DESCRIPTION: Traffic and accidents: accident vocabulary, traffic laws, the past progressive, telling and reporting commands, comparing things (same, similar, different), and paragraph skills.
# Source: ST §There Are Always Many Automobiles on the Streets.
$DIALOGUE Cars, Bikes, and Traffic
ID: l2-s1
INTRO: In this lesson you'll learn to talk about traffic and accidents, say what people were doing when something happened, and pass along commands and requests. We start with the words for what's out on the street. Look at each picture, listen, and repeat.
LINE: The automobile on the left side of the road is white. The auto on the right side is black. {st-page_047_001.jpg|Two cars driving on a road, one white automobile on the left and one black auto on the right}
LINE: The drivers of the autos had an accident. It happened on the corner of 4th and Elm. {st-page_047_002.jpg|Two cars crashed into each other at a street corner labeled ELM ST. and 4TH ST.}
LINE: There's a bank across the street from the library. {st-page_048_001.jpg|A street view showing a CITY BANK building across the street from a LIBRARY}
VOCAB: careful
VOCAB: to cross
LINE: Be careful! Don't cross the street when a bus is coming. {st-page_048_002.jpg|A woman holding a child's hand near a street as a DOWNTOWN bus approaches}
LINE: Jim's father is a policeman. His car has red and blue lights on top. {st-page_048_003.jpg|A police car with flashing lights on top and a officer inside}
VOCAB: curve
VOCAB: careless
LINE: This driver is going very fast around the curve. He's a careless driver. {st-page_048_004.jpg|A car driving very fast around a sharp curve near a SLOW sign}
LINE: There's usually very heavy traffic from 4:30 to 6:30 in the afternoon. {st-page_049_001.jpg|Drawing of multiple cars traveling in lanes on a highway}
LINE: It's Friday afternoon and everyone wants to get home. No one can move. There's a big traffic jam. {st-page_049_002.jpg|Drawing of heavy traffic congestion in a city street where cars are packed closely together}
VOCAB: to bother
LINE: Don't bother me now, Jimmy. I'm very busy. {st-page_049_003.jpg|Drawing of a young boy named Jimmy pulling on his older brother's arm while the brother tries to read a book}
LINE: The heat bothers me. I can't get cool. {st-page_049_004.jpg|Drawing of a man talking on a telephone near a window, sweating from the heat}
# Source: LLA 2A Figure 1
$DIALOGUE An Accident on the Corner
ID: 9-2a-f1
INTRO: Ray ran a red light, and now everyone gets new vocabulary out of it. Look at each picture, listen to the sentence, and repeat it.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
LINE: Jeff bought a new automobile. {page_037_001.jpg|A car driving down a street} {bk09-l2a-f1-01.mp3}
LINE: Jeff had an accident in his automobile. {page_037_002.jpg|A car colliding with another object/car front bumper} {bk09-l2a-f1-02.mp3}
VOCAB: to run
LINE: Ray ran the red light. {page_037_003.jpg|A car approaching a traffic light at an intersection} {bk09-l2a-f1-03.mp3}
VOCAB: to cause
LINE: Ray caused the accident. {page_037_004.jpg|Two cars involved in a rear-end collision on a highway} {bk09-l2a-f1-04.mp3}
VOCAB: fault
LINE: The accident was Ray's fault. {page_037_005.jpg|A man looking in his rearview mirror at a driver behind him} {bk09-l2a-f1-05.mp3}
LINE: The policeman arrived at the accident. {page_037_006.jpg|A police car parked with light bar on top} {bk09-l2a-f1-06.mp3}
LINE: Ray is a very careless driver. {page_038_002.jpg|View from inside a car showing the speedometer reading 80 and a traffic light ahead} {bk09-l2a-f1-08.mp3}
Narrator: John was on his way home after work. He was on the right side of the road. {st-page_050_001.jpg|Drawing of two cars driving along a curved country road with a wooden fence}
Narrator: Mrs. Simms was on her way to the store. She was careless. She drove very fast around the curve. {st-page_050_001.jpg|Drawing of two cars driving along a curved country road with a wooden fence}
