alc-english/book-11-lesson-2.module

$MODULE Book 11 · Lesson 2: This Street Is One-Way! {st-page_042_001.jpg|Cars driving fast and screeching near a ONE WAY sign}
FORMAT: 2
DIOCO_DOC_ID: alc_book11_lesson2
DESCRIPTION: Driving and traffic vocabulary, road signs and signals, pedestrian safety, indefinite pronouns (someone, anyone, no one), the linking verbs "become" and "get", adjective clauses with "who", "which", and "that", plus listening and reading for main ideas.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Friendly narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Ford | charon | Male driving instructor
VOICE: Carl | achird | Young male student driver
VOICE: Lynn | aoede | Female speaker
VOICE: Instructor | charon | Male driving instructor
VOICE: Student | schedar | Male student
VOICE: Ellen | aoede | Friendly female speaker
VOICE: Becky | gacrux | Friendly female speaker
VOICE: Kathy | aoede | Female speaker
VOICE: Kevin | charon | Male speaker
VOICE: Sally | gacrux | Female speaker
VOICE: Steve | schedar | Male speaker
VOICE: Maria | sulafat | Female speaker
VOICE: David | achird | Male speaker
VOICE: Janet | leda | Female speaker
VOICE: Jason | iapetus | Male speaker
VOICE: Alice | achernar | Female speaker
VOICE: Larry | orus | Male speaker
VOICE: Jan | aoede | Female speaker
VOICE: Bob | charon | Male speaker
VOICE: Tom | achird | Male speaker
VOICE: Ann | gacrux | Female speaker
VOICE: Keith | iapetus | Male speaker
VOICE: Frank | schedar | Male speaker
VOICE: Anne | aoede | Female speaker
VOICE: Roommate | gacrux | Female speaker
VOICE: Carol | leda | Female speaker
VOICE: Sam | schedar | Male speaker
VOICE: Greg | achird | Male speaker
VOICE: Alan | charon | Male speaker
VOICE: Waiter | orus | Male waiter
VOICE: Martin | iapetus | Male speaker
VOICE: Martha | gacrux | Female speaker
VOICE: Morton | achird | Male speaker
VOICE: Marian | sulafat | Female speaker
VOICE: James | charon | Male speaker
VOICE: Ralph | achird | Male speaker
VOICE: Narrator | achernar | speaker (auto)

$SESSION 2-1: Learning to Drive

# Source: LLA 2A Figure 1
$DIALOGUE Carl's Driving Lesson {page_036_001.jpg|A busy city street scene showing a car with a "STUDENT DRIVER" sign on the roof stuck in heavy traffic near traffic lights, pedestrian signals ("WALK", "DONT WALK"), a "ONE WAY" sign, and a "DETOUR" construction sign. Inside the student driver car are two people.}
ID: 2a-f1
INTRO: In this lesson you'll learn to talk about driving — speed, lanes, signs, and keeping calm behind the wheel. First, meet Carl, a student driver having a difficult morning downtown. Just listen.
INSTRUCTION: Listen to the story.

VOCAB: instructor
LINE: Carl is a student driver. Mr. Ford is his instructor. {bk11-l2a-f1-01.mp3}

VOCAB: relaxed
LINE: Yesterday, Carl practiced driving on roads without much traffic. He was relaxed and enjoyed his lesson. {bk11-l2a-f1-02.mp3}

LINE: Today is different. He's driving downtown, and he has a lot of problems. {bk11-l2a-f1-03.mp3}

VOCAB: nervous
LINE: He's nervous because he's afraid he'll have an accident. {bk11-l2a-f1-04.mp3}

LINE: The traffic is heavy, and the other drivers are in a hurry. {bk11-l2a-f1-05.mp3}

VOCAB: to confuse
LINE: The streets downtown are narrow and crowded. They confuse Carl because they all look alike to him. {bk11-l2a-f1-06.mp3}

VOCAB: to fail
VOCAB: lost
LINE: He failed to memorize the city map, and now he's lost. {bk11-l2a-f1-07.mp3}

VOCAB: way
LINE: He wants to get out of downtown, but he doesn't know the way. {bk11-l2a-f1-08.mp3}

LINE: Carl is making a lot of mistakes. Mr. Ford is nervous too. {bk11-l2a-f1-09.mp3}

VOCAB: to follow
LINE: He'll tell Carl how to get out of downtown. Carl will be happy to follow his instructions. {bk11-l2a-f1-10.mp3}


# Source: LLA 2A Figure 1 (questions)
$PRODUCE Questions About Carl's Lesson
ID: 2a-f1-qa
REFERENCE: 2a-f1
INTRO: Now answer questions about Carl's bad morning. Answer each one aloud, then repeat the model answer. Open the story again if you need it.
INSTRUCTION: Answer aloud, then repeat the model answer.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What is the instructor's name? {bk11-l2a-f1-qa01-q.mp3}
RESPONSE: The instructor's name is Mr. Ford. {bk11-l2a-f1-qa01-a.mp3}

PROMPT: What is he teaching Carl? {bk11-l2a-f1-qa02-q.mp3}
RESPONSE: He's teaching Carl how to drive. {bk11-l2a-f1-qa02-a.mp3}

PROMPT: How did Carl feel yesterday when he drove? {bk11-l2a-f1-qa03-q.mp3}
RESPONSE: He felt relaxed. {bk11-l2a-f1-qa03-a.mp3}

PROMPT: How does he feel today? {bk11-l2a-f1-qa04-q.mp3}
RESPONSE: He feels nervous. {bk11-l2a-f1-qa04-a.mp3}

PROMPT: What do the streets downtown do to Carl? {bk11-l2a-f1-qa05-q.mp3}
RESPONSE: They confuse him. {bk11-l2a-f1-qa05-a.mp3}

PROMPT: Did he learn the names of the downtown streets before his driving lesson? {bk11-l2a-f1-qa06-q.mp3}
RESPONSE: No, he failed to memorize the city map. {bk11-l2a-f1-qa06-a.mp3}

PROMPT: Is Carl lost? {bk11-l2a-f1-qa07-q.mp3}
RESPONSE: Yes, he's lost. {bk11-l2a-f1-qa07-a.mp3}

PROMPT: Does Carl know the way out of downtown? {bk11-l2a-f1-qa08-q.mp3}
RESPONSE: No, he doesn't know the way out. {bk11-l2a-f1-qa08-a.mp3}

PROMPT: How will he get out of downtown? {bk11-l2a-f1-qa09-q.mp3}
RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-qa09-a.mp3}


# Source: LLA 2A Figure 2
$SELECT Which Means the Same?
ID: 2a-f2
INTRO: You'll hear a statement about Carl's story. Tap the sentence that means the same thing.
INSTRUCTION: Tap the sentence with a similar meaning.

PROMPT: Carl was lost. {bk11-l2a-f2-01.mp3}
OPTION: a | He didn't know how to get out of downtown.
OPTION: b | He didn't know what time it was.
ANSWER: a
FEEDBACK: Carl didn't know how to get out of downtown. {bk11-l2a-f2-01-fb.mp3}

PROMPT: The other car failed to stop. {bk11-l2a-f2-02.mp3}
OPTION: a | The other car didn't stop.
OPTION: b | The other car stopped right away.
ANSWER: a
FEEDBACK: The other car didn't stop. {bk11-l2a-f2-02-fb.mp3}

PROMPT: Carl went the wrong way. {bk11-l2a-f2-03.mp3}
OPTION: a | He went in the wrong direction.
OPTION: b | He drove downtown at the wrong time.
ANSWER: a
FEEDBACK: Carl went in the wrong direction. {bk11-l2a-f2-03-fb.mp3}

PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04.mp3}
OPTION: a | He asked Mr. Ford for advice.
OPTION: b | He obeyed Mr. Ford's advice.
ANSWER: b
FEEDBACK: He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-fb.mp3}

PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05.mp3}
OPTION: a | Mr. Ford is the driver.
OPTION: b | Mr. Ford is the teacher.
ANSWER: b
FEEDBACK: Mr. Ford is the teacher. {bk11-l2a-f2-05-fb.mp3}

PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06.mp3}
OPTION: a | Carl is having a good time.
OPTION: b | Carl thinks he'll do something wrong.
ANSWER: b
FEEDBACK: Carl thinks he'll do something wrong. {bk11-l2a-f2-06-fb.mp3}

PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07.mp3}
OPTION: a | He wasn't afraid yesterday.
OPTION: b | He wasn't at fault yesterday.
ANSWER: a
FEEDBACK: He wasn't afraid yesterday. {bk11-l2a-f2-07-fb.mp3}

PROMPT: The streets confuse Carl. {bk11-l2a-f2-08.mp3}
OPTION: a | He knows that he's on the right street.
OPTION: b | He's not sure that he's going the right way.
ANSWER: b
FEEDBACK: He's not sure that he's going the right way. {bk11-l2a-f2-08-fb.mp3}


# Source: LLA 2A Figure 3
$DIALOGUE Check That Speed {page_038_001.jpg|Illustration showing the view from inside a driving school car looking out the back window at another car behind it on a road, with labels for LEFT LANE, RIGHT LANE, STEERING WHEEL, TURN SIGNAL, and a STUDENT DRIVER sign on top of the car}
ID: 2a-f3
INTRO: Carl has found the gas pedal — maybe a little too well. Listen to him and Mr. Ford talk about speed limits, and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: speed
Ford: Check that speed, Carl. How fast are you going? {bk11-l2a-f3-01.mp3}
VOCAB: miles an hour
Carl: Forty miles an hour. {bk11-l2a-f3-02.mp3}

VOCAB: speeding
VOCAB: to slow down
Ford: Then you're speeding. Slow down a little. {bk11-l2a-f3-03.mp3}
VOCAB: speed limit
Carl: I thought forty was the speed limit here. {bk11-l2a-f3-04.mp3}

VOCAB: sign
Ford: No, the sign back there said thirty. {bk11-l2a-f3-05.mp3}
VOCAB: ahead
Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-06.mp3}

VOCAB: miles per hour
Ford: Yes, I see. It says forty-five miles per hour. {bk11-l2a-f3-07.mp3}
VOCAB: to speed up
Carl: Good. Now I can speed up! {bk11-l2a-f3-08.mp3}


# Source: LLA 2A Figure 3 (questions)
$PRODUCE Questions About Speed
ID: 2a-f3-qa
REFERENCE: 2a-f3
INTRO: Answer questions about Carl and the speed limit. Answer aloud, then repeat the model answer.
INSTRUCTION: Answer aloud, then repeat the model answer.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: How fast is Carl driving? {bk11-l2a-f3-qa01-q.mp3}
RESPONSE: He's driving at a speed of 40 miles an hour. {bk11-l2a-f3-qa01-a.mp3}

PROMPT: Is the speed limit 30 miles an hour? {bk11-l2a-f3-qa02-q.mp3}
RESPONSE: Yes, the speed limit is 30 miles an hour. {bk11-l2a-f3-qa02-a.mp3}

PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-qa03-q.mp3}
RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-qa03-a.mp3}

PROMPT: What is he doing? {bk11-l2a-f3-qa04-q.mp3}
RESPONSE: He's speeding. {bk11-l2a-f3-qa04-a.mp3}

PROMPT: What should he do? {bk11-l2a-f3-qa05-q.mp3}
RESPONSE: He should slow down. {bk11-l2a-f3-qa05-a.mp3}

PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-qa06-q.mp3}
RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-qa06-a.mp3}

PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-qa07-q.mp3}
RESPONSE: It's ahead of him. {bk11-l2a-f3-qa07-a.mp3}


# Source: LLA 2A Figure 4
$DIALOGUE Changing Lanes
ID: 2a-f4
INTRO: Now Carl wants to pass a slow car — carefully, one hopes. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: ahead of
Carl: The car ahead of us is going very slowly. {bk11-l2a-f4-01.mp3}
VOCAB: cautious
Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-02.mp3}

Carl: May I go around him? {bk11-l2a-f4-03.mp3}
VOCAB: lane
Ford: First check the other lane of traffic. {bk11-l2a-f4-04.mp3}

VOCAB: to pass
Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-05.mp3}
VOCAB: turn signal
Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-06.mp3}

Carl: Why? I don't want to make a turn. {bk11-l2a-f4-07.mp3}
VOCAB: cautiously
Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-08.mp3}

VOCAB: steering wheel
Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-09.mp3}
VOCAB: mind
Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-10.mp3}


# Source: LLA 2A Figure 4 (questions)
$PRODUCE Questions About Passing and Lanes
ID: 2a-f4-qa
REFERENCE: 2a-f4
INTRO: Answer questions about passing and lane safety. Answer aloud, then repeat the model answer.
INSTRUCTION: Answer aloud, then repeat the model answer.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Is the person in the other car a careless driver? {bk11-l2a-f4-qa01-q.mp3}
RESPONSE: No, he's a cautious driver. {bk11-l2a-f4-qa01-a.mp3}

PROMPT: Does Carl want to pass the other car? {bk11-l2a-f4-qa02-q.mp3}
RESPONSE: Yes, he wants to pass the other car. {bk11-l2a-f4-qa02-a.mp3}

PROMPT: Should he signal other drivers and tell them that he wants to pass? {bk11-l2a-f4-qa03-q.mp3}
RESPONSE: Yes, he should signal other drivers. {bk11-l2a-f4-qa03-a.mp3}

PROMPT: Does Carl want to make a turn? {bk11-l2a-f4-qa04-q.mp3}
RESPONSE: No, he doesn't want to make a turn. {bk11-l2a-f4-qa04-a.mp3}

PROMPT: What is he doing? {bk11-l2a-f4-qa05-q.mp3}
RESPONSE: He's changing lanes. {bk11-l2a-f4-qa05-a.mp3}

PROMPT: How should drivers change lanes? {bk11-l2a-f4-qa06-q.mp3}
RESPONSE: They should change lanes cautiously. {bk11-l2a-f4-qa06-a.mp3}

PROMPT: Should Carl drive with just one hand on the steering wheel? {bk11-l2a-f4-qa07-q.mp3}
RESPONSE: No, he should drive with both hands on the steering wheel. {bk11-l2a-f4-qa07-a.mp3}

PROMPT: Should he think about other things while he's driving? {bk11-l2a-f4-qa08-q.mp3}
RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-qa08-a.mp3}


# Source: ST §You Need Driving Lessons!
$DIALOGUE You Need Driving Lessons!
ID: l2-s4
INTRO: Carl isn't the only nervous driver in town. Listen to Lynn, her friend Carl, and her driving instructor, and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Lynn: I get nervous when I drive. I just can't be relaxed when I'm behind the steering wheel! {st-page_049_001.jpg|Lynn talking to Carl, with thought bubbles above them: one shows Lynn terrified while gripping the steering wheel, and another shows a male driving instructor teaching a calm Lynn how to drive}

Carl: Maybe you should take driving lessons from a good instructor.

