$MODULE Book 5 · Lesson 2: Where Can I Buy Some Shampoo? {st-page_031_001.jpg}
FORMAT: 2
DESCRIPTION: Ordinal numbers and dates; barbershop and bathroom vocabulary; expressing needs with "need" and possibility with "can"; there is/there are; some and any; a few, a little, and a lot of — plus spelling, punctuation, and dictation practice.
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
INTRO: Welcome to Lesson 2. This week you'll learn to say dates, describe what's in a room, and ask where to buy the things you need. First, ordinal numbers — how thirteen becomes thirteenth. Look through the table before we practice.
INTRO: Here are the ordinal numbers from thirteenth to twentieth. Listen and repeat each one.
INSTRUCTION: Listen and repeat each ordinal number.
REPEAT
LINE: 13th -- thirteenth {bk05-l2a-f1-01.mp3}
LINE: 14th -- fourteenth {bk05-l2a-f1-02.mp3}
LINE: 15th -- fifteenth {bk05-l2a-f1-03.mp3}
LINE: 16th -- sixteenth {bk05-l2a-f1-04.mp3}
LINE: 17th -- seventeenth {bk05-l2a-f1-05.mp3}
LINE: 18th -- eighteenth {bk05-l2a-f1-06.mp3}
LINE: 19th -- nineteenth {bk05-l2a-f1-07.mp3}
LINE: 20th -- twentieth {bk05-l2a-f1-08.mp3}
# Source: LLA 2A Figure 2
$PRODUCE Answer with the Date
ID: 2a-f2
INPUT: speak
CHECK: reveal
INTRO: Read each sentence, then listen to a question about it. Answer with a short answer that includes the date — "On December the 18th." Then repeat the correct answer.
INSTRUCTION: Speak the short answer aloud.
REPEAT
EXAMPLE
TEMPLATE: Classes end on December 18.
PROMPT: When do classes end? {bk05-l2a-f2-ex-q.mp3}
RESPONSE: On December the 18th. {bk05-l2a-f2-ex-a.mp3}
TEMPLATE: Classes start again on January 14.
PROMPT: When do classes start again? {bk05-l2a-f2-01-q.mp3}
RESPONSE: On January the 14th. {bk05-l2a-f2-01-a.mp3}
TEMPLATE: The last football game of the season is on November 19.
PROMPT: When is the last football game of the season? {bk05-l2a-f2-02-q.mp3}
RESPONSE: On November the 19th. {bk05-l2a-f2-02-a.mp3}
TEMPLATE: Jane left on July 13.
PROMPT: When did Jane leave? {bk05-l2a-f2-03-q.mp3}
RESPONSE: On July the 13th. {bk05-l2a-f2-03-a.mp3}
TEMPLATE: Mark went to Houston on May 15.
PROMPT: When did Mark go to Houston? {bk05-l2a-f2-04-q.mp3}
RESPONSE: On May the 15th. {bk05-l2a-f2-04-a.mp3}
TEMPLATE: My next visit to the doctor is on October 20.
PROMPT: When is your next visit to the doctor? {bk05-l2a-f2-05-q.mp3}
RESPONSE: On October the 20th. {bk05-l2a-f2-05-a.mp3}
TEMPLATE: I moved to San Antonio on April 17.
PROMPT: When did you move to San Antonio? {bk05-l2a-f2-06-q.mp3}
RESPONSE: On April the 17th. {bk05-l2a-f2-06-a.mp3}
TEMPLATE: The first basketball game was on January 13.
PROMPT: When was the first basketball game? {bk05-l2a-f2-07-q.mp3}
RESPONSE: On January the 13th. {bk05-l2a-f2-07-a.mp3}
TEMPLATE: The new BX opened on June 16.
PROMPT: When did the new BX open? {bk05-l2a-f2-08-q.mp3}
RESPONSE: On June the 16th. {bk05-l2a-f2-08-a.mp3}
# Source: LLA 2A Figure 3
$DIALOGUE Ordinals: Twenty-First to One-Hundredth
ID: 2a-f3
INTRO: Now the bigger ordinals — from twenty-first all the way to one-hundredth. Listen and repeat.
INSTRUCTION: Listen and repeat each ordinal number.
REPEAT
LINE: 21st -- twenty-first {bk05-l2a-f3-01.mp3}
LINE: 22nd -- twenty-second {bk05-l2a-f3-02.mp3}
LINE: 23rd -- twenty-third {bk05-l2a-f3-03.mp3}
LINE: 24th -- twenty-fourth {bk05-l2a-f3-04.mp3}
LINE: 25th -- twenty-fifth {bk05-l2a-f3-05.mp3}
LINE: 26th -- twenty-sixth {bk05-l2a-f3-06.mp3}
LINE: 27th -- twenty-seventh {bk05-l2a-f3-07.mp3}
LINE: 28th -- twenty-eighth {bk05-l2a-f3-08.mp3}
LINE: 29th -- twenty-ninth
LINE: 20th -- twentieth {bk05-l2a-f3-10.mp3}
LINE: 30th -- thirtieth {bk05-l2a-f3-11.mp3}
LINE: 40th -- fortieth {bk05-l2a-f3-12.mp3}
LINE: 50th -- fiftieth {bk05-l2a-f3-13.mp3}
LINE: 60th -- sixtieth {bk05-l2a-f3-14.mp3}
LINE: 70th -- seventieth {bk05-l2a-f3-15.mp3}
LINE: 80th -- eightieth {bk05-l2a-f3-16.mp3}
LINE: 90th -- ninetieth {bk05-l2a-f3-17.mp3}
LINE: 100th -- one-hundredth {bk05-l2a-f3-18.mp3}
# Source: LLA 2A Figure 4
# DROPPED (twin): ST §Read These Dates — TTS reading of the same date pattern; the cassette version below covers it.
$DIALOGUE Reading Dates
ID: 2a-f4
INTRO: Dates: month, day, year. Listen and repeat each one — the day is always an ordinal, even when the page hides it.
INSTRUCTION: Listen and repeat each date.
REPEAT
LINE: April 18, 1984 {bk05-l2a-f4-01.mp3}
LINE: September 21, 1987 {bk05-l2a-f4-02.mp3}
LINE: October 30, 1992 {bk05-l2a-f4-03.mp3}
LINE: December 25, 1988 {bk05-l2a-f4-04.mp3}
LINE: February 14, 1986 {bk05-l2a-f4-05.mp3}
LINE: March 22, 1990 {bk05-l2a-f4-06.mp3}
LINE: August 13, 1989 {bk05-l2a-f4-07.mp3}
LINE: July 24, 1994 {bk05-l2a-f4-08.mp3}
LINE: January 29, 1991 {bk05-l2a-f4-09.mp3}
LINE: May 28, 1992 {bk05-l2a-f4-10.mp3}
LINE: June 16, 1986 {bk05-l2a-f4-11.mp3}
LINE: November 23, 1987 {bk05-l2a-f4-12.mp3}
# Source: LLA 2A Figure 5
$PRODUCE Type the Ordinal Number
ID: 2a-f5
INPUT: type
CHECK: exact
INTRO: Now write what you hear. Listen to the ordinal number and type it as a number with its suffix — for example, 31st. Then repeat it.
INSTRUCTION: Type the ordinal number you hear.
REPEAT
EXAMPLE
PROMPT: 31st. {bk05-l2a-f5-ex.mp3}
RESPONSE: 31st
PROMPT: 22nd. {bk05-l2a-f5-01.mp3}
RESPONSE: 22nd
PROMPT: 41st. {bk05-l2a-f5-02.mp3}
RESPONSE: 41st
PROMPT: 80th. {bk05-l2a-f5-03.mp3}
RESPONSE: 80th
PROMPT: 73rd. {bk05-l2a-f5-04.mp3}
RESPONSE: 73rd
PROMPT: 29th. {bk05-l2a-f5-05.mp3}
RESPONSE: 29th
PROMPT: 30th. {bk05-l2a-f5-06.mp3}
RESPONSE: 30th
PROMPT: 64th. {bk05-l2a-f5-07.mp3}
RESPONSE: 64th
PROMPT: 33rd. {bk05-l2a-f5-08.mp3}
RESPONSE: 33rd
PROMPT: 100th. {bk05-l2a-f5-09.mp3}
RESPONSE: 100th
PROMPT: 91st. {bk05-l2a-f5-10.mp3}
RESPONSE: 91st
PROMPT: 70th. {bk05-l2a-f5-11.mp3}
RESPONSE: 70th
PROMPT: 45th. {bk05-l2a-f5-12.mp3}
RESPONSE: 45th
PROMPT: 60th. {bk05-l2a-f5-13.mp3}
RESPONSE: 60th
PROMPT: 90th. {bk05-l2a-f5-14.mp3}
RESPONSE: 90th
PROMPT: 50th. {bk05-l2a-f5-15.mp3}
RESPONSE: 50th
PROMPT: 65th. {bk05-l2a-f5-16.mp3}
RESPONSE: 65th
PROMPT: 55th. {bk05-l2a-f5-17.mp3}
RESPONSE: 55th
PROMPT: 40th. {bk05-l2a-f5-18.mp3}
RESPONSE: 40th
# Source: LLA 2A Figure 6
$PRODUCE Ordinals in a Conversation
ID: 2a-f6
INPUT: type
CHECK: exact
INTRO: John is telling a friend about his trip home — and every sentence has a date in it. Listen and type the ordinal number you hear.
INSTRUCTION: Type the missing ordinal number.
EXAMPLE
PROMPT: This is John's second visit to his family. {bk05-l2a-f6-ex.mp3}
TEMPLATE: This is John's ____{second} visit to his family.
RESPONSE: This is John's second visit to his family.
PROMPT: Hi John. You didn't come to Mary's house on the 13th. {bk05-l2a-f6-01.mp3}
TEMPLATE: You didn't come to Mary's house on the ____{13th}.
RESPONSE: You didn't come to Mary's house on the 13th.
PROMPT: I left on the 20th. {bk05-l2a-f6-02.mp3}
TEMPLATE: I left on the ____{20th}.
RESPONSE: I left on the 20th.
PROMPT: I saw my brother on the 25th. {bk05-l2a-f6-03.mp3}
TEMPLATE: I saw my brother on the ____{25th}.
RESPONSE: I saw my brother on the 25th.
PROMPT: I flew home on the 28th {bk05-l2a-f6-04.mp3}
TEMPLATE: I flew home on the ____{28th}.
RESPONSE: I flew home on the 28th.
PROMPT: and was in class on the 31st. {bk05-l2a-f6-05.mp3}
TEMPLATE: and was in class on the ____{31st}.
RESPONSE: and was in class on the 31st.
# Source: ST §When's Your Birthday?
$PRODUCE Jimmy's First Birthday
ID: l5-l2-s3
INTRO: One more date, and it's an important one — Jimmy is turning one. Read the short paragraph and type the word that completes the answer.
INSTRUCTION: Read the paragraph and complete the answer.
INPUT: type
CHECK: exact
TEMPLATE: Today is Jimmy White's birthday. He's one year old. It's Jimmy's first birthday.
TEMPLATE: When is his birthday? His birthday is ____{today}.
RESPONSE: His birthday is today.
ACCEPT: today
$LESSON 2-2: The Barbershop, Needs, and Can
# Source: ST §I Need a Haircut
$DIALOGUE Bob Needs a Haircut
ID: l5-l2-s18
INTRO: In this part you'll learn the words for the barbershop, say what people need, and use "can" to talk about what's possible. Meet Bob — his hair has been growing while he studied Lesson 1.
