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Why Should I? Ask the Pet Psychic Did you know that your pet has a mind of its own? Yes, it s true. Sometimes we think of our pet as an extension of ourselves, but pets have personalities that come through loud and clear. Let me share some of my experiences with you in interacting with pets. The personality of each pet comes through clearly in a reading. Often they have an agenda of items they wish conveyed to their owners, just to make the relationship even better! Every pet I read about has been aware of how much their owners love them and care about them sometimes to a fault! An older cat was very concerned that her owner was so concerned! We ll call this cat Priscilla. Prissy had an agenda of 5 items she wanted discussed with her owner. She came forward so eagerly in the reading that I knew how relieved she would be to have me act as a medium . Prissy could hardly wait to talk . Cats and dogs convey ideas differently than humans (from the psychic’s perspective). It isn t like our talk .It is more like chunks of pictures. It isn t emotional. It is almost exclusively descriptive. There is a definite setting when the communication begins and the pet is picturing himself or herself in the setting for me to see. By the way most of my readings are done over a distance via telephone or email. Prissy wished that her owner wouldn t worry about her so much. I m holding my own,” she said, and it doesn t help that she is fussing over me so much! I could tell that Prissy had health problems that she didn t want to get into. Like many older people, she preferred to focus on the positive and enjoy her life although it was more limited than it used to be. When Prissy’s owner worried, Prissy felt down and depressed herself. It would be easier for her to keep a positive state of mind if her owner would do so as well. This adorable and courageous older cat also wanted it known that she liked to lay on her back when no one was around who might step on her (!) or make her nervous. I have no idea whythis was important, but Prissy drew me a very clear psychic picture of how it felt to have her tummy out in the air upside down and just lie there feeling good with her four limbs flopped on the floor to either side. The next item on Prissy s list was a person who often came to the house who scratched her on the head between the ears in a perfunctory manner (her word, not mine). This person, Prissy explained, had really bad energy. He used force when scratching which was really like a vice grip on her head and practically mashed her into the ground. There were two more items on the list: one house guest caused uncomfortable tension and Prissy emphatically wanted her owner to know this. Prissy explained that she liked seeing her owner and life partner working in the kitchen together because they were so happy. Actually, one of them worked and the other watched and kept company. When this person was visiting, however, everything was tense and not comfortable. Last but not least, Prissy loved to lie onthe ledge? sofa? (I couldn t tell for sure) with her paws hanging over the edge. The important part was the paws. I asked the owner for clarification on this! It seems the owner thinks this is so adorable she invariably wakes Prissy up by tucking her paws “back under”. Now she knows not to do that anymore! As you can see, pets are like people. They like to express themselves. Did you notice, like I did, that Prissy wasn t insisting on remedies? Perhaps Prissy knows that if her owner is aware, she will do whatever she can to make Prissy s life even happier. One time I read for a little terrier named Misha who seemed to have a life of her own. She was an “only child” and she was a very busy little dog. As we talked , Misha was constantly in motion, circling close to me and then running off, taking care of things in her world. Misha wanted her owner to know that she approved of the new bushes in the backyard. She also liked the chair in the living room and felt very much a part of the family. She felt her chair was the center of the living room (as indeed it was). Misha also wanted her family to know more about her life before she came to then. She explained that she often journaled about her experiences I m not quite sure what this means in dog language, but she showed me a mental picture of herself writing in a book and she also said that she kept in touch with the people back home but did not miss them in the least. She didn’t elaborate although I was most curious. Also her owner had asked me specifically to find out what Misha’s life had been like before they adopted her. Misha did not choose to communicate anything else about her former life. She believed that it was the past and she should live for today. This news was a wonderful relief to Misha s owners. I think that sometimes people are worried that their pets will rat on them. This is never the case. Pets are the most unconditionally loving creatures in the world. Their desire is to express themselves. They are never critical.

