alc-english/book-9-lesson-1.module

$MODULE Book 9 · Lesson 1: I'd Like to Open an Account {st-page_009_001.jpg}
FORMAT: 2
DESCRIPTION: Bank vocabulary and transactions, the present progressive for future plans, giving reasons with "because", and linking verbs with tastes.
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
VOICE: Mark | achird | Male customer
VOICE: Woman | gacrux | Female bank clerk
VOICE: Student | achird | Student
VOICE: Jack | achird | Male speaker
VOICE: Fred | achird | Male speaker
VOICE: Mike | schedar | Male speaker
VOICE: Lou | achird | Male speaker
VOICE: Jim | schedar | Male speaker
VOICE: Ray | achird | Male speaker
VOICE: Brad | achird | Male speaker
VOICE: John | achird | Male speaker
VOICE: Teller | aoede | Female bank teller
VOICE: Mrs_Morris | gacrux | Female customer
VOICE: Lt_Andrews | achird | Male speaker
VOICE: Capt_Miles | achird | Male speaker
VOICE: Tom | charon | Male speaker
VOICE: Stan | achird | Male speaker
VOICE: Pat | aoede | Female speaker
VOICE: Tim | achird | Male speaker
VOICE: Ted | schedar | Male speaker
VOICE: Nancy | aoede | Female speaker
VOICE: Ellen | achernar | Female speaker
VOICE: Bob | achird | Male speaker
VOICE: Lt_Sands | charon | Male speaker
VOICE: Lt_Reed | achird | Male speaker
VOICE: Rita | aoede | Female speaker
VOICE: Lori | achernar | Female speaker
VOICE: Allen | schedar | Male speaker
VOICE: Roger | achird | Male speaker
VOICE: Peter | achird | Male speaker
VOICE: Harry | achird | Male speaker
VOICE: Kevin | achird | Male speaker
VOICE: Lt_Jones | achird | Male speaker
VOICE: Capt_Smith | schedar | Male speaker
VOICE: Ed | achird | Male speaker
VOICE: Narrator | achird | speaker (auto)

$SESSION 1-1: At the Bank — Words and Conversations

# Source: LLA 1A Figure 1
$DIALOGUE Bank Words: Forms and Signatures
ID: 9-1a-f1
INTRO: In this lesson you'll learn to handle a bank in English — open accounts, make deposits and withdrawals — and to talk about future plans and reasons. First, the paperwork. Listen and repeat each word in its sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: ID card
LINE: I need a new ID card. {page_011_001.jpg} {bk09-l1a-f1-01.mp3}

VOCAB: form
LINE: Here's a form. {page_011_002.jpg} {bk09-l1a-f1-02.mp3}

VOCAB: to fill out
LINE: Fill out the form. {page_011_003.jpg} {bk09-l1a-f1-03.mp3}

VOCAB: signature
LINE: Put your signature on the bottom line. {page_011_004.jpg} {bk09-l1a-f1-04.mp3}

# Source: LLA 1A Figure 1 (dialogue + story)
$DIALOGUE Mark Needs a New ID Card
ID: 9-1a-f1-b
INTRO: Mark's ID card has seen better days. Listen to how he asks for a new one — just listen, no repeating yet.
INSTRUCTION: Listen.

Mark: Can you help me? I need a new ID card. {bk09-l1a-f1-05.mp3}
Woman: Yes, I can help you. Here's a form. Fill out the form and put your signature on the bottom line. {bk09-l1a-f1-06.mp3}

Narrator: Mark needs a new ID card. The person at the desk gives him a form. He fills out the form and puts his signature on the bottom line. {bk09-l1a-f1-07.mp3}

# Source: LLA 1A Figure 1 (Q&A)
$PRODUCE Questions: Mark's ID Card
ID: 9-1a-f1-c
REFERENCE
INTRO: Four questions about Mark. Answer each one aloud in a full sentence — open the dialogue again if you need it — then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What does Mark need? {bk09-l1a-f1-08-q.mp3}
RESPONSE: He needs a new ID card. {bk09-l1a-f1-08-a.mp3}

PROMPT: What does the person at the desk give Mark? {bk09-l1a-f1-09-q.mp3}
RESPONSE: The person gives Mark a form. {bk09-l1a-f1-09-a.mp3}

PROMPT: What does Mark do with the form? {bk09-l1a-f1-10-q.mp3}
RESPONSE: He fills it out. {bk09-l1a-f1-10-a.mp3}

PROMPT: What does Mark write on the bottom line of the form? {bk09-l1a-f1-11-q.mp3}
RESPONSE: He writes his signature on the bottom line. {bk09-l1a-f1-11-a.mp3}

# Source: LLA 1A Figure 2
$DIALOGUE Bank Words: Accounts and Cash
ID: 9-1a-f2
INTRO: Six words for opening bank accounts — the kind for spending and the kind for not spending. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: to open an account
LINE: I want to open an account at this bank. {page_012_001.jpg} {bk09-l1a-f2-01.mp3}

VOCAB: checking account
LINE: I want to open a checking account. {page_012_002.jpg} {bk09-l1a-f2-02.mp3}

VOCAB: cash
LINE: Mark doesn't want to pay for everything with cash. {page_012_003.jpg} {bk09-l1a-f2-03.mp3}

VOCAB: checkbook
LINE: The bank clerk gave Mark a checkbook. {page_012_004.jpg} {bk09-l1a-f2-04.mp3}

VOCAB: savings account
LINE: I also want to open a savings account. {page_012_005.jpg} {bk09-l1a-f2-05.mp3}

VOCAB: to save
LINE: I want to save some money for a trip. {page_012_005.jpg} {bk09-l1a-f2-06.mp3}

# Source: LLA 1A Figure 2 (dialogue)
$DIALOGUE Mark Opens an Account
ID: 9-1a-f2-b
INTRO: Mark is at the bank, opening not one account but two. Listen to how he and the clerk sort it out.
INSTRUCTION: Listen.

Mark: Can you help me? I want to open an account at this bank. {bk09-l1a-f2-07.mp3}
Woman: Yes. What kind of account do you want to open? {bk09-l1a-f2-08.mp3}
Mark: I want to open a checking account. I don't want to pay for everything with cash. {bk09-l1a-f2-09.mp3}
Woman: Yes, I understand. Fill out this form for a checking account, and I'll get you a checkbook. {bk09-l1a-f2-10.mp3}
Mark: I also want to open a savings account because I want to save money for a trip. {bk09-l1a-f2-11.mp3}
Woman: Okay. Fill out this form, and I'll give you a savings account number. {bk09-l1a-f2-12.mp3}

# Source: LLA 1A Figure 2 (Q&A)
$PRODUCE Questions: Mark at the Bank
ID: 9-1a-f2-c
REFERENCE
INTRO: Seven questions about Mark's visit to the bank. Answer aloud in a full sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where is Mark? {bk09-l1a-f2-13-q.mp3}
RESPONSE: Mark is at the bank. {bk09-l1a-f2-13-a.mp3}

PROMPT: What does Mark want to do at the bank? {bk09-l1a-f2-14-q.mp3}
RESPONSE: He wants to open an account. {bk09-l1a-f2-14-a.mp3}

PROMPT: What kinds of accounts does he want to open? {bk09-l1a-f2-15-q.mp3}
RESPONSE: He wants to open a checking account and a savings account. {bk09-l1a-f2-15-a.mp3}

PROMPT: Why did Mark want to open a checking account? {bk09-l1a-f2-16-q.mp3}
RESPONSE: He didn't want to pay for everything with cash. {bk09-l1a-f2-16-a.mp3}

PROMPT: What did the bank clerk give Mark when he opened a checking account? {bk09-l1a-f2-17-q.mp3}
RESPONSE: The clerk gave Mark a checkbook. {bk09-l1a-f2-17-a.mp3}

PROMPT: Why does Mark want to open a savings account? {bk09-l1a-f2-18-q.mp3}
RESPONSE: He wants to save money for a trip. {bk09-l1a-f2-18-a.mp3}

PROMPT: What did the clerk give Mark when he opened a savings account? {bk09-l1a-f2-19-q.mp3}
RESPONSE: The clerk gave Mark an account number. {bk09-l1a-f2-19-a.mp3}

# Source: LLA 1A Figure 3
$DIALOGUE Bank Words: Deposits and Passports
ID: 9-1a-f3
INTRO: More bank words — deposits, passports, and keeping your money where no one else can get it. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: passport
LINE: Mark will get a passport for his trip. {page_013_001.jpg} {bk09-l1a-f3-01.mp3}

VOCAB: bill
LINE: Mark will pay for the passport with a $50 bill. {page_013_002.jpg} {bk09-l1a-f3-02.mp3}

VOCAB: deposit
LINE: Mark will deposit $100 in his savings account. {page_013_003.jpg} {bk09-l1a-f3-03.mp3}

VOCAB: deposit slip
LINE: Mark must fill out a deposit slip to put the $100 in his savings account. {page_013_003.jpg} {bk09-l1a-f3-04.mp3}

LINE: Mark will save money for a trip. {bk09-l1a-f3-05.mp3}

VOCAB: safe
LINE: His money is safe in the bank. {bk09-l1a-f3-06.mp3}

VOCAB: right away
LINE: Mark will get his passport right away. {bk09-l1a-f3-07.mp3}

VOCAB: information
LINE: Mark's passport has information about him. {bk09-l1a-f3-08.mp3}

# Source: LLA 1A Figure 3 (dictation)
$PRODUCE Dictation: Saving Money
ID: 9-1a-f3-b
INPUT: type
CHECK: exact
INTRO: Dictation. You'll hear two short sentences at a time — type exactly what you hear, then listen again to check.
INSTRUCTION: Type the sentences you hear.

