INTRO: In this lesson you'll learn to talk about fixing things — bicycles and flat tires — to make polite requests, and to report what people told you to do. We start small: the parts of a bicycle. Listen and repeat each sentence.
LINE: The tire fits on the outside of the wheel. There is air inside the tire. {page_053_004.jpg} {bk10-l3a-f1-04.mp3}
VOCAB: enough
LINE: The tire is low. It has some air, but not enough. {page_053_005.jpg} {bk10-l3a-f1-05.mp3}
VOCAB: flat
LINE: The tire is flat. It has only a little air. {page_053_006.jpg} {bk10-l3a-f1-06.mp3}
# Source: LLA 3A Figure 1
$PRODUCE Questions About the Bicycle
ID: 3a-f1-b
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Same bicycle — but now you do the talking. Answer each question aloud in a complete sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
PROMPT: What shape are the wheels? {page_053_001.jpg} {bk10-l3a-f1-07-q.mp3}
RESPONSE: The wheels are round. {bk10-l3a-f1-07-a.mp3}
PROMPT: Where are the tires? {page_053_004.jpg} {bk10-l3a-f1-08-q.mp3}
RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-08-a.mp3}
PROMPT: What can you turn with a wrench? {page_053_003.jpg} {bk10-l3a-f1-09-q.mp3}
RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-09-a.mp3}
PROMPT: What is in the tires? {page_053_004.jpg} {bk10-l3a-f1-10-q.mp3}
RESPONSE: There's air inside the tires. {bk10-l3a-f1-10-a.mp3}
PROMPT: What is wrong with this tire? {page_053_005.jpg} {bk10-l3a-f1-11-q.mp3}
RESPONSE: It doesn't have enough air. {bk10-l3a-f1-11-a.mp3}
PROMPT: What is wrong with this tire? {page_053_006.jpg} {bk10-l3a-f1-12-q.mp3}
RESPONSE: It's flat. {bk10-l3a-f1-12-a.mp3}
# Source: LLA 3A Figure 2 (Part 2) — sentence presentation leads; word list follows as pronunciation
$DIALOGUE Mike Is Fixing His Bicycle {page_054_001.jpg}
ID: 3a-f2-b
INTRO: Mike's bicycle needs work — the tire, the seat, the handlebars. Everything, really. Listen to what he does; you'll hear this part's action words in context.
INSTRUCTION: Listen to the paragraph.
LINE: Mike is fixing his bicycle. {bk10-l3a-f2-08.mp3}
LINE: First, he's putting air in the back tire. {bk10-l3a-f2-09.mp3}
VOCAB: to inflate
LINE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-10.mp3}
LINE: He's short, and it's high for him. {bk10-l3a-f2-11.mp3}
VOCAB: to lower
LINE: He must lower it. {bk10-l3a-f2-12.mp3}
LINE: Next, he'll fix the handlebars. {bk10-l3a-f2-13.mp3}
VOCAB: to raise
LINE: He'll raise them because they're low for him. {bk10-l3a-f2-14.mp3}
VOCAB: loose
LINE: Also, they slip because they're loose. {bk10-l3a-f2-15.mp3}
VOCAB: tight
LINE: They should be tight, or they may cause an accident. {bk10-l3a-f2-16.mp3}
LINE: He can fix the seat and handlebars in a few minutes. {bk10-l3a-f2-17.mp3}
VOCAB: to loosen
VOCAB: to tighten
LINE: He only needs to loosen and tighten a few nuts with a wrench. {bk10-l3a-f2-18.mp3}
# Source: LLA 3A Figure 2 (Part 1) — kept as pronunciation reinforcement after the sentence panel
$DIALOGUE Say the Action Words
ID: 3a-f2
INTRO: Now practice saying the action words you just heard in Mike's story. Listen and repeat each one clearly.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Inflate. {bk10-l3a-f2-01.mp3}
LINE: Lower. {bk10-l3a-f2-02.mp3}
LINE: Raise. {bk10-l3a-f2-03.mp3}
LINE: Loose. {bk10-l3a-f2-04.mp3}
LINE: Tight. {bk10-l3a-f2-05.mp3}
LINE: Loosen. {bk10-l3a-f2-06.mp3}
LINE: Tighten. {bk10-l3a-f2-07.mp3}
# Source: LLA 3A Figure 2 (Part 3)
$PRODUCE Complete the Sentences About Mike
ID: 3a-f2-c
INPUT: type
CHECK: exact
REPEAT
INTRO: Back to Mike. Listen to each sentence, type the missing word, and then say the whole sentence back.
INSTRUCTION: Type the missing word.
PROMPT: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-19-q.mp3}
TEMPLATE: After he ____ the tire, he'll fix the seat.
RESPONSE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-19-a.mp3}
ACCEPT: inflates
PROMPT: He must lower it. {bk10-l3a-f2-20-q.mp3}
TEMPLATE: He must ____ it.
RESPONSE: He must lower the seat. {bk10-l3a-f2-20-a.mp3}
ACCEPT: lower
PROMPT: He'll raise them because they're low for him. {bk10-l3a-f2-21-q.mp3}
TEMPLATE: He'll ____ them because they're low for him.
RESPONSE: He'll raise the handlebars. {bk10-l3a-f2-21-a.mp3}
RESPONSE: The handlebars slip because they're loose. {bk10-l3a-f2-22-a.mp3}
ACCEPT: loose
PROMPT: They should be tight, or they may cause an accident. {bk10-l3a-f2-23-q.mp3}
TEMPLATE: They should be ____, or they may cause an accident.
