alc-english/book-9-lesson-2.module

$MODULE Book 9 · Lesson 2: What Happened? {st-page_045_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book9_lesson2
DESCRIPTION: Talk about traffic, accidents, and what people told you to do — past progressive, ask/tell commands, same/similar/different, plus topic-finding, outlining, punctuation, and dictation skills.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_INTRO: aoede | Warm, lightly wry teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Sam | charon | Male voice
VOICE: Ted | achird | Male voice
VOICE: Man1 | schedar | Male voice
VOICE: Man2 | charon | Male voice
VOICE: Jan | aoede | Female speaker
VOICE: Tom | charon | Male speaker
VOICE: Rita | aoede | Female speaker
VOICE: Jane | aoede | Female speaker
VOICE: Steve | schedar | Male speaker
VOICE: Larry | achird | Male speaker
VOICE: Policeman | achird | Male speaker
VOICE: Witness | achird | Male speaker
VOICE: Boy | charon | Male speaker
VOICE: Driver | achird | Male speaker
VOICE: Bystander | aoede | Female speaker
VOICE: Bob | achird | Male speaker
VOICE: Tim | achird | Male speaker
VOICE: Ms_Nelson | aoede | Female speaker
VOICE: Joe | achird | Male speaker
VOICE: Don | charon | Male speaker
VOICE: Jim | achird | Male speaker
VOICE: Pam | aoede | Female speaker
VOICE: Waiter | schedar | Male speaker
VOICE: Harold | achird | Male speaker
VOICE: Steven | schedar | Male speaker
VOICE: Herb_Wilson | achird | Male speaker
VOICE: Ms_Johnson | aoede | Female speaker
VOICE: Lori_Wilson | aoede | Female speaker
VOICE: George | schedar | Male speaker
VOICE: Edward | achird | Male speaker
VOICE: Mrs_Hall | aoede | Female speaker
VOICE: Fred | charon | Male speaker
VOICE: Jack | achird | Male speaker
VOICE: Ed | charon | Male speaker
VOICE: Mike | achird | Male speaker
VOICE: Lee | aoede | Female speaker
VOICE: Oscar | schedar | Male speaker
VOICE: Kevin | achird | Male speaker
VOICE: Mother | aoede | Female speaker
VOICE: Dad | charon | Male speaker
VOICE: Billy | charon | Male speaker
VOICE: Roberta | aoede | Female speaker
VOICE: Narrator | achird | speaker (auto)

$SESSION 2-1: Automobiles and Accidents

# Source: LLA 2A Figure 1
$DIALOGUE Automobiles and Accidents
ID: 2a-f1
INTRO: In this lesson you'll learn to talk about traffic, accidents, and what people told each other to do. First, meet Jeff, Ray, and Ray's driving — the pictures tell the whole sad story. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: automobile
LINE: Jeff bought a new automobile. {page_037_001.jpg} {bk09-l2a-f1-01.mp3}

VOCAB: accident
LINE: Jeff had an accident in his automobile. {page_037_002.jpg} {bk09-l2a-f1-02.mp3}

VOCAB: ran
LINE: Ray ran the red light. {page_037_003.jpg} {bk09-l2a-f1-03.mp3}

VOCAB: cause
LINE: Ray caused the accident. {page_037_004.jpg} {bk09-l2a-f1-04.mp3}

VOCAB: fault
LINE: The accident was Ray's fault. {page_037_005.jpg} {bk09-l2a-f1-05.mp3}

VOCAB: policeman
LINE: The policeman arrived at the accident. {page_037_006.jpg} {bk09-l2a-f1-06.mp3}

VOCAB: ticket
LINE: The policeman gave Ray a ticket. {page_038_001.jpg} {bk09-l2a-f1-07.mp3}

VOCAB: careless
LINE: Ray is a very careless driver. {page_038_002.jpg} {bk09-l2a-f1-08.mp3}

VOCAB: fine
LINE: Ray had to pay the fine. {page_038_003.jpg} {bk09-l2a-f1-09.mp3}

# Source: LLA 2A Figure 1 (matching pass)
$SELECT Which Picture Is It?
ID: 2a-f1-b
INTRO: Now put those new words to work. You'll hear a sentence — tap the picture it describes, then repeat the sentence.
INSTRUCTION: Tap the correct picture, then repeat the sentence.
REPEAT

OPTION: a | automobile {page_037_001.jpg}
OPTION: b | accident {page_037_002.jpg}
OPTION: c | traffic light {page_037_003.jpg}
OPTION: d | rear-end collision {page_037_004.jpg}
OPTION: e | rearview mirror {page_037_005.jpg}
OPTION: f | police car {page_037_006.jpg}
OPTION: g | traffic stop {page_038_001.jpg}
OPTION: h | speeding {page_038_002.jpg}
OPTION: i | paying the fine {page_038_003.jpg}

PROMPT: The men had an accident. {bk09-l2a-f1-10.mp3}
ANSWER: b
FEEDBACK: The men had an accident. {bk09-l2a-f1-10-a.mp3}

PROMPT: The policeman arrived at the accident. {bk09-l2a-f1-11.mp3}
ANSWER: f
FEEDBACK: The policeman arrived at the accident. {bk09-l2a-f1-11-a.mp3}

PROMPT: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12.mp3}
ANSWER: a
FEEDBACK: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-a.mp3}

PROMPT: The policeman gave the driver of the dark car a ticket. {bk09-l2a-f1-13.mp3}
ANSWER: g
FEEDBACK: The policeman gave the driver of the red car a ticket. {bk09-l2a-f1-13-a.mp3}

PROMPT: He ran the red light. {bk09-l2a-f1-14.mp3}
ANSWER: c
FEEDBACK: He ran the red light. {bk09-l2a-f1-14-a.mp3}

PROMPT: The accident was Ray's fault. {bk09-l2a-f1-15.mp3}
ANSWER: e
FEEDBACK: The accident was Ray's fault. {bk09-l2a-f1-15-a.mp3}

PROMPT: Ray is a very careless driver. {bk09-l2a-f1-16.mp3}
ANSWER: h
FEEDBACK: Ray is a very careless driver. {bk09-l2a-f1-16-a.mp3}

PROMPT: The fine was $85. {bk09-l2a-f1-17.mp3}
ANSWER: i
FEEDBACK: The fine was $85. {bk09-l2a-f1-17-a.mp3}

PROMPT: The driver of the dark car caused the accident. {bk09-l2a-f1-18.mp3}
ANSWER: d
FEEDBACK: The driver of the red car caused the accident. {bk09-l2a-f1-18-a.mp3}

# Source: ST §There Are Always Many Automobiles on the Streets (salvaged distinct items; twin of the cassette vocab panels)
$DIALOGUE More Words for the Road
ID: l2-s1
INTRO: A few more words drivers use every day — short forms, curves, and the traffic jam nobody asked for. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

VOCAB: auto
LINE: "Auto" is a short word for "automobile". The auto on the right side of the road is black. {st-page_047_001.jpg}

VOCAB: bike
LINE: Jane rides her bicycle to school every day. She rode her bike to the store yesterday. {st-page_047_004.jpg}

VOCAB: across
LINE: There's a bank across the street from the library. {st-page_048_001.jpg}

VOCAB: curve
LINE: This driver is going very fast around the curve. {st-page_048_004.jpg}

LINE: There are many cars on the highway. {st-page_049_001.jpg}
VOCAB: heavy traffic
LINE: There's usually very heavy traffic from 4:30 to 6:30 in the afternoon. {st-page_049_001.jpg}

VOCAB: traffic jam
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}

# Source: ST §Mrs. Simms Had an Automobile Accident
$DIALOGUE Mrs. Simms Had an Accident
ID: l2-s2
INTRO: Now read a short story about John, Mrs. Simms, and one very bad curve. Just read and listen — questions come next.
INSTRUCTION: Read the story.

LINE: John was on his way home after work.

VOCAB: on the right side of the road
LINE: He was on the right side of the road. Mrs. Simms was on her way to the store. She was careless.

VOCAB: drove very fast around the curve
LINE: She drove very fast around the curve. {st-page_050_001.jpg}

VOCAB: John's side of the road
LINE: She drove on John's side of the road.
LINE: John thought she was going to move back to the other side.
LINE: She didn't.

VOCAB: kept on coming in his direction
LINE: She kept on coming in his direction. {st-page_050_002.jpg}

VOCAB: crossed in front of
LINE: She crossed in front of his truck.

VOCAB: They ran off the road
LINE: They ran off the road. {st-page_050_003.jpg}

LINE: Mrs. Simms hit the tree.

VOCAB: caused the accident
LINE: She caused the accident. {st-page_051_001.jpg}

LINE: Mrs. Simms wasn't hurt. She got out to check her car.

VOCAB: dents
VOCAB: many places
LINE: It had dents in many places. {st-page_051_002.jpg}

LINE: John found a phone.

VOCAB: called the police
LINE: He called the police to tell them about the accident. {st-page_051_003.jpg}

LINE: When the policeman arrived, he asked them a lot of questions. {st-page_052_001.jpg}
LINE: "What happened here?" {st-page_052_001.jpg}
LINE: "Can you show me the place where she crossed in front of you?" {st-page_052_001.jpg}
LINE: "Was there any other traffic on the road?" {st-page_052_001.jpg}

# Source: ST — questions on the Mrs. Simms story
$PRODUCE Questions About the Accident
ID: l2-s3
REFERENCE
INTRO: Nine questions about Mrs. Simms and her morning. Answer each one aloud in a full sentence — open the story again if you need it.
INSTRUCTION: Answer aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).

PROMPT: Was Mrs. Simms a careful driver?
RESPONSE: No, she was careless.

PROMPT: Was the road straight where the accident happened?
RESPONSE: No, there was a curve.

PROMPT: Was Mrs. Simms on the correct side of the road?
RESPONSE: No, she drove on John's side of the road.

PROMPT: Did Mrs. Simms move back to the other side?
RESPONSE: No, she kept on coming in his direction.

PROMPT: Did Mrs. Simms hit John's truck?
RESPONSE: No, they ran off the road and she hit a tree.

PROMPT: Were there many dents in Mrs. Simms's car?
RESPONSE: Yes, it had dents in many places.

PROMPT: What did John do?
RESPONSE: He called the police.

PROMPT: What did the policeman ask?
RESPONSE: He asked what happened and where she crossed in front of him.

PROMPT: Who caused the accident?
RESPONSE: Mrs. Simms caused the accident.

# Source: ST §The Bicycle Rider Caused the Accident
$DIALOGUE The Bicycle Rider Was at Fault
ID: l2-s4
INTRO: Three more small disasters: a careless bicycle rider, the sun in Jim's eyes, and a baseball meeting a window. Listen and repeat the key phrases.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: bicycle rider
LINE: The bicycle rider was careless. He didn't stop when the light turned red.

VOCAB: ran the red light
LINE: He ran the red light.