Lynn: Yes, maybe I should.

Instructor: Slow down, Miss Jay, or you won't be able to make this turn safely. You must turn cautiously. {st-page_049_002.jpg|A car with a sign on top reading CAUTION STUDENT DRIVER driving on a curved road towards a sharp right turn sign}

Lynn: What's a good speed for a turn?

Instructor: Ten miles per hour is usually best.

VOCAB: to become
Carl: Do you think you know the right way to drive now? Did you become less nervous after your lessons? {st-page_050_001.jpg|Lynn talking to Carl, with a thought bubble above Lynn showing her happily driving a car while relaxed}

Lynn: Yes. I learned to keep my mind on the traffic. I think only about my driving.

Carl: I'm glad the instructor was able to help you.


# Source: ST §Questions: You Need Driving Lessons!
$PRODUCE Questions About Lynn's Lessons
ID: l2-s5
REFERENCE: l2-s4
INTRO: Answer a few questions about Lynn and her driving lessons, aloud and in full sentences. Open the dialog again if you need it.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.

PROMPT: How does Lynn feel when she is behind the steering wheel?
RESPONSE: She gets nervous.

PROMPT: What did Carl think she should do?
RESPONSE: He thought she should take driving lessons from a good instructor.

PROMPT: What did the instructor tell Lynn to do?
RESPONSE: He told her to slow down and turn cautiously.

PROMPT: What speed did he say was best for a turn?
RESPONSE: He said ten miles per hour is usually best.

PROMPT: Did Lynn become less nervous after her lessons?
RESPONSE: Yes, she became less nervous.


# Source: ST §I Got Lost!
$DIALOGUE I Got Lost! {st-page_051_001.jpg|Lynn and Carl talking, with thought bubbles above Lynn: one shows a car speeding past a motorcycle, and another shows Lynn getting a traffic ticket from a police officer}
ID: l2-s6
INTRO: Lynn passed her lessons — and then passed a policeman. At speed. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more.

Carl: Why? Did you get lost?

Lynn: Yes, and I was in a hurry, too.
LINE: When I finally found my way, I sped up.
LINE: Then I saw a policeman ahead.

VOCAB: to slow up
Carl: Did you slow up?

Lynn: I tried, but it was too late. I was still speeding when I passed him.

Carl: Did he pull you over?

Lynn: He sure did! He gave me a ticket because I failed to obey the speed limit.

Carl: I'm sorry about the ticket, but you should be more cautious. You can't be careless when you're driving.


# Source: ST §Questions: I Got Lost!
$PRODUCE Questions About Lynn's Ticket
ID: l2-s7
REFERENCE: l2-s6
INTRO: Now answer questions about Lynn's expensive afternoon. Answer aloud in full sentences.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.

PROMPT: What happened to Lynn yesterday?
RESPONSE: She got lost and received a speeding ticket.

PROMPT: Was she driving faster than the speed limit?
RESPONSE: Yes, she was speeding.

PROMPT: Did she see a police car behind her?
RESPONSE: No, she saw a policeman ahead of her.

PROMPT: What did she try to do when she saw the policeman?
RESPONSE: She tried to slow up.

PROMPT: What did the policeman do?
RESPONSE: He pulled her over and gave her a ticket.

PROMPT: What did Carl tell her?
RESPONSE: He told her she should be more cautious.

$SESSION 2-2: Signs and Signals

# Source: ST §Streets and Highways, Signs and Signals
$DIALOGUE Streets and Highways, Signs and Signals
ID: l2-s1
INTRO: In this part you'll learn what the signs and signals on the road are telling you. Listen and repeat each sentence while you look at the pictures.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Yellow and white lines mark the lanes on streets and highways. {st-page_044_001.jpg|Top-down view of cars driving along marked lanes on a highway or street}

LINE: You should stay in the right lane until you want to pass or go around another car. {st-page_044_001.jpg|Top-down view of cars driving along marked lanes on a highway or street}

VOCAB: to mean
LINE: The red light means stop, and the green light means go. {st-page_044_002.jpg|A standard traffic light with three circular signals}

VOCAB: caution
LINE: When you see a yellow light, use caution. {st-page_044_002.jpg|A standard traffic light with three circular signals}
LINE: Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg|A standard traffic light with three circular signals}

LINE: A sign gives information or directions. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH}
LINE: Many signs tell drivers that they can't do something. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH}
LINE: Other signs show them that they can. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH}

LINE: You should follow the directions on highway and street signs. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH}

VOCAB: turn
LINE: Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg|A collection of various road signs including STOP, NO U TURN, ONE WAY, YIELD, right turn, and 25 MPH}

LINE: The speed limit on the highways is 55 or 65 miles per hour. {st-page_045_001.jpg|A rectangular road sign stating SPEED LIMIT 55}

LINE: The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg|A rectangular road sign stating SPEED LIMIT 55}

VOCAB: stop sign
LINE: A stop sign means that you must make a complete stop. {st-page_045_002.jpg|An octagonal STOP sign}

LINE: Don't just slow down. {st-page_045_002.jpg|An octagonal STOP sign}

VOCAB: signal
LINE: You may use signal lights or hand and arm signals. {st-page_045_003.jpg|A driver extending his left arm straight out of the car window to signal a left turn}

LINE: This man is signaling because he's going to turn left. {st-page_045_003.jpg|A driver extending his left arm straight out of the car window to signal a left turn}

VOCAB: to yield
LINE: A yield sign tells you that you may have to slow down or stop. {st-page_045_004.jpg|A view of cars merging onto a highway near a triangular YIELD sign}

VOCAB: right-of-way
LINE: When you see a yield sign, you must give the right-of-way to other vehicles. {st-page_045_004.jpg|A view of cars merging onto a highway near a triangular YIELD sign}


# Source: LLA 2B Figure 1
$DIALOGUE Traffic Words {page_040_001.jpg|Illustration of a street scene showing pedestrians crossing at an intersection, traffic light with WALK/DON'T WALK signals labeled SIGNALS, a highway sign labeled SIGNS, and labeled elements: INTERSECTION, PEDESTRIANS}
ID: 11-2b-f1
INTRO: Here are a few more words for talking about traffic — this time from the street corner. Listen and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

LINE: Be careful; use caution. {bk11-l2b-f1-01.mp3}

VOCAB: to flash
LINE: When a light turns on and off quickly, it flashes. {bk11-l2b-f1-02.mp3}

VOCAB: intersection
LINE: Streets cross at intersections. {bk11-l2b-f1-03.mp3}

VOCAB: pedestrian
LINE: When people walk, they're pedestrians. {bk11-l2b-f1-04.mp3}

LINE: Signs show names, directions, and other information. {bk11-l2b-f1-05.mp3}

LINE: A traffic light is a signal. {bk11-l2b-f1-06.mp3}


# Source: LLA 2B Figure 2 (reading)
$DIALOGUE Intersections, Signals, and Signs
ID: 11-2b-f2-text
INTRO: Intersections are where everyone meets — sometimes too literally. Listen to this short reading about how signals and signs keep order there.
INSTRUCTION: Listen to the reading.

LINE: At an intersection, people and cars come together from different directions. {bk11-l2b-f2-01.mp3}

LINE: Because accidents can easily happen there, a large intersection usually has many signals and signs. {bk11-l2b-f2-02.mp3}

LINE: Traffic signals use lights to give instructions. {bk11-l2b-f2-03.mp3}

LINE: Traffic lights tell drivers, bicycle riders, and pedestrians to stop, to go, or to use caution. {bk11-l2b-f2-04.mp3}

LINE: Traffic signs use words and pictures to give instructions or information. {bk11-l2b-f2-05.mp3}

LINE: Cautious drivers look for signals and signs. {bk11-l2b-f2-06.mp3}

LINE: Then they follow the instructions and use the information to drive safely. {bk11-l2b-f2-07.mp3}


# Source: LLA 2B Figure 2 (questions)
$PRODUCE Questions About Intersections
ID: 11-2b-f2
REFERENCE: 11-2b-f2-text
INTRO: Answer questions about the reading, aloud and in complete sentences. Then repeat the model answer. Open the reading again if you need it.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Where do cars and people come together? {bk11-l2b-f2-08-q.mp3}
RESPONSE: They come together at intersections. {bk11-l2b-f2-08-a.mp3}

PROMPT: What can easily happen at an intersection? {bk11-l2b-f2-09-q.mp3}
RESPONSE: Accidents can happen easily at an intersection. {bk11-l2b-f2-09-a.mp3}

PROMPT: What does a large intersection usually have? {bk11-l2b-f2-10-q.mp3}
RESPONSE: It usually has many signals and signs. {bk11-l2b-f2-10-a.mp3}

PROMPT: What do traffic signals use to give instructions? {bk11-l2b-f2-11-q.mp3}
RESPONSE: Traffic signals use lights to give instructions. {bk11-l2b-f2-11-a.mp3}

PROMPT: What does a traffic light tell people to do? {bk11-l2b-f2-12-q.mp3}
RESPONSE: It tells them to stop, to go, or to use caution. {bk11-l2b-f2-12-a.mp3}

PROMPT: What do traffic signs have on them? {bk11-l2b-f2-13-q.mp3}
RESPONSE: Traffic signs have words and pictures on them. {bk11-l2b-f2-13-a.mp3}

PROMPT: What do traffic signs give? {bk11-l2b-f2-14-q.mp3}
RESPONSE: They give instructions and information. {bk11-l2b-f2-14-a.mp3}

PROMPT: What do cautious drivers look for? {bk11-l2b-f2-15-q.mp3}
RESPONSE: They look for signs and signals. {bk11-l2b-f2-15-a.mp3}

PROMPT: How do cautious drivers use the instructions and information? {bk11-l2b-f2-16-q.mp3}
RESPONSE: They use them to drive safely. {bk11-l2b-f2-16-a.mp3}


# Source: LLA 2B Figure 3 (presentation)
$DIALOGUE Kinds of Signals
ID: 11-2b-f3-pres
INTRO: Lights, arrows, and arms out of car windows — every one of them is saying something. Look at each picture and listen to what the signal means.
INSTRUCTION: Listen to the descriptions.

LINE: Traffic signals tell drivers to move or to stop. A green light says "go," a yellow light says "be careful," a red light says "stop." {page_042_001.jpg|A vertical traffic signal light showing three circular lights: red (stop), yellow (caution), green (go)} {bk11-l2b-f3-01.mp3}

LINE: Traffic signals also tell drivers to turn or go straight ahead. {page_042_002.jpg|Three black boxes containing directional arrows: ahead only, left only, right only} {bk11-l2b-f3-02.mp3}

LINE: There are signals only for pedestrians. "Walk" means cross quickly; "Don't Walk" means wait on the corner. {page_042_003.jpg|Four square pedestrian signal boxes: walking person icon, raised hand icon, WALK, DON'T WALK} {bk11-l2b-f3-03.mp3}

LINE: Drivers sometimes use hand signals. Pointing down means slow down or stop. {page_042_004.jpg|A driver's arm extended straight out and pointing down from a car window} {bk11-l2b-f3-04.mp3}

LINE: Extending the arm straight out is the hand signal for a left turn. {page_042_005.jpg|A driver's arm extended straight out horizontally from a car window} {bk11-l2b-f3-05.mp3}

LINE: Bending the arm upward means the driver is going to turn right. {page_042_006.jpg|A driver's arm bent upward at the elbow from a car window} {bk11-l2b-f3-06.mp3}

LINE: Flashing yellow turn signals indicate a driver wants to turn or change lanes. {page_042_007.jpg|Front of cars showing illuminated turn signals labeled FLASHING YELLOW} {bk11-l2b-f3-07.mp3}

LINE: Red brake lights come on when a car is slowing down or stopping. {page_042_008.jpg|Rear of a car showing illuminated red brake lights} {bk11-l2b-f3-08.mp3}


# Source: LLA 2B Figure 3 (identification, pool split 1 of 2)
$SELECT Which Signal Is It? — Lights and Walk Signals
ID: 11-2b-f3
REFERENCE: 11-2b-f3-pres
INTRO: Now find the right signal. Listen to each question and tap the picture it describes, then repeat the answer.
INSTRUCTION: Tap the correct signal.
REPEAT

