alc-english/book-1-lesson-2.module

$MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: lc_alc_book1_lesson2
DESCRIPTION: The alphabet, greetings, this/that/these/those, possessives, occupations, numbers 0-100, plurals, and pronunciation.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, friendly teacher
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Bill | achernar | Male voice
VOICE: Pam | gacrux | Female voice
VOICE: Bob | achird | Male voice
VOICE: Ted | achernar | Male student
VOICE: Mr_Wilson | schedar | Male teacher
VOICE: Ken | achernar | Male voice
VOICE: Ms_Evans | aoede | Female voice
VOICE: Don | achird | Male voice
VOICE: StudentA | achernar | Male voice
VOICE: StudentB | achird | Male voice

# ============================================================
$LESSON 2-1: The Alphabet
# ============================================================

# Source: LLA 2A Figure 1
$DIALOGUE The Alphabet A to P
INTRO: Let's begin with the first half of the alphabet, A through P. Listen and say each letter after the speaker.
INSTRUCTION: Listen and repeat each letter.
REPEAT

LINE: A {bk01-l2a-f1-01.mp3}
LINE: B {bk01-l2a-f1-02.mp3}
LINE: C {bk01-l2a-f1-03.mp3}
LINE: D {bk01-l2a-f1-04.mp3}
LINE: E {bk01-l2a-f1-05.mp3}
LINE: F {bk01-l2a-f1-06.mp3}
LINE: G {bk01-l2a-f1-07.mp3}
LINE: H {bk01-l2a-f1-08.mp3}
LINE: I {bk01-l2a-f1-09.mp3}
LINE: J {bk01-l2a-f1-10.mp3}
LINE: K {bk01-l2a-f1-11.mp3}
LINE: L {bk01-l2a-f1-12.mp3}
LINE: M {bk01-l2a-f1-13.mp3}
LINE: N {bk01-l2a-f1-14.mp3}
LINE: O {bk01-l2a-f1-15.mp3}
LINE: P {bk01-l2a-f1-16.mp3}

# Source: LLA 2A Figure 2
$SELECT Hear the Letter
INTRO: Now test your ear. You'll hear one letter; tap the one you hear.
INSTRUCTION: Tap the letter you hear.

EXAMPLE
PROMPT: C {bk01-l2a-f2-01.mp3}
OPTION: a | A
OPTION: b | B
OPTION: c | C
OPTION: d | D
ANSWER: c

PROMPT: H {bk01-l2a-f2-02.mp3}
OPTION: a | E
OPTION: b | F
OPTION: c | G
OPTION: d | H
ANSWER: d

PROMPT: J {bk01-l2a-f2-03.mp3}
OPTION: a | I
OPTION: b | J
OPTION: c | K
OPTION: d | L
ANSWER: b

PROMPT: O {bk01-l2a-f2-04.mp3}
OPTION: a | M
OPTION: b | N
OPTION: c | O
OPTION: d | P
ANSWER: c

PROMPT: F {bk01-l2a-f2-05.mp3}
OPTION: a | O
OPTION: b | F
OPTION: c | C
OPTION: d | J
ANSWER: b

PROMPT: H {bk01-l2a-f2-06.mp3}
OPTION: a | H
OPTION: b | M
OPTION: c | E
OPTION: d | K
ANSWER: a

PROMPT: A {bk01-l2a-f2-07.mp3}
OPTION: a | F
OPTION: b | D
OPTION: c | A
OPTION: d | B
ANSWER: c

PROMPT: P {bk01-l2a-f2-08.mp3}
OPTION: a | P
OPTION: b | K
OPTION: c | B
OPTION: d | L
ANSWER: a

PROMPT: I {bk01-l2a-f2-09.mp3}
OPTION: a | O
OPTION: b | F
OPTION: c | C
OPTION: d | I
ANSWER: d

PROMPT: N {bk01-l2a-f2-10.mp3}
OPTION: a | M
OPTION: b | N
OPTION: c | G
OPTION: d | E
ANSWER: b

# Source: ST §Same/Different (letters)
$SELECT Same or Different Letters
INTRO: Look at two printed letters. Are they the same letter, or different ones? Tap your choice.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
TEMPLATE: P ... d
ANSWER: d

TEMPLATE: D ... O
ANSWER: d

TEMPLATE: c ... a
ANSWER: d

TEMPLATE: P ... B
ANSWER: d

TEMPLATE: b ... d
ANSWER: d

TEMPLATE: A ... H
ANSWER: d

TEMPLATE: e ... c
ANSWER: d

TEMPLATE: f ... f
ANSWER: s

TEMPLATE: b ... b
ANSWER: s

TEMPLATE: g ... d
ANSWER: d

TEMPLATE: f ... j
ANSWER: d

TEMPLATE: C ... C
ANSWER: s

TEMPLATE: k ... h
ANSWER: d

TEMPLATE: E ... F
ANSWER: d

TEMPLATE: d ... p
ANSWER: d

TEMPLATE: G ... G
ANSWER: s

TEMPLATE: c ... o
ANSWER: d

TEMPLATE: J ... L
ANSWER: d

TEMPLATE: b ... p
ANSWER: d

TEMPLATE: m ... n
ANSWER: d

TEMPLATE: D ... D
ANSWER: s

# Source: ST §Circle the Letter
$SELECT Match the Letter
INTRO: You'll see one letter at the top; tap the matching letter from the choices.
INSTRUCTION: Tap the matching letter.

EXAMPLE
TEMPLATE: a
OPTION: 1 | c
OPTION: 2 | o
OPTION: 3 | a
ANSWER: 3

TEMPLATE: A
OPTION: 1 | A
OPTION: 2 | H
OPTION: 3 | P
ANSWER: 1

TEMPLATE: e
OPTION: 1 | a
OPTION: 2 | g
OPTION: 3 | e
ANSWER: 3

TEMPLATE: D
OPTION: 1 | O
OPTION: 2 | C
OPTION: 3 | D
ANSWER: 3

TEMPLATE: d
OPTION: 1 | b
OPTION: 2 | d
OPTION: 3 | p
ANSWER: 2

TEMPLATE: L
OPTION: 1 | J
OPTION: 2 | L
OPTION: 3 | F
ANSWER: 2

TEMPLATE: k
OPTION: 1 | k
OPTION: 2 | h
OPTION: 3 | a
ANSWER: 1

TEMPLATE: c
OPTION: 1 | e
OPTION: 2 | c
OPTION: 3 | o
ANSWER: 2

TEMPLATE: M
OPTION: 1 | M
OPTION: 2 | N
OPTION: 3 | H
ANSWER: 1

TEMPLATE: f
OPTION: 1 | h
OPTION: 2 | j
OPTION: 3 | f
ANSWER: 3

TEMPLATE: B
OPTION: 1 | B
OPTION: 2 | E
OPTION: 3 | D
ANSWER: 1

TEMPLATE: b
OPTION: 1 | p
OPTION: 2 | d
OPTION: 3 | b
ANSWER: 3

TEMPLATE: g
OPTION: 1 | a
OPTION: 2 | p
OPTION: 3 | g
ANSWER: 3

TEMPLATE: h
OPTION: 1 | h
OPTION: 2 | k
OPTION: 3 | b
ANSWER: 1

TEMPLATE: i
OPTION: 1 | l
OPTION: 2 | i
OPTION: 3 | j
ANSWER: 2

TEMPLATE: n
OPTION: 1 | o
OPTION: 2 | m
OPTION: 3 | n
ANSWER: 3

TEMPLATE: o
OPTION: 1 | c
OPTION: 2 | e
OPTION: 3 | o
ANSWER: 3

TEMPLATE: C
OPTION: 1 | C
OPTION: 2 | O
OPTION: 3 | D
ANSWER: 1

TEMPLATE: P
OPTION: 1 | P
OPTION: 2 | F
OPTION: 3 | B
ANSWER: 1

TEMPLATE: K
OPTION: 1 | A
OPTION: 2 | K
OPTION: 3 | H
ANSWER: 2

TEMPLATE: G
OPTION: 1 | O
OPTION: 2 | C
OPTION: 3 | G
ANSWER: 3

# Source: LLA 2A Figure 3 (Part 2) — letter-in-word identification
$PRODUCE Find the Letter in the Word
INTRO: You'll hear a letter, and see a word spelled out. Type the letter you hear — it's in the word.
INSTRUCTION: Type the letter you hear.
INPUT: type
CHECK: exact