VOCAB: make a fast stop
LINE: The driver of the car had to make a fast stop.

VOCAB: ran into the light pole
LINE: He ran into the light pole.

VOCAB: He was at fault
LINE: The bicycle rider caused the accident. He was at fault.

VOCAB: wasn't the driver's fault
LINE: The accident wasn't the driver's fault. {st-page_053_001.jpg}

VOCAB: facing the sun
LINE: Jim is facing the sun.

VOCAB: can't see very well
LINE: The sun is in his eyes and he can't see very well.

VOCAB: cause of
LINE: Sometimes the sun in your eyes can be the cause of an accident. {st-page_053_002.jpg}

LINE: The children played baseball next to the house.

VOCAB: isn't a good thing to do
LINE: This isn't a good thing to do.

VOCAB: might break a window
LINE: You might break a window. That's what Denis did.

VOCAB: broke the window
LINE: He broke the window in the living room. {st-page_053_003.jpg}

# SKIPPED (book): ST "TRUE OR FALSE?" and Listening Skills "WHAT'S THE TOPIC? / THE TOPIC" — instructor-read statements/paragraphs with no printed stimuli.


$SESSION 2-2: Topics, Outlines, and Punctuation

# Source: LLA 2A Figure 2
$PRODUCE Listen for the Topic
ID: 2a-f2
INPUT: type
CHECK: llm
INTRO: In this part you'll train three study skills — finding the topic, filling in an outline, and repairing punctuation. First: listen to a whole paragraph and type its topic in one or two words. No pressure — the paragraph does all the talking.
INSTRUCTION: Type the topic of the paragraph.
RUBRIC: Accept any short word or phrase naming the paragraph's general topic (e.g. "the bank" or "banking"; "exercise" or "getting exercise").

PROMPT: There are many things you can do at the bank. You can open a checking account or a savings account. You can make deposits or withdrawals on your accounts. You can also cash a check. You can get a lot of information about your money at the bank. {bk09-l2a-f2-01.mp3}
RESPONSE: the bank

PROMPT: There are many different ways to get exercise. You can run, walk, work out in the gym, or do exercises. Some exercises you can do are sit-ups and push-ups. Also, you can play baseball, basketball, soccer, or volleyball to get exercise. {bk09-l2a-f2-02.mp3}
RESPONSE: exercise

# Source: ST Reading Skill §WHAT'S THE TOPIC?
$DIALOGUE Reading: Coffee and Basketball
ID: l2-s15
INTRO: Two short paragraphs to read — one about a drink, one about a game. Read them carefully; you'll name their topics next.
INSTRUCTION: Read the paragraphs.

Narrator: First paragraph.
LINE: The word "coffee" may come from an Arabic word.
LINE: Today people all over the world enjoy coffee.
LINE: They drink hot coffee and cold coffee.
LINE: They drink it for breakfast, lunch, and dinner. They also drink it in between meals.
LINE: There are many different kinds of coffee. They all smell and taste delicious.
LINE: A lot of people meet friends at restaurants or snack bars to drink coffee and talk.
LINE: In some countries there are small snack bars that serve only coffee and desserts.

Narrator: Second paragraph.
LINE: Basketball is a sport that many boys and girls, and also men and women enjoy.
LINE: It is not a very old game.
LINE: Students in the state of Massachusetts played the first game in December 1891.
LINE: John Naismith wrote the rules for the game.
LINE: He wanted his students to have a fast, interesting game to play inside in the cold, winter months.
LINE: The first teams had nine people. Then the number changed to five in the winter of 1897.
LINE: The game today is almost the same as it was almost a hundred years ago.

# Source: ST §WHAT'S THE TOPIC?
$PRODUCE Read for the Topic
ID: l2-s16
REFERENCE
INTRO: Same skill, this time from reading. Type a short topic for each paragraph — you can reopen them if they've already faded.
INSTRUCTION: Write a short topic for each paragraph.
INPUT: type
CHECK: llm
RUBRIC: Accept any short noun phrase that accurately captures the main topic of the paragraph (e.g. "Coffee" or "Drinking coffee"; "Basketball" or "The history of basketball").

PROMPT: What is the topic of the first paragraph?
RESPONSE: Coffee.

PROMPT: What is the topic of the second paragraph?
RESPONSE: Basketball.

# Source: ST §Select the Main Idea
$SELECT The Main Idea
ID: l2-s17
REFERENCE
INTRO: A topic is one or two words; a main idea is a whole sentence. Tap the main idea of each paragraph.
INSTRUCTION: Tap the main idea for each paragraph.

TEMPLATE: What is the main idea of the first paragraph?
OPTION: a | Coffee is delicious.
OPTION: b | Snack bars sell different kinds of coffee.
OPTION: c | People in many countries like coffee.
ANSWER: c

TEMPLATE: What is the main idea of the second paragraph?
OPTION: a | Basketball started about 100 years ago and it's almost the same today.
OPTION: b | Mike Naismith wrote the rules for basketball because he wanted his students to play inside in the winter.
OPTION: c | Basketball is a fast, interesting, winter sport.
ANSWER: a

# Source: ST Reading Skill §WHAT'S THE TITLE?
$DIALOGUE Reading: A Good Present
ID: l2-s18
INTRO: One more paragraph — about a boy, a birthday, and two very different dogs. Read it; then you'll pick its best title.
INSTRUCTION: Read the paragraph.

LINE: Today is a clear, cold October day. We are all outside working in the yard.
LINE: My little brother Paul is running around as usual.
LINE: He's very excited because yesterday he got a terrific present.
LINE: My parents gave him a dog for his birthday.
LINE: He likes all animals, but most of all he likes dogs.
LINE: We had a dog when we lived in Florida. His name was Zero.
LINE: He was a good, quiet, old dog. Zero didn't like to do anything but eat and sleep.
LINE: When we moved here, we had to give him away.
LINE: The new dog's name is Sam. He is a nice little, black and white dog.
LINE: He likes to play and run around.
LINE: Paul says he is going to teach him to do things. I hope he can.

# Source: ST §Select the Best Title
$SELECT The Best Title
ID: l2-s19
REFERENCE
INTRO: A good title fits the whole paragraph, not just one sentence of it. Tap the best one.
INSTRUCTION: Tap the best title for the paragraph.

TEMPLATE: What is the best title for the paragraph?
OPTION: a | Good, Old Zero
OPTION: b | A Nice Fall Day
OPTION: c | A Good Present
ANSWER: c

# Source: LLA 2A Figure 3
$DIALOGUE Furniture for a New Home
ID: 2a-f3
INTRO: Robert and Sandy bought a house — now they have to fill it. Listen to what goes in each room; you'll rebuild the list as an outline next.
INSTRUCTION: Listen to the paragraph.

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 pass)
$PRODUCE Fill In the Outline
ID: 2a-f3-b
INPUT: type
REFERENCE
INTRO: Now organize what you heard. Fill in the outline slot by slot — three rooms, three things per room. Replay the talk whenever your memory files a complaint.
INSTRUCTION: Fill in the outline from the talk.
TEMPLATE: Furniture For A New Home
SLOT: 1 | Room | living room
SLOT: 2 | Item | sofa
SLOT: 2 | Item | coffee table
SLOT: 2 | Item | bookcase
SLOT: 1 | Room | kitchen
SLOT: 2 | Item | refrigerator
SLOT: 2 | Item | stove
SLOT: 2 | Item | can opener
SLOT: 1 | Room | bedroom
SLOT: 2 | Item | bed
SLOT: 2 | Item | curtains
SLOT: 2 | Item | big mirror

# Source: LLA 2A Figure 4
$PRODUCE Punctuate and Rewrite
ID: 2a-f4
INPUT: type
CHECK: exact
NORMALIZE: strict
INTRO: These sentences lost their capital letters and punctuation somewhere. Listen, then retype each one correctly — capitals, commas, periods, all of it. This time, punctuation counts.
INSTRUCTION: Rewrite the sentence with correct capitalization and punctuation.

TEMPLATE: i answered the phones at work today
PROMPT: I answered the phones at work today. {bk09-l2a-f4-01.mp3}
RESPONSE: I answered the phones at work today. {bk09-l2a-f4-01.mp3}

TEMPLATE: two people called for sergeant anderson while he was at lunch
PROMPT: Two people called for Sergeant Anderson while he was at lunch. {bk09-l2a-f4-02.mp3}
RESPONSE: Two people called for Sergeant Anderson while he was at lunch. {bk09-l2a-f4-02.mp3}

TEMPLATE: he returned their calls when he got back
PROMPT: He returned their calls when he got back. {bk09-l2a-f4-03.mp3}
RESPONSE: He returned their calls when he got back. {bk09-l2a-f4-03.mp3}

TEMPLATE: mrs green called and wanted to talk to her husband major green
PROMPT: Mrs. Green called and wanted to talk to her husband, Major Green. {bk09-l2a-f4-04.mp3}
RESPONSE: Mrs. Green called and wanted to talk to her husband, Major Green. {bk09-l2a-f4-04.mp3}

TEMPLATE: he was busy
PROMPT: He was busy. {bk09-l2a-f4-05.mp3}
RESPONSE: He was busy. {bk09-l2a-f4-05.mp3}

TEMPLATE: she said i ll call back later
PROMPT: She said, "I'll call back later." {bk09-l2a-f4-06.mp3}
RESPONSE: She said, "I'll call back later." {bk09-l2a-f4-06.mp3}

TEMPLATE: i received one call
PROMPT: I received one call. {bk09-l2a-f4-07.mp3}
RESPONSE: I received one call. {bk09-l2a-f4-07.mp3}

TEMPLATE: it was from my wife
PROMPT: It was from my wife. {bk09-l2a-f4-08.mp3}
RESPONSE: It was from my wife. {bk09-l2a-f4-08.mp3}

TEMPLATE: she told me to bring home some milk and bread
PROMPT: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}
RESPONSE: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}

# Source: ST Writing Skill §LET'S MAKE THE SENTENCES LONGER
$PRODUCE Make the Sentences Longer
ID: l2-s32
INTRO: One last writing skill: growing a small sentence into a bigger one. Put the extra words into the right places and type the whole new sentence.
INSTRUCTION: Type the expanded sentence, putting the words into the correct places.
INPUT: type
CHECK: exact

TEMPLATE: The (1) woman met the (2) sailor at a (3) restaurant.
TEMPLATE: 1. happy, young / 2. nice, French / 3. small, new
RESPONSE: The happy young woman met the nice French sailor at a small new restaurant.
ACCEPT: The happy, young woman met the nice, French sailor at a small, new restaurant.

TEMPLATE: They were (1) to see each other after (2) years.
TEMPLATE: 1. happy, glad / 2. many, five
RESPONSE: They were happy to see each other after many years.
ACCEPT: They were glad to see each other after five years. | They were happy to see each other after five years. | They were glad to see each other after many years.

