alc-english/book-1-lesson-4.module

$MODULE Book 1 · Lesson 4: Today Is Thursday
FORMAT: 2
DESCRIPTION: Yes/no questions with this, that, these and those; my, your, his, her; the alphabet and spelling; days of the week; telling time; and in, on, under. The final part is optional letter-reading practice — skip it if you already read English letters comfortably.
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: Student1 | achird | Male student
VOICE: Student2 | gacrux | Female student
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)

$LESSON 4-1: Is This a Pen?

# Source: LLA 4A Figure 1
$DIALOGUE Is This a Pen?
ID: 4a-f1
INTRO: In this lesson you'll learn to ask and answer yes/no questions, name the days of the week, tell the time, and say where things are. We start with classroom objects — you'll hear a question about each picture and its answer. Listen and repeat both.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Is this a pen? {page_089_001.jpg} {bk01-l4a-f1-01-q.mp3}
LINE: Yes, it's a pen. {page_089_001.jpg} {bk01-l4a-f1-01-a.mp3}

Narrator: Is this a book? {page_089_002.jpg} {bk01-l4a-f1-02-q.mp3}
LINE: Yes, it's a book. {page_089_002.jpg} {bk01-l4a-f1-02-a.mp3}

Narrator: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-03-q.mp3}
LINE: Yes, it's a chair. {page_089_003.jpg} {bk01-l4a-f1-03-a.mp3}

Narrator: Is this a table? {page_089_004.jpg} {bk01-l4a-f1-04-q.mp3}
LINE: Yes, it's a table. {page_089_004.jpg} {bk01-l4a-f1-04-a.mp3}

Narrator: Is that a clock? {page_089_005.jpg} {bk01-l4a-f1-05-q.mp3}
LINE: Yes, it's a clock. {page_089_005.jpg} {bk01-l4a-f1-05-a.mp3}

Narrator: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-06-q.mp3}
LINE: Yes, it's a window. {page_089_006.jpg} {bk01-l4a-f1-06-a.mp3}

Narrator: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-07-q.mp3}
LINE: Yes, it's a door. {page_089_007.jpg} {bk01-l4a-f1-07-a.mp3}

# Source: LLA 4A Figure 1
$DIALOGUE No, It Isn't
ID: 4a-f1-b
INTRO: Same pictures — but now every guess is wrong. Listen to the questions and the "no" answers, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Is this a notebook? {page_089_001.jpg} {bk01-l4a-f1-08-q.mp3}
LINE: No, it isn't a notebook. {page_089_001.jpg} {bk01-l4a-f1-08-a.mp3}

Narrator: Is this a clock? {page_089_002.jpg} {bk01-l4a-f1-09-q.mp3}
LINE: No, it isn't a clock. {page_089_002.jpg} {bk01-l4a-f1-09-a.mp3}

Narrator: Is this a table? {page_089_003.jpg} {bk01-l4a-f1-10-q.mp3}
LINE: No, it isn't a table. {page_089_003.jpg} {bk01-l4a-f1-10-a.mp3}

Narrator: Is this a wall? {page_089_004.jpg} {bk01-l4a-f1-11-q.mp3}
LINE: No, it isn't a wall. {page_089_004.jpg} {bk01-l4a-f1-11-a.mp3}

Narrator: Is that a book? {page_089_005.jpg} {bk01-l4a-f1-12-q.mp3}
LINE: No, it isn't a book. {page_089_005.jpg} {bk01-l4a-f1-12-a.mp3}

Narrator: Is that a blackboard? {page_089_006.jpg} {bk01-l4a-f1-13-q.mp3}
LINE: No, it isn't a blackboard. {page_089_006.jpg} {bk01-l4a-f1-13-a.mp3}

Narrator: Is that a window? {page_089_007.jpg} {bk01-l4a-f1-14-q.mp3}
LINE: No, it isn't a window. {page_089_007.jpg} {bk01-l4a-f1-14-a.mp3}

# Source: new (gap: this/that/these/those drilled throughout 4A but never explained)
$GRAMMAR This, That, These, Those
ID: 4a-g1
INTRO: A quick word about this, that, these, and those before you answer on your own.

Use **this** for one thing near you: {Is this a pen?}

Use **that** for one thing farther away: {Is that a door?}

For more than one thing, **this** becomes **these** and **that** becomes **those**: {Are these books?} — {Are those chairs?}

| | Near | Far |
|---|---|---|
| One | this | that |
| More than one | these | those |

# Source: LLA 4A Figure 1
$PRODUCE Answer: Yes or No
ID: 4a-f1-c
INPUT: speak
CHECK: reveal
INTRO: Your turn. You'll see a picture and hear a question about it — answer aloud with yes or no, then check against the model.
INSTRUCTION: Answer the questions aloud.

EXAMPLE
PROMPT: Is this a clock? {page_089_001.jpg} {bk01-l4a-f1-15-ex-q.mp3}
RESPONSE: No, it isn't a clock. {bk01-l4a-f1-15-ex-a.mp3}

PROMPT: Is this a pencil? {page_089_001.jpg} {bk01-l4a-f1-16-q.mp3}
RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-16-a.mp3}

PROMPT: Is this a notebook? {page_089_002.jpg} {bk01-l4a-f1-17-q.mp3}
RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-17-a.mp3}

PROMPT: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-18-q.mp3}
RESPONSE: Yes, it's a chair. {bk01-l4a-f1-18-a.mp3}

PROMPT: Is this a window? {page_089_004.jpg} {bk01-l4a-f1-19-q.mp3}
RESPONSE: No, it isn't a window. {bk01-l4a-f1-19-a.mp3}

PROMPT: Is that a pen? {page_089_005.jpg} {bk01-l4a-f1-20-q.mp3}
RESPONSE: No, it isn't a pen. {bk01-l4a-f1-20-a.mp3}

PROMPT: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-21-q.mp3}
RESPONSE: Yes, it's a window. {bk01-l4a-f1-21-a.mp3}

PROMPT: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-22-q.mp3}
RESPONSE: Yes, it's a door. {bk01-l4a-f1-22-a.mp3}

# Source: LLA 4A Figure 2
$DIALOGUE Are These Books?
ID: 4a-f2
INTRO: Now for more than one thing at a time — these and those. Listen to the questions and the "yes" answers, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Are these books? {page_090_001.jpg} {bk01-l4a-f2-01-q.mp3}
LINE: Yes, they are books. {page_090_001.jpg} {bk01-l4a-f2-01-a.mp3}

Narrator: Are these tables? {page_090_002.jpg} {bk01-l4a-f2-02-q.mp3}
LINE: Yes, they are tables. {page_090_002.jpg} {bk01-l4a-f2-02-a.mp3}

Narrator: Are these pencils? {page_090_003.jpg} {bk01-l4a-f2-03-q.mp3}
LINE: Yes, they are pencils. {page_090_003.jpg} {bk01-l4a-f2-03-a.mp3}

Narrator: Are those chairs? {page_090_004.jpg} {bk01-l4a-f2-04-q.mp3}
LINE: Yes, they are chairs. {page_090_004.jpg} {bk01-l4a-f2-04-a.mp3}

Narrator: Are those windows? {page_090_005.jpg} {bk01-l4a-f2-05-q.mp3}
LINE: Yes, they are windows. {page_090_005.jpg} {bk01-l4a-f2-05-a.mp3}

Narrator: Are those clocks? {page_090_006.jpg} {bk01-l4a-f2-06-q.mp3}
LINE: Yes, they are clocks. {page_090_006.jpg} {bk01-l4a-f2-06-a.mp3}

# Source: LLA 4A Figure 2
$DIALOGUE No, They Aren't
ID: 4a-f2-b
INTRO: The same plural pictures, and another round of wrong guesses. Listen to the "no" answers and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Are these pens? {page_090_001.jpg} {bk01-l4a-f2-07-q.mp3}
LINE: No, they aren't pens. {page_090_001.jpg} {bk01-l4a-f2-07-a.mp3}

Narrator: Are these pencils? {page_090_002.jpg} {bk01-l4a-f2-08-q.mp3}
LINE: No, they aren't pencils. {page_090_002.jpg} {bk01-l4a-f2-08-a.mp3}

