$MODULE Book 7 · Lesson 1: What's This Shape Called? {st-page_009_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_en_book7_lesson1
DESCRIPTION: Meeting people and talking about jobs, naming shapes and math words, "other" and "both", descriptive adjectives and opposites, sentence combining, pronoun referents, and describing people and places.
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: In this lesson you'll learn to introduce people, name jobs and shapes, describe things with new adjectives, and build longer sentences from short ones. First, John meets a new student — listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT
John: Hi! I'm John Hall. Are you new here? {page_011_001.jpg} {bk07-l1a-f1-01.mp3}
Al: Yes. I'm Al Roberts. I arrived Sunday. {page_011_001.jpg} {bk07-l1a-f1-02.mp3}
John: Glad to meet you. Where are you from? {page_011_001.jpg} {bk07-l1a-f1-03.mp3}
Al: My home is near New York City. {page_011_001.jpg} {bk07-l1a-f1-04.mp3}
John: Are you a student here? {page_011_001.jpg} {bk07-l1a-f1-05.mp3}
Al: Yes. I'm a student at the language school. {page_011_001.jpg} {bk07-l1a-f1-06.mp3}
John: What's your job? {page_011_001.jpg} {bk07-l1a-f1-07.mp3}
Al: I was a mechanic, but now I'm a student too. {page_011_001.jpg} {bk07-l1a-f1-08.mp3}
John: Do you like to play soccer? {page_011_001.jpg} {bk07-l1a-f1-09.mp3}
Al: Yes, I do. Do you play? {page_011_001.jpg} {bk07-l1a-f1-10.mp3}
John: Yes. Let's play a game today after class. {page_011_001.jpg} {bk07-l1a-f1-11.mp3}
Al: OK. I'll see you then. {page_011_001.jpg} {bk07-l1a-f1-12.mp3}
$PRODUCE Questions About Al
ID: 1a-f1-b
# Source: LLA 1A Figure 1 (questions)
REFERENCE
INTRO: Now some questions about John and Al. Answer aloud in a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: What is the name of John's new friend? {bk07-l1a-f1-13-q.mp3}
RESPONSE: His name is Al Roberts. {bk07-l1a-f1-13-a.mp3}
PROMPT: When did Al arrive? {bk07-l1a-f1-14-q.mp3}
RESPONSE: Al arrived Sunday. {bk07-l1a-f1-14-a.mp3}
PROMPT: Where is Al from? {bk07-l1a-f1-15-q.mp3}
RESPONSE: Al's home is near New York City. {bk07-l1a-f1-15-a.mp3}
PROMPT: What is his job? {bk07-l1a-f1-16-q.mp3}
RESPONSE: He was a mechanic before. {bk07-l1a-f1-16-a.mp3}
PROMPT: What sport does Al play? {bk07-l1a-f1-17-q.mp3}
RESPONSE: Al plays soccer. {bk07-l1a-f1-17-a.mp3}
$DIALOGUE Introducing Al
ID: 1a-f2
# Source: LLA 1A Figure 2
INTRO: Al is meeting John's friends, and John does the talking. Listen and repeat how he introduces his new friend.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: I want you to meet my new friend. {page_012_001.jpg} {bk07-l1a-f2-01.mp3}
LINE: His name is Al Roberts. {page_012_001.jpg} {bk07-l1a-f2-02.mp3}
LINE: Al's home is near New York City. {page_012_001.jpg} {bk07-l1a-f2-03.mp3}
LINE: He arrived Sunday. {page_012_001.jpg} {bk07-l1a-f2-04.mp3}
LINE: He's a student here, and he plays soccer. {page_012_001.jpg} {bk07-l1a-f2-05.mp3}
$DIALOGUE Talking About Jobs
ID: l1-s1
# Source: ST §What's Your Job?
INTRO: Al was a mechanic — that was his job. Here are more jobs. Listen and repeat.
LINE: I work in a restaurant. I'm a waiter. That's my job.
$PRODUCE What's His Job?
ID: l1-s3
# Source: ST §What's His Job?
INTRO: You'll read what each person does. Say what their job is called — a short answer is fine.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a short or full sentence identifying the correct job (e.g., "He's a pilot.").
EXAMPLE
PROMPT: Tom has a small class of ten students. What's his job?
RESPONSE: He's a teacher.
PROMPT: Jack flies airplanes. What's his job?
RESPONSE: He's a pilot.
PROMPT: Sam drives a bus. What's his job?
RESPONSE: He's a bus driver.
PROMPT: Jan works in a classroom. She helps students learn English. What's her job?
RESPONSE: She's a teacher.
PROMPT: Carol works in a bank. She cashes checks and sells money orders. What's her job?
RESPONSE: She's a bank teller.
PROMPT: Steve takes people to airports, stores, and restaurants in his car. What's his job?
RESPONSE: He's a taxi driver.
PROMPT: Sally works in a restaurant. She brings customers their menus and food. What's her job?
RESPONSE: She's a waitress.
PROMPT: Nick takes letters and packages to homes and offices. What's his job?
RESPONSE: He's a mail carrier.
PROMPT: You study and go to school now. What's your job?
RESPONSE: I'm a student.
PROMPT: Mr. Carter works in the mess hall. He cooks food. What's his job?
RESPONSE: He's a cook.
PROMPT: Glen shaves men's faces and cuts their hair. What's his job?
RESPONSE: He's a barber.
$LESSON 1-2: Shapes
$DIALOGUE Naming Shapes
ID: l1-s4
# Source: ST §These Are Called Shapes.
INTRO: In this part you'll learn to name shapes and lines — circles, triangles, squares, and rectangles. Look at each picture, and repeat the questions and answers.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: shape
LINE: What are these? They're shapes. What are these called? They're called shapes. {st-page_012_001.jpg}
LINE: How many shapes are there? There are four shapes. {st-page_012_001.jpg}
VOCAB: circle
LINE: What's this? It's a circle. What's this called? It's called a circle. {st-page_012_002.jpg}
VOCAB: triangle
LINE: What's this? It's a triangle. What's this called? It's called a triangle. {st-page_013_001.jpg}
VOCAB: square
LINE: What's this? It's a square. What's this called? It's called a square. {st-page_013_002.jpg}
VOCAB: rectangle
LINE: What's this? It's a rectangle. What's this called? It's called a rectangle. {st-page_013_003.jpg}
VOCAB: line
LINE: What are these? They're lines. What are these called? They're called lines. {st-page_013_004.jpg}
$DIALOGUE Shape Words — Pronunciation
ID: 1a-f3
# Source: LLA 1A Figure 3 (word list kept after the sentence presentation, as pronunciation reinforcement)
INTRO: Now hear the shape and math words on their own, from the lab tape. Repeat each one clearly.
INTRO: Time to name the shapes yourself. Look at each picture and say what it's called.
INSTRUCTION: Look at the picture and say what the shape is called.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key; accept any phrasing that names the same shape (e.g., "a triangle" or "It's called a triangle.").
EXAMPLE
PROMPT: What's this shape called? {st-page_014_005.jpg}
RESPONSE: It's called a triangle.
PROMPT: What's this shape called? {st-page_014_001.jpg}
RESPONSE: It's called a square.
PROMPT: What's this shape called? {st-page_014_002.jpg}
RESPONSE: It's called a circle.
PROMPT: What's this shape called? {st-page_014_003.jpg}
RESPONSE: It's called a rectangle.
PROMPT: What are these called? {st-page_014_004.jpg}
RESPONSE: They're called lines.
PROMPT: What are these called? {st-page_014_006.jpg}
RESPONSE: They're called shapes.
PROMPT: What's this shape called? {st-page_014_007.jpg}
RESPONSE: It's called a square.
PROMPT: What's this shape called? {st-page_014_008.jpg}
RESPONSE: It's called a rectangle.
PROMPT: What's this shape called? {st-page_014_009.jpg}
RESPONSE: It's called a triangle.
$SELECT Which Words Do You Hear?
ID: 1a-f4
# Source: LLA 1A Figure 4
MULTI
INTRO: Listen to each sentence and tap every word you hear in it. Then repeat the whole sentence.
INSTRUCTION: Tap the words you hear.
REPEAT
PROMPT: All triangles have 3 sides. {bk07-l1a-f4-01-q.mp3}
OPTION: a | squares
OPTION: b | triangles
OPTION: c | lines
OPTION: d | sides
OPTION: e | circles
ANSWER: b,d
FEEDBACK: Repeat: All triangles have 3 sides. {bk07-l1a-f4-01-a.mp3}
PROMPT: The sides of a square are the same. {bk07-l1a-f4-02-q.mp3}
OPTION: a | line
OPTION: b | sides
OPTION: c | circle
OPTION: d | shapes
OPTION: e | square
ANSWER: b,e
FEEDBACK: Repeat: The sides of a square are the same. {bk07-l1a-f4-02-a.mp3}
PROMPT: ID cards and doors are rectangles. {bk07-l1a-f4-03-q.mp3}
OPTION: a | triangles
OPTION: b | rectangles
OPTION: c | squares
OPTION: d | line
OPTION: e | math
ANSWER: b
FEEDBACK: Repeat: ID cards and doors are rectangles. {bk07-l1a-f4-03-a.mp3}
PROMPT: Squares and rectangles have 4 sides. {bk07-l1a-f4-04-q.mp3}
OPTION: a | drew
OPTION: b | squares
OPTION: c | shapes
OPTION: d | rectangles
OPTION: e | sides
ANSWER: b,d,e
FEEDBACK: Repeat: Squares and rectangles have 4 sides. {bk07-l1a-f4-04-a.mp3}
PROMPT: A ball and an orange have the same shape. {bk07-l1a-f4-05-q.mp3}
OPTION: a | drew
OPTION: b | draw
OPTION: c | shape
OPTION: d | math
OPTION: e | side
ANSWER: c
FEEDBACK: Repeat: A ball and an orange have the same shape. {bk07-l1a-f4-05-a.mp3}
PROMPT: The students sat on only one side of the lab. {bk07-l1a-f4-06-q.mp3}
OPTION: a | math
OPTION: b | lines
OPTION: c | rectangle
OPTION: d | mathematics
OPTION: e | side
ANSWER: e
FEEDBACK: Repeat: The students sat on only one side of the lab. {bk07-l1a-f4-06-a.mp3}
PROMPT: Please draw a circle around the correct answer. {bk07-l1a-f4-07-q.mp3}
OPTION: a | draw
OPTION: b | mathematics
OPTION: c | circle
OPTION: d | square
OPTION: e | shape
ANSWER: a,c
FEEDBACK: Repeat: Please draw a circle around the correct answer. {bk07-l1a-f4-07-a.mp3}
PROMPT: Jan studies Spanish and mathematics. {bk07-l1a-f4-08-q.mp3}
OPTION: a | squares
OPTION: b | shapes
OPTION: c | mathematics
OPTION: d | lines
OPTION: e | math
ANSWER: c
FEEDBACK: Repeat: Jan studies Spanish and mathematics. {bk07-l1a-f4-08-a.mp3}
PROMPT: The pilot drew a line on the map. {bk07-l1a-f4-09-q.mp3}
OPTION: a | circle
OPTION: b | drew
OPTION: c | triangle
OPTION: d | line
OPTION: e | square
ANSWER: b,d
FEEDBACK: Repeat: The pilot drew a line on the map. {bk07-l1a-f4-09-a.mp3}
PROMPT: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10-q.mp3}
OPTION: a | shapes
OPTION: b | numbers
OPTION: c | rectangles
OPTION: d | lines
OPTION: e | math
ANSWER: a,b,d,e
FEEDBACK: Repeat: Tom studies shapes, numbers, and lines in math class. {bk07-l1a-f4-10-a.mp3}
$SELECT Which Shape Is It?
ID: 1a-f5
# Source: LLA 1A Figure 5
INTRO: You'll hear a description of a shape or line. Tap the picture it describes, then repeat the sentence.
INSTRUCTION: Tap the matching picture.