INSTRUCTION: Listen and repeat the new words and sentences.
REPEAT
VOCAB: to need | need
VOCAB: haircut
LINE: Bob's hair is long. He needs a haircut. {st-page_048_001.jpg}
VOCAB: to get | get
VOCAB: barbershop
LINE: He always gets a haircut at Tony's Barbershop. {st-page_048_002.jpg}
VOCAB: drugstore
LINE: Bob needs to buy shampoo. He buys his shampoo at the drugstore. {st-page_048_003.jpg}
# Source: LLA 2B Figure 1
$DIALOGUE At the Barbershop
ID: 2b-f1
INTRO: Here's a picture of Dan at the barbershop. Listen to the new words in sentences and repeat each one.
INSTRUCTION: Repeat each word and sentence.
REPEAT
LINE: Dan is at the barber shop. {page_037_001.jpg} {bk05-l2b-f1-01.mp3}
VOCAB: hair
LINE: Dan's hair is long. {page_037_001.jpg} {bk05-l2b-f1-02.mp3}
VOCAB: face
LINE: The barber shaves Dan's face. {page_037_001.jpg} {bk05-l2b-f1-03.mp3}
VOCAB: sink
LINE: The barber puts water in the sink. {page_037_001.jpg} {bk05-l2b-f1-04.mp3}
VOCAB: towel
LINE: Dan has a towel on his neck. {page_037_001.jpg} {bk05-l2b-f1-05.mp3}
VOCAB: comb
LINE: The barber combs Dan's hair with a comb. {page_037_001.jpg} {bk05-l2b-f1-06.mp3}
VOCAB: brush
LINE: He brushes his hair with a brush. {page_037_001.jpg} {bk05-l2b-f1-07.mp3}
VOCAB: shampoo
LINE: The barber puts shampoo in Dan's hair. {page_037_001.jpg} {bk05-l2b-f1-08.mp3}
VOCAB: soap
LINE: The barber puts warm soap on Dan's face. {page_037_001.jpg} {bk05-l2b-f1-09.mp3}
VOCAB: mirror
LINE: The mirror in the barber shop is big. {page_037_001.jpg} {bk05-l2b-f1-10.mp3}
# Source: LLA 2B Figure 1 (Q&A pass)
$PRODUCE What's in the Picture?
ID: 2b-f1-b
INTRO: Now the picture asks back. Look at the numbered items, answer each question with a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: What's number 3? {page_037_001.jpg} {bk05-l2b-f1-11-q.mp3}
RESPONSE: It's Dan's face. {bk05-l2b-f1-11-a.mp3}
PROMPT: What's number 5? {page_037_001.jpg} {bk05-l2b-f1-12-q.mp3}
RESPONSE: It's a towel. {bk05-l2b-f1-12-a.mp3}
PROMPT: What's number 9? {page_037_001.jpg} {bk05-l2b-f1-13-q.mp3}
RESPONSE: It's soap. {bk05-l2b-f1-13-a.mp3}
PROMPT: What's number 7? {page_037_001.jpg} {bk05-l2b-f1-14-q.mp3}
RESPONSE: It's a brush. {bk05-l2b-f1-14-a.mp3}
PROMPT: What's number 1? {page_037_001.jpg} {bk05-l2b-f1-15-q.mp3}
RESPONSE: It's a barber shop. {bk05-l2b-f1-15-a.mp3}
PROMPT: What's number 4? {page_037_001.jpg} {bk05-l2b-f1-16-q.mp3}
RESPONSE: It's a sink. {bk05-l2b-f1-16-a.mp3}
PROMPT: What's number 6? {page_037_001.jpg} {bk05-l2b-f1-17-q.mp3}
RESPONSE: It's a comb. {bk05-l2b-f1-17-a.mp3}
PROMPT: What's number 8? {page_037_001.jpg} {bk05-l2b-f1-18-q.mp3}
RESPONSE: It's shampoo. {bk05-l2b-f1-18-a.mp3}
PROMPT: What's number 10? {page_037_001.jpg} {bk05-l2b-f1-19-q.mp3}
RESPONSE: It's a mirror. {bk05-l2b-f1-19-a.mp3}
PROMPT: What's number 2? {page_037_001.jpg} {bk05-l2b-f1-20-q.mp3}
RESPONSE: It's Dan's hair. {bk05-l2b-f1-20-a.mp3}
# Source: LLA 2B Figure 2 (word list — kept as pronunciation reinforcement; the sentences come before and after)
$DIALOGUE Barbershop Words — Pronunciation
ID: 2b-f2
INTRO: A quick pronunciation pass over the barbershop words before we hear them in a story. Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Barbershop. {bk05-l2b-f2-01.mp3}
LINE: Shampoo. {bk05-l2b-f2-02.mp3}
LINE: Haircut. {bk05-l2b-f2-03.mp3}
VOCAB: to wash
LINE: Washes. {bk05-l2b-f2-04.mp3}
LINE: Hair. {bk05-l2b-f2-05.mp3}
VOCAB: to rinse
LINE: Rinses. {bk05-l2b-f2-06.mp3}
VOCAB: to dry
LINE: Dries. {bk05-l2b-f2-07.mp3}
VOCAB: to comb
LINE: Combs. {bk05-l2b-f2-08.mp3}
VOCAB: to brush
LINE: Brushes. {bk05-l2b-f2-09.mp3}
LINE: Towel. {bk05-l2b-f2-10.mp3}
LINE: Soap. {bk05-l2b-f2-11.mp3}
# Source: LLA 2B Figure 2 (reading)
$DIALOGUE John Goes to the Barbershop
ID: 2b-f2-b
INTRO: Every week, John gets the full treatment — shampoo, haircut, and shave. Listen to the story of his visit.
INSTRUCTION: Listen to the paragraphs.
LINE: Every week John goes to the barbershop. {page_038_001.jpg} {bk05-l2b-f2-12.mp3}
LINE: He has a shampoo, a haircut, and a shave. {page_038_001.jpg} {bk05-l2b-f2-13.mp3}
LINE: The barber washes John's hair with shampoo. {page_038_001.jpg} {bk05-l2b-f2-14.mp3}
LINE: Then he rinses his hair with warm water. {page_038_001.jpg} {bk05-l2b-f2-15.mp3}
LINE: He dries his hair with a clean towel. {page_038_001.jpg} {bk05-l2b-f2-16.mp3}
LINE: Next, John has a haircut. {page_038_002.jpg} {bk05-l2b-f2-17.mp3}
LINE: After the haircut, the barber combs and brushes John's hair. {page_038_002.jpg} {bk05-l2b-f2-18.mp3}
LINE: Then John has a shave. {page_038_003.jpg} {bk05-l2b-f2-19.mp3}
LINE: The barber puts a hot towel on John's face. {page_038_003.jpg} {bk05-l2b-f2-20.mp3}
LINE: Next, he takes the towel off and puts warm soap on his face. {page_038_003.jpg} {bk05-l2b-f2-21.mp3}
LINE: Then he shaves John's face. {page_038_003.jpg} {bk05-l2b-f2-22.mp3}
LINE: John likes to go to the barbershop. {page_038_003.jpg} {bk05-l2b-f2-23.mp3}
# Source: LLA 2B Figure 2 (questions)
$PRODUCE Questions About John's Visit
ID: 2b-f2-c
REFERENCE
INTRO: Now answer questions about John's trip to the barbershop. Answer in a full sentence, then repeat the correct answer. You can look back at the story if the shave washed away a detail.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Where does John go every week? {bk05-l2b-f2-24-q.mp3}
RESPONSE: John goes to the barbershop every week. {bk05-l2b-f2-24-a.mp3}
PROMPT: What does John have at the barbershop? {bk05-l2b-f2-25-q.mp3}
RESPONSE: He has a shampoo, a haircut, and a shave. {bk05-l2b-f2-25-a.mp3}
PROMPT: What does the barber rinse John's hair with? {bk05-l2b-f2-26-q.mp3}
RESPONSE: The barber rinses John's hair with warm water. {bk05-l2b-f2-26-a.mp3}
PROMPT: What does the barber dry John's hair with? {bk05-l2b-f2-27-q.mp3}
RESPONSE: The barber dries John's hair with a clean towel. {bk05-l2b-f2-27-a.mp3}
PROMPT: What does the barber do to John's hair after the haircut? {bk05-l2b-f2-28-q.mp3}
RESPONSE: The barber combs and brushes John's hair. {bk05-l2b-f2-28-a.mp3}
PROMPT: What does the barber put on John's face? {bk05-l2b-f2-29-q.mp3}
RESPONSE: He puts a hot towel on John's face. {bk05-l2b-f2-29-a.mp3}
PROMPT: What does the barber do next? {bk05-l2b-f2-30-q.mp3}
RESPONSE: He puts warm soap on John's face. {bk05-l2b-f2-30-a.mp3}
PROMPT: Where does John like to go? {bk05-l2b-f2-31-q.mp3}
RESPONSE: He likes to go to the barbershop. {bk05-l2b-f2-31-a.mp3}
# Source: LLA 2B Figure 3
$PRODUCE Sentences with Need
ID: 2b-f3
INTRO: Time to say what people need. Listen to a situation and a cue word, then make a sentence with "need" or "needs". Say it, then repeat the correct answer.
INSTRUCTION: Make a sentence with "need" or "needs".
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
PROMPT: Jack didn't get up on time. New clock. {bk05-l2b-f3-ex-q.mp3}
RESPONSE: He needs a new clock. {bk05-l2b-f3-ex-a.mp3}
PROMPT: Mary's coat is old. New coat. {bk05-l2b-f3-01-q.mp3}
RESPONSE: She needs a new coat. {bk05-l2b-f3-01-a.mp3}
PROMPT: It's cold outside. Gloves and scarf. {bk05-l2b-f3-02-q.mp3}
RESPONSE: I need my gloves and scarf. {bk05-l2b-f3-02-a.mp3}
PROMPT: I'm hungry. Snack. {bk05-l2b-f3-03-q.mp3}
RESPONSE: I need a snack. {bk05-l2b-f3-03-a.mp3}
PROMPT: Sam wants to look up these words. Dictionary. {bk05-l2b-f3-04-q.mp3}
RESPONSE: He needs a dictionary. {bk05-l2b-f3-04-a.mp3}
PROMPT: The men are thirsty. Drink. {bk05-l2b-f3-05-q.mp3}
RESPONSE: They need a drink. {bk05-l2b-f3-05-a.mp3}
PROMPT: The students want to go downtown. Taxi. {bk05-l2b-f3-06-q.mp3}
RESPONSE: They need a taxi. {bk05-l2b-f3-06-a.mp3}
# Source: LLA 2B Figure 4
$PRODUCE Sentences with Need To
ID: 2b-f4
INTRO: Same idea, but now what people need to DO. Listen to the situation and the cue, make a sentence with "need to" or "needs to", then repeat the answer.
INSTRUCTION: Make a sentence with "need to" or "needs to".
