diff --git a/book-12-lesson-1.module b/book-12-lesson-1.module
index ad878824..7156fc55 100644
--- a/book-12-lesson-1.module
+++ b/book-12-lesson-1.module
@@ -1,57 +1,59 @@
$MODULE Book 12 · Lesson 1: What Will Happen If...? {st-page_009_001.jpg}
FORMAT: 2
-DESCRIPTION: Weather and climate vocabulary, making plans and predictions with "if" clauses, and the present perfect tense.
+DESCRIPTION: Climate and weather vocabulary, conditional sentences with "if", and the present perfect tense.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, lightly witty teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: SpeakerA | achird | Male
-VOICE: SpeakerB | schedar | Male
-VOICE: Roger | algenib | Male student
-VOICE: Friend | achird | Male student
-VOICE: Henry | iapetus | Male
-VOICE: Pete | alnilam | Male
+VOICE: SpeakerA | achernar | Male voice
+VOICE: SpeakerB | gacrux | Female voice
+VOICE: Spk1 | achernar | Male
+VOICE: Spk2 | gacrux | Female
+VOICE: Roger | achernar | Male student
+VOICE: Friend | schedar | Male student
+VOICE: Henry | achernar | Male
+VOICE: Pete | schedar | Male
VOICE: Sarah | gacrux | Female
-VOICE: Betty | gacrux | Female speaker
-VOICE: Mary | achernar | Female speaker
-VOICE: Paul | rasalgethi | Male speaker
-VOICE: Sam | charon | Male speaker
-VOICE: Jim | iapetus | Male speaker
-VOICE: Joe | zubenelgenubi | Male speaker
-VOICE: John | orus | Male speaker
+VOICE: Colleague | achird | Male
+VOICE: Betty | aoede | Female speaker
+VOICE: Mary | aoede | Female speaker
+VOICE: Paul | achernar | Male speaker
+VOICE: Sam | achird | Male speaker
+VOICE: Jim | schedar | Male speaker
+VOICE: Joe | gacrux | Male speaker
+VOICE: John | achernar | Male speaker
VOICE: Mark | achird | Male speaker
-VOICE: Kim | kore | Female speaker
+VOICE: Kim | aoede | Female speaker
VOICE: Ali | schedar | Male speaker
-VOICE: Pat | fenrir | Male speaker
-VOICE: Luke | sadaltager | Male speaker
-VOICE: Tony | umbriel | Male speaker
-VOICE: Andy | algieba | Male speaker
-VOICE: Art | sadachbia | Male speaker
-VOICE: Phil | algenib | Male speaker
-VOICE: Tim | puck | Male speaker
-VOICE: Sharif | achird | Male speaker
-VOICE: Owen | enceladus | Male speaker
-VOICE: Chuck | alnilam | Male speaker
+VOICE: Pat | gacrux | Male speaker
+VOICE: Luke | achernar | Male speaker
+VOICE: Tony | achird | Male speaker
+VOICE: Andy | schedar | Male speaker
+VOICE: Art | gacrux | Male speaker
+VOICE: Phil | achernar | Male speaker
+VOICE: Tim | achird | Male speaker
+VOICE: Sharif | schedar | Male speaker
+VOICE: Owen | gacrux | Male speaker
+VOICE: Chuck | achernar | Male speaker
VOICE: Bob | achird | Male speaker
-VOICE: Don | umbriel | Male speaker
-VOICE: Jack | puck | Male speaker
-VOICE: Bill | charon | Male speaker
+VOICE: Don | schedar | Male speaker
+VOICE: Jack | gacrux | Male speaker
+VOICE: Bill | achernar | Male speaker
VOICE: Dale | achird | Male speaker
VOICE: Gene | schedar | Male speaker
VOICE: Lynn | aoede | Female speaker
-VOICE: Gwen | achernar | Female speaker
+VOICE: Gwen | aoede | Female speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$LESSON 1-1: Climate and the Beach
+$SESSION 1-1: Climate and Weather at the Beach
# Source: ST §Hot Climate or Cold Climate?
-$DIALOGUE Climate and Weather Words
+$DIALOGUE Hot Climate or Cold Climate?
ID: l1-s1
-INTRO: In this lesson you'll learn to talk about weather and climate, say what will happen if something else happens, and use the present perfect tense. First, the words: listen to each sentence and repeat it.
-INSTRUCTION: Listen and repeat.
+INTRO: In this lesson you'll learn to talk about climate and weather, say what will happen "if" something else happens, and use the present perfect to say how long things have lasted. First, the weather words — listen and repeat each word and its sentences.
+INSTRUCTION: Listen and repeat the new words and sentences.
REPEAT
VOCAB: climate
@@ -78,7 +80,7 @@ VOCAB: beach
LINE: A beach is the land next to a sea or an ocean.
LINE: Children enjoy playing at the beach.
-VOCAB: to blow | blow
+VOCAB: blow/blew/blown | blows
LINE: Usually a breeze blows softly in the evening.
LINE: The wind blew very hard yesterday.
LINE: Oh no! The wind has blown my papers off my desk.
@@ -91,144 +93,10 @@ VOCAB: during
LINE: It was still freezing during April.
LINE: We used to go swimming every day during the summer.
-# Source: LLA 1A Listening/Speaking
-$PRODUCE Weather and Places — Answer the Questions
-ID: 1a-ls1
-INTRO: Now put those words to work. Listen to a sentence and a question, answer aloud, then repeat the model answer.
-INSTRUCTION: Listen to the sentences and answer the questions aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: If the sea is calm, we can take the baby on the boat. Can we take the baby on the boat? {bk12-l1a-f1-01-q.mp3}
-RESPONSE: We can take the baby on the boat if the sea is calm. {bk12-l1a-f1-01-a.mp3}
-
-PROMPT: The Wilsons enjoyed their vacation at the beach. Where did the Wilsons go on their vacation? {bk12-l1a-f1-02-q.mp3}
-RESPONSE: They went to the beach. {bk12-l1a-f1-02-a.mp3}
-
-PROMPT: I like to be on the beach when the wind is blowing softly. When do you like to be on the beach? {bk12-l1a-f1-03-q.mp3}
-RESPONSE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-03-a.mp3}
-
-PROMPT: Joey spilled some water on the floor. His mother slipped and fell down. What happened to Joey's mother? {bk12-l1a-f1-04-q.mp3}
-RESPONSE: She slipped on some water and fell down. {bk12-l1a-f1-04-a.mp3}
-
-PROMPT: There are no clouds in the sky. It's a beautiful clear day. Is it a cloudy day? {bk12-l1a-f1-05-q.mp3}
-RESPONSE: No. It's a clear day. There are no clouds in the sky. {bk12-l1a-f1-05-a.mp3}
-
-PROMPT: Alice never swims in the deep part of the lake. Does Alice swim in the deep part of the lake? {bk12-l1a-f1-06-q.mp3}
-RESPONSE: No. She never swims in the deep part of the lake. {bk12-l1a-f1-06-a.mp3}
-
-PROMPT: The children were frightened when the lights went out. When were the children frightened? {bk12-l1a-f1-07-q.mp3}
-RESPONSE: They were frightened when the lights went out. {bk12-l1a-f1-07-a.mp3}
-
-# Source: LLA 1A Figure 1 (full dialogue)
-$DIALOGUE Where Would You Like to Live?
-ID: 1a-f1
-INTRO: Two friends talk about the perfect place to live — calm sea, soft wind, and very little chance of actually moving there. Just listen.
-INSTRUCTION: Listen to the dialogue.
-
-SpeakerA: Where would you like to live? {bk12-l1a-f1-08.mp3}
-SpeakerB: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. This place would have a warm climate and a little humidity. {bk12-l1a-f1-09.mp3}
-SpeakerA: Do you ever expect to live in this place? {bk12-l1a-f1-10.mp3}
-SpeakerB: I don't know, but it's a nice thought. {bk12-l1a-f1-11.mp3}
-
-# Source: LLA 1A Figure 1 (role play, part 1)
-$PRODUCE Where Would You Like to Live? — Your Turn
-ID: 1a-f1-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now it's your conversation. Listen to the question, read your reply aloud, then check the model.
-INSTRUCTION: Read your lines aloud when it's your turn.
-
-PROMPT: Where would you like to live? {bk12-l1a-f1-08.mp3}
-TEMPLATE: I'd like to live in a place near the beach, where the sea is calm, and the wind blows softly. This place would have a warm climate and little humidity.
-RESPONSE: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. This place would have a warm climate and a little humidity. {bk12-l1a-f1-09.mp3}
-
-PROMPT: Do you ever expect to live in this place? {bk12-l1a-f1-10.mp3}
-TEMPLATE: I don't know, but it's a nice thought.
-RESPONSE: I don't know, but it's a nice thought. {bk12-l1a-f1-11.mp3}
-
-# Source: LLA 1A Figure 2 (role play, part 2)
-$PRODUCE Where Would You Like to Live? — You Begin
-ID: 1a-f2
-INPUT: speak
-CHECK: reveal
-INTRO: Same conversation, but this time you start it. Say your line aloud, then listen to the reply.
-INSTRUCTION: Speak your lines aloud.
-
-TEMPLATE: Where would you like to live?
-RESPONSE: Where would you like to live? {bk12-l1a-f1-08.mp3}
-
-PROMPT: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. This place would have a warm climate and a little humidity. {bk12-l1a-f1-09.mp3}
-TEMPLATE: Do you ever expect to live in this place?
-RESPONSE: Do you ever expect to live in this place? {bk12-l1a-f1-10.mp3}
-
-# Source: LLA 1A Figure 3 (full dialogue)
-$DIALOGUE Where Does Your Brother Live?
-ID: 1a-f3
-INTRO: Winter in New York lasts about six months — which is at least five too many for some people. Listen to the conversation.
-INSTRUCTION: Listen to the dialogue.
-
-SpeakerA: Where does your brother live? {bk12-l1a-f2-01.mp3}
-SpeakerB: He lives in New York City. {bk12-l1a-f2-02.mp3}
-SpeakerA: How long does winter last there? {bk12-l1a-f2-03.mp3}
-SpeakerB: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f2-04.mp3}
-SpeakerA: Are the winters unpleasant? {bk12-l1a-f2-05.mp3}
-SpeakerB: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f2-06.mp3}
-SpeakerA: Maybe he shouldn't stay in New York. {bk12-l1a-f2-07.mp3}
-SpeakerB: He likes living there except in the winter. {bk12-l1a-f2-08.mp3}
-
-# Source: LLA 1A Figure 3 (role play, part 1)
-$PRODUCE Where Does Your Brother Live? — Your Turn
-ID: 1a-f3-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now you're the one with the brother in New York. Listen, read your reply aloud, then check the model.
-INSTRUCTION: Read your lines aloud when it's your turn.
-
-PROMPT: Where does your brother live? {bk12-l1a-f2-01.mp3}
-TEMPLATE: He lives in New York City.
-RESPONSE: He lives in New York City. {bk12-l1a-f2-02.mp3}
-
-PROMPT: How long does winter last there? {bk12-l1a-f2-03.mp3}
-TEMPLATE: It lasts about six months. Next year he wants to move to Miami during the winter.
-RESPONSE: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f2-04.mp3}
-
-PROMPT: Are the winters unpleasant? {bk12-l1a-f2-05.mp3}
-TEMPLATE: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg.
-RESPONSE: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f2-06.mp3}
-
-PROMPT: Maybe he shouldn't stay in New York. {bk12-l1a-f2-07.mp3}
-TEMPLATE: He likes living there except in the winter.
-RESPONSE: He likes living there except in the winter. {bk12-l1a-f2-08.mp3}
-
-# Source: LLA 1A Figure 4 (role play, part 2)
-$PRODUCE Where Does Your Brother Live? — You Begin
-ID: 1a-f4
-INPUT: speak
-CHECK: reveal
-INTRO: Once more, and this time you ask the questions. Say your line aloud, then listen to the reply.
-INSTRUCTION: Speak your lines aloud.
-
-TEMPLATE: Where does your brother live?
-RESPONSE: Where does your brother live? {bk12-l1a-f2-01.mp3}
-
-PROMPT: He lives in New York City. {bk12-l1a-f2-02.mp3}
-TEMPLATE: How long does winter last there?
-RESPONSE: How long does winter last there? {bk12-l1a-f2-03.mp3}
-
-PROMPT: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f2-04.mp3}
-TEMPLATE: Are the winters unpleasant?
-RESPONSE: Are the winters unpleasant? {bk12-l1a-f2-05.mp3}
-
-PROMPT: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f2-06.mp3}
-TEMPLATE: Maybe he shouldn't stay in New York.
-RESPONSE: Maybe he shouldn't stay in New York. {bk12-l1a-f2-07.mp3}
-
-# Source: ST §Letter to Mary
-$DIALOGUE A Letter to Mary {st-page_012_001.jpg}
+# Source: ST §A Letter to Mary
+$DIALOGUE Letter to Mary {st-page_012_001.jpg}
ID: l1-s2
-INTRO: Betty lives somewhere warm; her sister Mary is freezing in New York. Read Betty's letter and notice how she uses the weather words you just learned.
+INTRO: Betty lives where it's warm, and she wants her sister Mary to leave freezing New York for a visit. Read her letter — she makes the beach sound very convincing. There's nothing to answer; just read and listen.
INSTRUCTION: Read the letter.
Narrator: Dear Mary,
@@ -244,10 +112,111 @@ Narrator: I hope it's clear to you that I want you to come and spend time with u
Narrator: I expect to hear from you soon.
Narrator: Your sister.
+# Source: LLA 1A Listening/Speaking (before Figure 1)
+$DIALOGUE More Weather Words
+ID: 1a-ls1
+INTRO: Here are a few more new words, this time from the cassette. Listen to each word in its sentence, then repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: calm
+LINE: If the sea is calm, we can take the baby on the boat. {bk12-l1a-f1-01.mp3}
+
+LINE: The Wilsons enjoyed their vacation at the beach. {bk12-l1a-f1-02.mp3}
+
+VOCAB: wind
+LINE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-03.mp3}
+
+VOCAB: slip
+LINE: Joey spilled some water on the floor. His mother slipped and fell down. {bk12-l1a-f1-04.mp3}
+
+VOCAB: clear
+LINE: There are no clouds in the sky. It's a beautiful clear day. {bk12-l1a-f1-05.mp3}
+
+VOCAB: deep
+LINE: Alice never swims in the deep part of the lake. {bk12-l1a-f1-06.mp3}
+
+VOCAB: frightened
+LINE: The children were frightened when the lights went out. {bk12-l1a-f1-07.mp3}
+
+# Source: LLA 1A Listening/Speaking (before Figure 1), question pass
+$PRODUCE Answer About the New Words
+ID: 1a-ls1-b
+INTRO: Now a question about each sentence you just heard. Answer aloud with a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Can we take the baby on the boat? {bk12-l1a-f1-08-q.mp3}
+RESPONSE: We can take the baby on the boat if the sea is calm. {bk12-l1a-f1-08-a.mp3}
+
+PROMPT: Where did the Wilsons go on their vacation? {bk12-l1a-f1-09-q.mp3}
+RESPONSE: They went to the beach. {bk12-l1a-f1-09-a.mp3}
+
+PROMPT: When do you like to be on the beach? {bk12-l1a-f1-10-q.mp3}
+RESPONSE: I like to be on the beach when the wind is blowing softly. {bk12-l1a-f1-10-a.mp3}
+
+PROMPT: What happened to Joey's mother? {bk12-l1a-f1-11-q.mp3}
+RESPONSE: She slipped on some water and fell down. {bk12-l1a-f1-11-a.mp3}
+
+PROMPT: Is it a cloudy day? {bk12-l1a-f1-12-q.mp3}
+RESPONSE: No. It's a clear day. There are no clouds in the sky. {bk12-l1a-f1-12-a.mp3}
+
+PROMPT: Does Alice swim in the deep part of the lake? {bk12-l1a-f1-13-q.mp3}
+RESPONSE: No. She never swims in the deep part of the lake. {bk12-l1a-f1-13-a.mp3}
+
+PROMPT: When were the children frightened? {bk12-l1a-f1-14-q.mp3}
+RESPONSE: They were frightened when the lights went out. {bk12-l1a-f1-14-a.mp3}
+
+# Source: LLA 1A Figure 1
+$DIALOGUE A Place Near the Beach
+ID: 1a-f1
+INTRO: Two friends imagine the perfect place to live — calm sea, soft wind, no winter in sight. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+SpeakerA: Where would you like to live? {bk12-l1a-f1-15.mp3}
+SpeakerB: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. This place would have a warm climate and a little humidity. {bk12-l1a-f1-16.mp3}
+SpeakerA: Do you ever expect to live in this place? {bk12-l1a-f1-17.mp3}
+SpeakerB: I don't know, but it's a nice thought. {bk12-l1a-f1-18.mp3}
+
+# Source: LLA 1A Figure 1, practice pass
+$PRODUCE A Place Near the Beach — Your Turn to Answer
+ID: 1a-f1-b
+REFERENCE
+INTRO: Now practice the dialogue yourself. Listen to the question, then read your printed line aloud in reply.
+INSTRUCTION: Read the lines aloud.
+INPUT: speak
+CHECK: reveal
+
+PROMPT: Where would you like to live? {bk12-l1a-f1-19-q.mp3}
+TEMPLATE: I'd like to live in a place near the beach, where the sea is calm, and the wind blows softly. This place would have a warm climate and little humidity.
+RESPONSE: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. This place would have a warm climate and a little humidity. {bk12-l1a-f1-16.mp3}
+
+PROMPT: Do you ever expect to live in this place? {bk12-l1a-f1-20-q.mp3}
+TEMPLATE: I don't know, but it's a nice thought.
+RESPONSE: I don't know, but it's a nice thought. {bk12-l1a-f1-18.mp3}
+
+# Source: LLA 1A Figure 2
+$PRODUCE A Place Near the Beach — Your Turn to Ask
+ID: 1a-f2
+REFERENCE: 1a-f1
+INTRO: Now take the other role. Read your line aloud to begin the conversation, then listen to the response.
+INSTRUCTION: Read your lines aloud to continue the conversation.
+INPUT: speak
+CHECK: reveal
+
+TEMPLATE: Where would you like to live?
+RESPONSE: Where would you like to live? {bk12-l1a-f1-15.mp3}
+
+PROMPT: I'd like to live in a place near the beach, where the sea is calm and the wind blows softly. This place would have a warm climate and little humidity. {bk12-l1a-f2-01-q.mp3}
+TEMPLATE: Do you ever expect to live in this place?
+RESPONSE: Do you ever expect to live in this place? {bk12-l1a-f1-17.mp3}
+
# Source: ST §Where's Carl?
-$DIALOGUE Where's Carl?
+$DIALOGUE Where's Carl? {st-page_013_001.jpg}
ID: l1-s3
-INTRO: The letter worked — Mary came. Her husband Carl stayed in New York, and there's a story behind that. Listen and repeat; watch for "slip", "remain", and "last".
+INTRO: Mary has arrived — but without her husband Carl. Listen to find out why he stayed in New York, and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -255,7 +224,6 @@ Betty: I'm so glad you came.
Mary: It's nice to see you, too.
Betty: Why didn't Carl come with you?
-VOCAB: to slip | slip
VOCAB: to remain | remain
Mary: He hasn't felt well ever since he slipped and fell at work last month. He wants to remain in New York until he finishes his medicine and sees the doctor again.
@@ -273,45 +241,81 @@ NOTES: carpeting = carpet
Betty: I'm glad they learned something from this.
-$LESSON 1-2: Ever, Feelings, and Staying Calm
+# Source: LLA 1A Figure 3
+$DIALOGUE Winter in New York
+ID: 1a-f3
+INTRO: Carl isn't the only one with New York problems. Listen to a dialogue about winters that last six months.
+INSTRUCTION: Listen to the dialogue.
-# Source: LLA 1B Listening/Speaking (vocabulary)
-$DIALOGUE New Words: Remain, Belong, No Longer
-ID: 1b-ls1
-INTRO: In this part you'll learn words for habits and feelings, and hear about one very bad storm. Start by listening to each sentence and repeating it.
-INSTRUCTION: Listen and repeat.
-REPEAT
+SpeakerB: Where does your brother live? {bk12-l1a-f2-02.mp3}
+SpeakerA: He lives in New York City. {bk12-l1a-f2-03.mp3}
+SpeakerB: How long does winter last there? {bk12-l1a-f2-04.mp3}
+SpeakerA: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f2-05.mp3}
+SpeakerB: Are the winters unpleasant? {bk12-l1a-f2-06.mp3}
+SpeakerA: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f2-07.mp3}
+SpeakerB: Maybe he shouldn't stay in New York. {bk12-l1a-f2-08.mp3}
+SpeakerA: He likes living there except in the winter. {bk12-l1a-f2-09.mp3}
-VOCAB: remain
-LINE: Tim remained in France after his family left. {bk12-l1b-f1-01.mp3}
+# Source: LLA 1A Figure 3, practice pass
+$PRODUCE Winter in New York — Your Turn to Answer
+ID: 1a-f3-b
+REFERENCE
+INTRO: Now practice the dialogue. Listen to the question and read your line aloud.
+INSTRUCTION: Read the lines aloud.
+INPUT: speak
+CHECK: reveal
-VOCAB: belong
-LINE: This jacket belongs to Martha. It's hers. {bk12-l1b-f1-02.mp3}
+PROMPT: Where does your brother live? {bk12-l1a-f3-01-q.mp3}
+TEMPLATE: He lives in New York City.
+RESPONSE: He lives in New York City. {bk12-l1a-f2-03.mp3}
-VOCAB: humid
-LINE: The weather in London is very humid. It rains a lot. {bk12-l1b-f1-03.mp3}
+PROMPT: How long does winter last there? {bk12-l1a-f3-02-q.mp3}
+TEMPLATE: It lasts about six months. Next year he wants to move to Miami during the winter.
+RESPONSE: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f2-05.mp3}
-VOCAB: no longer
-LINE: Nina no longer wants to study French. She doesn't think it's interesting. {bk12-l1b-f1-04.mp3}
+PROMPT: Are the winters unpleasant? {bk12-l1a-f3-03-q.mp3}
+TEMPLATE: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg.
+RESPONSE: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f2-07.mp3}
-VOCAB: occasionally
-LINE: I eat there occasionally, but not very often. {bk12-l1b-f1-05.mp3}
+PROMPT: Maybe he shouldn't stay in New York. {bk12-l1a-f3-04-q.mp3}
+TEMPLATE: He likes living there except in the winter.
+RESPONSE: He likes living there except in the winter. {bk12-l1a-f2-09.mp3}
-VOCAB: like
-LINE: There are many interesting cities, like Los Angeles and Washington, D.C., to see in the United States. {bk12-l1b-f1-06.mp3}
+# Source: LLA 1A Figure 4
+$PRODUCE Winter in New York — Your Turn to Ask
+ID: 1a-f4
+REFERENCE: 1a-f3
+INTRO: Take the other role. Read your line aloud to begin, then listen to the response.
+INSTRUCTION: Read your lines aloud to continue the conversation.
+INPUT: speak
+CHECK: reveal
-VOCAB: heat
-LINE: The sun gives us a lot of heat. It keeps us warm. {bk12-l1b-f1-07.mp3}
+TEMPLATE: Where does your brother live?
+RESPONSE: Where does your brother live? {bk12-l1a-f2-02.mp3}
+
+PROMPT: He lives in New York City. {bk12-l1a-f4-01-q.mp3}
+TEMPLATE: How long does winter last there?
+RESPONSE: How long does winter last there? {bk12-l1a-f2-04.mp3}
+
+PROMPT: It lasts about 6 months. Next year he wants to move to Miami during the winter. {bk12-l1a-f4-02-q.mp3}
+TEMPLATE: Are the winters unpleasant?
+RESPONSE: Are the winters unpleasant? {bk12-l1a-f2-06.mp3}
+
+PROMPT: Well, they can be dangerous. Last year he slipped on the ice and hurt his leg. {bk12-l1a-f4-03-q.mp3}
+TEMPLATE: Maybe he shouldn't stay in New York.
+RESPONSE: Maybe he shouldn't stay in New York. {bk12-l1a-f2-08.mp3}
+
+$SESSION 1-2: Storms, Feelings, and "Ever"
# Source: ST §Ever
-$DIALOGUE Ever
+$DIALOGUE "Ever" and "Never"
ID: l1-s4
-INTRO: "Ever" shows up whenever we ask about any time at all. Read these short exchanges — no repeating needed.
+INTRO: In this part you'll practice small but useful words — "ever", "never", "finally", "anymore" — and talk about storms and feelings. Read these short exchanges and notice how "ever" adds surprise or emphasis to a question.
INSTRUCTION: Read the dialogs.
VOCAB: ever
-VOCAB: finally
Paul: What did you ever do about your car?
+VOCAB: finally
Sam: I finally sold it!
Jim: How did you ever get to Houston on time?
@@ -346,11 +350,11 @@ Chuck: Yes. I eat it all the time. It's delicious.
# Source: ST §What Ever Happened To...?
$PRODUCE What Ever Happened To...?
ID: l1-s5
-INTRO: People move on — jobs change, letters stop, Aunt Virginia is suddenly in Texas. Ask what ever happened to the underlined person, then answer with "no longer" and the new situation.
+INTRO: People change — jobs, cities, marital status. Ask "What ever happened to...?" about the underlined person, then answer with "no longer" and the new situation. Say both parts aloud.
INSTRUCTION: Ask a question about the underlined person, then answer it using the remaining information.
INPUT: speak
CHECK: llm
-RUBRIC: The learner must ask "What (ever) happened to [person]?" and answer that the person no longer does the original activity (either "no longer" or "doesn't ... any longer"), followed by the new situation from the cue. Conversational fillers like "Well" or "Now" are fine.
+RUBRIC: The learner must form a question like "What ever happened to X?" followed by an answer stating "he/she no longer..." and the new situation from the cue.
EXAMPLE
TEMPLATE: *Aunt Virginia* doesn't live in New York any longer. She moved to Texas last year.
@@ -387,24 +391,46 @@ RESPONSE: What ever happened to Mr. Sills? Well, he no longer tells funny storie
TEMPLATE: *Miss Grant* isn't in Spain any longer. She came back to the U.S. last week.
RESPONSE: What ever happened to Miss Grant? Well, she's no longer in Spain. Now, she's back in the U.S.
+# Source: LLA 1B Vocabulary
+$DIALOGUE More New Words in Sentences
+ID: 1b-v1
+INTRO: A few more new words from the cassette. Listen and repeat each word and its sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+LINE: Tim remained in France after his family left. {bk12-l1b-f1-01.mp3}
+
+VOCAB: belong
+LINE: This jacket belongs to Martha. It's hers. {bk12-l1b-f1-02.mp3}
+
+LINE: The weather in London is very humid. It rains a lot. {bk12-l1b-f1-03.mp3}
+
+LINE: Nina no longer wants to study French. She doesn't think it's interesting. {bk12-l1b-f1-04.mp3}
+
+VOCAB: occasionally
+LINE: I eat there occasionally, but not very often. {bk12-l1b-f1-05.mp3}
+
+VOCAB: like
+LINE: There are many interesting cities, like Los Angeles and Washington, D.C., to see in the United States. {bk12-l1b-f1-06.mp3}
+
+LINE: The sun gives us a lot of heat. It keeps us warm. {bk12-l1b-f1-07.mp3}
+
# Source: ST §Are You Ever Frightened Like That?
$DIALOGUE Are You Ever Frightened Like That?
ID: l1-s7
-INTRO: Betty and Mary are relaxing at the beach, sharing an unpleasant thought or two. Listen and repeat; watch for "calm", "frightened", and "deep".
+INTRO: Back at the beach, Betty and Mary admit what frightens them — even in paradise. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
-VOCAB: calm
VOCAB: quiet
Betty: It's so calm and quiet here--no noise, no problems. I just love being at the beach.
VOCAB: except
-VOCAB: frightened | frighten
+VOCAB: to frighten | frighten
Mary: I do too. I'm glad we came--except that swimming in the sea frightens me sometimes.
Betty: Why is that?
-VOCAB: deep
Mary: I think about swimming too far into the sea, where the water is really deep, and that frightens me.
VOCAB: unpleasant
@@ -418,122 +444,25 @@ NOTES: kids = children
Mary: Let's just forget about these unpleasant thoughts and enjoy the beach.
-# Source: LLA 1B full dialogue
-$DIALOGUE A Bad Storm
-ID: 1b-f1-dialogue
-INTRO: Two friends remember a bad storm — an hour of noise, then deep water in slippery streets. Nobody remained calm. Just listen.
-INSTRUCTION: Listen to the dialogue.
-
-SpeakerA: Were you ever in a bad storm before? {bk12-l1b-f1-08.mp3}
-SpeakerB: Yes, and I was very frightened. It was about an hour before it stopped. {bk12-l1b-f1-09.mp3}
-SpeakerA: Then did it clear up? {bk12-l1b-f1-10.mp3}
-SpeakerB: Yes. It got very quiet, but the water in the streets was very deep and it was slippery. {bk12-l1b-f1-11.mp3}
-SpeakerA: Did you remain calm during the storm? {bk12-l1b-f1-12.mp3}
-SpeakerB: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f1-13.mp3}
-
-# Source: LLA 1B Figure 1 (role play B)
-$PRODUCE A Bad Storm — Your Turn
-ID: 1b-f1
-INPUT: speak
-CHECK: reveal
-INTRO: Now the storm happened to you. Listen to the question, read your line aloud, then check your answer.
-INSTRUCTION: Read your lines aloud when it's your turn.
-
-PROMPT: Were you ever in a bad storm before? {bk12-l1b-f1-14.mp3}
-TEMPLATE: Yes, and I was very frightened. It was about an hour before it stopped.
-RESPONSE: Yes, and I was very frightened. It was about an hour before it stopped. {bk12-l1b-f1-09.mp3}
-
-PROMPT: Then did it clear up? {bk12-l1b-f1-15.mp3}
-TEMPLATE: Yes, it got very quiet. But the water in the streets was very deep, and it was slippery.
-RESPONSE: Yes, it got very quiet. But the water in the streets was very deep, and it was slippery. {bk12-l1b-f1-11.mp3}
-
-PROMPT: Did you remain calm during the storm? {bk12-l1b-f1-16.mp3}
-TEMPLATE: No, I didn't. None of us did. We were all very glad when it cleared up.
-RESPONSE: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f1-13.mp3}
-
-# Source: LLA 1B Figure 2 (role play A)
-$PRODUCE A Bad Storm — You Begin
-ID: 1b-f2
-INPUT: speak
-CHECK: reveal
-INTRO: Same conversation, but this time you ask the questions. Read your line aloud, then listen to the answer.
-INSTRUCTION: Read your lines aloud when it's your turn.
-
-TEMPLATE: Were you ever in a bad storm before?
-PROMPT: Yes, and I was very frightened; it was about an hour before it stopped. {bk12-l1b-f2-01.mp3}
-RESPONSE: Were you ever in a bad storm before? {bk12-l1b-f1-08.mp3}
-
-TEMPLATE: Then did it clear up?
-PROMPT: Yes, it got very quiet, but the water in the streets was very deep and it was slippery. {bk12-l1b-f2-02.mp3}
-RESPONSE: Then did it clear up? {bk12-l1b-f1-10.mp3}
-
-TEMPLATE: Did you remain calm during the storm?
-PROMPT: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f2-03.mp3}
-RESPONSE: Did you remain calm during the storm? {bk12-l1b-f1-12.mp3}
-
-# Source: LLA 1B Figure 3 (feelings)
-$SELECT How Is He Feeling?
-ID: 1b-f3
-INTRO: Listen to each short exchange and decide how the person feels. The clues are in what they say, not how loudly they say it.
-INSTRUCTION: Tap the correct feeling.
-
-EXAMPLE
-PROMPT: What's wrong, Gina? — My dog ran away. — Gina's? {bk12-l1b-f3-ex.mp3}
-OPTION: a | happy
-OPTION: b | tired
-OPTION: c | sad
-ANSWER: c
-
-PROMPT: Hello, sir. Long day? — Yes. I was very busy all day. — He's? {bk12-l1b-f3-01.mp3}
-OPTION: a | tired {bk12-l1b-f3-01-a.mp3}
-OPTION: b | happy
-OPTION: c | sick
-ANSWER: a
-
-PROMPT: Look at that big smile. — I made a 95 on my quiz. — He's? {bk12-l1b-f3-02.mp3}
-OPTION: a | sad
-OPTION: b | happy {bk12-l1b-f3-02-a.mp3}
-OPTION: c | angry
-ANSWER: b
-
-PROMPT: Hi, Phil. How are you today? — My stomach hurts, and I have a fever. — He's? {bk12-l1b-f3-03.mp3}
-OPTION: a | sick {bk12-l1b-f3-03-a.mp3}
-OPTION: b | tired
-OPTION: c | careless
-ANSWER: a
-
-PROMPT: Hey, Jack. Where are you going? — It's 11:30, time for lunch. — He's? {bk12-l1b-f3-04.mp3}
-OPTION: a | late
-OPTION: b | sick
-OPTION: c | hungry {bk12-l1b-f3-04-a.mp3}
-ANSWER: c
-
-PROMPT: What happened to your leg? — I fell down outside the door. — He's? {bk12-l1b-f3-05.mp3}
-OPTION: a | tired
-OPTION: b | sick
-OPTION: c | hurt {bk12-l1b-f3-05-a.mp3}
-ANSWER: c
-
# Source: ST §Carl Wants To Go Fishing.
$DIALOGUE Carl Wants to Go Fishing
ID: l1-s8
-INTRO: Good news from New York: Carl is feeling better and thinking about fish. Listen and repeat; notice "clear up" and "clear".
+INTRO: Good news — Carl is feeling better and thinking about fish. Listen and repeat the dialog.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
Betty: Did you talk to Carl? Was he feeling better?
VOCAB: clear up
-VOCAB: clear
Mary: Yes, much better. He said that he drove to the lake last Sunday. It was cloudy in the morning, but it cleared up in the afternoon. The day was calm and the water was clear. He could see the fish there. He can't wait until he can go fishing.
Betty: His pain won't last much longer. He'll be ready to go fishing soon.
Mary: We certainly hope so.
# Source: ST §The Children Stay Calm
-$PRODUCE Stay Calm, Remain Quiet
+$PRODUCE Stay and Remain
ID: l1-s9
-INTRO: Now build your own sentences with "stay" or "remain" plus an adjective — calm, quiet, happy, sad, angry, or cool. Use the cue on the screen; the model shows one good answer.
+INTRO: "Stay" and "remain" both mean to keep on being a certain way. Make a sentence with "stay" or "remain", an adjective like "calm", "quiet", "happy", "sad", "angry", or "cool", and the phrase on the screen. Say your sentence aloud.
INSTRUCTION: Make a sentence using "stay" or "remain" and the phrase below.
INPUT: speak
CHECK: llm
@@ -573,7 +502,7 @@ RESPONSE: He stays angry after someone calls at 3:00 a.m.
# Source: ST §Only the Yellow Ones Are Ours
$DIALOGUE Only the Yellow Ones Are Ours {st-page_019_001.jpg}
ID: l1-s10
-INTRO: The visit is almost over, and somebody's socks are in the wrong suitcase. Listen and repeat; notice "belong to" and "none".
+INTRO: The visit is almost over, and someone's socks have ended up in the wrong house. Listen and repeat the dialog.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -582,7 +511,6 @@ Betty: Mary, I could use some help.
Mary: I'll be glad to help you. What do you need?
VOCAB: none
-VOCAB: belong to
Betty: None of these socks, except the yellow ones, belong to us. I think they belong to you, or I picked them up by mistake at the laundry.
Mary: No. You didn't make a mistake. They belong to us.
@@ -592,12 +520,127 @@ VOCAB: be over
Mary: Me too, but I'm sad our visit is almost over. Tomorrow at this time we'll be back in New York.
Betty: Yes, I'm sorry your visit will be over, too. Can you come back next year?
-$LESSON 1-3: If Clauses
+# Source: LLA 1B Figure 1
+$DIALOGUE A Bad Storm
+ID: 1b-f1
+INTRO: Now a storm story — deep water, slippery streets, and nobody staying calm. Just listen.
+INSTRUCTION: Listen to the dialogue.
-# Source: ST §Conditional Sentences (grammar)
-$GRAMMAR Conditional Sentences with If
+Spk1: Were you ever in a bad storm before? {bk12-l1b-f1-08.mp3}
+Spk2: Yes, and I was very frightened. It was about an hour before it stopped. {bk12-l1b-f1-09.mp3}
+Spk1: Then did it clear up? {bk12-l1b-f1-10.mp3}
+Spk2: Yes. It got very quiet, but the water in the streets was very deep and it was slippery. {bk12-l1b-f1-11.mp3}
+Spk1: Did you remain calm during the storm? {bk12-l1b-f1-12.mp3}
+Spk2: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f1-13.mp3}
+
+# Source: LLA 1B Figure 1, role-play pass
+$PRODUCE A Bad Storm — Your Turn to Answer
+ID: 1b-f1-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Now practice the dialogue. You are the person who lived through the storm. Listen to the question, reply with your printed line, then repeat the model answer.
+INSTRUCTION: Reply aloud using the printed line.
+REPEAT
+
+PROMPT: Were you ever in a bad storm before? {bk12-l1b-f1-14.mp3}
+TEMPLATE: Yes, and I was very frightened. It was about an hour before it stopped.
+RESPONSE: Yes, and I was very frightened. It was about an hour before it stopped. {bk12-l1b-f1-09.mp3}
+
+PROMPT: Then did it clear up? {bk12-l1b-f1-15.mp3}
+TEMPLATE: Yes, it got very quiet. But the water in the streets was very deep, and it was slippery.
+RESPONSE: Yes. It got very quiet, but the water in the streets was very deep and it was slippery. {bk12-l1b-f1-11.mp3}
+
+PROMPT: Did you remain calm during the storm? {bk12-l1b-f1-16.mp3}
+TEMPLATE: No, I didn't. None of us did. We were all very glad when it cleared up.
+RESPONSE: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f1-13.mp3}
+
+# Source: LLA 1B Figure 2
+$PRODUCE A Bad Storm — Your Turn to Ask
+ID: 1b-f2
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Practice the dialogue again — this time you ask the questions. Start by reading your printed line aloud.
+INSTRUCTION: Reply aloud using the printed line.
+
+PROMPT: Yes, and I was very frightened; it was about an hour before it stopped. {bk12-l1b-f2-01.mp3}
+TEMPLATE: Were you ever in a bad storm before?
+RESPONSE: Were you ever in a bad storm before? {bk12-l1b-f1-08.mp3}
+
+PROMPT: Yes, it got very quiet, but the water in the streets was very deep and it was slippery. {bk12-l1b-f2-02.mp3}
+TEMPLATE: Then did it clear up?
+RESPONSE: Then did it clear up? {bk12-l1b-f1-10.mp3}
+
+PROMPT: No, I didn't. None of us did. We were all very glad when it cleared up. {bk12-l1b-f2-03.mp3}
+TEMPLATE: Did you remain calm during the storm?
+RESPONSE: Did you remain calm during the storm? {bk12-l1b-f1-12.mp3}
+
+# Source: LLA 1B Figure 3
+$SELECT How Does He Feel?
+ID: 1b-f3
+INTRO: Listen to a short dialogue and tap the word that best describes how the person feels. Then repeat the correct answer.
+INSTRUCTION: Tap the correct feeling.
+REPEAT
+
+EXAMPLE
+PROMPT: What's wrong, Gina? My dog ran away. Gina's? {bk12-l1b-f3-00.mp3}
+OPTION: a | happy
+OPTION: b | tired
+OPTION: c | sad
+ANSWER: c
+
+PROMPT: Hello, sir. Long day? Yes. I was very busy all day. He's? {bk12-l1b-f3-01.mp3}
+OPTION: a | tired {bk12-l1b-f3-01-a.mp3}
+OPTION: b | happy
+OPTION: c | sick
+ANSWER: a
+
+PROMPT: Look at that big smile. I made a 95 on my quiz. He's? {bk12-l1b-f3-02.mp3}
+OPTION: a | sad
+OPTION: b | happy {bk12-l1b-f3-02-a.mp3}
+OPTION: c | angry
+ANSWER: b
+
+PROMPT: Hi, Phil. How are you today? My stomach hurts, and I have a fever. He's? {bk12-l1b-f3-03.mp3}
+OPTION: a | sick {bk12-l1b-f3-03-a.mp3}
+OPTION: b | tired
+OPTION: c | careless
+ANSWER: a
+
+PROMPT: Hey, Jack. Where are you going? It's 11:30, time for lunch. He's? {bk12-l1b-f3-04.mp3}
+OPTION: a | late
+OPTION: b | sick
+OPTION: c | hungry {bk12-l1b-f3-04-a.mp3}
+ANSWER: c
+
+PROMPT: What happened to your leg? I fell down outside the door. He's? {bk12-l1b-f3-05.mp3}
+OPTION: a | tired
+OPTION: b | sick
+OPTION: c | hurt {bk12-l1b-f3-05-a.mp3}
+ANSWER: c
+
+$SESSION 1-3: If Clauses — Grammar and Practice
+
+# Source: ST §If We Go to the Beach, We'll Have a Good Time
+$DIALOGUE If We Go to the Beach, We'll Have a Good Time {st-page_021_001.jpg}
+ID: l1-s12
+INTRO: Now the lesson's main pattern: saying what will happen "if" something else happens. Bob and Don are planning a beach trip that depends on the weather, the car, and the calendar — read the dialog and notice "if" in every line.
+INSTRUCTION: Read the dialog.
+
+Bob: Let's go to the beach Saturday if the weather's good.
+Don: If it's raining Saturday, we can go Sunday.
+
+Bob: I won't be able to go if I have to work Sunday.
+Don: If we don't go this weekend, we can always go later.
+
+Bob: If we wait, we may not have good weather.
+Don: You're right. We should go Saturday if we can.
+
+# Source: ST §Conditional Sentences
+$GRAMMAR Conditional Sentences
ID: l1-s11
-INTRO: Here's the heart of this lesson: saying what will happen if something else happens. One condition, one result — and the "if" part can go first or last.
+INTRO: Here's how those "if" sentences work. The "if" clause uses the present tense, the main clause uses the present or future — and either clause can come first.
Conditional sentences have two parts: the if-clause and the main clause. One type of conditional sentence is used to show what may/will happen in the present/future if a certain condition happens.
@@ -605,7 +648,7 @@ When the if-clause has the present tense, the main clause uses the present or fu
| If Clause | Main Clause |
|---|---|
-| If the weather's good, | {we drive to the beach.}
{we're driving to the beach.}
{we'll drive to the beach.}
{we're going to drive to the beach.} |
+| If the weather's good, | we {drive} to the beach.
we{'re driving} to the beach.
we{'ll drive} to the beach.
we{'re going to drive} to the beach. |
| Main Clause | If Clause |
|---|---|
@@ -633,22 +676,261 @@ When the if-clause has the present tense, the main clause uses the present or fu
3. If the telephone rings, {can you answer} it?
# Source: LLA 1A Figure 5
-$DIALOGUE If Sentences
+$DIALOGUE If Sentences — Listen and Repeat
ID: 1a-f5
-INTRO: Listen to sentences with "if" and repeat them. Notice that the "if" part can come first or second — the meaning survives either way.
+INTRO: Now hear the pattern. Listen to each sentence with an "if" clause and repeat it.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
LINE: If Carl finishes his homework, he'll come to the movie with us. {bk12-l1a-f5-01.mp3}
LINE: Sam will pick Linda up if the plane arrives before eight o'clock. {bk12-l1a-f5-02.mp3}
-LINE: Greg will hurt his back if he slips on the ice. {bk12-l1a-f5-03.mp3}
+LINE: Gregg will hurt his back if he slips on the ice. {bk12-l1a-f5-03.mp3}
LINE: If it clears up, my family is going to the beach. {bk12-l1a-f5-04.mp3}
LINE: Bobby won't be frightened to swim there if it's not too deep. {bk12-l1a-f5-05.mp3}
+# Source: LLA 1A Figure 6
+$SELECT Complete the If Sentence
+ID: 1a-f6
+INTRO: Listen to the first half of a sentence and tap the phrase that completes it. Then listen to the full sentence and repeat it.
+INSTRUCTION: Tap the phrase that completes the sentence.
+REPEAT
+
+OPTION: a | if the car is in the garage?
+OPTION: b | if he studies hard.
+OPTION: c | if it stops raining.
+OPTION: d | we'll go out on the boat.
+OPTION: e | if you move that bookcase.
+OPTION: f | if the water is too deep.
+OPTION: g | if his mother is going to get angry.
+OPTION: h | if he gets a vacation.
+
+PROMPT: We will go to the beach. {bk12-l1a-f6-01-q.mp3}
+ANSWER: c
+FEEDBACK: We will go to the beach if it stops raining.
+
+PROMPT: Jeff's going to Miami. {bk12-l1a-f6-02-q.mp3}
+ANSWER: h
+FEEDBACK: Jeff's going to Miami if he gets a vacation.
+
+PROMPT: Sgt. Gates will pass the test. {bk12-l1a-f6-03-q.mp3}
+ANSWER: b
+FEEDBACK: Sgt. Gates will pass the test if he studies hard.
+
+PROMPT: You'll hurt your back again. {bk12-l1a-f6-04-q.mp3}
+ANSWER: e
+FEEDBACK: You'll hurt your back again if you move that bookcase.
+
+PROMPT: Sam won't move to New York. {bk12-l1a-f6-05-q.mp3}
+ANSWER: g
+FEEDBACK: Sam won't move to New York if his mother is going to get angry.
+
+PROMPT: How will Henry get to work? {bk12-l1a-f6-06-q.mp3}
+ANSWER: a
+FEEDBACK: How will Henry get to work if the car is in the garage?
+
+PROMPT: Mother won't let us swim there. {bk12-l1a-f6-07-q.mp3}
+ANSWER: f
+FEEDBACK: Mother won't let us swim there if the water is too deep.
+
+PROMPT: If the weather clears up. {bk12-l1a-f6-08-q.mp3}
+ANSWER: d
+FEEDBACK: If the weather clears up, we'll go out on the boat.
+
+# SKIPPED (cassette): LLA 1A Figure 7 (Dictation) — no tape audio/transcript provided in the source module.
+
+# Source: ST §I'll Drive Mine If You Can't
+$PRODUCE I'll Drive Mine If You Can't
+ID: l1-s13
+INTRO: Bob and Don are still planning that trip. Combine the two ideas in each exchange into one sentence with "if", and say it aloud.
+INSTRUCTION: Make a new sentence using "if".
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must combine the two ideas using "if" correctly.
+
+EXAMPLE
+TEMPLATE: Tom can't go. Let's ask Mark.
+RESPONSE: If Tom can't go, let's ask Mark.
+
+EXAMPLE
+TEMPLATE: We can ask Ken. Mark can't go.
+RESPONSE: We can ask Ken if Mark can't go.
+
+TEMPLATE: Don: I'd like to go to North Beach. It's not crowded.
+TEMPLATE: Bob: A lot of people are there. We can go to South Beach.
+RESPONSE: If a lot of people are there, we can go to South Beach.
+
+TEMPLATE: Don: I won't be able to drive. My dad needs the car.
+TEMPLATE: Bob: He does. We can use mine.
+RESPONSE: If he does, we can use mine.
+
+TEMPLATE: Don: Okay. You drive. I'll buy the gas.
+TEMPLATE: Bob: I'll buy some soft drinks. I have enough money.
+RESPONSE: I'll buy some soft drinks if I have enough money.
+
+TEMPLATE: Don: Do you think Tom will come? We ask him.
+TEMPLATE: Bob: He may. He doesn't have to study.
+RESPONSE: He may come if he doesn't have to study.
+
+TEMPLATE: Don: I can remember. I'll call and ask him tonight.
+TEMPLATE: Bob: You forget. I'll talk to him in class tomorrow.
+RESPONSE: If you forget, I'll talk to him in class tomorrow.
+
+# Source: ST §Shopping List
+$GRAMMAR The Shopping List
+ID: l1-s14
+INTRO: Bob and Don have exactly five dollars for beach snacks — dreams must fit the budget. Study the list and the prices; you'll use them in the next two activities.
+
+Bob and Don want to buy food for their trip to the beach. They only have $5.00 to spend.
+
+| SHOPPING LIST | |
+|---|---|
+| sodas | $2.50 |
+| potato chips | $1.35 |
+| corn chips | $1.40 |
+| paper cups | $1.10 |
+| bread | $ .80 |
+| meat | $2.75 |
+| fruit | $2.00 |
+| ice | $ .75 |
+| cookies | $1.75 |
+
+# Source: ST §If They Buy Sodas, They Can Buy Paper Cups
+$PRODUCE If They Buy Sodas, They Can Buy Paper Cups
+ID: l1-s15
+REFERENCE
+INTRO: Time for hard budget decisions. Using the list, say whether they can buy the second item if they buy the first — the five-dollar limit decides. Open the shopping list if you need it.
+INSTRUCTION: Look at the list and make a sentence. Use "if" to say what they can or cannot buy.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must form a conditional sentence showing whether they have enough money (under $5.00) to buy both sets of items. Treat the model answer as the factual key; accept any phrasing of the same conclusion.
+
+EXAMPLE
+TEMPLATE: sodas/potato chips
+RESPONSE: If they buy sodas, they can buy potato chips, too.
+
+EXAMPLE
+TEMPLATE: sodas and potato chips/corn chips
+RESPONSE: If they get sodas and potato chips, they can't get corn chips.
+
+TEMPLATE: sodas and ice/paper cups
+RESPONSE: If they buy sodas and ice, they can buy paper cups.
+
+TEMPLATE: sodas and fruit/paper cups
+RESPONSE: If they buy sodas and fruit, they can't buy paper cups.
+
+TEMPLATE: bread and meat/potato chips
+RESPONSE: If they buy bread and meat, they can buy potato chips.
+
+TEMPLATE: sodas/meat
+RESPONSE: If they buy sodas, they can't buy meat.
+
+TEMPLATE: fruit/cookies
+RESPONSE: If they buy fruit, they can buy cookies.
+
+TEMPLATE: meat and bread/fruit
+RESPONSE: If they buy meat and bread, they can't buy fruit.
+
+TEMPLATE: potato chips/meat
+RESPONSE: If they buy potato chips, they can buy meat.
+
+TEMPLATE: cookies/bread and meat
+RESPONSE: If they buy cookies, they can't buy bread and meat.
+
+TEMPLATE: paper cups and ice/sodas and corn chips
+RESPONSE: If they buy paper cups and ice, they can't buy sodas and corn chips.
+
+# Source: ST §Ask and Answer About the List
+$PRODUCE Ask and Answer About the List
+ID: l1-s16
+REFERENCE: l1-s14
+INTRO: Same list, but now you ask the question too. Ask whether they can buy one thing if they buy the other, then answer it — the prices don't lie. Open the shopping list if you need it.
+INSTRUCTION: Ask and answer questions about the shopping list using "if".
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must form a yes/no question using "if", then answer correctly based on the $5.00 budget. Treat the model answer as the factual key; accept any phrasing of the same question and answer.
+
+EXAMPLE
+TEMPLATE: fruit/meat
+RESPONSE: Can they buy fruit if they buy meat? Yes, they can.
+
+EXAMPLE
+TEMPLATE: fruit/cookies and corn chips
+RESPONSE: Can they get fruit if they get cookies and corn chips? No, they can't.
+
+TEMPLATE: meat/bread and potato chips
+RESPONSE: Can they buy meat if they buy bread and potato chips? Yes, they can.
+
+TEMPLATE: potato chips and corn chips/cookies
+RESPONSE: Can they buy potato chips and corn chips if they buy cookies? Yes, they can.
+
+TEMPLATE: bread and fruit/sodas and ice
+RESPONSE: Can they buy bread and fruit if they buy sodas and ice? No, they can't.
+
+TEMPLATE: potato chips and bread/fruit and ice
+RESPONSE: Can they buy potato chips and bread if they buy fruit and ice? Yes, they can.
+
+TEMPLATE: sodas, ice, and paper cups/anything else
+RESPONSE: Can they buy sodas, ice, and paper cups if they buy anything else? No, they can't.
+
+$SESSION 1-4: If Clauses — Conversations and Listening
+
+# Source: ST §What Will Happen If...
+$PRODUCE What Will Happen If...?
+ID: l1-s17
+INTRO: This part puts "if" into conversations and listening. First, the pictures: ask "What will happen if...?" using the first underlined phrase, then answer with the second one.
+INSTRUCTION: Ask and answer questions about the pictures. Use the underlined words and "if".
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must ask "What will happen if...?" using the first phrase, and answer using the second phrase.
+
+EXAMPLE
+TEMPLATE: Ken wants to *try to pass the truck*. He can't see over the hill. *He'll hit the other car.* {st-page_025_001.jpg}
+RESPONSE: What will happen if Ken tries to pass the truck? If Ken tries to pass the truck, he'll hit the other car.
+
+TEMPLATE: Grace should *slow down*. *The policeman will give her a ticket.* {st-page_025_002.jpg}
+RESPONSE: What will happen if Grace doesn't slow down? If she doesn't slow down, the policeman will give her a ticket.
+
+TEMPLATE: Carmen has to *be careful*. *She may slip on the ice and fall.* {st-page_025_003.jpg}
+RESPONSE: What will happen if Carmen isn't careful? If she isn't careful, she may slip on the ice and fall.
+
+TEMPLATE: Jim and Ted *might have to walk to school*. *They need to hurry.* {st-page_026_001.jpg}
+RESPONSE: What will happen if Jim and Ted don't hurry? They might have to walk to school if they don't hurry.
+
+TEMPLATE: Bob *doesn't think that he has enough cash*. *He will have to write a check.* {st-page_026_002.jpg}
+RESPONSE: What will happen if Bob doesn't have enough cash? If he doesn't have enough cash, he will have to write a check.
+
+# Source: ST §If That Happens...
+$DIALOGUE If That Happens...
+ID: l1-s19
+INTRO: The weather is awful and Paul still plans to leave at noon — optimism is a lifestyle. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Jack: The weather's awful. If you're leaving, you should leave soon.
+Paul: Well, I expect to leave at noon if it clears up.
+Jack: If it starts freezing, it'll be dangerous.
+Paul: Right, but the police will close the roads if it gets too bad.
+Jack: What'll you do if that happens?
+Paul: Well, if they do that, I'll stop until it clears up.
+
+# Source: ST §What'll You Do If... ?
+$DIALOGUE What'll You Do If...?
+ID: l1-s20
+INTRO: Bob and Bill plan a vacation that depends entirely on "if". Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Bob: If you go on vacation this year, where do you think you'll go?
+Bill: If I go in the summer, I'll go to the beach.
+Bob: Where will you go if you go in the winter?
+Bill: Well, if that happens, then I'll go to the mountains.
+Bob: If you do that, I'd like to go with you.
+Bill: It'll be great if we can go together.
+
# Source: ST §If..., I'll... / I'll... If...
$DIALOGUE If..., I'll... / I'll... If...
ID: l1-s21
-INTRO: The same sentence, said both ways round. Listen to each pair and repeat.
+INTRO: The "if" clause can come first or last — the meaning doesn't change. Listen and repeat each pair of sentences.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -670,88 +952,11 @@ LINE: If I don't do well on this test, what will happen?
LINE: If you don't pass, you'll have to take it again.
LINE: You'll have to take it again if you don't pass.
-# Source: ST §If That Happens...
-$DIALOGUE If That Happens...
-ID: l1-s19
-INTRO: The weather is awful and Paul wants to leave anyway. Listen and repeat, and count how many "if"s two people can fit into one short conversation.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-VOCAB: if
-Jack: The weather's awful. If you're leaving, you should leave soon.
-Paul: Well, I expect to leave at noon if it clears up.
-Jack: If it starts freezing, it'll be dangerous.
-Paul: Right, but the police will close the roads if it gets too bad.
-Jack: What'll you do if that happens?
-Paul: Well, if they do that, I'll stop until it clears up.
-
-# Source: ST §What'll You Do If...?
-$DIALOGUE What'll You Do If...?
-ID: l1-s20
-INTRO: Two friends plan a vacation entirely out of "if" sentences. Listen and repeat.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Bob: If you go on vacation this year, where do you think you'll go?
-Bill: If I go in the summer, I'll go to the beach.
-Bob: Where will you go if you go in the winter?
-Bill: Well, if that happens, then I'll go to the mountains.
-Bob: If you do that, I'd like to go with you.
-Bill: It'll be great if we can go together.
-
-# Source: LLA 1A Figure 6
-$SELECT Complete the If Sentence
-ID: 1a-f6
-INTRO: Listen to the first part of a sentence, tap the phrase that best completes it, then repeat the full sentence you hear.
-INSTRUCTION: Tap the matching phrase.
-REPEAT
-
-OPTION: a | if the car is in the garage?
-OPTION: b | if he studies hard.
-OPTION: c | if it stops raining.
-OPTION: d | we'll go out on the boat.
-OPTION: e | if you move that bookcase.
-OPTION: f | if the water is too deep.
-OPTION: g | if his mother is going to get angry.
-OPTION: h | if he gets a vacation.
-
-PROMPT: We will go to the beach. {bk12-l1a-f6-01.mp3}
-ANSWER: c
-FEEDBACK: We will go to the beach if it stops raining. {bk12-l1a-f6-01-fb.mp3}
-
-PROMPT: Jeff's going to Miami. {bk12-l1a-f6-02.mp3}
-ANSWER: h
-FEEDBACK: Jeff's going to Miami if he gets a vacation. {bk12-l1a-f6-02-fb.mp3}
-
-PROMPT: Sgt. Gates will pass the test. {bk12-l1a-f6-03.mp3}
-ANSWER: b
-FEEDBACK: Sgt. Gates will pass the test if he studies hard. {bk12-l1a-f6-03-fb.mp3}
-
-PROMPT: You'll hurt your back again. {bk12-l1a-f6-04.mp3}
-ANSWER: e
-FEEDBACK: You'll hurt your back again if you move that bookcase. {bk12-l1a-f6-04-fb.mp3}
-
-PROMPT: Sam won't move to New York. {bk12-l1a-f6-05.mp3}
-ANSWER: g
-FEEDBACK: Sam won't move to New York if his mother is going to get angry. {bk12-l1a-f6-05-fb.mp3}
-
-PROMPT: How will Henry get to work? {bk12-l1a-f6-06.mp3}
-ANSWER: a
-FEEDBACK: How will Henry get to work if the car is in the garage? {bk12-l1a-f6-06-fb.mp3}
-
-PROMPT: Mother won't let us swim there. {bk12-l1a-f6-07.mp3}
-ANSWER: f
-FEEDBACK: Mother won't let us swim there if the water is too deep. {bk12-l1a-f6-07-fb.mp3}
-
-PROMPT: If the weather clears up. {bk12-l1a-f6-08.mp3}
-ANSWER: d
-FEEDBACK: If the weather clears up, we'll go out on the boat. {bk12-l1a-f6-08-fb.mp3}
-
# Source: ST §If You Think About It, You'll Answer Correctly.
-$SELECT If You Think About It
+$SELECT If You Think About It, You'll Answer Correctly
ID: l1-s22
-INTRO: Match each sentence beginning with its logical ending. The title of this one in the book made a promise: if you think about it, you'll answer correctly.
-INSTRUCTION: Tap the ending that completes the sentence.
+INTRO: Now put it together. Read the first part of each sentence and tap the ending that completes it sensibly.
+INSTRUCTION: Match the first part of the sentence with the correct ending.
OPTION: a | if the day is hot and humid.
OPTION: b | if dangerous roads frighten you.
OPTION: c | you should start studying your French.
@@ -794,191 +999,14 @@ ANSWER: d
TEMPLATE: If someone calls,
ANSWER: f
-# SKIPPED (tape): LLA 1A Figure 7 (Dictation) — missing audio transcript for Figure 7.
-# SKIPPED (book): "WHAT MIGHT/WILL/CAN HAPPEN IF . . . ?" — open, co-constructed pair task; no solo path.
-# SKIPPED (book): "READ AND LISTEN. TAKE NOTES. SUMMARIZE." — open paragraph summary writing (deferred).
-# SKIPPED (book): "READ AND LISTEN. UNDERLINE AND NUMBER." — passage annotation task (underline and number answers in text).
+# SKIPPED (book): "WHAT MIGHT/WILL/CAN HAPPEN IF . . . ?" — Open, co-constructed pair task asking and answering hypothetical questions. Dropped.
+# SKIPPED (book): "READ AND LISTEN. TAKE NOTES. SUMMARIZE." — Open paragraph summary writing.
+# SKIPPED (book): "READ AND LISTEN. UNDERLINE AND NUMBER." — Passage annotation task (underline and number answers in text).
-$LESSON 1-4: Making Plans with If
-
-# Source: ST §If We Go to the Beach, We'll Have a Good Time
-$DIALOGUE If We Go to the Beach, We'll Have a Good Time {st-page_021_001.jpg}
-ID: l1-s12
-INTRO: In this part you'll use "if" to make real plans — starting with a beach trip that depends on the weather, a car, and five dollars. Read Bob and Don's negotiation.
-INSTRUCTION: Read the dialog.
-
-Bob: Let's go to the beach Saturday if the weather's good.
-Don: If it's raining Saturday, we can go Sunday.
-
-Bob: I won't be able to go if I have to work Sunday.
-Don: If we don't go this weekend, we can always go later.
-
-Bob: If we wait, we may not have good weather.
-Don: You're right. We should go Saturday if we can.
-
-# Source: ST §I'll Drive Mine If You Can't
-$PRODUCE I'll Drive Mine If You Can't
-ID: l1-s13
-INTRO: Bob and Don keep planning. Combine each pair of ideas into one sentence with "if", then say it aloud.
-INSTRUCTION: Make a new sentence using "if".
-INPUT: speak
-CHECK: llm
-RUBRIC: The learner must combine the two ideas using "if" correctly.
-
-EXAMPLE
-TEMPLATE: Tom can't go. Let's ask Mark.
-RESPONSE: If Tom can't go, let's ask Mark.
-
-EXAMPLE
-TEMPLATE: We can ask Ken. Mark can't go.
-RESPONSE: We can ask Ken if Mark can't go.
-
-TEMPLATE: Don: I'd like to go to North Beach. It's not crowded.
-TEMPLATE: Bob: A lot of people are there. We can go to South Beach.
-RESPONSE: If a lot of people are there, we can go to South Beach.
-
-TEMPLATE: Don: I won't be able to drive. My dad needs the car.
-TEMPLATE: Bob: He does. We can use mine.
-RESPONSE: If he does, we can use mine.
-
-TEMPLATE: Don: Okay. You drive. I'll buy the gas.
-TEMPLATE: Bob: I'll buy some soft drinks. I have enough money.
-RESPONSE: I'll buy some soft drinks if I have enough money.
-
-TEMPLATE: Don: Do you think Tom will come? We ask him.
-TEMPLATE: Bob: He may. He doesn't have to study.
-RESPONSE: He may come if he doesn't have to study.
-
-TEMPLATE: Don: I can remember. I'll call and ask him tonight.
-TEMPLATE: Bob: You forget. I'll talk to him in class tomorrow.
-RESPONSE: If you forget, I'll talk to him in class tomorrow.
-
-# Source: ST §Shopping List
-$GRAMMAR The Shopping List
-ID: l1-s14
-INTRO: Bob and Don want food for the beach trip, and they have exactly five dollars. Here's the price list — the next two activities depend on it, so give it a look.
-
-Bob and Don want to buy food for their trip to the beach. They only have $5.00 to spend.
-
-| SHOPPING LIST | |
-|---|---|
-| sodas | $2.50 |
-| potato chips | $1.35 |
-| corn chips | $1.40 |
-| paper cups | $1.10 |
-| bread | $ .80 |
-| meat | $2.75 |
-| fruit | $2.00 |
-| ice | $ .75 |
-| cookies | $1.75 |
-
-# Source: ST §If They Buy Sodas, They Can Buy Paper Cups
-$PRODUCE If They Buy Sodas, They Can Buy Paper Cups
-ID: l1-s15
-REFERENCE
-INTRO: Five dollars doesn't stretch far. Check the list and say whether they can buy both things — a sentence with "if" each time.
-INSTRUCTION: Look at the list and make a sentence. Use "if" to say what they can or cannot buy.
-INPUT: speak
-CHECK: llm
-RUBRIC: The learner must form a conditional sentence showing whether they have enough money (under $5.00) to buy both sets of items.
-
-EXAMPLE
-TEMPLATE: sodas/potato chips
-RESPONSE: If they buy sodas, they can buy potato chips, too.
-
-EXAMPLE
-TEMPLATE: sodas and potato chips/corn chips
-RESPONSE: If they get sodas and potato chips, they can't get corn chips.
-
-TEMPLATE: sodas and ice/paper cups
-RESPONSE: If they buy sodas and ice, they can buy paper cups.
-
-TEMPLATE: sodas and fruit/paper cups
-RESPONSE: If they buy sodas and fruit, they can't buy paper cups.
-
-TEMPLATE: bread and meat/potato chips
-RESPONSE: If they buy bread and meat, they can buy potato chips.
-
-TEMPLATE: sodas/meat
-RESPONSE: If they buy sodas, they can't buy meat.
-
-TEMPLATE: fruit/cookies
-RESPONSE: If they buy fruit, they can buy cookies.
-
-TEMPLATE: meat and bread/fruit
-RESPONSE: If they buy meat and bread, they can't buy fruit.
-
-TEMPLATE: potato chips/meat
-RESPONSE: If they buy potato chips, they can buy meat.
-
-TEMPLATE: cookies/bread and meat
-RESPONSE: If they buy cookies, they can't buy bread and meat.
-
-TEMPLATE: paper cups and ice/sodas and corn chips
-RESPONSE: If they buy paper cups and ice, they can't buy sodas and corn chips.
-
-# Source: ST §Ask and Answer About the List
-$PRODUCE Ask and Answer About the List
-ID: l1-s16
-REFERENCE
-INTRO: Same list, same five dollars — but now you ask the question and answer it too. Do the math before you commit.
-INSTRUCTION: Ask and answer questions about the shopping list using "if".
-INPUT: speak
-CHECK: llm
-RUBRIC: The learner must form a yes/no question using "if", then answer correctly based on the $5.00 budget.
-
-EXAMPLE
-TEMPLATE: fruit/meat
-RESPONSE: Can they buy fruit if they buy meat? Yes, they can.
-
-EXAMPLE
-TEMPLATE: fruit/cookies and corn chips
-RESPONSE: Can they get fruit if they get cookies and corn chips? No, they can't.
-
-TEMPLATE: meat/bread and potato chips
-RESPONSE: Can they buy meat if they buy bread and potato chips? Yes, they can.
-
-TEMPLATE: potato chips and corn chips/cookies
-RESPONSE: Can they buy potato chips and corn chips if they buy cookies? Yes, they can.
-
-TEMPLATE: bread and fruit/sodas and ice
-RESPONSE: Can they buy bread and fruit if they buy sodas and ice? No, they can't.
-
-TEMPLATE: potato chips and bread/fruit and ice
-RESPONSE: Can they buy potato chips and bread if they buy fruit and ice? Yes, they can.
-
-TEMPLATE: sodas, ice, and paper cups/anything else
-RESPONSE: Can they buy sodas, ice, and paper cups if they buy anything else? No, they can't.
-
-# Source: ST §What Will Happen If...
-$PRODUCE What Will Happen If...?
-ID: l1-s17
-INTRO: You'll see pictures of people about to make questionable decisions. Ask what will happen if they do — or don't — and answer with the second phrase.
-INSTRUCTION: Ask and answer questions about the pictures. Use the underlined words and "if".
-INPUT: speak
-CHECK: llm
-RUBRIC: The learner must ask "What will happen if...?" using the first phrase, and answer using the second phrase. Accept answers with or without the repeated "if" clause, either clause order, and standard contractions.
-
-EXAMPLE
-TEMPLATE: Ken wants to *try to pass the truck*. He can't see over the hill. *He'll hit the other car.* {st-page_025_001.jpg}
-RESPONSE: What will happen if Ken tries to pass the truck? If Ken tries to pass the truck, he'll hit the other car.
-
-TEMPLATE: Grace should *slow down*. *The policeman will give her a ticket.* {st-page_025_002.jpg}
-RESPONSE: What will happen if Grace doesn't slow down? If she doesn't slow down, the policeman will give her a ticket.
-
-TEMPLATE: Carmen has to *be careful*. *She may slip on the ice and fall.* {st-page_025_003.jpg}
-RESPONSE: What will happen if Carmen isn't careful? If she isn't careful, she may slip on the ice and fall.
-
-TEMPLATE: Jim and Ted *might have to walk to school*. *They need to hurry.* {st-page_026_001.jpg}
-RESPONSE: What will happen if Jim and Ted don't hurry? They might have to walk to school if they don't hurry.
-
-TEMPLATE: Bob *doesn't think that he has enough cash*. *He will have to write a check.* {st-page_026_002.jpg}
-RESPONSE: What will happen if Bob doesn't have enough cash? If he doesn't have enough cash, he will have to write a check.
-
-# Source: LLA 1D Figure 1 (dialogue 1)
-$DIALOGUE Roger's Soccer Game
-ID: 1d-f1
-INTRO: Roger wants to play soccer at 3:30 — if his homework cooperates. Listen closely and take notes; questions follow, and every answer hangs on an "if".
+# Source: LLA 1D Figure 1, Dialogue 1
+$DIALOGUE Listening with If: The Soccer Game
+ID: 1d-f1-d1
+INTRO: Now train your ears. Two friends arrange a soccer game — everything depends on Roger's homework. Listen carefully to the "if" part of each sentence; questions follow.
INSTRUCTION: Listen to the dialogue.
Friend: There's a soccer game at 3:30 today, and we need another player, Roger. {bk12-l1d-f1-01.mp3}
@@ -988,98 +1016,116 @@ Roger: Okay, I will. But if I play, I'll have to walk to the game. I don't have
Friend: I'll drive if you can go. {bk12-l1d-f1-05.mp3}
Roger: Okay. I'll see you at 2:45 if I can go. {bk12-l1d-f1-06.mp3}
-# Source: LLA 1D Figure 1 (questions 1)
-$PRODUCE Questions About Roger
-ID: 1d-f1-b
+# Source: LLA 1D Figure 1, Questions 1-3
+$PRODUCE Questions: The Soccer Game
+ID: 1d-f1-q1
REFERENCE
-INTRO: Now answer questions about Roger's plans. Type a complete sentence with "if", then listen to the correct answer and repeat it.
-INSTRUCTION: Type your answer in a complete sentence using "if".
-INPUT: type
-CHECK: llm
+INTRO: Now answer the questions about the dialogue. Speak your answers using "if", then repeat the correct answer. Open the dialogue if you need it.
+INSTRUCTION: Answer aloud using "if".
+INPUT: speak
+CHECK: reveal
REPEAT
-RUBRIC: The learner must answer in a complete sentence using "if". Treat the model answer as the factual key; accept reasonable variants of the same fact.
-PROMPT: Can Roger play soccer at 3:30? {bk12-l1d-f1-07-q.mp3}
-RESPONSE: Yes, he can if he finishes his homework. {bk12-l1d-f1-07-a.mp3}
+PROMPT: Can Roger play soccer at 3:30? {bk12-l1d-f1-q1.mp3}
+RESPONSE: Yes, he can if he finishes his homework. {bk12-l1d-f1-a1.mp3}
-PROMPT: How will Roger get to the game? {bk12-l1d-f1-08-q.mp3}
-RESPONSE: His friend will drive if he can go. {bk12-l1d-f1-08-a.mp3}
+PROMPT: How will Roger get to the game? {bk12-l1d-f1-q2.mp3}
+RESPONSE: His friend will drive if he can go. {bk12-l1d-f1-a2.mp3}
-PROMPT: What time will they meet? {bk12-l1d-f1-09-q.mp3}
-RESPONSE: If Roger can go, he'll meet his friend at 2:45. {bk12-l1d-f1-09-a.mp3}
+PROMPT: What time will they meet? {bk12-l1d-f1-q3.mp3}
+RESPONSE: If Roger can go, he'll meet his friend at 2:45. {bk12-l1d-f1-a3.mp3}
-# Source: LLA 1D Figure 1 (dialogue 2)
-$DIALOGUE Henry's Trip
-ID: 1d-f1-c
-INTRO: Henry is packing for a trip, and Pete has a small shopping request. Listen and take notes — questions follow.
+# Source: LLA 1D Figure 1, Dialogue 2
+$DIALOGUE Listening with If: Packing
+ID: 1d-f1-d2
+INTRO: Next dialogue: Henry is packing for a trip, and Pete has a shopping request. Listen for the "if" clauses and be ready to answer questions.
INSTRUCTION: Listen to the dialogue.
-Pete: Are you still packing, Henry? {bk12-l1d-f1-10.mp3}
-Henry: Yes. If I don't finish tonight, I won't be able to leave at 7:30 tomorrow morning. {bk12-l1d-f1-11.mp3}
-Pete: Could you buy something for my kids if I give you the money? {bk12-l1d-f1-12.mp3}
-Henry: You may not have to give me any money if the things are cheap, Pete. {bk12-l1d-f1-13.mp3}
-Pete: That's great. Okay. Tell me if I owe you any money. {bk12-l1d-f1-14.mp3}
-Henry: Sure. No problem. {bk12-l1d-f1-15.mp3}
+Pete: Are you still packing, Henry? {bk12-l1d-f1-07.mp3}
+Henry: Yes. If I don't finish tonight, I won't be able to leave at 7:30 tomorrow morning. {bk12-l1d-f1-08.mp3}
+Pete: Could you buy something for my kids if I give you the money? {bk12-l1d-f1-09.mp3}
+Henry: You may not have to give me any money if the things are cheap, Pete. {bk12-l1d-f1-10.mp3}
+Pete: That's great. Okay. {bk12-l1d-f1-11.mp3}
+Henry: Tell me if I owe you any money. {bk12-l1d-f1-12.mp3}
+Pete: Sure. No problem. {bk12-l1d-f1-13.mp3}
-# Source: LLA 1D Figure 1 (questions 2)
-$PRODUCE Questions About Henry
-ID: 1d-f1-d
+# Source: LLA 1D Figure 1, Questions 4-6
+$PRODUCE Questions: Packing
+ID: 1d-f1-q2
REFERENCE
-INTRO: Answer questions about Henry and Pete. Type a complete sentence with "if", then listen to the correct answer and repeat it.
-INSTRUCTION: Type your answer in a complete sentence using "if".
-INPUT: type
-CHECK: llm
+INTRO: Now answer the questions about the dialogue. Speak your answers using "if", then repeat the correct answer. Open the dialogue if you need it.
+INSTRUCTION: Answer aloud using "if".
+INPUT: speak
+CHECK: reveal
REPEAT
-RUBRIC: The learner must answer in a complete sentence using "if". Treat the model answer as the factual key; accept reasonable variants of the same fact.
-PROMPT: Why must Henry finish packing tonight? {bk12-l1d-f1-16-q.mp3}
-RESPONSE: If he doesn't finish tonight, he won't be able to leave at 7:30. {bk12-l1d-f1-16-a.mp3}
+PROMPT: Why must Henry finish packing tonight? {bk12-l1d-f1-q4.mp3}
+RESPONSE: If he doesn't finish tonight, he won't be able to leave at 7:30. {bk12-l1d-f1-a4.mp3}
-PROMPT: Will Pete have to give Henry any money if the things for the children are cheap? {bk12-l1d-f1-17-q.mp3}
-RESPONSE: No, Pete won't have to give Henry any money if the things for the children are cheap. {bk12-l1d-f1-17-a.mp3}
+PROMPT: Will Pete have to give Henry any money if the things for the children are cheap? {bk12-l1d-f1-q5.mp3}
+RESPONSE: No, Pete won't have to give Henry any money if the things for the children are cheap. {bk12-l1d-f1-a5.mp3}
-PROMPT: What will Henry tell Pete? {bk12-l1d-f1-18-q.mp3}
-RESPONSE: Henry will tell Pete if he owes him any money. {bk12-l1d-f1-18-a.mp3}
+PROMPT: What will Henry tell Pete? {bk12-l1d-f1-q6.mp3}
+RESPONSE: Henry will tell Pete if he owes him any money. {bk12-l1d-f1-a6.mp3}
-# Source: LLA 1D Figure 1 (dialogue 3)
-$DIALOGUE Sarah's Leave
-ID: 1d-f1-e
-INTRO: Sarah is working late so tomorrow can be a day off — lake if it's sunny, mall if it rains. Listen and take notes; the questions are next.
+# Source: LLA 1D Figure 1, Dialogue 3
+$DIALOGUE Listening with If: Taking Leave
+ID: 1d-f1-d3
+INTRO: Last one: Sarah is working late so tomorrow can be a day off — lake or mall, the weather will decide. Listen for the "if" clauses and be ready for the questions.
INSTRUCTION: Listen to the dialogue.
-Friend: Why are you still here, Sarah? {bk12-l1d-f1-19.mp3}
-Sarah: I have to stay late if I want to take leave tomorrow. {bk12-l1d-f1-20.mp3}
-Friend: What are you going to do tomorrow? {bk12-l1d-f1-21.mp3}
-Sarah: If the weather is nice, I'm going to the lake. If it rains, I'm going to the mall. {bk12-l1d-f1-22.mp3}
-Friend: That sounds like fun. Have a good time. {bk12-l1d-f1-23.mp3}
-Sarah: I will, if I finish my work today. {bk12-l1d-f1-24.mp3}
+Colleague: Why are you still here, Sarah? {bk12-l1d-f1-14.mp3}
+Sarah: I have to stay late if I want to take leave tomorrow. {bk12-l1d-f1-15.mp3}
+Colleague: What are you going to do tomorrow? {bk12-l1d-f1-16.mp3}
+Sarah: If the weather is nice, I'm going to the lake. If it rains, I'm going to the mall. {bk12-l1d-f1-17.mp3}
+Colleague: That sounds like fun. Have a good time. {bk12-l1d-f1-18.mp3}
+Sarah: I will, if I finish my work today. {bk12-l1d-f1-19.mp3}
-# Source: LLA 1D Figure 1 (questions 3)
-$PRODUCE Questions About Sarah
-ID: 1d-f1-f
+# Source: LLA 1D Figure 1, Questions 7-9
+$PRODUCE Questions: Taking Leave
+ID: 1d-f1-q3
REFERENCE
-INTRO: Last set: answer questions about Sarah's plans. Type a complete sentence with "if", then listen to the correct answer and repeat it.
-INSTRUCTION: Type your answer in a complete sentence using "if".
-INPUT: type
-CHECK: llm
+INTRO: Answer the questions about the dialogue aloud using "if", then repeat the correct answer. Open the dialogue if you need it.
+INSTRUCTION: Answer aloud using "if".
+INPUT: speak
+CHECK: reveal
REPEAT
-RUBRIC: The learner must answer in a complete sentence using "if". Treat the model answer as the factual key; accept reasonable variants of the same fact.
-PROMPT: Why does Sarah have to stay late? {bk12-l1d-f1-25-q.mp3}
-RESPONSE: She has to stay late if she wants leave tomorrow. {bk12-l1d-f1-25-a.mp3}
+PROMPT: Why does Sarah have to stay late? {bk12-l1d-f1-q7.mp3}
+RESPONSE: She has to stay late if she wants leave tomorrow. {bk12-l1d-f1-a7.mp3}
-PROMPT: What will Sarah do tomorrow? {bk12-l1d-f1-26-q.mp3}
-RESPONSE: If the weather is nice, she's going to the lake. If it rains, she's going to the mall. {bk12-l1d-f1-26-a.mp3}
+PROMPT: What will Sarah do tomorrow? Write two answers for this question. {bk12-l1d-f1-q8.mp3}
+RESPONSE: If the weather is nice, she's going to the lake. If it rains, she's going to the mall. {bk12-l1d-f1-a8.mp3}
-PROMPT: Will Sarah have fun? {bk12-l1d-f1-27-q.mp3}
-RESPONSE: Yes, she will if she finishes her work. {bk12-l1d-f1-27-a.mp3}
+PROMPT: Will Sarah have fun? {bk12-l1d-f1-q9.mp3}
+RESPONSE: Yes, she will if she finishes her work. {bk12-l1d-f1-a9.mp3}
-$LESSON 1-5: The Present Perfect
+$SESSION 1-5: The Present Perfect Tense
-# Source: ST §Present Perfect (grammar)
+# Source: ST §How Long Has the Engine Sounded Like This?
+$DIALOGUE How Long Has the Engine Sounded Like This?
+ID: l1-s24
+INTRO: One more big point this lesson: the present perfect — "has sounded", "have driven" — for things that started in the past and are still going on. Read these dialogs about how long things have lasted; Gene's engine has been complaining for weeks.
+INSTRUCTION: Read the dialogs.
+
+Dale: How long has your car's engine sounded this way?
+Gene: I've heard that noise for a week or two, I guess.
+Dale: How long has it been since someone put oil in it?
+Gene: I don't think anyone has done it for several months.
+
+Lynn: This skirt has gotten tighter every week!
+Gwen: Have you washed it often since you bought it?
+Lynn: No, I haven't. I've dry-cleaned it since it was new.
+Gwen: Well, maybe you've eaten too much since then.
+
+LINE: Pam has had that library book for a month.
+LINE: Jack has been in Los Angeles since last summer.
+LINE: The Millers have had their house for five years.
+
+# Source: ST §Present Perfect
$GRAMMAR The Present Perfect Tense
ID: l1-s23
-INTRO: One more pattern for this lesson: the present perfect — "have" or "has" plus the past participle. Use it for things that started in the past and are still true, or happened at no particular time.
+INTRO: Here's how the present perfect is built — "have" or "has" plus the past participle — and how it differs from the simple past.
| | | | |
|---|---|---|---|
@@ -1097,10 +1143,20 @@ The present perfect tense is formed with **have** or **has** + **the past partic
We use **past tense** to describe situations that happened at a **definite time** in the past.
We use **present perfect tense** to describe situations that have happened at an **indefinite time** (or times) in the past, or situations that have begun in the past and have continued to the present.
-# Source: LLA 1B Listening/Speaking 2
-$DIALOGUE Present Perfect Sentences
-ID: 1b-ls2
-INTRO: Now hear the pattern in action. Listen to each sentence and repeat it — notice "for", "since", and the participle after "has" or "have".
+# Source: ST §Phil Has Lived There For Two Years.
+$DIALOGUE Phil Has Lived There for Two Years
+ID: l1-s25
+INTRO: Three sentences about Phil show the difference: past tense for what's over, present perfect for what's still true. Read them carefully.
+INSTRUCTION: Read the sentences.
+
+LINE: Phil lived in Chicago for two years. He doesn't live there now.
+LINE: Phil has lived in Houston for two years. He still lives there.
+LINE: Phil has lived in Houston since 1985. He still lives there.
+
+# Source: LLA 1B Listening/Speaking Activity
+$DIALOGUE Present Perfect — Listen and Repeat
+ID: 1b-ls1
+INTRO: Now hear the tense in action. Listen to each sentence and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -1113,81 +1169,10 @@ LINE: Sergeant Peterson has walked to work since his car has been in the garage.
LINE: Mike hasn't studied French for 15 years. {bk12-l1b-f3-12.mp3}
LINE: Sandy has had that job since Mr. Adams left. {bk12-l1b-f3-13.mp3}
-# Source: ST §How Long Has the Engine Sounded Like This?
-$DIALOGUE How Long Has the Engine Sounded Like This?
-ID: l1-s24
-INTRO: A noisy engine and a tight skirt — two mysteries, both solved with the present perfect. Read the dialogs.
-INSTRUCTION: Read the dialogs.
-
-Dale: How long has your car's engine sounded this way?
-Gene: I've heard that noise for a week or two, I guess.
-Dale: How long has it been since someone put oil in it?
-Gene: I don't think anyone has done it for several months.
-
-Lynn: This skirt has gotten tighter every week!
-Gwen: Have you washed it often since you bought it?
-Lynn: No, I haven't. I've dry-cleaned it since it was new.
-Gwen: Well, maybe you've eaten too much since then.
-
-LINE: Pam has had that library book for a month.
-LINE: Jack has been in Los Angeles since last summer.
-LINE: The Millers have had their house for five years.
-
-# Source: ST §Phil Has Lived There For Two Years.
-$DIALOGUE Phil Has Lived There for Two Years
-ID: l1-s25
-INTRO: Here's the key difference in three sentences: past tense means it's over; present perfect means it's still going. Read them carefully.
-INSTRUCTION: Read the sentences.
-
-LINE: Phil lived in Chicago for two years. He doesn't live there now.
-LINE: Phil has lived in Houston for two years. He still lives there.
-LINE: Phil has lived in Houston since 1985. He still lives there.
-
-# Source: LLA 1B Figure 4
-$PRODUCE Answer with the Present Perfect
-ID: 1b-f4
-INPUT: speak
-CHECK: reveal
-INTRO: Listen to each question and answer it aloud using the cue on the screen. The present perfect is the point — mind your "have" and "has".
-INSTRUCTION: Answer the question aloud using the cue.
-
-EXAMPLE
-TEMPLATE: five years
-PROMPT: How long have you known Captain Jackson? {bk12-l1b-f4-ex.mp3}
-RESPONSE: I've known Captain Jackson for five years.
-
-TEMPLATE: no
-PROMPT: Have you ever driven to Boston? {bk12-l1b-f4-01.mp3}
-RESPONSE: No, I have never driven to Boston.
-
-TEMPLATE: no, Italian
-PROMPT: Has John ever studied German? {bk12-l1b-f4-02.mp3}
-RESPONSE: No, he has studied Italian.
-
-TEMPLATE: no, last Wednesday
-PROMPT: Has Ted exercised in the gym? {bk12-l1b-f4-03.mp3}
-RESPONSE: No, he hasn't exercised in the gym since last Wednesday.
-
-TEMPLATE: yes, two years
-PROMPT: Has Ms. Wilson taught English for a long time? {bk12-l1b-f4-04.mp3}
-RESPONSE: Yes, she has taught English for two years.
-
-TEMPLATE: no, since he bought the car
-PROMPT: Has your brother been saving his money? {bk12-l1b-f4-05.mp3}
-RESPONSE: No, he hasn't been saving his money since he bought the car.
-
-TEMPLATE: no, two weeks
-PROMPT: Have you seen your brother? {bk12-l1b-f4-06.mp3}
-RESPONSE: No, I haven't seen my brother for two weeks.
-
-TEMPLATE: yes, since it started
-PROMPT: Have you been listening to this tape? {bk12-l1b-f4-07.mp3}
-RESPONSE: Yes, I have been listening to this tape since it started.
-
# Source: ST §Lt Elton Hasn't Gotten a New Uniform Since Last Year
$PRODUCE Complete with the Present Perfect
ID: l1-s26
-INTRO: Now write the forms. Type the present perfect of the verb in parentheses to complete each sentence.
+INTRO: Your turn to build the forms. Type the present perfect of the verb in parentheses to complete each sentence.
INSTRUCTION: Complete the sentence using the present perfect tense of the verb.
INPUT: type
CHECK: exact
@@ -1210,9 +1195,8 @@ RESPONSE: Has Emily taken her medicine today?
TEMPLATE: Joe ____{has known} Paul's secret for 11 years. (know)
RESPONSE: Joe has known Paul's secret for 11 years.
-TEMPLATE: Henry ____{has not spoken} Spanish since he left Spain. (not speak)
+TEMPLATE: Henry ____{has not spoken|hasn't spoken} Spanish since he left Spain. (not speak)
RESPONSE: Henry has not spoken Spanish since he left Spain.
-ACCEPT: has not spoken | hasn't spoken
TEMPLATE: Iris ____{has written} magazine articles for many years. (write)
RESPONSE: Iris has written magazine articles for many years.
@@ -1220,74 +1204,105 @@ RESPONSE: Iris has written magazine articles for many years.
TEMPLATE: Sidney ____{has driven} the same car since he was 18. (drive)
RESPONSE: Sidney has driven the same car since he was 18.
-TEMPLATE: We ____{have not eaten} at Ernie's Place since last summer. (not eat)
+TEMPLATE: We ____{have not eaten|haven't eaten} at Ernie's Place since last summer. (not eat)
RESPONSE: We have not eaten at Ernie's Place since last summer.
-ACCEPT: have not eaten | haven't eaten
TEMPLATE: ____{Has} Sal ____{worn} the same dress everywhere she's been? (wear)
RESPONSE: Has Sal worn the same dress everywhere she's been?
-TEMPLATE: Erica ____{has gotten} earaches every winter for 8 years. (get)
+TEMPLATE: Erica ____{has gotten|has got} earaches every winter for 8 years. (get)
RESPONSE: Erica has gotten earaches every winter for 8 years.
-ACCEPT: has gotten | has got
-TEMPLATE: Chuck ____{has not done} his homework since he broke his elbow. (not do)
+TEMPLATE: Chuck ____{has not done|hasn't done} his homework since he broke his elbow. (not do)
RESPONSE: Chuck has not done his homework since he broke his elbow.
-ACCEPT: has not done | hasn't done
TEMPLATE: ____{Has} Al ____{flown} for Sky Way Airlines since he left the Air Force? (fly)
RESPONSE: Has Al flown for Sky Way Airlines since he left the Air Force?
# Source: ST §Fred Has Flown Fast Airplanes For Fourteen Years
-$PRODUCE Make It Present Perfect — For or Since
+$PRODUCE Fred Has Flown Fast Airplanes for Fourteen Years
ID: l1-s27
-INTRO: You'll hear a sentence in the present tense. Say it again in the present perfect, adding the time phrase on the screen with "for" or "since".
+INTRO: Now say whole sentences. Change each sentence to the present perfect and add the time phrase with "for" or "since". Say the new sentence, then check the model.
INSTRUCTION: Make a new sentence using the present perfect tense and "for" or "since".
INPUT: speak
CHECK: reveal
EXAMPLE
-PROMPT: Charles drives a taxi in Chicago.
-TEMPLATE: for three years
+PROMPT: Charles drives a taxi in Chicago. (for three years)
RESPONSE: Charles has driven a taxi in Chicago for three years.
EXAMPLE
-PROMPT: Those salesmen don't work here.
-TEMPLATE: since June
+PROMPT: Those salesmen don't work here. (since June)
RESPONSE: Those salesmen haven't worked here since June.
-PROMPT: Frank feels sick.
-TEMPLATE: since yesterday
+PROMPT: Frank feels sick. (since yesterday)
RESPONSE: Frank has felt sick since yesterday.
-PROMPT: Dick and Jane want a dog.
-TEMPLATE: for six months
+PROMPT: Dick and Jane want a dog. (for six months)
RESPONSE: Dick and Jane have wanted a dog for six months.
-PROMPT: The baby is not sleeping well.
-TEMPLATE: since 8:30
+PROMPT: The baby is not sleeping well. (since 8:30)
RESPONSE: The baby hasn't slept well since 8:30.
-PROMPT: Anne intends to take a vacation.
-TEMPLATE: for two weeks
+PROMPT: Anne intends to take a vacation. (for two weeks)
RESPONSE: Anne has intended to take a vacation for two weeks.
-PROMPT: Cory does not exercise regularly.
-TEMPLATE: since last week
+PROMPT: Cory does not exercise regularly. (since last week)
RESPONSE: Cory hasn't exercised regularly since last week.
-PROMPT: The students use these books.
-TEMPLATE: for three years
+PROMPT: The students use these books. (for three years)
RESPONSE: The students have used these books for three years.
+# Source: LLA 1B Figure 4
+$PRODUCE Answer with the Cue
+ID: 1b-f4
+INPUT: speak
+CHECK: llm
+INTRO: You will hear a question from the cassette. Use the cue on the screen to answer aloud in a full present perfect sentence.
+INSTRUCTION: Answer aloud using the cue.
+RUBRIC: The learner must answer the question in a complete sentence, incorporating the cue phrase correctly. Treat the model answer as the factual key; accept reasonable grammatical variations that convey the same meaning.
+
+EXAMPLE
+TEMPLATE: five years
+PROMPT: How long have you known Captain Jackson? {bk12-l1b-f4-00.mp3}
+RESPONSE: I've known Captain Jackson for five years.
+
+TEMPLATE: no
+PROMPT: Have you ever driven to Boston? {bk12-l1b-f4-01.mp3}
+RESPONSE: No, I haven't driven to Boston.
+
+TEMPLATE: no, Italian
+PROMPT: Has John ever studied German? {bk12-l1b-f4-02.mp3}
+RESPONSE: No, he has studied Italian.
+
+TEMPLATE: no, last Wednesday
+PROMPT: Has Ted exercised in the gym? {bk12-l1b-f4-03.mp3}
+RESPONSE: No, he hasn't exercised since last Wednesday.
+
+TEMPLATE: yes, two years
+PROMPT: Has Ms. Wilson taught English for a long time? {bk12-l1b-f4-04.mp3}
+RESPONSE: Yes, she has taught English for two years.
+
+TEMPLATE: no, since he bought the car
+PROMPT: Has your brother been saving his money? {bk12-l1b-f4-05.mp3}
+RESPONSE: No, he hasn't saved his money since he bought the car.
+
+TEMPLATE: no, two weeks
+PROMPT: Have you seen your brother? {bk12-l1b-f4-06.mp3}
+RESPONSE: No, I haven't seen him for two weeks.
+
+TEMPLATE: yes, since it started
+PROMPT: Have you been listening to this tape? {bk12-l1b-f4-07.mp3}
+RESPONSE: Yes, I have been listening to this tape since it started.
+
# Source: ST §Has Kevin Worked Here For a Long Time?
-$PRODUCE Has He Lived There Long?
+$PRODUCE Has Kevin Worked Here for a Long Time?
ID: l1-s28
-INTRO: Read each little exchange, then ask a yes/no question about the underlined verb in the present perfect — and answer it yourself.
+INTRO: Read each little exchange, then ask a yes/no question in the present perfect using the underlined word — and answer it yourself.
INSTRUCTION: Ask and answer a question about the dialog using the underlined word.
INPUT: speak
CHECK: llm
-RUBRIC: The learner must form a yes/no question in the present perfect tense based on the dialog, and answer it correctly — a short answer (e.g. "Yes, he has.") or a full sentence, with or without extra detail.
+RUBRIC: The learner must form a yes/no question in the present perfect tense based on the dialog, and answer it correctly. Treat the model answer as the factual key; accept any phrasing of the same question and answer.
EXAMPLE
TEMPLATE: Ted: How do you like Houston? Lee: I'm not sure. I've just *lived* here since May.
@@ -1316,9 +1331,9 @@ TEMPLATE: Al: How have you *felt* since you started going to the gym? Ed: I've f
RESPONSE: Has Ed felt great since he started going to the gym? Yes, he has.
# Source: ST §Daisy and Donald Have Needed a New Car for Years
-$DIALOGUE Daisy and Donald Have Needed a New Car
+$DIALOGUE Daisy and Donald Have Needed a New Car for Years
ID: l1-s29
-INTRO: Daisy and Donald have driven the same old car since they were married, and the repair bills have finally won. Read the story — questions follow.
+INTRO: Meet Daisy and Donald, whose old car has been dying for years — every month, a new repair bill. Read the story; you'll answer questions about it next.
INSTRUCTION: Read the paragraphs.
LINE: Daisy and Donald have wanted to buy a new car for a long time.
@@ -1329,18 +1344,19 @@ LINE: They have talked for several days with Hubert D. Louis.
LINE: Hubert is a nephew of Donald's who has worked at the Golden State Bank for 20 years.
LINE: He has known Donald and Daisy since he was a child.
LINE: Donald and Daisy have lived in Los Angeles near Hubert and his brothers for many years and have always worked for the Easy Entertainment Company.
-LINE: Hubert has felt that his uncle's old car was too crowded ever since Donald got it. He is happy to lend Donald and Daisy the money for a new one.
+LINE: Hubert has felt that his uncle's old car was too crowded ever since Donald got it.
+LINE: He is happy to lend Donald and Daisy the money for a new one.
# Source: ST §Answer About Daisy and Donald
-$PRODUCE Questions About Daisy and Donald
+$PRODUCE Answer About Daisy and Donald
ID: l1-s30
REFERENCE
-INTRO: Now use the story. Read each sentence, ask a question with the cue word in the present perfect, then answer it. You can look back at the story if the repair bills got blurry.
+INTRO: Now ask and answer about the story. Turn each statement into a question starting with the cue word, then answer it in the present perfect. Open the story if you need it.
INSTRUCTION: Ask a question about the story using the cue word, then answer it using the present perfect tense.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The learner must form a question starting with the cue word in the present perfect tense, and answer it accurately according to the story — a short fragment answer or a complete sentence both count.
+RUBRIC: The learner must form a question starting with the cue word in the present perfect tense, and answer it accurately according to the printed statement. Treat the model answer as the factual key.
EXAMPLE
PROMPT: Donald has needed a new car for many years. (who)
@@ -1361,66 +1377,14 @@ RESPONSE: How long have Donald and Daisy lived in Los Angeles? They have lived t
PROMPT: Hubert has felt that his uncle's old car was too crowded. (what)
RESPONSE: What has Hubert felt about his uncle's old car? He has felt that it was too crowded.
-# SKIPPED (book): "SUMMARIES" — open paragraph summarization task; deferred as out of scope.
+# SKIPPED (book): "SUMMARIES" — Open paragraph summarization task. Deferred as out of scope.
-$LESSON 1-6: Numbers, Sounds, and Word Meanings
-
-# Source: LLA 1D Figure 2
-$PRODUCE Number Dictation
-ID: 1d-f2
-INTRO: This last part sharpens your ears and eyes. First, dictation: listen to each sentence and type the missing number — birthdays and grandchildren included.
-INSTRUCTION: Type the missing number.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: My brother was born in ____.
-PROMPT: My brother was born in 1947. {bk12-l1d-f2-01.mp3}
-RESPONSE: My brother was born in 1947.
-ACCEPT: 1947
-
-TEMPLATE: He has spent the last ____ years in the United States Navy.
-PROMPT: He has spent the last 15 years in the United States Navy. {bk12-l1d-f2-02.mp3}
-RESPONSE: He has spent the last 15 years in the United States Navy.
-ACCEPT: 15 | fifteen
-
-TEMPLATE: ____{3|three} years of that time have been spent in Japan, ____{4|four} years in Guam, and ____{3|three} years in Spain.
-PROMPT: Three years of that time have been spent in Japan, 4 years in Guam, and 3 years in Spain. {bk12-l1d-f2-03.mp3}
-RESPONSE: Three years of that time have been spent in Japan, 4 years in Guam, and 3 years in Spain.
-
-TEMPLATE: He will be in the Navy for ____ more years.
-PROMPT: He will be in the Navy for 5 more years. {bk12-l1d-f2-04.mp3}
-RESPONSE: He will be in the Navy for 5 more years.
-ACCEPT: 5 | five
-
-TEMPLATE: After that, he'll probably spend ____ more years in another job.
-PROMPT: After that, he'll probably spend 20 more years in another job. {bk12-l1d-f2-05.mp3}
-RESPONSE: After that, he'll probably spend 20 more years in another job.
-ACCEPT: 20 | twenty
-
-TEMPLATE: March ____ is my grandfather's birthday.
-PROMPT: March 27 is my grandfather's birthday. {bk12-l1d-f2-06.mp3}
-RESPONSE: March 27 is my grandfather's birthday.
-ACCEPT: 27 | 27th | twenty-seven
-
-TEMPLATE: He will be ____ years old.
-PROMPT: He will be 72 years old. {bk12-l1d-f2-07.mp3}
-RESPONSE: He will be 72 years old.
-ACCEPT: 72 | seventy-two
-
-TEMPLATE: We are having a party for him.
-TEMPLATE: His ____{3|three} sisters, ____{2|two} brothers, ____{5|five} children, and ____{10|ten} grandchildren will be there.
-PROMPT: We are having a party for him. His 3 sisters, 2 brothers, 5 children, and 10 grandchildren will be there. {bk12-l1d-f2-08.mp3}
-RESPONSE: We are having a party for him. His 3 sisters, 2 brothers, 5 children, and 10 grandchildren will be there.
-
-TEMPLATE: There will also be at least ____ other people there.
-PROMPT: There will also be at least 15 other people there. {bk12-l1d-f2-09.mp3}
-RESPONSE: There will also be at least 15 other people there.
-ACCEPT: 15 | fifteen
+$SESSION 1-6: Skill Builders — Sounds, Word Clues, and Numbers
# Source: ST §How Do We Say It?
$SELECT How Do We Say It?
ID: l1-s6
-INTRO: English spelling and English sounds are old enemies. For each key word, tap the word whose underlined part makes the same sound as the underlined part of the key word.
+INTRO: Last part — three quick skill builders. First, sounds: for each key word, tap the word whose marked letters make the same sound as the underlined part of the key word.
INSTRUCTION: Tap the word that has the same sound as the underlined part of the key word.
EXAMPLE
@@ -1521,84 +1485,133 @@ OPTION: c | *s*o
ANSWER: a
# Source: ST §The Word May Be... Is Not... Is...
-$PRODUCE The Word May Be... Is Not... Is...
+$PRODUCE May Be, Is Not, or Is
ID: l1-s18
-INTRO: You can often guess a word's meaning from the words around it — the more context, the surer you get. Read each sentence and type "may be", "is not", or "is" for each idea. That's the last activity of this lesson — nicely done.
+INTRO: You can often guess a new word from its sentence — and the more the sentence says, the surer you can be. As each version adds context, type "may be", "is not", or "is" for each possible meaning.
INSTRUCTION: Read the sentence. Use the other words in the sentence to find what the underlined word means. Type "may be", "is not", or "is" for each option.
INPUT: type
CHECK: exact
EXAMPLE
-TEMPLATE: Bill uses a *locker*.
+TEMPLATE: a. Bill uses a *locker*.
TEMPLATE: ____{may be} a small closet.
TEMPLATE: ____{may be} a paint brush.
TEMPLATE: ____{may be} a basketball.
RESPONSE: may be a small closet. may be a paint brush. may be a basketball.
EXAMPLE
-TEMPLATE: Bill uses a *locker* at the gym.
+TEMPLATE: b. Bill uses a *locker* at the gym.
TEMPLATE: ____{may be} a small closet.
TEMPLATE: ____{is not} a paint brush.
TEMPLATE: ____{may be} a basketball.
RESPONSE: may be a small closet. is not a paint brush. may be a basketball.
EXAMPLE
-TEMPLATE: Bill uses a *locker* at the gym to keep his clothes in while he swims.
+TEMPLATE: c. Bill uses a *locker* at the gym to keep his clothes in while he swims.
TEMPLATE: ____{is} a small closet.
TEMPLATE: ____{is not} a paint brush.
TEMPLATE: ____{is not} a basketball.
RESPONSE: is a small closet. is not a paint brush. is not a basketball.
-TEMPLATE: Mark went to a *stadium*.
+TEMPLATE: a. Mark went to a *stadium*.
TEMPLATE: ____{may be} a shopping center.
TEMPLATE: ____{may be} a place to watch sports.
TEMPLATE: ____{may be} an airport.
RESPONSE: may be a shopping center. may be a place to watch sports. may be an airport.
-TEMPLATE: Mark went to a *stadium* and bought a ticket.
+TEMPLATE: b. Mark went to a *stadium* and bought a ticket.
TEMPLATE: ____{may be} a shopping center.
TEMPLATE: ____{may be} a place to watch sports.
TEMPLATE: ____{may be} an airport.
RESPONSE: may be a shopping center. may be a place to watch sports. may be an airport.
-TEMPLATE: Mark went to a *stadium* and bought a ticket for a football game.
+TEMPLATE: c. Mark went to a *stadium* and bought a ticket for a football game.
TEMPLATE: ____{is not} a shopping center.
TEMPLATE: ____{is} a place to watch sports.
TEMPLATE: ____{is not} an airport.
RESPONSE: is not a shopping center. is a place to watch sports. is not an airport.
-TEMPLATE: Ellen bought a *candle*.
+TEMPLATE: a. Ellen bought a *candle*.
TEMPLATE: ____{may be} something to make light.
TEMPLATE: ____{may be} something to sit on.
TEMPLATE: ____{may be} something to drive.
RESPONSE: may be something to make light. may be something to sit on. may be something to drive.
-TEMPLATE: Ellen bought a *candle* for the house.
+TEMPLATE: b. Ellen bought a *candle* for the house.
TEMPLATE: ____{may be} something to make light.
TEMPLATE: ____{may be} something to sit on.
TEMPLATE: ____{is not} something to drive.
RESPONSE: may be something to make light. may be something to sit on. is not something to drive.
-TEMPLATE: Ellen bought a *candle* for the house for whenever the lights go out.
+TEMPLATE: c. Ellen bought a *candle* for the house for whenever the lights go out.
TEMPLATE: ____{is} something to make light.
TEMPLATE: ____{is not} something to sit on.
TEMPLATE: ____{is not} something to drive.
RESPONSE: is something to make light. is not something to sit on. is not something to drive.
-TEMPLATE: Tom has a *condominium*.
+TEMPLATE: a. Tom has a *condominium*.
TEMPLATE: ____{may be} a headache.
TEMPLATE: ____{may be} a job.
TEMPLATE: ____{may be} an apartment.
RESPONSE: may be a headache. may be a job. may be an apartment.
-TEMPLATE: Tom has a *condominium* in California.
+TEMPLATE: b. Tom has a *condominium* in California.
TEMPLATE: ____{is not} a headache.
TEMPLATE: ____{may be} a job.
TEMPLATE: ____{may be} an apartment.
RESPONSE: is not a headache. may be a job. may be an apartment.
-TEMPLATE: Tom has a *condominium* in California which he lives in during the summers.
+TEMPLATE: c. Tom has a *condominium* in California which he lives in during the summers.
TEMPLATE: ____{is not} a headache.
TEMPLATE: ____{is not} a job.
TEMPLATE: ____{is} an apartment.
RESPONSE: is not a headache. is not a job. is an apartment.
+
+# Source: LLA 1D Figure 2
+$PRODUCE Write the Numbers You Hear
+ID: 1d-f2
+INTRO: To finish the lesson, a numbers dictation about one very well-traveled brother. Listen to each sentence and type the number or numbers you hear. That's the end of Lesson 1 — nice work.
+INSTRUCTION: Type the number or numbers you hear in the sentence.
+INPUT: type
+CHECK: exact
+
+PROMPT: My brother was born in 1947. {bk12-l1d-f2-01.mp3}
+TEMPLATE: A. ____
+RESPONSE: 1947
+
+PROMPT: He has spent the last 15 years in the United States Navy. {bk12-l1d-f2-02.mp3}
+TEMPLATE: B. ____
+RESPONSE: 15
+
+PROMPT: Three years of that time have been spent in Japan, 4 years in Guam, and 3 years in Spain. {bk12-l1d-f2-03.mp3}
+TEMPLATE: C. ____{3}
+TEMPLATE: D. ____{4}
+TEMPLATE: E. ____{3}
+RESPONSE: C. 3 D. 4 E. 3
+
+PROMPT: He will be in the Navy for 5 more years. {bk12-l1d-f2-04.mp3}
+TEMPLATE: F. ____
+RESPONSE: 5
+
+PROMPT: After that, he'll probably spend 20 more years in another job. {bk12-l1d-f2-05.mp3}
+TEMPLATE: G. ____
+RESPONSE: 20
+
+PROMPT: March 27 is my grandfather's birthday. {bk12-l1d-f2-06.mp3}
+TEMPLATE: H. ____
+RESPONSE: 27
+
+PROMPT: He will be 72 years old. {bk12-l1d-f2-07.mp3}
+TEMPLATE: I. ____
+RESPONSE: 72
+
+PROMPT: His 3 sisters, 2 brothers, 5 children, and 10 grandchildren will be there. {bk12-l1d-f2-08.mp3}
+TEMPLATE: J. ____{3}
+TEMPLATE: K. ____{2}
+TEMPLATE: L. ____{5}
+TEMPLATE: M. ____{10}
+RESPONSE: J. 3 K. 2 L. 5 M. 10
+
+PROMPT: There will also be at least 15 other people there. {bk12-l1d-f2-09.mp3}
+TEMPLATE: N. ____
+RESPONSE: 15
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diff --git a/book-12-lesson-2.module b/book-12-lesson-2.module
index b77b9eab..0db5e385 100644
--- a/book-12-lesson-2.module
+++ b/book-12-lesson-2.module
@@ -1,48 +1,50 @@
$MODULE Book 12 · Lesson 2: I've Made Up My Mind {st-page_043_001.jpg}
FORMAT: 2
-DESCRIPTION: Education, careers, and decisions — plus already, still, yet, anymore, any longer, and no longer; the present perfect tense; and combining sentences with so and or.
+DIOCO_DOC_ID: alc_book12_lesson2
+DESCRIPTION: Education and career decisions; the time words "already", "still", "yet", "anymore", "any longer", and "no longer"; the present perfect; and the conjunctions "so" and "or".
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Sam | charon | Male student
-VOICE: Mark | achird | Male student
-VOICE: Jack | puck | Male speaker
-VOICE: Mike | algieba | Male speaker
-VOICE: Don | umbriel | Male speaker
-VOICE: Son | achird | Male
+VOICE: Mark | achernar | Male student
+VOICE: Sam | schedar | Male
+VOICE: Jack | achernar | Male
+VOICE: Mike | schedar | Male student
+VOICE: Bob | gacrux | Male
+VOICE: Sally | aoede | Female
+VOICE: Man1 | achernar | Male
+VOICE: Don | schedar | Male
VOICE: Mom | gacrux | Female
-VOICE: Glen | zubenelgenubi | Male
-VOICE: Tony | umbriel | Male
-VOICE: Dan | orus | Male speaker
-VOICE: Paula | aoede | Female speaker
-VOICE: Clerk | kore | Female speaker
-VOICE: Maria | callirrhoe | Female speaker
-VOICE: Steven | achird | Male speaker
-VOICE: Waiter | iapetus | Male speaker
-VOICE: Tommy | schedar | Young male speaker
-VOICE: Mother | aoede | Female speaker
-VOICE: Joe | zubenelgenubi | Male speaker
-VOICE: Tim | puck | Male speaker
+VOICE: Son | achird | Male
+VOICE: Glenn | achernar | Male
+VOICE: Tony | schedar | Male
+VOICE: Dan | achernar | Male
+VOICE: Paula | aoede | Female
+VOICE: Clerk | aoede | Female
+VOICE: Maria | schedar | Female
+VOICE: Steven | achernar | Male
+VOICE: Waiter | achird | Male
+VOICE: Tommy | achird | Young male
+VOICE: Mother | aoede | Female
+VOICE: Joe | achird | Male
+VOICE: Tim | achernar | Male
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$LESSON 2-1: Education and College Decisions
+$SESSION 2-1: Education and College Decisions
-# Source: ST §Education in the U.S. (chart)
-$GRAMMAR Education in the U.S.
+# Source: ST §Education in the U.S. (table)
+$GRAMMAR The U.S. School System
ID: l2-s1
-INTRO: In this lesson you'll learn to talk about education, careers, and big decisions — and to say what you've already done, what you haven't done yet, and what you no longer do. First, here's how American schools fit together, from kindergarten all the way to a Ph.D.
-
-Here is the American school system at a glance:
+INTRO: Welcome to Lesson 2. In this lesson you'll learn to talk about school, careers, and the decisions people make about them — what has already happened, what hasn't happened yet, and what isn't true anymore. First, a quick map of the American school system, from kindergarten all the way to a Ph.D.
| SCHOOL | GRADES | DEGREE |
|---|---|---|
| Kindergarten | | |
| Elementary | 1st-5th | |
| Middle | 6th-8th | |
-| High | 9th-12th | diploma |
+| High | 9th-12th | {diploma} |
**Technical School**
May offer associate degrees, Electronics, Mechanics, Computers, etc.
@@ -50,24 +52,22 @@ May offer associate degrees, Electronics, Mechanics, Computers, etc.
| College | |
|---|---|
| **time** | **degree** |
-| 2 yr | associate |
-| 4 yr | bachelor |
+| 2 yr | {associate} |
+| 4 yr | {bachelor} |
| University | |
|---|---|
| **time** | **degree** |
-| 4-5 yr | bachelor |
-| 2-3 yr | master |
-| 3-8 yr | Ph.D. |
+| 4-5 yr | {bachelor} |
+| 2-3 yr | {master} |
+| 3-8 yr | {Ph.D.} |
(Medical School follows a bachelor degree.)
-# Source: ST §Education in the U.S. (sentences)
-
# Source: ST §Education in the U.S. (sentences)
$DIALOGUE Schools and Degrees
ID: l2-s2
-INTRO: Now let's put those school words into sentences. Listen and repeat each one.
+INTRO: Now hear the school system in sentences. Listen and repeat each one — these words will follow you through the whole lesson.
INSTRUCTION: Repeat and read the words and sentences.
REPEAT
@@ -93,13 +93,11 @@ VOCAB: medical school
LINE: Students who want to become doctors go to medical school.
# Source: ST §Choose the Best Answer
-
-# Source: ST §Choose the Best Answer
-$SELECT Check: Schools and Degrees
+$SELECT Check: The School System
ID: l2-s3
REFERENCE
-INTRO: A quick check on the American school system. Tap the best answer — and if you're not sure, you can look back at the sentences.
-INSTRUCTION: Tap the correct answer.
+INTRO: A quick check on the school system. Tap the best answer — and if the degrees have started to blur together, open the reference.
+INSTRUCTION: Tap the correct answer. Open the reference if you need it.
TEMPLATE: When do students receive a diploma?
OPTION: a | when they begin school
@@ -131,131 +129,131 @@ OPTION: b | medical school
OPTION: c | professional school
ANSWER: a
-# Source: LLA 2A Listening/Speaking (Vocabulary)
-
-# Source: LLA 2A Listening/Speaking (Vocabulary)
-$DIALOGUE New Words: Decisions and Education
-ID: 2a-ls1
-INTRO: Here are this lesson's new words from the lab tape, each inside a sentence or two. Listen and repeat.
+# Source: LLA 2A Figure 1 (vocabulary)
+$DIALOGUE New Words: Education and Discussions
+ID: 12-2a-vocab1
+INTRO: Here are new words for talking about education, choices, and discussions. Listen to each word in a sentence, then repeat it.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
VOCAB: educate
-LINE: Teachers educate children. They teach them many things. {bk12-l2a-f1-01.mp3}
+LINE: Teachers educate children. {bk12-l2a-f1-01-a.mp3}
+LINE: They teach them many things. {bk12-l2a-f1-01-b.mp3}
+LINE: That job did not pay enough money. {bk12-l2a-f1-02-a.mp3}
VOCAB: turn down
-LINE: That job did not pay enough money. I turned it down. {bk12-l2a-f1-02.mp3}
+LINE: I turned it down. {bk12-l2a-f1-02-b.mp3}
VOCAB: education
LINE: Sergeant Franklin wants his children to have a good education. He wants them to go to a good school. {bk12-l2a-f1-03.mp3}
LINE: Keith studied French when he was at the university. {bk12-l2a-f1-04.mp3}
-LINE: Debbie received her diploma yesterday. She finished school. {bk12-l2a-f1-05.mp3}
+LINE: Debbie received her diploma yesterday. {bk12-l2a-f1-05-a.mp3}
+LINE: She finished school. {bk12-l2a-f1-05-b.mp3}
VOCAB: already
LINE: Roger is not hungry. He already ate dinner. {bk12-l2a-f1-06.mp3}
VOCAB: instead
-LINE: I don't want chicken. I'll eat fish instead. {bk12-l2a-f1-07.mp3}
+LINE: I don't want chicken. {bk12-l2a-f1-07-a.mp3}
+LINE: I'll eat fish instead. {bk12-l2a-f1-07-b.mp3}
VOCAB: instead of
LINE: Jim bought the blue shirt instead of the yellow one. {bk12-l2a-f1-08.mp3}
VOCAB: discussion
-LINE: Colonel Jones and Colonel Roberts had a discussion about the new mess hall. They talked about it for 30 minutes. {bk12-l2a-f1-09.mp3}
+LINE: Colonel Jones and Colonel Roberts had a discussion. {bk12-l2a-f1-09-a.mp3}
+LINE: About the new mess hall. {bk12-l2a-f1-09-b.mp3}
+LINE: They talked about it for 30 minutes. {bk12-l2a-f1-09-c.mp3}
VOCAB: discuss
LINE: Captain Peterson wanted to discuss his score with his teacher. He wanted to talk to her about it. {bk12-l2a-f1-10.mp3}
# Source: LLA 2A Figure 1 (dialogue)
-
-# Source: LLA 2A Figure 1 (dialogue)
-$DIALOGUE College Decisions
-ID: 2a-d1
-INTRO: Sam runs into Mark, who has a big decision to make about college — and it shows. Just listen.
+$DIALOGUE Dialogue: Mark's College Decision
+ID: 12-2a-f1
+INTRO: Mark is a high school student with a big decision to make — and he's not enjoying it. Just listen to his conversation with Sam.
INSTRUCTION: Listen to the dialogue.
-Sam: Hi, Mark. What's wrong? {bk12-l2a-f1-d1.mp3}
-Mark: Oh, Sam, I'm so confused. {bk12-l2a-f1-d2.mp3}
-Sam: About what? {bk12-l2a-f1-d3.mp3}
-Mark: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f1-d4.mp3}
-Sam: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-d5.mp3}
-Mark: You're right. Maybe by next year it won't be so confusing. {bk12-l2a-f1-d6.mp3}
+Sam: Hi, Mark. What's wrong? {bk12-l2a-f1-11.mp3}
+Mark: Oh, Sam, I'm so confused. {bk12-l2a-f1-12.mp3}
+Sam: About what? {bk12-l2a-f1-13.mp3}
+Mark: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f1-14.mp3}
+Sam: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-15.mp3}
+Mark: You're right. Maybe by next year it won't be so confusing. {bk12-l2a-f1-16.mp3}
-# Source: LLA 2A Figure 1 (role-play, Mark)
-
-# Source: LLA 2A Figure 1 (role-play, Mark)
-$PRODUCE Play Mark's Part
-ID: 2a-f1
-INPUT: speak
-CHECK: reveal
-INTRO: Now it's your turn to be confused. You'll play Mark. Listen to Sam, then say Mark's line aloud.
-INSTRUCTION: Read Mark's lines aloud.
-
-PROMPT: Hi, Mark. What's wrong? {bk12-l2a-f1-11-q.mp3}
-TEMPLATE: Oh, Sam, I'm so confused.
-RESPONSE: Oh, Sam, I'm so confused. {bk12-l2a-f1-11-a.mp3}
-
-PROMPT: About what? {bk12-l2a-f1-12-q.mp3}
-TEMPLATE: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field.
-RESPONSE: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f1-12-a.mp3}
-
-PROMPT: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-13-q.mp3}
-TEMPLATE: You're right. Maybe by next year it won't be so confusing.
-RESPONSE: You're right. Maybe by next year it won't be so confusing. {bk12-l2a-f1-13-a.mp3}
-
-# Source: LLA 2A Figure 2 (role-play, Sam)
-
-# Source: LLA 2A Figure 2 (role-play, Sam)
-$PRODUCE Play Sam's Part
-ID: 2a-f2
-INPUT: speak
-CHECK: reveal
-INTRO: Same conversation, other chair — this time you're Sam, the calm one. You begin. Say your first line aloud.
-INSTRUCTION: Read Sam's lines aloud.
-
-TEMPLATE: Hi, Mark. What's wrong?
-RESPONSE: Hi, Mark. What's wrong? {bk12-l2a-f1-d1.mp3}
-
-PROMPT: Oh, Sam, I'm so confused. {bk12-l2a-f2-01.mp3}
-TEMPLATE: About what?
-RESPONSE: About what? {bk12-l2a-f1-d3.mp3}
-
-PROMPT: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f2-02.mp3}
-TEMPLATE: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school.
-RESPONSE: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-d5.mp3}
-
-# Source: LLA 2A Figure 3
-
-# Source: LLA 2A Figure 3
-$PRODUCE Questions About the Dialogue
-ID: 2a-f3
+# Source: LLA 2A Figure 1 (role-play)
+$PRODUCE Role-play: You Are Mark
+ID: 12-2a-f1-b
REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Four questions about Mark and his college problem. Answer aloud in a complete sentence, then listen to the model answer.
-INSTRUCTION: Answer the question aloud.
+INTRO: Now it's your turn to be the confused one. You are Mark: listen to Sam, then say Mark's printed line aloud.
+INSTRUCTION: Read Mark's lines aloud.
-PROMPT: Is Mark happy? {bk12-l2a-f3-01-q.mp3}
-RESPONSE: No, he's confused. {bk12-l2a-f3-01-a.mp3}
+PROMPT: Hi, Mark. What's wrong? {bk12-l2a-f1-17-q.mp3}
+TEMPLATE: 1. Oh, Sam, I'm so confused.
+RESPONSE: Oh, Sam, I'm so confused. {bk12-l2a-f1-12.mp3}
-PROMPT: Does he have to make a decision about work? {bk12-l2a-f3-02-q.mp3}
-RESPONSE: No, he has to make a decision about college. {bk12-l2a-f3-02-a.mp3}
+PROMPT: About what? {bk12-l2a-f1-18-q.mp3}
+TEMPLATE: 2. I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field.
+RESPONSE: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f1-14.mp3}
-PROMPT: Does he have to make a choice today? {bk12-l2a-f3-03-q.mp3}
-RESPONSE: No, he's got plenty of time to think it over. {bk12-l2a-f3-03-a.mp3}
+PROMPT: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-19-q.mp3}
+TEMPLATE: 3. You're right. Maybe by next year it won't be so confusing.
+RESPONSE: You're right. Maybe by next year it won't be so confusing. {bk12-l2a-f1-16.mp3}
-PROMPT: Is he in college now? {bk12-l2a-f3-04-q.mp3}
-RESPONSE: No, he's in his second year of high school. {bk12-l2a-f3-04-a.mp3}
+# Source: LLA 2A Figure 2
+$PRODUCE Role-play: You Are Sam
+ID: 12-2a-f2
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Switch roles — now you are Sam, the calm one. Say Sam's lines aloud, then listen to Mark's replies.
+INSTRUCTION: Read Sam's lines aloud.
-# Source: ST §A Time for Decisions Parts I & II (merged)
+TEMPLATE: 1. Hi, Mark. What's wrong?
+PROMPT: Oh Sam, I'm so confused. {bk12-l2a-f2-01-q.mp3}
+RESPONSE: Hi, Mark. What's wrong? {bk12-l2a-f1-11.mp3}
-# Source: ST §A Time for Decisions Parts I & II (merged)
-$DIALOGUE A Time for Decisions
+TEMPLATE: 2. About what?
+PROMPT: I've got to make a decision about college. My parents and I talked it over last night. Right now, I don't know if I want to go into a professional field or a technical field. {bk12-l2a-f2-02-q.mp3}
+RESPONSE: About what? {bk12-l2a-f1-13.mp3}
+
+TEMPLATE: 3. You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school.
+PROMPT: You're right. Maybe by next year it won't be so confusing. {bk12-l2a-f2-03-q.mp3}
+RESPONSE: You don't have to make a choice today. You've got plenty of time to think it over. You're only in your second year of high school. {bk12-l2a-f1-15.mp3}
+
+# Source: LLA 2A Figure 3 (questions on the dialogue)
+$PRODUCE Questions About Mark and Sam
+ID: 12-2a-f3
+REFERENCE: 12-2a-f1
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any sentence that correctly conveys the factual meaning of the model answer based on the dialogue.
+INTRO: Now answer questions about Mark and Sam's conversation. Type a complete sentence — and open the dialogue if your memory needs a hand.
+INSTRUCTION: Type your answer in a complete sentence.
+
+PROMPT: Is Mark happy? {bk12-l2a-f3-07-q.mp3}
+RESPONSE: No, he's confused. {bk12-l2a-f3-07-a.mp3}
+
+PROMPT: Does he have to make a decision about work? {bk12-l2a-f3-08-q.mp3}
+RESPONSE: No, he has to make a decision about college. {bk12-l2a-f3-08-a.mp3}
+
+PROMPT: Does he have to make a choice today? {bk12-l2a-f3-09-q.mp3}
+RESPONSE: No, he's got plenty of time to think it over. {bk12-l2a-f3-09-a.mp3}
+
+PROMPT: Is he in college now? {bk12-l2a-f3-10-q.mp3}
+RESPONSE: No, he's in his second year of high school. {bk12-l2a-f3-10-a.mp3}
+
+$SESSION 2-2: A Time for Decisions
+
+# Source: ST §A Time for Decisions — Part I
+$DIALOGUE A Time for Decisions: Dan
ID: l2-s4
-INTRO: Meet Dan and Paula — a military man thinking about retirement, and a teacher who just got a job offer. Both of them have a decision to make, preferably before dinner gets cold.
-INSTRUCTION: Repeat the new words, then read the paragraphs.
+INTRO: In this part you'll follow Dan and Paula — a couple with two careers and two big decisions to make. First, meet Dan: seventeen years in the military and a lot on his mind. Repeat each line as you read.
+INSTRUCTION: Repeat the new words, then read the paragraph.
REPEAT
Narrator: Meet Dan. {st-page_047_001.jpg}
@@ -276,23 +274,12 @@ Narrator: He needs a new profession, so he's thinking about going to technical s
VOCAB: talk over | talk it over
Narrator: He'll talk it over with his wife, Paula, this evening. {st-page_047_001.jpg}
-Narrator: Meet Paula. {st-page_048_001.jpg}
-VOCAB: professional
-Narrator: Paula is a professional in the field of education. {st-page_048_001.jpg}
-Narrator: She teaches Spanish at a high school. She has been a teacher in the same school for the last ten years. {st-page_048_001.jpg}
-VOCAB: just
-Narrator: This afternoon, Highland College just offered her a job. {st-page_048_001.jpg}
-Narrator: She would like to change jobs because it would be good for her professional growth, but the job at the college is in the evening, and that's the time she spends teaching her children. {st-page_048_001.jpg}
-VOCAB: think over | think it over
-Narrator: She has to think it over and discuss the offer with Dan this evening. {st-page_048_001.jpg}
-
-# Source: ST §A Time for Decisions True/False
-
-# Source: ST §A Time for Decisions True/False
-$SELECT A Time for Decisions: True or False
+# Source: ST §A Time for Decisions True/False (items 1–7, split)
+$SELECT True or False: Dan
ID: l2-s6
REFERENCE
-INTRO: Twelve statements about Dan and Paula. Tap True or False — you can look back at the story if their evening got away from you.