REPEAT
OPTION: a | A {page_015_001.jpg}
OPTION: b | B {page_015_003.jpg}
OPTION: c | C {page_015_005.jpg}
OPTION: d | D {page_015_002.jpg}
OPTION: e | E {page_015_004.jpg}
OPTION: f | F {page_015_006.jpg}
EXAMPLE
PROMPT: All circles are the same shape. {bk07-l1a-f5-ex-q.mp3}
ANSWER: e
FEEDBACK: Repeat: All circles are the same shape. {bk07-l1a-f5-ex-a.mp3}
PROMPT: A line can be short or long. {bk07-l1a-f5-01-q.mp3}
ANSWER: f
FEEDBACK: Repeat: A line can be short or long. {bk07-l1a-f5-01-a.mp3}
PROMPT: Some triangles have two long sides and one short side. {bk07-l1a-f5-02-q.mp3}
ANSWER: a
FEEDBACK: Repeat: Some triangles have two long sides and one short side. {bk07-l1a-f5-02-a.mp3}
PROMPT: The sides of some triangles are the same. {bk07-l1a-f5-03-q.mp3}
ANSWER: b
FEEDBACK: Repeat: The sides of some triangles are the same. {bk07-l1a-f5-03-a.mp3}
PROMPT: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04-q.mp3}
ANSWER: d
FEEDBACK: Repeat: A square has 4 sides. The sides are the same. {bk07-l1a-f5-04-a.mp3}
PROMPT: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05-q.mp3}
ANSWER: c
FEEDBACK: Repeat: A rectangle has 4 sides, but they're not the same. {bk07-l1a-f5-05-a.mp3}
$LESSON 1-3: Math Words and Naming Things
$DIALOGUE Math, Mistake, Side, Edge
ID: l1-s6
# Source: ST §Linda's Studying Mathematics.
INTRO: In this part you'll learn the words for math class — including "mistake", a word every student needs sooner or later. Look at the pictures, listen, and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: mathematics
LINE: This is mathematics. Math is a short word for mathematics. {st-page_015_001.jpg}
VOCAB: wrong
VOCAB: mistake
LINE: This is the wrong answer. It's a mistake. {st-page_015_002.jpg}
VOCAB: side
LINE: A triangle has three sides. {st-page_015_003.jpg}
VOCAB: edge
LINE: She's sitting on the edge of the chair. {st-page_015_004.jpg}
$DIALOGUE Math Words in Sentences
ID: l1-s7
# Source: ST §We're Studying Math.
INTRO: Read how the new words work in everyday sentences.
INSTRUCTION: Read the sentences.
LINE: Linda is studying numbers, lines, and shapes. She is studying mathematics.
LINE: Frank had a test in mathematics yesterday.
LINE: Dan must learn mathematics because he wants to be a pilot.
LINE: Bob and Pat like English, but they don't like mathematics.
LINE: The math teacher gave the class a quiz today.
LINE: Ken can't do his math homework because he left his book at school.
VOCAB: mistake
LINE: This sentence isn't correct. There's a mistake in it.
LINE: What's the mistake? A word is wrong.
VOCAB: side
LINE: Rectangles and squares have four sides.
LINE: He wrote the homework on the right side of the chalkboard.
VOCAB: edge
LINE: The book is on the edge of the table.
LINE: The edges of the papers were dirty.
$DIALOGUE Mrs. Murphy's Math Class {st-page_016_001.jpg}
ID: l1-s8
# Source: ST §Mrs. Murphy Teaches Math.
INTRO: Mrs. Murphy's class is drawing shapes — well, most of them are. Jim is drawing cars. Listen and repeat the dialogs to learn "draw", "describe", and "compare".
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: to draw
Mrs_Murphy: Please draw these shapes in your notebook. I drew them on the chalkboard.
VOCAB: drawing
Linda: I'm drawing the shapes, but Jim's drawing cars.
Mrs_Murphy: Jim, please draw the shapes now. You can draw cars after school.
VOCAB: to describe
Mrs_Murphy: Jim, please describe a triangle.
Jim: A triangle is a shape with three sides.
VOCAB: description
Mrs_Murphy: That's right. Now give a description of a square.
Jim: A square has four sides.
VOCAB: to compare
Mrs_Murphy: Linda, please compare squares and rectangles.
Linda: A rectangle has two short sides and two long sides. The sides of a square are the same.
Mrs_Murphy: Now compare the lines on the chalkboard. Are they the same?
Linda: No, they're different. The first line is short. The second line is long.
$DIALOGUE Four Words for Math Class
ID: 1a-f6
# Source: LLA 1A Figure 6 (word box, kept after the sentence presentation as pronunciation reinforcement)
INTRO: Here are the four key words from the lab tape. Repeat each one clearly.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: compare
LINE: Compare. {bk07-l1a-f6-01.mp3}
VOCAB: describe
LINE: Describe. {bk07-l1a-f6-02.mp3}
VOCAB: mistake
LINE: Mistake. {bk07-l1a-f6-03.mp3}
VOCAB: description
LINE: Description. {bk07-l1a-f6-04.mp3}
$PRODUCE Mrs. Murphy and Anna — Missing Words
ID: 1a-f6-b
# Source: LLA 1A Figure 6 (dialogue)
INTRO: Listen to Mrs. Murphy and Anna talking about shapes. Where a word is missing, type it; then repeat each sentence.
INSTRUCTION: Type the missing word.
INPUT: type
CHECK: exact
REPEAT
TEMPLATE: Anna, please ____ squares and triangles.
PROMPT: Anna, please compare squares and triangles. {bk07-l1a-f6-05-q.mp3}
RESPONSE: Anna, please compare squares and triangles. {bk07-l1a-f6-05-a.mp3}
ACCEPT: compare
TEMPLATE: They're not the same. Squares have 4 sides; triangles have only 3 sides.
PROMPT: They're not the same. Squares have 4 sides; triangles have only 3 sides. {bk07-l1a-f6-06-q.mp3}
RESPONSE: They're not the same. Squares have 4 sides. Triangles have only 3 sides. {bk07-l1a-f6-06-a.mp3}
TEMPLATE: Are all triangles the same?
PROMPT: Are all triangles the same? {bk07-l1a-f6-07-q.mp3}
RESPONSE: Are all triangles the same? {bk07-l1a-f6-07-a.mp3}
TEMPLATE: Yes. No, that's a ____. Some are different.
PROMPT: Yes. No, that's a mistake. Some are different. {bk07-l1a-f6-08-q.mp3}
RESPONSE: Yes. No. That's a mistake. Some are different. {bk07-l1a-f6-08-a.mp3}
ACCEPT: mistake
TEMPLATE: Can you ____ rectangles?
PROMPT: Can you describe rectangles? {bk07-l1a-f6-09-q.mp3}
RESPONSE: Can you describe rectangles? {bk07-l1a-f6-09-a.mp3}
ACCEPT: describe
TEMPLATE: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides.
PROMPT: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides. {bk07-l1a-f6-10-q.mp3}
RESPONSE: Yes, I can. Rectangles are shapes with 2 long sides and 2 short sides. {bk07-l1a-f6-10-a.mp3}
TEMPLATE: Good. Give a ____ of circles.
PROMPT: Good. Give a description of circles. {bk07-l1a-f6-11-q.mp3}
RESPONSE: Good. Give a description of circles. {bk07-l1a-f6-11-a.mp3}
ACCEPT: description
TEMPLATE: Circles and the letter O are the same shape.
PROMPT: Circles and the letter O are the same shape. {bk07-l1a-f6-12-q.mp3}
RESPONSE: Circles and the letter O are the same shape. {bk07-l1a-f6-12-a.mp3}
$PRODUCE Linda's Mistake
ID: l1-s9
# Source: ST §Linda's Mistake (paragraph completion)
INTRO: Linda drew a triangle — with four sides. Read the story and type the missing word in each sentence.
INSTRUCTION: Type the missing word to complete the sentence.
INPUT: type
CHECK: exact
TEMPLATE: Jim and Linda study numbers and shapes in their ____{math|mathematics} class.
RESPONSE: Jim and Linda study numbers and shapes in their math class.
TEMPLATE: Their teacher is Mrs. Murphy. Today she ____{described} four shapes to the students.
RESPONSE: Their teacher is Mrs. Murphy. Today she described four shapes to the students.
TEMPLATE: Then she ____{drew} the shapes on the chalkboard.
RESPONSE: Then she drew the shapes on the chalkboard.
TEMPLATE: Linda and Jim had to ____{draw} them in their notebooks.
RESPONSE: Linda and Jim had to draw them in their notebooks.
TEMPLATE: Mrs. Murphy looked at Linda's notebook and ____{compared} the square to the triangle.
RESPONSE: Mrs. Murphy looked at Linda's notebook and compared the square to the triangle.
TEMPLATE: She saw a ____{mistake}.
RESPONSE: She saw a mistake.
TEMPLATE: Linda's triangle had four ____{sides}, not three!
RESPONSE: Linda's triangle had four sides, not three!
TEMPLATE: On the ____{edge} of the page Mrs. Murphy wrote: "This is a ____{rectangle}!"
RESPONSE: On the edge of the page Mrs. Murphy wrote: "This is a rectangle!"
$PRODUCE Type the Numbers
ID: 1a-f7
# Source: LLA 1A Figure 7
INTRO: The Nelsons took a trip through Texas, and the trip had a lot of numbers in it. Listen to each sentence and type the number you hear.
INSTRUCTION: Type the number.
INPUT: type
CHECK: exact
EXAMPLE
PROMPT: The Nelsons have 3 children. {bk07-l1a-f7-00-ex.mp3}
RESPONSE: 3
PROMPT: They stayed in Houston 5 days. {bk07-l1a-f7-01.mp3}
RESPONSE: 5
PROMPT: They were in San Antonio for 4 days. {bk07-l1a-f7-02.mp3}
RESPONSE: 4
PROMPT: They stayed 1 night in Dallas. {bk07-l1a-f7-03.mp3}
RESPONSE: 1
PROMPT: Their hotel room cost $100. {bk07-l1a-f7-04.mp3}
RESPONSE: 100
PROMPT: Mr. Nelson had only $10 in his pocket. {bk07-l1a-f7-05.mp3}
RESPONSE: 10
$DIALOGUE What's It Called?
ID: 1b-f1
# Source: LLA 1B Figure 1
INTRO: English has a name for everything — even 12 o'clock at night. Listen to these questions and answers about what things are called, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: What's 12 o'clock at night called? It's called midnight. {bk07-l1b-f1-01.mp3}
LINE: What's the meal in the morning called? It's called breakfast. {bk07-l1b-f1-02.mp3}
LINE: What's this yellow vegetable called? That's called squash. {bk07-l1b-f1-03.mp3}
LINE: What are Saturday and Sunday called? They're called the weekend. {bk07-l1b-f1-04.mp3}
LINE: What's a grocery store on base called? It's called a commissary. {bk07-l1b-f1-05.mp3}
LINE: What are these pieces of red fruit called? Those are called apples. {bk07-l1b-f1-06.mp3}
$PRODUCE It's Called a...
ID: 1b-f2
# Source: LLA 1B Figure 2
INPUT: type
CHECK: exact
INTRO: Now you name things. Listen to each description, type the missing word in the answer, then repeat the full answer.
INSTRUCTION: Type the missing word.
REPEAT
EXAMPLE
PROMPT: This man cuts hair. What's he called? {bk07-l1b-f2-ex-q.mp3}
TEMPLATE: He's called a ____.
RESPONSE: He's called a barber. {bk07-l1b-f2-ex-a.mp3}
ACCEPT: barber
PROMPT: Your answer is wrong. What's it called? {bk07-l1b-f2-01-q.mp3}
TEMPLATE: It's called a ____.
RESPONSE: It's called a mistake. {bk07-l1b-f2-01-a.mp3}
ACCEPT: mistake
PROMPT: This is 1 cent. What's it called? {bk07-l1b-f2-02-q.mp3}
TEMPLATE: It's called a ____.
RESPONSE: It's called a penny. {bk07-l1b-f2-02-a.mp3}
ACCEPT: penny
PROMPT: This shape has 3 sides. What's it called? {bk07-l1b-f2-03-q.mp3}
TEMPLATE: It's called a ____.
RESPONSE: It's called a triangle. {bk07-l1b-f2-03-a.mp3}
ACCEPT: triangle
PROMPT: This woman flies an airplane. What's she called? {bk07-l1b-f2-04-q.mp3}
TEMPLATE: She's called a ____.