OPTION: 1 | Traffic light {page_042_001.jpg|A vertical traffic signal light showing three circular lights: red, yellow, green}
OPTION: 2 | Directional arrows {page_042_002.jpg|Three black boxes containing directional arrows: ahead only, left only, right only}
OPTION: 3 | Pedestrian signals {page_042_003.jpg|Four square pedestrian signal boxes: walking person icon, raised hand icon, WALK, DON'T WALK}
OPTION: 4 | Hand signal: stop or slow down {page_042_004.jpg|A driver's arm extended straight out and pointing down from a car window}

PROMPT: Which traffic signal tells drivers to go, stop, or be ready to stop? {bk11-l2b-f3-09-q.mp3}
ANSWER: 1
FEEDBACK: The traffic light tells people to go, stop, or be ready to stop. {bk11-l2b-f3-09-fb.mp3}

PROMPT: Which signal lights tell pedestrians when it's safe to cross a street? {bk11-l2b-f3-12-q.mp3}
ANSWER: 3
FEEDBACK: Pedestrian signal lights tell people when to cross a street. {bk11-l2b-f3-12-fb.mp3}

PROMPT: Which traffic signals tell drivers to turn or go straight ahead? {bk11-l2b-f3-14-q.mp3}
ANSWER: 2
FEEDBACK: These signals tell drivers to turn or go straight ahead. {bk11-l2b-f3-14-fb.mp3}

PROMPT: Which hand signal shows that the driver is going to slow down or stop? {bk11-l2b-f3-15-q.mp3}
ANSWER: 4
FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-15-fb.mp3}


# Source: LLA 2B Figure 3 (identification, pool split 2 of 2)
$SELECT Which Signal Is It? — Hand Signals and Car Lights
ID: 11-2b-f3-b
REFERENCE: 11-2b-f3-pres
INTRO: Four more signals — this time arms and car lights. Listen and tap the picture, then repeat the answer.
INSTRUCTION: Tap the correct signal.
REPEAT

OPTION: 5 | Hand signal: left turn {page_042_005.jpg|A driver's arm extended straight out horizontally from a car window}
OPTION: 6 | Hand signal: right turn {page_042_006.jpg|A driver's arm bent upward at the elbow from a car window}
OPTION: 7 | Turn signals {page_042_007.jpg|Front of cars showing illuminated turn signals labeled FLASHING YELLOW}
OPTION: 8 | Brake lights {page_042_008.jpg|Rear of a car showing illuminated red brake lights}

PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-10-q.mp3}
ANSWER: 6
FEEDBACK: This is the signal for a right turn. {bk11-l2b-f3-10-fb.mp3}

PROMPT: Which lights tell other drivers that a car is turning or changing lanes? {bk11-l2b-f3-11-q.mp3}
ANSWER: 7
FEEDBACK: The flashing yellow lights are turn signals. {bk11-l2b-f3-11-fb.mp3}

PROMPT: Which hand signal shows that the driver is going to turn left? {bk11-l2b-f3-13-q.mp3}
ANSWER: 5
FEEDBACK: This is the signal for a left turn. {bk11-l2b-f3-13-fb.mp3}

PROMPT: Which lights tell the drivers behind another car that it's slowing down or stopping? {bk11-l2b-f3-16-q.mp3}
ANSWER: 8
FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-16-fb.mp3}


# Source: LLA 2B Figure 4
$DIALOGUE Road Signs
ID: 11-2b-f4
INTRO: Five signs you'll meet on every drive. Look at each one, then listen and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

LINE: Stop at the stop sign and look both ways. Go when it's safe. {page_043_001.jpg|A black octagonal stop sign with the word STOP} {bk11-l2b-f4-01.mp3}

LINE: Yield the right-of-way to the other driver. He can go ahead of you. {page_043_002.jpg|A triangular yield sign with the word YIELD} {bk11-l2b-f4-02.mp3}

VOCAB: one-way
LINE: This is a one-way street. Traffic moves in only one direction. {page_043_003.jpg|A rectangular one-way sign showing an arrow pointing right with the words ONE WAY} {bk11-l2b-f4-03.mp3}

VOCAB: two-way
LINE: This is a two-way street. Traffic moves in both directions. {page_043_004.jpg|A diamond-shaped sign showing two arrows pointing in opposite directions} {bk11-l2b-f4-04.mp3}

VOCAB: railroad crossing
LINE: A railroad crosses the highway here. A train may be coming. {page_043_005.jpg|A circular railroad crossing sign with an X and the letters R R} {bk11-l2b-f4-05.mp3}


# Source: LLA 2B Figure 5
$SELECT Which Sign Is It?
ID: 11-2b-f5
INTRO: Listen to each traffic rule and tap the sign that goes with it.
INSTRUCTION: Tap the correct sign.

OPTION: a | Yield sign {page_044_001.jpg|A triangular yield sign reading YIELD}
OPTION: b | Railroad crossing sign {page_044_002.jpg|A circular railroad crossing sign reading RXR}
OPTION: c | Two-way traffic sign {page_044_003.jpg|A diamond-shaped sign with two opposing arrows indicating two-way traffic}
OPTION: d | One-way sign {page_044_004.jpg|A rectangular sign reading ONE WAY with an arrow pointing right}
OPTION: e | Stop sign {page_044_005.jpg|An octagonal stop sign reading STOP}

PROMPT: Be careful, look for a train. {bk11-l2b-f5-01.mp3}
ANSWER: b
FEEDBACK: The railroad crossing sign. {bk11-l2b-f5-01-fb.mp3}

PROMPT: All cars must travel in the same direction. {bk11-l2b-f5-02.mp3}
ANSWER: d
FEEDBACK: The one-way traffic sign. {bk11-l2b-f5-02-fb.mp3}

PROMPT: You must let other drivers go ahead of you. {bk11-l2b-f5-03.mp3}
ANSWER: a
FEEDBACK: The yield sign. {bk11-l2b-f5-03-fb.mp3}

PROMPT: Stop at the intersection. Don't go until it's safe. {bk11-l2b-f5-04.mp3}
ANSWER: e
FEEDBACK: The stop sign. {bk11-l2b-f5-04-fb.mp3}

PROMPT: Cars are moving in opposite directions on this street. {bk11-l2b-f5-05.mp3}
ANSWER: c
FEEDBACK: The two-way traffic sign. {bk11-l2b-f5-05-fb.mp3}


# Source: ST §Too Many Signs and Signals
$DIALOGUE Too Many Signs and Signals
ID: l2-s2
INTRO: Mark tried driving downtown this morning. The signs and signals had other plans. Listen to his story.
INSTRUCTION: Listen to the story.

Narrator: Mark usually only drives on the highway with his father.
Narrator: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning.

VOCAB: in advance
Narrator: He looked at a city street map in advance, but that didn't help him when he got downtown.

Narrator: The heavy traffic and all of the signs and signals there confused him. {st-page_046_001.jpg|An intersection scene with a street sign and traffic light}

Narrator: First, he drove the wrong way for two blocks on a one-way street.

Narrator: He turned and got on a two-way street at the next intersection.

Narrator: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg|A driver looking into the rear-view mirror while driving}

Narrator: Finally he realized that an emergency vehicle was following him.

VOCAB: to pull over
Narrator: He had to slow down and pull over to the side of the road while it passed.

Narrator: Then he came to a railroad crossing. The lights there were flashing, too. {st-page_046_003.jpg|A railroad crossing sign with tracks and a car passing}

Narrator: He knew that signal meant that he had to stop because a train was coming.

Narrator: He looked both ways, but he couldn't see it yet.
Narrator: He crossed the tracks carefully. Then he decided to go home.
Narrator: He was tired of trying to drive and watch signs and signals at the same time. He'll try it again another day.


# Source: ST §What Kind of Street Is This?
$PRODUCE What Kind of Street Is This?
ID: l2-s3
INTRO: Time to name things yourself. You'll see a picture and hear a question about it — answer aloud in a full sentence.
INSTRUCTION: Answer the question about each picture.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key; accept any phrasing that names the same sign, place, or action.

EXAMPLE
PROMPT: Two streets cross here. What is it called? {st-page_047_001.jpg|A street scene showing an intersection with a ONE WAY sign and traffic light}
RESPONSE: It's called an intersection.

PROMPT: What is this sign? {st-page_047_002.jpg|An octagonal STOP sign}
RESPONSE: It's a stop sign.

PROMPT: What is the driver doing? {st-page_047_003.jpg|A car driver extending his arm out the window to signal}
RESPONSE: He's signaling a left turn.

PROMPT: What are the marked areas on the road? {st-page_047_004.jpg|Cars driving in designated lanes on a road}
RESPONSE: They are traffic lanes.

PROMPT: What kind of sign is this? {st-page_047_005.jpg|Cars merging on a highway near a YIELD sign}
RESPONSE: It's a yield sign.

PROMPT: What does this sign show? {st-page_047_006.jpg|A rectangular sign showing SPEED LIMIT 55}
RESPONSE: It shows the speed limit.

PROMPT: What is the driver looking at? {st-page_047_007.jpg|A driver's view from inside a car looking into the rear-view mirror}
RESPONSE: He's looking at the flashing lights in the rear-view mirror.

PROMPT: What is this crossing? {st-page_047_008.jpg|A RAILROAD CROSSING sign with tracks in front of a car}
RESPONSE: It's a railroad crossing.

PROMPT: What kind of street is this? {st-page_047_009.jpg|An intersection with traffic lights and a ONE WAY sign}
RESPONSE: It's a one-way street.

PROMPT: What are these? {st-page_048_001.jpg|A group of traffic signs including STOP, NO U TURN, ONE WAY, YIELD, right turn arrow, and 25 MPH}
RESPONSE: They are traffic signs.

PROMPT: What is this? {st-page_048_002.jpg|A standard three-light traffic signal light hanging vertically}
RESPONSE: It's a traffic light.

PROMPT: What kind of street is this? {st-page_048_003.jpg|Two cars on a two-way street traveling in opposite directions indicated by arrows}
RESPONSE: It's a two-way street.

$SESSION 2-3: Pedestrians and Safe Driving

# Source: ST §The Careless Pedestrian
$DIALOGUE The Careless Pedestrian {st-page_053_001.jpg|A street scene where a pedestrian (Albert) has been hit by a car in front of a traffic light; a driver steps out of the car, and an ambulance is nearby with bystanders watching}
ID: l2-s8
INTRO: Drivers aren't the only ones who have to be careful. This part is about safety rules — for people on foot and behind the wheel. Listen to what happened to Albert, who was in too much of a hurry.
INSTRUCTION: Listen to the story.

Narrator: A few minutes ago, Albert was walking from the bus stop to his office.
Narrator: He was late for work and wanted to walk faster, but he couldn't.

VOCAB: sidewalk
Narrator: There were too many people ahead of him on the sidewalk.

Narrator: When he saw that there were fewer pedestrians on the other side, he decided to cross the street.
Narrator: He stepped in front of a car, and the driver couldn't stop in time.
Narrator: Now he's hurt.


# Source: ST §Questions: The Careless Pedestrian
$PRODUCE Questions About Albert
ID: l2-s9
REFERENCE: l2-s8
INTRO: Answer questions about Albert's accident, aloud and in full sentences.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.

PROMPT: Was Albert a driver or a pedestrian?
RESPONSE: He was a pedestrian.

PROMPT: Where were he and the other people walking?
RESPONSE: They were walking on the sidewalk.

PROMPT: Were there too many people following him?
RESPONSE: No, there were too many people ahead of him.

PROMPT: Did he make it to the other side?
RESPONSE: No, he stepped in front of a car.

PROMPT: What happened to Albert?
RESPONSE: A car hit him, and now he is hurt.

PROMPT: Could the driver stop when he saw Albert in front of the car?
RESPONSE: No, the driver couldn't stop in time.


# Source: ST §Advice for Pedestrians
$SELECT Advice for Pedestrians
ID: l2-s10
INTRO: Here's some advice Albert should have read. Complete each safety rule — tap the word from the bank that fits the blank.
INSTRUCTION: Tap the word that completes each sentence.
OPTION: a | intersections
OPTION: b | left
OPTION: c | yield
OPTION: d | signal
OPTION: e | right-of-way
OPTION: f | ways
OPTION: g | street
OPTION: h | pedestrians

TEMPLATE: Obey all signals for ____ and traffic.
ANSWER: h
FEEDBACK: Obey all signals for pedestrians and traffic.

TEMPLATE: Do not cross the street between two ____.
ANSWER: a
FEEDBACK: Do not cross the street between two intersections.

TEMPLATE: Use sidewalks. Do not walk in the ____.
ANSWER: g
FEEDBACK: Use sidewalks. Do not walk in the street.

TEMPLATE: When there are no sidewalks, walk on the ____ side of the road.
ANSWER: b
FEEDBACK: When there are no sidewalks, walk on the left side of the road.

TEMPLATE: Be cautious. Drivers may not always be able to ____ to pedestrians.
ANSWER: c
FEEDBACK: Be cautious. Drivers may not always be able to yield to pedestrians.

TEMPLATE: Don't stand in the street when the light is red or the ____ says "Don't walk." Wait on the sidewalk.
ANSWER: d
FEEDBACK: Don't stand in the street when the light is red or the signal says "Don't walk." Wait on the sidewalk.

TEMPLATE: Look both ____ before you cross the street.
ANSWER: f
FEEDBACK: Look both ways before you cross the street.

TEMPLATE: Remember that pedestrians must yield the ____ to all vehicles when they cross the street between intersections.
ANSWER: e
FEEDBACK: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections.