Narrator: Are these tables? {page_090_003.jpg} {bk01-l4a-f2-09-q.mp3}
LINE: No, they aren't tables. {page_090_003.jpg} {bk01-l4a-f2-09-a.mp3}

Narrator: Are those desks? {page_090_004.jpg} {bk01-l4a-f2-10-q.mp3}
LINE: No, they aren't desks. {page_090_004.jpg} {bk01-l4a-f2-10-a.mp3}

Narrator: Are those maps? {page_090_005.jpg} {bk01-l4a-f2-11-q.mp3}
LINE: No, they aren't maps. {page_090_005.jpg} {bk01-l4a-f2-11-a.mp3}

Narrator: Are those windows? {page_090_006.jpg} {bk01-l4a-f2-12-q.mp3}
LINE: No, they aren't windows. {page_090_006.jpg} {bk01-l4a-f2-12-a.mp3}

# Source: ST §Are You a Student?
$GRAMMAR Long Answers to Yes/No Questions
ID: l4-s1
INTRO: Here's the full pattern for answering yes/no questions — about things and about people.

| Question | Long Answers |
|---|---|
| {Are you a student?} | {Yes, I'm a student.} <br> {No, I'm not a student.} |
| {Is she a teacher?} | {Yes, she's a teacher.} <br> {No, she's not a teacher.} <br> {No, she isn't a teacher.} |
| {Is this a pen?} | {Yes, this is a pen.} <br> {No, this isn't a pen.} |
| {Are they doctors?} | {Yes, they're doctors.} <br> {No, they're not doctors.} <br> {No, they aren't doctors.} |

Both "no" forms are correct — pick either one.

# Source: ST §Yes, It's a Notebook.
$DIALOGUE Yes, It's a Notebook
ID: l4-s2
INTRO: The same question-and-answer pattern, now with people as well as things. Listen and repeat each pair.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg}
LINE: Is this a pen? No, it's not a pen. {st-page_084_002.jpg}
LINE: Is he a mechanic? Yes, he's a mechanic. {st-page_084_003.jpg}
LINE: Is she a cook? No, she's not a cook. {st-page_084_004.jpg}
LINE: Are you a teacher? Yes, I'm a teacher. {st-page_084_005.jpg}
LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg}
LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg}
LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg}

# Source: ST §Yes, Jim Is a Doctor.
$PRODUCE Give a Long Answer
ID: l4-s3
INPUT: speak
CHECK: llm
SHOW_PROMPT
INTRO: Now build the long answers yourself. Answer each question in a full sentence — yes or no, your choice; the shape of the answer is what matters.
INSTRUCTION: Answer with a full long answer.
RUBRIC: Yes or no is the learner's choice. Require a full sentence answer repeating the predicate (e.g. "Yes, he is a mechanic." / "No, he isn't a mechanic."); a bare "yes"/"no" or a short answer like "Yes, he is." fails — hint toward the full form. Accept either a matching pronoun or the original cued name, and contracted or full forms.

PROMPT: Is Joe a mechanic?
RESPONSE: Yes, he is a mechanic.

PROMPT: Are you a pilot?
RESPONSE: No, I'm not a pilot.

PROMPT: Are we students?
RESPONSE: Yes, we are students.

PROMPT: Is she a teacher?
RESPONSE: No, she isn't a teacher.

PROMPT: Are they cooks?
RESPONSE: No, they aren't cooks.

$LESSON 4-2: My, Your, His, Her

# Source: LLA 4A Figure 3
$DIALOGUE Whose Is It? — Phrases
ID: 4a-f3
INTRO: Next goal: saying whose things are. First just the short phrases — my, your, his, her. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: my pen {page_091_001.jpg} {bk01-l4a-f3-01.mp3}
LINE: your book {page_091_002.jpg} {bk01-l4a-f3-02.mp3}
LINE: her notebook {page_091_003.jpg} {bk01-l4a-f3-03.mp3}
LINE: his quarter {page_091_004.jpg} {bk01-l4a-f3-04.mp3}
LINE: my chair {page_091_005.jpg} {bk01-l4a-f3-05.mp3}
LINE: your pencil {page_091_006.jpg} {bk01-l4a-f3-06.mp3}
LINE: her table {page_091_007.jpg} {bk01-l4a-f3-07.mp3}
LINE: his clock {page_091_008.jpg} {bk01-l4a-f3-08.mp3}

# Source: LLA 4A Figure 3
$DIALOGUE Whose Is It? — Sentences
ID: 4a-f3-b
INTRO: The same phrases, now inside full sentences with this and that. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: this is my pen. {page_091_001.jpg} {bk01-l4a-f3-09.mp3}
LINE: that's your book. {page_091_002.jpg} {bk01-l4a-f3-10.mp3}
LINE: that's her notebook. {page_091_003.jpg} {bk01-l4a-f3-11.mp3}
LINE: this is his quarter. {page_091_004.jpg} {bk01-l4a-f3-12.mp3}
LINE: this is my chair. {page_091_005.jpg} {bk01-l4a-f3-13.mp3}
LINE: this is your pencil. {page_091_006.jpg} {bk01-l4a-f3-14.mp3}
LINE: that's her table. {page_091_007.jpg} {bk01-l4a-f3-15.mp3}
LINE: that's his clock. {page_091_008.jpg} {bk01-l4a-f3-16.mp3}

# Source: new (gap: my/your/his/her drilled in 4A Figures 3–5 but never explained)
$GRAMMAR My, Your, His, Her
ID: 4a-g2
INTRO: One small table before the questions start flying: which word goes with which person.

Each person gets their own word for ownership:

| Person | Word | Example |
|---|---|---|
| I | my | {This is my pen.} |
| you | your | {That's your book.} |
| he | his | {This is his quarter.} |
| she | her | {That's her notebook.} |

Notice the switch in questions and answers: {Is that my pen?} → {Yes, that's your pen.} — *my* becomes *your* when the other person answers.

# Source: LLA 4A Figure 4
$DIALOGUE Is That My Pen?
ID: 4a-f4
INTRO: Now questions and answers about whose things these are. Watch how "my" turns into "your" in the answer. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-01-q.mp3}
LINE: Yes, that's your pen. {page_092_001.jpg} {bk01-l4a-f4-01-a.mp3}

Narrator: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-02-q.mp3}
LINE: Yes, this is my book. {page_092_002.jpg} {bk01-l4a-f4-02-a.mp3}

Narrator: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-03-q.mp3}
LINE: Yes, that's her notebook. {page_092_003.jpg} {bk01-l4a-f4-03-a.mp3}

Narrator: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-04-q.mp3}
LINE: Yes, that's his quarter. {page_092_004.jpg} {bk01-l4a-f4-04-a.mp3}

Narrator: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-05-q.mp3}
LINE: No, this isn't her chair. {page_092_005.jpg} {bk01-l4a-f4-05-a.mp3}

Narrator: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-06-q.mp3}
LINE: No, that's not your pencil. {page_092_006.jpg} {bk01-l4a-f4-06-a.mp3}

Narrator: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-07-q.mp3}
LINE: No, that's not his table. {page_092_007.jpg} {bk01-l4a-f4-07-a.mp3}

Narrator: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-08-q.mp3}
LINE: No, that's not my clock. {page_092_008.jpg} {bk01-l4a-f4-08-a.mp3}

# Source: LLA 4A Figure 4
$PRODUCE Answer About Ownership
ID: 4a-f4-b
INPUT: speak
CHECK: reveal
INTRO: Your turn with the same pictures. Answer each question aloud, then repeat the model answer — and keep an eye on that my/your switch.
INSTRUCTION: Answer the questions aloud.
REPEAT

PROMPT: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-09-q.mp3}
RESPONSE: Yes, that's your pen. {bk01-l4a-f4-09-a.mp3}

PROMPT: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-10-q.mp3}
RESPONSE: Yes, this is my book. {bk01-l4a-f4-10-a.mp3}

PROMPT: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-11-q.mp3}
RESPONSE: Yes, that's her notebook. {bk01-l4a-f4-11-a.mp3}

