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    Teacher S Magazine February 2011 PDF

    Uploaded by

    Marisol

    Copyright:

    © All Rights Reserved
    Download as PDF or read online from Scribd
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    / 7 Si Dear Colleague, Weloome to our 2011 frst issue. February ts ‘the ght time to collect all he ideas yor want to include in your planning and fonganise special actutes for your classes, Fortis reason, we present you mary tps to help you inthis task. Find the fst sees of ‘umber ashcards forthe youngsters to learn essential nureraton concepts wile avg an. They wl cay provide practice through concrete experience. ‘Our calendar this year introduces the subject of diversity, a subject that iS about | respecting vata people Contents Fas he cur he kn. Pages 4, 5 their physical appearances a Teachir abies thet fer tradions fearmen’? VETY young fan the language they speak : (aii pe stove Basie Pages 6 to “tenses in the English language Planning time, and mats ther acest at Pages 10,71 My new friends, ‘a glance. This poster wt Classroom la Page 20 eer for differen learn \ nguage. ‘syhed nce colour, sound Pages 12 to 29 2011 calendac ‘and movement are Tt0 8 flashcards, Poster 1 involved. Pages 21'to 29 Simple, Prosressive and AAlUthis, plus many ‘actwvites for revising ‘concepts and breaking the ice in the first classes wll make your work lighter So, e's gt down 10 work anid have an excellent year! ect tenses, mmar through representation, coloug orth found and movement, Byers anda Celebrating f $ Patricia Sainz Editor Tae recibiran muy pronto en su domicilio UT anos ENVIS Estas son las ganadoras de febrero: SOS PARTE DE NUESTRO CLUB EDIBA? weiaincance bona: il, Sona Gb ta Nea Onin, Sat 9 Alar i ih capil Ml Ss Aan so Federal, Ciudad Autonoma de Bs. As, Juan. La SEDANS LUNE 4 Daidone, Adtana Marae Cantozo, Ana Soledad: Bln, ‘| EACATEMS TeDALa Gabriela; Plottier, Nengueén. Catamara. of Ps 96 Nien, Lac Del Rosario; 2 Acevedo, Graciela: Machagat ME Esrenato Charmical, La Rioja. ‘Spec bra Bea Girne sede Ovonctentr ane Il primary public schools in the city of é JBuenos Aires have been @ going through a change 7 in the structure of the English curriculum. tn 2009, first form was included in the English curriculum and Tater, in 2010, the second form was also Ineluided in the project. Now this year, third formers are going to have the chance to continue developing their English level and in this way, all the students in all grades will be exposed to the language. ‘Also, fourth, fifth, sixth and seventh forms are going to increase the number of hours ‘of English per week as from 2011 English as a Foreign Language - Some figures. 20,000 first formers in 450 schools in the city of Buenos Aires are going to learn English. Children attending public schools in the city of Buenas Aires will learn English as a foreign language all throughout their primary education, ‘The number of hours will vary depending. ‘on the type of school; full-day schools will teach $ hours of English a week and schools with morning or afternoon shifts ‘will teach 3 hours of English a week. 200 English teachers will he employed. 64 teachers have already applied for the jobs ‘There are 26 schools called “Plurilinglies that are already implementing the teachi ‘of English from the first form, Young learners’ characteristics ‘Teaching a second language to six or seven-year olds is not an easy task. ‘Teachers assuming this responsibility will have to be really creative and patient. He: are some characteristics of young learnes that teachers should consider when planning their lessons Very young learners. ‘a are keen and enthusiastic. 4 are curious and inguisitive. ‘ are imaginative and creative 4 are active and like to move around. 4 are interested in. exploration, se learn by doing (hands-on experience). 