alc-english/book-4-lesson-3.module

$MODULE Book 4 · Lesson 3: Clothing and Ability
FORMAT: 2
DESCRIPTION: Learn clothing vocabulary, verbs for dressing, and express ability, necessity, and permission with can, must, and may.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues
VOICE_RESPONSE: schedar | Model answers
VOICE: Capt_Collins | achernar | Male military officer
VOICE: Capt_Andrews | schedar | Male military officer
VOICE: Alan | achernar | Male speaker
VOICE: Paul | achird | Male speaker
VOICE: Beth | gacrux | Female speaker
VOICE: Jane | aoede | Female speaker
VOICE: Lt_Martin | achernar | Male officer
VOICE: Maj_Mills | schedar | Male officer
VOICE: Sgt_Cole | achernar | Male student
VOICE: Sgt_Ward | schedar | Male soldier
VOICE: Teacher | aoede | Female teacher
VOICE: Bert | achernar | Male student
VOICE: Greg | achird | Male student
VOICE: David | schedar | Male student
VOICE: Donald | achernar | Male speaker
VOICE: Robert | achird | Male speaker
VOICE: Little_girl | aoede | Young female child
VOICE: Mother | aoede | Female parent

# ==============================================================================
$LESSON 3-1: Clothing Vocabulary

# --- Source: LLA 3A Figure 1 (Part 1) -----------------------------------------
$DIALOGUE Men's Clothing
INTRO: Time to learn some clothing words. Look at the pictures and repeat each item.
INSTRUCTION: Repeat each word.
REPEAT

VOCAB: hat
LINE: Hat. {page_045_001.jpg} {bk04-l3a-f1-01.mp3}

VOCAB: shirt
LINE: Shirt. {page_045_001.jpg} {bk04-l3a-f1-02.mp3}

VOCAB: necktie
VOCAB: tie
LINE: Necktie. Tie. {page_045_001.jpg} {bk04-l3a-f1-03.mp3}

VOCAB: belt
LINE: Belt. {page_045_001.jpg} {bk04-l3a-f1-04.mp3}

VOCAB: trousers
VOCAB: pants
LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3}

VOCAB: T-shirt
LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3}

# --- Source: LLA 3B Figure 1 (Part 1) -----------------------------------------
$DIALOGUE Women's Clothing
INTRO: Now let's look at women's clothing. Listen and repeat.
INSTRUCTION: Repeat each word.
REPEAT

VOCAB: suit
LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3}

VOCAB: blouse
LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3}

VOCAB: dress
LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3}

VOCAB: shoes
LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3}

VOCAB: stockings
LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3}

VOCAB: sweater
LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3}

VOCAB: skirt
LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3}

VOCAB: socks
LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3}

# --- Source: LLA 3B Figure 2 (Part 1) -----------------------------------------
$DIALOGUE Casual and Cold Weather Clothing
INTRO: What about jackets, coats, and things for cold days? Listen and repeat.
INSTRUCTION: Repeat each word.
REPEAT

VOCAB: jacket
LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3}

VOCAB: slacks
LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3}

VOCAB: scarf
LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3}

VOCAB: coat
LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3}

VOCAB: boots
LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3}

VOCAB: gloves
LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3}

# --- Source: ST "These Are Joe's Clothes" -------------------------------------
$DIALOGUE Joe's Clothes {st-page_063_001.jpg}
INTRO: Here's Joe's closet. Let's see what he has.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: coat
VOCAB: coats
LINE: Those are Joe's coats. {st-page_063_001.jpg}

VOCAB: suit
VOCAB: suits
LINE: Those are his suits. {st-page_063_001.jpg}

VOCAB: shirt
VOCAB: shirts
LINE: Those are his shirts. {st-page_063_001.jpg}

VOCAB: boot
VOCAB: boots
LINE: Those are his boots. {st-page_063_001.jpg}

VOCAB: slacks
VOCAB: trousers
VOCAB: pants
LINE: Those are his slacks and trousers. {st-page_063_001.jpg}

VOCAB: tie
VOCAB: necktie
LINE: Those are his neckties. {st-page_063_001.jpg}

VOCAB: belt
LINE: That's his belt. {st-page_063_001.jpg}

VOCAB: jacket
LINE: That's his jacket. {st-page_063_001.jpg}

VOCAB: socks
LINE: His socks are in there. {st-page_063_001.jpg}

VOCAB: hat
VOCAB: cap
LINE: That's his hat and his cap. {st-page_063_001.jpg}

# --- Source: ST "This Is Donald, Jacques, and Robert" -------------------------
$PRODUCE What Are They Wearing? {st-page_064_001.jpg}
INTRO: Look at Donald, Jacques, and Robert. Ask and answer questions about what they're wearing.
INSTRUCTION: Use the picture to ask and answer about their clothes.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word.

EXAMPLE
PROMPT: shirt
RESPONSE: What is Donald wearing? He's wearing a shirt.

EXAMPLE
PROMPT: boots
RESPONSE: Is Robert wearing boots? I don't know.

PROMPT: shoes
RESPONSE: Are they wearing shoes? Yes, they are wearing shoes.

PROMPT: suit
RESPONSE: Who is wearing a suit? Donald is wearing a suit.

PROMPT: jacket
RESPONSE: What is Robert wearing? He is wearing a jacket.

PROMPT: socks
RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks.

PROMPT: pants
RESPONSE: Are they wearing pants? Yes, they are wearing pants.

PROMPT: slacks
RESPONSE: What is Jacques wearing? He's wearing slacks.

PROMPT: belt
RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt.

PROMPT: necktie
RESPONSE: Who is wearing a necktie? Donald is wearing a necktie.

