alc-english/book-3-lesson-4.module

$MODULE Book 3 · Lesson 4: I'm in the Army Now {st-page_089_001.jpg|A split panel illustration showing a military scene on top with soldiers in uniform, military trucks, and an airplane, and below two men in civilian clothes talking to each other}
FORMAT: 2
DIOCO_DOC_ID: alc_book3_lesson4
DESCRIPTION: Military branches and occupations, describing people and things, "want to" + verb, and past questions with "was" and "were" — plus sound, spelling, and dictation practice.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Ali | schedar | Male student
VOICE: Marco | achird | Male student
VOICE: Don | schedar | Male speaker
VOICE: Bob | puck | Male speaker
VOICE: Jim | schedar | Male speaker
VOICE: Ben | achird | Male speaker
VOICE: Ann | aoede | Female speaker
VOICE: Ted | alnilam | Male speaker
VOICE: Tom | rasalgethi | Male speaker
VOICE: Jo_Ann | kore | Female speaker
VOICE: Jeff | orus | Male speaker
VOICE: Kay | achernar | Female speaker
VOICE: Sally | sulafat | Female speaker
VOICE: Tony | charon | Male speaker
VOICE: Beth | leda | Female speaker
VOICE: Frank | iapetus | Male speaker
VOICE: Mary | gacrux | Female speaker
VOICE: Narrator | achernar | speaker (auto)

$SESSION 4-1: Military People, Here and There

# Source: ST §Here It Is!
$DIALOGUE "Here" and "There"
ID: l4-s3
INTRO: In this lesson you'll learn to talk about military life — soldiers, sailors, and airmen — describe people and things, say what you want to do, and ask where people were. First, two small pointing words: "here" for things close to you, "there" for things farther away. Listen and repeat each exchange.
INSTRUCTION: Listen and repeat each exchange.
REPEAT

VOCAB: here
LINE: Where's your classroom?\n— Here it is. {st-page_098_001.jpg|A military officer standing with hands on hips, pointing down near himself}

VOCAB: there
LINE: Where's the teacher's desk?\n— There it is. {st-page_098_002.jpg|A military officer pointing to his far left}

LINE: Where's my notebook now?\n— Oh, here it is.
LINE: Where are the students?\n— Here they are.
LINE: Where's your homework?\n— Here it is.
LINE: Where's room number 7?\n— There it is!
LINE: Where's the lab?\n— There it is!
LINE: Where's my pen?\n— Here it is!
LINE: Where are my new pencils?\n— There they are.
LINE: Where's the tape recorder?\n— There it is.
LINE: Where's the teacher?\n— There she is!
LINE: Where's your friend?\n— Here he is!
LINE: Where's John?\n— There he is!

# Source: LLA 4A Figure 3
$PRODUCE "Here" or "There"?
ID: 3-4a-f3
INPUT: type
CHECK: exact
INTRO: Now you answer. Look at the picture, listen to the question, and type the answer with "here" or "there". Then say the model answer back.
INSTRUCTION: Type the answer, then repeat it aloud.
REPEAT

EXAMPLE
PROMPT: Where is John? {page_060_001.jpg|A teacher or adult in a suit pointing at a boy standing nearby} {bk03-l4a-f3-01-q.mp3}
RESPONSE: There he is. {bk03-l4a-f3-01-a.mp3}

PROMPT: Where's Linda? {page_060_002.jpg|A woman pointing toward a young girl standing near an open doorway} {bk03-l4a-f3-02-q.mp3}
RESPONSE: There she is. {bk03-l4a-f3-02-a.mp3}

PROMPT: Where's my pen? {page_060_003.jpg|A man sitting at a desk pointing at a book next to a pen} {bk03-l4a-f3-03-q.mp3}
RESPONSE: Here it is. {bk03-l4a-f3-03-a.mp3}

PROMPT: Where's his pen? {page_060_004.jpg|A person pointing toward a pen lying on a table} {bk03-l4a-f3-04-q.mp3}
RESPONSE: There it is. {bk03-l4a-f3-04-a.mp3}

PROMPT: Where are you? {page_061_001.jpg|A man standing in front of a door marked "LANGUAGE LAB"} {bk03-l4a-f3-05-q.mp3}
RESPONSE: Here I am. {bk03-l4a-f3-05-a.mp3}

PROMPT: Where are John and Linda? {page_061_002.jpg|Two men standing in front of a door marked "LANGUAGE LAB"} {bk03-l4a-f3-06-q.mp3}
RESPONSE: There they are. {bk03-l4a-f3-06-a.mp3}

PROMPT: Where are my books? {page_061_003.jpg|A chair with a stack of books on its seat} {bk03-l4a-f3-07-q.mp3}
RESPONSE: Here they are. {bk03-l4a-f3-07-a.mp3}

PROMPT: Where are you? {page_061_004.jpg|A group of students sitting at desks in a classroom setting} {bk03-l4a-f3-08-q.mp3}
RESPONSE: Here we are. {bk03-l4a-f3-08-a.mp3}
ACCEPT: Here we are. | Here I am.

# Source: LLA 4A Figure 4
$DIALOGUE People in the Military
ID: 3-4a-f4
INTRO: Meet some soldiers, sailors, and airmen — and one civilian who used to be one. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: the Army | Army
LINE: Bill's brother is in the Army. {bk03-l4a-f4-01.mp3}
VOCAB: soldier
LINE: He's a good soldier. {bk03-l4a-f4-02.mp3}
VOCAB: the Navy | Navy
LINE: Bill wants to be in the Navy. {bk03-l4a-f4-03.mp3}
VOCAB: sailor
LINE: He wants to be a good sailor. {bk03-l4a-f4-04.mp3}

VOCAB: officer
VOCAB: the Air Force | Air Force
LINE: My sister is a young officer in the Air Force. {bk03-l4a-f4-05.mp3}
LINE: She works in that tall building. {bk03-l4a-f4-06.mp3}

VOCAB: civilian
LINE: Right now, Bob's a civilian. {bk03-l4a-f4-07.mp3}
VOCAB: airman
LINE: He was an airman two years ago. {bk03-l4a-f4-08.mp3}
LINE: He's not in the Air Force now. {bk03-l4a-f4-09.mp3}

LINE: Jane drives her new car every day. {bk03-l4a-f4-10.mp3}
LINE: Aldo flies a small plane every weekend. {bk03-l4a-f4-11.mp3}
LINE: Bob walks to the library every day. {bk03-l4a-f4-12.mp3}

VOCAB: enlisted man
LINE: Tim's an enlisted man in the Army. {bk03-l4a-f4-13.mp3}
LINE: He has short hair. {bk03-l4a-f4-14.mp3}
LINE: He's a big, tall soldier. {bk03-l4a-f4-15.mp3}

# Source: LLA 4B Figure 1 (duplicate VOCAB tags removed — words first taught in the previous activity)
$DIALOGUE Soldiers, Sailors, and Airmen
ID: 4b-f1
INTRO: Now put faces to the words. Look at each uniform, listen, and repeat the sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Richard is a soldier. {page_063_001.jpg|A male soldier wearing a camouflage uniform and cap} {bk03-l4b-f1-01.mp3}

LINE: Larry is a sailor. {page_063_002.jpg|A male sailor wearing a dress white sailor uniform and hat} {bk03-l4b-f1-02.mp3}

LINE: Richard and Larry are enlisted men. {page_063_003.jpg|Two military men standing side by side, one in camouflage soldier uniform and one in sailor uniform} {bk03-l4b-f1-03.mp3}

LINE: Robert is an airman. {page_063_004.jpg|A male airman wearing a short-sleeved Air Force uniform and side cap} {bk03-l4b-f1-04.mp3}

LINE: Larry is a sailor in the Navy. {page_063_005.jpg|A close-up view of the sailor in his uniform} {bk03-l4b-f1-05.mp3}

LINE: Mark is an officer. {page_063_006.jpg|A male military officer in a formal dress service uniform with cap} {bk03-l4b-f1-06.mp3}

LINE: Richard is a soldier in the Army. {page_064_001.jpg|A soldier in camouflage military uniform} {bk03-l4b-f1-07.mp3}

VOCAB: short
LINE: Jill is short. {page_064_002.jpg|A female military member standing in uniform} {bk03-l4b-f1-08.mp3}

VOCAB: tall
LINE: Ken is tall. {page_064_003.jpg|A male sailor standing in full body view wearing sailor uniform} {bk03-l4b-f1-09.mp3}

LINE: Laurie and George are civilians. {page_064_004.jpg|A man and a woman in civilian business clothing standing together} {bk03-l4b-f1-10.mp3}

# Source: ST §These Men Are in the Military (distinct items salvaged; the rest duplicated the two cassette presentations above and was dropped)
$DIALOGUE Officers and Enlisted Men
ID: l4-s1
INTRO: One more rank word before we move on: "captain". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: captain
LINE: Bob is a captain. He's an officer in the Air Force. {st-page_091_002.jpg|Bob, a male captain in military officer dress uniform}

LINE: Tom is an airman. He's an enlisted man. {st-page_091_001.jpg|Tom, a male airman in Air Force short-sleeve uniform}

LINE: Sam is a civilian. He isn't in the military. {st-page_092_002.jpg|Sam, a male civilian wearing a suit and glasses}

# Source: LLA 4B Figure 2
$SELECT Match the Sentence to the Picture
ID: 4b-f2
INTRO: Time to check the uniforms stuck. Look at each picture and tap the sentence that describes it. Then repeat the sentence.
INSTRUCTION: Tap the matching sentence, then repeat it.
REPEAT

OPTION: a | Jack is short.
OPTION: b | Jeff is an officer in the Army.
OPTION: c | Jim is a soldier in the United States Army.
OPTION: d | Harry is a sailor in the United States Navy.
OPTION: e | Nancy and Ted are civilians.
OPTION: f | Mike is an enlisted man in the Air Force.
OPTION: g | Greg is tall.

