$MODULE Book 11 · Lesson 3: Please Give Me a Refund {st-page_083_001.jpg}
FORMAT: 2
DESCRIPTION: Car trouble and repairs, complaints and refunds, "too ... to", infinitives of purpose, the suffix -y, syllable stress, phone messages, and dictation.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
INTRO: In this lesson you'll learn to handle car trouble and unhappy customers — engines that stall, hoses that leak, and how to get your money back. First, listen to the new car words in sentences and repeat each one.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: brake
LINE: Jim is having problems with his brakes. {page_058_001.jpg} {bk11-l3a-f1-p01.mp3}
VOCAB: engine
LINE: Henry's new truck has a big engine. {page_058_002.jpg} {bk11-l3a-f1-p02.mp3}
VOCAB: motor
LINE: This car has a small motor. {page_058_003.jpg} {bk11-l3a-f1-p03.mp3}
VOCAB: stall
LINE: Jill's car stalled two times on the way to work. {page_058_004.jpg} {bk11-l3a-f1-p04.mp3}
VOCAB: tune-up
LINE: Kevin's car needed a tune-up after he drove it 10,000 miles. {page_058_005.jpg} {bk11-l3a-f1-p05.mp3}
VOCAB: oil
LINE: My car needs a quart of oil. {page_058_006.jpg} {bk11-l3a-f1-p06.mp3}
VOCAB: noise
LINE: That car is making a lot of noise. {page_059_001.jpg} {bk11-l3a-f1-p07.mp3}
VOCAB: warm-up
LINE: Bobby, please warm up the car. {page_059_002.jpg} {bk11-l3a-f1-p08.mp3}
VOCAB: guarantee
LINE: The mechanic guaranteed the repair work for 90 days. {page_059_003.jpg} {bk11-l3a-f1-p09.mp3}
VOCAB: charge
LINE: What is the charge for the repair of a flat tire? {page_059_004.jpg} {bk11-l3a-f1-p10.mp3}
VOCAB: part
LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg} {bk11-l3a-f1-p11.mp3}
VOCAB: too
LINE: His shirt is too dirty to wear to Alan's party. {page_059_006.jpg} {bk11-l3a-f1-p12.mp3}
INTRO: Pat calls Ace Garage about her car. Listen for how she asks about charges, credit, and the guarantee, and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
Sam: Ace Garage, Sam speaking. Can I help you?
Pat: Yes, this is Ms. Jones. My car stalled twice this morning, and the engine's making a different kind of noise.
Sam: Bring it to the garage in the morning, Ms. Jones, and I'll check the engine and tune it up for you. Is anything else wrong?
VOCAB: brake
Pat: Yes, as a matter of fact. The brakes don't feel right when I use them, and the car doesn't stop well.
Sam: I'll be glad to check the brakes, too.
VOCAB: to charge | charge
Pat: Thank you. I may not be able to pay for all of this work right away. Can you tell me how much you'll charge for it?
VOCAB: part
Sam: I won't know until I look at your car. I may need to replace some of the old parts in the engine or the brakes.
Pat: Will I be able to charge everything to my account?
VOCAB: credit
VOCAB: charge
Sam: Yes, ma'am. Regular customers like you can always get credit. You can put the charges on your account or use a bank credit card.
VOCAB: to guarantee | guarantee
Pat: Do you guarantee your work?
Sam: I certainly do. I give all my customers a guarantee that's good for 30 days. When I fail to do a job right the first time, I repair the car again and don't charge the customer anything.
INTRO: Here are this part's words in their different forms — nouns, verbs, past forms. Tap any word to hear it. You'll use them to complete sentences next.
These are the lesson's car and money words in their different forms. Tap a word to hear it.
INTRO: In this part you'll warm up with two short conversations, then learn to say why something can't happen: it's too cold, too late, too expensive. First, Jack hears about Harry's new car. Just listen.
INSTRUCTION: Listen to the dialogue.
Man1: Hey, Jack, did you see Harry's new car? {bk11-l3a-f2-01.mp3}
Jack: Yes, I did. It looks expensive. {bk11-l3a-f2-02.mp3}
Man1: It was. Do you think he'll let us ride in it? {bk11-l3a-f2-03.mp3}
# Source: ST §Too + Predicate Adjective + To-Infinitive
$GRAMMAR Too + Adjective + Infinitive
ID: l3-s15
INTRO: Here's the pattern for this part: "too" plus an adjective plus "to" — more than enough, so it can't be done.