TEMPLATE: They (1) in the restaurant and talked about (2).
TEMPLATE: 1. sat, stayed / 2. English classes, many things
RESPONSE: They sat in the restaurant and talked about many things.
ACCEPT: They stayed in the restaurant and talked about English classes. | They sat in the restaurant and talked about English classes. | They stayed in the restaurant and talked about many things.

TEMPLATE: They ate a (1) meal and left the restaurant (2).
TEMPLATE: 1. good, delicious / 2. late, at 10 o'clock.
RESPONSE: They ate a good meal and left the restaurant late.
ACCEPT: They ate a delicious meal and left the restaurant at 10 o'clock. | They ate a good meal and left the restaurant at 10 o'clock. | They ate a delicious meal and left the restaurant late.


$SESSION 2-3: Traffic Laws and Directions

# Source: LLA 2B Figure 1
$DIALOGUE Buckle Up — It's the Law
ID: 9-2b-f1
INTRO: In this part: seat belts, traffic laws, and finding your way around town. First, the words — "fasten", "buckle up", "obey", and what happens when you don't. Listen and repeat.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT

VOCAB: seatbelts
LINE: All new cars have seatbelts. {page_041_001.jpg} {bk09-l2b-f1-01.mp3}
VOCAB: to fasten
LINE: They are fastening their seatbelts. {page_041_001.jpg} {bk09-l2b-f1-02.mp3}
LINE: They are buckling up. {page_041_001.jpg} {bk09-l2b-f1-03.mp3}

VOCAB: law
VOCAB: to buckle up
LINE: The law says that drivers must buckle up. {page_041_002.jpg} {bk09-l2b-f1-04.mp3}
VOCAB: to obey
LINE: Drivers must obey all traffic laws. {page_041_002.jpg} {bk09-l2b-f1-05.mp3}

VOCAB: broke
LINE: They did not wear their seatbelts. They broke the law. {page_041_003.jpg} {bk09-l2b-f1-06.mp3}

VOCAB: careful
LINE: Johnny is a careful driver. He obeys all the laws. {page_041_004.jpg} {bk09-l2b-f1-07.mp3}

# Source: LLA 2B Figure 2
$DIALOGUE Fasten Your Seat Belt
ID: 9-2b-f2
INTRO: Sam and Ted get in the car. Ted has questions about seat belts; Sam has the law on his side. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Sam: Fasten your seat belt. {bk09-l2b-f2-01.mp3}
Ted: Do I have to? {bk09-l2b-f2-02.mp3}
Sam: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-03.mp3}
Ted: I don't want to break the law. {bk09-l2b-f2-04.mp3}
Sam: You won't because I'm a careful driver and I always obey the law. {bk09-l2b-f2-05.mp3}

# SKIPPED (tape): Figure 2 "changing roles" passes — role-play passes of an already-repeated dialogue are skipped.

# Source: ST §All Drivers Must Obey the Traffic Laws (salvaged distinct items; twin of LLA 2B Figure 1)
$DIALOGUE More Traffic Laws
ID: l2-s11
INTRO: A few more rules of the road: which side to drive on, what insurance is for, and what two broken laws cost Mr. Evans. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: Don't cross the street when the sign says DON'T WALK. {st-page_062_001.jpg}

VOCAB: keep to the right side
LINE: In the U.S., you must keep to the right side of the street. It's the law. {st-page_062_002.jpg}

LINE: In many states, drivers must have insurance on their cars. {st-page_063_001.jpg}
LINE: It is the law. {st-page_063_001.jpg}
LINE: The insurance helps pay for the cost of accidents. {st-page_063_001.jpg}

LINE: Mr. {st-page_063_002.jpg}
LINE: Evans got a ticket. {st-page_063_002.jpg}
LINE: He was driving very fast, and he wasn't wearing a seat belt. {st-page_063_002.jpg}
LINE: He broke two traffic laws. {st-page_063_002.jpg}
LINE: Now he must pay a fine. {st-page_063_002.jpg}

# Source: ST §Don't Break Any Laws
$SELECT Don't Break Any Laws
ID: l2-s12
INTRO: Time to check the whole word set — tickets, curves, traffic jams and all. Read each sentence and tap the word that completes it best.
INSTRUCTION: Tap the best answer to complete the sentence.

TEMPLATE: The driver didn't stop at the stop sign. The policeman gave him a ____.
OPTION: a | curve
OPTION: b | bike
OPTION: c | fault
OPTION: d | ticket
ANSWER: d

TEMPLATE: We were trying to watch the movie and some people kept talking. They ____ everyone.
OPTION: a | happened
OPTION: b | broke
OPTION: c | bothered
OPTION: d | stopped
ANSWER: c

TEMPLATE: I have to return these books. Can we make a ____ at the library?
OPTION: a | stop
OPTION: b | cause
OPTION: c | dent
OPTION: d | card
ANSWER: a

TEMPLATE: Jim walked to the front of the room, turned, and ____ the other students.
OPTION: a | crossed
OPTION: b | faced
OPTION: c | happened
OPTION: d | broke
ANSWER: b

TEMPLATE: Five cars were in an accident this morning. That caused a big ____.
OPTION: a | fault
OPTION: b | traffic jam
OPTION: c | automobile
OPTION: d | heavy traffic
ANSWER: b

TEMPLATE: This road is not very straight. There are a lot of ____.
OPTION: a | dents
OPTION: b | fines
OPTION: c | curves
OPTION: d | tickets
ANSWER: c

TEMPLATE: You shouldn't ____ the street when the sign says "DON'T WALK".
OPTION: a | ride
OPTION: b | drive
OPTION: c | keep on
OPTION: d | cross
ANSWER: d

TEMPLATE: We always ____ our seat belts immediately after we get in the car.
OPTION: a | fasten
OPTION: b | face
OPTION: c | happen
OPTION: d | take
ANSWER: a

TEMPLATE: My ____ will help pay the cost if I have an accident.
OPTION: a | fine
OPTION: b | fault
OPTION: c | ticket
OPTION: d | insurance
ANSWER: d

TEMPLATE: John lives ____ the street from Joe.
OPTION: a | cross
OPTION: b | in front
OPTION: c | across
OPTION: d | at fault
ANSWER: c

# Source: LLA 2B Figure 4 (map)
$GRAMMAR The Street Map
ID: 9-2b-f4-map
INTRO: Here's a small map of town, with five spots labeled A through E. Study it — two of those letters are about to matter.

       |          |              |          |
       |  15TH    |              |   4TH    |
_____A_|__STREET__|______________|___STREET_|_E________

   BROADWAY
________________  ____________________________________
                ||                                    |
             D  ||____________________________________|
______________________________________________________
   MAIN STREET
________________  ________________________  __________
                ||                        | |         |
                ||                        |C|         |
________________||________________________|_|_________|
   PLAZA STREET                           |B|

# Source: LLA 2B Figure 4 (dialogue)
$DIALOGUE Directions to the Bank
ID: 9-2b-f4-dialogue
INTRO: Two men, one bank, and a lunch plan. Listen to the directions and follow them on the map in your head — you'll place the bank and the restaurant next.
INSTRUCTION: Listen to the directions.

Man1: I need to go to the bank. Can you tell me how to get there? {bk09-l2b-f4-01.mp3}
Man2: Okay. We are at Plaza and 15th Street. To get to the bank, go up 15th Street to Main Street. {bk09-l2b-f4-02.mp3}
LINE: Turn right on Main. Go straight ahead for one block. {bk09-l2b-f4-03.mp3}
LINE: The bank is on the corner of Main and 4th Streets. {bk09-l2b-f4-04.mp3}
Man1: Thanks. {bk09-l2b-f4-05.mp3}
Man2: Sure. Oh, have you eaten lunch? {bk09-l2b-f4-06.mp3}
Man1: No, I haven't. {bk09-l2b-f4-07.mp3}
Man2: Do you want to eat later? {bk09-l2b-f4-08.mp3}
Man1: Yes. {bk09-l2b-f4-09.mp3}
Man2: Let's meet at the Mexican restaurant at 11:30. {bk09-l2b-f4-10.mp3}
Man1: Okay. How do you get there from the bank? {bk09-l2b-f4-11.mp3}
Man2: The bank is on Main and 4th. To get to the restaurant, go across 4th Street and up one block. {bk09-l2b-f4-12.mp3}
LINE: The restaurant is on the corner of Broadway and 4th. {bk09-l2b-f4-13.mp3}
Man1: Thanks. I'll see you at 11:30. {bk09-l2b-f4-14.mp3}

# Source: LLA 2B Figure 4 (locating pass)
$SELECT Find the Bank and the Restaurant
ID: 9-2b-f4
REFERENCE: 9-2b-f4-map
INTRO: Based on the directions you just heard, tap where the bank and the restaurant are. The map is one tap away if the streets have blurred together.
INSTRUCTION: Tap the correct location.

OPTION: a | A
OPTION: b | B
OPTION: c | C
OPTION: d | D
OPTION: e | E

TEMPLATE: Where is the bank?
ANSWER: c

TEMPLATE: Where is the restaurant?
ANSWER: e

# Source: LLA 2B Figure 7 (word bank)
$GRAMMAR Word Bank
ID: 9-2b-f7-bank
INTRO: A quick review box — the accident words from earlier in the lesson. You'll use these to complete the next sentences.

| automobile | careless | fine | fault | policeman | ran | seat belt |

# Source: LLA 2B Figure 7
$PRODUCE Complete the Sentence from the Word Bank
ID: 9-2b-f7
REFERENCE
INPUT: type
CHECK: exact
INTRO: Poor Roger — same story as Ray, new sentences. Listen, type the missing word from the word bank, then repeat the completed sentence.
INSTRUCTION: Type the missing word.
REPEAT

TEMPLATE: Roger caused the accident. He ____ the red light.
PROMPT: Roger caused the accident. He: the red light. {bk09-l2b-f7-01-q.mp3}
RESPONSE: He ran the red light.
ACCEPT: ran

TEMPLATE: The accident was Roger's ____.
PROMPT: The accident was Roger's. {bk09-l2b-f7-02-q.mp3}
RESPONSE: The accident was Roger's fault.
ACCEPT: fault

TEMPLATE: The ____ gave Roger a ticket.
PROMPT: The car gave Roger a ticket. {bk09-l2b-f7-03-q.mp3}
RESPONSE: The policeman gave Roger a ticket.
ACCEPT: policeman

TEMPLATE: Roger is a ____ driver.
PROMPT: Roger is a driver. {bk09-l2b-f7-04-q.mp3}
RESPONSE: Roger is a careless driver.
ACCEPT: careless

TEMPLATE: Roger had to pay a ____.
PROMPT: Roger had to pay a— {bk09-l2b-f7-05-q.mp3}
RESPONSE: Roger had to pay a fine.
ACCEPT: fine

TEMPLATE: Major Thomas has a new ____. He drove it to work yesterday.
PROMPT: Major Thomas has a new— He drove it to work yesterday. {bk09-l2b-f7-06-q.mp3}
RESPONSE: Major Thomas has a new automobile.
ACCEPT: automobile

TEMPLATE: You must fasten your ____. It's the law.
PROMPT: You must fasten your— It's the law. {bk09-l2b-f7-07-q.mp3}
RESPONSE: You must fasten your seatbelt.
ACCEPT: seatbelt | seat belt

# Source: LLA 2B Figure 8
$PRODUCE Dictation: Money and Errands
ID: 9-2b-f8
INPUT: type
CHECK: exact
INTRO: Dictation time. Eight sentences — listen and type exactly what you hear. Every word wants to be counted.
INSTRUCTION: Type the sentence you hear.

