$MODULE FORMAT: 2 TITLE: Lesson 1D: Weekend Activities and Past Tense DESCRIPTION: Listen to conversations, practice -ED endings, and write dictated sentences. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE: Man1 | achernar | Male VOICE: Man2 | gacrux | Male VOICE: Jim | achird | Male VOICE: Sam | gacrux | Male $LESSON Lesson 1D # --- Figure 1 (Part 1) ---------------------------------------------------- # The tape provides a dialogue that introduces the languages. We use $DIALOGUE # for the listening passage without REPEAT. $DIALOGUE Figure 1: The Languages They Speak INTRO: Listen to a conversation about the languages these men speak. INSTRUCTION: Listen to the conversation. Man1: What languages does Jack speak? {bk04-l1d-f1-01.mp3} Man2: Oh, he speaks English, Spanish and French. {bk04-l1d-f1-02.mp3} Man1: Does he speak Russian too? {bk04-l1d-f1-03.mp3} Man2: Yes, he speaks Russian. And you? {bk04-l1d-f1-04.mp3} Man1: I speak Spanish and English and Arabic. {bk04-l1d-f1-05.mp3} Man2: Arabic? {bk04-l1d-f1-06.mp3} Man1: Yeah, I lived in Egypt for two years. {bk04-l1d-f1-07.mp3} Man2: Oh, yes. That's right. {bk04-l1d-f1-08.mp3} # --- Figure 1 (Part 2) ---------------------------------------------------- # The book has 5 blank lines to "Write the languages". To adapt this for mobile, # we use a $SELECT MULTI activity where the learner identifies all 5 mentioned languages. $SELECT Figure 1: Identify the Languages MULTI INTRO: Which five languages did the speakers mention? Tap all of them. INSTRUCTION: Tap the five languages. OPTION: a | English OPTION: b | Spanish OPTION: c | French OPTION: d | German OPTION: e | Russian OPTION: f | Arabic OPTION: g | Chinese TEMPLATE: Which five languages do the men speak? ANSWER: a,b,c,e,f # --- Figure 2 ------------------------------------------------------------- # Paragraph cloze. The book prints a paragraph with blanks. We convert this to # a series of exact-match typed $PRODUCE items. The gapped sentence is the TEMPLATE; # the full spoken sentence is the RESPONSE (model). $PRODUCE Figure 2: Mary's Weekends INPUT: type CHECK: exact INTRO: Read the paragraph about Mary's weekends and listen to the sentences. Type the missing words. INSTRUCTION: Type the missing word. TEMPLATE: Mary ____ weekends. RESPONSE: Mary likes weekends. {bk04-l1d-f2-01.mp3} ACCEPT: likes TEMPLATE: On Saturdays, she ____ tennis ____ morning. RESPONSE: On Saturdays, she plays tennis all morning. {bk04-l1d-f2-02.mp3} ACCEPT: plays, all | plays all TEMPLATE: Then she goes home and ____ all afternoon ____. RESPONSE: Then she goes home and cleans all afternoon long. {bk04-l1d-f2-03.mp3} ACCEPT: cleans, long | cleans long TEMPLATE: Sometimes on Sundays, she ____ a big meal for her friends. RESPONSE: Sometimes on Sundays, she cooks a big meal for her friends. {bk04-l1d-f2-04.mp3} ACCEPT: cooks TEMPLATE: Sometimes Mary and her friends go to a ____. RESPONSE: Sometimes Mary and her friends go to a restaurant. {bk04-l1d-f2-05.mp3} ACCEPT: restaurant TEMPLATE: They ____ go to Jim's Restaurant ____. RESPONSE: They like to go to Jim's Restaurant downtown. {bk04-l1d-f2-06.mp3} ACCEPT: like to, downtown | like to downtown # --- Figure 3 ------------------------------------------------------------- # Vocabulary repeat list for the /i/ sound. $DIALOGUE Figure 3: The /i/ Sound INTRO: Listen to the words and repeat them. INSTRUCTION: Repeat each word. REPEAT LINE: speak {bk04-l1d-f3-01.mp3} LINE: read {bk04-l1d-f3-02.mp3} LINE: week {bk04-l1d-f3-03.mp3} LINE: eat {bk04-l1d-f3-04.mp3} LINE: meat {bk04-l1d-f3-05.mp3} LINE: clean {bk04-l1d-f3-06.mp3} LINE: repeat {bk04-l1d-f3-07.mp3} LINE: leave {bk04-l1d-f3-08.mp3} # --- Figure 4 ------------------------------------------------------------- # Listen and repeat dialogue. We use the first tape pass for clean, full segments. $DIALOGUE Figure 4: What do you do on weekends? INTRO: Listen to the dialogue about weekend sports, then repeat each line. INSTRUCTION: Repeat the