Narrator: She drove on John's side of the road. John thought she was going to move back to the other side. She didn't. {st-page_050_002.jpg|Drawing of one car following closely behind another on the curve}
Narrator: She kept on coming in his direction. {st-page_050_002.jpg|Drawing of one car following closely behind another on the curve}
Narrator: She crossed in front of his truck. They ran off the road. {st-page_050_003.jpg|Drawing of two vehicles colliding as one crosses in front of the other off the road}
Narrator: Mrs. Simms hit the tree. She caused the accident. {st-page_051_001.jpg|Drawing of a car crashing into a tree with smoke rising from the hood}
Narrator: Mrs. Simms wasn't hurt. She got out to check her car. It had dents in many places. {st-page_051_002.jpg|Drawing of a woman standing by her crashed car looking at the dented front bumper}
Narrator: John found a phone. He called the police to tell them about the accident. {st-page_051_003.jpg|Drawing of a man inside a phone booth calling the police while looking out at his truck}
Narrator: When the policeman arrived, he asked them a lot of questions. {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
Narrator: "What happened here?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
Narrator: "Can you show me the place where she crossed in front of you?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
Narrator: "Was there any other traffic on the road?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree}
INTRO: Answer each question about the story aloud, in a full sentence. Open the story again if you need it — the policeman took notes; you're allowed to as well.
LINE: The bicycle rider was careless. He didn't stop when the light turned red. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
LINE: He ran the red light. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
LINE: The driver of the car had to make a fast stop. He ran into the light pole. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
LINE: The bicycle rider caused the accident. He was at fault. The accident wasn't the driver's fault. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole}
LINE: Jim is facing the sun. The sun is in his eyes and he can't see very well. {st-page_053_002.jpg|Drawing of a driver squinting and raising his hand to block bright sunlight shining into his eyes while driving}
LINE: Sometimes the sun in your eyes can be the cause of an accident. {st-page_053_002.jpg|Drawing of a driver squinting and raising his hand to block bright sunlight shining into his eyes while driving}
LINE: Denis played baseball next to the house. He broke the window in the living room. {st-page_053_003.jpg|Drawing of a boy holding a baseball bat outside a house window that has been shattered}
# SKIPPED (book): Listening Skills (p. 46) — "TRUE OR FALSE?", "WHAT'S THE TOPIC?", "THE TOPIC" (paragraphs and statements exist only in the teacher's manual). Dropped.
INTRO: In this part you'll work with paragraphs — naming their topics, filling in an outline, and typing sentences with correct punctuation. First, listen to a short paragraph about the bank.
INTRO: Robert and Sandy bought a house, and now the house wants furniture. Listen carefully — you'll fill in an outline of what goes in each room next.
INSTRUCTION: Listen to the passage.
LINE: Robert and Sandy bought a new house. {bk09-l2a-f3-01.mp3}
LINE: Now they have to buy some things for the house. {bk09-l2a-f3-02.mp3}
LINE: For the living room, they need to buy a sofa, coffee table, and a bookcase. {bk09-l2a-f3-03.mp3}
LINE: In the kitchen, they need a refrigerator, a stove, and a can opener. {bk09-l2a-f3-04.mp3}
LINE: And for the bedroom, they will buy a bed, some curtains, and a big mirror. {bk09-l2a-f3-05.mp3}
# Source: LLA 2A Figure 3 (outline)
$PRODUCE Fill In the Outline
ID: 9-2a-f3
REFERENCE: 9-2a-f3-passage
INPUT: type
CHECK: exact
INTRO: Complete the outline: each room, and the three things Robert and Sandy need for it. Open the passage again if the kitchen goes blank on you.
INSTRUCTION: Type the correct room or item in each slot.
