$MODULE Book 3 · Lesson 2: What Do You Study? {st-page_039_001.jpg}
FORMAT: 2
DESCRIPTION: Ask and answer present-tense questions — what, who, where, when, and how often — plus have/has, food and transportation vocabulary, and the A/AH vowel sounds.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
$LESSON 2-1: A Day in Class — Present Tense and Have/Has
# Source: ST §Mark Says Good Morning
$DIALOGUE Mark's School Day
ID: l2-s1
INTRO: In this lesson you'll learn to ask and answer everyday questions — what, who, where, when, and how often. First, meet Mark. His day runs like a clock — a very obedient clock.
INSTRUCTION: Read and listen to the paragraph.
VOCAB: to say
LINE: Mark goes to his classroom at 7:15. He says good morning to his teacher. {st-page_041_001.jpg}
VOCAB: to learn
LINE: He studies a new lesson every day. He learns new words.
VOCAB: to leave
LINE: At 2:00, he leaves the classroom and goes to his barracks.
# Source: LLA 2A Figure 1
$DIALOGUE Classroom Instructions
ID: 2a-f1
INTRO: These are sentences you hear in class every day — say, repeat, learn, leave. Listen and repeat each one.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
LINE: Learn the words. {bk03-l2a-f1-01.mp3}
LINE: Please repeat the words. {bk03-l2a-f1-02.mp3}
LINE: Please say the words. {bk03-l2a-f1-03.mp3}
LINE: The students are saying the words. {bk03-l2a-f1-04.mp3}
LINE: Captain Jones, please leave the room. Go to the dispensary. {bk03-l2a-f1-05.mp3}
LINE: He's leaving the room. {bk03-l2a-f1-06.mp3}
LINE: He's going to the dispensary. {bk03-l2a-f1-07.mp3}
# Source: ST §I, We, You, They
$PRODUCE Mark's Day for a Group
ID: l2-s2
INTRO: Now the whole class does what Mark does. Type I, you, we, or they in each gap — and notice the verbs lose their final S.
INSTRUCTION: Type I, you, we, or they in each gap.
INPUT: type
CHECK: exact
TEMPLATE: ____{They|We|You|I} go to the classroom at 7:15. ____{They|We|You|I} say good morning to the teacher.
TEMPLATE: ____{They|We|You|I} study a new lesson every day. ____{They|We|You|I} learn new words.
TEMPLATE: At 2:00, ____{They|We|You|I} leave the classroom and go to the barracks.
RESPONSE: They go to the classroom at 7:15. They say good morning to the teacher. They study a new lesson every day. They learn new words. At 2:00, they leave the classroom and go to the barracks.
# Source: LLA 2A Figure 2
$DIALOGUE Who's Doing What?
ID: 2a-f2
INTRO: Eight people, eight pictures — buying, drinking, reading, standing around. Listen to each sentence, look at the picture, and repeat. You'll be quizzed on these people in a moment.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: This is Mr. Wilson. He's buying a book. {page_027_001.jpg} {bk03-l2a-f2-01.mp3}
LINE: Picture 2 is a pilot. He's going to the mess hall. {page_027_002.jpg} {bk03-l2a-f2-02.mp3}
LINE: Picture 3 is a doctor. He's drinking coffee. {page_027_003.jpg} {bk03-l2a-f2-03.mp3}
LINE: Picture 4 is Mrs. Wilson. She's looking at pictures. {page_027_004.jpg} {bk03-l2a-f2-04.mp3}
LINE: Picture 5 is Tom. He's reading a book. {page_027_005.jpg} {bk03-l2a-f2-05.mp3}
LINE: Picture 6 is Bob. He's standing outside. {page_027_006.jpg} {bk03-l2a-f2-06.mp3}
LINE: Picture 7 is John. He's doing his homework. {page_027_007.jpg} {bk03-l2a-f2-07.mp3}
LINE: Picture 8 is Linda. She's eating dinner. {page_027_008.jpg} {bk03-l2a-f2-08.mp3}
# Source: LLA 2A Figure 2 (question pass)
$PRODUCE Who Is Doing It?
ID: 2a-f2-b
REFERENCE
INPUT: type
CHECK: exact
INTRO: Now the quiz. Listen to each "who" question and type the person's name. Then listen to the answer and repeat it. You can peek back at the pictures — no one is watching.
INSTRUCTION: Type the name of the person.
REPEAT
PROMPT: Who's doing his homework? {bk03-l2a-f2-09-q.mp3}
ACCEPT: A pilot's going to the mess hall. | A pilot is going to the mess hall. | the pilot | The pilot's going to the mess hall. | The pilot is going to the mess hall.
INTRO: "Who" questions get a person as the answer. Practice these question-and-answer pairs aloud.
INSTRUCTION: Listen and repeat each pair.
REPEAT
LINE: Who writes on the chalkboard? Mr. Clark writes on the chalkboard. {st-page_042_001.jpg}
LINE: Who learns new words? The students learn new words. {st-page_042_002.jpg}
LINE: Who circles the answer? Jim circles the answer.
LINE: Who goes to bed late? Mary goes to bed late.
LINE: Who comes to the classroom at 7:30? The men come to the classroom at 7:30.
LINE: Who eats breakfast every day? John eats breakfast every day.
LINE: Who eats beef? Tom eats beef.
LINE: Who goes to the commissary in the evening? My wife goes to the commissary in the evening.
LINE: Who swims before class? Ray swims before class.
LINE: Who repeats the new words? The students repeat the new words.
LINE: Who gets up early? My daughter gets up early.
LINE: Who studies English? We study English.
# Source: LLA 2A Figure 3
$PRODUCE Says, Learns, Leaves
ID: 2a-f3
INPUT: type
CHECK: exact
INTRO: Back to Mark's verbs — says, learns, leaves. Listen, type the missing word, then repeat the whole sentence.
INSTRUCTION: Type the missing word.
REPEAT
TEMPLATE: He ____ the classroom at 2:00. {page_028_001.jpg}
PROMPT: "Leaves." He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01-q.mp3}
RESPONSE: He leaves the classroom at 2:00. {bk03-l2a-f3-01-a.mp3}
ACCEPT: leaves
TEMPLATE: He ____ new words every day. {page_028_002.jpg}
PROMPT: "Learns." He learns new words every day. {bk03-l2a-f3-02-q.mp3}
RESPONSE: He learns new words every day. {bk03-l2a-f3-02-a.mp3}
ACCEPT: learns
TEMPLATE: He ____ good morning to his teacher. {page_028_003.jpg}
PROMPT: "Says." He says good morning to his teacher. {bk03-l2a-f3-03-q.mp3}
RESPONSE: He says good morning to his teacher. {bk03-l2a-f3-03-a.mp3}
ACCEPT: says
# Source: ST §I Have a Book. She Has a Radio. (grammar table)
$GRAMMAR Have or Has
ID: l2-s4
INTRO: One small rule before the next drills: have or has. It depends on who's doing the having.
With **I, you, we,** and **they**, use *have*: {I have a book.} {They have a radio.}
With **he** and **she**, use *has*: {She has a radio.} {He has a brother.}
| Subject | Verb | |
|---|---|---|
| I / You / We / They | have | a pen. / an apple. / an orange. / a radio. / a brother. / a pencil. / a book. |
| He / She | has | |
# Source: ST §Do You Have a Pencil?
$DIALOGUE Do You Have a Pencil?