One of the meanings of **too** is "more than enough". **Too** followed by an adjective and a to-infinitive means "more than is necessary for a particular purpose."
**Examples:**
* {The test was too long for us to finish.} (We couldn't finish the test because it was longer than necessary.)
* {These shoes don't fit well. They're too tight.} (These shoes are tighter than they should be in order to fit well.)
| It'll be **too early** | for the children | to get up. |
More examples to tap and hear: {Coffee is too bitter for me to drink.} — {Carol was too tired to drive.} — {It'll be too early for the children to get up.}
INTRO: Now you make the questions. Listen to a statement and a cue, change the statement into a question using the cue, then repeat the correct answer.
INSTRUCTION: Speak the new question aloud.
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
PROMPT: Freddy is too light to *play football*. Tennis. {bk11-l3a-f4-00-q.mp3}
RESPONSE: Is he too light to play tennis? {bk11-l3a-f4-00-a.mp3}
PROMPT: The captain was too sick to *come to class*. Watch TV. {bk11-l3a-f4-01-q.mp3}
RESPONSE: Was he too sick to watch TV? {bk11-l3a-f4-01-a.mp3}
PROMPT: Mary is too slow to *finish early*. On time. {bk11-l3a-f4-02-q.mp3}
RESPONSE: Is she too slow to finish on time? {bk11-l3a-f4-02-a.mp3}
PROMPT: Myra is too tired to *listen to any more problems*. Write letters. {bk11-l3a-f4-03-q.mp3}
RESPONSE: Is she too tired to write letters? {bk11-l3a-f4-03-a.mp3}
PROMPT: Greg is too young to *drive a car*. Ride a bicycle. {bk11-l3a-f4-04-q.mp3}
RESPONSE: Is he too young to ride a bicycle? {bk11-l3a-f4-04-a.mp3}
PROMPT: It's too late to *study for the test*. Learn something new. {bk11-l3a-f4-05-q.mp3}
RESPONSE: Is it too late to learn something new? {bk11-l3a-f4-05-a.mp3}
PROMPT: This book is too difficult for *John* to read. Mark. {bk11-l3a-f4-06-q.mp3}
RESPONSE: Is it too difficult for Mark to read? {bk11-l3a-f4-06-a.mp3}
# SKIPPED (book): LLA 3A Figure 5 — spatial grid placement task, out of scope.
# Source: ST §Jim Bought a Hose That Leaked (Or Did It?) — narrator paragraphs split into short lines
$DIALOGUE Jim's Leaky Hose
ID: l3-s9
INTRO: Here's the story of Jim, a hose, and four dollars. Listen and read — you'll answer questions about it next.
INSTRUCTION: Listen to the story.
Narrator: Jim bought a new hose for his yard at the U-Save Department Store yesterday. {st-page_094_001.jpg}
VOCAB: on sale
LINE: When he read the paper this morning, he saw that the same kind of hose was on sale at another store for four dollars less. {st-page_094_001.jpg}
LINE: He was unhappy because he paid the regular price for his hose, but he thought it was a good one. {st-page_094_001.jpg}
LINE: Later Jim fastened his new hose to an outside faucet and turned on the water. The hose leaked! {st-page_094_002.jpg}
LINE: He decided to go back to the U-Save Store and tell the clerk that he didn't need a hose with a leak in it. {st-page_094_002.jpg}
VOCAB: leaky
LINE: The clerk took the leaky hose and said, "I'll be happy to exchange this for another hose." {st-page_095_001.jpg}
LINE: When Jim told her that he didn't want to exchange it, she said, "Do you want me to credit your account with the cost of the hose?" He answered, "No, I'd like to get a refund." {st-page_095_001.jpg}
VOCAB: sales slip
LINE: "I can certainly give back your money," the clerk said. "Do you still have your sales slip?" {st-page_095_001.jpg}
LINE: After Jim showed it to her, she refunded his money. {st-page_095_001.jpg}
LINE: Then Jim went to Save-More and bought a hose exactly like the first one. He saved four dollars and was very pleased. {st-page_095_002.jpg}
LINE: He hurried home and tried his new hose. {st-page_095_002.jpg}
INTRO: Answer the questions about Jim's adventure in complete sentences. The last one asks what you think — the story ends before the water is turned on.
INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final opinion question, accept a reasoned yes or no.
PROMPT: What did Jim buy at U-Save yesterday?