+SHOW_PROMPT
+INTRO: True or false about Dan? Tap your answer — the reading is one tap away if you need to check.
INSTRUCTION: Tap True or False.
OPTION: T | True
OPTION: F | False
@@ -318,6 +305,36 @@ ANSWER: F
PROMPT: Dan will discuss this with his wife.
ANSWER: T
+# Source: ST §A Time for Decisions — Part II
+$DIALOGUE A Time for Decisions: Paula
+ID: l2-s5
+INTRO: Now meet Paula — a Spanish teacher who just got a job offer of her own. One family, two decisions. Repeat each line as you read.
+INSTRUCTION: Repeat the new words, then read the paragraph.
+REPEAT
+
+Narrator: Meet Paula. {st-page_048_001.jpg}
+VOCAB: professional
+VOCAB: education
+Narrator: Paula is a professional in the field of education. {st-page_048_001.jpg}
+Narrator: She teaches Spanish at a high school. She has been a teacher in the same school for the last ten years. {st-page_048_001.jpg}
+VOCAB: just
+Narrator: This afternoon, Highland College just offered her a job. {st-page_048_001.jpg}
+Narrator: She would like to change jobs because it would be good for her professional growth, but the job at the college is in the evening, and that's the time she spends teaching her children. {st-page_048_001.jpg}
+VOCAB: think over | think it over
+VOCAB: discuss
+VOCAB: offer
+Narrator: She has to think it over and discuss the offer with Dan this evening. {st-page_048_001.jpg}
+
+# Source: ST §A Time for Decisions True/False (items 8–12, split)
+$SELECT True or False: Paula
+ID: l2-s6-b
+REFERENCE
+SHOW_PROMPT
+INTRO: Now true or false about Paula. Open the reading if you're not sure.
+INSTRUCTION: Tap True or False.
+OPTION: T | True
+OPTION: F | False
+
PROMPT: Paula is in the field of education.
ANSWER: T
@@ -333,133 +350,14 @@ ANSWER: F
PROMPT: She will think about this and talk to Dan.
ANSWER: T
-# SKIPPED (book): Listening Skill "IT EAT IT" (circle the letter of the word that sounds different) — instructor-read sound discrimination with no recorded stimulus and no given words.
+# SKIPPED (book): Listening Skill "IT EAT IT" (circle the letter of the word that sounds different) — instructor-read sound discrimination with no recorded stimulus and no given words. Dropped.
-$LESSON 2-2: Careers and Choices
-
-# Source: LLA 2B Vocabulary
-
-# Source: LLA 2B Vocabulary
-$DIALOGUE New Words: Offers and Careers
-ID: 2b-vocab
-INTRO: In this part you'll learn to talk about job offers — accepting them, refusing them, and turning them down. Listen to each new word in a sentence, then repeat.
-INSTRUCTION: Listen and repeat each sentence.
-REPEAT
-
-VOCAB: took
-LINE: Larry took 6 math courses at the university. He studied 6 math courses. {bk12-l2b-f1-01.mp3}
-
-VOCAB: accept
-LINE: That new job is a promotion. I'm going to accept it. {bk12-l2b-f1-02.mp3}
-
-VOCAB: offer
-LINE: The Navy made John a good offer. They'll help pay for his education. {bk12-l2b-f1-03.mp3}
-
-VOCAB: refuse
-LINE: The last time we ate at that restaurant, the food was terrible. I refuse to go there again. {bk12-l2b-f1-04.mp3}
-
-VOCAB: retire
-LINE: Next year, James is going to retire. He plans to travel all over the United States. {bk12-l2b-f1-05.mp3}
-
-VOCAB: just
-LINE: I don't know where Captain Highland is. I just got here. {bk12-l2b-f1-06.mp3}
-
-VOCAB: profession
-LINE: Don is a doctor. He's part of the medical profession. {bk12-l2b-f1-08.mp3}
-
-# Source: LLA 2B Figures 1 & 2 (dialogue)
-
-# Source: LLA 2B Figures 1 & 2 (dialogue)
-$DIALOGUE What Courses Are You Taking?
-ID: 2b-f1-d
-INTRO: Jack and Mike catch up about school. Mike's future involves a lot of medical courses. Just listen.
-INSTRUCTION: Listen to the dialogue.
-
-Jack: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-d1.mp3}
-Mike: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-d2.mp3}
-Jack: Are you going to be a doctor? {bk12-l2b-f1-d3.mp3}
-Mike: No. I'm going to be a nurse. {bk12-l2b-f1-d4.mp3}
-Jack: Will you get a degree? {bk12-l2b-f1-d5.mp3}
-Mike: Yes. My degree will be in nursing. {bk12-l2b-f1-d6.mp3}
-Jack: It sounds like an interesting career. {bk12-l2b-f1-d7.mp3}
-
-# Source: LLA 2B Figure 2 (role-play, Jack)
-
-# Source: LLA 2B Figure 2 (role-play, Jack)
-$PRODUCE Play Jack's Part: Courses
-ID: 2b-f2-rp1
-INPUT: speak
-CHECK: reveal
-INTRO: Now you're Jack, asking the questions. You begin — say your line aloud, then listen to Mike's answer.
-INSTRUCTION: Read Jack's lines aloud.
-
-TEMPLATE: Hey, Mike, what courses are you taking now?
-RESPONSE: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-rp1-01.mp3}
-
-PROMPT: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-rp1-02.mp3}
-TEMPLATE: Are you going to be a doctor?
-RESPONSE: Are you going to be a doctor? {bk12-l2b-f1-rp1-03.mp3}
-
-PROMPT: No. I'm going to be a nurse. {bk12-l2b-f1-rp1-04.mp3}
-TEMPLATE: Will you get a degree?
-RESPONSE: Will you get a degree? {bk12-l2b-f1-rp1-05.mp3}
-
-PROMPT: Yes. My degree will be in nursing. {bk12-l2b-f1-rp1-06.mp3}
-TEMPLATE: It sounds like an interesting career.
-RESPONSE: It sounds like an interesting career. {bk12-l2b-f1-rp1-07.mp3}
-
-# Source: LLA 2B Figure 1 (role-play, Mike)
-
-# Source: LLA 2B Figure 1 (role-play, Mike)
-$PRODUCE Play Mike's Part
-ID: 2b-f1-rp2
-INPUT: speak
-CHECK: reveal
-INTRO: Switch roles — you're Mike, the future nurse. Listen to Jack, then say your line aloud.
-INSTRUCTION: Read Mike's lines aloud.
-
-PROMPT: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-rp2-01.mp3}
-TEMPLATE: I'm taking a lot of medical courses, Jack. I'm in the medical field.
-RESPONSE: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-rp2-02.mp3}
-
-PROMPT: Are you going to be a doctor? {bk12-l2b-f1-rp2-03.mp3}
-TEMPLATE: No, I'm going to be a nurse.
-RESPONSE: No. I'm going to be a nurse. {bk12-l2b-f1-rp2-04.mp3}
-
-PROMPT: Will you get a degree? {bk12-l2b-f1-rp2-05.mp3}
-TEMPLATE: Yes, my degree will be in nursing.
-RESPONSE: Yes. My degree will be in nursing. {bk12-l2b-f1-rp2-06.mp3}
-
-# Source: LLA 2B Figure 4
-
-# Source: LLA 2B Figure 4
-$PRODUCE Listen and Answer
-ID: 2b-f4
-INPUT: speak
-CHECK: reveal
-INTRO: You'll hear two short conversations, each followed by a question. Answer the question aloud in a full sentence, then check the model.
-INSTRUCTION: Answer the question aloud.
-
-PROMPT: Did you turn down that job at the phone company, Sam? ... I sure did, Bob. ... What profession did you decide on? ... I decided on a career in the military. ... What career did Sam choose? {bk12-l2b-f4-01-q.mp3}
-RESPONSE: Sam chose a career in the military. {bk12-l2b-f4-01-a.mp3}
-
-PROMPT: Where are you going on your vacation, Sally? ... I want to go to the beach. ... It's rainy and windy today. ... I hope it clears up before I go. ... Where does Sally want to go on her vacation? {bk12-l2b-f4-02-q.mp3}
-RESPONSE: Sally wants to go to the beach. {bk12-l2b-f4-02-a.mp3}
-
-# SKIPPED (book): LLA 2B Figure 6 — grid/coordinate placement is unsupported.
-
-# DROPPED (twin): ST §Making Decisions word list — the same words are taught on cassette (2A and 2B vocabulary panels); "refusal" and "educator" stay tagged in the dialogs below.
+# DROPPED (master): ST §Making Decisions vocabulary panel (l2-s7) — cross-source twin of the cassette vocab presentations (LLA 2A Figure 1 and LLA 2B Figure 1: turn down, instead, instead of, discuss/discussion, educate, accept, refuse, offer). Its one distinct word, "refusal", is salvaged as a VOCAB tag in the dialogue below.
# Source: ST §A Decision Without Discussion
-
-# SKIPPED (book): LLA 2B Figure 6 — grid/coordinate placement is unsupported.
-
-# DROPPED (twin): ST §Making Decisions word list — the same words are taught on cassette (2A and 2B vocabulary panels); "refusal" and "educator" stay tagged in the dialogs below.
-
-# Source: ST §A Decision Without Discussion
-$DIALOGUE A Decision Without Discussion
+$DIALOGUE Dialogue: A Decision Without Discussion
ID: l2-s8
-INTRO: Back to Dan and Paula. Paula has made her decision about the job offer — without much of a discussion, as Dan is about to find out.
+INTRO: Paula has made her decision — without much discussion, as the title admits. Read and repeat the dialogue.
INSTRUCTION: Repeat the new words, then read the dialog.
REPEAT
@@ -473,6 +371,8 @@ VOCAB: take
Paula: Yes, but first, remember, I am a mother and an educator so I want to educate my children first. If I take the job at Highland College, I won't have time to teach them.
VOCAB: confused
+VOCAB: accept
+VOCAB: refuse
Dan: Now I'm confused, Paula. You've always said you need professional growth, and now that you have a chance, instead of accepting a better job, you're going to refuse it.
VOCAB: decision
@@ -484,17 +384,15 @@ Dan: I think I want to wait until after dinner.
Paula: Okay.
# Source: ST §Answer About a Decision Without Discussion
-
-# Source: ST §Answer About a Decision Without Discussion
-$PRODUCE Questions: A Decision Without Discussion
+$PRODUCE Questions: Paula's Decision
ID: l2-s9
REFERENCE
-INTRO: Now answer some questions about Paula's decision. Type your answers — and feel free to check the dialog.
-INSTRUCTION: Answer these questions based on the dialog.
-INPUT: type
+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).
+INTRO: Answer these questions about Paula's decision in complete sentences. The dialogue is there if you need it.
+INSTRUCTION: Answer these questions based on the dialog.
PROMPT: Is Paula going to accept the job or refuse it?
RESPONSE: She is going to refuse it.
@@ -515,11 +413,9 @@ PROMPT: Do you think Dan is happy about Paula's decision?
RESPONSE: Yes, Paula thinks he is happy deep down.
# Source: ST §Dan Changes His Mind About His Field
-
-# Source: ST §Dan Changes His Mind About His Field
-$DIALOGUE Dan Changes His Mind
+$DIALOGUE Dialogue: Dan Changes His Mind
ID: l2-s10
-INTRO: After dinner, it's Dan's turn. He's been rethinking his plans for civilian life — medical training is out, electronics is in.
+INTRO: Dan has news of his own: he's changed his mind about his field. Read and repeat.
INSTRUCTION: Repeat the new words, then read the dialog.
REPEAT
@@ -545,17 +441,15 @@ VOCAB: confusing
Paula: It's really not so confusing, Dan. I'm not really happy, but I think this is what I have to do. All of us have to make some choices we don't like.
# Source: ST §Answer About Dan
-
-# Source: ST §Answer About Dan
-$PRODUCE Questions About Dan
+$PRODUCE Questions: Dan's Plans
ID: l2-s11
REFERENCE
-INTRO: A few questions about Dan's new plan. Type your answers; the dialog is there if you need it.
-INSTRUCTION: Answer these questions based on the dialog.
-INPUT: type
+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).
+INTRO: Now answer questions about Dan's plans. Say your answer aloud in a full sentence.
+INSTRUCTION: Answer these questions based on the dialog.
PROMPT: If Dan retires, what does he need?
RESPONSE: He needs to have a career as a civilian.
@@ -572,237 +466,139 @@ RESPONSE: He wants to stay and follow the plans they made.
PROMPT: Why is Paula's decision confusing to Dan?
RESPONSE: She made a choice she doesn't really like.
-# Source: ST §Decisions About Their Careers (recast as cued Q&A — bare-word cue production avoided)
-
-# Source: ST §Decisions About Their Careers (recast as cued Q&A — bare-word cue production avoided)
-$PRODUCE Dan and Paula: Say It in a Sentence
+# Source: ST §Decisions About Their Careers
+$PRODUCE Say It: Dan and Paula's Story
ID: l2-s12
-INTRO: One last pass through Dan and Paula's story. Answer each question aloud in a full sentence, using the cue word on the screen.
-INSTRUCTION: Answer aloud in a full sentence. Use the word shown.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The learner must use the cue word shown in a grammatically correct full sentence; treat the model answer as the factual key and accept any phrasing of the same fact about Dan and Paula.
+RUBRIC: The learner must produce a grammatically correct sentence using the prompt word, and the sentence must relate to Paula and Dan's story from the previous dialogues.
+INTRO: Time to retell the story. For each word you hear, say one sentence about Dan and Paula that uses it — anything true to their story counts. They've talked about it enough; now it's your turn.
+INSTRUCTION: Make a sentence with the given word. The sentence should be about Paula and Dan.
EXAMPLE
-TEMPLATE: (career)
-PROMPT: What has Dan's career been all these years?
+PROMPT: career
RESPONSE: Dan's career has been in the military.
-TEMPLATE: (choices)
-PROMPT: How many choices does Dan have for his future?
+PROMPT: choices
RESPONSE: Dan has two choices for his future.
-TEMPLATE: (retire)
-PROMPT: What might Dan do in four years?
+PROMPT: retire
RESPONSE: Dan might retire in four years.
-TEMPLATE: (make up his mind)
-PROMPT: Has Dan decided about his future?
+PROMPT: make up his mind
RESPONSE: Dan hasn't made up his mind yet.
-TEMPLATE: (profession)
-PROMPT: What does Dan need if he becomes a civilian?
+PROMPT: profession
RESPONSE: Dan needs a new profession.
-TEMPLATE: (offered)
-PROMPT: What did Highland College do this afternoon?
+PROMPT: offered
RESPONSE: Highland College offered Paula a job.
-TEMPLATE: (professional growth)
-PROMPT: Why would a new job be good for Paula?
+PROMPT: professional growth
RESPONSE: A new job would be good for Paula's professional growth.
-TEMPLATE: (think over)
-PROMPT: What does Paula have to do with the offer?
+PROMPT: think over
RESPONSE: Paula has to think the offer over.
-TEMPLATE: (discuss)
-PROMPT: Who does Paula need to discuss the offer with?
+PROMPT: discuss
RESPONSE: Paula needs to discuss the offer with Dan.
-TEMPLATE: (turn down)
-PROMPT: What is Paula going to do with the job?
+PROMPT: turn down
RESPONSE: Paula is going to turn down the job.
-TEMPLATE: (educate)
-PROMPT: What does Paula want to do first?
+PROMPT: educate
RESPONSE: Paula wants to educate her children.
-TEMPLATE: (confused)
-PROMPT: How did Dan feel about Paula's decision?
+PROMPT: confused
RESPONSE: Dan was confused by Paula's decision.
-TEMPLATE: (instead of)
-PROMPT: What does Paula want to do instead of taking the new job?
+PROMPT: instead of
RESPONSE: Paula wants to teach her kids instead of taking the new job.
-TEMPLATE: (decision)
-PROMPT: How did Paula make her decision?
+PROMPT: decision
RESPONSE: Paula made a decision without discussion.
-TEMPLATE: (change his mind)
-PROMPT: What did Dan do about medical training?
+PROMPT: change his mind
RESPONSE: Dan changed his mind about medical training.
-TEMPLATE: (take courses)
-PROMPT: What does Dan want to take now?
+PROMPT: take courses
RESPONSE: Dan wants to take courses in electronics.
-TEMPLATE: (tour of duty)
-PROMPT: What does Dan hope he doesn't get?
+PROMPT: tour of duty
RESPONSE: Dan hopes he doesn't get an overseas tour of duty.
-TEMPLATE: (refusal)
-PROMPT: What did Dan ask Paula about her decision?
+PROMPT: refusal
RESPONSE: Dan asked if Paula is happy with her refusal.
-TEMPLATE: (confusing)
-PROMPT: What does Paula say about her choice?
+PROMPT: confusing
RESPONSE: Paula says her choice is not confusing.
-$LESSON 2-3: Already, Still, Yet — and the Present Perfect
+$SESSION 2-3: Already, Still, Yet, and Anymore
-# Source: LLA 2A Listening/Speaking (Time Expressions)
-
-# Source: LLA 2A Listening/Speaking (Time Expressions)
-$DIALOGUE Time Expressions
-ID: 2a-ls2
-INTRO: This part is about small words with big jobs — already, still, yet, anymore — and the present perfect tense they love to travel with. First, listen to each one in a sentence and repeat.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 2A Figure 3 (adverbs of time presentation)
+$DIALOGUE Time Words in Sentences
+ID: 12-2a-vocab2
+INTRO: This part is all about time words: "already", "still", "yet", "anymore", "any longer", and "no longer". Listen to each one in a pair of sentences and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
-VOCAB: already
-LINE: Lieutenant Adams already knows Captain Jones. He met him last night. {bk12-l2a-f3-05.mp3}
+LINE: Lieutenant Adams already knows Captain Jones. {bk12-l2a-f3-01-a.mp3}
+LINE: He met him last night. {bk12-l2a-f3-01-b.mp3}
VOCAB: no longer
-LINE: Mr. Flores no longer works here. He retired last month. {bk12-l2a-f3-06.mp3}
+LINE: Mr. Flores no longer works here. {bk12-l2a-f3-02-a.mp3}
+LINE: He retired last month. {bk12-l2a-f3-02-b.mp3}
VOCAB: yet
-LINE: Ms. Sampson hasn't typed that letter yet. She's been very busy. {bk12-l2a-f3-07.mp3}
+LINE: Ms. Sampson hasn't typed that letter yet. {bk12-l2a-f3-03-a.mp3}
+LINE: She's been very busy. {bk12-l2a-f3-03-b.mp3}
VOCAB: anymore
-LINE: I don't go to Lee High School anymore. I graduated last year. {bk12-l2a-f3-08.mp3}
+LINE: I don't go to Lee High School anymore. {bk12-l2a-f3-04-a.mp3}
+LINE: I graduated last year. {bk12-l2a-f3-04-b.mp3}
VOCAB: any longer
-LINE: Jim's not going to technical school any longer. He finished and got a job. {bk12-l2a-f3-09.mp3}
+LINE: Jim's not going to technical school any longer. {bk12-l2a-f3-05-a.mp3}
+LINE: He finished and got a job. {bk12-l2a-f3-05-b.mp3}
VOCAB: still
-LINE: Beth is still living in Chicago. She's lived there for 6 years now. {bk12-l2a-f3-10.mp3}
-
-# Source: ST §Adverbs grammar box
+LINE: Beth is still living in Chicago. {bk12-l2a-f3-06-a.mp3}
+LINE: She's lived there for 6 years now. {bk12-l2a-f3-06-b.mp3}
# Source: ST §Adverbs grammar box
$GRAMMAR Already, Still, Yet, Anymore, Any Longer, No Longer
ID: l2-s13
-INTRO: Here's how each of these time words works, and where it goes in the sentence. Take a minute with this — the drills that follow use all of them.
+INTRO: Here's how the six time words work — where each one goes in the sentence, and whether it likes questions, negatives, or both. Read it once now; the drills will make it stick.
We use **already** to say something happened before now or before this time. It is used in questions and affirmative statements.
-> {Ed already has a high school diploma.}
-> {Mr. Smith is already here.}
-> {Are they already in elementary school?}
+> Ed **already** has a high school diploma.
+> Mr. Smith is **already** here.
+> Are they **already** in elementary school?
We use **still** to say that a situation is continuing. It usually goes in the middle of the sentence with the verb. It is used in questions and in affirmative and negative statements.
-> {Ed still doesn't have a college degree.}
-> {It was warm yesterday, and it's still warm today.}
-> {Are you still waiting?}
+> Ed **still** doesn't have a college degree.
+> It was warm yesterday, and it's **still** warm today.
+> Are you **still** waiting?
We use **yet** to ask or talk about something that did not happen before now, but might in the future. It goes at the end of the sentence. It is used in questions and negative statements.
-> {I'm very hungry. Is dinner ready yet?}
-> {Can you wait ten minutes? John isn't here yet.}
+> I'm very hungry. Is dinner ready **yet**?
+> Can you wait ten minutes? John isn't here **yet**.
We use **anymore**, **any longer**, and **no longer** to say that a past situation does not exist.
**Anymore** and **any longer** are used in questions and negative statements. They go at the end of the sentence.
-> {Is he in high school anymore?}
-> {She isn't in the army any longer.}
+> Is he in high school **anymore**/**any longer**?
+> She isn't in the army **anymore**/**any longer**.
**No longer** is used in affirmative statements. It goes in the middle of the sentence with the verb.
-> {He is no longer a student.}
-> {She no longer works at night.}
-
-# Source: LLA 2A Figure 4
-
-# Source: LLA 2A Figure 4
-$PRODUCE Type the Missing Time Word
-ID: 2a-f4
-INPUT: type
-CHECK: exact
-INTRO: Read the sentence on the screen and type the missing time word — already, still, yet, and friends. Then listen to the completed sentence and say it back.
-INSTRUCTION: Type the missing word.
-REPEAT
-
-TEMPLATE: Frank studied French for three years. He ____ knows how to speak that language.
-PROMPT: Frank studied French for 3 years. He knows how to speak that language. {bk12-l2a-f4-01-q.mp3}
-RESPONSE: Frank studied French for 3 years. He already knows how to speak that language. {bk12-l2a-f4-01-a.mp3}
-ACCEPT: already
-
-TEMPLATE: Major Gunther moved last month. He ____ lives here.
-PROMPT: Major Gunther moved last month. He lives here. {bk12-l2a-f4-02-q.mp3}
-RESPONSE: Major Gunther moved last month. He no longer lives here. {bk12-l2a-f4-02-a.mp3}
-ACCEPT: no longer
-
-TEMPLATE: It's 9:30, and I haven't eaten dinner ____.
-PROMPT: It's 9:30, and I haven't eaten dinner. {bk12-l2a-f4-03-q.mp3}
-RESPONSE: It's 9:30, and I haven't eaten dinner yet. {bk12-l2a-f4-03-a.mp3}
-ACCEPT: yet
-
-TEMPLATE: Lt Emery has a tour of duty in Germany. He doesn't work at this base ____.
-PROMPT: Lieutenant Emery has a tour of duty in Germany. He doesn't work at this base. {bk12-l2a-f4-04-q.mp3}
-RESPONSE: Lieutenant Emery has a tour of duty in Germany. He doesn't work at this base any longer. {bk12-l2a-f4-04-a.mp3}
-ACCEPT: any longer | anymore | any more
-
-TEMPLATE: My daughter got married three weeks ago. She doesn't live here ____.
-PROMPT: My daughter got married 3 weeks ago. She doesn't live here. {bk12-l2a-f4-05-q.mp3}
-RESPONSE: My daughter got married 3 weeks ago. She doesn't live here any longer. {bk12-l2a-f4-05-a.mp3}
-ACCEPT: any longer | anymore | any more
-
-TEMPLATE: Ms. Smith hasn't come for her appointment yet. The doctor is ____ waiting.
-PROMPT: Mrs. Smith hasn't come for her appointment yet. The doctor is waiting. {bk12-l2a-f4-06-q.mp3}
-RESPONSE: Mrs. Smith hasn't come for her appointment yet. The doctor is still waiting. {bk12-l2a-f4-06-a.mp3}
-ACCEPT: still
-
-# Source: LLA 2A Figure 5
-
-# Source: LLA 2A Figure 5
-$PRODUCE Answer with a Time Expression
-ID: 2a-f5
-INPUT: speak
-CHECK: reveal
-INTRO: Listen to each question and answer aloud with a full sentence, using the cue on the screen. Then repeat the model answer.
-INSTRUCTION: Answer aloud using the cue.
-REPEAT
-
-TEMPLATE: (yes)
-PROMPT: Has Jennifer eaten lunch yet? {bk12-l2a-f5-01-q.mp3}
-RESPONSE: Yes. She has already eaten lunch. {bk12-l2a-f5-01-a.mp3}
-
-TEMPLATE: (no, no longer)
-PROMPT: Does Fred live here anymore? {bk12-l2a-f5-02-q.mp3}
-RESPONSE: No. He no longer lives here. {bk12-l2a-f5-02-a.mp3}
-
-TEMPLATE: (yes, every month)
-PROMPT: Does Marilyn write to you anymore? {bk12-l2a-f5-03-q.mp3}
-RESPONSE: Yes. She still writes every month. {bk12-l2a-f5-03-a.mp3}
-
-TEMPLATE: (yes, every Friday)
-PROMPT: Do the Samsons eat here anymore? {bk12-l2a-f5-04-q.mp3}
-RESPONSE: Yes. They still eat here every Friday. {bk12-l2a-f5-04-a.mp3}
-
-TEMPLATE: (yes)
-PROMPT: Have the Johnsons been to Chicago yet? {bk12-l2a-f5-05-q.mp3}
-RESPONSE: Yes. They've already been there. {bk12-l2a-f5-05-a.mp3}
-
-TEMPLATE: (no)
-PROMPT: Does Lieutenant Richards work for you anymore? {bk12-l2a-f5-06-q.mp3}
-RESPONSE: No. He no longer works for me. {bk12-l2a-f5-06-a.mp3}
+> He is **no longer** a student.
+> She **no longer** works at night.
# Source: ST §Ed Already Has a Diploma
-
-# Source: ST §Ed Already Has a Diploma
-$DIALOGUE Ed Already Has a Diploma
+$DIALOGUE Reading: Ed Already Has a Diploma
ID: l2-s14
-INTRO: Meet Ed. He's finished with school forever — now he just needs a job, which turns out to be the hard part. Read along as you listen.
+INTRO: Read about Ed, who already has his diploma but doesn't have a job yet. Notice the time words quietly doing all the work.
INSTRUCTION: Read the paragraphs.
LINE: Ed graduated from high school in May. {st-page_055_001.jpg}
@@ -812,15 +608,91 @@ LINE: Ed doesn't have a job yet. {st-page_055_002.jpg}
LINE: He began looking for a job in June, but he still hasn't found one that he wants. {st-page_055_002.jpg}
LINE: He's worried, because some of his friends already have jobs. {st-page_055_002.jpg}
-# Source: ST §Are You Still in the Army?
-
-# Source: ST §Are You Still in the Army?
-$PRODUCE Are You Still in the Army?
-ID: l2-s15
-INTRO: Two old friends catch up — one retired, one not quite. Complete their dialog by typing the right time word into each gap.
-INSTRUCTION: Complete the dialog. Use: still, already, yet, anymore, any longer, no longer.
+# Source: LLA 2A Figure 4
+$PRODUCE Choose the Right Time Word
+ID: 12-2a-f4
INPUT: type
CHECK: exact
+INTRO: Listen to each sentence, then type the time word from the list that completes it. You'll hear the full sentence after you answer — say it back.
+INSTRUCTION: Type the missing word.
+REPEAT
+
+TEMPLATE: (still / yet / no longer / already / any longer / anymore)
+TEMPLATE: Frank studied French for three years. He ____ knows how to speak that language.
+PROMPT: Frank studied French for 3 years. He knows how to speak that language. {bk12-l2a-f4-01-q.mp3}
+RESPONSE: Frank studied French for 3 years. He already knows how to speak that language. {bk12-l2a-f4-01-a.mp3}
+ACCEPT: already
+
+TEMPLATE: (still / yet / no longer / already / any longer / anymore)
+TEMPLATE: Major Gunther moved last month. He ____ lives here.
+PROMPT: Major Gunther moved last month. He lives here. {bk12-l2a-f4-02-q.mp3}
+RESPONSE: Major Gunther moved last month. He no longer lives here. {bk12-l2a-f4-02-a.mp3}
+ACCEPT: no longer
+
+TEMPLATE: (still / yet / no longer / already / any longer / anymore)
+TEMPLATE: It's 9:30, and I haven't eaten dinner ____.
+PROMPT: It's 9:30, and I haven't eaten dinner. {bk12-l2a-f4-03-q.mp3}
+RESPONSE: It's 9:30, and I haven't eaten dinner yet. {bk12-l2a-f4-03-a.mp3}
+ACCEPT: yet
+
+TEMPLATE: (still / yet / no longer / already / any longer / anymore)
+TEMPLATE: Lt Emery has a tour of duty in Germany. He doesn't work at this base ____.
+PROMPT: Lieutenant Emery has a tour of duty in Germany. He doesn't work at this base. {bk12-l2a-f4-04-q.mp3}
+RESPONSE: Lieutenant Emery has a tour of duty in Germany. He doesn't work at this base any longer. {bk12-l2a-f4-04-a.mp3}
+ACCEPT: any longer | anymore
+
+TEMPLATE: (still / yet / no longer / already / any longer / anymore)
+TEMPLATE: My daughter got married three weeks ago. She doesn't live here ____.
+PROMPT: My daughter got married 3 weeks ago. She doesn't live here. {bk12-l2a-f4-05-q.mp3}
+RESPONSE: My daughter got married 3 weeks ago. She doesn't live here any longer. {bk12-l2a-f4-05-a.mp3}
+ACCEPT: any longer | anymore
+
+TEMPLATE: (still / yet / no longer / already / any longer / anymore)
+TEMPLATE: Ms. Smith hasn't come for her appointment yet. The doctor is ____ waiting.
+PROMPT: Mrs. Smith hasn't come for her appointment yet. The doctor is waiting. {bk12-l2a-f4-06-q.mp3}
+RESPONSE: Mrs. Smith hasn't come for her appointment yet. The doctor is still waiting. {bk12-l2a-f4-06-a.mp3}
+ACCEPT: still
+
+# Source: LLA 2A Figure 5
+$PRODUCE Answer With Time Words
+ID: 12-2a-f5
+INPUT: speak
+CHECK: reveal
+INTRO: Listen to each question and answer aloud in a complete sentence, using the cue on the screen. Then repeat the correct answer.
+INSTRUCTION: Answer aloud using the cues.
+REPEAT
+
+TEMPLATE: (yes)
+PROMPT: Has Jennifer eaten lunch yet? {bk12-l2a-f5-01-q.mp3}
+RESPONSE: "Yes." She has already eaten lunch. {bk12-l2a-f5-01-a.mp3}
+
+TEMPLATE: (no, no longer)
+PROMPT: Does Fred live here anymore? {bk12-l2a-f5-02-q.mp3}
+RESPONSE: "No." He no longer lives here. {bk12-l2a-f5-02-a.mp3}
+
+TEMPLATE: (yes, every month)
+PROMPT: Does Marilyn write to you anymore? {bk12-l2a-f5-03-q.mp3}
+RESPONSE: "Yes." She still writes every month. {bk12-l2a-f5-03-a.mp3}
+
+TEMPLATE: (yes, every Friday)
+PROMPT: Do the Samsons eat here anymore? {bk12-l2a-f5-04-q.mp3}
+RESPONSE: "Yes." They still eat here every Friday. {bk12-l2a-f5-04-a.mp3}
+
+TEMPLATE: (yes)
+PROMPT: Have the Johnsons been to Chicago yet? {bk12-l2a-f5-05-q.mp3}
+RESPONSE: "Yes." They've already been there. {bk12-l2a-f5-05-a.mp3}
+
+TEMPLATE: (no)
+PROMPT: Does Lieutenant Richards work for you anymore? {bk12-l2a-f5-06-q.mp3}
+RESPONSE: "No." He no longer works for me. {bk12-l2a-f5-06-a.mp3}
+
+# Source: ST §Are You Still in the Army?
+$PRODUCE Complete the Dialogue: Still in the Army?
+ID: l2-s15
+INPUT: type
+CHECK: exact
+INTRO: Dan runs into an old friend, Ted, who's out of uniform. Complete their conversation by typing the missing time word in each gap.
+INSTRUCTION: Complete the dialog. Use: still, already, yet, anymore, any longer, no longer.
TEMPLATE: Dan: Why are you in civilian clothes?
TEMPLATE: Ted: I'm ____{no longer} in the Army.
@@ -847,56 +719,61 @@ TEMPLATE: Dan: I'd like to, but I can't. I ____{still} have two kids in college.
RESPONSE: Dan: I'd like to, but I can't. I still have two kids in college.
# Source: ST §Make Sentences With Adverbs
-
-# Source: ST §Make Sentences With Adverbs
-$PRODUCE Make Sentences with Adverbs
+$PRODUCE Make Sentences With Time Words
ID: l2-s16
-INTRO: Read each short exchange, then say one sentence that sums it up, using the word in parentheses. The example shows you the shape.
-INSTRUCTION: Make a sentence about the dialog using the word in parentheses.
INPUT: speak
CHECK: reveal
-SHOW_PROMPT
+INTRO: Read each mini-exchange, then make one sentence about it using the word in parentheses. Say it aloud, then check the model.
+INSTRUCTION: Make a sentence about the dialog using the word in parentheses.
EXAMPLE
-PROMPT: Dan: Don is a college student now. He was a college student last year too. (still)
+TEMPLATE: Dan: Don is a college student now. He was a college student last year too. (still)
RESPONSE: Don is still a college student.
-PROMPT: Don: How is your car? / Ben: I've been working on it for two days. (still)
+TEMPLATE: Don: How is your car?
+TEMPLATE: Ben: I've been working on it for two days. (still)
RESPONSE: Ben is still working on his car.
-PROMPT: Lou: When will you be ready to leave? / Tim: In another hour or two. (yet)
+TEMPLATE: Lou: When will you be ready to leave?
+TEMPLATE: Tim: In another hour or two. (yet)
RESPONSE: Tim isn't ready to leave yet.
-PROMPT: Ted: Do you plan to get a master's degree? / Bob: I have one. I got it several years ago. (already)
+TEMPLATE: Ted: Do you plan to get a master's degree?
+TEMPLATE: Bob: I have one. I got it several years ago. (already)
RESPONSE: Bob already has a master's degree.
-PROMPT: Jim: Does Carl live in the barracks? / Joe: He did until last week. (anymore)
+TEMPLATE: Jim: Does Carl live in the barracks?
+TEMPLATE: Joe: He did until last week. (anymore)
RESPONSE: Carl doesn't live in the barracks anymore.
-PROMPT: Sam: Are you driving a bus now? / Tom: No. I started driving a taxi last year. (any longer)
+TEMPLATE: Sam: Are you driving a bus now?
+TEMPLATE: Tom: No. I started driving a taxi last year. (any longer)
RESPONSE: Tom doesn't drive a bus any longer.
-PROMPT: Sam: Are you driving a bus now? / Tom: No. I started driving a taxi last year. (no longer)
+TEMPLATE: Sam: Are you driving a bus now?
+TEMPLATE: Tom: No. I started driving a taxi last year. (no longer)
RESPONSE: Tom no longer drives a bus.
-PROMPT: Tom: John wants to be a pilot. / Bob: His brother is a pilot now. (yet)
+TEMPLATE: Tom: John wants to be a pilot.
+TEMPLATE: Bob: His brother is a pilot now. (yet)
RESPONSE: John isn't a pilot yet.
-PROMPT: Tom: John wants to be a pilot. / Bob: His brother is a pilot now. (already)
+TEMPLATE: Tom: John wants to be a pilot.
+TEMPLATE: Bob: His brother is a pilot now. (already)
RESPONSE: John's brother is already a pilot.
-PROMPT: Ray: Does Kim teach French? / Don: She did last year, but she doesn't now. (no longer)
+TEMPLATE: Ray: Does Kim teach French?
+TEMPLATE: Don: She did last year, but she doesn't now. (no longer)
RESPONSE: Kim no longer teaches French.
-PROMPT: Ray: Does Kim teach French? / Don: She did last year, but she doesn't now. (any longer)
+TEMPLATE: Ray: Does Kim teach French?
+TEMPLATE: Don: She did last year, but she doesn't now. (any longer)
RESPONSE: Kim doesn't teach French any longer.
# Source: ST §Barbara Is Still a Secretary
-
-# Source: ST §Barbara Is Still a Secretary
-$DIALOGUE Barbara Is Still a Secretary
+$DIALOGUE Reading: Barbara Is Still a Secretary
ID: l2-s17
-INTRO: Now meet Barbara, a secretary with bigger plans. Read along — you'll answer questions about her next.
+INTRO: One more decision-maker: read about Barbara, a secretary with bigger plans.
INSTRUCTION: Read the paragraphs.
LINE: Barbara is a secretary now, but she will be a college student in September.
@@ -906,18 +783,16 @@ LINE: She's thinking about a master's degree too.
LINE: Barbara will have to work while she's in college, but she won't work all day.
LINE: She has another job. She'll work part time in the school library.
-# Source: ST §Ask and Answer About Barbara
-
# Source: ST §Ask and Answer About Barbara
$PRODUCE Ask and Answer About Barbara
ID: l2-s18
REFERENCE
-INTRO: Play both parts: ask a question about Barbara with the word on the screen, then answer it yourself. The story is there if you need to check a fact.
-INSTRUCTION: Ask and answer a question about the paragraphs using the given word.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must produce a grammatically correct question using the prompted adverb (still, already, yet, anymore, no longer, any longer) based on Barbara's story, followed by a matching short or long answer. (e.g. prompt "still" -> "Is Barbara still a secretary? Yes, she is.")
+INTRO: Now use each time word to ask AND answer a question about Barbara. Both halves are yours — her story is a tap away if you need it.
+INSTRUCTION: Ask and answer a question about the paragraphs using the given word.
EXAMPLE
PROMPT: still
@@ -935,285 +810,270 @@ RESPONSE: Does she like her job? No, she no longer likes her job.
PROMPT: anymore
RESPONSE: Does she want to work for a big company? No, she doesn't want to work for a big company anymore.
-# Source: ST §Present Perfect: Indefinite Past
+$SESSION 2-4: Careers and Job Offers
-# Source: ST §Present Perfect: Indefinite Past
-$GRAMMAR Present Perfect: Indefinite Past
-ID: l2-s20
-INTRO: Already and yet keep company with the present perfect tense — have or has plus the past participle. Read these short exchanges and tap any line to hear it.
-
-**Present Perfect Tense** (have/has + past participle)
-
-> Doug: {Have you ever been to France?}
-> Dave: {No, I never have. Have you?}
-
-> Rick: {Don't hang up! I haven't talked to Tom yet.}
-> Jack: {Too late. He's already hung up.}
-
-> Mike: {Has Tony chosen a university yet?}
-> Cory: {No, he hasn't decided anything about his future.}
-
-> Carl: {How much money have you spent today?}
-> Nick: {Not much. I've only bought a magazine.}
-
-> Greg: {Have you lent Aldo any money today?}
-> Fred: {Yes, I have. He's already borrowed $5.00 from me.}
-
-# Source: LLA 2C Figure 1
-
-# Source: LLA 2C Figure 1
-$DIALOGUE Present Perfect with Yet, Ever, Already, Still
-ID: 2c-f1
-INTRO: Now listen to the pattern in action. Repeat each sentence, paying attention to yet, ever, already, and still.
-INSTRUCTION: Listen and repeat each sentence.
+# Source: LLA 2B Figure 1 (vocabulary)
+$DIALOGUE New Words: Offers and Careers
+ID: l2b-vocab
+INTRO: This part is about job offers and careers — accepting them, refusing them, and thinking them over. Listen to each new word in a sentence and repeat.
+INSTRUCTION: Listen and repeat.
REPEAT
-LINE: Cheryl hasn't eaten lunch yet. {bk12-l2c-f1-01.mp3}
-LINE: Has Ed ever been to Los Angeles? {bk12-l2c-f1-02.mp3}
-LINE: Lieutenant Martin has gone to Germany. {bk12-l2c-f1-03.mp3}
-LINE: I haven't seen the new secretary yet. {bk12-l2c-f1-04.mp3}
-LINE: Mr. Rogers hasn't answered all the questions. {bk12-l2c-f1-05.mp3}
-LINE: Mr. Smith has already borrowed too much money. {bk12-l2c-f1-06.mp3}
-LINE: Has Jerome cleaned his room yet? {bk12-l2c-f1-07.mp3}
-LINE: Robert still hasn't fixed this door. {bk12-l2c-f1-08.mp3}
+VOCAB: took
+LINE: Larry took 6 math courses at the university. {bk12-l2b-f1-01-a.mp3}
+LINE: He studied 6 math courses. {bk12-l2b-f1-01-b.mp3}
-# Source: LLA 2C Figure 2
+VOCAB: accept
+LINE: That new job is a promotion. I'm going to accept it. {bk12-l2b-f1-02.mp3}
-# Source: LLA 2C Figure 2
-$PRODUCE Already or Not Yet?
-ID: 2c-f2
-INPUT: type
-CHECK: exact
-INTRO: Each question comes twice — once you answer yes with "already", once you answer no with "yet". Type the short answer using the cue words, then repeat the model.
-INSTRUCTION: Type the answer using the cue words.
-REPEAT
+VOCAB: offer
+LINE: The Navy made John a good offer. {bk12-l2b-f1-03-a.mp3}
+LINE: They'll help pay for his education. {bk12-l2b-f1-03-b.mp3}
-EXAMPLE
-TEMPLATE: yes, already
-PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex-q1.mp3}
-RESPONSE: Yes, I've already finished it. {bk12-l2c-f2-ex-a1.mp3}
+LINE: The last time we ate at that restaurant, the food was terrible. {bk12-l2b-f1-04-a.mp3}
+VOCAB: refuse
+LINE: I refuse to go there again. {bk12-l2b-f1-04-b.mp3}
-EXAMPLE
-TEMPLATE: no, yet
-PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex-q2.mp3}
-RESPONSE: No, I haven't finished it yet. {bk12-l2c-f2-ex-a2.mp3}
+VOCAB: retire
+LINE: Next year, James is going to retire. {bk12-l2b-f1-05-a.mp3}
+LINE: He plans to travel all over the United States. {bk12-l2b-f1-05-b.mp3}
-TEMPLATE: yes, already
-PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01-q1.mp3}
-RESPONSE: Yes, she has already graduated. {bk12-l2c-f2-01-a1.mp3}
-ACCEPT: Yes, she's already graduated. | Yes, she has already graduated from college. | Yes, she's already graduated from college.
+VOCAB: just
+LINE: I don't know where Captain Highland is. I just got here. {bk12-l2b-f1-06.mp3}
-TEMPLATE: no, yet
-PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01-q2.mp3}
-RESPONSE: No, she hasn't graduated yet. {bk12-l2c-f2-01-a2.mp3}
-ACCEPT: No, she has not graduated yet.
+VOCAB: to offer
+LINE: I think Mr. Moore is going to offer me that teaching job. {bk12-l2b-f1-07.mp3}
-TEMPLATE: yes, already
-PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02-q1.mp3}
-RESPONSE: Yes, I've already seen her. {bk12-l2c-f2-02-a1.mp3}
-ACCEPT: Yes, I have already seen her.
+VOCAB: profession
+LINE: Don is a doctor. He's part of the medical profession. {bk12-l2b-f1-08.mp3}
-TEMPLATE: no, yet
-PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02-q2.mp3}
-RESPONSE: No, I haven't seen her yet. {bk12-l2c-f2-02-a2.mp3}
-ACCEPT: No, I have not seen her yet.
+# Source: LLA 2B Figure 1 (dialogue)
+$DIALOGUE Dialogue: Mike's Medical Career
+ID: l2b-f1-dialogue
+INTRO: Jack wants to know what Mike is studying. Spoiler: it's not to become a doctor. Just listen.
+INSTRUCTION: Listen to the dialogue.
-TEMPLATE: yes, already
-PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03-q1.mp3}
-RESPONSE: Yes, he has already learned Spanish. {bk12-l2c-f2-03-a1.mp3}
-ACCEPT: Yes, he's already learned Spanish.
+Jack: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-09.mp3}
+Mike: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-10.mp3}
+Jack: Are you going to be a doctor? {bk12-l2b-f1-11.mp3}
+Mike: No. I'm going to be a nurse. {bk12-l2b-f1-12.mp3}
+Jack: Will you get a degree? {bk12-l2b-f1-13.mp3}
+Mike: Yes. My degree will be in nursing. {bk12-l2b-f1-14.mp3}
+Jack: It sounds like an interesting career. {bk12-l2b-f1-15.mp3}
-TEMPLATE: no, yet
-PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03-q2.mp3}
-RESPONSE: No, he hasn't learned Spanish yet. {bk12-l2c-f2-03-a2.mp3}
-ACCEPT: No, he has not learned Spanish yet.
-
-TEMPLATE: yes, already
-PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04-q1.mp3}
-RESPONSE: Yes, they have already realized it. {bk12-l2c-f2-04-a1.mp3}
-ACCEPT: Yes, they've already realized it.
-
-TEMPLATE: no, yet
-PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04-q2.mp3}
-RESPONSE: No, they haven't realized it yet. {bk12-l2c-f2-04-a2.mp3}
-ACCEPT: No, they have not realized it yet.
-
-TEMPLATE: yes, already
-PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05-q1.mp3}
-RESPONSE: Yes, he's already picked it up. {bk12-l2c-f2-05-a1.mp3}
-ACCEPT: Yes, he has already picked it up. | Yes, he's already picked up the laundry. | Yes, he has already picked up the laundry.
-
-TEMPLATE: no, yet
-PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05-q2.mp3}
-RESPONSE: No, he hasn't picked it up yet. {bk12-l2c-f2-05-a2.mp3}
-ACCEPT: No, he has not picked it up yet.
-
-# Source: ST §Marsha Has Forgiven John
-
-# Source: ST §Marsha Has Forgiven John
-$PRODUCE Marsha Has Forgiven John
-ID: l2-s21
-INTRO: Read the first speaker's sentence, then complete the reply aloud, putting the underlined verb into the present perfect.
-INSTRUCTION: Complete the dialog aloud. Use the emphasized verb in the present perfect.
+# Source: LLA 2B Figure 1 (role-play)
+$PRODUCE Role-play: You Are Mike
+ID: l2b-f1-roleplay
+REFERENCE
INPUT: speak
CHECK: reveal
-SHOW_PROMPT
+INTRO: Now take Mike's part. Listen to Jack, then say your printed line aloud.
+INSTRUCTION: Read Mike's lines aloud.
-EXAMPLE
-PROMPT: Ned: Arthur *called* me yesterday.
-RESPONSE: Jay: He still has not called me.
+PROMPT: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-16-q.mp3}
+TEMPLATE: I'm taking a lot of medical courses, Jack. I'm in the medical field.
+RESPONSE: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f1-16-a.mp3}
-PROMPT: Don: Several people *came* early.
-RESPONSE: Bob: Louis has not come yet.
+PROMPT: Are you going to be a doctor? {bk12-l2b-f1-17-q.mp3}
+TEMPLATE: No, I'm going to be a nurse.
+RESPONSE: No. I'm going to be a nurse. {bk12-l2b-f1-17-a.mp3}
-PROMPT: Kim: Roger *got* three letters today.
-RESPONSE: Ken: He has gotten almost a dozen letters this week.
+PROMPT: Will you get a degree? {bk12-l2b-f1-18-q.mp3}
+TEMPLATE: Yes, my degree will be in nursing.
+RESPONSE: Yes. My degree will be in nursing. {bk12-l2b-f1-18-a.mp3}
-PROMPT: Doug: Albert *took* his medicine this morning.
-RESPONSE: John: He has taken it regularly.
-
-PROMPT: Jan: The students *read* the first story quickly.
-RESPONSE: Tim: Some of them have already read the book.
-
-PROMPT: Sam: John apologized, so Marsha should *forgive* him.
-RESPONSE: Lou: She has already forgiven him for his mistake.
-
-PROMPT: Bob: Thelma didn't *mean* to hurt Amy's feelings.
-RESPONSE: Pat: She has never meant to hurt anyone's feelings.
-
-# Source: ST §Tony Has Made a List (cues recast as display-only TEMPLATEs — checkmarks shouldn't be read by TTS)
-
-# Source: ST §Tony Has Made a List (cues recast as display-only TEMPLATEs — checkmarks shouldn't be read by TTS)
-$PRODUCE Tony Has Made a List
-ID: l2-s22
-INTRO: Tony is getting ready for a trip to Miami, and he has a to-do list. A checkmark means it's done. Say a sentence about each item — he has already done it, or he hasn't done it yet.
-INSTRUCTION: Say what Tony has already done or hasn't done yet.
+# Source: LLA 2B Figure 2
+$PRODUCE Role-play: You Are Jack (Medical Courses)
+ID: l2b-f2
+REFERENCE: l2b-f1-dialogue
INPUT: speak
CHECK: reveal
+INTRO: Now switch: you are Jack, and you start the conversation. Say your lines aloud, then listen to Mike.
+INSTRUCTION: Read Jack's lines aloud.
-EXAMPLE
-TEMPLATE: buy film
-RESPONSE: Tony hasn't bought film yet.
+TEMPLATE: Hey, Mike, what courses are you taking now?
+RESPONSE: Hey, Mike. What courses are you taking now? {bk12-l2b-f1-09.mp3}
-EXAMPLE
-TEMPLATE: borrow camera ✓
-RESPONSE: He has already borrowed a camera.
+PROMPT: I'm taking a lot of medical courses, Jack. I'm in the medical field. {bk12-l2b-f2-01-q.mp3}
+TEMPLATE: Are you going to be a doctor?
+RESPONSE: Are you going to be a doctor? {bk12-l2b-f1-11.mp3}
-TEMPLATE: get traveler's checks
-RESPONSE: He hasn't gotten traveler's checks yet.
+PROMPT: No. I'm going to be a nurse. {bk12-l2b-f2-02-q.mp3}
+TEMPLATE: Will you get a degree?
+RESPONSE: Will you get a degree? {bk12-l2b-f1-13.mp3}
-TEMPLATE: find map of Miami
-RESPONSE: He hasn't found a map of Miami yet.
+PROMPT: Yes, my degree will be in nursing. {bk12-l2b-f2-03-q.mp3}
+TEMPLATE: It sounds like an interesting career.
+RESPONSE: It sounds like an interesting career. {bk12-l2b-f1-15.mp3}
-TEMPLATE: call travel agent ✓
-RESPONSE: He has already called a travel agent.
+# Source: LLA 2B Figure 4 (dialog 1)
+$DIALOGUE Short Dialogue: Sam's Career
+ID: l2b-f4-d1
+INTRO: A quick exchange: Bob asks Sam about a job he turned down. Listen for what Sam decided instead.
+INSTRUCTION: Listen to the dialogue.
-TEMPLATE: pick up airline tickets
-RESPONSE: He hasn't picked up the airline tickets yet.
+Bob: Did you turn down that job at the phone company, Sam? {bk12-l2b-f4-01.mp3}
+Sam: I sure did, Bob. {bk12-l2b-f4-02.mp3}
+Bob: What profession did you decide on? {bk12-l2b-f4-03.mp3}
+Sam: I decided on a career in the military. {bk12-l2b-f4-04.mp3}
-TEMPLATE: make hotel reservation ✓
-RESPONSE: He has already made a hotel reservation.
-
-TEMPLATE: send shirts to laundry
-RESPONSE: He hasn't sent his shirts to the laundry yet.
-
-TEMPLATE: mail hotel room deposit ✓
-RESPONSE: He has already mailed the hotel room deposit.
-
-TEMPLATE: pack suitcase
-RESPONSE: He hasn't packed his suitcase yet.
-
-# Source: ST §Have You Ever Gotten a Traffic Ticket?
-
-# Source: ST §Have You Ever Gotten a Traffic Ticket?
-$PRODUCE Have You Ever...?
-ID: l2-s23
-INTRO: Now about you. Build a "Have you ever...?" question from the cue, then answer it honestly — yes or no, your call.
-INSTRUCTION: Ask a present perfect question from the cue, then answer it for yourself (yes or no).
+# Source: LLA 2B Figure 4 (question 1)
+$PRODUCE Question: Sam's Career
+ID: l2b-f4-q1
+REFERENCE
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The learner must form a present perfect question using the cue (e.g. "Have you ever played soccer?") and give a matching short or full-sentence answer ("Yes, I have" or "Yes, I have played soccer"). The answer may truthfully be yes or no — learner's choice.
+RUBRIC: Accept any statement that Sam chose the military.
+INTRO: Now answer the question about Sam. Say it aloud in a full sentence.
+INSTRUCTION: Answer the question aloud.
-EXAMPLE
-PROMPT: play/baseball
-RESPONSE: Have you ever played baseball? Yes, I have.
+PROMPT: What career did Sam choose? {bk12-l2b-f4-05-q.mp3}
+RESPONSE: Sam chose a career in the military. {bk12-l2b-f4-05-a.mp3}
-PROMPT: go/beach
-RESPONSE: Have you ever gone to the beach? Yes, I have.
+# Source: LLA 2B Figure 4 (dialog 2)
+$DIALOGUE Short Dialogue: Sally's Vacation
+ID: l2b-f4-d2
+INTRO: Another short one: Sally's vacation plans versus the weather. Listen.
+INSTRUCTION: Listen to the dialogue.
-PROMPT: play/soccer
-RESPONSE: Have you ever played soccer? No, I haven't.
+Man1: Where are you going on your vacation, Sally? {bk12-l2b-f4-06.mp3}
+Sally: I want to go to the beach. {bk12-l2b-f4-07.mp3}
+Man1: It's rainy and windy today. {bk12-l2b-f4-08.mp3}
+Sally: I hope it clears up before I go. {bk12-l2b-f4-09.mp3}
-PROMPT: meet/general
-RESPONSE: Have you ever met a general? No, I haven't.
-
-PROMPT: fly/airplane
-RESPONSE: Have you ever flown in an airplane? Yes, I have.
-
-PROMPT: visit/New York City
-RESPONSE: Have you ever visited New York City? No, I haven't.
-
-PROMPT: have/automobile accident
-RESPONSE: Have you ever had an automobile accident? No, I haven't.
-
-PROMPT: forget/something important
-RESPONSE: Have you ever forgotten something important? Yes, I have.
-
-# Source: ST §How Many Times Have You Eaten in the Mess Hall This Week?
-
-# Source: ST §How Many Times Have You Eaten in the Mess Hall This Week?
-$PRODUCE How Many Have You...?
-ID: l2-s24
-INTRO: Last drill of this part — promise. Ask a "how many" question in the present perfect from the cue, then answer it about yourself.
-INSTRUCTION: Ask a present perfect question with "how many" using the cue, then answer it.
+# Source: LLA 2B Figure 4 (question 2)
+$PRODUCE Question: Sally's Vacation
+ID: l2b-f4-q2
+REFERENCE
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The learner must ask a present perfect question starting with "how many" using the cue words, and then provide a plausible answer — a short phrase (e.g. "Three.") or a full present perfect sentence. Any plausible quantity is acceptable.
+RUBRIC: Accept any statement that Sally wants to go to the beach.
+INTRO: Answer the question about Sally aloud, in a full sentence.
+INSTRUCTION: Answer the question aloud.
+
+PROMPT: Where does Sally want to go on her vacation? {bk12-l2b-f4-10-q.mp3}
+RESPONSE: Sally wants to go to the beach. {bk12-l2b-f4-10-a.mp3}
+
+# Source: LLA 2B Figure 5
+$SELECT Choose the Statement With the Same Meaning
+ID: l2b-f5
+INTRO: Listen to each sentence, then tap the statement that means the same thing. It's a meaning check, not a memory test.
+INSTRUCTION: Tap the correct statement.
+REPEAT
EXAMPLE
-PROMPT: letters/get (this week)
-RESPONSE: How many letters have you gotten this week? I've gotten only one letter this week.
+PROMPT: Margaret and Joe make a nice couple. {bk12-l2b-f5-ex.mp3}
+OPTION: a | Margaret and Joe work together.
+OPTION: b | Margaret and Joe are brother and sister.
+OPTION: c | Margaret and Joe are married.
+ANSWER: c
+FEEDBACK: Margaret and Joe are married. {bk12-l2b-f5-ex-a.mp3}
+
+PROMPT: The coach said they had to practice again on Wednesday. {bk12-l2b-f5-01.mp3}
+OPTION: a | A coach teaches people sports.
+OPTION: b | A coach is a policeman.
+OPTION: c | A coach is a soldier in the Army.
+ANSWER: a
+FEEDBACK: A coach teaches people sports.
+
+PROMPT: Sally doubts that she can come to dinner. She's not feeling well. {bk12-l2b-f5-02.mp3}
+OPTION: a | Sally thinks she can come.
+OPTION: b | Sally doesn't think she can come.
+OPTION: c | Sally doesn't want to come.
+ANSWER: b
+FEEDBACK: Sally doesn't think she can come.
+
+PROMPT: That new high school needs a stadium for their football, soccer, and baseball games. {bk12-l2b-f5-03.mp3}
+OPTION: a | The school needs a place to eat.
+OPTION: b | The school needs a quiet place to study.
+OPTION: c | The school needs a place to play sports.
+ANSWER: c
+FEEDBACK: The school needs a place to play sports.
+
+PROMPT: Henry got several presents for his birthday. He got a bicycle, a watch, and two small trucks. {bk12-l2b-f5-04.mp3}
+OPTION: a | Henry ate lots of cake.
+OPTION: b | Henry got lots of gifts.
+OPTION: c | Henry spent lots of money.
+ANSWER: b
+FEEDBACK: Henry got lots of gifts. {bk12-l2b-f5-04-a.mp3}
+
+PROMPT: Mary Lou bought 3 necklaces, 4 rings, and 2 pairs of earrings. {bk12-l2b-f5-05.mp3}
+OPTION: a | Mary Lou bought lots of jewelry.
+OPTION: b | Mary Lou bought lots of clothes.
+OPTION: c | Mary Lou bought lots of food.
+ANSWER: a
+FEEDBACK: Mary Lou bought lots of jewelry.
+
+# Source: ST §Select the Meaning
+$SELECT Words in Context
+ID: l2-s19
+INTRO: Read each sentence and tap the meaning of the emphasized word. The sentence around it gives you everything you need — no dictionary heroics required.
+INSTRUCTION: Tap the word with the same meaning as the emphasized word.
EXAMPLE
-PROMPT: letters/write (today)
-RESPONSE: How many letters have you written today? I haven't written any letters today.
+TEMPLATE: Tony used an *almanac* in the library to find out more about the country of Kuwait.
+OPTION: a | a kind of tool
+OPTION: b | a kind of radio
+OPTION: c | a kind of book
+ANSWER: c
-PROMPT: meals/eat (today)
-RESPONSE: How many meals have you eaten today? I've eaten two meals today.
+TEMPLATE: Everyone enjoyed the wedding *reception* which was held at the Ronco Hotel.
+OPTION: a | party
+OPTION: b | meeting
+OPTION: c | show
+ANSWER: a
-PROMPT: miles/walk (this week)
-RESPONSE: How many miles have you walked this week? I've walked three miles this week.
+TEMPLATE: I had a good *idea* last night about how to fix this radio, but now I can't remember it.
+OPTION: a | a tool
+OPTION: b | some money
+OPTION: c | a thought
+ANSWER: c
-PROMPT: sodas/drink (today)
-RESPONSE: How many sodas have you drunk today? I haven't drunk any sodas today.
+TEMPLATE: The animals were put in the *barn* to keep them dry during the storm.
+OPTION: a | a building
+OPTION: b | a park
+OPTION: c | a yard
+ANSWER: a
-PROMPT: tests/take (this week)
-RESPONSE: How many tests have you taken this week? I've taken one test this week.
+TEMPLATE: She wants to be near her job. She doesn't like to live in the city, so she lives on the *outskirts*.
+OPTION: a | a place near a city
+OPTION: b | a place far from a city
+OPTION: c | a place in a city
+ANSWER: a
-PROMPT: cigarettes/smoke (today)
-RESPONSE: How many cigarettes have you smoked today? I haven't smoked any cigarettes today.
+TEMPLATE: They got a *bargain* at the store, so they had enough money to go to the movies.
+OPTION: a | something bought expensively
+OPTION: b | something bought cheaply
+OPTION: c | something fixed
+ANSWER: b
-PROMPT: telephone calls/make (this week)
-RESPONSE: How many telephone calls have you made this week? I've made five telephone calls this week.
+# SKIPPED (book): Figure 6 — Grid placement task; skip per rules.
-PROMPT: cups of coffee/drink (today)
-RESPONSE: How many cups of coffee have you drunk today? I've drunk two cups of coffee today.
+$SESSION 2-5: Conjunctions "So" and "Or"
-PROMPT: pages of homework/do (this week)
-RESPONSE: How many pages of homework have you done this week? I've done ten pages of homework this week.
+# Source: LLA 2B Figure 2 (conjunctions presentation)
+$DIALOGUE Listening: So and Or
+ID: l2b-conj
+INTRO: This part teaches two small, hardworking words: "so" for results and "or" for choices. Listen to the sentences and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
-# SKIPPED (book): Writing Skill "READ AND LISTEN. UNDERLINE AND NUMBER." — paragraph annotation task with instructor-read questions.
+LINE: The movie was boring. So we went home. {bk12-l2b-f2-04.mp3}
+LINE: We can go to dinner. Or we can go to the movies. {bk12-l2b-f2-05.mp3}
+LINE: Fred was sick. So he didn't go to Al's party. {bk12-l2b-f2-06.mp3}
+LINE: You can give it to me. Or you can give it to my secretary. {bk12-l2b-f2-07.mp3}
+LINE: It was snowing. So we stayed at home. {bk12-l2b-f2-08.mp3}
+LINE: I can fly. Or I can take the train. {bk12-l2b-f2-09.mp3}
+LINE: Jim had a fever and a bad cough. {bk12-l2b-f2-10-a.mp3}
+LINE: So he went to the doctor. {bk12-l2b-f2-10-b.mp3}
+LINE: You can have chicken soup. Or you can have a chicken sandwich. {bk12-l2b-f2-11.mp3}
-$LESSON 2-4: So and Or
-
-# Source: ST §Do You Need an Appointment Today, or Can You Wait Until Monday?
-
-# Source: ST §Do You Need an Appointment Today, or Can You Wait Until Monday?
-$DIALOGUE Choices and Results
+# Source: ST §Do You Need an Appointment Today...
+$DIALOGUE Dialogues With So and Or
ID: l2-s25
-INTRO: In this part you'll learn to join two sentences into one — "or" for a choice, "so" for a result. First, hear both at work in three tiny scenes.
+INTRO: Read three short dialogues where people face results and choices — a sick patient, an empty wallet, and a wet dog.
INSTRUCTION: Read the dialogs.
Clerk: Can you wait until Monday, or do you need an appointment today? {st-page_064_001.jpg}
@@ -1225,30 +1085,10 @@ Waiter: You can write a check, or you can charge your meal if you want to. {st-p
Tommy: Does Rex have to stay outside, or can he come in the house? {st-page_064_003.jpg}
Mother: He's wet and dirty, so please keep him outside. {st-page_064_003.jpg}
-# Source: LLA 2B Grammar (so/or sentences)
-
-# Source: LLA 2B Grammar (so/or sentences)
-$DIALOGUE Sentences with So and Or
-ID: 2b-grammar1
-INTRO: Now listen to sentences connected by "so" and "or", and repeat each one. Notice which word gives a result and which gives a choice.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: The movie was boring. So we went home. {bk12-l2b-f2-g1-01.mp3}
-LINE: We can go to dinner. Or we can go to the movies. {bk12-l2b-f2-g1-02.mp3}
-LINE: Fred was sick. So he didn't go to Al's party. {bk12-l2b-f2-g1-03.mp3}
-LINE: You can give it to me. Or you can give it to my secretary. {bk12-l2b-f2-g1-04.mp3}
-LINE: It was snowing. So we stayed at home. {bk12-l2b-f2-g1-05.mp3}
-LINE: I can fly. Or I can take the train. {bk12-l2b-f2-g1-06.mp3}
-LINE: Jim had a fever and a bad cough. So he went to the doctor. {bk12-l2b-f2-g1-07.mp3}
-LINE: You can have chicken soup. Or you can have a chicken sandwich. {bk12-l2b-f2-g1-08.mp3}
-
# Source: ST §I Don't Have Any Money, So I Need to Write a Check
-
-# Source: ST §I Don't Have Any Money, So I Need to Write a Check
-$GRAMMAR So: Situation and Result
+$GRAMMAR So — Expressing a Result
ID: l2-s26
-INTRO: Here's the rule for "so" in one small table: the situation comes first, and "so" introduces the result.
+INTRO: A closer look at "so": it links a situation to its result.
We use the conjunction **so** to express the result of a situation.
@@ -1257,18 +1097,14 @@ We use the conjunction **so** to express the result of a situation.
| Because I don't have any cash, | I'll write a check. |
| I don't have any cash, | **so** I'll write a check. |
-{I don't have any cash, so I'll write a check.}
-
# Source: ST §Use "So"
-
-# Source: ST §Use "So"
-$PRODUCE Use "So"
+$PRODUCE Practice: Use So
ID: l2-s27
-INTRO: Take each "because" sentence and say it again with "so" — situation first, result second. No "because" allowed.
-INSTRUCTION: Change the sentence aloud. Use "so" to show the result. (Don't use "because".)
INPUT: speak
CHECK: reveal
SHOW_PROMPT
+INTRO: Now change each "because" sentence into a "so" sentence, aloud. Situation first, result second — the meaning stays put.
+INSTRUCTION: Change the sentence aloud. Use "so" to show the result. (Don't use "because".)
EXAMPLE
PROMPT: Because it was raining, we took a taxi.
@@ -1299,11 +1135,9 @@ PROMPT: Because I forgot to take a towel, Jack lent me one of his.
RESPONSE: I forgot to take a towel, so Jack lent me one of his.
# Source: ST §I Can Pay Cash for the Gas, or I Can Charge It
-
-# Source: ST §I Can Pay Cash for the Gas, or I Can Charge It
-$GRAMMAR Or: A Choice Between Two
+$GRAMMAR Or — Expressing a Choice
ID: l2-s28
-INTRO: And here's "or" — it joins two possibilities into one sentence about a choice.
+INTRO: And now "or": it links two choices.
We use the conjunction **or** to express a choice.
@@ -1312,18 +1146,14 @@ We use the conjunction **or** to express a choice.
| We can charge the gas. | | We can pay cash for it. |
| We can charge the gas, | **or** | we can pay cash for it. |
-{We can charge the gas, or we can pay cash for it.}
-
# Source: ST §Use "Or"
-
-# Source: ST §Use "Or"
-$PRODUCE Use "Or"
+$PRODUCE Practice: Use Or
ID: l2-s29
-INTRO: Combine each pair of sentences into one with "or". Questions stay questions — just join them.
-INSTRUCTION: Combine the two sentences aloud. Use "or" to express a choice.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
+INTRO: Combine each pair of sentences aloud with "or". Two sentences in, one choice out.
+INSTRUCTION: Combine the two sentences aloud. Use "or" to express a choice.
EXAMPLE
PROMPT: We can go now. We can leave later.
@@ -1354,61 +1184,67 @@ PROMPT: Does Jan still want to study math in college? Has she changed her mind?
RESPONSE: Does Jan still want to study math in college, or has she changed her mind?
# Source: ST §I'll Watch TV, or I'll Read a Book
-
-# Source: ST §I'll Watch TV, or I'll Read a Book
-$PRODUCE Ask and Answer with "Or"
+$PRODUCE Ask and Answer With Or
ID: l2-s30
-INTRO: Now use "or" inside little conversations. Build the question or answer from the cues in parentheses and say it aloud.
-INSTRUCTION: Ask and answer questions in the dialog aloud. Use "or" and the cues.
INPUT: speak
CHECK: reveal
-SHOW_PROMPT
+INTRO: Read each exchange and use the cues in parentheses to build the "or" sentence — sometimes it's the question, sometimes the answer. Say the whole thing aloud.
+INSTRUCTION: Ask and answer questions in the dialog aloud. Use "or" and the cues.
EXAMPLE
-PROMPT: Sam: What will you do this evening? / Pat: (read a book/watch TV)
+TEMPLATE: Sam: What will you do this evening?
+TEMPLATE: Pat: (read a book / watch TV)
RESPONSE: I'll read a book, or I'll watch TV.
EXAMPLE
-PROMPT: Pat: (go to a movie/go shopping)
+TEMPLATE: Pat: (go to a movie / go shopping)
RESPONSE: Did you go to a movie, or did you go shopping?
-PROMPT: Ted: How will you get to your next base? / Tod: (fly/drive with a friend)
+TEMPLATE: Ted: How will you get to your next base?
+TEMPLATE: Tod: (fly / drive with a friend)
RESPONSE: I'll fly, or I'll drive with a friend.
-PROMPT: John: (accept university's offer/refuse it)? / Mike: I'll accept it.
+TEMPLATE: John: (accept university's offer / refuse it)?
+TEMPLATE: Mike: I'll accept it.
RESPONSE: Will you accept the university's offer, or will you refuse it?
-PROMPT: Lucy: What will Donna do when she finishes high school? / Mary: (go to college/get a job)
+TEMPLATE: Lucy: What will Donna do when she finishes high school?
+TEMPLATE: Mary: (go to college / get a job)
RESPONSE: She'll go to college, or she'll get a job.
-PROMPT: Al: (have car trouble/sleep late)? / Ed: I had car trouble.
+TEMPLATE: Al: (have car trouble / sleep late)?
+TEMPLATE: Ed: I had car trouble.
RESPONSE: Did you have car trouble, or did you sleep late?
-PROMPT: Dan: Where can the students get that book? / Jan: (borrow from the library/buy at a store)
+TEMPLATE: Dan: Where can the students get that book?
+TEMPLATE: Jan: (borrow from the library / buy at a store)
RESPONSE: They can borrow it from the library, or they can buy it at a store.
-PROMPT: Carl: How can I apologize to Mr. Williams? / Mark: (call/write a letter)
+TEMPLATE: Carl: How can I apologize to Mr. Williams?
+TEMPLATE: Mark: (call / write a letter)
RESPONSE: You can call, or you can write a letter.
-PROMPT: Harry: (want to get married/plan to stay single)? / Larry: I plan to stay single for a few years.
+TEMPLATE: Harry: (want to get married / plan to stay single)?
+TEMPLATE: Larry: I plan to stay single for a few years.
RESPONSE: Do you want to get married, or do you plan to stay single?
-PROMPT: Kim: If Al doesn't have any cash, how can he pay for his meal? / Lou: (charge it/write a check)
+TEMPLATE: Kim: If Al doesn't have any cash, how can he pay for his meal?
+TEMPLATE: Lou: (charge it / write a check)
RESPONSE: He can charge it, or he can write a check.
-PROMPT: Wendy: What should I do with this flat tire? / Cindy: (repair it/replace it)
+TEMPLATE: Wendy: What should I do with this flat tire?
+TEMPLATE: Cindy: (repair it / replace it)
RESPONSE: You can repair it, or you can replace it.
-PROMPT: Ken: (should write with a pen/can use pencil)? / Ben: You should write with a pen.
+TEMPLATE: Ken: (should write with a pen / can use pencil)?
+TEMPLATE: Ben: You should write with a pen.
RESPONSE: Should I write with a pen, or can I use a pencil?
# Source: LLA 2B Figure 3
-
-# Source: LLA 2B Figure 3
-$SELECT Finish the Sentence
-ID: 2b-f3
-INTRO: You'll hear the first half of a sentence. Tap the "so" or "or" phrase that best completes it, then repeat the whole thing.
-INSTRUCTION: Tap the phrase that completes the sentence.
+$SELECT Match the Sentence Endings
+ID: l2b-f3
+INTRO: Listen to the first half of a sentence, then tap the ending that completes it best. Then repeat the whole sentence.
+INSTRUCTION: Tap the correct ending.
REPEAT
OPTION: a | so we didn't go to the lake.
@@ -1420,96 +1256,92 @@ OPTION: f | so she'll have to take a lot of medical courses.
OPTION: g | or she can stay in a motel.
OPTION: h | so he'll take courses in the field of education.
-PROMPT: The baby was crying. {bk12-l2b-f3-01-q.mp3}
+PROMPT: The baby was crying. {bk12-l2b-f3-01.mp3}
ANSWER: c
-FEEDBACK: {bk12-l2b-f3-01-a.mp3}
+FEEDBACK: The baby was crying, so his mother picked him up. {bk12-l2b-f3-01-a.mp3}
-PROMPT: Fred can ride with me. {bk12-l2b-f3-02-q.mp3}
+PROMPT: Fred can ride with me. {bk12-l2b-f3-02.mp3}
ANSWER: e
-FEEDBACK: {bk12-l2b-f3-02-a.mp3}
+FEEDBACK: Fred can ride with me, or he can take the bus.
-PROMPT: Sergeant Richards can work 3 more years. {bk12-l2b-f3-03-q.mp3}
+PROMPT: Sergeant Richards can work 3 more years. {bk12-l2b-f3-03.mp3}
ANSWER: b
-FEEDBACK: {bk12-l2b-f3-03-a.mp3}
+FEEDBACK: Sergeant Richards can work 3 more years, or he can retire. {bk12-l2b-f3-03-a.mp3}
-PROMPT: Joanne wants to be a doctor. {bk12-l2b-f3-04-q.mp3}
+PROMPT: Joanne wants to be a doctor. {bk12-l2b-f3-04.mp3}
ANSWER: f
-FEEDBACK: {bk12-l2b-f3-04-a.mp3}
+FEEDBACK: Joanne wants to be a doctor, so she'll have to take a lot of medical courses. {bk12-l2b-f3-04-a.mp3}
-PROMPT: Can you accept my offer? {bk12-l2b-f3-05-q.mp3}
+PROMPT: Can you accept my offer? {bk12-l2b-f3-05.mp3}
ANSWER: d
-FEEDBACK: {bk12-l2b-f3-05-a.mp3}
+FEEDBACK: Can you accept my offer, or do you need to think it over? {bk12-l2b-f3-05-a.mp3}
-PROMPT: Bob chose teaching as a career. {bk12-l2b-f3-06-q.mp3}
+PROMPT: Bob chose teaching as a career. {bk12-l2b-f3-06.mp3}
ANSWER: h
-FEEDBACK: {bk12-l2b-f3-06-a.mp3}
+FEEDBACK: Bob chose teaching as a career, so he'll take courses in the field of education. {bk12-l2b-f3-06-a.mp3}
-PROMPT: It was raining very hard. {bk12-l2b-f3-07-q.mp3}
+PROMPT: It was raining very hard. {bk12-l2b-f3-07.mp3}
ANSWER: a
-FEEDBACK: {bk12-l2b-f3-07-a.mp3}
+FEEDBACK: It was raining very hard, so we didn't go to the lake.
-PROMPT: Julie can stay with her sister. {bk12-l2b-f3-08-q.mp3}
+PROMPT: Julie can stay with her sister. {bk12-l2b-f3-08.mp3}
ANSWER: g
-FEEDBACK: {bk12-l2b-f3-08-a.mp3}
-
-# Source: LLA 2C Figure 3
+FEEDBACK: Julie can stay with her sister, or she can stay in a motel. {bk12-l2b-f3-08-a.mp3}
# Source: LLA 2C Figure 3
$SELECT Or or So?
ID: 2c-f3
-INTRO: Listen to two sentences and decide which word joins them — OR for a choice, SO for a result. Then repeat the combined sentence.
+INTRO: Listen to two sentences and decide how to join them: "or" for a choice, "so" for a result. Then repeat the combined sentence.
INSTRUCTION: Tap OR or SO.
REPEAT
-OPTION: or | OR
-OPTION: so | SO
+OPTION: o | or
+OPTION: s | so
EXAMPLE
PROMPT: Larry can drive all night. He can stay in a hotel. {bk12-l2c-f3-ex-q.mp3}
-ANSWER: or
+ANSWER: o
FEEDBACK: Larry can drive all night, or he can stay in a hotel. {bk12-l2c-f3-ex-a.mp3}
PROMPT: Jim woke up late. He arrived at work late. {bk12-l2c-f3-01-q.mp3}
-ANSWER: so
-FEEDBACK: Jim woke up late, so he arrived at work late. {bk12-l2c-f3-01-a.mp3}
+ANSWER: s
+FEEDBACK: Jim woke up late, so he arrived at work late.
PROMPT: Peter will not be here on Friday. He can't go to Tom's party. {bk12-l2c-f3-02-q.mp3}
-ANSWER: so
+ANSWER: s
FEEDBACK: Peter will not be here on Friday, so he can't go to Tom's party. {bk12-l2c-f3-02-a.mp3}
PROMPT: Alan can eat with us. He can eat with the Moors. {bk12-l2c-f3-03-q.mp3}
-ANSWER: or
+ANSWER: o
FEEDBACK: Alan can eat with us, or he can eat with the Moors. {bk12-l2c-f3-03-a.mp3}
PROMPT: Charlie borrowed $400. He can buy a plane ticket for his vacation. {bk12-l2c-f3-04-q.mp3}
-ANSWER: so
+ANSWER: s
FEEDBACK: Charlie borrowed $400, so he can buy a plane ticket for his vacation. {bk12-l2c-f3-04-a.mp3}
PROMPT: Captain Richards made a 95 on his quiz. He was very happy. {bk12-l2c-f3-05-q.mp3}
-ANSWER: so
+ANSWER: s
FEEDBACK: Captain Richards made a 95 on his quiz, so he was very happy. {bk12-l2c-f3-05-a.mp3}
PROMPT: Frank can work late tonight. He can come to work early tomorrow. {bk12-l2c-f3-06-q.mp3}
-ANSWER: or
+ANSWER: o
FEEDBACK: Frank can work late tonight, or he can come to work early tomorrow. {bk12-l2c-f3-06-a.mp3}
PROMPT: George can help his dad with the yard. He can stay home Saturday night. {bk12-l2c-f3-07-q.mp3}
-ANSWER: or
+ANSWER: o
FEEDBACK: George can help his dad with the yard, or he can stay home Saturday night. {bk12-l2c-f3-07-a.mp3}
PROMPT: You can use the stairs. You can use the escalator. {bk12-l2c-f3-08-q.mp3}
-ANSWER: or
+ANSWER: o
FEEDBACK: You can use the stairs, or you can use the escalator. {bk12-l2c-f3-08-a.mp3}
# Source: ST §Combine With So or Or
-
-# Source: ST §Combine With So or Or
-$PRODUCE Combine with So or Or
+$PRODUCE Combine With So or Or
ID: l2-s31
-INTRO: Your turn to do the joining. Read the two sentences and say them as one, choosing "so" or "or" yourself.
-INSTRUCTION: Combine these two sentences aloud. Use "or" or "so".
INPUT: speak
CHECK: reveal
SHOW_PROMPT
+INTRO: Combine each pair aloud with "so" or "or" — this time nobody tells you which; the meaning decides.
+INSTRUCTION: Combine these two sentences aloud. Use "or" or "so".
EXAMPLE
PROMPT: We didn't like the movie. We left early.
@@ -1550,15 +1382,13 @@ PROMPT: You can return the dress to the store. You can exchange it for another o
RESPONSE: You can return the dress to the store, or you can exchange it for another one.
# Source: ST §Ted's Feeling Better
-
-# Source: ST §Ted's Feeling Better
-$PRODUCE Combine with And, But, So, or Or
+$PRODUCE Type the Combined Sentence
ID: l2-s32
-INTRO: Last one for this part — type the combined sentence, using the conjunction in parentheses. Capital letters and punctuation count this time, so type carefully.
-INSTRUCTION: Type the combined sentence. Use the conjunction in parentheses.
INPUT: type
CHECK: exact
NORMALIZE: strict
+INTRO: Now type the combined sentences, using the conjunction in parentheses — "and" and "but" join the party here. Punctuation counts, comma and all.
+INSTRUCTION: Type the combined sentence. Use the conjunction in parentheses.
EXAMPLE
TEMPLATE: Susan retired at age 62. Her husband kept working. (but)
@@ -1588,237 +1418,515 @@ RESPONSE: Tom learned English at the university, and his future looks good.
TEMPLATE: Did Alex select a career in mechanics? Did he select a career in the military? (or)
RESPONSE: Did Alex select a career in mechanics, or did he select a career in the military?
-$LESSON 2-5: Talking About Decisions
+$SESSION 2-6: The Present Perfect
-# Source: LLA 2D Vocabulary
-
-# Source: LLA 2D Vocabulary
-$PRODUCE Career Words: Listen and Answer
-ID: 12-l2d-vocab
-INTRO: In this part you'll put your decision words to work in real conversations. First, a review by ear: listen to each word and its example, then answer the question aloud.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: reveal
+# Source: LLA 2C Figure 1
+$DIALOGUE Present Perfect Sentences
+ID: 2c-f1
+INTRO: This part practices the present perfect — "have" or "has" plus a past participle — together with "already", "yet", "still", and "ever". Listen to the sentences and repeat them.
+INSTRUCTION: Listen and repeat.
REPEAT
-PROMPT: Career. Larry wants a career in the military. He wants to work in the military for 20 years. What does Larry want? {bk12-l2d-f1-01.mp3}
-RESPONSE: He wants a career in the military. {bk12-l2d-f1-01b.mp3}
+LINE: Cheryl hasn't eaten lunch yet. {bk12-l2c-f1-01.mp3}
+LINE: Has Ed ever been to Los Angeles? {bk12-l2c-f1-02.mp3}
+LINE: Lieutenant Martin has gone to Germany. {bk12-l2c-f1-03.mp3}
+LINE: I haven't seen the new secretary yet. {bk12-l2c-f1-04.mp3}
+LINE: Mr. Rogers hasn't answered all the questions. {bk12-l2c-f1-05.mp3}
+LINE: Mr. Smith has already borrowed too much money. {bk12-l2c-f1-06.mp3}
+LINE: Has Jerome cleaned his room yet? {bk12-l2c-f1-07.mp3}
+LINE: Robert still hasn't fixed this door. {bk12-l2c-f1-08.mp3}
-PROMPT: Choice. Tom has a choice. He can be a lawyer, or he can be a teacher. What does Tom have? {bk12-l2d-f1-02.mp3}
-RESPONSE: He has a choice. {bk12-l2d-f1-02b.mp3}
+# Source: ST §Present Perfect: Indefinite Past
+$GRAMMAR The Present Perfect: Indefinite Past
+ID: l2-s20
+INTRO: Here are the present perfect forms at work in short exchanges. Read them over before the drills — the participles are the tricky part.
-PROMPT: Courses. Janet is going to take 5 courses next year. She will have 5 classes. What is Janet going to take next year? {bk12-l2d-f1-03.mp3}
-RESPONSE: She's going to take 5 courses. {bk12-l2d-f1-03b.mp3}
+**Present Perfect Tense** (have/has + past participle)
-PROMPT: Professional. Pele was a professional soccer player. He played for money. Who was Pele? {bk12-l2d-f1-04.mp3}
-RESPONSE: He was a professional soccer player. {bk12-l2d-f1-04b.mp3}
+> Doug: **Have** you ever **been** to France?
+> Dave: No, I **never have**. **Have** you?
-PROMPT: Medical. My brother is going to medical school. He's going to be a doctor. What is your brother doing? {bk12-l2d-f1-05.mp3}
-RESPONSE: He's going to medical school. {bk12-l2d-f1-05b.mp3}
+> Rick: Don't hang up! I **haven't talked** to Tom yet.
+> Jack: Too late. He's **already hung up**.
-PROMPT: Degree. Harold graduated from the university last month. He got his degree in history. What did Harold get his degree in? {bk12-l2d-f1-06.mp3}
-RESPONSE: He got his degree in history. {bk12-l2d-f1-06b.mp3}
+> Mike: **Has** Tony **chosen** a university yet?
+> Cory: No, he **hasn't decided** anything about his future.
-PROMPT: High school. John will be 18 years old when he finishes his last year of high school. How old will John be when he finishes high school? {bk12-l2d-f1-07.mp3}
-RESPONSE: He'll be 18 when he finishes high school. {bk12-l2d-f1-07b.mp3}
+> Carl: How much money **have** you **spent** today?
+> Nick: Not much. I've only **bought** a magazine.
-PROMPT: Technical. Roger finished technical school. He learned how to fix cars. What did Roger learn in technical school? {bk12-l2d-f1-08.mp3}
-RESPONSE: He learned how to fix cars. {bk12-l2d-f1-08b.mp3}
+> Greg: **Have** you **lent** Aldo any money today?
+> Fred: Yes, I **have**. He's **already borrowed** $5.00 from me.
-PROMPT: Talk over. Her husband wants to buy a new car. They're going to talk it over tonight. Is her husband going to buy a new car? {bk12-l2d-f1-09.mp3}
-RESPONSE: I don't know. They're going to talk it over tonight. {bk12-l2d-f1-09b.mp3}
+# Source: LLA 2C Figure 2
+$PRODUCE Answer With Already and Yet
+ID: 2c-f2
+INPUT: type
+CHECK: exact
+INTRO: Listen to each question, then type the answer using the cue on the screen — "yes" answers take "already", "no" answers take "yet". Then repeat the correct answer.
+INSTRUCTION: Type the answer using the cue.
+REPEAT
-# Source: LLA 2D Figures 1 & 2 (dialogue)
+EXAMPLE
+TEMPLATE: (yes, already)
+PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex1-q.mp3}
+RESPONSE: Yes, I've already finished it. {bk12-l2c-f2-ex1-a.mp3}
+ACCEPT: Yes, I have already finished it.
-# Source: LLA 2D Figures 1 & 2 (dialogue)
-$DIALOGUE School Is Out
-ID: 12-l2d-f1
-INTRO: Jack and Don are finishing their last week of school, and Jack already has his future mapped out. Just listen.
+EXAMPLE
+TEMPLATE: (no, yet)
+PROMPT: Have you finished your homework yet? {bk12-l2c-f2-ex2-q.mp3}
+RESPONSE: No, I haven't finished it yet. {bk12-l2c-f2-ex2-a.mp3}
+
+TEMPLATE: (yes, already)
+PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01a-q.mp3}
+RESPONSE: Yes, she has already graduated. {bk12-l2c-f2-01a-a.mp3}
+ACCEPT: Yes, she's already graduated.
+
+TEMPLATE: (no, yet)
+PROMPT: Has Janet graduated from college yet? {bk12-l2c-f2-01b-q.mp3}
+RESPONSE: No, she hasn't graduated yet. {bk12-l2c-f2-01b-a.mp3}
+
+TEMPLATE: (yes, already)
+PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02a-q.mp3}
+RESPONSE: Yes, I've already seen her. {bk12-l2c-f2-02a-a.mp3}
+ACCEPT: Yes, I have already seen her.
+
+TEMPLATE: (no, yet)
+PROMPT: Have you seen Mike's daughter yet? {bk12-l2c-f2-02b-q.mp3}
+RESPONSE: No, I haven't seen her yet. {bk12-l2c-f2-02b-a.mp3}
+
+TEMPLATE: (yes, already)
+PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03a-q.mp3}
+RESPONSE: Yes, he has already learned Spanish. {bk12-l2c-f2-03a-a.mp3}
+ACCEPT: Yes, he's already learned Spanish.
+
+TEMPLATE: (no, yet)
+PROMPT: Has your son learned Spanish yet? {bk12-l2c-f2-03b-q.mp3}
+RESPONSE: No, he hasn't learned Spanish yet. {bk12-l2c-f2-03b-a.mp3}
+
+TEMPLATE: (yes, already)
+PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04a-q.mp3}
+RESPONSE: Yes, they have already realized it. {bk12-l2c-f2-04a-a.mp3}
+ACCEPT: Yes, they've already realized it.
+
+TEMPLATE: (no, yet)
+PROMPT: Have the Johnsons realized that they are rich yet? {bk12-l2c-f2-04b-q.mp3}
+RESPONSE: No, they haven't realized it yet. {bk12-l2c-f2-04b-a.mp3}
+
+TEMPLATE: (yes, already)
+PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05a-q.mp3}
+RESPONSE: Yes, he's already picked it up. {bk12-l2c-f2-05a-a.mp3}
+ACCEPT: Yes, he has already picked it up.
+
+TEMPLATE: (no, yet)
+PROMPT: Has Henry picked up the laundry yet? {bk12-l2c-f2-05b-q.mp3}
+RESPONSE: No, he hasn't picked it up yet. {bk12-l2c-f2-05b-a.mp3}
+
+# Source: ST §Marsha Has Forgiven John
+$PRODUCE Complete With the Present Perfect
+ID: l2-s21
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+INTRO: Hear one sentence in the simple past, then complete the reply aloud using the emphasized verb in the present perfect. Check the model after each one.
+INSTRUCTION: Complete the dialog aloud. Use the emphasized verb in the present perfect.
+
+EXAMPLE
+PROMPT: Arthur *called* me yesterday.
+RESPONSE: He still has not called me.
+
+PROMPT: Several people *came* early.
+RESPONSE: Louis has not come yet.
+
+PROMPT: Roger *got* three letters today.
+RESPONSE: He has gotten almost a dozen letters this week.
+
+PROMPT: Albert *took* his medicine this morning.
+RESPONSE: He has taken it regularly.
+
+PROMPT: The students *read* the first story quickly.
+RESPONSE: Some of them have already read the book.
+
+PROMPT: John apologized, so Marsha should *forgive* him.
+RESPONSE: She has already forgiven him for his mistake.
+
+PROMPT: Thelma didn't *mean* to hurt Amy's feelings.
+RESPONSE: She has never meant to hurt anyone's feelings.
+
+# Source: ST §Tony Has Made a List
+$PRODUCE Tony's List: Already or Not Yet
+ID: l2-s22
+INPUT: speak
+CHECK: reveal
+INTRO: Tony is getting ready for a trip to Miami, and his to-do list is only half done. A checkmark means he did it. For each item, say a sentence: he has already done it, or he hasn't done it yet.
+INSTRUCTION: A checkmark (✓) means Tony did it. Make a sentence about something he has already done or has not done yet.
+
+EXAMPLE
+TEMPLATE: buy film
+RESPONSE: Tony hasn't bought film yet.
+
+EXAMPLE
+TEMPLATE: borrow camera ✓
+RESPONSE: He has already borrowed a camera.
+
+TEMPLATE: get traveler's checks
+RESPONSE: He hasn't gotten traveler's checks yet.
+
+TEMPLATE: find map of Miami
+RESPONSE: He hasn't found a map of Miami yet.
+
+TEMPLATE: call travel agent ✓
+RESPONSE: He has already called a travel agent.
+
+TEMPLATE: pick up airline tickets
+RESPONSE: He hasn't picked up the airline tickets yet.
+
+TEMPLATE: make hotel reservation ✓
+RESPONSE: He has already made a hotel reservation.
+
+TEMPLATE: send shirts to laundry
+RESPONSE: He hasn't sent his shirts to the laundry yet.
+
+TEMPLATE: mail hotel room deposit ✓
+RESPONSE: He has already mailed the hotel room deposit.
+
+TEMPLATE: pack suitcase
+RESPONSE: He hasn't packed his suitcase yet.
+
+# Source: ST §Have You Ever Gotten a Traffic Ticket?
+$PRODUCE Have You Ever...?
+ID: l2-s23
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must form a present perfect question using the cue (e.g. "Have you ever played soccer?") and give a matching short answer ("Yes, I have" or "No, I haven't").
+INTRO: Now about you. Build a "Have you ever...?" question from each cue, then answer it honestly — yes or no, your call, your secrets.
+INSTRUCTION: Ask a present perfect question from the cue, then answer it for yourself (yes or no).
+
+EXAMPLE
+TEMPLATE: play / baseball
+RESPONSE: Have you ever played baseball? Yes, I have.
+
+TEMPLATE: go / beach
+RESPONSE: Have you ever gone to the beach? Yes, I have.
+
+TEMPLATE: play / soccer
+RESPONSE: Have you ever played soccer? No, I haven't.
+
+TEMPLATE: meet / general
+RESPONSE: Have you ever met a general? No, I haven't.
+
+TEMPLATE: fly / airplane
+RESPONSE: Have you ever flown in an airplane? Yes, I have.
+
+TEMPLATE: visit / New York City
+RESPONSE: Have you ever visited New York City? No, I haven't.
+
+TEMPLATE: have / automobile accident
+RESPONSE: Have you ever had an automobile accident? No, I haven't.
+
+TEMPLATE: forget / something important
+RESPONSE: Have you ever forgotten something important? Yes, I have.
+
+# Source: ST §How Many Times Have You Eaten in the Mess Hall This Week?
+$PRODUCE How Many... Have You...?
+ID: l2-s24
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must ask a present perfect question starting with "how many" using the cue words, and then provide a plausible answer in the present perfect.
+INTRO: Same idea, with numbers: ask a "how many" question from the cue, then answer it about yourself in the present perfect. Round numbers are allowed.
+INSTRUCTION: Ask a present perfect question with "how many" using the cue, then answer it.
+
+EXAMPLE
+TEMPLATE: letters / get (this week)
+RESPONSE: How many letters have you gotten this week? I've gotten only one letter this week.
+
+EXAMPLE
+TEMPLATE: letters / write (today)
+RESPONSE: How many letters have you written today? I haven't written any letters today.
+
+TEMPLATE: meals / eat (today)
+RESPONSE: How many meals have you eaten today? I've eaten two meals today.
+
+TEMPLATE: miles / walk (this week)
+RESPONSE: How many miles have you walked this week? I've walked three miles this week.
+
+TEMPLATE: sodas / drink (today)
+RESPONSE: How many sodas have you drunk today? I haven't drunk any sodas today.
+
+TEMPLATE: tests / take (this week)
+RESPONSE: How many tests have you taken this week? I've taken one test this week.
+
+TEMPLATE: cigarettes / smoke (today)
+RESPONSE: How many cigarettes have you smoked today? I haven't smoked any cigarettes today.
+
+TEMPLATE: telephone calls / make (this week)
+RESPONSE: How many telephone calls have you made this week? I've made five telephone calls this week.
+
+TEMPLATE: cups of coffee / drink (today)
+RESPONSE: How many cups of coffee have you drunk today? I've drunk two cups of coffee today.
+
+TEMPLATE: pages of homework / do (this week)
+RESPONSE: How many pages of homework have you done this week? I've done ten pages of homework this week.
+
+# SKIPPED (book): Writing Skill "READ AND LISTEN. UNDERLINE AND NUMBER." — paragraph
+# annotation task with instructor-read questions. Deferred/Skipped.
+
+$SESSION 2-7: Career Conversations
+
+# Source: LLA 2D Listening and Speaking Activity (vocabulary)
+$DIALOGUE New Words: Careers and Courses
+ID: 12-l2d-ls1
+INTRO: In this part you'll talk your way through three conversations about careers, offers, and plans. First, the vocabulary: listen and repeat each word in a sentence.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: career
+LINE: Larry wants a career in the military. {bk12-l2d-f1-01-a.mp3}
+LINE: He wants to work in the military for 20 years. {bk12-l2d-f1-01-b.mp3}
+
+VOCAB: choice
+LINE: Tom has a choice. He can be a lawyer, or he can be a teacher. {bk12-l2d-f1-02.mp3}
+
+VOCAB: courses
+LINE: Janet is going to take 5 courses next year. {bk12-l2d-f1-03-a.mp3}
+LINE: She will have 5 classes. {bk12-l2d-f1-03-b.mp3}
+
+VOCAB: professional
+LINE: Pele was a professional soccer player. {bk12-l2d-f1-04-a.mp3}
+LINE: He played for money. {bk12-l2d-f1-04-b.mp3}
+
+VOCAB: medical
+LINE: My brother is going to medical school. {bk12-l2d-f1-05-a.mp3}
+LINE: He's going to be a doctor. {bk12-l2d-f1-05-b.mp3}
+
+LINE: Harold graduated from the university last month. {bk12-l2d-f1-06-a.mp3}
+VOCAB: degree
+LINE: He got his degree in history. {bk12-l2d-f1-06-b.mp3}
+
+VOCAB: high school
+LINE: John will be 18 years old when he finishes his last year of high school. {bk12-l2d-f1-07.mp3}
+
+VOCAB: technical
+LINE: Roger finished technical school. {bk12-l2d-f1-08-a.mp3}
+LINE: He learned how to fix cars. {bk12-l2d-f1-08-b.mp3}
+
+LINE: Her husband wants to buy a new car. {bk12-l2d-f1-09-a.mp3}
+VOCAB: talk over
+LINE: They're going to talk it over tonight. {bk12-l2d-f1-09-b.mp3}
+
+# Source: LLA 2D Listening and Speaking Activity (questions)
+$PRODUCE Questions About the New Words
+ID: 12-l2d-ls2
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Now answer questions about the sentences you just heard. Say your answer aloud, then repeat the correct one.
+INSTRUCTION: Answer the question aloud.
+REPEAT
+
+PROMPT: What does Larry want? {bk12-l2d-f1-10-q.mp3}
+RESPONSE: He wants a career in the military. {bk12-l2d-f1-10-a.mp3}
+
+PROMPT: What does Tom have? {bk12-l2d-f1-11-q.mp3}
+RESPONSE: He has a choice. {bk12-l2d-f1-11-a.mp3}
+
+PROMPT: What is Janet going to take next year? {bk12-l2d-f1-12-q.mp3}
+RESPONSE: She's going to take 5 courses. {bk12-l2d-f1-12-a.mp3}
+
+PROMPT: Who was Pele? {bk12-l2d-f1-13-q.mp3}
+RESPONSE: He was a professional soccer player. {bk12-l2d-f1-13-a.mp3}
+
+PROMPT: What is your brother doing? {bk12-l2d-f1-14-q.mp3}
+RESPONSE: He's going to medical school. {bk12-l2d-f1-14-a.mp3}
+
+PROMPT: What did Harold get his degree in? {bk12-l2d-f1-15-q.mp3}
+RESPONSE: He got his degree in history. {bk12-l2d-f1-15-a.mp3}
+
+PROMPT: How old will John be when he finishes high school? {bk12-l2d-f1-16-q.mp3}
+RESPONSE: He'll be 18 when he finishes high school. {bk12-l2d-f1-16-a.mp3}
+
+PROMPT: What did Roger learn in technical school? {bk12-l2d-f1-17-q.mp3}
+RESPONSE: He learned how to fix cars. {bk12-l2d-f1-17-a.mp3}
+
+PROMPT: Is her husband going to buy a new car? {bk12-l2d-f1-18-q.mp3}
+RESPONSE: They're going to talk it over tonight. {bk12-l2d-f1-18-a.mp3}
+
+# Source: LLA 2D Dialog 1
+$DIALOGUE Dialogue: Friday Is Our Last Day
+ID: 12-l2d-d1
+INTRO: School is ending, and Jack already has plans — a decision-maker after Mark's own heart. Listen to Jack and Don.
INSTRUCTION: Listen to the dialogue.
-Jack: Well, Don, Friday is our last day. {bk12-l2d-f1-10.mp3}
-Don: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-11.mp3}
-Jack: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-12.mp3}
-Don: What courses will you take? {bk12-l2d-f1-13.mp3}
-Jack: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-14.mp3}
-Don: It sounds like you have a good future ahead of you. {bk12-l2d-f1-15.mp3}
+Jack: Well, Don, Friday is our last day. {bk12-l2d-f1-19.mp3}
+Don: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-20.mp3}
+Jack: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-21.mp3}
+Don: What courses will you take? {bk12-l2d-f1-22.mp3}
+Jack: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-23.mp3}
+Don: It sounds like you have a good future ahead of you. {bk12-l2d-f1-24.mp3}
-# Source: LLA 2D Figure 1 (role-play, Don)
-
-# Source: LLA 2D Figure 1 (role-play, Don)
-$PRODUCE Play Don's Part
-ID: 12-l2d-f1-b
+# Source: LLA 2D Figure 1
+$PRODUCE Role-play: You Are Don
+ID: 12-l2d-f1
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now you're Don, asking about Jack's plans. Listen to Jack, then say your line aloud.
-INSTRUCTION: Read Don's lines aloud.
-REPEAT
+INTRO: Now practice it. You are Don: read his lines aloud when it's your turn.
+INSTRUCTION: Read your lines of the dialog.
-PROMPT: Well, Don, Friday is our last day. {bk12-l2d-f1-10.mp3}
+PROMPT: Well, Don, Friday is our last day. {bk12-l2d-f1-25.mp3}
TEMPLATE: Yeah, Jack, it is. What are you going to do now that school is out?
-RESPONSE: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-11.mp3}
+RESPONSE: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-26.mp3}
-PROMPT: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-12.mp3}
+PROMPT: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-27.mp3}
TEMPLATE: What courses will you take?
-RESPONSE: What courses will you take? {bk12-l2d-f1-13.mp3}
+RESPONSE: What courses will you take? {bk12-l2d-f1-28.mp3}
-PROMPT: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-14.mp3}
+PROMPT: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-29.mp3}
TEMPLATE: It sounds like you have a good future ahead of you.
-RESPONSE: It sounds like you have a good future ahead of you. {bk12-l2d-f1-15.mp3}
+RESPONSE: It sounds like you have a good future ahead of you. {bk12-l2d-f1-30.mp3}
-# Source: LLA 2D Figure 2 (role-play, Jack)
-
-# Source: LLA 2D Figure 2 (role-play, Jack)
-$PRODUCE Play Jack's Part: School Is Out
+# Source: LLA 2D Figure 2
+$PRODUCE Role-play: You Are Jack (Last Day)
ID: 12-l2d-f2
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Switch roles — now you're Jack, the one with the plan. You begin the conversation.
-INSTRUCTION: Read Jack's lines aloud.
-REPEAT
+INTRO: Once more, as Jack this time — and you begin.
+INSTRUCTION: Read your lines of the dialog.
TEMPLATE: Well, Don, Friday is our last day.
-RESPONSE: Well, Don, Friday is our last day. {bk12-l2d-f1-10.mp3}
+RESPONSE: Well, Don, Friday is our last day. {bk12-l2d-f2-01.mp3}
-PROMPT: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f1-11.mp3}
-TEMPLATE: I've been accepted at the university. I'll start there in September.
-RESPONSE: I've been accepted at the university. I'll start there in September. {bk12-l2d-f1-12.mp3}
+PROMPT: Yeah, Jack, it is. What are you going to do now that school is out? {bk12-l2d-f2-02.mp3}
+TEMPLATE: I've been accepted at the University. I'll start there in September.
+RESPONSE: I've been accepted at the university. I'll start there in September. {bk12-l2d-f2-03.mp3}
-PROMPT: What courses will you take? {bk12-l2d-f1-13.mp3}
+PROMPT: What courses will you take? {bk12-l2d-f2-04.mp3}
TEMPLATE: I have chosen business as my career field, so I'll take the courses they offer for that field.
-RESPONSE: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f1-14.mp3}
+RESPONSE: I have chosen business as my career field, so I'll take the courses they offer for that field. {bk12-l2d-f2-05.mp3}
-# Source: LLA 2D Figures 3 & 4 (dialogue)
-
-# Source: LLA 2D Figures 3 & 4 (dialogue)
-$DIALOGUE A Job Offer
-ID: 12-l2d-f3
-INTRO: A son comes home with a job offer, and his mother is ready to talk it over — whether he wants to or not. Just listen.
+# Source: LLA 2D Dialog 2
+$DIALOGUE Dialogue: A Job Offer
+ID: 12-l2d-d2
+INTRO: A son gets a job offer, and his mother is standing by with advice — as mothers do. Listen.
INSTRUCTION: Listen to the dialogue.
-Son: Mom, I got a job offer from the phone company today. {bk12-l2d-f2-01.mp3}
-Mom: Is it a good offer? {bk12-l2d-f2-02.mp3}
-Son: I think so. It pays $75 more a month than the job I have now, and they will pay me for any college courses that help me with the job. {bk12-l2d-f2-03.mp3}
-Mom: It sounds good. {bk12-l2d-f2-04.mp3}
-Son: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f2-05.mp3}
-Mom: Just remember, I'm here if you want to discuss it. {bk12-l2d-f2-06.mp3}
-Son: Thanks, Mom. {bk12-l2d-f2-07.mp3}
+Son: Mom, I got a job offer from the phone company today. {bk12-l2d-f2-06.mp3}
+Mom: Is it a good offer? {bk12-l2d-f2-07.mp3}
+Son: I think so. It pays $75 more a month than the job I have now, and they will pay me for any college courses that help me with the job. {bk12-l2d-f2-08.mp3}
+Mom: It sounds good. {bk12-l2d-f2-09.mp3}
+Son: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f2-10.mp3}
+Mom: Just remember, I'm here if you want to discuss it. {bk12-l2d-f2-11.mp3}
+Son: Thanks, Mom. {bk12-l2d-f2-12.mp3}
-# Source: LLA 2D Figure 3 (role-play, Mom)
-
-# Source: LLA 2D Figure 3 (role-play, Mom)
-$PRODUCE Play Mom's Part
-ID: 12-l2d-f3-b
+# Source: LLA 2D Figure 3
+$PRODUCE Role-play: You Are Mom
+ID: 12-l2d-f3
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now you're the mother. Listen to your son, then say your line aloud.
-INSTRUCTION: Read the mother's lines aloud.
-REPEAT
+INTRO: Now you are the mother. Read her lines aloud when it's your turn.
+INSTRUCTION: Read your lines of the dialog.
-PROMPT: Mom, I got a job offer from the phone company today. {bk12-l2d-f2-01.mp3}
-TEMPLATE: Is it a good offer?
-RESPONSE: Is it a good offer? {bk12-l2d-f2-02.mp3}
+PROMPT: Mom, I got a job offer from the phone company today. {bk12-l2d-f3-01.mp3}
+TEMPLATE: Is it a good job?
+RESPONSE: Is it a good offer? {bk12-l2d-f3-02.mp3}
-PROMPT: I think so. It pays $75 more a month than the job I have now, and they will pay me for any college courses that help me with the job. {bk12-l2d-f2-03.mp3}
+PROMPT: I think so. It pays $75 more a month than the job I have now, and they will pay for any college courses that help me with the job. {bk12-l2d-f3-03.mp3}
TEMPLATE: It sounds good.
-RESPONSE: It sounds good. {bk12-l2d-f2-04.mp3}
+RESPONSE: It sounds good. {bk12-l2d-f3-04.mp3}
-PROMPT: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f2-05.mp3}
+PROMPT: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f3-05.mp3}
TEMPLATE: Just remember, I'm here if you want to discuss it.
-RESPONSE: Just remember, I'm here if you want to discuss it. {bk12-l2d-f2-06.mp3}
+RESPONSE: Just remember, I'm here if you want to discuss it. {bk12-l2d-f3-06.mp3}
-# Source: LLA 2D Figure 4 (role-play, Son)
-
-# Source: LLA 2D Figure 4 (role-play, Son)
-$PRODUCE Play the Son's Part
+# Source: LLA 2D Figure 4
+$PRODUCE Role-play: You Are the Son
ID: 12-l2d-f4
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Switch roles — this time you're the son with the offer. You begin the conversation.
-INSTRUCTION: Read the son's lines aloud.
-REPEAT
+INTRO: Now you are the son — you begin, good news first.
+INSTRUCTION: Read your lines of the dialog.
TEMPLATE: Mom, I got a job offer from the phone company today.
-RESPONSE: Mom, I got a job offer from the phone company today. {bk12-l2d-f2-01.mp3}
+RESPONSE: Mom, I got a job offer from the phone company today. {bk12-l2d-f2-06.mp3}
-PROMPT: Is it a good offer? {bk12-l2d-f2-02.mp3}
+PROMPT: Is it a good offer? {bk12-l2d-f4-02.mp3}
TEMPLATE: I think so. It pays seventy-five dollars more a month than the job I have now. And they will pay for any college courses that help me with the job.
-RESPONSE: I think so. It pays $75 more a month than the job I have now, and they will pay me for any college courses that help me with the job. {bk12-l2d-f2-03.mp3}
+RESPONSE: I think so. It pays $75 more a month than the job I have now, and they will pay me for any college courses that help me with the job. {bk12-l2d-f2-08.mp3}
-PROMPT: It sounds good. {bk12-l2d-f2-04.mp3}
+PROMPT: It sounds good. {bk12-l2d-f4-04.mp3}
TEMPLATE: Well, I'll think it over. They don't need an answer until Wednesday.
-RESPONSE: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f2-05.mp3}
+RESPONSE: Well, I'll think it over. They don't need an answer until Wednesday. {bk12-l2d-f2-10.mp3}
-PROMPT: Just remember, I'm here if you want to discuss it. {bk12-l2d-f2-06.mp3}
+PROMPT: Just remember, I'm here if you want to discuss it. {bk12-l2d-f4-06.mp3}
TEMPLATE: Thanks, Mom.
-RESPONSE: Thanks, Mom. {bk12-l2d-f2-07.mp3}
+RESPONSE: Thanks, Mom. {bk12-l2d-f2-12.mp3}
-# Source: LLA 2D Figures 5 & 6 (dialogue)
-
-# Source: LLA 2D Figures 5 & 6 (dialogue)
-$DIALOGUE A New Car
-ID: 12-l2d-f5
-INTRO: Tony's car has finally made the decision for him — a $600 repair bill will do that. Listen to him and Glen.
+# Source: LLA 2D Dialog 3
+$DIALOGUE Dialogue: Tony's New Car
+ID: 12-l2d-d3
+INTRO: Tony's old car has become a six-hundred-dollar problem, which makes some decisions easier. Listen to Glenn and Tony.
INSTRUCTION: Listen to the dialogue.
-Glen: Hey Tony, you really need a new car. {bk12-l2d-f4-01.mp3}
-Tony: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f4-02.mp3}
-Glen: What kind are you going to buy? {bk12-l2d-f4-03.mp3}
-Tony: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f4-04.mp3}
-Glen: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f4-05.mp3}
-Tony: Okay, Glenn. See you in about 2 weeks. {bk12-l2d-f4-06.mp3}
+Glenn: Hey Tony, you really need a new car. {bk12-l2d-f4-08.mp3}
+Tony: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f4-09.mp3}
+Glenn: What kind are you going to buy? {bk12-l2d-f4-10.mp3}
+Tony: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f4-11.mp3}
+Glenn: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f4-12.mp3}
+Tony: Okay, Glenn. See you in about 2 weeks. {bk12-l2d-f4-13.mp3}
-# Source: LLA 2D Figure 5 (role-play, Tony)
-
-# Source: LLA 2D Figure 5 (role-play, Tony)
-$PRODUCE Play Tony's Part
-ID: 12-l2d-f5-b
+# Source: LLA 2D Figure 5
+$PRODUCE Role-play: You Are Tony
+ID: 12-l2d-f5
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now you're Tony, the man buying the car. Listen to Glen, then say your line aloud.
-INSTRUCTION: Read Tony's lines aloud.
-REPEAT
+INTRO: Now you are Tony. Read his lines aloud when it's your turn.
+INSTRUCTION: Read your lines of the dialog.
-PROMPT: Hey Tony, you really need a new car. {bk12-l2d-f4-01.mp3}
+PROMPT: Hey Tony, you really need a new car. {bk12-l2d-f5-01.mp3}
TEMPLATE: I know, Glen. Last night when the mechanic told me that I needed six hundred dollars to fix it, I decided to buy a new car.
-RESPONSE: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f4-02.mp3}
+RESPONSE: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f5-02.mp3}
-PROMPT: What kind are you going to buy? {bk12-l2d-f4-03.mp3}
+PROMPT: What kind are you going to buy? {bk12-l2d-f5-03.mp3}
TEMPLATE: I've decided to buy an American car. They're easier for mechanics to repair.
-RESPONSE: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f4-04.mp3}
+RESPONSE: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f5-04.mp3}
-PROMPT: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f4-05.mp3}
+PROMPT: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f5-05.mp3}
TEMPLATE: Okay, Glen. See you in about two weeks.
-RESPONSE: Okay, Glenn. See you in about 2 weeks. {bk12-l2d-f4-06.mp3}
+RESPONSE: Okay, Glenn. See you in about 2 weeks. {bk12-l2d-f5-06.mp3}
-# Source: LLA 2D Figure 6 (role-play, Glen)
-
-# Source: LLA 2D Figure 6 (role-play, Glen)
-$PRODUCE Play Glen's Part
+# Source: LLA 2D Figure 6
+$PRODUCE Role-play: You Are Glenn
ID: 12-l2d-f6
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Switch roles — you're Glen, who mostly wants a ride in the new car. You begin the conversation.
-INSTRUCTION: Read Glen's lines aloud.
-REPEAT
+INTRO: And finally, be Glenn — you begin.
+INSTRUCTION: Read your lines of the dialog.
TEMPLATE: Hey, Tony, you really need a new car.
-RESPONSE: Hey Tony, you really need a new car. {bk12-l2d-f4-01.mp3}
+RESPONSE: Hey Tony, you really need a new car. {bk12-l2d-f6-01.mp3}
-PROMPT: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f4-02.mp3}
+PROMPT: I know, Glenn. Last night when the mechanic told me that I needed $600 to fix it, I decided to buy a new car. {bk12-l2d-f6-02.mp3}
TEMPLATE: What kind are you going to buy?
-RESPONSE: What kind are you going to buy? {bk12-l2d-f4-03.mp3}
+RESPONSE: What kind are you going to buy? {bk12-l2d-f6-03.mp3}
-PROMPT: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f4-04.mp3}
+PROMPT: I've decided to buy an American car. They're easier for mechanics to repair. {bk12-l2d-f6-04.mp3}
TEMPLATE: Bring it to my house when you get it. I want a ride in it.
-RESPONSE: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f4-05.mp3}
+RESPONSE: Bring it to my house when you get it. I want to ride in it. {bk12-l2d-f6-05.mp3}
+
+# SKIPPED (book): Figure 7 (Passage Annotation) — Questions are on the tape only.
+
+$SESSION 2-8: Decisions, Listening, and Dictation
# Source: ST §Why Did You Do That?
-
-# Source: ST §Why Did You Do That?
-$DIALOGUE Why Did You Do That?
+$DIALOGUE Dialogue: Why Did You Do That?
ID: l2-s33
-INTRO: Tim has made up his mind about a job offer — Denver, not Dallas. Joe wants to know everything. Listen and repeat.
+INTRO: Last part — everything together: decisions, time words, and some real listening. First, Tim has decided about his job offers, and Joe has questions. Read and repeat.
INSTRUCTION: Repeat and read the dialog.
REPEAT
@@ -1838,11 +1946,9 @@ Joe: Where are you going to live in Denver?
Tim: I haven't made up my mind yet.
# Source: ST §What Did You Decide?
-
-# Source: ST §What Did You Decide?
-$DIALOGUE Asking About Decisions
+$DIALOGUE Questions About Decisions
ID: l2-s34
-INTRO: Here's your toolbox for asking about other people's decisions. Listen and repeat each question.
+INTRO: These are the questions people ask when someone's deciding. Repeat each one — you'll want them ready for the next activity.
INSTRUCTION: Repeat and read these questions about decisions.
REPEAT
@@ -1859,35 +1965,15 @@ LINE: Did you decide not to do it?
LINE: When are you going to do it?
LINE: Why did you make that choice?
-# Source: ST §I've Decided to Take the Job
-
-# Source: ST §I've Decided to Take the Job
-$DIALOGUE Announcing Decisions
-ID: l2-s36
-INTRO: And here's the other side — how to announce a decision once you've made one. Listen and repeat.
-INSTRUCTION: Repeat and read these sentences about decisions.
-REPEAT
-
-LINE: I've decided to take the job.
-LINE: I finally made up my mind. I'm going to refuse the offer.
-LINE: I've changed my mind. I'm not going to buy a car.
-LINE: I've made a decision. I'm going to finish my education.
-LINE: I've made up my mind. I'm going to go to the university.
-LINE: I've made a choice between courses. I'm going to take German instead of French.
-LINE: I've thought it over carefully. I'm not going to take German. I'm going to take French instead.
-LINE: I've made a decision. I'm going to turn down the offer.
-
# Source: ST §Have You Made Up Your Mind?
-
-# Source: ST §Have You Made Up Your Mind?
-$PRODUCE Ask About the Decision
+$PRODUCE Ask About a Decision
ID: l2-s35
-INTRO: Read each situation, then ask the person a question about their decision — any correct question that fits the situation works.
-INSTRUCTION: Read the information, and then ask a question about the decision aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must ask a grammatically correct question about the decision relevant to the prompted situation.
+INTRO: Read each situation, then ask your friend a question about the decision. Any well-formed question about the choice counts — nosiness is the exercise.
+INSTRUCTION: Read the information, and then ask a question about the decision aloud.
EXAMPLE
PROMPT: Your friend is trying to select a college.
@@ -1909,19 +1995,31 @@ RESPONSE: Have you made up your mind about which technical school to go to?
PROMPT: Your friend has just received a job offer from a large department store. You want to know what she will decide.
RESPONSE: Have you decided to accept the job offer?
-# SKIPPED (book): "WHAT ARE YOU GOING TO DO?" (answer instructor-read open questions) and "WHO? WHAT? WHEN? WHERE? WHY? HOW?" (open pair task) — instructor-led / pair activities with no solo path.
+# Source: ST §I've Decided to Take the Job
+$DIALOGUE Announcing a Decision
+ID: l2-s36
+INTRO: And these are the sentences people say once they've finally decided. Repeat each one.
+INSTRUCTION: Repeat and read these sentences about decisions.
+REPEAT
+
+LINE: I've decided to take the job.
+LINE: I finally made up my mind. I'm going to refuse the offer.
+LINE: I've changed my mind. I'm not going to buy a car.
+LINE: I've made a decision. I'm going to finish my education.
+LINE: I've made up my mind. I'm going to go to the university.
+LINE: I've made a choice between courses. I'm going to take German instead of French.
+LINE: I've thought it over carefully. I'm not going to take German. I'm going to take French instead.
+LINE: I've made a decision. I'm going to turn down the offer.
+
+# SKIPPED (book): WHAT ARE YOU GOING TO DO? Listen to the question. Then answer the question as completely as you can. — instructor-read open questions. Dropped.
# Source: ST §I've Made My Decision
-
-# SKIPPED (book): "WHAT ARE YOU GOING TO DO?" (answer instructor-read open questions) and "WHO? WHAT? WHEN? WHERE? WHY? HOW?" (open pair task) — instructor-led / pair activities with no solo path.
-
-# Source: ST §I've Made My Decision
-$PRODUCE I've Made My Decision
+$PRODUCE Interview: I've Made My Decision
ID: l2-s37
-INTRO: Now put questions and answers together in one conversation. Read what each person wants to know and what the other decided, then act out the whole exchange aloud.
-INSTRUCTION: Read the chart aloud by asking and answering questions about the decision.
INPUT: speak
CHECK: reveal
+INTRO: Read each decision chart, then act out the whole interview aloud: ask the questions and give the answers. Then compare with the model — yours doesn't have to match word for word.
+INSTRUCTION: Read the chart aloud by asking and answering questions about the decision.
EXAMPLE
TEMPLATE: Al wants to know: Is Ed going to take a vacation? / when? / where? / who? / why? / how?
@@ -1940,225 +2038,96 @@ TEMPLATE: Mark wants to know: Is Nick going to college? / when? / where? / why?
TEMPLATE: Nick has decided: He's going to a university. / less expensive / fly / in the fall / state university
RESPONSE: Are you going to college? I'm going to a university. When are you going? In the fall. Where is it? It's a state university. Why are you going there? Because it's less expensive. How will you get there? I'll fly.
-$LESSON 2-6: Putting It Together
-
-# Source: LLA 2D Figure 7 (reading)
-
-# Source: LLA 2D Figure 7 (reading)
-$GRAMMAR Reading: Carl and Patty
-ID: 12-l2d-f7
-INTRO: Last part — everything from this lesson working together: reading, listening, and a dictation. Start by reading these two short paragraphs; questions follow.
-
-**Paragraph 1**
-
-Carl just graduated from high school. He will go to a university next fall. He has chosen teaching as his profession. He will take courses in English, math, and, of course, education.
-
-**Paragraph 2**
-
-Patty is a teacher. She has two teaching fields. She teaches English, and she teaches German. She has four classes of English and two classes of German.
-
-# Source: LLA 2D Figure 7 (questions)
-
-# Source: LLA 2D Figure 7 (questions)
-$PRODUCE Questions About Carl and Patty
-ID: 12-l2d-f7-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now answer the questions about Carl and Patty aloud. Short answers are fine — the paragraphs are there if you need them.
-INSTRUCTION: Answer the questions.
-REPEAT
-
-PROMPT: Where will Carl go next fall? {bk12-l2d-f7-01-q.mp3}
-RESPONSE: A university. {bk12-l2d-f7-01-a.mp3}
-
-PROMPT: What has he chosen as his profession? {bk12-l2d-f7-02-q.mp3}
-RESPONSE: Teaching. {bk12-l2d-f7-02-a.mp3}
-
-PROMPT: What courses will he take? {bk12-l2d-f7-03-q.mp3}
-RESPONSE: English, math, and education. {bk12-l2d-f7-03-a.mp3}
-
-PROMPT: What is Patty's profession? {bk12-l2d-f7-04-q.mp3}
-RESPONSE: Teacher. {bk12-l2d-f7-04-a.mp3}
-
-PROMPT: What are her two teaching fields? {bk12-l2d-f7-05-q.mp3}
-RESPONSE: English and German. {bk12-l2d-f7-05-a.mp3}
-
-PROMPT: How many classes of English does she have? {bk12-l2d-f7-06-q.mp3}
-RESPONSE: Four. {bk12-l2d-f7-06-a.mp3}
-
-PROMPT: How many classes of German does she have? {bk12-l2d-f7-07-q.mp3}
-RESPONSE: Two. {bk12-l2d-f7-07-a.mp3}
-
-# Source: ST §Select the Meaning
-
-# Source: ST §Select the Meaning
-$SELECT Select the Meaning
-ID: l2-s19
-INTRO: Read each sentence and use the context to figure out what the underlined word means. Then tap the closest meaning.
-INSTRUCTION: Tap the word with the same meaning as the emphasized word.
-
-EXAMPLE
-TEMPLATE: Tony used an *almanac* in the library to find out more about the country of Kuwait.
-OPTION: a | a kind of tool
-OPTION: b | a kind of radio
-OPTION: c | a kind of book
-ANSWER: c
-
-TEMPLATE: Everyone enjoyed the wedding *reception* which was held at the Ronco Hotel.
-OPTION: a | party
-OPTION: b | meeting
-OPTION: c | show
-ANSWER: a
-
-TEMPLATE: I had a good *idea* last night about how to fix this radio, but now I can't remember it.
-OPTION: a | a tool
-OPTION: b | some money
-OPTION: c | a thought
-ANSWER: c
-
-TEMPLATE: The animals were put in the *barn* to keep them dry during the storm.
-OPTION: a | a building
-OPTION: b | a park
-OPTION: c | a yard
-ANSWER: a
-
-TEMPLATE: She wants to be near her job. She doesn't like to live in the city, so she lives on the *outskirts*.
-OPTION: a | a place near a city
-OPTION: b | a place far from a city
-OPTION: c | a place in a city
-ANSWER: a
-
-TEMPLATE: They got a *bargain* at the store, so they had enough money to go to the movies.
-OPTION: a | something bought expensively
-OPTION: b | something bought cheaply
-OPTION: c | something fixed
-ANSWER: b
-
-# Source: LLA 2B Figure 5
-
-# Source: LLA 2B Figure 5
-$SELECT Same Meaning
-ID: 2b-f5
-INTRO: Same skill, now by ear. Listen to the sentence, then tap the statement that means the same thing, and repeat the answer.
-INSTRUCTION: Tap the statement with the same meaning.
-REPEAT
-
-PROMPT: The coach said they had to practice again on Wednesday. {bk12-l2b-f5-01-q.mp3}
-OPTION: a | A coach teaches people sports.
-OPTION: b | A coach is a policeman.
-OPTION: c | A coach is a soldier in the Army.
-ANSWER: a
-FEEDBACK: {bk12-l2b-f5-01-a.mp3}
-
-PROMPT: Sally doubts that she can come to dinner. She's not feeling well. {bk12-l2b-f5-02-q.mp3}
-OPTION: a | Sally thinks she can come.
-OPTION: b | Sally doesn't think she can come.
-OPTION: c | Sally doesn't want to come.
-ANSWER: b
-FEEDBACK: {bk12-l2b-f5-02-a.mp3}
-
-PROMPT: That new high school needs a stadium for their football, soccer, and baseball games. {bk12-l2b-f5-03-q.mp3}
-OPTION: a | The school needs a place to eat.
-OPTION: b | The school needs a quiet place to study.
-OPTION: c | The school needs a place to play sports.
-ANSWER: c
-FEEDBACK: {bk12-l2b-f5-03-a.mp3}
-
-PROMPT: Henry got several presents for his birthday. He got a bicycle, a watch, and two small trucks. {bk12-l2b-f5-04-q.mp3}
-OPTION: a | Henry ate lots of cake.
-OPTION: b | Henry got lots of gifts.
-OPTION: c | Henry spent lots of money.
-ANSWER: b
-FEEDBACK: {bk12-l2b-f5-04-a.mp3}
-
-PROMPT: Mary Lou bought 3 necklaces, 4 rings, and 2 pairs of earrings. {bk12-l2b-f5-05-q.mp3}
-OPTION: a | Mary Lou bought lots of jewelry.
-OPTION: b | Mary Lou bought lots of clothes.
-OPTION: c | Mary Lou bought lots of food.
-ANSWER: a
-FEEDBACK: {bk12-l2b-f5-05-a.mp3}
-
-# Source: LLA 2D Figure 8
+# SKIPPED (book): WHO? WHAT? WHEN? WHERE? WHY? HOW? Ask questions about a decision. Another student will answer the questions. (Open pair task). Dropped.