PROMPT: John lost his job. {bk09-l2b-f8-01.mp3}
RESPONSE: John lost his job. {bk09-l2b-f8-01.mp3}

PROMPT: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3}
RESPONSE: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3}

PROMPT: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3}
RESPONSE: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3}

PROMPT: Where did you hide my book? {bk09-l2b-f8-04.mp3}
RESPONSE: Where did you hide my book? {bk09-l2b-f8-04.mp3}

PROMPT: That bread smells delicious. {bk09-l2b-f8-05.mp3}
RESPONSE: That bread smells delicious. {bk09-l2b-f8-05.mp3}

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}


$SESSION 2-4: Same, Similar, or Different

# Source: LLA 2B Figure 3
$DIALOGUE Similar, the Same, or Different?
ID: 9-2b-f3
INTRO: In this part you'll learn to compare things: "similar", "the same", "alike", and "different". First, four model sentences — listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: The Smiths' house is similar to the Johnsons' house. {page_042_001.jpg} {bk09-l2b-f3-01.mp3}
LINE: Kevin's truck is different from mine. {page_042_003.jpg} {bk09-l2b-f3-02.mp3}
LINE: Peter's score is the same as Jim's. {page_042_005.jpg} {bk09-l2b-f3-03.mp3}
LINE: Their suits are alike. {page_043_001.jpg} {bk09-l2b-f3-04.mp3}

# Source: LLA 2B Figure 3 (choosing pass)
$SELECT Similar, Same, or Alike?
ID: 9-2b-f3-b
INTRO: Now the pictures put you on the spot. Look, listen to the question, tap the correct word, then repeat the full answer.
INSTRUCTION: Tap the correct word.
REPEAT

PROMPT: Look at the houses. Are they similar, the same, or alike? {page_042_001.jpg} {bk09-l2b-f3-05-q.mp3}
OPTION: a | similar
OPTION: b | the same
OPTION: c | alike
ANSWER: a
FEEDBACK: The houses are similar. {bk09-l2b-f3-05-a.mp3}

PROMPT: Look at the trucks. Are they similar, the same, or different? {page_042_003.jpg} {bk09-l2b-f3-06-q.mp3}
OPTION: a | similar
OPTION: b | the same
OPTION: c | different
ANSWER: c
FEEDBACK: The trucks are different. {bk09-l2b-f3-06-a.mp3}

PROMPT: Look at the scores. Are they similar, the same, or different? {page_042_005.jpg} {bk09-l2b-f3-07-q.mp3}
OPTION: a | similar
OPTION: b | the same
OPTION: c | different
ANSWER: b
FEEDBACK: The scores are the same. {bk09-l2b-f3-07-a.mp3}

PROMPT: Look at the suits. Are they similar, different, or alike? {page_043_001.jpg} {bk09-l2b-f3-08-q.mp3}
OPTION: a | similar
OPTION: b | different
OPTION: c | alike
ANSWER: c
FEEDBACK: The suits are alike. {bk09-l2b-f3-08-a.mp3}

# Source: ST Grammar §Your Uniform Is Similar To Mine
$GRAMMAR Alike, the Same, Similar, Different
ID: l2-s27
INTRO: Here's the whole comparing toolkit on one card. Two ways to say each idea — comparing one thing to another, or describing both at once.

You can compare two things in two ways: "X is like Y", or "X and Y are alike".

| | |
|---|---|
| Bob's shirt is like Mike's. | Their shirts are **alike**. |
| My name is the same as your name. | Our names are **the same**. |
| Tim's car is similar to Allen's car. | Their cars are **similar**. |
| Army uniforms are different from Navy uniforms. | Army and Navy uniforms are **different**. |

Listen: {Their shirts are alike.} — {Our names are the same.} — {Their cars are similar.} — {Army and Navy uniforms are different.}

![Two military service members standing side-by-side wearing different service uniforms](st-page_084_001.jpg)

# Source: ST §Similarities and Differences (dialogs)
$DIALOGUE Talking About Similarities
ID: l2-s28
INTRO: Four short conversations — uniforms, clocks, shampoo, and why soccer is not American football. Listen and repeat.
INSTRUCTION: Listen and repeat each line.
REPEAT

Fred: Our uniforms are alike.
Jack: Yes, they're very similar. Only the sleeves are different.
Fred: You're right. The other things are the same.
Jack: Is Al's uniform the same as ours?
Fred: No. His is different from ours. He's in the Navy.

Sam: Noon and 1200 hours are the same.
Ed: Noon is the same as 1200 hours.
Sam: 1200 hours and noon are alike.

Mike: Soap and shampoo are similar.
Lee: I know. Shampoo is similar to soap.
Mike: Yes, shampoo and soap are alike. They both are used to clean.

Oscar: Soccer and American football are different.
Kevin: I know what you mean! The two games are not alike.
Oscar: American football is different from soccer.

# Source: ST §Jim's Jacket Is Similar to Mine
$SELECT Alike, Similar, or Different?
ID: l2-s29
INTRO: Read each little situation and decide: "the same", "similar", or "different"? The details decide — read them like a detective.
INSTRUCTION: Read the sentences and tap the correct answer.

EXAMPLE
TEMPLATE: Mike's car is red, and so is mine. My car has two doors, and Mike's has four. The cars are....
OPTION: a | the same
OPTION: b | alike
OPTION: c | similar
ANSWER: c

TEMPLATE: Fred's car and my car are different colors inside, but they're both black outside and are three years old. Our cars are....
OPTION: a | similar
OPTION: b | the same
OPTION: c | different
ANSWER: a

TEMPLATE: Jack's house is white and has seven rooms. Jill's is white too. It also has seven rooms. The color and the number of rooms are....
OPTION: a | the same
OPTION: b | different
OPTION: c | similar
ANSWER: a

TEMPLATE: John works in a store. His brother Clark flies a plane. Their jobs are....
OPTION: a | alike
OPTION: b | different
OPTION: c | similar
ANSWER: b

TEMPLATE: Janet ordered a piece of cake for dessert. Nancy's dessert was a piece of hot apple pie. Janet's dessert was not... Nancy's.
OPTION: a | similar to
OPTION: b | the same as
OPTION: c | different from
ANSWER: b

TEMPLATE: Yesterday it rained all day. Today it's clear, hot, and dry. The weather today is ... the weather yesterday.
OPTION: a | different from
OPTION: b | similar to
OPTION: c | the same as
ANSWER: a

TEMPLATE: John's math test was very hard. Carl's math test was very easy. The tests were....
OPTION: a | similar
OPTION: b | the same
OPTION: c | different
ANSWER: c

# Source: ST §One Triangle Is the Same As the Other
$PRODUCE Fill In: Same, Similar, or Different
ID: l2-s30
INTRO: Now type the comparing words yourself. Look at each picture pair and complete the sentences — mind the small words like "to", "as", and "from".
INSTRUCTION: Type the correct word or phrase. (like, alike, the same, the same as, different, different from, similar, similar to)
INPUT: type
CHECK: exact

EXAMPLE
TEMPLATE: One ball is ____{the same as|like} the other. {st-page_087_001.jpg}
TEMPLATE: The soccer balls are ____{the same|alike}.
RESPONSE: One ball is the same as the other. The soccer balls are the same.

EXAMPLE
TEMPLATE: The sun is ____{different from} the moon. {st-page_087_002.jpg}
TEMPLATE: The sun and moon are ____{different}.
RESPONSE: The sun is different from the moon. The sun and moon are different.

TEMPLATE: These books are not ____{alike|the same}, but they're ____{similar}. {st-page_087_003.jpg}
TEMPLATE: One book is ____{similar to} the other.
RESPONSE: These books are not alike, but they're similar. One book is similar to the other.

TEMPLATE: A menu is ____{different from} a book. {st-page_088_001.jpg}
TEMPLATE: A book and a menu are not ____{alike|the same|similar}.
RESPONSE: A menu is different from a book. A book and a menu are not alike.

TEMPLATE: Triangle 1 is ____{the same as|like} Triangle 2, but they're not ____{different}. {st-page_088_002.jpg}
RESPONSE: Triangle 1 is the same as Triangle 2, but they're not different.

TEMPLATE: A circle and a triangle are ____{different}. {st-page_088_003.jpg}
TEMPLATE: The shapes are not ____{alike|the same|similar}.
RESPONSE: A circle and a triangle are different. The shapes are not alike.

TEMPLATE: Steve's car is ____{similar to} Carol's car. {st-page_088_004.jpg}
TEMPLATE: Their cars are ____{similar}.
RESPONSE: Steve's car is similar to Carol's car. Their cars are similar.

TEMPLATE: A lake is not ____{the same as|like} a river. {st-page_088_005.jpg}
TEMPLATE: Lakes and rivers are ____{different}.
RESPONSE: A lake is not the same as a river. Lakes and rivers are different.

TEMPLATE: The cats are ____{similar}, but they're not ____{the same|alike}. {st-page_089_001.jpg}
RESPONSE: The cats are similar, but they're not the same.

# Source: ST §Are Boots Similar to Shoes? (recast: bare word-pair cues scaffolded into spoken questions)
$PRODUCE Are Boots Similar to Shoes?
ID: l2-s31
INTRO: Last one: real-world comparisons. Answer each question aloud with "the same", "similar", "alike", or "different" — and add a word about why, if you can.
INSTRUCTION: Answer the question aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The comparison word is the point — accept any truthful, reasonable answer that correctly uses "the same", "similar", "alike", or "different" (a short reason is welcome but not required); a bare yes or no without a comparison word fails.

EXAMPLE
PROMPT: Are boots and shoes the same?
RESPONSE: No, they're not. They are similar.

PROMPT: Are a bus and a truck similar?
RESPONSE: Yes, they are. They are both large vehicles.

PROMPT: Are a baseball and a football the same?
RESPONSE: No, they're different.

PROMPT: Are a clock and a watch similar?
RESPONSE: Yes. We use both to tell time.

PROMPT: Is a ship similar to a boat?
RESPONSE: Yes, it is.

PROMPT: Are a snack bar and a restaurant different?
RESPONSE: Yes, a restaurant is usually bigger.

