$MODULE Book 12 · Lesson 1: What Will Happen If...? {st-page_009_001.jpg|A collage of various scenes depicting people enjoying outdoor activities, beach scenes, and weather elements}
DESCRIPTION: Weather and beach vocabulary, conditional sentences with "if", talking about feelings, and the present perfect with "for" and "since" — plus listening for numbers, sound practice, and short readings.
INTRO: In this lesson you'll learn to talk about the weather and the beach, to say what will happen "if" something else happens, and to say how long things have lasted. First, the new words — listen to each sentence and repeat it.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: calm
LINE: If the sea is calm, we can take the baby on the boat. {bk12-l1a-f1-01.mp3}
VOCAB: beach
LINE: The Wilsons enjoyed their vacation at the beach. {bk12-l1a-f1-02.mp3}
VOCAB: wind
LINE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-03.mp3}
VOCAB: to slip
LINE: Joey spilled some water on the floor. His mother slipped and fell down. {bk12-l1a-f1-04.mp3}
VOCAB: clear
LINE: There are no clouds in the sky. It's a beautiful clear day. {bk12-l1a-f1-05.mp3}
VOCAB: deep
LINE: Alice never swims in the deep part of the lake. {bk12-l1a-f1-06.mp3}
VOCAB: frightened
LINE: The children were frightened when the lights went out. {bk12-l1a-f1-07.mp3}
# Source: LLA 1A vocabulary Q&A
$PRODUCE Answer About the New Words
ID: 12-1a-qa
INTRO: The same sentences come back as questions — a quick memory check. Answer aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Can we take the baby on the boat? {bk12-l1a-f1-qa-01-q.mp3}
RESPONSE: We can take the baby on the boat if the sea is calm. {bk12-l1a-f1-qa-01-a.mp3}
PROMPT: Where did the Wilsons go on their vacation? {bk12-l1a-f1-qa-02-q.mp3}
RESPONSE: They went to the beach. {bk12-l1a-f1-qa-02-a.mp3}
PROMPT: When do you like to be on the beach? {bk12-l1a-f1-qa-03-q.mp3}
RESPONSE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-qa-03-a.mp3}
$DIALOGUE Where's Carl? {st-page_013_001.jpg|A thought bubble showing a man at a desk thinking about another man waving; in the foreground, two women talk at an airport terminal near Gate 1 with an airplane visible outside the window}
ID: l1-s3
INTRO: The letter worked — Mary lands at the airport. Her husband Carl stayed home, though. Listen to why, and repeat each line.
| Tom can come<br>Tom could come<br>Tom may come<br>Tom might come<br>Tom should come<br>Tom must come<br>Tom has to come<br>Tom is able to come | if he doesn't have to study. |
| Can you read my paper<br>Could you read my paper<br>Will you read my paper<br>Would you read my paper<br>Are you going to read my paper | if you have time? |
# Source: ST §If We Go to the Beach, We'll Have a Good Time
$DIALOGUE If We Go to the Beach, We'll Have a Good Time {st-page_021_001.jpg|Two young men talking inside a room while looking out towards a beach scene}
ID: l1-s12
INTRO: Bob and Don plan a beach trip — if the weather, the job, and the calendar all cooperate. Read the dialog and notice the "if" clauses.
INSTRUCTION: Read the dialog and study the patterns.
PROMPT: Mother won't let us swim there. {bk12-l1a-f6-07.mp3}
ANSWER: f
FEEDBACK: Mother won't let us swim there if the water is too deep.
PROMPT: If the weather clears up... {bk12-l1a-f6-08.mp3}
ANSWER: d
FEEDBACK: If the weather clears up, we'll go out on the boat.
# Source: ST §If You Can't Drive Your Car, I'll Drive Mine
$PRODUCE Combine the Sentences with "If"
ID: l1-s13
INTRO: Two short sentences become one conditional. Say the combined sentence with "if" — either half can come first.
INSTRUCTION: Combine the two sentences into one sentence using "if".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correct combination using "if" in either order.
EXAMPLE
PROMPT: Tom can't go. Let's ask Mark.
RESPONSE: If Tom can't go, let's ask Mark.
EXAMPLE
PROMPT: We can ask Ken. Mark can't go.
RESPONSE: We can ask Ken if Mark can't go.
PROMPT: A lot of people are there. We can go to South Beach.