RESPONSE: The handlebars should be tight. {bk10-l3a-f2-23-a.mp3}
ACCEPT: tight
PROMPT: He only needs to loosen and tighten a few nuts with a wrench. {bk10-l3a-f2-24-q.mp3}
TEMPLATE: He only needs to ____{loosen} and ____{tighten} a few nuts with a wrench.
RESPONSE: Mike will loosen a nut under the seat. He'll tighten the nut again. {bk10-l3a-f2-24-a.mp3}
# Source: LLA 3A Figure 3
$DIALOGUE A Flat Tire
ID: 3a-f3
INTRO: Judy has bad news about July's tire — and a firm opinion about who's going to fix it. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Judy: You have a flat tire. {bk10-l3a-f3-01.mp3}
July: Which tire? {bk10-l3a-f3-02.mp3}
Judy: The one on the left. {bk10-l3a-f3-03.mp3}
LINE: The left front tire. {bk10-l3a-f3-04.mp3}
July: That tire's new. {bk10-l3a-f3-05.mp3}
Judy: Are the others new? {bk10-l3a-f3-06.mp3}
July: No, just that one. {bk10-l3a-f3-07.mp3}
Judy: That's awful. {bk10-l3a-f3-08.mp3}
July: Who can fix it? {bk10-l3a-f3-09.mp3}
Judy: You can fix it. {bk10-l3a-f3-10.mp3}
July: I don't know how. {bk10-l3a-f3-11.mp3}
Judy: I'll teach you how. {bk10-l3a-f3-12.mp3}
$SESSION 3-2: Changing a Flat Tire
# Source: ST §A Flat Tire
$DIALOGUE Car and Tire Words
ID: l3-s1
INTRO: In this part you'll learn everything you need to change a flat tire on a car — the tools, the parts, and the steps, in order. First, the words. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: A car has four wheels. {st-page_095_001.jpg}
# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks a before/after question from the pictures, the other answers); no solo path.
# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration task based on 12 pictures; no determinate answer.
# Source: LLA 3A Figure 4 (Part 1)
$DIALOGUE Frank Changes a Flat Tire
ID: 3a-f4
INTRO: Here's Frank doing the whole job, start to finish. Just listen — in a few minutes you'll be telling this story yourself.
INSTRUCTION: Listen to the paragraph.
LINE: First, Frank walks to the back of the car. {bk10-l3a-f4-01.mp3}
LINE: He sticks the key in the lock and opens the trunk. {bk10-l3a-f4-02.mp3}
LINE: He keeps a jack, a lug wrench, and an extra tire there. {bk10-l3a-f4-03.mp3}
LINE: First, he takes off the hubcap because it covers the lug nuts. {bk10-l3a-f4-04.mp3}
LINE: Then he jacks up the car until the flat tire is off the ground. {bk10-l3a-f4-05.mp3}
LINE: He loosens the nuts with the lug wrench and removes them. {bk10-l3a-f4-06.mp3}
LINE: Next, he replaces the flat tire with the spare tire. {bk10-l3a-f4-07.mp3}
LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {bk10-l3a-f4-08.mp3}
LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {bk10-l3a-f4-09.mp3}
# Source: LLA 3A Figure 4 (Part 2) — kept as pronunciation reinforcement after Frank's story
$DIALOGUE Say the Car Words
ID: 3a-f4-b
INTRO: Now practice saying the car words from Frank's story. Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: The back of. {page_056_001.jpg} {bk10-l3a-f4-10.mp3}
LINE: "He takes them out of the..." "...trunk and begins to change the flat." {bk10-l3a-f5-04.mp3}
LINE: "The..." "...hubcap covers the lug nuts, and he has to take it off first." {bk10-l3a-f5-05.mp3}
LINE: "Then he..." "...jacks up the car until the flat tire is off the ground." {bk10-l3a-f5-06.mp3}
LINE: "He loosens the nuts with the..." "...lug wrench and..." "...removes them." {bk10-l3a-f5-07.mp3}
LINE: "Next he takes off the flat tire and..." "...replaces it with the..." "...spare tire." {bk10-l3a-f5-08.mp3}
LINE: "After he..." "...replaces and tightens the nuts, he lowers the car and puts the..." "...hubcap on the new wheel." {bk10-l3a-f5-09.mp3}
LINE: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-10.mp3}
# Source: LLA 3A Figure 6
$SELECT True or False: Tires and Tools
ID: 3a-f6
REPEAT
INTRO: Time to check what stuck. Listen to each sentence and tap "True" or "False" — then repeat the correct statement.
INSTRUCTION: Tap True or False.
PROMPT: A key fits in a lock. {bk10-l3a-f6-01-q.mp3}
OPTION: t | True {bk10-l3a-f6-01-a.mp3}
OPTION: f | False
ANSWER: t
PROMPT: "Remove" and "take off" are the same. {bk10-l3a-f6-02-q.mp3}
OPTION: t | True {bk10-l3a-f6-02-a.mp3}
OPTION: f | False
ANSWER: t
PROMPT: "Spare" is the opposite of "extra." {bk10-l3a-f6-03-q.mp3}
OPTION: t | True
OPTION: f | False {bk10-l3a-f6-03-a.mp3}
ANSWER: f
FEEDBACK: Spare and extra are the same. {bk10-l3a-f6-03-fb.mp3}
PROMPT: Frank raises the car with the jack. {bk10-l3a-f6-04-q.mp3}
OPTION: t | True {bk10-l3a-f6-04-a.mp3}
OPTION: f | False
ANSWER: t
PROMPT: He turns the hubcap with the wrench. {bk10-l3a-f6-05-q.mp3}
OPTION: t | True
OPTION: f | False {bk10-l3a-f6-05-a.mp3}
ANSWER: f
FEEDBACK: Frank turns the lug nuts with the wrench. {bk10-l3a-f6-05-fb.mp3}
PROMPT: The trunk of Frank's car is in the front. {bk10-l3a-f6-06-q.mp3}
OPTION: t | True
OPTION: f | False {bk10-l3a-f6-06-a.mp3}
ANSWER: f
FEEDBACK: The trunk is in the back of the car. {bk10-l3a-f6-06-fb.mp3}
PROMPT: He tightens the nuts before he removes them. {bk10-l3a-f6-07-q.mp3}
OPTION: t | True
OPTION: f | False {bk10-l3a-f6-07-a.mp3}
ANSWER: f
FEEDBACK: He loosens the nuts before he removes them. {bk10-l3a-f6-07-fb.mp3}
PROMPT: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-q.mp3}
OPTION: t | True {bk10-l3a-f6-08-a.mp3}
OPTION: f | False
ANSWER: t
# Source: LLA 3B Figure 1
$PRODUCE Hear the Connective
ID: 3b-f1
INPUT: type
CHECK: exact
INTRO: Words like "first", "next", "then", "after", and "finally" put a story in order. Listen to sentences about Mike's bicycle and about Bob at the gas station, and type the connective you hear.