TEMPLATE: Furniture For A New Home
SLOT: 1 | Room 1 | living room
SLOT: 2 | Item 1 | sofa
SLOT: 2 | Item 2 | coffee table
SLOT: 2 | Item 3 | bookcase
SLOT: 1 | Room 2 | kitchen
SLOT: 2 | Item 1 | refrigerator
SLOT: 2 | Item 2 | stove
SLOT: 2 | Item 3 | can opener
SLOT: 1 | Room 3 | bedroom
SLOT: 2 | Item 1 | bed
SLOT: 2 | Item 2 | curtains
SLOT: 2 | Item 3 | mirror
# Source: ST §Reading: Coffee and Basketball
$GRAMMAR Reading: Coffee, Basketball, and a New Dog
ID: l2-s16-r
READING
INTRO: Three short paragraphs to read — about coffee, basketball, and a boy's new dog. Read them at your own pace; the questions come next.
CARD: **Paragraph 1.** The word "coffee" may come from an Arabic word. Today people all over the world enjoy coffee. They drink hot coffee and cold coffee. They drink it for breakfast, lunch, and dinner. They also drink it in between meals. There are many different kinds of coffee. They all smell and taste delicious. A lot of people meet friends at restaurants or snack bars to drink coffee and talk. In some countries there are small snack bars that serve only coffee and desserts.
CARD: **Paragraph 2.** Basketball is a sport that many boys and girls, and also men and women enjoy. It is not a very old game. Students in the state of Massachusetts played the first game in December 1891. John Naismith wrote the rules for the game. He wanted his students to have a fast, interesting game to play inside in the cold, winter months. The first teams had nine people. Then the number changed to five in the winter of 1897. The game today is almost the same as it was almost a hundred years ago.
CARD: **Paragraph 3.** Today is a clear, cold October day. We are all outside working in the yard. My little brother Paul is running around as usual. He's very excited because yesterday he got a terrific present. My parents gave him a dog for his birthday. He likes all animals, but most of all he likes dogs. We had a dog when we lived in Florida. His name was Zero. He was a good, quiet, old dog. Zero didn't like to do anything but eat and sleep. When we moved here, we had to give him away. The new dog's name is Sam. He is a nice little, black and white dog. He likes to play and run around. Paul says he is going to teach him to do things. I hope he can.
INTRO: Now the harder question: not just what each paragraph is about, but what it says. Tap the correct main idea or title — the reading is there if you need another look.
INSTRUCTION: Choose the correct main idea or title.
# SKIPPED (book): Reading Skill "DO YOU REMEMBER WHAT YOU READ?" (p. 71) — scanning activity based on a menu graphic omitted from the text extraction. Dropped.
INTRO: Read each sentence beginning and tap the ending that completes it. Put together, they describe a typical working day in the U.S. — coffee not included.
INSTRUCTION: Tap the ending that completes each sentence.
OPTION: a | starts between 7:00 and 9:00.
OPTION: b | between 5:30 and 7:00.
OPTION: c | eat breakfast. Then they leave for work.
OPTION: d | their cars to work, but some take the bus.
INTRO: You'll see each sentence with no capital letters or punctuation, and hear it read correctly. Type it the right way — capitals, commas, periods, everything counts here.
INSTRUCTION: Type the sentence with correct capitalization and punctuation.
# Source: ST §All Drivers Must Obey the Traffic Laws.
$DIALOGUE Obey the Traffic Laws
ID: l2-s11
INTRO: This part is about traffic laws — seat belts, insurance, tickets, and the fines that follow careless drivers around. Look at the pictures, listen, and repeat.
