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<body topmargin=0 leftmargin=0 marginheight=0 marginwidth=0> <table cellpadding=0 cellspacing=0 border=0 height="100%"><tr> <td valign="top" width=200 BGCOLOR="#006633" TEXT="#F7F7FF" background="0d6d6c00ddvuru.jpg"> <div> <TABLE BORDER="2" CELLPADDING="1" CELLSPACING="1" WIDTH="162" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 130 WIDTH="152"><div> <B>STUDIES IN MEANING</B></div> <div> <B>A Critical-Creative Thinking</B></div> <div> <B>Curriculum</B></div> </tD> </tR> </TABLE></div> <bR> <bR> <div> <B>The contents of this website are traced through the following</B> <B>sequential links.</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <B>I</B><FONT SIZE="4" COLOR="#FFFF00" FACE="Times New Roman" ><B> </B></FONT></div> <bR> <div> <B>A CRITICAL-CREATIVE THINKING EDUCATION</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> Studies in Meaning <A HREF="id2.htm" TARGET="_top" TITLE="OVERVIEW"><U><B>OVERVIEW </B></U></A></div> <bR> <div> Studies in Meaning <A HREF="id3.htm" TARGET="_top" TITLE="Studies in Meaning BOOKLET "><U><B>BOOKLET </B></U></A></div> <bR> <div> <B>II</B><FONT SIZE="3" COLOR="#FFFFFF" FACE="Times New Roman" > </FONT></div> <bR> <div> <B>SAMPLES</B> </div> <bR> <div> <B>1.</B><B> </B><A HREF="id4.htm" TARGET="_top" TITLE="1. 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Valor del programa entero 99 dólares</B></div> <div> <B><IMG BORDER="0" SRC="Symb075c00b7011800000000.png" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Ningún profesor ni tutor necesario</B></div> <div> <B><IMG BORDER="0" SRC="Symb075c00b7011800000000.png" HEIGHT="19" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Llamadas telefónicas para evaluar su progreso</B></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <A HREF="http://studiesinmeaning.com" TARGET="_top" TITLE="http://studiesinmeaning.com"><U><B>www.studiesinmeaning.com</B></U></A></div> <bR> <bR> <bR> <div>  <A NAME="anchor_1"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <div> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="197" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 46 ><NOBR><div> <B>SAMPLES</B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> <I><B>OLYMPIC INGLES</B></I></div> <bR> <bR> <div> <B>ESL SELF-STUDY FOR ADULTS & YOUTH</B></div> <bR> <bR> <bR> <bR> <bR> <div> <B>PREFACE  </B> </div> <bR> <div> The main purpose of the<B> Olympic Ingles</B> program is to teach adults and youth and parents who need to learn English for their children basic English phonics through words, sentences, and oral exchanges. in the easiest, quickest, and  most effective learning process. This is achieved in three books through pictures, Spanish translations, CD audio recordings, and exercises. No teacher nor tutor is necessary. This program is self-taught, with assistance available for Book 1.</div> <div> <B>Book  1</B> consists of 624 <U>words </U>with drawings, Spanish translations, exercises, and CD audio recordings of the basic phonetic sounds of the English language.</div> <div> <B>Book 2</B> consists of 420 sentences including (1) simple <B>formal </B>phonetic <U>sentences</U>, and (2) simple <B>conversational </B>phonetic sentences; which include Spanish translations, exercises, and CD audio recordings of both the formal and conversational phonetic sentences.</div> <div> <B>Book 3</B> consists of everyday, 996 simple <U>oral exchanges</U> between two respondents, which include Spanish translations. CD Audio recordings are included to demonstrate the natural rhythm and inflections of spoken English in informal settings.</div> <div> 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.</div> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>BOOK 1</B></div> <bR> <bR> <div> <B>CONTENTS / INDICE DE MATERIAS</B></div> <bR> <div> <B>Part 1</B></div> <div> <B>THE ALPHABET: Names and Sounds</B></div> <div> <B>Part 2</B></div> <div> <B>THE SHORT VOWEL SOUNDS</B></div> <div> The short `a' Sound…………………………………………………...1</div> <div> The short `e' Sound………………………………………………….13</div> <div> The short `i' Sound…………………………………………………..23</div> <div> The short `o' Sound……………………………………………….....35</div> <div> The short `u' Sound………………………………………………….41</div> <bR> <div> <B>THE LONG VOWEL SOUNDS</B></div> <div> The long `a' Sound<FONT SIZE="2" COLOR="#000000" FACE="Arial" >……………………………………………………………....