RESPONSE: He bought a hose.
PROMPT: Was it on sale at U-Save?
RESPONSE: No, he paid the regular price.
PROMPT: What happened when Jim turned on the water?
RESPONSE: The hose leaked.
PROMPT: What did Jim think was wrong?
RESPONSE: He thought there was a leak in the hose.
PROMPT: What did the clerk say she'd be happy to do?
RESPONSE: She said she'd be happy to exchange it for another hose.
PROMPT: What did Jim want?
RESPONSE: He wanted a refund.
PROMPT: What did he have to show the clerk?
RESPONSE: He had to show his sales slip.
PROMPT: What did the clerk do with Jim's money?
RESPONSE: She refunded his money.
PROMPT: What did Jim do with his refund?
RESPONSE: He bought a hose exactly like the first one at Save-More.
PROMPT: What do you think? Did the first hose really leak?
INTRO: Using the table comparing Ray's and Jay's, make a sentence about each numbered point with "satisfied", "dissatisfied", or "unhappy". Say it aloud.
INSTRUCTION: Make a sentence using satisfied, dissatisfied, or unhappy.
INPUT: speak
CHECK: llm
RUBRIC: Accept any grammatical sentence that correctly combines the cue with "satisfied", "dissatisfied", or "unhappy".
EXAMPLE
TEMPLATE: Number 1. Good food at Ray's.
RESPONSE: I'm satisfied with the food at Ray's.
EXAMPLE
TEMPLATE: Number 6. Sometimes see bugs at Jay's.
RESPONSE: I'm dissatisfied with Jay's because I see bugs there sometimes.
TEMPLATE: Number 2. Food too greasy at Jay's.
RESPONSE: I'm unhappy with the food at Jay's because it's too greasy.
TEMPLATE: Number 3. Waiters are slow at Ray's.
RESPONSE: I'm dissatisfied with Ray's because the waiters are slow.
TEMPLATE: Number 4. Fast service at Jay's.
RESPONSE: I'm satisfied with the fast service at Jay's.
TEMPLATE: Number 5. Always clean at Ray's.
RESPONSE: I'm satisfied because Ray's is always clean.
TEMPLATE: Number 7. Different kinds of food at Ray's.
RESPONSE: I'm satisfied with the different kinds of food at Ray's.
TEMPLATE: Number 8. Same food all the time at Jay's.
RESPONSE: I'm dissatisfied with Jay's because they have the same food all the time.
TEMPLATE: Number 9. People not friendly at Ray's.
RESPONSE: I'm unhappy with Ray's because the people are not friendly.
TEMPLATE: Number 10. People always friendly at Jay's.
RESPONSE: I'm satisfied because the people are always friendly at Jay's.
INTRO: In this part you'll learn to say why people do things: he went to the bank to deposit a check. Listen to sentences using "to" and a verb to show purpose, and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: We go to the gym to play volleyball. {bk11-l3b-f2-01.mp3}
LINE: Beverly stops to visit her aunt every day. {bk11-l3b-f2-02.mp3}
LINE: Can I use a credit card to pay for this? {bk11-l3b-f2-03.mp3}
LINE: Richard didn't come to borrow money. {bk11-l3b-f2-04.mp3}
LINE: Henry went to Mexico to study Spanish. {bk11-l3b-f2-05.mp3}
LINE: Roger called the office to make an appointment. {bk11-l3b-f2-06.mp3}
LINE: Don't use your pen to mark your answer sheet. {bk11-l3b-f2-07.mp3}
LINE: He called to say hello. {bk11-l3b-f2-08.mp3}
INTRO: Here's how the pattern works: the infinitive after the verb answers the question "why?".
An infinitive or infinitive phrase placed after a verb tells the reason for which something is done.
**Examples:**
* {Jim didn't have any news. He just called to talk.} (He only called because he wanted to talk.)
* {Beth stopped at the store to buy some milk.} (She stopped because she needed to buy some milk.)
| | INFINITIVE PHRASE OF PURPOSE | |
|---|---|---|
| Ray moved | **to save** | a little money. |
| Lt Lee went | **to talk** | to the supervisor. |
| Don't use a pen | **to mark** | the answer sheet. |
| Roger called | **to invite** | us to his party. |
Tap to hear the full sentences: {Ray moved to save a little money.} — {Lt Lee went to talk to the supervisor.} — {Don't use a pen to mark the answer sheet.} — {Roger called to invite us to his party.}
INTRO: This part tunes your ear and builds new words. First, stress: listen to each word and tap the number of the syllable with the strongest stress, then repeat the word.