PROMPT: Are a car and an automobile the same?
RESPONSE: Yes, they are the same.

PROMPT: Is an ocean different from a lake?
RESPONSE: Yes, an ocean is much bigger.

PROMPT: Is a grocery store similar to a commissary?
RESPONSE: Yes, they are very similar.

PROMPT: Are a road and a highway the same?
RESPONSE: No, they are different. A highway is larger.

PROMPT: Are a pencil and chalk similar?
RESPONSE: Yes, we use both to write.


$SESSION 2-5: Ask and Tell — Indirect Commands

# Source: LLA 2B Figure 5
$DIALOGUE Tell Someone to Do Something
ID: 9-2b-f5
INTRO: In this part you'll learn to pass orders along: "Tell Mike to lock the door." Eight model sentences — listen and repeat. Someone else always does the work.
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 Grammar §Ask Captain Henry to Come to My Office
$GRAMMAR Ask and Tell
ID: l2-s20
INTRO: Here's the pattern behind those sentences. "Ask" or "tell", then the person, then "to" plus the action.

**Ask** or **tell** is used with a person + the infinitive ("to" + verb) to pass on a request or a command. "Ask" is polite; "tell" is stronger.

| | | |
|---|---|---|
| **Ask** | Bob | to pay the bill. |
| **Tell** | Bob | to write a check. |
| | Bob | to go to the store. |

Listen: {Ask Bob to pay the bill.} — {Tell Bob to write a check.}
For the negative, put "not" before "to": {Tell Fred not to pick me up tomorrow.}

# Source: ST §Ask Captain Henry to Come to My Office (sentences and dialogs)
$DIALOGUE Ask Him to Wait a Second
ID: l2-s21
INTRO: The pattern at work — first in single sentences, then in five quick exchanges. Listen and repeat.
INSTRUCTION: Repeat the sentences and dialogs.
REPEAT

LINE: Ask Mr. Carter to sign this letter. {st-page_077_001.jpg}
LINE: Tell Ms. Davis to mail it right away.
LINE: Tell Major Sanders to call the BX manager.
LINE: Ask Captain Henry to come to my office.
LINE: Tell Sergeant Hays to bring my car at 1:00.
LINE: Please tell Mark to move his car.
LINE: Ask Fred to turn off the lights.
LINE: Please tell Mr. Harris to go to Jim's office.

Bob: Mark is ready to leave.
Tim: Ask him to wait a second.

Ms_Nelson: Do need to talk to John?
Tom: Yes. Tell him to call me at 10:00.

Jan: Look at all of these dirty dishes!
Sam: Tell one of the children to wash them.

Joe: Lewis fell and hurt his knee.
Don: Tell him to go to the hospital right away.

Jim: Mrs. Walker wants to open a savings account.
Pam: Please ask her to fill out this form.

# Source: ST §Tell Dave to Open the Window
$PRODUCE Tell Him to Do It
ID: l2-s22
INTRO: Nobody wants to open the window, wash the car, or feed the dog. Read each excuse and pass the job along — use the name or pronoun in parentheses and say the full command aloud.
INSTRUCTION: Say the command using the word in parentheses.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: Bob: It's hot in here! Open the window, Mike.
TEMPLATE: Mike: Ted's nearer. (him)
RESPONSE: Tell him to open it.

EXAMPLE
PROMPT: Ted: I'm busy.
TEMPLATE: (Dave)
RESPONSE: Tell Dave to do it.

PROMPT: Bill: The car is dirty! Please wash it today, Jack.
TEMPLATE: Jack: I'm tired. (Ted)
RESPONSE: Tell Ted to wash it.

PROMPT: Ted: I can't.
TEMPLATE: (Herb)
RESPONSE: Tell Herb to wash it.

PROMPT: Sally: Answer the telephone, Diane. My hands are wet.
TEMPLATE: Diane: Betty's closer. (her)
RESPONSE: Tell her to answer it.

PROMPT: Betty: I always do it.
TEMPLATE: (Alice)
RESPONSE: Tell Alice to answer it.

PROMPT: Carol: Allen, please feed the dog and cat.
TEMPLATE: Allen: I'm busy. (Steve)
RESPONSE: Tell Steve to feed them.

PROMPT: Steve: They're Sue's.
TEMPLATE: (her)
RESPONSE: Tell her to feed them.

PROMPT: Al: Can you take these books back to the library today?
TEMPLATE: Mark: I'm doing my homework. (Lee)
RESPONSE: Ask Lee to take them back.

PROMPT: Lee: I did it the last time.
TEMPLATE: (Tom)
RESPONSE: Ask Tom to take them back.

# Source: LLA 2B Figure 6
$PRODUCE What Did They Say?
ID: 9-2b-f6
INPUT: speak
CHECK: reveal
INTRO: Now report what you heard. Listen to each short exchange and the question, answer aloud with "told him to..." or "told her to...", then repeat the model.
INSTRUCTION: Answer the question aloud.
REPEAT

PROMPT: Ted, tell your brother not to bother me. — Okay, Sam, I will. What did Sam tell Ted? {bk09-l2b-f6-01-q.mp3}
RESPONSE: He told him to tell his brother not to bother him. {bk09-l2b-f6-01-a.mp3}

PROMPT: Mike, lock the door. — I'll lock it when I leave. What did he tell Mike to do? {bk09-l2b-f6-02-q.mp3}
RESPONSE: He told him to lock the door. {bk09-l2b-f6-02-a.mp3}

PROMPT: Private James, clean this room. — Yes, sir, right away. What did the sergeant tell Private James? {bk09-l2b-f6-03-q.mp3}
RESPONSE: He told him to clean the room. {bk09-l2b-f6-03-a.mp3}

PROMPT: Sir, Captain Lewis is on the phone. — Tell her that I'll call her later. What did Captain Sims tell Private Williams? {bk09-l2b-f6-04-q.mp3}
RESPONSE: He told him to tell Captain Lewis that he'd call her later. {bk09-l2b-f6-04-a.mp3}

PROMPT: Jack, wait for me this afternoon. — Okay, I will. What did Sally tell Jack? {bk09-l2b-f6-05-q.mp3}
RESPONSE: She told him to wait for her. {bk09-l2b-f6-05-a.mp3}

# Source: ST §Did You Ask the Waiter...
$DIALOGUE Which Menu Did You Ask For?
ID: l2-s23
INTRO: Three scenes where reporting a request matters — a menu, a bank form, and two boys on bicycles meeting a policeman. Listen and repeat.
INSTRUCTION: Repeat and read the dialogs.
REPEAT

Waiter: Do you want to look at the breakfast or lunch menu, sir?
Harold: Please bring me the breakfast menu.
Waiter: Here you are, sir. I'll be back in a few minutes to take your order.
Harold: Hi, Steven. Sit down and eat with me.
Steven: Thanks. Which menu did you ask the waiter to bring?
Harold: I asked him to bring the breakfast menu.
Steven: Good. Did you ask him to bring coffee, too?
Harold: No, I didn't, but I will.

Herb_Wilson: We'd like to open a checking account.
Ms_Johnson: Please fill out these two forms. You keep the white one and give me the green one.
Herb_Wilson: Which form did she tell us to keep?
Lori_Wilson: She told us to keep the green one.
Herb_Wilson: Here you are ma'am. Here's the white form.
Ms_Johnson: I told you to keep the white form. I need the green one.
Herb_Wilson: I'm sorry. Here's the green one.

Policeman: Get off your bicycles, boys.
George: What did that policeman tell us to do?
Edward: He told us to get off our bicycles.
Policeman: Don't ride your bikes across the street. It's not safe. Walk beside them.
Mrs_Hall: George, what did the policeman tell you and Edward?
George: He told us not to ride our bikes across the street.

# SKIPPED (book): "DO YOU REMEMBER WHAT YOU READ? — Read the questions first; then look at the menu." The menu image is not provided in the source extraction.

# Source: ST §Sgt Smith Told Airman Harris...
$PRODUCE He Told Him to Do It
ID: l2-s24
INTRO: Read what each person said, then report it aloud: "He told him to...", "She asked her to...". Watch for the polite "please" — that's an "ask", not a "tell".
INSTRUCTION: Read the sentence, then answer the question aloud.
INPUT: speak
CHECK: reveal
SHOW_PROMPT

EXAMPLE
PROMPT: Sgt Smith: "Airman Harris, clean the barracks." — What did Sgt Smith tell Airman Harris?
RESPONSE: He told him to clean the barracks.

EXAMPLE
PROMPT: Maj Dean: "Will you please sit down, lieutenant?" — Did Maj Dean ask the lieutenant to stand up?
RESPONSE: No, he didn't. He asked him to sit down.

PROMPT: Harold: "Jim, will you please cut the grass today?" — What did Harold ask Jim to do?
RESPONSE: He asked him to cut the grass.

PROMPT: Gilbert: "Don't forget your umbrella, Bob." — What did Gilbert tell Bob?
RESPONSE: He told him not to forget his umbrella.

PROMPT: Roland: "Waiter, please bring me the check." — What did Roland ask the waiter to do?
RESPONSE: He asked him to bring the check.

PROMPT: Sgt Morales: "Come in and close the door, airman." — What did Sgt Morales tell the airman to do?
RESPONSE: He told him to come in and close the door.

PROMPT: Lt Miller: "Close that window, sergeant." — What did Lt Miller tell the sergeant to do?
RESPONSE: He told him to close that window.

PROMPT: Carol: "Please turn off the light in the kitchen, Sue." — What did Carol ask Sue to do?
RESPONSE: She asked her to turn off the light in the kitchen.

PROMPT: Mr. Wells: "Look at the problem on the chalkboard, Mac." — What did Mr. Wells tell Mac to do?
RESPONSE: He told him to look at the problem on the chalkboard.

PROMPT: Ms. Nelson: "Please don't take this book from the library, Mr. Knight." — What did Ms. Nelson ask Mr. Knight to do?
RESPONSE: She asked him not to take the book from the library.

PROMPT: Mr. Holder: "Students, be on time for the quiz tomorrow." — What did Mr. Holder tell the students to do?
RESPONSE: He told them to be on time for the quiz tomorrow.

PROMPT: Mr. Randall: "Boys, please don't leave those wet towels on the floor." — What did Mr. Randall ask the boys to do?
RESPONSE: He asked them not to leave those wet towels on the floor.

# Source: ST §What Did Billy's Mother Tell Him to Do? (cartoon)
$DIALOGUE Billy's Evening
ID: l2-s25
INTRO: A six-panel cartoon: Billy, supper, a soccer ball, and a window that was in the wrong place. Read each panel — questions follow.
INSTRUCTION: Read the cartoon panels.