4 are holistic (natural learners searching for meaningful messages). se are less shy than older students ‘% bave a short attention span so activities should be short and varied. ‘ respond well to praising and rewards sp enjoy learning through games and songs. Some recommendations ‘4 The activities should be simple ‘enough for the children to understand What is expected from them, The task should be within their abilities a The activities should be mostly orally based. ‘ Restrict written activities as children of six or seven years old are often not pBroficient in the mechanics of writing in thelr own language. ‘ge With first formers, use block capital Tetters. ‘ Use lots of visual aids and realia ‘9 Be repetitive a Some recommended activities are: games, songs, chants, total physical response activities, tasks that involve colouring, cutting and pasting, simple stories, repetitive speaking activities, etc 4 Its essential to use the English language as much as possible in class but there are times when the use of English is counter-productive. It is sometimes a good idea to check the instructions you have given by asking the children to repeat them in their mother tongue, just to check comprehension and. avoid frustration. ‘x To manage children positively, create and ‘maintain a happy working. envionment in which the rules of classroom behaviour are respected, ‘ Engage children in purposeful activities, » Learn the children’s names. oune learners ‘ Listen to what the children have to Say, even if it isin thelr mother tongue % Build up children’s confidence and Selfesteem and encourage them t0 believe they can succeed. sx Be extremely patient and remember that young learners need more time, se Create time for personalised moments + Model behaviour that you would like Your students to adopt. 2 Use praise appropriately to provide Consinctive feedback and encourage participation and effort, 2x Establish routines (pattems of behaviour) in which everyone knows ‘what is expected from them and what they should do: greetings, starting and ending lessons, witing the date, describing the weather, tidying up, etc. se Prepare the language you will use sg Use a familar signal to get the children’s attention (a clap, a rhyme, a chant, a bell, etc.). se Wait until everyone is quiet and attentive 2 Establish or create a context 4 Give clear instructions appropriate to the language level ofthe children sy Demonstrate how the activity works in practice. # Check that children understand what to do before they star the activity. 4 Monitor your students’ work and be ready to encourage, give help or solve any problem that may arise. Bibliography Philips, S, (1993). Young Learners: Oxford, United Kingdom: Oxford University Press, Read, C. (2007). 500 Activities for the Primary Classroom, Oxford, United Kingdom: Macmillan, http://www.lanacion.com.ar/nota.asp?no taid~ 1041382 Micaela Emilia Bertoya se nm, Gs [rtioeeaasn ak 7 ebruiary is the month when you collect all the ideas you want to include in your planning. You also have more time for preparing the material {you will need along the year and organise special activities for your classes. Here are some suggestions that will make your lesson planning easier and useful to engage young learners! ‘4 Organise your classroom teaching by themes. s¢These must be topics that are related to children’s general interests, such as: toys, animals, family, numbers, shapes, paris of the body among others. ‘aeSome of the activities can be related to what is going on ‘outside school. This helps children make connections and, reinforces their classroom learning, ‘4 Once you have chosen your themes, think about the grammar and vocabulary you will teach, according to the children’s age. s¢ When teaching grammar or vocabulary, you may want to include the following activities: Circle time ac Beginning each day with the same schedule of Circle Time activities will give the children a sense of organisation and familiarity. Some of them can be: seCalendar Weather chart Name recognition Today's helper Vocabulary games Games are always motivating and useful to revise vocabulary, Sometimes the same game can be adapted to practise different vocabulary items. A good idea to keep the {games organised is having a card index box. This will help you find the appropriate game easily Songs ‘These must include some of the teaching points. Take children’s ‘age into account. Make up a Song Booklet to keep them. This edition brings two songs to be tused during the adaptation period. aes an rote To orgie De 2 ‘This ls vat Tan do “yo ite ands ap, ap. Everybody do too Jw tle feet stamp, tap. MP “hia bat Tan do “Jo ie agers sna, Sm, SP ‘Now TH pss tn to you "Foo File Feet jsp J2¥P- JUMP (Another cll does an action next) Stories Choose a story related to the topic you are teaching. Children can work individually or in small groups. Among ther tasks, they may colour each story, put the paragraphs in order, match the text with the pictures and so on, Cie Gratis activities ager ~ von 2 J ‘ Senge L Sie Story ip, Useful ideas Song booklet Songs and finger plays can be used at any time. They are very useful resources to catch children’s attention before an activity or to create links between tasks. Prepare a booklet with your major themes and Whenever you find a song or finger play that ‘you want to share with the children, photocopy it and insert it in this booklet. You will be amazed at how often you wil return to this booklet for five-minute fillers Print the lyrics of the songs you like, laminate them and punch a hole in one commer, Use a folder ring to keep them all together. Make this song booklet small enough to be able to put it in your pinafore pocket. This edition includes two finger plays! Card index box This is an effective way of keeping games ‘and activities organised. Look for an appropriate box, decorate it and keep inside all your games. This edition includes two new games. Put them in your card index box and start collecting them! Games These two games can be used during the ‘adaptation period. They help children to ‘engage socially with each other and with teachers. Add them to your card index box, Pass the ball Material: a soft ball Instructions: Have the children sit ina circle, Give a ball to a child. Instruct, them to roll the ball to another child having a certain personal characteristic such as, a git! who has brown hair, or a boy who has green eyes, ete, Continue rolling or passing the ball until everyone has had their turn, a Pass the object a i Material: You can use toys from school Am “= or ask the children to bring their favourite ones, This will help the children know each other better and learn about the things they like. Instructions: Make the children sit in a circle on the floor Choose a child to sit in the middle, Tell them to close their ‘eyes or cover them with a blindfold. This child should say, Green Light to make the other children pass a toy around the circle behind their backs. When the child that is in the middle says, Red Light, the child that is holding the toy must hold it, The rest of the children must hold their handsbehind thelr backs. Now the child that is in the middle can open their eyes and try t0 gues sho is holding the toy and whose itis. If the guess is correct, the child holding the ‘oy goes to the middie. FINGER PLAY (To organise the group) Two little hands clap, clap, clap Two little Peet stamp, stamp, stamp Two little Fingers snap, snap, snap Two little Feet jump, jump, jump One little body turns around One little body sits quietly down. ar (To organise the group) Two little hands clap, clap, clap Two little Peet stamp, stamp, stamp Two little Fingers snap, snap, snap Two little Feet jump, jump, jump One little body turns around One little body sits quietly down. i aca aw (To revise actions) i = This is what I can do Everybody do it too This is what I can do Now Ill pass it on to you! (Another child does an action next) (To revise actions) This is what I can do Everybody do it too This is what I can do Now Til pass it on to you! (Another child does an action next) t= AAget Children/Adolescents/Adults CLASSROOM LANGUAGE ‘A) Match the words in both parts and write the expression in the corresponding group. Sorry (1. a) .€ Spare pen? 2) How do you.,, b)...weekend! 3)Pardon?... co) n.8ay “5098” in English? ay See Jor 4). next class! 5) Have a nic mee... e) repeat, Please? 00... 6) can ye 1..spell Sight’? 7) How do you,,, : 4g) ...imorning! 1 8) Go0d ... py for Sestudian” e 9)Can I... iy na€ternoon! 1o)l'm sorry, I don’t. }) again, please? apt don't. ig spronavnce “subject”? raytlow ae D..eVening! 13)Can You... m)...help me, please? rays this ... » aknoww/vemember ned 15)Can I borrow ... 0)... YOU? se Have you got ... py mmorning! 7) What's the meaning ... qi. bite” mean? ight? rawihat’s the English. , ° seu 19) Good .., t)..f0Ur pencil, please? 20) How do You... ¥) 08 “Wig? 21)Can You say if... yaeSay that agein- 22) What 402s wiancto the foilef? 