RESPONSE: If a lot of people are there, we can go to South Beach.
PROMPT: I won't be able to drive. My dad needs the car.
RESPONSE: I won't be able to drive if my dad needs the car.
PROMPT: I'll buy some soft drinks. I have enough money.
RESPONSE: I'll buy some soft drinks if I have enough money.
PROMPT: Do you think Tom will come? We ask him.
RESPONSE: Do you think Tom will come if we ask him?
PROMPT: You forget. I'll talk to him in class tomorrow.
RESPONSE: If you forget, I'll talk to him in class tomorrow.
# Source: ST §Shopping List
$GRAMMAR The Shopping List
ID: l1-s14
INTRO: Bob and Don have exactly five dollars and a list of prices. Study the list — the next two activities are about what that money can buy.
CARD: Bob and Don want to buy food for their trip to the beach. They only have **$5.00** to spend.
SUMMARY:
| ITEM | PRICE |
|---|---|
| sodas | $2.50 |
| potato chips | $1.35 |
| corn chips | $1.40 |
| paper cups | $1.10 |
| bread | $ .80 |
| meat | $2.75 |
| fruit | $2.00 |
| ice | $ .75 |
| cookies | $1.75 |
# Source: ST §What Can They Buy?
$PRODUCE What Can They Buy?
ID: l1-s15
REFERENCE: l1-s14
INTRO: Five dollars doesn't go far. For each pair of cues, say whether Bob and Don can buy the second thing "if" they buy the first. Open the shopping list whenever you need it.
INSTRUCTION: Make a sentence with "if". Check the shopping list.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key for whether the items fit the $5.00 budget; accept any correct conditional sentence with "if" expressing the same can or can't conclusion.
EXAMPLE
TEMPLATE: sodas / potato chips
RESPONSE: If they buy sodas, they can buy potato chips, too.
EXAMPLE
TEMPLATE: sodas and potato chips / corn chips
RESPONSE: If they get sodas and potato chips, they can't get corn chips.
TEMPLATE: sodas and ice / paper cups
RESPONSE: If they buy sodas and ice, they can buy paper cups, too.
TEMPLATE: sodas and fruit / paper cups
RESPONSE: If they buy sodas and fruit, they can't buy paper cups.
TEMPLATE: bread and meat / potato chips
RESPONSE: If they buy bread and meat, they can buy potato chips, too.
TEMPLATE: sodas / meat
RESPONSE: If they buy sodas, they can't buy meat.
TEMPLATE: fruit / cookies
RESPONSE: If they buy fruit, they can buy cookies, too.
TEMPLATE: meat and bread / fruit
RESPONSE: If they buy meat and bread, they can't buy fruit.
TEMPLATE: potato chips / meat
RESPONSE: If they buy potato chips, they can buy meat, too.
TEMPLATE: cookies / bread and meat
RESPONSE: If they buy cookies, they can't buy bread and meat.
TEMPLATE: paper cups and ice / sodas and corn chips
RESPONSE: If they buy paper cups and ice, they can buy sodas, but they can't buy corn chips.
# Source: ST §Can They Buy It?
$PRODUCE Can They Buy It?
ID: l1-s16
REFERENCE: l1-s14
INTRO: Same list, same five dollars — but now you ask the question and answer it. Ask with "if", then give the yes-or-no answer.
INSTRUCTION: Ask and answer a question with "if". Check the shopping list.
INPUT: speak
CHECK: llm
RUBRIC: Treat the model answer as the factual key for the $5.00 budget; accept a question using "if" about the cue items plus the matching correct yes/no answer.
EXAMPLE
TEMPLATE: fruit / meat
RESPONSE: If they buy fruit, can they buy meat, too?\n— Yes, they can.
EXAMPLE
TEMPLATE: fruit / cookies and corn chips
RESPONSE: If they get fruit, can they get cookies and corn chips, too?\n— No, they can't.
TEMPLATE: meat / bread and potato chips
RESPONSE: Can they buy meat if they buy bread and potato chips?\n— Yes, they can.
TEMPLATE: potato chips and corn chips / cookies
RESPONSE: Can they get potato chips and corn chips if they get cookies?\n— Yes, they can.
TEMPLATE: bread and fruit / sodas and ice
RESPONSE: If they buy bread and fruit, can they buy sodas and ice, too?\n— No, they can't.