ID: l2-s5
INTRO: Now hear have and has in questions and answers. Note the question uses "have" with do and does — has only shows up in the answer.
INSTRUCTION: Read and listen to the sentences.
LINE: Does Tom have a pencil? Yes, Tom has a pencil.
LINE: Does Mary have a pen? No, Mary doesn't have a pen.
LINE: Does he have a book? Yes, he has a book.
LINE: Do you have a dollar? No, I don't have a dollar.
LINE: Do we have a friend? Yes, we have a friend.
LINE: Does he have homework? Yes, he has homework.
# Source: LLA 2A Figure 4
$PRODUCE Make a Sentence with Have or Has
ID: 2a-f4
INPUT: speak
CHECK: reveal
INTRO: You'll hear two cue words — a person and a thing. Say a full sentence with have or has, then repeat the correct one. The teacher, it turns out, has a wife.
INSTRUCTION: Say the complete sentence aloud.
REPEAT
EXAMPLE
TEMPLATE: I / homework
PROMPT: I, homework. {bk03-l2a-f4-ex-q.mp3}
RESPONSE: I have homework. {bk03-l2a-f4-ex-a.mp3}
TEMPLATE: you / car
PROMPT: You, car. {bk03-l2a-f4-01-q.mp3}
RESPONSE: You have a car. {bk03-l2a-f4-01-a.mp3}
TEMPLATE: they / money
PROMPT: They, money. {bk03-l2a-f4-02-q.mp3}
RESPONSE: They have money. {bk03-l2a-f4-02-a.mp3}
TEMPLATE: he / sister
PROMPT: He, sister. {bk03-l2a-f4-03-q.mp3}
RESPONSE: He has a sister. {bk03-l2a-f4-03-a.mp3}
TEMPLATE: Tom / letter
PROMPT: Tom, letter. {bk03-l2a-f4-04-q.mp3}
RESPONSE: Tom has a letter. {bk03-l2a-f4-04-a.mp3}
TEMPLATE: pilot / radio
PROMPT: Pilot, radio. {bk03-l2a-f4-05-q.mp3}
RESPONSE: The pilot has a radio. {bk03-l2a-f4-05-a.mp3}
TEMPLATE: I / book
PROMPT: I, book. {bk03-l2a-f4-06-q.mp3}
RESPONSE: I have a book. {bk03-l2a-f4-06-a.mp3}
TEMPLATE: mechanic / pencil
PROMPT: Mechanic, pencil. {bk03-l2a-f4-07-q.mp3}
RESPONSE: The mechanic has a pencil. {bk03-l2a-f4-07-a.mp3}
TEMPLATE: she / brother
PROMPT: She, brother. {bk03-l2a-f4-08-q.mp3}
RESPONSE: She has a brother. {bk03-l2a-f4-08-a.mp3}
TEMPLATE: he / calendar
PROMPT: He, calendar. {bk03-l2a-f4-09-q.mp3}
RESPONSE: He has a calendar. {bk03-l2a-f4-09-a.mp3}
TEMPLATE: teacher / wife
PROMPT: Teacher, wife. {bk03-l2a-f4-10-q.mp3}
RESPONSE: The teacher has a wife. {bk03-l2a-f4-10-a.mp3}
# Source: ST §Have or Has Questions
$PRODUCE Ask with Have or Has
ID: l2-s6
INTRO: Now you build the whole exchange: ask a yes/no question with have or has, then answer it yourself. Yes or no — your call.
INSTRUCTION: Say a question and a short answer.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed present-tense yes/no question using "have" or "has", followed by a natural short answer (yes or no — the learner's choice).
EXAMPLE
PROMPT: I/homework
RESPONSE: Do I have homework? Yes, you do.
EXAMPLE
PROMPT: he/half dollar
RESPONSE: Does he have a half dollar? No, he doesn't.
PROMPT: you/snack
RESPONSE: Do you have a snack? Yes, I do.
PROMPT: he/calendar
RESPONSE: Does he have a calendar? Yes, he does.
PROMPT: they/money
RESPONSE: Do they have money? No, they don't.
PROMPT: I/your book
RESPONSE: Do I have your book? Yes, you do.
PROMPT: he/sister
RESPONSE: Does he have a sister? No, he doesn't.
PROMPT: she/brother
RESPONSE: Does she have a brother? Yes, she does.
PROMPT: Tom/pen
RESPONSE: Does Tom have a pen? Yes, he does.
PROMPT: teacher/wife
RESPONSE: Does the teacher have a wife? Yes, he does.
PROMPT: pilot/radio
RESPONSE: Does the pilot have a radio? No, he doesn't.
PROMPT: base/snack bar
RESPONSE: Does the base have a snack bar? Yes, it does.
PROMPT: mechanic/pencil
RESPONSE: Does the mechanic have a pencil? Yes, he does.
PROMPT: commissary/meat
RESPONSE: Does the commissary have meat? Yes, it does.
$LESSON 2-2: Hear It, See It, Want It — and Getting There
# Source: LLA 2A Figure 5 (VOCAB salvaged from ST §Is It a Plane?, dropped as TTS twin)
$DIALOGUE What Is It?
ID: 2a-f5
INTRO: In this part you'll talk about what you hear, see, and want — and how people get from place to place. First, three friends hear something in the sky. Listen, then repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: to hear
Bill: Do you hear that? What is it? {bk03-l2a-f5-01.mp3}
VOCAB: to know
VOCAB: airplane
Paul: I don't know. Is it an airplane? {bk03-l2a-f5-02.mp3}
VOCAB: plane
Jack: Oh, yes, it is. It's a plane. {bk03-l2a-f5-03.mp3}
VOCAB: to see
Bill: I see it now. Do you see it, Paul? {bk03-l2a-f5-04.mp3}
Paul: Oh, yes. I see it. {bk03-l2a-f5-05.mp3}
# Source: ST §Hear, Know, See (recast from bare-cue sentence writing to context cloze)
$PRODUCE Hear, Know, or See?
ID: l2-s8
INPUT: type
CHECK: exact
INTRO: Three verbs: hear for your ears, see for your eyes, know for your head. Each sentence gives you a clue — type the right verb, with an S when the subject needs one.
INSTRUCTION: Type hear(s), know(s), or see(s).
EXAMPLE
TEMPLATE: Joe turns on the TV. He ____ the TV.
RESPONSE: Joe turns on the TV. He hears the TV.
ACCEPT: hears
TEMPLATE: Listen! I ____ the radio.
RESPONSE: Listen! I hear the radio.
ACCEPT: hear
TEMPLATE: Look! I ____ the clock on the wall.
RESPONSE: Look! I see the clock on the wall.
ACCEPT: see
TEMPLATE: She studies every day. She ____ the words.
RESPONSE: She studies every day. She knows the words.
ACCEPT: knows
TEMPLATE: The plane is very loud. We ____ the plane.
RESPONSE: The plane is very loud. We hear the plane.
ACCEPT: hear
TEMPLATE: The students look at the front of the classroom. They ____ the chalkboard.
RESPONSE: The students look at the front of the classroom. They see the chalkboard.
ACCEPT: see
TEMPLATE: Tom is my friend. I ____ Tom.
RESPONSE: Tom is my friend. I know Tom.
ACCEPT: know
TEMPLATE: He ____ his room number. It's 24.
RESPONSE: He knows his room number. It's 24.
ACCEPT: knows
TEMPLATE: The tape is playing. She ____ the tape.