INSTRUCTION: Tap the number of the stressed syllable.
INTRO: Now the word-building trick of this lesson: add -y to a noun and you get an adjective. Full of soap? Soapy.
A suffix is a letter or group of letters added at the end of a word. When the suffix **-y** is added to a noun, the noun becomes an adjective which means "like", "full of", or "characterized by" something. When the noun ends with "-e," drop the "-e" before adding "-y."
**Example:** {The water was soapy.} (The water was full of soap.)
INTRO: In this part you'll practice taking and passing on phone messages, then put "too" back to work. First, Major Smith calls for Major Parker — who, naturally, isn't there. Listen to how the clerk takes the message and delivers it.
INSTRUCTION: Listen to the conversations.
Clerk: Hello. {bk11-l3c-f2-01.mp3}
Major_Smith: Hello, Major Parker, please. {bk11-l3c-f2-02.mp3}
Clerk: He's not here right now. {bk11-l3c-f2-03.mp3}
LINE: May I take a message? {bk11-l3c-f2-04.mp3}
Major_Smith: Yes, this is Major Smith. {bk11-l3c-f2-05.mp3}
LINE: Please tell him that I'll meet him at the Officers' Club at 11:00 hours for lunch. {bk11-l3c-f2-06.mp3}
Clerk: Okay. {bk11-l3c-f2-07.mp3}
LINE: I'll tell him. {bk11-l3c-f2-08.mp3}
Narrator: A little later.
Clerk: Major Parker, you had a call. {bk11-l3c-f2-09.mp3}
Major_Parker: Yes? {bk11-l3c-f2-10.mp3}
LINE: Who was it? {bk11-l3c-f2-11.mp3}
Clerk: It was Major Smith. {bk11-l3c-f2-12.mp3}
LINE: He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-13.mp3}
INTRO: Look at the picture and listen to the sentence. Then write a sentence with "too" that explains the situation — why can't the children go outside?
INSTRUCTION: Write a sentence explaining the picture using "too".
INPUT: type
CHECK: llm
RUBRIC: The student must provide a sentence using the word "too" and an adjective that fits the picture context, similar to the model answer.
EXAMPLE
PROMPT: The children can't go outside. {page_068_001.jpg} {bk11-l3c-f4-ex.mp3}
RESPONSE: It's too cold.
PROMPT: I can't buy this suit. {page_068_002.jpg} {bk11-l3c-f4-01.mp3}
RESPONSE: It's too expensive.
PROMPT: Jim, don't drink that coffee. {page_068_003.jpg} {bk11-l3c-f4-02.mp3}
RESPONSE: It's too hot.
PROMPT: Fred, don't buy that shirt. {page_068_004.jpg} {bk11-l3c-f4-03.mp3}
RESPONSE: It's too small.
PROMPT: We can't go to the movies now. {page_068_005.jpg} {bk11-l3c-f4-04.mp3}
RESPONSE: It's too late.
PROMPT: Janet, don't try to move that table. {page_068_006.jpg} {bk11-l3c-f4-05.mp3}
INTRO: Time to complain politely. In this part you'll practice what to say when the order is wrong, the soup has a passenger, or the shirt is the wrong color. First, listen to the customer and the waiter, and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Customer: Excuse me. {bk11-l3d-f2-01.mp3}
Waiter: Yes, sir. {bk11-l3d-f2-02.mp3}
Customer: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
Waiter: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
Customer: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
INTRO: Back to the garage — three phone calls about repairs that didn't quite take. Listen and repeat; you'll hear this lesson's whole vocabulary hard at work.
INSTRUCTION: Listen and repeat the dialogs.
REPEAT
Fred: Bell Motors. Fred Waters speaking. {st-page_105_001.jpg}
Customer: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. {st-page_105_001.jpg}
Fred: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. {st-page_105_001.jpg}
Customer: Okay. I'll see you early tomorrow morning. {st-page_105_001.jpg}
Narrator: Another driver, another call.
Clerk: Speedy Engine Repair. May I help you?
Customer: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem.
Clerk: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning?
Customer: Yes, I'll be there at 7:30. Thank you very much.
Narrator: And one more.
Mechanic: Evans and Sons. This is Jack. How may I help you?
Customer: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil.
Mechanic: I'm sorry to hear that, Ms. Flint. Bring it in again, and we'll fix it. Our work has a 90-day guarantee.