PROMPT: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3}
RESPONSE: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3}

PROMPT: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3}
RESPONSE: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3}

PROMPT: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3}
RESPONSE: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3}

PROMPT: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}
RESPONSE: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}

# Source: LLA 1A Figure 3 (Q&A)
$PRODUCE Questions: Safe in the Bank
ID: 9-1a-f3-c
REFERENCE
INTRO: Three quick questions about Mark's money. Answer aloud in a full sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where can we find information about Mark? {bk09-l1a-f3-13-q.mp3}
RESPONSE: We can find information about Mark in his passport. {bk09-l1a-f3-13-a.mp3}

PROMPT: Will Mark spend his money? {bk09-l1a-f3-14-q.mp3}
RESPONSE: No. He will save money for a trip. He won't spend it. {bk09-l1a-f3-14-a.mp3}

PROMPT: Can someone take Mark's money from the bank? {bk09-l1a-f3-15-q.mp3}
RESPONSE: No. His money is safe in the bank. {bk09-l1a-f3-15-a.mp3}

# Source: LLA 1A Figure 4 (Conversation 1)
$DIALOGUE Conversation: Opening a Checking Account
ID: 9-1a-f4-c1
INTRO: A short conversation at the bank window — you'll act it out in a moment, so listen closely.
INSTRUCTION: Listen.

Woman: May I help you? {bk09-l1a-f4-01.mp3}
Student: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
Woman: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
Student: Okay. Thanks. {bk09-l1a-f4-04.mp3}

# Source: LLA 1A Figure 4 (Dialog 1A)
$PRODUCE Role-Play: You're the Customer (Checking Account)
ID: 9-1a-f4-1a
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Now you're the customer. The clerk speaks first — say your line aloud, then listen to the model.
INSTRUCTION: Read the customer's lines aloud.

PROMPT: May I help you? {bk09-l1a-f4-05.mp3}
TEMPLATE: Yes, I'd like to open a checking account.
RESPONSE: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}

PROMPT: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-06.mp3}
TEMPLATE: Okay. Thanks.
RESPONSE: Okay. Thanks. {bk09-l1a-f4-04.mp3}

# Source: LLA 1A Figure 4 (Dialog 1B)
$PRODUCE Role-Play: You're the Clerk (Checking Account)
ID: 9-1a-f4-1b
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Same conversation, other side of the counter. This time you're the bank clerk, and you begin.
INSTRUCTION: Read the bank clerk's lines aloud.

TEMPLATE: May I help you?
RESPONSE: May I help you? {bk09-l1a-f4-01.mp3}

PROMPT: Yes. I'd like to open a checking account. {bk09-l1a-f4-07.mp3}
TEMPLATE: Please fill out this form. Put your signature on the last line.
RESPONSE: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}

# Source: LLA 1A Figure 4 (Conversation 2)
$DIALOGUE Conversation: A Savings Account with $25
ID: 9-1a-f4-c2
INTRO: Another bank conversation — opening a savings account with twenty-five dollars. Listen first.
INSTRUCTION: Listen.

Student: Good morning. Can I help you? {bk09-l1a-f4-08.mp3}
Woman: Yes. Can I open a savings account with $25? {bk09-l1a-f4-09.mp3}
Student: Yes. I'll need some information for this form. {bk09-l1a-f4-10.mp3}
Woman: Okay. What do you want to know? {bk09-l1a-f4-11.mp3}

# Source: LLA 1A Figure 4 (Dialog 2A)
$PRODUCE Role-Play: You're the Customer (Savings Account)
ID: 9-1a-f4-2a
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: You're the customer with twenty-five dollars and a plan. Say your lines aloud, then listen to the model.
INSTRUCTION: Read the customer's lines aloud.

PROMPT: Good morning. Can I help you? {bk09-l1a-f4-12.mp3}
TEMPLATE: Yes. Can I open a savings account with twenty-five dollars?
RESPONSE: Yes. Can I open a savings account with $25? {bk09-l1a-f4-09.mp3}

PROMPT: Yes. I'll need some information for this form. {bk09-l1a-f4-13.mp3}
TEMPLATE: Okay. What do you want to know?
RESPONSE: Okay. What do you want to know? {bk09-l1a-f4-11.mp3}

# Source: LLA 1A Figure 4 (Dialog 2B)
$PRODUCE Role-Play: You're the Clerk (Savings Account)
ID: 9-1a-f4-2b
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Now take the bank clerk's part. You begin the conversation.
INSTRUCTION: Read the bank clerk's lines aloud.

TEMPLATE: Good morning. Can I help you?
RESPONSE: Good morning. Can I help you? {bk09-l1a-f4-08.mp3}

PROMPT: Yes. Can I open a savings account with $25? {bk09-l1a-f4-14.mp3}
TEMPLATE: Yes. I'll need some information for this form.
RESPONSE: Yes. I'll need some information for this form. {bk09-l1a-f4-10.mp3}

# Source: LLA 1A Figure 4 (Conversation 3)
$DIALOGUE Conversation: Cashing a Check
ID: 9-1a-f4-c3
INTRO: One more conversation — cashing a check, with identification and small bills. Listen first.
INSTRUCTION: Listen.

Student: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-15.mp3}
Woman: Okay. I need to see some identification. {bk09-l1a-f4-16.mp3}
Student: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-17.mp3}
Woman: Yes. That's fine. {bk09-l1a-f4-18.mp3}
Student: Can I have the cash in small bills? {bk09-l1a-f4-19.mp3}
Woman: Yes. Are 1s and 5s okay? {bk09-l1a-f4-20.mp3}
Student: Yes. Thanks. {bk09-l1a-f4-21.mp3}

# Source: LLA 1A Figure 4 (Dialog 3A)
$PRODUCE Role-Play: You're the Customer (Cashing a Check)
ID: 9-1a-f4-3a
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: You're the customer, and this time you begin. Say your lines aloud, then listen to the model.
INSTRUCTION: Read the customer's lines aloud.

TEMPLATE: Excuse me, ma'am. I want to cash a check.
RESPONSE: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-15.mp3}

PROMPT: Okay. I need to see some identification. {bk09-l1a-f4-22.mp3}
TEMPLATE: I have an ID card and a passport. Is that okay?
RESPONSE: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-17.mp3}

PROMPT: Yes. That's fine. {bk09-l1a-f4-23.mp3}
TEMPLATE: Can I have the cash in small bills?
RESPONSE: Can I have the cash in small bills? {bk09-l1a-f4-19.mp3}

PROMPT: Yes. Are 1s and 5s okay? {bk09-l1a-f4-24.mp3}
TEMPLATE: Yes, thanks.
RESPONSE: Yes. Thanks. {bk09-l1a-f4-21.mp3}

# Source: LLA 1A Figure 4 (Dialog 3B)
$PRODUCE Role-Play: You're the Clerk (Cashing a Check)
ID: 9-1a-f4-3b
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Last pass — you're the clerk checking identification. Say your lines aloud.
INSTRUCTION: Read the bank clerk's lines aloud.

PROMPT: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-25.mp3}
TEMPLATE: Okay. I need to see some identification.
RESPONSE: Okay. I need to see some identification. {bk09-l1a-f4-16.mp3}

PROMPT: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-26.mp3}
TEMPLATE: Yes, that's fine.
RESPONSE: Yes. That's fine. {bk09-l1a-f4-18.mp3}

PROMPT: Can I have the cash in small bills? {bk09-l1a-f4-27.mp3}
TEMPLATE: Yes. Are ones and fives okay?
RESPONSE: Yes. Are 1s and 5s okay? {bk09-l1a-f4-20.mp3}

$SESSION 1-2: Opening an Account — Reading and Practice

# Source: ST §A Visit to the Bank
$DIALOGUE A Visit to the Bank
ID: l1-s1
INTRO: In this part you'll follow a whole bank visit from start to finish. Meet the Newmans — new in Houston, with money that needs a safer home than a suitcase. Just listen.
INSTRUCTION: Listen to the story.

Narrator: The Newman family just moved to Houston. {st-page_011_001.jpg}
Narrator: Mrs. Newman went to the bank to open an account for the family. {st-page_011_001.jpg}
Narrator: She will open a savings account and a checking account. {st-page_011_001.jpg}
Narrator: The family will use the money in the checking account to pay for the things they buy every day. {st-page_011_001.jpg}
Narrator: They will use the money in the savings account for something very important or something very expensive. {st-page_011_001.jpg}

VOCAB: to spend
Narrator: Only the Newmans can spend the money in their bank account. It will be safe there. {st-page_011_001.jpg}

Narrator: Mrs. Newman asked the clerk for information on how to open an account. She wanted to know how much money they needed, what forms or papers she needed to fill out, and who she needed to talk to. {st-page_011_001.jpg}
Narrator: The clerk told her how to open a checking account. First, she filled out a form with their names, jobs, address, and phone numbers. {st-page_012_001.jpg}
Narrator: Next, she signed her name three times on a card. {st-page_012_002.jpg}
Narrator: Then, the clerk gave Mrs. Newman a signature card for Mr. Newman. He will bring in his card later.

VOCAB: to take money out of
Narrator: The bank needs the signatures to make sure that the Newmans are the only ones who take money out of that account.

Narrator: Mrs. Newman used her passport for identification. Passports have a picture and a signature for easy identification. {st-page_012_003.jpg}
Narrator: The clerk wanted to know how much money she wanted to deposit in the account.
Narrator: Mrs. Newman gave the clerk $400.00 in cash. She said she wanted to make a deposit of $250.00 in the checking account and $150.00 in a savings account.
Narrator: She wants to save money to buy a new car.
Narrator: The clerk helped her fill out the forms for a savings account.
Narrator: Then she gave Mrs. Newman a checkbook for the checking account. She can start writing checks right away. {st-page_012_004.jpg}
Narrator: Before she left, the clerk gave Mrs. Newman a new one-dollar bill. The bank gives the new bills to all new customers. {st-page_012_005.jpg}

# Source: ST §Answer the Questions (A Visit to the Bank)
$PRODUCE Questions: The Newmans at the Bank
ID: l1-s2
REFERENCE
INTRO: Twelve questions about the Newmans' bank visit. Answer each one aloud — open the story again if a detail escapes you.
INSTRUCTION: Answer with the information in the story.
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: What did Mrs. Newman do at the bank?
RESPONSE: She went to the bank to open an account for the family.

