$MODULE Book 7 · Lesson 2: Do You Understand This? {st-page_047_001.jpg|A man sitting at a desk writing in a spiral notebook while a woman stands next to him pointing and explaining something}
DESCRIPTION: Shapes and positions, circle parts, basic math talk, comparing with "-er" and "than", and the little words "some", "any", "both", and "other" — with the original lab recordings.
# DROPPED (twin): ST "Where Is the Top? Where Is the Bottom?" — same words, same repeat-after-me role as this cassette figure; cassette kept.
$DIALOGUE Top, Center, and Bottom {page_035_001.jpg|A blackboard with labels TOP at a., CENTER at b., and BOTTOM at c.}
ID: 7-2a-f1
INTRO: In this lesson you'll learn to talk about shapes and simple math, compare things with "-er" and "than", and use "some", "any", "both", and "other". We start at the blackboard — listen and repeat the words for "top", "center", and "bottom".
INSTRUCTION: Listen and repeat each word and sentence.
FEEDBACK: This is the center. {bk07-l2a-f1-10.mp3}
# Source: ST §It's in the Center
$PRODUCE Top, Center, or Bottom? {st-page_049_002.jpg|A collection of various geometric shapes and objects labeled A through I: A is a triangle, B is a small circle, C is a square, D is a box/rectangle, E is a glove, F is an ID card, G is a hat, H is an apple, I is a cup}
ID: l2-s2
INTRO: You'll see a picture full of shapes and objects, labeled A to I. Say where each one is — at the top, in the center, or at the bottom.
INSTRUCTION: Say where the item is.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key; accept any short sentence that names the same position (top, center/middle, or bottom).
INTRO: One question about the conversation. Type the answer — open the dialogue again if you need it.
INSTRUCTION: Type your answer.
PROMPT: Where do Mary and Barbara want to go? {bk07-l2a-f3-06.mp3}
RESPONSE: To the BX. {bk07-l2a-f3-07.mp3}
ACCEPT: the BX | they want to go to the BX | to the BX | BX
# Source: LLA 2A Figure 5
$DIALOGUE Parts of a Circle
ID: 7-2a-f5
INTRO: A circle has parts with names: the circumference, the diameter, and the radius. Listen and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
VOCAB: circle
VOCAB: round
LINE: A circle is round. {page_038_001.jpg|A black line forming a circle} {bk07-l2a-f5-01.mp3}
VOCAB: circumference
LINE: How do you spell circumference? {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise} {bk07-l2a-f5-02.mp3}
VOCAB: diameter
LINE: Every circle has a diameter. {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves} {bk07-l2a-f5-03.mp3}
VOCAB: radius
LINE: The radius is in the circle. {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius} {bk07-l2a-f5-04.mp3}
# Source: ST §Let's Talk About Circles
$DIALOGUE What the Parts of a Circle Mean {st-page_050_001.jpg|Three diagrams showing circles with labeled parts: A shows circumference, B shows diameter, C shows radius}
ID: l2-s3
INTRO: Now the same words, explained. Listen and repeat — and yes, "circumference" is still the longest one.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
LINE: The line on the outside of a circle is called the circumference.
LINE: The line from one side of a circle to the other side is the diameter.
LINE: It touches the center of the circle.
LINE: We call the line from the outside of a circle to the center of the circle the radius.
VOCAB: half
LINE: The radius of a circle is one half of the diameter.
# Source: LLA 2A Figure 5
$SELECT Circle Parts: Match the Picture
ID: 7-2a-f5-b
INTRO: Listen to each sentence and tap the picture it talks about. Then repeat the sentence.
INSTRUCTION: Tap the matching picture.