23) Good x) understand, “lex b ez 4UL2 402 64484 LL (949 SEH TOL AU EL 9 (EL (LL OL (6.883 9(0 1 IS-POY A (E>(E (LC KO Level Elementary + ‘Age! Children/Adolescents/Adults ) S&S B@S S222 8 = 6 = tee CLASSROOM LANGUAGE ‘Asking for something Example: Can ! borrow your pencil, please? ‘Asking for repetition/clarfication ‘Asking for help/permission Saying hello and goodbye Saying sorry B) Get into 5 groups, choose a category and make attractive signs to hang on the walls, Decorate them as you wish. aquiauay nowy 3.09 Aus ew aos halos Bus puDy20N 29 € aH > YAU NOK aS “unekave mo} Buena /uooUiaye Gyo poop akqpoos pu opel Buk 29/01 015 | ue)’ ss ase} us ay nok Ue pUEISADIN "wuop | otstiad oy 0} Busy e560 ube Aes nok ue sea eodD) nok Ue) Ube 24) Kes ;UODIeg;uOReSyLE/UONs 50} BURY uous ag, 5809 YN PMI, 209 UsIBLaua ey Din, BlueoU ap 584M ANDI, [BCS eA Op MOH DANS, 92UNOUONT NOKOP sO "Qui603 0605, es Hox op NOH SOM Inoge BUDE JUado1eG eH Nak ate ase |DUAd MOK Mo1UD9 [ue Bulytowos 10} BUSY :K9y, wee 1 his is the frst of a series of flashcards presenting, numbers. You will find them useful to help youngsters to learn essential numeration concepts while having fun. ‘These cards have been designed to teach and provide practice through concrete experience. They consist of a number and a picture or a corresponding number of pictures and lines for the students to write the numbers in letters, and to help the students understand, numeration concept. This pattern is repeated in black and white on the back of each flashcard for the students to colour and learn to spell the numbers. You can photocopy and distribute them aa follow-up activity. Cut the flasheards out and if you want to use them once and again, you may Jaminate them. This will allow your students to write on the cards using a marker and erase easily afterwards. Let's count Present one picture at a time and ask the students to count the balls from one to eight. 1To 8 FLASHCARD Give a card to a student, have them say the number on the card. Ifthe card is laminated, they can write the number in the space provided. ‘Show the number Divide the students into small groups and show a different number to each group. They have to gather as many objects as necessary to represent the number. How many... are there? ‘Take several bags and put a different ‘number of objects in each one. The ‘objects can be one of a kind: penci rubbers, litle plastic animals, etc. Give a bag to each group and ask them to open the bags and count the objects inside. ‘Thea, they will have to take the card with the number that corresponds with the number of objects. Order the numbers Scatter the cards on the desk, ask the children to put them in order counting aloud as they take the right number. You may repeat the same procedure to have them count down (8 to 1). Call out numbers at random Once they have gained confidence with these numbers, they are ready to call out ‘numbers at random. You can organise a competition: the first group to shout out the number on the card that you hold up, gets the same number of points. Variant: Instead of showing a card you may say the number aloud. In a later stage, you may ask them. to write the number instead of shouting it out Shout out the higher/lower number Fold up two cards. The students have to shout out the higher/lower number. ‘Assign points to the student that answers first. What number is it? Write the numbers in letters on the board in one or two columns. Put the cards on the desk and ask the students to stick the corresponding number next to the word, ‘Spell the number Divide the students into small groups. Hold up a different card for each group and have them spell the number on the card, Assign points to the right answers. Basic math Stick two cards on the board with the addition sign (+) in between, Make sure numbers do not sum up a number higher than eight. Ask the children to count all the balls and write the answer ‘on the board or stick the picture holding the right answer. Scho ; x NURI CARA E at MARE ACHE VARS TAC were - : e ON Ny RENN FAN we AN Xs Seay’ * Ach & 7 t basic tenses in the English language and eg makes them accesible at hand movement will cater fr different Jeaming styles. Graphic representation of verb tenses will help students who prefer learning through graphs and shapes. The triangles represent the simple tenses. They show actions which are seen as a unit, ag a whole. For instance, the Present Simple normally states either a fact or a habit. The wary artow shows an action in progress over 2 period of time. The progressive or continuous aspect is emphasised. The focus is on duration. The Perfect tenses depict the fact that an action started in the past but itis not important to know exactly when. The fetter(s) in bold show's) Key elements in each tense, for example the Continuous tenses require the verb so be followed by a present participle, the Future Perfect requires the auxiliary will