PROMPT: Why do the Newmans keep their money in the bank?
RESPONSE: It will be safe there.

PROMPT: How will they use the money in their checking account?
RESPONSE: They will use it to pay for the things they buy every day.

PROMPT: How will they use the money in the savings account?
RESPONSE: They will use it for something very important or expensive.

PROMPT: What did Mrs. Newman fill out?
RESPONSE: She filled out forms.

PROMPT: What information did she put on the form?
RESPONSE: She put their names, jobs, address, and phone numbers.

PROMPT: Why did she sign her name on a card?
RESPONSE: The bank needs signatures to make sure they are the only ones who take money out of the account.

PROMPT: What did she use for identification?
RESPONSE: She used her passport.

PROMPT: How much money did Mrs. Newman give the clerk to open their checking account?
RESPONSE: She made a deposit of $250.00 in the checking account.

PROMPT: How much money did Mrs. Newman deposit in their savings account?
RESPONSE: She deposited $150.00.

PROMPT: Why does Mrs. Newman want to save money?
RESPONSE: She wants to buy a new car.

PROMPT: What does the bank give to all new customers?
RESPONSE: The bank gives a new one-dollar bill to all new customers.

# Source: ST §Present and Past Tense (talk-through prose added)
$GRAMMAR Past Tense: Hide, Lose, Spend, Take, Withdraw
ID: l1-s3
INTRO: Five verbs you'll need around money — and their past forms. None of them take "-ed", naturally.

These five verbs have irregular past forms. Yesterday's money needs yesterday's verbs:

| Present | Past |
|---|---|
| {hide} | {hid} |
| {lose} | {lost} |
| {spend} | {spent} |
| {take out of} | {took out of} |
| {withdraw} | {withdrew} |

{I spend money every day.} → {I spent all my money yesterday.}

# Source: ST §I Spent All My Money Yesterday
$DIALOGUE I Spent All My Money Yesterday
ID: l1-s4
INTRO: Five short exchanges using those past forms — hid, lost, spent, took, withdrew. Read and listen.
INSTRUCTION: Read the short dialogs.

VOCAB: to hide
Jack: Did you hide my hat? I can't find it.
Fred: I didn't hide it. Johnny hid it. I think it's under your bed.

Mike: Sam lost his pen.
VOCAB: to lose
Lou: He didn't lose it. It's on his desk.

Jim: Did you spend all your money in the bookstore?
Ray: Yes. I bought 5 books and spent $25.00.

Brad: Did you take the clothes out of the suitcase?
John: Yes, I did. I took them out when we got home.

Jim: I had $350.00 in my savings account. I withdrew $250.00. Now I only have $100.00.
VOCAB: to withdraw
Mark: Are you going to withdraw any more money?
Jim: No, I'm not.

# SKIPPED (book): Writing Skill "CHART BOX OUTLINES" — blank hierarchical tree
# diagrams with no textual stimuli or keys to adapt. Dropped.
# SKIPPED (book): Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs,
# no recorded stimulus or printed texts available.

# Source: ST §A Withdrawal
$DIALOGUE A Withdrawal
ID: l1-s5
INTRO: Mrs. Morris wants her money back — some of it, anyway. Listen to how a withdrawal works.
INSTRUCTION: Listen to the dialog.

Teller: Good morning. May I help you? {st-page_018_001.jpg}
Mrs_Morris: Yes, thank you. I want to take some money out of my savings account. What do I need to do to withdraw the money?

VOCAB: withdrawal
VOCAB: to close an account
Teller: Do you want to make a withdrawal or close your account?
Mrs_Morris: I want to make a withdrawal. I'm going on vacation and I need to take some money with me.

VOCAB: slip
VOCAB: to complete
Teller: You need to fill out this paper. It's a withdrawal slip. Please complete the form and be sure to sign it at the bottom.
Mrs_Morris: Thank you. I'll complete the form and return it in a minute.
Teller: Okay.

# Source: ST §Answer About the Dialog (A Withdrawal)
$PRODUCE Questions: A Withdrawal
ID: l1-s6
REFERENCE
INTRO: Five questions about Mrs. Morris and her withdrawal. Answer each one aloud; the dialog is there if you need it.
INSTRUCTION: Answer 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: Is Mrs. Morris going to deposit money into her account?
RESPONSE: No, she wants to take money out.

PROMPT: Is Mrs. Morris going to close her account?
RESPONSE: No, she is not.

PROMPT: What does she want to do?
RESPONSE: She wants to make a withdrawal.

PROMPT: Why does she want to withdraw money from her account?
RESPONSE: She is going on vacation and needs to take some money with her.

PROMPT: What does she need to fill out?
RESPONSE: She needs to fill out a withdrawal slip.

# Source: ST §Where Did You Lose It?
$DIALOGUE Where Did You Lose It?
ID: l1-s7
INTRO: Lt Andrews has lost his I.D. card — the one thing a bank always asks for. Listen to what he does about it.
INSTRUCTION: Listen to the dialog.

Lt_Andrews: I can't find my I.D. card. I think I lost it. {st-page_020_001.jpg}
Capt_Miles: Do you think someone took it?
Lt_Andrews: I don't think so. I'm the only one who can use it. I need to find it soon.
Capt_Miles: When was the last time you took it out of your wallet?
Lt_Andrews: I took it out at the store. I wrote a check there and I used it for identification.

VOCAB: immediately
Capt_Miles: Well, call the store immediately! They can start looking for it right away.
Lt_Andrews: You're right. Where is the phone?

VOCAB: right here
Capt_Miles: It's right here.

# Source: ST §Answer About the I.D. Card
$PRODUCE Questions: The Lost I.D. Card
ID: l1-s8
REFERENCE
INTRO: Six questions about Lt Andrews and his missing card. Answer aloud; consult the dialog if you need to.
INSTRUCTION: Answer 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: What did Lt Andrews lose?
RESPONSE: He lost his I.D. card.

PROMPT: Did someone take his I.D. card?
RESPONSE: He doesn't think so.

PROMPT: Does he need it?
RESPONSE: Yes, he needs to find it soon.

PROMPT: Where did he take it out of his wallet?
RESPONSE: He took it out at the store.

PROMPT: What did he use it for?
RESPONSE: He used it for identification.

PROMPT: What is he going to do?
RESPONSE: He is going to call the store immediately.

# SKIPPED (book): Writing Skill "LET'S FILL OUT THE FORMS" — blank deposit slips,
# withdrawal slips, and checks; the visual forms are not provided and spatial
# form-filling is deferred. Dropped.

# Source: ST §Do You Want a Checking Account or a Savings Account?
$DIALOGUE Bank Phrases to Practice
ID: l1-s9
INTRO: Ten sentences that do all the work at a bank window — deposits, withdrawals, and cashing checks. Repeat each one after you hear it.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: I'd like to open an account.
LINE: Do you want to open a checking account or a savings account?
LINE: I want to open a savings account.
LINE: I'll need your signature on this card.
LINE: Can I make a deposit at this window?
LINE: Yes. Please fill out this deposit slip.
LINE: I'd like to cash a check.
LINE: You need to sign the check on the back, please.
LINE: I want to make a withdrawal.
LINE: Fill out this withdrawal slip and sign your name here.

# Source: ST §Would You Like to Open an Account?
$PRODUCE Complete the Bank Dialogs
ID: l1-s10
INTRO: Four bank dialogs with the key words missing. Type the missing word for each gap — the vocabulary you've been collecting all lesson.
INSTRUCTION: Type the missing word for each gap.
INPUT: type
CHECK: exact

TEMPLATE: Teller: May I help you?
TEMPLATE: Customer: Yes, please. I'd like to ____{open} an account.
TEMPLATE: Teller: What kind of account do you want, a ____{checking} account or a savings account?
TEMPLATE: Customer: I want a checking ____{account}.
TEMPLATE: Teller: We have different kinds of checking accounts. How much would you like to ____{deposit}?
TEMPLATE: Customer: One thousand dollars.
TEMPLATE: Teller: Okay. Please read this ____{information} about the accounts and then sign this card.
TEMPLATE: Customer: Thank you for your help.
RESPONSE: Teller: May I help you? Customer: Yes, please. I'd like to open an account. Teller: What kind of account do you want, a checking account or a savings account? Customer: I want a checking account. Teller: We have different kinds of checking accounts. How much would you like to deposit? Customer: One thousand dollars. Teller: Okay. Please read this information about the accounts and then sign this card. Customer: Thank you for your help.

TEMPLATE: Teller: May I help you?
TEMPLATE: Customer: I'd like to ____{make} a deposit.
TEMPLATE: Teller: Okay. ____{Fill} out this deposit slip.
TEMPLATE: Customer: Here's the ____{slip}, and here's my check.
TEMPLATE: Teller: This money will be in your account tomorrow morning.
RESPONSE: Teller: May I help you? Customer: I'd like to make a deposit. Teller: Okay. Fill out this deposit slip. Customer: Here's the slip, and here's my check. Teller: This money will be in your account tomorrow morning.

TEMPLATE: Teller: May I help you, sir?
TEMPLATE: Customer: I want to ____{cash} this check, please.
TEMPLATE: Teller: Yes, sir. I'll need two kinds of identification. You can use your driver's license and military I.D.
TEMPLATE: Customer: I don't have a driver's license, but I have my ____{passport}. Will that be okay for one?
TEMPLATE: Teller: That'll be fine. I'll need your ____{signature} right here on the back of the check. Now, would you like this in large or small bills?
TEMPLATE: Customer: I need five twenty-dollar ____{bills}.
RESPONSE: Teller: May I help you, sir? Customer: I want to cash this check, please. Teller: Yes, sir. I'll need two kinds of identification. You can use your driver's license and military I.D. Customer: I don't have a driver's license, but I have my passport. Will that be okay for one? Teller: That'll be fine. I'll need your signature right here on the back of the check. Now, would you like this in large or small bills? Customer: I need five twenty-dollar bills.

