diff --git a/book-10-lesson-1.module b/book-10-lesson-1.module
index b96a3116..2c97e485 100644
--- a/book-10-lesson-1.module
+++ b/book-10-lesson-1.module
@@ -1,106 +1,109 @@
-$MODULE Book 10 · Lesson 1: Tell Me How To … {st-page_009_001.jpg}
+$MODULE Book 10 · Lesson 1: Tell Me How To ... {st-page_009_001.jpg|An illustration showing a cigarette vending machine on the left and two men standing next to a snack vending machine on the right}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book10_lesson1
-DESCRIPTION: Vending machines and snacks; explaining "how to" do things; time clauses with "before", "after", "while", "when", "until"; connective words; and "be supposed to".
+DESCRIPTION: Vending machines and snacks; operating machines; "how to" with learn, teach, and show; time clauses with "when", "while", "before", "after", "until"; sequence words; and "be supposed to".
 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: Frank | schedar | Male
-VOICE: Tina | gacrux | Female
-VOICE: Carl | achird | Male
-VOICE: Dora | gacrux | Female
-VOICE: Man | achird | Male
-VOICE: Woman | gacrux | Female
-VOICE: Peggy | gacrux | Female
-VOICE: Peter | achird | Male
-VOICE: Hank | achird | Male
-VOICE: Pete | schedar | Male
-VOICE: Eric | schedar | Male
-VOICE: Adam | achird | Male
-VOICE: Brad | schedar | Male
-VOICE: Dave | achird | Male
-VOICE: Fred | iapetus | Male
-VOICE: Madge | gacrux | Female
-VOICE: Greg | schedar | Male
-VOICE: Stan | achird | Male
-VOICE: Lynn | aoede | Female
-VOICE: Mark | achird | Male
-VOICE: Cashier | gacrux | Female
-VOICE: Rick | schedar | Male
-VOICE: Ali | achird | Male
-VOICE: Ann | aoede | Female
-VOICE: Chris | charon | Male
-VOICE: George | schedar | Male
-VOICE: Chuck | orus | Male
-VOICE: Ed | charon | Male
-VOICE: Larry | schedar | Male
-VOICE: Jack | puck | Male
-VOICE: Bob | alnilam | Male
-VOICE: Hal | achird | Male
-VOICE: Narrator | charon | speaker (auto)
+VOICE: Frank | charon | Male speaker
+VOICE: Tina | aoede | Female speaker
+VOICE: Carl | schedar | Male speaker
+VOICE: Dora | aoede | Female speaker
+VOICE: Woman | aoede | Female voice
+VOICE: Man | achird | Male voice
+VOICE: Man1 | schedar | Male voice
+VOICE: Woman1 | aoede | Female voice
+VOICE: Peggy | aoede | Female student
+VOICE: Peter | achird | Male student
+VOICE: Hank | schedar | Male speaker
+VOICE: Pete | charon | Male speaker
+VOICE: Eric | achird | Male speaker
+VOICE: Adam | alnilam | Male speaker
+VOICE: Brad | achird | Male speaker
+VOICE: Dave | charon | Male speaker
+VOICE: Fred | umbriel | Male speaker
+VOICE: Madge | aoede | Female speaker
+VOICE: Greg | schedar | Male speaker
+VOICE: Stan | puck | Male speaker
+VOICE: Lynn | aoede | Female speaker
+VOICE: Mark | puck | Male speaker
+VOICE: Cashier | gacrux | Female speaker
+VOICE: Rick | orus | Male speaker
+VOICE: Ali | achird | Male speaker
+VOICE: Ann | achernar | Female speaker
+VOICE: Chris | achird | Male speaker
+VOICE: George | charon | Male speaker
+VOICE: Keith | alnilam | Male speaker
+VOICE: Jack | rasalgethi | Male speaker
+VOICE: Elaine | sulafat | Female speaker
+VOICE: Dad | achird | Male speaker
+VOICE: Max | schedar | Male speaker
+VOICE: Victor | umbriel | Male speaker
+VOICE: Larry | fenrir | Male speaker
+VOICE: John | iapetus | Male speaker
+VOICE: Harry | orus | Male speaker
+VOICE: Steve | algenib | Male speaker
+VOICE: Claire | leda | Female speaker
+VOICE: Chuck | enceladus | Male speaker
+VOICE: Ed | charon | Male speaker
+VOICE: David | achird | Male speaker
+VOICE: Bob | orus | Male speaker
+VOICE: Hal | schedar | Male speaker
+VOICE: Ted | algieba | Male speaker
+VOICE: Narrator | achernar | speaker (auto)
 
 $SESSION 1-1: Vending Machines and Snacks
 
-# Source: ST §It's Stuck.
-$DIALOGUE Stick and Stuck
-ID: l1-s1
-INTRO: In this lesson you'll learn to talk about vending machines and snacks, explain "how to" do things, and use time words like "before" and "until". First, one small word you'll meet all day today: "stick".
-INSTRUCTION: Read the sentences.
-
-VOCAB: to stick | stick
-LINE: Be careful or the stamp will stick to your fingers. {st-page_011_001.jpg}
-
-LINE: The stamp stuck to his finger.
-
-LINE: The stamp is stuck to his finger.
-
-LINE: The stamp sticks to his finger.
-
-VOCAB: stuck | stick
-LINE: I stuck the milk in the refrigerator. {st-page_011_002.jpg}
-
-LINE: The vegetable drawer is stuck. I can't close it.
-
 # Source: LLA 1A Figure 1
 $DIALOGUE Vending Machines and Snacks
-ID: 1a-f1
-INTRO: Meet the vending machine — it takes your coins and, on a good day, gives you a snack. Listen to the new words in sentences and repeat them.
-INSTRUCTION: Listen and repeat.
+ID: 10-1a-f1
+INTRO: In this lesson you'll learn to buy things from vending machines, ask how a machine works, and say what people are supposed to do. First, the machines and the snacks they sell — listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: vending machine
-LINE: This is a vending machine. {page_011_001.jpg} {bk10-l1a-f1-01.mp3}
-LINE: A vending machine sells many different things. {page_011_001.jpg} {bk10-l1a-f1-02.mp3}
-
+LINE: This is a vending machine. A vending machine sells many different things. {page_011_001.jpg|A snacks vending machine dispensing bags of potato chips, corn chips, and peanuts} {bk10-l1a-f1-01.mp3}
 VOCAB: popular
-LINE: Vending machines are popular. {page_011_001.jpg} {bk10-l1a-f1-03.mp3}
-LINE: Everyone uses them. {page_011_001.jpg} {bk10-l1a-f1-04.mp3}
+LINE: Vending machines are popular. Everyone uses them. {page_011_001.jpg|A snacks vending machine dispensing bags of potato chips, corn chips, and peanuts} {bk10-l1a-f1-02.mp3}
 
-VOCAB: sodas
-LINE: Sodas are sometimes called soda water. {page_011_002.jpg} {bk10-l1a-f1-05.mp3}
+VOCAB: soda
 VOCAB: soda pop
-LINE: A soda or soda pop is a drink. {page_011_002.jpg} {bk10-l1a-f1-06.mp3}
+LINE: Sodas are sometimes called soda water. A soda or soda pop is a drink. {page_011_002.jpg|Four cans of soda including brands Cola, Fad, and Pop} {bk10-l1a-f1-03.mp3}
 
 VOCAB: chips
-LINE: Do you like potato chips or corn chips? {page_011_003.jpg} {bk10-l1a-f1-07.mp3}
-LINE: Chips are usually made with salt. {page_011_003.jpg} {bk10-l1a-f1-08.mp3}
+LINE: Do you like potato chips or corn chips? Chips are usually made with salt. {page_011_003.jpg|Two bags of snack chips labeled Pike Potato Chips and Corny Corn Chips} {bk10-l1a-f1-04.mp3}
 
 VOCAB: chewing gum
-LINE: Do you want a piece of chewing gum? {page_011_004.jpg} {bk10-l1a-f1-09.mp3}
-LINE: Some people chew gum between meals. {page_011_004.jpg} {bk10-l1a-f1-10.mp3}
+LINE: Do you want a piece of chewing gum? Some people chew gum between meals. {page_011_004.jpg|A pack of Wranglers Mint chewing gum} {bk10-l1a-f1-05.mp3}
 
 VOCAB: candy bar
-LINE: I like to eat chocolate candy bars. {page_011_005.jpg} {bk10-l1a-f1-11.mp3}
-LINE: Chocolate candy bars are a sweet snack. {page_011_005.jpg} {bk10-l1a-f1-12.mp3}
+LINE: I like to eat chocolate candy bars. Chocolate candy bars are a sweet snack. {page_011_005.jpg|Chocolate candy bars labeled Super, ChocoLish, est Crunch, and Candy} {bk10-l1a-f1-06.mp3}
+
+# Source: ST §What Kind of Snack Do You Want?
+$DIALOGUE What Kind of Snack Do You Want?
+ID: l1-s5
+INTRO: Greg and Stan are picking out snacks. Sue, as usual, already knows exactly what she wants. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: potato chip
+VOCAB: corn chip
+Greg: Do you want potato chips, corn chips, or a candy bar? {st-page_014_001.jpg|Three snack packages: potato chips, corn chips, and a candy bar}
+
+Stan: I don't want anything to eat. I just want some chewing gum. {st-page_014_002.jpg|A package of chewing gum}
+
+Greg: What does Sue want?
+
+VOCAB: nut
+Stan: She wants some nuts. {st-page_014_003.jpg|A package of salted peanuts}
 
 # Source: LLA 1A Figure 2
-$SELECT Which Snack Is It?
-ID: 1a-f2
-INTRO: Now a quick check on the snack words. Listen to each question, tap the correct answer, then repeat the full sentence.
-INSTRUCTION: Tap the correct answer.
+$SELECT Snack Words Check
+ID: 10-1a-f2
+INTRO: Now use the new snack words. Listen to each question, tap the correct answer, and repeat the model sentence.
+INSTRUCTION: Tap the correct item.
 REPEAT
 
 OPTION: a | vending machines
@@ -109,84 +112,105 @@ OPTION: c | candy bar
 OPTION: d | chips
 OPTION: e | gum
 
-PROMPT: What's another name for soda? {bk10-l1a-f2-01-q.mp3}
+PROMPT: What's another name for soda? {bk10-l1a-f2-01.mp3}
 ANSWER: b
-FEEDBACK: Another name for soda is soda pop. {bk10-l1a-f2-01-a.mp3}
+FEEDBACK: Another name for soda is soda pop. {bk10-l1a-f2-01-fb.mp3}
 
-PROMPT: What do some people chew between meals? {bk10-l1a-f2-02-q.mp3}
+PROMPT: What do some people chew between meals? {bk10-l1a-f2-02.mp3}
 ANSWER: e
-FEEDBACK: Some people chew gum between meals. {bk10-l1a-f2-02-a.mp3}
+FEEDBACK: Some people chew gum between meals. {bk10-l1a-f2-02-fb.mp3}
 
-PROMPT: What is a popular sweet snack? {bk10-l1a-f2-03-q.mp3}
+PROMPT: What is a popular sweet snack? {bk10-l1a-f2-03.mp3}
 ANSWER: c
-FEEDBACK: A popular sweet snack is a candy bar. {bk10-l1a-f2-03-a.mp3}
+FEEDBACK: A popular sweet snack is a candy bar. {bk10-l1a-f2-03-fb.mp3}
 
-PROMPT: Where can you buy snacks and small things? {bk10-l1a-f2-04-q.mp3}
+PROMPT: Where can you buy snacks and small things? {bk10-l1a-f2-04.mp3}
 ANSWER: a
-FEEDBACK: You can buy snacks and small things from a vending machine. {bk10-l1a-f2-04-a.mp3}
+FEEDBACK: You can buy snacks and small things from a vending machine. {bk10-l1a-f2-04-fb.mp3}
 
-PROMPT: What's a popular snack made with salt? {bk10-l1a-f2-05-q.mp3}
+PROMPT: What's a popular snack made with salt? {bk10-l1a-f2-05.mp3}
 ANSWER: d
-FEEDBACK: A popular snack made with salt is chips. {bk10-l1a-f2-05-a.mp3}
+FEEDBACK: A popular snack made with salt is chips. {bk10-l1a-f2-05-fb.mp3}
 
-# Source: ST §What Kind of Snack Do You Want?
-$DIALOGUE What Kind of Snack Do You Want?
-ID: l1-s5
-INTRO: Greg and Stan are at the snack machine, and Sue — as always — wants nuts. Read the dialog.
-INSTRUCTION: Read the dialog.
+# Source: ST §It's Stuck.
+$DIALOGUE It's Stuck!
+ID: l1-s1
+INTRO: "Stick" and "stuck" — useful words for when stamps, drawers, and coins refuse to cooperate. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
-VOCAB: potato chips
-VOCAB: corn chips
-Greg: Do you want potato chips, corn chips, or a candy bar? {st-page_014_001.jpg}
+VOCAB: to stick
+LINE: Be careful or the stamp will stick to your fingers. {st-page_011_001.jpg|Two sequential illustrations showing a hand wetting and applying a stamp to an envelope and then pressing down as it sticks to a finger}
 
-Stan: I don't want anything to eat. I just want some chewing gum. {st-page_014_002.jpg}
+VOCAB: stuck
+LINE: The stamp stuck to his finger. {st-page_011_001.jpg|Two sequential illustrations showing a hand wetting and applying a stamp to an envelope and then pressing down as it sticks to a finger}
 
-Greg: What does Sue want?
+LINE: The stamp is stuck to his finger. {st-page_011_001.jpg|Two sequential illustrations showing a hand wetting and applying a stamp to an envelope and then pressing down as it sticks to a finger}
 
-VOCAB: nuts
-Stan: She wants some nuts. {st-page_014_003.jpg}
+LINE: The stamp sticks to his finger. {st-page_011_001.jpg|Two sequential illustrations showing a hand wetting and applying a stamp to an envelope and then pressing down as it sticks to a finger}
+
+LINE: I stuck the milk in the refrigerator. {st-page_011_002.jpg|An open refrigerator packed with food, drinks, and containers, showing the vegetable drawer at the bottom}
+
+LINE: The vegetable drawer is stuck. I can't close it. {st-page_011_002.jpg|An open refrigerator packed with food, drinks, and containers, showing the vegetable drawer at the bottom}
 
 # Source: LLA 1A Figure 3
-$DIALOGUE Using a Vending Machine
-ID: 1a-f3
-INTRO: Now the machine itself — the slot, the knob, and what to do when it swallows your money. Listen to the words and sentences and repeat them.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Operating a Vending Machine
+ID: 10-1a-f3
+INTRO: Here's how to actually work the machine — insert your money, make a selection, and get it back when nothing comes out. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: detergent
-LINE: A detergent is a soap. {page_012_001.jpg} {bk10-l1a-f3-01.mp3}
+LINE: A detergent is a soap. {page_012_001.jpg|A woman pouring detergent into an open washing machine, arrow pointing to the detergent box labeled Ade} {bk10-l1a-f3-01.mp3}
 VOCAB: washing machine
-LINE: She put the detergent in the washing machine. {page_012_001.jpg} {bk10-l1a-f3-02.mp3}
+LINE: She put the detergent in the washing machine. {page_012_001.jpg|A woman pouring detergent into an open washing machine, arrow pointing to the detergent box labeled Ade} {bk10-l1a-f3-02.mp3}
 
-VOCAB: insert
-LINE: Insert the money in the slot. {page_012_002.jpg} {bk10-l1a-f3-03.mp3}
+VOCAB: to insert
 VOCAB: opening
-LINE: Put the money in the small opening. {page_012_002.jpg} {bk10-l1a-f3-04.mp3}
-LINE: She is inserting the money into the opening for coins. {page_012_002.jpg} {bk10-l1a-f3-05.mp3}
+LINE: Insert the money in the slot. Put the money in the small opening. {page_012_002.jpg|A hand inserting a coin into a slot labeled INSERT 3 COINS and SLOT} {bk10-l1a-f3-03.mp3}
+LINE: She is inserting the money into the opening for coins. {page_012_002.jpg|A hand inserting a coin into a slot labeled INSERT 3 COINS and SLOT} {bk10-l1a-f3-04.mp3}
 
 VOCAB: selection
-LINE: Make your selection or pick out a snack. {page_012_003.jpg} {bk10-l1a-f3-06.mp3}
+LINE: Make your selection or pick out a snack. {page_012_003.jpg|A vending machine panel with six numbered pull knobs (PULL KNOB 1 through 6) dispensing items like Big B Potato Chips, Eats, and Sweetness} {bk10-l1a-f3-05.mp3}
 VOCAB: knob
-LINE: Pull a knob for your selection. {page_012_003.jpg} {bk10-l1a-f3-07.mp3}
+LINE: Pull a knob for your selection. {page_012_003.jpg|A vending machine panel with six numbered pull knobs (PULL KNOB 1 through 6) dispensing items like Big B Potato Chips, Eats, and Sweetness} {bk10-l1a-f3-06.mp3}
 
-VOCAB: drop
-LINE: The selection will drop or fall when you pull the knob. {page_013_001.jpg} {bk10-l1a-f3-08.mp3}
-VOCAB: lift
-LINE: Lift the door and take out your selection. {page_013_001.jpg} {bk10-l1a-f3-09.mp3}
+VOCAB: to drop
+LINE: The selection will drop or fall when you pull the knob. {page_013_001.jpg|A snack vending machine showing item slots with pull knobs underneath} {bk10-l1a-f3-07.mp3}
+VOCAB: to lift
+LINE: Lift the door and take out your selection. {page_013_001.jpg|A snack vending machine showing item slots with pull knobs underneath} {bk10-l1a-f3-08.mp3}
 
 VOCAB: out of order
-LINE: The machine was out of order. {page_013_002.jpg} {bk10-l1a-f3-10.mp3}
-LINE: It didn't work. {page_013_002.jpg} {bk10-l1a-f3-11.mp3}
-VOCAB: get back
-LINE: When the machine is out of order, you can get your money back. {page_013_002.jpg} {bk10-l1a-f3-12.mp3}
+LINE: The machine was out of order. It didn't work. {page_013_002.jpg|A woman putting a coin into a vending machine with a sign reading 'OUT OF ORDER'} {bk10-l1a-f3-09.mp3}
+VOCAB: to get back
+LINE: When the machine is out of order, you can get your money back. {page_013_002.jpg|A woman putting a coin into a vending machine with a sign reading 'OUT OF ORDER'} {bk10-l1a-f3-10.mp3}
 VOCAB: coin release
 VOCAB: coin return
-LINE: She turned the coin release and got her money back from the coin return cup. {page_013_002.jpg} {bk10-l1a-f3-13.mp3}
+LINE: She turned the coin release and got her money back from the coin return cup. {page_013_002.jpg|A woman putting a coin into a vending machine with a sign reading 'OUT OF ORDER'} {bk10-l1a-f3-11.mp3}
+
+# Source: ST §A Vending Machine (distinct items salvaged; overlapping lines dropped as a twin of LLA 1A Figure 3)
+$DIALOGUE More Machine Words
+ID: l1-s2-b
+INTRO: A few more parts of the machine, all on the diagram: the slot, the tray, and the fancy verb "dispense". Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: to dispense
+LINE: A snack vending machine dispenses snacks. It gives you the snack you paid for. {st-page_012_001.jpg|Diagram of a snack vending machine with labels pointing to selection knobs, opening, tray, coin slot, coin return lever, and coin return or coin release cup}
+
+VOCAB: slot
+LINE: The slot is the small opening where you put your coins. {st-page_012_001.jpg|Diagram of a snack vending machine with labels pointing to selection knobs, opening, tray, coin slot, coin return lever, and coin return or coin release cup}
+
+VOCAB: to pull
+LINE: You pull the knob under the snack you want. {st-page_012_001.jpg|Diagram of a snack vending machine with labels pointing to selection knobs, opening, tray, coin slot, coin return lever, and coin return or coin release cup}
+
+VOCAB: tray
+LINE: Your snack drops into the tray at the bottom of the machine. {st-page_012_001.jpg|Diagram of a snack vending machine with labels pointing to selection knobs, opening, tray, coin slot, coin return lever, and coin return or coin release cup}
 
 # Source: LLA 1A Figure 4
 $SELECT Machine Words Check
-ID: 1a-f4
-INTRO: Ten quick questions on the machine words you just learned. Listen, tap the correct answer, and repeat it.
+ID: 10-1a-f4
+INTRO: Time to check the machine words. Listen to each question, tap the correct answer, and repeat the correct sentence.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
@@ -195,7 +219,7 @@ OPTION: a | made a selection
 OPTION: b | bought a candy bar
 OPTION: c | ate a candy bar
 ANSWER: a
-FEEDBACK: He made his selection. {bk10-l1a-f4-01-a.mp3}
+FEEDBACK: He picked out a candy bar. He made his selection. {bk10-l1a-f4-01-a.mp3}
 
 PROMPT: How do you get your selection from the machine? {bk10-l1a-f4-02-q.mp3}
 OPTION: a | You pick it out.
@@ -216,7 +240,7 @@ OPTION: a | She dropped it.
 OPTION: b | She lifted it.
 OPTION: c | She inserted it.
 ANSWER: c
-FEEDBACK: She inserted her money. {bk10-l1a-f4-04-a.mp3}
+FEEDBACK: She put the money in the slot. She inserted her money. {bk10-l1a-f4-04-a.mp3}
 
 PROMPT: What is another name for slot? {bk10-l1a-f4-05-q.mp3}
 OPTION: a | a knob
@@ -260,112 +284,71 @@ OPTION: c | It grows.
 ANSWER: a
 FEEDBACK: When something falls, we say it drops. {bk10-l1a-f4-10-a.mp3}
 
-$SESSION 1-2: Operating the Machine
+# Source: ST §This Is How You Do It.
+$SELECT Step by Step: Operate the Machine
+ID: l1-s3
+ORDER
+INTRO: Put the steps for using a vending machine in the right order — money first, snack last, change at the very end.
+INSTRUCTION: Put the sentences in the correct order.
+OPTION: a | Wait until the coins drop.
+OPTION: b | Get your selection from the tray.
+OPTION: c | Insert the coins in the coin slot.
+OPTION: d | Lastly, pick up the change from the coin return opening.
+OPTION: e | Make your selection. Pull the knob or push a button.
 
-# Source: ST §A Vending Machine (kept as the reading recap before the ordering tasks; overlaps LLA 1A Figures 1/3 but adds "dispense", "tray", "slot", "work")
-$DIALOGUE How the Machine Works
-ID: l1-s2
-INTRO: In this part you'll learn to operate a vending machine — and to react correctly when it keeps your money. Read the steps, from coins in to snack out.
-INSTRUCTION: Read the sentences.
+TEMPLATE: How do you operate the vending machine?
+ANSWER: c,a,e,b,d
 
-LINE: This is a vending machine. {st-page_012_001.jpg}
+# Source: ST §When the Coins Get Stuck, ...
+$SELECT Step by Step: When the Coins Get Stuck
+ID: l1-s4
+ORDER
+INTRO: This time the coins get stuck — it happens to everyone. Put all eight steps in order, from the first coin to getting your change.
+INSTRUCTION: Put the steps in order for when coins get stuck.
+OPTION: a | Get your change from the coin return.
+OPTION: b | Insert the coins again.
+OPTION: c | Get your selection from the tray.
+OPTION: d | Wait until the coins drop.
+OPTION: e | Turn the coin release. You'll get your money back.
+OPTION: f | Make your selection and pull the knob.
+OPTION: g | The coins stick (don't drop), you can't make a selection.
+OPTION: h | Put your money in the coin slot.
 
-LINE: It's a snack vending machine.
-
-VOCAB: to dispense
-LINE: A snack vending machine dispenses snacks.
-
-VOCAB: to work
-LINE: I can work this machine. It's easy.
-
-LINE: It has a small opening for coins.
-
-VOCAB: slot
-LINE: Put your coins in the slot.
-
-VOCAB: be supposed to
-VOCAB: tray
-LINE: The snack is supposed to drop into the tray.
-
-LINE: Sometimes, the coins stick and nothing comes out.
-
-LINE: Turn the coin return or coin release. You'll get your money back.
-
-LINE: Your coins will drop into the coin return.
-
-VOCAB: until
-LINE: Insert your coins again and wait until they drop.
-
-VOCAB: to pull
-LINE: Pull the knob below your selection.
-
-LINE: Your change will drop into the coin return.
-
-LINE: Your snack selection will drop into the tray.
+TEMPLATE: What do you do when your coins get stuck?
+ANSWER: h,g,e,b,d,f,c,a
 
 # Source: ST §What Is Your Selection?
-$DIALOGUE What Is Your Selection? {st-page_015_001.jpg}
+$DIALOGUE Which Knob? {st-page_015_001.jpg|A vending machine displaying six options with pull knobs numbered 1 to 6 below each item}
 ID: l1-s6
-INTRO: These are worked examples — the questions and the answers are both shown, so there's nothing to solve. Just read how the knobs match the selections.
-INSTRUCTION: Read the examples; the questions and answers are both shown.
+INTRO: Two worked examples about the machine in the picture. These are just examples — there's nothing to answer, so read along and relax.
+INSTRUCTION: Read the example questions and answers.
 
 Narrator: Ted wants some potato chips. Which knob should he pull?
 Narrator: He should pull knob 1.
 Narrator: Sam pulled knob number 5. What was his selection?
 Narrator: He selected some nuts.
 
-# Source: ST §This Is How You Do It.
-$SELECT This Is How You Do It
-ID: l1-s3
-ORDER
-INTRO: Time to prove you could actually buy a snack. Put the steps for using a vending machine in the correct order.
-INSTRUCTION: Put the sentences in order to show how to use the machine.
-
-TEMPLATE: How do you operate a vending machine?
-OPTION: a | Insert the coins in the coin slot.
-OPTION: b | Wait until the coins drop.
-OPTION: c | Make your selection. Pull the knob or push a button.
-OPTION: d | Get your selection from the tray.
-OPTION: e | Lastly, pick up the change from the coin return opening.
-ANSWER: a,b,c,d,e
-
-# Source: ST §When the Coins Get Stuck, ...
-$SELECT When the Coins Get Stuck
-ID: l1-s4
-ORDER
-INTRO: And now the sadder story: the coins get stuck. Put the steps in order — from lost money to snack in hand.
-INSTRUCTION: Put the sentences in order to show what happens.
-
-TEMPLATE: What do you do when coins get stuck?
-OPTION: a | Put your money in the coin slot.
-OPTION: b | Wait until the coins drop.
-OPTION: c | The coins stick (don't drop), you can't make a selection.
-OPTION: d | Turn the coin release. You'll get your money back.
-OPTION: e | Get your change from the coin return.
-OPTION: f | Insert the coins again.
-OPTION: g | Make your selection and pull the knob.
-OPTION: h | Get your selection from the tray.
-ANSWER: a,b,c,d,e,f,g,h
+$SESSION 1-2: Getting a Drink — Listening Practice
 
 # Source: LLA 1A Figure 5
 $DIALOGUE Exact Change
-ID: 1a-f5
-INTRO: Frank wants a soft drink, but this machine has a rule: exact change or nothing. Listen to the conversation and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
+ID: 10-1a-f5
+INTRO: In this part you'll listen to conversations at the machines and catch what people mean. Frank wants a soft drink — but this machine has one small rule. Just listen.
+INSTRUCTION: Listen to the dialogue.
 
 VOCAB: soft drink
 Frank: I'd like a soft drink. {bk10-l1a-f5-01.mp3}
-VOCAB: exact
+VOCAB: exact change
 Tina: Do you have the exact change? {bk10-l1a-f5-02.mp3}
 Frank: No. Why do I need the exact change? {bk10-l1a-f5-03.mp3}
+VOCAB: machine
 Tina: Because this machine doesn't give change. {bk10-l1a-f5-04.mp3}
 
 # Source: LLA 1A Figure 6
 $SELECT Questions: Exact Change
-ID: 1a-f6
+ID: 10-1a-f6
 REFERENCE
-INTRO: Now the questions about Frank and Tina. Tap the correct answer, then repeat it. Open the dialogue again if you need it.
+INTRO: Answer three questions about Frank and Tina's conversation. Tap the correct answer, then repeat the model answer. Open the dialogue if you need it.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
@@ -388,30 +371,62 @@ OPTION: a | because the machine is out of order
 OPTION: b | because the machine doesn't give change
 OPTION: c | because the machine doesn't have drinks
 ANSWER: b
-FEEDBACK: Because the machine doesn't give change. {bk10-l1a-f6-03-a.mp3}
+FEEDBACK: He has to have the exact change because the machine doesn't give change. {bk10-l1a-f6-03-a.mp3}
+
+# Source: ST §The Window Is Stuck.
+$DIALOGUE The Window Is Stuck
+ID: l1-s7
+INTRO: Lynn and Mark can't open a window, and Frank — the man with the tools — is nowhere to be found. Listen and repeat; notice "exact", "exactly", and "finally".
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+VOCAB: to lift
+Lynn: I can't get this window open, Mark. I can't lift it. Can you help me? {st-page_016_001.jpg|A man standing by a window, trying to pull it open while a woman watches him}
+Mark: Sure, let me try. No, I can't open it. It's stuck. Call Frank. Maybe we can borrow his tools.
+
+VOCAB: out of town
+Lynn: He's not home. I think he went out of town for the weekend.
+Mark: No, he didn't go out of town this weekend. He's leaving town next weekend.
+Lynn: Then I guess he went to the store for some cigarettes. He was out of them earlier.
+Mark: We'll have to wait until he comes back. His tools are in his truck.
+
+Narrator: At the store:
+Cashier: Your total is $10.56, sir.
+
+VOCAB: exactly
+Frank: Here it is. A ten-dollar bill, two quarters, a nickel and a penny. Ten fifty-six exactly.
+
+VOCAB: exact
+Cashier: Thank you, sir. We like to get the exact amount.
+
+Narrator: Two hours later:
+VOCAB: finally
+Mark: I think Frank's finally back. {st-page_017_001.jpg|A man with a tool belt waving hello through an open window to Lynn and Mark standing inside}
+Lynn: Oh, good, at last we can get some tools and open this window.
 
 # Source: LLA 1A Figure 7
-$DIALOGUE Out of Order
-ID: 1a-f7
-INTRO: Carl's money went in, and nothing came out — a story as old as vending machines. Listen to the dialogue and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
+$DIALOGUE Operating the Machine
+ID: 10-1a-f7
+INTRO: Carl versus the vending machine, round one. Listen to Carl and Dora as he tries to get his drink.
+INSTRUCTION: Listen to the dialogue.
 
 VOCAB: to operate
 Carl: I can't operate this machine. {bk10-l1a-f7-01.mp3}
 VOCAB: out of
 VOCAB: diet drink
 Dora: Maybe it's out of that diet drink. {bk10-l1a-f7-02.mp3}
+VOCAB: stuck
 Carl: I think my money is stuck. I don't think it went down. {bk10-l1a-f7-03.mp3}
 VOCAB: another
 Dora: Try to get another kind of soft drink. {bk10-l1a-f7-04.mp3}
+VOCAB: to work
 Carl: Oh, it worked this time. I guess my money didn't stick; it did drop. {bk10-l1a-f7-05.mp3}
 
 # Source: LLA 1A Figure 8
-$SELECT What Does It Mean?
-ID: 1a-f8
+$SELECT Same Meaning
+ID: 10-1a-f8
 REFERENCE
-INTRO: Same story, different words. Listen to each sentence about Carl's machine trouble, tap the sentence that means the same thing, then repeat it.
+INTRO: Listen to a sentence about Carl and Dora's conversation. Tap the option that means the same thing, then repeat the model answer.
 INSTRUCTION: Tap the sentence that means the same.
 REPEAT
 
@@ -443,24 +458,41 @@ OPTION: c | a favorite kind
 ANSWER: b
 FEEDBACK: She told him to get a different drink. {bk10-l1a-f8-04-a.mp3}
 
-# Source: ST §At the Soft Drink Vending Machine
-$DIALOGUE At the Soft Drink Machine
-ID: l1-s9
-INTRO: Ann is thirsty and on a diet — and the machine has opinions about that. Read the dialog.
-INSTRUCTION: Read the dialog.
+# Source: ST §At the Mess Hall
+$DIALOGUE At the Mess Hall
+ID: l1-s15
+INTRO: Dora said "another kind of drink" — here's how "another" and "the other" work when you're counting friends and glasses of tea. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
 
+George: I'm going to get a drink. Do you want more tea?
+
+Carl: Yes. Could you please bring me another glass?
+
+George: Where are your friends today?
+
+VOCAB: other
+Carl: Well, one went to the post office, another went to the commissary, another went downtown, and the other one is sick.
+
+# Source: ST §At the Soft Drink Vending Machine
+$DIALOGUE At the Soft Drink Vending Machine {st-page_020_001.jpg|A man and a woman looking at a soft drink vending machine labeled "SODA WATER" with various cans inside and a sign that says "DIET SODA SOLD OUT"}
+ID: l1-s9
+INTRO: Ann is thirsty and on a diet — a difficult combination when the machine is out of diet sodas. Listen and repeat the dialog.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: soda pop
 Ann: I'm thirsty. Let's get some soda pop.
 
 Chris: Okay. There's a soft drink vending machine on the left side of the building.
 
+VOCAB: out of order
 Ann: Did they fix it? It was out of order yesterday.
 
-Chris: It was working earlier. I got a soda from it this morning. {st-page_020_001.jpg}
-
+Chris: It was working earlier. I got a soda from it this morning.
 Chris: What kind do you want?
 
 Ann: I want a diet drink.
-
 Chris: A diet drink?
 
 VOCAB: to lose
@@ -470,27 +502,25 @@ VOCAB: no more
 Chris: There are no more diet drinks in the machine.
 
 Ann: Oh, you mean the machine is out of diet sodas.
-
 Chris: Uh huh! Do you want something else?
-
 Ann: No, thanks. I'll get some water.
 
-# Source: ST §Answer About the Vending Machine (INPUT switched to speak)
-$PRODUCE Questions: The Diet Drink
+# Source: ST §Questions: Soft Drink Machine
+$PRODUCE Questions: Ann and Chris
 ID: l1-s10
-REFERENCE
-INTRO: Answer the questions about Ann and Chris aloud, in full sentences. Open the dialog again if you need it.
-INSTRUCTION: Answer the questions according to the dialog.
+REFERENCE: l1-s9
+INTRO: Now answer questions about Ann and Chris in complete sentences, aloud. Open the dialog if you need to check a detail.
+INSTRUCTION: Answer the questions in complete sentences.
 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. A complete sentence is preferred but a clear short answer with the right fact passes.
 
 PROMPT: What are Ann and Chris going to get?
-RESPONSE: They are going to get a soft drink / some soda pop.
+RESPONSE: They are going to get some soda pop.
 
 PROMPT: Where are they going to buy their drinks?
-RESPONSE: At the soft drink vending machine on the left side of the building.
+RESPONSE: They are going to buy their drinks from a vending machine on the left side of the building.
 
 PROMPT: When was the machine out of order?
 RESPONSE: It was out of order yesterday.
@@ -502,387 +532,107 @@ PROMPT: What kind of drink does Ann want?
 RESPONSE: She wants a diet drink.
 
 PROMPT: Why didn't Ann get her soda?
-RESPONSE: Because the machine was out of diet sodas.
+RESPONSE: The machine was out of diet sodas.
 
-# SKIPPED (book): ST Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs with no printed stimuli; the taped main-idea work below covers the same skill.
-# SKIPPED (book): ST "HOW DO YOU WANT YOUR COFFEE?" — instructor-read listening exercise with no printed sentences; convertible later with chosen items + TTS.
+# Source: ST §How Do You Want Your Coffee?
+$DIALOGUE Which Button for Coffee? {st-page_021_001.jpg|A diagram of a hot drinks vending machine panel showing 5 numbered push button choices for different coffee and drink options}
+ID: l1-s11
+INTRO: Two more worked examples, this time at the coffee machine. Just examples — nothing to answer.
+INSTRUCTION: Read the example questions and answers.
 
-# Source: LLA 1A Figure 9 (example)
-$DIALOGUE Main Idea: Example Paragraph
-ID: 1a-f9-a
-INTRO: Now practice finding the main idea — what a whole paragraph is really about. Listen to this paragraph about vending machines.
-INSTRUCTION: Listen to the paragraph.
+Narrator: Dorothy wants coffee with cream. Which button should she push?
+Narrator: Button 3.
+Narrator: Lt Ramirez pushed button 5. What is he drinking?
+Narrator: He's drinking hot chocolate.
 
-Narrator: Vending machines are everywhere; they're all around the world. You can find them in many places. They sell snacks, soft drinks, stamps, cigarettes, socks, stockings, sandwiches, and many other things. People everywhere can get almost anything from a vending machine. {bk10-l1a-f9-01.mp3}
-
-# Source: LLA 1A Figure 9 (example check)
-$SELECT Main Idea: Example Check
-ID: 1a-f9-b
-REFERENCE
-INTRO: What was the whole paragraph about? Tap the main idea.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What is the main idea?
-OPTION: a | Vending machines are in restrooms.
-OPTION: b | People everywhere use vending machines.
-OPTION: c | Vending machines sell clothes.
-ANSWER: b
+# SKIPPED (book): Listening Skill "WHAT'S IT ABOUT?" (p. 18-19) — instructor-read listening paragraphs with no printed text; convertible later.
+# SKIPPED (book): "HOW DO YOU WANT YOUR COFFEE?" (p. 21) student drill — instructor-read listening cues not printed in the text; convertible later.
 
 # Source: LLA 1A Figure 9 (paragraph 1)
-$DIALOGUE Main Idea: Paragraph 1
-ID: 1a-f9-c
-INTRO: Another paragraph — this one with some history. Listen for the big idea, not the dates.
+$DIALOGUE The History of Vending Machines
+ID: 10-1a-f9-p1
+INTRO: A short history lesson: vending machines have been taking people's coins since 1880. Listen to the paragraph.
 INSTRUCTION: Listen to the paragraph.
 
-Narrator: In 1880, one of the first vending machines sold chewing gum. In 1902, some cities had rooms for vending machines only. These machines sold different snacks. Then, in 1927, machines started to sell soft drinks. These machines were popular in 1880, and they are popular today. {bk10-l1a-f9-02.mp3}
+LINE: People enjoy vending machines. {bk10-l1a-f9-p1-01.mp3}
+LINE: In 1880, one of the first vending machines sold chewing gum. {bk10-l1a-f9-p1-02.mp3}
+LINE: In 1902, some cities had rooms for vending machines only. {bk10-l1a-f9-p1-03.mp3}
+LINE: These machines sold different snacks. {bk10-l1a-f9-p1-04.mp3}
+LINE: Then, in 1927, machines started to sell soft drinks. {bk10-l1a-f9-p1-05.mp3}
+LINE: These machines were popular in 1880, and they are popular today. {bk10-l1a-f9-p1-06.mp3}
 
-# Source: LLA 1A Figure 9 (paragraph 1 check)
-$SELECT Main Idea: Paragraph 1 Check
-ID: 1a-f9-d
-REFERENCE
-INTRO: Tap the main idea of the paragraph you just heard.
+# Source: LLA 1A Figure 9 (main idea 1)
+$SELECT Main Idea: History
+ID: 10-1a-f9-s1
+REFERENCE: 10-1a-f9-p1
+INTRO: What was the whole paragraph about — not just one detail? Tap the main idea.
 INSTRUCTION: Tap the main idea.
 
-TEMPLATE: What is the main idea?
+TEMPLATE: What is the main idea of the paragraph?
 OPTION: a | Vending machines are in rooms.
 OPTION: b | The first vending machine sold gum.
 OPTION: c | Vending machines are popular machines.
 ANSWER: c
+FEEDBACK: Vending machines are popular machines. {bk10-l1a-f9-fb1.mp3}
 
 # Source: LLA 1A Figure 9 (paragraph 2)
-$DIALOGUE Main Idea: Paragraph 2
-ID: 1a-f9-e
-INTRO: One last paragraph — about snacks at any hour. Listen for the main idea.
+$DIALOGUE Snacks Anytime
+ID: 10-1a-f9-p2
+INTRO: One more paragraph — why people like having a vending machine nearby, day and night. Listen.
 INSTRUCTION: Listen to the paragraph.
 
-Narrator: Many people get hungry between meals and buy snacks from vending machines. The machines have a big selection of things. People can eat snacks at any time of the day or night. Vending machines never close. It's good to have one near your home. {bk10-l1a-f9-03.mp3}
+LINE: You can always eat or drink something when there's a vending machine near you. {bk10-l1a-f9-p2-01.mp3}
+LINE: Many people get hungry between meals and buy snacks from vending machines. {bk10-l1a-f9-p2-02.mp3}
+LINE: The machines have a big selection of things. {bk10-l1a-f9-p2-03.mp3}
+LINE: People can eat snacks at any time of the day or night. {bk10-l1a-f9-p2-04.mp3}
+LINE: Vending machines never close. {bk10-l1a-f9-p2-05.mp3}
+LINE: It's good to have one near your home. {bk10-l1a-f9-p2-06.mp3}
 
-# Source: LLA 1A Figure 9 (paragraph 2 check)
-$SELECT Main Idea: Paragraph 2 Check
-ID: 1a-f9-f
-REFERENCE
-INTRO: Tap the main idea of this last paragraph.
+# Source: LLA 1A Figure 9 (main idea 2)
+$SELECT Main Idea: Snacks Anytime
+ID: 10-1a-f9-s2
+REFERENCE: 10-1a-f9-p2
+INTRO: Same job again — tap the main idea of the paragraph you just heard.
 INSTRUCTION: Tap the main idea.
 
-TEMPLATE: What is the main idea?
+TEMPLATE: What is the main idea of the paragraph?
 OPTION: a | It's good to have a vending machine near your home.
 OPTION: b | People get hungry between meals and want snacks.
 OPTION: c | Vending machines sell many different snacks and drinks.
 ANSWER: a
+FEEDBACK: It's good to have a vending machine near your home. {bk10-l1a-f9-fb2.mp3}
 
-$SESSION 1-3: More Words — Favorite, Finally, No
+$SESSION 1-3: Learning and Teaching "How To"
 
-# Source: LLA 1B Figure 1
-$DIALOGUE New Words in Sentences
-ID: 1b-f1
-INTRO: This part adds everyday words — "favorite", "time", "no", and friends. Listen to each new word in a sentence and repeat.
-INSTRUCTION: Listen and repeat each word and sentence.
-REPEAT
+# Source: ST §Jim Knows How to Play Tennis. (grammar table; talk-through added)
+$GRAMMAR Know How To Do It
+ID: l1-s18
+INTRO: In this part you'll learn to talk about skills — things people know how to do, learn how to do, and teach each other how to do.
 
-VOCAB: favorite
-LINE: I like this kind of gum better than any other kind. It's my favorite. {bk10-l1b-f1-01.mp3}
+CARD: To talk about a skill, use "how to" plus a verb after verbs like "know", "learn", "forget", "remember", and "find out".
+{Bill knew how to fix the car.}
+{Bill forgot how to fix the car.}
 
-LINE: This machine works well. It operates easily all the time. {bk10-l1b-f1-02.mp3}
+CARD: With "show", "teach", and "tell", name the person who gets the skill.
+{Bill showed me how to fix the car.}
+{Bill taught me how to fix the car.}
 
-LINE: The machine was out of my favorite gum. {bk10-l1b-f1-03-a.mp3}
-LINE: There wasn't any left. {bk10-l1b-f1-03-b.mp3}
-
-LINE: Stick the coin in this slot. {bk10-l1b-f1-04-a.mp3}
-LINE: Insert the coin here. {bk10-l1b-f1-04-b.mp3}
-
-VOCAB: time
-LINE: I went to the library 2 times last week. {bk10-l1b-f1-05.mp3}
-
-VOCAB: no
-LINE: The machine had no coffee. It didn't have any coffee. {bk10-l1b-f1-06.mp3}
-
-# Source: LLA 1B Figure 2
-$PRODUCE Complete the Sentence
-ID: 1b-f2
-INPUT: type
-CHECK: exact
-INTRO: Listen to the first part of a sentence and type the words that finish it — the new words from the list you just heard. Then repeat the full answer.
-INSTRUCTION: Type the missing word or words.
-REPEAT
-
-EXAMPLE
-TEMPLATE: When you like something a lot, it's your ____.
-PROMPT: When you like something a lot, it's your— {bk10-l1b-f2-ex-q.mp3}
-RESPONSE: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex-a.mp3}
-ACCEPT: favorite
-
-TEMPLATE: When you insert a coin in the slot, you ____.
-PROMPT: When you insert a coin in the slot, you— {bk10-l1b-f2-01-q.mp3}
-RESPONSE: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01-a.mp3}
-ACCEPT: stick it in
-
-TEMPLATE: There isn't any more candy, the machine is ____.
-PROMPT: There isn't any more candy. The machine is— {bk10-l1b-f2-02-q.mp3}
-RESPONSE: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02-a.mp3}
-ACCEPT: out of it
-
-TEMPLATE: The machine is operating well. It is ____.
-PROMPT: The machine is operating well. It is— {bk10-l1b-f2-03-q.mp3}
-RESPONSE: The machine is operating well. It is working. {bk10-l1b-f2-03-a.mp3}
-ACCEPT: working
-
-TEMPLATE: That machine doesn't have any diet drinks. It has ____ diet drinks.
-PROMPT: That machine doesn't have any diet drinks. It has— {bk10-l1b-f2-04-q.mp3}
-RESPONSE: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04-a.mp3}
-ACCEPT: no
-
-TEMPLATE: Marge can't go today. She can't go this ____.
-PROMPT: Marge can't go today. She can't go this— {bk10-l1b-f2-05-q.mp3}
-RESPONSE: Marge can't go today. She can't go this time. {bk10-l1b-f2-05-a.mp3}
-ACCEPT: time
-
-# Source: LLA 1B Figure 3
-$DIALOGUE More New Words
-ID: 1b-f3
-INTRO: A few more words — "lastly", "cream", and "finally", the word for when something good happens after a long wait. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: She is out of the office for the day. {bk10-l1b-f3-01-a.mp3}
-LINE: She's not in the office today. {bk10-l1b-f3-01-b.mp3}
-
-VOCAB: lastly
-LINE: First he went to the school. Then he went to the library, and lastly he went to the barracks. {bk10-l1b-f3-02.mp3}
-
-VOCAB: cream
-LINE: Cream comes from milk. I like cream in my coffee. {bk10-l1b-f3-03.mp3}
-
-LINE: He tried to start the car many times. {bk10-l1b-f3-04-a.mp3}
-VOCAB: finally
-LINE: Finally he called a mechanic. {bk10-l1b-f3-04-b.mp3}
-LINE: At last he got some help. {bk10-l1b-f3-04-c.mp3}
-
-LINE: The letter needs another stamp. {bk10-l1b-f3-05-a.mp3}
-LINE: Stick this one on the envelope, please. {bk10-l1b-f3-05-b.mp3}
-
-LINE: He had no money. {bk10-l1b-f3-06-a.mp3}
-LINE: He didn't have any money. {bk10-l1b-f3-06-b.mp3}
-
-# Source: LLA 1B Figure 4
-$SELECT Similar Meaning
-ID: 1b-f4
-INTRO: Listen to a sentence, then tap the option that means the same thing and repeat it. Same idea, different words — that's the skill.
-INSTRUCTION: Tap the sentence with a similar meaning.
-REPEAT
-
-PROMPT: We get cream from milk. {bk10-l1b-f4-01-q.mp3}
-OPTION: a | Milk comes from cream.
-OPTION: b | Cream comes from milk. {bk10-l1b-f4-01-a.mp3}
-OPTION: c | Put cream in your coffee.
-ANSWER: b
-
-PROMPT: He didn't have any change. {bk10-l1b-f4-02-q.mp3}
-OPTION: a | He had some change.
-OPTION: b | He had no change. {bk10-l1b-f4-02-a.mp3}
-OPTION: c | He had any change.
-ANSWER: b
-
-PROMPT: At last the class is over. {bk10-l1b-f4-03-q.mp3}
-OPTION: a | Finally, the class is over. {bk10-l1b-f4-03-a.mp3}
-OPTION: b | Lastly, we go to class.
-OPTION: c | Sadly the class is over.
-ANSWER: a
-
-PROMPT: Mary won't be home all day today. {bk10-l1b-f4-04-q.mp3}
-OPTION: a | She'll be there for the day.
-OPTION: b | She'll be in the house.
-OPTION: c | She'll be out of the house. {bk10-l1b-f4-04-a.mp3}
-ANSWER: c
-
-PROMPT: Put another stamp on the letter. {bk10-l1b-f4-05-q.mp3}
-OPTION: a | Stick it on the envelope. {bk10-l1b-f4-05-a.mp3}
-OPTION: b | Stamp it on the envelope.
-OPTION: c | Lift the envelope.
-ANSWER: a
-
-PROMPT: First he called her. Then he went to see her. {bk10-l1b-f4-06-q.mp3}
-OPTION: a | Last, he went to see her. {bk10-l1b-f4-06-a.mp3}
-OPTION: b | First he went to see her.
-OPTION: c | Then he called her.
-ANSWER: a
-
-# Source: ST §The Window Is Stuck.
-$DIALOGUE The Window Is Stuck
-ID: l1-s7
-INTRO: A stuck window, a missing neighbor, and exact change at the store — the new words, out in the wild. Read the dialog.
-INSTRUCTION: Read the dialog.
-
-Lynn: I can't get this window open, Mark. I can't lift it. Can you help me? {st-page_016_001.jpg}
-
-Mark: Sure, let me try. No, I can't open it. It's stuck. Call Frank. Maybe we can borrow his tools.
-
-VOCAB: out of town
-Lynn: He's not home. I think he went out of town for the weekend.
-
-Mark: No, he didn't go out of town this weekend. He's leaving town next weekend.
-
-VOCAB: for
-Lynn: Then I guess he went to the store for some cigarettes. He was out of them earlier.
-
-Mark: We'll have to wait until he comes back. His tools are in his truck.
-
-Narrator: At the Store
-
-Cashier: Your total is $10.56, sir.
-
-VOCAB: exactly
-Frank: Here it is. A ten-dollar bill, two quarters, a nickel and a penny. Ten fifty-six exactly.
-
-Cashier: Thank you, sir. We like to get the exact amount.
-
-Narrator: Two Hours Later
-
-Mark: I think Frank's finally back.
-
-Lynn: Oh, good, at last we can get some tools and open this window. {st-page_017_001.jpg}
-
-# Source: ST §My Favorite Sport Is Soccer.
-$DIALOGUE My Favorite Sport
-ID: l1-s8
-INTRO: Rick and Ali talk about their favorite sports — and about what "football" means in the United States. Read the dialog.
-INSTRUCTION: Read the dialog.
-
-Rick: Gary likes basketball a lot. I like football the most. What's your favorite sport?
-
-VOCAB: everywhere
-Ali: My favorite sport is football. Football is very popular in my country. People play football everywhere.
-
-Rick: Soccer, you mean.
-
-Ali: Oh, yes, I forgot that it's called soccer in the United States.
-
-# Source: ST §At the Mess Hall
-$DIALOGUE Another and the Other One
-ID: l1-s14
-INTRO: George and Carl at the mess hall — one friend went here, another went there, and the other one is sick. Read the dialog and watch "another" at work.
-INSTRUCTION: Read the dialog.
-
-George: I'm going to get a drink. Do you want more tea?
-
-Carl: Yes. Could you please bring me another glass?
-
-George: Where are your friends today?
-
-VOCAB: the other one
-Carl: Well, one went to the post office, another went to the commissary, another went downtown, and the other one is sick.
-
-# Source: ST §There's No Money For a New Car.
-$GRAMMAR "No" with There Is and There Are
-ID: l1-s11
-INTRO: A quick look at "no" — the shortest way to say there isn't any at all.
-
-CARD: When there is none at all, use **no** right after the verb.
-{There's no sugar in a diet drink.}
-{There are no students in room C.}
-
-CARD: For uncountable things, use **there's** with amounts like **a lot of**, **a little**, or **no**.
-{There's a lot of sugar in a soda pop.}
-{There's a little sugar in juice.}
-{There's no sugar in a diet drink.}
-
-CARD: For plural things, use **there are** with amounts like **a lot of**, **a few**, or **no**.
-{There are a lot of students in room A.}
-{There are a few students in room B.}
-{There are no students in room C.}
+CARD: With "ask", naming the person is optional.
+{Bill asked me how to fix the car.}
+{Bill asked how to fix the car.}
 
 SUMMARY:
-| There's | a lot of | sugar | in a soda pop. |
-|---|---|---|---|
-| | a little | | in juice. |
-| | no | | in a diet drink. |
-
-| There are | a lot of | students | in room A. |
-|---|---|---|---|
-| | a few | | in room B. |
-| | no | | in room C. |
-
-$PRODUCE Sentences with "There Is No"
-ID: l1-s12
-INTRO: Now you make the sentences. Use the cue and say a sentence with "There is no" or "There are no" — practicing the pattern you just saw.
-INSTRUCTION: Make a sentence with There is/are/was/were + no.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a grammatically correct sentence beginning with "There is no", "There are no", "There was no", or "There were no" using the cued phrase.
-
-EXAMPLE
-PROMPT: candy bars in the vending machine
-RESPONSE: There were no candy bars in the vending machine yesterday.
-
-PROMPT: headsets in the lab
-RESPONSE: There are no headsets in the lab.
-
-PROMPT: milk in the refrigerator
-RESPONSE: There is no milk in the refrigerator.
-
-PROMPT: diet sodas
-RESPONSE: There are no diet sodas.
-
-PROMPT: phones in the building
-RESPONSE: There are no phones in the building.
-
-PROMPT: sports on TV tonight
-RESPONSE: There are no sports on TV tonight.
-
-PROMPT: shelves in the bookcase
-RESPONSE: There are no shelves in the bookcase.
-
-PROMPT: vending machines in the barracks
-RESPONSE: There are no vending machines in the barracks.
-
-PROMPT: students in the lab
-RESPONSE: There are no students in the lab.
-
-# Source: ST §Make Sentences With "Have No"
-$PRODUCE Sentences with "Have No"
-ID: l1-s13
-INTRO: Same idea, new verb: say a sentence with "have no", "has no", or "had no" using the cue. Sadly, most of these sentences are about not having money.
-INSTRUCTION: Make a sentence with have/has/had + no.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a grammatically correct sentence using a subject and have/has/had + no + the cued phrase.
-
-EXAMPLE
-PROMPT: more time for TV
-RESPONSE: The children have no more time for TV on school nights.
-
-PROMPT: new winter clothes
-RESPONSE: I have no new winter clothes.
-
-PROMPT: more change for the vending machine
-RESPONSE: We have no more change for the vending machine.
-
-PROMPT: money for a new car
-RESPONSE: She has no money for a new car.
-
-PROMPT: friends in this city
-RESPONSE: He has no friends in this city.
-
-PROMPT: time for a movie
-RESPONSE: They have no time for a movie.
-
-PROMPT: more film for my camera
-RESPONSE: I have no more film for my camera.
-
-PROMPT: identification
-RESPONSE: You have no identification.
-
-PROMPT: more checks in her checkbook
-RESPONSE: She has no more checks in her checkbook.
-
-$SESSION 1-4: How To
+| | | | | |
+|---|---|---|---|---|
+| Bill | found out<br>forgot<br>knew<br>learned<br>remembered | | how to | fix the car. |
+| Bill | showed<br>told<br>taught | me | how to | fix the car. |
+| Bill | asked | (me) | how to | fix the car. |
 
 # Source: LLA 1A Figure 10
 $DIALOGUE Sentences with "How To"
-ID: 1a-f10
-INTRO: In this part you'll learn to talk about skills with "how to" — learning, teaching, showing, and yes, forgetting. Listen to the sentences and repeat them.
-INSTRUCTION: Listen and repeat.
+ID: 10-1a-f10
+INTRO: Now hear the pattern in action — "how to" after learn, teach, ask, show, and the rest. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: Mary learned how to cook chicken. {bk10-l1a-f10-01.mp3}
@@ -896,100 +646,126 @@ LINE: Do you remember how to turn on that machine? {bk10-l1a-f10-08.mp3}
 LINE: Please show Fran how to do the math problem. {bk10-l1a-f10-09.mp3}
 LINE: Where did you learn how to use that machine? {bk10-l1a-f10-10.mp3}
 
-# Source: ST §Jim Knows How To Play Tennis.
-$GRAMMAR "How To" after Verbs
+# DROPPED (twin): ST §How To: Practice Sentences (l1-s19) — TTS repeat-sentence list with the same role and the same verb set as the cassette Figure 10 above; no distinct teaching content to salvage.
+
+# Source: ST §Please Teach Me How to Operate This Machine.
+$DIALOGUE Willie Learns How to Do Laundry {st-page_024_001.jpg|Two drawings showing a person being taught how to use a washing machine at a laundry room}
+ID: l1-s16
+INTRO: When Willie moved away from home, he discovered that clothes do not wash themselves. Read the story of how Frank taught him.
+INSTRUCTION: Read the story about Willie and Frank.
+
+VOCAB: to learn how to
+Narrator: When Willie moved away from home, he had to learn how to do his laundry.
+
+VOCAB: first time
+VOCAB: to operate
+VOCAB: washing machine
+VOCAB: to find out
+Narrator: The first time he went to the laundry room in the barracks, he didn't know how to operate a washing machine. He had to find out.
+
+Narrator: Willie had a roommate, Frank.
+LINE: Frank knew how to operate a washing machine.
+LINE: Frank taught Willie.
+LINE: These were his instructions:
+
+Narrator: First, put your light clothes in one machine, and your dark clothes in another machine. They have to be in different machines.
+
+Narrator: Next, select the correct temperature. Wash light colors in warm water and use cold water for dark colors.
+
+VOCAB: detergent
+Narrator: Put one cup of detergent in each machine.
+
+VOCAB: quarter
+Narrator: Then insert four quarters in the slots.
+
+VOCAB: last
+Narrator: Last, push the coin tray in.
+
+Narrator: Willie found out that it was very easy to operate a washing machine. He was glad because he had to do his laundry many, many times after that.
+
+# Source: ST §Questions: Laundry Instructions
+$PRODUCE Questions: Willie's Laundry
 ID: l1-s17
-INTRO: Here's the pattern behind all those sentences you just repeated.
-
-CARD: After verbs like **learn**, **know**, and **forget**, use **how to** plus an action.
-{Bill found out how to fix the car.}
-{She forgot how to fix the car.}
-
-CARD: Some verbs need a person before the **how to**. Verbs like **show**, **tell**, and **teach** follow this pattern.
-{Bill showed me how to fix the car.}
-{They taught him how to fix the car.}
-
-CARD: With the verb **ask**, including the person is optional. You can say it either way.
-{Bill asked how to fix the car.}
-{Bill asked me how to fix the car.}
-
-SUMMARY:
-| | | | | |
-|---|---|---|---|---|
-| Bill | found out / forgot / knew / learned / remembered | | how to | fix the car. |
-| Bill | showed / told / taught | me | how to | fix the car. |
-| Bill | asked | (me) | how to | fix the car. |
-
-$DIALOGUE Reading: "How To" Sentences
-ID: l1-s18
-INTRO: Read a few more "how to" sentences — every verb from the table makes an appearance.
-INSTRUCTION: Read the sentences.
-
-LINE: Jim forgot how to operate this machine.
-LINE: Did you find out how to repair the bicycle?
-LINE: Yes, I'll tell you how to fix it.
-LINE: Robert will teach him how to use it again.
-LINE: I don't know how to drive a truck.
-LINE: When did George learn how to cook?
-LINE: What is Sue showing Tom how to do?
-LINE: Jane doesn't remember how to fly the plane.
-LINE: Keith asked me how to fix the radio.
-
-# Source: LLA 1A Figure 11
-$PRODUCE Answer with "How To"
-ID: 1a-f11
-INPUT: speak
-CHECK: reveal
-INTRO: Now you answer. Listen to the question, use the "Yes" or "No" cue on the screen, and answer aloud in a complete sentence with "how to". Then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence using "how to".
-REPEAT
-
-EXAMPLE
-TEMPLATE: No
-PROMPT: Do you know how to operate a vending machine? {bk10-l1a-f11-ex-q.mp3}
-RESPONSE: No, I don't know how to operate a vending machine. {bk10-l1a-f11-ex-a.mp3}
-
-TEMPLATE: No
-PROMPT: Do you remember how to change a flat tire? {bk10-l1a-f11-01-q.mp3}
-RESPONSE: No, I don't remember how to change a flat tire. {bk10-l1a-f11-01-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Can you find out how to use this washing machine? {bk10-l1a-f11-02-q.mp3}
-RESPONSE: Yes, I can find out how to use this washing machine. {bk10-l1a-f11-02-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Did you forget how to make the cookies? {bk10-l1a-f11-03-q.mp3}
-RESPONSE: Yes, I forgot how to make the cookies. {bk10-l1a-f11-03-a.mp3}
-
-TEMPLATE: No
-PROMPT: Has Fred learned how to drive a car? {bk10-l1a-f11-04-q.mp3}
-RESPONSE: No, Fred hasn't learned how to drive a car. {bk10-l1a-f11-04-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Did Charles ask how to make a long-distance call? {bk10-l1a-f11-05-q.mp3}
-RESPONSE: Yes, Charles asked how to make a long-distance call. {bk10-l1a-f11-05-a.mp3}
-
-TEMPLATE: No
-PROMPT: Can Mark show you how to play tennis? {bk10-l1a-f11-06-q.mp3}
-RESPONSE: No, Mark can't show me how to play tennis. {bk10-l1a-f11-06-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Is Mrs. Allen going to teach you how to speak English? {bk10-l1a-f11-07-q.mp3}
-RESPONSE: Yes, Mrs. Allen is going to teach me how to speak English. {bk10-l1a-f11-07-a.mp3}
-
-TEMPLATE: No
-PROMPT: Did Kate tell you how to find her house? {bk10-l1a-f11-08-q.mp3}
-RESPONSE: No, Kate didn't tell me how to find her house. {bk10-l1a-f11-08-a.mp3}
-
-# Source: ST §His Father Taught Him How To Drive.
-$PRODUCE Change the "How To" Sentence
-ID: l1-s19
-INTRO: Read each sentence and the word in parentheses, then say a new sentence — usually the negative one. Pele showed Jimmy soccer; baseball, apparently, was Jimmy's problem.
-INSTRUCTION: Use the word in parentheses and make a new sentence.
+REFERENCE: l1-s16
+INTRO: Answer questions about Willie's story aloud, in complete sentences. The story is right there if you need it.
+INSTRUCTION: Answer the questions in complete sentences.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: The learner must form a new sentence incorporating the cue word into a "how to" structure. Usually this involves making the original sentence negative and stating the new action.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
+
+PROMPT: What did Willie have to do when he moved away from home?
+RESPONSE: He had to learn how to do his laundry.
+
+PROMPT: What did Frank teach Willie?
+RESPONSE: Frank taught Willie how to operate a washing machine.
+
+PROMPT: Did Frank say to put dark clothes in the same machine with light clothes?
+RESPONSE: No, he said to put them in different machines.
+
+PROMPT: What is the last thing Willie has to do?
+RESPONSE: He has to push the coin tray in.
+
+PROMPT: What did Willie find out about washing clothes?
+RESPONSE: He found out that it was very easy to operate a washing machine.
+
+PROMPT: How many times did Willie have to do his laundry after that?
+RESPONSE: He had to do his laundry many times after that.
+
+# Source: LLA 1A Figure 11
+$PRODUCE Answer with "How To"
+ID: 10-1a-f11
+INTRO: Your turn with "how to". Look at the "Yes" or "No" cue on the screen, listen to the question, then answer aloud in a complete sentence.
+INSTRUCTION: Answer aloud in a complete sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+TEMPLATE: (No)
+PROMPT: Do you know how to operate a vending machine? {bk10-l1a-f11-ex-q.mp3}
+RESPONSE: No, I don't know how to operate a vending machine. {bk10-l1a-f11-ex-a.mp3}
+
+TEMPLATE: (No)
+PROMPT: Do you remember how to change a flat tire? {bk10-l1a-f11-01-q.mp3}
+RESPONSE: No, I don't remember how to change a flat tire. {bk10-l1a-f11-01-a.mp3}
+
+TEMPLATE: (Yes)
+PROMPT: Can you find out how to use this washing machine? {bk10-l1a-f11-02-q.mp3}
+RESPONSE: Yes, I can find out how to use this washing machine. {bk10-l1a-f11-02-a.mp3}
+
+TEMPLATE: (Yes)
+PROMPT: Did you forget how to make the cookies? {bk10-l1a-f11-03-q.mp3}
+RESPONSE: Yes, I forgot how to make the cookies. {bk10-l1a-f11-03-a.mp3}
+
+TEMPLATE: (No)
+PROMPT: Has Fred learned how to drive a car? {bk10-l1a-f11-04-q.mp3}
+RESPONSE: No, Fred hasn't learned how to drive a car. {bk10-l1a-f11-04-a.mp3}
+
+TEMPLATE: (Yes)
+PROMPT: Did Charles ask how to make a long-distance call? {bk10-l1a-f11-05-q.mp3}
+RESPONSE: Yes, Charles asked how to make a long-distance call. {bk10-l1a-f11-05-a.mp3}
+
+TEMPLATE: (No)
+PROMPT: Can Mark show you how to play tennis? {bk10-l1a-f11-06-q.mp3}
+RESPONSE: No, Mark can't show me how to play tennis. {bk10-l1a-f11-06-a.mp3}
+
+TEMPLATE: (Yes)
+PROMPT: Is Mrs. Allen going to teach you how to speak English? {bk10-l1a-f11-07-q.mp3}
+RESPONSE: Yes, Mrs. Allen is going to teach me how to speak English. {bk10-l1a-f11-07-a.mp3}
+
+TEMPLATE: (No)
+PROMPT: Did Kate tell you how to find her house? {bk10-l1a-f11-08-q.mp3}
+RESPONSE: No, Kate didn't tell me how to find her house. {bk10-l1a-f11-08-a.mp3}
+
+# Source: ST §His Father Taught Him How to Drive.
+$PRODUCE Make It Negative
+ID: l1-s20
+INTRO: Now flip the sentences. Use the word in parentheses to say what somebody did NOT teach, show, or find out how to do.
+INSTRUCTION: Use the word in parentheses to make a negative sentence.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
 EXAMPLE
 PROMPT: Pele showed Jimmy how to play soccer. (baseball)
@@ -1019,17 +795,38 @@ RESPONSE: Dennis didn't ask Judy how to cook the beef.
 PROMPT: Tony forgot how to speak French. (Italian)
 RESPONSE: Tony didn't forget how to speak Italian.
 
-# SKIPPED (book): ST "I'M NOT GOING TO SHOW YOU HOW." — instructor asks questions based on printed dialogs; the questions themselves are not printed.
+# Source: ST §I'm Not Going to Show You How.
+$DIALOGUE I'll Show You How
+ID: l1-s21
+INTRO: Five quick exchanges about teaching and learning — including one dad who is definitely not showing anyone how to drive until they're sixteen. Listen and repeat.
+INSTRUCTION: Listen and repeat the short dialogs.
+REPEAT
+
+Keith: I don't know how to operate this machine. I really want to learn how to do it.
+Jack: Okay. I'll teach you how to use it.
+
+Elaine: Dad, will you show me how to drive a car?
+Dad: No. I'm not going to show you how until you're sixteen.
+
+Max: I need to find out how to withdraw money from my savings account.
+Stan: I'll tell you how to do it.
+
+Victor: Peggy forgot how to fill out that form.
+Larry: Oh, I'll show her how to do it.
+
+John: I know how to speak French.
+Harry: I would like to learn how to speak French, too.
+
+# SKIPPED (book): "I'M NOT GOING TO SHOW YOU HOW." (p. 26) task — "answer the questions in complete sentences" but no questions are printed; dialogs retained above.
 
 # Source: ST §I Learned How to Cook and Wash.
 $PRODUCE Yes and No with "How To"
-ID: l1-s20
-INTRO: Read the question and the cue in parentheses, then answer in a complete sentence with "how to". The cue tells you whether it's a "yes, and…" or a "no, but…" day.
-INSTRUCTION: Read the question and the cue. Make a new sentence using "how to".
+ID: l1-s22
+INTRO: One more pass at "how to". Change each sentence using the cue in parentheses — "yes, and..." or "no, but...".
+INSTRUCTION: Change each sentence using "how to" and the cue words.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: The learner should produce a complete sentence answering the question with the cued information, using the structure "how to".
 
 EXAMPLE
 PROMPT: Does Jim know how to play football? (yes, and soccer)
@@ -1063,258 +860,468 @@ RESPONSE: Yes, Captain Richards knows how to fly a jet and a helicopter.
 PROMPT: Did your father tell you how to start the car? (no, but wash it)
 RESPONSE: No, my father didn't tell me how to start the car, but he told me how to wash it.
 
-# Source: ST §Please Teach Me How To Operate This Machine.
-$DIALOGUE Willie Learns to Do Laundry
-ID: l1-s15
-INTRO: Willie moved away from home and met his first washing machine. Read how Frank taught him — step by step.
-INSTRUCTION: Read the paragraphs.
+$SESSION 1-4: Favorite, Finally, and "No"
 
-VOCAB: learn how to
-LINE: When Willie moved away from home, he had to learn how to do his laundry. {st-page_024_001.jpg}
-VOCAB: first time
-LINE: The first time he went to the laundry room in the barracks, he didn't know how to operate a washing machine.
-VOCAB: to find out
-LINE: He had to find out.
+# Source: LLA 1B Figure 1
+$DIALOGUE Favorite, Out Of, and No
+ID: 10-1b-f1
+INTRO: In this part you'll pick up a handful of everyday words — "favorite", "out of", "no" — and learn to say there's none of something. Listen and repeat each pair of sentences.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
 
-LINE: Willie had a roommate, Frank.
-LINE: Frank knew how to operate a washing machine.
-VOCAB: taught | teach
-LINE: Frank taught Willie. These were his instructions:
+VOCAB: favorite
+LINE: I like this kind of gum better than any other kind. It's my favorite. {bk10-l1b-f1-01.mp3}
 
-LINE: First, put your light clothes in one machine, and your dark clothes in another machine.
-LINE: They have to be in different machines.
-LINE: Next, select the correct temperature.
-LINE: Wash light colors in warm water and use cold water for dark colors.
-LINE: Put one cup of detergent in each machine.
-VOCAB: quarter
-LINE: Then insert four quarters in the slots.
-VOCAB: last
-LINE: Last, push the coin tray in.
+VOCAB: to work
+LINE: This machine works well. It operates easily all the time. {bk10-l1b-f1-02.mp3}
 
-LINE: Willie found out that it was very easy to operate a washing machine.
-LINE: He was glad because he had to do his laundry many, many times after that.
+VOCAB: out of
+LINE: The machine was out of my favorite gum. There wasn't any left. {bk10-l1b-f1-03.mp3}
 
-# Source: ST §Answer About Willie (INPUT switched to speak)
-$PRODUCE Questions About Willie
-ID: l1-s16
-REFERENCE
-INTRO: Answer the questions about Willie aloud, in full sentences. Open the story again if the detergent details escape you.
-INSTRUCTION: Answer these questions about the paragraphs.
+VOCAB: to stick
+LINE: Stick the coin in this slot. Insert the coin here. {bk10-l1b-f1-04.mp3}
+
+VOCAB: time
+LINE: I went to the library 2 times last week. {bk10-l1b-f1-05.mp3}
+
+VOCAB: no
+LINE: The machine had no coffee. It didn't have any coffee. {bk10-l1b-f1-06.mp3}
+
+# Source: ST §My Favorite Sport Is Soccer.
+$DIALOGUE My Favorite Sport
+ID: l1-s8
+INTRO: Rick and Ali talk about their favorite sports — and about a game with two names. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Rick: Gary likes basketball a lot. I like football the most. What's your favorite sport?
+
+Ali: My favorite sport is football.
+VOCAB: popular
+LINE: Football is very popular in my country.
+VOCAB: everywhere
+LINE: People play football everywhere.
+
+Rick: Soccer, you mean.
+Ali: Oh, yes, I forgot that it's called soccer in the United States.
+
+# Source: LLA 1B Figure 2
+$SELECT Choose the Right Word
+ID: 10-1b-f2
+INTRO: Complete each sentence with a word or phrase from the word bank, then repeat the completed sentence.
+INSTRUCTION: Choose the correct word or phrase from the word bank.
+REPEAT
+
+OPTION: favorite | favorite
+OPTION: no | no
+OPTION: out_of_it | out of it
+OPTION: stick_it_in | stick it in
+OPTION: time | time
+OPTION: working | working
+
+EXAMPLE
+TEMPLATE: When you like something a lot, it's your ____.
+PROMPT: When you like something a lot, it's your— {bk10-l1b-f2-ex-q.mp3}
+ANSWER: favorite
+FEEDBACK: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex-a.mp3}
+
+TEMPLATE: When you insert a coin in the slot, you ____.
+PROMPT: When you insert a coin in the slot, you— {bk10-l1b-f2-01-q.mp3}
+ANSWER: stick_it_in
+FEEDBACK: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01-a.mp3}
+
+TEMPLATE: There isn't any more candy, the machine is ____.
+PROMPT: There isn't any more candy. The machine is— {bk10-l1b-f2-02-q.mp3}
+ANSWER: out_of_it
+FEEDBACK: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02-a.mp3}
+
+TEMPLATE: The machine is operating well. It is ____.
+PROMPT: The machine is operating well. It is— {bk10-l1b-f2-03-q.mp3}
+ANSWER: working
+FEEDBACK: The machine is operating well. It is working. {bk10-l1b-f2-03-a.mp3}
+
+TEMPLATE: That machine doesn't have any diet drinks. It has ____ diet drinks.
+PROMPT: That machine doesn't have any diet drinks. It has— {bk10-l1b-f2-04-q.mp3}
+ANSWER: no
+FEEDBACK: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04-a.mp3}
+
+TEMPLATE: Marge can't go today. She can't go this ____.
+PROMPT: Marge can't go today. She can't go this— {bk10-l1b-f2-05-q.mp3}
+ANSWER: time
+FEEDBACK: Marge can't go today. She can't go this time. {bk10-l1b-f2-05-a.mp3}
+
+# Source: LLA 1B Figure 3
+$DIALOGUE Cream, Finally, and Lastly
+ID: 10-1b-f3
+INTRO: A few more useful words — "cream" for your coffee, and "finally" and "lastly" for putting things in order. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: She is out of the office for the day. She's not in the office today. {bk10-l1b-f3-01.mp3}
+
+VOCAB: lastly
+LINE: First he went to the school. Then he went to the library, and lastly he went to the barracks. {bk10-l1b-f3-02.mp3}
+
+VOCAB: cream
+LINE: Cream comes from milk. I like cream in my coffee. {bk10-l1b-f3-03.mp3}
+
+VOCAB: finally
+LINE: He tried to start the car many times. Finally, he called a mechanic. At last, he got some help. {bk10-l1b-f3-04.mp3}
+
+LINE: The letter needs another stamp. Stick this one on the envelope, please. {bk10-l1b-f3-05.mp3}
+
+LINE: He had no money. He didn't have any money. {bk10-l1b-f3-06.mp3}
+
+# Source: LLA 1B Figure 4
+$SELECT Similar Meanings
+ID: 10-1b-f4
+INTRO: Listen to each sentence, tap the option that means about the same thing, then repeat the sentence.
+INSTRUCTION: Tap the sentence with a similar meaning.
+REPEAT
+
+PROMPT: We get cream from milk. {bk10-l1b-f4-01-q.mp3}
+OPTION: a | Milk comes from cream.
+OPTION: b | Cream comes from milk.
+OPTION: c | Put cream in your coffee.
+ANSWER: b
+FEEDBACK: Cream comes from milk. {bk10-l1b-f4-01-a.mp3}
+
+PROMPT: He didn't have any change. {bk10-l1b-f4-02-q.mp3}
+OPTION: a | He had some change.
+OPTION: b | He had no change.
+OPTION: c | He had any change.
+ANSWER: b
+FEEDBACK: He had no change. {bk10-l1b-f4-02-a.mp3}
+
+PROMPT: At last the class is over. {bk10-l1b-f4-03-q.mp3}
+OPTION: a | Finally, the class is over.
+OPTION: b | Lastly, we go to class.
+OPTION: c | Sadly the class is over.
+ANSWER: a
+FEEDBACK: Finally, the class is over. {bk10-l1b-f4-03-a.mp3}
+
+PROMPT: Mary won't be home all day today. {bk10-l1b-f4-04-q.mp3}
+OPTION: a | She'll be there for the day.
+OPTION: b | She'll be in the house.
+OPTION: c | She'll be out of the house.
+ANSWER: c
+FEEDBACK: She'll be out of the house. {bk10-l1b-f4-04-a.mp3}
+
+PROMPT: Put another stamp on the letter. {bk10-l1b-f4-05-q.mp3}
+OPTION: a | Stick it on the envelope.
+OPTION: b | Stamp it on the envelope.
+OPTION: c | Lift the envelope.
+ANSWER: a
+FEEDBACK: Stick it on the envelope. {bk10-l1b-f4-05-a.mp3}
+
+PROMPT: First he called her. Then he went to see her. {bk10-l1b-f4-06-q.mp3}
+OPTION: a | Last, he went to see her.
+OPTION: b | First he went to see her.
+OPTION: c | Then he called her.
+ANSWER: a
+FEEDBACK: Last, he went to see her. {bk10-l1b-f4-06-a.mp3}
+
+# Source: ST §There's No Money for a New Car. (grammar tables; talk-through added)
+$GRAMMAR There's No Sugar in a Diet Drink
+ID: l1-s12
+INTRO: How to say there's none of something at all — "no" before the noun does the job.
+
+CARD: "No" before a noun means "not any" — none at all.
+{There's no sugar in a diet drink.}
+{There are no students in room C.}
+
+CARD: Use "There's" with singular nouns and "There are" with plurals — the same way you use "a lot of", "a little", or "a few".
+{There's a lot of sugar in a soda pop.}
+{There are a few students in room B.}
+
+SUMMARY:
+| | | | |
+|---|---|---|---|
+| There's | a lot of | sugar | in a soda pop. |
+| There's | a little | sugar | in juice. |
+| There's | **no** | sugar | in a diet drink. |
+
+| | | | |
+|---|---|---|---|
+| There are | a lot of | students | in room A. |
+| There are | a few | students | in room B. |
+| There are | **no** | students | in room C. |
+
+# Source: ST §Make a Sentence with "There is/are/was/were + no"
+$PRODUCE There Is No ...
+ID: l1-s13
+INTRO: Use the cue on the screen to make a sentence with "There is", "There are", "There was", or "There were" plus "no". Say it aloud.
+INSTRUCTION: Make a sentence with "There is/are/was/were + no".
 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: Accept any grammatically correct sentence using "There is/are/was/were no" with the given cue; any tense and extra detail are fine. The "no + noun" structure is the point — a sentence without it fails.
 
-PROMPT: What did Willie have to do when he moved away from home?
-RESPONSE: He had to learn how to do his laundry.
+EXAMPLE
+PROMPT: candy bars in the vending machine
+RESPONSE: There were no candy bars in the vending machine yesterday.
 
-PROMPT: What did Frank teach Willie?
-RESPONSE: Frank taught Willie how to operate a washing machine.
+PROMPT: headsets in the lab
+RESPONSE: There are no headsets in the lab.
 
-PROMPT: Did Frank say to put dark clothes in the same machine with light clothes?
-RESPONSE: No, he said they have to be in different machines.
+PROMPT: milk in the refrigerator
+RESPONSE: There is no milk in the refrigerator.
 
-PROMPT: What is the last thing Willie has to do?
-RESPONSE: The last thing Willie has to do is push the coin tray in.
+PROMPT: diet sodas
+RESPONSE: There were no diet sodas in the machine.
 
-PROMPT: What did Willie find out about washing clothes?
-RESPONSE: He found out that it was very easy to operate a washing machine.
+PROMPT: phones in the building
+RESPONSE: There are no phones in the building.
 
-PROMPT: How many times did Willie have to do his laundry after that?
-RESPONSE: He had to do it many, many times after that.
+PROMPT: sports on TV tonight
+RESPONSE: There are no sports on TV tonight.
 
-$SESSION 1-5: Longer Sentences and Machine Talk
+PROMPT: shelves in the bookcase
+RESPONSE: There are no shelves in the bookcase.
+
+PROMPT: vending machines in the barracks
+RESPONSE: There are no vending machines in the barracks.
+
+PROMPT: students in the lab
+RESPONSE: There are no students in the lab.
+
+# Source: ST §I Have No More Film for My Camera.
+$PRODUCE Have No ...
+ID: l1-s14
+INTRO: Same idea, different verb: make a sentence with "have", "has", or "had" plus "no". Say it aloud.
+INSTRUCTION: Make a sentence with "have/has/had + no".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any grammatically correct sentence using "have/has/had no" with the given cue; any subject and tense are fine. The "no + noun" structure is the point — a sentence without it fails.
+
+EXAMPLE
+PROMPT: more time for TV
+RESPONSE: The children have no more time for TV on school nights.
+
+PROMPT: new winter clothes
+RESPONSE: I have no new winter clothes.
+
+PROMPT: more change for the vending machine
+RESPONSE: He has no more change for the vending machine.
+
+PROMPT: money for a new car
+RESPONSE: They have no money for a new car.
+
+PROMPT: friends in this city
+RESPONSE: She has no friends in this city.
+
+PROMPT: time for a movie
+RESPONSE: We have no time for a movie.
+
+PROMPT: more film for my camera
+RESPONSE: I have no more film for my camera.
+
+PROMPT: identification
+RESPONSE: He had no identification.
+
+PROMPT: more checks in her checkbook
+RESPONSE: She has no more checks in her checkbook.
+
+$SESSION 1-5: Longer Sentences and Machine Conversations
 
 # Source: LLA 1B Figure 5
 $PRODUCE Make a Long Sentence
-ID: 1b-f5
+ID: 10-1b-f5
+INTRO: In this part you'll stretch sentences and follow real machine conversations. Read the sentence on the screen, listen to the extra phrase, then say the whole expanded sentence aloud.
+INSTRUCTION: Say the combined sentence aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: In this part you'll build longer sentences and follow real machine conversations. First: read the short sentence, listen to the extra phrase, and say one long sentence. Then repeat the model answer.
-INSTRUCTION: Make a long sentence using the phrase you hear.
 REPEAT
 
 EXAMPLE
 TEMPLATE: George lifted the door of the vending machine.
-PROMPT: Listen: "For his selection." {bk10-l1b-f5-ex-q.mp3}
+PROMPT: For his selection. {bk10-l1b-f5-ex-q.mp3}
 RESPONSE: George lifted the door of the vending machine for his selection. {bk10-l1b-f5-ex-a.mp3}
 
 TEMPLATE: Sally bought a new dress.
-PROMPT: Listen: "with pockets." {bk10-l1b-f5-01-q.mp3}
+PROMPT: With pockets. {bk10-l1b-f5-01-q.mp3}
 RESPONSE: Sally bought a new dress with big pockets. {bk10-l1b-f5-01-a.mp3}
 
 TEMPLATE: Frank had an accident.
-PROMPT: Listen: "In his friend's car." {bk10-l1b-f5-02-q.mp3}
+PROMPT: In his friend's car. {bk10-l1b-f5-02-q.mp3}
 RESPONSE: Frank had an accident in his friend's car. {bk10-l1b-f5-02-a.mp3}
 
 TEMPLATE: Jan pulled the knob on the machine.
-PROMPT: Listen: "For some coffee with cream." {bk10-l1b-f5-03-q.mp3}
+PROMPT: For some coffee with cream. {bk10-l1b-f5-03-q.mp3}
 RESPONSE: Jan pulled the knob on the machine for some coffee with cream. {bk10-l1b-f5-03-a.mp3}
 
 TEMPLATE: Hal didn't want to go out for dinner.
-PROMPT: Listen: "without money." {bk10-l1b-f5-04-q.mp3}
+PROMPT: Without money. {bk10-l1b-f5-04-q.mp3}
 RESPONSE: Hal didn't want to go out for dinner without money. {bk10-l1b-f5-04-a.mp3}
 
 TEMPLATE: Ted watched his favorite show.
-PROMPT: Listen: "On TV last night." {bk10-l1b-f5-05-q.mp3}
+PROMPT: On TV last night. {bk10-l1b-f5-05-q.mp3}
 RESPONSE: Ted watched his favorite show on TV last night. {bk10-l1b-f5-05-a.mp3}
 
 TEMPLATE: Ali left his books.
-PROMPT: Listen: "In the classroom." {bk10-l1b-f5-06-q.mp3}
+PROMPT: In the classroom. {bk10-l1b-f5-06-q.mp3}
 RESPONSE: Ali left his books in the classroom. {bk10-l1b-f5-06-a.mp3}
 
 TEMPLATE: Bill taught John how to change the tire.
-PROMPT: Listen: "On the truck." {bk10-l1b-f5-07-q.mp3}
+PROMPT: On the truck. {bk10-l1b-f5-07-q.mp3}
 RESPONSE: Bill taught John how to change the tire on the truck. {bk10-l1b-f5-07-a.mp3}
 
-# Source: ST §Combine the Sentences (INPUT switched to speak)
-$PRODUCE Combine the Sentences
-ID: l1-s21
-INTRO: Same skill, no tape this time: read the two sentences and say one combined sentence aloud. There's usually more than one good way to do it.
-INSTRUCTION: Read the two sentences. Then say a new combined sentence.
+# Source: ST §Combining Sentences: Phrases
+$PRODUCE Combine with a Phrase
+ID: l1-s23
+INTRO: Now do the combining yourself: turn the two sentences on the screen into one sentence with a phrase, and say it aloud.
+INSTRUCTION: Combine the two sentences into one sentence with a phrase.
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must combine the two sentences into a single logical sentence (e.g., using a prepositional phrase, infinitive of purpose, or conjunction). Accept any grammatically correct and logically equivalent combination.
+RUBRIC: Treat the model as the target: accept any single grammatical sentence that combines both facts into one clause with a phrase (for/with/on/at...). Two separate clauses joined by "and" fail.
 
 EXAMPLE
-PROMPT: Tom dropped two quarters in the slot. He wanted a soda water.
+TEMPLATE: Tom dropped two quarters in the slot. He wanted a soda water.
 RESPONSE: Tom dropped two quarters in the slot for a soda water.
 
-PROMPT: Bob used the vending machine. He used his last quarter.
-RESPONSE: Bob used his last quarter in the vending machine.
+TEMPLATE: Bob used the vending machine. He used his last quarter.
+RESPONSE: Bob used the vending machine with his last quarter.
 
-PROMPT: Ned is arriving at two o'clock. Ned is arriving on Tuesday.
+TEMPLATE: Ned is arriving at two o'clock. Ned is arriving on Tuesday.
 RESPONSE: Ned is arriving at two o'clock on Tuesday.
 
-PROMPT: Sally wants to go on a trip. She wants Jan to go with her.
+TEMPLATE: Sally wants to go on a trip. She wants Jan to go with her.
 RESPONSE: Sally wants to go on a trip with Jan.
 
-PROMPT: Mark went to the drugstore. He got some medicine.
-RESPONSE: Mark went to the drugstore to get some medicine.
+TEMPLATE: Mark went to the drugstore. He got some medicine.
+RESPONSE: Mark went to the drugstore for some medicine.
 
-PROMPT: I have a glass of tea every day. I put sugar in it.
-RESPONSE: I have a glass of tea with sugar in it every day.
+TEMPLATE: I have a glass of tea every day. I put sugar in it.
+RESPONSE: I have a glass of tea with sugar every day.
 
-PROMPT: Harry bought a new suit. It has two pairs of pants.
+TEMPLATE: Harry bought a new suit. It has two pairs of pants.
 RESPONSE: Harry bought a new suit with two pairs of pants.
 
-PROMPT: My favorite restaurant is downtown. It is on the river.
+TEMPLATE: My favorite restaurant is downtown. It is on the river.
 RESPONSE: My favorite restaurant is downtown on the river.
 
-PROMPT: That restaurant has good soup. They serve hot bread with it.
+TEMPLATE: That restaurant has good soup. They serve hot bread with it.
 RESPONSE: That restaurant has good soup with hot bread.
 
 # Source: LLA 1B Figure 6 (dialogue)
 $DIALOGUE How to Work the Machine
-ID: 1b-f6-dialogue
-INTRO: A woman meets an unfamiliar vending machine and does the sensible thing: she asks. Listen to the conversation.
-INSTRUCTION: Listen to the conversation.
+ID: 10-1b-f6-dialogue
+INTRO: A stranger, a machine, and a polite question — listen to how she asks for help operating the vending machine.
+INSTRUCTION: Listen to the dialogue.
 
 Woman: Excuse me, sir, can you tell me how to work this machine? {bk10-l1b-f6-01.mp3}
-Man: Sure. Insert the exact change in the slot, then pull the knob of your selection. {bk10-l1b-f6-02.mp3}
+Man: Sure. Insert the exact change in the slot, then pull the knob for your selection. {bk10-l1b-f6-02.mp3}
 Woman: Do I have to use the exact change? {bk10-l1b-f6-03.mp3}
 Man: Yes. This machine doesn't give change. {bk10-l1b-f6-04.mp3}
 
 # Source: LLA 1B Figure 6 (questions)
 $SELECT Questions: Working the Machine
-ID: 1b-f6
-REFERENCE: 1b-f6-dialogue
-INTRO: Now the questions about that conversation. Listen, tap the correct answer, then repeat it.
+ID: 10-1b-f6
+REFERENCE
+INTRO: Now answer questions about that conversation. Tap the correct answer, then repeat it.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
 PROMPT: What did the woman ask? {bk10-l1b-f6-05-q.mp3}
 OPTION: a | when the machine works
-OPTION: b | how to work the machine {bk10-l1b-f6-05-a.mp3}
+OPTION: b | how to work the machine
 OPTION: c | about the kind of machine
 ANSWER: b
+FEEDBACK: She asked how to work the machine. {bk10-l1b-f6-05-a.mp3}
 
 PROMPT: What did the man tell her to do first? {bk10-l1b-f6-06-q.mp3}
-OPTION: a | insert the money {bk10-l1b-f6-06-a.mp3}
+OPTION: a | insert the money
 OPTION: b | lift the door
 OPTION: c | push the coin release
 ANSWER: a
+FEEDBACK: He told her to insert the money first. {bk10-l1b-f6-06-a.mp3}
 
 PROMPT: Which knob did the man tell her to pull? {bk10-l1b-f6-07-q.mp3}
 OPTION: a | his favorite knob
-OPTION: b | the selection knob {bk10-l1b-f6-07-a.mp3}
+OPTION: b | the selection knob
 OPTION: c | the coin release knob
 ANSWER: b
+FEEDBACK: He told her to pull the selection knob. {bk10-l1b-f6-07-a.mp3}
 
 PROMPT: What must the woman do? {bk10-l1b-f6-08-q.mp3}
-OPTION: a | use exact change {bk10-l1b-f6-08-a.mp3}
+OPTION: a | use exact change
 OPTION: b | get more change
 OPTION: c | turn the knobs again
 ANSWER: a
+FEEDBACK: She must use exact change. {bk10-l1b-f6-08-a.mp3}
 
 PROMPT: Does the machine give change? {bk10-l1b-f6-09-q.mp3}
 OPTION: a | Sometimes it does.
 OPTION: b | Yes, it will.
-OPTION: c | No, it doesn't. {bk10-l1b-f6-09-a.mp3}
+OPTION: c | No, it doesn't.
 ANSWER: c
+FEEDBACK: No, it doesn't. {bk10-l1b-f6-09-a.mp3}
 
-# Source: LLA 1B Figure 7 (dialogue); image salvaged from dropped ST twin dialog (John/Steve)
-$DIALOGUE The Stuck Coins {st-page_037_001.jpg}
-ID: 1b-f7-dialogue
-INTRO: This time the machine took the money and kept the drink. Listen to what the helpful stranger suggests.
-INSTRUCTION: Listen to the conversation.
+# Source: LLA 1B Figure 7 (dialogue)
+$DIALOGUE The Missing Diet Drink
+ID: 10-1b-f7-dialogue
+INTRO: The machine took his money and gave him nothing back. Listen to what the woman tells him to do.
+INSTRUCTION: Listen to the dialogue.
 
-Man: Excuse me. I put some money in this vending machine, but the diet drink didn't come out. Is it out of order, or out of diet drink? {bk10-l1b-f7-01.mp3}
-Woman: I don't think it's out of order. I bought a soft drink a few minutes ago. Maybe the coins are stuck. {bk10-l1b-f7-02.mp3}
-Man: What should I do? {bk10-l1b-f7-03.mp3}
-Woman: Push the coin release. You'll get your money back, or you can make another selection. {bk10-l1b-f7-04.mp3}
+Man1: Excuse me. I put some money in this vending machine, but the diet drink didn't come out. Is it out of order, or out of diet drink? {bk10-l1b-f7-01.mp3}
+Woman1: I don't think it's out of order. I bought a soft drink a few minutes ago. Maybe the coins are stuck. {bk10-l1b-f7-02.mp3}
+Man1: What should I do? {bk10-l1b-f7-03.mp3}
+Woman1: Push the coin release. You'll get your money back, or you can make another selection. {bk10-l1b-f7-04.mp3}
 
 # Source: LLA 1B Figure 7 (questions)
-$SELECT Questions: The Stuck Coins
-ID: 1b-f7
-REFERENCE: 1b-f7-dialogue
-INTRO: Three questions about the stuck coins. Tap the correct answer, then repeat it.
+$SELECT Questions: Stuck Coins
+ID: 10-1b-f7
+REFERENCE
+INTRO: Three questions about that conversation. Tap the correct answer, then repeat it.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
 PROMPT: What did the man want from the vending machine? {bk10-l1b-f7-05-q.mp3}
 OPTION: a | a candy bar
 OPTION: b | a soda pop
-OPTION: c | a diet drink {bk10-l1b-f7-05-a.mp3}
+OPTION: c | a diet drink
 ANSWER: c
+FEEDBACK: He wanted a diet drink. {bk10-l1b-f7-05-a.mp3}
 
 PROMPT: What did the woman think about the machine? {bk10-l1b-f7-06-q.mp3}
 OPTION: a | It was broken.
 OPTION: b | It was out of sodas.
-OPTION: c | The coins were stuck. {bk10-l1b-f7-06-a.mp3}
+OPTION: c | The coins were stuck.
 ANSWER: c
+FEEDBACK: She thought the coins were stuck. {bk10-l1b-f7-06-a.mp3}
 
 PROMPT: What did she tell him to do? {bk10-l1b-f7-07-q.mp3}
 OPTION: a | Find another machine and use it.
 OPTION: b | Put in more coins.
-OPTION: c | Push the coin release. {bk10-l1b-f7-07-a.mp3}
+OPTION: c | Push the coin release.
 ANSWER: c
+FEEDBACK: She told him to push the coin release. {bk10-l1b-f7-07-a.mp3}
 
-# Source: LLA 1B Figure 8 (paragraph)
-$DIALOGUE Ned's Coffee
-ID: 1b-f8-story
-INTRO: Ned needed his morning coffee, and his favorite machine chose that exact day to stop working. Listen to the story — it does not end well.
+# Source: LLA 1B Figure 8 (passage)
+$DIALOGUE Ned's Morning Coffee
+ID: 10-1b-f8-story
+INTRO: Ned versus the coffee machine — a tragedy in eleven sentences. Listen to what happened to his morning.
 INSTRUCTION: Listen to the story.
 
 LINE: Ned wanted some coffee. {bk10-l1b-f8-01.mp3}
 LINE: He went to his favorite vending machine. {bk10-l1b-f8-02.mp3}
 LINE: This machine always worked and was never out of coffee. {bk10-l1b-f8-03.mp3}
 LINE: Ned stuck a coin in the slot, but the machine didn't work. {bk10-l1b-f8-04.mp3}
-LINE: "No coffee? I can't go out and get coffee right now because I can't be out of my office at this time." {bk10-l1b-f8-05.mp3}
+LINE: "No coffee! I can't go out and get coffee right now because I can't be out of my office at this time." {bk10-l1b-f8-05.mp3}
 LINE: "I guess I'll try it again before I try another machine." {bk10-l1b-f8-06.mp3}
-LINE: He inserted another coin and pulled the knob, first for black coffee, then for coffee with cream, and lastly coffee with cream and sugar. {bk10-l1b-f8-07.mp3}
+LINE: He inserted another coin and pulled the knobs, first for black coffee, then for coffee with cream, and lastly, coffee with cream and sugar. {bk10-l1b-f8-07.mp3}
 LINE: They didn't work. {bk10-l1b-f8-08.mp3}
-LINE: Finally, after he tried many times, Ned wrote "Out of Order" on a piece of paper and stuck it to the machine. {bk10-l1b-f8-09.mp3}
+LINE: Finally, after he tried many times, Ned wrote "out of order" on a piece of paper and stuck it to the machine. {bk10-l1b-f8-09.mp3}
 LINE: He didn't get any coffee until he went to lunch because he had no more change. {bk10-l1b-f8-10.mp3}
 LINE: Ned felt awful all day because he didn't have his morning coffee. {bk10-l1b-f8-11.mp3}
 
 # Source: LLA 1B Figure 8 (questions)
-$PRODUCE Questions About Ned
-ID: 1b-f8
-REFERENCE: 1b-f8-story
-INTRO: Answer the questions about Ned aloud, in full sentences, then repeat the model answer. Open the story again if you need it.
-INSTRUCTION: Answer aloud with a full sentence.
+$PRODUCE Questions: Ned's Story
+ID: 10-1b-f8
+REFERENCE
+INTRO: Answer each question about Ned's story aloud in a full sentence, then repeat the model answer. Open the story if you need it.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
 REPEAT
@@ -1334,40 +1341,36 @@ RESPONSE: He wrote "Out of Order" on it. {bk10-l1b-f8-15-a.mp3}
 PROMPT: What did he do with the paper? {bk10-l1b-f8-16-q.mp3}
 RESPONSE: He stuck it to the vending machine. {bk10-l1b-f8-16-a.mp3}
 
-$SESSION 1-6: Time Clauses
+$SESSION 1-6: When, While, Before, After, Until
 
 # Source: LLA 1C Figure 1
-$DIALOGUE Coffee Before the Bell
-ID: 1c-f1
-INTRO: This part is about time words — "before", "after", "while", "when", and "until". Peggy and Peter are racing the bell for a cup of coffee. Listen and repeat each line.
+$DIALOGUE Time for Coffee
+ID: 10-1c-f1
+INTRO: In this part you'll learn to connect two events in one sentence — before the bell rings, while you drink, until you finish. First, listen to Peggy and Peter at the coffee machine, and repeat each line.
 INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Peggy: Do we have time for coffee before the bell rings? {page_021_001.jpg} {bk10-l1c-f1-01.mp3}
-Peter: Yes, I think we have time for a cup before it rings. {page_021_001.jpg} {bk10-l1c-f1-02.mp3}
-Peggy: Will you hold my books while I get it? {page_021_001.jpg} {bk10-l1c-f1-03.mp3}
-Peter: Sure. I don't want any, but I'll wait until you get yours. {page_021_001.jpg} {bk10-l1c-f1-04.mp3}
-Peggy: Will you wait with me while I drink it? {page_021_001.jpg} {bk10-l1c-f1-05.mp3}
-Peter: Yes, we're early. I can wait until you finish it. {page_021_001.jpg} {bk10-l1c-f1-06.mp3}
+Peggy: Do we have time for coffee before the bell rings? {page_021_001.jpg|A young man and woman talking in front of school lockers next to a hot drinks vending machine} {bk10-l1c-f1-01.mp3}
+Peter: Yes, I think we have time for a cup before it rings. {page_021_001.jpg|A young man and woman talking in front of school lockers next to a hot drinks vending machine} {bk10-l1c-f1-02.mp3}
+Peggy: Will you hold my books while I get it? {page_021_001.jpg|A young man and woman talking in front of school lockers next to a hot drinks vending machine} {bk10-l1c-f1-03.mp3}
+Peter: Sure. I don't want any, but I'll wait until you get yours. {page_021_001.jpg|A young man and woman talking in front of school lockers next to a hot drinks vending machine} {bk10-l1c-f1-04.mp3}
+Peggy: Will you wait with me while I drink it? {page_021_001.jpg|A young man and woman talking in front of school lockers next to a hot drinks vending machine} {bk10-l1c-f1-05.mp3}
+Peter: Yes, we're early. I can wait until you finish it. {page_021_001.jpg|A young man and woman talking in front of school lockers next to a hot drinks vending machine} {bk10-l1c-f1-06.mp3}
 
-# Source: ST §When, While, After, Before, Until
+# Source: ST §Adverb Clauses of Time (grammar table; talk-through added)
 $GRAMMAR When, While, After, Before, Until
-ID: l1-s22
-INTRO: Here's how time words connect two actions into one sentence.
+ID: l1-s24
+INTRO: Five little words that put two events on one timeline. Here's what each one does.
 