# Source: LLA 2D Figure 8
$SELECT How Do They Feel?
ID: 12-l2d-f8
-INTRO: Listen to each short exchange and decide how the person feels. Nobody in these dialogs is having a great day.
+INTRO: Listen to each short exchange and tap the word that best describes how the person feels. Nobody says the word — that's the point.
INSTRUCTION: Tap the correct feeling.
-PROMPT: Sergeant Matthews, it's 12:45 and I haven't had lunch yet. — Don't worry, Sergeant Adams. I'll wait here until you come back. — Sergeant Adams is... {bk12-l2d-f8-01.mp3}
+EXAMPLE
+PROMPT: Did you hear that noise, Betty? — Yes, I did. Let's call our neighbor and ask him to look in our yard. {bk12-l2d-f8-ex.mp3}
+OPTION: a | happy
+OPTION: b | frightened
+OPTION: c | sleepy
+ANSWER: b
+FEEDBACK: They are frightened. {bk12-l2d-f8-ex-fb.mp3}
+
+PROMPT: Sergeant Matthews, it's 12:45 and I haven't had lunch yet. — Don't worry, Sergeant Adams. I'll wait here until you come back. {bk12-l2d-f8-01.mp3}
OPTION: a | sick
-OPTION: b | hungry {bk12-l2d-f8-01-a.mp3}
+OPTION: b | hungry
OPTION: c | excited
ANSWER: b
+FEEDBACK: Sergeant Adams is hungry. {bk12-l2d-f8-01-fb.mp3}
-PROMPT: Mark, wake up. It's after 7. Your bus will be here in 30 minutes. — Mom, my stomach hurts. I want to stay home today. — Mark is... {bk12-l2d-f8-02.mp3}
+PROMPT: Mark, wake up. It's after 7. Your bus will be here in 30 minutes. — Mom, my stomach hurts. I want to stay home today. {bk12-l2d-f8-02.mp3}
OPTION: a | angry
OPTION: b | early
-OPTION: c | sick {bk12-l2d-f8-02-a.mp3}
+OPTION: c | sick
ANSWER: c
+FEEDBACK: Mark is sick. {bk12-l2d-f8-02-fb.mp3}
-PROMPT: Carla! I've been accepted at the university. — That's great, Lori. — Lori is... {bk12-l2d-f8-03.mp3}
-OPTION: a | happy {bk12-l2d-f8-03-a.mp3}
+PROMPT: Carla! I've been accepted at the university. — That's great, Lori. {bk12-l2d-f8-03.mp3}
+OPTION: a | happy
OPTION: b | upset
OPTION: c | sad
ANSWER: a
+FEEDBACK: Lori is happy. {bk12-l2d-f8-03-fb.mp3}
-PROMPT: Private Walters, I told you to clean this floor. — I'm sorry, Sergeant Allen. I thought you said to clean this door. — Sergeant Allen is... {bk12-l2d-f8-04.mp3}
+PROMPT: Private Walters, I told you to clean this floor. — I'm sorry, Sergeant Allen. I thought you said to clean this door. {bk12-l2d-f8-04.mp3}
OPTION: a | excited
OPTION: b | sad
-OPTION: c | angry {bk12-l2d-f8-04-a.mp3}
+OPTION: c | angry
ANSWER: c
+FEEDBACK: Sergeant Allen is angry. {bk12-l2d-f8-04-fb.mp3}
-PROMPT: Hey, Jack. Your yard really looks nice. — Thanks. It took me all day to do it. It was a lot of work. — Jack is... {bk12-l2d-f8-05.mp3}
+PROMPT: Hey, Jack. Your yard really looks nice. — Thanks. It took me all day to do it. It was a lot of work. {bk12-l2d-f8-05.mp3}
OPTION: a | sick
-OPTION: b | tired {bk12-l2d-f8-05-a.mp3}
+OPTION: b | tired
OPTION: c | glad
ANSWER: b
-
-# Source: LLA 2C Figure 4
-
-# Source: LLA 2C Figure 4
-$PRODUCE Dictation: Mark in California
-ID: 2c-f4
-INPUT: type
-CHECK: exact
-INTRO: Time for dictation. You'll hear a paragraph one piece at a time — type exactly what you hear.
-INSTRUCTION: Type the sentence you hear.
-
-PROMPT: Mark lived in California for six years. {bk12-l2c-f4-01-q.mp3}
-RESPONSE: Mark lived in California for 6 years. {bk12-l2c-f4-01-a.mp3}
-ACCEPT: Mark lived in California for six years.
-
-PROMPT: The climate was wonderful. {bk12-l2c-f4-02-q.mp3}
-RESPONSE: The climate was wonderful. {bk12-l2c-f4-02-a.mp3}
-
-PROMPT: There was only a little humidity. {bk12-l2c-f4-03-q.mp3}
-RESPONSE: There was only a little humidity. {bk12-l2c-f4-03-a.mp3}
-
-PROMPT: There was a nice sea breeze, and the temperatures were always warm. {bk12-l2c-f4-04-q.mp3}
-RESPONSE: There was a nice sea breeze, and the temperatures were always warm. {bk12-l2c-f4-04-a.mp3}
-
-PROMPT: The beaches were full of people who were having a good time. {bk12-l2c-f4-05-q.mp3}
-RESPONSE: The beaches were full of people who were having a good time. {bk12-l2c-f4-05-a.mp3}
-
-PROMPT: He really enjoyed the six years he was there. {bk12-l2c-f4-06-q.mp3}
-RESPONSE: He really enjoyed the 6 years he was there. {bk12-l2c-f4-06-a.mp3}
-ACCEPT: He really enjoyed the six years he was there.
-
-# Source: LLA 2D Figure 9
+FEEDBACK: Jack is tired. {bk12-l2d-f8-05-fb.mp3}
# Source: LLA 2D Figure 9
$PRODUCE What's the Main Idea?
ID: 12-l2d-f9
+LONGFORM
INPUT: type
CHECK: llm
-INTRO: One last task: listen to a short paragraph and type its main idea in your own words. Then this lesson is officially behind you — a decision you can be happy with.
-INSTRUCTION: Type the main idea.
-RUBRIC: Accept any reasonable summary indicating that learning a language takes time and hard work but is achievable with daily practice.
+RUBRIC: The learner must write the main idea of the paragraph. Accept any answer that captures the idea that learning a new language is difficult but achievable with hard work and practice.
+INTRO: Listen to the paragraph, then type its main idea in your own words. One sentence will do — that's what "main" means.
+INSTRUCTION: Type the main idea of the paragraph.
-PROMPT: Learning a language is not easy. It takes a lot of time and lots of hard work. You must practice speaking, reading, and writing the new language as often as you can. You must learn to think in that language, not in your own. If you study every day, you'll be speaking this new language very soon. {bk12-l2d-f9-01.mp3}
-RESPONSE: The main idea is that learning a new language isn't easy, but if you study hard, you can do it.
+PROMPT: Learning a language is not easy. It takes a lot of time and lots of hard work... {bk12-l2d-f9-01.mp3}
+RESPONSE: The main idea is that learning a new language isn't easy, but if you study hard, you can do it. {bk12-l2d-f9-01-a.mp3}
-# SKIPPED (book): Listening/Reading Skill "SUMMARIES" (read each paragraph, give an oral summary) — paragraph composition/summarizing is deferred.
+# Source: LLA 2C Figure 4
+$PRODUCE Dictation: Mark's Six Years in California
+ID: 2c-f4
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+LONGFORM
+INTRO: One last task: dictation. Type each sentence exactly as you hear it — spelling and punctuation count. Then you're done with Lesson 2: decision made, mind made up.
+INSTRUCTION: Type the exact sentence.
+
+PROMPT: Mark lived in California for 6 years. {bk12-l2c-f4-01.mp3}
+RESPONSE: Mark lived in California for 6 years. {bk12-l2c-f4-01.mp3}
+ACCEPT: Mark lived in California for six years.
+
+PROMPT: The climate was wonderful. {bk12-l2c-f4-02.mp3}
+RESPONSE: The climate was wonderful. {bk12-l2c-f4-02.mp3}
+
+PROMPT: There was only a little humidity. {bk12-l2c-f4-03.mp3}
+RESPONSE: There was only a little humidity. {bk12-l2c-f4-03.mp3}
+
+PROMPT: There was a nice sea breeze, and the temperatures were always warm. {bk12-l2c-f4-04.mp3}
+RESPONSE: There was a nice sea breeze, and the temperatures were always warm. {bk12-l2c-f4-04.mp3}
+
+PROMPT: The beaches were full of people who were having a good time. {bk12-l2c-f4-05.mp3}
+RESPONSE: The beaches were full of people who were having a good time. {bk12-l2c-f4-05.mp3}
+
+PROMPT: He really enjoyed the 6 years he was there. {bk12-l2c-f4-06.mp3}
+RESPONSE: He really enjoyed the 6 years he was there. {bk12-l2c-f4-06.mp3}
+ACCEPT: He really enjoyed the six years he was there.
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diff --git a/book-12-lesson-3.module b/book-12-lesson-3.module
index 60b27f24..ea0c872f 100644
--- a/book-12-lesson-3.module
+++ b/book-12-lesson-3.module
@@ -1,49 +1,59 @@
$MODULE Book 12 · Lesson 3: We've Decided to Add On {st-page_079_001.jpg}
FORMAT: 2
-DESCRIPTION: Houses, suburbs, and home additions; could, may, and might for possibility; -ing and -ed adjectives; indirect speech; the present perfect; plus dictation and sound practice.
+DIOCO_DOC_ID: alc_book12_lesson3
+DESCRIPTION: Home and suburb vocabulary; "could", "may", and "might" for possibility; "-ing" and "-ed" adjectives; indirect speech; the present perfect; and dictation practice.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Male1 | achird | Male voice
-VOICE: Female1 | gacrux | Female voice
-VOICE: Male2 | charon | Male voice
-VOICE: Female2 | aoede | Female voice
-VOICE: SpeakerA | achird | Male voice
+VOICE: Clerk | gacrux | Squadron clerk
+VOICE: Sgt_Richards | achernar | Male sergeant
+VOICE: Capt_Douglas | schedar | Male captain
+VOICE: Sue | aoede | Young female
+VOICE: Mrs_Peterson | gacrux | Older female
+VOICE: Lorraine | aoede | Young female
+VOICE: Mike | achernar | Male speaker
+VOICE: Carl | schedar | Male speaker
+VOICE: Parker | achernar | Male speaker
+VOICE: Jackson | achird | Male sergeant
+VOICE: Brooks | achernar | Male captain
+VOICE: Robinson | schedar | Male sergeant
+VOICE: SpeakerA | achernar | Male voice
VOICE: SpeakerB | schedar | Male voice
-VOICE: Nancy | gacrux | Female voice
-VOICE: Linda | aoede | Female voice
+VOICE: Officer | achernar | Male officer
+VOICE: Nancy | aoede | Female voice
+VOICE: Linda | gacrux | Female voice
VOICE: Anita | aoede | Female speaker
-VOICE: Oscar | achird | Male speaker
-VOICE: Carol | kore | Female speaker
-VOICE: Dan | orus | Male speaker
-VOICE: Sam | charon | Male speaker
-VOICE: Pat | leda | Female speaker
-VOICE: Doug | sadachbia | Male speaker
-VOICE: Paul | rasalgethi | Male speaker
-VOICE: Matt | umbriel | Male speaker
-VOICE: Steve | iapetus | Male speaker
-VOICE: Andy | algieba | Male speaker
-VOICE: Peter | zubenelgenubi | Male speaker
-VOICE: David | alnilam | Male speaker
-VOICE: Tom | schedar | Male speaker
-VOICE: Tim | puck | Male speaker
-VOICE: Phil | algenib | Male speaker
+VOICE: Oscar | achernar | Male speaker
+VOICE: Carol | gacrux | Female speaker
+VOICE: Dan | achird | Male speaker
+VOICE: Sam | achernar | Male speaker
+VOICE: Pat | schedar | Female speaker
+VOICE: Doug | achird | Male speaker
+VOICE: Paul | achernar | Male speaker
+VOICE: Matt | achird | Male speaker
+VOICE: Steve | achernar | Male speaker
+VOICE: Andy | achird | Male speaker
+VOICE: Peter | achernar | Male speaker
+VOICE: David | achird | Male speaker
+VOICE: Tom | achernar | Male speaker
+VOICE: Tim | achird | Male speaker
+VOICE: Phil | achernar | Male speaker
VOICE: Mark | achird | Male speaker
-VOICE: Alan | schedar | Male speaker
+VOICE: Alan | achernar | Male speaker
VOICE: Eric | achird | Male speaker
-VOICE: Tony | umbriel | Male speaker
+VOICE: Tony | achernar | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$LESSON 3-1: Around the House
+$SESSION 3-1: House and Home
# Source: LLA 3A Figure 1
-$DIALOGUE Around the House — New Words
+$DIALOGUE House and Home Vocabulary
ID: 3a-f1
-INTRO: In this lesson you'll learn to talk about houses and home additions, say what could or might be true, describe feelings, and report what people said. First, twelve words for things around a house — listen and repeat each sentence.
-INSTRUCTION: Listen and repeat.
+INTRO: In this lesson you'll learn to talk about houses and homes, guess what's possible with "could", "may", and "might", describe feelings with "-ed" and "-ing" adjectives, and report what people said. First, twelve words for around the house. Listen and repeat each word in its sentence.
+INSTRUCTION: Repeat each word and sentence.
REPEAT
VOCAB: fire
@@ -82,21 +92,20 @@ LINE: Elaine cooked the chicken in the oven at 375 degrees. {page_042_005.jpg} {
VOCAB: fireplace
LINE: Mr. Evans has a fireplace in his new house. {page_042_006.jpg} {bk12-l3a-f1-12.mp3}
-# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
-# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
-$SELECT Which Picture Is It? (Set 1)
-ID: 3a-f1-b
-INTRO: Now listen to each sentence and tap the picture it describes. Then listen to the correct answer and say the sentence back.
+# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6)
+$SELECT Match the Picture: Set One
+ID: 3a-f1-b1
+INTRO: Now check the first six words. You'll hear a sentence — tap the picture it matches, then repeat the sentence.
INSTRUCTION: Tap the correct picture.
REPEAT
-OPTION: a | A {page_041_001.jpg}
-OPTION: b | B {page_041_002.jpg}
-OPTION: c | C {page_041_003.jpg}
-OPTION: d | D {page_041_004.jpg}
-OPTION: e | E {page_041_005.jpg}
-OPTION: f | F {page_041_006.jpg}
+OPTION: a | fire {page_041_001.jpg}
+OPTION: b | cassette {page_041_002.jpg}
+OPTION: c | dining room {page_041_003.jpg}
+OPTION: d | patio {page_041_004.jpg}
+OPTION: e | stereo {page_041_005.jpg}
+OPTION: f | story {page_041_006.jpg}
PROMPT: The children are playing on the patio. {bk12-l3a-f1-13-q.mp3}
ANSWER: d
@@ -122,21 +131,20 @@ PROMPT: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-q.mp3}
ANSWER: f
FEEDBACK: Bob lives in a 2-story apartment building. {bk12-l3a-f1-21-a.mp3}
-# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
-# Source: LLA 3A Figure 1 (matching pass, split — image options capped at 6)
-$SELECT Which Picture Is It? (Set 2)
-ID: 3a-f1-c
-INTRO: Six more sentences, six more pictures. Tap the picture, then repeat the answer.
+# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6)
+$SELECT Match the Picture: Set Two
+ID: 3a-f1-b2
+INTRO: Same game, six more words. Tap the picture that matches the sentence you hear, then say the sentence back.
INSTRUCTION: Tap the correct picture.
REPEAT
-OPTION: g | G {page_042_001.jpg}
-OPTION: h | H {page_042_002.jpg}
-OPTION: i | I {page_042_003.jpg}
-OPTION: j | J {page_042_004.jpg}
-OPTION: k | K {page_042_005.jpg}
-OPTION: l | L {page_042_006.jpg}
+OPTION: g | wood {page_042_001.jpg}
+OPTION: h | plan {page_042_002.jpg}
+OPTION: i | record {page_042_003.jpg}
+OPTION: j | microwave {page_042_004.jpg}
+OPTION: k | oven {page_042_005.jpg}
+OPTION: l | fireplace {page_042_006.jpg}
PROMPT: Mother is baking a cake in the oven. {bk12-l3a-f1-14-q.mp3}
ANSWER: k
@@ -162,13 +170,12 @@ PROMPT: Ask Tim to cut some more wood. {bk12-l3a-f1-24-q.mp3}
ANSWER: g
FEEDBACK: Ask Tim to cut some more wood. {bk12-l3a-f1-24-a.mp3}
-# Source: ST §My House Is in the Suburbs
# Source: ST §My House Is in the Suburbs
$DIALOGUE My House Is in the Suburbs
ID: l3-s1
-INTRO: Now take a little tour. A homeowner shows you around — repeat the new words as you go.
-INSTRUCTION: Repeat the new words, then read the paragraphs.
+INTRO: A proud homeowner is about to give you the full tour of his house in the suburbs. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: suburb
@@ -185,17 +192,21 @@ LINE: We're home! {st-page_081_002.jpg}
LINE: Let's go inside. {st-page_081_003.jpg}
+LINE: Let me show you my house. {st-page_081_004.jpg}
+LINE: This is the living room. {st-page_081_004.jpg}
+LINE: How do you like our fireplace? {st-page_081_004.jpg}
+LINE: Nice, isn't it? {st-page_081_004.jpg}
VOCAB: builder
-LINE: Let me show you my house. This is the living room. How do you like our fireplace? Nice, isn't it? The builder did a very good job. On very cold days, we make great fires. {st-page_081_004.jpg}
+LINE: The builder did a very good job. {st-page_081_004.jpg}
+LINE: On very cold days, we make great fires. {st-page_081_004.jpg}
-# Source: ST §My House Is in the Suburbs (questions)
-# Source: ST §My House Is in the Suburbs (questions)
+# Source: ST §Answer About the House
$PRODUCE Questions About the House
ID: l3-s2
REFERENCE
-INTRO: Answer five quick questions about the house you just toured. Speak in full sentences — you can look back at the paragraphs.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer a few questions about the house. Speak a full sentence — and open the reading again if your memory of the tour is fuzzy.
+INSTRUCTION: Answer each question aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -216,34 +227,42 @@ RESPONSE: There is a fireplace in the living room.
PROMPT: Who did a good job?
RESPONSE: The builder did a very good job.
-# Source: ST §More About My House
# Source: ST §More About My House
-$DIALOGUE More About My House
+$DIALOGUE Inside the House
ID: l3-s3
-INTRO: The tour continues — the stereo, the kitchen, and the patio. Repeat the new words as you read.
-INSTRUCTION: Repeat the new words, then read the paragraphs.
+INTRO: The tour continues — the stereo, the kitchen, and the patio. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
REPEAT
-VOCAB: to play | play
-LINE: That's our new stereo over there. Perhaps you would like to listen to some music later. Maybe we can play Michael Johnson's new record. Or perhaps, we can play some of the cassettes that I just received in the mail. {st-page_082_001.jpg}
+LINE: That's our new stereo over there. {st-page_082_001.jpg}
+LINE: Perhaps you would like to listen to some music later. {st-page_082_001.jpg}
+VOCAB: to play
+LINE: Maybe we can play Michael Johnson's new record. {st-page_082_001.jpg}
+LINE: Or perhaps, we can play some of the cassettes that I just received in the mail. {st-page_082_001.jpg}
-VOCAB: to heat | heat
-VOCAB: to boil | boil
-LINE: Now let's go to the dining room and kitchen. We eat dinner in the dining room, but we usually eat breakfast here in the kitchen. This is our new microwave oven. The stove's oven wasn't quick enough for us. So now we can heat water for coffee in one minute, and boil it to make soup in three minutes! {st-page_082_002.jpg}
+LINE: Now let's go to the dining room and kitchen. {st-page_082_002.jpg}
+LINE: We eat dinner in the dining room, but we usually eat breakfast here in the kitchen. {st-page_082_002.jpg}
+LINE: This is our new microwave oven. {st-page_082_002.jpg}
+LINE: The stove's oven wasn't quick enough for us. {st-page_082_002.jpg}
+VOCAB: to heat
+VOCAB: to boil
+LINE: So now we can heat water for coffee in one minute, and boil it to make soup in three minutes! {st-page_082_002.jpg}
+LINE: If you look out the glass door, you can see our patio. {st-page_082_003.jpg}
+LINE: In the summers, we eat out there sometimes. {st-page_082_003.jpg}
VOCAB: shed
-VOCAB: to burn | burn
-LINE: If you look out the glass door, you can see our patio. In the summers, we eat out there sometimes. We keep wood for our fireplace in that shed. You know wood burns much better if you keep it dry. {st-page_082_003.jpg}
+LINE: We keep wood for our fireplace in that shed. {st-page_082_003.jpg}
+VOCAB: to burn
+LINE: You know wood burns much better if you keep it dry. {st-page_082_003.jpg}
-# Source: ST §More About My House (questions)
-# Source: ST §More About My House (questions)
-$PRODUCE Questions About the House (Part 2)
+# Source: ST §Answer About the House (Part 2)
+$PRODUCE More Questions About the House
ID: l3-s4
REFERENCE
-INTRO: Six more questions about the tour. Answer aloud in full sentences.
-INSTRUCTION: Answer the questions aloud.
+INTRO: More questions about the house. Answer aloud in full sentences — the reading is there if you need it.
+INSTRUCTION: Answer each question aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -267,13 +286,12 @@ RESPONSE: You can see the patio.
PROMPT: Why does he keep the wood in a shed?
RESPONSE: Because wood burns much better if you keep it dry.
-# Source: ST §The Wood's in the Shed
# Source: ST §The Wood's in the Shed
-$SELECT The Wood's in the Shed
+$SELECT Where Does It Go?
ID: l3-s5
-INTRO: Everything in this house has its place — even the wood. Finish each sentence by tapping the right ending.
-INSTRUCTION: Match the first part of the sentence with the correct ending.
+INTRO: Time to put everything in its place. Read each sentence and tap the ending that completes it.
+INSTRUCTION: Tap the correct ending.
OPTION: a | in the suburbs.
OPTION: b | in the fireplace.
OPTION: c | in the living room.
@@ -315,149 +333,145 @@ ANSWER: h|f
TEMPLATE: Add more wood ____
ANSWER: e
-# SKIPPED (book): ST Listening Skill "HIT HIT HEAT" — instructor-read minimal-pair
+# SKIPPED (book): Listening Skill "HIT HIT HEAT" — instructor-read minimal-pair
# discrimination with no recorded stimulus. Convertible later with chosen items + TTS.
-$LESSON 3-2: Additions and Get-Togethers
+$SESSION 3-2: Adding On to the House
-# Source: LLA 3A Listening and Speaking Activity 1
-
-# Source: LLA 3A Listening and Speaking Activity 1
-$DIALOGUE Adding On — New Words
-ID: 3a-ls1
-INTRO: This part is about making a house bigger — and the family get-togethers that make that necessary. Listen to eight new words in sentences and repeat them.
+# Source: LLA 3A Figure 1 (continuation)
+$DIALOGUE Making the House Bigger — New Words
+ID: 3a-f1-c
+INTRO: In this part you'll learn the words for making a house bigger — and why a family might need to. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT
-VOCAB: to add on
-LINE: Mrs. Howard just had another baby. Now there are 5 children in the family. They need to add on another bedroom. {bk12-l3a-f1-25.mp3}
+LINE: Mrs. Howard just had another baby. {bk12-l3a-f1-25a.mp3}
+LINE: Now there are 5 children in the family. {bk12-l3a-f1-25b.mp3}
+VOCAB: add on
+LINE: They need to add on another bedroom. {bk12-l3a-f1-25c.mp3}
-VOCAB: to build
+VOCAB: build
LINE: My son is building his home in the country. {bk12-l3a-f1-26.mp3}
-VOCAB: to enlarge
-LINE: Peggy does a lot of cooking. She has decided to enlarge her kitchen. {bk12-l3a-f1-27.mp3}
+LINE: Peggy does a lot of cooking. {bk12-l3a-f1-27a.mp3}
+VOCAB: enlarge
+LINE: She has decided to enlarge her kitchen. {bk12-l3a-f1-27b.mp3}
-VOCAB: heat
-LINE: That fire is very hot. It gives off a lot of heat. {bk12-l3a-f1-28.mp3}
+LINE: That fire is very hot. {bk12-l3a-f1-28a.mp3}
+LINE: It gives off a lot of heat. {bk12-l3a-f1-28b.mp3}
-VOCAB: to burn
-LINE: Don't let the baby play near the fire. It will burn him. {bk12-l3a-f1-29.mp3}
+LINE: Don't let the baby play near the fire. {bk12-l3a-f1-29a.mp3}
+LINE: It will burn him. {bk12-l3a-f1-29b.mp3}
VOCAB: addition
LINE: This patio is our newest addition to the house. {bk12-l3a-f1-30.mp3}
-VOCAB: builder
LINE: Mr. Ellis is the biggest builder in Dallas. {bk12-l3a-f1-31.mp3}
-VOCAB: suburb
-LINE: Valerie lives in a new suburb outside of the city. {bk12-l3a-f1-32.mp3}
+LINE: Valerie lives in a new suburb outside the city. {bk12-l3a-f1-32.mp3}
+
# Source: LLA 3A Figure 2
-
-# Source: LLA 3A Figure 2
-$SELECT Questions About Additions
+$SELECT Questions About the New Words
ID: 3a-f2
-INTRO: Now use those words. Listen to each question, tap the answer, then say the answer back.
+INTRO: Now answer questions about those sentences. Listen to the question, tap the correct answer, then repeat it.
INSTRUCTION: Tap the correct answer.
REPEAT
-OPTION: a | She's going to add on another bedroom. {bk12-l3a-f2-05-a.mp3}
-OPTION: b | Yes, it's the newest addition to the house. {bk12-l3a-f2-04-a.mp3}
-OPTION: c | He's the biggest builder in Dallas. {bk12-l3a-f2-01-a.mp3}
-OPTION: d | She lives in a new suburb outside of the city. {bk12-l3a-f2-07-a.mp3}
-OPTION: e | She enlarged her kitchen. {bk12-l3a-f2-02-a.mp3}
-OPTION: f | The fire gives off a lot of heat. {bk12-l3a-f2-06-a.mp3}
-OPTION: g | He's building it in the country. {bk12-l3a-f2-03-a.mp3}
-OPTION: h | The fire will burn him. {bk12-l3a-f2-08-a.mp3}
+OPTION: a | She's going to add on another bedroom.
+OPTION: b | Yes, it's the newest addition to the house.
+OPTION: c | He's the biggest builder in Dallas.
+OPTION: d | She lives in a new suburb outside of the city.
+OPTION: e | She enlarged her kitchen.
+OPTION: f | The fire gives off a lot of heat.
+OPTION: g | He's building it in the country.
+OPTION: h | The fire will burn him.
+EXAMPLE
PROMPT: Who is Mr. Ellis? {bk12-l3a-f2-01-q.mp3}
ANSWER: c
+FEEDBACK: He's the biggest builder in Dallas. {bk12-l3a-f2-01-a.mp3}
PROMPT: Peggy does a lot of cooking. What did she do to her kitchen? {bk12-l3a-f2-02-q.mp3}
ANSWER: e
+FEEDBACK: She enlarged her kitchen. {bk12-l3a-f2-02-a.mp3}
PROMPT: Where is your son building his home? {bk12-l3a-f2-03-q.mp3}
ANSWER: g
+FEEDBACK: He's building it in the country. {bk12-l3a-f2-03-a.mp3}
PROMPT: Is this patio new? {bk12-l3a-f2-04-q.mp3}
ANSWER: b
+FEEDBACK: Yes, it's the newest addition to the house. {bk12-l3a-f2-04-a.mp3}
PROMPT: Where is Mrs. Howard going to put all those children? {bk12-l3a-f2-05-q.mp3}
ANSWER: a
+FEEDBACK: She's going to add on another bedroom. {bk12-l3a-f2-05-a.mp3}
PROMPT: What does the fire give off? {bk12-l3a-f2-06-q.mp3}
ANSWER: f
+FEEDBACK: The fire gives off a lot of heat. {bk12-l3a-f2-06-a.mp3}
PROMPT: Where does Valerie live? {bk12-l3a-f2-07-q.mp3}
ANSWER: d
+FEEDBACK: She lives in a new suburb outside of the city. {bk12-l3a-f2-07-a.mp3}
PROMPT: Why can't the baby play near the fire? {bk12-l3a-f2-08-q.mp3}
ANSWER: h
+FEEDBACK: The fire will burn him. {bk12-l3a-f2-08-a.mp3}
-# DROPPED: ST "These Are New Words" (l3-s6) — TTS twin of LLA 3B Figure 1 vocabulary
-# (same words, same presentation role); kept the cassette version below.
# Source: LLA 3B Figure 1
-
-# DROPPED: ST "These Are New Words" (l3-s6) — TTS twin of LLA 3B Figure 1 vocabulary
-# (same words, same presentation role); kept the cassette version below.
-
-# Source: LLA 3B Figure 1
-$DIALOGUE Plans, Problems, and Solutions — New Words
+$DIALOGUE Problems, Solutions, and Get-Togethers
ID: 3b-f1
-INTRO: More new words — for get-togethers, problems, and how to solve them. Listen and repeat each word and sentence.
-INSTRUCTION: Repeat each word and sentence.
+INTRO: Here are more new words — problems, solutions, and get-togethers. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat.
REPEAT
-VOCAB: boil
-LINE: Boil. The water must boil before you add the vegetables. {bk12-l3b-f1-01.mp3}
+LINE: The water must boil before you add the vegetables. {bk12-l3b-f1-01.mp3}
-VOCAB: get-together
-LINE: A get-together. Kevin is going to have a get-together at his house on Sunday afternoon. {bk12-l3b-f1-02.mp3}
+VOCAB: a get-together
+LINE: Kevin is going to have a get-together at his house on Sunday afternoon. {bk12-l3b-f1-02.mp3}
VOCAB: get together
-LINE: Get together. Let's get together after work today. {bk12-l3b-f1-03.mp3}
+LINE: Let's get together after work today. {bk12-l3b-f1-03.mp3}
-VOCAB: play
-LINE: Play. Does your son play basketball? {bk12-l3b-f1-04.mp3}
+LINE: Does your son play basketball? {bk12-l3b-f1-04.mp3}
VOCAB: solve
-LINE: Solve. Did you solve the math problem? {bk12-l3b-f1-05.mp3}
+LINE: Did you solve the math problem? {bk12-l3b-f1-05.mp3}
VOCAB: take place
-LINE: Take place. Where did the accident take place? {bk12-l3b-f1-06.mp3}
+LINE: Where did the accident take place? {bk12-l3b-f1-06.mp3}
VOCAB: interested in
-LINE: Interested in. Jim is interested in learning about other countries. {bk12-l3b-f1-07.mp3}
+LINE: Jim is interested in learning about other countries. {bk12-l3b-f1-07.mp3}
-VOCAB: near
-LINE: Near. He hopes to add onto his house in the near future. {bk12-l3b-f1-08.mp3}
+LINE: He hopes to add onto his house in the near future. {bk12-l3b-f1-08.mp3}
VOCAB: perhaps
-LINE: Perhaps. I can't make it for lunch today. Perhaps we can have lunch tomorrow. {bk12-l3b-f1-09.mp3}
+LINE: I can't make it for lunch today. Perhaps we can have lunch tomorrow. {bk12-l3b-f1-09.mp3}
VOCAB: tiring
-LINE: Tiring. Larry went swimming all day Saturday. It was very tiring. {bk12-l3b-f1-10.mp3}
+LINE: Larry went swimming all day Saturday. It was very tiring. {bk12-l3b-f1-10.mp3}
VOCAB: idea
-LINE: Idea. Jeff had an idea about enlarging the kitchen. {bk12-l3b-f1-11.mp3}
+LINE: Jeff had an idea about enlarging the kitchen. {bk12-l3b-f1-11.mp3}
VOCAB: meeting
-LINE: Meeting. The major has a meeting with the colonel in 15 minutes. {bk12-l3b-f1-12.mp3}
+LINE: The major has a meeting with the colonel in 15 minutes. {bk12-l3b-f1-12.mp3}
VOCAB: solution
-LINE: Solution. Sergeant Allen has a solution to our problem. {bk12-l3b-f1-13.mp3}
+LINE: Sergeant Allen has a solution to our problem. {bk12-l3b-f1-13.mp3}
VOCAB: trouble
-LINE: Trouble. Did you have trouble finding Sandy's house? {bk12-l3b-f1-14.mp3}
+LINE: Did you have trouble finding Sandy's house? {bk12-l3b-f1-14.mp3}
+
# Source: LLA 3B Figure 1 (question pass)
-
-# Source: LLA 3B Figure 1 (question pass)
-$SELECT Choose the Answer
+$SELECT Check the New Words
ID: 3b-f1-b
-INTRO: Quick check on the new words — listen to each question and tap the answer.
+INTRO: A quick check on the new words. Listen to each question and tap the correct answer.
INSTRUCTION: Tap the correct answer.
OPTION: a | He had an idea about enlarging the kitchen.
@@ -466,55 +480,54 @@ OPTION: c | Add the vegetables after the water boils.
OPTION: d | Jim is interested in learning about other countries.
OPTION: e | The meeting is in 15 minutes.
-PROMPT: What is Jim interested in? {bk12-l3b-f1-15.mp3}
+PROMPT: What is Jim interested in? {bk12-l3b-f1-00-q1.mp3}
ANSWER: d
-PROMPT: What was Jeff's idea? {bk12-l3b-f1-16.mp3}
+PROMPT: What was Jeff's idea? {bk12-l3b-f1-00-q2.mp3}
ANSWER: a
-PROMPT: When do I add the vegetables? {bk12-l3b-f1-17.mp3}
+PROMPT: When do I add the vegetables? {bk12-l3b-f1-00-q3.mp3}
ANSWER: c
-PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-18.mp3}
+PROMPT: What is Kevin having on Sunday afternoon? {bk12-l3b-f1-00-q4.mp3}
ANSWER: b
-PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-19.mp3}
+PROMPT: What time is the meeting with Major Brown? {bk12-l3b-f1-00-q5.mp3}
ANSWER: e
-# Source: ST §The Trouble Is We Don't Have Enough Room!
+# DROPPED (twin): ST "These Are New Words" (l3-s6) — same vocabulary set as the
+# LLA 3B Figure 1 cassette presentation, same presentation role; cassette kept.
+# All of its words appear in the kept activities and the following dialog.
# Source: ST §The Trouble Is We Don't Have Enough Room!
$DIALOGUE The Trouble Is We Don't Have Enough Room!
ID: l3-s7
-INTRO: Meet Oscar and Anita. Their house is full — too many kids, too much cooking. Listen to Oscar's big idea, and repeat the new words.
-INSTRUCTION: Repeat the new words, then read the dialog.
+INTRO: Anita and Oscar's house is full of relatives and short on space. Listen to their conversation and repeat each line.
+INSTRUCTION: Listen and repeat.
REPEAT
-VOCAB: room
Anita: Boy, some of these family get-togethers can be very tiring! {st-page_085_001.jpg}
+VOCAB: room
Oscar: The trouble is we don't have enough room for all the kids to play in.
Anita: And we don't have room for all the cooking that takes place when everybody is here.
Oscar: I have an idea that just might solve our problem.
Anita: Let's hear your solution.
-VOCAB: to add on | add on
VOCAB: den
-VOCAB: to enlarge | enlarge
Oscar: We can add on a den to the house and enlarge the kitchen.
-VOCAB: to leave | leave
Anita: Where will we put the den? . . . Where the patio is?
+VOCAB: to leave
Oscar: Oh, no! We'll leave the patio like it is. Let me draw a plan, and I'll show you.
-# Source: ST §The Trouble Is We Don't Have Enough Room! (questions)
-# Source: ST §The Trouble Is We Don't Have Enough Room! (questions)
-$PRODUCE Questions About Oscar's Idea
+# Source: ST §Answer About the Dialog
+$PRODUCE Questions About the Problem
ID: l3-s8
REFERENCE
-INTRO: Answer the questions about Oscar and Anita's problem. Speak in full sentences — the dialog is there if you need it.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer questions about Anita and Oscar's problem. Speak in full sentences — the dialog is a tap away.
+INSTRUCTION: Answer each question aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -538,13 +551,12 @@ RESPONSE: They can add on a den to the house and enlarge the kitchen.
PROMPT: Does he want to put a den where the patio is?
RESPONSE: No, he wants to leave the patio like it is.
-# Source: ST §Yes, We'll Do It In the Near Future
# Source: ST §Yes, We'll Do It In the Near Future
$DIALOGUE Yes, We'll Do It in the Near Future
ID: l3-s9
-INTRO: Anita's sister Carol drops by to look at the plan. She wants a den too — of course she does.
-INSTRUCTION: Repeat the new words, then read the dialog.
+INTRO: Carol wants to see the plans — she'd like a den too. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
REPEAT
Carol: Is this the plan for the addition? I'm interested in it because I want a den, too. {st-page_086_001.jpg}
@@ -559,14 +571,13 @@ Anita: Well, Oscar has already built the kitchen wall. He wants to build the den
Carol: Then it should be ready for your next get-together.
Anita: We hope so.
-# Source: ST §Yes, We'll Do It In the Near Future (questions)
-# Source: ST §Yes, We'll Do It In the Near Future (questions)
+# Source: ST §Answer About the Plan
$PRODUCE Questions About the Plan
ID: l3-s10
REFERENCE
-INTRO: Answer the questions about Carol's visit and the plan. Speak in full sentences.
-INSTRUCTION: Answer the questions aloud.
+INTRO: A few questions about the plan. Answer aloud in full sentences — check the dialog if you need to.
+INSTRUCTION: Answer each question aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -587,12 +598,11 @@ RESPONSE: Yes, he wants to build the den right after he finishes the kitchen wal
PROMPT: When should the den be ready?
RESPONSE: It should be ready for their next get-together.
-# Source: ST §They Want to Add On a Den
# Source: ST §They Want to Add On a Den
$PRODUCE They Want to Add On a Den
ID: l3-s11
-INTRO: Retell the whole story of Oscar, Anita, and the den. Type the correct word from the choices shown in parentheses.
+INTRO: Retell the whole story. Type the correct word from the two choices in parentheses.
INSTRUCTION: Type the correct word from the choices in parentheses.
INPUT: type
CHECK: exact
@@ -620,14 +630,12 @@ ACCEPT: interested
TEMPLATE: Oscar and Anita think the family ____{get-togethers} (get-togethers, got together) are important, so they're glad they ____{got together} (added on, got together).
RESPONSE: Oscar and Anita think the family get-togethers are important, so they're glad they got together.
-$LESSON 3-3: Could, May, and Might
+$SESSION 3-3: "Could" for Possibility
# Source: ST §You Could Be the Winner of a Million Dollars!
-
-# Source: ST §You Could Be the Winner of a Million Dollars!
-$GRAMMAR Could for Possibility
+$GRAMMAR "Could" for Possibility
ID: l3-s13
-INTRO: New part, new tool: "could" — for things that are possible but not certain. Here's how it works.
+INTRO: In this part you'll learn to say what's possible when you're not sure — with "could". Read the explanation before the drills.
@@ -647,30 +655,33 @@ Read the following sentences about possibility.
6. It's very cloudy this morning. It {could rain} today.
7. My father said we {could win} a lot of money if they pick our number.
-# Source: LLA 3A Listening and Speaking Activity 2
-# Source: LLA 3A Listening and Speaking Activity 2
-$DIALOGUE Sentences with Could
-ID: 3a-ls2
-INTRO: Listen to five sentences with "could" and repeat them.
+# Source: LLA 3A Figure 2 (sentence presentation)
+$DIALOGUE Sentences with "Could"
+ID: 3a-f2-b
+INTRO: Listen to sentences that use "could" for possibility, and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: Those questions could be too difficult for him. I think he's having trouble. {bk12-l3a-f2-09.mp3}
-LINE: Walter could be at the mall. I'm not sure. {bk12-l3a-f2-10.mp3}
-LINE: Could this be Alan's jacket? It's the same color as his. {bk12-l3a-f2-11.mp3}
-LINE: Do you think I could borrow your English book tonight? I can't find mine. {bk12-l3a-f2-12.mp3}
-LINE: What could John be doing out this late at night? He's usually home early. {bk12-l3a-f2-13.mp3}
+LINE: Those questions could be too difficult for him. {bk12-l3a-f2-09.mp3}
+LINE: I think he's having trouble. {bk12-l3a-f2-10.mp3}
+LINE: Walter could be at the mall. {bk12-l3a-f2-11.mp3}
+LINE: I'm not sure. {bk12-l3a-f2-12.mp3}
+LINE: Could this be Alan's jacket? {bk12-l3a-f2-13.mp3}
+LINE: It's the same color as his. {bk12-l3a-f2-14.mp3}
+LINE: Do you think I could borrow your English book tonight? {bk12-l3a-f2-15.mp3}
+LINE: I can't find mine. {bk12-l3a-f2-16.mp3}
+LINE: What could John be doing out this late at night? {bk12-l3a-f2-17.mp3}
+LINE: He's usually home early. {bk12-l3a-f2-18.mp3}
+
# Source: LLA 3A Figure 3
-
-# Source: LLA 3A Figure 3
-$PRODUCE Answer with Could
+$PRODUCE Answer with "Could"
ID: 3a-f3
INPUT: speak
CHECK: reveal
-INTRO: Answer the question you hear out loud, using "could" and the phrase on the screen. Then repeat the correct answer.
-INSTRUCTION: Answer using "could" and the given phrase.
+INTRO: Now it's your turn to guess. Answer each question aloud with "could" and the cue on your screen, then repeat the model answer.
+INSTRUCTION: Answer aloud using "could".
REPEAT
EXAMPLE
@@ -680,51 +691,52 @@ RESPONSE: Robert could be at Jim's house. {bk12-l3a-f3-ex-a.mp3}
TEMPLATE: Daniel's
PROMPT: Someone left his sweater here. Whose is it? {bk12-l3a-f3-01-q.mp3}
-RESPONSE: It could be Daniel's. {bk12-l3a-f3-01-a.mp3}
+RESPONSE: It could be Daniel's.
TEMPLATE: today
PROMPT: When is the get-together for Jeff? {bk12-l3a-f3-02-q.mp3}
-RESPONSE: It could be today. {bk12-l3a-f3-02-a.mp3}
+RESPONSE: It could be today.
TEMPLATE: on your desk
PROMPT: Where is my pencil? I can't find it. {bk12-l3a-f3-03-q.mp3}
-RESPONSE: It could be on your desk. {bk12-l3a-f3-03-a.mp3}
+RESPONSE: It could be on your desk.
TEMPLATE: a bird in a tree
PROMPT: What is that a picture of? {bk12-l3a-f3-04-q.mp3}
-RESPONSE: It could be a bird in a tree. {bk12-l3a-f3-04-a.mp3}
+RESPONSE: It could be a bird in a tree.
TEMPLATE: about 2-1/2 or 3 hours
PROMPT: How long is this movie? {bk12-l3a-f3-05-q.mp3}
RESPONSE: It could be about 2 and a half or 3 hours. {bk12-l3a-f3-05-a.mp3}
-# Source: ST §Where Could They Be?
# Source: ST §Where Could They Be?
$DIALOGUE Where Could They Be?
ID: l3-s14
-INTRO: Two small emergencies: lost keys and a lost wallet. Read along and notice could, may, and might doing the guessing.
-INSTRUCTION: Read the paragraphs.
+INTRO: Two small emergencies — lost keys and a missing wallet. Listen to how the speakers guess with "could", "may", and "might".
+INSTRUCTION: Listen to the paragraphs.
Narrator: Oh, dear! I have to be at work in 20 minutes, and I can't find my keys.
LINE: Let's see; could they be in the kitchen? No, not there.
-LINE: They might be on top of the TV. No. Well, they may be on the table in the bedroom. No.
-LINE: Where could they be? They might be in the car. There they are!
+LINE: They might be on top of the TV. No.
+LINE: Well, they may be on the table in the bedroom. No. Where could they be?
+LINE: They might be in the car. There they are!
LINE: I might be a little late for work, but I'll be there.
Narrator: Oh, no! It's time to pay the check, and I can't find my wallet.
-LINE: Let's see; maybe it's in my other pocket. No. It could be in my jacket. NO! It's not there.
-LINE: It might be in the car. How do I get out of the restaurant to check my car?
+LINE: Let's see; maybe it's in my other pocket. No.
+LINE: It could be in my jacket. NO! It's not there.
+LINE: It might be in the car.
+LINE: How do I get out of the restaurant to check my car?
LINE: I could leave my friend here, or I could ask my friend to lend me the money.
-# Source: ST §Where Could They Be? (questions)
-# Source: ST §Where Could They Be? (questions)
+# Source: ST §Answer About the Paragraphs
$PRODUCE Questions About the Keys and the Wallet
ID: l3-s15
REFERENCE
-INTRO: Answer the questions about the lost keys and the lost wallet. Speak in full sentences — you can check the paragraphs.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer questions about the lost keys and the missing wallet. Speak full sentences — the story is there if you need it.
+INSTRUCTION: Answer each question aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -754,12 +766,11 @@ RESPONSE: He could leave his friend there.
PROMPT: Does he have another choice?
RESPONSE: Yes, he could ask his friend to lend him the money.
-# Source: ST §She Could Be at the Library
# Source: ST §She Could Be at the Library
$PRODUCE She Could Be at the Library
ID: l3-s16
-INTRO: Now you make the guesses. Answer each question aloud with "could" and the cue on the screen.
+INTRO: Answer each question aloud with "could" and the cue on the screen. Nobody knows for sure — that's the point.
INSTRUCTION: Answer aloud using "could" and the cue.
INPUT: speak
CHECK: llm
@@ -768,282 +779,140 @@ RUBRIC: Accept any grammatical sentence expressing possibility using "could" and
EXAMPLE
PROMPT: I lost my book. Where is it?
-TEMPLATE: (inside the desk)
+TEMPLATE: inside the desk
RESPONSE: It could be inside the desk.
PROMPT: Where could Marcy be? It's already 7:30.
-TEMPLATE: (the library)
+TEMPLATE: the library
RESPONSE: She could be at the library.
PROMPT: Why is she at the library so late?
-TEMPLATE: (have a test tomorrow)
+TEMPLATE: have a test tomorrow
RESPONSE: She could have a test tomorrow.
PROMPT: How long could this meeting last?
-TEMPLATE: (2 hours)
+TEMPLATE: 2 hours
RESPONSE: It could last 2 hours.
PROMPT: My 3-year-old nephew drew this picture. What is it?
-TEMPLATE: (dog under a tree)
+TEMPLATE: dog under a tree
RESPONSE: It could be a dog under a tree.
PROMPT: When does the train leave for the city?
-TEMPLATE: (tomorrow night)
+TEMPLATE: tomorrow night
RESPONSE: It could leave tomorrow night.
PROMPT: Who is this package for?
-TEMPLATE: (the colonel)
+TEMPLATE: the colonel
RESPONSE: It could be for the colonel.
PROMPT: Why isn't Ellen home yet?
-TEMPLATE: (stuck in traffic)
+TEMPLATE: stuck in traffic
RESPONSE: She could be stuck in traffic.
PROMPT: Where's my pen?
-TEMPLATE: (on the secretary's desk)
+TEMPLATE: on the secretary's desk
RESPONSE: It could be on the secretary's desk.
-# SKIPPED (book): LLA 3D Figures 1-8 roleplay passes — scripted pair practice converted as listen-only $DIALOGUE.
-# Source: LLA 3D Figures 1-2
-
-# SKIPPED (book): LLA 3D Figures 1-8 roleplay passes — scripted pair practice converted as listen-only $DIALOGUE.
-
-# Source: LLA 3D Figures 1-2
-$DIALOGUE The Umbrella
-ID: 3d-f1
-INTRO: Carl brought his umbrella; his friend didn't. Listen for "might" and "could".
-INSTRUCTION: Listen to the dialogue.
-
-SpeakerA: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
-SpeakerB: Look at the sky. It might rain today. {bk12-l3d-f1-02.mp3}
-SpeakerA: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
-
-# Source: LLA 3D Figures 3-4
-
-# Source: LLA 3D Figures 3-4
-$DIALOGUE Looking for Major Adams
-ID: 3d-f3
-INTRO: Someone needs Major Adams — who could be anywhere. Listen for "may".
-INSTRUCTION: Listen to the dialogue.
-
-SpeakerA: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-01.mp3}
-SpeakerB: Isn't he in his office? {bk12-l3d-f2-02.mp3}
-SpeakerA: No, and I need to speak to him now. {bk12-l3d-f2-03.mp3}
-SpeakerB: He may be in the Colonel's office. {bk12-l3d-f2-04.mp3}
-SpeakerA: Thank you. I'll look. {bk12-l3d-f2-05.mp3}
-
-# Source: LLA 3D Figures 5-6
-
-# Source: LLA 3D Figures 5-6
-$DIALOGUE Where Is Ms. Evans?
-ID: 3d-f5
-INTRO: Nancy is looking for Ms. Evans. Linda has three guesses — count how many it takes.
-INSTRUCTION: Listen to the dialogue.
-
-Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-01.mp3}
-Linda: She could be in the next office. I'll check. {bk12-l3d-f4-02.mp3}
-LINE: She's not there. She might be in the mailroom. {bk12-l3d-f4-03.mp3}
-LINE: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-04.mp3}
-LINE: We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes. {bk12-l3d-f4-05.mp3}
-Nancy: Thanks, Linda. {bk12-l3d-f4-06.mp3}
-
-# Source: LLA 3D Figures 7-8
-
-# Source: LLA 3D Figures 7-8
-$DIALOGUE A Ride to Work
-ID: 3d-f7
-INTRO: Two coworkers arrange a ride — maybe. Nothing is certain in this part.
-INSTRUCTION: Listen to the dialogue.
-
-SpeakerA: Could you give me a ride to work tomorrow? {bk12-l3d-f6-01.mp3}
-SpeakerB: I might be able to. What time do you need to leave? {bk12-l3d-f6-02.mp3}
-SpeakerA: I usually leave at 7:15. {bk12-l3d-f6-03.mp3}
-SpeakerB: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-04.mp3}
-
-# Source: LLA 3D Figure 9
-
-# Source: LLA 3D Figure 9
-$PRODUCE Answer with Could, May, or Might
-ID: 3d-f9
-INPUT: speak
-CHECK: reveal
-INTRO: Answer each question aloud using the cue on the screen — could, may, or might — then repeat the correct answer.
-INSTRUCTION: Answer aloud using could, may, or might.
+# Source: LLA 3A Figure 4
+$SELECT Listen and Decide
+ID: 3a-f4
+INTRO: Listen to each short conversation and decide what it tells you — how someone feels, or what's going on. Tap the best word, then repeat the answer.
+INSTRUCTION: Tap the correct answer.
REPEAT
EXAMPLE
-TEMPLATE: in the library / could
-PROMPT: Where is Mr. Williams? {bk12-l3d-f9-01.mp3}
-RESPONSE: He could be in the library. {bk12-l3d-f9-02.mp3}
-
-TEMPLATE: in the living room / could
-PROMPT: Where is my new record? {bk12-l3d-f9-03.mp3}
-RESPONSE: It could be in the living room. {bk12-l3d-f9-04.mp3}
-
-TEMPLATE: cold outside / may
-PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-05.mp3}
-RESPONSE: It may be cold outside. {bk12-l3d-f9-06.mp3}
-
-TEMPLATE: car in the garage / might
-PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-07.mp3}
-RESPONSE: His car might be in the garage. {bk12-l3d-f9-08.mp3}
-
-TEMPLATE: in the neighbor's yard / could
-PROMPT: Where is Sally's dog? {bk12-l3d-f9-09.mp3}
-RESPONSE: It could be in the neighbor's yard. {bk12-l3d-f9-10.mp3}
-
-TEMPLATE: tightening nuts / may
-PROMPT: What is this tool for? {bk12-l3d-f9-11.mp3}
-RESPONSE: It may be for tightening nuts. {bk12-l3d-f9-12.mp3}
-
-TEMPLATE: on the dining room table / might
-PROMPT: Where are my keys? {bk12-l3d-f9-13.mp3}
-RESPONSE: They might be on the dining room table. {bk12-l3d-f9-14.mp3}
-
-TEMPLATE: late / could
-PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-15.mp3}
-RESPONSE: She could be late. {bk12-l3d-f9-16.mp3}
-
-TEMPLATE: you / may
-PROMPT: Who is this package for? {bk12-l3d-f9-17.mp3}
-RESPONSE: It may be for you. {bk12-l3d-f9-18.mp3}
-
-TEMPLATE: stuck in traffic / might
-PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-19.mp3}
-RESPONSE: He might be stuck in traffic. {bk12-l3d-f9-20.mp3}
-
-TEMPLATE: Lt Mitchell / could
-PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-21.mp3}
-RESPONSE: It could be Lieutenant Mitchell. {bk12-l3d-f9-22.mp3}
-
-
-$LESSON 3-3b: Present Perfect Tense
-
-# Source: ST §I'm Not Sure. It Could Be...
-
-# Source: ST §I'm Not Sure. It Could Be...
-$DIALOGUE I'm Not Sure. It Could Be...
-ID: l3-s23
-INTRO: Seven short exchanges, all guesses — nobody in this town knows anything for sure. Repeat each dialog.
-INSTRUCTION: Repeat the dialogs about possibility, then read them.
-REPEAT
-
-Dan: Where did Al leave the newspaper?
-Sam: I'm not sure. It may be on the patio.
-
-Pat: What's the matter with your car? There's grease under it.
-Doug: I don't know. It might be the engine.
-
-Paul: What's the matter with Jan? She hasn't said much today.
-Matt: I don't know. She could be worried. Her mother's sick.
-
-Steve: Where's Mary? I haven't seen her since lunch.
-Andy: I'm not sure, but she might be in the lab.
-
-Peter: Whose stereo is that? It's awfully loud.
-David: It could be Jean's. She likes loud music.
-
-Tom: Do you think Mary could still be in the library?
-Tim: Yes, she could be. She's studying for a test.
-
-Phil: Could Dave be at the movie?
-Mark: No, but he could be at the game. He was planning to go.
-
-# Source: ST §Match the Responses
-
-# Source: ST §Match the Responses
-$SELECT Match the Responses
-ID: l3-s24
-INTRO: A four-step hunt for John. Match each line with its best response.
-INSTRUCTION: Match the sentence with the best response.
-OPTION: a | He could be in the barracks. I saw him there a few minutes ago.
-OPTION: b | I'm not sure. He uses both.
-OPTION: c | Good luck!
-OPTION: d | Well, then he may be at the library. He has a test tomorrow.
-
-TEMPLATE: Which one? The city or school library?
-ANSWER: b
-
-TEMPLATE: Thanks. I'll try the city library.
+PROMPT: What happened, Gina? — That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3}
+TEMPLATE: Gina is ______.
+OPTION: a | happy
+OPTION: b | sad
+OPTION: c | angry {bk12-l3a-f4-ex-a.mp3}
ANSWER: c
-TEMPLATE: Where is John?
+PROMPT: Hi, Jack. Is Mr. West your barber too? — Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3}
+TEMPLATE: Jack is ______.
+OPTION: a | sick
+OPTION: b | pleased {bk12-l3a-f4-01-a.mp3}
+OPTION: c | angry
+ANSWER: b
+
+PROMPT: What are you doing here at the airport so late at night, Jim? — I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3}
+TEMPLATE: The plane is ______.
+OPTION: a | early
+OPTION: b | late {bk12-l3a-f4-02-a.mp3}
+OPTION: c | on time
+ANSWER: b
+
+PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late. — I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3}
+TEMPLATE: Lt Andrews is ______.
+OPTION: a | upset {bk12-l3a-f4-03-a.mp3}
+OPTION: b | happy
+OPTION: c | sad
ANSWER: a
-TEMPLATE: I've already checked there. Where else could he be?
-ANSWER: d
+PROMPT: Jimmy, what's wrong? — They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3}
+TEMPLATE: The tea is too ______.
+OPTION: a | sour
+OPTION: b | salty
+OPTION: c | sweet {bk12-l3a-f4-04-a.mp3}
+ANSWER: c
-# Source: ST §Put the Dialog in Order
+PROMPT: Where are you going in such a hurry? — To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3}
+TEMPLATE: He's ______.
+OPTION: a | sad
+OPTION: b | excited {bk12-l3a-f4-05-a.mp3}
+OPTION: c | angry
+ANSWER: b
-# Source: ST §Put the Dialog in Order
-$SELECT Put the Dialog in Order
-ID: l3-s25
-ORDER
-INTRO: Same hunt for John — now put the four lines in the order they were said.
-INSTRUCTION: Put the sentences in order to make a dialog.
+$SESSION 3-4: "-ING" and "-ED" Adjectives
-TEMPLATE: Put the sentences in the correct order.
-OPTION: 1 | Where is John?
-OPTION: 2 | I've already checked there. Where else could he be?
-OPTION: 3 | Which one? The city or school library?
-OPTION: 4 | Thanks. I'll try the city library.
-ANSWER: 1,2,3,4
-
-# SKIPPED (book): ST "WHAT'S THE MATTER WITH IT?" — open pair activity where students make
-# up questions and answers based on loose prompts (a car, health, etc.); requires a partner.
-
-$LESSON 3-4: -ing and -ed Adjectives
-
-# Source: LLA 3B Listening/Speaking Activity
-
-# Source: LLA 3B Listening/Speaking Activity
-$DIALOGUE Feelings — Exciting or Excited?
-ID: 3b-ls1
-INTRO: This part is about feelings: is the movie boring, or are you bored? Listen to the pairs of sentences and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: My son's soccer game was very exciting. {bk12-l3b-f1-20.mp3}
-LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-21.mp3}
-LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-22.mp3}
-LINE: Bob is interested in learning Italian. {bk12-l3b-f1-23.mp3}
-LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-24.mp3}
-LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-25.mp3}
-LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-26.mp3}
-LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-27.mp3}
-LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-28.mp3}
-LINE: John worked late today. He looks very tired. {bk12-l3b-f1-29.mp3}
-LINE: The fire was frightening for everyone. {bk12-l3b-f1-30.mp3}
-LINE: The children were frightened when the lights went out. {bk12-l3b-f1-31.mp3}
-
-# Source: ST §-ing / -ed adjectives
-
-# Source: ST §-ing / -ed adjectives
-$GRAMMAR -ing or -ed?
+# Source: ST §-ing / -ed adjectives (examples added from the lesson's own sentences)
+$GRAMMAR "-ing" and "-ed" Adjectives
ID: l3-s18
-INTRO: Here's the one rule that sorts out every pair you just heard.
+INTRO: In this part you'll learn the difference between "boring" and "bored" — a mix-up that has offended many innocent people. Read the rule.
| |
|---|
| The **-ing** adjective describes the person/thing **causing** the feeling. |
| The **-ed** adjective describes the person **experiencing/having** the feeling. |
-{My son's soccer game was very exciting.} — the game causes the feeling.
+The thing causes the feeling: {My son's soccer game was very exciting.}
-{Sergeant Roberts is excited about his high test score.} — the sergeant has the feeling.
+The person has the feeling: {Sergeant Roberts is excited about his high test score.}
-The pairs in this lesson: {exciting} / {excited}, {interesting} / {interested}, {boring} / {bored}, {confusing} / {confused}, {tiring} / {tired}, {frightening} / {frightened}.
-# Source: LLA 3B Figure 2 (INPUT/CHECK adapted: full-sentence answers moved to speak/reveal)
+# Source: LLA 3B Listening/Speaking Activity
+$DIALOGUE Sentences with "-ing" and "-ed"
+ID: 3b-ls1
+INTRO: Listen to pairs of sentences with "-ing" and "-ed" adjectives, and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
-# Source: LLA 3B Figure 2 (INPUT/CHECK adapted: full-sentence answers moved to speak/reveal)
-$PRODUCE Answer with -ing or -ed
+LINE: My son's soccer game was very exciting. {bk12-l3b-f1-ls1-01.mp3}
+LINE: Sergeant Roberts is excited about his high test score. {bk12-l3b-f1-ls1-02.mp3}
+LINE: I borrowed this book from my sister. She said it is very interesting. {bk12-l3b-f1-ls1-03.mp3}
+LINE: Bob is interested in learning Italian. {bk12-l3b-f1-ls1-04.mp3}
+LINE: My last class in the afternoon is very boring. {bk12-l3b-f1-ls1-05.mp3}
+LINE: Lieutenant Martin looked bored during the meeting this morning. {bk12-l3b-f1-ls1-06.mp3}
+LINE: My mother thinks that maps are very confusing. {bk12-l3b-f1-ls1-07.mp3}
+LINE: Kevin was confused when the instructor asked him a question. {bk12-l3b-f1-ls1-08.mp3}
+LINE: We worked in the yard today. It was very tiring. {bk12-l3b-f1-ls1-09.mp3}
+LINE: John worked late today. He looks very tired. {bk12-l3b-f1-ls1-10.mp3}
+LINE: The fire was frightening for everyone. {bk12-l3b-f1-ls1-11.mp3}
+LINE: The children were frightened when the lights went out. {bk12-l3b-f1-ls1-12.mp3}
+
+# DROPPED (twin): ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) —
+# same "-ing"/"-ed" sentence-presentation role as the LLA Listening/Speaking
+# Activity cassette pass; cassette kept.
+
+# Source: LLA 3B Figure 2
+$PRODUCE Answer with an "-ed" or "-ing" Adjective
ID: 3b-f2
INPUT: speak
CHECK: reveal
-INTRO: Answer each question aloud using the cue on the screen — add -ing or -ed to the word — then repeat the correct answer.
-INSTRUCTION: Answer aloud using an -ing or -ed adjective.
+INTRO: Answer each question aloud with an "-ed" or "-ing" adjective, using the cue on the screen. Then repeat the model answer.
+INSTRUCTION: Answer aloud using an "-ed" or "-ing" adjective.
REPEAT
EXAMPLE
@@ -1083,20 +952,11 @@ TEMPLATE: I / bore
PROMPT: How was your class this morning? {bk12-l3b-f2-08-q.mp3}
RESPONSE: I was bored. {bk12-l3b-f2-08-a.mp3}
-# DROPPED: ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS twin of the
-# LLA 3B listening/speaking sentence set above (same role, closely parallel sentences);
-# kept the cassette version.
-
-# Source: ST §Is George Excited or Exciting?
-
-# DROPPED: ST "Frank Is Very Excited About His Trip to Europe" (l3-s19) — TTS twin of the
-# LLA 3B listening/speaking sentence set above (same role, closely parallel sentences);
-# kept the cassette version.
# Source: ST §Is George Excited or Exciting?
$PRODUCE Excited or Exciting?
ID: l3-s20
-INTRO: Type the correct form — -ing or -ed — for each sentence. Remember: the thing causes, the person feels.
+INTRO: Type the correct form — "-ed" or "-ing" — in each sentence.
INSTRUCTION: Type the correct word to complete the sentence.
INPUT: type
CHECK: exact
@@ -1141,13 +1001,12 @@ TEMPLATE: When you move a lot of heavy furniture to a new house, it's ____{tirin
RESPONSE: When you move a lot of heavy furniture to a new house, it's tiring.
ACCEPT: tiring
-# Source: ST §A Letter from Dave
# Source: ST §A Letter from Dave
$PRODUCE A Letter from Dave
ID: l3-s21
-INTRO: Dave writes home from college. Complete his letter with the -ing or -ed forms. His Wednesday math class, you'll learn, is not thrilling.
-INSTRUCTION: Type the correct word to complete the sentences from Dave's letter.
+INTRO: Dave is writing home from college. Complete his letter by typing the correct adjective in each sentence.
+INSTRUCTION: Type the correct word to complete each sentence.
INPUT: type
CHECK: exact
@@ -1190,17 +1049,16 @@ TEMPLATE: Well, Dad, it's 11:45 p.m., and I'm really ____{tired} (tired, tiring)
RESPONSE: Well, Dad, it's 11:45 p.m., and I'm really tired.
ACCEPT: tired
-# Source: ST §Interesting or Interested?
# Source: ST §Interesting or Interested?
$PRODUCE Interesting or Interested?
ID: l3-s22
-INTRO: Now answer freely. Use an -ing or -ed adjective in each answer, and speak whole sentences.
-INSTRUCTION: Answer the questions aloud using -ing or -ed adjectives.
+INTRO: Answer the questions aloud with an "-ing" or "-ed" adjective. Choose the form that fits the feeling.
+INSTRUCTION: Answer aloud using an "-ing" or "-ed" adjective.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Accept any grammatical answer that correctly uses an appropriate -ing or -ed adjective to describe the situation or feeling.
+RUBRIC: Accept any grammatical answer that correctly uses an appropriate -ing or -ed adjective to describe the situation or feeling; the correct choice of -ing versus -ed is the point — the wrong form fails.
PROMPT: Could you follow Herb's directions?
RESPONSE: No, his directions were confusing.
@@ -1226,66 +1084,82 @@ RESPONSE: They were frightened.
PROMPT: How does Lt Alonzo feel about his score of 95?
RESPONSE: He is excited.
-# Source: LLA 3A Figure 4
-# Source: LLA 3A Figure 4
-$SELECT How Do They Feel?
-ID: 3a-f4
-INTRO: Listen to short dialogs and read between the lines: how does the speaker feel? Tap the word that finishes the sentence, then repeat the answer.
-INSTRUCTION: Tap the correct answer.
+# Source: LLA 3B Figure 3 (Conversation 1)
+$DIALOGUE Taking a Message
+ID: 3b-f3
+INTRO: Sergeant Richards calls his squadron from Detroit — and hopes his message survives the trip. Just listen.
+INSTRUCTION: Listen to the conversation.
+
+Clerk: Hello, Alpha Squadron, may I help you? {bk12-l3b-f3-d1-01.mp3}
+Sgt_Richards: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3}
+Clerk: I'm sorry, sir, he's not here right now. May I take a message? {bk12-l3b-f3-d1-03.mp3}
+Sgt_Richards: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3}
+Clerk: Okay, Sergeant Richards. I'll give him your message. Call back in 2 hours and I'll have an answer for you. {bk12-l3b-f3-d1-05.mp3}
+Sgt_Richards: Thanks. {bk12-l3b-f3-d1-06.mp3}
+Capt_Douglas: Captain Douglas? {bk12-l3b-f3-d1-07.mp3}
+Clerk: Yes. Sergeant Richard called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-08.mp3}
+Capt_Douglas: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-09.mp3}
+Clerk: Yes, sir. {bk12-l3b-f3-d1-10.mp3}
+
+
+# Source: LLA 3B Figure 3 (Question 1)
+$PRODUCE Question: The Phone Message
+ID: 3b-f3-b
+REFERENCE
+INTRO: Answer the question about the phone call in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
REPEAT
+RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
-EXAMPLE
-PROMPT: What happened, Gina? That man stepped on my toe. {bk12-l3a-f4-ex-q.mp3}
-TEMPLATE: Gina is ______.
-OPTION: a | happy
-OPTION: b | sad
-OPTION: c | angry {bk12-l3a-f4-ex-a.mp3}
-ANSWER: c
+PROMPT: What did Sergeant Richards need to ask Captain Douglas? {bk12-l3b-f3-01-q.mp3}
+RESPONSE: Sergeant Richards needed to ask for 2 more days of leave. {bk12-l3b-f3-01-a.mp3}
-PROMPT: Hi, Jack. Is Mr. West your barber too? Yes. He has given me haircuts for the past 10 years. {bk12-l3a-f4-01-q.mp3}
-TEMPLATE: Jack is ______.
-OPTION: a | sick
-OPTION: b | pleased {bk12-l3a-f4-01-a.mp3}
-OPTION: c | angry
-ANSWER: b
-PROMPT: What are you doing here at the airport so late at night, Jim? I'm waiting for my brother to arrive. I've been here for 3 and a half hours. His plane left New York at 2:30 this afternoon. {bk12-l3a-f4-02-q.mp3}
-TEMPLATE: The plane is ______.
-OPTION: a | early
-OPTION: b | late {bk12-l3a-f4-02-a.mp3}
-OPTION: c | on time
-ANSWER: b
+# Source: LLA 3B Figure 3 (Conversation 2)
+$DIALOGUE A Dinner Invitation
+ID: 3b-f3-c
+INTRO: Now a dinner invitation gets passed along — from Sue to Mrs. Peterson to Lorraine. Listen.
+INSTRUCTION: Listen to the conversation.
-PROMPT: Lieutenant Andrews. Your hands are very greasy, and you are late. I'm sorry, sir. I had to change a flat tire this morning. {bk12-l3a-f4-03-q.mp3}
-TEMPLATE: Lt Andrews is ______.
-OPTION: a | upset {bk12-l3a-f4-03-a.mp3}
-OPTION: b | happy
-OPTION: c | sad
-ANSWER: a
+Sue: Hi, Mrs. Peterson, is Lorraine home? {bk12-l3b-f3-d2-01.mp3}
+Mrs_Peterson: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3}
+Sue: Well, my mom said that I could ask a friend to come for dinner tonight, and I wanted to ask Lorraine. {bk12-l3b-f3-d2-03.mp3}
+Mrs_Peterson: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3}
+Sue: It's not until 7 tonight. {bk12-l3b-f3-d2-05.mp3}
+Mrs_Peterson: I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-06.mp3}
+Sue: Thanks. {bk12-l3b-f3-d2-07.mp3}
+Lorraine: I'm home, Mom. {bk12-l3b-f3-d2-08.mp3}
+Mrs_Peterson: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. {bk12-l3b-f3-d2-09.mp3}
+Lorraine: Did you tell her that I could go? {bk12-l3b-f3-d2-10.mp3}
+Mrs_Peterson: Yes. And I told her you'd be there by 7 o'clock. So let's go. {bk12-l3b-f3-d2-11.mp3}
+Lorraine: Yes, ma'am. {bk12-l3b-f3-d2-12.mp3}
-PROMPT: Jimmy, what's wrong? They put too much sugar in this tea. {bk12-l3a-f4-04-q.mp3}
-TEMPLATE: The tea is too ______.
-OPTION: a | sour
-OPTION: b | salty
-OPTION: c | sweet {bk12-l3a-f4-04-a.mp3}
-ANSWER: c
-PROMPT: Where are you going in such a hurry? To the airport. My sister arrives this afternoon. I haven't seen her for 2 years. {bk12-l3a-f4-05-q.mp3}
-TEMPLATE: He's ______.
-OPTION: a | sad
-OPTION: b | excited {bk12-l3a-f4-05-a.mp3}
-OPTION: c | angry
-ANSWER: b
+# Source: LLA 3B Figure 3 (Question 2)
+$PRODUCE Question: The Invitation
+ID: 3b-f3-d
+REFERENCE
+INTRO: Answer the question about the invitation in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+REPEAT
+RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
-$LESSON 3-5: Indirect Speech and Dictation
+PROMPT: Where does Sue want Lorraine to go, and at what time? {bk12-l3b-f3-02-q.mp3}
+RESPONSE: Sue wants Lorraine to go to her house for dinner at 7 o'clock. {bk12-l3b-f3-02-a.mp3}
-# Source: ST §Indirect Speech
+$SESSION 3-5: Indirect Speech
# Source: ST §Indirect Speech
$GRAMMAR Indirect Speech
ID: l3-s26
-INTRO: New part: reporting what people said. "I know the answer" becomes "He said that he knew the answer." Here's the pattern.
+INTRO: In this part you'll learn to report what people said — indirect speech. Read how the tense and the pronouns change.
| DIRECT SPEECH (present tense) | INDIRECT SPEECH (past tense) |
|---|---|
@@ -1298,227 +1172,147 @@ The following changes are made:
2. The **pronouns** are changed in indirect speech.
3. The conjunction **that** is used to introduce the clause. It is sometimes omitted.
-# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
# Source: ST §Eric Said That He Wanted to Add a Second Story to His House
-$DIALOGUE Eric Said That He Wanted to Add a Second Story
+$DIALOGUE Eric's Plans, Reported
ID: l3-s27
-INTRO: Read how Alan reports Eric's building plans — the whole list, moved into the past tense.
+INTRO: Eric has big plans for his house, and Alan reports every one of them. Read the dialogs and watch how "I plan" becomes "he planned".
INSTRUCTION: Read the dialogs.
Alan: Hey, Eric, what are your plans for the house?
Eric: I plan to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
-Narrator: (Later)
+Narrator: Later, Tony asks Alan about it.
Tony: Hi, Alan. Do you know what Eric plans to do to his house?
Alan: Yes, he said that he planned to enlarge the kitchen, add on a bedroom, build a patio, and buy a big stereo for the living room.
-# Source: LLA 3C Figure 1 (Dialog 1)
# Source: LLA 3C Figure 1 (Dialog 1)
$DIALOGUE Mike's Plans
ID: 3c-f1-d1
-INTRO: Listen to a short conversation and take notes — a question follows.
+INTRO: Listen to Mike's plans. Pay attention — there's a question coming.
INSTRUCTION: Listen to the dialogue.
-LINE: Hi, Mike. What are you doing? {bk12-l3c-f1-01.mp3}
-LINE: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-02.mp3}
-LINE: That sounds nice. It will be nice once it's finished. {bk12-l3c-f1-03.mp3}
-LINE: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-04.mp3}
-LINE: No, I didn't. {bk12-l3c-f1-05.mp3}
-LINE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-06.mp3}
+LINE: Hi, Mike. What are you doing? {bk12-l3c-f1-d1-01.mp3}
+Mike: Well, I want to add on another bedroom and bathroom to my house. {bk12-l3c-f1-d1-02.mp3}
+LINE: That sounds nice. {bk12-l3c-f1-d1-03.mp3}
+Mike: It will be nice once it's finished. {bk12-l3c-f1-d1-04.mp3}
+LINE: Hey, Carl. Did you hear about Mike's plans? {bk12-l3c-f1-d1-05.mp3}
+Carl: No, I didn't. {bk12-l3c-f1-d1-06.mp3}
+LINE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-d1-07.mp3}
+
# Source: LLA 3C Figure 1 (Question 1)
-
-# Source: LLA 3C Figure 1 (Question 1)
-$PRODUCE What Did Mike Say?
+$PRODUCE Question About Mike
ID: 3c-f1-q1
-REFERENCE
-INTRO: Now report Mike's plans yourself. Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
-REPEAT
+REFERENCE: 3c-f1-d1
+INTRO: Answer the question about Mike aloud in a full sentence, then listen to the model answer.
+INSTRUCTION: Answer the question aloud with a full sentence.
+
+PROMPT: What did Mike say about his house? {bk12-l3c-f1-01-q.mp3}
+RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-01-a.mp3}
-PROMPT: What did Mike say about his house? {bk12-l3c-f1-07-q.mp3}
-RESPONSE: He said that he wanted to add on a new bedroom and a new bathroom to his house. {bk12-l3c-f1-07-a.mp3}
# Source: LLA 3C Figure 1 (Dialog 2)
-
-# Source: LLA 3C Figure 1 (Dialog 2)
-$DIALOGUE Mrs. Parker Is Away
+$DIALOGUE Where Is Mrs. Parker?
ID: 3c-f1-d2
-INTRO: A shorter one this time. Listen and take notes.
+INTRO: Where is Mrs. Parker? Listen to find out — a question follows.
INSTRUCTION: Listen to the dialogue.
-LINE: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-08.mp3}
-LINE: She's not home. She's in Chicago. {bk12-l3c-f1-09.mp3}
-LINE: Tell her hello for me when you talk to her. {bk12-l3c-f1-10.mp3}
+LINE: Hello, Mr. Parker. Where is Mrs. Parker? {bk12-l3c-f1-d2-01.mp3}
+Parker: She's not home. She's in Chicago. {bk12-l3c-f1-d2-02.mp3}
+LINE: Tell her hello for me when you talk to her. {bk12-l3c-f1-d2-03.mp3}
+LINE: What did he say about Mrs. Parker? {bk12-l3c-f1-d2-04.mp3}
+LINE: He said that she wasn't home. He said that she was in Chicago. {bk12-l3c-f1-d2-05.mp3}
+
# Source: LLA 3C Figure 1 (Question 2)
-
-# Source: LLA 3C Figure 1 (Question 2)
-$PRODUCE What Did Mr. Parker Say?
+$PRODUCE Question About Mr. Parker
ID: 3c-f1-q2
-REFERENCE
-INTRO: Report what Mr. Parker said. Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
-REPEAT
+REFERENCE: 3c-f1-d2
+INTRO: Answer aloud in a full sentence, then listen to the model.
+INSTRUCTION: Answer the question aloud with a full sentence.
-PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-11-q.mp3}
-RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-11-a.mp3}
+PROMPT: What did Mr. Parker say about his wife? {bk12-l3c-f1-02-q.mp3}
+RESPONSE: He said that Mrs. Parker wasn't home. He said that she was in Chicago. {bk12-l3c-f1-02-a.mp3}
-# Source: LLA 3C Figure 1 (Dialog 3)
# Source: LLA 3C Figure 1 (Dialog 3)
$DIALOGUE Looking for Sergeant Robinson
ID: 3c-f1-d3
-INTRO: One more conversation to report — this one travels through three people. Listen and take notes.
+INTRO: Sergeant Jackson is looking for someone. Listen carefully — you'll report what was said.
INSTRUCTION: Listen to the dialogue.
-LINE: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-12.mp3}
-LINE: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-13.mp3}
-LINE: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-14.mp3}
-LINE: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-15.mp3}
-LINE: Thank you, sir. I'll come back later. {bk12-l3c-f1-16.mp3}
-LINE: Sergeant Robinson? {bk12-l3c-f1-17.mp3}
-LINE: Yes, sir. {bk12-l3c-f1-18.mp3}
-LINE: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-19.mp3}
-LINE: Thank you for the message, sir. {bk12-l3c-f1-20.mp3}
+Jackson: Oh, good afternoon, Captain Brooks. {bk12-l3c-f1-d3-01.mp3}
+Brooks: Hello, Sergeant Jackson. Are you looking for someone? {bk12-l3c-f1-d3-02.mp3}
+Jackson: I'm looking for Sergeant Robinson, sir. {bk12-l3c-f1-d3-03.mp3}
+Brooks: He takes the mail to Colonel Travis every day at this time. He'll be back in about 30 minutes. {bk12-l3c-f1-d3-04.mp3}
+Jackson: Thank you, sir. I'll come back later. {bk12-l3c-f1-d3-05.mp3}
+Brooks: Sergeant Robinson? {bk12-l3c-f1-d3-06.mp3}
+Robinson: Yes, sir. {bk12-l3c-f1-d3-07.mp3}
+Brooks: Sergeant Jackson came by. He wanted to see you. {bk12-l3c-f1-d3-08.mp3}
+Robinson: Thank you for the message, sir. {bk12-l3c-f1-d3-09.mp3}
+
# Source: LLA 3C Figure 1 (Question 3)
-
-# Source: LLA 3C Figure 1 (Question 3)
-$PRODUCE What Did Captain Brooks Say?
+$PRODUCE Question About Sergeant Robinson
ID: 3c-f1-q3
-REFERENCE
-INTRO: Report Captain Brooks. Answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
-REPEAT
+REFERENCE: 3c-f1-d3
+INTRO: Answer the question aloud in a full sentence, then listen to the model answer.
+INSTRUCTION: Answer the question aloud with a full sentence.
-PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-21-q.mp3}
-RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-21-a.mp3}
+PROMPT: What did Captain Brooks say about Sergeant Robinson? {bk12-l3c-f1-03-q.mp3}
+RESPONSE: He said that Sergeant Robinson took the mail to Colonel Travis every day at that time. {bk12-l3c-f1-03-a.mp3}
-# SKIPPED (book): LLA 3C Figure 2 — passage annotation.
+# SKIPPED (book): LLA 3C Figure 2 — passage annotation with instructor-read questions.
-# Source: LLA 3C Figure 3 ("that" made optional via inline alternates)
-
-# SKIPPED (book): LLA 3C Figure 2 — passage annotation.
-
-# Source: LLA 3C Figure 3 ("that" made optional via inline alternates)
-$PRODUCE Write the Question
+# Source: LLA 3C Figure 3
+$PRODUCE Ask What They Said
ID: 3c-f3
-INTRO: Now you build the reported question. Read each short dialog, type the missing answer, then type the question with "say".
-INSTRUCTION: Type the missing question and answer.
INPUT: type
-CHECK: exact
+CHECK: reveal
+LONGFORM
+INTRO: Read each incomplete dialog. Type a question using "say" to ask what the second person said, then listen to the tape and type the person's exact words.
+INSTRUCTION: Type the question and the exact words.
EXAMPLE
TEMPLATE: Mike: Do you speak French or Spanish?
-TEMPLATE: Stan: I speak French.
-TEMPLATE: QUESTION: Did Stan say that he spoke French or Spanish?
-RESPONSE: Did Stan say that he spoke French or Spanish?
+TEMPLATE: Stan: ____
+TEMPLATE: QUESTION: ____
+PROMPT: Stan said that he spoke French. {bk12-l3c-f3-ex.mp3}
+RESPONSE: QUESTION: Did Stan say that he spoke French or Spanish? STAN: I speak French.
TEMPLATE: Ann: Do you want Chinese or Italian food?
-TEMPLATE: Pat: ____{I want Italian food.}
-TEMPLATE: QUESTION: ____{Did Pat say he wanted Chinese or Italian food?|Did Pat say that he wanted Chinese or Italian food?}
-RESPONSE: Pat: I want Italian food. QUESTION: Did Pat say he wanted Chinese or Italian food?
+TEMPLATE: Pat: ____
+TEMPLATE: QUESTION: ____
+PROMPT: He said he wanted Italian food. {bk12-l3c-f3-01.mp3}
+RESPONSE: QUESTION: Did Pat say he wanted Chinese or Italian food? PAT: I want Italian food.
TEMPLATE: Bill: Do you want to watch TV or go to the movies?
-TEMPLATE: Frank: ____{I want to watch TV.}
-TEMPLATE: QUESTION: ____{Did Frank say that he wanted to watch TV or go to the movies?|Did Frank say he wanted to watch TV or go to the movies?}
-RESPONSE: Frank: I want to watch TV. QUESTION: Did Frank say that he wanted to watch TV or go to the movies?
+TEMPLATE: Frank: ____
+TEMPLATE: QUESTION: ____
+PROMPT: He said that he wanted to watch TV. {bk12-l3c-f3-02.mp3}
+RESPONSE: QUESTION: Did Frank say that he wanted to watch TV or go to the movies? FRANK: I want to watch TV.
TEMPLATE: Shirley: Do you swim every day?
-TEMPLATE: Paul: No, I don't like to swim.
-TEMPLATE: QUESTION: ____{Did Paul say that he swam every day?|Did Paul say he swam every day?}
-RESPONSE: Paul: No, I don't like to swim. QUESTION: Did Paul say that he swam every day?
+TEMPLATE: Paul: ____
+TEMPLATE: QUESTION: ____
+PROMPT: Paul said that he didn't like to swim. {bk12-l3c-f3-03.mp3}
+RESPONSE: QUESTION: Did Paul say that he swam every day? PAUL: No, I don't like to swim.
-# Source: LLA 3B Figure 3 (Dialog 1)
-
-# Source: LLA 3B Figure 3 (Dialog 1)
-$DIALOGUE A Message for Captain Douglas
-ID: 3b-f3
-INTRO: Reported speech at work: Sergeant Richards is stuck in Detroit and needs two more days of leave. Listen to how the message travels.
-INSTRUCTION: Listen to the conversation.
-
-Female1: Hello, Alpha Squadron, may I help you? {bk12-l3b-f3-d1-01.mp3}
-Male1: Yes, Captain Douglas, please. {bk12-l3b-f3-d1-02.mp3}
-Female1: I'm sorry, sir, he's not here right now. May I take a message? {bk12-l3b-f3-d1-03.mp3}
-Male1: Yes, this is Sergeant Richards. I am in Detroit, and I won't be back tomorrow. I need to ask for 2 more days of leave. {bk12-l3b-f3-d1-04.mp3}
-Female1: Okay, Sergeant Richards. I'll give him your message. Call back in 2 hours and I'll have an answer for you. {bk12-l3b-f3-d1-05.mp3}
-Male1: Thanks. {bk12-l3b-f3-d1-06.mp3}
-Female1: Captain Douglas? {bk12-l3b-f3-d1-07.mp3}
-Male2: Yes. {bk12-l3b-f3-d1-08.mp3}
-Female1: Sergeant Richard called. He said that he was in Detroit and needed 2 more days of leave. He'll call back in about 30 minutes for his answer. {bk12-l3b-f3-d1-09.mp3}
-Male2: If I'm not here, tell him okay, there's no problem with leave. I'll see him in about 2 days. {bk12-l3b-f3-d1-10.mp3}
-Female1: Yes, sir. {bk12-l3b-f3-d1-11.mp3}
-
-# Source: LLA 3B Figure 3 (Question 1)
-
-# Source: LLA 3B Figure 3 (Question 1)
-$PRODUCE What Did Sergeant Richards Need?
-ID: 3b-f3-b
-REFERENCE
-INTRO: Now answer the question about the phone call. Speak your answer out loud in a full sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-REPEAT
-RUBRIC: Accept any phrasing that states Sergeant Richards needed to ask for 2 more days of leave.
-
-PROMPT: What did Sergeant Richards need to ask Captain Douglas? {bk12-l3b-f3-01-q.mp3}
-RESPONSE: Sergeant Richards needed to ask for 2 more days of leave. {bk12-l3b-f3-01-a.mp3}
-
-# Source: LLA 3B Figure 3 (Dialog 2)
-
-# Source: LLA 3B Figure 3 (Dialog 2)
-$DIALOGUE A Dinner Invitation
-ID: 3b-f3-c
-INTRO: Another message passed along: Sue invites Lorraine to dinner — by way of Lorraine's mother. Listen.
-INSTRUCTION: Listen to the conversation.
-
-Female1: Hi, Mrs. Peterson, is Lorraine home? {bk12-l3b-f3-d2-01.mp3}
-Female2: No, she's not. What do you need? {bk12-l3b-f3-d2-02.mp3}
-Female1: Well, my mom said that I could ask a friend to come for dinner tonight, and I wanted to ask Lorraine. {bk12-l3b-f3-d2-03.mp3}
-Female2: I'm sure she'd love to come, Sue. She'll be home at 5:30. What time is dinner? {bk12-l3b-f3-d2-04.mp3}
-Female1: It's not until 7 tonight. I'll have her at your house at 7 o'clock. {bk12-l3b-f3-d2-05.mp3}
-Female2: Thanks. {bk12-l3b-f3-d2-06.mp3}
-Female2: I'm home, Mom. {bk12-l3b-f3-d2-07.mp3}
-Female1: Lorraine, Sue has asked you to have dinner at her house tonight. They are going to eat at 7 o'clock. Did you tell her that I could go? {bk12-l3b-f3-d2-08.mp3}
-Female2: Yes. And I told her you'd be there by 7 o'clock. So let's go. {bk12-l3b-f3-d2-09.mp3}
-Female1: Yes, Ma'am. {bk12-l3b-f3-d2-10.mp3}
-
-# Source: LLA 3B Figure 3 (Question 2)
-
-# Source: LLA 3B Figure 3 (Question 2)
-$PRODUCE Where Does Sue Want Lorraine to Go?
-ID: 3b-f3-d
-REFERENCE
-INTRO: Now answer the question about the second conversation. Speak your answer out loud in a full sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-REPEAT
-RUBRIC: Accept any phrasing that states Sue wants Lorraine to go to her house for dinner at 7 o'clock.
-
-PROMPT: Where does Sue want Lorraine to go, and at what time? {bk12-l3b-f3-02-q.mp3}
-RESPONSE: Sue wants Lorraine to go to her house for dinner at 7 o'clock. {bk12-l3b-f3-02-a.mp3}
# Source: LLA 3C Figure 4
-
-# Source: LLA 3C Figure 4
-$PRODUCE Dictation: Randy's Decision
+$PRODUCE Dictation
ID: 3c-f4
-INTRO: Dictation time. Randy has big decisions to make; you just have to type them. Listen to each phrase and type exactly what you hear.
-INSTRUCTION: Type what you hear.
INPUT: type
CHECK: exact
+INTRO: Dictation time. You'll hear a paragraph in short phrases — type exactly what you hear, one phrase at a time.
+INSTRUCTION: Type the phrase you hear.
PROMPT: Randy is in his last year {bk12-l3c-f4-01.mp3}
RESPONSE: Randy is in his last year {bk12-l3c-f4-01.mp3}
@@ -1568,132 +1362,504 @@ RESPONSE: but he has time {bk12-l3c-f4-15.mp3}
PROMPT: to think it over. {bk12-l3c-f4-16.mp3}
RESPONSE: to think it over. {bk12-l3c-f4-16.mp3}
-$LESSON 3-6: Present Perfect and Listening Skills
+$SESSION 3-6: "Could", "May", and "Might" in Conversation
-# Source: LLA 3D Listening/Speaking Activity
+# Source: LLA 3D Figure 1
+$DIALOGUE Rain Today
+ID: 3d-f1
+INTRO: In this part you'll practice whole conversations that run on "could", "may", and "might". First, Carl and his umbrella — just listen.
+INSTRUCTION: Listen to the conversation.
-# Source: LLA 3D Listening/Speaking Activity
-$DIALOGUE Present Perfect — Listen and Repeat
-ID: 3d-ls1
-INTRO: Last part: the present perfect — for things that have already happened, or have gone on until now — plus some number and sound practice to finish. Listen to the sentences and repeat them.
+SpeakerA: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
+Carl: Look at the sky. It might rain today. {bk12-l3d-f1-02.mp3}
+SpeakerA: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
+
+
+# Source: LLA 3D Figure 1 (role-play)
+$PRODUCE Rain Today: Take Carl's Part
+ID: 3d-f1-b
+INPUT: speak
+CHECK: reveal
+REFERENCE
+INTRO: Now take Carl's part. When you hear the question, read Carl's line aloud.
+INSTRUCTION: Read your line aloud.
+
+PROMPT: Hi, Carl. Why did you bring an umbrella? {bk12-l3d-f1-04.mp3}
+TEMPLATE: Look at the sky. It might rain today.
+RESPONSE: Look at the sky. It might rain today. {bk12-l3d-f2-01.mp3}
+
+
+# Source: LLA 3D Figure 2
+$PRODUCE Rain Today: You Begin
+ID: 3d-f2
+INPUT: speak
+CHECK: reveal
+REFERENCE: 3d-f1
+INTRO: This time you begin the conversation. Read your lines aloud; your friend will answer.
+INSTRUCTION: Read your lines aloud.
+
+TEMPLATE: Hi, Carl. Why did you bring your umbrella?
+RESPONSE: Hi, Carl. Why did you bring your umbrella? {bk12-l3d-f1-01.mp3}
+
+PROMPT: Look at the sky. It might rain today. {bk12-l3d-f2-01.mp3}
+TEMPLATE: I didn't bring an umbrella or a raincoat. I could get wet.
+RESPONSE: I didn't bring an umbrella or a raincoat. I could get wet. {bk12-l3d-f1-03.mp3}
+
+
+# Source: LLA 3D Figure 2 (Part 2)
+$DIALOGUE Where's Major Adams?
+ID: 3d-f2-b
+INTRO: An officer needs Major Adams, and nobody is quite sure where he is. Listen.
+INSTRUCTION: Listen to the dialogue.
+
+Officer: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-02.mp3}
+Clerk: Isn't he in his office? {bk12-l3d-f2-03.mp3}
+Officer: No, and I need to speak to him now. {bk12-l3d-f2-04.mp3}
+Clerk: He may be in the Colonel's office. {bk12-l3d-f2-05.mp3}
+Officer: Thank you. I'll look. {bk12-l3d-f2-06.mp3}
+
+
+# Source: LLA 3D Figure 3
+$PRODUCE Major Adams: Take the Clerk's Part
+ID: 3d-f3
+INPUT: speak
+CHECK: reveal
+REFERENCE
+INTRO: Take the clerk's part in the conversation. Listen to the first line, then read your lines aloud.
+INSTRUCTION: Read your lines aloud.
+
+PROMPT: Excuse me, sir, where's Major Adams? {bk12-l3d-f3-01.mp3}
+TEMPLATE: Isn't he in his office?
+RESPONSE: Isn't he in his office? {bk12-l3d-f2-03.mp3}
+
+PROMPT: No, and I need to speak to him now. {bk12-l3d-f3-02.mp3}
+TEMPLATE: He may be in the Colonel's office.
+RESPONSE: He may be in the Colonel's office. {bk12-l3d-f2-05.mp3}
+
+PROMPT: Thank you. I'll look. {bk12-l3d-f3-03.mp3}
+
+
+# Source: LLA 3D Figure 4
+$PRODUCE Major Adams: You Begin
+ID: 3d-f4
+INPUT: speak
+CHECK: reveal
+REFERENCE: 3d-f2-b
+INTRO: Now switch roles — you're the one looking for Major Adams. You begin.
+INSTRUCTION: Read your lines aloud.
+
+TEMPLATE: Excuse me, sir. Where's Major Adams?
+RESPONSE: Excuse me, sir, where's Major Adams? {bk12-l3d-f2-02.mp3}
+
+PROMPT: Isn't he in his office? {bk12-l3d-f4-01.mp3}
+TEMPLATE: No, and I need to speak to him now.
+RESPONSE: No, and I need to speak to him now. {bk12-l3d-f2-04.mp3}
+
+PROMPT: He may be in the Colonel's office. {bk12-l3d-f4-02.mp3}
+TEMPLATE: Thank you. I'll look.
+RESPONSE: Thank you. I'll look. {bk12-l3d-f2-06.mp3}
+
+
+# Source: LLA 3D Figure 4 (Part 2)
+$DIALOGUE Where's Ms. Evans?
+ID: 3d-f4-b
+INTRO: Ms. Evans could be in any of three offices. Listen to Linda track her down.
+INSTRUCTION: Listen to the conversation.
+
+Nancy: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-03.mp3}
+Linda: She could be in the next office. I'll check. {bk12-l3d-f4-04.mp3}
+Linda: She's not there. She might be in the mailroom. {bk12-l3d-f4-05.mp3}
+Linda: Well, she's not there. She may be in Mrs. Brown's office. {bk12-l3d-f4-06.mp3}
+Linda: We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes. {bk12-l3d-f4-07.mp3}
+Nancy: Thanks, Linda. {bk12-l3d-f4-08.mp3}
+
+
+# Source: LLA 3D Figure 5
+$PRODUCE Ms. Evans: Take Linda's Part
+ID: 3d-f5
+INPUT: speak
+CHECK: reveal
+REFERENCE
+INTRO: Take Linda's role. Read all of her lines aloud — she does most of the work here.
+INSTRUCTION: Read your lines aloud.
+
+PROMPT: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f5-01.mp3}
+TEMPLATE: She could be in the next office. I'll check.
+TEMPLATE: She's not there. She might be in the mail room.
+TEMPLATE: Well, she's not there. She may be in Ms. Brown's office.
+TEMPLATE: We're in luck, Nancy. She's in Ms. Brown's office and will be here in about 10 minutes.
+RESPONSE: She could be in the next office. I'll check. She's not there. She might be in the mailroom. Well, she's not there. She may be in Mrs. Brown's office. We're in luck, Nancy. She's in Mrs. Brown's office, and will be here in about 10 minutes.
+
+PROMPT: Thanks, Linda. {bk12-l3d-f5-02.mp3}
+
+
+# Source: LLA 3D Figure 6
+$PRODUCE Ms. Evans: You Begin
+ID: 3d-f6
+INPUT: speak
+CHECK: reveal
+REFERENCE: 3d-f4-b
+INTRO: Now you're Nancy. You begin the conversation.
+INSTRUCTION: Read your lines aloud.
+
+TEMPLATE: Oh, Linda. Where's Ms. Evans?
+RESPONSE: Oh, Linda. Where's Ms. Evans? {bk12-l3d-f4-03.mp3}
+
+PROMPT: She could be in the next office. I'll check. She's not there. She might be in the mailroom. Well, she's not there. She may be in Ms. Brown's office. We're in luck, Nancy. She's in Ms. Brown's office and will be here in about 10 minutes. {bk12-l3d-f6-01.mp3}
+TEMPLATE: Thanks, Linda.
+RESPONSE: Thanks, Linda. {bk12-l3d-f4-08.mp3}
+
+
+# Source: LLA 3D Figure 6 (Part 2)
+$DIALOGUE A Ride to Work
+ID: 3d-f6-b
+INTRO: One friend needs a ride to work. Listen to how "might" and "may" keep the answer safely vague.
+INSTRUCTION: Listen to the conversation.
+
+SpeakerA: Could you give me a ride to work tomorrow? {bk12-l3d-f6-02.mp3}
+SpeakerB: I might be able to. What time do you need to leave? {bk12-l3d-f6-03.mp3}
+SpeakerA: I usually leave at 7:15. {bk12-l3d-f6-04.mp3}
+SpeakerB: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-05.mp3}
+
+
+# Source: LLA 3D Figure 7
+$PRODUCE The Ride: Take the Driver's Part
+ID: 3d-f7
+INPUT: speak
+CHECK: reveal
+REFERENCE
+INTRO: Take the driver's part. Listen to the first line, then read your lines aloud.
+INSTRUCTION: Read your lines aloud.
+
+PROMPT: Could you give me a ride to work tomorrow? {bk12-l3d-f7-01.mp3}
+TEMPLATE: I might be able to. What time do you need to leave?
+RESPONSE: I might be able to. What time do you need to leave? {bk12-l3d-f6-03.mp3}
+
+PROMPT: I usually leave at 7:15. {bk12-l3d-f7-02.mp3}
+TEMPLATE: I'll let you know. I may see you at 7:15.
+RESPONSE: I'll let you know. I may see you at 7:15. {bk12-l3d-f6-05.mp3}
+
+
+# Source: LLA 3D Figure 8
+$PRODUCE The Ride: You Begin
+ID: 3d-f8
+INPUT: speak
+CHECK: reveal
+REFERENCE: 3d-f6-b
+INTRO: Now you need the ride. You begin the conversation.
+INSTRUCTION: Read your lines aloud.
+
+TEMPLATE: Could you give me a ride to work tomorrow?
+RESPONSE: Could you give me a ride to work tomorrow? {bk12-l3d-f6-02.mp3}
+
+PROMPT: I might be able to. What time do you need to leave? {bk12-l3d-f8-01.mp3}
+TEMPLATE: I usually leave at 7:15.
+RESPONSE: I usually leave at 7:15. {bk12-l3d-f6-04.mp3}
+
+PROMPT: I'll let you know. I may see you at 7:15. {bk12-l3d-f8-02.mp3}
+
+
+# Source: ST §I'm Not Sure. It Could Be...
+$DIALOGUE I'm Not Sure — It Could Be...
+ID: l3-s23
+INTRO: Seven quick exchanges, all guessing with "may", "might", and "could". Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-23.mp3}
-LINE: He's broken his leg. {bk12-l3d-f9-24.mp3}
-LINE: This dog has cost us a lot of money. {bk12-l3d-f9-25.mp3}
-LINE: The water in the lake has frozen. {bk12-l3d-f9-26.mp3}
-LINE: Mark has had that car since 1984. {bk12-l3d-f9-27.mp3}
-LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-28.mp3}
-LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-29.mp3}
-LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-30.mp3}
-LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-31.mp3}
-LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-32.mp3}
-LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-33.mp3}
+Dan: Where did Al leave the newspaper?
+Sam: I'm not sure. It may be on the patio.
-# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson)
+Pat: What's the matter with your car? There's grease under it.
+Doug: I don't know. It might be the engine.
+
+Paul: What's the matter with Jan? She hasn't said much today.
+Matt: I don't know. She could be worried. Her mother's sick.
+
+Steve: Where's Mary? I haven't seen her since lunch.
+Andy: I'm not sure, but she might be in the lab.
+
+Peter: Whose stereo is that? It's awfully loud.
+David: It could be Jean's. She likes loud music.
+
+Tom: Do you think Mary could still be in the library?
+Tim: Yes, she could be. She's studying for a test.
+
+Phil: Could Dave be at the movie?
+Mark: No, but he could be at the game. He was planning to go.
+
+
+# Source: ST §Match the Responses
+$SELECT Match the Responses
+ID: l3-s24
+INTRO: Match each sentence with the response that fits it best.
+INSTRUCTION: Tap the best response.
+OPTION: a | He could be in the barracks. I saw him there a few minutes ago.
+OPTION: b | I'm not sure. He uses both.
+OPTION: c | Good luck!
+OPTION: d | Well, then he may be at the library. He has a test tomorrow.
+
+TEMPLATE: Which one? The city or school library?
+ANSWER: b
+
+TEMPLATE: Thanks. I'll try the city library.
+ANSWER: c
+
+TEMPLATE: Where is John?
+ANSWER: a
+
+TEMPLATE: I've already checked there. Where else could he be?
+ANSWER: d
+
+
+# Source: ST §Put the Dialog in Order
+$SELECT Put the Dialog in Order
+ID: l3-s25
+ORDER
+INTRO: Now rebuild the conversation about John. Put the four lines in the order they were said.
+INSTRUCTION: Arrange the sentences to make a dialog.
+
+TEMPLATE: Put the sentences in the correct order.
+OPTION: a | Where is John?
+OPTION: b | I've already checked there. Where else could he be?
+OPTION: c | Which one? The city or school library?
+OPTION: d | Thanks. I'll try the city library.
+ANSWER: a,b,c,d
+
+# SKIPPED (book): ST "WHAT'S THE MATTER WITH IT?" — open pair activity where students
+# make up questions and answers from loose prompts; requires a partner, no solo path.
+
+# Source: LLA 3D Figure 9
+$PRODUCE Answer with "Could", "May", or "Might"
+ID: 3d-f9
+INPUT: speak
+CHECK: reveal
+INTRO: Answer each question with a full sentence, using "could", "may", or "might" and the cue on the screen. Then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+REPEAT
+
+EXAMPLE
+PROMPT: Where is Mr. Williams? {bk12-l3d-f9-ex-q.mp3}
+TEMPLATE: in the library / could
+RESPONSE: He could be in the library. {bk12-l3d-f9-ex-a.mp3}
+
+PROMPT: Where is my new record? {bk12-l3d-f9-01-q.mp3}
+TEMPLATE: in the living room / could
+RESPONSE: It could be in the living room. {bk12-l3d-f9-01-a.mp3}
+
+PROMPT: Why is Janet wearing her jacket? {bk12-l3d-f9-02-q.mp3}
+TEMPLATE: cold outside / may
+RESPONSE: It may be cold outside. {bk12-l3d-f9-02-a.mp3}
+
+PROMPT: Why is Mike riding the bus to work? {bk12-l3d-f9-03-q.mp3}
+TEMPLATE: car in the garage / might
+RESPONSE: His car might be in the garage. {bk12-l3d-f9-03-a.mp3}
+
+PROMPT: Where is Sally's dog? {bk12-l3d-f9-04-q.mp3}
+TEMPLATE: in the neighbor's yard / could
+RESPONSE: It could be in the neighbor's yard. {bk12-l3d-f9-04-a.mp3}
+
+PROMPT: What is this tool for? {bk12-l3d-f9-05-q.mp3}
+TEMPLATE: tightening nuts / may
+RESPONSE: It may be for tightening nuts. {bk12-l3d-f9-05-a.mp3}
+
+PROMPT: Where are my keys? {bk12-l3d-f9-06-q.mp3}
+TEMPLATE: on the dining room table / might
+RESPONSE: They might be on the dining room table. {bk12-l3d-f9-06-a.mp3}
+
+PROMPT: Why is Betty running down the hall? {bk12-l3d-f9-07-q.mp3}
+TEMPLATE: late / could
+RESPONSE: She could be late. {bk12-l3d-f9-07-a.mp3}
+
+PROMPT: Who is this package for? {bk12-l3d-f9-08-q.mp3}
+TEMPLATE: you / may
+RESPONSE: It may be for you. {bk12-l3d-f9-08-a.mp3}
+
+PROMPT: Why isn't Tim home yet? {bk12-l3d-f9-09-q.mp3}
+TEMPLATE: stuck in traffic / might
+RESPONSE: He might be stuck in traffic. {bk12-l3d-f9-09-a.mp3}
+
+PROMPT: Who has been in the major's office for the last hour? {bk12-l3d-f9-10-q.mp3}
+TEMPLATE: Lt Mitchell / could
+RESPONSE: It could be Lieutenant Mitchell. {bk12-l3d-f9-10-a.mp3}
+
+$SESSION 3-7: Present Perfect and Review
# Source: new (gap: the present perfect is drilled on tape 3D but never explained in this lesson)
$GRAMMAR The Present Perfect
-ID: 3d-ls1-b
-INTRO: A quick look at the pattern you just heard, before you drill it.
+ID: 3d-ls1-g
+INTRO: Last part — the present perfect, some numbers, and a little review to close out the lesson. First, the pattern.
-The present perfect is **have / has** + the past participle:
+Use **have/has + past participle** to talk about things that happened before now and still matter now.
-{The meeting has already begun.} — {He's broken his leg.}
+{The meeting has already begun.} — it started, and it's still going.
-Use it for things that have already happened, or that started in the past and continue now:
+{Mark has had that car since 1984.} — he got it then, and he still has it.
-{Mark has had that car since 1984.} — {I've ridden the bus for 3 years.}
+{Ralph hasn't paid that bill yet.} — not paid before now.
-Watch the irregular past participles from these sentences: **begun, broken, cost, frozen, had, kept, paid, ridden, slept, taught, withdrawn**.
+Many past participles are irregular:
+
+| verb | past participle |
+|---|---|
+| begin | begun |
+| break | broken |
+| cost | cost |
+| freeze | frozen |
+| have | had |
+| keep | kept |
+| pay | paid |
+| ride | ridden |
+| sleep | slept |
+| teach | taught |
+| withdraw | withdrawn |
+
+
+# Source: LLA 3D Listening/Speaking Activity
+$DIALOGUE Present Perfect Sentences
+ID: 3d-ls1
+INTRO: Listen to sentences in the present perfect and repeat each one. Every irregular participle in the table will come back in a moment.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Hurry, you're late. The meeting has already begun. {bk12-l3d-f9-11.mp3}
+LINE: He's broken his leg. {bk12-l3d-f9-12.mp3}
+LINE: This dog has cost us a lot of money. {bk12-l3d-f9-13.mp3}
+LINE: The water in the lake has frozen. {bk12-l3d-f9-14.mp3}
+LINE: Mark has had that car since 1984. {bk12-l3d-f9-15.mp3}
+LINE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f9-16.mp3}
+LINE: Ralph hasn't paid that bill yet. {bk12-l3d-f9-17.mp3}
+LINE: I've ridden the bus for 3 years. {bk12-l3d-f9-18.mp3}
+LINE: Jill hasn't slept well for 3 nights. {bk12-l3d-f9-19.mp3}
+LINE: Mr. Evans has taught that course for 6 years. {bk12-l3d-f9-20.mp3}
+LINE: Peter has withdrawn all his money from the Swiss bank. {bk12-l3d-f9-21.mp3}
-# Source: LLA 3D Figure 10
# Source: LLA 3D Figure 10
$PRODUCE Answer in the Present Perfect
ID: 3d-f10
INPUT: speak
CHECK: reveal
-INTRO: Answer each question aloud in the present perfect, using the cue words on the screen, then repeat the correct answer.
-INSTRUCTION: Answer aloud using the cue words.
+INTRO: Answer the questions in the present perfect, using the cues on the screen. Then repeat the model answers.
+INSTRUCTION: Answer aloud with a full sentence.
REPEAT
+PROMPT: Why do I have to hurry? {bk12-l3d-f10-01-q.mp3}
TEMPLATE: meeting / already / begin
-PROMPT: Why do I have to hurry? {bk12-l3d-f10-01.mp3}
-RESPONSE: You have to hurry because the meeting has already begun. {bk12-l3d-f10-02.mp3}
+RESPONSE: You have to hurry because the meeting has already begun. {bk12-l3d-f10-01-a.mp3}
+PROMPT: What has he broken? {bk12-l3d-f10-02-q.mp3}
TEMPLATE: he / break / leg
-PROMPT: What has he broken? {bk12-l3d-f10-03.mp3}
-RESPONSE: He has broken his leg. {bk12-l3d-f10-04.mp3}
+RESPONSE: He has broken his leg.
+PROMPT: What has cost us a lot of money? {bk12-l3d-f10-03-q.mp3}
TEMPLATE: dog / cost
-PROMPT: What has cost us a lot of money? {bk12-l3d-f10-05.mp3}
-RESPONSE: This dog has cost us a lot of money. {bk12-l3d-f10-06.mp3}
+RESPONSE: This dog has cost us a lot of money.
+PROMPT: What has frozen? {bk12-l3d-f10-04-q.mp3}
TEMPLATE: water / lake
-PROMPT: What has frozen? {bk12-l3d-f10-07.mp3}
-RESPONSE: The water in the lake has frozen. {bk12-l3d-f10-08.mp3}
+RESPONSE: The water in the lake has frozen.
+PROMPT: How long has Mark had that car? {bk12-l3d-f10-05-q.mp3}
TEMPLATE: since / 1984
-PROMPT: How long has Mark had that car? {bk12-l3d-f10-09.mp3}
-RESPONSE: Mark has had that car since 1984. {bk12-l3d-f10-10.mp3}
+RESPONSE: Mark has had that car since 1984. {bk12-l3d-f10-05-a.mp3}
+PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-06-q.mp3}
TEMPLATE: all / old jackets
-PROMPT: What has Lieutenant Martin kept? {bk12-l3d-f10-11.mp3}
-RESPONSE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f10-12.mp3}
+RESPONSE: Lieutenant Martin has kept all of his old jackets. {bk12-l3d-f10-06-a.mp3}
+PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-07-q.mp3}
TEMPLATE: no
-PROMPT: Has Ralph paid that bill yet? {bk12-l3d-f10-13.mp3}
-RESPONSE: No, Ralph hasn't paid that bill yet. {bk12-l3d-f10-14.mp3}
+RESPONSE: No, Ralph hasn't paid that bill yet. {bk12-l3d-f10-07-a.mp3}
+PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-08-q.mp3}
TEMPLATE: ride / bus / three years
-PROMPT: How many years have you ridden the bus? {bk12-l3d-f10-15.mp3}
-RESPONSE: I've ridden the bus for 3 years. {bk12-l3d-f10-16.mp3}
+RESPONSE: I've ridden the bus for 3 years. {bk12-l3d-f10-08-a.mp3}
+PROMPT: Why is Jill tired? {bk12-l3d-f10-09-q.mp3}
TEMPLATE: sleep well / three nights
-PROMPT: Why is Jill tired? {bk12-l3d-f10-17.mp3}
-RESPONSE: She hasn't slept well for 3 nights. {bk12-l3d-f10-18.mp3}
+RESPONSE: She hasn't slept well for 3 nights. {bk12-l3d-f10-09-a.mp3}
+PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-10-q.mp3}
TEMPLATE: teach / that course / six years
-PROMPT: How long has Mr. Evans taught that course? {bk12-l3d-f10-19.mp3}
-RESPONSE: He has taught that course for 6 years. {bk12-l3d-f10-20.mp3}
+RESPONSE: He has taught that course for 6 years.
+PROMPT: What has Peter done with his money? {bk12-l3d-f10-11-q.mp3}
TEMPLATE: withdraw / money / Swiss bank
-PROMPT: What has Peter done with his money? {bk12-l3d-f10-21.mp3}
-RESPONSE: He has withdrawn all his money from the Swiss bank. {bk12-l3d-f10-22.mp3}
+RESPONSE: He has withdrawn all his money from the Swiss bank. {bk12-l3d-f10-11-a.mp3}
-# Source: LLA 3D Figure 11
# Source: LLA 3D Figure 11
$PRODUCE Write the Numbers
ID: 3d-f11
INPUT: type
CHECK: exact
-INTRO: Two short paragraphs full of numbers. Listen carefully and type the numbers you hear in the blanks.
-INSTRUCTION: Type the numbers.
+INTRO: You'll hear two short paragraphs full of numbers. Type the numbers you hear — Nick the bank teller is counting on you.
+INSTRUCTION: Type the correct numbers.
-PROMPT: Nick got a job last week... {bk12-l3d-f11-01.mp3}
-TEMPLATE: Number 1: ____{250}
-TEMPLATE: Number 2: ____{530}
-TEMPLATE: Number 3: ____{1,001|1001}
+PROMPT: Nick got a job last week. He started today. He counts pennies for the bank. A customer gave him 250 pennies. Another customer gave him 530. His last customer gave him 1,001 pennies. His new job will keep him very busy. {bk12-l3d-f11-01.mp3}
+TEMPLATE: Paragraph 1
+TEMPLATE: ____{250}, ____{530}, ____{1,001|1001}
RESPONSE: 250, 530, 1,001
-PROMPT: Jane's daughter goes to the biggest elementary school in the city... {bk12-l3d-f11-02.mp3}
+PROMPT: Jane's daughter goes to the biggest elementary school in the city. There are 200 children in kindergarten, 250 in the first grade, 247 in the second grade, 272 in the third grade, 302 in the fourth grade, and 287 in the fifth grade. {bk12-l3d-f11-02.mp3}
+TEMPLATE: Paragraph 2
TEMPLATE: Kindergarten: ____{200}
TEMPLATE: 1st grade: ____{250}
TEMPLATE: 2nd grade: ____{247}
TEMPLATE: 3rd grade: ____{272}
TEMPLATE: 4th grade: ____{302}
TEMPLATE: 5th grade: ____{287}
-RESPONSE: 200, 250, 247, 272, 302, 287
+RESPONSE: Kindergarten: 200, 1st grade: 250, 2nd grade: 247, 3rd grade: 272, 4th grade: 302, 5th grade: 287.
+
+
+# Source: ST §What Does It Mean?
+$SELECT What Does It Mean?
+ID: l3-s17
+INTRO: A vocabulary check. Read each sentence and tap the word that means the same as the underlined word.
+INSTRUCTION: Tap the word with the same meaning as the underlined word.
+
+EXAMPLE
+TEMPLATE: Greg likes to *fish* on the lake early in the morning. If he gets any, he eats them for breakfast.
+OPTION: a | try to get fish
+OPTION: b | buy fish
+OPTION: c | eat fish
+ANSWER: a
+
+TEMPLATE: Smith *cancelled* the meeting because his car broke down, and he knew he'd be late.
+OPTION: a | came to the meeting
+OPTION: b | didn't have the meeting
+OPTION: c | spoke at the meeting
+ANSWER: b
+
+TEMPLATE: Ms. King gave a *lecture* last night, and everyone enjoyed listening to her.
+OPTION: a | a talk
+OPTION: b | a present
+OPTION: c | a cry
+ANSWER: a
+
+TEMPLATE: Cosa gave his teacher a *neat* paper with no mistakes or marks on it.
+OPTION: a | dirty
+OPTION: b | hard
+OPTION: c | clean
+ANSWER: c
+
+TEMPLATE: He's in the hospital with an unknown *disease*.
+OPTION: a | sickness
+OPTION: b | word
+OPTION: c | vehicle
+ANSWER: a
+
+TEMPLATE: Martha *sauteed* chicken and vegetables for her family's dinner. She's a good cook and can prepare almost any dish.
+OPTION: a | bought
+OPTION: b | cooked
+OPTION: c | enlarged
+ANSWER: b
+
# Source: ST §Circle the Same Sound
-
-# Source: ST §Circle the Same Sound
-$SELECT Same Sound
+$SELECT Which Word Has the Same Sound?
ID: l3-s12
-INTRO: Time to tune your ears — or at least your spelling. Tap the word whose underlined letters make the same sound as the underlined part of the first word.
+INTRO: A sound check to finish. Tap the word whose highlighted letters make the same sound as the underlined part of the first word. That's the lesson — well done.
INSTRUCTION: Tap the word that has the same sound for the underlined part.
EXAMPLE
@@ -1762,48 +1928,3 @@ OPTION: a | *c*ircle
OPTION: b | *l*oose
OPTION: c | *f*orget
ANSWER: b|c
-
-# Source: ST §What Does It Mean?
-
-# Source: ST §What Does It Mean?
-$SELECT What Does It Mean?
-ID: l3-s17
-INTRO: Last activity. Tap the word that means the same as the underlined word in each sentence. That's Lesson 3 — you've added on quite a bit yourself.
-INSTRUCTION: Select the word with the same meaning as the underlined word.
-
-EXAMPLE
-TEMPLATE: Greg likes to *fish* on the lake early in the morning. If he gets any, he eats them for breakfast.
-OPTION: a | try to get fish
-OPTION: b | buy fish
-OPTION: c | eat fish
-ANSWER: a
-
-TEMPLATE: Smith *cancelled* the meeting because his car broke down, and he knew he'd be late.
-OPTION: a | came to the meeting
-OPTION: b | didn't have the meeting
-OPTION: c | spoke at the meeting
-ANSWER: b
-
-TEMPLATE: Ms. King gave a *lecture* last night, and everyone enjoyed listening to her.
-OPTION: a | a talk
-OPTION: b | a present
-OPTION: c | a cry
-ANSWER: a
-
-TEMPLATE: Cosa gave his teacher a *neat* paper with no mistakes or marks on it.
-OPTION: a | dirty
-OPTION: b | hard
-OPTION: c | clean
-ANSWER: c
-
-TEMPLATE: He's in the hospital with an unknown *disease*.
-OPTION: a | sickness
-OPTION: b | word
-OPTION: c | vehicle
-ANSWER: a
-
-TEMPLATE: Martha *sauteed* chicken and vegetables for her family's dinner. She's a good cook and can prepare almost any dish.
-OPTION: a | bought
-OPTION: b | cooked
-OPTION: c | enlarged
-ANSWER: b
diff --git a/book-12-lesson-3/bk12-l3a-f1-01.mp3 b/book-12-lesson-3/bk12-l3a-f1-01.mp3
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diff --git a/book-12-lesson-4.module b/book-12-lesson-4.module
index d68f8218..b307f63b 100644
--- a/book-12-lesson-4.module
+++ b/book-12-lesson-4.module
@@ -1,186 +1,186 @@
$MODULE Book 12 · Lesson 4: We Used to Go to the Lake {st-page_105_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book12_lesson4
-DESCRIPTION: Hunting, fishing, and outdoor vocabulary; "used to" and "would" for past habits; -er comparatives; reporting what people said; past participles; dictation and listening review.
+DESCRIPTION: Outdoor life — hunting and fishing vocabulary — plus "used to" and "would" for past routines, comparative adverbs, sentence combining, and reported speech.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Dad | achird | Male voice
-VOICE: Child | schedar | Younger voice
-VOICE: Mr_Sandoval | achird | Male caller
-VOICE: Receptionist | gacrux | Female receptionist
-VOICE: Capt_Richardson | schedar | Male officer
-VOICE: Mary | achernar | Female speaker
-VOICE: Jane | aoede | Female speaker
-VOICE: Man1 | achird | Male
+VOICE: Boy | schedar | Young male
+VOICE: Dad | achernar | Male
+VOICE: Pete | achernar | Male
+VOICE: Melissa | aoede | Female
+VOICE: Charlie | achernar | Male
+VOICE: Chris | schedar | Male
+VOICE: Richard | achird | Male
+VOICE: Fred_Sandoval | achernar | Male
+VOICE: Receptionist | gacrux | Female
+VOICE: Clerk | schedar | Male
+VOICE: Capt_Richardson | achernar | Male
+VOICE: Mary | gacrux | Female
+VOICE: Jane | achird | Female
+VOICE: Man1 | achernar | Male
VOICE: Man2 | schedar | Male
-VOICE: Pete | alnilam | Male speaker
-VOICE: Charlie | iapetus | Male speaker
-VOICE: Melissa | aoede | Female speaker
-VOICE: Chris | charon | Male speaker
-VOICE: Richard | achird | Male speaker
VOICE: ID | achernar | speaker (auto)
-$LESSON 4-1: Hunting and the Outdoors
+$SESSION 4-1: Hunting and the Outdoors
-# Source: LLA 4A Figure 1 (Part 1)
-$DIALOGUE Hunting and Outdoor Words
+# Source: LLA 4A Figure 1 (+ salvaged "pistol"/"killed" lines from ST "We May Go Hunting")
+$DIALOGUE Words for the Outdoors
ID: 4a-f1
-INTRO: In this lesson you'll learn to talk about life outdoors — hunting, fishing, and the things you used to do back in the day. First, the new words: listen to each sentence and repeat it.
-INSTRUCTION: Repeat each word and sentence.
+INTRO: In this lesson you'll learn to talk about life outdoors — hunting, fishing, and the weather — and later, to say what you used to do in the past. First, the words. Listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: fish
LINE: Mr. Thrasher caught a big fish last Saturday. {page_059_001.jpg} {bk12-l4a-f1-01.mp3}
-LINE: The boys are fishing off the pier. {page_059_002.jpg} {bk12-l4a-f1-02.mp3}
-LINE: Their fathers are fishing off the boat. {page_059_002.jpg} {bk12-l4a-f1-03.mp3}
+LINE: The boys are fishing off the pier. {page_059_002.jpg} {bk12-l4a-f1-02-a.mp3}
+LINE: Their fathers are fishing off the boat. {page_059_002.jpg} {bk12-l4a-f1-02-b.mp3}
VOCAB: hunt
-LINE: My uncle is hunting ducks. {page_059_003.jpg} {bk12-l4a-f1-04.mp3}
+LINE: My uncle is hunting ducks. {page_059_003.jpg} {bk12-l4a-f1-03.mp3}
VOCAB: country
-LINE: The flowers are beautiful out in the country. {page_059_004.jpg} {bk12-l4a-f1-05.mp3}
+LINE: The flowers are beautiful out in the country. {page_059_004.jpg} {bk12-l4a-f1-04.mp3}
VOCAB: high
-LINE: Roger could see the whole city from the high hill. {page_059_005.jpg} {bk12-l4a-f1-06.mp3}
+LINE: Roger could see the whole city from the high hill. {page_059_005.jpg} {bk12-l4a-f1-05.mp3}
+LINE: The temperature was 37 degrees. {page_059_006.jpg} {bk12-l4a-f1-06-a.mp3}
VOCAB: low
-LINE: The temperature was 37 degrees. {page_059_006.jpg} {bk12-l4a-f1-07.mp3}
-LINE: That was low for April. {page_059_006.jpg} {bk12-l4a-f1-08.mp3}
+LINE: That was low for April. {page_059_006.jpg} {bk12-l4a-f1-06-b.mp3}
VOCAB: outdoors
-LINE: Put that dog outdoors. {page_060_001.jpg} {bk12-l4a-f1-09.mp3}
+LINE: Put that dog outdoors. {page_060_001.jpg} {bk12-l4a-f1-07.mp3}
VOCAB: out of doors
-LINE: We like to play out of doors. {page_060_002.jpg} {bk12-l4a-f1-10.mp3}
+LINE: We like to play out of doors. {page_060_002.jpg} {bk12-l4a-f1-08.mp3}
VOCAB: indoors
-LINE: It's rainy and cold. {page_060_003.jpg} {bk12-l4a-f1-11.mp3}
-LINE: It's a good day to stay indoors. {page_060_003.jpg} {bk12-l4a-f1-12.mp3}
+LINE: It's rainy and cold. It's a good day to stay indoors. {page_060_003.jpg} {bk12-l4a-f1-09.mp3}
VOCAB: deer
-LINE: The deer are eating by the lake. {page_060_004.jpg} {bk12-l4a-f1-13.mp3}
+LINE: The deer are eating by the lake. {page_060_004.jpg} {bk12-l4a-f1-10.mp3}
VOCAB: duck
-LINE: The children enjoy feeding the ducks. {page_060_005.jpg} {bk12-l4a-f1-14.mp3}
+LINE: The children enjoy feeding the ducks. {page_060_005.jpg} {bk12-l4a-f1-11.mp3}
-# Source: ST §We May Go Hunting (distinct item salvaged from dropped twin)
-VOCAB: to kill
+VOCAB: killed
LINE: Dan likes to hunt ducks. He's just shot a duck and killed it. {st-page_107_004.jpg}
VOCAB: gun
-LINE: The store sells many kinds of guns. {page_060_006.jpg} {bk12-l4a-f1-15.mp3}
+LINE: The store sells many kinds of guns. {page_060_006.jpg} {bk12-l4a-f1-12.mp3}
VOCAB: rifle
-LINE: My grandfather bought me this new rifle. {page_061_001.jpg} {bk12-l4a-f1-16.mp3}
+LINE: My grandfather bought me this new rifle. {page_061_001.jpg} {bk12-l4a-f1-13.mp3}
+
+VOCAB: pistol
+LINE: Pistols and rifles are guns. {st-page_107_001.jpg}
VOCAB: weapon
-LINE: That soldier has used all the weapons. {page_061_002.jpg} {bk12-l4a-f1-17.mp3}
+LINE: That soldier has used all the weapons. {page_061_002.jpg} {bk12-l4a-f1-14.mp3}
-# Source: ST §We May Go Hunting (distinct item salvaged from dropped twin)
-VOCAB: pistol
-LINE: Pistols and rifles are guns. Guns and knives are weapons. {st-page_107_001.jpg}
-
-# Source: LLA 4A Figure 1 (Part 2) — split into three sets to keep image pools ≤ 6
-$SELECT Which Picture? — Fishing and the Country
+# Source: LLA 4A Figure 1 (part 2) — split into three activities (≤6 image options)
+$SELECT Which Picture? (Fishing and Hunting)
ID: 4a-f1-b
-INTRO: Now check yourself. Listen to each sentence and tap the picture it describes.
-INSTRUCTION: Tap the matching picture.
+INTRO: Now let's see if the words stuck. You'll hear a sentence and see five pictures — tap the one that matches.
+INSTRUCTION: Tap the correct picture.