INSTRUCTION: Type the connective word.
PROMPT: First, he inflated the back tire. {bk10-l3b-f1-01.mp3}
TEMPLATE: ____, he inflated the back tire.
RESPONSE: First, he inflated the back tire.
ACCEPT: First | first
PROMPT: He fixed the handlebars second. {bk10-l3b-f1-02.mp3}
TEMPLATE: He fixed the handlebars ____.
RESPONSE: He fixed the handlebars second.
ACCEPT: second
PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-03.mp3}
TEMPLATE: He lowered them, and ____ he tightened them.
RESPONSE: He lowered them, and then he tightened them.
ACCEPT: then
PROMPT: He fixed the seat last. {bk10-l3b-f1-04.mp3}
TEMPLATE: He fixed the seat ____.
RESPONSE: He fixed the seat last.
ACCEPT: last
PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-05.mp3}
TEMPLATE: ____, he puts gas in the car and cleans the windows.
RESPONSE: First, he puts gas in the car and cleans the windows.
ACCEPT: First | first
PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-06.mp3}
TEMPLATE: ____ he pays for the gas, Bob checks the tires.
RESPONSE: After he pays for the gas, Bob checks the tires.
ACCEPT: After | after
PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-07.mp3}
TEMPLATE: He looks at the tires on the car and ____ opens the trunk and checks the spare tire.
RESPONSE: He looks at the tires on the car and then opens the trunk and checks the spare tire.
ACCEPT: then
PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-08.mp3}
TEMPLATE: ____, he looks for the jack and lug wrench.
RESPONSE: Next, he looks for the jack and lug wrench.
ACCEPT: Next | next
PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-09.mp3}
TEMPLATE: He checks the nuts and wheel covers ____, and tightens any loose ones.
RESPONSE: He checks the nuts and wheel covers last, and tightens any loose ones.
ACCEPT: last
PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-10.mp3}
TEMPLATE: ____, he's ready to leave.
RESPONSE: Finally, he's ready to leave.
ACCEPT: Finally | finally
# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs to listen for transitional words; no script or audio available. Convertible later with chosen items + TTS.
$SESSION 3-3: Finding the Main Idea
# Source: LLA 3A Figure 7 (Paragraph 1)
$DIALOGUE Vending Machines
ID: 3a-f7
INTRO: This part trains one skill: finding the main idea — the one sentence a paragraph is really about. First, listen to a paragraph about vending machines. Don't memorize the details; catch the big picture.
INSTRUCTION: Listen to the paragraph.
LINE: When people have a lot to do, they don't want to eat at home or in restaurants; they can get a snack from a vending machine. {bk10-l3a-f6-09a.mp3}
LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f6-09b.mp3}
LINE: They have coffee, tea, soup, soda, or juice for people who want something to drink. {bk10-l3a-f6-09c.mp3}
LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f6-09d.mp3}
LINE: These vending machines are usually very popular. {bk10-l3a-f6-09e.mp3}
# Source: LLA 3A Figure 7 (Question 1)
$SELECT Main Idea: Vending Machines
ID: 3a-f7-b
REFERENCE
INTRO: Which sentence says what the whole paragraph was about? Tap it. You can review the paragraph if you need to.
INSTRUCTION: Tap the main idea.
TEMPLATE: What is the main idea?
OPTION: a | People are very busy these days.
OPTION: b | Vending machines are popular machines.
OPTION: c | People like drinks and snacks.
ANSWER: b
FEEDBACK: The main idea of the paragraph is: vending machines are popular machines. {bk10-l3a-f7-01.mp3}
# Source: LLA 3A Figure 7 (Paragraph 2)
$DIALOGUE Clothing Stores
ID: 3a-f7-c
INTRO: One more paragraph, this time about clothing stores. Again, listen for the big picture, not the price tags.
INSTRUCTION: Listen to the paragraph.
LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-02a.mp3}
LINE: Some sell clothes only for children. {bk10-l3a-f7-02b.mp3}
LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-02c.mp3}
LINE: There are also stores for sports clothing. {bk10-l3a-f7-02d.mp3}
LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-02e.mp3}
LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-02f.mp3}
LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-02g.mp3}
LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-02h.mp3}
INTRO: Same job: tap the sentence that covers the whole paragraph, not just one detail.
INSTRUCTION: Tap the main idea.
TEMPLATE: What is the main idea?
OPTION: a | Some stores sell expensive clothing.
OPTION: b | You can buy sports clothes at sports clothing stores.
OPTION: c | There are many kinds of clothing stores.
ANSWER: c
FEEDBACK: The main idea of the paragraph is: there are many kinds of clothing stores. {bk10-l3a-f7-03.mp3}
# Source: ST §What's the Topic?
$PRODUCE What's the Topic?