LINE: Don't cross the street when the sign says DON'T WALK. {st-page_062_001.jpg|A boy standing at a pedestrian crossing with a "DON'T WALK" light sign}
LINE: In the U.S., you must keep to the right side of the street. It's the law. {st-page_062_002.jpg|Two lines of cars driving on the right side of a road on a hill}
LINE: In Texas, all drivers must wear their seat belts. Mrs. Adams and her son obey the law. {st-page_062_003.jpg|A woman and child sitting inside a car with seat belts fastened}
LINE: Lt Dean fastens his seat belt when he gets in a car. He always buckles up. {st-page_062_004.jpg|A driver in a military uniform fastening his seat belt}
LINE: In many states, drivers must have insurance on their cars. It is the law. {st-page_063_001.jpg|A man holding and reading an Auto Insurance Policy document}
LINE: The insurance helps pay for the cost of accidents. {st-page_063_001.jpg|A man holding and reading an Auto Insurance Policy document}
LINE: Mr. Evans got a ticket. He was driving very fast, and he wasn't wearing a seat belt. {st-page_063_002.jpg|A police officer writing a ticket for a driver sitting in his car}
LINE: He broke two traffic laws. Now Mr. Evans must pay a fine. It will cost him a lot of money. {st-page_063_002.jpg|A police officer writing a ticket for a driver sitting in his car}
LINE: They did not wear their seatbelts. They broke the law. {page_041_003.jpg|A driver talking to a police officer outside his car window} {bk09-l2b-f1-06.mp3}
LINE: Johnny is a careful driver. He obeys all the laws. {page_041_004.jpg|View from inside a car looking past the driver at a "SLOW 20 SCHOOL ZONE" sign} {bk09-l2b-f1-07.mp3}
$DIALOGUE Getting to the Bank {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street}
INTRO: Two men, one map, and lunch on the line. Listen to the directions and follow the route on the map — you'll be asked where the bank and the restaurant are.
INSTRUCTION: Listen to the directions and follow the map.
INTRO: Based on those directions, tap where the bank and the restaurant are on the map. If you lost the route somewhere on Main Street, open the dialogue again.
TEMPLATE: Where is the bank? {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street}
TEMPLATE: Where is the restaurant? {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street}
LINE: The Smiths' house is similar to the Johnsons' house. {bk09-l2b-f3-houses.jpg|Two houses side by side: a brick house with a dark roof, and a different house with a slanted roof} {bk09-l2b-f3-01.mp3}
LINE: Kevin's truck is different from mine. {bk09-l2b-f3-trucks.jpg|Two pickup trucks side by side: a dark truck with KEVIN on the door, and a smaller plain light truck} {bk09-l2b-f3-02.mp3}
LINE: Peter's score is the same as Jim's. {bk09-l2b-f3-scores.jpg|Two test papers side by side: Peter Jennings' paper marked 96, and Jim Boud's paper marked 96} {bk09-l2b-f3-03.mp3}
PROMPT: Look at the houses. Are they similar, the same, or alike? {bk09-l2b-f3-houses.jpg|Two houses side by side: a brick house with a dark roof, and a different house with a slanted roof} {bk09-l2b-f3-05-q.mp3}
PROMPT: Look at the trucks. Are they similar, the same, or different? {bk09-l2b-f3-trucks.jpg|Two pickup trucks side by side: a dark truck with KEVIN on the door, and a smaller plain light truck} {bk09-l2b-f3-06-q.mp3}
PROMPT: Look at the scores. Are they similar, the same, or different? {bk09-l2b-f3-scores.jpg|Two test papers side by side: Peter Jennings' paper marked 96, and Jim Boud's paper marked 96} {bk09-l2b-f3-07-q.mp3}
PROMPT: Look at the suits. Are they similar, different, or alike? {bk09-l2b-f3-suits.jpg|Two men side by side wearing identical suits and ties} {bk09-l2b-f3-08-q.mp3}
# Source: ST §One Triangle Is the Same as the Other.
$PRODUCE Compare the Pictures
ID: l2-s29
INTRO: Look at each pair of pictures and type the comparison words that complete the sentences. More than one word can fit some gaps — any correct one counts.
INSTRUCTION: Type the missing comparison word or phrase in each gap.
INTRO: You'll see two things. Ask aloud whether they're similar, the same, or different — then answer your own question. Yes, both halves are your job.
INSTRUCTION: Ask a comparison question about the two items, then answer it aloud.
RUBRIC: Accept any reasonable question-and-answer pair comparing the two named items using "like", "alike", "the same (as)", "similar (to)", or "different (from)". The comparison must be factually sensible; exact wording is free.
