alc-english/book-2-lesson-2.module

$MODULE Book 2 · Lesson 2: Whose Book Is This? {st-page_041_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book2_lesson2
DESCRIPTION: Life on an Air Force base — big and small, large numbers, where-questions with in/at/on, places on base, possessives (my/your/our/their and 's), inside/outside, and the sounds b/v and ee/i.
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: John | orus | Male student
VOICE: Jan | gacrux | Female student
VOICE: Tom | schedar | Male student
VOICE: Linda | aoede | Female student
VOICE: Aldo | charon | Male student
VOICE: Mr_Smith | schedar | Male teacher
VOICE: Laura | aoede | Female voice
VOICE: Man | achird | Male voice
VOICE: Sgt_Lopez | achird | Male officer
VOICE: Student1 | achird | Male student
VOICE: Student2 | charon | Male student
VOICE: Betty | gacrux | Female student
VOICE: Bob | achird | Male student
VOICE: Dave | schedar | Male student
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)

$LESSON 2-1: Welcome to the Base

# Source: ST §An Air Force Base
$DIALOGUE An Air Force Base
ID: l2-s1
INTRO: Welcome to Lesson 2. This week you're moving onto an Air Force base — you'll learn its buildings, say where everyone is, and sort out whose things are whose. First, a quick tour. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: Air Force base
LINE: This is an Air Force base. {st-page_043_001.jpg}

VOCAB: building
LINE: This is a building. {st-page_043_002.jpg}

LINE: These are buildings. {st-page_043_003.jpg}

VOCAB: barracks
LINE: These are barracks. {st-page_043_004.jpg}

VOCAB: room
LINE: This is a room in the barracks. {st-page_044_001.jpg}

VOCAB: bed
LINE: This is a bed. {st-page_044_002.jpg}

VOCAB: schedule
LINE: This is a schedule. {st-page_044_003.jpg}

VOCAB: office
LINE: This is an office. {st-page_044_004.jpg}

VOCAB: bulletin board
LINE: This is a bulletin board. {st-page_045_001.jpg}

VOCAB: bus
LINE: This is a bus. {st-page_045_002.jpg}

VOCAB: bus stop
LINE: This is a bus stop. {st-page_045_003.jpg}

# Source: ST §Big / Small
$DIALOGUE Big and Small
ID: l2-s2
INTRO: Some things on base are big. Some are not. Repeat the sentences and notice where "big" and "small" sit in each one.
INSTRUCTION: Repeat the sentences.
REPEAT

VOCAB: big
LINE: These letters are big. These are big letters. {st-page_046_001.jpg}

VOCAB: small
LINE: These letters are small. These are small letters. {st-page_046_002.jpg}

LINE: This book is big. This is a big book. {st-page_046_003.jpg}

LINE: This book is small. This is a small book. {st-page_046_004.jpg}

LINE: This picture is big. This is a big picture. {st-page_046_005.jpg}

LINE: This picture is small. This is a small picture. {st-page_046_006.jpg}

LINE: The table is big. This is a big table. {st-page_046_007.jpg}

LINE: The table is small. This is a small table. {st-page_046_008.jpg}

# Source: LLA 2A Figure 1 (Part 1)
$DIALOGUE Big and Small on Tape
ID: 2a-f1
INTRO: Now the same idea on tape, with pictures — chairs, tables, and windows, big and small. Listen and repeat each sentence.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: This is a chair. The chair is small. It's small. {page_027_001.jpg} {bk02-l2a-f1-01.mp3}
LINE: This is a chair. The chair is big. It's big. {page_027_002.jpg} {bk02-l2a-f1-02.mp3}
LINE: This is a table. The table is small. It's small. {page_027_003.jpg} {bk02-l2a-f1-03.mp3}
LINE: This is a table. The table is big. It's big. {page_027_004.jpg} {bk02-l2a-f1-04.mp3}
LINE: These are windows. The windows are small. They're small. {page_027_005.jpg} {bk02-l2a-f1-05.mp3}
LINE: These are windows. The windows are big. They're big. {page_027_006.jpg} {bk02-l2a-f1-06.mp3}

# Source: LLA 2A Figure 1 (Part 2)
$PRODUCE Is It Big or Small?
ID: 2a-f1-b
INPUT: speak
CHECK: reveal
INTRO: Time to answer. Look at each picture, answer the question aloud, then repeat the correct answer.
INSTRUCTION: Answer the question aloud.
REPEAT

PROMPT: Is this a chair? {page_027_001.jpg} {bk02-l2a-f1-07-q.mp3}
RESPONSE: Yes, it's a chair. {bk02-l2a-f1-07-a.mp3}

PROMPT: Is the chair small? {page_027_001.jpg} {bk02-l2a-f1-08-q.mp3}
RESPONSE: Yes, it's small. {bk02-l2a-f1-08-a.mp3}

PROMPT: Is this a chair? {page_027_002.jpg} {bk02-l2a-f1-09-q.mp3}
RESPONSE: Yes, it's a chair. {bk02-l2a-f1-09-a.mp3}

PROMPT: Is the chair big? {page_027_002.jpg} {bk02-l2a-f1-10-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-10-a.mp3}

PROMPT: Is this a table? {page_027_003.jpg} {bk02-l2a-f1-11-q.mp3}
RESPONSE: Yes, it's a table. {bk02-l2a-f1-11-a.mp3}

PROMPT: Is the table small? {page_027_003.jpg} {bk02-l2a-f1-12-q.mp3}
RESPONSE: Yes, it's small. {bk02-l2a-f1-12-a.mp3}

PROMPT: Is this a table? {page_027_004.jpg} {bk02-l2a-f1-13-q.mp3}
RESPONSE: Yes, it's a table. {bk02-l2a-f1-13-a.mp3}

PROMPT: Is the table big? {page_027_004.jpg} {bk02-l2a-f1-14-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-14-a.mp3}

PROMPT: Are these windows? {page_027_005.jpg} {bk02-l2a-f1-15-q.mp3}
RESPONSE: Yes, they're windows. {bk02-l2a-f1-15-a.mp3}

PROMPT: Are the windows small? {page_027_005.jpg} {bk02-l2a-f1-16-q.mp3}
RESPONSE: Yes, they're small. {bk02-l2a-f1-16-a.mp3}

PROMPT: Are these windows? {page_027_006.jpg} {bk02-l2a-f1-17-q.mp3}
RESPONSE: Yes, they're windows. {bk02-l2a-f1-17-a.mp3}

PROMPT: Are the windows big? {page_027_006.jpg} {bk02-l2a-f1-18-q.mp3}
RESPONSE: Yes, they're big. {bk02-l2a-f1-18-a.mp3}

# Source: LLA 2A Figure 1 (Part 3)
$DIALOGUE No, It Isn't
ID: 2a-f1-c
INTRO: Sometimes the answer is no. Listen to these questions and their negative answers, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Is the chair big? No, it isn't big. {page_027_001.jpg} {bk02-l2a-f1-19.mp3}
LINE: Is the chair small? No, it isn't small. {page_027_002.jpg} {bk02-l2a-f1-20.mp3}
LINE: Is the table big? No, it isn't big. {page_027_003.jpg} {bk02-l2a-f1-21.mp3}
LINE: Is the table small? No, it isn't small. {page_027_004.jpg} {bk02-l2a-f1-22.mp3}
LINE: Are the windows big? No, they aren't big. {page_027_005.jpg} {bk02-l2a-f1-23.mp3}
LINE: Are the windows small? No, they aren't small. {page_027_006.jpg} {bk02-l2a-f1-24.mp3}

# Source: LLA 2A Figure 1 (Part 4)
$PRODUCE Yes or No — Big and Small
ID: 2a-f1-d
INPUT: speak
CHECK: reveal
INTRO: Now the mix — some answers are yes, some are no. The pictures know the truth. Answer aloud, then repeat the model.
INSTRUCTION: Answer the question aloud.
REPEAT

PROMPT: Is the chair big? {page_027_001.jpg} {bk02-l2a-f1-25-q.mp3}
RESPONSE: No, it isn't big. {bk02-l2a-f1-25-a.mp3}

PROMPT: Is the chair big? {page_027_002.jpg} {bk02-l2a-f1-26-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-26-a.mp3}

PROMPT: Is the table small? {page_027_003.jpg} {bk02-l2a-f1-27-q.mp3}
RESPONSE: Yes, it's small. {bk02-l2a-f1-27-a.mp3}

PROMPT: Is the table big? {page_027_004.jpg} {bk02-l2a-f1-28-q.mp3}
RESPONSE: Yes, it's big. {bk02-l2a-f1-28-a.mp3}

PROMPT: Are the windows big? {page_027_005.jpg} {bk02-l2a-f1-29-q.mp3}
RESPONSE: No, they aren't big. {bk02-l2a-f1-29-a.mp3}

PROMPT: Are the windows small? {page_027_006.jpg} {bk02-l2a-f1-30-q.mp3}
RESPONSE: No, they aren't small. {bk02-l2a-f1-30-a.mp3}

# Source: LLA 2A Figure 5 (sounds strand, grouped with 2B Figure 2)
$SELECT Same or Different: B and V
ID: 2a-f5
INTRO: Two words, one question — are they the same word or different words? B and V like to impersonate each other, so listen closely before you tap.
INSTRUCTION: Tap S for Same or D for Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

EXAMPLE
PROMPT: best, vest {bk02-l2a-f5-ex.mp3}
ANSWER: d

PROMPT: van, van {bk02-l2a-f5-01.mp3}
ANSWER: s

PROMPT: bolt, bolt {bk02-l2a-f5-02.mp3}
ANSWER: s

PROMPT: vi, bi {bk02-l2a-f5-03.mp3}
ANSWER: d

PROMPT: robe, rove {bk02-l2a-f5-04.mp3}
ANSWER: d

PROMPT: bile, vile {bk02-l2a-f5-05.mp3}
ANSWER: d

PROMPT: bet, bet {bk02-l2a-f5-06.mp3}
ANSWER: s

PROMPT: bat, that {bk02-l2a-f5-07.mp3}
ANSWER: d

PROMPT: bad, bad {bk02-l2a-f5-08.mp3}
ANSWER: s

PROMPT: vend, bend {bk02-l2a-f5-09.mp3}
ANSWER: d

PROMPT: save, save {bk02-l2a-f5-10.mp3}
ANSWER: s

# Source: LLA 2B Figure 2 (sounds strand, moved forward to sit with 2A Figure 5)
$SELECT Which Sound: V or B?
ID: 2b-f2
INTRO: Now name the sound itself. Tap A if you hear the V sound as in "very", or B if you hear the B sound as in "big".
INSTRUCTION: Tap the sound you hear.
OPTION: a | V sound (as in very)
OPTION: b | B sound (as in big)