-CARD: A time word joins two actions and tells you their order in time. Use **while** for two actions that happen at the exact same time.
+CARD: A time clause tells when something happens. "While" means during the same time.
 {Jerry listens to the radio while he studies.}
 
-CARD: Use **when** to show that one action happens at the moment another action takes place.
+CARD: "When" points to the moment; "after" and "before" put the events in order.
 {Bonnie saw the new sofa when she came in.}
-
-CARD: Use **after** to show that the first action happens later than the second event.
 {Major Sims will write to us after he arrives home.}
-
-CARD: Use **before** to show that the first action happens earlier than the second event.
 {James was watching TV before his brother called.}
 
-CARD: Use **until** to show that a situation continues up to a certain point in time and then stops.
+CARD: "Until" means up to that time — and not after it.
 {Fran can't buy a new car until she saves some money.}
 
 SUMMARY:
@@ -1379,10 +1382,12 @@ SUMMARY:
 | James was watching TV | **before** | his brother called. |
 | Fran can't buy a new car | **until** | she saves some money. |
 
-$DIALOGUE Reading: Time Clause Sentences
-ID: l1-s23
-INTRO: Read ten sentences with time clauses — notice the clause can come first or last.
-INSTRUCTION: Read the sentences.
+# Source: ST §Time Clauses: Practice Sentences
+$DIALOGUE Time Clauses in Sentences
+ID: l1-s25
+INTRO: Hear the five time words at work in everyday sentences. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
 LINE: Greg exercised until they closed the gym.
 LINE: Will you mail this letter before you leave the office?
@@ -1396,133 +1401,106 @@ LINE: When Diane saw Mike, he was driving his new car.
 LINE: Barbara listens to music while she exercises.
 
 # Source: LLA 1C Figure 2
-$SELECT Finish with a Time Clause
-ID: 1c-f2
-INTRO: Listen to the first part of a sentence, then tap the time clause that finishes it logically. Repeat the full sentence — the point is which time word makes sense.
+$SELECT Finish the Sentence
+ID: 10-1c-f2
+INTRO: Which time clause fits? Listen to the first part of each sentence, tap the phrase that completes it, then repeat the full sentence.
 INSTRUCTION: Tap the correct phrase.
 REPEAT
 
 EXAMPLE
-PROMPT: They ate at the restaurant. {bk10-l1c-f2-ex-q.mp3}
-OPTION: a | until they saw the movie.
-OPTION: b | after they saw the movie.
+PROMPT: They ate at the restaurant. {bk10-l1c-f2-ex.mp3}
+OPTION: a | until they saw the movie
+OPTION: b | after they saw the movie
 ANSWER: b
-FEEDBACK: They ate at the restaurant after they saw the movie. {bk10-l1c-f2-ex-a.mp3}
+FEEDBACK: They ate at the restaurant after they saw the movie. {bk10-l1c-f2-ex-fb.mp3}
 
-PROMPT: I was very thirsty. {bk10-l1c-f2-01-q.mp3}
+PROMPT: I was very thirsty. {bk10-l1c-f2-01.mp3}
 OPTION: a | before I drank the soda
 OPTION: b | before I didn't drink the soda
 ANSWER: a
-FEEDBACK: I was very thirsty before I drank the soda. {bk10-l1c-f2-01-a.mp3}
+FEEDBACK: I was very thirsty before I drank the soda. {bk10-l1c-f2-01-fb.mp3}
 
-PROMPT: Fran was talking to us. {bk10-l1c-f2-02-q.mp3}
+PROMPT: Fran was talking to us. {bk10-l1c-f2-02.mp3}
 OPTION: a | when we ate lunch
 OPTION: b | while we were eating lunch
 ANSWER: b
-FEEDBACK: Fran was talking to us while we were eating lunch. {bk10-l1c-f2-02-a.mp3}
+FEEDBACK: Fran was talking to us while we were eating lunch. {bk10-l1c-f2-02-fb.mp3}
 
-PROMPT: He inserted the coins. {bk10-l1c-f2-03-q.mp3}
+PROMPT: He inserted the coins. {bk10-l1c-f2-03.mp3}
 OPTION: a | before he pulled the knob
 OPTION: b | until he pulled the knob
 ANSWER: a
-FEEDBACK: He inserted the coins before he pulled the knob. {bk10-l1c-f2-03-a.mp3}
+FEEDBACK: He inserted the coins before he pulled the knob. {bk10-l1c-f2-03-fb.mp3}
 
-PROMPT: Ted ate the chips. {bk10-l1c-f2-04-q.mp3}
+PROMPT: Ted ate the chips. {bk10-l1c-f2-04.mp3}
 OPTION: a | until he drank the soda pop
 OPTION: b | after he drank the soda pop
 ANSWER: b
-FEEDBACK: Ted ate the chips after he drank the soda pop. {bk10-l1c-f2-04-a.mp3}
+FEEDBACK: Ted ate the chips after he drank the soda pop. {bk10-l1c-f2-04-fb.mp3}
 
-PROMPT: I inserted coins. {bk10-l1c-f2-05-q.mp3}
+PROMPT: I inserted coins. {bk10-l1c-f2-05.mp3}
 OPTION: a | when the machine worked
 OPTION: b | until the machine started to work
 ANSWER: b
-FEEDBACK: I inserted coins until the machine started to work. {bk10-l1c-f2-05-a.mp3}
+FEEDBACK: I inserted coins until the machine started to work. {bk10-l1c-f2-05-fb.mp3}
 
-PROMPT: Bill drank coffee. {bk10-l1c-f2-06-q.mp3}
+PROMPT: Bill drank coffee. {bk10-l1c-f2-06.mp3}
 OPTION: a | before the bell rang
 OPTION: b | when the bell rang
 ANSWER: a
-FEEDBACK: Bill drank coffee before the bell rang. {bk10-l1c-f2-06-a.mp3}
+FEEDBACK: Bill drank coffee before the bell rang. {bk10-l1c-f2-06-fb.mp3}
 
-PROMPT: Her selection dropped. {bk10-l1c-f2-07-q.mp3}
+PROMPT: Her selection dropped. {bk10-l1c-f2-07.mp3}
 OPTION: a | until she pulled the knob
 OPTION: b | when she pulled the knob
 ANSWER: b
-FEEDBACK: Her selection dropped when she pulled the knob. {bk10-l1c-f2-07-a.mp3}
+FEEDBACK: Her selection dropped when she pulled the knob. {bk10-l1c-f2-07-fb.mp3}
 
-PROMPT: They went to a movie. {bk10-l1c-f2-08-q.mp3}
+PROMPT: They went to a movie. {bk10-l1c-f2-08.mp3}
 OPTION: a | after they did their homework
 OPTION: b | until they did their homework
 ANSWER: a
-FEEDBACK: They went to a movie after they did their homework. {bk10-l1c-f2-08-a.mp3}
+FEEDBACK: They went to a movie after they did their homework. {bk10-l1c-f2-08-fb.mp3}
 
 # Source: LLA 1C Figure 3
-$PRODUCE Combine with a Time Word
-ID: 1c-f3
+$PRODUCE Combine the Sentences
+ID: 10-1c-f3
 INPUT: speak
 CHECK: reveal
-INTRO: Read the two sentences on the screen, listen for the time word, then say them as one sentence. Repeat the model answer.
-INSTRUCTION: Combine the sentences using the spoken word.
+INTRO: Read the two sentences on the screen, listen to the connecting word, and say the two sentences as one. Then repeat the correct version.
+INSTRUCTION: Say the combined sentence aloud.
 REPEAT
 
 EXAMPLE
-TEMPLATE: Were you next to the vending machine?
-TEMPLATE: It fell.
+TEMPLATE: Were you next to the vending machine? / It fell.
 PROMPT: when {bk10-l1c-f3-ex-q.mp3}
 RESPONSE: Were you next to the vending machine when it fell? {bk10-l1c-f3-ex-a.mp3}
 
-TEMPLATE: He ate a candy bar.
-TEMPLATE: She drank a diet soda.
+TEMPLATE: He ate a candy bar. / She drank a diet soda.
 PROMPT: while {bk10-l1c-f3-01-q.mp3}
 RESPONSE: He ate a candy bar while she drank a diet soda. {bk10-l1c-f3-01-a.mp3}
 
-TEMPLATE: You insert the coins.
-TEMPLATE: You lift the door.
+TEMPLATE: You insert the coins. / You lift the door.
 PROMPT: before {bk10-l1c-f3-02-q.mp3}
 RESPONSE: You insert the coins before you lift the door. {bk10-l1c-f3-02-a.mp3}
 
-TEMPLATE: The selection will drop.
-TEMPLATE: You insert the money.
+TEMPLATE: The selection will drop. / You insert the money.
 PROMPT: after {bk10-l1c-f3-03-q.mp3}
 RESPONSE: The selection will drop after you insert the money. {bk10-l1c-f3-03-a.mp3}
 
-TEMPLATE: Don't add the detergent.
-TEMPLATE: You put the clothes in the washing machine.
+TEMPLATE: Don't add the detergent. / You put the clothes in the washing machine.
 PROMPT: until {bk10-l1c-f3-04-q.mp3}
 RESPONSE: Don't add the detergent until you put the clothes in the washing machine. {bk10-l1c-f3-04-a.mp3}
 
-TEMPLATE: Bill was in the shower.
-TEMPLATE: The telephone rang.
+TEMPLATE: Bill was in the shower. / The telephone rang.
 PROMPT: when {bk10-l1c-f3-05-q.mp3}
 RESPONSE: Bill was in the shower when the telephone rang. {bk10-l1c-f3-05-a.mp3}
 
-# Source: ST §It's the Same, But Different.
-$GRAMMAR Moving the Time Clause
-ID: l1-s24
-INTRO: One more trick: the time clause can move to the front of the sentence without changing the meaning.
-
-CARD: A time clause often comes at the end of a sentence.
-{The students were studying when the teacher walked in.}
-{I was reading a book when it started to rain.}
-
-CARD: You can move the time clause to the very beginning of the sentence. The meaning stays exactly the same.
-{When the teacher walked in, the students were studying.}
-{When it started to rain, I was reading a book.}
-
-CARD: Just remember the punctuation. When the time clause comes first, we put a comma after it.
-{When the teacher walked in, the students were studying.}
-
-SUMMARY:
-| | |
-|---|---|
-| The students were studying | when the teacher walked in. |
-| When the teacher walked in, | the students were studying. |
-
-$PRODUCE Change the Sentence Order
-ID: l1-s25
-INTRO: Read each sentence, then say it with the time clause moved to the other position. Same meaning, new order.
-INSTRUCTION: Say the sentence with the time clause in the other position.
+# Source: ST §It's the Same, but Different.
+$PRODUCE Turn the Sentence Around
+ID: l1-s26
+INTRO: A time clause can go first or last — the meaning stays the same. Read each sentence, then say it with the clauses in the other order.
+INSTRUCTION: Say the sentence with the clause order changed.
 INPUT: speak
 CHECK: reveal
 
@@ -1542,58 +1520,56 @@ TEMPLATE: While I was studying, the lights went out.
 RESPONSE: The lights went out while I was studying.
 
 # Source: ST §He Exercises Before He Swims.
-$PRODUCE Combine with the Cued Word
-ID: l1-s26
-INTRO: Read the two sentences and the time word in parentheses, then say one combined sentence. The clause can go at the beginning or the end — your choice.
-INSTRUCTION: Read the two sentences. Use the word in parentheses to make a new sentence.
+$PRODUCE Join the Sentences
+ID: l1-s27
+INTRO: Combine the two sentences using the time word in parentheses, and say the new sentence aloud. Either clause can come first.
+INSTRUCTION: Combine the two sentences using the word in parentheses.
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must combine the two sentences using the cued time conjunction. The time clause can be at the beginning or end of the sentence.
+RUBRIC: The time conjunction in parentheses must join the two clauses — that's the point. Accept either clause order ("Main clause + conjunction + time clause" or "Conjunction + time clause, main clause").
 
 EXAMPLE
-PROMPT: Bobby brushes his teeth. He eats breakfast. (after)
+TEMPLATE: Bobby brushes his teeth. He eats breakfast. (after)
 RESPONSE: Bobby brushes his teeth after he eats breakfast.
 
-PROMPT: Jeff ate breakfast. He walked to school. (before)
+TEMPLATE: Jeff ate breakfast. He walked to school. (before)
 RESPONSE: Jeff ate breakfast before he walked to school.
 
-PROMPT: The soccer game is over. John is going to leave. (when)
+TEMPLATE: The soccer game is over. John is going to leave. (when)
 RESPONSE: When the soccer game is over, John is going to leave.
 
-PROMPT: Captain Lewis can't leave. Captain Rice arrives. (until)
+TEMPLATE: Captain Lewis can't leave. Captain Rice arrives. (until)
 RESPONSE: Captain Lewis can't leave until Captain Rice arrives.
 
-PROMPT: Charles listens to music. He drives to work. (while)
+TEMPLATE: Charles listens to music. He drives to work. (while)
 RESPONSE: Charles listens to music while he drives to work.
 
-PROMPT: John gets up. He takes a shower. (after)
-RESPONSE: John takes a shower after he gets up.
+TEMPLATE: John gets up. He takes a shower. (after)
+RESPONSE: After John gets up, he takes a shower.
 
-PROMPT: She went shopping. Sharon cashed a check. (before)
-RESPONSE: Before she went shopping, Sharon cashed a check.
+TEMPLATE: She went shopping. Sharon cashed a check. (before)
+RESPONSE: Sharon cashed a check before she went shopping.
 
-PROMPT: He left the dining hall. Where did Sgt Dole go? (after)
+TEMPLATE: He left the dining hall. Where did Sgt Dole go? (after)
 RESPONSE: Where did Sgt Dole go after he left the dining hall?
 
-PROMPT: You came in the back door. Did you see Col Watkins? (when)
+TEMPLATE: You came in the back door. Did you see Col Watkins? (when)
 RESPONSE: Did you see Col Watkins when you came in the back door?
 
-PROMPT: Ms. Mill won't leave. Her last customer leaves at 9:30. (until)
+TEMPLATE: Ms. Mill won't leave. Her last customer leaves at 9:30. (until)
 RESPONSE: Ms. Mill won't leave until her last customer leaves at 9:30.
 
-PROMPT: Pvt Williams can't mail the letter. The Major signs it in the morning. (until)
+TEMPLATE: Pvt Williams can't mail the letter. The Major signs it in the morning. (until)
 RESPONSE: Pvt Williams can't mail the letter until the Major signs it in the morning.
 
 # Source: ST §No, I Didn't See Him When I Came In.
 $PRODUCE Answer with a Time Clause
-ID: l1-s27
-INTRO: Answer each question in a complete sentence, using the cue in parentheses. Keep the time clause in your answer — that's the point of the drill.
-INSTRUCTION: Use the cues to answer the questions in complete sentences.
+ID: l1-s28
+INTRO: Answer each question in a complete sentence, using the cue in parentheses. Keep the time clause in your answer.
+INSTRUCTION: Answer each question in a complete sentence using the cue.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: Accept a complete sentence answering the question with the cued information, including the time clause.
 
 EXAMPLE
 PROMPT: Did you see Harvey when you came in? (no, Mike)
@@ -1603,10 +1579,10 @@ PROMPT: Does Teddy read while he watches TV? (yes)
 RESPONSE: Yes, Teddy reads while he watches TV.
 
 PROMPT: Did John go to the BX after he finished lunch? (no, commissary)
-RESPONSE: No, John went to the commissary after he finished lunch.
+RESPONSE: No, he went to the commissary after he finished lunch.
 
 PROMPT: Does Scott pick you up before he picks up his brother? (no, after)
-RESPONSE: No, Scott picks me up after he picks up his brother.
+RESPONSE: No, he picks me up after he picks up his brother.
 
 PROMPT: Did Lt Carson lock the door before she left? (yes)
 RESPONSE: Yes, Lt Carson locked the door before she left.
@@ -1615,32 +1591,32 @@ PROMPT: Did you read the paper while you were waiting? (no, a book)
 RESPONSE: No, I read a book while I was waiting.
 
 PROMPT: Did Sara call her sister when she arrived at the hotel? (no, brother)
-RESPONSE: No, Sara called her brother when she arrived at the hotel.
+RESPONSE: No, she called her brother when she arrived at the hotel.
 
 PROMPT: Does your wife stay awake until you get home? (yes)
 RESPONSE: Yes, my wife stays awake until I get home.
 
 PROMPT: Did Judy go to the store after she left my house? (no, the library)
-RESPONSE: No, Judy went to the library after she left my house.
+RESPONSE: No, she went to the library after she left your house.
 
-# Source: ST §Who Did You See When You Came In?
-$PRODUCE Ask About the Underlined Part
-ID: l1-s28
-INTRO: Now you make the questions. Read each sentence and ask a question about its underlined part — who, what, where, or when.
-INSTRUCTION: Ask a question about the underlined part of the sentence.
+# Source: ST §Ask a Question
+$PRODUCE Ask the Question
+ID: l1-s29
+INTRO: Now go the other way: read the sentence and ask a question about the underlined part. Say your question aloud.
+INSTRUCTION: Ask a question about the underlined words.
 INPUT: speak
 CHECK: llm
-RUBRIC: The learner must form a question that targets the emphasized part of the sentence.
+RUBRIC: Accept any grammatically correct question that asks about the underlined information (the model shows one good form). A question targeting different information fails.
 
 EXAMPLE
-TEMPLATE: Michael saw Captain Jackson while he was working.
-RESPONSE: Who did Michael see while he was working?
+TEMPLATE: Michael saw Captain Jackson *while he was working*.
+RESPONSE: When did Michael see Captain Jackson?
 
 TEMPLATE: Rick *eats* while he watches football.
 RESPONSE: What does Rick do while he watches football?
 
 TEMPLATE: Sgt Peterson can't leave *until Captain Lawrence calls*.
-RESPONSE: When can Sgt Peterson leave?
+RESPONSE: How long can't Sgt Peterson leave?
 
 TEMPLATE: Major Brooks will go to *the commissary* after he picks up his wife.
 RESPONSE: Where will Major Brooks go after he picks up his wife?
@@ -1660,137 +1636,175 @@ RESPONSE: What was Ester doing when Fernando called?
 TEMPLATE: Captain Gentry went *to the BX* before he went to his office.
 RESPONSE: Where did Captain Gentry go before he went to his office?
 
-$SESSION 1-7: Giving Instructions
+# Source: ST §When He Comes Home, ...
+$DIALOGUE Daily Routines
+ID: l1-s30
+INTRO: Keith's evenings never change; Ms. Adams's mornings never repeat. Read their routines and notice the time clauses holding everything together.
+INSTRUCTION: Read about Keith's and Ms. Adams's daily routines.
 
-# Source: LLA 1C Figure 4 (part 1)
-$DIALOGUE Connective Words
-ID: 1c-f4
-INTRO: In this part you'll give instructions in order — "first", "next", "then", "finally". Listen to the connective words and repeat them.
-INSTRUCTION: Listen and repeat.
+Narrator: Keith does the same thing when he comes home in the evenings.
+Narrator: He picks up the mail before he goes into the house.
+Narrator: He doesn't open it until he changes his clothes.
+Narrator: He reads the mail before he turns on the TV.
+Narrator: When he finishes with the mail, he cooks his dinner.
+Narrator: Then he eats his dinner while he watches TV.
+
+Narrator: Ms. Adams has a different schedule every morning.
+Narrator: On Monday, she reads the newspaper after she eats breakfast.
+Narrator: On Tuesday, she runs before she eats breakfast.
+Narrator: On Wednesday, she eats her breakfast while she's washing the clothes.
+Narrator: On Thursday, she doesn't eat breakfast. She studies in the library until she goes to lunch with her friend.
+Narrator: On Friday, she goes downtown after she gets up, and has breakfast at a cafe.
+
+$SESSION 1-7: First, Next, Finally
+
+# Source: LLA 1C Figure 4 (word groups)
+$DIALOGUE Words That Put Things in Order
+ID: 10-1c-f4-words
+INTRO: In this part you'll learn the words that keep a story in order — "first", "next", "then", "finally". Listen and repeat each group; you'll hear them all in the two stories that follow.
+INSTRUCTION: Listen and repeat the words.
 REPEAT
 
-LINE: After. After that. Finally. {bk10-l1c-f4-01.mp3}
-LINE: First. {bk10-l1c-f4-02.mp3}
-LINE: Last. At last. Lastly. {bk10-l1c-f4-03.mp3}
-LINE: Next. Second. Then. {bk10-l1c-f4-04.mp3}
+LINE: After. After that. Finally. {bk10-l1c-f4-w1.mp3}
+LINE: First. {bk10-l1c-f4-w2.mp3}
+LINE: Last. At last. Lastly. {bk10-l1c-f4-w3.mp3}
+LINE: Next. Second. Then. {bk10-l1c-f4-w4.mp3}
 
-# Source: LLA 1C Figure 4 (part 2)
-$PRODUCE Gina and the Soda Machine
-ID: 1c-f4-b
-INPUT: type
-CHECK: exact
-INTRO: Listen to the story of Gina and the soda machine, one sentence at a time, and type the connective word each sentence starts with. Gina ends up with two sodas — it happens.
-INSTRUCTION: Type the connective word.
+# Source: LLA 1C Figure 4 (paragraph 1)
+$DIALOGUE Gina's Roller Cola
+ID: 10-1c-f4-p1-listen
+INTRO: Gina wants one cola and gets two — a rare vending machine victory. Listen to the story and notice the sequence words.
+INSTRUCTION: Listen to the story.
 
-TEMPLATE: ____
-PROMPT: First, she inserted the coins in the slot. {bk10-l1c-f4-05.mp3}
-RESPONSE: First
-ACCEPT: first
+LINE: Gina wanted to get a roller cola from a vending machine. {bk10-l1c-f4-p1-01.mp3}
+LINE: First, she inserted the coins in the slot. {bk10-l1c-f4-p1-02.mp3}
+LINE: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-p1-03.mp3}
+LINE: Next, she pushed the coin return three times. {bk10-l1c-f4-p1-04.mp3}
+LINE: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-p1-05.mp3}
+LINE: At first Gina thought, "What should I do with it?" Then she saw a friend. {bk10-l1c-f4-p1-06.mp3}
+LINE: She gave him the other soda. {bk10-l1c-f4-p1-07.mp3}
+LINE: After that, Gina went to class. {bk10-l1c-f4-p1-08.mp3}
 
-TEMPLATE: ____
-PROMPT: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-06.mp3}
-RESPONSE: Second
-ACCEPT: second
+# Source: LLA 1C Figure 4 (paragraph 1 questions)
+$SELECT Sequence Words: Gina's Story
+ID: 10-1c-f4-p1
+REFERENCE: 10-1c-f4-p1-listen
+INTRO: Which sequence word started each step of Gina's story? Tap it — and open the story again if a step escapes you.
+INSTRUCTION: Tap the correct connective word.
 
-TEMPLATE: ____
-PROMPT: Next, she pushed the coin return 3 times. {bk10-l1c-f4-07.mp3}
-RESPONSE: Next
-ACCEPT: next
+OPTION: first | first
+OPTION: second | second
+OPTION: next | next
+OPTION: finally | finally
+OPTION: at_first | at first
+OPTION: then | then
+OPTION: after_that | after that
+OPTION: last | last
+OPTION: at_last | at last
+OPTION: lastly | lastly
 
-TEMPLATE: ____
-PROMPT: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-08.mp3}
-RESPONSE: Finally
-ACCEPT: finally
+TEMPLATE: ____, she inserted the coins in the slot.
+ANSWER: first
 
-TEMPLATE: ____
-PROMPT: At first Gina thought, "What should I do with it?" {bk10-l1c-f4-09.mp3}
-RESPONSE: At first
-ACCEPT: at first
+TEMPLATE: ____, she pushed the button of her selection, but the roller cola didn't drop.
+ANSWER: second
 
-TEMPLATE: ____
-PROMPT: Then she saw a friend. {bk10-l1c-f4-10.mp3}
-RESPONSE: Then
-ACCEPT: then
+TEMPLATE: ____, she pushed the coin return 3 times.
+ANSWER: next
 
-TEMPLATE: ____
-PROMPT: After that, Gina went to class. {bk10-l1c-f4-11.mp3}
-RESPONSE: After that
-ACCEPT: after that
+TEMPLATE: ____, the roller cola dropped, but another can of soda fell too.
+ANSWER: finally
 
-# Source: LLA 1C Figure 4 (part 3)
-$PRODUCE Bill Does His Laundry
-ID: 1c-f4-c
-INPUT: type
-CHECK: exact
-INTRO: Same task, new story: Bill versus the washing machine. Listen to each sentence and type the connective word you hear.
-INSTRUCTION: Type the connective word.
+TEMPLATE: ____ Gina thought, "What should I do with it?"
+ANSWER: at_first
 
-TEMPLATE: ____
-PROMPT: First, he found an empty washing machine. {bk10-l1c-f4-12.mp3}
-RESPONSE: First
-ACCEPT: first
+TEMPLATE: ____ she saw a friend.
+ANSWER: then
 
-TEMPLATE: ____
-PROMPT: Then he put in his clothes. {bk10-l1c-f4-13.mp3}
-RESPONSE: Then
-ACCEPT: then
+TEMPLATE: ____, Gina went to class.
+ANSWER: after_that
 
-TEMPLATE: ____
-PROMPT: Next, he put in the detergent. {bk10-l1c-f4-14.mp3}
-RESPONSE: Next
-ACCEPT: next
+# Source: LLA 1C Figure 4 (paragraph 2)
+$DIALOGUE Bill Washes His Clothes
+ID: 10-1c-f4-p2-listen
+INTRO: Bill does his laundry, step by step — the sequence words do the counting. Listen to the story.
+INSTRUCTION: Listen to the story.
 
-TEMPLATE: ____
-PROMPT: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-15.mp3}
-RESPONSE: Last
-ACCEPT: last
+LINE: Bill had to wash his clothes. {bk10-l1c-f4-p2-01.mp3}
+LINE: First, he found an empty washing machine. {bk10-l1c-f4-p2-02.mp3}
+LINE: Then he put in his clothes. {bk10-l1c-f4-p2-03.mp3}
+LINE: Next, he put in the detergent. {bk10-l1c-f4-p2-04.mp3}
+LINE: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-p2-05.mp3}
+LINE: After that, he just waited. {bk10-l1c-f4-p2-06.mp3}
+LINE: Finally, the machine stopped. {bk10-l1c-f4-p2-07.mp3}
+LINE: At last he had some clean clothes. {bk10-l1c-f4-p2-08.mp3}
 
-TEMPLATE: ____
-PROMPT: After that, he just waited. {bk10-l1c-f4-16.mp3}
-RESPONSE: After that
-ACCEPT: after that
+# Source: LLA 1C Figure 4 (paragraph 2 questions)
+$SELECT Sequence Words: Bill's Laundry
+ID: 10-1c-f4-p2
+REFERENCE: 10-1c-f4-p2-listen
+INTRO: Same task for Bill's laundry routine — tap the sequence word for each step.
+INSTRUCTION: Tap the correct connective word.
 
-TEMPLATE: ____
-PROMPT: Finally, the machine stopped. {bk10-l1c-f4-17.mp3}
-RESPONSE: Finally
-ACCEPT: finally
+OPTION: first | first
+OPTION: then | then
+OPTION: next | next
+OPTION: last | last
+OPTION: after_that | after that
+OPTION: finally | finally
+OPTION: at_last | at last
+OPTION: second | second
+OPTION: at_first | at first
+OPTION: lastly | lastly
 
-TEMPLATE: ____
-PROMPT: At last he had some clean clothes. {bk10-l1c-f4-18.mp3}
-RESPONSE: At last
-ACCEPT: at last
+TEMPLATE: ____, he found an empty washing machine.
+ANSWER: first
 
-# Source: ST §When He Comes Home, ...
-$DIALOGUE Keith's Evenings, Ms. Adams' Mornings
-ID: l1-s29
-INTRO: Two people, two routines — Keith does exactly the same thing every evening, and Ms. Adams never does the same thing twice. Read the paragraphs and watch the time words.
-INSTRUCTION: Read the paragraphs.
+TEMPLATE: ____ he put in his clothes.
+ANSWER: then
 
-LINE: Keith does the same thing when he comes home in the evenings.
-LINE: He picks up the mail before he goes into the house.
-LINE: He doesn't open it until he changes his clothes.
-LINE: He reads the mail before he turns on the TV.
-LINE: When he finishes with the mail, he cooks his dinner.
-LINE: Then he eats his dinner while he watches TV.
+TEMPLATE: ____, he put in the detergent.
+ANSWER: next
 
-LINE: Ms. Adams has a different schedule every morning.
-LINE: On Monday, she reads the newspaper after she eats breakfast.
-LINE: On Tuesday, she runs before she eats breakfast.
-LINE: On Wednesday, she eats her breakfast while she's washing the clothes.
-LINE: On Thursday, she doesn't eat breakfast.
-LINE: She studies in the library until she goes to lunch with her friend.
-LINE: On Friday, she goes downtown after she gets up, and has breakfast at a cafe.
+TEMPLATE: ____, he closed the machine and inserted the coins.
+ANSWER: last
 
-# SKIPPED (book): ST "WHEN HE COMES HOME, ... answer questions about it." — the questions are not printed.
-# SKIPPED (book): ST Listening Skill "FIRST, NEXT, THEN" — instructor-read fill-in exercise, no printed stimuli; convertible later with chosen items + TTS.
+TEMPLATE: ____, he just waited.
+ANSWER: after_that
+
+TEMPLATE: ____, the machine stopped.
+ANSWER: finally
+
+TEMPLATE: ____ he had some clean clothes.
+ANSWER: at_last
+
+# Source: ST §Let Me Show You How to Do It!
+$DIALOGUE Let Me Show You How to Do It
+ID: l1-s37
+INTRO: One last walkthrough at the snack machine, one picture per step. Listen and repeat each instruction.
+INSTRUCTION: Listen and repeat the instructions.
+REPEAT
+
+LINE: Let me show you how to do it. {st-page_048_001.jpg|A man in uniform pointing to a vending machine while explaining to another man}
+LINE: First, get some change. {st-page_048_002.jpg|A man looking at a bag of potato chips inside a display counter with another man holding change}
+LINE: Then insert the money in the slot. {st-page_048_003.jpg|A man inserting a coin into the coin slot of a vending machine}
+LINE: Next, make your selection. Push the button. {st-page_048_004.jpg|A man pressing a button on a vending machine display}
+LINE: Your selection will drop to the tray. {st-page_048_005.jpg|A bag of potato chips dropping down into the tray of the vending machine}
+LINE: And last, take your selection from the machine. {st-page_048_006.jpg|A man taking his bag of potato chips out of the machine tray and talking to his friend}
+
+# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" (p. 34-35) — instructor-read paragraphs for transitional words; convertible later.
+# SKIPPED (book): "NOW YOU DO IT!" (p. 47) — open oral classroom presentation topics.
+
+$SESSION 1-8: Can You Tell Me How?
 
 # Source: ST §Can You Tell Me ...?
-$DIALOGUE Asking "How To"
-ID: l1-s30
-INTRO: Here are the phrases people actually use to ask for help with a machine — and the answers they get. Read the sentences.
-INSTRUCTION: Read the sentences.
+$DIALOGUE Asking How: Useful Sentences {st-page_036_001.jpg|People in a room using various vending machines labeled CANDY, SANDWICH, Coffee, and SOFT DRINKS; a military officer is demonstrating to another man how to use the coffee vending machine}
+ID: l1-s31
+INTRO: In this part you'll practice the conversations themselves — asking how a machine works and explaining it to someone else. Start with the key sentences: listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
-LINE: Can you tell me how to use this machine? {st-page_036_001.jpg}
+LINE: Can you tell me how to use this machine?
 LINE: Sure. Just put the money in the slot.
 LINE: Wait until it drops. Then lift this door.
 LINE: Make your selection.
@@ -1801,126 +1815,112 @@ LINE: Push the button.
 LINE: Do you know how this machine works?
 LINE: Show me how this works, please.
 
-# Source: ST §Let Me Show You How To Do It!
-$DIALOGUE Let Me Show You How
-ID: l1-s37
-INTRO: A complete demonstration in pictures — from getting change to collecting your snack. Read each step.
-INSTRUCTION: Read the instructions for how to use a vending machine.
-
-LINE: Let me show you how to do it. {st-page_048_001.jpg}
-LINE: First, get some change. {st-page_048_002.jpg}
-LINE: Then insert the money in the slot. {st-page_048_003.jpg}
-LINE: Next, make your selection. Push the button. {st-page_048_004.jpg}
-LINE: Your selection will drop to the tray. {st-page_048_005.jpg}
-LINE: And last, take your selection from the machine. {st-page_048_006.jpg}
-
-# SKIPPED (book): ST "NOW YOU DO IT!" — tell the class how to do one of these things; open production for the classroom.
-
-# Source: LLA 1C Figure 5 (part 1)
-$DIALOGUE Using the Vending Machine
-ID: 1c-f5
-INTRO: Hank has never met this machine before, and Pete talks him through it. Listen and repeat each line — you'll play Pete in a moment.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 1C Figure 5
+$DIALOGUE How to Use the Machine
+ID: 10-1c-f5
+INTRO: Hank has never met this soda machine before; Pete talks him through it. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Hank: Excuse me. Can you tell me how to use this machine? {page_024_001.jpg} {bk10-l1c-f5-01.mp3}
-Pete: Sure. Put the money in the slot. Make your selection, and pull the knob. {page_024_001.jpg} {bk10-l1c-f5-02.mp3}
-Hank: Do I get the soda then? {page_024_001.jpg} {bk10-l1c-f5-03.mp3}
-Pete: Yes. It will drop right here. Lift this door and get your drink. {page_024_001.jpg} {bk10-l1c-f5-04.mp3}
-Hank: Thanks for your help. {page_024_001.jpg} {bk10-l1c-f5-05.mp3}
+Hank: Excuse me. Can you tell me how to use this machine? {page_024_001.jpg|Hank asking Pete how to use a soft drinks vending machine} {bk10-l1c-f5-01.mp3}
+Pete: Sure. Put the money in the slot. Make your selection and pull the knob. {page_024_001.jpg|Hank asking Pete how to use a soft drinks vending machine} {bk10-l1c-f5-02.mp3}
+Hank: Do I get the soda then? {page_024_001.jpg|Hank asking Pete how to use a soft drinks vending machine} {bk10-l1c-f5-03.mp3}
+Pete: Yes. It will drop right here. Lift this door and get your drink. {page_024_001.jpg|Hank asking Pete how to use a soft drinks vending machine} {bk10-l1c-f5-04.mp3}
+Hank: Thanks for your help. {page_024_001.jpg|Hank asking Pete how to use a soft drinks vending machine} {bk10-l1c-f5-05.mp3}
 
-# Source: LLA 1C Figure 5 (part 2)
-$DIALOGUE You Are Pete
-ID: 1c-f5-b
-REFERENCE: 1c-f5
+# Source: LLA 1C Figure 5 (role-play)
+$DIALOGUE Take Pete's Part
+ID: 10-1c-f5-role-pete
+REFERENCE: 10-1c-f5
 PLAY_ROLE: Pete
-INTRO: Now you are Pete — the expert. Listen to Hank's questions and speak Pete's lines.
-INSTRUCTION: Speak Pete's lines.
+INTRO: Same conversation, but now you're the expert. You are Pete — explain how to use the machine in the pauses.
 
-$DIALOGUE Buying Stamps
-ID: 1c-f6
-INTRO: This time it's a stamp machine — and good news, this one gives change. Listen to Eric and Adam and repeat each line.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 1C Figure 6
+$DIALOGUE The Stamp Machine
+ID: 10-1c-f6
+INTRO: Now a stamp machine — and this one, generously, gives change. Listen to Eric and Adam and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-Eric: Will you please show me how this machine works? I need some stamps. {page_024_002.jpg} {bk10-l1c-f6-01.mp3}
-Adam: Of course. Just put your money in this slot. Push this button. And pull the stamps out right here. {page_024_002.jpg} {bk10-l1c-f6-02.mp3}
-Eric: Will the machine give me change? {page_024_002.jpg} {bk10-l1c-f6-03.mp3}
-Adam: Yes, it will. {page_024_002.jpg} {bk10-l1c-f6-04.mp3}
+Eric: Will you please show me how this machine works? I need some stamps. {page_024_002.jpg|Eric asking Adam how to use a postal stamp machine} {bk10-l1c-f6-01.mp3}
+Adam: Of course. Put your money in this slot. Push this button and pull the stamps out right here. {page_024_002.jpg|Eric asking Adam how to use a postal stamp machine} {bk10-l1c-f6-02.mp3}
+Eric: Will the machine give me change? {page_024_002.jpg|Eric asking Adam how to use a postal stamp machine} {bk10-l1c-f6-03.mp3}
+Adam: Yes, it will. {page_024_002.jpg|Eric asking Adam how to use a postal stamp machine} {bk10-l1c-f6-04.mp3}
 
-# Source: LLA 1C Figure 6 (part 2)
-$DIALOGUE You Are Eric
-ID: 1c-f6-b
-REFERENCE: 1c-f6
+# Source: LLA 1C Figure 6 (role-play)
+$DIALOGUE Take Eric's Part
+ID: 10-1c-f6-role-eric
+REFERENCE: 10-1c-f6
 PLAY_ROLE: Eric
-INTRO: Now you are Eric, and you need those stamps. You begin this time — speak Eric's lines to Adam.
-INSTRUCTION: Speak Eric's lines.
+INTRO: Now change roles. You are Eric — ask Adam how the stamp machine works.
 
-$DIALOGUE Brad Wants a Candy Bar {st-page_040_001.jpg}
-ID: 1c-f7-d1
-INTRO: Brad wants a candy bar and has been pushing the button too early. Listen to Carl set him straight.
+# Source: LLA 1C Figure 7 (dialogue 1)
+$DIALOGUE Candy Machine
+ID: 10-1c-f7-d1
+INTRO: Brad wants a candy bar and Carl knows the machine's one golden rule. Listen to their conversation.
 INSTRUCTION: Listen to the dialogue.
 
-Brad: I want a candy bar, Carl. Do you know how to work this vending machine? {bk10-l1c-f7-01.mp3}
-Carl: Yes, Brad. Insert your coins here, make your selection, and then push that button. Be sure the coins drop before you push the button. {bk10-l1c-f7-02.mp3}
-Brad: I was doing it wrong. I pushed the button before the coins dropped. {bk10-l1c-f7-03.mp3}
+Brad: I want a candy bar, Carl. Do you know how to work this vending machine? {bk10-l1c-f7-d1-01.mp3}
+Carl: Yes, Brad. Insert your coins here, make your selection, and then push that button. {bk10-l1c-f7-d1-02.mp3}
+LINE: Be sure the coins drop before you push the button. {bk10-l1c-f7-d1-03.mp3}
+Brad: I was doing it wrong. I pushed the button before the coins dropped. {bk10-l1c-f7-d1-04.mp3}
 
-# Source: LLA 1C Figure 7 (questions for dialog 1)
-$PRODUCE Questions: Brad and Carl
-ID: 1c-f7-q1
-REFERENCE: 1c-f7-d1
-INTRO: Two questions about Brad's mistake. Answer aloud with a full sentence, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 1C Figure 7 (questions on dialogue 1)
+$PRODUCE Questions: Candy Machine
+ID: 10-1c-f7-q1
+REFERENCE: 10-1c-f7-d1
 INPUT: speak
 CHECK: reveal
+INTRO: Two quick questions about Brad and Carl. Answer aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud in a complete sentence.
 REPEAT
 
-PROMPT: What did Brad want to know? {bk10-l1c-f7-04-q.mp3}
-RESPONSE: Brad wanted to know how to work the vending machine. {bk10-l1c-f7-04-a.mp3}
+PROMPT: What did Brad want to know? {bk10-l1c-f7-01-q.mp3}
+RESPONSE: Brad wanted to know how to work the vending machine. {bk10-l1c-f7-01-a.mp3}
 
-PROMPT: What did Brad do wrong? {bk10-l1c-f7-05-q.mp3}
-RESPONSE: Brad pushed the button before the coins dropped. {bk10-l1c-f7-05-a.mp3}
+PROMPT: What did Brad do wrong? {bk10-l1c-f7-02-q.mp3}
+RESPONSE: Brad pushed the button before the coins dropped. {bk10-l1c-f7-02-a.mp3}
 
-# Source: LLA 1C Figure 7 (dialog 2); image salvaged from dropped ST twin dialog (Mark/David)
-$DIALOGUE Dave's Machine Trouble {st-page_038_002.jpg}
-ID: 1c-f7-d2
-INTRO: Dave tried everything — every knob, even the coin release. Listen to how Fred finally names the problem.
+# Source: LLA 1C Figure 7 (dialogue 2)
+$DIALOGUE Out of Order
+ID: 10-1c-f7-d2
+INTRO: Dave tries everything and the machine still wins. Listen to Dave and Fred figure out what's wrong.
 INSTRUCTION: Listen to the dialogue.
 
-Dave: Fred, how do you operate this machine? I put some money in it, but nothing came out. {bk10-l1c-f7-06.mp3}
-Fred: Maybe it's out of that kind of snack, Dave. Pull a different knob. {bk10-l1c-f7-07.mp3}
-Dave: I pull them all and nothing happens. {bk10-l1c-f7-08.mp3}
-Fred: Well, maybe the coins are stuck. Push the coin release. {bk10-l1c-f7-09.mp3}
-Dave: I did that too. {bk10-l1c-f7-10.mp3}
-Fred: Then it's out of order. {bk10-l1c-f7-11.mp3}
+Dave: Fred, how do you operate this machine? I put some money in it, but nothing came out. {bk10-l1c-f7-d2-01.mp3}
+Fred: Maybe it's out of that kind of snack, Dave. Pull a different knob. {bk10-l1c-f7-d2-02.mp3}
+Dave: I pulled them all and nothing happens. {bk10-l1c-f7-d2-03.mp3}
+Fred: Well, maybe the coins are stuck. Push the coin release. {bk10-l1c-f7-d2-04.mp3}
+Dave: I did that too. {bk10-l1c-f7-d2-05.mp3}
+Fred: Then it's out of order. {bk10-l1c-f7-d2-06.mp3}
 
-# Source: LLA 1C Figure 7 (questions for dialog 2)
-$PRODUCE Questions: Dave and Fred
-ID: 1c-f7-q2
-REFERENCE: 1c-f7-d2
-INTRO: Now the questions about Dave and Fred. Answer aloud with a full sentence, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 1C Figure 7 (questions on dialogue 2)
+$PRODUCE Questions: Out of Order
+ID: 10-1c-f7-q2
+REFERENCE: 10-1c-f7-d2
 INPUT: speak
 CHECK: reveal
+INTRO: Four questions about Dave's battle with the machine. Answer aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud in a complete sentence.
 REPEAT
 
-PROMPT: What did Dave ask Fred? {bk10-l1c-f7-12-q.mp3}
-RESPONSE: He asked Fred how to operate the machine. {bk10-l1c-f7-12-a.mp3}
+PROMPT: What did Dave ask Fred? {bk10-l1c-f7-03-q.mp3}
+RESPONSE: He asked Fred how to operate the machine. {bk10-l1c-f7-03-a.mp3}
 
-PROMPT: What did Fred tell Dave to do first? {bk10-l1c-f7-13-q.mp3}
-RESPONSE: First, he told Dave to pull a different knob. {bk10-l1c-f7-13-a.mp3}
+PROMPT: What did Fred tell Dave to do first? {bk10-l1c-f7-04-q.mp3}
+RESPONSE: First, he told Dave to pull a different knob. {bk10-l1c-f7-04-a.mp3}
 
-PROMPT: Then what did he tell Dave to do? {bk10-l1c-f7-14-q.mp3}
-RESPONSE: Then he told Dave to push the coin release. {bk10-l1c-f7-14-a.mp3}
+PROMPT: Then what did he tell Dave to do? {bk10-l1c-f7-05-q.mp3}
+RESPONSE: Then he told Dave to push the coin release. {bk10-l1c-f7-05-a.mp3}
 
-PROMPT: What was the matter with the machine? {bk10-l1c-f7-15-q.mp3}
-RESPONSE: It was out of order. {bk10-l1c-f7-15-a.mp3}
+PROMPT: What was the matter with the machine? {bk10-l1c-f7-06-q.mp3}
+RESPONSE: It was out of order. {bk10-l1c-f7-06-a.mp3}
 
 # Source: LLA 1C Figure 8
-$SELECT Complete the Instructions
-ID: 1c-f8
-INTRO: Listen to the first part of each instruction, tap the phrase that completes it, then repeat the full sentence. All lines you've heard somewhere in this lesson.
-INSTRUCTION: Tap the phrase to complete the sentence.
+$SELECT Which Ending?
+ID: 10-1c-f8
+INTRO: You've heard these instructions all lesson — now finish them yourself. Listen to the beginning of each sentence, tap the right ending, then repeat the full sentence.
+INSTRUCTION: Tap the correct ending.
 REPEAT
 
 OPTION: a | stamps out here.
@@ -1930,83 +1930,118 @@ OPTION: d | how to use this machine?
 OPTION: e | before you push the button.
 OPTION: f | you lift this door and get it.
 
-PROMPT: "Excuse me, can you tell me—" {bk10-l1c-f8-01-q.mp3}
+PROMPT: Excuse me, can you tell me... {bk10-l1c-f8-01.mp3}
 ANSWER: d
-FEEDBACK: Excuse me, can you tell me how to use this machine? {bk10-l1c-f8-01-a.mp3}
+FEEDBACK: Excuse me, can you tell me how to use this machine? {bk10-l1c-f8-01-fb.mp3}
 
-PROMPT: "Make your selection and—" {bk10-l1c-f8-02-q.mp3}
+PROMPT: Make your selection and... {bk10-l1c-f8-02.mp3}
 ANSWER: b
-FEEDBACK: Make your selection and pull the knob. {bk10-l1c-f8-02-a.mp3}
+FEEDBACK: Make your selection and pull the knob. {bk10-l1c-f8-02-fb.mp3}
 
-PROMPT: "The soda will drop and then—" {bk10-l1c-f8-03-q.mp3}
+PROMPT: The soda will drop and then... {bk10-l1c-f8-03.mp3}
 ANSWER: f
-FEEDBACK: The soda will drop here, and you lift this door and get it. {bk10-l1c-f8-03-a.mp3}
+FEEDBACK: The soda will drop here, and you lift this door and get it. {bk10-l1c-f8-03-fb.mp3}
 
-PROMPT: "Push this button and pull the—" {bk10-l1c-f8-04-q.mp3}
+PROMPT: Push this button and pull the... {bk10-l1c-f8-04.mp3}
 ANSWER: a
-FEEDBACK: Push this button and pull the stamps out here. {bk10-l1c-f8-04-a.mp3}
+FEEDBACK: Push this button and pull the stamps out here. {bk10-l1c-f8-04-fb.mp3}
 
-PROMPT: "Be sure the coins drop—" {bk10-l1c-f8-05-q.mp3}
+PROMPT: Be sure the coins drop... {bk10-l1c-f8-05.mp3}
 ANSWER: e
-FEEDBACK: Be sure the coins drop before you push the button. {bk10-l1c-f8-05-a.mp3}
+FEEDBACK: Be sure the coins drop before you push the button. {bk10-l1c-f8-05-fb.mp3}
 
-PROMPT: "When the coins stick—" {bk10-l1c-f8-06-q.mp3}
+PROMPT: When the coins stick... {bk10-l1c-f8-06.mp3}
 ANSWER: c
-FEEDBACK: When the coins are stuck, try to push the coin return. {bk10-l1c-f8-06-a.mp3}
+FEEDBACK: When the coins are stuck, try to push the coin return. {bk10-l1c-f8-06-fb.mp3}
 
-# Source: ST §Excuse Me, Please. (INPUT switched to speak)
-$PRODUCE Excuse Me, Please
+# Source: ST §Make Your Selection: Dialogs
+$DIALOGUE Vending Machine Conversations
 ID: l1-s32
-INTRO: Finish each sentence yourself — say a logical ending aloud. You've heard all of these situations by now; the words are yours.
-INSTRUCTION: Complete the sentences logically.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must complete the sentence fragment to form a logical statement or question about a vending machine.
+INTRO: Eight short conversations at eight different machines — sodas, stamps, coffee, and sandwiches. Listen and repeat each exchange; by the end, no machine will surprise you.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
 
-EXAMPLE
-PROMPT: Excuse me, please. How can I ...?
-RESPONSE: How can I use this machine?
+John: Can you help me, please? {st-page_037_001.jpg|A soft drink vending machine}
+LINE: I put some money in this machine, but the drink didn't come out.
+LINE: Do you think it's out of order?
+Steve: No, I don't. I just bought a soft drink a few minutes ago. Maybe the coins are stuck.
+John: What should I do?
+Steve: Push the coin return. You should get your money back. Then try again.
 
-PROMPT: Maybe the coins are ....
-RESPONSE: Maybe the coins are stuck.
+Ted: Will you please show me how this machine works? I want to buy a stamp for this letter. {st-page_037_002.jpg|A postal stamp vending machine}
+Claire: Sure. Just put a quarter in the slot. Push the button and pull the stamp out.
+Ted: Will the machine give me change?
+Claire: Yes, this one does. Look in the change cup.
 
-PROMPT: This machine ....
-RESPONSE: This machine is out of order.
+Chuck: Can I get a cup of coffee from this machine? {st-page_038_001.jpg|A hot drinks coffee vending machine}
+Ed: Yes, it costs 35 cents.
+Chuck: Can I get it with sugar and cream?
+Ed: Sure. You can get coffee with sugar, with cream, or with both.
 
-PROMPT: How do you ...?
-RESPONSE: How do you operate this machine?
+Mark: Can you help me operate this machine? I put some money in it, but nothing came out. {st-page_038_002.jpg|A snacks vending machine}
+David: Maybe it's out of that kind of candy. Push a different button.
+Mark: I pushed them all and nothing happens.
+David: Well, maybe the coins are stuck. Try turning the coin return.
 
-PROMPT: I pulled the knob, but ....
-RESPONSE: I pulled the knob, but nothing came out.
+Lynn: Do you know where I can get something to eat? {st-page_039_001.jpg|A sandwiches vending machine}
+Larry: There's a vending machine with sandwiches in it in the next room.
+Lynn: Can you come with me and show me how to use it?
+Larry: Oh, it's easy. Insert the money, make your selection by letter and number, and open the window for your sandwich.
 
-PROMPT: I want to buy some ....
-RESPONSE: I want to buy some gum.
+Fred: Do you know how to work this machine? I need to buy some stamps. {st-page_039_002.jpg|A postal stamp vending machine}
+Jack: Oh, sure.
+LINE: It costs $2.50 for a book of stamps.
+LINE: Put the coins in here and push the button below the stamps you want.
+Fred: Where can I get some change?
+Jack: There's a change machine over there. It gives quarters for dollar bills.
 
-PROMPT: Don't ....
-RESPONSE: Don't push that button.
+Adam: I want to get a soda. Do you know how this machine works? {st-page_040_001.jpg|A soft drink vending machine}
+Mark: Yes.
+LINE: First put in 50 cents, make your selection, and then push the button.
+LINE: Be sure that the coins drop before you push the button.
+Adam: I'll get you one, too. What's your favorite soda?
+Mark: Oh, thanks. I'd like a diet soda.
 
-PROMPT: Yes, you can ....
-RESPONSE: Yes, you can get change here.
+Bob: Are there any other vending machines around here? This one's out of order, and I want to get some gum. {st-page_040_002.jpg|A snacks vending machine}
+Hal: There's a candy machine in the lab building. It's supposed to have gum in it.
 
-PROMPT: Oh, sure. Put ....
-RESPONSE: Oh, sure. Put your money in the slot.
+# SKIPPED (book): "EXCUSE ME, PLEASE." (p. 41) — open-ended sentence completion stems without fixed answers.
+# SKIPPED (book): "I NEED A DRINK." (pp. 41-42) — open-ended partner role-play scenarios.
 
-PROMPT: Wait until ....
-RESPONSE: Wait until the coins drop.
+$SESSION 1-9: Be Supposed To
 
-PROMPT: Can you tell me ...?
-RESPONSE: Can you tell me how this works?
+# Source: ST §Be Supposed To (grammar)
+$GRAMMAR Be Supposed To
+ID: l1-s33
+INTRO: In this part you'll learn to talk about rules, plans, and duties — things people are supposed to do, whether they do them or not.
 
-# SKIPPED (book): ST "I NEED A DRINK." — open role-play task for pairs; no solo path.
+CARD: Use **be supposed to** to express something that is planned or arranged.
+{The train was supposed to arrive at 10:30.}
+{The movie is supposed to start at 7:00.}
 
-$SESSION 1-8: Be Supposed To
+CARD: Use **be supposed to** to express something expected by duty, rule, or law.
+{Are the men supposed to clean the barracks?}
+{We're supposed to wear our uniforms every day.}
+
+CARD: Use **be not supposed to** to express something that is not allowed or not advisable.
+{You're not supposed to wear your hats inside the building.}
+{They're not supposed to watch TV at 2 in the morning.}
+
+SUMMARY:
+| | | |
+|---|---|---|
+| I'm<br>You're<br>He's<br>She's<br>We're<br>They're | **supposed to** | relax.<br>be on time for class.<br>wear a seatbelt. |
+| I'm<br>You're<br>He's<br>She's<br>We're<br>They're | **not supposed to** | drink and drive.<br>smoke in the classroom. |
+
+| | | | |
+|---|---|---|---|
+| Am<br>Is<br>Are | I<br>he / she<br>you / we / they | **supposed to** | be in this building?<br>go to lab now?<br>report to the captain?<br>obey traffic laws? |
 
 # Source: LLA 1D Figure 1
-$DIALOGUE Have To, Should, Be Supposed To
-ID: 1d-f1
-INTRO: This part teaches "be supposed to" — one phrase that covers rules, plans, and things you really should do. Listen to each pair of sentences and repeat them.
-INSTRUCTION: Listen and repeat each pair of sentences.
+$DIALOGUE Have To, Should, Supposed To
+ID: 10-1d-f1
+INTRO: Things you have to do and things you should do — both turn into "supposed to". Listen to each pair and repeat.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
 LINE: You have to obey traffic laws. {bk10-l1d-f1-01.mp3}
@@ -2027,47 +2062,12 @@ LINE: You're supposed to thank people when they help you. {bk10-l1d-f1-10.mp3}
 LINE: You should write to your family often. {bk10-l1d-f1-11.mp3}
 LINE: You're supposed to write to your family often. {bk10-l1d-f1-12.mp3}
 
-# Source: ST §Be Supposed To
-$GRAMMAR "Be Supposed To"
-ID: l1-s33
-INTRO: Here's the full picture of "be supposed to" — the forms, and when to use them.
-
-CARD: Use **be supposed to** to express something that is planned or arranged.
-{The train was supposed to arrive at 10:30.}
-{The movie is supposed to start at 7:00.}
-{I'm supposed to relax.}
-
-CARD: We also use it to talk about what is expected because of a duty, law, or rule.
-{We're supposed to wear our uniforms every day.}
-{He's supposed to be on time for class.}
-{They're supposed to wear a seatbelt.}
-
-CARD: Use **not supposed to** for things that are not allowed or are a bad idea.
-{You're not supposed to wear your hats inside the building.}
-{They're not supposed to watch TV at 2 in the morning.}
-{You're not supposed to drink and drive.}
-{We're not supposed to smoke in the classroom.}
-
-CARD: To ask a question about what is expected, move the **be** verb to the front.
-{Are the men supposed to clean the barracks?}
-{Am I supposed to be in this building?}
-{Is she supposed to go to lab now?}
-{Are they supposed to report to the captain?}
-
-SUMMARY:
-| | | |
-|---|---|---|
-| I'm / You're / He's / She's / We're / They're | **supposed to** | relax. / be on time for class. / wear a seatbelt. |
-| | **not supposed to** | drink and drive. / smoke in the classroom. |
-
-| | | | |
-|---|---|---|---|
-| Am / Is / Are | I / he / she / you / we / they | **supposed to** | be in this building? / go to lab now? / report to the captain? |
-
-$DIALOGUE Reading: "Supposed To" Sentences
+# Source: ST §Be Supposed To: Practice Sentences
+$DIALOGUE Supposed To in Everyday Life
 ID: l1-s34
-INTRO: Read the sentences — rules, plans, and one dog that's supposed to stay in the yard.
-INSTRUCTION: Read the sentences.
+INTRO: More "supposed to" in real situations — airports, dinners, and dogs in yards. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
 
 LINE: You're supposed to have a driver's license before you drive.
 LINE: When dinner is at 7 o'clock, you're supposed to be there at 7 o'clock.
@@ -2079,18 +2079,19 @@ LINE: When you live in the city, you're supposed to keep your dog in the yard.
 LINE: She's not supposed to walk on the grass at school.
 
 # Source: LLA 1D Figure 2
-$SELECT Are We Supposed To?
-ID: 1d-f2
-INTRO: Listen to each question and tap the right "supposed to" answer, then repeat the full sentence. Rules are rules.
-INSTRUCTION: Tap the correct answer.
+$SELECT Supposed To or Not?
+ID: 10-1d-f2
+INTRO: Listen to each question and choose the best answer with "supposed to". Then repeat the full model answer.
+INSTRUCTION: Tap the best answer.
+SHOW_PROMPT
 REPEAT
 
 EXAMPLE
-PROMPT: Should we drive carefully when we drive on ice? {bk10-l1d-f2-ex-q.mp3}
+PROMPT: Should we drive carefully when we drive on ice? {bk10-l1d-f2-00-q.mp3}
 OPTION: a | Yes, we're supposed to.
 OPTION: b | No, we're not supposed to.
 ANSWER: a
-FEEDBACK: We're supposed to drive carefully when we drive on ice. {bk10-l1d-f2-ex-fb.mp3}
+FEEDBACK: We're supposed to drive carefully when we drive on ice. {bk10-l1d-f2-00-fb.mp3}
 
 PROMPT: Should we do our homework every day? {bk10-l1d-f2-01-q.mp3}
 OPTION: a | Yes, we're supposed to.
@@ -2143,12 +2144,11 @@ FEEDBACK: He's supposed to put American coins in American vending machines. {bk1
 # Source: ST §Are You Supposed To?
 $PRODUCE Say It with "Supposed To"
 ID: l1-s35
-INTRO: Read each sentence with "should" or "have to", then say it again with "be supposed to" — same meaning, new phrase.
-INSTRUCTION: Make a new sentence with "be supposed to" based on the cue.
+INTRO: Turn "should" and "have to" into "supposed to". Read each sentence and say the new version aloud.
+INSTRUCTION: Rewrite the sentence using "be supposed to".
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: The learner must reformulate the sentence using "be supposed to" or "be not supposed to" while preserving the original meaning.
 
 EXAMPLE
 PROMPT: You shouldn't eat before you swim.
@@ -2176,17 +2176,16 @@ RESPONSE: You're supposed to apologize for being late.
 PROMPT: You have to wear seat belts on base.
 RESPONSE: You're supposed to wear seat belts on base.
 
-# SKIPPED (book): ST "I'M SUPPOSED TO ...!" — open pair practice, no solo path.
+# SKIPPED (book): "I'M SUPPOSED TO ...!" (p. 45) — open classroom pair ask-and-answer drill.
 
-# Source: ST §You're Not Supposed To Do Those Things At School!
-$PRODUCE At School: Supposed To or Not?
+# Source: ST §You're Not Supposed to Do Those Things at School!
+$PRODUCE School Rules
 ID: l1-s36
-INTRO: School rules, your words. Use each cue to make a statement or a question with "be supposed to" — the question mark on the cue tells you which.
-INSTRUCTION: Ask or state if you should or shouldn't do these things at school, using "be supposed to".
+INTRO: Build sentences and questions about school rules from the cue words — including the rules nobody enjoys, like no sleeping in class.
+INSTRUCTION: Make a sentence or question using "be supposed to" and the cue words.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: The learner must create a question or statement using "be supposed to" (or "not supposed to") and the provided cue. Accept valid statements or questions.
 
 EXAMPLE
 PROMPT: turn off the lights when you leave the room?
@@ -2197,7 +2196,7 @@ PROMPT: sleep in class
 RESPONSE: You're not supposed to sleep in class.
 
 PROMPT: wear uniform every day
-RESPONSE: You're supposed to wear a uniform every day.
+RESPONSE: You're supposed to wear your uniform every day.
 
 PROMPT: walk on the grass
 RESPONSE: You're not supposed to walk on the grass.
@@ -2206,7 +2205,7 @@ PROMPT: take a test every week?
 RESPONSE: Are you supposed to take a test every week?
 
 PROMPT: when go to lab?
-RESPONSE: When are you supposed to go to lab?
+RESPONSE: When are you supposed to go to the lab?
 
 PROMPT: how often go to library?
 RESPONSE: How often are you supposed to go to the library?
@@ -2226,168 +2225,117 @@ RESPONSE: You're supposed to stay in class until the bell rings.
 PROMPT: take a 10 minute break after lab
 RESPONSE: You're supposed to take a 10 minute break after lab.
 
-$SESSION 1-9: Putting It All Together
-
-# Source: ST §Make Your Selection. — kept the four dialogs with no LLA twin.
-# DROPPED (ST twins): John/Steve ≈ LLA 1B Figure 7; Ted/Claire ≈ LLA 1C Figure 6; Mark/David ≈ LLA 1C Figure 7 Dialog 2; Adam/Mark ≈ LLA 1C Figure 7 Dialog 1 (cassette versions kept; their ST images were salvaged onto the LLA activities).
-$DIALOGUE More Machine Conversations
-ID: l1-s31
-INTRO: Last part: everything together — conversations, directions on a map, spelling, and outlines. First, four more machine conversations: coffee, sandwiches, stamps, and one machine that is, of course, out of order.
-INSTRUCTION: Read the dialogs.
-
-Chuck: Can I get a cup of coffee from this machine? {st-page_038_001.jpg}
-Ed: Yes, it costs 35¢.
-Chuck: Can I get it with sugar and cream?
-Ed: Sure. You can get coffee with sugar, with cream, or with both.
-
-Lynn: Do you know where I can get something to eat? {st-page_039_001.jpg}
-Larry: There's a vending machine with sandwiches in it in the next room.
-Lynn: Can you come with me and show me how to use it?
-Larry: Oh, it's easy. Insert the money, make your selection by letter and number, and open the window for your sandwich.
-
-Fred: Do you know how to work this machine? I need to buy some stamps. {st-page_039_002.jpg}
-Jack: Oh, sure. It costs $2.50 for a book of stamps. Put the coins in here and push the button below the stamps you want.
-Fred: Where can I get some change?
-Jack: There's a change machine over there. It gives quarters for dollar bills.
-
-Bob: Are there any other vending machines around here? This one's out of order, and I want to get some gum. {st-page_040_002.jpg}
-Hal: There's a candy machine in the lab building. It's supposed to have gum in it.
+$SESSION 1-10: Around Town and Putting It Together
 
 # Source: LLA 1D Figure 3 (part 1)
-$DIALOGUE Giving Directions {page_028_001.jpg}
-ID: 1d-f3-story
-INTRO: Madge and Helen have a whole Saturday of errands, and Helen doesn't know the town. Look at the map while Madge gives the directions — you'll need them in a moment.
-INSTRUCTION: Follow the directions on the map.
+$DIALOGUE Madge's Directions {page_028_001.jpg|A map of a town showing streets such as Lemon St., Oak St., Long Road, Cherry St., Orange Dr., Center Road, Green Ave., Hwy 101, Hwy 102, and Sunshine St., with building locations A through J and a compass rose}
+ID: 10-1d-f3-dialogue
+INTRO: This final part puts the whole lesson to work. Madge is planning a busy Saturday and Helen doesn't know the town — follow Madge's directions on the map as you listen.
+INSTRUCTION: Listen to the directions.
 
-Narrator: Madge and Helen needed to do a lot of things Saturday afternoon. {bk10-l1d-f3-01.mp3}
-Narrator: Helen didn't know the town very well. {bk10-l1d-f3-02.mp3}
-Narrator: Madge had to give her directions. {bk10-l1d-f3-03.mp3}
-Madge: We can meet at the drugstore after class. {bk10-l1d-f3-04.mp3}
-Madge: It's on the corner of Sunshine Street and Highway 102. {bk10-l1d-f3-05.mp3}
-Madge: Then we can walk northeast on Sunshine for 2 blocks to that little restaurant on Center Road for lunch. {bk10-l1d-f3-06.mp3}
-Madge: After lunch, you can go west for a block and a half to the travel agency. {bk10-l1d-f3-07.mp3}
-Madge: I'll go north for a block and turn west to go to Sandy's house. You can meet me there. {bk10-l1d-f3-08.mp3}
-Madge: It's the second house on the south side from the corner of Long Road and Orange Drive. {bk10-l1d-f3-09.mp3}
-Madge: Then you and Sandy can look for blouses in the store on the northwest corner across from her house. {bk10-l1d-f3-10.mp3}
-Madge: I'll meet you in the park across from the store afterwards. {bk10-l1d-f3-11.mp3}
-Madge: We can go together to the bank. It's a block north and west. {bk10-l1d-f3-12.mp3}
-Madge: Then if we go south for a block on Lemon Street, we can leave our old shoes at the shoe repair place on the southeast corner. {bk10-l1d-f3-13.mp3}
-Madge: Then we can keep going south for 2 blocks and turn east on Green Avenue. {bk10-l1d-f3-14.mp3}
-Madge: The library is on our right, and we can return our books. {bk10-l1d-f3-15.mp3}
-Madge: When we go home, we'll walk east. {bk10-l1d-f3-16.mp3}
-Madge: We can stop and buy vegetables at the vegetable place on the corner of Green Avenue and Orange Drive. {bk10-l1d-f3-17.mp3}
+Narrator: Madge and Helen needed to do a lot of things Saturday afternoon. Helen didn't know the town very well. Madge had to give her directions. {bk10-l1d-f3-01.mp3}
+Madge: We can meet at the drugstore after class. It's on the corner of Sunshine Street and Highway 102. {bk10-l1d-f3-02.mp3}
+Madge: Then we can walk northeast on Sunshine for two blocks to that little restaurant on Center Road for lunch. {bk10-l1d-f3-03.mp3}
+Madge: After lunch, you can go west for a block and a half to the travel agency. {bk10-l1d-f3-04.mp3}
+Madge: I'll go north for a block and turn west to go to Sandy's house. You can meet me there. It's the second house on the south side from the corner of Long Road and Orange Drive. {bk10-l1d-f3-05.mp3}
+Madge: Then you and Sandy can look for blouses in the store on the northwest corner across from her house. {bk10-l1d-f3-06.mp3}
+Madge: I'll meet you in the park across from the store afterwards. {bk10-l1d-f3-07.mp3}
+Madge: We can go together to the bank. It's a block north and west. {bk10-l1d-f3-08.mp3}
+Madge: Then if we go south for a block on Lemon Street, we can leave our old shoes at the shoe repair place on the southeast corner. {bk10-l1d-f3-09.mp3}
+Madge: Then we can keep going south for two blocks and turn east on Green Avenue. The library is on our right, and we can return our books. {bk10-l1d-f3-10.mp3}
+Madge: When we go home, we'll walk east. We can stop and buy vegetables at the vegetable place on the corner of Green Avenue and Orange Drive. {bk10-l1d-f3-11.mp3}
 
 # Source: LLA 1D Figure 3 (part 2)
-$SELECT Map Key {page_028_001.jpg}
-ID: 1d-f3
-REFERENCE: 1d-f3-story
-INTRO: Now match each building to its letter on the map. Replay Madge's directions if the town got away from you.
-INSTRUCTION: Tap the correct letter for each building.
+$SELECT Find the Buildings {page_028_001.jpg|A map of a town showing streets such as Lemon St., Oak St., Long Road, Cherry St., Orange Dr., Center Road, Green Ave., Hwy 101, Hwy 102, and Sunshine St., with building locations A through J and a compass rose}
+ID: 10-1d-f3
+REFERENCE
+INTRO: Now match each place to its letter on the map. Replay Madge's directions whenever the town stops making sense.
+INSTRUCTION: Tap the letter for each location.
 
-OPTION: a | A
-OPTION: b | B
-OPTION: c | C
-OPTION: d | D
-OPTION: e | E
-OPTION: f | F
-OPTION: g | G
-OPTION: h | H
-OPTION: i | I
-OPTION: j | J
+OPTION: a | Location A
+OPTION: b | Location B
+OPTION: c | Location C
+OPTION: d | Location D
+OPTION: e | Location E
+OPTION: f | Location F
+OPTION: g | Location G
+OPTION: h | Location H
+OPTION: i | Location I
+OPTION: j | Location J
 
-PROMPT: bank
+TEMPLATE: bank
 ANSWER: g
-FEEDBACK: G is the bank. {bk10-l1d-f3-18.mp3}
 
-PROMPT: library
+TEMPLATE: library
 ANSWER: i
-FEEDBACK: I is the library. {bk10-l1d-f3-19.mp3}
 
-PROMPT: vegetable place
+TEMPLATE: vegetable place
 ANSWER: j
-FEEDBACK: J is the vegetable place. {bk10-l1d-f3-20.mp3}
 
-PROMPT: Sandy's house
+TEMPLATE: Sandy's house
 ANSWER: d
-FEEDBACK: D is Sandy's house. {bk10-l1d-f3-21.mp3}
 
-PROMPT: city park
+TEMPLATE: city park
 ANSWER: f
-FEEDBACK: F is the city park. {bk10-l1d-f3-22.mp3}
 
-PROMPT: shoe shop
+TEMPLATE: shoe shop
 ANSWER: h
-FEEDBACK: H is the shoe shop. {bk10-l1d-f3-23.mp3}
 
-PROMPT: drugstore
+TEMPLATE: drugstore
 ANSWER: a
-FEEDBACK: A is the drugstore. {bk10-l1d-f3-24.mp3}
 
-PROMPT: travel agency
+TEMPLATE: travel agency
 ANSWER: b
-FEEDBACK: B is the travel agency. {bk10-l1d-f3-25.mp3}
 
-PROMPT: blouse store
+TEMPLATE: blouse store
 ANSWER: e
-FEEDBACK: E is the blouse store. {bk10-l1d-f3-26.mp3}
 
-PROMPT: restaurant
+TEMPLATE: restaurant
 ANSWER: c
-FEEDBACK: C is the restaurant. {bk10-l1d-f3-27.mp3}
 
 # Source: LLA 1D Figure 4
-$PRODUCE Spelling Dictation
-ID: 1d-f4
+$PRODUCE Spelling Practice
+ID: 10-1d-f4
 INPUT: type
 CHECK: exact
-INTRO: Listen to each word and type it. After you answer, you'll hear the word spelled out letter by letter.
+INTRO: Ten words from recent lessons, by ear. Listen to each word and type it with the correct spelling.
 INSTRUCTION: Type the word you hear.
 
-PROMPT: apologize. {bk10-l1d-f4-01-q.mp3}
-TEMPLATE: ____{apologize}
-RESPONSE: apologize. A-P-O-L-O-G-I-Z-E. {bk10-l1d-f4-01-fb.mp3}
+PROMPT: apologize {bk10-l1d-f4-01.mp3}
+RESPONSE: apologize {bk10-l1d-f4-01.mp3}
 
-PROMPT: realize. {bk10-l1d-f4-02-q.mp3}
-TEMPLATE: ____{realize}
-RESPONSE: realize. R-E-A-L-I-Z-E. {bk10-l1d-f4-02-fb.mp3}
+PROMPT: realize {bk10-l1d-f4-02.mp3}
+RESPONSE: realize {bk10-l1d-f4-02.mp3}
 
-PROMPT: forgive. {bk10-l1d-f4-03-q.mp3}
-TEMPLATE: ____{forgive}
-RESPONSE: forgive. F-O-R-G-I-V-E. {bk10-l1d-f4-03-fb.mp3}
+PROMPT: forgive {bk10-l1d-f4-03.mp3}
+RESPONSE: forgive {bk10-l1d-f4-03.mp3}
 
-PROMPT: pleased. {bk10-l1d-f4-04-q.mp3}
-TEMPLATE: ____{pleased}
-RESPONSE: pleased. P-L-E-A-S-E-D. {bk10-l1d-f4-04-fb.mp3}
+PROMPT: pleased {bk10-l1d-f4-04.mp3}
+RESPONSE: pleased {bk10-l1d-f4-04.mp3}
 
-PROMPT: really. {bk10-l1d-f4-05-q.mp3}
-TEMPLATE: ____{really}
-RESPONSE: really. R-E-A-L-L-Y. {bk10-l1d-f4-05-fb.mp3}
+PROMPT: really {bk10-l1d-f4-05.mp3}
+RESPONSE: really {bk10-l1d-f4-05.mp3}
 
-PROMPT: blanket. {bk10-l1d-f4-06-q.mp3}
-TEMPLATE: ____{blanket}
-RESPONSE: blanket. B-L-A-N-K-E-T. {bk10-l1d-f4-06-fb.mp3}
+PROMPT: blanket {bk10-l1d-f4-06.mp3}
+RESPONSE: blanket {bk10-l1d-f4-06.mp3}
 
-PROMPT: laundry. {bk10-l1d-f4-07-q.mp3}
-TEMPLATE: ____{laundry}
-RESPONSE: laundry. L-A-U-N-D-R-Y. {bk10-l1d-f4-07-fb.mp3}
+PROMPT: laundry {bk10-l1d-f4-07.mp3}
+RESPONSE: laundry {bk10-l1d-f4-07.mp3}
 
-PROMPT: closet. {bk10-l1d-f4-08-q.mp3}
-TEMPLATE: ____{closet}
-RESPONSE: closet. C-L-O-S-E-T. {bk10-l1d-f4-08-fb.mp3}
+PROMPT: closet {bk10-l1d-f4-08.mp3}
+RESPONSE: closet {bk10-l1d-f4-08.mp3}
 
-PROMPT: feelings. {bk10-l1d-f4-09-q.mp3}
-TEMPLATE: ____{feelings}
-RESPONSE: feelings. F-E-E-L-I-N-G-S. {bk10-l1d-f4-09-fb.mp3}
+PROMPT: feelings {bk10-l1d-f4-09.mp3}
+RESPONSE: feelings {bk10-l1d-f4-09.mp3}
 
-PROMPT: pillow. {bk10-l1d-f4-10-q.mp3}
-TEMPLATE: ____{pillow}
-RESPONSE: pillow. P-I-L-L-O-W. {bk10-l1d-f4-10-fb.mp3}
+PROMPT: pillow {bk10-l1d-f4-10.mp3}
+RESPONSE: pillow {bk10-l1d-f4-10.mp3}
 
 # Source: LLA 1D Figure 5 (part 1)
-$DIALOGUE Kinds of Vending Machines
-ID: 1d-f5-story
-INTRO: A short talk about the three kinds of vending machines. Listen carefully — you'll fill in an outline about it next.
-INSTRUCTION: Listen to the paragraph.
+$DIALOGUE Three Kinds of Vending Machines
+ID: 10-1d-f5-dialogue
+INTRO: A short talk about the three kinds of vending machines. Listen carefully — you'll organize what you hear into an outline next.
+INSTRUCTION: Listen to the passage.
 
 LINE: Coins operate many kinds of machines. {bk10-l1d-f5-01.mp3}
 LINE: We call these machines vending machines. {bk10-l1d-f5-02.mp3}
@@ -2400,44 +2348,51 @@ LINE: These machines wash our clothes, dry our clothes, and wash our cars. {bk10
 LINE: Vending machines are very useful machines. {bk10-l1d-f5-09.mp3}
 
 # Source: LLA 1D Figure 5 (part 2)
-$PRODUCE Outline: Vending Machines
-ID: 1d-f5
+$PRODUCE The Outline: Kinds of Machines
+ID: 10-1d-f5
 INPUT: type
-REFERENCE: 1d-f5-story
-INTRO: Fill in the outline — the three kinds of vending machines from the talk. Replay it if you need to.
-INSTRUCTION: Fill in the outline from the talk.
+CHECK: exact
+REFERENCE
+INTRO: Fill in the outline with the three kinds of vending machines and what each one sells or does. Replay the passage if you need to.
+INSTRUCTION: Fill in the outline slots.
 
 TEMPLATE: Vending Machines
-SLOT: 1 | Type 1 | sells food
-SLOT: 1 | Type 2 | sells drinks
-SLOT: 1 | Type 3 | helps with work
+SLOT: 1 | Category 1 | food
+SLOT: 2 | Items sold | sandwiches, chips, candy
+SLOT: 1 | Category 2 | drinks
+SLOT: 2 | Items sold | sodas, juices, coffee, tea
+SLOT: 1 | Category 3 | helps with work
+SLOT: 2 | Tasks | wash clothes, dry clothes, wash cars
 
 # Source: LLA 1D Figure 6 (part 1)
-$DIALOGUE Kinds of Snacks
-ID: 1d-f6-story
-INTRO: One last talk — this time about snacks, from small meals to just a drink. Listen for the three categories.
-INSTRUCTION: Listen to the paragraph.
+$DIALOGUE Snacks Between Meals
+ID: 10-1d-f6-dialogue
+INTRO: One more listening passage — big snacks, small snacks, and people who just want a drink. Listen and keep the three types in mind.
+INSTRUCTION: Listen to the passage.
 
 LINE: People like to eat snacks between meals. {bk10-l1d-f6-01.mp3}
 LINE: People eat all kinds of food for snacks. {bk10-l1d-f6-02.mp3}
-LINE: Some people eat big snacks. {bk10-l1d-f6-03.mp3}
-LINE: They're small meals. {bk10-l1d-f6-04.mp3}
-LINE: They may eat a sandwich or hamburger and call it a snack. {bk10-l1d-f6-05.mp3}
-LINE: Other people like small snacks. {bk10-l1d-f6-06.mp3}
-LINE: A candy bar, some nuts, or some chips will be fine for them. {bk10-l1d-f6-07.mp3}
-LINE: Some people just want a drink. {bk10-l1d-f6-08.mp3}
-LINE: They'll have some coffee, or juice, or a soda. {bk10-l1d-f6-09.mp3}
-LINE: Then they don't get hungry until the next meal. {bk10-l1d-f6-10.mp3}
+LINE: Some people eat big snacks. They're small meals. {bk10-l1d-f6-03.mp3}
+LINE: They may eat a sandwich or hamburger and call it a snack. {bk10-l1d-f6-04.mp3}
+LINE: Other people like small snacks. {bk10-l1d-f6-05.mp3}
+LINE: A candy bar, some nuts, or some chips will be fine for them. {bk10-l1d-f6-06.mp3}
+LINE: Some people just want a drink. {bk10-l1d-f6-07.mp3}
+LINE: They'll have some coffee, or juice, or a soda. {bk10-l1d-f6-08.mp3}
+LINE: Then they don't get hungry until the next meal. {bk10-l1d-f6-09.mp3}
 
 # Source: LLA 1D Figure 6 (part 2)
-$PRODUCE Outline: Snacks
-ID: 1d-f6
+$PRODUCE The Outline: Kinds of Snacks
+ID: 10-1d-f6
 INPUT: type
-REFERENCE: 1d-f6-story
-INTRO: Fill in the outline of the three kinds of snacks. And that's the lesson — you can now buy a snack, explain how to do it, and complain properly when the machine is out of order.
-INSTRUCTION: Fill in the outline from the talk.
+CHECK: exact
+REFERENCE
+INTRO: Last one. Fill in the outline about snacks — and with that, you're done with this lesson, officially qualified to feed yourself from any machine and explain it to everyone else.
+INSTRUCTION: Fill in the outline slots.
 
-TEMPLATE: Snacks
-SLOT: 1 | Category 1 | big snacks
-SLOT: 1 | Category 2 | small snacks
-SLOT: 1 | Category 3 | a drink
+TEMPLATE: Snacks Between Meals
+SLOT: 1 | Type of snack 1 | big snacks
+SLOT: 2 | Examples | sandwich or hamburger
+SLOT: 1 | Type of snack 2 | small snacks
+SLOT: 2 | Examples | candy bar, nuts, or chips
+SLOT: 1 | Type of snack 3 | drinks
+SLOT: 2 | Examples | coffee, juice, or soda
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diff --git a/book-10-lesson-2.module b/book-10-lesson-2.module
index f1eb07df..f7dec406 100644
--- a/book-10-lesson-2.module
+++ b/book-10-lesson-2.module
@@ -1,121 +1,144 @@
-$MODULE Book 10 · Lesson 2: Let Me Introduce ... {st-page_051_001.jpg}
+$MODULE Book 10 · Lesson 2: Let Me Introduce... {st-page_051_001.jpg|A man introducing a younger military man to a woman in a house entrance}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book10_lesson2
-DESCRIPTION: Shopping-center vocabulary, polite introductions, adjective + infinitive, simple present as future, prepositions of place, and paragraph skills (topics, main ideas, connective words).
+DESCRIPTION: Shopping-center vocabulary, topics and main ideas, adjective + infinitive, simple present for future time, polite introductions, sequence words, and prepositions of place.
 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: Frank | schedar | Male
-VOICE: Doris | gacrux | Female
-VOICE: Mary | gacrux | Female voice
-VOICE: Peg | aoede | Female voice
-VOICE: Man1 | charon | Male voice
-VOICE: Man2 | schedar | Male voice
-VOICE: Art | achird | Male voice
-VOICE: Sally | aoede | Female voice
-VOICE: Jack | achird | Male voice
+VOICE: Frank | charon | Male
+VOICE: Doris | aoede | Female
+VOICE: Peg | aoede | Female speaker
+VOICE: Mary | gacrux | Female speaker
+VOICE: Sally | aoede | Female speaker
+VOICE: Jack | schedar | Male speaker
+VOICE: Art | charon | Male speaker
+VOICE: Friend | achird | Male speaker
+VOICE: Man1 | schedar | Male speaker
+VOICE: Man2 | achird | Male speaker
 VOICE: Student1 | achird | Male student
+VOICE: Student2 | aoede | Female student
 VOICE: Instructor | schedar | Male instructor
-VOICE: Student2 | gacrux | Female student
 VOICE: Steve | charon | Male speaker
-VOICE: John | achird | Male speaker
-VOICE: Don | schedar | Male speaker
-VOICE: Captain_James | charon | Male speaker
-VOICE: Major_Stans | achird | Male speaker
-VOICE: Captain_Gray | schedar | Male speaker
+VOICE: John | schedar | Male speaker
+VOICE: Don | achird | Male speaker
+VOICE: Cpt_James | schedar | Male officer
+VOICE: Maj_Stans | charon | Male officer
+VOICE: Cpt_Gray | achird | Male officer
 VOICE: Dorothy | aoede | Female speaker
-VOICE: Chris | charon | Male speaker
-VOICE: Tony_White | achird | Male speaker
-VOICE: Travel_Agent | aoede | Female speaker
-VOICE: David | achernar
-VOICE: Jane | aoede
-VOICE: Jeff | achird
-VOICE: Mrs_Smith | aoede
-VOICE: Mrs_Barr | aoede
-VOICE: Dr_Rivers | achernar
-VOICE: Miss_Ash | aoede
-VOICE: Mr_West | achird
-VOICE: Mr_Farr | schedar
-VOICE: Tommy | gacrux
-VOICE: Col_Green | achernar
-VOICE: Sgt_Stacy | achird
-VOICE: Gen_Briggs | schedar
-VOICE: Capt_Barber | achernar
-VOICE: Col_Flowers | achird
-VOICE: Capt_Prince | schedar
-VOICE: Narrator | achird | speaker (auto)
+VOICE: Chris | gacrux | Female speaker
+VOICE: David | schedar | Male speaker
+VOICE: Jane | achernar | Female speaker
+VOICE: Jeff | achird | Male speaker
+VOICE: Mrs_Smith | aoede | Female speaker
+VOICE: Mrs_Barr | gacrux | Female speaker
+VOICE: Dr_Rivers | charon | Male speaker
+VOICE: Miss_Ash | achernar | Female speaker
+VOICE: Mr_West | schedar | Male speaker
+VOICE: Mr_Farr | iapetus | Male speaker
+VOICE: Tommy | orus | Young male speaker
+VOICE: Col_Green | orus | Male officer
+VOICE: Gen_Briggs | iapetus | Male officer
+VOICE: Sgt_Stacy | puck | Male speaker
+VOICE: Cpt_Barber | achird | Male officer
+VOICE: Col_Flowers | charon | Male officer
+VOICE: Cpt_Prince | schedar | Male officer
+VOICE: Tony | achird | Male traveler
+VOICE: Travel_Agent | aoede | Female travel agent
+VOICE: Narrator | achernar | speaker (auto)
 
 $SESSION 2-1: Shopping at the Mall
 
 # Source: LLA 2A Figure 2
-$DIALOGUE Shopping Words: Ruth at the Mall {page_032_001.jpg}
-ID: 2a-f2
-INTRO: In this lesson you'll learn to shop at an American mall, introduce people politely, and talk about your plans. First, the words you need for a shopping trip. Follow Ruth through the mall — listen to each sentence and repeat it.
+$DIALOGUE Shopping at the Mall {page_032_001.jpg|A busy multi-level shopping mall with various storefronts including Dan's Shoes, New Age Bookstore, Karr's Cafeteria, TV's Are Us, Kid's Room, World Travel, Eyeglass Shop, For Men Clothing, Sam Drug, Gene's Variety Store, Leads Department Store, Home Department, and Starr Shoe Store}
+ID: 10-2a-f2
+INTRO: In this lesson you'll learn to find your way around a shopping mall, say how people feel, introduce people politely, and talk about future plans. First, follow Ruth on a shopping trip — listen and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
 VOCAB: cafeteria
-LINE: Ruth ate lunch in the cafeteria. {bk10-l2a-f2-ex.mp3}
+LINE: Ruth ate lunch in the cafeteria. {bk10-l2a-f2-01.mp3}
 
 VOCAB: mall
 VOCAB: shopping center
-LINE: A mall or shopping center has many different stores in it. {bk10-l2a-f2-01.mp3}
+LINE: A mall or shopping center has many different stores in it. {bk10-l2a-f2-02.mp3}
 
-VOCAB: decided to
-VOCAB: shop
-LINE: Ruth decided to shop at the mall. {bk10-l2a-f2-02.mp3}
+VOCAB: to decide
+VOCAB: to shop
+LINE: Ruth decided to shop at the mall. {bk10-l2a-f2-03.mp3}
 
 VOCAB: parking lot
-LINE: She parked her car in the parking lot at the mall. {bk10-l2a-f2-03.mp3}
+LINE: She parked her car in the parking lot at the mall. {bk10-l2a-f2-04.mp3}
 
-VOCAB: bookshop
-LINE: First she went to a bookshop in the mall. {bk10-l2a-f2-04.mp3}
+VOCAB: shop
+LINE: First she went to a book shop in the mall. {bk10-l2a-f2-05.mp3}
 
 VOCAB: upstairs
 VOCAB: clothing store
-LINE: Then Ruth went upstairs to the clothing store and bought a dress. {bk10-l2a-f2-05.mp3}
+LINE: Then Ruth went upstairs to the clothing store and bought a dress. {bk10-l2a-f2-06.mp3}
 
 VOCAB: department store
-LINE: She went to a department store. {bk10-l2a-f2-06-a.mp3}
-LINE: It sells clothes, furniture, and things for the house. {bk10-l2a-f2-06-b.mp3}
+LINE: She went to a department store. It sells clothes, furniture, and things for the house. {bk10-l2a-f2-07.mp3}
 
 VOCAB: variety store
-LINE: The variety store also sells different things, but they are smaller and cheaper things. {bk10-l2a-f2-07.mp3}
+LINE: The variety store also sells different things, but they are smaller and cheaper things. {bk10-l2a-f2-08.mp3}
 
-VOCAB: received
-LINE: Ruth received her packages from the cashier. {bk10-l2a-f2-08-a.mp3}
-LINE: The cashier gave them to her. {bk10-l2a-f2-08-b.mp3}
+VOCAB: to receive
+LINE: Ruth received her packages from the cashier. The cashier gave them to her. {bk10-l2a-f2-09.mp3}
 
 VOCAB: downstairs
-LINE: She went downstairs to the first floor. {bk10-l2a-f2-09.mp3}
+LINE: She went downstairs to the first floor. {bk10-l2a-f2-10.mp3}
 
-VOCAB: go shopping
-LINE: Ruth enjoys the mall and will go shopping again soon. {bk10-l2a-f2-10.mp3}
+VOCAB: to go shopping
+LINE: Ruth enjoys the mall and will go shopping again soon. {bk10-l2a-f2-11.mp3}
 
-# Source: ST §The Shopping Center (distinct items salvaged from dropped TTS twin panels)
-# DROPPED (twin): ST "The Shopping Center" and "More About the Shopping Center" word panels — TTS twins of the cassette vocabulary passes (LLA 2A Fig 2 and LLA 2B Fig 1); distinct words salvaged below.
-$DIALOGUE More Shopping Words
-ID: 2a-f2-b
-INTRO: Three more mall words the tape didn't mention. Listen and repeat.
+# Source: ST §The Shopping Center + §More About the Shopping Center (merged; twin lines of LLA 2A Figure 2 dropped)
+$DIALOGUE Around the Mall {st-page_054_001.jpg|A detailed cross-section diagram showing the stores and two levels of a shopping center mall}
+ID: l2-s1
+INTRO: A few more mall words — two floors, stairs that move, and a shop full of puppies. Listen and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
+LINE: You can buy clothes, curtains, furniture, dishes, and tools at a department store.
+
+LINE: A cafeteria is a restaurant similar to a mess hall.
+
 VOCAB: pet shop
 LINE: The pet shop sells cats, dogs, and birds.
 
+LINE: You can't park your car in front of the mall. {st-page_053_001.jpg|Exterior view of a multi-story shopping mall called Logar Mall, with parking lot, Department Store, Sam's Drugs, and Nova Theaters}
+
+VOCAB: to let
+LINE: The police won't let you park there.
+
+VOCAB: floor
+LINE: This shopping center has two floors, the first floor or ground floor, and the second floor.
+
+VOCAB: stairs
+LINE: The stairs are next to the barbershop.
+
+VOCAB: escalator
+LINE: The stairs don't move, but the escalator does.
+
+VOCAB: up
+VOCAB: down
+LINE: People go up and down on the stairs and escalators.
+
+LINE: The cafeteria and the bookstore are upstairs.
+
 VOCAB: adult
 LINE: The mall has clothing stores for children and adults.
 
-VOCAB: to let | let
-LINE: You can't park in front of the mall. The police won't let you park there.
+LINE: Men can buy clothes at the For Men clothing store upstairs.
+
+LINE: My Child Clothing Store and Ben's Barbershop are downstairs.
 
 # Source: LLA 2A Figure 3
-$SELECT Questions About Ruth's Trip
-ID: 2a-f3
-REFERENCE: 2a-f2
-INTRO: Now some questions about Ruth's shopping trip. Tap the correct answer, then repeat the full sentence aloud. Ruth's story is one tap away if you need it.
+$SELECT Questions About Ruth's Shopping Trip
+ID: 10-2a-f3
+REFERENCE: 10-2a-f2
+INTRO: Now some questions about Ruth's trip. Tap the correct answer, then repeat the model answer you hear.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
@@ -175,354 +198,289 @@ OPTION: c | the mall
 ANSWER: b
 FEEDBACK: Ruth likes to go shopping. {bk10-l2a-f3-08-a.mp3}
 
-# Source: LLA 2A Figure 5
-$DIALOGUE Did You Go Shopping?
-ID: 2a-f5
-INTRO: Frank wants to hear all about Doris's day at the mall. He gets the full report — parking troubles included. Just listen.
-INSTRUCTION: Listen to the dialogue.
+# Source: ST §Logar Shopping Center Directory
+$PRODUCE The Mall Directory {st-page_055_001.jpg|A directory diagram of Logar Shopping Center showing first floor layout with store numbers 1 to 11 and second floor layout with store numbers 12 to 20}
+ID: l2-s3
+INTRO: You'll see the Logar Mall directory — every store on both floors. Read each question and type where the shopper should go. Real malls are rarely this organized.
+INSTRUCTION: Look at the directory and type your answer.
+INPUT: type
+CHECK: llm
+RUBRIC: Treat the model answer as the key; accept store names from it in any order or phrasing, with reasonable spelling.
+
+EXAMPLE
+PROMPT: Where can you buy children's clothes? Write down the names of three stores or kinds of stores.
+RESPONSE: My Child Clothing Store, Lead's Department Store, Kid's Room Clothes & Games
+
+PROMPT: Mrs. Rust needs to buy some slacks for her husband. Where can she buy adult clothes for men? Write down three places.
+RESPONSE: For Men Clothing Store, Lead's Department Store, Homer's Department Store
+
+PROMPT: Bill and Ned are hungry. Where can they go for lunch?
+RESPONSE: Fast Chicken or Karr's Cafeteria
+
+PROMPT: Sue and Rose want to buy some clothes. Which stores should they visit?
+RESPONSE: Myra Women's Clothing Store, Lead's Department Store, Homer's Department Store
+
+PROMPT: Where can Howard get a haircut?
+RESPONSE: Ben's Barbershop
+
+PROMPT: Where can John buy a birthday card? Write down three names or places.
+RESPONSE: Leo's Card Shop, Gene's Variety Store, Sam's Drugstore
+
+PROMPT: Where can Mary Ann make reservations for her trip?
+RESPONSE: World Travel Agency
+
+PROMPT: Which shoe store is upstairs?
+RESPONSE: Dan's Shoe Store
+
+PROMPT: How many department stores are there downstairs? What are their names?
+RESPONSE: There are two department stores downstairs: Lead's Department Store and Homer's Department Store.
+
+PROMPT: Steve needs to buy paper and pencils. Where can he buy them? Write down the names of four places.
+RESPONSE: New Age Bookstore, Gene's Variety Store, Leo's Card Shop, Sam's Drugstore
+
+PROMPT: Where can Joe buy some tools?
+RESPONSE: Lead's Department Store or Homer's Department Store
+
+# Source: LLA 2A Figure 5 (Part 1)
+$DIALOGUE Doris Went Shopping
+ID: 10-2a-f5-dlg
+INTRO: Frank asks Doris about her day at the mall — parking included, unfortunately. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
 Frank: Did you go shopping at the mall today? {bk10-l2a-f5-01.mp3}
-Doris: I sure did. It was very crowded. At first I couldn't find a place in the parking lot. Finally I found one. {bk10-l2a-f5-02.mp3}
-Frank: Where did you shop? {bk10-l2a-f5-03.mp3}
-Doris: I shopped at the department store. I ordered a dress from there last week, and I went to pick it up. While I was there I bought some other things. {bk10-l2a-f5-04.mp3}
-Frank: Did you go to any other stores? {bk10-l2a-f5-05.mp3}
-Doris: Yes, I went to the bookshop. I was looking for a book, but they didn't have it. {bk10-l2a-f5-06.mp3}
-Frank: Did you have lunch at the cafeteria? {bk10-l2a-f5-07.mp3}
-Doris: Yes, I did. It was delicious. {bk10-l2a-f5-08.mp3}
+Doris: I sure did. It was very crowded. {bk10-l2a-f5-02.mp3}
+LINE: At first I couldn't find a place in the parking lot. Finally I found one. {bk10-l2a-f5-03.mp3}
+Frank: Where did you shop? {bk10-l2a-f5-04.mp3}
+Doris: I shopped at the department store. {bk10-l2a-f5-05.mp3}
+LINE: I ordered a dress from there last week, and I went to pick it up. {bk10-l2a-f5-06.mp3}
+LINE: While I was there I bought some other things. {bk10-l2a-f5-07.mp3}
+Frank: Did you go to any other stores? {bk10-l2a-f5-08.mp3}
+Doris: Yes, I went to the book shop. I was looking for a book, but they didn't have it. {bk10-l2a-f5-09.mp3}
+Frank: Did you have lunch at the cafeteria? {bk10-l2a-f5-10.mp3}
+Doris: Yes, I did. It was delicious. {bk10-l2a-f5-11.mp3}
 
-# Source: LLA 2A Figure 5 (questions)
-$PRODUCE Questions About Doris's Trip
-ID: 2a-f5-b
-REFERENCE
-INTRO: Answer these questions about Frank and Doris's conversation aloud, in a full sentence. Then listen and repeat the correct answer. Open the dialogue again if you need it.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 2A Figure 5 (Part 2)
+$PRODUCE Questions About Doris's Day
+ID: 10-2a-f5-q
+REFERENCE: 10-2a-f5-dlg
+INTRO: Answer each question about Doris aloud in a complete sentence, then repeat the model answer. Open the conversation if you need it.
+INSTRUCTION: Answer aloud in a complete sentence.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: Where did the woman go shopping? {bk10-l2a-f5-09-q.mp3}
-RESPONSE: The woman went shopping at the mall. {bk10-l2a-f5-09-a.mp3}
+PROMPT: Where did the woman go shopping? {bk10-l2a-f5-12-q.mp3}
+RESPONSE: The woman went shopping at the mall. {bk10-l2a-f5-12-a.mp3}
 
-PROMPT: Where did she park? {bk10-l2a-f5-10-q.mp3}
-RESPONSE: She parked in the parking lot. {bk10-l2a-f5-10-a.mp3}
+PROMPT: Where did she park? {bk10-l2a-f5-13-q.mp3}
+RESPONSE: She parked in the parking lot. {bk10-l2a-f5-13-a.mp3}
 
-PROMPT: Where did the woman shop and buy things? {bk10-l2a-f5-11-q.mp3}
-RESPONSE: She shopped and bought things at the department store. {bk10-l2a-f5-11-a.mp3}
+PROMPT: Where did the woman shop and buy things? {bk10-l2a-f5-14-q.mp3}
+RESPONSE: She shopped and bought things at the department store. {bk10-l2a-f5-14-a.mp3}
 
-PROMPT: What other store did she go to? {bk10-l2a-f5-12-q.mp3}
-RESPONSE: She went to the bookshop. {bk10-l2a-f5-12-a.mp3}
+PROMPT: What other store did she go to? {bk10-l2a-f5-15-q.mp3}
+RESPONSE: She went to the bookshop. {bk10-l2a-f5-15-a.mp3}
 
-PROMPT: Where did she eat lunch? {bk10-l2a-f5-13-q.mp3}
-RESPONSE: She ate lunch at the cafeteria. {bk10-l2a-f5-13-a.mp3}
+PROMPT: Where did she eat lunch? {bk10-l2a-f5-16-q.mp3}
+RESPONSE: She ate lunch at the cafeteria. {bk10-l2a-f5-16-a.mp3}
 
-# Source: LLA 2C Figure 1
-$DIALOGUE Let's Go Shopping
-ID: 2c-f1
-INTRO: One more shopping conversation. Peg needs new clothes — although she changes her mind rather quickly. Just listen.
-INSTRUCTION: Listen to the dialogue.
+# SKIPPED (book): "A SHOPPING TRIP" (p. 56) — collaborative classroom story-building game, no solo path.
+# DROPPED (book): "Where and What Time?" and "How Much?" (ST l2-s11, l2-s12) — the store-hours sign and grocery ad they refer to are not in our materials, so the answers are not derivable.
 
