diff --git a/book-9-lesson-1.module b/book-9-lesson-1.module index 63527a2f..21dc238e 100644 --- a/book-9-lesson-1.module +++ b/book-9-lesson-1.module @@ -1,146 +1,142 @@ -$MODULE Book 9 · Lesson 1: I'd Like to Open an Account {st-page_009_001.jpg} +$MODULE Book 9 · Lesson 1: I'd Like to Open an Account {st-page_009_001.jpg|An illustration of a busy bank lobby showing customers interacting with tellers and bank staff at various service counters} FORMAT: 2 -DESCRIPTION: Bank vocabulary and transactions, the present progressive for future plans, giving reasons with "because", and linking verbs with tastes. +DIOCO_DOC_ID: alc_book9_lesson1 +DESCRIPTION: Banking and identification vocabulary, future plans with the present progressive, reasons with "because", and describing things with "taste", "look", "feel", "sound", and "smell". 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: Mark | charon | Male customer -VOICE: Woman | gacrux | Female bank clerk -VOICE: Student | achird | Student -VOICE: Jack | iapetus | Male speaker -VOICE: Fred | orus | Male speaker -VOICE: Mike | puck | Male speaker -VOICE: Lou | alnilam | Male speaker -VOICE: Jim | rasalgethi | Male speaker -VOICE: Ray | schedar | Male speaker -VOICE: Brad | umbriel | Male speaker +VOICE: Mark | charon | Male speaker +VOICE: Clerk | aoede | Female bank clerk +VOICE: Student | achird | Male student +VOICE: Woman | aoede | Female bank clerk +VOICE: Jack | schedar | Male speaker +VOICE: Fred | achird | Male speaker +VOICE: Mike | charon | Male speaker +VOICE: Lou | orus | Male speaker +VOICE: Jim | iapetus | Male speaker +VOICE: Ray | orus | Male speaker +VOICE: Brad | charon | Male speaker VOICE: John | achird | Male speaker -VOICE: Teller | aoede | Female bank teller -VOICE: Mrs_Morris | gacrux | Female customer -VOICE: Lt_Andrews | schedar | Male speaker -VOICE: Capt_Miles | achird | Male speaker -VOICE: Tom | iapetus | Male speaker -VOICE: Stan | charon | Male speaker -VOICE: Pat | aoede | Female speaker +VOICE: Teller | gacrux | Female bank teller +VOICE: Mrs_Morris | aoede | Female customer +VOICE: Lt_Andrews | schedar | Male officer +VOICE: Capt_Miles | charon | Male officer +VOICE: Tom | schedar | Male speaker +VOICE: Stan | iapetus | Male speaker +VOICE: Pat | achernar | Female speaker VOICE: Tim | achird | Male speaker -VOICE: Ted | alnilam | Male speaker -VOICE: Nancy | gacrux | Female speaker -VOICE: Ellen | sulafat | Female speaker -VOICE: Bob | umbriel | Male speaker -VOICE: Lt_Sands | charon | Male speaker -VOICE: Lt_Reed | achird | Male speaker -VOICE: Rita | aoede | Female speaker -VOICE: Lori | achernar | Female speaker -VOICE: Allen | charon | Male speaker -VOICE: Roger | fenrir | Male speaker -VOICE: Peter | achird | Male speaker -VOICE: Harry | achird | Male speaker -VOICE: Kevin | achird | Male speaker -VOICE: Lt_Jones | achird | Male speaker -VOICE: Capt_Smith | schedar | Male speaker +VOICE: Ted | achird | Male speaker +VOICE: Nancy | aoede | Female speaker +VOICE: Ellen | gacrux | Female speaker +VOICE: Bob | charon | Male speaker +VOICE: Lt_Sands | orus | Male officer +VOICE: Lt_Reed | iapetus | Male officer +VOICE: Rita | sulafat | Female speaker +VOICE: Lori | leda | Female speaker +VOICE: Allen | schedar | Male speaker +VOICE: Roger | orus | Male speaker +VOICE: Peter | iapetus | Male speaker +VOICE: Harry | schedar | Male speaker +VOICE: Kevin | charon | Male speaker +VOICE: Lt_Jones | orus | Male officer +VOICE: Capt_Smith | achird | Male officer VOICE: Ed | achird | Male speaker VOICE: Narrator | achird | speaker (auto) -$SESSION 1-1: At the Bank — Words and Conversations +# NOTE (binding repair note dbe149b): Lesson 1C was never converted — the "Lesson 1C" +# source file is only the printed answer key. This master assembles 9-1 from LLA 1A/1B/1D + ST Lesson 1. + +$SESSION 1-1: At the Bank — New Words # Source: LLA 1A Figure 1 -$DIALOGUE Bank Words: Forms and Signatures +$DIALOGUE ID Cards and Forms ID: 9-1a-f1 -INTRO: In this lesson you'll learn to handle a bank in English — open accounts, make deposits and withdrawals — and to talk about future plans and reasons. First, the paperwork. Listen and repeat each word in its sentence. -INSTRUCTION: Listen and repeat each sentence. +INTRO: In this lesson you'll learn to handle a bank in English — open accounts, cash checks, fill out forms — and later to talk about plans, give reasons, and say how things taste. First, some words about ID cards and forms. Listen and repeat each one. +INSTRUCTION: Listen and repeat each word, sentence, and dialogue. REPEAT VOCAB: ID card -LINE: I need a new ID card. {page_011_001.jpg} {bk09-l1a-f1-01.mp3} +LINE: I need a new ID card. {page_011_001.jpg|An identification card showing a photograph of a male officer named Robert B. White with text United States Uniformed Services} {bk09-l1a-f1-01.mp3} VOCAB: form -LINE: Here's a form. {page_011_002.jpg} {bk09-l1a-f1-02.mp3} +LINE: Here's a form. {page_011_002.jpg|An application form containing blank fields for Family Name, First, Middle, Address, City, State, Telephone, Date of Birth, and Signature} {bk09-l1a-f1-02.mp3} VOCAB: to fill out -LINE: Fill out the form. {page_011_003.jpg} {bk09-l1a-f1-03.mp3} +LINE: Fill out the form. {page_011_003.jpg|A hand holding a pen filling in a line on a form starting with "Smith"} {bk09-l1a-f1-03.mp3} VOCAB: signature -LINE: Put your signature on the bottom line. {page_011_004.jpg} {bk09-l1a-f1-04.mp3} - -# Source: LLA 1A Figure 1 (dialogue + story) -$DIALOGUE Mark Needs a New ID Card -ID: 9-1a-f1-b -INTRO: Mark's ID card has seen better days. Listen to how he asks for a new one — just listen, no repeating yet. -INSTRUCTION: Listen. +LINE: Put your signature on the bottom line. {page_011_004.jpg|A handwritten signature reading "Mark C. Smith" above a printed line labeled "Signature"} {bk09-l1a-f1-04.mp3} Mark: Can you help me? I need a new ID card. {bk09-l1a-f1-05.mp3} -Woman: Yes, I can help you. Here's a form. Fill out the form and put your signature on the bottom line. {bk09-l1a-f1-06.mp3} +Clerk: Yes, I can help you. Here's a form. Fill out the form and put your signature on the bottom line. {bk09-l1a-f1-06.mp3} -Narrator: Mark needs a new ID card. The person at the desk gives him a form. He fills out the form and puts his signature on the bottom line. {bk09-l1a-f1-07.mp3} +LINE: Mark needs a new ID card. {bk09-l1a-f1-07.mp3} +LINE: The person at the desk gives him a form. {bk09-l1a-f1-08.mp3} +LINE: He fills out the form and puts his signature on the bottom line. {bk09-l1a-f1-09.mp3} -# Source: LLA 1A Figure 1 (Q&A) -$PRODUCE Questions: Mark's ID Card -ID: 9-1a-f1-c -REFERENCE -INTRO: Four questions about Mark. Answer each one aloud in a full sentence — open the dialogue again if you need it — then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +# Source: LLA 1A Figure 1 +$PRODUCE Questions about the Form +ID: 9-1a-f1-qa +REFERENCE: 9-1a-f1 +INTRO: Four quick questions about Mark and his form. Answer each one aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: reveal REPEAT -PROMPT: What does Mark need? {bk09-l1a-f1-08-q.mp3} -RESPONSE: He needs a new ID card. {bk09-l1a-f1-08-a.mp3} +PROMPT: What does Mark need? {bk09-l1a-f1-10-q.mp3} +RESPONSE: He needs a new ID card. {bk09-l1a-f1-10-a.mp3} -PROMPT: What does the person at the desk give Mark? {bk09-l1a-f1-09-q.mp3} -RESPONSE: The person gives Mark a form. {bk09-l1a-f1-09-a.mp3} +PROMPT: What does the person at the desk give Mark? {bk09-l1a-f1-11-q.mp3} +RESPONSE: The person gives Mark a form. {bk09-l1a-f1-11-a.mp3} -PROMPT: What does Mark do with the form? {bk09-l1a-f1-10-q.mp3} -RESPONSE: He fills it out. {bk09-l1a-f1-10-a.mp3} +PROMPT: What does Mark do with the form? {bk09-l1a-f1-12-q.mp3} +RESPONSE: He fills it out. {bk09-l1a-f1-12-a.mp3} -PROMPT: What does Mark write on the bottom line of the form? {bk09-l1a-f1-11-q.mp3} -RESPONSE: He writes his signature on the bottom line. {bk09-l1a-f1-11-a.mp3} +PROMPT: What does Mark write on the bottom line of the form? {bk09-l1a-f1-13-q.mp3} +RESPONSE: He writes his signature on the bottom line. {bk09-l1a-f1-13-a.mp3} # Source: LLA 1A Figure 2 -$DIALOGUE Bank Words: Accounts and Cash +$DIALOGUE Opening a Bank Account ID: 9-1a-f2 -INTRO: Six words for opening bank accounts — the kind for spending and the kind for not spending. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. +INTRO: Mark is at the bank to open an account — two accounts, actually. Listen to the new words and the conversation, and repeat each line. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: to open an account -LINE: I want to open an account at this bank. {page_012_001.jpg} {bk09-l1a-f2-01.mp3} +LINE: I want to open an account at this bank. {page_012_001.jpg|A customer talking to a teller at a bank desk under a sign reading "INFORMATION" and near a sign reading "NEW ACCOUNTS"} {bk09-l1a-f2-01.mp3} VOCAB: checking account -LINE: I want to open a checking account. {page_012_002.jpg} {bk09-l1a-f2-02.mp3} +LINE: I want to open a checking account. {page_012_002.jpg|Hands holding a pen and writing in a checkbook register} {bk09-l1a-f2-02.mp3} VOCAB: cash -LINE: Mark doesn't want to pay for everything with cash. {page_012_003.jpg} {bk09-l1a-f2-03.mp3} +LINE: Mark doesn't want to pay for everything with cash. {page_012_003.jpg|A collection of U.S. dollar bills spread out next to a pile of coins} {bk09-l1a-f2-03.mp3} VOCAB: checkbook -LINE: The bank clerk gave Mark a checkbook. {page_012_004.jpg} {bk09-l1a-f2-04.mp3} +LINE: The bank clerk gave Mark a checkbook. {page_012_004.jpg|A open checkbook showing transaction entries and a blank check at the bottom} {bk09-l1a-f2-04.mp3} VOCAB: savings account -LINE: I also want to open a savings account. {page_012_005.jpg} {bk09-l1a-f2-05.mp3} +LINE: I also want to open a savings account. {page_012_005.jpg|Bank documents including a savings account passbook and deposit slip for XYZ National Bank} {bk09-l1a-f2-05.mp3} VOCAB: to save -LINE: I want to save some money for a trip. {page_012_005.jpg} {bk09-l1a-f2-06.mp3} - -# Source: LLA 1A Figure 2 (dialogue) -$DIALOGUE Mark Opens an Account -ID: 9-1a-f2-b -INTRO: Mark is at the bank, opening not one account but two. Listen to how he and the clerk sort it out. -INSTRUCTION: Listen. +LINE: I want to save some money for a trip. {page_012_005.jpg|Bank documents including a savings account passbook and deposit slip for XYZ National Bank} {bk09-l1a-f2-06.mp3} Mark: Can you help me? I want to open an account at this bank. {bk09-l1a-f2-07.mp3} -Woman: Yes. What kind of account do you want to open? {bk09-l1a-f2-08.mp3} +Clerk: Yes. What kind of account do you want to open? {bk09-l1a-f2-08.mp3} Mark: I want to open a checking account. I don't want to pay for everything with cash. {bk09-l1a-f2-09.mp3} -Woman: Yes, I understand. Fill out this form for a checking account, and I'll get you a checkbook. {bk09-l1a-f2-10.mp3} +Clerk: Yes, I understand. Fill out this form for a checking account, and I'll get you a checkbook. {bk09-l1a-f2-10.mp3} Mark: I also want to open a savings account because I want to save money for a trip. {bk09-l1a-f2-11.mp3} -Woman: Okay. Fill out this form, and I'll give you a savings account number. {bk09-l1a-f2-12.mp3} +Clerk: Okay. Fill out this form, and I'll give you a savings account number. {bk09-l1a-f2-12.mp3} -# Source: LLA 1A Figure 2 (Q&A) -$PRODUCE Questions: Mark at the Bank -ID: 9-1a-f2-c -REFERENCE -INTRO: Seven questions about Mark's visit to the bank. Answer aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +# Source: LLA 1A Figure 2 +$PRODUCE Questions about Mark's Accounts +ID: 9-1a-f2-qa +REFERENCE: 9-1a-f2 +INTRO: Now check what happened at the bank. Answer each question aloud in a complete sentence, then listen and repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: reveal REPEAT @@ -167,23 +163,23 @@ PROMPT: What did the clerk give Mark when he opened a savings account? {bk09-l1a RESPONSE: The clerk gave Mark an account number. {bk09-l1a-f2-19-a.mp3} # Source: LLA 1A Figure 3 -$DIALOGUE Bank Words: Deposits and Passports +$DIALOGUE Passports and Deposits ID: 9-1a-f3 -INTRO: More bank words — deposits, passports, and keeping your money where no one else can get it. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. +INTRO: Mark is planning a trip, so he needs a passport — and money that stays where he put it. Listen to the new words and sentences, and repeat them. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: passport -LINE: Mark will get a passport for his trip. {page_013_001.jpg} {bk09-l1a-f3-01.mp3} +LINE: Mark will get a passport for his trip. {page_013_001.jpg|A United States passport showing the official seal and the text 'United States of America'} {bk09-l1a-f3-01.mp3} VOCAB: bill -LINE: Mark will pay for the passport with a $50 bill. {page_013_002.jpg} {bk09-l1a-f3-02.mp3} +LINE: Mark will pay for the passport with a $50 bill. {page_013_002.jpg|A 50 dollar US bill showing 'THE UNITED STATES OF AMERICA' and 'FIFTY DOLLARS'} {bk09-l1a-f3-02.mp3} -VOCAB: deposit -LINE: Mark will deposit $100 in his savings account. {page_013_003.jpg} {bk09-l1a-f3-03.mp3} +VOCAB: to deposit +LINE: Mark will deposit $100 in his savings account. {page_013_003.jpg|A blank savings account deposit slip form from ABC BANK} {bk09-l1a-f3-03.mp3} VOCAB: deposit slip -LINE: Mark must fill out a deposit slip to put the $100 in his savings account. {page_013_003.jpg} {bk09-l1a-f3-04.mp3} +LINE: Mark must fill out a deposit slip to put the $100 in his savings account. {page_013_003.jpg|A blank savings account deposit slip form from ABC BANK} {bk09-l1a-f3-04.mp3} LINE: Mark will save money for a trip. {bk09-l1a-f3-05.mp3} @@ -196,32 +192,36 @@ LINE: Mark will get his passport right away. {bk09-l1a-f3-07.mp3} VOCAB: information LINE: Mark's passport has information about him. {bk09-l1a-f3-08.mp3} -# Source: LLA 1A Figure 3 (dictation) -$PRODUCE Dictation: Saving Money -ID: 9-1a-f3-b +# Source: LLA 1A Figure 3 +$PRODUCE Type What You Hear +ID: 9-1a-f3-dictation +INTRO: Now use your ears and your keyboard. For each cue word on the screen, listen to the sentences and type exactly what you hear. +INSTRUCTION: Type the complete sentence you hear. INPUT: type CHECK: exact -INTRO: Dictation. You'll hear two short sentences at a time — type exactly what you hear, then listen again to check. -INSTRUCTION: Type the sentences you hear. +TEMPLATE: save PROMPT: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3} RESPONSE: Mark will save money for a trip. He won't spend it. {bk09-l1a-f3-09.mp3} +TEMPLATE: safe PROMPT: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3} RESPONSE: His money is safe in the bank. No one will take it. {bk09-l1a-f3-10.mp3} +TEMPLATE: right away PROMPT: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3} RESPONSE: Mark will get his passport right away. He won't wait. {bk09-l1a-f3-11.mp3} +TEMPLATE: information PROMPT: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3} RESPONSE: Mark's passport will have information about Mark. It will have his home address. {bk09-l1a-f3-12.mp3} -# Source: LLA 1A Figure 3 (Q&A) -$PRODUCE Questions: Safe in the Bank -ID: 9-1a-f3-c -REFERENCE -INTRO: Three quick questions about Mark's money. Answer aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +# Source: LLA 1A Figure 3 +$PRODUCE Questions about Mark's Money +ID: 9-1a-f3-qa +REFERENCE: 9-1a-f3 +INTRO: Three questions about Mark's money and passport — you just typed the answers, so this should feel comfortable. Answer aloud, then repeat the model. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: reveal REPEAT @@ -235,207 +235,348 @@ RESPONSE: No. He will save money for a trip. He won't spend it. {bk09-l1a-f3-14- PROMPT: Can someone take Mark's money from the bank? {bk09-l1a-f3-15-q.mp3} RESPONSE: No. His money is safe in the bank. {bk09-l1a-f3-15-a.mp3} -# Source: LLA 1A Figure 4 (Conversation 1) -$DIALOGUE Conversation: Opening a Checking Account -ID: 9-1a-f4-c1 -INTRO: A short conversation at the bank window — you'll act it out in a moment, so listen closely. -INSTRUCTION: Listen. - -Woman: May I help you? {bk09-l1a-f4-01.mp3} -Student: Yes. I'd like to open a checking account. {bk09-l1a-f4-02.mp3} -Woman: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3} -Student: Okay. Thanks. {bk09-l1a-f4-04.mp3} - -# Source: LLA 1A Figure 4 (Dialog 1A) -$DIALOGUE Role-Play: You're the Customer (Checking Account) -ID: 9-1a-f4-1a -REFERENCE: 9-1a-f4-c1 -PLAY_ROLE: Student -INTRO: Now you're the customer. The clerk speaks first — say your line aloud, then listen to the model. -INSTRUCTION: Read the customer's lines aloud. - -$DIALOGUE Role-Play: You're the Clerk (Checking Account) -ID: 9-1a-f4-1b -REFERENCE: 9-1a-f4-c1 -PLAY_ROLE: Woman -INTRO: Same conversation, other side of the counter. This time you're the bank clerk, and you begin. -INSTRUCTION: Read the bank clerk's lines aloud. - -$DIALOGUE Conversation: A Savings Account with $25 -ID: 9-1a-f4-c2 -INTRO: Another bank conversation — opening a savings account with twenty-five dollars. Listen first. -INSTRUCTION: Listen. - -Student: Good morning. Can I help you? {bk09-l1a-f4-08.mp3} -Woman: Yes. Can I open a savings account with $25? {bk09-l1a-f4-09.mp3} -Student: Yes. I'll need some information for this form. {bk09-l1a-f4-10.mp3} -Woman: Okay. What do you want to know? {bk09-l1a-f4-11.mp3} - -# Source: LLA 1A Figure 4 (Dialog 2A) -$DIALOGUE Role-Play: You're the Customer (Savings Account) -ID: 9-1a-f4-2a -REFERENCE: 9-1a-f4-c2 -PLAY_ROLE: Woman -INTRO: You're the customer with twenty-five dollars and a plan. Say your lines aloud, then listen to the model. -INSTRUCTION: Read the customer's lines aloud. - -$DIALOGUE Role-Play: You're the Clerk (Savings Account) -ID: 9-1a-f4-2b -REFERENCE: 9-1a-f4-c2 -PLAY_ROLE: Student -INTRO: Now take the bank clerk's part. You begin the conversation. -INSTRUCTION: Read the bank clerk's lines aloud. - -$DIALOGUE Conversation: Cashing a Check -ID: 9-1a-f4-c3 -INTRO: One more conversation — cashing a check, with identification and small bills. Listen first. -INSTRUCTION: Listen. - -Student: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-15.mp3} -Woman: Okay. I need to see some identification. {bk09-l1a-f4-16.mp3} -Student: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-17.mp3} -Woman: Yes. That's fine. {bk09-l1a-f4-18.mp3} -Student: Can I have the cash in small bills? {bk09-l1a-f4-19.mp3} -Woman: Yes. Are 1s and 5s okay? {bk09-l1a-f4-20.mp3} -Student: Yes. Thanks. {bk09-l1a-f4-21.mp3} - -# Source: LLA 1A Figure 4 (Dialog 3A) -$DIALOGUE Role-Play: You're the Customer (Cashing a Check) -ID: 9-1a-f4-3a -REFERENCE: 9-1a-f4-c3 -PLAY_ROLE: Student -INTRO: You're the customer, and this time you begin. Say your lines aloud, then listen to the model. -INSTRUCTION: Read the customer's lines aloud. - -$DIALOGUE Role-Play: You're the Clerk (Cashing a Check) -ID: 9-1a-f4-3b -REFERENCE: 9-1a-f4-c3 -PLAY_ROLE: Woman -INTRO: Last pass — you're the clerk checking identification. Say your lines aloud. -INSTRUCTION: Read the bank clerk's lines aloud. - -$SESSION 1-2: Opening an Account — Reading and Practice - # Source: ST §A Visit to the Bank $DIALOGUE A Visit to the Bank ID: l1-s1 -INTRO: In this part you'll follow a whole bank visit from start to finish. Meet the Newmans — new in Houston, with money that needs a safer home than a suitcase. Just listen. +INTRO: Now a longer story. Mrs. Newman opens accounts for her whole family — and gets a dollar for her trouble. Just listen; the questions come next. INSTRUCTION: Listen to the story. -Narrator: The Newman family just moved to Houston. {st-page_011_001.jpg} -Narrator: Mrs. Newman went to the bank to open an account for the family. {st-page_011_001.jpg} -Narrator: She will open a savings account and a checking account. {st-page_011_001.jpg} -Narrator: The family will use the money in the checking account to pay for the things they buy every day. {st-page_011_001.jpg} -Narrator: They will use the money in the savings account for something very important or something very expensive. {st-page_011_001.jpg} +Narrator: The Newman family just moved to Houston. {st-page_011_001.jpg|A woman talking with a bank clerk across an INFORMATION desk inside a bank with security guards and other customers nearby} + +Narrator: Mrs. Newman went to the bank to open an account for the family. She will open a savings account and a checking account. + +Narrator: The family will use the money in the checking account to pay for the things they buy every day. + +Narrator: They will use the money in the savings account for something very important or something very expensive. VOCAB: to spend -Narrator: Only the Newmans can spend the money in their bank account. It will be safe there. {st-page_011_001.jpg} +Narrator: Only the Newmans can spend the money in their bank account. It will be safe there. -Narrator: Mrs. Newman asked the clerk for information on how to open an account. She wanted to know how much money they needed, what forms or papers she needed to fill out, and who she needed to talk to. {st-page_011_001.jpg} -Narrator: The clerk told her how to open a checking account. First, she filled out a form with their names, jobs, address, and phone numbers. {st-page_012_001.jpg} -Narrator: Next, she signed her name three times on a card. {st-page_012_002.jpg} -Narrator: Then, the clerk gave Mrs. Newman a signature card for Mr. Newman. He will bring in his card later. +Narrator: Mrs. Newman asked the clerk for information on how to open an account. +LINE: She wanted to know how much money they needed, what forms or papers she needed to fill out, and who she needed to talk to. -VOCAB: to take money out of -Narrator: The bank needs the signatures to make sure that the Newmans are the only ones who take money out of that account. +Narrator: The clerk told her how to open a checking account. First, she filled out a form with their names, jobs, address, and phone numbers. {st-page_012_001.jpg|An application form from First Bank of Houston with numbered blank lines for Name, Address, Job, Work Address, and Phone} -Narrator: Mrs. Newman used her passport for identification. Passports have a picture and a signature for easy identification. {st-page_012_003.jpg} -Narrator: The clerk wanted to know how much money she wanted to deposit in the account. -Narrator: Mrs. Newman gave the clerk $400.00 in cash. She said she wanted to make a deposit of $250.00 in the checking account and $150.00 in a savings account. -Narrator: She wants to save money to buy a new car. -Narrator: The clerk helped her fill out the forms for a savings account. -Narrator: Then she gave Mrs. Newman a checkbook for the checking account. She can start writing checks right away. {st-page_012_004.jpg} -Narrator: Before she left, the clerk gave Mrs. Newman a new one-dollar bill. The bank gives the new bills to all new customers. {st-page_012_005.jpg} +Narrator: Next, she signed her name three times on a card. {st-page_012_002.jpg|A signature card from First Bank of Houston with instruction "Sign three times each:" above blank lines} -# Source: ST §Answer the Questions (A Visit to the Bank) -$PRODUCE Questions: The Newmans at the Bank +VOCAB: to take out (of) +Narrator: Then, the clerk gave Mrs. Newman a signature card for Mr. Newman. He will bring in his card later. The bank needs the signatures to make sure that the Newmans are the only ones who take money out of that account. + +Narrator: Mrs. Newman used her passport for identification. Passports have a picture and a signature for easy identification. {st-page_012_003.jpg|A United States passport showing the eagle emblem and text "PASSPORT United States of America"} + +Narrator: The clerk wanted to know how much money she wanted to deposit in the account. Mrs. Newman gave the clerk $400.00 in cash. {st-page_012_005.jpg|A 100 dollar cash bill} + +VOCAB: deposit +Narrator: She said she wanted to make a deposit of $250.00 in the checking account and $150.00 in a savings account. She wants to save money to buy a new car. + +Narrator: The clerk helped her fill out the forms for a savings account. Then she gave Mrs. Newman a checkbook for the checking account. She can start writing checks right away. {st-page_012_004.jpg|A checkbook showing a blank check on top} + +Narrator: Before she left, the clerk gave Mrs. Newman a new one-dollar bill. The bank gives the new bills to all new customers. + +# Source: ST §Questions on A Visit to the Bank +$PRODUCE Questions on the Story ID: l1-s2 -REFERENCE -INTRO: Twelve questions about the Newmans' bank visit. Answer each one aloud — open the story again if a detail escapes you. -INSTRUCTION: Answer with the information in the story. +REFERENCE: l1-s1 +SHOW_PROMPT +INTRO: Answer the questions about Mrs. Newman's visit in complete sentences, aloud. Open the story again if a detail escapes you — banks keep records, and so do we. +INSTRUCTION: Answer each question aloud in a complete sentence. INPUT: speak CHECK: llm -SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: What did Mrs. Newman do at the bank? -RESPONSE: She went to the bank to open an account for the family. +RESPONSE: She opened an account for the family. PROMPT: Why do the Newmans keep their money in the bank? RESPONSE: It will be safe there. PROMPT: How will they use the money in their checking account? -RESPONSE: They will use it to pay for the things they buy every day. +RESPONSE: They will use it to pay for things they buy every day. PROMPT: How will they use the money in the savings account? RESPONSE: They will use it for something very important or expensive. PROMPT: What did Mrs. Newman fill out? -RESPONSE: She filled out forms. +RESPONSE: She filled out a form and signed a signature card. PROMPT: What information did she put on the form? -RESPONSE: She put their names, jobs, address, and phone numbers. +RESPONSE: She put their names, jobs, address, and phone numbers on the form. PROMPT: Why did she sign her name on a card? -RESPONSE: The bank needs signatures to make sure they are the only ones who take money out of the account. +RESPONSE: So the bank has her signature for identification. PROMPT: What did she use for identification? RESPONSE: She used her passport. PROMPT: How much money did Mrs. Newman give the clerk to open their checking account? -RESPONSE: She made a deposit of $250.00 in the checking account. +RESPONSE: She deposited $250.00 in the checking account. PROMPT: How much money did Mrs. Newman deposit in their savings account? -RESPONSE: She deposited $150.00. +RESPONSE: She deposited $150.00 in the savings account. PROMPT: Why does Mrs. Newman want to save money? -RESPONSE: She wants to buy a new car. +RESPONSE: She wants to save money to buy a new car. PROMPT: What does the bank give to all new customers? RESPONSE: The bank gives a new one-dollar bill to all new customers. -# Source: ST §Present and Past Tense (talk-through prose added) -$GRAMMAR Past Tense: Hide, Lose, Spend, Take, Withdraw +$SESSION 1-2: Bank Conversations + +# Source: LLA 1A Figure 4 Dialog 1 +$DIALOGUE Opening a Checking Account +ID: 9-1a-f4-d1 +INTRO: In this part you'll practice real bank conversations — first as a listener, then playing both sides of the counter. Start with this short exchange about a checking account. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Woman: May I help you? {bk09-l1a-f4-01.mp3} +Student: Yes, I'd like to open a checking account. {bk09-l1a-f4-02.mp3} +Woman: Please fill out this form. Put your signature on the last line. {bk09-l1a-f4-03.mp3} +Student: Okay. Thanks. {bk09-l1a-f4-04.mp3} + +# Source: LLA 1A Figure 4 Dialog 1A +$DIALOGUE You're the Customer: Checking Account +ID: 9-1a-f4-d1-rp-student +REFERENCE: 9-1a-f4-d1 +PLAY_ROLE: Student +INTRO: Practice the same conversation. You are the customer this time. The clerk will begin. + +# Source: LLA 1A Figure 4 Dialog 1B +$DIALOGUE You're the Clerk: Checking Account +ID: 9-1a-f4-d1-rp-woman +REFERENCE: 9-1a-f4-d1 +PLAY_ROLE: Woman +INTRO: Now switch roles. You are the bank clerk, and you begin the conversation. + +# Source: LLA 1A Figure 4 Dialog 2 +$DIALOGUE Opening a Savings Account +ID: 9-1a-f4-d2 +INTRO: A second conversation — this customer starts a savings account with twenty-five dollars. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Woman: Good morning. Can I help you? {bk09-l1a-f4-05.mp3} +Student: Yes. Can I open a savings account with $25? {bk09-l1a-f4-06.mp3} +Woman: Yes. I'll need some information for this form. {bk09-l1a-f4-07.mp3} +Student: Okay. What do you want to know? {bk09-l1a-f4-08.mp3} + +# Source: LLA 1A Figure 4 Dialog 2A +$DIALOGUE You're the Customer: Savings Account +ID: 9-1a-f4-d2-rp-student +REFERENCE: 9-1a-f4-d2 +PLAY_ROLE: Student +INTRO: Practice the conversation again. You are the customer. The clerk will begin. + +# Source: LLA 1A Figure 4 Dialog 2B +$DIALOGUE You're the Clerk: Savings Account +ID: 9-1a-f4-d2-rp-woman +REFERENCE: 9-1a-f4-d2 +PLAY_ROLE: Woman +INTRO: Now switch roles. You are the bank clerk, and you begin. + +# Source: LLA 1A Figure 4 Dialog 3 +$DIALOGUE Cashing a Check +ID: 9-1a-f4-d3 +INTRO: One more scene: cashing a check, with identification and a request for small bills. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Student: Excuse me, ma'am. I want to cash a check. {bk09-l1a-f4-09.mp3} +Woman: Okay. I need to see some identification. {bk09-l1a-f4-10.mp3} +Student: I have an ID card and a passport. Is that okay? {bk09-l1a-f4-11.mp3} +Woman: Yes. That's fine. {bk09-l1a-f4-12.mp3} +Student: Can I have the cash in small bills? {bk09-l1a-f4-13.mp3} +Woman: Yes. Are 1s and 5s okay? {bk09-l1a-f4-14.mp3} +Student: Yes. Thanks. {bk09-l1a-f4-15.mp3} + +# Source: LLA 1A Figure 4 Dialog 3A +$DIALOGUE You're the Clerk: Cashing a Check +ID: 9-1a-f4-d3-rp-woman +REFERENCE: 9-1a-f4-d3 +PLAY_ROLE: Woman +INTRO: Practice the conversation. You are the bank clerk. The customer will begin. + +# Source: LLA 1A Figure 4 Dialog 3B +$DIALOGUE You're the Customer: Cashing a Check +ID: 9-1a-f4-d3-rp-student +REFERENCE: 9-1a-f4-d3 +PLAY_ROLE: Student +INTRO: Now switch roles. You are the customer, and you begin the conversation. + +# Source: ST §Bank Expressions +$DIALOGUE Bank Expressions +ID: l1-s9 +INTRO: Ten sentences you'll actually say — or hear — at a bank window. Listen and repeat each one. +INSTRUCTION: Listen and repeat these sentences. +REPEAT + +LINE: I'd like to open an account. +LINE: Do you want to open a checking account or a savings account? +LINE: I want to open a savings account. +LINE: I'll need your signature on this card. +LINE: Can I make a deposit at this window? +LINE: Yes. Please fill out this deposit slip. +LINE: I'd like to cash a check. +LINE: You need to sign the check on the back, please. +LINE: I want to make a withdrawal. +LINE: Fill out this withdrawal slip and sign your name here. + +# Source: ST §Would You Like to Open an Account? (split into one item per gap) +$PRODUCE Complete the Bank Conversations +ID: l1-s10 +REFERENCE: l1-s9 +INTRO: Now finish the conversations yourself. Type the missing word in each line — the "Bank Expressions" list is right there if your memory takes a coffee break. +INSTRUCTION: Type the missing word. +INPUT: type +CHECK: exact + +TEMPLATE: — May I help you? +TEMPLATE: — Yes, please. I'd like to ____ an account. +RESPONSE: Yes, please. I'd like to open an account. +ACCEPT: open + +TEMPLATE: — What kind of account do you want, a ____ account or a savings account? +RESPONSE: What kind of account do you want, a checking account or a savings account? +ACCEPT: checking + +TEMPLATE: — I want a checking ____. +RESPONSE: I want a checking account. +ACCEPT: account + +TEMPLATE: — We have different kinds of checking accounts. How much would you like to ____? +RESPONSE: We have different kinds of checking accounts. How much would you like to deposit? +ACCEPT: deposit + +TEMPLATE: — One thousand dollars. +TEMPLATE: — Okay. Please read this ____ about the accounts and then sign this card. +RESPONSE: Okay. Please read this information about the accounts and then sign this card. +ACCEPT: information + +TEMPLATE: — May I help you? +TEMPLATE: — I'd like to ____ a deposit. +RESPONSE: I'd like to make a deposit. +ACCEPT: make + +TEMPLATE: — Okay. ____ out this deposit slip. +RESPONSE: Okay. Fill out this deposit slip. +ACCEPT: fill + +TEMPLATE: — Here's the ____, and here's my check. +RESPONSE: Here's the slip, and here's my check. +ACCEPT: slip | form + +TEMPLATE: — May I help you, sir? +TEMPLATE: — I want to ____ this check, please. +RESPONSE: I want to cash this check, please. +ACCEPT: cash + +TEMPLATE: — I'll need two kinds of identification. +TEMPLATE: — I don't have a driver's license, but I have my ____. Will that be okay for one? +RESPONSE: I don't have a driver's license, but I have my passport. Will that be okay for one? +ACCEPT: passport + +TEMPLATE: — That'll be fine. I'll need your ____ right here on the back of the check. +RESPONSE: That'll be fine. I'll need your signature right here on the back of the check. +ACCEPT: signature + +TEMPLATE: — Would you like this in large or small bills? +TEMPLATE: — I need five twenty-dollar ____. +RESPONSE: I need five twenty-dollar bills. +ACCEPT: bills + +TEMPLATE: — Good morning, sir. May I help you? +TEMPLATE: — I'd like to make a ____ from my savings account. +RESPONSE: I'd like to make a withdrawal from my savings account. +ACCEPT: withdrawal + +TEMPLATE: — You'll need a withdrawal slip. Here are some ____ right here. +RESPONSE: You'll need a withdrawal slip. Here are some slips right here. +ACCEPT: slips | forms + +TEMPLATE: — Put how much you want to ____ here in numbers and then write it in words there. +RESPONSE: Put how much you want to withdraw here in numbers and then write it in words there. +ACCEPT: withdraw | take out + +# SKIPPED (book): ST Function "MAY I HELP YOU?" (pp. 23-24) — open unscripted pair role-play cues (teller / customer); no solo path. + +# Source: ST §A Withdrawal +$DIALOGUE A Withdrawal {st-page_018_001.jpg|A bank teller sitting behind a transparent partition window talking to a female customer sitting at the counter} +ID: l1-s5 +INTRO: Mrs. Morris wants some of her money back — a withdrawal, not a goodbye. Listen to the dialog and repeat each line. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Teller: Good morning. May I help you? + +Mrs_Morris: Yes, thank you. I want to take some money out of my savings account. What do I need to do to withdraw the money? + +VOCAB: to close an account +VOCAB: withdrawal +Teller: Do you want to make a withdrawal or close your account? + +Mrs_Morris: I want to make a withdrawal. I'm going on vacation and I need to take some money with me. + +VOCAB: slip +VOCAB: to complete +Teller: You need to fill out this paper. It's a withdrawal slip. Please complete the form and be sure to sign it at the bottom. + +Mrs_Morris: Thank you. I'll complete the form and return it in a minute. + +Teller: Okay. + +# Source: ST §Questions on A Withdrawal +$PRODUCE Questions about Mrs. Morris +ID: l1-s6 +REFERENCE: l1-s5 +SHOW_PROMPT +INTRO: Answer the questions about Mrs. Morris aloud, in complete sentences. The dialog is there to check if you need it. +INSTRUCTION: Answer each question aloud. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). + +PROMPT: Is Mrs. Morris going to deposit money into her account? +RESPONSE: No, she isn't. + +PROMPT: Is Mrs. Morris going to close her account? +RESPONSE: No, she isn't. + +PROMPT: What does she want to do? +RESPONSE: She wants to make a withdrawal from her savings account. + +PROMPT: Why does she want to withdraw money from her account? +RESPONSE: She is going on vacation and needs money. + +PROMPT: What does she need to fill out? +RESPONSE: She needs to fill out a withdrawal slip. + +# Source: ST §Irregular Past Tense +$GRAMMAR Irregular Past Forms ID: l1-s3 -INTRO: Five verbs you'll need around money — and their past forms. None of them take "-ed", naturally. +INTRO: Five verbs from this lesson refuse to take "-ed" in the past — the whole word changes. Here they are. -CARD: To talk about yesterday's money, you need past tense verbs. "Spend" changes to "spent". -{spend} -{spent} -{I spend money every day.} -{I spent all my money yesterday.} - -CARD: The verb "hide" drops the "e" in the past tense. It becomes "hid". -{hide} -{hid} - -CARD: "Lose" changes its ending entirely. In the past tense, it becomes "lost". -{lose} -{lost} - -CARD: When you remove cash from a bank or ATM, you use "take out of". "Take" changes to "took". -{take out of} -{took out of} - -CARD: A more formal word for taking out money is "withdraw". Its past tense is "withdrew". -{withdraw} -{withdrew} +CARD: Some verbs have irregular past forms — no "-ed", the word itself changes. +{hide} → {hid} +{lose} → {lost} +{spend} → {spent} +{take out of} → {took out of} +{withdraw} → {withdrew} SUMMARY: -These five verbs have irregular past forms. Yesterday's money needs yesterday's verbs: - -| Present | Past | +| PRESENT | PAST | |---|---| -| {hide} | {hid} | -| {lose} | {lost} | -| {spend} | {spent} | -| {take out of} | {took out of} | -| {withdraw} | {withdrew} | +| hide | hid | +| lose | lost | +| spend | spent | +| take out of | took out of | +| withdraw | withdrew | +# Source: ST §I Spent All My Money Yesterday $DIALOGUE I Spent All My Money Yesterday ID: l1-s4 -INTRO: Five short exchanges using those past forms — hid, lost, spent, took, withdrew. Read and listen. -INSTRUCTION: Read the short dialogs. +INTRO: Now hear the past forms in short conversations — someone hid a hat, someone lost a pen, and Jim spent rather a lot at the bookstore. Listen and repeat. +INSTRUCTION: Listen and repeat each conversation. +REPEAT VOCAB: to hide Jack: Did you hide my hat? I can't find it. @@ -456,92 +597,49 @@ VOCAB: to withdraw Mark: Are you going to withdraw any more money? Jim: No, I'm not. -# SKIPPED (book): Writing Skill "CHART BOX OUTLINES" — blank hierarchical tree -# diagrams with no textual stimuli or keys to adapt. Dropped. -# SKIPPED (book): Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs, -# no recorded stimulus or printed texts available. - -# Source: ST §A Withdrawal -$DIALOGUE A Withdrawal -ID: l1-s5 -INTRO: Mrs. Morris wants her money back — some of it, anyway. Listen to how a withdrawal works. -INSTRUCTION: Listen to the dialog. - -Teller: Good morning. May I help you? {st-page_018_001.jpg} -Mrs_Morris: Yes, thank you. I want to take some money out of my savings account. What do I need to do to withdraw the money? - -VOCAB: withdrawal -VOCAB: to close an account -Teller: Do you want to make a withdrawal or close your account? -Mrs_Morris: I want to make a withdrawal. I'm going on vacation and I need to take some money with me. - -VOCAB: slip -VOCAB: to complete -Teller: You need to fill out this paper. It's a withdrawal slip. Please complete the form and be sure to sign it at the bottom. -Mrs_Morris: Thank you. I'll complete the form and return it in a minute. -Teller: Okay. - -# Source: ST §Answer About the Dialog (A Withdrawal) -$PRODUCE Questions: A Withdrawal -ID: l1-s6 -REFERENCE -INTRO: Five questions about Mrs. Morris and her withdrawal. Answer each one aloud; the dialog is there if you need it. -INSTRUCTION: Answer about the dialog. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). - -PROMPT: Is Mrs. Morris going to deposit money into her account? -RESPONSE: No, she wants to take money out. - -PROMPT: Is Mrs. Morris going to close her account? -RESPONSE: No, she is not. - -PROMPT: What does she want to do? -RESPONSE: She wants to make a withdrawal. - -PROMPT: Why does she want to withdraw money from her account? -RESPONSE: She is going on vacation and needs to take some money with her. - -PROMPT: What does she need to fill out? -RESPONSE: She needs to fill out a withdrawal slip. - # Source: ST §Where Did You Lose It? -$DIALOGUE Where Did You Lose It? +$DIALOGUE Where Did You Lose It? {st-page_020_001.jpg|Left panel: A military officer speaking to another officer who is looking into his open wallet. Right panel: An officer standing in an office talking on a wall-mounted telephone} ID: l1-s7 -INTRO: Lt Andrews has lost his I.D. card — the one thing a bank always asks for. Listen to what he does about it. -INSTRUCTION: Listen to the dialog. +INTRO: Lt Andrews has lost his I.D. card — the one thing a store clerk always wants to see. Listen to Capt Miles's advice and repeat each line. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Lt_Andrews: I can't find my I.D. card. I think I lost it. -Lt_Andrews: I can't find my I.D. card. I think I lost it. {st-page_020_001.jpg} Capt_Miles: Do you think someone took it? + +VOCAB: soon Lt_Andrews: I don't think so. I'm the only one who can use it. I need to find it soon. + +VOCAB: wallet Capt_Miles: When was the last time you took it out of your wallet? + Lt_Andrews: I took it out at the store. I wrote a check there and I used it for identification. VOCAB: immediately Capt_Miles: Well, call the store immediately! They can start looking for it right away. + Lt_Andrews: You're right. Where is the phone? VOCAB: right here Capt_Miles: It's right here. -# Source: ST §Answer About the I.D. Card -$PRODUCE Questions: The Lost I.D. Card +# Source: ST §Questions on Where Did You Lose It? +$PRODUCE Questions about the Lost I.D. Card ID: l1-s8 -REFERENCE -INTRO: Six questions about Lt Andrews and his missing card. Answer aloud; consult the dialog if you need to. -INSTRUCTION: Answer about the dialog. +REFERENCE: l1-s7 +SHOW_PROMPT +INTRO: Answer the questions about the lost I.D. card aloud, in complete sentences. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: llm -SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: What did Lt Andrews lose? RESPONSE: He lost his I.D. card. PROMPT: Did someone take his I.D. card? -RESPONSE: He doesn't think so. +RESPONSE: No, he doesn't think so. PROMPT: Does he need it? RESPONSE: Yes, he needs to find it soon. @@ -550,84 +648,20 @@ PROMPT: Where did he take it out of his wallet? RESPONSE: He took it out at the store. PROMPT: What did he use it for? -RESPONSE: He used it for identification. +RESPONSE: He used it for identification to write a check. PROMPT: What is he going to do? RESPONSE: He is going to call the store immediately. -# SKIPPED (book): Writing Skill "LET'S FILL OUT THE FORMS" — blank deposit slips, -# withdrawal slips, and checks; the visual forms are not provided and spatial -# form-filling is deferred. Dropped. - -# Source: ST §Do You Want a Checking Account or a Savings Account? -$DIALOGUE Bank Phrases to Practice -ID: l1-s9 -INTRO: Ten sentences that do all the work at a bank window — deposits, withdrawals, and cashing checks. Repeat each one after you hear it. -INSTRUCTION: Repeat each sentence. -REPEAT - -LINE: I'd like to open an account. -LINE: Do you want to open a checking account or a savings account? -LINE: I want to open a savings account. -LINE: I'll need your signature on this card. -LINE: Can I make a deposit at this window? -LINE: Yes. Please fill out this deposit slip. -LINE: I'd like to cash a check. -LINE: You need to sign the check on the back, please. -LINE: I want to make a withdrawal. -LINE: Fill out this withdrawal slip and sign your name here. - -# Source: ST §Would You Like to Open an Account? -$PRODUCE Complete the Bank Dialogs -ID: l1-s10 -INTRO: Four bank dialogs with the key words missing. Type the missing word for each gap — the vocabulary you've been collecting all lesson. -INSTRUCTION: Type the missing word for each gap. -INPUT: type -CHECK: exact - -TEMPLATE: Teller: May I help you? -TEMPLATE: Customer: Yes, please. I'd like to ____{open} an account. -TEMPLATE: Teller: What kind of account do you want, a ____{checking} account or a savings account? -TEMPLATE: Customer: I want a checking ____{account}. -TEMPLATE: Teller: We have different kinds of checking accounts. How much would you like to ____{deposit}? -TEMPLATE: Customer: One thousand dollars. -TEMPLATE: Teller: Okay. Please read this ____{information} about the accounts and then sign this card. -TEMPLATE: Customer: Thank you for your help. -RESPONSE: Teller: May I help you? Customer: Yes, please. I'd like to open an account. Teller: What kind of account do you want, a checking account or a savings account? Customer: I want a checking account. Teller: We have different kinds of checking accounts. How much would you like to deposit? Customer: One thousand dollars. Teller: Okay. Please read this information about the accounts and then sign this card. Customer: Thank you for your help. - -TEMPLATE: Teller: May I help you? -TEMPLATE: Customer: I'd like to ____{make} a deposit. -TEMPLATE: Teller: Okay. ____{Fill} out this deposit slip. -TEMPLATE: Customer: Here's the ____{slip}, and here's my check. -TEMPLATE: Teller: This money will be in your account tomorrow morning. -RESPONSE: Teller: May I help you? Customer: I'd like to make a deposit. Teller: Okay. Fill out this deposit slip. Customer: Here's the slip, and here's my check. Teller: This money will be in your account tomorrow morning. - -TEMPLATE: Teller: May I help you, sir? -TEMPLATE: Customer: I want to ____{cash} this check, please. -TEMPLATE: Teller: Yes, sir. I'll need two kinds of identification. You can use your driver's license and military I.D. -TEMPLATE: Customer: I don't have a driver's license, but I have my ____{passport}. Will that be okay for one? -TEMPLATE: Teller: That'll be fine. I'll need your ____{signature} right here on the back of the check. Now, would you like this in large or small bills? -TEMPLATE: Customer: I need five twenty-dollar ____{bills}. -RESPONSE: Teller: May I help you, sir? Customer: I want to cash this check, please. Teller: Yes, sir. I'll need two kinds of identification. You can use your driver's license and military I.D. Customer: I don't have a driver's license, but I have my passport. Will that be okay for one? Teller: That'll be fine. I'll need your signature right here on the back of the check. Now, would you like this in large or small bills? Customer: I need five twenty-dollar bills. - -TEMPLATE: Teller: Good morning, sir. May I help you? -TEMPLATE: Customer: I'd like to make a ____{withdrawal} from my savings account. -TEMPLATE: Teller: You'll need a withdrawal slip. Here are some ____{forms} here. -TEMPLATE: Customer: Can you help me fill it out? -TEMPLATE: Teller: Yes, sir. Put the date right here. Put how much you want to ____{withdraw} here in numbers and then write it in words there. Your account number goes here and your signature goes on this line. Now print your name and address right here. -TEMPLATE: Customer: Thank you for your help. I'd like the money in 20-dollar bills, please. -TEMPLATE: Teller: Yes, sir, here you are. -RESPONSE: Teller: Good morning, sir. May I help you? Customer: I'd like to make a withdrawal from my savings account. Teller: You'll need a withdrawal slip. Here are some forms here. Customer: Can you help me fill it out? Teller: Yes, sir. Put the date right here. Put how much you want to withdraw here in numbers and then write it in words there. Your account number goes here and your signature goes on this line. Now print your name and address right here. Customer: Thank you for your help. I'd like the money in 20-dollar bills, please. Teller: Yes, sir, here you are. - -# SKIPPED (book): Function "MAY I HELP YOU?" — open-ended co-constructed pair -# role-play from a chart; no solo path. Dropped. +# SKIPPED (book): ST Writing Skill "CHART BOX OUTLINES" (pp. 15-17) — empty hierarchy diagrams with no stimulus text or determinate labels. +# SKIPPED (book): ST Listening Skill "WHAT'S IT ABOUT?" (p. 17) — instructor-read listening paragraphs not printed in text. $SESSION 1-3: Future Plans — "I'm Leaving Tomorrow" -# Source: ST §Expressing Future Action -$DIALOGUE Making Plans +# Source: ST §Ted's Leaving Tomorrow +$DIALOGUE Ted's Leaving Tomorrow ID: l1-s12 -INTRO: In this part you'll learn to talk about future plans with the present progressive — "I'm leaving tomorrow." Listen to three short exchanges where everyone is going somewhere. +INTRO: In this part you'll learn to talk about future plans with sentences like "I'm leaving tomorrow" — present form, future meaning. Read these three short exchanges first. INSTRUCTION: Read the dialogs. Tom: I'm going home early today. @@ -639,35 +673,30 @@ Stan: Yes. They're going to the new French restaurant. Pat: Is Ted driving to Miami on Friday? Tim: No, he's flying down on Saturday. -# Source: ST §Ted's Leaving Tomorrow (talk-through prose added) -$GRAMMAR Future with the Present Progressive +# Source: ST §Present Progressive for Future Action +$GRAMMAR Present Progressive for the Future ID: l1-s11 -INTRO: One small trick with a big payoff: the present progressive can talk about the future. +INTRO: "The plane is arriving at 6:00" — it hasn't arrived yet, but the plan is made. Here's how the pattern works. -CARD: You usually use the present progressive to talk about actions happening right now. -{I'm studying.} -{You're reading.} - -CARD: However, you can also use this form to express a future action which is expected to happen soon. +CARD: The present progressive often expresses a future action which is expected to happen soon. {The plane is arriving at 6:00.} -CARD: When used for the future, it means the exact same thing as using "will". +CARD: These three sentences all point to the same future arrival. {The plane will arrive at 6:00.} -{The plane is arriving at 6:00.} - -CARD: It is also equal to using "going to". All three of these forms mean the same thing! {The plane is going to arrive at 6:00.} {The plane is arriving at 6:00.} SUMMARY: -| The plane | will arrive | at 6:00. | +| | | | |---|---|---| +| The plane | will arrive | at 6:00. | | The plane | is going to arrive | at 6:00. | -| The plane | **is arriving** | **at 6:00.** | +| The plane | is arriving | at 6:00. | -$PRODUCE When Will She Go? — Answer with Plans -ID: 1b-f1 -INTRO: Read the sentence on the screen, then answer the question you hear — use the present progressive, and repeat the model answer. The pattern from the grammar page, twelve times over. +# Source: LLA 1B Figure 1 +$PRODUCE Answer about the Plans +ID: 9-1b-f1 +INTRO: Read each sentence about a plan, then listen to the question and answer aloud in a complete sentence — present progressive, please. Then repeat the model answer. INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal @@ -721,176 +750,14 @@ TEMPLATE: Jane is taking a test on Monday. PROMPT: When will Jane take a test? {bk09-l1b-f1-12-q.mp3} RESPONSE: She's taking a test on Monday. {bk09-l1b-f1-12-a.mp3} -# Source: LLA 1B Figure 2 -$PRODUCE Yes or No — Complete the Answer -ID: 1b-f2 -INTRO: Listen to each yes/no question, then type the missing words to complete the answer — subject plus "-ing" verb. Afterwards, say the full answer back. -INSTRUCTION: Type the missing words. -INPUT: type -CHECK: exact -REPEAT - -EXAMPLE -PROMPT: Are you leaving for Houston tonight? {bk09-l1b-f2-ex-q.mp3} -TEMPLATE: Yes, ____{I'm leaving} tonight. -RESPONSE: Yes, I'm leaving tonight. {bk09-l1b-f2-ex-a.mp3} - -PROMPT: Is Pam going to the bank tomorrow? {bk09-l1b-f2-01-q.mp3} -TEMPLATE: No, ____{she's not going|she isn't going} to the bank tomorrow. -RESPONSE: No, she's not going to the bank tomorrow. {bk09-l1b-f2-01-a.mp3} - -PROMPT: Are you staying after school today? {bk09-l1b-f2-02-q.mp3} -TEMPLATE: Yes, ____{I'm staying} after school today. -RESPONSE: Yes, I'm staying after school today. {bk09-l1b-f2-02-a.mp3} - -PROMPT: Is John taking his family to Dallas? {bk09-l1b-f2-03-q.mp3} -TEMPLATE: Yes, ____{he's taking} his family to Dallas. -RESPONSE: Yes, he's taking his family to Dallas. {bk09-l1b-f2-03-a.mp3} - -PROMPT: Are the Browns bringing the dessert? {bk09-l1b-f2-04-q.mp3} -TEMPLATE: Yes, ____{they're bringing} it. -RESPONSE: Yes, they're bringing it. {bk09-l1b-f2-04-a.mp3} - -PROMPT: Is she leaving before dinner? {bk09-l1b-f2-05-q.mp3} -TEMPLATE: No, ____{she isn't leaving|she's not leaving} before dinner. -RESPONSE: No, she isn't leaving before dinner. {bk09-l1b-f2-05-a.mp3} - -PROMPT: Are David and Mary flying to England? {bk09-l1b-f2-06-q.mp3} -TEMPLATE: Yes, ____{they're flying} to England. -RESPONSE: Yes, they're flying to England. {bk09-l1b-f2-06-a.mp3} - -PROMPT: Is he arriving today? {bk09-l1b-f2-07-q.mp3} -TEMPLATE: No, ____{he isn't arriving|he's not arriving} today. -RESPONSE: No, he isn't arriving today. {bk09-l1b-f2-07-a.mp3} - -PROMPT: Are you returning on Sunday? {bk09-l1b-f2-08-q.mp3} -TEMPLATE: No, ____{I'm not returning} on Sunday. -RESPONSE: No, I'm not returning on Sunday. {bk09-l1b-f2-08-a.mp3} - -# Source: LLA 1B Figure 3 -$PRODUCE Make the Question -ID: 1b-f3 -INTRO: Now you build the questions. Read the sentence, listen for the question word, then ask the question aloud and repeat the model. -INSTRUCTION: Ask a question with the word you hear. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -TEMPLATE: I'm driving to Colorado next week. -PROMPT: When? {bk09-l1b-f3-ex-q.mp3} -RESPONSE: When are you driving to Colorado? {bk09-l1b-f3-ex-a.mp3} - -TEMPLATE: He's leaving at 10 o'clock. -PROMPT: What time? {bk09-l1b-f3-01-q.mp3} -RESPONSE: What time is he leaving? {bk09-l1b-f3-01-a.mp3} - -TEMPLATE: They're going to the store. -PROMPT: Where? {bk09-l1b-f3-02-q.mp3} -RESPONSE: Where are they going? {bk09-l1b-f3-02-a.mp3} - -TEMPLATE: She's returning to work next week. -PROMPT: When? {bk09-l1b-f3-03-q.mp3} -RESPONSE: When is she returning to work? {bk09-l1b-f3-03-a.mp3} - -TEMPLATE: I'm leaving tomorrow because I have to. -PROMPT: Why? {bk09-l1b-f3-04-q.mp3} -RESPONSE: Why are you leaving tomorrow? {bk09-l1b-f3-04-a.mp3} - -TEMPLATE: The captain is visiting his friends tomorrow. -PROMPT: Who? {bk09-l1b-f3-05-q.mp3} -RESPONSE: Who is the captain visiting tomorrow? {bk09-l1b-f3-05-a.mp3} - -TEMPLATE: The major is returning to Japan in May. -PROMPT: When? {bk09-l1b-f3-06-q.mp3} -RESPONSE: When is the major returning to Japan? {bk09-l1b-f3-06-a.mp3} - -TEMPLATE: I'm eating lunch with Captain Kim. -PROMPT: Who? {bk09-l1b-f3-07-q.mp3} -RESPONSE: Who are you eating lunch with? {bk09-l1b-f3-07-a.mp3} - -TEMPLATE: We're meeting in the mess hall after class. -PROMPT: Where? {bk09-l1b-f3-08-q.mp3} -RESPONSE: Where are we meeting after class? {bk09-l1b-f3-08-a.mp3} - -TEMPLATE: The class is starting next week. -PROMPT: When? {bk09-l1b-f3-09-q.mp3} -RESPONSE: When is the class starting? {bk09-l1b-f3-09-a.mp3} - -TEMPLATE: He's traveling by bus to New York. -PROMPT: How? {bk09-l1b-f3-10-q.mp3} -RESPONSE: How is he traveling to New York? {bk09-l1b-f3-10-a.mp3} - -TEMPLATE: The plane is taking off at 12:00 hours. -PROMPT: When? {bk09-l1b-f3-11-q.mp3} -RESPONSE: When is the plane taking off? {bk09-l1b-f3-11-a.mp3} - -TEMPLATE: He's leaving tomorrow because he wants to. -PROMPT: Why? {bk09-l1b-f3-12-q.mp3} -RESPONSE: Why is he leaving tomorrow? {bk09-l1b-f3-12-a.mp3} - -# Source: LLA 1B Figure 4 -$PRODUCE Answer with the Cue -ID: 1b-f4 -INTRO: Answer each question with the short cue on the screen — full sentence, present progressive. Last drill in this set, promise. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -TEMPLATE: tomorrow -PROMPT: When will Dave go to Dallas? {bk09-l1b-f4-ex-q.mp3} -RESPONSE: He's going tomorrow. {bk09-l1b-f4-ex-a.mp3} - -TEMPLATE: tomorrow -PROMPT: When will you go to Dallas? {bk09-l1b-f4-01-q.mp3} -RESPONSE: I'm going tomorrow. {bk09-l1b-f4-01-a.mp3} - -TEMPLATE: next week -PROMPT: When will Jack arrive? {bk09-l1b-f4-02-q.mp3} -RESPONSE: He's arriving next week. {bk09-l1b-f4-02-a.mp3} - -TEMPLATE: on Monday -PROMPT: When will Jim start his new job? {bk09-l1b-f4-03-q.mp3} -RESPONSE: He's starting on Monday. {bk09-l1b-f4-03-a.mp3} - -TEMPLATE: after school -PROMPT: When will the teachers meet? {bk09-l1b-f4-04-q.mp3} -RESPONSE: They're meeting after school. {bk09-l1b-f4-04-a.mp3} - -TEMPLATE: by plane -PROMPT: How will you go to Houston? {bk09-l1b-f4-05-q.mp3} -RESPONSE: I'm going by plane. {bk09-l1b-f4-05-a.mp3} - -TEMPLATE: by bus -PROMPT: How will he come back? {bk09-l1b-f4-06-q.mp3} -RESPONSE: He's coming back by bus. {bk09-l1b-f4-06-a.mp3} - -TEMPLATE: by taxi -PROMPT: How will she return? {bk09-l1b-f4-07-q.mp3} -RESPONSE: She's returning by taxi. {bk09-l1b-f4-07-a.mp3} - -TEMPLATE: at Gate 2 -PROMPT: Where will they arrive? {bk09-l1b-f4-08-q.mp3} -RESPONSE: They're arriving at Gate 2. {bk09-l1b-f4-08-a.mp3} - -TEMPLATE: in Dallas -PROMPT: Where will they play next week? {bk09-l1b-f4-09-q.mp3} -RESPONSE: They're playing in Dallas. {bk09-l1b-f4-09-a.mp3} - -TEMPLATE: at Aldo's -PROMPT: Where will you have lunch? {bk09-l1b-f4-10-q.mp3} -RESPONSE: I'm having lunch at Aldo's. {bk09-l1b-f4-10-a.mp3} - -# Source: ST §Change to Present Progressive -$PRODUCE From "Will" to the Present Progressive +# Source: ST §Future Forms +$PRODUCE From "Will" to "-ing" ID: l1-s13 -INTRO: Change each "will" sentence to the present progressive — same future, different clothes. Say the new sentence aloud, then check the model. -INSTRUCTION: Say the sentence with the present progressive. +SHOW_PROMPT +INTRO: Now transform. Change each "will" sentence to the present progressive and say it aloud — the meaning stays in the future, only the form changes. +INSTRUCTION: Change each sentence to the present progressive. INPUT: speak CHECK: reveal -SHOW_PROMPT EXAMPLE PROMPT: Frank will move to a new apartment in May. @@ -918,344 +785,314 @@ RESPONSE: We are working out in the gym after class. PROMPT: Will you wear your new uniform tomorrow? RESPONSE: Are you wearing your new uniform tomorrow? -# Source: ST §Ask a WH-Question -$PRODUCE Ask About the Underlined Word -ID: l1-s14 -INTRO: Ask a question about the underlined part of each sentence — use "who", "what", "where", "when", or "how". Say it aloud, then check the model. -INSTRUCTION: Ask a question about the underlined word. -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -EXAMPLE -PROMPT: *Lt Smith* is leaving for England next month. -RESPONSE: Who is leaving for England next month? - -PROMPT: Flight 246 is taking off *at 12:10*. -RESPONSE: When is Flight 246 taking off? - -PROMPT: David is going to the airport *by taxi*. -RESPONSE: How is David going to the airport? - -PROMPT: *Steve* is staying with us Thursday night. -RESPONSE: Who is staying with us Thursday night? - -PROMPT: The Martins are moving *to New York* in May. -RESPONSE: Where are the Martins moving in May? - -PROMPT: Frank is returning from Florida on *March 2*. -RESPONSE: When is Frank returning from Florida? - -PROMPT: Mark is cleaning *the garage* Saturday morning. -RESPONSE: What is Mark cleaning Saturday morning? - -PROMPT: That *man in the red shirt* is speaking to my class tomorrow. -RESPONSE: Who is speaking to my class tomorrow? - -PROMPT: The class is studying *mathematics* after lunch. -RESPONSE: What is the class studying after lunch? - -PROMPT: I'm eating lunch *at the new Chinese restaurant* today. -RESPONSE: Where are you eating lunch today? - -PROMPT: *Tom's sister* is playing soccer with us this afternoon. -RESPONSE: Who is playing soccer with us this afternoon? - -# SKIPPED (book): Reading Skill "LOST!" — comprehension questions based on a -# transparency/ad; visuals are missing. Dropped. - -$SESSION 1-4: Giving Reasons with "Because" - -# Source: ST §Giving Reasons -$DIALOGUE Giving Reasons -ID: l1-s16 -INTRO: In this part you'll explain yourself with "because". Listen to five exchanges — everyone has a reason, even for the plane that never took off. -INSTRUCTION: Read the dialogs. - -Jim: Why was Al late this morning? -Ted: Al was late because he didn't wake up on time. - -Nancy: Are you tired because you worked out yesterday? -Ellen: No, I'm tired because I worked hard today. - -Bob: Is he studying because he has a test? -Tom: No, he's studying because he wants to learn the language. - -Lt_Sands: Why didn't the plane take off? -Lt_Reed: Because the weather was bad, the plane didn't take off. - -Rita: Why is Judy happy today? -Lori: She's happy because she graduates today. - -# Source: ST §Al's Tired Because He Had a Long Trip (talk-through prose added) -$GRAMMAR "Because" — Giving a Reason -ID: l1-s15 -INTRO: One word, two positions. Here's how "because" fits into a sentence. - -CARD: The word **because** tells the reason for something. It can come in the middle of a sentence, after the main idea. -{I don't have any money because I spent it all yesterday.} -{I don't have any money because it's the end of the month.} -{I don't have any money because I lost my wallet.} - -CARD: You can also put **because** at the very beginning. When you start with the reason, put a comma before the main result. -{Because I spent it all yesterday, I don't have any money.} -{Because it's the end of the month, I don't have any money.} -{Because I lost my wallet, I don't have any money.} - -SUMMARY: -| | | | -|---|---|---| -| I don't have any money | **because** | I spent it all yesterday. | -| | | it's the end of the month. | -| | | I lost my wallet. | - -| | | | -|---|---|---| -| **Because** | I spent it all yesterday, | I don't have any money. | -| | it's the end of the month, | | -| | I lost my wallet, | | - -$PRODUCE Combine with "Because" -ID: 1d-f3 -INPUT: speak -CHECK: reveal -INTRO: You'll hear two short sentences. Combine them into one sentence with "because", say it aloud, then repeat the model answer. -INSTRUCTION: Make one sentence using "because". +# Source: LLA 1B Figure 2 +$PRODUCE Complete the Answers +ID: 9-1b-f2 +INTRO: Listen to each yes/no question and type the missing words to complete the answer — subject plus "-ing" verb. Then listen to the model sentence and repeat it. +INSTRUCTION: Type the missing words. +INPUT: type +CHECK: exact REPEAT EXAMPLE -PROMPT: Jill is happy. She bought a new dress. {bk09-l1d-f3-ex-q.mp3} -RESPONSE: Jill is happy because she bought a new dress. {bk09-l1d-f3-ex-a.mp3} +TEMPLATE: Yes, ____ tonight. +PROMPT: Are you leaving for Houston tonight? {bk09-l1b-f2-ex-q.mp3} +RESPONSE: Yes, I'm leaving tonight. {bk09-l1b-f2-ex-a.mp3} +ACCEPT: I'm leaving | I am leaving -PROMPT: Andy's upset. He lost his wallet. {bk09-l1d-f3-01-q.mp3} -RESPONSE: Andy's upset because he lost his wallet. {bk09-l1d-f3-01-a.mp3} +TEMPLATE: No, ____ to the bank tomorrow. +PROMPT: Is Pam going to the bank tomorrow? {bk09-l1b-f2-01-q.mp3} +RESPONSE: No, she's not going to the bank tomorrow. {bk09-l1b-f2-01-a.mp3} +ACCEPT: she's not going | she isn't going | she is not going -PROMPT: Mary went to the doctor. She broke her arm. {bk09-l1d-f3-02-q.mp3} -RESPONSE: Mary went to the doctor because she broke her arm. {bk09-l1d-f3-02-a.mp3} +TEMPLATE: Yes, ____ after school today. +PROMPT: Are you staying after school today? {bk09-l1b-f2-02-q.mp3} +RESPONSE: Yes, I'm staying after school today. {bk09-l1b-f2-02-a.mp3} +ACCEPT: I'm staying | I am staying -PROMPT: Mark was late. He lost the address. {bk09-l1d-f3-03-q.mp3} -RESPONSE: Mark was late because he lost the address. {bk04-l1d-f3-03-a.mp3} +TEMPLATE: Yes, ____ his family to Dallas. +PROMPT: Is John taking his family to Dallas? {bk09-l1b-f2-03-q.mp3} +RESPONSE: Yes, he's taking his family to Dallas. {bk09-l1b-f2-03-a.mp3} +ACCEPT: he's taking | he is taking -PROMPT: The baby is sick. The milk was sour. {bk09-l1d-f3-04-q.mp3} -RESPONSE: The baby is sick because the milk was sour. {bk09-l1d-f3-04-a.mp3} +TEMPLATE: Yes, ____ it. +PROMPT: Are the Browns bringing the dessert? {bk09-l1b-f2-04-q.mp3} +RESPONSE: Yes, they're bringing it. {bk09-l1b-f2-04-a.mp3} +ACCEPT: they're bringing | they are bringing -PROMPT: Dan was bored. The movie was awful. {bk09-l1d-f3-05-q.mp3} -RESPONSE: Dan was bored because the movie was awful. {bk09-l1d-f3-05-a.mp3} +TEMPLATE: No, ____ before dinner. +PROMPT: Is she leaving before dinner? {bk09-l1b-f2-05-q.mp3} +RESPONSE: No, she isn't leaving before dinner. {bk09-l1b-f2-05-a.mp3} +ACCEPT: she isn't leaving | she's not leaving | she is not leaving -PROMPT: Susan was late for breakfast. Her alarm clock didn't work. {bk09-l1d-f3-06-q.mp3} -RESPONSE: Susan was late for breakfast because her alarm clock didn't work. {bk09-l1d-f3-06-a.mp3} +TEMPLATE: Yes, ____ to England. +PROMPT: Are David and Mary flying to England? {bk09-l1b-f2-06-q.mp3} +RESPONSE: Yes, they're flying to England. {bk09-l1b-f2-06-a.mp3} +ACCEPT: they're flying | they are flying -PROMPT: Steve didn't return the call. He didn't get the message. {bk09-l1d-f3-07-q.mp3} -RESPONSE: Steve didn't return the call because he didn't get the message. {bk09-l1d-f3-07-a.mp3} +TEMPLATE: No, ____ today. +PROMPT: Is he arriving today? {bk09-l1b-f2-07-q.mp3} +RESPONSE: No, he isn't arriving today. {bk09-l1b-f2-07-a.mp3} +ACCEPT: he isn't arriving | he's not arriving | he is not arriving -PROMPT: Matt chose the cherry pie. It looked delicious. {bk09-l1d-f3-08-q.mp3} -RESPONSE: Matt chose the cherry pie because it looked delicious. {bk09-l1d-f3-08-a.mp3} +TEMPLATE: No, ____ on Sunday. +PROMPT: Are you returning on Sunday? {bk09-l1b-f2-08-q.mp3} +RESPONSE: No, I'm not returning on Sunday. {bk09-l1b-f2-08-a.mp3} +ACCEPT: I'm not returning | I am not returning -# Source: ST §Why Did Jan Go to the Post Office? -$PRODUCE Why? — Answer from the Pictures -ID: l1-s17 -INTRO: Look at each picture, listen to the "why" question, and answer with "because" and the cue word. Full sentences — the pictures won't answer for you. -INSTRUCTION: Answer using "because" and the cue. +# Source: new (gap: WH-questions with the present progressive are drilled in 1B f3 and ST but never explained) +$GRAMMAR Asking About Plans +ID: 9-1b-f3-g +INTRO: Now the questions themselves. One small rule, and you're ready to interrogate anyone about their plans. + +CARD: To ask about a plan, put "am", "is", or "are" before the subject. +{Where are they going?} +{When is she returning to work?} + +CARD: The question word comes first — "when", "where", "who", "why", "how", or "what time". +{What time is he leaving?} +{Why are you leaving tomorrow?} + +# Source: LLA 1B Figure 3 +$PRODUCE Ask the Question +ID: 9-1b-f3 +INTRO: Your turn to ask. Read the sentence, listen for the question word, and ask the matching question aloud. Then repeat the model. +INSTRUCTION: Ask the question aloud. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: I'm driving to Colorado next week. (When) +PROMPT: I'm driving to Colorado next week. When? {bk09-l1b-f3-ex-q.mp3} +RESPONSE: When are you driving to Colorado? {bk09-l1b-f3-ex-a.mp3} + +TEMPLATE: He's leaving at 10 o'clock. +PROMPT: He's leaving at 10 o'clock. What time? {bk09-l1b-f3-01-q.mp3} +RESPONSE: What time is he leaving? {bk09-l1b-f3-01-a.mp3} + +TEMPLATE: They're going to the store. +PROMPT: They're going to the store. Where? {bk09-l1b-f3-02-q.mp3} +RESPONSE: Where are they going? {bk09-l1b-f3-02-a.mp3} + +TEMPLATE: She's returning to work next week. +PROMPT: She's returning to work next week. When? {bk09-l1b-f3-03-q.mp3} +RESPONSE: When is she returning to work? {bk09-l1b-f3-03-a.mp3} + +TEMPLATE: I'm leaving tomorrow because I have to. +PROMPT: I'm leaving tomorrow because I have to. Why? {bk09-l1b-f3-04-q.mp3} +RESPONSE: Why are you leaving tomorrow? {bk09-l1b-f3-04-a.mp3} + +TEMPLATE: The captain is visiting his friends tomorrow. +PROMPT: The captain is visiting his friends tomorrow. Who? {bk09-l1b-f3-05-q.mp3} +RESPONSE: Who is the captain visiting tomorrow? {bk09-l1b-f3-05-a.mp3} + +TEMPLATE: The major is returning to Japan in May. +PROMPT: The major is returning to Japan in May. When? {bk09-l1b-f3-06-q.mp3} +RESPONSE: When is the major returning to Japan? {bk09-l1b-f3-06-a.mp3} + +TEMPLATE: I'm eating lunch with Capt Kim. +PROMPT: I'm eating lunch with Captain Kim. Who? {bk09-l1b-f3-07-q.mp3} +RESPONSE: Who are you eating lunch with? {bk09-l1b-f3-07-a.mp3} + +TEMPLATE: We're meeting in the mess hall after class. +PROMPT: We're meeting in the mess hall after class. Where? {bk09-l1b-f3-08-q.mp3} +RESPONSE: Where are we meeting after class? {bk09-l1b-f3-08-a.mp3} + +TEMPLATE: The class is starting next week. +PROMPT: The class is starting next week. When? {bk09-l1b-f3-09-q.mp3} +RESPONSE: When is the class starting? {bk09-l1b-f3-09-a.mp3} + +TEMPLATE: He's traveling by bus to New York. +PROMPT: He's traveling by bus to New York. How? {bk09-l1b-f3-10-q.mp3} +RESPONSE: How is he traveling to New York? {bk09-l1b-f3-10-a.mp3} + +TEMPLATE: The plane is taking off at 1200 hours. +PROMPT: The plane is taking off at 12:00 hours. When? {bk09-l1b-f3-11-q.mp3} +RESPONSE: When is the plane taking off? {bk09-l1b-f3-11-a.mp3} + +TEMPLATE: He's leaving tomorrow because he wants to. +PROMPT: He's leaving tomorrow because he wants to. Why? {bk09-l1b-f3-12-q.mp3} +RESPONSE: Why is he leaving tomorrow? {bk09-l1b-f3-12-a.mp3} + +# Source: ST §Ask a Question +$PRODUCE Ask about the Underlined Part +ID: l1-s14 +INTRO: Ask a question about the underlined part of each sentence. Say it aloud, then compare with the model — several question words are on duty here. +INSTRUCTION: Ask a question about the underlined part. INPUT: speak CHECK: llm -RUBRIC: Accept a correctly formed sentence using "because" and incorporating the cue to explain the reason in the prompt. +RUBRIC: Accept any correct question using the appropriate question word (Who, What, Where, When, How, Whose, What time). EXAMPLE -PROMPT: Why are they standing in line? {st-page_033_001.jpg} -TEMPLATE: packages -RESPONSE: They're standing in line because they want to mail their packages. +TEMPLATE: *Lt Smith* is leaving for England next month. +RESPONSE: Who is leaving for England next month? -PROMPT: Why is he giving the boy a gift? {st-page_033_002.jpg} -TEMPLATE: graduation -RESPONSE: He is giving him a gift because it's his graduation. +TEMPLATE: Flight 246 is taking off *at 12:10*. +RESPONSE: What time is Flight 246 taking off? -PROMPT: Why is she studying? {st-page_033_003.jpg} -TEMPLATE: test -RESPONSE: She is studying because she has a test. +TEMPLATE: David is going to the airport *by taxi*. +RESPONSE: How is David going to the airport? -PROMPT: Why is she going to the grocery store? {st-page_034_001.jpg} -TEMPLATE: bread, milk, and eggs -RESPONSE: She is going to the grocery store because she needs bread, milk, and eggs. +TEMPLATE: *Steve* is staying with us Thursday night. +RESPONSE: Who is staying with us Thursday night? -PROMPT: Why are they looking at the map? {st-page_034_002.jpg} -TEMPLATE: lost -RESPONSE: They are looking at the map because they are lost. +TEMPLATE: The Martins are moving *to New York* in May. +RESPONSE: Where are the Martins moving in May? -PROMPT: Why is he putting on his gloves? {st-page_034_003.jpg} -TEMPLATE: cold -RESPONSE: He is putting on his gloves because it is cold. +TEMPLATE: Frank is returning from Florida on *March 2*. +RESPONSE: When is Frank returning from Florida? -PROMPT: Why is he so tired? {st-page_034_004.jpg} -TEMPLATE: out of shape -RESPONSE: He is so tired because he is out of shape. +TEMPLATE: Mark is cleaning *the garage* Saturday morning. +RESPONSE: What is Mark cleaning Saturday morning? -PROMPT: Why are they going to the gym? {st-page_035_001.jpg} -TEMPLATE: basketball -RESPONSE: They are going to the gym because they want to play basketball. +TEMPLATE: That *man in the red shirt* is speaking to my class tomorrow. +RESPONSE: Who is speaking to my class tomorrow? -PROMPT: Why is she so happy? {st-page_035_002.jpg} -TEMPLATE: test -RESPONSE: She is so happy because she got a good grade on her test. +TEMPLATE: The class is studying *mathematics* after lunch. +RESPONSE: What is the class studying after lunch? -PROMPT: Why is she packing her suitcase? {st-page_035_003.jpg} -TEMPLATE: vacation -RESPONSE: She is packing her suitcase because she is going on vacation. +TEMPLATE: I'm eating lunch *at the new Chinese restaurant* today. +RESPONSE: Where are you eating lunch today? -PROMPT: Why are they crying? {st-page_035_004.jpg} -TEMPLATE: tired and hungry -RESPONSE: They are crying because they are tired and hungry. +TEMPLATE: *Tom's sister* is playing soccer with us this afternoon. +RESPONSE: Whose sister is playing soccer with us this afternoon? -# Source: ST §Write Questions and Answers -$PRODUCE Ask Why, Then Answer -ID: l1-s18 -INTRO: Now you make both halves. From the two cues, ask a "why" question and answer it with "because" — say both aloud, like the examples. -INSTRUCTION: Ask a "why" question and answer it with "because". +# Source: LLA 1B Figure 4 +$PRODUCE Answer with the Cue +ID: 9-1b-f4 +INTRO: Last drill of this part — promise. Read the cue on the screen, listen to the question, and answer in a full present progressive sentence. Then repeat the model. +INSTRUCTION: Answer the question aloud using the cue. INPUT: speak -CHECK: llm -RUBRIC: The learner must produce a "why" question based on the first cue, and an answer with that subject/pronoun using "because" and the second cue. +CHECK: reveal +REPEAT EXAMPLE -TEMPLATE: Mike/running — late -RESPONSE: Why is Mike running? He's running because he's late. +TEMPLATE: tomorrow +PROMPT: When will Dave go to Dallas? {bk09-l1b-f4-ex-q.mp3} +RESPONSE: He's going tomorrow. {bk09-l1b-f4-ex-a.mp3} -EXAMPLE -TEMPLATE: Sara/crying — fell -RESPONSE: Why is Sara crying? She's crying because she fell. +TEMPLATE: tomorrow +PROMPT: When will you go to Dallas? {bk09-l1b-f4-01-q.mp3} +RESPONSE: I'm going tomorrow. -TEMPLATE: Roger/going/to the mess hall — hungry -RESPONSE: Why is Roger going to the mess hall? He's going to the mess hall because he's hungry. +TEMPLATE: next week +PROMPT: When will Jack arrive? {bk09-l1b-f4-02-q.mp3} +RESPONSE: He's arriving next week. -TEMPLATE: Judy/making/cake — son's birthday -RESPONSE: Why is Judy making a cake? She's making a cake because it's her son's birthday. +TEMPLATE: on Monday +PROMPT: When will Jim start his new job? {bk09-l1b-f4-03-q.mp3} +RESPONSE: He's starting on Monday. -TEMPLATE: Kevin/looking/clock — leave/early -RESPONSE: Why is Kevin looking at the clock? He's looking at the clock because he wants to leave early. +TEMPLATE: after school +PROMPT: When will the teachers meet? {bk09-l1b-f4-04-q.mp3} +RESPONSE: They're meeting after school. -$SESSION 1-5: How Does It Taste? — Linking Verbs +TEMPLATE: by plane +PROMPT: How will you go to Houston? {bk09-l1b-f4-05-q.mp3} +RESPONSE: I'm going by plane. -# Source: LLA 1D Figure 1 (VOCAB tags transferred from ST §This Soup Tastes Salty, dropped as a twin) +TEMPLATE: by bus +PROMPT: How will he come back? {bk09-l1b-f4-06-q.mp3} +RESPONSE: He's coming back by bus. {bk09-l1b-f4-06-a.mp3} + +TEMPLATE: by taxi +PROMPT: How will she return? {bk09-l1b-f4-07-q.mp3} +RESPONSE: She's returning by taxi. + +TEMPLATE: at Gate 2 +PROMPT: Where will they arrive? {bk09-l1b-f4-08-q.mp3} +RESPONSE: They're arriving at Gate 2. + +TEMPLATE: in Dallas +PROMPT: Where will they play next week? {bk09-l1b-f4-09-q.mp3} +RESPONSE: They're playing in Dallas. + +TEMPLATE: at Aldo's +PROMPT: Where will you have lunch? {bk09-l1b-f4-10-q.mp3} +RESPONSE: I'm having lunch at Aldo's. + +# SKIPPED (book): ST Reading Skill "LOST!" (p. 27) — scanning exercise requiring instructor transparency not printed in text. + +$SESSION 1-4: Taste, Look, Feel, Sound, Smell + +# Source: LLA 1D Figure 1 $DIALOGUE How Does It Taste? -ID: 1d-f1 -INTRO: In this part you'll describe how things taste, look, sound, feel, and smell. Start with tastes — sweet, bitter, salty, sour. Listen and repeat; sadly, no samples provided. +ID: 9-1d-f1 +INTRO: In this part you'll describe how things taste, look, feel, sound, and smell. We start with taste — sweet ice cream, bitter coffee, and one unlucky lemon. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: The ice cream is cold. {page_031_001.jpg} {bk09-l1d-f1-01.mp3} +LINE: The ice cream is cold. {page_031_001.jpg|A happy young boy holding an ice cream cone with two scoops of ice cream} {bk09-l1d-f1-01.mp3} VOCAB: to taste -LINE: The ice cream tastes good. {page_031_001.jpg} {bk09-l1d-f1-02.mp3} +LINE: The ice cream tastes good. {page_031_001.jpg|A happy young boy holding an ice cream cone with two scoops of ice cream} {bk09-l1d-f1-02.mp3} VOCAB: sweet -LINE: The ice cream tastes sweet. {page_031_001.jpg} {bk09-l1d-f1-03.mp3} +LINE: The ice cream tastes sweet. {page_031_001.jpg|A happy young boy holding an ice cream cone with two scoops of ice cream} {bk09-l1d-f1-03.mp3} -LINE: This coffee is very hot. {page_031_002.jpg} {bk09-l1d-f1-04.mp3} -LINE: This coffee tastes bad. {page_031_002.jpg} {bk09-l1d-f1-05.mp3} +LINE: This coffee is very hot. {page_031_002.jpg|A man making a sour/displeased face while drinking from a steaming hot cup of coffee} {bk09-l1d-f1-04.mp3} +LINE: This coffee tastes bad. {page_031_002.jpg|A man making a sour/displeased face while drinking from a steaming hot cup of coffee} {bk09-l1d-f1-05.mp3} VOCAB: bitter -LINE: This coffee tastes bitter. {page_031_002.jpg} {bk09-l1d-f1-06.mp3} +LINE: This coffee tastes bitter. {page_031_002.jpg|A man making a sour/displeased face while drinking from a steaming hot cup of coffee} {bk09-l1d-f1-06.mp3} -LINE: This meat is old. {page_031_003.jpg} {bk09-l1d-f1-07.mp3} -LINE: This meat tastes bad. {page_031_003.jpg} {bk09-l1d-f1-08.mp3} +LINE: This meat is old. {page_031_003.jpg|A man looking at a piece of meat on his plate next to a salt shaker} {bk09-l1d-f1-07.mp3} +LINE: This meat tastes bad. {page_031_003.jpg|A man looking at a piece of meat on his plate next to a salt shaker} {bk09-l1d-f1-08.mp3} VOCAB: salty -LINE: This meat tastes salty. {page_031_003.jpg} {bk09-l1d-f1-09.mp3} +LINE: This meat tastes salty. {page_031_003.jpg|A man looking at a piece of meat on his plate next to a salt shaker} {bk09-l1d-f1-09.mp3} -LINE: A lemon is not sweet. {page_031_004.jpg} {bk09-l1d-f1-10.mp3} +VOCAB: lemon +LINE: A lemon is not sweet. {page_031_004.jpg|A person squeezing/tasting a lemon half with a puckered, sour expression} {bk09-l1d-f1-10.mp3} VOCAB: sour -LINE: A lemon tastes sour. {page_031_004.jpg} {bk09-l1d-f1-11.mp3} +LINE: A lemon tastes sour. {page_031_004.jpg|A person squeezing/tasting a lemon half with a puckered, sour expression} {bk09-l1d-f1-11.mp3} -# Source: ST §Lemons Taste Sour -$PRODUCE Sweet, Sour, Salty, or Bitter? -ID: l1-s21 -INTRO: Your turn to judge the menu. For each food, say a sentence with "taste" and the right adjective — "sweet", "sour", "salty", or "bitter". -INSTRUCTION: Make a sentence with the food and a taste word. -INPUT: speak -CHECK: llm -RUBRIC: Accept a correctly formed sentence using the cued food and an appropriate taste adjective (sweet, sour, salty, bitter). +# Source: ST §Mr. Brown Doesn't Feel Very Well This Morning +$DIALOGUE Mr. Brown Doesn't Feel Very Well +ID: l1-s24 +INTRO: Poor Mr. Brown. He looks awful, sounds worse, and his medicine tastes terrible. Listen and repeat — the verbs "feel", "sound", "look", and "smell" are the point here. +INSTRUCTION: Listen and repeat the sentences. +REPEAT -EXAMPLE -TEMPLATE: cake -RESPONSE: Cake tastes sweet. +LINE: Mr. Brown is sick. {st-page_040_001.jpg|Mr. Brown lying sick in bed next to a nightstand with a lamp} +VOCAB: to feel +LINE: His head feels hot. {st-page_040_002.jpg|A woman placing her hand on Mr. Brown's forehead as he lies in bed} +VOCAB: to sound +LINE: He doesn't sound good. {st-page_040_003.jpg|Mr. Brown blowing his nose while speaking into a telephone} +VOCAB: to look +LINE: He looks awful. {st-page_040_004.jpg|Mr. Brown looking at himself in a mirror with a tired, pale expression} +VOCAB: to smell +LINE: The medicine smells bad. {st-page_040_005.jpg|Mr. Brown holding a medicine bottle, grimacing at the smell rising from it} +LINE: It tastes terrible. {st-page_040_006.jpg|Mr. Brown making a sour face as he tastes a spoonful of the medicine} -TEMPLATE: black coffee -RESPONSE: Black coffee tastes bitter. +# Source: ST §Linking Verbs +$GRAMMAR Linking Verbs +ID: l1-s23 +INTRO: One small pattern covers all five senses. Here it is. -TEMPLATE: green apples -RESPONSE: Green apples taste sour. - -TEMPLATE: chicken -RESPONSE: Chicken tastes salty. - -TEMPLATE: cookies -RESPONSE: Cookies taste sweet. - -TEMPLATE: lemons -RESPONSE: Lemons taste sour. - -TEMPLATE: pie -RESPONSE: Pie tastes sweet. - -TEMPLATE: meat -RESPONSE: Meat tastes salty. - -TEMPLATE: fish -RESPONSE: Fish tastes salty. - -TEMPLATE: black tea (without sugar) -RESPONSE: Black tea tastes bitter. - -TEMPLATE: green grapes -RESPONSE: Green grapes taste sweet. - -# Source: ST §The Bread Smells Good (talk-through prose added) -$GRAMMAR Linking Verbs: Look, Feel, Sound, Smell, Taste -ID: l1-s22 -INTRO: "Taste" has four brothers. Here's the whole linking-verb family. - -CARD: We use an adjective after a linking verb like "is" to describe a state or condition. +CARD: After a linking verb, an adjective shows a state or condition — just like after "is". {This is good.} +{This tastes good.} -CARD: You can replace "is" with verbs for the five senses. For touch and sight, use "feel" and "look". +CARD: All five sense verbs link the same way. {This feels good.} {This looks good.} - -CARD: For hearing, smell, and taste, use "sound", "smell", and "taste" in the exact same slot. {This sounds good.} {This smells good.} -{This tastes good.} SUMMARY: | | | | |---|---|---| | This | is | good. | -| | feels | | -| | looks | | -| | sounds | | -| | smells | | -| | tastes | | - -$DIALOGUE Mr. Brown Doesn't Feel Well -ID: l1-s23 -INTRO: Poor Mr. Brown — every linking verb in the book, and all of them bad news for him. Listen to the sentences with the pictures. -INSTRUCTION: Listen to each sentence. - -LINE: Mr. Brown is sick. {st-page_040_001.jpg} - -VOCAB: to feel -LINE: His head feels hot. {st-page_040_002.jpg} - -VOCAB: to sound -LINE: He doesn't sound good. {st-page_040_003.jpg} - -VOCAB: to look -LINE: He looks awful. {st-page_040_004.jpg} - -VOCAB: to smell -LINE: The medicine smells bad. {st-page_040_005.jpg} - -LINE: It tastes terrible. {st-page_040_006.jpg} +| This | feels | good. | +| This | looks | good. | +| This | sounds | good. | +| This | smells | good. | +| This | tastes | good. | # Source: ST §Does the Coffee Taste Good? $DIALOGUE Does the Coffee Taste Good? -ID: l1-s24 -INTRO: Seven quick exchanges using the linking verbs — coffee, bread, towels, and a jacket that only looks expensive. -INSTRUCTION: Read the dialogs. +ID: l1-s25 +INTRO: Short conversations with the sense verbs — bitter coffee, dry towels, and a jacket that only looks expensive. Listen and repeat. +INSTRUCTION: Listen and repeat the conversations. +REPEAT Bob: Is the coffee good? Ted: No. It tastes bitter. @@ -1279,232 +1116,475 @@ Jim: Do the towels feel wet? Ed: No, they feel dry now. # Source: LLA 1D Figure 2 -$SELECT Complete the Sentence -ID: 1d-f2 -INTRO: You'll hear the beginning of a sentence about a picture. Tap the word that best completes it, then repeat the full sentence you hear. +$SELECT Finish the Sentence +ID: 9-1d-f2 +INTRO: Look at each picture and listen to the start of the sentence. Tap the word that finishes it, then repeat the whole sentence. INSTRUCTION: Tap the correct word. REPEAT -PROMPT: The flowers smell... {page_032_001.jpg} {bk09-l1d-f2-01-q.mp3} +PROMPT: The flowers smell... {page_032_001.jpg|A woman smelling a bouquet of flowers} {bk09-l1d-f2-01-q.mp3} OPTION: a | cold OPTION: b | bitter OPTION: c | good ANSWER: c FEEDBACK: The flowers smell good. {bk09-l1d-f2-01-a.mp3} -PROMPT: The coffee cup feels... {page_032_002.jpg} {bk09-l1d-f2-02-q.mp3} +PROMPT: The coffee cup feels... {page_032_002.jpg|A boy looking at a hot cup with steam rising} {bk09-l1d-f2-02-q.mp3} OPTION: a | hot OPTION: b | bitter OPTION: c | large ANSWER: a FEEDBACK: The coffee cup feels hot. {bk09-l1d-f2-02-a.mp3} -PROMPT: The child feels... {page_032_003.jpg} {bk09-l1d-f2-03-q.mp3} +PROMPT: The child feels... {page_032_003.jpg|A sad child holding a broken teddy bear} {bk09-l1d-f2-03-q.mp3} OPTION: a | sad OPTION: b | difficult OPTION: c | angry ANSWER: a FEEDBACK: The child feels sad. {bk09-l1d-f2-03-a.mp3} -PROMPT: The gym looks... {page_032_004.jpg} {bk09-l1d-f2-04-q.mp3} +PROMPT: The gym looks... {page_032_004.jpg|People working out in a crowded gym} {bk09-l1d-f2-04-q.mp3} OPTION: a | wrong OPTION: b | crowded OPTION: c | important ANSWER: b FEEDBACK: The gym looks crowded. {bk09-l1d-f2-04-a.mp3} -PROMPT: The music sounds... {page_032_005.jpg} {bk09-l1d-f2-05-q.mp3} +PROMPT: The music sounds... {page_032_005.jpg|A man pointing at a loud stereo speaker with sound waves coming out} {bk09-l1d-f2-05-q.mp3} OPTION: a | bored OPTION: b | clean OPTION: c | awful ANSWER: c FEEDBACK: The music sounds awful. {bk09-l1d-f2-05-a.mp3} -PROMPT: The food tastes... {page_032_006.jpg} {bk09-l1d-f2-06-q.mp3} +PROMPT: The food tastes... {page_032_006.jpg|A man looking suspiciously at chicken food in a container and on a plate} {bk09-l1d-f2-06-q.mp3} OPTION: a | salty OPTION: b | cheap OPTION: c | pretty ANSWER: a FEEDBACK: The food tastes salty. {bk09-l1d-f2-06-a.mp3} -PROMPT: The bread smells... {page_033_001.jpg} {bk09-l1d-f2-07-q.mp3} +PROMPT: The bread smells... {page_033_001.jpg|A steaming loaf of freshly baked bread on a plate} {bk09-l1d-f2-07-q.mp3} OPTION: a | clean OPTION: b | healthy OPTION: c | delicious ANSWER: c FEEDBACK: The bread smells delicious. {bk09-l1d-f2-07-a.mp3} -PROMPT: The milk tastes... {page_033_002.jpg} {bk09-l1d-f2-08-q.mp3} +PROMPT: The milk tastes... {page_033_002.jpg|A carton of Vitamin D Homogenized Milk} {bk09-l1d-f2-08-q.mp3} OPTION: a | healthy OPTION: b | sour OPTION: c | white ANSWER: b FEEDBACK: The milk tastes sour. {bk09-l1d-f2-08-a.mp3} -# Source: ST §How Was Your Vacation? -$PRODUCE How Was Your Vacation? -ID: l1-s25 -INTRO: Read each short paragraph about Jan and Sue's trip, then ask and answer a question or two about it aloud, using "be", "feel", "look", "sound", "smell", and "taste". -INSTRUCTION: Read the paragraph on the card, then ask and answer questions aloud. +# Source: ST §Lemons Taste Sour +$PRODUCE Sweet, Sour, Salty, or Bitter? +ID: l1-s22 +INTRO: Your turn to judge the menu. For each food, say a full sentence with "tastes" or "taste" and one of "sweet", "sour", "salty", or "bitter". +INSTRUCTION: Say a sentence describing the taste. INPUT: speak CHECK: llm -RUBRIC: Accept any well-formed question and answer using linking verbs (be, feel, look, sound, smell, taste) that relates to the facts in the cued paragraph. +RUBRIC: Accept any appropriate taste adjective for the given food (sweet, sour, salty, or bitter) used correctly with "tastes" or "taste". EXAMPLE -TEMPLATE: Jan and Sue flew to Canada for a vacation. The flight was awful. The food and weather were bad. They began to feel sick. -RESPONSE: How were the food and weather on the flight? They were bad. How did they feel on the airplane? They felt sick. +PROMPT: cake +RESPONSE: Cake tastes sweet. -TEMPLATE: They felt better at their hotel. Their room was nice, and their dinner in the hotel restaurant tasted delicious. -RESPONSE: How did they feel at the hotel? They felt better. How did their dinner taste? It tasted delicious. +PROMPT: black coffee +RESPONSE: Black coffee tastes bitter. -TEMPLATE: The weather was clear and cool the next day. The white snow on the mountains looked beautiful. Everything outside smelled clean and sweet. -RESPONSE: How did the snow look? It looked beautiful. How did everything outside smell? It smelled clean and sweet. +PROMPT: green apples +RESPONSE: Green apples taste sour. -TEMPLATE: Jan and Sue climbed a mountain and sat on top for a long time. They felt tired but happy. -RESPONSE: How did they feel? They felt tired but happy. +PROMPT: chicken +RESPONSE: Chicken tastes salty. -# SKIPPED (book): Writing Skill "OUR SUMMER VACATION" (dictation) — instructor-read -# paragraph with no recorded stimulus or printed text. Dropped. +PROMPT: cookies +RESPONSE: Cookies taste sweet. + +PROMPT: lemons +RESPONSE: Lemons taste sour. + +PROMPT: pie +RESPONSE: Pie tastes sweet. + +PROMPT: meat +RESPONSE: Meat tastes salty. + +PROMPT: fish +RESPONSE: Fish tastes salty. + +PROMPT: black tea (without sugar) +RESPONSE: Black tea without sugar tastes bitter. + +PROMPT: green grapes +RESPONSE: Green grapes taste sour. + +# Source: ST §How Was Your Vacation? (context lightly trimmed to keep cards short) +$PRODUCE How Was Your Vacation? +ID: l1-s26 +SHOW_PROMPT +INTRO: Jan and Sue took a vacation with a rough start and a lovely middle. Read each piece of the story and answer aloud with a past-tense sense verb — "felt", "tasted", "looked", "smelled". +INSTRUCTION: Answer using a past-tense linking verb. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the key. The past-tense linking verb is the point — accept any phrasing of the same fact that uses it correctly; wrong tense fails. + +EXAMPLE +PROMPT: Jan and Sue flew to Canada. The flight was awful — the food and weather were bad. — How were the food and weather on the flight? +RESPONSE: They were bad. + +EXAMPLE +PROMPT: The flight was so bad that Jan and Sue began to feel sick. — How did they feel on the airplane? +RESPONSE: They felt sick. + +PROMPT: They felt better at their hotel. Their dinner in the hotel restaurant tasted delicious. — How did the dinner taste? +RESPONSE: It tasted delicious. + +PROMPT: The next day the weather was clear and cool. The white snow on the mountains looked beautiful. — How did the snow look? +RESPONSE: It looked beautiful. + +PROMPT: Everything outside smelled clean and sweet. — How did everything outside smell? +RESPONSE: It smelled clean and sweet. + +PROMPT: Jan and Sue climbed a mountain and sat on top for a long time. They felt tired but happy. — How did they feel? +RESPONSE: They felt tired but happy. + +# SKIPPED (book): ST Writing Skill "OUR SUMMER VACATION" (p. 42) — instructor-read paragraph dictation with missing text not printed in book. # Source: ST §Let's Make the Sentences Longer $PRODUCE Make the Sentences Longer -ID: l1-s26 -INTRO: Dress up each plain sentence: pick one adjective from each numbered group, put it in the matching slot, and say the whole new sentence aloud. -INSTRUCTION: Say the full sentence with one adjective from each group. +ID: l1-s27 +INTRO: Stretch each sentence. Pick one adjective from each numbered group, put it in the matching spot, and say the whole longer sentence aloud. +INSTRUCTION: Say the sentence with one adjective from each group. INPUT: speak CHECK: llm -RUBRIC: The learner must produce the full sentence, inserting exactly one adjective from the corresponding numbered list into each numbered slot. +RUBRIC: Verify that one adjective from group 1 is placed at (1), one from group 2 at (2), and one from group 3 at (3), resulting in a grammatically correct sentence. Any choice from each group is fine. EXAMPLE -TEMPLATE: The (1) man with the (2) necktie talked about his (3) trip to China. -TEMPLATE: 1. happy, tall, angry | 2. wide, green, dirty | 3. long, exciting, interesting +TEMPLATE: The (1) man with the (2) necktie talked about his (3) trip to China. (1. happy, tall, angry / 2. wide, green, dirty / 3. long, exciting, interesting) RESPONSE: The tall man with the dirty necktie talked about his exciting trip to China. -TEMPLATE: The (1) woman picked up the (2) box and put it in her (3) car. -TEMPLATE: 1. tall, beautiful | 2. heavy, square | 3. red, dirty +TEMPLATE: The (1) woman picked up the (2) box and put it in her (3) car. (1. tall, beautiful / 2. heavy, square / 3. red, dirty) RESPONSE: The tall woman picked up the heavy box and put it in her red car. -TEMPLATE: The (1) waitress cut the (2) pie and put it on the (3) plate. -TEMPLATE: 1. young, tired, upset | 2. hot, apple, delicious | 3. clean, glass, white -RESPONSE: The tired waitress cut the hot pie and put it on the clean plate. +TEMPLATE: The (1) waitress cut the (2) pie and put it on the (3) plate. (1. young, tired, upset / 2. hot, apple, delicious / 3. clean, glass, white) +RESPONSE: The young waitress cut the hot pie and put it on the clean plate. -TEMPLATE: Captain Moore rented a (1) apartment with a (2) couch and a (3) bookcase. -TEMPLATE: 1. big, small, new | 2. beautiful, dirty, blue | 3. cheap, wide, heavy -RESPONSE: Captain Moore rented a new apartment with a beautiful couch and a heavy bookcase. +TEMPLATE: Captain Moore rented a (1) apartment with a (2) couch and a (3) bookcase. (1. big, small, new / 2. beautiful, dirty, blue / 3. cheap, wide, heavy) +RESPONSE: Captain Moore rented a big apartment with a beautiful couch and a heavy bookcase. + +$SESSION 1-5: Giving Reasons with "Because" + +# Source: ST §Explaining with "Because" +$DIALOGUE Explaining with "Because" +ID: l1-s16 +INTRO: In this part you'll give reasons with "because" — why Al was late, why Judy is happy, why the plane stayed on the ground. Read these five short exchanges first. +INSTRUCTION: Read the dialogs. + +Jim: Why was Al late this morning? +Ted: Al was late because he didn't wake up on time. + +Nancy: Are you tired because you worked out yesterday? +Ellen: No, I'm tired because I worked hard today. + +Bob: Is he studying because he has a test? +Tom: No, he's studying because he wants to learn the language. + +Lt_Sands: Why didn't the plane take off? +Lt_Reed: Because the weather was bad, the plane didn't take off. + +Rita: Why is Judy happy today? +Lori: She's happy because she graduates today. + +# Source: ST §Adverbial Clauses with "Because" +$GRAMMAR "Because" — Two Positions +ID: l1-s15 +INTRO: "Because" answers the question "why". It can sit in two places in the sentence — here's how. + +CARD: The word "because" tells the reason for something. It can follow the main clause. +{I don't have any money because I spent it all yesterday.} +{I don't have any money because I lost my wallet.} + +CARD: "Because" can also come first — then a comma separates the two clauses. +{Because I spent it all yesterday, I don't have any money.} +{Because it's the end of the month, I don't have any money.} + +SUMMARY: +| | | | +|---|---|---| +| I don't have any money | because | I spent it all yesterday. | +| I don't have any money | because | it's the end of the month. | +| I don't have any money | because | I lost my wallet. | + +| | | | +|---|---|---| +| Because | I spent it all yesterday, | I don't have any money. | +| Because | it's the end of the month, | I don't have any money. | +| Because | I lost my wallet, | I don't have any money. | + +# Source: LLA 1D Figure 3 +$PRODUCE Join with "Because" +ID: 9-1d-f3 +INTRO: You'll hear two sentences — a fact and its reason. Join them into one sentence with "because", say it aloud, then repeat the model answer. +INSTRUCTION: Combine the sentences using "because". +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: Jill is happy. She bought a new dress. +PROMPT: Jill is happy. She bought a new dress. {bk09-l1d-f3-ex-q.mp3} +RESPONSE: Jill is happy because she bought a new dress. {bk09-l1d-f3-ex-a.mp3} + +TEMPLATE: Andy's upset. He lost his wallet. +PROMPT: Andy's upset. He lost his wallet. {bk09-l1d-f3-01-q.mp3} +RESPONSE: Andy's upset because he lost his wallet. {bk09-l1d-f3-01-a.mp3} + +TEMPLATE: Mary went to the doctor. She broke her arm. +PROMPT: Mary went to the doctor. She broke her arm. {bk09-l1d-f3-02-q.mp3} +RESPONSE: Mary went to the doctor because she broke her arm. {bk09-l1d-f3-02-a.mp3} + +TEMPLATE: Mark was late. He lost the address. +PROMPT: Mark was late. He lost the address. {bk09-l1d-f3-03-q.mp3} +RESPONSE: Mark was late because he lost the address. {bk09-l1d-f3-03-a.mp3} + +TEMPLATE: The baby is sick. The milk was sour. +PROMPT: The baby is sick. The milk was sour. {bk09-l1d-f3-04-q.mp3} +RESPONSE: The baby is sick because the milk was sour. {bk09-l1d-f3-04-a.mp3} + +TEMPLATE: Dan was bored. The movie was awful. +PROMPT: Dan was bored. The movie was awful. {bk09-l1d-f3-05-q.mp3} +RESPONSE: Dan was bored because the movie was awful. {bk09-l1d-f3-05-a.mp3} + +TEMPLATE: Susan was late for breakfast. Her alarm clock didn't work. +PROMPT: Susan was late for breakfast. Her alarm clock didn't work. {bk09-l1d-f3-06-q.mp3} +RESPONSE: Susan was late for breakfast because her alarm clock didn't work. {bk09-l1d-f3-06-a.mp3} + +TEMPLATE: Steve didn't return the call. He didn't get the message. +PROMPT: Steve didn't return the call. He didn't get the message. {bk09-l1d-f3-07-q.mp3} +RESPONSE: Steve didn't return the call because he didn't get the message. {bk09-l1d-f3-07-a.mp3} + +TEMPLATE: Matt chose the cherry pie. It looked delicious. +PROMPT: Matt chose the cherry pie. It looked delicious. {bk09-l1d-f3-08-q.mp3} +RESPONSE: Matt chose the cherry pie because it looked delicious. {bk09-l1d-f3-08-a.mp3} + +# Source: ST §Why Did Jan Go to the Post Office? +$PRODUCE Why? Look and Answer +ID: l1-s17 +INTRO: Look at each picture, listen to the "why" question, and use the cue word to answer with "because" in a complete sentence. +INSTRUCTION: Answer with "because" using the cue. +INPUT: speak +CHECK: llm +RUBRIC: Accept any logical complete sentence using "because" that incorporates the cue. + +EXAMPLE +PROMPT: Why are they standing in line? (packages) {st-page_033_001.jpg|People standing in line inside a post office holding packages with a sign that reads U.S. POST} +RESPONSE: They're standing in line because they want to mail their packages. + +PROMPT: Why is he giving the boy a gift? (graduation) {st-page_033_002.jpg|A man handing a wrapped present to a young boy} +RESPONSE: He's giving the boy a gift because it's his graduation. + +PROMPT: Why is she studying? (test) {st-page_033_003.jpg|A woman resting her head on her hand at a desk studying a book} +RESPONSE: She's studying because she has a test. + +PROMPT: Why is she going to the grocery store? (bread, milk, and eggs) {st-page_034_001.jpg|A woman walking toward a store with a sign reading GROCERY STORE} +RESPONSE: She's going to the grocery store because she needs bread, milk, and eggs. + +PROMPT: Why are they looking at the map? (lost) {st-page_034_002.jpg|A man and a woman holding a city map looking confused} +RESPONSE: They're looking at the map because they're lost. + +PROMPT: Why is he putting on his gloves? (cold) {st-page_034_003.jpg|A man putting on a pair of gloves} +RESPONSE: He's putting on his gloves because it's cold. + +PROMPT: Why is he so tired? (out of shape) {st-page_034_004.jpg|An overweight man running and breathing heavily with the text "PUFF PUFF"} +RESPONSE: He's so tired because he's out of shape. + +PROMPT: Why are they going to the gym? (basketball) {st-page_035_001.jpg|Two people carrying a basketball walking into a building with a sign that says GYM} +RESPONSE: They're going to the gym because they want to play basketball. + +PROMPT: Why is she so happy? (test) {st-page_035_002.jpg|A happy woman holding a test paper showing 100%} +RESPONSE: She's so happy because she made 100 on her test. + +PROMPT: Why is she packing her suitcase? (vacation) {st-page_035_003.jpg|A woman packing clothes into an open suitcase} +RESPONSE: She's packing her suitcase because she's going on vacation. + +PROMPT: Why are they crying? (tired and hungry) {st-page_035_004.jpg|Two crying children with speech bubbles, one saying "I'M HUNGRY" and the other saying "I'M TIRED"} +RESPONSE: They're crying because they're tired and hungry. + +# Source: ST §Why Is George So Sleepy? +$PRODUCE Build the Question and the Answer +ID: l1-s18 +INTRO: Now build both halves. From the first cue, ask the "why" question; from the second, answer it with "because". Say both aloud. +INSTRUCTION: Say the question and the answer with "because". +INPUT: speak +CHECK: llm +RUBRIC: Accept a question formed with the first cue and a response with "because" using the second cue. + +EXAMPLE +PROMPT: Mike / running — late +RESPONSE: Why is Mike running? He's running because he's late. + +EXAMPLE +PROMPT: Sara / crying — fell +RESPONSE: Why is Sara crying? She's crying because she fell. + +PROMPT: Roger / going / to the mess hall — hungry +RESPONSE: Why is Roger going to the mess hall? He's going to the mess hall because he's hungry. + +PROMPT: Judy / making / cake — son's birthday +RESPONSE: Why is Judy making a cake? She's making a cake because it's her son's birthday. + +PROMPT: Kevin / looking / clock — leave / early +RESPONSE: Why is Kevin looking at the clock? He's looking at the clock because he wants to leave early. + +# Source: ST §Do They Match? (Part 1) +$SELECT Match the Sentence Parts (1) +ID: l1-s19 +INTRO: Match each sentence beginning with its ending — put together, they tell a little story about a brother out in California. +INSTRUCTION: Tap the ending that completes each sentence. +OPTION: a | to school in Houston +OPTION: b | is a doctor +OPTION: c | in California +OPTION: d | this summer + +TEMPLATE: My brother ____ +ANSWER: b + +TEMPLATE: He went ____ +ANSWER: a + +TEMPLATE: Now he lives ____ +ANSWER: c + +TEMPLATE: I will visit him ____ +ANSWER: d + +# Source: ST §Do They Match? (Part 2) +$SELECT Match the Sentence Parts (2) +ID: l1-s20 +INTRO: One more matching story: a son, some money, and the mail. Tap the ending that completes each sentence. +INSTRUCTION: Tap the ending that completes each sentence. +OPTION: a | him this afternoon +OPTION: b | needs some money +OPTION: c | New York +OPTION: d | him the money +OPTION: e | to buy a money order + +TEMPLATE: My son ____ +ANSWER: b + +TEMPLATE: He lives in ____ +ANSWER: c + +TEMPLATE: I'll have to mail ____ +ANSWER: d + +TEMPLATE: I have ____ +ANSWER: e + +TEMPLATE: I'll mail it to ____ +ANSWER: a $SESSION 1-6: Putting It All Together -# Source: LLA 1B Figure 5 (example paragraph) -$DIALOGUE Listening: Phone Calls -ID: 1b-f5-ex -INTRO: Last part — everything mixed together: main ideas, quick responses, syllables, and punctuation. First, a short paragraph about phone calls. Just listen; a question follows. +# Source: LLA 1B Figure 5 +$DIALOGUE Long-Distance Calls +ID: 9-1b-f5-ex-dialogue +INTRO: This last part mixes everything from the lesson: main ideas, organizing information, quick responses, syllables, and punctuation. Start by listening to a short paragraph about phone calls. INSTRUCTION: Listen to the paragraph. -LINE: There are different kinds of long-distance phone calls, but the least expensive call is a call without the operator's help. {bk09-l1b-f5-01.mp3} -LINE: That kind of call is a station-to-station call. {bk09-l1b-f5-02.mp3} +LINE: There are different kinds of long-distance phone calls, but the least expensive call is a call without the operator's help. {bk09-l1b-f5-01a.mp3} +LINE: That kind of call is a station-to-station call. {bk09-l1b-f5-01b.mp3} -# Source: LLA 1B Figure 5 (main idea example) -$SELECT Main Idea: Phone Calls -ID: 1b-f5-exa -REFERENCE -INTRO: This first one is a warm-up. Which statement gives the main idea of the paragraph — not just a detail? Tap it; replay the paragraph if you need to. +# Source: LLA 1B Figure 5 +$DIALOGUE Grass, Flowers, and Trees +ID: 9-1b-f5-story +INTRO: One more paragraph — grass, flowers, trees, and all the work they quietly create. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: Most people like to put grass, flowers, and trees in their yards. {bk09-l1b-f5-02a.mp3} +LINE: These things make the yard look beautiful. {bk09-l1b-f5-02b.mp3} +LINE: They also give people work to do. {bk09-l1b-f5-02c.mp3} +LINE: People need to cut the grass. {bk09-l1b-f5-02d.mp3} +LINE: They need to water the flowers, trees, and grass, and sometimes they need to give them food. {bk09-l1b-f5-02e.mp3} +LINE: I think that these things make people happy because people enjoy having beautiful things around them. {bk09-l1b-f5-02f.mp3} + +# Source: LLA 1B Figure 5 +$SELECT What's the Main Idea? +ID: 9-1b-f5 +INTRO: For each paragraph you just heard, tap the statement that best gives the main idea — the big point, not just one detail from it. INSTRUCTION: Tap the main idea. -TEMPLATE: What is the main idea of the paragraph? +EXAMPLE +PROMPT: What is the main idea of the paragraph about phone calls? OPTION: a | There are many different kinds of long distance phone calls. OPTION: b | All station-to-station long distance calls need an operator's help. OPTION: c | A station-to-station call is the cheapest long distance call. ANSWER: c +FEEDBACK: A station-to-station call is the cheapest long distance call. -# Source: LLA 1B Figure 5 -$DIALOGUE Listening: Flowers and Trees -ID: 1b-f5 -INTRO: Another paragraph — this one about yards, and all the work a beautiful one demands. Listen; the main-idea question follows. -INSTRUCTION: Listen to the paragraph. - -LINE: Most people like to put grass, flowers, and trees in their yards. {bk09-l1b-f5-03.mp3} -LINE: These things make the yard look beautiful. {bk09-l1b-f5-04.mp3} -LINE: They also give people work to do. {bk09-l1b-f5-05.mp3} -LINE: People need to cut the grass. {bk09-l1b-f5-06.mp3} -LINE: They need to water the flowers, trees, and grass, and sometimes they need to give them food. {bk09-l1b-f5-07.mp3} -LINE: I think that these things make people happy because people enjoy having beautiful things around them. {bk09-l1b-f5-08.mp3} - -# Source: LLA 1B Figure 5 (main idea) -$SELECT Main Idea: Flowers and Trees -ID: 1b-f5-b -REFERENCE -INTRO: Same job, on your own this time. Tap the statement that gives the paragraph's main idea. -INSTRUCTION: Tap the main idea. - -TEMPLATE: What is the main idea of the paragraph? +PROMPT: What is the main idea of the paragraph about yards? OPTION: a | People put grass, flowers, and trees in their yards. OPTION: b | People enjoy grass, flowers, and trees. OPTION: c | People are angry about cities without grass and trees. ANSWER: b +FEEDBACK: People enjoy grass, flowers, and trees. {bk09-l1b-f5-03.mp3} # Source: LLA 1B Figure 6 -$DIALOGUE The Bridges Family {page_022_001.jpg} -ID: 1b-f6 -INTRO: A paragraph about the Bridges family and their five children — all named with the same letter, which was probably a filing decision. Listen and follow the diagram. -INSTRUCTION: Listen to the paragraph. +$DIALOGUE The Bridges Family {page_022_001.jpg|Diagram mapping the children of the Bridges family into boys' names (Ben, Bart, Bret) and girls' names (Betty, Becky)} +ID: 9-1b-f6 +INTRO: Listen to the paragraph about the Bridges family and watch how the chart sorts their five children into boys and girls. All those names start with "B" — on purpose, apparently. +INSTRUCTION: Listen and look at the chart. -LINE: Mr. and Mrs. Bridges have 5 children. {bk09-l1b-f6-01.mp3} -LINE: They have 3 boys and 2 girls. {bk09-l1b-f6-02.mp3} -LINE: The names of the boys are Ben, Bart, and Brett. {bk09-l1b-f6-03.mp3} -LINE: The girls' names are Betty and Becky. {bk09-l1b-f6-04.mp3} -LINE: Mr. and Mrs. Bridges think it's easy to remember those names because they all start with B. {bk09-l1b-f6-05.mp3} +LINE: Mr. and Mrs. Bridges have 5 children. {bk09-l1b-f6-01a.mp3} +LINE: They have 3 boys and 2 girls. {bk09-l1b-f6-01b.mp3} +LINE: The names of the boys are Ben, Bart, and Brett. {bk09-l1b-f6-01c.mp3} +LINE: The girls' names are Betty and Becky. {bk09-l1b-f6-01d.mp3} +LINE: Mr. and Mrs. Bridges think it's easy to remember those names because they all start with B. {bk09-l1b-f6-01e.mp3} # Source: LLA 1B Figure 7 $DIALOGUE Furniture for a New House -ID: 1b-f7 -INTRO: One more listening paragraph: Mark and Eve, a new house, and the eternal question of what to buy and what to keep. -INSTRUCTION: Listen to the paragraph. +ID: 9-1b-f7-story +INTRO: Mark and Eve bought a house. Listen to what's new, what's old, and what has to wait a year or two — you'll organize it all in a moment. +INSTRUCTION: Listen to the story. -LINE: Mark and Eve bought a new house. {bk09-l1b-f7-01.mp3} -LINE: They have some furniture, but they have to buy new things for the kitchen and the living room. {bk09-l1b-f7-02.mp3} -LINE: They need a stove and a refrigerator for the kitchen. {bk09-l1b-f7-03.mp3} -LINE: Because the living room is small, they'll only need a sofa, two chairs, and a coffee table. {bk09-l1b-f7-04.mp3} -LINE: They'll use their old bedroom furniture because both their bed and their bookcase are just a year old. {bk09-l1b-f7-05.mp3} -LINE: They'd like to buy new curtains, but new curtains cost a lot of money. {bk09-l1b-f7-06.mp3} -LINE: They'll use their old ones for a year or two. {bk09-l1b-f7-07.mp3} -LINE: Mark and Eve are using old and new things in their new house. {bk09-l1b-f7-08.mp3} +LINE: Mark and Eve bought a new house. {bk09-l1b-f7-01a.mp3} +LINE: They have some furniture, but they need to buy new things for the kitchen and the living room. {bk09-l1b-f7-01b.mp3} +LINE: They need a stove and a refrigerator for the kitchen. {bk09-l1b-f7-01c.mp3} +LINE: Because the living room is small, they'll only need a sofa, two chairs, and a coffee table. {bk09-l1b-f7-01d.mp3} +LINE: They'll use their old bedroom furniture because both their bed and their bookcase are just a year old. {bk09-l1b-f7-01e.mp3} +LINE: They'd like to buy new curtains, but new curtains cost a lot of money. {bk09-l1b-f7-01f.mp3} +LINE: They'll use their old ones for a year or two. {bk09-l1b-f7-01g.mp3} +LINE: Mark and Eve are using old and new things in their new house. {bk09-l1b-f7-01h.mp3} -# SKIPPED (book): LLA 1B Figure 7 outline completion — no determinate key provided. +# Source: LLA 1B Figure 7 +$PRODUCE Complete the Furniture Outline +ID: 9-1b-f7 +INPUT: type +CHECK: exact +REFERENCE: 9-1b-f7-story +INTRO: Fill in the outline with the furniture Mark and Eve need for each room. Open the story again if you need it — good notes beat good memory. +INSTRUCTION: Fill in the outline. -# Source: ST §Do They Match? (recast from typed paragraph-matching to sentence ordering) -$SELECT Build a Paragraph -ID: l1-s19 -ORDER -INTRO: Paragraphs have an order too. Arrange each set of sentences so the little story makes sense from first to last. -INSTRUCTION: Arrange the sentences into a paragraph. - -EXAMPLE -TEMPLATE: Put the sentences in the best order to make a paragraph. -OPTION: a | I am in the seventh grade. -OPTION: b | Today is the first day of school. -OPTION: c | Next year I will be in the eighth grade. -ANSWER: b,a,c - -TEMPLATE: Put the sentences in the best order to make a paragraph. -OPTION: a | My brother is a doctor. -OPTION: b | He went to school in Houston. -OPTION: c | Now he lives in California. -OPTION: d | I will visit him this summer. -ANSWER: a,b,c,d - -TEMPLATE: Put the sentences in the best order to make a paragraph. -OPTION: a | My son needs some money. -OPTION: b | He lives in New York. -OPTION: c | I'll have to mail him the money. -OPTION: d | I have to buy a money order. -OPTION: e | I'll mail it to him this afternoon. -ANSWER: a,b,d,c,e +TEMPLATE: Furniture for a new house +SLOT: 1 | Kitchen (new) | stove and refrigerator +SLOT: 2 | Item 1 | stove +SLOT: 2 | Item 2 | refrigerator +SLOT: 1 | Living room (new) | sofa, two chairs, and a coffee table +SLOT: 2 | Item 1 | sofa +SLOT: 2 | Item 2 | two chairs +SLOT: 2 | Item 3 | coffee table +SLOT: 1 | Bedroom (old) | bed and bookcase +SLOT: 2 | Item 1 | bed +SLOT: 2 | Item 2 | bookcase # Source: LLA 1D Figure 4 $SELECT Choose the Best Response -ID: 1d-f4 -INTRO: You'll hear a statement or question. Tap the best response from the list — the whole lesson is hiding in these ten — then say the answer back. -INSTRUCTION: Tap the correct response. +ID: 9-1d-f4 +INTRO: A rapid review of the whole lesson. Listen to each statement or question, tap the best response from the list, then repeat it. +INSTRUCTION: Tap the best response. REPEAT OPTION: a | It tasted sweet. @@ -1518,14 +1598,17 @@ OPTION: h | He needs a savings account. OPTION: i | They sounded upset. OPTION: j | It isn't safe. -PROMPT: Hi Tom. Are you going to the store later? {bk09-l1d-f4-01-q.mp3} +PROMPT: Hi, Tom. Are you going to the store later? {bk09-l1d-f4-01-q.mp3} ANSWER: e +FEEDBACK: No, I'm going right away. {bk09-l1d-f4-01-a.mp3} PROMPT: Tom wants to save some money. What kind of account does he need? {bk09-l1d-f4-02-q.mp3} ANSWER: h +FEEDBACK: He needs a savings account. {bk09-l1d-f4-02-a.mp3} PROMPT: Alex wants to take money out of his account. What does he want to do? {bk09-l1d-f4-03-q.mp3} ANSWER: d +FEEDBACK: He wants to make a withdrawal. {bk09-l1d-f4-03-a.mp3} PROMPT: The children were crying. {bk09-l1d-f4-04-q.mp3} ANSWER: i @@ -1549,16 +1632,17 @@ FEEDBACK: It tasted sweet. {bk09-l1d-f4-08-a.mp3} PROMPT: Do you have any cash to pay for lunch? {bk09-l1d-f4-09-q.mp3} ANSWER: g +FEEDBACK: No, but I have my checkbook. {bk09-l1d-f4-09-a.mp3} PROMPT: Where do I write my name? {bk09-l1d-f4-10-q.mp3} ANSWER: c FEEDBACK: Put your signature on the last line. {bk09-l1d-f4-10-a.mp3} # Source: LLA 1D Figure 5 -$SELECT Listening: Choose the Best Answer -ID: 1d-f5 -INTRO: Six little stories, each with a question at the end. Listen all the way through, then tap the best answer. -INSTRUCTION: Tap the best answer. +$SELECT Listen and Choose +ID: 9-1d-f5 +INTRO: Little stories now, ears only — no text on screen until you answer. Listen to each passage and its question, then tap the best answer. +INSTRUCTION: Tap the correct answer. PROMPT: Tom bought a gift for his friend. He gave him something to keep money in. What did Tom give his friend? {bk09-l1d-f5-01.mp3} OPTION: a | a slip @@ -1604,75 +1688,76 @@ ANSWER: a # Source: LLA 1D Figure 6 $SELECT How Many Syllables? -ID: 1d-f6 -INTRO: A quick ear-tuning exercise with this lesson's words. You'll hear each word twice — tap how many syllables it has. +ID: 9-1d-f6 +INTRO: A quick ear-tuning exercise. You'll hear one word at a time — tap the number of syllables you hear. INSTRUCTION: Tap the number of syllables. + OPTION: a | 1 syllable OPTION: b | 2 syllables OPTION: c | 3 syllables OPTION: d | 4 syllables -PROMPT: bill. Bill. {bk09-l1d-f6-01.mp3} +PROMPT: bill {bk09-l1d-f6-01.mp3} ANSWER: a -PROMPT: wallet. Wallet. {bk09-l1d-f6-02.mp3} +PROMPT: wallet {bk09-l1d-f6-02.mp3} ANSWER: b -PROMPT: withdrawal. Withdrawal. {bk09-l1d-f6-03.mp3} +PROMPT: withdrawal {bk09-l1d-f6-03.mp3} ANSWER: c -PROMPT: taste. Taste. {bk09-l1d-f6-04.mp3} +PROMPT: taste {bk09-l1d-f6-04.mp3} ANSWER: a -PROMPT: complete. Complete. {bk09-l1d-f6-05.mp3} +PROMPT: complete {bk09-l1d-f6-05.mp3} ANSWER: b -PROMPT: deposit. Deposit. {bk09-l1d-f6-06.mp3} +PROMPT: deposit {bk09-l1d-f6-06.mp3} ANSWER: c -PROMPT: information. Information. {bk09-l1d-f6-07.mp3} +PROMPT: information {bk09-l1d-f6-07.mp3} ANSWER: d -PROMPT: suite. Suite. {bk09-l1d-f6-08.mp3} +PROMPT: suite {bk09-l1d-f6-08.mp3} ANSWER: a -PROMPT: bitter. Bitter. {bk09-l1d-f6-09.mp3} +PROMPT: bitter {bk09-l1d-f6-09.mp3} ANSWER: b # Source: LLA 1D Figure 7 -$PRODUCE Punctuation Dictation -ID: 1d-f7 +$PRODUCE Fix the Capitals and Punctuation +ID: 9-1d-f7 INPUT: type CHECK: exact NORMALIZE: strict LONGFORM -INTRO: The last activity of the lesson: Commander Nelson goes to the bank, and you supply the capital letters and punctuation. Read the bare sentence, listen, and type it correctly. End strong. -INSTRUCTION: Type the sentence with correct punctuation. +INTRO: Last activity of the lesson. Listen to each sentence about Commander Nelson's trip to the bank and retype it with correct capital letters, commas, periods, quotation marks, and question marks. Then you're done — nicely done. +INSTRUCTION: Rewrite with correct capitalization and punctuation. TEMPLATE: this morning commander nelson went to the bank to withdraw some money PROMPT: This morning, Commander Nelson went to the bank to withdraw some money. {bk09-l1d-f7-01.mp3} -RESPONSE: This morning, Commander Nelson went to the bank to withdraw some money. +RESPONSE: This morning, Commander Nelson went to the bank to withdraw some money. {bk09-l1d-f7-01.mp3} TEMPLATE: hes going on a trip this weekend PROMPT: He's going on a trip this weekend. {bk09-l1d-f7-02.mp3} -RESPONSE: He's going on a trip this weekend. +RESPONSE: He's going on a trip this weekend. {bk09-l1d-f7-02.mp3} TEMPLATE: hell need money for film food and gifts for his wife and children PROMPT: He'll need money for film, food, and gifts for his wife and children. {bk09-l1d-f7-03.mp3} -RESPONSE: He'll need money for film, food, and gifts for his wife and children. +RESPONSE: He'll need money for film, food, and gifts for his wife and children. {bk09-l1d-f7-03.mp3} TEMPLATE: commander nelson has a checking account at the bank on base PROMPT: Commander Nelson has a checking account at the bank on base. {bk09-l1d-f7-04.mp3} -RESPONSE: Commander Nelson has a checking account at the bank on base. +RESPONSE: Commander Nelson has a checking account at the bank on base. {bk09-l1d-f7-04.mp3} TEMPLATE: this morning he asked the clerk can you give me small bills PROMPT: This morning he asked the clerk, "Can you give me small bills?" {bk09-l1d-f7-05.mp3} -RESPONSE: This morning he asked the clerk, "Can you give me small bills?" +RESPONSE: This morning he asked the clerk, "Can you give me small bills?" {bk09-l1d-f7-05.mp3} TEMPLATE: the clerk said how about fives tens and twenties PROMPT: The clerk said, "How about 5s, 10s, and 20s?" {bk09-l1d-f7-06.mp3} -RESPONSE: The clerk said, "How about 5s, 10s, and 20s?" +RESPONSE: The clerk said, "How about 5s, 10s, and 20s?" {bk09-l1d-f7-06.mp3} TEMPLATE: commander nelson said yes thatll be fine PROMPT: Commander Nelson said, "Yes, that'll be fine." {bk09-l1d-f7-07.mp3} -RESPONSE: Commander Nelson said, "Yes, that'll be fine." +RESPONSE: Commander Nelson said, "Yes, that'll be fine." {bk09-l1d-f7-07.mp3} diff --git a/book-9-lesson-1/bk09-l1a-f1-07.mp3 b/book-9-lesson-1/bk09-l1a-f1-07.mp3 index 6fc84674..a787785e 100644 Binary files a/book-9-lesson-1/bk09-l1a-f1-07.mp3 and b/book-9-lesson-1/bk09-l1a-f1-07.mp3 differ diff --git a/book-9-lesson-1/bk09-l1a-f1-08-a.mp3 b/book-9-lesson-1/bk09-l1a-f1-08-a.mp3 deleted file mode 100644 index 0517dcf7..00000000 Binary files a/book-9-lesson-1/bk09-l1a-f1-08-a.mp3 and /dev/null differ diff --git a/book-9-lesson-1/bk09-l1a-f1-08-q.mp3 b/book-9-lesson-1/bk09-l1a-f1-08-q.mp3 deleted file mode 100644 index 05310c61..00000000 Binary files a/book-9-lesson-1/bk09-l1a-f1-08-q.mp3 and /dev/null differ diff --git a/book-9-lesson-1/bk09-l1a-f1-08.mp3 b/book-9-lesson-1/bk09-l1a-f1-08.mp3 new file mode 100644 index 00000000..83ff962f Binary files /dev/null and b/book-9-lesson-1/bk09-l1a-f1-08.mp3 differ 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progressive, telling and reporting commands, comparing things (same, similar, different), and paragraph skills. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, lightly wry teacher voice +VOICE_INTRO: aoede | Warm, slightly wry teacher voice VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Sam | iapetus | Male voice -VOICE: Ted | achird | Male voice -VOICE: Man1 | schedar | Male voice -VOICE: Man2 | charon | Male voice -VOICE: Jan | achernar | Female speaker -VOICE: Tom | puck | Male speaker +VOICE: Sam | charon | Male speaker +VOICE: Ted | achird | Male speaker +VOICE: Man1 | schedar | Male speaker +VOICE: Man2 | charon | Male speaker +VOICE: SpeakerA | charon | Male speaker +VOICE: SpeakerB | schedar | Male speaker +VOICE: Lt_Jackson | charon | Male officer +VOICE: Sgt_Wilson | schedar | Male soldier +VOICE: Maj_Johnson | charon | Male officer +VOICE: Lt_Kline | achird | Male officer +VOICE: Jan | aoede | Female speaker +VOICE: Tom | achird | Male speaker VOICE: Rita | gacrux | Female speaker -VOICE: Jane | aoede | Female speaker -VOICE: Steve | schedar | Male speaker -VOICE: Larry | achird | Male speaker -VOICE: Policeman | alnilam | Male speaker -VOICE: Witness | schedar | Male speaker -VOICE: Boy | charon | Male speaker -VOICE: Driver | achird | Male speaker -VOICE: Bystander | aoede | Female speaker +VOICE: Jane | achernar | Female speaker +VOICE: Steve | charon | Male speaker +VOICE: Larry | schedar | Male speaker +VOICE: Policeman | charon | Male speaker +VOICE: Witness | achird | Male speaker +VOICE: Boy | orus | Male speaker +VOICE: Driver | schedar | Male speaker +VOICE: Bystander | iapetus | Male speaker VOICE: Bob | schedar | Male speaker -VOICE: Tim | orus | Male speaker -VOICE: Ms_Nelson | gacrux | Female speaker -VOICE: Joe | alnilam | Male speaker -VOICE: Don | charon | Male speaker -VOICE: Jim | achird | Male speaker -VOICE: Pam | aoede | Female speaker +VOICE: Tim | achird | Male speaker +VOICE: Ms_Nelson | aoede | Female speaker +VOICE: Joe | schedar | Male speaker +VOICE: Don | achird | Male speaker +VOICE: Jim | charon | Male speaker +VOICE: Pam | gacrux | Female speaker VOICE: Waiter | charon | Male speaker -VOICE: Harold | iapetus | Male speaker -VOICE: Steven | orus | Male speaker -VOICE: Herb_Wilson | puck | Male speaker -VOICE: Ms_Johnson | gacrux | Female speaker -VOICE: Lori_Wilson | achernar | Female speaker +VOICE: Harold | schedar | Male speaker +VOICE: Steven | achird | Male speaker +VOICE: Herb_Wilson | iapetus | Male speaker +VOICE: Ms_Johnson | aoede | Female speaker +VOICE: Lori_Wilson | gacrux | Female speaker VOICE: George | schedar | Male speaker VOICE: Edward | achird | Male speaker -VOICE: Mrs_Hall | aoede | Female speaker -VOICE: Fred | orus | Male speaker -VOICE: Jack | puck | Male speaker -VOICE: Ed | charon | Male speaker -VOICE: Mike | alnilam | Male speaker -VOICE: Lee | aoede | Female speaker +VOICE: Mrs_Hall | achernar | Female speaker +VOICE: Fred | charon | Male speaker +VOICE: Jack | achird | Male speaker +VOICE: Ed | achird | Male speaker +VOICE: Mike | achird | Male speaker +VOICE: Lee | schedar | Male speaker VOICE: Oscar | schedar | Male speaker VOICE: Kevin | achird | Male speaker -VOICE: Mother | gacrux | Female speaker -VOICE: Dad | charon | Male speaker -VOICE: Billy | achird | Male speaker -VOICE: Roberta | aoede | Female speaker VOICE: Narrator | achird | speaker (auto) -$SESSION 2-1: Automobiles and Accidents +$SESSION 2-1: Traffic and Accidents -# Source: LLA 2A Figure 1 -$DIALOGUE Automobiles and Accidents -ID: 2a-f1 -INTRO: In this lesson you'll learn to talk about traffic, accidents, and what people told each other to do. First, meet Jeff, Ray, and Ray's driving — the pictures tell the whole sad story. Listen and repeat each sentence. +# Source: ST §There Are Always Many Automobiles on the Streets. +$DIALOGUE Cars, Bikes, and Traffic +ID: l2-s1 +INTRO: In this lesson you'll learn to talk about traffic and accidents, say what people were doing when something happened, and pass along commands and requests. We start with the words for what's out on the street. Look at each picture, listen, and repeat. INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: automobile -LINE: Jeff bought a new automobile. {page_037_001.jpg} {bk09-l2a-f1-01.mp3} +VOCAB: auto +LINE: The automobile on the left side of the road is white. The auto on the right side is black. {st-page_047_001.jpg|Two cars driving on a road, one white automobile on the left and one black auto on the right} VOCAB: accident -LINE: Jeff had an accident in his automobile. {page_037_002.jpg} {bk09-l2a-f1-02.mp3} +LINE: The drivers of the autos had an accident. It happened on the corner of 4th and Elm. {st-page_047_002.jpg|Two cars crashed into each other at a street corner labeled ELM ST. and 4TH ST.} -VOCAB: ran -LINE: Ray ran the red light. {page_037_003.jpg} {bk09-l2a-f1-03.mp3} +VOCAB: bicycle +LINE: Jane rides her bicycle to school every day. {st-page_047_003.jpg|A girl riding her bicycle toward a school building} -VOCAB: cause -LINE: Ray caused the accident. {page_037_004.jpg} {bk09-l2a-f1-04.mp3} +VOCAB: bike +LINE: She rode her bike to the store yesterday. {st-page_047_004.jpg|A girl riding her bicycle toward a grocery store} -VOCAB: fault -LINE: The accident was Ray's fault. {page_037_005.jpg} {bk09-l2a-f1-05.mp3} +VOCAB: across +LINE: There's a bank across the street from the library. {st-page_048_001.jpg|A street view showing a CITY BANK building across the street from a LIBRARY} + +VOCAB: careful +VOCAB: to cross +LINE: Be careful! Don't cross the street when a bus is coming. {st-page_048_002.jpg|A woman holding a child's hand near a street as a DOWNTOWN bus approaches} VOCAB: policeman -LINE: The policeman arrived at the accident. {page_037_006.jpg} {bk09-l2a-f1-06.mp3} +LINE: Jim's father is a policeman. His car has red and blue lights on top. {st-page_048_003.jpg|A police car with flashing lights on top and a officer inside} + +VOCAB: curve +VOCAB: careless +LINE: This driver is going very fast around the curve. He's a careless driver. {st-page_048_004.jpg|A car driving very fast around a sharp curve near a SLOW sign} + +VOCAB: traffic +VOCAB: heavy traffic +LINE: There are many cars on the highway. There's a lot of traffic. There's usually very heavy traffic from 4:30 to 6:30 in the afternoon. {st-page_049_001.jpg|Drawing of multiple cars traveling in lanes on a highway} + +VOCAB: traffic jam +LINE: It's Friday afternoon and everyone wants to get home. No one can move. There's a big traffic jam. {st-page_049_002.jpg|Drawing of heavy traffic congestion in a city street where cars are packed closely together} + +VOCAB: to bother +LINE: Don't bother me now, Jimmy. I'm very busy. {st-page_049_003.jpg|Drawing of a young boy named Jimmy pulling on his older brother's arm while the brother tries to read a book} + +LINE: The heat bothers me. I can't get cool. {st-page_049_004.jpg|Drawing of a man talking on a telephone near a window, sweating from the heat} + +# Source: LLA 2A Figure 1 +$DIALOGUE An Accident on the Corner +ID: 9-2a-f1 +INTRO: Ray ran a red light, and now everyone gets new vocabulary out of it. Look at each picture, listen to the sentence, and repeat it. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +LINE: Jeff bought a new automobile. {page_037_001.jpg|A car driving down a street} {bk09-l2a-f1-01.mp3} + +LINE: Jeff had an accident in his automobile. {page_037_002.jpg|A car colliding with another object/car front bumper} {bk09-l2a-f1-02.mp3} + +VOCAB: to run +LINE: Ray ran the red light. {page_037_003.jpg|A car approaching a traffic light at an intersection} {bk09-l2a-f1-03.mp3} + +VOCAB: to cause +LINE: Ray caused the accident. {page_037_004.jpg|Two cars involved in a rear-end collision on a highway} {bk09-l2a-f1-04.mp3} + +VOCAB: fault +LINE: The accident was Ray's fault. {page_037_005.jpg|A man looking in his rearview mirror at a driver behind him} {bk09-l2a-f1-05.mp3} + +LINE: The policeman arrived at the accident. {page_037_006.jpg|A police car parked with light bar on top} {bk09-l2a-f1-06.mp3} VOCAB: ticket -LINE: The policeman gave Ray a ticket. {page_038_001.jpg} {bk09-l2a-f1-07.mp3} +LINE: The policeman gave Ray a ticket. {page_038_001.jpg|A police officer writing a ticket for a male driver in a car} {bk09-l2a-f1-07.mp3} -VOCAB: careless -LINE: Ray is a very careless driver. {page_038_002.jpg} {bk09-l2a-f1-08.mp3} +LINE: Ray is a very careless driver. {page_038_002.jpg|View from inside a car showing the speedometer reading 80 and a traffic light ahead} {bk09-l2a-f1-08.mp3} VOCAB: fine -LINE: Ray had to pay the fine. {page_038_003.jpg} {bk09-l2a-f1-09.mp3} +LINE: Ray had to pay the fine. {page_038_003.jpg|A man's hands filling out/signing a check for a fine} {bk09-l2a-f1-09.mp3} # Source: LLA 2A Figure 1 (matching pass) $SELECT Which Picture Is It? -ID: 2a-f1-b -INTRO: Now put those new words to work. You'll hear a sentence — tap the picture it describes, then repeat the sentence. -INSTRUCTION: Tap the correct picture, then repeat the sentence. +ID: 9-2a-f1-match +INTRO: Now prove you were looking. Listen to each sentence, tap the picture it describes, then repeat the model sentence. +INSTRUCTION: Tap the picture that matches the sentence. REPEAT -OPTION: a | automobile {page_037_001.jpg} -OPTION: b | accident {page_037_002.jpg} -OPTION: c | traffic light {page_037_003.jpg} -OPTION: d | rear-end collision {page_037_004.jpg} -OPTION: e | rearview mirror {page_037_005.jpg} -OPTION: f | police car {page_037_006.jpg} -OPTION: g | traffic stop {page_038_001.jpg} -OPTION: h | speeding {page_038_002.jpg} -OPTION: i | paying the fine {page_038_003.jpg} +OPTION: a | Picture A {page_037_001.jpg|A car driving down a street} +OPTION: b | Picture B {page_037_002.jpg|A car colliding with another object/car front bumper} +OPTION: c | Picture C {page_037_003.jpg|A car approaching a traffic light at an intersection} +OPTION: d | Picture D {page_037_004.jpg|Two cars involved in a rear-end collision on a highway} +OPTION: e | Picture E {page_037_005.jpg|A man looking in his rearview mirror at a driver behind him} +OPTION: f | Picture F {page_037_006.jpg|A police car parked with light bar on top} +OPTION: g | Picture G {page_038_001.jpg|A police officer writing a ticket for a male driver in a car} +OPTION: h | Picture H {page_038_002.jpg|View from inside a car showing the speedometer reading 80 and a traffic light ahead} +OPTION: i | Picture I {page_038_003.jpg|A man's hands filling out/signing a check for a fine} PROMPT: The men had an accident. {bk09-l2a-f1-10.mp3} ANSWER: b -FEEDBACK: The men had an accident. {bk09-l2a-f1-10-a.mp3} +FEEDBACK: The men had an accident. {bk09-l2a-f1-10-fb.mp3} PROMPT: The policeman arrived at the accident. {bk09-l2a-f1-11.mp3} ANSWER: f -FEEDBACK: The policeman arrived at the accident. {bk09-l2a-f1-11-a.mp3} +FEEDBACK: The policeman arrived at the accident. {bk09-l2a-f1-11-fb.mp3} PROMPT: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12.mp3} ANSWER: a -FEEDBACK: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-a.mp3} +FEEDBACK: Jeff bought a new, light blue automobile. {bk09-l2a-f1-12-fb.mp3} PROMPT: The policeman gave the driver of the dark car a ticket. {bk09-l2a-f1-13.mp3} ANSWER: g -FEEDBACK: The policeman gave the driver of the red car a ticket. {bk09-l2a-f1-13-a.mp3} +FEEDBACK: The policeman gave the driver of the red car a ticket. {bk09-l2a-f1-13-fb.mp3} PROMPT: He ran the red light. {bk09-l2a-f1-14.mp3} ANSWER: c -FEEDBACK: He ran the red light. {bk09-l2a-f1-14-a.mp3} +FEEDBACK: He ran the red light. {bk09-l2a-f1-14-fb.mp3} PROMPT: The accident was Ray's fault. {bk09-l2a-f1-15.mp3} ANSWER: e -FEEDBACK: The accident was Ray's fault. {bk09-l2a-f1-15-a.mp3} +FEEDBACK: The accident was Ray's fault. {bk09-l2a-f1-15-fb.mp3} PROMPT: Ray is a very careless driver. {bk09-l2a-f1-16.mp3} ANSWER: h -FEEDBACK: Ray is a very careless driver. {bk09-l2a-f1-16-a.mp3} +FEEDBACK: Ray is a very careless driver. {bk09-l2a-f1-16-fb.mp3} PROMPT: The fine was $85. {bk09-l2a-f1-17.mp3} ANSWER: i -FEEDBACK: The fine was $85. {bk09-l2a-f1-17-a.mp3} +FEEDBACK: The fine was $85. {bk09-l2a-f1-17-fb.mp3} PROMPT: The driver of the dark car caused the accident. {bk09-l2a-f1-18.mp3} ANSWER: d -FEEDBACK: The driver of the red car caused the accident. {bk09-l2a-f1-18-a.mp3} +FEEDBACK: The driver of the red car caused the accident. {bk09-l2a-f1-18-fb.mp3} -# Source: ST §There Are Always Many Automobiles on the Streets (salvaged distinct items; twin of the cassette vocab panels) -$DIALOGUE More Words for the Road -ID: l2-s1 -INTRO: A few more words drivers use every day — short forms, curves, and the traffic jam nobody asked for. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -VOCAB: auto -LINE: "Auto" is a short word for "automobile". The auto on the right side of the road is black. {st-page_047_001.jpg} - -VOCAB: bike -LINE: Jane rides her bicycle to school every day. She rode her bike to the store yesterday. {st-page_047_004.jpg} - -VOCAB: across -LINE: There's a bank across the street from the library. {st-page_048_001.jpg} - -VOCAB: curve -LINE: This driver is going very fast around the curve. {st-page_048_004.jpg} - -LINE: There are many cars on the highway. {st-page_049_001.jpg} -VOCAB: heavy traffic -LINE: There's usually very heavy traffic from 4:30 to 6:30 in the afternoon. {st-page_049_001.jpg} - -VOCAB: traffic jam -LINE: It's Friday afternoon and everyone wants to get home. No one can move. There's a big traffic jam. {st-page_049_002.jpg} - -# Source: ST §Mrs. Simms Had an Automobile Accident -$DIALOGUE Mrs. Simms Had an Accident +# Source: ST §Mrs. Simms Had an Automobile Accident. +$DIALOGUE Mrs. Simms Has an Accident ID: l2-s2 -INTRO: Now read a short story about John, Mrs. Simms, and one very bad curve. Just read and listen — questions come next. -INSTRUCTION: Read the story. +INTRO: Now a short story. Mrs. Simms was in a hurry, and John was in the wrong place at the wrong time. Just listen — questions come afterward. +INSTRUCTION: Listen to the story. -LINE: John was on his way home after work. +Narrator: John was on his way home after work. He was on the right side of the road. {st-page_050_001.jpg|Drawing of two cars driving along a curved country road with a wooden fence} +Narrator: Mrs. Simms was on her way to the store. She was careless. She drove very fast around the curve. {st-page_050_001.jpg|Drawing of two cars driving along a curved country road with a wooden fence} -VOCAB: on the right side of the road -LINE: He was on the right side of the road. Mrs. Simms was on her way to the store. She was careless. +Narrator: She drove on John's side of the road. John thought she was going to move back to the other side. She didn't. {st-page_050_002.jpg|Drawing of one car following closely behind another on the curve} +Narrator: She kept on coming in his direction. {st-page_050_002.jpg|Drawing of one car following closely behind another on the curve} -VOCAB: drove very fast around the curve -LINE: She drove very fast around the curve. {st-page_050_001.jpg} +Narrator: She crossed in front of his truck. They ran off the road. {st-page_050_003.jpg|Drawing of two vehicles colliding as one crosses in front of the other off the road} -VOCAB: John's side of the road -LINE: She drove on John's side of the road. -LINE: John thought she was going to move back to the other side. -LINE: She didn't. +Narrator: Mrs. Simms hit the tree. She caused the accident. {st-page_051_001.jpg|Drawing of a car crashing into a tree with smoke rising from the hood} -VOCAB: kept on coming in his direction -LINE: She kept on coming in his direction. {st-page_050_002.jpg} +VOCAB: dent +VOCAB: place +Narrator: Mrs. Simms wasn't hurt. She got out to check her car. It had dents in many places. {st-page_051_002.jpg|Drawing of a woman standing by her crashed car looking at the dented front bumper} -VOCAB: crossed in front of -LINE: She crossed in front of his truck. +Narrator: John found a phone. He called the police to tell them about the accident. {st-page_051_003.jpg|Drawing of a man inside a phone booth calling the police while looking out at his truck} -VOCAB: They ran off the road -LINE: They ran off the road. {st-page_050_003.jpg} +Narrator: When the policeman arrived, he asked them a lot of questions. {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree} +Narrator: "What happened here?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree} +Narrator: "Can you show me the place where she crossed in front of you?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree} +Narrator: "Was there any other traffic on the road?" {st-page_052_001.jpg|Drawing of a police officer taking notes while talking to John and Mrs. Simms near a tree} -LINE: Mrs. Simms hit the tree. - -VOCAB: caused the accident -LINE: She caused the accident. {st-page_051_001.jpg} - -LINE: Mrs. Simms wasn't hurt. She got out to check her car. - -VOCAB: dents -VOCAB: many places -LINE: It had dents in many places. {st-page_051_002.jpg} - -LINE: John found a phone. - -VOCAB: called the police -LINE: He called the police to tell them about the accident. {st-page_051_003.jpg} - -LINE: When the policeman arrived, he asked them a lot of questions. {st-page_052_001.jpg} -LINE: "What happened here?" {st-page_052_001.jpg} -LINE: "Can you show me the place where she crossed in front of you?" {st-page_052_001.jpg} -LINE: "Was there any other traffic on the road?" {st-page_052_001.jpg} - -# Source: ST — questions on the Mrs. Simms story +# Source: ST questions on the Mrs. Simms story $PRODUCE Questions About the Accident ID: l2-s3 -REFERENCE -INTRO: Nine questions about Mrs. Simms and her morning. Answer each one aloud in a full sentence — open the story again if you need it. -INSTRUCTION: Answer aloud in a full sentence. +REFERENCE: l2-s2 +INTRO: Answer each question about the story aloud, in a full sentence. Open the story again if you need it — the policeman took notes; you're allowed to as well. +INSTRUCTION: Answer the question aloud. +SHOW_PROMPT INPUT: speak CHECK: llm -SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: Was Mrs. Simms a careful driver? -RESPONSE: No, she was careless. +RESPONSE: No, she wasn't. She was careless. PROMPT: Was the road straight where the accident happened? -RESPONSE: No, there was a curve. +RESPONSE: No, it wasn't. It was curved. PROMPT: Was Mrs. Simms on the correct side of the road? -RESPONSE: No, she drove on John's side of the road. +RESPONSE: No, she was on John's side of the road. PROMPT: Did Mrs. Simms move back to the other side? -RESPONSE: No, she kept on coming in his direction. +RESPONSE: No, she didn't. PROMPT: Did Mrs. Simms hit John's truck? -RESPONSE: No, they ran off the road and she hit a tree. +RESPONSE: No, she didn't. She crossed in front of it and hit a tree. PROMPT: Were there many dents in Mrs. Simms's car? -RESPONSE: Yes, it had dents in many places. +RESPONSE: Yes, there were. PROMPT: What did John do? RESPONSE: He called the police. PROMPT: What did the policeman ask? -RESPONSE: He asked what happened and where she crossed in front of him. +RESPONSE: He asked what happened, where she crossed in front of John, and if there was other traffic on the road. PROMPT: Who caused the accident? RESPONSE: Mrs. Simms caused the accident. -# Source: ST §The Bicycle Rider Caused the Accident -$DIALOGUE The Bicycle Rider Was at Fault +# Source: ST §The Bicycle Rider Caused the Accident. +$DIALOGUE Whose Fault Was It? ID: l2-s4 -INTRO: Three more small disasters: a careless bicycle rider, the sun in Jim's eyes, and a baseball meeting a window. Listen and repeat the key phrases. -INSTRUCTION: Listen and repeat. +INTRO: One careless bicycle rider, one bent light pole, and nobody happy about it. Listen and repeat the sentences. +INSTRUCTION: Listen and repeat each sentence. REPEAT -VOCAB: bicycle rider -LINE: The bicycle rider was careless. He didn't stop when the light turned red. +VOCAB: rider +LINE: The bicycle rider was careless. He didn't stop when the light turned red. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole} -VOCAB: ran the red light -LINE: He ran the red light. +LINE: He ran the red light. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole} -VOCAB: make a fast stop -LINE: The driver of the car had to make a fast stop. +VOCAB: stop +VOCAB: pole +LINE: The driver of the car had to make a fast stop. He ran into the light pole. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole} -VOCAB: ran into the light pole -LINE: He ran into the light pole. +VOCAB: at fault +LINE: The bicycle rider caused the accident. He was at fault. The accident wasn't the driver's fault. {st-page_053_001.jpg|Drawing of a bicycle rider crossing an intersection on a red light causing a car to swerve and crash into a pole} -VOCAB: He was at fault -LINE: The bicycle rider caused the accident. He was at fault. +VOCAB: to face +LINE: Jim is facing the sun. The sun is in his eyes and he can't see very well. {st-page_053_002.jpg|Drawing of a driver squinting and raising his hand to block bright sunlight shining into his eyes while driving} -VOCAB: wasn't the driver's fault -LINE: The accident wasn't the driver's fault. {st-page_053_001.jpg} +VOCAB: cause +LINE: Sometimes the sun in your eyes can be the cause of an accident. {st-page_053_002.jpg|Drawing of a driver squinting and raising his hand to block bright sunlight shining into his eyes while driving} -VOCAB: facing the sun -LINE: Jim is facing the sun. +VOCAB: to break +LINE: Denis played baseball next to the house. He broke the window in the living room. {st-page_053_003.jpg|Drawing of a boy holding a baseball bat outside a house window that has been shattered} -VOCAB: can't see very well -LINE: The sun is in his eyes and he can't see very well. +$SESSION 2-2: Working with Paragraphs -VOCAB: cause of -LINE: Sometimes the sun in your eyes can be the cause of an accident. {st-page_053_002.jpg} +# SKIPPED (book): Listening Skills (p. 46) — "TRUE OR FALSE?", "WHAT'S THE TOPIC?", "THE TOPIC" (paragraphs and statements exist only in the teacher's manual). Dropped. -LINE: The children played baseball next to the house. - -VOCAB: isn't a good thing to do -LINE: This isn't a good thing to do. - -VOCAB: might break a window -LINE: You might break a window. That's what Denis did. - -VOCAB: broke the window -LINE: He broke the window in the living room. {st-page_053_003.jpg} - -# SKIPPED (book): ST "TRUE OR FALSE?" and Listening Skills "WHAT'S THE TOPIC? / THE TOPIC" — instructor-read statements/paragraphs with no printed stimuli. - - -$SESSION 2-2: Topics, Outlines, and Punctuation - -# Source: LLA 2A Figure 2 -$PRODUCE Listen for the Topic -ID: 2a-f2 -INPUT: type -CHECK: llm -INTRO: In this part you'll train three study skills — finding the topic, filling in an outline, and repairing punctuation. First: listen to a whole paragraph and type its topic in one or two words. No pressure — the paragraph does all the talking. -INSTRUCTION: Type the topic of the paragraph. -RUBRIC: Accept any short word or phrase naming the paragraph's general topic (e.g. "the bank" or "banking"; "exercise" or "getting exercise"). - -PROMPT: There are many things you can do at the bank. You can open a checking account or a savings account. You can make deposits or withdrawals on your accounts. You can also cash a check. You can get a lot of information about your money at the bank. {bk09-l2a-f2-01.mp3} -RESPONSE: the bank - -PROMPT: There are many different ways to get exercise. You can run, walk, work out in the gym, or do exercises. Some exercises you can do are sit-ups and push-ups. Also, you can play baseball, basketball, soccer, or volleyball to get exercise. {bk09-l2a-f2-02.mp3} -RESPONSE: exercise - -# Source: ST Reading Skill §WHAT'S THE TOPIC? -$DIALOGUE Reading: Coffee and Basketball -ID: l2-s15 -INTRO: Two short paragraphs to read — one about a drink, one about a game. Read them carefully; you'll name their topics next. -INSTRUCTION: Read the paragraphs. - -Narrator: First paragraph. -LINE: The word "coffee" may come from an Arabic word. -LINE: Today people all over the world enjoy coffee. -LINE: They drink hot coffee and cold coffee. -LINE: They drink it for breakfast, lunch, and dinner. They also drink it in between meals. -LINE: There are many different kinds of coffee. They all smell and taste delicious. -LINE: A lot of people meet friends at restaurants or snack bars to drink coffee and talk. -LINE: In some countries there are small snack bars that serve only coffee and desserts. - -Narrator: Second paragraph. -LINE: Basketball is a sport that many boys and girls, and also men and women enjoy. -LINE: It is not a very old game. -LINE: Students in the state of Massachusetts played the first game in December 1891. -LINE: John Naismith wrote the rules for the game. -LINE: He wanted his students to have a fast, interesting game to play inside in the cold, winter months. -LINE: The first teams had nine people. Then the number changed to five in the winter of 1897. -LINE: The game today is almost the same as it was almost a hundred years ago. - -# Source: ST §WHAT'S THE TOPIC? -$PRODUCE Read for the Topic -ID: l2-s16 -REFERENCE -INTRO: Same skill, this time from reading. Type a short topic for each paragraph — you can reopen them if they've already faded. -INSTRUCTION: Write a short topic for each paragraph. -INPUT: type -CHECK: llm -RUBRIC: Accept any short noun phrase that accurately captures the main topic of the paragraph (e.g. "Coffee" or "Drinking coffee"; "Basketball" or "The history of basketball"). - -PROMPT: What is the topic of the first paragraph? -RESPONSE: Coffee. - -PROMPT: What is the topic of the second paragraph? -RESPONSE: Basketball. - -# Source: ST §Select the Main Idea -$SELECT The Main Idea -ID: l2-s17 -REFERENCE -INTRO: A topic is one or two words; a main idea is a whole sentence. Tap the main idea of each paragraph. -INSTRUCTION: Tap the main idea for each paragraph. - -TEMPLATE: What is the main idea of the first paragraph? -OPTION: a | Coffee is delicious. -OPTION: b | Snack bars sell different kinds of coffee. -OPTION: c | People in many countries like coffee. -ANSWER: c - -TEMPLATE: What is the main idea of the second paragraph? -OPTION: a | Basketball started about 100 years ago and it's almost the same today. -OPTION: b | Mike Naismith wrote the rules for basketball because he wanted his students to play inside in the winter. -OPTION: c | Basketball is a fast, interesting, winter sport. -ANSWER: a - -# Source: ST Reading Skill §WHAT'S THE TITLE? -$DIALOGUE Reading: A Good Present -ID: l2-s18 -INTRO: One more paragraph — about a boy, a birthday, and two very different dogs. Read it; then you'll pick its best title. -INSTRUCTION: Read the paragraph. - -LINE: Today is a clear, cold October day. We are all outside working in the yard. -LINE: My little brother Paul is running around as usual. -LINE: He's very excited because yesterday he got a terrific present. -LINE: My parents gave him a dog for his birthday. -LINE: He likes all animals, but most of all he likes dogs. -LINE: We had a dog when we lived in Florida. His name was Zero. -LINE: He was a good, quiet, old dog. Zero didn't like to do anything but eat and sleep. -LINE: When we moved here, we had to give him away. -LINE: The new dog's name is Sam. He is a nice little, black and white dog. -LINE: He likes to play and run around. -LINE: Paul says he is going to teach him to do things. I hope he can. - -# Source: ST §Select the Best Title -$SELECT The Best Title -ID: l2-s19 -REFERENCE -INTRO: A good title fits the whole paragraph, not just one sentence of it. Tap the best one. -INSTRUCTION: Tap the best title for the paragraph. - -TEMPLATE: What is the best title for the paragraph? -OPTION: a | Good, Old Zero -OPTION: b | A Nice Fall Day -OPTION: c | A Good Present -ANSWER: c - -# Source: LLA 2A Figure 3 -$DIALOGUE Furniture for a New Home -ID: 2a-f3 -INTRO: Robert and Sandy bought a house — now they have to fill it. Listen to what goes in each room; you'll rebuild the list as an outline next. +# Source: LLA 2A Figure 2 (paragraph 1) +$DIALOGUE A Paragraph: At the Bank +ID: 9-2a-f2-p1 +INTRO: In this part you'll work with paragraphs — naming their topics, filling in an outline, and typing sentences with correct punctuation. First, listen to a short paragraph about the bank. INSTRUCTION: Listen to the paragraph. +LINE: There are many things you can do at the bank. {bk09-l2a-f2-01.mp3} +LINE: You can open a checking account or a savings account. {bk09-l2a-f2-02.mp3} +LINE: You can make deposits or withdrawals on your accounts. {bk09-l2a-f2-03.mp3} +LINE: You can also cash a check. {bk09-l2a-f2-04.mp3} +LINE: You can get a lot of information about your money at the bank. {bk09-l2a-f2-05.mp3} + +# Source: LLA 2A Figure 2 (topic 1) +$PRODUCE Name the Topic: Paragraph One +ID: 9-2a-f2-t1 +REFERENCE: 9-2a-f2-p1 +INPUT: type +CHECK: exact +INTRO: In one or two words, type the topic of the paragraph you just heard. Not the whole paragraph — just what it's about. +INSTRUCTION: Type the topic. + +TEMPLATE: What is the topic of the paragraph you just heard? +RESPONSE: the bank +ACCEPT: the bank | bank | banks + +# Source: LLA 2A Figure 2 (paragraph 2) +$DIALOGUE A Paragraph: Getting Exercise +ID: 9-2a-f2-p2 +INTRO: One more paragraph — this one may make you feel like doing push-ups. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: There are many different ways to get exercise. {bk09-l2a-f2-06.mp3} +LINE: You can run, walk, work out in the gym, or do exercises. {bk09-l2a-f2-07.mp3} +LINE: Some exercises you can do are sit-ups and push-ups. {bk09-l2a-f2-08.mp3} +LINE: Also, you can play baseball, basketball, soccer, or volleyball to get exercise. {bk09-l2a-f2-09.mp3} + +# Source: LLA 2A Figure 2 (topic 2) +$PRODUCE Name the Topic: Paragraph Two +ID: 9-2a-f2-t2 +REFERENCE: 9-2a-f2-p2 +INPUT: type +CHECK: exact +INTRO: Same job as before — type the topic of this paragraph in one or two words. +INSTRUCTION: Type the topic. + +TEMPLATE: What is the topic of the paragraph you just heard? +RESPONSE: exercise +ACCEPT: exercise | getting exercise | ways to get exercise + +# Source: LLA 2A Figure 3 (passage) +$DIALOGUE Furniture for a New Home +ID: 9-2a-f3-passage +INTRO: Robert and Sandy bought a house, and now the house wants furniture. Listen carefully — you'll fill in an outline of what goes in each room next. +INSTRUCTION: Listen to the passage. + LINE: Robert and Sandy bought a new house. {bk09-l2a-f3-01.mp3} LINE: Now they have to buy some things for the house. {bk09-l2a-f3-02.mp3} LINE: For the living room, they need to buy a sofa, coffee table, and a bookcase. {bk09-l2a-f3-03.mp3} LINE: In the kitchen, they need a refrigerator, a stove, and a can opener. {bk09-l2a-f3-04.mp3} LINE: And for the bedroom, they will buy a bed, some curtains, and a big mirror. {bk09-l2a-f3-05.mp3} -# Source: LLA 2A Figure 3 (outline pass) +# Source: LLA 2A Figure 3 (outline) $PRODUCE Fill In the Outline -ID: 2a-f3-b +ID: 9-2a-f3 +REFERENCE: 9-2a-f3-passage INPUT: type -REFERENCE -INTRO: Now organize what you heard. Fill in the outline slot by slot — three rooms, three things per room. Replay the talk whenever your memory files a complaint. -INSTRUCTION: Fill in the outline from the talk. +CHECK: exact +INTRO: Complete the outline: each room, and the three things Robert and Sandy need for it. Open the passage again if the kitchen goes blank on you. +INSTRUCTION: Type the correct room or item in each slot. + TEMPLATE: Furniture For A New Home -SLOT: 1 | Room | living room -SLOT: 2 | Item | sofa -SLOT: 2 | Item | coffee table -SLOT: 2 | Item | bookcase -SLOT: 1 | Room | kitchen -SLOT: 2 | Item | refrigerator -SLOT: 2 | Item | stove -SLOT: 2 | Item | can opener -SLOT: 1 | Room | bedroom -SLOT: 2 | Item | bed -SLOT: 2 | Item | curtains -SLOT: 2 | Item | big mirror +SLOT: 1 | Room 1 | living room +SLOT: 2 | Item 1 | sofa +SLOT: 2 | Item 2 | coffee table +SLOT: 2 | Item 3 | bookcase +SLOT: 1 | Room 2 | kitchen +SLOT: 2 | Item 1 | refrigerator +SLOT: 2 | Item 2 | stove +SLOT: 2 | Item 3 | can opener +SLOT: 1 | Room 3 | bedroom +SLOT: 2 | Item 1 | bed +SLOT: 2 | Item 2 | curtains +SLOT: 2 | Item 3 | mirror + +# Source: ST §Reading: Coffee and Basketball +$GRAMMAR Reading: Coffee, Basketball, and a New Dog +ID: l2-s16-r +READING +INTRO: Three short paragraphs to read — about coffee, basketball, and a boy's new dog. Read them at your own pace; the questions come next. + +CARD: **Paragraph 1.** The word "coffee" may come from an Arabic word. Today people all over the world enjoy coffee. They drink hot coffee and cold coffee. They drink it for breakfast, lunch, and dinner. They also drink it in between meals. There are many different kinds of coffee. They all smell and taste delicious. A lot of people meet friends at restaurants or snack bars to drink coffee and talk. In some countries there are small snack bars that serve only coffee and desserts. + +CARD: **Paragraph 2.** Basketball is a sport that many boys and girls, and also men and women enjoy. It is not a very old game. Students in the state of Massachusetts played the first game in December 1891. John Naismith wrote the rules for the game. He wanted his students to have a fast, interesting game to play inside in the cold, winter months. The first teams had nine people. Then the number changed to five in the winter of 1897. The game today is almost the same as it was almost a hundred years ago. + +CARD: **Paragraph 3.** Today is a clear, cold October day. We are all outside working in the yard. My little brother Paul is running around as usual. He's very excited because yesterday he got a terrific present. My parents gave him a dog for his birthday. He likes all animals, but most of all he likes dogs. We had a dog when we lived in Florida. His name was Zero. He was a good, quiet, old dog. Zero didn't like to do anything but eat and sleep. When we moved here, we had to give him away. The new dog's name is Sam. He is a nice little, black and white dog. He likes to play and run around. Paul says he is going to teach him to do things. I hope he can. + +# Source: ST §Reading: Topics and Main Ideas +$PRODUCE Name the Topic of Each Paragraph +ID: l2-s16 +REFERENCE: l2-s16-r +INTRO: Type the topic of each paragraph in a word or two. Open the reading again if you need it. +INSTRUCTION: Write the topic for the paragraph. +INPUT: type +CHECK: llm +RUBRIC: Accept any concise phrase accurately naming the topic. + +PROMPT: Paragraph 1: What is the topic? +RESPONSE: coffee + +PROMPT: Paragraph 2: What is the topic? +RESPONSE: basketball + +# Source: ST §Reading: Main Ideas and Titles +$SELECT Main Ideas and Best Titles +ID: l2-s17 +REFERENCE: l2-s16-r +INTRO: Now the harder question: not just what each paragraph is about, but what it says. Tap the correct main idea or title — the reading is there if you need another look. +INSTRUCTION: Choose the correct main idea or title. + +TEMPLATE: Paragraph 1: What is the main idea? +OPTION: a | Coffee is delicious. +OPTION: b | Snack bars sell different kinds of coffee. +OPTION: c | People in many countries like coffee. +ANSWER: c + +TEMPLATE: Paragraph 2: What is the main idea? +OPTION: a | Basketball started about 100 years ago and it's almost the same today. +OPTION: b | Mike Naismith wrote the rules for basketball because he wanted his students to play inside in the winter. +OPTION: c | Basketball is a fast, interesting, winter sport. +ANSWER: a + +TEMPLATE: Paragraph 3: What is the best title? +OPTION: a | Good, Old Zero +OPTION: b | A Nice Fall Day +OPTION: c | A Good Present +ANSWER: c + +# SKIPPED (book): Reading Skill "DO YOU REMEMBER WHAT YOU READ?" (p. 71) — scanning activity based on a menu graphic omitted from the text extraction. Dropped. + +# Source: ST §Match Phrases +$SELECT A Working Day — Match the Endings +ID: l2-s25 +INTRO: Read each sentence beginning and tap the ending that completes it. Put together, they describe a typical working day in the U.S. — coffee not included. +INSTRUCTION: Tap the ending that completes each sentence. +OPTION: a | starts between 7:00 and 9:00. +OPTION: b | between 5:30 and 7:00. +OPTION: c | eat breakfast. Then they leave for work. +OPTION: d | their cars to work, but some take the bus. +OPTION: e | they have to take a train. + +TEMPLATE: The work day in the U.S. ____ +ANSWER: a + +TEMPLATE: Most people get up ____ +ANSWER: b + +TEMPLATE: They get dressed and ____ +ANSWER: c + +TEMPLATE: Most of the people drive ____ +ANSWER: d + +TEMPLATE: There are some people who live so far, ____ +ANSWER: e # Source: LLA 2A Figure 4 -$PRODUCE Punctuate and Rewrite -ID: 2a-f4 +$PRODUCE Capital Letters and Punctuation +ID: 9-2a-f4 INPUT: type CHECK: exact NORMALIZE: strict -INTRO: These sentences lost their capital letters and punctuation somewhere. Listen, then retype each one correctly — capitals, commas, periods, all of it. This time, punctuation counts. -INSTRUCTION: Rewrite the sentence with correct capitalization and punctuation. +LONGFORM +INTRO: You'll see each sentence with no capital letters or punctuation, and hear it read correctly. Type it the right way — capitals, commas, periods, everything counts here. +INSTRUCTION: Type the sentence with correct capitalization and punctuation. TEMPLATE: i answered the phones at work today PROMPT: I answered the phones at work today. {bk09-l2a-f4-01.mp3} @@ -487,67 +493,58 @@ TEMPLATE: she told me to bring home some milk and bread PROMPT: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3} RESPONSE: She told me to bring home some milk and bread. {bk09-l2a-f4-09.mp3} -# Source: ST Writing Skill §LET'S MAKE THE SENTENCES LONGER -$PRODUCE Make the Sentences Longer -ID: l2-s32 -INTRO: One last writing skill: growing a small sentence into a bigger one. Put the extra words into the right places and type the whole new sentence. -INSTRUCTION: Type the expanded sentence, putting the words into the correct places. -INPUT: type -CHECK: llm -RUBRIC: Correct if the learner expanded the base sentence using one word from each numbered group, placed before the right noun or in a natural position. Either word from a group is fine; using both is also fine. Ignore commas and capitalization. Wrong if a group is unused or a word modifies the wrong noun. +$SESSION 2-3: Traffic Laws — Buckle Up -TEMPLATE: The (1) woman met the (2) sailor at a (3) restaurant. -TEMPLATE: 1. happy, young / 2. nice, French / 3. small, new -RESPONSE: The happy young woman met the nice French sailor at a small new restaurant. -ACCEPT: The happy, young woman met the nice, French sailor at a small, new restaurant. +# Source: ST §All Drivers Must Obey the Traffic Laws. +$DIALOGUE Obey the Traffic Laws +ID: l2-s11 +INTRO: This part is about traffic laws — seat belts, insurance, tickets, and the fines that follow careless drivers around. Look at the pictures, listen, and repeat. +INSTRUCTION: Listen and repeat each sentence. +REPEAT -TEMPLATE: They were (1) to see each other after (2) years. -TEMPLATE: 1. happy, glad / 2. many, five -RESPONSE: They were happy to see each other after many years. -ACCEPT: They were glad to see each other after five years. | They were happy to see each other after five years. | They were glad to see each other after many years. +LINE: Don't cross the street when the sign says DON'T WALK. {st-page_062_001.jpg|A boy standing at a pedestrian crossing with a "DON'T WALK" light sign} -TEMPLATE: They (1) in the restaurant and talked about (2). -TEMPLATE: 1. sat, stayed / 2. English classes, many things -RESPONSE: They sat in the restaurant and talked about many things. -ACCEPT: They stayed in the restaurant and talked about English classes. | They sat in the restaurant and talked about English classes. | They stayed in the restaurant and talked about many things. +VOCAB: right +VOCAB: law +LINE: In the U.S., you must keep to the right side of the street. It's the law. {st-page_062_002.jpg|Two lines of cars driving on the right side of a road on a hill} -TEMPLATE: They ate a (1) meal and left the restaurant (2). -TEMPLATE: 1. good, delicious / 2. late, at 10 o'clock. -RESPONSE: They ate a good meal and left the restaurant late. -ACCEPT: They ate a delicious meal and left the restaurant at 10 o'clock. | They ate a good meal and left the restaurant at 10 o'clock. | They ate a delicious meal and left the restaurant late. +VOCAB: seat belt +VOCAB: to obey +LINE: In Texas, all drivers must wear their seat belts. Mrs. Adams and her son obey the law. {st-page_062_003.jpg|A woman and child sitting inside a car with seat belts fastened} +VOCAB: to fasten +VOCAB: to buckle up +LINE: Lt Dean fastens his seat belt when he gets in a car. He always buckles up. {st-page_062_004.jpg|A driver in a military uniform fastening his seat belt} -$SESSION 2-3: Traffic Laws and Directions +VOCAB: insurance +LINE: In many states, drivers must have insurance on their cars. It is the law. {st-page_063_001.jpg|A man holding and reading an Auto Insurance Policy document} +LINE: The insurance helps pay for the cost of accidents. {st-page_063_001.jpg|A man holding and reading an Auto Insurance Policy document} + +LINE: Mr. Evans got a ticket. He was driving very fast, and he wasn't wearing a seat belt. {st-page_063_002.jpg|A police officer writing a ticket for a driver sitting in his car} +LINE: He broke two traffic laws. Now Mr. Evans must pay a fine. It will cost him a lot of money. {st-page_063_002.jpg|A police officer writing a ticket for a driver sitting in his car} # Source: LLA 2B Figure 1 $DIALOGUE Buckle Up — It's the Law ID: 9-2b-f1 -INTRO: In this part: seat belts, traffic laws, and finding your way around town. First, the words — "fasten", "buckle up", "obey", and what happens when you don't. Listen and repeat. +INTRO: The same laws, now from the lab tape. Look at each picture, listen, and repeat. INSTRUCTION: Listen and repeat each word and sentence. REPEAT -VOCAB: seatbelts -LINE: All new cars have seatbelts. {page_041_001.jpg} {bk09-l2b-f1-01.mp3} -VOCAB: to fasten -LINE: They are fastening their seatbelts. {page_041_001.jpg} {bk09-l2b-f1-02.mp3} -LINE: They are buckling up. {page_041_001.jpg} {bk09-l2b-f1-03.mp3} +LINE: All new cars have seatbelts. {page_041_001.jpg|Four people sitting in a car wearing seat belts} {bk09-l2b-f1-01.mp3} +LINE: They are fastening their seatbelts. {page_041_001.jpg|Four people sitting in a car wearing seat belts} {bk09-l2b-f1-02.mp3} +LINE: They are buckling up. {page_041_001.jpg|Four people sitting in a car wearing seat belts} {bk09-l2b-f1-03.mp3} -VOCAB: law -VOCAB: to buckle up -LINE: The law says that drivers must buckle up. {page_041_002.jpg} {bk09-l2b-f1-04.mp3} -VOCAB: to obey -LINE: Drivers must obey all traffic laws. {page_041_002.jpg} {bk09-l2b-f1-05.mp3} +LINE: The law says that drivers must buckle up. {page_041_002.jpg|A document titled "STATE OF TEXAS LAW" concerning seat belts} {bk09-l2b-f1-04.mp3} +LINE: Drivers must obey all traffic laws. {page_041_002.jpg|A document titled "STATE OF TEXAS LAW" concerning seat belts} {bk09-l2b-f1-05.mp3} -VOCAB: broke -LINE: They did not wear their seatbelts. They broke the law. {page_041_003.jpg} {bk09-l2b-f1-06.mp3} +LINE: They did not wear their seatbelts. They broke the law. {page_041_003.jpg|A driver talking to a police officer outside his car window} {bk09-l2b-f1-06.mp3} -VOCAB: careful -LINE: Johnny is a careful driver. He obeys all the laws. {page_041_004.jpg} {bk09-l2b-f1-07.mp3} +LINE: Johnny is a careful driver. He obeys all the laws. {page_041_004.jpg|View from inside a car looking past the driver at a "SLOW 20 SCHOOL ZONE" sign} {bk09-l2b-f1-07.mp3} # Source: LLA 2B Figure 2 $DIALOGUE Fasten Your Seat Belt ID: 9-2b-f2 -INTRO: Sam and Ted get in the car. Ted has questions about seat belts; Sam has the law on his side. Listen and repeat each line. +INTRO: Sam drives, Ted grumbles, the law wins. Listen to the conversation and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT @@ -557,33 +554,68 @@ Sam: Yes. It's a state law. You must buckle up. {bk09-l2b-f2-03.mp3} Ted: I don't want to break the law. {bk09-l2b-f2-04.mp3} Sam: You won't because I'm a careful driver and I always obey the law. {bk09-l2b-f2-05.mp3} -# SKIPPED (tape): Figure 2 "changing roles" passes — role-play passes of an already-repeated dialogue are skipped. +# Source: LLA 2B Figure 2 (role-play, Sam) +$DIALOGUE Your Turn: Be Sam +ID: 9-2b-f2-role-sam +REFERENCE: 9-2b-f2 +PLAY_ROLE: Sam +INTRO: Same conversation, but now you're Sam — the careful driver. Say Sam's lines in the pauses; you begin. -# Source: ST §All Drivers Must Obey the Traffic Laws (salvaged distinct items; twin of LLA 2B Figure 1) -$DIALOGUE More Traffic Laws -ID: l2-s11 -INTRO: A few more rules of the road: which side to drive on, what insurance is for, and what two broken laws cost Mr. Evans. Listen and repeat. -INSTRUCTION: Listen and repeat. +# Source: LLA 2B Figure 2 (role-play, Ted) +$DIALOGUE Your Turn: Be Ted +ID: 9-2b-f2-role-ted +REFERENCE: 9-2b-f2 +PLAY_ROLE: Ted +INTRO: Switch seats. Now you're Ted, the passenger with opinions — say Ted's lines in the pauses. + +# DROPPED: LLA 2B Figure 7 word-bank $GRAMMAR (9-2b-f7-bank) — redundant: the select below displays the same bank as its shared option pool. +# Source: LLA 2B Figure 7 +$SELECT Complete the Sentence — Word Bank +ID: 9-2b-f7 +INTRO: Listen to each sentence and choose the missing word from the bank — used words dim as you go. Then repeat the completed sentence. +INSTRUCTION: Choose the missing word from the word bank. REPEAT -LINE: Don't cross the street when the sign says DON'T WALK. {st-page_062_001.jpg} +OPTION: automobile | automobile +OPTION: careless | careless +OPTION: fine | fine +OPTION: fault | fault +OPTION: policeman | policeman +OPTION: ran | ran +OPTION: seatbelt | seat belt -VOCAB: keep to the right side -LINE: In the U.S., you must keep to the right side of the street. It's the law. {st-page_062_002.jpg} +PROMPT: Roger caused the accident. He ____ the red light. {bk09-l2b-f7-01-q.mp3} +ANSWER: ran +FEEDBACK: He ran the red light. -LINE: In many states, drivers must have insurance on their cars. {st-page_063_001.jpg} -LINE: It is the law. {st-page_063_001.jpg} -LINE: The insurance helps pay for the cost of accidents. {st-page_063_001.jpg} +PROMPT: The accident was Roger's ____. {bk09-l2b-f7-02-q.mp3} +ANSWER: fault +FEEDBACK: The accident was Roger's fault. -LINE: Mr. Evans got a ticket. {st-page_063_002.jpg} -LINE: He was driving very fast, and he wasn't wearing a seat belt. {st-page_063_002.jpg} -LINE: He broke two traffic laws. {st-page_063_002.jpg} -LINE: Now he must pay a fine. {st-page_063_002.jpg} +PROMPT: The ____ gave Roger a ticket. {bk09-l2b-f7-03-q.mp3} +ANSWER: policeman +FEEDBACK: The policeman gave Roger a ticket. -# Source: ST §Don't Break Any Laws -$SELECT Don't Break Any Laws +PROMPT: Roger is a ____ driver. {bk09-l2b-f7-04-q.mp3} +ANSWER: careless +FEEDBACK: Roger is a careless driver. + +PROMPT: Roger had to pay a ____. {bk09-l2b-f7-05-q.mp3} +ANSWER: fine +FEEDBACK: Roger had to pay a fine. + +PROMPT: Major Thomas has a new ____. He drove it to work yesterday. {bk09-l2b-f7-06-q.mp3} +ANSWER: automobile +FEEDBACK: Major Thomas has a new automobile. + +PROMPT: You must fasten your ____. It's the law. {bk09-l2b-f7-07-q.mp3} +ANSWER: seatbelt +FEEDBACK: You must fasten your seat belt. + +# Source: ST §Don't Break Any Laws. +$SELECT Pick the Best Word ID: l2-s12 -INTRO: Time to check the whole word set — tickets, curves, traffic jams and all. Read each sentence and tap the word that completes it best. +INTRO: Read each sentence and tap the word that fits the gap. All the words come from this lesson — no tricks, just tickets. INSTRUCTION: Tap the best answer to complete the sentence. TEMPLATE: The driver didn't stop at the stop sign. The policeman gave him a ____. @@ -656,54 +688,14 @@ OPTION: c | across OPTION: d | at fault ANSWER: c -# Source: LLA 2B Figure 4 (map) -$GRAMMAR The Street Map -ID: 9-2b-f4-map -INTRO: Here's a small map of town, with five spots labeled A through E. Study it — two of those letters are about to matter. - -CARD: Let's look at the three main streets running across the map from left to right. -{Broadway is the street at the top.} -{Main Street is in the middle.} -{Plaza Street is at the bottom.} - -CARD: Now let's find the numbered streets running up and down. -{15th Street crosses Broadway on the left.} -{4th Street crosses Broadway on the right.} - -CARD: There are five spots labeled with letters. Let's find the first three. -{Spot A is on Broadway.} -{Spot E is also on Broadway.} -{Spot D is between Broadway and Main Street.} - -CARD: Finally, let's locate the last two spots near the bottom right. -{Spot C is between Main Street and Plaza Street.} -{Spot B is just below Plaza Street.} - -SUMMARY: -``` - | | | | - | 15TH | | 4TH | -_____A_|__STREET__|______________|___STREET_|_E________ - - BROADWAY -________________ ____________________________________ - || | - D ||____________________________________| -______________________________________________________ - MAIN STREET -________________ ________________________ __________ - || | | | - || |C| | -________________||________________________|_|_________| - PLAZA STREET |B| -``` +# SKIPPED (book): Listening Skill "WHICH BUILDING IS THE BANK?" (p. 61) — audio directions spoken by instructor with no printed transcript. Dropped. +# DROPPED: LLA 2B Figure 4 ASCII map $GRAMMAR (9-2b-f4-map) — redundant with the map image carried on the dialogue and items below. # Source: LLA 2B Figure 4 (dialogue) - -$DIALOGUE Directions to the Bank {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street} +$DIALOGUE Getting to the Bank {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street} ID: 9-2b-f4-dialogue -INTRO: Two men, one bank, and a lunch plan. Listen to the directions and follow them on the map in your head — you'll place the bank and the restaurant next. -INSTRUCTION: Listen to the directions. +INTRO: Two men, one map, and lunch on the line. Listen to the directions and follow the route on the map — you'll be asked where the bank and the restaurant are. +INSTRUCTION: Listen to the directions and follow the map. Man1: I need to go to the bank. Can you tell me how to get there? {bk09-l2b-f4-01.mp3} Man2: Okay. We are at Plaza and 15th Street. To get to the bank, go up 15th Street to Main Street. {bk09-l2b-f4-02.mp3} @@ -720,11 +712,11 @@ Man2: The bank is on Main and 4th. To get to the restaurant, go across 4th Stree LINE: The restaurant is on the corner of Broadway and 4th. {bk09-l2b-f4-13.mp3} Man1: Thanks. I'll see you at 11:30. {bk09-l2b-f4-14.mp3} -# Source: LLA 2B Figure 4 (locating pass) -$SELECT Find the Bank and the Restaurant +# Source: LLA 2B Figure 4 (questions) +$SELECT Find It on the Map ID: 9-2b-f4 -REFERENCE: 9-2b-f4-map -INTRO: Based on the directions you just heard, tap where the bank and the restaurant are. The map is one tap away if the streets have blurred together. +REFERENCE: 9-2b-f4-dialogue +INTRO: Based on those directions, tap where the bank and the restaurant are on the map. If you lost the route somewhere on Main Street, open the dialogue again. INSTRUCTION: Tap the correct location. OPTION: a | A @@ -739,122 +731,28 @@ ANSWER: c TEMPLATE: Where is the restaurant? {bk09-l2b-f4-map.jpg|Street map: Broadway, Main Street, and Plaza Street run across; 15th and 4th Streets run down; spots A and E on Broadway, D between Broadway and Main, C and B near Plaza Street} ANSWER: e -# Source: LLA 2B Figure 7 (word bank) -$GRAMMAR Word Bank -ID: 9-2b-f7-bank -INTRO: A quick review box — the accident words from earlier in the lesson. You'll use these to complete the next sentences. +$SESSION 2-4: Same, Similar, or Different? -CARD: First, let's review the nouns related to cars and safety. -{automobile} -{seat belt} - -CARD: Here are words used to describe how an accident happened and who is to blame. -{careless} -{fault} -{ran} - -CARD: Finally, these words describe the people and consequences after an accident. -{policeman} -{fine} - -SUMMARY: -| automobile | careless | fine | fault | policeman | ran | seat belt | - -# Source: LLA 2B Figure 7 (word-bank fill-in) -$SELECT Complete the Sentence from the Word Bank -ID: 9-2b-f7 -REFERENCE -INTRO: Poor Roger — same story as Ray, new sentences. Listen, choose the missing word from the word bank, then repeat the completed sentence. Used words dim as you go. -INSTRUCTION: Choose the missing word from the word bank. -REPEAT - -OPTION: automobile | automobile -OPTION: careless | careless -OPTION: fine | fine -OPTION: fault | fault -OPTION: policeman | policeman -OPTION: ran | ran -OPTION: seatbelt | seat belt - -PROMPT: Roger caused the accident. He ____ the red light. {bk09-l2b-f7-01-q.mp3} -ANSWER: ran -FEEDBACK: He ran the red light. - -PROMPT: The accident was Roger's ____. {bk09-l2b-f7-02-q.mp3} -ANSWER: fault -FEEDBACK: The accident was Roger's fault. - -PROMPT: The ____ gave Roger a ticket. {bk09-l2b-f7-03-q.mp3} -ANSWER: policeman -FEEDBACK: The policeman gave Roger a ticket. - -PROMPT: Roger is a ____ driver. {bk09-l2b-f7-04-q.mp3} -ANSWER: careless -FEEDBACK: Roger is a careless driver. - -PROMPT: Roger had to pay a ____. {bk09-l2b-f7-05-q.mp3} -ANSWER: fine -FEEDBACK: Roger had to pay a fine. - -PROMPT: Major Thomas has a new ____. He drove it to work yesterday. {bk09-l2b-f7-06-q.mp3} -ANSWER: automobile -FEEDBACK: Major Thomas has a new automobile. - -PROMPT: You must fasten your ____. It's the law. {bk09-l2b-f7-07-q.mp3} -ANSWER: seatbelt -FEEDBACK: You must fasten your seat belt. - -# Source: LLA 2B Figure 8 -$PRODUCE Dictation: Money and Errands -ID: 9-2b-f8 -INPUT: type -CHECK: exact -INTRO: Dictation time. Eight sentences — listen and type exactly what you hear. Every word wants to be counted. -INSTRUCTION: Type the sentence you hear. - -PROMPT: John lost his job. {bk09-l2b-f8-01.mp3} -RESPONSE: John lost his job. {bk09-l2b-f8-01.mp3} - -PROMPT: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3} -RESPONSE: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3} - -PROMPT: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3} -RESPONSE: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3} - -PROMPT: Where did you hide my book? {bk09-l2b-f8-04.mp3} -RESPONSE: Where did you hide my book? {bk09-l2b-f8-04.mp3} - -PROMPT: That bread smells delicious. {bk09-l2b-f8-05.mp3} -RESPONSE: That bread smells delicious. {bk09-l2b-f8-05.mp3} - -PROMPT: This soup tastes salty. {bk09-l2b-f8-06.mp3} -RESPONSE: This soup tastes salty. {bk09-l2b-f8-06.mp3} - -PROMPT: I can't find my checkbook. {bk09-l2b-f8-07.mp3} -RESPONSE: I can't find my checkbook. {bk09-l2b-f8-07.mp3} - -PROMPT: Jeff spent all of his money. {bk09-l2b-f8-08.mp3} -RESPONSE: Jeff spent all of his money. {bk09-l2b-f8-08.mp3} - - -$SESSION 2-4: Same, Similar, or Different - -# Source: LLA 2B Figure 3 -$DIALOGUE Similar, the Same, or Different? +# Source: LLA 2B Figure 3 (presentation) +$DIALOGUE Alike, Similar, or Different ID: 9-2b-f3 -INTRO: In this part you'll learn to compare things: "similar", "the same", "alike", and "different". First, four model sentences — listen and repeat. +INTRO: In this part you'll learn to compare things: the same, similar, alike, or different. Look at each pair of pictures, listen, and repeat. INSTRUCTION: Listen and repeat. REPEAT +VOCAB: similar LINE: The Smiths' house is similar to the Johnsons' house. {bk09-l2b-f3-houses.jpg|Two houses side by side: a brick house with a dark roof, and a different house with a slanted roof} {bk09-l2b-f3-01.mp3} +VOCAB: different LINE: Kevin's truck is different from mine. {bk09-l2b-f3-trucks.jpg|Two pickup trucks side by side: a dark truck with KEVIN on the door, and a smaller plain light truck} {bk09-l2b-f3-02.mp3} +VOCAB: the same LINE: Peter's score is the same as Jim's. {bk09-l2b-f3-scores.jpg|Two test papers side by side: Peter Jennings' paper marked 96, and Jim Boud's paper marked 96} {bk09-l2b-f3-03.mp3} +VOCAB: alike LINE: Their suits are alike. {bk09-l2b-f3-suits.jpg|Two men side by side wearing identical suits and ties} {bk09-l2b-f3-04.mp3} -# Source: LLA 2B Figure 3 (choosing pass) -$SELECT Similar, Same, or Alike? +# Source: LLA 2B Figure 3 (questions) +$SELECT Similar, the Same, or Alike? ID: 9-2b-f3-b -INTRO: Now the pictures put you on the spot. Look, listen to the question, tap the correct word, then repeat the full answer. +INTRO: Look at each pair of pictures, listen to the question, and tap the right word. Then repeat the correct answer. INSTRUCTION: Tap the correct word. REPEAT @@ -886,45 +784,45 @@ OPTION: c | alike ANSWER: c FEEDBACK: The suits are alike. {bk09-l2b-f3-08-a.mp3} -# Source: ST Grammar §Your Uniform Is Similar To Mine -$GRAMMAR Alike, the Same, Similar, Different -ID: l2-s27 -INTRO: Here's the whole comparing toolkit on one card. Two ways to say each idea — comparing one thing to another, or describing both at once. +# Source: ST §Your Uniform Is Similar to Mine. (recast as cards) +$GRAMMAR Comparing Things +ID: l2-s26 +INTRO: A quick tour of the four ways to compare — the same, similar, alike, and different. Small words, big arguments. -CARD: Use "like" to compare one thing to another. Use "alike" when describing both things together. -{Bob's shirt is like Mike's.} -{Their shirts are alike.} - -CARD: Use "the same as" to connect one thing to another. When talking about both things at once, just say they are "the same". +CARD: When two things are exactly equal, use **the same** — or **the same as** to name the second thing. {My name is the same as your name.} {Our names are the same.} -CARD: Use "similar to" to show two things are almost the same. If both things are the subject, just say they are "similar". +CARD: When two things are equal in many ways but not all, use **similar (to)**, **like**, or **alike**. {Tim's car is similar to Allen's car.} -{Their cars are similar.} +{Bob's shirt is like Mike's.} +{Their shirts are alike.} -CARD: Use "different from" to show how one thing is not like another. Use "different" when talking about both things together. +CARD: When two things are not equal, use **different** — or **different from** to name the second thing. {Army uniforms are different from Navy uniforms.} {Army and Navy uniforms are different.} +![Two military service members standing side-by-side](st-page_084_001.jpg) SUMMARY: -| | | +| Meaning | Expressions | |---|---| -| Bob's shirt is like Mike's. | Their shirts are **alike**. | -| My name is the same as your name. | Our names are **the same**. | -| Tim's car is similar to Allen's car. | Their cars are **similar**. | -| Army uniforms are different from Navy uniforms. | Army and Navy uniforms are **different**. | +| exactly equal | the same, the same as | +| equal in many ways | similar (to), like, alike | +| not equal | different, different from | -$DIALOGUE Talking About Similarities -ID: l2-s28 -INTRO: Four short conversations — uniforms, clocks, shampoo, and why soccer is not American football. Listen and repeat. -INSTRUCTION: Listen and repeat each line. +# Source: ST §Alike, Similar, Different +$DIALOGUE Talking About Same and Different +ID: l2-s27 +INTRO: Five short conversations comparing uniforms, clocks, soap, and sports. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. REPEAT Fred: Our uniforms are alike. Jack: Yes, they're very similar. Only the sleeves are different. Fred: You're right. The other things are the same. + Jack: Is Al's uniform the same as ours? +VOCAB: different from Fred: No. His is different from ours. He's in the Navy. Sam: Noon and 1200 hours are the same. @@ -939,10 +837,10 @@ Oscar: Soccer and American football are different. Kevin: I know what you mean! The two games are not alike. Oscar: American football is different from soccer. -# Source: ST §Jim's Jacket Is Similar to Mine -$SELECT Alike, Similar, or Different? -ID: l2-s29 -INTRO: Read each little situation and decide: "the same", "similar", or "different"? The details decide — read them like a detective. +# Source: ST §Jim's Jacket Is Similar to Mine. +$SELECT Which Word Fits? +ID: l2-s28 +INTRO: Read each little situation and decide: the same, similar, or different? The details decide it — read carefully before you tap. INSTRUCTION: Read the sentences and tap the correct answer. EXAMPLE @@ -988,101 +886,148 @@ OPTION: b | the same OPTION: c | different ANSWER: c -# Source: ST §One Triangle Is the Same As the Other -$PRODUCE Fill In: Same, Similar, or Different -ID: l2-s30 -INTRO: Now type the comparing words yourself. Look at each picture pair and complete the sentences — mind the small words like "to", "as", and "from". -INSTRUCTION: Type the correct word or phrase. (like, alike, the same, the same as, different, different from, similar, similar to) +# Source: ST §One Triangle Is the Same as the Other. +$PRODUCE Compare the Pictures +ID: l2-s29 +INTRO: Look at each pair of pictures and type the comparison words that complete the sentences. More than one word can fit some gaps — any correct one counts. +INSTRUCTION: Type the missing comparison word or phrase in each gap. INPUT: type CHECK: exact EXAMPLE -TEMPLATE: One ball is ____{the same as|like} the other. {st-page_087_001.jpg} +TEMPLATE: One ball is ____{the same as|like} the other. {st-page_087_001.jpg|Two identical soccer balls} TEMPLATE: The soccer balls are ____{the same|alike}. RESPONSE: One ball is the same as the other. The soccer balls are the same. EXAMPLE -TEMPLATE: The sun is ____{different from} the moon. {st-page_087_002.jpg} +TEMPLATE: The sun is ____{different from} the moon. {st-page_087_002.jpg|A drawing of a large spiky sun next to a small smooth moon} TEMPLATE: The sun and moon are ____{different}. RESPONSE: The sun is different from the moon. The sun and moon are different. -TEMPLATE: These books are not ____{alike|the same}, but they're ____{similar}. {st-page_087_003.jpg} -TEMPLATE: One book is ____{similar to} the other. -RESPONSE: These books are not alike, but they're similar. One book is similar to the other. +TEMPLATE: These books are not ____{the same|alike}, but they're ____{similar}. {st-page_087_003.jpg|Two different travel books about Europe} +TEMPLATE: One book is ____{similar to|like} the other. +RESPONSE: These books are not the same, but they're similar. One book is similar to the other. -TEMPLATE: A menu is ____{different from} a book. {st-page_088_001.jpg} -TEMPLATE: A book and a menu are not ____{alike|the same|similar}. -RESPONSE: A menu is different from a book. A book and a menu are not alike. +TEMPLATE: A menu is ____{different from} a book. {st-page_088_001.jpg|A menu folder next to a book} +TEMPLATE: A book and a menu are not ____{the same|alike}. +RESPONSE: A menu is different from a book. A book and a menu are not the same. -TEMPLATE: Triangle 1 is ____{the same as|like} Triangle 2, but they're not ____{different}. {st-page_088_002.jpg} +TEMPLATE: Triangle 1 is ____{the same as|like} Triangle 2, but they're not ____{different}. {st-page_088_002.jpg|Two identical triangles side by side} RESPONSE: Triangle 1 is the same as Triangle 2, but they're not different. -TEMPLATE: A circle and a triangle are ____{different}. {st-page_088_003.jpg} -TEMPLATE: The shapes are not ____{alike|the same|similar}. -RESPONSE: A circle and a triangle are different. The shapes are not alike. +TEMPLATE: A circle and a triangle are ____{different}. {st-page_088_003.jpg|A circle next to a triangle} +TEMPLATE: The shapes are not ____{the same|alike}. +RESPONSE: A circle and a triangle are different. The shapes are not the same. -TEMPLATE: Steve's car is ____{similar to} Carol's car. {st-page_088_004.jpg} -TEMPLATE: Their cars are ____{similar}. +TEMPLATE: Steve's car is ____{similar to|the same as|like} Carol's car. {st-page_088_004.jpg|Two nearly identical classic automobiles} +TEMPLATE: Their cars are ____{similar|the same|alike}. RESPONSE: Steve's car is similar to Carol's car. Their cars are similar. -TEMPLATE: A lake is not ____{the same as|like} a river. {st-page_088_005.jpg} +TEMPLATE: A lake is not ____{the same as|like} a river. {st-page_088_005.jpg|A landscape showing a lake in front of mountains next to a river} TEMPLATE: Lakes and rivers are ____{different}. RESPONSE: A lake is not the same as a river. Lakes and rivers are different. -TEMPLATE: The cats are ____{similar}, but they're not ____{the same|alike}. {st-page_089_001.jpg} +TEMPLATE: The cats are ____{similar|alike}, but they're not ____{the same}. {st-page_089_001.jpg|Two cats drawn together, one striped and one lighter} RESPONSE: The cats are similar, but they're not the same. -# Source: ST §Are Boots Similar to Shoes? (recast: bare word-pair cues scaffolded into spoken questions) -$PRODUCE Are Boots Similar to Shoes? -ID: l2-s31 -INTRO: Last one: real-world comparisons. Answer each question aloud with "the same", "similar", "alike", or "different" — and add a word about why, if you can. -INSTRUCTION: Answer the question aloud in a full sentence. +# Source: ST §Are Boots Similar to Shoes? +$PRODUCE Ask and Answer: Compare Two Things +ID: l2-s30 +INTRO: You'll see two things. Ask aloud whether they're similar, the same, or different — then answer your own question. Yes, both halves are your job. +INSTRUCTION: Ask a comparison question about the two items, then answer it aloud. INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: The comparison word is the point — accept any truthful, reasonable answer that correctly uses "the same", "similar", "alike", or "different" (a short reason is welcome but not required); a bare yes or no without a comparison word fails. +RUBRIC: Accept any reasonable question-and-answer pair comparing the two named items using "like", "alike", "the same (as)", "similar (to)", or "different (from)". The comparison must be factually sensible; exact wording is free. EXAMPLE -PROMPT: Are boots and shoes the same? -RESPONSE: No, they're not. They are similar. +TEMPLATE: boots / shoes +RESPONSE: Are boots and shoes similar? Yes, they are. We wear both on our feet. -PROMPT: Are a bus and a truck similar? -RESPONSE: Yes, they are. They are both large vehicles. +TEMPLATE: bus / truck +RESPONSE: Are a bus and a truck similar? Yes, they are both large motor vehicles. -PROMPT: Are a baseball and a football the same? -RESPONSE: No, they're different. +TEMPLATE: a baseball / a football +RESPONSE: Are a baseball and a football different? Yes, they are different shapes and used in different sports. -PROMPT: Are a clock and a watch similar? -RESPONSE: Yes. We use both to tell time. +TEMPLATE: a clock / a watch +RESPONSE: Is a clock similar to a watch? Yes, both tell time, but a watch is worn on the wrist. -PROMPT: Is a ship similar to a boat? -RESPONSE: Yes, it is. +TEMPLATE: ship / boat +RESPONSE: Is a ship different from a boat? Yes, a ship is much larger than a boat. -PROMPT: Are a snack bar and a restaurant different? -RESPONSE: Yes, a restaurant is usually bigger. +TEMPLATE: snack bar / restaurant +RESPONSE: Is a snack bar similar to a restaurant? Yes, both serve food, but a restaurant is usually bigger and more formal. -PROMPT: Are a car and an automobile the same? -RESPONSE: Yes, they are the same. +TEMPLATE: car / automobile +RESPONSE: Are a car and an automobile the same? Yes, they are the same thing. -PROMPT: Is an ocean different from a lake? -RESPONSE: Yes, an ocean is much bigger. +TEMPLATE: ocean / lake +RESPONSE: Is an ocean different from a lake? Yes, an ocean has saltwater and is much larger than a lake. -PROMPT: Is a grocery store similar to a commissary? -RESPONSE: Yes, they are very similar. +TEMPLATE: grocery store / commissary +RESPONSE: Is a commissary similar to a grocery store? Yes, a commissary is a grocery store on a military base. -PROMPT: Are a road and a highway the same? -RESPONSE: No, they are different. A highway is larger. +TEMPLATE: road / highway +RESPONSE: Is a road similar to a highway? Yes, both are for driving, but a highway is larger and faster. -PROMPT: Are a pencil and chalk similar? -RESPONSE: Yes, we use both to write. +TEMPLATE: pencil / chalk +RESPONSE: Are a pencil and chalk similar? Yes, both are used for writing, but chalk is used on a chalkboard. +$SESSION 2-5: Tell Him to Do It -$SESSION 2-5: Ask and Tell — Indirect Commands +# Source: ST §Ask Captain Henry to Come to My Office. (recast as cards) +$GRAMMAR Ask or Tell Someone to Do Something +ID: l2-s18 +INTRO: In this part you'll learn to pass along commands and requests — and then to report who told whom to do what. Here's the pattern. + +CARD: To pass on a request or command, use **ask** or **tell** + a person + **to** + verb. +{Ask Bob to pay the bill.} +{Tell Bob to write a check.} + +CARD: **Ask** is polite — a request. **Tell** is stronger — a command. +{Ask Captain Henry to come to my office.} +{Tell Sergeant Hays to bring my car at 1:00.} +![An officer giving a command](st-page_077_001.jpg) + +CARD: The pattern works for any errand you'd rather not do yourself. +{Please tell Mark to move his car.} +{Ask Fred to turn off the lights.} +{Tell Major Sanders to call the BX manager.} +{Ask Mr. Carter to sign this letter.} + +SUMMARY: +| | | | +|---|---|---| +| Ask | Bob | to pay the bill. | +| Tell | Bob | to write a check. | +| | Bob | to go to the store. | + +# Source: ST §Indirect Imperatives +$DIALOGUE Ask Him to Wait +ID: l2-s19 +INTRO: Five quick exchanges where somebody gets somebody else to do the work. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT + +Bob: Mark is ready to leave. +Tim: Ask him to wait a second. + +Ms_Nelson: Do you need to talk to John? +Tom: Yes. Tell him to call me at 10:00. + +Jan: Look at all of these dirty dishes! +Sam: Tell one of the children to wash them. + +Joe: Lewis fell and hurt his knee. +Don: Tell him to go to the hospital right away. + +Jim: Mrs. Walker wants to open a savings account. +Pam: Please ask her to fill out this form. # Source: LLA 2B Figure 5 -$DIALOGUE Tell Someone to Do Something +$DIALOGUE Tell Mike to Lock the Door ID: 9-2b-f5 -INTRO: In this part you'll learn to pass orders along: "Tell Mike to lock the door." Eight model sentences — listen and repeat. Someone else always does the work. +INTRO: Now the tape gives the orders. Listen to each sentence and repeat it. INSTRUCTION: Listen and repeat. REPEAT @@ -1095,141 +1040,80 @@ LINE: Tell Lori to sit in the front seat. {bk09-l2b-f5-06.mp3} LINE: Tell Dad to meet me at 6 o'clock. {bk09-l2b-f5-07.mp3} LINE: Tell Private Williams to clean the barracks. {bk09-l2b-f5-08.mp3} -# Source: ST Grammar §Ask Captain Henry to Come to My Office -$GRAMMAR Ask and Tell +# Source: ST §Tell Dave to Open the Window. (context lines added — see report) +$PRODUCE Pass the Job Along ID: l2-s20 -INTRO: Here's the pattern behind those sentences. "Ask" or "tell", then the person, then "to" plus the action. +INTRO: Nobody wants the chore, so everyone passes it along. Read the situation, then complete each excuse with "Tell" or "Ask" and the cue in parentheses. +INSTRUCTION: Type the missing sentence using the cue. +INPUT: type +CHECK: exact -CARD: Use **ask**, a person, and the word **to** with an action to pass on a polite request. -{Ask Bob to pay the bill.} -{Ask Bob to go to the store.} +EXAMPLE +TEMPLATE: The room is hot. Someone needs to open the window. +TEMPLATE: Mike: Ted's nearer. ____{Tell him to open it.} (him) +RESPONSE: Tell him to open it. -CARD: Use **tell** the exact same way, but for a stronger command. -{Tell Bob to write a check.} -{Tell Bob to go to the store.} +EXAMPLE +TEMPLATE: The room is hot. Someone needs to open the window. +TEMPLATE: Ted: I'm busy. ____{Tell Dave to do it.} (Dave) +RESPONSE: Tell Dave to do it. -CARD: For the negative, simply put **not** right before **to**. -{Tell Fred not to pick me up tomorrow.} -{Ask Bob not to pay the bill.} +TEMPLATE: The car is dirty. Someone needs to wash it. +TEMPLATE: Jack: I'm tired. ____{Tell Ted to wash it|Ask Ted to wash it}. (Ted) +RESPONSE: Tell Ted to wash it. + +TEMPLATE: The car is dirty. Someone needs to wash it. +TEMPLATE: Ted: I can't. ____{Tell Herb to do it|Ask Herb to do it}. (Herb) +RESPONSE: Tell Herb to do it. + +TEMPLATE: The phone is ringing. Someone needs to answer it. +TEMPLATE: Diane: Betty's closer. ____{Tell her to answer it|Ask her to answer it}. (her) +RESPONSE: Tell her to answer it. + +TEMPLATE: The phone is ringing. Someone needs to answer it. +TEMPLATE: Betty: I always do it. ____{Tell Alice to answer it|Ask Alice to answer it}. (Alice) +RESPONSE: Tell Alice to answer it. + +TEMPLATE: The cats are hungry. Someone needs to feed them. +TEMPLATE: Allen: I'm busy. ____{Tell Steve to feed them|Ask Steve to feed them}. (Steve) +RESPONSE: Tell Steve to feed them. + +TEMPLATE: The cats are hungry. Someone needs to feed them. +TEMPLATE: Steve: They're Sue's. ____{Tell her to feed them|Ask her to feed them}. (her) +RESPONSE: Tell her to feed them. + +TEMPLATE: The library books are due back. Someone needs to take them. +TEMPLATE: Mark: I'm doing my homework. ____{Tell Lee to take them|Ask Lee to take them}. (Lee) +RESPONSE: Tell Lee to take them. + +TEMPLATE: The library books are due back. Someone needs to take them. +TEMPLATE: Lee: I did it the last time. ____{Tell Tom to do it|Ask Tom to do it}. (Tom) +RESPONSE: Tell Tom to do it. + +# Source: ST §Did You Ask the Waiter to Bring Us Coffee? (recast as cards) +$GRAMMAR Asked and Told +ID: l2-s21 +INTRO: Now the past: reporting a request or command that already happened. Same pattern, one small change. + +CARD: To report a request or command, use **asked** or **told** + a person + **to** + verb. +{I asked Bob to pay the bill.} +{I told Bob to write a check.} + +CARD: For a negative command, use **not to**. +{He told us not to ride our bikes across the street.} SUMMARY: | | | | |---|---|---| -| **Ask** | Bob | to pay the bill. | -| **Tell** | Bob | to write a check. | +| I asked | Bob | to pay the bill. | +| I told | Bob | to write a check. | | | Bob | to go to the store. | -$DIALOGUE Ask Him to Wait a Second -ID: l2-s21 -INTRO: The pattern at work — first in single sentences, then in five quick exchanges. Listen and repeat. -INSTRUCTION: Repeat the sentences and dialogs. -REPEAT - -LINE: Ask Mr. Carter to sign this letter. {st-page_077_001.jpg} -LINE: Tell Ms. Davis to mail it right away. -LINE: Tell Major Sanders to call the BX manager. -LINE: Ask Captain Henry to come to my office. -LINE: Tell Sergeant Hays to bring my car at 1:00. -LINE: Please tell Mark to move his car. -LINE: Ask Fred to turn off the lights. -LINE: Please tell Mr. Harris to go to Jim's office. - -Bob: Mark is ready to leave. -Tim: Ask him to wait a second. - -Ms_Nelson: Do need to talk to John? -Tom: Yes. Tell him to call me at 10:00. - -Jan: Look at all of these dirty dishes! -Sam: Tell one of the children to wash them. - -Joe: Lewis fell and hurt his knee. -Don: Tell him to go to the hospital right away. - -Jim: Mrs. Walker wants to open a savings account. -Pam: Please ask her to fill out this form. - -# Source: ST §Tell Dave to Open the Window -$PRODUCE Tell Him to Do It +# Source: ST §Reported Imperatives +$DIALOGUE Which Form Did She Tell Us to Keep? ID: l2-s22 -INTRO: Nobody wants to open the window, wash the car, or feed the dog. Read each excuse and pass the job along — use the name or pronoun in parentheses and say the full command aloud. -INSTRUCTION: Say the command using the word in parentheses. -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -EXAMPLE -PROMPT: Bob: It's hot in here! Open the window, Mike. -TEMPLATE: Mike: Ted's nearer. (him) -RESPONSE: Tell him to open it. - -EXAMPLE -PROMPT: Ted: I'm busy. -TEMPLATE: (Dave) -RESPONSE: Tell Dave to do it. - -PROMPT: Bill: The car is dirty! Please wash it today, Jack. -TEMPLATE: Jack: I'm tired. (Ted) -RESPONSE: Tell Ted to wash it. - -PROMPT: Ted: I can't. -TEMPLATE: (Herb) -RESPONSE: Tell Herb to wash it. - -PROMPT: Sally: Answer the telephone, Diane. My hands are wet. -TEMPLATE: Diane: Betty's closer. (her) -RESPONSE: Tell her to answer it. - -PROMPT: Betty: I always do it. -TEMPLATE: (Alice) -RESPONSE: Tell Alice to answer it. - -PROMPT: Carol: Allen, please feed the dog and cat. -TEMPLATE: Allen: I'm busy. (Steve) -RESPONSE: Tell Steve to feed them. - -PROMPT: Steve: They're Sue's. -TEMPLATE: (her) -RESPONSE: Tell her to feed them. - -PROMPT: Al: Can you take these books back to the library today? -TEMPLATE: Mark: I'm doing my homework. (Lee) -RESPONSE: Ask Lee to take them back. - -PROMPT: Lee: I did it the last time. -TEMPLATE: (Tom) -RESPONSE: Ask Tom to take them back. - -# Source: LLA 2B Figure 6 -$PRODUCE What Did They Say? -ID: 9-2b-f6 -INPUT: speak -CHECK: reveal -INTRO: Now report what you heard. Listen to each short exchange and the question, answer aloud with "told him to..." or "told her to...", then repeat the model. -INSTRUCTION: Answer the question aloud. -REPEAT - -PROMPT: Ted, tell your brother not to bother me. — Okay, Sam, I will. What did Sam tell Ted? {bk09-l2b-f6-01-q.mp3} -RESPONSE: He told him to tell his brother not to bother him. {bk09-l2b-f6-01-a.mp3} - -PROMPT: Mike, lock the door. — I'll lock it when I leave. What did he tell Mike to do? {bk09-l2b-f6-02-q.mp3} -RESPONSE: He told him to lock the door. {bk09-l2b-f6-02-a.mp3} - -PROMPT: Private James, clean this room. — Yes, sir, right away. What did the sergeant tell Private James? {bk09-l2b-f6-03-q.mp3} -RESPONSE: He told him to clean the room. {bk09-l2b-f6-03-a.mp3} - -PROMPT: Sir, Captain Lewis is on the phone. — Tell her that I'll call her later. What did Captain Sims tell Private Williams? {bk09-l2b-f6-04-q.mp3} -RESPONSE: He told him to tell Captain Lewis that he'd call her later. {bk09-l2b-f6-04-a.mp3} - -PROMPT: Jack, wait for me this afternoon. — Okay, I will. What did Sally tell Jack? {bk09-l2b-f6-05-q.mp3} -RESPONSE: She told him to wait for her. {bk09-l2b-f6-05-a.mp3} - -# Source: ST §Did You Ask the Waiter... -$DIALOGUE Which Menu Did You Ask For? -ID: l2-s23 -INTRO: Three scenes where reporting a request matters — a menu, a bank form, and two boys on bicycles meeting a policeman. Listen and repeat. -INSTRUCTION: Repeat and read the dialogs. -REPEAT +INTRO: Three scenes — a breakfast order, a mix-up at the bank, and a policeman with opinions about bicycles. Listen and read along; no repeating this time. +INSTRUCTION: Listen and read the dialogs. Waiter: Do you want to look at the breakfast or lunch menu, sir? Harold: Please bring me the breakfast menu. @@ -1255,168 +1139,232 @@ Policeman: Don't ride your bikes across the street. It's not safe. Walk beside t Mrs_Hall: George, what did the policeman tell you and Edward? George: He told us not to ride our bikes across the street. -# SKIPPED (book): "DO YOU REMEMBER WHAT YOU READ? — Read the questions first; then look at the menu." The menu image is not provided in the source extraction. - -# Source: ST §Sgt Smith Told Airman Harris... -$PRODUCE He Told Him to Do It -ID: l2-s24 -INTRO: Read what each person said, then report it aloud: "He told him to...", "She asked her to...". Watch for the polite "please" — that's an "ask", not a "tell". -INSTRUCTION: Read the sentence, then answer the question aloud. +# Source: LLA 2B Figure 6 +$PRODUCE What Did They Say? +ID: 9-2b-f6 INPUT: speak CHECK: reveal -SHOW_PROMPT +INTRO: Listen to each short exchange and the question that follows, then answer aloud in a complete sentence — "He told him to..." Then repeat the model answer. +INSTRUCTION: Answer the question aloud. +REPEAT + +PROMPT: Ted, tell your brother not to bother me. — Okay, Sam, I will. What did Sam tell Ted? {bk09-l2b-f6-01-q.mp3} +RESPONSE: He told him to tell his brother not to bother him. {bk09-l2b-f6-01-a.mp3} + +PROMPT: Mike, lock the door. — I'll lock it when I leave. What did he tell Mike to do? {bk09-l2b-f6-02-q.mp3} +RESPONSE: He told him to lock the door. {bk09-l2b-f6-02-a.mp3} + +PROMPT: Private James, clean this room. — Yes, sir, right away. What did the sergeant tell Private James? {bk09-l2b-f6-03-q.mp3} +RESPONSE: He told him to clean the room. {bk09-l2b-f6-03-a.mp3} + +PROMPT: Sir, Captain Lewis is on the phone. — Tell her that I'll call her later. What did Captain Sims tell Private Williams? {bk09-l2b-f6-04-q.mp3} +RESPONSE: He told him to tell Captain Lewis that he'd call her later. {bk09-l2b-f6-04-a.mp3} + +PROMPT: Jack, wait for me this afternoon. — Okay, I will. What did Sally tell Jack? {bk09-l2b-f6-05-q.mp3} +RESPONSE: She told him to wait for her. {bk09-l2b-f6-05-a.mp3} + +# Source: LLA 2D Figure 2 +$PRODUCE Report the Command +ID: 9-2d-f2 +INPUT: speak +CHECK: reveal +INTRO: More overheard orders. Listen to the exchange and the question, answer aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +REPEAT EXAMPLE -PROMPT: Sgt Smith: "Airman Harris, clean the barracks." — What did Sgt Smith tell Airman Harris? +PROMPT: Jimmy, tell Joanne to come in now. — Joanne, come in now. What did Jimmy tell Joanne? {bk09-l2d-f2-ex-q.mp3} +RESPONSE: He told Joanne to come in. {bk09-l2d-f2-ex-a.mp3} + +PROMPT: Harry, tell Mike to help you move the bookcase. — Mike, help me move the bookcase. What did Harry tell Mike to do? {bk09-l2d-f2-01-q.mp3} +RESPONSE: He told him to help him move the bookcase. {bk09-l2d-f2-01-a.mp3} + +PROMPT: Captain Jones, tell Sergeant Jackson to bring the student record to my office. — Sergeant Jackson, take the student record to Major Johnson's office. What did Captain Jones tell Sergeant Jackson? {bk09-l2d-f2-02-q.mp3} +RESPONSE: She told him to bring the student record to the Major's office. {bk09-l2d-f2-02-a.mp3} + +PROMPT: Jill, tell Tammy to get up. — Tammy, get up. What did Jill tell Tammy? {bk09-l2d-f2-03-q.mp3} +RESPONSE: She told her to get up. {bk09-l2d-f2-03-a.mp3} + +PROMPT: George, tell Sam not to eat so fast. — Sam, don't eat so fast. What did George tell Sam? {bk09-l2d-f2-04-q.mp3} +RESPONSE: He told him not to eat so fast. {bk09-l2d-f2-04-a.mp3} + +PROMPT: Tell Tom to lock the door when he leaves. — Tom, don't forget to lock the door when you leave. What did she tell Tom? {bk09-l2d-f2-05-q.mp3} +RESPONSE: She told him not to forget to lock the door when he leaves. {bk09-l2d-f2-05-a.mp3} + +PROMPT: Private Anderson, clean your shoes. — Yes, sir. What did he tell Private Anderson? {bk09-l2d-f2-06-q.mp3} +RESPONSE: He told her to clean her shoes. {bk09-l2d-f2-06-a.mp3} + +# Source: LLA 2D Figure 3 +$SELECT Pick the Right Report +ID: 9-2d-f3 +INTRO: Listen to each exchange and tap the sentence that correctly reports what was said. Then repeat the correct answer. +INSTRUCTION: Tap the correct sentence. +REPEAT + +PROMPT: Sarah, tell Suzy to answer that phone. — Suzy, please answer that phone. What did Sarah tell Suzy? {bk09-l2d-f3-01-q.mp3} +OPTION: a | She said to answer the door. +OPTION: b | She told her to answer the phone. {bk09-l2d-f3-01-a.mp3} +OPTION: c | She said to answer the phone. +OPTION: d | She told her to go home. +ANSWER: b + +PROMPT: Sergeant Evans, bring me that letter. — Yes, ma'am, Lieutenant Richards. What did Lieutenant Richards tell Sergeant Evans? {bk09-l2d-f3-02-q.mp3} +OPTION: a | She told him to open the letter. +OPTION: b | She said to mail the letter. +OPTION: c | She told him to bring her the letter. {bk09-l2d-f3-02-a.mp3} +OPTION: d | She said to write a letter. +ANSWER: c + +PROMPT: Janet, get up. You'll miss your bus. — Okay, Dad. What did Dad tell Janet? {bk09-l2d-f3-03-q.mp3} +OPTION: a | He said to ride the bus. +OPTION: b | He told her to go to sleep. +OPTION: c | He said to miss the bus. +OPTION: d | He told her to get up. {bk09-l2d-f3-03-a.mp3} +ANSWER: d + +PROMPT: Sam, leave that window open. It's hot in here. — Okay, Mrs. Dennis. What did Mrs. Dennis tell Sam to do? {bk09-l2d-f3-04-q.mp3} +OPTION: a | She told him to leave the window open. {bk09-l2d-f3-04-a.mp3} +OPTION: b | She said to close the window. +OPTION: c | She told him to open the door. +OPTION: d | She said to do your homework. +ANSWER: a + +PROMPT: Alice, move these books. — I'll move them in a minute. What did he tell Alice to do? {bk09-l2d-f3-05-q.mp3} +OPTION: a | He told her to open her book. +OPTION: b | He told her to move the books. {bk09-l2d-f3-05-a.mp3} +OPTION: c | He said he would give her a book. +OPTION: d | He said to buy a new book. +ANSWER: b + +PROMPT: Rita, take these papers to the office. — I'll take them right away, Mr. Scott. What did he tell Rita to do? {bk09-l2d-f3-06-q.mp3} +OPTION: a | He said to go home. +OPTION: b | He told her to mail the papers. +OPTION: c | He said he'd buy her lunch. +OPTION: d | He told her to take the papers to the office. {bk09-l2d-f3-06-a.mp3} +ANSWER: d + +# Source: ST §Sgt Smith Told Airman Harris to Clean the Barracks. +$PRODUCE Ask or Tell — Report It +ID: l2-s23 +INTRO: Read each command or request and report it aloud: "told" for commands, "asked" for the polite ones. The please is your clue. +INSTRUCTION: Report what the person asked or told someone to do. +SHOW_PROMPT +INPUT: speak +CHECK: reveal + +EXAMPLE +PROMPT: Sgt Smith: Airman Harris, clean the barracks. RESPONSE: He told him to clean the barracks. EXAMPLE -PROMPT: Maj Dean: "Will you please sit down, lieutenant?" — Did Maj Dean ask the lieutenant to stand up? -RESPONSE: No, he didn't. He asked him to sit down. +PROMPT: Maj Dean: Will you please sit down, lieutenant? +RESPONSE: He asked him to sit down. -PROMPT: Harold: "Jim, will you please cut the grass today?" — What did Harold ask Jim to do? -RESPONSE: He asked him to cut the grass. +PROMPT: Harold: Jim, will you please cut the grass today? +RESPONSE: Harold asked Jim to cut the grass today. -PROMPT: Gilbert: "Don't forget your umbrella, Bob." — What did Gilbert tell Bob? -RESPONSE: He told him not to forget his umbrella. +PROMPT: Gilbert: Don't forget your umbrella, Bob. +RESPONSE: Gilbert told Bob not to forget his umbrella. -PROMPT: Roland: "Waiter, please bring me the check." — What did Roland ask the waiter to do? -RESPONSE: He asked him to bring the check. +PROMPT: Roland: Waiter, please bring me the check. +RESPONSE: Roland asked the waiter to bring him the check. -PROMPT: Sgt Morales: "Come in and close the door, airman." — What did Sgt Morales tell the airman to do? -RESPONSE: He told him to come in and close the door. +PROMPT: Sgt Morales: Come in and close the door, airman. +RESPONSE: Sgt Morales told the airman to come in and close the door. -PROMPT: Lt Miller: "Close that window, sergeant." — What did Lt Miller tell the sergeant to do? -RESPONSE: He told him to close that window. +PROMPT: Lt Miller: Close that window, sergeant. +RESPONSE: Lt Miller told the sergeant to close the window. -PROMPT: Carol: "Please turn off the light in the kitchen, Sue." — What did Carol ask Sue to do? -RESPONSE: She asked her to turn off the light in the kitchen. +PROMPT: Carol: Please turn off the light in the kitchen, Sue. +RESPONSE: Carol asked Sue to turn off the light in the kitchen. -PROMPT: Mr. Wells: "Look at the problem on the chalkboard, Mac." — What did Mr. Wells tell Mac to do? -RESPONSE: He told him to look at the problem on the chalkboard. +PROMPT: Mr. Wells: Look at the problem on the chalkboard, Mac. +RESPONSE: Mr. Wells told Mac to look at the problem on the chalkboard. -PROMPT: Ms. Nelson: "Please don't take this book from the library, Mr. Knight." — What did Ms. Nelson ask Mr. Knight to do? -RESPONSE: She asked him not to take the book from the library. +PROMPT: Ms. Nelson: Please don't take this book from the library, Mr. Knight. +RESPONSE: Ms. Nelson asked Mr. Knight not to take the book from the library. -PROMPT: Mr. Holder: "Students, be on time for the quiz tomorrow." — What did Mr. Holder tell the students to do? -RESPONSE: He told them to be on time for the quiz tomorrow. +PROMPT: Mr. Holder: Students, be on time for the quiz tomorrow. +RESPONSE: Mr. Holder told the students to be on time for the quiz tomorrow. -PROMPT: Mr. Randall: "Boys, please don't leave those wet towels on the floor." — What did Mr. Randall ask the boys to do? -RESPONSE: He asked them not to leave those wet towels on the floor. +PROMPT: Mr. Randall: Boys, please don't leave those wet towels on the floor. +RESPONSE: Mr. Randall asked the boys not to leave the wet towels on the floor. -# Source: ST §What Did Billy's Mother Tell Him to Do? (cartoon) -$DIALOGUE Billy's Evening -ID: l2-s25 -INTRO: A six-panel cartoon: Billy, supper, a soccer ball, and a window that was in the wrong place. Read each panel — questions follow. -INSTRUCTION: Read the cartoon panels. - -Billy: Mother, can I go to Roberta's house and play? {st-page_082_001.jpg} -Mother: Not now, Billy, stay home and eat your supper. {st-page_082_001.jpg} - -Billy: I finished my food. Can I go outside now? {st-page_082_002.jpg} -Mother: Yes, but please take your plate and glass to the kitchen first. {st-page_082_002.jpg} - -Billy: Goodbye, Dad. Bye Mother. {st-page_082_003.jpg} -Dad: Be home by 8:00. {st-page_082_003.jpg} -Mother: Have a good time. {st-page_082_003.jpg} - -Roberta: Let's play volleyball. {st-page_082_004.jpg} -Billy: No. Let's play something else. Get your soccer ball. {st-page_082_004.jpg} - -Billy: Here it comes! {st-page_082_005.jpg} -Roberta: Be careful! Don't hit the house! {st-page_082_005.jpg} - -Roberta: Oh, no! Don't tell my father. {st-page_082_006.jpg} -Billy: Please go home right away. My dad will be very angry, too. {st-page_082_006.jpg} - -# Source: ST §Ask and Answer About Billy (recast: picture cues scaffolded into spoken questions) -$PRODUCE What Did They Tell Billy? -ID: l2-s26 -REFERENCE -INTRO: Now report the whole cartoon. Answer each question aloud with "told" or "asked" plus "to..." — reopen the panels if the evening is a blur. -INSTRUCTION: Answer aloud using ask or tell. +# Source: ST §What Did Billy's Mother Tell Him to Do? +$PRODUCE Billy's Day +ID: l2-s24 +INTRO: Six cartoon panels of Billy's day, which ends — spoiler — with a broken window. Look at each picture and report aloud what people told or asked him to do. +INSTRUCTION: Look at the cartoon and answer the questions aloud. +SHOW_PROMPT INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: The pattern ask/tell + person + (not) to + verb is the point — accept any answer with a correct pattern and a fact matching the model answer; a wrong pattern or wrong fact fails. +RUBRIC: Treat the model answer as the key; accept any phrasing that reports the same command or request with "told" or "asked" (+ person + to/not to + verb). EXAMPLE -PROMPT: What did Billy's mother tell him to do? {st-page_082_001.jpg} +PROMPT: What did Billy's mother tell him to do in picture 1? {st-page_082_001.jpg|Billy asking to play and mother telling him to stay home and eat supper} RESPONSE: She told him to stay home and eat his supper. -PROMPT: What did Billy's mother ask him to do? {st-page_082_002.jpg} +PROMPT: What did Billy's mother ask him to do in picture 2? {st-page_082_002.jpg|Billy finishing food and mother asking him to take his plate and glass to the kitchen} RESPONSE: She asked him to take his plate and glass to the kitchen. -PROMPT: What did Billy's dad tell him to do? {st-page_082_003.jpg} +PROMPT: What did Billy's dad tell him to do in picture 3? {st-page_082_003.jpg|Billy leaving and dad telling him to be home by 8:00} RESPONSE: He told him to be home by 8:00. -PROMPT: What did Billy tell Roberta to do? {st-page_082_004.jpg} +PROMPT: What did Billy tell the girl to do in picture 4? {st-page_082_004.jpg|Girl suggesting volleyball and Billy telling her to get her soccer ball} RESPONSE: He told her to get her soccer ball. -PROMPT: What did Roberta tell Billy to do? {st-page_082_005.jpg} -RESPONSE: She told him to be careful and not hit the house. +PROMPT: What did the girl tell Billy in picture 5? {st-page_082_005.jpg|Billy kicking ball and girl warning him not to hit the house} +RESPONSE: She told him to be careful and not to hit the house. -PROMPT: What did Roberta ask Billy not to do? {st-page_082_006.jpg} -RESPONSE: She asked him not to tell her father. +PROMPT: What did Billy ask the girl to do in picture 6? {st-page_082_006.jpg|Broken window and Billy asking the girl to go home right away} +RESPONSE: He asked her to go home right away. -# SKIPPED (book): Writing Skill "CAN YOU PUT THE SENTENCES TOGETHER?" — match phrases and rewrite as one paragraph. Deferred (paragraph composition/combining into one big text box). +$SESSION 2-6: What Were You Doing? - -$SESSION 2-6: Getting Around in Traffic - -# Source: LLA 2C Figure 1 -$DIALOGUE Traffic, Bicycles, and Insurance -ID: 9-2c-f1 -INTRO: In this part you'll finish the traffic word set — buses, bicycles, rainstorms, and the insurance that pays for all of it. Listen and repeat. -INSTRUCTION: Listen and repeat. +# Source: LLA 2C Figure 1 (vocabulary) +$DIALOGUE Getting Around Town +ID: 9-2c-f1-vocab +INTRO: This part teaches the past progressive — saying what was happening. First, a few more words for the road. Look at each picture, listen, and repeat. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT -VOCAB: traffic -LINE: There's a lot of traffic at 5 o'clock. {page_047_001.jpg} {bk09-l2c-f1-01.mp3} +LINE: There's a lot of traffic at 5 o'clock. {page_047_001.jpg|A collection of toy cars and trucks arranged in rows on display shelves} {bk09-l2c-f1-01.mp3} -VOCAB: bother -LINE: Sometimes Bobby bothers me when I try to study. {page_047_002.jpg} {bk09-l2c-f1-02.mp3} +LINE: Sometimes Bobby bothers me when I try to study. {page_047_002.jpg|A man sitting at a desk reading a book while a young boy stands next to him} {bk09-l2c-f1-02.mp3} -VOCAB: ride -LINE: Larry rides the bus to work every day. {page_047_003.jpg} {bk09-l2c-f1-03.mp3} +VOCAB: to ride +LINE: Larry rides the bus to work every day. {page_047_003.jpg|A bus driver in uniform stepping down from the entrance of a bus} {bk09-l2c-f1-03.mp3} -VOCAB: bicycle -LINE: Lieutenant Jacobs has a new bicycle. {page_047_004.jpg} {bk09-l2c-f1-04.mp3} +LINE: Lieutenant Jacobs has a new bicycle. {page_047_004.jpg|A military policeman riding a bicycle} {bk09-l2c-f1-04.mp3} -VOCAB: cross -LINE: The children cross the street at the corner. {page_048_001.jpg} {bk09-l2c-f1-05.mp3} +LINE: The children cross the street at the corner. {page_048_001.jpg|Three children carrying books and bags walking past a school crossing sign} {bk09-l2c-f1-05.mp3} -LINE: The weather won't stop them. {page_048_002.jpg} {bk09-l2c-f1-06a.mp3} -VOCAB: keep on -LINE: They'll keep on driving. {page_048_002.jpg} {bk09-l2c-f1-06b.mp3} +VOCAB: to keep on +LINE: The weather won't stop them. They'll keep on driving. {page_048_002.jpg|Cars driving on a road during a heavy rainstorm} {bk09-l2c-f1-06.mp3} -VOCAB: happened -LINE: The accident happened in a rainstorm. {page_048_003.jpg} {bk09-l2c-f1-07.mp3} +VOCAB: to happen +LINE: The accident happened in a rainstorm. {page_048_003.jpg|A policeman riding a bicycle in the rain next to a car} {bk09-l2c-f1-07.mp3} -VOCAB: insurance -LINE: I have insurance. {page_048_004.jpg} {bk09-l2c-f1-08a.mp3} -LINE: It will get you a new bicycle. {page_048_004.jpg} {bk09-l2c-f1-08b.mp3} +LINE: I have insurance. It will get you a new bicycle. {page_048_004.jpg|A policeman in uniform inspecting insurance papers shown to him by a man in the rain} {bk09-l2c-f1-08.mp3} -VOCAB: place -LINE: Where is that place? {page_049_001.jpg} {bk09-l2c-f1-09a.mp3} -LINE: It's at the corner of Main and 6th Streets. {page_049_001.jpg} {bk09-l2c-f1-09b.mp3} +LINE: Where is that place? It's at the corner of Main and 6th Streets. {page_049_001.jpg|A street corner with pedestrians walking past storefronts and a street sign showing MAIN ST. and SIXTH ST.} {bk09-l2c-f1-09.mp3} # Source: LLA 2C Figure 1 (matching pass) -$SELECT Match the Sentence to the Picture -ID: 9-2c-f1-b -INTRO: Same words, new sentences. Listen, tap the picture being described, then repeat the sentence. -INSTRUCTION: Tap the matching picture. +$SELECT Which Picture? — Around Town +ID: 9-2c-f1-match +INTRO: Listen to each sentence and tap the picture it describes. Then repeat the correct sentence. +INSTRUCTION: Tap the picture described by the sentence. REPEAT -OPTION: a | toy cars {page_047_001.jpg} -OPTION: b | boy studying {page_047_002.jpg} -OPTION: c | bus driver {page_047_003.jpg} -OPTION: d | military policeman on bicycle {page_047_004.jpg} -OPTION: e | children crossing {page_048_001.jpg} -OPTION: f | driving in rain {page_048_002.jpg} -OPTION: g | accident in rainstorm {page_048_003.jpg} -OPTION: h | checking insurance {page_048_004.jpg} -OPTION: i | street corner {page_049_001.jpg} +OPTION: a | Picture A {page_047_001.jpg|A collection of toy cars and trucks arranged in rows on display shelves} +OPTION: b | Picture B {page_047_002.jpg|A man sitting at a desk reading a book while a young boy stands next to him} +OPTION: c | Picture C {page_047_003.jpg|A bus driver in uniform stepping down from the entrance of a bus} +OPTION: d | Picture D {page_047_004.jpg|A military policeman riding a bicycle} +OPTION: e | Picture E {page_048_001.jpg|Three children carrying books and bags walking past a school crossing sign} +OPTION: f | Picture F {page_048_002.jpg|Cars driving on a road during a heavy rainstorm} +OPTION: g | Picture G {page_048_003.jpg|A policeman riding a bicycle in the rain next to a car} +OPTION: h | Picture H {page_048_004.jpg|A policeman in uniform inspecting insurance papers shown to him by a man in the rain} +OPTION: i | Picture I {page_049_001.jpg|A street corner with pedestrians walking past storefronts and a street sign showing MAIN ST. and SIXTH ST.} PROMPT: Robert likes to ride the bus to school. {bk09-l2c-f1-10.mp3} ANSWER: c @@ -1454,126 +1402,50 @@ PROMPT: The rain kept on for 3 hours. {bk09-l2c-f1-18.mp3} ANSWER: f FEEDBACK: The rain kept on for 3 hours. {bk09-l2c-f1-18-fb.mp3} -# Source: LLA 2C Figure 3 -$SELECT Finish the Sentence -ID: 9-2c-f3 -INTRO: A review of the whole accident story — John, Ted, Jimmy, Ed, Jeff, and of course Ray's expensive ticket. Listen to the start of each sentence and tap the ending that fits. -INSTRUCTION: Tap the correct phrase. +# Source: LLA 2C Figure 1 (past continuous sentences) +$DIALOGUE What Was Everyone Doing? +ID: 9-2c-f1-sentences +INTRO: Now the new pattern itself. Everyone was doing something — sleeping, eating, crying. Listen to each sentence and repeat it. +INSTRUCTION: Listen and repeat each sentence. REPEAT -OPTION: a | broke his arm. -OPTION: b | caused an accident. -OPTION: c | fasten his seat belt. -OPTION: d | a careful driver. -OPTION: e | obeys the law. -OPTION: f | fine was expensive. +LINE: I was sleeping at 10:30. {bk09-l2c-f1-19.mp3} +LINE: I wasn't eating chicken. {bk09-l2c-f1-20.mp3} +LINE: I was eating fish. {bk09-l2c-f1-21.mp3} +LINE: When I called, he was eating breakfast. {bk09-l2c-f1-22.mp3} +LINE: They were studying at 4:30. {bk09-l2c-f1-23.mp3} +LINE: Mike was driving a new car yesterday. {bk09-l2c-f1-24.mp3} +LINE: Bobby was talking on the phone when I arrived. {bk09-l2c-f1-25.mp3} +LINE: The baby was crying when I left. {bk09-l2c-f1-26.mp3} +LINE: Jack and Roger were exercising in the gym yesterday afternoon. {bk09-l2c-f1-27.mp3} +LINE: Sally was reading a language book in the library. {bk09-l2c-f1-28.mp3} +LINE: Why were they running? {bk09-l2c-f1-29.mp3} -PROMPT: When John gets in his car, the first thing he does is... {bk09-l2c-f3-01.mp3} -ANSWER: c -FEEDBACK: When John gets in his car, the first thing he does is fasten his seat belt. {bk09-l2c-f3-01-fb.mp3} - -PROMPT: Ted will never get a ticket, he always... {bk09-l2c-f3-02.mp3} -ANSWER: e -FEEDBACK: He always obeys the law. {bk09-l2c-f3-02-fb.mp3} - -PROMPT: Jimmy fell down the stairs, he... {bk09-l2c-f3-03.mp3} -ANSWER: a -FEEDBACK: He broke his arm. {bk09-l2c-f3-03-fb.mp3} - -PROMPT: Ed does not drive fast, he does not run red lights, he is... {bk09-l2c-f3-04.mp3} -ANSWER: d -FEEDBACK: He is a careful driver. {bk09-l2c-f3-04-fb.mp3} - -PROMPT: Jeff ran a red light and ran into a pole, he... {bk09-l2c-f3-05.mp3} -ANSWER: b -FEEDBACK: He caused an accident. {bk09-l2c-f3-05-fb.mp3} - -PROMPT: The policeman gave Ray a ticket. The ticket was for $85, this... {bk09-l2c-f3-06.mp3} -ANSWER: f -FEEDBACK: This fine was expensive. {bk09-l2c-f3-06-fb.mp3} - -# Source: LLA 2C Figure 4 -$SELECT How Many Syllables? -ID: 9-2c-f4 -INTRO: A quick ear-tuning exercise on this lesson's words. Listen to each word and tap how many syllables you hear — "fine" has one, "insurance" has more. -INSTRUCTION: Tap the number of syllables. - -OPTION: a | 1 syllable -OPTION: b | 2 syllables -OPTION: c | 3 syllables -OPTION: d | 4 syllables - -PROMPT: traffic. Traffic. {bk09-l2c-f4-01.mp3} -ANSWER: b -FEEDBACK: Two syllables. Traffic. - -PROMPT: fine. Fine. {bk09-l2c-f4-02.mp3} -ANSWER: a -FEEDBACK: One syllable. Fine. - -PROMPT: accident. Accident. {bk09-l2c-f4-03.mp3} -ANSWER: c -FEEDBACK: Three syllables. Accident. - -PROMPT: policeman. Policeman. {bk09-l2c-f4-04.mp3} -ANSWER: c -FEEDBACK: Three syllables. Policeman. - -PROMPT: ticket. Ticket. {bk09-l2c-f4-05.mp3} -ANSWER: b -FEEDBACK: Two syllables. Ticket. - -PROMPT: fault. Fault. {bk09-l2c-f4-06.mp3} -ANSWER: a -FEEDBACK: One syllable. Fault. - -PROMPT: careless. Careless. {bk09-l2c-f4-07.mp3} -ANSWER: b -FEEDBACK: Two syllables. Careless. - -PROMPT: bicycle. Bicycle. {bk09-l2c-f4-08.mp3} -ANSWER: c -FEEDBACK: Three syllables. Bicycle. - -PROMPT: cross. Cross. {bk09-l2c-f4-09.mp3} -ANSWER: a -FEEDBACK: One syllable. Cross. - -PROMPT: insurance. Insurance. {bk09-l2c-f4-10.mp3} -ANSWER: c -FEEDBACK: Three syllables. Insurance. - -# SKIPPED (book): LLA 2C Figures 6 and 7 are not present in the book for Lesson 2C (they belong to Lesson 2D, confirmed by the tape out-cue). - - -$SESSION 2-7: The Past Progressive - -# Source: ST Grammar §Past Progressive -$GRAMMAR The Past Progressive +# Source: ST §Anne Was Studying in the Library. (recast as cards) +$GRAMMAR Was and Were + -ing ID: l2-s5 -INTRO: In this part you'll learn to say what was happening at a moment in the past — the past progressive. One small table, then plenty of practice. +INTRO: Here's the pattern you just heard, spelled out. It shows an action that was going on over a period of time in the past. -CARD: The past progressive shows that an action was happening over a period of time in the past. Form it by combining **was** or **were** with the **-ing** form of a verb. -{I was studying in the library.} - -CARD: Use **was** when the subject is I, he, she, or it. +CARD: For an action in progress in the past, use **was** or **were** + verb + **-ing**. {I was studying last night.} -{Mark was studying last night.} - -CARD: Use **were** when the subject is you, we, or they. -{What were you doing last night?} {Mark and Al were studying last night.} +CARD: Questions ask what was happening at that moment. +{What were you doing last night?} +{I was studying in the library.} +![Two women sitting at a table with drinks](st-page_055_001.jpg) + SUMMARY: | | | | |---|---|---| -| I | **was studying** | last night. | -| Mark | **was studying** | last night. | -| Mark and Al | **were studying** | last night. | +| I | was studying | last night. | +| Mark | was studying | last night. | +| Mark and Al | were studying | last night. | -$DIALOGUE What Were You Doing Last Night? +# Source: ST §I Was Thinking About My Vacation. +$DIALOGUE I Was Thinking About My Vacation ID: l2-s6 -INTRO: Three short conversations built on the new tense — daydreaming, studying, and one student who definitely wasn't listening to the teacher. Listen and repeat. +INTRO: Three short conversations, all asking the same nosy question: what were you doing? Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT @@ -1592,136 +1464,150 @@ Larry: Were you listening to the teacher? Steve: No. What was he saying? Larry: He was explaining this exercise. -# SKIPPED (book): ST instructor substitution drill ("Your instructor will read a sentence and then give you a word or phrase to substitute.") — instructor-led, no printed stimuli. +# Source: ST §Substitution: Past Progressive +$PRODUCE Change the Sentence +ID: l2-s7 +INTRO: You'll hear a sentence and see a cue. Say the sentence again, swapping in the cue — and keep "was" and "were" agreeing with whoever's doing the studying. +INSTRUCTION: Say the sentence again, changing it with the cue. +SHOW_PROMPT +INPUT: speak +CHECK: reveal -# Source: LLA 2C Figure 1 (past continuous pass) -$DIALOGUE Past Continuous — Listen and Repeat -ID: 9-2c-f1-c -INTRO: Now hear the tense in action — eleven sentences from the tape. Listen and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT +EXAMPLE +PROMPT: Helen was reading a book last night. +TEMPLATE: (Jane) +RESPONSE: Jane was reading a book last night. -LINE: I was sleeping at 10:30. {bk09-l2c-f1-19.mp3} -LINE: I wasn't eating chicken. {bk09-l2c-f1-20.mp3} -LINE: I was eating fish. {bk09-l2c-f1-21.mp3} -LINE: When I called, he was eating breakfast. {bk09-l2c-f1-22.mp3} -LINE: They were studying at 4:30. {bk09-l2c-f1-23.mp3} -LINE: Mike was driving a new car yesterday. {bk09-l2c-f1-24.mp3} -LINE: Bobby was talking on the phone when I arrived. {bk09-l2c-f1-25.mp3} -LINE: The baby was crying when I left. {bk09-l2c-f1-26.mp3} -LINE: Jack and Roger were exercising in the gym yesterday afternoon. {bk09-l2c-f1-27.mp3} -LINE: Sally was reading a language book in the library. {bk09-l2c-f1-28.mp3} -LINE: Why were they running? {bk09-l2c-f1-29.mp3} +PROMPT: Jane was reading a book last night. +TEMPLATE: (watching a movie) +RESPONSE: Jane was watching a movie last night. + +PROMPT: Jane was watching a movie last night. +TEMPLATE: (They) +RESPONSE: They were watching a movie last night. + +PROMPT: They were watching a movie last night. +TEMPLATE: (studying in the library) +RESPONSE: They were studying in the library last night. + +PROMPT: They were studying in the library last night. +TEMPLATE: (Paul) +RESPONSE: Paul was studying in the library last night. + +PROMPT: Paul was studying in the library last night. +TEMPLATE: (writing a letter) +RESPONSE: Paul was writing a letter last night. # Source: LLA 2C Figure 2 -$PRODUCE Answer with the Past Continuous +$PRODUCE Answer About the Pictures ID: 9-2c-f2 -INTRO: Your turn. Look at the picture and the cue word, listen to the question, and answer aloud in a full past-progressive sentence. Then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +INTRO: Look at the picture and the cue, listen to the question, and answer aloud in the past progressive. Then repeat the correct answer. +INSTRUCTION: Answer the question aloud based on the picture. INPUT: speak CHECK: reveal REPEAT EXAMPLE -TEMPLATE: sleeping {page_049_002.jpg} -PROMPT: Was John watching TV at 10:30? {bk09-l2c-f2-ex-q.mp3} -RESPONSE: No, he was sleeping. +TEMPLATE: sleeping (10:30) {page_049_002.jpg|A man sleeping in bed with a clock showing 10:30 on the nightstand} +PROMPT: Was John watching TV at 10:30? {bk09-l2c-f2-01-q.mp3} +RESPONSE: No, he was sleeping. {bk09-l2c-f2-01-a.mp3} -TEMPLATE: studying {page_049_003.jpg} -PROMPT: Was George studying after dinner? {bk09-l2c-f2-01-q.mp3} -RESPONSE: Yes, George was studying after dinner. +TEMPLATE: studying (8:15) {page_049_003.jpg|A man wearing a shirt labeled 'George' sitting at a desk studying under a clock showing 8:15} +PROMPT: Was George studying after dinner? {bk09-l2c-f2-02-q.mp3} +RESPONSE: Yes, George was studying after dinner. {bk09-l2c-f2-02-a.mp3} -TEMPLATE: exercising {page_050_001.jpg} -PROMPT: What were Sergeant Peterson and Sergeant Gannon doing in the gym this morning? {bk09-l2c-f2-02-q.mp3} -RESPONSE: They were exercising in the gym. +TEMPLATE: exercising {page_050_001.jpg|Two men exercising, one lifting dumbbells and the other riding a stationary exercise bike} +PROMPT: What were Sergeant Peterson and Sergeant Gannon doing in the gym this morning? {bk09-l2c-f2-03-q.mp3} +RESPONSE: They were exercising in the gym. {bk09-l2c-f2-03-a.mp3} -TEMPLATE: watching TV {page_050_002.jpg} -PROMPT: What was Bob doing at 9:30 last night? {bk09-l2c-f2-03-q.mp3} -RESPONSE: He was watching TV. +TEMPLATE: watching TV (7:00) {page_050_002.jpg|A man watching television in a room with a clock on the wall showing 7:00} +PROMPT: What was Bob doing at 9:30 last night? {bk09-l2c-f2-04-q.mp3} +RESPONSE: He was watching TV. {bk09-l2c-f2-04-a.mp3} -TEMPLATE: commissary {page_050_003.jpg} -PROMPT: Was Captain Kirk going to the officers' club at noon? {bk09-l2c-f2-04-q.mp3} -RESPONSE: No, he was going to the commissary. +TEMPLATE: commissary {page_050_003.jpg|A military officer entering a building with a sign that reads COMMISSARY} +PROMPT: Was Captain Kirk going to the officers' club at noon? {bk09-l2c-f2-05-q.mp3} +RESPONSE: No, he was going to the commissary. {bk09-l2c-f2-05-a.mp3} -TEMPLATE: writing a letter {page_050_004.jpg} -PROMPT: What was Private Anderson doing in class this morning? {bk09-l2c-f2-05-q.mp3} -RESPONSE: She was writing a letter. {bk09-l2c-f2-05-a.mp3} +TEMPLATE: writing a letter {page_050_004.jpg|A woman in military uniform sitting at a desk writing a letter in an office with other personnel} +PROMPT: What was Private Anderson doing in class this morning? {bk09-l2c-f2-06-q.mp3} +RESPONSE: She was writing a letter. {bk09-l2c-f2-06-a.mp3} -TEMPLATE: fish {page_050_005.jpg} -PROMPT: Were the students eating chicken last night? {bk09-l2c-f2-06-q.mp3} -RESPONSE: No, they were eating fish. +TEMPLATE: fish {page_050_005.jpg|Two men sitting at a table eating a meal with fish on their plates} +PROMPT: Were the students eating chicken last night? {bk09-l2c-f2-07-q.mp3} +RESPONSE: No, they were eating fish. {bk09-l2c-f2-07-a.mp3} -TEMPLATE: getting a haircut {page_050_006.jpg} -PROMPT: What was Lieutenant Benavides doing Saturday afternoon? {bk09-l2c-f2-07-q.mp3} -RESPONSE: He was getting a haircut. +TEMPLATE: getting a haircut {page_050_006.jpg|A man sitting in a barber chair receiving a haircut from a barber} +PROMPT: What was Lieutenant Benavides doing Saturday afternoon? {bk09-l2c-f2-08-q.mp3} +RESPONSE: He was getting a haircut. {bk09-l2c-f2-08-a.mp3} # Source: ST §What Was Laura Doing Yesterday? -$PRODUCE What Was Laura Doing? -ID: l2-s7 -INTRO: Laura had a very documented day. Use the picture and the cue to build the question yourself, then answer it — both in the past progressive, both aloud. -INSTRUCTION: Say the question and the answer, using the past progressive. +$PRODUCE Laura's Busy Day +ID: l2-s8 +INTRO: Laura's whole day, one clock at a time. Look at each picture and answer the question aloud with "She was..." — the clocks don't lie. +INSTRUCTION: Answer the questions about Laura's day using the past progressive. +SHOW_PROMPT INPUT: speak CHECK: llm -RUBRIC: Accept a correctly formed past progressive question based on the cue, followed by a factual past progressive answer matching the picture; wrong tense fails. +RUBRIC: Accept a complete sentence in the past progressive stating the same fact as the model answer; short forms like "She was standing at the bus stop" are fine, but the past progressive form is the point — a different tense fails. EXAMPLE -TEMPLATE: What ... Laura ... do ... 6:30? {st-page_057_001.jpg} -RESPONSE: What was Laura doing at 6:30? She was eating breakfast. +PROMPT: What was Laura doing at 6:30? {st-page_057_001.jpg|A woman sitting at a table eating breakfast next to a clock showing 6:30} +RESPONSE: She was eating breakfast. -TEMPLATE: Where ... Laura ... stand ... 7:00? {st-page_057_002.jpg} -RESPONSE: Where was Laura standing at 7:00? She was standing at the bus stop. +PROMPT: Where was Laura standing at 7:00? {st-page_057_002.jpg|Laura standing by a bus stop sign and a clock showing 7:00} +RESPONSE: She was standing at the bus stop. -TEMPLATE: Who ... Laura ... talk to ... 9:00? {st-page_057_003.jpg} -RESPONSE: Who was Laura talking to at 9:00? She was talking to a boy. +PROMPT: Who was Laura talking to at 9:00? {st-page_057_003.jpg|Laura talking to a young boy next to a wall clock showing 9:00} +RESPONSE: She was talking to a young boy. -TEMPLATE: When ... Laura ... run? {st-page_058_001.jpg} -RESPONSE: When was Laura running? She was running at 12:00. +PROMPT: When was Laura running? {st-page_058_001.jpg|Laura running past a digital clock showing 12:00} +RESPONSE: She was running at 12:00. -TEMPLATE: What ... Laura ... buy ... 4:30? {st-page_058_002.jpg} -RESPONSE: What was Laura buying at 4:30? She was buying fruit. +PROMPT: What was Laura buying at 4:30? {st-page_058_002.jpg|Laura pushing a grocery cart with fruit at a market next to a clock showing 4:30} +RESPONSE: She was buying groceries. -TEMPLATE: When ... Laura ... cook dinner? {st-page_058_003.jpg} -RESPONSE: When was Laura cooking dinner? She was cooking dinner at 6:30. +PROMPT: When was Laura cooking dinner? {st-page_058_003.jpg|Laura cooking food in a pan on a stove next to a clock showing 6:30} +RESPONSE: She was cooking dinner at 6:30. -TEMPLATE: Who ... Laura ... talk to ... 8:00? {st-page_058_004.jpg} -RESPONSE: Who was Laura talking to at 8:00? She was talking on the telephone. +PROMPT: Who was Laura talking to at 8:00? {st-page_058_004.jpg|Laura talking on the telephone next to a clock showing 8:00} +RESPONSE: She was talking on the telephone to a friend. -# Source: ST §An Important Day for Al -$DIALOGUE An Important Day for Al -ID: l2-s8 -INTRO: Al met the President yesterday — and wrote down every minute of it. Read his notes; questions about his day come next. -INSTRUCTION: Read Al's notes. +# Source: ST §Reading: An Important Day for Al +$GRAMMAR Reading: An Important Day for Al +ID: l2-s9-r +READING +INTRO: Al met the President — and, being organized, took notes on his whole day. Read his notes; the questions come next. -LINE: Yesterday was an important day for Al. He wrote down some of the things he did. -LINE: 5:30 a.m. - ate breakfast, Dad called to make sure I was awake -LINE: 6:00 a.m. - read the paper, my friend Joe called to make sure I was awake -LINE: 6:30 a.m. - left for the office, there was an accident near the base and a big traffic jam -LINE: 7:00 a.m. - reviewed the schedule for the morning, Sgt Lewis came by to see if I needed anything -LINE: 9:45 a.m. - met the President's flight -LINE: 10:45 a.m. - The President spoke to the men, I made a last minute check of the dining room -LINE: 11:00 a.m. - ate lunch -LINE: 12:00 p.m. - showed the President around the base, it began to rain -LINE: 12:30 p.m. - rode with the President back to the airport, the rain stopped -LINE: 1:00 p.m. - returned to my office, what a day! I met the President! +CARD: **Al's Notes — Morning** +• 5:30 a.m. — ate breakfast, Dad called to make sure I was awake +• 6:00 a.m. — read the paper, my friend Joe called to make sure I was awake +• 6:30 a.m. — left for the office, there was an accident near the base and a big traffic jam +• 7:00 a.m. — reviewed the schedule for the morning, Sgt Lewis came by to see if I needed anything +• 9:45 a.m. — met the President's flight -# Source: ST §Ask Questions About Al's Day +CARD: **Al's Notes — Midday and Afternoon** +• 10:45 a.m. — The President spoke to the men, I made a last minute check of the dining room +• 11:00 a.m. — ate lunch +• 12:00 p.m. — showed the President around the base, it began to rain +• 12:30 p.m. — rode with the President back to the airport, the rain stopped +• 1:00 p.m. — returned to my office, what a day! I met the President! + +# Source: ST §Questions on Al's Day $PRODUCE Questions About Al's Day ID: l2-s9 -REFERENCE -INTRO: What was Al doing when everything kept happening to him? Answer aloud in the past progressive — his notes are one tap away. -INSTRUCTION: Answer aloud using the past progressive. +REFERENCE: l2-s9-r +INTRO: Answer each question aloud in the past progressive — what was Al doing when each thing happened? His notes are right there if the timeline gets away from you. +INSTRUCTION: Answer the questions using the past progressive. +SHOW_PROMPT INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: The learner must answer in the past progressive with the fact from the model answer. Accept any natural phrasing; wrong tense or wrong fact fails. +RUBRIC: Treat the model answer as the factual key; accept any past progressive sentence stating the same fact. The past progressive form is the point — a different tense fails. EXAMPLE PROMPT: What was Al doing when Joe called him? RESPONSE: He was reading the newspaper. -PROMPT: What was Al doing when his dad called? -RESPONSE: He was eating breakfast. - +EXAMPLE PROMPT: Was Al going home when he saw the accident? RESPONSE: No, he was going to his office. @@ -1731,11 +1617,14 @@ RESPONSE: He was reviewing the schedule for the morning. PROMPT: What was Al doing when it began to rain? RESPONSE: He was showing the President around the base. -# Source: ST §I Was Writing a Letter When the Phone Rang -$PRODUCE Complete with the Past Progressive +PROMPT: What was Al doing when the rain stopped? +RESPONSE: He was riding with the President back to the airport. + +# Source: ST §Past Progressive Form +$PRODUCE Type the Right Form ID: l2-s10 -INTRO: Last drill on the tense: type the past progressive form of the verb in parentheses to complete each sentence. -INSTRUCTION: Type the past progressive form of the verb. +INTRO: Last drill of the part: type the past progressive form of the verb in parentheses. "Was" or "were" — that's the whole game. +INSTRUCTION: Type the past progressive form of the verb in parentheses. INPUT: type CHECK: exact @@ -1763,14 +1652,386 @@ RESPONSE: We were watching TV when Tom came home. TEMPLATE: Do you remember what you ____{were doing} in 1980? (do) RESPONSE: Do you remember what you were doing in 1980? -# SKIPPED (book): ST Listening Skill "WHICH BUILDING IS THE BANK?" — instructor-read directions with no printed text. +# SKIPPED (tape): Figures 6 and 7 in the LLA 2C tape transcript — audio belongs to Lesson 2D (bled into transcript file past lesson end boundary). + +$SESSION 2-7: On the Road — What Happened? + +# Source: ST §The Light Car Is in Back of the Dark Car. +$DIALOGUE In Front Of, Behind, In Back Of +ID: l2-s13 +INTRO: In this part you'll describe traffic scenes and hear witnesses explain an accident to a policeman. First, the position words. Look at the picture, listen, and repeat. +INSTRUCTION: Look at the picture and repeat the sentences. +REPEAT + +VOCAB: in front of +LINE: The bus is in front of the automobile. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it} + +VOCAB: dark +VOCAB: behind +LINE: The dark car is behind the bus. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it} + +VOCAB: light +VOCAB: in back of +LINE: The light car is in back of the dark car. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it} + +LINE: The woman is wearing a dark coat. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it} + +LINE: They are crossing the street in front of the bus. {st-page_065_001.jpg|A city bus with pedestrians on sidewalk and two cars behind it} + +# Source: LLA 2D Figure 1 (presentation) +$DIALOGUE Traffic Situations +ID: 9-2d-f1 +INTRO: Seven street scenes — buses, bicycles, and one unlucky light pole. Look at each picture, listen, and repeat. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: The children are on the bus behind the truck. {page_053_001.jpg|A school bus driving past a ONE WAY sign next to a pickup truck} {bk09-l2d-f1-01.mp3} + +LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg|A man driving a vehicle under a bright sun with a SPEED LIMIT sign visible in the windshield} {bk09-l2d-f1-02.mp3} + +LINE: They must park across from the school. {page_053_003.jpg|A car parked in front of a building labeled SCHOOL} {bk09-l2d-f1-03.mp3} + +LINE: The bicycle is in back of that small car. {page_053_004.jpg|A person riding a bicycle near a pedestrian crossing sign and a traffic light with a car stopped nearby} {bk09-l2d-f1-04.mp3} + +LINE: Fred is in the car in front of the police car. {page_054_001.jpg|A police car parked behind another car near a street sign} {bk09-l2d-f1-05.mp3} + +LINE: Someone left their light blue car by the lake. {page_054_002.jpg|A car swerving off the road toward a tree} {bk09-l2d-f1-06.mp3} + +LINE: His dark car hit the light pole. {page_054_003.jpg|A car crashed into a wooden utility pole with smoke rising from the hood} {bk09-l2d-f1-07.mp3} + +# Source: LLA 2D Figure 1 (matching pass) +$SELECT Match the Traffic Scene +ID: 9-2d-f1-b +INTRO: Listen to each sentence and tap the scene being described. Then repeat the correct sentence. +INSTRUCTION: Tap the correct picture. +REPEAT + +OPTION: a | Picture A {page_053_001.jpg|A school bus driving past a ONE WAY sign next to a pickup truck} +OPTION: b | Picture B {page_053_002.jpg|A man driving a vehicle under a bright sun with a SPEED LIMIT sign visible in the windshield} +OPTION: c | Picture C {page_053_003.jpg|A car parked in front of a building labeled SCHOOL} +OPTION: d | Picture D {page_053_004.jpg|A person riding a bicycle near a pedestrian crossing sign and a traffic light with a car stopped nearby} +OPTION: e | Picture E {page_054_001.jpg|A police car parked behind another car near a street sign} +OPTION: f | Picture F {page_054_002.jpg|A car swerving off the road toward a tree} +OPTION: g | Picture G {page_054_003.jpg|A car crashed into a wooden utility pole with smoke rising from the hood} + +EXAMPLE +PROMPT: Jim is driving in front of the policeman. {bk09-l2d-f1-08.mp3} +ANSWER: e + +PROMPT: Tom's mother parked her car across from the school. {bk09-l2d-f1-09.mp3} +ANSWER: c +FEEDBACK: Tom's mother parked her car across from the school. {bk09-l2d-f1-09-fb.mp3} + +PROMPT: There was a light-colored car parked by the lake. {bk09-l2d-f1-10.mp3} +ANSWER: f +FEEDBACK: There was a light-colored car parked by the lake. {bk09-l2d-f1-10-fb.mp3} + +PROMPT: The school bus is behind the truck. {bk09-l2d-f1-11.mp3} +ANSWER: a +FEEDBACK: The school bus is behind the truck. {bk09-l2d-f1-11-fb.mp3} + +PROMPT: That dark car ran into the light pole. {bk09-l2d-f1-12.mp3} +ANSWER: g +FEEDBACK: That dark car ran into the light pole. {bk09-l2d-f1-12-fb.mp3} + +PROMPT: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13.mp3} +ANSWER: d +FEEDBACK: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-13-fb.mp3} + +PROMPT: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14.mp3} +ANSWER: b +FEEDBACK: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-14-fb.mp3} + +# Source: ST §What Did You See? +$DIALOGUE Talking to the Policeman {st-page_066_001.jpg|A police officer taking notes at the scene of a car accident} +ID: l2-s14 +INTRO: An accident on the corner, and everyone has a version of it — the witness, the boy, the driver. Listen to each account and repeat the lines. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT + +Policeman: What did you see? +Witness: Well, sir. The white car made a fast stop. +LINE: He tried to miss the boy on the bicycle. +LINE: The black car didn't have time to stop. He hit the white car. + +Policeman: What happened here? +Witness: The driver in the white car was careful. He tried to stop. +LINE: The boy on the bicycle was careless. The accident was his fault. +LINE: The driver in the black car just didn't have enough time to stop. + +Policeman: I want to know what happened here. +Boy: There was a lot of traffic. The car was coming around the curve. I was looking straight ahead. I just didn't see the car. The driver didn't have enough time to stop. He hit me. + +Policeman: Tell me what happened. +Driver: I tried to stop, sir. I was coming around the curve. I just didn't see the boy in time. I hit him. Then this car hit me. +Policeman: Did you have your seat belt fastened? +Driver: Yes, sir. I wasn't hurt because I buckled up. + +Bystander: I didn't see what happened. Was it the boy's fault? +Witness: I saw the accident, but I don't know whose fault it was. +Bystander: Do you think he'll get a ticket? +Witness: I don't know. He needs to be more careful. + +# Source: ST §What Happened? +$SELECT What Would They Say? +ID: l2-s15 +INTRO: A curious bystander asks about the accident. Tap the reply that actually makes sense — only one of the three does. +INSTRUCTION: Tap the best response to each question. + +TEMPLATE: Bystander: How did the accident happen? +OPTION: a | The man was walking straight ahead. +OPTION: b | The white car was going very fast. +OPTION: c | The woman was talking to her friend. +ANSWER: b + +TEMPLATE: Bystander: Did the white car hit the other car? +OPTION: a | Yes, and the white car was at fault. +OPTION: b | Yes, and there was a lot of traffic. +OPTION: c | Yes, and it bothered the policeman. +ANSWER: a + +TEMPLATE: Bystander: Why did the accident happen? +OPTION: a | The driver broke the law. +OPTION: b | The car was in traffic. +OPTION: c | The accident was on 6th St. +ANSWER: a + +TEMPLATE: Bystander: Did the policeman give him a ticket? +OPTION: a | Yes, because he didn't bother the policeman. +OPTION: b | Yes, because he didn't obey the law. +OPTION: c | Yes, because he wasn't careless. +ANSWER: b + +TEMPLATE: Bystander: Where did the accident happen? +OPTION: a | It happened on the car. +OPTION: b | It happened on the corner of 11th and Ave H. +OPTION: c | It happened on a bicycle. +ANSWER: b + +TEMPLATE: Bystander: What happened? +OPTION: a | Two cars hit. +OPTION: b | A car hit. +OPTION: c | A bicycle hit. +ANSWER: a + +TEMPLATE: Bystander: Were the drivers hurt? +OPTION: a | Yes, they were. +OPTION: b | Yes, they weren't. +OPTION: c | Yes, he was. +ANSWER: a + +TEMPLATE: Bystander: When did the accident happen? +OPTION: a | On the highway. I heard it. +OPTION: b | In the morning. I saw it. +OPTION: c | At the corner. I was in it. +ANSWER: b + +# SKIPPED (book): "WHO CAN TELL ME WHAT HAPPENED?" (p. 69) — open instructor-led role-play with unscripted situations. Dropped. + +# Source: LLA 2D Figure 4 +$DIALOGUE The Accident +ID: 9-2d-f4 +INTRO: Harry had an accident — and, unlike Ray from earlier in the lesson, he was wearing his seat belt. Listen to the conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +SpeakerA: What happened? {bk09-l2d-f4-01.mp3} +SpeakerB: Harry had an accident. {bk09-l2d-f4-02.mp3} +LINE: That man in the dark car ran into him. {bk09-l2d-f4-03.mp3} +LINE: He ran the red light. {bk09-l2d-f4-04.mp3} +SpeakerA: Was Harry hurt? {bk09-l2d-f4-05.mp3} +SpeakerB: No. He was wearing his seatbelt. {bk09-l2d-f4-06.mp3} +LINE: That helped him. {bk09-l2d-f4-07.mp3} +SpeakerA: Where are the police? {bk09-l2d-f4-08.mp3} +SpeakerB: They already left. {bk09-l2d-f4-09.mp3} +SpeakerA: Did that man get a ticket? {bk09-l2d-f4-10.mp3} +SpeakerB: Yes. He got 2 tickets, one because he caused the accident. {bk09-l2d-f4-11.mp3} +LINE: And one because he wasn't wearing his seatbelt. {bk09-l2d-f4-12.mp3} +SpeakerA: Does Harry have insurance? {bk09-l2d-f4-13.mp3} +SpeakerB: Yes, and so does the other driver. {bk09-l2d-f4-14.mp3} + +$SESSION 2-8: Review — Listen, Answer, Write + +# Source: LLA 2D Figure 5 (dialog 1) +$DIALOGUE A Long-Distance Call +ID: 9-2d-f5-d1 +INTRO: Last part — a review of the whole lesson: office conversations, sentence endings, syllables, and some writing to finish. First, listen to Lieutenant Jackson and Sergeant Wilson. +INSTRUCTION: Listen to the dialogue. + +Lt_Jackson: Sergeant Wilson, where is Captain Russell? {bk09-l2d-f5-01.mp3} +Sgt_Wilson: He's in Colonel Smith's office, Lieutenant Jackson. {bk09-l2d-f5-02.mp3} +Lt_Jackson: He has a long-distance phone call. {bk09-l2d-f5-03.mp3} +Sgt_Wilson: I'll get him right away. {bk09-l2d-f5-04.mp3} + +# Source: LLA 2D Figure 5 (question 1) +$PRODUCE Why the Hurry? +ID: 9-2d-f5-q1 +REFERENCE: 9-2d-f5-d1 +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: Answer the question about the conversation aloud, in a full sentence. +INSTRUCTION: Answer the question aloud. +RUBRIC: Accept any statement that Captain Russell has a long-distance phone call. + +PROMPT: Why is Lieutenant Jackson looking for Captain Russell? {bk09-l2d-f5-05.mp3} +RESPONSE: Because Captain Russell has a long-distance phone call. {bk09-l2d-f5-05-a.mp3} + +# Source: LLA 2D Figure 5 (dialog 2) +$DIALOGUE Looking for Major Billings +ID: 9-2d-f5-d2 +INTRO: One more office scene. Major Johnson owes someone a lunch — listen for why. +INSTRUCTION: Listen to the dialogue. + +Maj_Johnson: Lieutenant Kline, I'm looking for Major Billings. {bk09-l2d-f5-06.mp3} +Lt_Kline: I haven't seen him, sir. {bk09-l2d-f5-07.mp3} +Maj_Johnson: I want to take him to lunch. He took me one day last week. {bk09-l2d-f5-08.mp3} +Lt_Kline: Well, Major Johnson, he should be back in about 30 minutes. {bk09-l2d-f5-09.mp3} +Maj_Johnson: Ask him to call me when he comes in. {bk09-l2d-f5-10.mp3} +Lt_Kline: Yes, sir, I will. {bk09-l2d-f5-11.mp3} + +# Source: LLA 2D Figure 5 (question 2) +$PRODUCE Why Is He Looking for Him? +ID: 9-2d-f5-q2 +REFERENCE: 9-2d-f5-d2 +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: Answer the question about the conversation aloud, in a full sentence. +INSTRUCTION: Answer the question aloud. +RUBRIC: Accept any statement that he wants to take him to lunch. + +PROMPT: Why is Major Johnson looking for Major Billings? {bk09-l2d-f5-12.mp3} +RESPONSE: He wants to take him to lunch. {bk09-l2d-f5-12-a.mp3} + +# Source: LLA 2C Figure 3 +$SELECT Finish the Sentence +ID: 9-2c-f3 +INTRO: A review of this lesson's accident words. Listen to the beginning of each sentence and tap the phrase that finishes it best; then repeat the whole sentence. +INSTRUCTION: Choose the correct phrase to complete the sentence. +REPEAT + +OPTION: a | broke his arm. +OPTION: b | caused an accident. +OPTION: c | fasten his seat belt. +OPTION: d | a careful driver. +OPTION: e | obeys the law. +OPTION: f | fine was expensive. + +PROMPT: When John gets in his car, the first thing he does is... {bk09-l2c-f3-01-q.mp3} +ANSWER: c +FEEDBACK: When John gets in his car, the first thing he does is fasten his seat belt. {bk09-l2c-f3-01-a.mp3} + +PROMPT: Ted will never get a ticket, he always... {bk09-l2c-f3-02-q.mp3} +ANSWER: e +FEEDBACK: He always obeys the law. {bk09-l2c-f3-02-a.mp3} + +PROMPT: Jimmy fell down the stairs, he... {bk09-l2c-f3-03-q.mp3} +ANSWER: a +FEEDBACK: He broke his arm. {bk09-l2c-f3-03-a.mp3} + +PROMPT: Ed does not drive fast, he does not run red lights, he is... {bk09-l2c-f3-04-q.mp3} +ANSWER: d +FEEDBACK: He is a careful driver. {bk09-l2c-f3-04-a.mp3} + +PROMPT: Jeff ran a red light and ran into a pole, he... {bk09-l2c-f3-05-q.mp3} +ANSWER: b +FEEDBACK: He caused an accident. {bk09-l2c-f3-05-a.mp3} + +PROMPT: The policeman gave Ray a ticket. The ticket was for $85, this... {bk09-l2c-f3-06-q.mp3} +ANSWER: f +FEEDBACK: This fine was expensive. {bk09-l2c-f3-06-a.mp3} + +# Source: LLA 2C Figure 4 +$SELECT How Many Syllables? +ID: 9-2c-f4 +INTRO: Now just listen for the beats. You'll hear this lesson's words one at a time — tap how many syllables you hear, then say the word back. +INSTRUCTION: Tap the number of syllables. +REPEAT + +OPTION: a | 1 syllable +OPTION: b | 2 syllables +OPTION: c | 3 syllables +OPTION: d | 4 syllables + +PROMPT: traffic {bk09-l2c-f4-01.mp3} +ANSWER: b +FEEDBACK: traffic {bk09-l2c-f4-01-fb.mp3} + +PROMPT: fine {bk09-l2c-f4-02.mp3} +ANSWER: a +FEEDBACK: fine {bk09-l2c-f4-02-fb.mp3} + +PROMPT: accident {bk09-l2c-f4-03.mp3} +ANSWER: c +FEEDBACK: accident {bk09-l2c-f4-03-fb.mp3} + +PROMPT: policeman {bk09-l2c-f4-04.mp3} +ANSWER: c +FEEDBACK: policeman {bk09-l2c-f4-04-fb.mp3} + +PROMPT: ticket {bk09-l2c-f4-05.mp3} +ANSWER: b +FEEDBACK: ticket {bk09-l2c-f4-05-fb.mp3} + +PROMPT: fault {bk09-l2c-f4-06.mp3} +ANSWER: a +FEEDBACK: fault {bk09-l2c-f4-06-fb.mp3} + +PROMPT: careless {bk09-l2c-f4-07.mp3} +ANSWER: b +FEEDBACK: careless {bk09-l2c-f4-07-fb.mp3} + +PROMPT: bicycle {bk09-l2c-f4-08.mp3} +ANSWER: c +FEEDBACK: bicycle {bk09-l2c-f4-08-fb.mp3} + +PROMPT: cross {bk09-l2c-f4-09.mp3} +ANSWER: a +FEEDBACK: cross {bk09-l2c-f4-09-fb.mp3} + +PROMPT: insurance {bk09-l2c-f4-10.mp3} +ANSWER: c +FEEDBACK: insurance {bk09-l2c-f4-10-fb.mp3} + +# Source: LLA 2B Figure 8 +$PRODUCE Write What You Hear +ID: 9-2b-f8 +INPUT: type +CHECK: exact +INTRO: Listen to each sentence and type exactly what you hear. The full sentence plays back after you answer, so you can check yourself. +INSTRUCTION: Type the sentence you hear. + +PROMPT: John lost his job. {bk09-l2b-f8-01.mp3} +RESPONSE: John lost his job. {bk09-l2b-f8-01.mp3} + +PROMPT: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3} +RESPONSE: Bob deposited the money in his checking account. {bk09-l2b-f8-02.mp3} + +PROMPT: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3} +RESPONSE: Ed took his clothes out of the suitcase. {bk09-l2b-f8-03.mp3} + +PROMPT: Where did you hide my book? {bk09-l2b-f8-04.mp3} +RESPONSE: Where did you hide my book? {bk09-l2b-f8-04.mp3} + +PROMPT: That bread smells delicious. {bk09-l2b-f8-05.mp3} +RESPONSE: That bread smells delicious. {bk09-l2b-f8-05.mp3} + +PROMPT: This soup tastes salty. {bk09-l2b-f8-06.mp3} +RESPONSE: This soup tastes salty. {bk09-l2b-f8-06.mp3} + +PROMPT: I can't find my checkbook. {bk09-l2b-f8-07.mp3} +RESPONSE: I can't find my checkbook. {bk09-l2b-f8-07.mp3} + +PROMPT: Jeff spent all of his money. {bk09-l2b-f8-08.mp3} +RESPONSE: Jeff spent all of his money. {bk09-l2b-f8-08.mp3} # Source: LLA 2C Figure 5 -$PRODUCE Dictation: A Long-Distance Call +$PRODUCE A Phone Call — Write Each Sentence ID: 9-2c-f5 INPUT: type CHECK: exact -INTRO: Dictation again — eight sentences telling one small story about a phone call. Listen and type exactly what you hear. +INTRO: One more round of writing by ear: a short paragraph about John's long-distance call, one sentence at a time. Type each sentence you hear. INSTRUCTION: Type the sentence you hear. PROMPT: John made a long-distance phone call yesterday. {bk09-l2c-f5-01.mp3} @@ -1797,224 +2058,23 @@ RESPONSE: They talked for 20 minutes. {bk09-l2c-f5-07.mp3} PROMPT: They had a good conversation. {bk09-l2c-f5-08.mp3} RESPONSE: They had a good conversation. {bk09-l2c-f5-08.mp3} - -$SESSION 2-8: What Happened? — Putting It All Together - -# Source: ST §The Light Car Is In Back of the Dark Car -$DIALOGUE In Front, Behind, In Back -ID: l2-s13 -INTRO: In this final part, everything comes together — positions, accidents, and reporting what people said. First: one street scene, five ways to describe where things are. Listen and repeat. -INSTRUCTION: Look at the picture and repeat the sentences. -REPEAT - -VOCAB: in front of -LINE: The bus is in front of the automobile. {st-page_065_001.jpg} - -VOCAB: behind -LINE: The dark car is behind the bus. {st-page_065_001.jpg} - -VOCAB: in back of -LINE: The light car is in back of the dark car. {st-page_065_001.jpg} - -LINE: The woman is wearing a dark coat. {st-page_065_001.jpg} -LINE: They are crossing the street in front of the bus. {st-page_065_001.jpg} - -# Source: LLA 2D Figure 1 -$DIALOGUE Traffic Situations -ID: 2d-f1 -INTRO: Seven traffic pictures from the tape — buses, bright sun, and one unlucky light pole. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: The children are on the bus behind the truck. {page_053_001.jpg} {bk09-l2d-f1-01.mp3} -LINE: The truck driver is facing the bright afternoon sun. {page_053_002.jpg} {bk09-l2d-f1-01-b.mp3} -LINE: They must park across from the school. {page_053_003.jpg} {bk09-l2d-f1-01-c.mp3} -LINE: The bicycle is in back of that small car. {page_053_004.jpg} {bk09-l2d-f1-01-d.mp3} -LINE: Fred is in the car in front of the police car. {page_054_001.jpg} {bk09-l2d-f1-01-e.mp3} -LINE: Someone left their light blue car by the lake. {page_054_002.jpg} {bk09-l2d-f1-01-f.mp3} -LINE: His dark car hit the light pole. {page_054_003.jpg} {bk09-l2d-f1-01-g.mp3} - -# Source: LLA 2D Figure 1 (identification pass) -$SELECT Which Picture Is Being Described? -ID: 2d-f1-b -INTRO: Same seven pictures, new sentences. Listen carefully and tap the picture being described — the details are the whole game. -INSTRUCTION: Tap the correct picture. - -OPTION: a | Picture A {page_053_001.jpg} -OPTION: b | Picture B {page_053_002.jpg} -OPTION: c | Picture C {page_053_003.jpg} -OPTION: d | Picture D {page_053_004.jpg} -OPTION: e | Picture E {page_054_001.jpg} -OPTION: f | Picture F {page_054_002.jpg} -OPTION: g | Picture G {page_054_003.jpg} - -EXAMPLE -PROMPT: Jim is driving in front of the policeman. {bk09-l2d-f1-01-h.mp3} -ANSWER: e - -PROMPT: Tom's mother parked her car across from the school. {bk09-l2d-f1-01-i.mp3} -ANSWER: c - -PROMPT: There was a light-colored car parked by the lake. {bk09-l2d-f1-01-j.mp3} -ANSWER: f - -PROMPT: The school bus is behind the truck. {bk09-l2d-f1-01-k.mp3} -ANSWER: a - -PROMPT: That dark car ran into the light pole. {bk09-l2d-f1-01-l.mp3} -ANSWER: g - -PROMPT: The bicycle was in back of the small car at the stoplight. {bk09-l2d-f1-01-m.mp3} -ANSWER: d - -PROMPT: That big truck was facing the sun in the afternoon traffic. {bk09-l2d-f1-01-n.mp3} -ANSWER: b - -# Source: LLA 2D Figure 2 -$PRODUCE What Did They Tell Them to Do? -ID: 2d-f2 -INTRO: Back to reporting commands — this time entirely by ear. Listen to each short dialogue and the question, answer aloud with "told... to...", then repeat the model. -INSTRUCTION: Answer the question aloud. +# Source: ST §Let's Make the Sentences Longer. +$PRODUCE Make the Sentences Longer +ID: l2-s31 +INTRO: Last one in the lesson. Read each short sentence, pick one word from each numbered list, and say the longer sentence aloud. Then you're done — go tell someone to take a break. Better yet, take one yourself. +INSTRUCTION: Say the expanded sentence, using one word from each numbered list. INPUT: speak -CHECK: reveal -REPEAT +CHECK: llm +RUBRIC: Accept any grammatically correct expansion of the sentence that uses one valid option from each numbered word list. -EXAMPLE -PROMPT: Jimmy, tell Joanne to come in now. Joanne, come in now. What did Jimmy tell Joanne? {bk09-l2d-f2-01.mp3} -RESPONSE: He told Joanne to come in. {bk09-l2d-f2-01-b.mp3} +TEMPLATE: The (1) woman met the (2) sailor at a (3) restaurant. (1: happy, young | 2: nice, French | 3: small, new) +RESPONSE: The young woman met the French sailor at a small restaurant. -PROMPT: Harry, tell Mike to help you move the bookcase. Mike, help me move the bookcase. What did Harry tell Mike to do? {bk09-l2d-f2-01-c.mp3} -RESPONSE: He told him to help him move the bookcase. {bk09-l2d-f2-01-d.mp3} +TEMPLATE: They were (1) to see each other after (2) years. (1: happy, glad | 2: many, five) +RESPONSE: They were happy to see each other after five years. -PROMPT: Captain Jones, tell Sergeant Jackson to bring the student record to my office. Sergeant Jackson, take the student record to Major Johnson's office. What did Captain Jones tell Sergeant Jackson? {bk09-l2d-f2-01-e.mp3} -RESPONSE: She told him to bring the student record to the Major's office. {bk09-l2d-f2-01-f.mp3} +TEMPLATE: They (1) in the restaurant and talked about (2). (1: sat, stayed | 2: English classes, many things) +RESPONSE: They sat in the restaurant and talked about many things. -PROMPT: Jill, tell Tammy to get up. Tammy, get up. What did Jill tell Tammy? {bk09-l2d-f2-01-g.mp3} -RESPONSE: She told her to get up. {bk09-l2d-f2-01-h.mp3} - -PROMPT: George, tell Sam not to eat so fast. Sam, don't eat so fast. What did George tell Sam? {bk09-l2d-f2-01-i.mp3} -RESPONSE: He told him not to eat so fast. {bk09-l2d-f2-01-j.mp3} - -PROMPT: Tell Tom to lock the door when he leaves. Tom, don't forget to lock the door when you leave. What did she tell Tom? {bk09-l2d-f2-01-k.mp3} -RESPONSE: She told him not to forget to lock the door when he leaves. {bk09-l2d-f2-01-l.mp3} - -PROMPT: Private Anderson, clean your shoes. Yes, sir. What did he tell Private Anderson? {bk09-l2d-f2-01-m.mp3} -RESPONSE: He told her to clean her shoes. {bk09-l2d-f2-01-n.mp3} - -# Source: LLA 2D Figure 3 -$SELECT Choose What They Said -ID: 2d-f3 -INTRO: Same skill, easier hands: listen to the dialogue and the question, then tap the correct report and repeat it. -INSTRUCTION: Tap the correct answer. -REPEAT - -PROMPT: Sarah, tell Suzy to answer that phone. Suzy, please answer that phone. What did Sarah tell Suzy? {bk09-l2d-f3-01.mp3} -OPTION: a | She said to answer the door. -OPTION: b | She told her to answer the phone. {bk09-l2d-f3-01-b.mp3} -OPTION: c | She said to answer the phone. -OPTION: d | She told her to go home. -ANSWER: b - -PROMPT: Sergeant Evans, bring me that letter. Yes, ma'am, Lieutenant Richards. What did Lieutenant Richards tell Sergeant Evans? {bk09-l2d-f3-01-c.mp3} -OPTION: a | She told him to open the letter. -OPTION: b | She said to mail the letter. -OPTION: c | She told him to bring her the letter. {bk09-l2d-f3-01-d.mp3} -OPTION: d | She said to write a letter. -ANSWER: c - -PROMPT: Janet, get up. You'll miss your bus. Okay, Dad. What did Dad tell Janet? {bk09-l2d-f3-01-e.mp3} -OPTION: a | He said to ride the bus. -OPTION: b | He told her to go to sleep. -OPTION: c | He said to miss the bus. -OPTION: d | He told her to get up. {bk09-l2d-f3-01-f.mp3} -ANSWER: d - -PROMPT: Sam, leave that window open. It's hot in here. Okay, Mrs. Dennis. What did Mrs. Dennis tell Sam to do? {bk09-l2d-f3-01-g.mp3} -OPTION: a | She told him to leave the window open. {bk09-l2d-f3-01-h.mp3} -OPTION: b | She said to close the window. -OPTION: c | She told him to open the door. -OPTION: d | She said to do your homework. -ANSWER: a - -PROMPT: Alice, move these books. I'll move them in a minute. What did he tell Alice to do? {bk09-l2d-f3-01-i.mp3} -OPTION: a | He told her to open her book. -OPTION: b | He told her to move the books. {bk09-l2d-f3-01-j.mp3} -OPTION: c | He said he would give her a book. -OPTION: d | He said to buy a new book. -ANSWER: b - -PROMPT: Rita, take these papers to the office. I'll take them right away, Mr. Scott. What did he tell Rita to do? {bk09-l2d-f3-01-k.mp3} -OPTION: a | He said to go home. -OPTION: b | He told her to mail the papers. -OPTION: c | He said he'd buy her lunch. -OPTION: d | He told her to take the papers to the office. {bk09-l2d-f3-01-l.mp3} -ANSWER: d - -# Source: ST §What Did You See? -$DIALOGUE The Witnesses -ID: l2-s14 -INTRO: An accident, and everyone has a version: the witness, the boy on the bicycle, the driver, and one bystander who saw nothing at all. Listen and repeat each account. -INSTRUCTION: Repeat the dialog. -REPEAT - -Policeman: What did you see? {st-page_066_001.jpg} -Witness: Well, sir. The white car made a fast stop. He tried to miss the boy on the bicycle. The black car didn't have time to stop. He hit the white car. - -Policeman: What happened here? -Witness: The driver in the white car was careful. He tried to stop. The boy on the bicycle was careless. The accident was his fault. The driver in the black car just didn't have enough time to stop. - -Policeman: I want to know what happened here. -Boy: There was a lot of traffic. The car was coming around the curve. I was looking straight ahead. I just didn't see the car. The driver didn't have enough time to stop. He hit me. - -Policeman: Tell me what happened. -Driver: I tried to stop, sir. I was coming around the curve. I just didn't see the boy in time. I hit him. Then this car hit me. -Policeman: Did you have your seat belt fastened? -Driver: Yes, sir. I wasn't hurt because I buckled up. - -Bystander: I didn't see what happened. Was it the boy's fault? -Witness: I saw the accident, but I don't know whose fault it was. -Bystander: Do you think he'll get a ticket? -Witness: I don't know. He needs to be more careful. - -# SKIPPED (book): ST "WHAT HAPPENED?" (roleplay from a chart) and "WHO CAN TELL ME WHAT HAPPENED?" (situational roleplays) — open-ended pair/group speaking tasks with no fixed dialogue. - -# Source: LLA 2D Figure 4 -$DIALOGUE Harry Had an Accident -ID: 2d-f4 -INTRO: One last accident story — Harry, a red-light runner, and the seatbelt that earned its keep. Listen and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Man1: What happened? {bk09-l2d-f4-01.mp3} -Man2: Harry had an accident. {bk09-l2d-f4-01-b.mp3} -LINE: That man in the dark car ran into him. {bk09-l2d-f4-01-c.mp3} -LINE: He ran the red light. {bk09-l2d-f4-01-d.mp3} -Man1: Was Harry hurt? {bk09-l2d-f4-01-e.mp3} -Man2: No. {bk09-l2d-f4-01-f.mp3} -LINE: He was wearing his seatbelt. {bk09-l2d-f4-01-g.mp3} -LINE: That helped him. {bk09-l2d-f4-01-h.mp3} -Man1: Where are the police? {bk09-l2d-f4-01-i.mp3} -Man2: They already left. {bk09-l2d-f4-01-j.mp3} -Man1: Did that man get a ticket? {bk09-l2d-f4-01-k.mp3} -Man2: Yes. {bk09-l2d-f4-01-l.mp3} -LINE: He got 2 tickets, one because he caused the accident. {bk09-l2d-f4-01-m.mp3} -LINE: And one because he wasn't wearing his seatbelt. {bk09-l2d-f4-01-n.mp3} -Man1: Does Harry have insurance? {bk09-l2d-f4-01-o.mp3} -Man2: Yes, and so does the other driver. {bk09-l2d-f4-01-p.mp3} - -# Source: LLA 2D Figure 5 -$PRODUCE Listen and Answer -ID: 2d-f5 -INTRO: The final exercise of the lesson: read the question, listen to the conversation, and answer aloud in a full sentence. Then you're done — go carefully out there, and buckle up. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -TEMPLATE: Why is Lt Jackson looking for Captain Russell? -PROMPT: Sergeant Wilson, where is Captain Russell? He's in Colonel Smith's office, Lieutenant Jackson. He has a long-distance phone call. I'll get him right away. {bk09-l2d-f5-01.mp3} -RESPONSE: Because Captain Russell has a long-distance phone call. {bk09-l2d-f5-01-b.mp3} - -TEMPLATE: Why is Major Johnson looking for Major Billings? -PROMPT: Lieutenant Kline, I'm looking for Major Billings. I haven't seen him, sir. I want to take him to lunch. He took me one day last week. Well, Major Johnson, he should be back in about 30 minutes. Ask him to call me when he comes in. Yes, sir, I will. {bk09-l2d-f5-01-c.mp3} -RESPONSE: He wants to take him to lunch. {bk09-l2d-f5-01-d.mp3} +TEMPLATE: They ate a (1) meal and left the restaurant (2). (1: good, delicious | 2: late, at 10 o'clock) +RESPONSE: They ate a delicious meal and left the restaurant at 10 o'clock. diff --git a/book-9-lesson-2/bk09-l2a-f1-10-a.mp3 b/book-9-lesson-2/bk09-l2a-f1-10-fb.mp3 similarity index 100% rename from book-9-lesson-2/bk09-l2a-f1-10-a.mp3 rename to book-9-lesson-2/bk09-l2a-f1-10-fb.mp3 diff --git a/book-9-lesson-2/bk09-l2a-f1-11-a.mp3 b/book-9-lesson-2/bk09-l2a-f1-11-fb.mp3 similarity index 100% rename from book-9-lesson-2/bk09-l2a-f1-11-a.mp3 rename to book-9-lesson-2/bk09-l2a-f1-11-fb.mp3 diff --git a/book-9-lesson-2/bk09-l2a-f1-12-a.mp3 b/book-9-lesson-2/bk09-l2a-f1-12-fb.mp3 similarity index 100% rename from book-9-lesson-2/bk09-l2a-f1-12-a.mp3 rename to book-9-lesson-2/bk09-l2a-f1-12-fb.mp3 diff --git a/book-9-lesson-2/bk09-l2a-f1-13-a.mp3 b/book-9-lesson-2/bk09-l2a-f1-13-fb.mp3 similarity index 100% rename from book-9-lesson-2/bk09-l2a-f1-13-a.mp3 rename to book-9-lesson-2/bk09-l2a-f1-13-fb.mp3 diff --git 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{st-page_091_001.jpg|A man looking worried in a garage while a mechanic works under the hood of a car and another person hands tools} FORMAT: 2 -DESCRIPTION: Getting a car fixed, borrowing and lending, truth and little white lies, opinions, giving advice with "should", adverbs of manner, and "how" questions. +DIOCO_DOC_ID: alc_book9_lesson3 +DESCRIPTION: Car repairs, borrowing and lending, truth and little white lies, giving advice with "should", "someone" and "anyone", and adverbs of manner with "-ly". 