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
PROMPT: Tom is sick. Visit a doctor. {bk05-l2b-f4-ex-q.mp3}
RESPONSE: He needs to visit a doctor. {bk05-l2b-f4-ex-a.mp3}
PROMPT: It's late. You have dinner? {bk05-l2b-f4-01-q.mp3}
RESPONSE: I need to have dinner. {bk05-l2b-f4-01-a.mp3}
PROMPT: Bill is late for class. Get up early. {bk05-l2b-f4-02-q.mp3}
RESPONSE: He needs to get up early. {bk05-l2b-f4-02-a.mp3}
PROMPT: It's hot in here. Take off your coat. {bk05-l2b-f4-03-q.mp3}
RESPONSE: I need to take off my coat. {bk05-l2b-f4-03-a.mp3}
PROMPT: Paul wants to go downtown. Take a bus. {bk05-l2b-f4-04-q.mp3}
RESPONSE: He needs to take a bus. {bk05-l2b-f4-04-a.mp3}
PROMPT: Jan's very tired. Go to bed. {bk05-l2b-f4-05-q.mp3}
RESPONSE: She needs to go to bed. {bk05-l2b-f4-05-a.mp3}
PROMPT: Mark's hands are cold. Wear his gloves. {bk05-l2b-f4-06-q.mp3}
RESPONSE: He needs to wear his gloves. {bk05-l2b-f4-06-a.mp3}
# Source: ST §Can
$GRAMMAR Can — Talking About What's Possible
ID: l5-l2-s21
INTRO: Here's the pattern for "can". One little word, and suddenly the whole weekend is full of possibilities.
**Can is used to mean possibility.**
| | |
|---|---|
| **STATEMENT:** | You **can buy** shoes at a shoe store. |
| **NEGATIVE:** | You **can't buy** a car at the BX. |
| **QUESTION:** | **Can** you **get** a haircut on Saturday?<br>Yes, you **can**. / No, you **can't**. |
| **WH-QUESTION:** | Where **can** we **go** this weekend?<br>To Dallas. We **can go** to Dallas. |
# Source: LLA 2B Figure 5
# DROPPED (twin): ST §What Can We Do on the Weekend? — TTS dialog with the same role; the cassette dialog below covers it.
$DIALOGUE Weekend Plans
ID: 2b-f5
INTRO: Mark and Jack are planning Saturday — sleep late, or tennis at dawn? Listen to their conversation and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Mark: Jack, tomorrow is Saturday. What can we do? {bk05-l2b-f5-01.mp3}
Jack: We can sleep late. {bk05-l2b-f5-02.mp3}
Mark: Yes. Or we can get up early and play a game of tennis. {bk05-l2b-f5-03.mp3}
Jack: I need to buy a new shirt. {bk05-l2b-f5-04.mp3}
Mark: Well, we can go downtown and you can buy a new shirt. {bk05-l2b-f5-05.mp3}
Jack: Good. Then we can have lunch at the new French restaurant. {bk05-l2b-f5-06.mp3}
Mark: Yes. And after lunch we can go to a movie. {bk05-l2b-f5-07.mp3}
Jack: We can have a good day tomorrow. {bk05-l2b-f5-08.mp3}
# Source: LLA 2B Figure 6
$PRODUCE Can or Can't
ID: 2b-f6
INTRO: Answer each question with "can" or "can't", using the cue on the screen. Say the answer, then repeat the correct one.
INSTRUCTION: Answer aloud using "can" or "can't".
INPUT: speak
CHECK: reveal
REPEAT
TEMPLATE: You ____ eat chicken for dinner.
PROMPT: What can I eat for dinner? {bk05-l2b-f6-01-q.mp3}
RESPONSE: You can eat chicken for dinner. {bk05-l2b-f6-01-a.mp3}
TEMPLATE: We ____ eat at the Chinese restaurant.
PROMPT: Where can we eat dinner on Sunday? {bk05-l2b-f6-02-q.mp3}
RESPONSE: We can eat at the Chinese restaurant. {bk05-l2b-f6-02-a.mp3}
TEMPLATE: We ____ visit Los Angeles or New York.
PROMPT: Which city can we visit this summer? {bk05-l2b-f6-03-q.mp3}
RESPONSE: We can visit Los Angeles or New York. {bk05-l2b-f6-03-a.mp3}
TEMPLATE: No, I ____.
PROMPT: Can you go with me to the movie tonight? {bk05-l2b-f6-04-q.mp3}
RESPONSE: No, I can't. {bk05-l2b-f6-04-a.mp3}
TEMPLATE: I ____ leave at noon.
PROMPT: When can you leave? {bk05-l2b-f6-05-q.mp3}
RESPONSE: I can leave at noon. {bk05-l2b-f6-05-a.mp3}
TEMPLATE: Yes, I ____.
PROMPT: Can you play tennis this Saturday? {bk05-l2b-f6-06-q.mp3}
RESPONSE: Yes, I can. {bk05-l2b-f6-06-a.mp3}
# Source: LLA 2B Figure 7
$PRODUCE Ask the Question with Can
ID: 2b-f7
INTRO: Now you ask the questions. Listen to a sentence and a question word, then ask the question with "can". Repeat the correct question after each answer.
INSTRUCTION: Ask the question aloud.
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
TEMPLATE: Mark can play tomorrow.
PROMPT: "Mark can play tomorrow." Who? {bk05-l2b-f7-ex-q.mp3}
RESPONSE: Who can play tomorrow? {bk05-l2b-f7-ex-a.mp3}
TEMPLATE: Ann can wear her long dress to the dance.
PROMPT: "Anne can wear her long dress to the dance." What? {bk05-l2b-f7-01-q.mp3}
RESPONSE: What can Anne wear to the dance? {bk05-l2b-f7-01-a.mp3}
TEMPLATE: Sam can go to the movies tomorrow night.
PROMPT: "Sam can go to the movie tomorrow night." Where? {bk05-l2b-f7-02-q.mp3}
RESPONSE: Where can Sam go tomorrow night? {bk05-l2b-f7-02-a.mp3}
TEMPLATE: Dan can visit John this weekend.
PROMPT: "Dan can visit John this weekend." Who? {bk05-l2b-f7-03-q.mp3}
RESPONSE: Who can visit John this weekend? {bk05-l2b-f7-03-a.mp3}
TEMPLATE: Tom can play football this Saturday.
PROMPT: "Tom can play football this Saturday." What? {bk05-l2b-f7-04-q.mp3}
RESPONSE: What can Tom play this Saturday? {bk05-l2b-f7-04-a.mp3}
TEMPLATE: You can buy socks at some grocery stores.
PROMPT: "You can buy socks at some grocery stores." Where? {bk05-l2b-f7-05-q.mp3}
RESPONSE: Where can I buy socks? {bk05-l2b-f7-05-a.mp3}
TEMPLATE: We can review our lessons tomorrow.
PROMPT: "We can review our lessons tomorrow." When? {bk05-l2b-f7-06-q.mp3}
RESPONSE: When can we review our lessons? {bk05-l2b-f7-06-a.mp3}
# Source: ST §Can You Come to My Room?
$PRODUCE Ask and Answer with Can
ID: l5-l2-s24
INTRO: Last stop for "can": you build both the question and the answer from two cue words. Ask a yes/no question with "can", then answer it with a short answer.
INSTRUCTION: Ask a "can" question from the cues, then answer it.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed yes/no question using "can", followed by a short answer (Yes, I can / No, I can't / Yes, we can / No, we can't). The learner may choose yes or no.
EXAMPLE
TEMPLATE: play soccer / after class
RESPONSE: Can you play soccer after class? Yes, I can.
EXAMPLE
TEMPLATE: go to the movies / Friday
RESPONSE: Can we go to the movies this Friday? No, we can't.
TEMPLATE: watch TV / your room
RESPONSE: Can you watch TV in your room? Yes, I can.
TEMPLATE: go to the drugstore / after class
RESPONSE: Can we go to the drugstore after class? Yes, we can.
TEMPLATE: work / after 5
RESPONSE: Can you work after 5? No, I can't.
TEMPLATE: wash hands / sink
RESPONSE: Can you wash your hands in the sink? Yes, I can.
TEMPLATE: get haircut / on Saturday
RESPONSE: Can you get a haircut on Saturday? Yes, I can.
TEMPLATE: move / that chair
RESPONSE: Can you move that chair? Yes, I can.
TEMPLATE: review / new words
RESPONSE: Can we review the new words? Yes, we can.
TEMPLATE: eat / Chinese restaurant
RESPONSE: Can we eat at a Chinese restaurant? Yes, we can.
TEMPLATE: study / Lesson 1
RESPONSE: Can you study Lesson 1? Yes, I can.
TEMPLATE: buy shampoo / grocery store
RESPONSE: Can you buy shampoo at a grocery store? Yes, you can.
$LESSON 2-3: There Is and There Are
# Source: ST §There Is / There Are
$GRAMMAR There Is / There Are
ID: l5-l2-s9
INTRO: This part is about saying what exists — there is a clock, there are chairs. Here's the pattern; the drills come right after.
**There + be is used to say that something exists.**
| |
|---|
| **There is** a book on your desk. |
| **There are** three pens under the table. |
**There + is = there's**
**There + are = there're**
| | |
|---|---|
| **Is there** a map on the wall? | Yes, there is. / No, there isn't. |
| **Are there** desks in the classroom? | Yes, there are. / No, there aren't. |
# Source: LLA 2C Figure 1
$DIALOGUE In the Lab {page_043_001.jpg}
ID: 2c-f1
INTRO: You know this room well — the language lab. Listen to the sentences about what is and isn't in it, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: There is a clock in the lab. {bk05-l2c-f1-01.mp3}
LINE: There are headsets in the lab. {bk05-l2c-f1-02.mp3}
LINE: There's a chalkboard in the lab. {bk05-l2c-f1-03.mp3}
LINE: There are chairs in the lab. {bk05-l2c-f1-04.mp3}
LINE: Is there a TV in the lab? {bk05-l2c-f1-05.mp3}
LINE: No, there isn't a TV in the lab. {bk05-l2c-f1-06.mp3}
LINE: Are there tapes in the lab? {bk05-l2c-f1-07.mp3}
LINE: Yes, there are tapes in the lab. {bk05-l2c-f1-08.mp3}
LINE: There isn't a radio in the lab. {bk05-l2c-f1-09.mp3}
LINE: There isn't a dictionary in the lab. {bk05-l2c-f1-10.mp3}
# Source: ST §Is There Chalk in the Classroom?
$DIALOGUE In the Classroom {st-page_039_001.jpg}
ID: l5-l2-s10
INTRO: Now the classroom — including a look backward: "there was" and "there were" for last night's TV. Read along as you listen.
INSTRUCTION: Read these sentences.
LINE: There are ten desks in the classroom.
LINE: There's a chalkboard, too.
LINE: There are books on the desks.
LINE: Are there students in the classroom? Yes, there are.
LINE: Is there a teacher in the classroom? Yes, there is.
LINE: Are there cars in the classroom? No, there aren't.
LINE: There was a good show on TV last night.
LINE: There wasn't a good game on TV last night.
LINE: There were two good movies on TV on Saturday.