TEMPLATE: potato chips and bread / fruit and ice
RESPONSE: If they buy potato chips and bread, can they buy fruit and ice, too?\n— Yes, they can.
TEMPLATE: sodas, ice, and paper cups / anything else
RESPONSE: If they buy sodas, ice, and paper cups, can they buy anything else?\n— No, they can't.
# Source: ST §What Will Happen If...?
$PRODUCE What Will Happen If...?
ID: l1-s17
INTRO: Look at each picture and its cues, then ask what will happen "if" — and answer your own question. Fortune-telling, but with grammar.
INSTRUCTION: Ask and answer a question using "if".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any correct conditional question and matching answer based on the situation described.
EXAMPLE
PROMPT: Ken wants to *try to pass the truck*. He can't see over the hill. *He'll hit the other car.* {st-page_025_001.jpg|A car driving behind a large box truck on a two-lane road going uphill; another car is approaching from the opposite direction over the hill crest}
RESPONSE: What will happen if Ken tries to pass the truck?\n— If Ken tries to pass the truck, he'll hit the other car.
PROMPT: Grace should *slow down*. *The policeman will give her a ticket.* {st-page_025_002.jpg|A car driving down a road towards a movie theater with a policeman standing near the entrance watching the car}
RESPONSE: What will happen if Grace doesn't slow down?\n— If Grace doesn't slow down, the policeman will give her a ticket.
PROMPT: Carmen has to *be careful*. *She may slip on the ice and fall.* {st-page_025_003.jpg|A woman walking carefully across an icy patch of pavement while two men watch her}
RESPONSE: What will happen if Carmen isn't careful?\n— If Carmen isn't careful, she may slip on the ice and fall.
PROMPT: Jim and Ted *might have to walk to school*. *They need to hurry.* {st-page_026_001.jpg|Children standing near a school bus while the driver gets in}
RESPONSE: What will happen if Jim and Ted don't hurry?\n— If Jim and Ted don't hurry, they might have to walk to school.
PROMPT: Bob *doesn't think that he has enough cash*. *He will have to write a check.* {st-page_026_002.jpg|A man standing at a checkout counter with a bag of groceries, reaching into his pocket while the cashier waits}
RESPONSE: What will happen if Bob doesn't have enough cash?\n— If Bob doesn't have enough cash, he will have to write a check.
$SESSION 1-3: Calm, Glad, and Frightened
# Source: LLA 1B vocabulary presentation
$DIALOGUE New Words: Remain, Belong, No Longer
ID: 12-1b-vocab
INTRO: In this part you'll learn words for feelings and everyday situations, and meet a serious storm. First the new words — listen to each sentence and repeat it.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
VOCAB: to remain
LINE: Tim remained in France after his family left. {bk12-l1b-f1-01.mp3}
VOCAB: to belong
LINE: This jacket belongs to Martha. It's hers. {bk12-l1b-f1-02.mp3}
LINE: The weather in London is very humid. It rains a lot. {bk12-l1b-f1-03.mp3}
INTRO: Now build your own sentences with "stay" and "remain". For each cue, make a sentence using "stay" or "remain" plus an adjective like "calm", "quiet", "happy", "sad", "angry", or "cool".
INSTRUCTION: Make a sentence with "stay" or "remain", an adjective, and the cue.
RUBRIC: Accept any grammatically correct and logical sentence combining "stay" or "remain", an adjective such as angry, happy, sad, calm, quiet, or cool, and the cue phrase.
INTRO: In this part you'll learn a tense for saying how long: the present perfect. Listen to the sentences with "for" and "since", and repeat each one.
CARD: Use the **past tense** for situations at a definite time in the past. Use the **present perfect** for indefinite past time or situations continuing to the present.
| COMPARISON OF PAST TENSE AND PRESENT PERFECT TENSE |
|---|
| We use **past tense** to describe situations that happened at a **definite time** in the past. |
| We use **present perfect tense** to describe situations that have happened at an **indefinite time** (or times) in the past, or situations that have begun in the past and have continued to the present. |
# Source: ST §How Long Has the Engine Sounded Like This?
$DIALOGUE How Long Has the Engine Sounded Like This?
ID: l1-s25
INTRO: Two everyday conversations — a noisy engine and a shrinking skirt. Gwen has a theory about the skirt. Read the dialogs and watch the "has" and "have" forms.