REPEAT
OPTION: a | circle (A) {page_038_001.jpg|A black line forming a circle}
OPTION: b | circumference (B) {page_038_002.jpg|A circle surrounded by a circular dashed line with an arrow pointing clockwise}
OPTION: c | diameter (C) {page_038_003.jpg|A circle with a horizontal line drawn across its middle dividing it into two halves}
OPTION: d | radius (D) {page_038_004.jpg|A circle with a horizontal line drawn from the center point to the left edge forming a radius}
PROMPT: Circumference is a long word. {bk07-l2a-f5-05.mp3}
ANSWER: b
FEEDBACK: Circumference is a long word. {bk07-l2a-f5-06.mp3}
PROMPT: The radius is a short line. {bk07-l2a-f5-07.mp3}
ANSWER: d
FEEDBACK: The radius is a short line. {bk07-l2a-f5-08.mp3}
PROMPT: A circle is round. {bk07-l2a-f5-09.mp3}
ANSWER: a
FEEDBACK: A circle is round. {bk07-l2a-f5-10.mp3}
PROMPT: The diameter is a long line. {bk07-l2a-f5-11.mp3}
ANSWER: c
FEEDBACK: The diameter is a long line. {bk07-l2a-f5-12.mp3}
# Source: ST §More Circles
$PRODUCE Name the Circle Parts {st-page_050_002.jpg|Four circles labeled A through D showing center point, radius, diameter, and circumference}
ID: l2-s4
INTRO: Four circles, four parts. Type the name of the part each picture shows.
INSTRUCTION: Type the name of the part.
INPUT: type
CHECK: exact
TEMPLATE: Picture A shows the ____{center|center point}.
RESPONSE: Picture A shows the center.
TEMPLATE: Picture B shows the ____{radius}.
RESPONSE: Picture B shows the radius.
TEMPLATE: Picture C shows the ____{diameter}.
RESPONSE: Picture C shows the diameter.
TEMPLATE: Picture D shows the ____{circumference}.
RESPONSE: Picture D shows the circumference.
# Source: LLA 2A Figure 7
$PRODUCE Write What You Hear
ID: 7-2a-f7
INPUT: type
CHECK: exact
HIDE_PROMPT
INTRO: To finish this part: listen to each sentence and type it exactly as you hear it. You'll hear it again afterwards to check.
INSTRUCTION: Type the sentence you hear.
PROMPT: I can draw a circle. {bk07-l2a-f7-01.mp3}
RESPONSE: I can draw a circle. {bk07-l2a-f7-01.mp3}
PROMPT: Can you describe a triangle? {bk07-l2a-f7-02.mp3}
RESPONSE: Can you describe a triangle? {bk07-l2a-f7-02.mp3}
CARD: **-er** and **than** are added to regular adjectives to compare people or things.
{Greg is taller than Dana.}
{This window is cleaner than that one.}
CARD: Words that end in a consonant with a short vowel sound before the consonant double the consonant before adding **-er** and **than**.
{His shoes are wetter than his coat.}
CARD: Words that end in a consonant + y change the y to i and add **-er** and **than**.
{The men were happier than the women.}
CARD: Words that end in e need only **-r** and **than**.
{Today's weather is nicer than yesterday's.}
SUMMARY:
**1. Regular adjectives:**
| | | |
|---|---|---|
| tall | -er | taller |
| clean | -er | cleaner |
| narrow | -er | narrower |
| weak | -er | weaker |
| slow | -er | slower |
| long | -er | longer |
**2. Consonant doubling:**
| | | |
|---|---|---|
| wet | + ter | wetter |
| big | + ger | bigger |
| sad | + der | sadder |
| hot | + ter | hotter |
**3. Consonant + y:**
| | | |
|---|---|---|
| happy | -ier | happier |
| heavy | -ier | heavier |
| rainy | -ier | rainier |
| windy | -ier | windier |
| thirsty | -ier | thirstier |
| hungry | -ier | hungrier |
**4. Ending in e:**
| | | |
|---|---|---|
| nice | -r | nicer |
| large | -r | larger |
| little | -r | littler |
| late | -r | later |
| wide | -r | wider |
| blue | -r | bluer |
# Source: ST §The Girl Is Taller Than the Boy
$DIALOGUE Taller or Shorter?
ID: l2-s20
INTRO: Now see the pattern in action — statements first, then questions and answers about them. Just read and listen.
INSTRUCTION: Read the statements, questions, and answers.
LINE: The girl is taller than the boy. The boy is shorter than the girl. {st-page_068_001.jpg|A taller girl wearing glasses and holding books standing next to a shorter boy}
LINE: The squares are larger than the triangles. The triangles are smaller than the squares. {st-page_068_002.jpg|Two large squares shown above two smaller triangles}
StudentA: Is the girl shorter than the boy?
StudentB: No, she isn't. The girl is taller than the boy. The boy is shorter than the girl.
StudentA: Are the squares larger than the triangles?