ID: l3-s3
INPUT: type
CHECK: llm
INTRO: Now read instead of listen. Read the paragraph about Martha and type its topic — just a few words, not a whole sentence.
INSTRUCTION: Read the paragraph and type the topic.
RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
RESPONSE: Spending birthday money.
# Source: ST §What's the Main Idea?
$PRODUCE What's the Main Idea?
ID: l3-s4
INPUT: type
CHECK: llm
INTRO: The topic is a phrase; the main idea is a full sentence. Read each paragraph and type its main idea. The first one is a worked example.
INSTRUCTION: Read the paragraph and type the main idea in a complete sentence.
RUBRIC: Accept a complete sentence that summarizes the main idea of the paragraph.
EXAMPLE
TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
RESPONSE: Martha couldn't decide how to spend her money.
TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
RESPONSE: There are rules to follow for polite introductions in the United States.
# Source: ST §What Do You Want to Call It?
$SELECT Pick the Best Title
ID: l3-s5
INTRO: A good title is the main idea in miniature. Read the paragraph about Beth and tap the best title for it.
INSTRUCTION: Read the paragraph and tap the best title.
OPTION: a | A Cold Winter
OPTION: b | A New Coat
OPTION: c | Department Stores
TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
ANSWER: b
# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; no workable interaction.
# Source: LLA 3B Figure 8
$PRODUCE Listen for the Main Idea
ID: 3b-f8
INPUT: type
CHECK: llm
INTRO: Now do it entirely by ear. Listen to a short story about John and a vending machine, then type one sentence giving the main idea.
INSTRUCTION: Type the main idea of the story.
RUBRIC: Accept any statement that means John lost his money in the vending machine, or couldn't get his money back or a soda.
PROMPT: John stood in front of the vending machine near his office and counted his money. He had only 45 cents, exactly the cost of a Diet soda. He carefully put his money in the machine and pushed the button, but nothing happened. He pushed the coin return, and again, nothing happened. John couldn't get his money or his Diet soda. {bk10-l3b-f8-01.mp3}
RESPONSE: John lost his money in the vending machine.
# Source: LLA 3C Figure 7 (Paragraph 1)
$DIALOGUE Ted's Car
ID: 3c-f7-p1
INTRO: Two more, by ear. First: Ted, his car, and his tires. Listen — you'll write the main idea next.
INSTRUCTION: Listen to the paragraph.
LINE: Ted drives his car a lot. {bk10-l3c-f7-01.mp3}
LINE: His car is 2 years old, and his tires are too. {bk10-l3c-f7-02.mp3}
LINE: The car looks good, but the tires don't. {bk10-l3c-f7-03.mp3}
LINE: He has to put air in his tires often. {bk10-l3c-f7-04.mp3}
LINE: When the streets are wet, Ted can't stop his car quickly. {bk10-l3c-f7-05.mp3}
LINE: Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-06.mp3}
# Source: LLA 3C Figure 7 (Question 1)
$PRODUCE Main Idea: Ted's Car
ID: 3c-f7-q1
REFERENCE
INPUT: type
CHECK: llm
LONGFORM
INTRO: In one sentence: what is Ted's paragraph really saying? Type it. You can listen to the paragraph again if you need to.
INSTRUCTION: Type the main idea.
RUBRIC: Accept any statement that means "Ted needs new tires" or "The tires on his car are bad."
TEMPLATE: Write the main idea.
RESPONSE: Ted needs new tires.
# Source: LLA 3C Figure 7 (Paragraph 2)
$DIALOGUE Maria Goes Shopping
ID: 3c-f7-p2
INTRO: Last paragraph: Maria and the mall — a relationship with problems. Listen.
INSTRUCTION: Listen to the paragraph.
LINE: Maria has to go to the mall today, but she doesn't want to. {bk10-l3c-f7-07.mp3}
LINE: She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. {bk10-l3c-f7-08.mp3}
LINE: The clerks at the mall never seem to see her. {bk10-l3c-f7-09.mp3}
LINE: They always help others first. {bk10-l3c-f7-10.mp3}
LINE: All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-11.mp3}
# Source: LLA 3C Figure 7 (Question 2)
$PRODUCE Main Idea: Maria
ID: 3c-f7-q2
REFERENCE
INPUT: type
CHECK: llm
LONGFORM
INTRO: One sentence for Maria's paragraph. Type the main idea, not the parking situation.
INSTRUCTION: Type the main idea.
RUBRIC: Accept any statement that means "Maria doesn't like to go to the mall" or "She doesn't enjoy shopping in the mall."
TEMPLATE: Write the main idea.
RESPONSE: Maria doesn't like to go to the mall.
# Source: ST §What's It All About?
$SELECT Pick the Best Summary
ID: l3-s25
INTRO: Last skill in this part: a summary is the main idea plus the key support. Read each paragraph and tap the summary that covers it best — not too much, not too little.
INSTRUCTION: Read the paragraph and tap the best summary.
OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
OPTION: c | Ned reads two newspapers. He likes to read the business news.