# ==============================================================================
$LESSON 3-2: Getting Dressed

# --- Source: LLA 3A Figure 1 (Part 2) -----------------------------------------
$DIALOGUE Verbs for Clothing
INTRO: Now let's learn the verbs for putting clothes on and taking them off. Listen and repeat.
INSTRUCTION: Repeat each word.
REPEAT

LINE: wears {bk04-l3a-f1-07.mp3}
LINE: wore {bk04-l3a-f1-08.mp3}
LINE: wear {bk04-l3a-f1-09.mp3}
LINE: takes off {bk04-l3a-f1-10.mp3}
LINE: puts on {bk04-l3a-f1-11.mp3}
LINE: clothes {bk04-l3a-f1-12.mp3}
LINE: took off {bk04-l3a-f1-13.mp3}
LINE: put on {bk04-l3a-f1-14.mp3}

# --- Source: ST "He Took Off His Shoe" ----------------------------------------
$DIALOGUE Take Off and Put On
INTRO: There are two ways to say these phrases. Both are correct. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: take off
VOCAB: took off
LINE: He's taking off his sock. {st-page_065_001.jpg}
LINE: He's taking his sock off. {st-page_065_001.jpg}
LINE: He took off his shoe. {st-page_065_001.jpg}
LINE: He took his shoe off. {st-page_065_001.jpg}

VOCAB: put on
LINE: He's putting on his glove. {st-page_065_002.jpg}
LINE: He's putting his glove on. {st-page_065_002.jpg}
LINE: He put on his sweater and coat. {st-page_065_002.jpg}
LINE: He put his sweater and coat on. {st-page_065_002.jpg}

# --- Source: LLA 3A Figure 1 (Part 3) -----------------------------------------
$DIALOGUE Captain Collins Gets Dressed
INTRO: Listen to what Captain Collins wears and what he does after work.
INSTRUCTION: Listen to the paragraphs.

LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3}
LINE: He wore a necktie today. {bk04-l3a-f1-16.mp3}
LINE: He doesn't wear a tie every day. {bk04-l3a-f1-17.mp3}
LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-18.mp3}
LINE: He has six of these shirts. {bk04-l3a-f1-19.mp3}
LINE: He's wearing a new belt. {bk04-l3a-f1-20.mp3}
LINE: He has a new hat, too. {bk04-l3a-f1-21.mp3}

LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-22.mp3}
LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3}
LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3}
LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3}

# --- Source: LLA 3A Figure 1 (Part 4) -----------------------------------------
$PRODUCE Captain Collins: Questions
INTRO: Now answer questions about Captain Collins. Answer in a full sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-26-q.mp3}
RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-26-a.mp3}

PROMPT: Did he wear a necktie today? {bk04-l3a-f1-27-q.mp3}
RESPONSE: He wore a necktie today. {bk04-l3a-f1-27-a.mp3}

PROMPT: Does he wear a tie every day? {bk04-l3a-f1-28-q.mp3}
RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-28-a.mp3}

PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-29-q.mp3}
RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-29-a.mp3}

PROMPT: How many of these shirts does he have? {bk04-l3a-f1-30-q.mp3}
RESPONSE: He has six of these shirts. {bk04-l3a-f1-30-a.mp3}

PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-31-q.mp3}
RESPONSE: He's wearing a new belt. {bk04-l3a-f1-31-a.mp3}

PROMPT: Does he have a new hat, too? {bk04-l3a-f1-32-q.mp3}
RESPONSE: He has a new hat, too. {bk04-l3a-f1-32-a.mp3}

PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-33-q.mp3}
RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-33-a.mp3}

PROMPT: What does he put on? {bk04-l3a-f1-34-q.mp3}
RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-34-a.mp3}

PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-35-q.mp3}
RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3}

PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3}
RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3}

# --- Source: LLA 3A Figure 2 --------------------------------------------------
$SELECT True or False: Clothing
INTRO: Are these statements true or false? Listen and tap your answer.
INSTRUCTION: Tap True or False.
OPTION: t | True
OPTION: f | False

EXAMPLE
PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3}
ANSWER: t

PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3}
ANSWER: t

PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3}
ANSWER: t

PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3}
ANSWER: t

PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3}
ANSWER: f

PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3}
ANSWER: f

# --- Source: LLA 3B Figure 1 (Part 2) -----------------------------------------
$DIALOGUE Joan's Work Clothes
INTRO: Let's hear about Joan and what she wears to work and to class.
INSTRUCTION: Listen to the paragraph.

LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3}
LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3}
LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3}
LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3}
LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3}
LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3}
LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3}
LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3}

# --- Source: LLA 3B Figure 1 (Part 3) -----------------------------------------
$PRODUCE Joan's Work Clothes: Questions
INTRO: Answer questions about Joan. Speak your answer, then repeat the correct one.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: What does Joan wear to work? {bk04-l3b-f1-17-q.mp3}
RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-17-a.mp3}

PROMPT: What did she wear yesterday? {bk04-l3b-f1-18-q.mp3}
RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-18-a.mp3}

PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-19-q.mp3}
RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-19-a.mp3}

PROMPT: Did the women wear stockings, too? {bk04-l3b-f1-20-q.mp3}
RESPONSE: Yes, the women wore stockings, too. {bk04-l3b-f1-20-a.mp3}

PROMPT: What does Joan wear to class? {bk04-l3b-f1-21-q.mp3}
RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3}

PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3}
RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3}

# --- Source: LLA 3B Figure 2 (Part 2) -----------------------------------------
$DIALOGUE Joan's Casual Clothes
INTRO: Joan doesn't always wear dresses. What else does she wear?
INSTRUCTION: Listen to the paragraph.

LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3}
LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3}
LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3}
LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3}
LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3}
LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3}
LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3}

# --- Source: LLA 3B Figure 2 (Part 3) -----------------------------------------
$PRODUCE Joan's Casual Clothes: Questions
INTRO: Answer questions about the paragraph. Speak your answer, then repeat.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-14-q.mp3}
RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-14-a.mp3}

PROMPT: What does she wear sometimes? {bk04-l3b-f2-15-q.mp3}
RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-15-a.mp3}

PROMPT: Does she like jackets and scarfs too? {bk04-l3b-f2-16-q.mp3}
RESPONSE: Yes, she likes jackets and scarfs too. {bk04-l3b-f2-16-a.mp3}

PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-17-q.mp3}
RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-17-a.mp3}

PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-18-q.mp3}
RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-18-a.mp3}

PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-19-q.mp3}
RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3}

PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3}
RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3}

