alc-english/book-4-lesson-2.module

$MODULE Book 4 · Lesson 2: In the Military {st-page_028_001.jpg|A group of military personnel in uniform, including some saluting, on a military base with a hanger in the background}
FORMAT: 2
DIOCO_DOC_ID: alc_book4_lesson2
DESCRIPTION: Military life — ranks and insignia, uniforms, daily routines, and military time — plus the simple past of irregular verbs, with listening and speaking practice from the original cassettes.
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: Man1 | schedar | Male
VOICE: Jim | achird | Male
VOICE: Boy1 | schedar | Boy
VOICE: Boy2 | gacrux | Boy
VOICE: Joe | charon | Male student
VOICE: Maj_Martin | schedar | Male officer
VOICE: Capt_Cline | achird | Male officer
VOICE: Sgt_Travis | schedar | Male speaker
VOICE: Sgt_Davis | achird | Male speaker
VOICE: Sgt_Poole | schedar | Male speaker
VOICE: Capt_King | achird | Male speaker
VOICE: Ted | schedar | Male speaker
VOICE: Ben | achird | Male speaker
VOICE: Narrator | achernar | speaker (auto)

$SESSION 2-1: In the Military

# Source: LLA 2A Figure 1
$DIALOGUE In the Military
ID: 2a-f1
INTRO: In this lesson you'll learn to talk about military life — ranks, uniforms, and military time — and to say what happened yesterday. First, some new words in sentences: listen and repeat each one.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: military
LINE: John's not a civilian; he's in the military. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-01.mp3}

VOCAB: post
LINE: Airmen work on a base; soldiers work on a post. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-02.mp3}

VOCAB: naval
LINE: A sailor works on a naval base. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-03.mp3}

VOCAB: uniform
LINE: Men and women in the military have uniforms. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-04.mp3}

VOCAB: stripe
LINE: Sergeants have stripes on their uniforms. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-05.mp3}

VOCAB: with
LINE: Sergeants have uniforms with stripes. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-06.mp3}

VOCAB: sergeant
LINE: Sergeant is an enlisted rank in the Army and Air Force. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-07.mp3}

VOCAB: rank
LINE: There are 9 enlisted ranks and 10 officer ranks. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-08.mp3}

VOCAB: name tag
LINE: The name tag on Sergeant Miller's uniform says Miller. {page_026_003.jpg|A black rectangle containing the name "MILLER" in bold white lettering} {bk04-l2a-f1-09.mp3}

VOCAB: cap
LINE: The sergeant wants to buy a new cap. {page_026_004.jpg|Two military caps: on the left, a side view of a garrison cap with piping; on the right, a front view of the same style of garrison cap} {bk04-l2a-f1-10.mp3}

# Source: ST §A Post or a Base? (Exercise); images salvaged from dropped ST presentation l2-s1
$PRODUCE A Post or a Base?
ID: l2-s2
INTRO: Quick check: who works where? Type the word that completes each sentence.
INSTRUCTION: Type the correct word to complete each sentence.
INPUT: type
CHECK: exact

TEMPLATE: ____ men and women and civilian men and women work on posts and bases.
RESPONSE: Military men and women and civilian men and women work on posts and bases.
ACCEPT: Military | military

TEMPLATE: ____ are for the Army. {st-page_030_003.jpg|Soldiers in uniform walking on an Army post with barracks in the background}
RESPONSE: Posts are for the Army.
ACCEPT: Posts | posts

TEMPLATE: ____ are for the Navy and for the Air Force. {st-page_030_001.jpg|Airmen in uniform standing in front of an Air Force hangar with a plane flying overhead}
RESPONSE: Bases are for the Navy and for the Air Force.
ACCEPT: Bases | bases

TEMPLATE: It's an Air Force base or a ____ base. {st-page_030_002.jpg|Sailors in uniform standing outside on a naval base with buildings in the background}
RESPONSE: It's an Air Force base or a naval base.
ACCEPT: naval | Naval

# Source: LLA 2A Figure 2
$DIALOGUE Larry and Mary Clark {page_027_001.jpg|A drawing of two military service members standing side-by-side. On the left is an enlisted Army woman wearing a cap, a utility shirt with a "CLARK" name tag and "U.S. ARMY" tape, and stripes on her collar. On the right is a male Navy officer wearing a service cap, a double-breasted jacket with a "MILLER" name tag, ribbons, and rank stripes on his sleeve, with a star above them}
ID: 2a-f2-dialogue
INTRO: Larry and Mary Clark are brother and sister — same last name, very different uniforms. Just listen to their story.
INSTRUCTION: Listen to the story.

LINE: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-01.mp3}
LINE: He's in the Navy and works on a naval base. {bk04-l2a-f2-02.mp3}
LINE: She's in the Army and works on an Army post. {bk04-l2a-f2-03.mp3}
LINE: Their ranks are different. {bk04-l2a-f2-04.mp3}
LINE: Larry is an officer; Mary is enlisted. {bk04-l2a-f2-05.mp3}
LINE: She's a sergeant and has 3 stripes on her cap. {bk04-l2a-f2-06.mp3}
LINE: Their uniforms are different too. {bk04-l2a-f2-07.mp3}
LINE: The same last name is on their name tags. {bk04-l2a-f2-08.mp3}

# Source: LLA 2A Figure 2
$PRODUCE Larry and Mary: Fill In the Words
ID: 2a-f2
REFERENCE: 2a-f2-dialogue
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: Same story, but now the words go missing. Listen, type what's missing, then repeat the full sentence.
INSTRUCTION: Type the missing word(s).

PROMPT: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-09.mp3}
TEMPLATE: Larry Clark and his sister Mary are in the ____{military}.
RESPONSE: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-09-resp.mp3}

PROMPT: He's in the Navy and works on a naval base. {bk04-l2a-f2-10.mp3}
TEMPLATE: He's in the Navy and works on a ____{naval} base.
RESPONSE: He's in the Navy and works on a naval base. {bk04-l2a-f2-10-resp.mp3}

PROMPT: She's in the Army and works on an Army post. {bk04-l2a-f2-11.mp3}
TEMPLATE: She's in the Army and works on an Army ____{post}.
RESPONSE: She's in the Army and works on an Army post. {bk04-l2a-f2-11-resp.mp3}

PROMPT: Their ranks are different. {bk04-l2a-f2-12.mp3}
TEMPLATE: Their ____{ranks} are different.
RESPONSE: Their ranks are different. {bk04-l2a-f2-12-resp.mp3}

PROMPT: She's a sergeant and has 3 stripes on her cap. {bk04-l2a-f2-13.mp3}
TEMPLATE: She's a ____{sergeant} and has three ____{stripes} on her ____{cap}.
RESPONSE: She's a sergeant and has three stripes on her cap. {bk04-l2a-f2-13-resp.mp3}

PROMPT: Their uniforms are different too. {bk04-l2a-f2-14.mp3}
TEMPLATE: Their ____{uniforms} are different, too.
RESPONSE: Their uniforms are different, too. {bk04-l2a-f2-14-resp.mp3}

PROMPT: The same last name is on their name tags. {bk04-l2a-f2-15.mp3}
TEMPLATE: The same last name is on their ____{name tags}.
RESPONSE: The same last name is on their name tags. {bk04-l2a-f2-15-resp.mp3}

# Source: ST §He's a Sergeant in the Army (vocab for razor / I.D. card transferred from dropped ST §This Is Sgt Travis)
$DIALOGUE Sgt Travis's Morning
ID: l2-s4
INTRO: Meet Sgt Travis. Every morning is the same routine — shower, shave, uniform, cap. Read along with his story.
INSTRUCTION: Read the story of Sgt Travis.

Narrator: He's a sergeant in the Army. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
Narrator: He lives on an Army post. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
Narrator: His name is Paul Travis. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
Narrator: He's Sgt Travis. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing}
VOCAB: razor
Narrator: Every morning, he gets up and showers. He shaves with his razor. {st-page_032_002.jpg|A small drawing of a safety razor}
Narrator: Sgt Travis checks his uniform {st-page_032_003.jpg|A drawing of a pair of uniform trousers}
Narrator: and his cap. {st-page_032_005.jpg|A drawing of a military utility cap}
Narrator: He puts his name tag on his uniform. {st-page_032_006.jpg|A rectangular name tag that reads "TRAVIS"}
Narrator: He looks at his stripes. {st-page_032_007.jpg|A military sergeant stripe insignia}
Narrator: Today he has a new stripe, and he's happy.
VOCAB: I.D. card
VOCAB: identification
Narrator: He says, "Do I have my I.D. card? Yes, I do. I have my identification." {st-page_032_008.jpg|An identification card showing a photograph, a barcode, and text details}
Narrator: He leaves his house at 8:00 a.m.

# Source: ST §Questions: He's a Sergeant in the Army
$PRODUCE Questions About Sgt Travis
ID: l2-s5
REFERENCE: l2-s4
INTRO: Now the questions. Answer each one aloud in a full sentence — open the story again if Sgt Travis's morning is already a blur.
INSTRUCTION: Answer the questions about the story aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).

PROMPT: Where does Sgt Travis live?
RESPONSE: He lives on an Army post.

PROMPT: What does he shave with?
RESPONSE: He shaves with his razor.

PROMPT: What does he check?
RESPONSE: He checks his uniform and his cap.

PROMPT: What does he put on his uniform?
RESPONSE: He puts his name tag on his uniform.

PROMPT: What does he look at?
RESPONSE: He looks at his stripes.

PROMPT: Does he have identification?
RESPONSE: Yes, he does.

# DROPPED (book): ST §A Post or a Base? presentation (l2-s1) and §This Is Sgt Travis (l2-s3) — TTS twins of the cassette vocabulary presentation (2a-f1); distinct images merged into the exercise above, distinct words (razor, I.D. card) taught in Sgt Travis's story.

$SESSION 2-2: Ranks and Insignia

# Source: LLA 2A Figure 3
$DIALOGUE Officer Ranks
ID: 2a-f3-ranks
INTRO: In this part you'll learn the officer ranks and their insignia — from second lieutenant all the way up to general. Listen and repeat each rank.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: general
LINE: General. {page_028_001.jpg|A portrait illustration of a male Air Force officer with four stars on his garrison cap and four stars on his collar. His name tag reads "HALL". Below the illustration, the text says "1. general O-10"} {bk04-l2a-f3-01.mp3}
NOTES: O-10

VOCAB: second lieutenant
LINE: Second lieutenant. {page_028_002.jpg|An illustration of a single gold bar insignia. Below it, the label "(gold)", and "2. second lieutenant O-1"} {bk04-l2a-f3-02.mp3}
NOTES: O-1 (gold)

VOCAB: first lieutenant
LINE: First lieutenant. {page_028_003.jpg|An illustration of a single silver bar insignia. Below it, the label "(silver)", and "3. first lieutenant O-2"} {bk04-l2a-f3-03.mp3}
NOTES: O-2 (silver)

VOCAB: captain
LINE: Captain. {page_028_004.jpg|An illustration of double silver bars insignia. Below it, the label "(silver)", and "4. captain O-3"} {bk04-l2a-f3-04.mp3}
NOTES: O-3 (silver)

VOCAB: major
LINE: Major. {page_028_005.jpg|An illustration of a gold oak leaf insignia. Below it, the label "(gold)", and "5. major O-4"} {bk04-l2a-f3-05.mp3}
NOTES: O-4 (gold)

VOCAB: lieutenant colonel
LINE: Lieutenant colonel. {page_028_006.jpg|An illustration of a silver oak leaf insignia. Below it, the label "(silver)", and "6. lieutenant colonel O-5"} {bk04-l2a-f3-06.mp3}
NOTES: O-5 (silver)

VOCAB: colonel
LINE: Colonel. {page_028_007.jpg|An illustration of a silver eagle insignia holding arrows. Below it, the label "(silver)", and "7. colonel O-6"} {bk04-l2a-f3-07.mp3}
NOTES: O-6 (silver)

# DROPPED (book): ST §Air Force Insignia (l2-s10) — TTS twin of the cassette officer-ranks presentation above.
# SKIPPED (book): ST "WHAT RANK COMES AFTER SECOND LIEUTENANT?" (p. 37) — open ask-and-answer pair drill; the rank-order content is covered by the General Hall story and True/False checks below.

