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

$MODULE Book 1 · Lesson 1: The Classroom {st-page_005_001.jpg}
FORMAT: 2
DESCRIPTION: Greetings, classroom instructions and objects, the letters A–G, numbers 0–20, this/that and my/your, and the P/B sound contrast.
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: Student | schedar | Male student
VOICE: Teacher | aoede | Female teacher
VOICE: Ted | alnilam | Male speaker
VOICE: Aldo | charon | Male speaker
VOICE: Bill | charon | Male speaker
VOICE: Bob | achird | Male speaker
VOICE: Sgt_Smith | alnilam | Male speaker
VOICE: Maj_Henry | achird | Male speaker
VOICE: John | orus | Male speaker
VOICE: Mr_Bill | charon | Male speaker
VOICE: StudentA | achird | Male speaker
VOICE: StudentB | charon | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)

$LESSON 1-1: Classroom Actions

# Source: LLA 1A Figure 1 (VOCAB tags transferred from ST §Look, Listen, and Repeat)
$DIALOGUE Classroom Instructions
ID: 1a-f1
INTRO: Welcome to your first lesson. In this lesson you'll learn to greet people, name the things in a classroom, and handle the letters A to G and the numbers up to twenty. First, the instructions your teacher will use all day long. Listen to each one and repeat it.
INSTRUCTION: Repeat each instruction.
REPEAT

VOCAB: to listen
LINE: Listen. {page_011_001.jpg} {bk01-l1a-f1-01.mp3}

VOCAB: to repeat
LINE: Repeat. {page_011_002.jpg} {bk01-l1a-f1-02.mp3}

VOCAB: to look at
LINE: Look at the language laboratory activities. {page_011_003.jpg} {bk01-l1a-f1-03.mp3}

VOCAB: to write
LINE: Write the word. {page_011_004.jpg} {bk01-l1a-f1-04.mp3}

VOCAB: to circle
LINE: Circle the letter. {page_011_005.jpg} {bk01-l1a-f1-05.mp3}

VOCAB: to go
LINE: Go to the lab. {page_011_006.jpg} {bk01-l1a-f1-06.mp3}

VOCAB: to open
LINE: Open the door. {page_011_007.jpg} {bk01-l1a-f1-07.mp3}

VOCAB: to close
LINE: Close the book. {page_011_008.jpg} {bk01-l1a-f1-08.mp3}
LINE: Open the window. {page_011_009.jpg} {bk01-l1a-f1-09.mp3}
LINE: Close the door. {page_011_010.jpg} {bk01-l1a-f1-10.mp3}
LINE: Close the window. {page_011_011.jpg} {bk01-l1a-f1-11.mp3}
LINE: Open the book. {page_011_012.jpg} {bk01-l1a-f1-12.mp3}

# SKIPPED (master): ST §Look, Listen, and Repeat — cross-source twin of this presentation
# (same classroom-action verbs, same listen-and-repeat role, TTS only). Kept the cassette
# figures; the ST panel's VOCAB tags were transferred onto the lines above.

# Source: LLA 1A Figure 2
$DIALOGUE More Instructions, Please
ID: 1a-f2
INTRO: The same instructions again, plus new ones with "please" — politeness costs nothing and your teacher notices. Listen and repeat each sentence.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: Listen. {bk01-l1a-f2-01.mp3}
LINE: Repeat. {bk01-l1a-f2-02.mp3}
LINE: Look at the picture. {bk01-l1a-f2-03.mp3}
LINE: Write the word. {bk01-l1a-f2-04.mp3}
LINE: Circle the letter. {bk01-l1a-f2-05.mp3}
LINE: Go to the lab. {bk01-l1a-f2-06.mp3}
LINE: Open the door. {bk01-l1a-f2-07.mp3}
LINE: Open the book. {bk01-l1a-f2-08.mp3}
LINE: Open the window. {bk01-l1a-f2-09.mp3}
LINE: Close the door. {bk01-l1a-f2-10.mp3}
LINE: Close the window. {bk01-l1a-f2-11.mp3}
LINE: Close the book. {bk01-l1a-f2-12.mp3}
LINE: Repeat the word, please. {bk01-l1a-f2-13.mp3}
LINE: Please go to the classroom. {bk01-l1a-f2-14.mp3}
LINE: Please open your book. {bk01-l1a-f2-15.mp3}
LINE: Write your name, please. {bk01-l1a-f2-16.mp3}
LINE: Please open the window. {bk01-l1a-f2-17.mp3}
LINE: Write the number, please. {bk01-l1a-f2-18.mp3}
LINE: Circle the word, please. {bk01-l1a-f2-19.mp3}
LINE: Please look at the clock. {bk01-l1a-f2-20.mp3}
LINE: Go to your chair, please. {bk01-l1a-f2-21.mp3}
LINE: Please listen. {bk01-l1a-f2-22.mp3}
LINE: Look at the book, please. {bk01-l1a-f2-23.mp3}
LINE: Please write my name. {bk01-l1a-f2-24.mp3}

$LESSON 1-2: The Letters A to G

# Source: LLA 1A Figure 3 (part 1)
$DIALOGUE The Letters A to G
ID: 1a-f3
INTRO: In this part you'll learn the first seven letters of the English alphabet, A to G — how they sound and how they look. Listen and repeat each letter.
INSTRUCTION: Repeat the letters.
REPEAT

LINE: A {bk01-l1a-f3-00a.mp3}
LINE: B {bk01-l1a-f3-00b.mp3}
LINE: C {bk01-l1a-f3-00c.mp3}
LINE: D {bk01-l1a-f3-00d.mp3}
LINE: E {bk01-l1a-f3-00e.mp3}
LINE: F {bk01-l1a-f3-00f.mp3}
LINE: G {bk01-l1a-f3-00g.mp3}

# Source: LLA 1A Figure 3 (part 2)
$SELECT Which Letter Do You Hear?
ID: 1a-f3-b
INTRO: Now you'll hear one letter at a time. Tap the letter you hear — capital or small, it's the same letter.
INSTRUCTION: Tap the letter you hear.

EXAMPLE
PROMPT: E. {bk01-l1a-f3-00-ex.mp3}
OPTION: a | b
OPTION: b | e
OPTION: c | F
OPTION: d | a
ANSWER: b

PROMPT: B. {bk01-l1a-f3-01.mp3}
OPTION: a | a
OPTION: b | B
OPTION: c | C
OPTION: d | d
ANSWER: b

PROMPT: E. {bk01-l1a-f3-02.mp3}
OPTION: a | G
OPTION: b | A
OPTION: c | C
OPTION: d | E
ANSWER: d

PROMPT: C. {bk01-l1a-f3-03.mp3}
OPTION: a | c
OPTION: b | d
OPTION: c | a
OPTION: d | f
ANSWER: a

PROMPT: F. {bk01-l1a-f3-04.mp3}
OPTION: a | B
OPTION: b | F
OPTION: c | E
OPTION: d | G
ANSWER: b

PROMPT: A. {bk01-l1a-f3-05.mp3}
OPTION: a | G
OPTION: b | D
OPTION: c | C
OPTION: d | A
ANSWER: d

PROMPT: D. {bk01-l1a-f3-06.mp3}
OPTION: a | f
OPTION: b | e
OPTION: c | d
OPTION: d | b
ANSWER: c

PROMPT: G. {bk01-l1a-f3-07.mp3}
OPTION: a | g
OPTION: b | b
OPTION: c | E
OPTION: d | C
ANSWER: a

PROMPT: A. {bk01-l1a-f3-08.mp3}
OPTION: a | e
OPTION: b | B
OPTION: c | C
OPTION: d | a
ANSWER: d

PROMPT: B. {bk01-l1a-f3-09.mp3}
OPTION: a | b
OPTION: b | g
OPTION: c | d
OPTION: d | f
ANSWER: a

PROMPT: D. {bk01-l1a-f3-10.mp3}
OPTION: a | C
OPTION: b | d
OPTION: c | e
OPTION: d | F
ANSWER: b