-OPTION: a | A {page_059_001.jpg}
-OPTION: b | B {page_059_002.jpg}
-OPTION: c | C {page_059_003.jpg}
-OPTION: d | D {page_059_004.jpg}
-OPTION: e | E {page_059_005.jpg}
+OPTION: a | {page_059_001.jpg}
+OPTION: b | {page_059_002.jpg}
+OPTION: c | {page_059_003.jpg}
+OPTION: d | {page_059_004.jpg}
+OPTION: e | {page_059_005.jpg}
-PROMPT: My neighbor enjoys hunting. {bk12-l4a-f1-18.mp3}
+PROMPT: My neighbor enjoys hunting. {bk12-l4a-f1-15.mp3}
ANSWER: c
-PROMPT: George lives out in the country, far away from the city. {bk12-l4a-f1-19.mp3}
+PROMPT: George lives out in the country, far away from the city. {bk12-l4a-f1-16.mp3}
ANSWER: d
-PROMPT: That's really a big fish. {bk12-l4a-f1-23.mp3}
+PROMPT: That's really a big fish. {bk12-l4a-f1-20.mp3}
ANSWER: a
-PROMPT: Look how high he is. {bk12-l4a-f1-24.mp3}
+PROMPT: Look how high he is. {bk12-l4a-f1-21.mp3}
ANSWER: e
-PROMPT: The boys ask their fathers to go fishing. {bk12-l4a-f1-29.mp3}
+PROMPT: The boys ask their fathers to go fishing. {bk12-l4a-f1-26.mp3}
ANSWER: b
-# Source: LLA 4A Figure 1 (Part 2)
-$SELECT Which Picture? — Indoors and Outdoors
+# Source: LLA 4A Figure 1 (part 2, continued)
+$SELECT Which Picture? (Indoors and Outdoors)
ID: 4a-f1-c
-INTRO: Same game, new pictures. Listen and tap the one that matches.
-INSTRUCTION: Tap the matching picture.
+INTRO: Five more pictures, five more sentences. Same game — listen and tap.
+INSTRUCTION: Tap the correct picture.
-OPTION: f | F {page_059_006.jpg}
-OPTION: g | G {page_060_001.jpg}
-OPTION: h | H {page_060_002.jpg}
-OPTION: i | I {page_060_003.jpg}
-OPTION: j | J {page_060_004.jpg}
+OPTION: a | {page_059_006.jpg}
+OPTION: b | {page_060_001.jpg}
+OPTION: c | {page_060_002.jpg}
+OPTION: d | {page_060_003.jpg}
+OPTION: e | {page_060_004.jpg}
-PROMPT: Look at the deer. {bk12-l4a-f1-20.mp3}
-ANSWER: j
+PROMPT: Look at the deer. {bk12-l4a-f1-17.mp3}
+ANSWER: e
-PROMPT: The temperature was very low. {bk12-l4a-f1-22.mp3}
-ANSWER: f
+PROMPT: The temperature was very low. {bk12-l4a-f1-19.mp3}
+ANSWER: a
-PROMPT: It's still raining; I've been indoors all day. {bk12-l4a-f1-26.mp3}
-ANSWER: i
+PROMPT: It's still raining; I've been indoors all day. {bk12-l4a-f1-23.mp3}
+ANSWER: d
-PROMPT: They have to play soccer out of doors. {bk12-l4a-f1-27.mp3}
-ANSWER: h
+PROMPT: They have to play soccer out of doors. {bk12-l4a-f1-24.mp3}
+ANSWER: c
-PROMPT: Roger's dog has to stay outdoors. {bk12-l4a-f1-30.mp3}
-ANSWER: g
+PROMPT: Roger's dog has to stay outdoors. {bk12-l4a-f1-27.mp3}
+ANSWER: b
-# Source: LLA 4A Figure 1 (Part 2)
-$SELECT Which Picture? — Guns and Game
+# Source: LLA 4A Figure 1 (part 2, continued)
+$SELECT Which Picture? (Guns and Ducks)
ID: 4a-f1-d
-INTRO: Last set — weapons and the animals that would rather avoid them. Listen and tap the matching picture.
-INSTRUCTION: Tap the matching picture.
+INTRO: Last set of pictures. Listen and tap the one that matches.
+INSTRUCTION: Tap the correct picture.
-OPTION: k | K {page_060_005.jpg}
-OPTION: l | L {page_060_006.jpg}
-OPTION: m | M {page_061_001.jpg}
-OPTION: n | N {page_061_002.jpg}
+OPTION: a | {page_060_005.jpg}
+OPTION: b | {page_060_006.jpg}
+OPTION: c | {page_061_001.jpg}
+OPTION: d | {page_061_002.jpg}
-PROMPT: Don's Gun Store has a large variety of guns. {bk12-l4a-f1-21.mp3}
-ANSWER: l
+PROMPT: Don's Gun Store has a large variety of guns. {bk12-l4a-f1-18.mp3}
+ANSWER: b
-PROMPT: John learned all about weapons in the military. {bk12-l4a-f1-25.mp3}
-ANSWER: n
+PROMPT: John learned all about weapons in the military. {bk12-l4a-f1-22.mp3}
+ANSWER: d
-PROMPT: Mike is learning how to shoot his new rifle. {bk12-l4a-f1-28.mp3}
-ANSWER: m
+PROMPT: Mike is learning how to shoot his new rifle. {bk12-l4a-f1-25.mp3}
+ANSWER: c
-PROMPT: The ducks like to play in the water. {bk12-l4a-f1-31.mp3}
-ANSWER: k
+PROMPT: The ducks like to play in the water. {bk12-l4a-f1-28.mp3}
+ANSWER: a
# Source: ST §Watch Out, Deer!
$DIALOGUE Watch Out, Deer!
ID: l4-s2
-INTRO: Fred and Pete are getting ready for deer season. Fred has a brand-new rifle — so far, the soda cans are winning. Read and listen to the story.
+INTRO: Fred and Pete are getting ready for deer season. Fred has a brand-new rifle — and, so far, no aim. Listen and read along.
INSTRUCTION: Listen and read the paragraphs.
+LINE: Fred and Pete like to be out-of-doors.
VOCAB: once
-LINE: Fred and Pete like to be out-of-doors. Once every year during the deer season, they spend at least two weeks hunting.
+LINE: Once every year during the deer season, they spend at least two weeks hunting.
LINE: Deer season this year will begin next week.
VOCAB: preparing
LINE: Both Fred and Pete are getting ready for their hunting trip. They're preparing their weapons.
VOCAB: practice
+LINE: Fred has just bought a new rifle, so he and Pete have driven out of the city to the country to practice with it.
VOCAB: shoot
-LINE: Fred has just bought a new rifle, so he and Pete have driven out of the city to the country to practice with it. Fred is going to shoot at some empty soda cans.
+LINE: Fred is going to shoot at some empty soda cans.
LINE: He was so excited that he dropped his truck keys in the grass.
-VOCAB: for
+VOCAB: to hunt for | hunt
LINE: Pete had to hunt for the keys because all Fred could think about was shooting his new rifle.
-VOCAB: bang!
+VOCAB: bang
LINE: Bang!!!!
VOCAB: shot
@@ -201,11 +201,11 @@ VOCAB: watch out
Pete: After several shots, I think you've got it now, Fred. Watch out, deer! Here we come!
NOTES: Watch out = be careful
-# Source: ST §True or False?
+# Source: ST §True or False
$SELECT True or False?
ID: l4-s3
REFERENCE
-INTRO: Decide whether each statement about Fred and Pete is true or false. You can look back at the story if you need to.
+INTRO: Now decide what the story really said. Read each statement and tap True or False — you can open the story again if Fred's shooting distracted you.
INSTRUCTION: Tap True or False.
SHOW_PROMPT
OPTION: t | True
@@ -238,60 +238,51 @@ ANSWER: f
PROMPT: Fred shot only one time.
ANSWER: f
-# Source: ST §Make a Sentence (recast: bare cue words → cued questions about the story)
-$PRODUCE Tell the Story
+# Source: ST §Make a Sentence
+$PRODUCE Make a Sentence About the Story
ID: l4-s4
REFERENCE
-INTRO: Now retell the story. Answer each question in a full sentence, using the cue word shown on the screen.
-INSTRUCTION: Answer in a full sentence using the cue word.
+INTRO: For each cue word, say one sentence about Fred and Pete — say what the story said. Open the story if you need it; it hasn't gone anywhere.
+INSTRUCTION: Say a sentence about Fred and Pete using the cue word.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact. The answer should use the cue word shown in the TEMPLATE or a grammatical inflection of it (e.g. "preparing" for "prepare").
+RUBRIC: Accept any sentence that uses the cue word and states a fact from the story about Fred and Pete. The model answer shows one correct fact; other true story facts using the cue word are also correct.
EXAMPLE
-TEMPLATE: out-of-doors
-PROMPT: What do Fred and Pete like?
+PROMPT: out-of-doors
RESPONSE: Fred and Pete like to be out-of-doors.
-TEMPLATE: once
-PROMPT: How often do Fred and Pete go hunting?
+PROMPT: once
RESPONSE: Once every year they spend two weeks hunting.
-TEMPLATE: deer season
-PROMPT: When will deer season begin?
+PROMPT: deer season
RESPONSE: Deer season will begin next week.
-TEMPLATE: prepare
-PROMPT: What are Fred and Pete doing with their weapons?
+PROMPT: prepare
RESPONSE: They're preparing their weapons.
-TEMPLATE: country
-PROMPT: Where have Fred and Pete driven?
+PROMPT: country
RESPONSE: They have driven to the country.
-TEMPLATE: practice
-PROMPT: Why did Fred drive out of the city?
+PROMPT: practice
RESPONSE: Fred is going to practice with his new rifle.
-TEMPLATE: shoot at
-PROMPT: What is Fred going to shoot at?
+PROMPT: shoot at
RESPONSE: Fred is going to shoot at some empty soda cans.
-TEMPLATE: lower
-PROMPT: What does Fred have to do to stop missing?
+PROMPT: lower
RESPONSE: Fred has to shoot lower.
-TEMPLATE: several
-PROMPT: When did Pete think Fred was finally ready?
+PROMPT: several
RESPONSE: After several shots, Pete thought Fred was ready.
-# Source: LLA 4A Figure 2 (Part 1)
+# Source: LLA 4A Figure 2
$PRODUCE Type the Missing Word
ID: 4a-f2
INPUT: type
CHECK: exact
-INTRO: Listen to each sentence and type the word that's missing on your screen. Then repeat the full sentence.
+INTRO: Listen to each sentence and type the missing word — "catch", "shoot", and their friends. Then say the whole sentence back.
INSTRUCTION: Type the missing word.
REPEAT
@@ -315,21 +306,12 @@ PROMPT: The police heard a shot when they arrived at the house. {bk12-l4a-f2-04.
RESPONSE: The police heard a shot when they arrived at the house. {bk12-l4a-f2-04.mp3}
ACCEPT: shot
-$LESSON 4-2: Used To
+$SESSION 4-2: "Used To" — Then and Now
-# Source: ST §Used To (grammar box)
-$GRAMMAR Used To
-ID: l4-s16
-INTRO: In this part you'll learn to talk about past habits with "used to" — things that were true once, but aren't anymore.
-
-We use **used to** to say that something happened regularly or existed in the past but no longer happens or exists now.
-
-{I used to be a student at that college.} {Now I'm an instructor there.}
-
-# Source: LLA 4A Figure 2 (Part 2)
-$DIALOGUE Used To — Listen and Repeat
+# Source: LLA 4A Listening/Speaking Activity
+$DIALOGUE Then and Now
ID: 4a-ls1
-INTRO: Listen to what these people used to do — and what they do now — and repeat each sentence.
+INTRO: In this part you'll learn "used to" — for things that were true before but aren't anymore. Frank was in the army; now he's at a desk. Listen and repeat each pair.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -348,22 +330,66 @@ LINE: But we haven't gone for 6 years. {bk12-l4a-f2-16.mp3}
LINE: My neighbor used to own a gun. {bk12-l4a-f2-17.mp3}
LINE: But he sold it last month. {bk12-l4a-f2-18.mp3}
+# Source: ST §Used To (grammar box)
+$GRAMMAR Used To
+ID: l4-s16
+INTRO: Here's the rule behind those sentences — short and painless.
+
+We use **used to** to say that something happened regularly or existed in the past but no longer happens or exists now.
+
+{I used to be a student at that college.} {Now I'm an instructor there.}
+
# Source: ST §Used To Sentences
-$DIALOGUE Used To — Questions and Answers
+$DIALOGUE Used To in Questions and Answers
ID: l4-s17
-INTRO: Now read and listen to "used to" in questions and answers. Notice the question form: "Did he use to...?"
-INSTRUCTION: Read and listen to the sentences.
+INTRO: "Used to" also works in questions — notice it becomes "use to" after "did". Read the sentences.
+INSTRUCTION: Read the sentences. They all contain "used to".
LINE: My father used to smoke, but he stopped last year.
-LINE: Did Larry use to cook dinner every night? Yes, and he used to cook breakfast on the weekends, too. Now he doesn't have enough time.
+LINE: Did Larry use to cook dinner every night?
+LINE: Yes, and he used to cook breakfast on the weekends, too.
+LINE: Now he doesn't have enough time.
LINE: Did Lt Evans use to play football for the Air Force? No, he used to play for the Army.
LINE: Where did Oscar use to live? Oscar used to live in Mexico City; now he lives in Miami, Florida.
LINE: Captain Simms used to be late for class every day. His instructor used to get angry at him.
-# Source: LLA 4A Figure 3 (Part 1)
-$DIALOGUE Hank's Story
+# Source: ST §Jack Used to Work at Night
+$DIALOGUE Jack Used to Work at Night
+ID: l4-s18
+INTRO: Jack's life has changed — completely. Read the paragraph and notice what he used to do.
+INSTRUCTION: Read the paragraph.
+
+LINE: Jack used to be a waiter in a restaurant that was open 24 hours a day. He used to work at night.
+LINE: He used to go to work at 10:30 p.m. and work until 7:00 a.m.
+LINE: He used to wear jeans, a T-shirt, and a pair of tennis shoes.
+LINE: Now Jack works from 10:00 a.m. until 7:00 p.m., wears a three-piece suit, and owns the restaurant.
+
+# Source: new (gap: ST said "Answer the questions your teacher asks." about the Jack paragraph but printed none — authored questions replace the teacher)
+$PRODUCE Questions About Jack
+ID: l4-s18-b
+REFERENCE
+INTRO: Answer some questions about Jack aloud, in full sentences. Use "used to" for his old life — the paragraph is there if you need it.
+INSTRUCTION: Answer aloud in a complete sentence.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For questions about the past, "used to" or a past tense is required — present tense fails.
+
+PROMPT: What did Jack use to be?
+RESPONSE: He used to be a waiter in a restaurant.
+
+PROMPT: When did Jack use to go to work?
+RESPONSE: He used to go to work at 10:30 p.m.
+
+PROMPT: What did he use to wear?
+RESPONSE: He used to wear jeans, a T-shirt, and tennis shoes.
+
+PROMPT: What does Jack do now?
+RESPONSE: Now he owns the restaurant and works during the day.
+
+# Source: LLA 4A Figure 3 (part 1)
+$DIALOGUE Hank: Phoenix and Seattle
ID: 4a-f3
-INTRO: Hank used to live in hot Phoenix. Now he lives in cool Seattle, and everything has changed — even his necktie. Listen to the paragraph.
+INTRO: One more life that changed: Hank moved from very hot Phoenix to very cool Seattle. Listen to the paragraph about his old routine and his new one.
INSTRUCTION: Listen to the paragraph.
LINE: Hank used to live in Phoenix, Arizona. {bk12-l4a-f3-01.mp3}
@@ -376,14 +402,14 @@ LINE: It's very cool there. {bk12-l4a-f3-07.mp3}
LINE: He doesn't go to work early, and he works until 5:30 in the afternoon. {bk12-l4a-f3-08.mp3}
LINE: He always wears a suit and tie to work. {bk12-l4a-f3-09.mp3}
-# Source: LLA 4A Figure 3 (Part 2)
+# Source: LLA 4A Figure 3 (part 2)
$PRODUCE Questions About Hank
ID: 4a-f3-b
REFERENCE
+INTRO: Answer the questions about Hank aloud in a full sentence — "used to" for Phoenix, present tense for Seattle. Then repeat the correct answer. Open the paragraph if you need it.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
-INTRO: Answer the questions about Hank aloud, then compare with the model answer and repeat it.
-INSTRUCTION: Answer the question aloud.
REPEAT
PROMPT: Where did Hank used to live? {bk12-l4a-f3-10-q.mp3}
@@ -410,45 +436,13 @@ RESPONSE: He leaves work at 5:30. {bk12-l4a-f3-16-a.mp3}
PROMPT: What does he wear to work? {bk12-l4a-f3-17-q.mp3}
RESPONSE: He always wears a suit and tie. {bk12-l4a-f3-17-a.mp3}
-# SKIPPED (book): LLA 4A Figure 4 — spatial grid/coordinate placement task, not expressible.
-
-# Source: ST §Jack Used to Work at Night
-$DIALOGUE Jack Used to Work at Night
-ID: l4-s18
-INTRO: Jack used to be the night waiter. Now he owns the restaurant. Read and listen to his story.
-INSTRUCTION: Read the paragraph.
-
-LINE: Jack used to be a waiter in a restaurant that was open 24 hours a day. He used to work at night.
-LINE: He used to go to work at 10:30 p.m. and work until 7:00 a.m.
-LINE: He used to wear jeans, a T-shirt, and a pair of tennis shoes.
-LINE: Now Jack works from 10:00 a.m. until 7:00 p.m., wears a three-piece suit, and owns the restaurant.
-
-# Source: new (gap: ST says "Answer the questions your teacher asks" about Jack but prints no questions; authored a Q&A pass parallel to Hank's)
-$PRODUCE Questions About Jack
-ID: l4-s18-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Answer a few questions about Jack aloud, then check the model answer.
-INSTRUCTION: Answer the question aloud.
-
-PROMPT: What did Jack use to be?
-RESPONSE: He used to be a waiter in a restaurant.
-
-PROMPT: When did he use to work?
-RESPONSE: He used to work at night, from 10:30 p.m. until 7:00 a.m.
-
-PROMPT: What did he use to wear?
-RESPONSE: He used to wear jeans, a T-shirt, and a pair of tennis shoes.
-
-PROMPT: What does Jack do now?
-RESPONSE: Now he owns the restaurant and works from 10:00 a.m. until 7:00 p.m.
+# SKIPPED (book): LLA 4A Figure 4 — grid/coordinate placement and drawing/physical-action responses are not expressible.
# Source: ST §Things Are Not What They Used to Be
$PRODUCE Things Are Not What They Used to Be
ID: l4-s19
-INTRO: People change. Complete each short exchange aloud with "used to" and the words in parentheses.
-INSTRUCTION: Complete the dialog aloud using "used to" and the words in parentheses.
+INTRO: Now you build the sentences. Complete each reply aloud with "used to" and the words in parentheses — Bob, sadly, used to have hair.
+INSTRUCTION: Complete the reply aloud. Use "used to" and the words in parentheses.
INPUT: speak
CHECK: reveal
@@ -480,76 +474,83 @@ RESPONSE: Yes, she used to be a high school math teacher.
TEMPLATE: I heard that you fixed Mr. Edwards' car. — Yes, I ____ (work in a garage)
RESPONSE: Yes, I used to work in a garage.
-$LESSON 4-3: Fishing and Everyday Words
+$SESSION 4-3: Fishing with the Family
-# Source: LLA 4B Listening/Speaking Activity (+ two items salvaged from dropped ST twin §Some New Words)
-$DIALOGUE New Words in Sentences
-ID: l4b-ls1
-INTRO: In this part you'll pick up the everyday words you need for a family fishing trip — and then go on one. Listen to each word in a sentence and repeat.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 4B Vocabulary (+ salvaged "further" line from ST "Some New Words")
+$DIALOGUE New Words for the Lake
+ID: 4b-v1
+INTRO: This part is about fishing — and a stack of useful little words: "plenty", "several", "twice", "whole". Listen to each word and its sentence, then repeat.
+INSTRUCTION: Repeat each word and sentence.
REPEAT
-VOCAB: go
-LINE: Victor drives to the lake to go fishing. {bk12-l4b-f1-01.mp3}
+VOCAB: to go fishing
+LINE: Victor drives to the lake to go fishing. {bk12-l4b-f1-01a.mp3}
VOCAB: instructions
-LINE: I don't know how to do this. Please read the instructions to me. {bk12-l4b-f1-02.mp3}
+LINE: I don't know how to do this. {bk12-l4b-f1-02a-a.mp3}
+LINE: Please read the instructions to me. {bk12-l4b-f1-02a-b.mp3}
+LINE: Please stay for dinner. {bk12-l4b-f1-03a-a.mp3}
VOCAB: plenty
-LINE: Please stay for dinner. There is plenty of food. {bk12-l4b-f1-03.mp3}
+LINE: There is plenty of food. {bk12-l4b-f1-03a-b.mp3}
-VOCAB: practice
-LINE: Michelle practices tennis every day. She's quite good. {bk12-l4b-f1-04.mp3}
+VOCAB: to practice
+LINE: Michelle practices tennis every day. {bk12-l4b-f1-04a-a.mp3}
+LINE: She's quite good. {bk12-l4b-f1-04a-b.mp3}
-VOCAB: prepare
-LINE: The soldier was preparing dinner. He's a good cook. {bk12-l4b-f1-05.mp3}
+VOCAB: preparing | prepare
+LINE: The soldier was preparing dinner. {bk12-l4b-f1-05a-a.mp3}
+LINE: He's a good cook. {bk12-l4b-f1-05a-b.mp3}
VOCAB: used to
-LINE: Jeff used to be in the military. Now he's going to school. {bk12-l4b-f1-06.mp3}
+LINE: Jeff used to be in the military. {bk12-l4b-f1-06a-a.mp3}
+LINE: Now he's going to school. {bk12-l4b-f1-06a-b.mp3}
VOCAB: would
-LINE: Last year Margaret would come to our house every evening. {bk12-l4b-f1-07.mp3}
+LINE: Last year Margaret would come to our house every evening. {bk12-l4b-f1-07a.mp3}
VOCAB: all over
-LINE: The baby spilled the milk all over his mother. {bk12-l4b-f1-08.mp3}
+LINE: The baby spilled the milk all over his mother. {bk12-l4b-f1-08a.mp3}
VOCAB: farther
-LINE: Larry can run farther than Mike can. Mike can run only 1 mile. {bk12-l4b-f1-09.mp3}
+LINE: Larry can run farther than Mike can. {bk12-l4b-f1-09a-a.mp3}
+LINE: Mike can run only 1 mile. {bk12-l4b-f1-09a-b.mp3}
-# Source: ST §Some New Words (distinct item salvaged from dropped twin)
VOCAB: further
-LINE: I've gone further in my education than my brother has. I'm in college while he's only in high school.
+LINE: I've gone further in my education than my brother has.
+LINE: I'm in college while he's only in high school.
VOCAB: hard
-LINE: The math test was really hard. I didn't get a good score. {bk12-l4b-f1-10.mp3}
+LINE: The math test was really hard. {bk12-l4b-f1-10a-a.mp3}
+LINE: I didn't get a good score. {bk12-l4b-f1-10a-b.mp3}
VOCAB: more
-LINE: Billy has more money than I do. He has $10, I have only 5. {bk12-l4b-f1-11.mp3}
+LINE: Billy has more money than I do. {bk12-l4b-f1-11a-a.mp3}
+LINE: He has $10, I have only 5. {bk12-l4b-f1-11a-b.mp3}
VOCAB: once
-LINE: My uncle went fishing once. He has never gone again. {bk12-l4b-f1-12.mp3}
+LINE: My uncle went fishing once. {bk12-l4b-f1-12a-a.mp3}
+LINE: He has never gone again. {bk12-l4b-f1-12a-b.mp3}
VOCAB: several
-LINE: There were several people from Korea at the get-together. {bk12-l4b-f1-13.mp3}
+LINE: There were several people from Korea at the get-together. {bk12-l4b-f1-13a.mp3}
+LINE: She hurt her leg. {bk12-l4b-f1-14a-a.mp3}
VOCAB: slow
-LINE: She hurt her leg. Now Mrs. Martin walks very slow. {bk12-l4b-f1-14.mp3}
+LINE: Now Mrs. Martin walks very slow. {bk12-l4b-f1-14a-b.mp3}
VOCAB: twice
-LINE: Bobby has been sick twice this year. He's been sick 2 times. {bk12-l4b-f1-15.mp3}
+LINE: Bobby has been sick twice this year. {bk12-l4b-f1-15a-a.mp3}
+LINE: He's been sick 2 times. {bk12-l4b-f1-15a-b.mp3}
VOCAB: whole
-LINE: Sandy's son ate the whole pie. He ate all of it. {bk12-l4b-f1-16.mp3}
-
-# Source: ST §Some New Words (distinct item salvaged from dropped twin)
-VOCAB: to catch
-LINE: I want to go to the lake to catch some fish. I caught some fish there last week.
-LINE: My friends have caught many fish there, too.
+LINE: Sandy's son ate the whole pie. {bk12-l4b-f1-16a-a.mp3}
+LINE: He ate all of it. {bk12-l4b-f1-16a-b.mp3}
# Source: LLA 4B Figure 1
-$SELECT Choose the Answer
+$SELECT Pick the Answer
ID: 4b-f1
-INTRO: Now use those words. Listen to each question, tap the correct answer, then repeat it.
+INTRO: You'll hear a question about those new words. Tap the answer that fits, then repeat it aloud.
INSTRUCTION: Tap the correct answer.
REPEAT
@@ -562,66 +563,64 @@ OPTION: f | Yes, there's plenty of food.
OPTION: g | He was preparing dinner.
OPTION: h | He's been sick twice.
-PROMPT: Was the math test hard? {bk12-l4b-f1-17-q.mp3}
-ANSWER: a
-FEEDBACK: Yes, it was really hard. {bk12-l4b-f1-17-fb.mp3}
-
-PROMPT: How often does Michelle practice tennis? {bk12-l4b-f1-18-q.mp3}
-ANSWER: b
-FEEDBACK: She practices every day. {bk12-l4b-f1-18-fb.mp3}
-
-PROMPT: Why does Victor drive to the lake? {bk12-l4b-f1-19-q.mp3}
+PROMPT: Why does Victor drive to the lake? {bk12-l4b-f1-01-q.mp3}
ANSWER: c
-FEEDBACK: He drives to the lake to go fishing. {bk12-l4b-f1-19-fb.mp3}
+FEEDBACK: He drives to the lake to go fishing. {bk12-l4b-f1-01-a.mp3}
-PROMPT: How many people from Korea were at the get-together? {bk12-l4b-f1-20-q.mp3}
-ANSWER: d
-FEEDBACK: Several people from Korea were at the get-together. {bk12-l4b-f1-20-fb.mp3}
-
-PROMPT: Can you tell me how to do this? {bk12-l4b-f1-21-q.mp3}
+PROMPT: Can you tell me how to do this? {bk12-l4b-f1-02-q.mp3}
ANSWER: e
-FEEDBACK: Yes, I can. Let me read the instructions. {bk12-l4b-f1-21-fb.mp3}
+FEEDBACK: Yes, I can. Let me read the instructions. {bk12-l4b-f1-02-a.mp3}
-PROMPT: Is there plenty of food? {bk12-l4b-f1-22-q.mp3}
+PROMPT: Is there plenty of food? {bk12-l4b-f1-03-q.mp3}
ANSWER: f
-FEEDBACK: Yes, there is plenty of food. {bk12-l4b-f1-22-fb.mp3}
+FEEDBACK: Yes, there is plenty of food. {bk12-l4b-f1-03-a.mp3}
-PROMPT: What was the soldier preparing? {bk12-l4b-f1-23-q.mp3}
+PROMPT: How often does Michelle practice tennis? {bk12-l4b-f1-04-q.mp3}
+ANSWER: b
+FEEDBACK: She practices every day. {bk12-l4b-f1-04-a.mp3}
+
+PROMPT: What was the soldier preparing? {bk12-l4b-f1-05-q.mp3}
ANSWER: g
-FEEDBACK: He was preparing dinner. {bk12-l4b-f1-23-fb.mp3}
+FEEDBACK: He was preparing dinner. {bk12-l4b-f1-05-a.mp3}
-PROMPT: How many times has Bobby been sick this year? {bk12-l4b-f1-24-q.mp3}
+PROMPT: Was the math test hard? {bk12-l4b-f1-06-q.mp3}
+ANSWER: a
+FEEDBACK: Yes, it was really hard. {bk12-l4b-f1-06-a.mp3}
+
+PROMPT: How many times has Bobby been sick this year? {bk12-l4b-f1-07-q.mp3}
ANSWER: h
-FEEDBACK: He's been sick twice. {bk12-l4b-f1-24-fb.mp3}
+FEEDBACK: He's been sick twice. {bk12-l4b-f1-07-a.mp3}
+
+PROMPT: How many people from Korea were at the get-together? {bk12-l4b-f1-08-q.mp3}
+ANSWER: d
+FEEDBACK: Several people from Korea were at the get-together. {bk12-l4b-f1-08-a.mp3}
# Source: ST §Indoors or Outdoors
$DIALOGUE Indoors or Outdoors
ID: l4-s7
-INTRO: Melissa wants to stay home this weekend. Charlie wants to go fishing. Listen to the negotiation and repeat each line.
+INTRO: Meet the family: Charlie wants to go fishing with the kids; Melissa would rather stay home. Listen and repeat the dialog.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
-VOCAB: indoors
Melissa: Charlie, I want to stay indoors this weekend and work on the house.
Charlie: But I thought we were going fishing with the children.
Melissa: I don't want to go fishing. I want to stay home.
-VOCAB: outdoors
VOCAB: in the open
-VOCAB: to take walks
+VOCAB: to take walks | take walks
Charlie: Why don't you want to go outdoors? Chris, Richard, and I love to be in the open, and you love to take walks around the lake.
-VOCAB: to fish
+VOCAB: to fish | fish
Melissa: That's true. And I know you like to fish, but I don't like to clean and prepare the fish. I get bored just watching you.
Charlie: If I prepare the fish, will you go?
Melissa: I'll think about it.
# Source: ST §Answer About the Dialog
-$PRODUCE Questions: Indoors or Outdoors
+$PRODUCE Questions About Melissa and Charlie
ID: l4-s8
REFERENCE
-INTRO: Answer the questions about Melissa and Charlie. Say your answer, and the model will confirm it.
-INSTRUCTION: Answer the questions about the dialog.
+INTRO: Answer the questions about Melissa and Charlie aloud, in full sentences. The dialog is there to reread if you need it.
+INSTRUCTION: Answer the questions about the dialog aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -645,7 +644,7 @@ RESPONSE: Charlie will prepare the fish.
# Source: ST §The Fishing Rod
$DIALOGUE The Fishing Rod
ID: l4-s9
-INTRO: Everyone in the family has a fishing rod — except Mom. Charlie has a theory about that. Listen and repeat.
+INTRO: Charlie has a theory: Melissa doesn't like fishing because she doesn't have her own rod. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -657,11 +656,11 @@ Chris: That's a good idea, Dad. You have your own rod, Richard has his own, and
Charlie: There's a department store farther down the street. We can buy one there. {st-page_113_001.jpg}
# Source: ST §Answer About the Fishing Rod
-$PRODUCE Questions: The Fishing Rod
+$PRODUCE Questions About the Fishing Rod
ID: l4-s10
REFERENCE
-INTRO: Three quick questions about the fishing rod. Answer aloud.
-INSTRUCTION: Answer the questions about the dialog.
+INTRO: Three quick questions about the fishing rod plan. Answer aloud in full sentences.
+INSTRUCTION: Answer the questions about the dialog aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -677,9 +676,9 @@ PROMPT: Where is the department store?
RESPONSE: It is farther down the street.
# Source: ST §The Lesson
-$DIALOGUE The Fishing Lesson
+$DIALOGUE Melissa's First Catch
ID: l4-s11
-INTRO: Melissa catches her first fish — almost. Listen to Richard's coaching and repeat each line.
+INTRO: The plan worked — Melissa is at the lake, rod in hand. Listen to her first fishing lesson and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -687,6 +686,8 @@ Melissa: Are there fish all over or just in some parts of the lake?
VOCAB: everywhere
Richard: They're everywhere but some places are better for catching them.
+
+VOCAB: to catch | caught
Melissa: I've caught one! I've caught one! What do I do next?
VOCAB: line
@@ -696,11 +697,11 @@ Melissa: It's gone. This has happened to me not once, but twice already.
Richard: Don't worry. Two times is nothing. You'll learn.
# Source: ST §Answer About the Lesson
-$PRODUCE Questions: The Fishing Lesson
+$PRODUCE Questions About the Catch
ID: l4-s12
REFERENCE
-INTRO: Answer the questions about Melissa's fishing lesson aloud.
-INSTRUCTION: Answer the questions about the dialog.
+INTRO: Answer the questions about Melissa's lesson aloud — including how many fish got away.
+INSTRUCTION: Answer the questions about the dialog aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -718,7 +719,7 @@ RESPONSE: She has lost fish twice already.
# Source: ST §Preparing the Fish
$DIALOGUE Preparing the Fish
ID: l4-s13
-INTRO: Charlie kept his promise — now he has to cook. Listen to Melissa's instructions and repeat each line.
+INTRO: Charlie kept his promise — he's preparing the fish, with instructions from Melissa. Listen and repeat.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -736,11 +737,11 @@ VOCAB: more than enough
Chris: No. One was plenty. It was more than enough.
# Source: ST §Answer About Preparing the Fish
-$PRODUCE Questions: Preparing the Fish
+$PRODUCE Questions About Preparing the Fish
ID: l4-s14
REFERENCE
-INTRO: Answer the questions about the fish dinner aloud.
-INSTRUCTION: Answer the questions about the dialog.
+INTRO: Last questions about the family fish fry. Answer aloud in full sentences.
+INSTRUCTION: Answer the questions about the dialog aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -761,7 +762,7 @@ RESPONSE: Yes, one was plenty.
# Source: ST §What Does It Mean?
$SELECT What Does It Mean?
ID: l4-s15
-INTRO: Read each sentence and tap the meaning of the underlined word or phrase.
+INTRO: Read each sentence and tap the meaning of the underlined word or phrase. The sentence around it is your best clue.
INSTRUCTION: Tap the correct meaning of the underlined word(s).
EXAMPLE
@@ -795,12 +796,12 @@ OPTION: b | in the direction of New York
OPTION: c | away from New York
ANSWER: b
-$LESSON 4-4: Would — Past Routines
+$SESSION 4-4: "Would" — Past Habits
# Source: ST §Would (grammar box)
$GRAMMAR Would
ID: l4-s21
-INTRO: This part adds "would" — another way to talk about things that happened again and again in the past. You'll hear it, use it, and mix it with "used to".
+INTRO: In this part you'll learn a second way to talk about past habits: "would". It's the same idea as "used to" — just a little smoother in stories.
We use **would** when we talk about things that often happened in the past.
@@ -808,58 +809,57 @@ We use **would** when we talk about things that often happened in the past.
**Used to** is also possible in these sentences.
-# Source: LLA 4B Figure 2 (Part 1)
-$DIALOGUE Dad's Hunting Trips
+# Source: LLA 4B Figure 2 (part 1)
+$DIALOGUE Hunting Trips with Dad
ID: 4b-f2
-INTRO: Dad remembers his hunting trips — every fall, the same routine, including the boring parts. Listen for "would".
+INTRO: A boy asks his dad about the hunting trips of his childhood. Listen for "would" — it marks everything they did every fall.
INSTRUCTION: Listen to the dialogue.
-Child: Hey, Dad. Tell us about your hunting trips. {bk12-l4b-f2-01.mp3}
-Dad: Okay. {bk12-l4b-f2-02.mp3}
-LINE: Every fall, my grandfather, my father, my two uncles, and I would go hunting. {bk12-l4b-f2-03.mp3}
-LINE: We would get up very early in the morning, eat breakfast, and get ready to hunt. {bk12-l4b-f2-04.mp3}
-LINE: We would have to be very quiet when the hunt started. {bk12-l4b-f2-05.mp3}
-LINE: Sometimes I would get bored just sitting and waiting for the deer. {bk12-l4b-f2-06.mp3}
-LINE: In the evening, we would eat dinner, then go to bed very early. {bk12-l4b-f2-07.mp3}
-LINE: We would usually sleep in a lot of clothes because it was very cold. {bk12-l4b-f2-08.mp3}
-LINE: We would stay about 2 or 3 days and then go back home. {bk12-l4b-f2-09.mp3}
+Boy: Hey, Dad. Tell us about your hunting trips. {bk12-l4b-f2-01.mp3}
+Dad: Okay. Every fall, my grandfather, my father, my two uncles, and I would go hunting. {bk12-l4b-f2-02.mp3}
+LINE: We would get up very early in the morning, eat breakfast, and get ready to hunt. {bk12-l4b-f2-03.mp3}
+LINE: We would have to be very quiet when the hunt started. {bk12-l4b-f2-04.mp3}
+LINE: Sometimes I would get bored just sitting and waiting for the deer. {bk12-l4b-f2-05.mp3}
+LINE: In the evening, we would eat dinner, then go to bed very early. {bk12-l4b-f2-06.mp3}
+LINE: We would usually sleep in a lot of clothes because it was very cold. {bk12-l4b-f2-07.mp3}
+LINE: We would stay about 2 or 3 days and then go back home. {bk12-l4b-f2-08.mp3}
-# Source: LLA 4B Figure 2 (Part 2)
+# Source: LLA 4B Figure 2 (part 2)
$PRODUCE Questions About the Hunting Trips
ID: 4b-f2-b
REFERENCE
-INTRO: Answer the questions about the hunting trips aloud in a full sentence, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Answer the questions about Dad's hunting trips aloud, in full sentences with "would". Then repeat the correct answer. The dialogue is there if your memory gets cold too.
+INSTRUCTION: Answer aloud in a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-PROMPT: When would they go hunting? {bk12-l4b-f2-10-q.mp3}
-RESPONSE: They would go hunting in the fall. {bk12-l4b-f2-10-a.mp3}
+PROMPT: When would they go hunting? {bk12-l4b-f2-09-q.mp3}
+RESPONSE: They would go hunting in the fall. {bk12-l4b-f2-09-a.mp3}
-PROMPT: What would they do in the morning? {bk12-l4b-f2-11-q.mp3}
-RESPONSE: They would get up early, eat breakfast, and get ready to hunt. {bk12-l4b-f2-11-a.mp3}
+PROMPT: What would they do in the morning? {bk12-l4b-f2-10-q.mp3}
+RESPONSE: They would get up early, eat breakfast, and get ready to hunt. {bk12-l4b-f2-10-a.mp3}
-PROMPT: When would they have to be quiet? {bk12-l4b-f2-12-q.mp3}
-RESPONSE: They would have to be very quiet when the hunt started. {bk12-l4b-f2-12-a.mp3}
+PROMPT: When would they have to be quiet? {bk12-l4b-f2-11-q.mp3}
+RESPONSE: They would have to be very quiet when the hunt started. {bk12-l4b-f2-11-a.mp3}
-PROMPT: Was it always exciting? {bk12-l4b-f2-13-q.mp3}
-RESPONSE: No, it was sometimes boring. {bk12-l4b-f2-13-a.mp3}
+PROMPT: Was it always exciting? {bk12-l4b-f2-12-q.mp3}
+RESPONSE: No, it was sometimes boring. {bk12-l4b-f2-12-a.mp3}
-PROMPT: What would they do in the evening? {bk12-l4b-f2-14-q.mp3}
-RESPONSE: They would eat dinner, then go to bed early. {bk12-l4b-f2-14-a.mp3}
+PROMPT: What would they do in the evening? {bk12-l4b-f2-13-q.mp3}
+RESPONSE: They would eat dinner, then go to bed early. {bk12-l4b-f2-13-a.mp3}
-PROMPT: Why would they sleep in a lot of clothes? {bk12-l4b-f2-15-q.mp3}
-RESPONSE: They would sleep in a lot of clothes because it was very cold. {bk12-l4b-f2-15-a.mp3}
+PROMPT: Why would they sleep in a lot of clothes? {bk12-l4b-f2-14-q.mp3}
+RESPONSE: They would sleep in a lot of clothes because it was very cold. {bk12-l4b-f2-14-a.mp3}
-PROMPT: How long would they stay? {bk12-l4b-f2-16-q.mp3}
-RESPONSE: They would stay about 2 or 3 days. {bk12-l4b-f2-16-a.mp3}
+PROMPT: How long would they stay? {bk12-l4b-f2-15-q.mp3}
+RESPONSE: They would stay about 2 or 3 days. {bk12-l4b-f2-15-a.mp3}
# Source: ST §When Ken Was in Fifth Grade
$DIALOGUE When Ken Was in Fifth Grade
ID: l4-s22
-INTRO: Ken would do anything for his favorite teacher — even empty the trash. Read and listen.
-INSTRUCTION: Read the paragraph.
+INTRO: Ken was every teacher's dream student — for one teacher, anyway. Read the paragraph and notice "would" doing the work.
+INSTRUCTION: Read the paragraph. It is about something that happened in the past.
LINE: When Ken was in fifth grade, he had a teacher that he really liked.
LINE: He would study very hard for her class.
@@ -869,17 +869,16 @@ LINE: Sometimes, he would stay after class and ask her questions about the day's
LINE: He thought that there would never be another teacher like her.
LINE: He was wrong. Now he's in the seventh grade, and he has another favorite teacher.
-# SKIPPED (book): ST "Use the numbers as guides and answer the questions" about the Ken
-# paragraph — the book prints neither the questions nor the numbers. Dropped.
+# SKIPPED (book): ST "Use the numbers as guides and answer the questions." about the Ken paragraph — the book printed neither the questions nor the numbers. Dropped.
# Source: ST §When I Was Young...
$PRODUCE When I Was Young...
ID: l4-s23
-INTRO: Your turn. Complete each sentence about your own childhood with "would". Any true answer works — any believable one, too.
+INTRO: Now about you. Complete each sentence aloud with "would" and something true — or at least plausible — from your own childhood.
INSTRUCTION: Complete the sentence aloud using "would".
INPUT: speak
CHECK: llm
-RUBRIC: Accept any grammatical sentence completion using "would" + base verb that makes logical sense with the prompt.
+RUBRIC: Accept any grammatical sentence completion using "would" + base verb that makes logical sense with the prompt. The content is the learner's own past — any plausible completion is correct; a missing or wrongly formed "would" fails.
EXAMPLE
TEMPLATE: When I was a child, and I was sick, ____
@@ -910,29 +909,27 @@ TEMPLATE: When I was a child, on my mother's birthday, I ____
RESPONSE: I would make her a card.
# Source: ST §Before You Were in the Military...
-$DIALOGUE Ask About the Past — Three Ways
+$DIALOGUE Asking About the Past — Three Ways
ID: l4-s24
-INTRO: There are three ways to ask about the past: with "use to", with "would", and with the simple past. Listen and repeat each question.
-INSTRUCTION: Listen and repeat each question.
+INTRO: The same question can be asked three ways: with "use to", with "would", or with the simple past. Each set below finishes the question "Before you were in the military...". Listen and repeat all three versions.
+INSTRUCTION: Listen and repeat; then read the sentences both ways.
REPEAT
-LINE: What did you use to do for entertainment?
-LINE: What would you do for fun?
-LINE: What did you do for entertainment?
-
-LINE: Where did you use to go fishing?
-LINE: Where would you go on your vacations?
-LINE: Where did you go on your vacations?
-
-LINE: How did you use to spend your free time?
-LINE: How would you spend your free time?
-LINE: How did you spend your free time?
+LINE: what did you use to do for entertainment?
+LINE: what would you do for fun?
+LINE: what did you do for entertainment?
+LINE: where did you use to go fishing?
+LINE: where would you go on your vacations?
+LINE: where did you go on your vacations?
+LINE: how did you use to spend your free time?
+LINE: how would you spend your free time?
+LINE: how did you spend your free time?
# Source: ST §Before I Was in the Military...
-$DIALOGUE Answer About the Past — Three Ways
+$DIALOGUE Answering About the Past — Three Ways
ID: l4-s25
-INTRO: And three ways to answer — "would", the short "I'd", and "used to". Listen and repeat each version.
-INSTRUCTION: Listen and repeat each sentence.
+INTRO: And the answers work the same way: "would", the short "I'd", or "used to" — all three say the same thing. Listen and repeat each set.
+INSTRUCTION: Listen and repeat; then read the sentences.
REPEAT
LINE: I would go hunting every fall.
@@ -963,7 +960,7 @@ LINE: I used to go fishing at the lake near my home.
$SELECT Put the Story in Order
ID: l4-s26
ORDER
-INTRO: Two short stories about the old days, scrambled. Put the sentences in order so each one makes sense.
+INTRO: Two little "used to" stories, scrambled. Arrange the sentences so each one tells its story from beginning to end.
INSTRUCTION: Put the sentences in order to form a story.
TEMPLATE: Story A
@@ -980,14 +977,67 @@ OPTION: c | We used to get it from a small cafe on our way out of town. I rememb
OPTION: d | We'd have breakfast at home, but we'd always eat our lunch in the country.
ANSWER: b,d,c,a
-# SKIPPED (book): ST "WHEN I WAS A CHILD... Answer the question. Use used to or would." —
-# teacher-led open group discussion sharing childhood routines. Dropped.
+# SKIPPED (book): ST "WHEN I WAS A CHILD... Answer the question. Use used to or would." — teacher-led open group discussion sharing childhood routines; no solo path. Dropped.
-# Source: LLA 4B Figure 3
+$SESSION 4-5: Comparing, Combining, and Sounds
+
+# Source: new (gap: comparative adverbs are drilled on the 4C tape but never explained in this lesson)
+$GRAMMAR Comparing with -er Adverbs
+ID: 4c-f1-b
+INTRO: In this part you'll compare how people do things, join sentences with little words like "so" and "but", and finish with some tricky sounds. First, the comparing rule.
+
+To compare how people do things, add **-er** to a short adverb and use **than**:
+
+{Sally left earlier than John did.}
+{Alan works harder than Bob does.}
+{Cars move faster than buses do.}
+
+Other adverbs that work the same way: {later}, {sooner}, {slower}, {farther}, {higher}, {lower}, {straighter}.
+
+# Source: LLA 4C Figure 1
+$PRODUCE Who Does It More?
+ID: 4c-f1
+INTRO: You'll hear a sentence, then a question about it. Answer aloud with a full sentence using the "-er" adverb, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: "Joan arrived later than Martha." Who arrived later than Martha? {bk12-l4c-f1-01-q.mp3}
+RESPONSE: Joan arrived later than Martha.
+
+PROMPT: "Sally left earlier than John did." Who left earlier? {bk12-l4c-f1-02-q.mp3}
+RESPONSE: Sally left earlier than John did.
+
+PROMPT: "Alan works harder than Bob does." Who works harder than Bob? {bk12-l4c-f1-03-q.mp3}
+RESPONSE: Alan works harder than Bob does.
+
+PROMPT: "My grandmother drives slower than my brother does." Who drives slower than my brother does? {bk12-l4c-f1-04-q.mp3}
+RESPONSE: Your grandmother drives slower than your brother does.
+
+PROMPT: "His relatives came sooner than Bill expected." Who came sooner than Bill expected? {bk12-l4c-f1-05-q.mp3}
+RESPONSE: His relatives came sooner than Bill expected.
+
+PROMPT: "Cars move faster than buses do." Which move faster, cars or buses? {bk12-l4c-f1-06-q.mp3}
+RESPONSE: Cars move faster than buses do.
+
+PROMPT: "Pete throws the baseball farther than Don does." Who throws the baseball farther? {bk12-l4c-f1-07-q.mp3}
+RESPONSE: Pete throws the baseball farther than Don does.
+
+PROMPT: "Laurie can draw straighter lines than Sam can." Who can draw straighter lines? {bk12-l4c-f1-08-q.mp3}
+RESPONSE: Laurie can draw straighter lines than Sam can.
+
+PROMPT: "The Navy pilots try to fly higher than the Air Force pilots." Which pilots try to fly higher? {bk12-l4c-f1-09-q.mp3}
+RESPONSE: The Navy pilots try to fly higher than the Air Force pilots.
+
+PROMPT: "That red plane flies lower than the blue plane." Which plane flies lower? {bk12-l4c-f1-10-q.mp3}
+RESPONSE: The red plane flies lower than the blue plane.
+
+# Source: LLA 4B Figure 3 (moved here to sit with the sentence-combining work)
$SELECT Finish the Sentence
ID: 4b-f3
-INTRO: Listen to the first half of a sentence, then tap the phrase that finishes it. Repeat the whole sentence when you hear it.
-INSTRUCTION: Tap the correct completing phrase.
+INTRO: You'll hear the first half of a sentence. Tap the ending that completes it — watch how "so", "but", "and", and "or" connect the ideas. Then repeat the full sentence.
+INSTRUCTION: Tap the phrase that completes the sentence.
REPEAT
OPTION: a | but his son found them in the yard.
@@ -997,36 +1047,35 @@ OPTION: d | but I didn't.
OPTION: e | so he took the bus to work.
OPTION: f | and Howard is using his pistol.
-EXAMPLE
-PROMPT: The desk was too heavy for me to move. {bk12-l4b-f3-01-q.mp3}
+PROMPT: The desk was too heavy for me to move. {bk12-l4b-f3-01.mp3}
ANSWER: b
-FEEDBACK: The desk was too heavy for me to move, so I asked for help. {bk12-l4b-f3-01-fb.mp3}
+FEEDBACK: The desk was too heavy for me to move, so I asked for help.
-PROMPT: Andy wanted to go to the movie. {bk12-l4b-f3-02-q.mp3}
+PROMPT: Andy wanted to go to the movie. {bk12-l4b-f3-02.mp3}
ANSWER: d
-FEEDBACK: Andy wanted to go to the movie, but I didn't. {bk12-l4b-f3-02-fb.mp3}
+FEEDBACK: Andy wanted to go to the movie, but I didn't.
-PROMPT: Henry couldn't find his keys. {bk12-l4b-f3-03-q.mp3}
+PROMPT: Henry couldn't find his keys. {bk12-l4b-f3-03.mp3}
ANSWER: a
-FEEDBACK: Henry couldn't find his keys, but his son found them in the yard. {bk12-l4b-f3-03-fb.mp3}
+FEEDBACK: Henry couldn't find his keys, but his son found them in the yard.
-PROMPT: Captain Jones's car is in the garage. {bk12-l4b-f3-04-q.mp3}
+PROMPT: Captain Jones's car is in the garage. {bk12-l4b-f3-04.mp3}
ANSWER: e
-FEEDBACK: Captain Jones's car is in the garage, so he took the bus to work. {bk12-l4b-f3-04-fb.mp3}
+FEEDBACK: Captain Jones's car is in the garage, so he took the bus to work.
-PROMPT: Jim likes to go hunting. {bk12-l4b-f3-05-q.mp3}
+PROMPT: Jim likes to go hunting. {bk12-l4b-f3-05.mp3}
ANSWER: c
-FEEDBACK: Jim likes to go hunting, and Sam likes to go fishing. {bk12-l4b-f3-05-fb.mp3}
+FEEDBACK: Jim likes to go hunting, and Sam likes to go fishing.
-PROMPT: Roger is shooting with his rifle. {bk12-l4b-f3-06-q.mp3}
+PROMPT: Roger is shooting with his rifle. {bk12-l4b-f3-06.mp3}
ANSWER: f
-FEEDBACK: Roger is shooting with his rifle, and Howard is using his pistol. {bk12-l4b-f3-06-fb.mp3}
+FEEDBACK: Roger is shooting with his rifle, and Howard is using his pistol.
# Source: ST §Sentence Combining
$PRODUCE Combine the Sentences
ID: l4-s20
-INTRO: Now build the full sentences yourself. Join each pair into one sentence, using the connector in parentheses. Say it, then check the model.
-INSTRUCTION: Say the combined sentence using the word in parentheses.
+INTRO: Now you do the connecting. Read the two sentences, then say them as one sentence using the word in parentheses — Ralph and Ellen's hunting trip, in pieces.
+INSTRUCTION: Combine the two sentences aloud using the word in parentheses.
INPUT: speak
CHECK: reveal
@@ -1058,387 +1107,10 @@ RESPONSE: They have to get up very early in the morning, so they should go to be
TEMPLATE: They can spend time outdoors. They can stay indoors. (or)
RESPONSE: They can spend time outdoors, or they can stay indoors.
-$LESSON 4-5: Comparatives, Messages, and Dictation
-
-# Source: new (gap: -er comparative adverbs are drilled on the 4C tape but never explained in this lesson)
-$GRAMMAR Comparing with -er
-ID: 12-4c-f1-g
-INTRO: In this part you'll compare how people do things — who works harder, who drives slower — then take some phone messages and write a dictation. First, the pattern.
-
-To compare how people do things, add **-er** to a short adverb and follow it with **than**:
-
-{Sally left earlier than John did.} {Alan works harder than Bob does.} {Cars move faster than buses do.}
-
-**Far** changes to **farther**:
-
-{Pete throws the baseball farther than Don does.}
-
-# Source: LLA 4C Figure 1
-$PRODUCE Who Does It More?
-ID: 12-4c-f1
-INPUT: speak
-CHECK: reveal
-INTRO: Listen to each statement and the question that follows. Answer aloud in a full sentence, then repeat the model answer.
-INSTRUCTION: Answer the question you hear.
-REPEAT
-
-PROMPT: "Joan arrived later than Martha." Joan arrived later than Martha. Who arrived later than Martha? {bk12-l4c-f1-01-q.mp3}
-RESPONSE: Joan arrived later than Martha. {bk12-l4c-f1-01-a.mp3}
-
-PROMPT: "Sally left earlier than John did." Sally left earlier than John did. Who left earlier? {bk12-l4c-f1-02-q.mp3}
-RESPONSE: Sally left earlier than John did. {bk12-l4c-f1-02-a.mp3}
-
-PROMPT: "Alan works harder than Bob does." Alan works harder than Bob does. Who works harder than Bob? {bk12-l4c-f1-03-q.mp3}
-RESPONSE: Alan works harder than Bob does. {bk12-l4c-f1-03-a.mp3}
-
-PROMPT: "My grandmother drives slower than my brother does." My grandmother drives slower than my brother does. Who drives slower than my brother does? {bk12-l4c-f1-04-q.mp3}
-RESPONSE: Your grandmother drives slower than your brother does. {bk12-l4c-f1-04-a.mp3}
-
-PROMPT: "His relatives came sooner than Bill expected." His relatives came sooner than Bill expected. Who came sooner than Bill expected? {bk12-l4c-f1-05-q.mp3}
-RESPONSE: His relatives came sooner than Bill expected. {bk12-l4c-f1-05-a.mp3}
-
-PROMPT: "Cars move faster than buses do." Cars move faster than buses do. Which move faster, cars or buses? {bk12-l4c-f1-06-q.mp3}
-RESPONSE: Cars move faster than buses do. {bk12-l4c-f1-06-a.mp3}
-
-PROMPT: "Pete throws the baseball farther than Don does." Pete throws the baseball farther than Don does. Who throws the baseball farther? {bk12-l4c-f1-07-q.mp3}
-RESPONSE: Pete throws the baseball farther than Don does. {bk12-l4c-f1-07-a.mp3}
-
-PROMPT: "Laurie can draw straighter lines than Sam can." Laurie can draw straighter lines than Sam can. Who can draw straighter lines? {bk12-l4c-f1-08-q.mp3}
-RESPONSE: Laurie can draw straighter lines than Sam can. {bk12-l4c-f1-08-a.mp3}
-
-PROMPT: "The Navy pilots try to fly higher than the Air Force pilots." The Navy pilots try to fly higher than the Air Force pilots. Which pilots try to fly higher? {bk12-l4c-f1-09-q.mp3}
-RESPONSE: The Navy pilots try to fly higher than the Air Force pilots. {bk12-l4c-f1-09-a.mp3}
-
-PROMPT: "That red plane flies lower than the blue plane." That red plane flies lower than the blue plane. Which plane flies lower? {bk12-l4c-f1-10-q.mp3}
-RESPONSE: The red plane flies lower than the blue plane. {bk12-l4c-f1-10-a.mp3}
-
-# Source: LLA 4C Figure 2 (Dialog 1)
-$DIALOGUE A Phone Message
-ID: 12-4c-f2-d1
-INTRO: A phone call for Joe Ferguson, who is out. Listen to the message — you'll report it in a moment.
-INSTRUCTION: Listen to the dialogue.
-
-Mr_Sandoval: Hello. May I speak to Joe Ferguson, please? {bk12-l4c-f2-d1-01.mp3}
-Receptionist: He's not here right now. May I take a message? {bk12-l4c-f2-d1-02.mp3}
-Mr_Sandoval: Yes, this is Fred Sandoval. His car is ready. {bk12-l4c-f2-d1-03.mp3}
-Receptionist: Thank you, Mr. Sandoval. I'll tell him. {bk12-l4c-f2-d1-04.mp3}
-
-# Source: LLA 4C Figure 2 (Question 1)
-$PRODUCE What Did Mr. Sandoval Say?
-ID: 12-4c-f2-q1
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now report what you heard. Answer aloud, then compare with the model and repeat it.
-INSTRUCTION: Answer the question you hear.
-REPEAT
-
-PROMPT: What did Mr. Sandoval say about the car? {bk12-l4c-f2-q1-q.mp3}
-RESPONSE: Mr. Sandoval said, "The car was ready." {bk12-l4c-f2-q1-a.mp3}
-
-# Source: LLA 4C Figure 2 (Dialog 2)
-$DIALOGUE Looking for Captain Brown
-ID: 12-4c-f2-d2
-INTRO: Captain Richardson is looking for Captain Brown — who is, naturally, at lunch. Listen.
-INSTRUCTION: Listen to the dialogue.
-
-Receptionist: Yes, sir. May I help you? {bk12-l4c-f2-d2-01.mp3}
-Capt_Richardson: I'm Captain Richardson. I'm looking for Captain Brown. Is this his office? {bk12-l4c-f2-d2-02.mp3}
-Receptionist: Yes, it is, but he's not here right now. He's at lunch. {bk12-l4c-f2-d2-03.mp3}
-Capt_Richardson: I have his money at my office. {bk12-l4c-f2-d2-04.mp3}
-Receptionist: I'll tell him, sir. {bk12-l4c-f2-d2-05.mp3}
-
-# Source: LLA 4C Figure 2 (Question 2)
-$PRODUCE What Did Captain Richardson Say?
-ID: 12-4c-f2-q2
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Report what Captain Richardson said. Answer aloud, then repeat the model.
-INSTRUCTION: Answer the question you hear.
-REPEAT
-
-PROMPT: What did Captain Richardson say about the money? {bk12-l4c-f2-q2-q.mp3}
-RESPONSE: He said he had the money at his office. {bk12-l4c-f2-q2-a.mp3}
-
-# Source: LLA 4C Figure 2 (Dialog 3)
-$DIALOGUE Jane's Chicken
-ID: 12-4c-f2-d3
-INTRO: Mary likes Jane's chicken — enough to ask for lessons. Listen to the conversation.
-INSTRUCTION: Listen to the dialogue.
-
-Mary: This chicken is very good, Jane. {bk12-l4c-f2-d3-01.mp3}
-Jane: Thanks, Mary. It's very easy to prepare. {bk12-l4c-f2-d3-02.mp3}
-Mary: I'm not a very good cook. Maybe you could teach me some things. {bk12-l4c-f2-d3-03.mp3}
-Jane: Certainly. I like to cook. {bk12-l4c-f2-d3-04.mp3}
-
-# Source: LLA 4C Figure 2 (Question 3)
-$PRODUCE What Did Jane Say?
-ID: 12-4c-f2-q3
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Report what Jane said about cooking. Answer aloud, then repeat the model.
-INSTRUCTION: Answer the question you hear.
-REPEAT
-
-PROMPT: What did Jane say about cooking? {bk12-l4c-f2-q3-q.mp3}
-RESPONSE: She said she liked to cook. {bk12-l4c-f2-q3-a.mp3}
-
-# Source: LLA 4C Figure 3
-$PRODUCE Dictation: Carl's House
-ID: 12-4c-f3
-INPUT: type
-CHECK: exact
-INTRO: Dictation time. Carl wants to change his house. Type each short phrase exactly as you hear it.
-INSTRUCTION: Type the phrase you hear.
-
-PROMPT: Carl walked into his house last night. {bk12-l4c-f3-01.mp3}
-RESPONSE: Carl walked into his house last night. {bk12-l4c-f3-01.mp3}
-
-PROMPT: And decided he wanted a change. {bk12-l4c-f3-02.mp3}
-RESPONSE: And decided he wanted a change. {bk12-l4c-f3-02.mp3}
-
-PROMPT: What could he do? {bk12-l4c-f3-03.mp3}
-RESPONSE: What could he do? {bk12-l4c-f3-03.mp3}
-
-PROMPT: To change his house. {bk12-l4c-f3-04.mp3}
-RESPONSE: To change his house. {bk12-l4c-f3-04.mp3}
-
-PROMPT: Well, he could enlarge. {bk12-l4c-f3-05.mp3}
-RESPONSE: Well, he could enlarge. {bk12-l4c-f3-05.mp3}
-
-PROMPT: His kitchen. {bk12-l4c-f3-06.mp3}
-RESPONSE: His kitchen. {bk12-l4c-f3-06.mp3}
-
-PROMPT: He could add on. {bk12-l4c-f3-07.mp3}
-RESPONSE: He could add on. {bk12-l4c-f3-07.mp3}
-
-PROMPT: Another bedroom. {bk12-l4c-f3-08.mp3}
-RESPONSE: Another bedroom. {bk12-l4c-f3-08.mp3}
-
-PROMPT: And he could build. {bk12-l4c-f3-09.mp3}
-RESPONSE: And he could build. {bk12-l4c-f3-09.mp3}
-
-PROMPT: A patio. {bk12-l4c-f3-10.mp3}
-RESPONSE: A patio. {bk12-l4c-f3-10.mp3}
-
-PROMPT: He's going to think about it. {bk12-l4c-f3-11.mp3}
-RESPONSE: He's going to think about it. {bk12-l4c-f3-11.mp3}
-ACCEPT: He is going to think about it.
-
-PROMPT: During the weekend. {bk12-l4c-f3-12.mp3}
-RESPONSE: During the weekend. {bk12-l4c-f3-12.mp3}
-
-PROMPT: He'll make his decision. {bk12-l4c-f3-13.mp3}
-RESPONSE: He'll make his decision. {bk12-l4c-f3-13.mp3}
-ACCEPT: He will make his decision.
-
-PROMPT: On Monday. {bk12-l4c-f3-14.mp3}
-RESPONSE: On Monday. {bk12-l4c-f3-14.mp3}
-
-PROMPT: Then he'll have to ask his wife. {bk12-l4c-f3-15.mp3}
-RESPONSE: Then he'll have to ask his wife. {bk12-l4c-f3-15.mp3}
-ACCEPT: Then he will have to ask his wife.
-
-PROMPT: I hope she likes. {bk12-l4c-f3-16.mp3}
-RESPONSE: I hope she likes. {bk12-l4c-f3-16.mp3}
-
-PROMPT: His plans. {bk12-l4c-f3-17.mp3}
-RESPONSE: His plans. {bk12-l4c-f3-17.mp3}
-
-$LESSON 4-6: Putting It Together
-
-# Source: new (gap: irregular past participles are presented on the 4D tape but never explained in this lesson)
-$GRAMMAR Have and Has with Past Participles
-ID: 4d-ls1-g
-INTRO: Last part — time to put the week together: past participles, two long conversations, feelings, and a round for your ears. First, a quick look at the verb forms that go with "have" and "has".
-
-When we talk about things that have happened before now, we use **have** or **has** with a past participle. Some verbs have irregular forms:
-
-| Verb | With have / has |
-|---|---|
-| bring | {has brought} |
-| cut | {have cut} |
-| fall | {have fallen} |
-| forget | {has forgotten} |
-| grow | {has grown} |
-| hide | {have hidden} |
-| leave | {has left} |
-| make | {has made} |
-
-# Source: LLA 4D Listening/Speaking Activity
-$DIALOGUE Past Participles in Sentences
-ID: 4d-ls1
-INTRO: Now hear those forms in real sentences. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: brought
-LINE: Ginger has brought that chicken dish before. {bk12-l4d-f1-01.mp3}
-
-VOCAB: cut
-LINE: I have cut the wood 4 times this week. {bk12-l4d-f1-02.mp3}
-
-VOCAB: fallen
-LINE: Those curtains have fallen 3 times this week. Let's fix them. {bk12-l4d-f1-03.mp3}
-
-VOCAB: forgotten
-LINE: Do you think Sergeant Wilson has forgotten about this meeting? {bk12-l4d-f1-04.mp3}
-
-VOCAB: grown
-LINE: That tree has really grown since last year. {bk12-l4d-f1-05.mp3}
-
-VOCAB: hidden
-LINE: The children have hidden my car keys. I can't go to work. {bk12-l4d-f1-06.mp3}
-
-VOCAB: left
-LINE: Barbara has left her umbrella here. {bk12-l4d-f1-07.mp3}
-
-VOCAB: made
-LINE: Captain Orta has made that vegetable dish many times before. {bk12-l4d-f1-08.mp3}
-
-# Source: LLA 4D Figure 1 (Dialog 1)
-$DIALOGUE From Texas to California
-ID: 4d-f1-d1
-INTRO: Two men talk about school days in Texas — buses, a first car, and a father who lent money only occasionally. Listen; the questions come next.
-INSTRUCTION: Listen to the dialogue.
-
-Man1: Where are you from? {bk12-l4d-f1-d1-01.mp3}
-Man2: I used to live in Texas. Now I live in California. {bk12-l4d-f1-d1-02.mp3}
-Man1: Did you go to school in Texas? {bk12-l4d-f1-d1-03.mp3}
-Man2: Yes, I did. I used to ride a bus to school every day. Then, when I was 16, my father bought me a car. {bk12-l4d-f1-d1-04.mp3}
-Man1: Did you drive to school? {bk12-l4d-f1-d1-05.mp3}
-Man2: I would usually drive, but sometimes I didn't have enough money for gas. {bk12-l4d-f1-d1-06.mp3}
-Man1: Did your father ever lend you money? {bk12-l4d-f1-d1-07.mp3}
-Man2: He'd lend me money occasionally, but not very often. {bk12-l4d-f1-d1-08.mp3}
-
-# Source: LLA 4D Figure 1 (Dialog 1 Questions)
-$PRODUCE Questions: From Texas to California
-ID: 4d-f1-q1
-REFERENCE
-INTRO: Answer the questions about the conversation aloud, then repeat the model answer.
-INSTRUCTION: Answer the questions aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Where did he used to live? {bk12-l4d-f1-q1-01.mp3}
-RESPONSE: He used to live in Texas. {bk12-l4d-f1-q1-01a.mp3}
-
-PROMPT: Where does he live now? {bk12-l4d-f1-q1-02.mp3}
-RESPONSE: Now he lives in California. {bk12-l4d-f1-q1-02a.mp3}
-
-PROMPT: How did he used to go to school? {bk12-l4d-f1-q1-03.mp3}
-RESPONSE: He used to ride a bus to school. {bk12-l4d-f1-q1-03a.mp3}
-
-PROMPT: What did his father buy him when he was 16? {bk12-l4d-f1-q1-04.mp3}
-RESPONSE: When he was 16, his father bought him a car. {bk12-l4d-f1-q1-04a.mp3}
-
-PROMPT: Would he always drive to school? {bk12-l4d-f1-q1-05.mp3}
-RESPONSE: He would usually drive to school, but sometimes he didn't have enough money for gas. {bk12-l4d-f1-q1-05a.mp3}
-
-PROMPT: Would his father lend him money? {bk12-l4d-f1-q1-06.mp3}
-RESPONSE: He would lend him money occasionally. {bk12-l4d-f1-q1-06a.mp3}
-
-# Source: LLA 4D Figure 1 (Dialog 2)
-$DIALOGUE Twenty Years in the Army
-ID: 4d-f1-d2
-INTRO: The next conversation: twenty years in the Army, 4:30 mornings, and students who studied all weekend. Listen closely.
-INSTRUCTION: Listen to the dialogue.
-
-Man1: Have you ever been in the military? {bk12-l4d-f1-d2-01.mp3}
-Man2: Yes, I have. I was in the Army for 20 years. {bk12-l4d-f1-d2-02.mp3}
-Man1: Did you enjoy it? {bk12-l4d-f1-d2-03.mp3}
-Man2: Yes, I did. Sometimes it was difficult, but I liked my job. I was an instructor. {bk12-l4d-f1-d2-04.mp3}
-Man1: Where did you work? {bk12-l4d-f1-d2-05.mp3}
-Man2: Well, I worked at Fort Benning in Georgia. I used to get up at 4:30 every morning, and then I would go to the mess hall for breakfast. After breakfast, I would go to class. My students used to work very hard. They used to stay in their rooms and study all weekend. {bk12-l4d-f1-d2-06.mp3}
-
-# Source: LLA 4D Figure 1 (Dialog 2 Questions)
-$PRODUCE Questions: Twenty Years in the Army
-ID: 4d-f1-q2
-REFERENCE
-INTRO: Answer the questions about the instructor aloud, then repeat the model answer.
-INSTRUCTION: Answer the questions aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Has he ever been in the military? {bk12-l4d-f1-q2-01.mp3}
-RESPONSE: Yes, he has been in the military. {bk12-l4d-f1-q2-01a.mp3}
-
-PROMPT: What was his job? {bk12-l4d-f1-q2-02.mp3}
-RESPONSE: He was an instructor. {bk12-l4d-f1-q2-02a.mp3}
-
-PROMPT: When did he used to get up? {bk12-l4d-f1-q2-03.mp3}
-RESPONSE: He used to get up at 4:30. {bk12-l4d-f1-q2-03a.mp3}
-
-PROMPT: Where would he go after he got up? {bk12-l4d-f1-q2-04.mp3}
-RESPONSE: He would go to the mess hall for breakfast. {bk12-l4d-f1-q2-04a.mp3}
-
-PROMPT: Where would he go after breakfast? {bk12-l4d-f1-q2-05.mp3}
-RESPONSE: He would go to class. {bk12-l4d-f1-q2-05a.mp3}
-
-PROMPT: Did his students used to work very hard? {bk12-l4d-f1-q2-06.mp3}
-RESPONSE: Yes, his students used to work very hard. {bk12-l4d-f1-q2-06a.mp3}
-
-PROMPT: What did they used to do all weekend? {bk12-l4d-f1-q2-07.mp3}
-RESPONSE: They used to study all weekend. {bk12-l4d-f1-q2-07a.mp3}
-
-# Source: LLA 4D Figure 2
-$SELECT How Do They Feel?
-ID: 4d-f2
-INTRO: Listen to each short exchange and decide how the person feels — nobody will say it directly. Tap the best word, then repeat the answer.
-INSTRUCTION: Tap the correct word.
-REPEAT
-
-EXAMPLE
-TEMPLATE: The son is ____.
-PROMPT: Look, Dad, I caught one. — That's wonderful, son. {bk12-l4d-f2-ex-q.mp3}
-OPTION: a | angry
-OPTION: b | excited {bk12-l4d-f2-ex-a.mp3}
-OPTION: c | sad
-ANSWER: b
-
-TEMPLATE: Nancy is ____.
-PROMPT: Oh no, the cigarette burned my new dress. — Don't worry, Nancy, I think I can fix it. {bk12-l4d-f2-01-q.mp3}
-OPTION: a | sick
-OPTION: b | upset {bk12-l4d-f2-01-a.mp3}
-OPTION: c | sad
-ANSWER: b
-
-TEMPLATE: She is ____.
-PROMPT: That's my check, Bobby. Give it to me. — No, I'm playing with it. {bk12-l4d-f2-02-q.mp3}
-OPTION: a | angry {bk12-l4d-f2-02-a.mp3}
-OPTION: b | happy
-OPTION: c | sad
-ANSWER: a
-
-TEMPLATE: Matt is ____.
-PROMPT: Hey, Matt. Let's go hunting this weekend. — I'd love to. What time do you want to leave? {bk12-l4d-f2-03-q.mp3}
-OPTION: a | angry
-OPTION: b | upset
-OPTION: c | happy {bk12-l4d-f2-03-a.mp3}
-ANSWER: c
-
-TEMPLATE: Jack is ____.
-PROMPT: Janet, where are my socks? — I'm sorry, Jack. I forgot to wash them. {bk12-l4d-f2-04-q.mp3}
-OPTION: a | excited
-OPTION: b | sad
-OPTION: c | angry {bk12-l4d-f2-04-a.mp3}
-ANSWER: c
-
-TEMPLATE: They are ____.
-PROMPT: Did you hear that shot? — Yes, I did. It was near here. {bk12-l4d-f2-05-q.mp3}
-OPTION: a | afraid {bk12-l4d-f2-05-a.mp3}
-OPTION: b | late
-OPTION: c | happy
-ANSWER: a
-
# Source: ST §Which Letter Does It Sound Like?
-$SELECT Which Letter Does It Sound Like?
+$SELECT Which Word Has the Same Sound?
ID: l4-s5
-INTRO: One last round for your ears and eyes. In each item, tap the word where the marked letters make the same sound as in the first word. That's the whole lesson — well hunted.
+INTRO: English spelling likes to keep secrets. Look at the underlined letters in the top word, then tap the word whose underlined letters make the same sound.
INSTRUCTION: Tap the word that has the same sound as the underlined letter(s).
EXAMPLE
@@ -1507,3 +1179,318 @@ OPTION: a | rai*s*e
OPTION: b | pa*ss*
OPTION: c | *sh*op
ANSWER: a
+
+$SESSION 4-6: Putting It All Together
+
+# Source: new (gap: reported speech is drilled on the 4C tape but never explained in this lesson)
+$GRAMMAR Reporting What People Said
+ID: 4c-f2-b
+INTRO: Last part — everything together: short conversations, reporting what people said, past participles, and a dictation to finish. First, one small rule for reporting speech.
+
+When you report what someone said, the verb usually moves one step into the past:
+
+{The car is ready.} → {He said the car was ready.}
+
+{I have his money.} → {He said he had the money.}
+
+# Source: LLA 4C Figure 2 (Dialog 1)
+$DIALOGUE A Phone Message
+ID: 4c-f2-d1
+INTRO: A short phone call: Mr. Sandoval has news about a car. Listen closely — you'll report what he said in a moment.
+INSTRUCTION: Listen to the dialogue.
+
+Fred_Sandoval: Hello. May I speak to Joe Ferguson, please? {bk12-l4c-f2-d1-01.mp3}
+Receptionist: He's not here right now. May I take a message? {bk12-l4c-f2-d1-02.mp3}
+Fred_Sandoval: Yes, this is Fred Sandoval. His car is ready. {bk12-l4c-f2-d1-03.mp3}
+Receptionist: Thank you, Mr. Sandoval. I'll tell him. {bk12-l4c-f2-d1-04.mp3}
+
+# Source: LLA 4C Figure 2 (Question 1)
+$PRODUCE Report the Message
+ID: 4c-f2-q1
+REFERENCE
+INTRO: Now report what Mr. Sandoval said, aloud in a full sentence — remember, the verb steps back into the past. Then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Mr. Sandoval say about the car? {bk12-l4c-f2-01-q.mp3}
+RESPONSE: Mr. Sandoval said the car was ready.
+
+# Source: LLA 4C Figure 2 (Dialog 2)
+$DIALOGUE Looking for Captain Brown
+ID: 4c-f2-d2
+INTRO: Captain Richardson stops by an office with a message — and Captain Brown, as usual, is at lunch. Listen.
+INSTRUCTION: Listen to the dialogue.
+
+Clerk: Yes, sir. May I help you? {bk12-l4c-f2-d2-01.mp3}
+Capt_Richardson: I'm Captain Richardson. I'm looking for Captain Brown. Is this his office? {bk12-l4c-f2-d2-02.mp3}
+Clerk: Yes, it is, but he's not here right now. He's at lunch. {bk12-l4c-f2-d2-03.mp3}
+Capt_Richardson: I have his money at my office. {bk12-l4c-f2-d2-04.mp3}
+Clerk: I'll tell him, sir. {bk12-l4c-f2-d2-05.mp3}
+
+# Source: LLA 4C Figure 2 (Question 2)
+$PRODUCE Report Captain Richardson's Words
+ID: 4c-f2-q2
+REFERENCE
+INTRO: Report what Captain Richardson said about the money, aloud in a full sentence. Then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Captain Richardson say about the money? {bk12-l4c-f2-02-q.mp3}
+RESPONSE: He said he had the money at his office.
+
+# Source: LLA 4C Figure 2 (Dialog 3)
+$DIALOGUE Dinner at Jane's
+ID: 4c-f2-d3
+INTRO: Mary is enjoying Jane's chicken — enough to ask for lessons. Listen to the dialogue.
+INSTRUCTION: Listen to the dialogue.
+
+Mary: This chicken is very good, Jane. {bk12-l4c-f2-d3-01.mp3}
+Jane: Thanks, Mary. It's very easy to prepare. I'm not a very good cook. {bk12-l4c-f2-d3-02.mp3}
+Mary: Maybe you could teach me some things. {bk12-l4c-f2-d3-03.mp3}
+Jane: Certainly. I like to cook. {bk12-l4c-f2-d3-04.mp3}
+
+# Source: LLA 4C Figure 2 (Question 3)
+$PRODUCE Report Jane's Words
+ID: 4c-f2-q3
+REFERENCE
+INTRO: One more report: what did Jane say about cooking? Answer aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Jane say about cooking? {bk12-l4c-f2-03-q.mp3}
+RESPONSE: She said she liked to cook.
+
+# Source: LLA 4D Listening and Speaking Activity
+$DIALOGUE Past Participles
+ID: 4d-ls1
+INTRO: These sentences use past participles — "brought", "hidden", "grown" — the forms that follow "has" and "have". Listen and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: brought
+LINE: Ginger has brought that chicken dish before. {bk12-l4d-f1-01.mp3}
+
+VOCAB: cut
+LINE: I have cut the wood 4 times this week. {bk12-l4d-f1-02.mp3}
+
+VOCAB: fallen
+LINE: Those curtains have fallen 3 times this week. {bk12-l4d-f1-03-a.mp3}
+LINE: Let's fix them. {bk12-l4d-f1-03-b.mp3}
+
+VOCAB: forgotten
+LINE: Do you think Sergeant Wilson has forgotten about this meeting? {bk12-l4d-f1-04.mp3}
+
+VOCAB: grown
+LINE: That tree has really grown since last year. {bk12-l4d-f1-05.mp3}
+
+VOCAB: hidden
+LINE: The children have hidden my car keys. {bk12-l4d-f1-06-a.mp3}
+LINE: I can't go to work. {bk12-l4d-f1-06-b.mp3}
+
+VOCAB: left
+LINE: Barbara has left her umbrella here. {bk12-l4d-f1-07.mp3}
+
+VOCAB: made
+LINE: Captain Orta has made that vegetable dish many times before. {bk12-l4d-f1-08.mp3}
+
+# Source: LLA 4D Figure 1 (Dialog 1)
+$DIALOGUE From Texas to California
+ID: 4d-f1-d1
+INTRO: Two men talk about school days in Texas — buses, a first car, and a father who lent gas money only occasionally. Listen for "used to" and "would".
+INSTRUCTION: Listen to the dialogue.
+
+Man1: Where are you from? {bk12-l4d-f1-09.mp3}
+Man2: I used to live in Texas. Now I live in California. {bk12-l4d-f1-10.mp3}
+Man1: Did you go to school in Texas? {bk12-l4d-f1-11.mp3}
+Man2: Yes, I did. I used to ride a bus to school every day. Then, when I was 16, my father bought me a car. {bk12-l4d-f1-12.mp3}
+Man1: Did you drive to school? {bk12-l4d-f1-13.mp3}
+Man2: I would usually drive, but sometimes I didn't have enough money for gas. {bk12-l4d-f1-14.mp3}
+Man1: Did your father ever lend you money? {bk12-l4d-f1-15.mp3}
+Man2: He'd lend me money occasionally, but not very often. {bk12-l4d-f1-16.mp3}
+
+# Source: LLA 4D Figure 1 (Questions 1)
+$PRODUCE Questions on the Texas Dialogue
+ID: 4d-f1-q1
+REFERENCE
+INTRO: Answer the questions about the man from Texas aloud in complete sentences, then repeat the correct answer. The dialogue is there for a second listen.
+INSTRUCTION: Answer aloud in a complete sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Where did he used to live? {bk12-l4d-f1-17.mp3}
+RESPONSE: He used to live in Texas. {bk12-l4d-f1-17a.mp3}
+
+PROMPT: Where does he live now? {bk12-l4d-f1-18.mp3}
+RESPONSE: Now he lives in California. {bk12-l4d-f1-18a.mp3}
+
+PROMPT: How did he used to go to school? {bk12-l4d-f1-19.mp3}
+RESPONSE: He used to ride a bus to school. {bk12-l4d-f1-19a.mp3}
+
+PROMPT: What did his father buy him when he was 16? {bk12-l4d-f1-20.mp3}
+RESPONSE: When he was 16, his father bought him a car. {bk12-l4d-f1-20a.mp3}
+
+PROMPT: Would he always drive to school? {bk12-l4d-f1-21.mp3}
+RESPONSE: He would usually drive to school, but sometimes he didn't have enough money for gas. {bk12-l4d-f1-21a.mp3}
+
+PROMPT: Would his father lend him money? {bk12-l4d-f1-22.mp3}
+RESPONSE: He would lend him money occasionally. {bk12-l4d-f1-22a.mp3}
+
+# Source: LLA 4D Figure 1 (Dialog 2)
+$DIALOGUE Twenty Years in the Army
+ID: 4d-f1-d2
+INTRO: The second conversation: an Army instructor remembers Fort Benning, 4:30 mornings, and students who studied all weekend. Listen for the details.
+INSTRUCTION: Listen to the dialogue.
+
+Man1: Have you ever been in the military? {bk12-l4d-f1-23.mp3}
+Man2: Yes, I have. I was in the Army for 20 years. {bk12-l4d-f1-24.mp3}
+Man1: Did you enjoy it? {bk12-l4d-f1-25.mp3}
+Man2: Yes, I did. Sometimes it was difficult, but I liked my job. I was an instructor. {bk12-l4d-f1-26.mp3}
+Man1: Where did you work? {bk12-l4d-f1-27.mp3}
+Man2: Well, I worked at Fort Benning in Georgia. I used to get up at 4:30 every morning, and then I would go to the mess hall for breakfast. After breakfast, I would go to class. My students used to work very hard. They used to stay in their rooms and study all weekend. {bk12-l4d-f1-28.mp3}
+
+# Source: LLA 4D Figure 1 (Questions 2)
+$PRODUCE Questions on the Army Dialogue
+ID: 4d-f1-q2
+REFERENCE
+INTRO: Answer the questions about the Army instructor aloud in complete sentences, then repeat the correct answer.
+INSTRUCTION: Answer aloud in a complete sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Has he ever been in the military? {bk12-l4d-f1-29.mp3}
+RESPONSE: Yes, he has been in the military. {bk12-l4d-f1-29a.mp3}
+
+PROMPT: What was his job? {bk12-l4d-f1-30.mp3}
+RESPONSE: He was an instructor. {bk12-l4d-f1-30a.mp3}
+
+PROMPT: When did he used to get up? {bk12-l4d-f1-31.mp3}
+RESPONSE: He used to get up at 4:30. {bk12-l4d-f1-31a.mp3}
+
+PROMPT: Where would he go after he got up? {bk12-l4d-f1-32.mp3}
+RESPONSE: He would go to the mess hall for breakfast. {bk12-l4d-f1-32a.mp3}
+
+PROMPT: Where would he go after breakfast? {bk12-l4d-f1-33.mp3}
+RESPONSE: He would go to class. {bk12-l4d-f1-33a.mp3}
+
+PROMPT: Did his students used to work very hard? {bk12-l4d-f1-34.mp3}
+RESPONSE: Yes, his students used to work very hard. {bk12-l4d-f1-34a.mp3}
+
+PROMPT: What did they used to do all weekend? {bk12-l4d-f1-35.mp3}
+RESPONSE: They used to study all weekend. {bk12-l4d-f1-35a.mp3}
+
+# Source: LLA 4D Figure 2
+$SELECT How Do They Feel?
+ID: 4d-f2
+INTRO: Nobody says "I am angry" in real life — you have to hear it. Listen to each short exchange, then tap the word that describes the feeling. Repeat the correct answer.
+INSTRUCTION: Tap the word that matches the person's feeling.
+REPEAT
+
+EXAMPLE
+PROMPT: Look, Dad, I caught one. — That's wonderful, son. {bk12-l4d-f2-ex.mp3}
+TEMPLATE: The son is ____.
+OPTION: a | angry
+OPTION: b | excited
+OPTION: c | sad
+ANSWER: b
+
+PROMPT: Oh no, the cigarette burned my new dress. — Don't worry, Nancy, I think I can fix it. {bk12-l4d-f2-01.mp3}
+TEMPLATE: Nancy is ____.
+OPTION: a | sick
+OPTION: b | upset {bk12-l4d-f2-01a.mp3}
+OPTION: c | sad
+ANSWER: b
+
+PROMPT: That's my check, Bobby. Give it to me. — No, I'm playing with it. {bk12-l4d-f2-02.mp3}
+TEMPLATE: She is ____.
+OPTION: a | angry {bk12-l4d-f2-02a.mp3}
+OPTION: b | happy
+OPTION: c | sad
+ANSWER: a
+
+PROMPT: Hey, Matt. Let's go hunting this weekend. — I'd love to. What time do you want to leave? {bk12-l4d-f2-03.mp3}
+TEMPLATE: Matt is ____.
+OPTION: a | angry
+OPTION: b | upset
+OPTION: c | happy {bk12-l4d-f2-03a.mp3}
+ANSWER: c
+
+PROMPT: Janet, where are my socks? — I'm sorry, Jack. I forgot to wash them. {bk12-l4d-f2-04.mp3}
+TEMPLATE: Jack is ____.
+OPTION: a | excited
+OPTION: b | sad
+OPTION: c | angry {bk12-l4d-f2-04a.mp3}
+ANSWER: c
+
+PROMPT: Did you hear that shot? — Yes, I did. It was near here. {bk12-l4d-f2-05.mp3}
+TEMPLATE: They are ____.
+OPTION: a | afraid {bk12-l4d-f2-05a.mp3}
+OPTION: b | late
+OPTION: c | happy
+ANSWER: a
+
+# Source: LLA 4C Figure 3
+$PRODUCE Dictation
+ID: 4c-f3
+INPUT: type
+CHECK: exact
+INTRO: One last job: a dictation about Carl and his house plans. Listen to each chunk and type exactly what you hear. Sharp ears, steady fingers — and Lesson 4 is done.
+INSTRUCTION: Type the words you hear.
+
+PROMPT: Carl walked into his house last night {bk12-l4c-f3-01.mp3}
+RESPONSE: Carl walked into his house last night {bk12-l4c-f3-01.mp3}
+
+PROMPT: and decided he wanted a change. {bk12-l4c-f3-02.mp3}
+RESPONSE: and decided he wanted a change. {bk12-l4c-f3-02.mp3}
+
+PROMPT: What could he do {bk12-l4c-f3-03.mp3}
+RESPONSE: What could he do {bk12-l4c-f3-03.mp3}
+
+PROMPT: to change his house? {bk12-l4c-f3-04.mp3}
+RESPONSE: to change his house? {bk12-l4c-f3-04.mp3}
+
+PROMPT: Well, he could enlarge {bk12-l4c-f3-05.mp3}
+RESPONSE: Well, he could enlarge {bk12-l4c-f3-05.mp3}
+
+PROMPT: his kitchen, {bk12-l4c-f3-06.mp3}
+RESPONSE: his kitchen, {bk12-l4c-f3-06.mp3}
+
+PROMPT: he could add on {bk12-l4c-f3-07.mp3}
+RESPONSE: he could add on {bk12-l4c-f3-07.mp3}
+
+PROMPT: another bedroom, {bk12-l4c-f3-08.mp3}
+RESPONSE: another bedroom, {bk12-l4c-f3-08.mp3}
+
+PROMPT: and he could build {bk12-l4c-f3-09.mp3}
+RESPONSE: and he could build {bk12-l4c-f3-09.mp3}
+
+PROMPT: a patio. {bk12-l4c-f3-10.mp3}
+RESPONSE: a patio. {bk12-l4c-f3-10.mp3}
+
+PROMPT: He's going to think about it {bk12-l4c-f3-11.mp3}
+RESPONSE: He's going to think about it {bk12-l4c-f3-11.mp3}
+
+PROMPT: during the weekend. {bk12-l4c-f3-12.mp3}
+RESPONSE: during the weekend. {bk12-l4c-f3-12.mp3}
+
+PROMPT: He'll make his decision {bk12-l4c-f3-13.mp3}
+RESPONSE: He'll make his decision {bk12-l4c-f3-13.mp3}
+
+PROMPT: on Monday. {bk12-l4c-f3-14.mp3}
+RESPONSE: on Monday. {bk12-l4c-f3-14.mp3}
+
+PROMPT: Then he'll have to ask his wife. {bk12-l4c-f3-15.mp3}
+RESPONSE: Then he'll have to ask his wife. {bk12-l4c-f3-15.mp3}
+
+PROMPT: I hope she likes {bk12-l4c-f3-16.mp3}
+RESPONSE: I hope she likes {bk12-l4c-f3-16.mp3}
+
+PROMPT: his plans. {bk12-l4c-f3-17.mp3}
+RESPONSE: his plans. {bk12-l4c-f3-17.mp3}
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diff --git a/book-12-lesson-5.module b/book-12-lesson-5.module
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--- a/book-12-lesson-5.module
+++ b/book-12-lesson-5.module
@@ -1,30 +1,27 @@
-$MODULE Book 12 · Lesson 5: Review — Conjunctions, Reported Speech, and the Present Perfect {st-page_131_001.jpg}
+$MODULE Book 12 · Lesson 5: Review — Joining Sentences, Reporting Speech, and the Present Perfect {st-page_131_001.jpg}
FORMAT: 2
-DESCRIPTION: Review lesson (no new material): combining sentences with so/but/and/or, reported speech, if-sentences, still/already/yet/anymore, -ed/-ing adjectives, comparatives, the present perfect, and the week's vocabulary.
+DESCRIPTION: Review lesson (no new material): combining sentences with conjunctions, indirect speech, "if" conditionals, "-ed"/"-ing" adjectives, comparative adverbs, the present perfect, and the week's vocabulary.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Speak like a warm, slightly wry teacher
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Tom | schedar | Male speaker
-VOICE: Hal | charon | Male speaker
-VOICE: Don | umbriel | Male speaker
-VOICE: Joe | zubenelgenubi | Male speaker
-VOICE: George | algenib | Male speaker
-VOICE: Monty | charon | Male speaker
-VOICE: Dave | schedar | Male speaker
+VOICE: Tom | achernar | Male speaker
+VOICE: Hal | achird | Male speaker
+VOICE: Don | achernar | Male speaker
+VOICE: Joe | achird | Male speaker
+VOICE: George | achird | Male speaker
+VOICE: Monty | achernar | Male speaker
+VOICE: Dave | achernar | Male speaker
VOICE: Mark | achird | Male speaker
-VOICE: ID | achernar | speaker (auto)
-VOICE: Narrator | achird | speaker (auto)
-$LESSON 5-1: Combining Sentences, Reporting Speech, and If
+$SESSION 5-1: Joining, Reporting, and "If"
-# Source: ST §So, But, And, Or (l5-s1)
-$PRODUCE So, But, And, Or
+# Source: ST §So, But, And, Or
+$PRODUCE Combining with "So", "But", "And", "Or"
ID: l5-s1
-INTRO: This is review week — no new grammar, just everything from the last four lessons back for a second look. First, you'll read pairs of sentences and combine each pair into one sentence aloud, using or, and, but, or so.
-INSTRUCTION: Combine the sentences aloud. Use or, and, but, or so.
+INTRO: It's review day — no new grammar, no new words, just this week's material one more time so it sticks. First up: joining two sentences into one with "so", "but", "and", or "or". Read the two sentences, then say the combined sentence aloud.
+INSTRUCTION: Combine the sentences aloud. Use "or", "and", "but", or "so".
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -54,15 +51,15 @@ RESPONSE: You can order soup if you like, or you can order a sandwich.
PROMPT: Jan studied at the university. She worked in a restaurant.
RESPONSE: Jan studied at the university, and she worked in a restaurant.
-# Source: ST §What Did He Say? (l5-s2)
+# Source: ST §What Did He Say?
$PRODUCE What Did He Say?
ID: l5-s2
-INTRO: Now reported speech. You'll read a short exchange, then tell me what the second speaker said — "He said that..." Remember to change the pronouns; the speakers won't do it for you.
+INTRO: Now report what people said. Read each short exchange, then answer aloud with indirect speech: "He said that…". Watch the pronouns — they shift when you report.
INSTRUCTION: Read the dialog and answer the question aloud using indirect speech.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Accept any grammatically correct indirect speech sentence reporting what the second speaker said (e.g., "Ben said that they have a two-car garage."). A pronoun ("he"/"she") or the name is fine, "that" is optional, and present or backshifted past tense are both acceptable.
+RUBRIC: Accept a grammatically correct indirect speech sentence reporting what the second speaker said (e.g., "Ben said that they have a two-car garage."). Pronouns must be correctly shifted to the reporting perspective.
TEMPLATE: Al: Do the Dales have a garage?
TEMPLATE: Ben: Yes. They have a two-car garage.
@@ -104,10 +101,10 @@ TEMPLATE: Rick: Yes, I do.
PROMPT: What did Rick say?
RESPONSE: Rick said that he likes to have get-togethers at his house.
-# Source: ST §Match the Phrases (l5-s3)
-$SELECT Match the Phrases
+# Source: ST §Match the Phrases
+$SELECT Match the "If" Sentences
ID: l5-s3
-INTRO: Two friends are talking about some truly terrible weather. Complete each line of their conversation by tapping the phrase that finishes it — every sentence here uses "if".
+INTRO: A conversation about driving in terrible weather, cut in half. Tap the phrase that completes each "if" sentence — together they make one whole dialog.
INSTRUCTION: Tap the matching phrase to complete the sentence.
OPTION: a | you should leave soon.
OPTION: b | close the roads if it gets too bad.
@@ -134,11 +131,11 @@ ANSWER: d
TEMPLATE: Yes, but the police will
ANSWER: b
-# Source: ST §Put the Dialog in Order (l5-s4)
-$SELECT Put the Dialog in Order
+# Source: ST §Match the Phrases (ordering pass)
+$SELECT Rebuild the "If" Dialog
ID: l5-s4
ORDER
-INTRO: Same rainy conversation, one more pass: now arrange the whole dialog in order, from the first line to the last.
+INTRO: Same rainy conversation, now shuffled. Put the six lines back in order so the dialog makes sense from greeting to goodbye.
INSTRUCTION: Put the dialog in order.
TEMPLATE: Arrange the sentences to make a dialog.
@@ -150,35 +147,41 @@ OPTION: e | What'll you do if that happens?
OPTION: f | Well, if they do that, I'll stop until it clears up.
ANSWER: a,b,c,d,e,f
-# Source: ST §May Be, Is Not, Is (l5-s5) — recast from an awkward typed fill into True/False meaning checks
-$SELECT What Does "Suppose" Mean?
+# Source: ST §May Be, Is Not, Is
+$PRODUCE What "Suppose" Means
ID: l5-s5
-INTRO: A quick meaning check on the word "suppose". Decide whether each statement about it is true or false.
-INSTRUCTION: Tap True or False.
-OPTION: t | True
-OPTION: f | False
+INTRO: A close look at the word "suppose" — a word that thinks, but doesn't know. For each sentence, decide what "suppose" tells you: type "is", "is not", or "may be" in the blanks.
+INSTRUCTION: Type "may be", "is not", or "is" in each blank.
+INPUT: type
+CHECK: exact
-TEMPLATE: "I *suppose* that they are happy" means the speaker *knows* they are happy.
-ANSWER: f
+TEMPLATE: I *suppose* that they are happy.
+TEMPLATE: Suppose ____{is not} "know".
+TEMPLATE: Suppose ____{is not} "care".
+TEMPLATE: Suppose ____{is} "think".
+RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think".
-TEMPLATE: "I *suppose* that they are happy" means the speaker *thinks* they are happy.
-ANSWER: t
+TEMPLATE: It's not important to me, but I *suppose* that they are happy.
+TEMPLATE: Suppose ____{is not} "know".
+TEMPLATE: ____{is not} "care".
+TEMPLATE: ____{is} "think".
+RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think".
-TEMPLATE: A speaker who says "I *suppose* they are happy" is completely sure about it.
-ANSWER: f
+TEMPLATE: It's not important to me and I'm not sure, but I *suppose* that they are happy.
+TEMPLATE: Suppose ____{is not} "know".
+TEMPLATE: ____{is not} "care".
+TEMPLATE: ____{is} "think".
+RESPONSE: Suppose is not "know". Suppose is not "care". Suppose is "think".
-TEMPLATE: "I suppose" can also show that the subject is not very important to the speaker.
-ANSWER: t
-
-# SKIPPED (book): "HAT HAT BAT" — instructor-read sound discrimination with only a bare a/b/c answer grid; no printed stimuli. Convertible later with chosen items + TTS.
+# SKIPPED (book): "HAT HAT BAT" — instructor-read sound discrimination with only a bare a/b/c answer grid; no printed stimuli.
# SKIPPED (book): "TRAVEL" — passage annotation (underline the important words); not supported.
-# SKIPPED (book): "WHAT ABOUT YOU?" — open, co-constructed pair task (ask your neighbor); no solo path.
+# SKIPPED (book): "WHAT ABOUT YOU?" — open, co-constructed pair task (ask your neighbor).
-# Source: ST §What Did He Decide? (l5-s6)
+# Source: ST §What Did He Decide? (dialog 1)
$DIALOGUE What Did He Decide?
ID: l5-s6
-INTRO: Two conversations about decisions — a new job in Dallas, and a vacation that keeps changing. Joe changes his mind so often his friends have stopped keeping track. Just listen and read.
-INSTRUCTION: Read the dialogs.
+INTRO: Joe had two job offers, and Tom wants the full story. Listen to how the decision gets reported — nothing to answer, just follow it.
+INSTRUCTION: Listen to the conversation.
Tom: What did Joe decide to do about the job offers?
Hal: He decided to take the one in Dallas.
@@ -189,7 +192,11 @@ Hal: Sometime next month.
Tom: Is he going by plane?
Hal: No, he's going to drive.
-Narrator: Now a second conversation — about a vacation.
+# Source: ST §What Did He Decide? (dialog 2)
+$DIALOGUE A Change of Plans
+ID: l5-s6-b
+INTRO: Joe again — this time it's his vacation, and he's already changed his mind once. He promises this decision is final. Just listen.
+INSTRUCTION: Listen to the conversation.
Don: What are you going to do for your vacation next month?
Joe: I've decided to go to the mountains.
@@ -200,10 +207,10 @@ Joe: It's too hot on the beach, and I like winter sports.
Don: Is your mind made up this time?
Joe: Yes. I've thought it over, and I've made my choice.
-# Source: ST §So? Or? (l5-s7)
-$PRODUCE So? Or?
+# Source: ST §So? Or?
+$PRODUCE "So" or "Or"?
ID: l5-s7
-INTRO: More sentence combining, this time with just "so" and "or" — result, or choice. Say each combined sentence aloud.
+INTRO: Back to combining sentences, now with just two choices: "so" for results, "or" for alternatives. Say each combined sentence aloud.
INSTRUCTION: Combine the two sentences aloud. Use "so" or "or".
INPUT: speak
CHECK: llm
@@ -234,13 +241,11 @@ RESPONSE: Fred made up his mind to get a diploma, so he went back to high school
PROMPT: Madge could take the mathematics course. She could take the language course.
RESPONSE: Madge could take the mathematics course, or she could take the language course.
-$LESSON 5-2: Still, Anymore, and Word Meanings
-
-# Source: ST §Already or Yet? (l5-s8)
-$PRODUCE Already or Yet?
+# Source: ST §Already or Yet?
+$PRODUCE "Still", "Yet", "Already", "Anymore"
ID: l5-s8
-INTRO: In this part you'll review small words with big jobs — still, already, yet, anymore — then word endings and word meanings. Start by typing the missing word in each sentence.
-INSTRUCTION: Complete the sentences with already, yet, still, anymore, or any longer.
+INTRO: Time words: is it "still" happening, "already" done, not done "yet", or not happening "anymore"? Type the one that fits each sentence.
+INSTRUCTION: Type "already", "yet", "still", "anymore", or "any longer" to complete the sentence.
INPUT: type
CHECK: exact
@@ -276,10 +281,12 @@ RESPONSE: We never see him anymore.
# SKIPPED (book): "SPRING IN TEXAS" — passage annotation and instructor-read questions with no printed stimuli.
-# Source: ST §Confused or Confusing? (l5-s9)
-$SELECT Confused or Confusing?
+$SESSION 5-2: Word Forms, Meanings, and Sounds
+
+# Source: ST §Confused or Confusing?
+$SELECT "Confused" or "Confusing"?
ID: l5-s9
-INTRO: Confused or confusing? Remember: the -ed form tells how someone feels, and the -ing form tells what causes the feeling. Tap the right word for each sentence.
+INTRO: New part, same review week: word forms, meanings, and sounds. First, adjectives ending in "-ed" or "-ing" — the storm is "frightening", the child is "frightened". Tap the form that fits each sentence.
INSTRUCTION: Tap the correct word to complete the sentence.
TEMPLATE: The builder was ____ by the plans.
@@ -332,10 +339,10 @@ OPTION: a | interesting
OPTION: b | interested
ANSWER: a
-# Source: ST §What Does That Mean? (l5-s10)
+# Source: ST §What Does That Mean?
$SELECT What Does That Mean?
ID: l5-s10
-INTRO: Now some vocabulary from the week. Read each sentence and tap the meaning of the underlined word or phrase.
+INTRO: Five expressions from this book, each underlined in a sentence. Tap the option closest in meaning — the sentence around it gives you everything you need.
INSTRUCTION: Tap the meaning of the underlined word.
TEMPLATE: Mark is *certain* he wants to go to that university. He has made up his mind.
@@ -368,234 +375,10 @@ OPTION: b | works with
OPTION: c | has
ANSWER: a
-# SKIPPED (book): "A SUMMARY" — paragraph composition (write a summary) is deferred.
-
-# Source: ST §She Could Be at the Library (l5-s12)
-$DIALOGUE She Could Be at the Library
-ID: l5-s12
-INTRO: Two more conversations, full of "could be" and "may be" — nobody in them is sure of anything, which is exactly the point. Just listen and read.
-INSTRUCTION: Read the dialogs.
-
-George: Where is Jean? We planned to get together and study tonight.
-Monty: She could be in the barracks. I saw her there a few minutes ago.
-George: I've already been there. Where else could she be?
-Monty: She has a test tomorrow, so she may be at the library.
-George: Which one? The base library or the school library?
-Monty: I'm not sure. She uses both.
-George: Thanks. I'll have to try them both.
-Monty: Good luck!
-
-Narrator: Now a second conversation — about a car with problems.
-
-Dave: John called. He said he'd be late. He's having car trouble. What do you think is the matter with his car?
-Mark: It could be anything. His car is very old.
-Dave: Yes, it is. It could be the tires. They seemed low yesterday.
-Mark: Or it may be the motor. It really sounded noisy. He might just need a tune-up.
-Dave: Perhaps it's the lights. They weren't working right last night. He may have stopped to get them fixed.
-Mark: Like I said, when a car's that old, it could be anything.
-
-# Source: ST §Who Arrived Earlier? (l5-s13)
-$PRODUCE Who Arrived Earlier?
-ID: l5-s13
-INTRO: Comparing with adverbs: who arrived earlier, who drives faster. Read the facts, then type the comparison using the word in parentheses.
-INSTRUCTION: Complete the sentences using the -er comparative form of the adverb.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: John arrived at 0800. Bob arrived at 0900. (early)
-TEMPLATE: John arrived ____{earlier than Bob}.
-RESPONSE: John arrived earlier than Bob.
-ACCEPT: earlier | earlier than Bob
-
-TEMPLATE: Bill always drives at 55 mph. Lynn drives at 60 mph. (fast)
-TEMPLATE: Lynn drives ____{faster than Bill}.
-RESPONSE: Lynn drives faster than Bill.
-ACCEPT: faster | faster than Bill
-
-TEMPLATE: Sam traveled 200 miles to hunt deer. Fred traveled 150 miles. (far)
-TEMPLATE: Sam traveled ____{farther than Fred}.
-RESPONSE: Sam traveled farther than Fred.
-ACCEPT: farther | farther than Fred | further | further than Fred
-
-TEMPLATE: The Smiths arrived at the party before the Johnsons. (soon)
-TEMPLATE: The Smiths arrived at the party ____{sooner than the Johnsons}.
-RESPONSE: The Smiths arrived at the party sooner than the Johnsons.
-ACCEPT: sooner | sooner than the Johnsons
-
-TEMPLATE: Frank can repair four flat tires in an hour. Bill can repair only two. (slow)
-TEMPLATE: Bill works ____{slower than Frank|more slowly than Frank}.
-RESPONSE: Bill works more slowly than Frank.
-ACCEPT: slower | more slowly | slower than Frank | more slowly than Frank
-
-$LESSON 5-3: The Present Perfect, Vocabulary, and Sounds
-
-# Source: ST §How Long...? (l5-s14)
-$SELECT How Long...?
-ID: l5-s14
-INTRO: Last part: the present perfect — have done, have eaten, have flown — plus the week's vocabulary and a few sound checks to finish. Tap the correct form to complete each sentence.
-INSTRUCTION: Tap the correct answer to complete the sentence.
-
-TEMPLATE: How long have you lived there?
-OPTION: a | I've lived there for a year.
-OPTION: b | I live there for a year.
-OPTION: c | I living there for a year.
-ANSWER: a
-
-TEMPLATE: They have ____ the house they want to buy.
-OPTION: a | chose
-OPTION: b | chosen
-OPTION: c | choose
-ANSWER: b
-
-TEMPLATE: Mel hasn't ____ in that restaurant for years.
-OPTION: a | ate
-OPTION: b | eat
-OPTION: c | eaten
-ANSWER: c
-
-TEMPLATE: The major has ____ planes since 1986.
-OPTION: a | flown
-OPTION: b | flew
-OPTION: c | fly
-ANSWER: a
-
-TEMPLATE: Have you ____ Jim for a very long time?
-OPTION: a | known
-OPTION: b | know
-OPTION: c | knew
-ANSWER: a
-
-TEMPLATE: How often has Sam ____ after work?
-OPTION: a | remain
-OPTION: b | stay
-OPTION: c | remained
-ANSWER: c
-
-TEMPLATE: How long has it been ____?
-OPTION: a | for you seeing Nell
-OPTION: b | since you've seen Nell
-OPTION: c | you see Nell
-ANSWER: b
-
-TEMPLATE: We have ____ them for weeks:
-OPTION: a | expecting
-OPTION: b | expected
-OPTION: c | expect
-ANSWER: b
-
-TEMPLATE: Jim and Jane haven't ____ to a movie in weeks.
-OPTION: a | go
-OPTION: b | see
-OPTION: c | been
-ANSWER: c
-
-TEMPLATE: She has ____ him every week for a year.
-OPTION: a | written
-OPTION: b | write
-OPTION: c | wrote
-ANSWER: a
-
-TEMPLATE: The plane is flying too ____. It's not high enough.
-OPTION: a | quiet
-OPTION: b | low
-OPTION: c | deep
-ANSWER: b
-
-TEMPLATE: Clay moved into his ____ apartment yesterday.
-OPTION: a | own
-OPTION: b | just
-OPTION: c | calm
-ANSWER: a
-
-# Source: ST §Words to Use (l5-s15)
-$GRAMMAR Words to Use
-ID: l5-s15
-INTRO: Here are the review words for this lesson, all in one box. Tap any word to hear it — you'll use them in the next activity, so keep them handy.
-
-| | | | |
-|---|---|---|---|
-| {be over} | {ever} | {lasted} | {sea} |
-| {unpleasant} | {calm} | {except} | {no longer} |
-| {slipped} | {climate} | {expects to} | {none} |
-| {take} | {could use} | {if} | {quiet} |
-| {thought} | {deep} | {instead} | {remain} |
-| {turn down} | | | |
-
-# Source: ST §Wants To, Expects To (l5-s16)
-$PRODUCE Wants To, Expects To
-ID: l5-s16
-REFERENCE
-INTRO: Complete each sentence with a word or phrase from the box. This one is open-book — the word box stays a tap away, so use it whenever you're stuck.
-INSTRUCTION: Type the missing word or phrase from the list.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Linda wants to ____{remain} in Spain until spring.
-RESPONSE: Linda wants to remain in Spain until spring.
-
-TEMPLATE: The movie ____{lasted} more than three hours.
-RESPONSE: The movie lasted more than three hours.
-
-TEMPLATE: Pete ____{slipped} on the icy road and fell.
-RESPONSE: Pete slipped on the icy road and fell.
-
-TEMPLATE: Mr. Sparks ____{expects to} travel to Egypt next year.
-RESPONSE: Mr. Sparks expects to travel to Egypt next year.
-
-TEMPLATE: ____{None} of those books are his. He doesn't have any books.
-RESPONSE: None of those books are his. He doesn't have any books.
-
-TEMPLATE: The rain last night caused the heat to be ____{unpleasant}.
-RESPONSE: The rain last night caused the heat to be unpleasant.
-
-TEMPLATE: Everybody is here ____{except} Mary. She's sick.
-RESPONSE: Everybody is here except Mary. She's sick.
-
-TEMPLATE: He doesn't ____{ever} go to the movies.
-RESPONSE: He doesn't ever go to the movies.
-
-TEMPLATE: It's too hot to go fishing. I'll stay indoors ____{instead}.
-RESPONSE: It's too hot to go fishing. I'll stay indoors instead.
-
-TEMPLATE: Ron will ____{turn down} the job offer. He doesn't want it.
-RESPONSE: Ron will turn down the job offer. He doesn't want it.
-
-TEMPLATE: The water is ____{deep} and dangerous in that place.
-RESPONSE: The water is deep and dangerous in that place.
-
-TEMPLATE: ____{If} I have to take my vacation in the winter, I'll go to the mountains.
-RESPONSE: If I have to take my vacation in the winter, I'll go to the mountains.
-
-TEMPLATE: The weather of a place is its ____{climate}.
-RESPONSE: The weather of a place is its climate.
-
-TEMPLATE: Next year, I want to ____{take} some courses at the college.
-RESPONSE: Next year, I want to take some courses at the college.
-
-TEMPLATE: My aunt ____{no longer} lives in New York. She lives here now.
-RESPONSE: My aunt no longer lives in New York. She lives here now.
-
-TEMPLATE: A ____{sea} is full of salty water.
-RESPONSE: A sea is full of salty water.
-
-TEMPLATE: When will the show ____{be over}? I want to go home soon.
-RESPONSE: When will the show be over? I want to go home soon.
-
-TEMPLATE: Betty likes being at the beach because it is ____{calm} and ____{quiet}.
-RESPONSE: Betty likes being at the beach because it is calm and quiet.
-
-TEMPLATE: A long vacation is a nice ____{thought} right now.
-RESPONSE: A long vacation is a nice thought right now.
-
-TEMPLATE: We ____{could use} some help.
-RESPONSE: We could use some help.
-
-# SKIPPED (book): "Write the words these letters make." — letter anagrams (crossword/word-search family).
-
-# Source: ST §What Does It Sound Like? (l5-s11) — moved to the end of the module (skills strand floats)
+# Source: ST §What Does It Sound Like?
$SELECT What Does It Sound Like?
ID: l5-s11
-INTRO: One last check — sounds, not spellings. Tap the word that has the same sound as the underlined part. That's the end of this book's review — well done.
+INTRO: A sound check to finish the part. You'll see a word with some letters underlined — tap the option that has the same sound in its underlined part. Your ears have been training all book; trust them.
INSTRUCTION: Tap the word that has the same sound as the underlined part.
TEMPLATE: a*pos*trophe
@@ -651,3 +434,268 @@ OPTION: a | t*i*me
OPTION: b | sh*ow*
OPTION: c | ch*il*d
ANSWER: b
+
+# SKIPPED (book): "A SUMMARY" — paragraph composition (write a summary) is deferred.
+
+$SESSION 5-3: Possibility, Comparison, and the Present Perfect
+
+# Source: ST §She Could Be at the Library (dialog 1)
+$DIALOGUE She Could Be at the Library
+ID: l5-s12
+INTRO: Last part of the book: possibility with "could" and "may", comparisons, and the present perfect. First, George is looking for Jean — who, apparently, could be almost anywhere. Just listen.
+INSTRUCTION: Listen to the conversation.
+
+George: Where is Jean? We planned to get together and study tonight.
+Monty: She could be in the barracks. I saw her there a few minutes ago.
+George: I've already been there. Where else could she be?
+Monty: She has a test tomorrow, so she may be at the library.
+George: Which one? The base library or the school library?
+Monty: I'm not sure. She uses both.
+George: Thanks. I'll have to try them both.
+Monty: Good luck!
+
+# Source: ST §She Could Be at the Library (dialog 2)
+$DIALOGUE It Could Be Anything
+ID: l5-s12-b
+INTRO: John's old car is in trouble, and Dave and Mark have plenty of theories. Listen for "could", "may", and "might" — the grammar of not really knowing.
+INSTRUCTION: Listen to the conversation.
+
+Dave: John called. He said he'd be late. He's having car trouble. What do you think is the matter with his car?
+Mark: It could be anything. His car is very old.
+Dave: Yes, it is. It could be the tires. They seemed low yesterday.
+Mark: Or it may be the motor. It really sounded noisy. He might just need a tune-up.
+Dave: Perhaps it's the lights. They weren't working right last night. He may have stopped to get them fixed.
+Mark: Like I said, when a car's that old, it could be anything.
+
+# Source: ST §Who Arrived Earlier?
+$PRODUCE Comparative Adverbs
+ID: l5-s13
+INTRO: Two facts, one comparison. Read both sentences, then type the "-er" comparative form of the adverb in parentheses — "earlier", "faster", "farther", and friends.
+INSTRUCTION: Type the comparative form of the adverb in parentheses.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: John arrived at 0800. Bob arrived at 0900. (early)
+TEMPLATE: John arrived ____{earlier} than Bob.
+RESPONSE: John arrived earlier than Bob.
+
+TEMPLATE: Bill always drives at 55 mph. Lynn drives at 60 mph. (fast)
+TEMPLATE: Lynn drives ____{faster} than Bill.
+RESPONSE: Lynn drives faster than Bill.
+
+TEMPLATE: Sam traveled 200 miles to hunt deer. Fred traveled 150 miles. (far)
+TEMPLATE: Sam traveled ____{farther} than Fred.
+RESPONSE: Sam traveled farther than Fred.
+
+TEMPLATE: The Smiths arrived at the party before the Johnsons. (soon)
+TEMPLATE: The Smiths arrived at the party ____{sooner} than the Johnsons.
+RESPONSE: The Smiths arrived at the party sooner than the Johnsons.
+
+TEMPLATE: Frank can repair four flat tires in an hour. Bill can repair only two. (slow)
+TEMPLATE: Bill works ____{slower|more slowly} than Frank.
+RESPONSE: Bill works more slowly than Frank.
+
+# Source: ST §How Long...?
+$SELECT The Present Perfect
+ID: l5-s14
+INTRO: The present perfect: "have" or "has" plus the past participle — "chosen", "eaten", "flown". Tap the word that completes each sentence. Two quick word-choice questions hide at the end; consider them a bonus.
+INSTRUCTION: Tap the correct answer to complete the sentence.
+
+TEMPLATE: How long have you lived there?
+OPTION: a | I've lived there for a year.
+OPTION: b | I live there for a year.
+OPTION: c | I living there for a year.
+ANSWER: a
+
+TEMPLATE: They have ____ the house they want to buy.
+OPTION: a | chose
+OPTION: b | chosen
+OPTION: c | choose
+ANSWER: b
+
+TEMPLATE: Mel hasn't ____ in that restaurant for years.
+OPTION: a | ate
+OPTION: b | eat
+OPTION: c | eaten
+ANSWER: c
+
+TEMPLATE: The major has ____ planes since 1986.
+OPTION: a | flown
+OPTION: b | flew
+OPTION: c | fly
+ANSWER: a
+
+TEMPLATE: Have you ____ Jim for a very long time?
+OPTION: a | known
+OPTION: b | know
+OPTION: c | knew
+ANSWER: a
+
+TEMPLATE: How often has Sam ____ after work?
+OPTION: a | remain
+OPTION: b | stay
+OPTION: c | remained
+ANSWER: c
+
+TEMPLATE: How long has it been ____?
+OPTION: a | for you seeing Nell
+OPTION: b | since you've seen Nell
+OPTION: c | you see Nell
+ANSWER: b
+
+TEMPLATE: We have ____ them for weeks.
+OPTION: a | expecting
+OPTION: b | expected
+OPTION: c | expect
+ANSWER: b
+
+TEMPLATE: Jim and Jane haven't ____ to a movie in weeks.
+OPTION: a | go
+OPTION: b | see
+OPTION: c | been
+ANSWER: c
+
+TEMPLATE: She has ____ him every week for a year.
+OPTION: a | written
+OPTION: b | write
+OPTION: c | wrote
+ANSWER: a
+
+TEMPLATE: The plane is flying too ____. It's not high enough.
+OPTION: a | quiet
+OPTION: b | low
+OPTION: c | deep
+ANSWER: b
+
+TEMPLATE: Clay moved into his ____ apartment yesterday.
+OPTION: a | own
+OPTION: b | just
+OPTION: c | calm
+ANSWER: a
+
+# Source: ST §Words to Use
+$GRAMMAR Words to Use
+ID: l5-s15
+INTRO: The week's word list, one last time. Tap any word to hear it — the next exercise puts every one of them to work.
+
+| | | | |
+|---|---|---|---|
+| {be over} | {ever} | {lasted} | {sea} |
+| {unpleasant} | {calm} | {except} | {no longer} |
+| {slipped} | {climate} | {expects to} | {none} |
+| {take} | {could use} | {if} | {quiet} |
+| {thought} | {deep} | {instead} | {remain} |
+| {turn down} | | | |
+
+# Source: ST §Wants To, Expects To
+$SELECT Words to Use — Complete the Sentences
+ID: l5-s16
+INTRO: Each word from the list fits exactly one sentence below. Tap the word that completes each one, and listen to the full sentence after you answer. This is the last exercise of Book 12 — finish it, and the book is done.
+INSTRUCTION: Tap the word or phrase that completes the sentence.
+OPTION: a | be over
+OPTION: b | calm
+OPTION: c | climate
+OPTION: d | could use
+OPTION: e | deep
+OPTION: f | ever
+OPTION: g | except
+OPTION: h | expects to
+OPTION: i | if
+OPTION: j | instead
+OPTION: k | lasted
+OPTION: l | no longer
+OPTION: m | none
+OPTION: n | quiet
+OPTION: o | remain
+OPTION: p | sea
+OPTION: q | slipped
+OPTION: r | take
+OPTION: s | thought
+OPTION: t | turn down
+OPTION: u | unpleasant
+
+TEMPLATE: Linda wants to ____ in Spain until spring.
+ANSWER: o
+FEEDBACK: Linda wants to remain in Spain until spring.
+
+TEMPLATE: The movie ____ more than three hours.
+ANSWER: k
+FEEDBACK: The movie lasted more than three hours.
+
+TEMPLATE: Pete ____ on the icy road and fell.
+ANSWER: q
+FEEDBACK: Pete slipped on the icy road and fell.
+
+TEMPLATE: Mr. Sparks ____ travel to Egypt next year.
+ANSWER: h
+FEEDBACK: Mr. Sparks expects to travel to Egypt next year.
+
+TEMPLATE: ____ of those books are his. He doesn't have any books.
+ANSWER: m
+FEEDBACK: None of those books are his. He doesn't have any books.
+
+TEMPLATE: The rain last night caused the heat to be ____.
+ANSWER: u
+FEEDBACK: The rain last night caused the heat to be unpleasant.
+
+TEMPLATE: Everybody is here ____ Mary. She's sick.
+ANSWER: g
+FEEDBACK: Everybody is here except Mary. She's sick.
+
+TEMPLATE: He doesn't ____ go to the movies.
+ANSWER: f
+FEEDBACK: He doesn't ever go to the movies.
+
+TEMPLATE: It's too hot to go fishing. I'll stay indoors ____.
+ANSWER: j
+FEEDBACK: It's too hot to go fishing. I'll stay indoors instead.
+
+TEMPLATE: Ron will ____ the job offer. He doesn't want it.
+ANSWER: t
+FEEDBACK: Ron will turn down the job offer. He doesn't want it.
+
+TEMPLATE: The water is ____ and dangerous in that place.
+ANSWER: e
+FEEDBACK: The water is deep and dangerous in that place.
+
+TEMPLATE: ____ I have to take my vacation in the winter, I'll go to the mountains.
+ANSWER: i
+FEEDBACK: If I have to take my vacation in the winter, I'll go to the mountains.
+
+TEMPLATE: The weather of a place is its ____.
+ANSWER: c
+FEEDBACK: The weather of a place is its climate.
+
+TEMPLATE: Next year, I want to ____ some courses at the college.
+ANSWER: r
+FEEDBACK: Next year, I want to take some courses at the college.
+
+TEMPLATE: My aunt ____ lives in New York. She lives here now.
+ANSWER: l
+FEEDBACK: My aunt no longer lives in New York. She lives here now.
+
+TEMPLATE: A ____ is full of salty water.
+ANSWER: p
+FEEDBACK: A sea is full of salty water.
+
+TEMPLATE: When will the show ____? I want to go home soon.
+ANSWER: a
+FEEDBACK: When will the show be over? I want to go home soon.
+
+TEMPLATE: Betty likes being at the beach because it is ____ and quiet.
+ANSWER: b
+FEEDBACK: Betty likes being at the beach because it is calm and quiet.
+
+TEMPLATE: Betty likes being at the beach because it is calm and ____.
+ANSWER: n
+FEEDBACK: Betty likes being at the beach because it is calm and quiet.
+
+TEMPLATE: A long vacation is a nice ____ right now.
+ANSWER: s
+FEEDBACK: A long vacation is a nice thought right now.
+
+TEMPLATE: We ____ some help.
+ANSWER: d
+FEEDBACK: We could use some help.
+
+# SKIPPED (book): "Write the words these letters make." — letter anagrams.
diff --git a/book-9-lesson-1.module b/book-9-lesson-1.module
index 2a5752e2..804328b1 100644
--- a/book-9-lesson-1.module
+++ b/book-9-lesson-1.module
@@ -1,58 +1,55 @@
$MODULE Book 9 · Lesson 1: I'd Like to Open an Account {st-page_009_001.jpg}
FORMAT: 2
-DIOCO_DOC_ID: alc_book9_lesson1
-DESCRIPTION: Bank vocabulary and transactions, future plans with the present progressive, giving reasons with "because", and linking verbs (taste, feel, look, sound, smell).
+DESCRIPTION: Bank vocabulary and transactions, the present progressive for future plans, giving reasons with "because", and linking verbs with tastes.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, friendly narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Man | achird | Male
-VOICE: Woman | gacrux | Female
-VOICE: Mark | achird | Male
-VOICE: Clerk | kore | Female
-VOICE: Jack | puck | Male
-VOICE: Fred | umbriel | Male
-VOICE: Mike | algieba | Male
-VOICE: Lou | zubenelgenubi | Male
-VOICE: Jim | iapetus | Male
-VOICE: Ray | charon | Male
-VOICE: Brad | alnilam | Male
-VOICE: John | orus | Male
-VOICE: Teller | gacrux | Female bank teller
-VOICE: Mrs_Morris | achernar | Female customer
-VOICE: Lt_Andrews | charon | Male
-VOICE: Capt_Miles | achird | Male
-VOICE: Tom | schedar | Male
-VOICE: Stan | iapetus | Male
-VOICE: Pat | leda | Female
-VOICE: Tim | puck | Male
-VOICE: Ted | alnilam | Male
-VOICE: Nancy | gacrux | Female
-VOICE: Ellen | leda | Female
-VOICE: Bob | achird | Male
-VOICE: Lt_Sands | orus | Male
-VOICE: Lt_Reed | charon | Male
-VOICE: Rita | achernar | Female
-VOICE: Lori | kore | Female
-VOICE: Allen | charon | Male
-VOICE: Roger | algenib | Male
-VOICE: Peter | zubenelgenubi | Male
-VOICE: Harry | puck | Male
-VOICE: Kevin | orus | Male
-VOICE: Lt_Jones | sadaltager | Male
-VOICE: Capt_Smith | sadachbia | Male
-VOICE: Ed | rasalgethi | Male
+VOICE: Mark | achernar | Male customer
+VOICE: Woman | gacrux | Female bank clerk
+VOICE: Student | achird | Student
+VOICE: Jack | achernar | Male speaker
+VOICE: Fred | achird | Male speaker
+VOICE: Mike | achernar | Male speaker
+VOICE: Lou | achird | Male speaker
+VOICE: Jim | achernar | Male speaker
+VOICE: Ray | achird | Male speaker
+VOICE: Brad | achernar | Male speaker
+VOICE: John | achird | Male speaker
+VOICE: Teller | aoede | Female bank teller
+VOICE: Mrs_Morris | schedar | Female customer
+VOICE: Lt_Andrews | achernar | Male speaker
+VOICE: Capt_Miles | achird | Male speaker
+VOICE: Tom | achernar | Male speaker
+VOICE: Stan | achird | Male speaker
+VOICE: Pat | schedar | Female speaker
+VOICE: Tim | achird | Male speaker
+VOICE: Ted | achernar | Male speaker
+VOICE: Nancy | aoede | Female speaker
+VOICE: Ellen | schedar | Female speaker
+VOICE: Bob | achird | Male speaker
+VOICE: Lt_Sands | achernar | Male speaker
+VOICE: Lt_Reed | achird | Male speaker
+VOICE: Rita | aoede | Female speaker
+VOICE: Lori | schedar | Female speaker
+VOICE: Allen | achernar | Male speaker
+VOICE: Roger | achird | Male speaker
+VOICE: Peter | achernar | Male speaker
+VOICE: Harry | achird | Male speaker
+VOICE: Kevin | achernar | Male speaker
+VOICE: Lt_Jones | achird | Male speaker
+VOICE: Capt_Smith | achernar | Male speaker
+VOICE: Ed | achird | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$LESSON 1-1: At the Bank
+$SESSION 1-1: At the Bank — Words and Conversations
# Source: LLA 1A Figure 1
-$DIALOGUE ID Cards and Forms
-ID: 1a-f1
-INTRO: In this lesson you'll learn to do your banking in English — open an account, make a deposit, cash a check. First, the paperwork: listen to the new words in sentences and repeat each one. Every bank visit starts with a form; nobody knows why.