TEMPLATE: Teller: Good morning, sir. May I help you?
TEMPLATE: Customer: I'd like to make a ____{withdrawal} from my savings account.
TEMPLATE: Teller: You'll need a withdrawal slip. Here are some ____{forms} here.
TEMPLATE: Customer: Can you help me fill it out?
TEMPLATE: Teller: Yes, sir. Put the date right here. Put how much you want to ____{withdraw} here in numbers and then write it in words there. Your account number goes here and your signature goes on this line. Now print your name and address right here.
TEMPLATE: Customer: Thank you for your help. I'd like the money in 20-dollar bills, please.
TEMPLATE: Teller: Yes, sir, here you are.
RESPONSE: Teller: Good morning, sir. May I help you? Customer: I'd like to make a withdrawal from my savings account. Teller: You'll need a withdrawal slip. Here are some forms here. Customer: Can you help me fill it out? Teller: Yes, sir. Put the date right here. Put how much you want to withdraw here in numbers and then write it in words there. Your account number goes here and your signature goes on this line. Now print your name and address right here. Customer: Thank you for your help. I'd like the money in 20-dollar bills, please. Teller: Yes, sir, here you are.

# SKIPPED (book): Function "MAY I HELP YOU?" — open-ended co-constructed pair
# role-play from a chart; no solo path. Dropped.

$SESSION 1-3: Future Plans — "I'm Leaving Tomorrow"

# Source: ST §Expressing Future Action
$DIALOGUE Making Plans
ID: l1-s12
INTRO: In this part you'll learn to talk about future plans with the present progressive — "I'm leaving tomorrow." Listen to three short exchanges where everyone is going somewhere.
INSTRUCTION: Read the dialogs.

Tom: I'm going home early today.
Ray: I am too. I'm leaving right after lunch.

Mike: Is Bob eating dinner with his brother tonight?
Stan: Yes. They're going to the new French restaurant.

Pat: Is Ted driving to Miami on Friday?
Tim: No, he's flying down on Saturday.

# Source: ST §Ted's Leaving Tomorrow (talk-through prose added)
$GRAMMAR Future with the Present Progressive
ID: l1-s11
INTRO: One small trick with a big payoff: the present progressive can talk about the future.

The present progressive (I'm studying, you're reading) is sometimes used to express a future action which is expected to happen soon. These three sentences all mean the same thing:

| The plane | will arrive | at 6:00. |
|---|---|---|
| The plane | is going to arrive | at 6:00. |
| The plane | **is arriving** | **at 6:00.** |

{The plane will arrive at 6:00.} = {The plane is arriving at 6:00.}

# Source: LLA 1B Figure 1
$PRODUCE When Will She Go? — Answer with Plans
ID: 1b-f1
INTRO: Read the sentence on the screen, then answer the question you hear — use the present progressive, and repeat the model answer. The pattern from the grammar page, twelve times over.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

TEMPLATE: Mary is going to the bank tomorrow.
PROMPT: When will Mary go to the bank? {bk09-l1b-f1-01-q.mp3}
RESPONSE: She's going to the bank tomorrow. {bk09-l1b-f1-01-a.mp3}

TEMPLATE: David is leaving for China in June.
PROMPT: When will David leave for China? {bk09-l1b-f1-02-q.mp3}
RESPONSE: He's leaving for China in June. {bk09-l1b-f1-02-a.mp3}

TEMPLATE: Paula is flying to Dallas tonight.
PROMPT: When will Paula fly to Dallas? {bk09-l1b-f1-03-q.mp3}
RESPONSE: She's flying to Dallas tonight. {bk09-l1b-f1-03-a.mp3}

TEMPLATE: John is taking his son to the doctor on Saturday.
PROMPT: When will John take his son to the doctor? {bk09-l1b-f1-04-q.mp3}
RESPONSE: He's taking his son to the doctor on Saturday. {bk09-l1b-f1-04-a.mp3}

TEMPLATE: I'm going to the bank tomorrow.
PROMPT: When are you going to the bank? {bk09-l1b-f1-05-q.mp3}
RESPONSE: I'm going to the bank tomorrow. {bk09-l1b-f1-05-a.mp3}

TEMPLATE: She is leaving after class.
PROMPT: When will she leave? {bk09-l1b-f1-06-q.mp3}
RESPONSE: She's leaving after class. {bk09-l1b-f1-06-a.mp3}

TEMPLATE: The men are working next weekend.
PROMPT: When are the men working? {bk09-l1b-f1-07-q.mp3}
RESPONSE: They're working next weekend. {bk09-l1b-f1-07-a.mp3}

TEMPLATE: Bob's family is coming next month.
PROMPT: When will Bob's family come? {bk09-l1b-f1-08-q.mp3}
RESPONSE: They're coming next month. {bk09-l1b-f1-08-a.mp3}

TEMPLATE: I'm depositing my check tomorrow.
PROMPT: When will you deposit your check? {bk09-l1b-f1-09-q.mp3}
RESPONSE: I'm depositing my check tomorrow. {bk09-l1b-f1-09-a.mp3}

TEMPLATE: Alex is leaving by bus.
PROMPT: How will Alex leave? {bk09-l1b-f1-10-q.mp3}
RESPONSE: He's leaving by bus. {bk09-l1b-f1-10-a.mp3}

TEMPLATE: My friends are going to Texas.
PROMPT: Where will your friends go? {bk09-l1b-f1-11-q.mp3}
RESPONSE: They're going to Texas. {bk09-l1b-f1-11-a.mp3}

TEMPLATE: Jane is taking a test on Monday.
PROMPT: When will Jane take a test? {bk09-l1b-f1-12-q.mp3}
RESPONSE: She's taking a test on Monday. {bk09-l1b-f1-12-a.mp3}

# Source: LLA 1B Figure 2
$PRODUCE Yes or No — Complete the Answer
ID: 1b-f2
INTRO: Listen to each yes/no question, then type the missing words to complete the answer — subject plus "-ing" verb. Afterwards, say the full answer back.
INSTRUCTION: Type the missing words.
INPUT: type
CHECK: exact
REPEAT

EXAMPLE
PROMPT: Are you leaving for Houston tonight? {bk09-l1b-f2-ex-q.mp3}
TEMPLATE: Yes, ____{I'm leaving} tonight.
RESPONSE: Yes, I'm leaving tonight. {bk09-l1b-f2-ex-a.mp3}

PROMPT: Is Pam going to the bank tomorrow? {bk09-l1b-f2-01-q.mp3}
TEMPLATE: No, ____{she's not going|she isn't going} to the bank tomorrow.
RESPONSE: No, she's not going to the bank tomorrow. {bk09-l1b-f2-01-a.mp3}

PROMPT: Are you staying after school today? {bk09-l1b-f2-02-q.mp3}
TEMPLATE: Yes, ____{I'm staying} after school today.
RESPONSE: Yes, I'm staying after school today. {bk09-l1b-f2-02-a.mp3}

PROMPT: Is John taking his family to Dallas? {bk09-l1b-f2-03-q.mp3}
TEMPLATE: Yes, ____{he's taking} his family to Dallas.
RESPONSE: Yes, he's taking his family to Dallas. {bk09-l1b-f2-03-a.mp3}

PROMPT: Are the Browns bringing the dessert? {bk09-l1b-f2-04-q.mp3}
TEMPLATE: Yes, ____{they're bringing} it.
RESPONSE: Yes, they're bringing it. {bk09-l1b-f2-04-a.mp3}

PROMPT: Is she leaving before dinner? {bk09-l1b-f2-05-q.mp3}
TEMPLATE: No, ____{she isn't leaving|she's not leaving} before dinner.
RESPONSE: No, she isn't leaving before dinner. {bk09-l1b-f2-05-a.mp3}

PROMPT: Are David and Mary flying to England? {bk09-l1b-f2-06-q.mp3}
TEMPLATE: Yes, ____{they're flying} to England.
RESPONSE: Yes, they're flying to England. {bk09-l1b-f2-06-a.mp3}

PROMPT: Is he arriving today? {bk09-l1b-f2-07-q.mp3}
TEMPLATE: No, ____{he isn't arriving|he's not arriving} today.
RESPONSE: No, he isn't arriving today. {bk09-l1b-f2-07-a.mp3}

PROMPT: Are you returning on Sunday? {bk09-l1b-f2-08-q.mp3}
TEMPLATE: No, ____{I'm not returning} on Sunday.
RESPONSE: No, I'm not returning on Sunday. {bk09-l1b-f2-08-a.mp3}

# Source: LLA 1B Figure 3
$PRODUCE Make the Question
ID: 1b-f3
INTRO: Now you build the questions. Read the sentence, listen for the question word, then ask the question aloud and repeat the model.
INSTRUCTION: Ask a question with the word you hear.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: I'm driving to Colorado next week.
PROMPT: When? {bk09-l1b-f3-ex-q.mp3}
RESPONSE: When are you driving to Colorado? {bk09-l1b-f3-ex-a.mp3}

TEMPLATE: He's leaving at 10 o'clock.
PROMPT: What time? {bk09-l1b-f3-01-q.mp3}
RESPONSE: What time is he leaving? {bk09-l1b-f3-01-a.mp3}

TEMPLATE: They're going to the store.
PROMPT: Where? {bk09-l1b-f3-02-q.mp3}
RESPONSE: Where are they going? {bk09-l1b-f3-02-a.mp3}

TEMPLATE: She's returning to work next week.
PROMPT: When? {bk09-l1b-f3-03-q.mp3}
RESPONSE: When is she returning to work? {bk09-l1b-f3-03-a.mp3}