he timeline shows the shee and then the ast participle, S somes asa ‘When reading the chart with your students add a sound or noise to represent the tenses, and make gestures ‘with your hands, The Simple will be just cone sound, for example, ‘st’. At the same time, with hands open, hit your litle finger against the palm once. The Continuous will be a longer sound like a hissing ‘ssssssss' (you can even add rhythm}. Move vour index finger so as to represent a wave. The Perfect tenses ‘will have a hissing sound with a plosive at the end, like ‘Sssssp’. Start with fingers together, separate them while ‘moving your hand to the right, close them together again when you pronounce the stop. Depending on your students’ level, you ‘may want to add bits of information such as the case of stative verbs like know, understand, love, want, etc., ‘which rarely take the continuous because they express a state, not an action, Or you may introduce the Present Perfect Continuous as a combination of an action that started before. better, let students be creative to represent the tenses. Verb tenses will never be boring again. ‘As practice makes perfect, add exercises for students to name the verb tenses and recognise their key constituents, Take a few minutes to read out some sentences and ask students to represent with sound and gestures the tenses they find in such sentences. Ask them to produce sentences showing the key aspects, Simple, Continuous or Perfect. Draw attention to the fact that the Simple tenses require auxiliary verbs (Which are they? Can you turn sentences into the negative form? Can you make them interrogative? Which simple tense takes the auxiliary even in the affirmative?) Later, focus their attention on the Continuous tenses (How does the verb to be change? What are the spelling rules. of the present participle). Finally, turn to the Perfect tenses (How does the auxiliary verb fo have change? What are past participles? Haw do we pronounce ved endings?) Level Preintermediate+ ‘Age: Children/Adoescents + TENSE REVIEW This is Shelia, She 1)... (to work) in an office from 9 am to 5 pm every day. She usually Darren . (to getup) at 6 and 3)... (to have) a shower. She 4)... (not to have) breaktast, just a glass of water. Then, she 5)... .. (to take) the bus. i Today is different, at this very moment she : 6 (to drive) her brand new car. lesa special day, thatis why she 7). (to wear) a dress, instead of her blue jeans. B) Simple Present Sheita usually 1)... . (to read) the newspaper and she 2) (to look for) classified advertisements. Last week she 2. (to see) two interesting ads offering second hand cars to sel; they 4) (to be) special otters. After some time, she 5) ucucuesenenennne (tO MAKE Up) her mind, 6) nrsrnenrnrnennne (NOLO buy) the frst car but she Dw (to buy) the second car. she 8).. (obe) so excites! Shea) oenrnenenenen(4O-G0) to have a look at the car, when she suddenly 2)... (to feet) very nervous. Was she doing the right thing? Was that | a.gooa car? she 3).. _ (to start) to have | many doubts, so she 4)... (to phone) ‘her dad. “Could you come and help me?’, she 5) (to ask). ‘Ok, but let me tell you | 6) (to sleep) when you 7) (to call) and you 8). --su(to wake) me up, So I'm quite cross?” S226 S222 B= se = iS _3o0 (pope urdaos sem (pays poucus fy;ours (2) (u}06 som (L (9s (@346NEG (40 .up9p (94 ape (gs (nes e400 soem (Based (Bom (9 Faye Lg Bne43 UsODp (prey Est saH (2 HOM LL Level Presintermediate+ ‘Age! Children/Adolescents TENSE REVIEW D) Simple Past - Past Perfect Shelia 1) soe (Canito buy) the car BECAUSE SHE 2) .nsnnnnnnnre (tO SAVE) money before, Fortunately, one day before she BI won (to read) the advertisement, she 4 1». (to take) all the money trom the bank. Also, as she 5)... some time betore, she 6) to drive her new car right away. (to learn) drive E) Simple Present - going to Sheila loves outdoor activities. She usually » nu (tO Spend) her weekends in the park or inthe countryside. Next week she and her friends 2)... (to travel) to the country. ‘She always 3) (to prepare) something delicious to take along, tomorrow she 4) sosssnsnnneee (tO BAKE) an apple pie and her friends 5) (to take) something to drink. Shelia loves her new car and traveling too. For example last January She 1) rons (40 Visit) Bariloche and Esquel. So far, she 2) . (to be) to Salta, Cordoba and Patagonia. She and her boytriend 3) nnn (tO drive) more than three thousand kilometres, and they4).... (to