INTRO: Now the tape gives the orders. Listen to each sentence and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Tell Mike to lock the door. {bk09-l2b-f5-01.mp3}
LINE: Tell Fred not to pick me up tomorrow. {bk09-l2b-f5-02.mp3}
LINE: Tell the children to fasten their seat belts. {bk09-l2b-f5-03.mp3}
LINE: Tell Jimmy to cross the street at the corner. {bk09-l2b-f5-04.mp3}
LINE: Tell Janice to obey the teacher. {bk09-l2b-f5-05.mp3}
LINE: Tell Lori to sit in the front seat. {bk09-l2b-f5-06.mp3}
LINE: Tell Dad to meet me at 6 o'clock. {bk09-l2b-f5-07.mp3}
LINE: Tell Private Williams to clean the barracks. {bk09-l2b-f5-08.mp3}
# Source: ST §Tell Dave to Open the Window. (context lines added — see report)
$PRODUCE Pass the Job Along
ID: l2-s20
INTRO: Nobody wants the chore, so everyone passes it along. Read the situation, then complete each excuse with "Tell" or "Ask" and the cue in parentheses.
INSTRUCTION: Type the missing sentence using the cue.
INTRO: Three scenes — a breakfast order, a mix-up at the bank, and a policeman with opinions about bicycles. Listen and read along; no repeating this time.
INTRO: Listen to each short exchange and the question that follows, then answer aloud in a complete sentence — "He told him to..." Then repeat the model answer.
PROMPT: Captain Jones, tell Sergeant Jackson to bring the student record to my office.\n— Sergeant Jackson, take the student record to Major Johnson's office.\nWhat did Captain Jones tell Sergeant Jackson? {bk09-l2d-f2-02-q.mp3}
PROMPT: Sgt Morales: Come in and close the door, airman.
RESPONSE: Sgt Morales told the airman to come in and close the door.
PROMPT: Lt Miller: Close that window, sergeant.
RESPONSE: Lt Miller told the sergeant to close the window.
PROMPT: Carol: Please turn off the light in the kitchen, Sue.
RESPONSE: Carol asked Sue to turn off the light in the kitchen.
PROMPT: Mr. Wells: Look at the problem on the chalkboard, Mac.
RESPONSE: Mr. Wells told Mac to look at the problem on the chalkboard.
PROMPT: Ms. Nelson: Please don't take this book from the library, Mr. Knight.
RESPONSE: Ms. Nelson asked Mr. Knight not to take the book from the library.
PROMPT: Mr. Holder: Students, be on time for the quiz tomorrow.
RESPONSE: Mr. Holder told the students to be on time for the quiz tomorrow.
PROMPT: Mr. Randall: Boys, please don't leave those wet towels on the floor.
RESPONSE: Mr. Randall asked the boys not to leave the wet towels on the floor.
# Source: ST §What Did Billy's Mother Tell Him to Do?
$PRODUCE Billy's Day
ID: l2-s24
INTRO: Six cartoon panels of Billy's day, which ends — spoiler — with a broken window. Look at each picture and report aloud what people told or asked him to do.
INSTRUCTION: Look at the cartoon and answer the questions aloud.
RUBRIC: Treat the model answer as the key; accept any phrasing that reports the same command or request with "told" or "asked" (+ person + to/not to + verb).
PROMPT: What did Billy's mother tell him to do in picture 1? {st-page_082_001.jpg|Billy asking to play and mother telling him to stay home and eat supper}
PROMPT: What did Billy's mother ask him to do in picture 2? {st-page_082_002.jpg|Billy finishing food and mother asking him to take his plate and glass to the kitchen}
INTRO: This part teaches the past progressive — saying what was happening. First, a few more words for the road. Look at each picture, listen, and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
LINE: There's a lot of traffic at 5 o'clock. {page_047_001.jpg|A collection of toy cars and trucks arranged in rows on display shelves} {bk09-l2c-f1-01.mp3}
LINE: Sometimes Bobby bothers me when I try to study. {page_047_002.jpg|A man sitting at a desk reading a book while a young boy stands next to him} {bk09-l2c-f1-02.mp3}
LINE: The children cross the street at the corner. {page_048_001.jpg|Three children carrying books and bags walking past a school crossing sign} {bk09-l2c-f1-05.mp3}
LINE: I have insurance. It will get you a new bicycle. {page_048_004.jpg|A policeman in uniform inspecting insurance papers shown to him by a man in the rain} {bk09-l2c-f1-08.mp3}
LINE: Where is that place? It's at the corner of Main and 6th Streets. {page_049_001.jpg|A street corner with pedestrians walking past storefronts and a street sign showing MAIN ST. and SIXTH ST.} {bk09-l2c-f1-09.mp3}
INTRO: You'll hear a sentence and see a cue. Say the sentence again, swapping in the cue — and keep "was" and "were" agreeing with whoever's doing the studying.