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About the Author

Nancy R. Fenn has been an astrologer and intuitive consultant in the San Diego for over 25 years. She enjoys working with creatives, intuitives and visionaries to help them discover their mission in life. Nancy’s mission in life is to raise consciousness about introversion as a legitimate personality syle. Visit Nancy on the web at www.theintrovertzcoach.com

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Reading Activity For 2nd Grade

 by: Mary Joyce

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As you think about or look at a reading activity for 2nd grade keep in mind that about the 2nd grade reading level is an area of reading transition for the young reader. As you begin to make the transition into a 2nd grade reading level with your child, its important to keep notes for yourself at to what arrears need improvement or more work and where you will start your activities the next time in your overall reading activities for your second grader. With 2nd graders, your reading activities that you have planned have to be fairly flexible. Again, this is a transition time for kids this age. Their reading material is going from shorter to longer sentences; of course the degree of difficulty rises And the dreaded pages with none or not many pictures are becoming way too frequent! Indeed this transition time can cause bad days at the old reading shop. And when this happens you won t get accomplished what you wanted to that day and tomorrow you ll have to spend time going back for review and practice. And you ll have to adjust plans as needed. Many times it s just a matter fine tuning the allotted time you have planned for each reading activity.

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Don t let these minor difficulties set you back. Many kids as they enter the 2nd grade reading level have these occasional difficulties. It is important for you to understand that this does occur and isn t at all uncommon at the second grade reading level. Don t panic. Be cognizant of your child s attention. Take breaks if you begin too notice rising frustration levels or read something funny or fun that the child likes.

Do a bit of research on some reading activities for the second grade in order to determine some baselines areas such as how many words per minute should you be looking for and be sure to track the progress. What degree of difficulty are the words and the sentence structures they form. Once you ve books that you are comfortable that they are at the right reading level, then it s just a matter of practice, and a plan of continuous improvement.

Remember the second grade reading level is an age of reading transition essentially making the step from bigger letters, shorter words, less emphasis on the phonics, to fewer pictures, more words, vocabulary building, and longer sentences. It is at the second grade reading level that you should begin monitor and track the areas of reading fluency and see a steady progress in the words per minute your child can read and comprehend.

About The Author All right. Just refrain yourself from the other casual chain of facts as this article is among the best of the bests. Your unusual interest would get a surprise in the statements that follow. Mary Joyce is a former educator, successful homeschool parent, and the primary contributor to the Homeschool-Curriculum-4u website. Please visit (http://www.homeschool-curriculum-4u.com) for more of Mary’s articles, resources on homeschool, ideas, and curriculum information. Also tips guides and how-to’s to help you successfully teach your child at home.

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The Student Loan

 by: John Williams

The rising costs of college tuition have made it almost a necessity to apply for a student loan today. Students not only have tuition costs, but the cost of books, meals, gas, cell phones, recreation, etc. The variety of student loans enables students to take care of their varying college expenses. A student loan however, is a loan that must be repaid under specified circumstances.

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Each of the following are student loans with differing conditions and time frames for repayment:

A Direct Student Loan is a loan with a schedule of repayment six to nine months after the student has completed school. The Direct Student Loan is distributed through the school the student is attending, which enables the interest rates to be much lower than a Guaranteed Student Loan.

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Guaranteed Student Loans, also known as Stafford Loans have a low interest rate. A student can apply for a subsidized or unsubsidized student loan. A subsidized loan means the government pays the interest for you while you are in school. The subsidized student loan is based on the students financial need. An unsubsidized student loan means you will be charged interest while you are attending school. The principal must start being paid after you have finished school. Both types of student loans need to start repayment six months after the student has finished college.

Federal Parent Loans or PLUS loans as they are known is a student loan not contingent on your income, but lenders do consider personal credit history. Parents or guardians who have a dependent child enrolled in college at least part-time are eligible for the PLUS loan. The interest rate is 9% or less.

Virtually any school or program will allow you to utilize the Direct Student loan, Guaranteed Student loan or PLUS loan. It is very important to thoroughly research all available options for funding long-term education. Your future is tied to your funding, which is your student loan.

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About The Author John Williams is the student loan blogger at http://studentloan.blogspot.com. He reviews student loans and interprets often complicated financial data into simple to understand language.