PROMPT: C. {bk01-l1a-f3-11.mp3}
OPTION: a | c
OPTION: b | b
OPTION: c | f
OPTION: d | g
ANSWER: a

PROMPT: E. {bk01-l1a-f3-12.mp3}
OPTION: a | A
OPTION: b | E
OPTION: c | B
OPTION: d | D
ANSWER: b

PROMPT: G. {bk01-l1a-f3-13.mp3}
OPTION: a | c
OPTION: b | g
OPTION: c | F
OPTION: d | a
ANSWER: b

PROMPT: F. {bk01-l1a-f3-14.mp3}
OPTION: a | d
OPTION: b | c
OPTION: c | b
OPTION: d | f
ANSWER: d

PROMPT: B. {bk01-l1a-f3-15.mp3}
OPTION: a | d
OPTION: b | b
OPTION: c | c
OPTION: d | a
ANSWER: b

# Source: LLA 1A Figure 4
$PRODUCE Write the Letters
ID: 1a-f4
INTRO: Dictation time. You'll hear the name of a capital letter and a small letter. Type both letters, exactly as you hear them.
INSTRUCTION: Type the capital letter and the small letter.
INPUT: type
CHECK: exact

EXAMPLE
PROMPT: Capital A. Small a. {bk01-l1a-f4-00-ex.mp3}
TEMPLATE: ____{A} ____{a}
RESPONSE: A a

PROMPT: Capital G. Small g. {bk01-l1a-f4-01.mp3}
TEMPLATE: ____{G} ____{g}
RESPONSE: G g

PROMPT: Capital D. Small d. {bk01-l1a-f4-02.mp3}
TEMPLATE: ____{D} ____{d}
RESPONSE: D d

PROMPT: Capital F. Small f. {bk01-l1a-f4-03.mp3}
TEMPLATE: ____{F} ____{f}
RESPONSE: F f

PROMPT: Capital C. Small c. {bk01-l1a-f4-04.mp3}
TEMPLATE: ____{C} ____{c}
RESPONSE: C c

PROMPT: Capital E. Small e. {bk01-l1a-f4-05.mp3}
TEMPLATE: ____{E} ____{e}
RESPONSE: E e

PROMPT: Capital B. Small b. {bk01-l1a-f4-06.mp3}
TEMPLATE: ____{B} ____{b}
RESPONSE: B b

PROMPT: Capital G. Small g. {bk01-l1a-f4-07.mp3}
TEMPLATE: ____{G} ____{g}
RESPONSE: G g

PROMPT: Capital A. Small a. {bk01-l1a-f4-08.mp3}
TEMPLATE: ____{A} ____{a}
RESPONSE: A a

PROMPT: Capital F. Small f. {bk01-l1a-f4-09.mp3}
TEMPLATE: ____{F} ____{f}
RESPONSE: F f

PROMPT: Capital B. Small b. {bk01-l1a-f4-10.mp3}
TEMPLATE: ____{B} ____{b}
RESPONSE: B b

# SKIPPED (book): ST Vocabulary "DICTATION" — repeat the alphabet, write the letter.
# Instructor-read with no recorded stimulus and no given letters; the cassette dictation
# above covers the same skill for A–G. Convertible later with chosen letters + TTS.

$LESSON 1-3: Numbers 0 to 20

# Source: LLA 1A Figure 6
$DIALOGUE Numbers 0 to 20
ID: 1a-f6
INTRO: New part, new goal: counting from zero to twenty. Listen and repeat each number — the teens will earn their keep later.
INSTRUCTION: Repeat each number.
REPEAT

LINE: 0 {bk01-l1a-f6-00.mp3}
LINE: 1 {bk01-l1a-f6-01.mp3}
LINE: 2 {bk01-l1a-f6-02.mp3}
LINE: 3 {bk01-l1a-f6-03.mp3}
LINE: 4 {bk01-l1a-f6-04.mp3}
LINE: 5 {bk01-l1a-f6-05.mp3}
LINE: 6 {bk01-l1a-f6-06.mp3}
LINE: 7 {bk01-l1a-f6-07.mp3}
LINE: 8 {bk01-l1a-f6-08.mp3}
LINE: 9 {bk01-l1a-f6-09.mp3}
LINE: 10 {bk01-l1a-f6-10.mp3}
LINE: 11 {bk01-l1a-f6-11.mp3}
LINE: 12 {bk01-l1a-f6-12.mp3}
LINE: 13 {bk01-l1a-f6-13.mp3}
LINE: 14 {bk01-l1a-f6-14.mp3}
LINE: 15 {bk01-l1a-f6-15.mp3}
LINE: 16 {bk01-l1a-f6-16.mp3}
LINE: 17 {bk01-l1a-f6-17.mp3}
LINE: 18 {bk01-l1a-f6-18.mp3}
LINE: 19 {bk01-l1a-f6-19.mp3}
LINE: 20 {bk01-l1a-f6-20.mp3}

# Source: ST §Numbers Zero to Twenty
$GRAMMAR Numbers Zero to Twenty
ID: l1-s7
INTRO: Here are the numbers zero to twenty with their written words. Tap any word to hear it again.

| | |
|---|---|
| 0 = {zero} | |
| 1 = {one} | 11 = {eleven} |
| 2 = {two} | 12 = {twelve} |
| 3 = {three} | 13 = {thirteen} |
| 4 = {four} | 14 = {fourteen} |
| 5 = {five} | 15 = {fifteen} |
| 6 = {six} | 16 = {sixteen} |
| 7 = {seven} | 17 = {seventeen} |
| 8 = {eight} | 18 = {eighteen} |
| 9 = {nine} | 19 = {nineteen} |
| 10 = {ten} | 20 = {twenty} |

# Source: LLA 1A Figure 7
$SELECT Which Number Do You Hear?
ID: 1a-f7
INTRO: You'll hear one number at a time. Tap the number you hear. Thirteen and thirty love to be confused — listen to the end of the word.
INSTRUCTION: Tap the number you hear.

EXAMPLE
PROMPT: 16. {bk01-l1a-f7-00-ex.mp3}
OPTION: a | 6
OPTION: b | 18
OPTION: c | 16
OPTION: d | 5
ANSWER: c

PROMPT: 3. {bk01-l1a-f7-01.mp3}
OPTION: a | 1
OPTION: b | 2
OPTION: c | 3
OPTION: d | 4
ANSWER: c

PROMPT: 11. {bk01-l1a-f7-02.mp3}
OPTION: a | 5
OPTION: b | 0
OPTION: c | 9
OPTION: d | 11
ANSWER: d

PROMPT: 6. {bk01-l1a-f7-03.mp3}
OPTION: a | 2
OPTION: b | 4
OPTION: c | 6
OPTION: d | 8
ANSWER: c

PROMPT: 12. {bk01-l1a-f7-04.mp3}
OPTION: a | 12
OPTION: b | 10
OPTION: c | 9
OPTION: d | 7
ANSWER: a

PROMPT: 9. {bk01-l1a-f7-05.mp3}
OPTION: a | 3
OPTION: b | 9
OPTION: c | 5
OPTION: d | 8
ANSWER: b

PROMPT: 10. {bk01-l1a-f7-06.mp3}
OPTION: a | 5
OPTION: b | 12
OPTION: c | 10
OPTION: d | 2
ANSWER: c

PROMPT: 5. {bk01-l1a-f7-07.mp3}
OPTION: a | 5
OPTION: b | 6
OPTION: c | 8
OPTION: d | 9
ANSWER: a

PROMPT: 13. {bk01-l1a-f7-08.mp3}
OPTION: a | 10
OPTION: b | 11
OPTION: c | 12
OPTION: d | 13
ANSWER: d

PROMPT: 18. {bk01-l1a-f7-09.mp3}
OPTION: a | 8
OPTION: b | 18
OPTION: c | 9
OPTION: d | 12
ANSWER: b

PROMPT: 0. {bk01-l1a-f7-10.mp3}
OPTION: a | 0
OPTION: b | 10
OPTION: c | 15
OPTION: d | 20
ANSWER: a