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: Abel | schedar | Male mechanic -VOICE: Customer | gacrux | Female customer -VOICE: Frank | achird | Male student -VOICE: Paul | iapetus | Male student -VOICE: Joe | charon | Male speaker -VOICE: Harry | schedar | Male speaker -VOICE: Sam | charon | Male speaker -VOICE: Lou | schedar | Male speaker -VOICE: Ted | achird | Male speaker -VOICE: Mechanic | schedar | Male speaker -VOICE: Bob | iapetus | Male speaker -VOICE: Tom | orus | Male speaker +VOICE: Abel | schedar | Male auto mechanic +VOICE: Customer | aoede | Female customer +VOICE: Frank | charon | Male speaker +VOICE: Paul | achird | Male speaker +VOICE: Joe | orus | Male speaker +VOICE: Harry | charon | Male speaker +VOICE: Sam | iapetus | Male speaker +VOICE: Lou | orus | Male speaker +VOICE: Ted | schedar | Male speaker +VOICE: Mechanic | achird | Male speaker +VOICE: Bob | orus | Male speaker +VOICE: Tom | charon | Male speaker VOICE: Al | puck | Male speaker VOICE: Ed | alnilam | Male speaker -VOICE: Mike | schedar | Male speaker +VOICE: Mike | charon | Male speaker VOICE: Pete | rasalgethi | Male speaker VOICE: Tim | umbriel | Male speaker VOICE: Carl | fenrir | Male speaker -VOICE: Roger | charon | Male speaker +VOICE: Roger | schedar | Male speaker VOICE: Kevin | achird | Male speaker +VOICE: Jim | puck | Male speaker +VOICE: Alan | charon | Male speaker +VOICE: Mother | sulafat | Female speaker +VOICE: Father | umbriel | Male speaker +VOICE: Mrs_Gale | leda | Female speaker +VOICE: Mrs_Lowe | kore | Female speaker +VOICE: Dave | puck | Male speaker +VOICE: Mr_Gates | alnilam | Male speaker +VOICE: Mr_White | rasalgethi | Male speaker VOICE: David | schedar | Male speaker -VOICE: Stan | iapetus | Male speaker -VOICE: Mark | orus | Male speaker -VOICE: Chris | alnilam | Male speaker -VOICE: Jack | puck | Male speaker -VOICE: Narrator | achird | speaker (auto) +VOICE: Stan | achird | Male speaker +VOICE: Mark | charon | Male speaker +VOICE: Jack | rasalgethi | Male speaker +VOICE: Chris | charon | Male speaker +VOICE: Narrator | gacrux | speaker (auto) -$SESSION 3-1: At the Auto Repair Shop +$SESSION 3-1: Car Repairs, Borrowing, and Lending # Source: LLA 3A Figure 1 -$DIALOGUE Fixing Things: New Words -ID: 3a-f1 -INTRO: Welcome to Lesson 3. This week you'll learn to get a car fixed, tell the truth — or a small, polite lie — and give advice with "should". First, six new words about broken things and the people who fix them. Listen and repeat each sentence. +$DIALOGUE Car Repair Words +ID: 9-3a-f1 +INTRO: In this lesson you'll learn to get a car repaired, handle the truth and the occasional little white lie, and give advice with "should". First, the repair-shop words — listen and repeat each word and sentence. INSTRUCTION: Listen and repeat each word and sentence. REPEAT @@ -62,158 +71,200 @@ VOCAB: to lend LINE: I'll let you use my car. I'll lend you my car. {bk09-l3a-f1-06.mp3} # Source: LLA 3A Figure 2 -$PRODUCE Type the Missing Word -ID: 3a-f2 +$PRODUCE Fill In the Missing Word +ID: 9-3a-f2 +INTRO: Same sentences, one word missing each time. Type the missing word, then listen and repeat the full sentence. +INSTRUCTION: Type the missing word. INPUT: type CHECK: exact -INTRO: Now put the new words to work. You'll hear each word and its sentence — type the missing word to complete the sentence on screen. -INSTRUCTION: Type the missing word. +REPEAT -PROMPT: repair, repair. Tom broke his watch; he'll take it to a place that repairs watches. {bk09-l3a-f2-01.mp3} -TEMPLATE: Tom broke his watch. He'll take it to a place that ____ watches. -RESPONSE: Tom broke his watch; he'll take it to a place that repairs watches. {bk09-l3a-f2-01-b.mp3} -ACCEPT: repairs - -PROMPT: fix, fix. I broke my watch; can you fix it? {bk09-l3a-f2-02.mp3} -TEMPLATE: I broke my watch. Can you ____ it? -RESPONSE: I broke my watch; can you fix it? {bk09-l3a-f2-02-b.mp3} -ACCEPT: fix - -PROMPT: garage, garage. Something is wrong with my car; I must take it to a garage. {bk09-l3a-f2-03.mp3} -TEMPLATE: Something is wrong with my car. I must take it to a ____. -RESPONSE: Something is wrong with my car; I must take it to a garage. {bk09-l3a-f2-03-b.mp3} -ACCEPT: garage - -PROMPT: guess, guess. I might go to the game; I guess I'll go to the game. {bk09-l3a-f2-04.mp3} -TEMPLATE: I might go to the game. I ____ I'll go to the game. -RESPONSE: I might go to the game; I guess I'll go to the game. {bk09-l3a-f2-04-b.mp3} -ACCEPT: guess - -PROMPT: someone, someone. A person helped me; someone helped me. {bk09-l3a-f2-05.mp3} -TEMPLATE: A person helped me. ____ helped me. -RESPONSE: A person helped me; someone helped me. {bk09-l3a-f2-05-b.mp3} -ACCEPT: Someone | someone - -PROMPT: lend, lend. I'll let you use my car; I'll lend you my car. {bk09-l3a-f2-06.mp3} TEMPLATE: I'll let you use my car. I'll ____ you my car. -RESPONSE: I'll let you use my car; I'll lend you my car. {bk09-l3a-f2-06.mp3} +PROMPT: I'll let you use my car. I'll lend you my car. {bk09-l3a-f2-01.mp3} +RESPONSE: I'll let you use my car. I'll lend you my car. {bk09-l3a-f2-01.mp3} ACCEPT: lend +TEMPLATE: Something is wrong with my car. I must take it to a ____. +PROMPT: Something is wrong with my car. I must take it to a garage. {bk09-l3a-f2-02.mp3} +RESPONSE: Something is wrong with my car. I must take it to a garage. {bk09-l3a-f2-02.mp3} +ACCEPT: garage + +TEMPLATE: Tom broke his watch. He'll take it to a place that ____ watches. +PROMPT: Tom broke his watch. He'll take it to a place that repairs watches. {bk09-l3a-f2-03.mp3} +RESPONSE: Tom broke his watch. He'll take it to a place that repairs watches. {bk09-l3a-f2-03.mp3} +ACCEPT: repairs + +TEMPLATE: A person helped me. ____ helped me. +PROMPT: A person helped me. Someone helped me. {bk09-l3a-f2-04.mp3} +RESPONSE: A person helped me. Someone helped me. {bk09-l3a-f2-04.mp3} +ACCEPT: Someone | someone + +TEMPLATE: I broke my watch. Can you ____ it? +PROMPT: I broke my watch. Can you fix it? {bk09-l3a-f2-05.mp3} +RESPONSE: I broke my watch. Can you fix it? {bk09-l3a-f2-05.mp3} +ACCEPT: fix + +TEMPLATE: I might go to the game. I ____ I'll go to the game. +PROMPT: I might go to the game. I guess I'll go to the game. {bk09-l3a-f2-06.mp3} +RESPONSE: I might go to the game. I guess I'll go to the game. {bk09-l3a-f2-06.mp3} +ACCEPT: guess + # Source: LLA 3A Figure 3 -$DIALOGUE A Call to Abel's Auto Repair -ID: 3a-f3 -INTRO: A customer's car lights have stopped working, so she calls Abel's Auto Repair. Just listen — in a moment you'll play both sides of this call yourself. -INSTRUCTION: Listen to the dialogue. +$DIALOGUE Abel's Auto Repair {page_060_001.jpg|An illustration of Abel's Auto Repair shop showing a mechanic talking on the telephone with a female customer, and a car raised on a hydraulic lift in the garage} +ID: 9-3a-f3 +INTRO: A customer calls Abel's Auto Repair. Her lights don't work — Abel has a busy garage and a solution. Just listen. +INSTRUCTION: Listen to the conversation. -Abel: Abel's Auto Repair. {page_060_001.jpg} {bk09-l3a-f3-01.mp3} -Customer: Hello. Something is wrong with the lights on my car; can you fix them this morning? {page_060_001.jpg} {bk09-l3a-f3-02.mp3} -Abel: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {page_060_001.jpg} {bk09-l3a-f3-03.mp3} -Customer: Yes, I guess I can take it then. Can someone take me back to my office? {page_060_001.jpg} {bk09-l3a-f3-04.mp3} -Abel: No, we can't take you back, but we can let you use a car. We'll lend it to you; there's no cost. {page_060_001.jpg} {bk09-l3a-f3-05.mp3} -Customer: Thanks. See you at 1:30. {page_060_001.jpg} {bk09-l3a-f3-06.mp3} +Abel: Abel's Auto Repair. {bk09-l3a-f3-01.mp3} +Customer: Hello. Something is wrong with the lights on my car. Can you fix them this morning? {bk09-l3a-f3-02.mp3} +Abel: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f3-03.mp3} +Customer: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f3-04.mp3} +Abel: No, we can't take you back, but we can let you use a car. We'll lend it to you; there's no cost. {bk09-l3a-f3-05.mp3} +Customer: Thanks. See you at 1:30. {bk09-l3a-f3-06.mp3} -# Source: LLA 3A Figure 5 +# Source: LLA 3A Figure 4 +$DIALOGUE Role-Play: You're the Customer +ID: 9-3a-f4-role-customer +REFERENCE: 9-3a-f3 +PLAY_ROLE: Customer +INTRO: Now it's your car with the broken lights. You are the customer — speak your lines in the pauses. + +# Source: LLA 3A Figure 4 +$DIALOGUE Role-Play: You're Abel +ID: 9-3a-f4-role-abel +REFERENCE: 9-3a-f3 +PLAY_ROLE: Abel +INTRO: Change roles. Now you run the garage — speak Abel's lines in the pauses. + +# Source: LLA 3A Figure 5 (questions) $SELECT Questions About the Phone Call -ID: 3a-f5 -REFERENCE -INTRO: How closely were you listening? Answer these questions about the phone call — tap the best answer, then repeat it aloud. Open the dialogue if you need to check. +ID: 9-3a-f5 +REFERENCE: 9-3a-f3 +INTRO: Answer the questions about the phone call — tap the best answer, then repeat it. Open the conversation if you need it. INSTRUCTION: Tap the best answer. REPEAT -PROMPT: What kind of business is Able's Auto Repair? {bk09-l3a-f5-01-q.mp3} -OPTION: a | It's a place that fixes cars. {bk09-l3a-f5-01-a.mp3} +PROMPT: What kind of business is Abel's Auto Repair? {bk09-l3a-f5-01.mp3} +OPTION: a | It's a place that fixes cars. OPTION: b | It's a place to buy cars. OPTION: c | It's a place to wash cars. OPTION: d | It's a place to keep cars. ANSWER: a +FEEDBACK: It's a place that fixes cars. {bk09-l3a-f5-01-fb.mp3} -PROMPT: What is Able's Auto Repair going to do to the customer's car? {bk09-l3a-f5-02-q.mp3} +PROMPT: What is Abel's Auto Repair going to do to the customer's car? {bk09-l3a-f5-02.mp3} OPTION: a | It's going to wash it. OPTION: b | It's going to take it back. -OPTION: c | It's going to fix the lights. {bk09-l3a-f5-02-a.mp3} +OPTION: c | It's going to fix the lights. OPTION: d | It's going to bring it. ANSWER: c +FEEDBACK: It's going to fix the lights. {bk09-l3a-f5-02-fb.mp3} -PROMPT: What time is the customer going to Able's Auto Repair? {bk09-l3a-f5-03-q.mp3} +PROMPT: What time is the customer going to Abel's Auto Repair? {bk09-l3a-f5-03.mp3} OPTION: a | at lunch OPTION: b | in the morning OPTION: c | around noon -OPTION: d | about 1:30 {bk09-l3a-f5-03-a.mp3} +OPTION: d | about 1:30 ANSWER: d +FEEDBACK: She is going about 1:30. {bk09-l3a-f5-03-fb.mp3} -PROMPT: Where is the customer going after she takes her car to Able's Auto Repair? {bk09-l3a-f5-04-q.mp3} +PROMPT: Where is the customer going after she takes her car to Abel's Auto Repair? {bk09-l3a-f5-04.mp3} OPTION: a | to the store -OPTION: b | back to work {bk09-l3a-f5-04-a.mp3} +OPTION: b | back to work OPTION: c | to the auto repair place OPTION: d | back to her apartment ANSWER: b +FEEDBACK: She's going back to work. {bk09-l3a-f5-04-fb.mp3} -PROMPT: How will the customer return to work after leaving the car at the repair place? {bk09-l3a-f5-05-q.mp3} +PROMPT: How will the customer return to work after leaving the car at the repair place? {bk09-l3a-f5-05.mp3} OPTION: a | The customer will walk back to the office. OPTION: b | Someone will drive the customer back to work. -OPTION: c | Able's Auto Repair will lend the customer a car. {bk09-l3a-f5-05-a.mp3} +OPTION: c | Abel's Auto Repair will lend the customer a car. OPTION: d | The customer will wait for the car. ANSWER: c +FEEDBACK: Abel's Auto Repair will lend the customer a car. {bk09-l3a-f5-05-fb.mp3} -PROMPT: I will lend you my car. {bk09-l3a-f5-06-q.mp3} -OPTION: a | You can use my car, but you must return it. {bk09-l3a-f5-06-a.mp3} +PROMPT: I will lend you my car. {bk09-l3a-f5-06.mp3} +OPTION: a | You can use my car, but you must return it. OPTION: b | You can use it, and you won't have to return it. OPTION: c | The car is a gift. OPTION: d | I will keep the car for you. ANSWER: a +FEEDBACK: You can use my car, but you must return it. -# Source: LLA 3A Figure 4 -$PRODUCE Role Play: You Are the Customer -ID: 3a-f4-a +# Source: LLA 3B Figure 1 +$DIALOGUE Tools and Borrowing +ID: 9-3b-f1 +INTRO: Frank needs tools, and Paul has them. Look at the pictures, listen, and repeat — "borrow" is the other side of "lend". +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +VOCAB: tools +LINE: These are Paul's tools. {page_065_001.jpg|A toolbox with tools inside, and pliers, a hammer, and a screwdriver on the surface in front of it} {bk09-l3b-f1-01.mp3} + +VOCAB: to borrow +LINE: Frank doesn't have any tools. He's going to borrow Paul's tools. {page_065_001.jpg|A toolbox with tools inside, and pliers, a hammer, and a screwdriver on the surface in front of it} {bk09-l3b-f1-02.mp3} + +VOCAB: to park +VOCAB: garage +LINE: Frank drove to Paul's house. He parked his car in the garage. Paul lent Frank his tools. {page_065_002.jpg|A car parked inside a garage with the garage door rolled open} {bk09-l3b-f1-03.mp3} + +VOCAB: fast +VOCAB: party +LINE: Frank has to repair his car fast. He's going to a party. {page_065_003.jpg|A group of men and women dressed up at a social party talking and holding drinks} {bk09-l3b-f1-04.mp3} + +# Source: LLA 3B Figure 1 (questions) +$PRODUCE Questions About the Pictures +ID: 9-3b-f1-b +REFERENCE: 9-3b-f1 INPUT: speak CHECK: reveal -INTRO: Your turn on the phone — and your lights are broken. Listen to Abel and read the customer's lines aloud, then compare with the recording. -INSTRUCTION: Read the customer's lines aloud. +INTRO: Answer each question about Frank and Paul aloud, then repeat the model answer. +INSTRUCTION: Answer the question aloud, then repeat. +REPEAT -PROMPT: Abel's auto repair. {bk09-l3a-f4-01.mp3} -TEMPLATE: Hello! Something is wrong with the lights on my car. Can you fix them this morning? -RESPONSE: Hello. Something is wrong with the lights on my car; can you fix them this morning? {bk09-l3a-f3-07.mp3} +PROMPT: Whose tools are those? {page_065_001.jpg|A toolbox with tools inside, and pliers, a hammer, and a screwdriver on the surface in front of it} {bk09-l3b-f1-05-q.mp3} +RESPONSE: Those are Paul's tools. {bk09-l3b-f1-05-a.mp3} -PROMPT: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f4-02.mp3} -TEMPLATE: Yes, I guess I can take it then. Can someone take me back to my office? -RESPONSE: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f3-08.mp3} +PROMPT: Does Frank have any tools? {page_065_001.jpg|A toolbox with tools inside, and pliers, a hammer, and a screwdriver on the surface in front of it} {bk09-l3b-f1-06-q.mp3} +RESPONSE: No, he doesn't. {bk09-l3b-f1-06-a.mp3} -PROMPT: No, we can't take you back, but we can let you use a car. We'll lend it to you. There's no cost. {bk09-l3a-f4-03.mp3} -TEMPLATE: Thanks, see you at 1:30. -RESPONSE: Thanks. See you at 1:30. {bk09-l3a-f3-09.mp3} +PROMPT: What is he going to do? {page_065_001.jpg|A toolbox with tools inside, and pliers, a hammer, and a screwdriver on the surface in front of it} {bk09-l3b-f1-07-q.mp3} +RESPONSE: He's going to borrow Paul's tools. {bk09-l3b-f1-07-a.mp3} -# Source: LLA 3A Figure 4 -$PRODUCE Role Play: You Are Abel -ID: 3a-f4-b -INPUT: speak -CHECK: reveal -INTRO: Now you run the garage. Read Abel's lines aloud and keep the customer happy. -INSTRUCTION: Read Abel's lines aloud. +PROMPT: Did Paul lend him his tools? {page_065_002.jpg|A car parked inside a garage with the garage door rolled open} {bk09-l3b-f1-08-q.mp3} +RESPONSE: Yes, Paul lent him his tools. {bk09-l3b-f1-08-a.mp3} -TEMPLATE: Abel's Auto Repair. -RESPONSE: Abel's auto repair. {bk09-l3a-f3-10.mp3} +PROMPT: Where did Frank go? {page_065_002.jpg|A car parked inside a garage with the garage door rolled open} {bk09-l3b-f1-09-q.mp3} +RESPONSE: He went to Paul's house. {bk09-l3b-f1-09-a.mp3} -PROMPT: Hello. Something is wrong with the lights on my car. Can you fix them this morning? {bk09-l3a-f4-04.mp3} -TEMPLATE: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? -RESPONSE: We have a lot of cars in our garage this morning. Can you bring your car after lunch, around 1:30? {bk09-l3a-f3-11.mp3} - -PROMPT: Yes, I guess I can take it then. Can someone take me back to my office? {bk09-l3a-f4-05.mp3} -TEMPLATE: No, we can't take you back, but we can let you use a car. We'll lend it to you. There's no cost. -RESPONSE: No, we can't take you back, but we can let you use a car. We'll lend it to you; there's no cost. {bk09-l3a-f3-12.mp3} +PROMPT: Where did he park his car? {page_065_002.jpg|A car parked inside a garage with the garage door rolled open} {bk09-l3b-f1-10-q.mp3} +RESPONSE: He parked his car in the garage. {bk09-l3b-f1-10-a.mp3} # Source: ST §How Fast Can You Fix It? -$DIALOGUE How Fast Can You Fix It? +$DIALOGUE How Fast Can You Fix It? {st-page_103_001.jpg|A man talking to a auto mechanic standing next to an open hood of a car inside a garage} ID: l3-s17 -INTRO: One more garage, one more broken car. Ted needs his car back this afternoon — and by the end he needs to borrow one, too. Listen for the difference between "lend" and "borrow". -INSTRUCTION: Listen and read the dialog. +INTRO: Ted's old car is in the shop, and he has places to be. Listen to Ted and the mechanic, and repeat each line. +INSTRUCTION: Listen and repeat the dialog. +REPEAT -Ted: What do you think, Al? Can you fix it today? I need my car back this afternoon. {st-page_103_001.jpg} +VOCAB: to fix +Ted: What do you think, Al? Can you fix it today? I need my car back this afternoon. + +VOCAB: to repair +VOCAB: garage Mechanic: You are the first person in the garage this morning. I'm sure I can repair it in a few hours. + +VOCAB: tool Ted: That's fast! I thought it would take a lot longer because it's an old automobile. Do you have all the tools that you need? Mechanic: Yes, I have old tools to fix old cars, and new tools to fix new cars. + +VOCAB: to park Ted: Do you want me to leave the car here or should I park it out front? Mechanic: Just leave it here. I'll park it out front when it's ready. + Ted: Okay. I'm going to Sam's house after work. He lent me a tape and I need to return it. +VOCAB: to lend Mechanic: What kind of tape did he lend you? Ted: It's a tape with music from a movie that we saw last week. Mechanic: Does he have a lot of tapes? @@ -221,21 +272,22 @@ Mechanic: Does he have a lot of tapes? VOCAB: to borrow Ted: He sure does. I'd like to borrow some more of them. ...Uh, do you have a car I can borrow? -$PRODUCE Questions About the Garage +# Source: ST §How Fast Can You Fix It? (questions) +$PRODUCE Questions: How Fast Can You Fix It? ID: l3-s18 -REFERENCE -INTRO: Answer these questions about Ted and Al aloud, in full sentences. The dialog is right there if your memory needs a mechanic. -INSTRUCTION: Answer the questions about the dialog aloud. +REFERENCE: l3-s17 +INTRO: Answer the questions about Ted and the mechanic aloud, in full sentences. Open the dialog if you need it. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: What did Ted ask Al to do? -RESPONSE: Ted asked Al to fix his car. +RESPONSE: He asked him to fix his car today. PROMPT: Where does Al work? -RESPONSE: Al works at a garage. +RESPONSE: He works at a garage. PROMPT: How long will it take to repair the car? RESPONSE: It will take a few hours. @@ -244,194 +296,48 @@ PROMPT: What does a mechanic use to repair cars? RESPONSE: A mechanic uses tools. PROMPT: Does the mechanic have the tools that he needs? -RESPONSE: Yes, he has old tools and new tools. +RESPONSE: Yes, he has all the tools he needs. PROMPT: Where will the mechanic put the car when it's ready? RESPONSE: He will park it out front. PROMPT: What did Sam lend Ted? -RESPONSE: Sam lent Ted a tape. +RESPONSE: Sam lent him a music tape. PROMPT: What does Ted want to borrow from Al? -RESPONSE: Ted wants to borrow a car from Al. +RESPONSE: He wants to borrow a car. -# Source: ST §Complete the Sentences (word bank: fast, park, garage, fix, repairs, tools) -$SELECT Garage Words +# Source: ST §Fix and Repair +$PRODUCE Fix and Repair ID: l3-s19 -INTRO: Finish each sentence about Al's garage. Tap the word from the bank that fits the blank. -INSTRUCTION: Tap the word that completes the sentence. -OPTION: a | fast -OPTION: b | park -OPTION: c | garage -OPTION: d | fix -OPTION: e | repairs -OPTION: f | tools +INTRO: Now use the repair words yourself. Complete each sentence with a word from the box on screen. +INSTRUCTION: Complete each sentence using a word from the box: fast, park, garage, fix, repairs, tools. +INPUT: type +CHECK: exact -TEMPLATE: Al works at a ____. -ANSWER: c -FEEDBACK: Al works at a garage. +TEMPLATE: Al works at a ____{garage}. +RESPONSE: Al works at a garage. -TEMPLATE: He fixes cars. That's his job. He ____ a lot of cars every week. -ANSWER: e -FEEDBACK: He repairs a lot of cars every week. +TEMPLATE: He fixes cars. That's his job. He ____{repairs} a lot of cars every week. +RESPONSE: He fixes cars. That's his job. He repairs a lot of cars every week. -TEMPLATE: He has all the things he needs to use when he works on cars. He has all the ____ he needs. -ANSWER: f -FEEDBACK: He has all the tools he needs. +TEMPLATE: He has all the things he needs to use when he works on cars. He has all the ____{tools} he needs. +RESPONSE: He has all the things he needs to use when he works on cars. He has all the tools he needs. -TEMPLATE: Al can fix the car right away. He can fix it ____. -ANSWER: a -FEEDBACK: He can fix it fast. +TEMPLATE: Al can fix the car right away. He can fix it ____{fast}. +RESPONSE: Al can fix the car right away. He can fix it fast. -TEMPLATE: He is going to put the car out front when it's ready. He's going to ____ it out front. -ANSWER: b -FEEDBACK: He's going to park it out front. +TEMPLATE: He is going to put the car out front when it's ready. He's going to ____{park} it out front. +RESPONSE: He is going to put the car out front when it's ready. He's going to park it out front. -TEMPLATE: To repair is the same as to ____. -ANSWER: d -FEEDBACK: To repair is the same as to fix. - -$SESSION 3-2: Roommates, Friends, and Borrowing - -# Source: ST §My Roommate -$DIALOGUE My Roommate -ID: l3-s1 -INTRO: In this part you'll meet some roommates and learn the words for friendship, advice, and borrowing things. First, a woman tells us about her roommate Donna. Just listen and read — questions come after. -INSTRUCTION: Listen and read the story. - -VOCAB: roommate -LINE: Donna and I are roommates. We live in the same apartment. {st-page_093_001.jpg} - -VOCAB: friendship -LINE: We're also good friends. Our friendship started when we were in high school. - -VOCAB: advice -LINE: When I don't know what to do, Donna gives me advice. - -VOCAB: party -LINE: For example, last Saturday I wanted to go to Tom's birthday party. {st-page_093_002.jpg} - -LINE: I also wanted to go to dinner with some friends who were visiting from New York. - -VOCAB: should -VOCAB: to go out -LINE: I asked Donna what I should do. Her advice was to go out with my friends from New York. - -LINE: Next month Donna is going to China to study for a year. -VOCAB: excited -LINE: She is very excited and talks a lot about the trip. - -VOCAB: to tell -VOCAB: story | stories -LINE: When she comes back, I know she will tell us many interesting stories. - -LINE: Friday is Donna's birthday. We are going out to a restaurant for dinner. {st-page_094_001.jpg} - -VOCAB: maybe -LINE: Maybe we'll have Chinese food or maybe we'll have some French food. I'm not sure. - -LINE: After dinner we'll go to a movie. - -VOCAB: to care about -LINE: Donna's mother is here to visit. Donna cares about her mother very much. {st-page_094_002.jpg} - -LINE: Her mother is also excited about Donna's trip to China. She will visit her next summer. - -$PRODUCE Questions About Donna -ID: l3-s2 -REFERENCE -INTRO: Answer these questions about Donna and her roommate aloud, in full sentences. The story stays open for you. -INSTRUCTION: Answer the questions about the story aloud. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). - -PROMPT: Are the two women sisters? -RESPONSE: No, they are roommates and friends. - -PROMPT: When did their friendship begin? -RESPONSE: Their friendship began when they were in high school. - -PROMPT: How does Donna help her friend when she has a problem? -RESPONSE: Donna gives her advice. - -PROMPT: Where did she want to go last Saturday? -RESPONSE: She wanted to go to Tom's birthday party and to dinner with friends. - -PROMPT: What was Donna's advice to her friend? -RESPONSE: Her advice was to go out with her friends from New York. - -PROMPT: How does Donna feel about her trip to China? -RESPONSE: She is very excited. - -PROMPT: What will she tell everyone when she returns from China? -RESPONSE: She will tell them many interesting stories. - -PROMPT: Are they going to have a party at home for Donna's birthday? -RESPONSE: No, they are going out to a restaurant. - -PROMPT: How does Donna feel about her mother? -RESPONSE: She cares about her mother very much. - -PROMPT: Is Donna's mother sad about the trip? -RESPONSE: No, she is excited about it. - -# Source: LLA 3B Figure 1 -$DIALOGUE Paul's Tools -ID: 3b-f1 -INTRO: Frank's car is broken, Paul has tools, and there's a party tonight — you can see where this is going. Listen to the new words and sentences, then repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: tools -LINE: These are Paul's tools. {page_065_001.jpg} {bk09-l3b-f1-01.mp3} - -LINE: Frank doesn't have any tools. {page_065_001.jpg} {bk09-l3b-f1-02-a.mp3} -LINE: He's going to borrow Paul's tools. {page_065_001.jpg} {bk09-l3b-f1-02-b.mp3} - -LINE: Frank drove to Paul's house. {page_065_002.jpg} {bk09-l3b-f1-03-a.mp3} -VOCAB: to park -LINE: He parked his car in the garage. {page_065_002.jpg} {bk09-l3b-f1-03-b.mp3} -LINE: Paul lent Frank his tools. {page_065_002.jpg} {bk09-l3b-f1-03-c.mp3} - -VOCAB: fast -LINE: Frank has to repair his car fast. {page_065_003.jpg} {bk09-l3b-f1-04-a.mp3} -LINE: He's going to a party. {page_065_003.jpg} {bk09-l3b-f1-04-b.mp3} - -# Source: LLA 3B Figure 1 (questions) -$PRODUCE Questions About Paul's Tools -ID: 3b-f1-b -REFERENCE -INTRO: Now answer the questions about Frank, Paul, and those tools. Answer aloud in a full sentence, then repeat the correct answer. -INSTRUCTION: Answer aloud in a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Whose tools are those? {page_065_001.jpg} {bk09-l3b-f1-05-q.mp3} -RESPONSE: Those are Paul's tools. {bk09-l3b-f1-05-a.mp3} - -PROMPT: Does Frank have any tools? {page_065_001.jpg} {bk09-l3b-f1-06-q.mp3} -RESPONSE: No, he doesn't. {bk09-l3b-f1-06-a.mp3} - -PROMPT: What is he going to do? {page_065_001.jpg} {bk09-l3b-f1-07-q.mp3} -RESPONSE: He's going to borrow Paul's tools. {bk09-l3b-f1-07-a.mp3} - -PROMPT: Did Paul lend him his tools? {page_065_001.jpg} {bk09-l3b-f1-08-q.mp3} -RESPONSE: Yes, Paul lent him his tools. {bk09-l3b-f1-08-a.mp3} - -PROMPT: Where did Frank go? {page_065_002.jpg} {bk09-l3b-f1-09-q.mp3} -RESPONSE: He went to Paul's house. {bk09-l3b-f1-09-a.mp3} - -PROMPT: Where did he park his car? {page_065_002.jpg} {bk09-l3b-f1-10-q.mp3} -RESPONSE: He parked his car in the garage. {bk09-l3b-f1-10-a.mp3} +TEMPLATE: To repair is the same as to ____{fix}. +RESPONSE: To repair is the same as to fix. # Source: ST §Borrow or Lend? $PRODUCE Borrow or Lend? ID: l3-s20 -INTRO: Quick check on the pair everyone mixes up: "borrow" is taking, "lend" is giving. Read each situation and type the right word in each blank. -INSTRUCTION: Type "borrow" or "lend" to complete the sentences. +INTRO: The giver lends; the taker borrows. Type "borrow" or "lend" to finish each little story correctly. +INSTRUCTION: Type "borrow" or "lend" to complete each sentence. INPUT: type CHECK: exact @@ -450,130 +356,72 @@ TEMPLATE: Keith needs to ____{borrow} a pencil. TEMPLATE: Will the teacher ____{lend} him a pencil? RESPONSE: Keith needs to borrow a pencil. Will the teacher lend him a pencil? -# SKIPPED (book): Reading Skill "TVS, REFRIGERATORS, AND MORE" — timed transparency -# scanning drill; the transparency graphic is not printed in the student text. Dropped. +# SKIPPED (book): Reading Skill "TVS, REFRIGERATORS, AND MORE" — scanning exercise based on a timed transparency master visual not included in the text. -# Source: ST §His Roommate Borrowed His Clothes -$PRODUCE His Roommate Borrowed His Clothes -ID: l3-s30 -INTRO: A short story about a forgetful roommate. For each blank, type one of the words shown in parentheses — any choice that fits is accepted. -INSTRUCTION: Type a word or phrase from the parentheses for each blank. -INPUT: type -CHECK: exact +$SESSION 3-2: Truth, Lies, and Little White Lies -TEMPLATE: ____{My|Our|John's} (My / Our / John's) roommate is a ____{young|strong|healthy} (young / strong / healthy) man. -RESPONSE: My roommate is a strong man. - -TEMPLATE: He works out at the ____{downtown|base|men's} (downtown / base / men's) gym every day. -RESPONSE: He works out at the base gym every day. - -TEMPLATE: ____{Most of the time|Sometimes|Usually} (Most of the time / Sometimes / Usually), he takes ____{his|clean|some} (his / clean / some) gym clothes with him. -RESPONSE: Usually, he takes his gym clothes with him. - -TEMPLATE: But yesterday, he forgot, and he had to borrow ____{some|someone's|a friend's} (some / someone's / a friend's) clothes. -RESPONSE: But yesterday, he forgot, and he had to borrow a friend's clothes. - -# Source: LLA 3B Figure 2 -$DIALOGUE Borrowing Tools -ID: 3b-f2 -INTRO: Frank returns Paul's tools, and the talk turns to David's party. Listen and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Frank: Thanks for lending me your tools, Paul. {bk09-l3b-f2-01.mp3} -Paul: You're welcome. {bk09-l3b-f2-02.mp3} -LINE: Are you going to David's party? {bk09-l3b-f2-03.mp3} -Frank: Yes. And I'm very excited about it. {bk09-l3b-f2-04.mp3} -Paul: Me too. It'll be nice to go out. {bk09-l3b-f2-05.mp3} -Frank: Yes. I'm sure we'll enjoy it. {bk09-l3b-f2-06.mp3} -Paul: Maybe we can finally meet David's roommate. {bk09-l3b-f2-07.mp3} -Frank: Yes. I'd like to meet him. I'd like to practice my German. {bk09-l3b-f2-08.mp3} -Paul: He might be there. {bk09-l3b-f2-09.mp3} - -# Source: LLA 3B Figure 2 (questions) -$PRODUCE Questions About Frank and Paul -ID: 3b-f2-b -REFERENCE -INTRO: Now answer questions about Frank and Paul aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud in a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Is Frank happy to go to the party? {bk09-l3b-f2-10-q.mp3} -RESPONSE: Yes, he's excited. {bk09-l3b-f2-10-a.mp3} - -PROMPT: Where's Paul going? {bk09-l3b-f2-11-q.mp3} -RESPONSE: He's going to David's party. {bk09-l3b-f2-11-a.mp3} - -PROMPT: Do they think they'll enjoy the party? {bk09-l3b-f2-12-q.mp3} -RESPONSE: Yes, they think they will. {bk09-l3b-f2-12-a.mp3} - -PROMPT: Who does Paul want to meet? {bk09-l3b-f2-13-q.mp3} -RESPONSE: He wants to meet David's roommate. {bk09-l3b-f2-13-a.mp3} - -$SESSION 3-3: Truth, Lies, and Secrets - -# Source: LLA 3A Figure 6 (vocabulary) -$DIALOGUE Truth, Lies, and Secrets: New Words -ID: 3a-f6-vocab -INTRO: This part is about telling the truth — and what happens when people don't. Listen to the new words and their sentences, then repeat them. +# Source: LLA 3A Figure 5 (vocabulary) +$DIALOGUE Truth, Lies, and Secrets +ID: 9-3a-f5-vocab +INTRO: In this part you'll learn to talk about truth, lies, secrets — and the advice people need about them. Listen and repeat each word and sentence. INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: truth -LINE: Truth. Give me true information. Tell me the truth. {bk09-l3a-f5-07.mp3} +LINE: Give me true information. Tell me the truth. {bk09-l3a-f5-v01.mp3} VOCAB: lie -LINE: Lie. The information isn't true. It's a lie. {bk09-l3a-f5-08.mp3} +LINE: The information isn't true. It's a lie. {bk09-l3a-f5-v02.mp3} -LINE: Story. Harry told us about the trip to the mountains. It was an interesting story. {bk09-l3a-f5-09.mp3} +VOCAB: story +LINE: Harry told us about the trip to the mountains. It was an interesting story. {bk09-l3a-f5-v03.mp3} VOCAB: secret -LINE: Secret. Not many people know the information. It's a secret. {bk09-l3a-f5-10.mp3} +LINE: Not many people know the information. It's a secret. {bk09-l3a-f5-v04.mp3} -VOCAB: hurt someone's feelings -LINE: Hurt someone's feelings. {bk09-l3a-f5-11-a.mp3} -LINE: Alex did something wrong to someone. He hurt his friend's feelings. {bk09-l3a-f5-11-b.mp3} +VOCAB: to hurt someone's feelings +LINE: Alex did something wrong to someone. He hurt his friend's feelings. {bk09-l3a-f5-v05.mp3} -LINE: Care about. She often thinks about her age. She cares about her age. {bk09-l3a-f5-12.mp3} +VOCAB: to care about +LINE: She often thinks about her age. She cares about her age. {bk09-l3a-f5-v06.mp3} -LINE: Advice. {bk09-l3a-f5-13-a.mp3} -LINE: Say something that will help me. Give me advice. {bk09-l3a-f5-13-b.mp3} +VOCAB: advice +LINE: Say something that will help me. Give me advice. {bk09-l3a-f5-v07.mp3} # Source: ST §A Little White Lie -$DIALOGUE A Little White Lie +$DIALOGUE A Little White Lie {st-page_095_001.jpg|Three men at a party near a food table, two talking and one listening} ID: l3-s3 -INTRO: Harry cooked all the food for his party. Unfortunately, Harry is a terrible cook — and Paul doesn't want to hurt his feelings. Listen and read. -INSTRUCTION: Listen and read the dialog. +INTRO: At Harry's party, Paul isn't eating — and his reason isn't exactly the truth. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. +REPEAT -Joe: Aren't you eating anything? Harry cooked all this food for the party. {st-page_095_001.jpg} +Joe: Aren't you eating anything? Harry cooked all this food for the party. Paul: I know. Harry: Hi, Paul. Get some food. I made it all and lots of it! Paul: Thanks, but I'm not hungry right now. I ate a big dinner at my parents' house tonight. -Harry: Well, maybe you'll want some dessert later. -LINE: Excuse me, please. I'm going to go over and talk to Bill and Linda. +Harry: Well, maybe you'll want some dessert later. Excuse me, please. I'm going to go over and talk to Bill and Linda. Joe: You didn't have dinner with your parents. We were playing football until 45 minutes ago. -Paul: I know. I didn't want to lie, but Harry's a terrible cook. -LINE: I got sick the last time I ate his food. -VOCAB: a little white lie -LINE: I just told him that little white lie because I didn't want to hurt his feelings. +VOCAB: to lie +Paul: I know. I didn't want to lie, but Harry's a terrible cook. I got sick the last time I ate his food. +VOCAB: to hurt feelings +Paul: I just told him that little white lie because I didn't want to hurt his feelings. + Joe: Oh. Yes, sometimes a lie — not a big one — just a little white lie seems like the best thing to do. - +VOCAB: truth VOCAB: to care for -LINE: To tell you the truth, I don't care for his cooking either. -LINE: But, he was standing right next to me and I had to take some! +Joe: To tell you the truth, I don't care for his cooking either. But, he was standing right next to me and I had to take some! -$PRODUCE Questions About the Party +# Source: ST §A Little White Lie (questions) +$PRODUCE Questions: A Little White Lie ID: l3-s4 -REFERENCE -INTRO: Answer these questions about Harry's party aloud, in full sentences. The last one is about you — we won't tell anyone. -INSTRUCTION: Answer the questions aloud. +REFERENCE: l3-s3 +INTRO: Answer the questions about Paul's little white lie aloud. The last question is about you — we won't tell anyone. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final question about the learner's own experience, accept any truthful personal answer. +RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the question about the learner's own experience, accept any truthful, sensible answer. PROMPT: Are Joe, Paul, and Harry at the movies? RESPONSE: No, they are at a party. @@ -582,216 +430,261 @@ PROMPT: Where is the party? RESPONSE: The party is at Harry's house. PROMPT: Why isn't Paul eating? -RESPONSE: He doesn't want to eat because Harry is a terrible cook. +RESPONSE: He doesn't care for Harry's cooking, and he got sick the last time he ate his food. PROMPT: Did he eat dinner before he came to the party? -RESPONSE: No, he was playing football. +RESPONSE: No, he didn't. PROMPT: Did he tell Harry the truth? -RESPONSE: No, he told him a lie. +RESPONSE: No, he told a lie. PROMPT: Was it a big lie? -RESPONSE: No, it was a little white lie. +RESPONSE: No, it was just a little white lie. PROMPT: Why did he tell a little white lie? -RESPONSE: He didn't want to hurt Harry's feelings. +RESPONSE: He told it because he didn't want to hurt Harry's feelings. PROMPT: When was the last time you told a little white lie? -RESPONSE: I told a little white lie yesterday. +RESPONSE: I told a little white lie last week when my friend asked if I liked his new shirt. -# Source: ST §Conversations Between Sam and Lou (1) and (2), merged -$DIALOGUE Sam and Lou at the Movies +# Source: LLA 3A Figure 6 +$PRODUCE Write What You Hear +ID: 9-3a-f6 +INTRO: Now write the new words down. Listen to each definition and sentence, and type exactly what you hear. +INSTRUCTION: Type the sentence you hear. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: truth (definition) +PROMPT: True information. {bk09-l3a-f6-01.mp3} +RESPONSE: True information. {bk09-l3a-f6-01.mp3} + +TEMPLATE: truth (sentence) +PROMPT: Tell me the truth about your age. {bk09-l3a-f6-02.mp3} +RESPONSE: Tell me the truth about your age. {bk09-l3a-f6-02.mp3} + +TEMPLATE: lie (definition) +PROMPT: Information that isn't true. {bk09-l3a-f6-03.mp3} +RESPONSE: Information that isn't true. {bk09-l3a-f6-03.mp3} + +TEMPLATE: lie (sentence) +PROMPT: She told a lie about her age. {bk09-l3a-f6-04.mp3} +RESPONSE: She told a lie about her age. {bk09-l3a-f6-04.mp3} + +TEMPLATE: secret (definition) +PROMPT: Information not many people know. {bk09-l3a-f6-05.mp3} +RESPONSE: Information not many people know. {bk09-l3a-f6-05.mp3} + +TEMPLATE: secret (sentence) +PROMPT: Her age is a secret. {bk09-l3a-f6-06.mp3} +RESPONSE: Her age is a secret. {bk09-l3a-f6-06.mp3} + +TEMPLATE: advice (definition) +PROMPT: Information that helps someone. {bk09-l3a-f6-07.mp3} +RESPONSE: Information that helps someone. {bk09-l3a-f6-07.mp3} + +TEMPLATE: advice (sentence) +PROMPT: Give me advice about a good hotel. {bk09-l3a-f6-08.mp3} +RESPONSE: Give me advice about a good hotel. {bk09-l3a-f6-08.mp3} + +# Source: LLA 3A Figure 7 +$DIALOGUE A Letter to Ann +ID: 9-3a-f7 +INTRO: A worried husband writes to Ann for advice. His new wife's age is a closely guarded secret. Just listen. +INSTRUCTION: Listen to the letter. + +LINE: Dear Ann, I think my new wife didn't tell me the truth about her age. {bk09-l3a-f7-01.mp3} +LINE: I think she is older than she said. {bk09-l3a-f7-02.mp3} +LINE: Why did she lie to me? {bk09-l3a-f7-03.mp3} +LINE: Why does she keep her age a secret? {bk09-l3a-f7-04.mp3} +LINE: I don't care about age. I only care about her. {bk09-l3a-f7-05.mp3} +LINE: Can you help me? Can you give me some advice? {bk09-l3a-f7-06.mp3} + +# Source: LLA 3A Figure 8 (word bank) +$GRAMMAR Word Box: Truth and Advice +ID: 9-3a-f8-bank +INTRO: Here are the words for the next exercise. You'll use them to complete sentences about the letter. + +| advice | care about | hurt her feelings | +| lie | secret | truth | + +# Source: LLA 3A Figure 8 +$PRODUCE Complete the Sentences About the Letter +ID: 9-3a-f8 +REFERENCE: 9-3a-f8-bank +INTRO: Listen to each statement about the husband and his wife. Type the missing word or phrase from the box, then repeat the sentence. +INSTRUCTION: Type the missing word or phrase. +INPUT: type +CHECK: exact +REPEAT + +TEMPLATE: The husband ____ his wife. +PROMPT: The husband cares about his wife. {bk09-l3a-f8-01.mp3} +RESPONSE: The husband cares about his wife. {bk09-l3a-f8-01.mp3} +ACCEPT: cares about + +TEMPLATE: She ____ to her husband about her age. +PROMPT: She lied to her husband about her age. {bk09-l3a-f8-02.mp3} +RESPONSE: She lied to her husband about her age. {bk09-l3a-f8-02.mp3} +ACCEPT: lied + +TEMPLATE: I don't want to ____. +PROMPT: I don't want to hurt her feelings. {bk09-l3a-f8-03.mp3} +RESPONSE: I don't want to hurt her feelings. {bk09-l3a-f8-03.mp3} +ACCEPT: hurt her feelings + +TEMPLATE: You must tell the ____. +PROMPT: You must tell the truth. {bk09-l3a-f8-04.mp3} +RESPONSE: You must tell the truth. {bk09-l3a-f8-04.mp3} +ACCEPT: truth + +TEMPLATE: Her age is a ____. +PROMPT: Her age is a secret. {bk09-l3a-f8-05.mp3} +RESPONSE: Her age is a secret. {bk09-l3a-f8-05.mp3} +ACCEPT: secret + +TEMPLATE: I need some ____. +PROMPT: I need some advice. {bk09-l3a-f8-06.mp3} +RESPONSE: I need some advice. {bk09-l3a-f8-06.mp3} +ACCEPT: advice + +# Source: ST §Conversations Between Sam and Lou (Part 1) +$DIALOGUE Sam and Lou: Going to the Movies ID: l3-s5 -INTRO: Sam and Lou go to see a new movie. Before it, they need a driver; after it, they need to agree — listen for "I guess" and "in my opinion". -INSTRUCTION: Listen and read the dialogs. +INTRO: Sam and Lou make plans for a movie. Listen and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT Lou: Where's Mike? + +VOCAB: to guess Sam: I don't know. I guess he's at work. He said he might work late today. + Lou: Well, do you want to go see that new movie? Sam: Okay. Do you want me to drive? Lou: I guess you should. My car wasn't working right today. -Narrator: Later, after the movie. +# Source: ST §Conversations Between Sam and Lou (Part 2) +$DIALOGUE Sam and Lou: After the Movie +ID: l3-s6 +INTRO: After the movie, Sam and Lou trade opinions — and they don't agree on the music. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT Lou: Did you enjoy the movie? -VOCAB: opinion +VOCAB: in my opinion Sam: No. I didn't care for anything but the music. In my opinion, the movie was very long and not very interesting. + +VOCAB: to hurt Lou: But you really liked the music? I thought it was too loud. It hurt my ears. Sam: Well, I thought the music was the best part of the movie. I want to buy the music tape of this movie. I really enjoyed the music. -$PRODUCE Questions About Sam and Lou +# Source: ST §Questions: Sam and Lou +$PRODUCE Questions: Sam and Lou ID: l3-s7 -REFERENCE -INTRO: Answer the questions about Sam, Lou, and that long movie. Speak in full sentences — the dialog stays open for you. -INSTRUCTION: Answer the questions aloud. +REFERENCE: l3-s6 +INTRO: Answer the questions about Sam and Lou aloud, in full sentences. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: Does Sam know where Mike is? -RESPONSE: No, he doesn't know for sure. +RESPONSE: No, he doesn't know. PROMPT: Where does he think Mike is? -RESPONSE: He guesses he is at work. +RESPONSE: He thinks Mike is at work. PROMPT: Did Sam enjoy the movie? -RESPONSE: No, he didn't care for it. +RESPONSE: No, he didn't enjoy the movie. PROMPT: Did he enjoy the music? -RESPONSE: Yes, he thought the music was the best part. +RESPONSE: Yes, he enjoyed the music. PROMPT: In his opinion, which was better, the music or the movie? RESPONSE: In his opinion, the music was better. PROMPT: Did Lou enjoy the music? -RESPONSE: No, it hurt his ears. +RESPONSE: No, he thought it was too loud and hurt his ears. -# Source: ST §Conversations Between Sam and Lou (3) -$DIALOGUE It's a Secret +# Source: ST §Conversations Between Sam and Lou (Part 3) +$DIALOGUE Sam and Lou: It's a Secret ID: l3-s8 -INTRO: Frank told Sam something, and Sam isn't talking. Listen to how he keeps the secret — politely, but firmly. -INSTRUCTION: Listen and read the dialog. +INTRO: Frank told Sam something, and Sam isn't talking. Listen and repeat — and notice "anyone" in the negative sentences. +INSTRUCTION: Listen and repeat. +REPEAT Lou: What did Frank tell you? +VOCAB: secret VOCAB: anyone Sam: I can't tell you. It's a secret. Frank doesn't want me to tell anyone. + Lou: You can tell me the secret. I won't tell anyone. Sam: Sorry. I said it's a secret and I'm not going to tell anyone. You'll know tomorrow. Lou: Okay, I guess I can wait until then. Can you tell me the time? I have to meet Sue at 12:30. Sam: Sure. That's no secret. It's 12:00 o'clock. -# Source: LLA 3A Figure 6 (dictation) -$PRODUCE Dictation: Truth and Lies -ID: 3a-f6 -INPUT: type -CHECK: exact -LONGFORM -INTRO: Dictation time. Listen to the phrases and sentences about truth, lies, and secrets, and type exactly what you hear. -INSTRUCTION: Type the phrases and sentences. - -PROMPT: "truth." True information. Tell me the truth. About your age. {bk09-l3a-f6-01.mp3} -RESPONSE: True information. Tell me the truth about your age. - -PROMPT: "lie." Information that isn't true. She told a lie. About her age. {bk09-l3a-f6-02.mp3} -RESPONSE: Information that isn't true. She told a lie about her age. - -PROMPT: "secret." Information. Not many people know. Her age. Is a secret. {bk09-l3a-f6-03.mp3} -RESPONSE: Information not many people know. Her age is a secret. - -PROMPT: "advice." Information. That helps someone. Give me advice. About a good hotel. {bk09-l3a-f6-04.mp3} -RESPONSE: Information that helps someone. Give me advice about a good hotel. - -# Source: LLA 3A Figure 7 -$DIALOGUE A Letter to Ann -ID: 3a-f7 -INTRO: A worried husband writes to an advice column. His new wife may have told a little lie about her age — and he needs advice. Just listen. -INSTRUCTION: Listen to the letter. - -Narrator: Dear Ann, I think my new wife didn't tell me the truth about her age. I think she is older than she said. Why did she lie to me? Why does she keep her age a secret? I don't care about age. I only care about her. Can you help me? Can you give me some advice? {bk09-l3a-f7-01.mp3} - -# Source: LLA 3A Figure 8 -$PRODUCE Complete the Sentences About the Letter -ID: 3a-f8 -INPUT: type -CHECK: exact -INTRO: You'll hear sentences about the husband and his letter. Type the missing words to complete each one. -INSTRUCTION: Type the missing words. - -PROMPT: The husband cares about his wife. {bk09-l3a-f8-01.mp3} -TEMPLATE: The husband ____ his wife. -RESPONSE: The husband cares about his wife. -ACCEPT: cares about - -PROMPT: She lied to her husband about her age. {bk09-l3a-f8-02.mp3} -TEMPLATE: She ____ to her husband about her age. -RESPONSE: She lied to her husband about her age. -ACCEPT: lied - -PROMPT: I don't want to hurt her feelings. {bk09-l3a-f8-03.mp3} -TEMPLATE: I don't want to ____. -RESPONSE: I don't want to hurt her feelings. -ACCEPT: hurt her feelings - -PROMPT: You must tell the truth. {bk09-l3a-f8-04.mp3} -TEMPLATE: You must tell the ____. -RESPONSE: You must tell the truth. -ACCEPT: truth - -PROMPT: Her age is a secret. {bk09-l3a-f8-05.mp3} -TEMPLATE: Her age is a ____. -RESPONSE: Her age is a secret. -ACCEPT: secret - -PROMPT: I need some advice. {bk09-l3a-f8-06.mp3} -TEMPLATE: I need some ____. -RESPONSE: I need some advice. -ACCEPT: advice - -# Source: ST §I Want to Tell You Something -$GRAMMAR Telling Stories, Secrets, and the Truth +# Source: ST §Expressions with "Tell" +$GRAMMAR Expressions with "Tell" ID: l3-s10 -INTRO: One little verb does a lot of work in this lesson. Here's how "tell" combines with a person and a thing. +INTRO: You can tell people the truth, a lie, a secret, a story, or the time. Here's how "tell" works. -CARD: We use the verb "tell" when sharing a story. You usually mention who is listening. -{Tell me a story.} -{Tell Frank a story.} +CARD: After "tell", name the person first: tell **me**, tell **her**, tell **Frank**. +{Tell me the truth.} +{Tell us a story.} -CARD: We also use "tell" when sharing a secret. -{Tell us a secret.} -{I will tell her a secret.} - -CARD: Use "tell" for a lie or the truth. You can include the listener, or leave them out. -{Don't tell a lie.} -{Always tell the truth.} -{Tell him the truth.} - -CARD: Finally, use "tell" when asking what time it is, or reading a clock. +CARD: Then comes the thing you tell. +{She told a lie about her age.} {Can you tell me the time?} SUMMARY: -| | | | -|---|---|---| -| Tell | me / you / him / her / them / us / someone / Frank | a story. | -| Tell | | a lie. | -| Tell | | a secret. | -| Tell | | the truth. | -| Tell | | the time. | +| Look at the use of the verb **tell** in these expressions. | | +|---|---| +| Tell | me / you / him / her / them / us / someone / Frank | +| | a story. | +| | a lie. | +| | a secret. | +| | the truth. | +| | the time. | -$PRODUCE Use "Tell" +# Source: ST §I Want to Tell You Something +$PRODUCE I Want to Tell You Something ID: l3-s11 -INTRO: Complete each short dialog with the right "tell" expression — tell the truth, a lie, a secret, a story, or the time. -INSTRUCTION: Type the correct expression with the verb "tell" to complete the sentence. +INTRO: Finish each little dialog with the right "tell" expression — the truth, a lie, a secret, a story, or the time. +INSTRUCTION: Complete each dialogue with the correct expression using "tell". INPUT: type CHECK: exact +EXAMPLE TEMPLATE: Dan: I'm not sure what time I came home last night, Dad. TEMPLATE: Dad: Young man, I want you to ____{tell me the truth}! -RESPONSE: Young man, I want you to tell me the truth! +RESPONSE: Dad: Young man, I want you to tell me the truth! TEMPLATE: Mike: Paul told Mary that he's 30 years old. He's really 36. TEMPLATE: Doug: Oh, he ____{told her a lie}. -RESPONSE: Oh, he told her a lie. +RESPONSE: Doug: Oh, he told her a lie. TEMPLATE: Ray: I have something important to tell you. No one else can know. TEMPLATE: Jack: Okay, you can ____{tell me a secret}. -RESPONSE: Okay, you can tell me a secret. +RESPONSE: Jack: Okay, you can tell me a secret. TEMPLATE: Alice: Do you know when the meeting is? TEMPLATE: Cathy: No, ask Jeff. He can ____{tell you the time}. -RESPONSE: No, ask Jeff. He can tell you the time. +RESPONSE: Cathy: No, ask Jeff. He can tell you the time. TEMPLATE: Mother: The children don't want to go to bed. TEMPLATE: Father: Do they want me to ____{tell them a story}? -RESPONSE: Do they want me to tell them a story? +RESPONSE: Father: Do they want me to tell them a story? # Source: LLA 3C Figure 8 -$PRODUCE Who Told What? -ID: 3c-f8 -INTRO: Practice "tell" with people and things by ear. Answer each question aloud using the words on the screen, then repeat the correct answer. -INSTRUCTION: Answer aloud using the given words. +$PRODUCE Tell What Happened +ID: 9-3c-f8 +INTRO: Now say it. Listen to each question and use the cue words to answer with "tell", then repeat the correct answer. +INSTRUCTION: Answer the question aloud using the words. INPUT: speak CHECK: reveal REPEAT @@ -835,172 +728,243 @@ RESPONSE: Tom told us a lie. {bk09-l3c-f8-08-a.mp3} # Source: LLA 3A Figure 9 $SELECT How Many Syllables? -ID: 3a-f9 -INTRO: A quick ear-training round with this week's words. Listen to each word two times and tap how many syllables it has. +ID: 9-3a-f9 +INTRO: A quick ear check on this lesson's words. Listen to each word and tap the number of syllables you hear. INSTRUCTION: Tap the number of syllables. + OPTION: a | 1 syllable OPTION: b | 2 syllables OPTION: c | 3 syllables -PROMPT: repair. Repair. {bk09-l3a-f9-01.mp3} +PROMPT: repair {bk09-l3a-f9-01.mp3} ANSWER: b -PROMPT: fix. Fix. {bk09-l3a-f9-02.mp3} +PROMPT: fix {bk09-l3a-f9-02.mp3} ANSWER: a -PROMPT: garage. Garage. {bk09-l3a-f9-03.mp3} +PROMPT: garage {bk09-l3a-f9-03.mp3} ANSWER: b -PROMPT: guess. Guess. {bk09-l3a-f9-04.mp3} +PROMPT: guess {bk09-l3a-f9-04.mp3} ANSWER: a -PROMPT: someone. Someone. {bk09-l3a-f9-05.mp3} +PROMPT: someone {bk09-l3a-f9-05.mp3} ANSWER: b -PROMPT: lend. Lend. {bk09-l3a-f9-06.mp3} +PROMPT: lend {bk09-l3a-f9-06.mp3} ANSWER: a -PROMPT: secret. Secret. {bk09-l3a-f9-07.mp3} +PROMPT: secret {bk09-l3a-f9-07.mp3} ANSWER: b -PROMPT: truth. Truth. {bk09-l3a-f9-08.mp3} +PROMPT: truth {bk09-l3a-f9-08.mp3} ANSWER: a -PROMPT: story. Story. {bk09-l3a-f9-09.mp3} +PROMPT: story {bk09-l3a-f9-09.mp3} ANSWER: b -PROMPT: feelings. Feelings. {bk09-l3a-f9-10.mp3} +PROMPT: feelings {bk09-l3a-f9-10.mp3} ANSWER: b -PROMPT: lie. Lie. {bk09-l3a-f9-11.mp3} +PROMPT: lie {bk09-l3a-f9-11.mp3} ANSWER: a -PROMPT: hurt. Hurt. {bk09-l3a-f9-12.mp3} +PROMPT: hurt {bk09-l3a-f9-12.mp3} ANSWER: a -PROMPT: care. Care. {bk09-l3a-f9-13.mp3} +PROMPT: care {bk09-l3a-f9-13.mp3} ANSWER: a -PROMPT: advice. Advice. {bk09-l3a-f9-14.mp3} +PROMPT: advice {bk09-l3a-f9-14.mp3} ANSWER: b -$SESSION 3-4: Opinions, Someone and Anyone +$SESSION 3-3: Roommates, Friends, and Someone or Anyone + +# Source: LLA 3B Figure 2 +$DIALOGUE Going to the Party +ID: 9-3b-f2 +INTRO: In this part: roommates, friendship, and the difference between "someone" and "anyone". First, Frank and Paul talk about David's party — listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Frank: Thanks for lending me your tools, Paul. {bk09-l3b-f2-01.mp3} +Paul: You're welcome. Are you going to David's party? {bk09-l3b-f2-02.mp3} +VOCAB: excited +Frank: Yes, and I'm very excited about it. {bk09-l3b-f2-03.mp3} +VOCAB: to go out +Paul: Me too. It'll be nice to go out. {bk09-l3b-f2-04.mp3} +VOCAB: to enjoy +Frank: Yes, I'm sure we'll enjoy it. {bk09-l3b-f2-05.mp3} +VOCAB: maybe +VOCAB: roommate +Paul: Maybe we can finally meet David's roommate. {bk09-l3b-f2-06.mp3} +Frank: Yes, I'd like to meet him. I'd like to practice my German. {bk09-l3b-f2-07.mp3} +VOCAB: might +Paul: He might be there. {bk09-l3b-f2-08.mp3} + +# Source: LLA 3B Figure 2 (questions) +$PRODUCE Questions About the Party +ID: 9-3b-f2-b +REFERENCE: 9-3b-f2 +INPUT: speak +CHECK: reveal +INTRO: Answer each question about Frank and Paul's conversation aloud, then repeat the model answer. +INSTRUCTION: Answer the question aloud, then repeat. +REPEAT + +PROMPT: Is Frank happy to go to the party? {bk09-l3b-f2-09-q.mp3} +RESPONSE: Yes, he's excited. {bk09-l3b-f2-09-a.mp3} + +PROMPT: Where's Paul going? {bk09-l3b-f2-10-q.mp3} +RESPONSE: He's going to David's party. {bk09-l3b-f2-10-a.mp3} + +PROMPT: Do they think they'll enjoy the party? {bk09-l3b-f2-11-q.mp3} +RESPONSE: Yes, they think they will. {bk09-l3b-f2-11-a.mp3} + +PROMPT: Who does Paul want to meet? {bk09-l3b-f2-12-q.mp3} +RESPONSE: He wants to meet David's roommate. {bk09-l3b-f2-12-a.mp3} + +# Source: ST §My Roommate +$DIALOGUE My Roommate +ID: l3-s1 +INTRO: A woman tells us about her roommate Donna — who gives good advice and is about to leave for China. Just listen. +INSTRUCTION: Listen to the story. + +VOCAB: roommate +Narrator: Donna and I are roommates. We live in the same apartment. {st-page_093_001.jpg|Two women talking and sitting together in an apartment} + +VOCAB: friendship +Narrator: We're also good friends. Our friendship started when we were in high school. {st-page_093_002.jpg|A framed high school picture of two girls, with the two women standing in front of it} + +VOCAB: advice +VOCAB: party +Narrator: When I don't know what to do, Donna gives me advice. For example, last Saturday I wanted to go to Tom's birthday party. +VOCAB: should +Narrator: I also wanted to go to dinner with some friends who were visiting from New York. I asked Donna what I should do. +Narrator: Her advice was to go out with my friends from New York. + +VOCAB: excited +Narrator: Next month Donna is going to China to study for a year. She is very excited and talks a lot about the trip. {st-page_094_001.jpg|A woman thinking about another woman traveling to China with a suitcase and airplane in a thought bubble} +VOCAB: to tell +VOCAB: story +Narrator: When she comes back, I know she will tell us many interesting stories. + +VOCAB: to go out +Narrator: Friday is Donna's birthday. We are going out to a restaurant for dinner. {st-page_094_002.jpg|Two women sitting at a table in a restaurant with plates of food} +VOCAB: maybe +Narrator: Maybe we'll have Chinese food or maybe we'll have some French food. I'm not sure. After dinner we'll go to a movie. + +VOCAB: to care about +Narrator: Donna's mother is here to visit. Donna cares about her mother very much. {st-page_094_003.jpg|Two women, one younger and one older, sitting together on a couch} +Narrator: Her mother is also excited about Donna's trip to China. She will visit her next summer. + +# Source: ST §Questions: My Roommate +$PRODUCE Questions: My Roommate +ID: l3-s2 +REFERENCE: l3-s1 +INTRO: Answer the questions about Donna and her roommate aloud, in full sentences. Open the story if you need it. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). + +PROMPT: Are the two women sisters? +RESPONSE: No, they aren't. They are roommates and friends. + +PROMPT: When did their friendship begin? +RESPONSE: It started when they were in high school. + +PROMPT: How does Donna help her friend when she has a problem? +RESPONSE: She gives her advice. + +PROMPT: Where did she want to go last Saturday? +RESPONSE: She wanted to go to Tom's birthday party and to dinner with friends from New York. + +PROMPT: What was Donna's advice to her friend? +RESPONSE: Her advice was to go out with her friends from New York. + +PROMPT: How does Donna feel about her trip to China? +RESPONSE: She is very excited. + +PROMPT: What will she tell everyone when she returns from China? +RESPONSE: She will tell many interesting stories. + +PROMPT: Are they going to have a party at home for Donna's birthday? +RESPONSE: No, they are going out to a restaurant for dinner. + +PROMPT: How does Donna feel about her mother? +RESPONSE: She cares about her very much. + +PROMPT: Is Donna's mother sad about the trip? +RESPONSE: No, she is excited too. # Source: LLA 3B Figure 3 -$DIALOGUE Opinions and White Lies: More New Words -ID: 3b-f3 -INTRO: In this part you'll practice giving opinions and using "someone" and "anyone". First, listen to the tape's presentation of the words you've been meeting, and repeat each sentence. +$DIALOGUE Friendship and Opinions +ID: 9-3b-f3 +INTRO: More new words: friendship, opinions, white lies — and your first look at "should". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -LINE: They're very close friends. {bk09-l3b-f3-01-a.mp3} -LINE: Their friendship started a long time ago. {bk09-l3b-f3-01-b.mp3} +VOCAB: friendship +LINE: They're very close friends. Their friendship started a long time ago. {bk09-l3b-f3-01.mp3} -LINE: Do you see anyone in the room? Yes, I see someone. {bk09-l3b-f3-02-a.mp3} -LINE: No, I don't see anyone. {bk09-l3b-f3-02-b.mp3} +VOCAB: anyone +LINE: Do you see anyone in the room? {bk09-l3b-f3-02.mp3} +VOCAB: someone +LINE: Yes, I see someone. {bk09-l3b-f3-03.mp3} +LINE: No, I don't see anyone. {bk09-l3b-f3-04.mp3} -LINE: He told Jane that he liked the food. {bk09-l3b-f3-03-a.mp3} -LINE: But he didn't. {bk09-l3b-f3-03-b.mp3} -LINE: He told her a little white lie. {bk09-l3b-f3-03-c.mp3} +VOCAB: a little white lie +LINE: He told Jane that he liked the food, but he didn't. He told her a little white lie. {bk09-l3b-f3-05.mp3} +VOCAB: opinion +LINE: What's your opinion about his last book? {bk09-l3b-f3-06.mp3} VOCAB: in my opinion -LINE: What's your opinion about his last book? In my opinion, his last book is boring. {bk09-l3b-f3-04.mp3} +LINE: In my opinion, his last book is boring. {bk09-l3b-f3-07.mp3} -LINE: I don't care for loud music. {bk09-l3b-f3-05.mp3} +VOCAB: to care for +LINE: I don't care for loud music. {bk09-l3b-f3-08.mp3} -LINE: What should I do? {bk09-l3b-f3-06-a.mp3} -LINE: You should talk to your teacher. {bk09-l3b-f3-06-b.mp3} +VOCAB: should +LINE: What should I do? You should talk to your teacher. {bk09-l3b-f3-09.mp3} -# Source: LLA 3B Figure 4 -$SELECT Which Answer Fits? -ID: 3b-f4 -INTRO: Listen to each question and tap the answer that really fits it — the other two only sound helpful. Then repeat the correct response. -INSTRUCTION: Tap the best answer. -REPEAT - -PROMPT: Did you enjoy the food at the party last night? {bk09-l3b-f4-01-q.mp3} -OPTION: a | Yes, I liked it. {bk09-l3b-f4-01-a.mp3} -OPTION: b | Yes, you should. -OPTION: c | Yes, I borrowed it. -ANSWER: a - -PROMPT: Do you like to play football? {bk09-l3b-f4-02-q.mp3} -OPTION: a | No, I borrowed it. -OPTION: b | No, I don't care for it. {bk09-l3b-f4-02-a.mp3} -OPTION: c | No, I went out. -ANSWER: b - -PROMPT: Is Judy excited about her trip? {bk09-l3b-f4-03-q.mp3} -OPTION: a | Yes, she's tired. -OPTION: b | Yes, she's bored. -OPTION: c | Yes, she's happy. {bk09-l3b-f4-03-a.mp3} -ANSWER: c - -PROMPT: Did you go out last night? {bk09-l3b-f4-04-q.mp3} -OPTION: a | Yes, we watched it on TV. -OPTION: b | Yes, we went to the movies. {bk09-l3b-f4-04-a.mp3} -OPTION: c | Yes, we parked it. -ANSWER: b - -PROMPT: Do David and Hans live in the same house? {bk09-l3b-f4-05-q.mp3} -OPTION: a | Yes, they're roommates. {bk09-l3b-f4-05-a.mp3} -OPTION: b | Yes, they're friends. -OPTION: c | Yes, they have a friendship. -ANSWER: a - -PROMPT: Is this your car? {bk09-l3b-f4-06-q.mp3} -OPTION: a | No, it's not in the garage. -OPTION: b | No, I lent it to my brother. -OPTION: c | No, I borrowed it from my brother. {bk09-l3b-f4-06-a.mp3} -ANSWER: c - -PROMPT: Do you think that Mark should go to college? {bk09-l3b-f4-07-q.mp3} -OPTION: a | Yes, that's a story. -OPTION: b | Yes, that's my opinion. {bk09-l3b-f4-07-a.mp3} -OPTION: c | Yes, that's a lie. -ANSWER: b - -PROMPT: Did you talk to anyone? {bk09-l3b-f4-08-q.mp3} -OPTION: a | Yes, I talked to someone. {bk09-l3b-f4-08-a.mp3} -OPTION: b | Yes, I'll call him. -OPTION: c | Yes, he came yesterday. -ANSWER: a - -# Source: ST §Please, Don't Tell Anyone +# Source: ST §Someone and Anyone $GRAMMAR Someone and Anyone ID: l3-s14 -INTRO: Here's the rule behind "someone" and "anyone": "someone" for affirmative sentences, "anyone" for negatives — and questions can take either. +INTRO: One small rule: "someone" for yes-sentences, "anyone" for no-sentences — and questions take either. -CARD: Use **someone** in affirmative sentences. +CARD: In an affirmative sentence, use "someone". {Elizabeth saw someone at the lab.} -CARD: Use **anyone** in negative sentences. +CARD: In a negative sentence, use "anyone". {Peter didn't see anyone at the lab.} -CARD: For questions, you can use either **anyone** or **someone**. Both are correct! +CARD: In a question, you can use either one. {Did you see anyone at the lab?} {Did you see someone at the lab?} SUMMARY: **Affirmative sentence** -| Elizabeth | saw | {someone} | at the lab. | +| Elizabeth | saw | someone | at the lab. | |---|---|---|---| **Negative sentence** -| Peter | didn't see | {anyone} | at the lab. | +| Peter | didn't see | anyone | at the lab. | |---|---|---|---| **Question** -| Did | you | see | {anyone} / {someone} | at the lab? | +| Did | you | see | anyone / someone | at the lab? | |---|---|---|---|---| -$DIALOGUE Someone or Anyone? +# Source: ST §Someone and Anyone: Examples +$DIALOGUE Someone and Anyone: Examples ID: l3-s15 -INTRO: Read these sentences and notice which ones use "someone" and which use "anyone" — the pattern from the table, in action. -INSTRUCTION: Read the sentences. +INTRO: Listen to how "someone" and "anyone" trade places in these sentences. +INSTRUCTION: Listen to the sentences. LINE: Are you waiting for someone? LINE: No, I'm not waiting for anyone. @@ -1009,124 +973,137 @@ LINE: Did Sue see anyone in the office? LINE: Yes, she saw someone in front of Mike's room. LINE: Does Sergeant Allen want anyone to move this box? -$PRODUCE Type Someone or Anyone +# Source: ST §Someone or Anyone? +$PRODUCE Someone or Anyone? ID: l3-s16 -INTRO: Your turn. Type "someone" or "anyone" to complete each sentence — remember, negatives take "anyone". -INSTRUCTION: Type "someone" or "anyone" to complete the sentences. +INTRO: Your turn: type "someone" or "anyone" to complete each sentence. Remember — negatives take "anyone". +INSTRUCTION: Type "someone" or "anyone" to complete each sentence. INPUT: type CHECK: exact EXAMPLE -TEMPLATE: Are you looking for ____? -RESPONSE: anyone -ACCEPT: anyone | someone +TEMPLATE: Are you looking for ____{someone|anyone}? +TEMPLATE: No. I'm not looking for ____{anyone}. +RESPONSE: Are you looking for someone? No. I'm not looking for anyone. -EXAMPLE -TEMPLATE: No. I'm not looking for ____. -RESPONSE: anyone -ACCEPT: anyone +TEMPLATE: John didn't talk to ____{anyone} in the class. +RESPONSE: John didn't talk to anyone in the class. -TEMPLATE: John didn't talk to ____ in the class. -RESPONSE: anyone -ACCEPT: anyone +TEMPLATE: Is ____{anyone|someone} going to be at the library? +RESPONSE: Is anyone going to be at the library? -TEMPLATE: Is ____ going to be at the library? -RESPONSE: anyone -ACCEPT: anyone | someone +TEMPLATE: Yes, ____{someone} will be at the library. +RESPONSE: Yes, someone will be at the library. -TEMPLATE: Yes, ____ will be at the library. -RESPONSE: someone -ACCEPT: someone +TEMPLATE: Frank told ____{someone} his story. +RESPONSE: Frank told someone his story. -TEMPLATE: Frank told ____ his story. -RESPONSE: someone -ACCEPT: someone +TEMPLATE: Is ____{anyone|someone} at home? +RESPONSE: Is anyone at home? -TEMPLATE: Is ____ at home? -RESPONSE: anyone -ACCEPT: anyone | someone +TEMPLATE: Joe doesn't know ____{anyone} in his class. +RESPONSE: Joe doesn't know anyone in his class. -TEMPLATE: Joe doesn't know ____ in his class. -RESPONSE: anyone -ACCEPT: anyone +TEMPLATE: Did ____{anyone|someone} come in late? +RESPONSE: Did anyone come in late? -TEMPLATE: Did ____ come in late? -RESPONSE: anyone -ACCEPT: anyone | someone +# Source: LLA 3B Figure 4 +$SELECT Choose the Best Answer +ID: 9-3b-f4 +INTRO: Time to use all of it. Listen to each question, tap the answer that makes sense, and repeat it. +INSTRUCTION: Tap the best answer. +REPEAT -# Source: ST §What's the Missing Word? -$SELECT What's the Missing Word? -ID: l3-s9 -INTRO: A round-up of the lesson's vocabulary so far — "advice", "opinion", "roommates", and friends. Read each sentence and tap the word that completes it. -INSTRUCTION: Tap the best word to complete the sentence. - -TEMPLATE: I have a problem. Tell me what I _____ do. -OPTION: a | should -OPTION: b | have -OPTION: c | want +PROMPT: Did you enjoy the food at the party last night? {bk09-l3b-f4-01.mp3} +OPTION: a | Yes, I liked it. +OPTION: b | Yes, you should. +OPTION: c | Yes, I borrowed it. ANSWER: a +FEEDBACK: Yes, I liked it. {bk09-l3b-f4-01-fb.mp3} -TEMPLATE: Ann and Jean are going away to school. They will live in the same apartment and be _____. -OPTION: a | feelings -OPTION: b | secrets -OPTION: c | roommates +PROMPT: Do you like to play football? {bk09-l3b-f4-02.mp3} +OPTION: a | No, I borrowed it. +OPTION: b | No, I don't care for it. +OPTION: c | No, I went out. +ANSWER: b +FEEDBACK: No, I don't care for it. {bk09-l3b-f4-02-fb.mp3} + +PROMPT: Is Judy excited about her trip? {bk09-l3b-f4-03.mp3} +OPTION: a | Yes, she's tired. +OPTION: b | Yes, she's bored. +OPTION: c | Yes, she's happy. ANSWER: c +FEEDBACK: Yes, she's happy. {bk09-l3b-f4-03-fb.mp3} -TEMPLATE: Sam didn't like the movie, but he _____ the music. -OPTION: a | enjoyed -OPTION: b | listened -OPTION: c | bothered +PROMPT: Did you go out last night? {bk09-l3b-f4-04.mp3} +OPTION: a | Yes, we watched it on TV. +OPTION: b | Yes, we went to the movies. +OPTION: c | Yes, we parked it. +ANSWER: b +FEEDBACK: Yes, we went to the movies. {bk09-l3b-f4-04-fb.mp3} + +PROMPT: Do David and Hans live in the same house? {bk09-l3b-f4-05.mp3} +OPTION: a | Yes, they're roommates. +OPTION: b | Yes, they're friends. +OPTION: c | Yes, they have a friendship. ANSWER: a +FEEDBACK: Yes, they're roommates. {bk09-l3b-f4-05-fb.mp3} -TEMPLATE: Doug always does just what he wants. He doesn't _____ what other people might want to do. -OPTION: a | care for -OPTION: b | care about -OPTION: c | go out -ANSWER: b - -TEMPLATE: Pete told his younger brother to stay in school. I think he gave him good _____. -OPTION: a | story -OPTION: b | truth -OPTION: c | advice +PROMPT: Is this your car? {bk09-l3b-f4-06.mp3} +OPTION: a | No, it's not in the garage. +OPTION: b | No, I lent it to my brother. +OPTION: c | No, I borrowed it from my brother. ANSWER: c +FEEDBACK: No, I borrowed it from my brother. {bk09-l3b-f4-06-fb.mp3} -TEMPLATE: I didn't like Bill's new car, but I told him I did. I didn't want to _____. -OPTION: a | care about him -OPTION: b | hurt his feelings -OPTION: c | tell him a secret +PROMPT: Do you think that Mark should go to college? {bk09-l3b-f4-07.mp3} +OPTION: a | Yes, that's a story. +OPTION: b | Yes, that's my opinion. +OPTION: c | Yes, that's a lie. ANSWER: b +FEEDBACK: Yes, that's my opinion. {bk09-l3b-f4-07-fb.mp3} -TEMPLATE: We need to be at the office early tomorrow. I _____ we should leave the house at 6:15. -OPTION: a | guess -OPTION: b | tell -OPTION: c | enjoy +PROMPT: Did you talk to anyone? {bk09-l3b-f4-08.mp3} +OPTION: a | Yes, I talked to someone. +OPTION: b | Yes, I'll call him. +OPTION: c | Yes, he came yesterday. ANSWER: a +FEEDBACK: Yes, I talked to someone. {bk09-l3b-f4-08-fb.mp3} -TEMPLATE: What do you think about the new schedule? Tell me your _____. -OPTION: a | friendship -OPTION: b | secret -OPTION: c | opinion -ANSWER: c +$SESSION 3-4: Giving Advice with "Should" -TEMPLATE: Please don't bother Dave right now. He has to write a _____ for his English class. -OPTION: a | truth -OPTION: b | story -OPTION: c | lie -ANSWER: b +# Source: LLA 3B Figure 5 +$DIALOGUE Should and Shouldn't +ID: 9-3b-f5 +INTRO: This part is the heart of the lesson: giving advice with "should" and "shouldn't". Listen to the sentences and repeat them. +INSTRUCTION: Listen and repeat. +REPEAT -TEMPLATE: Let's wait a few more minutes. _____ Tony will come. -OPTION: a | If -OPTION: b | Maybe -OPTION: c | Then -ANSWER: b +LINE: He thinks I should see a doctor. {bk09-l3b-f5-01.mp3} -$SESSION 3-5: Should — Suggestions and Advice +LINE: You look tired. You should go to bed early. {bk09-l3b-f5-02.mp3} -# Source: ST §I Think We Should Walk +LINE: His hair is long. He should get a haircut. {bk09-l3b-f5-03.mp3} + +LINE: We shouldn't go out on a workday. {bk09-l3b-f5-04.mp3} + +LINE: Their car is small. They should buy a bigger car. {bk09-l3b-f5-05.mp3} + +LINE: He's sick. He shouldn't go to class. {bk09-l3b-f5-06.mp3} + +LINE: It's raining hard. You shouldn't leave right now. {bk09-l3b-f5-07.mp3} + +LINE: Should Lieutenant Green go to the dispensary? Yes, he should. {bk09-l3b-f5-08.mp3} + +LINE: Should we buy a new car? No, you shouldn't. {bk09-l3b-f5-09.mp3} + +LINE: It's 12 midnight. We shouldn't call him right now. {bk09-l3b-f5-10.mp3} + +# Source: ST §I Think We Should Walk. $DIALOGUE I Think We Should Walk ID: l3-s21 -INTRO: In this part you'll learn to make suggestions and give advice with "should". Start by reading these five little exchanges — everyone has a decision to make. -INSTRUCTION: Read the dialogs. +INTRO: Five quick everyday decisions — walk or taxi, which tie, when to leave. Listen to how people ask for and give advice. +INSTRUCTION: Listen to the dialogs. Bob: The restaurant is 6 blocks away. Should we walk or take a taxi? Tom: I think we should walk. @@ -1143,75 +1120,60 @@ Carl: Yes, I think you should. It's the only one that's clean. Roger: We are going to be late for the party. Should we call Helen? Kevin: Yes, I think we should. -# Source: new (gap: "should" is drilled on the tapes but never explained in the book) -$GRAMMAR Should and Shouldn't -ID: 3b-f5-g -INTRO: Before the drills, here is the whole grammar of "should" broken down into simple cards. +# Source: ST §Shouldn't (grammar) +$GRAMMAR "Should" and "Shouldn't" +ID: l3-s22 +INTRO: The quick rule for advice, in both directions. -CARD: Use **should** followed by a verb to give advice or make a suggestion. -{You should go to bed early.} -{He should get a haircut.} +CARD: Use "should" plus a verb to say what is a good idea. +{I think we should walk.} +{You should wear the red one.} -CARD: The negative is **shouldn't**, which is short for should not. -{We shouldn't go out on a workday.} +CARD: "Should" + "not" = "shouldn't" — advice against doing something. +{He shouldn't take a heavy coat.} +{You shouldn't drive so fast.} -CARD: In questions, **should** comes first, right before the subject. -{Should we buy a new car?} -{Should Lieutenant Green go to the dispensary?} +SUMMARY: +**SHOULD + NOT = SHOULDN'T** -CARD: Short answers use **should** and **shouldn't** too. -{Yes, he should.} -{No, you shouldn't.} - -$DIALOGUE Should and Shouldn't in Action -ID: 3b-f5 -INTRO: Now hear the pattern. Listen to the sentences using "should" and "shouldn't", and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: He thinks *I should see* a doctor. {bk09-l3b-f5-01.mp3} -LINE: You look tired. *You should go* to bed early. {bk09-l3b-f5-02.mp3} -LINE: His hair is long. *He should get* a haircut. {bk09-l3b-f5-03.mp3} -LINE: *We shouldn't go out* on a workday. {bk09-l3b-f5-04.mp3} -LINE: Their car is small. *They should buy* a bigger car. {bk09-l3b-f5-05.mp3} -LINE: He's sick. *He shouldn't go* to class. {bk09-l3b-f5-06.mp3} -LINE: It's raining hard. *You shouldn't leave* right now. {bk09-l3b-f5-07.mp3} -LINE: *Should Lieutenant Green go* to the dispensary? Yes, *he should.* {bk09-l3b-f5-08.mp3} -LINE: *Should we buy* a new car? No, *you shouldn't.* {bk09-l3b-f5-09.mp3} -LINE: It's 12 midnight. *We shouldn't call* him right now. {bk09-l3b-f5-10.mp3} +| | | | +|---|---|---| +| He | shouldn't take | a heavy coat. | +| You | shouldn't drive | so fast. | # Source: LLA 3B Figure 6 -$PRODUCE Short Answers with Should -ID: 3b-f6 +$PRODUCE Should or Shouldn't — Short Answers +ID: 9-3b-f6 INPUT: type CHECK: exact -INTRO: Listen to each situation and question, and type a short answer with "should" or "shouldn't" — common sense is your answer key. -INSTRUCTION: Type a short answer. +INTRO: Listen to each situation and question, type the short answer with "should" or "shouldn't", then repeat it. +INSTRUCTION: Type the short answer. +REPEAT EXAMPLE -PROMPT: Should the children watch this movie? {bk09-l3b-f6-ex-q.mp3} -RESPONSE: No, they shouldn't. +PROMPT: Should the children watch this movie? {bk09-l3b-f6-ex.mp3} +RESPONSE: No, they shouldn't. {bk09-l3b-f6-ex-a.mp3} PROMPT: Frank is sick. Should he go to the doctor? {bk09-l3b-f6-01-q.mp3} -RESPONSE: Yes, he should. +RESPONSE: Yes, he should. {bk09-l3b-f6-01-a.mp3} PROMPT: I have a test tomorrow. Should I go out? {bk09-l3b-f6-02-q.mp3} -RESPONSE: No, you shouldn't. +RESPONSE: No, you shouldn't. {bk09-l3b-f6-02-a.mp3} PROMPT: He told her a lie. Should he tell her the truth? {bk09-l3b-f6-03-q.mp3} -RESPONSE: Yes, he should. +RESPONSE: Yes, he should. {bk09-l3b-f6-03-a.mp3} PROMPT: Mark doesn't have a driver's license. Should Tom lend him his car? {bk09-l3b-f6-04-q.mp3} -RESPONSE: No, he shouldn't. +RESPONSE: No, he shouldn't. {bk09-l3b-f6-04-a.mp3} PROMPT: They have a lot of homework. Should they watch TV? {bk09-l3b-f6-05-q.mp3} -RESPONSE: No, they shouldn't. +RESPONSE: No, they shouldn't. {bk09-l3b-f6-05-a.mp3} -# Source: ST §You Shouldn't Drive So Fast +# Source: ST §You Shouldn't Drive So Fast. $PRODUCE You Shouldn't Drive So Fast -ID: l3-s22 -INTRO: Time to disagree politely. Change each sentence aloud using "shouldn't" and the words in parentheses, like the example. -INSTRUCTION: Change the sentence aloud. Use "shouldn't" and the words in parentheses. +ID: l3-s23 +INTRO: Turn each piece of advice around: use "shouldn't" with the cue in parentheses. Say your sentence, then check the model. +INSTRUCTION: Change each sentence using "shouldn't" and the cue words. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1220,317 +1182,284 @@ EXAMPLE PROMPT: Bob should take two sweaters. (a heavy coat) RESPONSE: He shouldn't take a heavy coat. -PROMPT: You should take *the bus*. (a taxi) +PROMPT: You should take the bus. (a taxi) RESPONSE: You shouldn't take a taxi. -PROMPT: We should go swimming *tomorrow*. (today) +PROMPT: We should go swimming tomorrow. (today) RESPONSE: We shouldn't go swimming today. -PROMPT: Mike should go to *a different barber*. (the same) -RESPONSE: He shouldn't go to the same barber. +PROMPT: Mike should go to a different barber. (the same) +RESPONSE: Mike shouldn't go to the same barber. -PROMPT: Janet should buy *the long coat*. (the short one) -RESPONSE: She shouldn't buy the short one. +PROMPT: Janet should buy the long coat. (the short one) +RESPONSE: Janet shouldn't buy the short one. -PROMPT: Gregory should play *soccer*. (football) -RESPONSE: He shouldn't play football. +PROMPT: Gregory should play soccer. (football) +RESPONSE: Gregory shouldn't play football. -PROMPT: You should eat *a big breakfast*. (dinner) +PROMPT: You should eat a big breakfast. (dinner) RESPONSE: You shouldn't eat a big dinner. -PROMPT: We should *walk* to the store. (drive) +PROMPT: We should walk to the store. (drive) RESPONSE: We shouldn't drive to the store. -PROMPT: Stores should sell drinks in *bottles*. (cans) +PROMPT: Stores should sell drinks in bottles. (cans) RESPONSE: Stores shouldn't sell drinks in cans. -PROMPT: Bill and Beth should stay *with us*. (in a hotel) -RESPONSE: They shouldn't stay in a hotel. +PROMPT: Bill and Beth should stay with us. (in a hotel) +RESPONSE: Bill and Beth shouldn't stay in a hotel. -PROMPT: I should order *soup and a salad*. (beef and potatoes) +PROMPT: I should order soup and a salad. (beef and potatoes) RESPONSE: You shouldn't order beef and potatoes. -# Source: ST §Should I Buy a New Car? -$PRODUCE Give Your Advice -ID: l3-s23 -INTRO: Now you're the one giving advice. Read each conversation and complete the last line aloud with a suggestion using "should" — the answer is always hiding in the middle of the dialog. -INSTRUCTION: Complete the dialog. Give advice to the other person using "should". -INPUT: speak -CHECK: llm -RUBRIC: Accept any reasonable advice using "should" that fits the context of the dialog. (e.g. "You should fix it.", "You should buy a big car.") - -EXAMPLE -TEMPLATE: Bill: Should I buy furniture or rent it? -TEMPLATE: Jack: How long will you stay here? -TEMPLATE: Bill: A year, or maybe less. -TEMPLATE: Jack: ____ -RESPONSE: Then you should rent it. - -TEMPLATE: Bob: Should I fix my car or buy a new one? -TEMPLATE: Tim: How old is it? -TEMPLATE: Bob: It's ten years old. -TEMPLATE: Tim: ____ -RESPONSE: You should buy a new one. - -TEMPLATE: Ed: Should I buy a big car or a small car? -TEMPLATE: Al: How many children do you have? -TEMPLATE: Ed: Four. -TEMPLATE: Al: ____ -RESPONSE: You should buy a big car. - -TEMPLATE: Jim: Should I buy a pet? -TEMPLATE: Jack: Do you like animals? -TEMPLATE: Jim: Yes. I think they're interesting. -TEMPLATE: Jack: ____ -RESPONSE: Then you should buy a pet. - -TEMPLATE: Pete: Should I buy a big dog? -TEMPLATE: John: Do you have a large yard? -TEMPLATE: Pete: No. I live in an apartment. -TEMPLATE: John: ____ -RESPONSE: You shouldn't buy a big dog. - -TEMPLATE: Mike: Should I visit Chicago or Houston? -TEMPLATE: Jeff: Do you like cold weather? -TEMPLATE: Mike: Yes, I enjoy it. -TEMPLATE: Jeff: ____ -RESPONSE: You should visit Chicago. - -TEMPLATE: Larry: Should I keep my house or sell it? -TEMPLATE: Kevin: Do you think you'll move back here sometime? -TEMPLATE: Larry: No, I'll never move back here. -TEMPLATE: Kevin: ____ -RESPONSE: You should sell it. - -TEMPLATE: Charlie: Do you think I should find a different job? -TEMPLATE: Ken: Are you bored? -TEMPLATE: Charlie: No. I like this job, but I'm tired. -TEMPLATE: Ken: ____ -RESPONSE: You should take a vacation. - -TEMPLATE: Fred: Where should we go for lunch? -TEMPLATE: Vince: I'd like a hamburger and french fries. How about you? -TEMPLATE: Fred: That sounds good to me. -TEMPLATE: Vince: ____ -RESPONSE: We should go to a burger place. - # Source: LLA 3D Figure 3 -$SELECT What Should They Do? -ID: 3d-f3 -INTRO: Everyone here has a problem — a headache, a hurt friend, a smoky roommate. Listen to each situation and tap the best advice, then repeat it aloud. +$SELECT What Should You Do? +ID: 9-3d-f3 +INTRO: Real problems now — sick friends, borrowed cars, unpaid loans. Listen to each situation, tap the best advice, and repeat it. INSTRUCTION: Tap the best advice. REPEAT -PROMPT: My friend Barbara doesn't feel well. She didn't feel well yesterday. She has a headache and a high temperature. What should she do? {bk09-l3d-f3-01.mp3} +EXAMPLE +PROMPT: I'm a student. My parents pay for my school, but I never have enough money. What should I do? {bk09-l3d-f3-00-q.mp3} +OPTION: a | Borrow money from your friends. +OPTION: b | Get a part-time job. +OPTION: c | Ask your parents for money. +OPTION: d | Not do anything. +ANSWER: b +FEEDBACK: You should get a part-time job. {bk09-l3d-f3-00-fb.mp3} + +PROMPT: My friend Barbara doesn't feel well. She didn't feel well yesterday. She has a headache and a high temperature. What should she do? {bk09-l3d-f3-01-q.mp3} OPTION: a | Go to the doctor. OPTION: b | Drink a lot of water. OPTION: c | Take some aspirin. OPTION: d | Buy new clothes. ANSWER: a -FEEDBACK: She should go to the doctor. {bk09-l3d-f3-01-a.mp3} +FEEDBACK: She should go to the doctor. {bk09-l3d-f3-01-fb.mp3} -PROMPT: I had to call Dora last night, but I forgot. When she didn't talk to me this morning, I realized that I hurt her feelings. What should I do? {bk09-l3d-f3-02.mp3} +PROMPT: I had to call Dora last night, but I forgot. When she didn't talk to me this morning, I realized that I hurt her feelings. What should I do? {bk09-l3d-f3-02-q.mp3} OPTION: a | Don't tell her anything. OPTION: b | Tell her you were too busy and couldn't call. OPTION: c | Tell her your telephone wasn't working. OPTION: d | Ask her to excuse you and take her to dinner. ANSWER: d -FEEDBACK: You should ask her to excuse you and take her to dinner. {bk09-l3d-f3-02-a.mp3} +FEEDBACK: You should ask her to excuse you and take her to dinner. {bk09-l3d-f3-02-fb.mp3} -PROMPT: Edward is my good friend, and he's also my roommate. The problem is that Edward smokes a lot. I don't want to hurt his feelings. I don't say anything, but his smoke bothers me. {bk09-l3d-f3-03.mp3} +PROMPT: Edward is my good friend, and he's also my roommate. The problem is that Edward smokes a lot. I don't want to hurt his feelings. I don't say anything, but his smoke bothers me. {bk09-l3d-f3-03-q.mp3} OPTION: a | Move to a different apartment. OPTION: b | Tell his friend to move out. OPTION: c | Not say anything to anyone. OPTION: d | Tell his friend not to smoke in the room because it bothers him. ANSWER: d -FEEDBACK: He should tell his friend not to smoke in the room because it bothers him. {bk09-l3d-f3-03-a.mp3} +FEEDBACK: He should tell his friend not to smoke in the room because it bothers him. {bk09-l3d-f3-03-fb.mp3} -PROMPT: My friend Sarah is out of town. She will be away for 1 month. She left her car with me and told me I could drive it. Yesterday I went to the store and I had an accident. What should I do? {bk09-l3d-f3-04.mp3} +PROMPT: My friend Sarah is out of town. She will be away for 1 month. She left her car with me and told me I could drive it. Yesterday I went to the store and I had an accident. What should I do? {bk09-l3d-f3-04-q.mp3} OPTION: a | Move to another town where she won't find you. OPTION: b | Tell your friend that it wasn't your fault. OPTION: c | Apologize to your friend and fix the car. OPTION: d | Fix the car and don't tell your friend about it. ANSWER: c -FEEDBACK: You should apologize to your friend and fix the car. {bk09-l3d-f3-04-a.mp3} +FEEDBACK: You should apologize to your friend and fix the car. {bk09-l3d-f3-04-fb.mp3} -PROMPT: I lent Roger $50 last month. He said that he would pay me last week, but he didn't pay me. I know he has the money. What should I do? {bk09-l3d-f3-05.mp3} +PROMPT: I lent Roger $50 last month. He said that he would pay me last week, but he didn't pay me. I know he has the money. What should I do? {bk09-l3d-f3-05-q.mp3} OPTION: a | Not say anything and hope he'll remember. OPTION: b | Tell your friend that you need the money he borrowed from you. OPTION: c | Ask another friend to tell him. OPTION: d | Tell your friend that you will never lend him money again. ANSWER: b -FEEDBACK: You should tell your friend that you need the money he borrowed from you. {bk09-l3d-f3-05-a.mp3} - -# Source: ST §Can You Give Me Any Advice? -$DIALOGUE Can You Give Me Any Advice? -ID: l3-s34 -INTRO: Four short conversations where friends ask for — and get — advice. Notice how "should", "maybe", and "I guess" soften the suggestions. -INSTRUCTION: Read the dialogs. - -Roger: I found this wallet, but I don't know whose it is. -Kevin: Maybe you should look through it to find an ID. -Roger: Yes, and then we should call that person right away. - -David: It's time for class and I forgot my book. What should I do? -Stan: You can borrow mine. I won't need it until 10:00. -David: Thanks. I'll give it to you after this first class. - -Mark: Look at this check. My father sent me this money for my birthday. What do you think I should do with it? -Carl: I guess you should save it. Then you won't have to borrow money from me all the time. - -Jack: I told Al that I didn't know who broke his TV. I told a lie. I broke it accidentally. What should I do? -Chris: Tell him the truth. He's your friend. He'll understand. Then maybe you should help pay for the repair. +FEEDBACK: You should tell your friend that you need the money he borrowed from you. {bk09-l3d-f3-05-fb.mp3} # Source: ST §You Should... -$PRODUCE You Should... -ID: l3-s35 -INTRO: Real problems, no answer choices this time. Read each situation and give your advice aloud in a complete sentence with "should". -INSTRUCTION: Read the situation and give advice in a complete sentence using "should". +$SELECT You Should... +ID: l3-s36 +INTRO: More situations — but this time there's no single right answer. Read each one and tap the advice you'd give. +INSTRUCTION: Read each situation and choose the best advice. + +TEMPLATE: My friend borrowed $10 from me three weeks ago. When I ask him about the money, he tells me "next week, next week." What should I do? +OPTION: a | You should ask him again. +OPTION: b | You should forget about it. +OPTION: c | You should tell a friend to ask him about it. +ANSWER: a|b|c + +TEMPLATE: I just hit a parked car. The driver of the car isn't here. What should I do? +OPTION: a | You should wait for the driver. +OPTION: b | You should leave a message. +OPTION: c | You should call the police. +ANSWER: a|b|c + +TEMPLATE: Laura works in an office with 10 other people. Everyday one person makes a lot of calls and talks to his friends. Then the others have to do his work. What should they do? +OPTION: a | They should make a lot of noise when he's on the phone. +OPTION: b | They should ask him not to talk on the phone all day. +OPTION: c | They should not do his work. +ANSWER: b|c + +TEMPLATE: John's roommate likes to sleep with the windows open. John doesn't. He doesn't sleep well with them open. What should he do? +OPTION: a | He should tell his friend to close the windows. +OPTION: b | He should move from the apartment. +OPTION: c | He should ask his friend to move. +ANSWER: a|b|c + +# Source: ST §Should I Buy a New Car? +$PRODUCE Should I Buy a New Car? +ID: l3-s24 +INTRO: Now you give the advice. Read each short conversation and say the last line — advice with "should". +INSTRUCTION: Complete each dialog by giving advice using "should". INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any reasonable advice using "should" that directly addresses the problem described in the prompt. +RUBRIC: Accept any logical advice sentence using "should" or "shouldn't" that matches the situation in the prompt. -PROMPT: My friend borrowed $10 from me three weeks ago. When I ask him about the money, he tells me "next week, next week." What should I do? -RESPONSE: You should ask him again. +EXAMPLE +PROMPT: Bill: Should I buy furniture or rent it? / Jack: How long will you stay here? / Bill: A year, or maybe less. / Jack: +RESPONSE: Then you should rent it. -PROMPT: I just hit a parked car. The driver of the car isn't here. What should I do? -RESPONSE: You should leave a message for the driver. +PROMPT: Bob: Should I fix my car or buy a new one? / Tim: How old is it? / Bob: It's ten years old. / Tim: +RESPONSE: You should buy a new one. -PROMPT: Laura works in an office with 10 other people. Every day one person makes a lot of calls and talks to his friends. Then the others have to do his work. What should they do? -RESPONSE: They should ask him not to talk on the phone all day. +PROMPT: Ed: Should I buy a big car or a small car? / Al: How many children do you have? / Ed: Four. / Al: +RESPONSE: You should buy a big car. -PROMPT: John's roommate likes to sleep with the windows open. John doesn't. He doesn't sleep well with them open. What should he do? -RESPONSE: He should tell his friend to close the windows. +PROMPT: Jim: Should I buy a pet? / Jack: Do you like animals? / Jim: Yes. I think they're interesting. / Jack: +RESPONSE: Then you should buy a pet. + +PROMPT: Pete: Should I buy a big dog? / John: Do you have a large yard? / Pete: No. I live in an apartment. / John: +RESPONSE: You shouldn't buy a big dog. You should buy a small dog. + +PROMPT: Mike: Should I visit Chicago or Houston? / Jeff: Do you like cold weather? / Mike: Yes, I enjoy it. / Jeff: +RESPONSE: Then you should visit Chicago. + +PROMPT: Larry: Should I keep my house or sell it? / Kevin: Do you think you'll move back here sometime? / Larry: No, I'll never move back here. / Kevin: +RESPONSE: Then you should sell it. + +PROMPT: Charlie: Do you think I should find a different job? / Ken: Are you bored? / Charlie: No. I like this job, but I'm tired. / Ken: +RESPONSE: You shouldn't find a different job. You should take a vacation. + +PROMPT: Fred: Where should we go for lunch? / Vince: I'd like a hamburger and french fries. How about you? / Fred: That sounds good to me. / Vince: +RESPONSE: Then we should go to a burger restaurant. # Source: ST §What Should I Do? -$PRODUCE Dear Ruth -ID: l3-s36 -INTRO: Remember the letter to Ann? Now you're the advice columnist. Read each letter and give the writer your advice aloud, using "should". -INSTRUCTION: Read the letter and give the writer your advice. +$PRODUCE What Should I Do? +ID: l3-s37 +INTRO: Two letters ask for your advice — like Ann, you're the expert now. Read each letter and answer with "should" or "shouldn't". +INSTRUCTION: Read the letters and give your advice using "should". INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any reasonable advice using "should" that directly addresses the problem described in the letter. +RUBRIC: Accept any clear, relevant advice sentence using "should" or "shouldn't" that addresses the situation in the letter. PROMPT: Dear Ruth, I was using my friend's car. I had an accident. What should I do? Should I tell my friend, or should I get it fixed and not tell my friend? — Careless -RESPONSE: You should tell your friend the truth and pay to fix the car. +RESPONSE: You should tell your friend the truth and help pay to fix the car. PROMPT: Dear Ruth, My wife got a lot of money for her birthday. I want to buy a new television. She wants to take a trip. What do you think we should do? — Needing a new TV -RESPONSE: You should let her take a trip because it is her birthday money. +RESPONSE: You should talk to your wife and maybe do both or take the trip since it is her birthday money. -$SESSION 3-6: Adverbs of Manner +$SESSION 3-5: Adverbs of Manner -# Source: ST §Adverbs of Manner -$GRAMMAR Adverbs of Manner -ID: l3-s24 -INTRO: In this part you'll learn to say HOW people do things — slowly, carefully, badly, or well. Most of the work is done by two little letters: "ly". +# Source: ST §Formation of Adverbs with -ly +$GRAMMAR Making Adverbs with "-ly" +ID: l3-s25 +INTRO: In this part you'll learn to say HOW people do things — slowly, carefully, badly. Add "-ly" to an adjective and you have an adverb. -CARD: Many adverbs are formed by simply adding "ly" to an adjective. This tells us how an action is done. -{bad} +CARD: A suffix is a letter or group of letters added to the end of a word. Many adverbs are formed by adding the suffix "-ly" to the adjective. {badly} -{He plays badly.} -{careful} {carefully} -{She drives carefully.} +{carelessly} +{correctly} +{safely} +{slowly} -CARD: Watch out for spelling changes! When an adjective ends in "y", change the "y" to an "i" before adding "ly". -{happy} +CARD: When the adjective ends in "-y", change the "y" to "i" and add "-ly". +{busily} {happily} -{They are playing happily.} -{easy} {easily} -{I can do this easily.} -CARD: Some adverbs have completely irregular forms. For example, the adverb form of "good" is "well". -{good} -{well} -{She is a good singer.} -{She sings well.} - -CARD: Other adverbs use the exact same word as the adjective form. "Fast" doesn't change at all. -{fast} -{He is a fast runner.} -{He runs fast.} +CARD: Two exceptions to remember: the adverb of "good" is {well}, and "fast" stays {fast}. SUMMARY: -**Adjectives and Adverbs** - -Many adverbs are formed by adding the suffix **ly** to the adjective. -*Notice the spelling change when the adjective ends in **y**.* - | ADJECTIVE | SUFFIX | ADVERB | |---|---|---| -| bad | ly | badly | -| careful | ly | carefully | -| careless | ly | carelessly | -| correct | ly | correctly | -| safe | ly | safely | -| slow | ly | slowly | -| busy | ly | busily* | -| happy | ly | happily* | -| easy | ly | easily* | +| bad | -ly | badly | +| careful | -ly | carefully | +| careless | -ly | carelessly | +| correct | -ly | correctly | +| safe | -ly | safely | +| slow | -ly | slowly | +| busy | -ly | busily* | +| happy | -ly | happily* | +| easy | -ly | easily* | -**Irregular Forms:** -Some adverbs have an irregular form, or the same form as the adjective. +**Irregular and Unchanged Forms** | ADJECTIVE | ADVERB | |---|---| | good | well | | fast | fast | -$PRODUCE Add -ly -ID: 3c-f1 -INTRO: Drill time: you'll hear an adjective — say the adverb by adding "ly", then repeat the correct answer. Watch out for the "y" endings. -INSTRUCTION: Say the adverb aloud. +# Source: LLA 3C Figure 1 +$PRODUCE Add "-ly" to the Adjective +ID: 9-3c-f1 +INTRO: A quick drill on the rule you just saw. Listen to the adjective and say its "-ly" adverb, then repeat the correct answer. +INSTRUCTION: Say the adverb ending in "-ly". INPUT: speak CHECK: reveal REPEAT EXAMPLE -TEMPLATE: (slow) slowly -PROMPT: slow, slowly; repeat, slowly. {bk09-l3c-f1-ex1.mp3} -RESPONSE: slowly. +PROMPT: slow {bk09-l3c-f1-ex1.mp3} +RESPONSE: slowly EXAMPLE -TEMPLATE: (correct) correctly -PROMPT: Correct, correctly; repeat, correctly. {bk09-l3c-f1-ex2.mp3} -RESPONSE: correctly. +PROMPT: correct {bk09-l3c-f1-ex2.mp3} +RESPONSE: correctly EXAMPLE -TEMPLATE: (happy) happily -PROMPT: Happy, happily; repeat, happily. {bk09-l3c-f1-ex3.mp3} -RESPONSE: happily. +PROMPT: happy {bk09-l3c-f1-ex3.mp3} +RESPONSE: happily -PROMPT: Sad. {bk09-l3c-f1-01-q.mp3} -RESPONSE: sadly. {bk09-l3c-f1-01-a.mp3} +PROMPT: sad {bk09-l3c-f1-01-q.mp3} +RESPONSE: sadly {bk09-l3c-f1-01-a.mp3} -PROMPT: Busy. {bk09-l3c-f1-02-q.mp3} -RESPONSE: busily. {bk09-l3c-f1-02-a.mp3} +PROMPT: busy {bk09-l3c-f1-02-q.mp3} +RESPONSE: busily {bk09-l3c-f1-02-a.mp3} -PROMPT: Different. {bk09-l3c-f1-03-q.mp3} -RESPONSE: differently. {bk09-l3c-f1-03-a.mp3} +PROMPT: different {bk09-l3c-f1-03-q.mp3} +RESPONSE: differently {bk09-l3c-f1-03-a.mp3} -PROMPT: Light. {bk09-l3c-f1-04-q.mp3} -RESPONSE: lightly. {bk09-l3c-f1-04-a.mp3} +PROMPT: light {bk09-l3c-f1-04-q.mp3} +RESPONSE: lightly {bk09-l3c-f1-04-a.mp3} -PROMPT: Careful. {bk09-l3c-f1-05-q.mp3} -RESPONSE: carefully. {bk09-l3c-f1-05-a.mp3} +PROMPT: careful {bk09-l3c-f1-05-q.mp3} +RESPONSE: carefully {bk09-l3c-f1-05-a.mp3} -PROMPT: Heavy. {bk09-l3c-f1-06-q.mp3} -RESPONSE: heavily. {bk09-l3c-f1-06-a.mp3} +PROMPT: heavy {bk09-l3c-f1-06-q.mp3} +RESPONSE: heavily {bk09-l3c-f1-06-a.mp3} -PROMPT: Correct. {bk09-l3c-f1-07-q.mp3} -RESPONSE: correctly. {bk09-l3c-f1-07-a.mp3} +PROMPT: correct {bk09-l3c-f1-07-q.mp3} +RESPONSE: correctly {bk09-l3c-f1-07-a.mp3} -PROMPT: Safe. {bk09-l3c-f1-08-q.mp3} -RESPONSE: safely. {bk09-l3c-f1-08-a.mp3} +PROMPT: safe {bk09-l3c-f1-08-q.mp3} +RESPONSE: safely {bk09-l3c-f1-08-a.mp3} -# Source: ST §Using Adverbs -$DIALOGUE Using Adverbs -ID: l3-s25 -INTRO: Each pair here shows the adjective and its adverb doing the same job — "a careful driver" who "drives carefully". Read the pairs of sentences. -INSTRUCTION: Read the pairs of sentences. +# Source: LLA 3C Figure 2 +$DIALOGUE How People Do Things +ID: 9-3c-f2 +INTRO: Now the adverbs in full sentences. Listen to how each person does what they do, and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: Tom runs slowly. {bk09-l3c-f2-01.mp3} +LINE: John listens carefully. {bk09-l3c-f2-02.mp3} +LINE: Jim speaks differently. {bk09-l3c-f2-03.mp3} +LINE: Mrs. Green walks slowly. {bk09-l3c-f2-04.mp3} +LINE: That man dresses nicely. {bk09-l3c-f2-05.mp3} +LINE: David got home fast. {bk09-l3c-f2-06.mp3} +LINE: He speaks English well. {bk09-l3c-f2-07.mp3} +LINE: The students answered correctly. {bk09-l3c-f2-08.mp3} + +# Source: ST §Adverbs of Manner: Examples +$DIALOGUE From Adjective to Adverb +ID: l3-s26 +INTRO: Each pair says the same thing twice — first with the adjective, then with the adverb. Listen for the change. +INSTRUCTION: Listen to the pairs of sentences. LINE: That was a bad tennis game Mark and John played. They played badly. LINE: Nick is a careful driver. He drives carefully. @@ -1541,39 +1470,23 @@ LINE: That was an easy test for Bill. He answered all the questions easily. LINE: Frank is a very slow mechanic. He works slowly. LINE: Mike is a good cook. He cooks well. -# Source: LLA 3C Figure 2 -$DIALOGUE Sentences with Adverbs -ID: 3c-f2 -INTRO: Now hear the adverbs in short sentences. Listen and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Tom *runs slowly*. {bk09-l3c-f2-01.mp3} -LINE: John *listens carefully*. {bk09-l3c-f2-02.mp3} -LINE: Jim *speaks differently*. {bk09-l3c-f2-03.mp3} -LINE: Mrs. Green *walks slowly*. {bk09-l3c-f2-04.mp3} -LINE: That man *dresses nicely*. {bk09-l3c-f2-05.mp3} -LINE: David *got home fast*. {bk09-l3c-f2-06.mp3} -LINE: He *speaks English well*. {bk09-l3c-f2-07.mp3} -LINE: The students *answered correctly*. {bk09-l3c-f2-08.mp3} - # Source: ST §Do You Drive Carefully? $DIALOGUE Do You Drive Carefully? -ID: l3-s26 -INTRO: Four pictures, four adverbs. Repeat each sentence — and note that Jim, at least, should not be your driving teacher. -INSTRUCTION: Repeat the sentences. +ID: l3-s27 +INTRO: Four pictures, four adverbs. Poor Don slept badly — you can see it. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. REPEAT -LINE: Jim's driving carelessly. {st-page_112_001.jpg} -LINE: The girls are walking slowly. {st-page_112_002.jpg} -LINE: Don slept badly last night. {st-page_113_001.jpg} -LINE: Ellen arrived safely. {st-page_113_002.jpg} +LINE: Jim's driving carelessly. {st-page_112_001.jpg|A man driving a car with a worried female passenger looking at him} +LINE: The girls are walking slowly. {st-page_112_002.jpg|Two young women carrying books walking outdoors along a house} +LINE: Don slept badly last night. {st-page_113_001.jpg|A man sitting in bed at night, waking up groggily and looking at his alarm clock} +LINE: Ellen arrived safely. {st-page_113_002.jpg|A woman disembarking an airplane, being greeted warmly at the gate} -# Source: ST §Anna Speaks French Well -$DIALOGUE Anna Speaks French Well -ID: l3-s27 -INTRO: More adverbs at work, from careful students to one unlucky student pilot. Read the sentences. -INSTRUCTION: Read the sentences. +# Source: ST §Anna Speaks French Well. +$DIALOGUE Adverbs in Action +ID: l3-s28 +INTRO: A few more adverb sentences — this time, just listen and follow along. +INSTRUCTION: Listen to the sentences. LINE: Please drive safely. LINE: A train can't stop fast. @@ -1587,16 +1500,17 @@ LINE: The student pilot landed the airplane badly. # Source: LLA 3C Figure 3 $PRODUCE Combine the Sentences -ID: 3c-f3 -INTRO: Two sentences in, one sentence out. Listen to both, combine them using an adverb, then repeat the correct sentence. +ID: 9-3c-f3 +INTRO: Two sentences become one: turn the adjective into an adverb. Say the combined sentence, then repeat the model. INSTRUCTION: Combine the sentences aloud. INPUT: speak CHECK: reveal +SHOW_PROMPT REPEAT EXAMPLE TEMPLATE: Henry picked up the box of dishes. He was careful. -PROMPT: Henry picked up the box of dishes. He was careful. {bk09-l3c-f3-ex-q.mp3} +PROMPT: Henry picked up the box of dishes. He was careful. {bk09-l3c-f3-ex.mp3} RESPONSE: Henry picked up the box of dishes carefully. {bk09-l3c-f3-ex-a.mp3} TEMPLATE: The baby is crying. He is *loud*. @@ -1631,176 +1545,212 @@ TEMPLATE: Jerry runs. He's *fast*. PROMPT: Jerry runs. He's fast. {bk09-l3c-f3-08-q.mp3} RESPONSE: Jerry runs fast. {bk09-l3c-f3-08-a.mp3} -# Source: ST §Please Do This Correctly +# Source: ST §Please Do This Correctly. $PRODUCE Type the Adverb -ID: l3-s28 -INTRO: Now spell them. Type the adverb form of the word in parentheses — remember "y" becomes "i", and "good" plays by its own rules. -INSTRUCTION: Type the correct adverb form of the word in parentheses. +ID: l3-s29 +INTRO: Now write the adverbs. Type the "-ly" form of the word in parentheses — watch for "y" endings and the two exceptions. +INSTRUCTION: Type the adverb form of the word in parentheses. INPUT: type CHECK: exact EXAMPLE -TEMPLATE: John speaks English ____. (correct) -RESPONSE: correctly -ACCEPT: correctly +TEMPLATE: John speaks English ____{correctly}. (correct) +RESPONSE: John speaks English correctly. -TEMPLATE: Nancy writes ____. (bad) -RESPONSE: badly -ACCEPT: badly +TEMPLATE: Nancy writes ____{badly}. (bad) +RESPONSE: Nancy writes badly. -TEMPLATE: Roy reads his language book very ____. (careful) -RESPONSE: carefully -ACCEPT: carefully +TEMPLATE: Roy reads his language book very ____{carefully}. (careful) +RESPONSE: Roy reads his language book very carefully. -TEMPLATE: Roger drives ____. (careless) -RESPONSE: carelessly -ACCEPT: carelessly +TEMPLATE: Roger drives ____{carelessly}. (careless) +RESPONSE: Roger drives carelessly. -TEMPLATE: Al didn't answer all the questions ____. (correct) -RESPONSE: correctly -ACCEPT: correctly +TEMPLATE: Al didn't answer all the questions ____{correctly}. (correct) +RESPONSE: Al didn't answer all the questions correctly. -TEMPLATE: Jack can finish this job in one day ____. (easy) -RESPONSE: easily -ACCEPT: easily +TEMPLATE: Jack can finish this job in one day ____{easily}. (easy) +RESPONSE: Jack can finish this job in one day easily. -TEMPLATE: Teddy eats ____. (fast) -RESPONSE: fast -ACCEPT: fast +TEMPLATE: Teddy eats ____{fast}. (fast) +RESPONSE: Teddy eats fast. -TEMPLATE: John arrived ____ (safe) because his driver knew how to drive in the snow. -RESPONSE: safely -ACCEPT: safely +TEMPLATE: John arrived ____{safely} because his driver knew how to drive in the snow. (safe) +RESPONSE: John arrived safely because his driver knew how to drive in the snow. -TEMPLATE: Joe is walking ____ (slow) because he hurt his foot. -RESPONSE: slowly -ACCEPT: slowly +TEMPLATE: Joe is walking ____{slowly} because he hurt his foot. (slow) +RESPONSE: Joe is walking slowly because he hurt his foot. -TEMPLATE: Ellen didn't sleep ____ (good) last night. -RESPONSE: well -ACCEPT: well +TEMPLATE: Ellen didn't sleep ____{well} last night. (good) +RESPONSE: Ellen didn't sleep well last night. -# Source: ST §Walter Speaks French Well Now -$PRODUCE Walter Speaks French Well Now -ID: l3-s29 -REFERENCE: l3-s24 -INTRO: Walter went to France with bad French and came back with good French. Complete his story by typing the right adverb in each blank — the adverb table is there if you need it. -INSTRUCTION: Type the correct adverb. (badly, correctly, safely, carefully, easily, slowly, carelessly, fast, well) +# Source: ST §Walter Speaks French Well Now. +$PRODUCE Walter Learns French +ID: l3-s30 +INTRO: Walter went to France knowing more French than he could speak — a familiar feeling. Complete his story with adverbs from the box on screen. +INSTRUCTION: Complete the story using adverbs from the box: badly, carefully, carelessly, correctly, easily, fast, safely, slowly, well. INPUT: type CHECK: exact -TEMPLATE: Last summer Walter went to France because he wanted to learn more French. -TEMPLATE: He read the language ____{well}, but he didn't speak it ____{well}. -RESPONSE: He read the language well, but he didn't speak it well. +TEMPLATE: Last summer Walter went to France because he wanted to learn more French. He read the language ____{well|easily}, but he didn't speak it ____{well}. +RESPONSE: Last summer Walter went to France because he wanted to learn more French. He read the language well, but he didn't speak it well. -TEMPLATE: At first he said things ____{badly|carelessly}, and people often laughed. Sometimes they got angry. +TEMPLATE: At first he said things ____{badly|carelessly|incorrectly}, and people often laughed. Sometimes they got angry. RESPONSE: At first he said things badly, and people often laughed. Sometimes they got angry. TEMPLATE: He thought they spoke very ____{fast}, and he had to ask them to repeat their sentences. RESPONSE: He thought they spoke very fast, and he had to ask them to repeat their sentences. -TEMPLATE: Walter listened ____{carefully} and wrote new words in his notebook. -RESPONSE: Walter listened carefully and wrote new words in his notebook. +TEMPLATE: Walter listened ____{carefully} and wrote new words in his notebook. He always tried to spell them ____{correctly}. +RESPONSE: Walter listened carefully and wrote new words in his notebook. He always tried to spell them correctly. -TEMPLATE: He always tried to spell them ____{correctly}. -RESPONSE: He always tried to spell them correctly. +TEMPLATE: Now he understands French and can use it ____{well|easily}. He doesn't say things ____{badly|carelessly}. +RESPONSE: Now he understands French and can use it well. He doesn't say things badly. -TEMPLATE: Now he understands French and can use it ____{easily|well}. -RESPONSE: Now he understands French and can use it easily. +# Source: LLA 3C Figure 6 +$SELECT How Many Syllables? (Review) +ID: 9-3c-f6 +INTRO: Another quick ear check. Listen to each word and tap the number of syllables you hear. +INSTRUCTION: Tap the number of syllables. -TEMPLATE: He doesn't say things ____{carelessly|badly}. -RESPONSE: He doesn't say things carelessly. +OPTION: a | 1 syllable +OPTION: b | 2 syllables +OPTION: c | 3 syllables +OPTION: d | 4 syllables -$SESSION 3-7: How Questions +EXAMPLE +PROMPT: account {bk09-l3c-f6-ex.mp3} +ANSWER: b -# Source: ST §How Did Mary Drive This Morning? -$GRAMMAR How Did Mary Drive? -ID: l3-s31 -INTRO: In this part you'll ask and answer questions with "how" — the question word that adverbs were made for. +PROMPT: roommate {bk09-l3c-f6-01.mp3} +ANSWER: b +FEEDBACK: roommate {bk09-l3c-f6-01-fb.mp3} -CARD: To ask about the way someone did an action in the past, use "How did". -{How did Mary drive?} -{How did they play?} +PROMPT: accident {bk09-l3c-f6-02.mp3} +ANSWER: c +FEEDBACK: accident {bk09-l3c-f6-02-fb.mp3} -CARD: Answer the question by adding an adverb after the verb. +PROMPT: fasten {bk09-l3c-f6-03.mp3} +ANSWER: b +FEEDBACK: fasten {bk09-l3c-f6-03-fb.mp3} + +PROMPT: expensive {bk09-l3c-f6-04.mp3} +ANSWER: c +FEEDBACK: expensive {bk09-l3c-f6-04-fb.mp3} + +PROMPT: interesting {bk09-l3c-f6-05.mp3} +ANSWER: d +FEEDBACK: interesting {bk09-l3c-f6-05-fb.mp3} + +PROMPT: similar {bk09-l3c-f6-06.mp3} +ANSWER: c +FEEDBACK: similar {bk09-l3c-f6-06-fb.mp3} + +PROMPT: place {bk09-l3c-f6-07.mp3} +ANSWER: a +FEEDBACK: place {bk09-l3c-f6-07-fb.mp3} + +PROMPT: senior {bk09-l3c-f6-08.mp3} +ANSWER: b +FEEDBACK: senior {bk09-l3c-f6-08-fb.mp3} + +PROMPT: tool {bk09-l3c-f6-09.mp3} +ANSWER: a +FEEDBACK: tool {bk09-l3c-f6-09-fb.mp3} + +PROMPT: traffic {bk09-l3c-f6-10.mp3} +ANSWER: b +FEEDBACK: traffic {bk09-l3c-f6-10-fb.mp3} + +$SESSION 3-6: Asking and Answering with "How" + +# Source: ST §How Questions with Manner Adverbs +$GRAMMAR Asking Questions with "How" +ID: l3-s32 +INTRO: In this part you'll ask the question those adverbs answer: "How?" + +CARD: To ask about the way someone does something, start with "How" and ask like a yes-no question. {Mary drove fast.} -{They played well.} - -CARD: Sometimes a short answer is enough. You can just say the adverb! -{fast} -{well} - -CARD: If you already have a guess, you can ask a yes-or-no question instead. -{Did Mary drive fast?} -{Did they play well?} +{How did Mary drive?} SUMMARY: -| | | -|---|---| -| (Did Mary drive fast?) | Mary drove {fast}. | -| **How did Mary drive?** | | +| | | Mary | drove | fast. | +|---|---|---|---|---| +| | (Did | Mary | drive | fast?) | +| **How** | **did** | **Mary** | **drive?** | | -$DIALOGUE How Did They Do It? -ID: l3-s32 -INTRO: Read these question-and-answer pairs. Every "how" question gets an adverb for an answer. -INSTRUCTION: Read the sentences. +# Source: ST §How Did Mary Drive This Morning? +$DIALOGUE How Did Mary Drive? +ID: l3-s33 +INTRO: Six quick question-and-answer exchanges with "How". Listen to the pattern. +INSTRUCTION: Listen to the questions and answers. -LINE: How did Mike drive on the trip? He drove carelessly. -LINE: How does Lori cook? She cooks well. -LINE: How did the children sleep last night? They didn't sleep well. -LINE: How does Jimmy ride his bike? He rides very carefully. -LINE: How did he repair the car? He repaired it easily. -LINE: How does Frank do his job? He does it very carefully and correctly. +Bob: How did Mike drive on the trip? +Tom: He drove carelessly. + +Jim: How does Lori cook? +Alan: She cooks well. + +Mother: How did the children sleep last night? +Father: They didn't sleep well. + +Mrs_Gale: How does Jimmy ride his bike? +Mrs_Lowe: He rides very carefully. + +Dave: How did he repair the car? +Mike: He repaired it easily. + +Mr_Gates: How does Frank do his job? +Mr_White: He does it very carefully and correctly. # Source: LLA 3C Figure 4 -$PRODUCE Ask with How -ID: 3c-f4 -INTRO: Your turn to ask. Read the cue words on the screen and ask a question using "how", then repeat the correct question. -INSTRUCTION: Ask a question starting with "how". +$PRODUCE Ask Questions with "How" +ID: 9-3c-f4 +INTRO: Your turn to ask. Use the words on screen to form a question with "How", then repeat the correct question. +INSTRUCTION: Form a question aloud with "How". INPUT: speak CHECK: reveal REPEAT EXAMPLE TEMPLATE: you / drive -PROMPT: You drive. {bk09-l3c-f4-ex-q.mp3} -RESPONSE: How do you drive? +RESPONSE: How do you drive? {bk09-l3c-f4-ex.mp3} TEMPLATE: James / run -RESPONSE: How does James run? {bk09-l3c-f4-01-a.mp3} +RESPONSE: How does James run? {bk09-l3c-f4-01.mp3} TEMPLATE: Mary / speak Spanish -RESPONSE: How does Mary speak Spanish? {bk09-l3c-f4-02-a.mp3} +RESPONSE: How does Mary speak Spanish? {bk09-l3c-f4-02.mp3} TEMPLATE: David / drive -RESPONSE: How does David drive? {bk09-l3c-f4-03-a.mp3} +RESPONSE: How does David drive? {bk09-l3c-f4-03.mp3} TEMPLATE: the new student / speak English -RESPONSE: How does the new student speak English? {bk09-l3c-f4-04-a.mp3} +RESPONSE: How does the new student speak English? {bk09-l3c-f4-04.mp3} TEMPLATE: Sam / dress -RESPONSE: How does Sam dress? {bk09-l3c-f4-05-a.mp3} +RESPONSE: How does Sam dress? {bk09-l3c-f4-05.mp3} TEMPLATE: Lt Rivas / study -RESPONSE: How does Lieutenant Rivas study? {bk09-l3c-f4-06-a.mp3} +RESPONSE: How does Lieutenant Rivas study? {bk09-l3c-f4-06.mp3} TEMPLATE: people / should drive -RESPONSE: How should people drive? {bk09-l3c-f4-07-a.mp3} +RESPONSE: How should people drive? {bk09-l3c-f4-07.mp3} TEMPLATE: Mrs. Chong / walk -RESPONSE: How does Mrs. Chong walk? {bk09-l3c-f4-08-a.mp3} +RESPONSE: How does Mrs. Chong walk? {bk09-l3c-f4-08.mp3} TEMPLATE: you / eat your lunch -RESPONSE: How do you eat your lunch? {bk09-l3c-f4-09-a.mp3} +RESPONSE: How do you eat your lunch? {bk09-l3c-f4-09.mp3} TEMPLATE: John / answered the question -RESPONSE: How did John answer the question? {bk09-l3c-f4-10-a.mp3} +RESPONSE: How did John answer the question? {bk09-l3c-f4-10.mp3} # Source: LLA 3C Figure 5 -$PRODUCE Answer with an Adverb -ID: 3c-f5 -INTRO: Same questions, other side of the conversation. Listen to each question and answer it aloud using the word on the screen, then repeat the correct answer. -INSTRUCTION: Answer aloud using the word on the screen. +$PRODUCE Answer "How" Questions +ID: 9-3c-f5 +INTRO: Same questions, other side. Listen to each question and answer with the cue word, then repeat the model answer. +INSTRUCTION: Answer the question aloud using the cue word. INPUT: speak CHECK: reveal REPEAT @@ -1808,7 +1758,7 @@ REPEAT EXAMPLE TEMPLATE: carefully PROMPT: How do you drive? {bk09-l3c-f5-ex-q.mp3} -RESPONSE: I drive carefully. +RESPONSE: I drive carefully. {bk09-l3c-f5-ex-a.mp3} TEMPLATE: fast PROMPT: How does James run? {bk09-l3c-f5-01-q.mp3} @@ -1851,18 +1801,17 @@ PROMPT: How did John answer the question? {bk09-l3c-f5-10-q.mp3} RESPONSE: He answered the question correctly. {bk09-l3c-f5-10-a.mp3} # Source: LLA 3D Figure 1 -$PRODUCE Ask About the Past -ID: 3d-f1 +$PRODUCE Ask "How" Questions About the Past +ID: 9-3d-f1 +INTRO: Now ask about yesterday — "How did...?". Use the words on screen to form the question, then listen and repeat the correct one. +INSTRUCTION: Form a question using "how". INPUT: speak CHECK: reveal REPEAT -INTRO: Now ask "how" questions about yesterday — same pattern, past tense. Read the cue words and ask the question like the example. -INSTRUCTION: Ask the question aloud. EXAMPLE TEMPLATE: they / do homework / last night -PROMPT: The words are: "they", "do homework", and "last night". {bk09-l3d-f1-ex-q.mp3} -RESPONSE: How did they do their homework last night? {bk09-l3d-f1-ex-a.mp3} +RESPONSE: How did they do their homework last night? {bk09-l3d-f1-00.mp3} TEMPLATE: you / do on test / last Friday RESPONSE: How did you do on your test last Friday? {bk09-l3d-f1-01.mp3} @@ -1889,18 +1838,18 @@ TEMPLATE: Nicky / talk / yesterday RESPONSE: How did Nikki talk yesterday? {bk09-l3d-f1-08.mp3} # Source: LLA 3D Figure 2 -$PRODUCE Answer About the Past -ID: 3d-f2 +$PRODUCE Answer with Adverbs +ID: 9-3d-f2 +INTRO: And now answer them. Listen to each question and answer with the cue word in a complete sentence, then repeat the model. +INSTRUCTION: Answer the question using the cue word. INPUT: speak CHECK: reveal REPEAT -INTRO: This time someone asks you the questions. Answer aloud using the word on the screen, then repeat the correct answer. -INSTRUCTION: Answer the question aloud. EXAMPLE TEMPLATE: fast -PROMPT: How did they do their homework last night? {bk09-l3d-f2-ex-q.mp3} -RESPONSE: They did their homework fast. {bk09-l3d-f2-ex-a.mp3} +PROMPT: How did they do their homework last night? {bk09-l3d-f2-00-q.mp3} +RESPONSE: They did their homework fast. {bk09-l3d-f2-00-a.mp3} TEMPLATE: well PROMPT: How did you do on your test last Friday? {bk09-l3d-f2-01-q.mp3} @@ -1935,98 +1884,126 @@ PROMPT: How did Nikki talk yesterday? {bk09-l3d-f2-08-q.mp3} RESPONSE: Nikki talked easily. {bk09-l3d-f2-08-a.mp3} # Source: ST §Did Linda Answer the Question Carefully? -$PRODUCE Ask and Answer with How -ID: l3-s33 -INTRO: The full workout: read each little situation, ask a "how" question about the underlined action, and answer it yourself with a fitting adverb — like the example. -INSTRUCTION: Ask a question using "how" and the underlined phrase, then answer it using an adverb. +$PRODUCE Ask and Answer with "How" +ID: l3-s34 +INTRO: Last step: build the whole exchange yourself. Read each situation, then say a "How" question and its answer with an adverb. +INSTRUCTION: Say a "How" question and an answer with an adverb. INPUT: speak CHECK: llm -RUBRIC: The learner must form a grammatical "how" question based on the cue, and answer it logically with an adverb of manner (e.g. fast, well, carefully, badly). +SHOW_PROMPT +RUBRIC: Require a question with "How" and an appropriate answer using an adverb of manner that fits the situation; accept any suitable adverb, not only the one in the model. EXAMPLE -TEMPLATE: Mary was late this morning. She *had to eat breakfast* in five minutes. +PROMPT: Mary was late this morning. She had to eat breakfast in five minutes. RESPONSE: How did she eat? She ate fast. -TEMPLATE: Donna *likes to cook*. She fixed a big dinner Sunday, and everyone thought the food was delicious. -RESPONSE: How does Donna cook? She cooks well. +PROMPT: Donna likes to cook. She fixed a big dinner Sunday, and everyone thought the food was delicious. +RESPONSE: How does she cook? She cooks well. -TEMPLATE: Lt Peters *is writing a letter* for the general. Everything in the letter has to be right. +PROMPT: Lt Peters is writing a letter for the general. Everything in the letter has to be right. RESPONSE: How is he writing the letter? He is writing it carefully. -TEMPLATE: Frank and Pat Day have two young children. Last night the children were sick and cried for hours. Frank and Pat *didn't sleep much*. +PROMPT: Frank and Pat Day have two young children. Last night the children were sick and cried for hours. Frank and Pat didn't sleep much. RESPONSE: How did they sleep? They slept badly. -TEMPLATE: Bruce *is driving* to his office. He's drinking a cup of coffee and he's talking to someone in the back seat. He isn't thinking about the traffic. -RESPONSE: How is Bruce driving? He is driving carelessly. +PROMPT: Bruce is driving to his office. He's drinking a cup of coffee and he's talking to someone in the back seat. He isn't thinking about the traffic. +RESPONSE: How is he driving? He is driving carelessly. -TEMPLATE: Paul *wants to get a job* at the bank. They gave him a lot of forms to fill out. He took his time completing the forms and filled in all the information. -RESPONSE: How did he complete the forms? He completed them carefully. +PROMPT: Paul wants to get a job at the bank. They gave him a lot of forms to fill out. He took his time completing the forms and filled in all the information. +RESPONSE: How did he complete the forms? He completed them carefully and correctly. -TEMPLATE: John's *taking a math test* right now. The problems aren't hard for him. The teacher gave the class only 30 minutes for the test. The other students may not finish it, but John will. -RESPONSE: How is John taking the test? He is taking it easily. +PROMPT: John's taking a math test right now. The problems aren't hard for him. The teacher gave the class only 30 minutes for the test. The other students may not finish it, but John will. +RESPONSE: How is he taking the test? He is doing it easily and fast. -# Source: LLA 3C Figure 6 -$SELECT Number of Syllables -ID: 3c-f6 -INTRO: Ear training again, with longer words this time — some stretch to four syllables. Listen and tap the number of syllables. -INSTRUCTION: Tap the number of syllables. -OPTION: a | 1 syllable -OPTION: b | 2 syllables -OPTION: c | 3 syllables -OPTION: d | 4 syllables +$SESSION 3-7: Friends and Advice in Action -EXAMPLE -PROMPT: account {bk09-l3c-f6-ex-q.mp3} -ANSWER: b -FEEDBACK: The word "account" has 2 syllables. {bk09-l3c-f6-ex-a.mp3} +# Source: LLA 3D Figure 4 +$DIALOGUE Rudy and Fred +ID: 9-3d-f4-story +INTRO: In this part, the lesson's words go to work on real situations — starting with two friends who had a fight over a secret. Just listen. +INSTRUCTION: Listen to the story. -PROMPT: roommate {bk09-l3c-f6-01-q.mp3} -ANSWER: b -FEEDBACK: The word "roommate" has 2 syllables. {bk09-l3c-f6-01-a.mp3} +VOCAB: roommate +LINE: Rudy and Fred are roommates. {bk09-l3d-f4-01.mp3} +LINE: They are also good friends. {bk09-l3d-f4-02.mp3} -PROMPT: accident {bk09-l3c-f6-02-q.mp3} -ANSWER: c -FEEDBACK: The word "accident" has 3 syllables. {bk09-l3c-f6-02-a.mp3} +VOCAB: friendship +LINE: Their friendship began in high school, and now they're in college. {bk09-l3d-f4-03.mp3} -PROMPT: fasten {bk09-l3c-f6-03-q.mp3} -ANSWER: b -FEEDBACK: The word "fasten" has 2 syllables. {bk09-l3c-f6-03-a.mp3} +VOCAB: to care about +LINE: They care about their friendship. {bk09-l3d-f4-04.mp3} -PROMPT: expensive {bk09-l3c-f6-04-q.mp3} -ANSWER: c -FEEDBACK: The word "expensive" has 3 syllables. {bk09-l3c-f6-04-a.mp3} +VOCAB: advice +LINE: When one of them has a problem, the other one always listens and gives advice. {bk09-l3d-f4-05.mp3} -PROMPT: interesting {bk09-l3c-f6-05-q.mp3} -ANSWER: d -FEEDBACK: The word "interesting" has 4 syllables. {bk09-l3c-f6-05-a.mp3} +LINE: Last week, Fred and Rudy were angry with each other. {bk09-l3d-f4-06.mp3} -PROMPT: similar {bk09-l3c-f6-06-q.mp3} -ANSWER: c -FEEDBACK: The word "similar" has 3 syllables. {bk09-l3c-f6-06-a.mp3} +VOCAB: secret +LINE: Fred did not keep a secret for Rudy. {bk09-l3d-f4-07.mp3} +LINE: Fred did not realize it was a secret. {bk09-l3d-f4-08.mp3} +LINE: When they talked about the problem, Fred understood why Rudy was angry. {bk09-l3d-f4-09.mp3} +LINE: Fred apologized to Rudy. {bk09-l3d-f4-10.mp3} +LINE: Everything is okay now. {bk09-l3d-f4-11.mp3} -PROMPT: place {bk09-l3c-f6-07-q.mp3} -ANSWER: a -FEEDBACK: The word "place" has 1 syllable. {bk09-l3c-f6-07-a.mp3} +# Source: LLA 3D Figure 4 (questions) +$PRODUCE Questions: Rudy and Fred +ID: 9-3d-f4 +REFERENCE: 9-3d-f4-story +INTRO: Answer the questions about Rudy and Fred aloud, then repeat the model answer. Open the story if you need help. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal +REPEAT -PROMPT: senior {bk09-l3c-f6-08-q.mp3} -ANSWER: b -FEEDBACK: The word "senior" has 2 syllables. {bk09-l3c-f6-08-a.mp3} +PROMPT: What are Rudy and Fred? {bk09-l3d-f4-q01.mp3} +RESPONSE: They're roommates. {bk09-l3d-f4-a01.mp3} -PROMPT: tool {bk09-l3c-f6-09-q.mp3} -ANSWER: a -FEEDBACK: The word "tool" has 1 syllable. {bk09-l3c-f6-09-a.mp3} +PROMPT: When did their friendship begin? {bk09-l3d-f4-q02.mp3} +RESPONSE: It began when they were in high school. {bk09-l3d-f4-a02.mp3} -PROMPT: traffic {bk09-l3c-f6-10-q.mp3} -ANSWER: b -FEEDBACK: The word "traffic" has 2 syllables. {bk09-l3c-f6-10-a.mp3} +PROMPT: What do they care about? {bk09-l3d-f4-q03.mp3} +RESPONSE: They care about their friendship. {bk09-l3d-f4-a03.mp3} -$SESSION 3-8: Putting It All Together +PROMPT: What happens when one of the two friends has problems? {bk09-l3d-f4-q04.mp3} +RESPONSE: The other one listens and gives advice. {bk09-l3d-f4-a04.mp3} + +PROMPT: What happened last week? {bk09-l3d-f4-q05.mp3} +RESPONSE: They were angry with each other. {bk09-l3d-f4-a05.mp3} + +PROMPT: Why was Rudy angry? {bk09-l3d-f4-q06.mp3} +RESPONSE: Because Fred did not keep a secret. {bk09-l3d-f4-a06.mp3} + +PROMPT: Did Fred understand why Rudy was angry? {bk09-l3d-f4-q07.mp3} +RESPONSE: Yes, he did. {bk09-l3d-f4-a07.mp3} + +PROMPT: What did Fred do? {bk09-l3d-f4-q08.mp3} +RESPONSE: He apologized to Rudy. {bk09-l3d-f4-a08.mp3} + +# Source: ST §Can You Give Me Any Advice? +$DIALOGUE Can You Give Me Any Advice? +ID: l3-s35 +INTRO: Four small problems, four pieces of advice — a lost wallet, a forgotten book, birthday money, and one broken TV. Listen to the dialogs. +INSTRUCTION: Listen to the dialogs. + +Roger: I found this wallet, but I don't know whose it is. +Kevin: Maybe you should look through it to find an ID. +Roger: Yes, and then we should call that person right away. + +David: It's time for class and I forgot my book. What should I do? +Stan: You can borrow mine. I won't need it until 10:00. +David: Thanks. I'll give it to you after this first class. + +Mark: Look at this check. My father sent me this money for my birthday. What do you think I should do with it? +Carl: I guess you should save it. Then you won't have to borrow money from me all the time. + +Jack: I told Al that I didn't know who broke his TV. I told a lie. I broke it accidentally. What should I do? +Chris: Tell him the truth. He's your friend. He'll understand. Then maybe you should help pay for the repair. # Source: LLA 3C Figure 7 -$SELECT Choose the Best Reply -ID: 3c-f7 -INTRO: Last part: everything from this lesson, mixed together. First, quick exchanges — listen to each question, tap the reply that fits, then repeat it. -INSTRUCTION: Tap the best answer. +$SELECT Pick the Best Response +ID: 9-3c-f7 +INTRO: Quick reactions: listen to each question, tap the response that makes sense, and repeat it. +INSTRUCTION: Tap the best response. REPEAT EXAMPLE @@ -2075,47 +2052,161 @@ OPTION: a | at the party {bk09-l3c-f7-08-a.mp3} OPTION: b | in the story ANSWER: a -# SKIPPED (book): ST Listening Skill "CAN YOU FOLLOW MY DIRECTIONS?" — instructor-read -# map directions with no recorded stimulus. The taped map-directions figure below (LLA 3B -# Figure 7) covers the same skill with real audio. +# Source: ST §His Roommate Borrowed His Clothes +$SELECT His Roommate Borrowed His Clothes +ID: l3-s31 +INTRO: A story with choices in it — for each numbered spot, several words fit. Pick any word that works; there's more than one right answer. +INSTRUCTION: Choose the word or phrase that fits best in each numbered position. + +TEMPLATE: (1) roommate is a (2) man. He works out at the (3) gym every day. (4), he takes (5) gym clothes with him. But yesterday, he forgot, and he had to borrow (6) clothes. +TEMPLATE: Slot (1): ____ roommate +OPTION: a | My +OPTION: b | Our +OPTION: c | John's +ANSWER: a|b|c + +TEMPLATE: Slot (2): a ____ man +OPTION: a | young +OPTION: b | strong +OPTION: c | healthy +ANSWER: a|b|c + +TEMPLATE: Slot (3): at the ____ gym +OPTION: a | downtown +OPTION: b | base +OPTION: c | men's +ANSWER: a|b|c + +TEMPLATE: Slot (4): ____, he takes +OPTION: a | Most of the time +OPTION: b | Sometimes +OPTION: c | Usually +ANSWER: a|b|c + +TEMPLATE: Slot (5): takes ____ gym clothes +OPTION: a | his +OPTION: b | clean +OPTION: c | some +ANSWER: a|b|c + +TEMPLATE: Slot (6): had to borrow ____ clothes +OPTION: a | some +OPTION: b | someone's +OPTION: c | a friend's +ANSWER: a|b|c + +$SESSION 3-8: Review and Listening Practice # Source: LLA 3B Figure 7 -$SELECT Follow the Directions on the Map {page_069_001.jpg} -ID: 3b-f7 -INTRO: Time for a drive. Listen to the directions, follow them on the map, and tap the letter of the place the speaker arrives at. -INSTRUCTION: Tap the correct map letter. +$SELECT Find the Places on the Map {page_069_001.jpg|Map layout showing Callas St., Roadway, IH 410, Green Valley, a compass rose, and marked building locations labeled (A), (B), (C), (D), (E)} +ID: 9-3b-f7 +INTRO: Last part — everything from the lesson, one more time. First, a driving tour: follow the spoken directions on the map and tap the letter of each building. +INSTRUCTION: Tap the correct letter for each building. + OPTION: a | A OPTION: b | B OPTION: c | C OPTION: d | D OPTION: e | E -EXAMPLE +PROMPT: I'm in my apartment. It is on Roadway, south of 410, on the right side. {bk09-l3b-f7-01.mp3} TEMPLATE: my apartment -PROMPT: I'm in my apartment. It is on Roadway, south of 410, on the right side. My apartment building is letter... {bk09-l3b-f7-00.mp3} ANSWER: e +FEEDBACK: The apartment is letter E. {bk09-l3b-f7-01-fb.mp3} +PROMPT: I'm leaving home and driving to the post office. I drive north on Roadway and turn right into the parking lot. {bk09-l3b-f7-02.mp3} TEMPLATE: the post office -PROMPT: I'm leaving home and driving to the post office. I drive north on Roadway and turn right into the parking lot. The post office is letter... {bk09-l3b-f7-01.mp3} ANSWER: b +FEEDBACK: The post office is letter B. {bk09-l3b-f7-02-fb.mp3} +PROMPT: Now I need to go to the restaurant. I leave the parking lot and turn right on Roadway. I drive south past the 410 overpass. I turn right into the parking lot. {bk09-l3b-f7-03.mp3} +TEMPLATE: the restaurant +ANSWER: d +FEEDBACK: The restaurant is letter D. {bk09-l3b-f7-03-fb.mp3} + +PROMPT: Now I need to go to the department store. I get back on Roadway and turn right at the corner. I drive straight ahead on Callas Street. I turn right on Green Valley. I drive south and turn left into the parking lot. {bk09-l3b-f7-04.mp3} TEMPLATE: the department store -PROMPT: Now I need to go to the department store. I get back on Roadway and turn right at the corner. I drive straight ahead on Callas Street. I turn right on Green Valley. I drive south and turn left into the parking lot. The department store is letter... {bk09-l3b-f7-02.mp3} ANSWER: c +FEEDBACK: The department store is letter C. {bk09-l3b-f7-04-fb.mp3} +PROMPT: Now I need to go to the grocery store and buy some soap. I drive south on Green Valley and take 410 West. I exit on Roadway and go north and turn left into the parking lot. {bk09-l3b-f7-05.mp3} TEMPLATE: the grocery store -PROMPT: Now I need to go to the grocery store and buy some soap. I drive south on Green Valley and take 410 West. I exit on Roadway and go north and turn left into the parking lot. The grocery store is letter... {bk09-l3b-f7-03.mp3} +ANSWER: a +FEEDBACK: The grocery store is letter A. {bk09-l3b-f7-05-fb.mp3} + +# SKIPPED (book): Listening Skill "CAN YOU FOLLOW MY DIRECTIONS?" — instructor-read map directions not printed in the Student Text; the recorded LLA map activity above covers the same skill. + +# Source: ST §What's the Missing Word? +$SELECT What's the Missing Word? +ID: l3-s9 +INTRO: A vocabulary sweep of the whole lesson. Read each sentence and tap the word that completes it. +INSTRUCTION: Tap the best answer to complete each sentence. + +TEMPLATE: I have a problem. Tell me what I ____ do. +OPTION: a | should +OPTION: b | have +OPTION: c | want ANSWER: a -TEMPLATE: the restaurant -PROMPT: I bought the soap. Now I'm getting hungry. I want to eat. I leave the parking lot and turn right on Roadway. I drive south past the 410 overpass. I turn right into the parking lot. The restaurant is letter... {bk09-l3b-f7-04.mp3} -ANSWER: d +TEMPLATE: Ann and Jean are going away to school. They will live in the same apartment and be ____. +OPTION: a | feelings +OPTION: b | secrets +OPTION: c | roommates +ANSWER: c + +TEMPLATE: Sam didn't like the movie, but he ____ the music. +OPTION: a | enjoyed +OPTION: b | listened +OPTION: c | bothered +ANSWER: a + +TEMPLATE: Doug always does just what he wants. He doesn't ____ what other people might want to do. +OPTION: a | care for +OPTION: b | care about +OPTION: c | go out +ANSWER: b + +TEMPLATE: Pete told his younger brother to stay in school. I think he gave him good ____. +OPTION: a | story +OPTION: b | truth +OPTION: c | advice +ANSWER: c + +TEMPLATE: I didn't like Bill's new car, but I told him I did. I didn't want to ____. +OPTION: a | care about him +OPTION: b | hurt his feelings +OPTION: c | tell him a secret +ANSWER: b + +TEMPLATE: We need to be at the office early tomorrow. I ____ we should leave the house at 6:15. +OPTION: a | guess +OPTION: b | tell +OPTION: c | enjoy +ANSWER: a + +TEMPLATE: What do you think about the new schedule? Tell me your ____. +OPTION: a | friendship +OPTION: b | secret +OPTION: c | opinion +ANSWER: c + +TEMPLATE: Please don't bother Dave right now. He has to write a ____ for his English class. +OPTION: a | truth +OPTION: b | story +OPTION: c | lie +ANSWER: b + +TEMPLATE: Let's wait a few more minutes. ____ Tony will come. +OPTION: a | If +OPTION: b | Maybe +OPTION: c | Then +ANSWER: b # Source: LLA 3C Figure 9 -$DIALOGUE Healthy People -ID: 3c-f9 -INTRO: A short listening passage about health and exercise. Just listen — afterwards you'll name its topic. -INSTRUCTION: Listen to the paragraph. +$DIALOGUE Good Health +ID: 9-3c-f9-story +INTRO: A short talk about what healthy people are doing these days. Listen — there's a question after. +INSTRUCTION: Listen to the passage. LINE: More people are interested in good health these days. {bk09-l3c-f9-01.mp3} LINE: They are exercising more. {bk09-l3c-f9-02.mp3} @@ -2128,196 +2219,94 @@ LINE: They are eating more vegetables and less meat. {bk09-l3c-f9-08.mp3} LINE: They want to be healthy, not sick. {bk09-l3c-f9-09.mp3} LINE: They want to feel good. {bk09-l3c-f9-10.mp3} -# Source: LLA 3C Figure 9 (topic) +# Source: LLA 3C Figure 9 (topic question) $PRODUCE What's the Topic? -ID: 3c-f9-b -REFERENCE +ID: 9-3c-f9 +REFERENCE: 9-3c-f9-story +INTRO: In a word or two: what was that passage about? Type the topic. +INSTRUCTION: Type the topic of the paragraph. INPUT: type -CHECK: exact -INTRO: In a word or two: what was that paragraph about? Type the topic. You can listen to the passage again if you need to. -INSTRUCTION: Type the topic. +CHECK: llm +RUBRIC: Accept any short phrase naming the topic as health, good health, healthy people, or healthy living/habits; reject unrelated or overly narrow topics like only "exercise" alone is acceptable as partially correct — prefer to accept if it clearly relates to people becoming healthier. -PROMPT: Write the topic on the first line. {bk09-l3c-f9-11.mp3} -RESPONSE: healthy people {bk09-l3c-f9-11-a.mp3} -ACCEPT: healthy people. | good health | health +TEMPLATE: What is the topic of the paragraph? +RESPONSE: Good health. -# Source: LLA 3D Figure 4 -$DIALOGUE Rudy and Fred -ID: 3d-f4 -INTRO: One last story — two roommates, one secret that didn't stay secret, and an apology. Read the paragraph silently as it is read for you. -INSTRUCTION: Read and listen. - -LINE: Rudy and Fred are roommates. {bk09-l3d-f4-p-01.mp3} -LINE: They are also good friends. {bk09-l3d-f4-p-02.mp3} -LINE: Their friendship began in high school, and now they're in college. {bk09-l3d-f4-p-03.mp3} -LINE: They care about their friendship. {bk09-l3d-f4-p-04.mp3} -LINE: When one of them has a problem, the other one always listens and gives advice. {bk09-l3d-f4-p-05.mp3} -LINE: Last week, Fred and Rudy were angry with each other. {bk09-l3d-f4-p-06.mp3} -LINE: Fred did not keep a secret for Rudy. {bk09-l3d-f4-p-07.mp3} -LINE: Fred did not realize it was a secret. {bk09-l3d-f4-p-08.mp3} -LINE: When they talked about the problem, Fred understood why Rudy was angry. {bk09-l3d-f4-p-09.mp3} -LINE: Fred apologized to Rudy. {bk09-l3d-f4-p-10.mp3} -LINE: Everything is okay now. {bk09-l3d-f4-p-11.mp3} - -# Source: LLA 3D Figure 4 (questions) -$PRODUCE Questions About Rudy and Fred -ID: 3d-f4-b -REFERENCE -INPUT: speak -CHECK: reveal -REPEAT -INTRO: Now answer the questions about Rudy and Fred aloud, then repeat the correct answer. The story stays open for you. -INSTRUCTION: Answer aloud with a full sentence. - -PROMPT: What are Rudy and Fred? {bk09-l3d-f4-01-q.mp3} -RESPONSE: They're roommates. {bk09-l3d-f4-01-a.mp3} - -PROMPT: When did their friendship begin? {bk09-l3d-f4-02-q.mp3} -RESPONSE: It began when they were in high school. {bk09-l3d-f4-02-a.mp3} - -PROMPT: What do they care about? {bk09-l3d-f4-03-q.mp3} -RESPONSE: They care about their friendship. {bk09-l3d-f4-03-a.mp3} - -PROMPT: What happens when one of the two friends has problems? {bk09-l3d-f4-04-q.mp3} -RESPONSE: The other one listens and gives advice. {bk09-l3d-f4-04-a.mp3} - -PROMPT: What happened last week? {bk09-l3d-f4-05-q.mp3} -RESPONSE: They were angry with each other. {bk09-l3d-f4-05-a.mp3} - -PROMPT: Why was Rudy angry? {bk09-l3d-f4-06-q.mp3} -RESPONSE: Because Fred did not keep a secret. {bk09-l3d-f4-06-a.mp3} - -PROMPT: Did Fred understand why Rudy was angry? {bk09-l3d-f4-07-q.mp3} -RESPONSE: Yes, he did. {bk09-l3d-f4-07-a.mp3} - -PROMPT: What did Fred do? {bk09-l3d-f4-08-q.mp3} -RESPONSE: He apologized to Rudy. {bk09-l3d-f4-08-a.mp3} - -# Source: ST §Match the Sentences (1) -$SELECT Match the Sentences: At the Bank +# Source: ST §Can You Match the Sentences? (Sandra) +$SELECT Sandra's Story — Match the Parts ID: l3-s12 -INTRO: Build a little story about Sandra and her new checks. For each sentence beginning, tap the ending that completes it. -INSTRUCTION: Match the beginning of the sentence to the correct ending. +INTRO: Put Sandra's banking story back together: tap the ending that completes each sentence. +INSTRUCTION: Match the phrases to complete the story. OPTION: a | write a check. OPTION: b | opened a checking account. OPTION: c | in the mail. OPTION: d | to take money with her. -TEMPLATE: Last week, Sandra went to the bank and ... +TEMPLATE: Last week, Sandra went to the bank and ____ ANSWER: b -TEMPLATE: Today, she got her checks ... +TEMPLATE: Today, she got her checks ____ ANSWER: c -TEMPLATE: Now she doesn't need ... +TEMPLATE: Now she doesn't need ____ ANSWER: d -TEMPLATE: She'll just ... +TEMPLATE: She'll just ____ ANSWER: a -# Source: ST §Match the Sentences (2) -$SELECT Match the Sentences: The Accident +# Source: ST §Can You Match the Sentences? (Joe) +$SELECT Joe's Accident — Match the Parts ID: l3-s13 -INTRO: Same game, new story: Joe's automobile accident. Tap the ending that completes each beginning — you'll hear this whole story again in the dictation. -INSTRUCTION: Match the beginning of the sentence to the correct ending. +INTRO: Same game, worse day: rebuild the story of Joe's car accident. +INSTRUCTION: Match the phrases to complete the story. OPTION: a | and the car behind him hit him. OPTION: b | so the other driver got a ticket. OPTION: c | to be more careful next time. OPTION: d | an automobile accident. -TEMPLATE: Yesterday, Joe had ... +TEMPLATE: Yesterday, Joe had ____ ANSWER: d -TEMPLATE: He was stopping for a red light, ... +TEMPLATE: He was stopping for a red light, ____ ANSWER: a -TEMPLATE: Joe wasn't at fault, ... +TEMPLATE: Joe wasn't at fault, ____ ANSWER: b -TEMPLATE: And the policeman told him ... +TEMPLATE: And the policeman told him ____ ANSWER: c -# SKIPPED (book): ST "Then write a paragraph with the sentences." — copying the combined -# sentences into a paragraph text block; redundant to the matching activity above. - # Source: LLA 3D Figure 5 $PRODUCE Dictation: John's Accident -ID: 3d-f5 +ID: 9-3d-f5 +INTRO: One last task: John's accident again, this time from the tape. Type each sentence exactly as you hear it. That's the lesson — now go give someone good advice. +INSTRUCTION: Type the sentence you hear. INPUT: type CHECK: exact -INTRO: Last activity of the lesson: a dictation about John's accident. Listen to the paragraph in small parts and type exactly what you hear. Then you're done — go tell someone the truth, or at least give them some advice. -INSTRUCTION: Type the words you hear. -PROMPT: John had... {bk09-l3d-f5-01.mp3} -RESPONSE: John had {bk09-l3d-f5-01.mp3} -ACCEPT: John had... +PROMPT: John had an automobile accident yesterday. {bk09-l3d-f5-01.mp3} +RESPONSE: John had an automobile accident yesterday. {bk09-l3d-f5-01.mp3} -PROMPT: An automobile accident yesterday. {bk09-l3d-f5-02.mp3} -RESPONSE: An automobile accident yesterday. {bk09-l3d-f5-02.mp3} +PROMPT: He stopped for a red light. {bk09-l3d-f5-02.mp3} +RESPONSE: He stopped for a red light. {bk09-l3d-f5-02.mp3} -PROMPT: He stopped for a red light. {bk09-l3d-f5-03.mp3} -RESPONSE: He stopped for a red light. {bk09-l3d-f5-03.mp3} +PROMPT: A car came from behind and hit him. {bk09-l3d-f5-03.mp3} +RESPONSE: A car came from behind and hit him. {bk09-l3d-f5-03.mp3} -PROMPT: A car came from behind. {bk09-l3d-f5-04.mp3} -RESPONSE: A car came from behind. {bk09-l3d-f5-04.mp3} -ACCEPT: A car came from behind +PROMPT: John had his seatbelt on, and he was not hurt. {bk09-l3d-f5-04.mp3} +RESPONSE: John had his seatbelt on, and he was not hurt. {bk09-l3d-f5-04.mp3} -PROMPT: And hit him. {bk09-l3d-f5-05.mp3} -RESPONSE: And hit him. {bk09-l3d-f5-05.mp3} -ACCEPT: and hit him. | and hit him +PROMPT: The other driver was at fault. {bk09-l3d-f5-05.mp3} +RESPONSE: The other driver was at fault. {bk09-l3d-f5-05.mp3} -PROMPT: John had... {bk09-l3d-f5-06.mp3} -RESPONSE: John had {bk09-l3d-f5-06.mp3} -ACCEPT: John had... +PROMPT: He got a ticket. {bk09-l3d-f5-06.mp3} +RESPONSE: He got a ticket. {bk09-l3d-f5-06.mp3} -PROMPT: His seatbelt on. {bk09-l3d-f5-07.mp3} -RESPONSE: His seatbelt on. {bk09-l3d-f5-07.mp3} -ACCEPT: his seatbelt on. | his seatbelt on +PROMPT: His insurance must pay to fix John's car. {bk09-l3d-f5-07.mp3} +RESPONSE: His insurance must pay to fix John's car. {bk09-l3d-f5-07.mp3} -PROMPT: And he was not hurt. {bk09-l3d-f5-08.mp3} -RESPONSE: And he was not hurt. {bk09-l3d-f5-08.mp3} -ACCEPT: and he was not hurt. | and he was not hurt +PROMPT: John won't have a car for a few days, but his wife will take him to work every day. {bk09-l3d-f5-08.mp3} +RESPONSE: John won't have a car for a few days, but his wife will take him to work every day. {bk09-l3d-f5-08.mp3} -PROMPT: The other driver... {bk09-l3d-f5-09.mp3} -RESPONSE: The other driver {bk09-l3d-f5-09.mp3} -ACCEPT: The other driver... - -PROMPT: Was at fault. {bk09-l3d-f5-10.mp3} -RESPONSE: Was at fault. {bk09-l3d-f5-10.mp3} -ACCEPT: was at fault. | was at fault - -PROMPT: He got a ticket. {bk09-l3d-f5-11.mp3} -RESPONSE: He got a ticket. {bk09-l3d-f5-11.mp3} - -PROMPT: His insurance must pay. {bk09-l3d-f5-12.mp3} -RESPONSE: His insurance must pay. {bk09-l3d-f5-12.mp3} -ACCEPT: His insurance must pay - -PROMPT: To fix John's car. {bk09-l3d-f5-13.mp3} -RESPONSE: To fix John's car. {bk09-l3d-f5-13.mp3} -ACCEPT: to fix John's car. | to fix John's car - -PROMPT: John won't have a car. {bk09-l3d-f5-14.mp3} -RESPONSE: John won't have a car. {bk09-l3d-f5-14.mp3} -ACCEPT: John won't have a car - -PROMPT: For a few days. {bk09-l3d-f5-15.mp3} -RESPONSE: For a few days. {bk09-l3d-f5-15.mp3} -ACCEPT: for a few days. | for a few days - -PROMPT: But his wife... {bk09-l3d-f5-16.mp3} -RESPONSE: But his wife {bk09-l3d-f5-16.mp3} -ACCEPT: But his wife... - -PROMPT: Will take him to work. {bk09-l3d-f5-17.mp3} -RESPONSE: Will take him to work. {bk09-l3d-f5-17.mp3} -ACCEPT: will take him to work. | will take him to work - -PROMPT: Every day. {bk09-l3d-f5-18.mp3} -RESPONSE: Every day. {bk09-l3d-f5-18.mp3} -ACCEPT: every day. | every day - -# SKIPPED (book): ST Listening Skill "WHAT IS THE TOPIC?" and Writing Skill "A NICE DINNER" -# (paragraph dictation) — instructor-read tasks with no printed stimulus or recorded audio. -# Topic-listening is covered with real audio by LLA 3C Figure 9 above. Convertible later -# with chosen items + TTS. +# SKIPPED (book): Listening Skill "WHAT IS THE TOPIC?" — instructor-read listening paragraphs; stimulus texts not in Student Text (the recorded "Good Health" topic activity above covers the same skill for one passage). +# SKIPPED (book): Writing Skill "A NICE DINNER" — instructor-read paragraph dictation; stimulus text not in Student Text (the recorded LLA dictation above covers the dictation skill). diff --git a/book-9-lesson-3/bk09-l3a-f2-01-b.mp3 b/book-9-lesson-3/bk09-l3a-f2-01-b.mp3 deleted file mode 100644 index ca66d8c8..00000000 Binary files a/book-9-lesson-3/bk09-l3a-f2-01-b.mp3 and /dev/null differ diff --git a/book-9-lesson-3/bk09-l3a-f2-01.mp3 b/book-9-lesson-3/bk09-l3a-f2-01.mp3 index 79cd45a1..634f8b20 100644 Binary files a/book-9-lesson-3/bk09-l3a-f2-01.mp3 and b/book-9-lesson-3/bk09-l3a-f2-01.mp3 differ diff --git a/book-9-lesson-3/bk09-l3a-f2-02-b.mp3 b/book-9-lesson-3/bk09-l3a-f2-02-b.mp3 deleted file mode 100644 index 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and /dev/null differ diff --git a/book-9-lesson-3/st-page_094_003.jpg b/book-9-lesson-3/st-page_094_003.jpg new file mode 100644 index 00000000..e7d30e7b Binary files /dev/null and b/book-9-lesson-3/st-page_094_003.jpg differ diff --git a/book-9-lesson-4.module b/book-9-lesson-4.module index 84750b37..55018bc4 100644 --- a/book-9-lesson-4.module +++ b/book-9-lesson-4.module @@ -1,185 +1,191 @@ -$MODULE Book 9 · Lesson 4: Will You Forgive Me? {st-page_123_001.jpg} +$MODULE Book 9 · Lesson 4: Will You Forgive Me? {st-page_123_001.jpg|A boy looking dismayed standing next to a broken window with a baseball lying on the ground below it} FORMAT: 2 DIOCO_DOC_ID: alc_book9_lesson4 -DESCRIPTION: Road-trip English — gas stations, motels, laundry — plus apologizing and responding, "that" clauses after feeling and mental-activity verbs, "apologize for" + gerund, and topic/main-idea, outline, and dictation skills. +DESCRIPTION: Road-trip and motel vocabulary, apologizing and forgiving, "that" after feeling words and mental verbs, and "apologize for" + "-ing". 