# Source: LLA 2A Figure 3
$DIALOGUE General Dan D. Hall {page_028_001.jpg|A portrait illustration of a male Air Force officer with four stars on his garrison cap and four stars on his collar. His name tag reads "HALL". Below the illustration, the text says "1. general O-10"}
ID: 2a-f3-story
INTRO: General Hall didn't start as a general. Listen to thirty-two years of promotions in eight sentences.
INSTRUCTION: Listen to the story.

LINE: Dan Hall is a general in the Air Force now. {bk04-l2a-f3-08.mp3}
LINE: Thirty-two years ago he was a second lieutenant. {bk04-l2a-f3-09.mp3}
LINE: His next rank was first lieutenant. {bk04-l2a-f3-10.mp3}
LINE: He was Captain Hall for 6 years. {bk04-l2a-f3-11.mp3}
LINE: After that, he was a major for 5 years. {bk04-l2a-f3-12.mp3}
LINE: He was a lieutenant colonel for 4 years. {bk04-l2a-f3-13.mp3}
LINE: Then he was a colonel. {bk04-l2a-f3-14.mp3}
LINE: Now he is General Hall. {bk04-l2a-f3-15.mp3}

# Source: LLA 2A Figure 3
$PRODUCE Questions About General Hall
ID: 2a-f3
REFERENCE: 2a-f3-story
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Now you tell General Hall's story. Answer each question aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer aloud based on the story.

PROMPT: What is Dan Hall's rank? {bk04-l2a-f3-16-q.mp3}
RESPONSE: He's a general. {bk04-l2a-f3-16-a.mp3}

PROMPT: What was he 32 years ago? {bk04-l2a-f3-17-q.mp3}
RESPONSE: He was a second lieutenant 32 years ago. {bk04-l2a-f3-17-a.mp3}

PROMPT: Was he a first lieutenant next? {bk04-l2a-f3-18-q.mp3}
RESPONSE: Yes, he was a first lieutenant next. {bk04-l2a-f3-18-a.mp3}

PROMPT: How many years was he a captain? {bk04-l2a-f3-19-q.mp3}
RESPONSE: He was a captain for 6 years. {bk04-l2a-f3-19-a.mp3}

PROMPT: Was he a major for 6 years? {bk04-l2a-f3-20-q.mp3}
RESPONSE: No, he was a major for 5 years. {bk04-l2a-f3-20-a.mp3}

PROMPT: Was lieutenant colonel his next rank? {bk04-l2a-f3-21-q.mp3}
RESPONSE: Yes, lieutenant colonel was his next rank. {bk04-l2a-f3-21-a.mp3}

PROMPT: How many years was he a lieutenant colonel? {bk04-l2a-f3-22-q.mp3}
RESPONSE: He was a lieutenant colonel for 4 years. {bk04-l2a-f3-22-a.mp3}

PROMPT: Was he a general next? {bk04-l2a-f3-23-q.mp3}
RESPONSE: No, he was a colonel next. {bk04-l2a-f3-23-a.mp3}

PROMPT: What is he now? {bk04-l2a-f3-24-q.mp3}
RESPONSE: He's General Hall now. {bk04-l2a-f3-24-a.mp3}

# Source: LLA 2A Figure 4
$SELECT True or False: Officers and Enlisted
ID: 2a-f4
SHOW_PROMPT
INTRO: Time to check what stuck. Listen to each statement and question, then tap True if the quoted statement is true, or False if it isn't — judge the statement itself, however the question is phrased.
INSTRUCTION: Tap True or False for the quoted statement.
OPTION: t | True
OPTION: f | False

PROMPT: "A major is an officer." Is that correct? {bk04-l2a-f4-01.mp3}
ANSWER: t
FEEDBACK: That's true. {bk04-l2a-f4-01-fb.mp3}

PROMPT: "A major is enlisted." Is that right? {bk04-l2a-f4-02.mp3}
ANSWER: f
FEEDBACK: It's false. {bk04-l2a-f4-02-fb.mp3}

PROMPT: "The army has sergeants." Is that true? {bk04-l2a-f4-03.mp3}
ANSWER: t
FEEDBACK: That's true. {bk04-l2a-f4-03-fb.mp3}

PROMPT: "The navy has sergeants." Is that false? {bk04-l2a-f4-04.mp3}
ANSWER: f
FEEDBACK: That's false. {bk04-l2a-f4-04-fb.mp3}

PROMPT: "An airman is in the military." Is that true or false? {bk04-l2a-f4-05.mp3}
ANSWER: t
FEEDBACK: It's true. {bk04-l2a-f4-05-fb.mp3}

PROMPT: "An airman is a civilian." Is that true or false? {bk04-l2a-f4-06.mp3}
ANSWER: f
FEEDBACK: That's false. {bk04-l2a-f4-06-fb.mp3}

# Source: LLA 2A Figure 5
$SELECT True or False: Ranks and Uniforms
ID: 2a-f5
REPEAT
INTRO: More statements about ranks and uniforms — some true, some confidently wrong. Tap True or False, then repeat the correct statement you hear.
INSTRUCTION: Tap True or False.
OPTION: t | True
OPTION: f | False

EXAMPLE
PROMPT: Colonel is the rank before Lieutenant Colonel. {bk04-l2a-f5-ex.mp3}
ANSWER: f
FEEDBACK: Colonel is not the rank before Lieutenant Colonel. The statement is false. {bk04-l2a-f5-ex-fb.mp3}

PROMPT: Sailors work on naval bases. {bk04-l2a-f5-01.mp3}
ANSWER: t
FEEDBACK: Sailors work on naval bases. {bk04-l2a-f5-01-fb.mp3}

PROMPT: Sergeant is an enlisted rank. {bk04-l2a-f5-02.mp3}
ANSWER: t
FEEDBACK: Sergeant is an enlisted rank. {bk04-l2a-f5-02-fb.mp3}

PROMPT: Major is the rank after Captain. {bk04-l2a-f5-03.mp3}
ANSWER: t
FEEDBACK: Major is the rank after Captain. {bk04-l2a-f5-03-fb.mp3}

PROMPT: Army and Navy uniforms are the same. {bk04-l2a-f5-04.mp3}
ANSWER: f
FEEDBACK: Army and Navy uniforms are not the same. {bk04-l2a-f5-04-fb.mp3}

PROMPT: The Navy and the Air Force have posts. {bk04-l2a-f5-05.mp3}
ANSWER: f
FEEDBACK: The Army has posts. {bk04-l2a-f5-05-fb.mp3}

PROMPT: There are name tags on military uniforms. {bk04-l2a-f5-06.mp3}
ANSWER: t
FEEDBACK: There are name tags on military uniforms. {bk04-l2a-f5-06-fb.mp3}

PROMPT: Lieutenant has a uniform with stripes. {bk04-l2a-f5-07.mp3}
ANSWER: f
FEEDBACK: A Sergeant has a uniform with stripes. {bk04-l2a-f5-07-fb.mp3}

PROMPT: Second Lieutenant is the rank before First Lieutenant. {bk04-l2a-f5-08.mp3}
ANSWER: t
FEEDBACK: Second Lieutenant is the rank before First Lieutenant. {bk04-l2a-f5-08-fb.mp3}

# Source: LLA 2B Figure 1 (Part 1)
$DIALOGUE Hearing the Ranks
ID: 4-2b-f1-ranks
INTRO: Each rank also has a short written form — "Sgt", "Capt", "Gen". You'll see the abbreviation and hear the full rank. Listen and repeat.
INSTRUCTION: Listen and repeat each rank.
REPEAT

LINE: Sergeant. {bk04-l2b-f1-01.mp3}
NOTES: Sgt = Sergeant

LINE: Lieutenant. {bk04-l2b-f1-02.mp3}
NOTES: Lt = Lieutenant

LINE: Captain. {bk04-l2b-f1-03.mp3}
NOTES: Capt = Captain

LINE: Major. {bk04-l2b-f1-04.mp3}
NOTES: Maj = Major

LINE: Lieutenant Colonel. {bk04-l2b-f1-05.mp3}
NOTES: Lt Col = Lieutenant Colonel

LINE: Colonel. {bk04-l2b-f1-06.mp3}
NOTES: Col = Colonel

LINE: General. {bk04-l2b-f1-07.mp3}
NOTES: Gen = General

# Source: ST §Rank + Last Name (grammar box)
$GRAMMAR Rank Abbreviations
ID: l2-s11
INTRO: A quick rule before you practice: how ranks are written, and how they go with names.

CARD: To name an officer, use the rank and the last name together.
{This is Major Jones.}
{This is Captain Barnes.}

CARD: In writing, the rank is abbreviated: Major Jones becomes **Maj Jones**. You still say the full rank out loud.

SUMMARY:
| Abbreviation | Rank |
| :--- | :--- |
| **Gen** | General |
| **Col** | Colonel |
| **Lt Col** | Lieutenant Colonel |
| **Maj** | Major |
| **Capt** | Captain |
| **Lt** | Lieutenant |
| **Sgt** | Sergeant |

**Rank + Last Name:** Major Jones → **Maj Jones**

# Source: LLA 2B Figure 1 (Part 2)
$PRODUCE Say the Rank
ID: 4-2b-f1-drill
INTRO: Now read the abbreviations. Say the full rank aloud, then repeat the model answer.
INSTRUCTION: Say the rank aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: 6. Col
PROMPT: Look at Number 6. What is the rank? {bk04-l2b-f1-08.mp3}
RESPONSE: Colonel. {bk04-l2b-f1-09.mp3}

TEMPLATE: 3. Capt
PROMPT: Number 3. {bk04-l2b-f1-10.mp3}
RESPONSE: Captain. {bk04-l2b-f1-11.mp3}

TEMPLATE: 7. Gen
PROMPT: Number 7. {bk04-l2b-f1-12.mp3}
RESPONSE: General. {bk04-l2b-f1-13.mp3}

TEMPLATE: 2. Lt
PROMPT: Number 2. {bk04-l2b-f1-14.mp3}
RESPONSE: Lieutenant. {bk04-l2b-f1-15.mp3}

TEMPLATE: 4. Maj
PROMPT: Number 4. {bk04-l2b-f1-16.mp3}
RESPONSE: Major. {bk04-l2b-f1-17.mp3}

TEMPLATE: 1. Sgt
PROMPT: Number 1. {bk04-l2b-f1-18.mp3}
RESPONSE: Sergeant. {bk04-l2b-f1-19.mp3}

TEMPLATE: 5. Lt Col
PROMPT: Number 5. {bk04-l2b-f1-20.mp3}
RESPONSE: Lieutenant Colonel. {bk04-l2b-f1-21.mp3}

# Source: ST §Rank + Last Name (Exercise)
$PRODUCE Rank + Last Name
ID: l2-s12
INTRO: Each card introduces someone by full name and rank. Type the short military way to write them: abbreviation plus last name.
INSTRUCTION: Type the abbreviation and the last name.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: This is Ken Jones. He's a major.
RESPONSE: This is Maj Jones.
ACCEPT: Maj Jones

TEMPLATE: This is Linda Barnes. She's a captain.
RESPONSE: This is Capt Barnes.
ACCEPT: Capt Barnes

TEMPLATE: This is Tom Ellis. He's a sergeant.
RESPONSE: This is Sgt Ellis.
ACCEPT: Sgt Ellis

TEMPLATE: This is John Nasser. He's a colonel.
RESPONSE: This is Col Nasser.
ACCEPT: Col Nasser

TEMPLATE: This is Betty Grant. She's a lieutenant colonel.
RESPONSE: This is Lt Col Grant.
ACCEPT: Lt Col Grant

TEMPLATE: This is Peter Smith. He's a general.
RESPONSE: This is Gen Smith.
ACCEPT: Gen Smith

TEMPLATE: This is Mike Martin. He's a lieutenant.
RESPONSE: This is Lt Martin.
ACCEPT: Lt Martin

TEMPLATE: This is Larry Holmes. He's a major.
RESPONSE: This is Maj Holmes.
ACCEPT: Maj Holmes

TEMPLATE: This is Henry Chong. He's a general.
RESPONSE: This is Gen Chong.
ACCEPT: Gen Chong

$SESSION 2-3: Daily Routine — Reporting, Breaks, and Being on Time

# Source: LLA 2B Figure 2 (Vocabulary)
$DIALOGUE New Words: Lieutenant White's Day
ID: 4-2b-f2-v
INTRO: In this part: getting up, getting to class, and what happens at the gate. First, repeat the new words from Lieutenant White's story.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: I.D. card {bk04-l2b-f2-v01.mp3}
LINE: identification {bk04-l2b-f2-v02.mp3}
LINE: razor {bk04-l2b-f2-v03.mp3}
LINE: on time {bk04-l2b-f2-v04.mp3}
LINE: salutes {bk04-l2b-f2-v05.mp3}
LINE: reports {bk04-l2b-f2-v06.mp3}
LINE: begins {bk04-l2b-f2-v07.mp3}
LINE: began {bk04-l2b-f2-v08.mp3}

# Source: LLA 2B Figure 2 (Part 1)
$DIALOGUE Lieutenant White's Day
ID: 4-2b-f2
INTRO: Now listen to Lieutenant White's daily routine — the man has never been late in his life.