+$DIALOGUE Bank Words: Forms and Signatures
+ID: 9-1a-f1
+INTRO: In this lesson you'll learn to handle a bank in English — open accounts, make deposits and withdrawals — and to talk about future plans and reasons. First, the paperwork. Listen and repeat each word in its sentence.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
@@ -62,55 +59,53 @@ LINE: I need a new ID card. {page_011_001.jpg} {bk09-l1a-f1-01.mp3}
VOCAB: form
LINE: Here's a form. {page_011_002.jpg} {bk09-l1a-f1-02.mp3}
-VOCAB: fill out
+VOCAB: to fill out
LINE: Fill out the form. {page_011_003.jpg} {bk09-l1a-f1-03.mp3}
VOCAB: signature
LINE: Put your signature on the bottom line. {page_011_004.jpg} {bk09-l1a-f1-04.mp3}
-# Source: LLA 1A Figure 1 (dialogue + summary)
+# Source: LLA 1A Figure 1 (dialogue + story)
$DIALOGUE Mark Needs a New ID Card
-ID: 1a-f1-b
-INTRO: Now hear the words in action. Mark needs a new ID card, and — of course — there is a form. Just listen.
-INSTRUCTION: Listen to the dialogue.
+ID: 9-1a-f1-b
+INTRO: Mark's ID card has seen better days. Listen to how he asks for a new one — just listen, no repeating yet.
+INSTRUCTION: Listen.
-Man: Can you help me? I need a new ID card. {bk09-l1a-f1-05.mp3}
+Mark: Can you help me? I need a new ID card. {bk09-l1a-f1-05.mp3}
Woman: Yes, I can help you. Here's a form. Fill out the form and put your signature on the bottom line. {bk09-l1a-f1-06.mp3}
-Narrator: Mark needs a new ID card. {bk09-l1a-f1-07.mp3}
-LINE: The person at the desk gives him a form. {bk09-l1a-f1-08.mp3}
-LINE: He fills out the form and puts his signature on the bottom line. {bk09-l1a-f1-09.mp3}
+Narrator: Mark needs a new ID card. The person at the desk gives him a form. He fills out the form and puts his signature on the bottom line. {bk09-l1a-f1-07.mp3}
-# Source: LLA 1A Figure 1 (questions)
+# Source: LLA 1A Figure 1 (Q&A)
$PRODUCE Questions: Mark's ID Card
-ID: 1a-f1-c
+ID: 9-1a-f1-c
REFERENCE
-INTRO: Answer four questions about Mark and his form. Speak your answer in a full sentence, then repeat the correct one.
+INTRO: Four questions about Mark. Answer each one aloud in a full sentence — open the dialogue again if you need it — then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-PROMPT: What does Mark need? {bk09-l1a-f1-10-q.mp3}
-RESPONSE: He needs a new ID card. {bk09-l1a-f1-10-a.mp3}
+PROMPT: What does Mark need? {bk09-l1a-f1-08-q.mp3}
+RESPONSE: He needs a new ID card. {bk09-l1a-f1-08-a.mp3}
-PROMPT: What does the person at the desk give Mark? {bk09-l1a-f1-11-q.mp3}
-RESPONSE: The person gives Mark a form. {bk09-l1a-f1-11-a.mp3}
+PROMPT: What does the person at the desk give Mark? {bk09-l1a-f1-09-q.mp3}
+RESPONSE: The person gives Mark a form. {bk09-l1a-f1-09-a.mp3}
-PROMPT: What does Mark do with the form? {bk09-l1a-f1-12-q.mp3}
-RESPONSE: He fills it out. {bk09-l1a-f1-12-a.mp3}
+PROMPT: What does Mark do with the form? {bk09-l1a-f1-10-q.mp3}
+RESPONSE: He fills it out. {bk09-l1a-f1-10-a.mp3}
-PROMPT: What does Mark write on the bottom line of the form? {bk09-l1a-f1-13-q.mp3}
-RESPONSE: He writes his signature on the bottom line. {bk09-l1a-f1-13-a.mp3}
+PROMPT: What does Mark write on the bottom line of the form? {bk09-l1a-f1-11-q.mp3}
+RESPONSE: He writes his signature on the bottom line. {bk09-l1a-f1-11-a.mp3}
# Source: LLA 1A Figure 2
-$DIALOGUE Opening an Account — Vocabulary
-ID: 1a-f2
-INTRO: Six more words — the ones you need to open an account. Listen to each sentence and repeat it.
+$DIALOGUE Bank Words: Accounts and Cash
+ID: 9-1a-f2
+INTRO: Six words for opening bank accounts — the kind for spending and the kind for not spending. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
-VOCAB: open an account
+VOCAB: to open an account
LINE: I want to open an account at this bank. {page_012_001.jpg} {bk09-l1a-f2-01.mp3}
VOCAB: checking account
@@ -125,27 +120,27 @@ LINE: The bank clerk gave Mark a checkbook. {page_012_004.jpg} {bk09-l1a-f2-04.m
VOCAB: savings account
LINE: I also want to open a savings account. {page_012_005.jpg} {bk09-l1a-f2-05.mp3}
-VOCAB: save
+VOCAB: to save
LINE: I want to save some money for a trip. {page_012_005.jpg} {bk09-l1a-f2-06.mp3}
# Source: LLA 1A Figure 2 (dialogue)
-$DIALOGUE Mark at the Bank
-ID: 1a-f2-b
-INTRO: Mark is at the bank to open two accounts — one for spending, one for the trip he keeps talking about. Listen to his conversation with the clerk.
-INSTRUCTION: Listen to the dialogue.
+$DIALOGUE Mark Opens an Account
+ID: 9-1a-f2-b
+INTRO: Mark is at the bank, opening not one account but two. Listen to how he and the clerk sort it out.
+INSTRUCTION: Listen.
Mark: Can you help me? I want to open an account at this bank. {bk09-l1a-f2-07.mp3}
-Clerk: Yes. What kind of account do you want to open? {bk09-l1a-f2-08.mp3}
+Woman: Yes. What kind of account do you want to open? {bk09-l1a-f2-08.mp3}
Mark: I want to open a checking account. I don't want to pay for everything with cash. {bk09-l1a-f2-09.mp3}
-Clerk: Yes, I understand. Fill out this form for a checking account, and I'll get you a checkbook. {bk09-l1a-f2-10.mp3}
+Woman: Yes, I understand. Fill out this form for a checking account, and I'll get you a checkbook. {bk09-l1a-f2-10.mp3}
Mark: I also want to open a savings account because I want to save money for a trip. {bk09-l1a-f2-11.mp3}
-Clerk: Okay. Fill out this form, and I'll give you a savings account number. {bk09-l1a-f2-12.mp3}
+Woman: Okay. Fill out this form, and I'll give you a savings account number. {bk09-l1a-f2-12.mp3}
-# Source: LLA 1A Figure 2 (questions)
+# Source: LLA 1A Figure 2 (Q&A)
$PRODUCE Questions: Mark at the Bank
-ID: 1a-f2-c
+ID: 9-1a-f2-c
REFERENCE
-INTRO: Now answer seven questions about Mark's visit to the bank. Answer aloud in a full sentence, then repeat the correct answer.
+INTRO: Seven questions about Mark's visit to the bank. Answer aloud in a full sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
@@ -173,9 +168,9 @@ PROMPT: What did the clerk give Mark when he opened a savings account? {bk09-l1a
RESPONSE: The clerk gave Mark an account number. {bk09-l1a-f2-19-a.mp3}
# Source: LLA 1A Figure 3
-$DIALOGUE Passports, Bills, and Deposits
-ID: 1a-f3
-INTRO: More money words: passports, fifty-dollar bills, and deposits. Listen and repeat each sentence — Mark's trip is getting closer.
+$DIALOGUE Bank Words: Deposits and Passports
+ID: 9-1a-f3
+INTRO: More bank words — deposits, passports, and keeping your money where no one else can get it. Listen and repeat.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
@@ -203,11 +198,11 @@ VOCAB: information
LINE: Mark's passport has information about him. {bk09-l1a-f3-08.mp3}
# Source: LLA 1A Figure 3 (dictation)
-$PRODUCE Dictation: Money in the Bank
-ID: 1a-f3-b
+$PRODUCE Dictation: Saving Money
+ID: 9-1a-f3-b
INPUT: type
CHECK: exact
-INTRO: Dictation. Listen to each pair of sentences about Mark's money and type exactly what you hear.
+INTRO: Dictation. You'll hear two short sentences at a time — type exactly what you hear, then listen again to check.
INSTRUCTION: Type the sentences you hear.
PROMPT: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3}
@@ -222,11 +217,11 @@ RESPONSE: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.
PROMPT: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}
RESPONSE: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3}
-# Source: LLA 1A Figure 3 (questions)
+# Source: LLA 1A Figure 3 (Q&A)
$PRODUCE Questions: Safe in the Bank
-ID: 1a-f3-c
+ID: 9-1a-f3-c
REFERENCE
-INTRO: Answer three questions about the sentences you just wrote. Answer aloud, then repeat the correct answer.
+INTRO: Three quick questions about Mark's money. Answer aloud in a full sentence, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
@@ -241,213 +236,192 @@ RESPONSE: No. He will save money for a trip. He won't spend it. {bk09-l1a-f3-14-
PROMPT: Can someone take Mark's money from the bank? {bk09-l1a-f3-15-q.mp3}
RESPONSE: No. His money is safe in the bank. {bk09-l1a-f3-15-a.mp3}
-# Source: LLA 1A Figure 4 (Dialog 1)
-$DIALOGUE Opening a Checking Account
-ID: 1a-f4-d1
-INTRO: Time for real bank talk. Listen to a short dialog: a customer opens a checking account.
-INSTRUCTION: Listen to the dialog.
+# Source: LLA 1A Figure 4 (Conversation 1)
+$DIALOGUE Conversation: Opening a Checking Account
+ID: 9-1a-f4-c1
+INTRO: A short conversation at the bank window — you'll act it out in a moment, so listen closely.
+INSTRUCTION: Listen.
Woman: May I help you? {bk09-l1a-f4-01.mp3}
-Man: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
+Student: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
Woman: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
-Man: Okay. Thanks. {bk09-l1a-f4-04.mp3}
+Student: Okay. Thanks. {bk09-l1a-f4-04.mp3}
# Source: LLA 1A Figure 4 (Dialog 1A)
-$PRODUCE Role-Play: Checking Account (Customer)
-ID: 1a-f4-1a
+$PRODUCE Role-Play: You're the Customer (Checking Account)
+ID: 9-1a-f4-1a
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now take the man's role. Listen to the clerk, and read your lines aloud when it's your turn.
-INSTRUCTION: Read the man's lines aloud.
+INTRO: Now you're the customer. The clerk speaks first — say your line aloud, then listen to the model.
+INSTRUCTION: Read the customer's lines aloud.
-PROMPT: May I help you? {bk09-l1a-f4-01.mp3}
-TEMPLATE: Yes. I'd like to open a checking account.
+PROMPT: May I help you? {bk09-l1a-f4-05.mp3}
+TEMPLATE: Yes, I'd like to open a checking account.
RESPONSE: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
-PROMPT: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
+PROMPT: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-06.mp3}
TEMPLATE: Okay. Thanks.
RESPONSE: Okay. Thanks. {bk09-l1a-f4-04.mp3}
# Source: LLA 1A Figure 4 (Dialog 1B)
-$PRODUCE Role-Play: Checking Account (Clerk)
-ID: 1a-f4-1b
+$PRODUCE Role-Play: You're the Clerk (Checking Account)
+ID: 9-1a-f4-1b
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Same conversation, other side of the counter — this time you're the clerk. You begin.
-INSTRUCTION: Read the woman's lines aloud.
+INTRO: Same conversation, other side of the counter. This time you're the bank clerk, and you begin.
+INSTRUCTION: Read the bank clerk's lines aloud.
-PROMPT: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3}
TEMPLATE: May I help you?
RESPONSE: May I help you? {bk09-l1a-f4-01.mp3}
-PROMPT: Okay. Thanks. {bk09-l1a-f4-04.mp3}
+PROMPT: Yes. I'd like to open a checking account. {bk09-l1a-f4-07.mp3}
TEMPLATE: Please fill out this form. Put your signature on the last line.
RESPONSE: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3}
-# Source: LLA 1A Figure 4 (Dialog 2)
-$DIALOGUE Opening a Savings Account
-ID: 1a-f4-d2
-INTRO: Another dialog: opening a savings account with twenty-five dollars. Everyone starts somewhere. Just listen.
-INSTRUCTION: Listen to the dialog.
+# Source: LLA 1A Figure 4 (Conversation 2)
+$DIALOGUE Conversation: A Savings Account with $25
+ID: 9-1a-f4-c2
+INTRO: Another bank conversation — opening a savings account with twenty-five dollars. Listen first.
+INSTRUCTION: Listen.
-Clerk: Good morning. Can I help you? {bk09-l1a-f4-05.mp3}
-Woman: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3}
-Clerk: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3}
-Woman: Okay. What do you want to know? {bk09-l1a-f4-08.mp3}
+Student: Good morning. Can I help you? {bk09-l1a-f4-08.mp3}
+Woman: Yes. Can I open a savings account with $25? {bk09-l1a-f4-09.mp3}
+Student: Yes. I'll need some information for this form. {bk09-l1a-f4-10.mp3}
+Woman: Okay. What do you want to know? {bk09-l1a-f4-11.mp3}
# Source: LLA 1A Figure 4 (Dialog 2A)
-$PRODUCE Role-Play: Savings Account (Clerk)
-ID: 1a-f4-2a
+$PRODUCE Role-Play: You're the Customer (Savings Account)
+ID: 9-1a-f4-2a
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now you're the bank clerk. You begin — greet your customer and speak your lines aloud.
-INSTRUCTION: Read the clerk's lines aloud.
+INTRO: You're the customer with twenty-five dollars and a plan. Say your lines aloud, then listen to the model.
+INSTRUCTION: Read the customer's lines aloud.
-PROMPT: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3}
-TEMPLATE: Good morning. Can I help you?
-RESPONSE: Good morning. Can I help you? {bk09-l1a-f4-05.mp3}
+PROMPT: Good morning. Can I help you? {bk09-l1a-f4-12.mp3}
+TEMPLATE: Yes. Can I open a savings account with twenty-five dollars?
+RESPONSE: Yes. Can I open a savings account with $25? {bk09-l1a-f4-09.mp3}
-PROMPT: Okay. What do you want to know? {bk09-l1a-f4-08.mp3}
-TEMPLATE: Yes. I'll need some information for this form.
-RESPONSE: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3}
+PROMPT: Yes. I'll need some information for this form. {bk09-l1a-f4-13.mp3}
+TEMPLATE: Okay. What do you want to know?
+RESPONSE: Okay. What do you want to know? {bk09-l1a-f4-11.mp3}
# Source: LLA 1A Figure 4 (Dialog 2B)
-$PRODUCE Role-Play: Savings Account (Customer)
-ID: 1a-f4-2b
+$PRODUCE Role-Play: You're the Clerk (Savings Account)
+ID: 9-1a-f4-2b
+REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now take the customer's role — you're opening the savings account. The clerk will begin.
-INSTRUCTION: Read the woman's lines aloud.
-
-PROMPT: Good morning. Can I help you? {bk09-l1a-f4-05.mp3}
-TEMPLATE: Yes. Can I open a savings account with $25?
-RESPONSE: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3}
-
-PROMPT: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3}
-TEMPLATE: Okay. What do you want to know?
-RESPONSE: Okay. What do you want to know? {bk09-l1a-f4-08.mp3}
-
-# Source: LLA 1A Figure 4 (Dialog 3)
-$DIALOGUE Cashing a Check
-ID: 1a-f4-d3
-INTRO: One more dialog: cashing a check. Listen for the identification — and for the small bills.
-INSTRUCTION: Listen to the dialog.
-
-Man: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3}
-Woman: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3}
-Man: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3}
-Woman: Yes. That's fine. {bk09-l1a-f4-12.mp3}
-Man: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3}
-Woman: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3}
-Man: Yes. Thanks. {bk09-l1a-f4-15.mp3}
-
-# Source: LLA 1A Figure 4 (Dialog 3A)
-$PRODUCE Role-Play: Cashing a Check (Customer)
-ID: 1a-f4-3a
-INPUT: speak
-CHECK: reveal
-INTRO: You're the man cashing the check. You begin — speak each of your lines aloud.
-INSTRUCTION: Read the man's lines aloud.
-
-PROMPT: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3}
-TEMPLATE: Excuse me, ma'am. I want to cash a check.
-RESPONSE: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3}
-
-PROMPT: Yes. That's fine. {bk09-l1a-f4-12.mp3}
-TEMPLATE: I have an ID card and a passport. Is that okay?
-RESPONSE: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3}
-
-PROMPT: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3}
-TEMPLATE: Can I have the cash in small bills?
-RESPONSE: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3}
-
-TEMPLATE: Yes. Thanks.
-RESPONSE: Yes. Thanks. {bk09-l1a-f4-15.mp3}
-
-# Source: LLA 1A Figure 4 (Dialog 3B)
-# NOTE: source's final dangling item (a PROMPT-only card with no clerk line to produce) dropped — see report.
-$PRODUCE Role-Play: Cashing a Check (Clerk)
-ID: 1a-f4-3b
-INPUT: speak
-CHECK: reveal
-INTRO: Now play the clerk. The man begins — check his identification and count out his small bills.
+INTRO: Now take the bank clerk's part. You begin the conversation.
INSTRUCTION: Read the bank clerk's lines aloud.
-PROMPT: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3}
+TEMPLATE: Good morning. Can I help you?
+RESPONSE: Good morning. Can I help you? {bk09-l1a-f4-08.mp3}
+
+PROMPT: Yes. Can I open a savings account with $25? {bk09-l1a-f4-14.mp3}
+TEMPLATE: Yes. I'll need some information for this form.
+RESPONSE: Yes. I'll need some information for this form. {bk09-l1a-f4-10.mp3}
+
+# Source: LLA 1A Figure 4 (Conversation 3)
+$DIALOGUE Conversation: Cashing a Check
+ID: 9-1a-f4-c3
+INTRO: One more conversation — cashing a check, with identification and small bills. Listen first.
+INSTRUCTION: Listen.
+
+Student: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-15.mp3}
+Woman: Okay. I need to see some identification. {bk09-l1a-f4-16.mp3}
+Student: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-17.mp3}
+Woman: Yes. That's fine. {bk09-l1a-f4-18.mp3}
+Student: Can I have the cash in small bills? {bk09-l1a-f4-19.mp3}
+Woman: Yes. Are 1s and 5s okay? {bk09-l1a-f4-20.mp3}
+Student: Yes. Thanks. {bk09-l1a-f4-21.mp3}
+
+# Source: LLA 1A Figure 4 (Dialog 3A)
+$PRODUCE Role-Play: You're the Customer (Cashing a Check)
+ID: 9-1a-f4-3a
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: You're the customer, and this time you begin. Say your lines aloud, then listen to the model.
+INSTRUCTION: Read the customer's lines aloud.
+
+TEMPLATE: Excuse me, ma'am. I want to cash a check.
+RESPONSE: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-15.mp3}
+
+PROMPT: Okay. I need to see some identification. {bk09-l1a-f4-22.mp3}
+TEMPLATE: I have an ID card and a passport. Is that okay?
+RESPONSE: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-17.mp3}
+
+PROMPT: Yes. That's fine. {bk09-l1a-f4-23.mp3}
+TEMPLATE: Can I have the cash in small bills?
+RESPONSE: Can I have the cash in small bills? {bk09-l1a-f4-19.mp3}
+
+PROMPT: Yes. Are 1s and 5s okay? {bk09-l1a-f4-24.mp3}
+TEMPLATE: Yes, thanks.
+RESPONSE: Yes. Thanks. {bk09-l1a-f4-21.mp3}
+
+# Source: LLA 1A Figure 4 (Dialog 3B)
+$PRODUCE Role-Play: You're the Clerk (Cashing a Check)
+ID: 9-1a-f4-3b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Last pass — you're the clerk checking identification. Say your lines aloud.
+INSTRUCTION: Read the bank clerk's lines aloud.
+
+PROMPT: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-25.mp3}
TEMPLATE: Okay. I need to see some identification.
-RESPONSE: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3}
+RESPONSE: Okay. I need to see some identification. {bk09-l1a-f4-16.mp3}
-PROMPT: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3}
-TEMPLATE: Yes. That's fine.
-RESPONSE: Yes. That's fine. {bk09-l1a-f4-12.mp3}
+PROMPT: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-26.mp3}
+TEMPLATE: Yes, that's fine.
+RESPONSE: Yes. That's fine. {bk09-l1a-f4-18.mp3}
-PROMPT: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3}
-TEMPLATE: Yes. Are 1s and 5s okay?
-RESPONSE: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3}
+PROMPT: Can I have the cash in small bills? {bk09-l1a-f4-27.mp3}
+TEMPLATE: Yes. Are ones and fives okay?
+RESPONSE: Yes. Are 1s and 5s okay? {bk09-l1a-f4-20.mp3}
-$LESSON 1-2: The Newmans Open an Account
+$SESSION 1-2: Opening an Account — Reading and Practice
# Source: ST §A Visit to the Bank
$DIALOGUE A Visit to the Bank
ID: l1-s1
-INTRO: In this part you'll follow a whole bank visit from start to finish — and learn the words for getting your money back out again. The Newman family just moved to Houston, and Mrs. Newman is off to open the accounts. Listen and read along.
-INSTRUCTION: Listen and read along.
+INTRO: In this part you'll follow a whole bank visit from start to finish. Meet the Newmans — new in Houston, with money that needs a safer home than a suitcase. Just listen.
+INSTRUCTION: Listen to the story.
Narrator: The Newman family just moved to Houston. {st-page_011_001.jpg}
-
-VOCAB: open an account
Narrator: Mrs. Newman went to the bank to open an account for the family. {st-page_011_001.jpg}
-
-VOCAB: savings account
-VOCAB: checking account
Narrator: She will open a savings account and a checking account. {st-page_011_001.jpg}
-
Narrator: The family will use the money in the checking account to pay for the things they buy every day. {st-page_011_001.jpg}
Narrator: They will use the money in the savings account for something very important or something very expensive. {st-page_011_001.jpg}
-VOCAB: spend
-VOCAB: safe
+VOCAB: to spend
Narrator: Only the Newmans can spend the money in their bank account. It will be safe there. {st-page_011_001.jpg}
-VOCAB: information
-VOCAB: forms
-VOCAB: fill out
Narrator: Mrs. Newman asked the clerk for information on how to open an account. She wanted to know how much money they needed, what forms or papers she needed to fill out, and who she needed to talk to. {st-page_011_001.jpg}
-
Narrator: The clerk told her how to open a checking account. First, she filled out a form with their names, jobs, address, and phone numbers. {st-page_012_001.jpg}
-
-VOCAB: card
Narrator: Next, she signed her name three times on a card. {st-page_012_002.jpg}
Narrator: Then, the clerk gave Mrs. Newman a signature card for Mr. Newman. He will bring in his card later.
-VOCAB: signatures
-VOCAB: take money out of
-VOCAB: account
+VOCAB: to take money out of
Narrator: The bank needs the signatures to make sure that the Newmans are the only ones who take money out of that account.
-VOCAB: passport
Narrator: Mrs. Newman used her passport for identification. Passports have a picture and a signature for easy identification. {st-page_012_003.jpg}
-
-VOCAB: deposit
Narrator: The clerk wanted to know how much money she wanted to deposit in the account.
Narrator: Mrs. Newman gave the clerk $400.00 in cash. She said she wanted to make a deposit of $250.00 in the checking account and $150.00 in a savings account.
-
-VOCAB: save
Narrator: She wants to save money to buy a new car.
Narrator: The clerk helped her fill out the forms for a savings account.
-
-VOCAB: checkbook
Narrator: Then she gave Mrs. Newman a checkbook for the checking account. She can start writing checks right away. {st-page_012_004.jpg}
-
-VOCAB: bill
Narrator: Before she left, the clerk gave Mrs. Newman a new one-dollar bill. The bank gives the new bills to all new customers. {st-page_012_005.jpg}
-# Source: ST §A Visit to the Bank (questions)
-$PRODUCE Questions: A Visit to the Bank
+# Source: ST §Answer the Questions (A Visit to the Bank)
+$PRODUCE Questions: The Newmans at the Bank
ID: l1-s2
REFERENCE
-INTRO: Answer twelve questions about Mrs. Newman's visit — speak each answer in a full sentence. You can look back at the story whenever you need to.
-INSTRUCTION: Answer the questions using the information in the story.
+INTRO: Twelve questions about the Newmans' bank visit. Answer each one aloud — open the story again if a detail escapes you.
+INSTRUCTION: Answer with the information in the story.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -489,125 +463,79 @@ RESPONSE: She wants to buy a new car.
PROMPT: What does the bank give to all new customers?
RESPONSE: The bank gives a new one-dollar bill to all new customers.
-# Source: LLA 1B (Classroom Activities, ST Figure 1)
-$DIALOGUE Diane's Lost Wallet
-ID: 1b-st1
-INTRO: New words for a bad day: Diane lost her wallet, and everything important was inside it. Listen to each sentence and read along.
-INSTRUCTION: Listen and read.
-
-VOCAB: lost
-LINE: Diane can't find her wallet. It's lost. {page_025_001.jpg}
-
-VOCAB: wallet
-LINE: Diane's ID card, money, and bank card were in her wallet. {page_025_001.jpg}
-
-VOCAB: immediately
-LINE: Diane didn't wait to go to the bank; she went to the bank immediately. {page_025_001.jpg}
-
-VOCAB: close an account
-LINE: Diane needed to close an account. {page_025_001.jpg}
-
-VOCAB: take out of
-LINE: Diane needed to take her money out of her account. {page_025_001.jpg}
-
-VOCAB: withdraw
-LINE: Diane wanted her money. She had to withdraw it. {page_025_001.jpg}
-
-VOCAB: withdrawal
-LINE: Diane made a withdrawal. She took money out of her account. {page_025_001.jpg}
-
-VOCAB: slip
-LINE: Diane filled out a small piece of paper. She filled out a withdrawal slip. {page_025_001.jpg}
-
-VOCAB: complete
-LINE: Diane had to fill out the withdrawal slip. She had to complete it. {page_025_001.jpg}
-
-VOCAB: right here
-LINE: Write your name on this line. Write your name right here. {page_025_001.jpg}
-
-# Source: LLA 1B (Classroom Activities, ST Figure 2)
-$DIALOGUE Spend, Hide, Soon
-ID: 1b-st2
-INTRO: Five more words — this time about Sandy, Jane, and what they do with their money. One of them hides wallets. Listen and read.
-INSTRUCTION: Listen and read.
-
-VOCAB: spent
-LINE: Sandy spent her money. She bought new clothes. {page_026_001.jpg}
-
-LINE: Jane saved her money. She didn't spend it. {page_026_001.jpg}
-
-VOCAB: hide
-LINE: Jane wanted to hide the wallet from Sandy. She didn't want Sandy to find it. {page_026_001.jpg}
-
-VOCAB: hid
-LINE: Sandy can't find her wallet because Jane hid it. {page_026_001.jpg}
-
-VOCAB: soon
-LINE: Their vacation will begin soon. It'll begin in a short time. {page_026_001.jpg}
-
-# Source: ST §Present and Past Tense (table) + new talk-through (gap: table never explained)
-$GRAMMAR Past Tense: Hid, Lost, Spent
+# Source: ST §Present and Past Tense (talk-through prose added)
+$GRAMMAR Past Tense: Hide, Lose, Spend, Take, Withdraw
ID: l1-s3
-INTRO: Five verbs in this lesson change completely in the past — no friendly "-ed" ending. Learn the pairs now; you'll meet them all week.
+INTRO: Five verbs you'll need around money — and their past forms. None of them take "-ed", naturally.
-Some verbs don't take **-ed** in the past. They change their whole shape:
+These five verbs have irregular past forms. Yesterday's money needs yesterday's verbs:
-| PRESENT | PAST |
+| Present | Past |
|---|---|
-| HIDE | HID |
-| LOSE | LOST |
-| SPEND | SPENT |
-| TAKE (OUT OF) | TOOK (OUT OF) |
-| WITHDRAW | WITHDREW |
+| {hide} | {hid} |
+| {lose} | {lost} |
+| {spend} | {spent} |
+| {take out of} | {took out of} |
+| {withdraw} | {withdrew} |
-Say the pairs: {hide, hid} · {lose, lost} · {spend, spent} · {take out of, took out of} · {withdraw, withdrew}
+{I spend money every day.} → {I spent all my money yesterday.}
# Source: ST §I Spent All My Money Yesterday
$DIALOGUE I Spent All My Money Yesterday
ID: l1-s4
-INTRO: Now hear those past forms in short conversations — hidden hats, lost pens, and one man's rapidly shrinking savings account. Just read and listen.
+INTRO: Five short exchanges using those past forms — hid, lost, spent, took, withdrew. Read and listen.
INSTRUCTION: Read the short dialogs.
+VOCAB: to hide
Jack: Did you hide my hat? I can't find it.
Fred: I didn't hide it. Johnny hid it. I think it's under your bed.
Mike: Sam lost his pen.
+VOCAB: to lose
Lou: He didn't lose it. It's on his desk.
Jim: Did you spend all your money in the bookstore?
Ray: Yes. I bought 5 books and spent $25.00.
-VOCAB: took out of
Brad: Did you take the clothes out of the suitcase?
John: Yes, I did. I took them out when we got home.
-VOCAB: withdrew
Jim: I had $350.00 in my savings account. I withdrew $250.00. Now I only have $100.00.
+VOCAB: to withdraw
Mark: Are you going to withdraw any more money?
Jim: No, I'm not.
+# SKIPPED (book): Writing Skill "CHART BOX OUTLINES" — blank hierarchical tree
+# diagrams with no textual stimuli or keys to adapt. Dropped.
+# SKIPPED (book): Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs,
+# no recorded stimulus or printed texts available.
+
# Source: ST §A Withdrawal
$DIALOGUE A Withdrawal
ID: l1-s5
-INTRO: Mrs. Morris is at the bank, and this time the money is going the other way — out. Listen for the withdrawal slip.
-INSTRUCTION: Read the dialog.
+INTRO: Mrs. Morris wants her money back — some of it, anyway. Listen to how a withdrawal works.
+INSTRUCTION: Listen to the dialog.
Teller: Good morning. May I help you? {st-page_018_001.jpg}
Mrs_Morris: Yes, thank you. I want to take some money out of my savings account. What do I need to do to withdraw the money?
+VOCAB: withdrawal
+VOCAB: to close an account
Teller: Do you want to make a withdrawal or close your account?
Mrs_Morris: I want to make a withdrawal. I'm going on vacation and I need to take some money with me.
+VOCAB: slip
+VOCAB: to complete
Teller: You need to fill out this paper. It's a withdrawal slip. Please complete the form and be sure to sign it at the bottom.
Mrs_Morris: Thank you. I'll complete the form and return it in a minute.
Teller: Okay.
-# Source: ST §A Withdrawal (questions)
+# Source: ST §Answer About the Dialog (A Withdrawal)
$PRODUCE Questions: A Withdrawal
ID: l1-s6
REFERENCE
-INTRO: Answer five questions about Mrs. Morris and her withdrawal. Speak your answers; the dialog is there if you need to check.
-INSTRUCTION: Answer the questions about the dialog.
+INTRO: Five questions about Mrs. Morris and her withdrawal. Answer each one aloud; the dialog is there if you need it.
+INSTRUCTION: Answer about the dialog.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -631,8 +559,8 @@ RESPONSE: She needs to fill out a withdrawal slip.
# Source: ST §Where Did You Lose It?
$DIALOGUE Where Did You Lose It?
ID: l1-s7
-INTRO: Lt Andrews can't find his I.D. card — a bad thing to lose on a base. Listen to find out where he lost it, and what he should do immediately.
-INSTRUCTION: Read the dialog.
+INTRO: Lt Andrews has lost his I.D. card — the one thing a bank always asks for. Listen to what he does about it.
+INSTRUCTION: Listen to the dialog.
Lt_Andrews: I can't find my I.D. card. I think I lost it. {st-page_020_001.jpg}
Capt_Miles: Do you think someone took it?
@@ -640,18 +568,19 @@ Lt_Andrews: I don't think so. I'm the only one who can use it. I need to find it
Capt_Miles: When was the last time you took it out of your wallet?
Lt_Andrews: I took it out at the store. I wrote a check there and I used it for identification.
-VOCAB: right away
+VOCAB: immediately
Capt_Miles: Well, call the store immediately! They can start looking for it right away.
Lt_Andrews: You're right. Where is the phone?
+VOCAB: right here
Capt_Miles: It's right here.
-# Source: ST §Where Did You Lose It? (questions)
+# Source: ST §Answer About the I.D. Card
$PRODUCE Questions: The Lost I.D. Card
ID: l1-s8
REFERENCE
-INTRO: Answer six questions about Lt Andrews and his missing I.D. card. Speak your answers in full sentences.
-INSTRUCTION: Answer the questions about the dialog.
+INTRO: Six questions about Lt Andrews and his missing card. Answer aloud; consult the dialog if you need to.
+INSTRUCTION: Answer about the dialog.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -675,11 +604,15 @@ RESPONSE: He used it for identification.
PROMPT: What is he going to do?
RESPONSE: He is going to call the store immediately.
+# SKIPPED (book): Writing Skill "LET'S FILL OUT THE FORMS" — blank deposit slips,
+# withdrawal slips, and checks; the visual forms are not provided and spatial
+# form-filling is deferred. Dropped.
+
# Source: ST §Do You Want a Checking Account or a Savings Account?
-$DIALOGUE At the Teller's Window
+$DIALOGUE Bank Phrases to Practice
ID: l1-s9
-INTRO: These are the sentences you'll actually say — and hear — at a bank window. Listen and repeat each one until it feels automatic.
-INSTRUCTION: Listen and repeat each sentence.
+INTRO: Ten sentences that do all the work at a bank window — deposits, withdrawals, and cashing checks. Repeat each one after you hear it.
+INSTRUCTION: Repeat each sentence.
REPEAT
LINE: I'd like to open an account.
@@ -696,8 +629,8 @@ LINE: Fill out this withdrawal slip and sign your name here.
# Source: ST §Would You Like to Open an Account?
$PRODUCE Complete the Bank Dialogs
ID: l1-s10
-INTRO: Four short teller conversations with the key words missing. Read each dialog and type the missing vocabulary words — everything you've practiced in this part is in here.
-INSTRUCTION: Type the missing words.
+INTRO: Four bank dialogs with the key words missing. Type the missing word for each gap — the vocabulary you've been collecting all lesson.
+INSTRUCTION: Type the missing word for each gap.
INPUT: type
CHECK: exact
@@ -735,32 +668,15 @@ TEMPLATE: Customer: Thank you for your help. I'd like the money in 20-dollar bil
TEMPLATE: Teller: Yes, sir, here you are.
RESPONSE: Teller: Good morning, sir. May I help you? Customer: I'd like to make a withdrawal from my savings account. Teller: You'll need a withdrawal slip. Here are some forms here. Customer: Can you help me fill it out? Teller: Yes, sir. Put the date right here. Put how much you want to withdraw here in numbers and then write it in words there. Your account number goes here and your signature goes on this line. Now print your name and address right here. Customer: Thank you for your help. I'd like the money in 20-dollar bills, please. Teller: Yes, sir, here you are.
-# SKIPPED (book): LLA 1B Classroom / ST Figures 3 & 4 — dialogue role-play with the Man's lines missing; not answerable solo.
-# SKIPPED (book): ST Figures 5 & 6 and Writing Skill "LET'S FILL OUT THE FORMS" — filling out blank deposit slips, withdrawal slips, and checks; spatial form-filling, no format support.
-# SKIPPED (book): ST Function "MAY I HELP YOU?" — open, co-constructed pair role-play from a chart.
+# SKIPPED (book): Function "MAY I HELP YOU?" — open-ended co-constructed pair
+# role-play from a chart; no solo path. Dropped.
-$LESSON 1-3: Future Plans — The Present Progressive
-
-# Source: ST §Ted's Leaving Tomorrow (+ light talk-through)
-$GRAMMAR Ted's Leaving Tomorrow
-ID: l1-s11
-INTRO: In this part you'll learn a very common way to talk about the future: "I'm leaving tomorrow." Present progressive form, future meaning — for plans that are already made.
-
-The present progressive (I'm studying, you're reading, etc.) is sometimes used to express a future action which is expected to happen soon.
-
-All three of these sentences point to the future:
-
-| The plane | will arrive | at 6:00. |
-|---|---|---|
-| The plane | is going to arrive | at 6:00. |
-| The plane | **is arriving** | **at 6:00.** |
-
-Say it: {The plane is arriving at 6:00.}
+$SESSION 1-3: Future Plans — "I'm Leaving Tomorrow"
# Source: ST §Expressing Future Action
-$DIALOGUE Talking About Plans
+$DIALOGUE Making Plans
ID: l1-s12
-INTRO: Hear the pattern in three quick exchanges — everyone here has plans, mostly involving leaving. Just read and listen.
+INTRO: In this part you'll learn to talk about future plans with the present progressive — "I'm leaving tomorrow." Listen to three short exchanges where everyone is going somewhere.
INSTRUCTION: Read the dialogs.
Tom: I'm going home early today.
@@ -772,11 +688,25 @@ Stan: Yes. They're going to the new French restaurant.
Pat: Is Ted driving to Miami on Friday?
Tim: No, he's flying down on Saturday.
+# Source: ST §Ted's Leaving Tomorrow (talk-through prose added)
+$GRAMMAR Future with the Present Progressive
+ID: l1-s11
+INTRO: One small trick with a big payoff: the present progressive can talk about the future.
+
+The present progressive (I'm studying, you're reading) is sometimes used to express a future action which is expected to happen soon. These three sentences all mean the same thing:
+
+| The plane | will arrive | at 6:00. |
+|---|---|---|
+| The plane | is going to arrive | at 6:00. |
+| The plane | **is arriving** | **at 6:00.** |
+
+{The plane will arrive at 6:00.} = {The plane is arriving at 6:00.}
+
# Source: LLA 1B Figure 1
-$PRODUCE When Will Mary Go?
+$PRODUCE When Will She Go? — Answer with Plans
ID: 1b-f1
-INTRO: Read the sentence on the screen, listen to the question, and answer aloud using the present progressive. Then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Read the sentence on the screen, then answer the question you hear — use the present progressive, and repeat the model answer. The pattern from the grammar page, twelve times over.
+INSTRUCTION: Answer the question aloud.
INPUT: speak
CHECK: reveal
REPEAT
@@ -832,125 +762,116 @@ RESPONSE: She's taking a test on Monday. {bk09-l1b-f1-12-a.mp3}
# Source: LLA 1B Figure 2
$PRODUCE Yes or No — Complete the Answer
ID: 1b-f2
-INTRO: Listen to each question and type the missing words to complete the answer — then say the whole answer back.
+INTRO: Listen to each yes/no question, then type the missing words to complete the answer — subject plus "-ing" verb. Afterwards, say the full answer back.
INSTRUCTION: Type the missing words.
INPUT: type
CHECK: exact
REPEAT
EXAMPLE
-TEMPLATE: Yes, ____ tonight.
PROMPT: Are you leaving for Houston tonight? {bk09-l1b-f2-ex-q.mp3}
+TEMPLATE: Yes, ____{I'm leaving} tonight.
RESPONSE: Yes, I'm leaving tonight. {bk09-l1b-f2-ex-a.mp3}
-ACCEPT: I'm leaving | I am leaving
-TEMPLATE: No, ____ to the bank tomorrow.
PROMPT: Is Pam going to the bank tomorrow? {bk09-l1b-f2-01-q.mp3}
+TEMPLATE: No, ____{she's not going|she isn't going} to the bank tomorrow.
RESPONSE: No, she's not going to the bank tomorrow. {bk09-l1b-f2-01-a.mp3}
-ACCEPT: she's not going | she is not going | she isn't going
-TEMPLATE: Yes, ____ after school today.
PROMPT: Are you staying after school today? {bk09-l1b-f2-02-q.mp3}
+TEMPLATE: Yes, ____{I'm staying} after school today.
RESPONSE: Yes, I'm staying after school today. {bk09-l1b-f2-02-a.mp3}
-ACCEPT: I'm staying | I am staying
-TEMPLATE: Yes, ____ his family to Dallas.
PROMPT: Is John taking his family to Dallas? {bk09-l1b-f2-03-q.mp3}
+TEMPLATE: Yes, ____{he's taking} his family to Dallas.
RESPONSE: Yes, he's taking his family to Dallas. {bk09-l1b-f2-03-a.mp3}
-ACCEPT: he's taking | he is taking
-TEMPLATE: Yes, ____ it.
PROMPT: Are the Browns bringing the dessert? {bk09-l1b-f2-04-q.mp3}
+TEMPLATE: Yes, ____{they're bringing} it.
RESPONSE: Yes, they're bringing it. {bk09-l1b-f2-04-a.mp3}
-ACCEPT: they're bringing | they are bringing
-TEMPLATE: No, ____ before dinner.
PROMPT: Is she leaving before dinner? {bk09-l1b-f2-05-q.mp3}
+TEMPLATE: No, ____{she isn't leaving|she's not leaving} before dinner.
RESPONSE: No, she isn't leaving before dinner. {bk09-l1b-f2-05-a.mp3}
-ACCEPT: she isn't leaving | she's not leaving | she is not leaving
-TEMPLATE: Yes, ____ to England.
PROMPT: Are David and Mary flying to England? {bk09-l1b-f2-06-q.mp3}
+TEMPLATE: Yes, ____{they're flying} to England.
RESPONSE: Yes, they're flying to England. {bk09-l1b-f2-06-a.mp3}
-ACCEPT: they're flying | they are flying
-TEMPLATE: No, ____ today.
PROMPT: Is he arriving today? {bk09-l1b-f2-07-q.mp3}
+TEMPLATE: No, ____{he isn't arriving|he's not arriving} today.
RESPONSE: No, he isn't arriving today. {bk09-l1b-f2-07-a.mp3}
-ACCEPT: he isn't arriving | he's not arriving | he is not arriving
-TEMPLATE: No, ____ on Sunday.
PROMPT: Are you returning on Sunday? {bk09-l1b-f2-08-q.mp3}
+TEMPLATE: No, ____{I'm not returning} on Sunday.
RESPONSE: No, I'm not returning on Sunday. {bk09-l1b-f2-08-a.mp3}
-ACCEPT: I'm not returning | I am not returning
# Source: LLA 1B Figure 3
-$PRODUCE Make a Question
+$PRODUCE Make the Question
ID: 1b-f3
-INTRO: Read the sentence and the question word in parentheses. Listen to the prompt, then ask the question aloud — and repeat the correct one.
-INSTRUCTION: Speak the question aloud.
+INTRO: Now you build the questions. Read the sentence, listen for the question word, then ask the question aloud and repeat the model.
+INSTRUCTION: Ask a question with the word you hear.
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
-TEMPLATE: I'm driving to Colorado next week. (When)
-PROMPT: I'm driving to Colorado next week. When? {bk09-l1b-f3-ex-q.mp3}
+TEMPLATE: I'm driving to Colorado next week.
+PROMPT: When? {bk09-l1b-f3-ex-q.mp3}
RESPONSE: When are you driving to Colorado? {bk09-l1b-f3-ex-a.mp3}
-TEMPLATE: He's leaving at 10 o'clock. (What time)
-PROMPT: He's leaving at 10 o'clock. What time? {bk09-l1b-f3-01-q.mp3}
+TEMPLATE: He's leaving at 10 o'clock.
+PROMPT: What time? {bk09-l1b-f3-01-q.mp3}
RESPONSE: What time is he leaving? {bk09-l1b-f3-01-a.mp3}
-TEMPLATE: They're going to the store. (Where)
-PROMPT: They're going to the store. Where? {bk09-l1b-f3-02-q.mp3}
+TEMPLATE: They're going to the store.
+PROMPT: Where? {bk09-l1b-f3-02-q.mp3}
RESPONSE: Where are they going? {bk09-l1b-f3-02-a.mp3}
-TEMPLATE: She's returning to work next week. (When)
-PROMPT: She's returning to work next week. When? {bk09-l1b-f3-03-q.mp3}
+TEMPLATE: She's returning to work next week.
+PROMPT: When? {bk09-l1b-f3-03-q.mp3}
RESPONSE: When is she returning to work? {bk09-l1b-f3-03-a.mp3}
-TEMPLATE: I'm leaving tomorrow because I have to. (Why)
-PROMPT: I'm leaving tomorrow because I have to. Why? {bk09-l1b-f3-04-q.mp3}
+TEMPLATE: I'm leaving tomorrow because I have to.
+PROMPT: Why? {bk09-l1b-f3-04-q.mp3}
RESPONSE: Why are you leaving tomorrow? {bk09-l1b-f3-04-a.mp3}
-TEMPLATE: The captain is visiting his friends tomorrow. (Who)
-PROMPT: The captain is visiting his friends tomorrow. Who? {bk09-l1b-f3-05-q.mp3}
+TEMPLATE: The captain is visiting his friends tomorrow.
+PROMPT: Who? {bk09-l1b-f3-05-q.mp3}
RESPONSE: Who is the captain visiting tomorrow? {bk09-l1b-f3-05-a.mp3}
-TEMPLATE: The major is returning to Japan in May. (When)
-PROMPT: The major is returning to Japan in May. When? {bk09-l1b-f3-06-q.mp3}
+TEMPLATE: The major is returning to Japan in May.
+PROMPT: When? {bk09-l1b-f3-06-q.mp3}
RESPONSE: When is the major returning to Japan? {bk09-l1b-f3-06-a.mp3}
-TEMPLATE: I'm eating lunch with Capt Kim. (Who)
-PROMPT: I'm eating lunch with Captain Kim. Who? {bk09-l1b-f3-07-q.mp3}
+TEMPLATE: I'm eating lunch with Captain Kim.
+PROMPT: Who? {bk09-l1b-f3-07-q.mp3}
RESPONSE: Who are you eating lunch with? {bk09-l1b-f3-07-a.mp3}
-TEMPLATE: We're meeting in the mess hall after class. (Where)
-PROMPT: We're meeting in the mess hall after class. Where? {bk09-l1b-f3-08-q.mp3}
+TEMPLATE: We're meeting in the mess hall after class.
+PROMPT: Where? {bk09-l1b-f3-08-q.mp3}
RESPONSE: Where are we meeting after class? {bk09-l1b-f3-08-a.mp3}
-TEMPLATE: The class is starting next week. (When)
-PROMPT: The class is starting next week. When? {bk09-l1b-f3-09-q.mp3}
+TEMPLATE: The class is starting next week.
+PROMPT: When? {bk09-l1b-f3-09-q.mp3}
RESPONSE: When is the class starting? {bk09-l1b-f3-09-a.mp3}
-TEMPLATE: He's traveling by bus to New York. (How)
-PROMPT: He's traveling by bus to New York. How? {bk09-l1b-f3-10-q.mp3}
+TEMPLATE: He's traveling by bus to New York.
+PROMPT: How? {bk09-l1b-f3-10-q.mp3}
RESPONSE: How is he traveling to New York? {bk09-l1b-f3-10-a.mp3}
-TEMPLATE: The plane is taking off at 1200 hours. (When)
-PROMPT: The plane is taking off at 12:00 hours. When? {bk09-l1b-f3-11-q.mp3}
+TEMPLATE: The plane is taking off at 12:00 hours.
+PROMPT: When? {bk09-l1b-f3-11-q.mp3}
RESPONSE: When is the plane taking off? {bk09-l1b-f3-11-a.mp3}
-TEMPLATE: He's leaving tomorrow because he wants to. (Why)
-PROMPT: He's leaving tomorrow because he wants to. Why? {bk09-l1b-f3-12-q.mp3}
+TEMPLATE: He's leaving tomorrow because he wants to.
+PROMPT: Why? {bk09-l1b-f3-12-q.mp3}
RESPONSE: Why is he leaving tomorrow? {bk09-l1b-f3-12-a.mp3}
# Source: LLA 1B Figure 4
$PRODUCE Answer with the Cue
ID: 1b-f4
-INTRO: Read the cue on the screen, listen to the question, and answer using that cue — present progressive, of course. Then repeat the correct answer.
-INSTRUCTION: Answer aloud using the cue.
+INTRO: Answer each question with the short cue on the screen — full sentence, present progressive. Last drill in this set, promise.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
@@ -1001,10 +922,10 @@ PROMPT: Where will you have lunch? {bk09-l1b-f4-10-q.mp3}
RESPONSE: I'm having lunch at Aldo's. {bk09-l1b-f4-10-a.mp3}
# Source: ST §Change to Present Progressive
-$PRODUCE From Will to the Present Progressive
+$PRODUCE From "Will" to the Present Progressive
ID: l1-s13
-INTRO: Change each "will" sentence to the present progressive. Same future, different sound. Speak your version, then check it against the model.
-INSTRUCTION: Change the sentence to the present progressive.
+INTRO: Change each "will" sentence to the present progressive — same future, different clothes. Say the new sentence aloud, then check the model.
+INSTRUCTION: Say the sentence with the present progressive.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -1036,10 +957,10 @@ PROMPT: Will you wear your new uniform tomorrow?
RESPONSE: Are you wearing your new uniform tomorrow?
# Source: ST §Ask a WH-Question
-$PRODUCE Ask a WH-Question
+$PRODUCE Ask About the Underlined Word
ID: l1-s14
-INTRO: Read each sentence and ask a question about the underlined part — who, what, where, when, or how. Say the question aloud, then check the model.
-INSTRUCTION: Ask a question about the underlined words.
+INTRO: Ask a question about the underlined part of each sentence — use "who", "what", "where", "when", or "how". Say it aloud, then check the model.
+INSTRUCTION: Ask a question about the underlined word.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -1078,292 +999,15 @@ RESPONSE: Where are you eating lunch today?
PROMPT: *Tom's sister* is playing soccer with us this afternoon.
RESPONSE: Who is playing soccer with us this afternoon?
-# SKIPPED (book): ST Reading Skill "LOST!" — comprehension questions on a transparency/ad; the visual is missing.
+# SKIPPED (book): Reading Skill "LOST!" — comprehension questions based on a
+# transparency/ad; visuals are missing. Dropped.
-$LESSON 1-4: Tastes Sweet, Sounds Awful — Linking Verbs
-
-# Source: LLA 1D Figure 1 (VOCAB tags salvaged from dropped ST twin "This Soup Tastes Salty")
-$DIALOGUE How Does It Taste?
-ID: 1d-f1
-INTRO: In this part you'll describe how things taste, feel, look, sound, and smell. Start with taste: listen and repeat — sweet ice cream, old meat, and one truly unlucky cup of coffee.
-INSTRUCTION: Listen and repeat each sentence.
-REPEAT
-
-VOCAB: to taste
-LINE: The ice cream is cold. {page_031_001.jpg} {bk09-l1d-f1-01.mp3}
-LINE: The ice cream tastes good. {page_031_001.jpg} {bk09-l1d-f1-02.mp3}
-
-VOCAB: sweet
-LINE: The ice cream tastes sweet. {page_031_001.jpg} {bk09-l1d-f1-03.mp3}
-
-LINE: This coffee is very hot. {page_031_002.jpg} {bk09-l1d-f1-04.mp3}
-LINE: This coffee tastes bad. {page_031_002.jpg} {bk09-l1d-f1-05.mp3}
-
-VOCAB: bitter
-LINE: This coffee tastes bitter. {page_031_002.jpg} {bk09-l1d-f1-06.mp3}
-
-LINE: This meat is old. {page_031_003.jpg} {bk09-l1d-f1-07.mp3}
-LINE: This meat tastes bad. {page_031_003.jpg} {bk09-l1d-f1-08.mp3}
-
-VOCAB: salty
-LINE: This meat tastes salty. {page_031_003.jpg} {bk09-l1d-f1-09.mp3}
-
-LINE: A lemon is not sweet. {page_031_004.jpg} {bk09-l1d-f1-10.mp3}
-
-VOCAB: sour
-LINE: A lemon tastes sour. {page_031_004.jpg} {bk09-l1d-f1-11.mp3}
-
-# Source: ST §Lemons Taste Sour
-$PRODUCE Lemons Taste Sour
-ID: l1-s21
-INTRO: Your turn: say a sentence about each food using sweet, sour, salty, or bitter. There's usually one obvious choice — trust your tongue.
-INSTRUCTION: Say a sentence with the food and a taste word.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept a correctly formed sentence using the cued food and an appropriate taste adjective (sweet, sour, salty, bitter).
-
-EXAMPLE
-TEMPLATE: cake
-RESPONSE: Cake tastes sweet.
-
-TEMPLATE: black coffee
-RESPONSE: Black coffee tastes bitter.
-
-TEMPLATE: green apples
-RESPONSE: Green apples taste sour.
-
-TEMPLATE: chicken
-RESPONSE: Chicken tastes salty.
-
-TEMPLATE: cookies
-RESPONSE: Cookies taste sweet.
-
-TEMPLATE: lemons
-RESPONSE: Lemons taste sour.
-
-TEMPLATE: pie
-RESPONSE: Pie tastes sweet.
-
-TEMPLATE: meat
-RESPONSE: Meat tastes salty.
-
-TEMPLATE: fish
-RESPONSE: Fish tastes salty.
-
-TEMPLATE: black tea (without sugar)
-RESPONSE: Black tea tastes bitter.
-
-TEMPLATE: green grapes
-RESPONSE: Green grapes taste sweet.
-
-# Source: ST §The Bread Smells Good
-$GRAMMAR The Bread Smells Good
-ID: l1-s22
-INTRO: Taste isn't alone. Feel, look, sound, and smell all work the same way — with an adjective right after them. Here's the pattern.
-
-An adjective is used after a linking verb to show a state or condition.
-
-| | | |
-|---|---|---|
-| This | is | good. |
-| | feels | |
-| | looks | |
-| | sounds | |
-| | smells | |
-| | tastes | |
-
-They all fit the same frame: {This is good.} · {This feels good.} · {This looks good.} · {This sounds good.} · {This smells good.} · {This tastes good.}
-
-# Source: ST §Mr. Brown Doesn't Feel Very Well This Morning
-$DIALOGUE Mr. Brown Doesn't Feel Well
-ID: l1-s23
-INTRO: Poor Mr. Brown is sick this morning — his head feels hot, and his medicine tastes terrible. Read the sentences with the pictures.
-INSTRUCTION: Read the sentences under the pictures.
-
-LINE: Mr. Brown is sick. {st-page_040_001.jpg}
-
-VOCAB: feel
-VOCAB: felt
-LINE: His head feels hot. {st-page_040_002.jpg}
-
-VOCAB: sound
-LINE: He doesn't sound good. {st-page_040_003.jpg}
-
-VOCAB: look
-LINE: He looks awful. {st-page_040_004.jpg}
-
-VOCAB: smell
-LINE: The medicine smells bad. {st-page_040_005.jpg}
-
-LINE: It tastes terrible. {st-page_040_006.jpg}
-
-# Source: ST §Does the Coffee Taste Good?
-$DIALOGUE Does the Coffee Taste Good?
-ID: l1-s24
-INTRO: Seven quick exchanges using feel, look, sound, smell, and taste. Just read and listen.
-INSTRUCTION: Read the dialogs.
-
-Bob: Is the coffee good?
-Ted: No. It tastes bitter.
-
-Allen: Do you feel well?
-Fred: No, I don't feel well at all.
-
-Mike: Did Tom sound happy?
-Tom: Yes, he sounded very happy.
-
-Roger: How does the bread smell?
-Peter: It smells good.
-
-Harry: Is this jacket expensive?
-Kevin: No, it only looks expensive.
-
-Lt_Jones: How does the sky look today?
-Capt_Smith: It looks clear.
-
-Jim: Do the towels feel wet?
-Ed: No, they feel dry now.
-
-# Source: LLA 1D Figure 2
-$SELECT Complete the Sentence
-ID: 1d-f2
-INTRO: Listen to the beginning of each sentence and tap the word that best completes it. Then repeat the full sentence.
-INSTRUCTION: Tap the best word to complete the sentence.
-REPEAT
-
-PROMPT: The flowers smell... {page_032_001.jpg} {bk09-l1d-f2-01-q.mp3}
-OPTION: a | cold
-OPTION: b | bitter
-OPTION: c | good
-ANSWER: c
-FEEDBACK: Repeat: The flowers smell good. {bk09-l1d-f2-01-a.mp3}
-
-PROMPT: The coffee cup feels... {page_032_002.jpg} {bk09-l1d-f2-02-q.mp3}
-OPTION: a | hot
-OPTION: b | bitter
-OPTION: c | large
-ANSWER: a
-FEEDBACK: Repeat: The coffee cup feels hot. {bk09-l1d-f2-02-a.mp3}
-
-PROMPT: The child feels... {page_032_003.jpg} {bk09-l1d-f2-03-q.mp3}
-OPTION: a | sad
-OPTION: b | difficult
-OPTION: c | angry
-ANSWER: a
-FEEDBACK: Repeat: The child feels sad. {bk09-l1d-f2-03-a.mp3}
-
-PROMPT: The gym looks... {page_032_004.jpg} {bk09-l1d-f2-04-q.mp3}
-OPTION: a | wrong
-OPTION: b | crowded
-OPTION: c | important
-ANSWER: b
-FEEDBACK: Repeat: The gym looks crowded. {bk09-l1d-f2-04-a.mp3}
-
-PROMPT: The music sounds... {page_032_005.jpg} {bk09-l1d-f2-05-q.mp3}
-OPTION: a | bored
-OPTION: b | clean
-OPTION: c | awful
-ANSWER: c
-FEEDBACK: Repeat: The music sounds awful. {bk09-l1d-f2-05-a.mp3}
-
-PROMPT: The food tastes... {page_032_006.jpg} {bk09-l1d-f2-06-q.mp3}
-OPTION: a | salty
-OPTION: b | cheap
-OPTION: c | pretty
-ANSWER: a
-FEEDBACK: Repeat: The food tastes salty. {bk09-l1d-f2-06-a.mp3}
-
-PROMPT: The bread smells... {page_033_001.jpg} {bk09-l1d-f2-07-q.mp3}
-OPTION: a | clean
-OPTION: b | healthy
-OPTION: c | delicious
-ANSWER: c
-FEEDBACK: Repeat: The bread smells delicious. {bk09-l1d-f2-07-a.mp3}
-
-PROMPT: The milk tastes... {page_033_002.jpg} {bk09-l1d-f2-08-q.mp3}
-OPTION: a | healthy
-OPTION: b | sour
-OPTION: c | white
-ANSWER: b
-FEEDBACK: Repeat: The milk tastes sour. {bk09-l1d-f2-08-a.mp3}
-
-# Source: ST §How Was Your Vacation?
-$PRODUCE How Was Your Vacation?
-ID: l1-s25
-INTRO: Read each part of Jan and Sue's vacation story — it starts badly and gets better. Then ask and answer your own questions about it aloud, using be, feel, look, sound, smell, and taste.
-INSTRUCTION: Ask and answer questions about the paragraph aloud.
-INPUT: speak
-CHECK: llm
-RUBRIC: Accept any well-formed question and answer using linking verbs (be, feel, look, sound, smell, taste) that relates to the facts in the cued paragraph.
-
-EXAMPLE
-TEMPLATE: Jan and Sue flew to Canada for a vacation. The flight was awful. The food and weather were bad. They began to feel sick.
-RESPONSE: How were the food and weather on the flight? They were bad. How did they feel on the airplane? They felt sick.
-
-TEMPLATE: They felt better at their hotel. Their room was nice, and their dinner in the hotel restaurant tasted delicious.
-RESPONSE: How did they feel at the hotel? They felt better. How did their dinner taste? It tasted delicious.
-
-TEMPLATE: The weather was clear and cool the next day. The white snow on the mountains looked beautiful. Everything outside smelled clean and sweet.
-RESPONSE: How did the snow look? It looked beautiful. How did everything outside smell? It smelled clean and sweet.
-
-TEMPLATE: Jan and Sue climbed a mountain and sat on top for a long time. They felt tired but happy.
-RESPONSE: How did they feel? They felt tired but happy.
-
-# Source: ST §Let's Make the Sentences Longer
-$PRODUCE Make the Sentences Longer
-ID: l1-s26
-INTRO: Make each sentence longer: pick one word from each numbered group, put it in the matching space, and type the whole sentence. Adjectives are how sentences get interesting.
-INSTRUCTION: Type the full sentence with one word from each group.
-INPUT: type
-CHECK: llm
-RUBRIC: The learner must type out the full sentence, inserting exactly one adjective from the corresponding numbered list into each numbered slot.
-
-EXAMPLE
-TEMPLATE: The (1) man with the (2) necktie talked about his (3) trip to China.
-TEMPLATE: 1. happy, tall, angry | 2. wide, green, dirty | 3. long, exciting, interesting
-RESPONSE: The tall man with the dirty necktie talked about his exciting trip to China.
-
-TEMPLATE: The (1) woman picked up the (2) box and put it in her (3) car.
-TEMPLATE: 1. tall, beautiful | 2. heavy, square | 3. red, dirty
-RESPONSE: The tall woman picked up the heavy box and put it in her red car.
-
-TEMPLATE: The (1) waitress cut the (2) pie and put it on the (3) plate.
-TEMPLATE: 1. young, tired, upset | 2. hot, apple, delicious | 3. clean, glass, white
-RESPONSE: The tired waitress cut the hot pie and put it on the clean plate.
-
-TEMPLATE: Captain Moore rented a (1) apartment with a (2) couch and a (3) bookcase.
-TEMPLATE: 1. big, small, new | 2. beautiful, dirty, blue | 3. cheap, wide, heavy
-RESPONSE: Captain Moore rented a new apartment with a beautiful couch and a heavy bookcase.
-
-# SKIPPED (book): ST Writing Skill "OUR SUMMER VACATION" — instructor-read dictation with no recorded stimulus or printed text. Convertible later with chosen items + TTS.
-
-$LESSON 1-5: Because — Giving Reasons
-
-# Source: ST §Al's Tired Because He Had a Long Trip
-$GRAMMAR Al's Tired Because He Had a Long Trip
-ID: l1-s15
-INTRO: One little word explains everything: because. In this part you'll give reasons — why people are late, tired, happy, or completely out of money.
-
-The word **because** is used to tell the reason for something. It can come before or after the main clause.
-
-| | | |
-|---|---|---|
-| I don't have any money | **because** | I spent it all yesterday. |
-| | | it's the end of the month. |
-| | | I lost my wallet. |
-
-| | | |
-|---|---|---|
-| **Because** | I spent it all yesterday, | I don't have any money. |
-| | it's the end of the month, | |
-| | I lost my wallet, | |
-
-Say it both ways: {I don't have any money because I lost my wallet.} · {Because I lost my wallet, I don't have any money.}
+$SESSION 1-4: Giving Reasons with "Because"
# Source: ST §Giving Reasons
$DIALOGUE Giving Reasons
ID: l1-s16
-INTRO: Hear "because" at work in five short exchanges. Al, as usual, didn't wake up on time. Just read and listen.
+INTRO: In this part you'll explain yourself with "because". Listen to five exchanges — everyone has a reason, even for the plane that never took off.
INSTRUCTION: Read the dialogs.
Jim: Why was Al late this morning?
@@ -1381,12 +1025,36 @@ Lt_Reed: Because the weather was bad, the plane didn't take off.
Rita: Why is Judy happy today?
Lori: She's happy because she graduates today.
+# Source: ST §Al's Tired Because He Had a Long Trip (talk-through prose added)
+$GRAMMAR "Because" — Giving a Reason
+ID: l1-s15
+INTRO: One word, two positions. Here's how "because" fits into a sentence.
+
+The word **because** tells the reason for something. It can come after the main clause:
+
+| | | |
+|---|---|---|
+| I don't have any money | **because** | I spent it all yesterday. |
+| | | it's the end of the month. |
+| | | I lost my wallet. |
+
+Or before it:
+
+| | | |
+|---|---|---|
+| **Because** | I spent it all yesterday, | I don't have any money. |
+| | it's the end of the month, | |
+| | I lost my wallet, | |
+
+{I don't have any money because I spent it all yesterday.}
+{Because I lost my wallet, I don't have any money.}
+
# Source: LLA 1D Figure 3
-$PRODUCE Combine with Because
+$PRODUCE Combine with "Because"
ID: 1d-f3
INPUT: speak
CHECK: reveal
-INTRO: Listen to the two sentences and combine them into one with "because". Say your sentence aloud, then repeat the correct response.
+INTRO: You'll hear two short sentences. Combine them into one sentence with "because", say it aloud, then repeat the model answer.
INSTRUCTION: Make one sentence using "because".
REPEAT
@@ -1401,7 +1069,7 @@ PROMPT: Mary went to the doctor. She broke her arm. {bk09-l1d-f3-02-q.mp3}
RESPONSE: Mary went to the doctor because she broke her arm. {bk09-l1d-f3-02-a.mp3}
PROMPT: Mark was late. He lost the address. {bk09-l1d-f3-03-q.mp3}
-RESPONSE: Mark was late because he lost the address. {bk09-l1d-f3-03-a.mp3}
+RESPONSE: Mark was late because he lost the address. {bk04-l1d-f3-03-a.mp3}
PROMPT: The baby is sick. The milk was sour. {bk09-l1d-f3-04-q.mp3}
RESPONSE: The baby is sick because the milk was sour. {bk09-l1d-f3-04-a.mp3}
@@ -1419,13 +1087,13 @@ PROMPT: Matt chose the cherry pie. It looked delicious. {bk09-l1d-f3-08-q.mp3}
RESPONSE: Matt chose the cherry pie because it looked delicious. {bk09-l1d-f3-08-a.mp3}
# Source: ST §Why Did Jan Go to the Post Office?
-$PRODUCE Why? Look and Answer
+$PRODUCE Why? — Answer from the Pictures
ID: l1-s17
-INTRO: Look at each picture, listen to the why-question, and answer with "because" and the cue on the screen. Speak your answer in a full sentence.
-INSTRUCTION: Answer with "because" and the cue.
+INTRO: Look at each picture, listen to the "why" question, and answer with "because" and the cue word. Full sentences — the pictures won't answer for you.
+INSTRUCTION: Answer using "because" and the cue.
INPUT: speak
CHECK: llm
-RUBRIC: Accept a correctly formed explanation using "because" (or "because of" with a noun cue) that incorporates the cue. Answers that start directly with "because" without repeating the rest of the sentence are fine.
+RUBRIC: Accept a correctly formed sentence using "because" and incorporating the cue to explain the reason in the prompt.
EXAMPLE
PROMPT: Why are they standing in line? {st-page_033_001.jpg}
@@ -1473,13 +1141,13 @@ TEMPLATE: tired and hungry
RESPONSE: They are crying because they are tired and hungry.
# Source: ST §Write Questions and Answers
-$PRODUCE Ask Why and Answer
+$PRODUCE Ask Why, Then Answer
ID: l1-s18
-INTRO: Now build both halves yourself. Use the first cue to ask a why-question, then answer it with "because" and the second cue. Say both aloud.
-INSTRUCTION: Ask a why-question and answer it with "because".
+INTRO: Now you make both halves. From the two cues, ask a "why" question and answer it with "because" — say both aloud, like the examples.
+INSTRUCTION: Ask a "why" question and answer it with "because".
INPUT: speak
CHECK: llm
-RUBRIC: The learner must produce a "why" question based on the first cue, and an answer with that subject using "because" and the second cue.
+RUBRIC: The learner must produce a "why" question based on the first cue, and an answer with that subject/pronoun using "because" and the second cue.
EXAMPLE
TEMPLATE: Mike/running — late
@@ -1498,22 +1166,304 @@ RESPONSE: Why is Judy making a cake? She's making a cake because it's her son's
TEMPLATE: Kevin/looking/clock — leave/early
RESPONSE: Why is Kevin looking at the clock? He's looking at the clock because he wants to leave early.
-$LESSON 1-6: Review — Listening, Syllables, and Dictation
+$SESSION 1-5: How Does It Taste? — Linking Verbs
-# Source: LLA 1B Figure 5
-$SELECT What's the Main Idea?
-ID: 1b-f5
-INTRO: Review time — the whole week, mixed together. First, listen to a paragraph and choose the statement that gives the main idea, not just one detail.
-INSTRUCTION: Tap the main idea.
+# Source: LLA 1D Figure 1 (VOCAB tags transferred from ST §This Soup Tastes Salty, dropped as a twin)
+$DIALOGUE How Does It Taste?
+ID: 1d-f1
+INTRO: In this part you'll describe how things taste, look, sound, feel, and smell. Start with tastes — sweet, bitter, salty, sour. Listen and repeat; sadly, no samples provided.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: The ice cream is cold. {page_031_001.jpg} {bk09-l1d-f1-01.mp3}
+VOCAB: to taste
+LINE: The ice cream tastes good. {page_031_001.jpg} {bk09-l1d-f1-02.mp3}
+VOCAB: sweet
+LINE: The ice cream tastes sweet. {page_031_001.jpg} {bk09-l1d-f1-03.mp3}
+
+LINE: This coffee is very hot. {page_031_002.jpg} {bk09-l1d-f1-04.mp3}
+LINE: This coffee tastes bad. {page_031_002.jpg} {bk09-l1d-f1-05.mp3}
+VOCAB: bitter
+LINE: This coffee tastes bitter. {page_031_002.jpg} {bk09-l1d-f1-06.mp3}
+
+LINE: This meat is old. {page_031_003.jpg} {bk09-l1d-f1-07.mp3}
+LINE: This meat tastes bad. {page_031_003.jpg} {bk09-l1d-f1-08.mp3}
+VOCAB: salty
+LINE: This meat tastes salty. {page_031_003.jpg} {bk09-l1d-f1-09.mp3}
+
+LINE: A lemon is not sweet. {page_031_004.jpg} {bk09-l1d-f1-10.mp3}
+VOCAB: sour
+LINE: A lemon tastes sour. {page_031_004.jpg} {bk09-l1d-f1-11.mp3}
+
+# Source: ST §Lemons Taste Sour
+$PRODUCE Sweet, Sour, Salty, or Bitter?
+ID: l1-s21
+INTRO: Your turn to judge the menu. For each food, say a sentence with "taste" and the right adjective — "sweet", "sour", "salty", or "bitter".
+INSTRUCTION: Make a sentence with the food and a taste word.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept a correctly formed sentence using the cued food and an appropriate taste adjective (sweet, sour, salty, bitter).
EXAMPLE
-PROMPT: There are different kinds of long-distance phone calls, but the least expensive call is a call without the operator's help. That kind of call is a station-to-station call. {bk09-l1b-f5-ex.mp3}
+TEMPLATE: cake
+RESPONSE: Cake tastes sweet.
+
+TEMPLATE: black coffee
+RESPONSE: Black coffee tastes bitter.
+
+TEMPLATE: green apples
+RESPONSE: Green apples taste sour.
+
+TEMPLATE: chicken
+RESPONSE: Chicken tastes salty.
+
+TEMPLATE: cookies
+RESPONSE: Cookies taste sweet.
+
+TEMPLATE: lemons
+RESPONSE: Lemons taste sour.
+
+TEMPLATE: pie
+RESPONSE: Pie tastes sweet.
+
+TEMPLATE: meat
+RESPONSE: Meat tastes salty.
+
+TEMPLATE: fish
+RESPONSE: Fish tastes salty.
+
+TEMPLATE: black tea (without sugar)
+RESPONSE: Black tea tastes bitter.
+
+TEMPLATE: green grapes
+RESPONSE: Green grapes taste sweet.
+
+# Source: ST §The Bread Smells Good (talk-through prose added)
+$GRAMMAR Linking Verbs: Look, Feel, Sound, Smell, Taste
+ID: l1-s22
+INTRO: "Taste" has four brothers. Here's the whole linking-verb family in one table.
+
+An adjective is used after a linking verb to show a state or condition. Any of these verbs fits the same slot:
+
+| | | |
+|---|---|---|
+| This | is | good. |
+| | feels | |
+| | looks | |
+| | sounds | |
+| | smells | |
+| | tastes | |
+
+{This is good.} {This feels good.} {This looks good.} {This sounds good.} {This smells good.} {This tastes good.}
+
+# Source: ST §Mr. Brown Doesn't Feel Very Well This Morning
+$DIALOGUE Mr. Brown Doesn't Feel Well
+ID: l1-s23
+INTRO: Poor Mr. Brown — every linking verb in the book, and all of them bad news for him. Listen to the sentences with the pictures.
+INSTRUCTION: Listen to each sentence.
+
+LINE: Mr. Brown is sick. {st-page_040_001.jpg}
+
+VOCAB: to feel
+LINE: His head feels hot. {st-page_040_002.jpg}
+
+VOCAB: to sound
+LINE: He doesn't sound good. {st-page_040_003.jpg}
+
+VOCAB: to look
+LINE: He looks awful. {st-page_040_004.jpg}
+
+VOCAB: to smell
+LINE: The medicine smells bad. {st-page_040_005.jpg}
+
+LINE: It tastes terrible. {st-page_040_006.jpg}
+
+# Source: ST §Does the Coffee Taste Good?
+$DIALOGUE Does the Coffee Taste Good?
+ID: l1-s24
+INTRO: Seven quick exchanges using the linking verbs — coffee, bread, towels, and a jacket that only looks expensive.
+INSTRUCTION: Read the dialogs.
+
+Bob: Is the coffee good?
+Ted: No. It tastes bitter.
+
+Allen: Do you feel well?
+Fred: No, I don't feel well at all.
+
+Mike: Did Tom sound happy?
+Tom: Yes, he sounded very happy.
+
+Roger: How does the bread smell?
+Peter: It smells good.
+
+Harry: Is this jacket expensive?
+Kevin: No, it only looks expensive.
+
+Lt_Jones: How does the sky look today?
+Capt_Smith: It looks clear.
+
+Jim: Do the towels feel wet?
+Ed: No, they feel dry now.
+
+# Source: LLA 1D Figure 2
+$SELECT Complete the Sentence
+ID: 1d-f2
+INTRO: You'll hear the beginning of a sentence about a picture. Tap the word that best completes it, then repeat the full sentence you hear.
+INSTRUCTION: Tap the correct word.
+REPEAT
+
+PROMPT: The flowers smell... {page_032_001.jpg} {bk09-l1d-f2-01-q.mp3}
+OPTION: a | cold
+OPTION: b | bitter
+OPTION: c | good
+ANSWER: c
+FEEDBACK: The flowers smell good. {bk09-l1d-f2-01-a.mp3}
+
+PROMPT: The coffee cup feels... {page_032_002.jpg} {bk09-l1d-f2-02-q.mp3}
+OPTION: a | hot
+OPTION: b | bitter
+OPTION: c | large
+ANSWER: a
+FEEDBACK: The coffee cup feels hot. {bk09-l1d-f2-02-a.mp3}
+
+PROMPT: The child feels... {page_032_003.jpg} {bk09-l1d-f2-03-q.mp3}
+OPTION: a | sad
+OPTION: b | difficult
+OPTION: c | angry
+ANSWER: a
+FEEDBACK: The child feels sad. {bk09-l1d-f2-03-a.mp3}
+
+PROMPT: The gym looks... {page_032_004.jpg} {bk09-l1d-f2-04-q.mp3}
+OPTION: a | wrong
+OPTION: b | crowded
+OPTION: c | important
+ANSWER: b
+FEEDBACK: The gym looks crowded. {bk09-l1d-f2-04-a.mp3}
+
+PROMPT: The music sounds... {page_032_005.jpg} {bk09-l1d-f2-05-q.mp3}
+OPTION: a | bored
+OPTION: b | clean
+OPTION: c | awful
+ANSWER: c
+FEEDBACK: The music sounds awful. {bk09-l1d-f2-05-a.mp3}
+
+PROMPT: The food tastes... {page_032_006.jpg} {bk09-l1d-f2-06-q.mp3}
+OPTION: a | salty
+OPTION: b | cheap
+OPTION: c | pretty
+ANSWER: a
+FEEDBACK: The food tastes salty. {bk09-l1d-f2-06-a.mp3}
+
+PROMPT: The bread smells... {page_033_001.jpg} {bk09-l1d-f2-07-q.mp3}
+OPTION: a | clean
+OPTION: b | healthy
+OPTION: c | delicious
+ANSWER: c
+FEEDBACK: The bread smells delicious. {bk09-l1d-f2-07-a.mp3}
+
+PROMPT: The milk tastes... {page_033_002.jpg} {bk09-l1d-f2-08-q.mp3}
+OPTION: a | healthy
+OPTION: b | sour
+OPTION: c | white
+ANSWER: b
+FEEDBACK: The milk tastes sour. {bk09-l1d-f2-08-a.mp3}
+
+# Source: ST §How Was Your Vacation?
+$PRODUCE How Was Your Vacation?
+ID: l1-s25
+INTRO: Read each short paragraph about Jan and Sue's trip, then ask and answer a question or two about it aloud, using "be", "feel", "look", "sound", "smell", and "taste".
+INSTRUCTION: Read the paragraph on the card, then ask and answer questions aloud.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any well-formed question and answer using linking verbs (be, feel, look, sound, smell, taste) that relates to the facts in the cued paragraph.
+
+EXAMPLE
+TEMPLATE: Jan and Sue flew to Canada for a vacation. The flight was awful. The food and weather were bad. They began to feel sick.
+RESPONSE: How were the food and weather on the flight? They were bad. How did they feel on the airplane? They felt sick.
+
+TEMPLATE: They felt better at their hotel. Their room was nice, and their dinner in the hotel restaurant tasted delicious.
+RESPONSE: How did they feel at the hotel? They felt better. How did their dinner taste? It tasted delicious.
+
+TEMPLATE: The weather was clear and cool the next day. The white snow on the mountains looked beautiful. Everything outside smelled clean and sweet.
+RESPONSE: How did the snow look? It looked beautiful. How did everything outside smell? It smelled clean and sweet.
+
+TEMPLATE: Jan and Sue climbed a mountain and sat on top for a long time. They felt tired but happy.
+RESPONSE: How did they feel? They felt tired but happy.
+
+# SKIPPED (book): Writing Skill "OUR SUMMER VACATION" (dictation) — instructor-read
+# paragraph with no recorded stimulus or printed text. Dropped.
+
+# Source: ST §Let's Make the Sentences Longer
+$PRODUCE Make the Sentences Longer
+ID: l1-s26
+INTRO: Dress up each plain sentence: pick one adjective from each numbered group, put it in the matching slot, and say the whole new sentence aloud.
+INSTRUCTION: Say the full sentence with one adjective from each group.
+INPUT: speak
+CHECK: llm
+RUBRIC: The learner must produce the full sentence, inserting exactly one adjective from the corresponding numbered list into each numbered slot.
+
+EXAMPLE
+TEMPLATE: The (1) man with the (2) necktie talked about his (3) trip to China.
+TEMPLATE: 1. happy, tall, angry | 2. wide, green, dirty | 3. long, exciting, interesting
+RESPONSE: The tall man with the dirty necktie talked about his exciting trip to China.
+
+TEMPLATE: The (1) woman picked up the (2) box and put it in her (3) car.
+TEMPLATE: 1. tall, beautiful | 2. heavy, square | 3. red, dirty
+RESPONSE: The tall woman picked up the heavy box and put it in her red car.
+
+TEMPLATE: The (1) waitress cut the (2) pie and put it on the (3) plate.
+TEMPLATE: 1. young, tired, upset | 2. hot, apple, delicious | 3. clean, glass, white
+RESPONSE: The tired waitress cut the hot pie and put it on the clean plate.
+
+TEMPLATE: Captain Moore rented a (1) apartment with a (2) couch and a (3) bookcase.
+TEMPLATE: 1. big, small, new | 2. beautiful, dirty, blue | 3. cheap, wide, heavy
+RESPONSE: Captain Moore rented a new apartment with a beautiful couch and a heavy bookcase.
+
+$SESSION 1-6: Putting It All Together
+
+# Source: LLA 1B Figure 5 (example paragraph)
+$DIALOGUE Listening: Phone Calls
+ID: 1b-f5-ex
+INTRO: Last part — everything mixed together: main ideas, quick responses, syllables, and punctuation. First, a short paragraph about phone calls. Just listen; a question follows.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: There are different kinds of long-distance phone calls, but the least expensive call is a call without the operator's help. {bk09-l1b-f5-01.mp3}
+LINE: That kind of call is a station-to-station call. {bk09-l1b-f5-02.mp3}
+
+# Source: LLA 1B Figure 5 (main idea example)
+$SELECT Main Idea: Phone Calls
+ID: 1b-f5-exa
+REFERENCE
+INTRO: This first one is a warm-up. Which statement gives the main idea of the paragraph — not just a detail? Tap it; replay the paragraph if you need to.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea of the paragraph?
OPTION: a | There are many different kinds of long distance phone calls.
OPTION: b | All station-to-station long distance calls need an operator's help.
OPTION: c | A station-to-station call is the cheapest long distance call.
ANSWER: c
-PROMPT: Most people like to put grass, flowers, and trees in their yards. These things make the yard look beautiful. They also give people work to do. People need to cut the grass. They need to water the flowers, trees, and grass, and sometimes they need to give them food. I think that these things make people happy because people enjoy having beautiful things around them. {bk09-l1b-f5-01.mp3}
+# Source: LLA 1B Figure 5
+$DIALOGUE Listening: Flowers and Trees
+ID: 1b-f5
+INTRO: Another paragraph — this one about yards, and all the work a beautiful one demands. Listen; the main-idea question follows.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Most people like to put grass, flowers, and trees in their yards. {bk09-l1b-f5-03.mp3}
+LINE: These things make the yard look beautiful. {bk09-l1b-f5-04.mp3}
+LINE: They also give people work to do. {bk09-l1b-f5-05.mp3}
+LINE: People need to cut the grass. {bk09-l1b-f5-06.mp3}
+LINE: They need to water the flowers, trees, and grass, and sometimes they need to give them food. {bk09-l1b-f5-07.mp3}
+LINE: I think that these things make people happy because people enjoy having beautiful things around them. {bk09-l1b-f5-08.mp3}
+
+# Source: LLA 1B Figure 5 (main idea)
+$SELECT Main Idea: Flowers and Trees
+ID: 1b-f5-b
+REFERENCE
+INTRO: Same job, on your own this time. Tap the statement that gives the paragraph's main idea.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea of the paragraph?
OPTION: a | People put grass, flowers, and trees in their yards.
OPTION: b | People enjoy grass, flowers, and trees.
OPTION: c | People are angry about cities without grass and trees.
@@ -1522,7 +1472,7 @@ ANSWER: b
# Source: LLA 1B Figure 6
$DIALOGUE The Bridges Family {page_022_001.jpg}
ID: 1b-f6
-INTRO: Listen to a short paragraph about the Bridges family and their five children — all named with a B. Listen closely; you'll need the details next.
+INTRO: A paragraph about the Bridges family and their five children — all named with the same letter, which was probably a filing decision. Listen and follow the diagram.
INSTRUCTION: Listen to the paragraph.
LINE: Mr. and Mrs. Bridges have 5 children. {bk09-l1b-f6-01.mp3}
@@ -1531,27 +1481,57 @@ LINE: The names of the boys are Ben, Bart, and Brett. {bk09-l1b-f6-03.mp3}
LINE: The girls' names are Betty and Becky. {bk09-l1b-f6-04.mp3}
LINE: Mr. and Mrs. Bridges think it's easy to remember those names because they all start with B. {bk09-l1b-f6-05.mp3}
-# Source: new (gap: LLA 1B Figure 7 — blank family diagram; rebuilt as an outline from the paragraph, which supplies a complete key)
-$PRODUCE The Bridges Family Outline
-ID: 1b-f6-b
-INPUT: type
-REFERENCE
-INTRO: Now fill in the family outline from the paragraph. You can replay it if the five B-names start to blur together — they do.
-INSTRUCTION: Complete the outline. Type the number in digits.
+# Source: LLA 1B Figure 7
+$DIALOGUE Furniture for a New House
+ID: 1b-f7
+INTRO: One more listening paragraph: Mark and Eve, a new house, and the eternal question of what to buy and what to keep.
+INSTRUCTION: Listen to the paragraph.
-TEMPLATE: The Bridges children
-SLOT: 1 | Number of children | 5
-SLOT: 2 | First boy's name | Ben
-SLOT: 2 | Second boy's name | Bart
-SLOT: 2 | Third boy's name | Brett
-SLOT: 2 | First girl's name | Betty
-SLOT: 2 | Second girl's name | Becky
+LINE: Mark and Eve bought a new house. {bk09-l1b-f7-01.mp3}
+LINE: They have some furniture, but they have to buy new things for the kitchen and the living room. {bk09-l1b-f7-02.mp3}
+LINE: They need a stove and a refrigerator for the kitchen. {bk09-l1b-f7-03.mp3}
+LINE: Because the living room is small, they'll only need a sofa, two chairs, and a coffee table. {bk09-l1b-f7-04.mp3}
+LINE: They'll use their old bedroom furniture because both their bed and their bookcase are just a year old. {bk09-l1b-f7-05.mp3}
+LINE: They'd like to buy new curtains, but new curtains cost a lot of money. {bk09-l1b-f7-06.mp3}
+LINE: They'll use their old ones for a year or two. {bk09-l1b-f7-07.mp3}
+LINE: Mark and Eve are using old and new things in their new house. {bk09-l1b-f7-08.mp3}
+
+# SKIPPED (book): LLA 1B Figure 7 outline completion — no determinate key provided.
+
+# Source: ST §Do They Match? (recast from typed paragraph-matching to sentence ordering)
+$SELECT Build a Paragraph
+ID: l1-s19
+ORDER
+INTRO: Paragraphs have an order too. Arrange each set of sentences so the little story makes sense from first to last.
+INSTRUCTION: Arrange the sentences into a paragraph.
+
+EXAMPLE
+TEMPLATE: Put the sentences in the best order to make a paragraph.
+OPTION: a | I am in the seventh grade.
+OPTION: b | Today is the first day of school.
+OPTION: c | Next year I will be in the eighth grade.
+ANSWER: b,a,c
+
+TEMPLATE: Put the sentences in the best order to make a paragraph.
+OPTION: a | My brother is a doctor.
+OPTION: b | He went to school in Houston.
+OPTION: c | Now he lives in California.
+OPTION: d | I will visit him this summer.
+ANSWER: a,b,c,d
+
+TEMPLATE: Put the sentences in the best order to make a paragraph.
+OPTION: a | My son needs some money.
+OPTION: b | He lives in New York.
+OPTION: c | I'll have to mail him the money.
+OPTION: d | I have to buy a money order.
+OPTION: e | I'll mail it to him this afternoon.
+ANSWER: a,b,d,c,e
# Source: LLA 1D Figure 4
$SELECT Choose the Best Response
ID: 1d-f4
-INTRO: Listen to each statement or question and tap the best response — bank words, senses, and one hidden book, all mixed together. Then repeat the answer.
-INSTRUCTION: Tap the best response.
+INTRO: You'll hear a statement or question. Tap the best response from the list — the whole lesson is hiding in these ten — then say the answer back.
+INSTRUCTION: Tap the correct response.
REPEAT
OPTION: a | It tasted sweet.
@@ -1567,48 +1547,44 @@ OPTION: j | It isn't safe.
PROMPT: Hi Tom. Are you going to the store later? {bk09-l1d-f4-01-q.mp3}
ANSWER: e
-FEEDBACK: Repeat: No, I'm going right away. {bk09-l1d-f4-01-a.mp3}
PROMPT: Tom wants to save some money. What kind of account does he need? {bk09-l1d-f4-02-q.mp3}
ANSWER: h
-FEEDBACK: Repeat: He needs a savings account. {bk09-l1d-f4-02-a.mp3}
PROMPT: Alex wants to take money out of his account. What does he want to do? {bk09-l1d-f4-03-q.mp3}
ANSWER: d
-FEEDBACK: Repeat: He wants to make a withdrawal. {bk09-l1d-f4-03-a.mp3}
PROMPT: The children were crying. {bk09-l1d-f4-04-q.mp3}
ANSWER: i
-FEEDBACK: Repeat: They sounded upset. {bk09-l1d-f4-04-a.mp3}
+FEEDBACK: They sounded upset. {bk09-l1d-f4-04-a.mp3}
PROMPT: Jim went to the bank to put some money in his account. What did Jim do? {bk09-l1d-f4-05-q.mp3}
ANSWER: b
-FEEDBACK: Repeat: He made a deposit. {bk09-l1d-f4-05-a.mp3}
+FEEDBACK: He made a deposit. {bk09-l1d-f4-05-a.mp3}
PROMPT: Jane took Tom's book. He couldn't find it. What did Jane do with the book? {bk09-l1d-f4-06-q.mp3}
ANSWER: f
-FEEDBACK: Repeat: She hid it. {bk09-l1d-f4-06-a.mp3}
+FEEDBACK: She hid it. {bk09-l1d-f4-06-a.mp3}
PROMPT: Be careful. That road is wet. {bk09-l1d-f4-07-q.mp3}
ANSWER: j
-FEEDBACK: Repeat: It isn't safe. {bk09-l1d-f4-07-a.mp3}
+FEEDBACK: It isn't safe. {bk09-l1d-f4-07-a.mp3}
PROMPT: How did the dessert taste? {bk09-l1d-f4-08-q.mp3}
ANSWER: a
-FEEDBACK: Repeat: It tasted sweet. {bk09-l1d-f4-08-a.mp3}
+FEEDBACK: It tasted sweet. {bk09-l1d-f4-08-a.mp3}
PROMPT: Do you have any cash to pay for lunch? {bk09-l1d-f4-09-q.mp3}
ANSWER: g
-FEEDBACK: Repeat: No, but I have my checkbook. {bk09-l1d-f4-09-a.mp3}
PROMPT: Where do I write my name? {bk09-l1d-f4-10-q.mp3}
ANSWER: c
-FEEDBACK: Repeat: Put your signature on the last line. {bk09-l1d-f4-10-a.mp3}
+FEEDBACK: Put your signature on the last line. {bk09-l1d-f4-10-a.mp3}
# Source: LLA 1D Figure 5
-$SELECT Listen and Choose the Answer
+$SELECT Listening: Choose the Best Answer
ID: 1d-f5
-INTRO: Listen to a short paragraph and its question, then tap the best answer. All the details are in the audio — no reading ahead.
+INTRO: Six little stories, each with a question at the end. Listen all the way through, then tap the best answer.
INSTRUCTION: Tap the best answer.
PROMPT: Tom bought a gift for his friend. He gave him something to keep money in. What did Tom give his friend? {bk09-l1d-f5-01.mp3}
@@ -1656,7 +1632,7 @@ ANSWER: a
# Source: LLA 1D Figure 6
$SELECT How Many Syllables?
ID: 1d-f6
-INTRO: Some pronunciation work: you'll hear each word two times. Tap the number of syllables you hear — one of these words sounds much shorter than it looks.
+INTRO: A quick ear-tuning exercise with this lesson's words. You'll hear each word twice — tap how many syllables it has.
INSTRUCTION: Tap the number of syllables.
OPTION: a | 1 syllable
OPTION: b | 2 syllables
@@ -1690,37 +1666,15 @@ ANSWER: a
PROMPT: bitter. Bitter. {bk09-l1d-f6-09.mp3}
ANSWER: b
-# Source: ST §Do They Match?
-$PRODUCE Build a Paragraph
-ID: l1-s19
-INTRO: Match the pieces in Column A with Column B to make full sentences, then type them in order as one little paragraph. Slow, careful work — that's the point.
-INSTRUCTION: Match the columns and type the sentences as a paragraph.
-INPUT: type
-CHECK: exact
-LONGFORM
-
-EXAMPLE
-TEMPLATE: Column A: I am in the / Today is the / Next year I will
-TEMPLATE: Column B: seventh grade / be in the eighth grade / first day of school
-RESPONSE: Today is the first day of school. I am in the seventh grade. Next year I will be in the eighth grade.
-
-TEMPLATE: Column A: My brother / He went / Now he lives / I will visit him
-TEMPLATE: Column B: to school in Houston / is a doctor / this summer / in California
-RESPONSE: My brother is a doctor. He went to school in Houston. Now he lives in California. I will visit him this summer.
-
-TEMPLATE: Column A: My son / He lives in / I'll have to mail / I have / I'll mail it to
-TEMPLATE: Column B: him this afternoon / needs some money / New York / him the money / to buy a money order
-RESPONSE: My son needs some money. He lives in New York. I have to buy a money order. I'll have to mail him the money. I'll mail it to him this afternoon.
-
# Source: LLA 1D Figure 7
-$PRODUCE Dictation: Capitals and Punctuation
+$PRODUCE Punctuation Dictation
ID: 1d-f7
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
-INTRO: Last activity — dictation with teeth. Listen and type each sentence with correct capital letters and punctuation; this time the commas count. That's the whole lesson: banks, plans, reasons, and tastes. Nicely done.
-INSTRUCTION: Type the sentence with correct capitals and punctuation.
+INTRO: The last activity of the lesson: Commander Nelson goes to the bank, and you supply the capital letters and punctuation. Read the bare sentence, listen, and type it correctly. End strong.
+INSTRUCTION: Type the sentence with correct punctuation.
TEMPLATE: this morning commander nelson went to the bank to withdraw some money
PROMPT: This morning, Commander Nelson went to the bank to withdraw some money. {bk09-l1d-f7-01.mp3}
@@ -1749,6 +1703,3 @@ RESPONSE: The clerk said, "How about 5s, 10s, and 20s?"
TEMPLATE: commander nelson said yes thatll be fine
PROMPT: Commander Nelson said, "Yes, that'll be fine." {bk09-l1d-f7-07.mp3}
RESPONSE: Commander Nelson said, "Yes, that'll be fine."
-
-# SKIPPED (book): ST Writing Skill "CHART BOX OUTLINES" — blank hierarchical box diagrams with no textual stimuli or keys (the Bridges-family case, which did have a key, was converted above as 1b-f6-b).
-# SKIPPED (book): ST Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs with no recorded or printed stimulus. Convertible later with chosen items + TTS.
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diff --git a/book-9-lesson-2.module b/book-9-lesson-2.module
index fa1427f5..d2652654 100644
--- a/book-9-lesson-2.module
+++ b/book-9-lesson-2.module
@@ -1,64 +1,65 @@
$MODULE Book 9 · Lesson 2: What Happened? {st-page_045_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book9_lesson2
-DESCRIPTION: Traffic and accident vocabulary, the past progressive, indirect imperatives and reported commands, similarities and differences, plus reading, outlining, and dictation skills.
+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, slightly wry teacher voice
+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: Ted | alnilam | Male
-VOICE: Man1 | achird | Male
-VOICE: Man2 | schedar | Male
-VOICE: Jan | gacrux | Female
-VOICE: Tom | schedar | Male
-VOICE: Rita | achernar | Female
-VOICE: Jane | aoede | Female
-VOICE: Steve | iapetus | Male
-VOICE: Larry | algieba | Male
-VOICE: Policeman | puck | Male
-VOICE: Witness | iapetus | Male
-VOICE: Boy | achird | Male
-VOICE: Driver | charon | Male
-VOICE: Bystander | aoede | Female
-VOICE: Bob | achird | Male
-VOICE: Tim | puck | Male
-VOICE: Ms_Nelson | aoede | Female
-VOICE: Joe | zubenelgenubi | Male
-VOICE: Don | umbriel | Male
-VOICE: Jim | iapetus | Male
-VOICE: Pam | achernar | Female
-VOICE: Waiter | iapetus | Male
-VOICE: Harold | alnilam | Male
-VOICE: Steven | achird | Male
-VOICE: Herb_Wilson | orus | Male
-VOICE: Ms_Johnson | kore | Female
-VOICE: Lori_Wilson | aoede | Female
-VOICE: George | algenib | Male
-VOICE: Edward | charon | Male
-VOICE: Mrs_Hall | achernar | Female
-VOICE: Fred | umbriel | Male
-VOICE: Jack | puck | Male
-VOICE: Ed | rasalgethi | Male
-VOICE: Mike | algieba | Male
-VOICE: Lee | aoede | Female
-VOICE: Oscar | achird | Male
-VOICE: Kevin | orus | Male
-VOICE: Mother | aoede | Female
-VOICE: Dad | achird | Male
-VOICE: Billy | charon | Male
-VOICE: Roberta | achernar | Female
+VOICE: Sam | achernar | Male voice
+VOICE: Ted | achird | Male voice
+VOICE: Man1 | schedar | Male voice
+VOICE: Man2 | gacrux | Male voice
+VOICE: Jan | aoede | Female speaker
+VOICE: Tom | achernar | Male speaker
+VOICE: Rita | aoede | Female speaker
+VOICE: Jane | aoede | Female speaker
+VOICE: Steve | achernar | Male speaker
+VOICE: Larry | achird | Male speaker
+VOICE: Policeman | achernar | Male speaker
+VOICE: Witness | achird | Male speaker
+VOICE: Boy | achernar | Male speaker
+VOICE: Driver | achird | Male speaker
+VOICE: Bystander | aoede | Female speaker
+VOICE: Bob | achernar | Male speaker
+VOICE: Tim | achird | Male speaker
+VOICE: Ms_Nelson | aoede | Female speaker
+VOICE: Joe | achird | Male speaker
+VOICE: Don | achernar | Male speaker
+VOICE: Jim | achird | Male speaker
+VOICE: Pam | aoede | Female speaker
+VOICE: Waiter | achernar | Male speaker
+VOICE: Harold | achird | Male speaker
+VOICE: Steven | achernar | Male speaker
+VOICE: Herb_Wilson | achird | Male speaker
+VOICE: Ms_Johnson | aoede | Female speaker
+VOICE: Lori_Wilson | aoede | Female speaker
+VOICE: George | achernar | Male speaker
+VOICE: Edward | achird | Male speaker
+VOICE: Mrs_Hall | aoede | Female speaker
+VOICE: Fred | achernar | Male speaker
+VOICE: Jack | achird | Male speaker
+VOICE: Ed | achernar | Male speaker
+VOICE: Mike | achird | Male speaker
+VOICE: Lee | aoede | Female speaker
+VOICE: Oscar | achernar | Male speaker
+VOICE: Kevin | achird | Male speaker
+VOICE: Mother | aoede | Female speaker
+VOICE: Dad | achernar | Male speaker
+VOICE: Billy | achernar | Male speaker
+VOICE: Roberta | aoede | Female speaker
VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
-$LESSON 2-1: Driving and Accident Vocabulary
+$SESSION 2-1: Automobiles and Accidents
# Source: LLA 2A Figure 1
-$DIALOGUE Ray Causes an Accident
+$DIALOGUE Automobiles and Accidents
ID: 2a-f1
-INTRO: In this lesson you'll learn to talk about driving, traffic laws, and accidents — and to say what people were doing when things happened. First, meet Ray. Ray is not a good driver, and it's about to cost him. Listen and repeat each sentence.
-INSTRUCTION: Repeat each word and sentence.
+INTRO: In this lesson you'll learn to talk about traffic, accidents, and what people told each other to do. First, meet Jeff, Ray, and Ray's driving — the pictures tell the whole sad story. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: automobile
@@ -88,113 +89,89 @@ LINE: Ray is a very careless driver. {page_038_002.jpg} {bk09-l2a-f1-08.mp3}
VOCAB: fine
LINE: Ray had to pay the fine. {page_038_003.jpg} {bk09-l2a-f1-09.mp3}
-# Source: LLA 2A Figure 1 (matching pass, split in two — image option pool of 9 exceeds the 6-option cap)
-$SELECT Match the Picture: The Accident
+# Source: LLA 2A Figure 1 (matching pass)
+$SELECT Which Picture Is It?
ID: 2a-f1-b
-INTRO: Now check the new words by ear. You'll hear a sentence — tap the picture it describes, then repeat the sentence.
-INSTRUCTION: Tap the matching picture, then repeat.
+INTRO: Now put those new words to work. You'll hear a sentence — tap the picture it describes, then repeat the sentence.
+INSTRUCTION: Tap the correct picture, then repeat the sentence.
REPEAT
OPTION: a | automobile {page_037_001.jpg}
OPTION: b | accident {page_037_002.jpg}
-OPTION: c | ran {page_037_003.jpg}
-OPTION: d | cause {page_037_004.jpg}
-OPTION: e | fault {page_037_005.jpg}
+OPTION: c | traffic light {page_037_003.jpg}
+OPTION: d | rear-end collision {page_037_004.jpg}
+OPTION: e | rearview mirror {page_037_005.jpg}
+OPTION: f | police car {page_037_006.jpg}
+OPTION: g | traffic stop {page_038_001.jpg}
+OPTION: h | speeding {page_038_002.jpg}
+OPTION: i | paying the fine {page_038_003.jpg}
-PROMPT: The men had an accident. {bk09-l2a-f1-10-q.mp3}
+PROMPT: The men had an accident. {bk09-l2a-f1-10.mp3}
ANSWER: b
FEEDBACK: The men had an accident. {bk09-l2a-f1-10-a.mp3}
-PROMPT: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-q.mp3}
-ANSWER: a
-FEEDBACK: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-a.mp3}
-
-PROMPT: He ran the red light. {bk09-l2a-f1-14-q.mp3}
-ANSWER: c
-FEEDBACK: He ran the red light. {bk09-l2a-f1-14-a.mp3}
-
-PROMPT: The accident was Ray's fault. {bk09-l2a-f1-15-q.mp3}
-ANSWER: e
-FEEDBACK: The accident was Ray's fault. {bk09-l2a-f1-15-a.mp3}
-
-PROMPT: The driver of the dark car caused the accident. {bk09-l2a-f1-18-q.mp3}
-ANSWER: d
-FEEDBACK: The driver of the red car caused the accident. {bk09-l2a-f1-18-a.mp3}
-
-# Source: LLA 2A Figure 1 (matching pass, second half of the split pool)
-$SELECT Match the Picture: The Ticket and the Fine
-ID: 2a-f1-c
-INTRO: Same task, four more pictures — this time about the policeman and what Ray had to pay. Tap the picture, then repeat the sentence.
-INSTRUCTION: Tap the matching picture, then repeat.
-REPEAT
-
-OPTION: f | policeman {page_037_006.jpg}
-OPTION: g | ticket {page_038_001.jpg}
-OPTION: h | careless {page_038_002.jpg}
-OPTION: i | fine {page_038_003.jpg}
-
-PROMPT: The policeman arrived at the accident. {bk09-l2a-f1-11-q.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: The policeman gave the driver of the dark car a ticket. {bk09-l2a-f1-13-q.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: Ray is a very careless driver. {bk09-l2a-f1-16-q.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-q.mp3}
+PROMPT: The fine was $85. {bk09-l2a-f1-17.mp3}
ANSWER: i
FEEDBACK: The fine was $85. {bk09-l2a-f1-17-a.mp3}
-# Source: ST §There Are Always Many Automobiles on the Streets
-$DIALOGUE Streets, Bikes, and Traffic Jams
+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: More words for life on the road — bicycles, curves, heavy traffic, and the people who bother you while you're stuck in it. Look at each picture and repeat the sentences.
-INSTRUCTION: Look at the pictures and repeat the sentences.
+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: The automobile on the left side of the road is white. The auto on the right side is black. {st-page_047_001.jpg}
-
-LINE: The drivers of the autos had an accident. It happened on the corner of 4th and Elm. {st-page_047_002.jpg}
-
-VOCAB: bicycle
-LINE: Jane rides her bicycle to school every day. {st-page_047_003.jpg}
+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: She rode her bike to the store yesterday. {st-page_047_004.jpg}
+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: careful
-VOCAB: to cross | cross
-LINE: Be careful! Don't cross the street when a bus is coming. {st-page_048_002.jpg}
-
-LINE: Jim's father is a policeman. His car has red and blue lights on top. {st-page_048_003.jpg}
-
VOCAB: curve
-LINE: This driver is going very fast around the curve. He's a careless driver. {st-page_048_004.jpg}
+LINE: This driver is going very fast around the curve. {st-page_048_004.jpg}
-VOCAB: traffic
+LINE: There are many cars on the highway. {st-page_049_001.jpg}
VOCAB: heavy traffic
-LINE: There are many cars on the highway. There's a lot of traffic. There's usually very heavy traffic from 4:30 to 6:30 in the afternoon. {st-page_049_001.jpg}
+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}
-VOCAB: to bother | bother
-LINE: Don't bother me now, Jimmy. I'm very busy. {st-page_049_003.jpg}
-
-LINE: The heat bothers me. I can't get cool. {st-page_049_004.jpg}
-
# Source: ST §Mrs. Simms Had an Automobile Accident
$DIALOGUE Mrs. Simms Had an Accident
ID: l2-s2
-INTRO: Here's a short story about an accident on a curve. John was just driving home — Mrs. Simms had other plans. Read and listen; you'll answer questions about it next.
+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.
@@ -206,7 +183,9 @@ 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. John thought she was going to move back to the other side. She didn't.
+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}
@@ -233,15 +212,17 @@ 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.
-LINE: "What happened here?" "Can you show me the place where she crossed in front of you?" "Was there any other traffic on the road?" {st-page_052_001.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
+# Source: ST — questions on the Mrs. Simms story
$PRODUCE Questions About the Accident
ID: l2-s3
REFERENCE
-INTRO: Now answer questions about the accident. You can look back at the story if you need to — the policeman would want you to be accurate.
-INSTRUCTION: Answer the questions about the story aloud.
+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
@@ -277,8 +258,8 @@ RESPONSE: Mrs. Simms caused the accident.
# Source: ST §The Bicycle Rider Caused the Accident
$DIALOGUE The Bicycle Rider Was at Fault
ID: l2-s4
-INTRO: Accidents have causes — a red light, the sun in your eyes, a baseball too close to a window. Repeat the key phrases and read the sentences.
-INSTRUCTION: Repeat the key phrases and read the sentences.
+INTRO: Three more small disasters: a careless bicycle rider, the sun in Jim's eyes, and a baseball meeting a window. Listen and repeat the key phrases.
+INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: bicycle rider
@@ -302,7 +283,6 @@ LINE: The accident wasn't the driver's fault. {st-page_053_001.jpg}
VOCAB: facing the sun
LINE: Jim is facing the sun.
-VOCAB: in his eyes
VOCAB: can't see very well
LINE: The sun is in his eyes and he can't see very well.
@@ -322,40 +302,54 @@ LINE: He broke the window in the living room. {st-page_053_003.jpg}
# SKIPPED (book): ST "TRUE OR FALSE?" and Listening Skills "WHAT'S THE TOPIC? / THE TOPIC" — instructor-read statements/paragraphs with no printed stimuli.
-$LESSON 2-2: Reading Skills — Topics, Outlines, and Punctuation
+
+$SESSION 2-2: Topics, Outlines, and Punctuation
# Source: LLA 2A Figure 2
-$PRODUCE What's the Topic? — Listening
+$PRODUCE Listen for the Topic
ID: 2a-f2
INPUT: type
-CHECK: exact
-INTRO: In this part you'll train a reading skill: finding the topic and main idea of a paragraph — and you'll finish with an outline and some punctuation work. First, listen to each paragraph and type its topic in one or two words.
+CHECK: llm
+INTRO: In this part you'll train three study skills — finding the topic, filling in an outline, and repairing punctuation. First: listen to a whole paragraph and type its topic in one or two words. No pressure — the paragraph does all the talking.
INSTRUCTION: Type the topic of the paragraph.
+RUBRIC: Accept any short word or phrase naming the paragraph's general topic (e.g. "the bank" or "banking"; "exercise" or "getting exercise").
PROMPT: There are many things you can do at the bank. You can open a checking account or a savings account. You can make deposits or withdrawals on your accounts. You can also cash a check. You can get a lot of information about your money at the bank. {bk09-l2a-f2-01.mp3}
RESPONSE: the bank
-ACCEPT: bank
PROMPT: There are many different ways to get exercise. You can run, walk, work out in the gym, or do exercises. Some exercises you can do are sit-ups and push-ups. Also, you can play baseball, basketball, soccer, or volleyball to get exercise. {bk09-l2a-f2-02.mp3}
RESPONSE: exercise
-ACCEPT: getting exercise
# Source: ST Reading Skill §WHAT'S THE TOPIC?
-$DIALOGUE Two Paragraphs: Coffee and Basketball
+$DIALOGUE Reading: Coffee and Basketball
ID: l2-s15
-INTRO: Now two paragraphs to read — one about a drink the whole world argues over, one about a game invented to survive winter. Read them carefully; questions follow.
+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.
-LINE: The word "coffee" may come from an Arabic word. Today people all over the world enjoy coffee. They drink hot coffee and cold coffee. They drink it for breakfast, lunch, and dinner. They also drink it in between meals. There are many different kinds of coffee. They all smell and taste delicious. A lot of people meet friends at restaurants or snack bars to drink coffee and talk. In some countries there are small snack bars that serve only coffee and desserts.
+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.
-LINE: Basketball is a sport that many boys and girls, and also men and women enjoy. It is not a very old game. Students in the state of Massachusetts played the first game in December 1891. John Naismith wrote the rules for the game. He wanted his students to have a fast, interesting game to play inside in the cold, winter months. The first teams had nine people. Then the number changed to five in the winter of 1897. The game today is almost the same as it was almost a hundred years ago.
+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 Reading Skill §WHAT'S THE TOPIC?
-$PRODUCE What's the Topic? — Reading
+# Source: ST §WHAT'S THE TOPIC?
+$PRODUCE Read for the Topic
ID: l2-s16
REFERENCE
-INTRO: Type a short topic for each paragraph you just read. One or two words is plenty — this is a topic, not a book report.
-INSTRUCTION: Type a short topic for each paragraph.
+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").
@@ -366,11 +360,11 @@ RESPONSE: Coffee.
PROMPT: What is the topic of the second paragraph?
RESPONSE: Basketball.
-# Source: ST Reading Skill (main idea)
+# Source: ST §Select the Main Idea
$SELECT The Main Idea
ID: l2-s17
REFERENCE
-INTRO: A topic is a word or two; a main idea is a whole sentence. Tap the main idea of each paragraph — check back in the text if you're not sure.
+INTRO: A topic is one or two words; a main idea is a whole sentence. Tap the main idea of each paragraph.
INSTRUCTION: Tap the main idea for each paragraph.
TEMPLATE: What is the main idea of the first paragraph?
@@ -386,18 +380,28 @@ OPTION: c | Basketball is a fast, interesting, winter sport.
ANSWER: a
# Source: ST Reading Skill §WHAT'S THE TITLE?
-$DIALOGUE One More Paragraph: A New Dog
+$DIALOGUE Reading: A Good Present
ID: l2-s18
-INTRO: One more paragraph — about a boy, his birthday present, and a dog named Zero who only ever ate and slept. Read it; you'll choose a title next.
+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. My little brother Paul is running around as usual. He's very excited because yesterday he got a terrific present. My parents gave him a dog for his birthday. He likes all animals, but most of all he likes dogs. We had a dog when we lived in Florida. His name was Zero. He was a good, quiet, old dog. Zero didn't like to do anything but eat and sleep. When we moved here, we had to give him away. The new dog's name is Sam. He is a nice little, black and white dog. He likes to play and run around. Paul says he is going to teach him to do things. I hope he can.
+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 Reading Skill §WHAT'S THE TITLE?
+# Source: ST §Select the Best Title
$SELECT The Best Title
ID: l2-s19
REFERENCE
-INTRO: A good title covers the whole paragraph, not just one sentence of it. Tap the best title.
+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?
@@ -409,7 +413,7 @@ ANSWER: c
# Source: LLA 2A Figure 3
$DIALOGUE Furniture for a New Home
ID: 2a-f3
-INTRO: Robert and Sandy bought a house — now they have to fill it. Listen to what they need for each room; you'll organize it into an outline next.
+INTRO: Robert and Sandy bought a house — now they have to fill it. Listen to what goes in each room; you'll rebuild the list as an outline next.
INSTRUCTION: Listen to the paragraph.
LINE: Robert and Sandy bought a new house. {bk09-l2a-f3-01.mp3}
@@ -418,37 +422,35 @@ LINE: For the living room, they need to buy a sofa, coffee table, and a bookcase
LINE: In the kitchen, they need a refrigerator, a stove, and a can opener. {bk09-l2a-f3-04.mp3}
LINE: And for the bedroom, they will buy a bed, some curtains, and a big mirror. {bk09-l2a-f3-05.mp3}
-# Source: LLA 2A Figure 3 (outline)
-$PRODUCE Fill in the Outline
+# Source: LLA 2A Figure 3 (outline pass)
+$PRODUCE Fill In the Outline
ID: 2a-f3-b
INPUT: type
REFERENCE
-INTRO: Now organize what you heard. Fill in the outline with the three rooms and the things Robert and Sandy will buy for each. You can replay the paragraph while you work.
-INSTRUCTION: Fill in the outline.
-
+INTRO: Now organize what you heard. Fill in the outline slot by slot — three rooms, three things per room. Replay the talk whenever your memory files a complaint.
+INSTRUCTION: Fill in the outline from the talk.
TEMPLATE: Furniture For A New Home
-SLOT: 1 | Room 1 | living room
+SLOT: 1 | Room | living room
SLOT: 2 | Item | sofa
SLOT: 2 | Item | coffee table
SLOT: 2 | Item | bookcase
-SLOT: 1 | Room 2 | kitchen
+SLOT: 1 | Room | kitchen
SLOT: 2 | Item | refrigerator
SLOT: 2 | Item | stove
SLOT: 2 | Item | can opener
-SLOT: 1 | Room 3 | bedroom
+SLOT: 1 | Room | bedroom
SLOT: 2 | Item | bed
SLOT: 2 | Item | curtains
SLOT: 2 | Item | big mirror
# Source: LLA 2A Figure 4
-$PRODUCE Punctuation Dictation
+$PRODUCE Punctuate and Rewrite
ID: 2a-f4
INPUT: type
CHECK: exact
NORMALIZE: strict
-LONGFORM
-INTRO: Time to be precise. You'll see each sentence without punctuation or capital letters, and hear it read correctly. Type it with the capitals, commas, periods, and quotation marks it deserves.
-INSTRUCTION: Rewrite with correct punctuation.
+INTRO: These sentences lost their capital letters and punctuation somewhere. Listen, then retype each one correctly — capitals, commas, periods, all of it. This time, punctuation counts.
+INSTRUCTION: Rewrite the sentence with correct capitalization and punctuation.
TEMPLATE: i answered the phones at work today
PROMPT: I answered the phones at work today. {bk09-l2a-f4-01.mp3}
@@ -486,28 +488,54 @@ TEMPLATE: she told me to bring home some milk and bread
PROMPT: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}
RESPONSE: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3}
-$LESSON 2-3: Traffic Laws and Seat Belts
+# 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
$DIALOGUE Buckle Up — It's the Law
-ID: 2b-f1
-INTRO: In this part you'll learn to talk about traffic laws — obeying them, breaking them, and the seat belts they're mostly about. Listen and repeat.
-INSTRUCTION: Repeat the words and sentences.
+ID: 9-2b-f1
+INTRO: In this part: seat belts, traffic laws, and finding your way around town. First, the words — "fasten", "buckle up", "obey", and what happens when you don't. Listen and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
VOCAB: seatbelts
LINE: All new cars have seatbelts. {page_041_001.jpg} {bk09-l2b-f1-01.mp3}
-
-VOCAB: fasten
+VOCAB: to fasten
LINE: They are fastening their seatbelts. {page_041_001.jpg} {bk09-l2b-f1-02.mp3}
-
-VOCAB: buckle up
LINE: They are buckling up. {page_041_001.jpg} {bk09-l2b-f1-03.mp3}
VOCAB: law
+VOCAB: to buckle up
LINE: The law says that drivers must buckle up. {page_041_002.jpg} {bk09-l2b-f1-04.mp3}
-
-VOCAB: obey
+VOCAB: to obey
LINE: Drivers must obey all traffic laws. {page_041_002.jpg} {bk09-l2b-f1-05.mp3}
VOCAB: broke
@@ -516,39 +544,11 @@ LINE: They did not wear their seatbelts. They broke the law. {page_041_003.jpg}
VOCAB: careful
LINE: Johnny is a careful driver. He obeys all the laws. {page_041_004.jpg} {bk09-l2b-f1-07.mp3}
-# Source: ST §All Drivers Must Obey the Traffic Laws
-$DIALOGUE Obey the Traffic Laws
-ID: l2-s11
-INTRO: More on the rules of the road: crossing signals, keeping right, insurance — and what happened to Mr. Evans, who ignored two laws at once. Look at the pictures and repeat.
-INSTRUCTION: Look at the pictures and repeat the sentences.
-REPEAT
-
-VOCAB: cross
-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}
-
-VOCAB: seat belts
-LINE: In Texas, all drivers must wear their seat belts. Mrs. Adams and her son obey the law. {st-page_062_003.jpg}
-
-VOCAB: fastens
-VOCAB: buckles up
-LINE: Lt Dean fastens his seat belt when he gets in a car. He always buckles up. {st-page_062_004.jpg}
-
-VOCAB: insurance
-VOCAB: accidents
-LINE: In many states, drivers must have insurance on their cars. It is the law. The insurance helps pay for the cost of accidents. {st-page_063_001.jpg}
-
-VOCAB: ticket
-VOCAB: fine
-LINE: Mr. Evans got a ticket. He was driving very fast, and he wasn't wearing a seat belt. He broke two traffic laws. Now Mr. Evans must pay a fine. It will cost him a lot of money. {st-page_063_002.jpg}
-
# Source: LLA 2B Figure 2
$DIALOGUE Fasten Your Seat Belt
-ID: 2b-f2
-INTRO: Sam and Ted are getting in the car. Sam drives, Ted argues — briefly. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+ID: 9-2b-f2
+INTRO: Sam and Ted get in the car. Ted has questions about seat belts; Sam has the law on his side. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
Sam: Fasten your seat belt. {bk09-l2b-f2-01.mp3}
@@ -557,123 +557,34 @@ Sam: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-03.mp3}
Ted: I don't want to break the law. {bk09-l2b-f2-04.mp3}
Sam: You won't because I'm a careful driver and I always obey the law. {bk09-l2b-f2-05.mp3}
-# Source: LLA 2B Figure 2 (role-play, Ted)
-$PRODUCE Play Ted's Part
-ID: 2b-f2-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now it's your turn in the passenger seat. You are Ted — listen to Sam and speak Ted's line out loud.
-INSTRUCTION: Speak Ted's lines.
+# SKIPPED (tape): Figure 2 "changing roles" passes — role-play passes of an already-repeated dialogue are skipped.
-PROMPT: Fasten your seat belt. {bk09-l2b-f2-06.mp3}
-TEMPLATE: Do I have to?
-RESPONSE: Do I have to? {bk09-l2b-f2-02.mp3}
-
-PROMPT: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-07.mp3}
-TEMPLATE: I don't want to break the law.
-RESPONSE: I don't want to break the law. {bk09-l2b-f2-04.mp3}
-
-# Source: LLA 2B Figure 2 (role-play, Sam)
-$PRODUCE Play Sam's Part
-ID: 2b-f2-c
-INPUT: speak
-CHECK: reveal
-INTRO: Change seats — now you're Sam, the careful driver. Speak your lines out loud, starting with the order about the seat belt.
-INSTRUCTION: Speak Sam's lines.
-
-TEMPLATE: Fasten your seat belt.
-RESPONSE: Fasten your seat belt. {bk09-l2b-f2-01.mp3}
-
-PROMPT: Do I have to? {bk09-l2b-f2-08.mp3}
-TEMPLATE: Yes. It's a state law. You must buckle up.
-RESPONSE: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-03.mp3}
-
-PROMPT: I don't want to break the law. {bk09-l2b-f2-09.mp3}
-TEMPLATE: You won't because I'm a careful driver and I always obey the law.
-RESPONSE: You won't because I'm a careful driver and I always obey the law. {bk09-l2b-f2-05.mp3}
-
-# Source: ST §What Did You See?
-$DIALOGUE What Did the Witnesses See?
-ID: l2-s14
-INTRO: Back at the scene of an accident. A policeman is collecting stories — from a witness, the boy on the bicycle, and the driver. Everyone has a version. Listen and repeat.
-INSTRUCTION: Repeat the dialog.
+# 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
-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.
-LINE: The black car didn't have time to stop. He hit the white car.
+LINE: Don't cross the street when the sign says DON'T WALK. {st-page_062_001.jpg}
-Policeman: What happened here?
-Witness: The driver in the white car was careful. He tried to stop.
-LINE: The boy on the bicycle was careless. The accident was his fault.
-LINE: The driver in the black car just didn't have enough time to stop.
+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}
-Policeman: I want to know what happened here.
-Boy: There was a lot of traffic. The car was coming around the curve.
-LINE: I was looking straight ahead. I just didn't see the car.
-LINE: The driver didn't have enough time to stop. He hit me.
+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}
-Policeman: Tell me what happened.
-Driver: I tried to stop, sir. I was coming around the curve.
-LINE: 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 (master): LLA 2B Figure 4 "Find the Locations" — a map-based listening task, but no map image exists in the source extraction, so the items are unanswerable solo. Clips bk09-l2b-f4-01/02 left unused.
-# SKIPPED (book): ST Listening Skill "WHICH BUILDING IS THE BANK?" — instructor-read directions with no printed text.
-# SKIPPED (book): ST "WHAT HAPPENED?" (roleplay from a chart) and "WHO CAN TELL ME WHAT HAPPENED?" — open pair/group roleplays with nothing scripted.
-
-# Source: LLA 2B Figure 7
-$SELECT Complete the Sentence: Driving Words
-ID: 2b-f7
-INTRO: Let's see how much of the driving vocabulary stuck. Listen to each sentence with a missing word, tap the word that fits, then repeat the full sentence.
-INSTRUCTION: Tap the missing word.
-REPEAT
-OPTION: a | automobile
-OPTION: b | careless
-OPTION: c | fine
-OPTION: d | fault
-OPTION: e | policeman
-OPTION: f | ran
-OPTION: g | seat belt
-
-PROMPT: Roger caused the accident. He ____ the red light. {bk09-l2b-f7-01.mp3}
-ANSWER: f
-FEEDBACK: He ran the red light. {bk09-l2b-f7-01-a.mp3}
-
-PROMPT: The accident was Roger's ____. {bk09-l2b-f7-02.mp3}
-ANSWER: d
-FEEDBACK: The accident was Roger's fault. {bk09-l2b-f7-02-a.mp3}
-
-PROMPT: The ____ gave Roger a ticket. {bk09-l2b-f7-03.mp3}
-ANSWER: e
-FEEDBACK: The policeman gave Roger a ticket. {bk09-l2b-f7-03-a.mp3}
-
-PROMPT: Roger is a ____ driver. {bk09-l2b-f7-04.mp3}
-ANSWER: b
-FEEDBACK: Roger is a careless driver. {bk09-l2b-f7-04-a.mp3}
-
-PROMPT: Roger had to pay a ____. {bk09-l2b-f7-05.mp3}
-ANSWER: c
-FEEDBACK: Roger had to pay a fine. {bk09-l2b-f7-05-a.mp3}
-
-PROMPT: Major Thomas has a new ____. He drove it to work yesterday. {bk09-l2b-f7-06.mp3}
-ANSWER: a
-FEEDBACK: Major Thomas has a new automobile. {bk09-l2b-f7-06-a.mp3}
-
-PROMPT: You must fasten your ____. It's the law. {bk09-l2b-f7-07.mp3}
-ANSWER: g
-FEEDBACK: You must fasten your seatbelt. {bk09-l2b-f7-07-a.mp3}
+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
$SELECT Don't Break Any Laws
ID: l2-s12
-INTRO: One more vocabulary check, this time by reading. Tap the word that best completes each sentence.
+INTRO: Time to check the whole word set — tickets, curves, traffic jams and all. Read each sentence and tap the word that completes it best.
INSTRUCTION: Tap the best answer to complete the sentence.
TEMPLATE: The driver didn't stop at the stop sign. The policeman gave him a ____.
@@ -746,12 +657,125 @@ OPTION: c | across
OPTION: d | at fault
ANSWER: c
-# Source: LLA 2B Figure 8
-$PRODUCE Dictation: Everyday Sentences
-ID: 2b-f8
+# 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
+$PRODUCE Complete the Sentence from the Word Bank
+ID: 9-2b-f7
+REFERENCE
INPUT: type
CHECK: exact
-INTRO: To close this part, some dictation. Listen carefully and type exactly what you hear — every word counts.
+INTRO: Poor Roger — same story as Ray, new sentences. Listen, type the missing word from the word bank, then repeat the completed sentence.
+INSTRUCTION: Type the missing word.
+REPEAT
+
+TEMPLATE: Roger caused the accident. He ____ the red light.
+PROMPT: Roger caused the accident. He: the red light. {bk09-l2b-f7-01-q.mp3}
+RESPONSE: He ran the red light.
+ACCEPT: ran
+
+TEMPLATE: The accident was Roger's ____.
+PROMPT: The accident was Roger's. {bk09-l2b-f7-02-q.mp3}
+RESPONSE: The accident was Roger's fault.
+ACCEPT: fault
+
+TEMPLATE: The ____ gave Roger a ticket.
+PROMPT: The car gave Roger a ticket. {bk09-l2b-f7-03-q.mp3}
+RESPONSE: The policeman gave Roger a ticket.