TEMPLATE: I'm leaving tomorrow because I have to.
PROMPT: Why? {bk09-l1b-f3-04-q.mp3}
RESPONSE: Why are you leaving tomorrow? {bk09-l1b-f3-04-a.mp3}

TEMPLATE: The captain is visiting his friends tomorrow.
PROMPT: Who? {bk09-l1b-f3-05-q.mp3}
RESPONSE: Who is the captain visiting tomorrow? {bk09-l1b-f3-05-a.mp3}

TEMPLATE: The major is returning to Japan in May.
PROMPT: When? {bk09-l1b-f3-06-q.mp3}
RESPONSE: When is the major returning to Japan? {bk09-l1b-f3-06-a.mp3}

TEMPLATE: I'm eating lunch with Captain Kim.
PROMPT: Who? {bk09-l1b-f3-07-q.mp3}
RESPONSE: Who are you eating lunch with? {bk09-l1b-f3-07-a.mp3}

TEMPLATE: We're meeting in the mess hall after class.
PROMPT: Where? {bk09-l1b-f3-08-q.mp3}
RESPONSE: Where are we meeting after class? {bk09-l1b-f3-08-a.mp3}

TEMPLATE: The class is starting next week.
PROMPT: When? {bk09-l1b-f3-09-q.mp3}
RESPONSE: When is the class starting? {bk09-l1b-f3-09-a.mp3}

TEMPLATE: He's traveling by bus to New York.
PROMPT: How? {bk09-l1b-f3-10-q.mp3}
RESPONSE: How is he traveling to New York? {bk09-l1b-f3-10-a.mp3}

TEMPLATE: The plane is taking off at 12:00 hours.
PROMPT: When? {bk09-l1b-f3-11-q.mp3}
RESPONSE: When is the plane taking off? {bk09-l1b-f3-11-a.mp3}

TEMPLATE: He's leaving tomorrow because he wants to.
PROMPT: Why? {bk09-l1b-f3-12-q.mp3}
RESPONSE: Why is he leaving tomorrow? {bk09-l1b-f3-12-a.mp3}

# Source: LLA 1B Figure 4
$PRODUCE Answer with the Cue
ID: 1b-f4
INTRO: Answer each question with the short cue on the screen — full sentence, present progressive. Last drill in this set, promise.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: tomorrow
PROMPT: When will Dave go to Dallas? {bk09-l1b-f4-ex-q.mp3}
RESPONSE: He's going tomorrow. {bk09-l1b-f4-ex-a.mp3}

TEMPLATE: tomorrow
PROMPT: When will you go to Dallas? {bk09-l1b-f4-01-q.mp3}
RESPONSE: I'm going tomorrow. {bk09-l1b-f4-01-a.mp3}

TEMPLATE: next week
PROMPT: When will Jack arrive? {bk09-l1b-f4-02-q.mp3}
RESPONSE: He's arriving next week. {bk09-l1b-f4-02-a.mp3}

TEMPLATE: on Monday
PROMPT: When will Jim start his new job? {bk09-l1b-f4-03-q.mp3}
RESPONSE: He's starting on Monday. {bk09-l1b-f4-03-a.mp3}

TEMPLATE: after school
PROMPT: When will the teachers meet? {bk09-l1b-f4-04-q.mp3}
RESPONSE: They're meeting after school. {bk09-l1b-f4-04-a.mp3}

TEMPLATE: by plane
PROMPT: How will you go to Houston? {bk09-l1b-f4-05-q.mp3}
RESPONSE: I'm going by plane. {bk09-l1b-f4-05-a.mp3}

TEMPLATE: by bus
PROMPT: How will he come back? {bk09-l1b-f4-06-q.mp3}
RESPONSE: He's coming back by bus. {bk09-l1b-f4-06-a.mp3}

TEMPLATE: by taxi
PROMPT: How will she return? {bk09-l1b-f4-07-q.mp3}
RESPONSE: She's returning by taxi. {bk09-l1b-f4-07-a.mp3}

TEMPLATE: at Gate 2
PROMPT: Where will they arrive? {bk09-l1b-f4-08-q.mp3}
RESPONSE: They're arriving at Gate 2. {bk09-l1b-f4-08-a.mp3}

TEMPLATE: in Dallas
PROMPT: Where will they play next week? {bk09-l1b-f4-09-q.mp3}
RESPONSE: They're playing in Dallas. {bk09-l1b-f4-09-a.mp3}

TEMPLATE: at Aldo's
PROMPT: Where will you have lunch? {bk09-l1b-f4-10-q.mp3}
RESPONSE: I'm having lunch at Aldo's. {bk09-l1b-f4-10-a.mp3}

# Source: ST §Change to Present Progressive
$PRODUCE From "Will" to the Present Progressive
ID: l1-s13
INTRO: Change each "will" sentence to the present progressive — same future, different clothes. Say the new sentence aloud, then check the model.
INSTRUCTION: Say the sentence with the present progressive.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: Frank will move to a new apartment in May.
RESPONSE: Frank is moving to a new apartment in May.

EXAMPLE
PROMPT: Will Peggy stay with her sister next week?
RESPONSE: Is Peggy staying with her sister next week?

PROMPT: We will eat lunch early today.
RESPONSE: We are eating lunch early today.

PROMPT: The train will arrive in ten minutes.
RESPONSE: The train is arriving in ten minutes.

PROMPT: Flight 123 will leave in an hour.
RESPONSE: Flight 123 is leaving in an hour.

PROMPT: Will he fly home to visit his mother this year?
RESPONSE: Is he flying home to visit his mother this year?

PROMPT: We will work out in the gym after class.
RESPONSE: We are working out in the gym after class.

PROMPT: Will you wear your new uniform tomorrow?
RESPONSE: Are you wearing your new uniform tomorrow?

# Source: ST §Ask a WH-Question
$PRODUCE Ask About the Underlined Word
ID: l1-s14
INTRO: Ask a question about the underlined part of each sentence — use "who", "what", "where", "when", or "how". Say it aloud, then check the model.
INSTRUCTION: Ask a question about the underlined word.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: *Lt Smith* is leaving for England next month.
RESPONSE: Who is leaving for England next month?

PROMPT: Flight 246 is taking off *at 12:10*.
RESPONSE: When is Flight 246 taking off?

PROMPT: David is going to the airport *by taxi*.
RESPONSE: How is David going to the airport?

PROMPT: *Steve* is staying with us Thursday night.
RESPONSE: Who is staying with us Thursday night?

PROMPT: The Martins are moving *to New York* in May.
RESPONSE: Where are the Martins moving in May?

PROMPT: Frank is returning from Florida on *March 2*.
RESPONSE: When is Frank returning from Florida?

PROMPT: Mark is cleaning *the garage* Saturday morning.
RESPONSE: What is Mark cleaning Saturday morning?

PROMPT: That *man in the red shirt* is speaking to my class tomorrow.
RESPONSE: Who is speaking to my class tomorrow?

PROMPT: The class is studying *mathematics* after lunch.
RESPONSE: What is the class studying after lunch?

PROMPT: I'm eating lunch *at the new Chinese restaurant* today.
RESPONSE: Where are you eating lunch today?

PROMPT: *Tom's sister* is playing soccer with us this afternoon.
RESPONSE: Who is playing soccer with us this afternoon?

# SKIPPED (book): Reading Skill "LOST!" — comprehension questions based on a
# transparency/ad; visuals are missing. Dropped.

$SESSION 1-4: Giving Reasons with "Because"

# Source: ST §Giving Reasons
$DIALOGUE Giving Reasons
ID: l1-s16
INTRO: In this part you'll explain yourself with "because". Listen to five exchanges — everyone has a reason, even for the plane that never took off.
INSTRUCTION: Read the dialogs.

Jim: Why was Al late this morning?
Ted: Al was late because he didn't wake up on time.

Nancy: Are you tired because you worked out yesterday?
Ellen: No, I'm tired because I worked hard today.

Bob: Is he studying because he has a test?
Tom: No, he's studying because he wants to learn the language.

Lt_Sands: Why didn't the plane take off?
Lt_Reed: Because the weather was bad, the plane didn't take off.

Rita: Why is Judy happy today?
Lori: She's happy because she graduates today.

# Source: ST §Al's Tired Because He Had a Long Trip (talk-through prose added)
$GRAMMAR "Because" — Giving a Reason
ID: l1-s15
INTRO: One word, two positions. Here's how "because" fits into a sentence.