PROMPT: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-12-q.mp3}
RESPONSE: Yes, that's his quarter. {bk01-l4a-f4-12-a.mp3}

PROMPT: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-13-q.mp3}
RESPONSE: No, this isn't her chair. {bk01-l4a-f4-13-a.mp3}

PROMPT: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-14-q.mp3}
RESPONSE: No, that's not your pencil. {bk01-l4a-f4-14-a.mp3}

PROMPT: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-15-q.mp3}
RESPONSE: No, that's not his table. {bk01-l4a-f4-15-a.mp3}

PROMPT: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-16-q.mp3}
RESPONSE: No, that's not my clock. {bk01-l4a-f4-16-a.mp3}

# Source: LLA 4A Figure 5
$DIALOGUE Are These My Books?
ID: 4a-f5
INTRO: Last round for ownership — plural things this time. Listen to the questions and answers, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Are these my books? {page_093_001.jpg} {bk01-l4a-f5-01-q.mp3}
LINE: Yes, they are your books. {page_093_001.jpg} {bk01-l4a-f5-01-a.mp3}

Narrator: Are those your pens? {page_093_002.jpg} {bk01-l4a-f5-02-q.mp3}
LINE: Yes, they are my pens. {page_093_002.jpg} {bk01-l4a-f5-02-a.mp3}

Narrator: Are those her clocks? {page_093_003.jpg} {bk01-l4a-f5-03-q.mp3}
LINE: Yes, they are her clocks. {page_093_003.jpg} {bk01-l4a-f5-03-a.mp3}

Narrator: Are those his pencils? {page_093_004.jpg} {bk01-l4a-f5-04-q.mp3}
LINE: Yes, they are his pencils. {page_093_004.jpg} {bk01-l4a-f5-04-a.mp3}

Narrator: Are those my chairs? {page_093_005.jpg} {bk01-l4a-f5-05-q.mp3}
LINE: No, they are not your chairs. {page_093_005.jpg} {bk01-l4a-f5-05-a.mp3}

Narrator: Are these her pencils? {page_093_006.jpg} {bk01-l4a-f5-06-q.mp3}
LINE: No, they are not her pencils. {page_093_006.jpg} {bk01-l4a-f5-06-a.mp3}

Narrator: Is that his book? {page_093_007.jpg} {bk01-l4a-f5-07-q.mp3}
LINE: No, it is not his book. {page_093_007.jpg} {bk01-l4a-f5-07-a.mp3}

Narrator: Are these your notebooks? {page_093_008.jpg} {bk01-l4a-f5-08-q.mp3}
LINE: No, they are not my notebooks. {page_093_008.jpg} {bk01-l4a-f5-08-a.mp3}

$LESSON 4-3: The Alphabet and Spelling

# Source: LLA 4A Figure 6
$DIALOGUE The Alphabet
ID: 4a-f6
INTRO: In this part you'll learn the English alphabet and use it to spell words. Here are all twenty-six letters — listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: A {bk01-l4a-f6-01.mp3}
LINE: B {bk01-l4a-f6-02.mp3}
LINE: C {bk01-l4a-f6-03.mp3}
LINE: D {bk01-l4a-f6-04.mp3}
LINE: E {bk01-l4a-f6-05.mp3}
LINE: F {bk01-l4a-f6-06.mp3}
LINE: G {bk01-l4a-f6-07.mp3}
LINE: H {bk01-l4a-f6-08.mp3}
LINE: I {bk01-l4a-f6-09.mp3}
LINE: J {bk01-l4a-f6-10.mp3}
LINE: K {bk01-l4a-f6-11.mp3}
LINE: L {bk01-l4a-f6-12.mp3}
LINE: M {bk01-l4a-f6-13.mp3}
LINE: N {bk01-l4a-f6-14.mp3}
LINE: O {bk01-l4a-f6-15.mp3}
LINE: P {bk01-l4a-f6-16.mp3}
LINE: Q {bk01-l4a-f6-17.mp3}
LINE: R {bk01-l4a-f6-18.mp3}
LINE: S {bk01-l4a-f6-19.mp3}
LINE: T {bk01-l4a-f6-20.mp3}
LINE: U {bk01-l4a-f6-21.mp3}
LINE: V {bk01-l4a-f6-22.mp3}
LINE: W {bk01-l4a-f6-23.mp3}
LINE: X {bk01-l4a-f6-24.mp3}
LINE: Y {bk01-l4a-f6-25.mp3}
LINE: Z {bk01-l4a-f6-26.mp3}

# Source: LLA 4A Figure 7
$SELECT Tap the Letter You Hear
ID: 4a-f7
INTRO: Now pick letters out by ear. You'll hear one letter and see four — tap the one you heard. Capital or small, it's still the same letter.
INSTRUCTION: Tap the letter you hear.

PROMPT: G {bk01-l4a-f7-01.mp3}
OPTION: a | A
OPTION: b | C
OPTION: c | f
OPTION: d | g
ANSWER: d

PROMPT: N {bk01-l4a-f7-02.mp3}
OPTION: a | u
OPTION: b | n
OPTION: c | T
OPTION: d | H
ANSWER: b

PROMPT: D {bk01-l4a-f7-03.mp3}
OPTION: a | m
OPTION: b | D
OPTION: c | o
OPTION: d | l
ANSWER: b

PROMPT: K {bk01-l4a-f7-04.mp3}
OPTION: a | E
OPTION: b | F
OPTION: c | K
OPTION: d | r
ANSWER: c

PROMPT: P {bk01-l4a-f7-05.mp3}
OPTION: a | p
OPTION: b | q
OPTION: c | V
OPTION: d | X
ANSWER: a

PROMPT: J {bk01-l4a-f7-06.mp3}
OPTION: a | J
OPTION: b | G
OPTION: c | w
OPTION: d | S
ANSWER: a

PROMPT: O {bk01-l4a-f7-07.mp3}
OPTION: a | Q
OPTION: b | O
OPTION: c | R
OPTION: d | Y
ANSWER: b

PROMPT: E {bk01-l4a-f7-08.mp3}
OPTION: a | e
OPTION: b | I
OPTION: c | d
OPTION: d | U
ANSWER: a

PROMPT: A {bk01-l4a-f7-09.mp3}
OPTION: a | B
OPTION: b | D
OPTION: c | n
OPTION: d | a
ANSWER: d

PROMPT: L {bk01-l4a-f7-10.mp3}
OPTION: a | W
OPTION: b | z
OPTION: c | h
OPTION: d | L
ANSWER: d

# Source: ST §What's the Letter?
$PRODUCE What's the Missing Letter?
ID: l4-s4
INPUT: type
CHECK: exact
INTRO: Alphabet order practice. Each sequence has one letter missing — type it.
INSTRUCTION: Type the missing letter.

TEMPLATE: W ____{X|x} Y Z
RESPONSE: W X Y Z

TEMPLATE: F G ____{H|h} I
RESPONSE: F G H I

TEMPLATE: R S ____{T|t} U
RESPONSE: R S T U

TEMPLATE: K L M ____{N|n}
RESPONSE: K L M N

TEMPLATE: D E F ____{G|g}
RESPONSE: D E F G

TEMPLATE: ____{A|a} B C D
RESPONSE: A B C D

TEMPLATE: ____{H|h} I J K
RESPONSE: H I J K

TEMPLATE: O P ____{Q|q} R
RESPONSE: O P Q R

TEMPLATE: i j k ____{l|L}
RESPONSE: i j k l

TEMPLATE: q ____{r|R} s t
RESPONSE: q r s t

TEMPLATE: d ____{e|E} f g
RESPONSE: d e f g

TEMPLATE: u v ____{w|W} x
RESPONSE: u v w x

TEMPLATE: g h ____{i|I} j
RESPONSE: g h i j

TEMPLATE: n o ____{p|P} q
RESPONSE: n o p q

TEMPLATE: t ____{u|U} v w
RESPONSE: t u v w

TEMPLATE: k l ____{m|M} n
RESPONSE: k l m n

# Source: LLA 4B Figure 1
$PRODUCE Spelling Dictation
ID: 4b-f1-a
INPUT: type
CHECK: exact
INTRO: Now the letters do real work. You'll hear a word spelled out letter by letter — type the word it makes.
INSTRUCTION: Type the word you hear spelled out.

