon the instructor's class dynamics, when appropriate, students will listen to the audio tapes depicting these sentences for further reinforcement. These sentences are pronounced three times on the audio cassettes provided with these sentences: first, naturally; second, word by word; then, naturally again. These sentence pronunciations are on the same tapes as the phonetic words, and follow right after the completion of them.



BEGINNING ENGLISH STUDIES
Level 3


Part 1


PREFACE

Having learned all the basic sounds of the English language through multiple word and sentence exercises in vocabulary, grammar, sentence structure writing, reading comprehension, the next stage is to further build students' reading comprehension skills through multiple 5-category exercises in oral reading, vocabulary, grammar, critcal reading, and sentence writing. These 5-category exercises stem from individual dictionary words in sentences. There are 235 such sentences divided into 47sets.

These exercises prepare students for PART 2 of this studybook.



INSTRUCTIONS: For each set,

(I: ORAL READING) Have students read each sentence orally and naturally.
See the translations on the adjoining page.

(II: VOCABULARY) Orally discuss with students each of the vocabulary words within the context of the sentence.
See the translations on the adjoining page.

(III: CRITICAL READING) Have students answer each question correctly by writing YES (Y) or NO (N) in the blank according to the information stated in its corresponding original sentence.
See the translations on the adjoining page.

(IV: GRAMMAR) Have students fill in each blank with the correct information requested from the corresponding original sentence.
See the translations on the adjoining page.

(V:SENTENCE WRITING) Have students choose any two of the vocabulary words from the original 5 sentences, and write as best as they can , and with your assistance, original sentences with the meaning of the word in the sentence.



SET 1

I: ORAL READING / II: VOCABULARY

1. John was absent from school for 3 days.

2. Amy's dad had a car accident.

3. I am afraid of spiders.

4. I am going to my friend's house after school.

5. Sing that song again.


III: CRITICAL READING

sentence 1. __ Was John absent from school for three days?

sentence 2. __ Did Amy's dad have an accident in his house?

sentence 3. __ Am I afraid of spiders?

sentence 4. __ Am I going to my friend's house before school?

sentence 5. __ Do I want this person not to sing again?


IV: GRAMMAR

sentence 1. the name of a person: ___________________________________________

sentence 2. the name of a thing: ____________________________________________

sentence 3. The name of an animal: _________________________________________

sentence 4. an action word: ________________________________________________

sentence 5. an action word: ________________________________________________


V: SENTENCE WRITING

1. word ___________________________ sentence ____________________________

______________________________________________________________________


2. word ___________________________ sentence ____________________________

______________________________________________________________________




Part 2


PREFACE


The main purpose of this part is to introduce to students the beginnings of critical-creative thinking. Critical and creative thinking exercises in grammar-usage, vocabulary in context, and in reading topics prepare students for more advanced studies in the Studies in Meaning curriculum.

NOTES: (1) For more information on the Studies in Meaning, turn to the sidebar at our homepage. (2) Book 4 of the ESL studies is actuall Book 3 of the Beginning Reading Studies series.














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Part 3


CONVERSATIONAL VOCABULARY


FORWARD

This Conversational Vocabulary study was originally created for ESL (English as a second language) students, but can be used for remediation studies and for first and second graders as well.

The prime purpose of this study is for ESL students, who know the basic English phonetic sounds, and can read at a 1st - 2nd grade level, to accustom themselves to the rhythm and semantics of the English spoken language while building their vocabulary skills.

The study procedure is straightforward inasmuch as students read each incomplete sentence and fill in the blank with the appropriate word selected from the word list at the left hand column.

It is advisable that the teacher, first, have students read aloud the word list before they begin filling in the blanks; and second, have students read aloud the completed sentences with the correct rhythm.

This book covers 725 1st -2nd grade vocabulary words in their conversational sentences' context.

To assist students in learning the word pronunciation and sentence rhythm for this study, CDs are available.

The CDs for the word pronunciations can be used at the same time as the students do their written exercises.

The learning procedure for these word pronunciations is as follows. Each word is pronounced four times: one time slowly syllable by syllable; and three times naturally. Though repeating the word naturally three times may see excessive, the reason behind the decision was taken from the perspective of a comparatively new learner of the spoken English language; and so, just to say the word one time then to move on to the next word would be too fast for the learner to assimilate the sound. Furthermore, since there is to be a pause between each different word from the list, that pause would be best filled by two more repetitions of the word so that the student can pronounce it effectively for reinforcement.

The CDs for spoken sentence rhythm can be used as an answer key after students have completed each (or more) 10-sentence exercise.

The learning procedure for these sentence rhythms is as follows. Each sentence is read slowly, word by word with distinct pronunciation. Next the sentence is pronounced rhythmically as it would be naturally spoken.