# Source: LLA 2C Figure 2 (answers)
$PRODUCE What's in Dan's Room? {page_043_002.jpg}
ID: 2c-f2-a
INTRO: Here's Dan's room. Answer each question with a long answer — yes or no, plus the full sentence — then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
PROMPT: Is there a bed in Dan's room? {bk05-l2c-f2-ex1-q.mp3}
RESPONSE: Yes, there is a bed in Dan's room. {bk05-l2c-f2-ex1-a.mp3}
EXAMPLE
PROMPT: Is there a radio in Dan's room? {bk05-l2c-f2-ex2-q.mp3}
RESPONSE: No, there isn't a radio in Dan's room. {bk05-l2c-f2-ex2-a.mp3}
PROMPT: Is there a calendar in Dan's room? {bk05-l2c-f2-01-q.mp3}
RESPONSE: No, there isn't a calendar in Dan's room. {bk05-l2c-f2-01-a.mp3}
PROMPT: Are there books in Dan's room? {bk05-l2c-f2-02-q.mp3}
RESPONSE: Yes, there are books in Dan's room. {bk05-l2c-f2-02-a.mp3}
PROMPT: Are there students in Dan's room? {bk05-l2c-f2-03-q.mp3}
RESPONSE: No, there aren't students in Dan's room. {bk05-l2c-f2-03-a.mp3}
PROMPT: Is there a clock in Dan's room? {bk05-l2c-f2-04-q.mp3}
RESPONSE: Yes, there is a clock in Dan's room. {bk05-l2c-f2-04-a.mp3}
# Source: LLA 2C Figure 2 (questions)
$PRODUCE Ask About Dan's Room {page_043_002.jpg}
ID: 2c-f2-b
INTRO: Now switch roles: you hear a word, and you ask the question about Dan's room — "Is there...?" or "Are there...?". Then repeat the correct question.
INSTRUCTION: Ask a question about Dan's room.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Clock. {bk05-l2c-f2-05-q.mp3}
RESPONSE: Is there a clock in Dan's room? {bk05-l2c-f2-05-a.mp3}
PROMPT: Windows. {bk05-l2c-f2-06-q.mp3}
RESPONSE: Are there windows in Dan's room? {bk05-l2c-f2-06-a.mp3}
PROMPT: Chair. {bk05-l2c-f2-07-q.mp3}
RESPONSE: Is there a chair in Dan's room? {bk05-l2c-f2-07-a.mp3}
PROMPT: TV. {bk05-l2c-f2-08-q.mp3}
RESPONSE: Is there a TV in Dan's room? {bk05-l2c-f2-08-a.mp3}
PROMPT: Books. {bk05-l2c-f2-09-q.mp3}
RESPONSE: Are there books in Dan's room? {bk05-l2c-f2-09-a.mp3}
PROMPT: Pictures. {bk05-l2c-f2-10-q.mp3}
RESPONSE: Are there pictures in Dan's room? {bk05-l2c-f2-10-a.mp3}
# Source: ST §What Is There in the Classroom?
$PRODUCE Describe Your Classroom
ID: l5-l2-s11
INTRO: Your turn to describe a classroom. For each word, make a sentence with "there is" or "there are". Singular or plural — that's the whole game.
INSTRUCTION: Make sentences using "there is" or "there are".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed sentence using "there is" for singular items or "there are" for plural items in the classroom.
EXAMPLE
PROMPT: calendar
RESPONSE: There's a calendar in the classroom.
EXAMPLE
PROMPT: books
RESPONSE: There are books in the classroom.
PROMPT: clock
RESPONSE: There's a clock in the classroom.
PROMPT: bulletin board
RESPONSE: There's a bulletin board in the classroom.
PROMPT: desks
RESPONSE: There are desks in the classroom.
PROMPT: chalkboard
RESPONSE: There's a chalkboard in the classroom.
PROMPT: map
RESPONSE: There's a map in the classroom.
PROMPT: chairs
RESPONSE: There are chairs in the classroom.
PROMPT: tape recorder
RESPONSE: There's a tape recorder in the classroom.
PROMPT: pictures
RESPONSE: There are pictures in the classroom.
PROMPT: notebooks
RESPONSE: There are notebooks in the classroom.
PROMPT: chalk
RESPONSE: There is chalk in the classroom.
# Source: LLA 2C Figure 3
# DROPPED (twin): ST §Some New Words — TTS sentence panel teaching change / only / pocket / grocery store; the cassette panel below covers the set (grocery store is taught on cassette in part 2-6).
$DIALOGUE New Words: Change, Only, Thing, Pocket, Birthday
ID: 2c-f3
INTRO: Five new words, each in two sentences. Listen and repeat — you'll meet all of them again in the next story.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: to change
LINE: I changed my answer from true to false. {bk05-l2c-f3-01.mp3}
LINE: The seasons change from hot to cold. {bk05-l2c-f3-02.mp3}
VOCAB: only
LINE: I don't need a recorder. I only need a tape. {bk05-l2c-f3-03.mp3}
LINE: I didn't buy French fries. I only bought a drink. {bk05-l2c-f3-04.mp3}
VOCAB: thing
LINE: A headset and tapes are things in a lab. {bk05-l2c-f3-05.mp3}
LINE: A desk and a chalkboard are things in a classroom. {bk05-l2c-f3-06.mp3}
VOCAB: pocket
LINE: My shirt has a pocket. {bk05-l2c-f3-07.mp3}
LINE: My comb and money are in my pockets. {bk05-l2c-f3-08.mp3}
VOCAB: birthday
LINE: John is 21 today. It's his birthday. {bk05-l2c-f3-09.mp3}
LINE: David bought John a shirt for his birthday. {bk05-l2c-f3-10.mp3}
# Source: LLA 2C Figure 4 (story)
$DIALOGUE Mary's Dress
ID: 2c-f4
INTRO: There's a dance tonight for John's birthday, and Mary has a pocket problem. Just listen to the story.
INSTRUCTION: Listen and read along.
LINE: Tonight there is a dance for John's birthday. {bk05-l2c-f4-01.mp3}
LINE: Mary wants to change her clothes before the dance. {bk05-l2c-f4-02.mp3}
LINE: She is wearing a dress with only one pocket. {bk05-l2c-f4-03.mp3}
LINE: Mary likes to put things in her pockets. {bk05-l2c-f4-04.mp3}
LINE: She puts her pen, her comb, her brush, and her money in her pockets. {bk05-l2c-f4-05.mp3}
LINE: She needs a dress with two pockets for all those things. {bk05-l2c-f4-06.mp3}
LINE: Jack is here. {bk05-l2c-f4-07.mp3}
LINE: She can't change now; she's very late. {bk05-l2c-f4-08.mp3}
LINE: With one pocket, she can only take her comb and her money to the dance. {bk05-l2c-f4-09.mp3}
# Source: LLA 2C Figure 4 (questions)
$PRODUCE Questions About Mary
ID: 2c-f4-b
REFERENCE
INTRO: Now answer questions about Mary and her one-pocket dress. Answer aloud in a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Whose birthday is it? {bk05-l2c-f4-10-q.mp3}
PROMPT: What does Mary want to do? {bk05-l2c-f4-11-q.mp3}
RESPONSE: She wants to change her clothes. {bk05-l2c-f4-11-a.mp3}
PROMPT: How many pockets does Mary's dress have? {bk05-l2c-f4-12-q.mp3}
RESPONSE: Mary's dress has only one pocket. {bk05-l2c-f4-12-a.mp3}
PROMPT: What does Mary like to do? {bk05-l2c-f4-13-q.mp3}
RESPONSE: Mary likes to put things in her pockets. {bk05-l2c-f4-13-a.mp3}
PROMPT: Does Mary change her dress? {bk05-l2c-f4-14-q.mp3}
RESPONSE: No, Mary doesn't change her dress. {bk05-l2c-f4-14-a.mp3}
$LESSON 2-4: Some and Any
# Source: ST §Some / Any
$GRAMMAR Some / Any
ID: l5-l2-s14
INTRO: In this part you'll practice "some" and "any" — some for what's there, any for what isn't, and either one for questions. Here's the pattern.
| | |
|---|---|
| **STATEMENT:** | Bill has **some** money. |
| **NEGATIVE:** | Bill **doesn't** have **any** money. |
| **QUESTION:** | Does Bill have **any** money? / Does Bill have **some** money? |
# Source: LLA 2C Figure 5
$DIALOGUE Ann's Desk and Tom's Desk
ID: 2c-f5
INTRO: Two desks: Ann's has everything, Tom's has almost nothing. Listen and repeat the sentences — "some" for Ann, "any" for poor Tom.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: This is Ann's desk. {page_045_001.jpg} {bk05-l2c-f5-01.mp3}
LINE: There are some books on her desk. {page_045_001.jpg} {bk05-l2c-f5-02.mp3}
LINE: This is Tom's desk. {page_045_002.jpg} {bk05-l2c-f5-03.mp3}
LINE: There aren't any books on his desk. {page_045_002.jpg} {bk05-l2c-f5-04.mp3}
LINE: There are some pens on Ann's desk. {page_045_001.jpg} {bk05-l2c-f5-05.mp3}
LINE: There aren't any pens on Tom's desk. {page_045_002.jpg} {bk05-l2c-f5-06.mp3}
LINE: There are some pictures on Ann's desk. {page_045_001.jpg} {bk05-l2c-f5-07.mp3}
LINE: There aren't any pictures on Tom's desk. {page_045_002.jpg} {bk05-l2c-f5-08.mp3}
# Source: LLA 2C Figure 6
$PRODUCE Build Sentences with Some or Any
ID: 2c-f6
INTRO: Build a sentence from the words on the screen. If the cue is "some", make a statement; if it's "any", make it negative. Then repeat the correct answer.
INSTRUCTION: Make a sentence with "some" or "any".
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
TEMPLATE: Alice / have / apples
PROMPT: some {bk05-l2c-f6-ex1-q.mp3}
RESPONSE: Alice has some apples. {bk05-l2c-f6-ex1-a.mp3}
EXAMPLE
TEMPLATE: Mark / have / apples
PROMPT: any {bk05-l2c-f6-ex2-q.mp3}
RESPONSE: Mark doesn't have any apples. {bk05-l2c-f6-ex2-a.mp3}
TEMPLATE: Jan / want / oranges
PROMPT: some {bk05-l2c-f6-01-q.mp3}
RESPONSE: Jan wants some oranges. {bk05-l2c-f6-01-a.mp3}
TEMPLATE: Bill / look up / words yesterday
PROMPT: some {bk05-l2c-f6-02-q.mp3}
RESPONSE: Bill looked up some words yesterday. {bk05-l2c-f6-02-a.mp3}
TEMPLATE: Jill / have / money
PROMPT: any {bk05-l2c-f6-03-q.mp3}
RESPONSE: Jill doesn't have any money. {bk05-l2c-f6-03-a.mp3}
TEMPLATE: Dan / has / ties
PROMPT: some {bk05-l2c-f6-04-q.mp3}
RESPONSE: Dan has some ties. {bk05-l2c-f6-04-a.mp3}
TEMPLATE: Paul / buy / bread yesterday
PROMPT: any {bk05-l2c-f6-05-q.mp3}
RESPONSE: Paul didn't buy any bread yesterday. {bk05-l2c-f6-05-a.mp3}
TEMPLATE: Tom / need / shoes
PROMPT: any {bk05-l2c-f6-06-q.mp3}
RESPONSE: Tom doesn't need any shoes. {bk05-l2c-f6-06-a.mp3}
# Source: ST §He Doesn't Want Any Soup
$DIALOGUE He Doesn't Want Any Soup
ID: l5-l2-s15
INTRO: Lunchtime at Ted's house. Ted's mother offers soup; Ted has other plans. Listen for "some" and "any" doing their jobs.
INSTRUCTION: Read the dialog.
Mother: Do you want some soup for lunch, Ted?
Ted: No, I don't want any soup, Mother. Thanks. Can I have some fruit, please?
Mother: Yes, Ted, you can have some fruit. Do you want some tea?
Ted: Do you have any cold tea?
Mother: Yes. Do you want some sugar, too?
Ted: Yes, thank you, Mother.
# SKIPPED (book): "DID YOU HAVE ANY FRUIT FOR LUNCH YESTERDAY?" — Write down the names of 5 foods, ask and answer questions. Open/co-constructed student pair task.