# Source: LLA 2C Figure 5
$DIALOGUE Signals on the Road
ID: 11-2c-f5
INTRO: Three quick conversations about signals: broken turn signals, flashing headlights, and school buses. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Jan: My turn signals don't work. What should I do? {bk11-l2c-f5-01.mp3}
Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-02.mp3}

Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-03.mp3}
Ann: That's a signal. They want to pass you. {bk11-l2c-f5-04.mp3}
Tom: What should I do? {bk11-l2c-f5-05.mp3}
Ann: Move to the right lane when you can. {bk11-l2c-f5-06.mp3}

Keith: What should I do when a school bus stops? {bk11-l2c-f5-07.mp3}
Frank: You should stop, too, when its lights are flashing. {bk11-l2c-f5-08.mp3}
Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-09.mp3}
Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-10.mp3}
Keith: Why do I have to stop? {bk11-l2c-f5-11.mp3}
Frank: Because children might be crossing the street. {bk11-l2c-f5-12.mp3}


# Source: ST §The Way to Drive Safely
$SELECT The Way to Drive Safely
ID: l2-s11
INTRO: Each safe-driving rule has someone who actually follows it. Match the rule with the example that shows it.
INSTRUCTION: Tap the example that matches each rule.
OPTION: a | Jan always signals when she is going to change lanes or make a turn.
OPTION: b | Ann takes her car to a mechanic for a checkup every few months. When something's wrong, he fixes or replaces it.
OPTION: c | When he drives, Steve thinks about the traffic and watches the road.
OPTION: d | Bill always holds the steering wheel with both hands.
OPTION: e | Sam is always cautious. He watches and follows the signs and signals.
OPTION: f | Buses stop at all railroad crossings.
OPTION: g | Cal always buckles up.
OPTION: h | When he's driving where other people are walking, Robert is very cautious.

TEMPLATE: Keep your eyes and your mind on the road.
ANSWER: c

TEMPLATE: Obey traffic laws.
ANSWER: e

TEMPLATE: Keep your car in good shape.
ANSWER: b

TEMPLATE: Signal when you turn or stop.
ANSWER: a

TEMPLATE: Wear seat belts.
ANSWER: g

TEMPLATE: Watch for pedestrians.
ANSWER: h

TEMPLATE: Slow down and be ready to stop at railroad crossings.
ANSWER: f

TEMPLATE: Keep your hands on the steering wheel.
ANSWER: d


# Source: ST §Be a Cautious Driver
$DIALOGUE Be a Cautious Driver
ID: l2-s24
INTRO: Twelve rules of cautious driving, all in one place. Listen and repeat each one — your future passengers thank you.
INSTRUCTION: Listen and repeat each rule.
REPEAT

LINE: Obey all traffic signs.
LINE: Slow down when the weather is bad.
LINE: Look both ways before you cross an intersection.
LINE: Keep your car in good shape.
LINE: Keep your mind on your driving and your eyes on the road.
LINE: Keep both hands on the steering wheel.
LINE: Always signal when you change lanes.
LINE: Don't drive when you're tired, upset, or sick.
LINE: Always yield to pedestrians.
LINE: Never pass a car on the right.
LINE: Don't pass a car on a hill or a curve.
LINE: Don't park on a highway; pull over to the side of the road.

$SESSION 2-4: Driving School

# Source: ST §Driving School
$DIALOGUE Driving School {st-page_068_001.jpg|An instructor in a uniform speaking to students in a driving school classroom in front of a sign that reads "DEFENSIVE DRIVING"}
ID: l2-s23
INTRO: In this part you'll review the signs and rules — the way a driving school does it. First, find out why Max is spending his Saturday morning in a classroom. Just listen.
INSTRUCTION: Listen to the story.

Narrator: Why is Max in a classroom on Saturday morning?
Narrator: Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him.
Narrator: At first he thought an emergency vehicle was following him. Then he realized it was a policeman.
Narrator: He pulled over, lowered his window, and asked "What's the matter, officer?"
Narrator: The policeman answered, "You were speeding. Also, you failed to use your turn signal when you changed lanes."
Narrator: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school.
Narrator: Max chose to go to the driving school because it cost less than the fine.
Narrator: Now he's listening to the instructor's advice.


# Source: ST §Traffic Signs
$DIALOGUE Traffic Signs
ID: l2-s25
INTRO: Here's the driving school's full set of signs — some you know, and a few new ones. Look at each sign, then listen and repeat.
INSTRUCTION: Listen and repeat the sentences for each sign.
REPEAT

LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg|A standard octagonal red STOP sign}
NOTES: stop sign

LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg|An inverted triangular red and white YIELD sign}
NOTES: yield sign

LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg|A square sign showing a U-turn arrow inside a red circle with a slash through it}
NOTES: make a U-turn = to turn and go in the opposite direction

LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg|A rectangular sign reading ALL-WAY}
NOTES: all-way

LINE: Pedestrians may cross the street here. Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg|A diamond-shaped sign with a symbol of a person walking across a pedestrian crosswalk}
NOTES: pedestrian crossing

LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg|A circular sign with a large X and two 'R' letters representing a railroad crossing}
NOTES: railroad crossing

LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg|A rectangular sign with a right-pointing arrow reading ONE WAY inside it}
NOTES: one-way

LINE: This sign tells you the speed limit in miles per hour for the street or highway. {st-page_071_004.jpg|A rectangular sign reading SPEED LIMIT 55}
LINE: You should not drive faster than the speed limit. {st-page_071_004.jpg|A rectangular sign reading SPEED LIMIT 55}
NOTES: speed limit

LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg|A diamond-shaped sign with a black plus sign inside, indicating a crossroad}
NOTES: crossroad

LINE: You are near a school. Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg|A diamond-shaped yellow warning sign showing silhouettes of two children walking}
NOTES: school


# Source: ST §Stop and Look Both Ways!
$DIALOGUE Stop and Look Both Ways!
ID: l2-s26
INTRO: Now the instructor quizzes the class — and the student actually knows the answers. Listen to each question and answer, and repeat both.
INSTRUCTION: Listen and repeat the questions and answers.
REPEAT

Instructor: What should you do when a red light is flashing?
Student: Stop, look both ways, and drive cautiously.

Instructor: What should you do when a yellow light is flashing?
Student: Slow down and drive with caution.

Instructor: What does a yield sign mean?
Student: Wait for the other car to go first.

Instructor: What should you do when you see a stop sign?
Student: Stop, look both ways, and drive with caution.

Instructor: When should you pull over?
Student: When the lights on an emergency vehicle are flashing.

Instructor: What should you do when a school bus stops?
Student: Don't pass it. Stop and wait while the red lights on the bus are flashing.

Instructor: What does an all-way stop sign mean?
Student: All traffic must stop at the intersection.

Instructor: What do you do at a railroad crossing?
Student: Slow down, look both ways, and drive with caution.

Instructor: Tell me when it's not safe to pass another car.
Student: It's not safe to pass on a hill or a curved road when the yellow stripe is in your lane.

Instructor: Do you know what an all-way stop sign means?
Student: Yes, all cars must stop at that intersection.


# Source: ST §What Does the Sign Mean?
$PRODUCE What Does the Sign Mean?
ID: l2-s27
INTRO: Your turn at the front of the class. For each sign, say what it is and what a driver should do.
INSTRUCTION: Look at the sign and answer the questions aloud.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the key; accept any answer that correctly names the sign and states the required driver action, in any phrasing.

EXAMPLE
PROMPT: What is this sign? What does it mean? What should you do when you see it? {st-page_073_001.jpg|A crossroad traffic sign consisting of a black plus sign inside a diamond shape}
RESPONSE: It's a crossroad sign. There's an intersection ahead. Look both ways for other traffic.

PROMPT: What is this sign and what should you do? {st-page_073_002.jpg|A upside-down triangular yield traffic sign with the word YIELD in white text on a black background}
RESPONSE: It's a yield sign. Give the right-of-way to other vehicles, and slow down or stop if necessary.

PROMPT: What is this sign and what should you do? {st-page_073_003.jpg|A diamond-shaped pedestrian sign depicting two children walking}
RESPONSE: It's a school sign. Slow down and watch for children.

PROMPT: What is this sign and what should you do? {st-page_074_001.jpg|A rectangular ONE WAY sign with an arrow pointing right}
RESPONSE: It's a one-way sign. You may only drive in the direction of the arrow.

PROMPT: What is this sign and what should you do? {st-page_074_002.jpg|A circular railroad crossing sign with an X and the letters R R}
RESPONSE: It's a railroad crossing sign. Slow down, look both ways, and stop if a train is coming.

PROMPT: What is this sign and what should you do? {st-page_074_003.jpg|An octagonal STOP sign with white border and STOP written in white on black background}
RESPONSE: It's a stop sign. Come to a complete stop before the intersection.

PROMPT: What is this sign and what should you do? {st-page_074_004.jpg|A diamond-shaped pedestrian crossing sign showing a person walking on a crosswalk}
RESPONSE: It's a pedestrian crossing sign. Watch for pedestrians and be ready to stop.

PROMPT: What is this sign and what should you do? {st-page_074_005.jpg|A square sign showing a black U-turn arrow crossed out by a diagonal line}
RESPONSE: It's a no U-turn sign. You may not make a U-turn here.

PROMPT: What is this sign and what should you do? {st-page_074_006.jpg|A rectangular speed limit sign reading SPEED LIMIT 50}
RESPONSE: It's a speed limit sign. Do not drive faster than 50 miles per hour.


# Source: LLA 2C Figure 6 (reading)
$DIALOGUE Driving on Ice
ID: 11-2c-f6-reading
INTRO: One more piece of driving-school advice: what to do when the road turns to ice. Just listen.
INSTRUCTION: Listen to the passage.

LINE: When there's ice on the streets, you should drive very cautiously. {bk11-l2c-f6-01.mp3}
LINE: Drive slowly, and try to stay in the right lane. {bk11-l2c-f6-02.mp3}
LINE: Change lanes and turn corners carefully. {bk11-l2c-f6-03.mp3}
LINE: Also, change your speed slowly. {bk11-l2c-f6-04.mp3}
LINE: When you try to speed up or step on the brakes quickly, the tires may not stick to the ice. {bk11-l2c-f6-05.mp3}
LINE: Then you won't be able to stop. {bk11-l2c-f6-06.mp3}
LINE: Stay home when you can. {bk11-l2c-f6-07.mp3}
LINE: When you must drive, try to wait until someone puts salt on the roads. {bk11-l2c-f6-08.mp3}


# Source: LLA 2C Figure 6 (questions)
$PRODUCE Questions About Driving on Ice
ID: 11-2c-f6
REFERENCE: 11-2c-f6-reading
INTRO: Answer questions about driving on ice, aloud and in full sentences. Then repeat the model answer.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: How should you drive when there's ice on the streets? {bk11-l2c-f6-09-q.mp3}
RESPONSE: You should drive cautiously when there's ice on the streets. {bk11-l2c-f6-09-a.mp3}

PROMPT: Should you drive fast then? {bk11-l2c-f6-10-q.mp3}
RESPONSE: No, you shouldn't drive fast then. {bk11-l2c-f6-10-a.mp3}

PROMPT: Should you change lanes and turn corners carefully? {bk11-l2c-f6-11-q.mp3}
RESPONSE: Yes, you should change lanes and turn corners carefully. {bk11-l2c-f6-11-a.mp3}

PROMPT: What can happen when you try to change your speed quickly? {bk11-l2c-f6-12-q.mp3}
RESPONSE: When you try to change your speed quickly, the tires may not stick to the ice. {bk11-l2c-f6-12-a.mp3}

PROMPT: Will you be able to stop? {bk11-l2c-f6-13-q.mp3}
RESPONSE: No, you won't be able to stop. {bk11-l2c-f6-13-a.mp3}

PROMPT: Should you stay home when there's ice on the roads? {bk11-l2c-f6-14-q.mp3}
RESPONSE: Yes, you should stay home when you can. {bk11-l2c-f6-14-a.mp3}

PROMPT: When you must drive, how long should you wait? {bk11-l2c-f6-15-q.mp3}
RESPONSE: You should wait until someone puts salt on the roads. {bk11-l2c-f6-15-a.mp3}

$SESSION 2-5: Someone, Anyone, No One

# Source: ST §Would Anybody Like Some Coffee?
$DIALOGUE Would Anybody Like Some Coffee? {st-page_057_001.jpg|A group of people sitting at a dining table while a waiter holds a coffee pot and speaks to them}
ID: l2-s12
INTRO: In this part you'll learn to talk about people without naming them — "someone", "anybody", "no one". Listen to a waiter working a full table, and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

VOCAB: anybody
Waiter: Would anybody like some coffee?
Martin: Yes, I think two of us would.

VOCAB: somebody
Waiter: Did somebody order tea?
Martha: Yes, I asked for tea.

Waiter: Can I get someone a glass of water?
VOCAB: nobody
Morton: No, thank you. Nobody needs water right now.

Waiter: Is anyone ready to order dessert?
VOCAB: no one
Marian: No, no one has finished eating yet.


# Source: ST §Indefinite Pronouns (grammar)
$GRAMMAR Someone, Anyone, No One
ID: l2-s14
INTRO: Three little families of words, and when each one shows up. Here's the pattern behind what you just heard.