PROMPT: 15. {bk01-l1a-f7-11.mp3}
OPTION: a | 8
OPTION: b | 15
OPTION: c | 0
OPTION: d | 2
ANSWER: b

PROMPT: 4. {bk01-l1a-f7-12.mp3}
OPTION: a | 4
OPTION: b | 17
OPTION: c | 14
OPTION: d | 9
ANSWER: a

PROMPT: 19. {bk01-l1a-f7-13.mp3}
OPTION: a | 9
OPTION: b | 6
OPTION: c | 13
OPTION: d | 19
ANSWER: d

PROMPT: 20. {bk01-l1a-f7-14.mp3}
OPTION: a | 20
OPTION: b | 12
OPTION: c | 2
OPTION: d | 0
ANSWER: a

PROMPT: 1. {bk01-l1a-f7-15.mp3}
OPTION: a | 7
OPTION: b | 11
OPTION: c | 1
OPTION: d | 14
ANSWER: c

PROMPT: 2. {bk01-l1a-f7-16.mp3}
OPTION: a | 3
OPTION: b | 12
OPTION: c | 16
OPTION: d | 2
ANSWER: d

# Source: ST §A Number and a Word
$SELECT Numbers as Words
ID: l1-s8
INTRO: Same numbers, now in writing. You'll see a digit — tap the word that spells it.
INSTRUCTION: Tap the correct word for the number.
OPTION: sixteen | sixteen
OPTION: eight | eight
OPTION: two | two
OPTION: thirteen | thirteen
OPTION: ten | ten
OPTION: eleven | eleven
OPTION: one | one
OPTION: twelve | twelve
OPTION: five | five
OPTION: nine | nine

TEMPLATE: 10
ANSWER: ten

TEMPLATE: 1
ANSWER: one

TEMPLATE: 12
ANSWER: twelve

TEMPLATE: 16
ANSWER: sixteen

TEMPLATE: 8
ANSWER: eight

TEMPLATE: 13
ANSWER: thirteen

TEMPLATE: 9
ANSWER: nine

TEMPLATE: 2
ANSWER: two

TEMPLATE: 11
ANSWER: eleven

TEMPLATE: 5
ANSWER: five

# Source: LLA 1B Figure 1
$PRODUCE The Missing Number
ID: 1b-f1
INPUT: type
CHECK: exact
INTRO: You'll see three numbers with one missing. Listen to the whole sequence and type the number you didn't see.
INSTRUCTION: Type the missing number.

EXAMPLE
TEMPLATE: 14 7 ____
PROMPT: 14. 7. 12. {bk01-l1b-f1-ex.mp3}
RESPONSE: 12

TEMPLATE: 3 ____ 8
PROMPT: 3. 5. 8. {bk01-l1b-f1-01.mp3}
RESPONSE: 5

TEMPLATE: 1 2 ____
PROMPT: 1. 2. 3. {bk01-l1b-f1-02.mp3}
RESPONSE: 3

TEMPLATE: 12 10 ____
PROMPT: 12. 10. 9. {bk01-l1b-f1-03.mp3}
RESPONSE: 9

TEMPLATE: 0 4 ____
PROMPT: 0. 4. 11. {bk01-l1b-f1-04.mp3}
RESPONSE: 11

TEMPLATE: ____ 9 1
PROMPT: 3. 9. 1. {bk01-l1b-f1-05.mp3}
RESPONSE: 3

TEMPLATE: 6 4 ____
PROMPT: 6. 4. 2. {bk01-l1b-f1-06.mp3}
RESPONSE: 2

TEMPLATE: 11 ____ 10
PROMPT: 11. 1. 10. {bk01-l1b-f1-07.mp3}
RESPONSE: 1

TEMPLATE: 7 11 ____
PROMPT: 7. 11. 4. {bk01-l1b-f1-08.mp3}
RESPONSE: 4

TEMPLATE: 3 ____ 9
PROMPT: 3. 6. 9. {bk01-l1b-f1-09.mp3}
RESPONSE: 6

TEMPLATE: ____ 10 12
PROMPT: 8. 10. 12. {bk01-l1b-f1-10.mp3}
RESPONSE: 8

TEMPLATE: 4 3 ____
PROMPT: 4. 3. 9. {bk01-l1b-f1-11.mp3}
RESPONSE: 9

TEMPLATE: ____ 9 2
PROMPT: 7. 9. 2. {bk01-l1b-f1-12.mp3}
RESPONSE: 7

# SKIPPED (book): ST "DICTATION" — repeat the numbers, write the numbers. Instructor-read
# with no recorded stimulus or given items; the cassette missing-number dictation above
# covers the skill. Convertible later with chosen numbers + TTS.

$LESSON 1-4: Greetings

# Source: ST §How Are You?
$DIALOGUE How Are You?
ID: l1-s1
INTRO: New part: greetings — how to say hello, ask how someone is, and leave politely. Bill and Bob show you the whole routine. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: Good morning
Bill: Good morning.

VOCAB: How are you?
Bob: Good morning. How are you?

VOCAB: Fine, thanks.
Bill: Fine, thanks. How are you?

VOCAB: classroom
Bob: Fine, thanks. Oh, my teacher is in the classroom.

VOCAB: See you later.
Bill: See you later.

VOCAB: Okay
VOCAB: Goodbye
Bob: Okay. Goodbye.

# Source: LLA 1B Figure 2
$DIALOGUE Greetings in the Classroom
ID: 1b-f2
INTRO: A morning in the classroom, from hello to goodbye — with a little work in between. Listen and repeat what you hear.
INSTRUCTION: Listen and repeat each line.
REPEAT

Student: Good morning, ma'am. {page_016_001.jpg} {bk01-l1b-f2-01.mp3}
Teacher: Good morning. {page_016_001.jpg} {bk01-l1b-f2-02.mp3}

Teacher: How are you? {page_016_002.jpg} {bk01-l1b-f2-03.mp3}
Student: Fine, thanks. {page_016_002.jpg} {bk01-l1b-f2-04.mp3}

Teacher: It's 2 o'clock. {page_016_003.jpg} {bk01-l1b-f2-05.mp3}
LINE: Close your books, please. {page_016_003.jpg} {bk01-l1b-f2-06.mp3}

Student: Goodbye, ma'am. {page_016_004.jpg} {bk01-l1b-f2-07.mp3}
Teacher: Goodbye. {page_016_004.jpg} {bk01-l1b-f2-08.mp3}

# Source: LLA 1D Figure 2 (VOCAB tags transferred from ST §What's Your Name?)
$DIALOGUE What Is Your Name? {page_030_001.jpg}
ID: 1d-f2
INTRO: Ted and Aldo meet for the first time and trade names — a transaction you'll repeat for the rest of your life. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: Hello
Ted: Hello. {bk01-l1d-f2-01.mp3}
Aldo: Hello. How are you? {bk01-l1d-f2-02.mp3}
Ted: Fine. Thanks. And you? {bk01-l1d-f2-04.mp3}

VOCAB: What is your name?
Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3}

VOCAB: My name is
Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3}
Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3}

# SKIPPED (master): ST §What's Your Name? — cross-source twin of the cassette dialog above
# (same Ted/Aldo exchange, TTS only). Its VOCAB tags were transferred onto the cassette lines.

# Source: ST §How Are You? (Formal)
$DIALOGUE Formal Greetings
ID: l1-s3
INTRO: When you greet an officer, add "sir." Sergeant Smith demonstrates on Major Henry — note who says "sir" and who doesn't. Listen and repeat.
INSTRUCTION: Listen and repeat the dialogs.
REPEAT

VOCAB: sir
Sgt_Smith: Good morning, sir. {st-page_008_001.jpg}
Maj_Henry: Morning. How are you?
Sgt_Smith: Fine, thanks. How are you? {st-page_008_002.jpg}
Maj_Henry: Fine, thanks.