-Peg: Let's go shopping, Mary. I need some new clothes. {bk10-l2c-f1-01.mp3}
-Mary: Okay, Peg. There's a nice dress shop in the mall. There's a good shoe store there too. I'll help you shop. {bk10-l2c-f1-02.mp3}
-Peg: I don't need any clothes, but I do want to get some things at the department store. {bk10-l2c-f1-03.mp3}
-Mary: This will be fun. Let's go. {bk10-l2c-f1-04.mp3}
+$SESSION 2-2: Topics and Main Ideas
 
-# Source: LLA 2C Figure 1 (questions)
-$SELECT Questions About Peg and Mary
-ID: 2c-f1-b
-REFERENCE
-INTRO: Answer the questions about Peg and Mary's plans. Tap the correct answer; the dialogue is there if you need to check.
-INSTRUCTION: Tap the correct answer.
+# Source: new (gap: topic/main idea drilled on tape but never explained anywhere in the lesson)
+$GRAMMAR What's the Topic? What's the Main Idea?
+ID: 10-2a-f1-g
+INTRO: In this part you'll practice a listening skill: finding the topic and the main idea of a short paragraph. Here's the difference between the two.
 
-PROMPT: What does Peg need? {bk10-l2c-f1-05.mp3}
-OPTION: a | a new car
-OPTION: b | some new books
-OPTION: c | some new clothes
-ANSWER: c
-FEEDBACK: Peg needs some new clothes. {bk10-l2c-f1-05-fb.mp3}
+CARD: The **topic** is what a paragraph is about. You can say it in just a word or two, like {vending machines} or {money and friendship}.
 
-PROMPT: Where are they going? {bk10-l2c-f1-06.mp3}
-OPTION: a | to the mall
-OPTION: b | to school
-OPTION: c | to the lab
-ANSWER: a
-FEEDBACK: They are going to the mall. {bk10-l2c-f1-06-fb.mp3}
-
-PROMPT: Where does Mary want to go? {bk10-l2c-f1-07.mp3}
-OPTION: a | to the drugstore
-OPTION: b | to the parking lot
-OPTION: c | to the department store
-ANSWER: c
-FEEDBACK: Mary wants to go to the department store. {bk10-l2c-f1-07-fb.mp3}
-
-# Source: ST §Logar Shopping Center Directory
-$GRAMMAR The Logar Shopping Center Directory
-ID: l2-s3
-INTRO: Every American mall has a directory — a big sign that tells you which store is where. Here's the one for the Logar Shopping Center. Look it over; you'll answer questions about it next.
-
-CARD: The first floor has a mix of shops, including a pet shop, a variety store, and clothing stores.
-{1. PETE'S Pet Shop}
-{2. GENE'S Variety Store}
-{3. BEN'S Barbershop}
-{4. MY CHILD Clothing Store}
-{5. MYRA Women's Clothing Store}
-
-CARD: Also on the first floor are two department stores and specialty shops.
-{6. LEAD'S Department Store}
-{7. HOMER'S Department Store}
-{8. LEO'S Card Shop}
-{9. STARR Shoe Store}
-
-CARD: At the end of the first floor, you can grab a bite to eat or watch a movie.
-{10. FAST Chicken}
-{11. NOVA Movie Theater}
-
-CARD: Let's look at the first few locations on the second floor.
-{12. DAN'S Shoe Store}
-{13. NEW AGE Bookstore}
-{14. KARR'S Cafeteria}
-{15. KID'S ROOM Clothes & Games}
-
-CARD: The second floor finishes with more stores, a travel agency, and the stairs connecting the floors.
-{16. TV'S R US Shop}
-{17. WORLD Travel Agency}
-{18. EYEGLASS Shop}
-{19. FOR MEN Clothing Store}
-{20. SAM'S Drugstore}
-{Stairs}
+CARD: The **main idea** is the most important thing the paragraph says about its topic — a complete sentence, like {Machines don't always work.}
 
 SUMMARY:
-**first floor**
-1. PETE'S Pet Shop
-2. GENE'S Variety Store
-3. BEN'S Barbershop
-4. MY CHILD Clothing Store
-5. MYRA Women's Clothing Store
-6. LEAD'S Department Store
-7. HOMER'S Department Store
-8. LEO'S Card Shop
-9. STARR Shoe Store
-10. FAST Chicken
-11. NOVA Movie Theater
+| | What it is | Example |
+|---|---|---|
+| Topic | a word or two | vending machines |
+| Main idea | a complete sentence | Machines don't always work. |
 
-**second floor**
-12. DAN'S Shoe Store
-13. NEW AGE Bookstore
-14. KARR'S Cafeteria
-15. KID'S ROOM Clothes & Games
-16. TV'S R US Shop
-17. WORLD Travel Agency
-18. EYEGLASS Shop
-19. FOR MEN Clothing Store
-20. SAM'S Drugstore
+# Source: LLA 2A Figure 1 (Paragraph 1)
+$DIALOGUE Jan and the Vending Machine
+ID: 10-2a-f1-p1
+INTRO: Listen to a short story about Jan, a candy bar, and a machine that keeps both her money and the candy.
+INSTRUCTION: Listen to the paragraph.
 
-**stairs**
+LINE: Jan was hungry. {bk10-l2a-f1-01.mp3}
+LINE: She wanted a candy bar. {bk10-l2a-f1-02.mp3}
+LINE: She finally found a vending machine. {bk10-l2a-f1-03.mp3}
+LINE: It took her money, but it didn't give her any candy or her money back. {bk10-l2a-f1-04.mp3}
+LINE: She shook the machine. {bk10-l2a-f1-05.mp3}
+LINE: She was angry. {bk10-l2a-f1-06.mp3}
+LINE: She didn't have any more change. It always happens. {bk10-l2a-f1-07.mp3}
+LINE: Machines don't always work when you need them. {bk10-l2a-f1-08.mp3}
 
-$PRODUCE Find It in the Directory
-ID: l2-s4
-REFERENCE
-INTRO: Now use the directory. Read each question and type the name of the store — or stores — where you'd go. Keep the directory open; nobody memorizes a mall.
-INSTRUCTION: Type the store name(s).
+# Source: LLA 2A Figure 1 (questions on Paragraph 1)
+$SELECT Topic and Main Idea: The Vending Machine
+ID: 10-2a-f1-q1
+REFERENCE: 10-2a-f1-p1
+INTRO: Tap the topic and then the main idea of the paragraph you just heard.
+INSTRUCTION: Tap the correct answer.
+
+TEMPLATE: Paragraph 1: What is the topic?
+OPTION: a | vending machines
+OPTION: b | more change
+OPTION: c | a candy bar
+ANSWER: a
+FEEDBACK: The topic of the paragraph is "Vending Machines." {bk10-l2a-f1-09.mp3}
+
+TEMPLATE: Paragraph 1: What is the main idea?
+OPTION: a | Jan wanted a candy bar.
+OPTION: b | Machines don't always work.
+OPTION: c | Jan shook the machine.
+ANSWER: b
+FEEDBACK: The main idea is: "Machines don't always work." {bk10-l2a-f1-10.mp3}
+
+# Source: LLA 2A Figure 1 (Paragraph 2)
+$DIALOGUE Money and Friendship
+ID: 10-2a-f1-p2
+INTRO: Next, some free advice about lending money to friends. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: When you lend a friend money, you sometimes hurt your friendship. {bk10-l2a-f1-11.mp3}
+LINE: When a friend asks to borrow some money, you should tell him you can't lend it to him. {bk10-l2a-f1-12.mp3}
+LINE: That's my advice. {bk10-l2a-f1-13.mp3}
+LINE: Why? {bk10-l2a-f1-14.mp3}
+LINE: Because you won't feel good around him until he gives you back the money. {bk10-l2a-f1-15.mp3}
+LINE: It may be difficult, but it's better not to lend money to a friend. {bk10-l2a-f1-16.mp3}
+
+# Source: LLA 2A Figure 1 (questions on Paragraph 2)
+$SELECT Topic and Main Idea: Money and Friendship
+ID: 10-2a-f1-q2
+REFERENCE: 10-2a-f1-p2
+INTRO: Same task — tap the topic, then the main idea of the advice you just heard.
+INSTRUCTION: Tap the correct answer.
+
+TEMPLATE: Paragraph 2: What is the topic?
+OPTION: a | giving money back
+OPTION: b | feeling good
+OPTION: c | money and friendship
+ANSWER: c
+FEEDBACK: The topic of the paragraph is "Money and Friendship." {bk10-l2a-f1-17.mp3}
+
+TEMPLATE: Paragraph 2: What is the main idea?
+OPTION: a | Don't lend money to friends.
+OPTION: b | Don't ask friends for advice.
+OPTION: c | Friends don't pay back money.
+ANSWER: a
+FEEDBACK: The main idea is: "Don't lend money to friends." {bk10-l2a-f1-18.mp3}
+
+# Source: LLA 2A Figure 1 (Paragraph 3)
+$DIALOGUE Nell's Work at the Bank
+ID: 10-2a-f1-p3
+INTRO: One more paragraph — this one about Nell and her job at the bank.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Nell works in a bank. {bk10-l2a-f1-19.mp3}
+LINE: She opens and closes accounts for people every day. {bk10-l2a-f1-20.mp3}
+LINE: She gives them the checkbooks for their checking accounts. {bk10-l2a-f1-21.mp3}
+LINE: She cashes checks, takes deposits, and helps people make deposits to or withdrawals from their savings accounts. {bk10-l2a-f1-22.mp3}
+LINE: Bank work isn't easy, but Nell likes it very much. {bk10-l2a-f1-23.mp3}
+
+# Source: LLA 2A Figure 1 (questions on Paragraph 3)
+$SELECT Topic and Main Idea: Nell at the Bank
+ID: 10-2a-f1-q3
+REFERENCE: 10-2a-f1-p3
+INTRO: Tap the topic and the main idea of the paragraph about Nell.
+INSTRUCTION: Tap the correct answer.
+
+TEMPLATE: Paragraph 3: What is the topic?
+OPTION: a | Nell's bank
+OPTION: b | Nell's work
+OPTION: c | Nell's help
+ANSWER: b
+FEEDBACK: The topic is "Nell's Work." {bk10-l2a-f1-24.mp3}
+
+TEMPLATE: Paragraph 3: What is the main idea?
+OPTION: a | Nell's bank cashes checks.
+OPTION: b | Nell opens and closes accounts.
+OPTION: c | Nell likes to work in the bank.
+ANSWER: c
+FEEDBACK: The main idea is: "Nell likes to work in the bank." {bk10-l2a-f1-25.mp3}
+
+# Source: LLA 2A Figure 6 (Paragraph 1)
+$DIALOGUE Apartment Managers
+ID: 10-2a-f6-p1
+INTRO: Now you'll write the topic and main idea yourself. First, listen to a paragraph about apartment managers — a job with very long days.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Apartment managers have a difficult job. {bk10-l2a-f6-01.mp3}
+LINE: They make appointments, show the people the empty apartments, and take deposits on the rent. {bk10-l2a-f6-02.mp3}
+LINE: They also have to talk to people when things in the apartments break or don't work. {bk10-l2a-f6-03.mp3}
+LINE: Many times they have to work longer than 8 hours a day. {bk10-l2a-f6-04.mp3}
+LINE: It's not an easy job. {bk10-l2a-f6-05.mp3}
+
+# Source: LLA 2A Figure 6 (writing task 1)
+$PRODUCE Write the Topic and Main Idea: Apartment Managers
+ID: 10-2a-f6-q1
+REFERENCE: 10-2a-f6-p1
+INTRO: This time, no choices — type the topic, then the main idea, of the paragraph about apartment managers.
+INSTRUCTION: Type the topic and main idea.
 INPUT: type
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key. Accept the store names in any order or phrasing, with minor spelling variation; if the prompt asks for a specific number of places, the learner must give that many.
 
-EXAMPLE
-PROMPT: Where can you buy children's clothes? Write down the names of three stores or kinds of stores.
-RESPONSE: My Child Clothing Store, Lead's Department Store, Kid's Room Clothes & Games.
+TEMPLATE: Paragraph 1: Write the topic.
+RESPONSE: Apartment managers {bk10-l2a-f6-06.mp3}
+RUBRIC: Accept "apartment managers" or "apartment manager's job" or closely related topic phrases.
 
-PROMPT: Mrs. Rust needs to buy some slacks for her husband. Where can she buy adult clothes for men? Write down three places.
-RESPONSE: For Men Clothing Store, Lead's Department Store, Homer's Department Store.
+TEMPLATE: Paragraph 1: Write the main idea in a complete sentence.
+RESPONSE: Apartment managers have difficult jobs. {bk10-l2a-f6-07.mp3}
+RUBRIC: Accept any complete sentence expressing that apartment managers have a hard or difficult job.
 
-PROMPT: Bill and Ned are hungry. Where can they go for lunch?
-RESPONSE: Fast Chicken or Karr's Cafeteria.
+# Source: LLA 2A Figure 6 (Paragraph 2)
+$DIALOGUE Jane's Animals
+ID: 10-2a-f6-p2
+INTRO: One more paragraph — Jane, her two dogs, her cat, and her bird.
+INSTRUCTION: Listen to the paragraph.
 
-PROMPT: Sue and Rose want to buy some clothes. Which stores should they visit?
-RESPONSE: Myra Women's Clothing Store, Lead's Department Store, or Homer's Department Store.
+LINE: Jane likes animals. {bk10-l2a-f6-08.mp3}
+LINE: She has 2 dogs, a cat, and a bird. {bk10-l2a-f6-09.mp3}
+LINE: She keeps her cat and bird in the house. {bk10-l2a-f6-10.mp3}
+LINE: She has a yard with a fence, and her dogs stay outside in the yard. {bk10-l2a-f6-11.mp3}
+LINE: She is good to her animals, and she likes to play with them. {bk10-l2a-f6-12.mp3}
 
-PROMPT: Where can Howard get a haircut?
-RESPONSE: Ben's Barbershop.
-
-PROMPT: Where can John buy a birthday card? Write down three names or places.
-RESPONSE: Leo's Card Shop, Gene's Variety Store, Sam's Drugstore.
-
-PROMPT: Where can Mary Ann make reservations for her trip?
-RESPONSE: World Travel Agency.
-
-PROMPT: Which shoe store is upstairs?
-RESPONSE: Dan's Shoe Store.
-
-PROMPT: How many department stores are there downstairs? What are their names?
-RESPONSE: There are two department stores downstairs. Their names are Lead's Department Store and Homer's Department Store.
-
-PROMPT: Steve needs to buy paper and pencils. Where can he buy them? Write down the names of four places.
-RESPONSE: Gene's Variety Store, Lead's Department Store, Homer's Department Store, Sam's Drugstore.
-
-PROMPT: Where can Joe buy some tools?
-RESPONSE: Lead's Department Store or Homer's Department Store.
-
-# SKIPPED (book): "A SHOPPING TRIP" — a co-constructed classroom storytelling activity with no fixed answers.
-
-$SESSION 2-2: Joan's Trip to the Mall — Story and Word Skills
-
-# Source: LLA 2B Figure 1 (story)
-$DIALOGUE Joan Gets Lost at the Mall
-ID: 10-l2b-f1-story
-INTRO: In this part you'll follow a story about a little girl at the mall, then sharpen your spelling and your ear for word stress. First, just listen to what happened to Joan — and how quickly a mall gets very big when you're small.
-INSTRUCTION: Listen to the story.
-
-LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-01.mp3}
-LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-02.mp3}
-LINE: Joan didn't see her mother leave. {page_035_003.jpg} {bk10-l2b-f1-03.mp3}
-LINE: She was alone. {page_035_003.jpg} {bk10-l2b-f1-04.mp3}
-LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-05.mp3}
-LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-06.mp3}
-LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-07.mp3}
-LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-08.mp3}
-LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-09.mp3}
-LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-10.mp3}
-LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-11.mp3}
-LINE: After supper, she told her neighbor about her day in the mall. {page_037_001.jpg} {bk10-l2b-f1-12.mp3}
-
-# Source: LLA 2B Figure 1 (vocabulary)
-$DIALOGUE Joan's Story: New Words
-ID: 10-l2b-f1-vocab
-INTRO: Now the same story, sentence by sentence, with the new words. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat each sentence.
-REPEAT
-
-VOCAB: supper
-LINE: Another name for dinner is supper. {bk10-l2b-f1-13.mp3}
-
-LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-14.mp3}
-
-VOCAB: up
-VOCAB: stairs
-VOCAB: floor
-LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-15.mp3}
-
-LINE: Joan didn't see her mother leave. {page_035_003.jpg} {bk10-l2b-f1-16-a.mp3}
-VOCAB: alone
-LINE: She was all alone. {page_035_003.jpg} {bk10-l2b-f1-16-b.mp3}
-
-VOCAB: afraid
-LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-17.mp3}
-
-VOCAB: everybody
-LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-18.mp3}
-
-VOCAB: down
-VOCAB: escalator
-LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-19.mp3}
-
-VOCAB: everyone
-LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-20.mp3}
-
-VOCAB: ready
-LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-21.mp3}
-
-VOCAB: politely
-LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-22.mp3}
-
-LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-23.mp3}
-
-VOCAB: neighbor
-LINE: After supper, Joan told her neighbor about her day at the mall. {page_037_001.jpg} {bk10-l2b-f1-24.mp3}
-
-# Source: LLA 2B Figure 2
-$SELECT True or False: Joan's Day
-ID: 10-l2b-f2
-INTRO: How well do you remember Joan's day? Listen to each statement and decide whether it's true or false. The story is there to check.
-INSTRUCTION: Tap True or False.
-REFERENCE: 10-l2b-f1-story
-OPTION: t | True
-OPTION: f | False
-
-PROMPT: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-q.mp3}
-ANSWER: t
-FEEDBACK: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-a.mp3}
-
-PROMPT: Joan and her mother went on the escalator to the second floor. {bk10-l2b-f2-02-q.mp3}
-ANSWER: f
-FEEDBACK: Joan's mother went up the stairs to the second floor. {bk10-l2b-f2-02-a.mp3}
-
-PROMPT: Joan wasn't afraid to be alone. {bk10-l2b-f2-03-q.mp3}
-ANSWER: f
-FEEDBACK: Joan was afraid to be alone. {bk10-l2b-f2-03-a.mp3}
-
-PROMPT: Everybody tried to help Joan. {bk10-l2b-f2-04-q.mp3}
-ANSWER: t
-FEEDBACK: Everybody tried to help Joan. {bk10-l2b-f2-04-a.mp3}
-
-PROMPT: Joan's mother came down on the escalator. {bk10-l2b-f2-05-q.mp3}
-ANSWER: t
-FEEDBACK: Joan's mother came down on the escalator. {bk10-l2b-f2-05-a.mp3}
-
-PROMPT: Joan didn't want to go home and eat. {bk10-l2b-f2-06-q.mp3}
-ANSWER: f
-FEEDBACK: Joan was ready to go home. {bk10-l2b-f2-06-a.mp3}
-
-PROMPT: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-q.mp3}
-ANSWER: t
-FEEDBACK: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-a.mp3}
-
-PROMPT: Joan didn't want to talk about her day at the mall. {bk10-l2b-f2-08-q.mp3}
-ANSWER: f
-FEEDBACK: After dinner, she told her neighbor about her day at the mall. {bk10-l2b-f2-08-a.mp3}
-
-# Source: LLA 2B Figure 3
-$PRODUCE Spelling the New Words
-ID: 10-l2b-f3
+# Source: LLA 2A Figure 6 (writing task 2)
+$PRODUCE Write the Topic and Main Idea: Jane's Animals
+ID: 10-2a-f6-q2
+REFERENCE: 10-2a-f6-p2
+INTRO: Type the topic and the main idea of the paragraph about Jane and her animals.
+INSTRUCTION: Type the topic and main idea.
 INPUT: type
-CHECK: exact
-INTRO: Time to spell. You'll hear a word spelled letter by letter — type it, then listen and repeat the word.
-INSTRUCTION: Type the word you hear spelled.
-REPEAT
+CHECK: llm
 
-PROMPT: S-H-O-P-P-I-N-G, shopping. C-E-N-T-E-R, center. {bk10-l2b-f3-01.mp3}
-RESPONSE: shopping center {bk10-l2b-f3-01-a.mp3}
+TEMPLATE: Paragraph 2: Write the topic.
+RESPONSE: Jane's animals {bk10-l2a-f6-13.mp3}
+RUBRIC: Accept "Jane's animals" or "Jane and her pets" or closely related topic phrases.
 
-PROMPT: U-P-S-T-A-I-R-S, upstairs. {bk10-l2b-f3-02.mp3}
-RESPONSE: upstairs {bk10-l2b-f3-02-a.mp3}
-
-PROMPT: A-L-O-N-E, alone. {bk10-l2b-f3-03.mp3}
-RESPONSE: alone {bk10-l2b-f3-03-a.mp3}
-
-PROMPT: A-F-R-A-I-D, afraid. {bk10-l2b-f3-04.mp3}
-RESPONSE: afraid {bk10-l2b-f3-04-a.mp3}
-
-PROMPT: E-V-E-R-Y-B-O-D-Y, everybody. {bk10-l2b-f3-05.mp3}
-RESPONSE: everybody {bk10-l2b-f3-05-a.mp3}
-
-PROMPT: S-U-P-P-E-R, supper. {bk10-l2b-f3-06.mp3}
-RESPONSE: supper {bk10-l2b-f3-06-a.mp3}
-
-PROMPT: N-E-I-G-H-B-O-R, neighbor. {bk10-l2b-f3-07.mp3}
-RESPONSE: neighbor {bk10-l2b-f3-07-a.mp3}
-
-PROMPT: M-A-L-L, mall. {bk10-l2b-f3-08.mp3}
-RESPONSE: mall {bk10-l2b-f3-08-a.mp3}
-
-PROMPT: R-E-C-E-I-V-E, receive. {bk10-l2b-f3-09.mp3}
-RESPONSE: receive {bk10-l2b-f3-09-a.mp3}
-
-PROMPT: C-A-F-E-T-E-R-I-A, cafeteria. {bk10-l2b-f3-10.mp3}
-RESPONSE: cafeteria {bk10-l2b-f3-10-a.mp3}
+TEMPLATE: Paragraph 2: Write the main idea in a complete sentence.
+RESPONSE: Jane likes animals. {bk10-l2a-f6-14.mp3}
+RUBRIC: Accept any complete sentence expressing that Jane likes animals or cares for her pets.
 
 # Source: LLA 2A Figure 4
-$SELECT Strong Syllables
-ID: 2a-f4
-INTRO: English words have one syllable that's louder and stronger than the rest. Listen to each word and tap the number of the strong syllable. In "apologize", it's the second — a-PO-lo-gize.
-INSTRUCTION: Tap the number of the stressed syllable.
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
-OPTION: 5 | 5
-OPTION: 6 | 6
+$SELECT Which Syllable Is Strong?
+ID: 10-2a-f4
+INTRO: Now train your ear. Every English word has one strong syllable — listen to each word and tap the number of the syllable that sounds strongest. In "apologize", it's the second: a-PO-lo-gize.
+INSTRUCTION: Tap the number of the strong syllable.
+
+OPTION: 1 | 1st syllable
+OPTION: 2 | 2nd syllable
+OPTION: 3 | 3rd syllable
+OPTION: 4 | 4th syllable
+OPTION: 5 | 5th syllable
+OPTION: 6 | 6th syllable
 
 EXAMPLE
-PROMPT: apologize {bk10-l2a-f4-ex.mp3}
+PROMPT: apologize {bk10-l2a-f4-00.mp3}
 ANSWER: 2
 
 PROMPT: bicycle {bk10-l2a-f4-01.mp3}
@@ -555,97 +513,235 @@ ANSWER: 2
 PROMPT: identification {bk10-l2a-f4-10.mp3}
 ANSWER: 5
 
-# Source: ST §Do You Want a Shake?
-$DIALOGUE Do You Want a Shake? {st-page_063_001.jpg}
-ID: l2-s7
-INTRO: Chris is making something in the kitchen — noisily. Listen for the word "shake"; you'll meet it again in the next story. Then repeat the lines.
-INSTRUCTION: Listen to the dialog, then repeat it.
+# SKIPPED (book): Listening Skills "WHAT'S THE TOPIC?", "WHAT'S THE MAIN IDEA?", "WRITE THE TOPIC", "WRITE THE MAIN IDEA" (pp. 57-58) — instructor-read passages not printed in the text; the cassette figures above cover the same skill.
+# SKIPPED (book): Listening Skill "LISTEN!" (p. 69) — syllable-stress task without recorded audio; covered by the cassette drill above.
+
+$SESSION 2-3: New Words — Lost at the Mall and a Good Neighbor
+
+# Source: LLA 2B Figure 1
+$DIALOGUE Joan at the Shopping Center
+ID: 10-2b-f1
+INTRO: In this part you'll learn words for feelings — "afraid", "glad", "ready" — through two stories. First: Joan loses her mother at the shopping center, briefly. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
+VOCAB: supper
+LINE: Another name for dinner is supper. {bk10-l2b-f1-ex.mp3}
+
+LINE: Joan went to the shopping center with her mother. {page_035_001.jpg|Joan walking with her mother at a busy shopping center near a dress shop} {bk10-l2b-f1-01.mp3}
+
+LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg|Joan's mother riding an escalator up to the second floor while Joan stays at the bottom} {bk10-l2b-f1-02.mp3}
+
+VOCAB: alone
+LINE: Joan didn't see her mother leave. She was all alone. {page_035_003.jpg|Joan standing alone near a pet store, looking lost and distressed} {bk10-l2b-f1-03.mp3}
+
+VOCAB: afraid
+LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg|Joan standing alone near a pet store, looking lost and distressed} {bk10-l2b-f1-04.mp3}
+
+VOCAB: everybody
+LINE: Everybody tried to help her. {page_036_001.jpg|A man and a woman comforting and talking to a young girl who is crying} {bk10-l2b-f1-05.mp3}
+
+LINE: Joan's mother came back down on the escalator. {page_036_002.jpg|Joan's mother riding down the escalator to find her daughter} {bk10-l2b-f1-06.mp3}
+
+VOCAB: everyone
+VOCAB: glad
+LINE: Everyone was glad to see her. {page_036_003.jpg|Joan crying and hugging her mother while bystanders watch relieved} {bk10-l2b-f1-07.mp3}
+
+VOCAB: ready
+LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg|Joan crying and hugging her mother while bystanders watch relieved} {bk10-l2b-f1-08.mp3}
+
+VOCAB: politely
+LINE: The mother politely thanked everyone for their help. {page_036_004.jpg|The mother smiling and thanking the bystanders while holding her daughter} {bk10-l2b-f1-09.mp3}
+
+LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg|The mother smiling and thanking the bystanders while holding her daughter} {bk10-l2b-f1-10.mp3}
+
+VOCAB: neighbor
+LINE: After supper, Joan told her neighbor about her day at the mall. {page_037_001.jpg|A young woman waving and talking to a man standing near his house and driveway} {bk10-l2b-f1-11.mp3}
+
+# Source: LLA 2B Figure 2
+$SELECT True or False: Joan's Day
+ID: 10-2b-f2
+REFERENCE: 10-2b-f1
+INTRO: Listen to each sentence about Joan's day and decide whether it's true or false. Open the story if you need it.
+INSTRUCTION: Tap True or False.
+
+OPTION: t | True
+OPTION: f | False
+
+PROMPT: Joan and her mother went to a shopping center. {bk10-l2b-f2-01.mp3}
+ANSWER: t
+FEEDBACK: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-fb.mp3}
+
+PROMPT: Joan and her mother went on the escalator to the second floor. {bk10-l2b-f2-02.mp3}
+ANSWER: f
+FEEDBACK: Joan's mother went up the stairs to the second floor. {bk10-l2b-f2-02-fb.mp3}
+
+PROMPT: Joan wasn't afraid to be alone. {bk10-l2b-f2-03.mp3}
+ANSWER: f
+FEEDBACK: Joan was afraid to be alone. {bk10-l2b-f2-03-fb.mp3}
+
+PROMPT: Everybody tried to help Joan. {bk10-l2b-f2-04.mp3}
+ANSWER: t
+FEEDBACK: Everybody tried to help Joan. {bk10-l2b-f2-04-fb.mp3}
+
+PROMPT: Joan's mother came down on the escalator. {bk10-l2b-f2-05.mp3}
+ANSWER: t
+FEEDBACK: Joan's mother came down on the escalator. {bk10-l2b-f2-05-fb.mp3}
+
+PROMPT: Joan didn't want to go home and eat. {bk10-l2b-f2-06.mp3}
+ANSWER: f
+FEEDBACK: Joan was ready to go home. {bk10-l2b-f2-06-fb.mp3}
+
+PROMPT: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07.mp3}
+ANSWER: t
+FEEDBACK: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-fb.mp3}
+
+PROMPT: Joan didn't want to talk about her day at the mall. {bk10-l2b-f2-08.mp3}
+ANSWER: f
+FEEDBACK: After dinner, she told her neighbor about her day at the mall. {bk10-l2b-f2-08-fb.mp3}
+
+# Source: LLA 2B Figure 3 (Part 1)
+$PRODUCE Spell the Words
+ID: 10-2b-f3-spelling
+INPUT: type
+CHECK: exact
+INTRO: Now spell the new words. Listen to each word and type it — "neighbor" is the one that catches everybody.
+INSTRUCTION: Type the word you hear.
+
+PROMPT: shopping center {bk10-l2b-f3-01-w.mp3}
+RESPONSE: shopping center
+
+PROMPT: upstairs {bk10-l2b-f3-02-w.mp3}
+RESPONSE: upstairs
+
+PROMPT: alone {bk10-l2b-f3-03-w.mp3}
+RESPONSE: alone
+
+PROMPT: afraid {bk10-l2b-f3-04-w.mp3}
+RESPONSE: afraid
+
+PROMPT: everybody {bk10-l2b-f3-05-w.mp3}
+RESPONSE: everybody
+
+PROMPT: supper {bk10-l2b-f3-06-w.mp3}
+RESPONSE: supper
+
+PROMPT: neighbor {bk10-l2b-f3-07-w.mp3}
+RESPONSE: neighbor
+
+PROMPT: mall {bk10-l2b-f3-08-w.mp3}
+RESPONSE: mall
+
+PROMPT: receive {bk10-l2b-f3-09-w.mp3}
+RESPONSE: receive
+
+PROMPT: cafeteria {bk10-l2b-f3-10-w.mp3}
+RESPONSE: cafeteria
+
+# Source: LLA 2B Figure 3 (Part 2)
+$DIALOGUE The New Words in Sentences
+ID: 10-2b-f3-sentences
+INTRO: Hear each of those words again, this time inside a sentence. Listen and repeat.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: There are many different stores in a shopping center. {bk10-l2b-f3-01-s.mp3}
+LINE: An escalator will take you upstairs. {bk10-l2b-f3-02-s.mp3}
+LINE: All the students were gone. The teacher was alone. {bk10-l2b-f3-03-s.mp3}
+LINE: Some people are afraid of dogs. {bk10-l2b-f3-04-s.mp3}
+LINE: Everybody bought a ticket to the game. {bk10-l2b-f3-05-s.mp3}
+LINE: Supper is another word for dinner. {bk10-l2b-f3-06-s.mp3}
+LINE: A neighbor lives near you. {bk10-l2b-f3-07-s.mp3}
+LINE: Mall is another word for shopping center. {bk10-l2b-f3-08-s.mp3}
+LINE: Everyone likes to receive mail from home. {bk10-l2b-f3-09-s.mp3}
+LINE: The students eat in the cafeteria every day. {bk10-l2b-f3-10-s.mp3}
+
+# Source: ST §Do You Want a Shake?
+$DIALOGUE Do You Want a Shake? {st-page_063_001.jpg|Two women in kitchen aprons, one woman holding a jar labeled "CHOCOLATE" next to a carton labeled "ICE CREAM" while shaking a glass container vigorously}
+ID: l2-s6
+INTRO: A quick kitchen scene teaches the verb "to shake" — Chris shakes a glass, Dorothy asks why. Just listen and read.
+INSTRUCTION: Listen and read the dialog.
+
 Dorothy: Chris, why are you shaking that glass?
 
+VOCAB: to shake
 Chris: I'm making a chocolate shake.
 
 Dorothy: How do you make it?
 
-VOCAB: to shake | shake
-Chris: Well, I put some milk, chocolate, and ice cream in a glass with a top on it. Then I shake it. It's a delicious drink. Would you like one?
+Chris: Well, I put some milk, chocolate, and ice cream in a glass with a top on it.
+LINE: Then I shake it.
+LINE: It's a delicious drink.
+LINE: Would you like one?
 
 Dorothy: No, thanks.
 
 # Source: ST §My Neighbor, Mrs. Wright
 $DIALOGUE My Neighbor, Mrs. Wright
-ID: l2-s10
-INTRO: Now a longer reading. Jane tells us about her favorite neighbor, Mrs. Wright — who is sixty-five, lives alone, and cooks better than most restaurants. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
+ID: l2-s9
+INTRO: Now a longer story: Jane and her favorite neighbor, Mrs. Wright — and a cat named Poly. Listen and read.
+INSTRUCTION: Listen and read the story.
 
-LINE: Mrs. Wright and I live in the same apartment building. She's my favorite neighbor.
+Narrator: Mrs. Wright and I live in the same apartment building. She's my favorite neighbor.
 
-LINE: She lives in a downstairs apartment.
+Narrator: She lives in a downstairs apartment. I live upstairs.
 
-LINE: I live upstairs.
+Narrator: She's 65 years old and no one lives with her. She lives alone.
 
-LINE: She's 65 years old and no one lives with her. She lives alone.
+Narrator: Sometimes we go shopping together. I help her take her packages to her apartment.
 
-LINE: Sometimes we go shopping together.
+VOCAB: polite
+Narrator: She says that I'm very polite because I help her. I worry about her.
 
-LINE: I help her take her packages to her apartment. She says that I'm very polite because I help her.
+Narrator: I asked her, "Are you afraid to live alone?" She shook her head and said she wasn't afraid.
 
-LINE: I worry about her. I asked her, "Are you afraid to live alone?"
-
-LINE: She shook her head and said she wasn't afraid.
-
-VOCAB: to write down | wrote down
-LINE: One day I wrote down my phone number and stuck it on her phone table.
-
-LINE: I told her to call me when she needed something. She was pleased and said, "Thank you."
-
-LINE: Last Friday, she asked me to have supper with her.
+VOCAB: to write down
+Narrator: One day I wrote down my phone number and stuck it on her phone table.
+LINE: I told her to call me when she needed something.
+LINE: She was pleased and said, "Thank you."
 
+Narrator: Last Friday, she asked me to have supper with her.
 LINE: I went to her apartment at 7:00 p.m.
 LINE: Mrs. Wright is a very good cook.
-LINE: She cooked some delicious chicken with potatoes.
-LINE: I really enjoyed my supper.
 
-LINE: After I got home, I wanted to do something nice for her. I decided to buy her a pet.
+Narrator: She cooked some delicious chicken with potatoes. I really enjoyed my supper.
 
+Narrator: After I got home, I wanted to do something nice for her.
+LINE: I decided to buy her a pet.
 LINE: I knew she liked cats.
-LINE: I went to the pet shop and found a beautiful cat.
-LINE: I bought the cat and took it to her.
 
+Narrator: I went to the pet shop and found a beautiful cat.
+LINE: I bought the cat and took it to her.
 LINE: She was very glad to receive the little cat and called him Poly.
 
-LINE: "Why did you call him Poly?" I asked.
-LINE: She said, "I always want to remember you, Jane, my very polite neighbor."
+Narrator: "Why did you call him Poly?" I asked. She said, "I always want to remember you, Jane, my very polite neighbor."
 
-LINE: I was happy that she liked the cat, but I was happier that now she didn't live alone.
+Narrator: I was happy that she liked the cat, but I was happier that now she didn't live alone.
 
-# Source: ST §Answer About Mrs. Wright
+# Source: ST §Questions: My Neighbor, Mrs. Wright
 $PRODUCE Questions About Mrs. Wright
-ID: l2-s11
-REFERENCE
-INTRO: Answer these questions about Mrs. Wright aloud, in a full sentence. The story is there if a detail escapes you.
-INSTRUCTION: Answer aloud in a full sentence.
+ID: l2-s10
+REFERENCE: l2-s9
+INTRO: Answer the questions about Jane and Mrs. Wright aloud in complete sentences. Open the story if your memory needs a nudge.
+INSTRUCTION: Answer aloud. Open the reading if you need it.
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key. Accept any reasonable phrasing or short form of the same fact.
+RUBRIC: Treat the model answer as the factual key; accept any clear phrasing or short form of the same fact.
 
 PROMPT: Why do you think Jane called Mrs. Wright her neighbor?
 RESPONSE: Because they live in the same apartment building.
 
 PROMPT: Is Mrs. Wright's apartment on the first floor or the second floor?
-RESPONSE: It is on the first floor (downstairs).
+RESPONSE: It is on the first floor downstairs.
 
 PROMPT: Does Mrs. Wright's family live with her?
-RESPONSE: No, she lives alone.
+RESPONSE: No, no one lives with her. She lives alone.
 
 PROMPT: What does Mrs. Wright say about Jane?
-RESPONSE: She says Jane is very polite.
+RESPONSE: She says Jane is very polite because she helps her.
 
 PROMPT: Is Mrs. Wright afraid to live alone?
-RESPONSE: No, she wasn't afraid.
+RESPONSE: No, she is not afraid to live alone.
 
 PROMPT: What did Mrs. Wright do when she told Jane that she wasn't afraid?
 RESPONSE: She shook her head.
@@ -654,412 +750,103 @@ PROMPT: What did Jane do with her phone number?
 RESPONSE: She wrote it down and stuck it on Mrs. Wright's phone table.
 
 PROMPT: What happened last Friday?
-RESPONSE: Jane had supper with Mrs. Wright at 7:00 p.m.
+RESPONSE: Mrs. Wright invited Jane to have supper with her.
 
 PROMPT: What did Jane decide to do for Mrs. Wright?
-RESPONSE: Jane decided to buy her a pet cat.
+RESPONSE: She decided to buy her a pet cat.
 
 PROMPT: What did Mrs. Wright receive?
-RESPONSE: She received the little cat.
+RESPONSE: She received a little cat.
 
-PROMPT: Why was the cat called "Poly?"
-RESPONSE: Because it reminded her of Jane, her very polite neighbor.
+PROMPT: Why was the cat called "Poly"?
+RESPONSE: Because Mrs. Wright wanted to remember Jane, her polite neighbor.
 
 PROMPT: What made Jane happier?
-RESPONSE: She was happier that now Mrs. Wright didn't live alone.
+RESPONSE: That Mrs. Wright did not live alone anymore.
 
-# Source: ST §Everyone / Everybody
-$GRAMMAR Everyone or Everybody
-ID: l2-s8
-INTRO: You heard "everybody" and "everyone" in Joan's story. Here's the one thing to remember about them.
+# Source: ST §Everyone and Everybody (rewritten as cards)
+$GRAMMAR Everyone and Everybody
+ID: l2-s7
+INTRO: You met "everyone" and "everybody" in Joan's story. Here's the one thing to remember about them.
 
-CARD: "Everyone" and "everybody" mean exactly the same thing: all the people. You can use whichever word you prefer.
-{Is everyone here?}
-{Is everybody here?}
-
-CARD: Even though they mean many people, they always take a singular verb. Treat them like "he", "she", or "it".
-{Yes, everybody likes to go to the mall.}
-{Everyone likes this game.}
-
-CARD: Because they are singular, we use "does" instead of "do" to ask questions.
+CARD: "Everyone" and "everybody" mean the same thing — all the people. You can use either one.
 {Does everyone like to go to the mall?}
-{Does everybody have a ticket?}
+{Does everybody like to go to the mall?}
 
-CARD: To say that only some people feel a certain way, you can use a short negative phrase.
-{No, not everybody.}
-{No, not everyone.}
+CARD: Both words take a singular verb — say "everybody likes", not "everybody like".
+{Yes, everybody likes to go to the mall.}
+{No, not everyone likes to go to the mall.}
 
 SUMMARY:
-| | | |
+| Does | everyone / everybody | like to go to the mall? |
 |---|---|---|
-| Does | everyone<br>everybody | like to go to the mall? |
+| Yes, | everyone / everybody | likes to go to the mall. |
+| No, not | everyone / everybody | likes to go to the mall. |
 
-| | | |
-|---|---|---|
-| Yes, | everyone | likes to go to the mall. |
-| No, not | everybody | |
-
-$PRODUCE Ask and Answer: Everyone or Everybody
-ID: l2-s9
-INTRO: Use each cue to ask a question with "everyone" or "everybody", then answer it yes or no. Remember the singular verb — everybody likes, not everybody like.
-INSTRUCTION: Ask a question with "everyone" or "everybody", then answer yes or no.
+# Source: ST §Ask and Answer: Everyone and Everybody
+$PRODUCE Ask and Answer with Everyone and Everybody
+ID: l2-s8
+INTRO: Use each cue to ask a question with "everyone" or "everybody", then answer it — both aloud. Remember the singular verb.
+INSTRUCTION: Ask and answer aloud using the cue.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: The learner must ask a question built from the cue using "everyone" or "everybody", and give a logical yes/no answer. Singular verb agreement (likes, is, has) is the point — plural agreement fails. Yes or no is the learner's choice.
 
 EXAMPLE
-PROMPT: like to go to the mall
-RESPONSE: Does everyone like to go to the mall? Yes, everybody likes to go to the mall.
+PROMPT: (like to go to the mall)
+RESPONSE: Does everyone like to go to the mall? — Yes, everybody likes to go to the mall.
 
-PROMPT: like weekends
-RESPONSE: Does everyone like weekends? Yes, everybody likes weekends.
+PROMPT: (like weekends)
+RESPONSE: Does everyone like weekends? — Yes, everybody likes weekends.
 
-PROMPT: is tired today
-RESPONSE: Is everyone tired today? No, not everybody is tired today.
+PROMPT: (is tired today)
+RESPONSE: Is everybody tired today? — No, not everyone is tired today.
 
-PROMPT: go shopping at the mall
-RESPONSE: Does everybody go shopping at the mall? Yes, everyone goes shopping at the mall.
+PROMPT: (go shopping at the mall)
+RESPONSE: Does everyone go shopping at the mall? — Yes, everybody goes shopping at the mall.
 
-PROMPT: want more chicken
-RESPONSE: Does everyone want more chicken? No, not everybody wants more chicken.
+PROMPT: (want more chicken)
+RESPONSE: Does everybody want more chicken? — Yes, everyone wants more chicken.
 
-PROMPT: in this office have a holiday on Monday
-RESPONSE: Does everyone in this office have a holiday on Monday? Yes, everybody in this office has a holiday on Monday.
+PROMPT: (in this office have a holiday on Monday)
+RESPONSE: Does everyone in this office have a holiday on Monday? — Yes, everybody has a holiday on Monday.
 
-PROMPT: like to have free time
-RESPONSE: Does everybody like to have free time? Yes, everyone likes to have free time.
+PROMPT: (like to have free time)
+RESPONSE: Does everybody like to have free time? — Yes, everyone likes to have free time.
 
-PROMPT: enjoy parties
-RESPONSE: Does everyone enjoy parties? Yes, everybody enjoys parties.
+PROMPT: (enjoy parties)
+RESPONSE: Does everyone enjoy parties? — Yes, everybody enjoys parties.
 
-PROMPT: work on weekdays
-RESPONSE: Does everybody work on weekdays? No, not everyone works on weekdays.
+PROMPT: (work on weekdays)
+RESPONSE: Does everybody work on weekdays? — Yes, everyone works on weekdays.
 
-PROMPT: get up late on weekends
-RESPONSE: Does everyone get up late on weekends? No, not everybody gets up late on weekends.
+PROMPT: (get up late on weekends)
+RESPONSE: Does everyone get up late on weekends? — Yes, everybody gets up late on weekends.
 
-PROMPT: in class speak English
-RESPONSE: Does everyone in class speak English? Yes, everybody in class speaks English.
+PROMPT: (in class speak English)
+RESPONSE: Does everybody in class speak English? — Yes, everyone in class speaks English.
 
-# SKIPPED (book): Reading Skill "WHERE AND WHAT TIME?" and "HOW MUCH?" — depends on a printed store ad or sign image that is missing from the source.
-# SKIPPED (book): Listening Skill "LISTEN!" (stressed syllables, ST version) — instructor-read with no provided words; the cassette version is converted above as "Strong Syllables".
+$SESSION 2-4: Glad To, Sorry To — Adjective + Infinitive
 
-$SESSION 2-3: Introductions
+# Source: ST §Predicate Adjective + Infinitive (rewritten as cards)
+$GRAMMAR Adjective + "To" + Verb
+ID: l2-s13
+INTRO: In this part you'll learn to say what a feeling is about: glad to help, sorry to hear, afraid to ask. Here's the pattern.
 
-# Source: ST §An Introduction
-$DIALOGUE Meeting Someone New
-ID: l2-s5
-INTRO: In this part you'll learn to introduce people the American way — who to name first, and what to say back. Steve introduces two friends. Listen and repeat the key phrases.
-INSTRUCTION: Repeat the dialogs.
-REPEAT
-
-VOCAB: Have you met
-Steve: John, have you met Don Clark? {st-page_061_001.jpg}
-
-John: No, I haven't. {st-page_061_001.jpg}
-
-VOCAB: to introduce | introduce
-VOCAB: Let me introduce
-Steve: Well, let me introduce him to you. {st-page_061_001.jpg}
-
-VOCAB: I'd like you to meet
-Steve: John, I'd like you to meet Don Clark. {st-page_061_002.jpg}
-
-VOCAB: It's a pleasure to meet you.
-John: It's a pleasure to meet you. {st-page_061_002.jpg}
-
-Don: Glad to meet you, too. {st-page_061_002.jpg}
-
-# Source: LLA 2C Figure 6
-$DIALOGUE An Introduction
-ID: 2c-f6
-INTRO: Now hear an introduction between three people — Sally does the honors. Notice the things people say when they meet for the first time.
-INSTRUCTION: Listen to the dialogue.
-
-Sally: Mary, have you met Jack? {page_044_001.jpg} {bk10-l2c-f6-01.mp3}
-Mary: No, I haven't. {page_044_001.jpg} {bk10-l2c-f6-02.mp3}
-Sally: Let me introduce you. Mary, this is Jack Jones. Jack, this is Mary Barr. {page_044_001.jpg} {bk10-l2c-f6-03.mp3}
-VOCAB: How do you do?
-Mary: How do you do, Jack? {page_044_001.jpg} {bk10-l2c-f6-04.mp3}
-Jack: It's a pleasure to meet you, Mary. {page_044_001.jpg} {bk10-l2c-f6-05.mp3}
-
-# Source: LLA 2C Figure 7
-$DIALOGUE Introduction Phrases
-ID: 2c-f7
-INTRO: Here are the most common introduction phrases, one by one. Listen and repeat — these are the exact words you'll use in the drills coming up.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: I'd like you to meet my sister. {bk10-l2c-f7-01.mp3}
-LINE: Have you met my friend Joe? {bk10-l2c-f7-02.mp3}
-LINE: Let me introduce you to my wife. {bk10-l2c-f7-03.mp3}
-LINE: I want you to meet my husband. {bk10-l2c-f7-04.mp3}
-LINE: This is David Williams. {bk10-l2c-f7-05.mp3}
-LINE: It's a pleasure to meet you. {bk10-l2c-f7-06.mp3}
-LINE: I'm happy to meet you. {bk10-l2c-f7-07.mp3}
-LINE: How do you do? {bk10-l2c-f7-08.mp3}
-
-# Source: ST §Pleased to Meet You
-$DIALOGUE Pleased to Meet You {st-page_062_001.jpg}
-ID: l2-s6
-INTRO: A more formal introduction, between officers this time. Listen and repeat, then read it through.
-INSTRUCTION: Repeat the dialog. Then read it.
-REPEAT
-
-Captain_James: Major Stans, let me introduce Captain Gray. Major Stans, Captain Gray.
-
-Major_Stans: How do you do, Captain Gray?
-
-Captain_Gray: How do you do, sir? I'm pleased to meet you.
-
-Major_Stans: Are you new in town?
-
-Captain_Gray: Yes, I arrived just two days ago.
-
-# Source: ST §Introductions: Men to Women
-$DIALOGUE Rule 1: Introduce Men to Women
-ID: l2-s16
-INTRO: Who gets named first? There are three rules. Rule one: introduce men to women — speak to the woman first. Listen and repeat.
-INSTRUCTION: Repeat the dialog. Then read it.
-REPEAT
-
-Narrator: Introduce men to women. Speak to and look at the woman first. Tell her the man's complete name. Then tell the man the woman's complete name. {st-page_073_001.jpg}
-
-David: Hello, John. I'd like you to meet a friend of mine. Jane, this is John Green. John, Jane Woods.
-Jane: Hello, John. It's nice meeting you.
-
-Jeff: Hello, Mrs. Smith. How are you?
-Mrs_Smith: I'm fine, thanks. How are you?
-Jeff: I'd like you to meet my brother, Mark.
-Mrs_Smith: How do you do, Mark? I'm glad to know you.
-
-# Source: ST §Introductions: Younger to Older
-$DIALOGUE Rule 2: Introduce Younger to Older
-ID: l2-s17
-INTRO: Rule two: introduce younger people to older people — the older person hears the name first. Listen and repeat.
-INSTRUCTION: Repeat the dialog. Then read it.
-REPEAT
-
-Narrator: Introduce younger people to older people. Look at or speak to the older person first. {st-page_074_001.jpg}
-
-Mrs_Barr: Dr. Rivers, have you met Miss Betty Ash? She'll start your English class next week.
-Dr_Rivers: I'm happy to know you, Miss Ash. I hope you'll like my class.
-Miss_Ash: How do you do, sir?
-
-Mr_West: Mr. Farr, I want you to meet my son Tommy.
-Mr_Farr: It's nice to meet you.
-Tommy: Thank you, sir.
-
-# Source: ST §Introductions: Lower to Higher Rank
-$DIALOGUE Rule 3: Introduce Lower Rank to Higher Rank
-ID: l2-s18
-INTRO: Rule three, for the military: introduce people of lower rank to people of higher rank. The general never waits. Listen and repeat.
-INSTRUCTION: Repeat the dialog. Then read it.
-REPEAT
-
-Narrator: Introduce people of lower rank to people of higher rank. Look at or speak to the person of higher rank and introduce the person of lower rank. {st-page_075_001.jpg}
-
-Col_Green: General Briggs, let me introduce Sergeant Mark Stacy. Sergeant Stacy is going to be your new driver.
-Sgt_Stacy: How do you do, sir?
-Gen_Briggs: Welcome, sergeant. I understand you're a very good driver.
-
-Capt_Barber: Colonel Flowers, do you know Captain Phillip Prince?
-Col_Flowers: It's a pleasure to meet you, Captain Prince.
-Capt_Prince: Thank you, sir.
-
-# Source: LLA 2C Figure 8
-$PRODUCE Complete the Introduction
-ID: 2c-f8
-INPUT: speak
-CHECK: reveal
-INTRO: Now you do the introducing. You'll hear a name or phrase — say the complete introduction sentence aloud, then repeat the model.
-INSTRUCTION: Complete the sentence aloud.
-REPEAT
-
-EXAMPLE
-TEMPLATE: (Lt Anders)
-PROMPT: Lieutenant Anders. {bk10-l2c-f8-ex-q.mp3}
-RESPONSE: I'd like you to meet Lieutenant Anders. {bk10-l2c-f8-ex-a.mp3}
-
-TEMPLATE: I'd like you to meet ____. (Captain Carr)
-PROMPT: Captain Carr. {bk10-l2c-f8-01-q.mp3}
-RESPONSE: I'd like you to meet Captain Carr. {bk10-l2c-f8-01-a.mp3}
-
-TEMPLATE: Have you met ____? (Jane Smith)
-PROMPT: Jane Smith. {bk10-l2c-f8-02-q.mp3}
-RESPONSE: Have you met Jane Smith? {bk10-l2c-f8-02-a.mp3}
-
-TEMPLATE: Let me introduce you to ____. (My mother)
-PROMPT: My mother. {bk10-l2c-f8-03-q.mp3}
-RESPONSE: Let me introduce you to my mother. {bk10-l2c-f8-03-a.mp3}
-
-TEMPLATE: I want you to meet my sister ____. (Rita)
-PROMPT: Rita. {bk10-l2c-f8-04-q.mp3}
-RESPONSE: I want you to meet my sister Rita. {bk10-l2c-f8-04-a.mp3}
-
-TEMPLATE: This is ____. (Colonel Davis)
-PROMPT: Colonel Davis. {bk10-l2c-f8-05-q.mp3}
-RESPONSE: This is Colonel Davis. {bk10-l2c-f8-05-a.mp3}
-
-TEMPLATE: It's ____ to meet you. (A pleasure)
-PROMPT: A pleasure. {bk10-l2c-f8-06-q.mp3}
-RESPONSE: It's a pleasure to meet you. {bk10-l2c-f8-06-a.mp3}
-
-TEMPLATE: I'm ____ to meet you. (Glad)
-PROMPT: Glad. {bk10-l2c-f8-07-q.mp3}
-RESPONSE: I'm glad to meet you. {bk10-l2c-f8-07-a.mp3}
-
-# Source: LLA 2C Figure 9
-$PRODUCE Make an Introduction
-ID: 2c-f9
-INPUT: speak
-CHECK: reveal
-INTRO: Remember the rules — men to women, younger to older, lower rank to higher rank. Listen to the two names, decide who is named first, and make the introduction. Then repeat the model.
-INSTRUCTION: Say the introduction aloud.
-REPEAT
-
-EXAMPLE
-TEMPLATE: (Mrs. Hall / Mr. Win)
-PROMPT: Mrs. Hall and Mr. Wynn. I'd like you to meet my friend. {bk10-l2c-f9-ex-q.mp3}
-RESPONSE: I'd like you to meet my friend. Mrs. Hall, this is Mr. Wynn. {bk10-l2c-f9-ex-a.mp3}
-
-TEMPLATE: (Lieutenant Ali / Colonel James)
-PROMPT: Lieutenant Ali and Colonel James. {bk10-l2c-f9-01-q.mp3}
-RESPONSE: I'd like you to meet my friend. Colonel James, this is Lieutenant Ali. {bk10-l2c-f9-01-a.mp3}
-
-TEMPLATE: (Mary Wilson / John Hill)
-PROMPT: Mary Wilson and John Hill. {bk10-l2c-f9-02-q.mp3}
-RESPONSE: I'd like you to meet my friend. Mary Wilson, this is John Hill. {bk10-l2c-f9-02-a.mp3}
-
-TEMPLATE: (Captain Black / Sergeant Green)
-PROMPT: Captain Black and Sergeant Green. {bk10-l2c-f9-03-q.mp3}
-RESPONSE: I'd like you to meet my friend. Captain Black, this is Sergeant Green. {bk10-l2c-f9-03-a.mp3}
-
-TEMPLATE: (Jack Brown / Jane Smith)
-PROMPT: Jack Brown and Jane Smith. {bk10-l2c-f9-04-q.mp3}
-RESPONSE: I'd like you to meet my friend. Jane Smith, this is Jack Brown. {bk10-l2c-f9-04-a.mp3}
-
-TEMPLATE: (Private White / Sergeant Gray)
-PROMPT: Private White and Sergeant Gray. {bk10-l2c-f9-05-q.mp3}
-RESPONSE: I'd like you to meet my friend. Sergeant Gray, this is Private White. {bk10-l2c-f9-05-a.mp3}
-
-TEMPLATE: (Colonel Hall / General Davis)
-PROMPT: Colonel Hall and General Davis. {bk10-l2c-f9-06-q.mp3}
-RESPONSE: I'd like you to meet my friend. General Davis, this is Colonel Hall. {bk10-l2c-f9-06-a.mp3}
-
-# Source: LLA 2C Figure 10
-$DIALOGUE Let's Have a Conversation!
-ID: 2c-f10
-INTRO: A short three-person introduction — a student, an instructor, and a new classmate. Listen first; in a moment you'll play every role yourself.
-INSTRUCTION: Listen to the dialogue.
-
-Student1: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-01.mp3}
-Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
-Student2: How do you do, sir? {bk10-l2c-f10-03.mp3}
-
-# Source: LLA 2C Figure 10 (role play)
-$PRODUCE You Be the Instructor
-ID: 2c-f10-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now take part in the conversation. You be the instructor — read your line aloud when it's your turn.
-INSTRUCTION: Speak the instructor's lines.
-
-PROMPT: Mr. Hill, have you met Ms. Jane Dowell? She will be in your class this week. {bk10-l2c-f10-04.mp3}
-TEMPLATE: I'm happy to know you, Miss Dowell. I hope you'll enjoy my class.
-RESPONSE: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-05.mp3}
-
-# Source: LLA 2C Figure 10 (role play)
-$PRODUCE You Be Student 1
-ID: 2c-f10-c
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Same conversation, new role — now you begin as Student 1.
-INSTRUCTION: Speak Student 1's lines.
-
-PROMPT: Begin. {bk10-l2c-f10-06.mp3}
-TEMPLATE: Mr. Hill, have you met Miss Jane Dowell? She'll be in your class this week.
-RESPONSE: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-07.mp3}
-
-# Source: LLA 2C Figure 10 (role play)
-$PRODUCE You Be Student 2
-ID: 2c-f10-d
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Last role — you're Ms. Dowell, Student 2. One polite line and you're done.
-INSTRUCTION: Speak Student 2's lines.
-
-PROMPT: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-08.mp3}
-TEMPLATE: How do you do, sir?
-RESPONSE: How do you do, sir? {bk10-l2c-f10-09.mp3}
-
-# Source: LLA 2C Figure 11
-$PRODUCE Someone or Anyone
-ID: 2c-f11
-INPUT: speak
-CHECK: reveal
-INTRO: One more pair of words before this part ends: "someone" and "anyone". Use the cue to ask a question with "someone", then answer it — "anyone" for no, "someone" for yes. Repeat the model.
-INSTRUCTION: Speak the question and the answer aloud.
-REPEAT
-
-EXAMPLE
-TEMPLATE: hit with ball (No)
-PROMPT: Did you hit someone with the ball? {bk10-l2c-f11-ex-q.mp3}
-RESPONSE: No, I didn't hit anyone. {bk10-l2c-f11-ex-a.mp3}
-
-TEMPLATE: 1. see at the party (No)
-PROMPT: Did you see anyone at the party? {bk10-l2c-f11-01-q.mp3}
-RESPONSE: No, I didn't see anyone. {bk10-l2c-f11-01-a.mp3}
-
-TEMPLATE: 2. hurt feelings (Yes)
-PROMPT: Did she hurt anyone's feelings? {bk10-l2c-f11-02-q.mp3}
-RESPONSE: Yes, she hurt someone's feelings. {bk10-l2c-f11-02-a.mp3}
-
-TEMPLATE: 3. talk on the phone (No)
-PROMPT: Did you talk to someone on the phone? {bk10-l2c-f11-03-q.mp3}
-RESPONSE: No, I didn't talk to anyone on the phone. {bk10-l2c-f11-03-a.mp3}
-
-TEMPLATE: 4. lie at school (No)
-PROMPT: Did you lie to anyone at school? {bk10-l2c-f11-04-q.mp3}
-RESPONSE: No, I didn't lie to anyone at school. {bk10-l2c-f11-04-a.mp3}
-
-TEMPLATE: 5. tell the story (Yes)
-PROMPT: Did you tell someone the story? {bk10-l2c-f11-05-q.mp3}
-RESPONSE: Yes, I told someone the story. {bk10-l2c-f11-05-a.mp3}
-
-TEMPLATE: 6. tell the correct time (No)
-PROMPT: Did you tell someone the correct time? {bk10-l2c-f11-06-q.mp3}
-RESPONSE: No, I didn't tell anyone. {bk10-l2c-f11-06-a.mp3}
-
-# SKIPPED (book): "RULES FOR INTRODUCTIONS" — instructor-read listening exercise with no text provided.
-# SKIPPED (book): "LET ME INTRODUCE YOU TO ...." and "HOW DO YOU DO, ...." — open-ended role-play / group practice introducing classmates.
-
-$SESSION 2-4: Glad to Meet You — Adjective + Infinitive
-
-# Source: ST §Predicate Adjective + Infinitive
-$GRAMMAR Adjective + Infinitive
-ID: l2-s12
-INTRO: You've been saying "pleased to meet you" all day. In this part you'll learn the pattern behind it — an adjective followed by an infinitive — and practice it until it's automatic.
-
-CARD: An infinitive verb, like "to be" or "to speak", can follow directly after an adjective. We use this to explain how someone feels about an action.
+CARD: After BE and an adjective like "happy", "glad", or "ready", add "to" plus a verb to say what the feeling is about.
 {Janet is happy to be back in town.}
-{Col Davis will be pleased to speak at graduation.}
-{Frank was glad to help Judy move.}
-
-CARD: It also works with negative emotions, like being upset or sorry.
 {Calvin was upset to hear about the accident.}
-{Lt Brooks is sorry to say good-bye to his men.}
 
-CARD: You can easily use this pattern in questions and negative sentences.
+CARD: The pattern works in negatives and questions too.
 {Ted isn't ready to leave the party.}
 {Is Linda afraid to live alone?}
 
+CARD: And it works in the future, with "will be".
+{Col Davis will be pleased to speak at graduation.}
+{Frank was glad to help Judy move.}
+
 SUMMARY:
-| | | | |
+| Subject + BE | Adjective | Infinitive | Complement |
 |---|---|---|---|
 | Ted isn't | ready | to leave | the party. |
 | Col Davis will be | pleased | to speak | at graduation. |
@@ -1069,9 +856,10 @@ SUMMARY:
 | Lt Brooks is | sorry | to say | good-bye to his men. |
 | Is Linda | afraid | to live | alone? |
 
-$DIALOGUE Adjective + Infinitive: Examples
-ID: l2-s13
-INTRO: Ten example sentences with the pattern. Listen and say each one back — feel where the adjective meets the infinitive.
+# Source: ST §Practice Sentences: Adjective + Infinitive
+$DIALOGUE The Pattern in Sentences
+ID: l2-s14
+INTRO: Hear the pattern in ten everyday sentences. Listen and repeat each one.
 INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
@@ -1088,79 +876,79 @@ LINE: Kevin will be glad to help you move.
 
 # Source: LLA 2B Figure 4
 $PRODUCE Make a New Sentence
-ID: 10-l2b-f4
+ID: 10-2b-f4
 INPUT: speak
 CHECK: reveal
-INTRO: Now build the pattern yourself. Listen to the first sentence, combine it with the cue on your screen using an infinitive, and say the new sentence. Then repeat the correct answer.
-INSTRUCTION: Say the new sentence aloud.
+INTRO: Combine what you hear with the sentence on your screen, using "to" plus a verb — then repeat the model answer.
+INSTRUCTION: Combine the sentences aloud.
 REPEAT
 
 EXAMPLE
+TEMPLATE: He has a new car. (Sam was glad.)
 PROMPT: Sam was glad. {bk10-l2b-f4-ex-q.mp3}
-TEMPLATE: He *has* a new car.
 RESPONSE: Sam was glad to have a new car. {bk10-l2b-f4-ex-a.mp3}
 
+TEMPLATE: She has a new coat.
 PROMPT: Fran is pleased. {bk10-l2b-f4-01-q.mp3}
-TEMPLATE: She *has* a new coat.
 RESPONSE: Fran is pleased to have a new coat. {bk10-l2b-f4-01-a.mp3}
 
+TEMPLATE: He's leaving Texas.
 PROMPT: Roger is sorry. {bk10-l2b-f4-02-q.mp3}
-TEMPLATE: He's *leaving* Texas.
 RESPONSE: Roger is sorry to leave Texas. {bk10-l2b-f4-02-a.mp3}
 
+TEMPLATE: She's going to the doctor's.
 PROMPT: Jane is afraid. {bk10-l2b-f4-03-q.mp3}
-TEMPLATE: She's *going* to the doctor's.
-RESPONSE: Jane is afraid to go to the doctors. {bk10-l2b-f4-03-a.mp3}
+RESPONSE: Jane is afraid to go to the doctor's. {bk10-l2b-f4-03-a.mp3}
 
+TEMPLATE: She got the message.
 PROMPT: Lil was happy. {bk10-l2b-f4-04-q.mp3}
-TEMPLATE: She *got* the message.
 RESPONSE: Lil was happy to get the message. {bk10-l2b-f4-04-a.mp3}
 
+TEMPLATE: He lost his ID.
 PROMPT: Max was surprised. {bk10-l2b-f4-05-q.mp3}
-TEMPLATE: He *found* his ID under the bed.
 RESPONSE: Max was surprised to find his ID under the bed. {bk10-l2b-f4-05-a.mp3}
 
 # Source: LLA 2B Figure 5
-$PRODUCE Answer with an Infinitive
-ID: 10-l2b-f5
+$PRODUCE Answer with the Cue Words
+ID: 10-2b-f5
 INPUT: speak
 CHECK: reveal
-INTRO: Same pattern, now in answers. Listen to the question, use the cues on the screen to answer it aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud using the cues.
+INTRO: Answer each question aloud in a complete sentence, using the cue words on your screen. Then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 REPEAT
 
 EXAMPLE
+TEMPLATE: yes, go home
 PROMPT: Is he happy? {bk10-l2b-f5-ex-q.mp3}
-TEMPLATE: yes, *go* home
 RESPONSE: Yes, he's happy to go home tomorrow. {bk10-l2b-f5-ex-a.mp3}
 
+TEMPLATE: yes, lose her wallet
 PROMPT: Was Jane afraid? {bk10-l2b-f5-01-q.mp3}
-TEMPLATE: yes, *lose* her wallet
 RESPONSE: Yes, she was afraid to lose her wallet. {bk10-l2b-f5-01-a.mp3}
 
+TEMPLATE: cross the highway
 PROMPT: What was he scared to do? {bk10-l2b-f5-02-q.mp3}
-TEMPLATE: *cross* the highway
 RESPONSE: He was scared to cross the highway. {bk10-l2b-f5-02-a.mp3}
 
+TEMPLATE: no, move out of town
 PROMPT: Were they happy? {bk10-l2b-f5-03-q.mp3}
-TEMPLATE: no, *move* out of town
 RESPONSE: No, they weren't happy to move out of town. {bk10-l2b-f5-03-a.mp3}
 
+TEMPLATE: yes, swim
 PROMPT: Is it dangerous here? {bk10-l2b-f5-04-q.mp3}
-TEMPLATE: yes, *swim*
 RESPONSE: Yes, it's dangerous to swim here. {bk10-l2b-f5-04-a.mp3}
 
+TEMPLATE: no, change jobs
 PROMPT: Is John glad? {bk10-l2b-f5-05-q.mp3}
-TEMPLATE: no, *change* jobs
 RESPONSE: No, he's not glad to change jobs. {bk10-l2b-f5-05-a.mp3}
 
 # Source: LLA 2B Figure 6
-$PRODUCE Ask a Question
-ID: 10-l2b-f6
+$PRODUCE Ask the Question
+ID: 10-2b-f6
 INPUT: speak
 CHECK: reveal
-INTRO: Now the questions are yours. Look at the words on the screen and use them to ask a question with the pattern. Then repeat the model.
-INSTRUCTION: Ask a question aloud.
+INTRO: Now you make the questions. Turn the words on your screen into a question aloud, then repeat the model.
+INSTRUCTION: Ask a question using the words.
 REPEAT
 
 EXAMPLE
@@ -1182,16 +970,16 @@ RESPONSE: Are you afraid to swim? {bk10-l2b-f6-04.mp3}
 TEMPLATE: they / ready / eat
 RESPONSE: Are they ready to eat? {bk10-l2b-f6-05.mp3}
 
-TEMPLATE: she / happy / leave
+TEMPLATE: why / she / happy / leave
 RESPONSE: Is she happy to leave? {bk10-l2b-f6-06.mp3}
 
 # Source: ST §Make One Sentence
-$PRODUCE Make One Sentence
-ID: l2-s14
-INTRO: Read the two short sentences, then say them as one sentence with an adjective and an infinitive. Two sentences in, one out.
-INSTRUCTION: Read the two sentences. Then make one sentence aloud.
-INPUT: speak
-CHECK: reveal
+$PRODUCE Two Sentences into One
+ID: l2-s15
+INTRO: Read the two sentences and type them as one, using the adjective plus "to" plus the verb — just like the examples.
+INSTRUCTION: Type the combined sentence.
+INPUT: type
+CHECK: exact
 SHOW_PROMPT
 
 EXAMPLE
@@ -1204,6 +992,7 @@ RESPONSE: Lt Anderson was upset to see the high bill.
 
 PROMPT: Jane isn't afraid. She lives alone.
 RESPONSE: Jane isn't afraid to live alone.
+ACCEPT: Jane is not afraid to live alone.
 
 PROMPT: Jack was pleased. He heard from Ted.
 RESPONSE: Jack was pleased to hear from Ted.
@@ -1219,6 +1008,7 @@ RESPONSE: Mr. Stevens was sorry to hear about the accident.
 
 PROMPT: Susan and Peggy aren't ready. They are going to the mall.
 RESPONSE: Susan and Peggy aren't ready to go to the mall.
+ACCEPT: Susan and Peggy are not ready to go to the mall.
 
 PROMPT: Maggie was upset. She lost her money.
 RESPONSE: Maggie was upset to lose her money.
@@ -1234,13 +1024,12 @@ RESPONSE: Joe Montana was upset to break his leg.
 
 # Source: ST §Yes, I'll Be Happy To...
 $PRODUCE Yes, I'll Be Happy To...
-ID: l2-s15
-INTRO: Last drill of this part — polite replies. Answer each request or question aloud, using the cue adjective plus an infinitive. Being agreeable has never been so grammatical.
-INSTRUCTION: Answer the questions aloud using the cues.
+ID: l2-s16
+INTRO: Answer each request or question aloud, building your answer from the cue in parentheses. This is how polite people say yes — and no.
+INSTRUCTION: Answer aloud using the cues in parentheses.
 INPUT: speak
-CHECK: llm
+CHECK: reveal
 SHOW_PROMPT
-RUBRIC: The learner must form a polite response using the cue adjective + an infinitive verb phrase that logically answers the prompt. The adjective + infinitive pattern is the point — a reply without it fails; exact wording is free.
 
 EXAMPLE
 PROMPT: I'm late. Can you pick up my clothes at the laundry? (yes/happy)
@@ -1250,7 +1039,7 @@ PROMPT: The movie starts at 1730. Are you ready to go? (no/but/ready)
 RESPONSE: No, but I'll be ready to go soon.
 
 PROMPT: Sgt Campos lost his wallet. Did you know that? (yes/sorry)
-RESPONSE: Yes, I'm sorry to hear that.
+RESPONSE: Yes, I was sorry to hear that.
 
 PROMPT: It's very dark in here. Are you afraid to be alone? (no/not afraid)
 RESPONSE: No, I'm not afraid to be alone.
@@ -1270,25 +1059,139 @@ RESPONSE: Yes, I'll be glad to help you.
 PROMPT: Are you in Jane's class? She really needs help with her French. (no/but/happy)
 RESPONSE: No, but I'll be happy to help her.
 
-$SESSION 2-5: Talking About Plans — Simple Present as Future
+# Source: LLA 2B Figure 7
+$PRODUCE Type What You Hear: Opening a Bank Account
+ID: 10-2b-f7
+INPUT: type
+CHECK: exact
+INTRO: To finish this part, type each sentence you hear, exactly. The sentences explain how to open a bank account — useful twice over.
+INSTRUCTION: Type the sentence you hear.
 
-# Source: LLA 2C Figure 3
-$DIALOGUE Vacation Plans
-ID: 2c-f3
-INTRO: In this part you'll learn four different ways to talk about the future. First, listen to Art's vacation problem: he likes mountains, his family likes water, and nobody has decided anything.
+PROMPT: Do you know how to open an account at a bank? {bk10-l2b-f7-01.mp3}
+RESPONSE: Do you know how to open an account at a bank? {bk10-l2b-f7-01.mp3}
+
+PROMPT: First select a bank near your home or office. {bk10-l2b-f7-02.mp3}
+RESPONSE: First select a bank near your home or office. {bk10-l2b-f7-02.mp3}
+
+PROMPT: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-03.mp3}
+RESPONSE: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-03.mp3}
+
+PROMPT: It's best to take your ID with you. {bk10-l2b-f7-04.mp3}
+RESPONSE: It's best to take your ID with you. {bk10-l2b-f7-04.mp3}
+
+PROMPT: The bank clerk will ask for your name and address. {bk10-l2b-f7-05.mp3}
+RESPONSE: The bank clerk will ask for your name and address. {bk10-l2b-f7-05.mp3}
+
+PROMPT: He'll also ask about your job. {bk10-l2b-f7-06.mp3}
+RESPONSE: He'll also ask about your job. {bk10-l2b-f7-06.mp3}
+ACCEPT: He will also ask about your job.
+
+PROMPT: It's good to have a savings account and a checking account. {bk10-l2b-f7-07.mp3}
+RESPONSE: It's good to have a savings account and a checking account. {bk10-l2b-f7-07.mp3}
+
+PROMPT: Open both of them. {bk10-l2b-f7-08.mp3}
+RESPONSE: Open both of them. {bk10-l2b-f7-08.mp3}
+
+# SKIPPED (book): Writing Skill "HOW DO I DO IT?" (p. 70) — personal-data bank forms; personal forms aren't convertible.
+
+$SESSION 2-5: Talking About the Future
+
+# Source: LLA 2C Figure 1 (dialogue)
+$DIALOGUE Peg and Mary Go Shopping
+ID: 10-2c-f1-dialogue
+INTRO: In this part you'll learn to talk about future plans. Warm up with three short conversations — first, Peg and Mary plan a shopping trip. Just listen.
 INSTRUCTION: Listen to the dialogue.
 
-Man1: Are you going to take a vacation this summer, Art? {bk10-l2c-f3-01.mp3}
+Peg: Let's go shopping, Mary. I need some new clothes. {bk10-l2c-f1-01.mp3}
+Mary: Okay, Peg. There's a nice dress shop in the mall. There's a good shoe store there too. I'll help you shop. {bk10-l2c-f1-02.mp3}
+LINE: I don't need any clothes, but I do want to get some things at the department store. {bk10-l2c-f1-03.mp3}
+Peg: This will be fun. Let's go. {bk10-l2c-f1-04.mp3}
+
+# Source: LLA 2C Figure 1 (questions)
+$SELECT Questions: Peg and Mary
+ID: 10-2c-f1
+REFERENCE: 10-2c-f1-dialogue
+INTRO: Answer the questions about Peg and Mary's plan.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: What does Peg need? {bk10-l2c-f1-05.mp3}
+OPTION: a | a new car
+OPTION: b | some new books
+OPTION: c | some new clothes
+ANSWER: c
+FEEDBACK: Peg needs some new clothes. {bk10-l2c-f1-06.mp3}
+
+PROMPT: Where are they going? {bk10-l2c-f1-07.mp3}
+OPTION: a | to the mall
+OPTION: b | to school
+OPTION: c | to the lab
+ANSWER: a
+FEEDBACK: They are going to the mall. {bk10-l2c-f1-08.mp3}
+
+PROMPT: Where does Mary want to go? {bk10-l2c-f1-09.mp3}
+OPTION: a | to the drugstore
+OPTION: b | to the parking lot
+OPTION: c | to the department store
+ANSWER: c
+FEEDBACK: Mary wants to go to the department store. {bk10-l2c-f1-10.mp3}
+
+# Source: LLA 2C Figure 2 (dialogue)
+$DIALOGUE Cold Weather
+ID: 10-2c-f2-dialogue
+INTRO: Second conversation: two men comparing cold weather — one of them wins, if you can call it winning. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Man1: Brr, it's cold. {bk10-l2c-f2-01.mp3}
+Man2: It sure is, but it's colder in the north. They had ice on their roads this morning. {bk10-l2c-f2-02.mp3}
+Man1: What was the temperature up north? {bk10-l2c-f2-03.mp3}
+Man2: It was 10 degrees. {bk10-l2c-f2-04.mp3}
+Man1: That's very cold. I guess I shouldn't say 36 degrees; it's cold. {bk10-l2c-f2-05.mp3}
+
+# Source: LLA 2C Figure 2 (questions)
+$SELECT Questions: Cold Weather
+ID: 10-2c-f2
+REFERENCE: 10-2c-f2-dialogue
+INTRO: Answer the questions about the weather conversation.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Where did they have ice on the roads? {bk10-l2c-f2-06.mp3}
+OPTION: a | in the north
+OPTION: b | in the west
+OPTION: c | in the morning
+ANSWER: a
+FEEDBACK: They had ice on the roads in the north. {bk10-l2c-f2-07.mp3}
+
+PROMPT: What was the temperature in the north? {bk10-l2c-f2-08.mp3}
+OPTION: a | 36 degrees
+OPTION: b | freezing
+OPTION: c | 10 degrees
+ANSWER: c
+FEEDBACK: The temperature in the north was 10 degrees. {bk10-l2c-f2-09.mp3}
+
+PROMPT: What is the temperature here? {bk10-l2c-f2-10.mp3}
+OPTION: a | freezing
+OPTION: b | 36 degrees
+OPTION: c | 10 degrees
+ANSWER: b
+FEEDBACK: The temperature here is 36 degrees. {bk10-l2c-f2-11.mp3}
+
+# Source: LLA 2C Figure 3 (dialogue)
+$DIALOGUE Summer Vacation Plans
+ID: 10-2c-f3-dialogue
+INTRO: Third conversation: Art wants mountains, his family wants the ocean. Diplomacy follows. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Friend: Are you going to take a vacation this summer, Art? {bk10-l2c-f3-01.mp3}
 Art: Yes, but I haven't decided on the place. {bk10-l2c-f3-02.mp3}
-Man1: I thought you were going to drive to the mountains. {bk10-l2c-f3-03.mp3}
+Friend: I thought you were going to drive to the mountains. {bk10-l2c-f3-03.mp3}
 Art: I'd like to. I want to go there because I like to take long walks in the mountains, but my family wants to go to the ocean. They like to swim. {bk10-l2c-f3-04.mp3}
-Man1: Maybe you can go to a lake. They can swim and you can walk. {bk10-l2c-f3-05.mp3}
+Friend: Maybe you can go to a lake. They can swim and you can walk. {bk10-l2c-f3-05.mp3}
 
 # Source: LLA 2C Figure 3 (questions)
-$SELECT Questions About Art's Vacation
-ID: 2c-f3-b
-REFERENCE
-INTRO: Three quick questions about Art's vacation. Tap the correct answer; the dialogue is there if you need it.
+$SELECT Questions: Vacation Plans
+ID: 10-2c-f3
+REFERENCE: 10-2c-f3-dialogue
+INTRO: Answer the questions about Art's vacation plans.
 INSTRUCTION: Tap the correct answer.
 
 PROMPT: Where does Art want to go? {bk10-l2c-f3-06.mp3}
@@ -1296,49 +1199,47 @@ OPTION: a | the ocean
 OPTION: b | the lake
 OPTION: c | the mountains
 ANSWER: c
-FEEDBACK: Art wants to go to the mountains. {bk10-l2c-f3-06-fb.mp3}
+FEEDBACK: Art wants to go to the mountains. {bk10-l2c-f3-07.mp3}
 
-PROMPT: What does his family like to do? {bk10-l2c-f3-07.mp3}
+PROMPT: What does his family like to do? {bk10-l2c-f3-08.mp3}
 OPTION: a | walk
 OPTION: b | swim
 OPTION: c | drive
 ANSWER: b
-FEEDBACK: His family likes to swim. {bk10-l2c-f3-07-fb.mp3}
+FEEDBACK: His family likes to swim. {bk10-l2c-f3-09.mp3}
 
-PROMPT: Where did his friends say they should go? {bk10-l2c-f3-08.mp3}
+PROMPT: Where did his friends say they should go? {bk10-l2c-f3-10.mp3}
 OPTION: a | a lake
 OPTION: b | the mountains
 OPTION: c | the ocean
 ANSWER: a
-FEEDBACK: His friends said they should go to the lake. {bk10-l2c-f3-08-fb.mp3}
+FEEDBACK: His friends said they should go to the lake. {bk10-l2c-f3-11.mp3}
 
-# Source: ST §Simple Present as Future
-$GRAMMAR Simple Present as Future
-ID: l2-s19
-INTRO: Here's a useful trick of English: for schedules and plans, the simple present can point to the future.
+# Source: ST §Simple Present for Future Time (rewritten as cards)
+$GRAMMAR Four Ways to Say the Future
+ID: l2-s22
+INTRO: English has several ways to talk about tomorrow — and one of them looks exactly like the present tense.
 
-CARD: Sometimes we use the simple present tense to express a future action. This works well when a future word like "tomorrow" tells you exactly when it happens.
-{The bus arrives tomorrow.}
-
-CARD: This means the exact same thing as using a standard future tense. All of these talk about the same event.
+CARD: You already know three ways to express a future action.
 {The bus will arrive tomorrow.}
 {The bus is going to arrive tomorrow.}
-
-CARD: We can even use the present continuous tense for the same future plan. These are just different ways to say the same thing.
 {The bus is arriving tomorrow.}
+
+CARD: Sometimes we use the simple present tense to express a future action, too. The time word tells you it's future.
 {The bus arrives tomorrow.}
 
 SUMMARY:
-| | | |
+| | Verb Form | |
 |---|---|---|
 | The bus | will arrive | tomorrow. |
-| | is going to arrive | |
-| | is arriving | |
-| | arrives | |
+| The bus | is going to arrive | tomorrow. |
+| The bus | is arriving | tomorrow. |
+| The bus | arrives | tomorrow. |
 
-$DIALOGUE Four Ways to Say the Future
-ID: 2c-f4
-INTRO: Now hear the four future forms side by side. Listen to each sentence and repeat it.
+# Source: LLA 2C Figure 4
+$DIALOGUE Hearing the Future Four Ways
+ID: 10-2c-f4
+INTRO: Notice how the simple present, "will", "going to", and the present progressive can all express future time. Listen and repeat each sentence.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
@@ -1346,88 +1247,112 @@ LINE: John leaves tomorrow. {bk10-l2c-f4-01.mp3}
 LINE: John will leave tomorrow. {bk10-l2c-f4-02.mp3}
 LINE: John is going to leave tomorrow. {bk10-l2c-f4-03.mp3}
 LINE: John is leaving tomorrow. {bk10-l2c-f4-04.mp3}
+
 LINE: The Smiths shop next week for their trip. {bk10-l2c-f4-05.mp3}
 LINE: The Smiths will shop next week for their trip. {bk10-l2c-f4-06.mp3}
+
 LINE: They leave next month on their vacation. {bk10-l2c-f4-07.mp3}
 LINE: They are going to leave next month on their vacation. {bk10-l2c-f4-08.mp3}
+
 LINE: They pack their suitcases tomorrow. {bk10-l2c-f4-09.mp3}
 LINE: They are packing their suitcases tomorrow. {bk10-l2c-f4-10.mp3}
 
-# Source: LLA 2C Figure 5
-$PRODUCE Change to Simple Present {page_043_001.jpg}
-ID: 2c-f5
+# Source: LLA 2C Figure 5 (story)
+$DIALOGUE The Smiths' Vacation {page_043_001.jpg|A world map overlay with a plane flying above and a central circle divided into sections showing world landmarks including the Giza Pyramids, the Colosseum, Big Ben, the Eiffel Tower, and the Parthenon}
+ID: 10-2c-f5-story
+INTRO: The Smiths are off to London, Rome, and Cairo — all told in the simple present. Listen to their plans.
+INSTRUCTION: Listen to the story.
+
+LINE: The Smiths are on vacation all of next month. {bk10-l2c-f5-01.mp3}
+LINE: Their plane arrives in London tomorrow morning. {bk10-l2c-f5-02.mp3}
+LINE: The next week they fly to Rome. {bk10-l2c-f5-03.mp3}
+LINE: They spend a week there. {bk10-l2c-f5-04.mp3}
+LINE: Then they go on to Cairo. {bk10-l2c-f5-05.mp3}
+LINE: They sightsee in Cairo for a week. {bk10-l2c-f5-06.mp3}
+LINE: After that they fly home. {bk10-l2c-f5-07.mp3}
+LINE: Then Jim and Jan Smith return to work, and the children go back to school. {bk10-l2c-f5-08.mp3}
+
+# Source: LLA 2C Figure 5 (drill)
+$PRODUCE From "Will" to Simple Present
+ID: 10-2c-f5
 INPUT: type
 CHECK: exact
-INTRO: The Smiths are off on a world tour. Listen to each sentence with "will", then change it to the simple present — type the missing word or words, and repeat the answer.
-INSTRUCTION: Type the missing word(s).
+REFERENCE: 10-2c-f5-story
+INTRO: You'll hear each sentence with "will". Type the simple present form of the verb instead, then repeat the whole sentence.
+INSTRUCTION: Type the correct present tense verb.
 REPEAT
 
 EXAMPLE
-PROMPT: The Smiths will be on vacation all of next month. {bk10-l2c-f5-ex.mp3}
-TEMPLATE: The Smiths ____ on vacation all of next month.
+TEMPLATE: The Smiths ____ on vacation all of next month. (will be)
+PROMPT: The Smiths will be on vacation all of next month. {bk10-l2c-f5-ex-q.mp3}
 RESPONSE: The Smiths are on vacation all of next month. {bk10-l2c-f5-ex-a.mp3}
 ACCEPT: are
 
-PROMPT: Their plane will arrive in London tomorrow morning. {bk10-l2c-f5-01-q.mp3}
-TEMPLATE: Their plane ____ in London tomorrow morning.
-RESPONSE: Their plane arrives in London tomorrow morning. {bk10-l2c-f5-01-a.mp3}
+TEMPLATE: Their plane ____ in London tomorrow morning. (will arrive)
+PROMPT: Their plane will arrive in London tomorrow morning. {bk10-l2c-f5-09.mp3}
+RESPONSE: Their plane arrives in London tomorrow morning. {bk10-l2c-f5-10.mp3}
 ACCEPT: arrives
 
-PROMPT: The next week they will fly to Rome. {bk10-l2c-f5-02-q.mp3}
-TEMPLATE: The next week they ____ to Rome.
-RESPONSE: The next week they fly to Rome. {bk10-l2c-f5-02-a.mp3}
+TEMPLATE: The next week they ____ to Rome. (will fly)
+PROMPT: The next week they will fly to Rome. {bk10-l2c-f5-11.mp3}
+RESPONSE: The next week they fly to Rome. {bk10-l2c-f5-12.mp3}
 ACCEPT: fly
 
-PROMPT: They will spend a week there. {bk10-l2c-f5-03-q.mp3}
-TEMPLATE: They ____ a week there.
-RESPONSE: They spend a week there. {bk10-l2c-f5-03-a.mp3}
+TEMPLATE: They ____ a week there. (will spend)
+PROMPT: They will spend a week there. {bk10-l2c-f5-13.mp3}
+RESPONSE: They spend a week there. {bk10-l2c-f5-14.mp3}
 ACCEPT: spend
 
-PROMPT: Then they will go on to Cairo. {bk10-l2c-f5-04-q.mp3}
-TEMPLATE: Then they ____ on to Cairo.
-RESPONSE: Then they go on to Cairo. {bk10-l2c-f5-04-a.mp3}
+TEMPLATE: Then they ____ on to Cairo. (will go)
+PROMPT: Then they will go on to Cairo. {bk10-l2c-f5-15.mp3}
+RESPONSE: Then they go on to Cairo. {bk10-l2c-f5-16.mp3}
 ACCEPT: go
 
-PROMPT: They will sightsee in Cairo for a week. {bk10-l2c-f5-05-q.mp3}
-TEMPLATE: They ____ in Cairo for a week.
-RESPONSE: They sightsee in Cairo for a week. {bk10-l2c-f5-05-a.mp3}
+TEMPLATE: They ____ in Cairo for a week. (will sightsee)
+PROMPT: They will sightsee in Cairo for a week. {bk10-l2c-f5-17.mp3}
+RESPONSE: They sightsee in Cairo for a week. {bk10-l2c-f5-18.mp3}
 ACCEPT: sightsee
 
-PROMPT: After that they will fly home. {bk10-l2c-f5-06-q.mp3}
-TEMPLATE: After that they ____ home.
-RESPONSE: After that they fly home. {bk10-l2c-f5-06-a.mp3}
+TEMPLATE: After that they ____ home. (will fly)
+PROMPT: After that they will fly home. {bk10-l2c-f5-19.mp3}
+RESPONSE: After that they fly home. {bk10-l2c-f5-20.mp3}
 ACCEPT: fly
 
-PROMPT: Then Jim and Jan Smith will return to work, and the children will go back to school. {bk10-l2c-f5-07-q.mp3}
-TEMPLATE: Then Jim and Jan Smith ____{return} to work, and the children ____{go} back to school.
-RESPONSE: Then Jim and Jan Smith return to work, and the children go back to school. {bk10-l2c-f5-07-a.mp3}
+TEMPLATE: Then Jim and Jan Smith ____{return} to work, and the children ____{go} back to school. (will return) (will go)
+PROMPT: Then Jim and Jan Smith will return to work, and the children will go back to school. {bk10-l2c-f5-21.mp3}
+RESPONSE: Then Jim and Jan Smith return to work, and the children go back to school. {bk10-l2c-f5-22.mp3}
 
-# Source: ST §Tony's Plane Arrives at 3:05
-$DIALOGUE Tony's Plane Arrives at 3:05
-ID: l2-s20
-INTRO: Hear the simple-present future doing real work: Tony checks his trip with a travel agent, timetable and all. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
+# Source: ST §Tony's Flight Schedule
+$DIALOGUE Tony's Flight Schedule
+ID: l2-s23
+INTRO: Listen to Tony and his travel agent go over his flight schedule — every future fact in the simple present. Just listen and read.
+INSTRUCTION: Listen and read the conversation.
 
-Tony_White: Hello, Ms. Dodson. Am I leaving on Monday?
+Tony: Hello, Ms. Dodson. Am I leaving on Monday?
 Travel_Agent: Yes, you are. You need to be at the airport at 2 o'clock.
-Tony_White: What time will the plane take off?
-Travel_Agent: Your plane takes off at 2:45.
-Tony_White: When is the plane going to land in Florida?
-Travel_Agent: The plane lands at 8:35 that evening.
-Tony_White: Will someone pick me up at the airport?
-Travel_Agent: Yes, the hotel car picks you up at 8:45 and takes you to the hotel.
-Tony_White: When will I return?
-Travel_Agent: Sunday morning. Your plane leaves Florida at 9:00 a.m. It arrives here at 3:05 that afternoon.
-Tony_White: Thank you for the information.
-Travel_Agent: Here's a schedule for the trip, sir. Have a good time.
-Tony_White: Thanks again.
 
-# Source: ST §The Game Starts Tonight
-$PRODUCE The Game Starts Tonight
-ID: l2-s21
-INTRO: Your turn to switch tenses. Read each future sentence and say it again using the simple present.
-INSTRUCTION: Change the sentence to the simple present tense for a future action.
+Tony: What time will the plane take off?
+Travel_Agent: Your plane takes off at 2:45.
+
+Tony: When is the plane going to land in Florida?
+Travel_Agent: The plane lands at 8:35 that evening.
+
+Tony: Will someone pick me up at the airport?
+Travel_Agent: Yes, the hotel car picks you up at 8:45 and takes you to the hotel.
+
+Tony: When will I return?
+Travel_Agent: Sunday morning. Your plane leaves Florida at 9:00 a.m. It arrives here at 3:05 that afternoon.
+
+Tony: Thank you for the information.
+Travel_Agent: Here's a schedule for the trip, sir. Have a good time.
+
+Tony: Thanks again.
+
+# Source: ST §Change to Simple Present (INPUT switched to speak — full-sentence answers)
+$PRODUCE Say It in the Simple Present
+ID: l2-s24
+INTRO: Read each future sentence and say it again using the simple present — then check the model.
+INSTRUCTION: Say the sentence in the simple present.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -1460,177 +1385,761 @@ RESPONSE: Mel learns how to operate the machine tomorrow.
 PROMPT: Kevin will ride with John on Thursday.
 RESPONSE: Kevin rides with John on Thursday.
 
