$MODULE Book 7 · Lesson 2: Do You Understand This? {st-page_047_001.jpg}
FORMAT: 2
DESCRIPTION: Shapes and positions, math terms, comparisons with -er and than, some/any, both/other — plus word stress, listening, and dictation practice.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | For stimulus/prompt audio
VOICE_RESPONSE: schedar | Model answers, warm and clear
$LESSON 2-1: Top, Bottom, Center — and First Comparisons
# Source: LLA 2A Figure 1
# DROPPED (twin): ST "Where Is the Top? Where Is the Bottom?" — TTS twin of this cassette presentation; cassette kept.
$DIALOGUE Top, Center, Bottom {page_035_001.jpg}
ID: 2a-f1
INTRO: In this lesson you'll learn to talk about shapes and positions, do some math in English, and compare things — who's taller, what costs more. First, three small words: top, center, and bottom. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Top. This is the top. {bk07-l2a-f1-01.mp3}
LINE: Center. This is the center. {bk07-l2a-f1-02.mp3}
LINE: Bottom. This is the bottom. The bottom is opposite the top. {bk07-l2a-f1-03.mp3}
# SKIPPED (book): ST "IT'S IN THE CENTER." — instructor-led picture Q&A with no printed questions.
# Source: LLA 2A Figure 1 (part 2)
$SELECT Find the Position
ID: 2a-f1-b
INTRO: Now find the position on the chalkboard. Listen to the sentence, tap the place it names, then repeat the sentence.
INSTRUCTION: Tap the correct position.
REPEAT
OPTION: a | top
OPTION: b | center
OPTION: c | bottom
PROMPT: This is the top. {bk07-l2a-f1-04-q.mp3}
ANSWER: a
FEEDBACK: Repeat: This is the top. {bk07-l2a-f1-04-a.mp3}
PROMPT: The bottom is opposite the top. {bk07-l2a-f1-05-q.mp3}
ANSWER: c
FEEDBACK: Repeat: The bottom is opposite the top. {bk07-l2a-f1-05-a.mp3}
PROMPT: This is the center. {bk07-l2a-f1-06-q.mp3}
ANSWER: b
FEEDBACK: Repeat: This is the center. {bk07-l2a-f1-06-a.mp3}
# Source: LLA 2A Figure 2
$PRODUCE Hear the Strong Word
ID: 2a-f2
INPUT: type
CHECK: exact
INTRO: Every English sentence has one word that sounds stronger than the rest. Listen, type the strongest word you hear, then say the whole sentence back.
INSTRUCTION: Type the strong word.
REPEAT
EXAMPLE
TEMPLATE: This is the top.
PROMPT: This is the top. {bk07-l2a-f2-ex-q.mp3}
RESPONSE: This is the *top*. {bk07-l2a-f2-ex-a.mp3}
ACCEPT: top
TEMPLATE: She didn't have any money.
PROMPT: She didn't have any money. {bk07-l2a-f2-01-q.mp3}
RESPONSE: She didn't have *any* money. {bk07-l2a-f2-01-a.mp3}
ACCEPT: any
TEMPLATE: Put it in the center of the circle.
PROMPT: Put it in the center of the circle. {bk07-l2a-f2-02-q.mp3}
RESPONSE: Put it in the *center* of the circle. {bk07-l2a-f2-02-a.mp3}
ACCEPT: center
TEMPLATE: I like mathematics.
PROMPT: I like mathematics. {bk07-l2a-f2-03-q.mp3}
RESPONSE: I like *mathematics*. {bk07-l2a-f2-03-a.mp3}
ACCEPT: mathematics
TEMPLATE: Does a triangle have 3 sides?
PROMPT: Does a triangle have 3 sides? {bk07-l2a-f2-04-q.mp3}
RESPONSE: Does a triangle have *3* sides? {bk07-l2a-f2-04-a.mp3}
ACCEPT: 3 | three
TEMPLATE: I don't like to drive fast.
PROMPT: I don't like to drive fast. {bk07-l2a-f2-05-q.mp3}
RESPONSE: I don't *like* to drive fast. {bk07-l2a-f2-05-a.mp3}
ACCEPT: like
TEMPLATE: I can't describe it.
PROMPT: I can't describe it. {bk07-l2a-f2-06-q.mp3}
RESPONSE: I can't *describe* it. {bk07-l2a-f2-06-a.mp3}
ACCEPT: describe
TEMPLATE: First Street is very narrow.
PROMPT: First Street is very narrow. {bk07-l2a-f2-07-q.mp3}
RESPONSE: First Street is very *narrow*. {bk07-l2a-f2-07-a.mp3}
ACCEPT: narrow
TEMPLATE: Third Street is very wide.
PROMPT: Third Street is very wide. {bk07-l2a-f2-08-q.mp3}
RESPONSE: Third Street is very *wide*. {bk07-l2a-f2-08-a.mp3}
ACCEPT: wide
TEMPLATE: I can draw a square now.
PROMPT: I can draw a square now. {bk07-l2a-f2-09-q.mp3}
RESPONSE: I can draw a *square* now. {bk07-l2a-f2-09-a.mp3}
ACCEPT: square
# Source: LLA 2A Figure 3
$DIALOGUE At the BX
ID: 2a-f3
INTRO: Mary and Barbara are planning a quick shopping trip. Just listen.
INSTRUCTION: Listen to the dialogue.
Mary: Hi, Barbara. Let's go to the BX. I have to buy a blouse. {bk07-l2a-f3-01.mp3}
Barbara: Okay. I need some socks. What time do you want to go? {bk07-l2a-f3-02.mp3}
Mary: Let's go now. {bk07-l2a-f3-03.mp3}
Barbara: Good. We'll take the bus. {bk07-l2a-f3-04.mp3}
Mary: Allright. Let's go. {bk07-l2a-f3-05.mp3}
# Source: LLA 2A Figure 3 (part 2)
$PRODUCE Where Are They Going?
ID: 2a-f3-b
REFERENCE
INPUT: speak
CHECK: llm
INTRO: One question about Mary and Barbara. Answer aloud in a full sentence — you can look back at the dialogue if you need to.
INSTRUCTION: Answer aloud in a full sentence.
SHOW_PROMPT
RUBRIC: Accept any full sentence stating they want to go to the BX (Base Exchange).
PROMPT: Where do Mary and Barbara want to go? {bk07-l2a-f3-06-q.mp3}
RESPONSE: They want to go to the BX. {bk07-l2a-f3-06-a.mp3}
# Source: LLA 2A Figure 4
$DIALOGUE Prettier, Taller, Faster
ID: 2a-f4
INTRO: Now for comparing people and things. Listen to the sentences and repeat them — notice the "-er" ending and the word "than".
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Dorothy is pretty. Dorothy's sister is prettier than she is. {bk07-l2a-f4-01.mp3}
LINE: Greg is tall. Greg's brother isn't taller than he is. {bk07-l2a-f4-02.mp3}
LINE: We call the line from the outside of a circle to the center of the circle the radius.
VOCAB: half
LINE: The radius of a circle is one half of the diameter.
# SKIPPED (book): ST "MORE CIRCLES" — instructor-led picture Q&A with no printed questions.
# Source: LLA 2A Figure 5 (part 2)
$SELECT Match the Circle Picture
ID: 2a-f5-b
INTRO: Listen to the sentence and tap the picture it goes with. Then repeat the sentence.
INSTRUCTION: Tap the correct picture.
REPEAT
OPTION: a | circle {page_038_001.jpg}
OPTION: b | circumference {page_038_002.jpg}
OPTION: c | diameter {page_038_003.jpg}
OPTION: d | radius {page_038_004.jpg}
PROMPT: Circumference is a long word. {bk07-l2a-f5-05-q.mp3}
ANSWER: b
FEEDBACK: Repeat: Circumference is a long word. {bk07-l2a-f5-05-a.mp3}
PROMPT: The radius is a short line. {bk07-l2a-f5-06-q.mp3}
ANSWER: d
FEEDBACK: Repeat: The radius is a short line. {bk07-l2a-f5-06-a.mp3}
PROMPT: A circle is round. {bk07-l2a-f5-07-q.mp3}
ANSWER: a
FEEDBACK: Repeat: A circle is round. {bk07-l2a-f5-07-a.mp3}
PROMPT: The diameter is a long line. {bk07-l2a-f5-08-q.mp3}
ANSWER: c
FEEDBACK: Repeat: The diameter is a long line. {bk07-l2a-f5-08-a.mp3}
# Source: LLA 2A Figure 6
$DIALOGUE Both and the Other
ID: 2a-f6
INTRO: Two useful little words: "both" and "the other". Listen to the short dialogues and repeat each line — we'll come back to these words later in the lesson.
INSTRUCTION: Listen and repeat.
REPEAT
Audrey: Do you want cream and sugar? {bk07-l2a-f6-01.mp3}
Arthur: Yes. I'd like both, please. {bk07-l2a-f6-02.mp3}
Basil: This is my car. {bk07-l2a-f6-03.mp3}
Betty: Then whose car is the other? {bk07-l2a-f6-04.mp3}
Basil: It's my brother's. {bk07-l2a-f6-05.mp3}
Craig: Do you like chocolate or vanilla ice cream? {bk07-l2a-f6-06.mp3}
Cathy: I like both. {bk07-l2a-f6-07.mp3}
Craig: I do too. {bk07-l2a-f6-08.mp3}
Dora: That's my sister's book. {bk07-l2a-f6-09.mp3}
Doug: Oh. Then the other is my book. {bk07-l2a-f6-10.mp3}
Efran: I study mathematics and language in school. {bk07-l2a-f6-11.mp3}
Edith: I study both too. {bk07-l2a-f6-12.mp3}
Fred: Do you know whose pens these are? {bk07-l2a-f6-13.mp3}
Fran: One is my pen, but I don't know about the other. {bk07-l2a-f6-14.mp3}
# Source: LLA 2A Figure 6 (part 2)
$PRODUCE Questions on Both and Other
ID: 2a-f6-b
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Answer questions about those dialogues aloud. Peek back at them if your memory is shorter than the list.