INSTRUCTION: Read the dialogs and study the patterns.
CARD: In the present perfect tense, we use **for** to show how long something lasted, and **since** to show when something began.
{Peter's lived in San Francisco for three years.}
{Lieutenant Martin has eaten here every Friday since 1984.}
SUMMARY:
| FOR | SINCE |
|---|---|
| {15 minutes} | {8:30} |
| {several hours} | {yesterday} |
| {five days} | {a week ago} |
| {two weeks} | {last week} |
| {six months} | {June} |
| {three years} | {1990} |
# Source: ST §For or Since?
$PRODUCE "For" or "Since"?
ID: l1-s29
REFERENCE: l1-s28
INTRO: Turn each sentence into the present perfect and add a "for" or "since" time expression — your choice, as long as it fits. Open the table if you need ideas.
INSTRUCTION: Make a present perfect sentence with "for" or "since".
RUBRIC: Accept any grammatically correct present perfect sentence based on the prompt with a plausible "for" or "since" time expression; the specific time phrase is the learner's choice.
PROMPT: Lee: Have you been here for a long time?\nTed: No, I've only *lived* in Houston for a year.
RESPONSE: Has Ted lived in Houston for a long time?\n— No, he hasn't. He's only lived there for a year.
PROMPT: Mike: Have you *known* Trudy very long?\nLuis: I've known her since she was a child.
RESPONSE: Has Luis known Trudy since she was a child?\n— Yes, he has.
PROMPT: Mike: Dale says he's *known* Trudy for a long time too.\nLuis: That's not true. He met her at the beach last month.
RESPONSE: Has Dale known Trudy for a long time?\n— No, he hasn't. He met her last month.
PROMPT: Kate: How long have you and Ron *owned* this house?\nJane: Not long. Just since last summer.
RESPONSE: Have Jane and Ron owned the house for a long time?\n— No, they haven't. Just since last summer.
PROMPT: Jane: Did you and Joe buy your house when you got married?\nKate: Yes. We've *owned* it since 1982.
RESPONSE: Have Kate and Joe owned their house since 1982?\n— Yes, they have.
PROMPT: Al: How have you *felt* this week?\nEd: Not good. I've been tired for several days.
RESPONSE: Has Ed felt good this week?\n— No, he hasn't. He has been tired for several days.
PROMPT: Al: How have you *felt* since you started going to the gym?\nEd: I've felt great since I started going there every day.
RESPONSE: Has Ed felt great since he started going to the gym?\n— Yes, he has.
# Source: ST §Daisy and Donald
$DIALOGUE Daisy and Donald
ID: l1-s31
INTRO: Meet Daisy and Donald, their tired old car, and a helpful nephew at the bank. Read the story — questions follow.
INSTRUCTION: Read the story.
Narrator: Daisy and Donald have wanted to buy a new car for a long time.
Narrator: They have driven Donald's old car since they were married.
Narrator: During the last year, they've had large auto repair bills almost every month.
Narrator: For the last few weeks, they have thought about borrowing the money to buy a new car.
Narrator: They have talked for several days with Hubert D. Louis.
Narrator: Hubert is a nephew of Donald's who has worked at the Golden State Bank for 20 years.
Narrator: He has known Donald and Daisy since he was a child.
Narrator: Donald and Daisy have lived in Los Angeles near Hubert and his brothers for many years and have always worked for the Easy Entertainment Company.
Narrator: Hubert has felt that his uncle's old car was too crowded ever since Donald got it.
Narrator: He is happy to lend Donald and Daisy the money for a new one.
# Source: ST §Questions: Daisy and Donald
$PRODUCE Questions About Daisy and Donald
ID: l1-s32
REFERENCE: l1-s31
INTRO: Now turn each fact from the story into a question starting with the cue word, and answer it. Open the story any time.
INSTRUCTION: Ask and answer a question starting with the given question word.
RUBRIC: Treat the model answer as the factual key. Accept an accurate question starting with the cue word in the present perfect tense and a matching short answer with the same fact.
INTRO: This part puts your "if" sentences to work in real conversations. First: Paul wants to drive home in truly awful weather. Listen and repeat each line.
# Source: ST §What Might, Will, or Can Happen If ...?
$PRODUCE What Might, Will, or Can Happen?