-# Source: ST §When Does He Leave?
-$PRODUCE When Does He Leave?
-ID: l2-s22
-INTRO: Now make questions. Read each sentence and ask a question about the underlined word or words — who, where, when, or what time.
-INSTRUCTION: Ask a question about the emphasized word(s).
+# Source: ST §Ask Questions with Simple Present (INPUT switched to speak — full-sentence answers)
+$PRODUCE Ask About the Underlined Words
+ID: l2-s25
+INTRO: Read each sentence and ask a question about the underlined part, using the simple present. Say your question aloud, then check the model.
+INSTRUCTION: Ask a question about the underlined words.
+INPUT: speak
+CHECK: reveal
+
+EXAMPLE
+TEMPLATE: He'll leave *tomorrow*.
+RESPONSE: When does he leave?
+
+EXAMPLE
+TEMPLATE: Joe plays *baseball* next Friday.
+RESPONSE: What does Joe play next Friday?
+
+TEMPLATE: *Mr. Davis* teaches from 1200-1400 next week.
+RESPONSE: Who teaches from 1200-1400 next week?
+
+TEMPLATE: Captain Lawrence is leaving at *1600* Thursday afternoon.
+RESPONSE: What time does Captain Lawrence leave Thursday afternoon?
+
+TEMPLATE: Al will swim at *Gill's gym* today.
+RESPONSE: Where does Al swim today?
+
+TEMPLATE: Charlie is coming home at *7:00*.
+RESPONSE: What time does Charlie come home?
+
+TEMPLATE: Mrs. Smith will cook fish on *Friday*.
+RESPONSE: When does Mrs. Smith cook fish?
+
+TEMPLATE: *The Greens* check in at 4:00 tomorrow.
+RESPONSE: Who checks in at 4:00 tomorrow?
+
+# Source: ST §Martin AFB Graduation Day Schedule (reference table)
+$GRAMMAR Graduation Day Schedule
+ID: l2-s26
+INTRO: Here's Lt Wilson's graduation-day schedule at Martin Air Force Base. Look it over — you'll answer questions about it next.
+
+| Time | Place | Activity |
+|---|---|---|
+| 0900 | {Information Desk} | {fill out graduation forms} |
+| 1000 | {book room} | {check in books} |
+| 1100 | {gym} | {graduation} |
+| 1200 | {mess hall} | {lunch} |
+| 1300 | {barracks} | {check out of room} |
+| 1430 | {airport} | {plane departs} |
+
+# Source: ST §Graduation Day Schedule Q&A
+$PRODUCE Questions About Graduation Day
+ID: l2-s27
+REFERENCE: l2-s26
+INTRO: Answer the questions about Lt Wilson's big day aloud, in the simple present. Open the schedule whenever you need it.
+INSTRUCTION: Answer aloud. Open the schedule if you need it.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact in the simple present tense.
+
+EXAMPLE
+PROMPT: What happens at 1100?
+RESPONSE: Lt Wilson graduates.
+
+EXAMPLE
+PROMPT: Where does Lt Wilson graduate?
+RESPONSE: Graduation is in the gym.
+
+EXAMPLE
+PROMPT: What time is the graduation?
+RESPONSE: The graduation is at 1100.
+
+PROMPT: What does Lt Wilson do at 0900?
+RESPONSE: He fills out graduation forms at the Information Desk.
+
+PROMPT: What happens at 1000?
+RESPONSE: He checks in his books at the book room.
+
+PROMPT: Where does Lt Wilson have lunch at 1200?
+RESPONSE: He has lunch at the mess hall.
+
+PROMPT: What does he do at 1300?
+RESPONSE: He checks out of his room at the barracks.
+
+PROMPT: What happens at 1430?
+RESPONSE: His plane departs from the airport.
+
+$SESSION 2-6: Let Me Introduce You
+
+# Source: ST §An Introduction
+$DIALOGUE An Introduction {st-page_061_001.jpg|Three men standing together, one man introducing the second man to the third man}
+ID: l2-s4
+INTRO: In this part you'll learn to introduce people politely — and to survive being introduced. Listen to Steve introduce Don to John, and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+VOCAB: Have you met
+Steve: John, have you met Don Clark?
+
+John: No, I haven't.
+
+VOCAB: to introduce
+Steve: Well, let me introduce him to you. {st-page_061_002.jpg|Two men shaking hands while a third man standing beside them watches}
+
+VOCAB: I'd like you to meet
+Steve: John, I'd like you to meet Don Clark.
+
+VOCAB: It's a pleasure to meet you.
+John: It's a pleasure to meet you.
+
+Don: Glad to meet you, too.
+
+# Source: ST §Pleased to Meet You
+$DIALOGUE Pleased to Meet You {st-page_062_001.jpg|Three military officers in uniform, two of them shaking hands while one introduces them}
+ID: l2-s5
+INTRO: The same job, in uniform: Captain James introduces Captain Gray to Major Stans. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
+REPEAT
+
+Cpt_James: Major Stans, let me introduce Captain Gray. Major Stans, Captain Gray.
+
+VOCAB: How do you do?
+Maj_Stans: How do you do, Captain Gray?
+
+Cpt_Gray: How do you do, sir? I'm pleased to meet you.
+
+Maj_Stans: Are you new in town?
+
+Cpt_Gray: Yes, I arrived just two days ago.
+
+# Source: LLA 2C Figure 6
+$DIALOGUE Sally Introduces Jack and Mary
+ID: 10-2c-f6
+INTRO: Listen to how people introduce each other when meeting for the first time.
+INSTRUCTION: Listen to the dialogue.
+
+Sally: Mary, have you met Jack? {page_044_001.jpg|A woman standing on the left gestures with her open hand toward a man on the right, introducing him to another woman standing in the middle} {bk10-l2c-f6-01.mp3}
+Mary: No, I haven't. {page_044_001.jpg|A woman standing on the left gestures with her open hand toward a man on the right, introducing him to another woman standing in the middle} {bk10-l2c-f6-02.mp3}
+Sally: Let me introduce you: Mary, this is Jack Jones. Jack, this is Mary Barr. {page_044_001.jpg|A woman standing on the left gestures with her open hand toward a man on the right, introducing him to another woman standing in the middle} {bk10-l2c-f6-03.mp3}
+Mary: How do you do, Jack? {page_044_001.jpg|A woman standing on the left gestures with her open hand toward a man on the right, introducing him to another woman standing in the middle} {bk10-l2c-f6-04.mp3}
+Jack: It's a pleasure to meet you, Mary. {page_044_001.jpg|A woman standing on the left gestures with her open hand toward a man on the right, introducing him to another woman standing in the middle} {bk10-l2c-f6-05.mp3}
+
+# Source: LLA 2C Figure 7
+$DIALOGUE Phrases for Introductions
+ID: 10-2c-f7
+INTRO: Listen and repeat these useful phrases for introducing people and responding to introductions.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: I'd like you to meet my sister. {bk10-l2c-f7-01.mp3}
+LINE: Have you met my friend Joe? {bk10-l2c-f7-02.mp3}
+LINE: Let me introduce you to my wife. {bk10-l2c-f7-03.mp3}
+LINE: I want you to meet my husband. {bk10-l2c-f7-04.mp3}
+LINE: This is David Williams. {bk10-l2c-f7-05.mp3}
+LINE: It's a pleasure to meet you. {bk10-l2c-f7-06.mp3}
+LINE: I'm happy to meet you. {bk10-l2c-f7-07.mp3}
+LINE: How do you do? {bk10-l2c-f7-08.mp3}
+
+# Source: LLA 2C Figure 8
+$PRODUCE Complete the Introduction
+ID: 10-2c-f8
+INPUT: speak
+CHECK: reveal
+INTRO: You'll hear a name or phrase — put it into the introduction on your screen and say the whole sentence, then repeat the model.
+INSTRUCTION: Say the complete sentence aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: I'd like you to meet ____.
+PROMPT: Lieutenant Anders. {bk10-l2c-f8-ex-q.mp3}
+RESPONSE: I'd like you to meet Lieutenant Anders. {bk10-l2c-f8-ex-a.mp3}
+
+TEMPLATE: I'd like you to meet ____.
+PROMPT: Captain Carr. {bk10-l2c-f8-01-q.mp3}
+RESPONSE: I'd like you to meet Captain Carr. {bk10-l2c-f8-01-a.mp3}
+
+TEMPLATE: Have you met ____?
+PROMPT: Jane Smith. {bk10-l2c-f8-02-q.mp3}
+RESPONSE: Have you met Jane Smith? {bk10-l2c-f8-02-a.mp3}
+
+TEMPLATE: Let me introduce you to ____.
+PROMPT: My mother. {bk10-l2c-f8-03-q.mp3}
+RESPONSE: Let me introduce you to my mother. {bk10-l2c-f8-03-a.mp3}
+
+TEMPLATE: I want you to meet my sister ____.
+PROMPT: Rita. {bk10-l2c-f8-04-q.mp3}
+RESPONSE: I want you to meet my sister Rita. {bk10-l2c-f8-04-a.mp3}
+
+TEMPLATE: This is ____.
+PROMPT: Colonel Davis. {bk10-l2c-f8-05-q.mp3}
+RESPONSE: This is Colonel Davis. {bk10-l2c-f8-05-a.mp3}
+
+TEMPLATE: It's ____ to meet you.
+PROMPT: A pleasure. {bk10-l2c-f8-06-q.mp3}
+RESPONSE: It's a pleasure to meet you. {bk10-l2c-f8-06-a.mp3}
+
+TEMPLATE: I'm ____ to meet you.
+PROMPT: Glad. {bk10-l2c-f8-07-q.mp3}
+RESPONSE: I'm glad to meet you. {bk10-l2c-f8-07-a.mp3}
+
+# Source: LLA 2C Figure 9 (rules; rewritten as cards)
+$GRAMMAR Who Gets Introduced to Whom?
+ID: 10-2c-f9-rules
+INTRO: Introductions have rules of etiquette. There are three, and they all follow one idea: say the more honored person's name first.
+
+CARD: Rule one: introduce men to women — address the woman first.
+{Mrs. Hall, this is Mr. Wynn.}
+
+CARD: Rule two: introduce younger people to older people — address the older person first.
+{Mr. Farr, I want you to meet my son Tommy.}
+
+CARD: Rule three: introduce lower rank to higher rank — address the higher-ranking person first.
+{Colonel James, this is Lieutenant Ali.}
+
+SUMMARY:
+| RULES FOR INTRODUCTION |
+|---|
+| 1. Introduce men to women |
+| 2. Introduce younger to older |
+| 3. Introduce lower rank to higher rank |
+
+In formal introductions, address the woman, the older person, or the higher-ranking person first.
+
+# Source: ST §Introducing Men to Women
+$DIALOGUE Introducing Men to Women {st-page_073_001.jpg|Three-panel cartoon illustrating the introduction of a man to a woman}
+ID: l2-s17
+INTRO: Rule one in action — the man is introduced to the woman. Listen and repeat each dialog.
+INSTRUCTION: Listen and repeat each dialog.
+REPEAT
+
+David: Hello, John. I'd like you to meet a friend of mine. Jane, this is John Green. John, Jane Woods.
+Jane: Hello, John. It's nice meeting you.
+
+Jeff: Hello, Mrs. Smith. How are you?
+Mrs_Smith: I'm fine, thanks. How are you?
+Jeff: I'd like you to meet my brother, Mark.
+Mrs_Smith: How do you do, Mark? I'm glad to know you.
+
+# Source: ST §Introducing Younger to Older People
+$DIALOGUE Introducing Younger to Older {st-page_074_001.jpg|Three-panel cartoon illustrating the introduction of a younger person to an older person}
+ID: l2-s18
+INTRO: Rule two in action — the younger person is introduced to the older one. Listen and repeat each dialog.
+INSTRUCTION: Listen and repeat each dialog.
+REPEAT
+
+Mrs_Barr: Dr. Rivers, have you met Miss Betty Ash? She'll start your English class next week.
+Dr_Rivers: I'm happy to know you, Miss Ash. I hope you'll like my class.
+Miss_Ash: How do you do, sir?
+
+Mr_West: Mr. Farr, I want you to meet my son Tommy.
+Mr_Farr: It's nice to meet you.
+Tommy: Thank you, sir.
+
+# Source: ST §Introducing Lower to Higher Rank
+$DIALOGUE Introducing Lower to Higher Rank {st-page_075_001.jpg|Three-panel cartoon illustrating the introduction of a lower rank to a higher rank}
+ID: l2-s19
+INTRO: Rule three in action — the lower rank is introduced to the higher. Listen and repeat each dialog.
+INSTRUCTION: Listen and repeat each dialog.
+REPEAT
+
+Col_Green: General Briggs, let me introduce Sergeant Mark Stacy. Sergeant Stacy is going to be your new driver.
+Sgt_Stacy: How do you do, sir?
+Gen_Briggs: Welcome, sergeant. I understand you're a very good driver.
+
+Cpt_Barber: Colonel Flowers, do you know Captain Phillip Prince?
+Col_Flowers: It's a pleasure to meet you, Captain Prince.
+Cpt_Prince: Thank you, sir.
+
+# Source: LLA 2C Figure 9 (drill)
+$PRODUCE Make an Introduction
+ID: 10-2c-f9
+INPUT: speak
+CHECK: reveal
+REFERENCE: 10-2c-f9-rules
+INTRO: You'll hear two names. Apply the rules — woman, older, or higher rank first — and make the introduction aloud. Then repeat the model. Get it wrong at a real party and someone will remember.
+INSTRUCTION: Make the introduction aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: Mrs. Hall (woman) / Mr. Wynn (man)
+PROMPT: Mrs. Hall and Mr. Wynn. {bk10-l2c-f9-ex-q.mp3}
+RESPONSE: I'd like you to meet my friend. Mrs. Hall, this is Mr. Wynn. {bk10-l2c-f9-ex-a.mp3}
+
+TEMPLATE: Lieutenant Ali / Colonel James
+PROMPT: Lieutenant Ali and Colonel James. {bk10-l2c-f9-01-q.mp3}
+RESPONSE: I'd like you to meet my friend. Colonel James, this is Lieutenant Ali. {bk10-l2c-f9-01-a.mp3}
+
+TEMPLATE: Mary Wilson / John Hill
+PROMPT: Mary Wilson and John Hill. {bk10-l2c-f9-02-q.mp3}
+RESPONSE: I'd like you to meet my friend. Mary Wilson, this is John Hill. {bk10-l2c-f9-02-a.mp3}
+
+TEMPLATE: Captain Black / Sergeant Green
+PROMPT: Captain Black and Sergeant Green. {bk10-l2c-f9-03-q.mp3}
+RESPONSE: I'd like you to meet my friend. Captain Black, this is Sergeant Green. {bk10-l2c-f9-03-a.mp3}
+
+TEMPLATE: Jack Brown / Jane Smith
+PROMPT: Jack Brown and Jane Smith. {bk10-l2c-f9-04-q.mp3}
+RESPONSE: I'd like you to meet my friend. Jane Smith, this is Jack Brown. {bk10-l2c-f9-04-a.mp3}
+
+TEMPLATE: Private White / Sergeant Gray
+PROMPT: Private White and Sergeant Gray. {bk10-l2c-f9-05-q.mp3}
+RESPONSE: I'd like you to meet my friend. Sergeant Gray, this is Private White. {bk10-l2c-f9-05-a.mp3}
+
+TEMPLATE: Colonel Hall / General Davis
+PROMPT: Colonel Hall and General Davis. {bk10-l2c-f9-06-q.mp3}
+RESPONSE: I'd like you to meet my friend. General Davis, this is Colonel Hall. {bk10-l2c-f9-06-a.mp3}
+
+# Source: LLA 2C Figure 10
+$DIALOGUE In the Classroom
+ID: 10-2c-f10
+INTRO: Listen to a student introduce Miss Jane Dowell to her new instructor, Mr. Hill.
+INSTRUCTION: Listen to the dialogue.
+
+Student1: Mr. Hill, have you met Miss Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-01.mp3}
+Instructor: I'm happy to know you, Miss Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
+Student2: How do you do, sir? {bk10-l2c-f10-03.mp3}
+
+# Source: LLA 2C Figure 10 (role-play)
+$DIALOGUE Role-Play: You're the Instructor
+ID: 10-2c-f10-role-instructor
+REFERENCE: 10-2c-f10
+PLAY_ROLE: Instructor
+INTRO: Now take part in the conversation. You are the instructor, Mr. Hill.
+
+# Source: LLA 2C Figure 10 (role-play)
+$DIALOGUE Role-Play: You Make the Introduction
+ID: 10-2c-f10-role-student1
+REFERENCE: 10-2c-f10
+PLAY_ROLE: Student1
+INTRO: Change roles. You are the first student — introduce Miss Dowell to Mr. Hill.
+
+# Source: LLA 2C Figure 10 (role-play)
+$DIALOGUE Role-Play: You're Miss Dowell
+ID: 10-2c-f10-role-student2
+REFERENCE: 10-2c-f10
+PLAY_ROLE: Student2
+INTRO: Change roles again. You are Miss Jane Dowell, being introduced.
+
+# Source: ST §Guided Introductions
+$PRODUCE Guided Introductions
+ID: l2-s20
+INTRO: Build a three-line introduction from the cue words — the introduction, the reply, and the reply to the reply. Say all three parts aloud.
+INSTRUCTION: Make and answer the introduction using the cue words.
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
 
 EXAMPLE
-PROMPT: He'll leave *tomorrow*.
-RESPONSE: When does he leave?
+PROMPT: (like / happy / nice)
+RESPONSE: I'd like you to meet my sister. — I'm happy to meet you. — Nice to meet you, too.
 
-EXAMPLE
-PROMPT: Joe plays *baseball* next Friday.
-RESPONSE: What does Joe play next Friday?
+PROMPT: (want / pleasure / glad)
+RESPONSE: I want you to meet my friend. — It's a pleasure to meet you. — I'm glad to meet you, too.
 
-PROMPT: *Mr. Davis* teaches from 1200-1400 next week.
-RESPONSE: Who teaches from 1200-1400 next week?
+PROMPT: (this is / glad / pleasure)
+RESPONSE: This is John Green. — I'm glad to meet you. — It's a pleasure to meet you, too.
 
-PROMPT: Captain Lawrence is leaving at *1600* Thursday afternoon.
-RESPONSE: What time is Captain Lawrence leaving Thursday afternoon?
+PROMPT: (met? / how? / how?)
+RESPONSE: Have you met Captain Gray? — How do you do? — How do you do?
 
-PROMPT: Al will swim at *Gill's gym* today.
-RESPONSE: Where will Al swim today?
+PROMPT: (let me / happy / pleasure)
+RESPONSE: Let me introduce Sergeant Stacy. — I'm happy to meet you. — It's a pleasure to meet you, sir.
 
-PROMPT: Charlie is coming home at *7:00*.
-RESPONSE: What time is Charlie coming home?
+PROMPT: (meet / nice / happy)
+RESPONSE: I want you to meet my son. — It's nice to meet you. — I'm happy to meet you, too.
 
-PROMPT: Mrs. Smith will cook fish on *Friday*.
-RESPONSE: When will Mrs. Smith cook fish?
+PROMPT: (know? / meet / pleasure)
+RESPONSE: Do you know Captain Prince? — Glad to meet you. — It's a pleasure to meet you, sir.
 
-PROMPT: *The Green's* check in at 4:00 tomorrow.
-RESPONSE: Who checks in at 4:00 tomorrow?
-
-# Source: ST §Yes, It Leaves...
-$PRODUCE Yes, It Leaves...
-ID: l2-s23
-INTRO: Ask and answer. Build a question from the first cue, then answer it with the second cue — both in the simple present, both about the future.
-INSTRUCTION: Ask and answer questions based on the cues.
+# Source: ST §Making Polite Introductions
+$PRODUCE Making Polite Introductions
+ID: l2-s21
+INTRO: Now put it all together. Read who is introducing whom, decide whose name comes first by the rules, and act out the whole introduction aloud — all three speakers.
+INSTRUCTION: Say the full introduction aloud.
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must form a question from the first cue and answer it using the facts in the parentheses, following the pattern of the model answer. Simple present tense is the point — "will" or "going to" in the answer fails; exact wording is otherwise free.
+RUBRIC: Accept any polite introduction plus responses that address the woman, older person, or higher rank first (lower rank to higher, younger to older, man to woman). The exact phrases may vary; the order of address is the point — wrong order fails.
 
 EXAMPLE
-PROMPT: plane/leave/tonight (yes)
-RESPONSE: Does your plane leave tonight? Yes, it does.
+PROMPT: Mr. Steve Allen introduces Sammy Moore (18) and Mrs. D.E. Raines (45).
+RESPONSE: Mrs. Raines, I'd like you to meet my friend Sammy Moore. — How do you do, Mrs. Raines? — I'm glad to know you, Sammy.
 
-EXAMPLE
-PROMPT: plane/leave/tonight (no/tomorrow/morning)
-RESPONSE: Does your plane leave tonight? No, it leaves tomorrow morning.
+PROMPT: Capt Steve Wright introduces Col Dan Low and Capt Phil King.
+RESPONSE: Col Low, I'd like you to meet Capt Phil King. — How do you do, sir? — Glad to meet you, Captain King.
 
-PROMPT: plane/arrive/afternoon (yes/2 p.m.)
-RESPONSE: Does the plane arrive in the afternoon? Yes, it arrives at 2 p.m.
+PROMPT: Mr. David Winters introduces Miss Paula Oakes (20) and Mr. Allen Hood (45).
+RESPONSE: Mr. Hood, I'd like to introduce Miss Paula Oakes. — How do you do, Mr. Hood? — It's a pleasure to meet you, Miss Oakes.
 
-PROMPT: plane/arrive/afternoon (no/tomorrow/4 p.m.)
-RESPONSE: Does the plane arrive in the afternoon? No, it arrives tomorrow at 4 p.m.
+PROMPT: Lt Peter West introduces Maj Mary Knight and Col David Sands.
+RESPONSE: Col Sands, let me introduce Maj Mary Knight. — How do you do, sir? — It's a pleasure to meet you, Major Knight.
 
-PROMPT: game/start/8 o'clock (yes/exactly)
-RESPONSE: Does the game start at 8 o'clock? Yes, exactly at 8.
+PROMPT: Ms. Allen Moon introduces Mr. Don Floore (40) and Ms. Ann Gray (20).
+RESPONSE: Mr. Floore, this is Ms. Ann Gray. — How do you do, Mr. Floore? — Glad to meet you, Ms. Gray.
 
-PROMPT: game/start/8 o'clock (no/7:30)
-RESPONSE: Does the game start at 8 o'clock? No, it starts at 7:30.
+PROMPT: Capt Larry Swann introduces Lt Bruce Tower and Major Sam Biggs.
+RESPONSE: Major Biggs, let me introduce Lt Bruce Tower. — How do you do, sir? — Welcome to the post, Lieutenant.
 
-PROMPT: students/check in/tomorrow (yes/7 a.m.)
-RESPONSE: Do the students check in tomorrow? Yes, they check in at 7 a.m.
+PROMPT: Mark Beene introduces Rosa English and Tom Martinez.
+RESPONSE: Rosa, this is Tom Martinez. Tom, Rosa English. — Nice to meet you, Tom. — Glad to meet you, too.
 
-PROMPT: students/check in/tomorrow (no/next Monday)
-RESPONSE: Do the students check in tomorrow? No, they check in next Monday.
+PROMPT: Mr. Michael Ash introduces Capt Mark Beetle (32) and Miss Patricia Miller (75).
+RESPONSE: Miss Miller, I'd like you to meet Capt Mark Beetle. — How do you do, Miss Miller? — Pleased to meet you, Captain.
 
-PROMPT: graduate/next year (yes/next May)
-RESPONSE: Do you graduate next year? Yes, I graduate next May.
+PROMPT: David Sharp introduces Joe Wood and Betty House.
+RESPONSE: Betty, I'd like you to meet Joe Wood. Joe, Betty House. — It's nice to meet you, Joe. — Glad to meet you, Betty.
 
-PROMPT: graduate/next year (no/year after next)
-RESPONSE: Do you graduate next year? No, I graduate the year after next.
+PROMPT: Ed Potts (15) introduces Laura Fisher (15) and Jeff Fountain (17).
+RESPONSE: Jeff, this is Laura Fisher. Laura, Jeff Fountain. — Hi, Laura. — Nice to meet you, Jeff.
 
-PROMPT: start/new job/Monday (yes/8 a.m.)
-RESPONSE: Do you start your new job on Monday? Yes, I start at 8 a.m.
-
-PROMPT: start/new job/Monday (no/next month)
-RESPONSE: Do you start your new job on Monday? No, I start next month.
-
-PROMPT: check out/hotel/tomorrow (yes/3 p.m.)
-RESPONSE: Do you check out of the hotel tomorrow? Yes, I check out at 3 p.m.
-
-PROMPT: check out/hotel/tomorrow (no/day after tomorrow)
-RESPONSE: Do you check out of the hotel tomorrow? No, I check out the day after tomorrow.
-
-# Source: ST §Martin AFB Graduation Day Schedule
-$GRAMMAR Graduation Day Schedule
-ID: l2-s24
-INTRO: Here's Lt Wilson's schedule for graduation day at Martin Air Force Base. Look it over — you'll ask and answer questions about it next.
-
-CARD: Lt Wilson starts his day with some morning administrative tasks.
-{At 0900, he will fill out graduation forms at the Information Desk.}
-{At 1000, he will check in books at the book room.}
-
-CARD: Next comes the main event and a midday meal.
-{At 1100, the graduation is in the gym.}
-{At 1200, he has lunch at the mess hall.}
-
-CARD: In the afternoon, he prepares to leave the base.
-{At 1300, he will check out of his room at the barracks.}
-{At 1430, his plane departs from the airport.}
-
-SUMMARY:
-| Time | Place | Activity |
-|---|---|---|
-| 0900 | Information Desk | fill out graduation forms |
-| 1000 | book room | check in books |
-| 1100 | gym | graduation |
-| 1200 | mess hall | lunch |
-| 1300 | barracks | check out of room |
-| 1430 | airport | plane departs |
-
-$PRODUCE On Graduation Day
-ID: l2-s25
-REFERENCE
-INTRO: Use each cue to ask a question about Lt Wilson's day — the time, the place, or the activity — and answer it in the simple present. The schedule stays open beside you; it's his big day, not a memory test.
-INSTRUCTION: Ask and answer questions about Lt Wilson's schedule.
+# Source: LLA 2C Figure 11
+$PRODUCE Someone and Anyone
+ID: 10-2c-f11
 INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The cue in the prompt gives the time, place, and activity. Accept any reasonable question about one of those, with an answer whose facts match the cue, in the simple present tense.
+CHECK: reveal
+INTRO: One more pattern before the break: "someone" in yes-answers, "anyone" in no-answers. Listen, answer aloud using the cue, then repeat the model.
+INSTRUCTION: Answer aloud with someone or anyone.
+REPEAT
 
 EXAMPLE
-PROMPT: 1100 gym graduation
-RESPONSE: What time is the graduation? The graduation is at 1100.
+TEMPLATE: hit with ball (no)
+PROMPT: Did you hit someone with the ball? — No. {bk10-l2c-f11-ex-q.mp3}
+RESPONSE: No, I didn't hit anyone.
 
-PROMPT: 0900 Information Desk fill out graduation forms
-RESPONSE: What does he do at 0900? He fills out graduation forms at the Information Desk.
+TEMPLATE: see at the party (no)
+PROMPT: Did you see anyone at the party? — No. {bk10-l2c-f11-01-q.mp3}
+RESPONSE: No, I didn't see anyone. {bk10-l2c-f11-01-a.mp3}
 
-PROMPT: 1000 book room check in books
-RESPONSE: Where does he check in books? He checks in books at the book room.
+TEMPLATE: hurt feelings (yes)
+PROMPT: Did she hurt anyone's feelings? — Yes. {bk10-l2c-f11-02-q.mp3}
+RESPONSE: Yes, she hurt someone's feelings. {bk10-l2c-f11-02-a.mp3}
 
-PROMPT: 1200 mess hall lunch
-RESPONSE: What time does he have lunch? He has lunch at 1200 in the mess hall.
+TEMPLATE: talk on the phone (no)
+PROMPT: Did you talk to someone on the phone? — No. {bk10-l2c-f11-03-q.mp3}
+RESPONSE: No, I didn't talk to anyone on the phone. {bk10-l2c-f11-03-a.mp3}
 
-PROMPT: 1300 barracks check out of room
-RESPONSE: Where does he check out of his room? He checks out of his room at the barracks at 1300.
+TEMPLATE: lie at school (no)
+PROMPT: Did you lie to anyone at school? — No. {bk10-l2c-f11-04-q.mp3}
+RESPONSE: No, I didn't lie to anyone at school. {bk10-l2c-f11-04-a.mp3}
 
-PROMPT: 1430 airport plane departs
-RESPONSE: What happens at 1430? His plane departs from the airport.
+TEMPLATE: tell the story (yes)
+PROMPT: Did you tell someone the story? — Yes. {bk10-l2c-f11-05-q.mp3}
+RESPONSE: Yes, I told someone the story. {bk10-l2c-f11-05-a.mp3}
 
-$SESSION 2-6: Where Is It? — Prepositions of Place
+TEMPLATE: tell the correct time (no)
+PROMPT: Did you tell someone the correct time? — No. {bk10-l2c-f11-06-q.mp3}
+RESPONSE: No, I didn't tell anyone. {bk10-l2c-f11-06-a.mp3}
+
+# SKIPPED (book): "RULES FOR INTRODUCTIONS" (p. 64) — listening completion activity with unprinted audio cues.
+
+$SESSION 2-7: First, Next, Finally — Building Paragraphs
+
+# Source: LLA 2D Figure 1 (word list; kept — the example paragraphs right after use every word in sentences)
+$DIALOGUE Words That Show Order
+ID: 2d-f1-vocab
+INTRO: In this part you'll learn the little words that put a story in order — "first", "then", "finally". Listen and repeat each one; you'll hear them working in the paragraphs that follow.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+VOCAB: after
+LINE: After. {bk10-l2d-f1-01.mp3}
+
+VOCAB: after that
+LINE: After that. {bk10-l2d-f1-02.mp3}
+
+VOCAB: finally
+LINE: Finally. {bk10-l2d-f1-03.mp3}
+
+VOCAB: first
+LINE: First. {bk10-l2d-f1-04.mp3}
+
+VOCAB: last
+LINE: Last. {bk10-l2d-f1-05.mp3}
+
+VOCAB: next
+LINE: Next. {bk10-l2d-f1-06.mp3}
+
+VOCAB: then
+LINE: Then. {bk10-l2d-f1-07.mp3}
+
+# Source: LLA 2D Figure 1 (example)
+$DIALOGUE Ted Starts Studying
+ID: 2d-f1-ex
+INTRO: Here's a tiny example of the order words at work — Ted, three steps, one study session. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Ted is going to study. {bk10-l2d-f1-ex-01.mp3}
+LINE: First, he gets his books. {bk10-l2d-f1-ex-02.mp3}
+LINE: Then, he fixes his light. {bk10-l2d-f1-ex-03.mp3}
+LINE: Finally, he starts to study. {bk10-l2d-f1-ex-04.mp3}
+
+# Source: LLA 2D Figure 1 (Paragraph 1)
+$DIALOGUE Jill Shops at the Mall
+ID: 2d-f1-p1
+INTRO: Listen to the paragraph about Jill's shopping route — four stores, four order words.
+INSTRUCTION: Listen to the story.
+
+LINE: Jill wanted to shop in the mall. {bk10-l2d-f1-p1-01.mp3}
+LINE: First, she went upstairs to a clothing store. {bk10-l2d-f1-p1-02.mp3}
+LINE: Then, she decided to go to the variety store. {bk10-l2d-f1-p1-03.mp3}
+LINE: After that, she went downstairs to the shoe shop. {bk10-l2d-f1-p1-04.mp3}
+LINE: Finally, she went to the department store and finished her shopping. {bk10-l2d-f1-p1-05.mp3}
+
+# Source: LLA 2D Figure 1 (task 1)
+$PRODUCE Fill In the Order Words: Jill
+ID: 2d-f1-p1-task
+REFERENCE: 2d-f1-p1
+INTRO: Type the order words back into Jill's story. Open the paragraph if you need to hear it again.
+INSTRUCTION: Type the missing connective words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Jill wanted to shop in the mall.
+TEMPLATE: a. ____{first}, she went upstairs to a clothing store.
+TEMPLATE: b. ____{then}, she decided to go to the variety store.
+TEMPLATE: c. ____{after that}, she went downstairs to the shoe shop.
+TEMPLATE: d. ____{finally}, she went to the department store and finished her shopping.
+RESPONSE: First, then, after that, finally.
+
+# Source: LLA 2D Figure 1 (Paragraph 2)
+$DIALOGUE Ted's Night at the Motel
+ID: 2d-f1-p2
+INTRO: Now Ted checks into a motel for the night — six steps this time. Listen.
+INSTRUCTION: Listen to the story.
+
+LINE: Ted had to stop overnight in a motel. {bk10-l2d-f1-p2-01.mp3}
+LINE: First, he checked in at the office. {bk10-l2d-f1-p2-02.mp3}
+LINE: Then, he drove to his room and parked his car. {bk10-l2d-f1-p2-03.mp3}
+LINE: Next, he took his suitcase into the room and hung up his suit. {bk10-l2d-f1-p2-04.mp3}
+LINE: Then, he showered and got ready for bed. {bk10-l2d-f1-p2-05.mp3}
+LINE: He read for an hour, and finally, he turned off the lights and went to sleep. {bk10-l2d-f1-p2-06.mp3}
+
+# Source: LLA 2D Figure 1 (task 2)
+$PRODUCE Fill In the Order Words: Ted
+ID: 2d-f1-p2-task
+REFERENCE: 2d-f1-p2
+INTRO: Type the order words for Ted's evening at the motel. Open the paragraph if your memory checks out early.
+INSTRUCTION: Type the missing connective words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Ted had to stop overnight in a motel.
+TEMPLATE: a. ____{first}, he checked in at the office.
+TEMPLATE: b. ____{then}, he drove to his room and parked his car.
+RESPONSE: First, then.
+
+TEMPLATE: c. ____{next}, he took his suitcase into the room and hung up his suit.
+TEMPLATE: d. ____{then}, he showered and got ready for bed.
+TEMPLATE: e. He read for an hour, and ____{finally}, he turned off the lights and went to sleep.
+RESPONSE: Next, then, finally.
+
+# Source: LLA 2D Figure 1 (Paragraph 3)
+$DIALOGUE Gwen at the Cafeteria
+ID: 2d-f1-p3
+INTRO: Last paragraph: Gwen works her way down the cafeteria line — salads first, drinks last. Listen.
+INSTRUCTION: Listen to the story.
+
+LINE: Gwen likes to eat in cafeterias. {bk10-l2d-f1-p3-01.mp3}
+LINE: She likes to push her tray and pick out her food. {bk10-l2d-f1-p3-02.mp3}
+LINE: First, there are salads. {bk10-l2d-f1-p3-03.mp3}
+LINE: Next, they have meats and then vegetables. {bk10-l2d-f1-p3-04.mp3}
+LINE: After that, they have breads and then desserts. {bk10-l2d-f1-p3-05.mp3}
+LINE: Last, there are drinks. {bk10-l2d-f1-p3-06.mp3}
+LINE: She likes to pick out her favorite foods. {bk10-l2d-f1-p3-07.mp3}
+
+# Source: LLA 2D Figure 1 (task 3)
+$PRODUCE Fill In the Order Words: Gwen
+ID: 2d-f1-p3-task
+REFERENCE: 2d-f1-p3
+INTRO: Type the order words showing how the cafeteria line is arranged. Open the paragraph if you need it.
+INSTRUCTION: Type the missing connective words.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Gwen likes to eat in cafeterias. She likes to push her tray and pick out her food.
+TEMPLATE: a. ____{first}, there are salads.
+TEMPLATE: b. ____{next}, they have meats and c. ____{then} vegetables.
+TEMPLATE: d. ____{after that}, they have breads and e. ____{then} desserts.
+TEMPLATE: f. ____{last}, there are drinks.
+RESPONSE: First, next, then, after that, then, last.
+
+# Source: ST §Paragraph Completion: The Mall
+$SELECT Complete the Paragraph: The Mall
+ID: l2-s28
+INTRO: Build a short paragraph about malls, one sentence at a time — tap the word or phrase that best completes each blank.
+INSTRUCTION: Tap the correct word for each blank.
+
+TEMPLATE: People like to shop at a ____.
+OPTION: a | store
+OPTION: b | mall
+OPTION: c | shop
+ANSWER: b
+
+TEMPLATE: They can park in the ____.
+OPTION: a | garage
+OPTION: b | street
+OPTION: c | parking lot
+ANSWER: c
+
+TEMPLATE: There are ____ and many other kinds of stores.
+OPTION: a | clothing stores
+OPTION: b | department stores
+OPTION: c | variety stores
+ANSWER: b
+
+TEMPLATE: Often there are many places to ____ at while you shop.
+OPTION: a | eat
+OPTION: b | exercise
+OPTION: c | rest
+ANSWER: a
+
+TEMPLATE: It's ____ to go shopping at a mall.
+OPTION: a | nice
+OPTION: b | easy
+OPTION: c | polite
+ANSWER: b
+
+TEMPLATE: It's easy to ____ at a mall.
+OPTION: a | go shopping
+OPTION: b | park the car
+OPTION: c | eat lunch
+ANSWER: a
+
+TEMPLATE: It's easy to go shopping at a ____.
+OPTION: a | parking lot
+OPTION: b | mall
+OPTION: c | cafeteria
+ANSWER: b
+
+# Source: ST §Reading: Many Languages (converted to READING cards)
+$GRAMMAR Reading: Many Languages
+ID: l2-s31-r
+READING
+INTRO: Read a short text about Mr. Gill's very international English class. You'll organize what it says into an outline next.
+
+CARD: **Paragraph 1.** Mr. Gill's English class has students from many different countries. Some of his students are from Spain, France, and Saudi Arabia.
+
+CARD: **Paragraph 2.** His students often speak two languages. Most of the students from Spain speak Spanish and French.
+
+CARD: **Paragraph 3.** Those from France speak French and German. Some of the Saudi Arabians go to school in France. Those students can speak Arabic and French.
+
+CARD: **Paragraph 4.** Mr. Gill enjoys his class. He has learned many interesting things about the world from his students.
+
+# Source: ST §Make an Outline: Many Languages (filled answer-chart image dropped — it shows the answers)
+$PRODUCE Make an Outline: Many Languages
+ID: l2-s31
+REFERENCE: l2-s31-r
+INTRO: Turn the reading into an outline: each country, then the two languages its students speak. Fill the slots one by one — open the reading whenever you need it.
+INSTRUCTION: Complete the outline based on the reading.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Mr. Gill's Students
+SLOT: 1 | Country A | Spain
+SLOT: 2 | Language 1 | Spanish
+SLOT: 2 | Language 2 | French
+SLOT: 1 | Country B | France
+SLOT: 2 | Language 1 | French
+SLOT: 2 | Language 2 | German
+SLOT: 1 | Country C | Saudi Arabia
+SLOT: 2 | Language 1 | Arabic
+SLOT: 2 | Language 2 | French
+
+# Source: ST §Sentence Matching: The Trip
+$SELECT Finish the Sentences: The Trip
+ID: l2-s32
+INTRO: Fred and Jane took a trip, but their sentences fell apart. Match each beginning with its ending.
+INSTRUCTION: Tap the ending that completes each sentence.
+OPTION: a | and stayed overnight in many nice hotels.
+OPTION: b | a vacation.
+OPTION: c | enjoyed their trip.
+OPTION: d | rolls of film.
+OPTION: e | took a lot of pictures of mountains and lakes.
+
+TEMPLATE: They used many ____
+ANSWER: d
+
+TEMPLATE: Fred and Jane both ____
+ANSWER: c
+
+TEMPLATE: They took a long trip ____
+ANSWER: a
+
+TEMPLATE: They went sightseeing every day and ____
+ANSWER: e
+
+TEMPLATE: Fred and Jane took ____
+ANSWER: b
+
+# Source: ST §Order the Sentences: The Trip
+$SELECT Put the Story in Order
+ID: l2-s33
+ORDER
+INTRO: Now use your order-word instincts: arrange the five sentences about Fred and Jane's trip so the story makes sense from start to finish.
+INSTRUCTION: Arrange the sentences into a logical paragraph.
+OPTION: a | They used many rolls of film.
+OPTION: b | Fred and Jane both enjoyed their trip.
+OPTION: c | They took a long trip and stayed overnight in many nice hotels.
+OPTION: d | They went sightseeing every day and took a lot of pictures of mountains and lakes.
+OPTION: e | Fred and Jane took a vacation.
+
+TEMPLATE: What is the correct order of the sentences?
+ANSWER: e,c,d,a,b
+
+$SESSION 2-8: Where Is It? Prepositions of Place
 
 # Source: LLA 2D Figure 2
 $DIALOGUE Prepositions of Place
 ID: 2d-f2
-INTRO: In this part you'll learn to say exactly where things are — on, under, next to, across from, and friends. Look at each picture and repeat the sentence.
-INSTRUCTION: Listen and repeat.
+INTRO: In this final part you'll learn to say exactly where things are — on, in, under, behind, and friends. Look at each picture, then listen and repeat the sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: The book is on the table. {page_048_001.jpg} {bk10-l2d-f2-01.mp3}
-LINE: The bookshop is in the mall. The variety store is next to the bookshop. {page_048_002.jpg} {bk10-l2d-f2-02.mp3}
-LINE: The cafeteria is by the stairs. {page_048_003.jpg} {bk10-l2d-f2-03.mp3}
-LINE: The department store is at the corner of Vine and 10th Street. {page_048_004.jpg} {bk10-l2d-f2-04.mp3}
-LINE: Ned lives near the shopping center. {page_048_005.jpg} {bk10-l2d-f2-05.mp3}
-LINE: The carpet is under the chair. {page_048_006.jpg} {bk10-l2d-f2-06.mp3}
-LINE: The restaurant is across from the bank. {page_048_007.jpg} {bk10-l2d-f2-07.mp3}
-LINE: The car is in front of the bus. {page_048_008.jpg} {bk10-l2d-f2-08.mp3}
-LINE: The light is above the garage door. {page_048_009.jpg} {bk10-l2d-f2-09.mp3}
-LINE: The small pictures are below the large picture. {page_048_010.jpg} {bk10-l2d-f2-10.mp3}
-LINE: The motel is in back of the restaurant. The motel is behind the restaurant. {page_048_011.jpg} {bk10-l2d-f2-11.mp3}
+VOCAB: on
+LINE: The book is on the table. {page_048_001.jpg|A closed book resting on a wooden table} {bk10-l2d-f2-01.mp3}
+
+VOCAB: in
+LINE: The bookshop is in the mall. {page_048_002.jpg|Storefronts showing signs for a Book Shop, Variety Store, Department Store, and Cafeteria} {bk10-l2d-f2-02.mp3}
+
+VOCAB: next to
+LINE: The variety store is next to the bookshop. {page_048_002.jpg|Storefronts showing signs for a Book Shop, Variety Store, Department Store, and Cafeteria} {bk10-l2d-f2-03.mp3}
+
+VOCAB: by
+LINE: The cafeteria is by the stairs. {page_048_003.jpg|Entrance of a Cafeteria with people walking inside} {bk10-l2d-f2-04.mp3}
+
+VOCAB: at the corner of
+LINE: The department store is at the corner of Vine and 10th Street. {page_048_004.jpg|A corner of a street with a Department Store sign and a street sign reading 10th St. and 27 Vine} {bk10-l2d-f2-05.mp3}
+
+VOCAB: near
+LINE: Ned lives near the shopping center. {page_048_005.jpg|A shopping center building labeled Sun Mall with cars parked in the parking lot in front} {bk10-l2d-f2-06.mp3}
+
+VOCAB: under
+LINE: The carpet is under the chair. {page_048_006.jpg|An armchair sitting on a patterned rug} {bk10-l2d-f2-07.mp3}
+
+VOCAB: across from
+LINE: The restaurant is across from the bank. {page_048_007.jpg|A street scene in a city showing tall buildings, cars driving, and a sign for City Bank} {bk10-l2d-f2-08.mp3}
+
+VOCAB: in front of
+LINE: The car is in front of the bus. {page_048_008.jpg|A trolley or streetcar on tracks next to a car} {bk10-l2d-f2-09.mp3}
+
+VOCAB: above
+LINE: The light is above the garage door. {page_048_009.jpg|A suburban brick house with a garage door and driveway} {bk10-l2d-f2-10.mp3}
+
+VOCAB: below
+LINE: The small pictures are below the large picture. {page_048_010.jpg|A wall with framed pictures including a large landscape painting of a sailboat at sunset and three smaller framed plant sketches below} {bk10-l2d-f2-11.mp3}
+
+VOCAB: in back of
+LINE: The motel is in back of the restaurant. {page_048_011.jpg|A motel building next to a Jolly Restaurant} {bk10-l2d-f2-12.mp3}
+
+VOCAB: behind
+LINE: The motel is behind the restaurant. {page_048_011.jpg|A motel building next to a Jolly Restaurant} {bk10-l2d-f2-13.mp3}
 
 # Source: LLA 2D Figure 3
 $SELECT Which Preposition Do You Hear?
 ID: 2d-f3
-INTRO: Sharpen your ear. Listen to each sentence and tap the preposition you hear.
-INSTRUCTION: Tap the word you hear.
+INTRO: Listen to each sentence and tap the place word you hear in it. Then repeat the sentence.
+INSTRUCTION: Tap the preposition you hear.
+REPEAT
 
 EXAMPLE
 PROMPT: The book is on the table. {bk10-l2d-f3-ex.mp3}
@@ -1638,659 +2147,231 @@ OPTION: a | in
 OPTION: b | on
 OPTION: c | by
 ANSWER: b
+FEEDBACK: The book is on the table. {bk10-l2d-f3-ex-fb.mp3}
 
 PROMPT: The bookshop is in the mall. {bk10-l2d-f3-01.mp3}
 OPTION: a | in
 OPTION: b | up
 OPTION: c | on
 ANSWER: a
+FEEDBACK: The bookshop is in the mall. {bk10-l2d-f3-01-fb.mp3}
 
 PROMPT: His room is by the stairs. {bk10-l2d-f3-02.mp3}
 OPTION: a | down
 OPTION: b | by
 OPTION: c | up
 ANSWER: b
+FEEDBACK: His room is by the stairs. {bk10-l2d-f3-02-fb.mp3}
 
 PROMPT: The tree is in front of the house. {bk10-l2d-f3-03.mp3}
 OPTION: a | near
 OPTION: b | over
 OPTION: c | in front of
 ANSWER: c
+FEEDBACK: The tree is in front of the house. {bk10-l2d-f3-03-fb.mp3}
 
 PROMPT: The truck is in back of the car. {bk10-l2d-f3-04.mp3}
 OPTION: a | in back of
 OPTION: b | in front of
 OPTION: c | under
 ANSWER: a
+FEEDBACK: The truck is in back of the car. {bk10-l2d-f3-04-fb.mp3}
 
 PROMPT: David is at the store. {bk10-l2d-f3-05.mp3}
 OPTION: a | at
 OPTION: b | in
 OPTION: c | on
 ANSWER: a
+FEEDBACK: David is at the store. {bk10-l2d-f3-05-fb.mp3}
 
 PROMPT: Jack sits near Ned. {bk10-l2d-f3-06.mp3}
 OPTION: a | over
 OPTION: b | near
 OPTION: c | by
 ANSWER: b
+FEEDBACK: Jack sits near Ned. {bk10-l2d-f3-06-fb.mp3}
 
 PROMPT: The small pictures are below the large picture. {bk10-l2d-f3-07.mp3}
 OPTION: a | by
 OPTION: b | over
 OPTION: c | below
 ANSWER: c
+FEEDBACK: The small pictures are below the large picture. {bk10-l2d-f3-07-fb.mp3}
 
 PROMPT: She keeps her shoes under the bed. {bk10-l2d-f3-08.mp3}
 OPTION: a | under
 OPTION: b | down
 OPTION: c | over
 ANSWER: a
+FEEDBACK: She keeps her shoes under the bed. {bk10-l2d-f3-08-fb.mp3}
 
 PROMPT: The lab is across from the library. {bk10-l2d-f3-09.mp3}
 OPTION: a | across from
 OPTION: b | near
 OPTION: c | down
 ANSWER: a
+FEEDBACK: The lab is across from the library. {bk10-l2d-f3-09-fb.mp3}
 
 PROMPT: Jim's room is above mine. {bk10-l2d-f3-10.mp3}
 OPTION: a | near
 OPTION: b | above
 OPTION: c | in back of
 ANSWER: b
+FEEDBACK: Jim's room is above mine. {bk10-l2d-f3-10-fb.mp3}
 
 # Source: LLA 2D Figure 4
-$PRODUCE Answer with Prepositions
+$PRODUCE Answer with a Place Word
 ID: 2d-f4
+INTRO: Look at each picture, read the cue words, and listen to the question. Answer aloud in a complete sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud using the cue words.
 INPUT: speak
 CHECK: reveal
-INTRO: Now you say where things are. Look at each picture, listen to the question, and answer aloud using the cue words on the screen. Then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
-PROMPT: Where's the money? {page_050_001.jpg} {bk10-l2d-f4-01-q.mp3}
-TEMPLATE: (on, under)
+TEMPLATE: on, under
+PROMPT: Where's the money? {page_050_001.jpg|A book lying on top of a rectangular table} {bk10-l2d-f4-01-q.mp3}
 RESPONSE: The money is on the table, under the book. {bk10-l2d-f4-01-a.mp3}
 
-PROMPT: Did you park your car next to the mall? {page_050_002.jpg} {bk10-l2d-f4-02-q.mp3}
-TEMPLATE: (no, but near)
+TEMPLATE: no, but near
+PROMPT: Did you park your car next to the mall? {page_050_002.jpg|An exterior view of Sun Mall with a large parking lot in front} {bk10-l2d-f4-02-q.mp3}
 RESPONSE: No, but I parked my car near the mall. {bk10-l2d-f4-02-a.mp3}
 
-PROMPT: Is the department store at the corner? {page_050_003.jpg} {bk10-l2d-f4-03-q.mp3}
-TEMPLATE: (yes, across from)
+TEMPLATE: yes, across from
+PROMPT: Is the department store at the corner? {page_050_003.jpg|Roy Department Store with storefront windows, street traffic, and a sign for MC Drugs in front} {bk10-l2d-f4-03-q.mp3}
 RESPONSE: Yes, the department store is at the corner across from the drugstore. {bk10-l2d-f4-03-a.mp3}
 
-PROMPT: Where did you leave your car? {page_050_004.jpg} {bk10-l2d-f4-04-q.mp3}
-TEMPLATE: (behind, in)
+TEMPLATE: behind, in
+PROMPT: Where did you leave your car? {page_050_004.jpg|Julie's Restaurant with cars parked on the street beside it} {bk10-l2d-f4-04-q.mp3}
 RESPONSE: I left my car behind the restaurant, in the parking lot. {bk10-l2d-f4-04-a.mp3}
 
-PROMPT: Is the insurance office by the variety store? {page_050_005.jpg} {bk10-l2d-f4-05-q.mp3}
-TEMPLATE: (no, 2nd floor, above)
+TEMPLATE: no, 2nd floor, above
+PROMPT: Is the insurance office by the variety store? {page_050_005.jpg|Acme Insurance located on the second floor above Fie Variety Store} {bk10-l2d-f4-05-q.mp3}
 RESPONSE: No, the insurance office is on the second floor, above the variety store. {bk10-l2d-f4-05-a.mp3}
 
-PROMPT: Where did she put the rug? {page_050_006.jpg} {bk10-l2d-f4-06-q.mp3}
-TEMPLATE: (in front of)
+TEMPLATE: in front of
+PROMPT: Where did she put the rug? {page_050_006.jpg|A sofa with a pillow resting on it in a living room} {bk10-l2d-f4-06-q.mp3}
 RESPONSE: She put the rug in front of the sofa. {bk10-l2d-f4-06-a.mp3}
 
-PROMPT: Is the dog in the house? {page_050_007.jpg} {bk10-l2d-f4-07-q.mp3}
-TEMPLATE: (in back of)
+TEMPLATE: in back of
+PROMPT: Is the dog in the house? {page_050_007.jpg|A house with a garage and a driveway in front, surrounded by trees} {bk10-l2d-f4-07-q.mp3}
 RESPONSE: No, the dog's not in the house. He's in back of the house. {bk10-l2d-f4-07-a.mp3}
 
-PROMPT: Where is the airplane flying? {page_050_008.jpg} {bk10-l2d-f4-08-q.mp3}
-TEMPLATE: (below)
+TEMPLATE: below
+PROMPT: Where is the airplane flying? {page_050_008.jpg|An airplane flying high in the sky among clouds} {bk10-l2d-f4-08-q.mp3}
 RESPONSE: The airplane is flying below the clouds. {bk10-l2d-f4-08-a.mp3}
 
-# Source: ST §Logar Shopping Center Directory (prepositions)
-$DIALOGUE Where in the Mall? {st-page_085_001.jpg}
-ID: l2-s28
-INTRO: Back to the Logar Shopping Center — this time to say where every store is. Look at the directory, listen, and repeat each sentence.
-INSTRUCTION: Look at the directory, listen, and repeat.
+# Source: ST §Prepositions of Location (duplicate VOCAB tags removed — words first taught in the cassette figure above)
+$DIALOGUE Where Things Are at Logar Mall {st-page_085_001.jpg|Floor plan diagram showing the first floor and second floor layout of Logar Shopping Center with numbered store locations from 1 to 20, including stairs and escalator markers in the middle}
+ID: l2-s29
+INTRO: Back to Logar Mall — now with directions. Follow the floor plan while you listen and repeat where each store is.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: Pete's Pet Shop is across from Homer's Department Store.
+
 LINE: Dan's Shoe Store is in the mall.
-LINE: Bernice bought her new glasses at the Eye Glass Shop.
+
+LINE: Bernice bought her new glasses at the Eyeglass Shop.
+
 LINE: Karr's Cafeteria isn't by the mall. It's in the mall.
+
 LINE: Leo's Card Shop is on the first floor.
+
 LINE: Part of Starr Shoe Store is in back of Fast Chicken.
+
 LINE: The World Travel Agency is next to the Eyeglass Shop.
+
 LINE: The escalator is in front of Karr's Cafeteria.
+
 LINE: Sam's Drugstore is above Nova Movie Theater.
+
 LINE: Myra's Women's Clothing Store is below Kid's Room.
+
 LINE: Pete's Pet Shop is near Ben's Barbershop.
+
 LINE: Part of Gene's Variety Store is behind Pete's Pet Shop.
+
 LINE: The first floor is below or under the second floor.
 
-# Source: ST §On It, Under It, By It!
-$PRODUCE On It, Under It, By It! {st-page_087_001.jpg}
-ID: l2-s29
-INTRO: Look at the picture of the room and answer each question aloud with a preposition of place. The cat, as always, is wherever it wants to be.
-INSTRUCTION: Answer the questions about the picture.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key. Accept any phrasing that states the same location with a correct preposition of place.
-
-EXAMPLE
-PROMPT: Is the sofa by the door?
-RESPONSE: Yes, the sofa is by the door.
-
-EXAMPLE
-PROMPT: Where's the picture?
-RESPONSE: The picture is by the window.
-
-PROMPT: Is the girl sitting on the desk?
-RESPONSE: No, she's not sitting on the desk, she's sitting at the desk.
-
-PROMPT: Where is the cat?
-RESPONSE: The cat is near the sofa.
-
-PROMPT: Where is the man sitting?
-RESPONSE: He's sitting in the armchair.
-
-# Source: ST §Ask with Where
-$PRODUCE Ask with Where
+# Source: ST §Location Q&A: In the Living Room
+$PRODUCE Where Is It? The Living Room {st-page_087_001.jpg|A living room scene featuring a man sitting in an armchair reading a newspaper, a woman sitting at a desk talking on the telephone, a cat nearby, a sofa near a door, a coffee table with items on it, and a picture framed on the wall next to a window}
 ID: l2-s30
-INTRO: Someone needs something — help them out. Read each situation, ask a question with "where", and answer it with a sensible location.
-INSTRUCTION: Ask a question with "where" and answer it.
+INTRO: You'll see a living room. For each situation, ask a "where" question aloud and answer it with a place word, using what the picture shows.
+INSTRUCTION: Ask and answer aloud about the picture.
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a "where" question logically related to the prompt, plus any reasonable answer giving a location with a preposition of place. The location itself is the learner's choice.
+RUBRIC: Accept a "where" question about the mentioned object plus an answer giving the same location as the model, in any natural phrasing with a preposition of place.
 
 EXAMPLE
 PROMPT: Jerry is looking for his father.
-RESPONSE: Where is his father? He's sitting in the chair.
+RESPONSE: Where is his father? — He's sitting in the chair.
 
 PROMPT: June wants an apple.
-RESPONSE: Where is the apple? It's on the table.
+RESPONSE: Where are the apples? — They are on the table.
 
 PROMPT: I'm tired. I want to sit down.
-RESPONSE: Where can I sit? You can sit on the sofa.
+RESPONSE: Where is the sofa? — It is by the door.
 
 PROMPT: I want to call my friend.
-RESPONSE: Where is the phone? It's on the desk.
+RESPONSE: Where is the telephone? — It is on the desk.
+
+PROMPT: The flowers smell sweet.
+RESPONSE: Where are the flowers? — They are on the table next to the sofa.
 
 PROMPT: Teddy, we need to feed the cat.
-RESPONSE: Where is the cat? It's under the table.
+RESPONSE: Where is the cat? — It is under the desk.
 
 PROMPT: I heard that you have a new picture.
-RESPONSE: Where is the picture? It's on the wall.
+RESPONSE: Where is the picture? — It is on the wall next to the window.
 
-# SKIPPED (book): "WHO IS SITTING ...?" — classroom-dependent visual task.
+# SKIPPED (book): "WHO IS SITTING ...?" (p. 88) — classroom-dependent asking-and-answering task, no solo path.
 
-$SESSION 2-7: Topics, Main Ideas, and Paragraph Order
+# Source: LLA 2D Figure 5 (story)
+$DIALOGUE The Vending Machine
+ID: 2d-f5-story
+INTRO: Remember Jan's vending machine from earlier in the lesson? Here's another one, equally unhelpful. Listen to the speaker's troubles.
+INSTRUCTION: Listen to the story.
 
-# Source: LLA 2A Figure 1
-$DIALOGUE Paragraph 1: The Vending Machine
-ID: 2a-f1-d1
-INTRO: In this part you'll learn to find a paragraph's topic — what it's about — and its main idea — what it says about that topic. First paragraph: Jan versus a vending machine. The machine wins.
-INSTRUCTION: Listen to the paragraph.
+LINE: I don't like this vending machine. {bk10-l2d-f5-01.mp3}
+LINE: It never has my favorite soda. {bk10-l2d-f5-02.mp3}
+LINE: It's a popular drink, but this machine doesn't have it. {bk10-l2d-f5-03.mp3}
+LINE: That other one usually has my favorite, but it's out of it today. {bk10-l2d-f5-04.mp3}
+LINE: Now, I have to make another selection, and I don't like the diet drinks in this machine. {bk10-l2d-f5-05.mp3}
+LINE: But I'm thirsty, so I'll drop my money in the slot and pull the knob. {bk10-l2d-f5-06.mp3}
+LINE: I guess I'll have to drink another kind of soda today. {bk10-l2d-f5-07.mp3}
 
-Narrator: Jan was hungry. She wanted a candy bar. She finally found a vending machine. It took her money, but it didn't give her any candy or her money back. She shook the machine. She was angry. She didn't have any more change. Machines don't always work when you need them. {bk10-l2a-f1-01.mp3}
-
-# Source: LLA 2A Figure 1
-$SELECT Topic and Main Idea: The Vending Machine
-ID: 2a-f1-s1
-REFERENCE
-INTRO: First tap the topic of the paragraph you just heard, then tap its main idea. Replay the paragraph if you need to.
-INSTRUCTION: Tap the correct topic or main idea.
-
-TEMPLATE: Topic
-OPTION: a | vending machines
-OPTION: b | more change
-OPTION: c | a candy bar
-ANSWER: a
-FEEDBACK: The topic of the paragraph is vending machines.
-
-TEMPLATE: Main Idea (Jan's Vending Machine)
-OPTION: a | Jan wanted a candy bar.
-OPTION: b | Machines don't always work.
-OPTION: c | Jan shook the machine.
-ANSWER: b
-FEEDBACK: The main idea is: Machines don't always work.
-
-# Source: LLA 2A Figure 1
-$DIALOGUE Paragraph 2: Money and Friendship
-ID: 2a-f1-d2
-INTRO: Second paragraph — some free advice about money and friends. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-Narrator: When you lend a friend money, you sometimes hurt your friendship. When a friend asks to borrow some money, you should tell him you can't lend it to him. That's my advice. Why? Because you won't feel good around him until he gives you back the money. It may be difficult, but it's better not to lend money to a friend. {bk10-l2a-f1-02.mp3}
-
-# Source: LLA 2A Figure 1
-$SELECT Topic and Main Idea: Money and Friendship
-ID: 2a-f1-s2
-REFERENCE
-INTRO: Same job: tap the topic first, then the main idea.
-INSTRUCTION: Tap the correct topic or main idea.
-
-TEMPLATE: Topic
-OPTION: a | giving money back
-OPTION: b | feeling good
-OPTION: c | money and friendship
-ANSWER: c
-FEEDBACK: The topic of the paragraph is money and friendship.
-
-TEMPLATE: Main Idea (Money and Friendship)
-OPTION: a | Don't lend money to friends.
-OPTION: b | Don't ask friends for advice.
-OPTION: c | Friends don't pay back money.
-ANSWER: a
-FEEDBACK: The main idea is: Don't lend money to friends.
-
-# Source: LLA 2A Figure 1
-$DIALOGUE Paragraph 3: Nell's Work
-ID: 2a-f1-d3
-INTRO: Last paragraph — Nell and her busy days at the bank. Just listen.
-INSTRUCTION: Listen to the paragraph.
-
-Narrator: Nell works in a bank. She opens and closes accounts for people every day. She gives them the checkbooks for their checking accounts. She cashes checks, takes deposits, and helps people make deposits to or withdrawals from their savings accounts. Bank work isn't easy, but Nell likes it very much. {bk10-l2a-f1-03.mp3}
-
-# Source: LLA 2A Figure 1
-$SELECT Topic and Main Idea: Nell's Work
-ID: 2a-f1-s3
-REFERENCE
-INTRO: One more time: the topic, then the main idea.
-INSTRUCTION: Tap the correct topic or main idea.
-
-TEMPLATE: Topic
-OPTION: a | Nell's bank
-OPTION: b | Nell's work
-OPTION: c | Nell's help
-ANSWER: b
-FEEDBACK: The topic is Nell's work.
-
-TEMPLATE: Main Idea (Nell's Work)
-OPTION: a | Nell's bank cashes checks.
-OPTION: b | Nell opens and closes accounts.
-OPTION: c | Nell likes to work in the bank.
-ANSWER: c
-FEEDBACK: The main idea is: Nell likes to work in the bank.
-
-# Source: LLA 2A Figure 6
-$PRODUCE Write the Topic and Main Idea
-ID: 2a-f6
-LONGFORM
-INTRO: Now no options to lean on. Listen to each paragraph, then type its topic and its main idea — the main idea in a complete sentence.
-INSTRUCTION: Type the topic and main idea.
-INPUT: type
-CHECK: llm
-RUBRIC: The learner must identify the topic and the main idea from the paragraph. Accept any reasonable phrasing that matches the meaning of the model answers.
-
-PROMPT: Apartment managers have a difficult job. They make appointments, show the people the empty apartments, and take deposits on the rent. They also have to talk to people when things in the apartments break or don't work. Many times they have to work longer than 8 hours a day. It's not an easy job. {bk10-l2a-f6-01.mp3}
-TEMPLATE: Topic and Main Idea
-RESPONSE: Topic: Apartment managers. Main idea: Apartment managers have a difficult job.
-
-PROMPT: Jane likes animals. She has 2 dogs, a cat, and a bird. She keeps her cat and bird in the house. She has a yard with a fence, and her dogs stay outside in the yard. She is good to her animals, and she likes to play with them. {bk10-l2a-f6-02.mp3}
-TEMPLATE: Topic and Main Idea
-RESPONSE: Topic: Jane's animals. Main idea: Jane likes animals.
-
-# Source: LLA 2D Figure 1
-$DIALOGUE Connective Words
-ID: 2d-f1
-INTRO: Good paragraphs hold together with connective words — "first", "then", "after that", "finally". Listen to them and repeat; you'll hear them at work in a moment.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: After. {bk10-l2d-f1-01.mp3}
-LINE: After that. {bk10-l2d-f1-02.mp3}
-LINE: Finally. {bk10-l2d-f1-03.mp3}
-LINE: First. {bk10-l2d-f1-04.mp3}
-LINE: Last. {bk10-l2d-f1-05.mp3}
-LINE: Next. {bk10-l2d-f1-06.mp3}
-LINE: Then. {bk10-l2d-f1-07.mp3}
-
-# Source: LLA 2D Figure 1
-$DIALOGUE Connectives in a Paragraph
-ID: 2d-f1-ex
-INTRO: Here's a tiny paragraph about Ted. Notice how the connective words put his evening in order.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Ted is going to study. {bk10-l2d-f1-08.mp3}
-LINE: First, he gets his books. {bk10-l2d-f1-09.mp3}
-LINE: Then, he fixes his light. {bk10-l2d-f1-10.mp3}
-LINE: Finally, he starts to study. {bk10-l2d-f1-11.mp3}
-
-# Source: LLA 2D Figure 1
-$PRODUCE Type the Connective Words
-ID: 2d-f1-b
-INPUT: type
-CHECK: exact
-INTRO: Listen to each sentence and type the connective word or words that are missing on your screen.
+# Source: LLA 2D Figure 5 (task)
+$PRODUCE Fill In the Missing Words: The Vending Machine
+ID: 2d-f5-task
+REFERENCE: 2d-f5-story
+INTRO: Last activity of the lesson. Listen to each sentence again and type the missing words. Then go buy yourself a soda — from a machine that works.
 INSTRUCTION: Type the missing word(s).
-
-PROMPT: Jill wanted to shop in the mall. First, she went upstairs to a clothing store. {bk10-l2d-f1-12.mp3}
-TEMPLATE: Jill wanted to shop in the mall.
-TEMPLATE: ____{First}, she went upstairs to a clothing store.
-RESPONSE: Jill wanted to shop in the mall. First, she went upstairs to a clothing store. {bk10-l2d-f1-12.mp3}
-
-PROMPT: Then, she decided to go to the variety store. {bk10-l2d-f1-13.mp3}
-TEMPLATE: ____{Then}, she decided to go to the variety store.
-RESPONSE: Then, she decided to go to the variety store. {bk10-l2d-f1-13.mp3}
-
-PROMPT: After that, she went downstairs to the shoe shop. {bk10-l2d-f1-14.mp3}
-TEMPLATE: ____{After that}, she went downstairs to the shoe shop.
-RESPONSE: After that, she went downstairs to the shoe shop. {bk10-l2d-f1-14.mp3}
-
-PROMPT: Finally, she went to the department store and finished her shopping. {bk10-l2d-f1-15.mp3}
-TEMPLATE: ____{Finally}, she went to the department store and finished her shopping.
-RESPONSE: Finally, she went to the department store and finished her shopping. {bk10-l2d-f1-15.mp3}
-
-PROMPT: Ted had to stop overnight in a motel. First, he checked in at the office. {bk10-l2d-f1-16.mp3}
-TEMPLATE: Ted had to stop overnight in a motel.
-TEMPLATE: ____{First}, he checked in at the office.
-RESPONSE: Ted had to stop overnight in a motel. First, he checked in at the office. {bk10-l2d-f1-16.mp3}
-
-PROMPT: Then, he drove to his room and parked his car. {bk10-l2d-f1-17.mp3}
-TEMPLATE: ____{Then}, he drove to his room and parked his car.
-RESPONSE: Then, he drove to his room and parked his car. {bk10-l2d-f1-17.mp3}
-
-PROMPT: Next, he took his suitcase into the room and hung up his suit. {bk10-l2d-f1-18.mp3}
-TEMPLATE: ____{Next}, he took his suitcase into the room and hung up his suit.
-RESPONSE: Next, he took his suitcase into the room and hung up his suit. {bk10-l2d-f1-18.mp3}
-
-PROMPT: Then, he showered and got ready for bed. {bk10-l2d-f1-19.mp3}
-TEMPLATE: ____{Then}, he showered and got ready for bed.
-RESPONSE: Then, he showered and got ready for bed. {bk10-l2d-f1-19.mp3}
-
-PROMPT: He read for an hour, and finally, he turned off the lights and went to sleep. {bk10-l2d-f1-20.mp3}
-TEMPLATE: He read for an hour, and ____{finally}, he turned off the lights and went to sleep.
-RESPONSE: He read for an hour, and finally, he turned off the lights and went to sleep. {bk10-l2d-f1-20.mp3}
-
-PROMPT: Gwen likes to eat in cafeterias. She likes to push her tray and pick out her food. First, there are salads. {bk10-l2d-f1-21.mp3}
-TEMPLATE: Gwen likes to eat in cafeterias.
-TEMPLATE: She likes to push her tray and pick out her food.
-TEMPLATE: ____{First}, there are salads.
-RESPONSE: Gwen likes to eat in cafeterias. She likes to push her tray and pick out her food. First, there are salads. {bk10-l2d-f1-21.mp3}
-
-PROMPT: Next, they have meats and then vegetables. {bk10-l2d-f1-22.mp3}
-TEMPLATE: ____{Next}, they have meats and ____{then} vegetables.
-RESPONSE: Next, they have meats and then vegetables. {bk10-l2d-f1-22.mp3}
-
-PROMPT: After that, they have breads and then desserts. {bk10-l2d-f1-23.mp3}
-TEMPLATE: ____{After that}, they have breads and ____{then} desserts.
-RESPONSE: After that, they have breads and then desserts. {bk10-l2d-f1-23.mp3}
-
-PROMPT: Last, there are drinks. She likes to pick out her favorite foods. {bk10-l2d-f1-24.mp3}
-TEMPLATE: ____{Last}, there are drinks.
-TEMPLATE: She likes to pick out her favorite foods.
-RESPONSE: Last, there are drinks. She likes to pick out her favorite foods. {bk10-l2d-f1-24.mp3}
-
-# Source: ST §Match the Sentences: My Apartment
-$SELECT Match the Sentence Parts: My Apartment
-ID: l2-s35
-INTRO: A story about furnishing an apartment, cut in half. Read each sentence beginning and tap the ending that completes it.
-INSTRUCTION: Tap the ending that matches each beginning.
-OPTION: a | I bought a new stove and refrigerator.
-OPTION: b | I bought a new sofa and end tables.
-OPTION: c | but now I enjoy my apartment more.
-OPTION: d | for my apartment.
-
-TEMPLATE: First, for my living room,
-ANSWER: b
-
-TEMPLATE: All these things were expensive,
-ANSWER: c
-
-TEMPLATE: I got some new things
-ANSWER: d
-
-TEMPLATE: Then for my kitchen,
-ANSWER: a
-
-# Source: ST §Order the Sentences: My Apartment
-$SELECT Put the Story in Order: My Apartment
-ID: l2-s36
-ORDER
-INTRO: Now put the whole apartment story in order. The connective words — "first", "then" — are your clues.
-INSTRUCTION: Put the sentences in the correct order.
-
-TEMPLATE: Put the story in order.
-OPTION: a | I got some new things for my apartment.
-OPTION: b | First, for my living room, I bought a new sofa and end tables.
-OPTION: c | Then for my kitchen, I bought a new stove and refrigerator.
-OPTION: d | All these things were expensive, but now I enjoy my apartment more.
-ANSWER: a,b,c,d
-
-# Source: ST §Match the Sentences: The Trip
-$SELECT Match the Sentence Parts: The Trip
-ID: l2-s37
-INTRO: Same game, new story: Fred and Jane's vacation. Match each beginning with its ending.
-INSTRUCTION: Tap the ending that matches each beginning.
-OPTION: a | and stayed overnight in many nice hotels.
-OPTION: b | a vacation.
-OPTION: c | enjoyed their trip.
-OPTION: d | rolls of film.
-OPTION: e | took a lot of pictures of mountains and lakes.
-
-TEMPLATE: They used many
-ANSWER: d
-
-TEMPLATE: Fred and Jane both
-ANSWER: c
-
-TEMPLATE: They took a long trip
-ANSWER: a
-
-TEMPLATE: They went sightseeing every day and
-ANSWER: e
-
-TEMPLATE: Fred and Jane took
-ANSWER: b
-
-# Source: ST §Order the Sentences: The Trip
-$SELECT Put the Story in Order: The Trip
-ID: l2-s38
-ORDER
-INTRO: And now put Fred and Jane's trip in order, from packing up to happy memories.
-INSTRUCTION: Put the sentences in the correct order.
-
-TEMPLATE: Put the story in order.
-OPTION: a | Fred and Jane took a vacation.
-OPTION: b | They took a long trip and stayed overnight in many nice hotels.
-OPTION: c | They went sightseeing every day and took a lot of pictures of mountains and lakes.
-OPTION: d | They used many rolls of film.
-OPTION: e | Fred and Jane both enjoyed their trip.
-ANSWER: a,b,c,d,e
-
-# SKIPPED (book): Listening Skills (topic / main idea) — instructor-read paragraphs with no recorded stimulus or printed text; the recorded versions are converted above.
-
-$SESSION 2-8: Putting It All Together
-
-# Source: LLA 2C Figure 2
-$DIALOGUE The Weather
-ID: 2c-f2
-INTRO: Last part — everything from this lesson gets mixed together: listening, outlines, writing, and a dictation. Warm up with two men comparing how cold "cold" really is.
-INSTRUCTION: Listen to the dialogue.
-
-Man1: Brr, it's cold. {bk10-l2c-f2-01.mp3}
-Man2: It sure is, but it's colder in the north. They had ice on their roads this morning. {bk10-l2c-f2-02.mp3}
-Man1: What was the temperature up north? {bk10-l2c-f2-03.mp3}
-Man2: It was 10 degrees. {bk10-l2c-f2-04.mp3}
-Man1: That's very cold. I guess I shouldn't say 36 degrees is cold. {bk10-l2c-f2-05.mp3}
-
-# Source: LLA 2C Figure 2 (questions)
-$SELECT Questions About the Weather
-ID: 2c-f2-b
-REFERENCE
-INTRO: Three questions about the conversation. Tap the correct answer; the dialogue is there to check.
-INSTRUCTION: Tap the correct answer.
-
-PROMPT: Where did they have ice on the roads? {bk10-l2c-f2-06.mp3}
-OPTION: a | in the north
-OPTION: b | in the west
-OPTION: c | in the morning
-ANSWER: a
-FEEDBACK: They had ice on the roads in the north. {bk10-l2c-f2-06-fb.mp3}
-
-PROMPT: What was the temperature in the north? {bk10-l2c-f2-07.mp3}
-OPTION: a | 36 degrees
-OPTION: b | freezing
-OPTION: c | 10 degrees
-ANSWER: c
-FEEDBACK: The temperature in the north was 10 degrees. {bk10-l2c-f2-07-fb.mp3}
-
-PROMPT: What is the temperature here? {bk10-l2c-f2-08.mp3}
-OPTION: a | freezing
-OPTION: b | 36 degrees
-OPTION: c | 10 degrees
-ANSWER: b
-FEEDBACK: The temperature here is 36 degrees. {bk10-l2c-f2-08-fb.mp3}
-
-# Source: ST §Mrs. Lewis's Classes
-$DIALOGUE Mrs. Lewis's Classes
-ID: l2-s31
-INTRO: A short paragraph about a language teacher and her two classes. Read along and repeat — you'll outline it next, so listen for the numbers.
-INSTRUCTION: Read the paragraph.
-REPEAT
-
-LINE: Mrs. Lewis teaches different languages.
-LINE: She teaches French and German.
-LINE: In her French class, she has four men and six women.
-LINE: In her German class she has more men than women.
-LINE: She has eight men and three women.
-LINE: It doesn't matter to Mrs. Lewis. She enjoys both of her classes.
-
-# Source: ST §Complete the Outline: Mrs. Lewis's Classes
-$PRODUCE Outline: Mrs. Lewis's Classes
-ID: l2-s32
-REFERENCE
-INTRO: Now organize what you read. Fill in the outline of Mrs. Lewis's classes, slot by slot. The paragraph stays open beside you.
-INSTRUCTION: Complete the outline from the paragraph.
-INPUT: type
-
-TEMPLATE: Mrs. Lewis's Classes
-SLOT: 1 | First class | French class
-SLOT: 2 | Number of men | four men
-SLOT: 2 | Number of women | six women
-SLOT: 1 | Second class | German class
-SLOT: 2 | Number of men | eight men
-SLOT: 2 | Number of women | three women
-
-# Source: ST §Many Languages
-$DIALOGUE Many Languages
-ID: l2-s33
-INTRO: One more paragraph to outline — Mr. Gill's class, where the students speak more languages than the teacher. Read and repeat.
-INSTRUCTION: Read the paragraph.
-REPEAT
-
-LINE: Mr. Gill's English class has students from many different countries.
-LINE: Some of his students are from Spain, France, and Saudi Arabia.
-LINE: His students often speak two languages.
-LINE: Most of the students from Spain speak Spanish and French.
-LINE: Those from France speak French and German.
-LINE: Some of the Saudi Arabians go to school in France.
-LINE: Those students can speak Arabic and French.
-LINE: Mr. Gill enjoys his class. He has learned many interesting things about the world from his students.
-
-# Source: ST §Complete the Outline: Mr. Gill's Students
-$PRODUCE Outline: Mr. Gill's Students
-ID: l2-s34
-REFERENCE
-INTRO: Fill in the outline of Mr. Gill's students — country by country, language by language.
-INSTRUCTION: Complete the outline from the paragraph.
-INPUT: type
-
-TEMPLATE: Mr. Gill's Students
-SLOT: 1 | First country | Spain
-SLOT: 2 | First language | Spanish
-SLOT: 2 | Second language | French
-SLOT: 1 | Second country | France
-SLOT: 2 | First language | French
-SLOT: 2 | Second language | German
-SLOT: 1 | Third country | Saudi Arabia
-SLOT: 2 | First language | Arabic
-SLOT: 2 | Second language | French
-
-# Source: ST §Writing Skill: Mary
-$PRODUCE Complete the Paragraph: Mary
-ID: l2-s26
-INTRO: Now some writing. The gapped sentences ARE the story — read them and type the missing words about Mary and her very good day.
-INSTRUCTION: Type the missing words to complete the paragraph.
 INPUT: type
 CHECK: exact
-LONGFORM
 
-TEMPLATE: Mary is a ____{happy} girl because she made a ____{high} score on her test. Now she can ____{enjoy} her weekend. She knows she will ____{graduate}.
-RESPONSE: Mary is a happy girl because she made a high score on her test. Now she can enjoy her weekend. She knows she will graduate.
+PROMPT: I don't like this vending machine. {bk10-l2d-f5-08.mp3}
+TEMPLATE: I don't like this ____.
+RESPONSE: I don't like this vending machine. {bk10-l2d-f5-08.mp3}
+ACCEPT: vending machine
 
-# Source: ST §Writing Skill: The Mall
-$PRODUCE Complete the Paragraph: The Mall
-ID: l2-s27
-INTRO: One more paragraph to complete — this one brings back all your mall words from the start of the lesson.
-INSTRUCTION: Type the missing words to complete the paragraph.
-INPUT: type
-CHECK: exact
-LONGFORM
+PROMPT: It never has my favorite soda. {bk10-l2d-f5-09.mp3}
+TEMPLATE: It never has my favorite ____.
+RESPONSE: It never has my favorite soda. {bk10-l2d-f5-09.mp3}
+ACCEPT: soda
 
-TEMPLATE: People like to shop at a ____{mall}. They can park in the ____{parking lot}. There are ____{department stores} and many other kinds of stores. Often there are many places to ____{eat} at while you shop. It's ____{nice} to ____{go shopping} at a ____{shopping center}.
-RESPONSE: People like to shop at a mall. They can park in the parking lot. There are department stores and many other kinds of stores. Often there are many places to eat at while you shop. It's nice to go shopping at a shopping center.
-
-# Source: LLA 2D Figure 5
-$PRODUCE Listen and Fill: The Vending Machine
-ID: 2d-f5
-INPUT: type
-CHECK: exact
-INTRO: Remember Jan's vending machine? Here's another one behaving badly. Listen to each sentence and type the missing words.
-INSTRUCTION: Type the missing word(s).
-
-PROMPT: I don't like this vending machine. {bk10-l2d-f5-01.mp3}
-TEMPLATE: I don't like this ____{vending machine}.
-RESPONSE: I don't like this vending machine. {bk10-l2d-f5-01.mp3}
-
-PROMPT: It never has my favorite soda. {bk10-l2d-f5-02.mp3}
-TEMPLATE: It never has my favorite ____{soda}.
-RESPONSE: It never has my favorite soda. {bk10-l2d-f5-02.mp3}
-
-PROMPT: It's a popular drink, but this machine doesn't have it. {bk10-l2d-f5-03.mp3}
+PROMPT: It's a popular drink. But this machine doesn't have it. {bk10-l2d-f5-10.mp3}
 TEMPLATE: It's a ____{popular} drink, but this ____{machine} doesn't have it.
-RESPONSE: It's a popular drink, but this machine doesn't have it. {bk10-l2d-f5-03.mp3}
+RESPONSE: It's a popular drink, but this machine doesn't have it.
 
-PROMPT: That other one usually has my favorite, but it's out of it today. {bk10-l2d-f5-04.mp3}
-TEMPLATE: That other one usually has my ____{favorite}, but it's out of it today.
-RESPONSE: That other one usually has my favorite, but it's out of it today. {bk10-l2d-f5-04.mp3}
+PROMPT: That other one usually has my favorite. But it's out of it today. {bk10-l2d-f5-11.mp3}
+TEMPLATE: That other one usually has my ____, but it's out of it today.
+RESPONSE: That other one usually has my favorite, but it's out of it today. {bk10-l2d-f5-11.mp3}
+ACCEPT: favorite
 
-PROMPT: Now I have to make another selection, and I don't like the diet drinks in this machine. {bk10-l2d-f5-05.mp3}
+PROMPT: Now I have to make another selection. And I don't like the diet drinks in this machine. {bk10-l2d-f5-12.mp3}
 TEMPLATE: Now I have to make another ____{selection}, and I don't like the ____{diet drinks} in this machine.
-RESPONSE: Now I have to make another selection, and I don't like the diet drinks in this machine. {bk10-l2d-f5-05.mp3}
+RESPONSE: Now I have to make another selection, and I don't like the diet drinks in this machine.
 
-PROMPT: But I'm thirsty, so I'll drop my money in the slot and pull the knob. {bk10-l2d-f5-06.mp3}
+PROMPT: But I'm thirsty. So I'll drop my money in the slot. And pull the knob. {bk10-l2d-f5-13.mp3}
 TEMPLATE: But, I'm thirsty, so I'll ____{drop} my money in the slot and pull the ____{knob}.
-RESPONSE: But I'm thirsty, so I'll drop my money in the slot and pull the knob. {bk10-l2d-f5-06.mp3}
-
-# Source: LLA 2B Figure 7
-$PRODUCE Dictation: Opening a Bank Account
-ID: 10-l2b-f7
-INPUT: type
-CHECK: exact
-LONGFORM
-NORMALIZE: strict
-INTRO: The final exercise: a dictation about opening a bank account — Nell would approve. Type each sentence exactly as you hear it, punctuation and capital letters included. That's the lesson — nicely done.
-INSTRUCTION: Type the sentence you hear.
-
-PROMPT: Do you know how to open an account at a bank? {bk10-l2b-f7-check-01.mp3}
-RESPONSE: Do you know how to open an account at a bank? {bk10-l2b-f7-check-01.mp3}
-
-PROMPT: First select a bank near your home or office. {bk10-l2b-f7-check-02.mp3}
-RESPONSE: First select a bank near your home or office. {bk10-l2b-f7-check-02.mp3}
-
-PROMPT: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-check-03.mp3}
-RESPONSE: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-check-03.mp3}
-
-PROMPT: It's best to take your ID with you. {bk10-l2b-f7-check-04.mp3}
-RESPONSE: It's best to take your ID with you. {bk10-l2b-f7-check-04.mp3}
-
-PROMPT: The bank clerk will ask for your name and address. {bk10-l2b-f7-check-05.mp3}
-RESPONSE: The bank clerk will ask for your name and address. {bk10-l2b-f7-check-05.mp3}
-
-PROMPT: He'll also ask about your job. {bk10-l2b-f7-check-06.mp3}
-RESPONSE: He'll also ask about your job. {bk10-l2b-f7-check-06.mp3}
-
-PROMPT: It's good to have a savings account and a checking account. {bk10-l2b-f7-check-07.mp3}
-RESPONSE: It's good to have a savings account and a checking account. {bk10-l2b-f7-check-07.mp3}
-
-PROMPT: Open both of them. {bk10-l2b-f7-check-08.mp3}
-RESPONSE: Open both of them. {bk10-l2b-f7-check-08.mp3}
-
-# SKIPPED (book): Writing Skill "HOW DO I DO IT?" — filling out personal data forms.
+RESPONSE: But, I'm thirsty, so I'll drop my money in the slot and pull the knob.
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diff --git a/book-10-lesson-3.module b/book-10-lesson-3.module
index 80325329..c88e54c0 100644
--- a/book-10-lesson-3.module
+++ b/book-10-lesson-3.module
@@ -1,231 +1,257 @@
-$MODULE Book 10 · Lesson 3: Would You Please...? {st-page_093_001.jpg}
+$MODULE Book 10 · Lesson 3: Would You Please...? {st-page_093_001.jpg|A man standing in an office talking to another man seated at a desk, pointing to a dictionary on a bookshelf behind him}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book10_lesson3
-DESCRIPTION: Flat tires and how to change them, sequence words, gerunds, polite requests with "can", "could", "will", and "would", reported commands, and finding topics and main ideas.
+DESCRIPTION: Changing a flat tire, sequence words, verbs followed by "-ing", polite requests and favors, reporting commands, and finding topics, main ideas, and summaries.
 TARGET_LANG_G: en
 HOME_LANG_G: en
 VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_PROMPT: gacrux | For stimulus/prompt audio
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
 VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Judy | gacrux | Female
-VOICE: July | schedar | Male
-VOICE: Mrs_Adams | aoede | Female
-VOICE: Mr_Wilson | achird | Male
-VOICE: Flight_Attendant | gacrux | Female
-VOICE: Mary | gacrux | Female
-VOICE: Ann | achernar | Female
-VOICE: Clerk | schedar | Male
-VOICE: Customer | achird | Male
-VOICE: Kim | achernar | Female
-VOICE: Ken | charon | Male
-VOICE: Jan | sulafat | Female
-VOICE: Mom | gacrux | Female
-VOICE: Sue | aoede | Female
-VOICE: Dan | iapetus | Male
-VOICE: Instructor | schedar | Male
-VOICE: Lt_Fuller | orus | Male
-VOICE: Sgt_Jones | achird | Male
-VOICE: Sam | orus | Male
-VOICE: Mike | schedar | Male
-VOICE: David | achird | Male
-VOICE: Gloria | aoede | Female
-VOICE: Peggy | aoede | Female
-VOICE: Liz | gacrux | Female
-VOICE: Roger | iapetus | Male
-VOICE: Jim | puck | Male
-VOICE: Bob | alnilam | Male
-VOICE: Sgt_Burns | charon | Male
-VOICE: Sgt_Marsh | rasalgethi | Male
-VOICE: Walt | schedar | Male
-VOICE: Tim | umbriel | Male
-VOICE: Carl | fenrir | Male
-VOICE: Ted | achird | Male
-VOICE: Lt_Anders | achird | Male
-VOICE: Lt_Ashly | achird | Male
-VOICE: Larry | charon | Male
-VOICE: Janet | gacrux | Female
-VOICE: Vince | iapetus | Male
-VOICE: Adam | orus | Male
-VOICE: Jack | achird | Male
-VOICE: Rita | sulafat | Female
-VOICE: Fran | achernar | Female
-VOICE: Anna | aoede | Female
-VOICE: Bill | schedar | Male
-VOICE: Student1 | charon | Male
-VOICE: Student2 | achird | Male
-VOICE: Capt_Moreno | iapetus | Male
-VOICE: Sgt_Kline | orus | Male
-VOICE: Sgt_Anderson | puck | Male
-VOICE: Dad | charon | Male
-VOICE: Freddy | alnilam | Male
-VOICE: Susie | gacrux | Female
-VOICE: Maj_Jones | schedar | Male
-VOICE: Ms_Rogers | aoede | Female
-VOICE: Mr_Thompson | achird | Male
+VOICE: Judy | aoede | Friendly female speaker
+VOICE: July | achird | Young male speaker
+VOICE: Mrs_Adams | aoede | Female passenger
+VOICE: Mr_Wilson | charon | Male driver/passenger
+VOICE: Attendant | schedar | Flight attendant
+VOICE: Kay | aoede | Female speaker
+VOICE: Ken | iapetus | Male speaker
+VOICE: Jan | leda | Female speaker
+VOICE: Jim | algenib | Male speaker
+VOICE: Mary | aoede | Female speaker
+VOICE: Ann | gacrux | Female speaker
+VOICE: Clerk | charon | Male clerk
+VOICE: Customer | achird | Male customer
+VOICE: Kim | achernar | Female speaker
+VOICE: Mom | aoede | Female speaker
+VOICE: Sue | gacrux | Young female speaker
+VOICE: Dan | puck | Male speaker
+VOICE: Instructor | schedar | Male officer
+VOICE: Lt_Fuller | achird | Male officer
+VOICE: Sgt_Jones | charon | Male sergeant
+VOICE: Sam | orus | Male speaker
+VOICE: Mike | achird | Male speaker
+VOICE: David | charon | Male speaker
+VOICE: Gloria | achernar | Female speaker
+VOICE: Peggy | achernar | Female speaker
+VOICE: Liz | sulafat | Female speaker
+VOICE: Teacher | zephyr | Female speaker
+VOICE: Joe | iapetus | Male speaker
+VOICE: Roger | iapetus | Male speaker
+VOICE: Bob | puck | Male speaker
+VOICE: Sgt_Burns | charon | Male speaker
+VOICE: Sgt_Marsh | alnilam | Male speaker
+VOICE: Walt | rasalgethi | Male speaker
+VOICE: Tim | umbriel | Male speaker
+VOICE: Carl | schedar | Male speaker
+VOICE: Ted | algieba | Male speaker
+VOICE: Lt_Anders | fenrir | Male speaker
+VOICE: Lt_Ashly | achird | Male speaker
+VOICE: Larry | iapetus | Male speaker
+VOICE: Janet | leda | Female speaker
+VOICE: Vince | orus | Male speaker
+VOICE: Adam | puck | Male speaker
+VOICE: Jack | charon | Male speaker
+VOICE: Rita | kore | Female speaker
+VOICE: Fran | callirrhoe | Female speaker
+VOICE: Anna | erinome | Female speaker
+VOICE: Bill | alnilam | Male speaker
+VOICE: Capt_Moreno | schedar | Male speaker
+VOICE: Sgt_Kline | achird | Male speaker
+VOICE: Sgt_Anderson | charon | Male speaker
+VOICE: Dad | iapetus | Male speaker
+VOICE: Freddy | puck | Young male speaker
+VOICE: Susie | despina | Young female speaker
+VOICE: Maj_Jones | umbriel | Male speaker
+VOICE: Ms_Rogers | aoede | Female speaker
+VOICE: Mr_Thompson | alnilam | Male speaker
+VOICE: Pvt_Ruiz | leda | Female speaker
+VOICE: Sgt_Ball | fenrir | Male speaker
+VOICE: Pvt_Lane | zephyr | Female speaker
+VOICE: Narrator | achernar | speaker (auto)
 
-$SESSION 3-1: Flat Tires — Bicycles and Cars
+$SESSION 3-1: A Flat Tire — Tools and Words
 
 # Source: LLA 3A Figure 1
 $DIALOGUE Bicycle Parts
-ID: 3a-f1
-INTRO: In this lesson you'll learn to handle a flat tire — the parts, the tools, and how to ask for help politely when you'd rather not do it alone. We start small, with a bicycle. Listen to each sentence and repeat it.
-INSTRUCTION: Listen and repeat.
+ID: 10-3a-f1
+INTRO: In this lesson you'll learn to change a flat tire, ask for favors politely, and report what people said to do. We start small — with a bicycle. Listen and repeat each word and sentence.
+INSTRUCTION: Listen and repeat each word and sentence.
 REPEAT
 
 VOCAB: wheel
-LINE: A bicycle has 2 wheels. {page_053_001.jpg} {bk10-l3a-f1-01.mp3}
+LINE: A bicycle has two wheels. {page_053_001.jpg|A bicycle with arrows pointing to the wheels, labeled "WHEELS"} {bk10-l3a-f1-01.mp3}
 
 VOCAB: nut
-VOCAB: to fasten
-LINE: A nut fastens each wheel to the bicycle. {page_053_002.jpg} {bk10-l3a-f1-01-b.mp3}
+LINE: A nut fastens each wheel to the bicycle. {page_053_002.jpg|A hexagonal metal nut} {bk10-l3a-f1-02.mp3}
 
 VOCAB: wrench
-LINE: You can turn the nut with a wrench. {page_053_003.jpg} {bk10-l3a-f1-01-c.mp3}
+LINE: You can turn the nut with a wrench. {page_053_003.jpg|An open-ended wrench} {bk10-l3a-f1-03.mp3}
 
 VOCAB: tire
-LINE: The tire fits on the outside of the wheel. {page_053_004.jpg} {bk10-l3a-f1-01-d.mp3}
 VOCAB: air
-LINE: There is air inside the tire. {page_053_004.jpg} {bk10-l3a-f1-01-e.mp3}
+LINE: The tire fits on the outside of the wheel. There is air inside the tire. {page_053_004.jpg|A fully inflated bicycle tire wheel} {bk10-l3a-f1-04.mp3}
 
-LINE: The tire is low. {page_053_005.jpg} {bk10-l3a-f1-01-f.mp3}
 VOCAB: enough
-LINE: It has some air, but not enough. {page_053_005.jpg} {bk10-l3a-f1-01-g.mp3}
+LINE: The tire is low. It has some air, but not enough. {page_053_005.jpg|A partially deflated bicycle tire with some air in it} {bk10-l3a-f1-05.mp3}
 
 VOCAB: flat
-LINE: The tire is flat. {page_053_006.jpg} {bk10-l3a-f1-01-h.mp3}
-LINE: It has only a little air. {page_053_006.jpg} {bk10-l3a-f1-01-i.mp3}
+LINE: The tire is flat. It has only a little air. {page_053_006.jpg|A flat bicycle tire resting on the ground} {bk10-l3a-f1-06.mp3}
 
 # Source: LLA 3A Figure 1 (question pass)
-$PRODUCE Bicycle Parts — Answer the Questions
-ID: 3a-f1-b
+$PRODUCE Questions About the Bicycle
+ID: 10-3a-f1-b
+INTRO: Now answer questions about those bicycle pictures in a complete sentence. Then repeat the model answer.
+INSTRUCTION: Answer aloud in a complete sentence.
 INPUT: speak
 CHECK: reveal
-INTRO: Same pictures, but now you do the talking. Listen to each question, answer aloud in a complete sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
-PROMPT: What shape are the wheels? {page_053_001.jpg} {bk10-l3a-f1-01-j.mp3}
-RESPONSE: The wheels are round. {bk10-l3a-f1-01-k.mp3}
+PROMPT: What shape are the wheels? {page_053_001.jpg|A bicycle with arrows pointing to the wheels, labeled "WHEELS"} {bk10-l3a-f1-07-q.mp3}
+RESPONSE: The wheels are round. {bk10-l3a-f1-07-a.mp3}
 
-PROMPT: Where are the tires? {page_053_004.jpg} {bk10-l3a-f1-01-l.mp3}
-RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-01-m.mp3}
+PROMPT: Where are the tires? {page_053_004.jpg|A fully inflated bicycle tire wheel} {bk10-l3a-f1-08-q.mp3}
+RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-08-a.mp3}
 
-PROMPT: What can you turn with a wrench? {page_053_003.jpg} {bk10-l3a-f1-01-n.mp3}
-RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-01-o.mp3}
+PROMPT: What can you turn with a wrench? {page_053_003.jpg|An open-ended wrench} {bk10-l3a-f1-09-q.mp3}
+RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-09-a.mp3}
 
-PROMPT: What is in the tires? {page_053_004.jpg} {bk10-l3a-f1-01-p.mp3}
-RESPONSE: There's air inside the tires. {bk10-l3a-f1-01-q.mp3}
+PROMPT: What is in the tires? {page_053_004.jpg|A fully inflated bicycle tire wheel} {bk10-l3a-f1-10-q.mp3}
+RESPONSE: There's air inside the tires. {bk10-l3a-f1-10-a.mp3}
 
-PROMPT: What is wrong with this tire? {page_053_005.jpg} {bk10-l3a-f1-01-r.mp3}
-RESPONSE: It doesn't have enough air. {bk10-l3a-f1-01-s.mp3}
+PROMPT: What is wrong with this tire? {page_053_005.jpg|A partially deflated bicycle tire with some air in it} {bk10-l3a-f1-11-q.mp3}
+RESPONSE: It doesn't have enough air. {bk10-l3a-f1-11-a.mp3}
 
-PROMPT: What is wrong with this tire? {page_053_006.jpg} {bk10-l3a-f1-01-t.mp3}
-RESPONSE: It's flat. {bk10-l3a-f1-01-u.mp3}
+PROMPT: What is wrong with this tire? {page_053_006.jpg|A flat bicycle tire resting on the ground} {bk10-l3a-f1-12-q.mp3}
+RESPONSE: It's flat. {bk10-l3a-f1-12-a.mp3}
 
-# Source: LLA 3A Figure 2 (word list kept as pronunciation pass; the sentences follow immediately)
-$DIALOGUE Fixing a Bicycle — Action Words
-ID: 3a-f2
-INTRO: Seven short words for fixing things: "inflate", "lower", "raise", "loose", "tight", "loosen", "tighten". Say each one after the tape — you'll use them all in the next exercise.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 3A Figure 2 (word list — kept: the sentence pass follows immediately below)
+$DIALOGUE Words for Fixing Things {page_054_001.jpg|A four-panel grid showing bicycle maintenance: top-left labeled "PUMP INFLATE", top-right showing a bike seat labeled "SEAT LOWER", bottom-left showing handlebars labeled "RAISE LOOSE TIGHT", bottom-right showing a wrench turning a bolt labeled "LOOSEN TIGHTEN"}
+ID: 10-3a-f2-vocab
+INTRO: Seven short action words — "inflate", "raise", "tighten", and friends. Listen and repeat each one; Mike's bicycle will need all of them in a moment.
+INSTRUCTION: Listen and repeat each word.
 REPEAT
 
 VOCAB: to inflate
-LINE: inflate {page_054_001.jpg} {bk10-l3a-f2-01.mp3}
-VOCAB: to lower
-LINE: lower {page_054_001.jpg} {bk10-l3a-f2-01-b.mp3}
-VOCAB: to raise
-LINE: raise {page_054_001.jpg} {bk10-l3a-f2-01-c.mp3}
-VOCAB: loose
-LINE: loose {page_054_001.jpg} {bk10-l3a-f2-01-d.mp3}
-VOCAB: tight
-LINE: tight {page_054_001.jpg} {bk10-l3a-f2-01-e.mp3}
-VOCAB: to loosen
-LINE: loosen {page_054_001.jpg} {bk10-l3a-f2-01-f.mp3}
-VOCAB: to tighten
-LINE: tighten {page_054_001.jpg} {bk10-l3a-f2-01-g.mp3}
+LINE: Inflate. {bk10-l3a-f2-01.mp3}
 
-# Source: LLA 3A Figure 2 (sentence pass)
-$PRODUCE Fixing a Bicycle — Complete the Sentences {page_054_001.jpg}
-ID: 3a-f2-b
+VOCAB: to lower
+LINE: Lower. {bk10-l3a-f2-02.mp3}
+
+VOCAB: to raise
+LINE: Raise. {bk10-l3a-f2-03.mp3}
+
+VOCAB: loose
+LINE: Loose. {bk10-l3a-f2-04.mp3}
+
+VOCAB: tight
+LINE: Tight. {bk10-l3a-f2-05.mp3}
+
+VOCAB: to loosen
+LINE: Loosen. {bk10-l3a-f2-06.mp3}
+
+VOCAB: to tighten
+LINE: Tighten. {bk10-l3a-f2-07.mp3}
+
+# Source: LLA 3A Figure 2
+$PRODUCE Mike Fixes His Bicycle
+ID: 10-3a-f2
+INTRO: Mike's bicycle needs work — seat, handlebars, the lot. Read along, type the missing word in each sentence, then listen and repeat.
+INSTRUCTION: Type the correct word to complete the sentence.
 INPUT: type
 CHECK: exact
-INTRO: Mike is fixing his bicycle — seat, handlebars, the works. Read each sentence, listen, and type the missing action word. Then repeat the full sentence.
-INSTRUCTION: Type the missing word.
 REPEAT
 
-PROMPT: {bk10-l3a-f2-01-h.mp3}
 TEMPLATE: Mike is fixing his bicycle. First he's putting air in the back tire.
-TEMPLATE: After he ____{inflates} the tire, he'll fix the seat.
-RESPONSE: After he inflates the tire, he'll fix the seat.
+TEMPLATE: After he ____ the tire, he'll fix the seat.
+PROMPT: Mike is fixing his bicycle. First he's putting air in the back tire. After he... {bk10-l3a-f2-08.mp3}
+RESPONSE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-08-b.mp3}
 ACCEPT: inflates
 
-PROMPT: {bk10-l3a-f2-01-i.mp3}
-TEMPLATE: He's short, and it's high for him.
-TEMPLATE: He must ____{lower} it.
-RESPONSE: He must lower the seat.
+TEMPLATE: He's short, and it's high for him. He must ____ it.
+PROMPT: He's short, and it's high for him. He must... {bk10-l3a-f2-09.mp3}
+RESPONSE: He must lower the seat. {bk10-l3a-f2-09-b.mp3}
 ACCEPT: lower
 
-PROMPT: {bk10-l3a-f2-01-j.mp3}
-TEMPLATE: Next he'll fix the handle bars.
-TEMPLATE: He'll ____{raise} them because they're low for him.
-RESPONSE: He'll raise the handlebars.
+TEMPLATE: Next he'll fix the handlebars. He'll ____ them because they're low for him.
+PROMPT: Next he'll fix the handlebars. He'll... {bk10-l3a-f2-10.mp3}
+RESPONSE: He'll raise the handlebars. {bk10-l3a-f2-10-b.mp3}
 ACCEPT: raise
 
-PROMPT: {bk10-l3a-f2-01-k.mp3}
-TEMPLATE: Also, they slip because they're ____{loose}.
-RESPONSE: The handlebars slip because they're loose.
+TEMPLATE: Also, they slip because they're ____.
+PROMPT: Also, they slip because they're... {bk10-l3a-f2-11.mp3}
+RESPONSE: The handlebars slip because they're loose. {bk10-l3a-f2-11-b.mp3}
 ACCEPT: loose
 
-PROMPT: {bk10-l3a-f2-01-l.mp3}
-TEMPLATE: They should be ____{tight}, or they may cause an accident.
-RESPONSE: The handlebars should be tight.
+TEMPLATE: They should be ____, or they may cause an accident.
+PROMPT: They should be... {bk10-l3a-f2-12.mp3}
+RESPONSE: The handlebars should be tight. {bk10-l3a-f2-12-b.mp3}
 ACCEPT: tight
 
-PROMPT: {bk10-l3a-f2-01-m.mp3}
-TEMPLATE: He can fix the seat and handle bars in a few minutes.
 TEMPLATE: He only needs to ____{loosen} and ____{tighten} a few nuts with a wrench.
-RESPONSE: Mike will loosen a nut under the seat. He'll tighten the nut again.
+PROMPT: He only needs to... {bk10-l3a-f2-13.mp3}
+RESPONSE: Mike will loosen a nut under the seat, and he'll tighten the nut again.
 