INSTRUCTION: Say the sentence again, changing it with the cue.
RUBRIC: Accept a complete sentence in the past progressive stating the same fact as the model answer; short forms like "She was standing at the bus stop" are fine, but the past progressive form is the point — a different tense fails.
INTRO: Answer each question aloud in the past progressive — what was Al doing when each thing happened? His notes are right there if the timeline gets away from you.
INSTRUCTION: Answer the questions using the past progressive.
RUBRIC: Treat the model answer as the factual key; accept any past progressive sentence stating the same fact. The past progressive form is the point — a different tense fails.
INTRO: In this part you'll describe traffic scenes and hear witnesses explain an accident to a policeman. First, the position words. Look at the picture, listen, and repeat.
LINE: The children are on the bus behind the truck. {page_053_001.jpg|A school bus driving past a ONE WAY sign next to a pickup truck} {bk09-l2d-f1-01.mp3}
LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg|A man driving a vehicle under a bright sun with a SPEED LIMIT sign visible in the windshield} {bk09-l2d-f1-02.mp3}
LINE: They must park across from the school. {page_053_003.jpg|A car parked in front of a building labeled SCHOOL} {bk09-l2d-f1-03.mp3}
LINE: The bicycle is in back of that small car. {page_053_004.jpg|A person riding a bicycle near a pedestrian crossing sign and a traffic light with a car stopped nearby} {bk09-l2d-f1-04.mp3}
LINE: Fred is in the car in front of the police car. {page_054_001.jpg|A police car parked behind another car near a street sign} {bk09-l2d-f1-05.mp3}
LINE: Someone left their light blue car by the lake. {page_054_002.jpg|A car swerving off the road toward a tree} {bk09-l2d-f1-06.mp3}
LINE: His dark car hit the light pole. {page_054_003.jpg|A car crashed into a wooden utility pole with smoke rising from the hood} {bk09-l2d-f1-07.mp3}
# Source: LLA 2D Figure 1 (matching pass)
$SELECT Match the Traffic Scene
ID: 9-2d-f1-b
INTRO: Listen to each sentence and tap the scene being described. Then repeat the correct sentence.
$DIALOGUE Talking to the Policeman {st-page_066_001.jpg|A police officer taking notes at the scene of a car accident}
ID: l2-s14
INTRO: An accident on the corner, and everyone has a version of it — the witness, the boy, the driver. Listen to each account and repeat the lines.
INSTRUCTION: Listen and repeat the dialogs.
REPEAT
Policeman: What did you see?
Witness: Well, sir. The white car made a fast stop.
LINE: He tried to miss the boy on the bicycle.
LINE: The black car didn't have time to stop. He hit the white car.
Policeman: What happened here?
Witness: The driver in the white car was careful. He tried to stop.
LINE: The boy on the bicycle was careless. The accident was his fault.
LINE: The driver in the black car just didn't have enough time to stop.
Policeman: I want to know what happened here.
Boy: There was a lot of traffic. The car was coming around the curve. I was looking straight ahead. I just didn't see the car. The driver didn't have enough time to stop. He hit me.
Policeman: Tell me what happened.
Driver: I tried to stop, sir. I was coming around the curve. I just didn't see the boy in time. I hit him. Then this car hit me.
Policeman: Did you have your seat belt fastened?
Driver: Yes, sir. I wasn't hurt because I buckled up.
Bystander: I didn't see what happened. Was it the boy's fault?
Witness: I saw the accident, but I don't know whose fault it was.
Bystander: Do you think he'll get a ticket?
Witness: I don't know. He needs to be more careful.