RESPONSE: The tape is playing. She hears the tape.
ACCEPT: hears
TEMPLATE: Look — the calendar is on the wall. I ____ the calendar.
RESPONSE: Look — the calendar is on the wall. I see the calendar.
ACCEPT: see
TEMPLATE: John looks at the desk. He ____ the notebook.
RESPONSE: John looks at the desk. He sees the notebook.
ACCEPT: sees
# Source: ST §What Do You Want?
$DIALOGUE What Do You Want? {st-page_046_001.jpg}
ID: l2-s9
INTRO: Bill, Paul, and Jack are at the snack bar, and the waiter is a man of few words. Listen to how they order.
INSTRUCTION: Read and listen to the dialog.
Waiter: Yes?
VOCAB: to want
Bill: I want coffee, please.
Paul: I want tea.
VOCAB: hamburger
Jack: I want a hamburger.
VOCAB: French fries
Waiter: Do you want French fries?
Jack: No, thanks.
Waiter: Okay.
# Source: ST §I Want a Hamburger (menu table)
$GRAMMAR The Lunch Menu
ID: l2-s10
INTRO: Here's the snack bar menu. Have a look — you're ordering next.
| FOR LUNCH | |
|---|---|
| hamburger | $2.65 |
| French fries | $ .75 |
| fish | $1.99 |
| salad | $2.50 |
| | |
| coffee | $ .75 |
| tea | $ .75 |
| milk | $ .75 |
# Source: ST §What Do You Want to Eat?
$PRODUCE Your Turn to Order
ID: l2-s11
REFERENCE
INTRO: Your turn at the counter. Answer each question with what you want — the menu is right there if you need it.
RUBRIC: Accept any natural sentence ordering food or drink, including expressions like "I want ...", "I'd like ...", "I would like ...", or "Can I have ...". The choice of items is the learner's.
RUBRIC: Treat the model answer's vehicle as the factual key. Accept any yes/no question about the vehicle followed by a correct short answer — either naming that vehicle (e.g. "No, it's a plane.") or a plain "Yes, it is." / "No, it isn't." whose polarity matches the model.
# Source: LLA 2A Figure 6 (ST §Make Sentences with Names and Pictures dropped as TTS twin)
$PRODUCE Take a Bus, Take a Plane
ID: 2a-f6
INPUT: speak
CHECK: reveal
INTRO: A name, a destination, and a picture of the ride. Say the whole sentence — "takes a taxi", "take a plane" — then repeat the model. Everyone here travels more than you'd expect.
INSTRUCTION: Say the complete sentence aloud.
REPEAT
EXAMPLE
TEMPLATE: Tom → Chicago {page_030_004.jpg}
RESPONSE: Tom takes a train to Chicago.
TEMPLATE: Mrs. Smith → New York {page_030_002.jpg}
RESPONSE: Mrs. Smith takes a plane to New York.
TEMPLATE: John → the hospital {page_030_001.jpg}
RESPONSE: John takes a taxi to the hospital.
TEMPLATE: David → Dallas {page_030_003.jpg}
RESPONSE: David takes a bus to Dallas.
TEMPLATE: Mary → England {page_030_002.jpg}
RESPONSE: Mary takes a plane to England.
TEMPLATE: Helen → Chicago {page_030_004.jpg}
RESPONSE: Helen takes a train to Chicago.
TEMPLATE: Mr. Wilson → office {page_030_001.jpg}
RESPONSE: Mr. Wilson takes a taxi to his office.
TEMPLATE: Kim and Jill → school {page_030_003.jpg}
RESPONSE: Kim and Jill take a bus to school.
TEMPLATE: The Johnsons → Spain {page_030_002.jpg}
RESPONSE: The Johnsons take a plane to Spain.
TEMPLATE: We → Arizona {page_030_004.jpg}
RESPONSE: We take a train to Arizona.
TEMPLATE: They → commissary {page_030_003.jpg}
RESPONSE: They take a bus to the commissary.
# SKIPPED (ST): Speaking Skill lists DAY / MAT / MATE-MAT — third TTS copies of the cassette A/AH pronunciation material below; dropped.
# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SAY/SAD" — instructor-read phoneme discrimination with no recorded stimuli.
# Source: LLA 2B pronunciation opener
$DIALOGUE The A and AH Sounds: Word Pairs
ID: 2b-ls1
INTRO: Time out for pronunciation. These word pairs differ only in the vowel — the long A of "mate" against the short AH of "mat". Listen closely and repeat each word.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Laid. {bk03-l2b-f1-01.mp3}
LINE: Lad. {bk03-l2b-f1-02.mp3}
LINE: Pain. {bk03-l2b-f1-03.mp3}
LINE: Pane. {bk03-l2b-f1-04.mp3}
LINE: Pan. {bk03-l2b-f1-05.mp3}
LINE: Mate. {bk03-l2b-f1-06.mp3}
LINE: Mat. {bk03-l2b-f1-07.mp3}
LINE: Dane. {bk03-l2b-f1-08.mp3}
LINE: Dan. {bk03-l2b-f1-09.mp3}
LINE: Fade. {bk03-l2b-f1-10.mp3}
LINE: Fad. {bk03-l2b-f1-11.mp3}
LINE: Bate. {bk03-l2b-f1-12.mp3}
LINE: Bait. {bk03-l2b-f1-13.mp3}
LINE: Bat. {bk03-l2b-f1-14.mp3}
LINE: Gate. {bk03-l2b-f1-15.mp3}
LINE: Gait. {bk03-l2b-f1-16.mp3}
LINE: Gat. {bk03-l2b-f1-17.mp3}
LINE: Mate. {bk03-l2b-f1-18.mp3}
LINE: Mat. {bk03-l2b-f1-19.mp3}
LINE: Main. {bk03-l2b-f1-20.mp3}
LINE: Man. {bk03-l2b-f1-21.mp3}
LINE: Hate. {bk03-l2b-f1-22.mp3}
LINE: Hat. {bk03-l2b-f1-23.mp3}
# Source: LLA 2B Figure 1
$DIALOGUE The A and AH Sounds: More Words
ID: 2b-f1
INTRO: Now some familiar words with those two vowels. Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: apple {bk03-l2b-f1-24.mp3}
LINE: base {bk03-l2b-f1-25.mp3}
LINE: day {bk03-l2b-f1-26.mp3}
LINE: ask {bk03-l2b-f1-27.mp3}
LINE: tape {bk03-l2b-f1-28.mp3}
LINE: happy {bk03-l2b-f1-29.mp3}
LINE: after {bk03-l2b-f1-30.mp3}
LINE: bad {bk03-l2b-f1-31.mp3}
LINE: say {bk03-l2b-f1-32.mp3}
LINE: class {bk03-l2b-f1-33.mp3}
# Source: LLA 2B Figure 2
$SELECT A or AH?
ID: 2b-f2
INTRO: Now your ears do the work. Listen to each word — does it have the A sound as in "name", or the AH sound as in "map"? Tap the sound you hear.
INSTRUCTION: Tap the sound you hear.