 # Source: LLA 3A Figure 3
 $DIALOGUE You Have a Flat Tire
-ID: 3a-f3
-INTRO: Judy has bad news for July — and it's about his newest tire, naturally. Listen to their conversation, then repeat each line.
-INSTRUCTION: Listen and repeat.
+ID: 10-3a-f3
+INTRO: Judy has bad news for July: a flat tire. She also has a plan — he's about to learn to fix it. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
+VOCAB: flat tire
 Judy: You have a flat tire. {bk10-l3a-f3-01.mp3}
-July: Which tire? {bk10-l3a-f3-01-b.mp3}
-Judy: The one on the left. The left front tire. {bk10-l3a-f3-01-c.mp3}
-July: That tire's new. {bk10-l3a-f3-01-d.mp3}
-Judy: Are the others new? {bk10-l3a-f3-01-e.mp3}
-July: No, just that one. {bk10-l3a-f3-01-f.mp3}
-Judy: That's awful. {bk10-l3a-f3-01-g.mp3}
-July: Who can fix it? {bk10-l3a-f3-01-h.mp3}
-Judy: You can fix it. {bk10-l3a-f3-01-i.mp3}
-July: I don't know how. {bk10-l3a-f3-01-j.mp3}
-Judy: I'll teach you how. {bk10-l3a-f3-01-k.mp3}
 
-# Source: ST §A Flat Tire (l3-s1)
-$DIALOGUE A Flat Tire — Car Parts and Tools
+VOCAB: which
+July: Which tire? {bk10-l3a-f3-02.mp3}
+
+VOCAB: front
+VOCAB: left
+Judy: The one on the left. The left front tire. {bk10-l3a-f3-03.mp3}
+
+VOCAB: new
+July: That tire's new. {bk10-l3a-f3-04.mp3}
+
+VOCAB: other
+Judy: Are the others new? {bk10-l3a-f3-05.mp3}
+
+July: No, just that one. {bk10-l3a-f3-06.mp3}
+
+VOCAB: awful
+Judy: That's awful. {bk10-l3a-f3-07.mp3}
+
+VOCAB: to fix
+July: Who can fix it? {bk10-l3a-f3-08.mp3}
+
+Judy: You can fix it. {bk10-l3a-f3-09.mp3}
+
+VOCAB: how
+July: I don't know how. {bk10-l3a-f3-10.mp3}
+
+VOCAB: to teach
+Judy: I'll teach you how. {bk10-l3a-f3-11.mp3}
+
+# Source: ST §A Flat Tire
+$DIALOGUE Wheels, Tires, and Tools
 ID: l3-s1
-INTRO: Now from two wheels to four. These sentences teach the parts and tools you need when a car tire goes flat. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat.
+INTRO: Now the car. These sentences name every part and tool a flat tire will demand of you — the "hub cap", the "lugs", the "jack", the "spare tire". Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: A car has four wheels. {st-page_095_001.jpg}
+LINE: A car has four wheels. {st-page_095_001.jpg|Diagram of a car wheel showing the outer rubber labeled "TIRE" and the central cap labeled "HUB CAP"}
 
-LINE: The tire is on the wheel. {st-page_095_001.jpg}
+LINE: The tire is on the wheel. {st-page_095_001.jpg|Diagram of a car wheel showing the outer rubber labeled "TIRE" and the central cap labeled "HUB CAP"}
 
 VOCAB: hub cap
-VOCAB: to cover
-LINE: The hub cap (wheel cover) covers the hub or center of the wheel. {st-page_095_001.jpg}
+VOCAB: cover
+LINE: The hub cap covers the hub or center of the wheel. {st-page_095_001.jpg|Diagram of a car wheel showing the outer rubber labeled "TIRE" and the central cap labeled "HUB CAP"}
+NOTES: hub cap = wheel cover
 
-VOCAB: to remove
-LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_095_002.jpg}
+VOCAB: remove
+LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_095_002.jpg|Diagram of a car wheel with the hub cap removed, showing the wheel center and lug nuts labeled "NUTS"}
 
 LINE: A flat tire has little or no air.
 
 VOCAB: lug
+VOCAB: fasten
 LINE: The lugs, or nuts, fasten the wheel to the car.
 
 LINE: When you loosen the nuts, turn the wrench to the left.
@@ -233,509 +259,468 @@ LINE: When you loosen the nuts, turn the wrench to the left.
 LINE: When you tighten the nuts, turn the wrench to the right.
 
 VOCAB: jack
-LINE: Use the jack to raise the car off the ground. {st-page_095_003.jpg}
+LINE: Use the jack to raise the car off the ground. {st-page_095_003.jpg|A car jack placed underneath the side frame of a car, elevating the wheel off the ground}
 
-LINE: Use the lug wrench to remove the nuts. {st-page_095_004.jpg}
+VOCAB: lug wrench
+LINE: Use the lug wrench to remove the nuts. {st-page_095_004.jpg|A lug wrench tool used for turning wheel nuts}
 
 VOCAB: trunk
-VOCAB: the back of
-LINE: The trunk is in the back of the car. {st-page_096_001.jpg}
+VOCAB: the back
+LINE: The trunk is in the back of the car. {st-page_096_001.jpg|An open car trunk displaying the open compartment at the rear of the vehicle}
 
 LINE: Some common tire tools are the jack and the wrench.
 
 VOCAB: spare tire
-VOCAB: extra tire
-LINE: People also keep the spare tire (fifth or extra tire) in the trunk. {st-page_096_002.jpg}
+LINE: People also keep the spare tire in the trunk. {st-page_096_002.jpg|An open car trunk with a spare tire resting inside}
+NOTES: spare tire = fifth or extra tire
 
 VOCAB: key
-LINE: You need to open the trunk with a car key. {st-page_096_003.jpg}
+LINE: You need to open the trunk with a car key. {st-page_096_003.jpg|The rear view of a car with a callout bubble showing a car key}
 
-# Source: LLA 3A Figure 4 (word list kept as pronunciation reinforcement after the ST sentence panel)
-$DIALOGUE Car Tools — Say the Words
-ID: 3a-f4
-INTRO: You just met all of these words in sentences. Now practice saying them clearly — listen and repeat each word or phrase.
+# Source: ST §I'll Inflate the Tire
+$DIALOGUE I'll Inflate the Tire
+ID: l3-s10
+INTRO: Gloria's spare tire needs air. Ann has doubts; Gloria has an air pressure gauge. Listen and repeat each line.
+INSTRUCTION: Repeat the dialog, then read it.
+REPEAT
+
+Ann: Where are we going? {st-page_105_001.jpg|A woman attached to an air hose inflates a tire, making a hiss sound "SSSSST"}
+Gloria: To the gas station. Yesterday, I found out that I need to put some air in my spare tire.
+
+Ann: Are you going to inflate the tire?
+
+VOCAB: of course
+Gloria: Of course.
+
+Ann: Aren't you afraid you might not do it right?
+Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg|An air pressure gauge tool}
+
+# Source: ST §My Shoes Are Tight!
+$DIALOGUE My Shoes Are Tight! {st-page_106_001.jpg|Two side-by-side illustrations comparing tight shoes that pinch feet vs loose, roomy shoes}
+ID: l3-s11
+INTRO: Peggy bought her shoes a little big, and now they're very loose. Listen for "tight", "loose", and "enough" — and for whether lunch survives the budget. Repeat each line.
+INSTRUCTION: Listen to and read the dialog.
+REPEAT
+
+Peggy: Hi, Liz!
+Liz: Hi, Peggy.
+Peggy: Do you want to go shopping with me? I have a little extra money and I want to buy some black shoes.
+Liz: Really? Where did you get the money?
+Peggy: My parents sent me fifty dollars.
+Liz: I thought you bought black shoes last month.
+
+Peggy: I did. I bought them a little big, because I don't like tight shoes. But now, they're very loose.
+
+Liz: Oh, loose shoes are awful to wear.
+Peggy: How about lunch? I can take you to the Italian Restaurant at the mall.
+
+Liz: That sounds good, but will you have enough money?
+
+Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch.
+
+VOCAB: hurry (up)
+Liz: Then let's hurry up. I'm getting hungry.
+
+$SESSION 3-2: Changing the Tire, Step by Step
+
+# Source: ST §How to Change a Flat Tire
+$DIALOGUE How to Change a Flat Tire
+ID: l3-s2
+INTRO: This part is the heart of the lesson: changing a flat tire from start to finish, in twelve steps and in order. Repeat each step — the order matters, and there will be questions.
+INSTRUCTION: Repeat the sentences, then read them.
+REPEAT
+
+LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg|Two men opening the trunk of a car to take out the spare tire and tools}
+
+LINE: Remove the hub cap with the wrench. {st-page_097_002.jpg|A man removing the hub cap from a car wheel using a wrench}
+
+LINE: Loosen the nuts with the wrench. {st-page_097_003.jpg|A person using a wrench to loosen the lug nuts on a car wheel}
+
+LINE: Put the jack in place. {st-page_097_004.jpg|A man positioning a jack under the frame of a car}
+
+VOCAB: jack up
+LINE: Jack up the car. {st-page_097_005.jpg|A man operating a jack to lift the car up}
+
+LINE: Remove the nuts from the wheel. {st-page_097_006.jpg|A person removing the loosened lug nuts from the wheel}
+
+LINE: Remove the flat tire. {st-page_098_001.jpg|Two men pulling the flat tire off the car wheel hub}
+
+LINE: Put the spare tire on. {st-page_098_002.jpg|Two men aligning and putting the spare tire onto the wheel hub}
+
+VOCAB: replace
+LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg|A man threading and hand-tightening lug nuts onto the wheel}
+
+LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg|A man lowering the car using the jack while another watches}
+
+LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg|A man replacing the hub cap onto the wheel using a mallet or hand}
+
+LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg|Two men placing the flat tire and tools back into the car trunk}
+
+# Source: ST §Before or After?
+$PRODUCE Before or After?
+ID: l3-s3
+REFERENCE: l3-s2
+INTRO: What comes before, and what comes after? Answer questions about the order of the tire steps in a full sentence. Open the steps if you need them.
+INSTRUCTION: Answer the questions about changing a tire using "before" or "after".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the key; accept the same step described in different words. The step must be the correct one — a wrong step fails.
+
+EXAMPLE
+PROMPT: What do you do before you replace the hub cap?
+RESPONSE: You tighten the lugs.
+
+EXAMPLE
+PROMPT: What do you do after you lower the car?
+RESPONSE: You finish tightening the lugs.
+
+PROMPT: What do you do before you loosen the nuts?
+RESPONSE: You remove the hub cap with the wrench.
+
+PROMPT: What do you do after you put the jack in place?
+RESPONSE: You jack up the car.
+
+PROMPT: What do you do before you remove the flat tire?
+RESPONSE: You remove the nuts from the wheel.
+
+PROMPT: What do you do after you put the spare tire on?
+RESPONSE: You replace the lugs and tighten them by hand.
+
+PROMPT: What do you do before you lower the car?
+RESPONSE: You replace the lugs and tighten them by hand.
+
+PROMPT: What do you do after you replace the hub cap?
+RESPONSE: You put the flat tire, the wrench, and the jack back in the trunk.
+
+# Source: LLA 3A Figure 4
+$DIALOGUE How Frank Changes a Tire
+ID: 10-3a-f4
+INTRO: Now hear the whole job as a story about Frank, who has clearly done this before. Look at each picture and repeat the sentences.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: The back of. {page_056_001.jpg} {bk10-l3a-f4-01.mp3}
-LINE: Key. {page_056_002.jpg} {bk10-l3a-f4-01-b.mp3}
-LINE: Trunk. {page_056_003.jpg} {bk10-l3a-f4-01-c.mp3}
-LINE: Keeps. {bk10-l3a-f4-01-d.mp3}
-LINE: Jack. {page_056_004.jpg} {bk10-l3a-f4-01-e.mp3}
-LINE: Lug wrench. {page_056_005.jpg} {bk10-l3a-f4-01-f.mp3}
-LINE: Extra. {bk10-l3a-f4-01-g.mp3}
-LINE: Hubcap. {page_056_006.jpg} {bk10-l3a-f4-01-h.mp3}
-LINE: Covers. {bk10-l3a-f4-01-i.mp3}
-LINE: Jacks up. {bk10-l3a-f4-01-j.mp3}
-LINE: Removes. {bk10-l3a-f4-01-k.mp3}
-LINE: Replaces. {bk10-l3a-f4-01-l.mp3}
-LINE: Spare. {bk10-l3a-f4-01-m.mp3}
+LINE: First, Frank walks to the back of the car. {page_056_001.jpg|The rear section of a sedan car showing the back windshield, trunk lid, and rear wheel} {bk10-l3a-f4-01.mp3}
 
-$SESSION 3-2: Changing a Tire, Step by Step
+LINE: He sticks the key in the lock and opens the trunk. {page_056_002.jpg|A metal car key with a ring loop} {bk10-l3a-f4-02.mp3}
 
-# Source: ST §How to Change a Flat Tire (l3-s2)
-$DIALOGUE How to Change a Flat Tire
-ID: l3-s2
-INTRO: In this part you'll learn to change a flat tire step by step — and to tell the story in order with words like "first" and "finally". Look at each picture, listen, and repeat the step.
-INSTRUCTION: Look at the picture, listen, and repeat.
-REPEAT
+VOCAB: extra
+LINE: He keeps a jack, a lug wrench, and an extra tire there. {page_056_004.jpg|A car jack for lifting vehicles} {bk10-l3a-f4-03.mp3}
 
-LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg}
-LINE: Remove the hub cap with the wrench. {st-page_097_002.jpg}
-LINE: Loosen the nuts with the wrench. {st-page_097_003.jpg}
-LINE: Put the jack in place. {st-page_097_004.jpg}
-LINE: Jack up the car. {st-page_097_005.jpg}
-LINE: Remove the nuts from the wheel. {st-page_097_006.jpg}
-LINE: Remove the flat tire. {st-page_098_001.jpg}
-LINE: Put the spare tire on. {st-page_098_002.jpg}
-LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg}
-LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg}
-LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg}
-LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg}
+LINE: First, he takes off the hubcap because it covers the lug nuts. {page_056_006.jpg|A circular metal hubcap with a stylized design} {bk10-l3a-f4-04.mp3}
 
-# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks before/after questions from the pictures, the other answers); no solo path.
-# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration from 12 pictures; co-constructed oral task, no determinate answers.
+LINE: Then he jacks up the car until the flat tire is off the ground. {page_056_004.jpg|A car jack for lifting vehicles} {bk10-l3a-f4-05.mp3}
 
-# Source: LLA 3A Figure 4 (paragraph pass)
-$DIALOGUE Frank Changes a Tire
-ID: 3a-f4-b
-INTRO: Frank has a flat, and unlike July, he knows exactly what to do. Listen to the whole story, from the trunk to the garage. Just listen.
-INSTRUCTION: Listen to the paragraph.
+LINE: He loosens the nuts with the lug wrench and removes them. {page_056_005.jpg|An L-shaped metal lug wrench tool} {bk10-l3a-f4-06.mp3}
 
-LINE: First, Frank walks to the back of the car. {bk10-l3a-f4-01-n.mp3}
-LINE: He sticks the key in the lock and opens the trunk. {bk10-l3a-f4-01-o.mp3}
-LINE: He keeps a jack, a lug wrench, and an extra tire there. {bk10-l3a-f4-01-p.mp3}
-LINE: First, he takes off the hubcap because it covers the lug nuts. {bk10-l3a-f4-01-q.mp3}
-LINE: Then he jacks up the car until the flat tire is off the ground. {bk10-l3a-f4-01-r.mp3}
-LINE: He loosens the nuts with the lug wrench and removes them. {bk10-l3a-f4-01-s.mp3}
-LINE: Next, he replaces the flat tire with the spare tire. {bk10-l3a-f4-01-t.mp3}
-LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {bk10-l3a-f4-01-u.mp3}
-LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {bk10-l3a-f4-01-v.mp3}
+LINE: Next, he replaces the flat tire with the spare tire. {page_056_003.jpg|The open trunk of a car viewed from the side} {bk10-l3a-f4-07.mp3}
+
+LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {page_056_006.jpg|A circular metal hubcap with a stylized design} {bk10-l3a-f4-08.mp3}
+
+LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {page_056_001.jpg|The rear section of a sedan car showing the back windshield, trunk lid, and rear wheel} {bk10-l3a-f4-09.mp3}
 
 # Source: LLA 3A Figure 5
-$PRODUCE Tell the Story — Finish Each Sentence
-ID: 3a-f5
+$PRODUCE Finish Frank's Story
+ID: 10-3a-f5
+INTRO: Frank again — but this time you finish his sentences. Say the missing words aloud before the tape does, then repeat the model answer.
+INSTRUCTION: Say the missing words aloud, then repeat.
 INPUT: speak
 CHECK: reveal
-INTRO: Now you tell Frank's story. Listen to the start of each sentence and say the rest aloud — before the tape beats you to it.
-INSTRUCTION: Speak the missing words.
+REPEAT
 
-PROMPT: First: "Frank walks to..." {bk10-l3a-f5-01.mp3}
-RESPONSE: "...the back of the car." {bk10-l3a-f5-01-b.mp3}
+TEMPLATE: First Frank walks to ____ the car. {page_057_001.jpg|The rear section of a sedan car showing the back windshield, trunk lid, and rear wheel}
+PROMPT: First, Frank walks to... {bk10-l3a-f5-01-q.mp3}
+RESPONSE: ...the back of the car. {bk10-l3a-f5-01-a.mp3}
 
-PROMPT: "He sticks the..." {bk10-l3a-f5-01-c.mp3}
-RESPONSE: "...key in the lock and opens the trunk." {bk10-l3a-f5-01-d.mp3}
+TEMPLATE: He sticks the ____ in the lock and opens the ____. {page_057_002.jpg|A metal car key with a ring loop}
+PROMPT: He sticks the key in the lock and opens the... {bk10-l3a-f5-02-q.mp3}
+RESPONSE: ...trunk. {bk10-l3a-f5-02-a.mp3}
 
-PROMPT: "He keeps a..." {bk10-l3a-f5-01-e.mp3}
-RESPONSE: "...jack, a lug wrench, and an extra tire there." {bk10-l3a-f5-01-f.mp3}
+TEMPLATE: He keeps a ____, a ____, and an ____ tire there. {page_057_004.jpg|A car jack for lifting vehicles}
+PROMPT: He keeps a jack, a lug wrench, and an... {bk10-l3a-f5-03-q.mp3}
+RESPONSE: ...extra tire there. {bk10-l3a-f5-03-a.mp3}
 
-PROMPT: "He takes them out of the..." {bk10-l3a-f5-01-g.mp3}
-RESPONSE: "...trunk and begins to change the flat." {bk10-l3a-f5-01-h.mp3}
+TEMPLATE: The ____ ____ the lug nuts, and he has to take it off first. {page_057_006.jpg|A circular metal hubcap with a stylized design}
+PROMPT: The hubcap covers the lug nuts, and he has to take it off first. {bk10-l3a-f5-04-q.mp3}
+RESPONSE: The hubcap covers the lug nuts, and he has to take it off first. {bk10-l3a-f5-04-a.mp3}
 
-PROMPT: "The..." {bk10-l3a-f5-01-i.mp3}
-RESPONSE: "...hubcap covers the lug nuts, and he has to take it off first." {bk10-l3a-f5-01-j.mp3}
+TEMPLATE: Then he ____ the car until the flat tire is off the ground.
+PROMPT: Then he... {bk10-l3a-f5-05-q.mp3}
+RESPONSE: ...jacks up the car until the flat tire is off the ground. {bk10-l3a-f5-05-a.mp3}
 
-PROMPT: "Then he..." {bk10-l3a-f5-01-k.mp3}
-RESPONSE: "...jacks up the car until the flat tire is off the ground." {bk10-l3a-f5-01-l.mp3}
+TEMPLATE: He loosens the nuts with the ____ and ____ them. {page_057_005.jpg|An L-shaped metal lug wrench tool}
+PROMPT: He loosens the nuts with the lug wrench and... {bk10-l3a-f5-06-q.mp3}
+RESPONSE: ...removes them. {bk10-l3a-f5-06-a.mp3}
 
-PROMPT: "He loosens the nuts with the..." {bk10-l3a-f5-01-m.mp3}
-RESPONSE: "...lug wrench and removes them." {bk10-l3a-f5-01-n.mp3}
+TEMPLATE: Next he takes off the flat tire and ____ it with the ____ tire.
+PROMPT: Next he takes off the flat tire and... {bk10-l3a-f5-07-q.mp3}
+RESPONSE: ...replaces it with the spare tire. {bk10-l3a-f5-07-a.mp3}
 
-PROMPT: "Next he takes off the flat tire and..." {bk10-l3a-f5-01-o.mp3}
-RESPONSE: "...replaces it with the spare tire." {bk10-l3a-f5-01-p.mp3}
-
-PROMPT: "After he..." {bk10-l3a-f5-01-q.mp3}
-RESPONSE: "...replaces and tightens the nuts, he lowers the car and puts the hubcap on the new wheel." {bk10-l3a-f5-01-r.mp3}
-
-PROMPT: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-01-s.mp3}
-RESPONSE: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-01-s.mp3}
+TEMPLATE: After he ____ and tightens the nuts, he lowers the car and puts the ____ on the new wheel. {page_057_006.jpg|A circular metal hubcap with a stylized design}
+PROMPT: After he replaces and tightens the nuts, he lowers the car and puts the... {bk10-l3a-f5-08-q.mp3}
+RESPONSE: ...hubcap on the new wheel. {bk10-l3a-f5-08-a.mp3}
 
 # Source: LLA 3A Figure 6
-$SELECT Tires and Tools — True or False
-ID: 3a-f6
-INTRO: Eight quick statements about tires, tools, and Frank. Tap "True" or "False", then repeat the correct sentence.
+$SELECT True or False — Tools and Tires
+ID: 10-3a-f6
+INTRO: Listen to each statement about tools and changing a tire. Tap "True" or "False", then repeat the correct sentence.
 INSTRUCTION: Tap True or False.
 REPEAT
+
 OPTION: t | True
 OPTION: f | False
 
 PROMPT: A key fits in a lock. {bk10-l3a-f6-01.mp3}
 ANSWER: t
-FEEDBACK: A key fits in a lock. {bk10-l3a-f6-01-a.mp3}
+FEEDBACK: A key fits in a lock. {bk10-l3a-f6-01-fb.mp3}
 
 PROMPT: "Remove" and "take off" are the same. {bk10-l3a-f6-02.mp3}
 ANSWER: t
-FEEDBACK: "Remove" and "take off" are the same. {bk10-l3a-f6-02-a.mp3}
+FEEDBACK: "Remove" and "take off" are the same. {bk10-l3a-f6-02-fb.mp3}
 
 PROMPT: "Spare" is the opposite of "extra." {bk10-l3a-f6-03.mp3}
 ANSWER: f
-FEEDBACK: "Spare" and "extra" are the same. {bk10-l3a-f6-03-a.mp3}
+FEEDBACK: "Spare" and "extra" are the same. {bk10-l3a-f6-03-fb.mp3}
 
 PROMPT: Frank raises the car with the jack. {bk10-l3a-f6-04.mp3}
 ANSWER: t
-FEEDBACK: Frank raises the car with the jack. {bk10-l3a-f6-04-a.mp3}
+FEEDBACK: Frank raises the car with the jack. {bk10-l3a-f6-04-fb.mp3}
 
 PROMPT: He turns the hubcap with the wrench. {bk10-l3a-f6-05.mp3}
 ANSWER: f
-FEEDBACK: Frank turns the lug nuts with the wrench.
+FEEDBACK: Frank turns the lug nuts with the wrench. {bk10-l3a-f6-05-fb.mp3}
 
 PROMPT: The trunk of Frank's car is in the front. {bk10-l3a-f6-06.mp3}
 ANSWER: f
-FEEDBACK: The trunk is in the back of the car.
+FEEDBACK: The trunk is in the back of the car. {bk10-l3a-f6-06-fb.mp3}
 
 PROMPT: He tightens the nuts before he removes them. {bk10-l3a-f6-07.mp3}
 ANSWER: f
-FEEDBACK: He loosens the nuts before he removes them.
+FEEDBACK: He loosens the nuts before he removes them. {bk10-l3a-f6-07-fb.mp3}
 
 PROMPT: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08.mp3}
 ANSWER: t
-FEEDBACK: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-a.mp3}
+FEEDBACK: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-fb.mp3}
 
-# Source: new (gap: connectives are drilled on the tape but never explained)
-$GRAMMAR Sequence Words
-ID: 3b-f1-g
-INTRO: A quick word about the little words that put a story in order.
+# Source: ST §Three Can Do It Faster
+$DIALOGUE Three Can Do It Faster
+ID: l3-s4
+INTRO: Steve, Ted, and John have a flat tire — and, luckily, three pairs of hands. Read how it starts.
+INSTRUCTION: Read the story.
 
-CARD: When you tell a story or explain steps, sequence words show the order things happen. Use **first** to begin.
-{First, he puts gas in the car.}
+Narrator: Steve, Ted, and John went for a drive. The car started pulling to the right side.
+Narrator: Ted stopped the car. He got out and checked. They had a flat tire!
+Narrator: "That's okay," he thought. "The three of us can change the tire in no time."
 
-CARD: For the middle of the story, use words like **second**, **next**, or **then**.
-{Second, he checks the oil.}
-{Next, he looks for the jack and lug wrench.}
-{Then, he changes the tire.}
+# Source: ST §Tell the Story
+$PRODUCE Tell the Story
+ID: l3-s5
+REFERENCE: l3-s4
+INTRO: Twelve pictures, twelve past-tense sentences. Say what Steve, Ted, and John did in each picture.
+INSTRUCTION: Look at each picture and tell what Steve, Ted, and John did.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the factual key. Accept any past-tense sentence expressing the same action with the correct person or people; the past-tense form is the point — present tense fails.
 
-CARD: Use **after** to connect two events together in the same sentence.
-{After he pays for the gas, Bob checks the tires.}
+EXAMPLE
+PROMPT: Picture 1 {st-page_100_004.jpg|Steve and John taking the spare tire and tools out of the trunk}
+RESPONSE: Steve opened the trunk and took the spare tire out. John took the lug wrench and the jack out of the trunk.
 
-CARD: To finish your story or steps, use words like **last** or **finally**.
-{Last, he washes the windows.}
-{Finally, he's ready to leave.}
+PROMPT: Picture 2 {st-page_100_005.jpg|John removing the hub cap from the wheel}
+RESPONSE: John removed the hub cap with the wrench.
 
-$DIALOGUE Sequence Words — Say Them
-ID: 3b-f1
-INTRO: Here are the seven sequence words, one at a time. Listen and repeat each one.
+PROMPT: Picture 3 {st-page_100_006.jpg|Ted loosening the lug nuts with a wrench}
+RESPONSE: Ted loosened the lug nuts with the wrench.
+
+PROMPT: Picture 4 {st-page_100_007.jpg|Ted positioning the jack under the car}
+RESPONSE: Ted put the jack in place under the car.
+
+PROMPT: Picture 5 {st-page_100_008.jpg|John jacking up the car}
+RESPONSE: John jacked up the car.
+
+PROMPT: Picture 6 {st-page_100_009.jpg|Ted removing the lug nuts from the wheel}
+RESPONSE: Ted removed the lug nuts from the wheel.
+
+PROMPT: Picture 7 {st-page_100_010.jpg|Steve and John removing the flat tire}
+RESPONSE: Steve and John removed the flat tire.
+
+PROMPT: Picture 8 {st-page_100_011.jpg|Steve and John putting the spare tire onto the car}
+RESPONSE: Steve and John put the spare tire on the car.
+
+PROMPT: Picture 9 {st-page_100_012.jpg|Ted replacing and tightening the lug nuts with a wrench}
+RESPONSE: Ted replaced the lug nuts and tightened them.
+
+PROMPT: Picture 10 {st-page_100_013.jpg|John lowering the car with the jack while Ted watches}
+RESPONSE: John lowered the car with the jack.
+
+PROMPT: Picture 11 {st-page_100_014.jpg|John tapping the hub cap back into place}
+RESPONSE: John replaced the hub cap.
+
+PROMPT: Picture 12 {st-page_100_015.jpg|John placing the flat tire back into the trunk}
+RESPONSE: John put the flat tire and tools back in the trunk.
+
+# Source: LLA 3B Figure 1 (word list — kept: the sentence passes follow immediately below)
+# SKIPPED (book): ST Listening Skill "FIRST, NEXT, THEN" (p. 100) — instructor-read connectives with no printed stimulus; the cassette version below covers the same point.
+$DIALOGUE Sequence Words
+ID: 10-3b-f1-vocab
+INTRO: Seven small words put a story in order — "first", "next", "then", and the rest. Listen and repeat each one; next you'll pick them out of sentences.
 INSTRUCTION: Listen and repeat each word.
 REPEAT
 
+VOCAB: after
 LINE: After. {bk10-l3b-f1-01.mp3}
+
+VOCAB: finally
 LINE: Finally. {bk10-l3b-f1-02.mp3}
+
+VOCAB: first
 LINE: First. {bk10-l3b-f1-03.mp3}
+
+VOCAB: last
 LINE: Last. {bk10-l3b-f1-04.mp3}
+
+VOCAB: next
 LINE: Next. {bk10-l3b-f1-05.mp3}
+
+VOCAB: second
 LINE: Second. {bk10-l3b-f1-06.mp3}
+
+VOCAB: then
 LINE: Then. {bk10-l3b-f1-07.mp3}
 
 # Source: LLA 3B Figure 1 (paragraph 1)
-$DIALOGUE Mike Fixes His Bicycle
-ID: 3b-f1-p1
-INTRO: Mike's bicycle again — this time as a finished story. Listen for the sequence words that hold it together.
-INSTRUCTION: Listen to the paragraph.
+$SELECT Hear the Sequence Word: The Bicycle
+ID: 10-3b-f1-p1
+INTRO: Someone fixed a bicycle — you know the routine by now. Listen to each sentence and tap the sequence word you hear.
+INSTRUCTION: Tap the connective word.
 
-LINE: Mike needed to fix his bicycle. {bk10-l3b-f1-08.mp3}
-LINE: First, he inflated the back tire. {bk10-l3b-f1-09.mp3}
-LINE: There wasn't enough air in it. {bk10-l3b-f1-10.mp3}
-LINE: He fixed the handlebars second. {bk10-l3b-f1-11.mp3}
-LINE: They were high, and they were loose. {bk10-l3b-f1-12.mp3}
-LINE: He lowered them, and then he tightened them. {bk10-l3b-f1-13.mp3}
-LINE: He fixed the seat last. {bk10-l3b-f1-14.mp3}
-LINE: He raised it because it was low for him. {bk10-l3b-f1-15.mp3}
+OPTION: after | after
+OPTION: finally | finally
+OPTION: first | first
+OPTION: last | last
+OPTION: next | next
+OPTION: second | second
+OPTION: then | then
 
-# Source: LLA 3B Figure 1 (paragraph 1, dictation pass)
-$PRODUCE Catch the Sequence Word (Mike)
-ID: 3b-f1-p1-b
-INPUT: type
-CHECK: exact
-INTRO: You'll hear sentences from Mike's story again. Type the sequence word you hear in each one.
-INSTRUCTION: Type the sequence word.
+PROMPT: First, he inflated the back tire. {bk10-l3b-f1-p1-01.mp3}
+ANSWER: first
 
-PROMPT: First, he inflated the back tire. {bk10-l3b-f1-16.mp3}
-TEMPLATE: ____
-RESPONSE: first
+PROMPT: He fixed the handlebars second. {bk10-l3b-f1-p1-02.mp3}
+ANSWER: second
 
-PROMPT: He fixed the handlebars second. {bk10-l3b-f1-17.mp3}
-TEMPLATE: ____
-RESPONSE: second
+PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-p1-03.mp3}
+ANSWER: then
 
-PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-18.mp3}
-TEMPLATE: ____
-RESPONSE: then
-
-PROMPT: He fixed the seat last. {bk10-l3b-f1-19.mp3}
-TEMPLATE: ____
-RESPONSE: last
+PROMPT: He fixed the seat last. {bk10-l3b-f1-p1-04.mp3}
+ANSWER: last
 
 # Source: LLA 3B Figure 1 (paragraph 2)
-$DIALOGUE Bob Gets Ready for a Trip
-ID: 3b-f1-p2
-INTRO: Before a trip, Bob checks everything. Everything. Listen for the sequence words in his routine.
+$SELECT Hear the Sequence Word: The Trip
+ID: 10-3b-f1-p2
+INTRO: Bob is getting his car ready for a trip — tires, spare, jack, all of it. Listen to each sentence and tap the sequence word you hear.
+INSTRUCTION: Tap the connective word.
+
+OPTION: after | after
+OPTION: finally | finally
+OPTION: first | first
+OPTION: last | last
+OPTION: next | next
+OPTION: second | second
+OPTION: then | then
+
+PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-p2-01.mp3}
+ANSWER: first
+
+PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-p2-02.mp3}
+ANSWER: after
+
+PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-p2-03.mp3}
+ANSWER: then
+
+PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-p2-04.mp3}
+ANSWER: next
+
+PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-p2-05.mp3}
+ANSWER: last
+
+PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-p2-06.mp3}
+ANSWER: finally
+
+# Source: LLA 3A Figure 7 (passage 1)
+$DIALOGUE Vending Machines
+ID: 10-3a-f7-p1
+INTRO: Time to train your ear for main ideas. Listen to a short paragraph about vending machines — just listen.
 INSTRUCTION: Listen to the paragraph.
 
-LINE: Before Bob goes on a trip in his car, he always stops at a gas station. {bk10-l3b-f1-20.mp3}
-LINE: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-21.mp3}
-LINE: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-22.mp3}
-LINE: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-23.mp3}
-LINE: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-24.mp3}
-LINE: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-25.mp3}
-LINE: Finally, he's ready to leave. {bk10-l3b-f1-26.mp3}
-
-# Source: LLA 3B Figure 1 (paragraph 2, dictation pass)
-$PRODUCE Catch the Sequence Word (Bob)
-ID: 3b-f1-p2-b
-INPUT: type
-CHECK: exact
-INTRO: Same task, Bob's story: listen and type the sequence word you hear in each sentence.
-INSTRUCTION: Type the sequence word.
-
-PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-27.mp3}
-TEMPLATE: ____
-RESPONSE: first
-
-PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-28.mp3}
-TEMPLATE: ____
-RESPONSE: after
-
-PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-29.mp3}
-TEMPLATE: ____
-RESPONSE: then
-
-PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-30.mp3}
-TEMPLATE: ____
-RESPONSE: next
-
-PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-31.mp3}
-TEMPLATE: ____
-RESPONSE: last
-
-PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-32.mp3}
-TEMPLATE: ____
-RESPONSE: finally
-
-# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs for transitional words; no script or audio in the sources. Convertible later with chosen items + TTS.
-
-$SESSION 3-3: Favors and Everyday Conversations
-
-# Source: LLA 3B Figure 2
-$DIALOGUE In the Car
-ID: 3b-f2
-INTRO: This part is about asking small favors — and saying yes gracefully. Mrs. Adams and Mr. Wilson are on a car trip, and she has requests. Listen, learn the new words, and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-VOCAB: to do a favor
-Mrs_Adams: Do me a favor, please. {page_060_001.jpg} {bk10-l3b-f2-01.mp3}
-
-VOCAB: certainly
-Mr_Wilson: Certainly. {page_060_001.jpg} {bk10-l3b-f2-02.mp3}
-LINE: What can I do for you? {page_060_001.jpg} {bk10-l3b-f2-03.mp3}
-
-Mrs_Adams: Hand me the other half of my seatbelt. {page_060_001.jpg} {bk10-l3b-f2-04.mp3}
-
-Mrs_Adams: May I look at your paper? {page_060_002.jpg} {bk10-l3b-f2-05.mp3}
-
-VOCAB: of course
-Mr_Wilson: Of course. {page_060_002.jpg} {bk10-l3b-f2-06.mp3}
-LINE: I'm not reading it. {page_060_002.jpg} {bk10-l3b-f2-07.mp3}
-
-VOCAB: to keep
-Mrs_Adams: I need to keep warm. {page_060_003.jpg} {bk10-l3b-f2-08.mp3}
-LINE: Can you get a blanket for me? {page_060_003.jpg} {bk10-l3b-f2-09.mp3}
-
-VOCAB: sure
-Mr_Wilson: Sure, I'll be glad to. {page_060_003.jpg} {bk10-l3b-f2-10.mp3}
-
-Mr_Wilson: I'd like to smoke a cigarette. {page_060_004.jpg} {bk10-l3b-f2-11.mp3}
-LINE: Will that bother you? {page_060_004.jpg} {bk10-l3b-f2-12.mp3}
-
-VOCAB: to mind
-Mrs_Adams: No, I won't mind. {page_060_004.jpg} {bk10-l3b-f2-13.mp3}
-
-# Source: LLA 3B Figure 3
-$DIALOGUE On the Airplane
-ID: 3b-f3
-INTRO: Now a very short flight with a very quick lunch. Listen to the flight attendant and the passenger, learn the new words, and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Flight_Attendant: Have you finished your lunch? {page_061_001.jpg} {bk10-l3b-f3-01.mp3}
-
-VOCAB: quick
-Mrs_Adams: Yes, but that was certainly a quick meal. {page_061_001.jpg} {bk10-l3b-f3-02.mp3}
-
-VOCAB: to hurry
-Flight_Attendant: I'm sorry you had to hurry. {page_061_001.jpg} {bk10-l3b-f3-03.mp3}
-
-VOCAB: quickly
-Mrs_Adams: You take the plates very quickly. {page_061_001.jpg} {bk10-l3b-f3-04.mp3}
-
-VOCAB: in a hurry
-Flight_Attendant: We're always in a hurry on this flight. {page_061_001.jpg} {bk10-l3b-f3-05.mp3}
-
-Mrs_Adams: Because it's so short? {page_061_001.jpg} {bk10-l3b-f3-06.mp3}
-
-Flight_Attendant: Yes. {page_061_001.jpg} {bk10-l3b-f3-07.mp3}
-LINE: We never have enough time. {page_061_001.jpg} {bk10-l3b-f3-08.mp3}
-
-Mrs_Adams: One more question, please. {page_061_001.jpg} {bk10-l3b-f3-09.mp3}
-LINE: Where are the restrooms? {page_061_001.jpg} {bk10-l3b-f3-10.mp3}
-
-VOCAB: the front of
-Flight_Attendant: At the front of the airplane. {page_061_001.jpg} {bk10-l3b-f3-11.mp3}
-
-# Source: ST §I'll Inflate the Tire (l3-s6)
-$DIALOGUE I'll Inflate the Tire
-ID: l3-s6
-INTRO: Gloria is off to the gas station to inflate her spare tire herself — and Ann has doubts. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Ann: Where are we going? {st-page_105_001.jpg}
-Gloria: To the gas station. Yesterday, I found out that I need to put some air in my spare tire. {st-page_105_001.jpg}
-Ann: Are YOU going to inflate the tire? {st-page_105_001.jpg}
-Gloria: Of course. {st-page_105_001.jpg}
-Ann: Aren't you afraid you might not do it right? {st-page_105_001.jpg}
-Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg}
-
-# Source: ST §My Shoes Are Tight! (l3-s7)
-$DIALOGUE My Shoes Are Tight!
-ID: l3-s7
-INTRO: Peggy's shoes were tight, so she bought them big — and now they're loose. There is no pleasing feet. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Peggy: Hi, Liz! {st-page_106_001.jpg}
-Liz: Hi, Peggy. {st-page_106_001.jpg}
-Peggy: Do you want to go shopping with me? I have a little extra money and I want to buy some black shoes.
-Liz: Really? Where did you get the money?
-Peggy: My parents sent me fifty dollars.
-Liz: I thought you bought black shoes last month.
-Peggy: I did. I bought them a little big, because I don't like tight shoes. But now, they're very loose.
-Liz: Oh, loose shoes are awful to wear.
-Peggy: How about lunch? I can take you to the Italian Restaurant at the mall.
-Liz: That sounds good, but will you have enough money?
-Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch.
-
-VOCAB: to hurry up
-Liz: Then let's hurry up. I'm getting hungry.
-
-# Source: ST §A Pop Quiz! (l3-s8) — long lines split for card-sized audio
-$DIALOGUE A Pop Quiz!
-ID: l3-s8
-INTRO: Joe did his teacher a favor and got a pop quiz for his trouble. That's how favors go sometimes. Listen to his story and repeat each line.
-INSTRUCTION: Listen and repeat the story.
-REPEAT
-
-LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg}
-
-VOCAB: to pass out
-LINE: "Could you please pass these papers out to the class for me?" "Sure," I said.
-
-LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her.
-
-LINE: I hurried up to the front of the class.
-VOCAB: to hand out
-LINE: I handed out all the papers to the students, but I had a few extras.
-
-LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz. I didn't study last night.
-
-LINE: I sure wasn't ready. I quickly went to my desk and started on my quiz.
-
-LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry.
-
-LINE: She was quick to hand them back to us. My score was 72. That wasn't good.
-
-LINE: Now, I realize that I have to be ready to take a quiz at any time.
-
-# Source: LLA 3B Figure 4
-$SELECT Syllable Stress
-ID: 3b-f4
-INTRO: Every English word has one strong syllable. You'll hear each word twice — tap the number of the syllable with the strong stress, then listen to the model.
-INSTRUCTION: Tap the stressed syllable number.
-
-OPTION: 1 | 1st syllable
-OPTION: 2 | 2nd syllable
-OPTION: 3 | 3rd syllable
-
-EXAMPLE
-PROMPT: hurry, hurry. {bk10-l3b-f4-ex1.mp3}
-ANSWER: 1
-
-EXAMPLE
-PROMPT: across, across. {bk10-l3b-f4-ex2.mp3}
-ANSWER: 2
-
-PROMPT: inflate, inflate. {bk10-l3b-f4-01.mp3}
-ANSWER: 2
-FEEDBACK: inflate. {bk10-l3b-f4-01-fb.mp3}
-
-PROMPT: lower, lower. {bk10-l3b-f4-02.mp3}
-ANSWER: 1
-FEEDBACK: lower. {bk10-l3b-f4-02-fb.mp3}
-
-PROMPT: remove, remove. {bk10-l3b-f4-03.mp3}
-ANSWER: 2
-FEEDBACK: remove. {bk10-l3b-f4-03-fb.mp3}
-
-PROMPT: tighten, tighten. {bk10-l3b-f4-04.mp3}
-ANSWER: 1
-FEEDBACK: tighten. {bk10-l3b-f4-04-fb.mp3}
-
-PROMPT: extra, extra. {bk10-l3b-f4-05.mp3}
-ANSWER: 1
-FEEDBACK: extra. {bk10-l3b-f4-05-fb.mp3}
-
-PROMPT: enough, enough. {bk10-l3b-f4-06.mp3}
-ANSWER: 2
-FEEDBACK: enough. {bk10-l3b-f4-06-fb.mp3}
-
-PROMPT: cover, cover. {bk10-l3b-f4-07.mp3}
-ANSWER: 1
-FEEDBACK: cover. {bk10-l3b-f4-07-fb.mp3}
-
-PROMPT: quickly, quickly. {bk10-l3b-f4-08.mp3}
-ANSWER: 1
-FEEDBACK: quickly. {bk10-l3b-f4-08-fb.mp3}
-
-PROMPT: replace, replace. {bk10-l3b-f4-09.mp3}
-ANSWER: 2
-FEEDBACK: replace. {bk10-l3b-f4-09-fb.mp3}
-
-PROMPT: cigarette, cigarette. {bk10-l3b-f4-10.mp3}
-ANSWER: 3
-FEEDBACK: cigarette. {bk10-l3b-f4-10-fb.mp3}
-
-PROMPT: across, across. {bk10-l3b-f4-11.mp3}
-ANSWER: 2
-FEEDBACK: across. {bk10-l3b-f4-11-fb.mp3}
-
-PROMPT: certainly, certainly. {bk10-l3b-f4-12.mp3}
-ANSWER: 1
-FEEDBACK: certainly. {bk10-l3b-f4-12-fb.mp3}
-
-$SESSION 3-4: Gerunds — Verbs with "-ing"
-
-# Source: ST §Grammar: Gerunds (l3-s9)
-$GRAMMAR Gerunds
-ID: l3-s9
-INTRO: In this part you'll learn to use the "-ing" form of a verb as a noun — a gerund — after verbs like "enjoy", "finish", and "mind".
-
-CARD: The object of a verb is usually a noun or a pronoun.
-{I like basketball.}
-
-CARD: The object of a verb can also be a **gerund**. A gerund is the "-ing" form of a verb, used as a noun.
-{I like playing basketball.}
-
-CARD: Certain verbs are often followed by gerunds, such as **start**, **begin**, and **finish**.
-{Mike starts moving next week.}
-{Sgt Kline didn't begin exercising until 7:00 a.m.}
-{Janet finished eating before Peter.}
-
-CARD: Other common verbs that take gerunds are **enjoy**, **mind**, and **like**.
-{The boys enjoy playing soccer.}
-{Does William mind stopping here?}
-{The Martins like driving along the ocean.}
+LINE: When people have a lot to do, they don't want to eat at home or in restaurants. {bk10-l3a-f7-01a.mp3}
+LINE: They can get a snack from a vending machine. {bk10-l3a-f7-01b.mp3}
+LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f7-01c.mp3}
+LINE: They have coffee, tea, soda, or juice for people who want something to drink. {bk10-l3a-f7-01d.mp3}
+LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f7-01e.mp3}
+LINE: These vending machines are usually very popular. {bk10-l3a-f7-01f.mp3}
+
+# Source: LLA 3A Figure 7 (question 1)
+$SELECT Main Idea: Vending Machines
+ID: 10-3a-f7-q1
+REFERENCE: 10-3a-f7-p1
+INTRO: Now tap the sentence that best states the main idea of the paragraph you just heard. Not a detail — the big point.
+INSTRUCTION: Tap the main idea.
+
+PROMPT: What is the main idea of the paragraph?
+OPTION: a | People are very busy these days.
+OPTION: b | Vending machines are popular machines.
+OPTION: c | People like drinks and snacks.
+ANSWER: b
+FEEDBACK: The main idea of the paragraph is: vending machines are popular machines. {bk10-l3a-f7-02-fb.mp3}
+
+# Source: LLA 3A Figure 7 (passage 2)
+$DIALOGUE Clothing Stores
+ID: 10-3a-f7-p2
+INTRO: One more paragraph, this time about clothing stores. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-03a.mp3}
+LINE: Some sell clothes only for children. {bk10-l3a-f7-03b.mp3}
+LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-03c.mp3}
+LINE: There are also stores for sports clothing. {bk10-l3a-f7-03d.mp3}
+LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-03e.mp3}
+LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-03f.mp3}
+LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-03g.mp3}
+LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-03h.mp3}
+
+# Source: LLA 3A Figure 7 (question 2)
+$SELECT Main Idea: Clothing Stores
+ID: 10-3a-f7-q2
+REFERENCE: 10-3a-f7-p2
+INTRO: Same job: tap the sentence that best states the main idea of the paragraph you just heard.
+INSTRUCTION: Tap the main idea.
+
+PROMPT: What is the main idea of the paragraph?
+OPTION: a | Some stores sell expensive clothing.
+OPTION: b | You can buy sports clothes at sports clothing stores.
+OPTION: c | There are many kinds of clothing stores.
+ANSWER: c
+FEEDBACK: The main idea of the paragraph is: there are many kinds of clothing stores. {bk10-l3a-f7-04-fb.mp3}
+
+$SESSION 3-3: Verbs with "-ing"
+
+# Source: ST §Gerunds (grammar box, rewritten as cards)
+$GRAMMAR Verbs Followed by "-ing"
+ID: l3-s13
+INTRO: In this part you'll learn to say things like "I enjoy playing soccer" — a verb's "-ing" form used as a noun. A few short cards, then plenty of practice.
+
+CARD: The object of a verb is usually a noun or a pronoun. {I like basketball.}
+
+CARD: The object can also be the **-ing** form of a verb, used as a noun. {I like playing basketball.}
+
+CARD: Certain verbs take an **-ing** object: "start", "begin", "like", "enjoy", "mind", "finish". {Mike starts moving next week.} {The boys enjoy playing soccer.}
+
+CARD: It works in questions and negatives too. {Does William mind stopping here?} {Sgt Kline didn't begin exercising until 7:00 a.m.}
+
+CARD: Two more, with "finish" and "like". {Janet finished eating before Peter.} {The Martins like driving along the ocean.}
 
 SUMMARY:
-| | | | |
+| Subject | Verb | -ing Form | Complement |
 |---|---|---|---|
 | Mike | starts | moving | next week. |
 | The boys | enjoy | playing | soccer. |
@@ -744,41 +729,38 @@ SUMMARY:
 | Janet | finished | eating | before Peter. |
 | The Martins | like | driving | along the ocean. |
 
-$DIALOGUE Gerund Sentences
-ID: 3b-f5
-INTRO: Six sentences with gerunds. Listen and repeat — notice the "-ing" word right after the main verb.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 3B Figure 5 (+ 4 distinct sentences salvaged from ST §Gerund Examples)
+$DIALOGUE Sentences with "-ing"
+ID: 10-3b-f5
+INTRO: Listen to sentences where the second verb wears its "-ing" form. Repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
-LINE: Everyone began *laughing*. {bk10-l3b-f5-01.mp3}
-LINE: Mike started *apologizing*. {bk10-l3b-f5-02.mp3}
-LINE: Ann likes *exercising* in the gym. {bk10-l3b-f5-03.mp3}
-LINE: Paul enjoys *watching* sports on TV. {bk10-l3b-f5-04.mp3}
-LINE: Dr. Hall never minds *answering* questions. {bk10-l3b-f5-05.mp3}
-LINE: We finished *listening* to the tape after class. {bk10-l3b-f5-06.mp3}
+LINE: Everyone began laughing. {bk10-l3b-f5-01.mp3}
 
-# Source: ST §Gerund Examples (l3-s10)
-$DIALOGUE More Gerund Sentences
-ID: l3-s10
-INTRO: Ten more gerund sentences to read — no repeating this time, just notice the pattern: verb, then the "-ing" form.
-INSTRUCTION: Read the sentences.
+LINE: Mike started apologizing. {bk10-l3b-f5-02.mp3}
+
+LINE: Ann likes exercising in the gym. {bk10-l3b-f5-03.mp3}
+
+LINE: Paul enjoys watching sports on TV. {bk10-l3b-f5-04.mp3}
+
+LINE: Dr. Hall never minds answering questions. {bk10-l3b-f5-05.mp3}
+
+LINE: We finished listening to the tape after class. {bk10-l3b-f5-06.mp3}
 
-LINE: Did Jim begin studying French last summer?
-LINE: Joe enjoys swimming in the summer.
-LINE: Marie finished cleaning her room.
 LINE: Lt Mathews likes flying helicopters.
-LINE: Ms. Wilson doesn't mind staying until Sam gets back.
-LINE: Sgt Hercules started lifting weights ten years ago.
-LINE: Edgar Allen Poe began writing when he was sixteen years old.
-LINE: Nancy enjoys spending money at the mall.
-LINE: Did Mr. Adams finish repairing the window?
-LINE: Mrs. Murray didn't start driving until she was forty years old.
 
-# Source: ST §Do You Enjoy Playing...? (l3-s11)
+LINE: Ms. Wilson doesn't mind staying until Sam gets back.
+
+LINE: Edgar Allen Poe began writing when he was sixteen years old.
+
+LINE: Did Mr. Adams finish repairing the window?
+
+# Source: ST §Do You Enjoy Playing ...?
 $DIALOGUE Do You Enjoy Playing...?
-ID: l3-s11
-INTRO: Six short exchanges, every one built on a gerund. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
+ID: l3-s15
+INTRO: Six short exchanges, all built on "begin", "enjoy", "finish", "like", and "mind". Repeat each line.
+INSTRUCTION: Repeat each dialog.
 REPEAT
 
 Roger: When did you begin studying for this quiz?
@@ -801,11 +783,11 @@ Lt_Ashly: He started flying six years ago.
 
 # Source: LLA 3B Figure 6
 $PRODUCE Change to the "-ing" Form
-ID: 3b-f6
+ID: 10-3b-f6
+INTRO: Listen to the sentence with an infinitive. Change it aloud to use the "-ing" form, then repeat the correct sentence.
+INSTRUCTION: Change the sentence using the -ing form.
 INPUT: speak
 CHECK: reveal
-INTRO: Now transform: "to cry" becomes "crying". Listen to each sentence, say it with the "-ing" form, then repeat the correct answer.
-INSTRUCTION: Say the sentence using the "-ing" form.
 REPEAT
 
 EXAMPLE
@@ -831,261 +813,533 @@ PROMPT: Mary started to look for an apartment. {bk10-l3b-f6-06-q.mp3}
 RESPONSE: Mary started looking for an apartment. {bk10-l3b-f6-06-a.mp3}
 
 # Source: LLA 3B Figure 7
-$PRODUCE Complete the Sentence with a Gerund
-ID: 3b-f7
+$PRODUCE Type the "-ing" Form
+ID: 10-3b-f7
+INTRO: Listen to the cue verb and type its "-ing" form to complete the sentence. Then listen to the full sentence and repeat it.
+INSTRUCTION: Type the correct -ing form.
 INPUT: type
 CHECK: exact
-INTRO: Read the gapped sentence, listen to the cue verb, and type its "-ing" form to complete it. Then repeat the full sentence.
-INSTRUCTION: Type the correct "-ing" verb.
 REPEAT
 
 EXAMPLE
-TEMPLATE: Mark enjoys ____ old movies.
-PROMPT: watch. {bk10-l3b-f7-ex-q.mp3}
+TEMPLATE: Mark enjoys ____ old movies. (watch)
+PROMPT: watch {bk10-l3b-f7-ex-q.mp3}
 RESPONSE: Mark enjoys watching old movies. {bk10-l3b-f7-ex-a.mp3}
 ACCEPT: watching
 
 TEMPLATE: Jane enjoys ____ people.
-PROMPT: meet. {bk10-l3b-f7-01-q.mp3}
+PROMPT: meet {bk10-l3b-f7-01-q.mp3}
 RESPONSE: Jane enjoys meeting people. {bk10-l3b-f7-01-a.mp3}
 ACCEPT: meeting
 
 TEMPLATE: Did you finish ____ your letter?
-PROMPT: write. {bk10-l3b-f7-02-q.mp3}
+PROMPT: write {bk10-l3b-f7-02-q.mp3}
 RESPONSE: Did you finish writing your letter? {bk10-l3b-f7-02-a.mp3}
 ACCEPT: writing
 
 TEMPLATE: I hope you don't mind ____ a few forms.
-PROMPT: fill out. {bk10-l3b-f7-03-q.mp3}
+PROMPT: fill out {bk10-l3b-f7-03-q.mp3}
 RESPONSE: I hope you don't mind filling out a few forms. {bk10-l3b-f7-03-a.mp3}
 ACCEPT: filling out
 
 TEMPLATE: Dan doesn't like ____ money from friends.
-PROMPT: borrow. {bk10-l3b-f7-04-q.mp3}
+PROMPT: borrow {bk10-l3b-f7-04-q.mp3}
 RESPONSE: Dan doesn't like borrowing money from friends. {bk10-l3b-f7-04-a.mp3}
 ACCEPT: borrowing
 
 TEMPLATE: Everyone started ____ at the same time.
-PROMPT: talk. {bk10-l3b-f7-05-q.mp3}
+PROMPT: talk {bk10-l3b-f7-05-q.mp3}
 RESPONSE: Everyone started talking at the same time. {bk10-l3b-f7-05-a.mp3}
 ACCEPT: talking
 
 TEMPLATE: Jan began ____ the medicine every four hours.
-PROMPT: take. {bk10-l3b-f7-06-q.mp3}
+PROMPT: take {bk10-l3b-f7-06-q.mp3}
 RESPONSE: Jan began taking the medicine every 4 hours. {bk10-l3b-f7-06-a.mp3}
 ACCEPT: taking
 
-# Source: ST §Answer Using Gerunds (l3-s12)
-$PRODUCE Answer with a Gerund
-ID: l3-s12
+# Source: ST §Answer with Gerunds
+$PRODUCE Answer with "-ing"
+ID: l3-s16
+INTRO: Answer each question in a full sentence, using the "-ing" form and the cue shown on the screen.
+INSTRUCTION: Answer using the cue and an "-ing" form.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-INTRO: Answer each question aloud in a full sentence. Use the cue in parentheses — and keep the gerund.
-INSTRUCTION: Answer aloud using a gerund and the cue.
-RUBRIC: Accept any logical complete sentence that uses a gerund and incorporates the cue information (e.g. "He stopped smoking because he got sick" or "He stopped smoking when he got sick").
+RUBRIC: Accept complete sentences using an "-ing" verb form and the provided cue; the "-ing" form is the point — an infinitive instead fails.
 
 EXAMPLE
-PROMPT: When did Lt Peterson finish writing his book? (last March)
+PROMPT: When did Lt Peterson finish writing his book?
+TEMPLATE: (last March)
 RESPONSE: He finished writing his book last March.
 
-PROMPT: Why did he stop smoking? (got sick)
+PROMPT: Why did he stop smoking?
+TEMPLATE: (got sick)
 RESPONSE: He stopped smoking because he got sick.
 
-PROMPT: When did Lt Gonzales begin flying a helicopter? (two years ago)
+PROMPT: When did Lt Gonzales begin flying a helicopter?
+TEMPLATE: (two years ago)
 RESPONSE: He began flying a helicopter two years ago.
 
-PROMPT: When did Ms. Watkins finish making the cake? (before lunch)
+PROMPT: When did Ms. Watkins finish making the cake?
+TEMPLATE: (before lunch)
 RESPONSE: She finished making the cake before lunch.
 
-PROMPT: What kind of clothes does Jack like wearing to the gym? (workout clothes)
+PROMPT: What kind of clothes does Jack like wearing to the gym?
+TEMPLATE: (workout clothes)
 RESPONSE: He likes wearing workout clothes to the gym.
 
-PROMPT: Do you mind handing me the wrench? (no, I don't)
+PROMPT: Do you mind handing me the wrench?
+TEMPLATE: (no, I don't)
 RESPONSE: No, I don't mind handing you the wrench.
 
-PROMPT: When did Pvt Walters start studying Italian? (last month)
+PROMPT: When did Pvt Walters start studying Italian?
+TEMPLATE: (last month)
 RESPONSE: He started studying Italian last month.
 
-PROMPT: Does Rick like helping in the kitchen? (yes)
+PROMPT: Does Rick like helping in the kitchen?
+TEMPLATE: (yes)
 RESPONSE: Yes, he likes helping in the kitchen.
 
-PROMPT: Do you enjoy sleeping late on Saturday? (yes)
+PROMPT: Do you enjoy sleeping late on Saturday?
+TEMPLATE: (yes)
 RESPONSE: Yes, I enjoy sleeping late on Saturday.
 
-# Source: ST §Ask and Answer with Gerunds (l3-s13)
-$PRODUCE Ask and Answer with Gerunds
-ID: l3-s13
+# Source: ST §Ask and Answer with Gerunds
+$PRODUCE Ask and Answer with "-ing"
+ID: l3-s17
+INTRO: Now build both the question and the answer from the cues on the screen — an "-ing" form in each. Say the pair aloud, then check the model.
+INSTRUCTION: Say the question and the answer from the cues.
 INPUT: speak
 CHECK: llm
-INTRO: Now build both sides of the exchange. The first cue line gives the question, the second gives the answer — say both aloud, with a gerund in each.
-INSTRUCTION: Ask and answer aloud, using gerunds.
-RUBRIC: Accept a correctly formed question and answer that both use gerunds and incorporate the cue words (e.g. "When did you begin playing soccer? I began playing soccer five years ago.").
+RUBRIC: Accept any grammatically correct question and answer pair that uses "-ing" verb forms and incorporates the cues.
 
 EXAMPLE
-TEMPLATE: when / did begin / play tennis / ?
-TEMPLATE: when / ten /
-RESPONSE: When did you begin playing tennis? I began playing tennis when I was ten years old.
+TEMPLATE: when / did begin / play tennis / ? — when / ten
+RESPONSE: When did you begin playing tennis? — I began playing tennis when I was ten years old.
 
-TEMPLATE: when / did begin / play soccer / ?
-TEMPLATE: five years ago
-RESPONSE: When did you begin playing soccer? I began playing soccer five years ago.
+TEMPLATE: when / did begin / play soccer / ? — five years ago
+RESPONSE: When did you begin playing soccer? — I began playing soccer five years ago.
 
-TEMPLATE: when / did stop / play baseball / ?
-TEMPLATE: when / forty-five
-RESPONSE: When did you stop playing baseball? I stopped playing baseball when I was forty-five.
+TEMPLATE: when / did stop / play baseball / ? — when / forty-five
+RESPONSE: When did you stop playing baseball? — I stopped playing baseball when I was forty-five years old.
 
-TEMPLATE: when / enjoy / watch TV / ?
-TEMPLATE: before / bed
-RESPONSE: When do you enjoy watching TV? I enjoy watching TV before bed.
+TEMPLATE: when / enjoy / watch TV / ? — before / bed
+RESPONSE: When do you enjoy watching TV? — I enjoy watching TV before going to bed.
 
-TEMPLATE: when / did finish / eat lunch / ?
-TEMPLATE: an hour ago
-RESPONSE: When did you finish eating lunch? I finished eating lunch an hour ago.
+TEMPLATE: when / did finish / eat lunch / ? — an hour ago
+RESPONSE: When did you finish eating lunch? — I finished eating lunch an hour ago.
 
-TEMPLATE: what kind food / enjoy / eat / ?
-TEMPLATE: Mexican food
-RESPONSE: What kind of food do you enjoy eating? I enjoy eating Mexican food.
+TEMPLATE: what kind food / enjoy / eat / ? — Mexican food
+RESPONSE: What kind of food do you enjoy eating? — I enjoy eating Mexican food.
 
-TEMPLATE: do mind / wait until tomorrow / ?
-TEMPLATE: no / okay
-RESPONSE: Do you mind waiting until tomorrow? No, it's okay.
+TEMPLATE: do mind / wait until tomorrow / ? — no / okay
+RESPONSE: Do you mind waiting until tomorrow? — No, I don't mind waiting until tomorrow.
 
-TEMPLATE: did finish / fix car yesterday / ?
-TEMPLATE: yes / 6 o'clock
-RESPONSE: Did you finish fixing the car yesterday? Yes, I finished at 6 o'clock.
+TEMPLATE: did finish / fix car yesterday / ? — yes / 6 o'clock
+RESPONSE: Did you finish fixing the car yesterday? — Yes, I finished fixing it at 6 o'clock.
 
-TEMPLATE: do like / eat / that restaurant / ?
-TEMPLATE: yes / there
-RESPONSE: Do you like eating at that restaurant? Yes, I like eating there.
+TEMPLATE: do like / eat / that restaurant / ? — yes / there
+RESPONSE: Do you like eating at that restaurant? — Yes, I like eating there.
 
-TEMPLATE: will start / study / new book tomorrow / ?
-TEMPLATE: no / next week
-RESPONSE: Will you start studying the new book tomorrow? No, I will start next week.
+TEMPLATE: will start / study / new book tomorrow / ? — no / next week
+RESPONSE: Will you start studying the new book tomorrow? — No, I'll start studying it next week.
 
-TEMPLATE: did / begin / walk after dinner / yesterday evening / ?
-TEMPLATE: yes / with my neighbor
-RESPONSE: Did you begin walking after dinner yesterday evening? Yes, I began walking with my neighbor.
+TEMPLATE: did / begin / walk after dinner / yesterday evening / ? — yes / with my neighbor
+RESPONSE: Did you begin walking after dinner yesterday evening? — Yes, I began walking with my neighbor.
 
-# SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" — partner activity to tell and act out instructions (pantomime); no solo path.
+# SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" (p. 104) — partner pantomime / acting out instructions; open classroom pair work.
 
-$SESSION 3-5: Polite Requests
+# Source: LLA 3B Figure 8 (story)
+$DIALOGUE The Vending Machine
+ID: 10-3b-f8-story
+INTRO: John has exactly 45 cents and a plan. Listen to what the vending machine thinks of his plan.
+INSTRUCTION: Listen to the story.
 
-# Source: ST §Grammar: Polite Requests (l3-s14), extended with "can"/"will" from LLA 3C Figure 1
-$GRAMMAR Polite Requests
-ID: l3-s14
-INTRO: In this part you'll learn to ask for help politely with "can", "could", "will", and "would" — and to answer politely, whether it's yes or no.
+LINE: John stood in front of the vending machine near his office and counted his money. {bk10-l3b-f8-01.mp3}
+LINE: He had only 45 cents, exactly the cost of a Diet soda. {bk10-l3b-f8-02.mp3}
+LINE: He carefully put his money in the machine and pushed the button, but nothing happened. {bk10-l3b-f8-03.mp3}
+LINE: He pushed the coin return, and again, nothing happened. {bk10-l3b-f8-04.mp3}
+LINE: John couldn't get his money or his Diet soda. {bk10-l3b-f8-05.mp3}
 
-CARD: We use "could you" and "would you" to make polite requests when we need another person's help.
-{could you}
-{would you}
-{Could you please open the door?}
-{Would you help me with this box?}
+# Source: LLA 3B Figure 8 (main idea)
+$PRODUCE Main Idea: The Vending Machine
+ID: 10-3b-f8
+REFERENCE: 10-3b-f8-story
+INTRO: State the main idea of John's sad story in one complete sentence.
+INSTRUCTION: State the main idea aloud.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any complete sentence expressing the main idea that John lost his money in the vending machine or could not get his soda or his money back.
 
-CARD: "Can you" and "will you" work the same way.
-{Can you}
-{will you}
-{Can you please open the door?}
-{Will you help me with this box?}
+PROMPT: What is the main idea of the paragraph?
+RESPONSE: John lost his money in the vending machine.
 
-CARD: When answering yes, it is polite to show you are willing to help.
-{Yes, of course I can.}
-{Yes, I'll be happy to help you.}
+# Source: LLA 3B Figure 4
+$SELECT Word Stress: Fix-It Words
+ID: 10-3b-f4
+INTRO: Every English word has one part that's said strongest — "IN-flate" or "in-FLATE"? Listen, tap the number of the strongest syllable, then repeat the word.
+INSTRUCTION: Tap the number of the stressed syllable.
+REPEAT
 
-CARD: When answering no, it is polite to apologize or explain why you cannot help.
-{No, I'm sorry, I can't.}
-{I'd like to, but I can't right now.}
+OPTION: 1 | 1
+OPTION: 2 | 2
+OPTION: 3 | 3
 
-SUMMARY:
-| Polite request | Possible answers |
-|---|---|
-| Could you please open the door? | Yes, of course I can. — No, I'm sorry, I can't. |
-| Would you help me with this box? | Yes, I'll be happy to help you. — I'd like to, but I can't right now. |
+EXAMPLE
+PROMPT: hurry {bk10-l3b-f4-ex1.mp3}
+ANSWER: 1
 
-$DIALOGUE The Four Request Words
-ID: 3c-f1
-INTRO: The four request words, one at a time. Listen and repeat each one.
+EXAMPLE
+PROMPT: across {bk10-l3b-f4-ex2.mp3}
+ANSWER: 2
+
+PROMPT: inflate {bk10-l3b-f4-01.mp3}
+ANSWER: 2
+FEEDBACK: inflate {bk10-l3b-f4-01-fb.mp3}
+
+PROMPT: lower {bk10-l3b-f4-02.mp3}
+ANSWER: 1
+FEEDBACK: lower {bk10-l3b-f4-02-fb.mp3}
+
+PROMPT: remove {bk10-l3b-f4-03.mp3}
+ANSWER: 2
+FEEDBACK: remove {bk10-l3b-f4-03-fb.mp3}
+
+PROMPT: tighten {bk10-l3b-f4-04.mp3}
+ANSWER: 1
+FEEDBACK: tighten {bk10-l3b-f4-04-fb.mp3}
+
+PROMPT: extra {bk10-l3b-f4-05.mp3}
+ANSWER: 1
+FEEDBACK: extra {bk10-l3b-f4-05-fb.mp3}
+
+PROMPT: enough {bk10-l3b-f4-06.mp3}
+ANSWER: 2
+FEEDBACK: enough {bk10-l3b-f4-06-fb.mp3}
+
+PROMPT: cover {bk10-l3b-f4-07.mp3}
+ANSWER: 1
+FEEDBACK: cover {bk10-l3b-f4-07-fb.mp3}
+
+PROMPT: quickly {bk10-l3b-f4-08.mp3}
+ANSWER: 1
+FEEDBACK: quickly {bk10-l3b-f4-08-fb.mp3}
+
+PROMPT: replace {bk10-l3b-f4-09.mp3}
+ANSWER: 2
+FEEDBACK: replace {bk10-l3b-f4-09-fb.mp3}
+
+PROMPT: cigarette {bk10-l3b-f4-10.mp3}
+ANSWER: 3
+FEEDBACK: cigarette {bk10-l3b-f4-10-fb.mp3}
+
+PROMPT: across {bk10-l3b-f4-11.mp3}
+ANSWER: 2
+FEEDBACK: across {bk10-l3b-f4-11-fb.mp3}
+
+PROMPT: certainly {bk10-l3b-f4-12.mp3}
+ANSWER: 1
+FEEDBACK: certainly {bk10-l3b-f4-12-fb.mp3}
+
+$SESSION 3-4: Favors and Polite Requests
+
+# Source: ST §How Do We Keep Warm?
+$DIALOGUE How Do We Keep Warm?
+ID: l3-s9
+INTRO: In this part you'll learn to ask for favors — politely, so people actually say yes. First, a cold day: each speaker repeats how the others keep warm, then adds their own way. Listen and repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: Can. {bk10-l3c-f1-01.mp3}
-LINE: Could. {bk10-l3c-f1-02.mp3}
-LINE: Will. {bk10-l3c-f1-03.mp3}
-LINE: Would. {bk10-l3c-f1-04.mp3}
+VOCAB: keep
+LINE: People are trying to keep warm this cold day. {st-page_103_001.jpg|A drawing of a thermometer showing a temperature reading}
 
-# Source: LLA 3C Figure 1 (dictation pass)
-$PRODUCE Catch the Request Word
-ID: 3c-f1-b
-INPUT: type
-CHECK: exact
-INTRO: Listen to each short exchange and type the missing request words. Then repeat the correct sentences.
-INSTRUCTION: Type the missing words.
+VOCAB: cover
+Pvt_Ruiz: When I need to keep warm, I put lots of covers on my bed. {st-page_103_002.jpg|A drawing of a bed covered with blankets}
+
+Sgt_Ball: When you need to keep warm, you put lots of covers on your bed; when I need to keep warm, I drink hot coffee. {st-page_103_003.jpg|A drawing of a steaming cup of coffee on a saucer}
+
+Pvt_Lane: When she needs to keep warm she puts lots of covers on her bed; when you need to keep warm, you drink hot coffee; when I need to keep warm, I wear my gloves and cap. {st-page_103_004.jpg|A drawing of a winter cap and pair of gloves}
+
+# SKIPPED (book): "HOW DO WE KEEP WARM?" drawing activity (p. 104) — classroom drawing task in a blank rectangle; not convertible to app format.
+
+# Source: LLA 3B Figure 2
+$DIALOGUE Do Me a Favor
+ID: 10-3b-f2
+INTRO: Mrs. Adams and Mr. Wilson trade favors in the car — seat belts, newspapers, blankets. Listen for the polite requests and answers, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-PROMPT: Could you please do me a favor? — Yes, of course. {bk10-l3c-f1-05.mp3}
-TEMPLATE: Kay: ____{Could} you please do me a favor?
-TEMPLATE: Ken: Yes, of course.
-RESPONSE: Could you please do me a favor? — Yes, of course. {bk10-l3c-f1-05-a.mp3}
+VOCAB: favor
+Mrs_Adams: Do me a favor, please. {page_060_001.jpg|A man sitting in the driver's seat of a car looking back at a woman sitting in the passenger seat beside him} {bk10-l3b-f2-01.mp3}
+VOCAB: certainly
+Mr_Wilson: Certainly. What can I do for you? {page_060_001.jpg|A man sitting in the driver's seat of a car looking back at a woman sitting in the passenger seat beside him} {bk10-l3b-f2-02.mp3}
+Mrs_Adams: Hand me the other half of my seat belt. {page_060_001.jpg|A man sitting in the driver's seat of a car looking back at a woman sitting in the passenger seat beside him} {bk10-l3b-f2-03.mp3}
 
-PROMPT: Can you give me a ride home this afternoon? — I sure can. {bk10-l3c-f1-06.mp3}
-TEMPLATE: Kay: ____{Can} you give me a ride home this afternoon?
-TEMPLATE: Ken: I sure ____{can}.
-RESPONSE: Can you give me a ride home this afternoon? — I sure can. {bk10-l3c-f1-06-a.mp3}
+Mrs_Adams: May I look at your paper? {page_060_002.jpg|The man turning around in his car seat to look at the woman reading a newspaper next to him} {bk10-l3b-f2-04.mp3}
+Mr_Wilson: Of course. I'm not reading it. {page_060_002.jpg|The man turning around in his car seat to look at the woman reading a newspaper next to him} {bk10-l3b-f2-05.mp3}
 
-PROMPT: Would you take a message for me, please? — I'll be glad to. {bk10-l3c-f1-07.mp3}
-TEMPLATE: Jan: ____{Would} you take a message for me, please?
-TEMPLATE: Jim: I'll be glad to.
-RESPONSE: Would you take a message for me, please? — I'll be glad to. {bk10-l3c-f1-07-a.mp3}
+Mrs_Adams: I need to keep warm. Can you get a blanket for me? {page_060_003.jpg|A man reaching up toward the back seat of a car to grab a blanket while a woman looks on} {bk10-l3b-f2-06.mp3}
+VOCAB: sure
+Mr_Wilson: Sure. I'll be glad to. {page_060_003.jpg|A man reaching up toward the back seat of a car to grab a blanket while a woman looks on} {bk10-l3b-f2-07.mp3}
 
-PROMPT: Will you tell Mr. Rogers that I called? — I certainly will. {bk10-l3c-f1-08.mp3}
-TEMPLATE: Jan: ____{Will} you tell Mr. Rogers that I called?
-TEMPLATE: Jim: I certainly ____{will}.
-RESPONSE: Will you tell Mr. Rogers that I called? — I certainly will. {bk10-l3c-f1-08-a.mp3}
+Mr_Wilson: I'd like to smoke a cigarette. Will that bother you? {page_060_004.jpg|A man holding a cigarette lighter and a pack of cigarettes while talking to a woman in the car seat next to him} {bk10-l3b-f2-08.mp3}
+VOCAB: to mind
+Mrs_Adams: No, I won't mind. {page_060_004.jpg|A man holding a cigarette lighter and a pack of cigarettes while talking to a woman in the car seat next to him} {bk10-l3b-f2-09.mp3}
+
+# Source: LLA 3B Figure 3
+$DIALOGUE On the Airplane {page_061_001.jpg|A flight attendant leaning down to hand a meal tray with food and a cup to a seated female passenger on an airplane}
+ID: 10-3b-f3
+INTRO: Lunch on a short flight disappears quickly — Mrs. Adams noticed. Listen to her and the flight attendant, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Attendant: Have you finished your lunch? {bk10-l3b-f3-01.mp3}
+
+VOCAB: quick
+Mrs_Adams: Yes, but that was certainly a quick meal. {bk10-l3b-f3-02.mp3}
+
+Attendant: I'm sorry you had to hurry. {bk10-l3b-f3-03.mp3}
+
+VOCAB: quickly
+Mrs_Adams: You take the plates very quickly. {bk10-l3b-f3-04.mp3}
+
+VOCAB: in a hurry
+Attendant: We're always in a hurry on this flight. {bk10-l3b-f3-05.mp3}
+
+Mrs_Adams: Because it's so short? {bk10-l3b-f3-06.mp3}
+
+Attendant: Yes. We never have enough time. {bk10-l3b-f3-07.mp3}
+
+Mrs_Adams: One more question, please. Where are the restrooms? {bk10-l3b-f3-08.mp3}
+
+VOCAB: the front of
+Attendant: At the front of the airplane. {bk10-l3b-f3-09.mp3}
+
+# Source: ST §A Pop Quiz!
+$DIALOGUE A Pop Quiz! {st-page_107_001.jpg|A male teacher handing out pop quiz papers to a group of male students in a classroom}
+ID: l3-s12
+INTRO: Joe does the teacher a favor — and gets a pop quiz for his trouble. Listen to and read the story.
+INSTRUCTION: Listen to and read the story.
+
+Teacher: Can you do me a favor, Joe?
+
+Joe: Why, certainly.
+
+VOCAB: pass (out)
+Teacher: Could you please pass these papers out to the class for me?
+
+Joe: Sure.
+
+Teacher: Are you sure you don't mind?
+
+VOCAB: of course not
+Joe: Of course not. I'll be happy to do it.
+
+VOCAB: hand (out)
+Joe: I hurried up to the front of the class. I handed out all the papers to the students, but I had a few extras.
+Joe: When I looked down at them, I saw the word QUIZ.
+LINE: Oh, no, a quiz.
+LINE: I didn't study last night.
+LINE: I sure wasn't ready.
+
+Joe: I quickly went to my desk and started on my quiz.
+
+Joe: An hour later we got our scores back.
+LINE: The teacher sure checked our papers in a hurry.
+LINE: She was quick to hand them back to us.
+Joe: My score was 72.
+LINE: That wasn't good.
+LINE: Now, I realize that I have to be ready to take a quiz at any time.
+
+# Source: ST §Polite Requests (grammar box, rewritten as cards)
+$GRAMMAR Polite Requests with "Could" and "Would"
+ID: l3-s18
+INTRO: Two magic openers — "Could you" and "Would you" — plus the polite ways to say yes and, when you must, no.
+
+CARD: When you need another person's help, ask with **could you** or **would you**. {Could you please open the door?} {Would you help me with this box?}
+
+CARD: Saying yes is easy. {Yes, of course I can.} {Yes, I'll be happy to help you.}
+
+CARD: Saying no takes a little padding. {No, I'm sorry, I can't.} {I'd like to, but I can't right now.}
+
+SUMMARY:
+| Polite Request | Answers |
+|---|---|
+| Could you please open the door? | Yes, of course I can.<br>No, I'm sorry, I can't. |
+| Would you help me with this box? | Yes, I'll be happy to help you.<br>I'd like to, but I can't right now. |
+
+# Source: LLA 3C Figure 1
+$PRODUCE "Can", "Could", "Will", or "Would"?
+ID: 10-3c-f1
+INTRO: Listen to each dialogue and fill in the missing word from the box: "can", "could", "will", or "would". Then repeat the correct dialogue.
+INSTRUCTION: Type the missing word, then repeat.
+INPUT: type
+CHECK: exact
+REPEAT
+
+PROMPT: Could you please do me a favor? — Yes, of course. {bk10-l3c-f1-01.mp3}
+TEMPLATE: Kay: ____{Could|could} you please do me a favor?\nKen: Yes, of course.
+RESPONSE: Kay: Could you please do me a favor?\nKen: Yes, of course. {bk10-l3c-f1-05.mp3}
+
+PROMPT: Can you give me a ride home this afternoon? — I sure can. {bk10-l3c-f1-02.mp3}
+TEMPLATE: Kay: ____{Can|can} you give me a ride home this afternoon?\nKen: I sure ____{can}.
+RESPONSE: Kay: Can you give me a ride home this afternoon?\nKen: I sure can. {bk10-l3c-f1-06.mp3}
+
+PROMPT: Would you take a message for me, please? — I'll be glad to. {bk10-l3c-f1-03.mp3}
+TEMPLATE: Jan: ____{Would|would} you take a message for me, please?\nJim: I'll be glad to.
+RESPONSE: Jan: Would you take a message for me, please?\nJim: I'll be glad to. {bk10-l3c-f1-07.mp3}
+
+PROMPT: Will you tell Mr. Rogers that I called? — I certainly will. {bk10-l3c-f1-04.mp3}
+TEMPLATE: Jan: ____{Will|will} you tell Mr. Rogers that I called?\nJim: I certainly ____{will}.
+RESPONSE: Jan: Will you tell Mr. Rogers that I called?\nJim: I certainly will. {bk10-l3c-f1-08.mp3}
 
 # Source: LLA 3C Figure 2
-$DIALOGUE Mary and Ann {page_066_001.jpg}
-ID: 3c-f2
-INTRO: Mary needs lunch money, and Ann is a good friend — all four request words in one conversation. Just listen.
+$DIALOGUE Asking for a Favor {page_066_001.jpg|Two women standing outdoors talking near a tree}
+ID: 10-3c-f2
+INTRO: Mary needs lunch money, and Ann is a good friend. Listen to how favors get asked — and repaid.
 INSTRUCTION: Listen to the dialogue.
 
 Mary: Could you do me a favor? {bk10-l3c-f2-01.mp3}
 Ann: Certainly. What do you need? {bk10-l3c-f2-02.mp3}
-Mary: Lunch money. Can you lend me $3? {bk10-l3c-f2-03.mp3}
+Mary: Lunch money. Can you lend me three dollars? {bk10-l3c-f2-03.mp3}
 Ann: Yes, I can. {bk10-l3c-f2-04.mp3}
 Mary: Thanks. Will you do another thing for me? {bk10-l3c-f2-05.mp3}
 Ann: Of course. You always do me favors. {bk10-l3c-f2-06.mp3}
 Mary: Would you let me buy your lunch tomorrow? {bk10-l3c-f2-07.mp3}
-Ann: Sure. I know a good restaurant downtown. {bk10-l3c-f2-08.mp3}
+Ann: Sure! I know a good restaurant downtown. {bk10-l3c-f2-08.mp3}
 
-# Source: LLA 3C Figure 2 (role-play pass)
-$PRODUCE Play Ann's Part {page_066_001.jpg}
-ID: 3c-f2-b
+# Source: LLA 3C Figure 2 (role-play)
+$DIALOGUE You Are Ann
+ID: 10-3c-f2-role-ann
+REFERENCE: 10-3c-f2
+PLAY_ROLE: Ann
+INTRO: Now read the dialogue together. You are Ann — speak Ann's lines in the pauses.
+
+# Source: LLA 3C Figure 3
+$PRODUCE Make It Polite
+ID: 10-3c-f3
+INTRO: Listen to each sentence and cue word, then change it to a polite question using "please". Repeat the correct question.
+INSTRUCTION: Say the polite question aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: Your turn to be Ann. Listen to Mary, read Ann's printed line aloud, then compare with the recording.
-INSTRUCTION: Read Ann's lines aloud.
+REPEAT
 
-PROMPT: Could you do me a favor? {bk10-l3c-f2-09.mp3}
-TEMPLATE: Ann: Certainly. What do you need?
-RESPONSE: Certainly. What do you need? {bk10-l3c-f2-10.mp3}
+EXAMPLE
+PROMPT: "Lend me a dollar." Will. {bk10-l3c-f3-ex1.mp3}
+RESPONSE: Will you please lend me a dollar? {bk10-l3c-f3-ex1-a.mp3}
 
-PROMPT: Lunch money. Can you lend me $3? {bk10-l3c-f2-11.mp3}
-TEMPLATE: Ann: Yes, I can.
-RESPONSE: Yes, I can. {bk10-l3c-f2-12.mp3}
+EXAMPLE
+PROMPT: "Turn that radio off." Could. {bk10-l3c-f3-ex2.mp3}
+RESPONSE: Could you please turn that radio off? {bk10-l3c-f3-ex2-a.mp3}
 
-PROMPT: Thanks. Will you do another thing for me? {bk10-l3c-f2-13.mp3}
-TEMPLATE: Ann: Of course. You always do me favors.
-RESPONSE: Of course. You always do me favors. {bk10-l3c-f2-14.mp3}
+PROMPT: "Move your car." Can. {bk10-l3c-f3-01-q.mp3}
+RESPONSE: Can you please move your car? {bk10-l3c-f3-01-a.mp3}
 
-PROMPT: Would you let me buy your lunch tomorrow? {bk10-l3c-f2-15.mp3}
-TEMPLATE: Ann: Sure. I know a good restaurant downtown.
-RESPONSE: Sure. I know a good restaurant downtown. {bk10-l3c-f2-16.mp3}
+PROMPT: "Repeat the answer." Would. {bk10-l3c-f3-02-q.mp3}
+RESPONSE: Would you please repeat the answer? {bk10-l3c-f3-02-a.mp3}
 
-# Source: ST §Would You Ask Sgt Ferguson to Come Here? (l3-s15)
-$DIALOGUE Requests and Answers — Five Short Dialogs
-ID: l3-s15
-INTRO: Five quick request-and-answer exchanges with "could you" and "would you" — including one polite no from a man with a bad back. Listen and repeat.
-INSTRUCTION: Listen and repeat the dialogs.
+PROMPT: "Fill out this form." Could. {bk10-l3c-f3-03-q.mp3}
+RESPONSE: Could you please fill out this form? {bk10-l3c-f3-03-a.mp3}
+
+PROMPT: "Tell me what time it is." Can. {bk10-l3c-f3-04-q.mp3}
+RESPONSE: Can you please tell me what time it is? {bk10-l3c-f3-04-a.mp3}
+
+PROMPT: "Bring me a cup of coffee." Could. {bk10-l3c-f3-05-q.mp3}
+RESPONSE: Could you please bring me a cup of coffee? {bk10-l3c-f3-05-a.mp3}
+
+PROMPT: "Introduce me to your friend." Would. {bk10-l3c-f3-06-q.mp3}
+RESPONSE: Would you please introduce me to your friend? {bk10-l3c-f3-06-a.mp3}
+
+PROMPT: "Take this book back to the library." Will. {bk10-l3c-f3-07-q.mp3}
+RESPONSE: Will you please take this book back to the library? {bk10-l3c-f3-07-a.mp3}
+
+PROMPT: "Show me how to operate this machine." Can. {bk10-l3c-f3-08-q.mp3}
+RESPONSE: Can you please show me how to operate this machine? {bk10-l3c-f3-08-a.mp3}
+
+PROMPT: "Write that word on the chalkboard." Would. {bk10-l3c-f3-09-q.mp3}
+RESPONSE: Would you please write that word on the chalkboard? {bk10-l3c-f3-09-a.mp3}
+
+PROMPT: "Tell Mother I won't be home for dinner." Will. {bk10-l3c-f3-10-q.mp3}
+RESPONSE: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f3-10-a.mp3}
+
+# Source: LLA 3C Figure 4
+$PRODUCE Answer the Request
+ID: 10-3c-f4
+INTRO: Listen to each question and complete the polite answer using the first-letter clue. Then repeat the answer.
+INSTRUCTION: Complete the response.
+INPUT: type
+CHECK: exact
+REPEAT
+
+EXAMPLE
+PROMPT: Would you please help me? {bk10-l3c-f4-ex1-q.mp3}
+TEMPLATE: O____{f} c____{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-ex1-a.mp3}
+ACCEPT: Of course | of course | f course
+
+EXAMPLE
+PROMPT: Can you please speak more slowly? {bk10-l3c-f4-ex2-q.mp3}
+TEMPLATE: Y____{es}, I c____{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-ex2-a.mp3}
+ACCEPT: Yes, I can | yes, I can | es, I an
+
+PROMPT: Can you please move your car? {bk10-l3c-f4-01-q.mp3}
+TEMPLATE: S____.
+RESPONSE: Sure. {bk10-l3c-f4-01-a.mp3}
+ACCEPT: Sure | sure | ure
+
+PROMPT: Would you please repeat the answer? {bk10-l3c-f4-02-q.mp3}
+TEMPLATE: C____.
+RESPONSE: Certainly. {bk10-l3c-f4-02-a.mp3}
+ACCEPT: Certainly | certainly | ertainly
+
+PROMPT: Could you please fill out this form? {bk10-l3c-f4-03-q.mp3}
+TEMPLATE: O____{f} c____{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-03-a.mp3}
+ACCEPT: Of course | of course | f course
+
+PROMPT: Can you please tell me the time? {bk10-l3c-f4-04-q.mp3}
+TEMPLATE: Y____{es}, I c____{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-04-a.mp3}
+ACCEPT: Yes, I can | yes, I can | es, I an
+
+PROMPT: Could you please bring me a cup of coffee? {bk10-l3c-f4-05-q.mp3}
+TEMPLATE: S____.
+RESPONSE: Sure. {bk10-l3c-f4-05-a.mp3}
+ACCEPT: Sure | sure | ure
+
+PROMPT: Would you please introduce me to your friend? {bk10-l3c-f4-06-q.mp3}
+TEMPLATE: O____{f} c____{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-06-a.mp3}
+ACCEPT: Of course | of course | f course
+
+PROMPT: Will you please take this book back to the library? {bk10-l3c-f4-07-q.mp3}
+TEMPLATE: Y____{es}, I w____{ill}.
+RESPONSE: Yes, I will. {bk10-l3c-f4-07-a.mp3}
+ACCEPT: Yes, I will | yes, I will | es, I ill
+
+PROMPT: Can you please show me how to operate this machine? {bk10-l3c-f4-08-q.mp3}
+TEMPLATE: Y____{es}, I c____{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-08-a.mp3}
+ACCEPT: Yes, I can | yes, I can | es, I an
+
+PROMPT: Would you please write that word on the chalkboard? {bk10-l3c-f4-09-q.mp3}
+TEMPLATE: C____.
+RESPONSE: Certainly. {bk10-l3c-f4-09-a.mp3}
+ACCEPT: Certainly | certainly | ertainly
+
+PROMPT: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f4-10-q.mp3}
+TEMPLATE: Y____{es}, I w____{ill}.
+RESPONSE: Yes, I will. {bk10-l3c-f4-10-a.mp3}
+ACCEPT: Yes, I will | yes, I will | es, I ill
+
+$SESSION 3-5: Requests — Practice and Replies
+
+# Source: ST §Would You Ask Sgt Ferguson to Come Here?
+$DIALOGUE Could You...? Of Course.
+ID: l3-s19
+INTRO: This whole part is practice: asking politely and answering politely, until it's automatic. First, listen to five short exchanges and repeat each line.
+INSTRUCTION: Repeat the dialogs.
 REPEAT
 
 Carl: Could you take me to the commissary after class?
@@ -1103,355 +1357,379 @@ Fran: Yes, I'll be happy to have dinner with you tonight.
 Anna: Would you help me move this desk?
 Bill: Sorry I can't. I have a bad back.
 
-# Source: LLA 3C Figure 3
-$PRODUCE Make It Polite
-ID: 3c-f3
-INPUT: speak
-CHECK: reveal
-INTRO: Turn a bare command into a polite question. Listen to the command and the word given, say the polite version aloud, then repeat the correct answer.
-INSTRUCTION: Speak the polite question.
+# Source: ST §Would You Please ...?
+$DIALOGUE Would You Please...?
+ID: l3-s22
+INTRO: Six mini-requests with their answers — several of them, naturally, about flat tires. Repeat each pair.
+INSTRUCTION: Repeat the mini-dialogs.
 REPEAT
 
-EXAMPLE
-PROMPT: Lend me a dollar. Will. {bk10-l3c-f3-ex1-q.mp3}
-RESPONSE: Will you please lend me a dollar? {bk10-l3c-f3-ex1-a.mp3}
+LINE: Would you help me, please? I have a flat. — Sure. Do you have any tools?
+LINE: Would you please pass me the salt? — Sure. Here you are.
+LINE: Do me a favor. Please lend me your wrench. — I'd be glad to.
+LINE: Will you do me a favor? I need some help. — Certainly, how can I help you?
+LINE: Could you hand me the jack? — Of course, here it is.
+LINE: Would you mind handing me the wrench? — I'd be glad to.
 
-EXAMPLE
-PROMPT: Turn that radio off. Could. {bk10-l3c-f3-ex2-q.mp3}
-RESPONSE: Could you please turn that radio off? {bk10-l3c-f3-ex2-a.mp3}
-
-PROMPT: Move your car. Can. {bk10-l3c-f3-01-q.mp3}
-RESPONSE: Can you please move your car? {bk10-l3c-f3-01-a.mp3}
-
-PROMPT: Repeat the answer. Would. {bk10-l3c-f3-02-q.mp3}
-RESPONSE: Would you please repeat the answer?
-
-PROMPT: Fill out this form. Could. {bk10-l3c-f3-03-q.mp3}
-RESPONSE: Could you please fill out this form? {bk10-l3c-f3-03-a.mp3}
-
-PROMPT: Tell me what time it is. Can. {bk10-l3c-f3-04-q.mp3}
-RESPONSE: Can you please tell me what time it is? {bk10-l3c-f3-04-a.mp3}
-
-PROMPT: Bring me a cup of coffee. Could. {bk10-l3c-f3-05-q.mp3}
-RESPONSE: Could you please bring me a cup of coffee? {bk10-l3c-f3-05-a.mp3}
-
-PROMPT: Introduce me to your friend. Would. {bk10-l3c-f3-06-q.mp3}
-RESPONSE: Would you please introduce me to your friend? {bk10-l3c-f3-06-a.mp3}
-
-PROMPT: Take this book back to the library. Will. {bk10-l3c-f3-07-q.mp3}
-RESPONSE: Will you please take this book back to the library? {bk10-l3c-f3-07-a.mp3}
-
-PROMPT: Show me how to operate this machine. Can. {bk10-l3c-f3-08-q.mp3}
-RESPONSE: Can you please show me how to operate this machine? {bk10-l3c-f3-08-a.mp3}
-
-PROMPT: Write that word on the chalkboard. Would. {bk10-l3c-f3-09-q.mp3}
-RESPONSE: Would you please write that word on the chalkboard? {bk10-l3c-f3-09-a.mp3}
-
-PROMPT: Tell Mother I won't be home for dinner. Will. {bk10-l3c-f3-10-q.mp3}
-RESPONSE: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f3-10-a.mp3}
-
-# Source: ST §Would You Help Me Fix My Car? (l3-s17)
-$PRODUCE Make Your Own Requests
-ID: l3-s17
+# Source: ST §Could You Please ...?
+$PRODUCE Make a Polite Request
+ID: l3-s23
+INTRO: Turn each pair of cue words on the screen into a polite request — "Would you please...", "Could you please...", or "Would you mind...".
+INSTRUCTION: Make a polite request from the cue words.
 INPUT: speak
 CHECK: llm
-INTRO: Now no one gives you the sentence — just the situation. Use each cue to make a polite request aloud with "could you" or "would you".
-INSTRUCTION: Make a polite request aloud using the cue.
-RUBRIC: Accept a polite request using "could you" or "would you" that correctly incorporates the cue phrase (e.g. "Could you go to the mall?").
+RUBRIC: Accept polite requests formed with "Would you please...", "Could you please...", "Will you please...", or "Would you mind...-ing" that use the cue words.
 
 EXAMPLE
-TEMPLATE: open window
-RESPONSE: Could you help me open this window?
+TEMPLATE: (hand, wrench)
+RESPONSE: Would you please hand me the wrench?
 
-TEMPLATE: go to the mall
-RESPONSE: Could you go to the mall?
+TEMPLATE: (hand, jack)
+RESPONSE: Could you please hand me the jack?
 