# --- Source: LLA 3B Figure 3 --------------------------------------------------
$PRODUCE Clothing Cloze
INTRO: Listen to each sentence and type the missing word. Then repeat the complete sentence.
INSTRUCTION: Type the missing word(s).
INPUT: type
CHECK: exact
REPEAT

TEMPLATE: Jack likes white ____.
PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3}
RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3}
ACCEPT: shirts

TEMPLATE: Civilians sometimes wear ____ to work.
PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3}
RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3}
ACCEPT: suits

TEMPLATE: Men wear ____ with their suits.
PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3}
RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3}
ACCEPT: neckties

TEMPLATE: Men's suits have a jacket and ____.
PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3}
RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3}
ACCEPT: trousers

TEMPLATE: Women's suits have a jacket and a ____ or pants.
PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3}
RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3}
ACCEPT: skirt

TEMPLATE: Trousers and ____ are pants.
PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3}
RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3}
ACCEPT: slacks

TEMPLATE: Men wear ____ with their shoes.
PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3}
RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3}
ACCEPT: socks

TEMPLATE: Women wear socks or ____.
PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3}
RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3}
ACCEPT: stockings

TEMPLATE: Air Force pilots wear ____ and ____.
PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3}
RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3}
ACCEPT: boots and gloves | boots, gloves

TEMPLATE: ____ and ____ are clothes for cold days.
PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3}
RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3}
ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters

# --- Source: LLA 3A Figure 3 --------------------------------------------------
$DIALOGUE Dialogue: At the Restaurant
INTRO: Listen to Captain Collins and Captain Andrews talk about what they wore to the restaurant.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3}
Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3}
Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3}
Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3}
LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3}
Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3}
Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3}
Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3}
Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3}

# ==============================================================================
$LESSON 3-3: Asleep and Awake

# --- Source: ST "He Took Off His Shoe" (sleep section) ------------------------
$DIALOGUE Asleep and Awake
INTRO: Let's learn the words for sleeping and waking up.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: asleep
VOCAB: fall asleep
VOCAB: fell asleep
LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg}
LINE: He was asleep at 12 midnight. {st-page_065_003.jpg}

VOCAB: wake up
VOCAB: woke up
VOCAB: awake
LINE: He always wakes up early. {st-page_065_004.jpg}
LINE: He woke up at 6:00 a.m. {st-page_065_004.jpg}
LINE: He's awake at 6:00 a.m. {st-page_065_004.jpg}

# --- Source: LLA 3B Figure 4 (Part 1) -----------------------------------------
$DIALOGUE Sleep Vocabulary
INTRO: Here are more words for falling asleep and waking up. Listen and repeat.
INSTRUCTION: Repeat each word.
REPEAT

LINE: Fall asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3}
LINE: Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-02.mp3}
LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-03.mp3}
LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3}
LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3}
LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3}

# --- Source: LLA 3B Figure 4 (Part 2) -----------------------------------------
$DIALOGUE Joan Falls Asleep in Class
INTRO: Poor Joan! She sometimes falls asleep in class. Listen and repeat.
INSTRUCTION: Repeat each sentence.
REPEAT

LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3}
LINE: She fell asleep in class yesterday. {page_051_001.jpg} {bk04-l3b-f4-08.mp3}
LINE: She is never asleep long. {page_051_002.jpg} {bk04-l3b-f4-09.mp3}
LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l3b-f4-10.mp3}
LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3}
LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3}

# --- Source: LLA 3B Figure 5 --------------------------------------------------
$PRODUCE Asleep or Awake?
INTRO: Look at the pictures and answer the questions. Then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3}
RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3}

PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3}
RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3}

PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3}
RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3}

PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3}
RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3}

PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3}
RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3}

# --- Source: ST "Yesterday, He Was Tired and Cold" ----------------------------
$DIALOGUE Robert's Cold Day
INTRO: Let's read about Robert's cold, tiring day.
INSTRUCTION: Read the paragraphs.

LINE: Yesterday, Robert was awake at 1:00 a.m.
LINE: He fell asleep at 1:30 a.m.
LINE: He woke up at 6:30 a.m. It was cold.
LINE: He got up and took a hot shower. He got dressed.
LINE: He put on a sweater and a coat. He put on his scarf and his gloves.
LINE: He went to school.
LINE: It wasn't cold in the classroom.
LINE: Robert took off his scarf, his gloves, and his coat.
LINE: Robert was tired after class. He went home and fell asleep.
LINE: His friend Mark came to his room at 6:00 p.m. Robert was asleep.
LINE: He woke up and opened the door.
LINE: Robert and Mark talked for five minutes.
LINE: They went to the mess hall and had dinner.
LINE: After dinner, Robert did his homework and went to bed early.

# --- Source: ST "True or False?" ----------------------------------------------
$SELECT Robert's Day: True or False?
INTRO: Think about what you just read. Are these statements true or false?
INSTRUCTION: Tap True or False.
OPTION: T | True
OPTION: F | False

PROMPT: Robert was asleep at 1:00 a.m.
ANSWER: F

PROMPT: He fell asleep at 6:30.
ANSWER: F

PROMPT: Robert wore a sweater.
ANSWER: T

PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school.
ANSWER: T

PROMPT: Robert was awake at 6:00 p.m.
ANSWER: F

PROMPT: Mark woke up Robert.
ANSWER: T

# ==============================================================================
$LESSON 3-4: Doing Things Well

# --- Source: LLA 3C Figure 1 --------------------------------------------------
$DIALOGUE Dialogues with "Well" {page_053_001.jpg}
INTRO: The word "well" describes how you do something. Listen to these short conversations.
INSTRUCTION: Listen and repeat each dialogue.
REPEAT

Alan: How are you this morning? {bk04-l3c-f1-01.mp3}
Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3}
Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3}

Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3}
Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3}
Beth: Does his wife cook well, too? {bk04-l3c-f1-06.mp3}
Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3}

Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3}
Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3}
Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3}
Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3}

# --- Source: LLA 3C Figure 2 --------------------------------------------------
$SELECT Good or Not Good?
INTRO: Listen to each statement and decide: does the person do it well, or not?
INSTRUCTION: Tap the correct option.
REPEAT