INSTRUCTION: Answer aloud.
REPEAT
PROMPT: Does Arthur want cream and sugar? {bk07-l2a-f6-15-q.mp3}
RESPONSE: Yes, he'd like both. {bk07-l2a-f6-15-a.mp3}
PROMPT: Whose is the other car? {bk07-l2a-f6-16-q.mp3}
PROMPT: Does Cathy like chocolate or vanilla ice cream? {bk07-l2a-f6-17-q.mp3}
RESPONSE: She likes both. {bk07-l2a-f6-17-a.mp3}
PROMPT: Which book is Doug's? {bk07-l2a-f6-18-q.mp3}
RESPONSE: The other is his. {bk07-l2a-f6-18-a.mp3}
PROMPT: Ephraim studies both mathematics and language. What does Edith study? {bk07-l2a-f6-19-q.mp3}
RESPONSE: She studies both too. {bk07-l2a-f6-19-a.mp3}
PROMPT: Does Fran know whose pens these are? {bk07-l2a-f6-20-q.mp3}
RESPONSE: One is her pen, but she doesn't know about the other. {bk07-l2a-f6-20-a.mp3}
# Source: LLA 2A Figure 7
$PRODUCE Dictation: Shapes
ID: 2a-f7
INPUT: type
CHECK: exact
INTRO: Dictation time. Listen to each sentence and type exactly what you hear.
INSTRUCTION: Type the sentence you hear.
PROMPT: I can draw a circle. {bk07-l2a-f7-01.mp3}
RESPONSE: I can draw a circle. {bk07-l2a-f7-01.mp3}
PROMPT: Can you describe a triangle? {bk07-l2a-f7-02.mp3}
RESPONSE: Can you describe a triangle? {bk07-l2a-f7-02.mp3}
PROMPT: Please describe a square for me. {bk07-l2a-f7-03.mp3}
RESPONSE: Please describe a square for me. {bk07-l2a-f7-03.mp3}
PROMPT: Where is the center of the circle? {bk07-l2a-f7-04.mp3}
RESPONSE: Where is the center of the circle? {bk07-l2a-f7-04.mp3}
PROMPT: I think I made a mistake. {bk07-l2a-f7-05.mp3}
RESPONSE: I think I made a mistake. {bk07-l2a-f7-05.mp3}
$LESSON 2-2: Describing Things and Reading Skills
# Source: LLA 2B Figure 1
# DROPPED (twin): ST "This Is a Curved Line" — TTS twin of this cassette presentation; "more" is covered by the cassette in part 2-4.
$DIALOGUE Curved, Straight, Heavy, Light
ID: 2b-f1
INTRO: In this part you'll learn words for describing things — curved, straight, heavy, light, hard, easy — and then practice finding the point of a paragraph. Listen and repeat each new word in its sentence.
INSTRUCTION: Repeat each word and sentence.
REPEAT
VOCAB: curved
LINE: This is a curved line. {page_041_001.jpg} {bk07-l2b-f1-01.mp3}
VOCAB: straight
LINE: Look at the straight line. {page_041_002.jpg} {bk07-l2b-f1-02.mp3}
VOCAB: each
LINE: Becky has a book. Diane has a book. Each girl has a book. {page_041_003.jpg} {bk07-l2b-f1-03.mp3}
VOCAB: heavy
LINE: This desk is heavy. {page_041_004.jpg} {bk07-l2b-f1-04.mp3}
VOCAB: light
LINE: This chair is light. {page_042_001.jpg} {bk07-l2b-f1-05.mp3}
VOCAB: hard
LINE: I can't work this problem. It's hard. {page_042_002.jpg} {bk07-l2b-f1-06.mp3}
VOCAB: easy
LINE: I can work this problem. It's easy. {page_042_003.jpg} {bk07-l2b-f1-07.mp3}
# Source: LLA 2B Figure 2
$SELECT Match the Picture
ID: 2b-f2
INTRO: Listen to the sentence and tap the picture that matches it. Then repeat the sentence.
INSTRUCTION: Tap the matching picture.
REPEAT
OPTION: a | two women with books {page_043_001.jpg}
OPTION: b | 1 + 1 = 2 {page_043_002.jpg}
OPTION: c | long addition {page_043_003.jpg}
OPTION: d | men carrying heavy object {page_043_004.jpg}
OPTION: e | wavy line {page_043_005.jpg}
OPTION: f | straight line {page_043_006.jpg}
OPTION: g | wooden chair {page_043_007.jpg}
EXAMPLE
PROMPT: This desk is heavy. It's not light. {bk07-l2b-f2-ex.mp3}
ANSWER: d
FEEDBACK: Repeat: This desk is heavy. It's not light. {bk07-l2b-f2-ex-fb.mp3}
PROMPT: I can't draw a curved line. {bk07-l2b-f2-02.mp3}
ANSWER: e
FEEDBACK: Repeat: I can't draw a curved line. {bk07-l2b-f2-02-fb.mp3}
PROMPT: I read 2 books today. Each book was very good. {bk07-l2b-f2-03.mp3}
ANSWER: a
FEEDBACK: Repeat: I read 2 books today. Each book was very good. {bk07-l2b-f2-03-fb.mp3}
PROMPT: I worked all the problems in class. They were easy. {bk07-l2b-f2-04.mp3}
ANSWER: b
FEEDBACK: Repeat: I solved all the problems in class today. They were easy. {bk07-l2b-f2-04-fb.mp3}
PROMPT: I can move that chair. It's light. {bk07-l2b-f2-05.mp3}
ANSWER: g
FEEDBACK: Repeat: I can move that chair. It's light. {bk07-l2b-f2-05-fb.mp3}
PROMPT: I can't work this problem. It's hard. {bk07-l2b-f2-06.mp3}
ANSWER: c
FEEDBACK: Repeat: I can't work this problem. It's hard. {bk07-l2b-f2-06-fb.mp3}
PROMPT: Can you draw a straight line? {bk07-l2b-f2-07.mp3}
ANSWER: f
FEEDBACK: Repeat: Can you draw a straight line? {bk07-l2b-f2-07-fb.mp3}
# Source: ST §Was It a Hard Test?
$DIALOGUE Was It a Hard Test?
ID: l2-s10
INTRO: Four short conversations using your new adjectives — one of them about a test score of 69. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialogs.
REPEAT
Sam: What's your score?
Sue: I made 98. It was an easy test.
Sam: I thought it was hard. My score was 69!
Sue: I think you didn't study very much.
Max: Did you draw that rectangle?
Mickey: Yes, do you like it?
Max: I think it's very nice, Mick, but uh..., why are the sides curved?
Mickey: What? Oh, you're right; they are curved. I can change that. I'll draw them straight.
Billie: I'll help you. That table is heavy.
Dick: Thanks. I didn't know it was heavy. I thought it was light.
Jack: Did you finish your homework?
Herb: No, I have four more problems in math.
# Source: LLA 2B Figure 3
$DIALOGUE Shapes and Where They Are
ID: 2b-f3
INTRO: Circles, squares, rectangles, triangles — and where they sit. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: circle
LINE: A circle. This is a circle. {page_044_001.jpg} {bk07-l2b-f3-01.mp3}
VOCAB: square
LINE: A square. This is a square. {page_044_002.jpg} {bk07-l2b-f3-02.mp3}
VOCAB: rectangle
LINE: A rectangle. This is a rectangle. {page_044_003.jpg} {bk07-l2b-f3-03.mp3}
VOCAB: triangle
LINE: A triangle. This is a triangle. {page_044_004.jpg} {bk07-l2b-f3-04.mp3}
LINE: The circle is at the top of the square. {page_044_005.jpg} {bk07-l2b-f3-05.mp3}
LINE: The rectangle is at the bottom of the triangle. {page_044_006.jpg} {bk07-l2b-f3-06.mp3}
LINE: The circle is in the center of the square. {page_044_007.jpg} {bk07-l2b-f3-07.mp3}
LINE: The triangle is in the center of the rectangle. {page_044_008.jpg} {bk07-l2b-f3-08.mp3}
LINE: The large circle is at the top. The small circle is at the bottom. {bk07-l2b-f3-09.mp3}
# Source: LLA 2B Figure 4
$SELECT Find the Right Picture
ID: 2b-f4
INTRO: You'll see four pictures labeled A to D. Listen to the sentence and tap the letter of the picture it describes, then repeat the sentence.
INSTRUCTION: Tap the correct picture.