-TEMPLATE: change tire
-RESPONSE: Would you help me change this tire?
+TEMPLATE: (close, door)
+RESPONSE: Would you please close the door?
 
-TEMPLATE: clean the kitchen
-RESPONSE: Could you clean the kitchen?
+TEMPLATE: (come, here)
+RESPONSE: Could you please come here?
 
-TEMPLATE: fasten your seatbelt
+TEMPLATE: (help, change tire)
+RESPONSE: Would you please help me change the tire?
+
+TEMPLATE: (do, favor)
+RESPONSE: Could you do me a favor?
+
+TEMPLATE: (lend, book)
+RESPONSE: Would you please lend me your book?
+
+TEMPLATE: (give, wrench)
+RESPONSE: Could you please give me the wrench?
+
+TEMPLATE: (pass, bread)
+RESPONSE: Would you please pass the bread?
+
+TEMPLATE: (fasten, seat)
 RESPONSE: Would you please fasten your seatbelt?
 
-TEMPLATE: take a message
-RESPONSE: Could you take a message?
+TEMPLATE: (mind, lend)
+RESPONSE: Would you mind lending me your pen?
 
-TEMPLATE: lock the door
-RESPONSE: Would you lock the door?
-
-TEMPLATE: call back at 7:00
-RESPONSE: Could you call back at 7:00?
-
-TEMPLATE: fix the sink
-RESPONSE: Would you help me fix the sink?
-
-# Source: LLA 3C Figure 4 (word pass)
-$DIALOGUE Polite Answers
-ID: 3c-f4
-INTRO: Five polite ways to say yes. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Of course. {bk10-l3c-f4-01.mp3}
-LINE: Sure. {bk10-l3c-f4-02.mp3}
-LINE: Certainly. {bk10-l3c-f4-03.mp3}
-LINE: Yes, I can. {bk10-l3c-f4-04.mp3}
-LINE: Yes, I will. {bk10-l3c-f4-05.mp3}
-
-# Source: LLA 3C Figure 4 (writing pass)
-$PRODUCE Write the Polite Answer
-ID: 3c-f4-b
-INPUT: type
-CHECK: exact
-INTRO: Listen to each request and type the polite answer, completing the letters shown. Then repeat the answer aloud.
-INSTRUCTION: Type the complete answer.
-REPEAT
-
-EXAMPLE
-PROMPT: Would you please help me? {bk10-l3c-f4-ex1-q.mp3}
-TEMPLATE: O____{f} c____{ourse}.
-RESPONSE: Of course. {bk10-l3c-f4-ex1-a.mp3}
-
-EXAMPLE
-PROMPT: Can you please speak more slowly? {bk10-l3c-f4-ex2-q.mp3}
-TEMPLATE: Y____{es}, I c____{an}.
-RESPONSE: Yes, I can. {bk10-l3c-f4-ex2-a.mp3}
-
-PROMPT: Can you please move your car? {bk10-l3c-f4-06-q.mp3}
-TEMPLATE: S____{ure}.
-RESPONSE: Sure. {bk10-l3c-f4-06-a.mp3}
-
-PROMPT: Would you please repeat the answer? {bk10-l3c-f4-07-q.mp3}
-TEMPLATE: C____{ertainly}.
-RESPONSE: Certainly. {bk10-l3c-f4-07-a.mp3}
-
-PROMPT: Could you please fill out this form? {bk10-l3c-f4-08-q.mp3}
-TEMPLATE: O____{f} c____{ourse}.
-RESPONSE: Of course. {bk10-l3c-f4-08-a.mp3}
-
-PROMPT: Can you please tell me the time? {bk10-l3c-f4-09-q.mp3}
-TEMPLATE: Y____{es}, I c____{an}.
-RESPONSE: Yes, I can. {bk10-l3c-f4-09-a.mp3}
-
-PROMPT: Could you please bring me a cup of coffee? {bk10-l3c-f4-10-q.mp3}
-TEMPLATE: S____{ure}.
-RESPONSE: Sure. {bk10-l3c-f4-10-a.mp3}
-
-PROMPT: Would you please introduce me to your friend? {bk10-l3c-f4-11-q.mp3}
-TEMPLATE: O____{f} c____{ourse}.
-RESPONSE: Of course. {bk10-l3c-f4-11-a.mp3}
-
-PROMPT: Will you please take this book back to the library? {bk10-l3c-f4-12-q.mp3}
-TEMPLATE: Y____{es}, I w____{ill}.
-RESPONSE: Yes, I will. {bk10-l3c-f4-12-a.mp3}
-
-PROMPT: Can you please show me how to operate this machine? {bk10-l3c-f4-13-q.mp3}
-TEMPLATE: Y____{es}, I c____{an}.
-RESPONSE: Yes, I can. {bk10-l3c-f4-13-a.mp3}
-
-PROMPT: Would you please write that word on the chalkboard? {bk10-l3c-f4-14-q.mp3}
-TEMPLATE: C____{ertainly}.
-RESPONSE: Certainly. {bk10-l3c-f4-14-a.mp3}
-
-PROMPT: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f4-15-q.mp3}
-TEMPLATE: Y____{es}, I w____{ill}.
-RESPONSE: Yes, I will. {bk10-l3c-f4-15-a.mp3}
-
-# Source: ST §Would You ...? Yes. I Will. (l3-s16)
-$PRODUCE Answer with "Can" or "Will"
-ID: l3-s16
-INPUT: speak
-CHECK: reveal
-SHOW_PROMPT
-INTRO: Read each request and answer aloud with "can" or "will", following the cue in parentheses. Sometimes the polite answer is still no.
-INSTRUCTION: Answer aloud using the cue.
-
-PROMPT: Could you lend me twenty dollars? (no)
-RESPONSE: No, I can't.
-
-PROMPT: Would you mind waiting ten more minutes? (sure)
-RESPONSE: Sure, I will wait.
-
-PROMPT: Would you ask Pvt Adams to come here? (yes)
-RESPONSE: Yes, I will.
-
-PROMPT: Could you take my brother to school today? (no)
-RESPONSE: No, I can't.
-
-PROMPT: Would you help Barbara with those big boxes? (yes)
-RESPONSE: Yes, I will.
-
-PROMPT: Could you finish changing this tire? My back hurts. (no)
-RESPONSE: No, I can't.
-
-# Source: ST §Sure... Sorry.... (l3-s20)
-$PRODUCE Sure... or Sorry...
+# Source: ST §Would You ...? Yes, I Will.
+$PRODUCE Say Yes or No Politely
 ID: l3-s20
+INTRO: Answer each request politely — the cue on the screen tells you whether to agree or decline. Use "can", "can't", "will", or "won't".
+INSTRUCTION: Answer using the cue and "can" or "will".
 INPUT: speak
 CHECK: llm
-INTRO: Accept or refuse — politely either way. Listen to the request and answer aloud, following the cue.
-INSTRUCTION: Answer the request aloud using the cue.
-RUBRIC: Accept a polite acceptance or refusal that matches the cue (e.g. for "no", "Sorry, I can't."; for "yes", "Sure, I'd be glad to.").
+SHOW_PROMPT
+RUBRIC: Accept polite affirmative or negative responses using "can", "can't", "will", or "won't" that match the cue's yes/no direction.
+
+PROMPT: Could you lend me twenty dollars?
+TEMPLATE: (no)
+RESPONSE: No, I'm sorry, I can't.
+
+PROMPT: Would you mind waiting ten more minutes?
+TEMPLATE: (sure)
+RESPONSE: Sure, I will.
+
+PROMPT: Would you ask Pvt Adams to come here?
+TEMPLATE: (yes)
+RESPONSE: Yes, I will.
+
+PROMPT: Could you take my brother to school today?
+TEMPLATE: (no)
+RESPONSE: Sorry, I can't.
+
+PROMPT: Would you help Barbara with those big boxes?
+TEMPLATE: (yes)
+RESPONSE: Yes, I'll be happy to help her.
+
+PROMPT: Could you finish changing this tire? My back hurts.
+TEMPLATE: (no)
+RESPONSE: I'm sorry, but I can't.
+
+# Source: ST §Sure... Sorry...
+$PRODUCE Sure... Sorry...
+ID: l3-s24
+INTRO: More answers: "Sure" when you can, "Sorry" when you can't. The cue on the screen decides for you.
+INSTRUCTION: Answer politely according to the cue.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept polite responses that agree or decline according to the cue's direction.
 
 EXAMPLE
-PROMPT: Would you please lend me your dictionary? (no)
+PROMPT: Would you please lend me your dictionary?
+TEMPLATE: (no)
 RESPONSE: Sorry, but I don't have one.
 
 EXAMPLE
-PROMPT: Would you please hand me the dictionary? (yes)
+PROMPT: Would you please hand me the dictionary?
+TEMPLATE: (yes)
 RESPONSE: Sure, I'd be happy to.
 
-PROMPT: Could you help me with this box? (yes)
-RESPONSE: Sure, I'll be glad to help.
+PROMPT: Could you please lend me your wrench?
+TEMPLATE: (no)
+RESPONSE: Sorry, but I don't have one.
 
-PROMPT: Would you mind moving your car? (no)
-RESPONSE: Sorry, I can't right now.
+PROMPT: Would you please pass me the sugar?
+TEMPLATE: (yes)
+RESPONSE: Sure, here you are.
 
-PROMPT: Will you pass the salt, please? (yes)
-RESPONSE: Of course, here it is.
+PROMPT: Could you help me jack up the car?
+TEMPLATE: (yes)
+RESPONSE: Sure, I'd be glad to help.
 
-PROMPT: Could you lend me ten dollars? (no)
-RESPONSE: I'm sorry, I don't have it.
+PROMPT: Would you mind closing the window?
+TEMPLATE: (no / will do)
+RESPONSE: Not at all, I'll close it right away.
 
-# Source: ST §Would You Please ...? (l3-s18)
-$DIALOGUE Would You Please...?
-ID: l3-s18
-INTRO: Six lightning-fast exchanges — a flat tire, some salt, a wrench. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
+# Source: ST §Would You Help Me Fix My Car?
+$PRODUCE Request and Reply
+ID: l3-s21
+INTRO: Now play both sides: make a polite request with "could" or "would" from the cue on the screen, then give the reply yourself.
+INSTRUCTION: Make the request, then give a complete response.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any valid request using "could" or "would" built from the cue, followed by a matching response with "can" or "will". Either an accepting or a declining response is fine.
+
+EXAMPLE
+TEMPLATE: (open window)
+RESPONSE: Could you help me open this window? — Yes, sure, I think I can.
+
+TEMPLATE: (go to the mall)
+RESPONSE: Would you go to the mall with me? — Yes, I'll be happy to.
+
+TEMPLATE: (change tire)
+RESPONSE: Could you help me change this tire? — Sure, I can help you.
+
+TEMPLATE: (clean the kitchen)
+RESPONSE: Would you help me clean the kitchen? — Sorry, I can't right now.
+
+TEMPLATE: (fasten your seatbelt)
+RESPONSE: Would you please fasten your seatbelt? — Yes, I will.
+
+TEMPLATE: (take a message)
+RESPONSE: Could you please take a message for me? — Of course I can.
+
+TEMPLATE: (lock the door)
+RESPONSE: Would you please lock the door? — Sure, I will.
+
+TEMPLATE: (call back at 7:00)
+RESPONSE: Could you call back at 7:00? — Yes, I can call back then.
+
+TEMPLATE: (fix the sink)
+RESPONSE: Would you help me fix the sink? — I'm sorry, I can't.
+
+# Source: ST §Could I Borrow Your ...? (pair task recast for solo play)
+$PRODUCE Could I Borrow...?
+ID: l3-s25
+INTRO: You need something; your friend may or may not have it. Ask to borrow it, then answer for the friend — hand it over, or apologize and offer a substitute.
+INSTRUCTION: Ask to borrow the item, then give the friend's reply.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a request with "Could I borrow..." (or "Can I borrow...") plus a sensible reply: agree if the friend has the item, otherwise apologize and offer one of the friend's items as an alternative.
+
+EXAMPLE
+PROMPT: You want a pen. Your friend has a pencil, a dictionary, a soda, and a textbook.
+RESPONSE: Could I borrow your pen? — Sorry, I don't have one. Would you like to use my pencil?
+
+PROMPT: You want a textbook. Your friend has a pencil, a notebook, a soda, and a dictionary.
+RESPONSE: Could I borrow your textbook? — Sorry, I don't have one. Would you like to use my notebook?
+
+PROMPT: You want a blanket. Your friend has a sheet, a coat, a towel, and a sweater.
+RESPONSE: Could I borrow your blanket? — Sorry, I don't have one. Would you like to use my coat?
+
+PROMPT: You want toothpaste. Your friend has toothpaste, a brush, a mirror, and shampoo.
+RESPONSE: Could I borrow your toothpaste? — Sure, here it is.
+
+PROMPT: You want a wrench. Your friend has a wrench, a spoon, a bolt, and a knife.
+RESPONSE: Could I borrow your wrench? — Sure, here you go.
+
+PROMPT: You want a soda. Your friend has orange juice, tea, coffee, and water.
+RESPONSE: Could I borrow a soda? — Sorry, I don't have one. Would you like some orange juice?
+
+PROMPT: You want a pencil. Your friend has a pen, a bolt, a wrench, and a nut.
+RESPONSE: Could I borrow your pencil? — Sorry, I don't have one. Would you like to use my pen?
+
+PROMPT: You want a piece of gum. Your friend has a candy bar, chips, a soda, and fruit.
+RESPONSE: Could I borrow a piece of gum? — Sorry, I don't have any. Would you like a candy bar?
+
+PROMPT: You want a jack. Your friend has a wrench, a nut, a bolt, and a knife.
+RESPONSE: Could I borrow your jack? — Sorry, I don't have one. I only have a wrench.
+
+# SKIPPED (book): Reading Skill "HOW MUCH?" and "APARTMENTS FOR RENT" (pp. 111–112) — scanning exercises based on classroom transparency masters not included in the text body.
+
+# Source: LLA 3C Figure 5
+$DIALOGUE In the Clothing Store
+ID: 10-3c-f5-dialogue
+INTRO: A clerk, a customer, and some new fall suits. Listen to the conversation — questions follow.
+INSTRUCTION: Listen to the dialogue.
+
+Clerk: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
+Customer: No, thank you. I'm just looking. {bk10-l3c-f5-02.mp3}
+Clerk: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
+Customer: No, I didn't. Where are they? {bk10-l3c-f5-04.mp3}
+Clerk: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
+Customer: Oh, I see. They look very nice. {bk10-l3c-f5-06.mp3}
+Clerk: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
+Customer: All right, thanks. {bk10-l3c-f5-08.mp3}
+
+# Source: LLA 3C Figure 5 (questions)
+$PRODUCE Questions About the Clothing Store
+ID: 10-3c-f5
+REFERENCE: 10-3c-f5-dialogue
+INTRO: Answer each question about the conversation aloud in a full sentence. Open the dialogue if you need it, then repeat the model answer.
+INSTRUCTION: Answer aloud in a complete sentence.
+INPUT: speak
+CHECK: llm
+REPEAT
+SHOW_PROMPT
+
+PROMPT: Where are the men? {bk10-l3c-f5-09-q.mp3}
+RESPONSE: They're in a clothing store. {bk10-l3c-f5-09-a.mp3}
+RUBRIC: Accept any statement that the men are in a clothing store or department store.
+
+PROMPT: Does the customer want to buy anything right now? {bk10-l3c-f5-10-q.mp3}
+RESPONSE: No, he's just looking. {bk10-l3c-f5-10-a.mp3}
+RUBRIC: Accept any negative response indicating he does not want to buy anything or is just looking.
+
+PROMPT: What's the clerk's name? {bk10-l3c-f5-11-q.mp3}
+RESPONSE: The clerk's name is Charles. {bk10-l3c-f5-11-a.mp3}
+RUBRIC: Accept any response stating that the clerk's name is Charles.
+
+PROMPT: Where are the fall suits? {bk10-l3c-f5-12-q.mp3}
+RESPONSE: They're by the shirts and sweaters. {bk10-l3c-f5-12-a.mp3}
+RUBRIC: Accept any statement that the suits are next to or near the shirts and sweaters.
+
+PROMPT: What did the customer say about the suits? {bk10-l3c-f5-13-q.mp3}
+RESPONSE: He said that they looked very nice. {bk10-l3c-f5-13-a.mp3}
+RUBRIC: Accept any statement that the customer said they looked very nice or good.
+
+# Source: LLA 3C Figure 6
+$SELECT Word Stress: Longer Words
+ID: 10-3c-f6
+INTRO: Longer words this time — up to four syllables. Listen, tap the number of the strongest syllable, then repeat the word.
+INSTRUCTION: Tap the stressed syllable.
 REPEAT
 
-Student1: Would you help me, please? I have a flat.
-Student2: Sure. Do you have any tools?
-
-Student1: Would you please pass me the salt?
-Student2: Sure. Here you are.
-
-Student1: Do me a favor. Please lend me your wrench.
-Student2: I'd be glad to.
-
-Student1: Will you do me a favor? I need some help.
-Student2: Certainly, how can I help you?
-
-Student1: Could you hand me the jack?
-Student2: Of course, here it is.
-
-Student1: Would you mind handing me the wrench?
-Student2: I'd be glad to.
-
-# Source: ST §Could You Please ...? (l3-s19)
-$PRODUCE More Requests from Cues
-ID: l3-s19
-INPUT: speak
-CHECK: llm
-INTRO: One more round of requests — two cue words each. Build a polite question aloud from the cues.
-INSTRUCTION: Ask a polite request using the cue words.
-RUBRIC: Accept any standard polite request using "Could you", "Would you", "Will you", etc. incorporating the cue words (e.g. "Would you please hand me the jack?").
+OPTION: 1 | 1st syllable
+OPTION: 2 | 2nd syllable
+OPTION: 3 | 3rd syllable
+OPTION: 4 | 4th syllable
 
 EXAMPLE
-TEMPLATE: hand, wrench
-RESPONSE: Could you please hand me the wrench?
+PROMPT: cafeteria {bk10-l3c-f6-ex.mp3}
+ANSWER: 3
+FEEDBACK: cafeteria {bk10-l3c-f6-ex-fb.mp3}
 
-TEMPLATE: hand, jack
-RESPONSE: Could you please hand me the jack?
+PROMPT: politely {bk10-l3c-f6-01.mp3}
+ANSWER: 2
+FEEDBACK: politely {bk10-l3c-f6-01-fb.mp3}
 
-TEMPLATE: close, door
-RESPONSE: Would you close the door, please?
+PROMPT: popular {bk10-l3c-f6-02.mp3}
+ANSWER: 1
+FEEDBACK: popular {bk10-l3c-f6-02-fb.mp3}
 
-TEMPLATE: come, here
-RESPONSE: Could you come here, please?
+PROMPT: operate {bk10-l3c-f6-03.mp3}
+ANSWER: 1
+FEEDBACK: operate {bk10-l3c-f6-03-fb.mp3}
 
-TEMPLATE: help, change tire
-RESPONSE: Would you help me change this tire?
+PROMPT: another {bk10-l3c-f6-04.mp3}
+ANSWER: 2
+FEEDBACK: another {bk10-l3c-f6-04-fb.mp3}
 
-TEMPLATE: do, favor
-RESPONSE: Could you do me a favor?
+PROMPT: finally {bk10-l3c-f6-05.mp3}
+ANSWER: 1
+FEEDBACK: finally {bk10-l3c-f6-05-fb.mp3}
 
-TEMPLATE: lend, book
-RESPONSE: Would you please lend me your book?
+PROMPT: favorite {bk10-l3c-f6-06.mp3}
+ANSWER: 1
+FEEDBACK: favorite {bk10-l3c-f6-06-fb.mp3}
 
-TEMPLATE: give, wrench
-RESPONSE: Could you give me the wrench?
+PROMPT: selection {bk10-l3c-f6-07.mp3}
+ANSWER: 2
+FEEDBACK: selection {bk10-l3c-f6-07-fb.mp3}
 
-TEMPLATE: pass, bread
-RESPONSE: Would you pass the bread, please?
+PROMPT: everyone {bk10-l3c-f6-08.mp3}
+ANSWER: 1
+FEEDBACK: everyone {bk10-l3c-f6-08-fb.mp3}
 
-TEMPLATE: fasten, seatbelt
-RESPONSE: Could you please fasten your seatbelt?
+PROMPT: everybody {bk10-l3c-f6-09.mp3}
+ANSWER: 1
+FEEDBACK: everybody {bk10-l3c-f6-09-fb.mp3}
 
-TEMPLATE: mind, lend
-RESPONSE: Would you mind lending me that?
+PROMPT: introduce {bk10-l3c-f6-10.mp3}
+ANSWER: 3
+FEEDBACK: introduce {bk10-l3c-f6-10-fb.mp3}
 
-# Source: ST §Could I Borrow Your ...? (l3-s21)
-$PRODUCE Could I Borrow Your...?
-ID: l3-s21
+PROMPT: introduction {bk10-l3c-f6-11.mp3}
+ANSWER: 3
+FEEDBACK: introduction {bk10-l3c-f6-11-fb.mp3}
+
+PROMPT: variety {bk10-l3c-f6-12.mp3}
+ANSWER: 2
+FEEDBACK: variety {bk10-l3c-f6-12-fb.mp3}
+
+# Source: LLA 3C Figure 7 (passage 1)
+$DIALOGUE Ted's Car
+ID: 10-3c-f7-story1
+INTRO: Ted's car looks good. His tires have other plans. Listen to the paragraph.
+INSTRUCTION: Listen to the passage.
+
+LINE: Ted drives his car a lot. {bk10-l3c-f7-01a.mp3}
+LINE: His car is 2 years old, and his tires are too. {bk10-l3c-f7-01b.mp3}
+LINE: The car looks good, but the tires don't. {bk10-l3c-f7-01c.mp3}
+LINE: He has to put air in his tires often. {bk10-l3c-f7-01d.mp3}
+LINE: When the streets are wet, Ted can't stop his car quickly. {bk10-l3c-f7-01e.mp3}
+LINE: Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-01f.mp3}
+
+# Source: LLA 3C Figure 7 (question 1)
+$PRODUCE Main Idea: Ted's Car
+ID: 10-3c-f7-q1
+REFERENCE: 10-3c-f7-story1
+INTRO: What is the main idea of the paragraph about Ted's car? State it in one complete sentence.
+INSTRUCTION: State the main idea.
 INPUT: speak
 CHECK: llm
-INTRO: The finale: you want something, and the other person only has a substitute. Ask politely — then play the other side: refuse politely and offer what you have.
-INSTRUCTION: Ask for the first item; refuse and offer the second.
-RUBRIC: The learner must ask to borrow the requested item, then act as the second speaker declining and offering the alternative item (e.g. "Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?").
 
-EXAMPLE
-TEMPLATE: You want: a pen
-TEMPLATE: You have: a pencil
-RESPONSE: Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?
+PROMPT: What is the main idea of the paragraph about Ted's car?
+RESPONSE: Ted needs new tires.
+RUBRIC: Accept any sentence stating that Ted needs new tires or that the tires on his car are bad.
 
-TEMPLATE: You want: a text book
-TEMPLATE: You have: a notebook
-RESPONSE: Could I borrow your text book? Sorry, I don't have one. Would you like a notebook?
+# Source: LLA 3C Figure 7 (passage 2)
+$DIALOGUE Maria and the Mall
+ID: 10-3c-f7-story2
+INTRO: Everyone loves the mall — everyone except Maria. Listen to the paragraph.
+INSTRUCTION: Listen to the passage.
 
-TEMPLATE: You want: a blanket
-TEMPLATE: You have: a coat
-RESPONSE: Could I borrow your blanket? Sorry, I don't have one. Would you like to use my coat?
+LINE: Maria has to go to the mall today, but she doesn't want to. {bk10-l3c-f7-02a.mp3}
+LINE: She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. {bk10-l3c-f7-02b.mp3}
+LINE: The clerks at the mall never seem to see her. {bk10-l3c-f7-02c.mp3}
+LINE: They always help others first. {bk10-l3c-f7-02d.mp3}
+LINE: All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-02e.mp3}
 
-TEMPLATE: You want: toothpaste
-TEMPLATE: You have: a brush
-RESPONSE: Could I borrow some toothpaste? Sorry, I don't have any. Do you need a brush?
+# Source: LLA 3C Figure 7 (question 2)
+$PRODUCE Main Idea: Maria and the Mall
+ID: 10-3c-f7-q2
+REFERENCE: 10-3c-f7-story2
+INTRO: What is the main idea of the paragraph about Maria? State it in one complete sentence.
+INSTRUCTION: State the main idea.
+INPUT: speak
+CHECK: llm
 
-TEMPLATE: You want: a wrench
-TEMPLATE: You have: a spoon
-RESPONSE: Could I borrow your wrench? Sorry, I don't have one. Would you like a spoon?
+PROMPT: What is the main idea of the paragraph about Maria?
+RESPONSE: Maria doesn't like to go to the mall.
+RUBRIC: Accept any sentence stating that Maria does not like or enjoy going to or shopping at the mall.
 
-TEMPLATE: You want: a soda
-TEMPLATE: You have: water
-RESPONSE: Could I have a soda? Sorry, I don't have one. Would you like some water?
+$SESSION 3-6: Reporting Commands and Requests
 
-TEMPLATE: You want: a pencil
-TEMPLATE: You have: a pen
-RESPONSE: Could I borrow your pencil? Sorry, I don't have one. Would you like to use my pen?
-
-TEMPLATE: You want: a piece of gum
-TEMPLATE: You have: a candy bar
-RESPONSE: Could I have a piece of gum? Sorry, I don't have any. Would you like a candy bar?
-
-TEMPLATE: You want: a jack
-TEMPLATE: You have: a wrench
-RESPONSE: Could I borrow your jack? Sorry, I don't have one. Would you like a wrench?
-
-$SESSION 3-6: Reported Commands
-
-# Source: new (gap: reported commands are drilled in ST and LLA 3D but never explained)
-$GRAMMAR Reporting What People Say
-ID: 3d-f1-g
-INTRO: In this part you'll learn to pass a message along: "He said to lock the door." Here's how it works.
-
-CARD: To report a command, use **said to** followed by the verb.
-{Lock the garage door.}
-{He said to lock the garage door.}
-
-CARD: For a negative command, use **said not to**. The word "not" goes right before "to".
-{Don't leave now.}
-{He said not to leave now.}
-
-CARD: To report a polite request, use **asked to** or **asked me to**. Remember to change the pronouns to match the new perspective.
-{Would you hand me the dictionary?}
-{He asked me to hand him the dictionary.}
-
-$DIALOGUE Passing the Message
-ID: 3d-f1
-INTRO: Three short scenes of one person passing another person's words along. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 3D Figure 1
+$DIALOGUE What Did She Say to Do?
+ID: 10-3d-f1
+INTRO: In this part you'll learn to pass messages along: "She said to...", "He asked me to...". Listen to three short scenes and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Kim: Tell Mike hello for me. {bk10-l3d-f1-01.mp3}
@@ -1466,11 +1744,11 @@ Instructor: Don't mark on your test booklets. {bk10-l3d-f1-07.mp3}
 Lt_Fuller: What did he say not to do? {bk10-l3d-f1-08.mp3}
 Sgt_Jones: He said not to mark on our test booklets. {bk10-l3d-f1-09.mp3}
 
-# Source: ST §What Did He Say? (l3-s22)
+# Source: ST §What Did He Say?
 $DIALOGUE What Did He Say?
-ID: l3-s22
-INTRO: Three more scenes — at the office and at home, where Freddy still hasn't hung up his coat. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
+ID: l3-s26
+INTRO: Three more scenes — a captain, a dad, and a major, all being quoted behind their backs. Repeat each line.
+INSTRUCTION: Repeat the dialogs.
 REPEAT
 
 Capt_Moreno: Sgt Kline, report to the major's office right now.
@@ -1488,548 +1766,243 @@ Ms_Rogers: Yes, sir. I'll do it right now.
 Mr_Thompson: What did Maj Jones ask you?
 Ms_Rogers: Maj Jones asked me to get him the dictionary.
 
+# Source: new (gap: reported commands/requests are drilled in LLA 3D and ST but never explained)
+$GRAMMAR Reporting What People Said
+ID: 10-3d-g1
+INTRO: The pattern behind everything you just heard, in three short cards.
+
+CARD: To report a command, use **said to** plus the verb. {He said to lock the garage door.} {She said to wear your raincoat.}
+
+CARD: For a negative command, use **said not to**. {He said not to mark on our test booklets.}
+
+CARD: A polite request is reported with **asked (me) to**. {Maj Jones asked me to get him the dictionary.}
+
 # Source: LLA 3D Figure 2
-$PRODUCE What Did He Say to Do?
-ID: 3d-f2
+$PRODUCE Report the Command
+ID: 10-3d-f2
+INTRO: Listen to each command and question. Answer aloud by reporting what the person said to do, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: Listen to the command and the question, then answer aloud: "He said to..." Repeat the correct answer after you hear it.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
 EXAMPLE
-PROMPT: "Check the front tires." What did he say to do? {bk10-l3d-f2-ex-q.mp3}
+PROMPT: Check the front tires.\nWhat did he say to do? {bk10-l3d-f2-ex-q.mp3}
 RESPONSE: He said to check the front tires. {bk10-l3d-f2-ex-a.mp3}
 
-PROMPT: "Lock the garage door." What did he say to do? {bk10-l3d-f2-01-q.mp3}
+PROMPT: Lock the garage door.\nWhat did he say to do? {bk10-l3d-f2-01-q.mp3}
 RESPONSE: He said to lock the garage door. {bk10-l3d-f2-01-a.mp3}
 
-PROMPT: "Put the tire in the trunk." What did he say to do? {bk10-l3d-f2-02-q.mp3}
+PROMPT: Put the tire in the trunk.\nWhat did he say to do? {bk10-l3d-f2-02-q.mp3}
 RESPONSE: He said to put the tire in the trunk. {bk10-l3d-f2-02-a.mp3}
 
-PROMPT: "Wash the car today." What did he say to do? {bk10-l3d-f2-03-q.mp3}
+PROMPT: Wash the car today.\nWhat did he say to do? {bk10-l3d-f2-03-q.mp3}
 RESPONSE: He said to wash the car today. {bk10-l3d-f2-03-a.mp3}
 
-PROMPT: "Turn the light on." What did he say to do? {bk10-l3d-f2-04-q.mp3}
+PROMPT: Turn the light on.\nWhat did he say to do? {bk10-l3d-f2-04-q.mp3}
 RESPONSE: He said to turn the light on. {bk10-l3d-f2-04-a.mp3}
 
-PROMPT: "Don't leave now." What did he say not to do? {bk10-l3d-f2-05-q.mp3}
+PROMPT: Don't leave now.\nWhat did he say not to do? {bk10-l3d-f2-05-q.mp3}
 RESPONSE: He said not to leave now. {bk10-l3d-f2-05-a.mp3}
 
-PROMPT: "Wait a few minutes." What did he say to do? {bk10-l3d-f2-06-q.mp3}
+PROMPT: Wait a few minutes.\nWhat did he say to do? {bk10-l3d-f2-06-q.mp3}
 RESPONSE: He said to wait a few minutes. {bk10-l3d-f2-06-a.mp3}
 
 # Source: LLA 3D Figure 3
 $PRODUCE Complete the Conversation
-ID: 3d-f3
+ID: 10-3d-f3
+INTRO: Mrs. Hill is giving instructions to the whole family. Complete each conversation aloud by asking or answering the question, then repeat the model answer.
+INSTRUCTION: Complete the conversation aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: The Hill family relays a lot of messages. Read each printed conversation — one line is missing. Say it aloud when the tape asks, then repeat the correct answer.
-INSTRUCTION: Answer aloud to complete the conversation.
 REPEAT
 
 TEMPLATE: Mrs. Hill: Billy, hang up your coat.
-TEMPLATE: Billy: ____
 TEMPLATE: Mr. Hill: She said to hang up your coat.
-PROMPT: Billy, hang up your coat. Ask Billy's question. {bk10-l3d-f3-01-q.mp3}
+PROMPT: Billy, hang up your coat. {bk10-l3d-f3-01-q.mp3}
 RESPONSE: What did she say to do? {bk10-l3d-f3-01-a.mp3}
 
 TEMPLATE: Mrs. Hill: Please feed the dog, Billy.
-TEMPLATE: Billy: ____
 TEMPLATE: Mr. Hill: She said to feed the dog.
-PROMPT: Please feed the dog. Ask Billy's question. {bk10-l3d-f3-02-q.mp3}
+PROMPT: Please feed the dog. {bk10-l3d-f3-02-q.mp3}
 RESPONSE: What did she say to do? {bk10-l3d-f3-02-a.mp3}
 
 TEMPLATE: Mrs. Hill: John, please return Dr. Smith's call.
 TEMPLATE: Mr. Hill: What did she say to do?
-TEMPLATE: Billy: ____
-PROMPT: John, please return Dr. Smith's call. What did she say to do? Answer his question. {bk10-l3d-f3-03-q.mp3}
+PROMPT: John, please return Dr. Smith's call.\n— What did she say to do? {bk10-l3d-f3-03-q.mp3}
 RESPONSE: She said to return Dr. Smith's call. {bk10-l3d-f3-03-a.mp3}
 
 TEMPLATE: Mrs. Hill: Do your homework now, Billy.
 TEMPLATE: Billy: What did she say to do?
-TEMPLATE: Mr. Hill: ____
-PROMPT: Do your homework now, Billy. What did she say to do? Answer his question. {bk10-l3d-f3-04-q.mp3}
+PROMPT: Do your homework now, Billy.\n— What did she say to do? {bk10-l3d-f3-04-q.mp3}
 RESPONSE: She said to do your homework. {bk10-l3d-f3-04-a.mp3}
 
 TEMPLATE: Mrs. Hill: Please give Billy some lunch money.
 TEMPLATE: Billy: What did she say to give me?
-TEMPLATE: Mr. Hill: ____
-PROMPT: Please give Billy some lunch money. What did she say to give me? Answer his question. {bk10-l3d-f3-05-q.mp3}
+PROMPT: Please give Billy some lunch money.\n— What did she say to give me? {bk10-l3d-f3-05-q.mp3}
 RESPONSE: She said to give you some lunch money. {bk10-l3d-f3-05-a.mp3}
 
 TEMPLATE: Mrs. Hill: Please, put gas in the car.
 TEMPLATE: Mr. Hill: Billy, what did your mother say to do?
-TEMPLATE: Billy: ____
-PROMPT: Please put gas in the car. Billy, what did your mother say to do? Answer his question. {bk10-l3d-f3-06-q.mp3}
+PROMPT: Please put gas in the car.\n— Billy, what did your mother say to do? {bk10-l3d-f3-06-q.mp3}
 RESPONSE: She said to put gas in the car. {bk10-l3d-f3-06-a.mp3}
 
-# Source: ST §Practice: What Did He Say? (l3-s23)
-$PRODUCE Report the Printed Sentence
-ID: l3-s23
-INPUT: speak
-CHECK: llm
-INTRO: Read the sentence, then do both jobs aloud: ask "What did he say?" (or "ask") and answer it with the reported form.
-INSTRUCTION: Ask and answer about the sentence aloud.
-RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive (e.g. "He said to pick up Capt Walker at 1300.").
-
-EXAMPLE
-TEMPLATE: Report to the colonel at 1300.
-RESPONSE: What did he say? He said to report to the colonel at 1300.
-
-EXAMPLE
-TEMPLATE: Could you pass me the salt, please?
-RESPONSE: What did she ask you? She asked me to pass her the salt.
-
-TEMPLATE: Pick up Capt Walker at 1300.
-RESPONSE: What did he say? He said to pick up Capt Walker at 1300.
-
-TEMPLATE: Call Capt Walker at the dispensary.
-RESPONSE: What did he say? He said to call Capt Walker at the dispensary.
-
-TEMPLATE: Would you hand me the dictionary?
-RESPONSE: What did he ask you? He asked me to hand him the dictionary.
-
-TEMPLATE: Could you lend me a pencil?
-RESPONSE: What did she ask you? She asked me to lend her a pencil.
-
-TEMPLATE: Get Sgt Powers on the phone for me.
-RESPONSE: What did he say? He said to get Sgt Powers on the phone for him.
-
-TEMPLATE: Would you turn out the lights?
-RESPONSE: What did she ask you? She asked me to turn out the lights.
-
-TEMPLATE: Lock the garage door.
-RESPONSE: What did he say? He said to lock the garage door.
-
-TEMPLATE: Please hand out the papers.
-RESPONSE: What did she ask you? She asked me to hand out the papers.
-
-# Source: ST §He Asked Me to Pick Up .... (l3-s24)
-$PRODUCE He Asked Me to...
-ID: l3-s24
-INPUT: speak
-CHECK: llm
-INTRO: This time you only hear the request. Ask "What did he ask you?" and answer it aloud: "He asked me to..." — or "not to", when he said don't.
-INSTRUCTION: Ask and answer the reported question aloud.
-RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to...").
-
-EXAMPLE
-PROMPT: Will you pick up my clothes at the laundry?
-RESPONSE: What did he ask you? He asked me to pick up his clothes at the laundry.
-
-PROMPT: Will you go to the store?
-RESPONSE: What did he ask you? He asked me to go to the store.
-
-PROMPT: Will you put the book on the table?
-RESPONSE: What did he ask you? He asked me to put the book on the table.
-
-PROMPT: Please don't close the door.
-RESPONSE: What did he ask you? He asked me not to close the door.
-
-PROMPT: Will you circle the correct answer?
-RESPONSE: What did he ask you? He asked me to circle the correct answer.
-
-PROMPT: Please don't turn off the lights.
-RESPONSE: What did he ask you? He asked me not to turn off the lights.
-
-PROMPT: Will you clean the board?
-RESPONSE: What did he ask you? He asked me to clean the board.
-
-PROMPT: Please don't walk on the grass.
-RESPONSE: What did he ask you? He asked me not to walk on the grass.
-
-PROMPT: Will you hand me the wrench?
-RESPONSE: What did he ask you? He asked me to hand him the wrench.
-
-PROMPT: Please report to the office.
-RESPONSE: What did he ask you? He asked me to report to the office.
-
-PROMPT: Will you call the captain?
-RESPONSE: What did he ask you? He asked me to call the captain.
-
-$SESSION 3-7: Reading and Listening Skills
-
-# Source: ST §What's the Topic? (l3-s3)
-$PRODUCE What's the Topic?
-ID: l3-s3
-INPUT: type
-CHECK: llm
-INTRO: In this part you'll practice finding the topic and the main idea of what you read and hear. First: read the paragraph and type its topic in just a few words.
-INSTRUCTION: Read the paragraph and type the topic.
-RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
-
-TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
-RESPONSE: Spending birthday money.
-
-# Source: ST §What's the Main Idea? (l3-s4)
-$PRODUCE What's the Main Idea?
-ID: l3-s4
-INPUT: type
-CHECK: llm
-INTRO: Now the main idea — one complete sentence that says what the paragraph is really about, not just one detail from it.
-INSTRUCTION: Type the main idea in a complete sentence.
-RUBRIC: Accept a complete sentence that summarizes the main idea of the paragraph.
-
-EXAMPLE
-TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
-RESPONSE: Martha couldn't decide how to spend her money.
-
-TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
-RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
-
-TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
-RESPONSE: There are rules to follow for polite introductions in the United States.
-
-# Source: ST §What Do You Want to Call It? (l3-s5)
-$SELECT Pick the Best Title
-ID: l3-s5
-INTRO: Read the paragraph about Beth and tap the title that fits the whole story.
-INSTRUCTION: Read the paragraph and tap the best title.
-OPTION: a | A Cold Winter
-OPTION: b | A New Coat
-OPTION: c | Department Stores
-
-TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
-ANSWER: b
-
-# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; no workable interaction in this format.
-
-# Source: ST §What's It All About? (l3-s25)
-$SELECT Pick the Best Summary
-ID: l3-s25
-INTRO: Read each paragraph and tap the summary that covers the whole thing — not just one true detail.
-INSTRUCTION: Tap the best summary.
-OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
-OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
-OPTION: c | Ned reads two newspapers. He likes to read the business news.
-
-EXAMPLE
-TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
-OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
-OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
-OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
-ANSWER: a
-
-TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
-ANSWER: b
-
-TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
-OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
-OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
-OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
-ANSWER: b
-
-# Source: LLA 3A Figure 7 (listening passage)
-$DIALOGUE Listen — Two Paragraphs
-ID: 3a-f7
-INTRO: Now do the same by ear. Two short paragraphs — one about vending machines, one about clothing stores. Just listen; the questions come next.
-INSTRUCTION: Listen to the paragraphs.
-
-LINE: When people have a lot to do, they don't want to eat at home or in restaurants; they can get a snack from a vending machine. {bk10-l3a-f6-09.mp3}
-LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f6-09-b.mp3}
-LINE: They have coffee, tea, soup, soda, or juice for people who want something to drink. {bk10-l3a-f6-09-c.mp3}
-LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f6-09-d.mp3}
-LINE: These vending machines are usually very popular. {bk10-l3a-f6-09-e.mp3}
-
-LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-01.mp3}
-LINE: Some sell clothes only for children. {bk10-l3a-f7-01-b.mp3}
-LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-01-c.mp3}
-LINE: There are also stores for sports clothing. {bk10-l3a-f7-01-d.mp3}
-LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-01-e.mp3}
-LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-01-f.mp3}
-LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-01-g.mp3}
-LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-01-h.mp3}
-
-# Source: LLA 3A Figure 7 (main-idea pass)
-$SELECT Main Idea of Each Paragraph
-ID: 3a-f7-b
-REFERENCE
-INTRO: Tap the main idea of each paragraph you just heard. Open the paragraphs again if you need them.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: Paragraph 1
-OPTION: a | People are very busy these days.
-OPTION: b | Vending machines are popular machines.
-OPTION: c | People like drinks and snacks.
-ANSWER: b
-
-TEMPLATE: Paragraph 2
-OPTION: a | Some stores sell expensive clothing.
-OPTION: b | You can buy sports clothes at sports clothing stores.
-OPTION: c | There are many kinds of clothing stores.
-ANSWER: c
-
-# Source: LLA 3B Figure 8 (story)
-$DIALOGUE Vending Machine Trouble
-ID: 3b-f8-story
-INTRO: John, a vending machine, and exactly 45 cents. It doesn't end well. Listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: John stood in front of the vending machine near his office and counted his money. {bk10-l3b-f8-01.mp3}
-LINE: He had only 45 cents, exactly the cost of a Diet soda. {bk10-l3b-f8-02.mp3}
-LINE: He carefully put his money in the machine and pushed the button, but nothing happened. {bk10-l3b-f8-03.mp3}
-LINE: He pushed the coin return, and again, nothing happened. {bk10-l3b-f8-04.mp3}
-LINE: John couldn't get his money or his Diet soda. {bk10-l3b-f8-05.mp3}
-
-# Source: LLA 3B Figure 8 (main-idea pass)
-$PRODUCE State the Main Idea
-ID: 3b-f8
-REFERENCE: 3b-f8-story
-INPUT: type
-CHECK: llm
-INTRO: Type the main idea of John's story in one complete sentence. You can open the story again if you need it.
-INSTRUCTION: Type the main idea in a complete sentence.
-RUBRIC: The learner must write a sentence stating that John lost his money in the vending machine, or that he could not get his money or his soda. Accept any reasonable phrasing of this idea.
-
-PROMPT: What is the main idea of the paragraph?
-RESPONSE: John lost his money in the vending machine.
-
-# Source: LLA 3C Figure 7
-$PRODUCE Main Idea by Ear
-ID: 3c-f7
-INPUT: type
-CHECK: llm
-LONGFORM
-INTRO: Two more paragraphs, heard only. Listen to each one, then type its main idea in your own words.
-INSTRUCTION: Type the main idea of the paragraph.
-
-PROMPT: Ted drives his car a lot. His car is 2 years old, and his tires are too. The car looks good, but the tires don't. He has to put air in his tires often. When the streets are wet, Ted can't stop his car quickly. Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-01.mp3}
-RESPONSE: Ted needs new tires.
-RUBRIC: Accept any sentence stating that Ted needs new tires, or that the tires on his car are bad.
-
-PROMPT: Maria has to go to the mall today, but she doesn't want to. She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. The clerks at the mall never seem to see her. They always help others first. All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-02.mp3}
-RESPONSE: Maria doesn't like to go to the mall.
-RUBRIC: Accept any sentence stating that Maria doesn't like to go to the mall, or doesn't enjoy shopping there.
-
-# Source: LLA 3C Figure 5
-$DIALOGUE In a Clothing Store
-ID: 3c-f5
-INTRO: A clerk, a customer, and some new fall suits. Listen to their conversation — questions follow.
-INSTRUCTION: Listen to the conversation.
-
-Clerk: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
-Customer: No, thank you. I'm just looking. {bk10-l3c-f5-02.mp3}
-Clerk: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
-Customer: No, I didn't. Where are they? {bk10-l3c-f5-04.mp3}
-Clerk: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
-Customer: Oh, I see. They look very nice. {bk10-l3c-f5-06.mp3}
-Clerk: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
-Customer: All right, thanks. {bk10-l3c-f5-08.mp3}
-
-# Source: LLA 3C Figure 5 (question pass)
-$PRODUCE Questions on the Clothing Store
-ID: 3c-f5-b
-REFERENCE
+# Source: ST §Report the Command or Request
+$PRODUCE Report What Was Said
+ID: l3-s27
+INTRO: Read each command or request, then report it: "said to" for commands, "asked me to" for requests.
+INSTRUCTION: Report what was said or asked.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-REPEAT
-INTRO: Answer each question about the conversation aloud in a full sentence — open the dialog if you need it — then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
-RUBRIC: Accept any sentence that answers the question factually based on the model answer.
-
-PROMPT: Where are the men? {bk10-l3c-f5-09-q.mp3}
-RESPONSE: They're in a clothing store. {bk10-l3c-f5-09-a.mp3}
-
-PROMPT: Does the customer want to buy anything right now? {bk10-l3c-f5-10-q.mp3}
-RESPONSE: No, he's just looking. {bk10-l3c-f5-10-a.mp3}
-
-PROMPT: What is the clerk's name? {bk10-l3c-f5-11-q.mp3}
-RESPONSE: The clerk's name is Charles. {bk10-l3c-f5-11-a.mp3}
-
-PROMPT: Where are the fall suits? {bk10-l3c-f5-12-q.mp3}
-RESPONSE: They're by the shirts and sweaters. {bk10-l3c-f5-12-a.mp3}
-
-PROMPT: What did the customer say about the suits? {bk10-l3c-f5-13-q.mp3}
-RESPONSE: He said that they looked very nice. {bk10-l3c-f5-13-a.mp3}
-
-# Source: LLA 3C Figure 6
-$SELECT Syllable Stress — Longer Words
-ID: 3c-f6
-INTRO: Stress again, with longer words this time — up to four syllables. Listen and tap the number of the stressed syllable.
-INSTRUCTION: Tap the number of the stressed syllable.
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
+RUBRIC: Accept indirect speech forms using "He/She said to...", "He/She said not to...", or "He/She asked me to...". The reported form is the point — repeating the direct command fails.
 
 EXAMPLE
-PROMPT: cafeteria {bk10-l3c-f6-ex.mp3}
-ANSWER: 3
-FEEDBACK: cafeteria. {bk10-l3c-f6-ex-fb.mp3}
+PROMPT: Report to the colonel at 1300.
+RESPONSE: He said to report to the colonel at 1300.
 
-PROMPT: politely {bk10-l3c-f6-01.mp3}
-ANSWER: 2
-FEEDBACK: politely. {bk10-l3c-f6-01-fb.mp3}
+EXAMPLE
+PROMPT: Could you pass me the salt, please?
+RESPONSE: She asked me to pass her the salt.
 
-PROMPT: popular {bk10-l3c-f6-02.mp3}
-ANSWER: 1
-FEEDBACK: popular. {bk10-l3c-f6-02-fb.mp3}
+PROMPT: Pick up Capt Walker at 1300.
+RESPONSE: He said to pick up Capt Walker at 1300.
 
-PROMPT: operate {bk10-l3c-f6-03.mp3}
-ANSWER: 1
-FEEDBACK: operate. {bk10-l3c-f6-03-fb.mp3}
+PROMPT: Call Capt Walker at the dispensary.
+RESPONSE: He said to call Capt Walker at the dispensary.
 
-PROMPT: another {bk10-l3c-f6-04.mp3}
-ANSWER: 2
-FEEDBACK: another. {bk10-l3c-f6-04-fb.mp3}
+PROMPT: Would you hand me the dictionary?
+RESPONSE: She asked me to hand her the dictionary.
 
-PROMPT: finally {bk10-l3c-f6-05.mp3}
-ANSWER: 1
-FEEDBACK: finally. {bk10-l3c-f6-05-fb.mp3}
+PROMPT: Could you lend me a pencil?
+RESPONSE: He asked me to lend him a pencil.
 
-PROMPT: favorite {bk10-l3c-f6-06.mp3}
-ANSWER: 1
-FEEDBACK: favorite. {bk10-l3c-f6-06-fb.mp3}
+PROMPT: Get Sgt Powers on the phone for me.
+RESPONSE: He said to get Sgt Powers on the phone for him.
 
-PROMPT: selection {bk10-l3c-f6-07.mp3}
-ANSWER: 2
-FEEDBACK: selection. {bk10-l3c-f6-07-fb.mp3}
+PROMPT: Would you turn out the lights?
+RESPONSE: She asked me to turn out the lights.
 
-PROMPT: everyone {bk10-l3c-f6-08.mp3}
-ANSWER: 1
-FEEDBACK: everyone. {bk10-l3c-f6-08-fb.mp3}
+PROMPT: Lock the garage door.
+RESPONSE: He said to lock the garage door.
 
-PROMPT: everybody {bk10-l3c-f6-09.mp3}
-ANSWER: 1
-FEEDBACK: everybody. {bk10-l3c-f6-09-fb.mp3}
+PROMPT: Please hand out the papers.
+RESPONSE: She asked me to hand out the papers.
 
-PROMPT: introduce {bk10-l3c-f6-10.mp3}
-ANSWER: 3
-FEEDBACK: introduce. {bk10-l3c-f6-10-fb.mp3}
-
-PROMPT: introduction {bk10-l3c-f6-11.mp3}
-ANSWER: 3
-FEEDBACK: introduction. {bk10-l3c-f6-11-fb.mp3}
-
-PROMPT: variety {bk10-l3c-f6-12.mp3}
-ANSWER: 2
-FEEDBACK: variety. {bk10-l3c-f6-12-fb.mp3}
-
-# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source markdown.
-
-# Source: ST §Flight Information (l3-s26)
-$DIALOGUE Flight Information
-ID: l3-s26
-INTRO: Paul is going to Hawaii. Read the flight information carefully — you'll fill in an outline of it next.
-INSTRUCTION: Read the paragraph.
-
-LINE: Paul wants to a take a vacation in Hawaii.
-LINE: He called the airline for reservations.
-LINE: The clerk gave him this information about the flights.
-LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two.
-LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening.
-LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg}
-
-# Source: ST §Flight Outline (l3-s27)
-$PRODUCE Flight Outline
-ID: l3-s27
-REFERENCE
-INPUT: type
-INTRO: Fill in the outline of the flights — the days and the times. Open the paragraph again if you need it.
-INSTRUCTION: Complete the outline from the paragraph.
-
-TEMPLATE: Flight Information
-SLOT: 1 | Day 1 | Monday
-SLOT: 2 | Morning flight | 10:00 a.m.
-SLOT: 2 | Afternoon flight | 2:00 p.m.
-SLOT: 1 | Day 2 | Wednesday
-SLOT: 2 | Morning flight | 10:00 a.m.
-SLOT: 2 | Afternoon flight | 2:00 p.m.
-SLOT: 1 | Day 3 | Saturday
-SLOT: 2 | Morning flight | 9:00 a.m.
-SLOT: 2 | Afternoon flight | 1:00 p.m.
-SLOT: 2 | Evening flight | 8:00 p.m.
-
-# Source: ST §Make a Sentence (l3-s28)
-$PRODUCE Combine the Sentences
+# Source: ST §He Asked Me to Pick Up ... (recast: request supplied, learner reports it)
+$PRODUCE What Did He Ask You?
 ID: l3-s28
-INPUT: type
-CHECK: exact
-INTRO: Two short sentences, one idea. Combine them into a single sentence and type it.
-INSTRUCTION: Combine the two sentences into one and type it.
+INTRO: Listen to the request and the question that follows, then report it aloud. Careful — some of these are "asked me NOT to".
+INSTRUCTION: Report the request aloud.
+INPUT: speak
+CHECK: reveal
 
-TEMPLATE: He loosened the nuts. He loosened them with a wrench.
-RESPONSE: He loosened the nuts with a wrench.
+EXAMPLE
+PROMPT: Will you pick up my clothes at the laundry?\nWhat did he ask you?
+RESPONSE: He asked me to pick up his clothes at the laundry.
 
-TEMPLATE: The man removed the hub cap. He removed it from the wheel.
-RESPONSE: The man removed the hub cap from the wheel.
+PROMPT: Would you go to the store for me?\nWhat did she ask you?
+RESPONSE: She asked me to go to the store for her.
 
-TEMPLATE: Brad raised the car. He raised it with the jack.
-RESPONSE: Brad raised the car with the jack.
+PROMPT: Could you put these books on the shelf?\nWhat did he ask you?
+RESPONSE: He asked me to put those books on the shelf.
 
-TEMPLATE: Mary goes to class. She goes at night.
-RESPONSE: Mary goes to class at night.
+PROMPT: Please don't close the window.\nWhat did he ask you?
+RESPONSE: He asked me not to close the window.
 
-TEMPLATE: Fred drove his car. He drove it to work.
-RESPONSE: Fred drove his car to work.
+PROMPT: Could you circle the correct answer?\nWhat did she ask you?
+RESPONSE: She asked me to circle the correct answer.
 
-TEMPLATE: He has a spare tire. It is in the trunk.
-RESPONSE: He has a spare tire in the trunk.
+PROMPT: Please don't turn off the radio.\nWhat did he ask you?
+RESPONSE: He asked me not to turn off the radio.
 
-$SESSION 3-8: Around Silver City — Review
+PROMPT: Would you clean the blackboard?\nWhat did she ask you?
+RESPONSE: She asked me to clean the blackboard.
+
+PROMPT: Please don't walk on the wet floor.\nWhat did he ask you?
+RESPONSE: He asked me not to walk on the wet floor.
+
+PROMPT: Could you hand me that wrench?\nWhat did he ask you?
+RESPONSE: He asked me to hand him that wrench.
+
+PROMPT: Report to the captain immediately.\nWhat did he say?
+RESPONSE: He said to report to the captain immediately.
+
+PROMPT: Would you call me at seven o'clock?\nWhat did she ask you?
+RESPONSE: She asked me to call her at seven o'clock.
+
+$SESSION 3-7: Silver City and Reading Skills
 
 # Source: LLA 3D Figure 4
-$DIALOGUE Back in Silver City
-ID: 3d-f4
-INTRO: Last part — a drive around Silver City to pull the whole lesson together. Dan is back after 7 years, and the town has grown without asking him. Listen to his conversation with Sam.
+$DIALOGUE Dan and Sam in Silver City
+ID: 10-3d-f4
+INTRO: Last part: a drive around Silver City with Dan and Sam, then some reading skills to close the lesson. Dan has been away seven years — the city hasn't waited for him. Just listen.
 INSTRUCTION: Listen to the conversation.
 
 Dan: I'm glad you're driving, Sam. I'm lost. {bk10-l3d-f4-01.mp3}
 Sam: When did you move away from here, Dan? {bk10-l3d-f4-02.mp3}
-Dan: 7 years ago. Silver City has really changed a lot in that time. {bk10-l3d-f4-03.mp3}
-Sam: Yes, it has. There are more people and a lot of new buildings. {bk10-l3d-f4-04.mp3}
-Dan: What's that large place on the right? {bk10-l3d-f4-05.mp3}
-Sam: That's the Silver Star Mall. {bk10-l3d-f4-06.mp3}
-Dan: Do you want to eat lunch there? {bk10-l3d-f4-07.mp3}
-Sam: Yes, I certainly do. I'll only be here for 5 days, and I want to see everything. {bk10-l3d-f4-08.mp3}
+Dan: Seven years ago. {bk10-l3d-f4-03.mp3}
+Sam: Silver City has really changed a lot in that time. {bk10-l3d-f4-04.mp3}
+Dan: Yes, it has. {bk10-l3d-f4-05.mp3}
+Sam: There are more people and a lot of new buildings. {bk10-l3d-f4-06.mp3}
+Dan: What's that large place on the right? {bk10-l3d-f4-07.mp3}
+Sam: That's the Silver Star Mall. {bk10-l3d-f4-08.mp3}
+Dan: Do you want to eat lunch there? {bk10-l3d-f4-09.mp3}
+Sam: Yes, I certainly do. {bk10-l3d-f4-10.mp3}
+Dan: I'll only be here for five days, and I want to see everything. {bk10-l3d-f4-11.mp3}
 
-# Source: LLA 3D Figure 4 (question pass)
+# Source: LLA 3D Figure 4 (questions)
 $PRODUCE Questions About Dan and Sam
-ID: 3d-f4-b
+ID: 10-3d-f4-b
 REFERENCE
+INTRO: Answer each question about Dan and Sam's conversation aloud in a full sentence. Open the dialogue if you need it, then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 INPUT: speak
 CHECK: reveal
-INTRO: Answer the questions about Dan and Sam aloud in full sentences, then repeat the correct answer. Open the conversation if you need it.
-INSTRUCTION: Answer aloud with a full sentence.
 REPEAT
 
-PROMPT: Who's driving the car? {bk10-l3d-f4-09-q.mp3}
-RESPONSE: Sam is driving the car. {bk10-l3d-f4-09-a.mp3}
+PROMPT: Who's driving the car? {bk10-l3d-f4-q01.mp3}
+RESPONSE: Sam is driving the car. {bk10-l3d-f4-a01.mp3}
 
-PROMPT: What city are Dan and Sam in? {bk10-l3d-f4-10-q.mp3}
-RESPONSE: They're in Silver City. {bk10-l3d-f4-10-a.mp3}
+PROMPT: What city are Dan and Sam in? {bk10-l3d-f4-q02.mp3}
+RESPONSE: They're in Silver City. {bk10-l3d-f4-a02.mp3}
 
-PROMPT: When did Sam move away from there? {bk10-l3d-f4-11-q.mp3}
-RESPONSE: He moved away 7 years ago. {bk10-l3d-f4-11-a.mp3}
+PROMPT: When did Dan move away from there? {bk10-l3d-f4-q03.mp3}
+RESPONSE: He moved away 7 years ago. {bk10-l3d-f4-a03.mp3}
 
-PROMPT: Where will Dan and Sam eat lunch? {bk10-l3d-f4-12-q.mp3}
-RESPONSE: They'll eat lunch at the Silver Star Mall. {bk10-l3d-f4-12-a.mp3}
+PROMPT: Where will Dan and Sam eat lunch? {bk10-l3d-f4-q04.mp3}
+RESPONSE: They'll eat lunch at the Silver Star Mall. {bk10-l3d-f4-a04.mp3}
 
-# Source: LLA 3D Figure 5 (map story)
-$DIALOGUE Directions Through Silver City {page_071_001.jpg}
-ID: 3d-f5
-INTRO: Now the map. Sam gives Dan directions from the airport to his house — listen and follow the route on the map of Silver City.
-INSTRUCTION: Listen and follow along on the map.
+# Source: LLA 3D Figure 5
+$DIALOGUE Directions to Sam's House {page_071_001.jpg|A street map of Silver City showing Highway 50, Airport Road, Easy Street, High Street, 1st Street, and 2nd Street, with lettered locations A through H}
+ID: 10-3d-f5-dialogue
+INTRO: Sam gives Dan directions across Silver City — corners, blocks, north and south. Follow along on the map as you listen.
+INSTRUCTION: Follow the directions on the map.
 
-LINE: When Dan returned to Silver City for the first time in 7 years, he realized there were a lot of changes. He decided to rent a car at the airport. He called his friend Sam and asked for directions to his house. {bk10-l3d-f5-01.mp3}
-LINE: Sam told him to take Airport Road into town. The Landmark Hotel will be on your left, just before you get to Highway 50. {bk10-l3d-f5-02.mp3}
-LINE: On the southeast corner of Airport Road and Highway 50, you will see the Silver Star Mall. {bk10-l3d-f5-03.mp3}
-LINE: You turn north at that corner onto Highway 50, and you go one block to Easy Street. The Silver Dollar Restaurant will be on the northwest corner. {bk10-l3d-f5-04.mp3}
-LINE: You turn east on Easy Street. The New Money Bank will be on your right in that first block. {bk10-l3d-f5-05-a.mp3}
-LINE: The next street will be 1st Street. {bk10-l3d-f5-05-b.mp3}
-LINE: After you've crossed 1st Street, the SureCare Clinic will be on the left, and the City Library will be on the other side of the street. {bk10-l3d-f5-06.mp3}
-LINE: Turn north at the next corner onto 2nd Street. The High School Gym will be on your right. {bk10-l3d-f5-07.mp3}
-LINE: You'll cross High Street and see the old post office on the right. {bk10-l3d-f5-08-a.mp3}
-LINE: Stay on 2nd Street and go out of downtown. My address is 2024 2nd Street. I hope you won't get lost. {bk10-l3d-f5-08-b.mp3}
+LINE: When Dan returned to Silver City for the first time in 7 years, he realized there were a lot of changes. {bk10-l3d-f5-01.mp3}
+LINE: He decided to rent a car at the airport. {bk10-l3d-f5-02.mp3}
+LINE: He called his friend Sam and asked for directions to his house. {bk10-l3d-f5-03.mp3}
+LINE: Sam told him to take Airport Road into town. {bk10-l3d-f5-04.mp3}
+LINE: The Landmark Hotel will be on your left, just before you get to Highway 50. {bk10-l3d-f5-05.mp3}
+LINE: On the southeast corner of Airport Road and Highway 50, you will see the Silver Star Mall. {bk10-l3d-f5-06.mp3}
+LINE: You turn north at that corner onto Highway 50, and you go one block to Easy Street. {bk10-l3d-f5-07.mp3}
+LINE: The Silver Dollar Restaurant will be on the northwest corner. {bk10-l3d-f5-08.mp3}
+LINE: You turn east on Easy Street. {bk10-l3d-f5-09.mp3}
+LINE: The New Money Bank will be on your right in that first block. {bk10-l3d-f5-10.mp3}
+LINE: The next street will be 1st Street. {bk10-l3d-f5-11.mp3}
+LINE: After you've crossed 1st Street, the Sure-Care Clinic will be on the left, and the City Library will be on the other side of the street. {bk10-l3d-f5-12.mp3}
+LINE: Turn north at the next corner onto 2nd Street. {bk10-l3d-f5-13.mp3}
+LINE: The High School Gym will be on your right. {bk10-l3d-f5-14.mp3}
+LINE: You'll cross High Street and see the old post office on the right. {bk10-l3d-f5-15.mp3}
+LINE: Stay on 2nd Street and go out of downtown. My address is 2024 2nd Street. {bk10-l3d-f5-16.mp3}
 
-# Source: LLA 3D Figure 5 (map matching pass)
-$SELECT Find the Buildings on the Map {page_071_001.jpg}
-ID: 3d-f5-b
+# Source: LLA 3D Figure 5 (map task)
+$SELECT Find the Buildings {page_071_001.jpg|A street map of Silver City showing Highway 50, Airport Road, Easy Street, High Street, 1st Street, and 2nd Street, with lettered locations A through H}
+ID: 10-3d-f5
 REFERENCE
-INTRO: Time to check the route. For each building from the directions, tap its letter on the map — open the story again if you need it.
-INSTRUCTION: Tap the correct letter on the map.
+INTRO: Based on the map and Sam's directions, match each building name to its letter on the map. Open the directions again if you get lost — Dan did.
+INSTRUCTION: Tap the correct letter for each building.
+
 OPTION: a | A
 OPTION: b | B
 OPTION: c | C
@@ -2041,41 +2014,41 @@ OPTION: h | H
 
 TEMPLATE: Landmark Hotel
 ANSWER: e
-FEEDBACK: The Landmark Hotel is E. {bk10-l3d-f5-09.mp3}
+FEEDBACK: The Landmark Hotel is Building E. {bk10-l3d-f5-fb01.mp3}
 
 TEMPLATE: Silver City Mall
 ANSWER: h
-FEEDBACK: The Silver City Mall is H. {bk10-l3d-f5-10.mp3}
+FEEDBACK: The Silver City Mall is H. {bk10-l3d-f5-fb02.mp3}
 
 TEMPLATE: Silver Dollar Restaurant
 ANSWER: b
-FEEDBACK: The Silver Dollar Restaurant is B. {bk10-l3d-f5-11.mp3}
+FEEDBACK: The Silver Dollar Restaurant is B. {bk10-l3d-f5-fb03.mp3}
 
 TEMPLATE: New Money Bank
 ANSWER: f
-FEEDBACK: The New Money Bank is F. {bk10-l3d-f5-12.mp3}
+FEEDBACK: The New Money Bank is F. {bk10-l3d-f5-fb04.mp3}
 
-TEMPLATE: City Library
+TEMPLATE: city library
 ANSWER: g
-FEEDBACK: The City Library is G. {bk10-l3d-f5-13.mp3}
+FEEDBACK: The City Library is G. {bk10-l3d-f5-fb05.mp3}
 
 TEMPLATE: old post office
 ANSWER: a
-FEEDBACK: The old post office is A. {bk10-l3d-f5-14.mp3}
+FEEDBACK: The old post office is A. {bk10-l3d-f5-fb06.mp3}
 
 TEMPLATE: Sure-Care Clinic
 ANSWER: c
-FEEDBACK: The SureCare Clinic is C. {bk10-l3d-f5-15.mp3}
+FEEDBACK: The Sure-Care Clinic is C. {bk10-l3d-f5-fb07.mp3}
 
 TEMPLATE: high school gym
 ANSWER: d
-FEEDBACK: The High School Gym is D. {bk10-l3d-f5-16.mp3}
+FEEDBACK: The High School Gym is D. {bk10-l3d-f5-fb08.mp3}
 
 # Source: LLA 3D Figure 6
 $DIALOGUE Look at That Car!
-ID: 3d-f6
-INTRO: Mike and David spot a fast-looking car — Jim Brown's, not Jim White's. Listen for the words with extra emphasis, and repeat each line with the same stress.
-INSTRUCTION: Listen and repeat each line.
+ID: 10-3d-f6
+INTRO: Mike and David spot a fast-looking car. Listen for the stressed words — they carry the argument — and repeat each line.
+INSTRUCTION: Listen and repeat each line with the correct stress.
 REPEAT
 
 Mike: Look at that *car*! {bk10-l3d-f6-01.mp3}
@@ -2088,82 +2061,243 @@ Mike: *Jim White*? {bk10-l3d-f6-07.mp3}
 David: Not Jim White, *Jim Brown*. {bk10-l3d-f6-08.mp3}
 Mike: Do you *like* it? {bk10-l3d-f6-09.mp3}
 David: I like the *wheel* covers. {bk10-l3d-f6-10.mp3}
-Mike: They make Jim's car look *fast*. {bk10-l3d-f6-11.mp3}
+Mike: They make the car look *fast*. {bk10-l3d-f6-11.mp3}
 David: Yes, fast and *expensive*. {bk10-l3d-f6-12.mp3}
 
 # Source: LLA 3D Figure 7
-$SELECT Vocabulary Check — Pick the Response
-ID: 3d-f7
-INTRO: One last round with the week's words — "loose", "remove", "inflate", and friends. Listen to each sentence, tap the response that matches its meaning, then repeat it. That's the lesson — nicely done.
-INSTRUCTION: Tap the correct response.
+$SELECT Choose the Best Response
+ID: 10-3d-f7
+INTRO: A quick check on the lesson's words — "loose", "remove", "inflate", and the rest. Listen to each sentence or question, tap the best response, then repeat the correct answer.
+INSTRUCTION: Tap the best response.
 REPEAT
 
-PROMPT: Jane's shoes are loose. {bk10-l3d-f7-01-q.mp3}
+PROMPT: Jane's shoes are loose. {bk10-l3d-f7-01.mp3}
 OPTION: a | They are right for her.
 OPTION: b | They are small for her.
 OPTION: c | They are large for her.
 ANSWER: c
-FEEDBACK: Jane's shoes are loose because they're large for her. {bk10-l3d-f7-01-a.mp3}
+FEEDBACK: Jane's shoes are loose because they're large for her. {bk10-l3d-f7-fb01.mp3}
 
-PROMPT: Which one doesn't have wheels? {bk10-l3d-f7-02-q.mp3}
+PROMPT: Which one doesn't have wheels? {bk10-l3d-f7-02.mp3}
 OPTION: a | automobiles
 OPTION: b | boats
 OPTION: c | bicycles
 ANSWER: b
-FEEDBACK: Boats don't have wheels. {bk10-l3d-f7-02-a.mp3}
+FEEDBACK: Boats don't have wheels. {bk10-l3d-f7-fb02.mp3}
 
-PROMPT: Anne removed one glove. {bk10-l3d-f7-03-q.mp3}
+PROMPT: Ann removed one glove. {bk10-l3d-f7-03.mp3}
 OPTION: a | Ann is wearing a glove.
 OPTION: b | Ann put on her glove.
 OPTION: c | Ann took off her glove.
 ANSWER: c
-FEEDBACK: Anne took off her glove. {bk10-l3d-f7-03-a.mp3}
+FEEDBACK: Ann took off her glove. {bk10-l3d-f7-fb03.mp3}
 
-PROMPT: Glen has enough money. {bk10-l3d-f7-04-q.mp3}
+PROMPT: Glen has enough money. {bk10-l3d-f7-04.mp3}
 OPTION: a | Glen doesn't have any money.
 OPTION: b | Glen needs to borrow money.
 OPTION: c | Glen doesn't need any more money.
 ANSWER: c
-FEEDBACK: Glen doesn't need any more money because he has enough. {bk10-l3d-f7-04-a.mp3}
+FEEDBACK: Glen doesn't need any more money because he has enough. {bk10-l3d-f7-fb04.mp3}
 
-PROMPT: Mary's answer was quick. {bk10-l3d-f7-05-q.mp3}
+PROMPT: Mary's answer was quick. {bk10-l3d-f7-05.mp3}
 OPTION: a | Mary gave a fast answer.
 OPTION: b | Mary answered slowly.
 OPTION: c | Mary didn't answer.
 ANSWER: a
-FEEDBACK: Mary gave a fast answer. It was quick. {bk10-l3d-f7-05-a.mp3}
+FEEDBACK: Mary gave a fast answer. It was quick. {bk10-l3d-f7-fb05.mp3}
 
-PROMPT: Ken's belt is tight. {bk10-l3d-f7-06-q.mp3}
+PROMPT: Ken's belt is tight. {bk10-l3d-f7-06.mp3}
 OPTION: a | He ate too much.
 OPTION: b | He's hungry.
 OPTION: c | He didn't eat.
 ANSWER: a
-FEEDBACK: Ken's belt is tight because he ate too much. {bk10-l3d-f7-06-a.mp3}
+FEEDBACK: Ken's belt is tight because he ate too much. {bk10-l3d-f7-fb06.mp3}
 
-PROMPT: Why is Pat hurrying? {bk10-l3d-f7-07-q.mp3}
+PROMPT: Why is Pat hurrying? {bk10-l3d-f7-07.mp3}
 OPTION: a | She's late.
 OPTION: b | She's early.
 OPTION: c | She's not here.
 ANSWER: a
-FEEDBACK: Pat's hurrying because she's late. {bk10-l3d-f7-07-a.mp3}
+FEEDBACK: Pat's hurrying because she's late. {bk10-l3d-f7-fb07.mp3}
 
-PROMPT: Roger raised the desk. {bk10-l3d-f7-08-q.mp3}
+PROMPT: Roger raised the desk. {bk10-l3d-f7-08.mp3}
 OPTION: a | Roger sat on the desk.
 OPTION: b | Roger worked at his desk.
 OPTION: c | Roger lifted the desk.
 ANSWER: c
-FEEDBACK: Roger lifted the desk. {bk10-l3d-f7-08-a.mp3}
+FEEDBACK: Roger lifted the desk. {bk10-l3d-f7-fb08.mp3}
 
-PROMPT: Nan inflated the soccer ball. {bk10-l3d-f7-09-q.mp3}
+PROMPT: Nan inflated the soccer ball. {bk10-l3d-f7-09.mp3}
 OPTION: a | The soccer ball got flat.
 OPTION: b | The soccer ball got larger.
 OPTION: c | The soccer ball was small.
 ANSWER: b
-FEEDBACK: The soccer ball got larger when Nan inflated it. {bk10-l3d-f7-09-a.mp3}
+FEEDBACK: The soccer ball got larger when Nan inflated it. {bk10-l3d-f7-fb09.mp3}
 
-PROMPT: Why does Alan need the wrench? {bk10-l3d-f7-10-q.mp3}
+PROMPT: Why does Alan need the wrench? {bk10-l3d-f7-10.mp3}
 OPTION: a | Because he's tired.
 OPTION: b | Because he's fixing the machine.
 OPTION: c | Because his belt is tight.
 ANSWER: b
-FEEDBACK: Alan needs the wrench because he's fixing the machine. {bk10-l3d-f7-10-a.mp3}
+FEEDBACK: Alan needs the wrench because he's fixing the machine. {bk10-l3d-f7-fb10.mp3}
+
+# Source: ST §Reading: Three Paragraphs
+$GRAMMAR Reading: Four Short Paragraphs
+ID: l3-s6-r
+READING
+INTRO: Four short paragraphs to read — Martha, Joe, some manners, and Beth. You'll answer questions about topic, main idea, and titles next.
+
+CARD: **Paragraph 1.** Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
+
+CARD: **Paragraph 2.** Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
+
+CARD: **Paragraph 3.** There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
+
+CARD: **Paragraph 4.** Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
+
+# Source: ST §What's the Topic?
+$PRODUCE What's the Topic?
+ID: l3-s6
+REFERENCE: l3-s6-r
+INTRO: The topic is what a paragraph is about — a short phrase, not a sentence. Type the topic of Paragraph 1.
+INSTRUCTION: Type the topic in a short phrase.
+INPUT: type
+CHECK: llm
+RUBRIC: Accept any short phrase stating Martha's birthday money or spending her birthday money.
+
+PROMPT: Paragraph 1: what is the topic?
+RESPONSE: Martha's birthday money
+
+# Source: ST §What's the Main Idea?
+$PRODUCE What's the Main Idea?
+ID: l3-s7
+REFERENCE: l3-s6-r
+INTRO: Now full sentences: state the main idea of each paragraph. Open the reading whenever you need it.
+INSTRUCTION: State the main idea in a complete sentence.
+INPUT: speak
+CHECK: llm
+RUBRIC: Treat the model answer as the key; accept any complete sentence expressing the same main idea in other words. A detail from the paragraph instead of the main point fails.
+
+EXAMPLE
+PROMPT: Paragraph 1: what is the main idea?
+RESPONSE: Martha couldn't decide how to spend her money.
+
+PROMPT: Paragraph 2: what is the main idea?
+RESPONSE: Joe is getting worse while trying to decide whether to see a doctor or take medicine.
+
+PROMPT: Paragraph 3: what is the main idea?
+RESPONSE: There are several rules for making polite introductions in the United States.
+
+# Source: ST §What Do You Want to Call It?
+$SELECT Pick the Best Title
+ID: l3-s8
+REFERENCE: l3-s6-r
+INTRO: A good title fits the whole paragraph, not just one detail. Read Paragraph 4 and tap the best title.
+INSTRUCTION: Tap the best title.
+OPTION: a | A Cold Winter
+OPTION: b | A New Coat
+OPTION: c | Department Stores
+
+TEMPLATE: Paragraph 4: select the best title.
+ANSWER: b
+
+# Source: ST §Reading: Three Paragraphs for Summary
+$GRAMMAR Reading: Brad, Ned, and Lucy
+ID: l3-s29-r
+READING
+INTRO: Three more paragraphs to read — a yard, two newspapers, and a cashier. You'll choose the best summary of each.
+
+CARD: **Paragraph 1.** When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
+
+CARD: **Paragraph 2.** Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
+
+CARD: **Paragraph 3.** Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
+
+# Source: ST §What's It All About?
+$SELECT Choose the Best Summary
+ID: l3-s29
+REFERENCE: l3-s29-r
+INTRO: A good summary keeps the point and drops the details. For each paragraph, tap the summary that does both.
+INSTRUCTION: Tap the best summary.
+
+EXAMPLE
+TEMPLATE: Paragraph 1: select the best summary.
+OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
+OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
+OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
+ANSWER: a
+
+TEMPLATE: Paragraph 2: select the best summary.
+OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
+OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
+OPTION: c | Ned reads two newspapers. He likes to read the business news.
+ANSWER: b
+
+TEMPLATE: Paragraph 3: select the best summary.
+OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
+OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
+OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
+ANSWER: b
+
+# Source: ST §Flight Information
+$GRAMMAR Flight Information
+ID: l3-s30-r
+READING
+INTRO: Paul is going to Hawaii — eventually. Read the paragraph and study the flight chart; you'll fill in an outline from it next.
+
+CARD: Paul wants to take a vacation in Hawaii. He called the airline for reservations. The clerk gave him this information about the flights. On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two. On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening. Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii.
+
+CARD: ![Flow chart showing flight schedules for Monday, Wednesday, and Saturday](st-page_125_001.jpg)
+
+# Source: ST §Flight Information Outline
+$PRODUCE Complete the Flight Outline
+ID: l3-s30
+REFERENCE: l3-s30-r
+INTRO: Fill in the outline with the days and flight times from the chart. Open the reading if you need it.
+INSTRUCTION: Complete the outline using the information from the flight chart.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Flight Information
+SLOT: 1 | Day A | Monday
+SLOT: 2 | Flight 1 | 10:00 a.m.
+SLOT: 2 | Flight 2 | 2:00 p.m.
+SLOT: 1 | Day B | Wednesday
+SLOT: 2 | Flight 1 | 10:00 a.m.
+SLOT: 2 | Flight 2 | 2:00 p.m.
+SLOT: 1 | Day C | Saturday
+SLOT: 2 | Flight 1 | 9:00 a.m.
+SLOT: 2 | Flight 2 | 1:00 p.m.
+SLOT: 2 | Flight 3 | 8:00 p.m.
+
+# Source: ST §Make a Sentence
+$PRODUCE Make One Sentence
+ID: l3-s31
+INTRO: Combine each pair of sentences into one. And that's the lesson — you can now fix a flat, ask for the wrench politely, and report exactly who told you to do it.
+INSTRUCTION: Combine the two sentences into one sentence.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: He loosened the nuts. He loosened them with a wrench.
+RESPONSE: He loosened the nuts with a wrench.
+ACCEPT: He loosened the nuts with a wrench. | He loosened the nuts with the wrench.
+
+TEMPLATE: The man removed the hub cap. He removed it from the wheel.
+RESPONSE: The man removed the hub cap from the wheel.
+ACCEPT: The man removed the hub cap from the wheel.
+
+TEMPLATE: Brad raised the car. He raised it with the jack.
+RESPONSE: Brad raised the car with the jack.
+ACCEPT: Brad raised the car with the jack. | Brad raised the car with a jack.
+
+TEMPLATE: Mary goes to class. She goes at night.
+RESPONSE: Mary goes to class at night.
+ACCEPT: Mary goes to class at night.
+
+TEMPLATE: Fred drove his car. He drove it to work.
+RESPONSE: Fred drove his car to work.
+ACCEPT: Fred drove his car to work.
+
+TEMPLATE: He has a spare tire. It is in the trunk.
+RESPONSE: He has a spare tire in the trunk.
+ACCEPT: He has a spare tire in the trunk.
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--- a/book-10-lesson-4.module
+++ b/book-10-lesson-4.module
@@ -1,273 +1,240 @@
-$MODULE Book 10 · Lesson 4: How Far Is It To...?
+$MODULE Book 10 · Lesson 4: How Far Is It? — Families, Jobs, Weather, and Travel {st-page_129_001.jpg|A military officer talking to a boy sitting at a desk with an open book}
 FORMAT: 2
 DIOCO_DOC_ID: alc_book10_lesson4
-DESCRIPTION: Family and relatives, occupations, weather and time with impersonal "it", "be able to", connectives that order a story, distances, shopping, news vocabulary, and a paragraph dictation.
+DESCRIPTION: Family and relatives, occupations, "be able to", connective words, weather and time with "it", distances and travel, reading materials, and everyday small talk.
 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: Bruce | achird | Male teacher, relaxed
-VOICE: Ben | schedar | Male student, friendly
-VOICE: Peggy | gacrux | Female student, cheerful
-VOICE: Liz | aoede | Female student, warm
-VOICE: Student1 | charon | Male student
-VOICE: Student2 | achird | Male student
-VOICE: Narrator | aoede | Reads letters and passages clearly
+VOICE: Bruce | achird | Male teacher
+VOICE: Ben | schedar | Male coin collector
+VOICE: Sam | achird | Male traveler
+VOICE: Jan | aoede | Female friend
+VOICE: Peggy | gacrux | Female shopper
+VOICE: Liz | aoede | Female friend
+VOICE: Dale | iapetus | Male student
+VOICE: Erin | achernar | Female student
+VOICE: SpeakerA | schedar | Male speaker
+VOICE: SpeakerB | aoede | Female speaker
+VOICE: Narrator | achernar | speaker (auto)
 
 $SESSION 4-1: Family and Relatives
 
-# Source: LLA 4A Figure 1 (story pass — leads the vocab presentation; VOCAB tags moved here from the word list)
-$DIALOGUE The Family Album
-ID: 4a-f1-b
-INTRO: In this lesson you'll learn to talk about your family, jobs, the weather, and how far away things are. First, a family album: nine pictures, one narrator, and every relative you'll ever need to name. Just listen.
+# Source: LLA 4A Figure 1
+$DIALOGUE Me and My Folks
+ID: 10-4a-f1
+INTRO: In this lesson you'll learn to talk about your family and your job, say what the weather and the time are, and ask how far away places are. First, someone shows you nine family pictures — grandparents, aunts, uncles, cousins, and two very new babies. Just listen and get to know the family.
 INSTRUCTION: Listen to the story.
 
 VOCAB: grandfather
 VOCAB: grandmother
-LINE: Grandfather Jones is in Picture 1, and Grandmother Jones is in Picture 2. {page_075_001.jpg} {bk10-l4a-f1-17.mp3}
+LINE: Grandfather Jones is in Picture 1, and Grandmother Jones is in Picture 2. {page_075_001.jpg|Portrait of an elderly man with glasses and a mustache} {bk10-l4a-f1-01.mp3}
+
 VOCAB: parents
-LINE: They are my mother's parents. {page_075_002.jpg} {bk10-l4a-f1-18.mp3}
+LINE: They are my mother's parents. {page_075_002.jpg|Portrait of an elderly woman with short curly hair} {bk10-l4a-f1-02.mp3}
+
 VOCAB: grandparents
-LINE: They're my grandparents on my mother's side of the family. {page_075_003.jpg} {bk10-l4a-f1-19.mp3}
-LINE: I see these grandparents often because we live in the same city. {page_075_003.jpg} {bk10-l4a-f1-20.mp3}
-LINE: Grandfather doesn't work anymore. {page_075_003.jpg} {bk10-l4a-f1-21.mp3}
-LINE: He and Grandmother like to take trips very often. {page_075_003.jpg} {bk10-l4a-f1-22.mp3}
-LINE: Picture 3 shows my grandparents on my father's side. {page_075_003.jpg} {bk10-l4a-f1-23.mp3}
-LINE: Don and Lita Garcia are my father's parents. {page_075_003.jpg} {bk10-l4a-f1-24.mp3}
-LINE: They don't live in this city; they live in New Mexico. {page_075_003.jpg} {bk10-l4a-f1-25.mp3}
-LINE: It's far from here. {page_075_003.jpg} {bk10-l4a-f1-26.mp3}
-LINE: I only see them 1 or 2 times a year. {page_075_003.jpg} {bk10-l4a-f1-27.mp3}
-LINE: Then, in Picture 4, are my mother and father. {page_075_004.jpg} {bk10-l4a-f1-28.mp3}
-LINE: This is an old picture. {page_075_004.jpg} {bk10-l4a-f1-29.mp3}
-LINE: There is a very young child in the picture with my mother and father. {page_075_004.jpg} {bk10-l4a-f1-30.mp3}
+LINE: They're my grandparents on my mother's side of the family. {page_075_002.jpg|Portrait of an elderly woman with short curly hair} {bk10-l4a-f1-03.mp3}
+
+LINE: I see these grandparents often because we live in the same city. {bk10-l4a-f1-04.mp3}
+
+LINE: Grandfather doesn't work anymore. He and Grandmother like to take trips very often. {bk10-l4a-f1-05.mp3}
+
+LINE: Picture 3 shows my grandparents on my father's side. {page_075_003.jpg|Portrait of an older man and older woman together} {bk10-l4a-f1-06.mp3}
+
+LINE: Don and Lita Garcia are my father's parents. {page_075_003.jpg|Portrait of an older man and older woman together} {bk10-l4a-f1-07.mp3}
+
+LINE: They don't live in this city; they live in New Mexico. It's far from here. {page_075_003.jpg|Portrait of an older man and older woman together} {bk10-l4a-f1-08.mp3}
+
+LINE: I only see them 1 or 2 times a year. {page_075_003.jpg|Portrait of an older man and older woman together} {bk10-l4a-f1-09.mp3}
+
+LINE: Then, in Picture 4, are my mother and father. This is an old picture. {page_075_004.jpg|Portrait of a family consisting of a father, mother, young boy, and baby} {bk10-l4a-f1-10.mp3}
+
+LINE: There is a very young child in the picture with my mother and father. {page_075_004.jpg|Portrait of a family consisting of a father, mother, young boy, and baby} {bk10-l4a-f1-11.mp3}
+
 VOCAB: baby
-LINE: My mother has a baby in her arms. {page_075_004.jpg} {bk10-l4a-f1-31.mp3}
-LINE: That baby is me. {page_075_004.jpg} {bk10-l4a-f1-32.mp3}
-LINE: I was a 10-month-old baby. {page_075_004.jpg} {bk10-l4a-f1-33.mp3}
-LINE: That was a long time ago. {page_075_004.jpg} {bk10-l4a-f1-34.mp3}
-LINE: The little boy in the picture next to my father is my brother Frank. {page_075_004.jpg} {bk10-l4a-f1-35.mp3}
-LINE: He was 3 years old in the picture. {page_075_004.jpg} {bk10-l4a-f1-36.mp3}
+LINE: My mother has a baby in her arms. That baby is me. {page_075_004.jpg|Portrait of a family consisting of a father, mother, young boy, and baby} {bk10-l4a-f1-12.mp3}
+
+LINE: I was a 10-month-old baby. That was a long time ago. {page_075_004.jpg|Portrait of a family consisting of a father, mother, young boy, and baby} {bk10-l4a-f1-13.mp3}
+
+LINE: The little boy in the picture next to my father is my brother Frank. He was 3 years old in the picture. {page_075_004.jpg|Portrait of a family consisting of a father, mother, young boy, and baby} {bk10-l4a-f1-14.mp3}
+
 VOCAB: aunt
-LINE: First, in Pictures 5 and 6 are my mother's sisters, my aunts: Aunt Mary and Aunt June. {page_076_001.jpg} {bk10-l4a-f1-37.mp3}
+LINE: First, in Pictures 5 and 6 are my mother's sisters, my aunts: Aunt Mary and Aunt June. {page_076_001.jpg|Portrait of a young woman with short curly hair} {bk10-l4a-f1-15.mp3}
+
 VOCAB: single
-VOCAB: to get married | got married
-LINE: Picture 5 is a picture of Aunt Mary when she was single before she got married. {page_076_001.jpg} {bk10-l4a-f1-38.mp3}
-LINE: Next to Aunt Mary is a picture of Aunt June. {page_076_002.jpg} {bk10-l4a-f1-39.mp3}
-VOCAB: to marry | married
-LINE: Aunt June never married. {page_076_002.jpg} {bk10-l4a-f1-40.mp3}
-LINE: She's single. {page_076_002.jpg} {bk10-l4a-f1-41.mp3}
-LINE: She lives alone in a small town not very far from here. {page_076_002.jpg} {bk10-l4a-f1-42.mp3}
+LINE: Picture 5 is a picture of Aunt Mary when she was single before she got married. {page_076_001.jpg|Portrait of a young woman with short curly hair} {bk10-l4a-f1-16.mp3}
+
+VOCAB: married
+LINE: Next to Aunt Mary is a picture of Aunt June. Aunt June never married. She's single. {page_076_002.jpg|Portrait of a young woman with long dark wavy hair} {bk10-l4a-f1-17.mp3}
+
+LINE: She lives alone in a small town not very far from here. {page_076_002.jpg|Portrait of a young woman with long dark wavy hair} {bk10-l4a-f1-18.mp3}
+
 VOCAB: uncle
-LINE: Next to Aunt June in Picture 7 is Uncle Jerry. {page_076_003.jpg} {bk10-l4a-f1-43.mp3}
-LINE: Uncle Jerry is my father's brother. {page_076_003.jpg} {bk10-l4a-f1-44.mp3}
-LINE: Uncle Jerry lives in New Mexico also, but he comes to visit us often. {page_076_003.jpg} {bk10-l4a-f1-45.mp3}
-LINE: My father has a sister too, but I don't have her picture. {bk10-l4a-f1-46.mp3}
-LINE: Her name is Jean. {bk10-l4a-f1-47.mp3}
-LINE: She's my Aunt Jean. {bk10-l4a-f1-48.mp3}
-LINE: Picture 8 shows Aunt Mary after she got married. {page_076_004.jpg} {bk10-l4a-f1-49.mp3}
-LINE: It's a picture of her family. {page_076_004.jpg} {bk10-l4a-f1-50.mp3}
+LINE: Next to Aunt June in Picture 7 is Uncle Jerry. Uncle Jerry is my father's brother. {page_076_003.jpg|Portrait of a man with dark hair and glasses in a suit} {bk10-l4a-f1-19.mp3}
+
+LINE: Uncle Jerry lives in New Mexico also, but he comes to visit us often. {page_076_003.jpg|Portrait of a man with dark hair and glasses in a suit} {bk10-l4a-f1-20.mp3}
+
+LINE: My father has a sister too, but I don't have her picture. Her name is Jean. She's my Aunt Jean. {bk10-l4a-f1-21.mp3}
+
 VOCAB: marriage
-LINE: My Aunt Mary has a very happy marriage. {page_076_004.jpg} {bk10-l4a-f1-51.mp3}
+LINE: Picture 8 shows Aunt Mary after she got married. It's a picture of her family. My Aunt Mary has a very happy marriage. {page_076_004.jpg|Group portrait of a family with a mother, father, boy, and girl} {bk10-l4a-f1-22.mp3}
+
 VOCAB: cousin
-LINE: In the picture with her is her husband, Uncle Ben, and her children, Meg and Rob, my cousins. {page_076_004.jpg} {bk10-l4a-f1-52.mp3}
-LINE: Aunt Mary and her family live here in town. {page_076_004.jpg} {bk10-l4a-f1-53.mp3}
-LINE: My cousins and I went to the same schools when we were growing up. {page_076_004.jpg} {bk10-l4a-f1-54.mp3}
-VOCAB: relative
-LINE: It's nice to have your relatives in the same city. {page_076_004.jpg} {bk10-l4a-f1-55.mp3}
-LINE: And finally, in Picture 9 are my brother Frank's children. {page_076_005.jpg} {bk10-l4a-f1-56.mp3}
+LINE: In the picture with her is her husband, Uncle Ben, and her children, Meg and Rob, my cousins. {page_076_004.jpg|Group portrait of a family with a mother, father, boy, and girl} {bk10-l4a-f1-23.mp3}
+
+LINE: Aunt Mary and her family live here in town. My cousins and I went to the same schools when we were growing up. {page_076_004.jpg|Group portrait of a family with a mother, father, boy, and girl} {bk10-l4a-f1-24.mp3}
+
+VOCAB: relatives
+LINE: It's nice to have your relatives in the same city. {page_076_004.jpg|Group portrait of a family with a mother, father, boy, and girl} {bk10-l4a-f1-25.mp3}
+
 VOCAB: niece
 VOCAB: nephew
-LINE: They are my newest and youngest relatives: my niece Jane and my nephew Jack. {page_076_005.jpg} {bk10-l4a-f1-57.mp3}
-LINE: My niece is 2 and a half years old. {page_076_005.jpg} {bk10-l4a-f1-58.mp3}
-LINE: My nephew is a 4-month-old baby. {page_076_005.jpg} {bk10-l4a-f1-59.mp3}
-LINE: They're the babies of the family. {page_076_005.jpg} {bk10-l4a-f1-60.mp3}
+LINE: And finally, in Picture 9 are my brother Frank's children. They are my newest and youngest relatives: my niece Jane and my nephew Jack. {page_076_005.jpg|A young girl sitting next to an infant baby} {bk10-l4a-f1-26.mp3}
 
-# Source: LLA 4A Figure 1 (word list — kept as pronunciation reinforcement after the story; vocab is taught above)
-$DIALOGUE Family Words — Pronunciation
-ID: 4a-f1
-INTRO: Now just the words from the album, one at a time. Say each one clearly after the speaker.
-INSTRUCTION: Listen and repeat.
-REPEAT
+LINE: My niece is 2 and a half years old. My nephew is a 4-month-old baby. They're the babies of the family. {page_076_005.jpg|A young girl sitting next to an infant baby} {bk10-l4a-f1-27.mp3}
 
-LINE: Folks. {bk10-l4a-f1-01.mp3}
-
-LINE: Grandfather. {page_075_001.jpg} {bk10-l4a-f1-02.mp3}
-
-LINE: Grandmother. {page_075_002.jpg} {bk10-l4a-f1-03.mp3}
-
-LINE: Grandparents. {page_075_003.jpg} {bk10-l4a-f1-04.mp3}
-
-LINE: Parents. {page_075_004.jpg} {bk10-l4a-f1-05.mp3}
-
-LINE: Baby. {page_075_004.jpg} {bk10-l4a-f1-06.mp3}
-
-LINE: Relatives. {bk10-l4a-f1-07.mp3}
-
-LINE: Aunt. {page_076_001.jpg} {bk10-l4a-f1-08.mp3}
-
-LINE: Single. {page_076_001.jpg} {bk10-l4a-f1-09.mp3}
-
-LINE: Get married. {page_076_001.jpg} {bk10-l4a-f1-10.mp3}
-
-LINE: Married. {page_076_002.jpg} {bk10-l4a-f1-11.mp3}
-
-LINE: Uncle. {page_076_003.jpg} {bk10-l4a-f1-12.mp3}
-
-LINE: Marriage. {page_076_004.jpg} {bk10-l4a-f1-13.mp3}
-
-LINE: Cousins. {page_076_004.jpg} {bk10-l4a-f1-14.mp3}
-
-LINE: Niece. {page_076_005.jpg} {bk10-l4a-f1-15.mp3}
-
-LINE: Nephew. {page_076_005.jpg} {bk10-l4a-f1-16.mp3}
+VOCAB: folks
+LINE: I hope you enjoyed my pictures. I like to look at them and think of my folks. {bk10-l4a-f1-28.mp3}
 
 # Source: LLA 4A Figure 2
 $SELECT Who's Who in the Family?
-ID: 4a-f2
-INTRO: Time to test the family tree. Listen to each question, tap the right relative, then repeat the full answer.
+ID: 10-4a-f2
+INTRO: Now check that you know who's who. Listen to each question about family relationships, tap the correct answer, then repeat the model statement.
 INSTRUCTION: Tap the correct answer.
 REPEAT
 
-PROMPT: Who's my father's father? {bk10-l4a-f2-01-q.mp3}
+PROMPT: Who's my father's father? {bk10-l4a-f2-01.mp3}
 OPTION: a | my grandfather
 OPTION: b | my grandmother
 OPTION: c | my uncle
 ANSWER: a
-FEEDBACK: My father's father is my grandfather. {bk10-l4a-f2-01-a.mp3}
+FEEDBACK: My father's father is my grandfather. {bk10-l4a-f2-01-fb.mp3}
 
-PROMPT: Who's my father's mother? {bk10-l4a-f2-02-q.mp3}
+PROMPT: Who's my father's mother? {bk10-l4a-f2-02.mp3}
 OPTION: a | my aunt
 OPTION: b | my grandmother
 OPTION: c | my cousin
 ANSWER: b
-FEEDBACK: My father's mother is my grandmother. {bk10-l4a-f2-02-a.mp3}
+FEEDBACK: My father's mother is my grandmother. {bk10-l4a-f2-02-fb.mp3}
 
-PROMPT: What do we call a very young child? {bk10-l4a-f2-03-q.mp3}
+PROMPT: What do we call a very young child? {bk10-l4a-f2-03.mp3}
 OPTION: a | a cousin
 OPTION: b | a nephew
 OPTION: c | a baby
 ANSWER: c
-FEEDBACK: A very young child is called a baby. {bk10-l4a-f2-03-a.mp3}
+FEEDBACK: A very young child is called a baby. {bk10-l4a-f2-03-fb.mp3}
 
-PROMPT: Who are my mother's sisters? {bk10-l4a-f2-04-q.mp3}
+PROMPT: Who are my mother's sisters? {bk10-l4a-f2-04.mp3}
 OPTION: a | my uncles
 OPTION: b | my cousins
 OPTION: c | my aunts
 ANSWER: c
-FEEDBACK: My mother's sisters are my aunts. {bk10-l4a-f2-04-a.mp3}
+FEEDBACK: My mother's sisters are my aunts. {bk10-l4a-f2-04-fb.mp3}
 
-PROMPT: Who's my father's brother? {bk10-l4a-f2-05-q.mp3}
+PROMPT: Who's my father's brother? {bk10-l4a-f2-05.mp3}
 OPTION: a | my uncle
 OPTION: b | my cousins
 OPTION: c | my aunt
 ANSWER: a
-FEEDBACK: My father's brother is my uncle. {bk10-l4a-f2-05-a.mp3}
+FEEDBACK: My father's brother is my uncle. {bk10-l4a-f2-05-fb.mp3}
 
-PROMPT: Who are my aunt's children? {bk10-l4a-f2-06-q.mp3}
+PROMPT: Who are my aunt's children? {bk10-l4a-f2-06.mp3}
 OPTION: a | my nephews
 OPTION: b | my cousins
 OPTION: c | my aunts
 ANSWER: b
-FEEDBACK: My aunt's children are my cousins. {bk10-l4a-f2-06-a.mp3}
+FEEDBACK: My aunt's children are my cousins. {bk10-l4a-f2-06-fb.mp3}
 
-PROMPT: Who's my brother's son? {bk10-l4a-f2-07-q.mp3}
+PROMPT: Who's my brother's son? {bk10-l4a-f2-07.mp3}
 OPTION: a | my cousin
 OPTION: b | my nephew
 OPTION: c | my niece
 ANSWER: b
-FEEDBACK: My brother's son is my nephew. {bk10-l4a-f2-07-a.mp3}
+FEEDBACK: My brother's son is my nephew. {bk10-l4a-f2-07-fb.mp3}
 
-PROMPT: Who's my brother's daughter? {bk10-l4a-f2-08-q.mp3}
+PROMPT: Who's my brother's daughter? {bk10-l4a-f2-08.mp3}
 OPTION: a | my cousin
 OPTION: b | my nephew
 OPTION: c | my niece
 ANSWER: c
-FEEDBACK: My brother's daughter is my niece. {bk10-l4a-f2-08-a.mp3}
+FEEDBACK: My brother's daughter is my niece. {bk10-l4a-f2-08-fb.mp3}
 
-PROMPT: When a woman has a husband, what do we call her? {bk10-l4a-f2-09-q.mp3}
+PROMPT: When a woman has a husband, what do we call her? {bk10-l4a-f2-09.mp3}
 OPTION: a | a single woman
 OPTION: b | a married woman
 OPTION: c | an old woman
 ANSWER: b
-FEEDBACK: A woman with a husband is called a married woman. {bk10-l4a-f2-09-a.mp3}
+FEEDBACK: A woman with a husband is called a married woman. {bk10-l4a-f2-09-fb.mp3}
 
-PROMPT: What do we call a man without a wife? {bk10-l4a-f2-10-q.mp3}
+PROMPT: What do we call a man without a wife? {bk10-l4a-f2-10.mp3}
 OPTION: a | a single man
 OPTION: b | a married man
 OPTION: c | an old man
 ANSWER: a
-FEEDBACK: A man without a wife is a single man. {bk10-l4a-f2-10-a.mp3}
+FEEDBACK: A man without a wife is a single man. {bk10-l4a-f2-10-fb.mp3}
 
-$SESSION 4-2: The Family Tree and Story Order
-
-# Source: ST §A Family Tree (edited: lines added so every question below is answerable from the text — the book's tree diagram isn't available)
-$DIALOGUE The Wright Family Tree
+# Source: ST §A Family Tree (lines lightly edited; a few connecting lines added so the follow-up questions are answerable without the printed tree diagram)
+$DIALOGUE A Family Tree
 ID: l4-s1
-INTRO: In this part you'll map out a whole family — the Wrights, the Smiths, and the Clydes — and then learn the words that put a story in order. Read each sentence and keep track of who belongs to whom. There will be questions.
-INSTRUCTION: Read the sentences.
+INTRO: A second family — the Wrights, the Smiths, and the Clydes. Three families, one tree, and yes, two people named Matt. Listen and repeat, and keep track of who belongs to whom.
+INSTRUCTION: Listen and repeat the sentences about the family tree.
+REPEAT
 
-LINE: Paul and Bertha Wright are Julie's grandparents on her father's side.
-LINE: Paul Wright is her father's father.
+LINE: Paul Wright is Julie's grandfather. He's her father's father. {st-page_131_001.jpg|Portrait of Paul Wright}
+LINE: Paul and his wife Bertha are Julie's grandparents on her father's side.
 