EXAMPLE
PROMPT: bus, bus {bk02-l2b-f2-ex.mp3}
ANSWER: b

PROMPT: bet, bet {bk02-l2b-f2-01.mp3}
ANSWER: b

PROMPT: lab, lab {bk02-l2b-f2-02.mp3}
ANSWER: b

PROMPT: rave, rave {bk02-l2b-f2-03.mp3}
ANSWER: a

PROMPT: boat, boat {bk02-l2b-f2-04.mp3}
ANSWER: b

PROMPT: save, save {bk02-l2b-f2-05.mp3}
ANSWER: a

PROMPT: cave, cave {bk02-l2b-f2-06.mp3}
ANSWER: a

PROMPT: labor, labor {bk02-l2b-f2-07.mp3}
ANSWER: b

PROMPT: tub, tub {bk02-l2b-f2-08.mp3}
ANSWER: b

PROMPT: river, river {bk02-l2b-f2-09.mp3}
ANSWER: a

PROMPT: bench, bench {bk02-l2b-f2-10.mp3}
ANSWER: b

$LESSON 2-2: Large Numbers

# Source: ST §Numbers
$GRAMMAR Numbers in the Thousands
ID: l2-s6
INTRO: In this part you'll learn the big numbers — thousands, all the way to half a million. Here's the whole system in one table; you'll listen, repeat, and write them next.

| | | | |
|---|---|---|---|
| 1,000 | one thousand | 20,000 | twenty thousand |
| | | 21,000 | twenty-one thousand |
| 2,000 | two thousand | | |
| 3,000 | three thousand | 30,000 | thirty thousand |
| | | 31,000 | thirty-one thousand |
| 4,000 | four thousand | | |
| 5,000 | five thousand | 40,000 | forty thousand |
| | | 41,000 | forty-one thousand |
| 6,000 | six thousand | | |
| 7,000 | seven thousand | 50,000 | fifty thousand |
| | | 51,000 | fifty-one thousand |
| 8,000 | eight thousand | | |
| 9,000 | nine thousand | 60,000 | sixty thousand |
| | | 61,000 | sixty-one thousand |
| 10,000 | ten thousand | | |
| 11,000 | eleven thousand | 70,000 | seventy thousand |
| | | 71,000 | seventy-one thousand |
| 12,000 | twelve thousand | | |
| 13,000 | thirteen thousand | 80,000 | eighty thousand |
| | | 81,000 | eighty-one thousand |
| 14,000 | fourteen thousand | | |
| 15,000 | fifteen thousand | 90,000 | ninety thousand |
| | | 91,000 | ninety-one thousand |
| 16,000 | sixteen thousand | | |
| 17,000 | seventeen thousand | 100,000 | a hundred thousand<br>one hundred thousand |
| 18,000 | eighteen thousand | | |
| 19,000 | nineteen thousand | | |

Listen to the pattern: {one thousand}, {ten thousand}, {one hundred thousand}.

# Source: LLA 2A Figure 2
$DIALOGUE Counting in Thousands
ID: 2a-f2
INTRO: Count with the tape — thousands first, then bigger. Repeat each group of numbers.
INSTRUCTION: Repeat the numbers.
REPEAT

LINE: 1,000, 2,000, 3,000, 4,000, 5,000. {bk02-l2a-f2-01.mp3}
LINE: 6,000, 7,000, 8,000, 9,000, 10,000. {bk02-l2a-f2-02.mp3}
LINE: 10,000, 20,000, 30,000, 40,000, 50,000. {bk02-l2a-f2-03.mp3}
LINE: 60,000, 70,000, 80,000, 90,000, 100,000. {bk02-l2a-f2-04.mp3}
LINE: 150,000, 200,000, 250,000, 300,000, 350,000. {bk02-l2a-f2-05.mp3}
LINE: 400,000, 450,000, 500,000. {bk02-l2a-f2-06.mp3}

# Source: ST §thirTEEN - THIRty
$DIALOGUE thirTEEN or THIRty?
ID: l2-s7
INTRO: Thirteen thousand and thirty thousand are dangerous neighbors — the stress is the only difference: thirTEEN, THIRty. Repeat each pair carefully.
INSTRUCTION: Repeat and read the numbers.
REPEAT

LINE: 13,000 — 30,000
LINE: 14,000 — 40,000
LINE: 15,000 — 50,000
LINE: 16,000 — 60,000
LINE: 17,000 — 70,000
LINE: 18,000 — 80,000
LINE: 19,000 — 90,000

# Source: ST §Numbers Continued
$DIALOGUE Beyond One Hundred Thousand
ID: l2-s8
INTRO: Past one hundred thousand now. Repeat and read each line — take your time; these numbers aren't going anywhere.
INSTRUCTION: Repeat and read these numbers.
REPEAT

LINE: 101,000 — a hundred one thousand / a hundred and one thousand
LINE: 102,000 — a hundred two thousand / a hundred and two thousand
LINE: 110,000 — a hundred ten thousand / a hundred and ten thousand
LINE: 120,000 — 121,000 — 130,000 — 131,000 — 140,000 — 141,000
LINE: 150,000 — 151,000 — 160,000 — 161,000 — 170,000 — 171,000
LINE: 180,000 — 181,000 — 190,000 — 191,000
LINE: 200,000 — two hundred thousand
LINE: 250,000 — two hundred fifty thousand
LINE: 300,000 — three hundred thousand
LINE: 350,000 — three hundred fifty thousand
LINE: 400,000 — four hundred thousand
LINE: 450,000 — four hundred fifty thousand
LINE: 500,000 — five hundred thousand

# Source: LLA 2A Figure 3
$SELECT Tap the Number You Hear
ID: 2a-f3
INTRO: Now your ears do the work. Listen to the number and tap it — four choices, one truth.
INSTRUCTION: Tap the number you hear.

EXAMPLE
PROMPT: 8,000 {bk02-l2a-f3-ex.mp3}
OPTION: a | 4,000
OPTION: b | 18,000
OPTION: c | 8,000
OPTION: d | 80,000
ANSWER: c

PROMPT: 2,000 {bk02-l2a-f3-01.mp3}
OPTION: a | 3,000
OPTION: b | 200
OPTION: c | 4,000
OPTION: d | 2,000
ANSWER: d

PROMPT: 15,000 {bk02-l2a-f3-02.mp3}
OPTION: a | 15,000
OPTION: b | 5,000
OPTION: c | 50,000
OPTION: d | 25,000
ANSWER: a

PROMPT: 150,000 {bk02-l2a-f3-03.mp3}
OPTION: a | 115,000
OPTION: b | 100,000
OPTION: c | 50,000
OPTION: d | 150,000
ANSWER: d

PROMPT: 90,000 {bk02-l2a-f3-04.mp3}
OPTION: a | 19,000
OPTION: b | 90,000
OPTION: c | 99,000
OPTION: d | 9,000
ANSWER: b

PROMPT: 416,000 {bk02-l2a-f3-05.mp3}
OPTION: a | 400,000
OPTION: b | 460,000
OPTION: c | 416,000
OPTION: d | 6,000
ANSWER: c

PROMPT: 19,000 {bk02-l2a-f3-06.mp3}
OPTION: a | 19,000
OPTION: b | 90,000
OPTION: c | 9,000
OPTION: d | 900
ANSWER: a

PROMPT: 230,000 {bk02-l2a-f3-07.mp3}
OPTION: a | 213,000
OPTION: b | 200,000
OPTION: c | 240,000
OPTION: d | 230,000
ANSWER: d

PROMPT: 360,000 {bk02-l2a-f3-08.mp3}
OPTION: a | 370,000
OPTION: b | 340,000
OPTION: c | 360,000
OPTION: d | 316,900
ANSWER: c

PROMPT: 27,000 {bk02-l2a-f3-09.mp3}
OPTION: a | 28,000
OPTION: b | 27,000
OPTION: c | 7,000
OPTION: d | 23,000
ANSWER: b

PROMPT: 18,000 {bk02-l2a-f3-10.mp3}
OPTION: a | 8,000
OPTION: b | 18,000
OPTION: c | 80,000
OPTION: d | 88,000
ANSWER: b

# Source: LLA 2A Figure 4
$PRODUCE Type the Number
ID: 2a-f4
INPUT: type
CHECK: exact
INTRO: Dictation, number edition. Listen to the large number and type it in digits.
INSTRUCTION: Type the number you hear.

EXAMPLE
PROMPT: 50,000 {bk02-l2a-f4-ex.mp3}
RESPONSE: 50,000
ACCEPT: 50000

PROMPT: 30,000 {bk02-l2a-f4-01.mp3}
RESPONSE: 30,000
ACCEPT: 30000

PROMPT: 160,000 {bk02-l2a-f4-02.mp3}
RESPONSE: 160,000
ACCEPT: 160000

PROMPT: 270,000 {bk02-l2a-f4-03.mp3}
RESPONSE: 270,000
ACCEPT: 270000

PROMPT: 390,000 {bk02-l2a-f4-04.mp3}
RESPONSE: 390,000
ACCEPT: 390000

PROMPT: 480,000 {bk02-l2a-f4-05.mp3}
RESPONSE: 480,000
ACCEPT: 480000

# SKIPPED (book): ST Listening Skills "DICTATION" (number dictation), "SAME/DIFFERENT",
# and "VERY / BUS" — instructor-read exercises with no recorded stimulus or given word sets.
# The same skills are covered by the recorded LLA versions (2a-f3/f4, 2a-f5, 2b-f2) kept above.

$LESSON 2-3: Where Is It?