REPEAT
OPTION: a | A
OPTION: b | B
OPTION: c | C
OPTION: d | D
EXAMPLE
TEMPLATE: {page_045_001.jpg}
PROMPT: The triangle is at the top of the square. {bk07-l2b-f4-01.mp3}
ANSWER: b
FEEDBACK: Repeat: the triangle is at the top of the square. {bk07-l2b-f4-01-fb.mp3}
TEMPLATE: {page_045_002.jpg}
PROMPT: The circle is at the top of the triangle. {bk07-l2b-f4-02.mp3}
ANSWER: a
FEEDBACK: Repeat: the circle is at the top of the triangle. {bk07-l2b-f4-02-fb.mp3}
TEMPLATE: {page_045_003.jpg}
PROMPT: The triangle is at the bottom of the square. {bk07-l2b-f4-03.mp3}
ANSWER: d
FEEDBACK: Repeat: the triangle is at the bottom of the square. {bk07-l2b-f4-03-fb.mp3}
TEMPLATE: {page_045_004.jpg}
PROMPT: The square is at the bottom of the triangle. {bk07-l2b-f4-04.mp3}
ANSWER: c
FEEDBACK: Repeat: the square is at the bottom of the triangle. {bk07-l2b-f4-04-fb.mp3}
TEMPLATE: {page_045_005.jpg}
PROMPT: The square is in the center of the circle. {bk07-l2b-f4-05.mp3}
ANSWER: d
FEEDBACK: Repeat: the square is in the center of the circle. {bk07-l2b-f4-05-fb.mp3}
TEMPLATE: {page_046_001.jpg}
PROMPT: The circle is in the center of the square. {bk07-l2b-f4-06.mp3}
ANSWER: c
FEEDBACK: Repeat: the circle is in the center of the square. {bk07-l2b-f4-06-fb.mp3}
TEMPLATE: {page_046_002.jpg}
PROMPT: The triangle is at the top of the square. {bk07-l2b-f4-07.mp3}
ANSWER: a
FEEDBACK: Repeat: the triangle is at the top of the square. {bk07-l2b-f4-07-fb.mp3}
TEMPLATE: {page_046_003.jpg}
PROMPT: The large circle is at the bottom of the square. {bk07-l2b-f4-08.mp3}
ANSWER: b
FEEDBACK: Repeat: the large circle is at the bottom of the square. {bk07-l2b-f4-08-fb.mp3}
TEMPLATE: {page_046_004.jpg}
PROMPT: The small triangle is at the top of the square. {bk07-l2b-f4-09.mp3}
ANSWER: a
FEEDBACK: Repeat: the small triangle is at the top of the square. {bk07-l2b-f4-09-fb.mp3}
TEMPLATE: {page_046_005.jpg}
PROMPT: The rectangle is in the center of the square. {bk07-l2b-f4-10.mp3}
ANSWER: c
FEEDBACK: Repeat: the rectangle is in the center of the square. {bk07-l2b-f4-10-fb.mp3}
# Source: ST §Write the Topic
$PRODUCE What's the Topic?
ID: l2-s7
INTRO: Now a reading skill: the topic. Read each paragraph and type, in just a few words, what it's about.
INSTRUCTION: Read each paragraph and type the topic in a few words.
INPUT: type
CHECK: llm
RUBRIC: Accept a short phrase that accurately summarizes the topic (similar to the model).
EXAMPLE
TEMPLATE: This morning in my math class we studied shapes. Last week, we studied numbers. Math is about numbers and shapes. Today, we learned about squares. Tomorrow, we will study circles. The next day, we'll study triangles.
RESPONSE: my math class
TEMPLATE: Today, I bought a money order at the post office. I stood in line for about thirty minutes. Then, I got to the window. I asked the clerk for a money order for $25.00. The money order cost $1.00. I gave the clerk $26.00. Next, I wrote the name and the address. Then, I put it in an envelope and mailed it to my wife.
RESPONSE: buying a money order
TEMPLATE: This morning, Bob thought about his trip to Los Angeles. He wants to visit his brother this summer. Today, he will make his plane reservations, and he will go to the store. He has to buy a new suitcase and some clothes. Then, he will come home and pack his suitcase. Bob also needs some film. He wants to take some pictures in California.
RESPONSE: Bob's trip to Los Angeles
TEMPLATE: Joan has two houses. One is in the city and the other one is near a lake. The house near the lake is not very large, but it's nice. It is white and blue. It has nice pictures on the walls and large windows. She can see the lake from some of the windows. Joan goes there to relax. Sometimes she stays there overnight, but other times she stays for a few weeks.
RESPONSE: Joan's houses
TEMPLATE: John had a bad day yesterday. First, he was late for work in the morning. Then, he left his desk keys in the suit he wore yesterday. At noon, he went to the restaurant for lunch. The waiter brought him the wrong plate and made a mistake on the bill. In the afternoon, he didn't get a call he wanted. In the evening, he didn't watch his favorite sport. The television didn't work.
RESPONSE: John's bad day
TEMPLATE: I do my homework every day. I work in a drugstore after school every afternoon and on Saturday. Sometimes, I have little time to do my homework. But I do it. I like to get good grades, and I know I must do my homework. The grade I get in the homework is part of the final grade.
RESPONSE: doing homework
# Source: ST §What's the Main Idea
$SELECT What's the Main Idea?
ID: l2-s8
INTRO: One more reading skill: the main idea. Read each paragraph and tap the sentence that says what the whole paragraph is really about — not just one detail from it.
INSTRUCTION: Read each paragraph and select the main idea.
TEMPLATE: I'll take a trip to San Antonio, Texas, in the spring. My mother and father live there, and I'd like to visit them. I will buy film for my camera and go sightseeing. I'll be there for a few days. There are many nice places in San Antonio. I can visit a few places on my vacation there.
OPTION: a | I will buy film for my camera.
OPTION: b | My mother and father live in San Antonio.
OPTION: c | I'll take my vacation in San Antonio.
ANSWER: c
TEMPLATE: Mrs. Truman is a teacher in an elementary school. She likes her class. The children are good students. They study their lessons and do their homework every day. They listen to their teacher and write in their notebooks.
OPTION: a | The children are good students.
OPTION: b | Mrs. Truman has a good class.
OPTION: c | Elementary school children are good students.
ANSWER: b
TEMPLATE: Mickey works in a barbershop in a building downtown. Every morning he leaves his house at 8:00 a.m., and goes to work. He cuts men's hair and shaves men's faces all day long. At 6:00 p.m., he locks the door of the barbershop, and he goes home. At home, he can relax at last.
OPTION: a | Mickey is a barber.
OPTION: b | Mickey cuts men's hair all day long.
OPTION: c | Mickey goes home and relaxes.
ANSWER: a
TEMPLATE: Many airmen like to go to the Big Onion Restaurant. The food there is delicious. Sgt Miller likes to eat fish. He doesn't like to eat beef, but his friend Sgt Connors likes beef a lot. Dinner at the Big Onion costs $6.95, but lunch is only $3.95.
OPTION: a | Dinner at the Big Onion costs $6.95.
OPTION: b | Sgt Connors likes beef a lot, but Sgt Miller likes fish.
OPTION: c | Many airmen think the Big Onion has delicious food.
ANSWER: c
TEMPLATE: Tony has a store. It's a big store, and he sells a lot of clothes there. He sells women's clothes, men's clothes, and children's clothes. In the winter, he sells a lot of coats, jackets, hats, and gloves. In the summer, he sells short pants, summer shirts, and dresses. People buy shoes, pants, shirts, skirts, and blouses all year at Tony's store.
OPTION: a | Tony's store sells different kinds of clothes.
OPTION: b | Tony sells many shirts and dresses in the summer.
OPTION: c | In the winter, he sells a lot of coats, jackets, hats, and gloves.
ANSWER: a
$LESSON 2-3: Math Words and Problems
# Source: ST §Explain the Problem to Me
$DIALOGUE Explain the Problem to Me
ID: l2-s3
INTRO: This part is about math in English — problems, mistakes, and how to explain them. Listen and repeat these sentences with the new words.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
VOCAB: problem
LINE: Here is a math problem. What is the answer?
LINE: Each apple costs 20 cents. What do three apples cost?
VOCAB: understand
LINE: I understand the problem. I can work the problem.
VOCAB: count
LINE: Count the apples again. There are 12 apples in the box, not 11.
VOCAB: error
VOCAB: make a mistake
LINE: Your answer is correct. You didn't make an error. You didn't make a mistake.
VOCAB: explain
LINE: Who can explain the problem? Who can talk about it?
# Source: ST §I Don't Understand This Problem
$DIALOGUE I Don't Understand This Problem {st-page_051_001.jpg}
ID: l2-s4
INTRO: Mark did nine problems last night, but number ten defeated him. Listen to Linda and Mark, and repeat each line.
INSTRUCTION: Repeat the dialog, then read it.
REPEAT
Linda: Did you do the homework last night?
Mark: I did nine of the problems, but I didn't understand number ten.
Linda: But Mrs. Murphy explained each problem in class yesterday.
VOCAB: explanation
Mark: I know, but her explanation of number ten wasn't clear.
Linda: I think I see your error. You counted 121 boxes, but there are only 120.
Mark: Where?
Linda: Here.
Narrator: (Later)
Mark: Now, I understand. Thanks.
Linda: You're welcome.
# Source: ST §Answer About the Dialog
$PRODUCE Questions on the Homework Dialog
ID: l2-s5
REFERENCE
INTRO: Answer the questions about Linda and Mark aloud, in full sentences. You can check the dialog while you answer.
INSTRUCTION: Answer these questions about the dialog.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
PROMPT: Why didn't Mark do all of his homework?
RESPONSE: He didn't understand number ten.
PROMPT: Did Mrs. Murphy explain the homework?
RESPONSE: Yes, she explained each problem in class yesterday.
PROMPT: Did Mark understand Mrs. Murphy's explanation?
RESPONSE: No, her explanation wasn't clear to him.
PROMPT: How many problems did Mark finish?
RESPONSE: He finished nine of the problems.
PROMPT: Which problem did Linda explain to Mark?
RESPONSE: She explained number ten.
PROMPT: What was Mark's mistake?
RESPONSE: He counted 121 boxes, but there are only 120.
# Source: ST §Linda Understood the Homework
$PRODUCE Problems, Errors, and Explanations
ID: l2-s6
INTRO: Complete each sentence with one of the new words — problem, explain, error, and friends. Type the missing word.
INSTRUCTION: Type the correct word to complete the sentence.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: How many ____{problems} are there on the test?
RESPONSE: How many problems are there on the test?
TEMPLATE: Linda ____{explained} the homework to Mark.
RESPONSE: Linda explained the homework to Mark.
TEMPLATE: Walter wrote ____{each} answer correctly on his test paper.