The word **because** tells the reason for something. It can come after the main clause:

| | | |
|---|---|---|
| I don't have any money | **because** | I spent it all yesterday. |
| | | it's the end of the month. |
| | | I lost my wallet. |

Or before it:

| | | |
|---|---|---|
| **Because** | I spent it all yesterday, | I don't have any money. |
| | it's the end of the month, | |
| | I lost my wallet, | |

{I don't have any money because I spent it all yesterday.}
{Because I lost my wallet, I don't have any money.}

# Source: LLA 1D Figure 3
$PRODUCE Combine with "Because"
ID: 1d-f3
INPUT: speak
CHECK: reveal
INTRO: You'll hear two short sentences. Combine them into one sentence with "because", say it aloud, then repeat the model answer.
INSTRUCTION: Make one sentence using "because".
REPEAT

EXAMPLE
PROMPT: Jill is happy. She bought a new dress. {bk09-l1d-f3-ex-q.mp3}
RESPONSE: Jill is happy because she bought a new dress. {bk09-l1d-f3-ex-a.mp3}

PROMPT: Andy's upset. He lost his wallet. {bk09-l1d-f3-01-q.mp3}
RESPONSE: Andy's upset because he lost his wallet. {bk09-l1d-f3-01-a.mp3}

PROMPT: Mary went to the doctor. She broke her arm. {bk09-l1d-f3-02-q.mp3}
RESPONSE: Mary went to the doctor because she broke her arm. {bk09-l1d-f3-02-a.mp3}

PROMPT: Mark was late. He lost the address. {bk09-l1d-f3-03-q.mp3}
RESPONSE: Mark was late because he lost the address. {bk04-l1d-f3-03-a.mp3}

PROMPT: The baby is sick. The milk was sour. {bk09-l1d-f3-04-q.mp3}
RESPONSE: The baby is sick because the milk was sour. {bk09-l1d-f3-04-a.mp3}

PROMPT: Dan was bored. The movie was awful. {bk09-l1d-f3-05-q.mp3}
RESPONSE: Dan was bored because the movie was awful. {bk09-l1d-f3-05-a.mp3}

PROMPT: Susan was late for breakfast. Her alarm clock didn't work. {bk09-l1d-f3-06-q.mp3}
RESPONSE: Susan was late for breakfast because her alarm clock didn't work. {bk09-l1d-f3-06-a.mp3}

PROMPT: Steve didn't return the call. He didn't get the message. {bk09-l1d-f3-07-q.mp3}
RESPONSE: Steve didn't return the call because he didn't get the message. {bk09-l1d-f3-07-a.mp3}

PROMPT: Matt chose the cherry pie. It looked delicious. {bk09-l1d-f3-08-q.mp3}
RESPONSE: Matt chose the cherry pie because it looked delicious. {bk09-l1d-f3-08-a.mp3}

# Source: ST §Why Did Jan Go to the Post Office?
$PRODUCE Why? — Answer from the Pictures
ID: l1-s17
INTRO: Look at each picture, listen to the "why" question, and answer with "because" and the cue word. Full sentences — the pictures won't answer for you.
INSTRUCTION: Answer using "because" and the cue.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed sentence using "because" and incorporating the cue to explain the reason in the prompt.

EXAMPLE
PROMPT: Why are they standing in line? {st-page_033_001.jpg}
TEMPLATE: packages
RESPONSE: They're standing in line because they want to mail their packages.

PROMPT: Why is he giving the boy a gift? {st-page_033_002.jpg}
TEMPLATE: graduation
RESPONSE: He is giving him a gift because it's his graduation.

PROMPT: Why is she studying? {st-page_033_003.jpg}
TEMPLATE: test
RESPONSE: She is studying because she has a test.

PROMPT: Why is she going to the grocery store? {st-page_034_001.jpg}
TEMPLATE: bread, milk, and eggs
RESPONSE: She is going to the grocery store because she needs bread, milk, and eggs.

PROMPT: Why are they looking at the map? {st-page_034_002.jpg}
TEMPLATE: lost
RESPONSE: They are looking at the map because they are lost.

PROMPT: Why is he putting on his gloves? {st-page_034_003.jpg}
TEMPLATE: cold
RESPONSE: He is putting on his gloves because it is cold.

PROMPT: Why is he so tired? {st-page_034_004.jpg}
TEMPLATE: out of shape
RESPONSE: He is so tired because he is out of shape.

PROMPT: Why are they going to the gym? {st-page_035_001.jpg}
TEMPLATE: basketball
RESPONSE: They are going to the gym because they want to play basketball.

PROMPT: Why is she so happy? {st-page_035_002.jpg}
TEMPLATE: test
RESPONSE: She is so happy because she got a good grade on her test.

PROMPT: Why is she packing her suitcase? {st-page_035_003.jpg}
TEMPLATE: vacation
RESPONSE: She is packing her suitcase because she is going on vacation.

PROMPT: Why are they crying? {st-page_035_004.jpg}
TEMPLATE: tired and hungry
RESPONSE: They are crying because they are tired and hungry.

# Source: ST §Write Questions and Answers
$PRODUCE Ask Why, Then Answer
ID: l1-s18
INTRO: Now you make both halves. From the two cues, ask a "why" question and answer it with "because" — say both aloud, like the examples.
INSTRUCTION: Ask a "why" question and answer it with "because".
INPUT: speak
CHECK: llm
RUBRIC: The learner must produce a "why" question based on the first cue, and an answer with that subject/pronoun using "because" and the second cue.

EXAMPLE
TEMPLATE: Mike/running — late
RESPONSE: Why is Mike running? He's running because he's late.

EXAMPLE
TEMPLATE: Sara/crying — fell
RESPONSE: Why is Sara crying? She's crying because she fell.

TEMPLATE: Roger/going/to the mess hall — hungry
RESPONSE: Why is Roger going to the mess hall? He's going to the mess hall because he's hungry.

TEMPLATE: Judy/making/cake — son's birthday
RESPONSE: Why is Judy making a cake? She's making a cake because it's her son's birthday.

TEMPLATE: Kevin/looking/clock — leave/early
RESPONSE: Why is Kevin looking at the clock? He's looking at the clock because he wants to leave early.

$SESSION 1-5: How Does It Taste? — Linking Verbs

# Source: LLA 1D Figure 1 (VOCAB tags transferred from ST §This Soup Tastes Salty, dropped as a twin)
$DIALOGUE How Does It Taste?
ID: 1d-f1
INTRO: In this part you'll describe how things taste, look, sound, feel, and smell. Start with tastes — sweet, bitter, salty, sour. Listen and repeat; sadly, no samples provided.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: The ice cream is cold. {page_031_001.jpg} {bk09-l1d-f1-01.mp3}
VOCAB: to taste
LINE: The ice cream tastes good. {page_031_001.jpg} {bk09-l1d-f1-02.mp3}
VOCAB: sweet
LINE: The ice cream tastes sweet. {page_031_001.jpg} {bk09-l1d-f1-03.mp3}

LINE: This coffee is very hot. {page_031_002.jpg} {bk09-l1d-f1-04.mp3}
LINE: This coffee tastes bad. {page_031_002.jpg} {bk09-l1d-f1-05.mp3}
VOCAB: bitter
LINE: This coffee tastes bitter. {page_031_002.jpg} {bk09-l1d-f1-06.mp3}

LINE: This meat is old. {page_031_003.jpg} {bk09-l1d-f1-07.mp3}
LINE: This meat tastes bad. {page_031_003.jpg} {bk09-l1d-f1-08.mp3}
VOCAB: salty
LINE: This meat tastes salty. {page_031_003.jpg} {bk09-l1d-f1-09.mp3}

LINE: A lemon is not sweet. {page_031_004.jpg} {bk09-l1d-f1-10.mp3}
VOCAB: sour
LINE: A lemon tastes sour. {page_031_004.jpg} {bk09-l1d-f1-11.mp3}

# Source: ST §Lemons Taste Sour
$PRODUCE Sweet, Sour, Salty, or Bitter?
ID: l1-s21
INTRO: Your turn to judge the menu. For each food, say a sentence with "taste" and the right adjective — "sweet", "sour", "salty", or "bitter".
INSTRUCTION: Make a sentence with the food and a taste word.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed sentence using the cued food and an appropriate taste adjective (sweet, sour, salty, bitter).

EXAMPLE
TEMPLATE: cake
RESPONSE: Cake tastes sweet.

TEMPLATE: black coffee
RESPONSE: Black coffee tastes bitter.

TEMPLATE: green apples
RESPONSE: Green apples taste sour.

TEMPLATE: chicken
RESPONSE: Chicken tastes salty.

TEMPLATE: cookies
RESPONSE: Cookies taste sweet.

TEMPLATE: lemons
RESPONSE: Lemons taste sour.

TEMPLATE: pie
RESPONSE: Pie tastes sweet.

TEMPLATE: meat
RESPONSE: Meat tastes salty.

TEMPLATE: fish
RESPONSE: Fish tastes salty.

TEMPLATE: black tea (without sugar)
RESPONSE: Black tea tastes bitter.

TEMPLATE: green grapes
RESPONSE: Green grapes taste sweet.

# Source: ST §The Bread Smells Good (talk-through prose added)
$GRAMMAR Linking Verbs: Look, Feel, Sound, Smell, Taste
ID: l1-s22
INTRO: "Taste" has four brothers. Here's the whole linking-verb family in one table.

An adjective is used after a linking verb to show a state or condition. Any of these verbs fits the same slot:

| | | |
|---|---|---|
| This | is | good. |
| | feels | |
| | looks | |
| | sounds | |
| | smells | |
| | tastes | |

{This is good.} {This feels good.} {This looks good.} {This sounds good.} {This smells good.} {This tastes good.}

# Source: ST §Mr. Brown Doesn't Feel Very Well This Morning
$DIALOGUE Mr. Brown Doesn't Feel Well
ID: l1-s23
INTRO: Poor Mr. Brown — every linking verb in the book, and all of them bad news for him. Listen to the sentences with the pictures.
INSTRUCTION: Listen to each sentence.

LINE: Mr. Brown is sick. {st-page_040_001.jpg}

VOCAB: to feel
LINE: His head feels hot. {st-page_040_002.jpg}

VOCAB: to sound
LINE: He doesn't sound good. {st-page_040_003.jpg}

VOCAB: to look
LINE: He looks awful. {st-page_040_004.jpg}

VOCAB: to smell
LINE: The medicine smells bad. {st-page_040_005.jpg}

LINE: It tastes terrible. {st-page_040_006.jpg}

# Source: ST §Does the Coffee Taste Good?
$DIALOGUE Does the Coffee Taste Good?
ID: l1-s24
INTRO: Seven quick exchanges using the linking verbs — coffee, bread, towels, and a jacket that only looks expensive.
INSTRUCTION: Read the dialogs.

Bob: Is the coffee good?
Ted: No. It tastes bitter.

Allen: Do you feel well?
Fred: No, I don't feel well at all.

Mike: Did Tom sound happy?
Tom: Yes, he sounded very happy.

Roger: How does the bread smell?
Peter: It smells good.

Harry: Is this jacket expensive?
Kevin: No, it only looks expensive.

Lt_Jones: How does the sky look today?
Capt_Smith: It looks clear.