EXAMPLE
PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3}
TEMPLATE: He __________ the lessons well.
OPTION: a | learns {bk04-l3c-f2-ex-a.mp3}
OPTION: b | doesn't learn
ANSWER: a

PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3}
TEMPLATE: He __________ the question well.
OPTION: a | answered {bk04-l3c-f2-01-a.mp3}
OPTION: b | didn't answer
ANSWER: a

PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3}
TEMPLATE: She __________ English very well.
OPTION: a | speaks {bk04-l3c-f2-02-a.mp3}
OPTION: b | doesn't speak
ANSWER: a

PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3}
TEMPLATE: The cooks __________ it very well.
OPTION: a | cooked
OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3}
ANSWER: b

PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3}
TEMPLATE: He __________ very well.
OPTION: a | flies
OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3}
ANSWER: b

PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3}
TEMPLATE: He __________ his homework very well.
OPTION: a | does {bk04-l3c-f2-05-a.mp3}
OPTION: b | doesn't do
ANSWER: a

# ==============================================================================
$LESSON 3-5: Can (Ability)

# --- Source: ST "Can" Grammar -------------------------------------------------
$GRAMMAR Can (Ability)

{Can} is used to express ability — what you are able to do.

**Statements:**
- The students {can read} well.
- Mary {can't speak} French. (cannot = can't)

**Questions:**
- {Can} you fly an airplane? — Yes, I {can}. / No, I {can't}.

**Wh-Questions:**
- What languages {can} you speak? — I {can speak} English and Spanish.
- Who {can play} soccer well? — Bill {can}!

# --- Source: LLA 3C Figure 3 --------------------------------------------------
$DIALOGUE Can and Cannot
INTRO: Let's practice using "can" for ability and "can't" for inability.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: can
LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3}

VOCAB: cannot
VOCAB: can't
LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3}

LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3}
LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3}
LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3}
LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3}
LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3}

# --- Source: ST "The Teacher Can Speak English Well" --------------------------
$DIALOGUE Ability Examples
INTRO: Here are more examples of what people can do well.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg}
LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg}
LINE: Mike and James can play tennis well. {st-page_069_003.jpg}

# --- Source: ST "Fish Can Swim" -----------------------------------------------
$PRODUCE Make Sentences with Can
INTRO: Make your own sentences using "can" and the prompt phrase.
INSTRUCTION: Make a sentence using "can".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any logical sentence that uses "can" followed by the prompt phrase. The subject is the learner's choice.

EXAMPLE
PROMPT: speak French
RESPONSE: Ali can speak French.

PROMPT: drive a bus
RESPONSE: My father can drive a bus.

PROMPT: fly a plane
RESPONSE: The pilot can fly a plane.

PROMPT: read and write well
RESPONSE: The students can read and write well.

PROMPT: answer the teacher's question
RESPONSE: John can answer the teacher's question.

PROMPT: play soccer
RESPONSE: The boys can play soccer.

PROMPT: swim very well
RESPONSE: I can swim very well.

PROMPT: memorize dialogs
RESPONSE: We can memorize dialogs.

PROMPT: learn English
RESPONSE: They can learn English.

PROMPT: write a paragraph
RESPONSE: She can write a paragraph.

PROMPT: play football
RESPONSE: He can play football.

# --- Source: LLA 3C Figure 4 --------------------------------------------------
$PRODUCE Add "Can" to the Sentence
INTRO: Change each sentence by adding "can". Then repeat the correct answer.
INSTRUCTION: Change the sentence using "can".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3}
RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3}

PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3}
RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3}

PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3}
RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3}

PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3}
RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3}

PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3}
RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3}

PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3}
RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3}

# --- Source: ST "They Can't Do It" --------------------------------------------
$DIALOGUE They Can't Do It
INTRO: Now let's see what people cannot do.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg}
LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg}
LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg}

# --- Source: ST "Read the Sentences" ------------------------------------------
$DIALOGUE Read the Can't Sentences
INTRO: Practice reading these sentences with "can't" and "cannot".
INSTRUCTION: Read the sentences.

LINE: Henry can't swim.
LINE: I can't play tennis very well.
LINE: Mary can't speak Chinese.
LINE: Karl can't drive a car.
LINE: They can't speak English well.
LINE: Doris can't cook.
LINE: Tom can't drive a truck.
LINE: We can't fly a plane.
LINE: The children cannot read and write.
LINE: The old man cannot see well.

# --- Source: LLA 3C Figure 5 --------------------------------------------------
$PRODUCE Change to Can't
INTRO: Change each sentence to the negative using "can't" and the new word. Then repeat.
INSTRUCTION: Change the sentence using "can't" and the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3}
RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3}

PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3}
RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3}

PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3}
RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3}

PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3}
RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3}

PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3}
RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3}

PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3}
RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3}

PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3}
RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3}

# --- Source: ST "Can You Play Baseball?" --------------------------------------
$DIALOGUE Can You Play Baseball?
INTRO: Listen to the teacher ask students what they can do.
INSTRUCTION: Listen and repeat.
REPEAT

Teacher: Bert, can you play baseball?
Bert: No, I can't. My father can.
Teacher: Greg, can you play baseball?
Greg: No, I can't play baseball. David can.
Teacher: David, can you play baseball?
David: Yes, I can play baseball.

# --- Source: ST "Can You Speak English?" --------------------------------------
$PRODUCE Ask Can Questions
INTRO: Practice asking and answering "can" questions with short and long answers.
INSTRUCTION: Ask a question, then answer with short and long forms.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a full long answer.

EXAMPLE
TEMPLATE: your sister/speak (English, Spanish, French)
RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English.

PROMPT: your brother/play (basketball, baseball, soccer)
RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball.

PROMPT: you/swim well
RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well.

PROMPT: your father/drive (a car, a bus, a truck)
RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck.

PROMPT: your teacher/speak (English, French, Arabic) well
RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well.

PROMPT: you/fly an airplane
RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.

# --- Source: LLA 3C Figure 6 (Part 1) -----------------------------------------
$DIALOGUE Jim's Languages
INTRO: Let's hear about what languages Jim can speak, read, and write.
INSTRUCTION: Listen to the paragraph.

LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3}
LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3}
LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3}
LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3}

# --- Source: LLA 3C Figure 6 (Part 2) -----------------------------------------
$PRODUCE Jim's Languages: Questions
INTRO: Answer questions about Jim. Then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-01-q.mp3}
RESPONSE: Yes, Jim can speak English and German very well. {bk04-l3c-f6-01-a.mp3}

PROMPT: Can he speak Japanese, too? {bk04-l3c-f6-02-q.mp3}
RESPONSE: Yes, he can speak Japanese, too. {bk04-l3c-f6-02-a.mp3}

PROMPT: Can he write English and German well? {bk04-l3c-f6-03-q.mp3}
RESPONSE: Yes, he can write English and German well. {bk04-l3c-f6-03-a.mp3}

PROMPT: Can he write Japanese? {bk04-l3c-f6-04-q.mp3}
RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3}

PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3}
RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3}

# --- Source: ST "They Can Speak Two or Three Languages" -----------------------
$DIALOGUE Languages in My Class
INTRO: Read about the students in this class and the languages they speak.
INSTRUCTION: Read the paragraph.

LINE: All the students in my class know two, three, or four languages.
LINE: Lt Romo speaks Spanish, French, and English.
LINE: Sgt Gamdi speaks Arabic and English.
LINE: Lt Fofana speaks French, Spanish, English, and Wolof.
LINE: Maj Kim speaks Korean, Japanese, and English.
LINE: Capt Rossi speaks French, Italian, and English.

# --- Source: ST "Ask Questions with Can" --------------------------------------
$PRODUCE Who and What Questions with Can
INTRO: Write "who" or "what" questions that match these answers about the students.
INSTRUCTION: Type the correct question.
INPUT: type
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must type a correct "who" or "what" question that elicits the provided answer.

EXAMPLE
TEMPLATE: ____ Sgt Gamdi can speak Arabic.
RESPONSE: Who can speak Arabic in your class?

EXAMPLE
TEMPLATE: ____ He can speak Korean, Japanese, and English.
RESPONSE: What languages can Maj Kim speak?

TEMPLATE: ____ Lt Romo and Lt Fofana can speak Spanish.
RESPONSE: Who can speak Spanish?

TEMPLATE: ____ He can speak Arabic and English.
RESPONSE: What languages can Sgt Gamdi speak?

TEMPLATE: ____ All the students in the class can speak English.
RESPONSE: Who can speak English?

TEMPLATE: ____ He can speak French, Spanish, English, and Wolof.
RESPONSE: What languages can Lt Fofana speak?

TEMPLATE: ____ Capt Rossi can speak Italian.
RESPONSE: Who can speak Italian?

TEMPLATE: ____ Maj Kim can speak Japanese.
RESPONSE: Who can speak Japanese?

TEMPLATE: ____ Lt Romo, Lt Fofana, and Capt Rossi can speak French.
RESPONSE: Who can speak French?

TEMPLATE: ____ She can speak French, Italian, and English.
RESPONSE: What languages can Capt Rossi speak?

# --- Source: ST "Can You Speak French?" ---------------------------------------
$DIALOGUE Can You Speak French? {st-page_075_001.jpg}
INTRO: Watch Donald introduce his new friend Jacques to Robert.
INSTRUCTION: Listen and read the dialog.

Donald: Hi, Robert. This is my new friend Jacques. {st-page_075_001.jpg}
Robert: Hello, Jacques. Glad to meet you. {st-page_075_001.jpg}
Donald: Jacques can't speak English very well. Can you speak French? {st-page_075_001.jpg}
Robert: No, I can't. {st-page_075_001.jpg}
Donald: Well, can you speak Spanish? {st-page_075_001.jpg}
Robert: Yes, I can. {st-page_075_001.jpg}
Donald: Good, Jacques can speak Spanish, too. {st-page_075_001.jpg}

# --- Source: ST "Can You Cook Well?" ------------------------------------------
$PRODUCE Can You...?
INTRO: Ask yourself questions using the prompt word, then answer with short and long forms.
INSTRUCTION: Ask and answer questions about yourself.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short and long answer.

EXAMPLE
PROMPT: spell
RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name.

EXAMPLE
PROMPT: drive
RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus.

PROMPT: speak
RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French.

PROMPT: read
RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic.

PROMPT: cook
RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well.

PROMPT: swim
RESPONSE: Can you swim? No, I can't. No, I can't swim.

PROMPT: play
RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer.

PROMPT: write
RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph.

PROMPT: fly
RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane.

PROMPT: learn
RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly.

PROMPT: memorize
RESPONSE: Can you memorize new words? Yes, I can. Yes, I can memorize new words.

# ==============================================================================
$LESSON 3-6: Must and Must Not

# --- Source: ST "Must" Grammar ------------------------------------------------
$GRAMMAR Must (Necessity)

{Must} is used to express something that is necessary — you have to do it.

**Statements:**
- I have a test tomorrow. I {must} study tonight.
- He's in the military. He {must} wear his uniform.

# --- Source: ST "You Must Salute an Officer" ----------------------------------
$DIALOGUE You Must...
INTRO: In the military, there are things you must do. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: You must wear your uniform in class. {st-page_077_001.jpg}
LINE: You must wear a cap outside. {st-page_077_002.jpg}
LINE: You must wear your name tag. {st-page_078_001.jpg}
LINE: You must bring your I.D. card. {st-page_078_002.jpg}
LINE: You must salute an officer. {st-page_078_003.jpg}
LINE: You must report to the Captain. {st-page_078_004.jpg}

# --- Source: ST "What Must You Do?" -------------------------------------------
$PRODUCE What Must You Do?
INTRO: Answer the questions using "must" and the cue word.
INSTRUCTION: Answer using "must".
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept any logical full sentence answer that uses "must" and incorporates the provided cue word.

EXAMPLE
PROMPT: You have a test tomorrow. What must you do? (study)
RESPONSE: I must study for it.

PROMPT: You are getting dressed for class. What must you wear? (uniform)
RESPONSE: I must wear my uniform.