RESPONSE: She's called a pilot. {bk07-l1b-f2-04-a.mp3}
ACCEPT: pilot
PROMPT: Mathematics is also called something else. What's it called? {bk07-l1b-f2-05-q.mp3}
TEMPLATE: It's also called ____.
RESPONSE: It's also called math. {bk07-l1b-f2-05-a.mp3}
ACCEPT: math
PROMPT: This shape is like the letter O. What's it called? {bk07-l1b-f2-06-q.mp3}
TEMPLATE: It's called a ____.
RESPONSE: It's called a circle. {bk07-l1b-f2-06-a.mp3}
ACCEPT: circle
PROMPT: These boys and girls are very young. What are they called? {bk07-l1b-f2-07-q.mp3}
TEMPLATE: They're called ____.
RESPONSE: They're called children. {bk07-l1b-f2-07-a.mp3}
ACCEPT: children
PROMPT: These people go to school. What are they called? {bk07-l1b-f2-08-q.mp3}
TEMPLATE: They're called ____.
RESPONSE: They're called students. {bk07-l1b-f2-08-a.mp3}
ACCEPT: students
PROMPT: Doctors help sick people in this building. What's it called? {bk07-l1b-f2-09-q.mp3}
TEMPLATE: It's called a ____.
RESPONSE: It's called a hospital. {bk07-l1b-f2-09-a.mp3}
ACCEPT: hospital
PROMPT: This shape has 4 sides. Two of the sides are long, and two of the sides are short. What's this shape called? {bk07-l1b-f2-10-q.mp3}
TEMPLATE: It's called a ____.
RESPONSE: It's called a rectangle. {bk07-l1b-f2-10-a.mp3}
ACCEPT: rectangle
$LESSON 1-4: Other and Both
$GRAMMAR One, the Other, Both
ID: l1-s13-g
# Source: new (gap: "other" and "both" are drilled all through 1B and the ST but never explained)
INTRO: In this part you'll learn to talk about two things: this one, the other one, or both. Here's the whole idea in one minute.
When you talk about **two** things, you can point at them one at a time:
- {One answer is wrong.} {The other answer is right.}
**The other** means the second one of the two.
If the second one is the same as the first, add **also**:
- {One boy is happy.} {The other boy is also happy.}
And when the two go together, use **both**:
- {Both boys are happy.}
- {We finished both lessons yesterday.}
$DIALOGUE Other — Model Sentences
ID: l1-s13
# Source: ST §One Boy Is Sad. The Other Boy Is Happy.
INTRO: Read these pairs. Each one names the first thing, then the other one.
INSTRUCTION: Read the sentences.
LINE: One answer is wrong. The other answer is right. {st-page_023_001.jpg}
LINE: We liked one show. We didn't like the other show.
LINE: Sam ate one sandwich. He didn't eat the other sandwich.
LINE: One book is on the table. The other one is on the chair.
LINE: Sally read one book. She didn't read the other one.
$SELECT Both or Other?
ID: 1b-f3
# Source: LLA 1B Figure 3
INTRO: Listen to each sentence. Do you hear the word "both" or "other"? Tap your answer, then repeat the sentence.
INSTRUCTION: Tap "both" or "other".
OPTION: a | both
OPTION: b | other
REPEAT
EXAMPLE
PROMPT: Mary put on her other glove. {bk07-l1b-f3-ex.mp3}
ANSWER: b
PROMPT: Don't lock the other door. {bk04-l1b-f3-01-q.mp3}
ANSWER: b
FEEDBACK: Repeat: "Don't lock the other door." {bk07-l1b-f3-01-a.mp3}
PROMPT: Both stores sell men's clothes. {bk04-l1b-f3-02-q.mp3}
PROMPT: The teacher opened both windows. {bk04-l1b-f3-03-q.mp3}
ANSWER: a
FEEDBACK: Repeat: "The teacher opened both windows." {bk07-l1b-f3-03-a.mp3}
PROMPT: She saw the other movie last week. {bk04-l1b-f3-04-q.mp3}
ANSWER: b
FEEDBACK: Repeat: "She saw the other movie last week." {bk07-l1b-f3-04-a.mp3}
PROMPT: We finished both lessons yesterday. {bk04-l1b-f3-05-q.mp3}
ANSWER: a
FEEDBACK: Repeat: "We finished both lessons yesterday." {bk07-l1b-f3-05-a.mp3}
PROMPT: I looked up the word in both dictionaries. {bk04-l1b-f3-06-q.mp3}
ANSWER: a
FEEDBACK: Repeat: "I looked up the word in both dictionaries." {bk07-l1b-f3-06-a.mp3}
PROMPT: There are only 7 students in the other class. {bk04-l1b-f3-07-q.mp3}
ANSWER: b
FEEDBACK: Repeat: "There are only 7 students in the other class." {bk07-l1b-f3-07-a.mp3}
PROMPT: Mrs. Davis will visit her other daughter next month. {bk04-l1b-f3-08-q.mp3}
ANSWER: b
FEEDBACK: Repeat: "Mrs. Davis will visit her other daughter next month." {bk07-l1b-f3-08-a.mp3}
$PRODUCE The Other One
ID: 1b-f4
# Source: LLA 1B Figure 4
INPUT: speak
CHECK: reveal
INTRO: You'll hear two sentences about two things. Say the third sentence — the one about the other one — then repeat the correct answer.
INSTRUCTION: Say the third sentence aloud.
REPEAT
PROMPT: The teacher has 2 pens. One pen is black. {bk07-l1b-f4-01-q.mp3}
TEMPLATE: The *other* pen is red.
RESPONSE: The other pen is red. {bk07-l1b-f4-01-a.mp3}
PROMPT: Two girls took the test. One girl got a good grade. {bk07-l1b-f4-02-q.mp3}
TEMPLATE: The *other* girl also got a good grade.
RESPONSE: The other girl also got a good grade. {bk07-l1b-f4-02-a.mp3}
PROMPT: Mr. and Mrs. Clark have 2 cars. One car is old. {bk07-l1b-f4-03-q.mp3}
TEMPLATE: The *other* car is new.
RESPONSE: The other car is new. {bk07-l1b-f4-03-a.mp3}
PROMPT: Two flights arrived in Chicago. One flight was late. {bk07-l1b-f4-04-q.mp3}
TEMPLATE: The *other* flight was on time.
RESPONSE: The other flight was on time. {bk07-l1b-f4-04-a.mp3}
PROMPT: The student described 2 shapes. One shape has 4 sides. {bk07-l1b-f4-05-q.mp3}
TEMPLATE: The *other* shape also had 4 sides.
RESPONSE: The other shape also had 4 sides. {bk07-l1b-f4-05-a.mp3}
$PRODUCE Complete with Other
ID: l1-s14
# Source: ST §One Student Speaks French. The Other One Speaks Chinese.
INTRO: Read each pair of sentences and type the missing word. It's the same word every time — that's the point.
INSTRUCTION: Complete the sentences with "other".
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: Tom has two books. One is a language book. The ____{other} is a math book.
RESPONSE: Tom has two books. One is a language book. The other is a math book.
TEMPLATE: Mr. and Mrs. Johnson have two cars. One car is old. The ____{other} car is new.
RESPONSE: Mr. and Mrs. Johnson have two cars. One car is old. The other car is new.
TEMPLATE: Nan bought two new dresses yesterday. One dress is blue. The ____{other} dress is yellow.
RESPONSE: Nan bought two new dresses yesterday. One dress is blue. The other dress is yellow.
TEMPLATE: David wants to visit two countries. One country is China. The ____{other} country is Russia.
RESPONSE: David wants to visit two countries. One country is China. The other country is Russia.
TEMPLATE: Kevin bought two maps. He put one map in his desk. He put the ____{other} map in his car.
RESPONSE: Kevin bought two maps. He put one map in his desk. He put the other map in his car.
TEMPLATE: Clark took two tests. He got a good grade on one test. He got a bad grade on the ____{other} test.
RESPONSE: Clark took two tests. He got a good grade on one test. He got a bad grade on the other test.
TEMPLATE: There are two students in the lab. One student speaks French. The ____{other} one speaks Chinese.
RESPONSE: There are two students in the lab. One student speaks French. The other one speaks Chinese.
TEMPLATE: Mary wrote two letters. One letter was very long. The ____{other} one was short.
RESPONSE: Mary wrote two letters. One letter was very long. The other one was short.
TEMPLATE: The two brothers are in the military. One brother lives on base. The ____{other} one lives in town.
RESPONSE: The two brothers are in the military. One brother lives on base. The other one lives in town.
TEMPLATE: I see two books. One book is on the table. The ____{other} one is on the floor.
RESPONSE: I see two books. One book is on the table. The other one is on the floor.
TEMPLATE: Two planes got in at ten o'clock. One plane was from Dallas. The ____{other} one was from Los Angeles.
RESPONSE: Two planes got in at ten o'clock. One plane was from Dallas. The other one was from Los Angeles.
$PRODUCE Say the Other Sentence
ID: l1-s15
# Source: ST §This Exercise Is Easy.
INTRO: You'll hear a sentence about one thing and see a cue word. Say the sentence about the other one, using the cue.
INSTRUCTION: Say a sentence about the other one, using the cue.
INPUT: speak
CHECK: reveal
EXAMPLE
PROMPT: We studied one lesson.
RESPONSE: We didn't study the other lesson.
EXAMPLE
PROMPT: One brother is in the army.
RESPONSE: The other brother isn't.
PROMPT: One dish was dirty.
TEMPLATE: (clean)
RESPONSE: The other dish was clean.
PROMPT: One customer ordered pie.
TEMPLATE: (cake)
RESPONSE: The other customer ordered cake.
PROMPT: One restaurant had delicious food.
TEMPLATE: (awful)
RESPONSE: The other restaurant was awful.
PROMPT: One desk is too small.
TEMPLATE: (large)
RESPONSE: The other desk is large.
PROMPT: One man drives a new car.
TEMPLATE: (old)
RESPONSE: The other man drives an old car.
PROMPT: One student studies mathematics.
TEMPLATE: (languages)
RESPONSE: The other student studies languages.
PROMPT: One child ate an apple.
TEMPLATE: (orange)
RESPONSE: The other child ate an orange.
PROMPT: One shoe is black.
TEMPLATE: (brown)
RESPONSE: The other shoe is brown.
PROMPT: One class went to the lab.
TEMPLATE: (library)
RESPONSE: The other class went to the library.
PROMPT: One woman wore a white dress.
TEMPLATE: (black)
RESPONSE: The other woman wore a black dress.
$DIALOGUE Also and Both
ID: l1-s16
# Source: ST §Both Boys Are Happy.
INTRO: When the other one is the same, "also" and "both" step in. Repeat these three-step patterns.
INSTRUCTION: Repeat the sentences.
REPEAT
LINE: One boy is happy. The other boy is also happy. Both boys are happy. {st-page_026_001.jpg}
LINE: This cake is delicious. The other cake is also delicious. Both cakes are delicious.
LINE: This restaurant is crowded. The other restaurant is also crowded. Both restaurants are crowded.
$DIALOGUE Reading with Both
ID: l1-s17
# Source: ST §I Have Two Brothers. Both Brothers Are Soldiers.
INTRO: Read more sentences with "both" — books, brothers, movies, and one man who ordered two desserts.
INSTRUCTION: Read the sentences.
LINE: I am reading two books. Both books are good.
LINE: Lana has two brothers. Both brothers are mechanics.
LINE: Jan and Lisa took a test. Both girls got good grades.
LINE: We saw two movies last weekend. We liked both movies.
LINE: Ted ordered pie and cake. He couldn't finish both desserts.
LINE: Nancy and I visited Los Angeles and Chicago. We flew to both cities.