PROMPT: T-O-M-O-R-R-O-W. {bk01-l4b-f1-01.mp3}
RESPONSE: tomorrow

PROMPT: O-N. {bk01-l4b-f1-02.mp3}
RESPONSE: on

PROMPT: C-A-L-E-N-D-A-R. {bk01-l4b-f1-03.mp3}
RESPONSE: calendar

PROMPT: U-N-D-E-R. {bk01-l4b-f1-04.mp3}
RESPONSE: under

PROMPT: M-A-P. {bk01-l4b-f1-05.mp3}
RESPONSE: map

PROMPT: D-A-Y. {bk01-l4b-f1-06.mp3}
RESPONSE: day

# Source: LLA 4B Figure 1
$PRODUCE What's the Word?
ID: 4b-f1-b
INPUT: speak
CHECK: reveal
INTRO: Same idea, out loud this time. Listen to the spelling, say the whole word, then repeat the answer.
INSTRUCTION: Say the word aloud.
REPEAT

PROMPT: What's the word? {bk01-l4b-f1-07-q.mp3}
RESPONSE: The word is "tomorrow". {bk01-l4b-f1-07-a.mp3}

PROMPT: What's the word? {bk01-l4b-f1-08-q.mp3}
RESPONSE: The word is "on". {bk01-l4b-f1-08-a.mp3}

PROMPT: What's the word? {bk01-l4b-f1-09-q.mp3}
RESPONSE: The word is "calendar". {bk01-l4b-f1-09-a.mp3}

PROMPT: What's the word? {bk01-l4b-f1-10-q.mp3}
RESPONSE: The word is "under". {bk01-l4b-f1-10-a.mp3}

PROMPT: What's the word? {bk01-l4b-f1-11-q.mp3}
RESPONSE: The word is "map". {bk01-l4b-f1-11-a.mp3}

PROMPT: What's the word? {bk01-l4b-f1-12-q.mp3}
RESPONSE: The word is "day". {bk01-l4b-f1-12-a.mp3}

# Source: LLA 4B Figure 1
$PRODUCE The Secret Word
ID: 4b-f1-c
INPUT: type
CHECK: exact
INTRO: One last word, spelled out for you. Type it — a little detective work before we move on.
INSTRUCTION: Type the secret word.

PROMPT: What's the word? The word is "Monday." M-O-N-D-A-Y. {bk01-l4b-f1-13.mp3}
RESPONSE: Monday

$LESSON 4-4: Days of the Week

# Source: ST §This Is a Calendar.
$DIALOGUE This Is a Calendar {st-page_088_001.jpg}
ID: l4-s5
INTRO: New goal: the days of the week. You'll see a calendar and hear what a week, a weekend, today, and tomorrow are. Just listen and read along.
INSTRUCTION: Read the sentences.

VOCAB: calendar
LINE: This is a calendar.

VOCAB: week
VOCAB: days
LINE: A week is seven days.

VOCAB: Sunday
VOCAB: Monday
VOCAB: Tuesday
VOCAB: Wednesday
VOCAB: Thursday
VOCAB: Friday
VOCAB: Saturday
LINE: The days are: Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, and Saturday.

VOCAB: weekend
LINE: Saturday and Sunday are the weekend.

VOCAB: today
VOCAB: tomorrow
LINE: Today is Thursday. Tomorrow is Friday.

# Source: LLA 4B Figure 3
$DIALOGUE The Days of the Week
ID: 4b-f3
INTRO: Now say the seven days yourself. Listen and repeat each one.
INSTRUCTION: Repeat each day.
REPEAT

LINE: Sunday. {bk01-l4b-f3-01.mp3}
LINE: Monday. {bk01-l4b-f3-02.mp3}
LINE: Tuesday. {bk01-l4b-f3-03.mp3}
LINE: Wednesday. {bk01-l4b-f3-04.mp3}
LINE: Thursday. {bk01-l4b-f3-05.mp3}
LINE: Friday. {bk01-l4b-f3-06.mp3}
LINE: Saturday. {bk01-l4b-f3-07.mp3}

# Source: LLA 4B Figure 4
$DIALOGUE Today and Tomorrow
ID: 4b-f4
INTRO: The days in pairs: if today is one day, tomorrow is the next. Listen and repeat each pair.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3}
LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3}
LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3}
LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3}
LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3}
LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3}
LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3}

# DROPPED: ST "Today Is Monday." (l4-s6) — TTS twin of LLA 4B Figure 4 above (same sentences, same repeat modality); cassette version kept.

# Source: LLA 4B Figure 5
$PRODUCE Type the Missing Day
ID: 4b-f5
INPUT: type
CHECK: exact
INTRO: Listen to each pair of sentences and type the day that's missing from your screen.
INSTRUCTION: Type the missing day.

PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3}
TEMPLATE: Today is ____. Tomorrow is Monday.

PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3}
ACCEPT: Sunday

PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3}
TEMPLATE: Today is Wednesday. Tomorrow is ____.

PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3}
ACCEPT: Thursday

PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3}
TEMPLATE: Today is ____. Tomorrow is Saturday.

PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3}
ACCEPT: Friday

PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3}
TEMPLATE: Today is Monday. Tomorrow is ____.

PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3}
ACCEPT: Tuesday

PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3}
TEMPLATE: Today is ____. Tomorrow is Sunday.

PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3}
ACCEPT: Saturday

PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3}
TEMPLATE: Today is ____. Tomorrow is Thursday.

PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3}
ACCEPT: Wednesday

PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3}
TEMPLATE: Today is Sunday. Tomorrow is ____.

PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3}
ACCEPT: Monday

# Source: LLA 4D Figure 4
$SELECT Tomorrow Is...
ID: 4d-f4
INTRO: A quick check without the calendar. You'll hear what day it is today — tap the day that comes tomorrow.
INSTRUCTION: Tap the correct day for tomorrow.

PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01-q.mp3}
OPTION: a | Sunday
OPTION: b | Tuesday
OPTION: c | Thursday
ANSWER: b
FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-a.mp3}

PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02-q.mp3}
OPTION: a | Friday
OPTION: b | Wednesday
OPTION: c | Tuesday
ANSWER: a
FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-a.mp3}

PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03-q.mp3}
OPTION: a | Thursday
OPTION: b | Sunday
OPTION: c | Saturday
ANSWER: c
FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-a.mp3}

PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04-q.mp3}
OPTION: a | Tuesday
OPTION: b | Monday
OPTION: c | Thursday
ANSWER: c
FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-a.mp3}

PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05-q.mp3}
OPTION: a | Sunday
OPTION: b | Friday
OPTION: c | Monday
ANSWER: a
FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-a.mp3}

PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06-q.mp3}
OPTION: a | Monday
OPTION: b | Wednesday
OPTION: c | Sunday
ANSWER: b
FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-a.mp3}

PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07-q.mp3}
OPTION: a | Monday
OPTION: b | Wednesday
OPTION: c | Saturday
ANSWER: a
FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-a.mp3}

# Source: LLA 4C Figure 1
$DIALOGUE Good Morning — What Day Is It?
ID: 4c-f1
INTRO: Two students meet in the morning and — of course — talk about what day it is. Listen to the dialog and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Student1: Good morning. {bk01-l4c-f1-01.mp3}
Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3}
Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3}

VOCAB: dialog
Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3}
Student1: It's Thursday. {bk01-l4c-f1-05.mp3}
Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3}

# DROPPED: ST "What Day Is It?" (l4-s8, Ken and Jim) — TTS twin of LLA 4C Figure 1 above (same dialog, same practice role); cassette version kept.

# Source: LLA 4C Figure 2
$PRODUCE Your Turn in the Dialog
ID: 4c-f2
INPUT: speak
CHECK: reveal
INTRO: Now you play Student 2. You'll hear Student 1's line — say Student 2's reply from the dialog, then check against the recording.
INSTRUCTION: Say Student 2's response aloud.