SAMPLE

SET 4

  31. and

  32. angry

  33. another

  34. answer

  35. any

  36. anyhow

  37. anything

  38. anywhere

  39. apart

  40. aren't
  My _____________ is different than yours.

  Have you had _____________ to eat?

  Come over here _____________ look at this   
  strange thing.

   I don't have _____________ friends at all.

  Stop it! You're making me _______________!

  I want the boys and girls to sit _____________.

  It looks like rain; but let's go _____________ .

  I can't find my glasses _____________ .

  _____________ you going to help me?

  May I have_____________ piece of pie?




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Once these three levels of beginning ESL are complete, students will proceed to elementary and intermediate ESL by studying the orientation and vocabulary studybooks (see STUDYBOOK CATALOG, ESL studybooks) that will further prepare them to master the English language well enough to be transferred into regular school classes.

Upon your request, we will promptly send you a sample of these three levels including a cost analysis of studybooks purchased in bulk for schools.

Joseph Sguigna
Sharon Sguigna
Redondo, Beach, 2004



II


ESL SELF-STUDY FOR ADULTS


PREFACE  

The main purpose of the Olympic Ingles program is to teach adults and youth basic English phonics through words, sentences, and oral exchanges. in the easiest, quickest, and  most effective learning process. This is achieved in three studybooks through pictures, translations, audio recordings, and exercises. No teacher nor tutor is necessary. This program is self-taught, with assistance available for Book 1.
Studybook  1 consists of drawings, word translations, exercises, and audio recordings of the basic phonetic words of the English language.
Studyook 2 consists of (1) simple formal phonetic sentences, and (2) simple conversational phonetic sentences; which include Spanish translations, exercises, and audio recordings of both the formal and conversational phonetic sentences.
Studyook 3 consists of everyday, simple oral exchanges between two respondents, which include spanish translations. Audio recordings are included to demonstrate the natural rhythm and inflections of spoken English in informal settings.
After completing these three books of the Olympic English program, adults and youth should be well on their way to speaking, reading, writing, and understanding basic English. This series provides a strong foundation so that adults have the confidence to begin  (1) reading English newspapers, magazines, and books; (2) listening to English through television and movies - especially with English subtitles or captions; and (3) speaking English as frequently as possible with their children, spouse, and others who speak English.



Studybook 1


INTRODUCTION

This introductory phonetic word-picture studybook covers twenty-one basic phonetic sounds, including the consonants, essential to English word pronunciation: the short vowel sounds, the long vowel sounds, the main diphthongs, the main digraphs, and the schwa sound. Integrated exercises in vocabulary and simple grammar (word functions) complement these sounds.
These three studybook is first of three beginning studies that teaches new students of English (1) phonetic word pronunciation through picture-meanings and translations in their first language, (2) simple phonetic sentence pronunciation with translations in their first language, (3) simple phonetic conversational sentences with translations in their first language, and (4) a selection of the most common English expressions, conversational question-answer oral exchanges spoken and written in the English language.

Four 60-minute CDs are included.


Instructions


1.  RECORDED LETTER-WORD SOUNDS:  Listen attentively to each recorded phonetic word sound, and pronounce each letter-name, letter-sound, letter-blend, and word.

2.  PRONUNCIATION: For each phonetic word, pronounce each letter-name, and letter-sound; then blend the letter sounds together in the given word; and finally pronounce the word naturally.

3. SPELLING/TRANSLATION: For each phonetic word, write the word on the given line below the word.
Optional: Translate the phonetic word in your first language.

4. GRAMMAR (word functions):  For each phonetic word, choose the correct part of speech from the given list and write a check in the blank. NOTE: For more complex words, the list is omitted. The ANSWER KEY is at the back of the studybook.

The Spanish translations for the parts of speech are as follows:
     thing                 cosa
     person             persona
     animal             animal
     place               lugar
     idea                 idea
     action              acción
     description     descripción

5. VOCABULARY: After studying one page of phonetic words in relation to their pictures, turn the page, and without referring to the previous page, write the correct word for each picture. The list of words is at the top of the page from which to choose.


SAMPLE: STUDYBOOK 1

Phonetic Words

Part 1

[Includes word function (parts of speech) recognition and vocabulary exercises]





Three 60-minute CDs are included.


Part 2

   Consonant Concentration

THE CONSONANTS
The `b' Sound                     
  1.  blade    
  2.  bent    
  3.  bad    
  4.  boy    
  5.  bring
  6.  bill    
  7.  bug    
  8.  bench    
  9.  bell    
10.  big
11.  Bob    
12.  bake    
13.  bike
14.  blue  
15.  Bud    
16.  bus    
17.  bounce    
18.  ball
19.  bath  
20.  bed

SAMPLE: STUDYBOOK 2, Part 1


INTRODUCTION


This introductory phonetic sentence studybook integrates the basic phonetic word into simple phonetic sentences. Consonant words are included for reinforcement.
Part one, continues the emphasis on the 21 basic sounds through simple phonetically based sentences - with two or more of each sound in each sentence. These English sentences are translated into Spanish. Two 60-minute audio tapes are included.
Integrated exercises in simple grammar and sentence structure writing reinforce and expand these sounds.
Part two, continues the emphasis on the 21 basic sounds through simple conversational sentences. Integrated exercises in simple comprehension reinforce and expand these sounds.