-LINE: Rita Smith is Julie's grandmother on her mother's side of the family.
+LINE: Rita Smith is Julie's grandmother on her mother's side of the family. {st-page_131_004.jpg|Portrait of Rita Smith}
+LINE: Kenneth and Rita Smith are Julie's grandparents on her mother's side. {st-page_131_003.jpg|Portrait of Kenneth Smith}
+LINE: Jane, Kathleen, and Rick are Kenneth and Rita Smith's children.
 
-LINE: Kenneth and Rita Smith are Julie's grandparents on her mother's side.
+LINE: Frank and Jane Wright are Julie and Kevin Wright's parents.
+LINE: Kathleen and Matt Clyde are Mark's parents. {st-page_131_010.jpg|Portrait of Kathleen Clyde}
 
-LINE: Kenneth and Rita Smith have three children: Jane, Kathleen, and Rick Smith.
+LINE: Frank Wright and Rick Smith are Mark's uncles. {st-page_131_007.jpg|Portrait of Frank Wright}
+LINE: Jane Wright is Mark's aunt. {st-page_131_008.jpg|Portrait of Jane Wright}
+LINE: Kathleen Clyde is Julie's aunt, and Rick Smith and Matt Clyde are Julie's uncles.
 
-LINE: Jane Smith married Frank Wright.
-LINE: Frank and Jane Wright are Julie and Kevin's parents.
+LINE: Mark is Frank Wright's nephew. {st-page_131_014.jpg|Portrait of Mark Clyde}
+LINE: Janet is Frank Wright's niece. {st-page_131_016.jpg|Portrait of Janet Clyde}
 
-LINE: Kathleen and Matt Clyde are Mark's parents.
+LINE: The Wright children and the Clyde children are cousins. {st-page_131_012.jpg|Portrait of Kevin Wright}
 
-LINE: George and Linda Clyde are Matt Clyde's parents.
-LINE: They are Mark and Janet's grandparents, too.
+LINE: Mark and Janet have a baby brother. Little Matt is ten months old. {st-page_131_015.jpg|Portrait of Little Matt Clyde}
 
-LINE: Frank Wright and Rick Smith are Mark's uncles.
+LINE: Frank Wright has a wife. He is married to Jane Smith.
 
-LINE: Jane Wright is Mark's aunt.
+LINE: Rick Smith is single. He's not married. {st-page_131_009.jpg|Portrait of Rick Smith}
 
-LINE: Mark is Frank Wright's nephew.
+VOCAB: to marry
+VOCAB: to get married
+LINE: Julie Wright's going to marry George White. She'll get married in June. {st-page_131_013.jpg|Portrait of Julie Wright}
 
-LINE: Janet is Frank Wright's niece.
+LINE: Julie and George are getting married in June. Their marriage will be in the summer.
 
-LINE: The Wright children and the Clyde children are cousins.
-
-LINE: Mark and Janet have a baby brother.
-LINE: Little Matt is ten months old.
-
-LINE: Rick Smith is single.
-LINE: He's not married.
-
-LINE: Julie Wright's going to marry George White.
-LINE: She'll get married in June.
-
-LINE: Julie and George are getting married in June.
-LINE: Their marriage will be in the summer.
-
-VOCAB: folks
-LINE: Matt's folks will visit him next week.
+LINE: Matt's folks will visit him next week. {st-page_131_011.jpg|Portrait of Matt Clyde}
 LINE: His parents will arrive Saturday, and his younger sister will arrive Sunday.
 
-LINE: Aunts, uncles, grandparents, and cousins are all relatives.
+LINE: My aunts, uncles, grandparents, and cousins are all my relatives.
 
-# Source: ST §Who Is...? (two items re-anchored to Mark to match their answers; rubric made self-contained)
-$PRODUCE Questions About the Family Tree
+# Source: ST §Who Is...? (Julie Wright's Relatives)
+$PRODUCE Julie Wright's Relatives
 ID: l4-s2
 REFERENCE: l4-s1
-INTRO: Answer questions about the family tree aloud, in a full sentence. Open the tree if you need it — nobody memorizes the in-laws on the first pass.
-INSTRUCTION: Answer aloud. Open the family tree if you need it.
+INTRO: Time to prove you can navigate the tree. Answer each question about Julie Wright's relatives aloud in a full sentence — open the family tree if two Matts are one Matt too many.
+INSTRUCTION: Answer the questions about Julie Wright's relatives.
 INPUT: speak
 CHECK: llm
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or a short form of the same fact.
+SHOW_PROMPT
+RUBRIC: Accept any accurate full or short answer identifying the relatives from the family tree; treat the model answer as the factual key.
 
 EXAMPLE
 PROMPT: Who are Julie's parents?
 RESPONSE: Frank and Jane Wright are her parents.
 
 PROMPT: Who are Julie's grandparents on her father's side?
-RESPONSE: Paul and Bertha Wright are her grandparents.
+RESPONSE: Paul and Bertha Wright are her grandparents on her father's side.
 
 PROMPT: Who's Julie's grandmother on her mother's side?
 RESPONSE: Rita Smith is her grandmother on her mother's side.
@@ -275,15 +242,26 @@ RESPONSE: Rita Smith is her grandmother on her mother's side.
 PROMPT: Who's her grandfather on her mother's side?
 RESPONSE: Kenneth Smith is her grandfather on her mother's side.
 
-PROMPT: Who are Mark's uncles?
-RESPONSE: Frank Wright and Rick Smith are his uncles.
+PROMPT: Who are her uncles?
+RESPONSE: Rick Smith and Matt Clyde are her uncles.
 
-PROMPT: Who's Mark's aunt?
-RESPONSE: Jane Wright is his aunt.
+PROMPT: Who's Julie's aunt?
+RESPONSE: Kathleen Clyde is Julie's aunt.
 
 PROMPT: Who are Julie's cousins?
 RESPONSE: Mark, Janet, and Little Matt Clyde are her cousins.
 
+# Source: ST §Who Is...? (Kathleen and Matt Clyde)
+$PRODUCE Kathleen and Matt Clyde's Family
+ID: l4-s3
+REFERENCE: l4-s1
+INTRO: Same tree, different branch. Answer the questions about Kathleen and Matt Clyde aloud — the family tree is there if you need it.
+INSTRUCTION: Answer the questions about Kathleen and Matt Clyde.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept any accurate full or short answer identifying the family facts; treat the model answer as the factual key.
+
 PROMPT: How many children do Kathleen and Matt Clyde have?
 RESPONSE: They have three children.
 
@@ -297,360 +275,189 @@ PROMPT: Who is their nephew?
 RESPONSE: Kevin Wright is their nephew.
 
 PROMPT: Is Matt Clyde single?
-RESPONSE: No, he is married.
+RESPONSE: No, he isn't. He's married.
 
 PROMPT: Who are Kathleen's folks?
-RESPONSE: Kenneth and Rita Smith are her folks.
+RESPONSE: Kenneth and Rita Smith are Kathleen's folks.
 
 # Source: ST §Who Are Janet Clyde's Relatives?
 $PRODUCE Janet Clyde's Relatives
-ID: l4-s3
+ID: l4-s4
 REFERENCE: l4-s1
-INTRO: Same family, new angle: everything from Janet Clyde's point of view. Type the relationship word for each gap. The tree is there if you need it.
-INSTRUCTION: Type the correct relationship word.
+INTRO: Now write it. Type the correct family word in each blank about Janet Clyde — the choices are in parentheses.
+INSTRUCTION: Type the correct word in each blank.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: This is Janet Clyde. Kathleen Clyde and Matt Clyde are her ____{parents}.
-RESPONSE: Kathleen Clyde and Matt Clyde are her parents.
+TEMPLATE: This is Janet Clyde. Kathleen Clyde and Matt Clyde are her ____{parents} (parents / grandparents).
+RESPONSE: This is Janet Clyde. Kathleen Clyde and Matt Clyde are her parents.
 
-TEMPLATE: Kenneth Smith is her ____{grandfather} and Rita Smith is her ____{grandmother} on her mother's side of the family.
+TEMPLATE: Kenneth Smith is her ____{grandfather} (uncle / grandfather) and Rita Smith is her ____{grandmother} (grandmother / aunt) on her mother's side of the family.
 RESPONSE: Kenneth Smith is her grandfather and Rita Smith is her grandmother on her mother's side of the family.
 
-TEMPLATE: George and Linda Clyde are also her ____{grandparents}.
+TEMPLATE: George and Linda Clyde are also her ____{grandparents} (grandparents / cousins).
 RESPONSE: George and Linda Clyde are also her grandparents.
 
-TEMPLATE: Rick Smith and Frank Wright are two of Janet's ____{uncles}.
+TEMPLATE: Rick Smith and Frank Wright are two of Janet's ____{uncles} (cousins / uncles).
 RESPONSE: Rick Smith and Frank Wright are two of Janet's uncles.
 
-TEMPLATE: Jane Wright is her ____{aunt}.
+TEMPLATE: Jane Wright is her ____{aunt} (aunt / niece).
 RESPONSE: Jane Wright is her aunt.
 
-TEMPLATE: Kevin and Julie Wright are Janet's ____{cousins}.
+TEMPLATE: Kevin and Julie Wright are Janet's ____{cousins} (nephews / cousins).
 RESPONSE: Kevin and Julie Wright are Janet's cousins.
 
 # Source: ST §He'd Like to Go Now.
-$PRODUCE Before the Wedding
-ID: l4-s4
-INTRO: George is getting married in June — and his nephew Pete wants one last fishing trip before then. Type the missing family word in each sentence.
-INSTRUCTION: Type the missing word.
-INPUT: type
-CHECK: exact
+$SELECT George and Pete: Choose the Word
+ID: l4-s5
+INTRO: One last family story: George promised his nephew Pete a fishing trip — and the wedding is getting closer. Tap the word from the box that best completes each sentence.
+INSTRUCTION: Choose the word from the box that best completes each sentence.
+OPTION: folks | folks
+OPTION: get_married | get married
+OPTION: marriage | marriage
+OPTION: married | married
+OPTION: marry | marry
+OPTION: nephew | nephew
+OPTION: relatives | relatives
+OPTION: single | single
 
-TEMPLATE: Julie Wright is getting married in June. She is going to ____{marry} George White.
-RESPONSE: She is going to marry George White.
+TEMPLATE: Julie Wright is getting married in June. She is going to ____ George White.
+ANSWER: marry
+FEEDBACK: Julie Wright is getting married in June. She is going to marry George White.
 
-TEMPLATE: His ____{folks} live in San Francisco, but they're coming to the wedding.
-RESPONSE: His folks live in San Francisco, but they're coming to the wedding.
-ACCEPT: relatives
+TEMPLATE: His ____ live in San Francisco, but they're coming to the wedding.
+ANSWER: folks
+FEEDBACK: His folks live in San Francisco, but they're coming to the wedding.
 
-TEMPLATE: All of Julie's ____{relatives} live right here, in San Antonio.
-RESPONSE: All of Julie's relatives live right here, in San Antonio.
-ACCEPT: folks
+TEMPLATE: All of Julie's ____ live right here, in San Antonio. All of them are coming to the wedding.
+ANSWER: relatives
+FEEDBACK: All of Julie's relatives live right here, in San Antonio. All of them are coming to the wedding.
 
-TEMPLATE: George's sister has a son, Pete. Pete is George's ____{nephew}.
-RESPONSE: Pete is George's nephew.
+TEMPLATE: George's sister has a son, Pete. Pete is George's ____.
+ANSWER: nephew
+FEEDBACK: George's sister has a son, Pete. Pete is George's nephew.
 
-TEMPLATE: A year ago George told Pete, "I'll take you fishing before I ____{get married}."
-RESPONSE: A year ago George told Pete, "I'll take you fishing before I get married."
+TEMPLATE: A year ago George told Pete, "I'll take you fishing before I ____."
+ANSWER: get_married
+FEEDBACK: A year ago George told Pete, "I'll take you fishing before I get married."
 
-TEMPLATE: Pete remembers that, and he'd like to go fishing now. He wants to go before the ____{marriage}.
-RESPONSE: He wants to go before the marriage.
+TEMPLATE: Pete remembers that, and he'd like to go fishing now. He wants to go before the ____.
+ANSWER: marriage
+FEEDBACK: Pete remembers that, and he'd like to go fishing now. He wants to go before the marriage.
 
-TEMPLATE: He knows George will be ____{single} for only two more months.
-RESPONSE: He knows George will be single for only two more months.
+TEMPLATE: He knows George will be ____ for only two more months.
+ANSWER: single
+FEEDBACK: He knows George will be single for only two more months.
 
-TEMPLATE: After that, when he's ____{married}, he may not be able to go fishing.
-RESPONSE: After that, when he's married, he may not be able to go fishing.
+TEMPLATE: After that, when he's ____, he may not be able to go fishing.
+ANSWER: married
+FEEDBACK: After that, when he's married, he may not be able to go fishing.
 
-# Source: new (gap: connectives are drilled on the tape but never explained anywhere in the lesson)
-$GRAMMAR First, Next, Then, Finally
-ID: 4a-f4-g
-INTRO: Before the next drills, one quick idea: little words like "first" and "finally" tell the listener what order things happen in.
+$SESSION 4-2: "Be Able To" and Ordering a Story
 
-CARD: When you describe steps, connective words help show the order. Always use **first** for the beginning.
-{First, be sure you have enough change.}
+# Source: ST §Be Able To (grammar table, rewritten as cards)
+$GRAMMAR "Be Able To"
+ID: l4-s11
+INTRO: In this part you'll learn a second way to talk about ability — "be able to" — and some little words that put a story in order. Here's the pattern first.
 
-CARD: For the middle steps, you can use **next** or **then**.
-{Next, insert your coins in the coin slot.}
-{Then look at the snacks.}
-
-CARD: You can also use **after that** for a middle step.
-{After that, he put the jack in place and lifted the car.}
-
-CARD: When you reach the end, finish the sequence with **finally** or **last**.
-{Finally, after the snack drops to the tray, take out your selection.}
-{Last, enjoy your snack.}
-
-$PRODUCE Changing a Tire — Type the Connective
-ID: 4a-f4-a
-INPUT: type
-CHECK: exact
-INTRO: A man changes a flat tire, step by step. Listen to each sentence and type the connective word you hear — "first", "next", and friends.
-INSTRUCTION: Type the connective word.
-
-PROMPT: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-01.mp3}
-TEMPLATE: ____, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk.
-RESPONSE: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk.
-ACCEPT: First | first
-
-PROMPT: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-02.mp3}
-TEMPLATE: ____, he took off the hub cap and loosened the nuts with the wrench.
-RESPONSE: Next, he took off the hub cap and loosened the nuts with the wrench.
-ACCEPT: Next | next
-
-PROMPT: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-03.mp3}
-TEMPLATE: ____, he put the jack in place and lifted the car.
-RESPONSE: After that, he put the jack in place and lifted the car.
-ACCEPT: After that | after that
-
-PROMPT: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-04.mp3}
-TEMPLATE: ____ he put the spare tire on the wheel and put the nuts on.
-RESPONSE: Then he put the spare tire on the wheel and put the nuts on.
-ACCEPT: Then | then
-
-PROMPT: And last, he put the jack, wrench, and flat tire back in the trunk of the car. {bk10-l4a-f4-05.mp3}
-TEMPLATE: And ____, he put the jack, wrench, and flat tire back in the trunk of the car.
-RESPONSE: And last, he put the jack, wrench, and flat tire back in the trunk of the car.
-ACCEPT: last | Last
-
-# Source: LLA 4A Figure 4 (paragraph 2)
-$PRODUCE The Vending Machine — Type the Connective
-ID: 4a-f4-b
-INPUT: type
-CHECK: exact
-INTRO: Now a vending machine, conquered in six steps. Listen and type the connective word in each sentence.
-INSTRUCTION: Type the connective word.
-
-PROMPT: First, be sure you have enough change. {bk10-l4a-f4-06.mp3}
-TEMPLATE: ____, be sure you have enough change.
-RESPONSE: First, be sure you have enough change.
-ACCEPT: First | first
-
-PROMPT: Then look at the snacks. {bk10-l4a-f4-07.mp3}
-TEMPLATE: ____ look at the snacks.
-RESPONSE: Then look at the snacks.
-ACCEPT: Then | then
-
-PROMPT: Then decide on the snack before you insert your money. {bk10-l4a-f4-08.mp3}
-TEMPLATE: ____ decide on the snack before you insert your money.
-RESPONSE: Then decide on the snack before you insert your money.
-ACCEPT: Then | then
-
-PROMPT: Next, insert your coins in the coin slot. {bk10-l4a-f4-09.mp3}
-TEMPLATE: ____, insert your coins in the coin slot.
-RESPONSE: Next, insert your coins in the coin slot.
-ACCEPT: Next | next
-
-PROMPT: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-10.mp3}
-TEMPLATE: ____ be sure to push the right letter and button for your selection.
-RESPONSE: Then be sure to push the right letter and button for your selection.
-ACCEPT: Then | then
-
-PROMPT: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-11.mp3}
-TEMPLATE: ____, after the snack drops to the tray, take out your selection.
-RESPONSE: Finally, after the snack drops to the tray, take out your selection.
-ACCEPT: Finally | finally
-
-# Source: ST §The Dinner Party (matching half of the compound exercise)
-$SELECT The Dinner Party — Match the Parts
-ID: l4-s28
-INTRO: Sally is planning a dinner party. Match each sentence beginning with the ending that completes it.
-INSTRUCTION: Tap the ending that completes the sentence.
-OPTION: a | of tomatoes and onions.
-OPTION: b | soup with cheese.
-OPTION: c | party tomorrow night.
-OPTION: d | but Sally likes dinner parties.
-OPTION: e | when she makes this dish.
-OPTION: f | serve pie and ice cream.
-OPTION: g | serve chicken and vegetables.
-
-TEMPLATE: Sally is having a dinner
-ANSWER: c
-
-TEMPLATE: She always uses carrots
-ANSWER: e
-
-TEMPLATE: Second, she'll serve a salad
-ANSWER: a
-
-TEMPLATE: Finally, for dessert she'll
-ANSWER: f
-
-TEMPLATE: First, she'll serve onion
-ANSWER: b
-
-TEMPLATE: Then for the meat dish she'll
-ANSWER: g
-
-TEMPLATE: That kind of meal is a lot of work,
-ANSWER: d
-
-# Source: ST §The Dinner Party (ordering half of the compound exercise)
-$SELECT The Dinner Party — In Order
-ID: l4-s29
-ORDER
-INTRO: Same dinner party, whole sentences this time. Use the connective words — "first", "second", "then", "finally" — to put the story in order.
-INSTRUCTION: Put the sentences in the correct order.
-
-TEMPLATE: Arrange the steps of the dinner party.
-OPTION: a | Sally is having a dinner party tomorrow night.
-OPTION: b | First, she'll serve onion soup with cheese.
-OPTION: c | Second, she'll serve a salad of tomatoes and onions.
-OPTION: d | Then for the meat dish she'll serve chicken and vegetables.
-OPTION: e | She always uses carrots when she makes this dish.
-OPTION: f | Finally, for dessert she'll serve pie and ice cream.
-OPTION: g | That kind of meal is a lot of work, but Sally likes dinner parties.
-ANSWER: a,b,c,d,e,f,g
-
-# Source: ST §Complete the Paragraphs (edited: each paragraph is one item so the story stays visible; printed choices shown in parentheses; the Phil paragraph is graded on the coherent key)
-$PRODUCE Complete the Paragraphs
-ID: l4-s23
-INTRO: Two little stories with words missing — the gapped sentences are the whole story. For each gap, pick a word from the choices in parentheses and type it. In the second story, only one set of choices makes sense together.
-INSTRUCTION: Type a word from the choices for each blank.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Mark's ____{leg|arm|finger} (leg / arm / finger) is broken.
-TEMPLATE: David took him to the ____{school|library|mess hall} (school / library / mess hall).
-TEMPLATE: They both ____{ate|studied|slept} (ate / studied / slept) while they were there, and Mark returned home.
-RESPONSE: Mark's leg is broken. David took him to the library. They both studied while they were there, and Mark returned home.
-
-TEMPLATE: Phil needed some ____{money} (money / food / books).
-TEMPLATE: He went to the ____{bank} (library / store / bank), but it was ____{closed} (closed / open / quiet).
-TEMPLATE: He asked a man for some ____{advice} (advice / food / newspapers).
-TEMPLATE: The man said, "Use the ____{machine} (desk / machine / salad) for ____{withdrawals|deposits} (dessert / dictionary / withdrawals) or ____{deposits|withdrawals} (cakes / library books / deposits)."
-RESPONSE: Phil needed some money. He went to the bank, but it was closed. He asked a man for some advice. The man said, "Use the machine for withdrawals or deposits."
-
-$SESSION 4-3: Be Able To
-
-# Source: ST §Be Able To (grammar box; tappable examples added)
-$GRAMMAR Be Able To
-ID: l4-s10
-INTRO: This part is about "be able to" — the twin of "can". You'll hear it, say it, and use it in the past, present, and future.
-
-CARD: **Be able to** is used to express ability. In the present tense, it means exactly the same as **can**.
+CARD: "Be able to" talks about ability. It means the same as "can".
 {John is able to speak three languages.}
 {John can speak three languages.}
 
-CARD: For the future tense, use **will be able to**. 
+CARD: For the future, use "will be able to".
 {We'll be able to leave tomorrow.}
 {We can leave tomorrow.}
 
-CARD: In the past tense, use **was able to** or **were able to**. This means the same as **could**.
+CARD: For the past, use "was able to" or "were able to" — the same as "could".
 {I wasn't able to go last night.}
 {I couldn't go last night.}
 
 SUMMARY:
-| | |
-|---|---|
-| Present | John **is able to** speak three languages.<br>John **can** speak three languages. |
-| Future | We'll **be able to** leave tomorrow.<br>We **can** leave tomorrow. |
-| Past | I **wasn't able to** go last night.<br>I **couldn't** go last night. |
+| | "be able to" | "can" |
+|---|---|---|
+| Present | John **is able to** speak three languages. | John **can** speak three languages. |
+| Future | We'll **be able to** leave tomorrow. | We **can** leave tomorrow. |
+| Past | I **wasn't able to** go last night. | I **couldn't** go last night. |
 
-$SELECT Will They Be Able to Come?
-ID: 4a-f3-a
-INTRO: The family from part one is planning a get-together, and not everyone can make it. Listen to each question and its answer, then tap "Yes", "No", or "Maybe".
-INSTRUCTION: Tap Yes, No, or Maybe.
-OPTION: y | Yes
-OPTION: n | No
-OPTION: m | Maybe
+# Source: ST §Patrick Was Able to Go to the Movie.
+$DIALOGUE Will He Be Able to Go?
+ID: l4-s12
+INTRO: Hear "be able to" in every tense — present, past, and future, questions and answers. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
 
-EXAMPLE
-PROMPT: Will Aunt June be able to come? — I'm not sure. Aunt June might be able to come. {bk10-l4a-f3-01-q.mp3}
-ANSWER: m
+LINE: Will Robert be able to go to the party?
+LINE: I don't think he'll be able to go.
+LINE: Diane isn't able to move the refrigerator.
+LINE: We were able to leave early.
+LINE: They weren't able to fix my car.
+LINE: Is grandmother able to take the trip?
+LINE: Was the secretary able to fix the typewriter?
+LINE: Was your nephew able to read that magazine?
+LINE: Jennifer's cousin will be able to drive next month.
+LINE: Were you able to get yesterday's newspaper?
 
-PROMPT: Will Grandfather and Grandmother Jones be able to come? — Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-02-q.mp3}
-ANSWER: y
+# Source: LLA 4A Figure 3 (chart)
+$GRAMMAR The Graduation Guest List
+ID: 10-4a-f3-chart
+INTRO: There's a graduation coming, and the family from part one has been invited. Here's the chart showing whether each relative will be able to attend — some yes, some no, some famously undecided.
 
-PROMPT: Will Aunt Mary be able to come? — No, she won't be able to come. {bk10-l4a-f3-03-q.mp3}
-ANSWER: n
+### WILL THEY BE ABLE TO COME?
 
-PROMPT: Will Uncle Ben be able to come? — He isn't sure. He might. {bk10-l4a-f3-04-q.mp3}
-ANSWER: m
+| MY RELATIVES | yes | no | maybe |
+|---|:---:|:---:|:---:|
+| 1. Aunt June | | | X |
+| 2. Grandfather and Grandmother Jones | X | | |
+| 3. Aunt Mary | | X | |
+| 4. Uncle Ben | | | X |
+| 5. Cousin Meg | X | | |
+| 6. Cousin Rob | | X | |
+| 7. Uncle Jerry | | | X |
+| 8. Brother Frank | X | | |
+| 9. Parents | X | | |
 
-PROMPT: Will Cousin Meg be able to come? — Yes, she will. {bk10-l4a-f3-05-q.mp3}
-ANSWER: y
-
-PROMPT: Will Cousin Rob be able to come? — No, he won't. {bk10-l4a-f3-06-q.mp3}
-ANSWER: n
-
-PROMPT: Will Uncle Jerry be able to come? — He didn't know. He might. {bk10-l4a-f3-07-q.mp3}
-ANSWER: m
-
-PROMPT: Will your brother Frank be able to come? — Yes, he will. {bk10-l4a-f3-08-q.mp3}
-ANSWER: y
-
-PROMPT: Will your parents be able to come? — Yes, they will. {bk10-l4a-f3-09-q.mp3}
-ANSWER: y
-
-# Source: LLA 4A Figure 3 (part 2)
-$PRODUCE Who Will Be Able to Come?
-ID: 4a-f3-b
-INTRO: Same guest list, but now you answer. Say a full sentence with "will be able to", "won't be able to", or "might be able to" — then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: LLA 4A Figure 3 (drill)
+$PRODUCE Will They Be Able to Come?
+ID: 10-4a-f3
+REFERENCE: 10-4a-f3-chart
 INPUT: speak
 CHECK: reveal
 REPEAT
+INTRO: Now use the chart. Answer each question aloud in a complete sentence — "will", "won't", or "might be able to come" — then repeat the model answer.
+INSTRUCTION: Answer the question aloud.
 
-PROMPT: Will Aunt June be able to come? {bk10-l4a-f3-10-q.mp3}
-RESPONSE: I'm not sure. Aunt June might be able to come. {bk10-l4a-f3-10-a.mp3}
+PROMPT: Will Aunt June be able to come? {bk10-l4a-f3-01.mp3}
+RESPONSE: I'm not sure. Aunt June might be able to come. {bk10-l4a-f3-01-a.mp3}
 
-PROMPT: Will Grandfather and Grandmother Jones be able to come? {bk10-l4a-f3-11-q.mp3}
-RESPONSE: Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-11-a.mp3}
+PROMPT: Will Grandfather and Grandmother Jones be able to come? {bk10-l4a-f3-02.mp3}
+RESPONSE: Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-02-a.mp3}
 
-PROMPT: Will my parents be able to come? {bk10-l4a-f3-12-q.mp3}
-RESPONSE: Yes, your parents will be able to come. {bk10-l4a-f3-12-a.mp3}
+PROMPT: Will my parents be able to come? {bk10-l4a-f3-03.mp3}
+RESPONSE: Yes, your parents will be able to come. {bk10-l4a-f3-03-a.mp3}
 
-PROMPT: Will Uncle Ben be able to come? {bk10-l4a-f3-13-q.mp3}
-RESPONSE: Maybe. Uncle Ben might be able to come. {bk10-l4a-f3-13-a.mp3}
+PROMPT: Will Uncle Ben be able to come? {bk10-l4a-f3-04.mp3}
+RESPONSE: Maybe. Uncle Ben might be able to come. {bk10-l4a-f3-04-a.mp3}
 
-PROMPT: Will Uncle Jerry be able to come? {bk10-l4a-f3-14-q.mp3}
-RESPONSE: Maybe. Uncle Jerry might be able to come. {bk10-l4a-f3-14-a.mp3}
+PROMPT: Will Uncle Jerry be able to come? {bk10-l4a-f3-05.mp3}
+RESPONSE: Maybe. Uncle Jerry might be able to come. {bk10-l4a-f3-05-a.mp3}
 
-PROMPT: Will Cousin Meg be able to come? {bk10-l4a-f3-15-q.mp3}
-RESPONSE: Yes, Cousin Meg will be able to come. {bk10-l4a-f3-15-a.mp3}
+PROMPT: Will Cousin Meg be able to come? {bk10-l4a-f3-06.mp3}
+RESPONSE: Yes, Cousin Meg will be able to come. {bk10-l4a-f3-06-a.mp3}
 
-PROMPT: Will Aunt Mary be able to come? {bk10-l4a-f3-16-q.mp3}
-RESPONSE: No, Aunt Mary won't be able to come. {bk10-l4a-f3-16-a.mp3}
+PROMPT: Will Aunt Mary be able to come? {bk10-l4a-f3-07.mp3}
+RESPONSE: No, Aunt Mary won't be able to come. {bk10-l4a-f3-07-a.mp3}
 
-PROMPT: Will my brother Frank be able to come? {bk10-l4a-f3-17-q.mp3}
-RESPONSE: Yes, your brother Frank will be able to come. {bk10-l4a-f3-17-a.mp3}
+PROMPT: Will my brother Frank be able to come? {bk10-l4a-f3-08.mp3}
+RESPONSE: Yes, your brother Frank will be able to come. {bk10-l4a-f3-08-a.mp3}
 
-PROMPT: Will Cousin Rob be able to come? {bk10-l4a-f3-18-q.mp3}
-RESPONSE: No, Cousin Rob won't be able to come. {bk10-l4a-f3-18-a.mp3}
+PROMPT: Will Cousin Rob be able to come? {bk10-l4a-f3-09.mp3}
+RESPONSE: No, Cousin Rob won't be able to come. {bk10-l4a-f3-09-a.mp3}
 
-# Source: ST §Patrick Was Able To Go To The Movie.
-$DIALOGUE Reading "Be Able To"
-ID: l4-s11
-INTRO: Read these sentences and notice how "be able to" changes for past, present, and future.
-INSTRUCTION: Read the sentences.
-
-LINE: Will Robert be able to go to the party?
-
-LINE: I don't think he'll be able to go.
-
-LINE: Diane isn't able to move the refrigerator.
-
-LINE: We were able to leave early.
-
-LINE: They weren't able to fix my car.
-
-LINE: Is grandmother able to take the trip?
-
-LINE: Was the secretary able to fix the typewriter?
-
-LINE: Was your nephew able to read that magazine?
-
-LINE: Jennifer's cousin will be able to drive next month.
-
-LINE: Were you able to get yesterday's newspaper?
-
-# Source: ST §A Cat Is Able To Climb Trees.
-$PRODUCE From "Can" to "Be Able To"
-ID: l4-s12
-INTRO: Now transform: read each sentence with "can" and say it again with "be able to". The cat manages it; so will you.
-INSTRUCTION: Change from "can" to "be able to" aloud.
+# Source: ST §A Cat Is Able to Climb Trees.
+$PRODUCE Change "Can" to "Be Able To"
+ID: l4-s13
+INTRO: Same meaning, new words. Say each sentence again using "be able to" instead of "can", then check the model.
+INSTRUCTION: Change the sentence from "can" to "be able to".
 INPUT: speak
 CHECK: reveal
 SHOW_PROMPT
@@ -689,77 +496,65 @@ RESPONSE: What languages are you able to speak?
 
 # Source: ST §Were You Able to Go?
 $PRODUCE Were You Able To...?
-ID: l4-s13
-INTRO: Build past questions: take the cue and ask "Were you able to...?" aloud. The pattern stays the same; only the cue changes.
-INSTRUCTION: Ask a past tense question with "be able to" using the cue.
-INPUT: speak
-CHECK: llm
-RUBRIC: The answer must be a past-tense question with "be able to" built on the cue, e.g. "Were you able to...?"; the rest of the wording is free.
-
-EXAMPLE
-TEMPLATE: go to the BX last Saturday
-RESPONSE: Were you able to go to the BX last Saturday?
-
-TEMPLATE: speak English when you were young
-RESPONSE: Were you able to speak English when you were young?
-
-TEMPLATE: see your friend at the airport last night
-RESPONSE: Were you able to see your friend at the airport last night?
-
-TEMPLATE: cook your own food while you were on vacation
-RESPONSE: Were you able to cook your own food while you were on vacation?
-
-TEMPLATE: take a vacation last year
-RESPONSE: Were you able to take a vacation last year?
-
-TEMPLATE: get your own apartment
-RESPONSE: Were you able to get your own apartment?
-
-TEMPLATE: go to Los Angeles last summer
-RESPONSE: Were you able to go to Los Angeles last summer?
-
-TEMPLATE: sleep late last Sunday
-RESPONSE: Were you able to sleep late last Sunday?
-
-# Source: ST §He Wasn't Able to Go.
-$DIALOGUE He Wasn't Able to Go
 ID: l4-s14
-INTRO: Two short stories: Ken's very busy week, and Jim's coin collection. Read them — questions follow.
-INSTRUCTION: Read the paragraphs.
-
-LINE: On Friday, Jim invited Ken to a party.
-LINE: He wasn't able to go because he had to work.
-
-LINE: On Sunday, Stan invited him to the movie.
-LINE: He wasn't able to go the movie because he had to study for a test.
-
-LINE: On Tuesday, Jack asked him to go to dinner with him.
-LINE: He didn't have to work, and he didn't have to study.
-LINE: At last, he was able to do something with a friend!
-
-LINE: Jim collected coins on his last vacation to Europe.
-LINE: He got coins from England, France, and Germany.
-
-LINE: He wasn't able to get coins from Italy or Greece, but his friends in Switzerland are going to send him some of those coins next month.
-
-LINE: He'll have a large selection of coins in his collection.
-
-# Source: ST §Answer About the Paragraphs (INPUT switched to speak — full-sentence answers; rubric made self-contained)
-$PRODUCE Answer About Ken and Jim
-ID: l4-s15
-REFERENCE: l4-s14
-INTRO: Answer questions about Ken and Jim aloud, and use "be able to" in every answer. Open the paragraphs if you need them.
-INSTRUCTION: Answer with a form of "be able to". Open the paragraphs if you need them.
+INTRO: Now build the past question yourself. Take the cue and ask a question that starts with "Were you able to".
+INSTRUCTION: Ask a past tense question with "be able to" using the cue words.
 INPUT: speak
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; the answer must use a form of "be able to"; accept any phrasing of the same fact.
+RUBRIC: Require a grammatically correct past tense question using "Were you able to" plus the given cue; accept minor rewording of the cue.
+
+EXAMPLE
+PROMPT: go to the BX last Saturday
+RESPONSE: Were you able to go to the BX last Saturday?
+
+PROMPT: speak English when you were young
+RESPONSE: Were you able to speak English when you were young?
+
+PROMPT: see your friend at the airport last night
+RESPONSE: Were you able to see your friend at the airport last night?
+
+PROMPT: cook your own food while you were on vacation
+RESPONSE: Were you able to cook your own food while you were on vacation?
+
+PROMPT: take a vacation last year
+RESPONSE: Were you able to take a vacation last year?
+
+PROMPT: get your own apartment
+RESPONSE: Were you able to get your own apartment?
+
+PROMPT: go to Los Angeles last summer
+RESPONSE: Were you able to go to Los Angeles last summer?
+
+PROMPT: sleep late last Sunday
+RESPONSE: Were you able to sleep late last Sunday?
+
+# Source: ST §Reading: Ken and Jim
+$GRAMMAR Reading: Ken and Jim
+ID: l4-s15-r
+READING
+INTRO: Two short paragraphs — Ken's very busy week, and Jim's coin collection. Read them; you'll answer questions using "be able to" next.
+
+CARD: **Paragraph 1.** On Friday, Jim invited Ken to a party. He wasn't able to go because he had to work. On Sunday, Stan invited him to the movie. He wasn't able to go the movie because he had to study for a test. On Tuesday, Jack asked him to go to dinner with him. He didn't have to work, and he didn't have to study. At last, he was able to do something with a friend!
+
+CARD: **Paragraph 2.** Jim collected coins on his last vacation to Europe. He got coins from England, France, and Germany. He wasn't able to get coins from Italy or Greece, but his friends in Switzerland are going to send him some of those coins next month. He'll have a large selection of coins in his collection.
+
+# Source: ST §He Wasn't Able to Go. (INPUT switched to speak — full-sentence answers)
+$PRODUCE He Wasn't Able to Go
+ID: l4-s15
+REFERENCE: l4-s15-r
+INTRO: Answer each question about Ken and Jim aloud in a complete sentence with "be able to". The reading is one tap away if the details escape you.
+INSTRUCTION: Answer each question in a complete sentence using "be able to".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Require a form of "be able to" — an answer without it fails. Treat the model answer as the factual key and accept any phrasing of the same facts.
 
 PROMPT: Why wasn't Ken able to go to the party?
 RESPONSE: He wasn't able to go because he had to work.
 
 PROMPT: Was Ken able to go to the movie?
-RESPONSE: No, he wasn't able to go.
+RESPONSE: No, he wasn't able to go because he had to study.
 
 PROMPT: What was Ken able to do?
 RESPONSE: He was able to go to dinner with Jack.
@@ -768,64 +563,162 @@ PROMPT: Was Jim able to collect coins from Germany?
 RESPONSE: Yes, he was able to collect coins from Germany.
 
 PROMPT: Was he able to get coins from Italy or Greece when he was on vacation?
-RESPONSE: No, he wasn't able to get coins from those countries.
+RESPONSE: No, he wasn't able to get coins from Italy or Greece on his vacation.
 
 PROMPT: Do you think he'll be able to get some coins from those countries?
-RESPONSE: Yes, he will be able to get some soon.
+RESPONSE: Yes, his friends in Switzerland will be able to send him some.
 
-# Source: LLA 4D Figure 4 (part 1)
-$DIALOGUE A Letter from Frank
-ID: 4d-f4-letter
-INTRO: Frank missed Jane's party, and he has a letter's worth of reasons. Read it silently — it's one long apology built on "be able to".
-INSTRUCTION: Read the letter.
+# Source: new (gap: connectives are drilled on tape 4A but never explained)
+$GRAMMAR Words That Put a Story in Order
+ID: 10-4a-f4-g
+INTRO: When you tell what happened, little words like "first" and "then" keep the steps in line. Here's how they work.
 
-Narrator: June 5, 1988
-Narrator: Dear Jane:
-Narrator: I couldn't go to your party last weekend because I had to work late on Sunday.
-Narrator: Usually, I'm finished at the store by 5:30, but last weekend I had a lot of extra work.
-Narrator: I couldn't leave the store until 8 PM.
-Narrator: By that time, I was very tired and hungry.
-Narrator: I tried to buy a sandwich, but I couldn't find a sandwich vending machine.
-Narrator: Finally I stopped looking. I went home without supper.
-Narrator: After I got home and changed clothes, it was very late.
-Narrator: I know you had a good party. I'm sorry I didn't go.
-Narrator: I won't have to go to work on Tuesday and Wednesday of next week.
-Narrator: I can go to a restaurant and a movie on Tuesday. Would you like to do that?
-Narrator: Call me on Monday.
-Narrator: Your friend, Frank.
+CARD: To give steps in order, start with "first", then move through with "next" and "then".
+{First, he opened the trunk.}
+{Next, he took off the hub cap.}
+{Then he put the spare tire on the wheel.}
 
-# Source: LLA 4D Figure 4 (part 2)
-$PRODUCE Questions About Frank's Letter
-ID: 4d-f4
-REFERENCE: 4d-f4-letter
-INTRO: Now answer questions about Frank's unlucky weekend, aloud and in full sentences. Open the letter if you need it, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
+CARD: "After that" continues the steps, and "finally" or "lastly" marks the end.
+{After that, he put the jack in place.}
+{Finally, take out your selection.}
+
+# Source: LLA 4A Figure 4 (word list — kept as pronunciation reinforcement)
+$DIALOGUE First, Next, Then, Finally
+ID: 10-4a-f4-vocab
+INTRO: Hear the ordering words themselves. Listen and repeat each group.
+INSTRUCTION: Listen and repeat.
 REPEAT
 
-PROMPT: Was Frank able to go to Jane's party? {bk10-l4d-f4-01-q.mp3}
-RESPONSE: No, he wasn't able to go to Jane's party. {bk10-l4d-f4-01-a.mp3}
+LINE: After, after that, finally, first. {bk10-l4a-f4-01.mp3}
+LINE: Last, lastly. {bk10-l4a-f4-02.mp3}
+LINE: Next, second. {bk10-l4a-f4-03.mp3}
+LINE: Then. {bk10-l4a-f4-04.mp3}
 
-PROMPT: When was Frank able to leave the store? {bk10-l4d-f4-02-q.mp3}
-RESPONSE: He was able to leave after 8. {bk10-l4d-f4-02-a.mp3}
+# Source: LLA 4A Figure 4 (Part 2)
+$PRODUCE Changing a Flat Tire
+ID: 10-4a-f4-p1
+INPUT: type
+CHECK: exact
+INTRO: A man changes a flat tire, step by step. Listen to each step and type the ordering word you hear.
+INSTRUCTION: Type the missing connective word.
 
-PROMPT: Was Frank able to buy a sandwich? {bk10-l4d-f4-03-q.mp3}
-RESPONSE: No, he wasn't able to buy a sandwich. {bk10-l4d-f4-03-a.mp3}
+PROMPT: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-p1-01.mp3}
+TEMPLATE: ____, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk.
+RESPONSE: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-p1-01.mp3}
+ACCEPT: First | first
 
-PROMPT: Why wasn't Frank able to eat that night? {bk10-l4d-f4-04-q.mp3}
-RESPONSE: He wasn't able to eat because he couldn't find a sandwich vending machine. {bk10-l4d-f4-04-a.mp3}
+PROMPT: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-p1-02.mp3}
+TEMPLATE: ____, he took off the hub cap and loosened the nuts with the wrench.
+RESPONSE: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-p1-02.mp3}
+ACCEPT: Next | next
 
-PROMPT: Where will Frank be able to go on Tuesday night? {bk10-l4d-f4-05-q.mp3}
-RESPONSE: He'll be able to go to a restaurant and movie on Tuesday night. {bk10-l4d-f4-05-a.mp3}
+PROMPT: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-p1-03.mp3}
+TEMPLATE: ____, he put the jack in place and lifted the car.
+RESPONSE: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-p1-03.mp3}
+ACCEPT: After that | after that
 
-$SESSION 4-4: Occupations, Weather, and Time
+PROMPT: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-p1-04.mp3}
+TEMPLATE: ____ he put the spare tire on the wheel and put the nuts on.
+RESPONSE: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-p1-04.mp3}
+ACCEPT: Then | then
+
+# Source: LLA 4A Figure 4 (Part 3)
+$PRODUCE Using the Vending Machine
+ID: 10-4a-f4-p2
+INPUT: type
+CHECK: exact
+INTRO: Same job, new machine — buying a snack, one step at a time. Listen to each step and type the ordering word you hear.
+INSTRUCTION: Type the missing connective word.
+
+PROMPT: First, be sure you have enough change. {bk10-l4a-f4-p2-01.mp3}
+TEMPLATE: ____, be sure you have enough change.
+RESPONSE: First, be sure you have enough change. {bk10-l4a-f4-p2-01.mp3}
+ACCEPT: First | first
+
+PROMPT: Then look at the snacks. {bk10-l4a-f4-p2-02.mp3}
+TEMPLATE: ____ look at the snacks.
+RESPONSE: Then look at the snacks. {bk10-l4a-f4-p2-02.mp3}
+ACCEPT: Then | then
+
+PROMPT: Then decide on the snack before you insert your money. {bk10-l4a-f4-p2-03.mp3}
+TEMPLATE: ____ decide on the snack before you insert your money.
+RESPONSE: Then decide on the snack before you insert your money. {bk10-l4a-f4-p2-03.mp3}
+ACCEPT: Then | then
+
+PROMPT: Next, insert your coins in the coin slot. {bk10-l4a-f4-p2-04.mp3}
+TEMPLATE: ____, insert your coins in the coin slot.
+RESPONSE: Next, insert your coins in the coin slot. {bk10-l4a-f4-p2-04.mp3}
+ACCEPT: Next | next
+
+PROMPT: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-p2-05.mp3}
+TEMPLATE: ____ be sure to push the right letter and button for your selection.
+RESPONSE: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-p2-05.mp3}
+ACCEPT: Then | then
+
+PROMPT: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-p2-06.mp3}
+TEMPLATE: ____, after the snack drops to the tray, take out your selection.
+RESPONSE: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-p2-06.mp3}
+ACCEPT: Finally | finally
+
+# Source: ST §The Dinner Party: Matching
+$SELECT The Dinner Party: Match the Halves
+ID: l4-s29
+INTRO: Sally is planning a dinner party — soup, salad, chicken, pie, the works. Tap the ending that completes each sentence beginning.
+INSTRUCTION: Match each sentence beginning with the correct ending.
+OPTION: a | of tomatoes and onions.
+OPTION: b | soup with cheese.
+OPTION: c | party tomorrow night.
+OPTION: d | but Sally likes dinner parties.
+OPTION: e | when she makes this dish.
+OPTION: f | serve pie and ice cream.
+OPTION: g | serve chicken and vegetables.
+
+TEMPLATE: Sally is having a dinner ____
+ANSWER: c
+
+TEMPLATE: She always uses carrots ____
+ANSWER: e
+
+TEMPLATE: Second, she'll serve a salad ____
+ANSWER: a
+
+TEMPLATE: Finally, for dessert she'll ____
+ANSWER: f
+
+TEMPLATE: First, she'll serve onion ____
+ANSWER: b
+
+TEMPLATE: Then for the meat dish she'll ____
+ANSWER: g
+
+TEMPLATE: That kind of meal is a lot of work, ____
+ANSWER: d
+
+# Source: ST §The Dinner Party: Sentence Order
+$SELECT The Dinner Party: Put It in Order
+ID: l4-s30
+ORDER
+INTRO: Now tell the whole story of Sally's dinner party from start to finish. The ordering words — "first", "second", "then", "finally" — do most of the work for you.
+INSTRUCTION: Arrange the sentences in the correct order to tell the story.
+OPTION: a | Sally is having a dinner party tomorrow night.
+OPTION: b | She always uses carrots when she makes this dish.
+OPTION: c | Second, she'll serve a salad of tomatoes and onions.
+OPTION: d | Finally, for dessert she'll serve pie and ice cream.
+OPTION: e | First, she'll serve onion soup with cheese.
+OPTION: f | Then for the meat dish she'll serve chicken and vegetables.
+OPTION: g | That kind of meal is a lot of work, but Sally likes dinner parties.
+
+TEMPLATE: What is the correct order of the story of Sally's dinner party?
+ANSWER: a,e,c,f,b,d,g
+FEEDBACK: Sally is having a dinner party tomorrow night. First, she'll serve onion soup with cheese. Second, she'll serve a salad of tomatoes and onions. Then for the meat dish she'll serve chicken and vegetables. She always uses carrots when she makes this dish. Finally, for dessert she'll serve pie and ice cream. That kind of meal is a lot of work, but Sally likes dinner parties.
+
+$SESSION 4-3: Occupations, Weather, and Time
 
 # Source: LLA 4B Figure 1
-$DIALOGUE Occupations
-ID: 4b-f1
-INTRO: New part, new goal: asking and answering "What does he do?", "How's the weather?", and "What time is it?" First, the jobs — listen and repeat.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Occupations and Jobs
+ID: 10-4b-f1
+INTRO: In this part you'll learn to ask what people do for a living, and to talk about the weather and the time. First, the jobs — dentists, drivers, bosses, and one very fast typist. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each sentence.
 REPEAT
 
 LINE: What's her occupation? {bk10-l4b-f1-01.mp3}
@@ -834,325 +727,361 @@ LINE: What kind of work does he do? {bk10-l4b-f1-03.mp3}
 LINE: What does he do? {bk10-l4b-f1-04.mp3}
 
 VOCAB: dentist
-LINE: A dentist is a doctor. She works on people's teeth. {page_081_001.jpg} {bk10-l4b-f1-05.mp3}
+LINE: A dentist is a doctor. She works on people's teeth. {page_081_001.jpg|A female dentist examining a patient in a dental chair} {bk10-l4b-f1-05.mp3}
 
 VOCAB: businesswoman
 VOCAB: company
-LINE: She's a businesswoman. Rita and her husband own an insurance company. {page_081_002.jpg} {bk10-l4b-f1-06.mp3}
+LINE: She's a businesswoman. Rita and her husband own an insurance company. {page_081_002.jpg|A man and a woman in business attire standing in front of a sign that reads "HAYES INSURANCE CO"} {bk10-l4b-f1-06.mp3}
 
 VOCAB: salesman
-LINE: He sells cars. He's a salesman. {page_081_003.jpg} {bk10-l4b-f1-07.mp3}
+LINE: He sells cars. He's a salesman. {page_081_003.jpg|A man in a suit standing in front of a car with a sign that reads "CAR SALE"} {bk10-l4b-f1-07.mp3}
 
-LINE: Alice takes money from customers at a restaurant. {page_081_004.jpg} {bk10-l4b-f1-08-a.mp3}
 VOCAB: cashier
-LINE: She's a cashier. {page_081_004.jpg} {bk10-l4b-f1-08-b.mp3}
+LINE: Alice takes money from customers at a restaurant. She's a cashier. {page_081_004.jpg|A female cashier sitting at a register counter with customers in line} {bk10-l4b-f1-08.mp3}
+
 VOCAB: boss
-LINE: Mr. Jones owns the restaurant. He's her boss. {page_081_004.jpg} {bk10-l4b-f1-08-c.mp3}
+LINE: Mr. Jones owns the restaurant. He's her boss. {page_081_004.jpg|A female cashier sitting at a register counter with customers in line} {bk10-l4b-f1-09.mp3}
 
 VOCAB: secretary
-LINE: He's the new secretary for the school. {page_081_005.jpg} {bk10-l4b-f1-09-a.mp3}
-LINE: He types 55 words a minute. {page_081_005.jpg} {bk10-l4b-f1-09-b.mp3}
+LINE: He's the new secretary for the school. He types 55 words a minute. {page_081_005.jpg|A male secretary sitting at a desk with a world map behind him labeled "DLI"} {bk10-l4b-f1-10.mp3}
 
 VOCAB: driver
-LINE: He's the new driver for the school bus. {page_081_006.jpg} {bk10-l4b-f1-10-a.mp3}
-LINE: He's a bus driver. {page_081_006.jpg} {bk10-l4b-f1-10-b.mp3}
-
-# Source: ST §What Kind of Work Do You Do? (distinct items salvaged from the dropped TTS twin of LLA 4B Figure 1)
-$DIALOGUE More Job Words
-ID: 4b-f1-b
-INTRO: A few more job words the tape skipped: "salesperson" and "businessman". Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: salesperson | salespeople
-LINE: Joseph and Rita are salespeople.
-LINE: They sell houses. {st-page_138_001.jpg}
-LINE: Joseph is a salesman, and Rita is a saleswoman. {st-page_138_001.jpg}
-
-VOCAB: businessman
-LINE: Mr. Soto is a businessman.
-LINE: He owns a clothing store. {st-page_138_003.jpg}
-LINE: He's the boss in his store.
-LINE: He has a salesperson working for him. {st-page_138_003.jpg}
+LINE: He's the new driver for the school bus. He's a bus driver. {page_081_006.jpg|A male bus driver standing next to the open door of a bus} {bk10-l4b-f1-11.mp3}
 
 # Source: LLA 4B Figure 2
-$SELECT Name the Occupation
-ID: 4b-f2
-INTRO: Listen to what each person does all day, then tap the job that fits. Repeat the answer sentence afterwards.
+$SELECT What's the Occupation?
+ID: 10-4b-f2
+INTRO: Someone describes a person's work — you name the job. Listen, tap the correct occupation, then repeat the answer.
 INSTRUCTION: Tap the correct occupation.
 REPEAT
 
 OPTION: a | businessman
-OPTION: b | truck driver
+OPTION: b | driver
 OPTION: c | cashier
 OPTION: d | saleswoman
 OPTION: e | dentist
 OPTION: f | secretary
 
-PROMPT: He works in a grocery store. The customers pay him for their food. What's his occupation? {bk10-l4b-f2-01-q.mp3}
+PROMPT: He works in a grocery store. The customers pay him for their food. What's his occupation? {bk10-l4b-f2-01.mp3}
 ANSWER: c
 FEEDBACK: The cashier takes the customers' money for food. {bk10-l4b-f2-01-fb.mp3}
 
-PROMPT: Jack drives a truck for a furniture store. What's his job? {bk10-l4b-f2-02-q.mp3}
+PROMPT: Jack drives a truck for a furniture store. What's his job? {bk10-l4b-f2-02.mp3}
 ANSWER: b
 FEEDBACK: He's a truck driver. {bk10-l4b-f2-02-fb.mp3}
 
-PROMPT: Mary sells towels in a department store. What is her job? {bk10-l4b-f2-03-q.mp3}
+PROMPT: Mary sells towels in a department store. What is her job? {bk10-l4b-f2-03.mp3}
 ANSWER: d
 FEEDBACK: A saleswoman sells things. {bk10-l4b-f2-03-fb.mp3}
 
-PROMPT: Mark owns a drugstore. What's his occupation? {bk10-l4b-f2-04-q.mp3}
+PROMPT: Mark owns a drugstore. What's his occupation? {bk10-l4b-f2-04.mp3}
 ANSWER: a
 FEEDBACK: He's a businessman. {bk10-l4b-f2-04-fb.mp3}
 
-PROMPT: Alice works for an insurance company. She types, writes letters, and answers the phone. What is she? {bk10-l4b-f2-05-q.mp3}
+PROMPT: Alice works for an insurance company. She types, writes letters, and answers the phone. What is she? {bk10-l4b-f2-05.mp3}
 ANSWER: f
 FEEDBACK: A secretary usually types and answers the phone. {bk10-l4b-f2-05-fb.mp3}
 
-PROMPT: He cleaned and filled my teeth. What's his occupation? {bk10-l4b-f2-06-q.mp3}
+PROMPT: He cleaned and filled my teeth. What's his occupation? {bk10-l4b-f2-06.mp3}
 ANSWER: e
 FEEDBACK: A dentist cleans and fills teeth. {bk10-l4b-f2-06-fb.mp3}
 
-# Source: ST §Let's Talk About Occupations.
-$DIALOGUE Let's Talk About Occupations
-ID: l4-s26
-INTRO: Here's how job talk sounds in real conversations — questions and answers together. Listen and repeat each exchange.
+# Source: ST §What Is Your Occupation? (distinct items salvaged; overlapping cashier/dentist/salesman lines dropped as twins of LLA 4B Figure 1)
+$DIALOGUE More Jobs: Owners and Bosses
+ID: l4-s6-b
+INTRO: A few more working people — this time the ones who own the business. Listen and repeat.
 INSTRUCTION: Listen and repeat.
 REPEAT
 
-LINE: What kind of work do you do? — I'm a salesman. I sell cars.
+VOCAB: saleswoman
+LINE: Joseph and Rita are salespeople. They sell houses. Joseph is a salesman, and Rita is a saleswoman. {st-page_138_001.jpg|A male and female real estate salesperson standing in front of a house sign that says SOLD}
 
-LINE: How's your work? — Not good. I'm looking for another job.
+VOCAB: to type
+LINE: Fran is a secretary. She types 85 words a minute. She types fast. {st-page_138_002.jpg|A female secretary sitting at her desk typing on a typewriter}
 
-LINE: Do you have a job? — No, I'm out of work right now.
+VOCAB: business
+VOCAB: to own
+LINE: Mr. Soto is a businessman. He owns a clothing store; it's his business. {st-page_138_003.jpg|A businessman standing in front of a clothing window display labeled SOTO'S fashions}
 
-LINE: What kind of job do you have? — I'm a taxi driver.
+VOCAB: salesperson
+LINE: He's the boss in his store, and he has a salesperson working for him. {st-page_138_003.jpg|A businessman standing in front of a clothing window display labeled SOTO'S fashions}
 
-LINE: Where do you work? — I'm a secretary at the First State Bank.
+LINE: Myra is a taxi driver. She's also a businesswoman. {st-page_138_004.jpg|A female and male taxi driver standing in front of a taxi car labeled M&H TAXI COMPANY}
 
-LINE: What are you working on? — I'm writing an article for the Dallas Times.
+LINE: She and her husband Hal own a taxi company together. {st-page_138_004.jpg|A female and male taxi driver standing in front of a taxi car labeled M&H TAXI COMPANY}
 
-LINE: What kind of job are you looking for? — I think I'd be a good salesman.
+# SKIPPED (book): "HE'S A DENTIST, YOU'RE A PILOT, I'M A TAXI DRIVER." (ST p. 130) — cumulative classroom memory game; partner/group activity with no solo path.
 
-LINE: What kind of work would you like to do? — I'd like to be a nurse.
+# Source: ST §Impersonal "It" (grammar table, rewritten as cards)
+$GRAMMAR Talking With "It"
+ID: l4-s18
+INTRO: English uses one small word — "it" — to talk about the weather, the temperature, the time, and distance. Here's the pattern before you practice it.
 
-# SKIPPED (book): ST "HE'S A DENTIST, YOU'RE A PILOT..." — open group activity, no solo path.
+CARD: Use "it" for the weather and the temperature.
+{Is it raining?} — {Yes, it's raining very hard.}
+{Is it cold outside?} — {Yes, it's 35 degrees.}
 
-# Source: ST §Is It Going to Be Cold All Day? (tappable audio added)
-$GRAMMAR "It" for Weather, Time, and Distance
-ID: l4-s19
-INTRO: One small word does a lot of work in English. Use "it" to talk about weather, temperature, time, and distance — no other subject needed.
+CARD: Use "it" for time, too.
+{What time is it?} — {It's 5:30.}
+{Is it time for lunch?} — {No, it's only 10:15.}
 
-CARD: Use **it** as the subject when you are talking about the general weather.
-{Is it raining? Yes, it's raining very hard.}
-{Is it going to be hot today? No, it's going to be cool all day.}
-
-CARD: We also use **it** to talk about the temperature outside.
-{Is it cold outside? Yes, it's 35 degrees.}
-
-CARD: When asking or telling the time, **it** is always the subject.
-{What time is it? It's 5:30.}
-{Is it time for lunch? No, it's only 10:15.}
-
-CARD: Finally, use **it** to talk about the distance from one place to another.
-{How far is it to Austin from here? It's about 78 miles.}
-
-$GRAMMAR The Weather in Some Major Cities
-ID: 4b-f3-chart
-INTRO: Here's last night's weather report for eight cities. Study the chart and the key — you'll answer questions from it next.
-
-CARD: The weather report uses letters to show the weather condition in each city.
-{In Los Angeles, it was rainy.}
-{In New York, it was cloudy.}
-
-CARD: You can look at the key to understand what each letter means.
-{Washington was windy.}
-{Detroit was clear.}
-{Phoenix was clear and windy.}
-
-CARD: The chart also shows the temperature for each city at 10:35 PM last night.
-{The temperature in San Francisco was 55 degrees.}
-{In Chicago, it was 34 degrees.}
-
-CARD: You can combine the condition and the temperature to give a full weather report.
-{It was rainy and 65 degrees in Las Vegas.}
-{It was cloudy and 41 degrees in New York.}
+CARD: And use "it" for distance.
+{How far is it to Austin from here?} — {It's about 78 miles.}
 
 SUMMARY:
-**THE WEATHER IN SOME MAJOR CITIES**
-Last night, 10:35 PM
+| Category | Example |
+|---|---|
+| Temperature | Is it cold outside? — Yes, it's 35 degrees. |
+| Time | What time is it? — It's 5:30. |
+| Time | Is it time for lunch? — No, it's only 10:15. |
+| Weather | Is it raining? — Yes, it's raining very hard. |
+| Weather | Is it going to be hot today? — No, it's going to be cool all day. |
+| Distance | How far is it to Austin from here? — It's about 78 miles. |
 
-| City | Condition | Temp |
+# Source: LLA 4B Figure 3 (chart)
+$GRAMMAR Last Night's Weather
+ID: 10-4b-f3-chart
+INTRO: Here's the weather report — what the sky was doing and how cold it got in eight American cities last night. You'll answer questions from this chart next.
+
+| City | Weather | Temperature |
 |---|---|---|
-| Los Angeles | r | 60 |
-| New York | cl | 41 |
-| San Francisco | cl | 55 |
-| Washington | w | 42 |
-| Phoenix | c/w | 72 |
-| Detroit | c | 30 |
-| Las Vegas | r | 65 |
-| Chicago | cl | 34 |
+| Los Angeles | rainy | 60° |
+| New York | cloudy | 41° |
+| San Francisco | cloudy | 55° |
+| Washington | windy | 42° |
+| Phoenix | clear / windy | 72° |
+| Detroit | clear | 30° |
+| Las Vegas | rainy | 65° |
+| Chicago | cloudy | 34° |
 
-**Weather Key**
-c = clear
-cl = cloudy
-r = rainy
-sy = sunny
-w = windy
+**Weather Key:**
+- **c** = clear
+- **cl** = cloudy
+- **r** = rainy
+- **sy** = sunny
+- **w** = windy
 
+# Source: LLA 4B Figure 3 (questions)
 $PRODUCE Weather Questions
-ID: 4b-f3
-REFERENCE: 4b-f3-chart
-INTRO: Answer questions about the weather chart aloud, with "it": "It was 60 degrees", "It was rainy". Open the chart whenever you need it, then repeat the model answer.
-INSTRUCTION: Answer aloud based on the chart.
+ID: 10-4b-f3
+REFERENCE: 10-4b-f3-chart
+INTRO: Now be the weather reporter. Listen to each question, answer aloud in a complete sentence with "it", then repeat the correct answer — the chart is there if your memory clouds over.
+INSTRUCTION: Answer aloud based on the weather chart.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
 EXAMPLE
-PROMPT: What was the temperature in Chicago? {bk10-l4b-f3-ex1-q.mp3}
+PROMPT: What was the temperature in Chicago? {bk10-l4b-f3-ex1.mp3}
 RESPONSE: It was 34 degrees. {bk10-l4b-f3-ex1-a.mp3}
 
 EXAMPLE
-PROMPT: Was it cloudy or clear? {bk10-l4b-f3-ex2-q.mp3}
+PROMPT: Was it cloudy or clear? {bk10-l4b-f3-ex2.mp3}
 RESPONSE: It was cloudy. {bk10-l4b-f3-ex2-a.mp3}
 
-PROMPT: What was the temperature in Phoenix? {bk10-l4b-f3-01-q.mp3}
+PROMPT: What was the temperature in Phoenix? {bk10-l4b-f3-01.mp3}
 RESPONSE: It was 72 degrees. {bk10-l4b-f3-01-a.mp3}
 
-PROMPT: Was it cloudy or clear in Phoenix? {bk10-l4b-f3-02-q.mp3}
+PROMPT: Was it cloudy or clear in Phoenix? {bk10-l4b-f3-02.mp3}
 RESPONSE: It was clear. {bk10-l4b-f3-02-a.mp3}
 
-PROMPT: What was the temperature in Las Vegas? {bk10-l4b-f3-03-q.mp3}
+PROMPT: What was the temperature in Las Vegas? {bk10-l4b-f3-03.mp3}
 RESPONSE: It was 65 degrees in Las Vegas. {bk10-l4b-f3-03-a.mp3}
 
-PROMPT: Was it cloudy or rainy in Las Vegas? {bk10-l4b-f3-04-q.mp3}
+PROMPT: Was it cloudy or rainy in Las Vegas? {bk10-l4b-f3-04.mp3}
 RESPONSE: It was rainy in Las Vegas. {bk10-l4b-f3-04-a.mp3}
 
-PROMPT: What was the temperature in San Francisco? {bk10-l4b-f3-05-q.mp3}
+PROMPT: What was the temperature in San Francisco? {bk10-l4b-f3-05.mp3}
 RESPONSE: It was 55 degrees in San Francisco. {bk10-l4b-f3-05-a.mp3}
 
-PROMPT: Was it cloudy or clear? {bk10-l4b-f3-06-q.mp3}
+PROMPT: Was it cloudy or clear? {bk10-l4b-f3-06.mp3}
 RESPONSE: It was cloudy. {bk10-l4b-f3-06-a.mp3}
 
-PROMPT: What was the temperature in New York? {bk10-l4b-f3-07-q.mp3}
+PROMPT: What was the temperature in New York? {bk10-l4b-f3-07.mp3}
 RESPONSE: It was 41 degrees. {bk10-l4b-f3-07-a.mp3}
 
-PROMPT: Was it cloudy or rainy in New York? {bk10-l4b-f3-08-q.mp3}
+PROMPT: Was it cloudy or rainy in New York? {bk10-l4b-f3-08.mp3}
 RESPONSE: It was cloudy. {bk10-l4b-f3-08-a.mp3}
 
-PROMPT: What was the temperature in Los Angeles? {bk10-l4b-f3-09-q.mp3}
+PROMPT: What was the temperature in Los Angeles? {bk10-l4b-f3-09.mp3}
 RESPONSE: It was 60 degrees. {bk10-l4b-f3-09-a.mp3}
 
-PROMPT: Was it rainy or cloudy? {bk10-l4b-f3-10-q.mp3}
+PROMPT: Was it rainy or cloudy? {bk10-l4b-f3-10.mp3}
 RESPONSE: It was rainy. {bk10-l4b-f3-10-a.mp3}
 
-PROMPT: What was the temperature in Detroit? {bk10-l4b-f3-11-q.mp3}
+PROMPT: What was the temperature in Detroit? {bk10-l4b-f3-11.mp3}
 RESPONSE: It was 30 degrees. {bk10-l4b-f3-11-a.mp3}
 
-PROMPT: Was it cloudy or clear? {bk10-l4b-f3-12-q.mp3}
+PROMPT: Was it cloudy or clear? {bk10-l4b-f3-12.mp3}
 RESPONSE: It was clear. {bk10-l4b-f3-12-a.mp3}
 
-PROMPT: What was the temperature in Washington? {bk10-l4b-f3-13-q.mp3}
+PROMPT: What was the temperature in Washington? {bk10-l4b-f3-13.mp3}
 RESPONSE: It was 42 degrees. {bk10-l4b-f3-13-a.mp3}
 
-PROMPT: Was it windy or rainy? {bk10-l4b-f3-14-q.mp3}
+PROMPT: Was it windy or rainy? {bk10-l4b-f3-14.mp3}
 RESPONSE: It was windy. {bk10-l4b-f3-14-a.mp3}
 
-# Source: ST §It's Cold and Windy. (chart lines rewritten as spoken "it" sentences)
-$DIALOGUE Weather Reports
-ID: l4-s20
-INTRO: Five more cities, read like a radio weather report — every sentence starts with "it". Just listen and read along.
-INSTRUCTION: Read the weather reports.
+# Source: ST §Weather and Temperature Chart
+$GRAMMAR Today's Weather Chart
+ID: l4-s19-g
+INTRO: A second weather chart — five cities, and this time the weather and the temperature go together in one answer.
 
-LINE: In New York, it's windy and cold.
-LINE: It's 35 degrees.
+| CITY | WEATHER | TEMPERATURE |
+|---|---|---|
+| New York | windy and cold | 35° |
+| Atlanta | sunny and cool | 52° |
+| Washington D.C. | cloudy and cold | 42° |
+| Los Angeles | cloudy and warm | 68° |
+| Houston | rainy and warm | 74° |
 
-LINE: In Atlanta, it's sunny and cool.
-LINE: It's 52 degrees.
+# Source: ST §It's Cold and Windy.
+$PRODUCE How's the Weather?
+ID: l4-s19
+REFERENCE: l4-s19-g
+INTRO: One more round of weather talk — this time say both the weather and the temperature in your answer. The chart is there to consult.
+INSTRUCTION: Answer the questions about the weather chart.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any accurate description of the city's weather and temperature, in any order or short form.
 
-LINE: In Washington D.C., it's cloudy and cold.
-LINE: It's 42 degrees.
+PROMPT: How's the weather in New York?
+RESPONSE: It's windy and cold, and it's 35 degrees.
 
-LINE: In Los Angeles, it's cloudy and warm.
-LINE: It's 68 degrees.
+PROMPT: What's the temperature in Atlanta?
+RESPONSE: It's 52 degrees and sunny and cool.
 
-LINE: In Houston, it's rainy and warm.
-LINE: It's 74 degrees.
+PROMPT: How's the weather in Washington D.C.?
+RESPONSE: It's cloudy and cold, and it's 42 degrees.
 
-# Source: ST §Let's Talk About the Weather.
-$DIALOGUE Let's Talk About the Weather
-ID: l4-s25
-INTRO: Weather is the world's most reliable small-talk topic. Listen and repeat these exchanges.
-INSTRUCTION: Listen and repeat.
-REPEAT
+PROMPT: Is it warm in Los Angeles?
+RESPONSE: Yes, it's cloudy and warm, and it's 68 degrees.
 
-LINE: How's the weather in Dallas? — It's very pleasant right now.
-
-LINE: How do you like this rainy weather? — It's good weather for my vegetables.
-
-LINE: Do you think it'll snow today? — Yes, it may. Look at those clouds.
-
-LINE: When do you think the weather will change? — I don't know, but I hope it rains soon.
-
-LINE: How's the weather in Houston? — Very hot this time of year.
-
-LINE: That was a nice shower this afternoon. — Yes, it cooled things off.
-
-LINE: Is it always this hot in Dallas? — No, it's only hot in the summer.
-
-LINE: Is the weather colder in Houston or Dallas? — It's colder in Dallas. In the winter it snows there.
+PROMPT: What's the weather like in Houston?
+RESPONSE: It's rainy and warm, and it's 74 degrees.
 
 # Source: LLA 4B Figure 4
 $PRODUCE What Time Is It?
-ID: 4b-f4
-INTRO: Now "it" tells the time. Look at each clock, answer the question aloud, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
+ID: 10-4b-f4
+INTRO: From weather to clocks. Look at each clock and cue sentence, listen to the question, answer aloud with "it", then repeat the model answer.
+INSTRUCTION: Answer aloud based on the clock and cue.
 INPUT: speak
 CHECK: reveal
 REPEAT
 
-PROMPT: What time is it? {page_083_001.jpg} {bk10-l4b-f4-01-q.mp3}
+TEMPLATE: It's time to get up. {page_083_001.jpg|A clock face showing 6:00}
+PROMPT: What time is it? {bk10-l4b-f4-01-q.mp3}
 RESPONSE: It's 6. It's time to get up. {bk10-l4b-f4-01-a.mp3}
 
-PROMPT: Is it time to sleep? {page_083_002.jpg} {bk10-l4b-f4-02-q.mp3}
+TEMPLATE: It's time for class. {page_083_002.jpg|A clock face showing 7:30}
+PROMPT: Is it time to sleep? {bk10-l4b-f4-02-q.mp3}
 RESPONSE: No. It's 7:30. It's time for class. {bk10-l4b-f4-02-a.mp3}
 
-PROMPT: What time is it? {page_083_003.jpg} {bk10-l4b-f4-03-q.mp3}
+TEMPLATE: It's time to eat. {page_083_003.jpg|A clock face showing 12:15}
+PROMPT: What time is it? {bk10-l4b-f4-03-q.mp3}
 RESPONSE: It's 12:15. It's time to eat. {bk10-l4b-f4-03-a.mp3}
 
-PROMPT: Is it time to relax? {page_083_004.jpg} {bk10-l4b-f4-04-q.mp3}
+TEMPLATE: It's your free time. {page_083_004.jpg|A clock face showing 7:00}
+PROMPT: Is it time to relax? {bk10-l4b-f4-04-q.mp3}
 RESPONSE: Yes. It's 7. It's your free time. {bk10-l4b-f4-04-a.mp3}
 
-PROMPT: Is it time for breakfast? {page_083_005.jpg} {bk10-l4b-f4-05-q.mp3}
+TEMPLATE: It's time to eat supper. {page_083_005.jpg|A clock face showing 5:20}
+PROMPT: Is it time for breakfast? {bk10-l4b-f4-05-q.mp3}
 RESPONSE: No. It's 5:20. It's time to eat supper. {bk10-l4b-f4-05-a.mp3}
 
-PROMPT: What time is it? {page_083_006.jpg} {bk10-l4b-f4-06-q.mp3}
+TEMPLATE: It's time to go to sleep. {page_083_006.jpg|A clock face showing 10:45}
+PROMPT: What time is it? {bk10-l4b-f4-06-q.mp3}
 RESPONSE: It's 10:45. It's time to go to sleep. {bk10-l4b-f4-06-a.mp3}
 
-# SKIPPED (book): ST "Time Around the World" — 12 clocks, but no printed questions to answer.
+# Source: ST §Time Around the World
+$PRODUCE Time Around the World
+ID: l4-s20
+INTRO: While you're having breakfast, someone in Tokyo is thinking about lunch. Look at each clock and say what time it is in that city.
+INSTRUCTION: Look at the clock and state the time in each city.
+INPUT: speak
+CHECK: reveal
+SHOW_PROMPT
 
-# Source: LLA 4B Figure 5 (cassette version kept; ST TTS twin "Do You Collect Anything?" dropped)
-$DIALOGUE Do You Collect Anything?
-ID: 4b-f5
-INTRO: Bruce and Ben make weekend plans — coins, car repairs, and a baseball game. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+PROMPT: What time is it in Paris? {st-page_150_001.jpg|An analog clock showing 4:00}
+RESPONSE: It's four o'clock in Paris.
+
+PROMPT: What time is it in London? {st-page_150_002.jpg|An analog clock showing 3:00}
+RESPONSE: It's three o'clock in London.
+
+PROMPT: What time is it in San Salvador? {st-page_150_003.jpg|An analog clock showing 10:00}
+RESPONSE: It's ten o'clock in San Salvador.
+
+PROMPT: What time is it in Bangkok? {st-page_150_004.jpg|An analog clock showing 10:00}
+RESPONSE: It's ten o'clock in Bangkok.
+
+PROMPT: What time is it in Riyadh? {st-page_150_005.jpg|An analog clock showing 6:00}
+RESPONSE: It's six o'clock in Riyadh.
+
+PROMPT: What time is it in Ankara? {st-page_150_006.jpg|An analog clock showing 6:00}
+RESPONSE: It's six o'clock in Ankara.
+
+PROMPT: What time is it in Seoul? {st-page_150_007.jpg|An analog clock showing 12:00}
+RESPONSE: It's twelve o'clock in Seoul.
+
+PROMPT: What time is it in Tokyo? {st-page_150_008.jpg|An analog clock showing 12:00}
+RESPONSE: It's twelve o'clock in Tokyo.
+
+PROMPT: What time is it in Rio de Janeiro? {st-page_150_009.jpg|An analog clock showing 12:00}
+RESPONSE: It's twelve o'clock in Rio de Janeiro.
+
+PROMPT: What time is it in Cairo? {st-page_150_010.jpg|An analog clock showing 5:00}
+RESPONSE: It's five o'clock in Cairo.
+
+PROMPT: What time is it in Mexico City? {st-page_150_011.jpg|An analog clock showing 10:00}
+RESPONSE: It's ten o'clock in Mexico City.
+
+PROMPT: What time is it in Beirut? {st-page_150_012.jpg|An analog clock showing 5:00}
+RESPONSE: It's five o'clock in Beirut.
+
+$SESSION 4-4: Weekend Plans and Main Ideas
+
+# Source: LLA 4B Figure 5 (coin-collection illustration salvaged from the dropped ST twin §Do You Collect Anything?)
+$DIALOGUE Do You Collect Anything? {st-page_142_001.jpg|A collection of twelve different coins displayed in two rows inside a box frame}
+ID: 10-4b-f5
+INTRO: In this part you'll practice weekend plans and finding the main idea of what you hear. First, Bruce and Ben compare hobbies — coins versus student test papers. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
 Bruce: What are you going to do this Saturday, Ben? Are you going to do anything interesting? {bk10-l4b-f5-01.mp3}
+VOCAB: collection
+VOCAB: to collect
 Ben: Well, I'm going to add some coins to my collection. Do you collect anything? {bk10-l4b-f5-02.mp3}
 Bruce: No. All I collect is my students' papers after a test. But that's different. {bk10-l4b-f5-03.mp3}
 Ben: What are you doing Saturday? {bk10-l4b-f5-04.mp3}
-Bruce: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket. {bk10-l4b-f5-05.mp3}
-Ben: Sure. Where can I meet you? {bk10-l4b-f5-06.mp3}
-Bruce: How about my apartment at 5? {bk10-l4b-f5-07.mp3}
-Ben: Good. See you then. {bk10-l4b-f5-08.mp3}
+VOCAB: to replace
+VOCAB: tire
+Bruce: I'm going to work on my car. I have to replace two tires. {bk10-l4b-f5-05.mp3}
+VOCAB: ticket
+LINE: Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket. {bk10-l4b-f5-06.mp3}
+Ben: Sure. Where can I meet you? {bk10-l4b-f5-07.mp3}
+Bruce: How about my apartment, at five? {bk10-l4b-f5-08.mp3}
+Ben: Good. See you then. {bk10-l4b-f5-09.mp3}
 
-# Source: ST §Do You Collect Anything? - True/False (one item edited: the cassette dialog says "a baseball game", not "the Dodgers")
-$SELECT Do You Collect Anything? — True or False
-ID: l4-s9
-REFERENCE: 4b-f5
-INTRO: Six statements about Bruce and Ben's Saturday. Tap "True" or "False" — and replay the conversation if the details got away from you.
+# Source: LLA 4B Figure 5 (role-play)
+$DIALOGUE Take Ben's Part
+ID: 10-4b-f5-role-ben
+REFERENCE: 10-4b-f5
+PLAY_ROLE: Ben
+INTRO: Now practice the conversation. You are Ben — speak Ben's lines in the pauses.
+
+# Source: LLA 4B Figure 5 (role-play)
+$DIALOGUE Take Bruce's Part
+ID: 10-4b-f5-role-bruce
+REFERENCE: 10-4b-f5
+PLAY_ROLE: Bruce
+INTRO: Now change roles. You are Bruce — you start the conversation.
+
+# Source: ST §Do You Collect Anything?: True or False (retargeted to the cassette dialog; the ST twin dialog was dropped)
+$SELECT Do You Collect Anything? True or False
+ID: l4-s10
+REFERENCE: 10-4b-f5
+SHOW_PROMPT
+INTRO: Did you catch who collects what? Read each statement and tap True or False — open the conversation again if Saturday's plans got fuzzy.
 INSTRUCTION: Tap True or False.
 OPTION: T | True
 OPTION: F | False
@@ -1172,579 +1101,776 @@ ANSWER: F
 PROMPT: Ben will repair his car.
 ANSWER: F
 
-PROMPT: Ben doesn't want to go to the baseball game.
+PROMPT: Ben doesn't want to see the Dodgers.
 ANSWER: F
 
-$SESSION 4-5: Distances, Shopping, and the News
+# Source: LLA 4B Figure 6 (paragraph 1)
+$DIALOGUE Why People Go to Malls
+ID: 10-4b-f6-p1
+INTRO: A short talk about shopping centers — and why some people go without buying a single thing. Just listen; you'll say the main idea afterward.
+INSTRUCTION: Listen to the passage.
 
-# Source: LLA 4C Figure 1 (cassette version kept; ST TTS twin "It's Not Very Far." dropped — "pleasant" still appears here)
-$PRODUCE It's Not Very Far
-ID: 4c-f1
-INTRO: In this part you'll ask "How far is it?" and answer in miles and hours — then spend a little money at the mall and read some news. First, complete Sam and Jan's conversation: type the missing word, then repeat the line.
-INSTRUCTION: Type the correct word to complete the line.
-INPUT: type
-CHECK: exact
-REPEAT
+LINE: Why do people go to shopping centers? {bk10-l4b-f6-01.mp3}
+LINE: You might say, "They go to shop." {bk10-l4b-f6-02.mp3}
+LINE: Most people do go to malls for that, but some just go for fun. {bk10-l4b-f6-03.mp3}
+LINE: The stores want to sell their things. {bk10-l4b-f6-04.mp3}
+LINE: They put their most beautiful and interesting things in their windows. {bk10-l4b-f6-05.mp3}
+LINE: They try to get the customers into their stores. {bk10-l4b-f6-06.mp3}
+LINE: Many people just like to see these stores. {bk10-l4b-f6-07.mp3}
+LINE: Others like to walk or exercise in the malls. {bk10-l4b-f6-08.mp3}
+LINE: It's cool and safe there. {bk10-l4b-f6-09.mp3}
+LINE: Some people like to go and watch other people while they shop or walk. {bk10-l4b-f6-10.mp3}
+LINE: A shopping center can be fun to visit. {bk10-l4b-f6-11.mp3}
 
-TEMPLATE: Sam: How ____{far} is it from Houston to Dallas? (far / near)
-PROMPT: How far is it from Houston to Dallas? {bk10-l4c-f1-01.mp3}
-RESPONSE: How far is it from Houston to Dallas? {bk10-l4c-f1-01a.mp3}
-
-TEMPLATE: Jan: Oh, it's ____{about} two hundred and fifty miles. (among / about)
-PROMPT: Oh, it's about 250 miles. {bk10-l4c-f1-02.mp3}
-RESPONSE: Oh, it's about 250 miles. {bk10-l4c-f1-02a.mp3}
-
-TEMPLATE: Sam: Could you find out the ____{exact} number of miles for me? (exact / exactly)
-PROMPT: Could you find out the exact number of miles for me? {bk10-l4c-f1-03.mp3}
-RESPONSE: Could you find out the exact number of miles for me? {bk10-l4c-f1-03a.mp3}
-
-TEMPLATE: Jan: Sure. Let me check my map. It's two hundred and forty-three miles.
-RESPONSE: Sure. Let me check my map. It's 243 miles. {bk10-l4c-f1-04a.mp3}
-
-TEMPLATE: Sam: Which city do you think is nicer to visit?
-RESPONSE: Which city do you think is nicer to visit? {bk10-l4c-f1-05a.mp3}
-
-TEMPLATE: Jan: Well, in my opinion, Houston is more ____{pleasant}. (pleasant / pleased)
-PROMPT: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-06.mp3}
-RESPONSE: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-06a.mp3}
-
-TEMPLATE: Sam: That's good. I'm driving to Houston first. Then, from there I might drive to Dallas.
-RESPONSE: That's good. I'm driving to Houston first. Then from there I might drive to Dallas. {bk10-l4c-f1-07a.mp3}
-
-TEMPLATE: Jan: Well, have a good trip!
-RESPONSE: Well, have a good trip. {bk10-l4c-f1-08a.mp3}
-
-TEMPLATE: Sam: Thanks.
-RESPONSE: Thanks. {bk10-l4c-f1-09a.mp3}
-
-# Source: LLA 4C Figure 2 (part 1)
-$DIALOGUE Cities on the Map {page_086_001.jpg}
-ID: 4c-f2
-INTRO: You'll see a map of cities in the western United States. Say each city name after the speaker — you'll be measuring the distances between them next.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Sacramento {bk10-l4c-f2-01.mp3}
-LINE: San Francisco {bk10-l4c-f2-02.mp3}
-LINE: Las Vegas {bk10-l4c-f2-03.mp3}
-LINE: Los Angeles {bk10-l4c-f2-04.mp3}
-LINE: San Diego {bk10-l4c-f2-05.mp3}
-LINE: Phoenix {bk10-l4c-f2-06.mp3}
-
-# Source: LLA 4C Figure 2 (part 2)
-$PRODUCE How Far Is It? — Miles and Hours {page_086_001.jpg}
-ID: 4c-f2-b
-INTRO: Look at the map and answer each "How far is it?" question aloud — sometimes in miles, sometimes in driving time. Then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
+# Source: LLA 4B Figure 6 (question 1)
+$PRODUCE Main Idea: Shopping Centers
+ID: 10-4b-f6-q1
+REFERENCE: 10-4b-f6-p1
+INTRO: In one sentence: what was that whole talk really about? Say the main idea aloud — you can replay the passage if you need to.
+INSTRUCTION: State the main idea in a complete sentence.
 INPUT: speak
-CHECK: reveal
-REPEAT
+CHECK: llm
+RUBRIC: Accept any statement expressing that people go to shopping centers for many reasons besides shopping (such as walking, looking at items, watching people, or having fun).
 
-EXAMPLE
-PROMPT: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-07-q.mp3}
-RESPONSE: It's 127 miles. {bk10-l4c-f2-07-a.mp3}
+PROMPT: What is the main idea of the paragraph?
+RESPONSE: People go to shopping centers for different reasons, not just to shop.
 
-EXAMPLE
-PROMPT: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-08-q.mp3}
-RESPONSE: It takes 2 hours and 50 minutes. {bk10-l4c-f2-08-a.mp3}
+# Source: LLA 4B Figure 6 (paragraph 2)
+$DIALOGUE Keeping Warm on Cold Days
+ID: 10-4b-f6-p2
+INTRO: One more talk — how people stay warm in cold weather, including one theory involving cold showers. Just listen.
+INSTRUCTION: Listen to the passage.
 
-PROMPT: How far is it from San Diego to Phoenix? {bk10-l4c-f2-09-q.mp3}
-RESPONSE: It's 353 miles. {bk10-l4c-f2-09-a.mp3}
+LINE: When people want to keep warm on cold days, they do different things. {bk10-l4b-f6-12.mp3}
+LINE: Some people wear warm clothes. {bk10-l4b-f6-13.mp3}
+LINE: Other people drink hot coffee or tea all day. {bk10-l4b-f6-14.mp3}
+LINE: At night, people put many covers on their beds. {bk10-l4b-f6-15.mp3}
+LINE: Others think that doing the opposite helps. {bk10-l4b-f6-16.mp3}
+LINE: For example, some people think that a cold shower will keep you warm. {bk10-l4b-f6-17.mp3}
+LINE: They say that cold plus cold equals hot. {bk10-l4b-f6-18.mp3}
 
-PROMPT: How far is it from San Diego to Phoenix? {bk10-l4c-f2-10-q.mp3}
-RESPONSE: It takes 7 hours and 35 minutes. {bk10-l4c-f2-10-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Sacramento? {bk10-l4c-f2-11-q.mp3}
-RESPONSE: It's 386 miles. {bk10-l4c-f2-11-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Sacramento? {bk10-l4c-f2-12-q.mp3}
-RESPONSE: It takes 8 hours to drive from Los Angeles to Sacramento. {bk10-l4c-f2-12-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-13-q.mp3}
-RESPONSE: It's 276 miles. {bk10-l4c-f2-13-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-14-q.mp3}
-RESPONSE: It takes 5 hours and 50 minutes. {bk10-l4c-f2-14-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Phoenix? {bk10-l4c-f2-15-q.mp3}
-RESPONSE: It's 376 miles. {bk10-l4c-f2-15-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Phoenix? {bk10-l4c-f2-16-q.mp3}
-RESPONSE: It takes 8 hours and 5 minutes. {bk10-l4c-f2-16-a.mp3}
-
-# Source: LLA 4C Figure 2 (part 3)
-$PRODUCE Ask "How Far Is It...?" {page_086_001.jpg}
-ID: 4c-f2-c
-INTRO: Your turn to ask. You'll hear two city names — ask "How far is it from... to...?" aloud, then listen to the answer and repeat it.
-INSTRUCTION: Ask the question "How far is it...".
+# Source: LLA 4B Figure 6 (question 2)
+$PRODUCE Main Idea: Keeping Warm
+ID: 10-4b-f6-q2
+REFERENCE: 10-4b-f6-p2
+INTRO: Same job again — one sentence that sums up the second talk. Say it aloud.
+INSTRUCTION: State the main idea in a complete sentence.
 INPUT: speak
-CHECK: reveal
-REPEAT
+CHECK: llm
+RUBRIC: Accept any statement expressing that people have different or various ways of keeping warm on cold days.
 
-TEMPLATE: Las Vegas and Phoenix
-PROMPT: Las Vegas and Phoenix. {bk10-l4c-f2-17-q.mp3}
-RESPONSE: How far is it from Las Vegas to Phoenix? — It's 285 miles, and it takes 6 hours and 20 minutes to drive. {bk10-l4c-f2-17-a.mp3}
+PROMPT: What is the main idea of the paragraph?
+RESPONSE: People do different things to keep warm on cold days.
 
-TEMPLATE: San Francisco and Sacramento
-PROMPT: San Francisco and Sacramento. {bk10-l4c-f2-18-q.mp3}
-RESPONSE: How far is it from San Francisco to Sacramento? — It takes 1 hour and 55 minutes to drive from San Francisco to Sacramento. {bk10-l4c-f2-18-a.mp3}
+# Source: ST §Reading: Summer With Grandparents
+$GRAMMAR Reading: Summer With Grandparents
+ID: l4-s16-r
+READING
+INTRO: Now do the same with a text you read. Here's a paragraph about Peg, Paul, and Mark's summer visit — you'll write its topic, its main idea, and pick its best title next.
 
-TEMPLATE: Los Angeles and Las Vegas
-PROMPT: Los Angeles and Las Vegas. {bk10-l4c-f2-19-q.mp3}
-RESPONSE: How far is it from Los Angeles to Las Vegas? — It's 276 miles. {bk10-l4c-f2-19-a.mp3}
+CARD: **Paragraph 1.** Peg and Paul visit their grandparents, Mr. and Mrs. Lee, for two weeks every summer. Their cousin Mark visits with them, too. The children really enjoy staying with their grandparents. Mr. and Mrs. Lee take them swimming and sightseeing often. Mr. Lee also takes the boys fishing. Peg doesn't go with them because she doesn't like to fish. When the boys go fishing, Peg and her grandmother go shopping. Peg, Paul, and Mark think two weeks is not long enough for a visit with their grandparents. They'd like to stay all summer.
 