PROMPT: Good morning. {bk01-l4c-f2-01.mp3}
TEMPLATE: Student 1: Good morning.
RESPONSE: Good morning. How are you? {bk01-l4c-f2-02.mp3}

PROMPT: Fine, thanks. And you? {bk01-l4c-f2-03.mp3}
TEMPLATE: Student 1: Fine, thanks. And you?
RESPONSE: Okay. What day is it? {bk01-l4c-f2-04.mp3}

PROMPT: It's Thursday. {bk01-l4c-f2-05.mp3}
TEMPLATE: Student 1: It's Thursday.
RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-06.mp3}

# Source: ST §No, Today Isn't Friday.
$PRODUCE Questions About the Week
ID: l4-s7
INPUT: speak
CHECK: llm
SHOW_PROMPT
INTRO: Time to answer real questions about the week. For this activity, imagine today is Thursday — just like on the calendar. Answer each question aloud in a full sentence.
INSTRUCTION: Answer aloud. Imagine today is Thursday.
RUBRIC: Imagine today is Thursday, so tomorrow is Friday — answers must be consistent with that. General facts must be correct (the weekend is Saturday and Sunday; a week is seven days). Accept full or short answers with any reasonable phrasing.

EXAMPLE
PROMPT: Is today Thursday?
RESPONSE: Yes, it's Thursday.

PROMPT: Is today Thursday?
RESPONSE: Yes, it is Thursday.

PROMPT: Is today Friday?
RESPONSE: No, today isn't Friday.

PROMPT: What's today?
RESPONSE: Today is Thursday.

PROMPT: What's tomorrow?
RESPONSE: Tomorrow is Friday.

PROMPT: Is tomorrow Monday?
RESPONSE: No, tomorrow isn't Monday.

PROMPT: Is tomorrow Saturday?
RESPONSE: No, tomorrow isn't Saturday.

PROMPT: What's a weekend?
RESPONSE: The weekend is Saturday and Sunday.

PROMPT: Is the weekend Saturday and Sunday?
RESPONSE: Yes, it is.

PROMPT: Is a week seven days?
RESPONSE: Yes, a week is seven days.

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "HE / DAY", and "DIME / PEN" — instructor-read sound discrimination with no recorded stimulus and no given items; the same skills are covered by the three recorded LLA activities below. Convertible later with chosen items + TTS.

# Source: LLA 4B Figure 2
$SELECT Same or Different?
ID: 4b-f2
INTRO: Sharpen your ears. You'll hear two words — sometimes the same word twice, sometimes two words that differ by one small sound, like "see" and "say". Tap Same or Different.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

PROMPT: meet, mate. {bk01-l4b-f2-01.mp3}
ANSWER: d

PROMPT: page, page. {bk01-l4b-f2-02.mp3}
ANSWER: s

PROMPT: week, week. {bk01-l4b-f2-03.mp3}
ANSWER: s

PROMPT: wait, wait. {bk01-l4b-f2-04.mp3}
ANSWER: s

PROMPT: plays, please. {bk01-l4b-f2-05.mp3}
ANSWER: d

PROMPT: see, say. {bk01-l4b-f2-06.mp3}
ANSWER: d

PROMPT: name, name. {bk01-l4b-f2-07.mp3}
ANSWER: s

PROMPT: lake, leak. {bk01-l4b-f2-08.mp3}
ANSWER: d

PROMPT: we, way. {bk01-l4b-f2-09.mp3}
ANSWER: d

PROMPT: mean, mean. {bk01-l4b-f2-10.mp3}
ANSWER: s

# Source: LLA 4C Figure 3
$SELECT E or A?
ID: 4c-f3
INTRO: The same two sounds, one word at a time. Does the word have the E sound of "she" or the A sound of "day"? Tap the sound you hear.
INSTRUCTION: Tap the sound you hear.
OPTION: a | E sound (as in she)
OPTION: b | A sound (as in day)

PROMPT: weak {bk01-l4c-f3-01.mp3}
ANSWER: a

PROMPT: same {bk01-l4c-f3-02.mp3}
ANSWER: b

PROMPT: place {bk01-l4c-f3-03.mp3}
ANSWER: b

PROMPT: eat {bk01-l4c-f3-04.mp3}
ANSWER: a

PROMPT: see {bk01-l4c-f3-05.mp3}
ANSWER: a

PROMPT: page {bk01-l4c-f3-06.mp3}
ANSWER: b

PROMPT: make {bk01-l4c-f3-07.mp3}
ANSWER: b

PROMPT: we {bk01-l4c-f3-08.mp3}
ANSWER: a

PROMPT: these {bk01-l4c-f3-09.mp3}
ANSWER: a

PROMPT: eight {bk01-l4c-f3-10.mp3}
ANSWER: b

# Source: LLA 4B Figure 6
$SELECT M or N?
ID: 4b-f6
INTRO: One more ear-trainer: M as in "my", or N as in "no"? Wednesday hides one of them — listen closely and tap the sound you hear.
INSTRUCTION: Tap the sound you hear.
OPTION: a | M sound (as in my)
OPTION: b | N sound (as in no)

PROMPT: time. {bk01-l4b-f6-01.mp3}
ANSWER: a

PROMPT: not. {bk01-l4b-f6-02.mp3}
ANSWER: b

PROMPT: much. {bk01-l4b-f6-03.mp3}
ANSWER: a

PROMPT: Wednesday. {bk01-l4b-f6-04.mp3}
ANSWER: b

PROMPT: fifteen. {bk01-l4b-f6-05.mp3}
ANSWER: b

PROMPT: dime. {bk01-l4b-f6-06.mp3}
ANSWER: a

PROMPT: meet. {bk01-l4b-f6-07.mp3}
ANSWER: a

PROMPT: lesson. {bk01-l4b-f6-08.mp3}
ANSWER: b

PROMPT: come. {bk01-l4b-f6-09.mp3}
ANSWER: a

PROMPT: under. {bk01-l4b-f6-10.mp3}
ANSWER: b

$LESSON 4-5: Telling Time

# Source: LLA 4B Figure 7
$DIALOGUE Go to the Lab at 9 O'clock
ID: 4b-f7
INTRO: Next goal: telling time. You'll see clocks and hear instructions with times on the hour. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Go to the lab at 9 o'clock. {page_099_001.jpg} {bk01-l4b-f7-01.mp3}
LINE: Go to the lab at 6 o'clock. {page_099_002.jpg} {bk01-l4b-f7-02.mp3}
LINE: Go to the lab at 5 o'clock. {page_099_003.jpg} {bk01-l4b-f7-03.mp3}
LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg} {bk01-l4b-f7-04.mp3}
LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg} {bk01-l4b-f7-05.mp3}

# Source: LLA 4B Figure 8
$SELECT Tap the Clock — On the Hour
ID: 4b-f8
INTRO: Now match what you hear to a clock face. Listen to the instruction and tap the clock showing that time.
INSTRUCTION: Tap the correct clock.

PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3}
OPTION: a | {page_100_001.jpg}
OPTION: b | {page_100_002.jpg}
OPTION: c | {page_100_003.jpg}
OPTION: d | {page_100_004.jpg}
ANSWER: c

PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3}
OPTION: a | {page_100_005.jpg}
OPTION: b | {page_100_006.jpg}
OPTION: c | {page_100_007.jpg}
OPTION: d | {page_100_008.jpg}
ANSWER: b

PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3}
OPTION: a | {page_100_009.jpg}
OPTION: b | {page_100_010.jpg}
OPTION: c | {page_100_011.jpg}
OPTION: d | {page_100_012.jpg}
ANSWER: a

PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3}
OPTION: a | {page_100_013.jpg}
OPTION: b | {page_100_014.jpg}
OPTION: c | {page_100_015.jpg}
OPTION: d | {page_100_016.jpg}
ANSWER: d

PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3}
OPTION: a | {page_100_017.jpg}
OPTION: b | {page_100_018.jpg}
OPTION: c | {page_100_019.jpg}
OPTION: d | {page_100_020.jpg}
ANSWER: d

PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3}
OPTION: a | {page_100_021.jpg}
OPTION: b | {page_100_022.jpg}
OPTION: c | {page_100_023.jpg}
OPTION: d | {page_100_024.jpg}
ANSWER: c

# Source: ST §Time
$PRODUCE Write the Time — O'clock
ID: l4-s9
INPUT: type
CHECK: exact
INTRO: Now write the time yourself. You'll see a clock on the hour — type the time it shows, like "9 o'clock".
INSTRUCTION: Type the time shown on the clock.