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Play Is Serious Business For Childrens’ Intelligence

 by: Jon Weaver

Too many parents consider play as simply a means of diverting and distracting their children. Playthings are often seen as a means of keeping children happy, rewarding them, keeping them out of mischief, and giving parents free time.

Not often enough do parents think of play and toys as fundamental aspects of a child’s education, as a means through which children learn to understand the world around them, and as the primary method by which children acquire many basic skills.

Parents can help make their children’s play stimulating by doing three things.

First, they can adopt an attitude of conscious, deliberate planning in which play is regarded as one of the most important aspects of their children’s environment.

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Second, they can see to it that their children are provided with the kinds of toys and playthings that will help develop the widest possible varieties of skills and abilities.

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Third, they can assume a direct, participating role in their children’s play.

Planning a child’s play does not mean planning each activity for every moment of the child’s playtime. On the contrary, children should have maximum independence in choosing their own activities. And, within the limits of the daily routine of the home, a child should also choose the time for their activities, as well as the duration of each. Good planning makes sure that play is as varied and stimulating as possible.

A child should play at different times, with friends, with parents, and by theirself. This play should include, within a period of about a month, all or most of the following types of activities, each geared to the age level of the child.

Here are 5 of them:

#1. Games

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Games are perhaps the most basic of all forms of play. From peek-a-boo to chess, from pat-a-cake to baseball, games occupy a central role in the lives of most children from infancy to adolescence. Games may be physical or mental. In general they involve the development of skills, although some lead to the acquisition of information.

#2. Arts and Crafts

Arts and crafts give children many opportunities to express their desire to make things. Crayons, paints, clay, construction paper, scissors and paste, wood, leather, felt, and cardboard are among the materials that help children develop their creative imaginative, and aesthetic abilities. Arts and crafts also develop skills in manipulation, perception, and analysis.

#3. Construction Play

Construction play involves assembling objects from what are usually prefabricated parts. It is less creative than arts and crafts, but is also useful in developing many skills. Putting together a set of railroad tracks and trains is a form of construction play, as is play with erector sets, Tinker toys, blocks and the like.

#4. Projective Play

Protective play is play in which a child adds dramatic and emotional meaning to activities with representative toys dolls, trucks, soldiers, homemaking sets, and doctor kits. Its great value lies in the role playing done by the child rather than in the development of specific skills.

#5. Hobbies

Hobbies which cannot be otherwise classified will generally fall under the heading of collecting activities. Collecting stamps, coins, rocks and minerals, butterflies and insects, sea shells, and leaves are all common and popular hobbies. While some help in the development of certain skills, their greatest value is in the considerable knowledge a child can acquire in pursuing them.

Most play can be classified in one of these five groups, and, ideally, play should include all of these types. Also, as skills develop, the activities should move to a higher, more mature level.

However, a child does not automatically vary his play or develop in it. This is where the parent’s planning comes in - continually making the child aware of the broad opportunities available to him in play; initiating certain activities during playtime; making suggestions when the child needs and wants them; buying toys that will, in themselves, lead to new pursuits; stimulating new interests and ideas in any of a variety of ways. The parent should not manage the child’s play, but should try to nudge it in the right directions.

About The Author Jon Weaver FREE valuable information on Gifted Children and raising IQ scores can be found here at All for Gifted Children. Visit it today! http://www.AllForGiftedChildren.com

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Don’t Forget to Dream

 by: Ginny Dye

Sometimes we know that something has to change in our lives. That need often gives birth to a dream. The problem is we often succumb to the fear of the unknown and turn our backs on the doors that are opening to us.

Life was different back in the 1800’s. Charles Tiffany was 15 when he completed his formal education and went to work managing a general store for his father who owned a Connecticut cotton mill. He worked long, hard hours - learning new things every day. At 25 he still had nothing to call his own - and very little money.

Let Necessity Breed Action

It was time to change his life - time to create his own success. I can imagine the conversation he had with his friend, and new partner, John Young.

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“We’re going to New York!”

“To do what?” John asked warily.

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“We’re going to open our very own stationery & notions store on Broadway!”