PROMPT: You lost your homework. Who must you speak to? (teacher)
RESPONSE: I must speak to the teacher.

PROMPT: Lt Jones is going outside. What must he put on? (hat)
RESPONSE: He must put on his hat.

PROMPT: There's an important meeting after class. What must you do? (go)
RESPONSE: I must go to the meeting.

PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute)
RESPONSE: I must salute the major.

PROMPT: You have to study English today. Where must you go? (classroom)
RESPONSE: I must go to the classroom.

# --- Source: ST "Must Not" Grammar --------------------------------------------
$GRAMMAR Must Not (Prohibition)

{Must not} is used to express prohibition — don't do this!

- You {must not} eat in the classroom. (Don't eat in the classroom!)
- We {must not} open that door. (It says, "Do not open the door.")

# --- Source: ST "You Must Not Smoke in the Classroom" -------------------------
$DIALOGUE You Must Not...
INTRO: And there are things you must NOT do. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg}
LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg}
LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg}
LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg}
LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg}
LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg}

# --- Source: ST "You Must Not Smoke in the Lab" -------------------------------
$PRODUCE Must or Must Not
INTRO: Make statements with "must" or "must not" based on the cue.
INSTRUCTION: Say "must" or "must not".
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: sleep in class
RESPONSE: You must not sleep in class.

EXAMPLE
PROMPT: wear your uniform to class
RESPONSE: You must wear your uniform to class.

PROMPT: bring I.D. card to class
RESPONSE: You must bring your I.D. card to class.

PROMPT: wear your hat outside
RESPONSE: You must wear your hat outside.

PROMPT: smoke in the classroom
RESPONSE: You must not smoke in the classroom.

PROMPT: eat in the lab
RESPONSE: You must not eat in the lab.

PROMPT: do homework
RESPONSE: You must do your homework.

PROMPT: wear name tag
RESPONSE: You must wear your name tag.

PROMPT: mark your desks
RESPONSE: You must not mark your desks.

PROMPT: wear your cap in the classroom
RESPONSE: You must not wear your cap in the classroom.

PROMPT: salute officers
RESPONSE: You must salute officers.

PROMPT: sleep in the lab
RESPONSE: You must not sleep in the lab.

# --- Source: LLA 3D Figure 9 --------------------------------------------------
$PRODUCE Change Can't to Must
INTRO: Change each "can't" sentence to a positive instruction with "must". Then repeat.
INSTRUCTION: Change the sentence using "must".
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex-q.mp3}
RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3}

PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01-q.mp3}
RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3}

PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02-q.mp3}
RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3}

PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03-q.mp3}
RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3}

PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04-q.mp3}
RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3}

PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05-q.mp3}
RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3}

PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3}
RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3}

# ==============================================================================
$LESSON 3-7: May and Can (Permission)

# --- Source: ST "May / Can" Grammar -------------------------------------------
$GRAMMAR May and Can (Permission)

{May} and {can} are used to ask for or give permission.

**Statements:**
- Children, you {may} have some fruit after dinner.
- You {can} leave early today.

**Questions:**
- {May} I sit here? — Yes, you {may}. / No, you {may not}.
- {Can} I write in my book? — Yes, you {can}. / No, you {can't}.

# --- Source: LLA 3D Figure 1 --------------------------------------------------
$DIALOGUE Can I...? {page_058_001.jpg}
INTRO: Listen to Lieutenant Martin ask Major Mills for permission using "can".
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3}
Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3}

Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3}
Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3}

Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3}

Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3}
Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3}

Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3}
Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3}

# --- Source: LLA 3D Figure 2 --------------------------------------------------
$DIALOGUE May I...?
INTRO: Now listen to the same dialogue using "may" — it's more formal.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3}
Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3}

Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3}
Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3}

Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3}
Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3}

Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3}
Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3}

Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3}
Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3}

# --- Source: ST "May I Have a Snack?" -----------------------------------------
$DIALOGUE May I Have a Snack?
INTRO: Listen to a little girl ask her mother for permission.
INSTRUCTION: Listen and repeat.
REPEAT

Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg}
Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg}
Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg}
Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg}

# --- Source: ST "Can I Have a Snack?" -----------------------------------------
$DIALOGUE Can I Have a Snack?
INTRO: Here's the same conversation using "can" instead of "may".
INSTRUCTION: Read the dialog.

Little_girl: Mother, I'm hungry. Can I have an apple?
Mother: Yes, you can. You can have this apple.
Little_girl: Mother, I'm hungry again. Can I have a pear?
Mother: No, you cannot. We eat dinner in 15 minutes.

# --- Source: LLA 3D Figure 3 --------------------------------------------------
$PRODUCE Change to Negative Permission
INTRO: Change each sentence to the negative using "can't" or "may not" and the new word.
INSTRUCTION: Change the sentence to a negative.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3}
RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3}

EXAMPLE
PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3}
RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3}

PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3}
RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3}

PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3}
RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3}

PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3}
RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3}

PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3}
RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3}

PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3}
RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3}

PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3}
RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3}

# --- Source: LLA 3D Figure 4 --------------------------------------------------
$PRODUCE Ask for Permission
INTRO: Turn each statement into a question asking for permission. Use "can" or "may" as indicated.
INSTRUCTION: Ask a question using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3}
RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3}

EXAMPLE
PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3}
RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3}

PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3}
RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3}

PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3}
RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3}

PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3}
RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3}

PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3}
RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3}

PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3}
RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3}

PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3}
RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3}

PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3}
RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3}

PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3}
RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3}

# --- Source: LLA 3D Figure 5 --------------------------------------------------
$DIALOGUE Classroom Rules
INTRO: Mrs. Wilson tells her students what they may and may not do.
INSTRUCTION: Listen to the rules.

LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3}
LINE: She said this to the young boys and girls in her class. {bk04-l3d-f5-00b.mp3}
LINE: You may write with a pencil. {bk04-l3d-f5-00c.mp3}
LINE: You may not write with a pen. {bk04-l3d-f5-00d.mp3}
LINE: You can eat lunch at 11:30. {bk04-l3d-f5-00e.mp3}
LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3}
LINE: You may play games outside. {bk04-l3d-f5-00g.mp3}
LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3}

$PRODUCE Classroom Rules: Questions
INTRO: Answer questions about the rules with short answers.
INSTRUCTION: Answer with a short sentence.
INPUT: speak
CHECK: reveal
REPEAT

PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3}

PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3}

PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3}
RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3}

PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3}
RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3}

PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3}
RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3}

PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3}
RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3}

# --- Source: LLA 3D Figure 6 --------------------------------------------------
$PRODUCE Wh-Questions with Can and May
INTRO: Use the question word to ask a question about each sentence.
INSTRUCTION: Ask a question using the cue word.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: The students can eat lunch at 11:30. When {bk04-l3d-f6-ex-q.mp3}
RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3}

PROMPT: The boys and girls may play outside. Where {bk04-l3d-f6-01-q.mp3}
RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3}

PROMPT: The children can watch TV on Saturday. When {bk04-l3d-f6-02-q.mp3}
RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3}

PROMPT: Lieutenant Bell may leave early today. Who {bk04-l3d-f6-03-q.mp3}
RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3}

PROMPT: The airmen can watch a movie. What {bk04-l3d-f6-04-q.mp3}
RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3}

PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3}
RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3}

# --- Source: ST "See It and Say It" -------------------------------------------
$DIALOGUE See It and Say It
INTRO: Practice reading these short permission exchanges.
INSTRUCTION: Read the lines.

LINE: Can I leave early today? — No, you can't.
LINE: Can he answer a question? — Yes, he can answer the next question.
LINE: Can they go? — Yes, the men can go to the basketball game.
LINE: May we see your book, please? — Yes, you may.
LINE: May I please leave? — No, you may not.

# --- Source: ST "May I Go Outside?" -------------------------------------------
$PRODUCE Ask and Answer for Permission
INTRO: Ask questions for permission, then answer with short and long forms.
INSTRUCTION: Ask and answer permission questions.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and long answer.

EXAMPLE
PROMPT: sit down
RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair.

EXAMPLE
PROMPT: go outside
RESPONSE: May I go outside? No, you may not. No, you may not go outside.

PROMPT: watch a movie in class
RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class.

PROMPT: leave early on Friday
RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday.

PROMPT: see your notebook
RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook.

PROMPT: talk
RESPONSE: Can we talk? No, you can't. No, you can't talk.

PROMPT: study in your room
RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room.

PROMPT: take off my shoes in the classroom
RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom.

PROMPT: put on my hat
RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat.

PROMPT: drink this water
RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water.

PROMPT: listen to tapes
RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes.

PROMPT: see your I.D. card
RESPONSE: Can I see your I.D. card? Yes, you can. Yes, you can see my I.D. card.

# --- Source: LLA 3D Figure 8 --------------------------------------------------
$DIALOGUE Must and Must Not: The New Student
INTRO: A new student asks what he must do. Listen and repeat.
INSTRUCTION: Listen and repeat the dialogue.
REPEAT

Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3}
Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3}

Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3}
Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3}

Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3}
Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3}

Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3}
Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3}

Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3}
Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3}

# ==============================================================================
$LESSON 3-8: Listening and Review

# --- Source: LLA 3A Figure 4 --------------------------------------------------
$SELECT Same or Different: W and R
INTRO: Listen to the two words. Do they begin with the same sound or different sounds?
INSTRUCTION: Tap Same or Different.
OPTION: s | S (Same)
OPTION: d | D (Different)

EXAMPLE
PROMPT: way ray {bk04-l3a-f4-ex-q.mp3}
ANSWER: d

PROMPT: wed red {bk04-l3a-f4-01-q.mp3}
ANSWER: d

PROMPT: wake wake {bk04-l3a-f4-02-q.mp3}
ANSWER: s

PROMPT: west rest {bk04-l3a-f4-03-q.mp3}
ANSWER: d

PROMPT: rose rose {bk04-l3a-f4-04-q.mp3}
ANSWER: s

PROMPT: wave wave {bk04-l3a-f4-05-q.mp3}
ANSWER: s

PROMPT: ways rays {bk04-l3a-f4-06-q.mp3}
ANSWER: d

PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3}
ANSWER: d

PROMPT: read read {bk04-l3a-f4-08-q.mp3}
ANSWER: s

PROMPT: read weed {bk04-l3a-f4-09-q.mp3}
ANSWER: d

PROMPT: went rent {bk04-l3a-f4-10-q.mp3}
ANSWER: d

# --- Source: LLA 3A Figure 5 --------------------------------------------------
$SELECT W Sound or R Sound?
INTRO: Listen to each word. Does it begin with the W sound or the R sound?
INSTRUCTION: Tap the sound you hear.
OPTION: a | W sound (as in went)
OPTION: b | R sound (as in rent)

EXAMPLE
PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3}
ANSWER: a

PROMPT: Weak. {bk04-l3a-f5-01-q.mp3}
ANSWER: a

PROMPT: Want. {bk04-l3a-f5-02-q.mp3}
ANSWER: a

PROMPT: Radio. {bk04-l3a-f5-03-q.mp3}
ANSWER: b

PROMPT: Room. {bk04-l3a-f5-04-q.mp3}
ANSWER: b

PROMPT: Walk. {bk04-l3a-f5-05-q.mp3}
ANSWER: a

PROMPT: Report. {bk04-l3a-f5-06-q.mp3}
ANSWER: b

PROMPT: Always. {bk04-l3a-f5-07-q.mp3}
ANSWER: a

PROMPT: Razor. {bk04-l3a-f5-08-q.mp3}
ANSWER: b

PROMPT: Correct. {bk04-l3a-f5-09-q.mp3}
ANSWER: b

PROMPT: Window. {bk04-l3a-f5-10-q.mp3}
ANSWER: a

# --- Source: ST "Coat / Caught" -----------------------------------------------
$DIALOGUE Pronunciation: Coat / Caught
INTRO: These word pairs have different vowel sounds. Listen carefully.
INSTRUCTION: Read the words.