# Source: LLA 2A Figure 6
$DIALOGUE The Schedule
ID: 2a-f6
INTRO: In this part you'll ask where things and people are. First, two short conversations. John needs tomorrow's schedule, and Jan knows exactly where to look. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

John: What's the schedule tomorrow? {bk02-l2a-f6-01.mp3}
Jan: Look at the bulletin board. {bk02-l2a-f6-02.mp3}
John: Where is it? {bk02-l2a-f6-03.mp3}
Jan: It's in the office. {bk02-l2a-f6-04.mp3}

# Source: LLA 2A Figure 7
$DIALOGUE Where's Aldo?
ID: 2a-f7
INTRO: Now Tom is looking for Aldo — who is in his room, and not because he's sick. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT

Tom: Where's Aldo? {bk02-l2a-f6-05.mp3}
Linda: He's in his room. {bk02-l2a-f6-06.mp3}
Tom: Is he sick? {bk02-l2a-f6-07.mp3}
Linda: No, he's tired. {bk02-l2a-f6-08.mp3}

# Source: ST §Where's Your Friend?
$GRAMMAR Asking Where
ID: l2-s3
INTRO: Here's the machinery of "where" questions — where plus is or are, and answers with in, on, and under.

| | | |
|---|---|---|
| Where | is | the map?<br>the student? |
| | are | the books?<br>the pilots? |

| | | |
|---|---|---|
| The map<br>The book | is | under the desk.<br>on the chair. |
| The students<br>The pilots | are | in the classroom.<br>in the barracks. |

**Where + is = Where's**

{Where's the desk?} {The desk is in the office.}

# Source: LLA 2B Figure 1
$DIALOGUE Where Is It? — With Pictures
ID: 2b-f1
INTRO: Look at each picture, listen to the question and its answer, and repeat both.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Where's the box? {page_031_001.jpg} {bk02-l2b-f1-01-q.mp3}
LINE: It's on the desk. {page_031_001.jpg} {bk02-l2b-f1-01-a.mp3}

Narrator: Where's the teacher? {page_031_002.jpg} {bk02-l2b-f1-02-q.mp3}
LINE: He's in the classroom. {page_031_002.jpg} {bk02-l2b-f1-02-a.mp3}

Narrator: Where are the students? {page_031_003.jpg} {bk02-l2b-f1-03-q.mp3}
LINE: They're in the lab. {page_031_003.jpg} {bk02-l2b-f1-03-a.mp3}

Narrator: Where are the pictures? {page_031_004.jpg} {bk02-l2b-f1-04-q.mp3}
LINE: They're on the wall. {page_031_004.jpg} {bk02-l2b-f1-04-a.mp3}

Narrator: Where's the calendar? {page_031_005.jpg} {bk02-l2b-f1-05-q.mp3}
LINE: It's under the notebooks. {page_031_005.jpg} {bk02-l2b-f1-05-a.mp3}

Narrator: Where's the pencil? {page_031_006.jpg} {bk02-l2b-f1-06-q.mp3}
LINE: It's on the book. {page_031_006.jpg} {bk02-l2b-f1-06-a.mp3}

Narrator: Where are the pens? {page_031_007.jpg} {bk02-l2b-f1-07-q.mp3}
LINE: They're on the notebook. {page_031_007.jpg} {bk02-l2b-f1-07-a.mp3}

Narrator: Where are Bill and Bob? {page_031_008.jpg} {bk02-l2b-f1-08-q.mp3}
LINE: They're in the lab. {page_031_008.jpg} {bk02-l2b-f1-08-a.mp3}

Narrator: Where's the schedule? {page_031_009.jpg} {bk02-l2b-f1-09-q.mp3}
LINE: It's on the bulletin board. {page_031_009.jpg} {bk02-l2b-f1-09-a.mp3}

Narrator: Where are the desks? {page_031_010.jpg} {bk02-l2b-f1-10-q.mp3}
LINE: They're in the room. {page_031_010.jpg} {bk02-l2b-f1-10-a.mp3}

# Source: ST §Where's the Teacher?
$DIALOGUE Where's the Teacher?
ID: l2-s4
INTRO: Read these questions and answers about the classroom and the base. No repeating this time — just read and let the pictures confirm you.
INSTRUCTION: Read the sentences.

LINE: Where's the book? It's on the bed. {st-page_048_001.jpg}

LINE: Where are the chalkboards? They're in the room. {st-page_048_002.jpg}

LINE: Where's the pen? It's under the table. {st-page_048_003.jpg}

LINE: Where are the students? They're in the classroom. {st-page_048_004.jpg}

LINE: Where's the office? It's in the building. {st-page_048_005.jpg}

LINE: Where's the schedule? It's on the bulletin board. {st-page_048_006.jpg}

LINE: Where are the chair and the desk? They're in the office.

LINE: Where are the pictures? They're on the wall.

# Source: ST §Read the Questions and Answers (duplicate opening line trimmed)
$DIALOGUE Read: Where Are They?
ID: l2-s5
INTRO: More where-questions to read. Two students show you the pattern, then you read the rest.
INSTRUCTION: Read the questions and answers.

Student1: Where's the pencil?
Student2: It's on the table.

LINE: Where's the pen? It's on the table.
LINE: Where are the boys? The boys are on the bus.
LINE: Where's the map? It's on the wall.
LINE: Where are the men? They are on the base.
LINE: Where's the student? He's in the classroom.
LINE: Where are you? I'm in the lab.
LINE: Where's Bill? He's in the barracks.
LINE: Where's the schedule? The schedule is in the office.
LINE: Where are Bill and Bob? They are in the office.
LINE: Where's the book? It's under the desk.
LINE: Where's your sister? She's in her room.

# Source: LLA 2B Figure 3 (Part 1)
$DIALOGUE Or Questions
ID: 2b-f3-a
INTRO: A new kind of question gives you a choice — this or that? Look at the pictures, listen to the "or" questions, and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Are you a student or a teacher? {page_032_001.jpg} {bk02-l2b-f3-01-q.mp3}
LINE: Is Mr. Wilson sick or tired? {page_032_002.jpg} {bk02-l2b-f3-02-q.mp3}
LINE: Is the notebook on the table or under the table? {page_032_003.jpg} {bk02-l2b-f3-03-q.mp3}
LINE: Are those pencils or pens? {page_032_004.jpg} {bk02-l2b-f3-04-q.mp3}
LINE: Is that a man or a woman? {page_032_005.jpg} {bk02-l2b-f3-05-q.mp3}
LINE: Are you happy or sad? {page_032_006.jpg} {bk02-l2b-f3-06-q.mp3}
LINE: Is the picture on the wall or in the book? {page_032_007.jpg} {bk02-l2b-f3-07-q.mp3}
LINE: Are they in the classroom or in the lab? {page_032_008.jpg} {bk02-l2b-f3-08-q.mp3}
LINE: Is she a pilot or a cook? {page_032_009.jpg} {bk02-l2b-f3-09-q.mp3}
LINE: Are they young or old? {page_032_010.jpg} {bk02-l2b-f3-10-q.mp3}

# Source: LLA 2B Figure 3 (Part 2)
$PRODUCE Answer the Or Questions
ID: 2b-f3-b
INTRO: Now the pictures decide. Answer each "or" question aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Are you a student or a teacher? {page_032_001.jpg} {bk02-l2b-f3-11-q.mp3}
RESPONSE: I'm a student. {bk02-l2b-f3-11-a.mp3}

PROMPT: Is Mr. Wilson sick or tired? {page_032_002.jpg} {bk02-l2b-f3-12-q.mp3}
RESPONSE: He's sick. {bk02-l2b-f3-12-a.mp3}

PROMPT: Is the notebook on the table or under the table? {page_032_003.jpg} {bk02-l2b-f3-13-q.mp3}
RESPONSE: It's on the table. {bk02-l2b-f3-13-a.mp3}

PROMPT: Are those pencils or pens? {page_032_004.jpg} {bk02-l2b-f3-14-q.mp3}
RESPONSE: Those are pens. {bk02-l2b-f3-14-a.mp3}

PROMPT: Is that a man or a woman? {page_032_005.jpg} {bk02-l2b-f3-15-q.mp3}
RESPONSE: That's a woman. {bk02-l2b-f3-15-a.mp3}

PROMPT: Are you happy or sad? {page_032_006.jpg} {bk02-l2b-f3-16-q.mp3}
RESPONSE: I'm happy. {bk02-l2b-f3-16-a.mp3}

PROMPT: Is the picture on the wall or in the book? {page_032_007.jpg} {bk02-l2b-f3-17-q.mp3}
RESPONSE: It's on the wall. {bk02-l2b-f3-17-a.mp3}

PROMPT: Are they in the classroom or in the lab? {page_032_008.jpg} {bk02-l2b-f3-18-q.mp3}
RESPONSE: They're in the lab. {bk02-l2b-f3-18-a.mp3}

PROMPT: Is she a pilot or a cook? {page_032_009.jpg} {bk02-l2b-f3-19-q.mp3}
RESPONSE: She's a pilot. {bk02-l2b-f3-19-a.mp3}

PROMPT: Are they young or old? {page_032_010.jpg} {bk02-l2b-f3-20-q.mp3}
RESPONSE: They're old. {bk02-l2b-f3-20-a.mp3}

# DROPPED: ST §Is This a Pen or a Pencil? (l2-s9) — TTS twin of LLA 2B Figure 3 (or-question
# repetition, same role and modality); cassette version kept above.
# DROPPED: ST §Excuse Me, Please. (l2-s10) — TTS twin of LLA 2B Figure 4 (same dialog);
# its VOCAB tags salvaged into the cassette version below.

# Source: LLA 2B Figure 4 (VOCAB salvaged from ST §Excuse Me, Please.)
$DIALOGUE Excuse Me — Where's Tom?
ID: 2b-f4
INTRO: Aldo can't find Tom, so he asks Mr. Smith — politely. Listen and repeat each line. "Excuse me" will open a lot of doors for you.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: Excuse me, please.
Aldo: Excuse me. Where's Tom? {bk02-l2b-f4-01.mp3}
Mr_Smith: He's in his room. {bk02-l2b-f4-02.mp3}

Aldo: In his classroom? {bk02-l2b-f4-03.mp3}
Mr_Smith: No. He's in the barracks. He's sick. {bk02-l2b-f4-04.mp3}

Aldo: Where's his barracks? {bk02-l2b-f4-05.mp3}
Mr_Smith: It's building 2000. {bk02-l2b-f4-06.mp3}

VOCAB: Thank you.
Aldo: Thank you, sir. Goodbye. {bk02-l2b-f4-07.mp3}

# Source: LLA 2B Figure 5
$PRODUCE Questions on the Dialog
ID: 2b-f5
REFERENCE
INTRO: Questions about that conversation. Type your answers — and if Tom's whereabouts have slipped your mind, the dialog is there to consult.
INSTRUCTION: Type your answer.
INPUT: type
CHECK: llm
RUBRIC: Accept any correct answer based on the dialogue. Short answers are acceptable.

PROMPT: Where's Tom? {bk02-l2b-f5-01.mp3}
RESPONSE: He is in his room.

PROMPT: Is Tom in the classroom? {bk02-l2b-f5-02.mp3}
RESPONSE: No, he is not. He is in the barracks.

PROMPT: Is Tom in the barracks? {bk02-l2b-f5-03.mp3}
RESPONSE: Yes, he is.

PROMPT: Is Tom well? {bk02-l2b-f5-04.mp3}
RESPONSE: No, he is sick.

PROMPT: Is Tom in building 3000? {bk02-l2b-f5-05.mp3}
RESPONSE: No, he is in building 2000.