VOCAB: Thanks
John: Thanks, Mr. Bill. {st-page_008_003.jpg}
Mr_Bill: Okay. See you later.
John: Goodbye. {st-page_008_004.jpg}

$LESSON 1-5: Things in the Classroom

# Source: LLA 1B Figure 3 (VOCAB tags transferred from ST §It's a Book.)
$DIALOGUE What's That?
ID: 1b-f3
INTRO: New part: the things around you in a classroom. For each picture you'll hear a question and its answer. Listen and repeat both.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: book
Narrator: What's that? {page_017_001.jpg} {bk01-l1b-f3-01-q.mp3}
LINE: It's a book. {page_017_001.jpg} {bk01-l1b-f3-01-a.mp3}

VOCAB: chair
Narrator: What's that? {page_017_002.jpg} {bk01-l1b-f3-02-q.mp3}
LINE: It's a chair. {page_017_002.jpg} {bk01-l1b-f3-02-a.mp3}

VOCAB: window
Narrator: What's that? {page_017_003.jpg} {bk01-l1b-f3-03-q.mp3}
LINE: It's a window. {page_017_003.jpg} {bk01-l1b-f3-03-a.mp3}

VOCAB: clock
Narrator: What's that? {page_017_004.jpg} {bk01-l1b-f3-04-q.mp3}
LINE: It's a clock. {page_017_004.jpg} {bk01-l1b-f3-04-a.mp3}

VOCAB: door
Narrator: What's that? {page_017_005.jpg} {bk01-l1b-f3-05-q.mp3}
LINE: It's a door. {page_017_005.jpg} {bk01-l1b-f3-05-a.mp3}

Narrator: What's that? {page_017_006.jpg} {bk01-l1b-f3-06-q.mp3}
LINE: It's a chair. {page_017_006.jpg} {bk01-l1b-f3-06-a.mp3}

VOCAB: table
Narrator: What's that? {page_017_007.jpg} {bk01-l1b-f3-07-q.mp3}
LINE: It's a table. {page_017_007.jpg} {bk01-l1b-f3-07-a.mp3}

VOCAB: pencil
Narrator: What's that? {page_017_008.jpg} {bk01-l1b-f3-08-q.mp3}
LINE: It's a pencil. {page_017_008.jpg} {bk01-l1b-f3-08-a.mp3}

VOCAB: pen
Narrator: What's that? {page_017_009.jpg} {bk01-l1b-f3-09-q.mp3}
LINE: It's a pen. {page_017_009.jpg} {bk01-l1b-f3-09-a.mp3}

VOCAB: notebook
Narrator: What's that? {page_017_010.jpg} {bk01-l1b-f3-10-q.mp3}
LINE: It's a notebook. {page_017_010.jpg} {bk01-l1b-f3-10-a.mp3}

# Source: ST §It's a Book. (grammar table)
$GRAMMAR It's a Book.
ID: l1-s4
INTRO: A quick look at the pattern you've been repeating: "it is" almost always shrinks to "it's".

| | | |
|---|---|---|
| It | is | a book. |
| It | is | a pen. |
| It | is | a pencil. |

**It + is = It's**

| | |
|---|---|
| It's | a book. |
| It's | a pen. |
| It's | a pencil. |

In everyday English you'll nearly always hear the short form: {It is a book.} becomes {It's a book.} — same meaning, one less syllable.

# Source: LLA 1C Figure 1 (VOCAB tags transferred from ST §It's a Book.)
$DIALOGUE More Classroom Objects
ID: 1c-f1
INTRO: More things to name — including words, letters, and numbers themselves. For each picture, listen to the question and answer and repeat them both.
INSTRUCTION: Listen and repeat the questions and answers.
REPEAT

LINE: What's that? It's a door. {page_019_001.jpg} {bk01-l1c-f1-01.mp3}
LINE: What's that? It's a pencil. {page_019_002.jpg} {bk01-l1c-f1-02.mp3}
LINE: What's that? It's a notebook. {page_019_003.jpg} {bk01-l1c-f1-03.mp3}

VOCAB: picture
LINE: What's that? It's a picture. {page_019_004.jpg} {bk01-l1c-f1-04.mp3}
LINE: What's that? It's a pen. {page_019_005.jpg} {bk01-l1c-f1-05.mp3}

VOCAB: classroom
LINE: What's that? It's a classroom. {page_019_006.jpg} {bk01-l1c-f1-06.mp3}
LINE: What's that? It's a book. {page_019_007.jpg} {bk01-l1c-f1-07.mp3}

VOCAB: lab
LINE: What's that? It's a lab. {page_019_008.jpg} {bk01-l1c-f1-08.mp3}
LINE: What's that? It's a window. {page_019_009.jpg} {bk01-l1c-f1-09.mp3}

VOCAB: word
LINE: What's that? It's a word. {page_019_010.jpg} {bk01-l1c-f1-10.mp3}

VOCAB: letter
LINE: What's that? It's a letter. {page_019_011.jpg} {bk01-l1c-f1-11.mp3}

VOCAB: number
LINE: What's that? It's a number. {page_019_012.jpg} {bk01-l1c-f1-12.mp3}

# SKIPPED (master): ST §It's a Book. (sentence panel) — cross-source twin of the cassette
# presentations above (same fifteen objects, same "It's a ..." sentences, TTS only). Kept
# the cassette passes; the ST panel's VOCAB tags were distributed across them.

# Source: LLA 1C Figure 4
$DIALOGUE Words and Sentences
ID: 1c-f4
INTRO: One more pass over the classroom words: first the word alone, then in a sentence. Listen and repeat both.
INSTRUCTION: Repeat each word and sentence.
REPEAT

LINE: A classroom. It's a classroom. {bk01-l1c-f4-01.mp3}
LINE: A door. It's a door. {bk01-l1c-f4-02.mp3}
LINE: A window. It's a window. {bk01-l1c-f4-03.mp3}
LINE: A lab. It's a lab. {bk01-l1c-f4-04.mp3}
LINE: A picture. It's a picture. {bk01-l1c-f4-05.mp3}
LINE: A pencil. It's a pencil. {bk01-l1c-f4-06.mp3}
LINE: A pen. It's a pen. {bk01-l1c-f4-07.mp3}
LINE: A book. It's a book. {bk01-l1c-f4-08.mp3}
LINE: A notebook. It's a notebook. {bk01-l1c-f4-09.mp3}
LINE: A number. It's a number. {bk01-l1c-f4-10.mp3}
LINE: A letter. It's a letter. {bk01-l1c-f4-11.mp3}
LINE: A word. It's a word. {bk01-l1c-f4-12.mp3}
LINE: A clock. It's a clock. {bk01-l1c-f4-13.mp3}
LINE: A table. It's a table. {bk01-l1c-f4-14.mp3}
LINE: A chair. It's a chair. {bk01-l1c-f4-15.mp3}

# SKIPPED (tape): LLA 1C Figure 3 — listening exercise whose stimuli are not available on
# the tape transcript (per the stage-1 conversion).

# Source: LLA 1C Figure 2 (part 1)
$SELECT Tap the Object You Hear
ID: 1c-f2
INTRO: You'll hear a question and an answer. Tap the picture that matches the object you hear.
INSTRUCTION: Tap the correct picture.