EXAMPLE
TEMPLATE: {st-page_091_001.jpg}
RESPONSE: It's 9 o'clock.
ACCEPT: 9 o'clock

EXAMPLE
TEMPLATE: {st-page_091_002.jpg}
RESPONSE: It's 10 o'clock.
ACCEPT: 10 o'clock

EXAMPLE
TEMPLATE: {st-page_091_003.jpg}
RESPONSE: It's 7 o'clock.
ACCEPT: 7 o'clock

TEMPLATE: It's ____{12|twelve} o'clock. {st-page_091_004.jpg}
RESPONSE: It's 12 o'clock.

TEMPLATE: It's ____{2|two} o'clock. {st-page_091_005.jpg}
RESPONSE: It's 2 o'clock.

TEMPLATE: It's ____{1|one} o'clock. {st-page_091_006.jpg}
RESPONSE: It's 1 o'clock.

# Source: ST §Go to the Classroom at 8:30 (layout table flattened)
$GRAMMAR Go to the Classroom at 8:30
ID: l4-s11
INTRO: A command can say where to go and when — here's the pattern.

A command names a **place** and a **time**, joined by **at**:

{Go to the classroom at 8:30.}

{Go to the lab at 10 o'clock.}

![Language lab and classroom](st-page_093_001.jpg)

![Clocks showing various times](st-page_093_002.jpg)

# Source: LLA 4C Figure 4
$DIALOGUE Telling Time with Minutes
ID: 4c-f4
INTRO: Clocks don't only stop on the hour. Now the times come with minutes — 10:20, 7:10, 9:30. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Go to the lab at 7 o'clock. {page_103_001.jpg} {bk01-l4c-f4-01.mp3}
LINE: Go to the classroom at 10:20. {page_103_002.jpg} {bk01-l4c-f4-02.mp3}
LINE: Go to the lab at 7:10. {page_103_003.jpg} {bk01-l4c-f4-03.mp3}
LINE: Go to the lab at 2 o'clock. {page_103_004.jpg} {bk01-l4c-f4-04.mp3}
LINE: Go to the classroom at 9:30. {page_103_005.jpg} {bk01-l4c-f4-05.mp3}
LINE: Go to the classroom at 1:15. {page_103_006.jpg} {bk01-l4c-f4-06.mp3}

# Source: LLA 4C Figure 5
$SELECT Tap the Clock — With Minutes
ID: 4c-f5
INTRO: Match the times with minutes to the right clock face. Listen and tap the clock you hear.
INSTRUCTION: Tap the correct clock.

PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3}
OPTION: a | {page_104_001.jpg}
OPTION: b | {page_104_002.jpg} {bk01-l4c-f5-01-a.mp3}
OPTION: c | {page_104_003.jpg}
OPTION: d | {page_104_004.jpg}
ANSWER: b

PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3}
OPTION: a | {page_104_005.jpg} {bk01-l4c-f5-02-a.mp3}
OPTION: b | {page_104_006.jpg}
OPTION: c | {page_104_007.jpg}
OPTION: d | {page_104_008.jpg}
ANSWER: a

PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3}
OPTION: a | {page_104_009.jpg}
OPTION: b | {page_104_010.jpg}
OPTION: c | {page_104_011.jpg}
OPTION: d | {page_104_012.jpg} {bk01-l4c-f5-03-a.mp3}
ANSWER: d

PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3}
OPTION: a | {page_104_013.jpg}
OPTION: b | {page_104_014.jpg} {bk01-l4c-f5-04-a.mp3}
OPTION: c | {page_104_015.jpg}
OPTION: d | {page_104_016.jpg}
ANSWER: b

PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3}
OPTION: a | {page_104_017.jpg}
OPTION: b | {page_104_018.jpg}
OPTION: c | {page_104_019.jpg} {bk01-l4c-f5-05-a.mp3}
OPTION: d | {page_104_020.jpg}
ANSWER: c

PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3}
OPTION: a | {page_104_021.jpg} {bk01-l4c-f5-06-a.mp3}
OPTION: b | {page_104_022.jpg}
OPTION: c | {page_104_023.jpg}
OPTION: d | {page_104_024.jpg}
ANSWER: a

# Source: ST §What's the Time?
$PRODUCE Write the Time — With Minutes
ID: l4-s10
INPUT: type
CHECK: exact
INTRO: Last stop for clocks: type the missing minutes for each time shown. Yes, there are fifteen of them — after this, no clock will surprise you.
INSTRUCTION: Type the missing numbers for the time shown.

EXAMPLE
TEMPLATE: It's 2 o'clock. {st-page_092_001.jpg}
RESPONSE: It's 2 o'clock.

EXAMPLE
TEMPLATE: It's 9 o'clock. {st-page_092_002.jpg}
RESPONSE: It's 9 o'clock.

EXAMPLE
TEMPLATE: It's 10 o'clock. {st-page_092_003.jpg}
RESPONSE: It's 10 o'clock.

EXAMPLE
TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg}
RESPONSE: It's 3:10.

TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg}
RESPONSE: It's 6:30.

TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg}
RESPONSE: It's 12:15.

TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg}
RESPONSE: It's 10:20.

TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg}
RESPONSE: It's 3:45.

TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg}
RESPONSE: It's 9:40.

TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg}
RESPONSE: It's 2:15.

TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg}
RESPONSE: It's 6:50.

TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg}
RESPONSE: It's 8:05.

TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg}
RESPONSE: It's 7:25.

TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg}
RESPONSE: It's 5:35.

TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg}
RESPONSE: It's 2:55.

$LESSON 4-6: In, On, Under

# Source: ST §That's a Classroom.
$DIALOGUE That's a Classroom {st-page_096_001.jpg}
ID: l4-s14
INTRO: New goal: saying where things are. First, the things themselves — a tour of the classroom, one object at a time. Listen and repeat.
INSTRUCTION: Repeat the sentences.
REPEAT

VOCAB: map
LINE: That's a map.

VOCAB: clock
LINE: That's a clock.

VOCAB: wall
LINE: That's a wall.

VOCAB: door
LINE: That's a door.

VOCAB: chair
LINE: That's a chair.

VOCAB: chalkboard
VOCAB: blackboard
LINE: That's a chalkboard or blackboard.

VOCAB: desk
LINE: That's a desk.

VOCAB: desks
LINE: Those are desks.

# Source: ST §On / In / Under
$GRAMMAR On, In, Under
ID: l4-s15
INTRO: Three little words do all the location work: on, in, under. Here's how they fit together.

This is a **box**. This is a table.

![Table with a box and a clock on it, and a book underneath](st-page_097_001.jpg)

* {on the table}
* {in the box}
* {under the table}

| | | | |
|---|---|---|---|
| The box | is | on | the table. |
| The clock | is | in | the box. |
| The book | is | under | the table. |

{The box is on the table.} — {The clock is in the box.} — {The book is under the table.}

# Source: ST §In the Classroom.
$DIALOGUE In the Classroom
ID: l4-s16
INTRO: Now the whole classroom, described piece by piece with on, in, and under. Look at each picture, listen, and repeat.
INSTRUCTION: Look at the picture. Repeat the sentences.
REPEAT

LINE: This is a classroom. {st-page_098_001.jpg}
VOCAB: under
LINE: The pencil is under the table.
VOCAB: on
LINE: The clock is on the wall.
VOCAB: in
LINE: Two desks are in the classroom.
LINE: The map is on the wall.

LINE: The book is on the table. {st-page_098_002.jpg}

LINE: The picture is on the wall. {st-page_098_003.jpg}

LINE: The map is on the wall. {st-page_098_004.jpg}

LINE: The book is under the chair. {st-page_098_005.jpg}

LINE: The student is in the lab. {st-page_099_001.jpg}

LINE: The teacher is in the classroom. {st-page_099_002.jpg}
LINE: The students are in the classroom.
LINE: The teacher and the students are in the classroom.