$DIALOGUE Both — Model Sentences
ID: 1b-f5
# Source: LLA 1B Figure 5
INTRO: Now hear the "both" pattern from the lab tape. Listen and repeat each pair.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Jim is reading two books. Both books are good. {bk07-l1b-f5-01.mp3}
LINE: Susan has two coats. Both coats are blue. {bk07-l1b-f5-02.mp3}
LINE: Ken drives two trucks. Both trucks are big. {bk07-l1b-f5-03.mp3}
LINE: Marian described two shows. Both shows were awful. {bk07-l1b-f5-04.mp3}
LINE: Mrs. Murphy drew two lines. Both lines were long. {bk07-l1b-f5-05.mp3}
$PRODUCE Questions with Both
ID: 1b-f5-b
# Source: LLA 1B Figure 5 (questions)
INPUT: speak
CHECK: reveal
INTRO: Now answer questions about those sentences using "both", then repeat the correct answers.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT
PROMPT: Are both of Jim's books good? {bk07-l1b-f5-06-q.mp3}
RESPONSE: Both books are good. {bk07-l1b-f5-06-a.mp3}
PROMPT: Are Susan's two coats blue? {bk07-l1b-f5-07-q.mp3}
RESPONSE: Both coats are blue. {bk07-l1b-f5-07-a.mp3}
PROMPT: Are Ken's two trucks big? {bk07-l1b-f5-08-q.mp3}
RESPONSE: Both trucks are big. {bk07-l1b-f5-08-a.mp3}
PROMPT: Marian described two shows. Were both shows awful? {bk07-l1b-f5-09-q.mp3}
RESPONSE: Yes, both shows were awful. {bk07-l1b-f5-09-a.mp3}
PROMPT: Were Mrs. Murphy's two lines short? {bk07-l1b-f5-10-q.mp3}
RESPONSE: No, both lines were long. {bk07-l1b-f5-10-a.mp3}
$PRODUCE Make Questions with Both
ID: l1-s18
# Source: ST §Are Both Boys Tall?
INTRO: You'll hear a sentence about two things and see a cue. Make a question with "both" and the cue.
INSTRUCTION: Make a question with "both" and the cue.
INPUT: speak
CHECK: reveal
EXAMPLE
PROMPT: The two boys are brothers.
TEMPLATE: (tall)
RESPONSE: Are both boys tall?
EXAMPLE
PROMPT: Both girls are happy.
TEMPLATE: (smiling)
RESPONSE: Are both girls smiling?
PROMPT: The two girls are sisters.
TEMPLATE: (tall)
RESPONSE: Are both girls tall?
PROMPT: Both meals were long.
TEMPLATE: (delicious)
RESPONSE: Are both meals delicious?
PROMPT: The two days were cold.
TEMPLATE: (cloudy)
RESPONSE: Are both days cloudy?
PROMPT: Both triangles are large.
TEMPLATE: (the same)
RESPONSE: Are both triangles the same?
PROMPT: The two sentences were long.
TEMPLATE: (in the book)
RESPONSE: Are both sentences in the book?
PROMPT: Both buses are crowded.
TEMPLATE: (small)
RESPONSE: Are both buses small?
PROMPT: The two jackets are brown.
TEMPLATE: (new)
RESPONSE: Are both jackets new?
PROMPT: Both mistakes were bad.
TEMPLATE: (awful)
RESPONSE: Are both mistakes awful?
PROMPT: The two pilots are good.
TEMPLATE: (young)
RESPONSE: Are both pilots young?
PROMPT: Both houses are new.
TEMPLATE: (white)
RESPONSE: Are both houses white?
PROMPT: The two boys were asleep.
TEMPLATE: (tired)
RESPONSE: Are both boys tired?
$PRODUCE Answer with Other, Also, or Both
ID: l1-s19
# Source: ST §One House Is Small. The Other House Is Large.
INTRO: Listen to the sentence and look at the cue. If the cue is different, say the "other" sentence. If it's the same, you'll need "also" and "both".
INSTRUCTION: Use the cue with "other". Add "also" and "both" if the cue is the same.
INPUT: speak
CHECK: reveal
EXAMPLE
PROMPT: One boy is tall.
TEMPLATE: (short)
RESPONSE: The other boy is short.
EXAMPLE
PROMPT: One girl is sad.
TEMPLATE: (sad)
RESPONSE: The other girl is also sad. Both girls are sad.
PROMPT: One season was dry.
TEMPLATE: (wet)
RESPONSE: The other season was wet.
PROMPT: One room was dirty.
TEMPLATE: (clean)
RESPONSE: The other room was clean.
PROMPT: One clock is wrong.
TEMPLATE: (wrong)
RESPONSE: The other clock is also wrong. Both clocks are wrong.
PROMPT: One child is crying.
TEMPLATE: (smiling)
RESPONSE: The other child is smiling.
PROMPT: One student is early.
TEMPLATE: (early)
RESPONSE: The other student is also early. Both students are early.
PROMPT: One ticket cost $20.00.
TEMPLATE: ($25.00)
RESPONSE: The other ticket cost $25.00.
PROMPT: One cup of coffee was hot.
TEMPLATE: (cold)
RESPONSE: The other cup of coffee was cold.
PROMPT: One sweater was very large.
TEMPLATE: (very large)
RESPONSE: The other sweater was also very large. Both sweaters were very large.
PROMPT: One officer was a captain.
TEMPLATE: (major)
RESPONSE: The other officer was a major.
PROMPT: One woman ordered chicken.
TEMPLATE: (chicken)
RESPONSE: The other woman also ordered chicken. Both women ordered chicken.
$PRODUCE Make Questions with the Other
ID: l1-s20
# Source: ST §Is the Other Car New? Are Both Cars New?
INTRO: One more question drill — this time about the other one. Listen, look at the cue, and ask the question. Add "also" when the cue is the same.
INSTRUCTION: Make a question with "other" and the cue. Add "also" if needed.
INPUT: speak
CHECK: reveal
EXAMPLE
PROMPT: One man is tall.
TEMPLATE: (short)
RESPONSE: Is the other man short?
EXAMPLE
PROMPT: One answer is correct.
TEMPLATE: (correct)
RESPONSE: Is the other answer also correct?
PROMPT: This towel is wet.
TEMPLATE: (dry)
RESPONSE: Is the other towel dry?
PROMPT: One student was late for class.
TEMPLATE: (late)
RESPONSE: Is the other student also late?
PROMPT: Ted drew one circle.
TEMPLATE: (Janet)
RESPONSE: Did Janet draw the other circle?
PROMPT: One student is from Zaire.
TEMPLATE: (Zaire)
RESPONSE: Is the other student also from Zaire?
PROMPT: One customer is happy.
TEMPLATE: (upset)
RESPONSE: Is the other customer upset?
PROMPT: One barracks is near the mess hall.
TEMPLATE: (near the mess hall)
RESPONSE: Is the other barracks also near the mess hall?
PROMPT: This jacket is small.
TEMPLATE: (large)
RESPONSE: Is the other jacket large?
PROMPT: One test has fifty questions.
TEMPLATE: (fifty questions)
RESPONSE: Does the other test also have fifty questions?
PROMPT: One pilot flies big planes.
TEMPLATE: (small)
RESPONSE: Does the other pilot fly small planes?
PROMPT: We can buy film at this store.
TEMPLATE: (a camera)
RESPONSE: Can we buy a camera at the other store?
$PRODUCE Other, Also, Both — Missing Words
ID: 1b-f6
# Source: LLA 1B Figure 6
INPUT: type
CHECK: exact
INTRO: Listen to the sentences from the tape and type the missing words on the screen. Then repeat the correct sentence.
INSTRUCTION: Type the missing word(s).
REPEAT
PROMPT: One watch is silver; the other watch is gold. {bk07-l1b-f6-01-q.mp3}
TEMPLATE: One watch is silver. The ____{other watch} is gold.
RESPONSE: The other watch is gold. {bk07-l1b-f6-01-a.mp3}
PROMPT: One classroom is small; the other classroom is also small. Both classrooms are small. {bk07-l1b-f6-02-q.mp3}
TEMPLATE: One classroom is small.
TEMPLATE: The ____{other} classroom is ____{also} small.
TEMPLATE: ____{Both} ____{classrooms} are small.
RESPONSE: Both classrooms are small. {bk07-l1b-f6-02-a.mp3}
PROMPT: She ate one cookie; she also ate the other cookie. She ate both cookies. {bk07-l1b-f6-03-q.mp3}
TEMPLATE: She ate one cookie.
TEMPLATE: She ____{also} ate the ____{other} cookie.
TEMPLATE: She ate ____{both} ____{cookies}.
RESPONSE: She ate both cookies. {bk07-l1b-f6-03-a.mp3}
PROMPT: He wrote one letter with a pencil; he wrote the other letter with a pen. {bk07-l1b-f6-04-q.mp3}
TEMPLATE: He wrote one letter with a pencil.
TEMPLATE: He wrote the ____{other} ____{letter} with a pen.
RESPONSE: He wrote the other letter with a pen. {bk07-l1b-f6-04-a.mp3}
PROMPT: One train goes to Chicago; the other train goes to New York. {bk07-l1b-f6-05-q.mp3}
TEMPLATE: One train goes to Chicago.
TEMPLATE: The ____{other} ____{train} goes to New York.
RESPONSE: The other train goes to New York. {bk07-l1b-f6-05-a.mp3}
PROMPT: We listened to one tape; we also listened to the other tape. We listened to both tapes. {bk07-l1b-f6-06-q.mp3}
TEMPLATE: We listened to one tape.
TEMPLATE: We ____{also} listened to the ____{other} tape.
TEMPLATE: We listened to both tapes.
RESPONSE: We listened to both tapes. {bk07-l1b-f6-06-a.mp3}
$PRODUCE Describe the Pictures
ID: l1-s21
# Source: ST §Describe the Pictures
INTRO: Now put "other" and "both" to work. Look at each picture and describe what you see, comparing the two things in it.
INSTRUCTION: Describe the picture, comparing the objects.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any phrasing that expresses the same comparison, ideally using "other" or "both".
PROMPT: {st-page_029_001.jpg}
RESPONSE: One square is small. The other square is large.
PROMPT: {st-page_029_002.jpg}
RESPONSE: One pencil is short. The other pencil is long.
PROMPT: {st-page_029_003.jpg}
RESPONSE: Both test grades are 40. Both grades are bad.
PROMPT: {st-page_029_004.jpg}
RESPONSE: It is a circle, but it has a mistake. It is not closed.
PROMPT: {st-page_029_005.jpg}
RESPONSE: Both boys are smiling. Both boys are happy.
PROMPT: {st-page_029_006.jpg}
RESPONSE: One airplane is old. The other airplane is new.
PROMPT: {st-page_030_001.jpg}
RESPONSE: One grade is bad. The other grade is good.
PROMPT: {st-page_030_002.jpg}
RESPONSE: Both lines are long.
PROMPT: {st-page_030_003.jpg}
RESPONSE: One man is short. The other man is tall.
PROMPT: {st-page_030_004.jpg}
RESPONSE: Both shapes are triangles.
PROMPT: {st-page_030_005.jpg}
RESPONSE: One boy is sad. The other boy is happy.
PROMPT: {st-page_030_006.jpg}
RESPONSE: Both pencils are the same length.
$SELECT Bob and Dave — What Didn't You Hear?
ID: 1b-f7
# Source: LLA 1B Figure 7
INTRO: Bob and Dave took a vacation that didn't quite work out. Listen to the story, then tap the one statement that is NOT true about it.
INSTRUCTION: Tap the statement you did not hear.
PROMPT: Bob and Dave didn't have classes last week. They wanted to take a vacation. On Monday, they drove to a big city near the ocean and stopped at a hotel. There were a lot of people at the hotel. The hotel didn't have a room for Bob and Dave. All the other hotels in the city were crowded too. Bob and Dave had to stay in their car overnight. {bk07-l1b-f7-01.mp3}
OPTION: a | Bob and Dave didn't go to school last week.
OPTION: b | They drove to a town near the mountains.
OPTION: c | They slept in their car Monday night.