PROMPT: What's that? It's a pencil. {bk01-l1c-f2-01.mp3}
OPTION: a | the letter b {page_020_001.jpg}
OPTION: b | a pencil {page_020_002.jpg}
OPTION: c | the number 8 {page_020_003.jpg}
OPTION: d | a picture {page_020_004.jpg}
ANSWER: b

PROMPT: What's that? It's a notebook. {bk01-l1c-f2-02.mp3}
OPTION: a | a notebook {page_020_005.jpg}
OPTION: b | a book {page_020_006.jpg}
OPTION: c | a window {page_020_007.jpg}
OPTION: d | a lab {page_020_008.jpg}
ANSWER: a

PROMPT: What's that? It's a pen. {bk01-l1c-f2-03.mp3}
OPTION: a | a picture {page_020_009.jpg}
OPTION: b | a pencil {page_020_010.jpg}
OPTION: c | a pen {page_020_011.jpg}
OPTION: d | a book {page_020_012.jpg}
ANSWER: c

PROMPT: What's that? It's a picture. {bk01-l1c-f2-04.mp3}
OPTION: a | a notebook {page_020_013.jpg}
OPTION: b | a classroom {page_020_014.jpg}
OPTION: c | a window {page_020_015.jpg}
OPTION: d | a picture {page_020_016.jpg}
ANSWER: d

PROMPT: What's that? It's a book. {bk01-l1c-f2-05.mp3}
OPTION: a | a word {page_020_017.jpg}
OPTION: b | a book {page_020_018.jpg}
OPTION: c | a picture {page_020_019.jpg}
OPTION: d | the number 8 {page_020_020.jpg}
ANSWER: b

PROMPT: What's that? It's a lab. {bk01-l1c-f2-06.mp3}
OPTION: a | a lab {page_020_021.jpg}
OPTION: b | a book {page_020_022.jpg}
OPTION: c | a classroom {page_020_023.jpg}
OPTION: d | a pencil {page_020_024.jpg}
ANSWER: a

# Source: LLA 1C Figure 2 (part 2)
$PRODUCE Answer About the Pictures
ID: 1c-f2-b
INTRO: The same pictures, but now the questions are for you. Look at the picture, answer aloud in a full sentence, then repeat the model answer.
INSTRUCTION: Answer with a full sentence.
REPEAT

PROMPT: What's letter B? {page_020_002.jpg} {bk01-l1c-f2-01-q.mp3}
RESPONSE: Yes, it's a pencil. {bk01-l1c-f2-01-a.mp3}

PROMPT: What's letter A? {page_020_005.jpg} {bk01-l1c-f2-02-q.mp3}
RESPONSE: Yes, it's a notebook. {bk01-l1c-f2-02-a.mp3}

PROMPT: What's letter C? {page_020_011.jpg} {bk01-l1c-f2-03-q.mp3}
RESPONSE: It's a pen. {bk01-l1c-f2-03-a.mp3}

PROMPT: What's letter D? {page_020_016.jpg} {bk01-l1c-f2-04-q.mp3}
RESPONSE: Yes, it's a picture. {bk01-l1c-f2-04-a.mp3}

PROMPT: What's letter B? {page_020_018.jpg} {bk01-l1c-f2-05-q.mp3}
RESPONSE: It's a book. {bk01-l1c-f2-05-a.mp3}

PROMPT: What's letter A? {page_020_021.jpg} {bk01-l1c-f2-06-q.mp3}
RESPONSE: It's a lab. {bk01-l1c-f2-06-a.mp3}

# Source: LLA 1B Figure 4
$PRODUCE The Missing Word
ID: 1b-f4
INPUT: type
CHECK: exact
INTRO: Dictation with a gap. You'll see a sentence with one word missing and hear the whole thing. Type the missing word.
INSTRUCTION: Type the missing word.

EXAMPLE
TEMPLATE: Good morning. How ____ you?
PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3}
RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3}
ACCEPT: are

TEMPLATE: See ____ later.
PROMPT: See you later. {bk01-l1b-f4-01.mp3}
RESPONSE: See you later. {bk01-l1b-f4-01.mp3}
ACCEPT: you

TEMPLATE: Please ____ at your book.
PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3}
RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3}
ACCEPT: look

TEMPLATE: Open ____ notebook.
PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3}
RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3}
ACCEPT: your

TEMPLATE: ____ is a pencil.
PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3}
RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3}
ACCEPT: This

TEMPLATE: What is ____?
PROMPT: What is that? {bk01-l1b-f4-05.mp3}
RESPONSE: What is that? {bk01-l1b-f4-05.mp3}
ACCEPT: that

TEMPLATE: Circle the ____.
PROMPT: Circle the word. {bk01-l1b-f4-06.mp3}
RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3}
ACCEPT: word

TEMPLATE: That is ____ pen.
PROMPT: That is my pen. {bk01-l1b-f4-07.mp3}
RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3}
ACCEPT: my

TEMPLATE: What's your ____?
PROMPT: What's your name? {bk01-l1b-f4-08.mp3}
RESPONSE: What's your name? {bk01-l1b-f4-08.mp3}
ACCEPT: name

TEMPLATE: ____ to the lab, please.
PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3}
RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3}
ACCEPT: Go

TEMPLATE: That's a ____.
PROMPT: That's a clock. {bk01-l1b-f4-10.mp3}
RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3}
ACCEPT: clock

# SKIPPED (book): ST "IT'S A CLASSROOM." (p.14) — points-to pair task (S1 points, S2 names);
# classroom-dependent, convertible later as picture-cued naming.

# Source: ST §It's a Book. (production exercise; INPUT changed to speak)
$PRODUCE Say What It Is
ID: l1-s11
INTRO: Now you name things without help. Say a sentence for each picture — and for the later pictures, ask the question yourself and then answer it.
INSTRUCTION: Say a sentence for each picture.
INPUT: speak
CHECK: llm
RUBRIC: Match the model answer's shape: where the model is a single sentence, accept any sentence identifying the same object ("It's a pen." / "It is a pen."); where the model is a question plus its answer, require both the question and a matching answer.

EXAMPLE
PROMPT: What's this? {st-page_021_001.jpg}
RESPONSE: It's a book.

PROMPT: What's this? {st-page_021_002.jpg}
RESPONSE: It's a pen.

PROMPT: What's this? {st-page_021_003.jpg}
RESPONSE: It's a pencil.

PROMPT: What's this? {st-page_021_004.jpg}
RESPONSE: It's a notebook.

PROMPT: What's this? {st-page_021_005.jpg}
RESPONSE: It's a door.

PROMPT: What's this? {st-page_021_006.jpg}
RESPONSE: It's a window.

PROMPT: {st-page_023_001.jpg}
RESPONSE: What is this? It's a lab.

PROMPT: {st-page_023_002.jpg}
RESPONSE: What is this? It's a classroom.

PROMPT: {st-page_023_003.jpg}
RESPONSE: What is this? It's a letter.

PROMPT: {st-page_023_004.jpg}
RESPONSE: What is this? It's a number.

PROMPT: {st-page_023_005.jpg}
RESPONSE: What is this? It's a word.

PROMPT: {st-page_023_006.jpg}
RESPONSE: What is this? It's a picture.

PROMPT: {st-page_023_007.jpg}
RESPONSE: What is this? It's a chair.

PROMPT: {st-page_023_008.jpg}
RESPONSE: What is this? It's a clock.

PROMPT: {st-page_023_009.jpg}
RESPONSE: What is this? It's a table.

$LESSON 1-6: This and That

# Source: ST §This and That (grammar; image renamed to st- namespace)
$GRAMMAR This and That
ID: l1-s9
INTRO: New part: pointing at things. "This" is for something near you; "that" is for something farther away. Here's the pattern.

**This** points at something near you — in your hand, on your desk. **That** points at something farther away — across the room.

![Teacher showing 'This is a book', student pointing 'That's a book'](st-page_020_001.jpg)

| | | |
|---|---|---|
| This | is | a pencil. |
| That | is | a door. |

**That + is = That's**

| | |
|---|---|
| That's | a pencil. |
| That's | a door. |

Say {This is a pencil.} for the one in your hand, and {That's a door.} for the one over there.