Billy: Mother, can I go to Roberta's house and play? {st-page_082_001.jpg}
Mother: Not now, Billy, stay home and eat your supper. {st-page_082_001.jpg}

Billy: I finished my food. Can I go outside now? {st-page_082_002.jpg}
Mother: Yes, but please take your plate and glass to the kitchen first. {st-page_082_002.jpg}

Billy: Goodbye, Dad. Bye Mother. {st-page_082_003.jpg}
Dad: Be home by 8:00. {st-page_082_003.jpg}
Mother: Have a good time. {st-page_082_003.jpg}

Roberta: Let's play volleyball. {st-page_082_004.jpg}
Billy: No. Let's play something else. Get your soccer ball. {st-page_082_004.jpg}

Billy: Here it comes! {st-page_082_005.jpg}
Roberta: Be careful! Don't hit the house! {st-page_082_005.jpg}

Roberta: Oh, no! Don't tell my father. {st-page_082_006.jpg}
Billy: Please go home right away. My dad will be very angry, too. {st-page_082_006.jpg}

# Source: ST §Ask and Answer About Billy (recast: picture cues scaffolded into spoken questions)
$PRODUCE What Did They Tell Billy?
ID: l2-s26
REFERENCE
INTRO: Now report the whole cartoon. Answer each question aloud with "told" or "asked" plus "to..." — reopen the panels if the evening is a blur.
INSTRUCTION: Answer aloud using ask or tell.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The pattern ask/tell + person + (not) to + verb is the point — accept any answer with a correct pattern and a fact matching the model answer; a wrong pattern or wrong fact fails.

EXAMPLE
PROMPT: What did Billy's mother tell him to do? {st-page_082_001.jpg}
RESPONSE: She told him to stay home and eat his supper.

PROMPT: What did Billy's mother ask him to do? {st-page_082_002.jpg}
RESPONSE: She asked him to take his plate and glass to the kitchen.

PROMPT: What did Billy's dad tell him to do? {st-page_082_003.jpg}
RESPONSE: He told him to be home by 8:00.

PROMPT: What did Billy tell Roberta to do? {st-page_082_004.jpg}
RESPONSE: He told her to get her soccer ball.

PROMPT: What did Roberta tell Billy to do? {st-page_082_005.jpg}
RESPONSE: She told him to be careful and not hit the house.

PROMPT: What did Roberta ask Billy not to do? {st-page_082_006.jpg}
RESPONSE: She asked him not to tell her father.

# SKIPPED (book): Writing Skill "CAN YOU PUT THE SENTENCES TOGETHER?" — match phrases and rewrite as one paragraph. Deferred (paragraph composition/combining into one big text box).


$SESSION 2-6: Getting Around in Traffic

# Source: LLA 2C Figure 1
$DIALOGUE Traffic, Bicycles, and Insurance
ID: 9-2c-f1
INTRO: In this part you'll finish the traffic word set — buses, bicycles, rainstorms, and the insurance that pays for all of it. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT

VOCAB: traffic
LINE: There's a lot of traffic at 5 o'clock. {page_047_001.jpg} {bk09-l2c-f1-01.mp3}

VOCAB: bother
LINE: Sometimes Bobby bothers me when I try to study. {page_047_002.jpg} {bk09-l2c-f1-02.mp3}

VOCAB: ride
LINE: Larry rides the bus to work every day. {page_047_003.jpg} {bk09-l2c-f1-03.mp3}

VOCAB: bicycle
LINE: Lieutenant Jacobs has a new bicycle. {page_047_004.jpg} {bk09-l2c-f1-04.mp3}

VOCAB: cross
LINE: The children cross the street at the corner. {page_048_001.jpg} {bk09-l2c-f1-05.mp3}

LINE: The weather won't stop them. {page_048_002.jpg} {bk09-l2c-f1-06a.mp3}
VOCAB: keep on
LINE: They'll keep on driving. {page_048_002.jpg} {bk09-l2c-f1-06b.mp3}

VOCAB: happened
LINE: The accident happened in a rainstorm. {page_048_003.jpg} {bk09-l2c-f1-07.mp3}

VOCAB: insurance
LINE: I have insurance. {page_048_004.jpg} {bk09-l2c-f1-08a.mp3}
LINE: It will get you a new bicycle. {page_048_004.jpg} {bk09-l2c-f1-08b.mp3}

VOCAB: place
LINE: Where is that place? {page_049_001.jpg} {bk09-l2c-f1-09a.mp3}
LINE: It's at the corner of Main and 6th Streets. {page_049_001.jpg} {bk09-l2c-f1-09b.mp3}

# Source: LLA 2C Figure 1 (matching pass)
$SELECT Match the Sentence to the Picture
ID: 9-2c-f1-b
INTRO: Same words, new sentences. Listen, tap the picture being described, then repeat the sentence.
INSTRUCTION: Tap the matching picture.
REPEAT

OPTION: a | toy cars {page_047_001.jpg}
OPTION: b | boy studying {page_047_002.jpg}
OPTION: c | bus driver {page_047_003.jpg}
OPTION: d | military policeman on bicycle {page_047_004.jpg}
OPTION: e | children crossing {page_048_001.jpg}
OPTION: f | driving in rain {page_048_002.jpg}
OPTION: g | accident in rainstorm {page_048_003.jpg}
OPTION: h | checking insurance {page_048_004.jpg}
OPTION: i | street corner {page_049_001.jpg}

PROMPT: Robert likes to ride the bus to school. {bk09-l2c-f1-10.mp3}
ANSWER: c
FEEDBACK: Robert likes to ride the bus to school. {bk09-l2c-f1-10-fb.mp3}

PROMPT: Tim's little brother bothers me a lot. {bk09-l2c-f1-11.mp3}
ANSWER: b
FEEDBACK: Tim's little brother bothers me a lot. {bk09-l2c-f1-11-fb.mp3}

PROMPT: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12.mp3}
ANSWER: h
FEEDBACK: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12-fb.mp3}

PROMPT: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13.mp3}
ANSWER: a
FEEDBACK: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13-fb.mp3}

PROMPT: It happened Thursday night during the rain. {bk09-l2c-f1-14.mp3}
ANSWER: g
FEEDBACK: It happened Thursday night during the rain. {bk09-l2c-f1-14-fb.mp3}

PROMPT: Do you see that place on the corner? That's the place my brother told me about. {bk09-l2c-f1-15.mp3}
ANSWER: i
FEEDBACK: Do you see that place on the corner? That's the place my brother told me about. {bk09-l2c-f1-15-fb.mp3}

PROMPT: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16.mp3}
ANSWER: d
FEEDBACK: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16-fb.mp3}

PROMPT: Everyone must look to the left and look to the right before they cross the street. {bk09-l2c-f1-17.mp3}
ANSWER: e
FEEDBACK: Everyone must look to the left and look to the right before they cross the street. {bk09-l2c-f1-17-fb.mp3}

PROMPT: The rain kept on for 3 hours. {bk09-l2c-f1-18.mp3}
ANSWER: f
FEEDBACK: The rain kept on for 3 hours. {bk09-l2c-f1-18-fb.mp3}

# Source: LLA 2C Figure 3
$SELECT Finish the Sentence
ID: 9-2c-f3
INTRO: A review of the whole accident story — John, Ted, Jimmy, Ed, Jeff, and of course Ray's expensive ticket. Listen to the start of each sentence and tap the ending that fits.
INSTRUCTION: Tap the correct phrase.
REPEAT

OPTION: a | broke his arm.
OPTION: b | caused an accident.
OPTION: c | fasten his seat belt.
OPTION: d | a careful driver.
OPTION: e | obeys the law.
OPTION: f | fine was expensive.

PROMPT: When John gets in his car, the first thing he does is... {bk09-l2c-f3-01.mp3}
ANSWER: c
FEEDBACK: When John gets in his car, the first thing he does is fasten his seat belt. {bk09-l2c-f3-01-fb.mp3}

PROMPT: Ted will never get a ticket, he always... {bk09-l2c-f3-02.mp3}
ANSWER: e
FEEDBACK: He always obeys the law. {bk09-l2c-f3-02-fb.mp3}

PROMPT: Jimmy fell down the stairs, he... {bk09-l2c-f3-03.mp3}
ANSWER: a
FEEDBACK: He broke his arm. {bk09-l2c-f3-03-fb.mp3}

PROMPT: Ed does not drive fast, he does not run red lights, he is... {bk09-l2c-f3-04.mp3}
ANSWER: d
FEEDBACK: He is a careful driver. {bk09-l2c-f3-04-fb.mp3}

PROMPT: Jeff ran a red light and ran into a pole, he... {bk09-l2c-f3-05.mp3}
ANSWER: b
FEEDBACK: He caused an accident. {bk09-l2c-f3-05-fb.mp3}

PROMPT: The policeman gave Ray a ticket. The ticket was for $85, this... {bk09-l2c-f3-06.mp3}
ANSWER: f
FEEDBACK: This fine was expensive. {bk09-l2c-f3-06-fb.mp3}

# Source: LLA 2C Figure 4
$SELECT How Many Syllables?
ID: 9-2c-f4
INTRO: A quick ear-tuning exercise on this lesson's words. Listen to each word and tap how many syllables you hear — "fine" has one, "insurance" has more.
INSTRUCTION: Tap the number of syllables.

OPTION: a | 1 syllable
OPTION: b | 2 syllables
OPTION: c | 3 syllables
OPTION: d | 4 syllables

PROMPT: traffic. Traffic. {bk09-l2c-f4-01.mp3}
ANSWER: b
FEEDBACK: Two syllables. Traffic.

PROMPT: fine. Fine. {bk09-l2c-f4-02.mp3}
ANSWER: a
FEEDBACK: One syllable. Fine.

PROMPT: accident. Accident. {bk09-l2c-f4-03.mp3}
ANSWER: c
FEEDBACK: Three syllables. Accident.

PROMPT: policeman. Policeman. {bk09-l2c-f4-04.mp3}
ANSWER: c
FEEDBACK: Three syllables. Policeman.

PROMPT: ticket. Ticket. {bk09-l2c-f4-05.mp3}
ANSWER: b
FEEDBACK: Two syllables. Ticket.

PROMPT: fault. Fault. {bk09-l2c-f4-06.mp3}
ANSWER: a
FEEDBACK: One syllable. Fault.

PROMPT: careless. Careless. {bk09-l2c-f4-07.mp3}
ANSWER: b
FEEDBACK: Two syllables. Careless.

PROMPT: bicycle. Bicycle. {bk09-l2c-f4-08.mp3}
ANSWER: c
FEEDBACK: Three syllables. Bicycle.

PROMPT: cross. Cross. {bk09-l2c-f4-09.mp3}
ANSWER: a
FEEDBACK: One syllable. Cross.

PROMPT: insurance. Insurance. {bk09-l2c-f4-10.mp3}
ANSWER: c
FEEDBACK: Three syllables. Insurance.

# SKIPPED (book): LLA 2C Figures 6 and 7 are not present in the book for Lesson 2C (they belong to Lesson 2D, confirmed by the tape out-cue).