LINE: Lieutenant White is a student in a language class at an army post. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-01.mp3}
LINE: He has an ID card with his name and picture on it. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-02.mp3}
LINE: It's his military identification. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-03.mp3}

LINE: Lieutenant White gets up early every morning and takes a shower. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-04.mp3}
LINE: He shaves with his razor. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-05.mp3}
LINE: He gets dressed, eats breakfast, and drives to the post. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-06.mp3}
VOCAB: on time
LINE: He's never late to school. He's always on time. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-07.mp3}

VOCAB: to salute
LINE: The sergeant salutes Lieutenant White every morning. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-08.mp3}
VOCAB: to report to
LINE: The lieutenant reports to his instructor at 7:15. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-09.mp3}
VOCAB: to begin
LINE: The class begins at 7:30 and ends at 2:15. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-10.mp3}
LINE: His language lessons began last month. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-11.mp3}

# Source: LLA 2B Figure 2 (Part 2)
$PRODUCE Questions About Lieutenant White
ID: 4-2b-f2-qa
REFERENCE: 4-2b-f2
INTRO: Now answer for the lieutenant. Reply to each question aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What has Lieutenant White's name and picture on it? {bk04-l2b-f2-12.mp3}
RESPONSE: Lieutenant White's ID card has his name and picture on it. {bk04-l2b-f2-13.mp3}

PROMPT: What is an ID card? {bk04-l2b-f2-14.mp3}
RESPONSE: The ID card is his military identification. {bk04-l2b-f2-15.mp3}

PROMPT: What does Lieutenant White shave with? {bk04-l2b-f2-16.mp3}
RESPONSE: He shaves with his razor. {bk04-l2b-f2-17.mp3}

PROMPT: Is he always on time to class? {bk04-l2b-f2-18.mp3}
RESPONSE: Yes, he's always on time to class. {bk04-l2b-f2-19.mp3}

PROMPT: Who salutes Lieutenant White? {bk04-l2b-f2-20.mp3}
RESPONSE: The sergeant salutes Lieutenant White. {bk04-l2b-f2-21.mp3}

PROMPT: Who does the lieutenant report to? {bk04-l2b-f2-22.mp3}
RESPONSE: The lieutenant reports to his instructor. {bk04-l2b-f2-23.mp3}

PROMPT: When does the class begin? {bk04-l2b-f2-24.mp3}
RESPONSE: The class begins at 7:30. {bk04-l2b-f2-25.mp3}

PROMPT: When did his language lessons begin? {bk04-l2b-f2-26.mp3}
RESPONSE: They began last month. {bk04-l2b-f2-27.mp3}

# Source: ST §On Time
$DIALOGUE Reporting for Duty {st-page_039_001.jpg|Sgt Poole and Capt King in an office, saluting each other. A clock on the wall reads 08:00}
ID: l2-s13
INTRO: Here's what reporting looks like in practice. Sgt Poole is new on the post — and, wisely, on time.

Narrator: Sgt Poole is on time this morning.

Narrator: He's saluting Capt King.

Narrator: Sgt Poole is new on the post. He's reporting to Capt King.

Sgt_Poole: Good morning, sir. I'm Sgt Poole. I'm reporting for duty, sir.
NOTES: duty = work

Capt_King: Good morning, Sergeant, and welcome.

# Source: ST §On Time: True or False
$SELECT Reporting for Duty: True or False
ID: l2-s14
REFERENCE: l2-s13
SHOW_PROMPT
INTRO: Six statements about Sgt Poole and Capt King. Tap True or False for each one.
INSTRUCTION: Tap True or False.
OPTION: T | True
OPTION: F | False

PROMPT: Sgt Poole was late.
ANSWER: F

PROMPT: Sgt Poole was on time.
ANSWER: T

PROMPT: Sgt Poole reported to Capt King.
ANSWER: T

PROMPT: Capt King reported to Sgt Poole.
ANSWER: F

PROMPT: Capt King is new.
ANSWER: F

PROMPT: Sgt Poole is new.
ANSWER: T

# Source: ST §He Smokes a Pack of Cigarettes a Week (lines lightly edited into full sentences)
$DIALOGUE Cigarettes and Breaks
ID: l2-s6
INTRO: A few more words you'll need for the next story — cigarettes, packs, and the ten-minute break that everyone lives for. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: cigarette
VOCAB: pack
LINE: He buys a pack of cigarettes every week. {st-page_033_001.jpg|A pack of "PUFF" brand cigarettes with two cigarettes sticking out}

VOCAB: to smoke
LINE: He smokes a pack of cigarettes a week. {st-page_033_002.jpg|A man in military uniform smoking a cigarette in a designated smoking area, with a sign reading "SMOKING AREA"}

VOCAB: butt can
LINE: Put your cigarette in the butt can. {st-page_034_001.jpg|A cylindrical container labeled "SMOKING MATERIALS ONLY"}

VOCAB: break
LINE: Take a 10-minute break. The break begins at 8:20 and it ends at 8:30. {st-page_034_002.jpg|An instructor pointing to a clock showing 8:20, with students sitting in front of him}

# Source: LLA 2B Figure 3 (Vocabulary)
$DIALOGUE New Words: the Morning Break
ID: 4-2b-f3-v
INTRO: Ten o'clock: coffee, snacks, and someone who forgot his cigarettes. Repeat the new words before you hear the story.
INSTRUCTION: Listen and repeat each word.
REPEAT

LINE: break {bk04-l2b-f3-v01.mp3}
LINE: take a break {bk04-l2b-f3-v02.mp3}
LINE: smoke {bk04-l2b-f3-v03.mp3}
LINE: bring {bk04-l2b-f3-v04.mp3}
LINE: cigarettes {bk04-l2b-f3-v05.mp3}
LINE: brought {bk04-l2b-f3-v06.mp3}
LINE: pack {bk04-l2b-f3-v07.mp3}
LINE: smoked {bk04-l2b-f3-v08.mp3}
LINE: butt can {bk04-l2b-f3-v09.mp3}

# Source: LLA 2B Figure 3 (Part 1)
$DIALOGUE The Morning Break {page_031_001.jpg|Two male military officers in uniform sitting at a table during a break}
ID: 4-2b-f3
INTRO: Now listen to the story of the morning break.

LINE: All the students in Lieutenant White's class like the morning break. {bk04-l2b-f3-01.mp3}
VOCAB: to take a break
LINE: At 10 o'clock they take a break from their lesson for 20 minutes. {bk04-l2b-f3-02.mp3}
LINE: They drink coffee, eat snacks, and smoke. {bk04-l2b-f3-03.mp3}
VOCAB: to bring
LINE: Lieutenant White didn't bring his cigarettes with him yesterday. {bk04-l2b-f3-04.mp3}
LINE: One of his friends brought a pack of cigarettes. {bk04-l2b-f3-05.mp3}
LINE: The lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-06.mp3}
LINE: The break ended, and Lieutenant White put his cigarette in the butt can. {bk04-l2b-f3-07.mp3}

# Source: LLA 2B Figure 3 (Part 2)
$PRODUCE Questions About the Break
ID: 4-2b-f3-qa
REFERENCE: 4-2b-f3
INTRO: Answer the questions about the morning break aloud, then repeat the model answer.
INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Do the students like the morning break? {bk04-l2b-f3-08.mp3}
RESPONSE: Yes, the students like the morning break. {bk04-l2b-f3-09.mp3}

PROMPT: When do they take a break? {bk04-l2b-f3-10.mp3}
RESPONSE: They take a break at 10 o'clock. {bk04-l2b-f3-11.mp3}

PROMPT: Do they take a break for 10 minutes or 20 minutes? {bk04-l2b-f3-12.mp3}
RESPONSE: They take a break for 20 minutes. {bk04-l2b-f3-13.mp3}

PROMPT: Did Lieutenant White bring his cigarettes yesterday? {bk04-l2b-f3-14.mp3}
RESPONSE: No, he didn't bring his cigarettes yesterday. {bk04-l2b-f3-15.mp3}

PROMPT: Who brought a pack of cigarettes? {bk04-l2b-f3-16.mp3}
RESPONSE: One of Lieutenant White's friends brought a pack of cigarettes. {bk04-l2b-f3-17.mp3}

PROMPT: Did the lieutenant smoke one of his friend's cigarettes? {bk04-l2b-f3-18.mp3}
RESPONSE: Yes, the lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-19.mp3}

PROMPT: Did Lieutenant White put his cigarette in the butt can? {bk04-l2b-f3-20.mp3}
RESPONSE: Yes, he put his cigarette in the butt can. {bk04-l2b-f3-21.mp3}

# Source: ST §He Wants to Smoke
$DIALOGUE He Wants to Smoke
ID: l2-s7
INTRO: Break time again. Sgt Davis wants a cigarette; there's just one small problem. Listen and repeat the dialog.
INSTRUCTION: Repeat and read the dialog.
REPEAT

Sgt_Travis: It's break time. I'm going to the snack bar. Do you want to come with me?

Sgt_Davis: No, thanks. I'm not hungry. I want to smoke a cigarette.

Sgt_Travis: The butt can is there.

Sgt_Davis: Thanks. Oh, no! I didn't bring my cigarettes.

Sgt_Travis: They have cigarettes at the snack bar.

Sgt_Davis: Bring me a pack of Puff cigarettes, please.

Sgt_Travis: Okay. When did you begin to smoke Puffs?

Sgt_Davis: Oh, I started last year.

Sgt_Travis: See you in a minute.

# Source: ST §Questions: He Wants to Smoke
$PRODUCE Questions: He Wants to Smoke
ID: l2-s8
REFERENCE: l2-s7
INTRO: Answer the questions about the dialog aloud in a full sentence. Open the dialog again if you need it.
INSTRUCTION: Answer the questions about the dialog aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).

PROMPT: What time is it?
RESPONSE: It's break time.

PROMPT: What does Sgt Davis want to do?
RESPONSE: He wants to smoke a cigarette.

PROMPT: Where's the butt can?
RESPONSE: The butt can is there.

PROMPT: Did Sgt Davis have his cigarettes?
RESPONSE: No, he didn't.

PROMPT: When did he begin to smoke Puff cigarettes?
RESPONSE: He started last year.