# Source: ST §What's on the Table?
$PRODUCE What's on the Table?
ID: l5-l2-s16
INTRO: A table full of food — and some gaps. Type "some" or "any" to complete each sentence. Statements take some; negatives take any; questions can take either.
INSTRUCTION: Complete the sentences using "some" or "any".
INPUT: type
CHECK: exact
TEMPLATE: Are there ____ books on the table?
RESPONSE: Are there any books on the table?
ACCEPT: any | some
TEMPLATE: There aren't ____ radios on the table.
RESPONSE: There aren't any radios on the table.
ACCEPT: any
TEMPLATE: There's ____ fruit on the table.
RESPONSE: There's some fruit on the table.
ACCEPT: some
TEMPLATE: Are there ____ apples on the table?
RESPONSE: Are there any apples on the table?
ACCEPT: any | some
TEMPLATE: There are ____ bananas on the table.
RESPONSE: There are some bananas on the table.
ACCEPT: some
TEMPLATE: Are there ____ pears on the table?
RESPONSE: Are there any pears on the table?
ACCEPT: any | some
TEMPLATE: Is there ____ bread on the table?
RESPONSE: Is there any bread on the table?
ACCEPT: any | some
TEMPLATE: There's ____ butter on the table.
RESPONSE: There's some butter on the table.
ACCEPT: some
TEMPLATE: There isn't ____ sugar on the table.
RESPONSE: There isn't any sugar on the table.
ACCEPT: any
TEMPLATE: There's ____ salt and pepper on the table.
RESPONSE: There's some salt and pepper on the table.
ACCEPT: some
# Source: LLA 2C Figure 7
$PRODUCE Did She Buy Any Eggs? {page_046_001.jpg}
ID: 2c-f7
INTRO: Here's a shopping list. For each item, ask whether she bought it — "Did she buy some...?" or "Did she buy any...?" — then repeat the question and its answer.
INSTRUCTION: Ask a question.
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
TEMPLATE: eggs
PROMPT: Let's repeat the example. Did she buy some eggs? {bk05-l2c-f7-ex-q.mp3}
RESPONSE: Did she buy any eggs? Yes, she did. {bk05-l2c-f7-ex-a.mp3}
TEMPLATE: (any) bread
PROMPT: Ask a question with bread. {bk05-l2c-f7-01-q.mp3}
RESPONSE: Did she buy any bread? No, she didn't. {bk05-l2c-f7-01-a.mp3}
TEMPLATE: (some) chicken
PROMPT: Chicken. {bk05-l2c-f7-02-q.mp3}
RESPONSE: Did she buy some chicken? Yes, she did. {bk05-l2c-f7-02-a.mp3}
TEMPLATE: (some) milk
PROMPT: Milk. {bk05-l2c-f7-03-q.mp3}
RESPONSE: Did she buy some milk? No, she didn't. {bk05-l2c-f7-03-a.mp3}
TEMPLATE: (any) rice
PROMPT: Rice. {bk05-l2c-f7-04-q.mp3}
RESPONSE: Did she buy any rice? Yes, she did. {bk05-l2c-f7-04-a.mp3}
TEMPLATE: (some) apples
PROMPT: Apples. {bk05-l2c-f7-05-q.mp3}
RESPONSE: Did she buy some apples? No, she didn't. {bk05-l2c-f7-05-a.mp3}
TEMPLATE: (some) orange juice
PROMPT: Orange juice. {bk05-l2c-f7-06-q.mp3}
RESPONSE: Did she buy some orange juice? No, she didn't. {bk05-l2c-f7-06-a.mp3}
TEMPLATE: (any) ice cream
PROMPT: Ice cream. {bk05-l2c-f7-07-q.mp3}
RESPONSE: Did she buy any ice cream? Yes, she did. {bk05-l2c-f7-07-a.mp3}
# Source: LLA 2C Figure 8 (story)
$DIALOGUE At the Commissary
ID: 2c-f8
INTRO: Linda's family has put in their orders — meat, rice, ice cream, chocolate cake. Listen to what she needs from the commissary.
INSTRUCTION: Listen to the paragraph.
LINE: Linda wants to go to the commissary this afternoon. {bk05-l2c-f8-01.mp3}
LINE: She needs some things: she needs meat and rice to cook for dinner. {bk05-l2c-f8-02.mp3}
LINE: Her son wants some ice cream for dessert. {bk05-l2c-f8-03.mp3}
LINE: And her husband wants some chocolate cake. {bk05-l2c-f8-04.mp3}
LINE: She can buy all these things at the commissary. {bk05-l2c-f8-05.mp3}
# Source: LLA 2C Figure 8 (questions)
$PRODUCE Questions About Linda
ID: 2c-f8-b
REFERENCE
INTRO: Answer the questions about Linda's shopping trip in full sentences, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Where does Linda want to go? {bk05-l2c-f8-06-q.mp3}
RESPONSE: Linda wants to go to the commissary. {bk05-l2c-f8-06-a.mp3}
PROMPT: Does Linda have meat for dinner? {bk05-l2c-f8-07-q.mp3}
RESPONSE: No, she doesn't have any meat for dinner. {bk05-l2c-f8-07-a.mp3}
PROMPT: What does her son want for dessert? {bk05-l2c-f8-08-q.mp3}
RESPONSE: Her son wants some ice cream. {bk05-l2c-f8-08-a.mp3}
PROMPT: What does her husband want from the commissary? {bk05-l2c-f8-09-q.mp3}
RESPONSE: Her husband wants some chocolate cake. {bk05-l2c-f8-09-a.mp3}
# Source: ST §She Only Needs Rice
$DIALOGUE She Only Needs Rice {st-page_049_001.jpg}
ID: l5-l2-s20
INTRO: One more shopping story — Linda again, this time with a skirt problem and exactly one thing on her list. Read along as you listen.
INSTRUCTION: Read the paragraph.
Narrator: Linda didn't like her white skirt. It didn't have any pockets.
Narrator: She changed her skirt. Now, she's wearing a skirt with pockets.
Narrator: Linda likes to put her money in her pockets.
Narrator: Linda's going to the grocery store and needs a skirt with pockets.
Narrator: She needs to get some rice. She wants to cook chicken and rice for dinner.
Narrator: Rice is the only thing she needs from the store.
$LESSON 2-5: In the Bathroom
# Source: LLA 2D Figure 1
# DROPPED (twin): ST §This Is a Bathroom — TTS presentation of the same items; the cassette version below covers it ("shower" is kept in Carol's Morning).
$DIALOGUE Things in the Bathroom
ID: 2d-f1
INTRO: In this part you'll learn the words for everything in the bathroom — and how to use them when you clean up. Look at the diagram, listen, and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: This is a sink. {page_049_001.jpg} {bk05-l2d-f1-01.mp3}
LINE: This is soap. {page_049_001.jpg} {bk05-l2d-f1-02.mp3}
LINE: This is a toothbrush. {page_049_001.jpg} {bk05-l2d-f1-03.mp3}
LINE: This is toothpaste. {page_049_001.jpg} {bk05-l2d-f1-04.mp3}
LINE: This is a toilet. {page_049_001.jpg} {bk05-l2d-f1-05.mp3}
LINE: This is toilet paper. {page_049_001.jpg} {bk05-l2d-f1-06.mp3}
LINE: This is a towel. {page_049_001.jpg} {bk05-l2d-f1-07.mp3}
LINE: This is shampoo. {page_049_001.jpg} {bk05-l2d-f1-08.mp3}
LINE: This is a washcloth. {page_049_001.jpg} {bk05-l2d-f1-09.mp3}
LINE: This is a comb. {page_049_001.jpg} {bk05-l2d-f1-10.mp3}
LINE: This is a brush. {page_049_001.jpg} {bk05-l2d-f1-11.mp3}
LINE: This is a mirror. {page_049_001.jpg} {bk05-l2d-f1-12.mp3}
LINE: These are clean towels. {page_049_001.jpg} {bk05-l2d-f1-13.mp3}
# SKIPPED (book): ST "WHAT NUMBER IS THE SHOWER?" — visual identification pointing at the ST diagram without printed items; the cassette Q&A below covers the same skill.
# Source: LLA 2D Figure 1 (Q&A pass)
$PRODUCE What's That in the Bathroom?
ID: 2d-f1-b
INPUT: speak
CHECK: reveal
INTRO: Same bathroom, now with a quiz. Answer each question about the numbered items aloud, then repeat the correct answer.
INSTRUCTION: Answer the questions aloud.
REPEAT
PROMPT: What's number 1? {page_049_001.jpg} {bk05-l2d-f1-14-q.mp3}
RESPONSE: It's a sink. {bk05-l2d-f1-14-a.mp3}
PROMPT: What's number 2? {page_049_001.jpg} {bk05-l2d-f1-15-q.mp3}
RESPONSE: It's soap. {bk05-l2d-f1-15-a.mp3}
PROMPT: What's number 3? {page_049_001.jpg} {bk05-l2d-f1-16-q.mp3}
RESPONSE: It's a toothbrush. {bk05-l2d-f1-16-a.mp3}
PROMPT: What's number 4? {page_049_001.jpg} {bk05-l2d-f1-17-q.mp3}
RESPONSE: It's toothpaste. {bk05-l2d-f1-17-a.mp3}
PROMPT: What's number 5? {page_049_001.jpg} {bk05-l2d-f1-18-q.mp3}
RESPONSE: It's a toilet. {bk05-l2d-f1-18-a.mp3}
PROMPT: What's number 6? {page_049_001.jpg} {bk05-l2d-f1-19-q.mp3}
INTRO: Paul's face is dirty, and he's going to fix that. Listen to the verbs for cleaning up — wash, rinse, dry, brush — and repeat each line.
INSTRUCTION: Listen and repeat the words and sentences.
REPEAT
VOCAB: face
VOCAB: dirty
LINE: Paul's face is dirty. He goes to the bathroom to clean up. {st-page_036_002.jpg}
VOCAB: wash
VOCAB: rinse
LINE: He washes his face with soap. Next, he rinses his face with clean water. {st-page_036_003.jpg}
VOCAB: dry
LINE: He dries his face with a towel. {st-page_037_001.jpg}
VOCAB: tooth
VOCAB: teeth
LINE: He brushes his teeth. He doesn't brush one tooth; he brushes all his teeth. {st-page_037_002.jpg}
VOCAB: hair
LINE: Paul combs his hair with his brown comb. {st-page_037_003.jpg}
VOCAB: clean
LINE: His face and teeth are clean now. {st-page_037_004.jpg}
# Source: ST §Carol's Morning
$PRODUCE Carol's Morning
ID: l5-l2-s8
INTRO: Now Carol's morning routine, told in pictures. Type the missing word in each sentence — the picture tells you which one.
INSTRUCTION: Type the missing words based on the pictures.
INPUT: type
CHECK: exact
TEMPLATE: Carol got up at six this morning. {st-page_038_001.jpg}
TEMPLATE: She went to her bathroom and took a ____{shower}. {st-page_038_002.jpg}
RESPONSE: She went to her bathroom and took a shower.
TEMPLATE: She washed her ____{face} with ____{soap}. {st-page_038_003.jpg}
RESPONSE: She washed her face with soap.
TEMPLATE: She put ____{soap} {st-page_038_004.jpg}
TEMPLATE: on her ____{washcloth}. {st-page_038_005.jpg}
RESPONSE: She put soap on her washcloth.
TEMPLATE: She washed her body and face. She rinsed with clean water.
TEMPLATE: She got out of the ____{shower}. {st-page_038_006.jpg}
RESPONSE: She got out of the shower.