TEMPLATE: {page_064_005.jpg|A male soldier in camouflage uniform}
ANSWER: c
FEEDBACK: Jim is a soldier in the United States Army. {bk03-l4b-f2-01.mp3}

TEMPLATE: {page_064_006.jpg|A male sailor in uniform}
ANSWER: d
FEEDBACK: Harry is a sailor in the United States Navy. {bk03-l4b-f2-02.mp3}

TEMPLATE: {page_065_001.jpg|A male officer in formal service uniform}
ANSWER: b
FEEDBACK: Jeff is an officer in the Army. {bk03-l4b-f2-03.mp3}

TEMPLATE: {page_065_002.jpg|A male airman in short-sleeved uniform}
ANSWER: f
FEEDBACK: Mike is an enlisted man in the Air Force. {bk03-l4b-f2-04.mp3}

TEMPLATE: {page_065_003.jpg|A full-length drawing of a short sailor standing beside a wall height chart, the top of his head at the five-foot line}
ANSWER: a
FEEDBACK: Jack is short. {bk03-l4b-f2-05.mp3}

TEMPLATE: {page_065_004.jpg|Another full-length drawing of a very tall sailor standing beside a wall height chart, his head near the top marking}
ANSWER: g
FEEDBACK: Greg is tall. {bk03-l4b-f2-06.mp3}

TEMPLATE: {page_065_005.jpg|A man and a woman in civilian clothes talking to each other}
ANSWER: e
FEEDBACK: Nancy and Ted are civilians. {bk03-l4b-f2-07.mp3}

# Source: ST §Military and Civilian Women (last line's subject renamed to avoid two conflicting "Betty" statements)
$DIALOGUE Women in the Military
ID: l4-s2
INTRO: Women serve too — sailors, officers, and one civilian. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Brenda's in the Navy. She's not a civilian. {st-page_093_001.jpg|Portrait of a military woman in uniform}
LINE: Barbara's a sailor. She's in the Navy. {st-page_093_002.jpg|Portrait of a military woman officer in dress uniform}
LINE: Jean's an officer. She's in the Air Force. {st-page_093_004.jpg|Portrait of an Air Force female service member in short-sleeve uniform with Garrison cap}
LINE: Betty's an officer. She's not enlisted. {st-page_093_005.jpg|Portrait of a female service member in short-sleeve uniform}
LINE: Carol isn't in the military. She's a civilian. {st-page_093_003.jpg|Portrait of a civilian woman with curly hair}

# SKIPPED (book): Reading Skill "THESE" (p. 94) — flashcard word-identification drill; instructor-held flashcard stimuli are not printed in the student text.
# SKIPPED (book): Reading Skill "AIRMAN" (pp. 95–97) — flashcard picture-matching drill; instructor-held flashcard stimuli are not printed in the student text.

# Source: LLA 4A Figure 5
$PRODUCE Write What You Hear
ID: 3-4a-f5
INPUT: type
CHECK: exact
INTRO: To finish this part, a little typing. Listen to each phrase and write it exactly as you hear it.
INSTRUCTION: Type the words you hear.

PROMPT: Look up words. {bk03-l4a-f5-01.mp3}
RESPONSE: Look up words. {bk03-l4a-f5-01.mp3}
ACCEPT: look up words

PROMPT: Last month. {bk03-l4a-f5-02.mp3}
RESPONSE: Last month. {bk03-l4a-f5-02.mp3}
ACCEPT: last month

PROMPT: In a minute. {bk03-l4a-f5-03.mp3}
RESPONSE: In a minute. {bk03-l4a-f5-03.mp3}
ACCEPT: in a minute

PROMPT: In an hour. {bk03-l4a-f5-04.mp3}
RESPONSE: In an hour. {bk03-l4a-f5-04.mp3}
ACCEPT: in an hour

PROMPT: In a year. {bk03-l4a-f5-05.mp3}
RESPONSE: In a year. {bk03-l4a-f5-05.mp3}
ACCEPT: in a year

PROMPT: In a week. {bk03-l4a-f5-06.mp3}
RESPONSE: In a week. {bk03-l4a-f5-06.mp3}
ACCEPT: in a week

PROMPT: A country. {bk03-l4a-f5-07.mp3}
RESPONSE: A country. {bk03-l4a-f5-07.mp3}
ACCEPT: a country

PROMPT: The United States. {bk03-l4a-f5-08.mp3}
RESPONSE: The United States. {bk03-l4a-f5-08.mp3}
ACCEPT: the United States | the united states

PROMPT: Canada. {bk03-l4a-f5-09.mp3}
RESPONSE: Canada. {bk03-l4a-f5-09.mp3}
ACCEPT: canada

PROMPT: England. {bk03-l4a-f5-10.mp3}
RESPONSE: England. {bk03-l4a-f5-10.mp3}
ACCEPT: england

$SESSION 4-2: Describing People and Things

# Source: LLA 4B Figure 3 (VOCAB tags transferred from ST §That's Hot Coffee!)
$DIALOGUE Describing Things — Two Ways
ID: 4b-f3
INTRO: In this part you'll learn to describe people and things — hot coffee, old cars, angry men. Every idea comes in two shapes. Listen and repeat both.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: hot
LINE: The coffee is hot. It's hot coffee. {page_066_001.jpg|Hot coffee being poured into a teacup next to another steaming cup} {bk03-l4b-f3-01.mp3}

LINE: Kevin is tall. He's a tall man. {page_066_002.jpg|A sailor standing in full uniform} {bk03-l4b-f3-02.mp3}

VOCAB: old
LINE: That car is old. It's an old car. {page_066_003.jpg|A black sports car parked facing left} {bk03-l4b-f3-03.mp3}

LINE: It's hot today. It's a hot day. {page_066_004.jpg|A woman holding her head in distress with sweat drops and a sun burst icon beside her head} {bk03-l4b-f3-04.mp3}

VOCAB: angry
LINE: John is angry. He's an angry man. {page_066_005.jpg|A close-up of a man's face looking angry or distressed} {bk03-l4b-f3-05.mp3}

VOCAB: small
LINE: That radio is small. That's a small radio. {page_066_006.jpg|A small portable radio sitting on a table with musical notes playing} {bk03-l4b-f3-06.mp3}

VOCAB: new
LINE: This shirt is new. It's a new shirt. {page_066_007.jpg|A new folded dress shirt with a price tag attached} {bk03-l4b-f3-07.mp3}

VOCAB: sick
LINE: Ted is sick. He's a sick man. {page_066_008.jpg|A patient lying in a hospital bed with an IV drip attached} {bk03-l4b-f3-08.mp3}

# Source: ST §That's Hot Coffee! (distinct items salvaged; duplicated lines dropped in favor of the cassette activity above) + ST §He's a Tall Man. ("sad" and "young" presented here so the later drill is fair)
$DIALOGUE More Descriptions
ID: l4-s4
INTRO: A few more — including a good picture and a spectacularly bad one. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Those children are small. They're small children. {st-page_099_002.jpg|Three small children standing together smiling}

LINE: Ann is tall. She's a tall soldier. {st-page_100_001.jpg|A tall female military officer standing}

LINE: Betty is short. She's a short soldier. {st-page_100_002.jpg|A short female military officer standing}

LINE: That building is tall. It's a tall building. {st-page_100_003.jpg|A tall skyscraper building next to a smaller building}

VOCAB: good
LINE: This picture is good. This is a good picture. {st-page_100_005.jpg|A clear, well-drawn picture frame of a man smiling}

VOCAB: bad
LINE: That picture is bad. That's a bad picture. {st-page_100_006.jpg|A distorted, poorly rendered picture frame of a man}

VOCAB: sad
LINE: The boy is sad today. He's a sad boy.

VOCAB: young
LINE: Those students are young. They're young students.

# Source: new (gap: the adjective-before-noun pattern is drilled but never explained in the lesson)
$GRAMMAR Adjectives: After "Is" or Before the Noun
ID: 4b-f3-b
INTRO: Here's the little pattern behind everything you just repeated.