By now John was looking at him like he’d lost his mind, “With what money?”

“I’ve talked my father into loaning us $1000.”

“$1000! That’s all? How are we supposed to start a new business and have money to live on with just $1000?”

Charles had the perfect answer. “It’s either that or be stuck here for the rest of our lives.”

The two young men went to New York - It was 1837.

Enlarge Your Expectations

The first three days of business in their new store on Broadway were not promising. Tiffany & Young raked in a dismal $4.38 in sales. No matter. With their sights set on success, the young men worked hard to provide products people wanted. Within two years they were selling glassware, cutlery, porcelain, clocks and jewelry.

They had also learned a tremendous amount. They knew to search for every opportunity. They knew to take advantage of ways to expand their business. They knew each year would bring new challenges and opportunities. But Charles still had no idea what they would become.

Look For Ways to Expand

In 1841 they added a new partner - someone to travel abroad to increase their purchasing power.

Six years later they recognized a growing market for quality gold jewelry and began to manufacture their own.

Just one year later, in 1847, Europe was rocked by disturbances. One of the results was diamonds declining 50% in Paris. They took advantage of the situation to purchase huge amounts - gaining enormous profits back in America.

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All the while they were moving into bigger and better storefronts. In 1867 they moved into the famous store still on Broadway - Tiffany’s.

The young man who left Connecticut to open a stationery store became the owner of a $2 Million dollar business (the equivalent of a multi-billion dollar business today) that was acknowledged as the greatest jewelry company in North America.

Room To Grow

Sometimes your original dream may be just a shadow of its true potential. Tiffany never dreamed of creating the greatest jewelry company in North America. He simply moved toward every opportunity - keeping his mind and heart open to every possibility

Follow your dream. Take the steps to bring it to reality. But don’t let your own ability to dream limit you. Give the dream room to grow. Give it every opportunity to become more. Take advantage of your lessons learned and continue to forge ahead.

About The Author Ginny Dye owns 5 companies, is a published author of 18 books, owns her own publishing company, has 20 years in sales and marketing management, has designed internet marketing systems, developed corporate materials, and coached men and women in achieving their dreams. This is her greatest passion. Most recently she has launched Together We Can Change the World DAY which mobilizes and connects people across the U.S.

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There are many different types of magnetic toys that can be purchased for children. Most of these toys are extremely fun for children as well as adults. Many of these toys are also educational in addition to being fun, which is great for parents who enjoy educating their children in entertaining ways. Magnetic toys can be purchased from toy stores, educational stores, and online.

Educational magnetic toys can be very useful in the lives of children. They can teach children about geometrical shapes, building structures, magnetism, and the effects of gravity. Most of these magnetic toys are only recommended for children who are five years of age or older. Magnetic toy kits may contain small parts that could be hazardous to small children if swallowed. Therefore, it is best to purchase these toys for older children.

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There are a few different types of magnetic toys that can be purchased. One of the most popular types is Geomag. Magz are also popular and are very similar to Geomag. Both of these products can be used to create magnetic structures. Frigits are an example of a different type of magnetic toy because they are used to construct marble courses on a magnetic surface instead of structures.

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Geomag is a magnetic toy kit that allows children to build various magnetic structures. It comes with different magnetic shapes, including steel balls and bars for building. The magnetic pieces in each kit are strong, so structures can stay intact, but they can also be put together and taken apart easily. Geomag toys are made in Switzerland and are known to be very durable and high in quality.

There are a few different types of Geomag kits, including a 132 color piece set, a 184 color piece set, a 184 piece glow-in-the-dark kit, a 20 sample size set, and an 86 piece magnetic construction set. You can also purchase a panel kit that includes additional magnetic shapes such as diamonds, squares, triangles, and pentagons. The panel kit can be used in conjunction with any other type of Geomag kit.

Magz magnetic toy kits are similar to Geomag kits because they contain magnetic bars and steel balls for building structures. The basic set includes 56 pieces so you can build small structures. If you need more pieces to make medium or large structures, you can purchase a Mega Magz set which includes 130 of the same magnetic pieces.