# Source: LLA 4C Figure 6
$DIALOGUE Where Is It? {page_105_001.jpg}
ID: 4c-f6-a
INTRO: Here's a classroom on tape — first the phrase, then the full sentence. Listen and repeat.
INSTRUCTION: Listen and repeat.

REPEAT

LINE: On the wall. A clock is on the wall. {bk01-l4c-f6-01.mp3}
LINE: In the classroom. A desk is in the classroom. {bk01-l4c-f6-02.mp3}
LINE: On the desk. Four books are on the desk. {bk01-l4c-f6-03.mp3}
LINE: Under the table. A pencil is under the table. {bk01-l4c-f6-04.mp3}
LINE: In the classroom. A window is in the classroom. {bk01-l4c-f6-05.mp3}

# Source: LLA 4C Figure 6
$DIALOGUE Where Is It? — Questions and Answers {page_105_001.jpg}
ID: 4c-f6-b
INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-06.mp3}
LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-07.mp3}
LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-08.mp3}
LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-09.mp3}
LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-10.mp3}
LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-11.mp3}
LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-12.mp3}
LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-13.mp3}
LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-14.mp3}
LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-15.mp3}

# Source: LLA 4C Figure 6
$PRODUCE Answer About the Classroom {page_105_001.jpg}
ID: 4c-f6-c
INPUT: speak
CHECK: reveal
INTRO: Your turn with the classroom picture. Answer each question aloud — yes or no according to the picture — then repeat the correct answer.
INSTRUCTION: Answer aloud.
REPEAT

PROMPT: Is a chair in the classroom? {bk01-l4c-f6-16-q.mp3}
RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-16-a.mp3}

PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-17-q.mp3}
RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-17-a.mp3}

PROMPT: Is a pencil under the table? {bk01-l4c-f6-18-q.mp3}
RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-18-a.mp3}

PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-19-q.mp3}
RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-19-a.mp3}

PROMPT: Are four books on the table? {bk01-l4c-f6-20-q.mp3}
RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-20-a.mp3}

PROMPT: Are three desks in the classroom? {bk01-l4c-f6-21-q.mp3}
RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-21-a.mp3}

# Source: LLA 4C Figure 7
$PRODUCE Type the Preposition
ID: 4c-f7
INPUT: type
CHECK: exact
INTRO: Listen to each sentence and type the little word it uses: on, in, or under.
INSTRUCTION: Type the missing word.

TEMPLATE: A clock is ____ the wall.
PROMPT: A clock is on the wall. {bk01-l4c-f7-01.mp3}
RESPONSE: A clock is on the wall. {bk01-l4c-f7-01-a.mp3}
ACCEPT: on

TEMPLATE: A desk is ____ the classroom.
PROMPT: A desk is in the classroom. {bk01-l4c-f7-02.mp3}
RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02-a.mp3}
ACCEPT: in

TEMPLATE: Four books are ____ the desk.
PROMPT: Four books are on the desk. {bk01-l4c-f7-03.mp3}
RESPONSE: Four books are on the desk. {bk01-l4c-f7-03-a.mp3}
ACCEPT: on

TEMPLATE: A pencil is ____ the table.
PROMPT: A pencil is under the table. {bk01-l4c-f7-04.mp3}
RESPONSE: A pencil is under the table. {bk01-l4c-f7-04-a.mp3}
ACCEPT: under

TEMPLATE: A window is ____ the classroom.
PROMPT: A window is in the classroom. {bk01-l4c-f7-05.mp3}
RESPONSE: A window is in the classroom. {bk01-l4c-f7-05-a.mp3}
ACCEPT: in

# Source: ST §What Are Those?
$DIALOGUE What Are Those?
ID: l4-s17
INTRO: Everything from this lesson in one place: what things are, and where they are. Read along as you listen.
INSTRUCTION: Read the sentences.

LINE: What's that? It's a book. It's on the chair.
LINE: What are those? Those are pencils. They're on the book.
LINE: What's this? It's a map. It's on the table.
LINE: What's that? That's my notebook. It's under the table.
LINE: What are these? They're desks. They're in the classroom.
LINE: What's this? It's a box. It's on the table.
LINE: What's this? It's a pen. It's under the notebook.
LINE: What are these? They're pictures. They're in the book.
LINE: What's that? It's a calendar. It's on the wall.
LINE: What's that? It's a chalkboard. It's in the classroom.

# SKIPPED (book): ST "IN/ON/UNDER" (listen and write the number) — instructor-read stimulus with no recording; convertible later with chosen items + TTS.

# Source: ST §What's In the Classroom?
$DIALOGUE What's on the Wall?
ID: l4-s18
INTRO: One more reading pass — questions about the classroom, each with its answer. Read along as you listen.
INSTRUCTION: Read the sentences.

LINE: What's on the wall? A map is on the wall.
LINE: What's under the desk? Four books are under the desk.
LINE: What's on the table? A box is on the table.
LINE: What's in the classroom? A calendar is in the classroom.
LINE: What's under the table? Two pictures are under the table.
LINE: What's on the chair? Three pens are on the chair.
LINE: What's in the desk? Pencils are in the desk.
LINE: What's on the wall? A blackboard is on the wall.

# Source: LLA 4C Figure 8
$DIALOGUE Classroom Commands
ID: 4c-f8
INTRO: To finish this part: fifteen polite commands with put, go, sit, and stand. Nobody is checking whether you actually stand up — but say each one like you mean it.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Put the notebook on the desk. {bk01-l4c-f8-01.mp3}
LINE: Please put your pencil on the table. {bk01-l4c-f8-02.mp3}
LINE: Put his money on the book, please. {bk01-l4c-f8-03.mp3}
LINE: Put the map on the wall. {bk01-l4c-f8-04.mp3}
LINE: Please put the calendar on my desk. {bk01-l4c-f8-05.mp3}
LINE: Put your books under your desk, please. {bk01-l4c-f8-06.mp3}
LINE: Put the notebooks under the table. {bk01-l4c-f8-07.mp3}
LINE: Please put the desks in the classroom. {bk01-l4c-f8-08.mp3}
LINE: Put the clocks in the classroom, please. {bk01-l4c-f8-09.mp3}
LINE: Go to the lab at 10 o'clock, please. {bk01-l4c-f8-10.mp3}
LINE: Please come to the classroom at 7:30. {bk01-l4c-f8-11.mp3}
LINE: Sit down, please. {bk01-l4c-f8-12.mp3}
LINE: Please sit down. {bk01-l4c-f8-13.mp3}
LINE: Stand up, please. {bk01-l4c-f8-14.mp3}
LINE: Please stand up. {bk01-l4c-f8-15.mp3}

$LESSON 4-7: Review — In the Classroom

# Source: LLA 4D Figure 1
$DIALOGUE Classroom Words in Sentences
ID: 4d-f1
INTRO: Review time — you've met all these objects before, and now they get their official portraits. Listen to each word and its sentence, and repeat them.
INSTRUCTION: Repeat each word and sentence.
REPEAT

VOCAB: calendar
LINE: The calendar is on the wall. {page_107_001.jpg} {bk01-l4d-f1-01.mp3}

VOCAB: box
LINE: The box is on the chair. {page_107_002.jpg} {bk01-l4d-f1-02.mp3}

VOCAB: chalkboard
LINE: The chalkboard is in the classroom. {page_107_003.jpg} {bk01-l4d-f1-03.mp3}

VOCAB: blackboard
LINE: The blackboard is in the classroom. {page_107_004.jpg} {bk01-l4d-f1-04.mp3}

VOCAB: desk
LINE: The desk is in the classroom. {page_107_005.jpg} {bk01-l4d-f1-05.mp3}

VOCAB: map
LINE: The map is on the wall. {page_107_006.jpg} {bk01-l4d-f1-06.mp3}

VOCAB: wall
LINE: The clock is on the wall. {page_108_001.jpg} {bk01-l4d-f1-07.mp3}

VOCAB: week
LINE: One week is 7 days. {page_108_002.jpg} {bk01-l4d-f1-08.mp3}

VOCAB: weekend
LINE: The weekend is 2 days. {page_108_003.jpg} {bk01-l4d-f1-09.mp3}

# Source: LLA 4D Figure 1 (split: >6 image options — first five pictures)
$SELECT Tap the Picture — Classroom Objects
ID: 4d-f1-b
INTRO: Listen to each sentence and tap the picture it describes. First group: the classroom objects.
INSTRUCTION: Tap the correct picture.