CARD: An adjective can come after **is**.
{The coffee is hot.}
{Kevin is tall.}

CARD: The same adjective can stand before the noun — with **a** or **an**.
{It's hot coffee.}
{He's a tall man.}
{It's an old car.}

SUMMARY:
| After "is" | Before the noun |
|---|---|
| The coffee is hot. | It's hot coffee. |
| Kevin is tall. | He's a tall man. |
| That car is old. | It's an old car. |

# Source: LLA 4B Figure 4
$PRODUCE Change the Sentence
ID: 4b-f4
INPUT: speak
CHECK: reveal
INTRO: Now you move the adjective: "That car is new" becomes "That's a new car". Say your sentence, then repeat the model answer.
INSTRUCTION: Say the transformed sentence aloud.
REPEAT

EXAMPLE
PROMPT: That car is new. {bk03-l4b-f4-ex-q.mp3}
RESPONSE: That's a new car. {bk03-l4b-f4-ex-a.mp3}

PROMPT: That man is angry. {bk03-l4b-f4-01-q.mp3}
RESPONSE: That's an angry man. {bk03-l4b-f4-01-a.mp3}

PROMPT: Those children are small. {bk03-l4b-f4-02-q.mp3}
RESPONSE: Those are small children. {bk03-l4b-f4-02-a.mp3}

PROMPT: That woman is happy. {bk03-l4b-f4-03-q.mp3}
RESPONSE: That's a happy woman. {bk03-l4b-f4-03-a.mp3}

PROMPT: Those buildings are tall. {bk03-l4b-f4-04-q.mp3}
RESPONSE: Those are tall buildings. {bk03-l4b-f4-04-a.mp3}

PROMPT: Mike is tired. {bk03-l4b-f4-05-q.mp3}
RESPONSE: Mike's a tired man. {bk03-l4b-f4-05-a.mp3}

PROMPT: This shirt is old. {bk03-l4b-f4-06-q.mp3}
RESPONSE: This is an old shirt. {bk03-l4b-f4-06-a.mp3}

PROMPT: Bob is sick. {bk03-l4b-f4-07-q.mp3}
RESPONSE: Bob's a sick man. {bk03-l4b-f4-07-a.mp3}

# Source: ST §He's a Tall Man. (recast: bare single-adjective cues rebuilt as transformations, matching the previous drill's shape)
$PRODUCE Change the Sentence: More Adjectives
ID: l4-s5
INPUT: speak
CHECK: reveal
INTRO: Same move, new adjectives. Change each sentence so the adjective comes before the noun, then check the model.
INSTRUCTION: Say the transformed sentence aloud.

EXAMPLE
PROMPT: That boy is sad.
RESPONSE: That's a sad boy.

PROMPT: That girl is happy.
RESPONSE: That's a happy girl.

PROMPT: That student is tired.
RESPONSE: That's a tired student.

PROMPT: That student is young.
RESPONSE: That's a young student.

PROMPT: That car is old.
RESPONSE: That's an old car.

PROMPT: That man is angry.
RESPONSE: That's an angry man.

PROMPT: That woman is sick.
RESPONSE: That's a sick woman.

PROMPT: That building is tall.
RESPONSE: That's a tall building.

PROMPT: That book is new.
RESPONSE: That's a new book.

PROMPT: That picture is bad.
RESPONSE: That's a bad picture.

PROMPT: That teacher is good.
RESPONSE: That's a good teacher.

PROMPT: That soldier is short.
RESPONSE: That's a short soldier.

# Source: ST §My Brother Has a New Car.
$PRODUCE Combine the Sentences
ID: l4-s6
INPUT: type
CHECK: exact
INTRO: Two short sentences go in; one sentence with the adjective comes out. Read both and type the combined sentence.
INSTRUCTION: Type one sentence with the adjective before the noun.

EXAMPLE
TEMPLATE: My brother has a car. It's new.
RESPONSE: My brother has a new car.

TEMPLATE: A sailor is in the library. She's young.
RESPONSE: A young sailor is in the library.
ACCEPT: A young sailor is in the library. | There is a young sailor in the library.

TEMPLATE: That man is my friend. He's old.
RESPONSE: That old man is my friend.

TEMPLATE: Mr. Fleet is a teacher. He's good.
RESPONSE: Mr. Fleet is a good teacher.

TEMPLATE: Jane is talking to a man. He's tall!
RESPONSE: Jane is talking to a tall man.

TEMPLATE: She's reading a book. It's new.
RESPONSE: She's reading a new book.

# Source: LLA 4A pre-Figure 1
$DIALOGUE The "V" and "W" Sounds
ID: 3-4a-ls1
INTRO: Now a workout for your mouth: "v" and "w". They're one small lip movement apart. Listen to each pair and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: very, weary {bk03-l4a-f1-01a.mp3}
LINE: vane, wane {bk03-l4a-f1-01b.mp3}
LINE: vet, wet {bk03-l4a-f1-01c.mp3}
LINE: vent, went {bk03-l4a-f1-01d.mp3}
LINE: vest, west {bk03-l4a-f1-01e.mp3}
LINE: vine, wine {bk03-l4a-f1-01f.mp3}

# Source: LLA 4A Figure 1
$SELECT Same or Different? — "V" and "W"
ID: 3-4a-f1
INTRO: Listen to each pair of words. Do the two words sound the same, or different? Tap your answer.
INSTRUCTION: Tap Same or Different.
HIDE_PROMPT

OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: vote, vote {bk03-l4a-f1-01.mp3}
ANSWER: s

PROMPT: vest, west {bk03-l4a-f1-02.mp3}
ANSWER: d

PROMPT: vane, wane {bk03-l4a-f1-03.mp3}
ANSWER: d

PROMPT: went, went {bk03-l4a-f1-04.mp3}
ANSWER: s

PROMPT: vine, wine {bk03-l4a-f1-05.mp3}
ANSWER: d

PROMPT: very, very {bk03-l4a-f1-06.mp3}
ANSWER: s

PROMPT: vent, vent {bk03-l4a-f1-07.mp3}
ANSWER: s

PROMPT: vet, wet {bk03-l4a-f1-08.mp3}
ANSWER: d

PROMPT: that, that {bk03-l4a-f1-09.mp3}
ANSWER: s

PROMPT: wary, wary {bk03-l4a-f1-10.mp3}
ANSWER: s

# Source: LLA 4A Figure 2
$SELECT "V" or "W"?
ID: 3-4a-f2
INTRO: Listen to each word. Do you hear the "v" sound as in "vest", or the "w" sound as in "west"? Tap the one you hear.
INSTRUCTION: Tap the sound you hear.
HIDE_PROMPT

OPTION: a | V sound (as in vest)
OPTION: b | W sound (as in west)

PROMPT: very, very {bk03-l4a-f2-01.mp3}
ANSWER: a

PROMPT: watch, watch {bk03-l4a-f2-02.mp3}
ANSWER: b

PROMPT: we, we {bk03-l4a-f2-03.mp3}
ANSWER: b

PROMPT: vane, vain {bk03-l4a-f2-04.mp3}
ANSWER: a

PROMPT: weak, week {bk03-l4a-f2-05.mp3}
ANSWER: b

PROMPT: vest, vest {bk03-l4a-f2-06.mp3}
ANSWER: a

PROMPT: walk, walk {bk03-l4a-f2-07.mp3}
ANSWER: b

PROMPT: win, win {bk03-l4a-f2-08.mp3}
ANSWER: b

PROMPT: that, that {bk03-l4a-f2-09.mp3}
ANSWER: a

PROMPT: wall, wall {bk03-l4a-f2-10.mp3}
ANSWER: b

# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "VINE / WINE" (p. 102) — instructor-read /v/–/w/ discrimination without printed stimuli; the same skill is covered by the recorded activities above.

$SESSION 4-3: Saying What You Want to Do

# Source: ST grammar §He Wants to Study. (card-ified)
$GRAMMAR "Want To" and "Wants To"
ID: l4-s7
INTRO: In this part you'll learn to say what people want to do — and what they'd rather not. Here's the pattern first.

CARD: With **I**, **you**, **we**, and **they**, use **want to** plus a verb.
{I want to study.}
{We want to go.}
{They want to read.}

CARD: With **he** and **she**, use **wants to**.
{He wants to write.}
{She wants to speak.}

CARD: For the negative, add **don't** or **doesn't**.
{You don't want to eat.}
{He doesn't want to write.}

SUMMARY:
| Subject | Positive | Negative |
|---|---|---|
| I / you / we / they | want to study | don't want to study |
| he / she | wants to study | doesn't want to study |

# Source: LLA 4B Listening and Speaking Activity
$DIALOGUE "Want To" — Listen and Repeat
ID: 4b-ls1
INTRO: Now hear the pattern at work — wants, refusals, and a few questions. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: I want to study. {bk03-l4b-f4-08.mp3}
LINE: He wants to eat. {bk03-l4b-f4-09.mp3}
LINE: The pilot wants to fly. {bk03-l4b-f4-10.mp3}
LINE: We want to go to the library. {bk03-l4b-f4-11.mp3}
LINE: They want to learn English. {bk03-l4b-f4-12.mp3}
LINE: Jeff doesn't want to eat breakfast. {bk03-l4b-f4-13.mp3}
LINE: We don't want to go to the library. {bk03-l4b-f4-14.mp3}
LINE: I don't want to buy a new car. {bk03-l4b-f4-15.mp3}
LINE: Beth doesn't want to be a pilot. {bk03-l4b-f4-16.mp3}
LINE: Mike and Bob don't want to eat chicken. {bk03-l4b-f4-17.mp3}
LINE: Do you want to go to France? {bk03-l4b-f4-18.mp3}
LINE: Do they want to study now? {bk03-l4b-f4-19.mp3}
LINE: Does Sue want to read this book? {bk03-l4b-f4-20.mp3}

# Source: LLA 4B Figure 5
$SELECT "Want To" or "Wants To"?
ID: 4b-f5
INTRO: Listen to each incomplete sentence and tap the form that completes it — "want to" or "wants to". Then repeat the full sentence.
INSTRUCTION: Tap the correct verb form, then repeat the sentence.
REPEAT

EXAMPLE
PROMPT: Sam ____ go to Canada. {bk03-l4b-f5-ex-q.mp3}
OPTION: a | want to
OPTION: b | wants to
ANSWER: b
FEEDBACK: Sam wants to go to Canada. {bk03-l4b-f5-ex-a.mp3}

PROMPT: Jan ____ study. {bk03-l4b-f5-01-q.mp3}
OPTION: a | want to
OPTION: b | wants to
ANSWER: b
FEEDBACK: Jan wants to study. {bk03-l4b-f5-01-a.mp3}

PROMPT: I ____ buy that shirt. {bk03-l4b-f5-02-q.mp3}
OPTION: a | doesn't want to
OPTION: b | don't want to
ANSWER: b
FEEDBACK: I don't want to buy that shirt. {bk03-l4b-f5-02-a.mp3}

PROMPT: She ____ drive. {bk03-l4b-f5-03-q.mp3}
OPTION: a | want to
OPTION: b | wants to
ANSWER: b
FEEDBACK: She wants to drive.