EXAMPLE
TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
ANSWER: a
TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
ANSWER: b
TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
ANSWER: b
$SESSION 3-4: Favors, Hurrying, and Syllable Stress
# Source: LLA 3B Figure 2
$DIALOGUE Doing a Favor
ID: 3b-f2
INTRO: In this part you'll pick up the polite small change of everyday talk — "favor", "certainly", "of course" — and practice which syllable gets the stress. Mrs. Adams and Mr. Wilson are in the car, and she has a few requests. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: favor
Mrs_Adams: Do me a favor, please. {page_060_001.jpg} {bk10-l3b-f2-01.mp3}
VOCAB: certainly
Mr_Wilson: Certainly. What can I do for you? {page_060_001.jpg} {bk10-l3b-f2-02.mp3}
Mrs_Adams: Hand me the other half of my seatbelt. {page_060_001.jpg} {bk10-l3b-f2-03.mp3}
Mrs_Adams: May I look at your paper? {page_060_002.jpg} {bk10-l3b-f2-04.mp3}
VOCAB: of course
Mr_Wilson: Of course. I'm not reading it. {page_060_002.jpg} {bk10-l3b-f2-05.mp3}
VOCAB: to keep
Mrs_Adams: I need to keep warm. Can you get a blanket for me? {page_060_003.jpg} {bk10-l3b-f2-06.mp3}
VOCAB: sure
Mr_Wilson: Sure, I'll be glad to. {page_060_003.jpg} {bk10-l3b-f2-07.mp3}
Mr_Wilson: I'd like to smoke a cigarette. Will that bother you? {page_060_004.jpg} {bk10-l3b-f2-08.mp3}
VOCAB: to mind
Mrs_Adams: No, I won't mind. {page_060_004.jpg} {bk10-l3b-f2-09.mp3}
# Source: LLA 3B Figure 3
$DIALOGUE In a Hurry {page_061_001.jpg}
ID: 3b-f3
INTRO: On an airplane now. The flight is short, the lunch is shorter. Listen to the flight attendant and the passenger, and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Flight_Attendant: Have you finished your lunch? {bk10-l3b-f3-01.mp3}
VOCAB: quick
Mrs_Adams: Yes, but that was certainly a quick meal. {bk10-l3b-f3-02.mp3}
VOCAB: to hurry
Flight_Attendant: I'm sorry you had to hurry. {bk10-l3b-f3-03.mp3}
VOCAB: quickly
Mrs_Adams: You take the plates very quickly. {bk10-l3b-f3-04.mp3}
VOCAB: in a hurry
Flight_Attendant: We're always in a hurry on this flight. {bk10-l3b-f3-05.mp3}
Mrs_Adams: Because it's so short? {bk10-l3b-f3-06.mp3}
Flight_Attendant: Yes. We never have enough time. {bk10-l3b-f3-07.mp3}
Mrs_Adams: One more question, please. Where are the restrooms? {bk10-l3b-f3-08.mp3}
VOCAB: the front of
Flight_Attendant: At the front of the airplane. {bk10-l3b-f3-09.mp3}
INTRO: Peggy has fifty dollars, loose shoes, and a plan that ends with lunch. Notice "tight", "loose", and "enough" doing everyday work here. Listen and repeat.
INTRO: Joe did his teacher a small favor and got a surprise quiz for his trouble. Listen to his story and repeat each part.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg}
VOCAB: to pass out
LINE: "Could you please pass these papers out to the class for me?" "Sure," I said.
LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her.
LINE: I hurried up to the front of the class.
VOCAB: to hand out
LINE: I handed out all the papers to the students, but I had a few extras.
LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz.
LINE: I didn't study last night. I sure wasn't ready.
LINE: I quickly went to my desk and started on my quiz.
LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry.
LINE: She was quick to hand them back to us. My score was 72. That wasn't good.
LINE: Now, I realize that I have to be ready to take a quiz at any time.
# Source: LLA 3B Figure 4
$SELECT Syllable Stress
ID: 3b-f4
INTRO: Every English word has one syllable that gets the punch. Listen to each word and tap the number of the stressed syllable. For example, in "hurry" the stress is on the first syllable.
INTRO: In this part you'll learn to use gerunds — the "-ing" form of a verb used as a noun, as in "I like playing basketball." Start by listening to these sentences and repeating them.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: Everyone began laughing. {bk10-l3b-f5-01.mp3}
LINE: Mike started apologizing. {bk10-l3b-f5-02.mp3}
LINE: Ann likes exercising in the gym. {bk10-l3b-f5-03.mp3}
LINE: Paul enjoys watching sports on TV. {bk10-l3b-f5-04.mp3}
LINE: Dr. Hall never minds answering questions. {bk10-l3b-f5-05.mp3}
LINE: We finished listening to the tape after class. {bk10-l3b-f5-06.mp3}
INTRO: Time to drill the pattern. Listen to each sentence, change the "to" verb into an "-ing" gerund, and say the new sentence aloud. Then repeat the correct answer.
INSTRUCTION: Change the sentence using the -ing form.
EXAMPLE
PROMPT: Kay likes to drive her brother's car. {bk10-l3b-f6-ex-q.mp3}
RESPONSE: Kay likes driving her brother's car. {bk10-l3b-f6-ex-a.mp3}
PROMPT: The child started to cry. {bk10-l3b-f6-01-q.mp3}
RESPONSE: The child started crying. {bk10-l3b-f6-01-a.mp3}
PROMPT: I don't like to stand in line. {bk10-l3b-f6-02-q.mp3}
RESPONSE: I don't like standing in line. {bk10-l3b-f6-02-a.mp3}
PROMPT: Al began to study after dinner. {bk10-l3b-f6-03-q.mp3}
RESPONSE: Al began studying after dinner. {bk10-l3b-f6-03-a.mp3}
PROMPT: Some people like to get up early. {bk10-l3b-f6-04-q.mp3}
RESPONSE: Some people like getting up early. {bk10-l3b-f6-04-a.mp3}
PROMPT: The students began to ask questions. {bk10-l3b-f6-05-q.mp3}
RESPONSE: The students began asking questions. {bk10-l3b-f6-05-a.mp3}
PROMPT: Mary started to look for an apartment. {bk10-l3b-f6-06-q.mp3}
RESPONSE: Mary started looking for an apartment. {bk10-l3b-f6-06-a.mp3}
# Source: LLA 3B Figure 7
$PRODUCE Complete with a Gerund
ID: 3b-f7
INPUT: type
CHECK: exact
REPEAT
INTRO: Same pattern, now in writing. Listen to the cue word and type its "-ing" form to complete the sentence. Then say the whole sentence back.