OPTION: a | A sound (as in name)
OPTION: b | AH sound (as in map)
EXAMPLE
PROMPT: apple {bk03-l2b-f2-01.mp3}
ANSWER: b
PROMPT: base {bk03-l2b-f2-02.mp3}
ANSWER: a
PROMPT: day {bk03-l2b-f2-03.mp3}
ANSWER: a
PROMPT: ask {bk03-l2b-f2-04.mp3}
ANSWER: b
PROMPT: tape {bk03-l2b-f2-05.mp3}
ANSWER: a
PROMPT: happy {bk03-l2b-f2-06.mp3}
ANSWER: b
PROMPT: after {bk03-l2b-f2-07.mp3}
ANSWER: b
PROMPT: bad {bk03-l2b-f2-08.mp3}
ANSWER: b
PROMPT: say {bk03-l2b-f2-09.mp3}
ANSWER: a
PROMPT: class {bk03-l2b-f2-10.mp3}
ANSWER: b
# Source: LLA 2B Figure 3
$SELECT Same or Different Vowels?
ID: 2b-f3
INTRO: Two words at a time now. Are their vowel sounds the same, or different? Tap your answer.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different
PROMPT: laid, lad {bk03-l2b-f3-01.mp3}
ANSWER: d
PROMPT: pain, pan {bk03-l2b-f3-02.mp3}
ANSWER: d
PROMPT: mate, mat {bk03-l2b-f3-03.mp3}
ANSWER: d
PROMPT: Dan, Dan {bk03-l2b-f3-04.mp3}
ANSWER: s
PROMPT: fade, fad {bk03-l2b-f3-05.mp3}
ANSWER: d
PROMPT: bait, bate {bk03-l2b-f3-06.mp3}
ANSWER: s
PROMPT: gate, gait {bk03-l2b-f3-07.mp3}
ANSWER: s
PROMPT: mate, mat {bk03-l2b-f3-08.mp3}
ANSWER: d
PROMPT: main, man {bk03-l2b-f3-09.mp3}
ANSWER: d
PROMPT: hat, hat {bk03-l2b-f3-10.mp3}
ANSWER: s
$LESSON 2-3: Asking What, Who, and Where
# Source: ST §What Does Tom Study? (grammar)
$GRAMMAR Questions with What
ID: l2-s18
INTRO: In this part you'll build real questions — what, who, and where. Here's how a statement turns into a "what" question.
Start from a statement, make the yes/no question, then put **what** in front:
RUBRIC: Treat the model answer as the factual key. Accept a question asking what Tom does or is doing (with or without the exact time), plus an answer describing the same action as the model in simple present or present continuous, in any phrasing (e.g. "goes out of the lab" for "leaves the lab").
INTRO: Now build the "who" questions yourself. Say a full question from the cue, then repeat the correct one. Note: "who" questions take the -s form — "Who speaks Spanish?"
INSTRUCTION: Say the full question aloud.
REPEAT
EXAMPLE
TEMPLATE: Want lunch today?
PROMPT: Want lunch today? {bk03-l2b-f7-ex-c.mp3}
RESPONSE: Who wants lunch today? {bk03-l2b-f7-ex-a.mp3}
TEMPLATE: Go class every day.
PROMPT: Go class every day. {bk03-l2b-f7-02-c.mp3}
RESPONSE: Who goes to class every day? {bk03-l2b-f7-02-a.mp3}
TEMPLATE: Study English every night.
PROMPT: Study English every night. {bk03-l2b-f7-03-c.mp3}
RESPONSE: Who studies English every night? {bk03-l2b-f7-03-a.mp3}
RESPONSE: Who knows the answer to the question? {bk03-l2b-f7-04-a.mp3}
TEMPLATE: Speak Spanish.
PROMPT: Speak Spanish. {bk03-l2b-f7-05-c.mp3}
RESPONSE: Who speaks Spanish? {bk03-l2b-f7-05-a.mp3}
# SKIPPED (tape): LLA 2B Figure 8 — no audio transcript provided in the source module.
# Source: ST §Where Does Tom Study? (grammar)
$GRAMMAR Questions with Where
ID: l2-s20
INTRO: Same machine, new question word: "where" asks about a place.
| | | | | |
|---|---|---|---|---|
| | | Tom | studies | at the library. |
| | **Does** | **Tom** | **study** | at the library? |
| **Where** | **does** | **Tom** | **study?** | |
**Examples:**
{Where does Tom eat lunch?} — {He eats lunch at the snack bar.}
{Where do the boys study?} — {They study at the library.}
# Source: LLA 2C Figure 1
$DIALOGUE Where Questions
ID: 2c-f1
INTRO: Listen to these "where" questions and repeat them — with the falling tone at the end.
INSTRUCTION: Listen and repeat each question.
REPEAT
LINE: Where do you eat lunch? {bk03-l2c-f1-01.mp3}
LINE: Where is Mary? {bk03-l2c-f1-02.mp3}
LINE: Where do you go on Wednesday afternoons? {bk03-l2c-f1-03.mp3}
LINE: Where do we eat dinner? {bk03-l2c-f1-04.mp3}
LINE: Where is your notebook? {bk03-l2c-f1-05.mp3}
# Source: LLA 2C Figure 2
$PRODUCE Change It to a Where Question
ID: 2c-f2
INPUT: speak
CHECK: reveal
INTRO: You'll hear a statement with a place in it. Ask the "where" question that gets that place as the answer, then repeat the model.
INSTRUCTION: Say the question using "where".
REPEAT
EXAMPLE
PROMPT: Tom is in the lab. {bk03-l2c-f2-ex-q.mp3}
RESPONSE: Where is Tom? {bk03-l2c-f2-ex-a.mp3}
PROMPT: John is in the shower. {bk03-l2c-f2-01-q.mp3}
RESPONSE: Where is John? {bk03-l2c-f2-01-a.mp3}
PROMPT: Bob and Mary study in the library. {bk03-l2c-f2-02-q.mp3}
RESPONSE: Where do Bob and Mary study? {bk03-l2c-f2-02-a.mp3}
PROMPT: Jeff eats lunch in the mess hall. {bk03-l2c-f2-03-q.mp3}
RESPONSE: Where does Jeff eat lunch? {bk03-l2c-f2-03-a.mp3}
PROMPT: The children are in the building. {bk03-l2c-f2-04-q.mp3}
RESPONSE: Where are the children? {bk03-l2c-f2-04-a.mp3}
PROMPT: I speak English in the classroom. {bk03-l2c-f2-05-q.mp3}
RESPONSE: Where do you speak English? {bk03-l2c-f2-05-a.mp3}
PROMPT: Mrs. Wilson buys fruit in the commissary. {bk03-l2c-f2-06-q.mp3}
RESPONSE: Where does Mrs. Wilson buy fruit? {bk03-l2c-f2-06-a.mp3}
# Source: ST §Practice Where Questions
$DIALOGUE Where Questions and Answers
ID: l2-s21
INTRO: Now practice full "where" exchanges — question and answer together.
INSTRUCTION: Listen and repeat each pair.
REPEAT
LINE: Where does Frank swim? He swims at the Air Force base.
LINE: Where does Ann study? She studies in her room.
LINE: Where does Bill eat lunch? He eats lunch at the snack bar.
LINE: Where does Sam sleep? He sleeps in the barracks.
LINE: Where does Susan write? She writes at her desk.
LINE: Where do they go in the evening? They go to the library.
LINE: Where does she watch television? She watches television in her room.
LINE: Where does Jean study English? She studies English in class.
# Source: ST §I Don't Know
$DIALOGUE I Don't Know
ID: l2-s22
INTRO: One more essential answer — the honest one. When you don't have the answer, say "I don't know." You'll use it more often than you'd like.