Magz sets are unique because each kit comes with different shapes, sizes, and colors of magnetic pieces. The DynaMagz kit has a variety of unique shapes and the Magz X kit has X shapes in addition to the regular shapes. In order to build larger, sturdier structures, you can also purchase a Super Magz kit which contains more pieces and larger bars and balls than other Magz kits.

Frigits magnetic toys allow children to construct marble courses on a vertical, magnetic surface. The pieces in a Frigits kit will work best on flat surfaces such as a refrigerator or filing cabinet. Each Frigits kit comes with magnetic rails, buckets, chutes, a catch box, and a ferris wheel. Children can position these pieces in any fashion that they desire on a magnetic surface. After creating a course, kids can enjoy watching a marble tumble through the formations that they have built.

About The Author

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Anton Komarov - I am a co-founder of http://www.greezle.com project. I like magnetic toys and collect them. Geomag is my favourite.

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Learning Styles And Their Effect On Language Learning

 by: Frank Gerace

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Note: This article makes special reference to the effect of learning syles in the learning of Spanish but the principles are valid for all language learning.

LEER ES PODER!

Learning Spanish!

How can you best learn Spanish? It depends on your particular approach to learning. Take a look at the following approaches to learning Spanish. But if you already know where you are, you can skip the following reflections and go back to see what is available for your level ( beginning, intermediate, or advanced ) in Spanish, to sort and search for your specific needs, as well as to read reviews and summaries of the books that strike your interest.

DIFFERENT STYLES

Non-Virgins: Those who studied another language should use the skills they acquired with that language. They know what a conjugation is. They know that verbs are different from nouns. Their previous study gives them some mental hooks to help with their Spanish. They should not throw away their advantage by working on Spanish in a completely conversational manner. They should try to get an overview of some commonplaces in the language. They should get an “old fashioned” grammar and lean heavily on the tables to organize their thought. This type of learner should “invent” Spanish on the basis of what they know of the other language. They will remember a little of the structure of the other language. For example, what is the relation between adverbs and adjectives in Spanish? What is the most common way to express what happened yesterday (past tense)? If the other language is a Western language, they should observe the possible similarities. If the other language is non-Western!

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, the very differences can be their starting point to learn the counterparts in Spanish. In short, they should study “the wrong way”. This is not for everyone. The learner should know his or herself.

Brains: These folks will operate much like the Non-Virgins. They will progress better by concentrating on the little points that intrigue them such as the difference in usage between the prepositions “por” and “para” and the verbs “ser” and “estar”. To master one or two of these elements so characteristic of Spanish will help the learn build on their conquests to go on to master other things. This analytical approach will be of great utility to the persons with the cerebral learning style.

Motor Mouths: The persons who are not afraid to try out their Spanish will progress very rapidly. These folks probably have a little genetic edge over the rest of us. However, we all should try to put together the pieces as we learn them. If there is no opportunity to talk with someone else, then we can tape our attempts. There are two parts to this early talking practice: confidence and pronunciation. The most important thing is to gain confidence or to be thick-skinned enough to speak your piece, knowing that the exercise will pay dividends. However, we should not put off working on our pronunciation until it is too late and we have given up on acquiring a valid accent. There are too many people who after living years in a Spanish speaking country are perfect in their grammar but who have a typical or even stereotypical English accent. There is no need for that. Spanish is perfectly regular in its phonetics. Motor mouths should also work on their accent!

People People: Anyone who likes being with people and who has a need to communicate will progress quickly in learning a language. Many outgoing, friendly people learn language in the “motor mouth” mode. However, other people without the gifts of the motor mouths can gain valuable exposure to the language by just following their social instincts. These folks, however, should not overlook the need to speak correctly. Although they are not interested in traditional grammar in the same way the “brains” are, they must work at speaking correctly. We all know people who learned English years ago, but still say things like, “I am interested to go with you”. You don’t want to spend your life in Spanish with a similar easily corrected error. Learn it right as soon as you can. The people people have to stay curious about the language.