# Source: LLA 2B Figure 4
$PRODUCE Late or On Time? Fill In the Words
ID: 4-2b-f4
HIDE_PROMPT
INTRO: Captains Wells and Mills are chatting before class, and some of their words have gone missing. Type each missing word, then listen and repeat the full sentence.
INSTRUCTION: Type the missing word(s).
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: Capt Wells: Are we late?
TEMPLATE: Capt Mills: No, we're ____.
PROMPT: No, we're on time. {bk04-l2b-f4-01.mp3}
RESPONSE: No, we're on time. {bk04-l2b-f4-01-b.mp3}
ACCEPT: on time

TEMPLATE: Capt Wells: When does class start?
TEMPLATE: Capt Mills: It ____ at 7:30.
PROMPT: It begins at 7:30. {bk04-l2b-f4-02.mp3}
RESPONSE: It begins at 7:30. {bk04-l2b-f4-02-b.mp3}
ACCEPT: begins

TEMPLATE: Capt Wells: It ____ at 7:45 yesterday.
PROMPT: It began at 7:45 yesterday. {bk04-l2b-f4-03.mp3}
RESPONSE: It began at 7:45 yesterday. {bk04-l2b-f4-03-b.mp3}
ACCEPT: began

TEMPLATE: Capt Mills: That's ____. The teacher was late.
PROMPT: That's true. The teacher was late. {bk04-l2b-f4-04.mp3}
RESPONSE: That's true. The teacher was late. {bk04-l2b-f4-04-b.mp3}
ACCEPT: true

TEMPLATE: Capt Wells: I didn't ____ a pencil to class.
PROMPT: I didn't bring a pencil to class. {bk04-l2b-f4-05.mp3}
RESPONSE: I didn't bring a pencil to class. {bk04-l2b-f4-05-b.mp3}
ACCEPT: bring

TEMPLATE: Capt Mills: I ____ two of them. Here, take one.
PROMPT: I brought two of them. Here, take one. {bk04-l2b-f4-06.mp3}
RESPONSE: I brought two of them. Here, take one. {bk04-l2b-f4-06-b.mp3}
ACCEPT: brought

TEMPLATE: Capt Wells: Thanks. Do you have a ____, too?
PROMPT: Do you have a cigarette too? {bk04-l2b-f4-07.mp3}
RESPONSE: Do you have a cigarette too? {bk04-l2b-f4-07-b.mp3}
ACCEPT: cigarette

TEMPLATE: Capt Mills: No, I don't. I don't ____ now.
PROMPT: No, I don't. I don't smoke now. {bk04-l2b-f4-08.mp3}
RESPONSE: No, I don't. I don't smoke now. {bk04-l2b-f4-08-b.mp3}
ACCEPT: smoke

TEMPLATE: Capt Wells: It's 9:30. Is it time for our ____?
PROMPT: It's 9:30. Is it time for our break? {bk04-l2b-f4-09.mp3}
RESPONSE: It's 9:30. Is it time for our break? {bk04-l2b-f4-09-b.mp3}
ACCEPT: break

TEMPLATE: Capt Mills: No, we always ____ at 10:00.
PROMPT: No. We always take a break at 10. {bk04-l2b-f4-10.mp3}
RESPONSE: No. We always take a break at 10. {bk04-l2b-f4-10-b.mp3}
ACCEPT: take a break

$SESSION 2-4: Telling Time the Military Way

# Source: LLA 2B Figure 5
$DIALOGUE Saying Military Time
ID: 4-2b-f5
INTRO: In this part you'll learn to tell time the military way — one clock, twenty-four hours, no a.m. or p.m. Listen to each time and repeat it.
INSTRUCTION: Listen and repeat the military time.
REPEAT

LINE: Zero one hundred hours. {bk04-l2b-f5-01.mp3}
NOTES: 0100 = 1:00 a.m.

LINE: Zero six thirty hours. {bk04-l2b-f5-02.mp3}
NOTES: 0630 = 6:30 a.m.

LINE: Zero nine forty-five hours. {bk04-l2b-f5-03.mp3}
NOTES: 0945 = 9:45 a.m.

LINE: Twelve hundred hours. {bk04-l2b-f5-04.mp3}
NOTES: 1200 = noon

LINE: Seventeen thirty hours. {bk04-l2b-f5-05.mp3}
NOTES: 1730 = 5:30 p.m.

LINE: Twenty fifteen hours. {bk04-l2b-f5-06.mp3}
NOTES: 2015 = 8:15 p.m.

LINE: Twenty-four hundred hours. {bk04-l2b-f5-07.mp3}
NOTES: 2400 = midnight

LINE: Zero zero thirty hours. {bk04-l2b-f5-08.mp3}
NOTES: 0030 = 12:30 a.m.

# Source: ST §Military Time (grammar table)
$GRAMMAR Military Time
ID: l2-s15
INTRO: Here's the whole system in three short cards. It's simpler than it sounds — you just keep counting past twelve.

CARD: The military clock counts straight through all 24 hours. Morning times start with zero.
{It's zero six hundred hours.}
{It's zero nine forty-five hours.}

CARD: After noon, keep counting — add twelve to the civilian hour. So 1:00 p.m. is thirteen hundred, and 5:30 p.m. is seventeen thirty.
{It's thirteen hundred hours.}
{It's seventeen thirty hours.}

CARD: Midnight is twenty-four hundred hours. Minutes after midnight start with zero zero.
{It's twenty-four hundred hours.}
{It's zero zero thirty hours.}

SUMMARY:
| Civilian Time (A.M.) | Military Time | Civilian Time (P.M.) | Military Time |
| :--- | :--- | :--- | :--- |
| 1:00 a.m. | 0100 (zero one hundred) | 1:00 p.m. | 1300 (thirteen hundred) |
| 2:00 a.m. | 0200 (zero two hundred) | 2:00 p.m. | 1400 (fourteen hundred) |
| 3:00 a.m. | 0300 (zero three hundred) | 3:00 p.m. | 1500 (fifteen hundred) |
| 4:00 a.m. | 0400 (zero four hundred) | 4:00 p.m. | 1600 (sixteen hundred) |
| 5:00 a.m. | 0500 (zero five hundred) | 5:00 p.m. | 1700 (seventeen hundred) |
| 6:00 a.m. | 0600 (zero six hundred) | 6:00 p.m. | 1800 (eighteen hundred) |
| 7:00 a.m. | 0700 (zero seven hundred) | 7:00 p.m. | 1900 (nineteen hundred) |
| 8:00 a.m. | 0800 (zero eight hundred) | 8:00 p.m. | 2000 (twenty hundred) |
| 9:00 a.m. | 0900 (zero nine hundred) | 9:00 p.m. | 2100 (twenty-one hundred) |
| 10:00 a.m. | 1000 (ten hundred) | 10:00 p.m. | 2200 (twenty-two hundred) |
| 11:00 a.m. | 1100 (eleven hundred) | 11:00 p.m. | 2300 (twenty-three hundred) |
| 12:00 p.m. (noon) | 1200 (twelve hundred) | 12:00 a.m. (midnight) | 2400 (twenty-four hundred) |

# Source: ST §What Time Is It? (spoken words moved into the lines; digits into notes)
$DIALOGUE More Times to Say
ID: l2-s16
INTRO: A few trickier times — the ones with odd minutes. Repeat each one; the written form is shown below the sentence.
INSTRUCTION: Repeat the times.
REPEAT

LINE: It's zero five hundred hours.
NOTES: 0500

LINE: It's ten zero one hours.
NOTES: 1001 — also said "ten 'oh' one"

LINE: It's sixteen hundred hours.
NOTES: 1600

LINE: It's seventeen thirty hours.
NOTES: 1730

LINE: It's eighteen hundred hours.
NOTES: 1800

LINE: It's nineteen ten hours.
NOTES: 1910

LINE: It's twenty zero eight hours.
NOTES: 2008 — also said "twenty 'oh' eight"

LINE: It's twenty-one fifteen hours.
NOTES: 2115

LINE: It's twenty-two forty-five hours.
NOTES: 2245

LINE: It's twenty-three hundred hours.
NOTES: 2300

# Source: LLA 2B Figure 6
$SELECT Match the Military Time
ID: 4-2b-f6
INTRO: You'll hear a civilian time. Tap the matching military time, then repeat the answer you hear.
INSTRUCTION: Tap the correct military time.
REPEAT

OPTION: a | 0022 hours
OPTION: b | 0545 hours
OPTION: c | 0800 hours
OPTION: d | 1015 hours
OPTION: e | 1222 hours
OPTION: f | 1410 hours
OPTION: g | 1745 hours
OPTION: h | 2000 hours

PROMPT: 5:45 a.m. {bk04-l2b-f6-01.mp3}
ANSWER: b
FEEDBACK: It's 05:45 hours. {bk04-l2b-f6-02.mp3}

PROMPT: 5:45 p.m. {bk04-l2b-f6-03.mp3}
ANSWER: g
FEEDBACK: It's 17:45 hours. {bk04-l2b-f6-04.mp3}

PROMPT: 10:15 a.m. {bk04-l2b-f6-05.mp3}
ANSWER: d
FEEDBACK: It's 10:15 hours. {bk04-l2b-f6-06.mp3}

PROMPT: 8:00 a.m. {bk04-l2b-f6-07.mp3}
ANSWER: c
FEEDBACK: It's 08:00 hours. {bk04-l2b-f6-08.mp3}

PROMPT: 8:00 p.m. {bk04-l2b-f6-09.mp3}
ANSWER: h
FEEDBACK: It's 20:00 hours. {bk04-l2b-f6-10.mp3}

PROMPT: 12:22 p.m. {bk04-l2b-f6-11.mp3}
ANSWER: e
FEEDBACK: It's 12:22 hours. {bk04-l2b-f6-12.mp3}

PROMPT: 12:22 a.m. {bk04-l2b-f6-13.mp3}
ANSWER: a
FEEDBACK: It's 00:22 hours. {bk04-l2b-f6-14.mp3}

PROMPT: 2:10 p.m. {bk04-l2b-f6-15.mp3}
ANSWER: f
FEEDBACK: It's 14:10 hours. {bk04-l2b-f6-16.mp3}

# Source: ST §Civilian Time or Military Time?
$PRODUCE Say It in Military Time
ID: l2-s17
INTRO: Now you do the converting. Read the civilian time and say it the military way, in a full sentence.
INSTRUCTION: Look at the civilian time and say the military time.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

PROMPT: It's 5:00 p.m.
RESPONSE: It's seventeen hundred hours.

PROMPT: It's 1:00 a.m.
RESPONSE: It's zero one hundred hours.

PROMPT: It's 9:30 p.m.
RESPONSE: It's twenty-one thirty hours.

PROMPT: It's 11:00 p.m.
RESPONSE: It's twenty-three hundred hours.

PROMPT: It's 3:05 p.m.
RESPONSE: It's fifteen zero five hours.

PROMPT: It's 5:00 a.m.
RESPONSE: It's zero five hundred hours.

PROMPT: It's 8:10 p.m.
RESPONSE: It's twenty ten hours.

PROMPT: It's 10:00 a.m.
RESPONSE: It's ten hundred hours.

PROMPT: It's 7:00 a.m.
RESPONSE: It's zero seven hundred hours.

PROMPT: It's 7:00 p.m.
RESPONSE: It's nineteen hundred hours.

# Source: LLA 2B Figure 7 (Dialog 1)
$DIALOGUE A Taxi to Work
ID: 4-2b-f7-d1
INTRO: Two short conversations to finish this part. First: Jim was late this morning, and it wasn't entirely his fault. Just listen.
INSTRUCTION: Listen to the dialogue.

Man1: You were late this morning, Jim. {bk04-l2b-f7-01.mp3}
Jim: I know. I didn't get up on time. {bk04-l2b-f7-02.mp3}
Man1: Did you take the bus to work? {bk04-l2b-f7-03.mp3}
Jim: No. The bus was late too. {bk04-l2b-f7-04.mp3}
Man1: What did you do? {bk04-l2b-f7-05.mp3}
Jim: I took a taxi. {bk04-l2b-f7-06.mp3}

# Source: LLA 2B Figure 7 (Question 1)
$PRODUCE Question: A Taxi to Work
ID: 4-2b-f7-q1
REFERENCE: 4-2b-f7-d1
INTRO: One question about Jim's morning. Answer in a complete sentence.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.