CARD: **Someone** and **somebody** are used in affirmative statements and questions.
{Someone wants to speak to you on the phone.}
{Somebody forgot to put gas in the car.}
{Can someone please take this book to the library?}
{Has somebody been using my pen without asking me?}

CARD: **No one** and **nobody** are used in affirmative statements.
{No one wants to leave before the general does.}
{The weather was awful; nobody got to work on time.}

CARD: **Anyone** and **anybody** are usually used in negative statements and in affirmative and negative questions. They are sometimes used in affirmative statements.
{I didn't know anyone at the party last night.}
{Can anyone give me a ride home after class?}
{Was anybody in the office when you got there?}
{Doesn't anyone have a pencil?}
{Anybody can learn another language.}


# Source: LLA 2B Figure 6 (word list — kept as pronunciation reinforcement after the sentence presentations)
$DIALOGUE Say the Pronouns
ID: 11-2b-f6-pronouns
INTRO: Now just the words themselves — six of them. Listen and repeat each one clearly.
INSTRUCTION: Listen and repeat each word.
REPEAT

VOCAB: anyone
LINE: anyone {bk11-l2b-f6-01.mp3}

LINE: anybody {bk11-l2b-f6-02.mp3}

VOCAB: someone
LINE: someone {bk11-l2b-f6-03.mp3}

LINE: somebody {bk11-l2b-f6-04.mp3}

LINE: no one {bk11-l2b-f6-05.mp3}

LINE: nobody {bk11-l2b-f6-06.mp3}


# Source: LLA 2B Figure 6 (cloze)
$PRODUCE Complete the Conversation
ID: 11-2b-f6-cloze
INPUT: type
CHECK: exact
INTRO: Ellen and Becky are talking about mail — or Becky's lack of it. Listen to each line and type the missing pronoun.
INSTRUCTION: Type the missing word.

TEMPLATE: Ellen: Do you want to read this letter from Nancy?
TEMPLATE: Becky: Yes, thank you. ____ writes to me.
PROMPT: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
RESPONSE: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
ACCEPT: No one | no one

TEMPLATE: Ellen: Do you write to ____?
PROMPT: Do you write to anybody? {bk11-l2b-f6-08.mp3}
RESPONSE: Do you write to anybody? {bk11-l2b-f6-08.mp3}
ACCEPT: anybody | anyone

TEMPLATE: Becky: No. I don't mail anything to ____.
PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
ACCEPT: anyone | anybody

TEMPLATE: Ellen: That's the problem. ____ gets mail from you.
PROMPT: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
RESPONSE: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
ACCEPT: Nobody | nobody | No one | no one

TEMPLATE: Becky: Do you think I should write to ____?
PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
ACCEPT: someone | somebody

TEMPLATE: Ellen: Yes. Then ____ will answer your letter.
PROMPT: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
RESPONSE: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
ACCEPT: somebody | someone


# Source: LLA 2B Figure 6 (full dialog)
$DIALOGUE Mail from Friends
ID: 11-2b-f6-dialogue
INTRO: Now hear Ellen and Becky's whole conversation, start to finish. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Ellen: Do you want to read this letter from Nancy? {bk11-l2b-f6-13.mp3}

Becky: Yes, thank you. No one writes to me. {bk11-l2b-f6-14.mp3}

Ellen: Do you write to anybody? {bk11-l2b-f6-15.mp3}

Becky: No, I don't mail anything to anyone. {bk11-l2b-f6-16.mp3}

Ellen: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-17.mp3}

Becky: Do you think I should write to someone? {bk11-l2b-f6-18.mp3}

Ellen: Yes. Then somebody will answer your letter. {bk11-l2b-f6-19.mp3}

Becky: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-20.mp3}


# Source: ST §Does Anyone Here Speak English?
$DIALOGUE Does Anyone Here Speak English?
ID: l2-s15
INTRO: Three pictures, three sentences. Listen and repeat each one.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg|An empty office with desks and file cabinets}
NOTES: no one / nobody

LINE: Does anybody here speak English? {st-page_060_002.jpg|A military officer talking to another man in front of a building with oriental characters on a sign}
NOTES: anybody / anyone

LINE: Will somebody please open the door? {st-page_060_003.jpg|A woman with a coat over her arm trying to open a door while carrying bags}
NOTES: somebody / someone


# Source: ST §No One Failed the Test
$DIALOGUE No One Failed the Test
ID: l2-s16
INTRO: Ten more example sentences to make the pronouns feel natural. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Did anyone fail the test?
LINE: Nobody failed the exam.
LINE: Can somebody help me?
LINE: No one went to Jean's party.
LINE: Nobody wants to work for Mr. Grouch.
LINE: Anybody can learn to drive.
LINE: Would anyone like to have dessert?
LINE: I don't think anyone arrived on time today.
LINE: Will someone be there at 3:00?
LINE: There was no one in the captain's office.


# Source: ST §Someone Called While You Were Out
$SELECT Someone Called While You Were Out
ID: l2-s13
INTRO: A quick meaning check. Tap the correct meaning of the underlined words or the sentence.
INSTRUCTION: Tap the correct meaning.

TEMPLATE: *No one* saw the accident.
OPTION: a | A person
OPTION: b | Not one person
ANSWER: b

TEMPLATE: *Anybody* could pass this test.
OPTION: a | Any person
OPTION: b | Many people
ANSWER: a

TEMPLATE: *Somebody* called after you left.
OPTION: a | One person
OPTION: b | Some people
ANSWER: a

TEMPLATE: No one left before midnight.
OPTION: a | Everybody stayed until midnight.
OPTION: b | A few people stayed until midnight.
ANSWER: a

TEMPLATE: Nobody was awake when Jim got home.
OPTION: a | Someone was asleep.
OPTION: b | Everyone was asleep.
ANSWER: b


# Source: ST §Jim Didn't See Anybody in the Classroom
$SELECT Choose the Right Pronoun
ID: l2-s18
INTRO: Now pick the pronoun that fits each sentence. Remember: "anybody" likes questions and negatives; "no one" and "nobody" carry the negative themselves.
INSTRUCTION: Tap the correct word for each sentence.

TEMPLATE: When I called the library, ____ answered the phone.
OPTION: a | anybody
OPTION: b | nobody
ANSWER: b

TEMPLATE: ____ wanted to walk home from school in the rain.
OPTION: a | No one
OPTION: b | Anyone
ANSWER: a

TEMPLATE: Could ____ please help me for a minute?
OPTION: a | somebody
OPTION: b | nobody
ANSWER: a

TEMPLATE: ____ wants to eat at that restaurant again.
OPTION: a | No one
OPTION: b | Anybody
ANSWER: a

TEMPLATE: ____ will be at the airport by 2:30.
OPTION: a | Anyone
OPTION: b | Someone
ANSWER: b

TEMPLATE: ____ wears a suit to a picnic.
OPTION: a | Anybody
OPTION: b | Nobody
ANSWER: b

TEMPLATE: Captain Ramos won't talk to ____ about the accident.
OPTION: a | anybody
OPTION: b | somebody
ANSWER: a

TEMPLATE: Did ____ watch the baseball game last night?
OPTION: a | nobody
OPTION: b | anyone
ANSWER: b


# Source: LLA 2B Figure 7
$PRODUCE Change It to a Question
ID: 11-2b-f7
INTRO: Time to drill. You'll hear a statement and a cue word — turn the statement into a question using the cue, then repeat the model answer.
INSTRUCTION: Say the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: Nobody's here. (anyone)
PROMPT: Nobody's here. Anyone. {bk11-l2b-f7-01-q.mp3}
RESPONSE: Is anyone here? {bk11-l2b-f7-01-a.mp3}

TEMPLATE: No one can hear us. (anybody)
PROMPT: No one can hear us. Anybody. {bk11-l2b-f7-02-q.mp3}
RESPONSE: Can anybody hear us? {bk11-l2b-f7-02-a.mp3}

TEMPLATE: Nobody saw the accident. (someone)
PROMPT: Nobody saw the accident. Someone. {bk11-l2b-f7-03-q.mp3}
RESPONSE: Did someone see the accident? {bk11-l2b-f7-03-a.mp3}

TEMPLATE: Someone knows the answer. (somebody)
PROMPT: Someone knows the answer. Somebody. {bk11-l2b-f7-04-q.mp3}
RESPONSE: Does somebody know the answer? {bk11-l2b-f7-04-a.mp3}

TEMPLATE: Somebody called you last night. (anybody)
PROMPT: Somebody called you last night. Anybody. {bk11-l2b-f7-05-q.mp3}
RESPONSE: Did anybody call you last night? {bk11-l2b-f7-05-a.mp3}

TEMPLATE: Nobody told Mark about the test. (somebody)
PROMPT: Nobody told Mark about the test. Somebody. {bk11-l2b-f7-06-q.mp3}
RESPONSE: Did somebody tell Mark about the test? {bk11-l2b-f7-06-a.mp3}

TEMPLATE: No one knows Ann's telephone number. (anyone)
PROMPT: No one knows Ann's telephone number. Anyone. {bk11-l2b-f7-07-q.mp3}
RESPONSE: Does anyone know Ann's telephone number? {bk11-l2b-f7-07-a.mp3}


# Source: LLA 2B Figure 8
$PRODUCE Answer with a Pronoun
ID: 11-2b-f8
INTRO: Now the other direction: you'll hear a question and a cue — answer with a full sentence using the cue, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: Is anybody going to the show? (no, nobody)
PROMPT: Is anybody going to the show? — No, nobody. {bk11-l2b-f8-01-q.mp3}
RESPONSE: No, nobody's going to the show. {bk11-l2b-f8-01-a.mp3}

TEMPLATE: Has somebody been using my pen? (no, nobody)
PROMPT: Has somebody been using my pen? — No, nobody. {bk11-l2b-f8-02-q.mp3}
RESPONSE: No, nobody's been using your pen. {bk11-l2b-f8-02-a.mp3}

TEMPLATE: Does anybody understand the lesson? (yes, someone)
PROMPT: Does anybody understand the lesson? — Yes, someone. {bk11-l2b-f8-03-q.mp3}
RESPONSE: Yes, someone understands the lesson. {bk11-l2b-f8-03-a.mp3}

TEMPLATE: Can someone give me a ride home? (yes, somebody)
PROMPT: Can someone give me a ride home? — Yes, somebody. {bk11-l2b-f8-04-q.mp3}
RESPONSE: Yes, somebody can give you a ride home. {bk11-l2b-f8-04-a.mp3}

TEMPLATE: Did anyone bring the soft drinks? (no, no one)
PROMPT: Did anyone bring the soft drinks? — No, no one. {bk11-l2b-f8-05-q.mp3}
RESPONSE: No, no one brought the soft drinks. {bk11-l2b-f8-05-a.mp3}

TEMPLATE: Will somebody tell Mark the answer? (no, nobody)
PROMPT: Will somebody tell Mark the answer? — No, nobody. {bk11-l2b-f8-06-q.mp3}
RESPONSE: No, nobody will tell Mark the answer. {bk11-l2b-f8-06-a.mp3}

TEMPLATE: Is anybody listening to this tape? (yes, someone)
PROMPT: Is anybody listening to this tape? — Yes, someone. {bk11-l2b-f8-07-q.mp3}
RESPONSE: Yes, someone's listening to this tape. {bk11-l2b-f8-07-a.mp3}


# Source: ST §Will Someone Meet Me at the Airport?
$PRODUCE Will Someone Meet Me at the Airport?
ID: l2-s17
INTRO: Last pass — answer freely. Use the cue in parentheses and an indefinite pronoun, in a full sentence.
INSTRUCTION: Answer each question aloud using the cue.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correct affirmative or negative answer using an appropriate indefinite pronoun (someone, somebody, anyone, anybody, no one, nobody) that matches the yes/no cue.

EXAMPLE
PROMPT: Will someone meet me at the airport? (yes)
RESPONSE: Yes, someone will meet you there.

EXAMPLE
PROMPT: Has anyone told Mark about the test tomorrow? (no)
RESPONSE: No, no one's told him about it.

PROMPT: Was anyone hurt in the accident? (no)
RESPONSE: No, no one was hurt in the accident.

PROMPT: Did someone call the police? (yes)
RESPONSE: Yes, someone called the police.

PROMPT: Are you looking for somebody? (no)
RESPONSE: No, I'm not looking for anybody.

PROMPT: Did anybody call while I was out? (yes)
RESPONSE: Yes, somebody called while you were out.

PROMPT: Could anyone answer the question? (no)
RESPONSE: No, no one could answer the question.

PROMPT: Will someone be in the office on Saturday? (yes)
RESPONSE: Yes, someone will be in the office on Saturday.

PROMPT: Does anybody have change for a hundred-dollar bill? (no)
RESPONSE: No, nobody has change for a hundred-dollar bill.

PROMPT: Would anyone like to go to the commissary with me? (no)
RESPONSE: No, no one would like to go with you.

PROMPT: Does anybody know Janet's new telephone number? (yes)
RESPONSE: Yes, somebody knows her new telephone number.

PROMPT: Does anyone have an extra ticket to the soccer game? (yes)
RESPONSE: Yes, someone has an extra ticket to the soccer game.

# SKIPPED (book+tape): LLA 2B Figure 9 "Punctuation Grid" / ST Listening Skill "PUT THE PUNCTUATION MARK IN THE BOX" (p. 48) — listening task placing symbols in a 3x3 grid from spoken coordinates; no spatial interaction supported in the format.

$SESSION 2-6: Get and Become

# Source: LLA 2C Figure 1
$DIALOGUE Getting and Becoming
ID: 11-2c-f1
INTRO: In this part you'll learn to talk about change — people get nervous, weather gets worse, students become pilots. Listen to five short conversations and notice "get" and "become".
INSTRUCTION: Listen to the dialogues.

Kathy: Does Jane get nervous now when she drives? {bk11-l2c-f1-01.mp3}
Kevin: Yes. She became a very cautious driver after her car accident. {bk11-l2c-f1-02.mp3}

Sally: Is the weather getting worse? {bk11-l2c-f1-03.mp3}
Steve: Yes. The ice on the streets is becoming an awful problem. {bk11-l2c-f1-04.mp3}

Maria: Do you think Bill will ever become a happy person? {bk11-l2c-f1-05.mp3}
David: I don't know. He still gets angry about nothing. {bk11-l2c-f1-06.mp3}

Janet: Are you becoming a better math student? {bk11-l2c-f1-07.mp3}
Jason: Yes. The problems are getting easier every day. {bk11-l2c-f1-08.mp3}

Alice: Do your sisters want to become nurses? {bk11-l2c-f1-09.mp3}
Larry: No. They want to become doctors. {bk11-l2c-f1-10.mp3}


# Source: ST §Become and Get (grammar)
$GRAMMAR Become and Get
ID: l2-s19
INTRO: Here's the pattern you just heard: two verbs that show a change from one state to another.

