book 1: audit+sim repairs — Ann spelling, restored 3A dictation (26 clips) + 4C Q&A + 4A phrase pass + Pan/Pen + ST What Is That?, typed 4c-f7, visual l5-s7, 15 clock keys read from print, 11 clip boundaries re-cut, 5 images regenerated, 4c-f4 clock alts corrected
Co-authored-by: Cursor <cursoragent@cursor.com>
This commit is contained in:
@@ -184,6 +184,25 @@ TEMPLATE: Are they cooks?\n— No, ____
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RESPONSE: No, they're not cooks.
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ACCEPT: they're not cooks | they aren't cooks | they are not cooks
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# Source: new (gap: this/that/these/those are drilled throughout 4A but never explained anywhere in the lesson; restored 2026-08-22 from the previous master)
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$GRAMMAR This, That, These, Those
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ID: 4a-g2
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INTRO: A quick word about "this", "that", "these", and "those" before the plural questions.
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CARD: Use **this** for one thing near you, and **that** for one thing farther away.
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{Is this a pen?}
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{Is that a door?}
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CARD: For more than one thing, **this** becomes **these** and **that** becomes **those**.
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{Are these books?}
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{Are those chairs?}
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SUMMARY:
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| | Near | Far |
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|---|---|---|
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| One | this | that |
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| More than one | these | those |
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# Source: LLA 4A Figure 2 (Part 1)
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$DIALOGUE Are These Books? — Yes
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ID: 4a-f2
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@@ -236,10 +255,34 @@ SpeakerB: No, they aren't windows. {page_090_006.jpg|A hand pointing from a dist
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$SESSION 4-2: My, Your, Her, His
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# Source: LLA 4A Figure 3
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# Source: LLA 4A Figure 3 (part 1 — phrase pass; restored 2026-08-22: the tape teaches the bare possessive phrases before the sentences)
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$DIALOGUE My Pen, Your Book
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ID: 4a-f3-a
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INTRO: In this part you'll learn to say who things belong to. First just the phrases — "my pen", "your book". Listen and repeat each one.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: my pen. {page_091_001.jpg|A man pointing to himself holding a pen, talking to another man: "This is my pen."} {bk01-l4a-f3-p01.mp3}
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LINE: your book. {page_091_002.jpg|A man looking at a woman who is smiling and holding a textbook labeled "ENGLISH": "That's your book."} {bk01-l4a-f3-p02.mp3}
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LINE: her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-p03.mp3}
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VOCAB: quarter
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LINE: his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-p04.mp3}
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LINE: my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-p05.mp3}
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LINE: your pencil. {page_091_006.jpg|A man pointing to a pencil on a desk while looking at another man: "This is your pencil."} {bk01-l4a-f3-p06.mp3}
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LINE: her table. {page_091_007.jpg|Two men looking at a woman sitting at a table: "That's her table."} {bk01-l4a-f3-p07.mp3}
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LINE: his clock. {page_091_008.jpg|Two men looking towards a third man who is standing next to a clock on a table: "That's his clock."} {bk01-l4a-f3-p08.mp3}
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# Source: LLA 4A Figure 3 (part 2 — sentence pass)
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$DIALOGUE This Is My Pen
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ID: 4a-f3
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INTRO: In this part you'll learn to say who things belong to. Whose pen, whose chair, whose quarter — listen and repeat each sentence.
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INTRO: Now the same pictures in full sentences. Whose pen, whose chair, whose quarter — listen and repeat each sentence.
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INSTRUCTION: Listen and repeat.
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REPEAT
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@@ -249,7 +292,6 @@ LINE: That's your book. {page_091_002.jpg|A man looking at a woman who is smilin
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LINE: That's her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-03.mp3}
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VOCAB: quarter
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LINE: This is his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-04.mp3}
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LINE: This is my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-05.mp3}
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@@ -1029,14 +1071,14 @@ INSTRUCTION: Look at the clock and type the time.
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INPUT: type
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CHECK: exact
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TEMPLATE: It's ____{12 o'clock|twelve o'clock}. {st-page_091_004.jpg|Clock showing 12:00}
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RESPONSE: It's 12 o'clock.
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TEMPLATE: It's ____{8 o'clock|eight o'clock}. {st-page_091_004.jpg|Clock showing 8:00}
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RESPONSE: It's 8 o'clock.
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TEMPLATE: It's ____{2 o'clock|two o'clock}. {st-page_091_005.jpg|Clock showing 2:00}
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RESPONSE: It's 2 o'clock.
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TEMPLATE: It's ____{3 o'clock|three o'clock}. {st-page_091_005.jpg|Clock showing 3:00}
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RESPONSE: It's 3 o'clock.
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TEMPLATE: It's ____{1 o'clock|one o'clock}. {st-page_091_006.jpg|Clock showing 1:00}
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RESPONSE: It's 1 o'clock.
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TEMPLATE: It's ____{11 o'clock|eleven o'clock}. {st-page_091_006.jpg|Clock showing 11:00}
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RESPONSE: It's 11 o'clock.