$SELECT Yes or No: The Boy, the Girl, and the Shapes {page_051_001.jpg|A man and a woman standing face-to-face with two circles, a rectangle, and a triangle floating between them}
ID: 7-2c-f1
INTRO: Look at the picture. Listen to each question comparing the two students and the shapes, and tap Yes or No. Then repeat the answer.
PROMPT: Who has the shorter pencil? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-ex.mp3}
ANSWER: b
FEEDBACK: The girl has the shorter pencil. {bk07-l2d-f2-ex-fb.mp3}
PROMPT: Who has the larger box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-01.mp3}
ANSWER: a
FEEDBACK: The boy has the larger box. {bk07-l2d-f2-01-fb.mp3}
PROMPT: Who has the smaller box? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-02.mp3}
ANSWER: b
FEEDBACK: The girl has the smaller box. {bk07-l2d-f2-02-fb.mp3}
PROMPT: Where is the bigger triangle? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-03.mp3}
ANSWER: a
FEEDBACK: The bigger triangle is on the smaller table. {bk07-l2d-f2-03-fb.mp3}
PROMPT: Where is the smaller ball? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-04.mp3}
PROMPT: Who has the longer table? {page_058_001.jpg|A boy and a girl standing behind tables holding small sticks, with trays of baseballs on their tables} {bk07-l2d-f2-05.mp3}
ANSWER: b
FEEDBACK: The girl has the longer table. {bk07-l2d-f2-05-fb.mp3}
TEMPLATE: My daughter is 18 years old. My son is 16 years old.
TEMPLATE: My daughter is ____{older than my son}.
RESPONSE: My daughter is older than my son.
TEMPLATE: The red car is new. The green car is not new.
TEMPLATE: The red car is ____{newer than the green car}.
RESPONSE: The red car is newer than the green car.
TEMPLATE: Linda is happy. Mark isn't very happy.
TEMPLATE: Linda is ____{happier than Mark}.
RESPONSE: Linda is happier than Mark.
TEMPLATE: I'm not very thirsty. John is thirsty.
TEMPLATE: John is ____{thirstier than I am|thirstier than me}.
RESPONSE: John is thirstier than I am.
TEMPLATE: Tom woke up at 7 a.m. I woke up at 6 a.m.
TEMPLATE: I woke up ____{earlier than Tom}.
RESPONSE: I woke up earlier than Tom.
# Source: ST §Statement to Question
$PRODUCE Turn It into a Question
ID: l2-s25
INTRO: Read each statement, then ask the same question about the new person or thing in parentheses. Say it aloud.
INSTRUCTION: Say the question with the new cue.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
EXAMPLE
PROMPT: Sgt Sam is older than Lt Lee. (Capt Kim)
RESPONSE: Is Sgt Sam older than Capt Kim?
PROMPT: The red car is faster than the green car. (blue car)
RESPONSE: Is the red car faster than the blue car?
PROMPT: Mary is taller than Jane. (Sue)
RESPONSE: Is Mary taller than Sue?
PROMPT: Problem one is harder than problem two. (problem three)
RESPONSE: Is problem one harder than problem three?
PROMPT: My desk is cleaner than your desk. (his desk)
RESPONSE: Is your desk cleaner than his desk?
PROMPT: Today is colder than yesterday. (last Monday)
RESPONSE: Is today colder than last Monday?
# Source: ST §A Car Is Slower Than a Jet
$PRODUCE Which Is Faster? Ask and Answer
ID: l2-s21
INTRO: Two pictures, two adjectives. Ask a comparison question about them and answer it — like the example with the car and the plane.
INSTRUCTION: Make a question and answer with "-er" and "than".
INPUT: speak
CHECK: llm
RUBRIC: Treat the model as the key. Accept a question-and-answer pair (or just the answer) that correctly compares the same two things with the given adjectives using -er + than; either thing may come first if the comparison stays true.
EXAMPLE
PROMPT: car / plane {st-page_069_001.jpg|A automobile driving on a road}
RESPONSE: Is a car faster than a plane?\n— No, a car isn't faster than a plane. A plane is faster than a car.
TEMPLATE: {st-page_069_001.jpg|A automobile driving on a road}
PROMPT: slow / fast {st-page_069_002.jpg|A jet airplane flying in the sky}
RESPONSE: Is a plane slower than a car?\n— No, a plane isn't slower than a car. A car is slower than a plane.