PROMPT: Did Jim take a bus or a taxi to work this morning? {bk04-l2b-f7-07.mp3}
RESPONSE: He took a taxi. {bk04-l2b-f7-08.mp3}

# Source: LLA 2B Figure 7 (Dialog 2)
$DIALOGUE Let's Play Basketball
ID: 4-2b-f7-d2
INTRO: Second conversation: two boys, one TV, and a better idea. Just listen.
INSTRUCTION: Listen to the dialogue.

Boy1: What's on TV? {bk04-l2b-f7-09.mp3}
Boy2: There's a football game and a soccer game. {bk04-l2b-f7-10.mp3}
Boy1: Do you want to watch a game? {bk04-l2b-f7-11.mp3}
Boy2: No. I want to go outside. {bk04-l2b-f7-12.mp3}
Boy1: Me too. {bk04-l2b-f7-13.mp3}
Boy2: Good. Let's play basketball. {bk04-l2b-f7-14.mp3}

# Source: LLA 2B Figure 7 (Question 2)
$PRODUCE Question: Let's Play Basketball
ID: 4-2b-f7-q2
REFERENCE: 4-2b-f7-d2
INTRO: One question about the boys. Answer in a complete sentence.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.

PROMPT: What do the boys want to do? {bk04-l2b-f7-15.mp3}
RESPONSE: They want to go outside and play basketball. {bk04-l2b-f7-16.mp3}

$SESSION 2-5: The Past Tense — Verbs That Change

# Source: LLA 2C Figure 1
$DIALOGUE Irregular Verbs in Sentences (1)
ID: 2c-f1
INTRO: In this part you'll learn to say what happened yesterday — with verbs that refuse to take "-ed". Listen to each verb in a sentence and repeat it.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

LINE: The movie began 30 minutes ago. {bk04-l2c-f1-01.mp3}

VOCAB: to drink
LINE: John drank his coffee after dinner. {bk04-l2c-f1-02.mp3}

VOCAB: to sit down
LINE: He sat down and opened his notebook. {bk04-l2c-f1-03.mp3}

VOCAB: to swim
LINE: The boy swam for two hours Sunday. {bk04-l2c-f1-04.mp3}

VOCAB: to come
LINE: I came to this base one month ago. {bk04-l2c-f1-05.mp3}

VOCAB: to get up
LINE: Jan got up at 6:00 Saturday morning. {bk04-l2c-f1-06.mp3}

VOCAB: to write
LINE: He wrote his name on the chalkboard. {bk04-l2c-f1-07.mp3}

VOCAB: to drive
LINE: Al drove his friend's car last week. {bk04-l2c-f1-08.mp3}

VOCAB: to know
LINE: Janet knew the answers yesterday. {bk04-l2c-f1-09.mp3}

VOCAB: to speak
LINE: I spoke to the teacher after class. {bk04-l2c-f1-10.mp3}

VOCAB: to choose
LINE: He chose the wrong bus and was late. {bk04-l2c-f1-11.mp3}

VOCAB: to eat
LINE: We ate lunch with Pat two days ago. {bk04-l2c-f1-12.mp3}

VOCAB: to take
LINE: The students took the test again. {bk04-l2c-f1-13.mp3}

VOCAB: to stand up
LINE: Dan stood up and opened the window. {bk04-l2c-f1-14.mp3}

VOCAB: to see
LINE: I saw a good game on TV last night. {bk04-l2c-f1-15.mp3}

# Source: ST §Simple Past Tense: Irregular Verbs + §Irregular Verbs (Group 1), merged
$GRAMMAR Verbs That Change in the Past
ID: l2-s21
INTRO: Here's the pattern behind what you just heard — or rather, the lack of one.

CARD: Some verbs don't take **-ed** in the past. The word itself changes.
{We drive to work every day.}
{We drove to work yesterday.}

CARD: The changed form is the same for every subject — no "-s", no "-ed".
{He drives to work every day.}
{He drove to work yesterday.}

SUMMARY:
| PRESENT | PAST | PRESENT | PAST |
| :--- | :--- | :--- | :--- |
| begin | began | choose | chose |
| drink | drank | eat | ate |
| sit | sat | take | took |
| swim | swam | stand | stood |
| come | came | see | saw |
| get up | got up | drive | drove |
| know | knew | speak | spoke |
| write | wrote | | |

# Source: LLA 2C Figure 2
$PRODUCE Change It to the Past
ID: 2c-f2
INTRO: Now make it happen yesterday. Listen to the sentence and its time cue, say the sentence in the past tense, then repeat the model answer.
INSTRUCTION: Say the sentence in the past tense.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: Class begins at 7:15. (this morning)
PROMPT: Class begins at 7:15 this morning. {bk04-l2c-f2-ex-q.mp3}
RESPONSE: Class began at 7:15 this morning. {bk04-l2c-f2-ex-a.mp3}

TEMPLATE: The show begins at 8:00. (last night)
PROMPT: The show begins at 8 o'clock last night. {bk04-l2c-f2-01-q.mp3}
RESPONSE: The show began at 8 o'clock last night. {bk04-l2c-f2-01-a.mp3}

TEMPLATE: Tom sees Bill before class. (this morning)
PROMPT: Tom sees Bill before class this morning. {bk04-l2c-f2-02-q.mp3}
RESPONSE: Tom saw Bill before class this morning. {bk04-l2c-f2-02-a.mp3}

TEMPLATE: Alan knows the answers. (yesterday)
PROMPT: Alan knows the answers yesterday. {bk04-l2c-f2-03-q.mp3}
RESPONSE: Alan knew the answers yesterday. {bk04-l2c-f2-03-a.mp3}

TEMPLATE: Sergeant Smith drives to work. (today)
PROMPT: Sergeant Smith drives to work today. {bk04-l2c-f2-04-q.mp3}
RESPONSE: Sergeant Smith drove to work today. {bk04-l2c-f2-04-a.mp3}

TEMPLATE: Linda eats eggs for breakfast. (this morning)
PROMPT: Linda eats eggs for breakfast this morning. {bk04-l2c-f2-05-q.mp3}
RESPONSE: Linda ate eggs for breakfast this morning. {bk04-l2c-f2-05-a.mp3}

TEMPLATE: The students stand up after class. (this afternoon)
PROMPT: The students stand up after class this afternoon. {bk04-l2c-f2-06-q.mp3}
RESPONSE: The students stood up after class this afternoon. {bk04-l2c-f2-06-a.mp3}

TEMPLATE: Mr. Wilson reads a book after dinner. (last night)
PROMPT: Mr. Wilson reads a book after dinner last night. {bk04-l2c-f2-07-q.mp3}
RESPONSE: Mr. Wilson read a book after dinner last night. {bk04-l2c-f2-07-a.mp3}

TEMPLATE: The students take a break at 10:00. (yesterday)
PROMPT: The students take a break at 10 o'clock yesterday. {bk04-l2c-f2-08-q.mp3}
RESPONSE: The students took a break at 10 o'clock yesterday. {bk04-l2c-f2-08-a.mp3}

TEMPLATE: Ann sits down at her desk after lunch. (yesterday)
PROMPT: Anne sits down at her desk after lunch yesterday. {bk04-l2c-f2-09-q.mp3}
RESPONSE: Anne sat down at her desk after lunch yesterday. {bk04-l2c-f2-09-a.mp3}

TEMPLATE: Miss Mills writes the new words on the chalkboard. (this morning)
PROMPT: Ms. Mills writes the new words on the chalkboard this morning. {bk04-l2c-f2-10-q.mp3}
RESPONSE: Ms. Mills wrote the new words on the chalkboard this morning. {bk04-l2c-f2-10-a.mp3}

# Source: ST §Peter Swam Yesterday
$DIALOGUE Peter's Evening
ID: l2-s23
INTRO: Read Peter's very productive evening — every sentence uses a changed verb. See how many you recognize.
INSTRUCTION: Read the sentences.

Narrator: Peter swam after class yesterday.
Narrator: He drove to his barracks and took a shower.
Narrator: He began his homework at 2000 hours last night.
Narrator: He got up and drank a glass of water at 2100.
Narrator: He sat down and wrote sentences.
Narrator: He knew all the answers to the questions.
Narrator: He stood up and walked outside.
Narrator: Peter came to my barracks at 2200.
Narrator: He saw the fruit on the table.
Narrator: He chose a banana and ate it.
Narrator: We spoke for thirty minutes.
Narrator: He went home at 2235.

# Source: ST §He Drove to Class Yesterday (printed items are distinct from tape 2C f2 — not a twin)
$PRODUCE Say It in the Past
ID: l2-s24
INTRO: Same job, on your own now: read the sentence and its time cue, and say it in the past.
INSTRUCTION: Say the sentence in the past tense.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: He drives to class every day. (yesterday)
RESPONSE: He drove to class yesterday.

PROMPT: We swim every day. (yesterday)
RESPONSE: We swam yesterday.

PROMPT: I get up at six every morning. (yesterday morning)
RESPONSE: I got up at six yesterday morning.

PROMPT: We drink tea in the morning. (last night)
RESPONSE: We drank tea last night.

PROMPT: He takes a shower at night. (yesterday morning)
RESPONSE: He took a shower yesterday morning.

PROMPT: They eat lunch in the mess hall every day. (yesterday)
RESPONSE: They ate lunch in the mess hall yesterday.

PROMPT: She drives to the store on Saturdays. (last Saturday)
RESPONSE: She drove to the store last Saturday.

PROMPT: I write a letter to my family every day. (two days ago)
RESPONSE: I wrote a letter to my family two days ago.

PROMPT: He chooses Puff cigarettes to smoke every time. (yesterday)
RESPONSE: He chose Puff cigarettes to smoke yesterday.

# Source: ST §Joe Ate a Pear (cue moved to display)
$PRODUCE He Ate a Pear Instead
ID: l2-s25
INTRO: Someone didn't do one thing — say what they did instead, using the cue word. Full sentence, past tense.
INSTRUCTION: Change the negative sentence to the affirmative using the cue.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: Joe didn't eat a banana.
TEMPLATE: (pear)
RESPONSE: He ate a pear.

PROMPT: Lt Campos didn't speak to Mary.
TEMPLATE: (to Linda)
RESPONSE: Lt Campos spoke to Linda.

PROMPT: Jackie didn't sit down at the table.
TEMPLATE: (desk)
RESPONSE: Jackie sat down at the desk.

PROMPT: George didn't stand on the table.
TEMPLATE: (chair)
RESPONSE: George stood on the chair.

PROMPT: I didn't know the time of the show.
TEMPLATE: (name)
RESPONSE: I knew the name of the show.

PROMPT: The students didn't come late to class.
TEMPLATE: (on time)
RESPONSE: The students came to class on time.

PROMPT: Capt Jones didn't begin his class on time.
TEMPLATE: (late)
RESPONSE: Capt Jones began his class late.

PROMPT: I didn't see the movie last night.
TEMPLATE: (Henry's pictures)
RESPONSE: I saw Henry's pictures last night.