PROMPT: Mike ____ eat lunch now. {bk03-l4b-f5-04-q.mp3}
OPTION: a | want to
OPTION: b | wants to
ANSWER: b
FEEDBACK: Mike wants to eat lunch now. {bk03-l4b-f5-04-a.mp3}

PROMPT: Ted and I ____ go to the library. {bk03-l4b-f5-05-q.mp3}
OPTION: a | want to
OPTION: b | wants to
ANSWER: a
FEEDBACK: Ted and I want to go to the library. {bk03-l4b-f5-05-a.mp3}

PROMPT: John ____ be a soldier. {bk03-l4b-f5-06-q.mp3}
OPTION: a | want to
OPTION: b | wants to
ANSWER: b
FEEDBACK: John wants to be a soldier. {bk03-l4b-f5-06-a.mp3}

PROMPT: Louise and Fred ____ be sailors. {bk03-l4b-f5-07-q.mp3}
OPTION: a | want to
OPTION: b | wants to
ANSWER: a
FEEDBACK: Louise and Fred want to be sailors. {bk03-l4b-f5-07-a.mp3}

PROMPT: Jim ____ be in the Navy. {bk03-l4b-f5-08-q.mp3}
OPTION: a | don't want to
OPTION: b | doesn't want to
ANSWER: b
FEEDBACK: Jim doesn't want to be in the Navy. {bk03-l4b-f5-08-a.mp3}

PROMPT: You ____ drive. {bk03-l4b-f5-09-q.mp3}
OPTION: a | wants to
OPTION: b | want to
ANSWER: b
FEEDBACK: You want to drive. {bk03-l4b-f5-09-a.mp3}

PROMPT: Roger ____ work today. {bk03-l4b-f5-10-q.mp3}
OPTION: a | don't want to
OPTION: b | doesn't want to
ANSWER: b
FEEDBACK: Roger doesn't want to work today. {bk03-l4b-f5-10-a.mp3}

# Source: ST §Jeff Brady Wants to Be a Pilot.
$DIALOGUE Jeff Brady Wants to Be a Pilot {st-page_104_001.jpg|A young boy standing next to a pilot in uniform in front of a fighter jet airplane}
ID: l4-s9
INTRO: Jeff's brother flies big planes for a living. Jeff has plans of his own. Just listen to the story.
INSTRUCTION: Listen to the story.

Narrator: Jeff Brady is a student.
Narrator: His brother is a pilot in the Air Force.
VOCAB: to work
Narrator: He works at Randolph Air Force Base.
Narrator: He flies big planes.
Narrator: Jeff wants to be a pilot, too.
VOCAB: to fly
Narrator: He wants to fly big airplanes, and he wants to work at Randolph Air Force Base.

# Source: ST grammar §Do You Want to Go to the Library? (card-ified)
$GRAMMAR Asking with "Do" and "Does"
ID: l4-s12
INTRO: To ask what someone wants, you only need to move one word to the front. Here's how.

CARD: To ask, put **Do** or **Does** first.
{Do you want to study?}
{Does he want to go?}

CARD: Short answers use **do**, **does**, **don't**, or **doesn't**.
{Yes, I do.}
{No, he doesn't.}

CARD: Or answer with the full sentence.
{Yes, they want to study.}
{No, she doesn't want to go.}

SUMMARY:
| Question | Yes | No |
|---|---|---|
| Do I / you / we / they want to study? | Yes, they do. | No, they don't. |
| Does he / she want to go? | Yes, she does. | No, she doesn't. |

# Source: LLA 4C Figure 5
$PRODUCE Answer with "Want To"
ID: 4c-f5
INPUT: type
CHECK: exact
INTRO: Listen to each question and its answer, and type the missing word or words. Then say the whole sentence back.
INSTRUCTION: Type the missing word(s), then repeat the sentence.
REPEAT

PROMPT: Do you want to drive my new car? {bk03-l4c-f5-01-q.mp3}
TEMPLATE: Yes, I want to ____ your new car.
RESPONSE: Yes, I want to drive your new car. {bk03-l4c-f5-01-a.mp3}
ACCEPT: drive

PROMPT: Does he want to go to Spain? {bk03-l4c-f5-02-q.mp3}
TEMPLATE: Yes, he ____ go to Spain.
RESPONSE: Yes, he wants to go to Spain. {bk03-l4c-f5-02-a.mp3}
ACCEPT: wants to

PROMPT: Do you want to study the lesson now? {bk03-l4c-f5-03-q.mp3}
TEMPLATE: No, I ____ want to study the lesson now.
RESPONSE: No, I don't want to study the lesson now. {bk03-l4c-f5-03-a.mp3}
ACCEPT: don't | do not

PROMPT: Do the students want to repeat the words? {bk03-l4c-f5-04-q.mp3}
TEMPLATE: Yes, the students want to repeat the ____.
RESPONSE: Yes, the students want to repeat the words. {bk03-l4c-f5-04-a.mp3}
ACCEPT: words

PROMPT: Do you want to fly in the new plane? {bk03-l4c-f5-05-q.mp3}
TEMPLATE: Yes, I want to ____ in the new plane.
RESPONSE: Yes, I want to fly in the new plane. {bk03-l4c-f5-05-a.mp3}
ACCEPT: fly

PROMPT: Does your father want to work in China? {bk03-l4c-f5-06-q.mp3}
TEMPLATE: No, he doesn't want to ____ in China.
RESPONSE: No, he doesn't want to work in China. {bk03-l4c-f5-06-a.mp3}
ACCEPT: work

PROMPT: Do you want to be a civilian? {bk03-l4c-f5-07-q.mp3}
TEMPLATE: No, I don't want to be a ____.
RESPONSE: No, I don't want to be a civilian. {bk03-l4c-f5-07-a.mp3}
ACCEPT: civilian

PROMPT: Do you want to work until 6 o'clock? {bk03-l4c-f5-08-q.mp3}
TEMPLATE: No, I don't want to work until ____ o'clock.
RESPONSE: No, I don't want to work until 6 o'clock. {bk03-l4c-f5-08-a.mp3}
ACCEPT: 6 | six

PROMPT: Do you want to eat lunch? {bk03-l4c-f5-09-q.mp3}
TEMPLATE: Yes, I want to ____ lunch.
RESPONSE: Yes, I want to eat lunch. {bk03-l4c-f5-09-a.mp3}
ACCEPT: eat

PROMPT: Does your father want to go to Canada? {bk03-l4c-f5-10-q.mp3}
TEMPLATE: Yes, my father wants to ____ to Canada.
RESPONSE: Yes, my father wants to go to Canada. {bk03-l4c-f5-10-a.mp3}
ACCEPT: go

# Source: ST §I Want to Learn (recast: bare verb cues rebuilt as about-you questions; the original asked the learner to invent sentences from single words)
$PRODUCE What Do You Want to Do?
ID: l4-s8
INPUT: speak
CHECK: llm
SHOW_PROMPT
INTRO: Now about you. Answer each question honestly, in a full sentence with "want to" or "don't want to". Nobody will check whether you really want to swim.
INSTRUCTION: Answer aloud in a full sentence.
RUBRIC: Accept any full-sentence answer about the learner using "want to" or "don't want to" (yes or no is the learner's choice); the "want to" form is the point — a bare "yes" or "no" fails.

EXAMPLE
PROMPT: Do you want to study English every day?
RESPONSE: Yes, I want to study English every day.

PROMPT: Do you want to eat right now?
RESPONSE: No, I don't want to eat right now.

PROMPT: Do you want to drink some coffee?
RESPONSE: Yes, I want to drink some coffee.

PROMPT: Do you want to watch television tonight?
RESPONSE: Yes, I want to watch television tonight.

PROMPT: Do you want to read a new book?
RESPONSE: No, I don't want to read a new book.

PROMPT: Do you want to swim this afternoon?
RESPONSE: No, I don't want to swim this afternoon.

PROMPT: Do you want to write a letter today?
RESPONSE: Yes, I want to write a letter today.

PROMPT: Do you want to learn another language?
RESPONSE: Yes, I want to learn another language.

# Source: ST §Bill Pratt Wants to Drive a Car.
$DIALOGUE Bill Pratt Wants to Drive a Car {st-page_107_001.jpg|A young man with a backpack dreaming of a doctor standing near a hospital and a car}
ID: l4-s13
INTRO: Bill walks everywhere and dreams big — hospital, car, the works. Just listen.
INSTRUCTION: Listen to the story.

VOCAB: right now
Narrator: Right now, Bill Pratt is a student, and he doesn't have a car.
VOCAB: to walk
Narrator: He walks to class every day.
Narrator: He doesn't want to be a student; he wants to be a doctor and work at a hospital.
Narrator: He doesn't want to walk, and he doesn't want to take the bus.
VOCAB: to drive
Narrator: He wants to buy a car and drive it to the hospital every day.

# Source: ST §Do You Want to Go Right Now?
$DIALOGUE Do You Want to Go Right Now?
ID: l4-s14
INTRO: A quick phone call: Ken is sick, and Bob is organizing a hospital visit. Just listen.
INSTRUCTION: Listen to the phone call.

Don: Hello?
Bob: Hi! Don? Do you want to go to the hospital? Ken's sick.
Don: OK. Right now?