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# Source: LLA 4C Figure 4
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$DIALOGUE Times with Minutes
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@@ -1045,12 +1087,12 @@ INTRO: Now the times between the hours — 10:20, 9:30, 1:15. Listen and repeat.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: Go to the lab at 7 o'clock. {page_103_001.jpg|A clock face showing 12:00} {bk01-l4c-f4-01.mp3}
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LINE: Go to the classroom at 10:20. {page_103_002.jpg|A clock face showing 4:10} {bk01-l4c-f4-02.mp3}
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LINE: Go to the lab at 7:10. {page_103_003.jpg|A clock face showing 2:45} {bk01-l4c-f4-03.mp3}
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LINE: Go to the lab at 7 o'clock. {page_103_001.jpg|A clock face showing 7:00} {bk01-l4c-f4-01.mp3}
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LINE: Go to the classroom at 10:20. {page_103_002.jpg|A clock face showing 10:20} {bk01-l4c-f4-02.mp3}
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LINE: Go to the lab at 7:10. {page_103_003.jpg|A clock face showing 7:10} {bk01-l4c-f4-03.mp3}
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LINE: Go to the lab at 2 o'clock. {page_103_004.jpg|A clock face showing 2:00} {bk01-l4c-f4-04.mp3}
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LINE: Go to the classroom at 9:30. {page_103_005.jpg|A clock face showing 9:30} {bk01-l4c-f4-05.mp3}
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LINE: Go to the classroom at 1:15. {page_103_006.jpg|A clock face showing 1:10} {bk01-l4c-f4-06.mp3}
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LINE: Go to the classroom at 1:15. {page_103_006.jpg|A clock face showing 1:15} {bk01-l4c-f4-06.mp3}
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# Source: ST §What's the Time?
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$PRODUCE What's the Time?
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@@ -1065,49 +1107,49 @@ TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg|Clock showing 3:10}
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RESPONSE: It's 3:10.
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ACCEPT: 10
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TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg|Clock showing 6:30}
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RESPONSE: It's 6:30.
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ACCEPT: 30
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TEMPLATE: It's 6:____{50}. {st-page_092_005.jpg|Clock showing 6:50}
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RESPONSE: It's 6:50.
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ACCEPT: 50
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TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg|Clock showing 12:15}
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RESPONSE: It's 12:15.
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ACCEPT: 15
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TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg|Clock showing 10:20}
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RESPONSE: It's 10:20.
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ACCEPT: 20
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TEMPLATE: It's 10:____{05|5}. {st-page_092_007.jpg|Clock showing 10:05}
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RESPONSE: It's 10:05.
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ACCEPT: 05 | 5
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TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg|Clock showing 3:45}
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RESPONSE: It's 3:45.
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ACCEPT: 45
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TEMPLATE: It's 3:____{30}. {st-page_092_008.jpg|Clock showing 3:30}
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RESPONSE: It's 3:30.
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ACCEPT: 30
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TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg|Clock showing 9:40}
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RESPONSE: It's 9:40.
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ACCEPT: 40
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TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg|Clock showing 2:15}
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RESPONSE: It's 2:15.
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TEMPLATE: It's 9:____{15}. {st-page_092_009.jpg|Clock showing 9:15}
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RESPONSE: It's 9:15.
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ACCEPT: 15
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TEMPLATE: It's 2:____{20}. {st-page_092_010.jpg|Clock showing 2:20}
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RESPONSE: It's 2:20.
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ACCEPT: 20
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TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg|Clock showing 6:50}
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RESPONSE: It's 6:50.
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ACCEPT: 50
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TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg|Clock showing 8:05}
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RESPONSE: It's 8:05.
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TEMPLATE: It's 8:____{00|0}. {st-page_092_012.jpg|Clock showing 8:00}
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RESPONSE: It's 8:00.
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ACCEPT: 00 | 0
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TEMPLATE: It's 7:____{10}. {st-page_092_013.jpg|Clock showing 7:10}
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RESPONSE: It's 7:10.
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ACCEPT: 10
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TEMPLATE: It's 5:____{05|5}. {st-page_092_014.jpg|Clock showing 5:05}
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RESPONSE: It's 5:05.
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ACCEPT: 05 | 5
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TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg|Clock showing 7:25}
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RESPONSE: It's 7:25.
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ACCEPT: 25
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TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg|Clock showing 5:35}
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RESPONSE: It's 5:35.
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ACCEPT: 35
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TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg|Clock showing 2:55}
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RESPONSE: It's 2:55.
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ACCEPT: 55
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TEMPLATE: It's 2:____{30}. {st-page_092_015.jpg|Clock showing 2:30}
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RESPONSE: It's 2:30.