# Source: LLA 2C Figure 3
$DIALOGUE Irregular Verbs in Sentences (2)
ID: 2c-f3
INTRO: A second batch of changing verbs. Listen to each one in a sentence and repeat it.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: to hear
LINE: I heard his radio at 4:00 this morning. {bk04-l2c-f3-01.mp3}

VOCAB: to say
LINE: Excuse me, I said your name wrong. {bk04-l2c-f3-02.mp3}

VOCAB: to have
LINE: We had the same instructor last week. {bk04-l2c-f3-03.mp3}

VOCAB: to do
LINE: Susan did her homework before dinner. {bk04-l2c-f3-04.mp3}

VOCAB: to leave
LINE: Sergeant Bolt left the base a month ago. {bk04-l2c-f3-05.mp3}

VOCAB: to sleep
LINE: He slept in the barracks last night. {bk04-l2c-f3-06.mp3}

VOCAB: to buy
LINE: I bought a new uniform yesterday. {bk04-l2c-f3-07.mp3}

LINE: The major brought his family. {bk04-l2c-f3-08.mp3}

VOCAB: to put
LINE: He put his books on the table. {bk04-l2c-f3-09.mp3}

VOCAB: to read
LINE: Lieutenant Smart read the lesson before class. {bk04-l2c-f3-10.mp3}

VOCAB: to fly
LINE: They flew to Dallas last weekend. {bk04-l2c-f3-11.mp3}

VOCAB: to go
LINE: We went to the movies Saturday night. {bk04-l2c-f3-12.mp3}

# Source: ST §Irregular Verbs (Group 2)
$GRAMMAR More Verbs That Change
ID: l2-s26
INTRO: Twelve more changed verbs, including two that barely bother changing at all.

CARD: Listen for the vowel changes in this group.
{I bought a new uniform yesterday.}
{They flew to Dallas last weekend.}
{We went to the movies Saturday night.}

CARD: Two verbs look the same in the present and the past: "put" and "read". Only "read" changes its sound.
{He put his books on the table.}
{Lieutenant Smart read the lesson before class.}

SUMMARY:
| PRESENT | PAST | PRESENT | PAST |
| :--- | :--- | :--- | :--- |
| hear | heard | buy | bought |
| say | said | bring | brought |
| have | had | put | put |
| do | did | read | read |
| leave | left | fly | flew |
| sleep | slept | go | went |

# Source: LLA 2C Figure 4
$PRODUCE Present or Past?
ID: 2c-f4
INTRO: Listen to each question carefully — is it about every day, or about yesterday? Type the verb form that fits the answer, then listen and repeat the full sentence.
INSTRUCTION: Type the correct verb form.
INPUT: type
CHECK: exact
REPEAT

PROMPT: Does the major come to lab? {bk04-l2c-f4-01-q.mp3}
TEMPLATE: Yes, he ____ at 8:00. (comes / came)
RESPONSE: Yes, he comes at 8 o'clock. {bk04-l2c-f4-01-a.mp3}
ACCEPT: comes

PROMPT: Did you take my dictionary? {bk04-l2c-f4-02-q.mp3}
TEMPLATE: No, Mark ____ it. (take / took)
RESPONSE: No, Mark took it. {bk04-l2c-f4-02-a.mp3}
ACCEPT: took

PROMPT: Did you hear the question? {bk04-l2c-f4-03-q.mp3}
TEMPLATE: No, I ____ the answer. (hear / heard)
RESPONSE: No, I heard the answer. {bk04-l2c-f4-03-a.mp3}
ACCEPT: heard

PROMPT: Does Jim do his homework? {bk04-l2c-f4-04-q.mp3}
TEMPLATE: Yes, he ____ it at the library. (does / did)
RESPONSE: Yes, he does it at the library. {bk04-l2c-f4-04-a.mp3}
ACCEPT: does

PROMPT: Did the teacher leave the room? {bk04-l2c-f4-05-q.mp3}
TEMPLATE: Yes, she ____ it for five minutes. (leaves / left)
RESPONSE: Yes, she left it for 5 minutes. {bk04-l2c-f4-05-a.mp3}
ACCEPT: left

PROMPT: Did he sleep in the barracks? {bk04-l2c-f4-06-q.mp3}
TEMPLATE: No, he ____ in the hospital. (sleeps / slept)
RESPONSE: No, he slept in the hospital. {bk04-l2c-f4-06-a.mp3}
ACCEPT: slept

PROMPT: Do you have a big breakfast? {bk04-l2c-f4-07-q.mp3}
TEMPLATE: Yes, I ____ beef, eggs, and toast. (have / had)
RESPONSE: Yes, I have beef, eggs, and toast. {bk04-l2c-f4-07-a.mp3}
ACCEPT: have

PROMPT: Did you bring your notebook? {bk04-l2c-f4-08-q.mp3}
TEMPLATE: No, I ____ my textbook. (bring / brought)
RESPONSE: No, I brought my textbook. {bk04-l2c-f4-08-a.mp3}
ACCEPT: brought

PROMPT: Does Captain Jones fly? {bk04-l2c-f4-09-q.mp3}
TEMPLATE: Yes, he ____ on the weekend. (flies / flew)
RESPONSE: Yes, he flies on the weekend. {bk04-l2c-f4-09-a.mp3}
ACCEPT: flies

PROMPT: Did you go to the commissary? {bk04-l2c-f4-10-q.mp3}
TEMPLATE: Yes, I ____ after class. (go / went)
RESPONSE: Yes, I went after class. {bk04-l2c-f4-10-a.mp3}
ACCEPT: went

# Source: LLA 2C Figure 5
$PRODUCE Make It Negative
ID: 2c-f5
INTRO: Now say what didn't happen. Listen to the sentence and the substitute word, make a negative sentence with "didn't", then repeat the answer. Notice the verb goes back to its base form.
INSTRUCTION: Make a negative sentence with "didn't".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: We bought *a truck*. (car)
PROMPT: We bought a truck, car. {bk04-l2c-f5-ex-q.mp3}
RESPONSE: We didn't buy a car. {bk04-l2c-f5-ex-a.mp3}

TEMPLATE: He came to *lab*. (class)
PROMPT: He came to lab, class. {bk04-l2c-f5-01-q.mp3}
RESPONSE: He didn't come to class. {bk04-l2c-f5-01-a.mp3}

TEMPLATE: They took the *bus*. (train)
PROMPT: They took the bus, train. {bk04-l2c-f5-02-q.mp3}
RESPONSE: They didn't take the train. {bk04-l2c-f5-02-a.mp3}

TEMPLATE: I saw *a movie* yesterday. (game)
PROMPT: I saw a movie yesterday, game. {bk04-l2c-f5-03-q.mp3}
RESPONSE: I didn't see a game yesterday. {bk04-l2c-f5-03-a.mp3}

TEMPLATE: Frank drove *his* car. (my car)
PROMPT: Frank drove his car, my car. {bk04-l2c-f5-04-q.mp3}
RESPONSE: He didn't drive my car. {bk04-l2c-f5-04-a.mp3}

TEMPLATE: We left *Saturday* morning. (Friday)
PROMPT: We left Saturday morning, Friday. {bk04-l2c-f5-05-q.mp3}
RESPONSE: We didn't leave Friday morning. {bk04-l2c-f5-05-a.mp3}

TEMPLATE: Sally ate *fish* for lunch. (chicken)
PROMPT: Sally ate fish for lunch, chicken. {bk04-l2c-f5-06-q.mp3}
RESPONSE: She didn't eat chicken for lunch. {bk04-l2c-f5-06-a.mp3}

TEMPLATE: She drank *tea* this morning. (coffee)
PROMPT: She drank tea this morning, coffee. {bk04-l2c-f5-07-q.mp3}
RESPONSE: She didn't drink coffee this morning. {bk04-l2c-f5-07-a.mp3}

TEMPLATE: The students had a test *today*. (yesterday)
PROMPT: The students had a test today, yesterday. {bk04-l2c-f5-08-q.mp3}
RESPONSE: They didn't have a test yesterday. {bk04-l2c-f5-08-a.mp3}

# Source: ST §Jim Said, "Come to My Room."
$DIALOGUE Jim Said, "Come to My Room."
ID: l2-s27
INTRO: A short story built from the second verb group. Repeat each sentence, then read it back.
INSTRUCTION: Repeat the sentences, and then read them.
REPEAT

LINE: Last night, Jim said, "Come to my room."
LINE: He had pictures from his country.
LINE: We did our homework.
LINE: I left his room at 10:00.
LINE: Jim slept all night long.
LINE: Last week, Jim bought a book about pilots.
LINE: He brought it to class.
LINE: He put it on my desk.
LINE: We read it after class.
LINE: The name of the book was "The Pilots Flew Again."
LINE: We went to our barracks at 1600 hours.

# Source: ST §They Flew to Europe
$PRODUCE Type the Past Form
ID: l2-s28
INTRO: Last drill of this part — promise. Type the past form of the verb in parentheses.
INSTRUCTION: Type the past tense form of the verb.
INPUT: type
CHECK: exact

TEMPLATE: (fly) Mr. & Mrs. Smith ____ to Europe last month.
RESPONSE: Mr. & Mrs. Smith flew to Europe last month.
ACCEPT: flew

TEMPLATE: (read) Sammy ____ twenty books last year.
RESPONSE: Sammy read twenty books last year.
ACCEPT: read

TEMPLATE: (put) Jan ____ her book on her desk.
RESPONSE: Jan put her book on her desk.
ACCEPT: put

TEMPLATE: (bring) Ron ____ hamburgers for the children.
RESPONSE: Ron brought hamburgers for the children.
ACCEPT: brought

TEMPLATE: (buy) They ____ a new ball.
RESPONSE: They bought a new ball.
ACCEPT: bought

TEMPLATE: (say) The students ____, "Good morning."
RESPONSE: The students said, "Good morning."
ACCEPT: said

TEMPLATE: (leave) John ____ an hour ago.
RESPONSE: John left an hour ago.
ACCEPT: left

TEMPLATE: (do) The students ____ their homework.
RESPONSE: The students did their homework.
ACCEPT: did

TEMPLATE: (hear) We ____ the tapes last night.
RESPONSE: We heard the tapes last night.
ACCEPT: heard

TEMPLATE: (have) Henry ____ a truck.
RESPONSE: Henry had a truck.
ACCEPT: had

$SESSION 2-6: Asking About the Past

# Source: LLA 2C Figure 6
$DIALOGUE Asking About the Weekend
ID: 2c-f6
INTRO: In this part you'll learn to ask about the past — what, where, when, and whose. Listen to Jim and Joe talk about the weekend, and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Jim: I had a good weekend. {bk04-l2c-f6-01.mp3}
Joe: What did you do? {bk04-l2c-f6-02.mp3}
Jim: I played soccer and saw a movie. {bk04-l2c-f6-03.mp3}
Joe: Where did you play? {bk04-l2c-f6-04.mp3}
Jim: At the base. {bk04-l2c-f6-05.mp3}
Joe: When did you see the movie? {bk04-l2c-f6-06.mp3}
Jim: Saturday night. I went with Bob. {bk04-l2c-f6-07.mp3}
Joe: Whose car did you take? {bk04-l2c-f6-08.mp3}
Jim: We drove his new car. {bk04-l2c-f6-09.mp3}

# Source: LLA 2C Figure 7 (Part 1)
$DIALOGUE Jeff's Family in England
ID: 2c-f7-story
INTRO: Listen to the story about Jeff, whose family spent three years in England — and who apparently never stopped playing sports.
INSTRUCTION: Listen to the story.