LINE: so — saw
LINE: coat — caught
LINE: low — law
LINE: hole — hall
LINE: owe — awe
LINE: phone — fawn
LINE: oaf — off
LINE: loan — lawn
LINE: coast — cost
LINE: boat — bought

# --- Source: ST "Bought" ------------------------------------------------------
$DIALOGUE Pronunciation: The "Bought" Sound
INTRO: Practice words with the vowel sound in "bought".
INSTRUCTION: Read the words.

LINE: moss
LINE: ball
LINE: straw
LINE: store
LINE: law
LINE: saw
LINE: bought
LINE: fall
LINE: raw
LINE: autumn

# --- Source: ST "About" -------------------------------------------------------
$DIALOGUE Pronunciation: The "About" Sound
INTRO: Practice words with the vowel sound in "about".
INSTRUCTION: Read the words.

LINE: mouth
LINE: found
LINE: cow
LINE: round
LINE: loud
LINE: now
LINE: bout
LINE: brown
LINE: cloud
LINE: sound

# --- Source: LLA 3C Figure 7 (Part 1) -----------------------------------------
$DIALOGUE Ken's Day
INTRO: Listen to a paragraph about Ken's daily routine.
INSTRUCTION: Listen to the paragraph.

LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3}
LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3}
LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3}
LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3}
LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3}

# --- Source: LLA 3C Figure 7 (Part 2) -----------------------------------------
$SELECT Ken's Day: Comprehension
INTRO: Which statement is true about Ken?
INSTRUCTION: Tap the true statement.

TEMPLATE: Which statement is true?
OPTION: a | Ken lives in a small town.
OPTION: b | Ken is a mechanic.
OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3}
OPTION: d | Ken takes German lessons downtown.
ANSWER: c

# --- Source: LLA 3C Figure 7 (Part 3) -----------------------------------------
$DIALOGUE Anna's Dinner
INTRO: Listen to a paragraph about Anna preparing dinner.
INSTRUCTION: Listen to the paragraph.

LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3}
LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3}
LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3}
LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3}
LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3}
LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3}
LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3}

# --- Source: LLA 3C Figure 7 (Part 4) -----------------------------------------
$SELECT Anna's Dinner: Comprehension
INTRO: Which statement is true about Anna?
INSTRUCTION: Tap the true statement.

TEMPLATE: Which statement is true?
OPTION: a | Anna goes to the movies every Friday.
OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3}
OPTION: c | Anna's family eats chicken and rice on Mondays.
OPTION: d | Anna's family ate dinner in a restaurant.
ANSWER: b

# --- Source: LLA 3D Figure 7 --------------------------------------------------
$PRODUCE Military Time Dictation
INTRO: Listen to the times and type them in military format.
INSTRUCTION: Type the military time in digits.
INPUT: type
CHECK: exact

PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3}
TEMPLATE: 1. ____ hours
RESPONSE: 0730

PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3}
TEMPLATE: 2. ____ hours
RESPONSE: 1415

PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3}
TEMPLATE: 3. ____ hours
RESPONSE: 1100

PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3}
TEMPLATE: 4. ____ hours
RESPONSE: 0910

PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3}
TEMPLATE: 5. ____ hours
RESPONSE: 1300

# --- Source: LLA 3C Figure 8 --------------------------------------------------
$PRODUCE Dictation
INTRO: Listen to each sentence and type exactly what you hear.
INSTRUCTION: Type the sentence you hear.
INPUT: type
CHECK: exact

PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}

PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3}

PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}

PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3}

PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}

PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3}

PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}

PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3}

PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}

PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3}

# --- Source: ST "Punctuation and Sentences" -----------------------------------
$DIALOGUE Punctuation Vocabulary
INTRO: Let's learn the words for punctuation marks.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: sentence
LINE: Write a sentence.

VOCAB: paragraph
LINE: A paragraph has sentences.

VOCAB: punctuation
LINE: Periods, question marks, and apostrophes are punctuation marks.

VOCAB: period
LINE: Put a period at the end of a statement.

VOCAB: question mark
LINE: Put a question mark at the end of a question.

VOCAB: apostrophe
LINE: Put an apostrophe in a contraction.

VOCAB: indent
LINE: Indent the first word of a paragraph.

# --- Source: ST "Punctuation / Capitalization" --------------------------------
$GRAMMAR Punctuation and Capitalization

A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are punctuation marks.

# --- Source: ST "Is This a Sentence or a Paragraph?" --------------------------
$SELECT Sentence or Paragraph?
INTRO: Look at each example and identify what it is.
INSTRUCTION: Tap the correct answer.

TEMPLATE: ----> Jacques is from France.
OPTION: a | a paragraph
OPTION: b | a sentence
OPTION: c | an apostrophe
OPTION: d | a period
ANSWER: b

TEMPLATE: He came to the United States to study English. He goes to school every day. Robert is his friend. Robert can't speak French. Jacques can't speak English very well. Can they talk? Yes, Robert repeats the words for Jacques. Jacques learns new words every day.
OPTION: a | a paragraph
OPTION: b | a sentence
OPTION: c | an apostrophe
OPTION: d | a period
ANSWER: a

TEMPLATE: Can they talk?
OPTION: a | a paragraph
OPTION: b | an apostrophe
OPTION: c | a period
OPTION: d | a question mark
ANSWER: d

TEMPLATE: Robert can't speak French.
OPTION: a | a paragraph
OPTION: b | a period
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: d

TEMPLATE: Jacques learns new words every day.
OPTION: a | a paragraph
OPTION: b | a period
OPTION: c | a question mark
OPTION: d | a sentence
ANSWER: b

TEMPLATE: ----> (the space before the first word of a paragraph)
OPTION: a | indenting
OPTION: b | reading
OPTION: c | a question
OPTION: d | an apostrophe
ANSWER: a

# SKIPPED (book): ST "SAME/DIFFERENT" and "BOAT / BOUGHT" Listening Skills — instructor-read
# SKIPPED (book): ST "Alphabetical order" Reading Skill — visual sorting task
# SKIPPED (book): ST "DICTATION" Writing Skill — instructor-read dictation
# SKIPPED (book): ST "WRITE THE PARAGRAPH" — punctuation editing (deferred)
# SKIPPED (book): LLA 3D Figure 10 — punctuation editing (deferred)