$LESSON 2-4: Places on Base — In, At, or On

# Source: LLA 2B Figure 6 (Part 1)
$DIALOGUE Places on Base
ID: 2b-f6-a
INTRO: In this part you'll learn the places you'll actually need — where you eat, where you shop, and where you go when you're sick. Look at each picture, listen, and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: building
LINE: This is a building. {page_034_001.jpg} {bk02-l2b-f6-01.mp3}

VOCAB: office
LINE: This is an office. {page_034_002.jpg} {bk02-l2b-f6-02.mp3}

VOCAB: library
LINE: This is a library. {page_034_003.jpg} {bk02-l2b-f6-03.mp3}

VOCAB: mess hall
VOCAB: dining hall
LINE: This is a mess hall. This is a dining hall. {page_034_004.jpg} {bk02-l2b-f6-04.mp3}

VOCAB: dispensary
LINE: This is a dispensary. {page_035_001.jpg} {bk02-l2b-f6-05.mp3}

VOCAB: hospital
LINE: This is a hospital. {page_035_002.jpg} {bk02-l2b-f6-06.mp3}

VOCAB: commissary
LINE: This is a commissary. {page_035_003.jpg} {bk02-l2b-f6-07.mp3}

VOCAB: BX
VOCAB: base exchange
LINE: This is a BX. This is a base exchange. {page_035_004.jpg} {bk02-l2b-f6-08.mp3}

# DROPPED: ST §An Air Force Base (Continued) (l2-s11) — TTS twin of LLA 2B Figures 6/7
# vocabulary panels (same words, same presentation role); cassette versions kept.

# Source: LLA 2B Figure 6 (Part 2)
$SELECT Who Is Where? — Tap the Picture
ID: 2b-f6-b
INTRO: Now listen to where everyone is and tap the matching picture. Then repeat the sentence — the base is big; you'll want these names automatic.
INSTRUCTION: Tap the matching picture.
REPEAT

OPTION: a | A {page_034_001.jpg}
OPTION: b | B {page_034_002.jpg}
OPTION: c | C {page_034_003.jpg}
OPTION: d | D {page_034_004.jpg}
OPTION: e | E {page_035_001.jpg}
OPTION: f | F {page_035_002.jpg}
OPTION: g | G {page_035_003.jpg}
OPTION: h | H {page_035_004.jpg}

PROMPT: Bob is at the mess hall. {bk02-l2b-f6-09.mp3}
ANSWER: d
FEEDBACK: Repeat: Bob is at the mess hall. Or: Bob is at the dining hall. {bk02-l2b-f6-09-fb.mp3}

PROMPT: Mr. Wilson is at his office. {bk02-l2b-f6-10.mp3}
ANSWER: b
FEEDBACK: Repeat: Mr. Wilson is at his office. {bk02-l2b-f6-10-fb.mp3}

PROMPT: We are in building 7445. {bk02-l2b-f6-11.mp3}
ANSWER: a
FEEDBACK: Repeat: We are in building 7445. {bk02-l2b-f6-11-fb.mp3}

PROMPT: Jan is at the library. {bk02-l2b-f6-12.mp3}
ANSWER: c
FEEDBACK: Repeat: Jan is at the library. {bk02-l2b-f6-12-fb.mp3}

PROMPT: Mrs. Wilson is at the commissary. {bk02-l2b-f6-13.mp3}
ANSWER: g
FEEDBACK: Repeat: Mrs. Wilson is at the commissary. {bk02-l2b-f6-13-fb.mp3}

PROMPT: The 6th student is at the dispensary. {bk02-l2b-f6-14.mp3}
ANSWER: e
FEEDBACK: Repeat: The 6th student is at the dispensary. {bk02-l2b-f6-14-fb.mp3}

PROMPT: The doctor is at the hospital. {bk02-l2b-f6-15.mp3}
ANSWER: f
FEEDBACK: Repeat: The doctor is at the hospital. {bk02-l2b-f6-15-fb.mp3}

PROMPT: The pilot is at the BX. {bk02-l2b-f6-16.mp3}
ANSWER: h
FEEDBACK: Repeat: The pilot is at the BX. Or: The pilot is at the base exchange. {bk02-l2b-f6-16-fb.mp3}

# Source: LLA 2B Figure 7 (Part 1)
$DIALOGUE More Places and Things
ID: 2b-f7-a
INTRO: More places, plus a few things that keep a base running — the schedule, the bus, the bulletin board. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: room
LINE: This is a room. This is a room in a barracks. {page_036_001.jpg} {bk02-l2b-f7-01.mp3}

VOCAB: bed
LINE: This is a bed. {page_036_002.jpg} {bk02-l2b-f7-02.mp3}

VOCAB: snack bar
LINE: This is a snack bar. {page_036_003.jpg} {bk02-l2b-f7-03.mp3}

VOCAB: schedule
LINE: This is a schedule. {page_036_004.jpg} {bk02-l2b-f7-04.mp3}

VOCAB: bus stop
LINE: This is a bus stop. {page_037_001.jpg} {bk02-l2b-f7-05.mp3}

VOCAB: bus
LINE: This is a bus. {page_037_002.jpg} {bk02-l2b-f7-06.mp3}

VOCAB: locator
LINE: This is the locator. {page_037_003.jpg} {bk02-l2b-f7-07.mp3}

VOCAB: bulletin board
LINE: This is a bulletin board. {page_037_004.jpg} {bk02-l2b-f7-08.mp3}

# Source: LLA 2B Figure 7 (Part 2)
$SELECT Tap the Picture — More Places
ID: 2b-f7-b
INTRO: Same game — listen to the sentence, tap the picture it describes, then repeat the sentence.
INSTRUCTION: Tap the matching picture.
REPEAT

OPTION: a | A {page_036_001.jpg}
OPTION: b | B {page_036_002.jpg}
OPTION: c | C {page_036_003.jpg}
OPTION: d | D {page_036_004.jpg}
OPTION: e | E {page_037_001.jpg}
OPTION: f | F {page_037_002.jpg}
OPTION: g | G {page_037_003.jpg}
OPTION: h | H {page_037_004.jpg}

PROMPT: Tom is in bed. He's tired. {bk02-l2b-f7-09.mp3}
ANSWER: b
FEEDBACK: Repeat: Tom is in bed. He's tired. {bk02-l2b-f7-09-fb.mp3}

PROMPT: His room is in Barracks 7500. {bk02-l2b-f7-10.mp3}
ANSWER: a
FEEDBACK: Repeat: His room is in Barracks 7500. {bk02-l2b-f7-10-fb.mp3}

PROMPT: The schedule is on the wall. {bk02-l2b-f7-11.mp3}
ANSWER: d
FEEDBACK: Repeat: The schedule is on the wall. {bk02-l2b-f7-11-fb.mp3}

PROMPT: She's at the snack bar. {bk02-l2b-f7-12.mp3}
ANSWER: c
FEEDBACK: Repeat: She's at the snack bar. {bk02-l2b-f7-12-fb.mp3}

PROMPT: They're at the locator. {bk02-l2b-f7-13.mp3}
ANSWER: g
FEEDBACK: Repeat: They're at the locator. {bk02-l2b-f7-13-fb.mp3}

PROMPT: We're on the bus. {bk02-l2b-f7-14.mp3}
ANSWER: f
FEEDBACK: Repeat: We're on the bus. {bk02-l2b-f7-14-fb.mp3}

PROMPT: Linda is at the bus stop. {bk02-l2b-f7-15.mp3}
ANSWER: e
FEEDBACK: Repeat: Linda is at the bus stop. {bk02-l2b-f7-15-fb.mp3}

PROMPT: Our names are on the bulletin board. {bk02-l2b-f7-16.mp3}
ANSWER: h
FEEDBACK: Repeat: Our names are on the bulletin board. {bk02-l2b-f7-16-fb.mp3}

# Source: ST §We Are in the Classroom.
$DIALOGUE Everyone Is Somewhere
ID: l2-s12
INTRO: Now put people in those places with "at". Repeat each sentence — everyone on this base is somewhere, even Bob, who is at the dispensary again.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: The students are at the mess hall.
LINE: Tom and Aldo are at the dining hall.
LINE: Lt Jones is at the BX.
LINE: The women are at the commissary.
LINE: Bill is at the library.
LINE: The doctor is at the hospital.
LINE: The teachers are at the snack bar.
LINE: Bob is sick. He's at the dispensary.
LINE: Sgt Brown is at the Locator.
LINE: The boys and girls are at the bus stop.

# Source: ST §It's on Base. (duplicate opening line trimmed)
$DIALOGUE Read: On, In, or At
ID: l2-s13
INTRO: Read these questions and answers, and watch the little words do the work — on the bus, in the barracks, at the library.
INSTRUCTION: Read the questions and answers.

Student1: Where's the commissary?
Student2: It's on the base.

LINE: Where's Mr. Rodgers? He's on the bus.
LINE: Where's the schedule? It's on the bulletin board.
LINE: Where are the bulletin boards? They're on the wall.
LINE: Where's his room? It's in the barracks.
LINE: Where's his money? It's in his room.
LINE: Where's your desk? It's in my office.
LINE: Where are your friends? They're at the snack bar.
LINE: Where are the girls? They're at the library.
LINE: Where's Sgt White? He's at the Locator.
LINE: Where are the doctors? They're at the hospital.
LINE: Where's Tom? He's at the dispensary.

# Source: LLA 2C Figure 1
$DIALOGUE Base Buildings Review
ID: 2c-f1
INTRO: A quick review of the buildings, this time from the tape. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is the BX. {page_039_001.jpg} {bk02-l2c-f1-01.mp3}
LINE: This is an office. {page_039_002.jpg} {bk02-l2c-f1-02.mp3}
LINE: This is an Air Force base. {page_039_003.jpg} {bk02-l2c-f1-03.mp3}
LINE: This is a hospital. {page_039_004.jpg} {bk02-l2c-f1-04.mp3}
LINE: This is a commissary. {page_039_005.jpg} {bk02-l2c-f1-05.mp3}
LINE: This is a library. {page_039_006.jpg} {bk02-l2c-f1-06.mp3}

# Source: LLA 2C Figure 2
$DIALOGUE People and Things
ID: 2c-f2
INTRO: And here are the people and things about to go into those buildings. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is John. {page_039_007.jpg} {bk02-l2c-f2-01.mp3}
LINE: This is a desk. {page_039_008.jpg} {bk02-l2c-f2-02.mp3}
LINE: This is a mechanic. {page_039_009.jpg} {bk02-l2c-f2-03.mp3}
LINE: This is a doctor. {page_039_010.jpg} {bk02-l2c-f2-04.mp3}
LINE: This is Mrs. Wilson. {page_039_011.jpg} {bk02-l2c-f2-05.mp3}
LINE: These are books. {page_039_012.jpg} {bk02-l2c-f2-06.mp3}

# Source: LLA 2C Figure 3 (Part 1)
$SELECT Where Are They? — Tap the Place
ID: 2c-f3-a
INTRO: Listen to the question and its answer, then tap where each person or thing is.
INSTRUCTION: Tap the correct location.