</FONT>49</div> <div> The long `e' Sound…………………………………………………...55</div> <div> The long `i' Sound…………………………………………………….61</div> <div> The long `o' Sound……………………………………………………67</div> <div> The long `u' Sound……………………………………………………73</div> <bR> <div> <B>THE DIPHTHONGS</B></div> <div> The Intermediate `o'(`au /`aw') Sound……………………………......79</div> <div> The `ou/ ow' Sound……………………………………………….........85 </div> <div> The `oi' Sound………………………………………………………….91 </div> <div> The `or' Sound…………………………………………………….........95</div> <div> The `ar' Sound…………………………………………………….........99</div> <div> The `air' Sound<FONT SIZE="2" COLOR="#000000" FACE="Arial" >……………………………………………………….….............</FONT>105</div> <div> The `er / ir / ur' Sound…………………………………………….......109</div> <bR> <div> <B>THE DIGRAPHS</B></div> <div> The `ch' Sound…………………………………………………….......113</div> <div> The `sh' Sound…………………………………………………….. ....119</div> <div>  The `th' Sound…………………………………………………….......125</div> <bR> <div> <B>THE SCHWA SOUND</B></div> <div> The `schwa' Sound………………………………………………….....131</div> <bR> <div> <B>Part 3</B></div> <div> <B>CONSONANT CONCENTRATION</B></div> <div> The `b' Sound ……………………………………………………….....136</div> <div> The `p' Sound ……………………………………………………….....137</div> <div> The `d' Sound ……………………………………………………….....138</div> <div> The `t' Sound ………………………………………………………......140</div> <div> The `f' Sound ………………………………………………………......141</div> <div> The `v' Sound ……………………………………………………….....142</div> <div> The `g' Sound ……………………………………………………….....143</div> <div> The `h' Sound ……………………………………………………….....144</div> <div> The `j' Sound ………………………………………………………......145</div> <div> The `k' Sound ……………………………………………………….....146</div> <div> The `l' Sound ………………………………………………………......147</div> <div> The `m' Sound ……………………………………………………........148</div> <div> The `n' Sound ……………………………………………………….....149</div> <div> The `qu' Sound …………………………………………………….......150</div> <div> The `r' Sound ………………………………………………………......151</div> <div> The `s' Sound ……………………………………………………….....152</div> <div> The `z' Sound ……………………………………………………….....153</div> <div> The `w' Sound ………………………………………………………....154</div> <div> The `x' Sound ……………………………………………………….....155</div> <div> The `y' Sound ……………………………………………………….....156</div> <bR> <div> <B>GRAMMAR ANSWER KEY</B></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>INTRODUCTION</B></div> <bR> <div> This introductory phonetic <B>word</B>-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. </div> <div> These three books teache 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.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Instructions</B></div> <bR> <div> 1.  RECORDED LETTER-WORD SOUNDS:  Listen attentively to each recorded phonetic word sound, and pronounce each letter-name, letter-sound, letter-blend, and word.</div> <bR> <div> 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.</div> <bR> <div> 3. SPELLING/TRANSLATION: For each phonetic word, write the word on the given line below the word. </div> <div> Optional: Translate the phonetic word in your first language.</div> <bR> <div> 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. </div> <bR> <div> The Spanish translations for the parts of speech are as follows:</div> <bR> <div>      thing                 cosa</div> <div>      person             persona</div> <div>      animal             animal</div> <div>      place               lugar</div> <div>      idea                 idea</div> <div>      action              acción</div> <div>      description     descripción</div> <bR> <bR> <div> 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.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="269" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 36 ><NOBR><div> <B> SAMPLE: BOOK </B><B><U>1</U></B></div> </NOBR></tD> </tR> </TABLE></B></div> <bR> <bR> <div> <B>Four 60-minute CDs are included</B></div> <bR> <bR> <bR> <div> <B>Part </B><B><U>1</U></B></div> <bR> <div> <B>ALPHABET (Letter Names and Sounds)</B></div> <bR> <bR> <div> INSTRUCTIONS: follow the recording as the speaker pronounces the names and sounds of the letters of the alphabet.