# Source: LLA 1C Figure 5
$DIALOGUE Near and Far
ID: 1c-f5
INTRO: The same objects, twice each: "this is" when it's near, "that's" when it's far. Listen and repeat.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: This is a pencil. {page_023_001.jpg} {bk01-l1c-f5-01.mp3}
LINE: That's a pencil. {page_023_002.jpg} {bk01-l1c-f5-02.mp3}
LINE: This is a table. {page_023_003.jpg} {bk01-l1c-f5-03.mp3}
LINE: That's a table. {page_023_004.jpg} {bk01-l1c-f5-04.mp3}
LINE: This is a chair. {page_023_005.jpg} {bk01-l1c-f5-05.mp3}
LINE: That's a chair. {page_023_006.jpg} {bk01-l1c-f5-06.mp3}
LINE: This is a notebook. {page_023_007.jpg} {bk01-l1c-f5-07.mp3}
LINE: That's a notebook. {page_023_008.jpg} {bk01-l1c-f5-08.mp3}
LINE: This is a window. {page_023_009.jpg} {bk01-l1c-f5-09.mp3}
LINE: That's a window. {page_023_010.jpg} {bk01-l1c-f5-10.mp3}
LINE: This is a clock. {page_023_011.jpg} {bk01-l1c-f5-11.mp3}
LINE: That's a clock. {page_023_012.jpg} {bk01-l1c-f5-12.mp3}
LINE: This is a lab. {page_023_013.jpg} {bk01-l1c-f5-13.mp3}
LINE: That's a lab. {page_023_014.jpg} {bk01-l1c-f5-14.mp3}

# Source: LLA 1C Figure 6
$SELECT Near or Far?
ID: 1c-f6
INTRO: Listen to each sentence — does "this" or "that" tell you the object is near or far? Tap the matching picture, then repeat the sentence.
INSTRUCTION: Tap the correct picture.
REPEAT

PROMPT: This is a clock. {bk01-l1c-f6-01-q.mp3}
OPTION: a | near {page_024_001.jpg} {bk01-l1c-f6-01-a.mp3}
OPTION: b | far {page_024_002.jpg}
ANSWER: a

PROMPT: This is a chair. {bk01-l1c-f6-02-q.mp3}
OPTION: a | near {page_024_003.jpg} {bk01-l1c-f6-02-a.mp3}
OPTION: b | far {page_024_004.jpg}
ANSWER: a

PROMPT: That's a table. {bk01-l1c-f6-03-q.mp3}
OPTION: a | near {page_024_005.jpg}
OPTION: b | far {page_024_006.jpg} {bk01-l1c-f6-03-a.mp3}
ANSWER: b

PROMPT: That's a clock. {bk01-l1c-f6-04-q.mp3}
OPTION: a | near {page_024_007.jpg}
OPTION: b | far {page_024_008.jpg} {bk01-l1c-f6-04-a.mp3}
ANSWER: b

PROMPT: This is a letter. {bk01-l1c-f6-05-q.mp3}
OPTION: a | near {page_024_009.jpg} {bk01-l1c-f6-05-a.mp3}
OPTION: b | far {page_024_010.jpg}
ANSWER: a

PROMPT: That's a door. {bk01-l1c-f6-06-q.mp3}
OPTION: a | near {page_024_011.jpg}
OPTION: b | far {page_024_012.jpg} {bk01-l1c-f6-06-a.mp3}
ANSWER: b

PROMPT: This is a window. {bk01-l1c-f6-07-q.mp3}
OPTION: a | near {page_024_013.jpg} {bk01-l1c-f6-07-a.mp3}
OPTION: b | far {page_024_014.jpg}
ANSWER: a

PROMPT: That's a word. {bk01-l1c-f6-08-q.mp3}
OPTION: a | near {page_024_015.jpg}
OPTION: b | far {page_024_016.jpg} {bk01-l1c-f6-08-a.mp3}
ANSWER: b

PROMPT: This is a pen. {bk01-l1c-f6-09-q.mp3}
OPTION: a | near {page_024_017.jpg} {bk01-l1c-f6-09-a.mp3}
OPTION: b | far {page_024_018.jpg}
ANSWER: a

PROMPT: This is a picture. {bk01-l1c-f6-10-q.mp3}
OPTION: a | near {page_024_019.jpg} {bk01-l1c-f6-10-a.mp3}
OPTION: b | far {page_024_020.jpg}
ANSWER: a

# Source: ST §What Is This? + §What Is This? What Is That? (two near-identical tables merged)
$GRAMMAR What Is This? What Is That?
ID: l1-s10
INTRO: To ask about a thing, use "what" — near or far, the question works the same way.

| | | |
|---|---|---|
| What | is | this? |
| What | is | that? |

**What + is = What's**

| | |
|---|---|
| What's | this? |
| What's | that? |

Ask {What's this?} and answer {It's a book.}

# Source: LLA 1C Figure 7
$DIALOGUE Questions and Answers
ID: 1c-f7
INTRO: Questions and answers about near and far things. Listen and repeat both the question and the answer.
INSTRUCTION: Repeat the questions and answers.
REPEAT

LINE: What is that? That's a chair. {page_025_001.jpg} {bk01-l1c-f7-01.mp3}
LINE: What is that? This is a pen. {page_025_002.jpg} {bk01-l1c-f7-02.mp3}
LINE: What is that? That's a table. {page_025_003.jpg} {bk01-l1c-f7-03.mp3}
LINE: What is that? That's a notebook. {page_025_004.jpg} {bk01-l1c-f7-04.mp3}
LINE: What is that? That's a clock. {page_026_001.jpg} {bk01-l1c-f7-05.mp3}
LINE: What is this? This is a picture. {page_026_002.jpg} {bk01-l1c-f7-06.mp3}
LINE: What is this? That's a window. {page_026_003.jpg} {bk01-l1c-f7-07.mp3}
LINE: What is this? This is a door. {page_026_004.jpg} {bk01-l1c-f7-08.mp3}

# Source: LLA 1C Figure 8
$SELECT Listen and Choose: Near or Far
ID: 1c-f8
INTRO: You'll hear a question and its answer. The answer tells you whether the object is near or far — tap the matching picture, then repeat the exchange.
INSTRUCTION: Tap the correct picture.
REPEAT

PROMPT: What's that? This is a clock. {bk01-l1c-f8-01-q.mp3}
OPTION: a | near {page_027_001.jpg} {bk01-l1c-f8-01-a.mp3}
OPTION: b | far {page_027_002.jpg}
ANSWER: a

PROMPT: What's that? That's a notebook. {bk01-l1c-f8-02-q.mp3}
OPTION: a | near {page_027_003.jpg} {bk01-l1c-f8-02-a.mp3}
OPTION: b | far {page_027_004.jpg}
ANSWER: a

PROMPT: What's that? That's a pen. {bk01-l1c-f8-03-q.mp3}
OPTION: a | near {page_027_005.jpg}
OPTION: b | far {page_027_006.jpg} {bk01-l1c-f8-03-a.mp3}
ANSWER: b

PROMPT: What's that? That's a table. {bk01-l1c-f8-04-q.mp3}
OPTION: a | near {page_027_007.jpg}
OPTION: b | far {page_027_008.jpg} {bk01-l1c-f8-04-a.mp3}
ANSWER: b

PROMPT: What's that? That's a door. {bk01-l1c-f8-05-q.mp3}
OPTION: a | near {page_027_009.jpg} {bk01-l1c-f8-05-a.mp3}
OPTION: b | far {page_027_010.jpg}
ANSWER: a

PROMPT: What's that? This is a chair. {bk01-l1c-f8-06-q.mp3}
OPTION: a | near {page_027_011.jpg} {bk01-l1c-f8-06-a.mp3}
OPTION: b | far {page_027_012.jpg}
ANSWER: a

PROMPT: What's this? That's a window. {bk01-l1c-f8-07-q.mp3}
OPTION: a | near {page_027_013.jpg}
OPTION: b | far {page_027_014.jpg} {bk01-l1c-f8-07-a.mp3}
ANSWER: b

PROMPT: What's this? This is a picture. {bk01-l1c-f8-08-q.mp3}
OPTION: a | near {page_027_015.jpg}
OPTION: b | far {page_027_016.jpg} {bk01-l1c-f8-08-a.mp3}
ANSWER: b

# SKIPPED (book): ST "THIS IS A PENCIL." — look-around-your-classroom production task;
# environment-dependent, not app-doable.
# SKIPPED (book): ST p.22 "WHAT IS THIS? WHAT IS THAT?" write-a-question-and-answer
# (image page_022_001) — merged into the p.25 exercise below at stage 1; convertible later.