VOCAB: driver
Bob: No, at 2:15. A taxi is coming. The driver is my friend.
Don: All right. I'll go.
Bob: Good. See you at 2:15!

$SESSION 4-4: Vowel Sounds, "Was" and "Were"

# Source: ST §Pronunciation: Do
$DIALOGUE The Sound in "Do"
ID: l4-s10
INTRO: In this part: two vowel sounds, and then the past of "is" and "are". First, the "oo" sound in "do". Listen and repeat each word.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: do two too whose food
LINE: Tuesday fruit choose to noon you room who student

# Source: ST §Pronunciation: Go
$DIALOGUE The Sound in "Go"
ID: l4-s11
INTRO: Now the "oh" sound in "go". Listen and repeat each word.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: close open cold know locator radio old ago don't goes o'clock no those hello

# Source: LLA 4C pre-Figure 1
# DROPPED (ST): Pronunciation "New / No" pair list (§Pronunciation: New / No) — TTS twin of this recorded pair list; the cassette version is kept.
$DIALOGUE "Boat" and "Boot" — Listen and Repeat
ID: 4c-ls1
INTRO: Now both sounds side by side — "boat" and "boot" are one vowel apart. Listen to each pair and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Toe. Two. {bk03-l4c-f1-01.mp3}
LINE: So. Sue. {bk03-l4c-f1-02.mp3}
LINE: Know. New. {bk03-l4c-f1-03.mp3}
LINE: Hoe. Who. {bk03-l4c-f1-04.mp3}
LINE: Soap. Soup. {bk03-l4c-f1-05.mp3}
LINE: Boat. Boot. {bk03-l4c-f1-06.mp3}
LINE: Rome. Room. {bk03-l4c-f1-07.mp3}
LINE: Joke. Juke. {bk03-l4c-f1-08.mp3}
LINE: Moan. Moon. {bk03-l4c-f1-09.mp3}
LINE: Lobe. Lube. {bk03-l4c-f1-10.mp3}

# Source: LLA 4C Figure 1
$SELECT Same or Different? — "Boat" and "Boot"
ID: 4c-f1
HIDE_PROMPT
INTRO: Listen to each pair of words. Do the two words sound the same, or different? Tap your answer.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: toe, two {bk03-l4c-f1-11.mp3}
ANSWER: d

PROMPT: so, sue {bk03-l4c-f1-12.mp3}
ANSWER: d

PROMPT: no, know {bk03-l4c-f1-13.mp3}
ANSWER: s

PROMPT: ho, who {bk03-l4c-f1-14.mp3}
ANSWER: d

PROMPT: soap, soup {bk03-l4c-f1-15.mp3}
ANSWER: d

PROMPT: new, knew {bk03-l4c-f1-16.mp3}
ANSWER: s

PROMPT: boat, boat {bk03-l4c-f1-17.mp3}
ANSWER: s

PROMPT: Rome, room {bk03-l4c-f1-18.mp3}
ANSWER: d

PROMPT: joke, juke {bk03-l4c-f1-19.mp3}
ANSWER: d

PROMPT: boot, boot {bk03-l4c-f1-20.mp3}
ANSWER: s

# Source: LLA 4C Figure 2 (option labels reworded from IPA symbols to example words)
$SELECT Which Sound Do You Hear?
ID: 4c-f2
HIDE_PROMPT
INTRO: Listen to each word. Does it have the sound in "toe", or the sound in "too"? Tap the one you hear.
INSTRUCTION: Tap the sound you hear.
OPTION: a | the sound in "toe"
OPTION: b | the sound in "too"

EXAMPLE
PROMPT: so {bk03-l4c-f2-01.mp3}
ANSWER: a

PROMPT: know {bk03-l4c-f2-02.mp3}
ANSWER: a

PROMPT: who {bk03-l4c-f2-03.mp3}
ANSWER: b

PROMPT: soap {bk03-l4c-f2-04.mp3}
ANSWER: a

PROMPT: new {bk03-l4c-f2-05.mp3}
ANSWER: b

PROMPT: room {bk03-l4c-f2-06.mp3}
ANSWER: b

PROMPT: joke {bk03-l4c-f2-07.mp3}
ANSWER: a

PROMPT: boot {bk03-l4c-f2-08.mp3}
ANSWER: b

PROMPT: soup {bk03-l4c-f2-09.mp3}
ANSWER: b

PROMPT: hoe {bk03-l4c-f2-10.mp3}
ANSWER: a

# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "KNOW / NEW" (p. 106) — instructor-read discrimination without printed stimuli; the same skill is covered by the recorded activities above.

# Source: ST grammar §Who Was in the Navy Last Year? (card-ified; "were" forms added from the lesson's own drills)
$GRAMMAR "Was" and "Were"
ID: l4-s17
INTRO: "Is" has a past: "was". "Are" becomes "were". Here's how they work.

CARD: For one person — **I**, **he**, **she** — the past of **is** and **am** is **was**.
{Anthony Lucas was in the Army.}
{I was in the lab yesterday.}

CARD: For **we**, **you**, and **they**, the past of **are** is **were**.
{The students were in the classroom this morning.}
{We were in the barracks.}

CARD: To ask about the person, use **who**.
{Who was in the Army?}
{Anthony Lucas was in the Army.}

SUMMARY:
| Subject | Past of "be" |
|---|---|
| I / he / she (one person) | was |
| we / you / they | were |

# Source: LLA 4C Figure 3
$PRODUCE Who Was There?
ID: 4c-f3
INTRO: Listen to each question and look at the cue. Answer aloud with a complete sentence using "was" or "were", then repeat the model answer.
INSTRUCTION: Answer aloud using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Who was at the commissary yesterday? {bk03-l4c-f3-01-q.mp3}
TEMPLATE: (my wife)
RESPONSE: My wife was at the commissary yesterday. {bk03-l4c-f3-01-a.mp3}

PROMPT: Who was at the BX yesterday? {bk03-l4c-f3-02-q.mp3}
TEMPLATE: (my friend)
RESPONSE: My friend was at the BX yesterday. {bk03-l4c-f3-02-a.mp3}

PROMPT: Who was in the barracks this morning? {bk03-l4c-f3-03-q.mp3}
TEMPLATE: (we)
RESPONSE: We were in the barracks this morning. {bk03-l4c-f3-03-a.mp3}

PROMPT: Who was in the Navy in January? {bk03-l4c-f3-04-q.mp3}
TEMPLATE: (my brother)
RESPONSE: My brother was in the Navy in January. {bk03-l4c-f3-04-a.mp3}

PROMPT: Who was in the Army a year ago? {bk03-l4c-f3-05-q.mp3}
TEMPLATE: (George)
RESPONSE: George was in the Army a year ago. {bk03-l4c-f3-05-a.mp3}

PROMPT: Who was in the classroom this morning? {bk03-l4c-f3-06-q.mp3}
TEMPLATE: (the students)
RESPONSE: The students were in the classroom this morning. {bk03-l4c-f3-06-a.mp3}

PROMPT: Who was in the Air Force 10 years ago? {bk03-l4c-f3-07-q.mp3}
TEMPLATE: (that man)
RESPONSE: That man was in the Air Force 10 years ago. {bk03-l4c-f3-07-a.mp3}

PROMPT: Who was in the mess hall? {bk03-l4c-f3-08-q.mp3}
TEMPLATE: (those men)
RESPONSE: Those men were in the mess hall. {bk03-l4c-f3-08-a.mp3}

PROMPT: Who was in the lab? {bk03-l4c-f3-09-q.mp3}
TEMPLATE: (our teachers)
RESPONSE: Our teachers were in the lab. {bk03-l4c-f3-09-a.mp3}

PROMPT: Who was in the car? {bk03-l4c-f3-10-q.mp3}
TEMPLATE: (John)
RESPONSE: John was in the car. {bk03-l4c-f3-10-a.mp3}

# Source: LLA 4C Figure 4
$SELECT "Was" or "Were"?
ID: 4c-f4
INTRO: Listen to each incomplete sentence and tap the verb form that completes it. Then repeat the full sentence.
INSTRUCTION: Tap the correct verb form, then repeat the sentence.
REPEAT

EXAMPLE
PROMPT: Henry ____ in the Army 5 years ago. {bk03-l4c-f4-01-q.mp3}
OPTION: a | is
OPTION: b | was
OPTION: c | were
ANSWER: b
FEEDBACK: Henry was in the Army 5 years ago. {bk03-l4c-f4-01-a.mp3}

PROMPT: They ____ in the library yesterday afternoon. {bk03-l4c-f4-02-q.mp3}
OPTION: a | is
OPTION: b | was
OPTION: c | were
ANSWER: c
FEEDBACK: They were in the library yesterday afternoon. {bk03-l4c-f4-02-a.mp3}

PROMPT: You ____ in the BX last night. {bk03-l4c-f4-03-q.mp3}
OPTION: a | is
OPTION: b | was
OPTION: c | were
ANSWER: c
FEEDBACK: You were in the BX last night. {bk03-l4c-f4-03-a.mp3}

PROMPT: I ____ in the lab yesterday morning. {bk03-l4c-f4-04-q.mp3}
OPTION: a | is
OPTION: b | was
OPTION: c | were
ANSWER: b
FEEDBACK: I was in the lab yesterday morning. {bk03-l4c-f4-04-a.mp3}

PROMPT: She ____ at the commissary 2 days ago. {bk03-l4c-f4-05-q.mp3}
OPTION: a | is
OPTION: b | was
OPTION: c | were
ANSWER: b
FEEDBACK: She was at the commissary 2 days ago. {bk03-l4c-f4-05-a.mp3}