TEMPLATE: She dried her hair and body with a ____{towel}. {st-page_038_007.jpg}
RESPONSE: She dried her hair and body with a towel.
TEMPLATE: Next, she put toothpaste on her ____{toothbrush} {st-page_038_008.jpg}
TEMPLATE: and brushed her ____{teeth}. {st-page_038_009.jpg}
RESPONSE: Next, she put toothpaste on her toothbrush and brushed her teeth.
TEMPLATE: She combed her hair with her ____{comb}. {st-page_038_010.jpg}
RESPONSE: She combed her hair with her comb.
# Source: LLA 2D Figure 2
$PRODUCE John's Evening
ID: 2d-f2
INPUT: type
CHECK: exact
INTRO: John worked on his car all day, and it shows. Listen to each sentence of the story and type the missing words.
INSTRUCTION: Type the missing word(s).
TEMPLATE: John worked on his car all day.
TEMPLATE: His hands and ____{face} are ____{dirty}.
PROMPT: His hands and face are dirty. {bk05-l2d-f2-01.mp3}
RESPONSE: His hands and face are dirty. {bk05-l2d-f2-01.mp3}
TEMPLATE: At 6:30 it was time for dinner.
TEMPLATE: He went to his ____{bathroom}.
PROMPT: He went to his bathroom. {bk05-l2d-f2-02.mp3}
RESPONSE: He went to his bathroom. {bk05-l2d-f2-02.mp3}
TEMPLATE: He ____{washed} his hands and face in the ____{sink} with ____{soap} and a ____{washcloth}.
PROMPT: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-03.mp3}
RESPONSE: He washed his hands and face in the sink with soap and a washcloth. {bk05-l2d-f2-03.mp3}
TEMPLATE: He ____{rinsed} his hands and face with ____{clean} water and ____{combed} his ____{hair}.
PROMPT: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-04.mp3}
RESPONSE: He rinsed his hands and face with clean water and combed his hair. {bk05-l2d-f2-04.mp3}
TEMPLATE: After dinner he took a shower.
TEMPLATE: He washed his hair with ____{shampoo}.
PROMPT: He washed his hair with shampoo. {bk05-l2d-f2-05.mp3}
RESPONSE: He washed his hair with shampoo. {bk05-l2d-f2-05.mp3}
TEMPLATE: ____{Rinsed} his hair.
PROMPT: Rinsed his hair. {bk05-l2d-f2-06.mp3}
RESPONSE: Rinsed his hair. {bk05-l2d-f2-06.mp3}
TEMPLATE: And then ____{dried} his hair with a clean ____{towel}.
PROMPT: And then dried his hair with a clean towel. {bk05-l2d-f2-07.mp3}
RESPONSE: And then dried his hair with a clean towel. {bk05-l2d-f2-07.mp3}
TEMPLATE: He ____{brushed} his ____{teeth} with his new ____{toothbrush} and ____{toothpaste}.
TEMPLATE: Then he went to bed.
PROMPT: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-08.mp3}
RESPONSE: He brushed his teeth with his new toothbrush and toothpaste. {bk05-l2d-f2-08.mp3}
$LESSON 2-6: Food, Stores, and Quantities
# Source: LLA 2D Figure 3
# DROPPED (twin): ST §At Lunchtime — TTS presentation of the same food words (soup, salt, pepper, butter, sugar); the cassette version below covers it.
$DIALOGUE Dan's Meals
ID: 2d-f3
INTRO: In this part: food words, the stores that sell them, and how to say how much you want. First, Dan's meals — the man salts everything. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: butter
VOCAB: sugar
LINE: Dan likes toast and coffee for breakfast. {page_051_001.jpg} {bk05-l2d-f3-01.mp3}
LINE: He likes butter on his toast. {page_051_001.jpg} {bk05-l2d-f3-02.mp3}
LINE: He drinks his coffee with sugar. {page_051_001.jpg} {bk05-l2d-f3-03.mp3}
VOCAB: soup
VOCAB: salt
VOCAB: pepper
LINE: Dan likes soup for lunch. {page_051_002.jpg} {bk05-l2d-f3-04.mp3}
LINE: He puts salt and pepper in his soup. {page_051_002.jpg} {bk05-l2d-f3-05.mp3}
# Source: ST §Do You Like to Put Sugar in Your Tea?
$PRODUCE Do You Like to Put Sugar in Your Tea?
ID: l5-l2-s13
INTRO: Now build both sides of a food conversation. From the two cue words, ask "Do you like to put... ?" and then answer it — honestly or not, your kitchen, your rules.
INSTRUCTION: Ask and answer a question with "like to put".
INPUT: speak
CHECK: llm
RUBRIC: Accept a question starting with "Do you like to put..." matching the cues, and a corresponding "Yes" or "No" short or long answer. The learner may choose yes or no.
EXAMPLE
TEMPLATE: salt / French fries
RESPONSE: Do you like to put salt on your French fries? Yes, I like to put salt on my French fries.
TEMPLATE: salt / chicken
RESPONSE: Do you like to put salt on your chicken? Yes, I like to put salt on my chicken.
TEMPLATE: sugar / coffee
RESPONSE: Do you like to put sugar in your coffee? Yes, I like to put sugar in my coffee.
TEMPLATE: sugar / rice
RESPONSE: Do you like to put sugar on your rice? No, I don't like to put sugar on my rice.
TEMPLATE: butter / bread
RESPONSE: Do you like to put butter on your bread? Yes, I like to put butter on my bread.
TEMPLATE: pepper / soup
RESPONSE: Do you like to put pepper in your soup? Yes, I like to put pepper in my soup.
TEMPLATE: salt / tea
RESPONSE: Do you like to put salt in your tea? No, I don't like to put salt in my tea.
TEMPLATE: sugar / milk
RESPONSE: Do you like to put sugar in your milk? No, I don't like to put sugar in my milk.
TEMPLATE: salt / fruit
RESPONSE: Do you like to put salt on your fruit? No, I don't like to put salt on my fruit.
TEMPLATE: pepper / salad
RESPONSE: Do you like to put pepper on your salad? Yes, I like to put pepper on my salad.
TEMPLATE: sugar / tea
RESPONSE: Do you like to put sugar in your tea? Yes, I like to put sugar in my tea.
# Source: LLA 2D Figure 4
$DIALOGUE David Runs Errands
ID: 2d-f4
INTRO: David needs a few things, and each one lives in a different store. Listen and repeat — grocery store and drugstore are the key words here.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: David needs salt and pepper. {page_052_001.jpg} {bk05-l2d-f4-01.mp3}
VOCAB: to get
VOCAB: grocery store
LINE: David gets his salt and pepper at a grocery store. {page_052_002.jpg} {bk05-l2d-f4-02.mp3}
VOCAB: chalk
LINE: David needs some chalk for the chalkboard. {page_052_003.jpg} {bk05-l2d-f4-03.mp3}
VOCAB: drugstore
LINE: David gets his chalk at the drugstore. {page_052_004.jpg} {bk05-l2d-f4-04.mp3}
# Source: LLA 2D Figure 5
$PRODUCE Where Can I Get Some Shampoo?
ID: 2d-f5
INPUT: speak
CHECK: reveal
INTRO: The title question of this lesson, at last. For each item on your list, ask where you can get it, then listen to the answer and repeat as the tape directs.
INSTRUCTION: Ask the question aloud.
TEMPLATE: 1. shampoo
PROMPT: Let's do number 1: shampoo. {bk05-l2d-f5-01-q.mp3}
RESPONSE: The question is, "Where can I get some shampoo?" Repeat: "Where can I get some shampoo?" Listen: "You can get some shampoo at a grocery store or at a drugstore." {bk05-l2d-f5-01-a.mp3}
TEMPLATE: 2. toothpaste
PROMPT: Number 2: ask a question. {bk05-l2d-f5-02-q.mp3}
RESPONSE: Repeat: "Where can I get some toothpaste?" Listen and write: "You can get some toothpaste at the grocery store or at the drugstore." {bk05-l2d-f5-02-a.mp3}
TEMPLATE: 3. apples
PROMPT: Number 3: {bk05-l2d-f5-03-q.mp3}
RESPONSE: Repeat: "Where can I get some apples?" Listen and write: "You can get some apples at a grocery store." {bk05-l2d-f5-03-a.mp3}
TEMPLATE: 4. rice
PROMPT: Number 4: {bk05-l2d-f5-04-q.mp3}
RESPONSE: Repeat: "Where can I get some rice?" Repeat: "You can get some rice at a grocery store." {bk05-l2d-f5-04-a.mp3}
TEMPLATE: 5. soap
PROMPT: Number 5: Repeat: {bk05-l2d-f5-05-q.mp3}
RESPONSE: "Where can I get some soap?" Repeat: "You can get some soap at a grocery store or at a drugstore." {bk05-l2d-f5-05-a.mp3}
TEMPLATE: 6. razor
PROMPT: Number 6: {bk05-l2d-f5-06-q.mp3}
RESPONSE: Where can I get a razor?" Repeat: "You can get a razor at a grocery store or at a drugstore." {bk05-l2d-f5-06-a.mp3}
TEMPLATE: 7. medicine
PROMPT: Number 7: {bk05-l2d-f5-07-q.mp3}
RESPONSE: Where can I get some medicine?" Listen and write: "You can get some medicine at a grocery store or at a drugstore." {bk05-l2d-f5-07-a.mp3}
TEMPLATE: 8. salt
PROMPT: Number 8: {bk05-l2d-f5-08-q.mp3}
RESPONSE: Where can I get some salt?" Repeat: "You can get some salt at a grocery store." {bk05-l2d-f5-08-a.mp3}
# Source: LLA 2D Figure 6 (charts)
$GRAMMAR Store Charts
ID: 2d-g1
INTRO: Two stores, two lists. Study what each one sells — you'll answer questions from these charts next. Note that shampoo, ever popular, is in both.
| The grocery store sells: | The drugstore sells: |
|---|---|
| {milk and bread} | {medicine} |
| {salt and pepper} | {chalk} |
| {rice} | {socks} |
| {meat} | {books} |
| {sugar} | {scarfs} |
| {shampoo} | {shampoo} |
| {eggs} | {soap} |
# Source: LLA 2D Figure 6 (questions)
$PRODUCE Can I Get It There?
ID: 2d-f6
REFERENCE
INPUT: speak
CHECK: reveal
INTRO: Using the store charts, answer each "Can I get...?" question with "Yes, you can" or "No, you can't". Then repeat the correct answer.
INSTRUCTION: Answer the question aloud.