INSTRUCTION: Type the -ing form of the word you hear.
EXAMPLE
PROMPT: watch {bk10-l3b-f7-ex-q.mp3}
TEMPLATE: Mark enjoys ____ old movies.
RESPONSE: Mark enjoys watching old movies. {bk10-l3b-f7-ex-a.mp3}
ACCEPT: watching
PROMPT: meet {bk10-l3b-f7-01-q.mp3}
TEMPLATE: Jane enjoys ____ people.
RESPONSE: Jane enjoys meeting people. {bk10-l3b-f7-01-a.mp3}
ACCEPT: meeting
PROMPT: write {bk10-l3b-f7-02-q.mp3}
TEMPLATE: Did you finish ____ your letter?
RESPONSE: Did you finish writing your letter? {bk10-l3b-f7-02-a.mp3}
ACCEPT: writing
PROMPT: fill out {bk10-l3b-f7-03-q.mp3}
TEMPLATE: I hope you don't mind ____ a few forms.
RESPONSE: I hope you don't mind filling out a few forms. {bk10-l3b-f7-03-a.mp3}
ACCEPT: filling out
PROMPT: borrow {bk10-l3b-f7-04-q.mp3}
TEMPLATE: Dan doesn't like ____ money from friends.
RESPONSE: Dan doesn't like borrowing money from friends. {bk10-l3b-f7-04-a.mp3}
ACCEPT: borrowing
PROMPT: talk {bk10-l3b-f7-05-q.mp3}
TEMPLATE: Everyone started ____ at the same time.
RESPONSE: Everyone started talking at the same time. {bk10-l3b-f7-05-a.mp3}
ACCEPT: talking
PROMPT: take {bk10-l3b-f7-06-q.mp3}
TEMPLATE: Jan began ____ the medicine every four hours.
RESPONSE: Jan began taking the medicine every four hours. {bk10-l3b-f7-06-a.mp3}
RUBRIC: Accept any logical complete sentence that uses a gerund and incorporates the cue information (e.g. "He stopped smoking because he got sick" or "He stopped smoking when he got sick").
INTRO: Last gerund drill: build both sides of the exchange. Use the cue lines to ask the question and then answer it — both with gerunds.
INSTRUCTION: Ask and answer aloud, using gerunds.
RUBRIC: Accept a correctly formed question and answer that both use gerunds and incorporate the cue words (e.g. "When did you begin playing soccer? I began playing soccer five years ago.").
INTRO: In this part you'll learn to ask for things politely with "can", "could", "will", and "would" — and to say yes or no gracefully. Mary needs lunch money, and Ann is a good friend. Just listen for now.
INSTRUCTION: Listen to the dialogue.
Mary: Could you do me a favor? {page_066_001.jpg} {bk10-l3c-f2-01.mp3}
Ann: Certainly. What do you need? {page_066_001.jpg} {bk10-l3c-f2-02.mp3}
Mary: Lunch money. Can you lend me 3 dollars? {page_066_001.jpg} {bk10-l3c-f2-03.mp3}
Ann: Yes, I can. {page_066_001.jpg} {bk10-l3c-f2-04.mp3}
Mary: Thanks. Will you do another thing for me? {page_066_001.jpg} {bk10-l3c-f2-05.mp3}
Ann: Of course. You always do me favors. {page_066_001.jpg} {bk10-l3c-f2-06.mp3}
Mary: Would you let me buy your lunch tomorrow? {page_066_001.jpg} {bk10-l3c-f2-07.mp3}
Ann: Sure. I know a good restaurant downtown. {page_066_001.jpg} {bk10-l3c-f2-08.mp3}
# Source: LLA 3C Figure 2 (Part 2)
$PRODUCE Roleplay: Answer as Ann
ID: 3c-f2-b
INPUT: speak
CHECK: reveal
INTRO: Now the dialogue again, but you play Ann. Listen to Mary's line, then say Ann's reply aloud.
INTRO: Turn commands into courtesy. Listen to a sentence and a cue word, change the sentence into a polite question with that word, and say it aloud. Then repeat the model.
INSTRUCTION: Change the sentence to a polite question.
# Source: ST §Would You Help Me Fix My Car? + §Could You Please ...? (merged)
$PRODUCE Make a Polite Request
ID: l3-s17
INPUT: speak
CHECK: llm
INTRO: Your turn to ask. Take each cue and turn it into a polite request with "could you", "would you", or "will you". Add "please" — it's free.
INSTRUCTION: Make a polite request aloud using the cue.
RUBRIC: Accept any standard polite request using "Could you", "Would you", or "Will you" that incorporates the cue (e.g. "Would you please hand me the jack?"). A "Would you mind" plus -ing form request is also correct.
INTRO: Final request workout — you play both people. Ask to borrow the first item; then, as the other person, apologize and offer the second item instead.
INSTRUCTION: Ask for the first item; decline and offer the second.
RUBRIC: The learner must ask to borrow the requested item, then act as the second speaker declining and offering the alternative item (e.g. "Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?").
EXAMPLE
TEMPLATE: You want: a pen
TEMPLATE: You have: a pencil
RESPONSE: Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?
TEMPLATE: You want: a text book
TEMPLATE: You have: a notebook
RESPONSE: Could I borrow your text book? Sorry, I don't have one. Would you like a notebook?