CARD: **Become** and **get** are linking verbs. They show a change in state or condition. Before a noun, use **become**.
{Most captains become majors.}

CARD: Before an adjective, you can use either **become** or **get** — the meaning is the same.
{The homework became confusing.}
{The homework got confusing.}

SUMMARY:
| SUBJECT | LINKING VERB | SUBJECT COMPLEMENT |
|---|---|---|
| Most captains | become | majors. (noun) |
| The homework | became / got | confusing. (adjective) |


# Source: LLA 2C Figure 2 (get forms)
$DIALOGUE Forms of Get
ID: 11-2c-f2-get
INTRO: One nervous instructor, five tenses. Listen to "get" change form, and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: The instructor gets nervous. {bk11-l2c-f2-01.mp3}
LINE: The instructor got nervous. {bk11-l2c-f2-02.mp3}
LINE: The instructor will get nervous. {bk11-l2c-f2-03.mp3}
LINE: The instructor is getting nervous. {bk11-l2c-f2-04.mp3}
LINE: The instructor has been getting nervous. {bk11-l2c-f2-05.mp3}


# Source: LLA 2C Figure 2 (get drill)
$PRODUCE Change the Sentence: Get
ID: 11-2c-f2-drill-get
INTRO: Now build sentences with "get". Listen to the sentence and the cue word, say the new sentence, then repeat the model answer.
INSTRUCTION: Say the new sentence aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Jim gets tired easily.\n— Mary {bk11-l2c-f2-ex1-q.mp3}
RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex1-a.mp3}

PROMPT: Mary gets tired easily.\n— Sick {bk11-l2c-f2-06-q.mp3}
RESPONSE: Mary gets sick easily. {bk11-l2c-f2-06-a.mp3}

TEMPLATE: Mary gets sick easily.
PROMPT: Well {bk11-l2c-f2-07-q.mp3}
RESPONSE: Mary gets well easily. {bk11-l2c-f2-07-a.mp3}

TEMPLATE: Mary gets well easily.
PROMPT: Quickly {bk11-l2c-f2-08-q.mp3}
RESPONSE: Mary gets well quickly. {bk11-l2c-f2-08-a.mp3}

TEMPLATE: Mary gets well quickly.
PROMPT: The children {bk11-l2c-f2-09-q.mp3}
RESPONSE: The children get well quickly. {bk11-l2c-f2-09-a.mp3}

TEMPLATE: The children get well quickly.
PROMPT: Bored {bk11-l2c-f2-10-q.mp3}
RESPONSE: The children get bored quickly. {bk11-l2c-f2-10-a.mp3}

TEMPLATE: The children get bored quickly.
PROMPT: Excited {bk11-l2c-f2-11-q.mp3}
RESPONSE: The children get excited quickly. {bk11-l2c-f2-11-a.mp3}


# Source: LLA 2C Figure 2 (become forms)
$DIALOGUE Forms of Become
ID: 11-2c-f2-become
INTRO: Same idea, now with "become" and a noun. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Our students become good pilots. {bk11-l2c-f2-12.mp3}
LINE: Our students became good pilots. {bk11-l2c-f2-13.mp3}
LINE: Our students will become good pilots. {bk11-l2c-f2-14.mp3}
LINE: Our students are becoming good pilots. {bk11-l2c-f2-15.mp3}


# Source: LLA 2C Figure 2 (become drill)
$PRODUCE Change the Sentence: Become
ID: 11-2c-f2-drill-become
INTRO: Now build sentences with "become". Listen to the sentence and the cue, say the new sentence, then repeat the model answer.
INSTRUCTION: Say the new sentence aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Jane became a good saleswoman.\n— Teacher {bk11-l2c-f2-ex2-q.mp3}
RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3}

PROMPT: Jane became a good teacher.\n— Is becoming {bk11-l2c-f2-16-q.mp3}
RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-16-a.mp3}

TEMPLATE: Jane is becoming a good teacher.
PROMPT: Michael {bk11-l2c-f2-17-q.mp3}
RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-17-a.mp3}

TEMPLATE: Michael is becoming a good teacher.
PROMPT: Better {bk11-l2c-f2-18-q.mp3}
RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-18-a.mp3}

TEMPLATE: Michael is becoming a better teacher.
PROMPT: Writer {bk11-l2c-f2-19-q.mp3}
RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-19-a.mp3}

TEMPLATE: Michael is becoming a better writer.
PROMPT: The students {bk11-l2c-f2-20-q.mp3}
RESPONSE: The students are becoming better writers. {bk11-l2c-f2-20-a.mp3}

TEMPLATE: The students are becoming better writers.
PROMPT: Will become {bk11-l2c-f2-21-q.mp3}
RESPONSE: The students will become better writers. {bk11-l2c-f2-21-a.mp3}


# Source: LLA 2C Figure 3
$PRODUCE Make It Affirmative
ID: 11-2c-f3
INTRO: You'll hear a negative sentence and a cue word. Turn it into an affirmative sentence with the cue, then repeat the model answer.
INSTRUCTION: Change the sentence to an affirmative statement.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: My cold isn't getting *worse*.\n— Better {bk11-l2c-f3-ex-q.mp3}
RESPONSE: It's getting better. {bk11-l2c-f3-ex-a.mp3}

PROMPT: The food here isn't getting *better*.\n— Worse {bk11-l2c-f3-01-q.mp3}
RESPONSE: It's getting worse. {bk11-l2c-f3-01-a.mp3}

PROMPT: Karen doesn't get *angry*.\n— Upset {bk11-l2c-f3-02-q.mp3}
RESPONSE: She gets upset. {bk11-l2c-f3-02-a.mp3}

PROMPT: The nights aren't getting *longer*.\n— Shorter {bk11-l2c-f3-03-q.mp3}
RESPONSE: They're getting shorter. {bk11-l2c-f3-03-a.mp3}

PROMPT: Bill didn't become a *careless* driver.\n— Careful {bk11-l2c-f3-04-q.mp3}
RESPONSE: He became a careful driver. {bk11-l2c-f3-04-a.mp3}

PROMPT: Mark won't become a *nervous* person.\n— Relaxed {bk11-l2c-f3-05-q.mp3}
RESPONSE: He'll become a relaxed person. {bk11-l2c-f3-05-a.mp3}

PROMPT: The boys won't become *weak* men.\n— Strong {bk11-l2c-f3-06-q.mp3}
RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3}


# Source: LLA 2C Figure 4
$PRODUCE Ask About the New Subject
ID: 11-2c-f4
INTRO: One more drill: you'll hear a statement and a new subject. Ask a question about the new subject, then repeat the model answer.
INSTRUCTION: Change the sentence to a question.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: The *school* is getting crowded.\n— Classroom {bk11-l2c-f4-ex1-q.mp3}
RESPONSE: Is the classroom getting crowded? {bk11-l2c-f4-ex1-a.mp3}

EXAMPLE
PROMPT: *Houston* became an important city.\n— Laredo {bk11-l2c-f4-ex2-q.mp3}
RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3}

PROMPT: His *father* became an important person.\n— Uncle {bk11-l2c-f4-01-q.mp3}
RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3}

PROMPT: The *coffee* is getting cold.\n— Tea {bk11-l2c-f4-02-q.mp3}
RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3}

PROMPT: *My apartment* gets dirty fast.\n— Your apartment {bk11-l2c-f4-03-q.mp3}
RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3}

PROMPT: *Kathryn* is becoming a beautiful woman.\n— Her sister {bk11-l2c-f4-04-q.mp3}
RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3}

PROMPT: The *books* will get more expensive.\n— Tapes {bk11-l2c-f4-05-q.mp3}
RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3}

PROMPT: The *children* are becoming good friends.\n— Their parents {bk11-l2c-f4-06-q.mp3}
RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3}


# Source: ST §Some Students Get Nervous Before a Test
$DIALOGUE Some Students Get Nervous Before a Test
ID: l2-s20
INTRO: Eight everyday sentences with "get" and "become". Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Do you get nervous before a test?
LINE: The children became tired of sightseeing.
LINE: Kevin got lost on his way to Howard's house.
LINE: When will Lieutenant Burns become a captain?
LINE: Peter became a doctor after ten years of school.
LINE: Ted doesn't get upset when he's late for class.
LINE: Bob's clothes get dirty when he works on his car.
LINE: The major becomes very angry when someone lies to him.


# Source: ST §Ralph Gets Tired After a Long Game
$DIALOGUE Ralph Gets Tired After a Long Game {st-page_065_001.jpg|Two men, James and Ralph, talking outside the GYMNASIUM building}
ID: l2-s21
INTRO: Ralph plays too much basketball; James lifts weights for his health. Listen to their talk outside the gym and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

James: Hi, Ralph. You sure look tired.
Ralph: I know. I get tired after a long game.
James: Why do you play so much basketball?
Ralph: I enjoy it, and I want to become good at it.
James: You already play well.
Ralph: Thanks, but I want to get better. What are you doing?
James: I'm getting ready to work out.
Ralph: Why do you work out? Do you want to become the strongest man in town?
James: No, I'm just trying to become a healthier person.
Ralph: I heard that you got really sick last month.
James: I did, but I'm getting well again fast.


# Source: ST §Harold Got Sick at School
$PRODUCE Harold Got Sick at School
ID: l2-s22
INTRO: Now you make both halves: read the sentence, ask a question with the first cue, and answer it with the second. Say both aloud.
INSTRUCTION: Ask and answer using the cues in parentheses.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correctly formed question-and-answer pair using "get" or "become" that follows the cues; the question uses the first cue, the answer follows the yes/no cue. Correct verb form is the point — a wrong tense or missing question form fails.

EXAMPLE
PROMPT: Harold got sick at work today.\n(tired)\n(no)
RESPONSE: Did Harold get tired at work today?\n— No, he got sick.

EXAMPLE
PROMPT: Jan gets upset when she fails a test.\n(upset)\n(yes, very)
RESPONSE: Does Jan get upset when she fails a test?\n— Yes, she gets very upset.

PROMPT: Jim gets nervous when he drives downtown.\n(nervous)\n(yes, very)
RESPONSE: Does Jim get nervous when he drives downtown?\n— Yes, he gets very nervous.

PROMPT: This restaurant becomes crowded at noon.\n(in the evening)\n(no)
RESPONSE: Does this restaurant become crowded in the evening?\n— No, it becomes crowded at noon.

PROMPT: Don got lost because he forgot the map.\n(address)\n(no)
RESPONSE: Did Don get lost because he forgot the address?\n— No, he got lost because he forgot the map.

PROMPT: The movie gets more interesting.\n(interesting)\n(yes, near the end)
RESPONSE: Does the movie get more interesting?\n— Yes, it gets more interesting near the end.

PROMPT: Lt Keith will become a captain on Monday.\n(Friday)\n(no)
RESPONSE: Will Lt Keith become a captain on Friday?\n— No, he will become a captain on Monday.

PROMPT: I think this job will get easier.\n(more difficult)\n(no)
RESPONSE: Do you think this job will get more difficult?\n— No, I think it will get easier.

PROMPT: Mark became a cautious driver after his accident.\n(cautious)\n(yes, very)
RESPONSE: Did Mark become a cautious driver after his accident?\n— Yes, he became very cautious.

PROMPT: The weather here gets more pleasant in the fall.\n(summer)\n(no)
RESPONSE: Does the weather here get more pleasant in the summer?\n— No, it gets more pleasant in the fall.

PROMPT: Ken became upset when the waitress spilled the coffee.\n(water)\n(no)
RESPONSE: Did Ken become upset when the waitress spilled the water?\n— No, he became upset when she spilled the coffee.

PROMPT: Patrick got angry when he saw the ticket on his car.\n(angry)\n(yes, very)
RESPONSE: Did Patrick get angry when he saw the ticket on his car?\n— Yes, he got very angry.

$SESSION 2-7: Who, Which, and That

# Source: LLA 2D Figure 2 (presentation)
$DIALOGUE Sentences with Who, Which, and That
ID: 11-2d-f2
INTRO: In this part you'll learn to add descriptions to nouns with "who", "which", and "that". Listen to six sentences about John — a man who reads every book he owns — and repeat each one.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: Last weekend I read a book *which I liked a lot*. {bk11-l2d-f2-01.mp3}

LINE: It was a new book *that John told me about*. {bk11-l2d-f2-02.mp3}

LINE: John is a friend of mine *who really enjoys reading*. {bk11-l2d-f2-03.mp3}

LINE: He has an apartment *which is full of books*. {bk11-l2d-f2-04.mp3}

LINE: I know other people *that collect books also*. {bk11-l2d-f2-05.mp3}

LINE: But John's the only one *who reads every book in his collection*. {bk11-l2d-f2-06.mp3}


# Source: LLA 2D Figure 2 (questions)
$PRODUCE Questions About John's Books
ID: 11-2d-f2-b
REFERENCE: 11-2d-f2
INTRO: Answer questions about the sentences you just repeated, aloud and in complete sentences. Then repeat the model answer.
INSTRUCTION: Answer each question aloud.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What kind of book did the person read last weekend? {bk11-l2d-f2-07-q.mp3}
RESPONSE: He read a book that he liked a lot. {bk11-l2d-f2-07-a.mp3}

PROMPT: Which book was it? {bk11-l2d-f2-08-q.mp3}
RESPONSE: It was a new book that John told him about. {bk11-l2d-f2-08-a.mp3}

PROMPT: Is John his instructor? {bk11-l2d-f2-09-q.mp3}
RESPONSE: No. John is a friend of his who really enjoys reading. {bk11-l2d-f2-09-a.mp3}

PROMPT: Where does John live? {bk11-l2d-f2-10-q.mp3}
RESPONSE: He lives in an apartment that's full of books. {bk11-l2d-f2-10-a.mp3}

PROMPT: Does he know other people that collect books? {bk11-l2d-f2-11-q.mp3}
RESPONSE: Yes, he knows other people that collect them. {bk11-l2d-f2-11-a.mp3}

PROMPT: How is John different from the other people who collect books? {bk11-l2d-f2-12-q.mp3}
RESPONSE: He's the only one who reads every book in his collection. {bk11-l2d-f2-12-a.mp3}


# Source: ST §Adjective Clauses (grammar) merged with LLA 2D Figure 3 chart
$GRAMMAR Who, Which, and That
ID: l2-s28
INTRO: Here's the rule behind those sentences: three words that attach a description to a noun.