PROMPT: They ____ in the classroom at 7:30. {bk03-l4c-f4-06-q.mp3}
OPTION: a | is
OPTION: b | was
OPTION: c | were
ANSWER: c
FEEDBACK: They were in the classroom at 7:30. {bk03-l4c-f4-06-a.mp3}

PROMPT: His friend ____ in my classroom yesterday. {bk03-l4c-f4-07-q.mp3}
OPTION: a | are
OPTION: b | was
OPTION: c | were
ANSWER: b
FEEDBACK: His friend was in my classroom yesterday. {bk03-l4c-f4-07-a.mp3}

PROMPT: She ____ in the Navy. {bk03-l4c-f4-08-q.mp3}
OPTION: a | are
OPTION: b | was
OPTION: c | were
ANSWER: b
FEEDBACK: She was in the Navy. {bk03-l4c-f4-08-a.mp3}

$SESSION 4-5: Questions About the Past

# Source: ST §Who Was in the Military?
$PRODUCE Who Was in the Military?
ID: l4-s18
INPUT: speak
CHECK: llm
SHOW_PROMPT
INTRO: In this part you'll ask and answer past questions with "who", "what", "where", and "when". Start with "who" — and feel free to invent people. Any name will do; they won't mind.
INSTRUCTION: Answer aloud with a full past-tense sentence.
RUBRIC: Accept any past-tense answer naming a person or people (invented names are fine); correct "was" / "were" / "wasn't" for the subject is the point.

EXAMPLE
PROMPT: Who was in his room last night at 9:00 p.m.?
RESPONSE: Mark and Tom were in their room last night at 9:00 p.m.

PROMPT: Who was in the military last year?
RESPONSE: Sgt Travis was in the military last year.

PROMPT: Who was in the lab this morning?
RESPONSE: John was in the lab this morning.

PROMPT: Who was late to class this morning?
RESPONSE: Bill was late to class this morning.

PROMPT: Who was at the library last night?
RESPONSE: Mary and Jane were at the library last night.

PROMPT: Who was your teacher last week?
RESPONSE: Mr. Fleet was my teacher last week.

PROMPT: Who was in the United States five years ago?
RESPONSE: My brother was in the United States five years ago.

PROMPT: Who was a student three years ago?
RESPONSE: I was a student three years ago.

PROMPT: Who was at the mess hall yesterday evening?
RESPONSE: Jack and Tim were at the mess hall yesterday evening.

PROMPT: Who wasn't in class yesterday?
RESPONSE: Bob wasn't in class yesterday.

PROMPT: Who was in the Army ten years ago?
RESPONSE: My father was in the Army ten years ago.

# Source: ST grammar §What Was on the Chalkboard Yesterday? (card-ified)
$GRAMMAR Asking with "What"
ID: l4-s20
INTRO: To ask about a thing instead of a person, swap "who" for "what".

CARD: Use **what** with **was** to ask about a thing.
{What was on the table?}
{The dictionary was on the table.}

SUMMARY:
| | |
|---|---|
| Statement | The dictionary was on the table. |
| Yes/no question | Was the dictionary on the table? |
| "What" question | What was on the table? |

# Source: ST §What Was on the Table?
$DIALOGUE What Was on the Table?
ID: l4-s21
INTRO: Hear the "what" questions in action. Listen and repeat each question and answer.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: What was on the table yesterday?\n— The dictionary was on the table yesterday.
LINE: What was in the box this morning?\n— An orange.
LINE: What was in the room?\n— A clock.
LINE: What was on the bulletin board?\n— The schedule.
LINE: What was on the chair?\n— A book was on the chair.

# Source: ST grammar §Where Were You Last Night? (card-ified)
$GRAMMAR Asking with "Where"
ID: l4-s23
INTRO: Next: asking where people were.

CARD: Use **where** with **was** for one person.
{Where was John last night?}
{He was at the library.}

CARD: Use **where** with **were** for more than one.
{Where were they last night?}
{They were at the snack bar.}

SUMMARY:
| | |
|---|---|
| Statement | John was at the library last night. |
| Yes/no question | Was John at the library last night? |
| "Where" question | Where was John last night? |
| "Where" question (plural) | Where were they last night? |

# Source: ST §Where Were You?
$DIALOGUE Where Were You?
ID: l4-s24
INTRO: Listen and repeat these "where" questions and answers.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Where was her brother last year?\n— He was in Saudi Arabia.
LINE: Where was your class last week?\n— It was in room 17.
LINE: Where were your two friends yesterday?\n— They were at the dispensary.
LINE: Where were Mr. and Mrs. Reed last month?\n— They were in London.
LINE: Where were you two years ago?\n— I was in England.

# Source: LLA 4C Figure 6
$PRODUCE Where Were They?
ID: 4c-f6
INTRO: Now you answer. Listen to the question and look at the location cue. Answer aloud with a complete sentence, then repeat the model answer.
INSTRUCTION: Answer aloud using the location cue.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Where was the pen? {bk03-l4c-f6-00-q.mp3}
TEMPLATE: (on the table)
RESPONSE: The pen was on the table. {bk03-l4c-f6-00-a.mp3}

PROMPT: Where was the book? {bk03-l4c-f6-01-q.mp3}
TEMPLATE: (in the classroom)
RESPONSE: The book was in the classroom. {bk03-l4c-f6-01-a.mp3}

PROMPT: Where was the teacher? {bk03-l4c-f6-02-q.mp3}
TEMPLATE: (in the lab)
RESPONSE: The teacher was in the lab. {bk03-l4c-f6-02-a.mp3}

PROMPT: Where were the students this morning? {bk03-l4c-f6-03-q.mp3}
TEMPLATE: (in the mess hall)
RESPONSE: The students were in the mess hall this morning. {bk03-l4c-f6-03-a.mp3}

PROMPT: Where were you at midnight? {bk03-l4c-f6-04-q.mp3}
TEMPLATE: (in my bed)
RESPONSE: I was in my bed at midnight. {bk03-l4c-f6-04-a.mp3}

PROMPT: Where were your mother and father last year? {bk03-l4c-f6-05-q.mp3}
TEMPLATE: (in Zaire)
RESPONSE: My mother and father were in Zaire last year. {bk03-l4c-f6-05-a.mp3}

PROMPT: Where were you a year ago? {bk03-l4c-f6-06-q.mp3}
TEMPLATE: (in Spain)
RESPONSE: I was in Spain a year ago. {bk03-l4c-f6-06-a.mp3}

PROMPT: Where was your friend yesterday? {bk03-l4c-f6-07-q.mp3}
TEMPLATE: (at the hospital)
RESPONSE: My friend was at the hospital yesterday. {bk03-l4c-f6-07-a.mp3}

PROMPT: Where was the test this morning? {bk03-l4c-f6-08-q.mp3}
TEMPLATE: (in the lab)
RESPONSE: The test was in the lab this morning. {bk03-l4c-f6-08-a.mp3}

# Source: ST §Where Were You 2 Years Ago? (fragment cues moved from PROMPT to TEMPLATE — TTS would mangle them)
$PRODUCE Ask and Answer: "Where"
ID: l4-s25
INPUT: speak
CHECK: llm
INTRO: Now build both halves yourself: ask where the person was, then answer. Invent places freely — your sister can have been anywhere.
INSTRUCTION: Ask the question aloud, then answer it.
RUBRIC: Accept any grammatically correct "Where was/were …?" question using the given person and time, plus a past-tense answer naming any place or country; "was/were" agreement is the point.

EXAMPLE
TEMPLATE: my brother / Venezuela / 1975
RESPONSE: Where was your brother in 1975?\n— My brother was in Venezuela in 1975.

TEMPLATE: my father / March 1980
RESPONSE: Where was your father in March 1980?\n— My father was in Canada in March 1980.

TEMPLATE: my sister / five years ago
RESPONSE: Where was your sister five years ago?\n— My sister was in Spain five years ago.

TEMPLATE: my wife or my husband / last month
RESPONSE: Where was your wife last month?\n— My wife was in England last month.

TEMPLATE: my son / last year
RESPONSE: Where was your son last year?\n— My son was in Germany last year.

TEMPLATE: I / five years ago
RESPONSE: Where were you five years ago?\n— I was in Japan five years ago.

# Source: ST grammar §When Were You in Spain? (card-ified)
$GRAMMAR Asking with "When"
ID: l4-s26
INTRO: One question word left: "when", for asking about time.

CARD: Use **when** with **was** or **were** to ask about time.
{When was John at the library?}
{When were they at the snack bar?}

SUMMARY:
| | |
|---|---|
| Statement | John was at the library last night. |
| Yes/no question | Was John at the library last night? |
| "When" question | When was John at the library? |
| "When" question (plural) | When were they at the snack bar? |

# Source: ST §When Was He Late?
$DIALOGUE When Was He Late?
ID: l4-s27
INTRO: Listen and repeat these "when" questions and answers.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: When were you in Spain?\n— I was in Spain in 1988.
LINE: When was your mother in the hospital?\n— She was in the hospital two weeks ago.
LINE: When was he late?\n— He was late yesterday.
LINE: When were they in Canada?\n— They were in Canada six years ago.
LINE: When was your son in school?\n— He was in school three months ago.