ANSWER: b
FEEDBACK: Bob and Dave drove to a city near the ocean, not the mountains. {bk07-l1b-f7-02.mp3}
$LESSON 1-5: Opposites and Descriptive Adjectives
$DIALOGUE New Adjectives in Sentences
ID: 1c-f1
# Source: LLA 1C Figure 1 (kept over ST §One Car Is Fast / §Hot Is the Opposite of Cold — cassette twin)
INTRO: In this part you'll learn words for describing things — fast and slow, wide and narrow, strong and weak. Listen to each word in its sentences and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: opposite
LINE: Yes is the opposite of no. {bk07-l1c-f1-01.mp3}
LINE: Noon and midnight are opposites. {bk07-l1c-f1-02.mp3}
VOCAB: alike
LINE: A quiz and a test are alike; they are the same. {bk07-l1c-f1-03.mp3}
LINE: Your jacket looks like my jacket. {bk07-l1c-f1-04.mp3}
LINE: Our jackets are alike. {bk07-l1c-f1-05.mp3}
VOCAB: fast
LINE: He talks very fast. {bk07-l1c-f1-06.mp3}
LINE: What did he say? {bk07-l1c-f1-07.mp3}
LINE: Jill doesn't read fast; she's just learning. {bk07-l1c-f1-08.mp3}
VOCAB: little
LINE: Little and small are alike. {bk07-l1c-f1-09.mp3}
LINE: Billy is a little boy; he's not a big boy. {bk07-l1c-f1-10.mp3}
VOCAB: narrow
LINE: A knife is long and narrow. {bk07-l1c-f1-11.mp3}
LINE: The narrow street was crowded. {bk07-l1c-f1-12.mp3}
VOCAB: round
LINE: Cups, bowls, and glasses are round. {bk07-l1c-f1-13.mp3}
LINE: Circles are round; other shapes are not round. {bk07-l1c-f1-14.mp3}
VOCAB: slow
LINE: Slow is the opposite of fast. {bk07-l1c-f1-15.mp3}
LINE: They took a long vacation on a slow boat. {bk07-l1c-f1-16.mp3}
VOCAB: strong
LINE: Strong winds blow every spring. {bk07-l1c-f1-17.mp3}
LINE: Harvey is a mechanic; his hands and arms are strong. {bk07-l1c-f1-18.mp3}
VOCAB: weak
LINE: Weak is the opposite of strong. {bk07-l1c-f1-19.mp3}
LINE: Babies are weak; young men are strong. {bk07-l1c-f1-20.mp3}
VOCAB: wide
LINE: Wide and narrow are opposites. {bk07-l1c-f1-21.mp3}
LINE: This chair is wide; two people can sit in it. {bk07-l1c-f1-22.mp3}
# DROPPED (twin): ST §One Car Is Fast. The Other Car Is Slow. (l1-s22) and ST §Hot Is the Opposite of Cold. (l1-s24) — same vocab presentation role as the cassette-backed 1C Figure 1; their receptive/production functions are kept via l1-s25 and l1-s23 below.
$PRODUCE Pictures: Alike or Different?
ID: 1c-f2
# Source: LLA 1C Figure 2
INTRO: Look at the pictures and listen to the descriptions. Answer each question aloud, then repeat the correct answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT
TEMPLATE: Picture 1 {page_024_001.jpg}
PROMPT: Look at Picture 1: these boats are not the same. One is little and the other is big. Are these two boats alike? {bk07-l1c-f2-01-q.mp3}
RESPONSE: No, they're not alike; they're different. {bk07-l1c-f2-01-a.mp3}
TEMPLATE: Picture 1 {page_024_001.jpg}
PROMPT: Are both boats big? {bk07-l1c-f2-02-q.mp3}
RESPONSE: No. One boat is big and the other boat is little. {bk07-l1c-f2-02-a.mp3}
TEMPLATE: Picture 2 {page_024_002.jpg}
PROMPT: Look at Picture 2: these cars are different. They are opposites. One car is old; it is slow. The other car is new; it is fast. Are these cars alike? {bk07-l1c-f2-03-q.mp3}
RESPONSE: No, these cars are not alike; they are different. {bk07-l1c-f2-03-a.mp3}
TEMPLATE: Picture 2 {page_024_002.jpg}
PROMPT: Are both cars old? {bk07-l1c-f2-04-q.mp3}
RESPONSE: No. One car is old; the other car is new. {bk07-l1c-f2-04-a.mp3}
TEMPLATE: Picture 2 {page_024_002.jpg}
PROMPT: Is the new car fast? {bk07-l1c-f2-05-q.mp3}
RESPONSE: Yes, the new car is fast. {bk07-l1c-f2-05-a.mp3}
TEMPLATE: Picture 2 {page_024_002.jpg}
PROMPT: Is the old car fast also? {bk07-l1c-f2-06-q.mp3}
RESPONSE: No, the old car is slow. {bk07-l1c-f2-06-a.mp3}
TEMPLATE: Picture 3 {page_024_003.jpg}
PROMPT: Look at Picture 3: sick is the opposite of well. One man is sick, and the other man is well. These men are not the same. What is the opposite of well? {bk07-l1c-f2-07-q.mp3}
RESPONSE: Sick. {bk07-l1c-f2-07-a.mp3}
TEMPLATE: Picture 3 {page_024_003.jpg}
PROMPT: Are both men sick? {bk07-l1c-f2-08-q.mp3}
RESPONSE: No. Both men are not sick; only one man is sick. The other man is well. {bk07-l1c-f2-08-a.mp3}
TEMPLATE: Picture 4 {page_024_004.jpg}
PROMPT: Look at Picture 4: these children are the same. Both children are small and weak. They are not big and strong. Some men are very strong, but children are weak. Are the children alike? {bk07-l1c-f2-09-q.mp3}
RESPONSE: Yes. {bk07-l1c-f2-09-a.mp3}
TEMPLATE: Picture 4 {page_024_004.jpg}
PROMPT: Are both children strong? {bk07-l1c-f2-10-q.mp3}
RESPONSE: No, both children are not strong. Both children are weak. {bk07-l1c-f2-10-a.mp3}
TEMPLATE: Picture 4 {page_024_004.jpg}
PROMPT: Are some men very strong? {bk07-l1c-f2-11-q.mp3}
RESPONSE: Yes, some men are very strong. {bk07-l1c-f2-11-a.mp3}
TEMPLATE: Picture 5 {page_024_005.jpg}
PROMPT: Now look at Picture 5: wide is the opposite of narrow. One of these neckties is wide; the other neck tie is narrow. The neckties are different. Are the neckties different? {bk07-l1c-f2-12-q.mp3}
RESPONSE: Yes, they are. The neckties are not alike. {bk07-l1c-f2-12-a.mp3}
TEMPLATE: Picture 5 {page_024_005.jpg}
PROMPT: What is the opposite of narrow? {bk07-l1c-f2-13-q.mp3}
RESPONSE: Wide. {bk07-l1c-f2-13-a.mp3}
TEMPLATE: Picture 5 {page_024_005.jpg}
PROMPT: Is one neck tie wide? {bk07-l1c-f2-14-q.mp3}
RESPONSE: Yes, one neck tie is wide and the other neck tie is narrow. {bk07-l1c-f2-14-a.mp3}
TEMPLATE: Picture 6 {page_024_006.jpg}
PROMPT: Look at Picture 6: these tables are alike. Both tables are round. Are both tables round? {bk07-l1c-f2-15-q.mp3}
RESPONSE: Yes, both tables are round. {bk07-l1c-f2-15-a.mp3}
$SELECT Which Picture Is It?
ID: l1-s25
# Source: ST §Which One Is It?
INTRO: You'll hear one adjective at a time. Tap the picture it describes.
INSTRUCTION: Listen to the word and tap the matching picture.
PROMPT: fast
OPTION: 1 | {st-page_034_001.jpg}
OPTION: 2 | {st-page_034_002.jpg}
ANSWER: 1
PROMPT: slow
OPTION: 1 | {st-page_034_001.jpg}
OPTION: 2 | {st-page_034_002.jpg}
ANSWER: 2
PROMPT: strong
OPTION: 1 | {st-page_034_003.jpg}
OPTION: 2 | {st-page_034_004.jpg}
ANSWER: 1
PROMPT: weak
OPTION: 1 | {st-page_034_003.jpg}
OPTION: 2 | {st-page_034_004.jpg}
ANSWER: 2
PROMPT: wide
OPTION: 1 | {st-page_034_005.jpg}
OPTION: 2 | {st-page_034_006.jpg}
ANSWER: 1
PROMPT: narrow
OPTION: 1 | {st-page_034_005.jpg}
OPTION: 2 | {st-page_034_006.jpg}
ANSWER: 2
PROMPT: hot
OPTION: 1 | {st-page_034_007.jpg}
OPTION: 2 | {st-page_034_008.jpg}
ANSWER: 1
PROMPT: round
OPTION: 1 | {st-page_034_007.jpg}
OPTION: 2 | {st-page_034_008.jpg}
ANSWER: 2
PROMPT: alike
OPTION: 1 | {st-page_035_001.jpg}
OPTION: 2 | {st-page_035_002.jpg}
ANSWER: 1
PROMPT: opposite
OPTION: 1 | {st-page_035_001.jpg}
OPTION: 2 | {st-page_035_002.jpg}
ANSWER: 2
$SELECT Alike or Opposite?
ID: 1c-f3
# Source: LLA 1C Figure 3
INTRO: You'll hear two words. Decide if they mean the same or the opposite, tap your answer, then repeat the correct answer.
INSTRUCTION: Tap Alike or Opposite.
REPEAT
OPTION: a | Alike
OPTION: o | Opposite
EXAMPLE
PROMPT: start, begin {bk07-l1c-f3-ex-q.mp3}
ANSWER: a
FEEDBACK: Start and begin are alike. {bk07-l1c-f3-ex-a.mp3}
PROMPT: big, large {bk07-l1c-f3-01-q.mp3}
ANSWER: a
FEEDBACK: Big and large are alike. {bk07-l1c-f3-01-a.mp3}
PROMPT: fast, slow {bk07-l1c-f3-02-q.mp3}
ANSWER: o
FEEDBACK: Fast is the opposite of slow. {bk07-l1c-f3-02-a.mp3}
PROMPT: always, never {bk07-l1c-f3-03-q.mp3}
ANSWER: o
FEEDBACK: Always is the opposite of never. {bk07-l1c-f3-03-a.mp3}
PROMPT: have to, must {bk07-l1c-f3-04-q.mp3}
ANSWER: a
FEEDBACK: Have to and must are alike. {bk07-l1c-f3-04-a.mp3}
PROMPT: pull, push {bk07-l1c-f3-05-q.mp3}
ANSWER: o
FEEDBACK: Push is the opposite of pull. {bk07-l1c-f3-05-a.mp3}
PROMPT: return, go back {bk07-l1c-f3-06-q.mp3}
ANSWER: a
FEEDBACK: Return and go back are alike. {bk07-l1c-f3-06-a.mp3}
PROMPT: speak, talk {bk07-l1c-f3-07-q.mp3}
ANSWER: a
FEEDBACK: Speak and talk are alike. {bk07-l1c-f3-07-a.mp3}
PROMPT: narrow, wide {bk07-l1c-f3-08-q.mp3}
ANSWER: o
FEEDBACK: Wide is the opposite of narrow. {bk07-l1c-f3-08-a.mp3}
PROMPT: open, close {bk07-l1c-f3-09-q.mp3}
ANSWER: o
FEEDBACK: Open is the opposite of close. {bk07-l1c-f3-09-a.mp3}
PROMPT: small, little {bk07-l1c-f3-10-q.mp3}
ANSWER: a
FEEDBACK: Small and little are alike. {bk07-l1c-f3-10-a.mp3}
$PRODUCE Opposites and Alike
ID: l1-s26
# Source: ST §Opposites
INTRO: Type the missing word in each sentence about opposites and words that are alike.
INSTRUCTION: Type the missing word to complete the sentence.
INPUT: type
CHECK: exact
TEMPLATE: The opposite of big is ____{small|little}.
RESPONSE: The opposite of big is small.
ACCEPT: small | little
TEMPLATE: The opposite of narrow is ____{wide}.
RESPONSE: The opposite of narrow is wide.
ACCEPT: wide
TEMPLATE: ____{Strong} is the opposite of weak.
RESPONSE: Strong is the opposite of weak.
ACCEPT: Strong | strong
TEMPLATE: ____{Slow} is the opposite of fast.
RESPONSE: Slow is the opposite of fast.
ACCEPT: Slow | slow
TEMPLATE: Small and ____{little} are alike.
RESPONSE: Small and little are alike.
ACCEPT: little
TEMPLATE: Also and too are ____{alike}.
RESPONSE: Also and too are alike.
ACCEPT: alike
TEMPLATE: Wet and dry are not ____{alike}.
RESPONSE: Wet and dry are not alike.