INSTRUCTION: Listen and repeat each exchange.
REPEAT
VOCAB: I don't know
LINE: What is that? I don't know.
LINE: Where is she going? I don't know.
LINE: Where is your book? I don't know.
LINE: Where is the hospital? I don't know.
LINE: Where is Ali? I don't know.
LINE: Who is speaking? I don't know.
LINE: What is the answer? I don't know.
LINE: Who is she? I don't know.
LINE: What is his name? I don't know.
LINE: Where is my classroom? I don't know.
LINE: What time is it? I don't know.
LINE: Where is the bus stop? I don't know.
# Source: ST §What Language Do They Speak?
$DIALOGUE What Language Do They Speak? {st-page_058_001.jpg}
ID: l2-s28
INTRO: One more "what" question — this one about languages around the world. Listen and read along.
INSTRUCTION: Read and listen to the sentences.
VOCAB: language
VOCAB: to speak
LINE: What language do they speak in the U.S.?
VOCAB: English
LINE: England: They speak English in England.
VOCAB: Spanish
LINE: Spain: They speak Spanish in Spain.
VOCAB: French
LINE: France: They speak French in France.
VOCAB: Arabic
LINE: Saudi Arabia: They speak Arabic in Saudi Arabia.
VOCAB: Russian
LINE: Russia: They speak Russian in Russia.
VOCAB: Chinese
LINE: China: They speak Chinese in China.
# Source: ST §They Speak English
$PRODUCE Languages of the World
ID: l2-s29
INTRO: For each country, ask what language they speak there — then answer your own question. A little geography, free of charge.
INSTRUCTION: Ask and answer aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed "What language do they speak in [country]?" question, followed by the correct language for that country.
EXAMPLE
PROMPT: China
RESPONSE: What language do they speak in China? They speak Chinese.
PROMPT: the U.S.
RESPONSE: What language do they speak in the U.S.? They speak English.
PROMPT: England
RESPONSE: What language do they speak in England? They speak English.
PROMPT: Spain
RESPONSE: What language do they speak in Spain? They speak Spanish.
PROMPT: France
RESPONSE: What language do they speak in France? They speak French.
PROMPT: Saudi Arabia
RESPONSE: What language do they speak in Saudi Arabia? They speak Arabic.
PROMPT: Russia
RESPONSE: What language do they speak in Russia? They speak Russian.
# SKIPPED (ST): "I SPEAK ENGLISH..." — open-ended classroom chain drill (write a language on a card, show the class); no solo path.
$LESSON 2-4: When and How Often
# Source: LLA 2C Figure 3
$DIALOGUE Sentences About Time
ID: 2c-f3
INTRO: In this part you'll ask when things happen and how often. First, listen to sentences with time expressions — in the morning, on Mondays, before class — and repeat them.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
LINE: The plane leaves in the morning. {bk03-l2c-f3-01.mp3}
LINE: The trucks leave on Mondays. {bk03-l2c-f3-02.mp3}
LINE: Mary studies Chinese every Wednesday. {bk03-l2c-f3-03.mp3}
LINE: Bob and Tom get up early. {bk03-l2c-f3-04.mp3}
LINE: John learns his lesson before class. {bk03-l2c-f3-05.mp3}
LINE: Bob takes a shower every morning. {bk03-l2c-f3-06.mp3}
# Source: ST §When Does Tom Swim? (grammar)
$GRAMMAR Questions with When
ID: l2-s24
INTRO: The same question machine, one more time: "when" asks about time.
Ask with **when** to get a time as the answer: {When does Tom swim?} — {He swims on Wednesdays.}
# Source: LLA 2C Figure 4
$PRODUCE Change It to a When Question
ID: 2c-f4
INPUT: speak
CHECK: reveal
INTRO: You'll hear a statement with a time in it — that's the sentences you just repeated. Ask the "when" question that gets that time as the answer, then repeat the model.
INSTRUCTION: Say the question using "when".
REPEAT
PROMPT: The plane leaves in the morning. {bk03-l2c-f4-01-q.mp3}
RESPONSE: When does the plane leave? {bk03-l2c-f4-01-a.mp3}
PROMPT: The trucks leave on Mondays. {bk03-l2c-f4-02-q.mp3}
RESPONSE: When do the trucks leave? {bk03-l2c-f4-02-a.mp3}
PROMPT: Mary studies Chinese every Wednesday. {bk03-l2c-f4-03-q.mp3}
RESPONSE: When does Mary study Chinese? {bk03-l2c-f4-03-a.mp3}
PROMPT: Bob and Tom get up early. {bk03-l2c-f4-04-q.mp3}
RESPONSE: When do Bob and Tom get up? {bk03-l2c-f4-04-a.mp3}
PROMPT: John learns his lesson before class. {bk03-l2c-f4-05-q.mp3}
RESPONSE: When does John learn his lesson? {bk03-l2c-f4-05-a.mp3}
PROMPT: Bob takes a shower every morning. {bk03-l2c-f4-06-q.mp3}
RESPONSE: When does Bob take a shower? {bk03-l2c-f4-06-a.mp3}
# Source: ST §Tom's Week
$PRODUCE Tom's Week
ID: l2-s25
INTRO: Tom's weekly calendar, in pictures. For each one, ask when Tom does the activity — then answer with the day you see.
INSTRUCTION: Ask and answer aloud about the picture.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key. Accept a "When does Tom...?" question about the same activity plus an answer naming the same day as the model.
EXAMPLE
PROMPT: {st-page_055_005.jpg}
RESPONSE: When does Tom swim? He swims on Wednesdays.
PROMPT: {st-page_055_001.jpg}
RESPONSE: When does Tom go to the BX? He goes on Tuesdays.
PROMPT: {st-page_055_002.jpg}
RESPONSE: When does Tom go to the snack bar? He goes on Fridays.
PROMPT: {st-page_055_003.jpg}
RESPONSE: When does Tom get up early? He gets up early on Mondays.
PROMPT: {st-page_055_004.jpg}
RESPONSE: When does Tom go to bed late? He goes to bed late on Saturdays.
# Source: ST §When?
$DIALOGUE When Questions and Answers
ID: l2-s26
INTRO: Now hear Tom's week as full exchanges, and repeat each one.
INSTRUCTION: Listen and repeat each pair.
REPEAT
LINE: When does Tom go to the BX? He goes on Tuesdays.
LINE: When does Tom eat at the snack bar? He eats at the snack bar on Fridays.
LINE: When does Tom get up early? He gets up early on Mondays.
LINE: When does Tom go to bed late? He goes to bed late on Saturdays.
LINE: When does Tom swim? He swims on Wednesdays.
# Source: LLA 2C Figure 5
$SELECT Where or When?
ID: 2c-f5
INTRO: Listen to each answer. Would you ask "where" or "when" to get it? Tap the question word, then listen to the question and repeat it.
INSTRUCTION: Tap "Where" or "When".