see) breathtaking landscapes. Last year they Bon photographs and on this trip 6). over one hundred! (to take) more than seventy. vs (tO take) S Se S=222 8 = = = Te oye ane (94001 (6 Ubes ane (tuaayp ney (€"UEEg SEU epaYSA(L 4 BYEL02 BUDS 28S ‘ayes 01 608 5 (psovedon [eyanen Byes ave spuds (g0d sae se (9 Ure} Pa (gaye Dey Pea (eHaNEE Pe (AN Pn0> (AEN. Sy elt Prentermediate + ‘Age! Children/Adolescents ICEBREAKERS FOR EVERYONE! Playing with false friends False friends are pairs of words in two languages that are similar in spelling or sound but have different meanings. There are several English/Spanish false friends. For example, actually and the Spanish word actualmente are similar but differ in meaning. if : Iasi Eels eam eaten oa oko cara i EE reset coach) =e 7ee= tema eaece nancecwnsuiic ania ieniy merece ow Example: actually vs currently 5) atgument vs 10) success vs i 1 Wembattassed vs... 6) bank vs... 11) sane vs ; wo 2) parents Vs .... 7) fabtic vs .. 12) assist vs ; FB atena WS 8) libtaty vs 13) casually vs i B 4) conductor V5 ..... 9) otdinaty vs ..... : KILI TN[T[E(WIP/ATN[T[N[E[ViElA Bw C/U/R[ RI EIN T/UIN|UlW[T|Vlelele i violPle[s|Yj/alolwfelm[tlali [xiv ay Tlola[t{s/plol|ri/ulwielale [Tia] a R[KIS/A[W[R[E[E/EIS[A[NiUlT) I [N i Elt[T[T/FlAlcl|T/o|R|Y/S/A|PIN|A ; a wlols[i[t[a@jtlelwfelejojririi|r : e/sle[vi/y[o|Klajwiolaljolilelol|T ay F/Y/tle|T/o[W|s/e/e(s|mjo|ciole : PlPlols[R[R[Giw[R[Jle[N[PIN| LIN wy ofolcleleliielalriKle|Blslainio i R[WIY[AlWiv[u[tla@lalR|2[x[N[o/7 Bw c{S{1[S/o/€|0/8|¥|Plolvialtiels o: E[K[N[PlAlR|S/Miolvjo/ciN|PlelR i : Tio|riulelc[nie/o[i|cin[iolcio a Ajoltlelr[s[pitlalwi{c[wirie[nic : wilele[n[ciwlwlKle[elPis|yiifrir i ‘pone (2 nau (LL a9 (LSI (6 oysyE0G @ MEcI>e 19109 (SOND Pues (SONNE (eAUEUBOI Ly ABH Pa. Level Pre-intermediate + ICEBREAKERS FOR EVERYONE! Playing with false friends and confusing pairs. ‘cater 2) agenda 3) avocado 4) desset 5) college 6) contest 7) letter — 8) lentil 9) quit 10) stranger 11) ultimate 12) soap 13) sensible 14) Tettifying ate ts (4 (e4‘dnes ‘enous (6 09] (4 4 (ease (49 oouDs (6 suas u(y 1 (1(L1 3906110 (p08 (e'30:69p 4 (9h S @8 S=eea B= = J 25, Children/Adolescents ICEBREAKERS FOR EVERYONE! Playing with misspelled or wrong words. C) All the sentences in the following dialogue contain some mistakes. They can be misspelled or incorrect words. Find them and correct them. I thought you would ‘Anni I through you would come eatly today. We had planned too go fo that famous new restaurant, temember? Ross Yes, but couldh’t make it entliet. I'm sotty, wee'll go some other time, ‘Anni It's OK, Hey, do you know watt the new neighbour aid? Ross: Who? ‘Anni The won who moved just too days ago. Ross; I don't rimember who he is, Ann: Well, he was going fo meat us today and go to the restaurant with as. When eye told him that you wete not coming, he made a tettible seen and tan away, : Ross: How silly, Did it effect you at all? | Arms No, it supriset me, but T want you fo talk to him, becouse thete should be pigce in my | Resst Weel, don't worry, he'll forget about ts, ' ‘Anni Yes, you ate wtite, Oh, I’m so ttted. : Ross: I am tted, tuo. Let's go to sleep them. Anns Ok, lets go. ak. ‘og 9] 0100 507-003 para wi S04 Aybar NOK 9A sey UUs argroge BM SsoypooyneqyBiou Ku wl apead[~] aw pasudins oy -uuy ese AaK2=yeH pig] Soe Ue pve 9uB98 ge) {3 Uau a auenezsay a 2 GB] hepa sr aabu 3 Gul Se 4 guy yon AGUIAR! u0p | sso OBesfep omy sn INCU ‘uy 340 a4 "]aeyMa NOU NOK op [~] Uy "1 OB yam Kuos wy ["] 884 1" on pouUes pe oyA "1 pynoM Mo AYBNOYE:UUy (:ABH, Children/Adolescents ICEBREAKERS FOR EVERYONE! Playing with adjectives and their synonyms. D) Find the synonyms of these adjectives and write them in the corresponding place. There may be more than one possible answer. decent ~ pleasant ~ singular laughable - honourable - satisfactory amusing ~ evil ~ superb ~ tishy cutiou - great - respectable harmful ~ inferior ~ peculiat comical exciting ~ entertaining ~ intriguing pretty ~ defective - amusing good-looking ~ lovely - honest - splendid fascinating ~ attractive ~ stunning pleasing ~ gorgeous - beneficial S eS =e & = 6 = Hee SnD2yep 0 ys rey 9g JeDY>U_G sBUOY yged>adsa'ygeNoUOY IwODYP(g-BUSNUe Suuevoqus eros oygeysne|(p Suysel Mano 1ueseo(€Cunox9shoun ‘oan Guneu>se; ‘bub edad WeH6 AGODeNeS eB. ‘esta suonetouua> pu suds very) (2 puts Bajums sea606 ansseMIe Guo} DOCH Mra HORNS (| ea AP SOASUY) (AKON, 7 |

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