dialogue. REPEAT Jim: What do you do on weekends? {bk04-l1d-f4-01.mp3} Sam: I play or watch sports. {bk04-l1d-f4-02.mp3} Jim: What sports do you like? {bk04-l1d-f4-03.mp3} Sam: I like to watch basketball and football. {bk04-l1d-f4-04.mp3} LINE: I like to play tennis. {bk04-l1d-f4-05.mp3} Jim: I like to play tennis, too. {bk04-l1d-f4-06.mp3} LINE: Do you want to play this weekend? {bk04-l1d-f4-07.mp3} Sam: All right. {bk04-l1d-f4-08.mp3} # --- Figure 5 ------------------------------------------------------------- # Yes/No listening task with visual context. The PROMPT is the spoken question, # and the TEMPLATE holds the read-only time cue printed in the book. # Item 3 is intentionally omitted as it is completely skipped on the source cassette. $SELECT Figure 5: Yes or No? INTRO: Look at the picture and the time, then listen to the question. Tap Yes or No. INSTRUCTION: Tap Yes or No. OPTION: a | Yes. OPTION: b | No. EXAMPLE TEMPLATE: (last night) {page_022_001.jpg} PROMPT: Did Carl watch a basketball game last night? {bk04-l1d-f5-ex.mp3} ANSWER: a TEMPLATE: (yesterday afternoon) {page_022_002.jpg} PROMPT: Did Blake and Pam visit friends yesterday afternoon? {bk04-l1d-f5-01.mp3} ANSWER: b TEMPLATE: (yesterday morning) {page_022_003.jpg} PROMPT: Did the students study in class yesterday morning? {bk04-l1d-f5-02.mp3} ANSWER: a TEMPLATE: (yesterday after school) {page_023_001.jpg} PROMPT: Did they play soccer yesterday after school? {bk04-l1d-f5-04.mp3} ANSWER: b TEMPLATE: (this morning) {page_023_002.jpg} PROMPT: Did Jack shave this morning? {bk04-l1d-f5-05.mp3} ANSWER: a TEMPLATE: (yesterday) {page_023_003.jpg} PROMPT: Did the children play ball yesterday? {bk04-l1d-f5-06.mp3} ANSWER: b TEMPLATE: (last week) {page_023_004.jpg} PROMPT: Did Tom and Jack play tennis last week? {bk04-l1d-f5-07.mp3} ANSWER: a # --- Figure 6 ------------------------------------------------------------- # Sound discrimination for -ED endings. Since the words are printed in the book, # we use SHOW_PROMPT so the stimulus is visible. $SELECT Figure 6: -ED Endings INTRO: Listen to the past tense verbs. Decide if the -ED ending sounds like the D in "played", the T in "worked", or the ID in "wanted". INSTRUCTION: Tap the sound of the -ED ending. SHOW_PROMPT OPTION: a | /d/ sound (played) OPTION: b | /t/ sound (worked) OPTION: c | /ɪd/ sound (wanted) EXAMPLE PROMPT: opened {bk04-l1d-f6-ex1.mp3} ANSWER: a EXAMPLE PROMPT: corrected {bk04-l1d-f6-ex2.mp3} ANSWER: c PROMPT: studied {bk04-l1d-f6-01.mp3} ANSWER: a PROMPT: visited {bk04-l1d-f6-02.mp3} ANSWER: c PROMPT: shaved {bk04-l1d-f6-03.mp3} ANSWER: a PROMPT: asked {bk04-l1d-f6-04.mp3} ANSWER: b PROMPT: ended {bk04-l1d-f6-05.mp3} ANSWER: c PROMPT: worked {bk04-l1d-f6-06.mp3} ANSWER: b PROMPT: looked {bk04-l1d-f6-07.mp3} ANSWER: b PROMPT: reviewed {bk04-l1d-f6-08.mp3} ANSWER: a PROMPT: selected {bk04-l1d-f6-09.mp3} ANSWER: c PROMPT: listened {bk04-l1d-f6-10.mp3} ANSWER: a # --- Figure 7 ------------------------------------------------------------- # Sentence dictation. The PROMPT contains the spoken sentence; since it's # dictation, the text is hidden by default and the learner types the RESPONSE. $PRODUCE Figure 7: Dictation INPUT: type CHECK: exact INTRO: Listen to the sentence and type exactly what you hear. INSTRUCTION: Type the sentence you hear. PROMPT: Sentence 1 {bk04-l1d-f7-01.mp3} RESPONSE: He visited his friends in New York last year. PROMPT: Sentence 2 {bk04-l1d-f7-02.mp3} RESPONSE: The students ask the teacher questions in the morning. PROMPT: Sentence 3 {bk04-l1d-f7-03.mp3} RESPONSE: She takes a different bus every day. PROMPT: Sentence 4 {bk04-l1d-f7-04.mp3} RESPONSE: Don't watch television before nine o'clock. ACCEPT: Do not watch television before nine o'clock. PROMPT: Sentence 5 {bk04-l1d-f7-05.mp3} RESPONSE: Where was your brother five years ago? PROMPT: Sentence 6 {bk04-l1d-f7-06.mp3} RESPONSE: He's hungry and wants to eat a snack. ACCEPT: He is hungry and wants to eat a snack.