REPEAT
PROMPT: Can I get bread and milk at the grocery store? {bk05-l2d-f6-01-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-01-a.mp3}
PROMPT: Can I get meat at the drug store? {bk05-l2d-f6-02-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-02-a.mp3}
PROMPT: Can I get rice at the grocery store? {bk05-l2d-f6-03-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-03-a.mp3}
PROMPT: Can I get a scarf at the grocery store? {bk05-l2d-f6-04-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-04-a.mp3}
PROMPT: Can I get shampoo at the drug store? {bk05-l2d-f6-05-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-05-a.mp3}
PROMPT: Can I get a book at the grocery store? {bk05-l2d-f6-06-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-06-a.mp3}
PROMPT: Can I get eggs at the drug store? {bk05-l2d-f6-07-q.mp3}
RESPONSE: No, you can't. {bk05-l2d-f6-07-a.mp3}
PROMPT: Can I get sugar at the grocery store? {bk05-l2d-f6-08-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-08-a.mp3}
PROMPT: Can I get chalk at the drug store? {bk05-l2d-f6-09-q.mp3}
RESPONSE: Yes, you can. {bk05-l2d-f6-09-a.mp3}
# Source: LLA 2D Figure 7 (dialog)
$DIALOGUE Asking for Help at the Store
ID: 2d-f7
INTRO: A student needs toothpaste, milk, eggs — and, unexpectedly, a map. Listen to him ask the instructor where to find things, and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Instructor: Can I help you? {bk05-l2d-f7-01.mp3}
Student: Yes. I need some things. {bk05-l2d-f7-02.mp3}
Instructor: What do you need? {bk05-l2d-f7-03.mp3}
Student: I need some toothpaste and a toothbrush. {bk05-l2d-f7-04.mp3}
Instructor: You can get those at the drugstore. {bk05-l2d-f7-05.mp3}
Student: Where can I get some milk and eggs? {bk05-l2d-f7-06.mp3}
Instructor: You can buy milk and eggs at the grocery store. {bk05-l2d-f7-07.mp3}
Student: I want a map too. {bk05-l2d-f7-08.mp3}
Instructor: Well, sometimes you can get a map at the drugstore. {bk05-l2d-f7-09.mp3}
Student: Thanks. {bk05-l2d-f7-10.mp3}
# Source: LLA 2D Figure 7 (role-play pass)
$PRODUCE Play the Student
ID: 2d-f7-b
INPUT: speak
CHECK: reveal
INTRO: Same conversation, but now the student's lines are yours. Listen to the instructor, say the student's line, then compare with the recording.
INSTRUCTION: Read the student's lines aloud.
PROMPT: Can I help you? {bk05-l2d-f7-11-q.mp3}
RESPONSE: Yes. I need some things. {bk05-l2d-f7-11-a.mp3}
PROMPT: What do you need? {bk05-l2d-f7-12-q.mp3}
RESPONSE: I need some toothpaste and a toothbrush. {bk05-l2d-f7-12-a.mp3}
PROMPT: You can get those at the drugstore. {bk05-l2d-f7-13-q.mp3}
RESPONSE: Where can I get some milk and eggs? {bk05-l2d-f7-13-a.mp3}
PROMPT: You can buy milk and eggs at the grocery store. {bk05-l2d-f7-14-q.mp3}
RESPONSE: I want a map too. {bk05-l2d-f7-14-a.mp3}
PROMPT: Well, sometimes you can get a map at the drugstore. {bk05-l2d-f7-15-q.mp3}
RESPONSE: Thanks. {bk05-l2d-f7-15-a.mp3}
# SKIPPED (book): ST "WHERE CAN I BUY SOME SHAMPOO?" — co-constructed pair dialog with an instructor/partner; the cassette dialog and role-play above cover the same exchange solo.
# Source: ST §You Can Get Cigarettes at the BX
$PRODUCE You Can Buy It At...
ID: l5-l2-s23
INTRO: One more pass over the stores, from memory this time. For each item and store, make a sentence with "can" plus "buy" or "get".
INSTRUCTION: Make a sentence using "can" + "buy" or "get".
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed sentence of the shape "You can buy/get [item] at a [store]" using the two cues; "buy" or "get" is the learner's choice.
EXAMPLE
TEMPLATE: food / grocery store
RESPONSE: You can buy food at a grocery store.
EXAMPLE
TEMPLATE: cigarettes / drugstore
RESPONSE: You can get cigarettes at a drugstore.
TEMPLATE: meat / grocery store
RESPONSE: You can buy meat at a grocery store.
TEMPLATE: haircut / barbershop
RESPONSE: You can get a haircut at a barbershop.
TEMPLATE: medicine / drugstore
RESPONSE: You can get medicine at a drugstore.
TEMPLATE: meal / restaurant
RESPONSE: You can get a meal at a restaurant.
TEMPLATE: hamburger / snack bar
RESPONSE: You can buy a hamburger at a snack bar.
TEMPLATE: clothes / clothing store
RESPONSE: You can buy clothes at a clothing store.
TEMPLATE: toothpaste / drugstore
RESPONSE: You can get toothpaste at a drugstore.
TEMPLATE: shoes / shoe store
RESPONSE: You can buy shoes at a shoe store.
# Source: ST §A Lot Of / Lots Of / A Few / A Little
$GRAMMAR A Lot Of, A Few, A Little
ID: l5-l2-s25
INTRO: Last new point of the lesson: saying how much. "A few" is for things you can count, "a little" is for things you can't — and "a lot of" works for both.
# DROPPED (twin): ST §I Have a Lot of Money — TTS presentation of the same a few / a little / a lot contrast; the cassette presentations below cover it.
$DIALOGUE A Few and A Lot
ID: 2d-f8
INTRO: Apples, counted. Look at the pictures, then listen and repeat the sentences with "a few" and "a lot of".
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: a few
VOCAB: a lot of
LINE: These are a few apples. {page_054_001.jpg} {bk05-l2d-f8-01.mp3}
LINE: These are a lot of apples. {page_054_002.jpg} {bk05-l2d-f8-02.mp3}
VOCAB: lots of
LINE: These are lots of apples. {page_054_002.jpg} {bk05-l2d-f8-03.mp3}
# Source: LLA 2D Figure 9
$PRODUCE A Few or A Lot?
ID: 2d-f9
INPUT: speak
CHECK: reveal
INTRO: Read the sentence, then listen to the number. Small number, "a few"; big number, "a lot of". Make the new sentence, then repeat the correct answer.
INSTRUCTION: Make a new sentence aloud.
REPEAT
EXAMPLE
TEMPLATE: There are civilians in class.
PROMPT: 3 {bk05-l2d-f9-ex1-q.mp3}
RESPONSE: There are a few civilians in class. {bk05-l2d-f9-ex1-a.mp3}
EXAMPLE
TEMPLATE: There are sailors in class.
PROMPT: 20 {bk05-l2d-f9-ex2-q.mp3}
RESPONSE: There are a lot of sailors in class. {bk05-l2d-f9-ex2-a.mp3}
TEMPLATE: We need dictionaries.
PROMPT: 30 {bk05-l2d-f9-01-q.mp3}
RESPONSE: We need a lot of dictionaries. {bk05-l2d-f9-01-a.mp3}
TEMPLATE: Did you buy new tapes?
PROMPT: 2 {bk05-l2d-f9-02-q.mp3}
RESPONSE: Did you buy a few new tapes? {bk05-l2d-f9-02-a.mp3}
TEMPLATE: We checked test booklets.
PROMPT: 100 {bk05-l2d-f9-03-q.mp3}
RESPONSE: We checked lots of test booklets. {bk05-l2d-f9-03-a.mp3}
TEMPLATE: I only visited cities last summer.
PROMPT: 3 {bk05-l2d-f9-04-q.mp3}
RESPONSE: I only visited a few cities last summer. {bk05-l2d-f9-04-a.mp3}
TEMPLATE: Mary bought new sweaters.
PROMPT: 4 {bk05-l2d-f9-05-q.mp3}
RESPONSE: Mary bought a few new sweaters. {bk05-l2d-f9-05-a.mp3}
TEMPLATE: Do we need hamburgers?
PROMPT: 30 {bk05-l2d-f9-06-q.mp3}
RESPONSE: Do we need a lot of hamburgers? {bk05-l2d-f9-06-a.mp3}
# Source: LLA 2D Figure 10
$DIALOGUE A Little and A Lot
ID: 2d-f10
INTRO: Water, which nobody counts. For things you can't count, use "a little" instead of "a few". Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: a little
LINE: This is a little water. {page_055_001.jpg} {bk05-l2d-f10-01.mp3}
LINE: This is a lot of water. {page_055_002.jpg} {bk05-l2d-f10-02.mp3}
LINE: This is lots of water. {page_055_002.jpg} {bk05-l2d-f10-03.mp3}
# Source: LLA 2D Figure 11
$PRODUCE Answer with A Few, A Little, or A Lot
ID: 2d-f11
INPUT: speak
CHECK: reveal
INTRO: Answer each question using the cue on the screen — and pick "a few" or "a little" to match what's being counted. Then repeat the correct answer.
INSTRUCTION: Answer aloud using the cue.
REPEAT
EXAMPLE
TEMPLATE: no / only a few or a little
PROMPT: Did you buy a lot of ties? {bk05-l2d-f11-ex1-q.mp3}
RESPONSE: No, I only bought a few ties. {bk05-l2d-f11-ex1-a.mp3}
EXAMPLE
TEMPLATE: yes / lots of
PROMPT: Do you drink a lot of milk? {bk05-l2d-f11-ex2-q.mp3}
RESPONSE: Yes, I drink lots of milk. {bk05-l2d-f11-ex2-a.mp3}
EXAMPLE
TEMPLATE: no / just a few or a little
PROMPT: Did you eat a lot of salad? {bk05-l2d-f11-ex3-q.mp3}
RESPONSE: No, I just ate a little salad. {bk05-l2d-f11-ex3-a.mp3}
TEMPLATE: no / only a little or a few
PROMPT: Did you buy a lot of ties? {bk05-l2d-f11-01-q.mp3}
RESPONSE: No, I only bought a few ties. {bk05-l2d-f11-01-a.mp3}
TEMPLATE: yes / a lot of
PROMPT: Does Bill have lots of money? {bk05-l2d-f11-02-q.mp3}
RESPONSE: Yes, Bill has a lot of money. {bk05-l2d-f11-02-a.mp3}
TEMPLATE: yes / lots of
PROMPT: Do you put a lot of sugar in your tea? {bk05-l2d-f11-03-q.mp3}
RESPONSE: Yes, I put lots of sugar in my tea. {bk05-l2d-f11-03-a.mp3}
TEMPLATE: yes / a little or a few
PROMPT: Do you need some shampoo? {bk05-l2d-f11-04-q.mp3}
RESPONSE: Yes, I need a little shampoo. {bk05-l2d-f11-04-a.mp3}
TEMPLATE: no / just a little or a few
PROMPT: Did you see a lot of movies this summer? {bk05-l2d-f11-05-q.mp3}
RESPONSE: No, I just saw a few movies this summer. {bk05-l2d-f11-05-a.mp3}
TEMPLATE: yes / a little or a few
PROMPT: Do you need any oranges? {bk05-l2d-f11-06-q.mp3}
RESPONSE: Yes, I need a few oranges. {bk05-l2d-f11-06-a.mp3}
# Source: ST §Do You Want a Little or a Lot of Water?
$PRODUCE A Little or a Lot?
ID: l5-l2-s27
INTRO: Now ask AND answer. From the cues, build a question offering the two amounts — "a little or a lot", or "a few or a lot" — and then answer it yourself.
INSTRUCTION: Ask a question with the two choices, then answer it.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed question offering the two choices matching the cue's countability ("a few or a lot of" for countables, "a little or a lot of" for uncountables), followed by an answer selecting one of them. The learner may pick either amount.
EXAMPLE
TEMPLATE: want / rice
RESPONSE: Do you want a little or a lot of rice? I want a little rice.
EXAMPLE
TEMPLATE: have / books
RESPONSE: Do you have a few or a lot of books? I have a few books.
TEMPLATE: drink / milk
RESPONSE: Do you drink a little or a lot of milk? I drink a lot of milk.
TEMPLATE: want / sugar
RESPONSE: Do you want a little or a lot of sugar? I want a little sugar.
TEMPLATE: eat / soup
RESPONSE: Do you eat a little or a lot of soup? I eat a lot of soup.