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: Alex | schedar | Male -VOICE: Rita | gacrux | Female -VOICE: Man | achird | Male -VOICE: Lady | gacrux | Female -VOICE: Jimmy | schedar | Male speaker -VOICE: Freddy | charon | Male speaker -VOICE: Customer | iapetus | Male speaker -VOICE: Waiter | achird | Male speaker -VOICE: Chuck | schedar | Male speaker -VOICE: Tony | achird | Male speaker -VOICE: Dan | iapetus | Male speaker -VOICE: Tom | orus | Male speaker -VOICE: Sam | schedar | Male speaker -VOICE: Jim | schedar | Male speaker -VOICE: Don | puck | Male speaker -VOICE: Kim | achernar | Female speaker -VOICE: Pat | sulafat | Female speaker -VOICE: Sue | gacrux | Female speaker -VOICE: Bob | alnilam | Male speaker -VOICE: Tim | charon | Male speaker -VOICE: Pam | aoede | Female speaker +VOICE: Alex | charon | Male traveler +VOICE: Rita | aoede | Female traveler +VOICE: Man | schedar | Male dancer +VOICE: Lady | aoede | Female dancer +VOICE: Clerk | schedar | Male motel clerk +VOICE: John | achird | Male student VOICE: Ann | gacrux | Female speaker +VOICE: Mr_Brown | charon | Male speaker +VOICE: Mike | umbriel | Male speaker +VOICE: Jimmy | charon | Boy speaker +VOICE: Freddy | schedar | Boy speaker +VOICE: Customer | achird | Male customer +VOICE: Waiter | orus | Male waiter +VOICE: Chuck | charon | Male student +VOICE: Tony | orus | Male student +VOICE: Dan | schedar | Male speaker +VOICE: Tom | achird | Male speaker +VOICE: Sam | iapetus | Male speaker +VOICE: Jim | puck | Male speaker +VOICE: Don | alnilam | Male speaker +VOICE: Kim | gacrux | Female speaker +VOICE: Pat | achernar | Female speaker +VOICE: Sue | sulafat | Female speaker +VOICE: Bob | rasalgethi | Male speaker +VOICE: Tim | umbriel | Male speaker +VOICE: Pam | leda | Female speaker VOICE: Kevin | schedar | Male speaker -VOICE: Linda | achernar | Female speaker -VOICE: Alan | charon | Male speaker -VOICE: Paul | orus | Male speaker -VOICE: Mike | iapetus | Male speaker -VOICE: Sara | aoede | Female speaker -VOICE: Bill | achird | Male speaker -VOICE: Jeff | orus | Male speaker +VOICE: Linda | aoede | Female speaker +VOICE: Alan | achird | Male speaker +VOICE: Paul | charon | Male speaker +VOICE: Sara | achernar | Female speaker +VOICE: Bill | iapetus | Male speaker VOICE: Lori | achernar | Female speaker -VOICE: Waitress | sulafat | Female speaker -VOICE: Mr_Allen | puck | Male speaker -VOICE: Mr_Simms | achird | Male speaker -VOICE: Mr_Rogers | charon | Male speaker -VOICE: Carla | aoede | Female speaker -VOICE: Narrator | charon | speaker (auto) +VOICE: Waitress | zephyr | Female waitress +VOICE: Mr_Allen | achird | Male speaker +VOICE: Mr_Simms | schedar | Male speaker +VOICE: Mr_Rogers | orus | Male speaker +VOICE: Carla | kore | Female speaker +VOICE: Jeff | fenrir | Male speaker +VOICE: Narrator | achird | speaker (auto) -$SESSION 4-1: Running Out of Gas +$SESSION 4-1: On the Road — Gas and Gas Stations # Source: LLA 4A Figure 1 -$DIALOGUE New Words: Running Out of Gas -ID: 4a-f1 -INTRO: In this lesson you'll learn to survive a road trip in English — gas stations, motels, laundry — and to apologize properly when things go wrong. Meet Alex and Rita, whose trip begins with a nearly empty gas tank. Listen and repeat each sentence. +$DIALOGUE At the Gas Station +ID: 9-4a-f1 +INTRO: In this lesson you'll learn to travel by road in English — gas stations, motels, and the apologies for whatever gets spilled along the way. First, the new words: listen to each sentence and repeat it. INSTRUCTION: Listen and repeat each sentence. REPEAT -VOCAB: to run out of | running out of +VOCAB: to run out of VOCAB: gasoline -LINE: Alex is running out of gasoline. {page_081_001.jpg} {bk09-l4a-f1-01.mp3} +LINE: Alex is running out of gasoline. {page_081_001.jpg|Man driving a car, looking at the gas gauge pointing near empty} {bk09-l4a-f1-01.mp3} VOCAB: gas VOCAB: tank VOCAB: almost VOCAB: empty -LINE: The gas tank is almost empty. {page_081_001.jpg} {bk09-l4a-f1-01-b.mp3} +LINE: The gas tank is almost empty. {page_081_001.jpg|Man driving a car, looking at the gas gauge pointing near empty} {bk09-l4a-f1-02.mp3} VOCAB: gauge -LINE: The gauge is on E. {page_081_001.jpg} {bk09-l4a-f1-01-c.mp3} +LINE: The gauge is on E. {page_081_001.jpg|Man driving a car, looking at the gas gauge pointing near empty} {bk09-l4a-f1-03.mp3} VOCAB: gas station -LINE: There's a gas station over there. {page_081_002.jpg} {bk09-l4a-f1-01-d.mp3} +LINE: There's a gas station over there. {page_081_002.jpg|Woman pointing toward a GAS sign while a man looks on} {bk09-l4a-f1-04.mp3} VOCAB: to fill up -LINE: Alex can fill up the tank. {page_081_002.jpg} {bk09-l4a-f1-01-e.mp3} +LINE: Alex can fill up the tank. {page_081_002.jpg|Woman pointing toward a GAS sign while a man looks on} {bk09-l4a-f1-05.mp3} VOCAB: restroom -LINE: Rita can wash her hands in the restroom. {page_081_002.jpg} {bk09-l4a-f1-01-f.mp3} +LINE: Rita can wash her hands in the restroom. {page_081_002.jpg|Woman pointing toward a GAS sign while a man looks on} {bk09-l4a-f1-06.mp3} -LINE: Alex filled up the tank. {page_081_003.jpg} {bk09-l4a-f1-01-g.mp3} +LINE: Alex filled up the tank. {page_081_003.jpg|A fuel gauge in a car pointing to full with "F" and "FUEL" visible} {bk09-l4a-f1-07.mp3} VOCAB: full -LINE: The tank is full now. {page_081_003.jpg} {bk09-l4a-f1-01-h.mp3} +LINE: The tank is full now. {page_081_003.jpg|A fuel gauge in a car pointing to full with "F" and "FUEL" visible} {bk09-l4a-f1-08.mp3} VOCAB: ladies' room -LINE: Rita washed her hands in the ladies' room. {page_081_003.jpg} {bk09-l4a-f1-01-i.mp3} +LINE: Rita washed her hands in the ladies' room. {page_081_003.jpg|A fuel gauge in a car pointing to full with "F" and "FUEL" visible} {bk09-l4a-f1-09.mp3} VOCAB: to spill -LINE: Alex spilled some gasoline on his shoes and hands. {page_081_004.jpg} {bk09-l4a-f1-01-j.mp3} +LINE: Alex spilled some gasoline on his shoes and hands. {page_081_004.jpg|Man washing his hands in a restroom sink, spilled gas near his feet} {bk09-l4a-f1-10.mp3} VOCAB: men's room -LINE: He cleaned up in the men's room. {page_081_004.jpg} {bk09-l4a-f1-01-k.mp3} +LINE: He cleaned up in the men's room. {page_081_004.jpg|Man washing his hands in a restroom sink, spilled gas near his feet} {bk09-l4a-f1-11.mp3} # Source: LLA 4A Figure 2 (Part 1) -$DIALOGUE At the Gas Station -ID: 4a-f2 -INTRO: Now hear the whole scene. Alex worries; Rita, as usual, already sees the solution. Just listen — no repeating this time. -INSTRUCTION: Listen to the dialogue. - -Alex: Oh no, I'm running out of gasoline, the tank is almost empty. {bk09-l4a-f2-01.mp3} -Rita: Don't worry, there's a gas station over there. {bk09-l4a-f2-02.mp3} -Alex: I see it. {bk09-l4a-f2-03.mp3} -LINE: I can fill up the tank there. {bk09-l4a-f2-04.mp3} -Rita: Good. {bk09-l4a-f2-05.mp3} -LINE: I need to go to the restroom and wash my hands. {bk09-l4a-f2-06.mp3} -Narrator: And a few minutes later. {bk09-l4a-f2-07.mp3} -Alex: Is the men's room next to the ladies' room? {bk09-l4a-f2-08.mp3} -Rita: Yes, it is. {bk09-l4a-f2-09.mp3} -LINE: Is the tank full now? {bk09-l4a-f2-10.mp3} -Alex: Yes, but I spilled some gas on my shoes. {bk09-l4a-f2-11.mp3} -LINE: I'm going to the men's room to clean up. {bk09-l4a-f2-12.mp3} -Rita: Allright. {bk09-l4a-f2-13.mp3} -LINE: I'm going to look at the map and see which town is next. {bk09-l4a-f2-14.mp3} - -# SKIPPED (tape pass): LLA 4A Figure 2 Part 2 — "This time, you read Alex's lines." Role-play re-run of a dialogue just repeated line by line; dropped. - -# Source: LLA 4A Figure 2 (Part 3) -$PRODUCE Questions About the Gas Station -ID: 4a-f2-b -REFERENCE -INTRO: Answer each question about Alex and Rita aloud in a full sentence. Open the dialogue if you need it, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal +$DIALOGUE The Gas Station Stop +ID: 9-4a-f2 +INTRO: Alex and Rita are on the road, and the gas gauge has bad news. Listen to their conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT -PROMPT: What is Alex running out of? {bk09-l4a-f2-15-q.mp3} -RESPONSE: Alex is running out of gasoline. {bk09-l4a-f2-15-a.mp3} +Alex: Oh no! I'm running out of gasoline. The tank is almost empty. {bk09-l4a-f2-01.mp3} +VOCAB: to worry +Rita: Don't worry. There's a gas station over there. {bk09-l4a-f2-02.mp3} +Alex: I see it. I can fill up the tank there. {bk09-l4a-f2-03.mp3} +Rita: Good. I need to go to the restroom and wash my hands. {bk09-l4a-f2-04.mp3} +Narrator: A few minutes later... {bk09-l4a-f2-05.mp3} +Alex: Is the men's room next to the ladies' room? {bk09-l4a-f2-06.mp3} +Rita: Yes, it is. Is the tank full now? {bk09-l4a-f2-07.mp3} +Alex: Yes, but I spilled some gas on my shoes. I'm going to the men's room to clean up. {bk09-l4a-f2-08.mp3} +Rita: All right. I'm going to look at the map and see which town is next. {bk09-l4a-f2-09.mp3} -PROMPT: What is almost empty? {bk09-l4a-f2-16-q.mp3} -RESPONSE: The gas tank is almost empty. {bk09-l4a-f2-16-a.mp3} +# Source: LLA 4A Figure 2 (Part 2: Role-Play) +$DIALOGUE Take Alex's Part +ID: 9-4a-f2-role-alex +REFERENCE: 9-4a-f2 +PLAY_ROLE: Alex +INTRO: Now practice the conversation. You are Alex — say Alex's lines in the pauses. -PROMPT: Why does Rita say, "Don't worry"? {bk09-l4a-f2-17-q.mp3} -RESPONSE: Because a gas station is near. {bk09-l4a-f2-17-a.mp3} +# Source: LLA 4A Figure 2 (Part 3) +$PRODUCE Questions: The Gas Station Stop +ID: 9-4a-f2-q +REFERENCE: 9-4a-f2 +INPUT: speak +CHECK: reveal +INTRO: Answer the questions about the dialogue aloud in complete sentences. Open the dialogue if you need it. Then repeat the model answer. +INSTRUCTION: Answer the question aloud. +REPEAT -PROMPT: What does Alex have to do at the gas station? {bk09-l4a-f2-18-q.mp3} -RESPONSE: He has to fill up the gas tank. {bk09-l4a-f2-18-a.mp3} +PROMPT: What is Alex running out of? {bk09-l4a-f2-10-q.mp3} +RESPONSE: Alex is running out of gasoline. {bk09-l4a-f2-10-a.mp3} -PROMPT: What does Rita need to do? {bk09-l4a-f2-19-q.mp3} -RESPONSE: She needs to go to the restroom and wash her hands. {bk09-l4a-f2-19-a.mp3} +PROMPT: What is almost empty? {bk09-l4a-f2-11-q.mp3} +RESPONSE: The gas tank is almost empty. {bk09-l4a-f2-11-a.mp3} -PROMPT: Is the tank empty or full after they leave the station? {bk09-l4a-f2-20-q.mp3} -RESPONSE: The tank is full. {bk09-l4a-f2-20-a.mp3} +PROMPT: Why does Rita say, "Don't worry"? {bk09-l4a-f2-12-q.mp3} +RESPONSE: Because a gas station is near. {bk09-l4a-f2-12-a.mp3} -PROMPT: Why does Alex have to clean up? {bk09-l4a-f2-21-q.mp3} -RESPONSE: Because he spilled some gasoline on his shoes. {bk09-l4a-f2-21-a.mp3} +PROMPT: What does Alex have to do at the gas station? {bk09-l4a-f2-13-q.mp3} +RESPONSE: He has to fill up the gas tank. {bk09-l4a-f2-13-a.mp3} -PROMPT: Where are Rita and Alex going from the station? {bk09-l4a-f2-22-q.mp3} -RESPONSE: They're going to another town. {bk09-l4a-f2-22-a.mp3} +PROMPT: What does Rita need to do? {bk09-l4a-f2-14-q.mp3} +RESPONSE: She needs to go to the restroom and wash her hands. {bk09-l4a-f2-14-a.mp3} -# Source: ST §Vocabulary — Wilda and Walter's Trip -$DIALOGUE Wilda and Walter Hit the Road +PROMPT: Is the tank empty or full after they leave the station? {bk09-l4a-f2-15-q.mp3} +RESPONSE: The tank is full. {bk09-l4a-f2-15-a.mp3} + +PROMPT: Why does Alex have to clean up? {bk09-l4a-f2-16-q.mp3} +RESPONSE: Because he spilled some gasoline on his shoes. {bk09-l4a-f2-16-a.mp3} + +PROMPT: Where are Rita and Alex going from the station? {bk09-l4a-f2-17-q.mp3} +RESPONSE: They're going to another town. {bk09-l4a-f2-17-a.mp3} + +# Source: ST §Wilda and Walter's Trip +$DIALOGUE Wilda and Walter's Trip ID: l4-s1 -INTRO: Another couple, another trip. Read along as Wilda and Walter pack, oversleep only slightly, and nearly run out of gas — new words for "getting ready" included. -INSTRUCTION: Read and listen to the story. +INTRO: Meet Wilda and Walter — same kind of trip, different couple. Read their story; you'll answer questions about it next. +INSTRUCTION: Read about Wilda and Walter's trip. VOCAB: ready +Narrator: Wilda and Walter were getting ready to go on a trip. {st-page_125_001.jpg|A woman washing clothes at a laundry sink while a man stands nearby looking at her} VOCAB: laundry -Narrator: Wilda and Walter were getting ready to go on a trip. They had to do the laundry because all their clothes were dirty. {st-page_125_001.jpg} -Narrator: They washed and dried their clothes. {st-page_125_001.jpg} +Narrator: They had to do the laundry because all their clothes were dirty. They washed and dried their clothes. +Narrator: After they finished the laundry, they packed their suitcases. {st-page_125_002.jpg|A man and woman standing next to several pieces of packed baggage/suitcases near a doorway} VOCAB: baggage -Narrator: After they finished the laundry, they packed their suitcases. They put all the baggage in the car. {st-page_125_002.jpg} VOCAB: to hope -Narrator: They hoped to leave early the next day. {st-page_125_002.jpg} +Narrator: They put all the baggage in the car. They hoped to leave early the next day. VOCAB: alarm clock +Narrator: The alarm clock woke them up early the next morning. {st-page_125_003.jpg|An alarm clock on a bedside table next to a lamp} VOCAB: really -Narrator: The alarm clock woke them up early the next morning. They were really tired. {st-page_125_003.jpg} VOCAB: so -Narrator: They didn't want to get up so early, but they did. {st-page_125_003.jpg} +Narrator: They were really tired. They didn't want to get up so early, but they did. -Narrator: They started the trip with a full tank of gasoline in the car. {st-page_126_001.jpg} +Narrator: They started the trip with a full tank of gasoline in the car. {st-page_126_001.jpg|A man sitting at a car pointing toward a GAS sign while looking at the gas gauge near empty} VOCAB: to realize -Narrator: After they drove for about 5 hours, Walter checked the gas gauge. He realized the tank was almost empty. {st-page_126_001.jpg} -Narrator: He didn't want to run out of gas. He stopped at a gas station in the next block to fill up the car. {st-page_126_001.jpg} +Narrator: After they drove for about 5 hours, Walter checked the gas gauge. He realized the tank was almost empty. {st-page_126_002.jpg|A fuel gauge pointing close to empty, marked E and F} +Narrator: He didn't want to run out of gas. He stopped at a gas station in the next block to fill up the car. {st-page_126_003.jpg|A fuel gauge pointing to full, marked E and F} -Narrator: They filled up the tank and asked the attendant, "Where are the restrooms?" {st-page_126_004.jpg} -Narrator: He told them that the restrooms were at the side of the gas station. The men's room was on the left and the ladies' room was on the right. {st-page_126_004.jpg} +Narrator: They filled up the tank and asked the attendant, "Where are the restrooms?" {st-page_126_004.jpg|Walter talking to a gas station attendant near doors marked MEN and LADIES} +Narrator: He told them that the restrooms were at the side of the gas station. +Narrator: The men's room was on the left and the ladies' room was on the right. -# Source: ST §Answer About the Trip -$PRODUCE Questions About Wilda and Walter +# Source: ST §Questions on the Trip +$PRODUCE Questions on the Trip ID: l4-s2 -REFERENCE -INTRO: Answer each question about the story aloud in a full sentence. The story stays one tap away if your memory of Walter's gas gauge fails you. -INSTRUCTION: Answer the questions about the story. +REFERENCE: l4-s1 +INTRO: Now the questions about Wilda and Walter. Answer each one aloud in a complete sentence — reopen the story if you need it. +INSTRUCTION: Answer the questions about the story 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. +RUBRIC: Treat the model answer as the factual key; accept any grammatically correct sentence stating the same fact, in any reasonable phrasing. PROMPT: What were Wilda and Walter doing? RESPONSE: They were getting ready to go on a trip. @@ -197,10 +203,10 @@ PROMPT: Why didn't they want to get up? RESPONSE: They were really tired. PROMPT: What showed Walter that he was almost out of gas? -RESPONSE: Walter checked the gas gauge. +RESPONSE: The gas gauge showed him that he was almost out of gas. PROMPT: Where did he stop to get gas? -RESPONSE: He stopped at a gas station. +RESPONSE: He stopped at a gas station in the next block. PROMPT: Did he just get a little gas? RESPONSE: No, he filled up the car. @@ -211,124 +217,156 @@ RESPONSE: The restrooms were at the side of the gas station. PROMPT: Which room was on the right? RESPONSE: The ladies' room was on the right. -# SKIPPED (book): "THE TANK IS FULL." (ST p. 127) — instructor-read listening skill (sentences matched to gauges, sentences not printed). Convertible later with chosen items + TTS. +# SKIPPED (book): "THE TANK IS FULL." (ST p. 127) — instructor-read listening task with unprinted sentences. Dropped. + +# Source: LLA 4A Figure 6 (Part 1) +$DIALOGUE Important Places for Travelers +ID: 9-4a-f6-passage +INTRO: Now a short talk about the three places every road traveler ends up sooner or later. Just listen. +INSTRUCTION: Listen to the passage. + +LINE: There are three places that are important for automobile travelers: the motel, or motor hotel, the restaurant, and the gas station. {bk09-l4a-f6-01.mp3} +LINE: In the motel you can relax, watch TV, and sleep. {bk09-l4a-f6-02.mp3} +LINE: In the restaurant you can have breakfast, lunch, and dinner when you get hungry. {bk09-l4a-f6-03.mp3} +LINE: At the gas station you can put gasoline in your car and get a drink. {bk09-l4a-f6-04.mp3} + +# Source: LLA 4A Figure 6 (Part 2) +$PRODUCE Complete the Outline: Places for Travelers +ID: 9-4a-f6 +INPUT: type +CHECK: exact +REFERENCE: 9-4a-f6-passage +INTRO: Fill in the outline based on the paragraph you heard. Open the talk again if you need it. +INSTRUCTION: Type the missing places and activities to complete the outline. + +TEMPLATE: Important Places for Travelers {page_085_001.jpg|A flowchart outline titled "Important Places for Travelers" showing empty boxes arranged in a hierarchical structure} +SLOT: 1 | First place | motel +SLOT: 2 | Activity 1 | relax +SLOT: 2 | Activity 2 | watch TV +SLOT: 2 | Activity 3 | sleep +SLOT: 1 | Second place | restaurant +SLOT: 2 | Activity 1 | have breakfast +SLOT: 2 | Activity 2 | have lunch +SLOT: 2 | Activity 3 | have dinner +SLOT: 1 | Third place | gas station +SLOT: 2 | Activity 1 | put gasoline in your car +SLOT: 2 | Activity 2 | get a drink $SESSION 4-2: At the Motel # Source: LLA 4A Figure 3 (Part 1) -$DIALOGUE New Words: At the Motel -ID: 4a-f3 -INTRO: In this part you'll learn the words for a motel room — beds, bathtubs, and the great "hard" versus "soft" question. Alex and Rita check in for the night. Listen and repeat each sentence. -INSTRUCTION: Repeat each word and sentence. +$DIALOGUE Spending the Night at a Motel +ID: 9-4a-f3 +INTRO: New part, new stop: the motel. You'll learn the words for beds, baths, and everything Alex and Rita need for one night's rest. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Alex is really tired. {page_083_001.jpg} {bk09-l4a-f3-01.mp3} +LINE: Alex is really tired. {page_083_001.jpg|Alex and Rita checking into a motel with a clerk behind the check-in desk} {bk09-l4a-f3-01.mp3} VOCAB: motel -LINE: Rita and Alex are going to spend the night at this motel. {page_083_001.jpg} {bk09-l4a-f3-01-b.mp3} +LINE: Rita and Alex are going to spend the night at this motel. {page_083_001.jpg|Alex and Rita checking into a motel with a clerk behind the check-in desk} {bk09-l4a-f3-02.mp3} VOCAB: pleased -LINE: The clerk is pleased. {page_083_001.jpg} {bk09-l4a-f3-01-c.mp3} +LINE: The clerk is pleased. {page_083_001.jpg|Alex and Rita checking into a motel with a clerk behind the check-in desk} {bk09-l4a-f3-03.mp3} VOCAB: bathtub -LINE: Rita fills the bathtub with water. {page_083_002.jpg} {bk09-l4a-f3-02.mp3} +LINE: Rita fills the bathtub with water. {page_083_002.jpg|Rita standing next to a full bathtub with running water} {bk09-l4a-f3-04.mp3} VOCAB: to bathe -LINE: She will bathe and relax. {page_083_002.jpg} {bk09-l4a-f3-02-b.mp3} +LINE: She will bathe and relax. {page_083_002.jpg|Rita standing next to a full bathtub with running water} {bk09-l4a-f3-05.mp3} VOCAB: to take a bath -LINE: She'll take a long bath. {page_083_002.jpg} {bk09-l4a-f3-02-c.mp3} +LINE: She'll take a long bath. {page_083_002.jpg|Rita standing next to a full bathtub with running water} {bk09-l4a-f3-06.mp3} VOCAB: hard -LINE: Alex puts his baggage on the hard chair. {page_083_003.jpg} {bk09-l4a-f3-03.mp3} +LINE: Alex puts his baggage on the hard chair. {page_083_003.jpg|Alex sitting in an armchair with luggage sitting on a hard chair next to him} {bk09-l4a-f3-07.mp3} VOCAB: soft -LINE: He sits in the soft chair. {page_083_003.jpg} {bk09-l4a-f3-03-b.mp3} -LINE: He hopes to relax before he goes to bed. {page_083_003.jpg} {bk09-l4a-f3-03-c.mp3} +LINE: He sits in the soft chair. {page_083_003.jpg|Alex sitting in an armchair with luggage sitting on a hard chair next to him} {bk09-l4a-f3-08.mp3} +LINE: He hopes to relax before he goes to bed. {page_083_003.jpg|Alex sitting in an armchair with luggage sitting on a hard chair next to him} {bk09-l4a-f3-09.mp3} -LINE: After her bath, Rita checks the alarm clock. {page_083_004.jpg} {bk09-l4a-f3-04.mp3} -LINE: She gets in bed. {page_083_004.jpg} {bk09-l4a-f3-04-b.mp3} +LINE: After her bath, Rita checks the alarm clock. {page_083_004.jpg|Rita sleeping in bed with labeled items: pillow, alarm clock showing 1:30, sheets, blanket} {bk09-l4a-f3-10.mp3} +LINE: She gets in bed. {page_083_004.jpg|Rita sleeping in bed with labeled items: pillow, alarm clock showing 1:30, sheets, blanket} {bk09-l4a-f3-11.mp3} VOCAB: sheet VOCAB: blanket -LINE: She gets under the sheets and blanket. {page_083_004.jpg} {bk09-l4a-f3-04-c.mp3} +LINE: She gets under the sheets and blanket. {page_083_004.jpg|Rita sleeping in bed with labeled items: pillow, alarm clock showing 1:30, sheets, blanket} {bk09-l4a-f3-12.mp3} VOCAB: pillow -LINE: She puts her head on her pillow and goes to sleep. {page_083_004.jpg} {bk09-l4a-f3-04-d.mp3} +LINE: She puts her head on her pillow and goes to sleep. {page_083_004.jpg|Rita sleeping in bed with labeled items: pillow, alarm clock showing 1:30, sheets, blanket} {bk09-l4a-f3-13.mp3} # Source: LLA 4A Figure 3 (Part 2) -$PRODUCE Questions About the Motel -ID: 4a-f3-b -REFERENCE -INTRO: Now answer questions about Rita and Alex at the motel. Speak your answer aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +$PRODUCE Questions: At the Motel +ID: 9-4a-f3-q +REFERENCE: 9-4a-f3 INPUT: speak CHECK: reveal +INTRO: Answer each question aloud in a full sentence. Open the pictures if you need them. Then repeat the model answer. +INSTRUCTION: Answer the question aloud. REPEAT -PROMPT: How tired is Alex? {page_083_001.jpg} {bk09-l4a-f3-05-q.mp3} -RESPONSE: He's really tired. {bk09-l4a-f3-05-a.mp3} +PROMPT: How tired is Alex? {bk09-l4a-f3-14-q.mp3} +RESPONSE: He's really tired. {bk09-l4a-f3-14-a.mp3} -PROMPT: Where are they spending the night? {page_083_001.jpg} {bk09-l4a-f3-06-q.mp3} -RESPONSE: They're spending the night at a motel. {bk09-l4a-f3-06-a.mp3} +PROMPT: Where are they spending the night? {bk09-l4a-f3-15-q.mp3} +RESPONSE: They're spending the night at a motel. {bk09-l4a-f3-15-a.mp3} -PROMPT: Is the clerk sad? {page_083_001.jpg} {bk09-l4a-f3-07-q.mp3} -RESPONSE: No, he's pleased. {bk09-l4a-f3-07-a.mp3} +PROMPT: Is the clerk sad? {bk09-l4a-f3-16-q.mp3} +RESPONSE: No, he's pleased. {bk09-l4a-f3-16-a.mp3} -PROMPT: What does Rita fill with water? {page_083_002.jpg} {bk09-l4a-f3-08-q.mp3} -RESPONSE: She fills the bathtub with water. {bk09-l4a-f3-08-a.mp3} +PROMPT: What does Rita fill with water? {bk09-l4a-f3-17-q.mp3} +RESPONSE: She fills the bathtub with water. {bk09-l4a-f3-17-a.mp3} -PROMPT: What is Rita going to take? {page_083_002.jpg} {bk09-l4a-f3-09-q.mp3} -RESPONSE: She's going to take a long bath. {bk09-l4a-f3-09-a.mp3} +PROMPT: What is Rita going to take? {bk09-l4a-f3-18-q.mp3} +RESPONSE: She's going to take a long bath. {bk09-l4a-f3-18-a.mp3} -PROMPT: Where does Alex put his baggage? {page_083_003.jpg} {bk09-l4a-f3-10-q.mp3} -RESPONSE: He puts it on the hard chair. {bk09-l4a-f3-10-a.mp3} +PROMPT: Where does Alex put his baggage? {bk09-l4a-f3-19-q.mp3} +RESPONSE: He puts it on the hard chair. {bk09-l4a-f3-19-a.mp3} -PROMPT: Where is Alex sitting? {page_083_003.jpg} {bk09-l4a-f3-11-q.mp3} -RESPONSE: He's sitting in the soft chair. {bk09-l4a-f3-11-a.mp3} +PROMPT: Where is Alex sitting? {bk09-l4a-f3-20-q.mp3} +RESPONSE: He's sitting in the soft chair. {bk09-l4a-f3-20-a.mp3} -PROMPT: What does he hope to do? {page_083_003.jpg} {bk09-l4a-f3-12-q.mp3} -RESPONSE: He hopes to relax before he goes to bed. {bk04-l4a-f3-12-a.mp3} +PROMPT: What does he hope to do? {bk09-l4a-f3-21-q.mp3} +RESPONSE: He hopes to relax before he goes to bed. {bk09-l4a-f3-21-a.mp3} -PROMPT: What does Rita check? {page_083_004.jpg} {bk09-l4a-f3-13-q.mp3} -RESPONSE: She checks the alarm clock. {bk09-l4a-f3-13-a.mp3} +PROMPT: What does Rita check? {bk09-l4a-f3-22-q.mp3} +RESPONSE: She checks the alarm clock. {bk09-l4a-f3-22-a.mp3} -PROMPT: Where does she put her head? {page_083_004.jpg} {bk09-l4a-f3-14-q.mp3} -RESPONSE: She puts her head on her pillow. {bk09-l4a-f3-14-a.mp3} +PROMPT: Where does she put her head? {bk09-l4a-f3-23-q.mp3} +RESPONSE: She puts her head on her pillow. {bk09-l4a-f3-23-a.mp3} # Source: ST §At the Motel $DIALOGUE Wilda and Walter at the Motel ID: l4-s3 -INTRO: Wilda and Walter reach their motel too — and unlike Alex, Walter has a hanger shortage to deal with. Read along and pick up a few more room words. -INSTRUCTION: Read and listen to the story. +INTRO: Wilda and Walter reach their motel too. Read what happens — clean sheets, exactly three hangers, and a bill in the morning. +INSTRUCTION: Read about Wilda and Walter at the motel. -Narrator: Wilda and Walter arrived at the motel at 6:30. They were glad they had reservations because the motel was full. {st-page_128_001.jpg} -Narrator: Many people were traveling that day. {st-page_128_001.jpg} +Narrator: Wilda and Walter arrived at the motel at 6:30. {st-page_128_001.jpg|A man at a motel front desk talking to a hotel clerk} +Narrator: They were glad they had reservations because the motel was full. Many people were traveling that day. VOCAB: lady -Narrator: When they got to their room, a lady was making the bed. She was putting clean sheets on the bed. {st-page_128_002.jpg} -Narrator: There were two soft pillows on the bed and a blanket, too. {st-page_128_002.jpg} +Narrator: When they got to their room, a lady was making the bed. {st-page_128_002.jpg|A woman making a bed with sheets and pillows} +Narrator: She was putting clean sheets on the bed. There were two soft pillows on the bed and a blanket, too. -Narrator: There were two chairs in the room. {st-page_128_003.jpg} -Narrator: One was a nice soft chair. The other was a hard chair. {st-page_128_003.jpg} +Narrator: There were two chairs in the room. One was a nice soft chair. The other was a hard chair. {st-page_128_003.jpg|Two chairs: an upholstered soft armchair on the left and a wooden hard chair on the right} -VOCAB: end -Narrator: They were really tired at the end of the long day. Wilda wanted to take a bath and relax. {st-page_129_001.jpg} -Narrator: She filled up the bathtub and stayed in the bath for 20 minutes. She felt better after she bathed. {st-page_129_001.jpg} +Narrator: They were really tired at the end of the long day. Wilda wanted to take a bath and relax. {st-page_129_001.jpg|A bathtub with a faucet and soap dish} +Narrator: She filled up the bathtub and stayed in the bath for 20 minutes. She felt better after she bathed. -VOCAB: closet -Narrator: Walter opened the suitcase and hung up some of their clothes in the closet. {st-page_129_002.jpg} -VOCAB: hanger VOCAB: to hang up -Narrator: He didn't hang up everything because there were only 3 hangers in the closet. {st-page_129_002.jpg} +VOCAB: closet +Narrator: Walter opened the suitcase and hung up some of their clothes in the closet. {st-page_129_002.jpg|An open closet with clothes hanging on three hangers} +VOCAB: hanger +Narrator: He didn't hang up everything because there were only 3 hangers in the closet. +Narrator: The next morning, they woke up at 6:30 without an alarm clock. {st-page_129_003.jpg|A receipt or bill from Sleepy Inn Motor Inn showing room charge and tax} VOCAB: bill -Narrator: The next morning, they woke up at 6:30 without an alarm clock. They got dressed and went to pay the motel bill. {st-page_129_003.jpg} -Narrator: Then they went to the restaurant to have breakfast. {st-page_129_003.jpg} +Narrator: They got dressed and went to pay the motel bill. Then they went to the restaurant to have breakfast. -# SKIPPED (book): "TRUE OR FALSE?" (ST p. 129) — instructor-read statements, nothing printed. Convertible later with chosen items + TTS. +# SKIPPED (book): "TRUE OR FALSE?" (ST p. 129) — instructor-read statements without printed stimuli. Dropped. # Source: ST §The Pillows Are Soft -$SELECT Soft or Hard? +$SELECT Soft or Hard? {st-page_131_001.jpg|A bedroom scene with a bed, lamp, picture on the wall, alarm clock, and table} ID: l4-s5 -INTRO: A quick sorting game: pillows, walls, alarm clocks. Decide whether each thing is "soft" or "hard" — no philosophy required. -INSTRUCTION: Is it soft or hard? Tap the correct category. -OPTION: s | SOFT -OPTION: h | HARD +INTRO: Look around the motel room. For each thing, tap "Soft" or "Hard" — the pillows will forgive a mistake; the walls won't. +INSTRUCTION: Tap Soft or Hard for each item. +OPTION: s | Soft +OPTION: h | Hard +EXAMPLE TEMPLATE: pillows ANSWER: s @@ -356,144 +394,171 @@ ANSWER: s TEMPLATE: sheets ANSWER: s +# Source: ST §A New Motel (Part 1) +$SELECT A New Motel — Match the Sentences +ID: l4-s21 +INTRO: Jane works at a new motel, and her day is in pieces. Match each sentence beginning with its ending. +INSTRUCTION: Match each beginning with the correct ending. +OPTION: a | the sheets and blankets. +OPTION: b | in the motel on Elm Street. +OPTION: c | at the end of the day. +OPTION: d | the bedrooms and the bathrooms. + +TEMPLATE: Jane cleans rooms ____ +ANSWER: b + +TEMPLATE: She cleans ____ +ANSWER: d + +TEMPLATE: She changes ____ +ANSWER: a + +TEMPLATE: She is tired ____ +ANSWER: c + +# Source: LLA 4B Figure 7 (Part 1) +$DIALOGUE Checking Out +ID: 9-4b-f7 +INTRO: Morning at the motel: time to pay. Listen to Alex checking out at the desk. +INSTRUCTION: Listen to the dialogue. + +Clerk: Good morning, sir. Are you ready to check out? {bk09-l4b-f7-01.mp3} + +Alex: Yes, I am. Can I have the bill? {bk09-l4b-f7-02.mp3} + +Clerk: Sure. It was sixty-five dollars with tax. Did you have a nice stay at our motel? {bk09-l4b-f7-03.mp3} + +Alex: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money. {bk09-l4b-f7-04.mp3} + +Clerk: Thank you. We hope to see you again, sir. {bk09-l4b-f7-05.mp3} + +Alex: Maybe next year. {bk09-l4b-f7-06.mp3} + +# Source: LLA 4B Figure 7 (Part 2) +$DIALOGUE Take Alex's Part at the Desk +ID: 9-4b-f7-role-alex +REFERENCE: 9-4b-f7 +PLAY_ROLE: Alex +INTRO: Now change roles. You are Alex — say Alex's lines in the pauses. + +# Source: LLA 4B Figure 3 (Part 1) +$DIALOGUE Dirty Laundry {page_088_001.jpg|A man in a suit looking at a woman who is reaching into a closet filled with clothes on hangers} +ID: 9-4b-f3 +INTRO: Listen to the dialogue between Alex and Rita, and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Alex: Are you almost finished with the laundry? {bk09-l4b-f3-01.mp3} + +Rita: Almost. I just have to hang up these shirts. {bk09-l4b-f3-02.mp3} + +LINE: Give me those hangers from the closet, please. {bk09-l4b-f3-03.mp3} + +Alex: I didn't realize that we had so many dirty clothes. {bk09-l4b-f3-04.mp3} + +VOCAB: to forget +Rita: It's easy to forget when you just go from place to place. {bk09-l4b-f3-05.mp3} + +VOCAB: to mean to +Alex: I meant to come earlier and help you. {bk09-l4b-f3-06.mp3} + +VOCAB: to forgive +Rita: Take me to dinner and I'll forgive you. {bk09-l4b-f3-07.mp3} + +Alex: Okay. {bk09-l4b-f3-08.mp3} + +# Source: LLA 4B Figure 3 (Part 2) +$PRODUCE Questions: Dirty Laundry +ID: 9-4b-f3-qa +REFERENCE: 9-4b-f3 +INTRO: Answer the questions about Alex and Rita's conversation. Speak your answer aloud, then repeat the model. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: What was Rita doing? {bk09-l4b-f3-qa-01-q.mp3} +RESPONSE: She was doing the laundry. {bk09-l4b-f3-qa-01-a.mp3} + +PROMPT: What does she have to do to the shirts? {bk09-l4b-f3-qa-02-q.mp3} +RESPONSE: She has to hang up the shirts. {bk09-l4b-f3-qa-02-a.mp3} + +PROMPT: What does she want from the closet? {bk09-l4b-f3-qa-03-q.mp3} +RESPONSE: She wants the hangers from the closet. {bk09-l4b-f3-qa-03-a.mp3} + +PROMPT: Did Alex know that they had a lot of dirty clothes? {bk09-l4b-f3-qa-04-q.mp3} +RESPONSE: No, he didn't. He didn't realize that they had so many dirty clothes. {bk09-l4b-f3-qa-04-a.mp3} + +PROMPT: What is easy to do when you travel? {bk09-l4b-f3-qa-05-q.mp3} +RESPONSE: It's easy to forget the laundry. {bk09-l4b-f3-qa-05-a.mp3} + +PROMPT: Did Alex want to come earlier and help his wife? {bk09-l4b-f3-qa-06-q.mp3} +RESPONSE: Yes, he meant to come earlier and help her. {bk09-l4b-f3-qa-06-a.mp3} + +PROMPT: Is Rita going to forgive her husband? {bk09-l4b-f3-qa-07-q.mp3} +RESPONSE: She'll forgive him after he takes her to dinner. {bk09-l4b-f3-qa-07-a.mp3} + # Source: ST §On the Road with Wilda and Walter -$PRODUCE On the Road — Choose the Word +$PRODUCE On the Road with Wilda and Walter ID: l4-s4 -INTRO: Wilda and Walter's whole trip, retold with gaps. Read each sentence and type the word from the parentheses that fits. -INSTRUCTION: Type the correct word from the choices in parentheses. +INTRO: Wilda and Walter are back from their vacation, and the story needs a few words. Type the word or phrase that completes each sentence. +INSTRUCTION: Type the correct word or phrase to complete each sentence. INPUT: type CHECK: exact -TEMPLATE: Wilda and Walter just returned from their vacation. They stopped at many interesting places. When they needed gas, they stopped at a ____{gas station} (gas station, grocery store). +TEMPLATE: When they needed gas, they stopped at a ____{gas station} (gas station / grocery store). RESPONSE: When they needed gas, they stopped at a gas station. -TEMPLATE: Here, Walter ____{filled up} (filled up, ran out of) the tank. +TEMPLATE: Here, Walter ____{filled up} (filled up / ran out of) the tank. RESPONSE: Here, Walter filled up the tank. -TEMPLATE: Sometimes when they stopped for gas, they also had to use ____{the restrooms} (the phone, the restrooms). They asked the attendant where they were. +TEMPLATE: Sometimes when they stopped for gas, they also had to use ____{the restrooms} (the phone / the restrooms). They asked the attendant where they were. RESPONSE: Sometimes when they stopped for gas, they also had to use the restrooms. -TEMPLATE: They stopped in several ____{motels} (motels, houses) and stayed for one or two nights. +TEMPLATE: They stopped in several ____{motels} (motels / houses) and stayed for one or two nights. RESPONSE: They stopped in several motels and stayed for one or two nights. -TEMPLATE: When Wilda was ____{really} (really, not very) tired, she liked to take a warm ____{bath} (shower, bath). +TEMPLATE: When Wilda was ____{really} (really / not very) tired, she liked to take a warm ____{bath} (shower / bath). RESPONSE: When Wilda was really tired, she liked to take a warm bath. -TEMPLATE: There were only two of them, but they had a lot of ____{baggage} (hangers, baggage). +TEMPLATE: There were only two of them, but they had a lot of ____{baggage} (hangers / baggage). RESPONSE: There were only two of them, but they had a lot of baggage. -TEMPLATE: Walter usually hung up the clothes. Sometimes there were only a few ____{hangers} (hangers, sheets) in the closet for the clothes. +TEMPLATE: Walter usually hung up the clothes. Sometimes there were only a few ____{hangers} (hangers / sheets) in the closet for the clothes. RESPONSE: Sometimes there were only a few hangers in the closet for the clothes. -TEMPLATE: At home, Wilda opened the suitcases. After the trip, they had a lot of ____{laundry} (laundry, gauge) to do. +TEMPLATE: At home, Wilda opened the suitcases. After the trip, they had a lot of ____{laundry} (laundry / gauge) to do. RESPONSE: After the trip, they had a lot of laundry to do. -TEMPLATE: Walter was glad that he didn't have to pay another motel ____{bill} (rent, bill). +TEMPLATE: Walter was glad that he didn't have to pay another motel ____{bill} (rent / bill). RESPONSE: Walter was glad that he didn't have to pay another motel bill. -# Source: ST §What's the Best Answer? -$SELECT Which Word Fits? -ID: l4-s6 -INTRO: One more pass over this part's vocabulary. Read each statement and tap the word that completes it best. -INSTRUCTION: Tap the word or phrase which best completes the statement. - -TEMPLATE: Do you have any dirty clothes? I'm going to do the ________. -OPTION: a | blanket -OPTION: b | laundry -OPTION: c | bed -OPTION: d | soap -ANSWER: b - -TEMPLATE: Some people take a lot of ________ when they travel. -OPTION: a | baggage -OPTION: b | passport -OPTION: c | motels -OPTION: d | ends -ANSWER: a - -TEMPLATE: I was late this morning. I didn't hear my ________. -OPTION: a | bill -OPTION: b | alarm clock -OPTION: c | TV -OPTION: d | gauge -ANSWER: b - -TEMPLATE: Do you like to take a shower or a ________ in the morning? -OPTION: a | bathtub -OPTION: b | bath -OPTION: c | blanket -OPTION: d | bathe -ANSWER: b - -TEMPLATE: Pete had to leave his car on the side of the road and walk home. He ________. -OPTION: a | ran out of gas -OPTION: b | filled up his car. -OPTION: c | bought some gasoline -OPTION: d | saw a gas station -ANSWER: a - -TEMPLATE: Please take the clothes out of the suitcase and put them in the ________. -OPTION: a | baggage -OPTION: b | ladies' room -OPTION: c | closet -OPTION: d | men's room -ANSWER: c - -TEMPLATE: The children put a lot of water in the ________ and it went all over the floor. -OPTION: a | sheet -OPTION: b | hanger -OPTION: c | bathroom -OPTION: d | bathtub -ANSWER: d - -TEMPLATE: Elizabeth only has one more question to answer. She's ________ finished. -OPTION: a | so -OPTION: b | pleased -OPTION: c | almost -OPTION: d | ready -ANSWER: c - -TEMPLATE: The fish are swimming in a large ________. -OPTION: a | bathe -OPTION: b | tank -OPTION: c | gauge -OPTION: d | bill -ANSWER: b - -TEMPLATE: I like to sleep with two ________ under my head. -OPTION: a | blankets -OPTION: b | hangers -OPTION: c | sheets -OPTION: d | pillows -ANSWER: d - -$SESSION 4-3: I'm Sorry — Apologizing and Responding +$SESSION 4-3: Saying You're Sorry # Source: LLA 4A Figure 4 (Part 1) -$DIALOGUE Stepping on Her Toes {page_084_001.jpg} -ID: 4a-f4 -INTRO: In this part you'll learn to apologize — and to accept an apology gracefully. It starts on the dance floor, where a man's feet have betrayed him. Repeat each line of the conversation. +$DIALOGUE Stepping on Toes +ID: 9-4a-f4 +INTRO: In this part you'll learn to apologize — and to forgive. It begins, as these things often do, on a dance floor, on somebody's toes. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT VOCAB: to step VOCAB: to apologize -Narrator: A man and a lady went dancing. He stepped on her toes. He apologized for stepping on her toes. {bk09-l4a-f4-01.mp3} +LINE: A man and a lady went dancing. He stepped on her toes. He apologized for stepping on her toes. {page_084_001.jpg|Close-up view of a man stepping on a woman's foot while dancing} {bk09-l4a-f4-01.mp3} Man: Oh, did I step on your toes? {bk09-l4a-f4-02.mp3} Lady: Yes, you did. {bk09-l4a-f4-03.mp3} -VOCAB: sorry Man: I apologize. I'm really sorry. {bk09-l4a-f4-04.mp3} Lady: That's okay. Just don't do it again. {bk09-l4a-f4-05.mp3} # Source: LLA 4A Figure 4 (Part 2) -$PRODUCE Questions About the Dance -ID: 4a-f4-b -REFERENCE -INTRO: Answer these questions about the conversation aloud, then repeat the correct answer. -INSTRUCTION: Answer the questions aloud. +$PRODUCE What Did He Do? +ID: 9-4a-f4-q +REFERENCE: 9-4a-f4 INPUT: speak CHECK: reveal +INTRO: Answer the questions about what happened on the dance floor. Then repeat the correct answer. +INSTRUCTION: Answer the question aloud. REPEAT PROMPT: What did the man do first? {bk09-l4a-f4-06-q.mp3} @@ -503,101 +568,77 @@ PROMPT: What did the man do next? {bk09-l4a-f4-07-q.mp3} RESPONSE: He apologized for stepping on her toes. {bk09-l4a-f4-07-a.mp3} # Source: ST §I'm Sorry. -$DIALOGUE Two Small Accidents +$DIALOGUE I'm Sorry ID: l4-s7 -INTRO: Two more everyday disasters — dirty shoes and cold water — and two quick apologies. Read the dialogs and notice "I didn't mean to". -INSTRUCTION: Read the dialogs. +INTRO: Two quick scenes, two quick apologies — dirty shoes and cold water. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT -Jimmy: Don't step on my shoes. You'll get them dirty. My mom just washed these tennis shoes. {st-page_133_001.jpg} -VOCAB: to mean to +Jimmy: Don't step on my shoes. You'll get them dirty. My mom just washed these tennis shoes. {st-page_133_001.jpg|Close-up view of people's feet crowded together, with one person stepping on another person's shoes} +VOCAB: sorry Freddy: I'm sorry. I didn't mean to step on your shoes. It's so crowded in here. -Customer: You spilled cold water on me. {st-page_133_002.jpg} +Customer: You spilled cold water on me. {st-page_133_002.jpg|A customer seated at a restaurant table looking upset after a waiter spilled cold water on him} Waiter: I'm sorry, sir. I didn't mean to. It was an accident. # Source: ST §Are You Worried? -$DIALOGUE Are You Worried? +$DIALOGUE Are You Worried? {st-page_134_001.jpg|A student sitting at a desk with his hands holding his head, looking stressed and worried about an upcoming test} ID: l4-s8 -INTRO: Tony didn't study for the test, and his face says so. Read the dialog and meet the word "worried". -INSTRUCTION: Read the dialog. +INTRO: Tony has a test tomorrow and a problem today. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. +REPEAT VOCAB: worried -Chuck: You look worried. {st-page_134_001.jpg} +Chuck: You look worried. Tony: I am. I didn't study for the test. Chuck: You should be worried. Mr. Ames said it was going to be a difficult test. Maybe next time you should study more and worry less. # Source: ST §I'm Sorry. Will You Forgive Me? $DIALOGUE Will You Forgive Me? ID: l4-s9 -INTRO: A bigger apology now: Dan accused his friend Tom of taking a wallet. It didn't go well. Read how the apology — and the forgiving — happens. -INSTRUCTION: Read the dialog. +INTRO: Dan accused his friend Tom of something he didn't do. Listen to how he fixes it, and repeat each line. +INSTRUCTION: Listen and repeat the dialog. +REPEAT -Dan: I need to talk to you, Tom. I want to apologize to you. {st-page_134_002.jpg} +Dan: I need to talk to you, Tom. I want to apologize to you. {st-page_134_002.jpg|Two young men walking together outdoors along a paved path} Tom: You should. You really made me angry! I thought we were good friends. Why did you tell Bill that I took his wallet? -Dan: Well, I saw you with his jacket at Cathy's party. {st-page_135_001.jpg} +Dan: Well, I saw you with his jacket at Cathy's party. {st-page_135_001.jpg|A man hanging a jacket on a clothes hanger inside a closet} Tom: Cathy asked me to hang up everyone's jacket. I was just taking them to the closet. Dan: Then when Bill was getting ready to go, he said his wallet was gone. Tom: Yes, and then when he got home he realized it was in his gray pants hanging in the closet. - -VOCAB: to forgive Dan: I really am sorry. I hope you'll forgive me. - -Sam: I'm pleased that you forgave Dan. I know he really hurt you. +Sam: I'm pleased that you forgave Dan. I know he really hurt you. {st-page_135_002.jpg|Three young men sitting together from behind, watching a sports game} Tom: Yes, he did. But after he apologized today, we said we were going to forget it. Dan: You are a good friend. I learned an important lesson. -Sam: Now, let's watch the game. {st-page_135_002.jpg} +Sam: Now, let's watch the game. -# SKIPPED (book): "I'M SO THIRSTY." (ST p. 136) — instructor-read substitution drill, cues not printed. Dropped. +# SKIPPED (book): "I'M SO THIRSTY." (ST p. 136) — teacher-cued classroom oral substitution drill without printed items. Dropped. +# SKIPPED (book): "WHAT'S ON THE MENU?" (ST §What's on the Menu) — the printed menu did not survive extraction, so the questions are unanswerable without it. Dropped. -# Source: ST §I Hope That the Shirt Fits -$SELECT Which Expression Starts These? -ID: l4-s10 -INTRO: Each card shows several sentence endings that all begin the same way. Tap the expression — "I'm sorry", "I hope", and friends — that starts every one of them. -INSTRUCTION: Tap the expression that fits each set of statements. -OPTION: a | I'm sorry (that) -OPTION: b | Sorry. I didn't mean to -OPTION: c | I'm pleased (that) -OPTION: d | I hope (that) +# Source: ST §Expressions of Apology +$GRAMMAR Ways to Apologize — and to Answer +ID: l4-s28 +INTRO: Here are the standard phrases for saying sorry — and for accepting an apology gracefully. -TEMPLATE: I hurt your feelings. / I stepped on your toes. / I took your keys. / I spilled water on you. / I came in late. -ANSWER: b - -TEMPLATE: you have a nice trip. / you get a good grade on your test. / you find your wallet. / I didn't hurt your feelings. -ANSWER: d - -TEMPLATE: your mother is better. / you got a good grade on your test. / you came to the party. / I met you. -ANSWER: c - -TEMPLATE: hurt your feelings. / spill water on you. / take your wallet. / step on your toes. / break your glasses. -ANSWER: a - -# SKIPPED (book): "WHAT'S ON THE MENU?" (ST p. 137) — timed speed reading/scanning exercise. Dropped. - -# Source: ST §I'm Sorry! (expressions box) -$GRAMMAR How to Apologize — and How to Respond -ID: l4-s27 -INTRO: Here's your apology toolbox: ways to say you're sorry, and ways to accept when someone else is. - -CARD: When you make a common mistake, you can use these simple phrases to apologize. +CARD: To apologize to someone: {I'm sorry.} -{Excuse me.} - -CARD: If you need to be more formal, or if you made a bigger mistake, use these stronger expressions. -{I want to apologize.} {Please forgive me.} +{Excuse me.} +{I want to apologize.} -CARD: When someone apologizes to you, you can easily accept it with these friendly phrases. +CARD: To respond to an apology: {That's okay.} -{That's all right.} {No problem.} - -CARD: You can also tell the person to relax, or firmly warn them not to make the same mistake. {Don't worry about it.} +{That's all right.} + +CARD: And for when it really shouldn't happen twice: {Don't let it happen again.} -$DIALOGUE Apologies in Action -ID: l4-s28 -INTRO: Five short scenes, five apologies, five gracious responses. Read them and notice which expression fits each situation. +# Source: ST §I Apologize. It Was an Accident. +$DIALOGUE I Apologize. It Was an Accident. +ID: l4-s29 +INTRO: Five short exchanges: an apology, and its answer. Read each one. INSTRUCTION: Read the dialogs. Mike: Can you forgive me, Sue? I didn't mean to hurt your feelings. @@ -615,41 +656,54 @@ Mr_Rogers: That's all right. I'm glad you had time to call me today. Jim: Excuse me. I didn't realize that you were sitting here. I'll move over. Carla: No problem. Thank you. -# Source: ST §Be More Careful Next Time -$PRODUCE Complete the Apology Dialogs -ID: l4-s29 -INTRO: Now you fill in the apologies. Read each small scene and type the phrase from the parentheses that fits the gap. -INSTRUCTION: Type the phrase that best completes the dialog. -INPUT: type -CHECK: exact +# Source: ST §It's Okay This Time +$SELECT It's Okay This Time +ID: l4-s30 +INTRO: Read each situation, then tap the phrase that best fits the line. +INSTRUCTION: Tap the phrase that best completes each line. TEMPLATE: Jack was running because he was late. He ran into Fred and caused him to spill his coffee. -TEMPLATE: Jack: Oh no! Fred, ____{I'm sorry} (I'm sorry / No problem.) I hope that didn't get on your trousers. -RESPONSE: Jack: Oh no! Fred, I'm sorry. I hope that didn't get on your trousers. +TEMPLATE: Jack: Oh no! Fred, ____ I hope that didn't get on your trousers. +OPTION: a | I'm sorry. +OPTION: b | No problem. +ANSWER: a -TEMPLATE: Fred: No, it didn't. ____{It's all right.} (It's all right. / Excuse me.) Please watch where you're going next time. -RESPONSE: Fred: No, it didn't. It's all right. Please watch where you're going next time. +TEMPLATE: Jack was running because he was late. He ran into Fred and caused him to spill his coffee. +TEMPLATE: Fred: No, it didn't. ____ Please watch where you're going next time. +OPTION: a | It's all right. +OPTION: b | Excuse me. +ANSWER: a TEMPLATE: Steve had a party Friday night. He turned his radio on very high. His neighbor usually goes to sleep early on Friday. -TEMPLATE: Steve: I hope my radio didn't bother you last night. Please ____{excuse me} (excuse me / don't worry about it) for all that noise. I forgot that you had to work on Saturday mornings. -RESPONSE: Steve: I hope my radio didn't bother you last night. Please excuse me for all that noise. I forgot that you had to work on Saturday mornings. +TEMPLATE: Steve: I hope my radio didn't bother you last night. Please ____ for all that noise. I forgot that you had to work on Saturday mornings. +OPTION: a | excuse me +OPTION: b | don't worry about it +ANSWER: a -TEMPLATE: Mark: Oh, ____{don't worry about it.} (don't worry about it. / I want to apologize.) I didn't have to work this Saturday. I enjoyed the music. -RESPONSE: Mark: Oh, don't worry about it. I didn't have to work this Saturday. I enjoyed the music. +TEMPLATE: Steve had a party Friday night. He turned his radio on very high. His neighbor usually goes to sleep early on Friday. +TEMPLATE: Mark: Oh, ____ I didn't have to work this Saturday. I enjoyed the music. +OPTION: a | don't worry about it. +OPTION: b | I want to apologize. +ANSWER: a TEMPLATE: Stan and Paul were taking a test in the lab. Paul finished first, picked up his hat, and left. Stan was the last to finish. He picked up the one hat that was left but realized it wasn't his. He went outside and called Paul. TEMPLATE: Stan: Paul, I think you got the wrong hat. -TEMPLATE: Paul: You're right. ____{Excuse me.} (Excuse me. / Don't let it happen again.) -RESPONSE: Paul: You're right. Excuse me. +TEMPLATE: Paul: You're right. ____ +OPTION: a | Excuse me. +OPTION: b | Don't let it happen again. +ANSWER: a -TEMPLATE: Stan: ____{That's okay.} (That's okay. / I apologize.) It's easy to make a mistake. -RESPONSE: Stan: That's okay. It's easy to make a mistake. +TEMPLATE: Stan and Paul were taking a test in the lab. Paul finished first, picked up his hat, and left. Stan was the last to finish. He picked up the one hat that was left but realized it wasn't his. He went outside and called Paul. +TEMPLATE: Stan: ____ It's easy to make a mistake. +OPTION: a | That's okay. +OPTION: b | I apologize. +ANSWER: a -# Source: ST §Match the Response to the Apology -$SELECT Match the Response to the Apology -ID: l4-s30 -INTRO: Someone apologizes; you supply the kind answer. Read each apology and tap the response that fits it best. -INSTRUCTION: Tap the response that matches the apology. +# Source: ST §It's Okay. It Wasn't Your Fault That You Were Late. +$SELECT Match the Apology and the Response +ID: l4-s31 +INTRO: Six apologies, six gracious answers. Match each apology with its best response. +INSTRUCTION: Match the response to each apology. OPTION: a | I understand. Sometimes I forget names too. OPTION: b | I understand. You didn't realize that it would upset me. OPTION: c | That's all right. It didn't really hurt. @@ -676,83 +730,92 @@ ANSWER: d TEMPLATE: I apologize. I just didn't remember your name. ANSWER: a +# SKIPPED (book): "I APOLOGIZE!" (ST p. 152) — open partner role-play without fixed scripts. Dropped. + # Source: LLA 4D Figure 1 -$SELECT What Do You Say? — Apology Situations -ID: 4d-f1 -INTRO: Now by ear: listen to each situation and choose what the person should say. The tape's people spill, step, and forget a lot — good practice material. -INSTRUCTION: Tap the correct response. +$SELECT Making Apologies +ID: 9-4d-f1 +INTRO: Listen to each situation and choose the best apology or response. Then repeat the correct answer. +INSTRUCTION: Tap the best answer. REPEAT EXAMPLE -PROMPT: "Jack took Mary's book by mistake." What does Jack tell Mary? {bk09-l4d-f1-ex-q.mp3} +PROMPT: Jack took Mary's book by mistake. What does Jack tell Mary? {bk09-l4d-f1-ex-q.mp3} OPTION: a | This is your book, not mine. OPTION: b | Oh, that's okay. -OPTION: c | I'm sorry I took your book. {bk09-l4d-f1-ex-a.mp3} +OPTION: c | I'm sorry I took your book. ANSWER: c +FEEDBACK: I'm sorry I took your book. {bk09-l4d-f1-ex-a.mp3} PROMPT: Mary was at the snack bar with Bob. She spilled her drink on Bob's book. What does Mary say? {bk09-l4d-f1-01-q.mp3} OPTION: a | I didn't care about my drink. -OPTION: b | I'm sorry that I did that. {bk09-l4d-f1-01-a.mp3} +OPTION: b | I'm so sorry that I did that. OPTION: c | Is this your book? ANSWER: b +FEEDBACK: I'm sorry that I did that. {bk09-l4d-f1-01-a.mp3} PROMPT: Bob was late for class. What does he say to his teacher? {bk09-l4d-f1-02-q.mp3} OPTION: a | I'm not late. OPTION: b | I will never ever be late again! -OPTION: c | I apologize for being late. {bk09-l4d-f1-02-a.mp3} +OPTION: c | I apologize for being late. ANSWER: c +FEEDBACK: I apologize for being late. {bk09-l4d-f1-02-a.mp3} PROMPT: Frank stepped on Sharon's foot. What does Frank say to Sharon? {bk09-l4d-f1-03-q.mp3} -OPTION: a | I'm really sorry. {bk09-l4d-f1-03-a.mp3} +OPTION: a | I'm really sorry. OPTION: b | Move your foot out of my way! OPTION: c | Was that your foot? ANSWER: a +FEEDBACK: I'm really sorry. {bk09-l4d-f1-03-a.mp3} PROMPT: What does Sharon say after Frank apologizes? {bk09-l4d-f1-04-q.mp3} OPTION: a | Buy me new shoes. -OPTION: b | That's okay. {bk09-l4d-f1-04-a.mp3} +OPTION: b | That's okay. OPTION: c | Excuse me! ANSWER: b +FEEDBACK: That's okay. {bk09-l4d-f1-04-a.mp3} PROMPT: You forgot to call your sister. She waited for your long-distance call all night long. What do you tell her? {bk09-l4d-f1-05-q.mp3} OPTION: a | I didn't have any money to call you. -OPTION: b | I'm sorry that I didn't call you. {bk09-l4d-f1-05-a.mp3} +OPTION: b | I'm sorry that I didn't call you. OPTION: c | Nothing. ANSWER: b +FEEDBACK: I'm sorry that I didn't call you. {bk09-l4d-f1-05-a.mp3} PROMPT: You were going to play soccer with Ted. You couldn't call and tell him you couldn't go. What do you tell him when you see him? {bk09-l4d-f1-06-q.mp3} OPTION: a | I'm glad you played soccer. OPTION: b | I'm sorry I studied last night. -OPTION: c | Sorry for not showing up. {bk09-l4d-f1-06-a.mp3} +OPTION: c | Sorry for not showing up. ANSWER: c +FEEDBACK: Sorry for not showing up. {bk09-l4d-f1-06-a.mp3} PROMPT: What would Ted tell you? {bk09-l4d-f1-07-q.mp3} OPTION: a | Take care. -OPTION: b | No problem. {bk09-l4d-f1-07-a.mp3} +OPTION: b | No problem. OPTION: c | I don't care. ANSWER: b +FEEDBACK: No problem. {bk09-l4d-f1-07-a.mp3} PROMPT: You're on a public telephone and you talk for a long time. One person is waiting for the phone. What do you tell him? {bk09-l4d-f1-08-q.mp3} -OPTION: a | Sorry I took so long. {bk09-l4d-f1-08-a.mp3} +OPTION: a | Sorry I took so long. OPTION: b | You can talk for a long time now. OPTION: c | Why didn't you go find another phone? ANSWER: a - -# SKIPPED (book): "I APOLOGIZE!" (ST p. 154) — open pair task (listen to situations, make/respond to apologies with a partner). No solo path; dropped. +FEEDBACK: Sorry I took so long. {bk09-l4d-f1-08-a.mp3} $SESSION 4-4: Feelings with "That" # Source: LLA 4A Figure 5 -$DIALOGUE Happy That, Sorry That — Listen and Repeat -ID: 4a-f5 -INTRO: This part's grammar: putting a "that" clause after a feeling — "I'm sorry that I'm late." First, hear the pattern in ten sentences. Listen and repeat. +$DIALOGUE Saying How You Feel with "That" +ID: 9-4a-f5 +INTRO: In this part you'll say how you feel about something that happened — "sorry that", "glad that", "upset that". Listen to each sentence and repeat it. INSTRUCTION: Listen and repeat. REPEAT LINE: I'm sorry that I'm late. {bk09-l4a-f5-01.mp3} LINE: Was he angry that his plane was late? {bk09-l4a-f5-02.mp3} LINE: She's upset that he's leaving. {bk09-l4a-f5-03.mp3} -LINE: Toni is happy that she's going. {bk09-l4a-f5-04.mp3} +LINE: Tony is happy that she's going. {bk09-l4a-f5-04.mp3} LINE: Frank was pleased that we finished early. {bk09-l4a-f5-05.mp3} LINE: Were you glad that you went to the game? {bk09-l4a-f5-06.mp3} LINE: They were sure that you were here. {bk09-l4a-f5-07.mp3} @@ -760,81 +823,88 @@ LINE: He wasn't angry that we were late. {bk09-l4a-f5-08.mp3} LINE: Was she upset that her car ran out of gas? {bk09-l4a-f5-09.mp3} LINE: They're glad that they don't have to work today. {bk09-l4a-f5-10.mp3} -# Source: ST §Alex Is Glad That Tim and Bob Arrived Safely -$GRAMMAR Feeling + "That" Clause +# Source: ST §Adverbial That-Clauses with Predicate Adjectives (rewritten as cards) +$GRAMMAR Glad That, Sorry That ID: l4-s16 -INTRO: Here's the rule behind the sentences you just repeated: a feeling word, then "that", then the reason. +INTRO: A quick look at the pattern you just heard: a feeling word, then "that", then the reason. -CARD: Use a "that" clause to express the cause or reason for a feeling. -{I'm happy that he went there.} -{I'm angry that he went there.} -{I'm sorry that he went there.} +CARD: After a feeling word — **happy**, **pleased**, **glad**, **angry**, **sorry**, **upset** — add **that** plus the reason. +{I'm sorry that I'm late.} +{She's upset that he's leaving.} -CARD: This pattern works with many different expressions of emotion. -{We're happy that we're here, but we're upset that we're so late.} -{I'm pleased that he went there.} - -CARD: Notice that the word "that" is completely optional. You can include it or drop it. -{I'm glad that you're here} -{I'm glad you're here} -{I'm really glad you're here.} +CARD: The word **that** is optional. With or without it, the meaning is the same. +{They're glad that they don't have to work today.} +{They're glad they don't have to work today.} SUMMARY: | | | | |---|---|---| | I'm happy / pleased / glad / angry / sorry / upset | (that) | he went there. | -$DIALOGUE Glad, Sorry, Upset — Reading +# Source: ST §Glad You're Here +$DIALOGUE Glad You're Here {st-page_142_001.jpg|An airport scenes with a man standing inside greeting two men who just arrived carrying luggage, behind them an airport sign is visible} ID: l4-s17 -INTRO: Read three short passages about Alex and his visiting friends. Every feeling comes with its reason attached. -INSTRUCTION: Read the sentences. +INTRO: Alex's friends finally landed — late, but safe. Read the dialog and the sentences about it. +INSTRUCTION: Read the dialog and sentences. -LINE: Alex is glad that his friends came to visit him. He's sorry that they can't stay all summer. -LINE: Tim and Bob were upset that their plane was late, but they are pleased that Alex waited for them to arrive. -LINE: Alex wasn't angry that the plane was late. He was happy to see that his friends arrived safely. +Alex: I'm really glad you're here. +Tim: We're happy that we're here, but we're upset that we're so late. + +Narrator: Alex is glad that his friends came to visit him. He's sorry that they can't stay all summer. +Narrator: Tim and Bob were upset that their plane was late, but they are pleased that Alex waited for them to arrive. +Narrator: Alex wasn't angry that the plane was late. He was happy to see that his friends arrived safely. # Source: LLA 4B Figure 1 -$PRODUCE Combine with "That" — Feelings +$PRODUCE Combine the Sentences with "That" ID: 9-4b-f1 -INTRO: Listen to the two sentences and combine them using the word "that". Then repeat the correct answer. -INSTRUCTION: Combine the sentences into one. +INTRO: Read the two sentences, then combine them using "that". Listen and repeat the correct answer. +INSTRUCTION: Combine the sentences aloud. INPUT: speak CHECK: reveal REPEAT EXAMPLE +TEMPLATE: Jack was pleased. / He didn't run out of gas. PROMPT: Jack was pleased. He didn't run out of gas. {bk09-l4b-f1-ex-q.mp3} RESPONSE: Jack was pleased that he didn't run out of gas. +TEMPLATE: Mark was upset. / The plane was late. PROMPT: Mark was upset. The plane was late. {bk09-l4b-f1-01-q.mp3} RESPONSE: Mark was upset that the plane was late. {bk09-l4b-f1-01-a.mp3} +TEMPLATE: My father was angry. / The gas tank was almost empty. PROMPT: My father was angry. The gas tank was almost empty. {bk09-l4b-f1-02-q.mp3} RESPONSE: My father was angry that the gas tank was almost empty. {bk09-l4b-f1-02-a.mp3} +TEMPLATE: Sgt James was happy. / The gas station was near. PROMPT: Sergeant James was happy. The gas station was near. {bk09-l4b-f1-03-q.mp3} RESPONSE: Sergeant James was happy that the gas station was near. {bk09-l4b-f1-03-a.mp3} +TEMPLATE: Thomas is really sorry. / He lost your keys. PROMPT: Thomas is really sorry. He lost your keys. {bk09-l4b-f1-04-q.mp3} RESPONSE: Thomas is really sorry that he lost your keys. {bk09-l4b-f1-04-a.mp3} +TEMPLATE: The children are happy. / They're going to watch a movie. PROMPT: The children are happy. They're going to watch a movie. {bk09-l4b-f1-05-q.mp3} RESPONSE: The children are happy that they're going to watch a movie. {bk09-l4b-f1-05-a.mp3} +TEMPLATE: Mr. Sunshine is not sure. / It will rain tomorrow. PROMPT: Mr. Sunshine is not sure. It will rain tomorrow. {bk09-l4b-f1-06-q.mp3} RESPONSE: Mr. Sunshine is not sure that it will rain tomorrow. {bk09-l4b-f1-06-a.mp3} +TEMPLATE: Is the colonel pleased? / The general isn't coming. PROMPT: Is the Colonel pleased? The General isn't coming. {bk09-l4b-f1-07-q.mp3} RESPONSE: Is the Colonel pleased that the General isn't coming? {bk09-l4b-f1-07-a.mp3} -PROMPT: I'm glad. You weren't hurt in the accident. {bk09-l4b-f1-08-q.mp3} +TEMPLATE: I'm glad. / You weren't hurt in the accident. +PROMPT: I'm glad you weren't hurt in the accident. {bk09-l4b-f1-08-q.mp3} RESPONSE: I'm glad that you weren't hurt in the accident. {bk09-l4b-f1-08-a.mp3} # Source: LLA 4B Figure 2 -$PRODUCE Add the Feeling +$PRODUCE Add the Feeling Word ID: 9-4b-f2 -INTRO: One man, one new car, seven different feelings about it. Listen to a sentence and combine it with the feeling word shown on the screen, then repeat the correct answer. -INSTRUCTION: Combine the word and sentence. +INTRO: Listen to the sentence and combine it with the word on the screen. Then repeat the correct answer. +INSTRUCTION: Combine the sentence with the word aloud. INPUT: speak CHECK: reveal REPEAT @@ -869,10 +939,10 @@ PROMPT: His wife wants the new car. {bk09-l4b-f2-06-q.mp3} RESPONSE: He's angry that his wife wants the new car. {bk09-l4b-f2-06-a.mp3} # Source: ST §The Manager Is Angry That the Apartment Is Dirty -$SELECT Who Feels What — and Why? +$SELECT Match the Sentence Halves ID: l4-s18 -INTRO: Match each person's feeling to its most likely reason. The manager, for one, has seen the apartment. -INSTRUCTION: Tap the clause that completes the sentence. +INTRO: Match the beginning of each sentence with the "that" clause that completes it sensibly. +INSTRUCTION: Match each beginning with the correct ending. OPTION: a | that the apartment is dirty. OPTION: b | that someone left her a big tip. OPTION: c | that the airman didn't salute. @@ -881,31 +951,31 @@ OPTION: e | that they don't have to take a test. OPTION: f | that he didn't put gas in his taxi. EXAMPLE -TEMPLATE: The manager is angry +TEMPLATE: The manager is angry ____. ANSWER: a -TEMPLATE: Lt Hill was upset +TEMPLATE: Lt Hill was upset ____. ANSWER: c -TEMPLATE: The students are glad +TEMPLATE: The students are glad ____. ANSWER: e -TEMPLATE: The waitress is happy +TEMPLATE: The waitress is happy ____. ANSWER: b -TEMPLATE: The driver is sorry +TEMPLATE: The driver is sorry ____. ANSWER: f -TEMPLATE: The teacher is angry +TEMPLATE: The teacher is angry ____. ANSWER: d -# Source: ST §Make Questions and Negative Sentences (first half) -$PRODUCE Make Questions with Feeling + "That" +# Source: ST §Is Tom Happy That He Bought a Small Car? +$PRODUCE Questions and Negatives with "That" ID: l4-s19 -INTRO: Now turn two facts into one question: "Is Tom happy that he bought a small car?" Read the sentences and say the question aloud, then check the model. -INSTRUCTION: Put the sentences together in a question using a "that" clause. -INPUT: speak -CHECK: reveal +INTRO: Now build questions and negative statements: combine the two sentences with "that" and type the result. +INSTRUCTION: Combine the two sentences into a question or negative statement using a that-clause. +INPUT: type +CHECK: exact SHOW_PROMPT EXAMPLE @@ -917,27 +987,22 @@ RESPONSE: Is Mr. Letterman angry that his son broke the window? PROMPT: Donna's car ran out of gas. Is she upset? RESPONSE: Is Donna upset that her car ran out of gas? +ACCEPT: Is she upset that Donna's car ran out of gas? | Is she upset that her car ran out of gas? PROMPT: Fred lost Jim's new jacket. Is he sorry? RESPONSE: Is Fred sorry that he lost Jim's new jacket? +ACCEPT: Is he sorry that Fred lost Jim's new jacket? | Is he sorry that he lost Jim's new jacket? PROMPT: Her husband remembered her birthday. Was Mrs. Davis pleased? RESPONSE: Was Mrs. Davis pleased that her husband remembered her birthday? PROMPT: Betty doesn't have to work today. Is she glad? RESPONSE: Is Betty glad that she doesn't have to work today? +ACCEPT: Is she glad that Betty doesn't have to work today? | Is she glad that she doesn't have to work today? PROMPT: The Martins lost their airline tickets. Are they upset? RESPONSE: Are the Martins upset that they lost their airline tickets? - -# Source: ST §Make Questions and Negative Sentences (second half) -$PRODUCE Make Negative Sentences with Feeling + "That" -ID: l4-s19-b -INTRO: Same pattern, negative mood: "Tom's not happy that..." Read the sentences and say the combined negative sentence aloud. -INSTRUCTION: Put the sentences together to make a negative sentence with a "that" clause. -INPUT: speak -CHECK: reveal -SHOW_PROMPT +ACCEPT: Are they upset that the Martins lost their airline tickets? | Are they upset that they lost their airline tickets? EXAMPLE PROMPT: Tom bought a small car. He's not happy. @@ -945,325 +1010,142 @@ RESPONSE: Tom's not happy that he bought a small car. PROMPT: Helen's friend lied to her. She's not happy. RESPONSE: Helen's not happy that her friend lied to her. +ACCEPT: She's not happy that Helen's friend lied to her. | She's not happy that her friend lied to her. PROMPT: His traffic ticket cost $75. Ken's not pleased. RESPONSE: Ken's not pleased that his traffic ticket cost $75. +ACCEPT: Ken's not pleased that his traffic ticket cost seventy-five dollars. PROMPT: Tommy broke an old glass. His mother's not upset. -RESPONSE: His mother's not upset that Tommy broke an old glass. +RESPONSE: Tommy's mother's not upset that he broke an old glass. +ACCEPT: His mother's not upset that Tommy broke an old glass. | Tommy's mother is not upset that he broke an old glass. PROMPT: Janet moved to Houston. She's not sorry. RESPONSE: Janet's not sorry that she moved to Houston. +ACCEPT: Janet is not sorry that she moved to Houston. | She's not sorry that Janet moved to Houston. | She's not sorry that she moved to Houston. PROMPT: Paul was late to dinner. Ann wasn't angry. RESPONSE: Ann wasn't angry that Paul was late to dinner. +ACCEPT: Ann was not angry that Paul was late to dinner. PROMPT: John sold his car. He wasn't glad. RESPONSE: John wasn't glad that he sold his car. +ACCEPT: John was not glad that he sold his car. | He wasn't glad that John sold his car. | He wasn't glad that he sold his car. -# Source: ST §Is Al Sorry That He Didn't Study? (word box) -$GRAMMAR Word Box: Feelings -ID: l4-s20-b -INTRO: Six feeling words for the next exercise. Tap each one to hear it. - -CARD: Here are some words to use when you feel good. -{happy} -{glad} -{pleased} - -CARD: And here are words to use when things go wrong. -{angry} -{upset} -{sorry} - -SUMMARY: -| | | | -|---|---|---| -| {angry} | {glad} | {happy} | -| {upset} | {sorry} | {pleased} | - -$PRODUCE Which Feeling Fits? +# Source: ST §Is Al Sorry That He Didn't Study for the Test? +$SELECT Choose the Feeling Word ID: l4-s20 -REFERENCE -INTRO: Type the feeling word from the box that fits each sentence. Some sentences accept more than one — teachers are often both "angry" and "upset". -INSTRUCTION: Type a word from the box to complete the sentence. -INPUT: type -CHECK: exact +INTRO: Tap the feeling word that fits each sentence. Each word is used only once — choose carefully. +INSTRUCTION: Tap the correct adjective. Use each word only once. +OPTION: a | angry +OPTION: b | glad +OPTION: c | happy +OPTION: d | upset +OPTION: e | sorry +OPTION: f | pleased -TEMPLATE: The teacher is ____{angry|upset} that the class didn't do the homework. -RESPONSE: The teacher is angry that the class didn't do the homework. +TEMPLATE: The teacher is ____ that the class didn't do the homework. +ANSWER: a -TEMPLATE: Mr. Hawkins was ____{pleased|happy|glad} that his students did well on the test. -RESPONSE: Mr. Hawkins was pleased that his students did well on the test. +TEMPLATE: Mr. Hawkins was ____ that his students did well on the test. +ANSWER: f -TEMPLATE: Pam's ____{sorry} that she hurt her friend's feelings. -RESPONSE: Pam's sorry that she hurt her friend's feelings. +TEMPLATE: Pam's ____ that she hurt her friend's feelings. +ANSWER: e -TEMPLATE: Lt Simpson was ____{glad|happy|pleased} that Col Lynch remembered him. -RESPONSE: Lt Simpson was glad that Col Lynch remembered him. +TEMPLATE: Lt Simpson was ____ that Col Lynch remembered him. +ANSWER: c -TEMPLATE: Alice was ____{happy|glad|pleased} that her son wasn't hurt in the accident. -RESPONSE: Alice was happy that her son wasn't hurt in the accident. +TEMPLATE: Alice was ____ that her son wasn't hurt in the accident. +ANSWER: b -TEMPLATE: Harry was ____{upset|angry} that he waited in the rain for one hour and his friend never came. -RESPONSE: Harry was upset that he waited in the rain for one hour and his friend never came. +TEMPLATE: Harry was ____ that he waited in the rain for one hour and his friend never came. +ANSWER: d + +# Source: ST §I Hope That the Shirt Fits (groups kept intact;