+ACCEPT: policeman
+
+TEMPLATE: Roger is a ____ driver.
+PROMPT: Roger is a driver. {bk09-l2b-f7-04-q.mp3}
+RESPONSE: Roger is a careless driver.
+ACCEPT: careless
+
+TEMPLATE: Roger had to pay a ____.
+PROMPT: Roger had to pay a— {bk09-l2b-f7-05-q.mp3}
+RESPONSE: Roger had to pay a fine.
+ACCEPT: fine
+
+TEMPLATE: Major Thomas has a new ____. He drove it to work yesterday.
+PROMPT: Major Thomas has a new— He drove it to work yesterday. {bk09-l2b-f7-06-q.mp3}
+RESPONSE: Major Thomas has a new automobile.
+ACCEPT: automobile
+
+TEMPLATE: You must fasten your ____. It's the law.
+PROMPT: You must fasten your— It's the law. {bk09-l2b-f7-07-q.mp3}
+RESPONSE: You must fasten your seatbelt.
+ACCEPT: seatbelt | seat belt
+
+# Source: LLA 2B Figure 8
+$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}
@@ -774,17 +798,17 @@ 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}
-ACCEPT: I cannot find my checkbook.
PROMPT: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}
RESPONSE: Jeff spent all of his money. {bk09-l2b-f8-08.mp3}
-$LESSON 2-4: Same, Similar, or Different
+
+$SESSION 2-4: Same, Similar, or Different
# Source: LLA 2B Figure 3
-$DIALOGUE Comparing Things
-ID: 2b-f3
-INTRO: In this part you'll learn to compare things: similar, the same, alike, or different. Listen to these model sentences and repeat them.
+$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
@@ -793,60 +817,64 @@ LINE: Kevin's truck is different from mine. {page_042_003.jpg} {bk09-l2b-f3-02.m
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 (select pass)
-$SELECT Similar, the Same, or Different?
-ID: 2b-f3-b
-INTRO: Now decide for yourself. Look at each pair of pictures, listen to the question, and tap the right word — then repeat the sentence.
+# Source: LLA 2B Figure 3 (choosing pass)
+$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.mp3}
-OPTION: a | similar {bk09-l2b-f3-05-a.mp3}
+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.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 {bk09-l2b-f3-06-a.mp3}
+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.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 {bk09-l2b-f3-07-a.mp3}
+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.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 {bk09-l2b-f3-08-a.mp3}
+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
$GRAMMAR Alike, the Same, Similar, Different
ID: l2-s27
-INTRO: Here's the pattern behind those four words — two ways to say every comparison.
+INTRO: Here's the whole comparing toolkit on one card. Two ways to say each idea — comparing one thing to another, or describing both at once.
-Each comparison can be said two ways: with a connecting phrase, or with the bare word at the end.
+You can compare two things in two ways: "X is like Y", or "X and Y are alike".
| | |
|---|---|
-| {Bob's shirt is like Mike's.} | Their shirts are **alike**. |
-| {My name is the same as your name.} | Our names are **the same**. |
-| {Tim's car is similar to Allen's car.} | Their cars are **similar**. |
-| {Army uniforms are different from Navy uniforms.} | Army and Navy uniforms are **different**. |
+| Bob's shirt is like Mike's. | Their shirts are **alike**. |
+| My name is the same as your name. | Our names are **the same**. |
+| Tim's car is similar to Allen's car. | Their cars are **similar**. |
+| Army uniforms are different from Navy uniforms. | Army and Navy uniforms are **different**. |
-Notice the pairs: **like** ↔ **alike**, **the same as** ↔ **the same**, **similar to** ↔ **similar**, **different from** ↔ **different**.
+Listen: {Their shirts are alike.} — {Our names are the same.} — {Their cars are similar.} — {Army and Navy uniforms are different.}
# Source: ST §Similarities and Differences (dialogs)
-$DIALOGUE Talking About Similarities and Differences
+$DIALOGUE Talking About Similarities
ID: l2-s28
-INTRO: Four short conversations using the comparison words — uniforms, clocks, shampoo, and one strong opinion about football. Read and repeat.
-INSTRUCTION: Read the dialogs and repeat.
+INTRO: Four short conversations — uniforms, clocks, shampoo, and why soccer is not American football. Listen and repeat.
+INSTRUCTION: Listen and repeat each line.
REPEAT
Fred: Our uniforms are alike.
@@ -868,9 +896,9 @@ Kevin: I know what you mean! The two games are not alike.
Oscar: American football is different from soccer.
# Source: ST §Jim's Jacket Is Similar to Mine
-$SELECT Similar or the Same? You Decide
+$SELECT Alike, Similar, or Different?
ID: l2-s29
-INTRO: Read each little situation and tap the comparison word that fits. Careful — "similar" and "the same" are similar, but not the same.
+INTRO: Read each little situation and decide: "the same", "similar", or "different"? The details decide — read them like a detective.
INSTRUCTION: Read the sentences and tap the correct answer.
EXAMPLE
@@ -917,10 +945,10 @@ OPTION: c | different
ANSWER: c
# Source: ST §One Triangle Is the Same As the Other
-$PRODUCE Fill In the Comparison
+$PRODUCE Fill In: Same, Similar, or Different
ID: l2-s30
-INTRO: Now write the comparisons yourself. Look at each picture and type the missing word or phrase — choose from like, alike, the same, the same as, similar, similar to, different, and different from.
-INSTRUCTION: Type the correct word or phrase in each gap.
+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
@@ -960,72 +988,57 @@ 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? (cue prompts recast as display TEMPLATEs)
+# 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 comparison round — and this time you make the sentences. For each pair of things, ask aloud whether they're the same, similar, or different, then answer your own question. Follow the example.
-INSTRUCTION: Ask and answer a comparison question about the two things.
+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
-RUBRIC: Accept a correctly formed question asking whether the two items are similar, alike, the same, or different, followed by a reasonable real-world answer. The comparison structure is the point; the learner's opinion is free.
+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
-TEMPLATE: boots / shoes
-RESPONSE: Are boots and shoes the same? No, they're not. They are similar.
+PROMPT: Are boots and shoes the same?
+RESPONSE: No, they're not. They are similar.
-TEMPLATE: bus / truck
-RESPONSE: Are a bus and a truck similar? Yes, they are. They are both large vehicles.
+PROMPT: Are a bus and a truck similar?
+RESPONSE: Yes, they are. They are both large vehicles.
-TEMPLATE: a baseball / a football
-RESPONSE: Are a baseball and a football the same? No, they're different.
+PROMPT: Are a baseball and a football the same?
+RESPONSE: No, they're different.
-TEMPLATE: a clock / a watch
-RESPONSE: Are a clock and a watch similar? Yes. We use both to tell time.
+PROMPT: Are a clock and a watch similar?
+RESPONSE: Yes. We use both to tell time.
-TEMPLATE: ship / boat
-RESPONSE: Is a ship similar to a boat? Yes, it is.
+PROMPT: Is a ship similar to a boat?
+RESPONSE: Yes, it is.
-TEMPLATE: snack bar / restaurant
-RESPONSE: Are a snack bar and a restaurant different? Yes, a restaurant is usually bigger.
+PROMPT: Are a snack bar and a restaurant different?
+RESPONSE: Yes, a restaurant is usually bigger.
-TEMPLATE: car / automobile
-RESPONSE: Are a car and an automobile the same? Yes, they are the same.
+PROMPT: Are a car and an automobile the same?
+RESPONSE: Yes, they are the same.
-TEMPLATE: ocean / lake
-RESPONSE: Is an ocean different from a lake? Yes, an ocean is much bigger.
+PROMPT: Is an ocean different from a lake?
+RESPONSE: Yes, an ocean is much bigger.
-TEMPLATE: grocery store / commissary
-RESPONSE: Is a grocery store similar to a commissary? Yes, they are very similar.
+PROMPT: Is a grocery store similar to a commissary?
+RESPONSE: Yes, they are very similar.
-TEMPLATE: road / highway
-RESPONSE: Are a road and a highway the same? No, they are different. A highway is larger.
+PROMPT: Are a road and a highway the same?
+RESPONSE: No, they are different. A highway is larger.
-TEMPLATE: pencil / chalk
-RESPONSE: Are a pencil and chalk similar? Yes, we use both to write.
+PROMPT: Are a pencil and chalk similar?
+RESPONSE: Yes, we use both to write.
-$LESSON 2-5: Tell Him to Do It
-# Source: ST Grammar §Ask Captain Henry to Come to My Office
-$GRAMMAR Ask or Tell Someone to Do Something
-ID: l2-s20
-INTRO: In this part you'll learn to pass on requests and commands — ask or tell somebody to do something. Here's the pattern.
-
-Use **ask** or **tell** + a person + **to** + verb to pass on a request or a command.
-
-| | | |
-|---|---|---|
-| **Ask** | Bob | to pay the bill. |
-| **Tell** | Bob | to write a check. |
-| | Bob | to go to the store. |
-
-{Ask Bob to pay the bill.} {Tell Bob to write a check.}
-
-**Ask** is polite — a request. **Tell** is stronger — a command.
+$SESSION 2-5: Ask and Tell — Indirect Commands
# Source: LLA 2B Figure 5
-$DIALOGUE Giving Instructions
-ID: 2b-f5
-INTRO: Listen to these instructions being passed along — everyone in this family and this squadron has a job to do. Repeat each sentence.
+$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
@@ -1038,11 +1051,27 @@ 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 §Ask Captain Henry to Come to My Office
-$DIALOGUE Ask Captain Henry to Come to My Office
+# Source: ST Grammar §Ask Captain Henry to Come to My Office
+$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: More of the pattern in action — first some model sentences, then five quick exchanges where somebody always ends up doing the work. Repeat and read.
-INSTRUCTION: Repeat the sentences and read the dialogs.
+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}
@@ -1057,7 +1086,7 @@ 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 you need to talk to John?
+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!
@@ -1069,63 +1098,85 @@ 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 (prompts recast as reported speech, cues moved to TEMPLATE)
+# Source: ST §Tell Dave to Open the Window
$PRODUCE Tell Him to Do It
ID: l2-s22
-INTRO: Nobody in these conversations wants to do anything — so keep passing the job along. Use the name or pronoun shown in parentheses and say who should do it.
-INSTRUCTION: Use "tell" or "ask" with the name or pronoun in parentheses.
+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 says, "It's hot in here! Open the window, Mike."
+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 says, "I'm busy."
+PROMPT: Ted: I'm busy.
TEMPLATE: (Dave)
RESPONSE: Tell Dave to do it.
-PROMPT: Bill says, "The car is dirty! Please wash it today, Jack."
+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 says, "I can't."
+PROMPT: Ted: I can't.
TEMPLATE: (Herb)
RESPONSE: Tell Herb to wash it.
-PROMPT: Sally says, "Answer the telephone, Diane. My hands are wet."
+PROMPT: Sally: Answer the telephone, Diane. My hands are wet.
TEMPLATE: Diane: Betty's closer. (her)
RESPONSE: Tell her to answer it.
-PROMPT: Betty says, "I always do it."
+PROMPT: Betty: I always do it.
TEMPLATE: (Alice)
RESPONSE: Tell Alice to answer it.
-PROMPT: Carol says, "Allen, please feed the dog and cat."
+PROMPT: Carol: Allen, please feed the dog and cat.
TEMPLATE: Allen: I'm busy. (Steve)
RESPONSE: Tell Steve to feed them.
-PROMPT: Steve says, "They're Sue's."
+PROMPT: Steve: They're Sue's.
TEMPLATE: (her)
RESPONSE: Tell her to feed them.
-PROMPT: Al says, "Can you take these books back to the library today?"
+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 says, "I did it the last time."
+PROMPT: Lee: I did it the last time.
TEMPLATE: (Tom)
RESPONSE: Ask Tom to take them back.
-# SKIPPED (book): ST "DO YOU REMEMBER WHAT YOU READ? — Read the questions first; then look at the menu." The menu image is not in the source extraction.
+# 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...
-$DIALOGUE Did You Ask the Waiter?
+$DIALOGUE Which Menu Did You Ask For?
ID: l2-s23
-INTRO: Now hear people report what was said — which menu, which form, and what a policeman told two boys on bicycles. Repeat and read the dialogs.
+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
@@ -1153,12 +1204,119 @@ Policeman: Don't ride your bikes across the street. It's not safe. Walk beside t
Mrs_Hall: George, what did the policeman tell you and Edward?
George: He told us not to ride our bikes across the street.
-$LESSON 2-6: More Words for the Road
+# SKIPPED (book): "DO YOU REMEMBER WHAT YOU READ? — Read the questions first; then look at the menu." The menu image is not provided in the source extraction.
+
+# Source: ST §Sgt Smith Told Airman Harris...
+$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, Insurance, and Other Facts of Life
-ID: 2c-f1
-INTRO: In this part you'll pick up more words for getting around — traffic, bicycles, insurance — and then tune your ear with syllables and dictation. Look at the pictures, listen, and repeat.
+$DIALOGUE Traffic, Bicycles, and Insurance
+ID: 9-2c-f1
+INTRO: In this part you'll finish the traffic word set — buses, bicycles, rainstorms, and the insurance that pays for all of it. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -1177,83 +1335,78 @@ LINE: Lieutenant Jacobs has a new bicycle. {page_047_004.jpg} {bk09-l2c-f1-04.mp
VOCAB: cross
LINE: The children cross the street at the corner. {page_048_001.jpg} {bk09-l2c-f1-05.mp3}
+LINE: The weather won't stop them. {page_048_002.jpg} {bk09-l2c-f1-06a.mp3}
VOCAB: keep on
-LINE: The weather won't stop them. They'll keep on driving. {page_048_002.jpg} {bk09-l2c-f1-06.mp3}
+LINE: They'll keep on driving. {page_048_002.jpg} {bk09-l2c-f1-06b.mp3}
-VOCAB: happen
+VOCAB: happened
LINE: The accident happened in a rainstorm. {page_048_003.jpg} {bk09-l2c-f1-07.mp3}
VOCAB: insurance
-LINE: I have insurance. It will get you a new bicycle. {page_048_004.jpg} {bk09-l2c-f1-08.mp3}
+LINE: I have insurance. {page_048_004.jpg} {bk09-l2c-f1-08a.mp3}
+LINE: It will get you a new bicycle. {page_048_004.jpg} {bk09-l2c-f1-08b.mp3}
VOCAB: place
-LINE: Where is that place? It's at the corner of Main and 6th Streets. {page_049_001.jpg} {bk09-l2c-f1-09.mp3}
+LINE: Where is that place? {page_049_001.jpg} {bk09-l2c-f1-09a.mp3}
+LINE: It's at the corner of Main and 6th Streets. {page_049_001.jpg} {bk09-l2c-f1-09b.mp3}
-# Source: LLA 2C Figure 1 (matching pass, split in two — image option pool of 9 exceeds the 6-option cap)
-$SELECT Match the Picture: On the Move
-ID: 2c-f1-b
-INTRO: Check the new words by ear. Listen to each sentence and tap the picture it describes, then repeat the sentence.
-INSTRUCTION: Tap the correct picture, then repeat.
+# 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 | traffic {page_047_001.jpg}
-OPTION: b | bother {page_047_002.jpg}
-OPTION: c | ride {page_047_003.jpg}
-OPTION: d | bicycle {page_047_004.jpg}
-OPTION: e | cross {page_048_001.jpg}
+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-q.mp3}
+PROMPT: Robert likes to ride the bus to school. {bk09-l2c-f1-10.mp3}
ANSWER: c
-FEEDBACK: Repeat: Robert likes to ride the bus to school. {bk09-l2c-f1-10-a.mp3}
+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-q.mp3}
+PROMPT: Tim's little brother bothers me a lot. {bk09-l2c-f1-11.mp3}
ANSWER: b
-FEEDBACK: Repeat: Tim's little brother bothers me a lot. {bk09-l2c-f1-11-a.mp3}
+FEEDBACK: Tim's little brother bothers me a lot. {bk09-l2c-f1-11-fb.mp3}
-PROMPT: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13-q.mp3}
-ANSWER: a
-FEEDBACK: Repeat: When I drove to Houston, I ran into a lot of traffic. {bk09-l2c-f1-13-a.mp3}
-
-PROMPT: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16-q.mp3}
-ANSWER: d
-FEEDBACK: Repeat: Jerry wants a bicycle to ride to school. {bk09-l2c-f1-16-a.mp3}
-
-PROMPT: Everyone must look to the left and look to theright before they cross the street. {bk09-l2c-f1-17-q.mp3}
-ANSWER: e
-FEEDBACK: Repeat: Everyone must look to the left and look to theright before they cross the street. {bk09-l2c-f1-17-a.mp3}
-
-# Source: LLA 2C Figure 1 (matching pass, second half of the split pool)
-$SELECT Match the Picture: What Happened There?
-ID: 2c-f1-d
-INTRO: Four more pictures, same job — tap the one the sentence describes, then repeat it.
-INSTRUCTION: Tap the correct picture, then repeat.
-REPEAT
-
-OPTION: f | keep on {page_048_002.jpg}
-OPTION: g | happened {page_048_003.jpg}
-OPTION: h | insurance {page_048_004.jpg}
-OPTION: i | place {page_049_001.jpg}
-
-PROMPT: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12-q.mp3}
+PROMPT: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12.mp3}
ANSWER: h
-FEEDBACK: Repeat: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12-a.mp3}
+FEEDBACK: All drivers must have insurance on their automobiles. {bk09-l2c-f1-12-fb.mp3}
-PROMPT: It happened Thursday night during the rain. {bk09-l2c-f1-14-q.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: Repeat: It happened Thursday night during the rain. {bk09-l2c-f1-14-a.mp3}
+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-q.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: Repeat: Do you see that place on the corner? That's the place my brother told me about. {bk09-l2c-f1-15-a.mp3}
+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: The rain kept on for 3 hours. {bk09-l2c-f1-18-q.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: Repeat: The rain kept on for 3 hours. {bk09-l2c-f1-18-a.mp3}
+FEEDBACK: The rain kept on for 3 hours. {bk09-l2c-f1-18-fb.mp3}
# Source: LLA 2C Figure 3
-$SELECT Finish the Thought
-ID: 2c-f3
-INTRO: Here's a callback to the driving words. Read the phrases first, then listen to the start of a sentence and tap the phrase that finishes it — then repeat the whole thing.
+$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
@@ -1264,127 +1417,92 @@ 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-q.mp3}
+PROMPT: When John gets in his car, the first thing he does is... {bk09-l2c-f3-01.mp3}
ANSWER: c
-FEEDBACK: Repeat: When John gets in his car, the first thing he does is fasten his seat belt. {bk09-l2c-f3-01-a.mp3}
+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-q.mp3}
+PROMPT: Ted will never get a ticket, he always... {bk09-l2c-f3-02.mp3}
ANSWER: e
-FEEDBACK: Repeat: He always obeys the law. {bk09-l2c-f3-02-a.mp3}
+FEEDBACK: He always obeys the law. {bk09-l2c-f3-02-fb.mp3}
-PROMPT: Jimmy fell down the stairs, he... {bk09-l2c-f3-03-q.mp3}
+PROMPT: Jimmy fell down the stairs, he... {bk09-l2c-f3-03.mp3}
ANSWER: a
-FEEDBACK: Repeat: He broke his arm. {bk09-l2c-f3-03-a.mp3}
+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-q.mp3}
+PROMPT: Ed does not drive fast, he does not run red lights, he is... {bk09-l2c-f3-04.mp3}
ANSWER: d
-FEEDBACK: Repeat: He is a careful driver. {bk09-l2c-f3-04-a.mp3}
+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-q.mp3}
+PROMPT: Jeff ran a red light and ran into a pole, he... {bk09-l2c-f3-05.mp3}
ANSWER: b
-FEEDBACK: Repeat: He caused an accident. {bk09-l2c-f3-05-a.mp3}
+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-q.mp3}
+PROMPT: The policeman gave Ray a ticket. The ticket was for $85, this... {bk09-l2c-f3-06.mp3}
ANSWER: f
-FEEDBACK: Repeat: This fine was expensive. {bk09-l2c-f3-06-a.mp3}
+FEEDBACK: This fine was expensive. {bk09-l2c-f3-06-fb.mp3}
# Source: LLA 2C Figure 4
$SELECT How Many Syllables?
-ID: 2c-f4
-INTRO: A quick ear-training round. Listen to each word and tap the number of syllables you hear, then say the word back.
+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.
-REPEAT
OPTION: a | 1 syllable
OPTION: b | 2 syllables
OPTION: c | 3 syllables
OPTION: d | 4 syllables
-PROMPT: traffic. {bk09-l2c-f4-01-q.mp3}
+PROMPT: traffic. Traffic. {bk09-l2c-f4-01.mp3}
ANSWER: b
-FEEDBACK: Repeat: traffic. {bk09-l2c-f4-01-a.mp3}
+FEEDBACK: Two syllables. Traffic.
-PROMPT: fine. {bk09-l2c-f4-02-q.mp3}
+PROMPT: fine. Fine. {bk09-l2c-f4-02.mp3}
ANSWER: a
-FEEDBACK: Repeat: fine. {bk09-l2c-f4-02-a.mp3}
+FEEDBACK: One syllable. Fine.
-PROMPT: accident. {bk09-l2c-f4-03-q.mp3}
+PROMPT: accident. Accident. {bk09-l2c-f4-03.mp3}
ANSWER: c
-FEEDBACK: Repeat: accident. {bk09-l2c-f4-03-a.mp3}
+FEEDBACK: Three syllables. Accident.
-PROMPT: policeman. {bk09-l2c-f4-04-q.mp3}
+PROMPT: policeman. Policeman. {bk09-l2c-f4-04.mp3}
ANSWER: c
-FEEDBACK: Repeat: policeman. {bk09-l2c-f4-04-a.mp3}
+FEEDBACK: Three syllables. Policeman.
-PROMPT: ticket. {bk09-l2c-f4-05-q.mp3}
+PROMPT: ticket. Ticket. {bk09-l2c-f4-05.mp3}
ANSWER: b
-FEEDBACK: Repeat: ticket. {bk09-l2c-f4-05-a.mp3}
+FEEDBACK: Two syllables. Ticket.
-PROMPT: fault. {bk09-l2c-f4-06-q.mp3}
+PROMPT: fault. Fault. {bk09-l2c-f4-06.mp3}
ANSWER: a
-FEEDBACK: Repeat: fault. {bk09-l2c-f4-06-a.mp3}
+FEEDBACK: One syllable. Fault.
-PROMPT: careless. {bk09-l2c-f4-07-q.mp3}
+PROMPT: careless. Careless. {bk09-l2c-f4-07.mp3}
ANSWER: b
-FEEDBACK: Repeat: careless. {bk09-l2c-f4-07-a.mp3}
+FEEDBACK: Two syllables. Careless.
-PROMPT: bicycle. {bk09-l2c-f4-08-q.mp3}
+PROMPT: bicycle. Bicycle. {bk09-l2c-f4-08.mp3}
ANSWER: c
-FEEDBACK: Repeat: bicycle. {bk09-l2c-f4-08-a.mp3}
+FEEDBACK: Three syllables. Bicycle.
-PROMPT: cross. {bk09-l2c-f4-09-q.mp3}
+PROMPT: cross. Cross. {bk09-l2c-f4-09.mp3}
ANSWER: a
-FEEDBACK: Repeat: cross. {bk09-l2c-f4-09-a.mp3}
+FEEDBACK: One syllable. Cross.
-PROMPT: insurance. {bk09-l2c-f4-10-q.mp3}
+PROMPT: insurance. Insurance. {bk09-l2c-f4-10.mp3}
ANSWER: c
-FEEDBACK: Repeat: insurance. {bk09-l2c-f4-10-a.mp3}
+FEEDBACK: Three syllables. Insurance.
-# Source: LLA 2C Figure 5
-$PRODUCE Dictation: The Long-Distance Call
-ID: 2c-f5
-INTRO: To finish this part, a dictation that tells a little story — John, his sister, and a pocketful of change. Type each sentence exactly as you hear it.
-INSTRUCTION: Type what you hear.
+# 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).
-INPUT: type
-CHECK: exact
-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}
-ACCEPT: He called after 11:00 because it was cheaper.
-
-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}
-ACCEPT: They talked for twenty minutes.
-
-PROMPT: They had a good conversation. {bk09-l2c-f5-08.mp3}
-RESPONSE: They had a good conversation. {bk09-l2c-f5-08.mp3}
-
-# SKIPPED (tape): The 2C tape mistakenly includes figures 6 and 7 from another lesson (Lesson 2D). These were omitted at conversion and stay omitted here.
-
-$LESSON 2-7: Past Progressive — What Were You Doing?
+$SESSION 2-7: The Past Progressive
# Source: ST Grammar §Past Progressive
$GRAMMAR The Past Progressive
ID: l2-s5
-INTRO: In this part you'll learn to say what was happening at a moment in the past — the past progressive. Here's how it works.
+INTRO: In this part you'll learn to say what was happening at a moment in the past — the past progressive. One small table, then plenty of practice.
-The past progressive shows that an action took place **over a period of time** in the past.
+The past progressive shows that an action was going on over a period of time in the past. Use **was** or **were** plus the **-ing** form of the verb.
| | | |
|---|---|---|
@@ -1392,35 +1510,16 @@ The past progressive shows that an action took place **over a period of time** i
| Mark | **was studying** | last night. |
| Mark and Al | **were studying** | last night. |
-Use **was** with I, he, she, and it. Use **were** with you, we, and they.
+Use "was" with I / he / she / it, and "were" with you / we / they.
{What were you doing last night?}
{I was studying in the library.}
-# Source: LLA 2C Figure 1 (past continuous pass)
-$DIALOGUE Past Progressive Models
-ID: 2c-f1-c
-INTRO: Listen to these model sentences in the past progressive and repeat them — sleeping, crying, running, and one suspiciously new car.
-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: ST §I Was Thinking About My Vacation
-$DIALOGUE I Was Thinking About My Vacation
+$DIALOGUE What Were You Doing Last Night?
ID: l2-s6
-INTRO: Three short conversations in the past progressive. One student wasn't listening to the teacher — you'll hear how that goes. Read and repeat.
-INSTRUCTION: Read the dialogs and repeat.
+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?
@@ -1440,56 +1539,75 @@ 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 in the Past Progressive
-ID: 2c-f2
+$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
-INTRO: Now answer questions about what people were doing. Look at the picture and the cue word, listen to the question, and answer out loud — then repeat the model.
-INSTRUCTION: Answer aloud.
REPEAT
EXAMPLE
-TEMPLATE: sleeping
-PROMPT: Was John watching TV at 10:30? {page_049_002.jpg} {bk09-l2c-f2-ex-q.mp3}
-RESPONSE: No, he was sleeping. {bk09-l2c-f2-ex-a.mp3}
+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
-PROMPT: Was George studying after dinner? {page_049_003.jpg} {bk09-l2c-f2-01-q.mp3}
-RESPONSE: Yes, George was studying after dinner. {bk09-l2c-f2-01-a.mp3}
+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
-PROMPT: What were Sergeant Peterson and Sergeant Gannon doing in the gym this morning? {page_050_001.jpg} {bk09-l2c-f2-02-q.mp3}
-RESPONSE: They were exercising in the gym. {bk09-l2c-f2-02-a.mp3}
+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
-PROMPT: What was Bob doing at 9:30 last night? {page_050_002.jpg} {bk09-l2c-f2-03-q.mp3}
-RESPONSE: He was watching TV. {bk09-l2c-f2-03-a.mp3}
+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
-PROMPT: Was Captain Kirk going to the officers' club at noon? {page_050_003.jpg} {bk09-l2c-f2-04-q.mp3}
-RESPONSE: No, he was going to the commissary. {bk09-l2c-f2-04-a.mp3}
+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
-PROMPT: What was Private Anderson doing in class this morning? {page_050_004.jpg} {bk09-l2c-f2-05-q.mp3}
+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
-PROMPT: Were the students eating chicken last night? {page_050_005.jpg} {bk09-l2c-f2-06-q.mp3}
-RESPONSE: No, they were eating fish. {bk09-l2c-f2-06-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
-PROMPT: What was Lieutenant Benavides doing Saturday afternoon? {page_050_006.jpg} {bk09-l2c-f2-07-q.mp3}
-RESPONSE: He was getting a haircut. {bk09-l2c-f2-07-a.mp3}
+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? (cue fragments moved to TEMPLATE — TTS would mangle the dots)
-$PRODUCE Laura's Busy Day
+# Source: ST §What Was Laura Doing Yesterday?
+$PRODUCE What Was Laura Doing?
ID: l2-s7
-INTRO: Meet Laura, who somehow eats, runs, shops, and cooks all in one day. Build a past progressive question from the cue words, ask it aloud, and answer it from the picture.
-INSTRUCTION: Ask and answer with the past progressive, using the cue and the picture.
+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: Treat the model answer as the key. Accept a correctly formed past progressive question built from the cue, followed by an answer stating the same fact as the model in the past progressive. The past progressive form is the point — wrong tense fails; phrasing is otherwise free.
+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}
@@ -1510,13 +1628,13 @@ 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: What ... Laura ... do ... 8:00? {st-page_058_004.jpg}
-RESPONSE: What was Laura doing at 8:00? She was talking on the telephone.
+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
$DIALOGUE An Important Day for Al
ID: l2-s8
-INTRO: Al kept notes on one very important day — the day he met the President. Read his schedule carefully; you'll answer questions about it next.
+INTRO: Al met the President yesterday — and wrote down every minute of it. Read his notes; questions about his day come next.
INSTRUCTION: Read Al's notes.
LINE: Yesterday was an important day for Al. He wrote down some of the things he did.
@@ -1532,15 +1650,15 @@ LINE: 12:30 p.m. - rode with the President back to the airport, the rain stopped
LINE: 1:00 p.m. - returned to my office, what a day! I met the President!
# Source: ST §Ask Questions About Al's Day
-$PRODUCE What Was Al Doing?
+$PRODUCE Questions About Al's Day
ID: l2-s9
REFERENCE
-INTRO: Now answer questions about Al's day, in the past progressive. His notes are there if you need to check — Al certainly would.
-INSTRUCTION: Answer aloud in the past progressive.
+INTRO: What was Al doing when everything kept happening to him? Answer aloud in the past progressive — his notes are one tap away.
+INSTRUCTION: Answer aloud using the past progressive.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The past progressive is the point — wrong tense fails. Treat the model answer as the factual key; accept any natural phrasing of the same fact.
+RUBRIC: The learner must answer in the past progressive with the fact from the model answer. Accept any natural phrasing; wrong tense or wrong fact fails.
EXAMPLE
PROMPT: What was Al doing when Joe called him?
@@ -1559,9 +1677,9 @@ PROMPT: What was Al doing when it began to rain?
RESPONSE: He was showing the President around the base.
# Source: ST §I Was Writing a Letter When the Phone Rang
-$PRODUCE I Was Writing a Letter When the Phone Rang
+$PRODUCE Complete with the Past Progressive
ID: l2-s10
-INTRO: Last stop for the past progressive: type the correct form of the verb in parentheses to complete each sentence.
+INTRO: Last drill on the tense: type the past progressive form of the verb in parentheses to complete each sentence.
INSTRUCTION: Type the past progressive form of the verb.
INPUT: type
CHECK: exact
@@ -1590,378 +1708,258 @@ RESPONSE: We were watching TV when Tom came home.
TEMPLATE: Do you remember what you ____{were doing} in 1980? (do)
RESPONSE: Do you remember what you were doing in 1980?
-$LESSON 2-8: What Happened? — Reported Speech and the Accident
+# 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
-$DIALOGUE Where Is the Car? {st-page_065_001.jpg}
+$DIALOGUE In Front, Behind, In Back
ID: l2-s13
-INTRO: Final part — you'll put the whole lesson together: where things are on the street, who told whom to do what, and one last accident. First, look at the street scene and repeat where everything is.
+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.
+LINE: The bus is in front of the automobile. {st-page_065_001.jpg}
-VOCAB: dark car
VOCAB: behind
-LINE: The dark car is behind the bus.
+LINE: The dark car is behind the bus. {st-page_065_001.jpg}
-VOCAB: light car
VOCAB: in back of
-LINE: The light car is in back of the dark car.
+LINE: The light car is in back of the dark car. {st-page_065_001.jpg}
-LINE: The woman is wearing a dark coat.
-LINE: They are crossing the street in front of the bus.
+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
$DIALOGUE Traffic Situations
ID: 2d-f1
-INTRO: Seven traffic pictures — buses, bicycles, a police car, and a light pole that didn't move out of the way. Look at each picture and repeat the sentence.
-INSTRUCTION: Listen and repeat.
+INTRO: Seven traffic pictures from the tape — buses, bright sun, and one unlucky light pole. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
REPEAT
LINE: The children are on the bus behind the truck. {page_053_001.jpg} {bk09-l2d-f1-01.mp3}
-LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg} {bk09-l2d-f1-02.mp3}
-LINE: They must park across from the school. {page_053_003.jpg} {bk09-l2d-f1-03.mp3}
-LINE: The bicycle is in back of that small car. {page_053_004.jpg} {bk09-l2d-f1-04.mp3}
-LINE: Fred is in the car in front of the police car. {page_054_001.jpg} {bk09-l2d-f1-05.mp3}
-LINE: Someone left their light blue car by the lake. {page_054_002.jpg} {bk09-l2d-f1-06.mp3}
-LINE: His dark car hit the light pole. {page_054_003.jpg} {bk09-l2d-f1-07.mp3}
+LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg} {bk09-l2d-f1-01-b.mp3}
+LINE: They must park across from the school. {page_053_003.jpg} {bk09-l2d-f1-01-c.mp3}
+LINE: The bicycle is in back of that small car. {page_053_004.jpg} {bk09-l2d-f1-01-d.mp3}
+LINE: Fred is in the car in front of the police car. {page_054_001.jpg} {bk09-l2d-f1-01-e.mp3}
+LINE: Someone left their light blue car by the lake. {page_054_002.jpg} {bk09-l2d-f1-01-f.mp3}
+LINE: His dark car hit the light pole. {page_054_003.jpg} {bk09-l2d-f1-01-g.mp3}
-# Source: LLA 2D Figure 1 (identification pass, split in two — image option pool of 7 exceeds the 6-option cap)
-$SELECT Which Picture? (E to G)
+# Source: LLA 2D Figure 1 (identification pass)
+$SELECT Which Picture Is Being Described?
ID: 2d-f1-b
-INTRO: Now find the pictures by ear. Listen to each sentence and tap the picture it describes — the first one is done for you.
-INSTRUCTION: Tap the correct picture, then repeat.
-REPEAT
-
-OPTION: e | Picture E {page_054_001.jpg}
-OPTION: f | Picture F {page_054_002.jpg}
-OPTION: g | Picture G {page_054_003.jpg}
-
-EXAMPLE
-PROMPT: Jim is driving in front of the policeman. {bk09-l2d-f1-08-q.mp3}
-ANSWER: e
-
-PROMPT: There was a light-colored car parked by the lake. {bk09-l2d-f1-10-q.mp3}
-ANSWER: f
-FEEDBACK: Repeat: There was a light-colored car parked by the lake. {bk09-l2d-f1-10-a.mp3}
-
-PROMPT: That dark car ran into the light pole. {bk09-l2d-f1-12-q.mp3}
-ANSWER: g
-FEEDBACK: Repeat: That dark car ran into the light pole. {bk09-l2d-f1-12-a.mp3}
-
-# Source: LLA 2D Figure 1 (identification pass, second half of the split pool)
-$SELECT Which Picture? (A to D)
-ID: 2d-f1-c
-INTRO: Four more pictures. Listen, tap the one the sentence describes, and repeat the sentence.
-INSTRUCTION: Tap the correct picture, then repeat.
-REPEAT
+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}
-PROMPT: Tom's mother parked her car across from the school. {bk09-l2d-f1-09-q.mp3}
+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
-FEEDBACK: Repeat: Tom's mother parked her car across from the school. {bk09-l2d-f1-09-a.mp3}
-PROMPT: The school bus is behind the truck. {bk09-l2d-f1-11-q.mp3}
+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
-FEEDBACK: Repeat: The school bus is behind the truck. {bk09-l2d-f1-11-a.mp3}
-PROMPT: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13-q.mp3}
+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
-FEEDBACK: Repeat: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13-a.mp3}
-PROMPT: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14-q.mp3}
+PROMPT: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-01-n.mp3}
ANSWER: b
-FEEDBACK: Repeat: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14-a.mp3}
-
-# Source: new (gap: reported commands with "told/asked ... to" are drilled on tapes 2B and 2D but never explained in the book)
-$GRAMMAR Reporting a Command: He Told Me to Wait
-ID: 2d-f2-g
-INTRO: Before the next drills, one small upgrade to the ask-and-tell pattern: reporting what somebody said, after the fact.
-
-When you report a command or request later, use the **past** form — **told** or **asked** — plus the person and **to** + verb:
-
-{Mike, lock the door.} → {He told him to lock the door.}
-{Please wait for me.} → {She asked him to wait for her.}
-
-For a negative command, put **not** before **to**:
-
-{Don't eat so fast.} → {He told him not to eat so fast.}
-
-# Source: LLA 2B Figure 6 (recast from type/exact to speak/reveal — the answers are long sentences)
-$PRODUCE What Did Sam Tell Ted?
-ID: 2b-f6
-INPUT: speak
-CHECK: reveal
-INTRO: Listen to each short dialogue and the question after it. Answer aloud with a full reported sentence, then compare with the model.
-INSTRUCTION: Answer the question aloud.
-
-PROMPT: Ted, tell your brother not to bother me. Okay, Sam, I will. What did Sam tell Ted? {bk09-l2b-f6-01.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.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.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.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.mp3}
-RESPONSE: She told him to wait for her. {bk09-l2b-f6-05-a.mp3}
-
-# Source: ST §Sgt Smith Told Airman Harris... (speaker labels recast for TTS)
-$PRODUCE Sgt Smith Told Airman Harris...
-ID: l2-s24
-INTRO: Same skill, from print. Read what each person said, then answer the question aloud using told or asked.
-INSTRUCTION: Read the sentence, then answer the question aloud.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
-
-EXAMPLE
-PROMPT: Sgt Smith says, "Airman Harris, clean the barracks." What did Sgt Smith tell Airman Harris?
-RESPONSE: He told him to clean the barracks.
-
-EXAMPLE
-PROMPT: Maj Dean says, "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 says, "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 says, "Don't forget your umbrella, Bob." What did Gilbert tell Bob?
-RESPONSE: He told him not to forget his umbrella.
-
-PROMPT: Roland says, "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 says, "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 says, "Close that window, sergeant." What did Lt Miller tell the sergeant to do?
-RESPONSE: He told him to close that window.
-
-PROMPT: Carol says, "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 says, "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 says, "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 says, "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 says, "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: LLA 2D Figure 2
-$PRODUCE Reported Speech by Ear
+$PRODUCE What Did They Tell Them to Do?
ID: 2d-f2
-INTRO: Now do it entirely by ear. Listen to the short dialogue and the question, answer aloud with told or asked, then repeat the model answer.
-INSTRUCTION: Answer aloud using reported speech.
+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-ex-q.mp3}
-RESPONSE: He told Joanne to come in. {bk09-l2d-f2-ex-a.mp3}
+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-q.mp3}
-RESPONSE: He told him to help him move the bookcase. {bk09-l2d-f2-01-a.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-f2-02-q.mp3}
-RESPONSE: She told him to bring the student record to the Major's office. {bk09-l2d-f2-02-a.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-f2-03-q.mp3}
-RESPONSE: She told her to get up. {bk09-l2d-f2-03-a.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-f2-04-q.mp3}
-RESPONSE: He told him not to eat so fast. {bk09-l2d-f2-04-a.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-f2-05-q.mp3}
-RESPONSE: She told him not to forget to lock the door when he leaves. {bk09-l2d-f2-05-a.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-f2-06-q.mp3}
-RESPONSE: He told her to clean her shoes. {bk09-l2d-f2-06-a.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 Who Told Whom to Do What?
+$SELECT Choose What They Said
ID: 2d-f3
-INTRO: This time you choose the report instead of building it. Listen to the dialogue and the question, tap the correct sentence, then repeat it.
-INSTRUCTION: Tap the correct reported speech sentence.
+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-q.mp3}
+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.
+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
-FEEDBACK: Repeat: She told her to answer the phone. {bk09-l2d-f3-01-a.mp3}
-PROMPT: Sergeant Evans, bring me that letter. — Yes, ma'am, Lieutenant Richards. — What did Lieutenant Richards tell Sergeant Evans? {bk09-l2d-f3-02-q.mp3}
+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.
+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
-FEEDBACK: Repeat: She told him to bring her the letter. {bk09-l2d-f3-02-a.mp3}
-PROMPT: Janet, get up. You'll miss your bus. — Okay, Dad. — What did Dad tell Janet? {bk09-l2d-f3-03-q.mp3}
+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.
+OPTION: d | He told her to get up. {bk09-l2d-f3-01-f.mp3}
ANSWER: d
-FEEDBACK: Repeat: He told her to get up. {bk09-l2d-f3-03-a.mp3}
-PROMPT: Sam, leave that window open. It's hot in here. — Okay, Mrs. Dennis. — What did Mrs. Dennis tell Sam to do? {bk09-l2d-f3-04-q.mp3}
-OPTION: a | She told him to leave the window open.
+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
-FEEDBACK: Repeat: She told him to leave the window open. {bk09-l2d-f3-04-a.mp3}
-PROMPT: Alice, move these books. — I'll move them in a minute. — What did he tell Alice to do? {bk09-l2d-f3-05-q.mp3}
+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.
+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
-FEEDBACK: Repeat: He told her to move the books. {bk09-l2d-f3-05-a.mp3}
-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-f3-06-q.mp3}
+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.
+OPTION: d | He told her to take the papers to the office. {bk09-l2d-f3-01-l.mp3}
ANSWER: d
-FEEDBACK: Repeat: He told her to take the papers to the office. {bk09-l2d-f3-06-a.mp3}
-# Source: ST §What Did Billy's Mother Tell Him to Do? (cartoon recast as speaker lines)
-$DIALOGUE Billy's Evening Out
-ID: l2-s25
-INTRO: A six-panel story about Billy, a soccer ball, and a window — you can guess where this is going. Read the panels; you'll report what everyone said next.
-INSTRUCTION: Read the cartoon panels.
+# 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
-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}
+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.
-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}
+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.
-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}
+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.
-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}
+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.
-Billy: Here it comes! {st-page_082_005.jpg}
-Roberta: Be careful! Don't hit the house! {st-page_082_005.jpg}
+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.
-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
-$PRODUCE Report What They Said
-ID: l2-s26
-REFERENCE
-INTRO: Now report the cartoon. For each picture, ask what somebody told or asked Billy — or what Billy told Roberta — and answer your own question. The panels are there to check.
-INSTRUCTION: Ask and answer about the picture using ask or tell.
-INPUT: speak
-CHECK: llm
-RUBRIC: Treat the model as the key. Accept a past-tense question with ask or tell, followed by an answer using told/asked + person + (not) to + verb that matches the model's facts. Any natural phrasing is fine; the told/asked-to structure is the point.
-
-EXAMPLE
-PROMPT: {st-page_082_001.jpg}
-RESPONSE: What did Billy's mother tell him to do? She told him to stay home.
-
-PROMPT: {st-page_082_002.jpg}
-RESPONSE: What did Billy's mother ask him to do? She asked him to take his plate and glass to the kitchen.
-
-PROMPT: {st-page_082_003.jpg}
-RESPONSE: What did Billy's dad tell him to do? He told him to be home by 8:00.
-
-PROMPT: {st-page_082_004.jpg}
-RESPONSE: What did Billy tell Roberta to do? He told her to get her soccer ball.
-
-PROMPT: {st-page_082_005.jpg}
-RESPONSE: What did Roberta tell Billy to do? She told him to be careful and not hit the house.
-
-PROMPT: {st-page_082_006.jpg}
-RESPONSE: What did Roberta ask Billy not to do? She asked him not to tell her father.
+# 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
-$DIALOGUE The Accident
+$DIALOGUE Harry Had an Accident
ID: 2d-f4
-INTRO: One last accident story — Harry's, this time. His seat belt did its job; the other driver collected two tickets. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+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. That man in the dark car ran into him. He ran the red light. {bk09-l2d-f4-02.mp3}
-Man1: Was Harry hurt? {bk09-l2d-f4-03.mp3}
-Man2: No. He was wearing his seatbelt. That helped him. {bk09-l2d-f4-04.mp3}
-Man1: Where are the police? {bk09-l2d-f4-05.mp3}
-Man2: They already left. {bk09-l2d-f4-06.mp3}
-Man1: Did that man get a ticket? {bk09-l2d-f4-07.mp3}
-Man2: Yes. He got 2 tickets, one because he caused the accident. And one because he wasn't wearing his seatbelt. {bk09-l2d-f4-08.mp3}
-Man1: Does Harry have insurance? {bk09-l2d-f4-09.mp3}
-Man2: Yes, and so does the other driver. {bk09-l2d-f4-10.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
$PRODUCE Listen and Answer
ID: 2d-f5
-INTRO: Two longer conversations, all by ear. Listen, answer the question aloud, then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
+INTRO: The final exercise of the lesson: read the question, listen to the conversation, and answer aloud in a full sentence. Then you're done — go carefully out there, and buckle up.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-PROMPT: Sergeant Wilson, where is Captain Russell? — He's in Colonel Smith's office, Lieutenant Jackson. He has a long-distance phone call. I'll get him right away. — Why is Lieutenant Jackson looking for Captain Russell? {bk09-l2d-f5-01-q.mp3}
-RESPONSE: Because Captain Russell has a long-distance phone call. {bk09-l2d-f5-01-a.mp3}
+TEMPLATE: Why is Lt Jackson looking for Captain Russell?
+PROMPT: Sergeant Wilson, where is Captain Russell? He's in Colonel Smith's office, Lieutenant Jackson. He has a long-distance phone call. I'll get him right away. {bk09-l2d-f5-01.mp3}
+RESPONSE: Because Captain Russell has a long-distance phone call. {bk09-l2d-f5-01-b.mp3}
-PROMPT: Lieutenant Kline, I'm looking for Major Billings. — I haven't seen him, sir. — I want to take him to lunch. He took me one day last week. — Well, Major Johnson, he should be back in about 30 minutes. Ask him to call me when he comes in. — Yes, sir, I will. — Why is Major Johnson looking for Major Billings? {bk09-l2d-f5-02-q.mp3}
-RESPONSE: He wants to take him to lunch. {bk09-l2d-f5-02-a.mp3}
-
-# SKIPPED (book): ST Writing Skill "CAN YOU PUT THE SENTENCES TOGETHER?" — match phrases and rewrite as one paragraph; paragraph composition remains deferred.
-
-# Source: ST §Let's Make the Sentences Longer
-$PRODUCE Make the Sentences Longer
-ID: l2-s32
-INTRO: One last exercise: take a plain sentence and dress it up with the words provided — put each into the right place and type the longer sentence. That's the end of Lesson 2. Drive carefully out there.
-INSTRUCTION: Type the expanded sentence with the words in 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.
+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}
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+++ b/book-9-lesson-3.module
@@ -1,323 +1,219 @@
$MODULE Book 9 · Lesson 3: Can You Give Me Any Advice? {st-page_091_001.jpg}
FORMAT: 2
-DESCRIPTION: Auto repair and borrowing, truth and white lies, someone and anyone, giving advice with "should", and adverbs of manner.
+DESCRIPTION: Getting a car fixed, borrowing and lending, truth and little white lies, opinions, giving advice with "should", adverbs of manner, and "how" questions.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, slightly wry teacher voice
+VOICE_INTRO: aoede | Warm, lightly witty teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Abel | achird | Male mechanic
+VOICE: Abel | achernar | Male mechanic
VOICE: Customer | gacrux | Female customer
-VOICE: Frank | charon | Male student
-VOICE: Paul | rasalgethi | Male student
-VOICE: Joe | zubenelgenubi | Male speaker
-VOICE: Harry | puck | Male speaker
-VOICE: Sam | charon | Male speaker
-VOICE: Lou | zubenelgenubi | Male speaker
-VOICE: Ted | alnilam | Male speaker
+VOICE: Frank | achernar | Male student
+VOICE: Paul | schedar | Male student
+VOICE: Joe | achernar | Male speaker
+VOICE: Harry | schedar | Male speaker
+VOICE: Sam | achernar | Male speaker
+VOICE: Lou | achird | Male speaker
+VOICE: Ted | achernar | Male speaker
VOICE: Mechanic | schedar | Male speaker
-VOICE: Bob | achird | Male speaker
-VOICE: Tom | schedar | Male speaker
-VOICE: Al | charon | Male speaker
-VOICE: Ed | rasalgethi | Male speaker
-VOICE: Mike | algieba | Male speaker
-VOICE: Pete | alnilam | Male speaker
-VOICE: Tim | puck | Male speaker
-VOICE: Carl | umbriel | Male speaker
-VOICE: Roger | algenib | Male speaker
-VOICE: Kevin | orus | Male speaker
-VOICE: Jack | puck | Male speaker
-VOICE: Chris | charon | Male speaker
-VOICE: David | alnilam | Male speaker
-VOICE: Stan | iapetus | Male speaker
-VOICE: Mark | achird | Male speaker
+VOICE: Bob | achernar | Male speaker
+VOICE: Tom | achird | Male speaker
+VOICE: Al | achernar | Male speaker
+VOICE: Ed | achird | Male speaker
+VOICE: Mike | achernar | Male speaker
+VOICE: Pete | achird | Male speaker
+VOICE: Tim | achernar | Male speaker
+VOICE: Carl | achird | Male speaker
+VOICE: Roger | achernar | Male speaker
+VOICE: Kevin | achird | Male speaker
+VOICE: David | achernar | Male speaker
+VOICE: Stan | achird | Male speaker
+VOICE: Mark | achernar | Male speaker
+VOICE: Chris | achird | Male speaker
+VOICE: Jack | achernar | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$LESSON 3-1: Car Trouble at Abel's
+$SESSION 3-1: At the Auto Repair Shop
# Source: LLA 3A Figure 1
-$DIALOGUE Words for Car Trouble
+$DIALOGUE Fixing Things: New Words
ID: 3a-f1
-INTRO: In this lesson you'll learn to talk about fixing cars, borrowing and lending, telling the truth — and giving advice with "should". First, six new words about things that break. Listen and repeat each one in its sentence.
+INTRO: Welcome to Lesson 3. This week you'll learn to get a car fixed, tell the truth — or a small, polite lie — and give advice with "should". First, six new words about broken things and the people who fix them. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
-VOCAB: repair
+VOCAB: to repair
LINE: Tom broke his watch. He'll take it to a place that repairs watches. {bk09-l3a-f1-01.mp3}
-VOCAB: fix
+VOCAB: to fix
LINE: I broke my watch. Can you fix it? {bk09-l3a-f1-02.mp3}
VOCAB: garage
LINE: Something is wrong with my car. I must take it to a garage. {bk09-l3a-f1-03.mp3}
-VOCAB: guess
+VOCAB: to guess
LINE: I might go to the game. I guess I'll go to the game. {bk09-l3a-f1-04.mp3}
VOCAB: someone
LINE: A person helped me. Someone helped me. {bk09-l3a-f1-05.mp3}
-VOCAB: lend
+VOCAB: to lend
LINE: I'll let you use my car. I'll lend you my car. {bk09-l3a-f1-06.mp3}
-
# Source: LLA 3A Figure 2
-$PRODUCE Fill In the New Words
+$PRODUCE Type the Missing Word
ID: 3a-f2
INPUT: type
CHECK: exact
-INTRO: Now use the new words right away. You'll hear each sentence — type the word that's missing on the screen.
+INTRO: Now put the new words to work. You'll hear each word and its sentence — type the missing word to complete the sentence on screen.
INSTRUCTION: Type the missing word.
+PROMPT: repair, repair. Tom broke his watch; he'll take it to a place that repairs watches. {bk09-l3a-f2-01.mp3}
TEMPLATE: Tom broke his watch. He'll take it to a place that ____ watches.
-PROMPT: Tom broke his watch; he'll take it to a place that repairs watches. {bk09-l3a-f2-01.mp3}
-RESPONSE: Tom broke his watch. He'll take it to a place that repairs watches.
-ACCEPT: repair | repairs
+RESPONSE: Tom broke his watch; he'll take it to a place that repairs watches. {bk09-l3a-f2-01-b.mp3}
+ACCEPT: repairs
+PROMPT: fix, fix. I broke my watch; can you fix it? {bk09-l3a-f2-02.mp3}
TEMPLATE: I broke my watch. Can you ____ it?
-PROMPT: I broke my watch; can you fix it? {bk09-l3a-f2-02.mp3}
-RESPONSE: I broke my watch. Can you fix it?
+RESPONSE: I broke my watch; can you fix it? {bk09-l3a-f2-02-b.mp3}
ACCEPT: fix
+PROMPT: garage, garage. Something is wrong with my car; I must take it to a garage. {bk09-l3a-f2-03.mp3}
TEMPLATE: Something is wrong with my car. I must take it to a ____.
-PROMPT: Something is wrong with my car; I must take it to a garage. {bk09-l3a-f2-03.mp3}
-RESPONSE: Something is wrong with my car. I must take it to a garage.
+RESPONSE: Something is wrong with my car; I must take it to a garage. {bk09-l3a-f2-03-b.mp3}
ACCEPT: garage
+PROMPT: guess, guess. I might go to the game; I guess I'll go to the game. {bk09-l3a-f2-04.mp3}
TEMPLATE: I might go to the game. I ____ I'll go to the game.
-PROMPT: I might go to the game; I guess I'll go to the game. {bk09-l3a-f2-04.mp3}
-RESPONSE: I might go to the game. I guess I'll go to the game.
+RESPONSE: I might go to the game; I guess I'll go to the game. {bk09-l3a-f2-04-b.mp3}
ACCEPT: guess
+PROMPT: someone, someone. A person helped me; someone helped me. {bk09-l3a-f2-05.mp3}
TEMPLATE: A person helped me. ____ helped me.
-PROMPT: A person helped me; someone helped me. {bk09-l3a-f2-05.mp3}
-RESPONSE: A person helped me. Someone helped me.
+RESPONSE: A person helped me; someone helped me. {bk09-l3a-f2-05-b.mp3}
ACCEPT: Someone | someone
+PROMPT: lend, lend. I'll let you use my car; I'll lend you my car. {bk09-l3a-f2-06.mp3}
TEMPLATE: I'll let you use my car. I'll ____ you my car.
-PROMPT: I'll let you use my car; I'll lend you my car. {bk09-l3a-f2-06.mp3}
-RESPONSE: I'll let you use my car. I'll lend you my car.
+RESPONSE: I'll let you use my car; I'll lend you my car. {bk09-l3a-f2-06.mp3}
ACCEPT: lend
-
# Source: LLA 3A Figure 3
-$DIALOGUE Abel's Auto Repair {page_060_001.jpg}
+$DIALOGUE A Call to Abel's Auto Repair
ID: 3a-f3
-INTRO: A customer's car lights don't work, so she calls Abel's Auto Repair. Listen for the new words — fix, garage, guess, someone, lend. They all show up.
-INSTRUCTION: Listen to the conversation.
-
-Abel: Abel's auto repair. {bk09-l3a-f3-01.mp3}
-Customer: Hello. Something is wrong with the lights on my car; can you fix them this morning? {bk09-l3a-f3-02.mp3}
-Abel: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f3-03.mp3}
-Customer: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f3-04.mp3}
-Abel: No, we can't take you back, but we can let you use a car. We'll lend it to you; there's no cost. {bk09-l3a-f3-05.mp3}
-Customer: Thanks. See you at 1:30. {bk09-l3a-f3-06.mp3}
-
-
-# Source: LLA 3A Figure 4 (Part 1)
-$PRODUCE Play the Customer
-ID: 3a-f4-a
-INPUT: speak
-CHECK: reveal
-INTRO: Your turn on the phone. You're the customer with the broken lights — read your lines aloud when Abel finishes speaking.
-INSTRUCTION: Read the customer's lines aloud.
-
-PROMPT: Abel's auto repair. {bk09-l3a-f4-01.mp3}
-TEMPLATE: Hello! Something is wrong with the lights on my car. Can you fix them this morning?
-RESPONSE: Hello! Something is wrong with the lights on my car. Can you fix them this morning? {bk09-l3a-f4-01-a.mp3}
-
-PROMPT: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f4-02.mp3}
-TEMPLATE: Yes, I guess I can take it then. Can someone take me back to my office?
-RESPONSE: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f4-02-a.mp3}
-
-PROMPT: No, we can't take you back, but we can let you use a car. We'll lend it to you. There's no cost. {bk09-l3a-f4-03.mp3}
-TEMPLATE: Thanks, see you at 1:30.
-RESPONSE: Thanks, see you at 1:30. {bk09-l3a-f4-03-a.mp3}
-
-
-# Source: LLA 3A Figure 4 (Part 2)
-$PRODUCE Play Abel
-ID: 3a-f4-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now switch sides — you run the garage. Answer the phone and read Abel's lines aloud.
-INSTRUCTION: Read Abel's lines aloud.
-
-TEMPLATE: Abel's Auto Repair
-RESPONSE: Abel's auto repair. {bk09-l3a-f4-04-a.mp3}
-
-PROMPT: Hello. Something is wrong with the lights on my car. Can you fix them this morning? {bk09-l3a-f4-05.mp3}
-TEMPLATE: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30?
-RESPONSE: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f4-05-a.mp3}
-
-PROMPT: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f4-06.mp3}
-TEMPLATE: No we can't take you back, but we can let you use a car. We'll lend it to you. There's no cost.
-RESPONSE: No, we can't take you back, but we can let you use a car. We'll lend it to you. There's no cost. {bk09-l3a-f4-06-a.mp3}
+INTRO: A customer's car lights have stopped working, so she calls Abel's Auto Repair. Just listen — in a moment you'll play both sides of this call yourself.
+INSTRUCTION: Listen to the dialogue.
+Abel: Abel's Auto Repair. {page_060_001.jpg} {bk09-l3a-f3-01.mp3}
+Customer: Hello. Something is wrong with the lights on my car; can you fix them this morning? {page_060_001.jpg} {bk09-l3a-f3-02.mp3}
+Abel: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {page_060_001.jpg} {bk09-l3a-f3-03.mp3}
+Customer: Yes, I guess I can take it then. Can someone take me back to my office? {page_060_001.jpg} {bk09-l3a-f3-04.mp3}
+Abel: No, we can't take you back, but we can let you use a car. We'll lend it to you; there's no cost. {page_060_001.jpg} {bk09-l3a-f3-05.mp3}
+Customer: Thanks. See you at 1:30. {page_060_001.jpg} {bk09-l3a-f3-06.mp3}
# Source: LLA 3A Figure 5
-$SELECT Questions About Abel's Auto Repair
+$SELECT Questions About the Phone Call
ID: 3a-f5
-REFERENCE: 3a-f3
-INTRO: A few questions about that phone call. Listen, tap the best answer, and repeat it. You can look back at the conversation if the details got away from you.
+REFERENCE
+INTRO: How closely were you listening? Answer these questions about the phone call — tap the best answer, then repeat it aloud. Open the dialogue if you need to check.
INSTRUCTION: Tap the best answer.
REPEAT
-PROMPT: What kind of business is Able's Auto Repair? {bk09-l3a-f5-01.mp3}
+PROMPT: What kind of business is Able's Auto Repair? {bk09-l3a-f5-01-q.mp3}
OPTION: a | It's a place that fixes cars. {bk09-l3a-f5-01-a.mp3}
OPTION: b | It's a place to buy cars.
OPTION: c | It's a place to wash cars.
OPTION: d | It's a place to keep cars.
ANSWER: a
-PROMPT: What is Able's Auto Repair going to do to the customer's car? {bk09-l3a-f5-02.mp3}
+PROMPT: What is Able's Auto Repair going to do to the customer's car? {bk09-l3a-f5-02-q.mp3}
OPTION: a | It's going to wash it.
OPTION: b | It's going to take it back.
OPTION: c | It's going to fix the lights. {bk09-l3a-f5-02-a.mp3}
OPTION: d | It's going to bring it.
ANSWER: c
-PROMPT: What time is the customer going to Able's Auto Repair? {bk09-l3a-f5-03.mp3}
+PROMPT: What time is the customer going to Able's Auto Repair? {bk09-l3a-f5-03-q.mp3}
OPTION: a | at lunch
OPTION: b | in the morning
OPTION: c | around noon
OPTION: d | about 1:30 {bk09-l3a-f5-03-a.mp3}
ANSWER: d
-PROMPT: Where is the customer going after she takes her car to Able's Auto Repair? {bk09-l3a-f5-04.mp3}
+PROMPT: Where is the customer going after she takes her car to Able's Auto Repair? {bk09-l3a-f5-04-q.mp3}
OPTION: a | to the store
OPTION: b | back to work {bk09-l3a-f5-04-a.mp3}
OPTION: c | to the auto repair place
OPTION: d | back to her apartment
ANSWER: b
-PROMPT: How will the customer return to work after leaving the car at the repair place? {bk09-l3a-f5-05.mp3}
+PROMPT: How will the customer return to work after leaving the car at the repair place? {bk09-l3a-f5-05-q.mp3}
OPTION: a | The customer will walk back to the office.
OPTION: b | Someone will drive the customer back to work.
OPTION: c | Able's Auto Repair will lend the customer a car. {bk09-l3a-f5-05-a.mp3}
OPTION: d | The customer will wait for the car.
ANSWER: c
-PROMPT: I will lend you my car. {bk09-l3a-f5-06.mp3}
+PROMPT: I will lend you my car. {bk09-l3a-f5-06-q.mp3}
OPTION: a | You can use my car, but you must return it. {bk09-l3a-f5-06-a.mp3}
OPTION: b | You can use it, and you won't have to return it.
OPTION: c | The car is a gift.
OPTION: d | I will keep the car for you.
ANSWER: a
-
-$LESSON 3-2: Tools, Borrowing, and Lending
-
-# Source: LLA 3B Figure 1 (Part 1)
-$DIALOGUE Tools and Borrowing
-ID: 3b-f1
-INTRO: In this part: the tools you fix things with, and the difference between borrowing and lending. You'll see pictures of Frank and Paul — listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: tools
-LINE: These are Paul's tools. {page_065_001.jpg} {bk09-l3b-f1-01.mp3}
-
-VOCAB: borrow
-LINE: Frank doesn't have any tools. He's going to borrow Paul's tools. {bk09-l3b-f1-02.mp3}
-
-VOCAB: park
-VOCAB: garage
-LINE: Frank drove to Paul's house. He parked his car in the garage. Paul lent Frank his tools. {page_065_002.jpg} {bk09-l3b-f1-03.mp3}
-
-VOCAB: fast
-VOCAB: party
-LINE: Frank has to repair his car fast. He's going to a party. {page_065_003.jpg} {bk09-l3b-f1-04.mp3}
-
-
-# Source: LLA 3B Figure 1 (Part 2)
-$PRODUCE Answer About Frank and Paul
-ID: 3b-f1-b
-REFERENCE
-INTRO: Now answer questions about Frank, Paul, and those tools. Say a full sentence, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 3A Figure 4
+$PRODUCE Role Play: You Are the Customer
+ID: 3a-f4-a
INPUT: speak
CHECK: reveal
-REPEAT
+INTRO: Your turn on the phone — and your lights are broken. Listen to Abel and read the customer's lines aloud, then compare with the recording.
+INSTRUCTION: Read the customer's lines aloud.
-PROMPT: Whose tools are those? {page_065_001.jpg} {bk09-l3b-f1-05-q.mp3}
-RESPONSE: Those are Paul's tools. {bk09-l3b-f1-05-a.mp3}
+PROMPT: Abel's auto repair. {bk09-l3a-f4-01.mp3}
+TEMPLATE: Hello! Something is wrong with the lights on my car. Can you fix them this morning?
+RESPONSE: Hello. Something is wrong with the lights on my car; can you fix them this morning? {bk09-l3a-f3-07.mp3}
-PROMPT: Does Frank have any tools? {bk09-l3b-f1-06-q.mp3}
-RESPONSE: No, he doesn't. {bk09-l3b-f1-06-a.mp3}
+PROMPT: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f4-02.mp3}
+TEMPLATE: Yes, I guess I can take it then. Can someone take me back to my office?
+RESPONSE: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f3-08.mp3}
-PROMPT: What is he going to do? {bk09-l3b-f1-07-q.mp3}
-RESPONSE: He's going to borrow Paul's tools. {bk09-l3b-f1-07-a.mp3}
+PROMPT: No, we can't take you back, but we can let you use a car. We'll lend it to you. There's no cost. {bk09-l3a-f4-03.mp3}
+TEMPLATE: Thanks, see you at 1:30.
+RESPONSE: Thanks. See you at 1:30. {bk09-l3a-f3-09.mp3}
-PROMPT: Did Paul lend him his tools? {bk09-l3b-f1-08-q.mp3}
-RESPONSE: Yes, Paul lent him his tools. {bk09-l3b-f1-08-a.mp3}
-
-PROMPT: Where did Frank go? {bk09-l3b-f1-09-q.mp3}
-RESPONSE: He went to Paul's house. {bk09-l3b-f1-09-a.mp3}
-
-PROMPT: Where did he park his car? {page_065_002.jpg} {bk09-l3b-f1-10-q.mp3}
-RESPONSE: He parked his car in the garage. {bk09-l3b-f1-10-a.mp3}
-
-
-# Source: LLA 3B Figure 2 (Part 1)
-$DIALOGUE Thanks for the Tools
-ID: 3b-f2
-INTRO: Frank returns Paul's tools, and talk turns to David's party. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Frank: Thanks for lending me your tools, Paul. {bk09-l3b-f2-01.mp3}
-Paul: You're welcome. Are you going to David's party? {bk09-l3b-f2-02.mp3}
-Frank: Yes. And I'm very excited about it. {bk09-l3b-f2-03.mp3}
-Paul: Me too. It'll be nice to go out. {bk09-l3b-f2-04.mp3}
-Frank: Yes. I'm sure we'll enjoy it. {bk09-l3b-f2-05.mp3}
-Paul: Maybe we can finally meet David's roommate. {bk09-l3b-f2-06.mp3}
-Frank: Yes. I'd like to meet him. I'd like to practice my German. {bk09-l3b-f2-07.mp3}
-Paul: He might be there. {bk09-l3b-f2-08.mp3}
-
-
-# Source: LLA 3B Figure 2 (Part 2)
-$PRODUCE Questions on the Dialogue
-ID: 3b-f2-b
-REFERENCE
-INTRO: Four quick questions about Frank, Paul, and the party. Answer aloud, then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 3A Figure 4
+$PRODUCE Role Play: You Are Abel
+ID: 3a-f4-b
INPUT: speak
CHECK: reveal
-REPEAT
+INTRO: Now you run the garage. Read Abel's lines aloud and keep the customer happy.
+INSTRUCTION: Read Abel's lines aloud.
-PROMPT: Is Frank happy to go to the party? {bk09-l3b-f2-09-q.mp3}
-RESPONSE: Yes, he's excited. {bk09-l3b-f2-09-a.mp3}
+TEMPLATE: Abel's Auto Repair.
+RESPONSE: Abel's auto repair. {bk09-l3a-f3-10.mp3}
-PROMPT: Where's Paul going? {bk09-l3b-f2-10-q.mp3}
-RESPONSE: He's going to David's party. {bk09-l3b-f2-10-a.mp3}
-
-PROMPT: Do they think they'll enjoy the party? {bk09-l3b-f2-11-q.mp3}
-RESPONSE: Yes, they think they will. {bk09-l3b-f2-11-a.mp3}
-
-PROMPT: Who does Paul want to meet? {bk09-l3b-f2-12-q.mp3}
-RESPONSE: He wants to meet David's roommate. {bk09-l3b-f2-12-a.mp3}
+PROMPT: Hello. Something is wrong with the lights on my car. Can you fix them this morning? {bk09-l3a-f4-04.mp3}
+TEMPLATE: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30?
+RESPONSE: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f3-11.mp3}
+PROMPT: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f4-05.mp3}
+TEMPLATE: No, we can't take you back, but we can let you use a car. We'll lend it to you. There's no cost.
+RESPONSE: No, we can't take you back, but we can let you use a car. We'll lend it to you; there's no cost. {bk09-l3a-f3-12.mp3}
# Source: ST §How Fast Can You Fix It?
$DIALOGUE How Fast Can You Fix It?
ID: l3-s17
-INTRO: Ted takes his old car to Al's garage — and by the end, he's asking to borrow one. Listen and read along.
+INTRO: One more garage, one more broken car. Ted needs his car back this afternoon — and by the end he needs to borrow one, too. Listen for the difference between "lend" and "borrow".
INSTRUCTION: Listen and read the dialog.
-VOCAB: to fix
-VOCAB: to repair
Ted: What do you think, Al? Can you fix it today? I need my car back this afternoon. {st-page_103_001.jpg}
Mechanic: You are the first person in the garage this morning. I'm sure I can repair it in a few hours.
Ted: That's fast! I thought it would take a lot longer because it's an old automobile. Do you have all the tools that you need?
Mechanic: Yes, I have old tools to fix old cars, and new tools to fix new cars.
Ted: Do you want me to leave the car here or should I park it out front?
Mechanic: Just leave it here. I'll park it out front when it's ready.
-
-VOCAB: to lend
-VOCAB: lent
Ted: Okay. I'm going to Sam's house after work. He lent me a tape and I need to return it.
Mechanic: What kind of tape did he lend you?
Ted: It's a tape with music from a movie that we saw last week.
@@ -326,11 +222,11 @@ Mechanic: Does he have a lot of tapes?
VOCAB: to borrow
Ted: He sure does. I'd like to borrow some more of them. ...Uh, do you have a car I can borrow?
-$PRODUCE Answer About the Garage
+$PRODUCE Questions About the Garage
ID: l3-s18
REFERENCE
-INTRO: Answer the questions about Ted and the mechanic. Say your answer in a full sentence — you can check back through the dialog if you need to.
-INSTRUCTION: Answer the questions about the dialog.
+INTRO: Answer these questions about Ted and Al aloud, in full sentences. The dialog is right there if your memory needs a mechanic.
+INSTRUCTION: Answer the questions about the dialog aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -360,99 +256,48 @@ RESPONSE: Sam lent Ted a tape.
PROMPT: What does Ted want to borrow from Al?
RESPONSE: Ted wants to borrow a car from Al.
-$PRODUCE Garage Words
+# Source: ST §Complete the Sentences (word bank: fast, park, garage, fix, repairs, tools)
+$SELECT Garage Words
ID: l3-s19
-INTRO: Put the garage words to work. Read each sentence and type the word that fits — they're all from this part.
-INSTRUCTION: Type the correct word to complete the sentence. (fast, park, garage, fix, repairs, tools)
-INPUT: type
-CHECK: exact
+INTRO: Finish each sentence about Al's garage. Tap the word from the bank that fits the blank.
+INSTRUCTION: Tap the word that completes the sentence.
+OPTION: a | fast
+OPTION: b | park
+OPTION: c | garage
+OPTION: d | fix
+OPTION: e | repairs
+OPTION: f | tools
TEMPLATE: Al works at a ____.
-RESPONSE: Al works at a garage.
-ACCEPT: garage
+ANSWER: c
+FEEDBACK: Al works at a garage.
TEMPLATE: He fixes cars. That's his job. He ____ a lot of cars every week.
-RESPONSE: He repairs a lot of cars every week.
-ACCEPT: repairs
+ANSWER: e
+FEEDBACK: He repairs a lot of cars every week.
TEMPLATE: He has all the things he needs to use when he works on cars. He has all the ____ he needs.
-RESPONSE: He has all the tools he needs.
-ACCEPT: tools
+ANSWER: f
+FEEDBACK: He has all the tools he needs.
TEMPLATE: Al can fix the car right away. He can fix it ____.
-RESPONSE: He can fix it fast.
-ACCEPT: fast
+ANSWER: a
+FEEDBACK: He can fix it fast.
TEMPLATE: He is going to put the car out front when it's ready. He's going to ____ it out front.
-RESPONSE: He's going to park it out front.
-ACCEPT: park
+ANSWER: b
+FEEDBACK: He's going to park it out front.
TEMPLATE: To repair is the same as to ____.
-RESPONSE: To repair is the same as to fix.
-ACCEPT: fix
-
-$PRODUCE Borrow or Lend?
-ID: l3-s20
-INTRO: Borrow or lend — the taker borrows, the giver lends. Read each situation and type the right verb in each gap.
-INSTRUCTION: Type borrow or lend in each gap.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Sam has some tapes. Sue wants to listen to them at her house.
-TEMPLATE: Sue wants to ____{borrow} the tapes.
-TEMPLATE: Will Sam ____{lend} them to her?
-RESPONSE: Sue wants to borrow the tapes. Will Sam lend them to her?
-
-TEMPLATE: Tom cashed a check for $100. He and Bob want to go out for dinner, but Bob doesn't have any money.
-TEMPLATE: Bob needs to ____{borrow} some money.
-TEMPLATE: Will Tom ____{lend} him the money?
-RESPONSE: Bob needs to borrow some money. Will Tom lend him the money?
-
-TEMPLATE: Keith forgot his pencil again today. The teacher has a lot of pencils on her desk.
-TEMPLATE: Keith needs to ____{borrow} a pencil.
-TEMPLATE: Will the teacher ____{lend} him a pencil?
-RESPONSE: Keith needs to borrow a pencil. Will the teacher lend him a pencil?
-
-
-# Source: LLA 3B Figure 7
-$SELECT Follow the Map {page_069_001.jpg}
-ID: 3b-f7
-INTRO: Time to drive. You'll see a map and hear someone give directions to five places — follow the route with your eyes and tap the letter of the building they reach.
-INSTRUCTION: Tap the correct building letter.
-
-OPTION: a | A
-OPTION: b | B
-OPTION: c | C
-OPTION: d | D
-OPTION: e | E
-
-PROMPT: I'm in my apartment. It is on Roadway, south of 410, on the right side. My apartment building is letter... {bk09-l3b-f7-01.mp3}
-TEMPLATE: my apartment
-ANSWER: e
-
-PROMPT: I'm leaving home and driving to the post office. I drive north on Roadway and turn right into the parking lot. The post office is letter... {bk09-l3b-f7-02.mp3}
-TEMPLATE: the post office
-ANSWER: b
-
-PROMPT: Now I need to go to the department store. I get back on Roadway and turn right at the corner. I drive straight ahead on Callas Street. I turn right on Green Valley. I drive south and turn left into the parking lot. The department store is letter... {bk09-l3b-f7-03.mp3}
-TEMPLATE: the department store
-ANSWER: c
-
-PROMPT: Now I need to go to the grocery store and buy some soap. I drive south on Green Valley and take 410 West. I exit on Roadway and go north and turn left into the parking lot. The grocery store is letter... {bk09-l3b-f7-04.mp3}
-TEMPLATE: the grocery store
-ANSWER: a
-
-PROMPT: I bought the soap. Now I'm getting hungry. I want to eat. I leave the parking lot and turn right on Roadway. I drive south past the 410 overpass. I turn right into the parking lot. The restaurant is letter... {bk09-l3b-f7-05.mp3}
-TEMPLATE: the restaurant
ANSWER: d
+FEEDBACK: To repair is the same as to fix.
-
-$LESSON 3-3: Truth, Lies, and Secrets
+$SESSION 3-2: Roommates, Friends, and Borrowing
# Source: ST §My Roommate
$DIALOGUE My Roommate
ID: l3-s1
-INTRO: In this part you'll learn words for friendship — and for the moments when the truth gets complicated. First, a story about two roommates. Listen and read along; the new words are highlighted.
+INTRO: In this part you'll meet some roommates and learn the words for friendship, advice, and borrowing things. First, a woman tells us about her roommate Donna. Just listen and read — questions come after.
INSTRUCTION: Listen and read the story.
VOCAB: roommate
@@ -462,27 +307,42 @@ VOCAB: friendship
LINE: We're also good friends. Our friendship started when we were in high school.
VOCAB: advice
+LINE: When I don't know what to do, Donna gives me advice.
+
VOCAB: party
+LINE: For example, last Saturday I wanted to go to Tom's birthday party. {st-page_093_002.jpg}
+
+LINE: I also wanted to go to dinner with some friends who were visiting from New York.
+
VOCAB: should
-LINE: When I don't know what to do, Donna gives me advice. For example, last Saturday I wanted to go to Tom's birthday party. I also wanted to go to dinner with some friends who were visiting from New York. I asked Donna what I should do. Her advice was to go out with my friends from New York. {st-page_093_002.jpg}
+VOCAB: to go out
+LINE: I asked Donna what I should do. Her advice was to go out with my friends from New York.
+LINE: Next month Donna is going to China to study for a year.
VOCAB: excited
-VOCAB: tell
-VOCAB: story
-LINE: Next month Donna is going to China to study for a year. She is very excited and talks a lot about the trip. When she comes back, I know she will tell us many interesting stories.
+LINE: She is very excited and talks a lot about the trip.
+
+VOCAB: to tell
+VOCAB: story | stories
+LINE: When she comes back, I know she will tell us many interesting stories.
+
+LINE: Friday is Donna's birthday. We are going out to a restaurant for dinner. {st-page_094_001.jpg}
-VOCAB: go out
VOCAB: maybe
-LINE: Friday is Donna's birthday. We are going out to a restaurant for dinner. Maybe we'll have Chinese food or maybe we'll have some French food. I'm not sure. After dinner we'll go to a movie. {st-page_094_001.jpg}
+LINE: Maybe we'll have Chinese food or maybe we'll have some French food. I'm not sure.
-VOCAB: care about
-LINE: Donna's mother is here to visit. Donna cares about her mother very much. Her mother is also excited about Donna's trip to China. She will visit her next summer. {st-page_094_002.jpg}
+LINE: After dinner we'll go to a movie.
-$PRODUCE Answer About the Story
+VOCAB: to care about
+LINE: Donna's mother is here to visit. Donna cares about her mother very much. {st-page_094_002.jpg}
+
+LINE: Her mother is also excited about Donna's trip to China. She will visit her next summer.
+
+$PRODUCE Questions About Donna
ID: l3-s2
REFERENCE
-INTRO: Ten questions about Donna and her roommate. Answer in your own words — the story stays available if you need it.
-INSTRUCTION: Answer the questions about the story.
+INTRO: Answer these questions about Donna and her roommate aloud, in full sentences. The story stays open for you.
+INSTRUCTION: Answer the questions about the story aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -518,35 +378,203 @@ RESPONSE: She cares about her mother very much.
PROMPT: Is Donna's mother sad about the trip?
RESPONSE: No, she is excited about it.
+# Source: LLA 3B Figure 1
+$DIALOGUE Paul's Tools
+ID: 3b-f1
+INTRO: Frank's car is broken, Paul has tools, and there's a party tonight — you can see where this is going. Listen to the new words and sentences, then repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: tools
+LINE: These are Paul's tools. {page_065_001.jpg} {bk09-l3b-f1-01.mp3}
+
+LINE: Frank doesn't have any tools. {page_065_001.jpg} {bk09-l3b-f1-02-a.mp3}
+LINE: He's going to borrow Paul's tools. {page_065_001.jpg} {bk09-l3b-f1-02-b.mp3}
+
+LINE: Frank drove to Paul's house. {page_065_002.jpg} {bk09-l3b-f1-03-a.mp3}
+VOCAB: to park
+LINE: He parked his car in the garage. {page_065_002.jpg} {bk09-l3b-f1-03-b.mp3}
+LINE: Paul lent Frank his tools. {page_065_002.jpg} {bk09-l3b-f1-03-c.mp3}
+
+VOCAB: fast
+LINE: Frank has to repair his car fast. {page_065_003.jpg} {bk09-l3b-f1-04-a.mp3}
+LINE: He's going to a party. {page_065_003.jpg} {bk09-l3b-f1-04-b.mp3}
+
+# Source: LLA 3B Figure 1 (questions)
+$PRODUCE Questions About Paul's Tools
+ID: 3b-f1-b
+REFERENCE
+INTRO: Now answer the questions about Frank, Paul, and those tools. Answer aloud in a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer aloud in a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Whose tools are those? {page_065_001.jpg} {bk09-l3b-f1-05-q.mp3}
+RESPONSE: Those are Paul's tools. {bk09-l3b-f1-05-a.mp3}
+
+PROMPT: Does Frank have any tools? {page_065_001.jpg} {bk09-l3b-f1-06-q.mp3}
+RESPONSE: No, he doesn't. {bk09-l3b-f1-06-a.mp3}
+
+PROMPT: What is he going to do? {page_065_001.jpg} {bk09-l3b-f1-07-q.mp3}
+RESPONSE: He's going to borrow Paul's tools. {bk09-l3b-f1-07-a.mp3}
+
+PROMPT: Did Paul lend him his tools? {page_065_001.jpg} {bk09-l3b-f1-08-q.mp3}
+RESPONSE: Yes, Paul lent him his tools. {bk09-l3b-f1-08-a.mp3}
+
+PROMPT: Where did Frank go? {page_065_002.jpg} {bk09-l3b-f1-09-q.mp3}
+RESPONSE: He went to Paul's house. {bk09-l3b-f1-09-a.mp3}
+
+PROMPT: Where did he park his car? {page_065_002.jpg} {bk09-l3b-f1-10-q.mp3}
+RESPONSE: He parked his car in the garage. {bk09-l3b-f1-10-a.mp3}
+
+# Source: ST §Borrow or Lend?
+$PRODUCE Borrow or Lend?
+ID: l3-s20
+INTRO: Quick check on the pair everyone mixes up: "borrow" is taking, "lend" is giving. Read each situation and type the right word in each blank.
+INSTRUCTION: Type "borrow" or "lend" to complete the sentences.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Sam has some tapes. Sue wants to listen to them at her house.
+TEMPLATE: Sue wants to ____{borrow} the tapes.
+TEMPLATE: Will Sam ____{lend} them to her?
+RESPONSE: Sue wants to borrow the tapes. Will Sam lend them to her?
+
+TEMPLATE: Tom cashed a check for $100. He and Bob want to go out for dinner, but Bob doesn't have any money.
+TEMPLATE: Bob needs to ____{borrow} some money.
+TEMPLATE: Will Tom ____{lend} him the money?
+RESPONSE: Bob needs to borrow some money. Will Tom lend him the money?
+
+TEMPLATE: Keith forgot his pencil again today. The teacher has a lot of pencils on her desk.
+TEMPLATE: Keith needs to ____{borrow} a pencil.
+TEMPLATE: Will the teacher ____{lend} him a pencil?
+RESPONSE: Keith needs to borrow a pencil. Will the teacher lend him a pencil?
+
+# SKIPPED (book): Reading Skill "TVS, REFRIGERATORS, AND MORE" — timed transparency
+# scanning drill; the transparency graphic is not printed in the student text. Dropped.
+
+# Source: ST §His Roommate Borrowed His Clothes
+$PRODUCE His Roommate Borrowed His Clothes
+ID: l3-s30
+INTRO: A short story about a forgetful roommate. For each blank, type one of the words shown in parentheses — any choice that fits is accepted.
+INSTRUCTION: Type a word or phrase from the parentheses for each blank.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: ____{My|Our|John's} (My / Our / John's) roommate is a ____{young|strong|healthy} (young / strong / healthy) man.
+RESPONSE: My roommate is a strong man.
+
+TEMPLATE: He works out at the ____{downtown|base|men's} (downtown / base / men's) gym every day.
+RESPONSE: He works out at the base gym every day.
+
+TEMPLATE: ____{Most of the time|Sometimes|Usually} (Most of the time / Sometimes / Usually), he takes ____{his|clean|some} (his / clean / some) gym clothes with him.
+RESPONSE: Usually, he takes his gym clothes with him.
+
+TEMPLATE: But yesterday, he forgot, and he had to borrow ____{some|someone's|a friend's} (some / someone's / a friend's) clothes.
+RESPONSE: But yesterday, he forgot, and he had to borrow a friend's clothes.
+
+# Source: LLA 3B Figure 2
+$DIALOGUE Borrowing Tools
+ID: 3b-f2
+INTRO: Frank returns Paul's tools, and the talk turns to David's party. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Frank: Thanks for lending me your tools, Paul. {bk09-l3b-f2-01.mp3}
+Paul: You're welcome. {bk09-l3b-f2-02.mp3}
+LINE: Are you going to David's party? {bk09-l3b-f2-03.mp3}
+Frank: Yes. And I'm very excited about it. {bk09-l3b-f2-04.mp3}
+Paul: Me too. It'll be nice to go out. {bk09-l3b-f2-05.mp3}
+Frank: Yes. I'm sure we'll enjoy it. {bk09-l3b-f2-06.mp3}
+Paul: Maybe we can finally meet David's roommate. {bk09-l3b-f2-07.mp3}
+Frank: Yes. I'd like to meet him. I'd like to practice my German. {bk09-l3b-f2-08.mp3}
+Paul: He might be there. {bk09-l3b-f2-09.mp3}
+
+# Source: LLA 3B Figure 2 (questions)
+$PRODUCE Questions About Frank and Paul
+ID: 3b-f2-b
+REFERENCE
+INTRO: Now answer questions about Frank and Paul aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud in a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Is Frank happy to go to the party? {bk09-l3b-f2-10-q.mp3}
+RESPONSE: Yes, he's excited. {bk09-l3b-f2-10-a.mp3}
+
+PROMPT: Where's Paul going? {bk09-l3b-f2-11-q.mp3}
+RESPONSE: He's going to David's party. {bk09-l3b-f2-11-a.mp3}
+
+PROMPT: Do they think they'll enjoy the party? {bk09-l3b-f2-12-q.mp3}
+RESPONSE: Yes, they think they will. {bk09-l3b-f2-12-a.mp3}
+
+PROMPT: Who does Paul want to meet? {bk09-l3b-f2-13-q.mp3}
+RESPONSE: He wants to meet David's roommate. {bk09-l3b-f2-13-a.mp3}
+
+$SESSION 3-3: Truth, Lies, and Secrets
+
+# Source: LLA 3A Figure 6 (vocabulary)
+$DIALOGUE Truth, Lies, and Secrets: New Words
+ID: 3a-f6-vocab
+INTRO: This part is about telling the truth — and what happens when people don't. Listen to the new words and their sentences, then repeat them.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: truth
+LINE: Truth. Give me true information. Tell me the truth. {bk09-l3a-f5-07.mp3}
+
+VOCAB: lie
+LINE: Lie. The information isn't true. It's a lie. {bk09-l3a-f5-08.mp3}
+
+LINE: Story. Harry told us about the trip to the mountains. It was an interesting story. {bk09-l3a-f5-09.mp3}
+
+VOCAB: secret
+LINE: Secret. Not many people know the information. It's a secret. {bk09-l3a-f5-10.mp3}
+
+VOCAB: hurt someone's feelings
+LINE: Hurt someone's feelings. {bk09-l3a-f5-11-a.mp3}
+LINE: Alex did something wrong to someone. He hurt his friend's feelings. {bk09-l3a-f5-11-b.mp3}
+
+LINE: Care about. She often thinks about her age. She cares about her age. {bk09-l3a-f5-12.mp3}
+
+LINE: Advice. {bk09-l3a-f5-13-a.mp3}
+LINE: Say something that will help me. Give me advice. {bk09-l3a-f5-13-b.mp3}
+
+# Source: ST §A Little White Lie
$DIALOGUE A Little White Lie
ID: l3-s3
-INTRO: At a party, Paul won't touch the food — Harry cooked it, and Paul got sick last time. Watch how a small, kind lie works. Listen and read.
+INTRO: Harry cooked all the food for his party. Unfortunately, Harry is a terrible cook — and Paul doesn't want to hurt his feelings. Listen and read.
INSTRUCTION: Listen and read the dialog.
Joe: Aren't you eating anything? Harry cooked all this food for the party. {st-page_095_001.jpg}
Paul: I know.
Harry: Hi, Paul. Get some food. I made it all and lots of it!
Paul: Thanks, but I'm not hungry right now. I ate a big dinner at my parents' house tonight.
-Harry: Well, maybe you'll want some dessert later. Excuse me, please. I'm going to go over and talk to Bill and Linda.
+Harry: Well, maybe you'll want some dessert later.
+LINE: Excuse me, please. I'm going to go over and talk to Bill and Linda.
Joe: You didn't have dinner with your parents. We were playing football until 45 minutes ago.
+Paul: I know. I didn't want to lie, but Harry's a terrible cook.
+LINE: I got sick the last time I ate his food.
-VOCAB: to lie
-VOCAB: to hurt someone's feelings
-Paul: I know. I didn't want to lie, but Harry's a terrible cook. I got sick the last time I ate his food. I just told him that little white lie because I didn't want to hurt his feelings.
+VOCAB: a little white lie
+LINE: I just told him that little white lie because I didn't want to hurt his feelings.
+Joe: Oh. Yes, sometimes a lie — not a big one — just a little white lie seems like the best thing to do.
-VOCAB: truth
-VOCAB: not care for
-Joe: Oh. Yes, sometimes a lie--not a big one--just a little white lie seems like the best thing to do. To tell you the truth, I don't care for his cooking either. But, he was standing right next to me and I had to take some!
+VOCAB: to care for
+LINE: To tell you the truth, I don't care for his cooking either.
+LINE: But, he was standing right next to me and I had to take some!
-$PRODUCE Answer About the Party
+$PRODUCE Questions About the Party
ID: l3-s4
REFERENCE
-INTRO: Questions about Paul's little white lie — plus one about you. Answer in a full sentence.
-INSTRUCTION: Answer the questions.
+INTRO: Answer these questions about Harry's party aloud, in full sentences. The last one is about you — we won't tell anyone.
+INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). If the question asks about the learner's own experience, accept any plausible personal answer.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final question about the learner's own experience, accept any truthful personal answer.
PROMPT: Are Joe, Paul, and Harry at the movies?
RESPONSE: No, they are at a party.
@@ -572,155 +600,20 @@ RESPONSE: He didn't want to hurt Harry's feelings.
PROMPT: When was the last time you told a little white lie?
RESPONSE: I told a little white lie yesterday.
-
-# Source: LLA 3A Figure 6
-$PRODUCE Truth, Lies, and Secrets — Listen and Write
-ID: 3a-f6
-INPUT: type
-CHECK: exact
-INTRO: Now build these words up by ear: truth, lie, secret, advice. Listen to the phrases and sentences and type exactly what you hear.
-INSTRUCTION: Type the phrases and sentences.
-
-PROMPT: True information. Tell me the truth. About your age. {bk09-l3a-f6-01.mp3}
-RESPONSE: True information. Tell me the truth. About your age.
-
-PROMPT: Information that isn't true. She told a lie. About her age. {bk09-l3a-f6-02.mp3}
-RESPONSE: Information that isn't true. She told a lie. About her age.
-
-PROMPT: Information. Not many people know. Her age. Is a secret. {bk09-l3a-f6-03.mp3}
-RESPONSE: Information. Not many people know. Her age. Is a secret.
-
-PROMPT: Information. That helps someone. Give me advice. About a good hotel. {bk09-l3a-f6-04.mp3}
-RESPONSE: Information. That helps someone. Give me advice. About a good hotel.
-
-
-# Source: LLA 3A Figure 7
-$DIALOGUE A Letter for Advice
-ID: 3a-f7
-INTRO: A worried husband writes to an advice column: his new wife may have lied about her age. Just listen — you'll be the one giving advice soon enough.
-INSTRUCTION: Listen to the letter.
-
-LINE: Dear Ann, I think my new wife didn't tell me the truth about her age. {bk09-l3a-f7-01.mp3}
-LINE: I think she is older than she said. {bk09-l3a-f7-02.mp3}
-LINE: Why did she lie to me? {bk09-l3a-f7-03.mp3}
-LINE: Why does she keep her age a secret? {bk09-l3a-f7-04.mp3}
-LINE: I don't care about age. {bk09-l3a-f7-05.mp3}
-LINE: I only care about her. {bk09-l3a-f7-06.mp3}
-LINE: Can you help me? {bk09-l3a-f7-07.mp3}
-LINE: Can you give me some advice? {bk09-l3a-f7-08.mp3}
-
-
-# Source: LLA 3A Figure 8
-$PRODUCE Complete the Sentences
-ID: 3a-f8
-INPUT: type
-CHECK: exact
-INTRO: The same words, one more pass. Listen, type the missing words, then repeat the whole sentence.
-INSTRUCTION: Type the missing word or words.
-REPEAT
-
-TEMPLATE: The husband ____ his wife.
-PROMPT: The husband cares about his wife. {bk09-l3a-f8-01.mp3}
-RESPONSE: The husband cares about his wife. {bk09-l3a-f8-01.mp3}
-ACCEPT: cares about
-
-TEMPLATE: She ____ to her husband about her age.
-PROMPT: She lied to her husband about her age. {bk09-l3a-f8-02.mp3}
-RESPONSE: She lied to her husband about her age. {bk09-l3a-f8-02.mp3}
-ACCEPT: lied
-
-TEMPLATE: I don't want to ____.
-PROMPT: I don't want to hurt her feelings. {bk09-l3a-f8-03.mp3}
-RESPONSE: I don't want to hurt her feelings. {bk09-l3a-f8-03.mp3}
-ACCEPT: hurt her feelings
-
-TEMPLATE: You must tell the ____.
-PROMPT: You must tell the truth. {bk09-l3a-f8-04.mp3}
-RESPONSE: You must tell the truth. {bk09-l3a-f8-04.mp3}
-ACCEPT: truth
-
-TEMPLATE: Her age is a ____.
-PROMPT: Her age is a secret. {bk09-l3a-f8-05.mp3}
-RESPONSE: Her age is a secret. {bk09-l3a-f8-05.mp3}
-ACCEPT: secret
-
-TEMPLATE: I need some ____.
-PROMPT: I need some advice. {bk09-l3a-f8-06.mp3}
-RESPONSE: I need some advice. {bk09-l3a-f8-06.mp3}
-ACCEPT: advice
-
-
-# Source: LLA 3A Figure 9
-$SELECT How Many Syllables?
-ID: 3a-f9
-INTRO: A quick ear-tuning pass over this lesson's words. Listen to each one, count the beats, and tap the number of syllables.
-INSTRUCTION: Tap the number of syllables.
-OPTION: a | 1 syllable
-OPTION: b | 2 syllables
-OPTION: c | 3 syllables
-
-PROMPT: repair {bk09-l3a-f9-01.mp3}
-ANSWER: b
-
-PROMPT: fix {bk09-l3a-f9-02.mp3}
-ANSWER: a
-
-PROMPT: garage {bk09-l3a-f9-03.mp3}
-ANSWER: b
-
-PROMPT: guess {bk09-l3a-f9-04.mp3}
-ANSWER: a
-
-PROMPT: someone {bk09-l3a-f9-05.mp3}
-ANSWER: b
-
-PROMPT: lend {bk09-l3a-f9-06.mp3}
-ANSWER: a
-
-PROMPT: secret {bk09-l3a-f9-07.mp3}
-ANSWER: b
-
-PROMPT: truth {bk09-l3a-f9-08.mp3}
-ANSWER: a
-
-PROMPT: story {bk09-l3a-f9-09.mp3}
-ANSWER: b
-
-PROMPT: feelings {bk09-l3a-f9-10.mp3}
-ANSWER: b
-
-PROMPT: lie {bk09-l3a-f9-11.mp3}
-ANSWER: a
-
-PROMPT: hurt {bk09-l3a-f9-12.mp3}
-ANSWER: a
-
-PROMPT: care {bk09-l3a-f9-13.mp3}
-ANSWER: a
-
-PROMPT: advice {bk09-l3a-f9-14.mp3}
-ANSWER: b
-
-
-$LESSON 3-4: Opinions and Guesses
-
-# Source: ST §Conversations Between Sam and Lou (1)–(3), merged with narrator transitions
-$DIALOGUE Sam and Lou
+# Source: ST §Conversations Between Sam and Lou (1) and (2), merged
+$DIALOGUE Sam and Lou at the Movies
ID: l3-s5
-INTRO: In this part: guessing, giving opinions, and keeping secrets. You'll follow Sam and Lou through an evening — a movie Sam didn't care for, and a secret he won't share. Listen and read.
+INTRO: Sam and Lou go to see a new movie. Before it, they need a driver; after it, they need to agree — listen for "I guess" and "in my opinion".
INSTRUCTION: Listen and read the dialogs.
-Narrator: Sam and Lou are deciding what to do tonight.
Lou: Where's Mike?
-
-VOCAB: guess
-VOCAB: should
Sam: I don't know. I guess he's at work. He said he might work late today.
Lou: Well, do you want to go see that new movie?
Sam: Okay. Do you want me to drive?
Lou: I guess you should. My car wasn't working right today.
Narrator: Later, after the movie.
+
Lou: Did you enjoy the movie?
VOCAB: opinion
@@ -728,22 +621,11 @@ Sam: No. I didn't care for anything but the music. In my opinion, the movie was
Lou: But you really liked the music? I thought it was too loud. It hurt my ears.
Sam: Well, I thought the music was the best part of the movie. I want to buy the music tape of this movie. I really enjoyed the music.
-Narrator: The next day, Sam has a secret.
-Lou: What did Frank tell you?
-
-VOCAB: secret
-VOCAB: anyone
-Sam: I can't tell you. It's a secret. Frank doesn't want me to tell anyone.
-Lou: You can tell me the secret. I won't tell anyone.
-Sam: Sorry. I said it's a secret and I'm not going to tell anyone. You'll know tomorrow.
-Lou: Okay, I guess I can wait until then. Can you tell me the time? I have to meet Sue at 12:30.
-Sam: Sure. That's no secret. It's 12:00 o'clock.
-
-$PRODUCE Answer About Sam and Lou
+$PRODUCE Questions About Sam and Lou
ID: l3-s7
REFERENCE
-INTRO: Questions about Sam, Lou, Mike, and that long movie. Answer aloud — the conversations are there to check.
-INSTRUCTION: Answer the questions about Sam and Lou.
+INTRO: Answer the questions about Sam, Lou, and that long movie. Speak in full sentences — the dialog stays open for you.
+INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -767,35 +649,392 @@ RESPONSE: In his opinion, the music was better.
PROMPT: Did Lou enjoy the music?
RESPONSE: No, it hurt his ears.
+# Source: ST §Conversations Between Sam and Lou (3)
+$DIALOGUE It's a Secret
+ID: l3-s8
+INTRO: Frank told Sam something, and Sam isn't talking. Listen to how he keeps the secret — politely, but firmly.
+INSTRUCTION: Listen and read the dialog.
+
+Lou: What did Frank tell you?
+
+VOCAB: anyone
+Sam: I can't tell you. It's a secret. Frank doesn't want me to tell anyone.
+Lou: You can tell me the secret. I won't tell anyone.
+Sam: Sorry. I said it's a secret and I'm not going to tell anyone. You'll know tomorrow.
+Lou: Okay, I guess I can wait until then. Can you tell me the time? I have to meet Sue at 12:30.
+Sam: Sure. That's no secret. It's 12:00 o'clock.
+
+# Source: LLA 3A Figure 6 (dictation)
+$PRODUCE Dictation: Truth and Lies
+ID: 3a-f6
+INPUT: type
+CHECK: exact
+LONGFORM
+INTRO: Dictation time. Listen to the phrases and sentences about truth, lies, and secrets, and type exactly what you hear.
+INSTRUCTION: Type the phrases and sentences.
+
+PROMPT: "truth." True information. Tell me the truth. About your age. {bk09-l3a-f6-01.mp3}
+RESPONSE: True information. Tell me the truth about your age.
+
+PROMPT: "lie." Information that isn't true. She told a lie. About her age. {bk09-l3a-f6-02.mp3}
+RESPONSE: Information that isn't true. She told a lie about her age.
+
+PROMPT: "secret." Information. Not many people know. Her age. Is a secret. {bk09-l3a-f6-03.mp3}
+RESPONSE: Information not many people know. Her age is a secret.
+
+PROMPT: "advice." Information. That helps someone. Give me advice. About a good hotel. {bk09-l3a-f6-04.mp3}
+RESPONSE: Information that helps someone. Give me advice about a good hotel.
+
+# Source: LLA 3A Figure 7
+$DIALOGUE A Letter to Ann
+ID: 3a-f7
+INTRO: A worried husband writes to an advice column. His new wife may have told a little lie about her age — and he needs advice. Just listen.
+INSTRUCTION: Listen to the letter.
+
+Narrator: Dear Ann, I think my new wife didn't tell me the truth about her age. I think she is older than she said. Why did she lie to me? Why does she keep her age a secret? I don't care about age. I only care about her. Can you help me? Can you give me some advice? {bk09-l3a-f7-01.mp3}
+
+# Source: LLA 3A Figure 8
+$PRODUCE Complete the Sentences About the Letter
+ID: 3a-f8
+INPUT: type
+CHECK: exact
+INTRO: You'll hear sentences about the husband and his letter. Type the missing words to complete each one.
+INSTRUCTION: Type the missing words.
+
+PROMPT: The husband cares about his wife. {bk09-l3a-f8-01.mp3}
+TEMPLATE: The husband ____ his wife.
+RESPONSE: The husband cares about his wife.
+ACCEPT: cares about
+
+PROMPT: She lied to her husband about her age. {bk09-l3a-f8-02.mp3}
+TEMPLATE: She ____ to her husband about her age.
+RESPONSE: She lied to her husband about her age.
+ACCEPT: lied
+
+PROMPT: I don't want to hurt her feelings. {bk09-l3a-f8-03.mp3}
+TEMPLATE: I don't want to ____.
+RESPONSE: I don't want to hurt her feelings.
+ACCEPT: hurt her feelings
+
+PROMPT: You must tell the truth. {bk09-l3a-f8-04.mp3}
+TEMPLATE: You must tell the ____.
+RESPONSE: You must tell the truth.
+ACCEPT: truth
+
+PROMPT: Her age is a secret. {bk09-l3a-f8-05.mp3}
+TEMPLATE: Her age is a ____.
+RESPONSE: Her age is a secret.
+ACCEPT: secret
+
+PROMPT: I need some advice. {bk09-l3a-f8-06.mp3}
+TEMPLATE: I need some ____.
+RESPONSE: I need some advice.
+ACCEPT: advice
+
+# Source: ST §I Want to Tell You Something
+$GRAMMAR Telling Stories, Secrets, and the Truth
+ID: l3-s10
+INTRO: One little verb does a lot of work in this lesson. Here's how "tell" combines with a person and a thing.
+
+**Look at the use of the verb *tell* in these expressions.**
+
+| | | |
+|---|---|---|
+| Tell | me / you / him / her / them / us / someone / Frank | a story. |
+| Tell | | a lie. |
+| Tell | | a secret. |
+| Tell | | the truth. |
+| Tell | | the time. |
+
+Examples: {Tell me a story.} · {Don't tell a lie.} · {Can you tell me the time?}
+
+$PRODUCE Use "Tell"
+ID: l3-s11
+INTRO: Complete each short dialog with the right "tell" expression — tell the truth, a lie, a secret, a story, or the time.
+INSTRUCTION: Type the correct expression with the verb "tell" to complete the sentence.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Dan: I'm not sure what time I came home last night, Dad.
+TEMPLATE: Dad: Young man, I want you to ____{tell me the truth}!
+RESPONSE: Young man, I want you to tell me the truth!
+
+TEMPLATE: Mike: Paul told Mary that he's 30 years old. He's really 36.
+TEMPLATE: Doug: Oh, he ____{told her a lie}.
+RESPONSE: Oh, he told her a lie.
+
+TEMPLATE: Ray: I have something important to tell you. No one else can know.
+TEMPLATE: Jack: Okay, you can ____{tell me a secret}.
+RESPONSE: Okay, you can tell me a secret.
+
+TEMPLATE: Alice: Do you know when the meeting is?
+TEMPLATE: Cathy: No, ask Jeff. He can ____{tell you the time}.
+RESPONSE: No, ask Jeff. He can tell you the time.
+
+TEMPLATE: Mother: The children don't want to go to bed.
+TEMPLATE: Father: Do they want me to ____{tell them a story}?
+RESPONSE: Do they want me to tell them a story?
+
+# Source: LLA 3C Figure 8
+$PRODUCE Who Told What?
+ID: 3c-f8
+INTRO: Practice "tell" with people and things by ear. Answer each question aloud using the words on the screen, then repeat the correct answer.
+INSTRUCTION: Answer aloud using the given words.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: He / them / a story
+PROMPT: What did Henry tell the ladies? {bk09-l3c-f8-ex-q.mp3}
+RESPONSE: He told them a story. {bk09-l3c-f8-ex-a.mp3}
+
+TEMPLATE: Mark / her / a lie
+PROMPT: What did Mark tell Susan? {bk09-l3c-f8-01-q.mp3}
+RESPONSE: Mark told her a lie. {bk09-l3c-f8-01-a.mp3}
+
+TEMPLATE: She / her / a lie
+PROMPT: What did Anne tell Jan? {bk09-l3c-f8-02-q.mp3}
+RESPONSE: She told her a lie. {bk09-l3c-f8-02-a.mp3}
+
+TEMPLATE: He / her / a story
+PROMPT: What did Lieutenant Johnson tell Mrs. Johnson? {bk09-l3c-f8-03-q.mp3}
+RESPONSE: He told her a story. {bk09-l3c-f8-03-a.mp3}
+
+TEMPLATE: He / him / the time
+PROMPT: What did the clerk tell the customer? {bk09-l3c-f8-04-q.mp3}
+RESPONSE: He told him the time. {bk09-l3c-f8-04-a.mp3}
+
+TEMPLATE: He / me / the truth
+PROMPT: What did your friend tell you? {bk09-l3c-f8-05-q.mp3}
+RESPONSE: He told me the truth. {bk09-l3c-f8-05-a.mp3}
+
+TEMPLATE: Rick / me / the time
+PROMPT: Who told you the time? {bk09-l3c-f8-06-q.mp3}
+RESPONSE: Rick told me the time. {bk09-l3c-f8-06-a.mp3}
+
+TEMPLATE: the teacher / Helen / the truth
+PROMPT: Who told Helen the truth? {bk09-l3c-f8-07-q.mp3}
+RESPONSE: The teacher told Helen the truth. {bk09-l3c-f8-07-a.mp3}
+
+TEMPLATE: Tom / us / a lie
+PROMPT: Who told you that lie? {bk09-l3c-f8-08-q.mp3}
+RESPONSE: Tom told us a lie. {bk09-l3c-f8-08-a.mp3}
+
+# Source: LLA 3A Figure 9
+$SELECT How Many Syllables?
+ID: 3a-f9
+INTRO: A quick ear-training round with this week's words. Listen to each word two times and tap how many syllables it has.
+INSTRUCTION: Tap the number of syllables.
+OPTION: a | 1 syllable
+OPTION: b | 2 syllables
+OPTION: c | 3 syllables
+
+PROMPT: repair. Repair. {bk09-l3a-f9-01.mp3}
+ANSWER: b
+
+PROMPT: fix. Fix. {bk09-l3a-f9-02.mp3}
+ANSWER: a
+
+PROMPT: garage. Garage. {bk09-l3a-f9-03.mp3}
+ANSWER: b
+
+PROMPT: guess. Guess. {bk09-l3a-f9-04.mp3}
+ANSWER: a
+
+PROMPT: someone. Someone. {bk09-l3a-f9-05.mp3}
+ANSWER: b
+
+PROMPT: lend. Lend. {bk09-l3a-f9-06.mp3}
+ANSWER: a
+
+PROMPT: secret. Secret. {bk09-l3a-f9-07.mp3}
+ANSWER: b
+
+PROMPT: truth. Truth. {bk09-l3a-f9-08.mp3}
+ANSWER: a
+
+PROMPT: story. Story. {bk09-l3a-f9-09.mp3}
+ANSWER: b
+
+PROMPT: feelings. Feelings. {bk09-l3a-f9-10.mp3}
+ANSWER: b
+
+PROMPT: lie. Lie. {bk09-l3a-f9-11.mp3}
+ANSWER: a
+
+PROMPT: hurt. Hurt. {bk09-l3a-f9-12.mp3}
+ANSWER: a
+
+PROMPT: care. Care. {bk09-l3a-f9-13.mp3}
+ANSWER: a
+
+PROMPT: advice. Advice. {bk09-l3a-f9-14.mp3}
+ANSWER: b
+
+$SESSION 3-4: Opinions, Someone and Anyone
# Source: LLA 3B Figure 3
-$DIALOGUE More New Words
+$DIALOGUE Opinions and White Lies: More New Words
ID: 3b-f3
-INTRO: Six more expressions from the cassette — friendship, someone and anyone, white lies, opinions. Listen and repeat.
+INTRO: In this part you'll practice giving opinions and using "someone" and "anyone". First, listen to the tape's presentation of the words you've been meeting, and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT
-VOCAB: friendship
-LINE: They're very close friends. Their friendship started a long time ago. {bk09-l3b-f3-01.mp3}
+LINE: They're very close friends. {bk09-l3b-f3-01-a.mp3}
+LINE: Their friendship started a long time ago. {bk09-l3b-f3-01-b.mp3}
-VOCAB: someone
-LINE: Do you see anyone in the room? Yes, I see someone. No, I don't see anyone. {bk09-l3b-f3-02.mp3}
+LINE: Do you see anyone in the room? Yes, I see someone. {bk09-l3b-f3-02-a.mp3}
+LINE: No, I don't see anyone. {bk09-l3b-f3-02-b.mp3}
-VOCAB: a little white lie
-LINE: He told Jane that he liked the food. But he didn't. He told her a little white lie. {bk09-l3b-f3-03.mp3}
+LINE: He told Jane that he liked the food. {bk09-l3b-f3-03-a.mp3}
+LINE: But he didn't. {bk09-l3b-f3-03-b.mp3}
+LINE: He told her a little white lie. {bk09-l3b-f3-03-c.mp3}
+VOCAB: in my opinion
LINE: What's your opinion about his last book? In my opinion, his last book is boring. {bk09-l3b-f3-04.mp3}
-VOCAB: care for
LINE: I don't care for loud music. {bk09-l3b-f3-05.mp3}
-LINE: What should I do? You should talk to your teacher. {bk09-l3b-f3-06.mp3}
+LINE: What should I do? {bk09-l3b-f3-06-a.mp3}
+LINE: You should talk to your teacher. {bk09-l3b-f3-06-b.mp3}
+# Source: LLA 3B Figure 4
+$SELECT Which Answer Fits?
+ID: 3b-f4
+INTRO: Listen to each question and tap the answer that really fits it — the other two only sound helpful. Then repeat the correct response.
+INSTRUCTION: Tap the best answer.
+REPEAT
+
+PROMPT: Did you enjoy the food at the party last night? {bk09-l3b-f4-01-q.mp3}
+OPTION: a | Yes, I liked it. {bk09-l3b-f4-01-a.mp3}
+OPTION: b | Yes, you should.
+OPTION: c | Yes, I borrowed it.
+ANSWER: a
+
+PROMPT: Do you like to play football? {bk09-l3b-f4-02-q.mp3}
+OPTION: a | No, I borrowed it.
+OPTION: b | No, I don't care for it. {bk09-l3b-f4-02-a.mp3}
+OPTION: c | No, I went out.
+ANSWER: b
+
+PROMPT: Is Judy excited about her trip? {bk09-l3b-f4-03-q.mp3}
+OPTION: a | Yes, she's tired.
+OPTION: b | Yes, she's bored.
+OPTION: c | Yes, she's happy. {bk09-l3b-f4-03-a.mp3}
+ANSWER: c
+
+PROMPT: Did you go out last night? {bk09-l3b-f4-04-q.mp3}
+OPTION: a | Yes, we watched it on TV.
+OPTION: b | Yes, we went to the movies. {bk09-l3b-f4-04-a.mp3}
+OPTION: c | Yes, we parked it.
+ANSWER: b
+
+PROMPT: Do David and Hans live in the same house? {bk09-l3b-f4-05-q.mp3}
+OPTION: a | Yes, they're roommates. {bk09-l3b-f4-05-a.mp3}
+OPTION: b | Yes, they're friends.
+OPTION: c | Yes, they have a friendship.
+ANSWER: a
+
+PROMPT: Is this your car? {bk09-l3b-f4-06-q.mp3}
+OPTION: a | No, it's not in the garage.
+OPTION: b | No, I lent it to my brother.
+OPTION: c | No, I borrowed it from my brother. {bk09-l3b-f4-06-a.mp3}
+ANSWER: c
+
+PROMPT: Do you think that Mark should go to college? {bk09-l3b-f4-07-q.mp3}
+OPTION: a | Yes, that's a story.
+OPTION: b | Yes, that's my opinion. {bk09-l3b-f4-07-a.mp3}
+OPTION: c | Yes, that's a lie.
+ANSWER: b
+
+PROMPT: Did you talk to anyone? {bk09-l3b-f4-08-q.mp3}
+OPTION: a | Yes, I talked to someone. {bk09-l3b-f4-08-a.mp3}
+OPTION: b | Yes, I'll call him.
+OPTION: c | Yes, he came yesterday.
+ANSWER: a
+
+# Source: ST §Please, Don't Tell Anyone
+$GRAMMAR Someone and Anyone
+ID: l3-s14
+INTRO: Here's the rule behind "someone" and "anyone": "someone" for affirmative sentences, "anyone" for negatives — and questions can take either.
+
+**Affirmative sentence**
+
+| Elizabeth | saw | {someone} | at the lab. |
+|---|---|---|---|
+
+**Negative sentence**
+
+| Peter | didn't see | {anyone} | at the lab. |
+|---|---|---|---|
+
+**Question**
+
+| Did | you | see | {anyone} / {someone} | at the lab? |
+|---|---|---|---|---|
+
+$DIALOGUE Someone or Anyone?
+ID: l3-s15
+INTRO: Read these sentences and notice which ones use "someone" and which use "anyone" — the pattern from the table, in action.
+INSTRUCTION: Read the sentences.
+
+LINE: Are you waiting for someone?
+LINE: No, I'm not waiting for anyone.
+LINE: Jane saw someone go into Captain Smith's office.
+LINE: Did Sue see anyone in the office?
+LINE: Yes, she saw someone in front of Mike's room.
+LINE: Does Sergeant Allen want anyone to move this box?
+
+$PRODUCE Type Someone or Anyone
+ID: l3-s16
+INTRO: Your turn. Type "someone" or "anyone" to complete each sentence — remember, negatives take "anyone".
+INSTRUCTION: Type "someone" or "anyone" to complete the sentences.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: Are you looking for ____?
+RESPONSE: anyone
+ACCEPT: anyone | someone
+
+EXAMPLE
+TEMPLATE: No. I'm not looking for ____.
+RESPONSE: anyone
+ACCEPT: anyone
+
+TEMPLATE: John didn't talk to ____ in the class.
+RESPONSE: anyone
+ACCEPT: anyone
+
+TEMPLATE: Is ____ going to be at the library?
+RESPONSE: anyone
+ACCEPT: anyone | someone
+
+TEMPLATE: Yes, ____ will be at the library.
+RESPONSE: someone
+ACCEPT: someone
+
+TEMPLATE: Frank told ____ his story.
+RESPONSE: someone
+ACCEPT: someone
+
+TEMPLATE: Is ____ at home?
+RESPONSE: anyone
+ACCEPT: anyone | someone
+
+TEMPLATE: Joe doesn't know ____ in his class.
+RESPONSE: anyone
+ACCEPT: anyone
+
+TEMPLATE: Did ____ come in late?
+RESPONSE: anyone
+ACCEPT: anyone | someone
# Source: ST §What's the Missing Word?
$SELECT What's the Missing Word?
ID: l3-s9
-INTRO: A vocabulary check across everything so far — roommates, advice, opinions, and the rest. Read each sentence and tap the word that completes it.
+INTRO: A round-up of the lesson's vocabulary so far — "advice", "opinion", "roommates", and friends. Read each sentence and tap the word that completes it.
INSTRUCTION: Tap the best word to complete the sentence.
TEMPLATE: I have a problem. Tell me what I _____ do.
@@ -858,313 +1097,12 @@ OPTION: b | Maybe
OPTION: c | Then
ANSWER: b
+$SESSION 3-5: Should — Suggestions and Advice
-# Source: LLA 3B Figure 4
-$SELECT Choose the Best Response
-ID: 3b-f4
-INTRO: Now by ear. Listen to each question, tap the answer that makes sense, and repeat it.
-INSTRUCTION: Tap the correct response.
-REPEAT
-
-PROMPT: Did you enjoy the food at the party last night? {bk09-l3b-f4-01-q.mp3}
-OPTION: a | Yes, I liked it. {bk09-l3b-f4-01-a.mp3}
-OPTION: b | Yes, you should.
-OPTION: c | Yes, I borrowed it.
-ANSWER: a
-
-PROMPT: Do you like to play football? {bk09-l3b-f4-02-q.mp3}
-OPTION: a | No, I borrowed it.
-OPTION: b | No, I don't care for it. {bk09-l3b-f4-02-a.mp3}
-OPTION: c | No, I went out.
-ANSWER: b
-
-PROMPT: Is Judy excited about her trip? {bk09-l3b-f4-03-q.mp3}
-OPTION: a | Yes, she's tired.
-OPTION: b | Yes, she's bored.
-OPTION: c | Yes, she's happy. {bk09-l3b-f4-03-a.mp3}
-ANSWER: c
-
-PROMPT: Did you go out last night? {bk09-l3b-f4-04-q.mp3}
-OPTION: a | Yes, we watched it on TV.
-OPTION: b | Yes, we went to the movies. {bk09-l3b-f4-04-a.mp3}
-OPTION: c | Yes, we parked it.
-ANSWER: b
-
-PROMPT: Do David and Hans live in the same house? {bk09-l3b-f4-05-q.mp3}
-OPTION: a | Yes, they're roommates. {bk09-l3b-f4-05-a.mp3}
-OPTION: b | Yes, they're friends.
-OPTION: c | Yes, they have a friendship.
-ANSWER: a
-
-PROMPT: Is this your car? {bk09-l3b-f4-06-q.mp3}
-OPTION: a | No, it's not in the garage.
-OPTION: b | No, I lent it to my brother.
-OPTION: c | No, I borrowed it from my brother. {bk09-l3b-f4-06-a.mp3}
-ANSWER: c
-
-PROMPT: Do you think that Mark should go to college? {bk09-l3b-f4-07-q.mp3}
-OPTION: a | Yes, that's a story.
-OPTION: b | Yes, that's my opinion. {bk09-l3b-f4-07-a.mp3}
-OPTION: c | Yes, that's a lie.
-ANSWER: b
-
-PROMPT: Did you talk to anyone? {bk09-l3b-f4-08-q.mp3}
-OPTION: a | Yes, I talked to someone. {bk09-l3b-f4-08-a.mp3}
-OPTION: b | Yes, I'll call him.
-OPTION: c | Yes, he came yesterday.
-ANSWER: a
-
-
-$LESSON 3-5: Someone, Anyone, and Telling
-
-# Source: ST §Please, Don't Tell Anyone
-$GRAMMAR Someone and Anyone
-ID: l3-s14
-INTRO: This part sorts out two easy-to-mix words. The short version: someone for yes-sentences, anyone for negatives — and questions take either.
-
-**Affirmative sentence**
-
-| Elizabeth | saw | {someone} | at the lab. |
-|---|---|---|---|
-
-**Negative sentence**
-
-| Peter | didn't see | {anyone} | at the lab. |
-|---|---|---|---|
-
-**Question**
-
-| Did | you | see | {anyone} / {someone} | at the lab? |
-|---|---|---|---|---|
-
-$DIALOGUE Someone or Anyone?
-ID: l3-s15
-INTRO: Hear the pattern in action — someone in the yes-sentences, anyone in the negatives and questions. Read and repeat each sentence.
-INSTRUCTION: Read and repeat the sentences.
-REPEAT
-
-LINE: Are you waiting for someone?
-LINE: No, I'm not waiting for anyone.
-LINE: Jane saw someone go into Captain Smith's office.
-LINE: Did Sue see anyone in the office?
-LINE: Yes, she saw someone in front of Mike's room.
-LINE: Does Sergeant Allen want anyone to move this box?
-
-$PRODUCE Someone or Anyone
-ID: l3-s16
-INTRO: Your turn to choose. Type someone or anyone in each sentence — remember, negatives take anyone.
-INSTRUCTION: Type someone or anyone to complete the sentences.
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: Are you looking for ____?
-RESPONSE: anyone
-ACCEPT: anyone | someone
-
-EXAMPLE
-TEMPLATE: No. I'm not looking for ____.
-RESPONSE: anyone
-ACCEPT: anyone
-
-TEMPLATE: John didn't talk to ____ in the class.
-RESPONSE: anyone
-ACCEPT: anyone
-
-TEMPLATE: Is ____ going to be at the library?
-RESPONSE: anyone
-ACCEPT: anyone | someone
-
-TEMPLATE: Yes, ____ will be at the library.
-RESPONSE: someone
-ACCEPT: someone
-
-TEMPLATE: Frank told ____ his story.
-RESPONSE: someone
-ACCEPT: someone
-
-TEMPLATE: Is ____ at home?
-RESPONSE: anyone
-ACCEPT: anyone | someone
-
-TEMPLATE: Joe doesn't know ____ in his class.
-RESPONSE: anyone
-ACCEPT: anyone
-
-TEMPLATE: Did ____ come in late?
-RESPONSE: anyone
-ACCEPT: anyone | someone
-
-
-# Source: ST §I Want to Tell You Something
-$GRAMMAR Telling Stories, Lies, and Secrets
-ID: l3-s10
-INTRO: One little verb does a lot of work in this lesson. Here's how "tell" combines with people and with stories, lies, secrets, the truth, and the time.
-
-**Look at the use of the verb *tell* in these expressions.**
-
-| | | |
-|---|---|---|
-| Tell | me / you / him / her / them / us / someone / Frank | a story. |
-| Tell | | a lie. |
-| Tell | | a secret. |
-| Tell | | the truth. |
-| Tell | | the time. |
-
-$PRODUCE Use the Expressions
-ID: l3-s11
-INTRO: Finish each little exchange with the right "tell" expression — tell who, tell what.
-INSTRUCTION: Type the correct expression with the verb "tell" to complete the sentence.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Dan: I'm not sure what time I came home last night, Dad.
-TEMPLATE: Dad: Young man, I want you to ____{tell me the truth}!
-RESPONSE: Young man, I want you to tell me the truth!
-
-TEMPLATE: Mike: Paul told Mary that he's 30 years old. He's really 36.
-TEMPLATE: Doug: Oh, he ____{told her a lie}.
-RESPONSE: Oh, he told her a lie.
-
-TEMPLATE: Ray: I have something important to tell you. No one else can know.
-TEMPLATE: Jack: Okay, you can ____{tell me a secret}.
-RESPONSE: Okay, you can tell me a secret.
-
-TEMPLATE: Alice: Do you know when the meeting is?
-TEMPLATE: Cathy: No, ask Jeff. He can ____{tell you the time}.
-RESPONSE: No, ask Jeff. He can tell you the time.
-
-TEMPLATE: Mother: The children don't want to go to bed.
-TEMPLATE: Father: Do they want me to ____{tell them a story}?
-RESPONSE: Do they want me to tell them a story?
-
-
-# Source: LLA 3C Figure 8
-$PRODUCE Who Told What?
-ID: 3c-f8
-INPUT: speak
-CHECK: reveal
-INTRO: Now drill it aloud. Listen to the question, build the answer from the cues on screen, then repeat the model. Everyone in this drill is telling somebody something — not all of it true.
-INSTRUCTION: Answer using the cue words.
-REPEAT
-
-EXAMPLE
-TEMPLATE: He / them / a story
-PROMPT: What did Henry tell the ladies? {bk09-l3c-f8-ex-q.mp3}
-RESPONSE: He told them a story. {bk09-l3c-f8-ex-a.mp3}
-
-TEMPLATE: Mark / her / a lie
-PROMPT: What did Mark tell Susan? {bk09-l3c-f8-01-q.mp3}
-RESPONSE: Mark told her a lie. {bk09-l3c-f8-01-a.mp3}
-
-TEMPLATE: She / her / a lie
-PROMPT: What did Anne tell Jan? {bk09-l3c-f8-02-q.mp3}
-RESPONSE: She told her a lie. {bk09-l3c-f8-02-a.mp3}
-
-TEMPLATE: He / her / a story
-PROMPT: What did Lieutenant Johnson tell Mrs. Johnson? {bk09-l3c-f8-03-q.mp3}
-RESPONSE: He told her a story. {bk09-l3c-f8-03-a.mp3}
-
-TEMPLATE: He / him / the time
-PROMPT: What did the clerk tell the customer? {bk09-l3c-f8-04-q.mp3}
-RESPONSE: He told him the time. {bk09-l3c-f8-04-a.mp3}
-
-TEMPLATE: He / me / the truth
-PROMPT: What did your friend tell you? {bk09-l3c-f8-05-q.mp3}
-RESPONSE: He told me the truth. {bk09-l3c-f8-05-a.mp3}
-
-TEMPLATE: Rick / me / the time
-PROMPT: Who told you the time? {bk09-l3c-f8-06-q.mp3}
-RESPONSE: Rick told me the time. {bk09-l3c-f8-06-a.mp3}
-
-TEMPLATE: the teacher / Helen / the truth
-PROMPT: Who told Helen the truth? {bk09-l3c-f8-07-q.mp3}
-RESPONSE: The teacher told Helen the truth. {bk09-l3c-f8-07-a.mp3}
-
-TEMPLATE: Tom / us / a lie
-PROMPT: Who told you that lie? {bk09-l3c-f8-08-q.mp3}
-RESPONSE: Tom told us a lie. {bk09-l3c-f8-08-a.mp3}
-
-
-# Source: LLA 3C Figure 7
-$SELECT Choose the Best Answer
-ID: 3c-f7
-INTRO: A rapid review of the whole lesson so far — tools, parking, opinions, someone and anyone. Listen, tap the answer that fits, and repeat it.
-INSTRUCTION: Tap the best answer.
-REPEAT
-
-EXAMPLE
-PROMPT: Who fixed your camera? {bk09-l3c-f7-ex-q.mp3}
-OPTION: a | Sam repaired it. {bk09-l3c-f7-ex-a.mp3}
-OPTION: b | Tom broke it.