LINE: Jeff's father was in the Air Force. {bk04-l2c-f7-01.mp3}
LINE: Jeff and his family lived in England for 3 years. {bk04-l2c-f7-02.mp3}
LINE: His brother was a good student there. {bk04-l2c-f7-03.mp3}
LINE: He studied his lessons every day. {bk04-l2c-f7-04.mp3}
LINE: Jeff liked sports. {bk04-l2c-f7-05.mp3}
LINE: He swam every morning at 6 o'clock. {bk04-l2c-f7-06.mp3}
LINE: He played baseball and basketball after school. {bk04-l2c-f7-07.mp3}
LINE: He learned the game of soccer at the base in England. {bk04-l2c-f7-08.mp3}

# Source: LLA 2C Figure 7 (Part 2)
$PRODUCE Questions About Jeff
ID: 2c-f7
REFERENCE: 2c-f7-story
INTRO: Answer each question about Jeff aloud in a complete sentence, then repeat the model answer. The story is a tap away if you need it.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Whose father was in the Air Force? {bk04-l2c-f7-09-q.mp3}
RESPONSE: Jeff's father was in the Air Force. {bk04-l2c-f7-09-a.mp3}

PROMPT: Where did Jeff and his family live for 3 years? {bk04-l2c-f7-10-q.mp3}
RESPONSE: Jeff and his family lived in England for 3 years. {bk04-l2c-f7-10-a.mp3}

PROMPT: Whose brother was a good student? {bk04-l2c-f7-11-q.mp3}
RESPONSE: Jeff's brother was a good student. {bk04-l2c-f7-11-a.mp3}

PROMPT: When did he study his lessons? {bk04-l2c-f7-12-q.mp3}
RESPONSE: He studied his lessons every day. {bk04-l2c-f7-12-a.mp3}

PROMPT: What did Jeff like? {bk04-l2c-f7-13-q.mp3}
RESPONSE: Jeff liked sports. {bk04-l2c-f7-13-a.mp3}

PROMPT: When did he swim? {bk04-l2c-f7-14-q.mp3}
RESPONSE: He swam every morning at 6 o'clock. {bk04-l2c-f7-14-a.mp3}

PROMPT: What did he play after school? {bk04-l2c-f7-15-q.mp3}
RESPONSE: He played baseball and basketball after school. {bk04-l2c-f7-15-a.mp3}

PROMPT: Where did he learn the game of soccer? {bk04-l2c-f7-16-q.mp3}
RESPONSE: He learned the game of soccer at the base in England. {bk04-l2c-f7-16-a.mp3}

# Source: ST §Past Tense Questions with "Too" (cue moved to display)
$PRODUCE Did You, Too?
ID: l2-s29
INTRO: Someone tells you what they did — you ask if it happened another time too. Use "Did you...?" and end with "too".
INSTRUCTION: Ask a past tense question with "too".
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: My mother took the bus yesterday.
TEMPLATE: (this morning)
RESPONSE: Did your mother take the bus this morning, too?

PROMPT: I got up early this morning.
TEMPLATE: (last Saturday)
RESPONSE: Did you get up early last Saturday, too?

PROMPT: I wrote to my brother.
TEMPLATE: (your sister)
RESPONSE: Did you write to your sister, too?

PROMPT: I heard the children outside.
TEMPLATE: (inside)
RESPONSE: Did you hear the children inside, too?

PROMPT: I ate a hamburger for lunch last week.
TEMPLATE: (yesterday)
RESPONSE: Did you eat a hamburger for lunch yesterday, too?

PROMPT: I brought my new cap yesterday.
TEMPLATE: (this morning)
RESPONSE: Did you bring your new cap this morning, too?

PROMPT: I swam last week.
TEMPLATE: (last Monday)
RESPONSE: Did you swim last Monday, too?

# Source: ST §He Went to the Movies
$DIALOGUE He Went to the Movies
ID: l2-s30
INTRO: A short story about Mark's Saturday. Read it — questions follow.
INSTRUCTION: Read the story.

Narrator: Mark went to the movies last Saturday.
Narrator: He drove his father's car.
Narrator: Before the movie, he bought a snack.
Narrator: He saw two movies.
Narrator: Then he drove home at 10:00 p.m.

# Source: ST §Questions: He Went to the Movies
$PRODUCE Questions: He Went to the Movies
ID: l2-s31
REFERENCE: l2-s30
INTRO: Answer each question about Mark aloud in a full sentence. The story is there if you need it.
INSTRUCTION: Answer the questions about the story aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).

PROMPT: Who went to the movies?
RESPONSE: Mark went to the movies.

PROMPT: Where did he go?
RESPONSE: He went to the movies.

PROMPT: When did he go?
RESPONSE: He went last Saturday.

PROMPT: Whose car did he drive?
RESPONSE: He drove his father's car.

PROMPT: What did he buy?
RESPONSE: He bought a snack.

PROMPT: How many movies did he see?
RESPONSE: He saw two movies.

PROMPT: What time did he go home?
RESPONSE: He went home at 10:00 p.m.

# Source: ST §What Did He Do?
$DIALOGUE Sgt Brown at the BX
ID: l2-s32
INTRO: Read what Sgt Brown did yesterday — shopping, tapes, and one honest review.
INSTRUCTION: Read the story of Sgt Brown.

Narrator: Sgt Brown went to the BX yesterday afternoon.
Narrator: He bought a razor and three tapes for his son.
Narrator: He bought a pack of cigarettes, too.
Narrator: Then he drove home.
Narrator: He listened to his son's new tapes in his car.
Narrator: He liked two and didn't like one.
Narrator: His son came home at 1600.
Narrator: "Thanks for the tapes, Dad," he said.

# Source: ST §Questions: What Did He Do? (numbered cues converted to display cues)
$PRODUCE Ask and Answer: Sgt Brown
ID: l2-s33
REFERENCE: l2-s32
INTRO: Now you make the questions. Each card shows an answer from the story — ask the question that fits it, then say the answer. Open the story whenever you need it.
INSTRUCTION: Ask the question for the cue, then answer it.
INPUT: speak
CHECK: llm
RUBRIC: The learner must produce a past-tense question equivalent to the model's question (same fact asked about), followed by an answer stating the same fact as the model. Accept any natural phrasing or short forms.

TEMPLATE: the BX
RESPONSE: Where did Sgt Brown go?\n— He went to the BX.

TEMPLATE: yesterday afternoon
RESPONSE: When did he go to the BX?\n— He went yesterday afternoon.

TEMPLATE: a razor and three tapes / a pack of cigarettes
RESPONSE: What did he buy?\n— He bought a razor and three tapes for his son, and a pack of cigarettes.

TEMPLATE: his son's new tapes
RESPONSE: What did he listen to in his car?\n— He listened to his son's new tapes.

TEMPLATE: two
RESPONSE: How many tapes did he like?\n— He liked two tapes.

TEMPLATE: at 1600
RESPONSE: What time did his son come home?\n— His son came home at 1600.

TEMPLATE: he (his son)
RESPONSE: Who said, "Thanks for the tapes, Dad"?\n— His son said it.

# Source: ST §What Did They Study?
$DIALOGUE What Did They Study?
ID: l2-s34
INTRO: One more short story: Sandy, Harry, and a French test. Read it.
INSTRUCTION: Read the paragraph.

Narrator: Sandy and Harry walked to the library last night.
Narrator: They studied French.
Narrator: They studied for a French test they had this morning.
Narrator: Harry had a very good French book.
Narrator: Sandy studied Harry's French book.
Narrator: They took the test at 10:00 this morning.

# Source: ST §Questions: What Did They Study? (numbered cues converted to display cues)
$PRODUCE Ask and Answer: The French Test
ID: l2-s35
REFERENCE: l2-s34
INTRO: Same game as before: each cue is an answer from the story. Ask the matching question, then give the answer.
INSTRUCTION: Ask the question for the cue, then answer it.
INPUT: speak
CHECK: llm
RUBRIC: The learner must produce a past-tense question equivalent to the model's question (same fact asked about), followed by an answer stating the same fact as the model. Accept any natural phrasing or short forms.

TEMPLATE: the library
RESPONSE: Where did Sandy and Harry walk?\n— They walked to the library.

TEMPLATE: last night
RESPONSE: When did they walk to the library?\n— They walked to the library last night.

TEMPLATE: They (Sandy and Harry)
RESPONSE: Who studied for a French test?\n— Sandy and Harry did.

TEMPLATE: a very good French book
RESPONSE: What did Harry have?\n— Harry had a very good French book.

TEMPLATE: Harry's French book
RESPONSE: What did Sandy study?\n— Sandy studied Harry's French book.

TEMPLATE: at 10:00 this morning
RESPONSE: What time did they take the test?\n— They took the test at 10:00 this morning.

# Source: ST §Where Did You Go Yesterday?
$DIALOGUE Where Did You Go Yesterday?
ID: l2-s36
INTRO: Ted and Ben keep missing each other. Listen and repeat the dialog — it's full of the question forms you've been practicing.
INSTRUCTION: Repeat and read the dialog.
REPEAT

Ted: Where were you yesterday evening?

Ben: Oh, did you come to my room?

Ted: Yeah, I went there at 1800 hours.

Ben: I went to the BX.

Ted: Oh no! I wanted to ask you to go with me.

Ben: Where?

Ted: To the BX.

Ben: Didn't you go yesterday?

Ted: No, I didn't. Let's go today.

Ben: Okay.

# Source: ST §Ask and Answer Some Questions (gapped cues moved to display; open production)
$PRODUCE Ask Your Own Questions
ID: l2-s37
INTRO: Your turn to be the curious one. Make a past tense question starting with the word shown — any question you like, about anyone.
INSTRUCTION: Ask a past tense question starting with the word shown.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct past tense question beginning with the specified question word. The topic is the learner's choice; the model answer is only an example.

TEMPLATE: Where ____?
RESPONSE: Where did you eat lunch yesterday?

TEMPLATE: When ____?
RESPONSE: When did you begin to study English?

TEMPLATE: What time ____?
RESPONSE: What time did you leave your barracks?

TEMPLATE: Who ____?
RESPONSE: Who visited you on the weekend?

TEMPLATE: How many ____?
RESPONSE: How many hours did you watch TV last week?

# SKIPPED (book): ST Listening Skill "LISTEN AND CIRCLE" (p. 51) — instructor-read listening comprehension paragraphs without audio stimulus; convertible later with chosen items + TTS.

$SESSION 2-7: Dinner Out and Listening Practice

# Source: LLA 2D Figure 1
$DIALOGUE Dinner at a Restaurant
ID: 4-2d-f1
INTRO: This part puts the whole lesson together — a night out, some tricky sounds, and two listening stories. First, Major Martin asks Captain Cline about his dinner out. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Maj_Martin: Where did you go last night? {bk04-l2d-f1-01.mp3}
Capt_Cline: I went to a new restaurant. {bk04-l2d-f1-02.mp3}
Maj_Martin: Did you go with Lieutenant Lee? {bk04-l2d-f1-03.mp3}
Capt_Cline: Yes, and his brother came too. {bk04-l2d-f1-04.mp3}
Maj_Martin: Did you like the food? {bk04-l2d-f1-05.mp3}
Capt_Cline: Yes, it was very good. {bk04-l2d-f1-06.mp3}
Maj_Martin: What did you eat? {bk04-l2d-f1-07.mp3}
Capt_Cline: I had beef and rice. {bk04-l2d-f1-08.mp3}
Maj_Martin: Whose car did you go in? {bk04-l2d-f1-09.mp3}
Capt_Cline: We didn't drive. We took a taxi. {bk04-l2d-f1-10.mp3}

# Source: LLA 2D Figure 1 (role-play pass)
$DIALOGUE Take Captain Cline's Part
ID: 4-2d-f1-role
REFERENCE: 4-2d-f1
PLAY_ROLE: Capt_Cline
INTRO: Same conversation — but now you had the beef and rice. Answer Major Martin in the pauses.
INSTRUCTION: You are Captain Cline — speak your lines in the pauses.

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "RUSH / ROUGE" (pp. 40–41) — instructor-read stimuli with no printed text; the same discrimination practice is covered with cassette audio in the two activities below.