RESPONSE: Walter wrote each answer correctly on his test paper.
TEMPLATE: Did you ____{understand} his explanation?
RESPONSE: Did you understand his explanation?
TEMPLATE: You made a(n) ____{error|mistake} on number eight. That's the wrong answer.
RESPONSE: You made an error on number eight. That's the wrong answer.
TEMPLATE: The math problems are not alike. ____{Each} one is different.
RESPONSE: The math problems are not alike. Each one is different.
RESPONSE: Linda understood the homework, but Mark didn't understand it.
TEMPLATE: The teacher gave the students 25 ____{problems} for homework.
RESPONSE: The teacher gave the students 25 problems for homework.
TEMPLATE: I don't understand number six. Will you please ____{explain} it again?
RESPONSE: I don't understand number six. Will you please explain it again?
TEMPLATE: How many students did you ____{count} in Mrs. Green's class? There were 12 students in her class.
RESPONSE: How many students did you count in Mrs. Green's class? There were 12 students in her class.
TEMPLATE: Did you understand Mrs. Murphy's ____{explanation} of problem three?
RESPONSE: Did you understand Mrs. Murphy's explanation of problem three?
# Source: LLA 2B Figure 5 + ST §Problems in Math ("total" salvaged from the dropped TTS twin)
$DIALOGUE Math Words
ID: 2b-f5
INTRO: Time to add, subtract, multiply, and divide — in English. Listen and repeat each word and its sentence.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: add
LINE: Add. I can add numbers. {bk07-l2b-f5-01.mp3}
VOCAB: divide
LINE: Divide. Can you divide 6 by 2? {bk07-l2b-f5-02.mp3}
VOCAB: equals
LINE: Equals. 2 and 2 equals 4. {bk07-l2b-f5-03.mp3}
VOCAB: multiply
LINE: Multiply. We learned to multiply in class today. {bk07-l2b-f5-04.mp3}
VOCAB: subtract
LINE: Subtract. I must learn to subtract. {bk07-l2b-f5-05.mp3}
LINE: Understand. Do you understand this math? {page_047_001.jpg} {bk07-l2b-f5-06.mp3}
VOCAB: minus
LINE: Minus. 8 minus 4 equals 4. {bk07-l2b-f5-07.mp3}
VOCAB: plus
LINE: Plus. 1 plus 1 equals 2. {bk07-l2b-f5-08.mp3}
VOCAB: times
LINE: Times. 2 times 5 equals 10. {bk07-l2b-f5-09.mp3}
LINE: Problem. This is a hard math problem. {bk07-l2b-f5-10.mp3}
VOCAB: half
LINE: Half. Ronnie has an apple. Robert has only half of an apple. {page_047_002.jpg} {bk07-l2b-f5-11.mp3}
VOCAB: total
LINE: Total. We added the numbers and got a total of eight.
# Source: LLA 2B Figure 6
$SELECT Tap the Problem You Hear
ID: 2b-f6
INTRO: Listen to the math problem and tap the written problem that matches it — numbers and symbol both have to be right.
INSTRUCTION: Tap the correct problem.
EXAMPLE
PROMPT: 4 times 2. {bk07-l2b-f6-01.mp3}
OPTION: a | 4 - 2 = _____
OPTION: b | 4 + 2 = _____
OPTION: c | 4 × 2 = _____
OPTION: d | 4 - 2 = _____
ANSWER: c
PROMPT: 7 minus 3. {bk07-l2b-f6-02.mp3}
OPTION: a | 7 + 3 = _____
OPTION: b | 7 - 3 = _____
OPTION: c | 7 × 3 = _____
OPTION: d | 7 ÷ 3 = _____
ANSWER: b
PROMPT: 9 plus 8. {bk07-l2b-f6-03.mp3}
OPTION: a | 9 + 8 = _____
OPTION: b | 9 × 8 = _____
OPTION: c | 9 - 8 = _____
OPTION: d | 9 - 8 = _____
ANSWER: a
PROMPT: 10 divided by 5. {bk07-l2b-f6-04.mp3}
OPTION: a | 10 × 5 = _____
OPTION: b | 10 ÷ 5 = _____
OPTION: c | 10 + 5 = _____
OPTION: d | 10 - 5 = _____
ANSWER: b
PROMPT: 22 minus 6. {bk07-l2b-f6-05.mp3}
OPTION: a | 32 - 6 = _____
OPTION: b | 22 - 7 = _____
OPTION: c | 6 - 22 = _____
OPTION: d | 22 - 6 = _____
ANSWER: d
PROMPT: 15 divided by 3. {bk07-l2b-f6-06.mp3}
OPTION: a | 15 ÷ 3 = _____
OPTION: b | 50 - 3 = _____
OPTION: c | 15 - 30 = _____
OPTION: d | 15 + 30 = _____
ANSWER: a
PROMPT: 12 plus 4. {bk07-l2b-f6-07.mp3}
OPTION: a | 24 + 4 = _____
OPTION: b | 12 + 40 = _____
OPTION: c | 12 + 4 = _____
OPTION: d | 12 + 14 = _____
ANSWER: c
PROMPT: 8 times 3. {bk07-l2b-f6-08.mp3}
OPTION: a | 18 × 30 = _____
OPTION: b | 18 × 3 = _____
OPTION: c | 8 × 3 = _____
OPTION: d | 80 × 3 = _____
ANSWER: c
# Source: LLA 2B Figure 7
$PRODUCE Solve the Problem
ID: 2b-f7
INPUT: type
CHECK: exact
INTRO: Now you do the math. Listen to the problem, type the answer, then repeat the full sentence.
INSTRUCTION: Type the number.
REPEAT
PROMPT: 4 times 2. {bk07-l2b-f7-01.mp3}
RESPONSE: 8 {bk07-l2b-f7-01-fb.mp3}
ACCEPT: eight
PROMPT: 7 minus 3. {bk07-l2b-f7-02.mp3}
RESPONSE: 4 {bk07-l2b-f7-02-fb.mp3}
ACCEPT: four
PROMPT: 9 plus 8. {bk07-l2b-f7-03.mp3}
RESPONSE: 17 {bk07-l2b-f7-03-fb.mp3}
ACCEPT: seventeen
PROMPT: 10 divided by 5. {bk07-l2b-f7-04.mp3}
RESPONSE: 2 {bk07-l2b-f7-04-fb.mp3}
ACCEPT: two
PROMPT: 22 minus 6. {bk07-l2b-f7-05.mp3}
RESPONSE: 16 {bk07-l2b-f7-05-fb.mp3}
ACCEPT: sixteen
PROMPT: 15 divided by 3. {bk07-l2b-f7-06.mp3}
RESPONSE: 5 {bk07-l2b-f7-06-fb.mp3}
ACCEPT: five
PROMPT: 12 plus 4. {bk07-l2b-f7-07.mp3}
RESPONSE: 16 {bk07-l2b-f7-07-fb.mp3}
ACCEPT: sixteen
PROMPT: 8 times 3. {bk07-l2b-f7-08.mp3}
RESPONSE: 24 {bk07-l2b-f7-08-fb.mp3}
ACCEPT: twenty-four | twenty four
# Source: ST §Let's Go Into the Lab
$DIALOGUE Walking Into, Dividing Into
ID: l2-s16
INTRO: One small word: "into" — for walking into rooms, dividing cakes, and one unlucky man and a door. Listen and repeat.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
VOCAB: into
LINE: The teacher is walking into the lab. {st-page_064_001.jpg}
LINE: I'll divide the cake into 16 pieces. I'll give a piece to every student in the class. {st-page_064_002.jpg}
LINE: Bobby divided the apple into halves. He ate one half and gave the other one to his friend. {st-page_064_003.jpg}
LINE: The man walked into the door. His head hurts! {st-page_064_004.jpg}
# SKIPPED (book): ST "DRAW THESE SHAPES." — spatial drawing task with no checkable output.
# Source: LLA 2C Figure 3
$DIALOGUE A Mistake in Math
ID: 2c-f3
INTRO: Chris made a mistake on a math problem, and Chuck knows exactly where. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Chris: I think I made a mistake on one of my math problems. {bk07-l2c-f3-01.mp3}
LINE: Will you help me with it? {bk07-l2c-f3-02.mp3}
Chuck: Yes, I'll help you. {bk07-l2c-f3-03.mp3}
LINE: Which problem is it? {bk07-l2c-f3-04.mp3}
Chris: It's number 4. {bk07-l2c-f3-05.mp3}
LINE: It's very hard. {bk07-l2c-f3-06.mp3}
Chuck: Oh. {bk07-l2c-f3-07.mp3}
LINE: I see your mistake. {bk07-l2c-f3-08.mp3}
LINE: You needed to multiply, but you added. {bk07-l2c-f3-09.mp3}
Chris: I understand now. {bk07-l2c-f3-10.mp3}
LINE: Thanks a lot. {bk07-l2c-f3-11.mp3}
Chuck: You're welcome. {bk07-l2c-f3-12.mp3}
LINE: See you later. {bk07-l2c-f3-13.mp3}
$LESSON 2-4: Comparing with -er and Than
# Source: ST §Making Comparisons
$GRAMMAR Making Comparisons
ID: l2-s17
INTRO: This part is all about comparing: add -er to the adjective and use "than". Read through the patterns — the drills that follow use every one of them.
**1. -er and than**
Add **-er** to regular adjectives to compare people or things.
* {Greg is taller than Dana.}
* {This window is cleaner than that one.}
| tall | taller |
|---|---|
| clean | cleaner |
| narrow | narrower |
| weak | weaker |
| slow | slower |
| long | longer |
**2. Double the consonant**
Words ending in a single consonant with a short vowel sound double the consonant before adding **-er**.