TEMPLATE: {st-page_069_003.jpg|A tall skyscraper building next to a smaller building}
PROMPT: tall / short {st-page_069_004.jpg|A portrait of a man with short hair}
RESPONSE: Is a house taller than a skyscraper?\n— No, a house isn't taller than a skyscraper. A skyscraper is taller than a house.
TEMPLATE: {st-page_070_001.jpg|A tall, big tree with broad leaves}
PROMPT: big / small {st-page_070_002.jpg|A small bush-like tree}
RESPONSE: Is a bush bigger than a tree?\n— No, a bush isn't bigger than a tree. A tree is bigger than a bush.
TEMPLATE: {st-page_070_003.jpg|A wide garage door open with a car parked inside}
PROMPT: wide / narrow {st-page_070_004.jpg|A narrow front door of a house with a lamp beside it}
RESPONSE: Is a front door wider than a garage door?\n— No, a front door isn't wider than a garage door. A garage door is wider than a front door.
TEMPLATE: {st-page_070_005.jpg|Two men struggling to carry a heavy box, sweat drops near their heads}
PROMPT: heavy / light {st-page_070_006.jpg|A man carrying a small, light wrapped parcel easily with one finger}
RESPONSE: Is a small package heavier than a big box?\n— No, a small package isn't heavier than a big box. A big box is heavier than a small package.
TEMPLATE: {st-page_071_001.jpg|A bowl of hot steaming soup}
PROMPT: hot / cold {st-page_071_002.jpg|An ice cream cone}
RESPONSE: Is ice cream hotter than soup?\n— No, ice cream isn't hotter than soup. Soup is hotter than ice cream.
# Source: ST §His Arms Are Longer Than Bill's Arms (cues expanded so each sentence is fully determined)
$PRODUCE Make Comparison Sentences {st-page_074_001.jpg|Line drawing of a gorilla standing on all fours with long arms extending to the ground}
ID: l2-s26
INTRO: Last comparison drill — promise. Build one sentence from each set of cue words, using "-er" and "than".
INSTRUCTION: Say a sentence using the cue words.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatically correct comparison sentence using the cue words with -er + than; it must be negative when the cue says "not".
EXAMPLE
PROMPT: his arms / long / Bill's arms
RESPONSE: His arms are longer than Bill's arms.
PROMPT: Joe's ears / not big / Mary's
RESPONSE: Joe's ears aren't bigger than Mary's.
PROMPT: my hands / small / Tom's hands
RESPONSE: My hands are smaller than Tom's hands.
PROMPT: her hair / long / Jean's hair
RESPONSE: Her hair is longer than Jean's hair.
PROMPT: my car / not big / his car
RESPONSE: My car is not bigger than his car.
PROMPT: New York / cold / Cairo
RESPONSE: New York is colder than Cairo.
PROMPT: my uncle / old / Tom
RESPONSE: My uncle is older than Tom.
PROMPT: my sister / young / Sue
RESPONSE: My sister is younger than Sue.
PROMPT: this belt / wide / that belt
RESPONSE: This belt is wider than that belt.
PROMPT: this river / narrow / that river
RESPONSE: This river is narrower than that river.
PROMPT: Texas / big / California
RESPONSE: Texas is bigger than California.
PROMPT: Joe / not older / Mary
RESPONSE: Joe is not older than Mary.
$SESSION 2-3: Describing Things: Shapes and Math Words
# DROPPED (twin): ST "This Is a Curved Line." — same adjectives, same repeat-after-me role as this cassette figure; cassette kept ("more" is taught by LLA 2D Figure 1 in part 2-4).