TEMPLATE: You want: a blanket
TEMPLATE: You have: a coat
RESPONSE: Could I borrow your blanket? Sorry, I don't have one. Would you like to use my coat?
TEMPLATE: You want: toothpaste
TEMPLATE: You have: a brush
RESPONSE: Could I borrow some toothpaste? Sorry, I don't have any. Do you need a brush?
TEMPLATE: You want: a wrench
TEMPLATE: You have: a spoon
RESPONSE: Could I borrow your wrench? Sorry, I don't have one. Would you like a spoon?
TEMPLATE: You want: a soda
TEMPLATE: You have: water
RESPONSE: Could I have a soda? Sorry, I don't have one. Would you like some water?
TEMPLATE: You want: a pencil
TEMPLATE: You have: a pen
RESPONSE: Could I borrow your pencil? Sorry, I don't have one. Would you like to use my pen?
TEMPLATE: You want: a piece of gum
TEMPLATE: You have: a candy bar
RESPONSE: Could I have a piece of gum? Sorry, I don't have any. Would you like a candy bar?
TEMPLATE: You want: a jack
TEMPLATE: You have: a wrench
RESPONSE: Could I borrow your jack? Sorry, I don't have one. Would you like a wrench?
# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source. Convertible later if the ads are recovered.
$SESSION 3-7: Reported Commands
# Source: LLA 3D Figure 1
$DIALOGUE What Did She Say to Do?
ID: 3d-f1
INTRO: In this part you'll learn to report commands and requests: "She said to...", "He asked me to...". Listen to three short scenes and repeat each line — notice how the command comes back in the report.
INSTRUCTION: Listen and repeat each line.
REPEAT
Kim: Tell Mike hello for me. {bk10-l3d-f1-01.mp3}
Ken: What did Kim say to do? {bk10-l3d-f1-02.mp3}
Jan: She said to tell Mike hello for her. {bk10-l3d-f1-03.mp3}
Mom: Sue, wear your raincoat. {bk10-l3d-f1-04.mp3}
Sue: What did Mom say to wear? {bk10-l3d-f1-05.mp3}
Dan: She said to wear your raincoat. {bk10-l3d-f1-06.mp3}
Instructor: Don't mark on your test booklets. {bk10-l3d-f1-07.mp3}
Lt_Fuller: What did he say not to do? {bk10-l3d-f1-08.mp3}
Sgt_Jones: He said not to mark on our test booklets. {bk10-l3d-f1-09.mp3}
# Source: new (gap: reported commands are drilled but never explained in the lesson)
$GRAMMAR Reporting Commands and Requests
ID: 3d-f1-b
INTRO: Here's the whole trick in three lines. Tap any phrase to hear it.
To report a command, use **said to** + the base form of the verb:
{"Wear your raincoat."} → {She said to wear your raincoat.}
PROMPT: "Turn the light on." What did he say to do? {bk10-l3d-f2-04-q.mp3}
RESPONSE: He said to turn the light on. {bk10-l3d-f2-04-a.mp3}
PROMPT: "Don't leave now." What did he say not to do? {bk10-l3d-f2-05-q.mp3}
RESPONSE: He said not to leave now. {bk10-l3d-f2-05-a.mp3}
PROMPT: "Wait a few minutes." What did he say to do? {bk10-l3d-f2-06-q.mp3}
RESPONSE: He said to wait a few minutes. {bk10-l3d-f2-06-a.mp3}
# Source: LLA 3D Figure 3
$PRODUCE Mrs. Hill's Instructions
ID: 3d-f3
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Mrs. Hill talks a lot — her family can barely keep up. Listen to what she says, then ask or answer the question aloud as directed, and repeat the model.
INSTRUCTION: Answer aloud with a full sentence.
PROMPT: Billy, hang up your coat. Ask Billy's question. {bk10-l3d-f3-01-q.mp3}
RESPONSE: What did she say to do? She said to hang up your coat. {bk10-l3d-f3-01-a.mp3}
PROMPT: Please feed the dog. Ask Billy's question. {bk10-l3d-f3-02-q.mp3}
RESPONSE: What did she say to do? She said to feed the dog. {bk10-l3d-f3-02-a.mp3}
PROMPT: John, please return Dr. Smith's call. What did she say to do? Answer his question. {bk10-l3d-f3-03-q.mp3}
RESPONSE: She said to return Dr. Smith's call. {bk10-l3d-f3-03-a.mp3}
PROMPT: Do your homework now, Billy. What did she say to do? Answer his question. {bk10-l3d-f3-04-q.mp3}
RESPONSE: She said to do your homework. {bk10-l3d-f3-04-a.mp3}
PROMPT: Please give Billy some lunch money. What did she say to give me? Answer his question. {bk10-l3d-f3-05-q.mp3}
RESPONSE: She said to give you some lunch money. {bk10-l3d-f3-05-a.mp3}
PROMPT: Please put gas in the car. Billy, what did your mother say to do? Answer his question. {bk10-l3d-f3-06-q.mp3}
RESPONSE: She said to put gas in the car. {bk10-l3d-f3-06-a.mp3}
INTRO: Now build both halves yourself. Read the sentence, then aloud: ask "What did he say?" or "What did she ask you?" — and answer it with the reported command.
INSTRUCTION: Ask and answer aloud about the sentence.
RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive (e.g. "He said to pick up Capt Walker at 1300.").
INTRO: Same skill, by ear. Listen to each request, then ask and answer the reported question aloud: "What did he ask you? He asked me to..." — and mind the negatives.
INSTRUCTION: Ask and answer the reported question aloud.
RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to..."); negative requests must be reported with "asked me not to".
INTRO: This part is pure listening practice: conversations around town, a map to navigate, and more word stress. Dan is back in Silver City after seven years, and the city didn't wait for him. Just listen.