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>THE ENGLISH ALPHABET</B></div> <bR> <bR> <div> a A      b B      c C      d D      e E     </div> <bR> <div> f F       g G      h H      i I        j J     </div> <bR> <div> k K      l L        m M     n N     o O    </div> <bR> <div> p P      q Q      r R       s S       t T     </div> <bR> <div> u U      v V      w W     xX        y Y      </div> <bR> <div> z Z          </div> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>El Alfabeto Espa</B><B>ñ</B><B>ol</B></div> <bR> <bR> <div> a A      b B      c C      ch CH    d D   </div> <bR> <div> e E      f F       g G        h H       i I  </div> <bR> <div> j J        k K      ll LL       m M    ñ Ñ      </div> <bR> <div> o O     p P         q Q      rr RR    s S       </div> <bR> <div> t T       u U         v V      w W      xX        </div> <bR> <div> y Y      z Z          </div> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Part </B><B><U>2 </U></B></div> <bR> <bR> <div> <U>Phonetic Words /</U><U> </U><U>Palabras Fon</U><U>éticas</U></div> <bR> <div> <B>[Includes word function (parts of speech) recognition and vocabulary exercises]</B></div> <bR> <bR> <div> INSTRUCTIONS: Follow the recording as the speaker (1) pronounces the <B>names </B>and <B>sounds </B>of the letters of each word, (2) <B>blends </B>the sounds of the letters of each word into the sound of the word, and (3) pronounces each word <B>naturally</B>.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div>  </div> <div> <IMG SRC="0e1f5370.png" border=0 width="501" height="823" ALIGN="BOTTOM" HSPACE="0" VSPACE="0"></div> <bR> <bR> <bR> <div> <B>Part </B><B><U>3 </U></B><B> </B></div> <bR> <bR> <div> <B>   </B><B><U>Consonant Concentration / Concentrac</U></B><B><U>i</U></B><B><U>ón de Consonantes</U></B></div> <bR> <bR> <bR> <div> Part three  contains a list of 20 one-syllable consonant words for each of the twenty-one consonants. This list reinforces selected consonant sounds that students may have difficulty in pronouncing.</div> <bR> <div> <B>THE CONSONANTS                           </B><B>LAS CONSONANTES</B><B>          </B></div> <div> <B>The `b' Sound                                                     El Sonido de 'b'</B></div> <div>   1.  blade                                                              1. navaja    </div> <div>   2.  bent                                                                 2.  torció   </div> <div>   3.  bad                                                                  3.  mal    </div> <div>   4.  boy                                                                  4.  muchacho   </div> <div>   5.  bring                                                                5.  traer                  </div> <div>   6.  bill                                                                    6.  factova  </div> <div>   7.  bug                                                                  7.  insecto    </div> <div>   8.  bench                                                              8.  banco</div> <div>   9.  bell                                                                  9.  campana    </div> <div> 10.  big                                                                 10.  grande</div> <div> 11.  Bob                                                                11.  Bob  </div> <div> 12.  bake                                                              12.  hornear   </div> <div> 13.  bike                                                               13.  bicicleta </div> <div> 14.  blue                                                               14.  azul  </div> <div> 15.  Bud                                                               15.  Bud </div> <div> 16.  bus                                                                16.  autobús </div> <div> 17.  bounce                                                          17.  rebotar   </div> <div> 18.  ball                                                                 18.  pelota</div> <div> 19.  bath                                                                19.  baño </div> <div> 20.  bed                                                                 20.  