PROMPT: N {bk01-l2a-f3-13.mp3}
TEMPLATE: s t u d e n t
RESPONSE: n
ACCEPT: N

PROMPT: C {bk01-l2a-f3-14.mp3}
TEMPLATE: d o c t o r
RESPONSE: c
ACCEPT: C

PROMPT: I {bk01-l2a-f3-15.mp3}
TEMPLATE: p i l o t
RESPONSE: i
ACCEPT: I

PROMPT: H {bk01-l2a-f3-16.mp3}
TEMPLATE: t e a c h e r
RESPONSE: h
ACCEPT: H

PROMPT: K {bk01-l2a-f3-17.mp3}
TEMPLATE: c o o k
RESPONSE: k
ACCEPT: K

PROMPT: A {bk01-l2a-f3-18.mp3}
TEMPLATE: b a r b e r
RESPONSE: a
ACCEPT: A

PROMPT: L {bk01-l2a-f3-19.mp3}
TEMPLATE: c l o c k
RESPONSE: l
ACCEPT: L

PROMPT: B {bk01-l2a-f3-20.mp3}
TEMPLATE: t a b l e
RESPONSE: b
ACCEPT: B

PROMPT: D {bk01-l2a-f3-21.mp3}
TEMPLATE: s t u d y
RESPONSE: d
ACCEPT: D

PROMPT: O {bk01-l2a-f3-22.mp3}
TEMPLATE: w o r d
RESPONSE: o
ACCEPT: O

PROMPT: M {bk01-l2a-f3-23.mp3}
TEMPLATE: c o m e
RESPONSE: m
ACCEPT: M

PROMPT: E {bk01-l2a-f3-24.mp3}
TEMPLATE: r e a d
RESPONSE: e
ACCEPT: E

# Source: LLA 2C Figure 8 — capital/small letter dictation
$PRODUCE Capital or Small Letter
INTRO: Listen for whether the speaker says a capital or a small letter, then type it exactly that way.
INSTRUCTION: Type the letter you hear.
INPUT: type
CHECK: exact

EXAMPLE
PROMPT: capital B. {bk01-l2c-f8-ex.mp3}
RESPONSE: B

PROMPT: capital E. {bk01-l2c-f8-01.mp3}
RESPONSE: E

PROMPT: small f. {bk01-l2c-f8-02.mp3}
RESPONSE: f

PROMPT: small i. {bk01-l2c-f8-03.mp3}
RESPONSE: i

PROMPT: capital A. {bk01-l2c-f8-04.mp3}
RESPONSE: A

PROMPT: small m. {bk01-l2c-f8-05.mp3}
RESPONSE: m

PROMPT: capital G. {bk01-l2c-f8-06.mp3}
RESPONSE: G

PROMPT: small b. {bk01-l2c-f8-07.mp3}
RESPONSE: b

PROMPT: small n. {bk01-l2c-f8-08.mp3}
RESPONSE: n

PROMPT: capital J. {bk01-l2c-f8-09.mp3}
RESPONSE: J

PROMPT: capital L. {bk01-l2c-f8-10.mp3}
RESPONSE: L

PROMPT: capital H. {bk01-l2c-f8-11.mp3}
RESPONSE: H

PROMPT: small c. {bk01-l2c-f8-12.mp3}
RESPONSE: c

PROMPT: capital O. {bk01-l2c-f8-13.mp3}
RESPONSE: O

PROMPT: small e. {bk01-l2c-f8-14.mp3}
RESPONSE: e

PROMPT: small k. {bk01-l2c-f8-15.mp3}
RESPONSE: k

PROMPT: small a. {bk01-l2c-f8-16.mp3}
RESPONSE: a

PROMPT: capital I. {bk01-l2c-f8-17.mp3}
RESPONSE: I

PROMPT: small p. {bk01-l2c-f8-18.mp3}
RESPONSE: p

PROMPT: small g. {bk01-l2c-f8-19.mp3}
RESPONSE: g

PROMPT: small d. {bk01-l2c-f8-20.mp3}
RESPONSE: d

PROMPT: small j. {bk01-l2c-f8-21.mp3}
RESPONSE: j

PROMPT: capital m. {bk01-l2c-f8-22.mp3}
RESPONSE: M

PROMPT: small h. {bk01-l2c-f8-23.mp3}
RESPONSE: h

PROMPT: capital D. {bk01-l2c-f8-24.mp3}
RESPONSE: D

PROMPT: capital B. {bk01-l2c-f8-25.mp3}
RESPONSE: B

# SKIPPED (book): Vocabulary "DICTATION" (repeat alphabet Hh–Pp, write the letter) —
# instructor-read with no recorded stimulus; letters are practiced above. Convertible
# later with chosen letters + TTS.

# ============================================================
$LESSON 2-2: This, That, and Possessives
# ============================================================

# Source: LLA 2A Figure 5 — near/far presentation
$DIALOGUE This and That {page_035_001.jpg}
INTRO: Use "this is" for something near you, and "that's" for something farther away. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: This is a pencil. {page_035_001.jpg} {bk01-l2a-f5-01.mp3}
LINE: That's a pencil. {page_035_002.jpg} {bk01-l2a-f5-02.mp3}
LINE: This is a table. {page_035_003.jpg} {bk01-l2a-f5-03.mp3}
LINE: That's a table. {page_035_004.jpg} {bk01-l2a-f5-04.mp3}
LINE: This is a chair. {page_035_005.jpg} {bk01-l2a-f5-05.mp3}
LINE: That's a chair. {page_035_006.jpg} {bk01-l2a-f5-06.mp3}
LINE: This is a notebook. {page_035_007.jpg} {bk01-l2a-f5-07.mp3}
LINE: That's a notebook. {page_035_008.jpg} {bk01-l2a-f5-08.mp3}
LINE: This is a window. {page_035_009.jpg} {bk01-l2a-f5-09.mp3}
LINE: That's a window. {page_035_010.jpg} {bk01-l2a-f5-10.mp3}
LINE: This is a clock. {page_035_011.jpg} {bk01-l2a-f5-11.mp3}
LINE: That's a clock. {page_035_012.jpg} {bk01-l2a-f5-12.mp3}
LINE: This is a lab. {page_035_013.jpg} {bk01-l2a-f5-13.mp3}
LINE: That's a lab. {page_035_014.jpg} {bk01-l2a-f5-14.mp3}

# Source: ST §What's That? (grammar)
$GRAMMAR This Is / That's
INTRO: Here's how "this" and "that" pair up with the little possessive words: my, your, his, her.

| | | | |
|---|---|---|---|
| This | is | my | book. |
| That | is | your | pen. |
| That | is | her | pencil. |
| That's | | his | name. |
| That's | | his | chair. |

![An elderly woman sitting in a large armchair](page_034_001.jpg)
{This is her chair.}

![A man sitting at a table with a pencil in front of him](page_034_002.jpg)
{That's his pencil.}

# Source: LLA 2A Figure 6
$SELECT This or That — Near or Far?
INTRO: Listen to each sentence. Does "this is" or "that's" tell you the object is near or far? Tap the picture that matches.
INSTRUCTION: Tap the correct picture.

EXAMPLE
PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3}
OPTION: a | near {page_036_001.jpg} {bk01-l2a-f6-01-a.mp3}
OPTION: b | far {page_036_002.jpg}
ANSWER: a

PROMPT: This is a chair. {bk01-l2a-f6-02-q.mp3}
OPTION: a | near {page_036_003.jpg} {bk01-l2a-f6-02-a.mp3}
OPTION: b | far {page_036_004.jpg}
ANSWER: a

PROMPT: That's a table. {bk01-l2a-f6-03-q.mp3}
OPTION: a | near {page_036_005.jpg}
OPTION: b | far {page_036_006.jpg} {bk01-l2a-f6-03-a.mp3}
ANSWER: b

PROMPT: That's a clock. {bk01-l2a-f6-04-q.mp3}
OPTION: a | near {page_036_007.jpg}
OPTION: b | far {page_036_008.jpg} {bk01-l2a-f6-04-a.mp3}
ANSWER: b

PROMPT: This is a letter. {bk01-l2a-f6-05-q.mp3}
OPTION: a | near {page_036_009.jpg} {bk01-l2a-f6-05-a.mp3}
OPTION: b | far {page_036_010.jpg}
ANSWER: a

PROMPT: That's a door. {bk01-l2a-f6-06-q.mp3}
OPTION: a | near {page_036_011.jpg}
OPTION: b | far {page_036_012.jpg} {bk01-l2a-f6-06-a.mp3}
ANSWER: b

PROMPT: This is a window. {bk01-l2a-f6-07-q.mp3}
OPTION: a | near {page_036_013.jpg} {bk01-l2a-f6-07-a.mp3}
OPTION: b | far {page_036_014.jpg}
ANSWER: a

PROMPT: That's a word. {bk01-l2a-f6-08-q.mp3}
OPTION: a | near {page_036_015.jpg}
OPTION: b | far {page_036_016.jpg} {bk01-l2a-f6-08-a.mp3}
ANSWER: b