ACCEPT: alike
TEMPLATE: Check out is the ____{opposite} of check in.
RESPONSE: Check out is the opposite of check in.
ACCEPT: opposite
TEMPLATE: Our notebooks are blue. My notebook is ____{like} your notebook.
RESPONSE: Our notebooks are blue. My notebook is like your notebook.
ACCEPT: like
TEMPLATE: I have a red pen. You have a red pen. My pen is ____{like} your pen.
RESPONSE: I have a red pen. You have a red pen. My pen is like your pen.
ACCEPT: like
$PRODUCE What Do You See?
ID: l1-s23
# Source: ST §What Do You See?
INTRO: Now describe pictures with the new adjectives. Look at each one and say what you see.
INSTRUCTION: Look at the picture and describe what you see.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key; accept any sentence using the same adjective for the same object (e.g., "a little circle", "a strong man").
PROMPT: {st-page_032_001.jpg}
RESPONSE: I see a little circle.
PROMPT: {st-page_032_002.jpg}
RESPONSE: I see two little circles. Both circles are round.
PROMPT: {st-page_032_003.jpg}
RESPONSE: I see a wide street.
PROMPT: {st-page_032_004.jpg}
RESPONSE: I see a narrow street.
PROMPT: {st-page_032_005.jpg}
RESPONSE: I see a fast car.
PROMPT: {st-page_032_006.jpg}
RESPONSE: I see a slow car.
PROMPT: {st-page_032_007.jpg}
RESPONSE: I see a strong man.
PROMPT: {st-page_032_008.jpg}
RESPONSE: I see a weak man.
$LESSON 1-6: Building Bigger Sentences
$DIALOGUE From Three Sentences to One
ID: 1c-f5
# Source: LLA 1C Figure 5
INTRO: In this part you'll learn to fold three short sentences into one good one. Listen to each set and repeat every sentence — including the big one at the end.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
LINE: The boy is little. {bk07-l1c-f5-01a.mp3}
LINE: He wants the cap. {bk07-l1c-f5-01b.mp3}
LINE: The cap is red. {bk07-l1c-f5-01c.mp3}
LINE: The little boy wants the red cap. {bk07-l1c-f5-01d.mp3}
LINE: The hotel is old. {bk07-l1c-f5-02a.mp3}
LINE: It is near a lake. {bk07-l1c-f5-02b.mp3}
LINE: The lake is large. {bk07-l1c-f5-02c.mp3}
LINE: The old hotel is near a large lake. {bk07-l1c-f5-02d.mp3}
LINE: The children are young. {bk07-l1c-f5-03a.mp3}
LINE: They can walk to the school. {bk07-l1c-f5-03b.mp3}
LINE: It is new. {bk07-l1c-f5-03c.mp3}
LINE: The young children can walk to the new school. {bk07-l1c-f5-03d.mp3}
LINE: The students were bored. {bk07-l1c-f5-04a.mp3}
LINE: They watched a movie. {bk07-l1c-f5-04b.mp3}
LINE: It was awful. {bk07-l1c-f5-04c.mp3}
LINE: The bored students watched an awful movie. {bk07-l1c-f5-04d.mp3}
LINE: The man was hungry. {bk07-l1c-f5-05a.mp3}
LINE: He ate lunch at a snack bar. {bk07-l1c-f5-05b.mp3}
LINE: It was crowded. {bk07-l1c-f5-05c.mp3}
LINE: The hungry man ate lunch at a crowded snack bar. {bk07-l1c-f5-05d.mp3}
$GRAMMAR Adjectives Go Before the Noun
ID: 1c-f5-g
# Source: new (gap: adjective placement is drilled in 1C/1D but never explained)
INTRO: One quick rule before you combine sentences yourself.
To combine sentences, move each describing word in front of the thing it describes:
- {The boy is little.} + {He wants the cap.} + {The cap is red.}
- → {The little boy wants the red cap.}
The adjective goes **before** the noun: *little boy*, *red cap*. That's it — three sentences become one.
$PRODUCE Put the Adjective in Its Place
ID: l1-s27
# Source: ST §The Student Flies Fast Airplanes.
INTRO: You'll hear two sentences — one about the thing, one describing it. Say them as one sentence.
INSTRUCTION: Combine the two sentences into one.
INPUT: speak
CHECK: reveal
EXAMPLE
PROMPT: The girl is crying. She is little.
RESPONSE: The little girl is crying.
EXAMPLE
PROMPT: Bob drives a taxi. It is red.
RESPONSE: Bob drives a red taxi.
PROMPT: Jim has an umbrella. It is black.
RESPONSE: Jim has a black umbrella.
PROMPT: Alice is writing a letter. It is long.
RESPONSE: Alice is writing a long letter.
PROMPT: The street is crowded. It is narrow.
RESPONSE: The narrow street is crowded.
PROMPT: The teacher drew a triangle. It was big.
RESPONSE: The teacher drew a big triangle.
PROMPT: The girl plays basketball. She is tall.
RESPONSE: The tall girl plays basketball.
PROMPT: The student marked the answer. It was correct.
RESPONSE: The student marked the correct answer.
PROMPT: That package is for you. It is large.
RESPONSE: That large package is for you.
PROMPT: The boy plays football. He is strong.
RESPONSE: The strong boy plays football.
PROMPT: The man is going to the hospital. He is sick.
RESPONSE: The sick man is going to the hospital.
PROMPT: The children are watching a TV show. It is old.
RESPONSE: The children are watching an old TV show.
$PRODUCE Missing Adjectives
ID: 1c-f6
# Source: LLA 1C Figure 6
INPUT: type
CHECK: exact
INTRO: Type the missing adjectives in the short sentences and in the combined one. Then listen and repeat the final sentence.
INSTRUCTION: Type the missing words.
REPEAT
TEMPLATE: The man is ____{old}. He knows the answer. It is ____{correct}.
TEMPLATE: The ____{old} man knows the ____{correct} answer.
RESPONSE: The old man knows the correct answer. {bk07-l1c-f6-01.mp3}
TEMPLATE: The woman was ____{tired}. She drank some tea. The tea was ____{hot}.
TEMPLATE: The ____{tired} woman drank some ____{hot} tea.
RESPONSE: The tired woman drank some hot tea. {bk07-l1c-f6-02.mp3}
TEMPLATE: The girl was ____{hungry}. She ate a piece of cake. It was ____{big}.
TEMPLATE: The ____{hungry} girl ate a ____{big} piece of cake.
RESPONSE: The hungry girl ate a big piece of cake. {bk07-l1c-f6-03.mp3}
TEMPLATE: The men are ____{thirsty}. They are drinking water. It is ____{cold}.
TEMPLATE: The ____{thirsty} men are drinking ____{cold} water.
RESPONSE: The thirsty men are drinking cold water. {bk07-l1c-f6-04.mp3}
TEMPLATE: The pilot is ____{young}. He is flying an airplane. The airplane is ____{new}.
TEMPLATE: The ____{young} pilot is flying a ____{new} airplane.
RESPONSE: The young pilot is flying a new airplane. {bk07-l1c-f6-05.mp3}
TEMPLATE: The man was ____{sick}. He took some medicine. It was the ____{wrong} medicine.
TEMPLATE: The ____{sick} man took the ____{wrong} medicine.
RESPONSE: The sick man took the wrong medicine. {bk07-l1c-f6-06.mp3}
TEMPLATE: The children were ____{happy}. They liked the weather. It was ____{warm}.
TEMPLATE: The ____{happy} children liked the ____{warm} weather.
RESPONSE: The happy children liked the warm weather. {bk07-l1c-f6-07.mp3}
TEMPLATE: The customer was ____{angry}. He didn't leave a tip for the waiter. The waiter was ____{slow}.
TEMPLATE: The ____{angry} customer didn't leave a tip for the ____{slow} waiter.
RESPONSE: The angry customer didn't leave a tip for the slow waiter. {bk07-l1c-f6-08.mp3}
$PRODUCE Three Sentences into One
ID: l1-s28
# Source: ST §The Hungry Man Ate a Big Sandwich.
INTRO: Now three sentences at a time. Read them and say one combined sentence.
INSTRUCTION: Make one sentence from the three sentences.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
EXAMPLE
PROMPT: The man is old. He got off the bus. It was crowded.
RESPONSE: The old man got off the crowded bus.
PROMPT: The pilot is young. He drives a car. The car is fast.
RESPONSE: The young pilot drives a fast car.
PROMPT: The barber is short. He gives haircuts. They are good.
RESPONSE: The short barber gives good haircuts.
PROMPT: The man was wet. He put on shoes and socks. They were dry.
RESPONSE: The wet man put on dry shoes and socks.
PROMPT: The boy was strong. He moved the TV. It was big.
RESPONSE: The strong boy moved the big TV.
PROMPT: The children are thirsty. They are drinking milk. It is cold.
RESPONSE: The thirsty children are drinking cold milk.
PROMPT: My camera is old. It takes pictures. They are good.
RESPONSE: My old camera takes good pictures.
PROMPT: The mess hall is new. It is near the BX. The BX is small.
RESPONSE: The new mess hall is near the small BX.
PROMPT: The boy is little. He is eating a bowl of ice cream. It is big.
RESPONSE: The little boy is eating a big bowl of ice cream.
$PRODUCE Combine the Sentences
ID: 1d-f1
# Source: LLA 1D Figure 1
INPUT: speak
CHECK: reveal
INTRO: Same skill, ears only: listen to three short sentences, combine them into one aloud, then repeat the correct answer.
INSTRUCTION: Combine the sentences into one.
REPEAT
EXAMPLE
PROMPT: The boy was little. He packed a suitcase. The suitcase was small. {bk07-l1d-f1-ex-q.mp3}
RESPONSE: The little boy packed a small suitcase. {bk07-l1d-f1-ex-a.mp3}
PROMPT: The man is tall. He has a wife. She is short. {bk07-l1d-f1-01-q.mp3}
RESPONSE: The tall man has a short wife. {bk07-l1d-f1-01-a.mp3}
PROMPT: The students were hungry. They ate a meal. The meal was big. {bk07-l1d-f1-02-q.mp3}
RESPONSE: The hungry students ate a big meal. {bk07-l1d-f1-02-a.mp3}
PROMPT: The women were old. They wore dresses. The dresses were black. {bk07-l1d-f1-03-q.mp3}
RESPONSE: The old women wore black dresses. {bk07-l1d-f1-03-a.mp3}
PROMPT: The soldier is young. He is buying boots. The boots are new. {bk07-l1d-f1-04-q.mp3}
RESPONSE: The young soldier is buying new boots. {bk07-l1d-f1-04-a.mp3}
PROMPT: The girl is unhappy. She is writing a letter. The letter is long. {bk07-l1d-f1-05-q.mp3}
RESPONSE: The unhappy girl is writing a long letter. {bk07-l1d-f1-05-a.mp3}
$LESSON 1-7: Reading Skills — Referents and Outlines
$DIALOGUE He and Jack Are the Same
ID: l1-s10
# Source: ST §He and Jack Are the Same.
INTRO: In this part you'll practice two reading skills: knowing who "he", "she", "it", and "they" point to, and pulling the main facts out of a paragraph. Start by reading these examples.
INSTRUCTION: Read the sentences. Notice the words that mean the same.
LINE: Jack has a new raincoat. He bought it yesterday. Now Jack can walk in the rain.
LINE: He = Jack. He and Jack are the same.
LINE: The children are hungry. They want lunch now. I'll make some sandwiches for them.
LINE: They = children. They and children are the same.
$SELECT What Does the Pronoun Mean?
ID: l1-s11
# Source: ST §Ken Took a Vacation.
INTRO: Read each short paragraph and decide who or what the marked word points to. Tap your answer.
INSTRUCTION: Read the paragraph and tap the correct answer.
EXAMPLE
TEMPLATE: Ken and Kathy went to the movies last night. *They* saw many of their friends there. It was a good show.
TEMPLATE: They = ____.
OPTION: a | the movies
OPTION: b | Ken and Kathy
OPTION: c | their friends
ANSWER: b
TEMPLATE: Alice walked to school this morning. The weather was rainy and cold. Her new umbrella didn't help her. *It* was at home.
TEMPLATE: It = ____.