ID: l1-s23
INTRO: Now invent your own conditionals. For each cue, ask what might, will, or can happen "if" it comes true — then answer your own question.
INSTRUCTION: Ask and answer a question using might, will, or can with the cue.
INPUT: speak
CHECK: llm
RUBRIC: Accept any correct conditional question and matching answer using might, will, or can and the provided cue words; the specific consequence is the learner's choice as long as it is logical.
EXAMPLE
TEMPLATE: lose your airplane ticket for home
RESPONSE: What might happen if you lose your airplane ticket for home?\n— If I lose my airplane ticket for home, I might call my government to send another one.
TEMPLATE: books fall in the lake
RESPONSE: What will happen if your books fall in the lake?\n— If my books fall in the lake, they will get wet and ruined.
TEMPLATE: don't have money
RESPONSE: What can happen if you don't have money?\n— If I don't have money, I can't buy lunch.
TEMPLATE: lose your wallet
RESPONSE: What might happen if you lose your wallet?\n— If I lose my wallet, someone might turn it in to the police.
TEMPLATE: break someone's window
RESPONSE: What will happen if you break someone's window?\n— If I break someone's window, I'll have to pay for it.
TEMPLATE: have a car accident
RESPONSE: What can happen if you have a car accident?\n— If you have a car accident, your car can be damaged.
TEMPLATE: slip on the stairs
RESPONSE: What might happen if you slip on the stairs?\n— If you slip on the stairs, you might hurt your back.
TEMPLATE: win a million dollars
RESPONSE: What will happen if you win a million dollars?\n— If I win a million dollars, I will buy a new house.
TEMPLATE: find a gold ring
RESPONSE: What can happen if you find a gold ring?\n— If you find a gold ring, you can try to find its owner.
TEMPLATE: class is cancelled
RESPONSE: What might happen if class is cancelled?\n— If class is cancelled, we might go to the library to study.
TEMPLATE: get a promotion
RESPONSE: What will happen if you get a promotion?\n— If I get a promotion, I'll make more money.
INTRO: One last part to sharpen your ears and eyes: catching numbers, matching sounds, and reading for meaning. First, listen to a paragraph about a Navy career — and try to catch every number in it.
INTRO: Word detective work: each new clue tells you whether a guess about the underlined word "may be" true, "is" true, or "is not" true. Type "may be", "is", or "is not" in each blank.
INSTRUCTION: Type "may be", "is not", or "is" based on the clues in the sentence.
# SKIPPED (book): Writing Skills "READ AND LISTEN. TAKE NOTES. SUMMARIZE." (ST pp. 24–26) and "READ AND LISTEN. UNDERLINE AND NUMBER." (ST p. 27) — instructor-read oral questions with no recorded stimuli; dropped.
CARD: **Paragraph 1.** During the last part of the 1800's, people in the United States and Switzerland made machines that could make clocks. These machines made clocks faster and cheaper than men could. They made many different kinds of clocks. Some were alarm clocks. Others told the day, month, and year as well as the time.
INTRO: Write a short summary of the paragraph — one or two sentences, your own words. You can reopen the text any time.
INSTRUCTION: Write a 1–2 sentence summary of the paragraph. Reopen the text any time.
INPUT: type
CHECK: llm
RUBRIC: Accept any 1–2 sentence summary mentioning that in the late 1800s machines were invented in the US and Switzerland to make clocks faster, cheaper, and in many varieties.
RESPONSE: In the late 1800s, people in the United States and Switzerland invented machines that made various kinds of clocks faster and cheaper than people could.
CARD: **Paragraph 2.** Man needs machines to help him study the things that live and grow in the ocean. There have been several machines made in the past, but man couldn't make a careful study using them. Today we have a better machine to help us study the ocean. It's a vehicle which, like an automobile, can move to the places we want to study under water. It has large windows which make it easy to see, and it can stay underwater a long time.
INTRO: Write your last summary — one or two sentences. And that's the whole lesson: weather, "if", and how long things have lasted. Nicely done.
INSTRUCTION: Write a 1–2 sentence summary of the paragraph. Reopen the text any time.
INPUT: type
CHECK: llm
RUBRIC: Accept any 1–2 sentence summary stating that modern underwater vehicles allow people to travel underwater, see clearly through large windows, and study ocean life better than past machines.