# Source: LLA 2A "Listening and Speaking Activity" — possessives in sentences
$DIALOGUE My, Your, His, Her
INTRO: Now listen to short sentences with my, your, his, and her. Say each one back.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is my book. {bk01-l2a-f3-25.mp3}
LINE: That's his chair. {bk01-l2a-f3-26.mp3}
LINE: It's her pen. {bk01-l2a-f3-27.mp3}
LINE: That's her pencil. {bk01-l2a-f3-28.mp3}
LINE: That's my chair. {bk01-l2a-f3-29.mp3}
LINE: It's his notebook. {bk01-l2a-f3-30.mp3}
LINE: This is her picture. {bk01-l2a-f3-31.mp3}
LINE: That's your book. {bk01-l2a-f3-32.mp3}
LINE: That's her clock. {bk01-l2a-f3-33.mp3}
LINE: This is my pencil. {bk01-l2a-f3-34.mp3}
LINE: That's his notebook. {bk01-l2a-f3-35.mp3}
LINE: This is your picture. {bk01-l2a-f3-36.mp3}
LINE: It's my clock. {bk01-l2a-f3-37.mp3}
LINE: That's his pen. {bk01-l2a-f3-38.mp3}
LINE: This is her table. {bk01-l2a-f3-39.mp3}
LINE: That's his classroom. {bk01-l2a-f3-40.mp3}
LINE: This is your lab. {bk01-l2a-f3-41.mp3}
LINE: This is my classroom. {bk01-l2a-f3-42.mp3}
LINE: That's his table. {bk01-l2a-f3-43.mp3}
LINE: That's her lab. {bk01-l2a-f3-44.mp3}

# Source: LLA 2B Figure 2 (Part 1) — His and Her presentation
$DIALOGUE His and Her {page_042_001.jpg}
INTRO: "His" goes with a man, "her" goes with a woman. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3}
LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3}
LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3}
LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3}
LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3}
LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3}

# Source: LLA 2B Figure 2 (Part 2) — His or Her cloze
$PRODUCE Write His or Her
INTRO: Listen to the full sentence, then type the missing word — his or her.
INSTRUCTION: Type the missing word.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: That's ____ book. {page_042_001.jpg}
PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3}
RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3}
ACCEPT: her

TEMPLATE: That's ____ notebook. {page_042_002.jpg}
PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3}
RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3}
ACCEPT: his

TEMPLATE: That's ____ pencil. {page_042_003.jpg}
PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3}
RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3}
ACCEPT: his

TEMPLATE: That's ____ classroom. {page_042_004.jpg}
PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3}
RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3}
ACCEPT: his

TEMPLATE: That's ____ pen. {page_042_005.jpg}
PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3}
RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3}
ACCEPT: her

TEMPLATE: That's ____ chair. {page_042_006.jpg}
PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3}
RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3}
ACCEPT: her

# Source: ST §What's This? (read questions and answers)
$DIALOGUE What's This? What's That?
INTRO: Here are short question-and-answer pairs with this and that. Say each one.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: What's this? This is his notebook.
LINE: What's that? That's her chair.
LINE: What's that? That's her pencil.
LINE: What's this? This is his pen.
LINE: What's that? That's her clock.
LINE: What's this? This is her picture.

# Source: ST §That's His Picture (read dialog)
$DIALOGUE That's His Picture
INTRO: Two students point things out to each other. Just read and listen.
INSTRUCTION: Read these questions and answers.

StudentA: What's this?
StudentB: That's his pen.

StudentA: What's this?
StudentB: That's her book.

StudentA: What's this?
StudentB: That's his pencil.

StudentA: What's that?
StudentB: It's my pen.

StudentA: What's that?
StudentB: This is my picture.

StudentA: What's that?
StudentB: That's your notebook.

StudentA: What is it?
StudentB: It's his book.

StudentA: What is this?
StudentB: That's her chair.

StudentA: What's this?
StudentB: It's your clock.

StudentA: What's that?
StudentB: That's my book.

StudentA: What's that?
StudentB: That's his picture.

# ============================================================
$LESSON 2-3: These, Those, and Plurals
# ============================================================

# Source: LLA 2A Figure 7 (Part 1) — these/those presentation
$DIALOGUE These and Those {page_037_001.jpg}
INTRO: When there's more than one, "this" becomes "these" and "that" becomes "those". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is a table. {page_037_001.jpg} {bk01-l2a-f7-01.mp3}
LINE: That's a table. {page_037_002.jpg} {bk01-l2a-f7-02.mp3}
LINE: These are chairs. {page_037_003.jpg} {bk01-l2a-f7-03.mp3}
LINE: Those are chairs. {page_037_004.jpg} {bk01-l2a-f7-04.mp3}
LINE: This is a pen. {page_037_005.jpg} {bk01-l2a-f7-05.mp3}
LINE: That's a pen. {page_037_006.jpg} {bk01-l2a-f7-06.mp3}
LINE: These are books. {page_037_007.jpg} {bk01-l2a-f7-07.mp3}
LINE: Those are books. {page_037_008.jpg} {bk01-l2a-f7-08.mp3}
LINE: This is a clock. {page_037_009.jpg} {bk01-l2a-f7-09.mp3}
LINE: That's a clock. {page_037_010.jpg} {bk01-l2a-f7-10.mp3}
LINE: These are pictures. {page_037_011.jpg} {bk01-l2a-f7-11.mp3}
LINE: Those are pictures. {page_037_012.jpg} {bk01-l2a-f7-12.mp3}

# Source: ST §Singular and Plural + §This/That/These/Those (grammar, merged)
$GRAMMAR Singular and Plural
INTRO: One thing is singular; two or more is plural — and the plural usually adds an -s.

![A book vs two books](page_039_001.jpg)

![A pen vs two pens](page_040_001.jpg)

Near and far, singular and plural, all together:

![A woman standing close beside a single table](page_041_004.jpg)
{This is a table.}

![A woman standing close beside two tables](page_041_005.jpg)
{These are tables.}

![A man pointing from a distance at one chair](page_041_006.jpg)
{That is a chair.}

![A man pointing from a distance at three chairs](page_041_007.jpg)
{Those are chairs.}

# Source: LLA 2A Figure 8
$SELECT These or Those — Near or Far?
INTRO: Listen to each plural sentence and tap the picture that shows whether the objects are near or far.
INSTRUCTION: Tap the correct picture.

PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3}
OPTION: a | near {page_038_001.jpg}
OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3}
ANSWER: b

PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3}
OPTION: a | near {page_038_003.jpg}
OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3}
ANSWER: b

PROMPT: These are books. {bk01-l2a-f8-03-q.mp3}
OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3}
OPTION: b | far {page_038_006.jpg}
ANSWER: a

PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3}
OPTION: a | near {page_038_007.jpg}
OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3}
ANSWER: b

# Source: LLA 2A Figure 7 (Part 2) — picture Q&A
$PRODUCE What's This? What Are These?
INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What's this? {page_037_001.jpg} {bk01-l2a-f7-13-q.mp3}
RESPONSE: This is a table. {bk01-l2a-f7-13-a.mp3}

PROMPT: What's that? {page_037_002.jpg} {bk01-l2a-f7-14-q.mp3}
RESPONSE: That's a table. {bk01-l2a-f7-14-a.mp3}

PROMPT: What are these? {page_037_003.jpg} {bk01-l2a-f7-15-q.mp3}
RESPONSE: These are chairs. {bk01-l2a-f7-15-a.mp3}

PROMPT: What are those? {page_037_004.jpg} {bk01-l2a-f7-16-q.mp3}
RESPONSE: Those are chairs. {bk01-l2a-f7-16-a.mp3}

PROMPT: What's this? {page_037_005.jpg} {bk01-l2a-f7-17-q.mp3}
RESPONSE: This is a pen. {bk01-l2a-f7-17-a.mp3}

PROMPT: What's that? {page_037_006.jpg} {bk01-l2a-f7-18-q.mp3}
RESPONSE: That's a pen. {bk01-l2a-f7-18-a.mp3}

PROMPT: What are these? {page_037_007.jpg} {bk01-l2a-f7-19-q.mp3}
RESPONSE: These are books. {bk01-l2a-f7-19-a.mp3}

PROMPT: What are those? {page_037_008.jpg} {bk01-l2a-f7-20-q.mp3}
RESPONSE: Those are books. {bk01-l2a-f7-20-a.mp3}

PROMPT: What's this? {page_037_009.jpg} {bk01-l2a-f7-21-q.mp3}
RESPONSE: This is a clock. {bk01-l2a-f7-21-a.mp3}

PROMPT: What's that? {page_037_010.jpg} {bk01-l2a-f7-22-q.mp3}
RESPONSE: That's a clock. {bk01-l2a-f7-22-a.mp3}

PROMPT: What are these? {page_037_011.jpg} {bk01-l2a-f7-23-q.mp3}
RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3}

PROMPT: What are those? {page_037_012.jpg} {bk01-l2a-f7-24-q.mp3}
RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3}