Learn-while-doing People: I was told once that the only way to learn French was to sleep with a French woman. The idea behind this is that we learn the expressions and words for the activities we are interested in. People who learn like this try to get their Spanish-speaking friends to accompany them as they cook or fix their car. They find that they learn better when their whole body is involved in learning the new words and phrases. For example, the person who learns the word “serrucho” while sawing a board will remember it better than the person (see the “word collector”) who just learns the vocabulary from a list.

Word Collectors: This person may be great at crossword puzzles (Crucigramas) in Spanish but rarely gets to speak it. If you find yourself learning words and not getting any further, break out of it! We once had a houseguest, a young man from Spain who came to learn English. There were times when our family would be talking Spanish, and he would echo all the Spanish words with their English equivalents. He had a great vocabulary but never got around to talking English. This kind of learner should alway make sure that they make up sentences to practice using the new words they learn. They can combine their ability with vocabulary with the “divide and conquer” tactic. They should not only invent sentences to use the new words; they should run through diferent grammatical constructions as the setting for their vocabulary.

Divide and Conquer People: Every learner of a foreign language has to learn to incorporate the learning style of dividing and conquering into their own style. If they are “brains” they should concentrate on one grammatical turn of phrase, such as conditions contrary to fact, (If my grandfather hadn’t died, he’d be alive today!) until they can handle it.

The people people should repeat in the same conversation the new expression that they just heard. The same goes for all the others. The only way to learn a language is by following the “swiss cheese” method, nibble away at the things you don’t know, and master them until they are all gone.

Lost Latinos: This person should try to remember the nursery rhymes that they might have learned in Spanish. They should run over the names of their cousins and uncles. All of this will loosen up their rusty language skills. They should listen to how others speak “spanglish” and try to figure out the proper way to say things. They should make a game of trying to spot the influence of English in the Spanish they hear at home or in the barrio. This detective work will make them more aware of correcting whatever bad habits they have picked up. However, don’t think that these persons have all the advantages. The person learning from scratch will probably spell Spanish words better than those who know a little Spanish. I’m not sure why.

What works for EVERYONE… There are two activities that will help everyone, no matter what their learning style, move forward rapidly: They are: 1. Passive Listening, and 2. Pattern Response Drills.

1. Passive Listening. Everyone should keep the Spanish radio on as much as possible. Keep the radio or TV on while you doing other things. It has to be the sea of sound that you swim in while you are beginning your study of Spanish. You don’t have to concentrate on it; you are not listening to try to understand. After a while you won’t hear it but it will be affecting you. Little by little you will begin to anticipate the rhythm of the language, even before you understand everything. You will also begin to recognize certain words. You will begin to hear “beyond” the differences in pronunciation of different people and recognize the underlying word. Once you clearly hear a word or phrase, you can look it up and progressively expand your vocabulary.

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2. Pattern Response Drills. You have to run through all the permutations of the new expressions that you learn. For example, suppose you just learned to say. “Pedro tiene cuatro a os” rather than translating from the English incorrectly, “Pedro es cuatro”. Now to make this new element of the language stick with you, you should go on substituting different ages and the names of different people. You have to be able to say comfortably, “Mar a tiene cuatro a os.” “Juan tiene ocho a os.” “Yo tengo treinta a os.” ” Cu ntos a os tienes t ?” “Nosotros tenemos cuarenta a os.” This type of drill is necessary for all the different learning styles.

Do you want to return to look at beginning ; intermediate , or advanced books? Or you can check out other Books ON Spanish at: http://www.bookslibros.com/spanishbooks.php to help you out.

Or do you want to see our books IN Spanish? You will find books on health, the family, self help, literature, etc. and the possibility to search for any other topic. Check out http://www.bookslibros.com/LibrosEnEspanol.php

Kids Can Learn Spanish! Take a look at: http://www.bookslibros.com/SpanishForNinos.htm

About The Author Frank Gerace Ph.D has lived and worked in Latin America on Educational and Communication Projects. He currently teaches English in New York City at La Guardia College/CUNY. He provides help to parents wanting to have their children speak Spanish at: http://www.bookslibros.com/SpanishForNinos.htm.

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