REPEAT
OPTION: a | Where
OPTION: b | When
PROMPT: "In the barracks." Bob studies in the barracks. {bk03-l2c-f5-01-q.mp3}
ANSWER: a
FEEDBACK: Where does Bob study? {bk03-l2c-f5-01-a.mp3}
PROMPT: "At 5 o'clock every afternoon." Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-q.mp3}
ANSWER: b
FEEDBACK: When does Jan swim? {bk03-l2c-f5-02-a.mp3}
PROMPT: "In the mess hall." We eat dinner in the mess hall. {bk03-l2c-f5-03-q.mp3}
ANSWER: a
FEEDBACK: Where do we eat dinner? {bk03-l2c-f5-03-a.mp3}
PROMPT: "In the barracks." Tom sleeps in the barracks. {bk03-l2c-f5-04-q.mp3}
ANSWER: a
FEEDBACK: Where does Tom sleep? {bk03-l2c-f5-04-a.mp3}
PROMPT: "Early." We eat breakfast early. {bk03-l2c-f5-05-q.mp3}
ANSWER: b
FEEDBACK: When do we eat breakfast? {bk03-l2c-f5-05-a.mp3}
PROMPT: "At 8:30." Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-q.mp3}
ANSWER: b
FEEDBACK: When does Linda go to bed? {bk03-l2c-f5-06-a.mp3}
# Source: ST §Do You Have a Train to Laredo?
$DIALOGUE A Train to Laredo
ID: l2-s27
INTRO: Two quick conversations that put "when" to work — one about lab, one about a train. Repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
John: Do we have lab today?
Mary: Yes, we do.
John: When do we have lab?
Mary: At 9:30 and 1:20.
Tom: Do you have a train to Laredo today?
Bill: Yes, we do.
Tom: When does it leave?
Bill: At 6:30 this evening.
# Source: ST §John Is Always Late (grammar)
$GRAMMAR Always, Sometimes, Never
ID: l2-s31
INTRO: How often do things happen? Three little words cover most of life: always, sometimes, never.
**Always** = every time. **Never** = not one time. **Sometimes** = in between.
| always | sometimes | never |
|---|---|---|
{John is always late.} {We are sometimes late.} {I never drink coffee.}
# Source: LLA 2C Figure 6 (VOCAB salvaged from ST §John Is Always Late, dropped as TTS twin)
$DIALOGUE Always, Sometimes, Never: Actions
ID: 2c-f6
INTRO: With ordinary verbs, the frequency word goes before the verb: "I always eat", "he never gets up early". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: always
LINE: I *always* eat rice for lunch. {bk03-l2c-f6-01.mp3}
VOCAB: sometimes
LINE: He *sometimes* eats in his room. {bk03-l2c-f6-02.mp3}
VOCAB: never
LINE: I *never* drink coffee. {bk03-l2c-f6-03.mp3}
LINE: Linda *never* goes to the lab. {bk03-l2c-f6-04.mp3}
LINE: Tom *always* goes to the lab. {bk03-l2c-f6-05.mp3}
LINE: He *sometimes* swims after class. {bk03-l2c-f6-06.mp3}
LINE: Mary *always* speaks English in class. {bk03-l2c-f6-07.mp3}
LINE: Bob *never* speaks English in the barracks. {bk03-l2c-f6-08.mp3}
LINE: Jan *always* has fruit for lunch. {bk03-l2c-f6-09.mp3}
LINE: John *never* gets up early. {bk03-l2c-f6-10.mp3}
# Source: LLA 2C Figure 7
$DIALOGUE Always, Sometimes, Never: With Is and Are
ID: 2c-f7
INTRO: With am, is, and are, the frequency word comes after the verb: "Sue is never late." Listen and repeat — and spare a thought for the friend who is never on time.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: They are *always* late for class. {bk03-l2c-f7-01.mp3}
LINE: He is *always* drinking coffee. {bk03-l2c-f7-02.mp3}
LINE: Sue is *never* late. {bk03-l2c-f7-03.mp3}
LINE: Jack is *sometimes* late for lab. {bk03-l2c-f7-04.mp3}
LINE: Bob is *never* on the bus. {bk03-l2c-f7-05.mp3}
LINE: Mother is *always* in bed at 10 o'clock. {bk03-l2c-f7-06.mp3}
LINE: Father is *never* sad. {bk03-l2c-f7-07.mp3}
LINE: I am *always* early to class. {bk03-l2c-f7-08.mp3}
LINE: My friend is *never* on time. {bk03-l2c-f7-09.mp3}
LINE: Bob is *sometimes* angry. {bk03-l2c-f7-10.mp3}
# Source: LLA 2C Figure 8
$SELECT Which Word Did You Hear?
ID: 2c-f8
INTRO: Listen to each sentence. Which frequency word did you hear — always, sometimes, or never? Tap it, then repeat the full sentence.
INSTRUCTION: Tap the word you hear.
REPEAT
OPTION: a | always
OPTION: b | sometimes
OPTION: c | never
PROMPT: The train is sometimes late. {bk03-l2c-f8-01-q.mp3}
ANSWER: b
FEEDBACK: The train is *sometimes* late. {bk03-l2c-f8-01-a.mp3}
PROMPT: My friend is never on time. {bk03-l2c-f8-02-q.mp3}
ANSWER: c
FEEDBACK: My friend is *never* on time. {bk03-l2c-f8-02-a.mp3}
PROMPT: Jan always has fruit for lunch. {bk03-l2c-f8-03-q.mp3}
ANSWER: a
FEEDBACK: Jan *always* has fruit for lunch. {bk03-l2c-f8-03-a.mp3}
PROMPT: Mary always speaks English in class. {bk03-l2c-f8-04-q.mp3}
ANSWER: a
FEEDBACK: Mary *always* speaks English in class. {bk03-l2c-f8-04-a.mp3}
PROMPT: John never gets up early. {bk03-l2c-f8-05-q.mp3}
ANSWER: c
FEEDBACK: John *never* gets up early. {bk03-l2c-f8-05-a.mp3}
PROMPT: I never drink coffee. {bk03-l2c-f8-06-q.mp3}
ANSWER: c
FEEDBACK: I *never* drink coffee. {bk03-l2c-f8-06-a.mp3}
PROMPT: I'm sometimes late for class. {bk03-l2c-f8-07-q.mp3}
ANSWER: b
FEEDBACK: I'm *sometimes* late for class. {bk03-l2c-f8-07-a.mp3}
PROMPT: I'm always early on Mondays. {bk03-l2c-f8-08-q.mp3}
ANSWER: a
FEEDBACK: I'm *always* early on Mondays. {bk03-l2c-f8-08-a.mp3}
PROMPT: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-q.mp3}
ANSWER: a
FEEDBACK: We *always* have dinner at 7 o'clock. {bk03-l2c-f8-09-a.mp3}
PROMPT: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-q.mp3}
ANSWER: b
FEEDBACK: He *sometimes* swims on Saturday afternoons. {bk03-l2c-f8-10-a.mp3}
# Source: ST §Sometimes
$DIALOGUE Sometimes Moves Around
ID: l2-s33
INTRO: "Sometimes" is the flexible one — it can start the sentence, or end it. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Sometimes I leave class early.
LINE: He studies in the library sometimes.
LINE: Sometimes he eats lunch in the dining hall.
LINE: I get up at noon sometimes.
# Source: ST §How Often...? (grammar)
$GRAMMAR How Often?
ID: l2-s34
INTRO: To ask about frequency, use "how often". Here's how it works with be and with other verbs.
| | | | |
|---|---|---|---|
| How often | is | he / she | late? / early? / here? |
| | am | I | |
| | are | we / you / they | |
| | | | |
|---|---|---|---|
| How often | does | he / she | swim? / eat? / study? |
| | do | I / you / we / they | |
**Examples:**
{How often is John late?} — {John is never late.}
{How often does Bill swim?} — {He swims every day.}
{How often do you go to the movies?} — {I always go to the movies on Fridays.}
# Source: ST §Practice How Often
$DIALOGUE How Often? Questions and Answers
ID: l2-s35
INTRO: Last practice for this part: full "how often" exchanges. Fourteen of them — the tape believed in repetition, and so do we.