Customer: Okay, thanks. I'll do that.
# SKIPPED (book): ST "I'M DISSATISFIED..." / "THERE'S A PROBLEM." — open, co-constructed
# role-play exercises based on prompts; no solo path in the current format.
INTRO: Now do the same on paper, three ways: read each paragraph and type a title, its topic, and its main idea. The worked example shows the format.
INSTRUCTION: Type a title, the topic, and the main idea.
INPUT: type
CHECK: llm
LONGFORM
RUBRIC: The title must capture the essence of the paragraph and be properly capitalized. The topic must be the subject matter (usually 1-3 words). The main idea must be a complete sentence stating the author's primary point.
EXAMPLE
TEMPLATE: You may think that it's easy to change a tire when you know how. But you can know how to do something and still not be able to do it. It may be very difficult to jack up the car or to loosen the nuts. The spare tire may not have enough air in it. You don't always have the right tools. Sometimes a job that should be easy for you to do is really very difficult.
RESPONSE: Title: The Job May Be Harder Than You Think. Topic: jobs. Main idea: A job that looks easy may really be very hard to do.
TEMPLATE: When you're driving, watch the speed limit signs. They show different speeds in different places. On the important highways, you can usually go 55 to 65 miles per hour, but sometimes you have to slow down to 45 or 50 m.p.h. Around schools, the speed limit is 20 m.p.h. In most other parts of the city, it's usually 30 or 35 m.p.h. In places that aren't very safe, the speed limit will be lower.
RESPONSE: Title: Speed Limits. Topic: speed limits. Main idea: Drivers must watch speed limit signs because they show different speeds in different places.
TEMPLATE: Mechanics have important jobs. Most people want to keep their cars in good shape, and they need a mechanic who can help them. They may know how to change the oil and fix some small problems, but they usually can't do everything. When something is wrong with the engine or some other important part of the car, they have to call a mechanic. Often only mechanics can find the problem and use the right tools to fix it.
RESPONSE: Title: The Importance of Mechanics. Topic: mechanics. Main idea: Mechanics have important jobs because most people cannot fix major car problems themselves.
TEMPLATE: Credit cards are easy to get and to use, but they can cause problems. Sometimes people have too many credit cards and use them too often. They can charge almost everything. Department stores usually have their own credit cards, and many banks have cards, too. People can use them in stores, restaurants, garages, airports, hotels, and many other places. Some people put too much on their charge accounts and aren't able to pay for all of it when the bills come at the end of the month.
RESPONSE: Title: The Problem with Credit Cards. Topic: credit cards. Main idea: Credit cards are easy to use but can cause problems if people charge too much and cannot pay their bills.
INTRO: Read each paragraph, then tap the summary that says the same thing in fewer words. Two of the three are always almost right.
INSTRUCTION: Read the paragraph and tap the best summary.
EXAMPLE
TEMPLATE: When the old man got on the bus, he realized that it was very crowded. He thought, "Oh, no! I'll have to stand up, and I'm very tired." Then a young man who saw him stood up and said, "Please sit down here, sir." The old man thanked the young man, and sat down.
OPTION: a | The bus was very crowded. A lot of people had to stand up because there weren't enough seats.
OPTION: b | The old man who got on the crowded bus didn't have to stand up. A polite young man gave him a seat.
OPTION: c | The old man was very tired when he got on the bus. He wanted to sit down, but he couldn't find a seat.
ANSWER: b
TEMPLATE: Many men and women in the Air Force come to Lackland Air Force Base. This is their first base. They exercise, learn about the military, and get their uniforms here. After six weeks, they leave Lackland and go to different bases in the country.
OPTION: a | Men and women in the Air Force have to learn about the military. They also have to exercise.
OPTION: b | There are many men and women at Lackland Air Force Base. They wear uniforms and exercise.
OPTION: c | Many of the men and women in the Air Force come to Lackland first. They stay for six weeks and then go to other bases.
ANSWER: c
TEMPLATE: A dictionary will give you a lot of information. It will tell you how to spell a word, how to say it, and how to use it. Sometimes one word can mean different things; a dictionary will explain them and give examples. People who want to speak, read, and write well should have a good dictionary and use it often.
OPTION: a | Good dictionaries have a lot of information, but they're expensive.
OPTION: b | The information in a good dictionary is important to people who want to use language well.
OPTION: c | When you want to know how to spell a word, look it up in the dictionary.