# Source: ST §What Is This? What Is That? (production exercise; INPUT changed to speak, RUBRIC rewritten)
$PRODUCE Ask and Answer
ID: l1-s13
INTRO: For each picture, do both jobs: ask the question and answer it. Say the question and the answer aloud.
INSTRUCTION: Say a question and an answer for the picture.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key: require a "what" question plus an answer identifying the same object. Accept this/that/it's in the answer, and contracted or full forms throughout.

EXAMPLE
PROMPT: {st-page_025_001.jpg}
RESPONSE: What's this? That's a pen.

PROMPT: {st-page_025_002.jpg}
RESPONSE: What's this? That's a book.

PROMPT: {st-page_026_001.jpg}
RESPONSE: What's this? That's a clock.

PROMPT: {st-page_026_002.jpg}
RESPONSE: What's this? That's a picture.

PROMPT: {st-page_026_003.jpg}
RESPONSE: What's this? That's a window.

PROMPT: {st-page_026_004.jpg}
RESPONSE: What's this? That's a table.

PROMPT: {st-page_027_001.jpg}
RESPONSE: What's this? That's a letter.

PROMPT: {st-page_027_002.jpg}
RESPONSE: What's this? That's a page.

$LESSON 1-7: My and Your

# Source: ST §This Is My Pen. (grammar; image renamed to st- namespace)
$GRAMMAR My and Your
ID: l1-s14
INTRO: New part: saying whose things they are. "My" for the speaker's things, "your" for the listener's.

| | | |
|---|---|---|
| This is | a | book. |
| That is | my | chair. |
| That's | your | pen. |

![Illustrations for my and your](st-page_027_003.jpg)

{That is my chair.} — it belongs to me. {That's your pen.} — it belongs to you.

# Source: LLA 1B Listening/Speaking Activity
$DIALOGUE My Pen, Your Pen
ID: 1b-ls1
INTRO: My and your, near and far, all mixed together — twenty sentences to make the pattern automatic. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: This is my book. {bk01-l1b-f5-01.mp3}
LINE: That's your chair. {bk01-l1b-f5-02.mp3}
LINE: It's my pen. {bk01-l1b-f5-03.mp3}
LINE: That's your pencil. {bk01-l1b-f5-04.mp3}
LINE: That's my chair. {bk01-l1b-f5-05.mp3}
LINE: It's your notebook. {bk01-l1b-f5-06.mp3}
LINE: This is my picture. {bk01-l1b-f5-07.mp3}
LINE: That's your book. {bk01-l1b-f5-08.mp3}
LINE: That's your clock. {bk01-l1b-f5-09.mp3}
LINE: This is my pencil. {bk01-l1b-f5-10.mp3}
LINE: That's my notebook. {bk01-l1b-f5-11.mp3}
LINE: This is your picture. {bk01-l1b-f5-12.mp3}
LINE: It's my clock. {bk01-l1b-f5-13.mp3}
LINE: That's your pen. {bk01-l1b-f5-14.mp3}
LINE: This is my table. {bk01-l1b-f5-15.mp3}
LINE: That's your classroom. {bk01-l1b-f5-16.mp3}
LINE: This is your lab. {bk01-l1b-f5-17.mp3}
LINE: This is my classroom. {bk01-l1b-f5-18.mp3}
LINE: That's your table. {bk01-l1b-f5-19.mp3}
LINE: That's my lab. {bk01-l1b-f5-20.mp3}

# Source: ST §What Is That?
$DIALOGUE My Pen and Your Pen, Side by Side
ID: l1-s15
INTRO: Each sentence pairs "this is my" with "that's your" — same object, two owners. Listen and repeat.
INSTRUCTION: Listen and repeat these sentences.
REPEAT

LINE: This is my pen. That's your pen.
LINE: This is my book. That's your book.
LINE: This is my notebook. That's your notebook.
LINE: This is my picture. That's your picture.
LINE: This is my pencil. That's your pencil.
LINE: This is my chair. That's your chair.

# Source: ST §That's Your Pen.
$DIALOGUE Whose Is It?
ID: l1-s16
INTRO: Two students sort out whose things are whose. Just listen and read along — notice how "this" and "that" trade places depending on who is speaking.
INSTRUCTION: Read these questions and answers.

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

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

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

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

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

StudentA: What's that?
StudentB: This is my chair. That's your chair.

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

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

$LESSON 1-8: Review — Words in the Classroom

# Source: LLA 1D Figure 1
$SELECT Tap the Word You Hear
ID: 1d-f1
INTRO: Review time: every word from this lesson comes back for inspection. You'll hear a word — find it among the choices, tap it, then say it back. Twenty-five words. They remember you, even if you don't remember them.
INSTRUCTION: Tap the word you hear.
REPEAT

EXAMPLE
PROMPT: pen {bk01-l1d-f1-ex.mp3}
OPTION: a | chair
OPTION: b | pencil
OPTION: c | pen {bk01-l1d-f1-ex-a.mp3}
OPTION: d | clock
ANSWER: c

PROMPT: table {bk01-l1d-f1-01.mp3}
OPTION: a | this
OPTION: b | table {bk01-l1d-f1-01-a.mp3}
OPTION: c | that
OPTION: d | the
ANSWER: b

PROMPT: name {bk01-l1d-f1-02.mp3}
OPTION: a | what
OPTION: b | book
OPTION: c | name {bk01-l1d-f1-02-a.mp3}
OPTION: d | door
ANSWER: c

PROMPT: the {bk01-l1d-f1-03.mp3}
OPTION: a | to
OPTION: b | the {bk01-l1d-f1-03-a.mp3}
OPTION: c | table
OPTION: d | that
ANSWER: b

PROMPT: what {bk01-l1d-f1-04.mp3}
OPTION: a | door
OPTION: b | that
OPTION: c | word
OPTION: d | what {bk01-l1d-f1-04-a.mp3}
ANSWER: d

PROMPT: this {bk01-l1d-f1-05.mp3}
OPTION: a | that
OPTION: b | book
OPTION: c | this {bk01-l1d-f1-05-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: door {bk01-l1d-f1-06.mp3}
OPTION: a | door {bk01-l1d-f1-06-a.mp3}
OPTION: b | letter
OPTION: c | number
OPTION: d | pen
ANSWER: a

PROMPT: word {bk01-l1d-f1-07.mp3}
OPTION: a | word {bk01-l1d-f1-07-a.mp3}
OPTION: b | window
OPTION: c | write
OPTION: d | what
ANSWER: a

PROMPT: write {bk01-l1d-f1-08.mp3}
OPTION: a | name
OPTION: b | write {bk01-l1d-f1-08-a.mp3}
OPTION: c | your
OPTION: d | word
ANSWER: b

PROMPT: window {bk01-l1d-f1-09.mp3}
OPTION: a | close
OPTION: b | number
OPTION: c | window {bk01-l1d-f1-09-a.mp3}
OPTION: d | pencil
ANSWER: c

PROMPT: lab {bk01-l1d-f1-10.mp3}
OPTION: a | please
OPTION: b | clock
OPTION: c | pen
OPTION: d | lab {bk01-l1d-f1-10-a.mp3}
ANSWER: d

PROMPT: picture {bk01-l1d-f1-11.mp3}
OPTION: a | pencil
OPTION: b | picture {bk01-l1d-f1-11-a.mp3}
OPTION: c | page
OPTION: d | open
ANSWER: b

PROMPT: my {bk01-l1d-f1-12.mp3}
OPTION: a | my {bk01-l1d-f1-12-a.mp3}
OPTION: b | pen
OPTION: c | lab
OPTION: d | book
ANSWER: a

PROMPT: it's {bk01-l1d-f1-13.mp3}
OPTION: a | this
OPTION: b | it
OPTION: c | it's {bk01-l1d-f1-13-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: two {bk01-l1d-f1-14.mp3}
OPTION: a | what
OPTION: b | that
OPTION: c | to {bk01-l1d-f1-14-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: letter {bk01-l1d-f1-15.mp3}
OPTION: a | chair
OPTION: b | table
OPTION: c | picture
OPTION: d | letter {bk01-l1d-f1-15-a.mp3}
ANSWER: d