INSTRUCTION: Listen and repeat each pair.
REPEAT
LINE: How often do you drink coffee? I always drink coffee at breakfast.
LINE: How often do you speak English? I speak English every day.
LINE: How often do they go to the movies? They go every Friday.
LINE: How often do you come here? I always come here on Saturdays.
LINE: How often do they swim? They swim every Wednesday.
LINE: How often does Mary do her homework in class? Mary always does her homework in class.
LINE: How often do you watch television? I never watch television.
LINE: How often does Bob go to the library? Sometimes he goes every day.
LINE: How often do you go to the BX? I always go to the BX on Thursdays.
LINE: How often do you eat in the dining hall? I eat in the dining hall every evening.
LINE: How often do you study English? I study English every day.
LINE: How often do you sleep late? I never sleep late.
LINE: How often does John see his friends? He always sees them on weekends.
LINE: How often do the planes leave? They leave every hour.
# SKIPPED (ST): Writing Skill "THE STUDENTS ALWAYS DO THEIR HOMEWORK" — open-ended substitution table with blank lines; unscaffolded free sentence generation.
INTRO: Final part — everything from this lesson, mixed together. You'll hear a sentence and then a cue word from it. Ask the question that gets the cue as its answer: who, what, when, or where. Then check against the model.
INSTRUCTION: Say the question aloud.
EXAMPLE
TEMPLATE: Bob
PROMPT: Bob is eating lunch. Bob. {page_039_001.jpg} {bk03-l2d-f1-01-q.mp3}
RESPONSE: Who is eating lunch? {bk03-l2d-f1-01-a.mp3}
EXAMPLE
TEMPLATE: lunch
PROMPT: Bob is eating lunch. Lunch. {page_039_002.jpg} {bk03-l2d-f1-02-q.mp3}
RESPONSE: What is Bob eating? {bk03-l2d-f1-02-a.mp3}
TEMPLATE: at noon
PROMPT: The plane leaves at noon. At noon. {page_039_003.jpg} {bk03-l2d-f1-03-q.mp3}
RESPONSE: When does the plane leave? {bk03-l2d-f1-03-a.mp3}
TEMPLATE: in the classroom
PROMPT: Tom is in the classroom. In the classroom. {page_039_004.jpg} {bk03-l2d-f1-04-q.mp3}
RESPONSE: Where is Tom? {bk03-l2d-f1-04-a.mp3}
TEMPLATE: French
PROMPT: Linda is learning French. French. {page_039_005.jpg} {bk03-l2d-f1-05-q.mp3}
RESPONSE: What is Linda learning? {bk03-l2d-f1-05-a.mp3}
TEMPLATE: after class
PROMPT: John studies after class. After class. {page_039_006.jpg} {bk03-l2d-f1-06-q.mp3}
RESPONSE: When does John study? {bk03-l2d-f1-06-a.mp3}
TEMPLATE: in the mess hall
PROMPT: The students eat lunch in the mess hall. In the mess hall. {page_040_001.jpg} {bk03-l2d-f1-07-q.mp3}
RESPONSE: Where do the students eat lunch? {bk03-l2d-f1-07-a.mp3}
TEMPLATE: the students
PROMPT: The students eat lunch in the mess hall. The students. {page_040_002.jpg} {bk03-l2d-f1-08-q.mp3}
RESPONSE: Who eats lunch in the mess hall? {bk03-l2d-f1-08-a.mp3}
TEMPLATE: Tom
PROMPT: Tom goes to the library on Monday. Tom. {page_040_003.jpg} {bk03-l2d-f1-09-q.mp3}
RESPONSE: Who goes to the library on Monday? {bk03-l2d-f1-09-a.mp3}
TEMPLATE: to the library
PROMPT: Tom goes to the library on Monday. To the library. {page_040_004.jpg} {bk03-l2d-f1-10-q.mp3}
RESPONSE: Where does Tom go on Monday? {bk03-l2d-f1-10-a.mp3}
TEMPLATE: on Monday
PROMPT: Tom goes to the library on Monday. On Monday. {page_040_005.jpg} {bk03-l2d-f1-11-q.mp3}
RESPONSE: When does Tom go to the library? {bk03-l2d-f1-11-a.mp3}
TEMPLATE: coffee
PROMPT: Bob wants coffee for breakfast. Coffee. {page_040_006.jpg} {bk03-l2d-f1-12-q.mp3}
RESPONSE: What does Bob want for breakfast? {bk03-l2d-f1-12-a.mp3}
# Source: LLA 2D Figure 2
$DIALOGUE At the Bus Stop {page_041_001.jpg}
ID: 2d-f2
INTRO: Here are your new questions out in the world: a student asks a clerk about a bus. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Student: Where does this bus go? {bk03-l2d-f2-01.mp3}
Clerk: It goes to the hospital. {bk03-l2d-f2-02.mp3}
Student: When does it leave? {bk03-l2d-f2-03.mp3}
Clerk: It leaves at 5:15. {bk03-l2d-f2-04.mp3}
# Source: LLA 2C Figure 9 (sounds strand, placed with the lesson's other skills work)
$SELECT Same or Different: SH and CH
ID: 2c-f9
INTRO: A quick ear check on two tricky sounds — SH as in "shoe" and CH as in "chew". You'll hear two words: are they exactly the same word, or different? Tap your answer.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different
PROMPT: shoe ... chew {bk03-l2c-f9-01.mp3}
ANSWER: d
PROMPT: marsh ... marsh {bk03-l2c-f9-02.mp3}
ANSWER: s
PROMPT: wish ... wish {bk03-l2c-f9-03.mp3}
ANSWER: s
PROMPT: share ... chair {bk03-l2c-f9-04.mp3}
ANSWER: d
PROMPT: cheese ... cheese {bk03-l2c-f9-05.mp3}
ANSWER: s
PROMPT: chin ... chin {bk03-l2c-f9-06.mp3}
ANSWER: s
PROMPT: sheep ... cheap {bk03-l2c-f9-07.mp3}
ANSWER: d
PROMPT: dish ... ditch {bk03-l2c-f9-08.mp3}
ANSWER: d
PROMPT: shoes ... shoes {bk03-l2c-f9-09.mp3}
ANSWER: s
PROMPT: mash ... match {bk03-l2c-f9-10.mp3}
ANSWER: d
# Source: ST §Write: T
$PRODUCE Spell It with T
ID: l2-s23
INTRO: Spelling time. Each word is missing a T — type the letter to complete it.
INSTRUCTION: Type the missing letter.
INPUT: type
CHECK: exact
TEMPLATE: a____{t}
RESPONSE: at
TEMPLATE: quar____{t}er
RESPONSE: quarter
TEMPLATE: wri____{t}e
RESPONSE: write
TEMPLATE: wha____{t}
RESPONSE: what
TEMPLATE: don'____{t}
RESPONSE: don't
TEMPLATE: wa____{t}er
RESPONSE: water
TEMPLATE: ____{t}ape
RESPONSE: tape
TEMPLATE: tha____{t}
RESPONSE: that
TEMPLATE: ____{t}ime
RESPONSE: time
TEMPLATE: ____{t}eacher
RESPONSE: teacher
TEMPLATE: daugh____{t}er
RESPONSE: daughter
TEMPLATE: Sa____{t}urday
RESPONSE: Saturday
# Source: LLA 2D Figure 3 (dictation)
$PRODUCE Dictation: Type the Word
ID: 2d-f3-a
INPUT: type
CHECK: exact
INTRO: Dictation — fifteen words from this lesson. Listen and type each one. Spelling counts; that's the whole game.