INTRO: You'll see a map of Silver City with buildings marked "A" through "H". Listen to the story and the directions, and tap the letter where each building belongs.
INSTRUCTION: Tap the correct letter for the building.
INTRO: A clerk, a customer, and the new fall suits. The customer is "just looking" — for now. Listen to the conversation.
INSTRUCTION: Listen to the dialogue.
Charles: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
Customer: No, thank you. I'm just looking. {bk10-l3c-f5-02.mp3}
Charles: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
Customer: No, I didn't. Where are they? {bk10-l3c-f5-04.mp3}
Charles: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
Customer: Oh, I see. They look very nice. {bk10-l3c-f5-06.mp3}
Charles: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
Customer: All right, thanks. {bk10-l3c-f5-08.mp3}
# Source: LLA 3C Figure 5 (Part 2)
$PRODUCE Questions About the Clothing Store
ID: 3c-f5-b
REFERENCE
INPUT: speak
CHECK: reveal
REPEAT
INTRO: Now answer the questions about the clothing store aloud, then repeat the model answers. The conversation is there if you need to check.
INSTRUCTION: Answer the questions aloud.
PROMPT: Where are the men? {bk10-l3c-f5-09-q.mp3}
RESPONSE: They're in a clothing store. {bk10-l3c-f5-09-a.mp3}
PROMPT: Does the customer want to buy anything right now? {bk10-l3c-f5-10-q.mp3}
RESPONSE: No, he's just looking. {bk10-l3c-f5-10-a.mp3}
PROMPT: What is the clerk's name? {bk10-l3c-f5-11-q.mp3}
RESPONSE: The clerk's name is Charles. {bk10-l3c-f5-11-a.mp3}
PROMPT: Where are the fall suits? {bk10-l3c-f5-12-q.mp3}
RESPONSE: They're by the shirts and sweaters. {bk10-l3c-f5-12-a.mp3}
PROMPT: What did the customer say about the suits? {bk10-l3c-f5-13-q.mp3}
RESPONSE: He said that they looked very nice. {bk10-l3c-f5-13-a.mp3}
# Source: LLA 3C Figure 6
$SELECT More Syllable Stress
ID: 3c-f6
INTRO: Stress practice, round two — longer words this time, up to four syllables. Listen to each word and tap the number of the syllable with the strong stress; then repeat the word after the answer.
INSTRUCTION: Tap the number of the stressed syllable.
INTRO: Last part: a review of the week's words, plus some reading and writing. First, Mike and David admire someone else's car — the wheel covers, naturally. Listen and repeat.
INSTRUCTION: Listen and repeat each line.
REPEAT
Mike: Look at that car! {bk10-l3d-f6-01.mp3}
David: Which car? {bk10-l3d-f6-02.mp3}
Mike: The blue one. {bk10-l3d-f6-03.mp3}
David: The blue one next to us? {bk10-l3d-f6-04.mp3}
Mike: Yes, that one. {bk10-l3d-f6-05.mp3}
David: That's Jim's car. {bk10-l3d-f6-06.mp3}
Mike: Jim White? {bk10-l3d-f6-07.mp3}
David: Not Jim White. Jim Brown. {bk10-l3d-f6-08.mp3}
Mike: Do you like it? {bk10-l3d-f6-09.mp3}
David: I like the wheel covers. {bk10-l3d-f6-10.mp3}
Mike: They make Jim's car look fast. {bk10-l3d-f6-11.mp3}
David: Yes, fast and expensive. {bk10-l3d-f6-12.mp3}
# Source: LLA 3D Figure 7
$SELECT Choose the Best Response
ID: 3d-f7
REPEAT
INTRO: A tour of the week's vocabulary — "loose", "tight", "inflate", "remove", and friends. Listen to each sentence and tap the response that fits best, then repeat the confirmation.
INSTRUCTION: Tap the best response.
PROMPT: Jane's shoes are loose. {bk10-l3d-f7-01-q.mp3}
OPTION: a | They are right for her.
OPTION: b | They are small for her.
OPTION: c | They are large for her.
ANSWER: c
FEEDBACK: Jane's shoes are loose because they're large for her. {bk10-l3d-f7-01-a.mp3}
PROMPT: Which one doesn't have wheels? {bk10-l3d-f7-02-q.mp3}
OPTION: a | automobiles
OPTION: b | boats
OPTION: c | bicycles
ANSWER: b
FEEDBACK: Boats don't have wheels. {bk10-l3d-f7-02-a.mp3}
PROMPT: Anne removed one glove. {bk10-l3d-f7-03-q.mp3}
OPTION: a | Ann is wearing a glove.
OPTION: b | Ann put on her glove.
OPTION: c | Ann took off her glove.
ANSWER: c
FEEDBACK: Anne took off her glove. {bk10-l3d-f7-03-a.mp3}
PROMPT: Glen has enough money. {bk10-l3d-f7-04-q.mp3}
OPTION: a | Glen doesn't have any money.
OPTION: b | Glen needs to borrow money.
OPTION: c | Glen doesn't need any more money.
ANSWER: c
FEEDBACK: Glen doesn't need any more money because he has enough. {bk10-l3d-f7-04-a.mp3}
PROMPT: Mary's answer was quick. {bk10-l3d-f7-05-q.mp3}
INTRO: Paul is planning a vacation in Hawaii, and the airline clerk has a schedule for him. Read the paragraph carefully — you'll fill in an outline of it next.
LINE: The clerk gave him this information about the flights.
LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two.
LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening.
LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg}
INTRO: One last job: read the two sentences and type one sentence that says it all. And that's the lesson — you can now fix a flat, ask for help politely, and report exactly who told you to do it.
INSTRUCTION: Combine the two sentences into one and type it.