OPTION: 1 | {page_107_001.jpg}
OPTION: 2 | {page_107_002.jpg}
OPTION: 3 | {page_107_003.jpg}
OPTION: 4 | {page_107_004.jpg}
OPTION: 5 | {page_107_005.jpg}

PROMPT: The desk is in the classroom. {bk01-l4d-f1-10.mp3}
ANSWER: 5

PROMPT: The calendar is on the wall. {bk01-l4d-f1-11.mp3}
ANSWER: 1

PROMPT: The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3}
ANSWER: 3|4

PROMPT: The box is on the chair. {bk01-l4d-f1-16.mp3}
ANSWER: 2

PROMPT: The blackboard is in the classroom. {bk01-l4d-f1-18.mp3}
ANSWER: 3|4

# Source: LLA 4D Figure 1 (split: >6 image options — remaining four pictures)
$SELECT Tap the Picture — Walls and Weeks
ID: 4d-f1-c
INTRO: Second group: maps, walls, weeks, and weekends. Same job — listen and tap the matching picture.
INSTRUCTION: Tap the correct picture.

OPTION: 6 | {page_107_006.jpg}
OPTION: 7 | {page_108_001.jpg}
OPTION: 8 | {page_108_002.jpg}
OPTION: 9 | {page_108_003.jpg}

PROMPT: The map is on the wall. {bk01-l4d-f1-12.mp3}
ANSWER: 6

PROMPT: One week is 7 days. {bk01-l4d-f1-13.mp3}
ANSWER: 8

PROMPT: The weekend is 2 days. {bk01-l4d-f1-15.mp3}
ANSWER: 9

PROMPT: The clock is on the wall. {bk01-l4d-f1-17.mp3}
ANSWER: 7

# Source: LLA 4D Figure 2
$DIALOGUE Where Things Are
ID: 4d-f2
INTRO: One more pass over places and times — on, in, under, and a couple of "go to" commands. Listen and repeat.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: The pencil is under the book. {page_108_004.jpg} {bk01-l4d-f2-01.mp3}
LINE: The notebook is on the desk. {page_108_005.jpg} {bk01-l4d-f2-02.mp3}
LINE: The chair is in the classroom. {page_109_001.jpg} {bk01-l4d-f2-03.mp3}
LINE: Go to the lab at 10:30. {page_109_002.jpg} {bk01-l4d-f2-04.mp3}
LINE: The box is under the table. {page_109_003.jpg} {bk01-l4d-f2-05.mp3}
LINE: The clock is on the wall. {page_109_004.jpg} {bk01-l4d-f2-06.mp3}
LINE: The pen is in my desk. {page_109_005.jpg} {bk01-l4d-f2-07.mp3}
LINE: Go to your classroom at 7:30. {page_109_006.jpg} {bk01-l4d-f2-08.mp3}

# Source: LLA 4D Figure 2
$SELECT Match Sentence to Picture
ID: 4d-f2-b
INTRO: Last listening check of the review: hear the sentence, tap the picture it matches.
INSTRUCTION: Tap the correct picture.

OPTION: 1 | {page_108_004.jpg}
OPTION: 2 | {page_108_005.jpg}
OPTION: 3 | {page_109_001.jpg}
OPTION: 4 | {page_109_002.jpg}
OPTION: 5 | {page_109_003.jpg}
OPTION: 6 | {page_109_004.jpg}
OPTION: 7 | {page_109_005.jpg}
OPTION: 8 | {page_109_006.jpg}

PROMPT: The chair is in the classroom. {bk01-l4d-f2-09.mp3}
ANSWER: 3

PROMPT: Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3}
ANSWER: 8

PROMPT: The box is under the table. {bk01-l4d-f2-11.mp3}
ANSWER: 5

PROMPT: The pen is in my desk. {bk01-l4d-f2-12.mp3}
ANSWER: 7

PROMPT: The pencil is under the book. {bk01-l4d-f2-13.mp3}
ANSWER: 1

PROMPT: Go to the lab at 10:30. {bk01-l4d-f2-14.mp3}
ANSWER: 4

PROMPT: The notebook is on the desk. {bk01-l4d-f2-15.mp3}
ANSWER: 2

PROMPT: The clock is on the wall. {bk01-l4d-f2-16.mp3}
ANSWER: 6

# SKIPPED (book): LLA 4D Figure 3 "Connect the numbers" — drawing activity, no workable interaction in this format.

$LESSON 4-8: Extra Practice — Reading Letters

# Source: ST §Same/Different
$SELECT Same or Different Letters
ID: l4-s12
INTRO: This last part is extra practice reading English letters. If you can already read these letters comfortably, skip this part. Otherwise: two letters at a time — tap Same or Different.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
TEMPLATE: r ... n
ANSWER: d

TEMPLATE: h ... k
ANSWER: d

TEMPLATE: a ... a
ANSWER: s

TEMPLATE: g ... j
ANSWER: d

TEMPLATE: b ... d
ANSWER: d

TEMPLATE: L ... L
ANSWER: s

TEMPLATE: a ... o
ANSWER: d

TEMPLATE: M ... N
ANSWER: d

TEMPLATE: W ... W
ANSWER: s

TEMPLATE: O ... Q
ANSWER: d

TEMPLATE: u ... v
ANSWER: d

TEMPLATE: s ... z
ANSWER: d

TEMPLATE: P ... R
ANSWER: d

TEMPLATE: U ... U
ANSWER: s

TEMPLATE: i ... i
ANSWER: s

TEMPLATE: v ... w
ANSWER: d

TEMPLATE: B ... P
ANSWER: d

TEMPLATE: T ... F
ANSWER: d

TEMPLATE: e ... c
ANSWER: d

TEMPLATE: p ... q
ANSWER: d

TEMPLATE: r ... r
ANSWER: s

# Source: ST §One Letter Is the Same.
$SELECT Find the Matching Letter
ID: l4-s13
INTRO: One more round with lookalike letters — find the exact match for the letter shown. That's the whole lesson: nicely done.
INSTRUCTION: Tap the matching letter.

EXAMPLE
TEMPLATE: v
OPTION: 1 | w
OPTION: 2 | u
OPTION: 3 | v
ANSWER: 3

TEMPLATE: H
OPTION: 1 | A
OPTION: 2 | H
OPTION: 3 | F
ANSWER: 2

TEMPLATE: p
OPTION: 1 | q
OPTION: 2 | j
OPTION: 3 | p
ANSWER: 3

TEMPLATE: l
OPTION: 1 | l
OPTION: 2 | i
OPTION: 3 | k
ANSWER: 1

TEMPLATE: Q
OPTION: 1 | O
OPTION: 2 | A
OPTION: 3 | Q
ANSWER: 3

TEMPLATE: m
OPTION: 1 | m
OPTION: 2 | n
OPTION: 3 | w
ANSWER: 1

TEMPLATE: b
OPTION: 1 | f
OPTION: 2 | h
OPTION: 3 | b
ANSWER: 3

TEMPLATE: r
OPTION: 1 | u
OPTION: 2 | r
OPTION: 3 | v
ANSWER: 2

TEMPLATE: K
OPTION: 1 | K
OPTION: 2 | F
OPTION: 3 | R
ANSWER: 1

TEMPLATE: V
OPTION: 1 | U
OPTION: 2 | W
OPTION: 3 | V
ANSWER: 3

TEMPLATE: a
OPTION: 1 | e
OPTION: 2 | a
OPTION: 3 | d
ANSWER: 2

TEMPLATE: x
OPTION: 1 | x
OPTION: 2 | k
OPTION: 3 | v
ANSWER: 1

TEMPLATE: I
OPTION: 1 | L
OPTION: 2 | I
OPTION: 3 | P
ANSWER: 2