* {His shoes are wetter than his coat.}
| wet | wetter |
|---|---|
| big | bigger |
| sad | sadder |
| hot | hotter |
**3. Change y to i**
Words ending in a consonant + y change the **y** to **i** and add **-er**.
* {The men were happier than the women.}
| happy | happier |
|---|---|
| heavy | heavier |
| rainy | rainier |
| windy | windier |
| thirsty | thirstier |
| hungry | hungrier |
**4. Words ending in e**
Add only **-r**.
* {Today's weather is nicer than yesterday's.}
| nice | nicer |
|---|---|
| large | larger |
| little | littler |
| late | later |
| wide | wider |
# Source: LLA 2C Figure 1
$SELECT Shorter or Taller? Yes or No
ID: 2c-f1
INTRO: Look at the picture of the classroom. Listen to each question, tap Yes or No, then repeat the full answer.
INSTRUCTION: Tap Yes or No.
REPEAT
OPTION: y | Yes
OPTION: n | No
PROMPT: Is the girl shorter than the boy? {page_051_001.jpg} {bk07-l2c-f1-01-q.mp3}
ANSWER: y
FEEDBACK: Yes, the girl is shorter than the boy. {bk07-l2c-f1-01-a.mp3}
PROMPT: Is the girl taller than the boy? {page_051_001.jpg} {bk07-l2c-f1-02-q.mp3}
ANSWER: n
FEEDBACK: No, the girl isn't taller than the boy. {bk07-l2c-f1-02-a.mp3}
PROMPT: Is the boy's hair longer than the girl's hair? {page_051_001.jpg} {bk07-l2c-f1-03-q.mp3}
ANSWER: n
FEEDBACK: No, the boy's hair isn't longer than the girl's hair. {bk07-l2c-f1-03-a.mp3}
PROMPT: Is the circle larger than the rectangle? {page_051_001.jpg} {bk07-l2c-f1-04-q.mp3}
ANSWER: y
FEEDBACK: Yes, the circle is larger than the rectangle. {bk07-l2c-f1-04-a.mp3}
PROMPT: Is the triangle smaller than the circle? {page_051_001.jpg} {bk07-l2c-f1-05-q.mp3}
ANSWER: y
FEEDBACK: Yes, the triangle is smaller than the circle. {bk07-l2c-f1-05-a.mp3}
# Source: ST §Write the Correct Form
$PRODUCE Write the -er Form
ID: l2-s20
INTRO: Type the -er form of each word. Watch the spelling — some consonants double, and some y's become i's.
INSTRUCTION: Type the -er form of the word.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: cold
RESPONSE: colder
EXAMPLE
TEMPLATE: wide
RESPONSE: wider
EXAMPLE
TEMPLATE: thirsty
RESPONSE: thirstier
TEMPLATE: old
RESPONSE: older
TEMPLATE: new
RESPONSE: newer
TEMPLATE: hard
RESPONSE: harder
TEMPLATE: young
RESPONSE: younger
TEMPLATE: small
RESPONSE: smaller
TEMPLATE: long
RESPONSE: longer
TEMPLATE: large
RESPONSE: larger
TEMPLATE: early
RESPONSE: earlier
TEMPLATE: nice
RESPONSE: nicer
TEMPLATE: happy
RESPONSE: happier
TEMPLATE: heavy
RESPONSE: heavier
TEMPLATE: hungry
RESPONSE: hungrier
TEMPLATE: big
RESPONSE: bigger
TEMPLATE: wet
RESPONSE: wetter
TEMPLATE: sad
RESPONSE: sadder
TEMPLATE: hot
RESPONSE: hotter
# Source: ST §Complete With -er Than
$PRODUCE Complete with -er Than
ID: l2-s21
INTRO: Complete each sentence with the -er form of the word in parentheses plus "than". Type the missing words.
INSTRUCTION: Complete the sentence using the -er form plus "than".
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: The radius is ____{shorter than} the diameter. (short)
RESPONSE: The radius is shorter than the diameter.
TEMPLATE: Mr. Wilson is ____{taller than} Mrs. Wilson. (tall)
RESPONSE: Mr. Wilson is taller than Mrs. Wilson.
TEMPLATE: Jan and Bill aren't ____{older than} Linda. (old)
RESPONSE: Jan and Bill aren't older than Linda.
TEMPLATE: My father's car is ____{faster than} my car. (fast)
RESPONSE: My father's car is faster than my car.
TEMPLATE: Are the days ____{longer than} the nights? (long)
RESPONSE: Are the days longer than the nights?
TEMPLATE: Are young men ____{stronger than} old men? (strong)
RESPONSE: Are young men stronger than old men?
TEMPLATE: Today is ____{colder than} yesterday. (cold)
RESPONSE: Today is colder than yesterday.
TEMPLATE: All women aren't ____{weaker than} all men. (weak)
RESPONSE: All women aren't weaker than all men.
TEMPLATE: This square is ____{larger than} the other square. (large)
RESPONSE: This square is larger than the other square.
TEMPLATE: Thomas Street is ____{narrower than} Green Street. (narrow)
RESPONSE: Thomas Street is narrower than Green Street.
TEMPLATE: My desk is ____{cleaner than} Sgt Sam's desk. (clean)
RESPONSE: My desk is cleaner than Sgt Sam's desk.
# Source: ST §Compare the Statements
$PRODUCE Build the Comparison
ID: l2-s22
INTRO: Read the two statements, then finish the comparison they add up to. Type the missing part.
INSTRUCTION: Complete the sentences to make a comparison, like the example.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: The radius of the circle is short. The radius is ____{shorter than the diameter}.
RESPONSE: The radius is shorter than the diameter.
RUBRIC: Accept a short answer (e.g. "No" or "No, she isn't") followed by a full sentence stating the comparison. Standard pronouns like "she" or "him" are fine.
RUBRIC: Accept a question using the cued adjective or its opposite comparative to compare the two items, followed by a matching answer. The items and meaning must match the visual cues.
RESPONSE: Is a car faster than a plane? No, a car isn't faster than a plane. A plane is faster than a car.
TEMPLATE: fast {st-page_069_001.jpg}
TEMPLATE: {st-page_069_002.jpg}
RESPONSE: Is a plane faster than a car? Yes, a plane is faster than a car.
TEMPLATE: tall {st-page_069_003.jpg}
RESPONSE: Is the first building taller than the second building? Yes, the first building is taller than the second building.
TEMPLATE: short {st-page_069_004.jpg}
RESPONSE: Is the boy shorter than the man? Yes, he is shorter.
TEMPLATE: big {st-page_070_001.jpg}
TEMPLATE: {st-page_070_002.jpg}
RESPONSE: Is the first tree bigger than the second tree? Yes, it is bigger.
TEMPLATE: small {st-page_070_001.jpg}
TEMPLATE: {st-page_070_002.jpg}
RESPONSE: Is the second tree smaller than the first tree? Yes, it is smaller.
TEMPLATE: wide {st-page_070_003.jpg}
RESPONSE: Is the garage door wider than the front door? Yes, it is wider.
TEMPLATE: narrow {st-page_070_004.jpg}
RESPONSE: Is the front door narrower than the garage door? Yes, it is narrower.
TEMPLATE: heavy {st-page_070_005.jpg}
RESPONSE: Is the large box heavier than the small box? Yes, it is heavier.
TEMPLATE: light {st-page_070_006.jpg}
RESPONSE: Is the small box lighter than the large box? Yes, it is lighter.
TEMPLATE: hot {st-page_071_001.jpg}
RESPONSE: Is the soup hotter than the ice cream? Yes, it is hotter.
TEMPLATE: cold {st-page_071_002.jpg}
RESPONSE: Is the ice cream colder than the soup? Yes, it is colder.
# Source: ST §Make Sentences With Cues
$PRODUCE Make Your Own Comparisons
ID: l2-s23
INTRO: Build a comparative sentence from the cue words and say it aloud, then check the model. The cues do half the work; the -er does the rest.
INSTRUCTION: Make a comparative sentence using the given words.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatical comparative sentence (adjective + -er + than) built from the cued words; the model shows one good version. A "not" in the cue must produce a negative sentence.
EXAMPLE
TEMPLATE: arms/long
RESPONSE: His arms are longer than Bill's arms.
EXAMPLE
TEMPLATE: ears/not big
RESPONSE: Joe's ears aren't bigger than Mary's.
TEMPLATE: hands/small/Tom's
RESPONSE: His hands are smaller than Tom's.
TEMPLATE: hair/long/Jean's
RESPONSE: Her hair is longer than Jean's.
TEMPLATE: car/not big/car
RESPONSE: This car isn't bigger than that car.
TEMPLATE: New York/cold/Cairo
RESPONSE: New York is colder than Cairo.
TEMPLATE: uncle/old/Tom
RESPONSE: My uncle is older than Tom.
TEMPLATE: sister/young/Sue
RESPONSE: Her sister is younger than Sue.
TEMPLATE: belt/wide/that
RESPONSE: This belt is wider than that belt.
TEMPLATE: river/narrow
RESPONSE: This river is narrower than that river.
TEMPLATE: Texas/big/California
RESPONSE: Texas is bigger than California.
TEMPLATE: Joe/not older/Mary
RESPONSE: Joe isn't older than Mary.
$LESSON 2-5: Some and Any
# Source: new (gap: some/any is drilled heavily but never explained anywhere in the lesson)
$GRAMMAR Some and Any
ID: l2-s24-g
INTRO: This part practices two small but stubborn words: "some" and "any". Here's the short version before the dialogues and drills.
Use **some** in positive sentences and offers:
* {I made some coffee. Do you want some?}
* {He put some money on the table.}
Use **any** in negative sentences:
* {I didn't buy any fruit.}
* {She doesn't have any friends here.}
Questions can use either one — **some** when you expect a yes:
* {Do you want some coffee?}
**any** when you really don't know:
* {Did you make any mistakes on the test?}
# Source: ST §Do You Want Some?
$DIALOGUE Do You Want Some?