cama</div> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="269" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 36 ><NOBR><div> <B> SAMPLE: BOOK </B><B><U>2</U></B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <div> <B> </B></div> <div> <B>Part </B><B><U>1</U></B></div> <bR> <bR> <bR> <bR> <div> <B>CONTENTS / INDICE DE MATERIAS</B></div> <bR> <bR> <bR> <div> Part One: FORMAL PHONETIC SENTENCES……………………………….1</div> <div> Part Two: CONVERSATIONAL PHONETIC SENTENCES…………………43</div> <div> ANSWER KEY…………………………………………………………………..87</div> <bR> <bR> <bR> <div> Parte Uno: ORACIONES FONÉTICAS FORMALES……………………………1</div> <div> Parte Duo: ORACIÓNES FONÉTICAS FAMÍLIARES…………………………43</div> <div> HOJA DE RESPUESTAS………………………………………………………...87</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B><U>INTRODUCTION</U></B></div> <bR> <bR> <div> This introductory phonetic <B>sentence </B>studybook integrates the basic phonetic word into simple phonetic sentences. Consonant words are included for reinforcement. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">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. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Integrated exercises in simple grammar and sentence structure writing reinforce and expand these sounds. </div> <div> <IMG BORDER="0" SRC="Symb075c00b700f000000000.png" HEIGHT="16" WIDTH="24" ALIGN="bottom" HSPACE="0" VSPACE="0">Part two, continues the emphasis on the 21 basic sounds through simple conversational sentences. Integrated exercises in simple comprehension reinforce and expand these sounds. </div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>Three 60-minute CDs are included.</B></div> <bR> <bR> <bR> <bR> <div> <B><U>Formal </U></B><B>Phonetic Sentences  /  Oraci</B><B>ó</B><B>nes Fon</B><B>é</B><B>ticas </B><B><U>Formales</U></B></div> <bR> <bR> <bR> <bR> <div> <B> </B><B><U>THE SHORT `a' SOUND</U></B><B>                   </B><B><U>EL SONIDO DE 'a' CORTO</U></B></div> <div>   1.  P<B>a</B>ss me the p<B>a</B>n.                           1. Pásame la sartén.</div> <div>   2.  I <B>a</B>m m<B>a</B>d at P<B>a</B>t.                             2. Estoy enojado con Pat.</div> <div>   3.  <B>A</B>l is my p<B>a</B>l.                                    3. Al es mi compañero.</div> <div>   4.  C<B>a</B>n you d<B>a</B>nce?                             4. ¿Puede bailar?</div> <div>   5.  The r<B>a</B>t is in a tr<B>a</B>p.                         5. La rata está en una trampa.</div> <div>   6.  The c<B>a</B>t s<B>a</B>t on my l<B>a</B>p.                    6. El gato se sentó en mis pierna.          </div> <div>   7.  St<B>a</B>nd <B>a</B>t the b<B>a</B>ck.                           7. Párate allá atrás                           </div> <div>   8.  P<B>a</B>m s<B>a</B>ng a song.                          8. Pam cantó una canción.</div> <div>   9.  Did d<B>a</B>d p<B>a</B>t his son?                      9. ¿ Acarició el papá al hijo? </div> <div> 10.  Ann h<B>a</B>d a sn<B>a</B>ck.                          10. Ann comió un bocadillo.</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>SAMPLE: BOOK </B><B><U>2</U></B><B>, Part </B><B><U>2</U></B></div> <div> <B>[Includes simple Comprehension Exercises]</B></div> <bR> <bR> <bR> <bR> <div> <B><U>Conversational</U></B><B> Phonetic Sentences / </B><B>Oraciónes Fonéticas Fam</B><FONT SIZE="5" COLOR="#000000" FACE="Arial" ><B>í</B></FONT><B>liares</B></div> <bR> <bR> <div> <B>THE SHORT 'a' SOUND                                         </B><B>EL SONIDO DE 'a' CORTO  </B></div> <bR> <div>   1.  He c<B>a</B>n <B>a</B>ct well.                                                    1.  Él puede actuar bien.</div> <bR> <div>   2.  I c<B>a</B>n <B>a</B>dd large numbers in my head.                 2.  Puedo añadir números grandes en mi cabeza. </div> <bR> <div> <B>  </B>3. The boy <B>a</B>nd girl are friends.                                3.   El muchacho y la muchacha son amigos.  </div> <bR> <div>   4.  <B>A</B>nn is pretty.                                                         4.  Ana es bonita.                                 </div> <bR> <div>   5.  <B>A</B>n <B>a</B>nt is tiny.                                                         5.  Una hormiga es pequeña.  </div> <bR> <div>   6.  May I <B>a</B>sk you a question?                                   6.  ¿Puedo hacerle una pregunta?</div> <bR> <div>   7.  <B>A</B>n <B>a</B>sp is a type of snake.                                   7.  Un áspid es un tipo de serpiente.</div> <bR> <div>   8.  Throw the ball <B>a</B>t the wall.                                     8.  Lancé la pelota a la pared.</div> <bR> <div>   9.  Th<B>a</B>t meat is b<B>a</B>d.                                                  9.  