OPTION: a | the Air Force base {page_040_007.jpg}
OPTION: b | the BX {page_040_008.jpg}
OPTION: c | the office {page_040_009.jpg}
OPTION: d | the library {page_040_010.jpg}
OPTION: e | the hospital {page_040_011.jpg}
OPTION: f | the commissary {page_040_012.jpg}

EXAMPLE
PROMPT: Where's John? John is at the BX. {page_040_001.jpg} {bk02-l2c-f3-01.mp3}
ANSWER: b

PROMPT: Where's the desk? The desk is in the office. {page_040_002.jpg} {bk02-l2c-f3-02.mp3}
ANSWER: c

PROMPT: Where's the mechanic? The mechanic is on the Air Force base. {page_040_003.jpg} {bk02-l2c-f3-03.mp3}
ANSWER: a

PROMPT: Where's the doctor? The doctor is at the hospital. {page_040_004.jpg} {bk02-l2c-f3-04.mp3}
ANSWER: e

PROMPT: Where's Mrs. Wilson? Mrs. Wilson is at the commissary. {page_040_005.jpg} {bk02-l2c-f3-05.mp3}
ANSWER: f

PROMPT: Where are the books? The books are in the library. {page_040_006.jpg} {bk02-l2c-f3-06.mp3}
ANSWER: d

# Source: LLA 2C Figure 3 (Part 2)
$PRODUCE Where Are They? — Answer
ID: 2c-f3-b
INPUT: speak
CHECK: reveal
INTRO: Same questions — but this time you answer. Speak your answer, then repeat the model.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT

PROMPT: Where's John? {page_040_001.jpg} {bk02-l2c-f3-07-q.mp3}
RESPONSE: John is at the BX. {bk02-l2c-f3-07-a.mp3}

PROMPT: Where's the desk? {page_040_002.jpg} {bk02-l2c-f3-08-q.mp3}
RESPONSE: It's in the office. {bk02-l2c-f3-08-a.mp3}

PROMPT: Where's the mechanic? {page_040_003.jpg} {bk02-l2c-f3-09-q.mp3}
RESPONSE: He's on the Air Force base. {bk02-l2c-f3-09-a.mp3}

PROMPT: Where's the doctor? {page_040_004.jpg} {bk02-l2c-f3-10-q.mp3}
RESPONSE: He's at the hospital. {bk02-l2c-f3-10-a.mp3}

PROMPT: Where's Mrs. Wilson? {page_040_005.jpg} {bk02-l2c-f3-11-q.mp3}
RESPONSE: She's at the commissary. {bk02-l2c-f3-11-a.mp3}

PROMPT: Where are the books? {page_040_006.jpg} {bk02-l2c-f3-12-q.mp3}
RESPONSE: They're in the library. {bk02-l2c-f3-12-a.mp3}

# Source: ST §The Man Is at the Bus Stop.
$GRAMMAR Somebody Is at the Place
ID: l2-s14
INTRO: One pattern, many sentences — somebody, is, at, the place. Here's the table you'll build from.

| | | | | |
|---|---|---|---|---|
| The student<br>The doctor<br>Bill<br>Aldo<br>Sgt Lopez | is | at | the | snack bar.<br>commissary.<br>library.<br>BX.<br>hospital. |

{The doctor is at the hospital.} {Bill is at the library.}

# Source: ST §Write Sentences (templates varied to cue the subject)
$PRODUCE Write Sentences from the Table
ID: l2-s15
REFERENCE
INTRO: Now build sentences from that table — subject, is, at, place. Type them; the table is right there if you need it.
INSTRUCTION: Type a sentence from the table.
INPUT: type
CHECK: llm
RUBRIC: Accept any grammatical sentence of the form "<subject> is at the <place>", where the subject is the one named in the item text and the place is one of: snack bar, commissary, library, BX, hospital. The "is at the" pattern is the point — a missing "at" or "the" fails.

EXAMPLE
TEMPLATE: Write a sentence from the table about the student.
RESPONSE: The student is at the BX.

TEMPLATE: Write a sentence from the table about the doctor.
RESPONSE: The doctor is at the commissary.

TEMPLATE: Write a sentence from the table about Bill.
RESPONSE: Bill is at the library.

TEMPLATE: Write a sentence from the table about Aldo.
RESPONSE: Aldo is at the hospital.

TEMPLATE: Write a sentence from the table about Sgt Lopez.
RESPONSE: Sgt Lopez is at the snack bar.

TEMPLATE: Write one more sentence from the table — any subject, any place.
RESPONSE: The student is at the library.

# Source: new (gap: in/at/on contrast is drilled in LLA 2C Figure 4 but never explained in the lesson)
$GRAMMAR In, At, or On
ID: 2c-f4-g
INTRO: Three small words do the location work in English — in, at, and on. Here's how this lesson uses them.

**in** — inside a room or building: {in the office}, {in the barracks}, {in the classroom}, {in his room}

**at** — at a place on base: {at the library}, {at the mess hall}, {at the BX}, {at the bus stop}

**on** — on a surface or on top of something, and a few special places: {on the wall}, {on the bulletin board}, {on the bus}, {on the Air Force base}

# Source: LLA 2C Figure 4
$PRODUCE In, At, or On
ID: 2c-f4
INPUT: type
CHECK: exact
INTRO: Listen to the sentence and type the missing preposition — in, at, or on. Then repeat the complete sentence.
INSTRUCTION: Type in, at, or on.
REPEAT

PROMPT: They are at the library. {bk02-l2c-f4-01-q.mp3}
TEMPLATE: They are ____{at} the library.
RESPONSE: They are at the library. {bk02-l2c-f4-01-a.mp3}
ACCEPT: at

PROMPT: The calendar is in the office. {bk02-l2c-f4-02-q.mp3}
TEMPLATE: The calendar is ____{in} the office.
RESPONSE: The calendar is in the office. {bk02-l2c-f4-02-a.mp3}
ACCEPT: in

PROMPT: John and Bob are at the mess hall. {bk02-l2c-f4-03-q.mp3}
TEMPLATE: John and Bob are ____{at} the mess hall.
RESPONSE: John and Bob are at the mess hall. {bk02-l2c-f4-03-a.mp3}
ACCEPT: at

PROMPT: The mess hall is on the Air Force base. {bk02-l2c-f4-04-q.mp3}
TEMPLATE: The mess hall is ____{on} the Air Force base.
RESPONSE: The mess hall is on the Air Force base. {bk02-l2c-f4-04-a.mp3}
ACCEPT: on

PROMPT: Bob isn't at the BX. {bk02-l2c-f4-05-q.mp3}
TEMPLATE: Bob isn't ____{at} the BX.
RESPONSE: Bob isn't at the BX. {bk02-l2c-f4-05-a.mp3}
ACCEPT: at

PROMPT: The doctors are at the hospital. {bk02-l2c-f4-06-q.mp3}
TEMPLATE: The doctors are ____{at} the hospital.
RESPONSE: The doctors are at the hospital. {bk02-l2c-f4-06-a.mp3}
ACCEPT: at

$LESSON 2-5: Whose Is It? — Possessives

# Source: LLA 2C Figure 5
$DIALOGUE My, Your, Our, Their
ID: 2c-f5
INTRO: This part is about ownership — my, your, our, their, and later, Betty's. Start by repeating these sentences with the pictures.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: This is my classroom. {page_041_001.jpg} {bk02-l2c-f5-01.mp3}
LINE: This is your classroom. {page_041_002.jpg} {bk02-l2c-f5-02.mp3}
LINE: This is our classroom. {page_042_001.jpg} {bk02-l2c-f5-03.mp3}
LINE: That is his sister. {page_042_002.jpg} {bk02-l2c-f5-04.mp3}
LINE: This is her sister. {page_042_003.jpg} {bk02-l2c-f5-05.mp3}
LINE: This is their brother. {page_042_004.jpg} {bk02-l2c-f5-06.mp3}

# Source: ST §This Is Our Classroom. (grammar)
$GRAMMAR Our, Your, Their
ID: l2-s16
INTRO: The plural owners in one small table — our, your, their.

| | | | |
|---|---|---|---|
| This | is | our<br>your<br>their | classroom.<br>lab.<br>brother. |

{This is our classroom.} {This is their brother.}

# Source: ST §This Is Our Classroom. (dialogue)
$DIALOGUE This Is Our Classroom
ID: l2-s17
INTRO: Repeat these sentences. The owner changes; the pattern doesn't.
INSTRUCTION: Repeat the sentences.
REPEAT

LINE: This is our classroom. {st-page_060_001.jpg}
LINE: This is your lab. {st-page_060_002.jpg}
LINE: This is their brother. {st-page_060_003.jpg}

VOCAB: their
LINE: They are students. This is their barracks.

VOCAB: your
LINE: You are my students. These are your books.

VOCAB: our
LINE: We are teachers. These are our classrooms.

LINE: These are our books.
LINE: She's their sister.
LINE: He's your friend.
LINE: That's our office.
LINE: This is your money.
LINE: That's their barracks.

# Source: ST §What's This?
$DIALOGUE What's This? It's Their Money.
ID: l2-s18
INTRO: Read these questions and answers about whose classroom, whose money, and whose chairs.
INSTRUCTION: Read these questions and answers.

Student1: What's this?
Student2: This is our classroom.

LINE: What's that? That's our office.
LINE: What's this? It's their money.
LINE: What are those? They're your pencils.
LINE: What are these? These are their schedules.
LINE: What's that? That's our barracks.
LINE: What are those? They're your books.
LINE: What's that? It's their bulletin board.
LINE: What's this? It's our clock.
LINE: What are these? Those are their chairs.
LINE: What are those? Those are pictures.