TEMPLATE: want / fruit
RESPONSE: Do you want a little or a lot of fruit? I want a lot of fruit.
TEMPLATE: have / money
RESPONSE: Do you have a little or a lot of money? I have a little money.
TEMPLATE: want / meat
RESPONSE: Do you want a little or a lot of meat? I want a little meat.
TEMPLATE: have / clothes
RESPONSE: Do you have a few or a lot of clothes? I have a lot of clothes.
TEMPLATE: want / apples
RESPONSE: Do you want a few or a lot of apples? I want a few apples.
TEMPLATE: see / desks
RESPONSE: Do you see a few or a lot of desks? I see a lot of desks.
TEMPLATE: have / dollars
RESPONSE: Do you have a few or a lot of dollars? I have a few dollars.
# Source: ST §A Few, A Lot Of, Lots Of
$PRODUCE A Few, A Lot Of, Lots Of — In Writing
ID: l5-l2-s28
INTRO: Last quantifier stop: type it. Complete each pair of sentences with "a few" or "a lot of", using the numbers in parentheses to decide.
INSTRUCTION: Complete the sentences with "a few" or "a lot of" based on the amounts in parentheses.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: Jan has ____{a few} scarfs (two). Pat has ____{a lot of|lots of} scarfs (twenty).
RESPONSE: Jan has a few scarfs. Pat has a lot of scarfs.
TEMPLATE: Peter and Dan went to the music store and bought tapes.
TEMPLATE: Peter bought ____{a lot of|lots of} tapes (ten). Dan bought ____{a few} tapes (three).
RESPONSE: Peter bought a lot of tapes. Dan bought a few tapes.
TEMPLATE: Mrs. Jackson and Mrs. Green bought towels at the store.
TEMPLATE: Mrs. Jackson got ____{a few} towels (four). Mrs. Green got ____{a lot of|lots of} towels (twelve).
RESPONSE: Mrs. Jackson got a few towels. Mrs. Green got a lot of towels.
TEMPLATE: Lt Jackson has two classes. There are ____{a lot of|lots of} students in his morning class (twenty-five).
TEMPLATE: There are only ____{a few} students in his afternoon class (five).
RESPONSE: There are a lot of students in his morning class. There are only a few students in his afternoon class.
TEMPLATE: Joe has ____{a few} white shirts (two). Ted has ____{a lot of|lots of} white shirts (twelve).
RESPONSE: Joe has a few white shirts. Ted has a lot of white shirts.
$LESSON 2-7: Sounds, Spelling, and Dictation
# Source: ST §Speaking Skill: Pack / Back
$DIALOGUE The Sounds P and B
ID: l5-l2-s4
INTRO: This last part sharpens your ears and your spelling. First, the sounds "p" and "b" — twelve word pairs that differ by exactly one puff of air. Listen and repeat each pair.
INSTRUCTION: Repeat these words.
REPEAT
LINE: pat — bat
LINE: peach — beach
LINE: rip — rib
LINE: pie — by
LINE: mop — mob
LINE: tripe — tribe
LINE: ample — amble
LINE: staple — stable
LINE: rope — robe
LINE: pay — bay
LINE: rapid — rabid
LINE: pound — bound
# Source: LLA 2A Figure 7 (+ items merged from ST §Write: b)
$PRODUCE Spell It with B
ID: 2a-f7
INPUT: type
CHECK: exact
INTRO: Now write that "b" sound. Listen to each word and type the letter "b" to complete the spelling, then repeat the word.
INSTRUCTION: Type the missing letter.
REPEAT
PROMPT: About. {bk05-l2a-f7-01.mp3}
TEMPLATE: a____out
RESPONSE: about
ACCEPT: b | B
PROMPT: Table. {bk05-l2a-f7-02.mp3}
TEMPLATE: ta____le
RESPONSE: table
ACCEPT: b | B
PROMPT: Banana. {bk05-l2a-f7-03.mp3}
TEMPLATE: ____anana
RESPONSE: banana
ACCEPT: b | B
PROMPT: Cab. {bk05-l2a-f7-04.mp3}
TEMPLATE: ca____
RESPONSE: cab
ACCEPT: b | B
PROMPT: Beef. {bk05-l2a-f7-05.mp3}
TEMPLATE: ____eef
RESPONSE: beef
ACCEPT: b | B
PROMPT: Barber. {bk05-l2a-f7-06.mp3}
TEMPLATE: ____{b}ar____{b}er
RESPONSE: barber
ACCEPT: b | B | b b | B B
PROMPT: Number. {bk05-l2a-f7-07.mp3}
TEMPLATE: num____er
RESPONSE: number
ACCEPT: b | B
PROMPT: Barracks. {bk05-l2a-f7-08.mp3}
TEMPLATE: ____arracks
RESPONSE: barracks
ACCEPT: b | B
PROMPT: Lab. {bk05-l2a-f7-09.mp3}
TEMPLATE: la____
RESPONSE: lab
ACCEPT: b | B
PROMPT: Baseball. {bk05-l2a-f7-10.mp3}
TEMPLATE: ____{b}ase____{b}all
RESPONSE: baseball
ACCEPT: b | B | b b | B B
PROMPT: Football. {bk05-l2a-f7-11.mp3}
TEMPLATE: foot____all
RESPONSE: football
ACCEPT: b | B
PROMPT: Bathroom. {bk05-l2a-f7-12.mp3}
TEMPLATE: ____athroom
RESPONSE: bathroom
ACCEPT: b | B
# Merged from ST §Write: b (items not on the cassette; TTS prompts)
PROMPT: Base.
TEMPLATE: ____ase
RESPONSE: base
ACCEPT: b | B
PROMPT: Birthday.
TEMPLATE: ____irthday
RESPONSE: birthday
ACCEPT: b | B
PROMPT: Basketball.
TEMPLATE: ____{b}asket____{b}all
RESPONSE: basketball
PROMPT: Robe.
TEMPLATE: ro____e
RESPONSE: robe
ACCEPT: b | B
PROMPT: Brother.
TEMPLATE: ____rother
RESPONSE: brother
ACCEPT: b | B
PROMPT: Mob.
TEMPLATE: mo____
RESPONSE: mob
ACCEPT: b | B
# Source: LLA 2A Figure 8
$PRODUCE Punctuation Dictation
ID: 2a-f8
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
INTRO: A paragraph about chicken has lost all its capital letters and punctuation. Listen to each sentence and retype it correctly — capitals and punctuation are what's being graded here.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
TEMPLATE: do you like chicken
PROMPT: Do you like chicken? {bk05-l2a-f8-01.mp3}
RESPONSE: Do you like chicken? {bk05-l2a-f8-01.mp3}
TEMPLATE: my family does
PROMPT: My family does. {bk05-l2a-f8-02.mp3}
RESPONSE: My family does. {bk05-l2a-f8-02.mp3}
TEMPLATE: they want chicken every sunday
PROMPT: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
RESPONSE: They want chicken every Sunday. {bk05-l2a-f8-03.mp3}
TEMPLATE: they like chicken with rice and chicken with fruit
PROMPT: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
RESPONSE: They like chicken with rice, and chicken with fruit. {bk05-l2a-f8-04.mp3}
TEMPLATE: we eat chicken every sunday and sometimes on wednesday
PROMPT: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
RESPONSE: We eat chicken every Sunday, and sometimes on Wednesday. {bk05-l2a-f8-05.mp3}
TEMPLATE: i like to cook and eat chicken
PROMPT: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
RESPONSE: I like to cook and eat chicken. {bk05-l2a-f8-06.mp3}
TEMPLATE: i dont like to clean up
PROMPT: I don't like to clean up. {bk05-l2a-f8-07.mp3}
RESPONSE: I don't like to clean up. {bk05-l2a-f8-07.mp3}
# Source: ST §Speaking Skill: EAT / IT
$DIALOGUE The Sounds EAT and IT
ID: l5-l2-s17
INTRO: Another sound pair: the long "ee" of "eat" against the short "i" of "it". A sheep is not a ship — listen and repeat each pair.
INSTRUCTION: Repeat these words.
REPEAT
LINE: feet — fit
LINE: sleep — slip
LINE: leave — live
LINE: cheap — chip
LINE: read — rid
LINE: ease — is
LINE: field — filled
LINE: sheep — ship
LINE: green — grin
LINE: neat — knit
LINE: he'll — hill
LINE: we'll — will
# SKIPPED (book): ST "READ AND CIRCLE." — timed scanning of an ad; the ad text/image is not in the source markdown.
# Source: LLA 2B Figure 8
$PRODUCE Word Dictation
ID: 2b-f8
INTRO: Dictation time — ten words you know, one at a time. Listen and type each word exactly as you hear it.
INTRO: Listen in on two students comparing notes after a long day. Just listen — you'll be asked what they're talking about.
INSTRUCTION: Listen to the dialogue.
Man1: Did you do okay today? {bk05-l2c-f9-d1-01.mp3}
Man2: Yes. I studied very hard last night. {bk05-l2c-f9-d1-02.mp3}
Man1: Did you look up all the new words? {bk05-l2c-f9-d1-03.mp3}
Man2: Yes. And I memorized all the words in the lesson too. {bk05-l2c-f9-d1-04.mp3}
Man1: Well, I answered every question in that test booklet. {bk05-l2c-f9-d1-05.mp3}
Man2: I did too. We did okay. {bk05-l2c-f9-d1-06.mp3}
# Source: LLA 2C Figure 9 (question)
$SELECT What Are They Talking About?
ID: 2c-f9-b
REFERENCE
INTRO: So — what was that conversation about? Tap the best answer. You can replay the dialogue if you need to.
INSTRUCTION: Tap the correct answer.
PROMPT: What are they talking about? {bk05-l2c-f9-01-q.mp3}
OPTION: 1 | words
OPTION: 2 | a class
OPTION: 3 | a test {bk05-l2c-f9-01-a.mp3}
ANSWER: 3
# SKIPPED (book): ST "SAME OR DIFFERENT?", "IS BIG THE SAME AS LARGE?", "SAME OR OPPOSITE?" — timed speed-reading vocabulary drills.
# SKIPPED (book): ST "Alphabetical Order" (two columns) — alphabetizing; print-era mechanics per the master guide's avoid list.
# Source: ST §Topic of Paragraphs
$SELECT What's the Topic?
ID: l5-l2-s29
INTRO: One last skill: reading for the big idea. Read each short paragraph and tap what it's mainly about — not a detail, the whole thing. That closes Lesson 2: dates said, shampoo located. See you in Lesson 3.
INSTRUCTION: Read the paragraph and tap the topic.
EXAMPLE
TEMPLATE: Military bases are like small towns. Military men and women can live, work, study, and play on a base. Bases have barracks or dormitories. They also have snack bars, restaurants, and mess halls. Libraries, barbershops, drugstores, and hospitals or dispensaries are on bases, too.
OPTION: a | military people
OPTION: b | small towns
OPTION: c | military bases
OPTION: d | base buildings
ANSWER: c
TEMPLATE: There are four seasons in a year. The months of the winter season are December, January, and February. March, April, and May are the months of spring. The months of the summer season are June, July, and August. September, October, and November are the autumn months.
OPTION: a | the months
OPTION: b | summer
OPTION: c | one year
OPTION: d | four seasons
ANSWER: d
TEMPLATE: High school students play different sports in different seasons. In the fall, the students can play outside. Football is the fall sport in the schools. In the winter, it's very cold. Students play basketball inside. In the spring, they can go outside again. They play baseball in the spring.