Esa carne está mala.</div> <bR> <div> 10. Some b<B>a</B>gs are made of pl<B>a</B>stic                          10.  Algunas bolsas son hechas de plástico</div> <bR> <div> 11.  My son plays the drums in a b<B>a</B>nd.                     11.<B>   </B>Mi hijo toca los tambores en una banda.</div> <bR> <div> 12.  Don't b<B>a</B>ng th<B>a</B>t spoon on the table.                   12.<B>   </B>No golpeas esa cuchara en la mesa.</div> <bR> <div> 13.  Most people keep their money in a bank.         13.  La mayoría de la gente guardan su dinero en un</div> <div>                                                                                               banco.</div> <bR> <div> 14.  B<B>a</B>ss is a kind of fish.                                          14.  Bass es una especie de pescado.                                 </div> <bR> <div> 15.  B<B>a</B>ts are blind.                                                       15.  Los murciélagos son ciegos</div> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="269" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 36 ><NOBR><div> <B> SAMPLE: BOOK </B><B><U>3</U></B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> Three 60-minute CDs are included.</div> <bR> <bR> <bR> <div> <B>CONTENTS / INDICE DE MATERIAS</B></div> <bR> <div> Part One: ORAL EXCHANGES…………………………………………1</div> <div> Part Two: INTERROGATIVE ORAL EXCHANGES…………………..68</div> <bR> <bR> <div> Parte Uno: INTERCAMBIOS ORALES ………………………………...1</div> <div> Parte Duo: INTERCAMBIOS INTERROGATIVOS ORALES ………..68</div> <bR> <bR> <bR> <bR> <div> <B>           Oral Exchanges               Intercambios  Orales</B></div> <bR> <div>   1.<B> act                                                  </B>1.   actuar<B>         </B>                               </div> <div> <B>       </B>Don't act so silly.      <B>                           </B>No actúes tan tonto.</div> <div>         But it's fun.                                          Pero es diversión.</div> <div> 2.<B>  address                                         </B>2.  dirección</div> <div> <B>      </B>I have a new address.                       Tengo una dirección nueva.</div> <div>       Give it to me.                                       Dá le a mí.</div> <div> 3. <B> afraid                                              </B> 3.  con miedo</div> <div>      I'm afraid of snakes.                             Les tengo miedo a las serpientes.</div> <div>       So am I.                                                Yo también.</div> <div> <B> </B>4. <B>again                                               </B> 4.  otra vez</div> <div>       I'll see you again soon.                         Le veré otra vez pronto.</div> <div>      I hope so.                                                Espero que sí.</div> <div> 5.<B>  ahead                                               </B>5.  delante</div> <div>      You go ahead of me.                             Usted vaya delante de mí.</div> <div>       Okay, thanks                                         Bueno, gracias</div> <div> 6.<B>  alike                                                  </B>6.  igualmente</div> <div>      You both look alike.                               Ustedes dos se parecen.</div> <div>       Really!                                                   ¡Realmente!</div> <bR> <div> 7.<B> all                                                    </B>    7.  todos</div> <div>     ate all of it.                                               Me comí todo.</div> <div>     Good for you.                                          Bueno por tí.</div> <bR> <div> 8.<B> all alone                                        </B>     8.  absolutamente solo</div> <div>      I can't do this all alone.                           No puedo hacer tado esto lo com  todo.</div> <div>      I'll help you.                                              Le ayudaré.</div> <bR> <div> 9.<B> almost                                                 </B>9.  casi </div> <div>      I'm almost finished.                                 Casi estoy terminando.</div> <div>      Already!                                                   ¡Ya!</div> <bR> <div> 10. <B>alone                                                 </B>10.  solo</div> <div>       I don't like to be alone.                             No me gusta estar solo.