$SESSION 2-7: The Past Progressive

# Source: ST Grammar §Past Progressive
$GRAMMAR The Past Progressive
ID: l2-s5
INTRO: In this part you'll learn to say what was happening at a moment in the past — the past progressive. One small table, then plenty of practice.

The past progressive shows that an action was going on over a period of time in the past. Use **was** or **were** plus the **-ing** form of the verb.

| | | |
|---|---|---|
| I | **was studying** | last night. |
| Mark | **was studying** | last night. |
| Mark and Al | **were studying** | last night. |

Use "was" with I / he / she / it, and "were" with you / we / they.

{What were you doing last night?}
{I was studying in the library.}

# Source: ST §I Was Thinking About My Vacation
$DIALOGUE What Were You Doing Last Night?
ID: l2-s6
INTRO: Three short conversations built on the new tense — daydreaming, studying, and one student who definitely wasn't listening to the teacher. Listen and repeat.
INSTRUCTION: Listen and repeat each line.
REPEAT

Jan: Why were you smiling a minute ago?
Tom: I was thinking.
Jan: What were you thinking about?
Tom: My vacation next week.

Rita: What were you doing last night?
Jane: I was studying at the library.
Rita: What were you studying?
Jane: French. I was reviewing for today's test.

Steve: I don't understand this exercise.
Larry: Were you listening to the teacher?
Steve: No. What was he saying?
Larry: He was explaining this exercise.

# SKIPPED (book): ST instructor substitution drill ("Your instructor will read a sentence and then give you a word or phrase to substitute.") — instructor-led, no printed stimuli.

# Source: LLA 2C Figure 1 (past continuous pass)
$DIALOGUE Past Continuous — Listen and Repeat
ID: 9-2c-f1-c
INTRO: Now hear the tense in action — eleven sentences from the tape. Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT

LINE: I was sleeping at 10:30. {bk09-l2c-f1-19.mp3}
LINE: I wasn't eating chicken. {bk09-l2c-f1-20.mp3}
LINE: I was eating fish. {bk09-l2c-f1-21.mp3}
LINE: When I called, he was eating breakfast. {bk09-l2c-f1-22.mp3}
LINE: They were studying at 4:30. {bk09-l2c-f1-23.mp3}
LINE: Mike was driving a new car yesterday. {bk09-l2c-f1-24.mp3}
LINE: Bobby was talking on the phone when I arrived. {bk09-l2c-f1-25.mp3}
LINE: The baby was crying when I left. {bk09-l2c-f1-26.mp3}
LINE: Jack and Roger were exercising in the gym yesterday afternoon. {bk09-l2c-f1-27.mp3}
LINE: Sally was reading a language book in the library. {bk09-l2c-f1-28.mp3}
LINE: Why were they running? {bk09-l2c-f1-29.mp3}

# Source: LLA 2C Figure 2
$PRODUCE Answer with the Past Continuous
ID: 9-2c-f2
INTRO: Your turn. Look at the picture and the cue word, listen to the question, and answer aloud in a full past-progressive sentence. Then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
TEMPLATE: sleeping {page_049_002.jpg}
PROMPT: Was John watching TV at 10:30? {bk09-l2c-f2-ex-q.mp3}
RESPONSE: No, he was sleeping.

TEMPLATE: studying {page_049_003.jpg}
PROMPT: Was George studying after dinner? {bk09-l2c-f2-01-q.mp3}
RESPONSE: Yes, George was studying after dinner.

TEMPLATE: exercising {page_050_001.jpg}
PROMPT: What were Sergeant Peterson and Sergeant Gannon doing in the gym this morning? {bk09-l2c-f2-02-q.mp3}
RESPONSE: They were exercising in the gym.

TEMPLATE: watching TV {page_050_002.jpg}
PROMPT: What was Bob doing at 9:30 last night? {bk09-l2c-f2-03-q.mp3}
RESPONSE: He was watching TV.

TEMPLATE: commissary {page_050_003.jpg}
PROMPT: Was Captain Kirk going to the officers' club at noon? {bk09-l2c-f2-04-q.mp3}
RESPONSE: No, he was going to the commissary.

TEMPLATE: writing a letter {page_050_004.jpg}
PROMPT: What was Private Anderson doing in class this morning? {bk09-l2c-f2-05-q.mp3}
RESPONSE: She was writing a letter. {bk09-l2c-f2-05-a.mp3}

TEMPLATE: fish {page_050_005.jpg}
PROMPT: Were the students eating chicken last night? {bk09-l2c-f2-06-q.mp3}
RESPONSE: No, they were eating fish.

TEMPLATE: getting a haircut {page_050_006.jpg}
PROMPT: What was Lieutenant Benavides doing Saturday afternoon? {bk09-l2c-f2-07-q.mp3}
RESPONSE: He was getting a haircut.

# Source: ST §What Was Laura Doing Yesterday?
$PRODUCE What Was Laura Doing?
ID: l2-s7
INTRO: Laura had a very documented day. Use the picture and the cue to build the question yourself, then answer it — both in the past progressive, both aloud.
INSTRUCTION: Say the question and the answer, using the past progressive.
INPUT: speak
CHECK: llm
RUBRIC: Accept a correctly formed past progressive question based on the cue, followed by a factual past progressive answer matching the picture; wrong tense fails.

EXAMPLE
TEMPLATE: What ... Laura ... do ... 6:30? {st-page_057_001.jpg}
RESPONSE: What was Laura doing at 6:30? She was eating breakfast.

TEMPLATE: Where ... Laura ... stand ... 7:00? {st-page_057_002.jpg}
RESPONSE: Where was Laura standing at 7:00? She was standing at the bus stop.

TEMPLATE: Who ... Laura ... talk to ... 9:00? {st-page_057_003.jpg}
RESPONSE: Who was Laura talking to at 9:00? She was talking to a boy.

TEMPLATE: When ... Laura ... run? {st-page_058_001.jpg}
RESPONSE: When was Laura running? She was running at 12:00.

TEMPLATE: What ... Laura ... buy ... 4:30? {st-page_058_002.jpg}
RESPONSE: What was Laura buying at 4:30? She was buying fruit.

TEMPLATE: When ... Laura ... cook dinner? {st-page_058_003.jpg}
RESPONSE: When was Laura cooking dinner? She was cooking dinner at 6:30.

TEMPLATE: Who ... Laura ... talk to ... 8:00? {st-page_058_004.jpg}
RESPONSE: Who was Laura talking to at 8:00? She was talking on the telephone.

# Source: ST §An Important Day for Al
$DIALOGUE An Important Day for Al
ID: l2-s8
INTRO: Al met the President yesterday — and wrote down every minute of it. Read his notes; questions about his day come next.
INSTRUCTION: Read Al's notes.

LINE: Yesterday was an important day for Al. He wrote down some of the things he did.
LINE: 5:30 a.m. - ate breakfast, Dad called to make sure I was awake
LINE: 6:00 a.m. - read the paper, my friend Joe called to make sure I was awake
LINE: 6:30 a.m. - left for the office, there was an accident near the base and a big traffic jam
LINE: 7:00 a.m. - reviewed the schedule for the morning, Sgt Lewis came by to see if I needed anything
LINE: 9:45 a.m. - met the President's flight
LINE: 10:45 a.m. - The President spoke to the men, I made a last minute check of the dining room
LINE: 11:00 a.m. - ate lunch
LINE: 12:00 p.m. - showed the President around the base, it began to rain
LINE: 12:30 p.m. - rode with the President back to the airport, the rain stopped
LINE: 1:00 p.m. - returned to my office, what a day! I met the President!

# Source: ST §Ask Questions About Al's Day
$PRODUCE Questions About Al's Day
ID: l2-s9
REFERENCE
INTRO: What was Al doing when everything kept happening to him? Answer aloud in the past progressive — his notes are one tap away.
INSTRUCTION: Answer aloud using the past progressive.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must answer in the past progressive with the fact from the model answer. Accept any natural phrasing; wrong tense or wrong fact fails.

EXAMPLE
PROMPT: What was Al doing when Joe called him?
RESPONSE: He was reading the newspaper.

PROMPT: What was Al doing when his dad called?
RESPONSE: He was eating breakfast.

PROMPT: Was Al going home when he saw the accident?
RESPONSE: No, he was going to his office.

PROMPT: What was Al doing when Sgt Lewis came by?
RESPONSE: He was reviewing the schedule for the morning.

PROMPT: What was Al doing when it began to rain?
RESPONSE: He was showing the President around the base.

# Source: ST §I Was Writing a Letter When the Phone Rang
$PRODUCE Complete with the Past Progressive
ID: l2-s10
INTRO: Last drill on the tense: type the past progressive form of the verb in parentheses to complete each sentence.
INSTRUCTION: Type the past progressive form of the verb.
INPUT: type
CHECK: exact

TEMPLATE: John ____{was playing} soccer when he hurt his foot. (play)
RESPONSE: John was playing soccer when he hurt his foot.

TEMPLATE: What ____{were} you ____{writing} in your book? (write)
RESPONSE: What were you writing in your book?

TEMPLATE: She ____{was riding} her bike to the store. (ride)
RESPONSE: She was riding her bike to the store.

TEMPLATE: They ____{were eating} lunch when I saw them. (eat)
RESPONSE: They were eating lunch when I saw them.

TEMPLATE: Did you hear what the teacher ____{was saying}? (say)
RESPONSE: Did you hear what the teacher was saying?

TEMPLATE: I ____{was cooking} dinner when you called. (cook)
RESPONSE: I was cooking dinner when you called.

TEMPLATE: We ____{were watching} TV when Tom came home. (watch)
RESPONSE: We were watching TV when Tom came home.

TEMPLATE: Do you remember what you ____{were doing} in 1980? (do)
RESPONSE: Do you remember what you were doing in 1980?