# Source: LLA 2C Figure 6
$PRODUCE Type the Possessive
ID: 2c-f6
INPUT: type
CHECK: exact
INTRO: Listen to the sentence and type the missing possessive word. Then repeat the whole sentence.
INSTRUCTION: Type the missing word.
REPEAT

PROMPT: This is my barracks. {bk02-l2c-f6-01-q.mp3}
TEMPLATE: This is ____{my} barracks.
RESPONSE: This is my barracks. {bk02-l2c-f6-01-a.mp3}
ACCEPT: my

PROMPT: This is their classroom. {bk02-l2c-f6-02-q.mp3}
TEMPLATE: This is ____{their} classroom.
RESPONSE: This is their classroom. {bk02-l2c-f6-02-a.mp3}
ACCEPT: their

PROMPT: These are your notebooks. {bk02-l2c-f6-03-q.mp3}
TEMPLATE: These are ____{your} notebooks.
RESPONSE: These are your notebooks. {bk02-l2c-f6-03-a.mp3}
ACCEPT: your

PROMPT: That's his child. {bk02-l2c-f6-04-q.mp3}
TEMPLATE: That's ____{his} child.
RESPONSE: That's his child. {bk02-l2c-f6-04-a.mp3}
ACCEPT: his

PROMPT: Mr. Rogers is our teacher. {bk02-l2c-f6-05-q.mp3}
TEMPLATE: Mr. Rogers is ____{our} teacher.
RESPONSE: Mr. Rogers is our teacher. {bk02-l2c-f6-05-a.mp3}
ACCEPT: our

PROMPT: It's her money. {bk02-l2c-f6-06-q.mp3}
TEMPLATE: It's ____{her} money.
RESPONSE: It's her money. {bk02-l2c-f6-06-a.mp3}
ACCEPT: her

# Source: LLA 2C Figure 7
$DIALOGUE Or Questions Review
ID: 2c-f7
INTRO: A quick return of the "or" questions — this time you know a lot more of the words in them. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Is this a pen or a pencil? {bk02-l2c-f7-ex.mp3}
LINE: Is he a barber or a cook? {bk02-l2c-f7-01.mp3}
LINE: Is this a barracks or a dispensary? {bk02-l2c-f7-02.mp3}
LINE: Are you in the classroom or the lab? {bk02-l2c-f7-03.mp3}
LINE: Is this a mess hall or a snack bar? {bk02-l2c-f7-04.mp3}
LINE: Are they mechanics or doctors? {bk02-l2c-f7-05.mp3}
LINE: Is she a doctor or a pilot? {bk02-l2c-f7-06.mp3}
LINE: Are they sad or happy? {bk02-l2c-f7-07.mp3}
LINE: Is he tired or angry? {bk02-l2c-f7-08.mp3}
LINE: Are these big or small? {bk02-l2c-f7-09.mp3}
LINE: Is it hot or cold? {bk02-l2c-f7-10.mp3}
LINE: Are you in bed or in the classroom? {bk02-l2c-f7-11.mp3}
LINE: Are you sick or well? {bk02-l2c-f7-12.mp3}
LINE: Is this a chair or a table? {bk02-l2c-f7-13.mp3}
LINE: Are these calendars or bulletin boards? {bk02-l2c-f7-14.mp3}
LINE: Is her name Jan or Linda? {bk02-l2c-f7-15.mp3}

# Source: ST §Whose Money Is This? (grammar)
$GRAMMAR Asking Whose
ID: l2-s19
INTRO: To ask who owns something, use "whose". The answer comes back with a possessive.

| | | |
|---|---|---|
| Whose sister | is | she? |
| She | is | **his sister.** |

| | | |
|---|---|---|
| Whose money | is | this? |
| This | is | **our money.** |

| | | |
|---|---|---|
| Whose pens | are | these? |
| They | are | **my pens.** |

{Whose money is this?} {This is our money.}

# Source: ST §Whose Classroom Is This?
$DIALOGUE Whose Is It?
ID: l2-s20
INTRO: Repeat these whose-questions and their answers — radios, notebooks, sisters, even a mechanic.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: Whose radio is this? That's my radio.
LINE: Whose pen is that? It's his pen.
LINE: Whose recorders are these? They're your recorders.
LINE: Whose notebooks are these? Those are her notebooks.
LINE: Whose television is that? That's our television.
LINE: Whose sister is she? She's their sister.
LINE: Whose doctor is he? He's her doctor.
LINE: Whose friend is she? She's my friend.
LINE: Whose teacher is she? She's our teacher.
LINE: Whose mechanic are you? I'm their mechanic.

# Source: LLA 2C Figure 8
$PRODUCE Ask with Whose
ID: 2c-f8
INPUT: speak
CHECK: reveal
INTRO: Now you ask. Hear the word, build the question with "Whose", then repeat the correct question.
INSTRUCTION: Ask a question with "Whose".
REPEAT

EXAMPLE
PROMPT: Pencil. {bk02-l2c-f8-ex-q.mp3}
TEMPLATE: Whose ____ is this? (pencil)
RESPONSE: Whose pencil is this? {bk02-l2c-f8-ex-a.mp3}

PROMPT: Pen. {bk02-l2c-f8-01-q.mp3}
TEMPLATE: Whose ____ is this? (pen)
RESPONSE: Whose pen is this? {bk02-l2c-f8-01-a.mp3}

PROMPT: Classroom. {bk02-l2c-f8-02-q.mp3}
TEMPLATE: Whose ____ is this? (classroom)
RESPONSE: Whose classroom is this? {bk02-l2c-f8-02-a.mp3}

PROMPT: Money. {bk02-l2c-f8-03-q.mp3}
TEMPLATE: Whose ____ is this? (money)
RESPONSE: Whose money is this? {bk02-l2c-f8-03-a.mp3}

PROMPT: Children. {bk02-l2c-f8-04-q.mp3}
TEMPLATE: Whose ____ are these? (children)
RESPONSE: Whose children are these? {bk02-l2c-f8-04-a.mp3}

PROMPT: Pictures. {bk02-l2c-f8-05-q.mp3}
TEMPLATE: Whose ____ are these? (pictures)
RESPONSE: Whose pictures are these? {bk02-l2c-f8-05-a.mp3}

PROMPT: Books. {bk02-l2c-f8-06-q.mp3}
TEMPLATE: Whose ____ are these? (books)
RESPONSE: Whose books are these? {bk02-l2c-f8-06-a.mp3}

PROMPT: Room. {bk02-l2c-f8-07-q.mp3}
TEMPLATE: Whose ____ is this? (room)
RESPONSE: Whose room is this? {bk02-l2c-f8-07-a.mp3}

PROMPT: Bed. {bk02-l2c-f8-08-q.mp3}
TEMPLATE: Whose ____ is this? (bed)
RESPONSE: Whose bed is this? {bk02-l2c-f8-08-a.mp3}

PROMPT: Brother. {bk02-l2c-f8-09-q.mp3}
TEMPLATE: Whose ____ is he? (brother)
RESPONSE: Whose brother is he? {bk02-l2c-f8-09-a.mp3}

PROMPT: Sister. {bk02-l2c-f8-10-q.mp3}
TEMPLATE: Whose ____ is she? (sister)
RESPONSE: Whose sister is she? {bk02-l2c-f8-10-a.mp3}

# Source: ST §This Is Betty's Book. (grammar)
$GRAMMAR Betty's Book
ID: l2-s22
INTRO: When the owner has a name, add apostrophe-s: Betty's book, Tom's room.

| | | |
|---|---|---|
| Whose book | is | that? |
| That | is | **Betty's book.** |

| | | |
|---|---|---|
| Whose books | are | those? |
| Those | are | **Betty's books.** |

{Whose book is that?} {That is Betty's book.}

# Source: ST §This Is Betty's Book. (dialogue)
$DIALOGUE It's Betty's Book
ID: l2-s23
INTRO: Practice the pattern — Betty's, Aldo's, Bob's. Everything here belongs to somebody.
INSTRUCTION: Practice the sentences.

LINE: Whose book is this? It's Betty's book.
LINE: Whose money is this? That's Aldo's money.
LINE: Whose notebooks are these? Those are Bob's notebooks.
LINE: Whose maps are those? They're Bill's maps.
LINE: Whose pencils are these? Those are Susan's pencils.
LINE: Whose room is this? This is Tom's room.
LINE: Whose classroom is this? It's Dave's classroom.

# Source: LLA 2C Figure 9
$PRODUCE Say the Whole Sentence
ID: 2c-f9
INPUT: speak
CHECK: reveal
INTRO: Read the cue, listen to the word, and say the complete sentence — whose it is, plus the thing. Then repeat the model.
INSTRUCTION: Say the complete sentence aloud.
REPEAT

EXAMPLE
PROMPT: Pencil. {bk02-l2c-f9-ex-q.mp3}
TEMPLATE: It's my ____. (pencil)
RESPONSE: It's my pencil. {bk02-l2c-f9-ex-a.mp3}

PROMPT: Book. {bk02-l2c-f9-01-q.mp3}
TEMPLATE: It's Betty's ____. (book)
RESPONSE: It's Betty's book. {bk02-l2c-f9-01-a.mp3}

PROMPT: Desk. {bk02-l2c-f9-02-q.mp3}
TEMPLATE: It's John's ____. (desk)
RESPONSE: It's John's desk. {bk02-l2c-f9-02-a.mp3}

PROMPT: Room. {bk02-l2c-f9-03-q.mp3}
TEMPLATE: It's his ____. (room)
RESPONSE: It's his room. {bk02-l2c-f9-03-a.mp3}

PROMPT: Friend. {bk02-l2c-f9-04-q.mp3}
TEMPLATE: He's our ____. (friend)
RESPONSE: He's our friend. {bk02-l2c-f9-04-a.mp3}

PROMPT: Radio. {bk02-l2c-f9-05-q.mp3}
TEMPLATE: It's her ____. (radio)
RESPONSE: It's her radio. {bk02-l2c-f9-05-a.mp3}

PROMPT: Mother. {bk02-l2c-f9-06-q.mp3}
TEMPLATE: She's my ____. (mother)
RESPONSE: She's my mother. {bk02-l2c-f9-06-a.mp3}

PROMPT: Lab. {bk02-l2c-f9-07-q.mp3}
TEMPLATE: It's their ____. (lab)
RESPONSE: It's their lab. {bk02-l2c-f9-07-a.mp3}

PROMPT: Penny. {bk02-l2c-f9-08-q.mp3}
TEMPLATE: It's your ____. (penny)
RESPONSE: It's your penny. {bk02-l2c-f9-08-a.mp3}

PROMPT: Box. {bk02-l2c-f9-09-q.mp3}
TEMPLATE: It's Tom's ____. (box)
RESPONSE: It's Tom's box. {bk02-l2c-f9-09-a.mp3}

PROMPT: Father. {bk02-l2c-f9-10-q.mp3}
TEMPLATE: He's his ____. (father)
RESPONSE: He's his father. {bk02-l2c-f9-10-a.mp3}

# Source: ST §It's His Radio.
$DIALOGUE It's His Radio
ID: l2-s21
INTRO: Two short arguments about ownership — a radio and a tape. Read them; soon you'll be having these conversations yourself.
INSTRUCTION: Read the dialogs.

Betty: Is this your radio?
Aldo: No, it's not.
Betty: Whose radio is it?
Aldo: It's his radio.

Bob: Where's your tape?
Dave: It's on the table.
Bob: Is this your tape?
Dave: Yes, it is.

# SKIPPED (book): ST Function "WHOSE IS THIS. Ask and answer questions." — open pair task
# with no stimuli or constraints; no solo path.