ANSWER: b
TEMPLATE: Ken just got back from his vacation. Now he's sitting in class and thinking about Florida, the ocean, and the sun. His teacher thinks that he's reading his lesson, but he's not. His book is open, but his mind isn't on the words on the page. He's really thinking about his trip. That's much more interesting to him than his textbook.
OPTION: a | Ken's in class, but he's not reading his textbook. He's thinking about his vacation in Florida.
OPTION: b | Ken took a vacation to Florida. He liked the ocean and the sunny weather there.
OPTION: c | Ken's trying to read his textbook, but he can't. The lesson isn't very interesting.
INTRO: One last exercise: dictation. Listen to the paragraph, phrase by phrase, and type exactly what you hear. Then you're done with Lesson 3 — you can now stall, complain, and get your money back, all in English. Well done.
INSTRUCTION: Type the phrase you hear.
PROMPT: Don decided to... {bk11-l3d-f7-01.mp3}
RESPONSE: Don decided to {bk11-l3d-f7-01.mp3}
ACCEPT: Don decided to...
PROMPT: Go to the mall. {bk11-l3d-f7-02.mp3}
RESPONSE: go to the mall. {bk11-l3d-f7-02.mp3}
ACCEPT: Go to the mall.
PROMPT: First, he went into... {bk11-l3d-f7-03.mp3}
RESPONSE: First, he went into {bk11-l3d-f7-03.mp3}
ACCEPT: First he went into | First, he went into...
PROMPT: The department store... {bk11-l3d-f7-04.mp3}
RESPONSE: the department store {bk11-l3d-f7-04.mp3}
ACCEPT: The department store
PROMPT: To look at sofas. {bk11-l3d-f7-05.mp3}
RESPONSE: to look at sofas. {bk11-l3d-f7-05.mp3}
ACCEPT: To look at sofas.
PROMPT: Then he went... {bk11-l3d-f7-06.mp3}
RESPONSE: Then he went {bk11-l3d-f7-06.mp3}
ACCEPT: Then, he went
PROMPT: Into the men's clothing store... {bk11-l3d-f7-07.mp3}
RESPONSE: into the men's clothing store {bk11-l3d-f7-07.mp3}
ACCEPT: Into the men's clothing store
PROMPT: And bought 2 shirts. {bk11-l3d-f7-08.mp3}
RESPONSE: and bought 2 shirts {bk11-l3d-f7-08.mp3}
ACCEPT: And bought two shirts | and bought two shirts
PROMPT: And a pair of slacks. {bk11-l3d-f7-09.mp3}
RESPONSE: and a pair of slacks. {bk11-l3d-f7-09.mp3}
ACCEPT: And a pair of slacks.
PROMPT: After that... {bk11-l3d-f7-10.mp3}
RESPONSE: After that, {bk11-l3d-f7-10.mp3}
ACCEPT: After that
PROMPT: He was hungry. {bk11-l3d-f7-11.mp3}
RESPONSE: he was hungry. {bk11-l3d-f7-11.mp3}
ACCEPT: He was hungry.
PROMPT: He went to... {bk11-l3d-f7-12.mp3}
RESPONSE: He went to {bk11-l3d-f7-12.mp3}
PROMPT: The cafeteria for lunch. {bk11-l3d-f7-13.mp3}
RESPONSE: the cafeteria for lunch. {bk11-l3d-f7-13.mp3}
ACCEPT: The cafeteria for lunch.
PROMPT: His last stop... {bk11-l3d-f7-14.mp3}
RESPONSE: His last stop {bk11-l3d-f7-14.mp3}
PROMPT: Was at the variety store. {bk11-l3d-f7-15.mp3}
RESPONSE: was at the variety store. {bk11-l3d-f7-15.mp3}
ACCEPT: Was at the variety store.
PROMPT: He bought some cards... {bk11-l3d-f7-16.mp3}
RESPONSE: He bought some cards, {bk11-l3d-f7-16.mp3}
ACCEPT: He bought some cards
PROMPT: A pen and some paper. {bk11-l3d-f7-17.mp3}
RESPONSE: a pen, and some paper. {bk11-l3d-f7-17.mp3}
ACCEPT: A pen and some paper. | a pen and some paper.
# SKIPPED (book): ST Writing Skill "LISTEN AND WRITE." — dictation of a paragraph without
# printed text or a recorded audio stimulus; convertible later with chosen items + TTS.