INSTRUCTION: Type the word you hear.
PROMPT: friend {bk03-l2d-f3-01.mp3}
RESPONSE: friend
PROMPT: chicken {bk03-l2d-f3-02.mp3}
RESPONSE: chicken
PROMPT: taxi {bk03-l2d-f3-03.mp3}
RESPONSE: taxi
PROMPT: shower {bk03-l2d-f3-04.mp3}
RESPONSE: shower
PROMPT: plane {bk03-l2d-f3-05.mp3}
RESPONSE: plane
PROMPT: sleep {bk03-l2d-f3-06.mp3}
RESPONSE: sleep
PROMPT: has {bk03-l2d-f3-07.mp3}
RESPONSE: has
PROMPT: and {bk03-l2d-f3-08.mp3}
RESPONSE: and
PROMPT: want {bk03-l2d-f3-09.mp3}
RESPONSE: want
PROMPT: lunch {bk03-l2d-f3-10.mp3}
RESPONSE: lunch
PROMPT: book {bk03-l2d-f4-01.mp3}
RESPONSE: book
PROMPT: library {bk03-l2d-f4-02.mp3}
RESPONSE: library
PROMPT: eggs {bk03-l2d-f4-03.mp3}
RESPONSE: eggs
PROMPT: under {bk03-l2d-f4-04.mp3}
RESPONSE: under
PROMPT: pencil {bk03-l2d-f4-05.mp3}
RESPONSE: pencil
# Source: LLA 2D Figure 3 (alphabetizing)
$SELECT Alphabetical Order
ID: 2d-f3-b
ORDER
INTRO: Now put the words you just typed into alphabetical order — A before B, B before C. You know the drill; you learned the alphabet, after all.
INSTRUCTION: Arrange the words in alphabetical order.
TEMPLATE: Set 1
OPTION: a | friend
OPTION: b | chicken
OPTION: c | taxi
OPTION: d | shower
OPTION: e | plane
ANSWER: b,a,e,d,c
TEMPLATE: Set 2
OPTION: a | sleep
OPTION: b | has
OPTION: c | and
OPTION: d | want
OPTION: e | lunch
ANSWER: c,b,e,a,d
TEMPLATE: Set 3
OPTION: a | book
OPTION: b | library
OPTION: c | eggs
OPTION: d | under
OPTION: e | pencil
ANSWER: a,c,b,e,d
# Source: ST §Alphabetize the Words
$SELECT More Alphabetical Order
ID: l2-s36
ORDER
INTRO: One more set of words to alphabetize — this time from the book.
INSTRUCTION: Arrange the words in alphabetical order.
TEMPLATE: Put these words in alphabetical order.
OPTION: a | daughter
OPTION: b | never
OPTION: c | homework
OPTION: d | commissary
OPTION: e | and
ANSWER: e,d,a,c,b
# Source: ST §Circle the Word That Is Different
$SELECT Which Word Is Different?
ID: l2-s37
INTRO: A vocabulary round-up. In each set, three words belong together and one is the odd one out. Tap the word that is different.
INSTRUCTION: Tap the word that is different.
TEMPLATE: Which word is different?
OPTION: a | beef
OPTION: b | lamb
OPTION: c | chicken
OPTION: d | door
ANSWER: d
TEMPLATE: Which word is different?
OPTION: a | coffee
OPTION: b | bread
OPTION: c | tea
OPTION: d | milk
ANSWER: b
TEMPLATE: Which word is different?
OPTION: a | bus
OPTION: b | taxi
OPTION: c | pilot
OPTION: d | train
ANSWER: c
TEMPLATE: Which word is different?
OPTION: a | teacher
OPTION: b | mother
OPTION: c | father
OPTION: d | daughter
ANSWER: a
TEMPLATE: Which word is different?
OPTION: a | table
OPTION: b | chair
OPTION: c | bed
OPTION: d | recorder
ANSWER: d
TEMPLATE: Which word is different?
OPTION: a | Sunday
OPTION: b | tomorrow
OPTION: c | Monday
OPTION: d | Tuesday
ANSWER: b
TEMPLATE: Which word is different?
OPTION: a | son
OPTION: b | father
OPTION: c | mother
OPTION: d | husband
ANSWER: c
TEMPLATE: Which word is different?
OPTION: a | barber
OPTION: b | dining hall
OPTION: c | commissary
OPTION: d | hospital
ANSWER: a
TEMPLATE: Which word is different?
OPTION: a | nickel
OPTION: b | dime
OPTION: c | quarter
OPTION: d | thousand
ANSWER: d
TEMPLATE: Which word is different?
OPTION: a | door
OPTION: b | wall
OPTION: c | snack bar
OPTION: d | window
ANSWER: c
# Source: ST §Circle the Name of Each Group
$SELECT Name the Group
ID: l2-s38
INTRO: Last activity of the lesson. In each set, one word names the whole group the others belong to — tap it. Then go rest; you've asked a lot of questions today.
INSTRUCTION: Tap the word that names the group.
TEMPLATE: Which word is the name of the group?
OPTION: a | clock
OPTION: b | desk
OPTION: c | classroom
OPTION: d | chalkboard
ANSWER: c
TEMPLATE: Which word is the name of the group?
OPTION: a | eggs
OPTION: b | food
OPTION: c | bread
OPTION: d | beef
ANSWER: b
TEMPLATE: Which word is the name of the group?
OPTION: a | milk
OPTION: b | tea
OPTION: c | drink
OPTION: d | coffee
ANSWER: c
TEMPLATE: Which word is the name of the group?
OPTION: a | base
OPTION: b | barracks
OPTION: c | BX
OPTION: d | dispensary
ANSWER: a
TEMPLATE: Which word is the name of the group?
OPTION: a | fruit
OPTION: b | apple
OPTION: c | banana
OPTION: d | orange
ANSWER: a
TEMPLATE: Which word is the name of the group?
OPTION: a | beef
OPTION: b | lamb
OPTION: c | chicken
OPTION: d | meat
ANSWER: d
TEMPLATE: Which word is the name of the group?
OPTION: a | nickel
OPTION: b | penny
OPTION: c | quarter
OPTION: d | money
ANSWER: d
TEMPLATE: Which word is the name of the group?
OPTION: a | father
OPTION: b | mother
OPTION: c | family
OPTION: d | daughter
ANSWER: c
TEMPLATE: Which word is the name of the group?
OPTION: a | day
OPTION: b | evening
OPTION: c | morning
OPTION: d | afternoon
ANSWER: a
TEMPLATE: Which word is the name of the group?
OPTION: a | week
OPTION: b | Wednesday
OPTION: c | Tuesday
OPTION: d | Thursday
ANSWER: a
# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SHE/CHECK", plus final "DICTATION" — instructor-read with no recorded stimuli or given items. Convertible later with chosen items + TTS.
# SKIPPED (ST): Speaking Skill "WHAT DO YOU SEE?" (intonation pattern) — no items provided in the source.