$LESSON 2-6: Review Day — Around the Base

# Source: LLA 2D Figure 1
$DIALOGUE Places on Base — Review
ID: 2d-f1
INTRO: Review time. In this part you'll re-run the places, the where-questions, and "whose" — faster and smoother than the first time. Start by repeating the places.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: This is a barracks. {page_045_001.jpg} {bk02-l2d-f1-01.mp3}
LINE: This is a bus stop. {page_045_002.jpg} {bk02-l2d-f1-02.mp3}
LINE: This is a room. {page_045_003.jpg} {bk02-l2d-f1-03.mp3}
LINE: This is a snack bar. {page_045_004.jpg} {bk02-l2d-f1-04.mp3}
LINE: This is a mess hall. {page_045_005.jpg} {bk02-l2d-f1-05.mp3}
LINE: This is a dispensary. {page_045_006.jpg} {bk02-l2d-f1-06.mp3}

# Source: LLA 2D Figure 2
$PRODUCE Who Is This? What Is He?
ID: 2d-f2
INTRO: Who is this? What's that? Look at the pictures, answer aloud, then repeat the model.
INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Who is this? {page_045_007.jpg} {bk02-l2d-f2-01-q.mp3}
RESPONSE: This is Tom. {bk02-l2d-f2-01-a.mp3}

PROMPT: Who is this? {page_045_008.jpg} {bk02-l2d-f2-02-q.mp3}
RESPONSE: This is Linda. {bk02-l2d-f2-02-a.mp3}

PROMPT: What's that? {page_045_009.jpg} {bk02-l2d-f2-03-q.mp3}
RESPONSE: This is a bulletin board. {bk02-l2d-f2-03-a.mp3}

PROMPT: Who's this? {page_045_010.jpg} {bk02-l2d-f2-04-q.mp3}
RESPONSE: This is Mr. Wilson. {bk02-l2d-f2-04-a.mp3}

PROMPT: What are they? {page_045_011.jpg} {bk02-l2d-f2-05-q.mp3}
RESPONSE: They are cooks. {bk02-l2d-f2-05-a.mp3}

PROMPT: What is he? {page_045_012.jpg} {bk02-l2d-f2-06-q.mp3}
RESPONSE: He's a pilot. {bk02-l2d-f2-06-a.mp3}

# Source: LLA 2D Figure 3 (Part 1)
$SELECT Tap the Place — Review
ID: 2d-f3
INTRO: Listen to the question and answer, then tap the place. You know these buildings by now.
INSTRUCTION: Tap the correct location.

OPTION: a | bus stop {page_046_007.jpg}
OPTION: b | barracks {page_046_008.jpg}
OPTION: c | snack bar {page_046_009.jpg}
OPTION: d | dispensary {page_046_010.jpg}
OPTION: e | room {page_046_011.jpg}
OPTION: f | mess hall {page_046_012.jpg}

PROMPT: Where's Tom? — Tom's in the barracks. {page_046_001.jpg} {bk02-l2d-f3-01.mp3}
ANSWER: b

PROMPT: Where's Linda? — Linda's at the bus stop. {page_046_002.jpg} {bk02-l2d-f3-02.mp3}
ANSWER: a

PROMPT: Where's the bulletin board? — The bulletin board's in the room. {page_046_003.jpg} {bk02-l2d-f3-03.mp3}
ANSWER: e

PROMPT: Where's Mr. Wilson? — Mr. Wilson's at the snack bar. {page_046_004.jpg} {bk02-l2d-f3-04.mp3}
ANSWER: c

PROMPT: Where are the cooks? — They're at the mess hall. {page_046_005.jpg} {bk02-l2d-f3-05.mp3}
ANSWER: f

PROMPT: Where's the pilot? — The pilot's at the dispensary. {page_046_006.jpg} {bk02-l2d-f3-06.mp3}
ANSWER: d

# Source: LLA 2D Figure 3 (Part 2)
$PRODUCE Answer: Where Are They?
ID: 2d-f3-b
INTRO: Same questions, no help this time. Answer aloud, then repeat the correct answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where's Tom? {page_046_001.jpg} {bk02-l2d-f3-07-q.mp3}
RESPONSE: He's in the barracks. {bk02-l2d-f3-07-a.mp3}

PROMPT: Where's Linda? {page_046_002.jpg} {bk02-l2d-f3-08-q.mp3}
RESPONSE: She's at the bus stop. {bk02-l2d-f3-08-a.mp3}

PROMPT: Where's the bulletin board? {page_046_003.jpg} {bk02-l2d-f3-09-q.mp3}
RESPONSE: It's in the room. {bk02-l2d-f3-09-a.mp3}

PROMPT: Where's Mr. Wilson? {page_046_004.jpg} {bk02-l2d-f3-10-q.mp3}
RESPONSE: He's at the snack bar. {bk02-l2d-f3-10-a.mp3}

PROMPT: Where are the cooks? {page_046_005.jpg} {bk02-l2d-f3-11-q.mp3}
RESPONSE: They're at the mess hall. {bk02-l2d-f3-11-a.mp3}

PROMPT: Where's the pilot? {page_046_006.jpg} {bk02-l2d-f3-12-q.mp3}
RESPONSE: He's at the dispensary. {bk02-l2d-f3-12-a.mp3}

# Source: LLA 2D Figure 4
$DIALOGUE Here, Not There
ID: 2d-f4
INTRO: Every affirmative has a shadow. Repeat the pairs — where people are, and where they aren't. The crossed-out pictures show the negatives.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: I'm at the library. {page_047_001.jpg} {bk02-l2d-f4-01a.mp3}
LINE: I'm not in the lab. {page_047_002.jpg} {bk02-l2d-f4-01b.mp3}

LINE: You're at the snack bar. {page_047_003.jpg} {bk02-l2d-f4-02a.mp3}
LINE: You aren't at the bus stop. {page_047_004.jpg} {bk02-l2d-f4-02b.mp3}

LINE: He's in the classroom. {page_047_005.jpg} {bk02-l2d-f4-03a.mp3}
LINE: He isn't in the barracks. {page_047_006.jpg} {bk02-l2d-f4-03b.mp3}

LINE: She's at the BX. {page_047_007.jpg} {bk02-l2d-f4-04a.mp3}
LINE: She isn't at the commissary. {page_047_008.jpg} {bk02-l2d-f4-04b.mp3}

LINE: They're in the lab. {page_047_009.jpg} {bk02-l2d-f4-05a.mp3}
LINE: They aren't at the mess hall. {page_047_010.jpg} {bk02-l2d-f4-05b.mp3}

LINE: The desk is in the office. {page_047_011.jpg} {bk02-l2d-f4-06a.mp3}
LINE: It's not at the commissary. {page_047_012.jpg} {bk02-l2d-f4-06b.mp3}

# Source: LLA 2D Figure 6
$DIALOGUE Whose Money Is This?
ID: 2d-f6
INTRO: Whose money? Whose books? Listen to the questions and answers about who owns what, and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT

Narrator: Whose money is this? {page_048_001.jpg} {bk02-l2d-f6-01-q.mp3}
LINE: It's Betty's money. {page_048_001.jpg} {bk02-l2d-f6-01-a.mp3}

Narrator: Whose books are these? {page_048_002.jpg} {bk02-l2d-f6-02-q.mp3}
LINE: They're Bill's books. {page_048_002.jpg} {bk02-l2d-f6-02-a.mp3}

Narrator: Whose children are they? {page_048_003.jpg} {bk02-l2d-f6-03-q.mp3}
LINE: They're Mrs. Wilson's children. {page_048_003.jpg} {bk02-l2d-f6-03-a.mp3}

Narrator: Whose room is this? {page_048_004.jpg} {bk02-l2d-f6-04-q.mp3}
LINE: This is Tom's room. {page_048_004.jpg} {bk02-l2d-f6-04-a.mp3}

Narrator: Whose map is that? {page_048_005.jpg} {bk02-l2d-f6-05-q.mp3}
LINE: It's Linda's map. {page_048_005.jpg} {bk02-l2d-f6-05-a.mp3}

# Source: LLA 2D Figure 7
$PRODUCE Type the Name Plus 's
ID: 2d-f7
INPUT: type
CHECK: exact
INTRO: Listen to the question and answer, then type the missing possessive — the name plus apostrophe-s.
INSTRUCTION: Type the missing word.

PROMPT: Whose barracks is this? This is Aldo's barracks. {bk02-l2d-f7-01.mp3}
TEMPLATE: This is ____{Aldo's} barracks.
RESPONSE: This is Aldo's barracks.

PROMPT: Whose desks are these? They're Bob's desks. {bk02-l2d-f7-02.mp3}
TEMPLATE: They're ____{Bob's} desks.
RESPONSE: They're Bob's desks.

PROMPT: Whose dime is that? It's Jan's dime. {bk02-l2d-f7-03.mp3}
TEMPLATE: It's ____{Jan's} dime.
RESPONSE: It's Jan's dime.

PROMPT: Whose schedule is this? It's Mr. Wilson's schedule. {bk02-l2d-f7-04.mp3}
TEMPLATE: It's ____{Mr. Wilson's} schedule.
RESPONSE: It's Mr. Wilson's schedule.

PROMPT: Whose pens are these? Those are Susan's pens. {bk02-l2d-f7-05.mp3}
TEMPLATE: Those are ____{Susan's} pens.
RESPONSE: Those are Susan's pens.

# Source: ST §That Is Betty's Book. (equals-sign line reworded for TTS)
$DIALOGUE It Belongs to Betty
ID: l2-s24
INTRO: "It's Betty's book" and "it belongs to Betty" say the same thing. Repeat these and take both home.
INSTRUCTION: Repeat these questions and answers.
REPEAT

LINE: That is Betty's book. That means the book belongs to Betty.

VOCAB: belongs to
LINE: Whose recorder is this? This is Aldo's recorder. It belongs to Aldo.
LINE: Whose TV is that? That's Susan's TV. It belongs to Susan.
LINE: Whose dime is this? This is Bill's dime. It belongs to Bill.
LINE: Whose radio is that? That's Tom's radio. It belongs to Tom.

# DROPPED: ST §Whose Box Is It? (l2-s25) — TTS twin of LLA 2D Figure 8 (same dialog,
# box vs. money); cassette version kept below.