# Source: LLA 2C Figure 7 (Part 1) — these/those sentences
$DIALOGUE More These and Those
INTRO: Here are more sentences with these and those plus the possessives. Say each one back.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: These are your books. {bk01-l2c-f7-01.mp3}
LINE: Those are his books. {bk01-l2c-f7-02.mp3}
LINE: These are her pencils. {bk01-l2c-f7-03.mp3}
LINE: These are my notebooks. {bk01-l2c-f7-04.mp3}
LINE: Those are her pictures. {bk01-l2c-f7-05.mp3}
LINE: Those are my tables. {bk01-l2c-f7-06.mp3}
LINE: These are your chairs. {bk01-l2c-f7-07.mp3}
LINE: These are his tapes. {bk01-l2c-f7-08.mp3}
LINE: Those are her radios. {bk01-l2c-f7-09.mp3}
LINE: Those are my recorders. {bk01-l2c-f7-10.mp3}
LINE: These are his televisions. {bk01-l2c-f7-11.mp3}
LINE: Those are her notebooks. {bk01-l2c-f7-12.mp3}
LINE: These are your pictures. {bk01-l2c-f7-13.mp3}
LINE: These are my pens. {bk01-l2c-f7-14.mp3}
LINE: Those are his pencils. {bk01-l2c-f7-15.mp3}

# Source: LLA 2C Figure 7 (Part 2) — singular/plural transformation
$PRODUCE Change Singular and Plural
INTRO: You'll hear a sentence and a cue word. Change it from singular to plural, or plural to singular, then repeat the answer.
INSTRUCTION: Change the sentence using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: This is a book. These. {bk01-l2c-f7-ex-q.mp3}
RESPONSE: These are books. {bk01-l2c-f7-ex-a.mp3}

PROMPT: This is a table. These. {bk01-l2c-f7-16-q.mp3}
RESPONSE: These are tables. {bk01-l2c-f7-16-a.mp3}

PROMPT: This is a pen. These. {bk01-l2c-f7-17-q.mp3}
RESPONSE: These are pens. {bk01-l2c-f7-17-a.mp3}

PROMPT: This is a recorder. These. {bk01-l2c-f7-18-q.mp3}
RESPONSE: These are recorders. {bk01-l2c-f7-18-a.mp3}

PROMPT: That is a radio. Those. {bk01-l2c-f7-19-q.mp3}
RESPONSE: Those are radios. {bk01-l2c-f7-19-a.mp3}

PROMPT: That is a tape. Those. {bk01-l2c-f7-20-q.mp3}
RESPONSE: Those are tapes. {bk01-l2c-f7-20-a.mp3}

PROMPT: This is a pencil. These. {bk01-l2c-f7-21-q.mp3}
RESPONSE: These are pencils. {bk01-l2c-f7-21-a.mp3}

PROMPT: This is a classroom. These. {bk01-l2c-f7-22-q.mp3}
RESPONSE: These are classrooms. {bk01-l2c-f7-22-a.mp3}

PROMPT: That is a number. Those. {bk01-l2c-f7-23-q.mp3}
RESPONSE: Those are numbers. {bk01-l2c-f7-23-a.mp3}

PROMPT: This is a door. These. {bk01-l2c-f7-24-q.mp3}
RESPONSE: These are doors. {bk01-l2c-f7-24-a.mp3}

PROMPT: That is a notebook. Those. {bk01-l2c-f7-25-q.mp3}
RESPONSE: Those are notebooks. {bk01-l2c-f7-25-a.mp3}

PROMPT: That is a chair. Those. {bk01-l2c-f7-26-q.mp3}
RESPONSE: Those are chairs. {bk01-l2c-f7-26-a.mp3}

PROMPT: This is a window. These. {bk01-l2c-f7-27-q.mp3}
RESPONSE: These are windows. {bk01-l2c-f7-27-a.mp3}

PROMPT: This is a word. These. {bk01-l2c-f7-28-q.mp3}
RESPONSE: These are words. {bk01-l2c-f7-28-a.mp3}

PROMPT: That is a letter. Those. {bk01-l2c-f7-29-q.mp3}
RESPONSE: Those are letters. {bk01-l2c-f7-29-a.mp3}

PROMPT: These are pictures. This. {bk01-l2c-f7-30-q.mp3}
RESPONSE: This is a picture. {bk01-l2c-f7-30-a.mp3}

PROMPT: These are televisions. This. {bk01-l2c-f7-31-q.mp3}
RESPONSE: This is a television. {bk01-l2c-f7-31-a.mp3}

PROMPT: Those are labs. That. {bk01-l2c-f7-32-q.mp3}
RESPONSE: That is a lab. {bk01-l2c-f7-32-a.mp3}

PROMPT: Those are clocks. That. {bk01-l2c-f7-33-q.mp3}
RESPONSE: That is a clock. {bk01-l2c-f7-33-a.mp3}

PROMPT: These are tables. This. {bk01-l2c-f7-34-q.mp3}
RESPONSE: This is a table. {bk01-l2c-f7-34-a.mp3}

PROMPT: Those are chairs. That. {bk01-l2c-f7-35-q.mp3}
RESPONSE: That is a chair. {bk01-l2c-f7-35-a.mp3}

PROMPT: Those are televisions. That. {bk01-l2c-f7-36-q.mp3}
RESPONSE: That is a television. {bk01-l2c-f7-36-a.mp3}

PROMPT: Those are labs. That. {bk01-l2c-f7-37-q.mp3}
RESPONSE: That is a lab. {bk01-l2c-f7-37-a.mp3}

PROMPT: These are clocks. This. {bk01-l2c-f7-38-q.mp3}
RESPONSE: This is a clock. {bk01-l2c-f7-38-a.mp3}

PROMPT: These are tables. This. {bk01-l2c-f7-39-q.mp3}
RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3}

PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3}
RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3}

# Source: ST §What Are These? (read Q&A)
$DIALOGUE What Are These? What Are Those?
INTRO: A few more plural question-and-answer pairs. Say each one.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: What are those? Those are chalkboards.
LINE: What are these? These are pencils.
LINE: What are those? Those are windows.
LINE: What are those? Those are desks.
LINE: What are those? These are books.
LINE: What are these? These are pens.

# SKIPPED (book): "THESE ARE DESKS — Make sentences with these and those." Open-ended free
# production with no fixed answer set or recorded stimulus; nothing checkable to drill.

# Source: ST §Dictation (LLA word dictation used for audio)
$PRODUCE Spell the Classroom Words
INTRO: Listen to each classroom word, said twice, and type it exactly.
INSTRUCTION: Type the word you hear.
INPUT: type
CHECK: exact

PROMPT: window. Window. {bk01-l2d-f5-01.mp3}
RESPONSE: window

PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3}
RESPONSE: classroom

PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3}
RESPONSE: circle

PROMPT: table. Table. {bk01-l2d-f5-04.mp3}
RESPONSE: table

PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3}
RESPONSE: lab

PROMPT: door. Door. {bk01-l2d-f5-06.mp3}
RESPONSE: door

PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3}
RESPONSE: picture

PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3}
RESPONSE: chair

PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3}
RESPONSE: pencil

PROMPT: write. Write. {bk01-l2d-f5-10.mp3}
RESPONSE: write

# ============================================================
$LESSON 2-4: Objects, Negative Instructions, and Greetings
# ============================================================

# Source: LLA 2B Figure 5 (Part 1) — more objects vocab in sentences
$DIALOGUE Things in the Classroom
INTRO: Here are some new objects — a radio, a recorder, tapes, and a television — each in a sentence. Say each one.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: radio
LINE: That's his radio. {page_044_001.jpg} {bk01-l2b-f5-01.mp3}

VOCAB: recorder
LINE: This is my recorder. {page_044_002.jpg} {bk01-l2b-f5-02.mp3}

VOCAB: tapes
LINE: Those are her tapes. {page_045_001.jpg} {bk01-l2b-f5-03.mp3}

VOCAB: television
LINE: That's his television. {page_045_002.jpg} {bk01-l2b-f5-04.mp3}

VOCAB: chair
LINE: That's my chair. {page_045_003.jpg} {bk01-l2b-f5-05.mp3}

VOCAB: pictures
LINE: Those are her pictures. {page_045_004.jpg} {bk01-l2b-f5-06.mp3}

VOCAB: books
LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3}

VOCAB: classroom
LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3}

# Source: LLA 2B Figure 5 (Part 2) — match sentence to picture
$SELECT Match the Object
INTRO: Listen to each sentence and tap the picture it describes.
INSTRUCTION: Tap the matching picture.
OPTION: 1 | radio {page_044_001.jpg}
OPTION: 2 | recorder {page_044_002.jpg}
OPTION: 3 | tapes {page_045_001.jpg}
OPTION: 4 | television {page_045_002.jpg}
OPTION: 5 | chair {page_045_003.jpg}
OPTION: 6 | pictures {page_045_004.jpg}
OPTION: 7 | books {page_045_005.jpg}
OPTION: 8 | classroom {page_045_006.jpg}