CARD: An adjective clause is a group of words that describes a noun or pronoun. Use **who** for people.
{Ms. Steves is the one who teaches Spanish.}
{a driver who is careful}

CARD: Use **which** for things.
{Roper's is the store which sells tires.}
{a car which is speeding}

CARD: **That** works for both people and things.
{This is the watch that broke last week.}
{Mr. Dial is the man that fixed it for me.}
{Fix or replace tires that are bad.}

SUMMARY:
| Pronoun | Used for | Example |
|---|---|---|
| who, that | people | a driver who is careful |
| which, that | things | a car which is speeding |


# Source: LLA 2D Figure 3 (selection)
$SELECT Who or Which?
ID: 11-2d-f3
REFERENCE: l2-s28
INTRO: You'll hear the beginning of a sentence — tap the ending that finishes it correctly, then repeat the whole sentence. People get "who"; things don't.
INSTRUCTION: Tap the correct ending.
REPEAT

EXAMPLE
PROMPT: Accidents usually happen to drivers... {bk11-l2d-f3-ex-q.mp3}
OPTION: a | who are not careful.
OPTION: b | which are not careful.
ANSWER: a
FEEDBACK: Accidents usually happen to drivers who are not careful. {bk11-l2d-f3-ex-fb.mp3}

PROMPT: You should always stop for someone... {bk11-l2d-f3-01-q.mp3}
OPTION: a | who is crossing the street.
OPTION: b | which is crossing the street.
ANSWER: a
FEEDBACK: Stop for someone who is crossing the street. {bk11-l2d-f3-01-fb.mp3}

PROMPT: Fix or replace any tires... {bk11-l2d-f3-02-q.mp3}
OPTION: a | who are bad.
OPTION: b | that are bad.
ANSWER: b
FEEDBACK: Fix or replace any tires that are bad. {bk11-l2d-f3-02-fb.mp3}

PROMPT: A pedestrian is a person... {bk11-l2d-f3-03-q.mp3}
OPTION: a | that is walking.
OPTION: b | which is walking.
ANSWER: a
FEEDBACK: A pedestrian is a person that is walking. {bk11-l2d-f3-03-fb.mp3}

PROMPT: Be polite to a policeman... {bk11-l2d-f3-04-q.mp3}
OPTION: a | who is giving you a ticket.
OPTION: b | which is giving you a ticket.
ANSWER: a
FEEDBACK: Be polite to a policeman who is giving you a ticket. {bk11-l2d-f3-04-fb.mp3}

PROMPT: Don't ride with a driver... {bk11-l2d-f3-05-q.mp3}
OPTION: a | which is careless.
OPTION: b | that is careless.
ANSWER: b
FEEDBACK: Don't ride with a driver that is careless. {bk11-l2d-f3-05-fb.mp3}

PROMPT: Drive cautiously on streets... {bk11-l2d-f3-06-q.mp3}
OPTION: a | who are wet.
OPTION: b | that are wet.
ANSWER: b
FEEDBACK: Drive cautiously on streets that are wet. {bk11-l2d-f3-06-fb.mp3}

PROMPT: Drive carefully near children... {bk11-l2d-f3-07-q.mp3}
OPTION: a | who are playing.
OPTION: b | which are playing.
ANSWER: a
FEEDBACK: Drive carefully near children who are playing. {bk11-l2d-f3-07-fb.mp3}

PROMPT: Don't take a trip in a car... {bk11-l2d-f3-08-q.mp3}
OPTION: a | who isn't in good shape.
OPTION: b | that isn't in good shape.
ANSWER: b
FEEDBACK: Don't take a trip in a car that isn't in good shape. {bk11-l2d-f3-08-fb.mp3}

PROMPT: Use caution when you see a light... {bk11-l2d-f3-09-q.mp3}
OPTION: a | which is flashing.
OPTION: b | who is flashing.
ANSWER: a
FEEDBACK: Use caution when you see a light which is flashing. {bk11-l2d-f3-09-fb.mp3}

PROMPT: Don't pass a school bus... {bk11-l2d-f3-10-q.mp3}
OPTION: a | that is stopping for children.
OPTION: b | who is stopping for children.
ANSWER: a
FEEDBACK: Don't pass a school bus that is stopping for children. {bk11-l2d-f3-10-fb.mp3}


# Source: LLA 2D Figure 4
$PRODUCE Type the Missing Word
ID: 11-2d-f4
INPUT: type
CHECK: exact
INTRO: Now a story about an accident — told one sentence at a time. Listen to each sentence and type the missing "who", "which", or "that".
INSTRUCTION: Type the missing word.

PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
TEMPLATE: Sgt Carter told us about an accident ____ he saw this morning.
RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
ACCEPT: that | which

PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
TEMPLATE: A car ____ was speeding ran a red light.
RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
ACCEPT: which | that

PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
TEMPLATE: The driver was a man ____ is ninety years old and can't see very well.
RESPONSE: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
ACCEPT: who | that

PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
TEMPLATE: The driver ____ had the green light realized that something was wrong and stopped quickly.
RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
ACCEPT: who | that

PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
TEMPLATE: The driver behind him was a woman ____ was taking her four children to school.
RESPONSE: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
ACCEPT: who | that

PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
TEMPLATE: She hit the car ____ stopped because she wasn't watching the traffic.
RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
ACCEPT: that | which

PROMPT: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
TEMPLATE: The people ____ were in the accident were all right.
RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
ACCEPT: who | that

PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
TEMPLATE: All of them were wearing seat belts ____ kept them safe.
RESPONSE: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
ACCEPT: which | that

PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
TEMPLATE: The old man ____ ran the light never realized that he caused an accident.
RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
ACCEPT: who | that


# Source: ST §Walter Is the One Who Sells Cars
$DIALOGUE Walter Is the One Who Sells Cars
ID: l2-s29
INTRO: Five quick exchanges where the clause carries the answer. Listen and repeat each one.
INSTRUCTION: Listen and repeat each exchange.
REPEAT

LINE: Which apartment do you like?\n— I like the one that has the big kitchen.
LINE: Did you call the sergeant yesterday?\n— No, I wasn't the person that called him.
LINE: What kind of car do you want?\n— I want a car which doesn't use much gas.
LINE: Did you pass the test?\n— I'm the only student who passed it.
LINE: Is that the shirt that has chocolate on it?\n— No, it's the shirt which has tomato juice on it.


# Source: ST §That's the Clerk Who Helped Me
$SELECT That's the Clerk Who Helped Me
ID: l2-s30
INTRO: Match each sentence beginning with the ending that belongs to it. The clause tells you which one fits.
INSTRUCTION: Tap the ending that completes each sentence.
OPTION: a | who gave me a traffic ticket last week.
OPTION: b | that sells delicious hamburgers.
OPTION: c | that smells so good.
OPTION: d | who sold me this camera.
OPTION: e | who gave me a physical last week.
OPTION: f | that always has a flat tire.
OPTION: g | which is arriving now at Gate 4.
OPTION: h | which sells the most expensive suits.

TEMPLATE: This little restaurant is the place
ANSWER: b

TEMPLATE: The woman over there is the clerk
ANSWER: d

TEMPLATE: Joan has an old car
ANSWER: f

TEMPLATE: Flight 123 is the one
ANSWER: g

TEMPLATE: Sgt Mason is the policeman
ANSWER: a

TEMPLATE: WEARS is the men's clothing store
ANSWER: h

TEMPLATE: The red flower is the one
ANSWER: c

TEMPLATE: Maj Jackson is the doctor
ANSWER: e


# Source: ST §Is This the Uniform That's Too Large for You?
$PRODUCE Is This the Uniform That's Too Large for You?
ID: l2-s31
INTRO: Answer each question aloud in a full sentence, using the words in parentheses and a clause with "who", "which", or "that".
INSTRUCTION: Answer using the words in parentheses.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any grammatically correct full sentence matching the pattern of the model answer; the adjective clause with "who", "which", or "that" is the point — a missing or wrong relative pronoun fails.

EXAMPLE
PROMPT: Is this the hat that's too big for you? (no, small)
RESPONSE: No, it's the one that's too small.

EXAMPLE
PROMPT: Do you know the name of the man who helped you? (yes)
RESPONSE: Yes, I know the name of the man who helped me.

PROMPT: Do you remember the clerk who sold you the radio? (yes)
RESPONSE: Yes, I remember the clerk who sold me the radio.

PROMPT: Is this the TV show that's always so boring? (no, exciting)
RESPONSE: No, it's the TV show that's always so exciting.

PROMPT: Does Sara know the person that wrote the letter? (yes)
RESPONSE: Yes, Sara knows the person that wrote the letter.

PROMPT: Was Dennis on the flight which left at noon? (no, ten minutes ago.)
RESPONSE: No, he was on the flight which left ten minutes ago.

PROMPT: Are you buying the jacket that has the silver buttons? (no, gold)
RESPONSE: No, I'm buying the jacket that has the gold buttons.

PROMPT: Does Maj West know the general who's visiting the base next week? (yes)
RESPONSE: Yes, Maj West knows the general who's visiting the base next week.

PROMPT: Are you the salesman who answered the phone? (no, Mr. Garza)
RESPONSE: No, Mr. Garza is the salesman who answered the phone.

PROMPT: Is this a store which sells old books and magazines? (no, new)
RESPONSE: No, it's a store which sells new books and magazines.

PROMPT: Is she the airman who wants to become a mechanic? (no, pilot)
RESPONSE: No, she's the airman who wants to become a pilot.

PROMPT: Is there a restaurant here that serves good fish? (yes)
RESPONSE: Yes, there's a restaurant here that serves good fish.


# Source: ST §The Pen That's on the Table Is Mine
$PRODUCE The Pen That's on the Table Is Mine
ID: l2-s32
INTRO: Now build the clause yourself. Complete each sentence in the blank, using "who", "which", or "that" and the words in parentheses.
INSTRUCTION: Type the words that complete each sentence.
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: (is/on table) The pen ____ is mine.
RESPONSE: The pen which is on the table is mine.
ACCEPT: which is on the table | that is on the table | that's on the table

EXAMPLE
TEMPLATE: (go/to mall) This is the bus ____.
RESPONSE: This is the bus that goes to the mall.
ACCEPT: that goes to the mall | which goes to the mall

EXAMPLE
TEMPLATE: (flew/plane) The lieutenant is the one ____.
RESPONSE: The lieutenant is the one who flew the plane.
ACCEPT: who flew the plane | that flew the plane

TEMPLATE: (just passed/us) The driver ____ was speeding.
RESPONSE: The driver who just passed us was speeding.
ACCEPT: who just passed us | that just passed us

TEMPLATE: (is/in parking lot) The truck ____ is Bob's.
RESPONSE: The truck which is in the parking lot is Bob's.
ACCEPT: which is in the parking lot | that is in the parking lot | that's in the parking lot

TEMPLATE: (helped/me/yesterday) The clerk ____ was very polite.
RESPONSE: The clerk who helped me yesterday was very polite.
ACCEPT: who helped me yesterday | that helped me yesterday

TEMPLATE: (was/on TV/last week) This is the same show ____.
RESPONSE: This is the same show that was on TV last week.
ACCEPT: that was on TV last week | which was on TV last week

TEMPLATE: (came/in the mail/today) That's the magazine ____.
RESPONSE: That's the magazine that came in the mail today.
ACCEPT: that came in the mail today | which came in the mail today

TEMPLATE: (took us/airport) He's the taxi driver ____.
RESPONSE: He's the taxi driver who took us to the airport.
ACCEPT: who took us to the airport | that took us to the airport

TEMPLATE: (will graduate/Thursday) These are the students ____.
RESPONSE: These are the students who will graduate on Thursday.
ACCEPT: who will graduate on Thursday | that will graduate on Thursday | who will graduate Thursday | that will graduate Thursday

TEMPLATE: (goes/to Chicago) Flight 123 is the one ____.
RESPONSE: Flight 123 is the one that goes to Chicago.
ACCEPT: that goes to Chicago | which goes to Chicago

TEMPLATE: (made/reservation) Mr. Jones is the travel agent ____.
RESPONSE: Mr. Jones is the travel agent who made the reservation.
ACCEPT: who made the reservation | that made the reservation | who made our reservation | that made our reservation

TEMPLATE: (taught me/speak Spanish) My grandfather is the person ____.
RESPONSE: My grandfather is the person who taught me to speak Spanish.
ACCEPT: who taught me to speak Spanish | that taught me to speak Spanish


# Source: ST §Put Two Sentences Together
$PRODUCE Put Two Sentences Together
ID: l2-s33
INTRO: The final step: take two short sentences and join them into one with "who", "which", or "that". Say the new sentence aloud.
INSTRUCTION: Combine the two sentences into one.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correct combination of the two sentences using "who", "which", or "that" that forms a valid complex sentence; the clause structure is the point.