Jim: Do the towels feel wet?
Ed: No, they feel dry now.

# Source: LLA 1D Figure 2
$SELECT Complete the Sentence
ID: 1d-f2
INTRO: You'll hear the beginning of a sentence about a picture. Tap the word that best completes it, then repeat the full sentence you hear.
INSTRUCTION: Tap the correct word.
REPEAT

PROMPT: The flowers smell... {page_032_001.jpg} {bk09-l1d-f2-01-q.mp3}
OPTION: a | cold
OPTION: b | bitter
OPTION: c | good
ANSWER: c
FEEDBACK: The flowers smell good. {bk09-l1d-f2-01-a.mp3}

PROMPT: The coffee cup feels... {page_032_002.jpg} {bk09-l1d-f2-02-q.mp3}
OPTION: a | hot
OPTION: b | bitter
OPTION: c | large
ANSWER: a
FEEDBACK: The coffee cup feels hot. {bk09-l1d-f2-02-a.mp3}

PROMPT: The child feels... {page_032_003.jpg} {bk09-l1d-f2-03-q.mp3}
OPTION: a | sad
OPTION: b | difficult
OPTION: c | angry
ANSWER: a
FEEDBACK: The child feels sad. {bk09-l1d-f2-03-a.mp3}

PROMPT: The gym looks... {page_032_004.jpg} {bk09-l1d-f2-04-q.mp3}
OPTION: a | wrong
OPTION: b | crowded
OPTION: c | important
ANSWER: b
FEEDBACK: The gym looks crowded. {bk09-l1d-f2-04-a.mp3}

PROMPT: The music sounds... {page_032_005.jpg} {bk09-l1d-f2-05-q.mp3}
OPTION: a | bored
OPTION: b | clean
OPTION: c | awful
ANSWER: c
FEEDBACK: The music sounds awful. {bk09-l1d-f2-05-a.mp3}

PROMPT: The food tastes... {page_032_006.jpg} {bk09-l1d-f2-06-q.mp3}
OPTION: a | salty
OPTION: b | cheap
OPTION: c | pretty
ANSWER: a
FEEDBACK: The food tastes salty. {bk09-l1d-f2-06-a.mp3}

PROMPT: The bread smells... {page_033_001.jpg} {bk09-l1d-f2-07-q.mp3}
OPTION: a | clean
OPTION: b | healthy
OPTION: c | delicious
ANSWER: c
FEEDBACK: The bread smells delicious. {bk09-l1d-f2-07-a.mp3}

PROMPT: The milk tastes... {page_033_002.jpg} {bk09-l1d-f2-08-q.mp3}
OPTION: a | healthy
OPTION: b | sour
OPTION: c | white
ANSWER: b
FEEDBACK: The milk tastes sour. {bk09-l1d-f2-08-a.mp3}

# Source: ST §How Was Your Vacation?
$PRODUCE How Was Your Vacation?
ID: l1-s25
INTRO: Read each short paragraph about Jan and Sue's trip, then ask and answer a question or two about it aloud, using "be", "feel", "look", "sound", "smell", and "taste".
INSTRUCTION: Read the paragraph on the card, then ask and answer questions aloud.
INPUT: speak
CHECK: llm
RUBRIC: Accept any well-formed question and answer using linking verbs (be, feel, look, sound, smell, taste) that relates to the facts in the cued paragraph.

EXAMPLE
TEMPLATE: Jan and Sue flew to Canada for a vacation. The flight was awful. The food and weather were bad. They began to feel sick.
RESPONSE: How were the food and weather on the flight? They were bad. How did they feel on the airplane? They felt sick.

TEMPLATE: They felt better at their hotel. Their room was nice, and their dinner in the hotel restaurant tasted delicious.
RESPONSE: How did they feel at the hotel? They felt better. How did their dinner taste? It tasted delicious.

TEMPLATE: The weather was clear and cool the next day. The white snow on the mountains looked beautiful. Everything outside smelled clean and sweet.
RESPONSE: How did the snow look? It looked beautiful. How did everything outside smell? It smelled clean and sweet.

TEMPLATE: Jan and Sue climbed a mountain and sat on top for a long time. They felt tired but happy.
RESPONSE: How did they feel? They felt tired but happy.

# SKIPPED (book): Writing Skill "OUR SUMMER VACATION" (dictation) — instructor-read
# paragraph with no recorded stimulus or printed text. Dropped.

# Source: ST §Let's Make the Sentences Longer
$PRODUCE Make the Sentences Longer
ID: l1-s26
INTRO: Dress up each plain sentence: pick one adjective from each numbered group, put it in the matching slot, and say the whole new sentence aloud.
INSTRUCTION: Say the full sentence with one adjective from each group.
INPUT: speak
CHECK: llm
RUBRIC: The learner must produce the full sentence, inserting exactly one adjective from the corresponding numbered list into each numbered slot.

EXAMPLE
TEMPLATE: The (1) man with the (2) necktie talked about his (3) trip to China.
TEMPLATE: 1. happy, tall, angry | 2. wide, green, dirty | 3. long, exciting, interesting
RESPONSE: The tall man with the dirty necktie talked about his exciting trip to China.

TEMPLATE: The (1) woman picked up the (2) box and put it in her (3) car.
TEMPLATE: 1. tall, beautiful | 2. heavy, square | 3. red, dirty
RESPONSE: The tall woman picked up the heavy box and put it in her red car.

TEMPLATE: The (1) waitress cut the (2) pie and put it on the (3) plate.
TEMPLATE: 1. young, tired, upset | 2. hot, apple, delicious | 3. clean, glass, white
RESPONSE: The tired waitress cut the hot pie and put it on the clean plate.

TEMPLATE: Captain Moore rented a (1) apartment with a (2) couch and a (3) bookcase.
TEMPLATE: 1. big, small, new | 2. beautiful, dirty, blue | 3. cheap, wide, heavy
RESPONSE: Captain Moore rented a new apartment with a beautiful couch and a heavy bookcase.

$SESSION 1-6: Putting It All Together

# Source: LLA 1B Figure 5 (example paragraph)
$DIALOGUE Listening: Phone Calls
ID: 1b-f5-ex
INTRO: Last part — everything mixed together: main ideas, quick responses, syllables, and punctuation. First, a short paragraph about phone calls. Just listen; a question follows.
INSTRUCTION: Listen to the paragraph.

LINE: There are different kinds of long-distance phone calls, but the least expensive call is a call without the operator's help. {bk09-l1b-f5-01.mp3}
LINE: That kind of call is a station-to-station call. {bk09-l1b-f5-02.mp3}

# Source: LLA 1B Figure 5 (main idea example)
$SELECT Main Idea: Phone Calls
ID: 1b-f5-exa
REFERENCE
INTRO: This first one is a warm-up. Which statement gives the main idea of the paragraph — not just a detail? Tap it; replay the paragraph if you need to.
INSTRUCTION: Tap the main idea.

TEMPLATE: What is the main idea of the paragraph?
OPTION: a | There are many different kinds of long distance phone calls.
OPTION: b | All station-to-station long distance calls need an operator's help.
OPTION: c | A station-to-station call is the cheapest long distance call.
ANSWER: c

# Source: LLA 1B Figure 5
$DIALOGUE Listening: Flowers and Trees
ID: 1b-f5
INTRO: Another paragraph — this one about yards, and all the work a beautiful one demands. Listen; the main-idea question follows.
INSTRUCTION: Listen to the paragraph.

LINE: Most people like to put grass, flowers, and trees in their yards. {bk09-l1b-f5-03.mp3}
LINE: These things make the yard look beautiful. {bk09-l1b-f5-04.mp3}
LINE: They also give people work to do. {bk09-l1b-f5-05.mp3}
LINE: People need to cut the grass. {bk09-l1b-f5-06.mp3}
LINE: They need to water the flowers, trees, and grass, and sometimes they need to give them food. {bk09-l1b-f5-07.mp3}
LINE: I think that these things make people happy because people enjoy having beautiful things around them. {bk09-l1b-f5-08.mp3}

# Source: LLA 1B Figure 5 (main idea)
$SELECT Main Idea: Flowers and Trees
ID: 1b-f5-b
REFERENCE
INTRO: Same job, on your own this time. Tap the statement that gives the paragraph's main idea.
INSTRUCTION: Tap the main idea.

TEMPLATE: What is the main idea of the paragraph?
OPTION: a | People put grass, flowers, and trees in their yards.
OPTION: b | People enjoy grass, flowers, and trees.
OPTION: c | People are angry about cities without grass and trees.
ANSWER: b

# Source: LLA 1B Figure 6
$DIALOGUE The Bridges Family {page_022_001.jpg}
ID: 1b-f6
INTRO: A paragraph about the Bridges family and their five children — all named with the same letter, which was probably a filing decision. Listen and follow the diagram.
INSTRUCTION: Listen to the paragraph.

LINE: Mr. and Mrs. Bridges have 5 children. {bk09-l1b-f6-01.mp3}
LINE: They have 3 boys and 2 girls. {bk09-l1b-f6-02.mp3}
LINE: The names of the boys are Ben, Bart, and Brett. {bk09-l1b-f6-03.mp3}
LINE: The girls' names are Betty and Becky. {bk09-l1b-f6-04.mp3}
LINE: Mr. and Mrs. Bridges think it's easy to remember those names because they all start with B. {bk09-l1b-f6-05.mp3}

# Source: LLA 1B Figure 7
$DIALOGUE Furniture for a New House
ID: 1b-f7
INTRO: One more listening paragraph: Mark and Eve, a new house, and the eternal question of what to buy and what to keep.
INSTRUCTION: Listen to the paragraph.