INTRO: In this part you'll learn words for describing things — lines, weights, easy problems and hard ones — then the shapes and math words to go with them. Look at each picture, listen, and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
LINE: This desk is heavy. {page_041_004.jpg|Two men straining and sweating as they try to lift a large heavy wooden desk together} {bk07-l2b-f1-06.mp3}
LINE: I can't work this problem. It's hard. {page_042_002.jpg|A math addition problem with five 5-digit numbers stacked: 98752, 36417, 21985, + 85796} {bk07-l2b-f1-08.mp3}
LINE: The rectangle is at the bottom of the triangle. {page_044_006.jpg|A triangle containing a small horizontal rectangle at the bottom} {bk07-l2b-f3-06.mp3}
LINE: The triangle is in the center of the rectangle. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-08.mp3}
LINE: The large circle is at the top. The small circle is at the bottom. {page_044_008.jpg|A large rectangle containing two circles and a triangle} {bk07-l2b-f3-09.mp3}
PROMPT: The triangle is at the top of the square. {page_045_001.jpg|Four squares labeled a, b, c, d containing geometric shapes in various positions} {bk07-l2b-f4-ex.mp3}
PROMPT: The circle is at the top of the triangle. {page_045_002.jpg|Four triangles and circles labeled a, b, c, d containing shapes in various positions} {bk07-l2b-f4-02.mp3}
PROMPT: The triangle is at the bottom of the square. {page_045_003.jpg|Four squares labeled a, b, c, d containing triangles in various positions} {bk07-l2b-f4-03.mp3}
PROMPT: The square is at the bottom of the triangle. {page_045_004.jpg|Four triangles and squares labeled a, b, c, d containing small shapes inside} {bk07-l2b-f4-04.mp3}
PROMPT: The square is in the center of the circle. {page_045_005.jpg|Four circles and squares labeled a, b, c, d containing shapes inside or on edges} {bk07-l2b-f4-05.mp3}
PROMPT: The triangle is at the top of the square. {page_046_002.jpg|Four squares labeled a, b, c, d containing small triangles in different positions inside} {bk07-l2b-f4-07.mp3}
PROMPT: The large circle is at the bottom of the square. {page_046_003.jpg|Four squares labeled a, b, c, d containing pairs of small circles in different arrangements} {bk07-l2b-f4-08.mp3}
PROMPT: The small triangle is at the top of the square. {page_046_004.jpg|Four squares labeled a, b, c, d containing pairs of small triangles in different arrangements} {bk07-l2b-f4-09.mp3}
PROMPT: The rectangle is in the center of the square. {page_046_005.jpg|Four squares labeled a, b, c, d containing rectangles in different positions} {bk07-l2b-f4-10.mp3}
LINE: Do you understand this math? {page_047_001.jpg|A man standing at a chalkboard with algebra equations, explaining to a woman who looks confused} {bk07-l2b-f5-06.mp3}
LINE: Ronnie has an apple. Robert has only half of an apple. {page_047_002.jpg|A man giving a whole apple to Ronnie, while another man holds only half an apple} {bk07-l2b-f5-11.mp3}
INTRO: In this part you'll talk about math problems, mistakes, and prices. First, the words for when things go wrong — and how to fix them. Listen and repeat.
$DIALOGUE I Don't Understand This Problem {st-page_051_001.jpg|A young man writing in an open workbook with a pencil while a young woman points to it and explains}
ID: l2-s6
INTRO: Mark did nine problems out of ten — and number ten is winning. Listen to Linda help him, and repeat each line.
LINE: One pencil is longer than the other pencil. {page_057_002.jpg|Two pencils placed side by side horizontally, top one longer than bottom one} {bk07-l2d-f1-02.mp3}
$DIALOGUE I Need More Apples {st-page_063_001.jpg|A grocer behind a fruit counter handing a bag of apples to a young boy. Boxes of fruit are labeled: BANANAS 35¢ lb, APPLES 20¢ ea, ORANGES 3 lbs $1}
ID: l2-s17
INTRO: A boy, four apples, and 80 cents — but only three quarters in his pocket. Listen and repeat the dialog.
Student: I don't understand this problem. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-03.mp3}
Instructor: Here you must multiply, not divide. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-04.mp3}
LINE: And here you must add, not subtract. {page_059_002.jpg|An instructor pointing to a math algebra equation on a chalkboard while talking to a student} {bk07-l2d-f3-05.mp3}
LINE: I'll divide the cake into 16 pieces. I'll give a piece to every student in the class. {st-page_064_002.jpg|A woman standing at a table cutting a round cake with a knife}
LINE: Bobby divided the apple into halves. He ate one half and gave the other one to his friend. {st-page_064_003.jpg|Two young boys standing next to each other, each holding half of a divided apple}
LINE: The man walked into the door. His head hurts! {st-page_064_004.jpg|A man rubbing his head in pain after bumping hard into a closed door, with a sound effect "BONK!"}
LINE: Captain Jackson is going to the commissary today. {bk07-l2c-f5-01.mp3}
LINE: He is going to buy 4 cans of beans, 5 pounds of potatoes, 3 chickens, 2 gallons of milk, 4 pounds of tomatoes, and 1 big box of rice. {bk07-l2c-f5-02.mp3}
INTRO: This part is about two handy little words: "both" — the two together — and "the other" — the second one. Listen to the mini-dialogues and repeat each line.