# Source: ST §When? (single-word cues moved from PROMPT to TEMPLATE; reference added to the model dialogue above)
$PRODUCE Ask and Answer: "When"
ID: l4-s28
REFERENCE
INPUT: speak
CHECK: llm
INTRO: Same game with "when": ask a question with the cue word, then answer with any time — yesterday, last week, two days ago. The previous questions are there if you need a model.
INSTRUCTION: Ask a "when" question with the cue, then answer it.
RUBRIC: Accept any grammatically correct "When was/were …?" question using the cue word, plus a past-tense answer with any time expression; any subject is fine.

EXAMPLE
TEMPLATE: early
RESPONSE: When were you early?\n— I was early yesterday morning.

TEMPLATE: there
RESPONSE: When were you there?\n— I was there last night.

TEMPLATE: late
RESPONSE: When was he late?\n— He was late yesterday afternoon.

TEMPLATE: angry
RESPONSE: When were they angry?\n— They were angry this morning.

TEMPLATE: sad
RESPONSE: When was she sad?\n— She was sad last week.

TEMPLATE: sick
RESPONSE: When were you sick?\n— I was sick two days ago.

TEMPLATE: tired
RESPONSE: When was he tired?\n— He was tired last night.

# Source: LLA 4D Listening and Speaking Activity
$DIALOGUE Question Words — Listen and Repeat
ID: 4d-ls1
INTRO: All four question words together now — "who", "what", "when", and "where". Listen and repeat each question and its answer.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: What does he do?\n— He's a pilot. {bk03-l4d-f3-13.mp3}
LINE: When was Mr. Smith in the army?\n— He was in the army 10 years ago. {bk03-l4d-f3-14.mp3}
LINE: Where are you from?\n— I'm from Germany. {bk03-l4d-f3-15.mp3}
LINE: Who's your teacher?\n— Mrs. Taylor is my teacher. {bk03-l4d-f3-16.mp3}
LINE: What's his name?\n— His name is Bob. {bk03-l4d-f3-17.mp3}
LINE: When were they in the library?\n— They were in the library at 10:30. {bk03-l4d-f3-18.mp3}
LINE: Where were you yesterday afternoon?\n— I was at my friend's house. {bk03-l4d-f3-19.mp3}
LINE: Who was that man in your classroom?\n— That was Bob's teacher. {bk03-l4d-f3-20.mp3}

# Source: LLA 4D Figure 4
$PRODUCE Ask and Answer Questions
ID: 4d-f4
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Look at the cue and the answer in parentheses. Ask a question using "who", "what", "when", or "where", then listen and repeat the model.
INSTRUCTION: Ask the question aloud, then repeat the model.

TEMPLATE: he / study — (in the morning)
RESPONSE: When does he study?\n— He studies in the morning. {bk03-l4d-f4-01.mp3}

TEMPLATE: drive / big car — (the doctor)
RESPONSE: Who drives a big car?\n— The doctor drives a big car. {bk03-l4d-f4-02.mp3}

TEMPLATE: she / eat lunch — (11:00)
RESPONSE: When does she eat lunch?\n— She eats lunch at 11 o'clock. {bk03-l4d-f4-03.mp3}

TEMPLATE: they / want — (a new car)
RESPONSE: What do they want?\n— They want a new car. {bk03-l4d-f4-04.mp3}

TEMPLATE: study / in the barracks — (the young man)
RESPONSE: Who studies in the barracks?\n— The young man studies in the barracks. {bk03-l4d-f4-05.mp3}

TEMPLATE: my book — (on the table)
RESPONSE: Where is my book?\n— It's on the table. {bk03-l4d-f4-06.mp3}

TEMPLATE: eat / in the mess hall — (a short girl)
RESPONSE: Who eats in the mess hall?\n— A short girl eats in the mess hall. {bk03-l4d-f4-07.mp3}

TEMPLATE: we / see — (a big plane)
RESPONSE: What do we see?\n— We see a big plane. {bk03-l4d-f4-08.mp3}

TEMPLATE: John / swim — (in the evening)
RESPONSE: When does John swim?\n— John swims in the evening. {bk03-l4d-f4-09.mp3}

TEMPLATE: you / buy food — (at the commissary)
RESPONSE: Where do you buy food?\n— I buy food at the commissary. {bk03-l4d-f4-10.mp3}

$SESSION 4-6: Meeting People

# Source: LLA 4D Figure 1
$DIALOGUE Meeting at DLI
ID: 4d-f1
INTRO: In this part you'll practice meeting people and asking what they do. First, listen to Ali and Marco, two students meeting at the Defense Language Institute.
INSTRUCTION: Listen to the dialogue.

Ali: Hello. How are you? {bk03-l4d-f1-01.mp3}
Marco: Fine, thank you. And you? {bk03-l4d-f1-02.mp3}
Ali: Fine. Are you a student at DLI? {bk03-l4d-f1-03.mp3}
Marco: Yes, I am. I'm studying English. {bk03-l4d-f1-04.mp3}
Ali: I'm a student, too. I'm from Saudi Arabia. Where are you from? {bk03-l4d-f1-05.mp3}
Marco: I'm from Mexico. {bk03-l4d-f1-06.mp3}

# Source: LLA 4D Figure 1 role-play
$DIALOGUE Role-Play: You Are Marco
ID: 4d-f1-role-marco
REFERENCE: 4d-f1
PLAY_ROLE: Marco
INTRO: Now practice the conversation. You are Marco — say Marco's lines when prompted.
INSTRUCTION: You are Marco — speak your lines in the pauses.

# Source: LLA 4D Figure 2 role-play
$DIALOGUE Role-Play: You Are Ali
ID: 4d-f2-role-ali
REFERENCE: 4d-f1
PLAY_ROLE: Ali
INTRO: Now change roles. You are Ali — start the conversation and say Ali's lines.
INSTRUCTION: You are Ali — speak your lines in the pauses.

# Source: ST §Do You Work Here?
$DIALOGUE Do You Work Here?
ID: l4-s15
INTRO: Seven quick meetings — students, pilots, and people who all seem to work at the BX. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Jim: Hello. Do you work here?
Ben: Yes, I do.
Jim: I do too. My name is Jim.
Ben: Hi, Jim. I'm Ben.

Ann: Are you in the military?
Ted: No, I'm a student. Are you in the military?
Ann: Yes, I'm in the Air Force.
Ted: What do you do in the Air Force?
Ann: I'm a pilot.

Tom: I'm in the Air Force. I want to be a pilot.
Jo_Ann: I'm in the Army. I want to be a doctor.

Jeff: Where do you work?
Kay: At the BX.
Jeff: My brother works at the BX. Do you know Joe Banks?
Kay: Yes, I do. He's very nice.

Sally: Are you a student?
Bob: Yes, I am.
Sally: I'm a student, too. I want to be a teacher.
Bob: Oh! Me, too.
NOTES: Me, too = I do too.

Tony: I speak three languages — Spanish, English, and Chinese.
Beth: Good! I speak Chinese too. Let's speak Chinese.

Frank: Where are you from?
Mary: England.
Frank: I was in England last year.
Mary: Where were you?
Frank: In London.
Mary: I'm from London.

# Source: ST §What Do You Do?
$DIALOGUE What Do You Do?
ID: l4-s16
INTRO: One more meeting: Beth and Jeff — who, it turns out, also wants to be a doctor. Just listen.
INSTRUCTION: Listen to the dialogue.

Beth: Hello. I'm Beth.
Jeff: Hi! I'm Jeff. Glad to meet you.
Beth: What do you do, Jeff?
Jeff: I'm a student. And you?
Beth: I work at the hospital.
Jeff: Oh? I want to work at a hospital, too. I want to be a doctor.

# Source: LLA 4D Figure 5
$SELECT Choose the Correct Answer
ID: 4d-f5
INTRO: Listen to each question and tap the answer that actually answers it.
INSTRUCTION: Tap the correct answer.

PROMPT: Is Jan at home right now? {bk03-l4d-f5-01.mp3}
OPTION: a | No, she isn't.
OPTION: b | Yes, she's short.
OPTION: c | Yes, she's a sailor.
ANSWER: a
FEEDBACK: No, she isn't. {bk03-l4d-f5-01-fb.mp3}

PROMPT: Are they studying right now? {bk03-l4d-f5-02.mp3}
OPTION: a | Yes, they're in the Army.
OPTION: b | Yes, they want to drive.
OPTION: c | Yes, they're studying in the barracks.
ANSWER: c
FEEDBACK: Yes, they're studying in the barracks. {bk03-l4d-f5-02-fb.mp3}

PROMPT: Is the class all right? {bk03-l4d-f5-03.mp3}
OPTION: a | Yes, it's seven o'clock.
OPTION: b | Yes, it's fine.
OPTION: c | Yes, it's cold.
ANSWER: b
FEEDBACK: Yes, it's fine. {bk03-l4d-f5-03-fb.mp3}

PROMPT: Are the French fries all right? {bk03-l4d-f5-04.mp3}
OPTION: a | Yes, they're short.
OPTION: b | Yes, they're bad.
OPTION: c | Yes, they're good.
ANSWER: c
FEEDBACK: Yes, they're good. {bk03-l4d-f5-04-fb.mp3}

PROMPT: Does Jeff want to be in the army? {bk03-l4d-f5-05.mp3}
OPTION: a | No, he wants to be in the Navy.
OPTION: b | Yes, he wants to be in the Navy.
OPTION: c | No, he's tall.
ANSWER: a
FEEDBACK: No, he wants to be in the navy. {bk03-l4d-f5-05-fb.mp3}

PROMPT: Do the civilians work here? {bk03-l4d-f5-06.mp3}
OPTION: a | No, they work over there.
OPTION: b | No, they're short.
OPTION: c | No, they aren't officers.
ANSWER: a
FEEDBACK: No, they work over there. {bk03-l4d-f5-06-fb.mp3}

PROMPT: Does Robert walk every morning? {bk03-l4d-f5-07.mp3}
OPTION: a | Yes, he walks every afternoon.
OPTION: b | Yes, he walks in the Navy.
OPTION: c | Yes, he walks every morning.
ANSWER: c
FEEDBACK: Yes, he walks every morning. {bk03-l4d-f5-07-fb.mp3}

PROMPT: Is that a new shirt? {bk03-l4d-f5-08.mp3}
OPTION: a | No, it isn't.
OPTION: b | No, it's short.
OPTION: c | No, it's enlisted.
ANSWER: a
FEEDBACK: No, it isn't. {bk03-l4d-f5-08-fb.mp3}

# Source: LLA 4D Figure 6
$PRODUCE Type the Words You Hear
ID: 4d-f6
INPUT: type
CHECK: exact
INTRO: To close this part: listen to each phrase and type exactly what you hear.
INSTRUCTION: Type the words you hear.