# Source: LLA 2D Figure 2
$SELECT Same or Different?
ID: 4-2d-f2
INTRO: Sharpen your ears. You'll hear two words — tap "Same" if they sound the same, "Different" if they don't.
INSTRUCTION: Tap Same or Different.
HIDE_PROMPT
OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: Asher ... Azure {bk04-l2d-f2-ex.mp3}
ANSWER: d

PROMPT: mesher ... measure {bk04-l2d-f2-01.mp3}
ANSWER: d

PROMPT: glacier ... glazier {bk04-l2d-f2-02.mp3}
ANSWER: d

PROMPT: beige ... beige {bk04-l2d-f2-03.mp3}
ANSWER: s

PROMPT: rausch ... rouge {bk04-l2d-f2-04.mp3}
ANSWER: d

PROMPT: wash ... wash {bk04-l2d-f2-05.mp3}
ANSWER: s

PROMPT: ocean ... ocean {bk04-l2d-f2-06.mp3}
ANSWER: s

PROMPT: fission ... vision {bk04-l2d-f2-07.mp3}
ANSWER: d

PROMPT: finish ... finish {bk04-l2d-f2-08.mp3}
ANSWER: s

PROMPT: dilution ... delusion {bk04-l2d-f2-09.mp3}
ANSWER: d

PROMPT: pleasure ... pleasure {bk04-l2d-f2-10.mp3}
ANSWER: s

# Source: LLA 2D Figure 3
$SELECT Which Sound Do You Hear?
ID: 4-2d-f3
INTRO: Now name the sound. Listen to each word and tap the sound you hear: the "sh" of "she", or the softer sound in "vision". Then repeat the word.
INSTRUCTION: Tap the sound you hear.
HIDE_PROMPT
REPEAT

OPTION: a | /ʃ/ sound (as in she)
OPTION: b | /ʒ/ sound (as in vision)

EXAMPLE
PROMPT: leisure {bk04-l2d-f3-ex.mp3}
ANSWER: b

PROMPT: usual {bk04-l2d-f3-01.mp3}
ANSWER: b
FEEDBACK: usual {bk04-l2d-f3-fb01.mp3}

PROMPT: garage {bk04-l2d-f3-02.mp3}
ANSWER: b
FEEDBACK: garage {bk04-l2d-f3-fb02.mp3}

PROMPT: shower {bk04-l2d-f3-03.mp3}
ANSWER: a
FEEDBACK: shower {bk04-l2d-f3-fb03.mp3}

PROMPT: direction {bk04-l2d-f3-04.mp3}
ANSWER: a
FEEDBACK: direction {bk04-l2d-f3-fb04.mp3}

PROMPT: explosion {bk04-l2d-f3-05.mp3}
ANSWER: b
FEEDBACK: explosion {bk04-l2d-f3-fb05.mp3}

PROMPT: collision {bk04-l2d-f3-06.mp3}
ANSWER: b
FEEDBACK: collision {bk04-l2d-f3-fb06.mp3}

PROMPT: aviation {bk04-l2d-f3-07.mp3}
ANSWER: a
FEEDBACK: aviation {bk04-l2d-f3-fb07.mp3}

PROMPT: television {bk04-l2d-f3-08.mp3}
ANSWER: b
FEEDBACK: television {bk04-l2d-f3-fb08.mp3}

PROMPT: special {bk04-l2d-f3-09.mp3}
ANSWER: a
FEEDBACK: special {bk04-l2d-f3-fb09.mp3}

PROMPT: decision {bk04-l2d-f3-10.mp3}
ANSWER: b
FEEDBACK: decision {bk04-l2d-f3-fb10.mp3}

# Source: LLA 2D Figure 4; three extra words merged from ST §Write: sh (TTS items at the end)
$PRODUCE Spell It with SH
ID: 4-2d-f4
INPUT: type
CHECK: exact
HIDE_PROMPT
REPEAT
INTRO: The "sh" sound has a spelling to match. Listen to each word, type the "sh" that completes it, then repeat the word.
INSTRUCTION: Type "sh" to complete the word.

PROMPT: show {bk04-l2d-f4-01.mp3}
TEMPLATE: ____ow
RESPONSE: show
ACCEPT: sh | SH

PROMPT: ship {bk04-l2d-f4-02.mp3}
TEMPLATE: ____ip
RESPONSE: ship
ACCEPT: sh | SH

PROMPT: fish {bk04-l2d-f4-03.mp3}
TEMPLATE: fi____
RESPONSE: fish
ACCEPT: sh | SH

PROMPT: she {bk04-l2d-f4-04.mp3}
TEMPLATE: ____e
RESPONSE: she
ACCEPT: sh | SH

PROMPT: shower {bk04-l2d-f4-05.mp3}
TEMPLATE: ____ower
RESPONSE: shower
ACCEPT: sh | SH

PROMPT: shave {bk04-l2d-f4-06.mp3}
TEMPLATE: ____ave
RESPONSE: shave
ACCEPT: sh | SH

PROMPT: dish {bk04-l2d-f4-07.mp3}
TEMPLATE: di____
RESPONSE: dish
ACCEPT: sh | SH

PROMPT: shirt {bk04-l2d-f4-08.mp3}
TEMPLATE: ____irt
RESPONSE: shirt
ACCEPT: sh | SH

PROMPT: English {bk04-l2d-f4-09.mp3}
TEMPLATE: Engli____
RESPONSE: English
ACCEPT: sh | SH

PROMPT: shoe {bk04-l2d-f4-10.mp3}
TEMPLATE: ____oe
RESPONSE: shoe
ACCEPT: sh | SH

PROMPT: short
TEMPLATE: ____ort
RESPONSE: short
ACCEPT: sh | SH

PROMPT: Spanish
TEMPLATE: Spani____
RESPONSE: Spanish
ACCEPT: sh | SH

PROMPT: sheet
TEMPLATE: ____eet
RESPONSE: sheet
ACCEPT: sh | SH

# DROPPED (book): ST §Write: sh (l2-s18) — TTS twin of the cassette drill above; its distinct words (short, Spanish, sheet) were merged into it.

# Source: LLA 2D Figure 5 (Paragraph 1)
$DIALOGUE Janet and Jim's Family
ID: 4-2d-f5-p1
INTRO: Two listening stories to finish. First: Janet, Jim, and a family that can't agree on which sport to watch. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Janet and Jim are students. She plays soccer and swims every weekend. {bk04-l2d-f5-01.mp3}
LINE: Her brother Jim likes football and basketball. {bk04-l2d-f5-02.mp3}
LINE: He plays different sports with his friends after class. {bk04-l2d-f5-03.mp3}
LINE: Her mother and father like tennis. They play every evening. {bk04-l2d-f5-04.mp3}
LINE: After dinner, Janet and Jim do their homework. {bk04-l2d-f5-05.mp3}
LINE: They watch games on TV with their mother and father after that. {bk04-l2d-f5-06.mp3}
LINE: They all want to watch different sports. {bk04-l2d-f5-07.mp3}

# Source: LLA 2D Figure 5 (Question 1)
$SELECT Question: Janet and Jim
ID: 4-2d-f5-q1
REFERENCE: 4-2d-f5-p1
INTRO: One question about the family. Tap the statement that's true — replay the story if you need to.
INSTRUCTION: Tap the true statement.

PROMPT: Which statement is true?
OPTION: a | Jim and Janet don't study.
OPTION: b | Janet's family likes sports.
OPTION: c | Janet's mother doesn't play tennis.
OPTION: d | Janet's father is a tennis instructor.
ANSWER: b
FEEDBACK: Janet's family likes sports. {bk04-l2d-f5-fb1.mp3}

# Source: LLA 2D Figure 5 (Paragraph 2)
$DIALOGUE Frank Martin
ID: 4-2d-f5-p2
INTRO: Second story: Frank Martin, an airplane mechanic with bigger plans. Just listen.
INSTRUCTION: Listen to the paragraph.

LINE: Frank Martin is 23 years old. He has a wife and one child. {bk04-l2d-f5-08.mp3}
LINE: He lives in Texas and works on an Air Force base. {bk04-l2d-f5-09.mp3}
LINE: He's an airplane mechanic. {bk04-l2d-f5-10.mp3}
LINE: At work, he watches the airplanes and talks to the pilots. {bk04-l2d-f5-11.mp3}
LINE: Frank's father was an Air Force pilot, and Frank wants to be one too. {bk04-l2d-f5-12.mp3}

# Source: LLA 2D Figure 5 (Question 2)
$SELECT Question: Frank Martin
ID: 4-2d-f5-q2
REFERENCE: 4-2d-f5-p2
INTRO: One question about Frank. Tap the statement that's true.
INSTRUCTION: Tap the true statement.

PROMPT: Which statement is true?
OPTION: a | Frank is a civilian.
OPTION: b | Frank is a military officer.
OPTION: c | Frank wants to be a mechanic.
OPTION: d | Frank wants to fly airplanes.
ANSWER: d
FEEDBACK: Frank wants to fly airplanes. {bk04-l2d-f5-fb2.mp3}

# Source: ST §What Does Peggy Like to Wear?
$DIALOGUE What Does Peggy Like to Wear?
ID: l2-s39
INTRO: One more reading — Peggy and her wardrobe for every occasion. Notice the past form "wore" near the end.
INSTRUCTION: Read the paragraph.

Narrator: Peggy works Monday to Friday.
VOCAB: to wear
Narrator: She likes to wear dresses, skirts, and blouses to work.
Narrator: On Saturdays, she cleans her room and her car.
Narrator: She wears pants and T-shirts.
Narrator: Peggy and her friends sometimes go to a restaurant.
Narrator: They wear dresses or skirts and blouses.
Narrator: Peggy wore pants and a blouse last night.
Narrator: She went to a baseball game.

$SESSION 2-8: Extra Practice — Sounds and the Alphabet

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" (p. 35) and "FOOD / FOOT" (p. 36) — instructor-read discrimination drills with no printed audio stimuli; convertible later with chosen items + TTS.

# Source: ST §Pull / Pool
$DIALOGUE Pull or Pool
ID: l2-s9
INTRO: A short extra part to finish the lesson: sound pairs and word practice. First, word pairs where only the vowel changes — "pull" and "pool" are not the same word. Repeat each pair.
INSTRUCTION: Repeat the words; then read them.
REPEAT

LINE: soot — suit pull — pool look — Luke full — fool wood — wooed stood — stewed should — shoed could — cooed

# Source: ST §Speaking Skill: Let
$DIALOGUE Words That Sound Like "Let"
ID: l2-s19
INTRO: These words all share the vowel of "let". Repeat each one.
INSTRUCTION: Repeat and read these words.
REPEAT

LINE: bed every never cents example
LINE: September check general test desk get said eggs hello yesterday

# Source: ST §Speaking Skill: Look
$DIALOGUE Words That Sound Like "Look"
ID: l2-s20
INTRO: And these share the vowel of "look". Repeat each one.
INSTRUCTION: Repeat and read these words.
REPEAT

LINE: book look cook good put foot took stood

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "WAG / RAG" (/w/–/r/, p. 55) — instructor-read discrimination drills with no printed audio stimuli; convertible later with chosen items + TTS.

# Source: ST §Rake / Wake
$DIALOGUE Rake or Wake
ID: l2-s40
INTRO: Last sound pair: "r" and "w". Say each pair — your mouth should move differently for each word.
INSTRUCTION: Read and repeat the minimal pairs.
REPEAT

LINE: read — weed run — one reap — weep ray — way rate — wait racks — wax rich — witch rye — y red — wed rest — west

# SKIPPED (book): ST Reading Skills "CIRCLE THE SAME WORD AS THE KEY WORD" (pp. 52–54) — timed speed-reading / scanning exercises; no workable interaction in this format.

# Source: ST §Alphabetical Order
$SELECT Alphabetical Order
ID: l2-s38
ORDER
INTRO: One last exercise for the lesson: put each set of words in dictionary order, A to Z. Then you're done — go take a twenty-minute break; you've earned it.
INSTRUCTION: Put the words in alphabetical order.

EXAMPLE
TEMPLATE: Arrange these words from A to Z.
OPTION: a | captain
OPTION: b | cents
OPTION: c | check
OPTION: d | clean
OPTION: e | cook
ANSWER: a,b,c,d,e

TEMPLATE: Arrange these words from A to Z.
OPTION: a | soccer
OPTION: b | sports
OPTION: c | salute
OPTION: d | sergeant
OPTION: e | shower
ANSWER: c,d,e,a,b

TEMPLATE: Arrange these words from A to Z.
OPTION: a | restaurant
OPTION: b | room
OPTION: c | rice
OPTION: d | rank
OPTION: e | Russian
ANSWER: d,a,c,b,e

TEMPLATE: Arrange these words from A to Z.
OPTION: a | drive
OPTION: b | does
OPTION: c | daughter
OPTION: d | desk
OPTION: e | dictionary
ANSWER: c,d,e,b,a