# Source: ST §What Happened?
$SELECT What Would They Say?
ID: l2-s15
INTRO: A curious bystander asks about the accident. Tap the reply that actually makes sense — only one of the three does.
INSTRUCTION: Tap the best response to each question.
TEMPLATE: Bystander: How did the accident happen?
OPTION: a | The man was walking straight ahead.
OPTION: b | The white car was going very fast.
OPTION: c | The woman was talking to her friend.
ANSWER: b
TEMPLATE: Bystander: Did the white car hit the other car?
OPTION: a | Yes, and the white car was at fault.
OPTION: b | Yes, and there was a lot of traffic.
OPTION: c | Yes, and it bothered the policeman.
ANSWER: a
TEMPLATE: Bystander: Why did the accident happen?
OPTION: a | The driver broke the law.
OPTION: b | The car was in traffic.
OPTION: c | The accident was on 6th St.
ANSWER: a
TEMPLATE: Bystander: Did the policeman give him a ticket?
OPTION: a | Yes, because he didn't bother the policeman.
OPTION: b | Yes, because he didn't obey the law.
OPTION: c | Yes, because he wasn't careless.
ANSWER: b
TEMPLATE: Bystander: Where did the accident happen?
OPTION: a | It happened on the car.
OPTION: b | It happened on the corner of 11th and Ave H.
OPTION: c | It happened on a bicycle.
ANSWER: b
TEMPLATE: Bystander: What happened?
OPTION: a | Two cars hit.
OPTION: b | A car hit.
OPTION: c | A bicycle hit.
ANSWER: a
TEMPLATE: Bystander: Were the drivers hurt?
OPTION: a | Yes, they were.
OPTION: b | Yes, they weren't.
OPTION: c | Yes, he was.
ANSWER: a
TEMPLATE: Bystander: When did the accident happen?
OPTION: a | On the highway. I heard it.
OPTION: b | In the morning. I saw it.
OPTION: c | At the corner. I was in it.
ANSWER: b
# SKIPPED (book): "WHO CAN TELL ME WHAT HAPPENED?" (p. 69) — open instructor-led role-play with unscripted situations. Dropped.
# Source: LLA 2D Figure 4
$DIALOGUE The Accident
ID: 9-2d-f4
INTRO: Harry had an accident — and, unlike Ray from earlier in the lesson, he was wearing his seat belt. Listen to the conversation and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT
SpeakerA: What happened? {bk09-l2d-f4-01.mp3}
SpeakerB: Harry had an accident. {bk09-l2d-f4-02.mp3}
LINE: That man in the dark car ran into him. {bk09-l2d-f4-03.mp3}
LINE: He ran the red light. {bk09-l2d-f4-04.mp3}
SpeakerA: Was Harry hurt? {bk09-l2d-f4-05.mp3}
SpeakerB: No. He was wearing his seatbelt. {bk09-l2d-f4-06.mp3}
LINE: That helped him. {bk09-l2d-f4-07.mp3}
SpeakerA: Where are the police? {bk09-l2d-f4-08.mp3}
SpeakerB: They already left. {bk09-l2d-f4-09.mp3}
SpeakerA: Did that man get a ticket? {bk09-l2d-f4-10.mp3}
SpeakerB: Yes. He got 2 tickets, one because he caused the accident. {bk09-l2d-f4-11.mp3}
LINE: And one because he wasn't wearing his seatbelt. {bk09-l2d-f4-12.mp3}
SpeakerA: Does Harry have insurance? {bk09-l2d-f4-13.mp3}
SpeakerB: Yes, and so does the other driver. {bk09-l2d-f4-14.mp3}
$SESSION 2-8: Review — Listen, Answer, Write
# Source: LLA 2D Figure 5 (dialog 1)
$DIALOGUE A Long-Distance Call
ID: 9-2d-f5-d1
INTRO: Last part — a review of the whole lesson: office conversations, sentence endings, syllables, and some writing to finish. First, listen to Lieutenant Jackson and Sergeant Wilson.
INSTRUCTION: Listen to the dialogue.