# SKIPPED (book): ST Reading Skill "FOLLOW THE INSTRUCTIONS." and "READ THE INSTRUCTIONS AND FOLLOW THEM." (p. 72) — physical actions and page drawing tasks (drawing shapes on inside back cover / touching toes).
$GRAMMAR Reading: What Do the Words Point To? — Paragraph 1
ID: l2-s13-r-p1
READING
INTRO: Small words like "one", "there", and "both" point back at something. Read each short paragraph, then decide what the highlighted words point to.
CARD: **Paragraph 1.** I was late to school this morning. The radio said it was 8 o'clock, but my clock showed 6 o'clock. It stopped for two hours last night. I need to buy **a new one**.
CARD: **Paragraph 2.** I want to learn English. Mr. Jones will teach me. He is a very good teacher. He teaches English in the United States. That's **his home**.
CARD: **Paragraph 3.** Sometimes, the weather changes a lot in one day. It can be cold in the morning and hot in the afternoon. One day it was sunny in the morning, and then it snowed in the afternoon. I don't like **these changes**.
CARD: **Paragraph 4.** Bob is a mechanic. He works in a garage downtown. Many people bring their cars and trucks. He doesn't like to work on big, old trucks, but he does it. That's **his job**!
CARD: **Paragraph 5.** There is a new window at the bank. Customers can drive to this window in their cars. They can cash checks or leave money with a teller at the window, and they don't have to get out of their cars or go **inside**.
CARD: **Paragraph 6.** I'm a pilot. My job is hard, but I like it very much. I fly a small plane over the city and the land around it. I can see **both** very well. I take people with me. They like to look out of the windows of my airplane.
TEMPLATE: George took many trips last year. He was working at an Air Force base in Alabama, but he was not in the military. This year he's taking more trips. He will visit some military bases in Europe next month. He may see his brother *there*.
TEMPLATE: There = ____{Europe|military bases in Europe}
TEMPLATE: Joan and Mary went to a clothing store. Joan wore a coat. Mary wore one, too. They looked at hats and gloves. Joan said, "I want a red hat." The clerk said, "We don't have *a red one*. Would you like to see one in a different color?" "No, thank you," Joan said.
TEMPLATE: A travel agent makes airline reservations. He or she can also give you information about trains and buses and about other countries. Travel agents usually work in an office. *This office* may be in a big building downtown, or it can be on a military post.
TEMPLATE: This office = ____{an office|the office}
TEMPLATE: We need to eat vegetables every day to stay healthy. There are different vegetables for different people. Tomatoes and onions are good in salads. Some people put *these vegetables* on their hamburgers, too. Potatoes are good in soups, in salads, or with meat. Green beans and corn are also delicious.
TEMPLATE: These vegetables = ____{tomatoes and onions}
TEMPLATE: Sally is very happy. She took a test yesterday, and she made 100. Her father is happy, too. He will buy her a sweater. He knows that she studied very hard. Why is her father happy? Because of her *good score*.
TEMPLATE: Bob is at the bank. He wants to cash a traveler's check. He gives the teller a traveler's check for fifty dollars. The teller asks Bob for his identification. Bob shows the teller his driver's license. She gives him *the money*.