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ACCEPT: 30
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# Source: LLA 4C Figure 5
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$SELECT Tap the Right Clock — Minutes Count
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@@ -1140,10 +1182,10 @@ ANSWER: d
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FEEDBACK: Go to the lab at 10:00. {bk01-l4c-f5-03-fb.mp3}
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PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3}
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OPTION: a | {page_104_013.jpg|A clock face showing 8:50}
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OPTION: b | {page_104_014.jpg|A clock face showing 10:10}
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OPTION: c | {page_104_015.jpg|A clock face showing 6:00}
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OPTION: d | {page_104_016.jpg|A clock face showing 12:35}
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OPTION: a | {page_104_013.jpg|A clock face showing 10:00}
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OPTION: b | {page_104_014.jpg|A clock face showing 11:10}
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OPTION: c | {page_104_015.jpg|A clock face showing 11:30}
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OPTION: d | {page_104_016.jpg|A clock face showing 11:00}
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ANSWER: b
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FEEDBACK: Go to the classroom at 11:10. {bk01-l4c-f5-04-fb.mp3}
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@@ -1320,6 +1362,24 @@ LINE: The teacher is in the classroom. {st-page_099_002.jpg|A teacher standing a
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LINE: The students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
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LINE: The teacher and the students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him}
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# Source: LLA 4C Figure 6 (Q&A repeat passes — restored 2026-08-22: the tape's yes-pass and no-pass, ten pairs, five of them negatives the answer pass below does not cover)
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$DIALOGUE Where Things Are — Questions and Answers {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
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ID: 4c-f6-qa
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INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair.
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INSTRUCTION: Listen and repeat.
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REPEAT
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LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-qa01.mp3}
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LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-qa02.mp3}
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LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-qa03.mp3}
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LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-qa04.mp3}
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LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-qa05.mp3}
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LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-qa06.mp3}
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LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-qa07.mp3}
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LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-qa08.mp3}
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LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-qa09.mp3}
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LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-qa10.mp3}
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# Source: LLA 4C Figure 6 (Part 2)
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$PRODUCE Questions About the Classroom {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00}
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ID: 4c-f6-b
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@@ -1349,40 +1409,38 @@ PROMPT: Are three desks in the classroom? {bk01-l4c-f6-10-q.mp3}
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RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-10-a.mp3}
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# Source: LLA 4C Figure 7
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$SELECT On, In, or Under?
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$PRODUCE Write On, In, or Under
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ID: 4c-f7
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INPUT: type
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CHECK: exact
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HIDE_PROMPT
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INTRO: Tap the right word — on, in, or under — to complete each sentence. Then listen to the whole thing.
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INSTRUCTION: Tap the correct preposition.
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OPTION: on | on
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OPTION: under | under
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OPTION: in | in
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INTRO: Listen to each sentence and type the little word that says where — "on", "in", or "under". Then listen to the answer.
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INSTRUCTION: Type the missing word.
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TEMPLATE: A clock is ____ the wall.
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PROMPT: A clock is on the wall. {bk01-l4c-f7-01-q.mp3}
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ANSWER: on
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FEEDBACK: A clock is on the wall. {bk01-l4c-f7-01-fb.mp3}
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RESPONSE: A clock is on the wall. {bk01-l4c-f7-01-fb.mp3}
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ACCEPT: on
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TEMPLATE: A desk is ____ the classroom.
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PROMPT: A desk is in the classroom. {bk01-l4c-f7-02-q.mp3}
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ANSWER: in
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FEEDBACK: A desk is in the classroom. {bk01-l4c-f7-02-fb.mp3}
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RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02-fb.mp3}
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ACCEPT: in
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TEMPLATE: Four books are ____ the desk.
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PROMPT: Four books are on the desk. {bk01-l4c-f7-03-q.mp3}
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ANSWER: on
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FEEDBACK: Four books are on the desk. {bk01-l4c-f7-03-fb.mp3}
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RESPONSE: Four books are on the desk. {bk01-l4c-f7-03-fb.mp3}
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ACCEPT: on
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TEMPLATE: A pencil is ____ the table.
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PROMPT: A pencil is under the table. {bk01-l4c-f7-04-q.mp3}
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ANSWER: under
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FEEDBACK: A pencil is under the table. {bk01-l4c-f7-04-fb.mp3}
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RESPONSE: A pencil is under the table. {bk01-l4c-f7-04-fb.mp3}
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ACCEPT: under
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TEMPLATE: A window is ____ the classroom.
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PROMPT: A window is in the classroom. {bk01-l4c-f7-05-q.mp3}
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ANSWER: in
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FEEDBACK: A window is in the classroom. {bk01-l4c-f7-05-fb.mp3}
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RESPONSE: A window is in the classroom. {bk01-l4c-f7-05-fb.mp3}
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ACCEPT: in
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# Source: ST §What Are Those?
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$DIALOGUE What Are Those?
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@@ -1526,7 +1584,7 @@ TEMPLATE: {page_107_002.jpg|A box sitting on top of a chair}
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ANSWER: g
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TEMPLATE: {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room}
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ANSWER: e|i
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ANSWER: e|i|a
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TEMPLATE: {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard}
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ANSWER: e|i
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