EXAMPLE
PROMPT: That's my chair. {bk01-l2b-f5-ex-q.mp3}
ANSWER: 5

PROMPT: That's his radio. {bk01-l2b-f5-B-q.mp3}
ANSWER: 1

PROMPT: That's your classroom. {bk01-l2b-f5-C-q.mp3}
ANSWER: 8

PROMPT: Those are her tapes. {bk01-l2b-f5-D-q.mp3}
ANSWER: 3

PROMPT: That's his television. {bk01-l2b-f5-E-q.mp3}
ANSWER: 4

PROMPT: These are your books. {bk01-l2b-f5-F-q.mp3}
ANSWER: 7

PROMPT: This is my recorder. {bk01-l2b-f5-G-q.mp3}
ANSWER: 2

PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3}
ANSWER: 6

# Source: ST §It's a TV (vocab in sentences)
$DIALOGUE Look and Listen
INTRO: Here are the same objects with action verbs — look, listen. Say each sentence.
INSTRUCTION: Repeat the words and sentences.
REPEAT

VOCAB: television (TV)
LINE: Look at the television. {st-page_040_002.jpg}

VOCAB: radio
LINE: Listen to the radio. {st-page_040_003.jpg}

VOCAB: tape
LINE: Listen to a tape. {st-page_041_001.jpg}

VOCAB: recorder
LINE: Look at the recorder. {st-page_041_002.jpg}

# Source: LLA 2B Figure 1 — negative imperatives presentation
$DIALOGUE Don't Do That! {page_041_001.jpg}
INTRO: To tell someone NOT to do something, start with "Don't". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3}
LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3}
LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3}
LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3}
LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3}
LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3}

# Source: ST §Don't Open the Window (read sentences)
$DIALOGUE Do and Don't
INTRO: Read these classroom instructions — some positive, some negative.
INSTRUCTION: Read the sentences.

LINE: Go to the window. Please don't open the window.
LINE: Don't close the door. Open it.
LINE: Don't write the word pen. Please write the word pencil.
LINE: Don't look at your book. Look at the teacher.
LINE: Circle the letter. Don't circle the number.
LINE: Please go to the door. Open it. Don't close it.
LINE: Please open your book. Don't open your notebook.
LINE: Listen. Don't repeat.

# Source: LLA 2D LS Activity 1 — positive → negative transformation
$PRODUCE Make It Negative
INTRO: You'll hear an instruction. Make it negative by adding "Don't", then say it aloud.
INSTRUCTION: Change the sentence to a negative instruction.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3}
RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3}

PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3}
RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3}

PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3}
RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3}

PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3}
RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3}

PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3}
RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3}

PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3}
RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3}

PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3}
RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3}

PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3}
RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3}

PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3}
RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3}

PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3}
RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3}

PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3}
RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3}

# Source: LLA 2A Figure 4 — Bill & Pam dialog
$DIALOGUE Hello, My Name Is Bill
INTRO: Bill and Pam meet and talk about a student named Joe. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3}
Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3}
Bill: And what's his name? {bk01-l2a-f4-05.mp3}
Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3}
Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3}
Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3}

# Source: LLA 2B Figure 6 — Mr. Wilson & Ted dialog
$DIALOGUE Good Morning, Sir
INTRO: A teacher greets a new student. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3}
Ted: Good morning, sir. {bk01-l2b-f6-02.mp3}
Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3}
Ted: My name is Ted. {bk01-l2b-f6-05.mp3}

# Source: ST §What's His Name? (dialog)
$DIALOGUE What's His Name?
INTRO: Bill asks Bob about other people. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

Bill: Hello. My name is Bill. What's your name? {st-page_033_002.jpg}
Bob: My name is Bob. {st-page_033_002.jpg}

VOCAB: What's his name?
Bill: What's his name? {st-page_033_003.jpg}

VOCAB: His name is
Bob: His name is Ted. {st-page_033_003.jpg}

VOCAB: What's her name?
Bill: What's her name? {st-page_033_004.jpg}

VOCAB: Her name is
Bob: Her name is Mary. {st-page_033_004.jpg}

# Source: ST §Spell Your Name, Please (dialog)
$DIALOGUE Spell Your Name, Please
INTRO: Bob meets Ken and asks him to repeat and spell his name. Listen and repeat.
INSTRUCTION: Repeat and read the dialog.
REPEAT

Bob: Hello. My name is Bob. What's your name?
Ken: My name is Ken Bates.

Bob: Repeat your name, please.
Ken: It's Ken Bates.

Bob: Spell your name, please.
Ken: K-e-n. B-a-t-e-s.

# Source: ST §That's His Classroom (dialog)
$DIALOGUE That's His Classroom
INTRO: Ms. Evans welcomes Don to his classroom. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

Ms_Evans: Good morning. I'm Ms. Evans.
Don: Hi! I'm Don, and this is Steve.

Ms_Evans: Don, this is your classroom, and I'm your teacher.
Don: Thank you, Ms. Evans. What's his classroom?

Ms_Evans: His classroom is number 22.
Don: Oh, yes. Mr. Davis is his teacher.

# ============================================================
$LESSON 2-5: Numbers
# ============================================================

# Source: LLA 2C Figure 1
$DIALOGUE Numbers 1 to 20
INTRO: Let's count from one to twenty. Listen and say each number.
INSTRUCTION: Listen and repeat each number.
REPEAT

LINE: 1 {bk01-l2c-f1-01.mp3}
LINE: 2 {bk01-l2c-f1-02.mp3}
LINE: 3 {bk01-l2c-f1-03.mp3}
LINE: 4 {bk01-l2c-f1-04.mp3}
LINE: 5 {bk01-l2c-f1-05.mp3}
LINE: 6 {bk01-l2c-f1-06.mp3}
LINE: 7 {bk01-l2c-f1-07.mp3}
LINE: 8 {bk01-l2c-f1-08.mp3}
LINE: 9 {bk01-l2c-f1-09.mp3}
LINE: 10 {bk01-l2c-f1-10.mp3}
LINE: 11 {bk01-l2c-f1-11.mp3}
LINE: 12 {bk01-l2c-f1-12.mp3}
LINE: 13 {bk01-l2c-f1-13.mp3}
LINE: 14 {bk01-l2c-f1-14.mp3}
LINE: 15 {bk01-l2c-f1-15.mp3}
LINE: 16 {bk01-l2c-f1-16.mp3}
LINE: 17 {bk01-l2c-f1-17.mp3}
LINE: 18 {bk01-l2c-f1-18.mp3}
LINE: 19 {bk01-l2c-f1-19.mp3}
LINE: 20 {bk01-l2c-f1-20.mp3}

# Source: LLA 2C Figure 2
$DIALOGUE Counting by Tens
INTRO: Now count by tens, all the way to one hundred. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: 10 {bk01-l2c-f2-01.mp3}
LINE: 20 {bk01-l2c-f2-02.mp3}
LINE: 30 {bk01-l2c-f2-03.mp3}
LINE: 40 {bk01-l2c-f2-04.mp3}
LINE: 50 {bk01-l2c-f2-05.mp3}
LINE: 60 {bk01-l2c-f2-06.mp3}
LINE: 70 {bk01-l2c-f2-07.mp3}
LINE: 80 {bk01-l2c-f2-08.mp3}
LINE: 90 {bk01-l2c-f2-09.mp3}
LINE: a hundred {bk01-l2c-f2-10.mp3}
LINE: one hundred {bk01-l2c-f2-11.mp3}

# Source: ST §0 to 100 (grammar)
$GRAMMAR Numbers 0 to 100
INTRO: Here is the whole field of numbers from zero to one hundred. Say and read them.

| | | | | | | | | | |
|---|---|---|---|---|---|---|---|---|---|
| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 |
| 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 |
| 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 |
| 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 |
| 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 |
| 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 |
| 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 |
| 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 |
| 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 |
| 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 |
| 100 | | | | | | | | | |

# Source: ST §thirTEEN THIRty
$DIALOGUE Teens and Tens
INTRO: Watch out for the teen/ty pairs — thirteen versus thirty. Listen for the stress and repeat.
INSTRUCTION: Repeat and read these numbers.
REPEAT