PROMPT: your answer sheet {bk03-l4d-f6-01.mp3}
RESPONSE: your answer sheet {bk03-l4d-f6-01.mp3}

PROMPT: in a year {bk03-l4d-f6-02.mp3}
RESPONSE: in a year {bk03-l4d-f6-02.mp3}

PROMPT: look up the words {bk03-l4d-f6-03.mp3}
RESPONSE: look up the words {bk03-l4d-f6-03.mp3}

PROMPT: how many days {bk03-l4d-f6-04.mp3}
RESPONSE: how many days {bk03-l4d-f6-04.mp3}

PROMPT: select a word {bk03-l4d-f6-05.mp3}
RESPONSE: select a word {bk03-l4d-f6-05.mp3}

PROMPT: in June {bk03-l4d-f6-06.mp3}
RESPONSE: in June {bk03-l4d-f6-06.mp3}

PROMPT: 2 days ago {bk03-l4d-f6-07.mp3}
RESPONSE: 2 days ago {bk03-l4d-f6-07.mp3}
ACCEPT: two days ago

PROMPT: take a bus {bk03-l4d-f6-08.mp3}
RESPONSE: take a bus {bk03-l4d-f6-08.mp3}

$SESSION 4-7: Spelling and Word Practice

# Source: LLA 4D Figure 3 + ST §Write: W (the five words the tape didn't cover merged in as typed items; the rest of the ST drill duplicated this one and was dropped)
$PRODUCE The Letter "W"
ID: 4d-f3
INPUT: type
CHECK: exact
INTRO: Last part: spelling, months, and a word game to send you off. First, the letter "w". Listen to each word and type the missing letter.
INSTRUCTION: Type the missing letter.

PROMPT: watch {bk03-l4d-f3-01.mp3}
TEMPLATE: ____atch
RESPONSE: watch {bk03-l4d-f3-01.mp3}
ACCEPT: w | W

PROMPT: were {bk03-l4d-f3-02.mp3}
TEMPLATE: ____ere
RESPONSE: were {bk03-l4d-f3-02.mp3}
ACCEPT: w | W

PROMPT: homework {bk03-l4d-f3-03.mp3}
TEMPLATE: home____ork
RESPONSE: homework {bk03-l4d-f3-03.mp3}
ACCEPT: w | W

PROMPT: always {bk03-l4d-f3-04.mp3}
TEMPLATE: al____ays
RESPONSE: always {bk03-l4d-f3-04.mp3}
ACCEPT: w | W

PROMPT: water {bk03-l4d-f3-05.mp3}
TEMPLATE: ____ater
RESPONSE: water {bk03-l4d-f3-05.mp3}
ACCEPT: w | W

PROMPT: swim {bk03-l4d-f3-06.mp3}
TEMPLATE: s____im
RESPONSE: swim {bk03-l4d-f3-06.mp3}
ACCEPT: w | W

PROMPT: wall {bk03-l4d-f3-07.mp3}
TEMPLATE: ____all
RESPONSE: wall {bk03-l4d-f3-07.mp3}
ACCEPT: w | W

PROMPT: was {bk03-l4d-f3-08.mp3}
TEMPLATE: ____as
RESPONSE: was {bk03-l4d-f3-08.mp3}
ACCEPT: w | W

PROMPT: walk {bk03-l4d-f3-09.mp3}
TEMPLATE: ____alk
RESPONSE: walk {bk03-l4d-f3-09.mp3}
ACCEPT: w | W

PROMPT: what {bk03-l4d-f3-10.mp3}
TEMPLATE: ____hat
RESPONSE: what {bk03-l4d-f3-10.mp3}
ACCEPT: w | W

PROMPT: week {bk03-l4d-f3-11.mp3}
TEMPLATE: ____eek
RESPONSE: week {bk03-l4d-f3-11.mp3}
ACCEPT: w | W

PROMPT: we {bk03-l4d-f3-12.mp3}
TEMPLATE: ____e
RESPONSE: we {bk03-l4d-f3-12.mp3}
ACCEPT: w | W

PROMPT: word
TEMPLATE: ____ord
RESPONSE: word
ACCEPT: w | W

PROMPT: Wednesday
TEMPLATE: ____ednesday
RESPONSE: Wednesday
ACCEPT: w | W

PROMPT: want
TEMPLATE: ____ant
RESPONSE: want
ACCEPT: w | W

PROMPT: work
TEMPLATE: ____ork
RESPONSE: work
ACCEPT: w | W

PROMPT: weekend
TEMPLATE: ____eekend
RESPONSE: weekend
ACCEPT: w | W

# Source: LLA 4B Figure 6
$PRODUCE Months of the Year
ID: 4b-f6
INPUT: type
CHECK: exact
NORMALIZE: strict
INTRO: Now the twelve months. Listen to each one and type it — capital letter included, if you're feeling thorough.
INSTRUCTION: Type the month you hear.

PROMPT: January {bk03-l4b-f6-01.mp3}
RESPONSE: January {bk03-l4b-f6-01.mp3}

PROMPT: February {bk03-l4b-f6-02.mp3}
RESPONSE: February {bk03-l4b-f6-02.mp3}

PROMPT: March {bk03-l4b-f6-03.mp3}
RESPONSE: March {bk03-l4b-f6-03.mp3}

PROMPT: April {bk03-l4b-f6-04.mp3}
RESPONSE: April {bk03-l4b-f6-04.mp3}

PROMPT: May {bk03-l4b-f6-05.mp3}
RESPONSE: May {bk03-l4b-f6-05.mp3}

PROMPT: June {bk03-l4b-f6-06.mp3}
RESPONSE: June {bk03-l4b-f6-06.mp3}

PROMPT: July {bk03-l4b-f6-07.mp3}
RESPONSE: July {bk03-l4b-f6-07.mp3}

PROMPT: August {bk03-l4b-f6-08.mp3}
RESPONSE: August {bk03-l4b-f6-08.mp3}

PROMPT: September {bk03-l4b-f6-09.mp3}
RESPONSE: September {bk03-l4b-f6-09.mp3}

PROMPT: October {bk03-l4b-f6-10.mp3}
RESPONSE: October {bk03-l4b-f6-10.mp3}

PROMPT: November {bk03-l4b-f6-11.mp3}
RESPONSE: November {bk03-l4b-f6-11.mp3}

PROMPT: December {bk03-l4b-f6-12.mp3}
RESPONSE: December {bk03-l4b-f6-12.mp3}

# Source: ST §General Classification
$SELECT Which Word Names the Group?
ID: l4-s22
INTRO: One word in each group names the whole group — "apple" is a fruit, but "fruit" names them all. Tap that word. And that's the lesson — nicely done.
INSTRUCTION: Tap the word that names the whole group.

TEMPLATE: April, January, July, month
OPTION: a | April
OPTION: b | January
OPTION: c | July
OPTION: d | month
ANSWER: d

TEMPLATE: meat, chicken, beef, lamb
OPTION: a | meat
OPTION: b | chicken
OPTION: c | beef
OPTION: d | lamb
ANSWER: a

TEMPLATE: dispensary, mess hall, building, BX
OPTION: a | dispensary
OPTION: b | mess hall
OPTION: c | building
OPTION: d | BX
ANSWER: c

TEMPLATE: half dollar, money, dime, penny
OPTION: a | half dollar
OPTION: b | money
OPTION: c | dime
OPTION: d | penny
ANSWER: b

TEMPLATE: lunch, dinner, breakfast, meal
OPTION: a | lunch
OPTION: b | dinner
OPTION: c | breakfast
OPTION: d | meal
ANSWER: d

TEMPLATE: England, country, Canada, Spain
OPTION: a | England
OPTION: b | country
OPTION: c | Canada
OPTION: d | Spain
ANSWER: b

TEMPLATE: day, Tuesday, Friday, Saturday
OPTION: a | day
OPTION: b | Tuesday
OPTION: c | Friday
OPTION: d | Saturday
ANSWER: a

TEMPLATE: apple, banana, orange, fruit
OPTION: a | apple
OPTION: b | banana
OPTION: c | orange
OPTION: d | fruit
ANSWER: d

TEMPLATE: father, sister, family, son
OPTION: a | father
OPTION: b | sister
OPTION: c | family
OPTION: d | son
ANSWER: c

TEMPLATE: salad, food, eggs, fish
OPTION: a | salad
OPTION: b | food
OPTION: c | eggs
OPTION: d | fish
ANSWER: b

# SKIPPED (book): Writing Skill "DICTATION" (p. 109) — instructor-read dictation with no recorded stimulus or printed words; the recorded dictations from the tapes are converted above.