EXAMPLE
PROMPT: That's the truck. It hit my car.
RESPONSE: That's the truck which hit my car.

EXAMPLE
PROMPT: The students passed the test. They studied.
RESPONSE: The students who studied passed the test.

PROMPT: This is the bus. It goes downtown.
RESPONSE: This is the bus that goes downtown.

PROMPT: That's the apartment. I live in it now.
RESPONSE: That's the apartment that I live in now.

PROMPT: I can't find the clerk. He helped me.
RESPONSE: I can't find the clerk who helped me.

PROMPT: Two cars hit the stop sign. It was on this corner.
RESPONSE: Two cars hit the stop sign that was on this corner.

PROMPT: The first exam is the one. It's the hardest.
RESPONSE: The first exam is the one that is the hardest.

PROMPT: Dr. Clark is the one. She gave me this medicine.
RESPONSE: Dr. Clark is the one who gave me this medicine.

PROMPT: The driver missed the turn. He was speeding.
RESPONSE: The driver who was speeding missed the turn.

PROMPT: The car belongs to his brother. Paul's driving it.
RESPONSE: The car that Paul is driving belongs to his brother.

$SESSION 2-8: Listening, Messages, and Main Ideas

# Source: LLA 2D Figure 1
$SELECT What Did You Hear?
ID: 11-2d-f1
INTRO: This last part pulls everything together: careful listening, phone messages, and finding the main idea. First, short dialogues — listen to each one and tap the best answer.
INSTRUCTION: Tap the correct answer.

EXAMPLE
PROMPT: "Please hurry, driver."\n— "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3}
TEMPLATE: The woman is ____.
OPTION: a | late
OPTION: b | early
OPTION: c | on time
ANSWER: a
FEEDBACK: The woman is late. {bk11-l2d-f1-ex-fb.mp3}

PROMPT: "How much does this car cost?"\n— "$32 a day." {bk11-l2d-f1-01.mp3}
TEMPLATE: He wants to ____ a car.
OPTION: a | buy
OPTION: b | rent
OPTION: c | borrow
ANSWER: b
FEEDBACK: He wants to rent a car. {bk11-l2d-f1-01-fb.mp3}

PROMPT: "What does your thermometer say?"\n— "102 degrees." {bk11-l2d-f1-02.mp3}
TEMPLATE: He has ____.
OPTION: a | a fever
OPTION: b | a stomachache
OPTION: c | a doctor's appointment
ANSWER: a
FEEDBACK: He has a fever. {bk11-l2d-f1-02-fb.mp3}

PROMPT: "Look at the side of my car."\n— "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3}
TEMPLATE: He's upset because ____.
OPTION: a | he hit her car
OPTION: b | she hit his car
OPTION: c | they hit another car
ANSWER: b
FEEDBACK: He's upset because she hit his car. {bk11-l2d-f1-03-fb.mp3}

PROMPT: "Would you like a cup of coffee?"\n— "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3}
OPTION: a | He doesn't like coffee.
OPTION: b | She doesn't have any tea.
OPTION: c | He doesn't want coffee or tea.
ANSWER: a
FEEDBACK: He doesn't like coffee. {bk11-l2d-f1-04-fb.mp3}

PROMPT: "How was your trip?"\n— "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3}
TEMPLATE: She was traveling by ____.
OPTION: a | bus
OPTION: b | train
OPTION: c | airplane
ANSWER: c
FEEDBACK: She was traveling by airplane. {bk11-l2d-f1-05-fb.mp3}

PROMPT: "Well, doctor, am I healthy?"\n— "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3}
TEMPLATE: She just had a ____.
OPTION: a | bad cold
OPTION: b | physical exam
OPTION: c | dentist's appointment
ANSWER: b
FEEDBACK: She just had a physical exam. {bk11-l2d-f1-06-fb.mp3}


# Source: LLA 2D Figure 5 (dialog 1)
$DIALOGUE Phone Message: The Spanish Book
ID: 11-2d-f5-c1
INTRO: Anne calls Carol — but Carol's out, so the roommate takes the message. Listen for how the message gets passed on.
INSTRUCTION: Listen to the conversation.

Anne: Hello. This is Anne. May I please speak with Carol? {bk11-l2d-f5-01a.mp3}
Roommate: She's not here right now. May I take a message? {bk11-l2d-f5-01b.mp3}
Anne: Yes, please. Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-01c.mp3}
Roommate: I'll be glad to. {bk11-l2d-f5-01d.mp3}
Anne: Thanks a lot. {bk11-l2d-f5-01e.mp3}
Roommate: Hi, Carol. Anne called while you were gone. {bk11-l2d-f5-01f.mp3}
Carol: What did she say? {bk11-l2d-f5-01g.mp3}
Roommate: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-01h.mp3}


# Source: LLA 2D Figure 5 (question 1)
$PRODUCE Question: The Spanish Book
ID: 11-2d-f5-q1
REFERENCE: 11-2d-f5-c1
INTRO: One question about the phone call. Answer aloud in a full sentence.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any complete sentence stating that Anne needs to borrow Carol's Spanish textbook.

PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-01-q.mp3}
RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-01-a.mp3}


# Source: LLA 2D Figure 5 (dialog 2)
$DIALOGUE The Lost Wallet
ID: 11-2d-f5-c2
INTRO: Alan lost his wallet at the mall — luckily someone honest found it first. Listen to how the message travels.
INSTRUCTION: Listen to the conversation.

Sam: Hey, Greg. {bk11-l2d-f5-02a.mp3}
Greg: Hi, Sam. {bk11-l2d-f5-02b.mp3}
Sam: Do you know where Alan is? {bk11-l2d-f5-02c.mp3}
Greg: I think he went to the mall. He won't be gone long. {bk11-l2d-f5-02d.mp3}
Sam: I have his wallet. I'll give it to him when he gets back. {bk11-l2d-f5-02e.mp3}
Greg: Okay, thanks. {bk11-l2d-f5-02f.mp3}
Sam: Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-02g.mp3}
Greg: Hi, Alan. That was a short shopping trip. {bk11-l2d-f5-02h.mp3}
Alan: I couldn't buy anything. I lost my wallet. {bk11-l2d-f5-02i.mp3}
Greg: Here it is. Greg just brought it back. {bk11-l2d-f5-02j.mp3}
Alan: Terrific. Where was it? {bk11-l2d-f5-02k.mp3}
Greg: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-02l.mp3}


# Source: LLA 2D Figure 5 (question 2)
$PRODUCE Question: The Lost Wallet
ID: 11-2d-f5-q2
REFERENCE: 11-2d-f5-c2
INTRO: One question about Alan's wallet. Answer aloud in a full sentence.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any complete sentence stating that the wallet was found in the commissary parking lot.

PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-02-q.mp3}
RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-02-a.mp3}


# Source: LLA 2A Figure 5 (paragraph 1)
$DIALOGUE Linda's Driving Habits
ID: 2a-f5-p1
INTRO: Now practice catching the main idea by ear. Listen to a short paragraph about Linda — you'll pick its main idea next.
INSTRUCTION: Listen to the paragraph.

LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01a.mp3}
LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-01b.mp3}
LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-01c.mp3}
LINE: When she's tired, she's very cautious. {bk11-l2a-f5-01d.mp3}
LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-01e.mp3}


# Source: LLA 2A Figure 5 (question 1)
$SELECT Main Idea: Linda
ID: 2a-f5-q1
REFERENCE: 2a-f5-p1
INTRO: What was that whole paragraph really about? Tap the main idea.
INSTRUCTION: Tap the main idea.

PROMPT: What is the main idea of the paragraph? {bk11-l2a-f5-01-q.mp3}
OPTION: a | Linda's car is new.
OPTION: b | Linda enjoys driving.
OPTION: c | Bad weather bothers Linda.
OPTION: d | Linda is a careful driver.
ANSWER: d
FEEDBACK: Linda is a careful driver. {bk11-l2a-f5-01-fb.mp3}


# Source: LLA 2A Figure 5 (paragraph 2)
$DIALOGUE Watching the Road
ID: 2a-f5-p2
INTRO: One more listening paragraph — this one about where a driver's eyes should be.
INSTRUCTION: Listen to the paragraph.

LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-02a.mp3}
LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-02b.mp3}
LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-02c.mp3}
LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-02d.mp3}


# Source: LLA 2A Figure 5 (question 2)
$SELECT Main Idea: Watching the Road
ID: 2a-f5-q2
REFERENCE: 2a-f5-p2
INTRO: Tap the main idea of the paragraph you just heard.
INSTRUCTION: Tap the main idea.

PROMPT: What is the main idea of the paragraph?
OPTION: a | Cars should be able to stop quickly.
OPTION: b | Drivers should always watch the road.
OPTION: c | Animals and children can cause accidents.
OPTION: d | Other people in the car shouldn't talk to the driver.
ANSWER: b
FEEDBACK: Drivers should always watch the road. {bk11-l2a-f5-02-fb.mp3}

# SKIPPED (book): ST Listening Skill "WHAT'S THE TOPIC OF THE PARAGRAPH? WHAT'S THE MAIN IDEA?" (p. 62) — instructor-read listening passage with no printed text.

# Source: ST §Reading: Colds and Sickness — Paragraph 1
$GRAMMAR Reading: Colds and Sickness — Paragraph 1
ID: l2-s34-r-p1
READING
INTRO: Now do the same thing with your eyes instead of your ears. Read the paragraph carefully — you'll write its topic and main idea right after.

CARD: **Paragraph 1.** When you have colds, don't give them to other people. Cover your nose when you sneeze, and cover your mouth when you cough. Take your medicine, and follow your doctor's advice. When you have a fever, or your cold gets worse, stay home and rest. You'll get well quicker, and your friends and family will be happier. They don't want to catch your cold.


# Source: ST §Topic and Main Idea — Paragraph 1
$PRODUCE Topic and Main Idea — Paragraph 1
ID: l2-s34-p1
REFERENCE: l2-s34-r-p1
INTRO: Type the topic in a word or two, then the main idea in a sentence. Reopen the paragraph any time.
INSTRUCTION: Type the topic and main idea. Reopen the text any time.
INPUT: type
CHECK: llm
RUBRIC: Accept any phrase or sentence that accurately captures the topic (colds / preventing the spread of colds) and the main idea (don't give your cold to other people / take precautions when you have a cold).

PROMPT: What is the topic?
RESPONSE: colds

PROMPT: What is the main idea?
RESPONSE: When you have a cold, you should take care of yourself and avoid giving it to other people.


# Source: ST §Reading: Safe Driving Rules — Paragraph 2
$GRAMMAR Reading: Safe Driving Rules — Paragraph 2
ID: l2-s34-r-p2
READING
INTRO: Paragraph two — a confusing sentence with a serious point. Read it carefully.

CARD: **Paragraph 2.** "Be careful of the driver in the car behind the car ahead of you." This sentence looks confusing, but it's one of the most important rules in safe driving. Other drivers aren't the only ones who might be careless; we might make a careless mistake on the highway, too. We should worry about other drivers, but we should also be sure that we're driving cautiously.


# Source: ST §Topic and Main Idea — Paragraph 2
$PRODUCE Topic and Main Idea — Paragraph 2
ID: l2-s34-p2
REFERENCE: l2-s34-r-p2
INTRO: Same job: type the topic, then the main idea. Reopen the paragraph if you need it.
INSTRUCTION: Type the topic and main idea. Reopen the text any time.
INPUT: type
CHECK: llm
RUBRIC: Accept any phrase or sentence that accurately identifies the topic (safe driving / driving cautiously) and the main idea (we must drive cautiously and be aware of our own driving as well as others).

PROMPT: What is the topic?
RESPONSE: safe driving

PROMPT: What is the main idea?
RESPONSE: Drivers should be careful of other drivers and make sure they drive cautiously themselves.


# Source: ST §Reading: Speed Limits — Paragraph 3
$GRAMMAR Reading: Speed Limits — Paragraph 3
ID: l2-s34-r-p3
READING
INTRO: Last paragraph: who decides what a speed limit sign should say?

CARD: **Paragraph 3.** Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway. Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation? The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher.


# Source: ST §Topic and Main Idea — Paragraph 3
$PRODUCE Topic and Main Idea — Paragraph 3
ID: l2-s34-p3
REFERENCE: l2-s34-r-p3
INTRO: One more time: topic, then main idea. Reopen the paragraph any time.
INSTRUCTION: Type the topic and main idea. Reopen the text any time.
INPUT: type
CHECK: llm
RUBRIC: Accept any phrase or sentence that accurately states the topic (speed limits / determining speed limits) and the main idea (many factors determine what the speed limit should be on a road).

PROMPT: What is the topic?
RESPONSE: speed limits

PROMPT: What is the main idea?
RESPONSE: Several factors determine the speed limit on different streets and highways.


# Source: LLA 2C Figure 7
$PRODUCE Dictation
ID: 11-2c-f7
INTRO: Last activity of the lesson. Listen to each sentence and type it exactly — capital letters and punctuation count. Then you can park this lesson for good.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
INPUT: type
CHECK: exact
NORMALIZE: strict

PROMPT: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01.mp3}

PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}

PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}

PROMPT: Yes, he will. {bk11-l2c-f7-04.mp3}
RESPONSE: Yes, he will. {bk11-l2c-f7-04.mp3}

PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}

PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}