LINE: 13 — 30
LINE: 14 — 40
LINE: 15 — 50
LINE: 16 — 60
LINE: 17 — 70
LINE: 18 — 80
LINE: 19 — 90

# Source: LLA 2C Figure 3 — numbers + nouns
$DIALOGUE Numbers and Nouns
INTRO: Now we put numbers together with plural nouns. Say each phrase.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: 51 tables {bk01-l2c-f3-01.mp3}
LINE: 52 chairs {bk01-l2c-f3-02.mp3}
LINE: 53 pens {bk01-l2c-f3-03.mp3}
LINE: 54 words {bk01-l2c-f3-04.mp3}
LINE: 55 pencils {bk01-l2c-f3-05.mp3}
LINE: 56 letters {bk01-l2c-f3-06.mp3}
LINE: 57 pictures {bk01-l2c-f3-07.mp3}
LINE: 58 doors {bk01-l2c-f3-08.mp3}
LINE: 59 windows {bk01-l2c-f3-09.mp3}
LINE: 60 clocks {bk01-l2c-f3-10.mp3}
LINE: 61 barbers {bk01-l2c-f3-11.mp3}
LINE: 62 cooks {bk01-l2c-f3-12.mp3}
LINE: 63 doctors {bk01-l2c-f3-13.mp3}
LINE: 64 mechanics {bk01-l2c-f3-14.mp3}
LINE: 65 pilots {bk01-l2c-f3-15.mp3}
LINE: 66 radios {bk01-l2c-f3-16.mp3}
LINE: 67 recorders {bk01-l2c-f3-17.mp3}
LINE: 68 tapes {bk01-l2c-f3-18.mp3}
LINE: 69 televisions {bk01-l2c-f3-19.mp3}
LINE: 70 students {bk01-l2c-f3-20.mp3}
LINE: 100 teachers {bk01-l2c-f3-21.mp3}

# Source: LLA 2C Figure 4 — number discrimination
$SELECT Hear the Number
INTRO: You'll hear a number. Find it among the choices and tap it.
INSTRUCTION: Tap the number you hear.

PROMPT: 10 {bk01-l2c-f4-01.mp3}
OPTION: a | 8
OPTION: b | 10
OPTION: c | 3
OPTION: d | 2
ANSWER: b

PROMPT: 25 {bk01-l2c-f4-02.mp3}
OPTION: a | 71
OPTION: b | 25
OPTION: c | 43
OPTION: d | 86
ANSWER: b

PROMPT: 69 {bk01-l2c-f4-03.mp3}
OPTION: a | 19
OPTION: b | 36
OPTION: c | 94
OPTION: d | 69
ANSWER: d

PROMPT: 43 {bk01-l2c-f4-04.mp3}
OPTION: a | 43
OPTION: b | 34
OPTION: c | 51
OPTION: d | 53
ANSWER: a

PROMPT: 18 {bk01-l2c-f4-05.mp3}
OPTION: a | 86
OPTION: b | 98
OPTION: c | 73
OPTION: d | 18
ANSWER: d

PROMPT: 36 {bk01-l2c-f4-06.mp3}
OPTION: a | 54
OPTION: b | 79
OPTION: c | 36
OPTION: d | 64
ANSWER: c

PROMPT: 40 {bk01-l2c-f4-07.mp3}
OPTION: a | 11
OPTION: b | 14
OPTION: c | 41
OPTION: d | 40
ANSWER: d

PROMPT: 12 {bk01-l2c-f4-08.mp3}
OPTION: a | 21
OPTION: b | 10
OPTION: c | 12
OPTION: d | 31
ANSWER: c

PROMPT: 59 {bk01-l2c-f4-09.mp3}
OPTION: a | 69
OPTION: b | 96
OPTION: c | 59
OPTION: d | 19
ANSWER: c

PROMPT: 4 {bk01-l2c-f4-10.mp3}
OPTION: a | 2
OPTION: b | 5
OPTION: c | 4
OPTION: d | 8
ANSWER: c

PROMPT: 87 {bk01-l2c-f4-11.mp3}
OPTION: a | 78
OPTION: b | 17
OPTION: c | 18
OPTION: d | 87
ANSWER: d

PROMPT: 13 {bk01-l2c-f4-12.mp3}
OPTION: a | 17
OPTION: b | 13
OPTION: c | 16
OPTION: d | 15
ANSWER: b

PROMPT: 23 {bk01-l2c-f4-13.mp3}
OPTION: a | 83
OPTION: b | 33
OPTION: c | 36
OPTION: d | 23
ANSWER: d

PROMPT: 48 {bk01-l2c-f4-14.mp3}
OPTION: a | 48
OPTION: b | 54
OPTION: c | 84
OPTION: d | 88
ANSWER: a

PROMPT: 50 {bk01-l2c-f4-15.mp3}
OPTION: a | 55
OPTION: b | 15
OPTION: c | 5
OPTION: d | 50
ANSWER: d

PROMPT: 19 {bk01-l2c-f4-16.mp3}
OPTION: a | 90
OPTION: b | 49
OPTION: c | 19
OPTION: d | 9
ANSWER: c

PROMPT: 63 {bk01-l2c-f4-17.mp3}
OPTION: a | 33
OPTION: b | 98
OPTION: c | 63
OPTION: d | 48
ANSWER: c

PROMPT: 75 {bk01-l2c-f4-18.mp3}
OPTION: a | 56
OPTION: b | 75
OPTION: c | 76
OPTION: d | 57
ANSWER: b

PROMPT: 56 {bk01-l2c-f4-19.mp3}
OPTION: a | 56
OPTION: b | 24
OPTION: c | 46
OPTION: d | 64
ANSWER: a

PROMPT: 88 {bk01-l2c-f4-20.mp3}
OPTION: a | 8
OPTION: b | 88
OPTION: c | 18
OPTION: d | 80
ANSWER: b

# Source: LLA 2B Figure 4 — teen vs ty discrimination
$SELECT Teen or Ty?
INTRO: These pairs sound alike — listen carefully and tap the number you hear.
INSTRUCTION: Tap the number you hear.
REPEAT

PROMPT: 90 {bk01-l2b-f4-01-q.mp3}
OPTION: a | 19
OPTION: b | 90 {bk01-l2b-f4-01-a.mp3}
OPTION: c | 9
ANSWER: b

PROMPT: 40 {bk01-l2b-f4-02-q.mp3}
OPTION: a | 40 {bk01-l2b-f4-02-a.mp3}
OPTION: b | 4
OPTION: c | 14
ANSWER: a

PROMPT: 30 {bk01-l2b-f4-03-q.mp3}
OPTION: a | 3
OPTION: b | 13
OPTION: c | 30 {bk01-l2b-f4-03-a.mp3}
ANSWER: c

PROMPT: 16 {bk01-l2b-f4-04-q.mp3}
OPTION: a | 16 {bk01-l2b-f4-04-a.mp3}
OPTION: b | 60
OPTION: c | 6
ANSWER: a

PROMPT: 70 {bk01-l2b-f4-05-q.mp3}
OPTION: a | 70 {bk01-l2b-f4-05-a.mp3}
OPTION: b | 17
OPTION: c | 7
ANSWER: a

PROMPT: 80 {bk01-l2b-f4-06-q.mp3}
OPTION: a | 80 {bk01-l2b-f4-06-a.mp3}
OPTION: b | 18
OPTION: c | 8
ANSWER: a

PROMPT: 35 {bk01-l2b-f4-07-q.mp3}
OPTION: a | 5
OPTION: b | 30
OPTION: c | 35 {bk01-l2b-f4-07-a.mp3}
ANSWER: c

PROMPT: 22 {bk01-l2b-f4-08-q.mp3}
OPTION: a | 20
OPTION: b | 22 {bk01-l2b-f4-08-a.mp3}
OPTION: c | 2
ANSWER: b

# Source: LLA 2C Figure 5 — number dictation
$PRODUCE Write the Number
INTRO: Listen to each number and type it using digits.
INSTRUCTION: Type the number you hear.
INPUT: type
CHECK: exact

PROMPT: 13 {bk01-l2c-f5-01.mp3}
RESPONSE: 13 {bk01-l2c-f5-01.mp3}

PROMPT: 35 {bk01-l2c-f5-02.mp3}
RESPONSE: 35 {bk01-l2c-f5-02.mp3}

PROMPT: 19 {bk01-l2c-f5-03.mp3}
RESPONSE: 19 {bk01-l2c-f5-03.mp3}

PROMPT: 54 {bk01-l2c-f5-04.mp3}
RESPONSE: 54 {bk01-l2c-f5-04.mp3}

PROMPT: 48 {bk01-l2c-f5-05.mp3}
RESPONSE: 48 {bk01-l2c-f5-05.mp3}

PROMPT: 79 {bk01-l2c-f5-06.mp3}
RESPONSE: 79 {bk01-l2c-f5-06.mp3}

PROMPT: 8 {bk01-l2c-f5-07.mp3}
RESPONSE: 8 {bk01-l2c-f5-07.mp3}

PROMPT: 21 {bk01-l2c-f5-08.mp3}
RESPONSE: 21 {bk01-l2c-f5-08.mp3}

PROMPT: 11 {bk01-l2c-f5-09.mp3}
RESPONSE: 11 {bk01-l2c-f5-09.mp3}

PROMPT: 60 {bk01-l2c-f5-10.mp3}
RESPONSE: 60 {bk01-l2c-f5-10.mp3}

# Source: ST §Numbers (digit → word)
$PRODUCE Write the Number Word
INTRO: You'll see a number; type out its English word.
INSTRUCTION: Type the missing number word.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: 79 ____
RESPONSE: seventy-nine

TEMPLATE: 1 ____
RESPONSE: one

TEMPLATE: 4 ____
RESPONSE: four

TEMPLATE: 7 ____
RESPONSE: seven

TEMPLATE: 10 ____
RESPONSE: ten

TEMPLATE: 13 ____
RESPONSE: thirteen

TEMPLATE: 16 ____
RESPONSE: sixteen

TEMPLATE: 19 ____
RESPONSE: nineteen

TEMPLATE: 21 ____
RESPONSE: twenty-one

TEMPLATE: 31 ____
RESPONSE: thirty-one

TEMPLATE: 41 ____
RESPONSE: forty-one

TEMPLATE: 51 ____
RESPONSE: fifty-one

# ============================================================
$LESSON 2-6: Occupations
# ============================================================

# Source: LLA 2B Figure 3 (Part 1) — occupations he/she
$DIALOGUE People's Jobs {page_043_001.jpg}
INTRO: Let's meet some people and learn their jobs. Just listen.
INSTRUCTION: Listen to the sentences.

LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3}
LINE: Bob's a teacher. {page_043_002.jpg} {bk01-l2b-f3-02.mp3}
LINE: Ted's a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03.mp3}
LINE: Pam's a doctor. {page_043_004.jpg} {bk01-l2b-f3-04.mp3}
LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3}
LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3}
LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3}

# Source: ST §This Is a Pilot (occupation vocab)
$DIALOGUE Occupations
INTRO: Here are the occupation words on their own. Say each one.
INSTRUCTION: Repeat the words.
REPEAT

VOCAB: doctor
LINE: a doctor {st-page_043_001.jpg}

VOCAB: pilot
LINE: a pilot {st-page_043_002.jpg}

VOCAB: student
LINE: a student {st-page_043_003.jpg}

VOCAB: barber
LINE: a barber {st-page_043_004.jpg}

VOCAB: cook
LINE: a cook {st-page_044_001.jpg}

VOCAB: mechanic
LINE: a mechanic {st-page_044_002.jpg}

VOCAB: teacher
LINE: a teacher {st-page_044_003.jpg}

# Source: LLA 2B Figure 3 (Part 2) — I'm
$DIALOGUE I'm a Cook
INTRO: Now pretend you are each person. Say their job with "I'm".
INSTRUCTION: Listen and repeat.
REPEAT

LINE: I'm a cook. {page_043_001.jpg} {bk01-l2b-f3-01-I.mp3}
LINE: I'm a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-I.mp3}
LINE: I'm a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-I.mp3}
LINE: I'm a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-I.mp3}
LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3}
LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3}
LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3}

# Source: LLA 2B Figure 3 (Part 3) — You're
$DIALOGUE You're a Cook
INTRO: Now say each person's job with "you're".
INSTRUCTION: Listen and repeat.
REPEAT

LINE: You're a cook. {page_043_001.jpg} {bk01-l2b-f3-01-you.mp3}
LINE: You're a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-you.mp3}
LINE: You're a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-you.mp3}
LINE: You're a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-you.mp3}
LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3}
LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3}
LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3}

# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. (grammar)
$GRAMMAR I'm, You're, Bill's
INTRO: The verb "to be" contracts: I am becomes I'm, you are becomes you're, and Bill is becomes Bill's.

| | | |
|---|---|---|
| I | am | a student. |
| You | are | a teacher. |
| Bill | is | a pilot. |

**I + am = {I'm a student.}**

**You + are = {You're a teacher.}**

**Bill + is = {Bill's a pilot.}**

# Source: ST §I'm a Student (presentation)
$DIALOGUE I'm a Student, You're a Teacher
INTRO: Listen to the full form and the contraction side by side, and say them.
INSTRUCTION: Repeat the sentences.
REPEAT

VOCAB: I
VOCAB: I'm
LINE: I am a student. I'm a student.

LINE: I am a cook. I'm a cook.

VOCAB: you
VOCAB: you're
LINE: You are a teacher. You're a teacher.

LINE: You are a doctor. You're a doctor.

LINE: This is Bill. Bill is a pilot. Bill's a pilot. {st-page_046_001.jpg}

LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg}

LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg}

# Source: ST §What Are You? What Am I? What's Betty? (grammar)
$GRAMMAR What Are You?
INTRO: To ask about a job, use "what" with the right form of "be".

| | | |
|---|---|---|
| What | am | I? |
| What | are | you? |
| What | is | Betty? |

{What are you?} — {I'm a teacher.}

{What's Betty?} — {Betty's a doctor.}

# Source: ST §What Are You? (read Q&A)
$DIALOGUE What Are You? — Questions and Answers
INTRO: Here are job questions with their answers. Say each pair.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: What are you? I'm a mechanic.
LINE: What's Bill? Bill's a pilot.
LINE: What am I? You're a teacher.
LINE: What are you? I'm a student.
LINE: What's Betty? Betty's a doctor.
LINE: What am I? You're a cook.
LINE: What's Joe? Joe's a mechanic.
LINE: What are you? You're a barber.
LINE: What's Tom? He's a student.
LINE: What am I? You're a pilot.

# Source: LLA 2D Figure 1 (Part 1) — names
$DIALOGUE Names {page_053_001.jpg}
INTRO: Here are seven people's names. Look at each picture and repeat the name.
INSTRUCTION: Listen and repeat each name.
REPEAT

LINE: Ben {page_053_001.jpg} {bk01-l2d-f1-01.mp3}
LINE: Ann {page_053_002.jpg} {bk01-l2d-f1-02.mp3}
LINE: Don {page_053_003.jpg} {bk01-l2d-f1-03.mp3}
LINE: Bob {page_053_004.jpg} {bk01-l2d-f1-04.mp3}
LINE: Pam {page_053_005.jpg} {bk01-l2d-f1-05.mp3}
LINE: Sue {page_053_006.jpg} {bk01-l2d-f1-06.mp3}
LINE: Joan {page_053_007.jpg} {bk01-l2d-f1-07.mp3}

# Source: LLA 2D Figure 1 (Part 2) — what's his/her name
$PRODUCE What's His or Her Name?
INTRO: Look at each person, listen to the question, and answer aloud. Then repeat the answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3}
RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3}

PROMPT: What's her name? {page_053_002.jpg} {bk01-l2d-f1-09-q.mp3}
RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3}

PROMPT: What's his name? {page_053_003.jpg} {bk01-l2d-f1-10-q.mp3}
RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3}

PROMPT: What's his name? {page_053_004.jpg} {bk01-l2d-f1-11-q.mp3}
RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3}

PROMPT: What's her name? {page_053_005.jpg} {bk01-l2d-f1-12-q.mp3}
RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3}

PROMPT: What's her name? {page_053_006.jpg} {bk01-l2d-f1-13-q.mp3}
RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3}

PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3}
RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3}

# Source: LLA 2D Figure 1 (Part 3) — occupations Q&A
$PRODUCE What's Ben?
INTRO: Now you'll be asked what each person's job is. Answer aloud, then repeat the answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3}
RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3}

PROMPT: What's Don? {page_053_003.jpg} {bk01-l2d-f1-16-q.mp3}
RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3}

PROMPT: What is Pam? {page_053_005.jpg} {bk01-l2d-f1-17-q.mp3}
RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3}

PROMPT: What's Joan? {page_053_007.jpg} {bk01-l2d-f1-18-q.mp3}
RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3}

PROMPT: What's Ann? {page_053_002.jpg} {bk01-l2d-f1-19-q.mp3}
RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3}

PROMPT: What is Bob? {page_053_004.jpg} {bk01-l2d-f1-20-q.mp3}
RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3}

PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3}
RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3}

# Source: LLA 2D Figure 2 (Part 1) — write the names
$PRODUCE Write the Names
INTRO: Listen as each name is introduced and spelled out, then type the name.
INSTRUCTION: Type the name.
INPUT: type
CHECK: exact

EXAMPLE
PROMPT: This is Bill. His name is Bill. B-I-L-L. {page_054_001.jpg} {bk01-l2d-f2-ex.mp3}
RESPONSE: Bill

PROMPT: This is Jan. Her name is Jan. Write. J-A-N. {page_054_002.jpg} {bk01-l2d-f2-01.mp3}
RESPONSE: Jan

PROMPT: This is Joe. His name is Joe. J-O-E. {page_054_003.jpg} {bk01-l2d-f2-02.mp3}
RESPONSE: Joe

PROMPT: This is Pam. Her name is Pam. P-A-M. {page_054_004.jpg} {bk01-l2d-f2-03.mp3}
RESPONSE: Pam

PROMPT: This is Bob. His name is Bob. B-O-B. {page_054_005.jpg} {bk01-l2d-f2-04.mp3}
RESPONSE: Bob