ID: l2-s24
INTRO: Ten little exchanges with "some" — coffee, candy, shoes, and traveler's checks. Listen and repeat.
INSTRUCTION: Repeat the sentences.
REPEAT
VOCAB: some
Frank: I made some coffee. Do you want some?
Betty: Sure. I'll take a cup.
Isabel: Ralph gave me a box of candy. Would you like some?
Carmen: No, thanks. I'm not hungry now.
Bob: I need some black shoes. Can you show me some?
Clerk: Yes, sir, I'll bring some.
Alice: Is there more orange juice?
Peter: Yes, there's some on the table.
Henry: Did you see any mountains on your trip?
Billie: Yes, I saw some in New Mexico.
Sgt_Smith: Do you need some film for your camera?
Sgt_White: No, I have some. I bought film yesterday.
Lt_Lee: Would you like sugar in your tea?
Ms_Jan: Yes, I would like some, please.
Warren: How was the test? Were the problems hard?
Jack: Yes, some of them were.
Juanita: Where can I get traveler's checks?
Wendell: You can get some at the bank.
Cpt_Ross: I wrote three letters this afternoon.
Lt_Dunn: I'll write some, too. We can mail them together.
# Source: ST §Do You Have Any?
$DIALOGUE Do You Have Any?
ID: l2-s25
INTRO: Ten more exchanges, this time with "any". Just read and listen — no repeating this round.
INSTRUCTION: Read the dialogs.
VOCAB: any
Lucy: I need some paper. Do you have any?
Nikki: Sure. Here's some.
Peter: Have some coffee.
Lydia: No, thanks. I never drink any at night.
Ann: Is she taking anything for her sore back?
Bob: No, she doesn't like medicine. She never takes any.
Alma: The sergeant has three stripes.
Ruth: The airman doesn't have any.
Paul: Did you make any mistakes on the test?
Marcie: No, not any. I made 100.
Marvin: How many women are there in the class?
Steve: There aren't any. The students are all men.
Sgt_Oaks: Do you want some help?
Pvt_Gunn: No thanks, I don't need any.
Mr_Shell: Did you buy stamps yesterday?
Mr_Castro: No, I didn't get any.
George: How many children does he have?
Grant: He doesn't have any.
Sue: I made a salad. Do you want any?
Les: Yes, give me some, please.
# SKIPPED (book): ST "ANSWER WITH SOME OR ANY." and "I NEED SOME CHANGE. DO YOU HAVE ANY?" — instructor-led oral drills with no printed stimuli.
# Source: LLA 2C Listening/Speaking (some)
$PRODUCE Answer with Some
ID: 2c-ls1
INPUT: speak
CHECK: reveal
INTRO: Answer each breakfast question aloud using "some" and the food cue you hear. Then repeat the correct answer.
INSTRUCTION: Answer the question using "some".
REPEAT
EXAMPLE
PROMPT: What did you have for breakfast? Eggs. {bk07-l2c-f1-06-q.mp3}
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-06-a.mp3}
PROMPT: What did you have for breakfast? Eggs. {bk07-l2c-f1-07-q.mp3}
RESPONSE: I had some eggs for breakfast. {bk07-l2c-f1-07-a.mp3}
PROMPT: What did you have for breakfast? Milk. {bk07-l2c-f1-08-q.mp3}
RESPONSE: I had some milk for breakfast. {bk07-l2c-f1-08-a.mp3}
PROMPT: What did you have for breakfast? Orange juice. {bk07-l2c-f1-09-q.mp3}
RESPONSE: I had some orange juice for breakfast. {bk07-l2c-f1-09-a.mp3}
PROMPT: What did she have for breakfast? Tea. {bk07-l2c-f1-10-q.mp3}
RESPONSE: She had some tea for breakfast. {bk07-l2c-f1-10-a.mp3}
PROMPT: What did he have for breakfast? Coffee. {bk07-l2c-f1-11-q.mp3}
RESPONSE: He had some coffee for breakfast. {bk07-l2c-f1-11-a.mp3}
PROMPT: What did they eat for breakfast? Bread and butter. {bk07-l2c-f1-12-q.mp3}
RESPONSE: They ate some bread and butter for breakfast. {bk07-l2c-f1-12-a.mp3}
PROMPT: What do you want for breakfast? Fruit. {bk07-l2c-f1-13-q.mp3}
RESPONSE: I want some fruit for breakfast. {bk07-l2c-f1-13-a.mp3}
# Source: LLA 2C Listening/Speaking (any)
$PRODUCE Change the Sentence with Any
ID: 2c-ls2
INPUT: speak
CHECK: reveal
INTRO: The Wilson family's breakfast was not a success. Listen to the cue and say the sentence again with the new food, keeping "any". Then repeat the correct answer.
INSTRUCTION: Change the sentence using the cue word.
REPEAT
EXAMPLE
PROMPT: The Wilson family didn't have any butter for breakfast today. Eggs. {bk07-l2c-f1-14-q.mp3}
RESPONSE: The Wilson family didn't have any eggs for breakfast today. {bk07-l2c-f1-14-a.mp3}
PROMPT: Rice. {bk07-l2c-f1-15-q.mp3}
RESPONSE: The Wilson family didn't have any rice for breakfast today. {bk07-l2c-f1-15-a.mp3}
PROMPT: Tea. {bk07-l2c-f1-16-q.mp3}
RESPONSE: The Wilson family didn't have any tea for breakfast today. {bk04-l2c-f1-16-a.mp3}
PROMPT: Bread. {bk07-l2c-f1-17-q.mp3}
RESPONSE: The Wilson family didn't have any bread for breakfast today. {bk07-l2c-f1-17-a.mp3}
PROMPT: Coffee. {bk07-l2c-f1-18-q.mp3}
RESPONSE: The Wilson family didn't have any coffee for breakfast today. {bk07-l2c-f1-18-a.mp3}
PROMPT: Milk. {bk07-l2c-f1-19-q.mp3}
RESPONSE: The Wilson family didn't have any milk for breakfast today. {bk07-l2c-f1-19-a.mp3}
# Source: LLA 2C Figure 2
$PRODUCE Some or Any — Listen and Type
ID: 2c-f2
INPUT: type
CHECK: exact
INTRO: Listen to the sentence and type the word you heard: "some" or "any". Then repeat the whole sentence.
INSTRUCTION: Type "some" or "any".
REPEAT
EXAMPLE
TEMPLATE: I want ____ tea.
PROMPT: I want some tea. {bk07-l2c-f2-ex-q.mp3}
RESPONSE: I want some tea. {bk07-l2c-f2-ex-a.mp3}
ACCEPT: some
TEMPLATE: I need ____ money.
PROMPT: I need some money. {bk07-l2c-f2-01-q.mp3}
RESPONSE: I need some money. {bk07-l2c-f2-01-a.mp3}
ACCEPT: some
TEMPLATE: I didn't buy ____ fruit.
PROMPT: I didn't buy any fruit. {bk07-l2c-f2-02-q.mp3}
RESPONSE: I didn't buy any fruit. {bk07-l2c-f2-02-a.mp3}
ACCEPT: any
TEMPLATE: Do you want ____ coffee?
PROMPT: Do you want some coffee? {bk07-l2c-f2-03-q.mp3}
RESPONSE: Do you want some coffee? {bk07-l2c-f2-03-a.mp3}
ACCEPT: some
TEMPLATE: He put ____ money on the table.
PROMPT: He put some money on the table. {bk07-l2c-f2-04-q.mp3}
RESPONSE: He put some money on the table. {bk07-l2c-f2-04-a.mp3}
ACCEPT: some
TEMPLATE: She doesn't have ____ friends here.
PROMPT: She doesn't have any friends here. {bk07-l2c-f2-05-q.mp3}
RESPONSE: She doesn't have any friends here. {bk07-l2c-f2-05-a.mp3}
ACCEPT: any
TEMPLATE: Did you put ____ shirts in the suitcase?
PROMPT: Did you put some shirts in the suitcase? {bk07-l2c-f2-06-q.mp3}
RESPONSE: Did you put some shirts in the suitcase? {bk07-l2c-f2-06-a.mp3}
ACCEPT: some
TEMPLATE: I want ____ bread and butter.
PROMPT: I want some bread and butter. {bk07-l2c-f2-07-q.mp3}
RESPONSE: I want some bread and butter. {bk07-l2c-f2-07-a.mp3}
ACCEPT: some
TEMPLATE: She doesn't have ____ boys in her class.
PROMPT: She doesn't have any boys in her class. {bk07-l2c-f2-08-q.mp3}
RESPONSE: She doesn't have any boys in her class. {bk07-l2c-f2-08-a.mp3}
ACCEPT: any
TEMPLATE: He never takes ____ medicine.
PROMPT: He never takes any medicine. {bk07-l2c-f2-09-q.mp3}
RESPONSE: She never takes any medicine. {bk07-l2c-f2-09-a.mp3}
ACCEPT: any
TEMPLATE: He doesn't have ____ hair on his head.
PROMPT: He doesn't have any hair on his head. {bk07-l2c-f2-10-q.mp3}
RESPONSE: He doesn't have any hair on his head. {bk07-l2c-f2-10-a.mp3}
ACCEPT: any
# Source: ST §I Need Some Stamps
$PRODUCE Some or Any — You Decide
ID: l2-s26
INTRO: This time there's no audio to help you. Read each sentence and decide: some or any. Type your choice.
INSTRUCTION: Type "some" or "any" in the blank.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: I have ____{some} paper.
RESPONSE: I have some paper.
EXAMPLE
TEMPLATE: John doesn't have ____{any}.
RESPONSE: John doesn't have any.
TEMPLATE: We need ____{some} pictures.