OPTION: a | school
OPTION: b | weather
OPTION: c | umbrella
ANSWER: c
TEMPLATE: The students take tests on Friday and always get good grades. *They* ask their teachers questions in class every day and study every night.
TEMPLATE: They = ____.
OPTION: a | students
OPTION: b | teachers
OPTION: c | tests
ANSWER: a
TEMPLATE: Mary and her mother will go to England next summer. Mary's friend Susan lives there. *She* has a house in London. Mary and her mother will stay at Susan's house for a month.
TEMPLATE: She = ____.
OPTION: a | Mary
OPTION: b | Susan
OPTION: c | Mary's mother
ANSWER: b
TEMPLATE: Linda's teacher wrote some numbers on the chalkboard. Then *she* asked the class a question. Linda knew the answer, but her friend didn't.
TEMPLATE: She = ____.
OPTION: a | Linda
OPTION: b | Linda's teacher
OPTION: c | Linda's friend
ANSWER: b
TEMPLATE: Henry wanted to fly to New York on Sunday. He called a taxi. The taxi driver didn't come on time, and Henry arrived at the airport late. Then the airline agent gave him the wrong ticket. *He* didn't go to New York that day.
TEMPLATE: He = ____.
OPTION: a | Henry
OPTION: b | the driver
OPTION: c | the agent
ANSWER: a
$PRODUCE Type the Referent
ID: l1-s12
# Source: ST §What Does It Refer To?
INTRO: Same skill, no choices this time. Read the paragraph and type who or what the marked word points to.
INSTRUCTION: Read the paragraph and type what the marked word refers to.
INPUT: type
CHECK: exact
EXAMPLE
TEMPLATE: California is a good state for a vacation. *It* has lakes, the ocean, and mountains with snow. The weather in California is nice, too.
TEMPLATE: It = ____{California}
RESPONSE: It = California
TEMPLATE: George is a car dealer. Ken bought a car from him last week. The car is old, but Ken likes it. *He* drives it to work every day.
TEMPLATE: He = ____{Ken}
RESPONSE: He = Ken
TEMPLATE: Steve and Mike are barbers. Their customers like them a lot. *They* give good haircuts, and they listen to the people in their barbershop.
TEMPLATE: They = ____{Steve and Mike}
RESPONSE: They = Steve and Mike
ACCEPT: Steve and Mike | the barbers
TEMPLATE: Lisa went to France and England last summer. She bought a new camera for her trip. The camera didn't cost much. *It*'s small, but it takes good pictures.
TEMPLATE: It = ____{the camera}
RESPONSE: It = the camera
ACCEPT: the camera | camera
TEMPLATE: Mr. and Mrs. Stevens live in Florida. Every winter their friends in Chicago get boxes of fruit from them in the mail. *They* always like the delicious fruit.
TEMPLATE: They = ____{their friends in Chicago}
RESPONSE: They = their friends in Chicago
ACCEPT: their friends in Chicago | their friends | friends
TEMPLATE: Kathy wanted to buy a book, but she didn't have any money or identification. The clerk in the store didn't cash Kathy's check. *She* needed to see her driver's license or I.D. card.
TEMPLATE: She = ____{the clerk}
RESPONSE: She = the clerk
ACCEPT: the clerk | clerk
# SKIPPED (book): "READ QUICKLY." and "MORE PRACTICE" (timed reading / read-at-a-glance drills) — no workable solo interaction in our format.
$PRODUCE Who Is "He"? What Is "It"?
ID: 1d-f2
# Source: LLA 1D Figure 2
INPUT: speak
CHECK: reveal
INTRO: The lab tape's version of the same skill. Read the paragraph on screen, listen to the question about the marked word, answer aloud, then repeat the correct sentence.
INSTRUCTION: Answer the question aloud.
REPEAT
TEMPLATE: Charles and Linda drew four shapes on the chalkboard. The shapes were alike. *They* were round. The four shapes were circles.
PROMPT: What word is the same as "they"? Shapes or Linda and Charles? {bk07-l1d-f2-01-q.mp3}
RESPONSE: The shapes were round. {bk07-l1d-f2-01-a.mp3}
TEMPLATE: Jack took a vacation in Florida last month. His brother is in the Navy there. *He* stayed for two weeks and went sightseeing every day.
PROMPT: Look at the word "he." What is the same as "he"? Jack or his brother? {bk07-l1d-f2-02-q.mp3}
RESPONSE: Jack stayed for 2 weeks and went sightseeing every day. {bk07-l1d-f2-02-a.mp3}
TEMPLATE: Martha and Jane work in a big store downtown every day after school. Their customers are always happy. *They* think the two girls are good clerks.
PROMPT: Is "they" Martha and Jane? {bk07-l1d-f2-03-q.mp3}
RESPONSE: Their customers think the two girls are good clerks. {bk07-l1d-f2-03-a.mp3}
TEMPLATE: Sally is in Mrs. Murphy's math class. *She* does her homework every night and makes good grades on the math tests. Sally wants to be a math teacher too.
PROMPT: Who is "she"? {bk07-l1d-f2-04-q.mp3}
RESPONSE: Sally does her homework every night and makes good grades on the math tests. {bk07-l1d-f2-04-a.mp3}
TEMPLATE: Mr. Roberts teaches English in Chicago. He goes to his classroom early every day and helps his students. Friday is always a good day for Mr. Roberts and the students. *It* is the last day of class. Mr. Roberts doesn't give the students homework on Friday.
PROMPT: What is the same as "it"? {bk07-l1d-f2-05-q.mp3}
RESPONSE: Friday is the last day of class. {bk07-l1d-f2-05-a.mp3}
# DROPPED (source defect): ST "The New Restaurant" outline (l1-s29) — the source module contains no paragraph and no outline slots, so there is nothing to convert.
$DIALOGUE Sports and School
ID: l1-s30
# Source: ST §Sports and School
INTRO: Read two short paragraphs — Mike's sports year and Alice's very full day. You'll fill in outlines about them next.
INSTRUCTION: Read the paragraphs.
LINE: Every year Mike plays sports at his school.
LINE: In the fall he plays football and soccer.
LINE: In the winter he plays basketball.
LINE: In the spring he plays baseball and tennis.
LINE: Alice is a student. She has a schedule.
LINE: In the morning she goes to school.
LINE: In the afternoon she sells women's clothes in a store downtown.
LINE: She gets home late and eats dinner. Then she studies her lessons all evening.
$PRODUCE Outline: Mike's Sports
ID: l1-s31
# Source: ST outline exercise (Sports and School)
REFERENCE: l1-s30
INTRO: Fill in the outline of Mike's sports, season by season. You can look back at the text while you work.
INSTRUCTION: Fill in the outline from the text.
INPUT: type
TEMPLATE: Mike's Sports
SLOT: 1 | Season 1 | fall
SLOT: 2 | Sport | football
SLOT: 2 | Sport | soccer
SLOT: 1 | Season 2 | winter
SLOT: 2 | Sport | basketball
SLOT: 1 | Season 3 | spring
SLOT: 2 | Sport | baseball
SLOT: 2 | Sport | tennis
$PRODUCE Outline: Alice's Schedule
ID: l1-s32
# Source: ST outline exercise (Sports and School)
REFERENCE: l1-s30
INTRO: Now Alice's day — morning, afternoon, evening. Fill in what she does at each time.
INSTRUCTION: Fill in the outline from the text.
INPUT: type
TEMPLATE: Alice's Schedule
SLOT: 1 | Time 1 | morning
SLOT: 2 | Activity | goes to school
SLOT: 1 | Time 2 | afternoon
SLOT: 2 | Activity | sells clothes
SLOT: 1 | Time 3 | evening
SLOT: 2 | Activity | studies lessons
$DIALOGUE Airports and Cities
ID: l1-s33
# Source: ST §Airports and Cities
INTRO: Two more paragraphs to read: big and small airports, and a city with exactly three large buildings.
INSTRUCTION: Read the paragraphs.
LINE: Some airports are large. Other airports are very small.
LINE: There are big airplanes and many people at large airports. Flights arrive and depart all day and night.
LINE: Small airports are not crowded. They have only little airplanes. People don't arrive or depart at night.
LINE: Our city is very small. It has only three large buildings.
LINE: They are the bank, the post office, and the grocery store.
LINE: The bank is old. It was the first big building in the city.
LINE: The post office is new and clean.
LINE: The grocery store is near the post office. It is always crowded.
$PRODUCE Outline: Airports
ID: l1-s34
# Source: ST outline exercise (Airports and Cities)
REFERENCE: l1-s33
INTRO: Fill in the outline comparing large and small airports. Look back at the text if you need to.
INSTRUCTION: Fill in the outline from the text.
INPUT: type
TEMPLATE: Airports
SLOT: 1 | Type 1 | large
SLOT: 2 | Airplanes | big
SLOT: 2 | People | many
SLOT: 2 | Flights arrive | all day and night
SLOT: 1 | Type 2 | small
SLOT: 2 | Crowded | not crowded
SLOT: 2 | Airplanes | little
SLOT: 2 | Flights arrive | not at night
$PRODUCE Outline: City Buildings
ID: l1-s35
# Source: ST outline exercise (Airports and Cities)
REFERENCE: l1-s33
INTRO: Last outline: the three large buildings and what each one is like.
INSTRUCTION: Fill in the outline from the text.
INPUT: type
TEMPLATE: Large Buildings in Our City
SLOT: 1 | Building 1 | bank
SLOT: 2 | Description | old
SLOT: 1 | Building 2 | post office
SLOT: 2 | Description | new and clean
SLOT: 1 | Building 3 | grocery store
SLOT: 2 | Description | crowded
$LESSON 1-8: Describing People and Places
$DIALOGUE What Does She Look Like?
ID: l1-s36
# Source: ST §What Does She Look Like?
INTRO: In this part you'll learn two very useful questions: "What does she look like?" for appearance, and "What is she like?" for everything else. Read the dialogs.
INSTRUCTION: Read the dialogs.
VOCAB: What does ... look like?
Mary: What does your teacher look like?
Anna: She's short and has brown hair. Her eyes are blue.
VOCAB: What is ... like?
Mary: What is she like?
Anna: She's young and very nice. She's a good teacher, too.
Sue: What do triangles look like?
Jim: Triangles are shapes with three sides.
Sue: What do rectangles look like?
Jim: They have two long sides and two short sides.
Dan: What was your trip to Chicago like?
Bob: It was a good trip. I saw a few old friends.
Dan: What was the weather like there?
Bob: It was awful! It rained for three days.
Dan: Oh! It was warm and sunny here.
$DIALOGUE What Is Beth Like?
ID: 1d-f4
# Source: LLA 1D Figure 4
INTRO: Karen visited her friend Beth in Los Angeles, and Susan wants the full report. Listen and repeat.
INSTRUCTION: Listen and repeat each line.
REPEAT
Susan: I don't know Beth. What's she like? {bk07-l1d-f4-01.mp3}
Karen: She's very nice, and she's always happy. {bk04-l1d-f4-02.mp3}
Susan: What does she look like? {bk07-l1d-f4-03.mp3}
Karen: She's tall and has blue eyes. {bk07-l1d-f4-04.mp3}
Susan: What color is her hair? {bk07-l1d-f4-05.mp3}
Karen: Beth's hair is brown, and it's very long. {bk07-l1d-f4-06.mp3}
$DIALOGUE Beth's House
ID: 1d-f5
# Source: LLA 1D Figure 5
INTRO: Susan has more questions — now about Beth's house. Listen, and repeat Karen's answers.
INSTRUCTION: Listen and repeat Karen's lines.
REPEAT
Susan: What is Beth's house like? {bk07-l1d-f5-01.mp3}
Karen: It's new and not very big. {bk07-l1d-f5-02.mp3}
Susan: How many rooms does it have? {bk07-l1d-f5-03.mp3}
Karen: It has 6 rooms with large windows. {bk07-l1d-f5-04.mp3}
Susan: Is it near the ocean? {bk07-l1d-f5-05.mp3}
Karen: Yes. Beth can walk there in 5 minutes. {bk07-l1d-f5-06.mp3}
$SELECT Match Question and Answer
ID: l1-s37
# Source: ST §Can You Match These?
INTRO: You'll hear questions with "look like" and "like". Tap the answer that fits each one.