-ANSWER: a
-
-PROMPT: Do you like your work? {bk09-l3c-f7-01-q.mp3}
-OPTION: a | Yes, it hurts.
-OPTION: b | Yes, I enjoy it. {bk09-l3c-f7-01-a.mp3}
-ANSWER: b
-
-PROMPT: Where's your car? {bk09-l3c-f7-02-q.mp3}
-OPTION: a | I parked it over there. {bk09-l3c-f7-02-a.mp3}
-OPTION: b | It runs well.
-ANSWER: a
-
-PROMPT: Can you fix it? {bk09-l3c-f7-03-q.mp3}
-OPTION: a | Yes, I'll get my tools. {bk09-l3c-f7-03-a.mp3}
-OPTION: b | Yes, I lied.
-ANSWER: a
-
-PROMPT: Is that Frank's car? {bk09-l3c-f7-04-q.mp3}
-OPTION: a | Yes, I borrowed it from him. {bk09-l3c-f7-04-a.mp3}
-OPTION: b | Yes, I lent it to him.
-ANSWER: a
-
-PROMPT: Do they have a friendship? {bk09-l3c-f7-05-q.mp3}
-OPTION: a | Yes, they're excited.
-OPTION: b | Yes, they're friends. {bk09-l3c-f7-05-a.mp3}
-ANSWER: b
-
-PROMPT: Is that true? {bk09-l3c-f7-06-q.mp3}
-OPTION: a | No, that's just his opinion. {bk09-l3c-f7-06-a.mp3}
-OPTION: b | No, it's the truth.
-ANSWER: a
-
-PROMPT: Did you see anyone there? {bk09-l3c-f7-07-q.mp3}
-OPTION: a | Yes, anyone was there.
-OPTION: b | Yes, someone was there. {bk09-l3c-f7-07-a.mp3}
-ANSWER: b
-
-PROMPT: Where were you last night? {bk09-l3c-f7-08-q.mp3}
-OPTION: a | At the party. {bk09-l3c-f7-08-a.mp3}
-OPTION: b | In the story.
-ANSWER: a
-
-
-$LESSON 3-6: Should and Shouldn't
-
-# Source: new (gap: "should" is drilled heavily on the tapes and in the book, but never explained)
-$GRAMMAR Giving Advice with Should
-ID: 3b-f5-g
-INTRO: This part is about the most useful advice word in English. One small rule, then plenty of practice.
-
-Use **should** to say that something is a good idea, and **shouldn't** when it isn't:
-
-- {You look tired. You should go to bed early.}
-- {He's sick. He shouldn't go to class.}
-
-**Should** never changes its form — it's the same for I, you, he, she, we, and they — and the verb after it has no "to":
-
-- {We should walk.}
-- {They should buy a bigger car.}
-
-For questions, put **should** first. Short answers use **should** or **shouldn't** alone:
-
-- {Should Lieutenant Green go to the dispensary?} — {Yes, he should.}
-- {Should we buy a new car?} — {No, you shouldn't.}
-
+# Source: ST §I Think We Should Walk
$DIALOGUE I Think We Should Walk
ID: l3-s21
-INTRO: Five tiny conversations, each one asking for and giving advice. Listen and read — notice how the answers echo "should".
+INTRO: In this part you'll learn to make suggestions and give advice with "should". Start by reading these five little exchanges — everyone has a decision to make.
INSTRUCTION: Read the dialogs.
Bob: The restaurant is 6 blocks away. Should we walk or take a taxi?
@@ -1182,62 +1120,73 @@ Carl: Yes, I think you should. It's the only one that's clean.
Roger: We are going to be late for the party. Should we call Helen?
Kevin: Yes, I think we should.
+# Source: new (gap: "should" is drilled on the tapes but never explained in the book)
+$GRAMMAR Should and Shouldn't
+ID: 3b-f5-g
+INTRO: Before the drills, here's the whole grammar of "should" in one small card.
+
+Use **should** + a verb to give advice or make a suggestion:
+
+{You should go to bed early.} · {He should get a haircut.}
+
+The negative is **shouldn't** (= should not):
+
+{We shouldn't go out on a workday.}
+
+In questions, **should** comes first — and short answers use it too:
+
+{Should we buy a new car?} — {No, you shouldn't.}
+{Should Lieutenant Green go to the dispensary?} — {Yes, he should.}
# Source: LLA 3B Figure 5
-$DIALOGUE Should and Shouldn't
+$DIALOGUE Should and Shouldn't in Action
ID: 3b-f5
-INTRO: Now hear the pattern from the cassette — advice for tired people, sick students, and one very late phone call. Listen and repeat each sentence.
+INTRO: Now hear the pattern. Listen to the sentences using "should" and "shouldn't", and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: He thinks I should see a doctor. {bk09-l3b-f5-01.mp3}
-LINE: You look tired. You should go to bed early. {bk09-l3b-f5-02.mp3}
-LINE: His hair is long. He should get a haircut. {bk09-l3b-f5-03.mp3}
-LINE: We shouldn't go out on a workday. {bk09-l3b-f5-04.mp3}
-LINE: Their car is small. They should buy a bigger car. {bk09-l3b-f5-05.mp3}
-LINE: He's sick. He shouldn't go to class. {bk09-l3b-f5-06.mp3}
-LINE: It's raining hard. You shouldn't leave right now. {bk09-l3b-f5-07.mp3}
-LINE: Should Lieutenant Green go to the dispensary? Yes, he should. {bk09-l3b-f5-08.mp3}
-LINE: Should we buy a new car? No, you shouldn't. {bk09-l3b-f5-09.mp3}
-LINE: It's 12 midnight. We shouldn't call him right now. {bk09-l3b-f5-10.mp3}
-
+LINE: He thinks *I should see* a doctor. {bk09-l3b-f5-01.mp3}
+LINE: You look tired. *You should go* to bed early. {bk09-l3b-f5-02.mp3}
+LINE: His hair is long. *He should get* a haircut. {bk09-l3b-f5-03.mp3}
+LINE: *We shouldn't go out* on a workday. {bk09-l3b-f5-04.mp3}
+LINE: Their car is small. *They should buy* a bigger car. {bk09-l3b-f5-05.mp3}
+LINE: He's sick. *He shouldn't go* to class. {bk09-l3b-f5-06.mp3}
+LINE: It's raining hard. *You shouldn't leave* right now. {bk09-l3b-f5-07.mp3}
+LINE: *Should Lieutenant Green go* to the dispensary? Yes, *he should.* {bk09-l3b-f5-08.mp3}
+LINE: *Should we buy* a new car? No, *you shouldn't.* {bk09-l3b-f5-09.mp3}
+LINE: It's 12 midnight. *We shouldn't call* him right now. {bk09-l3b-f5-10.mp3}
# Source: LLA 3B Figure 6
$PRODUCE Short Answers with Should
ID: 3b-f6
-INTRO: Give short answers with should or shouldn't. Listen to each situation and question, type your answer, then repeat the model.
-INSTRUCTION: Type a short answer.
INPUT: type
CHECK: exact
-REPEAT
+INTRO: Listen to each situation and question, and type a short answer with "should" or "shouldn't" — common sense is your answer key.
+INSTRUCTION: Type a short answer.
EXAMPLE
PROMPT: Should the children watch this movie? {bk09-l3b-f6-ex-q.mp3}
-RESPONSE: No, they shouldn't. {bk09-l3b-f6-ex-a.mp3}
+RESPONSE: No, they shouldn't.
PROMPT: Frank is sick. Should he go to the doctor? {bk09-l3b-f6-01-q.mp3}
-RESPONSE: Yes, he should. {bk09-l3b-f6-01-a.mp3}
+RESPONSE: Yes, he should.
PROMPT: I have a test tomorrow. Should I go out? {bk09-l3b-f6-02-q.mp3}
-RESPONSE: No, you shouldn't. {bk09-l3b-f6-02-a.mp3}
-ACCEPT: No, I shouldn't. | No, you should not. | No, I should not.
+RESPONSE: No, you shouldn't.
PROMPT: He told her a lie. Should he tell her the truth? {bk09-l3b-f6-03-q.mp3}
-RESPONSE: Yes, he should. {bk09-l3b-f6-03-a.mp3}
+RESPONSE: Yes, he should.
PROMPT: Mark doesn't have a driver's license. Should Tom lend him his car? {bk09-l3b-f6-04-q.mp3}
-RESPONSE: No, he shouldn't. {bk09-l3b-f6-04-a.mp3}
-ACCEPT: No, he should not.
+RESPONSE: No, he shouldn't.
PROMPT: They have a lot of homework. Should they watch TV? {bk09-l3b-f6-05-q.mp3}
-RESPONSE: No, they shouldn't. {bk09-l3b-f6-05-a.mp3}
-ACCEPT: No, they should not.
-
+RESPONSE: No, they shouldn't.
# Source: ST §You Shouldn't Drive So Fast
$PRODUCE You Shouldn't Drive So Fast
ID: l3-s22
-INTRO: Flip each sentence into a "shouldn't" sentence, swapping in the words in parentheses. Say your answer aloud, then check the model.
+INTRO: Time to disagree politely. Change each sentence aloud using "shouldn't" and the words in parentheses, like the example.
INSTRUCTION: Change the sentence aloud. Use "shouldn't" and the words in parentheses.
INPUT: speak
CHECK: reveal
@@ -1277,9 +1226,10 @@ RESPONSE: They shouldn't stay in a hotel.
PROMPT: I should order *soup and a salad*. (beef and potatoes)
RESPONSE: You shouldn't order beef and potatoes.
-$PRODUCE Should I Buy a New Car?
+# Source: ST §Should I Buy a New Car?
+$PRODUCE Give Your Advice
ID: l3-s23
-INTRO: Now you give the advice. Read each little conversation and finish it with a "should" sentence that fits — the model is one good answer, not the only one.
+INTRO: Now you're the one giving advice. Read each conversation and complete the last line aloud with a suggestion using "should" — the answer is always hiding in the middle of the dialog.
INSTRUCTION: Complete the dialog. Give advice to the other person using "should".
INPUT: speak
CHECK: llm
@@ -1340,13 +1290,117 @@ TEMPLATE: Fred: That sounds good to me.
TEMPLATE: Vince: ____
RESPONSE: We should go to a burger place.
+# Source: LLA 3D Figure 3
+$SELECT What Should They Do?
+ID: 3d-f3
+INTRO: Everyone here has a problem — a headache, a hurt friend, a smoky roommate. Listen to each situation and tap the best advice, then repeat it aloud.
+INSTRUCTION: Tap the best advice.
+REPEAT
-$LESSON 3-7: Adverbs of Manner
+PROMPT: My friend Barbara doesn't feel well. She didn't feel well yesterday. She has a headache and a high temperature. What should she do? {bk09-l3d-f3-01.mp3}
+OPTION: a | Go to the doctor.
+OPTION: b | Drink a lot of water.
+OPTION: c | Take some aspirin.
+OPTION: d | Buy new clothes.
+ANSWER: a
+FEEDBACK: She should go to the doctor. {bk09-l3d-f3-01-a.mp3}
+
+PROMPT: I had to call Dora last night, but I forgot. When she didn't talk to me this morning, I realized that I hurt her feelings. What should I do? {bk09-l3d-f3-02.mp3}
+OPTION: a | Don't tell her anything.
+OPTION: b | Tell her you were too busy and couldn't call.
+OPTION: c | Tell her your telephone wasn't working.
+OPTION: d | Ask her to excuse you and take her to dinner.
+ANSWER: d
+FEEDBACK: You should ask her to excuse you and take her to dinner. {bk09-l3d-f3-02-a.mp3}
+
+PROMPT: Edward is my good friend, and he's also my roommate. The problem is that Edward smokes a lot. I don't want to hurt his feelings. I don't say anything, but his smoke bothers me. {bk09-l3d-f3-03.mp3}
+OPTION: a | Move to a different apartment.
+OPTION: b | Tell his friend to move out.
+OPTION: c | Not say anything to anyone.
+OPTION: d | Tell his friend not to smoke in the room because it bothers him.
+ANSWER: d
+FEEDBACK: He should tell his friend not to smoke in the room because it bothers him. {bk09-l3d-f3-03-a.mp3}
+
+PROMPT: My friend Sarah is out of town. She will be away for 1 month. She left her car with me and told me I could drive it. Yesterday I went to the store and I had an accident. What should I do? {bk09-l3d-f3-04.mp3}
+OPTION: a | Move to another town where she won't find you.
+OPTION: b | Tell your friend that it wasn't your fault.
+OPTION: c | Apologize to your friend and fix the car.
+OPTION: d | Fix the car and don't tell your friend about it.
+ANSWER: c
+FEEDBACK: You should apologize to your friend and fix the car. {bk09-l3d-f3-04-a.mp3}
+
+PROMPT: I lent Roger $50 last month. He said that he would pay me last week, but he didn't pay me. I know he has the money. What should I do? {bk09-l3d-f3-05.mp3}
+OPTION: a | Not say anything and hope he'll remember.
+OPTION: b | Tell your friend that you need the money he borrowed from you.
+OPTION: c | Ask another friend to tell him.
+OPTION: d | Tell your friend that you will never lend him money again.
+ANSWER: b
+FEEDBACK: You should tell your friend that you need the money he borrowed from you. {bk09-l3d-f3-05-a.mp3}
+
+# Source: ST §Can You Give Me Any Advice?
+$DIALOGUE Can You Give Me Any Advice?
+ID: l3-s34
+INTRO: Four short conversations where friends ask for — and get — advice. Notice how "should", "maybe", and "I guess" soften the suggestions.
+INSTRUCTION: Read the dialogs.
+
+Roger: I found this wallet, but I don't know whose it is.
+Kevin: Maybe you should look through it to find an ID.
+Roger: Yes, and then we should call that person right away.
+
+David: It's time for class and I forgot my book. What should I do?
+Stan: You can borrow mine. I won't need it until 10:00.
+David: Thanks. I'll give it to you after this first class.
+
+Mark: Look at this check. My father sent me this money for my birthday. What do you think I should do with it?
+Carl: I guess you should save it. Then you won't have to borrow money from me all the time.
+
+Jack: I told Al that I didn't know who broke his TV. I told a lie. I broke it accidentally. What should I do?
+Chris: Tell him the truth. He's your friend. He'll understand. Then maybe you should help pay for the repair.
+
+# Source: ST §You Should...
+$PRODUCE You Should...
+ID: l3-s35
+INTRO: Real problems, no answer choices this time. Read each situation and give your advice aloud in a complete sentence with "should".
+INSTRUCTION: Read the situation and give advice in a complete sentence using "should".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any reasonable advice using "should" that directly addresses the problem described in the prompt.
+
+PROMPT: My friend borrowed $10 from me three weeks ago. When I ask him about the money, he tells me "next week, next week." What should I do?
+RESPONSE: You should ask him again.
+
+PROMPT: I just hit a parked car. The driver of the car isn't here. What should I do?
+RESPONSE: You should leave a message for the driver.
+
+PROMPT: Laura works in an office with 10 other people. Every day one person makes a lot of calls and talks to his friends. Then the others have to do his work. What should they do?
+RESPONSE: They should ask him not to talk on the phone all day.
+
+PROMPT: John's roommate likes to sleep with the windows open. John doesn't. He doesn't sleep well with them open. What should he do?
+RESPONSE: He should tell his friend to close the windows.
+
+# Source: ST §What Should I Do?
+$PRODUCE Dear Ruth
+ID: l3-s36
+INTRO: Remember the letter to Ann? Now you're the advice columnist. Read each letter and give the writer your advice aloud, using "should".
+INSTRUCTION: Read the letter and give the writer your advice.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any reasonable advice using "should" that directly addresses the problem described in the letter.
+
+PROMPT: Dear Ruth, I was using my friend's car. I had an accident. What should I do? Should I tell my friend, or should I get it fixed and not tell my friend? — Careless
+RESPONSE: You should tell your friend the truth and pay to fix the car.
+
+PROMPT: Dear Ruth, My wife got a lot of money for her birthday. I want to buy a new television. She wants to take a trip. What do you think we should do? — Needing a new TV
+RESPONSE: You should let her take a trip because it is her birthday money.
+
+$SESSION 3-6: Adverbs of Manner
# Source: ST §Adverbs of Manner
$GRAMMAR Adverbs of Manner
ID: l3-s24
-INTRO: This part teaches you to say how something is done — slowly, carefully, badly. Most adverbs are just the adjective plus -ly, with two famous exceptions.
+INTRO: In this part you'll learn to say HOW people do things — slowly, carefully, badly, or well. Most of the work is done by two little letters: "ly".
**Adjectives and Adverbs**
@@ -1373,12 +1427,60 @@ Some adverbs have an irregular form, or the same form as the adjective.
| good | well |
| fast | fast |
-$DIALOGUE From Adjective to Adverb
-ID: l3-s25
-INTRO: Each pair here shows the adjective, then the adverb doing its job. Read and repeat — listen for the -ly.
-INSTRUCTION: Read and repeat the pairs of sentences.
+# Source: LLA 3C Figure 1
+$PRODUCE Add -ly
+ID: 3c-f1
+INTRO: Drill time: you'll hear an adjective — say the adverb by adding "ly", then repeat the correct answer. Watch out for the "y" endings.
+INSTRUCTION: Say the adverb aloud.
+INPUT: speak
+CHECK: reveal
REPEAT
+EXAMPLE
+TEMPLATE: (slow) slowly
+PROMPT: slow, slowly; repeat, slowly. {bk09-l3c-f1-ex1.mp3}
+RESPONSE: slowly.
+
+EXAMPLE
+TEMPLATE: (correct) correctly
+PROMPT: Correct, correctly; repeat, correctly. {bk09-l3c-f1-ex2.mp3}
+RESPONSE: correctly.
+
+EXAMPLE
+TEMPLATE: (happy) happily
+PROMPT: Happy, happily; repeat, happily. {bk09-l3c-f1-ex3.mp3}
+RESPONSE: happily.
+
+PROMPT: Sad. {bk09-l3c-f1-01-q.mp3}
+RESPONSE: sadly. {bk09-l3c-f1-01-a.mp3}
+
+PROMPT: Busy. {bk09-l3c-f1-02-q.mp3}
+RESPONSE: busily. {bk09-l3c-f1-02-a.mp3}
+
+PROMPT: Different. {bk09-l3c-f1-03-q.mp3}
+RESPONSE: differently. {bk09-l3c-f1-03-a.mp3}
+
+PROMPT: Light. {bk09-l3c-f1-04-q.mp3}
+RESPONSE: lightly. {bk09-l3c-f1-04-a.mp3}
+
+PROMPT: Careful. {bk09-l3c-f1-05-q.mp3}
+RESPONSE: carefully. {bk09-l3c-f1-05-a.mp3}
+
+PROMPT: Heavy. {bk09-l3c-f1-06-q.mp3}
+RESPONSE: heavily. {bk09-l3c-f1-06-a.mp3}
+
+PROMPT: Correct. {bk09-l3c-f1-07-q.mp3}
+RESPONSE: correctly. {bk09-l3c-f1-07-a.mp3}
+
+PROMPT: Safe. {bk09-l3c-f1-08-q.mp3}
+RESPONSE: safely. {bk09-l3c-f1-08-a.mp3}
+
+# Source: ST §Using Adverbs
+$DIALOGUE Using Adverbs
+ID: l3-s25
+INTRO: Each pair here shows the adjective and its adverb doing the same job — "a careful driver" who "drives carefully". Read the pairs of sentences.
+INSTRUCTION: Read the pairs of sentences.
+
LINE: That was a bad tennis game Mark and John played. They played badly.
LINE: Nick is a careful driver. He drives carefully.
LINE: Jack is a careless driver. He drives carelessly.
@@ -1388,121 +1490,26 @@ LINE: That was an easy test for Bill. He answered all the questions easily.
LINE: Frank is a very slow mechanic. He works slowly.
LINE: Mike is a good cook. He cooks well.
-
-# Source: LLA 3C Figure 1
-$PRODUCE Add -ly
-ID: 3c-f1
-INPUT: speak
-CHECK: reveal
-INTRO: Make the adverbs yourself. Hear the adjective, say it with -ly, and check against the tape — watch the y-to-i words.
-INSTRUCTION: Add -ly to the word and say it aloud.
-REPEAT
-
-EXAMPLE
-PROMPT: slow {bk09-l3c-f1-ex1-q.mp3}
-RESPONSE: slowly {bk09-l3c-f1-ex1-a.mp3}
-
-EXAMPLE
-PROMPT: correct {bk09-l3c-f1-ex2-q.mp3}
-RESPONSE: correctly {bk09-l3c-f1-ex2-a.mp3}
-
-EXAMPLE
-PROMPT: happy {bk09-l3c-f1-ex3-q.mp3}
-RESPONSE: happily {bk09-l3c-f1-ex3-a.mp3}
-
-PROMPT: sad {bk09-l3c-f1-01-q.mp3}
-RESPONSE: sadly {bk09-l3c-f1-01-a.mp3}
-
-PROMPT: busy {bk09-l3c-f1-02-q.mp3}
-RESPONSE: busily {bk09-l3c-f1-02-a.mp3}
-
-PROMPT: different {bk09-l3c-f1-03-q.mp3}
-RESPONSE: differently {bk09-l3c-f1-03-a.mp3}
-
-PROMPT: light {bk09-l3c-f1-04-q.mp3}
-RESPONSE: lightly {bk09-l3c-f1-04-a.mp3}
-
-PROMPT: careful {bk09-l3c-f1-05-q.mp3}
-RESPONSE: carefully {bk09-l3c-f1-05-a.mp3}
-
-PROMPT: heavy {bk09-l3c-f1-06-q.mp3}
-RESPONSE: heavily {bk09-l3c-f1-06-a.mp3}
-
-PROMPT: correct {bk09-l3c-f1-07-q.mp3}
-RESPONSE: correctly {bk09-l3c-f1-07-a.mp3}
-
-PROMPT: safe {bk09-l3c-f1-08-q.mp3}
-RESPONSE: safely {bk09-l3c-f1-08-a.mp3}
-
-
# Source: LLA 3C Figure 2
-$DIALOGUE Adverbs in Sentences
+$DIALOGUE Sentences with Adverbs
ID: 3c-f2
-INTRO: Now hear the adverbs where they live — at the end of the sentence. Listen and repeat.
+INTRO: Now hear the adverbs in short sentences. Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: Tom runs slowly. {bk09-l3c-f2-01.mp3}
-LINE: John listens carefully. {bk09-l3c-f2-02.mp3}
-LINE: Jim speaks differently. {bk09-l3c-f2-03.mp3}
-LINE: Mrs. Green walks slowly. {bk09-l3c-f2-04.mp3}
-LINE: That man dresses nicely. {bk09-l3c-f2-05.mp3}
-LINE: David got home fast. {bk09-l3c-f2-06.mp3}
-LINE: He speaks English well. {bk09-l3c-f2-07.mp3}
-LINE: The students answered correctly. {bk09-l3c-f2-08.mp3}
-
-
-# Source: LLA 3C Figure 3
-$PRODUCE Combine the Sentences
-ID: 3c-f3
-INPUT: speak
-CHECK: reveal
-INTRO: Two sentences in, one sentence out. Turn the adjective into an adverb and fold it into the first sentence, then repeat the model.
-INSTRUCTION: Combine the two sentences.
-REPEAT
-
-EXAMPLE
-TEMPLATE: Henry picked up the box of dishes. He was careful.
-PROMPT: Henry picked up the box of dishes. He was careful. {bk09-l3c-f3-ex-q.mp3}
-RESPONSE: Henry picked up the box of dishes carefully. {bk09-l3c-f3-ex-a.mp3}
-
-TEMPLATE: The baby is crying. He is loud.
-PROMPT: The baby is crying. He is loud. {bk09-l3c-f3-01-q.mp3}
-RESPONSE: The baby is crying loudly. {bk09-l3c-f3-01-a.mp3}
-
-TEMPLATE: Ben doesn't say it like that. He is different.
-PROMPT: Ben doesn't say it like that. He is different. {bk09-l3c-f3-02-q.mp3}
-RESPONSE: Ben says it differently. {bk09-l3c-f3-02-a.mp3}
-
-TEMPLATE: Frank walked to work. He was slow.
-PROMPT: Frank walked to work. He was slow. {bk09-l3c-f3-03-q.mp3}
-RESPONSE: Frank walked to work slowly. {bk09-l3c-f3-03-a.mp3}
-
-TEMPLATE: Jim answered the question. The answer was correct.
-PROMPT: Jim answered the question. The answer was correct. {bk09-l3c-f3-04-q.mp3}
-RESPONSE: Jim answered the question correctly. {bk09-l3c-f3-04-a.mp3}
-
-TEMPLATE: Jane drives her car. She's always careful.
-PROMPT: Jane drives her car. She's always careful. {bk09-l3c-f3-05-q.mp3}
-RESPONSE: Jane drives her car carefully. {bk09-l3c-f3-05-a.mp3}
-
-TEMPLATE: Jim washed the clothes. He was careless.
-PROMPT: Jim washed the clothes. He was careless. {bk09-l3c-f3-06-q.mp3}
-RESPONSE: Jim washed the clothes carelessly. {bk09-l3c-f3-06-a.mp3}
-
-TEMPLATE: David speaks German. His German is good.
-PROMPT: David speaks German. His German is good. {bk09-l3c-f3-07-q.mp3}
-RESPONSE: David speaks German well. {bk09-l3c-f3-07-a.mp3}
-
-TEMPLATE: Jerry runs. He's fast.
-PROMPT: Jerry runs. He's fast. {bk09-l3c-f3-08-q.mp3}
-RESPONSE: Jerry runs fast. {bk09-l3c-f3-08-a.mp3}
-
+LINE: Tom *runs slowly*. {bk09-l3c-f2-01.mp3}
+LINE: John *listens carefully*. {bk09-l3c-f2-02.mp3}
+LINE: Jim *speaks differently*. {bk09-l3c-f2-03.mp3}
+LINE: Mrs. Green *walks slowly*. {bk09-l3c-f2-04.mp3}
+LINE: That man *dresses nicely*. {bk09-l3c-f2-05.mp3}
+LINE: David *got home fast*. {bk09-l3c-f2-06.mp3}
+LINE: He *speaks English well*. {bk09-l3c-f2-07.mp3}
+LINE: The students *answered correctly*. {bk09-l3c-f2-08.mp3}
# Source: ST §Do You Drive Carefully?
-$DIALOGUE Watch How They Do It
+$DIALOGUE Do You Drive Carefully?
ID: l3-s26
-INTRO: Four pictures, four adverbs — including Jim, who really shouldn't be driving like that. Look, listen, and repeat.
+INTRO: Four pictures, four adverbs. Repeat each sentence — and note that Jim, at least, should not be your driving teacher.
INSTRUCTION: Repeat the sentences.
REPEAT
@@ -1511,13 +1518,11 @@ LINE: The girls are walking slowly. {st-page_112_002.jpg}
LINE: Don slept badly last night. {st-page_113_001.jpg}
LINE: Ellen arrived safely. {st-page_113_002.jpg}
-
# Source: ST §Anna Speaks French Well
-$DIALOGUE More Adverb Sentences
+$DIALOGUE Anna Speaks French Well
ID: l3-s27
-INTRO: One more read-through before you write. Nine sentences, nine ways of doing things — read and repeat.
-INSTRUCTION: Read and repeat the sentences.
-REPEAT
+INTRO: More adverbs at work, from careful students to one unlucky student pilot. Read the sentences.
+INSTRUCTION: Read the sentences.
LINE: Please drive safely.
LINE: A train can't stop fast.
@@ -1529,11 +1534,56 @@ LINE: The clerk counted the money carelessly.
LINE: Harvey moved the heavy bookcase easily.
LINE: The student pilot landed the airplane badly.
+# Source: LLA 3C Figure 3
+$PRODUCE Combine the Sentences
+ID: 3c-f3
+INTRO: Two sentences in, one sentence out. Listen to both, combine them using an adverb, then repeat the correct sentence.
+INSTRUCTION: Combine the sentences aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: Henry picked up the box of dishes. He was careful.
+PROMPT: Henry picked up the box of dishes. He was careful. {bk09-l3c-f3-ex-q.mp3}
+RESPONSE: Henry picked up the box of dishes carefully. {bk09-l3c-f3-ex-a.mp3}
+
+TEMPLATE: The baby is crying. He is *loud*.
+PROMPT: The baby is crying. He is loud. {bk09-l3c-f3-01-q.mp3}
+RESPONSE: The baby is crying loudly. {bk09-l3c-f3-01-a.mp3}
+
+TEMPLATE: Ben doesn't say it like that. He is *different*.
+PROMPT: Ben doesn't say it like that. He is different. {bk09-l3c-f3-02-q.mp3}
+RESPONSE: Ben says it differently. {bk09-l3c-f3-02-a.mp3}
+
+TEMPLATE: Frank walked to work. He was *slow*.
+PROMPT: Frank walked to work. He was slow. {bk09-l3c-f3-03-q.mp3}
+RESPONSE: Frank walked to work slowly. {bk09-l3c-f3-03-a.mp3}
+
+TEMPLATE: Jim answered the question. The answer was *correct*.
+PROMPT: Jim answered the question. The answer was correct. {bk09-l3c-f3-04-q.mp3}
+RESPONSE: Jim answered the question correctly. {bk09-l3c-f3-04-a.mp3}
+
+TEMPLATE: Jane drives her car. She's always *careful*.
+PROMPT: Jane drives her car. She's always careful. {bk09-l3c-f3-05-q.mp3}
+RESPONSE: Jane drives her car carefully. {bk09-l3c-f3-05-a.mp3}
+
+TEMPLATE: Jim washed the clothes. He was *careless*.
+PROMPT: Jim washed the clothes. He was careless. {bk09-l3c-f3-06-q.mp3}
+RESPONSE: Jim washed the clothes carelessly. {bk09-l3c-f3-06-a.mp3}
+
+TEMPLATE: David speaks German. His German is *good*.
+PROMPT: David speaks German. His German is good. {bk09-l3c-f3-07-q.mp3}
+RESPONSE: David speaks German well. {bk09-l3c-f3-07-a.mp3}
+
+TEMPLATE: Jerry runs. He's *fast*.
+PROMPT: Jerry runs. He's fast. {bk09-l3c-f3-08-q.mp3}
+RESPONSE: Jerry runs fast. {bk09-l3c-f3-08-a.mp3}
# Source: ST §Please Do This Correctly
$PRODUCE Type the Adverb
ID: l3-s28
-INTRO: Now write the forms. Turn each word in parentheses into its adverb and type it — spelling counts here, especially the y-to-i words.
+INTRO: Now spell them. Type the adverb form of the word in parentheses — remember "y" becomes "i", and "good" plays by its own rules.
INSTRUCTION: Type the correct adverb form of the word in parentheses.
INPUT: type
CHECK: exact
@@ -1579,12 +1629,12 @@ TEMPLATE: Ellen didn't sleep ____ (good) last night.
RESPONSE: well
ACCEPT: well
-
# Source: ST §Walter Speaks French Well Now
-$PRODUCE Walter Learns French
+$PRODUCE Walter Speaks French Well Now
ID: l3-s29
-INTRO: A story about Walter, a fellow language learner — he started out saying things badly and got better, which should sound familiar. Type the adverb that fits each gap.
-INSTRUCTION: Type the correct adverb in each gap. (badly, correctly, safely, carefully, easily, slowly, carelessly, fast, well)
+REFERENCE: l3-s24
+INTRO: Walter went to France with bad French and came back with good French. Complete his story by typing the right adverb in each blank — the adverb table is there if you need it.
+INSTRUCTION: Type the correct adverb. (badly, correctly, safely, carefully, easily, slowly, carelessly, fast, well)
INPUT: type
CHECK: exact
@@ -1610,24 +1660,23 @@ RESPONSE: Now he understands French and can use it easily.
TEMPLATE: He doesn't say things ____{carelessly|badly}.
RESPONSE: He doesn't say things carelessly.
-
-$LESSON 3-8: Asking How
+$SESSION 3-7: How Questions
# Source: ST §How Did Mary Drive This Morning?
-$GRAMMAR Asking How
+$GRAMMAR How Did Mary Drive?
ID: l3-s31
-INTRO: You can say how things are done — now learn to ask. Questions with "how" are answered with an adverb.
+INTRO: In this part you'll ask and answer questions with "how" — the question word that adverbs were made for.
| | |
|---|---|
| (Did Mary drive fast?) | Mary drove {fast}. |
| **How did Mary drive?** | |
+# Source: ST §How Did They Do It?
$DIALOGUE How Did They Do It?
ID: l3-s32
-INTRO: Question, then answer — hear how each "how" question gets an adverb back. Read and repeat.
-INSTRUCTION: Read and repeat the sentences.
-REPEAT
+INTRO: Read these question-and-answer pairs. Every "how" question gets an adverb for an answer.
+INSTRUCTION: Read the sentences.
LINE: How did Mike drive on the trip? He drove carelessly.
LINE: How does Lori cook? She cooks well.
@@ -1636,19 +1685,19 @@ LINE: How does Jimmy ride his bike? He rides very carefully.
LINE: How did he repair the car? He repaired it easily.
LINE: How does Frank do his job? He does it very carefully and correctly.
-
# Source: LLA 3C Figure 4
$PRODUCE Ask with How
ID: 3c-f4
+INTRO: Your turn to ask. Read the cue words on the screen and ask a question using "how", then repeat the correct question.
+INSTRUCTION: Ask a question starting with "how".
INPUT: speak
CHECK: reveal
-INTRO: Build the questions yourself. Use the cues on the screen to ask a "How" question aloud, then repeat the model.
-INSTRUCTION: Ask a question using the words.
REPEAT
EXAMPLE
TEMPLATE: you / drive
-RESPONSE: How do you drive? {bk09-l3c-f4-ex-a.mp3}
+PROMPT: You drive. {bk09-l3c-f4-ex-q.mp3}
+RESPONSE: How do you drive?
TEMPLATE: James / run
RESPONSE: How does James run? {bk09-l3c-f4-01-a.mp3}
@@ -1680,20 +1729,19 @@ RESPONSE: How do you eat your lunch? {bk09-l3c-f4-09-a.mp3}
TEMPLATE: John / answered the question
RESPONSE: How did John answer the question? {bk09-l3c-f4-10-a.mp3}
-
# Source: LLA 3C Figure 5
$PRODUCE Answer with an Adverb
ID: 3c-f5
+INTRO: Same questions, other side of the conversation. Listen to each question and answer it aloud using the word on the screen, then repeat the correct answer.
+INSTRUCTION: Answer aloud using the word on the screen.
INPUT: speak
CHECK: reveal
-INTRO: Same questions, other side. Listen, answer using the adverb on the screen, then repeat the model.
-INSTRUCTION: Answer using the cue word.
REPEAT
EXAMPLE
TEMPLATE: carefully
PROMPT: How do you drive? {bk09-l3c-f5-ex-q.mp3}
-RESPONSE: I drive carefully. {bk09-l3c-f5-ex-a.mp3}
+RESPONSE: I drive carefully.
TEMPLATE: fast
PROMPT: How does James run? {bk09-l3c-f5-01-q.mp3}
@@ -1735,19 +1783,19 @@ TEMPLATE: correctly
PROMPT: How did John answer the question? {bk09-l3c-f5-10-q.mp3}
RESPONSE: He answered the question correctly. {bk09-l3c-f5-10-a.mp3}
-
# Source: LLA 3D Figure 1
$PRODUCE Ask About the Past
ID: 3d-f1
INPUT: speak
CHECK: reveal
-INTRO: Now shift into the past: "How did...?" Build each question from the cues and say it aloud, then repeat the model.
-INSTRUCTION: Use the words to ask a question.
REPEAT
+INTRO: Now ask "how" questions about yesterday — same pattern, past tense. Read the cue words and ask the question like the example.
+INSTRUCTION: Ask the question aloud.
EXAMPLE
TEMPLATE: they / do homework / last night
-RESPONSE: How did they do their homework last night? {bk09-l3d-f1-ex.mp3}
+PROMPT: The words are: "they", "do homework", and "last night". {bk09-l3d-f1-ex-q.mp3}
+RESPONSE: How did they do their homework last night? {bk09-l3d-f1-ex-a.mp3}
TEMPLATE: you / do on test / last Friday
RESPONSE: How did you do on your test last Friday? {bk09-l3d-f1-01.mp3}
@@ -1773,15 +1821,14 @@ RESPONSE: How did the new mechanic repair your car? {bk09-l3d-f1-07.mp3}
TEMPLATE: Nicky / talk / yesterday
RESPONSE: How did Nikki talk yesterday? {bk09-l3d-f1-08.mp3}
-
# Source: LLA 3D Figure 2
$PRODUCE Answer About the Past
ID: 3d-f2
INPUT: speak
CHECK: reveal
-INTRO: And now answer those past questions. Listen, use the adverb on the screen, then repeat the model.
-INSTRUCTION: Answer the question using the cue word.
REPEAT
+INTRO: This time someone asks you the questions. Answer aloud using the word on the screen, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
EXAMPLE
TEMPLATE: fast
@@ -1820,11 +1867,10 @@ TEMPLATE: easily
PROMPT: How did Nikki talk yesterday? {bk09-l3d-f2-08-q.mp3}
RESPONSE: Nikki talked easily. {bk09-l3d-f2-08-a.mp3}
-
# Source: ST §Did Linda Answer the Question Carefully?
-$PRODUCE Ask and Answer
+$PRODUCE Ask and Answer with How
ID: l3-s33
-INTRO: Put the whole pattern together. Read each situation, ask a "how" question about the underlined action, and answer it with a fitting adverb — both parts, aloud.
+INTRO: The full workout: read each little situation, ask a "how" question about the underlined action, and answer it yourself with a fitting adverb — like the example.
INSTRUCTION: Ask a question using "how" and the underlined phrase, then answer it using an adverb.
INPUT: speak
CHECK: llm
@@ -1846,17 +1892,16 @@ RESPONSE: How did they sleep? They slept badly.
TEMPLATE: Bruce *is driving* to his office. He's drinking a cup of coffee and he's talking to someone in the back seat. He isn't thinking about the traffic.
RESPONSE: How is Bruce driving? He is driving carelessly.
-TEMPLATE: Paul wants to get a job at the bank. They gave him a lot of forms to fill out. He took his time *completing the forms* and filled in all the information.
+TEMPLATE: Paul *wants to get a job* at the bank. They gave him a lot of forms to fill out. He took his time completing the forms and filled in all the information.
RESPONSE: How did he complete the forms? He completed them carefully.
TEMPLATE: John's *taking a math test* right now. The problems aren't hard for him. The teacher gave the class only 30 minutes for the test. The other students may not finish it, but John will.
RESPONSE: How is John taking the test? He is taking it easily.
-
# Source: LLA 3C Figure 6
-$SELECT Count the Syllables
+$SELECT Number of Syllables
ID: 3c-f6
-INTRO: Another quick ear check, this time with longer words. Listen and tap the number of syllables you hear.
+INTRO: Ear training again, with longer words this time — some stretch to four syllables. Listen and tap the number of syllables.
INSTRUCTION: Tap the number of syllables.
OPTION: a | 1 syllable
OPTION: b | 2 syllables
@@ -1866,212 +1911,225 @@ OPTION: d | 4 syllables
EXAMPLE
PROMPT: account {bk09-l3c-f6-ex-q.mp3}
ANSWER: b
+FEEDBACK: The word "account" has 2 syllables. {bk09-l3c-f6-ex-a.mp3}
PROMPT: roommate {bk09-l3c-f6-01-q.mp3}
ANSWER: b
+FEEDBACK: The word "roommate" has 2 syllables. {bk09-l3c-f6-01-a.mp3}
PROMPT: accident {bk09-l3c-f6-02-q.mp3}
ANSWER: c
+FEEDBACK: The word "accident" has 3 syllables. {bk09-l3c-f6-02-a.mp3}
PROMPT: fasten {bk09-l3c-f6-03-q.mp3}
ANSWER: b
+FEEDBACK: The word "fasten" has 2 syllables. {bk09-l3c-f6-03-a.mp3}
PROMPT: expensive {bk09-l3c-f6-04-q.mp3}
ANSWER: c
+FEEDBACK: The word "expensive" has 3 syllables. {bk09-l3c-f6-04-a.mp3}
PROMPT: interesting {bk09-l3c-f6-05-q.mp3}
ANSWER: d
+FEEDBACK: The word "interesting" has 4 syllables. {bk09-l3c-f6-05-a.mp3}
PROMPT: similar {bk09-l3c-f6-06-q.mp3}
ANSWER: c
+FEEDBACK: The word "similar" has 3 syllables. {bk09-l3c-f6-06-a.mp3}
PROMPT: place {bk09-l3c-f6-07-q.mp3}
ANSWER: a
+FEEDBACK: The word "place" has 1 syllable. {bk09-l3c-f6-07-a.mp3}
PROMPT: senior {bk09-l3c-f6-08-q.mp3}
ANSWER: b
+FEEDBACK: The word "senior" has 2 syllables. {bk09-l3c-f6-08-a.mp3}
PROMPT: tool {bk09-l3c-f6-09-q.mp3}
ANSWER: a
+FEEDBACK: The word "tool" has 1 syllable. {bk09-l3c-f6-09-a.mp3}
PROMPT: traffic {bk09-l3c-f6-10-q.mp3}
ANSWER: b
+FEEDBACK: The word "traffic" has 2 syllables. {bk09-l3c-f6-10-a.mp3}
+$SESSION 3-8: Putting It All Together
-$LESSON 3-9: Asking For and Giving Advice
-
-# Source: ST §Can You Give Me Any Advice?
-$DIALOGUE Can You Give Me Any Advice?
-ID: l3-s34
-INTRO: This part is where everything meets: asking for advice and giving it. Four small problems, four sensible friends. Listen and read.
-INSTRUCTION: Read the dialogs.
-
-Roger: I found this wallet, but I don't know whose it is.
-Kevin: Maybe you should look through it to find an ID.
-Roger: Yes, and then we should call that person right away.
-
-David: It's time for class and I forgot my book. What should I do?
-Stan: You can borrow mine. I won't need it until 10:00.
-David: Thanks. I'll give it to you after this first class.
-
-Mark: Look at this check. My father sent me this money for my birthday. What do you think I should do with it?
-Carl: I guess you should save it. Then you won't have to borrow money from me all the time.
-
-Jack: I told Al that I didn't know who broke his TV. I told a lie. I broke it accidentally. What should I do?
-Chris: Tell him the truth. He's your friend. He'll understand. Then maybe you should help pay for the repair.
-
-
-# Source: LLA 3D Figure 3
-$SELECT What Should I Do?
-ID: 3d-f3
-INTRO: People will tell you their problems — headaches, secrets, borrowed money. Listen to each one, tap the best advice, and repeat it.
-INSTRUCTION: Tap the best advice.
+# Source: LLA 3C Figure 7
+$SELECT Choose the Best Reply
+ID: 3c-f7
+INTRO: Last part: everything from this lesson, mixed together. First, quick exchanges — listen to each question, tap the reply that fits, then repeat it.
+INSTRUCTION: Tap the best answer.
REPEAT
EXAMPLE
-PROMPT: I'm a student. My parents pay for my school, but I never have enough money. What should I do? {bk09-l3d-f3-ex-q.mp3}
-OPTION: a | Borrow money from your friends.
-OPTION: b | Get a part-time job. {bk09-l3d-f3-ex-a.mp3}
-OPTION: c | Ask your parents for money.
-OPTION: d | Not do anything.
-ANSWER: b
-
-PROMPT: My friend Barbara doesn't feel well. She didn't feel well yesterday. She has a headache and a high temperature. What should she do? {bk09-l3d-f3-01-q.mp3}
-OPTION: a | Go to the doctor. {bk09-l3d-f3-01-a.mp3}
-OPTION: b | Drink a lot of water.
-OPTION: c | Take some aspirin.
-OPTION: d | Buy new clothes.
+PROMPT: Who fixed your camera? {bk09-l3c-f7-ex-q.mp3}
+OPTION: a | Sam repaired it. {bk09-l3c-f7-ex-a.mp3}
+OPTION: b | Tom broke it.
ANSWER: a
-PROMPT: I had to call Dora last night, but I forgot. When she didn't talk to me this morning, I realized that I hurt her feelings. What should I do? {bk09-l3d-f3-02-q.mp3}
-OPTION: a | Don't tell her anything.
-OPTION: b | Tell her you were too busy and couldn't call.
-OPTION: c | Tell her your telephone wasn't working.
-OPTION: d | Ask her to excuse you and take her to dinner. {bk09-l3d-f3-02-a.mp3}
-ANSWER: d
-
-PROMPT: Edward is my good friend, and he's also my roommate. The problem is that Edward smokes a lot. I don't want to hurt his feelings. I don't say anything, but his smoke bothers me. {bk09-l3d-f3-03-q.mp3}
-OPTION: a | Move to a different apartment.
-OPTION: b | Tell his friend to move out.
-OPTION: c | Not say anything to anyone.
-OPTION: d | Tell his friend not to smoke in the room because it bothers him. {bk09-l3d-f3-03-a.mp3}
-ANSWER: d
-
-PROMPT: My friend Sarah is out of town. She will be away for 1 month. She left her car with me and told me I could drive it. Yesterday I went to the store and I had an accident. What should I do? {bk09-l3d-f3-04-q.mp3}
-OPTION: a | Move to another town where she won't find you.
-OPTION: b | Tell your friend that it wasn't your fault.
-OPTION: c | Apologize to your friend and fix the car. {bk09-l3d-f3-04-a.mp3}
-OPTION: d | Fix the car and don't tell your friend about it.
-ANSWER: c
-
-PROMPT: I lent Roger $50 last month. He said that he would pay me last week, but he didn't pay me. I know he has the money. What should I do? {bk09-l3d-f3-05-q.mp3}
-OPTION: a | Not say anything and hope he'll remember.
-OPTION: b | Tell your friend that you need the money he borrowed from you. {bk09-l3d-f3-05-a.mp3}
-OPTION: c | Ask another friend to tell him.
-OPTION: d | Tell your friend that you will never lend him money again.
+PROMPT: Do you like your work? {bk09-l3c-f7-01-q.mp3}
+OPTION: a | Yes, it hurts.
+OPTION: b | Yes, I enjoy it. {bk09-l3c-f7-01-a.mp3}
ANSWER: b
+PROMPT: Where's your car? {bk09-l3c-f7-02-q.mp3}
+OPTION: a | I parked it over there. {bk09-l3c-f7-02-a.mp3}
+OPTION: b | It runs well.
+ANSWER: a
-# Source: ST §You Should...
-$PRODUCE Give Your Advice
-ID: l3-s35
-INTRO: No more multiple choice — now the advice is yours to invent. Read each situation and give advice in a full sentence with "should".
-INSTRUCTION: Read the situation and give advice in a complete sentence using "should".
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept any reasonable advice using "should" that directly addresses the problem described in the prompt.
+PROMPT: Can you fix it? {bk09-l3c-f7-03-q.mp3}
+OPTION: a | Yes, I'll get my tools. {bk09-l3c-f7-03-a.mp3}
+OPTION: b | Yes, I lied.
+ANSWER: a
-PROMPT: My friend borrowed $10 from me three weeks ago. When I ask him about the money, he tells me "next week, next week." What should I do?
-RESPONSE: You should ask him again.
+PROMPT: Is that Frank's car? {bk09-l3c-f7-04-q.mp3}
+OPTION: a | Yes, I borrowed it from him. {bk09-l3c-f7-04-a.mp3}
+OPTION: b | Yes, I lent it to him.
+ANSWER: a
-PROMPT: I just hit a parked car. The driver of the car isn't here. What should I do?
-RESPONSE: You should leave a message for the driver.
+PROMPT: Do they have a friendship? {bk09-l3c-f7-05-q.mp3}
+OPTION: a | Yes, they're excited.
+OPTION: b | Yes, they're friends. {bk09-l3c-f7-05-a.mp3}
+ANSWER: b
-PROMPT: Laura works in an office with 10 other people. Everyday one person makes a lot of calls and talks to his friends. Then the others have to do his work. What should they do?
-RESPONSE: They should ask him not to talk on the phone all day.
+PROMPT: Is that true? {bk09-l3c-f7-06-q.mp3}
+OPTION: a | No, that's just his opinion. {bk09-l3c-f7-06-a.mp3}
+OPTION: b | No, it's the truth.
+ANSWER: a
-PROMPT: John's roommate likes to sleep with the windows open. John doesn't. He doesn't sleep well with them open. What should he do?
-RESPONSE: He should tell his friend to close the windows.
+PROMPT: Did you see anyone there? {bk09-l3c-f7-07-q.mp3}
+OPTION: a | Yes, anyone was there.
+OPTION: b | Yes, someone was there. {bk09-l3c-f7-07-a.mp3}
+ANSWER: b
+PROMPT: Where were you last night? {bk09-l3c-f7-08-q.mp3}
+OPTION: a | at the party {bk09-l3c-f7-08-a.mp3}
+OPTION: b | in the story
+ANSWER: a
-# Source: ST §What Should I Do?
-$PRODUCE Dear Ruth
-ID: l3-s36
-INTRO: Remember the advice letter from earlier in the lesson? Now you're the columnist. Read each letter and give the writer your advice with "should".
-INSTRUCTION: Read the letter and give the writer your advice.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept any reasonable advice using "should" that directly addresses the problem described in the letter.
+# SKIPPED (book): ST Listening Skill "CAN YOU FOLLOW MY DIRECTIONS?" — instructor-read
+# map directions with no recorded stimulus. The taped map-directions figure below (LLA 3B
+# Figure 7) covers the same skill with real audio.
-PROMPT: Dear Ruth, I was using my friend's car. I had an accident. What should I do? Should I tell my friend, or should I get it fixed and not tell my friend? — Careless
-RESPONSE: You should tell your friend the truth and pay to fix the car.
+# Source: LLA 3B Figure 7
+$SELECT Follow the Directions on the Map {page_069_001.jpg}
+ID: 3b-f7
+INTRO: Time for a drive. Listen to the directions, follow them on the map, and tap the letter of the place the speaker arrives at.
+INSTRUCTION: Tap the correct map letter.
+OPTION: a | A
+OPTION: b | B
+OPTION: c | C
+OPTION: d | D
+OPTION: e | E
-PROMPT: Dear Ruth, My wife got a lot of money for her birthday. I want to buy a new television. She wants to take a trip. What do think we should do? — Needing a new TV
-RESPONSE: You should let her take a trip because it is her birthday money.
+EXAMPLE
+TEMPLATE: my apartment
+PROMPT: I'm in my apartment. It is on Roadway, south of 410, on the right side. My apartment building is letter... {bk09-l3b-f7-00.mp3}
+ANSWER: e
+TEMPLATE: the post office
+PROMPT: I'm leaving home and driving to the post office. I drive north on Roadway and turn right into the parking lot. The post office is letter... {bk09-l3b-f7-01.mp3}
+ANSWER: b
-$LESSON 3-10: Review and Dictation
+TEMPLATE: the department store
+PROMPT: Now I need to go to the department store. I get back on Roadway and turn right at the corner. I drive straight ahead on Callas Street. I turn right on Green Valley. I drive south and turn left into the parking lot. The department store is letter... {bk09-l3b-f7-02.mp3}
+ANSWER: c
-# Source: LLA 3D Figure 4 (Part 1)
+TEMPLATE: the grocery store
+PROMPT: Now I need to go to the grocery store and buy some soap. I drive south on Green Valley and take 410 West. I exit on Roadway and go north and turn left into the parking lot. The grocery store is letter... {bk09-l3b-f7-03.mp3}
+ANSWER: a
+
+TEMPLATE: the restaurant
+PROMPT: I bought the soap. Now I'm getting hungry. I want to eat. I leave the parking lot and turn right on Roadway. I drive south past the 410 overpass. I turn right into the parking lot. The restaurant is letter... {bk09-l3b-f7-04.mp3}
+ANSWER: d
+
+# Source: LLA 3C Figure 9
+$DIALOGUE Healthy People
+ID: 3c-f9
+INTRO: A short listening passage about health and exercise. Just listen — afterwards you'll name its topic.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: More people are interested in good health these days. {bk09-l3c-f9-01.mp3}
+LINE: They are exercising more. {bk09-l3c-f9-02.mp3}
+LINE: Many people jog, swim, or walk every day. {bk09-l3c-f9-03.mp3}
+LINE: Exercise classes are usually crowded. {bk09-l3c-f9-04.mp3}
+LINE: People are not smoking as much. {bk09-l3c-f9-05.mp3}
+LINE: People are also eating better. {bk09-l3c-f9-06.mp3}
+LINE: They are eating food that is good for them. {bk09-l3c-f9-07.mp3}
+LINE: They are eating more vegetables and less meat. {bk09-l3c-f9-08.mp3}
+LINE: They want to be healthy, not sick. {bk09-l3c-f9-09.mp3}
+LINE: They want to feel good. {bk09-l3c-f9-10.mp3}
+
+# Source: LLA 3C Figure 9 (topic)
+$PRODUCE What's the Topic?
+ID: 3c-f9-b
+REFERENCE
+INPUT: type
+CHECK: exact
+INTRO: In a word or two: what was that paragraph about? Type the topic. You can listen to the passage again if you need to.
+INSTRUCTION: Type the topic.
+
+PROMPT: Write the topic on the first line. {bk09-l3c-f9-11.mp3}
+RESPONSE: healthy people {bk09-l3c-f9-11-a.mp3}
+ACCEPT: healthy people. | good health | health
+
+# Source: LLA 3D Figure 4
$DIALOGUE Rudy and Fred
ID: 3d-f4
-INTRO: One last story to pull the week together — two roommates, a secret that got out, and an apology. Read along as you listen.
-INSTRUCTION: Listen and read along.
+INTRO: One last story — two roommates, one secret that didn't stay secret, and an apology. Read the paragraph silently as it is read for you.
+INSTRUCTION: Read and listen.
-LINE: Rudy and Fred are roommates. {bk09-l3d-f4-01.mp3}
-LINE: They are also good friends. {bk09-l3d-f4-02.mp3}
-LINE: Their friendship began in high school, and now they're in college. {bk09-l3d-f4-03.mp3}
-LINE: They care about their friendship. {bk09-l3d-f4-04.mp3}
-LINE: When one of them has a problem, the other one always listens and gives advice. {bk09-l3d-f4-05.mp3}
-LINE: Last week, Fred and Rudy were angry with each other. {bk09-l3d-f4-06.mp3}
-LINE: Fred did not keep a secret for Rudy. {bk09-l3d-f4-07.mp3}
-LINE: Fred did not realize it was a secret. {bk09-l3d-f4-08.mp3}
-LINE: When they talked about the problem, Fred understood why Rudy was angry. {bk09-l3d-f4-09.mp3}
-LINE: Fred apologized to Rudy. {bk09-l3d-f4-10.mp3}
-LINE: Everything is okay now. {bk09-l3d-f4-11.mp3}
+LINE: Rudy and Fred are roommates. {bk09-l3d-f4-p-01.mp3}
+LINE: They are also good friends. {bk09-l3d-f4-p-02.mp3}
+LINE: Their friendship began in high school, and now they're in college. {bk09-l3d-f4-p-03.mp3}
+LINE: They care about their friendship. {bk09-l3d-f4-p-04.mp3}
+LINE: When one of them has a problem, the other one always listens and gives advice. {bk09-l3d-f4-p-05.mp3}
+LINE: Last week, Fred and Rudy were angry with each other. {bk09-l3d-f4-p-06.mp3}
+LINE: Fred did not keep a secret for Rudy. {bk09-l3d-f4-p-07.mp3}
+LINE: Fred did not realize it was a secret. {bk09-l3d-f4-p-08.mp3}
+LINE: When they talked about the problem, Fred understood why Rudy was angry. {bk09-l3d-f4-p-09.mp3}
+LINE: Fred apologized to Rudy. {bk09-l3d-f4-p-10.mp3}
+LINE: Everything is okay now. {bk09-l3d-f4-p-11.mp3}
-
-# Source: LLA 3D Figure 4 (Part 2)
-$PRODUCE Answer About Rudy and Fred
+# Source: LLA 3D Figure 4 (questions)
+$PRODUCE Questions About Rudy and Fred
ID: 3d-f4-b
REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now answer the questions about Rudy and Fred aloud, then repeat the model answer. The story stays open if you need it.
-INSTRUCTION: Answer the questions aloud.
REPEAT
+INTRO: Now answer the questions about Rudy and Fred aloud, then repeat the correct answer. The story stays open for you.
+INSTRUCTION: Answer aloud with a full sentence.
-PROMPT: What are Rudy and Fred? {bk09-l3d-f4-12-q.mp3}
-RESPONSE: They're roommates. {bk09-l3d-f4-12-a.mp3}
+PROMPT: What are Rudy and Fred? {bk09-l3d-f4-01-q.mp3}
+RESPONSE: They're roommates. {bk09-l3d-f4-01-a.mp3}
-PROMPT: When did their friendship begin? {bk09-l3d-f4-13-q.mp3}
-RESPONSE: It began when they were in high school. {bk09-l3d-f4-13-a.mp3}
+PROMPT: When did their friendship begin? {bk09-l3d-f4-02-q.mp3}
+RESPONSE: It began when they were in high school. {bk09-l3d-f4-02-a.mp3}
-PROMPT: What do they care about? {bk09-l3d-f4-14-q.mp3}
-RESPONSE: They care about their friendship. {bk09-l3d-f4-14-a.mp3}
+PROMPT: What do they care about? {bk09-l3d-f4-03-q.mp3}
+RESPONSE: They care about their friendship. {bk09-l3d-f4-03-a.mp3}
-PROMPT: What happens when one of the two friends has problems? {bk09-l3d-f4-15-q.mp3}
-RESPONSE: The other one listens and gives advice. {bk09-l3d-f4-15-a.mp3}
+PROMPT: What happens when one of the two friends has problems? {bk09-l3d-f4-04-q.mp3}
+RESPONSE: The other one listens and gives advice. {bk09-l3d-f4-04-a.mp3}
-PROMPT: What happened last week? {bk09-l3d-f4-16-q.mp3}
-RESPONSE: They were angry with each other. {bk09-l3d-f4-16-a.mp3}
+PROMPT: What happened last week? {bk09-l3d-f4-05-q.mp3}
+RESPONSE: They were angry with each other. {bk09-l3d-f4-05-a.mp3}
-PROMPT: Why was Rudy angry? {bk09-l3d-f4-17-q.mp3}
-RESPONSE: Because Fred did not keep a secret. {bk09-l3d-f4-17-a.mp3}
+PROMPT: Why was Rudy angry? {bk09-l3d-f4-06-q.mp3}
+RESPONSE: Because Fred did not keep a secret. {bk09-l3d-f4-06-a.mp3}
-PROMPT: Did Fred understand why Rudy was angry? {bk09-l3d-f4-18-q.mp3}
-RESPONSE: Yes, he did. {bk09-l3d-f4-18-a.mp3}
+PROMPT: Did Fred understand why Rudy was angry? {bk09-l3d-f4-07-q.mp3}
+RESPONSE: Yes, he did. {bk09-l3d-f4-07-a.mp3}
-PROMPT: What did Fred do? {bk09-l3d-f4-19-q.mp3}
-RESPONSE: He apologized to Rudy. {bk09-l3d-f4-19-a.mp3}
+PROMPT: What did Fred do? {bk09-l3d-f4-08-q.mp3}
+RESPONSE: He apologized to Rudy. {bk09-l3d-f4-08-a.mp3}
-
-# Source: ST §Match the Sentences (1) — example item with its own single option dropped
-$SELECT Match: Sandra's Checks
+# Source: ST §Match the Sentences (1)
+$SELECT Match the Sentences: At the Bank
ID: l3-s12
-INTRO: Sandra opened a checking account last week. Build her story: match each sentence beginning to the ending that completes it.
+INTRO: Build a little story about Sandra and her new checks. For each sentence beginning, tap the ending that completes it.
INSTRUCTION: Match the beginning of the sentence to the correct ending.
OPTION: a | write a check.
OPTION: b | opened a checking account.
@@ -2090,11 +2148,10 @@ ANSWER: d
TEMPLATE: She'll just ...
ANSWER: a
-
# Source: ST §Match the Sentences (2)
-$SELECT Match: Joe's Accident
+$SELECT Match the Sentences: The Accident
ID: l3-s13
-INTRO: Now Joe's bad day at a red light — match each beginning to its ending. Keep the story in mind; you'll hear one very much like it in the dictation.
+INTRO: Same game, new story: Joe's automobile accident. Tap the ending that completes each beginning — you'll hear this whole story again in the dictation.
INSTRUCTION: Match the beginning of the sentence to the correct ending.
OPTION: a | and the car behind him hit him.
OPTION: b | so the other driver got a ticket.
@@ -2113,55 +2170,20 @@ ANSWER: b
TEMPLATE: And the policeman told him ...
ANSWER: c
-# SKIPPED (book): "Then write a paragraph with the sentences." — paragraph composition
-# from the combined sentences; deferred, redundant to the matching activities above.
-
-
-# Source: ST §His Roommate Borrowed His Clothes
-$PRODUCE His Roommate Borrowed His Clothes
-ID: l3-s30
-INTRO: A short story with choices in every gap. Read carefully and type the word or phrase that fits best — the forgetful roommate will thank you.
-INSTRUCTION: Choose the correct word or phrase for each blank to complete the story.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: ____{My|Our|John's} roommate is a ____{young|strong|healthy} man.
-RESPONSE: My roommate is a strong man.
-
-TEMPLATE: He works out at the ____{downtown|base|men's} gym every day.
-RESPONSE: He works out at the base gym every day.
-
-TEMPLATE: ____{Most of the time|Sometimes|Usually}, he takes ____{his|clean|some} gym clothes with him.
-RESPONSE: Usually, he takes his gym clothes with him.
-
-TEMPLATE: But yesterday, he forgot, and he had to borrow ____{some|someone's|a friend's} clothes.
-RESPONSE: But yesterday, he forgot, and he had to borrow a friend's clothes.
-
-
-# Source: LLA 3C Figure 9
-$PRODUCE What's the Topic?
-ID: 3c-f9
-INPUT: type
-CHECK: llm
-INTRO: Listen to a whole paragraph and step back from the details: what is it about? Type the main topic in a few words.
-INSTRUCTION: Type the topic of the paragraph.
-RUBRIC: The topic is "healthy people". Accept similar phrases such as "good health", "getting healthy", or "health".
-
-PROMPT: More people are interested in good health these days. They are exercising more. Many people jog, swim, or walk every day. Exercise classes are usually crowded. People are not smoking as much. People are also eating better. They are eating food that is good for them. They are eating more vegetables and less meat. They want to be healthy, not sick. They want to feel good. {bk09-l3c-f9-01.mp3}
-RESPONSE: healthy people {bk09-l3c-f9-01-a.mp3}
-
+# SKIPPED (book): ST "Then write a paragraph with the sentences." — copying the combined
+# sentences into a paragraph text block; redundant to the matching activity above.
# Source: LLA 3D Figure 5
$PRODUCE Dictation: John's Accident
ID: 3d-f5
INPUT: type
CHECK: exact
-INTRO: Last exercise of the lesson — dictation. The paragraph comes in short pieces; type exactly what you hear. Finish this and Lesson 3 is yours.
+INTRO: Last activity of the lesson: a dictation about John's accident. Listen to the paragraph in small parts and type exactly what you hear. Then you're done — go tell someone the truth, or at least give them some advice.
INSTRUCTION: Type the words you hear.
PROMPT: John had... {bk09-l3d-f5-01.mp3}
-RESPONSE: John had... {bk09-l3d-f5-01.mp3}
-ACCEPT: John had
+RESPONSE: John had {bk09-l3d-f5-01.mp3}
+ACCEPT: John had...
PROMPT: An automobile accident yesterday. {bk09-l3d-f5-02.mp3}
RESPONSE: An automobile accident yesterday. {bk09-l3d-f5-02.mp3}
@@ -2171,58 +2193,64 @@ RESPONSE: He stopped for a red light. {bk09-l3d-f5-03.mp3}
PROMPT: A car came from behind. {bk09-l3d-f5-04.mp3}
RESPONSE: A car came from behind. {bk09-l3d-f5-04.mp3}
+ACCEPT: A car came from behind
PROMPT: And hit him. {bk09-l3d-f5-05.mp3}
RESPONSE: And hit him. {bk09-l3d-f5-05.mp3}
+ACCEPT: and hit him. | and hit him
PROMPT: John had... {bk09-l3d-f5-06.mp3}
-RESPONSE: John had... {bk09-l3d-f5-06.mp3}
-ACCEPT: John had
+RESPONSE: John had {bk09-l3d-f5-06.mp3}
+ACCEPT: John had...
PROMPT: His seatbelt on. {bk09-l3d-f5-07.mp3}
RESPONSE: His seatbelt on. {bk09-l3d-f5-07.mp3}
+ACCEPT: his seatbelt on. | his seatbelt on
PROMPT: And he was not hurt. {bk09-l3d-f5-08.mp3}
RESPONSE: And he was not hurt. {bk09-l3d-f5-08.mp3}
+ACCEPT: and he was not hurt. | and he was not hurt
PROMPT: The other driver... {bk09-l3d-f5-09.mp3}
-RESPONSE: The other driver... {bk09-l3d-f5-09.mp3}
-ACCEPT: The other driver
+RESPONSE: The other driver {bk09-l3d-f5-09.mp3}
+ACCEPT: The other driver...
PROMPT: Was at fault. {bk09-l3d-f5-10.mp3}
RESPONSE: Was at fault. {bk09-l3d-f5-10.mp3}
+ACCEPT: was at fault. | was at fault
PROMPT: He got a ticket. {bk09-l3d-f5-11.mp3}
RESPONSE: He got a ticket. {bk09-l3d-f5-11.mp3}
PROMPT: His insurance must pay. {bk09-l3d-f5-12.mp3}
RESPONSE: His insurance must pay. {bk09-l3d-f5-12.mp3}
+ACCEPT: His insurance must pay
PROMPT: To fix John's car. {bk09-l3d-f5-13.mp3}
RESPONSE: To fix John's car. {bk09-l3d-f5-13.mp3}
+ACCEPT: to fix John's car. | to fix John's car
PROMPT: John won't have a car. {bk09-l3d-f5-14.mp3}
RESPONSE: John won't have a car. {bk09-l3d-f5-14.mp3}
+ACCEPT: John won't have a car
PROMPT: For a few days. {bk09-l3d-f5-15.mp3}
RESPONSE: For a few days. {bk09-l3d-f5-15.mp3}
+ACCEPT: for a few days. | for a few days
PROMPT: But his wife... {bk09-l3d-f5-16.mp3}
-RESPONSE: But his wife... {bk09-l3d-f5-16.mp3}
-ACCEPT: But his wife
+RESPONSE: But his wife {bk09-l3d-f5-16.mp3}
+ACCEPT: But his wife...
PROMPT: Will take him to work. {bk09-l3d-f5-17.mp3}
RESPONSE: Will take him to work. {bk09-l3d-f5-17.mp3}
+ACCEPT: will take him to work. | will take him to work
PROMPT: Every day. {bk09-l3d-f5-18.mp3}
RESPONSE: Every day. {bk09-l3d-f5-18.mp3}
+ACCEPT: every day. | every day
-# SKIPPED (book, carried from ST source): Reading Skill "TVS, REFRIGERATORS, AND MORE" —
-# timed transparency scanning; the graphic is not printed in the student text. Dropped.
-# SKIPPED (book, carried from ST source): Listening Skill "CAN YOU FOLLOW MY DIRECTIONS?" —
-# instructor-read map directions with no recorded stimulus; the same skill is covered with
-# real cassette audio by "Follow the Map" (LLA 3B Figure 7) in part 3-2.
-# SKIPPED (book, carried from ST source): Listening Skill "WHAT IS THE TOPIC?" and Writing
-# Skill "A NICE DINNER" (paragraph dictation) — instructor-read, no recorded stimulus. The
-# topic-listening function is covered by "What's the Topic?" (LLA 3C Figure 9) and dictation
-# by "Dictation: John's Accident" (LLA 3D Figure 5) above.
+# SKIPPED (book): ST Listening Skill "WHAT IS THE TOPIC?" and Writing Skill "A NICE DINNER"
+# (paragraph dictation) — instructor-read tasks with no printed stimulus or recorded audio.
+# Topic-listening is covered with real audio by LLA 3C Figure 9 above. Convertible later
+# with chosen items + TTS.
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index 706aa1d5..b5b44092 100644
--- a/book-9-lesson-4.module
+++ b/book-9-lesson-4.module
@@ -1,174 +1,181 @@
$MODULE Book 9 · Lesson 4: Will You Forgive Me? {st-page_123_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book9_lesson4
-DESCRIPTION: Road-trip English — gas stations, motels, and laundry — plus apologizing and responding, "that" noun clauses with feeling and mental verbs, and apologize for + gerund.
+DESCRIPTION: Road-trip English — gas stations, motels, laundry — plus apologizing and responding, "that" clauses after feeling and mental-activity verbs, "apologize for" + gerund, and topic/main-idea, outline, and dictation skills.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, lightly witty narrator
-VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_PROMPT: gacrux | For stimulus/prompt audio
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Alex | achird | Male
-VOICE: Rita | achernar | Female
+VOICE: Alex | achernar | Male
+VOICE: Rita | gacrux | Female
VOICE: Man | achird | Male
-VOICE: Lady | achernar | Female
-VOICE: Clerk | charon | Male
-VOICE: Jimmy | alnilam | Male speaker
-VOICE: Freddy | charon | Male speaker
-VOICE: Customer | achird | Male speaker
-VOICE: Waiter | iapetus | Male speaker
-VOICE: Chuck | alnilam | Male speaker
-VOICE: Tony | umbriel | Male speaker
-VOICE: Dan | orus | Male speaker
-VOICE: Tom | schedar | Male speaker
-VOICE: Sam | charon | Male speaker
-VOICE: Jim | iapetus | Male speaker
-VOICE: Don | umbriel | Male speaker
-VOICE: Kim | kore | Female speaker
-VOICE: Pat | leda | Female speaker
+VOICE: Lady | gacrux | Female
+VOICE: Jimmy | achernar | Male speaker
+VOICE: Freddy | achird | Male speaker
+VOICE: Customer | achernar | Male speaker
+VOICE: Waiter | achird | Male speaker
+VOICE: Chuck | achernar | Male speaker
+VOICE: Tony | achird | Male speaker
+VOICE: Dan | achernar | Male speaker
+VOICE: Tom | achird | Male speaker
+VOICE: Sam | schedar | Male speaker
+VOICE: Jim | achernar | Male speaker
+VOICE: Don | achird | Male speaker
+VOICE: Kim | aoede | Female speaker
+VOICE: Pat | schedar | Female speaker
VOICE: Sue | aoede | Female speaker
VOICE: Bob | achird | Male speaker
-VOICE: Tim | puck | Male speaker
-VOICE: Pam | achernar | Female speaker
-VOICE: Ann | kore | Female speaker
-VOICE: Kevin | orus | Male speaker
+VOICE: Tim | achernar | Male speaker
+VOICE: Pam | aoede | Female speaker
+VOICE: Ann | aoede | Female speaker
+VOICE: Kevin | achird | Male speaker
VOICE: Linda | aoede | Female speaker
-VOICE: Alan | schedar | Male speaker
-VOICE: Paul | rasalgethi | Male speaker
-VOICE: Mike | algieba | Male speaker
-VOICE: Sara | achernar | Female speaker
-VOICE: Bill | charon | Male speaker
-VOICE: Jeff | orus | Male speaker
-VOICE: Lori | kore | Female speaker
-VOICE: Waitress | leda | Female speaker
-VOICE: Mr_Allen | charon | Male speaker
-VOICE: Mr_Simms | alnilam | Male speaker
-VOICE: Mr_Rogers | achird | Male speaker
-VOICE: Carla | achernar | Female speaker
+VOICE: Alan | achernar | Male speaker
+VOICE: Paul | achird | Male speaker
+VOICE: Mike | achernar | Male speaker
+VOICE: Sara | aoede | Female speaker
+VOICE: Bill | achird | Male speaker
+VOICE: Jeff | achernar | Male speaker
+VOICE: Lori | aoede | Female speaker
+VOICE: Waitress | aoede | Female speaker
+VOICE: Mr_Allen | achernar | Male speaker
+VOICE: Mr_Simms | achird | Male speaker
+VOICE: Mr_Rogers | achernar | Male speaker
+VOICE: Carla | aoede | Female speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$LESSON 4-1: On the Road — Gas Stations and Motels
+$SESSION 4-1: Running Out of Gas
# Source: LLA 4A Figure 1
-$DIALOGUE Running Out of Gas
+$DIALOGUE New Words: Running Out of Gas
ID: 4a-f1
-INTRO: In this lesson you'll learn to handle a road trip in English — gas stations, motels, laundry — and to apologize when things go wrong. First: Alex's gas tank is nearly empty, which he notices a little late. Listen to each sentence and repeat it.
-INSTRUCTION: Listen and repeat.
+INTRO: In this lesson you'll learn to survive a road trip in English — gas stations, motels, laundry — and to apologize properly when things go wrong. Meet Alex and Rita, whose trip begins with a nearly empty gas tank. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
REPEAT
-VOCAB: run out of
+VOCAB: to run out of | running out of
VOCAB: gasoline
+LINE: Alex is running out of gasoline. {page_081_001.jpg} {bk09-l4a-f1-01.mp3}
VOCAB: gas
VOCAB: tank
VOCAB: almost
VOCAB: empty
+LINE: The gas tank is almost empty. {page_081_001.jpg} {bk09-l4a-f1-01-b.mp3}
VOCAB: gauge
-LINE: Alex is running out of gasoline. {page_081_001.jpg} {bk09-l4a-f1-01.mp3}
-LINE: The gas tank is almost empty. {page_081_001.jpg} {bk09-l4a-f1-02.mp3}
-LINE: The gauge is on "E". {page_081_001.jpg} {bk09-l4a-f1-03.mp3}
+LINE: The gauge is on E. {page_081_001.jpg} {bk09-l4a-f1-01-c.mp3}
VOCAB: gas station
-VOCAB: fill up
+LINE: There's a gas station over there. {page_081_002.jpg} {bk09-l4a-f1-01-d.mp3}
+VOCAB: to fill up
+LINE: Alex can fill up the tank. {page_081_002.jpg} {bk09-l4a-f1-01-e.mp3}
VOCAB: restroom
-LINE: There's a gas station over there. {page_081_002.jpg} {bk09-l4a-f1-04.mp3}
-LINE: Alex can fill up the tank. {page_081_002.jpg} {bk09-l4a-f1-05.mp3}
-LINE: Rita can wash her hands in the restroom. {page_081_002.jpg} {bk09-l4a-f1-06.mp3}
+LINE: Rita can wash her hands in the restroom. {page_081_002.jpg} {bk09-l4a-f1-01-f.mp3}
+LINE: Alex filled up the tank. {page_081_003.jpg} {bk09-l4a-f1-01-g.mp3}
VOCAB: full
+LINE: The tank is full now. {page_081_003.jpg} {bk09-l4a-f1-01-h.mp3}
VOCAB: ladies' room
-LINE: Alex filled up the tank. {page_081_003.jpg} {bk09-l4a-f1-07.mp3}
-LINE: The tank is full now. {page_081_003.jpg} {bk09-l4a-f1-08.mp3}
-LINE: Rita washed her hands in the ladies' room. {page_081_003.jpg} {bk09-l4a-f1-09.mp3}
+LINE: Rita washed her hands in the ladies' room. {page_081_003.jpg} {bk09-l4a-f1-01-i.mp3}
-VOCAB: spill
+VOCAB: to spill
+LINE: Alex spilled some gasoline on his shoes and hands. {page_081_004.jpg} {bk09-l4a-f1-01-j.mp3}
VOCAB: men's room
-LINE: Alex spilled some gasoline on his shoes and hands. {page_081_004.jpg} {bk09-l4a-f1-10.mp3}
-LINE: He cleaned up in the men's room. {page_081_004.jpg} {bk09-l4a-f1-11.mp3}
-
-# SKIPPED (book): LLA 4A Figure 2 role-play pass (learner reads Alex's lines) — dropped at stage 1 as redundant with the Q&A that follows; kept dropped here.
+LINE: He cleaned up in the men's room. {page_081_004.jpg} {bk09-l4a-f1-01-k.mp3}
# Source: LLA 4A Figure 2 (Part 1)
$DIALOGUE At the Gas Station
ID: 4a-f2
-INTRO: Now hear the whole scene. Alex and Rita pull into the gas station — one of them spills gasoline on his shoes, and it isn't Rita. Just listen.
+INTRO: Now hear the whole scene. Alex worries; Rita, as usual, already sees the solution. Just listen — no repeating this time.
INSTRUCTION: Listen to the dialogue.
-Alex: Oh no! I'm running out of gasoline. The tank is almost empty. {bk09-l4a-f2-01.mp3}
-Rita: Don't worry. There's a gas station over there. {bk09-l4a-f2-02.mp3}
-Alex: I see it. I can fill up the tank there. {bk09-l4a-f2-03.mp3}
-Rita: Good. I need to go to the restroom and wash my hands. {bk09-l4a-f2-04.mp3}
-Narrator: A few minutes later... {bk09-l4a-f2-05.mp3}
-Alex: Is the men's room next to the ladies' room? {bk09-l4a-f2-06.mp3}
-Rita: Yes, it is. Is the tank full now? {bk09-l4a-f2-07.mp3}
-Alex: Yes, but I spilled some gas on my shoes. I'm going to the men's room to clean up. {bk09-l4a-f2-08.mp3}
-Rita: All right. I'm going to look at the map and see which town is next. {bk09-l4a-f2-09.mp3}
+Alex: Oh no, I'm running out of gasoline, the tank is almost empty. {bk09-l4a-f2-01.mp3}
+Rita: Don't worry, there's a gas station over there. {bk09-l4a-f2-02.mp3}
+Alex: I see it. {bk09-l4a-f2-03.mp3}
+LINE: I can fill up the tank there. {bk09-l4a-f2-04.mp3}
+Rita: Good. {bk09-l4a-f2-05.mp3}
+LINE: I need to go to the restroom and wash my hands. {bk09-l4a-f2-06.mp3}
+Narrator: And a few minutes later. {bk09-l4a-f2-07.mp3}
+Alex: Is the men's room next to the ladies' room? {bk09-l4a-f2-08.mp3}
+Rita: Yes, it is. {bk09-l4a-f2-09.mp3}
+LINE: Is the tank full now? {bk09-l4a-f2-10.mp3}
+Alex: Yes, but I spilled some gas on my shoes. {bk09-l4a-f2-11.mp3}
+LINE: I'm going to the men's room to clean up. {bk09-l4a-f2-12.mp3}
+Rita: Allright. {bk09-l4a-f2-13.mp3}
+LINE: I'm going to look at the map and see which town is next. {bk09-l4a-f2-14.mp3}
-# Source: LLA 4A Figure 2 (Part 2)
-$PRODUCE Questions: At the Gas Station
+# SKIPPED (tape pass): LLA 4A Figure 2 Part 2 — "This time, you read Alex's lines." Role-play re-run of a dialogue just repeated line by line; dropped.
+
+# Source: LLA 4A Figure 2 (Part 3)
+$PRODUCE Questions About the Gas Station
ID: 4a-f2-b
REFERENCE
-INTRO: Answer the questions about the conversation out loud in a full sentence, then repeat the model answer. You can look back at the dialogue if you need to.
+INTRO: Answer each question about Alex and Rita aloud in a full sentence. Open the dialogue if you need it, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-PROMPT: What is Alex running out of? {bk09-l4a-f2-10-q.mp3}
-RESPONSE: Alex is running out of gasoline. {bk09-l4a-f2-10-a.mp3}
+PROMPT: What is Alex running out of? {bk09-l4a-f2-15-q.mp3}
+RESPONSE: Alex is running out of gasoline. {bk09-l4a-f2-15-a.mp3}
-PROMPT: What is almost empty? {bk09-l4a-f2-11-q.mp3}
-RESPONSE: The gas tank is almost empty. {bk09-l4a-f2-11-a.mp3}
+PROMPT: What is almost empty? {bk09-l4a-f2-16-q.mp3}
+RESPONSE: The gas tank is almost empty. {bk09-l4a-f2-16-a.mp3}
-PROMPT: Why does Rita say, "Don't worry"? {bk09-l4a-f2-12-q.mp3}
-RESPONSE: Because a gas station is near. {bk09-l4a-f2-12-a.mp3}
+PROMPT: Why does Rita say, "Don't worry"? {bk09-l4a-f2-17-q.mp3}
+RESPONSE: Because a gas station is near. {bk09-l4a-f2-17-a.mp3}
-PROMPT: What does Alex have to do at the gas station? {bk09-l4a-f2-13-q.mp3}
-RESPONSE: He has to fill up the gas tank. {bk09-l4a-f2-13-a.mp3}
+PROMPT: What does Alex have to do at the gas station? {bk09-l4a-f2-18-q.mp3}
+RESPONSE: He has to fill up the gas tank. {bk09-l4a-f2-18-a.mp3}
-PROMPT: What does Rita need to do? {bk09-l4a-f2-14-q.mp3}
-RESPONSE: She needs to go to the restroom and wash her hands. {bk09-l4a-f2-14-a.mp3}
+PROMPT: What does Rita need to do? {bk09-l4a-f2-19-q.mp3}
+RESPONSE: She needs to go to the restroom and wash her hands. {bk09-l4a-f2-19-a.mp3}
-PROMPT: Is the tank empty or full after they leave the station? {bk09-l4a-f2-15-q.mp3}
-RESPONSE: The tank is full. {bk09-l4a-f2-15-a.mp3}
+PROMPT: Is the tank empty or full after they leave the station? {bk09-l4a-f2-20-q.mp3}
+RESPONSE: The tank is full. {bk09-l4a-f2-20-a.mp3}
-PROMPT: Why does Alex have to clean up? {bk09-l4a-f2-16-q.mp3}
-RESPONSE: Because he spilled some gasoline on his shoes. {bk09-l4a-f2-16-a.mp3}
+PROMPT: Why does Alex have to clean up? {bk09-l4a-f2-21-q.mp3}
+RESPONSE: Because he spilled some gasoline on his shoes. {bk09-l4a-f2-21-a.mp3}
-PROMPT: Where are Rita and Alex going from the station? {bk09-l4a-f2-17-q.mp3}
-RESPONSE: They're going to another town. {bk09-l4a-f2-17-a.mp3}
+PROMPT: Where are Rita and Alex going from the station? {bk09-l4a-f2-22-q.mp3}
+RESPONSE: They're going to another town. {bk09-l4a-f2-22-a.mp3}
-# Source: ST §Wilda and Walter's Trip
+# Source: ST §Vocabulary — Wilda and Walter's Trip
$DIALOGUE Wilda and Walter Hit the Road
ID: l4-s1
-INTRO: Meet Wilda and Walter, who are packing for a road trip of their own. Read the story — tap any word you don't know.
-INSTRUCTION: Read the story.
+INTRO: Another couple, another trip. Read along as Wilda and Walter pack, oversleep only slightly, and nearly run out of gas — new words for "getting ready" included.
+INSTRUCTION: Read and listen to the story.
VOCAB: ready
VOCAB: laundry
-Narrator: Wilda and Walter were getting ready to go on a trip. They had to do the laundry because all their clothes were dirty. They washed and dried their clothes. {st-page_125_001.jpg}
+Narrator: Wilda and Walter were getting ready to go on a trip. They had to do the laundry because all their clothes were dirty. {st-page_125_001.jpg}
+Narrator: They washed and dried their clothes. {st-page_125_001.jpg}
VOCAB: baggage
+Narrator: After they finished the laundry, they packed their suitcases. They put all the baggage in the car. {st-page_125_002.jpg}
VOCAB: to hope
-Narrator: After they finished the laundry, they packed their suitcases. They put all the baggage in the car. They hoped to leave early the next day. {st-page_125_002.jpg}
+Narrator: They hoped to leave early the next day. {st-page_125_002.jpg}
VOCAB: alarm clock
VOCAB: really
+Narrator: The alarm clock woke them up early the next morning. They were really tired. {st-page_125_003.jpg}
VOCAB: so
-Narrator: The alarm clock woke them up early the next morning. They were really tired. They didn't want to get up so early, but they did. {st-page_125_003.jpg}
+Narrator: They didn't want to get up so early, but they did. {st-page_125_003.jpg}
+Narrator: They started the trip with a full tank of gasoline in the car. {st-page_126_001.jpg}
VOCAB: to realize
-VOCAB: to run out of
-VOCAB: to fill up
-Narrator: They started the trip with a full tank of gasoline in the car. After they drove for about 5 hours, Walter checked the gas gauge. He realized the tank was almost empty. He didn't want to run out of gas. He stopped at a gas station in the next block to fill up the car. {st-page_126_001.jpg}
+Narrator: After they drove for about 5 hours, Walter checked the gas gauge. He realized the tank was almost empty. {st-page_126_001.jpg}
+Narrator: He didn't want to run out of gas. He stopped at a gas station in the next block to fill up the car. {st-page_126_001.jpg}
-Narrator: They filled up the tank and asked the attendant, "Where are the restrooms?" He told them that the restrooms were at the side of the gas station. The men's room was on the left and the ladies' room was on the right. {st-page_126_004.jpg}
+Narrator: They filled up the tank and asked the attendant, "Where are the restrooms?" {st-page_126_004.jpg}
+Narrator: He told them that the restrooms were at the side of the gas station. The men's room was on the left and the ladies' room was on the right. {st-page_126_004.jpg}
# Source: ST §Answer About the Trip
-$PRODUCE Questions About the Trip
+$PRODUCE Questions About Wilda and Walter
ID: l4-s2
REFERENCE
-INTRO: Now answer questions about Wilda and Walter's trip. The questions are printed on screen — answer each one aloud in a full sentence.
+INTRO: Answer each question about the story aloud in a full sentence. The story stays one tap away if your memory of Walter's gas gauge fails you.
INSTRUCTION: Answer the questions about the story.
INPUT: speak
CHECK: llm
@@ -205,151 +212,120 @@ RESPONSE: The restrooms were at the side of the gas station.
PROMPT: Which room was on the right?
RESPONSE: The ladies' room was on the right.
-# SKIPPED (book): "THE TANK IS FULL." (ST p. 127) — instructor-read listening skill matching sentences to gauges; the sentences are not printed. Convertible later with chosen items + TTS.
+# SKIPPED (book): "THE TANK IS FULL." (ST p. 127) — instructor-read listening skill (sentences matched to gauges, sentences not printed). Convertible later with chosen items + TTS.
+
+$SESSION 4-2: At the Motel
# Source: LLA 4A Figure 3 (Part 1)
-$DIALOGUE A Night at the Motel
+$DIALOGUE New Words: At the Motel
ID: 4a-f3
-INTRO: Alex and Rita stop for the night. Listen and repeat the new motel words — beds, baths, blankets, and one very tired driver.
-INSTRUCTION: Listen and repeat.
+INTRO: In this part you'll learn the words for a motel room — beds, bathtubs, and the great "hard" versus "soft" question. Alex and Rita check in for the night. Listen and repeat each sentence.
+INSTRUCTION: Repeat each word and sentence.
REPEAT
-VOCAB: motel
-VOCAB: pleased
LINE: Alex is really tired. {page_083_001.jpg} {bk09-l4a-f3-01.mp3}
-LINE: Rita and Alex are going to spend the night at this motel. {page_083_001.jpg} {bk09-l4a-f3-02.mp3}
-LINE: The clerk is pleased. {page_083_001.jpg} {bk09-l4a-f3-03.mp3}
+VOCAB: motel
+LINE: Rita and Alex are going to spend the night at this motel. {page_083_001.jpg} {bk09-l4a-f3-01-b.mp3}
+VOCAB: pleased
+LINE: The clerk is pleased. {page_083_001.jpg} {bk09-l4a-f3-01-c.mp3}
VOCAB: bathtub
-VOCAB: bathe
-VOCAB: take a bath
-LINE: Rita fills the bathtub with water. {page_083_002.jpg} {bk09-l4a-f3-04.mp3}
-LINE: She will bathe and relax. {page_083_002.jpg} {bk09-l4a-f3-05.mp3}
-LINE: She'll take a long bath. {page_083_002.jpg} {bk09-l4a-f3-06.mp3}
+LINE: Rita fills the bathtub with water. {page_083_002.jpg} {bk09-l4a-f3-02.mp3}
+VOCAB: to bathe
+LINE: She will bathe and relax. {page_083_002.jpg} {bk09-l4a-f3-02-b.mp3}
+VOCAB: to take a bath
+LINE: She'll take a long bath. {page_083_002.jpg} {bk09-l4a-f3-02-c.mp3}
VOCAB: hard
+LINE: Alex puts his baggage on the hard chair. {page_083_003.jpg} {bk09-l4a-f3-03.mp3}
VOCAB: soft
-VOCAB: hope to
-LINE: Alex puts his baggage on the hard chair. {page_083_003.jpg} {bk09-l4a-f3-07.mp3}
-LINE: He sits in the soft chair. {page_083_003.jpg} {bk09-l4a-f3-08.mp3}
-LINE: He hopes to relax before he goes to bed. {page_083_003.jpg} {bk09-l4a-f3-09.mp3}
+LINE: He sits in the soft chair. {page_083_003.jpg} {bk09-l4a-f3-03-b.mp3}
+LINE: He hopes to relax before he goes to bed. {page_083_003.jpg} {bk09-l4a-f3-03-c.mp3}
+LINE: After her bath, Rita checks the alarm clock. {page_083_004.jpg} {bk09-l4a-f3-04.mp3}
+LINE: She gets in bed. {page_083_004.jpg} {bk09-l4a-f3-04-b.mp3}
VOCAB: sheet
VOCAB: blanket
+LINE: She gets under the sheets and blanket. {page_083_004.jpg} {bk09-l4a-f3-04-c.mp3}
VOCAB: pillow
-LINE: After her bath, Rita checks the alarm clock. {page_083_004.jpg} {bk09-l4a-f3-10.mp3}
-LINE: She gets in bed. {page_083_004.jpg} {bk09-l4a-f3-11.mp3}
-LINE: She gets under the sheets and blanket. {page_083_004.jpg} {bk09-l4a-f3-12.mp3}
-LINE: She puts her head on her pillow and goes to sleep. {page_083_004.jpg} {bk09-l4a-f3-13.mp3}
+LINE: She puts her head on her pillow and goes to sleep. {page_083_004.jpg} {bk09-l4a-f3-04-d.mp3}
# Source: LLA 4A Figure 3 (Part 2)
-$PRODUCE Questions: At the Motel
+$PRODUCE Questions About the Motel
ID: 4a-f3-b
REFERENCE
-INTRO: Answer the questions about the motel story out loud, then repeat the correct answer.
+INTRO: Now answer questions about Rita and Alex at the motel. Speak your answer aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-PROMPT: How tired is Alex? {bk09-l4a-f3-14-q.mp3}
-RESPONSE: He's really tired. {bk09-l4a-f3-14-a.mp3}
+PROMPT: How tired is Alex? {page_083_001.jpg} {bk09-l4a-f3-05-q.mp3}
+RESPONSE: He's really tired. {bk09-l4a-f3-05-a.mp3}
-PROMPT: Where are they spending the night? {bk09-l4a-f3-15-q.mp3}
-RESPONSE: They're spending the night at a motel. {bk09-l4a-f3-15-a.mp3}
+PROMPT: Where are they spending the night? {page_083_001.jpg} {bk09-l4a-f3-06-q.mp3}
+RESPONSE: They're spending the night at a motel. {bk09-l4a-f3-06-a.mp3}
-PROMPT: Is the clerk sad? {bk09-l4a-f3-16-q.mp3}
-RESPONSE: No, he's pleased. {bk09-l4a-f3-16-a.mp3}
+PROMPT: Is the clerk sad? {page_083_001.jpg} {bk09-l4a-f3-07-q.mp3}
+RESPONSE: No, he's pleased. {bk09-l4a-f3-07-a.mp3}
-PROMPT: What does Rita fill with water? {bk09-l4a-f3-17-q.mp3}
-RESPONSE: She fills the bathtub with water. {bk09-l4a-f3-17-a.mp3}
+PROMPT: What does Rita fill with water? {page_083_002.jpg} {bk09-l4a-f3-08-q.mp3}
+RESPONSE: She fills the bathtub with water. {bk09-l4a-f3-08-a.mp3}
-PROMPT: What is Rita going to take? {bk09-l4a-f3-18-q.mp3}
-RESPONSE: She's going to take a long bath. {bk09-l4a-f3-18-a.mp3}
+PROMPT: What is Rita going to take? {page_083_002.jpg} {bk09-l4a-f3-09-q.mp3}
+RESPONSE: She's going to take a long bath. {bk09-l4a-f3-09-a.mp3}
-PROMPT: Where does Alex put his baggage? {bk09-l4a-f3-19-q.mp3}
-RESPONSE: He puts it on the hard chair. {bk09-l4a-f3-19-a.mp3}
+PROMPT: Where does Alex put his baggage? {page_083_003.jpg} {bk09-l4a-f3-10-q.mp3}
+RESPONSE: He puts it on the hard chair. {bk09-l4a-f3-10-a.mp3}
-PROMPT: Where is Alex sitting? {bk09-l4a-f3-20-q.mp3}
-RESPONSE: He's sitting in the soft chair. {bk09-l4a-f3-20-a.mp3}
+PROMPT: Where is Alex sitting? {page_083_003.jpg} {bk09-l4a-f3-11-q.mp3}
+RESPONSE: He's sitting in the soft chair. {bk09-l4a-f3-11-a.mp3}
-PROMPT: What does he hope to do? {bk09-l4a-f3-21-q.mp3}
-RESPONSE: He hopes to relax before he goes to bed. {bk09-l4a-f3-21-a.mp3}
+PROMPT: What does he hope to do? {page_083_003.jpg} {bk09-l4a-f3-12-q.mp3}
+RESPONSE: He hopes to relax before he goes to bed. {bk04-l4a-f3-12-a.mp3}
-PROMPT: What does Rita check? {bk09-l4a-f3-22-q.mp3}
-RESPONSE: She checks the alarm clock. {bk09-l4a-f3-22-a.mp3}
+PROMPT: What does Rita check? {page_083_004.jpg} {bk09-l4a-f3-13-q.mp3}
+RESPONSE: She checks the alarm clock. {bk09-l4a-f3-13-a.mp3}
-PROMPT: Where does she put her head? {bk09-l4a-f3-23-q.mp3}
-RESPONSE: She puts her head on her pillow. {bk09-l4a-f3-23-a.mp3}
+PROMPT: Where does she put her head? {page_083_004.jpg} {bk09-l4a-f3-14-q.mp3}
+RESPONSE: She puts her head on her pillow. {bk09-l4a-f3-14-a.mp3}
# Source: ST §At the Motel
$DIALOGUE Wilda and Walter at the Motel
ID: l4-s3
-INTRO: Wilda and Walter reach their motel too. Read the story — good thing they had reservations, because everyone else on the road had the same idea.
-INSTRUCTION: Read the story.
+INTRO: Wilda and Walter reach their motel too — and unlike Alex, Walter has a hanger shortage to deal with. Read along and pick up a few more room words.
+INSTRUCTION: Read and listen to the story.
-Narrator: Wilda and Walter arrived at the motel at 6:30. They were glad they had reservations because the motel was full. Many people were traveling that day. {st-page_128_001.jpg}
+Narrator: Wilda and Walter arrived at the motel at 6:30. They were glad they had reservations because the motel was full. {st-page_128_001.jpg}
+Narrator: Many people were traveling that day. {st-page_128_001.jpg}
VOCAB: lady
-Narrator: When they got to their room, a lady was making the bed. She was putting clean sheets on the bed. There were two soft pillows on the bed and a blanket, too. {st-page_128_002.jpg}
+Narrator: When they got to their room, a lady was making the bed. She was putting clean sheets on the bed. {st-page_128_002.jpg}
+Narrator: There were two soft pillows on the bed and a blanket, too. {st-page_128_002.jpg}
-Narrator: There were two chairs in the room. One was a nice soft chair. The other was a hard chair. {st-page_128_003.jpg}
+Narrator: There were two chairs in the room. {st-page_128_003.jpg}
+Narrator: One was a nice soft chair. The other was a hard chair. {st-page_128_003.jpg}
-VOCAB: to take a bath
-VOCAB: to bathe
-Narrator: They were really tired at the end of the long day. Wilda wanted to take a bath and relax. She filled up the bathtub and stayed in the bath for 20 minutes. She felt better after she bathed. {st-page_129_001.jpg}
+VOCAB: end
+Narrator: They were really tired at the end of the long day. Wilda wanted to take a bath and relax. {st-page_129_001.jpg}
+Narrator: She filled up the bathtub and stayed in the bath for 20 minutes. She felt better after she bathed. {st-page_129_001.jpg}
VOCAB: closet
-VOCAB: to hang up
+Narrator: Walter opened the suitcase and hung up some of their clothes in the closet. {st-page_129_002.jpg}
VOCAB: hanger
-Narrator: Walter opened the suitcase and hung up some of their clothes in the closet. He didn't hang up everything because there were only 3 hangers in the closet. {st-page_129_002.jpg}
+VOCAB: to hang up
+Narrator: He didn't hang up everything because there were only 3 hangers in the closet. {st-page_129_002.jpg}
VOCAB: bill
-Narrator: The next morning, they woke up at 6:30 without an alarm clock. They got dressed and went to pay the motel bill. Then they went to the restaurant to have breakfast. {st-page_129_003.jpg}
+Narrator: The next morning, they woke up at 6:30 without an alarm clock. They got dressed and went to pay the motel bill. {st-page_129_003.jpg}
+Narrator: Then they went to the restaurant to have breakfast. {st-page_129_003.jpg}
# SKIPPED (book): "TRUE OR FALSE?" (ST p. 129) — instructor-read statements, nothing printed. Convertible later with chosen items + TTS.
-$LESSON 4-2: Travel Words in Action
-
-# Source: ST §On the Road with Wilda and Walter
-$PRODUCE On the Road — Fill In the Word
-ID: l4-s4
-INTRO: This part is pure practice: you'll put the new travel words to work. Read each sentence about Wilda and Walter's vacation and type the word that fits — the choices are shown in parentheses.
-INSTRUCTION: Type the correct word from the choices in parentheses.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Wilda and Walter just returned from their vacation. They stopped at many interesting places. When they needed gas, they stopped at a ____{gas station} (gas station, grocery store).
-RESPONSE: When they needed gas, they stopped at a gas station.
-
-TEMPLATE: Here, Walter ____{filled up} (filled up, ran out of) the tank.
-RESPONSE: Here, Walter filled up the tank.
-
-TEMPLATE: Sometimes when they stopped for gas, they also had to use ____{the restrooms} (the phone, the restrooms). They asked the attendant where they were.
-RESPONSE: Sometimes when they stopped for gas, they also had to use the restrooms.
-
-TEMPLATE: They stopped in several ____{motels} (motels, houses) and stayed for one or two nights.
-RESPONSE: They stopped in several motels and stayed for one or two nights.
-
-TEMPLATE: When Wilda was ____{really} (really, not very) tired, she liked to take a warm ____{bath} (shower, bath).
-RESPONSE: When Wilda was really tired, she liked to take a warm bath.
-
-TEMPLATE: There were only two of them, but they had a lot of ____{baggage} (hangers, baggage).
-RESPONSE: There were only two of them, but they had a lot of baggage.
-
-TEMPLATE: Walter usually hung up the clothes. Sometimes there were only a few ____{hangers} (hangers, sheets) in the closet for the clothes.
-RESPONSE: Sometimes there were only a few hangers in the closet for the clothes.
-
-TEMPLATE: At home, Wilda opened the suitcases. After the trip, they had a lot of ____{laundry} (laundry, gauge) to do.
-RESPONSE: After the trip, they had a lot of laundry to do.
-
-TEMPLATE: Walter was glad that he didn't have to pay another motel ____{bill} (rent, bill).
-RESPONSE: Walter was glad that he didn't have to pay another motel bill.
-
# Source: ST §The Pillows Are Soft
$SELECT Soft or Hard?
ID: l4-s5
-INTRO: Pillows, walls, alarm clocks: some things are soft and some are not. Tap the right category for each one — no need to test the alarm clock by squeezing it.
+INTRO: A quick sorting game: pillows, walls, alarm clocks. Decide whether each thing is "soft" or "hard" — no philosophy required.
INSTRUCTION: Is it soft or hard? Tap the correct category.
OPTION: s | SOFT
OPTION: h | HARD
@@ -381,10 +357,45 @@ ANSWER: s
TEMPLATE: sheets
ANSWER: s
+# Source: ST §On the Road with Wilda and Walter
+$PRODUCE On the Road — Choose the Word
+ID: l4-s4
+INTRO: Wilda and Walter's whole trip, retold with gaps. Read each sentence and type the word from the parentheses that fits.
+INSTRUCTION: Type the correct word from the choices in parentheses.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Wilda and Walter just returned from their vacation. They stopped at many interesting places. When they needed gas, they stopped at a ____{gas station} (gas station, grocery store).
+RESPONSE: When they needed gas, they stopped at a gas station.
+
+TEMPLATE: Here, Walter ____{filled up} (filled up, ran out of) the tank.
+RESPONSE: Here, Walter filled up the tank.
+
+TEMPLATE: Sometimes when they stopped for gas, they also had to use ____{the restrooms} (the phone, the restrooms). They asked the attendant where they were.
+RESPONSE: Sometimes when they stopped for gas, they also had to use the restrooms.
+
+TEMPLATE: They stopped in several ____{motels} (motels, houses) and stayed for one or two nights.
+RESPONSE: They stopped in several motels and stayed for one or two nights.
+
+TEMPLATE: When Wilda was ____{really} (really, not very) tired, she liked to take a warm ____{bath} (shower, bath).
+RESPONSE: When Wilda was really tired, she liked to take a warm bath.
+
+TEMPLATE: There were only two of them, but they had a lot of ____{baggage} (hangers, baggage).
+RESPONSE: There were only two of them, but they had a lot of baggage.
+
+TEMPLATE: Walter usually hung up the clothes. Sometimes there were only a few ____{hangers} (hangers, sheets) in the closet for the clothes.
+RESPONSE: Sometimes there were only a few hangers in the closet for the clothes.
+
+TEMPLATE: At home, Wilda opened the suitcases. After the trip, they had a lot of ____{laundry} (laundry, gauge) to do.
+RESPONSE: After the trip, they had a lot of laundry to do.
+
+TEMPLATE: Walter was glad that he didn't have to pay another motel ____{bill} (rent, bill).
+RESPONSE: Walter was glad that he didn't have to pay another motel bill.
+
# Source: ST §What's the Best Answer?
-$SELECT Pick the Best Word
+$SELECT Which Word Fits?
ID: l4-s6
-INTRO: Read each sentence and tap the word or phrase that completes it best. All the words come from this lesson — if one looks unfamiliar, tap it for the dictionary.
+INTRO: One more pass over this part's vocabulary. Read each statement and tap the word that completes it best.
INSTRUCTION: Tap the word or phrase which best completes the statement.
TEMPLATE: Do you have any dirty clothes? I'm going to do the ________.
@@ -457,82 +468,31 @@ OPTION: c | sheets
OPTION: d | pillows
ANSWER: d
-# Source: LLA 4D Figure 2 (word bank)
-$GRAMMAR What Is It? — Word Bank
-ID: 4d-f2-a
-INTRO: Here's a word bank of objects from this lesson. Look it over — you'll need it in a moment.
-
-**WHAT IS IT?**
-alarm clock
-baggage
-blanket
-closet
-gas tank
-hangers
-laundry
-pillow
-
-# Source: LLA 4D Figure 2
-$PRODUCE What Is It?
-ID: 4d-f2-b
-REFERENCE
-INPUT: type
-CHECK: exact
-INTRO: Listen to each description and type the matching word from the word bank, then repeat the correct answer.
-INSTRUCTION: Type the word that matches the description.
-REPEAT
-
-PROMPT: What do we call the thing which wakes you up every morning? {bk09-l4d-f2-01-q.mp3}
-RESPONSE: an alarm clock {bk09-l4d-f2-01-a.mp3}
-ACCEPT: alarm clock
-
-PROMPT: What is the thing you rest your head on while you sleep? {bk09-l4d-f2-02-q.mp3}
-RESPONSE: a pillow {bk09-l4d-f2-02-a.mp3}
-ACCEPT: pillow
-
-PROMPT: What do you put on the bed to keep warm? {bk09-l4d-f2-03-q.mp3}
-RESPONSE: a blanket {bk09-l4d-f2-03-a.mp3}
-ACCEPT: blanket
-
-PROMPT: What do you hang your clothes on? {bk09-l4d-f2-04-q.mp3}
-RESPONSE: hangers {bk09-l4d-f2-04-a.mp3}
-
-PROMPT: Where do you wash your dirty clothes? {bk09-l4d-f2-05-q.mp3}
-RESPONSE: at the laundry {bk09-l4d-f2-05-a.mp3}
-ACCEPT: laundry
-
-PROMPT: Where do we keep our clean clothes? {bk09-l4d-f2-06-q.mp3}
-RESPONSE: in the closet {bk09-l4d-f2-06-a.mp3}
-ACCEPT: closet
-
-PROMPT: Where do you put the gasoline in your car? {bk09-l4d-f2-07-q.mp3}
-RESPONSE: in the gas tank {bk09-l4d-f2-07-a.mp3}
-ACCEPT: gas tank
-
-PROMPT: What is another name for luggage? {bk09-l4d-f2-08-q.mp3}
-RESPONSE: baggage {bk09-l4d-f2-08-a.mp3}
-
-$LESSON 4-3: Saying You're Sorry
+$SESSION 4-3: I'm Sorry — Apologizing and Responding
# Source: LLA 4A Figure 4 (Part 1)
-$DIALOGUE Stepping on Toes
+$DIALOGUE Stepping on Her Toes {page_084_001.jpg}
ID: 4a-f4
-INTRO: In this part you'll learn to apologize — and to accept an apology gracefully. A man and a lady go dancing; her toes pay the price. Listen and repeat each line.
+INTRO: In this part you'll learn to apologize — and to accept an apology gracefully. It starts on the dance floor, where a man's feet have betrayed him. Repeat each line of the conversation.
INSTRUCTION: Listen and repeat.
REPEAT
-Narrator: A man and a lady went dancing. He stepped on her toes. He apologized for stepping on her toes. {page_084_001.jpg} {bk09-l4a-f4-01.mp3}
-Man: Oh, did I step on your toes? {page_084_001.jpg} {bk09-l4a-f4-02.mp3}
-Lady: Yes, you did. {page_084_001.jpg} {bk09-l4a-f4-03.mp3}
-Man: I apologize. I'm really sorry. {page_084_001.jpg} {bk09-l4a-f4-04.mp3}
-Lady: That's okay. Just don't do it again. {page_084_001.jpg} {bk09-l4a-f4-05.mp3}
+VOCAB: to step
+VOCAB: to apologize
+Narrator: A man and a lady went dancing. He stepped on her toes. He apologized for stepping on her toes. {bk09-l4a-f4-01.mp3}
+
+Man: Oh, did I step on your toes? {bk09-l4a-f4-02.mp3}
+Lady: Yes, you did. {bk09-l4a-f4-03.mp3}
+VOCAB: sorry
+Man: I apologize. I'm really sorry. {bk09-l4a-f4-04.mp3}
+Lady: That's okay. Just don't do it again. {bk09-l4a-f4-05.mp3}
# Source: LLA 4A Figure 4 (Part 2)
-$PRODUCE Questions: Stepping on Toes
+$PRODUCE Questions About the Dance
ID: 4a-f4-b
REFERENCE
-INTRO: Two quick questions about the dancers. Answer aloud, then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Answer these questions about the conversation aloud, then repeat the correct answer.
+INSTRUCTION: Answer the questions aloud.
INPUT: speak
CHECK: reveal
REPEAT
@@ -544,28 +504,25 @@ PROMPT: What did the man do next? {bk09-l4a-f4-07-q.mp3}
RESPONSE: He apologized for stepping on her toes. {bk09-l4a-f4-07-a.mp3}
# Source: ST §I'm Sorry.
-$DIALOGUE I'm Sorry
+$DIALOGUE Two Small Accidents
ID: l4-s7
-INTRO: Read two short scenes where someone has to say "I'm sorry" — one pair of clean tennis shoes and one glass of cold water are the victims.
+INTRO: Two more everyday disasters — dirty shoes and cold water — and two quick apologies. Read the dialogs and notice "I didn't mean to".
INSTRUCTION: Read the dialogs.
-VOCAB: to step on
-VOCAB: sorry
-VOCAB: to mean to
Jimmy: Don't step on my shoes. You'll get them dirty. My mom just washed these tennis shoes. {st-page_133_001.jpg}
+VOCAB: to mean to
Freddy: I'm sorry. I didn't mean to step on your shoes. It's so crowded in here.
-VOCAB: to spill
Customer: You spilled cold water on me. {st-page_133_002.jpg}
Waiter: I'm sorry, sir. I didn't mean to. It was an accident.
# Source: ST §Are You Worried?
$DIALOGUE Are You Worried?
ID: l4-s8
-INTRO: Tony looks worried, and he has his reasons — the test is tomorrow and the studying never happened. Read the dialog.
+INTRO: Tony didn't study for the test, and his face says so. Read the dialog and meet the word "worried".
INSTRUCTION: Read the dialog.
-VOCAB: worried about
+VOCAB: worried
Chuck: You look worried. {st-page_134_001.jpg}
Tony: I am. I didn't study for the test.
Chuck: You should be worried. Mr. Ames said it was going to be a difficult test. Maybe next time you should study more and worry less.
@@ -573,10 +530,9 @@ Chuck: You should be worried. Mr. Ames said it was going to be a difficult test.
# Source: ST §I'm Sorry. Will You Forgive Me?
$DIALOGUE Will You Forgive Me?
ID: l4-s9
-INTRO: Dan accused his friend Tom of taking a wallet — which turned out to be in a pair of gray pants the whole time. Read how Dan apologizes and how Tom forgives him.
+INTRO: A bigger apology now: Dan accused his friend Tom of taking a wallet. It didn't go well. Read how the apology — and the forgiving — happens.
INSTRUCTION: Read the dialog.
-VOCAB: to apologize
Dan: I need to talk to you, Tom. I want to apologize to you. {st-page_134_002.jpg}
Tom: You should. You really made me angry! I thought we were good friends. Why did you tell Bill that I took his wallet?
Dan: Well, I saw you with his jacket at Cathy's party. {st-page_135_001.jpg}
@@ -587,19 +543,18 @@ Tom: Yes, and then when he got home he realized it was in his gray pants hanging
VOCAB: to forgive
Dan: I really am sorry. I hope you'll forgive me.
-VOCAB: pleased
Sam: I'm pleased that you forgave Dan. I know he really hurt you.
Tom: Yes, he did. But after he apologized today, we said we were going to forget it.
Dan: You are a good friend. I learned an important lesson.
Sam: Now, let's watch the game. {st-page_135_002.jpg}
-# SKIPPED (book): "I'M SO THIRSTY." (ST p. 136) — instructor-read substitution drill, cues not printed. Convertible later with chosen items + TTS.
+# SKIPPED (book): "I'M SO THIRSTY." (ST p. 136) — instructor-read substitution drill, cues not printed. Dropped.
# Source: ST §I Hope That the Shirt Fits
-$SELECT Which Expression Fits?
+$SELECT Which Expression Starts These?
ID: l4-s10
-INTRO: Each set of statements goes with one expression: I'm sorry that, I didn't mean to, I'm pleased that, or I hope that. Read the set and tap the expression that fits all of it.
-INSTRUCTION: Choose the correct expression for each set of statements.
+INTRO: Each card shows several sentence endings that all begin the same way. Tap the expression — "I'm sorry", "I hope", and friends — that starts every one of them.
+INSTRUCTION: Tap the expression that fits each set of statements.
OPTION: a | I'm sorry (that)
OPTION: b | Sorry. I didn't mean to
OPTION: c | I'm pleased (that)
@@ -617,12 +572,12 @@ ANSWER: c
TEMPLATE: hurt your feelings. / spill water on you. / take your wallet. / step on your toes. / break your glasses.
ANSWER: a
-# SKIPPED (book): "WHAT'S ON THE MENU?" (ST p. 137) — timed speed-reading/scanning exercise. Dropped.
+# SKIPPED (book): "WHAT'S ON THE MENU?" (ST p. 137) — timed speed reading/scanning exercise. Dropped.
-# Source: ST §I'm Sorry!
-$GRAMMAR Apologizing and Responding
+# Source: ST §I'm Sorry! (expressions box)
+$GRAMMAR How to Apologize — and How to Respond
ID: l4-s27
-INTRO: Here are the standard expressions for apologizing — and for responding when someone apologizes to you. You'll hear all of them in the next activities.
+INTRO: Here's your apology toolbox: ways to say you're sorry, and ways to accept when someone else is. Tap any phrase to hear it.
**Here are some expressions we use to apologize to someone:**
* {I'm sorry.}
@@ -640,7 +595,7 @@ INTRO: Here are the standard expressions for apologizing — and for responding
# Source: ST §I Apologize. It Was an Accident.
$DIALOGUE Apologies in Action
ID: l4-s28
-INTRO: Read five short apologies and their answers — hurt feelings, stepped-on feet, and a waitress with too much in her hands. Notice how each response matches the expressions you just learned.
+INTRO: Five short scenes, five apologies, five gracious responses. Read them and notice which expression fits each situation.
INSTRUCTION: Read the dialogs.
Mike: Can you forgive me, Sue? I didn't mean to hurt your feelings.
@@ -658,11 +613,72 @@ Mr_Rogers: That's all right. I'm glad you had time to call me today.
Jim: Excuse me. I didn't realize that you were sitting here. I'll move over.
Carla: No problem. Thank you.
+# Source: ST §Be More Careful Next Time
+$PRODUCE Complete the Apology Dialogs
+ID: l4-s29
+INTRO: Now you fill in the apologies. Read each small scene and type the phrase from the parentheses that fits the gap.
+INSTRUCTION: Type the phrase that best completes the dialog.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Jack was running because he was late. He ran into Fred and caused him to spill his coffee.
+TEMPLATE: Jack: Oh no! Fred, ____{I'm sorry} (I'm sorry / No problem.) I hope that didn't get on your trousers.
+RESPONSE: Jack: Oh no! Fred, I'm sorry. I hope that didn't get on your trousers.
+
+TEMPLATE: Fred: No, it didn't. ____{It's all right.} (It's all right. / Excuse me.) Please watch where you're going next time.
+RESPONSE: Fred: No, it didn't. It's all right. Please watch where you're going next time.
+
+TEMPLATE: Steve had a party Friday night. He turned his radio on very high. His neighbor usually goes to sleep early on Friday.
+TEMPLATE: Steve: I hope my radio didn't bother you last night. Please ____{excuse me} (excuse me / don't worry about it) for all that noise. I forgot that you had to work on Saturday mornings.
+RESPONSE: Steve: I hope my radio didn't bother you last night. Please excuse me for all that noise. I forgot that you had to work on Saturday mornings.
+
+TEMPLATE: Mark: Oh, ____{don't worry about it.} (don't worry about it. / I want to apologize.) I didn't have to work this Saturday. I enjoyed the music.
+RESPONSE: Mark: Oh, don't worry about it. I didn't have to work this Saturday. I enjoyed the music.
+
+TEMPLATE: Stan and Paul were taking a test in the lab. Paul finished first, picked up his hat, and left. Stan was the last to finish. He picked up the one hat that was left but realized it wasn't his. He went outside and called Paul.
+TEMPLATE: Stan: Paul, I think you got the wrong hat.
+TEMPLATE: Paul: You're right. ____{Excuse me.} (Excuse me. / Don't let it happen again.)
+RESPONSE: Paul: You're right. Excuse me.
+
+TEMPLATE: Stan: ____{That's okay.} (That's okay. / I apologize.) It's easy to make a mistake.
+RESPONSE: Stan: That's okay. It's easy to make a mistake.
+
+# Source: ST §Match the Response to the Apology
+$SELECT Match the Response to the Apology
+ID: l4-s30
+INTRO: Someone apologizes; you supply the kind answer. Read each apology and tap the response that fits it best.
+INSTRUCTION: Tap the response that matches the apology.
+OPTION: a | I understand. Sometimes I forget names too.
+OPTION: b | I understand. You didn't realize that it would upset me.
+OPTION: c | That's all right. It didn't really hurt.
+OPTION: d | Don't worry about it. I can clean it easily.
+OPTION: e | That's okay. There's another place over there.
+OPTION: f | That's okay. A few minutes won't make any difference.
+
+EXAMPLE
+TEMPLATE: I'm sorry I'm late. The traffic was very bad.
+ANSWER: f
+
+TEMPLATE: Excuse me. I didn't mean to step on you.
+ANSWER: c
+
+TEMPLATE: I'm sorry. I didn't mean to hurt your feelings.
+ANSWER: b
+
+TEMPLATE: I apologize. I didn't realize this was your place.
+ANSWER: e
+
+TEMPLATE: I'm sorry I spilled this. I hope it doesn't hurt the carpet.
+ANSWER: d
+
+TEMPLATE: I apologize. I just didn't remember your name.
+ANSWER: a
+
# Source: LLA 4D Figure 1
-$SELECT Choose the Best Response
+$SELECT What Do You Say? — Apology Situations
ID: 4d-f1
-INTRO: Listen to each situation and tap what the person should say, then repeat it. Most answers involve being sorry — this is the apology lesson, after all.
-INSTRUCTION: Tap the best response.
+INTRO: Now by ear: listen to each situation and choose what the person should say. The tape's people spill, step, and forget a lot — good practice material.
+INSTRUCTION: Tap the correct response.
REPEAT
EXAMPLE
@@ -720,90 +736,14 @@ OPTION: b | You can talk for a long time now.
OPTION: c | Why didn't you go find another phone?
ANSWER: a
-# Source: ST §Be More Careful Next Time
-$PRODUCE Be More Careful Next Time
-ID: l4-s29
-INTRO: Read each situation and type the expression that best completes the dialog — the choices are in parentheses. Spilled coffee, loud radios, and one wrong hat.
-INSTRUCTION: Choose the phrase that best completes the dialogs.
-INPUT: type
-CHECK: exact
+# SKIPPED (book): "I APOLOGIZE!" (ST p. 154) — open pair task (listen to situations, make/respond to apologies with a partner). No solo path; dropped.
-TEMPLATE: Jack was running because he was late. He ran into Fred and caused him to spill his coffee.
-TEMPLATE: Jack: Oh no! Fred, ____{I'm sorry} (I'm sorry / No problem.) I hope that didn't get on your trousers.
-RESPONSE: Jack: Oh no! Fred, I'm sorry. I hope that didn't get on your trousers.
-
-TEMPLATE: Fred: No, it didn't. ____{It's all right.} (It's all right. / Excuse me.) Please watch where you're going next time.
-RESPONSE: Fred: No, it didn't. It's all right. Please watch where you're going next time.
-
-TEMPLATE: Steve had a party Friday night. He turned his radio on very high. His neighbor usually goes to sleep early on Friday.
-TEMPLATE: Steve: I hope my radio didn't bother you last night. Please ____{excuse me} (excuse me / don't worry about it) for all that noise. I forgot that you had to work on Saturday mornings.
-RESPONSE: Steve: I hope my radio didn't bother you last night. Please excuse me for all that noise. I forgot that you had to work on Saturday mornings.
-
-TEMPLATE: Mark: Oh, ____{don't worry about it.} (don't worry about it. / I want to apologize.) I didn't have to work this Saturday. I enjoyed the music.
-RESPONSE: Mark: Oh, don't worry about it. I didn't have to work this Saturday. I enjoyed the music.
-
-TEMPLATE: Stan and Paul were taking a test in the lab. Paul finished first, picked up his hat, and left. Stan was the last to finish. He picked up the one hat that was left but realized it wasn't his. He went outside and called Paul.
-TEMPLATE: Stan: Paul, I think you got the wrong hat.
-TEMPLATE: Paul: You're right. ____{Excuse me.} (Excuse me. / Don't let it happen again.)
-RESPONSE: Paul: You're right. Excuse me.
-
-TEMPLATE: Stan: ____{That's okay.} (That's okay. / I apologize.) It's easy to make a mistake.
-RESPONSE: Stan: That's okay. It's easy to make a mistake.
-
-# Source: ST §Match the Response to the Apology
-$SELECT Match the Response to the Apology
-ID: l4-s30
-INTRO: One last matching round for this part: read each apology and tap the response that fits it best.
-INSTRUCTION: Match the response to the apology.
-OPTION: a | I understand. Sometimes I forget names too.
-OPTION: b | I understand. You didn't realize that it would upset me.
-OPTION: c | That's all right. It didn't really hurt.
-OPTION: d | Don't worry about it. I can clean it easily.
-OPTION: e | That's okay. There's another place over there.
-OPTION: f | That's okay. A few minutes won't make any difference.
-
-EXAMPLE
-TEMPLATE: I'm sorry I'm late. The traffic was very bad.
-ANSWER: f
-
-TEMPLATE: Excuse me. I didn't mean to step on you.
-ANSWER: c
-
-TEMPLATE: I'm sorry. I didn't mean to hurt your feelings.
-ANSWER: b
-
-TEMPLATE: I apologize. I didn't realize this was your place.
-ANSWER: e
-
-TEMPLATE: I'm sorry I spilled this. I hope it doesn't hurt the carpet.
-ANSWER: d
-
-TEMPLATE: I apologize. I just didn't remember your name.
-ANSWER: a
-
-# SKIPPED (book): "I APOLOGIZE!" (ST p. 154) — open pair task (make and respond to apologies with a partner). No solo path.
-# SKIPPED (book): "LET'S MAKE THESE SENTENCES LONGER" (ST p. 155) — sentence-expansion composition. Deferred.
-
-$LESSON 4-4: Happy That, Sorry That
-
-# Source: ST §Alex Is Glad That Tim and Bob Arrived Safely
-$GRAMMAR Feelings with That
-ID: l4-s16
-INTRO: This part's grammar: saying WHY you feel something — happy that, sorry that, upset that. Here's how the pattern works.
-
-Use an adverbial **that** clause to express cause or reason after these expressions:
-
-| | | |
-|---|---|---|
-| I'm happy / pleased / glad / angry / sorry / upset | (that) | he went there. |
-
-Alex: {I'm really glad you're here.}
-Tim: {We're happy that we're here, but we're upset that we're so late.}
+$SESSION 4-4: Feelings with "That"
# Source: LLA 4A Figure 5
-$DIALOGUE Feelings with That — Listen and Repeat
+$DIALOGUE Happy That, Sorry That — Listen and Repeat
ID: 4a-f5
-INTRO: Listen to sentences that pair a feeling with its reason, and repeat each one. Notice that "that" sometimes disappears — your ear should accept both.
+INTRO: This part's grammar: putting a "that" clause after a feeling — "I'm sorry that I'm late." First, hear the pattern in ten sentences. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -818,10 +758,26 @@ LINE: He wasn't angry that we were late. {bk09-l4a-f5-08.mp3}
LINE: Was she upset that her car ran out of gas? {bk09-l4a-f5-09.mp3}
LINE: They're glad that they don't have to work today. {bk09-l4a-f5-10.mp3}
+# Source: ST §Alex Is Glad That Tim and Bob Arrived Safely
+$GRAMMAR Feeling + "That" Clause
+ID: l4-s16
+INTRO: Here's the rule behind the sentences you just repeated: a feeling word, then "that", then the reason.
+
+Use an adverbial **that** clause to express cause or reason after these expressions:
+
+| | | |
+|---|---|---|
+| I'm happy / pleased / glad / angry / sorry / upset | (that) | he went there. |
+
+Alex: {I'm really glad you're here.}
+Tim: {We're happy that we're here, but we're upset that we're so late.}
+
+Notice that the word **that** is optional — {I'm glad you're here} and {I'm glad that you're here} both work.
+
# Source: ST §Read the Sentences
-$DIALOGUE Reading: Feelings with That
+$DIALOGUE Glad, Sorry, Upset — Reading
ID: l4-s17
-INTRO: Read a few more examples of the pattern — Alex's friends had a rough flight, but everyone arrived in one piece.
+INTRO: Read three short passages about Alex and his visiting friends. Every feeling comes with its reason attached.
INSTRUCTION: Read the sentences.
LINE: Alex is glad that his friends came to visit him. He's sorry that they can't stay all summer.
@@ -829,18 +785,17 @@ LINE: Tim and Bob were upset that their plane was late, but they are pleased tha
LINE: Alex wasn't angry that the plane was late. He was happy to see that his friends arrived safely.
# Source: LLA 4B Figure 1
-$PRODUCE Combine: Feelings with That
-ID: 4b-f1
+$PRODUCE Combine with "That" — Feelings
+ID: 9-4b-f1
+INTRO: Listen to the two sentences and combine them using the word "that". Then repeat the correct answer.
+INSTRUCTION: Combine the sentences into one.
INPUT: speak
CHECK: reveal
-INTRO: Read the two sentences on the screen. Listen to them spoken, combine them into one sentence using "that", and say it aloud. Then repeat the correct answer.
-INSTRUCTION: Combine the sentences and say the answer aloud.
REPEAT
-SHOW_PROMPT
EXAMPLE
PROMPT: Jack was pleased. He didn't run out of gas. {bk09-l4b-f1-ex-q.mp3}
-RESPONSE: Jack was pleased that he didn't run out of gas. {bk09-l4b-f1-ex-a.mp3}
+RESPONSE: Jack was pleased that he didn't run out of gas.