LINE: Mark and Eve bought a new house. {bk09-l1b-f7-01.mp3}
LINE: They have some furniture, but they have to buy new things for the kitchen and the living room. {bk09-l1b-f7-02.mp3}
LINE: They need a stove and a refrigerator for the kitchen. {bk09-l1b-f7-03.mp3}
LINE: Because the living room is small, they'll only need a sofa, two chairs, and a coffee table. {bk09-l1b-f7-04.mp3}
LINE: They'll use their old bedroom furniture because both their bed and their bookcase are just a year old. {bk09-l1b-f7-05.mp3}
LINE: They'd like to buy new curtains, but new curtains cost a lot of money. {bk09-l1b-f7-06.mp3}
LINE: They'll use their old ones for a year or two. {bk09-l1b-f7-07.mp3}
LINE: Mark and Eve are using old and new things in their new house. {bk09-l1b-f7-08.mp3}

# SKIPPED (book): LLA 1B Figure 7 outline completion — no determinate key provided.

# Source: ST §Do They Match? (recast from typed paragraph-matching to sentence ordering)
$SELECT Build a Paragraph
ID: l1-s19
ORDER
INTRO: Paragraphs have an order too. Arrange each set of sentences so the little story makes sense from first to last.
INSTRUCTION: Arrange the sentences into a paragraph.

EXAMPLE
TEMPLATE: Put the sentences in the best order to make a paragraph.
OPTION: a | I am in the seventh grade.
OPTION: b | Today is the first day of school.
OPTION: c | Next year I will be in the eighth grade.
ANSWER: b,a,c

TEMPLATE: Put the sentences in the best order to make a paragraph.
OPTION: a | My brother is a doctor.
OPTION: b | He went to school in Houston.
OPTION: c | Now he lives in California.
OPTION: d | I will visit him this summer.
ANSWER: a,b,c,d

TEMPLATE: Put the sentences in the best order to make a paragraph.
OPTION: a | My son needs some money.
OPTION: b | He lives in New York.
OPTION: c | I'll have to mail him the money.
OPTION: d | I have to buy a money order.
OPTION: e | I'll mail it to him this afternoon.
ANSWER: a,b,d,c,e

# Source: LLA 1D Figure 4
$SELECT Choose the Best Response
ID: 1d-f4
INTRO: You'll hear a statement or question. Tap the best response from the list — the whole lesson is hiding in these ten — then say the answer back.
INSTRUCTION: Tap the correct response.
REPEAT

OPTION: a | It tasted sweet.
OPTION: b | He made a deposit.
OPTION: c | Put your signature on the last line.
OPTION: d | He wants to make a withdrawal.
OPTION: e | No, I'm going right away.
OPTION: f | She hid it.
OPTION: g | No, but I have my checkbook.
OPTION: h | He needs a savings account.
OPTION: i | They sounded upset.
OPTION: j | It isn't safe.

PROMPT: Hi Tom. Are you going to the store later? {bk09-l1d-f4-01-q.mp3}
ANSWER: e

PROMPT: Tom wants to save some money. What kind of account does he need? {bk09-l1d-f4-02-q.mp3}
ANSWER: h

PROMPT: Alex wants to take money out of his account. What does he want to do? {bk09-l1d-f4-03-q.mp3}
ANSWER: d

PROMPT: The children were crying. {bk09-l1d-f4-04-q.mp3}
ANSWER: i
FEEDBACK: They sounded upset. {bk09-l1d-f4-04-a.mp3}

PROMPT: Jim went to the bank to put some money in his account. What did Jim do? {bk09-l1d-f4-05-q.mp3}
ANSWER: b
FEEDBACK: He made a deposit. {bk09-l1d-f4-05-a.mp3}

PROMPT: Jane took Tom's book. He couldn't find it. What did Jane do with the book? {bk09-l1d-f4-06-q.mp3}
ANSWER: f
FEEDBACK: She hid it. {bk09-l1d-f4-06-a.mp3}

PROMPT: Be careful. That road is wet. {bk09-l1d-f4-07-q.mp3}
ANSWER: j
FEEDBACK: It isn't safe. {bk09-l1d-f4-07-a.mp3}

PROMPT: How did the dessert taste? {bk09-l1d-f4-08-q.mp3}
ANSWER: a
FEEDBACK: It tasted sweet. {bk09-l1d-f4-08-a.mp3}

PROMPT: Do you have any cash to pay for lunch? {bk09-l1d-f4-09-q.mp3}
ANSWER: g

PROMPT: Where do I write my name? {bk09-l1d-f4-10-q.mp3}
ANSWER: c
FEEDBACK: Put your signature on the last line. {bk09-l1d-f4-10-a.mp3}

# Source: LLA 1D Figure 5
$SELECT Listening: Choose the Best Answer
ID: 1d-f5
INTRO: Six little stories, each with a question at the end. Listen all the way through, then tap the best answer.
INSTRUCTION: Tap the best answer.

PROMPT: Tom bought a gift for his friend. He gave him something to keep money in. What did Tom give his friend? {bk09-l1d-f5-01.mp3}
OPTION: a | a slip
OPTION: b | a checkbook
OPTION: c | a wallet
OPTION: d | a form
ANSWER: c

PROMPT: Bob had to write information on slips of paper. He had to write about the kinds of things he sold, the prices, and how many things he sold. What was Bob doing? {bk09-l1d-f5-02.mp3}
OPTION: a | He was filling out forms.
OPTION: b | He was making a deposit.
OPTION: c | He was withdrawing money.
OPTION: d | He was spending money.
ANSWER: a

PROMPT: It was Jim's birthday. Mary made a cake for him. She finished right before he came home. What did Jim say when he came in? {bk09-l1d-f5-03.mp3}
OPTION: a | "Something is bad."
OPTION: b | "What smells delicious?"
OPTION: c | "Happy birthday to you."
OPTION: d | "What smells awful?"
ANSWER: b

PROMPT: Alex couldn't find the paper. He looked in the living room. He looked in his desk. He didn't remember where he put it. What did Alex do with the paper? {bk09-l1d-f5-04.mp3}
OPTION: a | He burned it.
OPTION: b | Someone read it.
OPTION: c | Alex lost it.
OPTION: d | Someone took it.
ANSWER: c

PROMPT: Jane made coffee this morning. She put too much coffee and too little water. Her husband didn't like it. It didn't taste good. Which word best describes the coffee? {bk09-l1d-f5-05.mp3}
OPTION: a | sweet
OPTION: b | sour
OPTION: c | bitter
OPTION: d | salty
ANSWER: c

PROMPT: Tom and Jane are going on a vacation. They are packing their suitcases and putting things in the car. When will Tom and Jane leave? {bk09-l1d-f5-06.mp3}
OPTION: a | soon
OPTION: b | later
OPTION: c | next month
OPTION: d | on vacation
ANSWER: a

# Source: LLA 1D Figure 6
$SELECT How Many Syllables?
ID: 1d-f6
INTRO: A quick ear-tuning exercise with this lesson's words. You'll hear each word twice — tap how many syllables it has.
INSTRUCTION: Tap the number of syllables.
OPTION: a | 1 syllable
OPTION: b | 2 syllables
OPTION: c | 3 syllables
OPTION: d | 4 syllables

PROMPT: bill. Bill. {bk09-l1d-f6-01.mp3}
ANSWER: a

PROMPT: wallet. Wallet. {bk09-l1d-f6-02.mp3}
ANSWER: b

PROMPT: withdrawal. Withdrawal. {bk09-l1d-f6-03.mp3}
ANSWER: c

PROMPT: taste. Taste. {bk09-l1d-f6-04.mp3}
ANSWER: a

PROMPT: complete. Complete. {bk09-l1d-f6-05.mp3}
ANSWER: b

PROMPT: deposit. Deposit. {bk09-l1d-f6-06.mp3}
ANSWER: c

PROMPT: information. Information. {bk09-l1d-f6-07.mp3}
ANSWER: d

PROMPT: suite. Suite. {bk09-l1d-f6-08.mp3}
ANSWER: a

PROMPT: bitter. Bitter. {bk09-l1d-f6-09.mp3}
ANSWER: b

# Source: LLA 1D Figure 7
$PRODUCE Punctuation Dictation
ID: 1d-f7
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
INTRO: The last activity of the lesson: Commander Nelson goes to the bank, and you supply the capital letters and punctuation. Read the bare sentence, listen, and type it correctly. End strong.
INSTRUCTION: Type the sentence with correct punctuation.

TEMPLATE: this morning commander nelson went to the bank to withdraw some money
PROMPT: This morning, Commander Nelson went to the bank to withdraw some money. {bk09-l1d-f7-01.mp3}
RESPONSE: This morning, Commander Nelson went to the bank to withdraw some money.

TEMPLATE: hes going on a trip this weekend
PROMPT: He's going on a trip this weekend. {bk09-l1d-f7-02.mp3}
RESPONSE: He's going on a trip this weekend.

TEMPLATE: hell need money for film food and gifts for his wife and children
PROMPT: He'll need money for film, food, and gifts for his wife and children. {bk09-l1d-f7-03.mp3}
RESPONSE: He'll need money for film, food, and gifts for his wife and children.

TEMPLATE: commander nelson has a checking account at the bank on base
PROMPT: Commander Nelson has a checking account at the bank on base. {bk09-l1d-f7-04.mp3}
RESPONSE: Commander Nelson has a checking account at the bank on base.

TEMPLATE: this morning he asked the clerk can you give me small bills
PROMPT: This morning he asked the clerk, "Can you give me small bills?" {bk09-l1d-f7-05.mp3}
RESPONSE: This morning he asked the clerk, "Can you give me small bills?"

TEMPLATE: the clerk said how about fives tens and twenties
PROMPT: The clerk said, "How about 5s, 10s, and 20s?" {bk09-l1d-f7-06.mp3}
RESPONSE: The clerk said, "How about 5s, 10s, and 20s?"

TEMPLATE: commander nelson said yes thatll be fine
PROMPT: Commander Nelson said, "Yes, that'll be fine." {bk09-l1d-f7-07.mp3}
RESPONSE: Commander Nelson said, "Yes, that'll be fine."