Lt_Jackson: Sergeant Wilson, where is Captain Russell? {bk09-l2d-f5-01.mp3}
Sgt_Wilson: He's in Colonel Smith's office, Lieutenant Jackson. {bk09-l2d-f5-02.mp3}
Lt_Jackson: He has a long-distance phone call. {bk09-l2d-f5-03.mp3}
Sgt_Wilson: I'll get him right away. {bk09-l2d-f5-04.mp3}
# Source: LLA 2D Figure 5 (question 1)
$PRODUCE Why the Hurry?
ID: 9-2d-f5-q1
REFERENCE: 9-2d-f5-d1
INPUT: speak
CHECK: llm
SHOW_PROMPT
INTRO: Answer the question about the conversation aloud, in a full sentence.
INTRO: Answer the question about the conversation aloud, in a full sentence.
INSTRUCTION: Answer the question aloud.
RUBRIC: Accept any statement that he wants to take him to lunch.
PROMPT: Why is Major Johnson looking for Major Billings? {bk09-l2d-f5-12.mp3}
RESPONSE: He wants to take him to lunch. {bk09-l2d-f5-12-a.mp3}
# Source: LLA 2C Figure 3
$SELECT Finish the Sentence
ID: 9-2c-f3
INTRO: A review of this lesson's accident words. Listen to the beginning of each sentence and tap the phrase that finishes it best; then repeat the whole sentence.
INSTRUCTION: Choose the correct phrase to complete the sentence.
PROMPT: This soup tastes salty. {bk09-l2b-f8-06.mp3}
RESPONSE: This soup tastes salty. {bk09-l2b-f8-06.mp3}
PROMPT: I can't find my checkbook. {bk09-l2b-f8-07.mp3}
RESPONSE: I can't find my checkbook. {bk09-l2b-f8-07.mp3}
PROMPT: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}
RESPONSE: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}
# Source: LLA 2C Figure 5
$PRODUCE A Phone Call — Write Each Sentence
ID: 9-2c-f5
INPUT: type
CHECK: exact
INTRO: One more round of writing by ear: a short paragraph about John's long-distance call, one sentence at a time. Type each sentence you hear.
INSTRUCTION: Type the sentence you hear.
PROMPT: John made a long-distance phone call yesterday. {bk09-l2c-f5-01.mp3}
RESPONSE: John made a long-distance phone call yesterday. {bk09-l2c-f5-01.mp3}
PROMPT: He called his sister in California. {bk09-l2c-f5-02.mp3}
RESPONSE: He called his sister in California. {bk09-l2c-f5-02.mp3}
PROMPT: He called after 11 o'clock because it was cheaper. {bk09-l2c-f5-03.mp3}
RESPONSE: He called after 11 o'clock because it was cheaper. {bk09-l2c-f5-03.mp3}
PROMPT: The first time he tried, the line was busy. {bk09-l2c-f5-04.mp3}
RESPONSE: The first time he tried, the line was busy. {bk09-l2c-f5-04.mp3}
PROMPT: The second time, he got her. {bk09-l2c-f5-05.mp3}
RESPONSE: The second time, he got her. {bk09-l2c-f5-05.mp3}
PROMPT: He called from a public phone, so he used a lot of change. {bk09-l2c-f5-06.mp3}
RESPONSE: He called from a public phone, so he used a lot of change. {bk09-l2c-f5-06.mp3}
PROMPT: They talked for 20 minutes. {bk09-l2c-f5-07.mp3}
RESPONSE: They talked for 20 minutes. {bk09-l2c-f5-07.mp3}
PROMPT: They had a good conversation. {bk09-l2c-f5-08.mp3}
RESPONSE: They had a good conversation. {bk09-l2c-f5-08.mp3}
# Source: ST §Let's Make the Sentences Longer.
$PRODUCE Make the Sentences Longer
ID: l2-s31
INTRO: Last one in the lesson. Read each short sentence, pick one word from each numbered list, and say the longer sentence aloud. Then you're done — go tell someone to take a break. Better yet, take one yourself.
INSTRUCTION: Say the expanded sentence, using one word from each numbered list.