# Source: LLA 2D Figure 8
$DIALOGUE Money Under the Desk
ID: 2d-f8
INTRO: Sergeant Lopez has found money under a desk, and Tom knows exactly whose it is — and exactly where Bill went. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

Sgt_Lopez: Is that your money under the desk? {bk02-l2d-f8-01.mp3}
Tom: No, it isn't, sir. {bk02-l2d-f8-02.mp3}
Sgt_Lopez: Whose money is it? {bk02-l2d-f8-03.mp3}
Tom: It's Bill's money. {bk02-l2d-f8-04.mp3}
Sgt_Lopez: Where's Bill? {bk02-l2d-f8-05.mp3}
Tom: He's at the BX. {bk02-l2d-f8-06.mp3}

$LESSON 2-7: Sounds, Spelling, and Inside/Outside

# Source: LLA 2D Figure 5
$SELECT Same or Different: Sleep or Slip?
ID: 2d-f5
INTRO: Last part — sharp ears, careful spelling, and one real conversation to finish. First, two words: same or different? The vowels are the trap.
INSTRUCTION: Tap Same or Different.
OPTION: s | Same
OPTION: d | Different

EXAMPLE
PROMPT: C, sea. {bk02-l2d-f5-ex.mp3}
ANSWER: s

PROMPT: peach, peach. {bk02-l2d-f5-01.mp3}
ANSWER: s

PROMPT: slip, sleep. {bk02-l2d-f5-02.mp3}
ANSWER: d

PROMPT: deep, dip. {bk02-l2d-f5-03.mp3}
ANSWER: d

PROMPT: chip, chip. {bk02-l2d-f5-04.mp3}
ANSWER: s

PROMPT: feet, feet. {bk02-l2d-f5-05.mp3}
ANSWER: s

PROMPT: grin, green. {bk02-l2d-f5-06.mp3}
ANSWER: d

PROMPT: leap, lip. {bk02-l2d-f5-07.mp3}
ANSWER: d

PROMPT: tick, teak. {bk02-l2d-f5-08.mp3}
ANSWER: d

PROMPT: rip, rip. {bk02-l2d-f5-09.mp3}
ANSWER: s

PROMPT: each, each. {bk02-l2d-f5-10.mp3}
ANSWER: s

# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SIT / REPEAT" (/I/–/i/
# discrimination) — instructor-read with no recorded stimulus or given word pairs; the
# same contrast is covered by the recorded LLA 2D Figure 5 above.

# Source: LLA 2D Figure 9
$PRODUCE S or SS?
ID: 2d-f9
INPUT: type
CHECK: exact
INTRO: One S or two? Listen to the word and type s or ss to finish the spelling.
INSTRUCTION: Type 's' or 'ss'.

EXAMPLE
PROMPT: desk. Desk.
TEMPLATE: de____{s}k
RESPONSE: desk

PROMPT: student. Student. {bk02-l2d-f9-01.mp3}
TEMPLATE: ____{s}tudent
RESPONSE: student

PROMPT: classroom. Classroom. {bk02-l2d-f9-02.mp3}
TEMPLATE: cla____{ss}room
RESPONSE: classroom

PROMPT: clocks. Clocks. {bk02-l2d-f9-03.mp3}
TEMPLATE: clock____{s}
RESPONSE: clocks

PROMPT: sad. Sad. {bk02-l2d-f9-04.mp3}
TEMPLATE: ____{s}ad
RESPONSE: sad

PROMPT: miss. Miss. {bk02-l2d-f9-05.mp3}
TEMPLATE: Mi____{ss}
RESPONSE: Miss

PROMPT: barracks. Barracks. {bk02-l2d-f9-06.mp3}
TEMPLATE: barrack____{s}
RESPONSE: barracks

PROMPT: bus. Bus. {bk02-l2d-f9-07.mp3}
TEMPLATE: bu____{s}
RESPONSE: bus

PROMPT: sister. Sister. {bk02-l2d-f9-08.mp3}
TEMPLATE: ____{s}i____{s}ter
RESPONSE: sister

PROMPT: ask. Ask. {bk02-l2d-f9-09.mp3}
TEMPLATE: a____{s}k
RESPONSE: ask

PROMPT: answer. Answer. {bk02-l2d-f9-10.mp3}
TEMPLATE: an____{s}wer
RESPONSE: answer

# Source: ST §Write: s (items not covered by LLA 2D Figure 9; overlapping items dropped)
$PRODUCE More S or SS
ID: l2-s29
INPUT: type
CHECK: exact
INTRO: A few more spellings — same rule, this week's words. Type s or ss.
INSTRUCTION: Type 's' or 'ss'.

PROMPT: sick. Sick.
TEMPLATE: ____{s}ick
RESPONSE: sick

PROMPT: commissary. Commissary.
TEMPLATE: commi____{ss}ary
RESPONSE: commissary

PROMPT: dispensary. Dispensary.
TEMPLATE: di____{s}pen____{s}ary
RESPONSE: dispensary

PROMPT: schedule. Schedule.
TEMPLATE: ____{s}chedule
RESPONSE: schedule

PROMPT: bus stop. Bus stop.
TEMPLATE: bu____{s} ____{s}top
RESPONSE: bus stop

PROMPT: snack bar. Snack bar.
TEMPLATE: ____{s}nack bar
RESPONSE: snack bar

PROMPT: question. Question.
TEMPLATE: que____{s}tion
RESPONSE: question

PROMPT: hospital. Hospital.
TEMPLATE: ho____{s}pital
RESPONSE: hospital

# SKIPPED (book): ST Reading Skill "Look at and circle the word." — timed speed-reading
# exercise; no workable interaction in this format.

# Source: ST §Inside or Outside (dialogue)
$DIALOGUE Inside and Outside
ID: l2-s27
INTRO: Two words that will follow you everywhere on base: inside and outside. Look and listen.
INSTRUCTION: Listen to the sentences.

VOCAB: inside
LINE: He is inside. {st-page_066_001.jpg}

VOCAB: outside
LINE: She is outside. {st-page_066_002.jpg}

# Source: ST §Inside or Outside (grammar)
$GRAMMAR Inside or Outside
ID: l2-s26
INTRO: Inside or outside — the verb changes with the person, the place-word doesn't.

| | | |
|---|---|---|
| I | am | |
| You<br>They<br>We<br>The boys | are | **inside.**<br>**outside.** |
| Linda<br>He<br>She<br>It | is | |

{He is inside.} {She is outside.}

# Source: ST §Inside or Outside Questions
$DIALOGUE Inside or Outside Questions
ID: l2-s28
INTRO: Repeat the questions and answers about who's inside and who's outside.
INSTRUCTION: Repeat the questions and answers.
REPEAT

LINE: Where's Linda? She's outside.
LINE: Where's John? He's inside.
LINE: Is Linda in her room? No, she's not. She's outside.
LINE: Is John in his room? Yes, he is.

# Source: LLA 2D Figure 10
$PRODUCE Inside or Outside? — Answer
ID: 2d-f10
INPUT: type
CHECK: exact
INTRO: Look at each picture and listen to the question. Type whether they're inside or outside, then repeat the answer.
INSTRUCTION: Type 'They're/He's/She's outside/inside'.
REPEAT

PROMPT: Where are Jan and Linda? {page_051_001.jpg} {bk02-l2d-f10-01-q.mp3}
TEMPLATE: They're ____.
RESPONSE: They're outside. {bk02-l2d-f10-01-a.mp3}
ACCEPT: outside

PROMPT: Where are Tom and Bill? {page_051_002.jpg} {bk02-l2d-f10-02-q.mp3}
TEMPLATE: They're ____.
RESPONSE: They're inside. {bk02-l2d-f10-02-a.mp3}
ACCEPT: inside

PROMPT: Where is John? {page_051_003.jpg} {bk02-l2d-f10-03-q.mp3}
TEMPLATE: He's ____.
RESPONSE: He's inside. {bk02-l2d-f10-03-a.mp3}
ACCEPT: inside

PROMPT: Where is Linda? {page_051_004.jpg} {bk02-l2d-f10-04-q.mp3}
TEMPLATE: She's ____.
RESPONSE: She's outside. {bk02-l2d-f10-04-a.mp3}
ACCEPT: outside

PROMPT: Where are the students? {page_051_005.jpg} {bk02-l2d-f10-05-q.mp3}
TEMPLATE: They're ____.
RESPONSE: They're outside. {bk02-l2d-f10-05-a.mp3}
ACCEPT: outside

PROMPT: Where is the doctor? {page_051_006.jpg} {bk02-l2d-f10-06-q.mp3}
TEMPLATE: He's ____.
RESPONSE: He's inside. {bk02-l2d-f10-06-a.mp3}
ACCEPT: inside

# Source: ST §The Teacher Is Tired.
$GRAMMAR He's Sick — Putting It Together
ID: l2-s30
INTRO: One last table that puts the week together — someone is sick, and he's in his room. Read across each row.

| | | | | | | | | |
|---|---|---|---|---|---|---|---|---|
| The | man<br>woman<br>girl | is | sick. | He<br>She | is | in | her<br>his | room. |
| | boys<br>children | are | | They | are | | their | |

{The man is sick.} {He is in his room.}

# Source: LLA 2C Listening Activity (integration listening, placed as the lesson capstone)
$DIALOGUE Real Conversation: The Lost Book
ID: 2c-ls1
INTRO: To finish, a real conversation — two Americans at full speed, about a lost book. You won't catch every word, and you don't need to. Catch the "whose" and the "where", and let the rest wash over you. Just listen.
INSTRUCTION: Listen to the conversation.

Man: Hey, Laura, do you know where Ernest is? {bk02-l2c-f9-ls1-01.mp3}
Laura: I think he's still in the studio, doing some taping for us. {bk02-l2c-f9-ls1-02.mp3}
Man: Ah. I thought he went to the BX. {bk02-l2c-f9-ls1-03.mp3}
Laura: Oh. Um, he might have gone there with his friend. {bk02-l2c-f9-ls1-04.mp3}
Man: Ah. Okay. Well, I need to see him, because I found a book. {bk02-l2c-f9-ls1-05.mp3}
Laura: Did you? {bk02-l2c-f9-ls1-06.mp3}
Man: Yeah. {bk02-l2c-f9-ls1-07.mp3}
Laura: Which book did you find? {bk02-l2c-f9-ls1-08.mp3}
Man: Well, I don't know whether it's his book or someone else's book. {bk02-l2c-f9-ls1-09.mp3}
Laura: Oh. Did you find it in his room? {bk02-l2c-f9-ls1-10.mp3}
Man: No. I found it in the mess hall. {bk02-l2c-f9-ls1-11.mp3}
Laura: Oh. You know, he usually keeps it either in his room or in his office. {bk02-l2c-f9-ls1-12.mp3}
Man: Okay. Well, if you see him, would you tell him to get in touch with me? Because I think it might be his book. {bk02-l2c-f9-ls1-13.mp3}
Laura: Okay. I sure will. {bk02-l2c-f9-ls1-14.mp3}
Man: Okay. See you later. {bk02-l2c-f9-ls1-15.mp3}
Laura: Bye. {bk02-l2c-f9-ls1-16.mp3}
Man: Bye. {bk02-l2c-f9-ls1-17.mp3}