Part three  contains a list of 20 or more one-syllable consonant words for each of the twenty-one consonants. This list reinforces selected consonant sounds that students may have difficulty in pronouncing.


[Includes sentence structure exercises]


Formal Phonetic Sentences


 THE SHORT `a' SOUND                                  EL SONIDO DE 'a' CORTO
  1.  Pass me the pan.                           1. Pásame la sartén.
  2.  I am mad at Pat.                             2. Estoy enojado con Pat.
  3.  Al is my pal.                                    3. Al es mi compañero.
  4.  Can you dance?                             4. ¿Puede bailar?
  5.  The rat is in a trap.                         5. La rata está en una trampa.
  6.  The cat sat on my lap.                    6. El gato se sentó en mis rodillas.          
  7.  Stand at the back.                           7. Párate allá atrás                           
  8.  Pam sang a song.                          8. Pam cantó una canción.
  9.  Did dad pat his son?                       9. ¿ Acarició el papá al hijo?
10.  Ann had a snack.                          10. Ann comió un bocadillo.



SAMPLE: STUDYBOOK 2, Part 2

[Includes simple Comprehension Exercises]




Conversational Phonetic Sentences

THE SHORT `a' SOUND                                         EL SONIDO DE `a' CORTO  
  1.  He can act well.                                                      1.  Él puede actuar bien.
  2.  I can add large numbers in my head.                2.  Puedo añadir números grandes en mi  cabeza.         
  3. The boy and girl are friends.                                3.  El muchacho y la muchacha son amigos.   

  4.  Ann is pretty.                                                          4.  Ana es bonita.                                 

  5.  An ant is tiny.                                                         5.  Una hormiga es pequeña.                              
  6.  May I ask you a question?                                   6.  ¿Puedo hacerle una pregunta?

  7.  An asp is a type of snake.                                   7.  Un áspid es un tipo de serpiente.

  8.  Throw the ball at the wall.                                     8.  Lancé la pelota a la pared.

  9.  That meat is bad.                                                  9.  Esa carne es mala.
10.  Some bags are made of plastic.                       10.  Algunas bolsas son hechas de plástico.                      

11.  My son plays the drums in a band.                     11. Mi hijo toca los tambores en una banda.

12.  Don't bang that spoon on the table.                   12.   No golpeas esa cuchara en la mesa.
     .
13.  Most people keep their money in a bank.         13.  La mayor parte de personas guardan su dinero en un banco.
14.  Bass is a kind of fish.                                          14.  Bass es una especie de pescado.                                 

15.  Bats are blind.                                                       15.  Los murciélagos son ciegos




SAMPLE: STUDYBOOK 3

Oral Experessions


  1. act                                                 1.   actuar                                        
       Don't act so silly.                                   No actúes tan tonto.
        But it's fun.                                          Pero es diversión.
2.  address                                         2.  dirección
      I have a new address.                       Tengo una dirección nueva.
      Give it to me.                                      Dámela.
3. afraid                                               3.  con miedo
     I'm afraid of snakes.                             Les tengo miedo a las serpientes.
      So am I.                                                          Yo también.
 4. again                                                4.  otra vez
      I'll see you again soon.                         Le veré otra vez pronto.
     I hope so.                                                         Espero que sí.
5.  ahead                                               5.  delante
     You go ahead of me.                            Usted vaya delante de mí.
      Okay, thanks                                                  Bueno, gracias
6.  alike                                                  6.  igualmente
     You both look alike.                              Ustedes se parecen.
      Really!                                                             ¡Realmente!

  7. all                                                     7.  todos
       I ate all of it.                                         Me comí todo.
       Good for you.                                      Bueno por tí.

  8. all alone                                         8.  absolutamente solo
      I can't do this all alone.                       No puedo hacer esto absolutamente solo.
      I'll help you.                                          Le ayudaré.

  9. almost                                            9.  casi
      I'm almost finished.                             Casi estoy terminando.
      Already!                                                         ¡Ya!

10. alone                                            10.  solo
      I don't like to be alone.                       No me gusta estar solo.
      Nobody does.                                     A nadie le gusta.
11. always                                          11.  siempre
      You're always late!                              ¡Usted llega siempre tarde!
       No, I'm not.                                                   No, no todo el tiempo.                                                   

12. angry                                            12.  enojado
       I'm really angry today                         Yo estoy realmente enojado hoy.
       What about?                                       ¿Por qué razón?

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