PROMPT: What did you have for breakfast? {bk07-l2c-f1-11.mp3}
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-12.mp3}
TEMPLATE: eggs
PROMPT: What did you have for breakfast? {bk07-l2c-f1-13.mp3}
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-14.mp3}
TEMPLATE: milk
PROMPT: What did you have for breakfast? {bk07-l2c-f1-15.mp3}
RESPONSE: I had some milk for breakfast. {bk07-l2c-f1-16.mp3}
TEMPLATE: orange juice
PROMPT: What did you have for breakfast? {bk07-l2c-f1-17.mp3}
RESPONSE: I had some orange juice for breakfast. {bk07-l2c-f1-18.mp3}
TEMPLATE: tea
PROMPT: What did she have for breakfast? {bk07-l2c-f1-19.mp3}
RESPONSE: She had some tea for breakfast. {bk07-l2c-f1-20.mp3}
TEMPLATE: coffee
PROMPT: What did he have for breakfast? {bk07-l2c-f1-21.mp3}
RESPONSE: He had some coffee for breakfast. {bk07-l2c-f1-22.mp3}
TEMPLATE: bread and butter
PROMPT: What did they eat for breakfast? {bk07-l2c-f1-23.mp3}
RESPONSE: They ate some bread and butter for breakfast. {bk07-l2c-f1-24.mp3}
TEMPLATE: fruit
PROMPT: What do you want for breakfast? {bk07-l2c-f1-25.mp3}
RESPONSE: I want some fruit for breakfast. {bk07-l2c-f1-26.mp3}
# Source: LLA 2C Figure 1 (oral drill)
$PRODUCE The Wilsons Didn't Have Any
ID: 7-2c-f1-any
INTRO: The Wilson family's kitchen is remarkably empty this morning. Put each new food word into the negative sentence with "any", then repeat the model.
INTRO: Last part: reading and listening skills. You'll read six short paragraphs, one at a time, and name each one's topic in a few words right after reading it.
CARD: **Paragraph 1.** This morning in my math class we studied shapes. Last week, we studied numbers. Math is about numbers and shapes. Today, we learned about squares. Tomorrow, we will study circles. The next day, we'll study triangles.
CARD: **Paragraph 2.** Today, I bought a money order at the post office. I stood in line for about thirty minutes. Then, I got to the window. I asked the clerk for a money order for $25.00. The money order cost $1.00. I gave the clerk $26.00. Next, I wrote the name and the address. Then, I put it in an envelope and mailed it to my wife.
CARD: **Paragraph 3.** This morning, Bob thought about his trip to Los Angeles. He wants to visit his brother this summer. Today, he will make his plane reservations, and he will go to the store. He has to buy a new suitcase and some clothes. Then, he will come home and pack his suitcase. Bob also needs some film. He wants to take some pictures in California.
CARD: **Paragraph 4.** Joan has two houses. One is in the city and the other one is near a lake. The house near the lake is not very large, but it's nice. It is white and blue. It has nice pictures on the walls and large windows. She can see the lake from some of the windows. Joan goes there to relax. Sometimes she stays there overnight, but other times she stays for a few weeks.
CARD: **Paragraph 5.** John had a bad day yesterday. First, he was late for work in the morning. Then, he left his desk keys in the suit he wore yesterday. At noon, he went to the restaurant for lunch. The waiter brought him the wrong plate and made a mistake on the bill. In the afternoon, he didn't get a call he wanted. In the evening, he didn't watch his favorite sport. The television didn't work.
CARD: **Paragraph 6.** I do my homework every day. I work in a drugstore after school every afternoon and on Saturday. Sometimes, I have little time to do my homework. But I do it. I like to get good grades, and I know I must do my homework. The grade I get in the homework is part of the final grade.
CARD: **Paragraph 1.** I'll take a trip to San Antonio, Texas, in the spring. My mother and father live there, and I'd like to visit them. I will buy film for my camera and go sightseeing. I'll be there for a few days. There are many nice places in San Antonio. I can visit a few places on my vacation there.
CARD: **Paragraph 2.** Mrs. Truman is a teacher in an elementary school. She likes her class. The children are good students. They study their lessons and do their homework every day. They listen to their teacher and write in their notebooks.
# Source: ST §Reading: Five Paragraphs
$SELECT What's the Main Idea — Paragraph 2
ID: l2-s10-p2
REFERENCE: l2-s10-r-p2
INTRO: Careful — two options are true, but only one is the main idea.
INSTRUCTION: Tap the main idea of the paragraph.
OPTION: a | The children are good students.
OPTION: b | Mrs. Truman has a good class.
OPTION: c | Elementary school children are good students.
CARD: **Paragraph 3.** Mickey works in a barbershop in a building downtown. Every morning he leaves his house at 8:00 a.m., and goes to work. He cuts men's hair and shaves men's faces all day long. At 6:00 p.m., he locks the door of the barbershop, and he goes home. At home, he can relax at last.