</div> <div>       Nobody does.                                           A nadie le gusta.</div> <bR> <div> 11. <B>always                                               </B>11.  siempre</div> <div>       You're always late!                                    ¡Usted siempre llega tarde!</div> <div>        No, I'm not.                                                No, no todo el tiempo.                                                   </div> <bR> <div> 12. <B>angry                                                  </B>12.  enojado</div> <div>        I'm really angry today                                Yo estoy realmente enojado hoy.</div> <div>        What about?                                              ¿Por qué razón?</div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div>  <A NAME="anchor_3"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <bR> <div> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="171" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 46 ><NOBR><div> <B>ARTICLE</B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <div> <B>Learning English for Their Children</B></div> <bR> <bR> <div> <B>1</B></div> <bR> <div> As educators for many, many years, my wife and I have taught foreign students and adults: Korean, Chinese, and Spanish, both privately and publicly. We created and developed a critical-creative thinking program designed for students of English as a 1st language and as a 2nd language that has been considerably successful in both the private and public sectors. Our main concern has always been that students <I>understand</I> what they read and write. </div> <div> My wife is presently teaching Hispanic children in the Los Angeles Unified School District, last year 4th grade, and this year, 2nd grade.</div> <div> Of  late, however, our concern has shifted to a pressing issue occurring in the Hispanic population: <I>that of adults learning English for the sake of their children.</I> We've observed this issue in the past, but its urgency has escalated exponentially in the past seven years, especially with the proliferation of internet access in the schools and libraries, with the proliferation of rap and hip-hop music in English, with the proliferation of Hispanic employment in indoor malls and fast food restaurants outside of Hispanic neighborhoods, with the proliferation of cable television channels, and, perhaps most significantly, with the all but total demise of bilingual education in the schools, so that Hispanic children are totally immersed in English language curriculum. </div> <div> As a consequence, Hispanic children are learning English at a rate faster than ever before, almost at lightning speed compared to previous generations. And it is imperative that they are learning English at this fast pace, if for no other reason than for their economic and career future. They will, and have to, interact with Caucasians, if not so much in elementary or high school, then in college and the work force.</div> <div> Being exposed to so much English, it is not surprising that many Hispanic children and youths feel more comfortable with English than with their own language. As a matter of fact, they become more expressive in English than in Spanish, in good part because of the minimal Spanish they speak in their home, because of textbook reading, television sitcoms, movies, teen and preteen magazines, and the like.</div> <div> Accordingly, it is natural that they would want to speak English in the home as much as possible; and this is where the parents' involvement (duty?) comes in. They have to provide this outlet for their children as much as they are able to in their particular circumstances. This they can do by being fairly conversant in the English language themselves. </div> <div> Let me give three situations, that emphasize the seriousness of this matter. In 1984, we had a Korean 5th grade student who spoke more English than Korean. He confided to my wife about a recurring nightmare that he was having, and that he wanted to discuss it with his mother, but couldn't, since she spoke no English, and his Korean was too limited.  