PROMPT: clock {bk01-l1d-f1-16.mp3}
OPTION: a | door
OPTION: b | clock {bk01-l1d-f1-16-a.mp3}
OPTION: c | pen
OPTION: d | chair
ANSWER: b

PROMPT: notebook {bk01-l1d-f1-17.mp3}
OPTION: a | notebook {bk01-l1d-f1-17-a.mp3}
OPTION: b | window
OPTION: c | book
OPTION: d | please
ANSWER: a

PROMPT: open {bk01-l1d-f1-18.mp3}
OPTION: a | picture
OPTION: b | table
OPTION: c | write
OPTION: d | open {bk01-l1d-f1-18-a.mp3}
ANSWER: d

PROMPT: please {bk01-l1d-f1-19.mp3}
OPTION: a | page
OPTION: b | pencil
OPTION: c | please {bk01-l1d-f1-19-a.mp3}
OPTION: d | picture
ANSWER: c

PROMPT: number {bk01-l1d-f1-20.mp3}
OPTION: a | notebook
OPTION: b | number {bk01-l1d-f1-20-a.mp3}
OPTION: c | letter
OPTION: d | name
ANSWER: b

PROMPT: chair {bk01-l1d-f1-21.mp3}
OPTION: a | close
OPTION: b | clock
OPTION: c | chair {bk01-l1d-f1-21-a.mp3}
OPTION: d | the
ANSWER: c

PROMPT: your {bk01-l1d-f1-22.mp3}
OPTION: a | your {bk01-l1d-f1-22-a.mp3}
OPTION: b | door
OPTION: c | that
OPTION: d | my
ANSWER: a

PROMPT: that {bk01-l1d-f1-23.mp3}
OPTION: a | table
OPTION: b | that {bk01-l1d-f1-23-a.mp3}
OPTION: c | the
OPTION: d | this
ANSWER: b

PROMPT: pencil {bk01-l1d-f1-24.mp3}
OPTION: a | please
OPTION: b | pen
OPTION: c | picture
OPTION: d | pencil {bk01-l1d-f1-24-a.mp3}
ANSWER: d

PROMPT: close {bk01-l1d-f1-25.mp3}
OPTION: a | close {bk01-l1d-f1-25-a.mp3}
OPTION: b | open
OPTION: c | clock
OPTION: d | door
ANSWER: a

# Source: LLA 1D Figure 4
$PRODUCE What Is It? {page_032_001.jpg}
ID: 1d-f4
INTRO: One classroom, eight numbered things. For each number, answer the question aloud with a full sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

EXAMPLE
PROMPT: What is it? {bk01-l1d-f4-ex-q.mp3}
RESPONSE: It's a classroom. {bk01-l1d-f4-ex-a.mp3}

PROMPT: What is that? {bk01-l1d-f4-01-q.mp3}
TEMPLATE: Number 1
RESPONSE: It's a clock. {bk01-l1d-f4-01-a.mp3}

PROMPT: What's that? {bk01-l1d-f4-02-q.mp3}
TEMPLATE: Number 2
RESPONSE: It's a door. {bk01-l1d-f4-02-a.mp3}

PROMPT: What is it? {bk01-l1d-f4-03-q.mp3}
TEMPLATE: Number 3
RESPONSE: It's a chair. {bk01-l1d-f4-03-a.mp3}

PROMPT: What is that? {bk01-l1d-f4-04-q.mp3}
TEMPLATE: Number 4
RESPONSE: It's a window. {bk01-l1d-f4-04-a.mp3}

PROMPT: What's that? {bk01-l1d-f4-05-q.mp3}
TEMPLATE: Number 5
RESPONSE: It's a book. {bk01-l1d-f4-05-a.mp3}

PROMPT: What is it? {bk01-l1d-f4-06-q.mp3}
TEMPLATE: Number 6
RESPONSE: It's a table. {bk01-l1d-f4-06-a.mp3}

PROMPT: What is that? {bk01-l1d-f4-07-q.mp3}
TEMPLATE: Number 7
RESPONSE: It's a pencil. {bk01-l1d-f4-07-a.mp3}

PROMPT: What's that? {bk01-l1d-f4-08-q.mp3}
TEMPLATE: Number 8
RESPONSE: It's a pen. {bk01-l1d-f4-08-a.mp3}

$LESSON 1-9: Sounds — P and B

# Source: new (gap: the P/B contrast is drilled on the tapes but never explained anywhere in the lesson)
$GRAMMAR Two Sounds: P and B
ID: 1d-f3-b
INTRO: Last part: two sounds that like to impersonate each other — P and B. A quick look at the difference, then your ears do the work.

**P** and **B** are made with the lips in exactly the same position. The difference is your voice.

- **P** — no voice, just a small puff of air: {pen}, {pencil}, {please}, {page}, {open}
- **B** — the voice is on: {book}, {notebook}, {table}, {number}, {lab}

Put your hand on your throat and say both: it hums for **B**, and stays quiet for **P**.

# Source: LLA 1A Figure 5 (moved here — its word pairs are P/B minimal pairs)
$SELECT Same or Different?
ID: 1a-f5
INTRO: You'll hear two words. Tap Same if they're exactly the same, Different if they're not. The differences are tiny — that's the whole point.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

EXAMPLE
PROMPT: cap. Cap. {bk01-l1a-f5-00-ex.mp3}
ANSWER: s

PROMPT: putt. But. {bk01-l1a-f5-01.mp3}
ANSWER: d

PROMPT: bit. Bit. {bk01-l1a-f5-02.mp3}
ANSWER: s

PROMPT: rib. Rip. {bk01-l1a-f5-03.mp3}
ANSWER: d

PROMPT: lab. Lap. {bk01-l1a-f5-04.mp3}
ANSWER: d

PROMPT: cab. Cab. {bk01-l1a-f5-05.mp3}
ANSWER: s

PROMPT: peat. Beat. {bk01-l1a-f5-06.mp3}
ANSWER: d

PROMPT: sob. Sob. {bk01-l1a-f5-07.mp3}
ANSWER: s

PROMPT: bay. Pay. {bk01-l1a-f5-08.mp3}
ANSWER: d

PROMPT: tab. Tab. {bk01-l1a-f5-09.mp3}
ANSWER: s

PROMPT: pin. Pin. {bk01-l1a-f5-10.mp3}
ANSWER: s

# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) —
# instructor-read minimal-pair discrimination with no recorded stimulus and no given word
# pairs; the two recorded activities in this part cover the same skill.

# Source: LLA 1D Figure 3
$SELECT P or B?
ID: 1d-f3
INTRO: Now name the culprit. Listen to each word and decide which sound it has — P or B — and tap it. That's the whole lesson: greetings, classroom things, letters, numbers, and two well-behaved sounds. See you in Lesson 2.
INSTRUCTION: Tap the sound you hear.
OPTION: a | P sound (as in put)
OPTION: b | B sound (as in buy)

EXAMPLE
PROMPT: pencil {bk01-l1d-f3-ex.mp3}
ANSWER: a

PROMPT: pie {bk01-l1d-f3-01.mp3}
ANSWER: a

PROMPT: table {bk01-l1d-f3-02.mp3}
ANSWER: b

PROMPT: lab {bk01-l1d-f3-03.mp3}
ANSWER: b

PROMPT: nap {bk01-l1d-f3-04.mp3}
ANSWER: a

PROMPT: apple {bk01-l1d-f3-05.mp3}
ANSWER: a

PROMPT: bee {bk01-l1d-f3-06.mp3}
ANSWER: b

PROMPT: number {bk01-l1d-f3-07.mp3}
ANSWER: b

PROMPT: page {bk01-l1d-f3-08.mp3}
ANSWER: a

PROMPT: sleep {bk01-l1d-f3-09.mp3}
ANSWER: a

PROMPT: boy {bk01-l1d-f3-10.mp3}
ANSWER: b