RESPONSE: We need some pictures.
TEMPLATE: He has ____{some} oranges.
RESPONSE: He has some oranges.
TEMPLATE: She doesn't have ____{any} fruit.
RESPONSE: She doesn't have any fruit.
TEMPLATE: The boys need ____{some} shirts.
RESPONSE: The boys need some shirts.
TEMPLATE: They don't need ____{any} shoes.
RESPONSE: They don't need any shoes.
TEMPLATE: Linda bought ____{some} eggs.
RESPONSE: Linda bought some eggs.
TEMPLATE: She didn't buy ____{any} apples.
RESPONSE: She didn't buy any apples.
TEMPLATE: He wanted ____{some} vegetables.
RESPONSE: He wanted some vegetables.
TEMPLATE: She didn't have ____{any} quarters.
RESPONSE: She didn't have any quarters.
TEMPLATE: She gave him ____{some} dimes.
RESPONSE: She gave him some dimes.
$LESSON 2-6: Both, the Other, and Words That Refer Back
# Source: new (gap: both/the other is drilled in 2A and ST but never explained)
$GRAMMAR Both and the Other
ID: l2-s27-g
INTRO: This part returns to "both" and "the other", then trains a reading skill: knowing what small words point back to.
**Both** means the two together:
* {Both books are small.}
* {Do you want milk or coffee? I'll have both, please.}
**The other** means the second of two:
* {One glove is wet, but the other's okay.}
* {There's only one shoe here. Where's the other?}
# Source: ST §Both Are Small
$DIALOGUE Both Are Small
ID: l2-s27
INTRO: Read the sentences and notice how "both" works — two things, one word.
INSTRUCTION: Read the sentences. Notice the use of "both".
VOCAB: both
LINE: This book is small. The other book is also small. Both books are small. Both are small.
LINE: Tom speaks Spanish and English. Marie speaks English and Arabic. Both speak two languages.
LINE: Did you take my book and his book? Yes, I took both of them.
LINE: My car is new. Your car is also new. Both are new.
LINE: I read two books. I liked both of them.
LINE: Do you want milk or coffee? I'll have both, please.
LINE: Do you speak French or English? I speak both.
LINE: Do you want chicken or fish? I don't know. I like both.
LINE: Is your mother or dad there? No, both are out.
LINE: Jean wants a hamburger, and Phil wants one, too. Both want a hamburger.
# Source: ST §One Twin Is a Boy; The Other Is a Girl
$DIALOGUE One... The Other...
ID: l2-s28
INTRO: Now "the other" — for the second of two shoes, gloves, sons, and vacations. Read the sentences.
INSTRUCTION: Read the sentences. Notice the use of "other".
VOCAB: other
LINE: One student is from Europe. The other is from Africa.
LINE: This pencil is Tom's. The other is Bob's pencil.
LINE: I'll eat the big piece of cake. You can have the other.
LINE: One glove is wet, but the other's okay.
LINE: There's only one shoe here. Where's the other?
LINE: Mary has two sons. One's a student and the other's in the military.
LINE: One class is studying math. The other is studying English.
LINE: We took a two-week vacation. We stayed in Florida for one week and in Georgia the other.
# SKIPPED (book): ST "USE BOTH." — instructor-led listening drill with no printed stimuli.
# Source: ST §Complete With Other
$PRODUCE Complete with The Other
ID: l2-s29
INTRO: Finish each sentence with "the other" and the cue in parentheses. Type the ending.
INSTRUCTION: Complete the sentence using "the other" and the cue.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: This box of candy is for me; ... (the teacher)
RESPONSE: the other is for the teacher.
ACCEPT: the other is for the teacher
TEMPLATE: One woman is my mother; ... (my sister)
RESPONSE: the other is my sister.
ACCEPT: the other is my sister
TEMPLATE: One building is the commissary; ... (the dispensary)
RESPONSE: the other is the dispensary.
ACCEPT: the other is the dispensary
TEMPLATE: One coat is for me; ... (my father)
RESPONSE: the other is for my father.
ACCEPT: the other is for my father
TEMPLATE: This blouse is green; ... (blue)
RESPONSE: the other is blue.
ACCEPT: the other is blue
TEMPLATE: One desk is light; ... (heavy)
RESPONSE: the other is heavy.
ACCEPT: the other is heavy
TEMPLATE: That's a baseball; ... (basketball)
RESPONSE: the other is a basketball.
ACCEPT: the other is a basketball
TEMPLATE: This car belongs to me; ... (my friend)
RESPONSE: the other belongs to my friend.
ACCEPT: the other belongs to my friend
TEMPLATE: This problem is easy; ... (hard)
RESPONSE: the other is hard.
ACCEPT: the other is hard
TEMPLATE: One cup is coffee; ... (tea)
RESPONSE: the other is tea.
ACCEPT: the other is tea
# Source: ST §Identify the Referent
$SELECT What Does It Refer To?
ID: l2-s11
INTRO: Words like "both", "one", and "there" always point back to something. Read each paragraph and tap what the underlined words refer to.
INSTRUCTION: Read each paragraph and select the correct answer for the underlined word(s).
EXAMPLE
TEMPLATE: I visited England and France last year. My mother and father went with me. We liked *both countries*. This was our first trip to England. We stayed there for two weeks. Next year we may go to China.
TEMPLATE: Both countries = ____
OPTION: a | England and France
OPTION: b | my mother and father
OPTION: c | China
ANSWER: a
TEMPLATE: I was late to school this morning. The radio said it was 8 o'clock, but my clock showed 6 o'clock. It stopped for two hours last night. I need to buy *a new one*.
TEMPLATE: A new one = ____
OPTION: a | a school
OPTION: b | a storm
OPTION: c | a clock
ANSWER: c
TEMPLATE: I want to learn English. Mr. Jones will teach me. He is a very good teacher. He teaches English in the United States. That's *his home*.
TEMPLATE: His home = ____
OPTION: a | the United States
OPTION: b | Mr. Jones
OPTION: c | a good teacher
ANSWER: a
TEMPLATE: Sometimes, the weather changes a lot in one day. It can be cold in the morning and hot in the afternoon. One day it was sunny in the morning, and then it snowed in the afternoon. I don't like *these changes*.
TEMPLATE: These changes = ____
OPTION: a | changes in the day
OPTION: b | changes in the weather
OPTION: c | changes in the clouds
ANSWER: b
TEMPLATE: Bob is a mechanic. He works in a garage downtown. Many people bring their cars and trucks. He doesn't like to work on big, old trucks, but he does it. That's *his job*!
TEMPLATE: His job = ____
OPTION: a | to be a mechanic
OPTION: b | to be a truck driver
OPTION: c | to be a worker
ANSWER: a
TEMPLATE: There is a new window at the bank. Customers can drive to this window in their cars. They can cash checks or leave money with a teller at the window, and they don't have to get out of their cars or go *inside*.
TEMPLATE: Inside = ____
OPTION: a | customers
OPTION: b | a window
OPTION: c | the bank
ANSWER: c
TEMPLATE: I'm a pilot. My job is hard, but I like it very much. I fly a small plane over the city and the land around it. I can see *both* very well. I take people with me. They like to look out of the windows of my airplane.
TEMPLATE: Both = ____
OPTION: a | my job is hard and a small plane
OPTION: b | the people and the windows in my plane
OPTION: c | the city and the land around the city
ANSWER: c
# Source: ST §Which Words Are the Same?
$PRODUCE Type the Referent
ID: l2-s12
INTRO: Same skill, no options this time. Read the paragraph and type the word or words the underlined phrase points back to.
INSTRUCTION: Type the word or words that the underlined word refers to.
INPUT: type
CHECK: exact
TEMPLATE: George took many trips last year. He was working at an Air Force base in Alabama, but he was not in the military. This year he's taking more trips. He will visit some military bases in Europe next month. He may see his brother *there*.
TEMPLATE: There = ____{Europe}
RESPONSE: There = Europe
TEMPLATE: Joan and Mary went to a clothing store. Joan wore a coat. Mary wore one, too. They looked at hats and gloves. Joan said, "I want a red hat." The clerk said, "We don't have a red one. Would you like to see one in a different color?" "No, thank you," Joan said.
TEMPLATE: A red one = ____{a red hat}
RESPONSE: A red one = a red hat
TEMPLATE: A travel agent makes airline reservations. He or she can also give you information about trains and buses and about other countries. Travel agents usually work in an office. *This office* may be in a big building downtown, or it can be on a military post.
TEMPLATE: This office = ____{an office}
RESPONSE: This office = an office
TEMPLATE: We need to eat vegetables every day to stay healthy. There are different vegetables for different people. Tomatoes and onions are good in salads. Some people put *these vegetables* on their hamburgers, too. Potatoes are good in soups, in salads, or with meat. Green beans and corn are also delicious.
TEMPLATE: These vegetables = ____{tomatoes and onions}
RESPONSE: These vegetables = tomatoes and onions
TEMPLATE: Sally is very happy. She took a test yesterday, and she made 100. Her father is happy, too. He will buy her a sweater. He knows that she studied very hard. Why is her father happy? Because of her *good score*.
TEMPLATE: Good score = ____{100}
RESPONSE: Good score = 100
TEMPLATE: Bob is at the bank. He wants to cash a traveler's check. He gives the teller a traveler's check for fifty dollars. The teller asks Bob for his identification. Bob shows the teller his driver's license. She gives him *the money*.