Two months ago, a Hispanic mother told my wife that her 4th grade son  announced to her that he wanted to speak English in the home; and that his mother felt helpless, since she neither speaks nor reads English. She also said that speaking Spanish is hard for him; which makes sense, because the only Spanish the boy would know would be based on limited family matters. And just the other week, another Hispanic mother told my wife at her school the following: "I'm taking English classes in the morning, even though it's hard for me, because I have a baby; but I'm desperate to help my daughter."</div> <div> These three cases give an idea of the poignancy of this communication problem.</div> <div> Given this state of affairs, is it not crucial, urgent, that parents move along with this tide and learn enough English to at least speak with them in everyday matters of their children's feelings, relationships, beliefs and values?</div> <div> Of course, many parents take this step by taking English classes or by being tutored, or by purchasing English courses and they succeed in varying degrees; and this achievement is much to their credit.</div> <div> On the other hand, there are many parents who attempt to learn English, but have had to discontinue for one reason or another - it's too hard, it takes too long, is too inconvenient; classes are too far away; too much fatigue after work, and so forth. And so they give up; and so their children suffer; and so the parents suffer for their children's suffering.</div> <div> Here is the worst part: if their children are not able to carry over their English in the home with their parents, at least minimally, an essential aspect of communication between them could very well break down. This aspect includes not being able to help them with their homework, not being able to read to them in English, not being able to enjoy television shows in English together. Siblings and friends will speak English with each other, thereby excluding their parents; and to their consternation, their parents will not understand "what's going on." English, consequently, becomes a barrier, creates a vacuum, between them as a silent, unfathomable, distance gradually separates them. True, love between them will still be present, but so will a whole area of non-communication be present, as well, because of this language barrier. </div> <div> That parents speak a moderate degree of English in the home for the sake of their children would not only keep communication open between them, but would makes their children especially proud of them for making the effort for them. A further element of respect is added to their relationship. They have something in common outside of the norm, their regular family interchanges. It not need be the best literate English, it may need not require long talks in English; just the basics: "Good morning," "How was your day at school?" "Time to get up!" "Take the garbage out," "How are you feeling?:and suchlike small communication exchanges. Of course, it would even be better, if the parents were able to help them a little with their homework, and read aloud with them; but that would be further on down the line.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> 2</div> <bR> <div> What parents need in their beginning English study is a somewhat easy, quick, yet thorough, method of learning English to complement the typical English phrases and statements they learn, such as "How much does it cost?" "Where is the bank?" "Hi, how are you," "My name is…"  and the like.</div> <div> They need to learn the basic <I>sounds</I> of English: the short and long vowels ( a, e, i, o, u) the diphthongs (aw, ow, or, ar, er, oi, etc.) the digraphs (ch, sh, th), the consonants b, c, d, f, etc.) - which is not that difficult to learn, overall. Once they learn these basic sounds fairly well in simple words and sentences, they then can proceed to read simple English; and so, gradually increase their English vocabulary. They can then begin to view English television shows with their children, and read simple books with them. </div> <div> But it's the basic English sounds they must learn proficiently first in simple words and sentences. Then they will be well on their way to learn English more thoroughly either on their own through reading and listening, or through English courses<I>. but first they must learn how to read elementary English</I>! And that is accomplished through learning the basic sounds of the language in an easy, learner-friendly structured learning process, from A to Z, so to speak.