PROMPT: Mark was upset. The plane was late. {bk09-l4b-f1-01-q.mp3}
RESPONSE: Mark was upset that the plane was late. {bk09-l4b-f1-01-a.mp3}
@@ -848,7 +803,7 @@ RESPONSE: Mark was upset that the plane was late. {bk09-l4b-f1-01-a.mp3}
PROMPT: My father was angry. The gas tank was almost empty. {bk09-l4b-f1-02-q.mp3}
RESPONSE: My father was angry that the gas tank was almost empty. {bk09-l4b-f1-02-a.mp3}
-PROMPT: Sgt James was happy. The gas station was near. {bk09-l4b-f1-03-q.mp3}
+PROMPT: Sergeant James was happy. The gas station was near. {bk09-l4b-f1-03-q.mp3}
RESPONSE: Sergeant James was happy that the gas station was near. {bk09-l4b-f1-03-a.mp3}
PROMPT: Thomas is really sorry. He lost your keys. {bk09-l4b-f1-04-q.mp3}
@@ -860,25 +815,25 @@ RESPONSE: The children are happy that they're going to watch a movie. {bk09-l4b-
PROMPT: Mr. Sunshine is not sure. It will rain tomorrow. {bk09-l4b-f1-06-q.mp3}
RESPONSE: Mr. Sunshine is not sure that it will rain tomorrow. {bk09-l4b-f1-06-a.mp3}
-PROMPT: Is the colonel pleased? The general isn't coming. {bk09-l4b-f1-07-q.mp3}
+PROMPT: Is the Colonel pleased? The General isn't coming. {bk09-l4b-f1-07-q.mp3}
RESPONSE: Is the Colonel pleased that the General isn't coming? {bk09-l4b-f1-07-a.mp3}
PROMPT: I'm glad. You weren't hurt in the accident. {bk09-l4b-f1-08-q.mp3}
RESPONSE: I'm glad that you weren't hurt in the accident. {bk09-l4b-f1-08-a.mp3}
# Source: LLA 4B Figure 2
-$PRODUCE Build Sentences with a Feeling Word
-ID: 4b-f2
+$PRODUCE Add the Feeling
+ID: 9-4b-f2
+INTRO: One man, one new car, seven different feelings about it. Listen to a sentence and combine it with the feeling word shown on the screen, then repeat the correct answer.
+INSTRUCTION: Combine the word and sentence.
INPUT: speak
CHECK: reveal
-INTRO: You'll see a feeling word on the screen and hear a sentence about a man and his new car. Combine them into one sentence about him, say it aloud, then repeat the correct answer.
-INSTRUCTION: Combine the cue word and the sentence.
REPEAT
EXAMPLE
TEMPLATE: happy
-PROMPT: He bought a new car.
-RESPONSE: He was happy that he bought a new car. {bk09-l4b-f2-ex.mp3}
+PROMPT: He bought a new car. {bk09-l4b-f2-ex-q.mp3}
+RESPONSE: He was happy that he bought a new car.
TEMPLATE: sure
PROMPT: He can get to work on time. {bk09-l4b-f2-01-q.mp3}
@@ -905,10 +860,10 @@ PROMPT: His wife wants the new car. {bk09-l4b-f2-06-q.mp3}
RESPONSE: He's angry that his wife wants the new car. {bk09-l4b-f2-06-a.mp3}
# Source: ST §The Manager Is Angry That the Apartment Is Dirty
-$SELECT Match: Who Feels What?
+$SELECT Who Feels What — and Why?
ID: l4-s18
-INTRO: Match each person to the reason for their feeling. The manager, the lieutenant, and the taxi driver are all having a day.
-INSTRUCTION: Match the correct letter to the number.
+INTRO: Match each person's feeling to its most likely reason. The manager, for one, has seen the apartment.
+INSTRUCTION: Tap the clause that completes the sentence.
OPTION: a | that the apartment is dirty.
OPTION: b | that someone left her a big tip.
OPTION: c | that the airman didn't salute.
@@ -936,10 +891,10 @@ TEMPLATE: The teacher is angry
ANSWER: d
# Source: ST §Make Questions and Negative Sentences (first half)
-$PRODUCE Ask: Is He Happy That...?
+$PRODUCE Make Questions with Feeling + "That"
ID: l4-s19
-INTRO: Turn the two printed sentences into one question — "Is Tom happy that he bought a small car?" Say the question aloud, then check the model.
-INSTRUCTION: Put the sentences together in a question using a "that" adverbial phrase.
+INTRO: Now turn two facts into one question: "Is Tom happy that he bought a small car?" Read the sentences and say the question aloud, then check the model.
+INSTRUCTION: Put the sentences together in a question using a "that" clause.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -967,10 +922,10 @@ PROMPT: The Martins lost their airline tickets. Are they upset?
RESPONSE: Are the Martins upset that they lost their airline tickets?
# Source: ST §Make Questions and Negative Sentences (second half)
-$PRODUCE Say It in the Negative
+$PRODUCE Make Negative Sentences with Feeling + "That"
ID: l4-s19-b
-INTRO: Same pattern, negative this time — "Tom's not happy that he bought a small car." Say each sentence aloud, then check the model.
-INSTRUCTION: Put the sentences together to make a negative sentence with a "that" adverbial clause.
+INTRO: Same pattern, negative mood: "Tom's not happy that..." Read the sentences and say the combined negative sentence aloud.
+INSTRUCTION: Put the sentences together to make a negative sentence with a "that" clause.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -997,10 +952,12 @@ RESPONSE: Ann wasn't angry that Paul was late to dinner.
PROMPT: John sold his car. He wasn't glad.
RESPONSE: John wasn't glad that he sold his car.
-# Source: new (gap: ST word box for "Is Al Sorry That He Didn't Study?" — >4 words, so it becomes a reference box)
-$GRAMMAR Feeling Words
-ID: l4-s20-a
-INTRO: Here are the six feeling words you'll choose from in the next exercise.
+# Source: ST §Is Al Sorry That He Didn't Study? (word box)
+$GRAMMAR Word Box: Feelings
+ID: l4-s20-b
+INTRO: Six feeling words for the next exercise. Tap each one to hear it.
+
+Use one of these words in the next exercise:
| | | |
|---|---|---|
@@ -1008,11 +965,11 @@ INTRO: Here are the six feeling words you'll choose from in the next exercise.
| {upset} | {sorry} | {pleased} |
# Source: ST §Is Al Sorry That He Didn't Study?
-$PRODUCE Pick the Feeling Word
+$PRODUCE Which Feeling Fits?
ID: l4-s20
REFERENCE
-INTRO: Type the feeling word that fits each sentence. Some sentences accept more than one — the teacher, for instance, is both angry and upset.
-INSTRUCTION: Complete the sentence with one of the words from the box.
+INTRO: Type the feeling word from the box that fits each sentence. Some sentences accept more than one — teachers are often both "angry" and "upset".
+INSTRUCTION: Type a word from the box to complete the sentence.
INPUT: type
CHECK: exact
@@ -1035,12 +992,12 @@ TEMPLATE: Harry was ____{upset|angry} that he waited in the rain for one hour an
RESPONSE: Harry was upset that he waited in the rain for one hour and his friend never came.
# Source: LLA 4C Figure 4
-$PRODUCE Add "So" for Emphasis
-ID: 4c-f4
+$PRODUCE Add "So"
+ID: 9-4c-f4
+INTRO: When a feeling is big, add "so": tired becomes "so tired". Listen to each sentence, add "so", and repeat the correct answer.
+INSTRUCTION: Add "so" to the sentence.
INPUT: speak
CHECK: reveal
-INTRO: Feelings sometimes need volume. Listen to each sentence, add the word "so" to make it stronger — "Sam was SO tired" — then repeat the correct answer.
-INSTRUCTION: Add "so" to the sentence and speak it aloud.
REPEAT
EXAMPLE
@@ -1068,392 +1025,83 @@ RESPONSE: Ray was so thin when he was young. {bk09-l4c-f4-06-a.mp3}
PROMPT: They were happy at the party. {bk09-l4c-f4-07-q.mp3}
RESPONSE: They were so happy at the party. {bk09-l4c-f4-07-a.mp3}
-$LESSON 4-5: Think, Know, Realize — That Clauses
+$SESSION 4-5: Laundry Day and Checking Out
-# Source: ST §I Think This Movie Is Boring.
-$GRAMMAR Mental Verbs + That
-ID: l4-s11
-INTRO: New pattern for this part: after verbs of thinking — know, realize, forget, hear — use a "that" clause. Here's the table; then you'll build these sentences yourself.
-
-| | | |
-|---|---|---|
-| I forgot | (that) | we had a test today. |
-| I think | (that) | this movie is boring. |
-| He hopes | (that) | you'll come to his party. |
-| Did you remember | (that) | there's a test today? |
-| Did he understand | (that) | the movie started at 7? |
-| Do you realize | (that) | we're leaving tomorrow? |
-
-**Mental Activity Verbs:**
-{forget}, {guess}, {hear}, {realize}, {learn}, {think}, {hope}, {remember}, {see}, {read}, {know}, {understand}
-
-After these verbs indicating mental activity you use a **that** noun clause as a direct object. Notice **that** is optional.
-
-# Source: ST §Read the Dialogs
-$DIALOGUE Reading: Think, Guess, Realize
-ID: l4-s12
-INTRO: Read the mini-dialogs and notice the "that" clause after each mental verb — sometimes spelled out, sometimes silently dropped.
-INSTRUCTION: Read the dialogs.
-
-Jim: Do you think this movie is boring?
-Tom: No, I think it's interesting.
-
-Dan: I guess I'll have to study this weekend.
-Don: I guess I will too.
-
-Kim: Did Mike realize that it was 11:30?
-Pat: No, he didn't. He thought that it was only 10:30.
-
-Sue: Does Tom know that Jim is arriving tonight?
-Bob: Yes, he learned that he was arriving about an hour ago.
-
-Tim: I heard on the radio that it's going to rain tonight.
-Pam: I saw on TV that the rain might change to snow later.
-
-# Source: LLA 4B Figure 5
-$DIALOGUE Mental Verbs — Listen and Repeat
-ID: 4b-f5
-INTRO: Now by ear. Listen to sentences with mental verbs and repeat each one — note which ones keep "that" and which let it go.
+# Source: LLA 4B Figure 3 (Part 2)
+$DIALOGUE Laundry Day
+ID: 9-4b-f3-b
+INTRO: In this part: laundry, hangers, and the fine art of buying forgiveness with dinner. Listen to Rita and Alex, then repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: He thinks that this movie is interesting. {bk09-l4b-f5-01.mp3}
-LINE: I guess we will go too. {bk09-l4b-f5-02.mp3}
-LINE: He didn't realize that he was late. {bk09-l4b-f5-03.mp3}
-LINE: She knew Jim arrived last night. {bk09-l4b-f5-04.mp3}
-LINE: He learned that his cousin went to Harvard. {bk09-l4b-f5-05.mp3}
-LINE: We heard that the colonel left early. {bk09-l4b-f5-06.mp3}
-LINE: They see there's a need to work hard. {bk09-l4b-f5-07.mp3}
-LINE: Don't forget that we leave tomorrow. {bk09-l4b-f5-08.mp3}
-LINE: Did you read that we will have a new instructor soon? {bk09-l4b-f5-09.mp3}
-LINE: Don't you remember we saw it yesterday? {bk09-l4b-f5-10.mp3}
+Alex: Are you almost finished with the laundry? {bk09-l4b-f3-15.mp3}
+Rita: Almost. I just have to hang up these shirts. {bk09-l4b-f3-16.mp3}
+LINE: Give me those hangers from the closet, please. {bk09-l4b-f3-17.mp3}
+Alex: I didn't realize that we had so many dirty clothes. {bk09-l4b-f3-18.mp3}
+VOCAB: to forget
+Rita: It's easy to forget when you just go from place to place. {bk09-l4b-f3-19.mp3}
+Alex: I meant to come earlier and help you. {bk09-l4b-f3-20.mp3}
+Rita: Take me to dinner and I'll forgive you. {bk09-l4b-f3-21.mp3}
+Alex: Okay. {bk09-l4b-f3-22.mp3}
-# Source: ST §Noun Clauses with That
-$PRODUCE Complete with a That Clause
-ID: l4-s13
-INTRO: Complete each sentence with a "that" clause built from the first sentence. Type the whole clause, starting with "that".
-INSTRUCTION: Complete the sentences using a "that" noun clause.
-INPUT: type
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: The test starts at 10:00. Paul doesn't realize it.
-TEMPLATE: Paul doesn't realize ____
-RESPONSE: that the test starts at 10:00.
-
-TEMPLATE: John told the truth. Marsha knows ____
-RESPONSE: that John told the truth.
-
-TEMPLATE: John didn't tell a lie. Ann knows ____
-RESPONSE: that John didn't tell a lie.
-
-TEMPLATE: Jason will leave on Friday. Jason learned ____
-RESPONSE: that Jason will leave on Friday.
-
-TEMPLATE: Ed forgot to sign his check. The bank teller saw ____
-RESPONSE: that Ed forgot to sign his check.
-
-TEMPLATE: Today's going to be very hot. I heard on the radio ____
-RESPONSE: that today's going to be very hot.
-
-TEMPLATE: Pat has a new telephone number. Mike doesn't remember ____
-RESPONSE: that Pat has a new telephone number.
-
-TEMPLATE: Ken wanted coffee with his dinner. The waiter didn't understand ____
-RESPONSE: that Ken wanted coffee with his dinner.
-
-TEMPLATE: The price of a new car is going up. I read today ____
-RESPONSE: that the price of a new car is going up.
-
-TEMPLATE: Dana had to return a book to the library. She forgot ____
-RESPONSE: that she had to return a book to the library.
-
-TEMPLATE: Lt Henderson says he is the best pilot on this base. He thinks ____
-RESPONSE: that he is the best pilot on this base.
-
-# Source: LLA 4B Figure 6
-$PRODUCE Combine: Mental Verbs with That
-ID: 4b-f6
-INPUT: speak
-CHECK: reveal
-INTRO: Read the two sentences. Listen to them spoken, combine them into one sentence, and say it aloud. Then repeat the correct answer.
-INSTRUCTION: Combine the sentences and say the answer aloud.
-REPEAT
-SHOW_PROMPT
-
-EXAMPLE
-PROMPT: Henry has to call home. Mary remembered it. {bk09-l4b-f6-ex-q.mp3}
-RESPONSE: Mary remembered that Henry has to call home. {bk09-l4b-f6-ex-a.mp3}
-
-PROMPT: The price of corn will go up. I read here in the paper. {bk09-l4b-f6-01-q.mp3}
-RESPONSE: I read here in the paper that the price of corn will go up. {bk09-l4b-f6-01-a.mp3}
-
-PROMPT: Ken said, "Yes." George didn't hear this. {bk09-l4b-f6-02-q.mp3}
-RESPONSE: George didn't hear that Ken said yes. {bk09-l4b-f6-02-a.mp3}
-
-PROMPT: It's going to rain today. I heard it on the radio. {bk09-l4b-f6-03-q.mp3}
-RESPONSE: I heard on the radio that it's going to rain today. {bk09-l4b-f6-03-a.mp3}
-
-PROMPT: Judy can travel to Europe. Judy hopes that. {bk09-l4b-f6-04-q.mp3}
-RESPONSE: Judy hopes that she can travel to Europe. {bk09-l4b-f6-04-a.mp3}
-
-PROMPT: John had to mail the letter. John forgot this. {bk09-l4b-f6-05-q.mp3}
-RESPONSE: John forgot he had to mail the letter. {bk09-l4b-f6-05-a.mp3}
-
-PROMPT: Dan hurt Sara's feelings. Dan didn't mean to do it. {bk09-l4b-f6-06-q.mp3}
-RESPONSE: Dan didn't mean to hurt Sarah's feelings. {bk09-l4b-f6-06-a.mp3}
-
-PROMPT: The word had two meanings. Kim didn't realize it. {bk09-l4b-f6-07-q.mp3}
-RESPONSE: Kim didn't realize that the word had two meanings. {bk09-l4b-f6-07-a.mp3}
-
-PROMPT: His car didn't have any gasoline. My father didn't know it. {bk09-l4b-f6-08-q.mp3}
-RESPONSE: My father didn't know that his car didn't have any gasoline. {bk09-l4b-f6-08-a.mp3}
-
-# SKIPPED (book): "JAN THOUGHT THE TEST WAS EASY." (ST p. 139) — instructor-read substitution drill with no printed stimuli. Convertible later with chosen items + TTS.
-
-# Source: LLA 4D Figure 3 (story)
-$DIALOGUE Time Change
-ID: 4d-f3-a
-INTRO: Tim forgot that the clocks changed over the weekend. Listen to what one missing hour does to a Monday morning.
-INSTRUCTION: Listen to the story.
-
-LINE: In most of the U.S., people add an hour to the time every April and subtract an hour every October. {bk09-l4d-f3-00a.mp3}
-LINE: Last Saturday, Tim read that the time was going to change on Sunday at 1:00 a.m., but he forgot that he had to change his watch and alarm clock. {bk09-l4d-f3-00b.mp3}
-LINE: Tim got up Monday morning and saw that the time was 6:30. {bk09-l4d-f3-00c.mp3}
-LINE: He knew he had to leave right away. {bk04-l4d-f3-00d.mp3}
-LINE: On the road to the base, Tim realized that there wasn't much traffic. {bk09-l4d-f3-00e.mp3}
-LINE: He hoped that there wasn't a problem on the road. {bk09-l4d-f3-00f.mp3}
-LINE: Tim turned on the car radio and heard that the time was only 6:00 a.m. {bk09-l4d-f3-00g.mp3}
-LINE: He learned that he was early, not late. {bk09-l4d-f3-00h.mp3}
-LINE: Then Tim remembered that the time was an hour earlier now. {bk09-l4d-f3-00i.mp3}
-
-# Source: LLA 4D Figure 3 (questions pass)
-$PRODUCE Ask "What" Questions About Tim
-ID: 4d-f3-b
+# Source: LLA 4B Figure 3 (Part 3)
+$PRODUCE Questions About Laundry Day
+ID: 9-4b-f3-c
REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Using the verb shown on the screen, ask a "What" question about Tim's story — "What did Tim read?" — then repeat the correct question.
-INSTRUCTION: Ask a "what" question.
-REPEAT
-
-EXAMPLE
-TEMPLATE: read
-PROMPT: Look at the example. {bk09-l4d-f3-ex-q.mp3}
-RESPONSE: What did Tim read? {bk09-l4d-f3-ex-a.mp3}
-
-TEMPLATE: forget
-PROMPT: Number 1: ask. {bk09-l4d-f3-01-q.mp3}
-RESPONSE: What did Tim forget? {bk09-l4d-f3-01-a.mp3}
-
-TEMPLATE: see
-PROMPT: Number 2: {bk09-l4d-f3-02-q.mp3}
-RESPONSE: What did Tim see? {bk09-l4d-f3-02-a.mp3}
-
-TEMPLATE: know
-PROMPT: Number 3: {bk09-l4d-f3-03-q.mp3}
-RESPONSE: What did Tim know? {bk09-l4d-f3-03-a.mp3}
-
-TEMPLATE: realize
-PROMPT: Number 4: {bk09-l4d-f3-04-q.mp3}
-RESPONSE: What did Tim realize? {bk09-l4d-f3-04-a.mp3}
-
-TEMPLATE: hope
-PROMPT: Number 5: {bk09-l4d-f3-05-q.mp3}
-RESPONSE: What did he hope? {bk09-l4d-f3-05-a.mp3}
-
-TEMPLATE: hear
-PROMPT: Number 6: {bk09-l4d-f3-06-q.mp3}
-RESPONSE: What did he hear? {bk09-l4d-f3-06-a.mp3}
-
-TEMPLATE: learn
-PROMPT: Number 7: {bk09-l4d-f3-07-q.mp3}
-RESPONSE: What did he learn? {bk09-l4d-f3-07-a.mp3}
-
-TEMPLATE: remember
-PROMPT: Number 8: {bk09-l4d-f3-08-q.mp3}
-RESPONSE: What did he remember? {bk09-l4d-f3-08-a.mp3}
-
-# Source: LLA 4D Figure 4
-$PRODUCE Answer About Tim's Morning
-ID: 4d-f4
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now answer those same questions about Tim's story aloud, in full sentences, then repeat the model. Tim's alarm clock, for the record, did nothing wrong.
+INTRO: Answer the questions about the dialogue out loud, then repeat the correct answer. The dialogue is a tap away if the hangers escape you.
INSTRUCTION: Answer aloud with a full sentence.
-REPEAT
-
-EXAMPLE
-PROMPT: What did Tim read? {bk09-l4d-f4-ex-q.mp3}
-RESPONSE: He read that the time was going to change on Sunday at 1:00 a.m. {bk09-l4d-f4-ex-a.mp3}
-
-PROMPT: What did Tim forget? {bk09-l4d-f4-01-q.mp3}
-RESPONSE: Tim forgot that he had to change his watch and his alarm clock. {bk09-l4d-f4-01-a.mp3}
-
-PROMPT: What did Tim see? {bk09-l4d-f4-02-q.mp3}
-RESPONSE: He saw that it was 6:30. {bk09-l4d-f4-02-a.mp3}
-
-PROMPT: What did Tim know? {bk09-l4d-f4-03-q.mp3}
-RESPONSE: He knew that he had to leave right away. {bk09-l4d-f4-03-a.mp3}
-
-PROMPT: What did Tim realize? {bk09-l4d-f4-04-q.mp3}
-RESPONSE: He realized that there wasn't much traffic. {bk09-l4d-f4-04-a.mp3}
-
-PROMPT: What did he hope? {bk09-l4d-f4-05-q.mp3}
-RESPONSE: He hoped that there wasn't a problem on the road. {bk09-l4d-f4-05-a.mp3}
-
-PROMPT: What did he hear? {bk09-l4d-f4-06-q.mp3}
-RESPONSE: He heard that the time was only 6:00 a.m. {bk09-l4d-f4-06-a.mp3}
-
-PROMPT: What did he learn? {bk09-l4d-f4-07-q.mp3}
-RESPONSE: He learned that he was early, not late. {bk09-l4d-f4-07-a.mp3}
-
-PROMPT: What did he remember? {bk09-l4d-f4-08-q.mp3}
-RESPONSE: He remembered that the time was an hour earlier. {bk09-l4d-f4-08-a.mp3}
-
-# Source: ST §Verb Box
-$GRAMMAR Verb Box
-ID: l4-s14
-INTRO: Here are six mental verbs. In the next exercise you'll use their past-tense forms to retell Tim's story.
-
-| | | |
-|---|---|---|
-| {know} | {realize} | {hear} |
-| {see} | {remember} | {hope} |
-
-# Source: ST §Tim Thought That He Was Late
-$PRODUCE Tim's Morning — Fill In the Verb
-ID: l4-s15
-REFERENCE
-INTRO: Retell Tim's story in writing: complete each sentence with a verb from the box, in the past tense. Two sentences accept more than one verb.
-INSTRUCTION: Complete the sentences using a verb from the box in the past tense.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: When Tim looked at his alarm clock Monday morning he ____{saw} that the time was 6:30.
-RESPONSE: When Tim looked at his alarm clock Monday morning he saw that the time was 6:30.
-
-TEMPLATE: He ____{knew} he had to leave right away.
-RESPONSE: He knew he had to leave right away.
-
-TEMPLATE: He ____{hoped} that there wasn't going to be a lot of traffic on the road.
-RESPONSE: He hoped that there wasn't going to be a lot of traffic on the road.
-
-TEMPLATE: Tim turned on the car radio. He ____{heard} that the time was only 6:00.
-RESPONSE: He heard that the time was only 6:00.
-
-TEMPLATE: He ____{realized|remembered} that he was early, not late.
-RESPONSE: He realized that he was early, not late.
-
-TEMPLATE: Then Tim ____{remembered|realized} that the time was an hour earlier now. It was only 6 o'clock, not 7.
-RESPONSE: Then Tim remembered that the time was an hour earlier now. It was only 6 o'clock, not 7.
-
-# SKIPPED (book): "WHAT ARE WE TALKING ABOUT?" (ST p. 141) — listen to a paragraph and write the topic; no printed stimuli. The same skill IS covered with real tape audio by LLA 4B Figure 8 in part 4-9.
-
-$LESSON 4-6: Laundry Day and Review
-
-# Source: LLA 4B Figure 3 (dialogue)
-$DIALOGUE Dirty Laundry
-ID: 4b-f3-b
-INTRO: This part adds laundry vocabulary and reviews the week's words. Travel makes dirty clothes, and Alex meant to help with them — dinner will now be involved. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogue.
-REPEAT
-
-Alex: Are you almost finished with the laundry? {bk09-l4b-f3-d-01.mp3}
-Rita: Almost. I just have to hang up these shirts. {bk09-l4b-f3-d-02.mp3}
-LINE: Give me those hangers from the closet, please. {bk09-l4b-f3-d-03.mp3}
-Alex: I didn't realize that we had so many dirty clothes. {bk09-l4b-f3-d-04.mp3}
-Rita: It's easy to forget when you just go from place to place. {bk09-l4b-f3-d-05.mp3}
-Alex: I meant to come earlier and help you. {bk09-l4b-f3-d-06.mp3}
-Rita: Take me to dinner and I'll forgive you. {bk09-l4b-f3-d-07.mp3}
-Alex: Okay. {bk09-l4b-f3-d-08.mp3}
-
-# Source: LLA 4B Figure 3 (questions)
-$PRODUCE Questions: Dirty Laundry
-ID: 4b-f3-c
-REFERENCE
-INTRO: Answer questions about the laundry conversation aloud in a full sentence, then repeat the model answer.
-INSTRUCTION: Answer aloud.
INPUT: speak
CHECK: reveal
REPEAT
-PROMPT: What was Rita doing? {bk09-l4b-f3-q-01.mp3}
-RESPONSE: She was doing the laundry. {bk09-l4b-f3-a-01.mp3}
+PROMPT: What was Rita doing? {bk09-l4b-f3-23-q.mp3}
+RESPONSE: She was doing the laundry. {bk09-l4b-f3-23-a.mp3}
-PROMPT: What does she have to do to the shirt? {bk09-l4b-f3-q-02.mp3}
-RESPONSE: She has to hang up the shirts. {bk09-l4b-f3-a-02.mp3}
+PROMPT: What does she have to do to the shirt? {bk09-l4b-f3-24-q.mp3}
+RESPONSE: She has to hang up the shirts. {bk09-l4b-f3-24-a.mp3}
-PROMPT: What does she want from the closet? {bk09-l4b-f3-q-03.mp3}
-RESPONSE: She wants the hangers from the closet. {bk09-l4b-f3-a-03.mp3}
+PROMPT: What does she want from the closet? {bk09-l4b-f3-25-q.mp3}
+RESPONSE: She wants the hangers from the closet. {bk09-l4b-f3-25-a.mp3}
-PROMPT: Did Alex know that they had a lot of dirty clothes? {bk09-l4b-f3-q-04.mp3}
-RESPONSE: No, he didn't. He didn't realize that they had so many dirty clothes. {bk09-l4b-f3-a-04.mp3}
+PROMPT: Did Alex know that they had a lot of dirty clothes? {bk09-l4b-f3-26-q.mp3}
+RESPONSE: No, he didn't. He didn't realize that they had so many dirty clothes. {bk09-l4b-f3-26-a.mp3}
-PROMPT: What is easy to do when you travel? {bk09-l4b-f3-q-05.mp3}
-RESPONSE: It's easy to forget the laundry. {bk09-l4b-f3-a-05.mp3}
+PROMPT: What is easy to do when you travel? {bk09-l4b-f3-27-q.mp3}
+RESPONSE: It's easy to forget the laundry. {bk09-l4b-f3-27-a.mp3}
-PROMPT: Did Alex want to come earlier and help his wife? {bk09-l4b-f3-q-06.mp3}
-RESPONSE: Yes, he meant to come earlier and help her. {bk09-l4b-f3-a-06.mp3}
+PROMPT: Did Alex want to come earlier and help his wife? {bk09-l4b-f3-28-q.mp3}
+RESPONSE: Yes, he meant to come earlier and help her. {bk09-l4b-f3-28-a.mp3}
-PROMPT: Is Rita going to forgive her husband? {bk09-l4b-f3-q-07.mp3}
-RESPONSE: She'll forgive him after he takes her to dinner. {bk09-l4b-f3-a-07.mp3}
+PROMPT: Is Rita going to forgive her husband? {bk09-l4b-f3-29-q.mp3}
+RESPONSE: She'll forgive him after he takes her to dinner. {bk09-l4b-f3-29-a.mp3}
-# Source: LLA 4B Figure 3 (word list — kept after the dialogue as pronunciation reinforcement)
-$DIALOGUE Laundry Words — Pronunciation {page_088_001.jpg}
-ID: 4b-f3-a
-INTRO: Now drill the pronunciation of the new words on their own — including the past forms: forget, forgot; forgive, forgave.
+# Source: LLA 4B Figure 3 (Part 1) — word list kept as pronunciation practice after the sentence context
+$DIALOGUE Pronunciation: Words and Past Forms {page_088_001.jpg}
+ID: 9-4b-f3
+INTRO: Now practice saying this part's words on their own — including the past forms: "hang up" becomes "hung up", "forget" becomes "forgot", "forgive" becomes "forgave". Listen and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
-VOCAB: laundry
LINE: Laundry. {bk09-l4b-f3-01.mp3}
-
-VOCAB: hang up
LINE: Hang up. {bk09-l4b-f3-02.mp3}
-
-VOCAB: hung up
LINE: Hung up. {bk09-l4b-f3-03.mp3}
-
-VOCAB: hanger
LINE: Hanger. {bk09-l4b-f3-04.mp3}
-
-VOCAB: closet
LINE: Closet. {bk09-l4b-f3-05.mp3}
-
-VOCAB: end
LINE: End. {bk09-l4b-f3-06.mp3}
-
-VOCAB: realize
LINE: Realize. {bk09-l4b-f3-07.mp3}
-
-VOCAB: so
LINE: So. {bk09-l4b-f3-08.mp3}
-
-VOCAB: forget
LINE: Forget. {bk09-l4b-f3-09.mp3}
-
-VOCAB: forgot
LINE: Forgot. {bk09-l4b-f3-10.mp3}
-
-VOCAB: mean to
LINE: Mean to. {bk09-l4b-f3-11.mp3}
-
-VOCAB: meant to
LINE: Meant to. {bk09-l4b-f3-12.mp3}
-
-VOCAB: forgive
LINE: Forgive. {bk09-l4b-f3-13.mp3}
-
-VOCAB: forgave
LINE: Forgave. {bk09-l4b-f3-14.mp3}
# Source: LLA 4B Figure 4
$SELECT Choose the Best Answer
-ID: 4b-f4
-INTRO: Listen to each question and tap the answer that actually makes sense, then repeat it. The other two answers are grammatical — just nonsense.
-INSTRUCTION: Tap the correct response.
+ID: 9-4b-f4
+INTRO: Listen to the question and tap the best answer. Then repeat the correct answer.
+INSTRUCTION: Tap the correct answer.
REPEAT
PROMPT: Did John call you? {bk09-l4b-f4-01-q.mp3}
@@ -1504,10 +1152,603 @@ OPTION: b | Sure. I'm worried about it.
OPTION: c | Sure. Let me tell you what it means. {bk09-l4b-f4-08-a.mp3}
ANSWER: c
+# Source: ST §A New Motel (group 1)
+$SELECT A New Motel — Joe Checks In
+ID: l4-s21
+INTRO: Build Joe's short, hanger-less motel story: tap the ending that completes each sentence.
+INSTRUCTION: Tap the phrase that completes the sentence.
+OPTION: a | hangers in the closet.
+OPTION: b | very angry.
+OPTION: c | a new motel.
+OPTION: d | hang up his clothes.
+
+EXAMPLE
+TEMPLATE: Joe checked in at
+ANSWER: c
+
+TEMPLATE: There were no
+ANSWER: a
+
+TEMPLATE: He couldn't
+ANSWER: d
+
+TEMPLATE: Joe was
+ANSWER: b
+
+# Source: ST §A New Motel (group 2)
+$SELECT A New Motel — Jane Cleans Rooms
+ID: l4-s21-b
+INTRO: Same game, new story: Jane and her long day of sheets and blankets. Tap the ending that completes each sentence.
+INSTRUCTION: Tap the phrase that completes the sentence.
+OPTION: a | the sheets and blankets.
+OPTION: b | in the motel on Elm Street.
+OPTION: c | at the end of the day.
+OPTION: d | the bedrooms and the bathrooms.
+
+TEMPLATE: Jane cleans rooms
+ANSWER: b
+
+TEMPLATE: She cleans
+ANSWER: d
+
+TEMPLATE: She changes
+ANSWER: a
+
+TEMPLATE: She is tired
+ANSWER: c
+
+# Source: ST §A New Motel (group 3)
+$SELECT A New Motel — Lost Baggage
+ID: l4-s21-c
+INTRO: Last story: the airline lost Jeff's baggage, and everyone is being very polite about it. Tap the ending that completes each sentence.
+INSTRUCTION: Tap the phrase that completes the sentence.
+OPTION: a | losing the baggage.
+OPTION: b | they won't find it at all.
+OPTION: c | that the airline lost his baggage.
+OPTION: d | find it by tomorrow.
+
+TEMPLATE: Jeff is upset
+ANSWER: c
+
+TEMPLATE: They apologized for
+ANSWER: a
+
+TEMPLATE: They hope to
+ANSWER: d
+
+TEMPLATE: He's worried that
+ANSWER: b
+
+# SKIPPED (book): the paragraph rewriting step of "A NEW MOTEL" (ST) — paragraph composition, deferred.
+
+# Source: LLA 4B Figure 7
+$PRODUCE Checking Out of the Motel
+ID: 9-4b-f7
+INTRO: Time to check out. The clerk speaks; you take the guest's part and read his lines aloud, then hear how the tape says them.
+INSTRUCTION: Read the guest's lines aloud.
+INPUT: speak
+CHECK: reveal
+
+PROMPT: Good morning, sir. Are you ready to check out? {bk09-l4b-f7-01.mp3}
+TEMPLATE: Yes, I am. Can I have the bill?
+RESPONSE: Yes, I am. Can I have the bill? {bk09-l4b-f7-02.mp3}
+
+PROMPT: Sure. It was $65 with tax. Did you have a nice stay at our motel? {bk09-l4b-f7-03.mp3}
+TEMPLATE: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money.
+RESPONSE: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money. {bk09-l4b-f7-04.mp3}
+
+PROMPT: Thank you. We hope to see you again, sir. {bk09-l4b-f7-05.mp3}
+TEMPLATE: Maybe next year.
+RESPONSE: Maybe next year. {bk09-l4b-f7-06.mp3}
+
+$SESSION 4-6: Mental Verbs with "That"
+
+# Source: LLA 4B Figure 5
+$DIALOGUE Think, Know, Hear — Listen and Repeat
+ID: 9-4b-f5
+INTRO: In this part, "that" clauses follow thinking verbs: think, realize, hear, forget, remember. First, hear the pattern in ten sentences. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: He thinks that this movie is interesting. {bk09-l4b-f5-01.mp3}
+LINE: I guess we will go, too. {bk09-l4b-f5-02.mp3}
+LINE: He didn't realize that he was late. {bk09-l4b-f5-03.mp3}
+LINE: She knew Jim arrived last night. {bk09-l4b-f5-04.mp3}
+LINE: He learned that his cousin went to Harvard. {bk09-l4b-f5-05.mp3}
+LINE: We heard that the colonel left early. {bk09-l4b-f5-06.mp3}
+LINE: They see there's a need to work hard. {bk09-l4b-f5-07.mp3}
+LINE: Don't forget that we leave tomorrow. {bk09-l4b-f5-08.mp3}
+LINE: Did you read that we will have a new instructor soon? {bk09-l4b-f5-09.mp3}
+LINE: Don't you remember we saw it yesterday? {bk09-l4b-f5-10.mp3}
+
+# Source: ST §I Think This Movie Is Boring.
+$GRAMMAR Mental Activity Verbs + "That"
+ID: l4-s11
+INTRO: Here's the rule: after a verb of mental activity — think, know, forget — use a "that" clause as the object. And "that" itself is optional.
+
+| | | |
+|---|---|---|
+| I forgot | (that) | we had a test today. |
+| I think | (that) | this movie is boring. |
+| He hopes | (that) | you'll come to his party. |
+| Did you remember | (that) | there's a test today? |
+| Did he understand | (that) | the movie started at 7? |
+| Do you realize | (that) | we're leaving tomorrow? |
+
+**Mental Activity Verbs:**
+{forget}, {guess}, {hear}, {realize}, {learn}, {think}, {hope}, {remember}, {see}, {read}, {know}, {understand}
+
+After these verbs indicating mental activity you use a **that** noun clause as a direct object. Notice **that** is optional.
+
+# Source: ST §Read the Dialogs
+$DIALOGUE Short Exchanges with Mental Verbs
+ID: l4-s12
+INTRO: Five quick exchanges — opinions, guesses, and radio weather reports. Read along and watch the "that" clauses go by.
+INSTRUCTION: Read the dialogs.
+
+Jim: Do you think this movie is boring?
+Tom: No, I think it's interesting.
+
+Dan: I guess I'll have to study this weekend.
+Don: I guess I will too.
+
+Kim: Did Mike realize that it was 11:30?
+Pat: No, he didn't. He thought that it was only 10:30.
+
+Sue: Does Tom know that Jim is arriving tonight?
+Bob: Yes, he learned that he was arriving about an hour ago.
+
+Tim: I heard on the radio that it's going to rain tonight.
+Pam: I saw on TV that the rain might change to snow later.
+
+# Source: LLA 4B Figure 6
+$PRODUCE Combine with "That" — Mental Verbs
+ID: 9-4b-f6
+INTRO: Listen to the two sentences. Combine them into one sentence using "that", and repeat the correct answer.
+INSTRUCTION: Combine the sentences.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: Henry has to call home. Mary remembered it. {bk09-l4b-f6-ex-q.mp3}
+RESPONSE: Mary remembered that Henry has to call home.
+
+PROMPT: The price of corn will go up. I read here in the paper. {bk09-l4b-f6-01-q.mp3}
+RESPONSE: I read here in the paper that the price of corn will go up. {bk09-l4b-f6-01-a.mp3}
+
+PROMPT: Ken said, "Yes." George didn't hear this. {bk09-l4b-f6-02-q.mp3}
+RESPONSE: George didn't hear that Ken said yes. {bk09-l4b-f6-02-a.mp3}
+
+PROMPT: It's going to rain today. I heard it on the radio. {bk09-l4b-f6-03-q.mp3}
+RESPONSE: I heard on the radio that it's going to rain today. {bk09-l4b-f6-03-a.mp3}
+
+PROMPT: Judy can travel to Europe. Judy hopes that. {bk09-l4b-f6-04-q.mp3}
+RESPONSE: Judy hopes that she can travel to Europe. {bk09-l4b-f6-04-a.mp3}
+
+PROMPT: John had to mail the letter. John forgot this. {bk09-l4b-f6-05-q.mp3}
+RESPONSE: John forgot he had to mail the letter. {bk09-l4b-f6-05-a.mp3}
+
+PROMPT: Dan hurt Sara's feelings. Dan didn't mean to do it. {bk09-l4b-f6-06-q.mp3}
+RESPONSE: Dan didn't mean to hurt Sarah's feelings. {bk09-l4b-f6-06-a.mp3}
+
+PROMPT: The word had two meanings. Kim didn't realize it. {bk09-l4b-f6-07-q.mp3}
+RESPONSE: Kim didn't realize that the word had two meanings. {bk09-l4b-f6-07-a.mp3}
+
+PROMPT: His car didn't have any gasoline. My father didn't know it. {bk09-l4b-f6-08-q.mp3}
+RESPONSE: My father didn't know that his car didn't have any gasoline. {bk09-l4b-f6-08-a.mp3}
+
+# Source: ST §Noun Clauses with That
+$PRODUCE Complete with a "That" Clause
+ID: l4-s13
+INTRO: Read the fact, then finish the second sentence with a "that" clause — say the whole sentence aloud and check the model.
+INSTRUCTION: Complete the sentence with a "that" clause, aloud.
+INPUT: speak
+CHECK: reveal
+
+EXAMPLE
+TEMPLATE: The test starts at 10:00. Paul doesn't realize it.
+TEMPLATE: Paul doesn't realize ____
+RESPONSE: Paul doesn't realize that the test starts at 10:00.
+
+TEMPLATE: John told the truth. Marsha knows ____
+RESPONSE: Marsha knows that John told the truth.
+
+TEMPLATE: John didn't tell a lie. Ann knows ____
+RESPONSE: Ann knows that John didn't tell a lie.
+
+TEMPLATE: Jason will leave on Friday. Jason learned ____
+RESPONSE: Jason learned that he will leave on Friday.
+
+TEMPLATE: Ed forgot to sign his check. The bank teller saw ____
+RESPONSE: The bank teller saw that Ed forgot to sign his check.
+
+TEMPLATE: Today's going to be very hot. I heard on the radio ____
+RESPONSE: I heard on the radio that today's going to be very hot.
+
+TEMPLATE: Pat has a new telephone number. Mike doesn't remember ____
+RESPONSE: Mike doesn't remember that Pat has a new telephone number.
+
+TEMPLATE: Ken wanted coffee with his dinner. The waiter didn't understand ____
+RESPONSE: The waiter didn't understand that Ken wanted coffee with his dinner.
+
+TEMPLATE: The price of a new car is going up. I read today ____
+RESPONSE: I read today that the price of a new car is going up.
+
+TEMPLATE: Dana had to return a book to the library. She forgot ____
+RESPONSE: She forgot that she had to return a book to the library.
+
+TEMPLATE: Lt Henderson says he is the best pilot on this base. He thinks ____
+RESPONSE: He thinks that he is the best pilot on this base.
+
+# SKIPPED (book): "JAN THOUGHT THE TEST WAS EASY." (ST p. 139) — instructor-read substitution drill with no printed stimuli. Dropped.
+
+# Source: LLA 4D Figure 3 (paragraph)
+$DIALOGUE Time Change
+ID: 4d-f3
+INTRO: Now a story stuffed with mental verbs: Tim, his alarm clock, and the twice-a-year time change that fools everyone once. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: In most of the U.S., people add an hour to the time every April and subtract an hour every October. {bk09-l4d-f3-01.mp3}
+LINE: Last Saturday, Tim read that the time was going to change on Sunday at 1:00 a.m., but he forgot that he had to change his watch and alarm clock. {bk09-l4d-f3-02.mp3}
+LINE: Tim got up Monday morning and saw that the time was 6:30. {bk09-l4d-f3-03.mp3}
+LINE: He knew he had to leave right away. {bk09-l4d-f3-04.mp3}
+LINE: On the road to the base, Tim realized that there wasn't much traffic. {bk09-l4d-f3-05.mp3}
+LINE: He hoped that there wasn't a problem on the road. {bk09-l4d-f3-06.mp3}
+LINE: Tim turned on the car radio and heard that the time was only 6:00 a.m. {bk09-l4d-f3-07.mp3}
+LINE: He learned that he was early, not late. {bk09-l4d-f3-08.mp3}
+LINE: Then Tim remembered that the time was an hour earlier now. {bk09-l4d-f3-09.mp3}
+
+# Source: LLA 4D Figure 3 (question-making pass)
+$PRODUCE Ask "What" Questions About Tim
+ID: 4d-f3-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now you make the questions. Use the cue word on the screen to ask a "what" question about Tim's story — say it aloud, then repeat the model question.
+INSTRUCTION: Ask a "what" question using the cue word.
+REPEAT
+
+EXAMPLE
+TEMPLATE: read
+RESPONSE: What did Tim read? {bk09-l4d-f3-ex-a.mp3}
+
+TEMPLATE: forget
+PROMPT: ask {bk09-l4d-f3-01-q.mp3}
+RESPONSE: What did Tim forget? {bk09-l4d-f3-01-a.mp3}
+
+TEMPLATE: see
+RESPONSE: What did Tim see? {bk09-l4d-f3-02-a.mp3}
+
+TEMPLATE: know
+RESPONSE: What did Tim know? {bk09-l4d-f3-03-a.mp3}
+
+TEMPLATE: realize
+RESPONSE: What did Tim realize? {bk09-l4d-f3-04-a.mp3}
+
+TEMPLATE: hope
+RESPONSE: What did he hope? {bk09-l4d-f3-05-a.mp3}
+
+TEMPLATE: hear
+RESPONSE: What did he hear? {bk09-l4d-f3-06-a.mp3}
+
+TEMPLATE: learn
+RESPONSE: What did he learn? {bk09-l4d-f3-07-a.mp3}
+
+TEMPLATE: remember
+RESPONSE: What did he remember? {bk09-l4d-f3-08-a.mp3}
+
+# Source: LLA 4D Figure 4
+$PRODUCE Answer the Questions About Tim
+ID: 4d-f4
+REFERENCE
+INTRO: You asked the questions; now answer them. Listen to each question, answer aloud with a full sentence, then repeat the model. The story is one tap away.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: What did Tim read? {bk09-l4d-f4-ex-q.mp3}
+RESPONSE: He read that the time was going to change on Sunday at 1:00 a.m. {bk09-l4d-f4-ex-a.mp3}
+
+PROMPT: What did Tim forget? {bk09-l4d-f4-01-q.mp3}
+RESPONSE: Tim forgot that he had to change his watch and his alarm clock. {bk09-l4d-f4-01-a.mp3}
+
+PROMPT: What did Tim see? {bk09-l4d-f4-02-q.mp3}
+RESPONSE: He saw that it was 6:30. {bk09-l4d-f4-02-a.mp3}
+
+PROMPT: What did Tim know? {bk09-l4d-f4-03-q.mp3}
+RESPONSE: He knew that he had to leave right away. {bk09-l4d-f4-03-a.mp3}
+
+PROMPT: What did Tim realize? {bk09-l4d-f4-04-q.mp3}
+RESPONSE: He realized that there wasn't much traffic. {bk09-l4d-f4-04-a.mp3}
+
+PROMPT: What did he hope? {bk09-l4d-f4-05-q.mp3}
+RESPONSE: He hoped that there wasn't a problem on the road. {bk09-l4d-f4-05-a.mp3}
+
+PROMPT: What did he hear? {bk09-l4d-f4-06-q.mp3}
+RESPONSE: He heard that the time was only 6:00 a.m. {bk09-l4d-f4-06-a.mp3}
+
+PROMPT: What did he learn? {bk09-l4d-f4-07-q.mp3}
+RESPONSE: He learned that he was early, not late. {bk09-l4d-f4-07-a.mp3}
+
+PROMPT: What did he remember? {bk09-l4d-f4-08-q.mp3}
+RESPONSE: He remembered that the time was an hour earlier. {bk09-l4d-f4-08-a.mp3}
+
+# Source: ST §Verb Box
+$GRAMMAR Word Box: Mental Verbs
+ID: l4-s14
+INTRO: Six mental verbs for the next exercise. Tap each one to hear it — you'll use them in the past tense.
+
+Use one of these verbs, in the past tense, in the next exercise:
+
+| | | |
+|---|---|---|
+| {know} | {realize} | {hear} |
+| {see} | {remember} | {hope} |
+
+# Source: ST §Tim Thought That He Was Late
+$PRODUCE Tim's Monday — Fill in the Verb
+ID: l4-s15
+REFERENCE
+INTRO: Remember Tim and the time change? Retell his Monday in writing: type the missing past-tense verb from the box in each sentence.
+INSTRUCTION: Type the missing past-tense verb from the box.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: When Tim looked at his alarm clock Monday morning he ____{saw} that the time was 6:30.
+RESPONSE: When Tim looked at his alarm clock Monday morning he saw that the time was 6:30.
+
+TEMPLATE: He ____{knew} he had to leave right away.
+RESPONSE: He knew he had to leave right away.
+
+TEMPLATE: He ____{hoped} that there wasn't going to be a lot of traffic on the road.
+RESPONSE: He hoped that there wasn't going to be a lot of traffic on the road.
+
+TEMPLATE: Tim turned on the car radio. He ____{heard} that the time was only 6:00.
+RESPONSE: He heard that the time was only 6:00.
+
+TEMPLATE: He ____{realized|remembered} that he was early, not late.
+RESPONSE: He realized that he was early, not late.
+
+TEMPLATE: Then Tim ____{remembered|realized} that the time was an hour earlier now. It was only 6 o'clock, not 7.
+RESPONSE: Then Tim remembered that the time was an hour earlier now.
+
+$SESSION 4-7: Apologizing For Doing Something
+
+# Source: ST §Apologize For + Gerund
+$GRAMMAR "Apologize For" + Gerund
+ID: l4-s22
+INTRO: One more apology pattern: after "apologize", use "for" plus an "-ing" verb — apologize for being late, for spilling, for forgetting.
+
+
+
+**What is Beth apologizing to the instructor for?**
+{She's apologizing to him for being late to class.}
+
+After the verb *apologize*, notice the use of **for + gerund (verb + -ing)**.
+
+# Source: ST §Steve Apologized For Losing Lisa's Notebook
+$DIALOGUE Who Apologized for What?
+ID: l4-s23
+INTRO: Five short exchanges, five apologies with "for + -ing". Read along — one driver refuses to apologize at all.
+INSTRUCTION: Read the dialogs.
+
+Don: What did Ms. Young apologize to you for?
+Ann: She apologized for forgetting to return my call.
+
+Kevin: What is Steve apologizing to Lisa for?
+Linda: He is apologizing to her for losing her notebook.
+
+Alan: Did the other driver apologize for running the red light?
+Paul: No, he didn't. He thinks the accident was my fault.
+
+Mike: What was the waitress apologizing to John for?
+Sara: She was apologizing for bringing him cold food.
+
+Bob: Did the motel clerk apologize for giving us the wrong room?
+Bill: Yes, he did. He apologized right away.
+
+# Source: ST §What Is the Waiter Apologizing For?
+$DIALOGUE Apologies in Pictures
+ID: l4-s26
+INTRO: Four apology scenes in pictures. Read each sentence and look at what happened — you can guess what each person is apologizing for.
+INSTRUCTION: Read the sentences and look at the pictures.
+
+LINE: Ms. White is apologizing to Mr. Green. {st-page_149_001.jpg}
+LINE: Tom and Jerry will apologize to Mr. Hall. {st-page_149_002.jpg}
+LINE: Don is apologizing to Mr. Workman. {st-page_149_003.jpg}
+LINE: Ken apologized to Ed. {st-page_149_004.jpg}
+
+# Source: LLA 4C Figure 2
+$PRODUCE What Are They Apologizing For?
+ID: 9-4c-f2
+INPUT: speak
+CHECK: reveal
+INTRO: Look at the pictures and answer the questions with "for + -ing". Then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
+REPEAT
+
+PROMPT: What is John apologizing for? {page_094_001.jpg} {bk09-l4c-f2-01-q.mp3}
+RESPONSE: He's apologizing for coming late to class. {bk09-l4c-f2-01-a.mp3}
+
+PROMPT: What is Anne apologizing for? {page_094_002.jpg} {bk09-l4c-f2-02-q.mp3}
+RESPONSE: She's apologizing for spilling the milk. {bk09-l4c-f2-02-a.mp3}
+
+PROMPT: What is Mr. Brown apologizing for? {page_094_003.jpg} {bk09-l4c-f2-03-q.mp3}
+RESPONSE: He's apologizing for being late for dinner. {bk09-l4c-f2-03-a.mp3}
+
+PROMPT: What is Mike apologizing for? {page_094_004.jpg} {bk09-l4c-f2-04-q.mp3}
+RESPONSE: He's apologizing for breaking the window. {bk09-l4c-f2-04-a.mp3}
+
+# Source: LLA 4C Figure 3
+$PRODUCE Read the Apology, Answer the Question
+ID: 9-4c-f3
+INPUT: speak
+CHECK: reveal
+INTRO: Read each person's apology on the screen, then answer the spoken question aloud with "for + -ing". Repeat the correct answer.
+INSTRUCTION: Answer the question aloud based on the reading.
+REPEAT
+
+TEMPLATE: Linda: "I'm sorry that I didn't wash the dishes, Mom."
+PROMPT: What is Linda apologizing for? {bk09-l4c-f3-01-q.mp3}
+RESPONSE: She's apologizing for not washing the dishes. {bk09-l4c-f3-01-a.mp3}
+
+TEMPLATE: Rose: "Sorry that I stepped on your toes, Ted."
+PROMPT: What is Rose apologizing for? {bk09-l4c-f3-02-q.mp3}
+RESPONSE: She's apologizing for stepping on Ted's toes. {bk09-l4c-f3-02-a.mp3}
+
+TEMPLATE: Lou: "I'm sorry I didn't call you."
+PROMPT: What is Lou apologizing for? {bk09-l4c-f3-03-q.mp3}
+RESPONSE: He's apologizing for not calling. {bk09-l4c-f3-03-a.mp3}
+
+TEMPLATE: Kim: "I'm sorry I didn't come to your party."
+PROMPT: What is Kim apologizing for? {bk09-l4c-f3-04-q.mp3}
+RESPONSE: He's apologizing for not coming to a party. {bk09-l4c-f3-04-a.mp3}
+
+TEMPLATE: James: "I'm sorry that I didn't write you sooner."
+PROMPT: What is James apologizing for? {bk09-l4c-f3-05-q.mp3}
+RESPONSE: He's apologizing for not writing sooner. {bk09-l4c-f3-05-a.mp3}
+
+TEMPLATE: Maria: "I'm sorry that I didn't do my homework."
+PROMPT: What is Maria apologizing for? {bk09-l4c-f3-06-q.mp3}
+RESPONSE: She's apologizing for not doing her homework. {bk09-l4c-f3-06-a.mp3}
+
+TEMPLATE: Ed: "I'm sorry I spilled my coffee."
+PROMPT: What is Ed apologizing for? {bk09-l4c-f3-07-q.mp3}
+RESPONSE: He's apologizing for spilling his coffee. {bk09-l4c-f3-07-a.mp3}
+
+TEMPLATE: David: "Jan, I'm sorry I made you wait so long."
+PROMPT: What is David apologizing for? {bk09-l4c-f3-08-q.mp3}
+RESPONSE: He's apologizing for making Jan wait so long. {bk09-l4c-f3-08-a.mp3}
+
+# Source: LLA 4D Figure 5
+$PRODUCE Combine with "For" + -ing
+ID: 4d-f5
+INPUT: speak
+CHECK: reveal
+INTRO: Listen to the two sentences. Combine them using the word "for" and an "-ing" verb. Speak your answer, then repeat the model.
+INSTRUCTION: Combine the sentences aloud.
+REPEAT
+
+EXAMPLE
+PROMPT: Sandra apologized to Jim. She stepped on his toes. {bk09-l4d-f5-ex-q.mp3}
+RESPONSE: Sandra apologized to Jim for stepping on his toes.
+
+PROMPT: Sam apologized to Linda. He forgot to call her. {bk09-l4d-f5-01-q.mp3}
+RESPONSE: Sam apologized to Linda for forgetting to call her. {bk09-l4d-f5-01-a.mp3}
+
+PROMPT: The waiter apologized to us. He took a long time to bring our food. {bk09-l4d-f5-02-q.mp3}
+RESPONSE: The waiter apologized to us for taking a long time to bring our food. {bk09-l4d-f5-02-a.mp3}
+
+PROMPT: Michael apologized to his teacher. He was talking in the lab. {bk09-l4d-f5-03-q.mp3}
+RESPONSE: Michael apologized to his teacher for talking in the lab. {bk09-l4d-f5-03-a.mp3}
+
+PROMPT: The clerk apologized to Mr. Brown. He gave him the wrong bill. {bk09-l4d-f5-04-q.mp3}
+RESPONSE: The clerk apologized to Mr. Brown for giving him the wrong bill. {bk09-l4d-f5-04-a.mp3}
+
+PROMPT: Ramon apologized to the officer. He ran the stop sign. {bk09-l4d-f5-05-q.mp3}
+RESPONSE: Ramon apologized to the officer for running the stop sign. {bk09-l4d-f5-05-a.mp3}
+
+PROMPT: Henry apologized to Bonnie. He hurt her feelings. {bk09-l4d-f5-06-q.mp3}
+RESPONSE: Henry apologized to Bonnie for hurting her feelings. {bk09-l4d-f5-06-a.mp3}
+
+PROMPT: The waitress apologized to me. She spilled water on my book. {bk09-l4d-f5-07-q.mp3}
+RESPONSE: The waitress apologized to me for spilling water on my book. {bk09-l4d-f5-07-a.mp3}
+
+PROMPT: The airline clerk apologized to George. They put his baggage on the wrong plane. {bk09-l4d-f5-08-q.mp3}
+RESPONSE: The airline clerk apologized to George for putting his baggage on the wrong plane. {bk09-l4d-f5-08-a.mp3}
+
+# Source: ST §Apologize For + Gerund (production)
+$PRODUCE Make Sentences with "Apologize For"
+ID: l4-s24
+INTRO: Same transformation, now from print: read the two sentences and make one with "apologize for" plus the "-ing" verb. Say it aloud and check the model.
+INSTRUCTION: Make a new sentence using apologize for + gerund.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
+
+EXAMPLE
+PROMPT: Jack spilled Jill's orange juice. He apologized to her.
+RESPONSE: Jack apologized to Jill for spilling her orange juice.
+
+PROMPT: The travel agent lost our airline tickets. He apologized.
+RESPONSE: The travel agent apologized for losing our airline tickets.
+
+PROMPT: Brad parked his car in the wrong place. He apologized.
+RESPONSE: Brad apologized for parking his car in the wrong place.
+
+PROMPT: The barber cut Roy's ear. He is apologizing.
+RESPONSE: The barber is apologizing for cutting Roy's ear.
+
+PROMPT: Sara was talking in class. She apologized to her teacher.
+RESPONSE: Sara apologized to her teacher for talking in class.
+
+PROMPT: The waitress gave Ted the wrong check. She apologized to him.
+RESPONSE: The waitress apologized to Ted for giving him the wrong check.
+
+PROMPT: Ralph ran the stop sign. He apologized to the other driver.
+RESPONSE: Ralph apologized to the other driver for running the stop sign.
+
+PROMPT: Ed forgot to put gas in the car. He is apologizing to his father.
+RESPONSE: Ed is apologizing to his father for forgetting to put gas in the car.
+
+PROMPT: Cindy's brother hurt her feelings. He is apologizing.
+RESPONSE: Cindy's brother is apologizing for hurting her feelings.
+
+# Source: ST §Did Mary Apologize For Spilling the Soup?
+$PRODUCE Type "For" + the Gerund
+ID: l4-s25
+INTRO: Last pass, in writing: complete each second sentence with "for" plus the "-ing" form — just the two words.
+INSTRUCTION: Complete the second sentence with for + the gerund.
+INPUT: type
+CHECK: exact
+
+EXAMPLE
+TEMPLATE: Jan opened Sally's mail, but she won't apologize.
+TEMPLATE: Jan won't apologize ____ Sally's mail.
+RESPONSE: for opening
+
+TEMPLATE: Jim spilled Ted's soup and apologized right away.
+TEMPLATE: Jim apologized right away ____ Ted's soup.
+RESPONSE: for spilling
+
+TEMPLATE: Al broke Ms. Brown's coffee cup, but he never apologized.
+TEMPLATE: Al never apologized ____ Ms. Brown's cup.
+RESPONSE: for breaking
+
+TEMPLATE: Mary ate her brother's candy; now she's apologizing to him.
+TEMPLATE: Mary's apologizing to her brother ____ his candy.
+RESPONSE: for eating
+
+TEMPLATE: Lori hurts people's feelings, but she doesn't apologize.
+TEMPLATE: Lori doesn't apologize ____ people's feelings.
+RESPONSE: for hurting
+
+TEMPLATE: Sam apologized to his roommate; he broke the alarm clock.
+TEMPLATE: Sam apologized to his roommate ____ the alarm clock.
+RESPONSE: for breaking
+
+TEMPLATE: Henry gave Bob bad advice, but he doesn't want to apologize.
+TEMPLATE: Henry doesn't want to apologize to Bob ____ him bad advice.
+RESPONSE: for giving
+
+TEMPLATE: Jim spilled coffee on Jennie's paper. He apologized to her.
+TEMPLATE: Jim apologized to Jennie ____ coffee on her paper.
+RESPONSE: for spilling
+
+TEMPLATE: The taxi driver dropped Mrs. Johnson's suitcase. He apologized.
+TEMPLATE: The taxi driver apologized to Mrs. Johnson ____ her suitcase.
+RESPONSE: for dropping
+
+# SKIPPED (book): "LET'S MAKE THESE SENTENCES LONGER" (ST p. 155) — sentence-expansion composition. Deferred.
+
+$SESSION 4-8: Vocabulary Review, Math, and Dictation
+
# Source: LLA 4C Figure 1
$SELECT Same Meaning
-ID: 4c-f1
-INTRO: Review time. Listen to a statement and tap the statement with a similar meaning, then repeat it. Everything here comes from this lesson — gas tanks, pillows, and people saying sorry.
+ID: 9-4c-f1
+INTRO: A review round for the whole lesson's vocabulary. Listen to a statement and tap the statement that means the same thing, then repeat the correct answer.
INSTRUCTION: Tap the statement with a similar meaning.
REPEAT
@@ -1578,370 +1819,139 @@ OPTION: b | He's upset about his work.
OPTION: c | He's worried about the work.
ANSWER: a
-$LESSON 4-7: Apologize For + Gerund
-
-# Source: ST §Apologize For + Gerund
-$GRAMMAR Apologize For + Gerund
-ID: l4-s22
-INTRO: One more apology pattern for this part: apologize FOR doing something — for being late, for spilling the milk. Here's how the grammar works.
-
-
-
-**What is Beth apologizing to the instructor for?**
-{She's apologizing to him for being late to class.}
-
-After the verb *apologize*, notice the use of **for + gerund (verb + -ing)**.
-
-# Source: ST §Steve Apologized For Losing Lisa's Notebook
-$DIALOGUE Reading: What Did They Apologize For?
-ID: l4-s23
-INTRO: Read the dialogs and notice "apologize for" followed by the -ing form. Only one person here refuses to apologize — the other driver, naturally.
-INSTRUCTION: Read the dialogs.
-
-Don: What did Ms. Young apologize to you for?
-Ann: She apologized for forgetting to return my call.
-
-Kevin: What is Steve apologizing to Lisa for?
-Linda: He is apologizing to her for losing her notebook.
-
-Alan: Did the other driver apologize for running the red light?
-Paul: No, he didn't. He thinks the accident was my fault.
-
-Mike: What was the waitress apologizing to John for?
-Sara: She was apologizing for bringing him cold food.
-
-Bob: Did the motel clerk apologize for giving us the wrong room?
-Bill: Yes, he did. He apologized right away.
-
-# Source: LLA 4C Figure 2
-$PRODUCE What Are They Apologizing For?
-ID: 4c-f2
-INPUT: speak
-CHECK: reveal
-INTRO: Look at each picture and read what the person is saying. Then listen to the question and answer aloud with "apologizing for + -ing", and repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 4D Figure 2
+$SELECT What Is It?
+ID: 4d-f2
+INTRO: Riddles, lesson-four style: listen to the description and tap the object it describes, then repeat the answer.
+INSTRUCTION: Tap the correct word.
REPEAT
-TEMPLATE: John: "I'm sorry I'm late to class." {page_094_001.jpg}
-PROMPT: What is John apologizing for? {bk09-l4c-f2-01-q.mp3}
-RESPONSE: He's apologizing for coming late to class. {bk09-l4c-f2-01-a.mp3}
+OPTION: a | alarm clock
+OPTION: b | baggage
+OPTION: c | blanket
+OPTION: d | closet
+OPTION: e | gas tank
+OPTION: f | hangers
+OPTION: g | laundry
+OPTION: h | pillow
-TEMPLATE: Ann: "I'm sorry that I spilled the milk." {page_094_002.jpg}
-PROMPT: What is Anne apologizing for? {bk09-l4c-f2-02-q.mp3}
-RESPONSE: She's apologizing for spilling the milk. {bk09-l4c-f2-02-a.mp3}
+PROMPT: What do we call the thing which wakes you up every morning? {bk09-l4d-f2-01-q.mp3}
+ANSWER: a
+FEEDBACK: an alarm clock {bk09-l4d-f2-01-a.mp3}
-TEMPLATE: Mr. Brown: "I'm sorry I was late for dinner." {page_094_003.jpg}
-PROMPT: What is Mr. Brown apologizing for? {bk09-l4c-f2-03-q.mp3}
-RESPONSE: He's apologizing for being late for dinner. {bk09-l4c-f2-03-a.mp3}
+PROMPT: What is the thing you rest your head on while you sleep? {bk09-l4d-f2-02-q.mp3}
+ANSWER: h
+FEEDBACK: a pillow {bk09-l4d-f2-02-a.mp3}
-TEMPLATE: Mike: "I'm sorry I broke your window." {page_094_004.jpg}
-PROMPT: What is Mike apologizing for? {bk09-l4c-f2-04-q.mp3}
-RESPONSE: He's apologizing for breaking the window. {bk09-l4c-f2-04-a.mp3}
+PROMPT: What do you put on the bed to keep warm? {bk09-l4d-f2-03-q.mp3}
+ANSWER: c
+FEEDBACK: a blanket {bk09-l4d-f2-03-a.mp3}
-# Source: LLA 4C Figure 3
-$PRODUCE More Apologies
-ID: 4c-f3
-INPUT: speak
-CHECK: reveal
-INTRO: More apologies, more gerunds — unwashed dishes, missed parties, and one very patient Jan. Read the sentence, answer the question aloud, then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
-REPEAT
+PROMPT: What do you hang your clothes on? {bk09-l4d-f2-04-q.mp3}
+ANSWER: f
+FEEDBACK: hangers {bk09-l4d-f2-04-a.mp3}
-TEMPLATE: Linda: "I'm sorry that I didn't wash the dishes, Mom."
-PROMPT: What is Linda apologizing for? {bk09-l4c-f3-01-q.mp3}
-RESPONSE: She's apologizing for not washing the dishes. {bk09-l4c-f3-01-a.mp3}
+PROMPT: Where do you wash your dirty clothes? {bk09-l4d-f2-05-q.mp3}
+ANSWER: g
+FEEDBACK: at the laundry {bk09-l4d-f2-05-a.mp3}
-TEMPLATE: Rose: "Sorry that I stepped on your toes, Ted."
-PROMPT: What is Rose apologizing for? {bk09-l4c-f3-02-q.mp3}
-RESPONSE: She's apologizing for stepping on Ted's toes. {bk09-l4c-f3-02-a.mp3}
+PROMPT: Where do we keep our clean clothes? {bk09-l4d-f2-06-q.mp3}
+ANSWER: d
+FEEDBACK: in the closet {bk09-l4d-f2-06-a.mp3}
-TEMPLATE: Lou: "I'm sorry I didn't call you."
-PROMPT: What is Lou apologizing for? {bk09-l4c-f3-03-q.mp3}
-RESPONSE: He's apologizing for not calling. {bk09-l4c-f3-03-a.mp3}
+PROMPT: Where do you put the gasoline in your car? {bk09-l4d-f2-07-q.mp3}
+ANSWER: e
+FEEDBACK: in the gas tank
-TEMPLATE: Kim: "I'm sorry I didn't come to your party."
-PROMPT: What is Kim apologizing for? {bk09-l4c-f3-04-q.mp3}
-RESPONSE: He's apologizing for not coming to a party. {bk09-l4c-f3-04-a.mp3}
+PROMPT: What is another name for luggage? {bk09-l4d-f2-08-q.mp3}
+ANSWER: b
+FEEDBACK: baggage {bk09-l4d-f2-08-a.mp3}
-TEMPLATE: James: "I'm sorry that I didn't write you sooner."
-PROMPT: What is James apologizing for? {bk09-l4c-f3-05-q.mp3}
-RESPONSE: He's apologizing for not writing sooner. {bk09-l4c-f3-05-a.mp3}
-
-TEMPLATE: Maria: "I'm sorry that I didn't do my homework."
-PROMPT: What is Maria apologizing for? {bk09-l4c-f3-06-q.mp3}
-RESPONSE: She's apologizing for not doing her homework. {bk09-l4c-f3-06-a.mp3}
-
-TEMPLATE: Ed: "I'm sorry I spilled my coffee."
-PROMPT: What is Ed apologizing for? {bk09-l4c-f3-07-q.mp3}
-RESPONSE: He's apologizing for spilling his coffee. {bk09-l4c-f3-07-a.mp3}
-
-TEMPLATE: David: "Jan, I'm sorry I made you wait so long."
-PROMPT: What is David apologizing for? {bk09-l4c-f3-08-q.mp3}
-RESPONSE: He's apologizing for making Jan wait so long. {bk09-l4c-f3-08-a.mp3}
-
-# Source: ST §Apologize For + Gerund (production)
-$PRODUCE Make Sentences with Apologize For
-ID: l4-s24
-INTRO: Combine the two printed sentences into one with "apologized for + -ing" — "Jack apologized to Jill for spilling her orange juice." Say it aloud, then check the model.
-INSTRUCTION: Make a new sentence using apologize for + gerund.
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
-
-EXAMPLE
-PROMPT: Jack spilled Jill's orange juice. He apologized to her.
-RESPONSE: Jack apologized to Jill for spilling her orange juice.
-
-PROMPT: The travel agent lost our airline tickets. He apologized.
-RESPONSE: The travel agent apologized for losing our airline tickets.
-
-PROMPT: Brad parked his car in the wrong place. He apologized.
-RESPONSE: Brad apologized for parking his car in the wrong place.
-
-PROMPT: The barber cut Roy's ear. He is apologizing.
-RESPONSE: The barber is apologizing for cutting Roy's ear.
-
-PROMPT: Sara was talking in class. She apologized to her teacher.
-RESPONSE: Sara apologized to her teacher for talking in class.
-
-PROMPT: The waitress gave Ted the wrong check. She apologized to him.
-RESPONSE: The waitress apologized to Ted for giving him the wrong check.
-
-PROMPT: Ralph ran the stop sign. He apologized to the other driver.
-RESPONSE: Ralph apologized to the other driver for running the stop sign.
-
-PROMPT: Ed forgot to put gas in the car. He is apologizing to his father.
-RESPONSE: Ed is apologizing to his father for forgetting to put gas in the car.
-
-PROMPT: Cindy's brother hurt her feelings. He is apologizing.
-RESPONSE: Cindy's brother is apologizing for hurting her feelings.
-
-# Source: LLA 4D Figure 5
-$PRODUCE Combine: Apologize For
-ID: 4d-f5
-INPUT: speak
-CHECK: reveal
-INTRO: Now do the same by ear. Listen to two sentences and combine them using "for" followed by an -ing verb, then repeat the correct combined sentence.
-INSTRUCTION: Combine the sentences aloud.
-REPEAT
-
-EXAMPLE
-PROMPT: "Sandra apologized to Jim." "She stepped on his toes." {bk09-l4d-f5-ex-q.mp3}
-RESPONSE: Sandra apologized to Jim for stepping on his toes. {bk09-l4d-f5-ex-a.mp3}
-
-PROMPT: "Sam apologized to Linda." "He forgot to call her." {bk09-l4d-f5-01-q.mp3}
-RESPONSE: Sam apologized to Linda for forgetting to call her. {bk09-l4d-f5-01-a.mp3}
-
-PROMPT: "The waiter apologized to us." "He took a long time to bring our food." {bk09-l4d-f5-02-q.mp3}
-RESPONSE: The waiter apologized to us for taking a long time to bring our food. {bk09-l4d-f5-02-a.mp3}
-
-PROMPT: "Michael apologized to his teacher." "He was talking in the lab." {bk09-l4d-f5-03-q.mp3}
-RESPONSE: Michael apologized to his teacher for talking in the lab. {bk09-l4d-f5-03-a.mp3}
-
-PROMPT: "The clerk apologized to Mr. Brown." "He gave him the wrong bill." {bk09-l4d-f5-04-q.mp3}
-RESPONSE: The clerk apologized to Mr. Brown for giving him the wrong bill. {bk09-l4d-f5-04-a.mp3}
-
-PROMPT: "Ramon apologized to the officer." "He ran the stop sign." {bk09-l4d-f5-05-q.mp3}
-RESPONSE: Ramon apologized to the officer for running the stop sign. {bk09-l4d-f5-05-a.mp3}
-
-PROMPT: "Henry apologized to Bonnie." "He hurt her feelings." {bk09-l4d-f5-06-q.mp3}
-RESPONSE: Henry apologized to Bonnie for hurting her feelings. {bk09-l4d-f5-06-a.mp3}
-
-PROMPT: "The waitress apologized to me." "She spilled water on my book." {bk09-l4d-f5-07-q.mp3}
-RESPONSE: The waitress apologized to me for spilling water on my book. {bk09-l4d-f5-07-a.mp3}
-
-PROMPT: "The airline clerk apologized to George." "They put his baggage on the wrong plane." {bk09-l4d-f5-08-q.mp3}
-RESPONSE: The airline clerk apologized to George for putting his baggage on the wrong plane. {bk09-l4d-f5-08-a.mp3}
-
-# Source: ST §Did Mary Apologize For Spilling the Soup?
-$PRODUCE Complete with For + Gerund
-ID: l4-s25
-INTRO: Last pass on this pattern, in writing: type just the "for + -ing" phrase that completes each sentence — "for spilling", "for breaking".
-INSTRUCTION: Complete the second sentence with for + the gerund.
+# Source: LLA 4C Figure 5
+$PRODUCE Math with Money
+ID: 9-4c-f5
INPUT: type
CHECK: exact
-
-EXAMPLE
-TEMPLATE: Jan opened Sally's mail, but she won't apologize.
-TEMPLATE: Jan won't apologize ____ Sally's mail.
-RESPONSE: for opening
-
-TEMPLATE: Jim spilled Ted's soup and apologized right away.
-TEMPLATE: Jim apologized right away ____ Ted's soup.
-RESPONSE: for spilling
-
-TEMPLATE: Al broke Ms. Brown's coffee cup, but he never apologized.
-TEMPLATE: Al never apologized ____ Ms. Brown's cup.
-RESPONSE: for breaking
-
-TEMPLATE: Mary ate her brother's candy; now she's apologizing to him.
-TEMPLATE: Mary's apologizing to her brother ____ his candy.
-RESPONSE: for eating
-
-TEMPLATE: Lori hurts people's feelings, but she doesn't apologize.
-TEMPLATE: Lori doesn't apologize ____ people's feelings.
-RESPONSE: for hurting
-
-TEMPLATE: Sam apologized to his roommate; he broke the alarm clock.
-TEMPLATE: Sam apologized to his roommate ____ the alarm clock.
-RESPONSE: for breaking
-
-TEMPLATE: Henry gave Bob bad advice, but he doesn't want to apologize.
-TEMPLATE: Henry doesn't want to apologize to Bob ____ him bad advice.
-RESPONSE: for giving
-
-TEMPLATE: Jim spilled coffee on Jennie's paper. He apologized to her.
-TEMPLATE: Jim apologized to Jennie ____ coffee on her paper.
-RESPONSE: for spilling
-
-TEMPLATE: The taxi driver dropped Mrs. Johnson's suitcase. He apologized.
-TEMPLATE: The taxi driver apologized to Mrs. Johnson ____ her suitcase.
-RESPONSE: for dropping
-
-# Source: ST §What Is the Waiter Apologizing For?
-$DIALOGUE Who Is Apologizing to Whom?
-ID: l4-s26
-INTRO: Read four short apology scenes — the pictures show what went wrong in each one.
-INSTRUCTION: Read the sentences.
-
-LINE: Ms. White is apologizing to Mr. Green. {st-page_149_001.jpg}
-LINE: Tom and Jerry will apologize to Mr. Hall. {st-page_149_002.jpg}
-LINE: Don is apologizing to Mr. Workman. {st-page_149_003.jpg}
-LINE: Ken apologized to Ed. {st-page_149_004.jpg}
-
-$LESSON 4-8: Checking Out and Taking Notes
-
-# Source: LLA 4B Figure 7 (Part 1)
-$DIALOGUE Checking Out
-ID: 4b-f7-a
-INTRO: In this part Alex checks out of the motel, and you'll practice taking notes in outline form. First, listen to the checkout conversation — sixty-five dollars, tax included, beds neither too hard nor too soft.
-INSTRUCTION: Listen to the dialogue.
-
-Clerk: Good morning, sir. Are you ready to check out? {bk09-l4b-f7-01.mp3}
-Alex: Yes, I am. Can I have the bill? {bk09-l4b-f7-02.mp3}
-Clerk: Sure. It was $65 with tax. Did you have a nice stay at our motel? {bk09-l4b-f7-03.mp3}
-Alex: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money. {bk09-l4b-f7-04.mp3}
-Clerk: Thank you. We hope to see you again, sir. {bk09-l4b-f7-05.mp3}
-Alex: Maybe next year. {bk09-l4b-f7-06.mp3}
-
-# Source: LLA 4B Figure 7 (Part 2)
-$PRODUCE Role Play: Checking Out
-ID: 4b-f7-b
-INPUT: speak
-CHECK: reveal
-INTRO: Your turn at the front desk. Take Alex's part: when the clerk speaks, read Alex's line from the screen aloud, then compare with the recording.
-INSTRUCTION: Read Alex's lines aloud.
+INTRO: Listen to a math problem. Use some paper to write down the numbers, calculate the answer, then type your final answer.
+INSTRUCTION: Type the answer to the math problem.
REPEAT
-TEMPLATE: Yes, I am. Can I have the bill?
-PROMPT: Good morning, sir. Are you ready to check out? {bk09-l4b-f7-rp-01.mp3}
-RESPONSE: Yes, I am. Can I have the bill? {bk09-l4b-f7-02.mp3}
+PROMPT: George had $345.45 in his checking account. He went to the shoe store and bought 1 pair of shoes for $56.98. He paid by check. Then he went to the grocery store and bought some food for $33.50. He also paid by check. How much money does George have left in his checking account? {bk09-l4c-f5-01.mp3}
+RESPONSE: $254.97 {bk09-l4c-f5-01-a.mp3}
+ACCEPT: 254.97
-TEMPLATE: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money.
-PROMPT: Sure. It was $65 with tax. Did you have a nice stay at our motel? {bk09-l4b-f7-rp-02.mp3}
-RESPONSE: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money. {bk09-l4b-f7-04.mp3}
+PROMPT: In January, Sam had $231.00 in his checking account. In February, he deposited $58.20. In March, he deposited $83.10. In April, he withdrew $45.00. About how much money does Sam have in his savings account in May? {bk09-l4c-f5-02.mp3}
+RESPONSE: $327.30 {bk09-l4c-f5-02-a.mp3}
+ACCEPT: 327.30 | 327.3
-TEMPLATE: Maybe next year.
-PROMPT: Thank you. We hope to see you again, sir. {bk09-l4b-f7-rp-03.mp3}
-RESPONSE: Maybe next year. {bk09-l4b-f7-06.mp3}
+PROMPT: Jack works 40 hours every week. He works 49 weeks every year. In 1988, he was sick for a total of 30 hours. How many hours did Jack work? {bk09-l4c-f5-03.mp3}
+RESPONSE: 1,930 {bk09-l4c-f5-03-a.mp3}
+ACCEPT: 1930
-# Source: ST §A New Motel
-$SELECT Sentence Halves: At the Motel
-ID: l4-s21
-INTRO: Three short motel stories, chopped in half. Match each sentence beginning with its ending — Joe's motel, Jane's cleaning shift, and Jeff's traveling baggage.
-INSTRUCTION: Match the phrases to form sentences.
+# Source: LLA 4C Figure 6
+$PRODUCE Dictation
+ID: 9-4c-f6
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+LONGFORM
+INTRO: Dictation time: a short paragraph about parents and their endless advice. Listen to each sentence and type it exactly — spelling, capitals, and punctuation all count.
+INSTRUCTION: Type the sentence you hear.
-EXAMPLE
-TEMPLATE: Joe checked in at
-OPTION: a | hangers in the closet.
-OPTION: b | very angry.
-OPTION: c | a new motel.
-OPTION: d | hang up his clothes.
-ANSWER: c
+PROMPT: Parents often give lots of advice to their children. {bk09-l4c-f6-01.mp3}
+RESPONSE: Parents often give lots of advice to their children. {bk09-l4c-f6-01-a.mp3}
-TEMPLATE: There were no
-OPTION: a | hangers in the closet.
-OPTION: b | very angry.
-OPTION: c | a new motel.
-OPTION: d | hang up his clothes.
-ANSWER: a
+PROMPT: The children very often don't understand it. {bk09-l4c-f6-02.mp3}
+RESPONSE: The children very often don't understand it. {bk09-l4c-f6-02-a.mp3}
-TEMPLATE: He couldn't
-OPTION: a | hangers in the closet.
-OPTION: b | very angry.
-OPTION: c | a new motel.
-OPTION: d | hang up his clothes.
-ANSWER: d
+PROMPT: Many don't understand until they are parents. {bk09-l4c-f6-03.mp3}
+RESPONSE: Many don't understand until they are parents. {bk09-l4c-f6-03-a.mp3}
-TEMPLATE: Joe was
-OPTION: a | hangers in the closet.
-OPTION: b | very angry.
-OPTION: c | a new motel.
-OPTION: d | hang up his clothes.
-ANSWER: b
+PROMPT: Then they feel they should give advice to their children. {bk09-l4c-f6-04.mp3}
+RESPONSE: Then they feel they should give advice to their children. {bk09-l4c-f6-04-a.mp3}
-TEMPLATE: Jane cleans rooms
-OPTION: a | the sheets and blankets.
-OPTION: b | in the motel on Elm Street.
-OPTION: c | at the end of the day.
-OPTION: d | the bedrooms and the bathrooms.
-ANSWER: b
+PROMPT: Parents have a very strong need to take care of their children. {bk09-l4c-f6-05.mp3}
+RESPONSE: Parents have a very strong need to take care of their children. {bk09-l4c-f6-05-a.mp3}
-TEMPLATE: She cleans
-OPTION: a | the sheets and blankets.
-OPTION: b | in the motel on Elm Street.
-OPTION: c | at the end of the day.
-OPTION: d | the bedrooms and the bathrooms.
-ANSWER: d
+PROMPT: In my opinion, this is why parents give advice to their children. {bk09-l4c-f6-06.mp3}
+RESPONSE: In my opinion, this is why parents give advice to their children. {bk09-l4c-f6-06-a.mp3}
-TEMPLATE: She changes
-OPTION: a | the sheets and blankets.
-OPTION: b | in the motel on Elm Street.
-OPTION: c | at the end of the day.
-OPTION: d | the bedrooms and the bathrooms.
-ANSWER: a
+# Source: LLA 4D Figure 7
+$PRODUCE Punctuate and Rewrite
+ID: 4d-f7
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+LONGFORM
+INTRO: You will hear a paragraph dictated sentence by sentence. You will also see the words without punctuation. Type each sentence with correct capitalization and punctuation.
+INSTRUCTION: Rewrite the sentence with correct punctuation.
-TEMPLATE: She is tired
-OPTION: a | the sheets and blankets.
-OPTION: b | in the motel on Elm Street.
-OPTION: c | at the end of the day.
-OPTION: d | the bedrooms and the bathrooms.
-ANSWER: c
+TEMPLATE: careless drivers cause automobile accidents
+PROMPT: Careless drivers cause automobile accidents. {bk09-l4d-f7-01.mp3}
+RESPONSE: Careless drivers cause automobile accidents. {bk09-l4d-f7-01.mp3}
-TEMPLATE: Jeff is upset
-OPTION: a | losing the baggage.
-OPTION: b | they won't find it at all.
-OPTION: c | that the airline lost his baggage.
-OPTION: d | find it by tomorrow.
-ANSWER: c
+TEMPLATE: these drivers forget that a car can hurt people
+PROMPT: These drivers forget that a car can hurt people. {bk09-l4d-f7-02.mp3}
+RESPONSE: These drivers forget that a car can hurt people. {bk09-l4d-f7-02.mp3}
-TEMPLATE: They apologized for
-OPTION: a | losing the baggage.
-OPTION: b | they won't find it at all.
-OPTION: c | that the airline lost his baggage.
-OPTION: d | find it by tomorrow.
-ANSWER: a
+TEMPLATE: people need to be careful when they drive a car
+PROMPT: People need to be very careful when they drive a car. {bk09-l4d-f7-03.mp3}
+RESPONSE: People need to be very careful when they drive a car. {bk09-l4d-f7-03.mp3}
-TEMPLATE: They hope to
-OPTION: a | losing the baggage.
-OPTION: b | they won't find it at all.
-OPTION: c | that the airline lost his baggage.
-OPTION: d | find it by tomorrow.
-ANSWER: d
+TEMPLATE: traffic laws and seat belts help avoid accidents
+PROMPT: Traffic laws and seat belts help avoid accidents. {bk09-l4d-f7-04.mp3}
+RESPONSE: Traffic laws and seat belts help avoid accidents. {bk09-l4d-f7-04.mp3}
-TEMPLATE: He's worried that
-OPTION: a | losing the baggage.
-OPTION: b | they won't find it at all.
-OPTION: c | that the airline lost his baggage.
-OPTION: d | find it by tomorrow.
-ANSWER: b
+TEMPLATE: when careless drivers dont obey the laws accidents can happen
+PROMPT: When careless drivers don't obey the laws, accidents can happen. {bk09-l4d-f7-05.mp3}
+RESPONSE: When careless drivers don't obey the laws, accidents can happen. {bk09-l4d-f7-05.mp3}
-# SKIPPED (book): the paragraph-rewriting step of "A NEW MOTEL" (ST) — paragraph composition, deferred.
+$SESSION 4-9: Topics, Main Ideas, and Outlines
# Source: LLA 4A Figure 6 (Part 1)
$DIALOGUE Places for Travelers
ID: 4a-f6
-INTRO: Now the note-taking skill. Listen to a short talk about the three places every road traveler needs — you'll outline it next.
+INTRO: This last part trains your ear and eye for the shape of a paragraph — its topic, its main idea, its outline. Start by listening to a short talk about the three places every road traveler needs.
INSTRUCTION: Listen to the paragraph.
LINE: There are 3 places that are important for automobile travelers: the motel, or motor hotel, the restaurant, and the gas station. {bk09-l4a-f6-01.mp3}
@@ -1952,24 +1962,27 @@ LINE: At the gas station you can put gasoline in your car and get a drink. {bk09
# Source: LLA 4A Figure 6 (Part 2)
$PRODUCE Outline: Places for Travelers
ID: 4a-f6-b
+REFERENCE
INPUT: type
CHECK: exact
-REFERENCE
-INTRO: Fill in the outline from the talk — short phrases, one slot at a time. You can go back and listen again if a slot escapes you.
+INTRO: Now type the information to complete the outline based on the paragraph. Replay it from the reference if you need to.
INSTRUCTION: Fill in the outline from the talk.
TEMPLATE: Important Places for Travelers
-SLOT: 1 | Place | the motel
-SLOT: 2 | Activity | relax, watch TV, and sleep
-SLOT: 1 | Place | the restaurant
+SLOT: 1 | First place | the motel
+SLOT: 2 | Activity | relax
+SLOT: 2 | Activity | watch TV
+SLOT: 2 | Activity | sleep
+SLOT: 1 | Second place | the restaurant
SLOT: 2 | Activity | have breakfast, lunch, and dinner
-SLOT: 1 | Place | the gas station
-SLOT: 2 | Activity | put gasoline in your car and get a drink
+SLOT: 1 | Third place | the gas station
+SLOT: 2 | Activity | put gasoline in your car
+SLOT: 2 | Activity | get a drink
# Source: LLA 4D Figure 6 (Part 1)
$DIALOGUE Kinds of Telephone Calls
-ID: 4d-f6-a
-INTRO: One more listen-and-outline: a paragraph about the kinds of telephone calls — local, long-distance, and who exactly picks up.
+ID: 4d-f6
+INTRO: Another short talk, this one about telephone calls — local, long-distance, and the two ways to make a long-distance call. Just listen.
INSTRUCTION: Listen to the paragraph.
LINE: There are two kinds of telephone calls: local calls and long-distance calls. {bk09-l4d-f6-01.mp3}
@@ -1980,250 +1993,143 @@ LINE: When you want to talk to one person only, you make a person-to-person call
LINE: When you will talk to anyone who answers, you make a station-to-station call. {bk09-l4d-f6-06.mp3}
# Source: LLA 4D Figure 6 (Part 2)
-$PRODUCE Outline: Kinds of Calls
+$PRODUCE Outline: Kinds of Calls {page_100_001.jpg}
ID: 4d-f6-b
REFERENCE
INPUT: type
CHECK: exact
-INTRO: Complete the notes outline with short phrases from the paragraph you just heard.
-INSTRUCTION: Fill in the outline from the talk.
+INTRO: Now complete the outline based on the paragraph you just heard.
+INSTRUCTION: Fill in the outline.
-TEMPLATE: Kinds of calls
-SLOT: 1 | Kind of call | local calls
-SLOT: 1 | Kind of call | long-distance calls
-SLOT: 2 | Type of long-distance call | person-to-person calls
-SLOT: 2 | Type of long-distance call | station-to-station calls
+TEMPLATE: Kinds of telephone calls
+SLOT: 1 | Call within same city | local calls
+SLOT: 1 | Call to another city or country | long-distance calls
+SLOT: 2 | Talk to one person only | person-to-person calls
+SLOT: 2 | Talk to anyone who answers | station-to-station calls
-$LESSON 4-9: Reading, Listening, and Writing Skills
+# Source: LLA 4B Figure 8
+$PRODUCE Listen for the Topic
+ID: 9-4b-f8
+INTRO: Now find the topic by ear: listen to a paragraph about money and type, in a word or two, what it's about.
+INSTRUCTION: Type the topic.
+INPUT: type
+CHECK: llm
+RUBRIC: The paragraph is about the two kinds of bank accounts. Accept "bank accounts", "accounts", "kinds of bank accounts", or similar; reject answers naming only one detail, such as "checks" or "saving money".
-# Source: ST §What's the Topic? (Paragraph 1)
+PROMPT: Most banks have 2 kinds of accounts: a savings account and a checking account. We use a checking account like cash. Most stores accept checks with some identification, and it is much easier to take a checkbook to the store than a bag of money. A savings account helps people save their money. {bk09-l4b-f8-01.mp3}
+TEMPLATE: What's the topic?
+RESPONSE: Bank accounts {bk09-l4b-f8-02.mp3}
+
+# Source: ST §What's the Topic? Paragraph 1
$DIALOGUE Reading: Paragraph One
ID: l4-s31
-INTRO: Last part: reading and listening skills — finding topics and main ideas, plus some numbers, dictation, and punctuation. Start by reading this paragraph carefully; questions follow.
+INTRO: Now the same skill in reading. Read this paragraph carefully — you'll name its topic and main idea next.
INSTRUCTION: Read the paragraph.
-LINE: Military bases are like small cities. The offices and buildings are similar to the offices and buildings in town.
-LINE: There are houses on base for both officers and enlisted people. There are also schools for the children of those people who live on the base.
+LINE: Military bases are like small cities.
+LINE: The offices and buildings are similar to the offices and buildings in town.
+LINE: There are houses on base for both officers and enlisted people.
+LINE: There are also schools for the children of those people who live on the base.
LINE: There are gyms where you can work out and places to play tennis, football, and baseball.
-LINE: The commissary is like a large grocery store. The BX usually has just about anything else that you need.
-LINE: Most bases also have hospitals to take care of the anyone who is sick. There's also a gas station and a garage to repair your car.
+LINE: The commissary is like a large grocery store.
+LINE: The BX usually has just about anything else that you need.
+LINE: Most bases also have hospitals to take care of anyone who is sick.
+LINE: There's also a gas station and a garage to repair your car.
LINE: Last, most bases have buses and taxis to take you where you need to go if you don't have a car.
-# Source: ST §What's the Topic? (Paragraph 1)
-$PRODUCE What's the Topic? — Paragraph One
+# Source: ST §What's the Topic? Paragraph 1
+$PRODUCE Topic of Paragraph One
ID: l4-s32
REFERENCE
-INTRO: Type the topic of the paragraph — a word or two, not a whole sentence.
+INTRO: In a word or two, type what the paragraph is about. The paragraph stays open in the reference.
INSTRUCTION: Write the topic of the paragraph.
INPUT: type
CHECK: llm
-RUBRIC: Accept answers that summarize the main subject, such as "Military bases" or "Life on a military base".
+RUBRIC: Accept answers that summarize the main subject, such as "Military bases" or "Life on a military base"; reject answers naming only one detail, such as "schools" or "hospitals".
TEMPLATE: Topic: ____
RESPONSE: Military bases
-# Source: ST §What's the Main Idea? (Paragraph 1)
-$SELECT Main Idea — Paragraph One
+# Source: ST §What's the Main Idea? Paragraph 1
+$SELECT Main Idea of Paragraph One
ID: l4-s33
REFERENCE
-INTRO: Now tap the sentence that states the paragraph's main idea — the big point, not just one detail from it.
+INTRO: The topic is what it's about; the main idea is what it says about it. Tap the sentence that states the main idea.
INSTRUCTION: Select the main idea.
OPTION: a | Military bases and cities are similar.
OPTION: b | You don't need a car on the base.
OPTION: c | There are schools on base.
-TEMPLATE: Select the main idea:
+TEMPLATE: What's the main idea?
ANSWER: a
-# Source: ST §What's the Topic? (Paragraph 2)
+# Source: ST §What's the Topic? Paragraph 2
$DIALOGUE Reading: Paragraph Two
ID: l4-s34
-INTRO: Read the second paragraph — it covers everything from animal teeth to purple bills.
+INTRO: One more paragraph — this one about money, from animal teeth to purple bills. Read it carefully.
INSTRUCTION: Read the paragraph.
-LINE: Almost all the people in the world use money to buy things they need. In other times, animals and cigarettes were used as money.
+LINE: Almost all the people in the world use money to buy things they need.
+LINE: In other times, animals and cigarettes were used as money.
LINE: In some places they used animals' teeth.
LINE: Today, we use coins and paper bills for money. Coins are usually small and round.
LINE: Most have words, numbers, and pictures of animals, buildings, or important men and women on them.
LINE: The bills also have pictures.
LINE: In the U.S., the color of money is green, but in other countries the bills are many different colors--red, green, blue, orange, and purple.
-# Source: ST §What's the Topic? (Paragraph 2)
-$PRODUCE What's the Topic? — Paragraph Two
+# Source: ST §What's the Topic? Paragraph 2
+$PRODUCE Topic of Paragraph Two
ID: l4-s35
REFERENCE
-INTRO: Same job: type this paragraph's topic in a word or two.
+INTRO: Same job: type, in a word or two, what this paragraph is about.
INSTRUCTION: Write the topic of the paragraph.
INPUT: type
CHECK: llm
-RUBRIC: Accept answers that summarize the main subject, such as "Money" or "Different kinds of money".
+RUBRIC: Accept answers that summarize the main subject, such as "Money" or "Different kinds of money"; reject answers naming only one detail, such as "coins" or "animal teeth".
TEMPLATE: Topic: ____
RESPONSE: Money
-# Source: ST §What's the Main Idea? (Paragraph 2)
-$SELECT Main Idea — Paragraph Two
+# Source: ST §What's the Main Idea? Paragraph 2
+$SELECT Main Idea of Paragraph Two
ID: l4-s36
REFERENCE
-INTRO: And tap the main idea of the money paragraph.
+INTRO: Now tap the sentence that states this paragraph's main idea — not just one of its details.
INSTRUCTION: Select the main idea.
OPTION: a | People used animals as money.
OPTION: b | There are different kinds of money.
OPTION: c | Coins and bills are money.
-TEMPLATE: Select the main idea:
+TEMPLATE: What's the main idea?
ANSWER: b
# Source: ST §What's the Title?
-$DIALOGUE Reading: At the Airport
+$DIALOGUE Reading: Joe and Alice at the Airport
ID: l4-s37
-INTRO: Read the story about Joe and Alice at the airport. Alice boards a plane — quite possibly the wrong one.
+INTRO: A last story: Joe, Alice, and a boarding announcement that almost sent her to Tokyo instead of Madrid. Read it — then you'll pick its best title.
INSTRUCTION: Read the paragraph.
LINE: Joe and Alice were at the airport. They were going to visit Joe's family in Spain.
LINE: Joe went to change some dollars for Spanish money. Alice went to check in for the flight.
LINE: Then she heard, "Flight 411 is ready for departure. Please report to Gate 23."
LINE: She hoped Joe was waiting at Gate 23. He wasn't. She was very worried.
-LINE: She found her seat, sat down, and fastened her seat belt. A minute later a lady in a uniform asked to see her ticket.
-LINE: "Mrs. Alonso, this flight goes to San Francisco and then Tokyo, Japan. Your ticket is for New York and then Madrid. We'll take you to the right plane."
+LINE: She found her seat, sat down, and fastened her seat belt.
+LINE: A minute later a lady in a uniform asked to see her ticket.
+LINE: "Mrs.
+LINE: Alonso, this flight goes to San Francisco and then Tokyo, Japan.
+LINE: Your ticket is for New York and then Madrid.
+LINE: We'll take you to the right plane."
LINE: Joe was waiting for Alice at Gate 32. She was very glad to see him.
# Source: ST §Select the Best Title
$SELECT Choose the Best Title
ID: l4-s38
REFERENCE
-INTRO: Tap the title that best fits the whole story — not just its first line.
+INTRO: A good title covers the whole story, not one corner of it. Tap the best one — and that's the lesson: safe travels, and may all your apologies be accepted.
INSTRUCTION: Select the best title for the paragraph.
OPTION: a | Joe and Alice
OPTION: b | The Wrong Gate
OPTION: c | Flight 411
-TEMPLATE: Select the best title:
+TEMPLATE: What's the best title?
ANSWER: b
-
-# Source: LLA 4B Figure 8
-$PRODUCE What's the Topic? — Listening
-ID: 4b-f8
-INPUT: type
-CHECK: llm
-INTRO: Now find the topic by ear. Listen to a short paragraph, think about what it's describing, then type the main topic.
-INSTRUCTION: Type the topic of the paragraph.
-RUBRIC: The learner should identify the topic. Accept "bank accounts", "banks", "checking and savings accounts", or similar phrasing.
-
-PROMPT: Most banks have 2 kinds of accounts: a savings account and a checking account. We use a checking account like cash. Most stores accept checks with some identification, and it is much easier to take a checkbook to the store than a bag of money. A savings account helps people save their money. {bk09-l4b-f8-01.mp3}
-RESPONSE: Bank accounts.
-
-# Source: LLA 4C Figure 5
-$PRODUCE Math Problems
-ID: 4c-f5
-INPUT: type
-CHECK: exact
-INTRO: Word problems, by ear. Listen, grab some scratch paper, work it out, and type the final number. The tape believes in you.
-INSTRUCTION: Type the final answer.
-
-PROMPT: George had $345.45 in his checking account. He went to the shoe store and bought 1 pair of shoes for $56.98. He paid by check. Then he went to the grocery store and bought some food for $33.50. He also paid by check. How much money does George have left in his checking account? {bk09-l4c-f5-01-q.mp3}
-RESPONSE: 254.97 {bk09-l4c-f5-01-a.mp3}
-ACCEPT: $254.97
-
-PROMPT: In January, Sam had $231.00 in his checking account. In February, he deposited $58.20. In March, he deposited $83.10. In April, he withdrew $45.00. About how much money does Sam have in his savings account in May? {bk09-l4c-f5-02-q.mp3}
-RESPONSE: 327.30 {bk09-l4c-f5-02-a.mp3}
-ACCEPT: $327.30 | 327.3 | 327 | $327 | 330 | $330
-
-PROMPT: Jack works 40 hours every week. He works 49 weeks every year. In 1988, he was sick for a total of 30 hours. How many hours did Jack work? {bk09-l4c-f5-03-q.mp3}
-RESPONSE: 1930 {bk09-l4c-f5-03-a.mp3}
-ACCEPT: 1,930
-
-# Source: LLA 4C Figure 6
-$PRODUCE Dictation
-ID: 4c-f6
-INPUT: type
-CHECK: exact
-INTRO: Dictation: a paragraph about parents and their endless advice, read chunk by chunk. Type exactly what you hear.
-INSTRUCTION: Type the phrase you hear.
-
-PROMPT: Parents often give... {bk09-l4c-f6-01.mp3}
-RESPONSE: Parents often give...
-
-PROMPT: lots of advice... {bk09-l4c-f6-02.mp3}
-RESPONSE: lots of advice...
-
-PROMPT: to their children. {bk09-l4c-f6-03.mp3}
-RESPONSE: to their children.
-
-PROMPT: The children... {bk09-l4c-f6-04.mp3}
-RESPONSE: The children...
-
-PROMPT: very often... {bk09-l4c-f6-05.mp3}
-RESPONSE: very often...
-
-PROMPT: don't understand it. {bk09-l4c-f6-06.mp3}
-RESPONSE: don't understand it.
-
-PROMPT: Many don't understand... {bk09-l4c-f6-07.mp3}
-RESPONSE: Many don't understand...
-
-PROMPT: until they are parents. {bk09-l4c-f6-08.mp3}
-RESPONSE: until they are parents.
-
-PROMPT: Then they feel... {bk09-l4c-f6-09.mp3}
-RESPONSE: Then they feel...
-
-PROMPT: they should give advice... {bk09-l4c-f6-10.mp3}
-RESPONSE: they should give advice...
-
-PROMPT: to their children. {bk09-l4c-f6-11.mp3}
-RESPONSE: to their children.
-
-PROMPT: Parents... {bk09-l4c-f6-12.mp3}
-RESPONSE: Parents...
-
-PROMPT: have a very strong need... {bk09-l4c-f6-13.mp3}
-RESPONSE: have a very strong need...
-
-PROMPT: to take care of... {bk09-l4c-f6-14.mp3}
-RESPONSE: to take care of...
-
-PROMPT: their children. {bk09-l4c-f6-15.mp3}
-RESPONSE: their children.
-
-PROMPT: In my opinion... {bk09-l4c-f6-16.mp3}
-RESPONSE: In my opinion...
-
-PROMPT: this is why... {bk09-l4c-f6-17.mp3}
-RESPONSE: this is why...
-
-PROMPT: Parents give advice... {bk09-l4c-f6-18.mp3}
-RESPONSE: Parents give advice...
-
-PROMPT: to their children. {bk09-l4c-f6-19.mp3}
-RESPONSE: to their children.
-
-# Source: LLA 4D Figure 7
-$PRODUCE Punctuate and Rewrite
-ID: 4d-f7
-INPUT: type
-CHECK: exact
-NORMALIZE: strict
-LONGFORM
-INTRO: Last one. Listen to each sentence, then rewrite the printed version with correct capitalization and punctuation — every capital letter and comma counts here. Finish this and you've finished Lesson 4. Well done.
-INSTRUCTION: Rewrite the sentence with correct punctuation.
-
-PROMPT: Careless drivers cause automobile accidents. {bk09-l4d-f7-01.mp3}
-TEMPLATE: careless drivers cause automobile accidents
-RESPONSE: Careless drivers cause automobile accidents.
-
-PROMPT: These drivers forget that a car can hurt people. {bk09-l4d-f7-02.mp3}
-TEMPLATE: these drivers forget that a car can hurt people
-RESPONSE: These drivers forget that a car can hurt people.
-
-PROMPT: People need to be very careful when they drive a car. {bk09-l4d-f7-03.mp3}
-TEMPLATE: people need to be very careful when they drive a car
-RESPONSE: People need to be very careful when they drive a car.
-
-PROMPT: Traffic laws and seat belts help avoid accidents. {bk09-l4d-f7-04.mp3}
-TEMPLATE: traffic laws and seat belts help avoid accidents
-RESPONSE: Traffic laws and seat belts help avoid accidents.
-
-PROMPT: When careless drivers don't obey the laws, accidents can happen. {bk09-l4d-f7-05.mp3}
-TEMPLATE: when careless drivers dont obey the laws accidents can happen
-RESPONSE: When careless drivers don't obey the laws, accidents can happen.
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diff --git a/book-9-lesson-5.module b/book-9-lesson-5.module
index f08b7523..4fdfe31e 100644
--- a/book-9-lesson-5.module
+++ b/book-9-lesson-5.module
@@ -1,33 +1,36 @@
$MODULE Book 9 · Lesson 5: Let's Review {st-page_157_001.jpg}
FORMAT: 2
-DESCRIPTION: Review lesson — no new material. Recall practice on banking and traffic vocabulary, sensory verbs, "because" clauses, present and past progressive, adverbs, gerunds after "for", comparisons, and reported speech.
+DIOCO_DOC_ID: alc_english_book9_lesson5
+DESCRIPTION: Review lesson (no tapes): banking and traffic vocabulary, sensory verbs, "because" clauses, present and past progressive, adverbs of manner, "for" + gerund, comparisons, reported speech, and punctuation.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_PROMPT: achird | Questions and cues, read clearly
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: ID | achernar | speaker (auto)
-$LESSON 5-1: Review — Jack at the Bank, Senses, and Progressive Tenses
+$SESSION 5-1: Bank Words, Sensory Verbs, and Tenses
-# Source: ST §Bank and Traffic Vocabulary
-$GRAMMAR Bank and Traffic Words
+# Source: ST §Bank and Traffic Vocabulary (l5-s1)
+$GRAMMAR Bank and Traffic Vocabulary
ID: l5-s1
-INTRO: It's review day — nothing new this week, just everything you've already learned. In this lesson you'll review bank and traffic vocabulary, sensory verbs, "because" answers, and the progressive tenses. Start by looking over this word box — Jack's story comes next, and he'll need every word in it.
+INTRO: It's review day — nothing new this week, just everything you've learned, back for one more round. By the end of this lesson you'll be handling bank and traffic words, describing what people were doing, comparing things, and reporting what people said. First, the words from the bank and the road. Tap any one to hear it.
+
+These are the words you studied this week. Tap a word to hear it.
| | | |
|---|---|---|
-| careless | open an account | traffic |
-| signature | ticket | spend |
-| enjoy | savings account | checking account |
-| happen | safe | obey |
+| {careless} | {open an account} | {traffic} |
+| {signature} | {ticket} | {spend} |
+| {enjoy} | {savings account} | {obey} |
+| {happen} | {checking account} | {safe} |
+# Source: ST §Complete the Sentences (l5-s2)
$PRODUCE Jack Goes to the Bank
ID: l5-s2
-# Source: ST §Complete the Sentences
REFERENCE
-INTRO: Jack is putting his money in the bank — and collecting a traffic ticket on the way. Type the word or phrase from the box that completes each sentence. The box stays open for reference if you need it.
-INSTRUCTION: Type the missing word or phrase.
+INTRO: Jack just moved into town with money to deposit — and, before the day is over, a ticket to pay. Type the missing word or phrase in each sentence. The word box is there if you need it.
+INSTRUCTION: Type the missing word or phrase. Open the word box if you need it.
INPUT: type
CHECK: exact
@@ -64,14 +67,14 @@ RESPONSE: He is a careless driver. When he ran the red light, he was thinking ab
TEMPLATE: Now, he wants to ____{enjoy} the weekend and forget about his ticket.
RESPONSE: Now, he wants to enjoy the weekend and forget about his ticket.
-$PRODUCE Looks, Sounds, Smells, Tastes, Feels
+# Source: ST §Doesn't This Pie Smell Delicious? (l5-s3)
+$PRODUCE Sensory Verbs
ID: l5-s3
-# Source: ST §Doesn't This Pie Smell Delicious?
-INTRO: You'll see a picture and a two-word cue. Say a full sentence with look, sound, smell, taste, or feel — like "Ted looks happy." The pictures do most of the work; you supply the verb.
-INSTRUCTION: Make a sentence with feel, look, smell, sound, or taste.
+INTRO: You'll see a picture and two cue words. Say a full sentence connecting them with "look", "sound", "smell", "taste", or "feel" — like "The pie smells delicious." The first one is a worked example.
+INSTRUCTION: Make a sentence with "look", "sound", "smell", "taste", or "feel".
INPUT: speak
CHECK: llm
-RUBRIC: Accept any logical sentence that connects the subject, a sensory verb (look, sound, smell, taste, feel), and the adjective (e.g., "The music sounds great."). The sensory verb is the point — a sentence without one fails.
+RUBRIC: The point is the correct sensory verb ("look", "sound", "smell", "taste", "feel") linking the cued subject and adjective. Accept any natural, grammatical sentence that does this (e.g., "The music sounds great."). A wrong or missing sensory verb fails.
EXAMPLE
TEMPLATE: Ted / happy {st-page_160_001.jpg}
@@ -92,11 +95,11 @@ RESPONSE: The lemon tastes sour.
TEMPLATE: Fred / sleepy {st-page_161_004.jpg}
RESPONSE: Fred looks sleepy.
-$SELECT What's the Best Answer?
+# Source: ST §What's the Best Answer? (l5-s4)
+$SELECT Choose the Best Word
ID: l5-s4
-# Source: ST §What's the Best Answer?
-INTRO: A quick vocabulary check from the whole week. Read each sentence and tap the word that best completes it — only one really fits.
-INSTRUCTION: Tap the best answer to complete the sentence.
+INTRO: Seven sentences, each missing one word from earlier this week. Read the sentence and tap the word that fits best.
+INSTRUCTION: Tap the best word to complete the sentence.
TEMPLATE: Did you ____ your bike to class this morning?
OPTION: a | ride
@@ -140,85 +143,85 @@ OPTION: b | withdrew
OPTION: c | lost
ANSWER: c
-$PRODUCE Because My Car Didn't Start
+# Source: ST §I'm Late Because My Car Didn't Start. (l5-s5)
+$PRODUCE Answering with "Because"
ID: l5-s5
-# Source: ST §I'm Late Because My Car Didn't Start.
-INTRO: Listen to each question and answer it with "because", using the cue on screen. Everything in this drill goes wrong for somebody — salty chicken, empty gas tanks, unfinished homework.
-INSTRUCTION: Answer the question aloud. Use "because" and the cue.
+INTRO: Now, reasons. You'll hear a "why" question and see a short cue. Answer aloud in a full sentence with "because", then compare with the model. The first one is a worked example.
+INSTRUCTION: Answer aloud with "because", using the cue.
INPUT: speak
CHECK: llm
-RUBRIC: Accept a full sentence or a standalone "because" clause built from the cued words. Pronouns may replace names; tense must fit the question. The "because" clause is the point — an answer without one fails.
+RUBRIC: The point is a correctly formed "because" clause built from the cue shown in the TEMPLATE. Accept any grammatical answer using "because" and the cued information; pronouns or names are both fine. An answer without "because" fails.
EXAMPLE
PROMPT: Why is Harry walking down Main Street?
-TEMPLATE: (park / his car)
+TEMPLATE: park / his car
RESPONSE: He's walking down Main Street because he parked his car there.
PROMPT: Why didn't Patty eat the chicken?
-TEMPLATE: (taste / salty)
+TEMPLATE: taste / salty
RESPONSE: She didn't eat it because it tasted salty.
PROMPT: Why does Sam always buckle his seat belt?
-TEMPLATE: (is / the law)
+TEMPLATE: is / the law
RESPONSE: He always buckles it because it is the law.
PROMPT: Why did Jan apologize to Bob?
-TEMPLATE: (lie / to him)
+TEMPLATE: lie / to him
RESPONSE: She apologized to him because she lied to him.
PROMPT: Why did Roger stop at the gas station?
-TEMPLATE: (run out of / gas)
+TEMPLATE: run out of / gas
RESPONSE: He stopped because he ran out of gas.
PROMPT: Why isn't Jane coming to the party with us?
-TEMPLATE: (feel / sick)
+TEMPLATE: feel / sick
RESPONSE: She isn't coming because she feels sick.
PROMPT: Why isn't your homework finished?
-TEMPLATE: (fall asleep)
+TEMPLATE: fall asleep
RESPONSE: It isn't finished because I fell asleep.
-$PRODUCE Talking About the Future with -ing
+# Source: ST §Working Late Tomorrow Night (l5-s6)
+$PRODUCE Future Plans with the Present Progressive
ID: l5-s6
-# Source: ST §Working Late Tomorrow Night
-INTRO: Now the present progressive for future plans — "I'm going to California tomorrow." Answer each question aloud using be plus the -ing form and the cue on screen. No "will" allowed in this one.
-INSTRUCTION: Answer with the present progressive (be + V + ing). Do not use "will".
+INTRO: These plans are already settled, so answer with the present progressive — "I'm going to California tomorrow" — and stay away from "will". Use the cue on screen. The first one is a worked example.
+INSTRUCTION: Answer with the present progressive (be + verb + -ing). Do not use "will".
INPUT: speak
CHECK: reveal
EXAMPLE
PROMPT: When will you go on vacation?
-TEMPLATE: (California / tomorrow)
+TEMPLATE: California / tomorrow
RESPONSE: I'm going to California tomorrow.
PROMPT: Where will Lt Roberts eat lunch tomorrow?
-TEMPLATE: (Officers' Club)
+TEMPLATE: Officers' Club
RESPONSE: He is eating lunch at the Officers' Club tomorrow.
PROMPT: When does Jackie's plane arrive?
-TEMPLATE: (5:35)
+TEMPLATE: 5:35
RESPONSE: Her plane is arriving at 5:35.
PROMPT: When will Sally leave for New York?
-TEMPLATE: (tomorrow)
+TEMPLATE: tomorrow
RESPONSE: She is leaving for New York tomorrow.
PROMPT: What will you tell Captain Jones?
-TEMPLATE: (truth)
+TEMPLATE: truth
RESPONSE: I am telling Captain Jones the truth.
PROMPT: When will Ed pack for his trip?
-TEMPLATE: (Tuesday night)
+TEMPLATE: Tuesday night
RESPONSE: He is packing for his trip Tuesday night.
PROMPT: When are you going to take a bath?
-TEMPLATE: (five minutes)
+TEMPLATE: five minutes
RESPONSE: I am taking a bath in five minutes.
+# Source: ST §What Was/Were ... Doing? (l5-s7)
$PRODUCE What Were They Doing?
ID: l5-s7
-# Source: ST §What Was/Were ... Doing?
-INTRO: Last night at eight o'clock, everyone was busy doing something. Type the past progressive form of the verb in parentheses — was or were, plus the -ing form.
+INTRO: Yesterday at four o'clock, everyone was in the middle of something — soccer, cake, shampoo. Type the past progressive form of the verb in parentheses. The first one is a worked example.
INSTRUCTION: Type the past progressive form of the verb in parentheses.
INPUT: type
CHECK: exact
@@ -249,25 +252,27 @@ RESPONSE: Alice and Jan were making a cake.
# and "CHART/BOX OUTLINE". Instructor-read dictations/evaluations with no recorded
# stimuli or text. Dropped.
-$LESSON 5-2: Review — Adverbs, Comparisons, and Reported Speech
+$SESSION 5-2: Adverbs, Comparisons, and Reported Speech
-# Source: ST §Harold Speaks Very Slowly
-$GRAMMAR Adverbs — How Is It Done?
+# Source: ST §Harold Speaks Very Slowly (l5-s8)
+$GRAMMAR Adverbs of Manner
ID: l5-s8
-INTRO: Welcome to the second half of review: adverbs, apologies, comparisons, and reported speech. First, look over these adverbs — words that tell how something is done. The next questions need them.
+INTRO: In this part you'll review how people do things, how things compare, and how to report what people said. First up: the adverbs — Harold, for example, speaks very slowly.
+
+These adverbs tell **how** someone does something — an adjective plus **-ly**: {Harold speaks very slowly.}
| | |
|---|---|
-| correctly | badly |
-| carefully | safely |
-| carelessly | slowly |
+| {correctly} | {badly} |
+| {carefully} | {safely} |
+| {carelessly} | {slowly} |
-$PRODUCE Answer with an Adverb
+# Source: ST §Answer Using Adverbs (l5-s9)
+$PRODUCE How Does He Do It?
ID: l5-s9
-# Source: ST §Answer Using Adverbs
REFERENCE
-INTRO: Listen to each little story, then answer the question with an adverb from the box. Mr. Summers drove for sixty years without a single ticket — someone should introduce him to Jack.
-INSTRUCTION: Answer aloud with a word from the box.
+INTRO: Each little story ends with a "how" question. Answer aloud with an adverb from the box — open it if you need it — then compare with the model.
+INSTRUCTION: Answer aloud with an adverb from the box.
INPUT: speak
CHECK: reveal
@@ -289,10 +294,10 @@ RESPONSE: He answered correctly.
PROMPT: Yesterday the clerk made a mistake when he counted the money. The manager was very angry. How will the clerk count the money today?
RESPONSE: He will count it carefully.
-$SELECT Finish the Sentence
+# Source: ST §Match Them (l5-s10)
+$SELECT Match the Sentence Halves
ID: l5-s10
-# Source: ST §Match Them
-INTRO: Someone had a bad morning. Tap the ending that completes each sentence — each ending is used exactly once.
+INTRO: Four sentence beginnings, four endings — together they tell the story of one bad morning. Tap the ending that completes each beginning.
INSTRUCTION: Tap the ending that completes the sentence.
OPTION: a | late for work.
OPTION: b | got up late.
@@ -311,25 +316,25 @@ ANSWER: a
TEMPLATE: I think I'll ____
ANSWER: c
+# Source: ST §Put the Paragraph in Order (l5-s11)
$SELECT Put the Story in Order
ID: l5-s11
-# Source: ST §Put the Paragraph in Order
ORDER
-INTRO: Same bad morning, whole sentences this time. Arrange them so the story makes sense from start to finish.
+INTRO: Same four sentences, now shuffled. Arrange them in the order the morning actually went wrong.
INSTRUCTION: Arrange the sentences to form the paragraph.
-TEMPLATE: What is the correct order of the story?
+TEMPLATE: What happened first, second, third, and last?
OPTION: a | This morning, I got up late.
OPTION: b | The alarm clock did not wake me up.
OPTION: c | I was 35 minutes late for work.
OPTION: d | I think I'll buy a new alarm clock.
ANSWER: b,a,c,d
-$PRODUCE Apologizing with "For + -ing"
+# Source: ST §Apologized For (l5-s12)
+$PRODUCE Apologizing with "For" + "-ing"
ID: l5-s12
-# Source: ST §Apologized For
-INTRO: Everyone is apologizing today — spilled milk, lost letters, salty soup. Complete each sentence with "for" plus the -ing form: "for spilling", "for losing".
-INSTRUCTION: Type "for" + the gerund to complete the sentence.
+INTRO: Everyone in these sentences did something wrong, and everyone is sorry. Combine the sentences: type the "for + -ing" phrase, like "for spilling Sara's milk". The first one is a worked example.
+INSTRUCTION: Type the "for + -ing" phrase that completes the sentence.
INPUT: type
CHECK: exact
@@ -355,41 +360,51 @@ RESPONSE: The clerk is apologizing to her for giving her the wrong change.
TEMPLATE: Allen hurt Lori's feelings. He apologized to her. Allen apologized to Lori ____{for hurting her feelings}.
RESPONSE: Allen apologized to Lori for hurting her feelings.
-# MERGED: ST §Tom's Shirt Is Similar to Ed's (l5-s13) — its four-phrase box became the
-# option pool of the following activity, so a separate $GRAMMAR card would be redundant.
+# Source: ST §Tom's Shirt Is Similar to Ed's (l5-s13)
+$GRAMMAR Comparing Things
+ID: l5-s13
+INTRO: Now the comparison phrases — how to say two things are almost the same, exactly the same, or not the same at all.
-$SELECT Similar, the Same, Different, or Alike?
+{Tom's shirt is similar to Ed's.}
+
+| | |
+|---|---|
+| {similar to} | {the same as} |
+| {different from} | {alike} |
+
+Note that "alike" comes after the pair: {They look alike.}
+
+# Source: ST §Complete the Comparisons (l5-s14)
+$PRODUCE Complete the Comparisons
ID: l5-s14
-# Source: ST §Complete the Comparisons (word box l5-s13 folded in as the option pool)
-INTRO: Compare the two things in each description, then tap the phrase that fits: similar to, the same as, different from, or alike. Pete and Charlie have nearly identical houses — nearly.
-INSTRUCTION: Tap the phrase that completes the comparison.
-OPTION: a | similar to
-OPTION: b | the same as
-OPTION: c | different from
-OPTION: d | alike
+REFERENCE
+INTRO: Read each pair — houses, sandwiches, families — and decide how they compare. Type the phrase from the box that fits: "similar to", "different from", "the same as", or "alike".
+INSTRUCTION: Type the correct comparison phrase from the box.
+INPUT: type
+CHECK: exact
-TEMPLATE: Pete's house has 3 bedrooms, 2 bathrooms, and a 2-car garage. Charlie's house has 3 bedrooms, 2 bathrooms and a 1-car garage. Pete's house is ____ Charlie's house.
-ANSWER: a
+TEMPLATE: Pete's house has 3 bedrooms, 2 bathrooms, and a 2-car garage. Charlie's house has 3 bedrooms, 2 bathrooms and a 1-car garage. Pete's house is ____{similar to} Charlie's house.
+RESPONSE: Pete's house is similar to Charlie's house.
-TEMPLATE: Bud's sandwich has beef, chicken, lettuce, tomato, and onion in it. Harry's sandwich has ham and cheese in it. Bud's sandwich is ____ Harry's.
-ANSWER: c
+TEMPLATE: Bud's sandwich has beef, chicken, lettuce, tomato, and onion in it. Harry's sandwich has ham and cheese in it. Bud's sandwich is ____{different from} Harry's.
+RESPONSE: Bud's sandwich is different from Harry's.
-TEMPLATE: Jack is wearing a light blue shirt and black pants. Ted is also wearing a light blue shirt and black pants. Jack is dressed ____ Ted.
-ANSWER: b
+TEMPLATE: Jack is wearing a light blue shirt and black pants. Ted is also wearing a light blue shirt and black pants. Jack is dressed ____{the same as} Ted.
+RESPONSE: Jack is dressed the same as Ted.
-TEMPLATE: Kevin is tall and has short, black hair. Bob is also tall with short, black hair. They usually wear the same kind of clothes to work. They look ____.
-ANSWER: d
+TEMPLATE: Kevin is tall and has short, black hair. Bob is also tall with short, black hair. They usually wear the same kind of clothes to work. They look ____{alike}.
+RESPONSE: They look alike.
-TEMPLATE: Emily has a small, white, 4-door Chevrolet. Nancy also has a small, white, 4-door Chevrolet. Emily's car is ____ Nancy's.
-ANSWER: b
+TEMPLATE: Emily has a small, white, 4-door Chevrolet. Nancy also has a small, white, 4-door Chevrolet. Emily's car is ____{the same as} Nancy's.
+RESPONSE: Emily's car is the same as Nancy's.
-TEMPLATE: In Sam's family, there are five children. He has three brothers and one sister. In Carl's family there are only two children. He has one brother. Sam's family is ____ Carl's.
-ANSWER: c
+TEMPLATE: In Sam's family, there are five children. He has three brothers and one sister. In Carl's family there are only two children. He has one brother. Sam's family is ____{different from} Carl's.
+RESPONSE: Sam's family is different from Carl's.
-$PRODUCE Reporting What People Said
+# Source: ST §He Told Me to Answer the Question (l5-s15)
+$PRODUCE Reporting Requests: "Told" and "Asked"
ID: l5-s15
-# Source: ST §He Told Me to Answer the Question
-INTRO: Read each short exchange, then report what was said — "He told him to sit down." In the last one, imagine you're Ted.
+INTRO: Read each little exchange, then report it aloud: "He told him to…", "She asked him to…". For the last one, you're Ted — Sam is talking to you. The first one is a worked example.
INSTRUCTION: Read the dialog, then answer the question aloud.
INPUT: speak
CHECK: reveal
@@ -416,31 +431,33 @@ TEMPLATE: Sam: Ted, will you turn off the lights, please?
PROMPT: What did Sam ask you?
RESPONSE: He asked me to turn off the lights.
+# Source: ST §Letter from Sam (l5-s16)
$DIALOGUE Letter from Sam
ID: l5-s16
-# Source: ST §Letter from Sam
-INTRO: Sam wrote a letter to his friend Mike, who visited him last month. Read it carefully — questions follow, and Sam has some good news about a highway.
+INTRO: Sam is writing to his friend Mike, who visited last month and left too soon. Read the letter — questions follow, so pay attention to Sam's good news.
INSTRUCTION: Read the letter.
-LINE: Dear Mike, I'm glad that you came to visit me last month.
+LINE: Dear Mike,
+LINE: I'm glad that you came to visit me last month.
LINE: I'm sorry that you didn't have more time to stay.
LINE: I hope that you'll visit again very soon.
LINE: I know that it's a long drive, but you always enjoy yourself when you get here.
LINE: I have some good news.
LINE: I read that they were making a new highway from Center City to Lakeland.
LINE: That will make your drive easier.
-LINE: I hope to see you again soon. Your friend, Sam
+LINE: I hope to see you again soon.
+LINE: Your friend, Sam
-$PRODUCE Questions About Sam's Letter
+# Source: ST §Questions about the Letter (l5-s17)
+$PRODUCE Questions about the Letter
ID: l5-s17
-# Source: ST §Questions about the Letter
REFERENCE
-INTRO: Answer three questions about Sam's letter. You can open the letter again while you answer — Sam won't mind.
-INSTRUCTION: Answer the questions about the letter.
+INTRO: Three questions about Sam's letter. Answer aloud — and open the letter again if the good news has already slipped your mind.
+INSTRUCTION: Answer the questions about the letter. Open the letter if you need it.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). An answer stating a different fact fails.
PROMPT: What was Sam sorry about?
RESPONSE: He was sorry that Mike didn't have more time to stay.
@@ -454,10 +471,10 @@ RESPONSE: He read that they were making a new highway from Center City to Lakela
# SKIPPED (book): Listening Skill "LISTEN AND WRITE." Paragraph dictation requires
# instructor audio which is missing. Dropped.
-$PRODUCE Capitals and Commas
+# Source: ST §Should I Put a Comma Here? (l5-s18)
+$PRODUCE Punctuation and Capitalization
ID: l5-s18
-# Source: ST §Should I Put a Comma Here?
-INTRO: One last drill: retype each sentence with the correct capital letters and punctuation. Every comma and quotation mark counts here. That's the whole week reviewed — well done, and see you in the next lesson.
+INTRO: Last activity of the week — Bob's bad morning, one sentence at a time. Rewrite each sentence with capital letters and punctuation exactly where they belong; here, every comma counts. Finish this and the week's review is done.
INSTRUCTION: Rewrite the sentence with the correct punctuation and capitalization.
INPUT: type
CHECK: exact