INSTRUCTION: Match the question to the answer.
OPTION: a | It's blue and has four doors.
OPTION: b | It's delicious.
OPTION: c | The jacket is red and the pants are black.
OPTION: d | It's large. I have eight children.
OPTION: e | It's short. There are only ten questions.
OPTION: f | It has small buildings and narrow streets.
PROMPT: What does his uniform look like?
ANSWER: c
PROMPT: What is the quiz like?
ANSWER: e
PROMPT: What does the city look like?
ANSWER: f
PROMPT: What is your dinner like?
ANSWER: b
PROMPT: What is your family like?
ANSWER: d
PROMPT: What does her car look like?
ANSWER: a
$DIALOGUE Describing a Doctor and a City
ID: l1-s38
# Source: ST §More Dialogs
INTRO: Two more conversations — a doctor described head to toe, and Houston described weather and all. Listen and repeat.
INSTRUCTION: Repeat the dialogs.
REPEAT
Mark: Is that man your doctor?
Kent: No, that man is tall. My doctor is short.
Mark: Give me a description of him.
Kent: He has brown hair and eyes.
Mark: Is he young?
Kent: No, he's not. He's an old man.
Steve: I think I'll go to Houston next weekend.
David: I went there last month. I can describe it to you.
Steve: Good. What's it like?
David: There are a lot of trees and tall buildings.
Steve: Is it very crowded?
David: Yes. A few million people live there.
Steve: What is the weather like?
David: It's hot, but you can swim in the ocean.
$DIALOGUE Bob's Room
ID: l1-s39
# Source: ST §Study Your Part
INTRO: One last dialog: Bob describes his room at the language school. Small, but nice. Listen and repeat.
INSTRUCTION: Repeat the dialog.
REPEAT
Tom: What's your room like at the language school?
Bob: It's small, but nice. It has two windows.
Tom: Does it have a telephone?
Bob: No, but there's a telephone in the hall.
NOTES: hall = long, narrow passageway from which the rooms in a building or house open
Tom: What else does it have?
Bob: It also has a desk, a chair, and a TV.
# SKIPPED (book): "CAN YOU GIVE A DESCRIPTION OF IT?" — open pair task with nothing scripted; no solo path.
# SKIPPED (book): "HARRY WENT TO THE BX AFTER LUNCH." — substitution table with no specific checkable prompts.
$LESSON 1-9: Putting It Together
$DIALOGUE Dinner Plans
ID: 1c-f4
# Source: LLA 1C Figure 4 (dialogue 1)
INTRO: This last part mixes everything from the lesson: conversations, review questions, and a dictation. First, listen to find out where the men will eat dinner — Carl has opinions about the mess hall.
INSTRUCTION: Listen to the conversation.
Officer: Carl, do you want to eat dinner with us? {bk07-l1c-f4-d1-01.mp3}
Carl: I don't know. Where are you going? {bk07-l1c-f4-d1-02.mp3}
Officer: To the mess hall. {bk04-l1c-f4-d1-03.mp3}
Carl: No thank you. I don't like the food there. {bk07-l1c-f4-d1-04.mp3}
Officer: Okay. We'll eat in a restaurant downtown. {bk07-l1c-f4-d1-05.mp3}
Carl: Good. Let's go. Do you have any money? {bk07-l1c-f4-d1-06.mp3}
$PRODUCE Question: Where Will They Eat?
ID: 1c-f4-b
# Source: LLA 1C Figure 4 (question 1)
REFERENCE
INTRO: Answer the question about the conversation you just heard.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
PROMPT: Where will the men eat dinner? {bk07-l1c-f4-01-q.mp3}
RESPONSE: In a restaurant downtown. {bk07-l1c-f4-01-a.mp3}
$DIALOGUE The Mess Hall
ID: 1c-f4-c
# Source: LLA 1C Figure 4 (dialogue 2)
INTRO: Carl may have a point. Listen to an officer and a sergeant discuss why the mess hall food is awful.
INSTRUCTION: Listen to the conversation.
Officer: Sergeant, the food in this mess hall is awful. Why? {bk07-l1c-f4-d2-01.mp3}
Sergeant: Because we have only 5 cooks, sir. And they're new. We need 10 cooks here. {bk07-l1c-f4-d2-02.mp3}
Officer: I'll send some of the men to the other mess hall today. You'll have 10 cooks here tomorrow. {bk07-l1c-f4-d2-03.mp3}
Sergeant: Thank you, sir. That will help us a lot. {bk07-l1c-f4-d2-04.mp3}
$PRODUCE Question: How Many Cooks?
ID: 1c-f4-d
# Source: LLA 1C Figure 4 (question 2)
REFERENCE
INTRO: Answer the question about the conversation you just heard.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
PROMPT: How many cooks does the sergeant need in the mess hall? {bk07-l1c-f4-02-q.mp3}
RESPONSE: The sergeant needs 10 cooks. {bk07-l1c-f4-02-a.mp3}
$DIALOGUE Airport Pickup
ID: 1d-f3
# Source: LLA 1D Figure 3
INTRO: A short one: the Colonel needs a ride tomorrow morning. Listen for the time.
INSTRUCTION: Listen to the conversation.
Colonel: Sergeant, please pick me up at the office at 7 o'clock tomorrow morning. {bk07-l1d-f3-01.mp3}
Sergeant: Yes, sir. Where do you want to go, Colonel? {bk07-l1d-f3-02.mp3}
Colonel: To the airport. I have to meet the general's airplane at 7:45. {bk07-l1d-f3-03.mp3}
$PRODUCE Question: When Does the General Arrive?
ID: 1d-f3-b
# Source: LLA 1D Figure 3 (question)
REFERENCE
INTRO: Answer the question about the conversation.
INSTRUCTION: Answer aloud.
INPUT: speak
CHECK: reveal
PROMPT: What time will the general arrive? {bk07-l1d-f3-04-q.mp3}
RESPONSE: At 7:45. {bk07-l1d-f3-04-a.mp3}
$SELECT Review: Choose the Best Answer
ID: 1d-f6
# Source: LLA 1D Figure 6
INTRO: A quick review of the whole lesson — shapes, mistakes, jobs, "both", and more. Listen to each statement or question and tap the best answer.
INSTRUCTION: Tap the correct option.
PROMPT: That's a small car. {bk07-l1d-f6-01-q.mp3}
TEMPLATE: It's ____.
OPTION: a | little {bk07-l1d-f6-01-a.mp3}
OPTION: b | round
OPTION: c | wide
OPTION: d | large
ANSWER: a
PROMPT: What does the general look like? {bk07-l1d-f6-02-q.mp3}
OPTION: a | He's a pilot.
OPTION: b | He has four children.
OPTION: c | He's tall and has gray hair. {bk07-l1d-f6-02-a.mp3}
OPTION: d | He arrived on base last week.
ANSWER: c
PROMPT: Jan is studying mathematics in school. {bk07-l1d-f6-03-q.mp3}
TEMPLATE: She's studying ____.
OPTION: a | countries
OPTION: b | numbers {bk07-l1d-f6-03-a.mp3}
OPTION: c | languages
OPTION: d | letters
ANSWER: b
PROMPT: John made a picture on the chalkboard. {bk07-l1d-f6-04-q.mp3}
TEMPLATE: He ____ it.
OPTION: a | drew {bk07-l1d-f6-04-a.mp3}
OPTION: b | described
OPTION: c | compared
OPTION: d | wrote
ANSWER: a
PROMPT: Large and big are the same. {bk07-l1d-f6-05-q.mp3}
TEMPLATE: They are ____.
OPTION: a | strong
OPTION: b | opposite
OPTION: c | alike {bk07-l1d-f6-05-a.mp3}
OPTION: d | weak
ANSWER: c
PROMPT: This number is wrong. {bk07-l1d-f6-06-q.mp3}
TEMPLATE: It's a ____.
OPTION: a | line
OPTION: b | side
OPTION: c | shape
OPTION: d | mistake {bk07-l1d-f6-06-a.mp3}
ANSWER: d
PROMPT: What's this fruit called? {bk07-l1d-f6-07-q.mp3}
OPTION: a | An apple it's called.
OPTION: b | It's called an apple. {bk07-l1d-f6-07-a.mp3}
OPTION: c | Call it an apple.
OPTION: d | It's an apple called.
ANSWER: b
PROMPT: What is Mary's job? {bk07-l1d-f6-08-q.mp3}
OPTION: a | She's young.
OPTION: b | She's on vacation.
OPTION: c | She's from Houston.
OPTION: d | She's a teacher. {bk07-l1d-f6-08-a.mp3}
ANSWER: d
PROMPT: Ken is going to a movie. Al is going too. {bk07-l1d-f6-09-q.mp3}
OPTION: a | The other boy is going.
OPTION: b | One boy is going.
OPTION: c | Both boys are going. {bk07-l1d-f6-09-a.mp3}
OPTION: d | They're not going.
ANSWER: c
PROMPT: You're late. Is something wrong with your watch? {bk07-l1d-f6-10-q.mp3}
TEMPLATE: Yes. It's ____.
OPTION: a | slow {bk07-l1d-f6-10-a.mp3}
OPTION: b | upset
OPTION: c | happy
OPTION: d | strong
ANSWER: a
# SKIPPED (book): ST Listening Skill "WHAT DID YOU NOT HEAR?" (p. 30) — instructor-read with no recorded stimulus; convertible later with chosen items + TTS. The recorded LLA versions (1B Figure 7, 1D Figure 7) are converted.
$SELECT Martha and Sally — What Didn't You Hear?
ID: 1d-f7
# Source: LLA 1D Figure 7
INTRO: Martha and Sally's lunch plans met a very slow waiter. Listen to the story, then tap the one statement that was NOT in it.
INSTRUCTION: Tap the information you do not hear.
PROMPT: Martha and Sally took the bus downtown Saturday afternoon. They wanted to eat lunch first, then see a movie at 2 o'clock. They sat down in the restaurant at 12:30. The restaurant was very crowded and the waiter was slow. He didn't come to their table or bring them menus for 15 minutes. The girls didn't want to be late to the show. They left the restaurant and ate lunch at a snack bar near the movie. {bk07-l1d-f7-01-q.mp3}
OPTION: a | Martha and Sally went downtown on the bus.
OPTION: b | They wanted to see a movie at 2:00 p.m.
OPTION: c | The girls ordered soup and salads for lunch. {bk07-l1d-f7-01-a.mp3}
OPTION: d | The waiter was slow, and the restaurant was crowded.
ANSWER: c
$PRODUCE Punctuation Dictation
ID: 1d-f8
# Source: LLA 1D Figure 8
LONGFORM
INPUT: type
CHECK: exact
NORMALIZE: strict
INTRO: Last task of the lesson. Listen to each sentence and rewrite it with the correct capital letters, apostrophes, question marks, and periods. Then you're done — nice work.
INSTRUCTION: Rewrite the sentence with correct punctuation.
TEMPLATE: paul is studying mathematics in school
PROMPT: Paul is studying mathematics in school. {bk07-l1d-f8-01.mp3}
RESPONSE: Paul is studying mathematics in school. {bk07-l1d-f8-01.mp3}
TEMPLATE: his math teacher is giving the class a quiz today on shapes and lines
PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk07-l1d-f8-02.mp3}
RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk07-l1d-f8-02.mp3}
TEMPLATE: will paul get a good grade on the test
PROMPT: Will Paul get a good grade on the test? {bk07-l1d-f8-03.mp3}
RESPONSE: Will Paul get a good grade on the test? {bk07-l1d-f8-03.mp3}
TEMPLATE: yes
PROMPT: Yes. {bk07-l1d-f8-04.mp3}
RESPONSE: Yes. {bk07-l1d-f8-04.mp3}
TEMPLATE: hes a good student and knows all the answers
PROMPT: He's a good student and knows all the answers. {bk07-l1d-f8-05.mp3}
RESPONSE: He's a good student and knows all the answers. {bk07-l1d-f8-05.mp3}
TEMPLATE: there wont be any mistakes on pauls test
PROMPT: There won't be any mistakes on Paul's test. {bk07-l1d-f8-06.mp3}
RESPONSE: There won't be any mistakes on Paul's test. {bk07-l1d-f8-06.mp3}