TEMPLATE: The money = ____{fifty dollars}
RESPONSE: The money = fifty dollars
$LESSON 2-7: Putting It Together — Shopping, Stress, and Dictation
# Source: LLA 2D Figure 3
$DIALOGUE At the Store and In Class
ID: 2d-f3
INTRO: This last part mixes everything from the lesson: shopping, word stress, listening, and dictation. First, two short exchanges — one at a store, one in class. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Customer: Can you tell me the price of this shirt? {page_059_001.jpg} {bk07-l2d-f3-01.mp3}
ACCEPT: larger ones | the larger apples | larger apples | the large ones | they bought the larger ones | they bought the larger apples | the bigger ones | bigger ones
INTRO: Back to strong words, now with this lesson's vocabulary. Listen to each sentence, type the word with the strongest stress, then repeat the sentence.
INSTRUCTION: Type the strong word.
REPEAT
TEMPLATE: What is two times three?
PROMPT: What is 2 times 3? {bk07-l2d-f4-01-q.mp3}
RESPONSE: three {bk07-l2d-f4-01-a.mp3}
ACCEPT: 3
TEMPLATE: Is this the bottom or the top?
PROMPT: Is this the bottom or the top? {bk07-l2d-f4-02-q.mp3}
RESPONSE: top {bk07-l2d-f4-02-a.mp3}
TEMPLATE: I want only half a glass of milk, please.
PROMPT: I want only half a glass of milk, please. {bk07-l2d-f4-03-q.mp3}
RESPONSE: half {bk07-l2d-f4-03-a.mp3}
TEMPLATE: This is easy.
PROMPT: This is easy. {bk07-l2d-f4-04-q.mp3}
RESPONSE: easy {bk07-l2d-f4-04-a.mp3}
TEMPLATE: These problems are hard.
PROMPT: These problems are hard. {bk07-l2d-f4-05-q.mp3}
RESPONSE: hard {bk07-l2d-f4-05-a.mp3}
TEMPLATE: I want each of you to repeat this sentence.
PROMPT: I want each of you to repeat this sentence. {bk07-l2d-f4-06-q.mp3}
RESPONSE: each {bk07-l2d-f4-06-a.mp3}
TEMPLATE: A bus is very heavy.
PROMPT: A bus is very heavy. {bk07-l2d-f4-07-q.mp3}
RESPONSE: heavy {bk07-l2d-f4-07-a.mp3}
TEMPLATE: The total price is $25.00.
PROMPT: The total price is $25. {bk07-l2d-f4-08-q.mp3}
RESPONSE: total {bk07-l2d-f4-08-a.mp3}
TEMPLATE: All of my students understand.
PROMPT: All of my students understand. {bk07-l2d-f4-09-q.mp3}
RESPONSE: all {bk07-l2d-f4-09-a.mp3}
TEMPLATE: Ten plus ten equals twenty.
PROMPT: 10 plus 10 equals 20. {bk07-l2d-f4-10-q.mp3}
RESPONSE: twenty {bk07-l2d-f4-10-a.mp3}
ACCEPT: 20
# Source: LLA 2C Figure 4
$PRODUCE The New Teacher — Missing Words
ID: 2c-f4
INPUT: type
CHECK: exact
INTRO: Listen to a paragraph about a new teacher and type the missing words in the printed sentences. Play it again as often as you need.
INSTRUCTION: Type the missing words.
PROMPT: Our new teacher, Ms. Evans, looks like my Aunt Sarah. She is tall and has black hair. She is always smiling. Ms. Evans wears very nice clothes. I think she and Aunt Sarah buy their clothes at the same store. Do you think she'll be nice like my Aunt Sarah? {bk07-l2c-f4-01-q.mp3}
TEMPLATE: Our new teacher, Miss Evans ____{looks} like my Aunt Sara.
TEMPLATE: She ____{is} tall and has black hair.
TEMPLATE: ____{She} is always smiling.
TEMPLATE: Miss Evans ____{wears} very nice clothes.
TEMPLATE: I think ____{she} and Aunt Sara buy their ____{clothes} at the same store.
TEMPLATE: Do ____{you} think she'll be nice like ____{my} Aunt Sara?
RESPONSE: Our new teacher, Ms. Evans, looks like my Aunt Sarah. She is tall and has black hair. She is always smiling. Ms. Evans wears very nice clothes. I think she and Aunt Sarah buy their clothes at the same store. Do you think she'll be nice like my Aunt Sarah?
# Source: LLA 2C Figure 5 (paragraph 1)
$PRODUCE Write the Numbers (1)
ID: 2c-f5-a
INPUT: type
CHECK: exact
INTRO: Captain Jackson is going shopping, and his list is full of numbers. Listen and type every number you hear, in order — only the numbers.
INSTRUCTION: Type the numbers.
PROMPT: Captain Jackson is going to the commissary today. He is going to buy 4 cans of beans, 5 pounds of potatoes, 3 chickens, 2 gallons of milk, 4 pounds of tomatoes, and 1 big box of rice. {bk07-l2c-f5-01-q.mp3}
TEMPLATE: 1. ____{4}
TEMPLATE: 2. ____{5}
TEMPLATE: 3. ____{3}
TEMPLATE: 4. ____{2}
TEMPLATE: 5. ____{4}
TEMPLATE: 6. ____{1}
RESPONSE: 4, 5, 3, 2, 4, 1
# Source: LLA 2C Figure 5 (paragraph 2)
$PRODUCE Write the Numbers (2)
ID: 2c-f5-b
INPUT: type
CHECK: exact
INTRO: Now Mike and his five tests — scores included. Listen and type each number you hear, in order.
INSTRUCTION: Type the numbers.
PROMPT: Mike had 5 tests last month. He made the highest score on test number 1. His score was 96. His lowest score was on test number 4. He made a 74. His other scores were 82, 77, and 90. This month he will have 6 tests. He wants a score of 100 this month. {bk07-l2c-f5-02-q.mp3}
TEMPLATE: 1. ____{5}
TEMPLATE: 2. ____{1}
TEMPLATE: 3. ____{96}
TEMPLATE: 4. ____{4}
TEMPLATE: 5. ____{74}
TEMPLATE: 6. ____{82}
TEMPLATE: 7. ____{77}
TEMPLATE: 8. ____{90}
TEMPLATE: 9. ____{6}
TEMPLATE: 10. ____{100}
RESPONSE: 5, 1, 96, 4, 74, 82, 77, 90, 6, 100
# SKIPPED (book): LLA 2C Figures 6 & 7 — drawing shapes based on audio instructions; spatial/drawing tasks cannot be converted.
# Source: LLA 2C Figure 8
$PRODUCE Punctuate the Paragraph: At the Restaurant
ID: 2c-f8
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
INTRO: Dictation with teeth. Listen to each sentence and type it with the correct punctuation and capital letters — every comma counts here.
INSTRUCTION: Type the sentence with correct punctuation.
PROMPT: Do you always leave a tip for the waiter at a restaurant? {bk07-l2c-f8-01.mp3}
TEMPLATE: do you always leave a tip for the waiter at a restaurant
RESPONSE: Do you always leave a tip for the waiter at a restaurant?
PROMPT: Last week, my family and I went to a new restaurant. {bk07-l2c-f8-02.mp3}
TEMPLATE: last week my family and i went to a new restaurant
RESPONSE: Last week, my family and I went to a new restaurant.
PROMPT: After dinner, Dad wrote a check. {bk07-l2c-f8-03.mp3}
TEMPLATE: after dinner dad wrote a check
RESPONSE: After dinner, Dad wrote a check.
PROMPT: He didn't have any money for a tip. {bk07-l2c-f8-04.mp3}
TEMPLATE: he didnt have any money for a tip
RESPONSE: He didn't have any money for a tip.
PROMPT: I gave him $3. {bk07-l2c-f8-05.mp3}
TEMPLATE: i gave him three dollars
RESPONSE: I gave him three dollars.
ACCEPT: I gave him $3.
PROMPT: He left it on the table for the waitress. {bk07-l2c-f8-06.mp3}
TEMPLATE: he left it on the table for the waitress
RESPONSE: He left it on the table for the waitress.
# Source: LLA 2D Figure 6
$PRODUCE Punctuate the Paragraph: Shopping
ID: 2d-f6
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
INTRO: One last paragraph. Listen to each sentence and rewrite the printed line with correct capitalization and punctuation. Then you're done with Lesson 2 — nicely done.
INSTRUCTION: Rewrite the sentence with correct punctuation.
TEMPLATE: my two brothers and i went to a store last week
PROMPT: My two brothers and I went to a store last week. {bk07-l2d-f6-01.mp3}
RESPONSE: My two brothers and I went to a store last week.
TEMPLATE: we wanted to shop
PROMPT: We wanted to shop. {bk07-l2d-f6-02.mp3}
RESPONSE: We wanted to shop.
TEMPLATE: one of my brothers bought a blue sweater
PROMPT: One of my brothers bought a blue sweater. {bk07-l2d-f6-03.mp3}
RESPONSE: One of my brothers bought a blue sweater.
TEMPLATE: the other one bought a pair of pants and a pair of shoes
PROMPT: The other one bought a pair of pants and a pair of shoes. {bk07-l2d-f6-04.mp3}
RESPONSE: The other one bought a pair of pants and a pair of shoes.
TEMPLATE: i didnt buy anything
PROMPT: I didn't buy anything. {bk07-l2d-f6-05.mp3}
RESPONSE: I didn't buy anything.
TEMPLATE: i didnt have any money
PROMPT: I didn't have any money. {bk07-l2d-f6-06.mp3}
RESPONSE: I didn't have any money.
TEMPLATE: i will have some money next week
PROMPT: I will have some money next week. {bk07-l2d-f6-07.mp3}
RESPONSE: I will have some money next week.
TEMPLATE: i want to go shopping again
PROMPT: I want to go shopping again. {bk07-l2d-f6-08.mp3}
RESPONSE: I want to go shopping again.
# SKIPPED (book): ST "FOLLOW THE INSTRUCTIONS." and "READ THE INSTRUCTIONS AND FOLLOW THEM." — physical actions and spatial drawing tasks.