PROMPT: This is Ann. Her name is Ann. A-N-N. {page_054_006.jpg} {bk01-l2d-f2-05.mp3}
RESPONSE: Ann
ACCEPT: Anne

PROMPT: This is Ken. His name is Ken. K-E-N. {page_054_007.jpg} {bk01-l2d-f2-06.mp3}
RESPONSE: Ken

# Source: LLA 2D Figure 2 (Part 2) — occupations Q&A
$PRODUCE What Is Bill?
INTRO: Look at the same people again. Answer what each one's job is, then repeat the answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What is Bill? {page_054_001.jpg} {bk01-l2d-f2-07-q.mp3}
RESPONSE: Bill's a teacher. {bk01-l2d-f2-07-a.mp3}

PROMPT: What is Jan? {page_054_002.jpg} {bk01-l2d-f2-08-q.mp3}
RESPONSE: Jan's a student. {bk01-l2d-f2-08-a.mp3}

PROMPT: What's Joe? {page_054_003.jpg} {bk01-l2d-f2-09-q.mp3}
RESPONSE: Joe's a mechanic. {bk01-l2d-f2-09-a.mp3}

PROMPT: What's Pam? {page_054_004.jpg} {bk01-l2d-f2-10-q.mp3}
RESPONSE: Pam's a cook. {bk01-l2d-f2-10-a.mp3}

PROMPT: What is Bob? {page_054_005.jpg} {bk01-l2d-f2-11-q.mp3}
RESPONSE: Bob's a barber. {bk01-l2d-f2-11-a.mp3}

PROMPT: What is Anne? {page_054_006.jpg} {bk01-l2d-f2-12-q.mp3}
RESPONSE: Anne's a doctor. {bk01-l2d-f2-12-a.mp3}

PROMPT: What is Ken? {page_054_007.jpg} {bk01-l2d-f2-13-q.mp3}
RESPONSE: Ken's a pilot. {bk01-l2d-f2-13-a.mp3}

# Source: LLA 2C Figure 6 — number + occupation/item
$PRODUCE Say the Number and the Word
INTRO: Look at the picture and listen to the number. Say the number with the thing you see, then repeat the answer.
INSTRUCTION: Say the number and the word aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Twelve {page_049_001.jpg} {bk01-l2c-f6-01-q.mp3}
RESPONSE: Twelve barbers. {bk01-l2c-f6-01-a.mp3}

PROMPT: Seven {page_049_002.jpg} {bk01-l2c-f6-02-q.mp3}
RESPONSE: Seven cooks. {bk01-l2c-f6-02-a.mp3}

PROMPT: Four {page_049_003.jpg} {bk01-l2c-f6-03-q.mp3}
RESPONSE: Four doctors. {bk01-l2c-f6-03-a.mp3}

PROMPT: Eleven {page_049_004.jpg} {bk01-l2c-f6-04-q.mp3}
RESPONSE: Eleven mechanics. {bk01-l2c-f6-04-a.mp3}

PROMPT: Two {page_049_005.jpg} {bk01-l2c-f6-05-q.mp3}
RESPONSE: Two pilots. {bk01-l2c-f6-05-a.mp3}

PROMPT: Ten {page_049_006.jpg} {bk01-l2c-f6-06-q.mp3}
RESPONSE: Ten radios. {bk01-l2c-f6-06-a.mp3}

PROMPT: Fifteen {page_049_007.jpg} {bk01-l2c-f6-07-q.mp3}
RESPONSE: Fifteen recorders. {bk01-l2c-f6-07-a.mp3}

PROMPT: Twenty {page_049_008.jpg} {bk01-l2c-f6-08-q.mp3}
RESPONSE: Twenty tapes. {bk01-l2c-f6-08-a.mp3}

PROMPT: Five {page_049_009.jpg} {bk01-l2c-f6-09-q.mp3}
RESPONSE: Five televisions. {bk01-l2c-f6-09-a.mp3}

PROMPT: Eight {page_049_010.jpg} {bk01-l2c-f6-10-q.mp3}
RESPONSE: Eight students. {bk01-l2c-f6-10-a.mp3}

PROMPT: One {page_049_011.jpg} {bk01-l2c-f6-11-q.mp3}
RESPONSE: One teacher. {bk01-l2c-f6-11-a.mp3}

# ============================================================
$LESSON 2-7: Pronunciation
# ============================================================

# Source: LLA 2D LS Activity 2 — minimal pairs /e/ vs /æ/
$DIALOGUE Listen to the Vowels
INTRO: Listen to these word pairs — the vowel changes from the "e" sound to the "a" sound. Repeat each pair.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Met. Mat. {bk01-l2d-f2-ls2-01.mp3}
LINE: Dead. Dad. {bk01-l2d-f2-ls2-02.mp3}
LINE: Ed. Add. {bk01-l2d-f2-ls2-03.mp3}
LINE: Said. Sad. {bk01-l2d-f2-ls2-04.mp3}
LINE: Bread. Brad. {bk01-l2d-f2-ls2-05.mp3}
LINE: Head. Had. {bk01-l2d-f2-ls2-06.mp3}
LINE: End. And. {bk01-l2d-f2-ls2-07.mp3}
LINE: Beth. Bath. {bk01-l2d-f2-ls2-08.mp3}
LINE: X. Axe. {bk01-l2d-f2-ls2-09.mp3}
LINE: Lend. Land. {bk01-l2d-f2-ls2-10.mp3}

# Source: ST §Pan/Pen (read word pairs)
$DIALOGUE Read the Word Pairs
INTRO: Here are more "e" and "a" word pairs to read.
INSTRUCTION: Read these words.

LINE: and / end
LINE: bath / Beth
LINE: ax / ex
LINE: add / Ed
LINE: land / lend
LINE: bat / bet
LINE: tan / ten
LINE: lass / less
LINE: pan / pen
LINE: lather / leather
LINE: rack / wreck
LINE: batter / better

# Source: LLA 2D Figure 3 — same/different vowel discrimination
$SELECT Same or Different Sound
INTRO: Listen to two words. Are they exactly the same, or different? Tap your answer.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

EXAMPLE
PROMPT: head, had {bk01-l2d-f3-ex1.mp3}
ANSWER: d

EXAMPLE
PROMPT: grand, grand {bk01-l2d-f3-ex2.mp3}
ANSWER: s

PROMPT: bet, bat {bk01-l2d-f3-01.mp3}
ANSWER: d

PROMPT: man, men {bk01-l2d-f3-02.mp3}
ANSWER: d

PROMPT: him, him {bk01-l2d-f3-03.mp3}
ANSWER: s

PROMPT: pan, pin {bk01-l2d-f3-04.mp3}
ANSWER: d

PROMPT: ten, ten {bk01-l2d-f3-05.mp3}
ANSWER: s

PROMPT: less, lass {bk01-l2d-f3-06.mp3}
ANSWER: d

PROMPT: wreck, rack {bk01-l2d-f3-07.mp3}
ANSWER: d

PROMPT: batter, batter {bk01-l2d-f3-08.mp3}
ANSWER: s

PROMPT: set, sat {bk01-l2d-f3-09.mp3}
ANSWER: d

PROMPT: lather, leather {bk01-l2d-f3-10.mp3}
ANSWER: d

# Source: LLA 2D Figure 4 — K vs G sound
$SELECT K or G Sound
INTRO: Listen for the hard sound — is it the K of "came" or the G of "game"? Tap the sound you hear.
INSTRUCTION: Tap the sound you hear.
OPTION: a | K sound (as in came)
OPTION: b | G sound (as in game)

EXAMPLE
PROMPT: game, game {bk01-l2d-f4-ex.mp3}
ANSWER: b

PROMPT: tag, tag {bk01-l2d-f4-01.mp3}
ANSWER: b

PROMPT: back, back {bk01-l2d-f4-02.mp3}
ANSWER: a

PROMPT: kill, kill {bk01-l2d-f4-03.mp3}
ANSWER: a

PROMPT: game, game {bk01-l2d-f4-04.mp3}
ANSWER: b

PROMPT: peck, peck {bk01-l2d-f4-05.mp3}
ANSWER: a

PROMPT: sag, sag {bk01-l2d-f4-06.mp3}
ANSWER: b

PROMPT: cane, cane {bk01-l2d-f4-07.mp3}
ANSWER: a

PROMPT: gap, gap {bk01-l2d-f4-08.mp3}
ANSWER: b

PROMPT: goat, goat {bk01-l2d-f4-09.mp3}
ANSWER: b

PROMPT: coal, coal {bk01-l2d-f4-10.mp3}
ANSWER: a

# SKIPPED (book): ST Listening-skill blocks "CLOSE/GOODBYE" (/s/–/z/) and "SAME/DIFFERENT"
# (word-pair discrimination) — instructor-read with no recorded stimulus and no given
# words. Convertible later with chosen items + TTS.