-TEMPLATE: San Diego and Phoenix
-PROMPT: San Diego and Phoenix. {bk10-l4c-f2-20-q.mp3}
-RESPONSE: How far is it from San Diego to Phoenix? — It takes 7 hours and 35 minutes to drive. {bk10-l4c-f2-20-a.mp3}
-
-TEMPLATE: San Diego and Los Angeles
-PROMPT: San Diego and Los Angeles. {bk10-l4c-f2-21-q.mp3}
-RESPONSE: How far is it from San Diego to Los Angeles? — It's 127 miles. {bk10-l4c-f2-21-a.mp3}
-
-# Source: ST §How Far Is It To Uncle Steve's House?
-$DIALOGUE Talking About Distances
-ID: l4-s21
-INTRO: Five quick exchanges about distance — miles, hours, and "not far at all". Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Student1: How far is it to Houston?
-Student2: It's about 250 miles.
-
-Student1: How far did Sgt Mitchell drive yesterday?
-Student2: He drove 650 miles.
-
-Student1: How far is it to San Francisco?
-Student2: I don't know in miles, but it takes four and a half hours by plane.
-
-Student1: How far is Aunt Julie's house?
-Student2: It takes about thirty minutes to get there.
-
-Student1: How far is it to your grandmother's house?
-Student2: It's not far. She lives right outside the city.
-
-# Source: ST §It Takes About...
-$GRAMMAR Miles Between Texas Cities
-ID: l4-s22
-INTRO: A mileage table for Texas cities, and two good ways to answer "How far is it?" — with miles, or with "it takes".
-
-CARD: To ask about distance to a place, use "How far is it?".
-{How far is it to Dallas?}
-
-CARD: One way to answer is with the exact or approximate number of miles.
-{It's 270 miles from San Antonio to Dallas.}
-{It's about 270 miles.}
-
-CARD: You can also answer by saying how much time the trip takes. Use "it takes" plus the type of transportation.
-{It takes about 5 hours to get there by car.}
-{It takes about an hour by plane.}
-
-SUMMARY:
-**Miles Between Texas Cities**
-
-| AUSTIN | | | |
-|---|---|---|---|
-| 192 | DALLAS | | |
-| 164 | 245 | HOUSTON | |
-| 78 | 270 | 197 | SAN ANTONIO |
-
-$DIALOGUE Shopping and Lunch
-ID: 4c-f3
-INTRO: Peggy has fifty dollars, a plan for new shoes, and — if the math works out — lunch for two. Just listen to her conversation.
-INSTRUCTION: Listen to the dialogue.
-
-Peggy: Hi, Liz. {bk10-l4c-f3-01.mp3}
-Liz: Hi, Peggy. {bk10-l4c-f3-02.mp3}
-Peggy: Do you want to go shopping with me? {bk10-l4c-f3-03.mp3}
-LINE: I've got a little extra money, and I want to buy some black shoes. {bk10-l4c-f3-04.mp3}
-Liz: Really? Where did you get the money? {bk10-l4c-f3-05.mp3}
-Peggy: My parents sent me $50. {bk10-l4c-f3-06.mp3}
-Liz: I thought you bought black shoes last month. {bk10-l4c-f3-07.mp3}
-Peggy: I did. {bk10-l4c-f3-08.mp3}
-LINE: I bought them a little big because I don't like tight shoes, but now they're very loose. {bk10-l4c-f3-09.mp3}
-Liz: Oh, loose shoes are awful to wear. {bk10-l4c-f3-10.mp3}
-Peggy: How about lunch? {bk10-l4c-f3-11.mp3}
-LINE: I can take you to the Italian restaurant at the mall. {bk10-l4c-f3-12.mp3}
-Liz: That sounds good, but will you have enough money? {bk10-l4c-f3-13.mp3}
-Peggy: Sure. The shoes I want cost about $35. {bk10-l4c-f3-14.mp3}
-LINE: I'll have enough to pay for lunch. {bk10-l4c-f3-15.mp3}
-Liz: Then let's hurry up. I'm getting hungry. {bk10-l4c-f3-16.mp3}
-
-# Source: LLA 4C Figure 3 (part 2)
-$SELECT Questions About Shopping and Lunch
-ID: 4c-f3-b
-REFERENCE: 4c-f3
-INTRO: Now some questions about Peggy's shopping trip — including the money question. Tap the correct answer; the conversation is there if you need to check.
-INSTRUCTION: Tap the correct answer.
-SHOW_PROMPT
-
-PROMPT: Where are Liz and Peggy going? {bk10-l4c-f3-q1.mp3}
-OPTION: a | to school
-OPTION: b | to the mall
-OPTION: c | to the gym
-ANSWER: b
-FEEDBACK: Liz and Peggy are going to the mall. {bk10-l4c-f3-a1.mp3}
-
-PROMPT: Who gave Peggy some money? {bk10-l4c-f3-q2.mp3}
-OPTION: a | her parents
-OPTION: b | her brother
-OPTION: c | her aunt
-ANSWER: a
-FEEDBACK: Peggy's parents gave her the money. {bk10-l4c-f3-a2.mp3}
-
-PROMPT: What does Peggy want to buy? {bk10-l4c-f3-q3.mp3}
-OPTION: a | some clothes
-OPTION: b | some shoes
-OPTION: c | some books
-ANSWER: b
-FEEDBACK: Peggy wants to buy some shoes. {bk10-l4c-f3-a3.mp3}
-
-PROMPT: What's the matter with Peggy's old black shoes? {bk10-l4c-f3-q4.mp3}
-OPTION: a | They're very old.
-OPTION: b | They're very tight.
-OPTION: c | They're very loose.
-ANSWER: c
-FEEDBACK: Peggy's old shoes are very loose. {bk10-l4c-f3-a4.mp3}
-
-PROMPT: What is Peggy going to buy for Liz? {bk10-l4c-f3-q5.mp3}
-OPTION: a | some shoes
-OPTION: b | some lunch
-OPTION: c | a new book
-ANSWER: b
-FEEDBACK: Peggy is going to buy lunch for Liz. {bk10-l4c-f3-a5.mp3}
-
-PROMPT: How much money will Peggy have for lunch? {bk10-l4c-f3-q6.mp3}
-OPTION: a | $15.00
-OPTION: b | $5.00
-OPTION: c | $10.00
-ANSWER: a
-FEEDBACK: Peggy should have $15 left after she pays for her shoes. {bk10-l4c-f3-a6.mp3}
-
-# SKIPPED (book): ST Reading Skill "HOW MUCH?" and "FLOWERS" — timed scanning of realia; the ad images aren't available.
-
-# Source: ST §Mr. Jacobs Writes Articles. (leads the news vocab; the LLA word list follows as pronunciation)
-$DIALOGUE Mr. Jacobs Writes Articles
-ID: l4-s7
-INTRO: Meet Mr. Jacobs, a famous writer — the new words about "news", "articles", and "magazines" all live in his story. Read the paragraphs.
-INSTRUCTION: Read the paragraphs.
-
-VOCAB: famous
-VOCAB: writer
-LINE: Mr. Jacobs is a famous writer.
-LINE: He lives in Dallas, but people everywhere know about him. {st-page_141_001.jpg}
-
-LINE: He writes stories about different things. {st-page_141_002.jpg}
-VOCAB: article
-VOCAB: newspaper
-VOCAB: magazine
-LINE: Then, he sells these stories or articles to newspapers and magazines. {st-page_141_002.jpg}
-LINE: You can find some of his articles in magazines all around the world.
-LINE: He also writes newspaper articles for his town paper.
-
-VOCAB: news
-LINE: These articles are usually about local news.
-LINE: For example, last week he wrote an article about the new library for the south side of the city; another article was about the high number of accidents on the weekends; and another was about the city water company.
-
-LINE: Articles for magazines are usually longer.
-LINE: Of course, it also takes Mr. Jacobs longer to write them.
-
-VOCAB: to work on
-LINE: Right now he's working on an article about the American family in today's world.
-LINE: Mr. Jacobs enjoys his work very much.
-
-# Source: LLA 4C Figure 4 (word list — pronunciation reinforcement; vocab taught in the Mr. Jacobs reading above)
-$DIALOGUE News Words — Pronunciation
-ID: 4c-f4
-INTRO: Now say the news words from Mr. Jacobs's story, one by one, after the speaker.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: articles {bk10-l4c-f4-01.mp3}
-LINE: famous {bk10-l4c-f4-02.mp3}
-LINE: magazines {bk10-l4c-f4-03.mp3}
-LINE: news {bk10-l4c-f4-04.mp3}
-LINE: newspapers {bk10-l4c-f4-05.mp3}
-
-# Source: LLA 4C Figure 4 (part 2)
-$PRODUCE Complete the News Sentences
-ID: 4c-f4-b
-INTRO: Listen to each sentence and type the missing news word. Then repeat the completed sentence.
-INSTRUCTION: Type the missing word.
-INPUT: type
-CHECK: exact
-REPEAT
-
-TEMPLATE: Many people read ____{newspapers} every day.
-PROMPT: Many people read newspapers every day. {bk10-l4c-f4-s1.mp3}
-RESPONSE: Many people read newspapers every day. {bk10-l4c-f4-s1a.mp3}
-ACCEPT: newspapers
-
-TEMPLATE: The information or ____{news} in them is usually about something interesting or exciting.
-PROMPT: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-s2.mp3}
-RESPONSE: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-s2a.mp3}
-ACCEPT: news
-
-TEMPLATE: There are ____{magazines} about many different kinds of things.
-PROMPT: There are magazines about many different kinds of things. {bk10-l4c-f4-s3.mp3}
-RESPONSE: There are magazines about many different kinds of things. {bk10-l4c-f4-s3a.mp3}
-ACCEPT: magazines
-
-TEMPLATE: There are magazines about the news, about sports, about travel, and about ____{famous} people.
-PROMPT: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-s4.mp3}
-RESPONSE: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-s4a.mp3}
-ACCEPT: famous
-
-TEMPLATE: The different kinds of information in magazines and newspapers are called ____{articles}.
-PROMPT: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-s5.mp3}
-RESPONSE: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-s5a.mp3}
-ACCEPT: articles
-
-$SESSION 4-6: Main Ideas, Small Talk, and Dictation
-
-# Source: ST §Summer With Grandparents (paragraph split into short lines)
-$DIALOGUE Summer With Grandparents
-ID: l4-s16
-INTRO: Last part: you'll find the main idea of paragraphs, keep up your small talk, spot stressed syllables, and take a dictation. Start by reading about Peg, Paul, and Mark's summer — and ask yourself what the paragraph is really about.
-INSTRUCTION: Read the paragraph.
-
-LINE: Peg and Paul visit their grandparents, Mr. and Mrs. Lee, for two weeks every summer.
-LINE: Their cousin Mark visits with them, too.
-LINE: The children really enjoy staying with their grandparents.
-LINE: Mr. and Mrs. Lee take them swimming and sightseeing often.
-LINE: Mr. Lee also takes the boys fishing.
-LINE: Peg doesn't go with them because she doesn't like to fish.
-LINE: When the boys go fishing, Peg and her grandmother go shopping.
-LINE: Peg, Paul, and Mark think two weeks is not long enough for a visit with their grandparents.
-LINE: They'd like to stay all summer.
-
-# Source: ST §Write the Topic and Main Idea (rubric made self-contained)
+# Source: ST §Write the Topic and Main Idea
 $PRODUCE Topic and Main Idea
-ID: l4-s17
-REFERENCE: l4-s16
-INTRO: Two short writing jobs: type the paragraph's topic in a few words, then its main idea in one complete sentence. Open the paragraph if you need it.
-INSTRUCTION: Type your answer. Open the paragraph if you need it.
+ID: l4-s16
+REFERENCE: l4-s16-r
+INTRO: Type the topic — a word or short phrase — and then the main idea as a complete sentence. The paragraph stays open in the reference panel.
+INSTRUCTION: Write the topic and main idea for the paragraph.
 INPUT: type
 CHECK: llm
 SHOW_PROMPT
-RUBRIC: Treat the model answers as the key. The topic must be a short phrase about visiting grandparents in the summer; the main idea must be a complete sentence saying the children enjoy their summer visits with their grandparents. Accept any wording with that meaning.
+RUBRIC: For the topic, accept a concise phrase about the children visiting their grandparents. For the main idea, accept a complete sentence stating that the children enjoy their summer visit with their grandparents.
 
-PROMPT: Write the topic of the paragraph.
-RESPONSE: A summer visit with grandparents.
+PROMPT: What is the topic of the paragraph? Write a word or short phrase.
+RESPONSE: visiting grandparents in the summer
 
-PROMPT: Write the main idea in a complete sentence.
-RESPONSE: Peg, Paul, and Mark enjoy visiting their grandparents in the summer and doing fun activities.
+PROMPT: What is the main idea of the paragraph? Write a complete sentence.
+RESPONSE: The children enjoy visiting their grandparents in the summer.
 
 # Source: ST §What Do You Want to Call It?
-$SELECT Choose the Best Title
-ID: l4-s18
-REFERENCE: l4-s16
-INTRO: A good title names the whole paragraph — not just one detail. Tap the best title for the grandparents paragraph.
+$SELECT Pick the Best Title
+ID: l4-s17
+REFERENCE: l4-s16-r
+INTRO: A good title covers the whole paragraph — not just the fun parts. Tap the best title for the story about Peg, Paul, and Mark.
 INSTRUCTION: Select the best title for the paragraph.
 OPTION: a | Peg, Paul, and Mark
 OPTION: b | Summer With Grandfather and Grandmother
 OPTION: c | Swimming and Sightseeing in the Summer
 
-TEMPLATE: What is the best title?
+TEMPLATE: What is the best title for the paragraph?
 ANSWER: b
 
+# Source: ST §Reading: My Dentist
+$GRAMMAR Reading: My Dentist
+ID: l4-s28-r
+READING
+INTRO: One more short paragraph — a dentist who's also a good businessman. Read it; you'll choose the best summary next.
+
+CARD: My dentist is a good doctor and a good businessman. He checks my teeth every six months. When it's time for a visit, his secretary calls me. Most people don't like to visit a dentist. My dentist and his secretary make my visits pleasant. A good businessman keeps his customers happy.
+
 # Source: ST §What's It All About?
-$SELECT What's It All About?
-ID: l4-s27
-INTRO: Read the paragraph about a dentist who understands business, then tap the summary that covers all of it.
+$SELECT Pick the Best Summary
+ID: l4-s28
+REFERENCE: l4-s28-r
+INTRO: A summary says the whole thing in a couple of sentences. Tap the one that best sums up the paragraph about the dentist.
 INSTRUCTION: Read the paragraph and select the best summary.
 OPTION: a | Dentists are good businessmen. They work on people's teeth and call them every six months.
 OPTION: b | Most people don't like to visit dentists, but usually they have a pleasant visit.
 OPTION: c | A good businessman keeps his customers happy. A good dentist and his secretary can make a visit pleasant.
 
-TEMPLATE: My dentist is a good doctor and a good businessman. He checks my teeth every six months. When it's time for a visit, his secretary calls me. Most people don't like to visit a dentist. My dentist and his secretary make my visits pleasant. A good businessman keeps his customers happy.
+TEMPLATE: Which sentence gives the best summary of the paragraph?
 ANSWER: c
 
-# Source: LLA 4B Figure 6
-$PRODUCE Write the Main Idea
-ID: 4b-f6
-INTRO: Now find the main idea by ear. Listen to each paragraph — no text this time — and type its main idea in one complete sentence.
-INSTRUCTION: Type the main idea in a complete sentence.
-INPUT: type
-CHECK: llm
-LONGFORM
-RUBRIC: Accept any sentence that captures the main idea accurately.
+# SKIPPED (book): Reading Skill "HOW MUCH?" and "FLOWERS" (ST p. 135) — timed scanning exercises referencing transparency master advertisements at the back of the book; no workable interaction in our format.
 
-PROMPT: Why do people go to shopping centers? You might say, "They go to shop." Most people do go to malls for that, but some just go for fun. The stores want to sell their things. They put their most beautiful and interesting things in their windows. They try to get the customers into their stores. Many people just like to see these stores. Others like to walk or exercise in the malls. It's cool and safe there. Some people like to go and watch other people while they shop or walk. A shopping center can be fun to visit. {bk10-l4b-f6-01.mp3}
-RESPONSE: People go to shopping centers for many reasons, not just to shop.
+$SESSION 4-5: Distances, Travel, and the News
 
-PROMPT: When people want to keep warm on cold days, they do different things. Some people wear warm clothes. Other people drink hot coffee or tea all day. At night, people put many covers on their beds. Others think that doing the opposite helps. For example, some people think that a cold shower will keep you warm. They say that cold plus cold equals hot. {bk10-l4b-f6-02.mp3}
-RESPONSE: People do different things to keep warm on cold days.
-
-# Source: ST §Let's Talk About Our Families.
-$DIALOGUE Let's Talk About Our Families
-ID: l4-s24
-INTRO: Small talk, family edition — the polite questions and the polite answers. Listen and repeat each exchange; you'll need them in a moment.
-INSTRUCTION: Listen and repeat.
+# Source: LLA 4C Figure 1 (dialog); the ST twin §It's Not Very Far. was dropped (same dialog, TTS-only)
+$DIALOGUE It's Not Very Far
+ID: 10-4c-f1-dialogue
+INTRO: In this part you'll learn to ask how far away places are and how long it takes to get there. Sam is planning a Texas road trip and Jan has the map. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
 REPEAT
 
-LINE: How's your family? — Fine, thank you. And yours?
+VOCAB: far
+Sam: How far is it from Houston to Dallas? {bk10-l4c-f1-01.mp3}
 
-LINE: How're your children? — They're all well, thank you.
+VOCAB: about
+Jan: Oh, it's about 250 miles. {bk10-l4c-f1-02.mp3}
 
-LINE: How's your wife? — She's fine, thanks.
+VOCAB: exact
+Sam: Could you find out the exact number of miles for me? {bk10-l4c-f1-03.mp3}
 
-LINE: How's your uncle feeling? — He's better, thanks.
+Jan: Sure. Let me check my map. It's 243 miles. {bk10-l4c-f1-04.mp3}
 
-LINE: How's the new baby? — She's fine, thanks. Please come and see her.
+Sam: Which city do you think is nicer to visit? {bk10-l4c-f1-05.mp3}
 
-LINE: My daughter called last night. — Did she have any news?
+VOCAB: pleasant
+Jan: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-06.mp3}
 
-LINE: I talked to my parents yesterday. — How are they?
+Sam: That's good. I'm driving to Houston first. Then from there I might drive to Dallas. {bk10-l4c-f1-07.mp3}
 
-LINE: How's your son Robert? — He's fine. He has a new job.
+Jan: Well, have a good trip. {bk10-l4c-f1-08.mp3}
 
-# SKIPPED (book): ST "OH, THEY'RE FINE" and "LET'S TALK" — open roleplays (making small talk), no solo path.
+Sam: Thanks. {bk10-l4c-f1-09.mp3}
+
+# Source: LLA 4C Figure 1 (word choice)
+$SELECT Complete the Dialog
+ID: 10-4c-f1-select
+REFERENCE: 10-4c-f1-dialogue
+INTRO: Back through Sam and Jan's conversation, one word at a time. Tap the word that completes each line.
+INSTRUCTION: Tap the correct word.
+
+TEMPLATE: Sam: How ____ is it from Houston to Dallas?
+OPTION: a | far
+OPTION: b | near
+ANSWER: a
+
+TEMPLATE: Jan: Oh, it's ____ two hundred and fifty miles.
+OPTION: a | among
+OPTION: b | about
+ANSWER: b
+
+TEMPLATE: Sam: Could you find out the ____ number of miles for me?
+OPTION: a | exact
+OPTION: b | exactly
+ANSWER: a
+
+TEMPLATE: Jan: Well, in my opinion, Houston is more ____.
+OPTION: a | pleasant
+OPTION: b | pleased
+ANSWER: a
+
+# Source: LLA 4C Figure 1 (polite reply)
+$PRODUCE Have a Good Trip!
+ID: 10-4c-f1-polite
+INPUT: speak
+CHECK: llm
+INTRO: Someone wishes you a good trip — don't just walk away. Say a polite reply aloud.
+INSTRUCTION: Speak a polite reply.
+RUBRIC: Accept any natural polite response thanking the speaker, such as "Thanks", "Thank you", or "Thanks, you too".
+
+PROMPT: Well, have a good trip! {bk10-l4c-f1-08.mp3}
+RESPONSE: Thanks. {bk10-l4c-f1-09.mp3}
+
+# Source: LLA 4C Figure 2 (city names)
+$DIALOGUE Cities on the Map {page_086_001.jpg|Map showing western US cities with flight durations and distances, including Sacramento, San Francisco, Las Vegas, Los Angeles, San Diego, and Phoenix}
+ID: 10-4c-f2-cities
+INTRO: Here's a map of the western United States with six cities and the distances between them. Listen and repeat each city name.
+INSTRUCTION: Listen and repeat each city name.
+REPEAT
+
+LINE: Sacramento {bk10-l4c-f2-01.mp3}
+
+LINE: San Francisco {bk10-l4c-f2-02.mp3}
+
+LINE: Las Vegas {bk10-l4c-f2-03.mp3}
+
+LINE: Los Angeles {bk10-l4c-f2-04.mp3}
+
+LINE: San Diego {bk10-l4c-f2-05.mp3}
+
+LINE: Phoenix {bk10-l4c-f2-06.mp3}
+
+# Source: LLA 4C Figure 2 (answers)
+$PRODUCE How Far Is It? Miles and Hours {page_086_001.jpg|Map showing western US cities with flight durations and distances, including Sacramento, San Francisco, Las Vegas, Los Angeles, San Diego, and Phoenix}
+ID: 10-4c-f2-answers
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Now read the map. Each question comes twice — answer once in miles, once in hours and minutes — then repeat the model answer.
+INSTRUCTION: Answer aloud based on the map.
+
+EXAMPLE
+PROMPT: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-07.mp3}
+RESPONSE: It's 127 miles. {bk10-l4c-f2-08.mp3}
+
+EXAMPLE
+PROMPT: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-09.mp3}
+RESPONSE: It takes 2 hours and 50 minutes. {bk10-l4c-f2-10.mp3}
+
+PROMPT: How far is it from San Diego to Phoenix? {bk10-l4c-f2-11.mp3}
+RESPONSE: It's 353 miles. {bk10-l4c-f2-12.mp3}
+
+PROMPT: How far is it from San Diego to Phoenix? {bk10-l4c-f2-13.mp3}
+RESPONSE: It takes 7 hours and 35 minutes. {bk10-l4c-f2-14.mp3}
+
+PROMPT: How far is it from Los Angeles to Sacramento? {bk10-l4c-f2-15.mp3}
+RESPONSE: It's 386 miles. {bk10-l4c-f2-16.mp3}
+
+PROMPT: How far is it from Los Angeles to Sacramento? {bk10-l4c-f2-17.mp3}
+RESPONSE: It takes 8 hours to drive from Los Angeles to Sacramento. {bk10-l4c-f2-18.mp3}
+
+PROMPT: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-19.mp3}
+RESPONSE: It's 276 miles. {bk10-l4c-f2-20.mp3}
+
+PROMPT: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-21.mp3}
+RESPONSE: It takes 5 hours and 50 minutes. {bk10-l4c-f2-22.mp3}
+
+PROMPT: How far is it from Los Angeles to Phoenix? {bk10-l4c-f2-23.mp3}
+RESPONSE: It's 376 miles. {bk10-l4c-f2-24.mp3}
+
+PROMPT: How far is it from Los Angeles to Phoenix? {bk10-l4c-f2-25.mp3}
+RESPONSE: It takes 8 hours and 5 minutes. {bk10-l4c-f2-26.mp3}
+
+# Source: LLA 4C Figure 2 (ask)
+$PRODUCE Your Turn: Ask How Far {page_086_001.jpg|Map showing western US cities with flight durations and distances, including Sacramento, San Francisco, Las Vegas, Los Angeles, San Diego, and Phoenix}
+ID: 10-4c-f2-ask
+INPUT: speak
+CHECK: reveal
+REPEAT
+INTRO: Now you ask. You'll hear two city names — ask how far it is from the first city to the second, then repeat the model question.
+INSTRUCTION: Ask the question aloud.
+
+PROMPT: Las Vegas and Phoenix. {bk10-l4c-f2-27.mp3}
+RESPONSE: How far is it from Las Vegas to Phoenix? {bk10-l4c-f2-28.mp3}
+
+PROMPT: San Francisco and Sacramento. {bk10-l4c-f2-29.mp3}
+RESPONSE: How far is it from San Francisco to Sacramento? {bk10-l4c-f2-30.mp3}
+
+PROMPT: Los Angeles and Las Vegas. {bk10-l4c-f2-31.mp3}
+RESPONSE: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-32.mp3}
+
+PROMPT: San Diego and Phoenix. {bk10-l4c-f2-33.mp3}
+RESPONSE: How far is it from San Diego to Phoenix? {bk10-l4c-f2-34.mp3}
+
+PROMPT: San Diego and Los Angeles. {bk10-l4c-f2-35.mp3}
+RESPONSE: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-36.mp3}
+
+# Source: ST §How Far Is It to Uncle Steve's House?
+$DIALOGUE How Far Is It to Aunt Julie's House?
+ID: l4-s21
+INTRO: Distance isn't always miles — sometimes it's "four and a half hours by plane" or "right outside the city". Listen and repeat these questions and answers.
+INSTRUCTION: Listen and repeat the questions and answers.
+REPEAT
+
+Dale: How far is it to Houston?
+Erin: It's about 250 miles.
+
+Dale: How far did Sgt Mitchell drive yesterday?
+Erin: He drove 650 miles.
+
+Dale: How far is it to San Francisco?
+Erin: I don't know in miles, but it takes four and a half hours by plane.
+
+Dale: How far is Aunt Julie's house?
+Erin: It takes about thirty minutes to get there.
+
+Dale: How far is it to your grandmother's house?
+Erin: It's not far. She lives right outside the city.
+
+# Source: ST §Miles Between Texas Cities
+$GRAMMAR Miles Between Texas Cities
+ID: l4-s22
+INTRO: Here's a mileage table for four Texas cities, and the different ways to say the same distance — in miles, roughly, or in hours.
+
+| | AUSTIN | DALLAS | HOUSTON | SAN ANTONIO |
+|---|---|---|---|---|
+| **AUSTIN** | — | 192 | 164 | 78 |
+| **DALLAS** | 192 | — | 245 | 270 |
+| **HOUSTON** | 164 | 245 | — | 197 |
+| **SAN ANTONIO** | 78 | 270 | 197 | — |
+
+**Ways to express distance and time:**
+- {It's 270 miles from San Antonio to Dallas.}
+- {It's about 270 miles.}
+- {It takes about 5 hours to get there by car.}
+- {It takes about an hour by plane.}
+
+![A map of the United States showing major cities along with distances](st-page_152_001.jpg)
+
+# Source: LLA 4C Figure 3 (conversation)
+$DIALOGUE Going Shopping
+ID: 10-4c-f3-dialogue
+INTRO: Peggy has fifty dollars, loose shoes, and a plan that includes lunch. Listen to her conversation with Liz — questions follow.
+INSTRUCTION: Listen to the conversation.
+
+Peggy: Hi, Liz. {bk10-l4c-f3-01.mp3}
+Liz: Hi, Peggy. {bk10-l4c-f3-02.mp3}
+Peggy: Do you want to go shopping with me? I've got a little extra money, and I want to buy some black shoes. {bk10-l4c-f3-03.mp3}
+Liz: Really? Where did you get the money? {bk10-l4c-f3-04.mp3}
+Peggy: My parents sent me $50. {bk10-l4c-f3-05.mp3}
+Liz: I thought you bought black shoes last month. {bk10-l4c-f3-06.mp3}
+Peggy: I did. I bought them a little big because I don't like tight shoes, but now they're very loose. {bk10-l4c-f3-07.mp3}
+Liz: Oh, loose shoes are awful to wear. {bk10-l4c-f3-08.mp3}
+Peggy: How about lunch? I can take you to the Italian restaurant at the mall. {bk10-l4c-f3-09.mp3}
+Liz: That sounds good, but will you have enough money? {bk10-l4c-f3-10.mp3}
+Peggy: Sure. The shoes I want cost about $35. I'll have enough to pay for lunch. {bk10-l4c-f3-11.mp3}
+Liz: Then let's hurry up. I'm getting hungry. {bk10-l4c-f3-12.mp3}
+
+# Source: LLA 4C Figure 3 (questions)
+$SELECT Questions About the Shopping Trip
+ID: 10-4c-f3-questions
+REFERENCE: 10-4c-f3-dialogue
+INTRO: Now the details — including a little arithmetic about Peggy's fifty dollars. Listen to each question and tap the correct answer; the conversation is a tap away.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Where are Liz and Peggy going? {bk10-l4c-f3-13.mp3}
+OPTION: a | to school
+OPTION: b | to the mall {bk10-l4c-f3-14.mp3}
+OPTION: c | to the gym
+ANSWER: b
+FEEDBACK: Liz and Peggy are going to the mall. {bk10-l4c-f3-14.mp3}
+
+PROMPT: Who gave Peggy some money? {bk10-l4c-f3-15.mp3}
+OPTION: a | her parents {bk10-l4c-f3-16.mp3}
+OPTION: b | her brother
+OPTION: c | her aunt
+ANSWER: a
+FEEDBACK: Peggy's parents gave her the money. {bk10-l4c-f3-16-b.mp3}
+
+PROMPT: What does Peggy want to buy? {bk10-l4c-f3-17.mp3}
+OPTION: a | some clothes
+OPTION: b | some shoes {bk10-l4c-f3-18.mp3}
+OPTION: c | some books
+ANSWER: b
+FEEDBACK: Peggy wants to buy some shoes. {bk10-l4c-f3-18.mp3}
+
+PROMPT: What's the matter with Peggy's old black shoes? {bk10-l4c-f3-19.mp3}
+OPTION: a | They're very old.
+OPTION: b | They're very tight.
+OPTION: c | They're very loose. {bk10-l4c-f3-20.mp3}
+ANSWER: c
+FEEDBACK: Peggy's old shoes are very loose. {bk10-l4c-f3-20-b.mp3}
+
+PROMPT: What is Peggy going to buy for Liz? {bk10-l4c-f3-21.mp3}
+OPTION: a | some shoes
+OPTION: b | some lunch {bk10-l4c-f3-22.mp3}
+OPTION: c | a new book
+ANSWER: b
+FEEDBACK: Peggy is going to buy lunch for Liz. {bk10-l4c-f3-22-b.mp3}
+
+PROMPT: How much money will Peggy have for lunch? {bk10-l4c-f3-23.mp3}
+OPTION: a | $15.00 {bk10-l4c-f3-24.mp3}
+OPTION: b | $5.00
+OPTION: c | $10.00
+ANSWER: a
+FEEDBACK: Peggy should have $15 left after she pays for her shoes. {bk10-l4c-f3-24-b.mp3}
+
+# Source: ST §Mr. Jacobs Writes Articles.
+$DIALOGUE Mr. Jacobs Writes Articles
+ID: l4-s8
+INTRO: Meet Mr. Jacobs, a famous writer — libraries, weekend accidents, and the city water company all end up in his articles. Listen to the story about newspapers and magazines.
+INSTRUCTION: Listen to the passage.
+
+VOCAB: famous
+VOCAB: writer
+Narrator: Mr. Jacobs is a famous writer. {st-page_141_001.jpg|A newspaper titled "The Dallas News"}
+Narrator: He lives in Dallas, but people everywhere know about him.
+Narrator: He writes stories about different things.
+
+VOCAB: article
+VOCAB: newspaper
+VOCAB: magazine
+Narrator: Then, he sells these stories or articles to newspapers and magazines. {st-page_141_002.jpg|A small newspaper or magazine titled "WORLD NEWS"}
+Narrator: You can find some of his articles in magazines all around the world.
+Narrator: He also writes newspaper articles for his town paper.
+
+VOCAB: news
+Narrator: These articles are usually about local news.
+Narrator: For example, last week he wrote an article about the new library for the south side of the city.
+Narrator: Another article was about the high number of accidents on the weekends, and another was about the city water company.
+Narrator: Articles for magazines are usually longer.
+Narrator: Of course, it also takes Mr. Jacobs longer to write them.
+
+VOCAB: to work on
+Narrator: Right now he's working on an article about the American family in today's world.
+Narrator: Mr. Jacobs enjoys his work very much.
+
+# Source: LLA 4C Figure 4 (word list — kept as pronunciation reinforcement after the Mr. Jacobs sentence presentation)
+$DIALOGUE Say the Reading Words
+ID: 10-4c-f4-vocab
+INTRO: Here are the reading words from Mr. Jacobs' story, one at a time with their pictures. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: A newspaper. {page_087_001.jpg|A drawing of a daily newspaper titled "The Dallas News"} {bk10-l4c-f4-01.mp3}
+
+LINE: A magazine. {page_087_002.jpg|A magazine cover titled "WORLD NEWS"} {bk10-l4c-f4-02.mp3}
+
+LINE: Articles. {bk10-l4c-f4-03.mp3}
+
+LINE: Famous. {bk10-l4c-f4-04.mp3}
+
+LINE: News. {bk10-l4c-f4-05.mp3}
+
+# Source: LLA 4C Figure 4 (cloze)
+$PRODUCE Newspapers and Magazines: Fill In the Words
+ID: 10-4c-f4-cloze
+INPUT: type
+CHECK: exact
+REPEAT
+INTRO: Now use those words yourself. Complete each sentence with a word from the box — "articles", "famous", "magazines", "news", "newspapers" — then listen and repeat the complete sentence.
+INSTRUCTION: Type the missing word(s).
+
+PROMPT: Many people read newspapers every day. {bk10-l4c-f4-06.mp3}
+TEMPLATE: Many people read ____ every day.
+RESPONSE: Many people read newspapers every day.
+ACCEPT: newspapers
+
+PROMPT: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-07.mp3}
+TEMPLATE: The information or ____ in them is usually about something interesting or exciting.
+RESPONSE: The information or news in them is usually about something interesting or exciting.
+ACCEPT: news
+
+PROMPT: There are magazines about many different kinds of things. {bk10-l4c-f4-08.mp3}
+TEMPLATE: There are ____ about many different kinds of things.
+RESPONSE: There are magazines about many different kinds of things.
+ACCEPT: magazines
+
+PROMPT: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-09.mp3}
+TEMPLATE: There are ____{magazines} about the news, about sports, about travel, and about ____{famous} people.
+RESPONSE: There are magazines about the news, about sports, about travel, and about famous people.
+
+PROMPT: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-10.mp3}
+TEMPLATE: The different kinds of information in magazines and newspapers are called ____.
+RESPONSE: The different kinds of information in magazines and newspapers are called articles.
+ACCEPT: articles
+
+$SESSION 4-6: Small Talk and Review
 
 # Source: LLA 4D Figure 1
-$SELECT Choose the Best Answer
-ID: 4d-f1
-INTRO: Someone asks you a friendly question — about your folks, your job, your family. Tap the answer that actually fits the question, then repeat it.
+$SELECT Pick the Best Answer
+ID: 10-4d-f1
+INTRO: This part pulls the whole lesson together — small talk, questions, sounds, and a dictation to finish. First: someone asks you a friendly question, and only one answer makes sense. Listen, tap the best answer, then repeat it.
 INSTRUCTION: Tap the best answer.
 REPEAT
 
 PROMPT: Where do your folks live? {bk10-l4d-f1-01-q.mp3}
 OPTION: a | My father wasn't at home.
-OPTION: b | They live in Detroit.
+OPTION: b | They live in Detroit. {bk10-l4d-f1-01-a.mp3}
 OPTION: c | They left this morning.
 ANSWER: b
-FEEDBACK: They live in Detroit. {bk10-l4d-f1-01-a.mp3}
 
 PROMPT: What does your wife do? {bk10-l4d-f1-02-q.mp3}
 OPTION: a | She's feeling much better, thank you.
 OPTION: b | He's cooking supper right now.
-OPTION: c | She's a school teacher.
+OPTION: c | She's a school teacher. {bk10-l4d-f1-02-a.mp3}
 ANSWER: c
-FEEDBACK: She's a schoolteacher. {bk10-l4d-f1-02-a.mp3}
 
 PROMPT: What kind of work do you do? {bk10-l4d-f1-03-q.mp3}
-OPTION: a | I'm a dentist.
+OPTION: a | I'm a dentist. {bk10-l4d-f1-03-a.mp3}
 OPTION: b | I'm going to New York next week.
 OPTION: c | My parents live in New York.
 ANSWER: a
-FEEDBACK: I'm a dentist. {bk10-l4d-f1-03-a.mp3}
 
 PROMPT: How's your family? {bk10-l4d-f1-04-q.mp3}
 OPTION: a | They own a clothing store.
-OPTION: b | They're fine, thank you.
+OPTION: b | They're fine, thank you. {bk10-l4d-f1-04-a.mp3}
 OPTION: c | They will take their vacation in June.
 ANSWER: b
-FEEDBACK: They're fine, thank you. {bk10-l4d-f1-04-a.mp3}
 
 PROMPT: Do you have a large family? {bk10-l4d-f1-05-q.mp3}
 OPTION: a | They don't live here.
 OPTION: b | It was sunny yesterday.
-OPTION: c | Yes. I have four brothers and three sisters.
+OPTION: c | Yes. I have four brothers and three sisters. {bk10-l4d-f1-05-a.mp3}
 ANSWER: c
-FEEDBACK: Yes, I have 4 brothers and 3 sisters. {bk10-l4d-f1-05-a.mp3}
 
 # Source: LLA 4D Figure 2
-$PRODUCE Ask the Right Question
-ID: 4d-f2
+$PRODUCE Ask the Question
+ID: 10-4d-f2
+INTRO: Now work backwards: you see the answer with the key words underlined, and you say the question that asked for it. Then repeat the model question.
+INSTRUCTION: Ask the question aloud based on the underlined cue.
 INPUT: speak
 CHECK: reveal
-INTRO: Now work backwards: you'll read an answer with the key words underlined, and you ask the question that fits it. Then compare with the model.
-INSTRUCTION: Ask the question aloud.
+REPEAT
 
 EXAMPLE
-TEMPLATE: A: My mother is a *dentist*.
-RESPONSE: What does your mother do? {bk10-l4d-f2-ex-a.mp3}
+TEMPLATE: My mother is a *dentist*.
+RESPONSE: What does your mother do? {bk10-l4d-f2-ex.mp3}
 
-TEMPLATE: A: My father is *feeling much better*, thank you.
-RESPONSE: How's your father? {bk10-l4d-f2-01-a.mp3}
+TEMPLATE: My father is *feeling much better*, thank you.
+RESPONSE: How's your father? {bk10-l4d-f2-01.mp3}
 
-TEMPLATE: A: My brother wants a *job in sales*.
-RESPONSE: What kind of job does your brother want? {bk10-l4d-f2-02-a.mp3}
+TEMPLATE: My brother wants a *job in sales*.
+RESPONSE: What kind of job does your brother want? {bk10-l4d-f2-02.mp3}
 
-TEMPLATE: A: It was *windy and cloudy* in Dallas.
-RESPONSE: How was the weather in Dallas? {bk10-l4d-f2-03-a.mp3}
+TEMPLATE: It was *windy and cloudy* in Dallas.
+RESPONSE: How was the weather in Dallas? {bk10-l4d-f2-03.mp3}
 
-TEMPLATE: A: My children *are fine*, thank you.
-RESPONSE: How are your children? {bk10-l4d-f2-04-a.mp3}
+TEMPLATE: My children *are fine*, thank you.
+RESPONSE: How are your children? {bk10-l4d-f2-04.mp3}
 
-# SKIPPED (book): ST Listening Skill "LISTEN!" (circle the stressed syllable) — instructor-read, no recorded stimulus; the recorded LLA stress drill below covers the same skill.
+# Source: ST §Let's Talk About Our Families.
+$DIALOGUE Small Talk: Families
+ID: l4-s25
+INTRO: Here's how people actually chat about family — short question, short answer, everyone's fine. Listen and repeat each exchange.
+INSTRUCTION: Listen and repeat these dialogs about families.
+REPEAT
+
+SpeakerA: How's your family?
+SpeakerB: Fine, thank you. And yours?
+
+SpeakerA: How're your children?
+SpeakerB: They're all well, thank you.
+
+SpeakerA: How's your wife?
+SpeakerB: She's fine, thanks.
+
+SpeakerA: How's your uncle feeling?
+SpeakerB: He's better, thanks.
+
+SpeakerA: How's the new baby?
+SpeakerB: She's fine, thanks. Please come and see her.
+
+SpeakerA: My daughter called last night.
+SpeakerB: Did she have any news?
+
+SpeakerA: I talked to my parents yesterday.
+SpeakerB: How are they?
+
+SpeakerA: How's your son Robert?
+SpeakerB: He's fine. He has a new job.
+
+# Source: ST §Let's Talk About the Weather.
+$DIALOGUE Small Talk: The Weather
+ID: l4-s26
+INTRO: When there's nothing else to say, there's always the weather. Listen and repeat these little exchanges.
+INSTRUCTION: Listen and repeat these dialogs about the weather.
+REPEAT
+
+SpeakerA: How's the weather in Dallas?
+SpeakerB: It's very pleasant right now.
+
+SpeakerA: How do you like this rainy weather?
+SpeakerB: It's good weather for my vegetables.
+
+SpeakerA: Do you think it'll snow today?
+SpeakerB: Yes, it may. Look at those clouds.
+
+SpeakerA: When do you think the weather will change?
+SpeakerB: I don't know, but I hope it rains soon.
+
+SpeakerA: How's the weather in Houston?
+SpeakerB: Very hot this time of year.
+
+SpeakerA: That was a nice shower this afternoon.
+SpeakerB: Yes, it cooled things off.
+
+SpeakerA: Is it always this hot in Dallas?
+SpeakerB: No, it's only hot in the summer.
+
+SpeakerA: Is the weather colder in Houston or Dallas?
+SpeakerB: It's colder in Dallas. In the winter it snows there.
+
+# Source: ST §Let's Talk About Occupations.
+$DIALOGUE Small Talk: Jobs
+ID: l4-s27
+INTRO: And the third great small-talk topic: work. Listen and repeat these exchanges about jobs — including one salesman who's still job hunting.
+INSTRUCTION: Listen and repeat these dialogs about occupations.
+REPEAT
+
+SpeakerA: What kind of work do you do?
+SpeakerB: I'm a salesman. I sell cars.
+
+SpeakerA: How's your work?
+SpeakerB: Not good. I'm looking for another job.
+
+SpeakerA: Do you have a job?
+SpeakerB: No, I'm out of work right now.
+
+SpeakerA: What kind of job do you have?
+SpeakerB: I'm a taxi driver.
+
+SpeakerA: Where do you work?
+SpeakerB: I'm a secretary at the First State Bank.
+
+SpeakerA: What are you working on?
+SpeakerB: I'm writing an article for the Dallas Times.
+
+SpeakerA: What kind of job are you looking for?
+SpeakerB: I think I'd be a good salesman.
+
+SpeakerA: What kind of work would you like to do?
+SpeakerB: I'd like to be a nurse.
+
+# SKIPPED (book): "OH, THEY'RE FINE" and "LET'S TALK." (ST pp. 149–151) — partner/group small talk practice with open-ended conversation cards; no solo path.
+# SKIPPED (book): Listening Skill "LISTEN!" (ST p. 128) — instructor-read syllable stress discrimination with no printed words or audio stimulus; the cassette drill below covers the same skill.
 
 # Source: LLA 4D Figure 3
-$SELECT Which Syllable Is Stressed?
-ID: 4d-f3
-INTRO: A quick ear-training round with this lesson's words. Listen to each word and tap the number of the strongest syllable — first, second, third, or fourth.
-INSTRUCTION: Tap the stressed syllable.
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
+$SELECT Hear the Strong Syllable
+ID: 10-4d-f3
+INTRO: Every English word has one part said louder and longer than the rest. Listen to each word and tap the number of its strongest part.
+INSTRUCTION: Tap the number of the stressed syllable.
+OPTION: 1 | 1st syllable
+OPTION: 2 | 2nd syllable
+OPTION: 3 | 3rd syllable
+OPTION: 4 | 4th syllable
 
 EXAMPLE
-PROMPT: selection. {bk10-l4d-f3-ex.mp3}
+PROMPT: selection {bk10-l4d-f3-ex.mp3}
 ANSWER: 2
 
-PROMPT: introduction, introduction. {bk10-l4d-f3-01-q.mp3}
+PROMPT: introduction {bk10-l4d-f3-01.mp3}
 ANSWER: 3
-FEEDBACK: introduction. {bk10-l4d-f3-01-a.mp3}
 
-PROMPT: neighbor, neighbor. {bk10-l4d-f3-02-q.mp3}
+PROMPT: neighbor {bk10-l4d-f3-02.mp3}
 ANSWER: 1
-FEEDBACK: neighbor. {bk10-l4d-f3-02-a.mp3}
 
-PROMPT: cafeteria, cafeteria. {bk10-l4d-f3-03-q.mp3}
+PROMPT: cafeteria {bk10-l4d-f3-03.mp3}
 ANSWER: 3
-FEEDBACK: cafeteria. {bk10-l4d-f3-03-a.mp3}
 
-PROMPT: variety, variety. {bk10-l4d-f3-04-q.mp3}
+PROMPT: variety {bk10-l4d-f3-04.mp3}
 ANSWER: 2
-FEEDBACK: variety. {bk10-l4d-f3-04-a.mp3}
 
-PROMPT: machine, machine. {bk10-l4d-f3-05-q.mp3}
+PROMPT: machine {bk10-l4d-f3-05.mp3}
 ANSWER: 2
-FEEDBACK: machine. {bk10-l4d-f3-05-a.mp3}
 
-PROMPT: operate, operate. {bk10-l4d-f3-06-q.mp3}
+PROMPT: operate {bk10-l4d-f3-06.mp3}
 ANSWER: 1
-FEEDBACK: operate. {bk10-l4d-f3-06-a.mp3}
 
-PROMPT: favorite, favorite. {bk10-l4d-f3-07-q.mp3}
+PROMPT: favorite {bk10-l4d-f3-07.mp3}
 ANSWER: 1
-FEEDBACK: favorite. {bk10-l4d-f3-07-a.mp3}
 
-PROMPT: popular, popular. {bk10-l4d-f3-08-q.mp3}
+PROMPT: popular {bk10-l4d-f3-08.mp3}
 ANSWER: 1
-FEEDBACK: popular. {bk10-l4d-f3-08-a.mp3}
 
-PROMPT: remove, remove. {bk10-l4d-f3-09-q.mp3}
+PROMPT: remove {bk10-l4d-f3-09.mp3}
 ANSWER: 2
-FEEDBACK: remove. {bk10-l4d-f3-09-a.mp3}
 
-PROMPT: tighten, tighten. {bk10-l4d-f3-10-q.mp3}
+PROMPT: tighten {bk10-l4d-f3-10.mp3}
 ANSWER: 1
-FEEDBACK: tighten. {bk10-l4d-f3-10-a.mp3}
 
-PROMPT: enough, enough. {bk10-l4d-f3-11-q.mp3}
+PROMPT: enough {bk10-l4d-f3-11.mp3}
 ANSWER: 2
-FEEDBACK: enough. {bk10-l4d-f3-11-a.mp3}
 
-PROMPT: inflate, inflate. {bk10-l4d-f3-12-q.mp3}
+PROMPT: inflate {bk10-l4d-f3-12.mp3}
 ANSWER: 2
-FEEDBACK: inflate. {bk10-l4d-f3-12-a.mp3}
 
-PROMPT: loosen, loosen. {bk10-l4d-f3-13-q.mp3}
+PROMPT: loosen {bk10-l4d-f3-13.mp3}
 ANSWER: 1
-FEEDBACK: loosen. {bk10-l4d-f3-13-a.mp3}
 
-PROMPT: replace, replace. {bk10-l4d-f3-14-q.mp3}
+PROMPT: replace {bk10-l4d-f3-14.mp3}
 ANSWER: 2
-FEEDBACK: replace. {bk10-l4d-f3-14-a.mp3}
 
-# Source: LLA 4D Figure 5
-$PRODUCE Paragraph Dictation
-ID: 4d-f5
+# Source: LLA 4D Figure 4 (reading)
+$GRAMMAR A Letter to Jane
+ID: 10-4d-f4-reading
+READING
+INTRO: Frank missed Jane's party, and this letter explains why — it involves a lot of overtime and a missing sandwich machine. Read it; "be able to" questions follow.
+
+CARD: **June 5, 1988**\nDear Jane:\nI couldn't go to your party last weekend because I had to work late on Sunday. Usually, I'm finished at the store by 5:30, but last weekend I had a lot of extra work. I couldn't leave the store until 8 PM.
+
+CARD: By that time, I was very tired and hungry. I tried to buy a sandwich, but I couldn't find a sandwich vending machine.
+
+CARD: Finally I stopped looking. I went home without supper. After I got home and changed clothes, it was very late.
+
+CARD: I know you had a good party. I'm sorry I didn't go.
+
+CARD: I won't have to go to work on Tuesday and Wednesday of next week. I can go to a restaurant and a movie on Tuesday. Would you like to do that? Call me on Monday.\n\nYour friend,\nFrank.
+
+# Source: LLA 4D Figure 4 (questions)
+$PRODUCE Questions About Frank's Letter
+ID: 10-4d-f4
+REFERENCE: 10-4d-f4-reading
+INTRO: Remember "be able to" from earlier in the lesson? Frank's whole weekend runs on it. Answer each question aloud in a complete sentence, then repeat the model answer — the letter stays open beside you.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Was Frank able to go to Jane's party? {bk10-l4d-f4-01-q.mp3}
+RESPONSE: No, he wasn't able to go to Jane's party. {bk10-l4d-f4-01-a.mp3}
+
+PROMPT: When was Frank able to leave the store? {bk10-l4d-f4-02-q.mp3}
+RESPONSE: He was able to leave after 8. {bk10-l4d-f4-02-a.mp3}
+
+PROMPT: Was Frank able to buy a sandwich? {bk10-l4d-f4-03-q.mp3}
+RESPONSE: No, he wasn't able to buy a sandwich. {bk10-l4d-f4-03-a.mp3}
+
+PROMPT: Why wasn't Frank able to eat that night? {bk10-l4d-f4-04-q.mp3}
+RESPONSE: He wasn't able to eat because he couldn't find a sandwich vending machine. {bk10-l4d-f4-04-a.mp3}
+
+PROMPT: Where will Frank be able to go on Tuesday night? {bk10-l4d-f4-05-q.mp3}
+RESPONSE: He'll be able to go to a restaurant and movie on Tuesday night. {bk10-l4d-f4-05-a.mp3}
+
+# Source: ST §Select a Word: Mark (gap answer sets aligned with the story facts — "returned a book" determines the library)
+$PRODUCE Choose the Word: Mark's Day
+ID: l4-s23
+INTRO: A tiny detective story: read the whole thing before you type, because the last sentence tells you where Mark really went. Type the word that fits each blank.
+INSTRUCTION: Complete the paragraph by typing the correct words.
 INPUT: type
 CHECK: exact
-INTRO: To finish the lesson: a dictation about a very polite neighbor. Listen to each sentence and type exactly what you hear. That's Lesson 4 — nicely done.
+
+TEMPLATE: Mark's ____{arm|leg|finger} (finger / leg / arm) is broken.
+RESPONSE: Mark's arm is broken.
+
+TEMPLATE: David took him to the ____{library} (school / library / mess hall).
+RESPONSE: David took him to the library.
+
+TEMPLATE: They both ____{studied} (ate / studied / slept) while they were there.
+RESPONSE: They both studied while they were there.
+
+TEMPLATE: And Mark returned ____{a book} (some money / some soup / a book).
+RESPONSE: And Mark returned a book.
+
+# Source: ST §Select a Word: Phil
+$PRODUCE Choose the Word: Phil Needs Money
+ID: l4-s24
+INTRO: Phil needs cash and the bank is closed — modern problems, 1980s edition. Type the word from the choices that fits each blank.
+INSTRUCTION: Complete the story by typing the correct words from the choices.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Phil needed some ____{money} (money / food / books).
+RESPONSE: Phil needed some money.
+
+TEMPLATE: He went to the ____{bank} (library / store / bank), but it was ____{closed} (closed / open / quiet).
+RESPONSE: He went to the bank, but it was closed.
+
+TEMPLATE: He asked a man for some ____{advice} (advice / food / newspapers).
+RESPONSE: He asked a man for some advice.
+
+TEMPLATE: The man said, "Use the ____{machine} (desk / machine / salad) for ____{withdrawals} (dessert / dictionary / withdrawals) or ____{deposits} (cakes / library books / deposits)."
+RESPONSE: The man said, "Use the machine for withdrawals or deposits."
+
+# Source: LLA 4D Figure 5
+$PRODUCE Type What You Hear
+ID: 10-4d-f5
+INTRO: Last stop: a short story about a very good neighbor. Type each sentence exactly as you hear it — and that's the whole lesson. Families, jobs, weather, distances: you can talk about all of them now.
 INSTRUCTION: Type the sentence you hear.
+INPUT: type
+CHECK: exact
 
 PROMPT: Mrs. Wright is my neighbor. {bk10-l4d-f5-01.mp3}
 RESPONSE: Mrs. Wright is my neighbor. {bk10-l4d-f5-01.mp3}
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diff --git a/book-10-lesson-5.module b/book-10-lesson-5.module
index 08f3c85e..2eb20d85 100644
--- a/book-10-lesson-5.module
+++ b/book-10-lesson-5.module
@@ -1,26 +1,30 @@
-$MODULE Book 10 · Lesson 5: Let's Review! {st-page_163_001.jpg}
+$MODULE Book 10 · Lesson 5: Review — Small Talk, Reading, and Grammar {st-page_163_001.jpg|Four-panel composite showing scenes of using a vending machine, military officers shaking hands, looking at a dictionary in a library, and pointing at a map}
 FORMAT: 2
-DESCRIPTION: Review of the week: small talk, reading comprehension, gerunds, "be able to", adjective + infinitive, schedules, prepositional phrases, time clauses, and present tense for future time.
+DIOCO_DOC_ID: alc_book10_lesson5
+DESCRIPTION: Review lesson: small talk, reading skills (summaries, titles, outlining), gerunds and infinitives, "be able to", "it" for time and distance, time clauses, sequencing instructions, and present tense for scheduled future time.
 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: Tom | schedar | Male speaker
-VOICE: Harry | puck | Male speaker
-VOICE: Bob | achird | Male speaker
-VOICE: Bill | charon | Male speaker
-VOICE: Jim | iapetus | Male speaker
+VOICE: Harry | achird | Male speaker
+VOICE: Bob | charon | Male speaker
+VOICE: Bill | iapetus | Male speaker
+VOICE: Jim | orus | Male speaker
 
-$LESSON 5-1: Small Talk, Reading, and "Be Able To"
+# SKIPPED (book): "HOW TO" — teacher-led oral transformation drill with unprinted stimulus sentences.
+# SKIPPED (book): Listening Skill "SELECT THE TOPIC" — spoken paragraph stimuli exist only in teacher guide.
+# SKIPPED (book): Listening Skill "SELECT THE MAIN IDEA" — spoken paragraph stimuli exist only in teacher guide.
 
-# SKIPPED (book): "HOW TO", "SELECT THE TOPIC", and "SELECT THE MAIN IDEA" — instructor-read listening exercises with no printed stimuli. Dropped.
+$SESSION 5-1: Small Talk, Readings, and Sentence Patterns
 
-# Source: ST §Small Talk
+# Source: ST §Small Talk: How's the Family? (l5-s1)
 $DIALOGUE Small Talk: How's the Family?
 ID: l5-s1
-INTRO: This lesson is a review of the whole week — nothing new, just one more round with small talk, reading, gerunds, and "be able to", until it all feels easy. First, Tom runs into Harry on the street and asks about the family. Just listen.
-INSTRUCTION: Listen to the conversation.
+INTRO: This lesson is pure review — nothing new, just making sure everything stuck. You'll practice small talk, reread short passages, and sharpen the grammar you've been learning. First, Tom runs into Harry and asks about the family — listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
 Tom: Hi, Harry. How are you?
 Harry: Fine, Tom. It's good to see you.
@@ -31,11 +35,12 @@ Harry: Well, I hope she gets better soon.
 Tom: Thanks. Tell your family hello for me.
 Harry: I will. We'll have to get together soon. Bye.
 
-# Source: ST §Small Talk
-$DIALOGUE Small Talk: A Visitor from Kansas
-ID: l5-s1-b
-INTRO: More small talk. Bob meets Bill, who is visiting from Kansas — where the weather, we learn, has little to recommend it.
-INSTRUCTION: Listen to the conversation.
+# Source: ST §Small Talk: Visiting Friends (l5-s2)
+$DIALOGUE Small Talk: Visiting Friends
+ID: l5-s2
+INTRO: More small talk. Bill has escaped the Kansas snow, and Bob approves. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
 Bob: It's nice to see you again, Bill. What brings you to our city?
 Bill: I'm visiting some friends.
@@ -46,11 +51,12 @@ Bill: Cold! This sunshine is better than the cold and snow in Kansas.
 Bob: Well, it's nice to have you here. Hope you enjoy your visit.
 Bill: Thank you, Bob. It was nice to see you, too.
 
-# Source: ST §Small Talk
-$DIALOGUE Small Talk: A Beautiful Day
-ID: l5-s1-c
-INTRO: One last piece of small talk. Bill the taxi driver is very pleased with his career choice today.
-INSTRUCTION: Listen to the conversation.
+# Source: ST §Small Talk: Working Outside (l5-s3)
+$DIALOGUE Small Talk: Working Outside
+ID: l5-s3
+INTRO: One more chat about the weather. Bill meets Jim, a bank teller who would rather be outside. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
 
 Bill: The weather is really nice today.
 Jim: Yes, it is. I don't enjoy working inside on a beautiful day.
@@ -58,133 +64,115 @@ Bill: Where do you work?
 Jim: I work in a bank. I'm a teller.
 Bill: Well, on beautiful days, I'm glad I'm a taxi driver. I can be outside in the nice sunshine.
 
-# Source: ST §Select the Summary
-$SELECT Select the Summary
-ID: l5-s2
-INTRO: Now some reading review. Read the paragraph about getting ready for a vacation, then tap the summary that covers all of it — not just the seatbelt.
-INSTRUCTION: Read the paragraph, then tap the best summary.
+# Source: ST §Reading: Safe Vacation (l5-s4-r)
+$GRAMMAR Reading: A Safe Vacation
+ID: l5-s4-r
+READING
+INTRO: Read this short paragraph about getting ready for a road trip. Afterwards you'll choose the best summary of it.
 
-TEMPLATE: There are things that you should do before you go on vacation. Check your car. Fill it with gas. Take some common tools with you. Always have a jack, a wrench, and a spare tire. Don't forget your driver's license and extra change. Drive carefully and fasten your seatbelt. Do these things, and you'll have a good, safe trip.
+CARD: There are things that you should do before you go on vacation. Check your car. Fill it with gas. Take some common tools with you. Always have a jack, a wrench, and a spare tire. Don't forget your driver's license and extra change. Drive carefully and fasten your seatbelt. Do these things, and you'll have a good, safe trip.
+
+# Source: ST §Select the Summary (l5-s4)
+$SELECT Choose the Best Summary
+ID: l5-s4
+REFERENCE: l5-s4-r
+INTRO: A good summary covers the whole paragraph, not just one detail. Tap the best summary — open the reading if you need to check.
+INSTRUCTION: Tap the best summary of the paragraph.
+
+TEMPLATE: What is the best summary of the paragraph?
 OPTION: a | There are things you should do when on vacation. Check your car, have the right tools with you, and drive carefully. If you do, you'll have a good, safe trip.
 OPTION: b | Always take tools with you when you go on a trip. Check your car and fasten your seatbelt.
 OPTION: c | Check your seatbelt before you go on vacation. Get a driver's license so you'll have a good, safe trip.
 ANSWER: a
 
-# Source: ST §Which Is the Best Title?
-$SELECT Which Is the Best Title?
-ID: l5-s3
-INTRO: Two short paragraphs. Read each one and choose the title that fits the whole paragraph, not just one detail from it.
-INSTRUCTION: Read the paragraph, then tap the best title.
+# Source: ST §Reading: Department Stores and States (l5-s5-r)
+$GRAMMAR Reading: A Store and a State
+ID: l5-s5-r
+READING
+INTRO: Two more short readings — a store that sells everything, and the smallest state in the country. You'll pick a title for each one next.
 
-TEMPLATE: One store at the Big Tree Mall sells everything. It's called Dilley's Department Store. You can buy clothes, furniture, books, and many other things there. It's my favorite store because you don't have to go from one store to another for things. You can get it all from Dilley's. Dilley's is very popular with lots of people.
+CARD: **Paragraph 1.** One store at the Big Tree Mall sells everything. It's called Dilley's Department Store. You can buy clothes, furniture, books, and many other things there. It's my favorite store because you don't have to go from one store to another for things. You can get it all from Dilley's. Dilley's is very popular with lots of people.
+
+CARD: **Paragraph 2.** Rhode Island is the smallest state in the country, but over 900,000 people live there. Most of these people live and work in the cities. Rhode Island is on the Atlantic coast and has good weather. The temperature in July is usually about 69 degrees. Because temperatures in some of the other states on the Atlantic coast are very high in the summer, many people go to Rhode Island for their summer vacations. It's a popular place in July.
+
+# Source: ST §Which Is the Best Title? (l5-s5)
+$SELECT Choose the Best Title
+ID: l5-s5
+REFERENCE: l5-s5-r
+INTRO: A good title names what the whole paragraph is about. Tap the best title for each paragraph — the readings are one tap away.
+INSTRUCTION: Tap the best title for each paragraph.
+
+TEMPLATE: Paragraph 1: which is the best title?
 OPTION: a | Big Tree Mall
 OPTION: b | Dilley's Department Store
 OPTION: c | A Department Store
 ANSWER: b
 
-TEMPLATE: Rhode Island is the smallest state in the country, but over 900,000 people live there. Most of these people live and work in the cities. Rhode Island is on the Atlantic coast and has good weather. The temperature in July is usually about 69 degrees. Because temperatures in some of the other states on the Atlantic coast are very high in the summer, many people go to Rhode Island for their summer vacations. It's a popular place in July.
+TEMPLATE: Paragraph 2: which is the best title?
 OPTION: a | Summer Vacations
 OPTION: b | The Atlantic Coast
 OPTION: c | Rhode Island
 ANSWER: c
 
-# Source: ST §Ask and Answer
-$PRODUCE Ask and Answer with Gerunds
-ID: l5-s4
-INTRO: Back to gerunds — the -ing forms after verbs like begin, enjoy, and finish. Use the cues to make a question, then answer it in a full sentence, out loud.
-INSTRUCTION: Make a question from the cues, then answer with the second cue. Use a gerund.
-INPUT: speak
-CHECK: llm
-RUBRIC: Require both the question and the full-sentence answer — reject if either part is omitted. The verb + gerund pattern is the point: the second verb must appear as a gerund (working, studying, reading, washing) in both parts; a missing -ing form fails. The question's tense should match the model answer. Otherwise accept any natural phrasing.
+# Source: ST §Reading: Jim's Vacation (l5-s6-r)
+$GRAMMAR Reading: Jim's Vacation
+ID: l5-s6-r
+READING
+INTRO: Read about Jim's travels — he got almost everywhere he wanted. Notice "was able to"; you'll use it to answer questions next.
 
-EXAMPLE
-TEMPLATE: when / begin work / restaurant — last month
-RESPONSE: When did you begin working in the restaurant? I began working in the restaurant last month.
+CARD: Jim likes to travel. On his vacation last year he was able to go to London. While he was there he was able to fly to Ireland. He rented a car and was able to drive across Ireland from the east to the west. He wasn't able to get to Paris, but maybe this year he'll be able to go to Europe again.
 
-TEMPLATE: when / start study — 1800 hours
-RESPONSE: When did you start studying? I started studying at 1800 hours.
-
-TEMPLATE: what kind magazine / enjoy read — news magazines
-RESPONSE: What kind of magazine do you enjoy reading? I enjoy reading news magazines.
-
-TEMPLATE: when / stop work / last night — 2200 hours
-RESPONSE: When did you stop working last night? I stopped working at 2200 hours last night.
-
-TEMPLATE: why / keep on read — book interesting
-RESPONSE: Why did you keep on reading? I kept on reading because the book was interesting.
-
-TEMPLATE: when / finish wash — an hour ago
-RESPONSE: When did you finish washing? I finished washing an hour ago.
-
-# Source: ST §Jim's Vacation
-$DIALOGUE Jim's Vacation
-ID: l5-s5
-INTRO: Now "be able to". Here's Jim, who likes to travel. Listen to what he was and wasn't able to do on last year's vacation — you'll answer questions about it next.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Jim likes to travel. On his vacation last year he was able to go to London.
-LINE: While he was there he was able to fly to Ireland.
-LINE: He rented a car and was able to drive across Ireland from the east to the west.
-LINE: He wasn't able to get to Paris, but maybe this year he'll be able to go to Europe again.
-
-# Source: ST §Will He Be Able To...?
-$PRODUCE What Was Jim Able to Do?
+# Source: ST §Will He Be Able To...? (l5-s6)
+$PRODUCE Jim's Vacation — Answer with "Be Able To"
 ID: l5-s6
-REFERENCE
-INTRO: Answer the questions about Jim's trip in full sentences, using "was able to" or "wasn't able to". You can look back at the paragraph if London and Ireland are already a blur.
-INSTRUCTION: Answer aloud, using "be able to".
+REFERENCE: l5-s6-r
+INTRO: Answer each question aloud in a full sentence using "be able to". Open the reading if you need it, then compare with the model answer.
+INSTRUCTION: Answer aloud in a full sentence with "be able to".
 INPUT: speak
 CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact, as long as it uses "was able to", "wasn't able to" (or "was not able to"), or "be able to" as appropriate — that pattern is the point.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact in a full sentence — using "be able to" is the point, so an answer without it fails.
 
 PROMPT: Where was Jim able to go on his vacation last year?
-RESPONSE: He was able to go to London.
+RESPONSE: He was able to go to London on his vacation last year.
 
 PROMPT: Where was he able to fly while he was there?
-RESPONSE: He was able to fly to Ireland.
+RESPONSE: He was able to fly to Ireland while he was there.
 
 PROMPT: Where did he drive?
 RESPONSE: He was able to drive across Ireland from the east to the west.
 
 PROMPT: Where wasn't he able to go?
-RESPONSE: He wasn't able to get to Paris.
+RESPONSE: He wasn't able to go to Paris.
 
 PROMPT: Where does he hope to be able to go this year?
-RESPONSE: He hopes to be able to go to Europe again.
+RESPONSE: He hopes to be able to go to Europe again this year.
 
-# Source: ST §A Quick Shopping Trip
-$DIALOGUE A Quick Shopping Trip
+# Source: ST §Reading: A Quick Shopping Trip (l5-s7-r)
+$GRAMMAR Reading: A Quick Shopping Trip
+ID: l5-s7-r
+READING
+INTRO: Janet had almost no time and still did everything. Read how she managed it — questions with "be able to" follow.
+
+CARD: Janet went to the shopping center. She didn't have much time, but she was able to do a lot. At the clothing store she was able to find a blouse for her new skirt. Then she went to the variety store. There she was able to get pens and pencils for her daughter. In the department store, she was able to buy some towels and finish her shopping. Her car was in the parking lot near the department store. She was able to leave the mall quickly and get back home before her children arrived from school.
+
+# Source: ST §A Quick Shopping Trip (l5-s7)
+$PRODUCE Janet's Trip — Answer with "Be Able To"
 ID: l5-s7
-INTRO: Janet didn't have much time at the shopping center, and still managed to buy half the mall. Listen to what she was able to do — questions follow.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Janet went to the shopping center. She didn't have much time, but she was able to do a lot.
-LINE: At the clothing store she was able to find a blouse for her new skirt.
-LINE: Then she went to the variety store. There she was able to get pens and pencils for her daughter.
-LINE: In the department store, she was able to buy some towels and finish her shopping.
-LINE: Her car was in the parking lot near the department store.
-LINE: She was able to leave the mall quickly and get back home before her children arrived from school.
-
-# Source: ST §Answer About Janet's Trip
-$PRODUCE What Was Janet Able to Do?
-ID: l5-s8
-REFERENCE
-INTRO: Now the questions about Janet's shopping trip. Answer aloud in full sentences with "was able to" — and yes, you may peek back at the paragraph.
-INSTRUCTION: Answer aloud in a full sentence.
+REFERENCE: l5-s7-r
+INTRO: Same idea, new story. Answer each question aloud in a full sentence with "be able to" — the reading is there if you need it.
+INSTRUCTION: Answer aloud in a full sentence with "be able to".
 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. Using "was able to" is preferred but a correct fact in another phrasing still passes.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing of the same fact in a full sentence — using "be able to" is the point, so an answer without it fails.
 
 PROMPT: What was Janet able to do in a short time?
-RESPONSE: She was able to do a lot.
+RESPONSE: She was able to do a lot in a short time.
 
 PROMPT: What was she able to find for her new skirt?
-RESPONSE: She was able to find a blouse.
+RESPONSE: She was able to find a blouse for her new skirt.
 
 PROMPT: What was she able to get at the variety store?
-RESPONSE: She was able to get pens and pencils for her daughter.
+RESPONSE: She was able to get pens and pencils for her daughter at the variety store.
 
 PROMPT: Where was she able to finish her shopping?
 RESPONSE: She was able to finish her shopping in the department store.
@@ -192,52 +180,85 @@ RESPONSE: She was able to finish her shopping in the department store.
 PROMPT: Why was she able to leave quickly?
 RESPONSE: She was able to leave quickly because her car was in the parking lot near the department store.
 
-# SKIPPED (book): "CIRCLE IT!" and "SAY THE OPPOSITE" — instructor-read exercises with no printed stimuli. Dropped.
+# SKIPPED (book): Listening Skill "CIRCLE IT!" — spoken syllable stress discrimination without printed words.
+# SKIPPED (book): Listening Skill "SAY THE OPPOSITE." — spoken antonym drill without printed words.
 
-$LESSON 5-2: Combining Sentences and Schedules
-
-# Source: ST §He's Happy to Have...
-$PRODUCE Happy to Have It: Adjective + Infinitive
-ID: l5-s9
-INTRO: This part reviews combining sentences and talking about plans and schedules. First: join two sentences with an adjective and a to-infinitive — "Harry is happy. He has a new car." becomes "Harry is happy to have a new car." Say the new sentence.
-INSTRUCTION: Combine the two sentences using adjective + to-infinitive.
+# Source: ST §Ask and Answer (l5-s8)
+$PRODUCE Ask and Answer with a Gerund
+ID: l5-s8
+INTRO: Now build questions with a gerund — "begin working", "enjoy reading". Use the cue words on screen to ask the question, then answer it with the information in parentheses. Say both aloud.
+INSTRUCTION: Ask and answer aloud, using a gerund after the main verb.
 INPUT: speak
-CHECK: exact
+CHECK: llm
+RUBRIC: Accept any correct question formed from the cue words with a gerund after the main verb, plus an answer using the parenthesized information; an infinitive instead of the gerund fails.
 
 EXAMPLE
-TEMPLATE: Harry is happy. He has a new car.
+TEMPLATE: when / begin work / restaurant
+TEMPLATE: (last month)
+RESPONSE: When did you begin working in the restaurant? — I began working in the restaurant last month.
+
+TEMPLATE: when / start study
+TEMPLATE: (1800 hours)
+RESPONSE: When did you start studying? — I started studying at 1800 hours.
+
+TEMPLATE: what kind magazine / enjoy read
+TEMPLATE: (news magazines)
+RESPONSE: What kind of magazines do you enjoy reading? — I enjoy reading news magazines.
+
+TEMPLATE: when / stop work / last night
+TEMPLATE: (2200 hours)
+RESPONSE: When did you stop working last night? — I stopped working at 2200 hours last night.
+
+TEMPLATE: why / keep on read
+TEMPLATE: (book interesting)
+RESPONSE: Why did you keep on reading? — I kept on reading because the book was interesting.
+
+TEMPLATE: when / finish wash
+TEMPLATE: (an hour ago)
+RESPONSE: When did you finish washing? — I finished washing an hour ago.
+
+# Source: ST §He's Happy to Have... (l5-s9)
+$PRODUCE Happy to Have, Afraid to Go
+ID: l5-s9
+INTRO: Two short sentences become one: an adjective plus "to" — "Harry is happy to have a new car." Listen to each pair and say the combined sentence, then check the model.
+INSTRUCTION: Combine the two sentences using the adjective + "to" pattern.
+INPUT: speak
+CHECK: reveal
+
+EXAMPLE
+PROMPT: Harry is happy. He has a new car.
 RESPONSE: Harry is happy to have a new car.
 
-TEMPLATE: Ann isn't afraid. She lives alone.
+PROMPT: Ann isn't afraid. She lives alone.
 RESPONSE: Ann isn't afraid to live alone.
 
-TEMPLATE: Ms. Smith was sorry. She left the city.
+PROMPT: Ms. Smith was sorry. She left the city.
 RESPONSE: Ms. Smith was sorry to leave the city.
 
-TEMPLATE: Fred and Sam are not ready. They are going to the soccer game.
+PROMPT: Fred and Sam are not ready. They are going to the soccer game.
 RESPONSE: Fred and Sam are not ready to go to the soccer game.
 
-TEMPLATE: Marge was upset. She lost her keys.
+PROMPT: Marge was upset. She lost her keys.
 RESPONSE: Marge was upset to lose her keys.
 
-TEMPLATE: David is glad. He got a good score on his test.
+PROMPT: David is glad. He got a good score on his test.
 RESPONSE: David is glad to get a good score on his test.
 
-TEMPLATE: Mrs. Hall was pleased. She got a call from her son.
+PROMPT: Mrs. Hall was pleased. She got a call from her son.
 RESPONSE: Mrs. Hall was pleased to get a call from her son.
 
-TEMPLATE: Hal was afraid. He went to the dentist.
+PROMPT: Hal was afraid. He went to the dentist.
 RESPONSE: Hal was afraid to go to the dentist.
 
-TEMPLATE: David was sad. He lost his wrist watch.
+PROMPT: David was sad. He lost his wrist watch.
 RESPONSE: David was sad to lose his wrist watch.
 
-# SKIPPED (book): "THIS IS ...." — open pair task introducing classmates. Dropped.
+# SKIPPED (book): "THIS IS ...." — open classroom three-person oral introduction practice.
 
-# Source: ST §A Study Schedule
-$SELECT A Study Schedule: Match the Halves
+# Source: ST §A Study Schedule: Matching (l5-s10)
+$SELECT John's Study Plan — Match the Halves
 ID: l5-s10
-INTRO: John has a big test tomorrow and, for once, a plan. Match each sentence beginning to its correct ending.
+INTRO: John has a big test tomorrow and a plan — but the plan arrived in pieces. Match each sentence beginning with its ending; next you'll put the whole schedule in order.
 INSTRUCTION: Tap the ending that completes each sentence.
 OPTION: a | for a big test tomorrow.
 OPTION: b | study again until dinner.
@@ -247,281 +268,367 @@ OPTION: e | rest and watch TV.
 OPTION: f | Al for about three hours.
 OPTION: g | a good study schedule.
 
-TEMPLATE: After lunch he'll
-ANSWER: c
-
-TEMPLATE: First, he'll study with
-ANSWER: f
-
-TEMPLATE: Then he'll go to
-ANSWER: d
-
-TEMPLATE: John is getting ready
-ANSWER: a
-
-TEMPLATE: After dinner he'll
-ANSWER: e
-
-TEMPLATE: Then he'll have lunch and
+TEMPLATE: After lunch he'll ____
 ANSWER: b
 
-TEMPLATE: He thinks this is
+TEMPLATE: First, he'll study with ____
+ANSWER: f
+
+TEMPLATE: Then he'll go to ____
+ANSWER: d
+
+TEMPLATE: John is getting ready ____
+ANSWER: a
+
+TEMPLATE: After dinner he'll ____
+ANSWER: e
+
+TEMPLATE: Then he'll have lunch and ____
+ANSWER: c
+
+TEMPLATE: He thinks this is ____
 ANSWER: g
 
-# Source: ST §A Study Schedule
-$SELECT A Study Schedule: Put It in Order
+# Source: ST §A Study Schedule: Ordering (l5-s11)
+$SELECT John's Study Plan — Put It in Order
 ID: l5-s11
 ORDER
-INTRO: Same schedule, now in pieces. Put the sentences in order to describe John's study day from start to finish.
-INSTRUCTION: Arrange the sentences in the correct order.
-
-TEMPLATE: Arrange the sentences to tell the story.
-OPTION: a | John is getting ready for a big test tomorrow.
+INTRO: Same schedule, new job: arrange the sentences in chronological order. John goes to bed by ten — everything else comes first.
+INSTRUCTION: Arrange the sentences to show John's schedule in order.
+OPTION: a | After lunch he'll study again until dinner.
 OPTION: b | First, he'll study with Al for about three hours.
-OPTION: c | Then he'll have lunch and study again until dinner.
-OPTION: d | After lunch he'll relax for about an hour.
+OPTION: c | Then he'll go to bed by 10 o'clock.
+OPTION: d | John is getting ready for a big test tomorrow.
 OPTION: e | After dinner he'll rest and watch TV.
-OPTION: f | Then he'll go to bed by 10 o'clock.
+OPTION: f | Then he'll have lunch and relax for about an hour.
 OPTION: g | He thinks this is a good study schedule.
-ANSWER: a,b,c,d,e,f,g
 
-# Source: ST §It's...
-$PRODUCE It's / It Takes
+TEMPLATE: What is the correct order of John's schedule?
+ANSWER: d,b,f,a,e,c,g
+
+$SESSION 5-2: Time, Instructions, and Stories
+
+# Source: ST §It's... (l5-s12) — split into one item per gap
+$PRODUCE It's One O'Clock, It's 300 Miles
 ID: l5-s12
-INTRO: Review "it" for time, distance, and weather — what time it is, how far it is, how long it takes. Type the missing words to complete each dialog.
-INSTRUCTION: Type the missing words.
+INTRO: In this part you'll review "it" for time, distance, and weather, join sentences together, give instructions, and finish two stories with missing words. Start here: type the missing "it" words in these short exchanges.
+INSTRUCTION: Type the missing word or words.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: Bob: What time is it?
-TEMPLATE: Alice: ____{It's} one o'clock.
-TEMPLATE: Bob: We have to hurry. We have to check in the hotel before 6 o'clock.
-TEMPLATE: Alice: Well, how far is it to Dallas?
-TEMPLATE: Bob: ____{It's} about 300 miles. It takes about five hours to get there.
-RESPONSE: Bob: What time is it? Alice: It's one o'clock. Bob: We have to hurry. We have to check in the hotel before 6 o'clock. Alice: Well, how far is it to Dallas? Bob: It's about 300 miles. It takes about five hours to get there.
+TEMPLATE: — What time is it?
+TEMPLATE: — ____ one o'clock.
+RESPONSE: It's one o'clock.
+ACCEPT: It's | It is
 
-TEMPLATE: Patsy: Is Pat's new business far from his home?
-TEMPLATE: Tom: No, ____{it's} not very far.
-TEMPLATE: Patsy: ____{Does it take} him long to get to work?
-TEMPLATE: Tom: It's about five miles from his home. It only takes him about ten or fifteen minutes to get there.
-RESPONSE: Patsy: Is Pat's new business far from his home? Tom: No, it's not very far. Patsy: Does it take him long to get to work? Tom: It's about five miles from his home. It only takes him about ten or fifteen minutes to get there.
+TEMPLATE: — We have to hurry. How far is it to Dallas?
+TEMPLATE: — ____ about 300 miles. It takes about five hours to get there.
+RESPONSE: It's about 300 miles. It takes about five hours to get there.
+ACCEPT: It's | It is
 
-TEMPLATE: Kay: The weather is nice today. Yesterday ____{it was} very hot.
-TEMPLATE: Ted: Yes, it was bad. I went to a movie. ____{It was} cool there.
-TEMPLATE: Kay: ____{How far} was it from your house? Did you walk?
-TEMPLATE: Ted: It's about two miles from my house, but I didn't want to walk in the hot weather.
-RESPONSE: Kay: The weather is nice today. Yesterday it was very hot. Ted: Yes, it was bad. I went to a movie. It was cool there. Kay: How far was it from your house? Did you walk? Ted: It's about two miles from my house, but I didn't want to walk in the hot weather.
+TEMPLATE: — Is Pat's new business far from his home?
+TEMPLATE: — No, ____ not very far.
+RESPONSE: No, it's not very far.
+ACCEPT: it's | it is
 
-# Source: ST §Make a New Sentence
-$PRODUCE Combine with a Prepositional Phrase
+TEMPLATE: — ____ him long to get to work?
+TEMPLATE: — No, it only takes him about ten or fifteen minutes.
+RESPONSE: Does it take him long to get to work?
+ACCEPT: Does it take
+
+TEMPLATE: — The weather is nice today. Yesterday ____ very hot.
+RESPONSE: The weather is nice today. Yesterday it was very hot.
+ACCEPT: it was
+
+TEMPLATE: — Yes, it was bad. I went to a movie. ____ cool there.
+RESPONSE: Yes, it was bad. I went to a movie. It was cool there.
+ACCEPT: It was
+
+TEMPLATE: — ____ was it from your house? Did you walk?
+TEMPLATE: — It's about two miles from my house, but I didn't want to walk in the hot weather.
+RESPONSE: How far was it from your house?
+ACCEPT: How far
+
+# SKIPPED (book): "WHAT DID HE SAY?" — teacher-read indirect command drill without printed stimulus lines.
+
+# Source: ST §Make a New Sentence (l5-s13)
+$PRODUCE Make One Sentence
 ID: l5-s13
-INTRO: More sentence combining — this time with a prepositional phrase. "Tom went to the clothing store. It was in the shopping center." becomes one sentence. Say the new sentence aloud.
-INSTRUCTION: Combine the two sentences using a prepositional phrase.
-INPUT: speak
-CHECK: exact
-
-EXAMPLE
-TEMPLATE: Tom went to the clothing store. It was in the shopping center.
-RESPONSE: Tom went to the clothing store in the shopping center.
-
-TEMPLATE: Jan went up on the escalator. It was near the variety store.
-RESPONSE: Jan went up on the escalator near the variety store.
-
-TEMPLATE: Mark parked his car. He parked in the parking lot.
-RESPONSE: Mark parked his car in the parking lot.
-
-TEMPLATE: Bill saw the flat tire. It was on his car.
-RESPONSE: Bill saw the flat tire on his car.
-
-TEMPLATE: Kitty used the vending machine. It was next to the stairs.
-RESPONSE: Kitty used the vending machine next to the stairs.
-
-TEMPLATE: Ned met the salesman for lunch. He met him at a restaurant.
-RESPONSE: Ned met the salesman for lunch at a restaurant.
-
-TEMPLATE: Jane took out the spare tire. She took it from the trunk.
-RESPONSE: Jane took out the spare tire from the trunk.
-
-TEMPLATE: Rick bought some new stamps for his collection. They were from Africa.
-RESPONSE: Rick bought some new stamps for his collection from Africa.
-
-# SKIPPED (book): "WHAT DID HE SAY?" — instructor-read commands where the student must report them ("He said to..."). No printed stimuli.
-
-# Source: ST §Time Clauses
-$PRODUCE Time Clauses
-ID: l5-s14
-INTRO: Join each pair of sentences with the time word in parentheses — after, when, until, while, before. Think about which action the time word really belongs to; Frank washes his hands after the tire, not before.
-INSTRUCTION: Combine the two sentences using the word in parentheses.
+INTRO: Two sentences, one prepositional phrase. Listen to each pair and say them as one sentence — like "Tom went to the clothing store in the shopping center."
+INSTRUCTION: Combine the two sentences into one, using a prepositional phrase.
 INPUT: speak
 CHECK: llm
-RUBRIC: Accept either clause order (e.g., "After Mary brushed her teeth, she ate breakfast" OR "Mary ate breakfast after she brushed her teeth"), as long as the subordinating conjunction is attached to the logically correct clause.
+RUBRIC: Accept the model or any correct single sentence combining both facts with a prepositional phrase attached to the right word.
 
-TEMPLATE: Mary brushed her teeth. She ate breakfast. (after)
-RESPONSE: After Mary brushed her teeth, she ate breakfast.
+EXAMPLE
+PROMPT: Tom went to the clothing store. It was in the shopping center.
+RESPONSE: Tom went to the clothing store in the shopping center.
 
-TEMPLATE: The teacher came in. The students were studying. (when)
-RESPONSE: The students were studying when the teacher came in.
+PROMPT: Jan went up on the escalator. It was near the variety store.
+RESPONSE: Jan went up on the escalator near the variety store.
 
-TEMPLATE: David doesn't eat. He goes home. (until)
+PROMPT: Mark parked his car. He parked in the parking lot.
+RESPONSE: Mark parked his car in the parking lot.
+
+PROMPT: Bill saw the flat tire. It was on his car.
+RESPONSE: Bill saw the flat tire on his car.
+
+PROMPT: Kitty used the vending machine. It was next to the stairs.
+RESPONSE: Kitty used the vending machine next to the stairs.
+
+PROMPT: Ned met the salesman for lunch. He met him at a restaurant.
+RESPONSE: Ned met the salesman for lunch at a restaurant.
+
+PROMPT: Jane took out the spare tire. She took it from the trunk.
+RESPONSE: Jane took out the spare tire from the trunk.
+
+PROMPT: Rick bought some new stamps for his collection. They were from Africa.
+RESPONSE: Rick bought some new stamps from Africa for his collection.
+
+# Source: ST §After, When, Until, While, Before (l5-s14)
+$PRODUCE Join with a Time Word
+ID: l5-s14
+INTRO: Join each pair of sentences with the time word shown on screen — "after", "when", "until", "while", or "before". Say the new sentence aloud.
+INSTRUCTION: Combine the two sentences using the time word shown.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept either clause order; using the given time word with correct verb forms and the right meaning is the point.
+
+PROMPT: Mary brushed her teeth. She ate breakfast.
+TEMPLATE: (after)
+RESPONSE: Mary brushed her teeth after she ate breakfast.
+
+PROMPT: The teacher came in. The students were studying.
+TEMPLATE: (when)
+RESPONSE: The teacher came in when the students were studying.
+
+PROMPT: David doesn't eat. He goes home.
+TEMPLATE: (until)
 RESPONSE: David doesn't eat until he goes home.
 
-TEMPLATE: Meg listens to the radio. She cooks dinner. (while)
+PROMPT: Meg listens to the radio. She cooks dinner.
+TEMPLATE: (while)
 RESPONSE: Meg listens to the radio while she cooks dinner.
 
-TEMPLATE: Dottie will go to Paris. She will learn French. (before)
+PROMPT: Dottie will go to Paris. She will learn French.
+TEMPLATE: (before)
 RESPONSE: Dottie will learn French before she goes to Paris.
 
-TEMPLATE: Frank washed his hands. He changed the tire. (after)
-RESPONSE: After Frank changed the tire, he washed his hands.
+PROMPT: Frank washed his hands. He changed the tire.
+TEMPLATE: (after)
+RESPONSE: Frank washed his hands after he changed the tire.
 
-TEMPLATE: Fred read the book. He saw the movie. (before)
+PROMPT: Fred read the book. He saw the movie.
+TEMPLATE: (before)
 RESPONSE: Fred read the book before he saw the movie.
 
-TEMPLATE: John left. The class ended. (when)
+PROMPT: John left. The class ended.
+TEMPLATE: (when)
 RESPONSE: John left when the class ended.
 
-# Source: ST §What Do I Do?
-$SELECT How to Use the Machine (A)
+# Source: ST §What Do I Do? (Snack Machine) (l5-s15)
+$SELECT Using the Snack Machine
 ID: l5-s15
 ORDER
-INTRO: Someone is standing in front of a vending machine, hungry and confused. Put the sentences in order — from the question to the snack.
+INTRO: You're hungry and facing a snack machine. Put the instructions in the right order — money first, snack last.
 INSTRUCTION: Arrange the steps in the correct order.
-
-TEMPLATE: Arrange the steps in the correct order.
-OPTION: a | How do you use this machine?
+OPTION: a | Then make your selection.
 OPTION: b | First, put the money in the slot.
-OPTION: c | Then make your selection.
-OPTION: d | Push the button.
-OPTION: e | Then wait until the snack drops.
-OPTION: f | Lift the door.
-ANSWER: a,b,c,d,e,f
+OPTION: c | How do you use this machine?
+OPTION: d | Lift the door.
+OPTION: e | Push the button.
+OPTION: f | Then wait until the snack drops.
 
-# Source: ST §What Do I Do?
-$SELECT How to Use the Machine (B)
+TEMPLATE: How do you operate the snack machine?
+ANSWER: c,b,a,e,f,d
+
+# Source: ST §What Do I Do? (Vending Machine) (l5-s16)
+$SELECT Using the Vending Machine
 ID: l5-s16
 ORDER
-INTRO: Another machine, another set of steps. Put them in order — money first, prize last, as always.
+INTRO: Another machine, another set of steps. Put them in order, starting with the question.
 INSTRUCTION: Arrange the steps in the correct order.
+OPTION: a | Pull the knob.
+OPTION: b | Get it out here.
+OPTION: c | Please tell me how to operate this.
+OPTION: d | Put your money in the slot.
+OPTION: e | Get the exact change.
 
-TEMPLATE: Arrange the steps in the correct order.
-OPTION: a | Please tell me how to operate this.
-OPTION: b | Get the exact change.
-OPTION: c | Put your money in the slot.
-OPTION: d | Pull the knob.
-OPTION: e | Get it out here.
-ANSWER: a,b,c,d,e
+TEMPLATE: How do you operate this machine?
+ANSWER: c,e,d,a,b
 
-$LESSON 5-3: Outlines, Missing Words, and Future Time
+# Source: ST §Reading: Family Businesses (l5-s17-r)
+$GRAMMAR Reading: Family Businesses
+ID: l5-s17-r
+READING
+INTRO: Read about Mark's family — everyone owns a business except Mark, who is still hoping. The flow chart maps it all out; you'll fill in an outline next.
 
-# Source: ST §Family Businesses
-$DIALOGUE Family Businesses
-ID: l5-s17
-INTRO: Last part of the review: outlines, fill-in stories, and future time. Start by listening to a paragraph about Mark's family — everyone owns a business except Mark, so far. You'll outline it next.
-INSTRUCTION: Listen to the paragraph.
+![A flow chart titled Family Businesses showing three main branches for Tony, Mike, and Lory](st-page_175_001.jpg)
 
-LINE: Mark's brothers and sister own their own companies.
-LINE: His brother Tony owns a tire company. He sells tires and small auto parts.
-LINE: His other brother Mike owns a collection agency. His business is very good.
-LINE: He collects money for some large department stores, a bank, and his brother's tire store.
-LINE: Their sister Lory has a book store.
-LINE: She sells books, magazines, and newspapers from around the world.
-LINE: Mark is the youngest of the three brothers and sister.
-LINE: He hopes he'll be able to have his own business, too.
+CARD: Mark's brothers and sister own their own companies. His brother Tony owns a tire company. He sells tires and small auto parts. His other brother Mike owns a collection agency. His business is very good. He collects money for some large department stores, a bank, and his brother's tire store. Their sister Lory has a book store. She sells books, magazines, and newspapers from around the world. Mark is the youngest of the three brothers and sister. He hopes he'll be able to have his own business, too.
 
-# Source: ST §Outline It!
+# Source: ST §Outline It! (l5-s17)
 $PRODUCE Outline the Family Businesses
-ID: l5-s18
-REFERENCE
-INTRO: Now fill in the outline — who owns what, and what each business sells or collects. Look back at the paragraph whenever you need to.
-INSTRUCTION: Fill in the outline based on the paragraph.
+ID: l5-s17
+REFERENCE: l5-s17-r
+INTRO: Fill in the outline: each person's business, plus what it sells or who it serves. Short answers from the reading — open it whenever you need it.
+INSTRUCTION: Type a short answer in each slot of the outline.
 INPUT: type
 CHECK: exact
 
 TEMPLATE: Family Businesses
-SLOT: 1 | Brother Tony | Tony's tire company
-SLOT: 2 | Item sold | tires
-SLOT: 2 | Item sold | small auto parts
-SLOT: 1 | Brother Mike | Mike's collection agency
-SLOT: 2 | Collects for | large department stores
-SLOT: 2 | Collects for | a bank
-SLOT: 2 | Collects for | his brother's tire store
-SLOT: 1 | Sister Lory | Lory's book store
-SLOT: 2 | Item sold | books
-SLOT: 2 | Item sold | magazines
-SLOT: 2 | Item sold | newspapers
+SLOT: 1 | Tony's business | tire company
+SLOT: 2 | First item sold | tires
+SLOT: 2 | Second item sold | small auto parts
+SLOT: 1 | Mike's business | collection agency
+SLOT: 2 | First client | department stores
+SLOT: 2 | Second client | a bank
+SLOT: 2 | Third client | tire store
+SLOT: 1 | Lory's business | book store
+SLOT: 2 | First item sold | books
+SLOT: 2 | Second item sold | magazines
+SLOT: 2 | Third item sold | newspapers
 
-# Source: ST §Everyone Can Go!
-$PRODUCE Everyone Can Go!
-ID: l5-s19
-INTRO: Mary works at the family store and is getting married on Saturday. Type the missing words to complete the story — it has a happy ending, since this week Mary is the boss.
-INSTRUCTION: Type the missing words.
-INPUT: type
-CHECK: exact
+# Source: ST §Everyone Can Go! (l5-s18) — word-bank cloze recast as $SELECT with shared pool
+$SELECT Everyone Can Go!
+ID: l5-s18
+INTRO: This is Mary's story, told one sentence at a time — the gapped sentences are the story. Tap the word or phrase from the bank that completes each one.
+INSTRUCTION: Tap the word that completes the sentence.
+OPTION: a | company
+OPTION: b | covers
+OPTION: c | boss
+OPTION: d | out of
+OPTION: e | famous
+OPTION: f | marriage
+OPTION: g | it takes
+OPTION: h | is supposed to
+OPTION: i | be able to
+OPTION: j | common
 
-TEMPLATE: Mary works for the family ____{company|store|business}. The store sells towels, sheets, bed ____{covers} and pillows. Her dad is the ____{boss}. When he's ____{out of} town, she does his job.
-RESPONSE: Mary works for the family company. The store sells towels, sheets, bed covers and pillows. Her dad is the boss. When he's out of town, she does his job.
+TEMPLATE: Mary works for the family ____.
+ANSWER: a
+FEEDBACK: Mary works for the family company.
 
-TEMPLATE: Next Saturday Mary is going to marry a famous writer. The ____{marriage|wedding} will be in another town. ____{It takes} two hours to get there from the store.
-RESPONSE: Next Saturday Mary is going to marry a famous writer. The marriage will be in another town. It takes two hours to get there from the store.
+TEMPLATE: The store sells towels, sheets, bed ____ and pillows.
+ANSWER: b
+FEEDBACK: The store sells towels, sheets, bed covers and pillows.
 
-TEMPLATE: All the people in the store want to go to the wedding, but the store ____{is supposed to|has to|must|needs to} stay open until nine o'clock on Saturday night. They won't ____{be able to} go.
-RESPONSE: All the people in the store want to go to the wedding, but the store is supposed to stay open until nine o'clock on Saturday night. They won't be able to go.
+TEMPLATE: Her dad is the ____.
+ANSWER: c
+FEEDBACK: Her dad is the boss.
 
-TEMPLATE: It's not a ____{common|usual|normal} thing, but this week Mary's father is ____{out of} town. Mary's the ____{boss}! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
-RESPONSE: It's not a common thing, but this week Mary's father is out of town. Mary's the boss! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
+TEMPLATE: When he's ____ town, she does his job.
+ANSWER: d
+FEEDBACK: When he's out of town, she does his job.
 
-# Source: ST §He Can't Go!
+TEMPLATE: Next Saturday Mary is going to marry a ____ writer.
+ANSWER: e
+FEEDBACK: Next Saturday Mary is going to marry a famous writer.
+
+TEMPLATE: The ____ will be in another town.
+ANSWER: f
+FEEDBACK: The marriage will be in another town.
+
+TEMPLATE: ____ two hours to get there from the store.
+ANSWER: g
+FEEDBACK: It takes two hours to get there from the store.
+
+TEMPLATE: All the people in the store want to go to the wedding, but the store ____ stay open until nine o'clock on Saturday night.
+ANSWER: h
+FEEDBACK: All the people in the store want to go to the wedding, but the store is supposed to stay open until nine o'clock on Saturday night.
+
+TEMPLATE: They won't ____ go.
+ANSWER: i
+FEEDBACK: They won't be able to go.
+
+TEMPLATE: It's not a ____ thing.
+ANSWER: j
+FEEDBACK: It's not a common thing.
+
+TEMPLATE: But this week Mary's father is ____ town.
+ANSWER: d
+FEEDBACK: But this week Mary's father is out of town.
+
+TEMPLATE: Mary's the ____! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
+ANSWER: c
+FEEDBACK: Mary's the boss! She said to the people, "Next Saturday the store will close. Everyone can go to my wedding."
+
+# Source: ST §He Can't Go! (l5-s19)
 $PRODUCE He Can't Go!
-ID: l5-s20
-INTRO: Mark leaves for Rome tomorrow but can't pick up his own tickets — his boss won't let him. Complete the story with the missing words and find out who ends up going to the airport.
-INSTRUCTION: Type the missing words.
+ID: l5-s19
+INTRO: Mark needs his airline tickets and can't get them himself — a whole story of favors. Type the missing words in each line of the story.
+INSTRUCTION: Type the missing word or words in each gap.
 INPUT: type
 CHECK: exact
 
-TEMPLATE: Mark ____{leaves} for Rome tomorrow. He ____{is supposed to} pick up his tickets at the airport today, but he ____{is} not ____{able to} do it. His boss won't ____{let} him.
-RESPONSE: Mark leaves for Rome tomorrow. He is supposed to pick up his tickets at the airport today, but he is not able to do it. His boss won't let him.
+TEMPLATE: Mark ____{leaves} for Rome tomorrow.
+RESPONSE: Mark leaves for Rome tomorrow.
 
-TEMPLATE: He asked Jack, "____{Would|Could|Can} you please pick my tickets up for me?" Jack said, "I'm sorry, but I ____{can't}. ____{Would|Do} you ____{mind} asking Jane?" "OK, ____{I'll|I will} ask Jane."
-RESPONSE: He asked Jack, "Would you please pick my tickets up for me?" Jack said, "I'm sorry, but I can't. Would you mind asking Jane?" "OK, I'll ask Jane."
+TEMPLATE: He ____{is supposed to} pick up his tickets at the airport today, but he ____{is} not ____{able to} do it.
+RESPONSE: He is supposed to pick up his tickets at the airport today, but he is not able to do it.
 
-TEMPLATE: Jane said, "I'll be happy ____{to go|to help}, but you'll have to tell me ____{how to} get there. Do you think ____{it|this|that} will ____{take} a long time?" "No, ____{it takes} only ____{about} 15 minutes."
-RESPONSE: Jane said, "I'll be happy to go, but you'll have to tell me how to get there. Do you think it will take a long time?" "No, it takes only about 15 minutes."
+TEMPLATE: His boss won't ____{let} him.
+RESPONSE: His boss won't let him.
 
-TEMPLATE: "Okay. What time is it now?" "____{It} is 4 o'clock." "Good! I can leave now and return before ____{supper|dinner|5 o'clock|5}."
-RESPONSE: "Okay. What time is it now?" "It is 4 o'clock." "Good! I can leave now and return before supper."
+TEMPLATE: He asked Jack, "____{Could|Would} you please pick my tickets up for me?"
+RESPONSE: He asked Jack, "Could you please pick my tickets up for me?"
 
-# Source: ST §The Show Begins at 8 O'Clock Tomorrow
-$PRODUCE Present Tense for Future Time
-ID: l5-s21
-INTRO: Last activity of the week. Scheduled events can use the present tense for future time: "The show will begin at 8 o'clock tomorrow" becomes "The show begins at 8 o'clock tomorrow." Change each sentence aloud — and that's the whole lesson reviewed. Nicely done.
-INSTRUCTION: Change the sentence with "will" to the present tense.
+TEMPLATE: Jack said, "I'm sorry, but I ____{can't}."
+RESPONSE: Jack said, "I'm sorry, but I can't."
+
+TEMPLATE: "____{Would} you ____{mind} asking Jane?"
+RESPONSE: "Would you mind asking Jane?"
+
+TEMPLATE: "OK, ____{I'll} ask Jane."
+RESPONSE: "OK, I'll ask Jane."
+
+TEMPLATE: Jane said, "I'll be happy ____{to go}, but you'll have to tell me ____{how to} get there."
+RESPONSE: Jane said, "I'll be happy to go, but you'll have to tell me how to get there."
+
+TEMPLATE: "Do you think ____{it} will ____{take} a long time?"
+RESPONSE: "Do you think it will take a long time?"
+
+TEMPLATE: "No, ____{it} only ____{takes} 15 minutes."
+RESPONSE: "No, it only takes 15 minutes."
+
+TEMPLATE: "Okay. What time is it now?" "____{It} is 4 o'clock."
+RESPONSE: "Okay. What time is it now?" "It is 4 o'clock."
+
+TEMPLATE: "Good! I can leave now and return before ____{supper}."
+RESPONSE: "Good! I can leave now and return before supper."
+
+# Source: ST §The Show Begins at 8 o'Clock Tomorrow (l5-s20)
+$PRODUCE The Show Begins at Eight
+ID: l5-s20
+INTRO: Scheduled events can use the present tense for future time: "The show begins at 8 o'clock tomorrow." Listen to each "will" sentence and say it in the present tense. Last activity of the lesson — finish strong.
+INSTRUCTION: Say the sentence in the present tense form for future time.
 INPUT: speak
-CHECK: exact
+CHECK: reveal
 
 EXAMPLE
-TEMPLATE: The show will begin at 8 o'clock tomorrow.
+PROMPT: The show will begin at 8 o'clock tomorrow.
 RESPONSE: The show begins at 8 o'clock tomorrow.
 
-TEMPLATE: Jack will go to work at noon today.
+PROMPT: Jack will go to work at noon today.
 RESPONSE: Jack goes to work at noon today.
 
-TEMPLATE: The class will graduate next Thursday.
+PROMPT: The class will graduate next Thursday.
 RESPONSE: The class graduates next Thursday.
 
-TEMPLATE: What time will the game start?
+PROMPT: What time will the game start?
 RESPONSE: What time does the game start?
 
-TEMPLATE: The movie will end in ten minutes.
+PROMPT: The movie will end in ten minutes.
 RESPONSE: The movie ends in ten minutes.
 
-TEMPLATE: Charlie will get home early this evening.
+PROMPT: Charlie will get home early this evening.
 RESPONSE: Charlie gets home early this evening.
 
-TEMPLATE: The train will leave at midnight tonight.
+PROMPT: The train will leave at midnight tonight.
 RESPONSE: The train leaves at midnight tonight.
 
-TEMPLATE: The plane will take off for New York at seven.
+PROMPT: The plane will take off for New York at seven.
 RESPONSE: The plane takes off for New York at seven.
 
-TEMPLATE: The Smiths will arrive this afternoon.
+PROMPT: The Smiths will arrive this afternoon.
 RESPONSE: The Smiths arrive this afternoon.
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