</div> <bR> <DIV ALIGN="LEFT"></DIV> <div> 3</div> <bR> <div> The obvious question a reader would ask is "How is this 'easy, learner-friendly, structured learning process' accomplished?"  The answer would be twofold. First, by the use of oral recordings; and second, by the use of Spanish translations for all of the multiple English exercises.</div> <div> These oral recordings are unique in that the words, sentences, oral exchanges (conversational English) are pronounced and spoken slowly, distinctly, and naturally with time spaces between each word or sentence so that learners can follow along effectively.</div> <div> The Spanish translations are unique in that learners are learning indirectly the basic grammar and usage of the English language through continuous repetition of common spoken and written English. These translations provide a crucial, essential, link between their own language and the English language. In brief, through these two distinctive learning processes, English learners gain <I>understanding</I> of the language; not just a rote learning of it.</div> <div> Furthermore, the great advantage of learning the English sounds through this method especially, is that (1) adult learners will be able to recognize the sounds in their reading, and so will be able to pronounce them, in good part, in unfamiliar words; and (2) just as importantly, will be able to recall forgotten words that they will want to speak by picturing the letter sounds in their minds until the appropriate sound triggers remembrance of the word or sentence.</div> <div> And lastly, these books and recordings, if studied studiously, act as the teacher; and so no actual instructor is required; except, perhaps periodically to check adults' progress.</div> <div> In closing, upon completing this distinctive ESL study<U>,</U> adults will have the means of  "keeping up" with their children regarding American culture, and their children's future in it.</div> <bR> <div>  </div> <DIV ALIGN="LEFT"></DIV> <div>  <A NAME="anchor_4"><IMG BORDER="0" SRC="1x1.gif" HEIGHT="1" ALIGN="bottom" WIDTH="1" HSPACE="0" VSPACE="0" ></A></div> <bR> <div> <TABLE BORDER="2" CELLPADDING="2" CELLSPACING="1" WIDTH="347" BORDERCOLORLIGHT="#C0C0C0" BORDERCOLORDARK="#808080" FRAME="BOX" RULES="ALL" HSPACE="0" VSPACE="0" > <tR> <tD VALIGN=TOP HEIGHT= 34 ><NOBR><div> <B>SALES OPPORTUNITY!</B></div> </NOBR></tD> </tR> </TABLE></div> <bR> <bR> <bR> <div> Sell adult ESL books, and make a high commission! </div> <bR> <div> <B><U>Selling Price</U></B></div> <div> <B>1.</B>   3 books as a set with 10 audio CDs = <B>$99.00</B></div> <div> <B><U>Sales Commission</U></B></div> <div> 1/3 of $99 = <B>$33.00</B></div> <div> OR</div> <div> <B><U>Selling Price</U></B></div> <div> 2.  Books 1, 2, and 3 sold <U>separately</U> with their individual audio CDs = $36.00</div> <bR> <div> <B><U>Sales Commission</U></B></div> <div> 1/3 of $36.00 = <B>$12.00</B></div> <bR> <div> <B>THE </B><B><U>RECRUITING</U></B><B> OF SALESPERSONS</B></div> <bR> <div> <B>1.</B>  1/ 6 of their sales commission = 1/ 6 of $33.00 = <B>$5.50</B> </div> <div> <B>OR</B></div> <div> <B>2.</B>  1/3 of their sales commission =  1/6 of $12.00 = <B>$2.00</B></div> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div> <B>¡OPORTUNIDAD DE VENTAS!</B></div> <bR> <div> ¡Venda libros de ESL  adultos, y haga una comisión alta!</div> <bR> <div> <B><U> Precio de Venta</U></B></div> <div> <B>1.</B> 3 libros como un juego con 10 cintas de CDs = <B>99.00</B>  dólares</div> <bR> <div> <B><U>Comisión de Ventas </U></B></div> <div> 1/3 de 99 dólares = <B>33.00</B> dólares</div> <div> <B>                             </B></div> <div> <B>O</B></div> <div> <B><U>Precio de Venta</U></B></div> <div> <B>2.</B> Libros 1, 2, y 3 vendidopor separado con su cintas de  CDs individuales =  <B>36.00</B>    </div> <div>    dólares</div> <div> <B><U>Comisión de Ventas</U></B><B>:</B></div> <div> 1/3 de 36.00 dólares = <B>12.00</B> dólares</div> <bR> <bR> <div> <B>LA </B><B><U>RECLUTACIÓN</U></B><B> DE VENDEDORES</B></div> <bR> <div> <B>1.</B> 1/6 de su comisión de ventas = 1/3 de 33.00 dólares = <B>5.50</B> dólares </div> <div> <B>O</B></div> <div> <B>2.</B> 1/ 6 de su comisión de ventas = 1/ 6 de 12.00 dólares = <B>2.00</B> dólares</div> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <bR> <DIV ALIGN="LEFT"></DIV> <div>  </div> </td> </tr></table></body>