# SKIPPED (book): ST Listening Skill "WHICH BUILDING IS THE BANK?" — instructor-read directions with no printed text.

# Source: LLA 2C Figure 5
$PRODUCE Dictation: A Long-Distance Call
ID: 9-2c-f5
INPUT: type
CHECK: exact
INTRO: Dictation again — eight sentences telling one small story about a phone call. Listen and type exactly what 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}


$SESSION 2-8: What Happened? — Putting It All Together

# Source: ST §The Light Car Is In Back of the Dark Car
$DIALOGUE In Front, Behind, In Back
ID: l2-s13
INTRO: In this final part, everything comes together — positions, accidents, and reporting what people said. First: one street scene, five ways to describe where things are. Listen and repeat.
INSTRUCTION: Look at the picture and repeat the sentences.
REPEAT

VOCAB: in front of
LINE: The bus is in front of the automobile. {st-page_065_001.jpg}

VOCAB: behind
LINE: The dark car is behind the bus. {st-page_065_001.jpg}

VOCAB: in back of
LINE: The light car is in back of the dark car. {st-page_065_001.jpg}

LINE: The woman is wearing a dark coat. {st-page_065_001.jpg}
LINE: They are crossing the street in front of the bus. {st-page_065_001.jpg}

# Source: LLA 2D Figure 1
$DIALOGUE Traffic Situations
ID: 2d-f1
INTRO: Seven traffic pictures from the tape — buses, bright sun, and one unlucky light pole. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT

LINE: The children are on the bus behind the truck. {page_053_001.jpg} {bk09-l2d-f1-01.mp3}
LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg} {bk09-l2d-f1-01-b.mp3}
LINE: They must park across from the school. {page_053_003.jpg} {bk09-l2d-f1-01-c.mp3}
LINE: The bicycle is in back of that small car. {page_053_004.jpg} {bk09-l2d-f1-01-d.mp3}
LINE: Fred is in the car in front of the police car. {page_054_001.jpg} {bk09-l2d-f1-01-e.mp3}
LINE: Someone left their light blue car by the lake. {page_054_002.jpg} {bk09-l2d-f1-01-f.mp3}
LINE: His dark car hit the light pole. {page_054_003.jpg} {bk09-l2d-f1-01-g.mp3}

# Source: LLA 2D Figure 1 (identification pass)
$SELECT Which Picture Is Being Described?
ID: 2d-f1-b
INTRO: Same seven pictures, new sentences. Listen carefully and tap the picture being described — the details are the whole game.
INSTRUCTION: Tap the correct picture.

OPTION: a | Picture A {page_053_001.jpg}
OPTION: b | Picture B {page_053_002.jpg}
OPTION: c | Picture C {page_053_003.jpg}
OPTION: d | Picture D {page_053_004.jpg}
OPTION: e | Picture E {page_054_001.jpg}
OPTION: f | Picture F {page_054_002.jpg}
OPTION: g | Picture G {page_054_003.jpg}

EXAMPLE
PROMPT: Jim is driving in front of the policeman. {bk09-l2d-f1-01-h.mp3}
ANSWER: e

PROMPT: Tom's mother parked her car across from the school. {bk09-l2d-f1-01-i.mp3}
ANSWER: c

PROMPT: There was a light-colored car parked by the lake. {bk09-l2d-f1-01-j.mp3}
ANSWER: f

PROMPT: The school bus is behind the truck. {bk09-l2d-f1-01-k.mp3}
ANSWER: a

PROMPT: That dark car ran into the light pole. {bk09-l2d-f1-01-l.mp3}
ANSWER: g

PROMPT: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-01-m.mp3}
ANSWER: d

PROMPT: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-01-n.mp3}
ANSWER: b

# Source: LLA 2D Figure 2
$PRODUCE What Did They Tell Them to Do?
ID: 2d-f2
INTRO: Back to reporting commands — this time entirely by ear. Listen to each short dialogue and the question, answer aloud with "told... to...", then repeat the model.
INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT

EXAMPLE
PROMPT: Jimmy, tell Joanne to come in now. Joanne, come in now. What did Jimmy tell Joanne? {bk09-l2d-f2-01.mp3}
RESPONSE: He told Joanne to come in. {bk09-l2d-f2-01-b.mp3}

PROMPT: Harry, tell Mike to help you move the bookcase. Mike, help me move the bookcase. What did Harry tell Mike to do? {bk09-l2d-f2-01-c.mp3}
RESPONSE: He told him to help him move the bookcase. {bk09-l2d-f2-01-d.mp3}

PROMPT: Captain Jones, tell Sergeant Jackson to bring the student record to my office. Sergeant Jackson, take the student record to Major Johnson's office. What did Captain Jones tell Sergeant Jackson? {bk09-l2d-f2-01-e.mp3}
RESPONSE: She told him to bring the student record to the Major's office. {bk09-l2d-f2-01-f.mp3}

PROMPT: Jill, tell Tammy to get up. Tammy, get up. What did Jill tell Tammy? {bk09-l2d-f2-01-g.mp3}
RESPONSE: She told her to get up. {bk09-l2d-f2-01-h.mp3}

PROMPT: George, tell Sam not to eat so fast. Sam, don't eat so fast. What did George tell Sam? {bk09-l2d-f2-01-i.mp3}
RESPONSE: He told him not to eat so fast. {bk09-l2d-f2-01-j.mp3}

PROMPT: Tell Tom to lock the door when he leaves. Tom, don't forget to lock the door when you leave. What did she tell Tom? {bk09-l2d-f2-01-k.mp3}
RESPONSE: She told him not to forget to lock the door when he leaves. {bk09-l2d-f2-01-l.mp3}

PROMPT: Private Anderson, clean your shoes. Yes, sir. What did he tell Private Anderson? {bk09-l2d-f2-01-m.mp3}
RESPONSE: He told her to clean her shoes. {bk09-l2d-f2-01-n.mp3}

# Source: LLA 2D Figure 3
$SELECT Choose What They Said
ID: 2d-f3
INTRO: Same skill, easier hands: listen to the dialogue and the question, then tap the correct report and repeat it.
INSTRUCTION: Tap the correct answer.
REPEAT

PROMPT: Sarah, tell Suzy to answer that phone. Suzy, please answer that phone. What did Sarah tell Suzy? {bk09-l2d-f3-01.mp3}
OPTION: a | She said to answer the door.
OPTION: b | She told her to answer the phone. {bk09-l2d-f3-01-b.mp3}
OPTION: c | She said to answer the phone.
OPTION: d | She told her to go home.
ANSWER: b

PROMPT: Sergeant Evans, bring me that letter. Yes, ma'am, Lieutenant Richards. What did Lieutenant Richards tell Sergeant Evans? {bk09-l2d-f3-01-c.mp3}
OPTION: a | She told him to open the letter.
OPTION: b | She said to mail the letter.
OPTION: c | She told him to bring her the letter. {bk09-l2d-f3-01-d.mp3}
OPTION: d | She said to write a letter.
ANSWER: c

PROMPT: Janet, get up. You'll miss your bus. Okay, Dad. What did Dad tell Janet? {bk09-l2d-f3-01-e.mp3}
OPTION: a | He said to ride the bus.
OPTION: b | He told her to go to sleep.
OPTION: c | He said to miss the bus.
OPTION: d | He told her to get up. {bk09-l2d-f3-01-f.mp3}
ANSWER: d

PROMPT: Sam, leave that window open. It's hot in here. Okay, Mrs. Dennis. What did Mrs. Dennis tell Sam to do? {bk09-l2d-f3-01-g.mp3}
OPTION: a | She told him to leave the window open. {bk09-l2d-f3-01-h.mp3}
OPTION: b | She said to close the window.
OPTION: c | She told him to open the door.
OPTION: d | She said to do your homework.
ANSWER: a

PROMPT: Alice, move these books. I'll move them in a minute. What did he tell Alice to do? {bk09-l2d-f3-01-i.mp3}
OPTION: a | He told her to open her book.
OPTION: b | He told her to move the books. {bk09-l2d-f3-01-j.mp3}
OPTION: c | He said he would give her a book.
OPTION: d | He said to buy a new book.
ANSWER: b

PROMPT: Rita, take these papers to the office. I'll take them right away, Mr. Scott. What did he tell Rita to do? {bk09-l2d-f3-01-k.mp3}
OPTION: a | He said to go home.
OPTION: b | He told her to mail the papers.
OPTION: c | He said he'd buy her lunch.
OPTION: d | He told her to take the papers to the office. {bk09-l2d-f3-01-l.mp3}
ANSWER: d

# Source: ST §What Did You See?
$DIALOGUE The Witnesses
ID: l2-s14
INTRO: An accident, and everyone has a version: the witness, the boy on the bicycle, the driver, and one bystander who saw nothing at all. Listen and repeat each account.
INSTRUCTION: Repeat the dialog.
REPEAT

Policeman: What did you see? {st-page_066_001.jpg}
Witness: Well, sir. The white car made a fast stop. He tried to miss the boy on the bicycle. 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. The boy on the bicycle was careless. The accident was his fault. 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.

# SKIPPED (book): ST "WHAT HAPPENED?" (roleplay from a chart) and "WHO CAN TELL ME WHAT HAPPENED?" (situational roleplays) — open-ended pair/group speaking tasks with no fixed dialogue.

# Source: LLA 2D Figure 4
$DIALOGUE Harry Had an Accident
ID: 2d-f4
INTRO: One last accident story — Harry, a red-light runner, and the seatbelt that earned its keep. Listen and repeat each line.
INSTRUCTION: Listen and repeat each line.
REPEAT

Man1: What happened? {bk09-l2d-f4-01.mp3}
Man2: Harry had an accident. {bk09-l2d-f4-01-b.mp3}
LINE: That man in the dark car ran into him. {bk09-l2d-f4-01-c.mp3}
LINE: He ran the red light. {bk09-l2d-f4-01-d.mp3}
Man1: Was Harry hurt? {bk09-l2d-f4-01-e.mp3}
Man2: No. {bk09-l2d-f4-01-f.mp3}
LINE: He was wearing his seatbelt. {bk09-l2d-f4-01-g.mp3}
LINE: That helped him. {bk09-l2d-f4-01-h.mp3}
Man1: Where are the police? {bk09-l2d-f4-01-i.mp3}
Man2: They already left. {bk09-l2d-f4-01-j.mp3}
Man1: Did that man get a ticket? {bk09-l2d-f4-01-k.mp3}
Man2: Yes. {bk09-l2d-f4-01-l.mp3}
LINE: He got 2 tickets, one because he caused the accident. {bk09-l2d-f4-01-m.mp3}
LINE: And one because he wasn't wearing his seatbelt. {bk09-l2d-f4-01-n.mp3}
Man1: Does Harry have insurance? {bk09-l2d-f4-01-o.mp3}
Man2: Yes, and so does the other driver. {bk09-l2d-f4-01-p.mp3}

# Source: LLA 2D Figure 5
$PRODUCE Listen and Answer
ID: 2d-f5
INTRO: The final exercise of the lesson: read the question, listen to the conversation, and answer aloud in a full sentence. Then you're done — go carefully out there, and buckle up.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT

TEMPLATE: Why is Lt Jackson looking for Captain Russell?
PROMPT: Sergeant Wilson, where is Captain Russell? He's in Colonel Smith's office, Lieutenant Jackson. He has a long-distance phone call. I'll get him right away. {bk09-l2d-f5-01.mp3}
RESPONSE: Because Captain Russell has a long-distance phone call. {bk09-l2d-f5-01-b.mp3}

TEMPLATE: Why is Major Johnson looking for Major Billings?
PROMPT: Lieutenant Kline, I'm looking for Major Billings. I haven't seen him, sir. I want to take him to lunch. He took me one day last week. Well, Major Johnson, he should be back in about 30 minutes. Ask him to call me when he comes in. Yes, sir, I will. {bk09-l2d-f5-01-c.mp3}
RESPONSE: He wants to take him to lunch. {bk09-l2d-f5-01-d.mp3}