CARD: **Paragraph 4.** Many airmen like to go to the Big Onion Restaurant. The food there is delicious. Sgt Miller likes to eat fish. He doesn't like to eat beef, but his friend Sgt Connors likes beef a lot. Dinner at the Big Onion costs $6.95, but lunch is only $3.95.
CARD: **Paragraph 5.** Tony has a store. It's a big store, and he sells a lot of clothes there. He sells women's clothes, men's clothes, and children's clothes. In the winter, he sells a lot of coats, jackets, hats, and gloves. In the summer, he sells short pants, summer shirts, and dresses. People buy shoes, pants, shirts, skirts, and blouses all year at Tony's store.
TEMPLATE: I think ____{she} and Aunt Sarah buy their ____{clothes} at the same store.
PROMPT: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}
RESPONSE: I think she and Aunt Sarah buy their clothes at the same store. {bk07-l2c-f4-11.mp3}
TEMPLATE: Do ____{you} think she'll be nice like ____{my} Aunt Sarah?
PROMPT: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}
RESPONSE: Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-12.mp3}
# Source: LLA 2D Figure 4
$SELECT The Strongest Word, Again
ID: 7-2d-f4
SHOW_PROMPT
INTRO: One more round of finding the strongest word — this time with the whole lesson's vocabulary in the sentences. Tap the word, then repeat the sentence.
INSTRUCTION: Tap the stressed word.
REPEAT
PROMPT: What is two times three? {bk07-l2d-f4-01.mp3}
OPTION: a | What
OPTION: b | two
OPTION: c | times
OPTION: d | three
ANSWER: d
FEEDBACK: What is two times three? {bk07-l2d-f4-01-fb.mp3}
PROMPT: Is this the bottom or the top? {bk07-l2d-f4-02.mp3}
OPTION: a | bottom
OPTION: b | top
ANSWER: b
FEEDBACK: Is this the bottom or the top? {bk07-l2d-f4-02-fb.mp3}
PROMPT: I want only half a glass of milk, please. {bk07-l2d-f4-03.mp3}
OPTION: a | only
OPTION: b | half
OPTION: c | glass
OPTION: d | milk
ANSWER: b
FEEDBACK: I want only half a glass of milk, please. {bk07-l2d-f4-03-fb.mp3}
PROMPT: This is easy. {bk07-l2d-f4-04.mp3}
OPTION: a | This
OPTION: b | easy
ANSWER: b
FEEDBACK: This is easy. {bk07-l2d-f4-04-fb.mp3}
PROMPT: These problems are hard. {bk07-l2d-f4-05.mp3}
OPTION: a | problems
OPTION: b | hard
ANSWER: b
FEEDBACK: These problems are very hard. {bk07-l2d-f4-05-fb.mp3}
PROMPT: I want each of you to repeat this sentence. {bk07-l2d-f4-06.mp3}
OPTION: a | want
OPTION: b | each
OPTION: c | repeat
OPTION: d | sentence
ANSWER: b
FEEDBACK: I want each of you to repeat this sentence. {bk07-l2d-f4-06-fb.mp3}
PROMPT: A bus is very heavy. {bk07-l2d-f4-07.mp3}
OPTION: a | bus
OPTION: b | very
OPTION: c | heavy
ANSWER: c
FEEDBACK: A bus is very heavy. {bk07-l2d-f4-07-fb.mp3}
PROMPT: The total price is $25.00. {bk07-l2d-f4-08.mp3}
OPTION: a | total
OPTION: b | price
OPTION: c | 25
ANSWER: a
FEEDBACK: The total price is $25. {bk07-l2d-f4-08-fb.mp3}
PROMPT: All of my students understand. {bk07-l2d-f4-09.mp3}
OPTION: a | All
OPTION: b | students
OPTION: c | understand
ANSWER: a
FEEDBACK: All of my students understand. {bk07-l2d-f4-09-fb.mp3}
PROMPT: Ten plus ten equals twenty. {bk07-l2d-f4-10.mp3}
OPTION: a | plus
OPTION: b | equals
OPTION: c | twenty
ANSWER: c
FEEDBACK: 10 plus 10 equals 20. {bk07-l2d-f4-10-fb.mp3}
INTRO: You'll see sentences with no capital letters and no punctuation. Listen, then retype each one correctly — capitals and punctuation count this time.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
INTRO: One last paragraph to repair, sentence by sentence — capitals and punctuation again. When you finish this one, the lesson is done. Nicely done getting here.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