lists restacked as TEMPLATE lines) +$SELECT Sorry, Hope, or Pleased? +ID: l4-s10 +INTRO: Each group of endings fits the same opening expression. Read the whole group, then tap the expression that starts every line in it. +INSTRUCTION: Tap the expression that fits every line in the group. +OPTION: a | I'm sorry (that) +OPTION: b | I hope (that) +OPTION: c | I'm pleased (that) +OPTION: d | Sorry. I didn't mean to + +TEMPLATE: ____ I hurt your feelings. +TEMPLATE: ____ I stepped on your toes. +TEMPLATE: ____ I took your keys. +TEMPLATE: ____ I spilled water on you. +TEMPLATE: ____ I came in late. +ANSWER: a + +TEMPLATE: ____ you have a nice trip. +TEMPLATE: ____ you get a good grade on your test. +TEMPLATE: ____ you find your wallet. +TEMPLATE: ____ I didn't hurt your feelings. +ANSWER: b + +TEMPLATE: ____ your mother is better. +TEMPLATE: ____ you got a good grade on your test. +TEMPLATE: ____ you came to the party. +TEMPLATE: ____ I met you. +ANSWER: c + +TEMPLATE: ____ hurt your feelings. +TEMPLATE: ____ spill water on you. +TEMPLATE: ____ take your wallet. +TEMPLATE: ____ step on your toes. +TEMPLATE: ____ break your glasses. +ANSWER: d # Source: LLA 4C Figure 4 -$PRODUCE Add "So" +$PRODUCE Make It Stronger with "So" ID: 9-4c-f4 -INTRO: When a feeling is big, add "so": tired becomes "so tired". Listen to each sentence, add "so", and repeat the correct answer. +INTRO: One more trick for feelings: put "so" before the adjective to make it stronger. Listen to the sentence, say the stronger version, and repeat the model answer. INSTRUCTION: Add "so" to the sentence. INPUT: speak CHECK: reveal REPEAT EXAMPLE +TEMPLATE: Sam was tired yesterday. PROMPT: Sam was tired yesterday. {bk09-l4c-f4-ex-q.mp3} RESPONSE: Sam was so tired yesterday. {bk09-l4c-f4-ex-a.mp3} +TEMPLATE: Mark was happy to see Mary. PROMPT: Mark was happy to see Mary. {bk09-l4c-f4-01-q.mp3} RESPONSE: Mark was so happy to see Mary. {bk09-l4c-f4-01-a.mp3} +TEMPLATE: Linda was upset about the score. PROMPT: Linda was upset about the score. {bk09-l4c-f4-02-q.mp3} RESPONSE: Linda was so upset about the score. {bk09-l4c-f4-02-a.mp3} +TEMPLATE: Ben was angry this morning. PROMPT: Ben was angry this morning. {bk09-l4c-f4-03-q.mp3} RESPONSE: Ben was so angry this morning. {bk09-l4c-f4-03-a.mp3} +TEMPLATE: Jean was sad. PROMPT: Jean was sad. {bk09-l4c-f4-04-q.mp3} RESPONSE: Jean was so sad. {bk09-l4c-f4-04-a.mp3} +TEMPLATE: I felt sick yesterday. PROMPT: I felt sick yesterday. {bk09-l4c-f4-05-q.mp3} RESPONSE: I felt so sick yesterday. {bk09-l4c-f4-05-a.mp3} +TEMPLATE: Ray was thin when he was young. PROMPT: Ray was thin when he was young. {bk09-l4c-f4-06-q.mp3} RESPONSE: Ray was so thin when he was young. {bk09-l4c-f4-06-a.mp3} +TEMPLATE: They were happy at the party. PROMPT: They were happy at the party. {bk09-l4c-f4-07-q.mp3} RESPONSE: They were so happy at the party. {bk09-l4c-f4-07-a.mp3} -$SESSION 4-5: Laundry Day and Checking Out - -# Source: LLA 4B Figure 3 (Part 2) -$DIALOGUE Laundry Day -ID: 9-4b-f3-b -INTRO: In this part: laundry, hangers, and the fine art of buying forgiveness with dinner. Listen to Rita and Alex, then repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Alex: Are you almost finished with the laundry? {bk09-l4b-f3-15.mp3} -Rita: Almost. I just have to hang up these shirts. {bk09-l4b-f3-16.mp3} -LINE: Give me those hangers from the closet, please. {bk09-l4b-f3-17.mp3} -Alex: I didn't realize that we had so many dirty clothes. {bk09-l4b-f3-18.mp3} -VOCAB: to forget -Rita: It's easy to forget when you just go from place to place. {bk09-l4b-f3-19.mp3} -Alex: I meant to come earlier and help you. {bk09-l4b-f3-20.mp3} -Rita: Take me to dinner and I'll forgive you. {bk09-l4b-f3-21.mp3} -Alex: Okay. {bk09-l4b-f3-22.mp3} - -# Source: LLA 4B Figure 3 (Part 3) -$PRODUCE Questions About Laundry Day -ID: 9-4b-f3-c -REFERENCE -INTRO: Answer the questions about the dialogue out loud, then repeat the correct answer. The dialogue is a tap away if the hangers escape you. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: What was Rita doing? {bk09-l4b-f3-23-q.mp3} -RESPONSE: She was doing the laundry. {bk09-l4b-f3-23-a.mp3} - -PROMPT: What does she have to do to the shirt? {bk09-l4b-f3-24-q.mp3} -RESPONSE: She has to hang up the shirts. {bk09-l4b-f3-24-a.mp3} - -PROMPT: What does she want from the closet? {bk09-l4b-f3-25-q.mp3} -RESPONSE: She wants the hangers from the closet. {bk09-l4b-f3-25-a.mp3} - -PROMPT: Did Alex know that they had a lot of dirty clothes? {bk09-l4b-f3-26-q.mp3} -RESPONSE: No, he didn't. He didn't realize that they had so many dirty clothes. {bk09-l4b-f3-26-a.mp3} - -PROMPT: What is easy to do when you travel? {bk09-l4b-f3-27-q.mp3} -RESPONSE: It's easy to forget the laundry. {bk09-l4b-f3-27-a.mp3} - -PROMPT: Did Alex want to come earlier and help his wife? {bk09-l4b-f3-28-q.mp3} -RESPONSE: Yes, he meant to come earlier and help her. {bk09-l4b-f3-28-a.mp3} - -PROMPT: Is Rita going to forgive her husband? {bk09-l4b-f3-29-q.mp3} -RESPONSE: She'll forgive him after he takes her to dinner. {bk09-l4b-f3-29-a.mp3} - -# Source: LLA 4B Figure 3 (Part 1) — word list kept as pronunciation practice after the sentence context -$DIALOGUE Pronunciation: Words and Past Forms {page_088_001.jpg} -ID: 9-4b-f3 -INTRO: Now practice saying this part's words on their own — including the past forms: "hang up" becomes "hung up", "forget" becomes "forgot", "forgive" becomes "forgave". Listen and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Laundry. {bk09-l4b-f3-01.mp3} -LINE: Hang up. {bk09-l4b-f3-02.mp3} -LINE: Hung up. {bk09-l4b-f3-03.mp3} -LINE: Hanger. {bk09-l4b-f3-04.mp3} -LINE: Closet. {bk09-l4b-f3-05.mp3} -LINE: End. {bk09-l4b-f3-06.mp3} -LINE: Realize. {bk09-l4b-f3-07.mp3} -LINE: So. {bk09-l4b-f3-08.mp3} -LINE: Forget. {bk09-l4b-f3-09.mp3} -LINE: Forgot. {bk09-l4b-f3-10.mp3} -LINE: Mean to. {bk09-l4b-f3-11.mp3} -LINE: Meant to. {bk09-l4b-f3-12.mp3} -LINE: Forgive. {bk09-l4b-f3-13.mp3} -LINE: Forgave. {bk09-l4b-f3-14.mp3} - -# Source: LLA 4B Figure 4 -$SELECT Choose the Best Answer -ID: 9-4b-f4 -INTRO: Listen to the question and tap the best answer. Then repeat the correct answer. -INSTRUCTION: Tap the correct answer. -REPEAT - -PROMPT: Did John call you? {bk09-l4b-f4-01-q.mp3} -OPTION: a | No, I think he forgot. {bk09-l4b-f4-01-a.mp3} -OPTION: b | No, I think he's pleased. -OPTION: c | No, I think it's empty. -ANSWER: a - -PROMPT: What is David thinking about? {bk09-l4b-f4-02-q.mp3} -OPTION: a | He didn't mean to call. -OPTION: b | He didn't step on her toes. -OPTION: c | He's worried about his mother. {bk09-l4b-f4-02-a.mp3} -ANSWER: c - -PROMPT: Did your sister forgive you for not calling her? {bk09-l4b-f4-03-q.mp3} -OPTION: a | Yes, she's upset. -OPTION: b | Yes, she's talking to me again. {bk09-l4b-f4-03-a.mp3} -OPTION: c | Yes, she apologized to me. -ANSWER: b - -PROMPT: Did you tell her that you're sorry? {bk09-l4b-f4-04-q.mp3} -OPTION: a | Yes, I realized she was wrong. -OPTION: b | Yes, I apologized to her. {bk09-l4b-f4-04-a.mp3} -OPTION: c | Yes, I forgave her. -ANSWER: b - -PROMPT: What did you do with the picture? {bk09-l4b-f4-05-q.mp3} -OPTION: a | I filled up the tank. -OPTION: b | I ran out of time. -OPTION: c | I hung it up in my living room. {bk09-l4b-f4-05-a.mp3} -ANSWER: c - -PROMPT: Is the gas tank full? {bk09-l4b-f4-06-q.mp3} -OPTION: a | No, he spilled water. -OPTION: b | No, it's almost empty. {bk09-l4b-f4-06-a.mp3} -OPTION: c | No, he filled it yesterday. -ANSWER: b - -PROMPT: Are you going to watch the movie on TV tonight? {bk09-l4b-f4-07-q.mp3} -OPTION: a | Yes, I hope to watch it. {bk09-l4b-f4-07-a.mp3} -OPTION: b | Yes, I realize that this is his TV. -OPTION: c | Yes, I'm worried about the TV. -ANSWER: a - -PROMPT: Can you explain this word to me? {bk09-l4b-f4-08-q.mp3} -OPTION: a | Sure. I hope you read the book. -OPTION: b | Sure. I'm worried about it. -OPTION: c | Sure. Let me tell you what it means. {bk09-l4b-f4-08-a.mp3} -ANSWER: c - -# Source: ST §A New Motel (group 1) -$SELECT A New Motel — Joe Checks In -ID: l4-s21 -INTRO: Build Joe's short, hanger-less motel story: tap the ending that completes each sentence. -INSTRUCTION: Tap the phrase that completes the sentence. -OPTION: a | hangers in the closet. -OPTION: b | very angry. -OPTION: c | a new motel. -OPTION: d | hang up his clothes. - -EXAMPLE -TEMPLATE: Joe checked in at -ANSWER: c - -TEMPLATE: There were no -ANSWER: a - -TEMPLATE: He couldn't -ANSWER: d - -TEMPLATE: Joe was -ANSWER: b - -# Source: ST §A New Motel (group 2) -$SELECT A New Motel — Jane Cleans Rooms -ID: l4-s21-b -INTRO: Same game, new story: Jane and her long day of sheets and blankets. Tap the ending that completes each sentence. -INSTRUCTION: Tap the phrase that completes the sentence. -OPTION: a | the sheets and blankets. -OPTION: b | in the motel on Elm Street. -OPTION: c | at the end of the day. -OPTION: d | the bedrooms and the bathrooms. - -TEMPLATE: Jane cleans rooms -ANSWER: b - -TEMPLATE: She cleans -ANSWER: d - -TEMPLATE: She changes -ANSWER: a - -TEMPLATE: She is tired -ANSWER: c - -# Source: ST §A New Motel (group 3) -$SELECT A New Motel — Lost Baggage -ID: l4-s21-c -INTRO: Last story: the airline lost Jeff's baggage, and everyone is being very polite about it. Tap the ending that completes each sentence. -INSTRUCTION: Tap the phrase that completes the sentence. -OPTION: a | losing the baggage. -OPTION: b | they won't find it at all. -OPTION: c | that the airline lost his baggage. -OPTION: d | find it by tomorrow. - -TEMPLATE: Jeff is upset -ANSWER: c - -TEMPLATE: They apologized for -ANSWER: a - -TEMPLATE: They hope to -ANSWER: d - -TEMPLATE: He's worried that -ANSWER: b - -# SKIPPED (book): the paragraph rewriting step of "A NEW MOTEL" (ST) — paragraph composition, deferred. - -# Source: LLA 4B Figure 7 -$PRODUCE Checking Out of the Motel -ID: 9-4b-f7 -INTRO: Time to check out. The clerk speaks; you take the guest's part and read his lines aloud, then hear how the tape says them. -INSTRUCTION: Read the guest's lines aloud. -INPUT: speak -CHECK: reveal - -PROMPT: Good morning, sir. Are you ready to check out? {bk09-l4b-f7-01.mp3} -TEMPLATE: Yes, I am. Can I have the bill? -RESPONSE: Yes, I am. Can I have the bill? {bk09-l4b-f7-02.mp3} - -PROMPT: Sure. It was $65 with tax. Did you have a nice stay at our motel? {bk09-l4b-f7-03.mp3} -TEMPLATE: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money. -RESPONSE: Yes, we did. Your beds were not too hard or too soft. We had a good rest. Here's your money. {bk09-l4b-f7-04.mp3} - -PROMPT: Thank you. We hope to see you again, sir. {bk09-l4b-f7-05.mp3} -TEMPLATE: Maybe next year. -RESPONSE: Maybe next year. {bk09-l4b-f7-06.mp3} - -$SESSION 4-6: Mental Verbs with "That" +$SESSION 4-5: Know, Hear, and Forget + "That" # Source: LLA 4B Figure 5 -$DIALOGUE Think, Know, Hear — Listen and Repeat +$DIALOGUE Verbs Followed by "That" ID: 9-4b-f5 -INTRO: In this part, "that" clauses follow thinking verbs: think, realize, hear, forget, remember. First, hear the pattern in ten sentences. Listen and repeat. +INTRO: In this part, "that" goes after verbs like "know", "hear", and "forget" — for reporting what's in your head. Listen to the sentences and repeat them. INSTRUCTION: Listen and repeat. REPEAT @@ -1278,50 +1160,43 @@ LINE: Don't forget that we leave tomorrow. {bk09-l4b-f5-08.mp3} LINE: Did you read that we will have a new instructor soon? {bk09-l4b-f5-09.mp3} LINE: Don't you remember we saw it yesterday? {bk09-l4b-f5-10.mp3} -# Source: ST §I Think This Movie Is Boring. -$GRAMMAR Mental Activity Verbs + "That" -ID: l4-s11 -INTRO: Here's the rule: after a verb of mental activity — think, know, forget — use a "that" clause as the object. And "that" itself is optional. +# Source: ST §That Noun Clauses as Direct Objects (rewritten as cards) +$GRAMMAR Know, Think, and Hear + "That" +ID: l4-s12 +INTRO: The same "that" pattern, this time after verbs of mental activity. -CARD: Verbs about thinking, knowing, and feeling are called mental activity verbs. -{think} -{know} -{understand} -{realize} -{guess} -{hope} - -CARD: Verbs related to learning and memory also belong to this group. -{forget} -{remember} -{learn} -{hear} -{see} -{read} - -CARD: After these verbs, you can use a clause starting with "that" as the direct object. +CARD: After a verb of mental activity — like "think", "know", or "forget" — use **that** plus a sentence to say what's in your head. +{I forgot that we had a test today.} {I think that this movie is boring.} -{He hopes that you'll come to his party.} -{Do you realize that we're leaving tomorrow?} +![Two young men sitting next to each other in movie theater seats, one looks bored resting his chin on his hand and the other is yawning wide](st-page_138_001.jpg) -CARD: In everyday spoken English, the word "that" is completely optional. You can just drop it. -{I forgot we had a test today.} -{Did you remember there's a test today?} -{Did he understand the movie started at 7?} +CARD: Here too, **that** is optional. +{He hopes that you'll come to his party.} +{He hopes you'll come to his party.} + +CARD: Questions use the same pattern. +{Did you remember that there's a test today?} +{Do you realize that we're leaving tomorrow?} SUMMARY: | | | | |---|---|---| | I forgot | (that) | we had a test today. | | I think | (that) | this movie is boring. | -| He hopes | (that) | you'll come to his party. | -| Did you remember | (that) | there's a test today? | | Did he understand | (that) | the movie started at 7? | -| Do you realize | (that) | we're leaving tomorrow? | -$DIALOGUE Short Exchanges with Mental Verbs -ID: l4-s12 -INTRO: Five quick exchanges — opinions, guesses, and radio weather reports. Read along and watch the "that" clauses go by. +**Verbs of mental activity:** + +| | | | | +|---|---|---|---| +| forget | guess | hear | realize | +| learn | think | hope | remember | +| see | read | know | understand | + +# Source: ST §I Think This Movie Is Boring. +$DIALOGUE I Think This Movie Is Boring +ID: l4-s13 +INTRO: Read the short exchanges — every one of them reports something with a verb plus "that". INSTRUCTION: Read the dialogs. Jim: Do you think this movie is boring? @@ -1340,149 +1215,167 @@ Tim: I heard on the radio that it's going to rain tonight. Pam: I saw on TV that the rain might change to snow later. # Source: LLA 4B Figure 6 -$PRODUCE Combine with "That" — Mental Verbs +$PRODUCE Combine with Know, Hear, and Forget ID: 9-4b-f6 -INTRO: Listen to the two sentences. Combine them into one sentence using "that", and repeat the correct answer. -INSTRUCTION: Combine the sentences. +INTRO: Read the two sentences and combine them using a verb clause. Listen and repeat the correct answer. +INSTRUCTION: Combine the sentences aloud. INPUT: speak CHECK: reveal REPEAT EXAMPLE +TEMPLATE: Henry has to call home. / Mary remembered it. PROMPT: Henry has to call home. Mary remembered it. {bk09-l4b-f6-ex-q.mp3} -RESPONSE: Mary remembered that Henry has to call home. +RESPONSE: Mary remembered that Henry has to call home. {bk09-l4b-f6-ex-a.mp3} +TEMPLATE: The price of corn will go up. / I read here in the paper. PROMPT: The price of corn will go up. I read here in the paper. {bk09-l4b-f6-01-q.mp3} RESPONSE: I read here in the paper that the price of corn will go up. {bk09-l4b-f6-01-a.mp3} +TEMPLATE: Ken said, "Yes." / George didn't hear this. PROMPT: Ken said, "Yes." George didn't hear this. {bk09-l4b-f6-02-q.mp3} RESPONSE: George didn't hear that Ken said yes. {bk09-l4b-f6-02-a.mp3} +TEMPLATE: It's going to rain today. / I heard it on the radio. PROMPT: It's going to rain today. I heard it on the radio. {bk09-l4b-f6-03-q.mp3} RESPONSE: I heard on the radio that it's going to rain today. {bk09-l4b-f6-03-a.mp3} +TEMPLATE: Judy can travel to Europe. / Judy hopes that. PROMPT: Judy can travel to Europe. Judy hopes that. {bk09-l4b-f6-04-q.mp3} RESPONSE: Judy hopes that she can travel to Europe. {bk09-l4b-f6-04-a.mp3} +TEMPLATE: John had to mail the letter. / John forgot this. PROMPT: John had to mail the letter. John forgot this. {bk09-l4b-f6-05-q.mp3} RESPONSE: John forgot he had to mail the letter. {bk09-l4b-f6-05-a.mp3} -PROMPT: Dan hurt Sara's feelings. Dan didn't mean to do it. {bk09-l4b-f6-06-q.mp3} +TEMPLATE: Dan hurt Sara's feelings. / Dan didn't mean to do it. +PROMPT: Dan hurt Sarah's feelings. Dan didn't mean to do it. {bk09-l4b-f6-06-q.mp3} RESPONSE: Dan didn't mean to hurt Sarah's feelings. {bk09-l4b-f6-06-a.mp3} +TEMPLATE: The word had two meanings. / Kim didn't realize it. PROMPT: The word had two meanings. Kim didn't realize it. {bk09-l4b-f6-07-q.mp3} RESPONSE: Kim didn't realize that the word had two meanings. {bk09-l4b-f6-07-a.mp3} +TEMPLATE: His car didn't have any gasoline. / My father didn't know it. PROMPT: His car didn't have any gasoline. My father didn't know it. {bk09-l4b-f6-08-q.mp3} RESPONSE: My father didn't know that his car didn't have any gasoline. {bk09-l4b-f6-08-a.mp3} -# Source: ST §Noun Clauses with That -$PRODUCE Complete with a "That" Clause -ID: l4-s13 -INTRO: Read the fact, then finish the second sentence with a "that" clause — say the whole sentence aloud and check the model. -INSTRUCTION: Complete the sentence with a "that" clause, aloud. -INPUT: speak -CHECK: reveal +# SKIPPED (book): "JAN THOUGHT THE TEST WAS EASY." (ST p. 140) — teacher-cued negative transformation drill with unprinted items. Dropped. + +# Source: ST §The Other Students Know That the Test Starts at 10:00 +$PRODUCE Complete with "That" +ID: l4-s14 +INTRO: Now in writing: finish the second sentence with "that" and the idea from the first one. Typing just the "that" clause is fine. +INSTRUCTION: Complete the sentences using a that noun clause. +INPUT: type +CHECK: exact +SHOW_PROMPT EXAMPLE -TEMPLATE: The test starts at 10:00. Paul doesn't realize it. -TEMPLATE: Paul doesn't realize ____ +PROMPT: The test starts at 10:00. Paul doesn't realize it. RESPONSE: Paul doesn't realize that the test starts at 10:00. +ACCEPT: that the test starts at 10:00 | the test starts at 10:00 -TEMPLATE: John told the truth. Marsha knows ____ +PROMPT: John told the truth. Marsha knows... RESPONSE: Marsha knows that John told the truth. +ACCEPT: that John told the truth | John told the truth -TEMPLATE: John didn't tell a lie. Ann knows ____ +PROMPT: John didn't tell a lie. Ann knows... RESPONSE: Ann knows that John didn't tell a lie. +ACCEPT: that John didn't tell a lie | John didn't tell a lie -TEMPLATE: Jason will leave on Friday. Jason learned ____ +PROMPT: Jason will leave on Friday. Jason learned... RESPONSE: Jason learned that he will leave on Friday. +ACCEPT: that he will leave on Friday | he will leave on Friday | that Jason will leave on Friday -TEMPLATE: Ed forgot to sign his check. The bank teller saw ____ +PROMPT: Ed forgot to sign his check. The bank teller saw... RESPONSE: The bank teller saw that Ed forgot to sign his check. +ACCEPT: that Ed forgot to sign his check | Ed forgot to sign his check -TEMPLATE: Today's going to be very hot. I heard on the radio ____ +PROMPT: Today's going to be very hot. I heard on the radio... RESPONSE: I heard on the radio that today's going to be very hot. +ACCEPT: that today's going to be very hot | today's going to be very hot -TEMPLATE: Pat has a new telephone number. Mike doesn't remember ____ +PROMPT: Pat has a new telephone number. Mike doesn't remember... RESPONSE: Mike doesn't remember that Pat has a new telephone number. +ACCEPT: that Pat has a new telephone number | Pat has a new telephone number -TEMPLATE: Ken wanted coffee with his dinner. The waiter didn't understand ____ +PROMPT: Ken wanted coffee with his dinner. The waiter didn't understand... RESPONSE: The waiter didn't understand that Ken wanted coffee with his dinner. +ACCEPT: that Ken wanted coffee with his dinner | Ken wanted coffee with his dinner -TEMPLATE: The price of a new car is going up. I read today ____ +PROMPT: The price of a new car is going up. I read today... RESPONSE: I read today that the price of a new car is going up. +ACCEPT: that the price of a new car is going up | the price of a new car is going up -TEMPLATE: Dana had to return a book to the library. She forgot ____ +PROMPT: Dana had to return a book to the library. She forgot... RESPONSE: She forgot that she had to return a book to the library. +ACCEPT: that she had to return a book to the library | she had to return a book to the library | that Dana had to return a book to the library -TEMPLATE: Lt Henderson says he is the best pilot on this base. He thinks ____ +PROMPT: Lt Henderson says he is the best pilot on this base. He thinks... RESPONSE: He thinks that he is the best pilot on this base. +ACCEPT: that he is the best pilot on this base | he is the best pilot on this base -# SKIPPED (book): "JAN THOUGHT THE TEST WAS EASY." (ST p. 139) — instructor-read substitution drill with no printed stimuli. Dropped. +# SKIPPED (book): "WHAT ARE WE TALKING ABOUT?" (ST p. 141) — listening skill with stimuli in instructor manual only. Dropped. -# Source: LLA 4D Figure 3 (paragraph) -$DIALOGUE Time Change -ID: 4d-f3 -INTRO: Now a story stuffed with mental verbs: Tim, his alarm clock, and the twice-a-year time change that fools everyone once. Just listen. +# Source: LLA 4D Figures 3 & 4 (passage) +$DIALOGUE Daylight Saving Time +ID: 9-4d-f3-story +INTRO: Listen to the story about Tim and the time change. INSTRUCTION: Listen to the paragraph. -LINE: In most of the U.S., people add an hour to the time every April and subtract an hour every October. {bk09-l4d-f3-01.mp3} -LINE: Last Saturday, Tim read that the time was going to change on Sunday at 1:00 a.m., but he forgot that he had to change his watch and alarm clock. {bk09-l4d-f3-02.mp3} -LINE: Tim got up Monday morning and saw that the time was 6:30. {bk09-l4d-f3-03.mp3} -LINE: He knew he had to leave right away. {bk09-l4d-f3-04.mp3} -LINE: On the road to the base, Tim realized that there wasn't much traffic. {bk09-l4d-f3-05.mp3} -LINE: He hoped that there wasn't a problem on the road. {bk09-l4d-f3-06.mp3} -LINE: Tim turned on the car radio and heard that the time was only 6:00 a.m. {bk09-l4d-f3-07.mp3} -LINE: He learned that he was early, not late. {bk09-l4d-f3-08.mp3} -LINE: Then Tim remembered that the time was an hour earlier now. {bk09-l4d-f3-09.mp3} +LINE: In most of the U.S., people add an hour to the time every April and subtract an hour every October. {bk09-l4d-f3-01a.mp3} +LINE: Last Saturday, Tim read that the time was going to change on Sunday at 1:00 a.m., but he forgot that he had to change his watch and alarm clock. {bk09-l4d-f3-01b.mp3} +LINE: Tim got up Monday morning and saw that the time was 6:30. He knew he had to leave right away. {bk09-l4d-f3-01c.mp3} +LINE: On the road to the base, Tim realized that there wasn't much traffic. He hoped that there wasn't a problem on the road. {bk09-l4d-f3-01d.mp3} +LINE: Tim turned on the car radio and heard that the time was only 6:00 a.m. {bk09-l4d-f3-01e.mp3} +LINE: He learned that he was early, not late. Then Tim remembered that the time was an hour earlier now. {bk09-l4d-f3-01f.mp3} -# Source: LLA 4D Figure 3 (question-making pass) -$PRODUCE Ask "What" Questions About Tim -ID: 4d-f3-b +# Source: LLA 4D Figure 3 (drill) +$PRODUCE Ask "What" Questions about Tim +ID: 9-4d-f3 INPUT: speak CHECK: reveal -INTRO: Now you make the questions. Use the cue word on the screen to ask a "what" question about Tim's story — say it aloud, then repeat the model question. -INSTRUCTION: Ask a "what" question using the cue word. +INTRO: Look at the verb prompt and ask a "what" question about Tim in the past tense. Then repeat the question. +INSTRUCTION: Ask a "what" question aloud. REPEAT EXAMPLE TEMPLATE: read -RESPONSE: What did Tim read? {bk09-l4d-f3-ex-a.mp3} +RESPONSE: What did Tim read? {bk09-l4d-f3-ex.mp3} TEMPLATE: forget -PROMPT: ask {bk09-l4d-f3-01-q.mp3} -RESPONSE: What did Tim forget? {bk09-l4d-f3-01-a.mp3} +RESPONSE: What did Tim forget? {bk09-l4d-f3-01.mp3} TEMPLATE: see -RESPONSE: What did Tim see? {bk09-l4d-f3-02-a.mp3} +RESPONSE: What did Tim see? {bk09-l4d-f3-02.mp3} TEMPLATE: know -RESPONSE: What did Tim know? {bk09-l4d-f3-03-a.mp3} +RESPONSE: What did Tim know? {bk09-l4d-f3-03.mp3} TEMPLATE: realize -RESPONSE: What did Tim realize? {bk09-l4d-f3-04-a.mp3} +RESPONSE: What did Tim realize? {bk09-l4d-f3-04.mp3} TEMPLATE: hope -RESPONSE: What did he hope? {bk09-l4d-f3-05-a.mp3} +RESPONSE: What did he hope? {bk09-l4d-f3-05.mp3} TEMPLATE: hear -RESPONSE: What did he hear? {bk09-l4d-f3-06-a.mp3} +RESPONSE: What did he hear? {bk09-l4d-f3-06.mp3} TEMPLATE: learn -RESPONSE: What did he learn? {bk09-l4d-f3-07-a.mp3} +RESPONSE: What did he learn? {bk09-l4d-f3-07.mp3} TEMPLATE: remember -RESPONSE: What did he remember? {bk09-l4d-f3-08-a.mp3} +RESPONSE: What did he remember? {bk09-l4d-f3-08.mp3} # Source: LLA 4D Figure 4 -$PRODUCE Answer the Questions About Tim -ID: 4d-f4 -REFERENCE -INTRO: You asked the questions; now answer them. Listen to each question, answer aloud with a full sentence, then repeat the model. The story is one tap away. -INSTRUCTION: Answer aloud with a full sentence. +$PRODUCE What Did Tim Learn? +ID: 9-4d-f4 INPUT: speak CHECK: reveal +REFERENCE: 9-4d-f3-story +INTRO: Listen to each question about the story and answer aloud in a complete sentence using "that". Open the story again if you need it. +INSTRUCTION: Answer the question aloud. REPEAT EXAMPLE @@ -1513,85 +1406,59 @@ RESPONSE: He learned that he was early, not late. {bk09-l4d-f4-07-a.mp3} PROMPT: What did he remember? {bk09-l4d-f4-08-q.mp3} RESPONSE: He remembered that the time was an hour earlier. {bk09-l4d-f4-08-a.mp3} -# Source: ST §Verb Box -$GRAMMAR Word Box: Mental Verbs -ID: l4-s14 -INTRO: Six mental verbs for the next exercise. Tap each one to hear it — you'll use them in the past tense. - -CARD: When we hold information in our minds, we use verbs like "know" and "realize". Notice their past tense forms. -{know} -{knew} -{realize} -{realized} - -CARD: Sense verbs like "see" and "hear" can also be used as mental verbs when you learn or understand something. Both are irregular in the past tense. -{see} -{saw} -{hear} -{heard} - -CARD: We use "remember" for the past and "hope" for the future. These are regular verbs, so they take -d or -ed in the past tense. -{remember} -{remembered} -{hope} -{hoped} - -SUMMARY: -Use one of these verbs, in the past tense, in the next exercise: - -| | | | -|---|---|---| -| {know} | {realize} | {hear} | -| {see} | {remember} | {hope} | - -$PRODUCE Tim's Monday — Fill in the Verb +# Source: ST §Tim Thought That He Was Late (setup paragraph replaced by REFERENCE to the heard story) +$PRODUCE Tim's Monday Morning — Fill In the Verbs ID: l4-s15 -REFERENCE -INTRO: Remember Tim and the time change? Retell his Monday in writing: type the missing past-tense verb from the box in each sentence. -INSTRUCTION: Type the missing past-tense verb from the box. +REFERENCE: 9-4d-f3-story +INTRO: You heard Tim's story — now finish the written version. Type the past tense of the verb that fits each gap: "know", "realize", "hear", "see", "remember", or "hope". Each verb is used only once. +INSTRUCTION: Type the missing past-tense verb. Use each verb only once. INPUT: type CHECK: exact TEMPLATE: When Tim looked at his alarm clock Monday morning he ____{saw} that the time was 6:30. RESPONSE: When Tim looked at his alarm clock Monday morning he saw that the time was 6:30. -TEMPLATE: He ____{knew} he had to leave right away. -RESPONSE: He knew he had to leave right away. +TEMPLATE: He was going to be late! He ____{remembered} he had to leave right away. +RESPONSE: He remembered he had to leave right away. TEMPLATE: He ____{hoped} that there wasn't going to be a lot of traffic on the road. RESPONSE: He hoped that there wasn't going to be a lot of traffic on the road. TEMPLATE: Tim turned on the car radio. He ____{heard} that the time was only 6:00. -RESPONSE: He heard that the time was only 6:00. +RESPONSE: Tim turned on the car radio. He heard that the time was only 6:00. -TEMPLATE: He ____{realized|remembered} that he was early, not late. +TEMPLATE: He ____{realized|knew} that he was early, not late. RESPONSE: He realized that he was early, not late. -TEMPLATE: Then Tim ____{remembered|realized} that the time was an hour earlier now. It was only 6 o'clock, not 7. -RESPONSE: Then Tim remembered that the time was an hour earlier now. +TEMPLATE: Then Tim ____{knew|realized} that the time was an hour earlier now. It was only 6 o'clock, not 7. +RESPONSE: Then Tim knew that the time was an hour earlier now. It was only 6 o'clock, not 7. -$SESSION 4-7: Apologizing For Doing Something +$SESSION 4-6: Apologizing For Doing It -# Source: ST §Apologize For + Gerund -$GRAMMAR "Apologize For" + Gerund -ID: l4-s22 -INTRO: One more apology pattern: after "apologize", use "for" plus an "-ing" verb — apologize for being late, for spilling, for forgetting. - -CARD: After the verb **apologize**, use **for** plus an **-ing** verb. This shows what action you are sorry about. -{I apologize for forgetting.} -{He apologized for spilling his drink.} - -CARD: To include the person you are saying sorry to, use **apologize to** someone before the word **for**. -{She's apologizing to him for being late to class.} -{Steve apologized to Lisa for losing her notebook.} - -CARD: When asking a question, the word **for** usually drops to the very end of the sentence. -{What is Beth apologizing to the instructor for?} -{What are you apologizing for?} - -$DIALOGUE Who Apologized for What? +# Source: ST §Apologize For + Gerund (rewritten as cards) +$GRAMMAR Apologize For + "-ing" ID: l4-s23 -INTRO: Five short exchanges, five apologies with "for + -ing". Read along — one driver refuses to apologize at all. +INTRO: In this part you'll say exactly what someone apologized for: "apologize for" plus the "-ing" form of the verb. + +CARD: What is Beth apologizing to the instructor for? +{She's apologizing to him for being late to class.} +![A man with glasses and two women standing in front of a male teacher who is holding papers](st-page_146_001.jpg) + +CARD: After the verb **apologize**, use **for** plus the "-ing" form of the verb. +{Steve apologized for losing Lisa's notebook.} +{They apologized to him for giving us the wrong room.} + +SUMMARY: +| Subject | Verb | Preposition | -ing Phrase | +|---|---|---|---| +| Steve | apologized | for | losing Lisa's notebook. | +| She | is apologizing | for | being late to class. | +| They | apologized to him | for | giving us the wrong room. | + +# Source: ST §Steve Apologized for Losing Lisa's Notebook. +$DIALOGUE What Did They Apologize For? +ID: l4-s24 +INTRO: Read what everyone apologized for. Notice "for" plus the "-ing" form every time. INSTRUCTION: Read the dialogs. Don: What did Ms. Young apologize to you for? @@ -1609,45 +1476,53 @@ Sara: She was apologizing for bringing him cold food. Bob: Did the motel clerk apologize for giving us the wrong room? Bill: Yes, he did. He apologized right away. -# Source: ST §What Is the Waiter Apologizing For? -$DIALOGUE Apologies in Pictures -ID: l4-s26 -INTRO: Four apology scenes in pictures. Read each sentence and look at what happened — you can guess what each person is apologizing for. -INSTRUCTION: Read the sentences and look at the pictures. +# Source: LLA 4C Figure 2 (Part 1) +$DIALOGUE Four Apologies +ID: 9-4c-f2-dialogue +INTRO: Look at the pictures and listen to each apology. +INSTRUCTION: Listen to the apologies. -LINE: Ms. White is apologizing to Mr. Green. {st-page_149_001.jpg} -LINE: Tom and Jerry will apologize to Mr. Hall. {st-page_149_002.jpg} -LINE: Don is apologizing to Mr. Workman. {st-page_149_003.jpg} -LINE: Ken apologized to Ed. {st-page_149_004.jpg} +John: I'm sorry I'm late to class. {page_094_001.jpg|A young man standing at a door talking to an older man in a suit, saying "I'M SORRY I'M LATE TO CLASS."} {bk09-l4c-f2-01.mp3} -# Source: LLA 4C Figure 2 -$PRODUCE What Are They Apologizing For? +Ann: I'm sorry that I spilled the milk. {page_094_002.jpg|A spilled glass of milk on a table near salt and pepper shakers, speech bubble says "I'M SORRY THAT I SPILLED THE MILK."} {bk09-l4c-f2-02.mp3} + +Mr_Brown: I'm sorry I was late for dinner. {page_094_003.jpg|A dinner plate with food, a glass, and a clock showing 4:00, speech bubble says "I'M SORRY I WAS LATE FOR DINNER."} {bk09-l4c-f2-03.mp3} + +Mike: I'm sorry I broke your window. {page_094_004.jpg|A boy with a baseball bat standing outside a broken window with a baseball nearby, speech bubble says "I'M SORRY I BROKE YOUR WINDOW."} {bk09-l4c-f2-04.mp3} + +# Source: LLA 4C Figure 2 (Part 2) +$PRODUCE Explain the Apology ID: 9-4c-f2 +REFERENCE: 9-4c-f2-dialogue +INTRO: Listen to each question about the pictures. Answer aloud explaining what each person is apologizing for, then repeat the model answer. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: Look at the pictures and answer the questions with "for + -ing". Then repeat the correct answer. -INSTRUCTION: Answer the question aloud. REPEAT -PROMPT: What is John apologizing for? {page_094_001.jpg} {bk09-l4c-f2-01-q.mp3} -RESPONSE: He's apologizing for coming late to class. {bk09-l4c-f2-01-a.mp3} +TEMPLATE: John: "I'm sorry I'm late to class." {page_094_001.jpg|A young man standing at a door talking to an older man in a suit, saying "I'M SORRY I'M LATE TO CLASS."} +PROMPT: What is John apologizing for? {bk09-l4c-f2-05-q.mp3} +RESPONSE: He's apologizing for coming late to class. {bk09-l4c-f2-05-a.mp3} -PROMPT: What is Anne apologizing for? {page_094_002.jpg} {bk09-l4c-f2-02-q.mp3} -RESPONSE: She's apologizing for spilling the milk. {bk09-l4c-f2-02-a.mp3} +TEMPLATE: Ann: "I'm sorry that I spilled the milk." {page_094_002.jpg|A spilled glass of milk on a table near salt and pepper shakers, speech bubble says "I'M SORRY THAT I SPILLED THE MILK."} +PROMPT: What is Anne apologizing for? {bk09-l4c-f2-06-q.mp3} +RESPONSE: She's apologizing for spilling the milk. {bk09-l4c-f2-06-a.mp3} -PROMPT: What is Mr. Brown apologizing for? {page_094_003.jpg} {bk09-l4c-f2-03-q.mp3} -RESPONSE: He's apologizing for being late for dinner. {bk09-l4c-f2-03-a.mp3} +TEMPLATE: Mr. Brown: "I'm sorry I was late for dinner." {page_094_003.jpg|A dinner plate with food, a glass, and a clock showing 4:00, speech bubble says "I'M SORRY I WAS LATE FOR DINNER."} +PROMPT: What is Mr. Brown apologizing for? {bk09-l4c-f2-07-q.mp3} +RESPONSE: He's apologizing for being late for dinner. {bk09-l4c-f2-07-a.mp3} -PROMPT: What is Mike apologizing for? {page_094_004.jpg} {bk09-l4c-f2-04-q.mp3} -RESPONSE: He's apologizing for breaking the window. {bk09-l4c-f2-04-a.mp3} +TEMPLATE: Mike: "I'm sorry I broke your window." {page_094_004.jpg|A boy with a baseball bat standing outside a broken window with a baseball nearby, speech bubble says "I'M SORRY I BROKE YOUR WINDOW."} +PROMPT: What is Mike apologizing for? {bk09-l4c-f2-08-q.mp3} +RESPONSE: He's apologizing for breaking the window. {bk09-l4c-f2-08-a.mp3} # Source: LLA 4C Figure 3 -$PRODUCE Read the Apology, Answer the Question +$PRODUCE Who's Apologizing for What? ID: 9-4c-f3 +INTRO: Read what each person said, listen to the question, and answer aloud using "apologizing for". Then repeat the model answer. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: Read each person's apology on the screen, then answer the spoken question aloud with "for + -ing". Repeat the correct answer. -INSTRUCTION: Answer the question aloud based on the reading. REPEAT TEMPLATE: Linda: "I'm sorry that I didn't wash the dishes, Mom." @@ -1683,308 +1558,578 @@ PROMPT: What is David apologizing for? {bk09-l4c-f3-08-q.mp3} RESPONSE: He's apologizing for making Jan wait so long. {bk09-l4c-f3-08-a.mp3} # Source: LLA 4D Figure 5 -$PRODUCE Combine with "For" + -ing -ID: 4d-f5 -INPUT: speak -CHECK: reveal -INTRO: Listen to the two sentences. Combine them using the word "for" and an "-ing" verb. Speak your answer, then repeat the model. -INSTRUCTION: Combine the sentences aloud. -REPEAT - -EXAMPLE -PROMPT: Sandra apologized to Jim. She stepped on his toes. {bk09-l4d-f5-ex-q.mp3} -RESPONSE: Sandra apologized to Jim for stepping on his toes. - -PROMPT: Sam apologized to Linda. He forgot to call her. {bk09-l4d-f5-01-q.mp3} -RESPONSE: Sam apologized to Linda for forgetting to call her. {bk09-l4d-f5-01-a.mp3} - -PROMPT: The waiter apologized to us. He took a long time to bring our food. {bk09-l4d-f5-02-q.mp3} -RESPONSE: The waiter apologized to us for taking a long time to bring our food. {bk09-l4d-f5-02-a.mp3} - -PROMPT: Michael apologized to his teacher. He was talking in the lab. {bk09-l4d-f5-03-q.mp3} -RESPONSE: Michael apologized to his teacher for talking in the lab. {bk09-l4d-f5-03-a.mp3} - -PROMPT: The clerk apologized to Mr. Brown. He gave him the wrong bill. {bk09-l4d-f5-04-q.mp3} -RESPONSE: The clerk apologized to Mr. Brown for giving him the wrong bill. {bk09-l4d-f5-04-a.mp3} - -PROMPT: Ramon apologized to the officer. He ran the stop sign. {bk09-l4d-f5-05-q.mp3} -RESPONSE: Ramon apologized to the officer for running the stop sign. {bk09-l4d-f5-05-a.mp3} - -PROMPT: Henry apologized to Bonnie. He hurt her feelings. {bk09-l4d-f5-06-q.mp3} -RESPONSE: Henry apologized to Bonnie for hurting her feelings. {bk09-l4d-f5-06-a.mp3} - -PROMPT: The waitress apologized to me. She spilled water on my book. {bk09-l4d-f5-07-q.mp3} -RESPONSE: The waitress apologized to me for spilling water on my book. {bk09-l4d-f5-07-a.mp3} - -PROMPT: The airline clerk apologized to George. They put his baggage on the wrong plane. {bk09-l4d-f5-08-q.mp3} -RESPONSE: The airline clerk apologized to George for putting his baggage on the wrong plane. {bk09-l4d-f5-08-a.mp3} - -# Source: ST §Apologize For + Gerund (production) -$PRODUCE Make Sentences with "Apologize For" -ID: l4-s24 -INTRO: Same transformation, now from print: read the two sentences and make one with "apologize for" plus the "-ing" verb. Say it aloud and check the model. -INSTRUCTION: Make a new sentence using apologize for + gerund. +$PRODUCE Combine with "Apologized For" +ID: 9-4d-f5 INPUT: speak CHECK: reveal SHOW_PROMPT +INTRO: Read the two sentences and combine them using "apologized for" and an "-ing" verb. Then repeat the combined sentence. +INSTRUCTION: Say the combined sentence aloud. +REPEAT EXAMPLE -PROMPT: Jack spilled Jill's orange juice. He apologized to her. -RESPONSE: Jack apologized to Jill for spilling her orange juice. +TEMPLATE: Sandra apologized to Jim. She stepped on his toes. +RESPONSE: Sandra apologized to Jim for stepping on his toes. {bk09-l4d-f5-ex.mp3} -PROMPT: The travel agent lost our airline tickets. He apologized. -RESPONSE: The travel agent apologized for losing our airline tickets. +TEMPLATE: Sam apologized to Linda. He forgot to call her. +RESPONSE: Sam apologized to Linda for forgetting to call her. {bk09-l4d-f5-01.mp3} -PROMPT: Brad parked his car in the wrong place. He apologized. -RESPONSE: Brad apologized for parking his car in the wrong place. +TEMPLATE: The waiter apologized to us. He took a long time to bring our food. +RESPONSE: The waiter apologized to us for taking a long time to bring our food. {bk09-l4d-f5-02.mp3} -PROMPT: The barber cut Roy's ear. He is apologizing. -RESPONSE: The barber is apologizing for cutting Roy's ear. +TEMPLATE: Michael apologized to his teacher. He was talking in the lab. +RESPONSE: Michael apologized to his teacher for talking in the lab. {bk09-l4d-f5-03.mp3} -PROMPT: Sara was talking in class. She apologized to her teacher. -RESPONSE: Sara apologized to her teacher for talking in class. +TEMPLATE: The clerk apologized to Mr. Brown. He gave him the wrong bill. +RESPONSE: The clerk apologized to Mr. Brown for giving him the wrong bill. {bk09-l4d-f5-04.mp3} -PROMPT: The waitress gave Ted the wrong check. She apologized to him. -RESPONSE: The waitress apologized to Ted for giving him the wrong check. +TEMPLATE: Ramon apologized to the officer. He ran the stop sign. +RESPONSE: Ramon apologized to the officer for running the stop sign. {bk09-l4d-f5-05.mp3} -PROMPT: Ralph ran the stop sign. He apologized to the other driver. -RESPONSE: Ralph apologized to the other driver for running the stop sign. +TEMPLATE: Henry apologized to Bonnie. He hurt her feelings. +RESPONSE: Henry apologized to Bonnie for hurting her feelings. {bk09-l4d-f5-06.mp3} -PROMPT: Ed forgot to put gas in the car. He is apologizing to his father. -RESPONSE: Ed is apologizing to his father for forgetting to put gas in the car. +TEMPLATE: The waitress apologized to me. She spilled water on my book. +RESPONSE: The waitress apologized to me for spilling water on my book. {bk09-l4d-f5-07.mp3} -PROMPT: Cindy's brother hurt her feelings. He is apologizing. -RESPONSE: Cindy's brother is apologizing for hurting her feelings. +TEMPLATE: The airline clerk apologized to George. They put his baggage on the wrong plane. +RESPONSE: The airline clerk apologized to George for putting his baggage on the wrong plane. {bk09-l4d-f5-08.mp3} -# Source: ST §Did Mary Apologize For Spilling the Soup? -$PRODUCE Type "For" + the Gerund -ID: l4-s25 -INTRO: Last pass, in writing: complete each second sentence with "for" plus the "-ing" form — just the two words. -INSTRUCTION: Complete the second sentence with for + the gerund. +# Source: ST §Did Mary Apologize for Spilling the Soup? +$PRODUCE Complete with For + "-ing" +ID: l4-s26 +INTRO: Now type it: finish each sentence with "for" plus the "-ing" form of the verb. +INSTRUCTION: Complete the second sentence with for + the "-ing" form of the verb. INPUT: type CHECK: exact EXAMPLE -TEMPLATE: Jan opened Sally's mail, but she won't apologize. -TEMPLATE: Jan won't apologize ____ Sally's mail. -RESPONSE: for opening +TEMPLATE: Jan opened Sally's mail, but she won't apologize. — Jan won't apologize ____{for opening} Sally's mail. +RESPONSE: Jan won't apologize for opening Sally's mail. -TEMPLATE: Jim spilled Ted's soup and apologized right away. -TEMPLATE: Jim apologized right away ____ Ted's soup. -RESPONSE: for spilling +TEMPLATE: Jim spilled Ted's soup and apologized right away. — Jim apologized right away ____{for spilling} Ted's soup. +RESPONSE: Jim apologized right away for spilling Ted's soup. -TEMPLATE: Al broke Ms. Brown's coffee cup, but he never apologized. -TEMPLATE: Al never apologized ____ Ms. Brown's cup. -RESPONSE: for breaking +TEMPLATE: Al broke Ms. Brown's coffee cup, but he never apologized. — Al never apologized ____{for breaking} Ms. Brown's cup. +RESPONSE: Al never apologized for breaking Ms. Brown's cup. -TEMPLATE: Mary ate her brother's candy; now she's apologizing to him. -TEMPLATE: Mary's apologizing to her brother ____ his candy. -RESPONSE: for eating +TEMPLATE: Mary ate her brother's candy; now she's apologizing to him. — Mary's apologizing to her brother ____{for eating} his candy. +RESPONSE: Mary's apologizing to her brother for eating his candy. -TEMPLATE: Lori hurts people's feelings, but she doesn't apologize. -TEMPLATE: Lori doesn't apologize ____ people's feelings. -RESPONSE: for hurting +TEMPLATE: Lori hurts people's feelings, but she doesn't apologize. — Lori doesn't apologize ____{for hurting} people's feelings. +RESPONSE: Lori doesn't apologize for hurting people's feelings. -TEMPLATE: Sam apologized to his roommate; he broke the alarm clock. -TEMPLATE: Sam apologized to his roommate ____ the alarm clock. -RESPONSE: for breaking +TEMPLATE: Sam apologized to his roommate; he broke the alarm clock. — Sam apologized to his roommate ____{for breaking} the alarm clock. +RESPONSE: Sam apologized to his roommate for breaking the alarm clock. -TEMPLATE: Henry gave Bob bad advice, but he doesn't want to apologize. -TEMPLATE: Henry doesn't want to apologize to Bob ____ him bad advice. -RESPONSE: for giving +TEMPLATE: Henry gave Bob bad advice, but he doesn't want to apologize. — Henry doesn't want to apologize to Bob ____{for giving} him bad advice. +RESPONSE: Henry doesn't want to apologize to Bob for giving him bad advice. -TEMPLATE: Jim spilled coffee on Jennie's paper. He apologized to her. -TEMPLATE: Jim apologized to Jennie ____ coffee on her paper. -RESPONSE: for spilling +TEMPLATE: Jim spilled coffee on Jennie's paper. He apologized to her. — Jim apologized to Jennie ____{for spilling} coffee on her paper. +RESPONSE: Jim apologized to Jennie for spilling coffee on her paper. -TEMPLATE: The taxi driver dropped Mrs. Johnson's suitcase. He apologized. -TEMPLATE: The taxi driver apologized to Mrs. Johnson ____ her suitcase. -RESPONSE: for dropping +TEMPLATE: The taxi driver dropped Mrs. Johnson's suitcase. He apologized. — The taxi driver apologized to Mrs. Johnson ____{for dropping} her suitcase. +RESPONSE: The taxi driver apologized to Mrs. Johnson for dropping her suitcase. -# SKIPPED (book): "LET'S MAKE THESE SENTENCES LONGER" (ST p. 155) — sentence-expansion composition. Deferred. +# Source: ST §What Is the Waiter Apologizing For? +$PRODUCE What Are They Apologizing For? +ID: l4-s27 +INTRO: Look at each picture and say what the person is apologizing for — a full sentence, with the "-ing" form. +INSTRUCTION: Say a sentence about what each person is apologizing for. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the key: accept any sentence using "apologize for" (in the tense of the cue sentence) plus an "-ing" phrase naming the same action as the model; wording may vary freely. -$SESSION 4-8: Vocabulary Review, Math, and Dictation +PROMPT: {st-page_149_001.jpg|A man accidentally stepping on a woman's foot in a room, saying I'M SORRY!} +TEMPLATE: Ms. White is apologizing to Mr. Green. +RESPONSE: Ms. White is apologizing to Mr. Green for stepping on his foot. + +PROMPT: {st-page_149_002.jpg|An angry man standing next to a broken window with two boys standing nearby holding a football} +TEMPLATE: Tom and Jerry will apologize to Mr. Hall. +RESPONSE: Tom and Jerry will apologize to Mr. Hall for breaking his window. + +PROMPT: {st-page_149_003.jpg|A man carrying folders looking at his watch while standing in a doorway across from another man in a suit} +TEMPLATE: Don is apologizing to Mr. Workman. +RESPONSE: Don is apologizing to Mr. Workman for being late. + +PROMPT: {st-page_149_004.jpg|A waiter standing at a table apologizing to a seated customer next to a spilled cup} +TEMPLATE: Ken apologized to Ed. +RESPONSE: Ken apologized to Ed for spilling coffee on the table. + +# Source: ST §A New Motel (Part 2) +$SELECT Lost Baggage — Match the Sentences +ID: l4-s22 +INTRO: The airline lost Jeff's baggage. Match the sentence parts — and watch whether each one needs "that" or "for". +INSTRUCTION: Match each beginning with the correct ending. +OPTION: a | losing the baggage. +OPTION: b | they won't find it at all. +OPTION: c | that the airline lost his baggage. +OPTION: d | find it by tomorrow. + +TEMPLATE: Jeff is upset ____ +ANSWER: c + +TEMPLATE: They apologized for ____ +ANSWER: a + +TEMPLATE: They hope to ____ +ANSWER: d + +TEMPLATE: He's worried that ____ +ANSWER: b + +$SESSION 4-7: Vocabulary Check-Up # Source: LLA 4C Figure 1 $SELECT Same Meaning ID: 9-4c-f1 -INTRO: A review round for the whole lesson's vocabulary. Listen to a statement and tap the statement that means the same thing, then repeat the correct answer. -INSTRUCTION: Tap the statement with a similar meaning. +INTRO: Time for a check-up on the whole lesson's words. Listen to each statement, then tap the sentence with a similar meaning and repeat it. +INSTRUCTION: Tap the sentence with a similar meaning. REPEAT EXAMPLE -PROMPT: He really wants to go to the movies. {bk09-l4c-f1-ex-q.mp3} +PROMPT: He really wants to go to the movies. {bk09-l4c-f1-ex.mp3} OPTION: a | He never wants to go to the movies. -OPTION: b | He wants to go to the movies very much. {bk09-l4c-f1-ex-a.mp3} +OPTION: b | He wants to go to the movies very much. OPTION: c | He can go to the movies. ANSWER: b +FEEDBACK: He wants to go to the movies very much. {bk09-l4c-f1-ex-fb.mp3} PROMPT: Parents bathe their small children. {bk09-l4c-f1-01-q.mp3} OPTION: a | They take their children to the motel. OPTION: b | They give their children some food. -OPTION: c | They give baths to their children. {bk09-l4c-f1-01-a.mp3} +OPTION: c | They give baths to their children. ANSWER: c +FEEDBACK: They give baths to their children. {bk09-l4c-f1-01-a.mp3} PROMPT: Take our suitcases to the room. {bk09-l4c-f1-02-q.mp3} -OPTION: a | Take our baggage. {bk09-l4c-f1-02-a.mp3} +OPTION: a | Take our baggage. OPTION: b | Take our laundry. OPTION: c | Take our car. ANSWER: a +FEEDBACK: Take our baggage. {bk09-l4c-f1-02-a.mp3} PROMPT: The gas tank is almost empty. {bk09-l4c-f1-03-q.mp3} OPTION: a | The gas tank is full. OPTION: b | He filled up the tank this morning. -OPTION: c | We need to get some gasoline. {bk09-l4c-f1-03-a.mp3} +OPTION: c | We need to get some gasoline. ANSWER: c +FEEDBACK: We need to get some gasoline. {bk09-l4c-f1-03-a.mp3} PROMPT: George said, "I'm sorry." {bk09-l4c-f1-04-q.mp3} OPTION: a | George forgave her. -OPTION: b | George apologized to her. {bk09-l4c-f1-04-a.mp3} +OPTION: b | George apologized to her. OPTION: c | George forgot her. ANSWER: b +FEEDBACK: George apologized to her. {bk09-l4c-f1-04-a.mp3} PROMPT: Tom is in the men's room. {bk09-l4c-f1-05-q.mp3} -OPTION: a | He's in the restroom. {bk09-l4c-f1-05-a.mp3} +OPTION: a | He's in the restroom. OPTION: b | He's at home. OPTION: c | He has a blanket. ANSWER: a +FEEDBACK: He's in the restroom. {bk09-l4c-f1-05-a.mp3} PROMPT: The bed looks very warm. {bk09-l4c-f1-06-q.mp3} OPTION: a | There are many pillows on the bed. -OPTION: b | There are many blankets on the bed. {bk09-l4c-f1-06-a.mp3} +OPTION: b | There are many blankets on the bed. OPTION: c | There are many hangers on the bed. ANSWER: b +FEEDBACK: There are many blankets on the bed. {bk09-l4c-f1-06-a.mp3} PROMPT: This pillow is not very soft. {bk09-l4c-f1-07-q.mp3} -OPTION: a | It's a little hard. {bk09-l4c-f1-07-a.mp3} +OPTION: a | It's a little hard. OPTION: b | It's new. OPTION: c | It's not hard. ANSWER: a +FEEDBACK: It's a little hard. {bk09-l4c-f1-07-a.mp3} PROMPT: A lady is waiting for you. {bk09-l4c-f1-08-q.mp3} OPTION: a | A child wants to see you. OPTION: b | A man wants to see you. -OPTION: c | A lady wants to see you. {bk09-l4c-f1-08-a.mp3} +OPTION: c | A lady wants to see you. ANSWER: c +FEEDBACK: A lady wants to see you. {bk09-l4c-f1-08-a.mp3} PROMPT: David did not remember to call. {bk09-l4c-f1-09-q.mp3} OPTION: a | He forgave him and called. -OPTION: b | He forgot to call. {bk09-l4c-f1-09-a.mp3} +OPTION: b | He forgot to call. OPTION: c | He apologized for not calling. ANSWER: b +FEEDBACK: He forgot to call. {bk09-l4c-f1-09-a.mp3} PROMPT: The boss is happy with your work. {bk09-l4c-f1-10-q.mp3} -OPTION: a | He's pleased with your work. {bk09-l4c-f1-10-a.mp3} +OPTION: a | He's pleased with your work. OPTION: b | He's upset about his work. OPTION: c | He's worried about the work. ANSWER: a +FEEDBACK: He's pleased with your work. {bk09-l4c-f1-10-a.mp3} + +# Source: LLA 4B Figure 4 +$SELECT Choose the Best Answer +ID: 9-4b-f4 +INTRO: Listen to the question, tap the best answer, and repeat the correct sentence. +INSTRUCTION: Tap the best answer. +REPEAT + +PROMPT: Did John call you? {bk09-l4b-f4-01-q.mp3} +OPTION: a | No, I think he forgot. +OPTION: b | No, I think he's pleased. +OPTION: c | No, I think it's empty. +ANSWER: a +FEEDBACK: No, I think he forgot. {bk09-l4b-f4-01-a.mp3} + +PROMPT: What is David thinking about? {bk09-l4b-f4-02-q.mp3} +OPTION: a | He didn't mean to call. +OPTION: b | He didn't step on her toes. +OPTION: c | He's worried about his mother. +ANSWER: c +FEEDBACK: He's worried about his mother. {bk09-l4b-f4-02-a.mp3} + +PROMPT: Did your sister forgive you for not calling her? {bk09-l4b-f4-03-q.mp3} +OPTION: a | Yes, she's upset. +OPTION: b | Yes, she's talking to me again. +OPTION: c | Yes, she apologized to me. +ANSWER: b +FEEDBACK: Yes, she's talking to me again. {bk09-l4b-f4-03-a.mp3} + +PROMPT: Did you tell her that you're sorry? {bk09-l4b-f4-04-q.mp3} +OPTION: a | Yes, I realized she was wrong. +OPTION: b | Yes, I apologized to her. +OPTION: c | Yes, I forgave her. +ANSWER: b +FEEDBACK: Yes, I apologized to her. {bk09-l4b-f4-04-a.mp3} + +PROMPT: What did you do with the picture? {bk09-l4b-f4-05-q.mp3} +OPTION: a | I filled up the tank. +OPTION: b | I ran out of time. +OPTION: c | I hung it up in my living room. +ANSWER: c +FEEDBACK: I hung it up in my living room. {bk09-l4b-f4-05-a.mp3} + +PROMPT: Is the gas tank full? {bk09-l4b-f4-06-q.mp3} +OPTION: a | No, he spilled water. +OPTION: b | No, it's almost empty. +OPTION: c | No, he filled it yesterday. +ANSWER: b +FEEDBACK: No, it's almost empty. {bk09-l4b-f4-06-a.mp3} + +PROMPT: Are you going to watch the movie on TV tonight? {bk09-l4b-f4-07-q.mp3} +OPTION: a | Yes, I hope to watch it. +OPTION: b | Yes, I realize that this is his TV. +OPTION: c | Yes, I'm worried about the TV. +ANSWER: a +FEEDBACK: Yes, I hope to watch it. {bk09-l4b-f4-07-a.mp3} + +PROMPT: Can you explain this word to me? {bk09-l4b-f4-08-q.mp3} +OPTION: a | Sure. I hope you read the book. +OPTION: b | Sure. I'm worried about it. +OPTION: c | Sure. Let me tell you what it means. +ANSWER: c +FEEDBACK: Sure, let me tell you what it means. {bk09-l4b-f4-08-a.mp3} # Source: LLA 4D Figure 2 $SELECT What Is It? -ID: 4d-f2 -INTRO: Riddles, lesson-four style: listen to the description and tap the object it describes, then repeat the answer. -INSTRUCTION: Tap the correct word. +ID: 9-4d-f2 +INTRO: Listen to the description of each object or place. Tap the matching word from the box, then repeat the answer. +INSTRUCTION: Choose the correct word for each description. REPEAT -OPTION: a | alarm clock -OPTION: b | baggage -OPTION: c | blanket -OPTION: d | closet -OPTION: e | gas tank -OPTION: f | hangers -OPTION: g | laundry -OPTION: h | pillow +OPTION: alarm_clock | alarm clock +OPTION: baggage | baggage +OPTION: blanket | blanket +OPTION: closet | closet +OPTION: gas_tank | gas tank +OPTION: hangers | hangers +OPTION: laundry | laundry +OPTION: pillow | pillow PROMPT: What do we call the thing which wakes you up every morning? {bk09-l4d-f2-01-q.mp3} -ANSWER: a +ANSWER: alarm_clock FEEDBACK: an alarm clock {bk09-l4d-f2-01-a.mp3} PROMPT: What is the thing you rest your head on while you sleep? {bk09-l4d-f2-02-q.mp3} -ANSWER: h +ANSWER: pillow FEEDBACK: a pillow {bk09-l4d-f2-02-a.mp3} PROMPT: What do you put on the bed to keep warm? {bk09-l4d-f2-03-q.mp3} -ANSWER: c +ANSWER: blanket FEEDBACK: a blanket {bk09-l4d-f2-03-a.mp3} PROMPT: What do you hang your clothes on? {bk09-l4d-f2-04-q.mp3} -ANSWER: f +ANSWER: hangers FEEDBACK: hangers {bk09-l4d-f2-04-a.mp3} PROMPT: Where do you wash your dirty clothes? {bk09-l4d-f2-05-q.mp3} -ANSWER: g +ANSWER: laundry FEEDBACK: at the laundry {bk09-l4d-f2-05-a.mp3} PROMPT: Where do we keep our clean clothes? {bk09-l4d-f2-06-q.mp3} -ANSWER: d +ANSWER: closet FEEDBACK: in the closet {bk09-l4d-f2-06-a.mp3} PROMPT: Where do you put the gasoline in your car? {bk09-l4d-f2-07-q.mp3} -ANSWER: e -FEEDBACK: in the gas tank +ANSWER: gas_tank +FEEDBACK: in the gas tank {bk09-l4d-f2-07-a.mp3} PROMPT: What is another name for luggage? {bk09-l4d-f2-08-q.mp3} -ANSWER: b +ANSWER: baggage FEEDBACK: baggage {bk09-l4d-f2-08-a.mp3} -# Source: LLA 4C Figure 5 -$PRODUCE Math with Money -ID: 9-4c-f5 +# Source: ST §What's the Best Answer? +$SELECT Pick the Best Word +ID: l4-s6 +INTRO: Last word check: tap the word or phrase that best completes each sentence. +INSTRUCTION: Tap the word or phrase which best completes the statement. + +TEMPLATE: Do you have any dirty clothes? I'm going to do the ____. +OPTION: a | blanket +OPTION: b | laundry +OPTION: c | bed +OPTION: d | soap +ANSWER: b + +TEMPLATE: Some people take a lot of ____ when they travel. +OPTION: a | baggage +OPTION: b | passport +OPTION: c | motels +OPTION: d | ends +ANSWER: a + +TEMPLATE: I was late this morning. I didn't hear my ____. +OPTION: a | bill +OPTION: b | alarm clock +OPTION: c | TV +OPTION: d | gauge +ANSWER: b + +TEMPLATE: Do you like to take a shower or a ____ in the morning? +OPTION: a | bathtub +OPTION: b | bath +OPTION: c | blanket +OPTION: d | bathe +ANSWER: b + +TEMPLATE: Pete had to leave his car on the side of the road and walk home. He ____. +OPTION: a | ran out of gas +OPTION: b | filled up his car +OPTION: c | bought some gasoline +OPTION: d | saw a gas station +ANSWER: a + +TEMPLATE: Please take the clothes out of the suitcase and put them in the ____. +OPTION: a | baggage +OPTION: b | ladies' room +OPTION: c | closet +OPTION: d | men's room +ANSWER: c + +TEMPLATE: The children put a lot of water in the ____ and it went all over the floor. +OPTION: a | sheet +OPTION: b | hanger +OPTION: c | bathroom +OPTION: d | bathtub +ANSWER: d + +TEMPLATE: Elizabeth only has one more question to answer. She's ____ finished. +OPTION: a | so +OPTION: b | pleased +OPTION: c | almost +OPTION: d | ready +ANSWER: c + +TEMPLATE: The fish are swimming in a large ____. +OPTION: a | bathe +OPTION: b | tank +OPTION: c | gauge +OPTION: d | bill +ANSWER: b + +TEMPLATE: I like to sleep with two ____ under my head. +OPTION: a | blankets +OPTION: b | hangers +OPTION: c | sheets +OPTION: d | pillows +ANSWER: d + +$SESSION 4-8: Listening, Reading, and Writing + +# Source: LLA 4B Figure 8 (Part 1) +$DIALOGUE Bank Accounts +ID: 9-4b-f8-story +INTRO: One last part: longer listening, reading, and some writing. First, a short talk about bank accounts. Just listen. +INSTRUCTION: Listen to the passage. + +LINE: Most banks have two kinds of accounts: a savings account and a checking account. {bk09-l4b-f8-01.mp3} +LINE: We use a checking account like cash. {bk09-l4b-f8-02.mp3} +LINE: Most stores accept checks with some identification, and it is much easier to take a checkbook to the store than a bag of money. {bk09-l4b-f8-03.mp3} +LINE: A savings account helps people save their money. {bk09-l4b-f8-04.mp3} + +# Source: LLA 4B Figure 8 (Part 2) +$PRODUCE What's the Topic? — Bank Accounts +ID: 9-4b-f8 +REFERENCE: 9-4b-f8-story +INTRO: What was that talk about, in two words? Type the main topic of the paragraph. +INSTRUCTION: Type the topic of the paragraph. INPUT: type CHECK: exact -INTRO: Listen to a math problem. Use some paper to write down the numbers, calculate the answer, then type your final answer. -INSTRUCTION: Type the answer to the math problem. -REPEAT -PROMPT: George had $345.45 in his checking account. He went to the shoe store and bought 1 pair of shoes for $56.98. He paid by check. Then he went to the grocery store and bought some food for $33.50. He also paid by check. How much money does George have left in his checking account? {bk09-l4c-f5-01.mp3} +TEMPLATE: What's the topic? +RESPONSE: Bank accounts {bk09-l4b-f8-05.mp3} +ACCEPT: Bank accounts. | bank accounts | bank account | Bank account + +# Source: ST §Reading Skills (Military Bases and Money) +$GRAMMAR Reading: Military Bases and Money +ID: l4-s33-r +READING +INTRO: Read the two paragraphs. You'll identify the topic and main idea of each next. + +CARD: **Paragraph 1.** Military bases are like small cities. The offices and buildings are similar to the offices and buildings in town. There are houses on base for both officers and enlisted people. There are also schools for the children of those people who live on the base. There are gyms where you can work out and places to play tennis, football, and baseball. The commissary is like a large grocery store. The BX usually has just about anything else that you need. Most bases also have hospitals to take care of anyone who is sick. There's also a gas station and a garage to repair your car. Last, most bases have buses and taxis to take you where you need to go if you don't have a car. + +CARD: **Paragraph 2.** Almost all the people in the world use money to buy things they need. In other times, animals and cigarettes were used as money. In some places they used animals' teeth. Today, we use coins and paper bills for money. Coins are usually small and round. Most have words, numbers, and pictures of animals, buildings, or important men and women on them. The bills also have pictures. In the U.S., the color of money is green, but in other countries the bills are many different colors—red, green, blue, orange, and purple. + +# Source: ST §What's the Topic? +$PRODUCE What's the Topic? — Two Paragraphs +ID: l4-s33 +REFERENCE: l4-s33-r +INTRO: Name each paragraph's topic in a few words — reopen the reading if you need it. +INSTRUCTION: Type the topic of each paragraph in a few words. +INPUT: type +CHECK: llm +RUBRIC: Accept any short phrase that accurately names the topic of the paragraph (e.g. military bases / money). + +PROMPT: Paragraph 1: What is the topic? +RESPONSE: military bases + +PROMPT: Paragraph 2: What is the topic? +RESPONSE: money + +# Source: ST §What's the Main Idea? +$SELECT What's the Main Idea? +ID: l4-s34 +REFERENCE: l4-s33-r +INTRO: Now the main idea — the sentence the whole paragraph works for. Tap the best one for each paragraph. +INSTRUCTION: Select the best main idea for each paragraph. + +TEMPLATE: Paragraph 1: What is the main idea? +OPTION: a | Military bases and cities are similar. +OPTION: b | You don't need a car on the base. +OPTION: c | There are schools on base. +ANSWER: a + +TEMPLATE: Paragraph 2: What is the main idea? +OPTION: a | People used animals as money. +OPTION: b | There are different kinds of money. +OPTION: c | Coins and bills are money. +ANSWER: b + +# Source: ST §Reading (The Airport) +$GRAMMAR Reading: At the Airport +ID: l4-s35-r +READING +INTRO: One more reading — Joe, Alice, and a very nearly wrong airplane. You'll choose the best title next. + +Joe and Alice were at the airport. They were going to visit Joe's family in Spain. Joe went to change some dollars for Spanish money. Alice went to check in for the flight. Then she heard, "Flight 411 is ready for departure. Please report to Gate 23." She hoped Joe was waiting at Gate 23. He wasn't. She was very worried. She found her seat, sat down, and fastened her seat belt. A minute later a lady in a uniform asked to see her ticket. "Mrs. Alonso, this flight goes to San Francisco and then Tokyo, Japan. Your ticket is for New York and then Madrid. We'll take you to the right plane." Joe was waiting for Alice at Gate 32. She was very glad to see him. + +# Source: ST §What's the Title? +$SELECT Pick the Best Title +ID: l4-s35 +REFERENCE: l4-s35-r +INTRO: Tap the title that fits the whole story — reopen the reading if you need it. +INSTRUCTION: Select the best title for the story. + +TEMPLATE: What is the best title for this story? +OPTION: a | Joe and Alice +OPTION: b | The Wrong Gate +OPTION: c | Flight 411 +ANSWER: b + +# Source: LLA 4C Figure 5 +$PRODUCE Listen and Calculate +ID: 9-4c-f5 +INTRO: Listen carefully to each math problem, calculate the answer, and type the result. +INSTRUCTION: Calculate and type the answer. +INPUT: type +CHECK: exact + +TEMPLATE: The answer is ____. +PROMPT: George had $345.45 in his checking account. He went to the shoe store and bought 1 pair of shoes for $56.98. He paid by check. Then he went to the grocery store and bought some food for $33.50. He also paid by check. How much money does George have left in his checking account? {bk09-l4c-f5-01-q.mp3} RESPONSE: $254.97 {bk09-l4c-f5-01-a.mp3} -ACCEPT: 254.97 +ACCEPT: 254.97 | $254.97 | 254.97 dollars -PROMPT: In January, Sam had $231.00 in his checking account. In February, he deposited $58.20. In March, he deposited $83.10. In April, he withdrew $45.00. About how much money does Sam have in his savings account in May? {bk09-l4c-f5-02.mp3} +TEMPLATE: The answer is ____. +PROMPT: In January, Sam had $231.00 in his checking account. In February, he deposited $58.20. In March, he deposited $83.10. In April, he withdrew $45.00. About how much money does Sam have in his savings account in May? {bk09-l4c-f5-02-q.mp3} RESPONSE: $327.30 {bk09-l4c-f5-02-a.mp3} -ACCEPT: 327.30 | 327.3 +ACCEPT: 327.30 | $327.30 | 327.30 dollars -PROMPT: Jack works 40 hours every week. He works 49 weeks every year. In 1988, he was sick for a total of 30 hours. How many hours did Jack work? {bk09-l4c-f5-03.mp3} +TEMPLATE: The answer is ____. +PROMPT: Jack works 40 hours every week. He works 49 weeks every year. In 1988, he was sick for a total of 30 hours. How many hours did Jack work? {bk09-l4c-f5-03-q.mp3} RESPONSE: 1,930 {bk09-l4c-f5-03-a.mp3} -ACCEPT: 1930 +ACCEPT: 1930 | 1,930 | 1930 hours | 1,930 hours + +# Source: LLA 4D Figure 6 (Part 1) +$DIALOGUE Kinds of Telephone Calls +ID: 9-4d-f6-passage +INTRO: Listen to the explanation of local and long-distance telephone calls. +INSTRUCTION: Listen to the talk. + +LINE: There are two kinds of telephone calls: local calls and long-distance calls. {bk09-l4d-f6-01a.mp3} +LINE: When you make a call in the same city, you make a local call. {bk09-l4d-f6-01b.mp3} +LINE: When you call someone in another city, another state, or another country, you make a long-distance call. {bk09-l4d-f6-01c.mp3} +LINE: Long-distance calls can be person-to-person calls or station-to-station calls. {bk09-l4d-f6-01d.mp3} +LINE: When you want to talk to one person only, you make a person-to-person call. {bk09-l4d-f6-01e.mp3} +LINE: When you will talk to anyone who answers, you make a station-to-station call. {bk09-l4d-f6-01f.mp3} + +# Source: LLA 4D Figure 6 (Part 2) +$PRODUCE Complete the Outline: Telephone Calls +ID: 9-4d-f6 +INPUT: type +CHECK: exact +REFERENCE: 9-4d-f6-passage +INTRO: Fill in the outline of the talk about telephone calls. Open the talk again if you need it. +INSTRUCTION: Fill in the outline from the talk. + +TEMPLATE: Kinds of telephone calls {page_100_001.jpg|A blank flow chart diagram box outline for taking notes on "Kinds of calls"} +SLOT: 1 | Call type (in the same city) | local calls +SLOT: 1 | Call type (outside the city) | long-distance calls +SLOT: 2 | Long-distance call to one person only | person-to-person calls +SLOT: 2 | Long-distance call to anyone who answers | station-to-station calls # Source: LLA 4C Figure 6 -$PRODUCE Dictation +$PRODUCE Write the Sentences You Hear ID: 9-4c-f6 +INTRO: Listen to each sentence from a paragraph about parents and their advice, and type exactly what you hear. +INSTRUCTION: Type the sentence you hear. INPUT: type CHECK: exact -NORMALIZE: strict -LONGFORM -INTRO: Dictation time: a short paragraph about parents and their endless advice. Listen to each sentence and type it exactly — spelling, capitals, and punctuation all count. -INSTRUCTION: Type the sentence you hear. PROMPT: Parents often give lots of advice to their children. {bk09-l4c-f6-01.mp3} -RESPONSE: Parents often give lots of advice to their children. {bk09-l4c-f6-01-a.mp3} +RESPONSE: Parents often give lots of advice to their children. {bk09-l4c-f6-01.mp3} PROMPT: The children very often don't understand it. {bk09-l4c-f6-02.mp3} -RESPONSE: The children very often don't understand it. {bk09-l4c-f6-02-a.mp3} +RESPONSE: The children very often don't understand it. {bk09-l4c-f6-02.mp3} PROMPT: Many don't understand until they are parents. {bk09-l4c-f6-03.mp3} -RESPONSE: Many don't understand until they are parents. {bk09-l4c-f6-03-a.mp3} +RESPONSE: Many don't understand until they are parents. {bk09-l4c-f6-03.mp3} PROMPT: Then they feel they should give advice to their children. {bk09-l4c-f6-04.mp3} -RESPONSE: Then they feel they should give advice to their children. {bk09-l4c-f6-04-a.mp3} +RESPONSE: Then they feel they should give advice to their children. {bk09-l4c-f6-04.mp3} PROMPT: Parents have a very strong need to take care of their children. {bk09-l4c-f6-05.mp3} -RESPONSE: Parents have a very strong need to take care of their children. {bk09-l4c-f6-05-a.mp3} +RESPONSE: Parents have a very strong need to take care of their children. {bk09-l4c-f6-05.mp3} PROMPT: In my opinion, this is why parents give advice to their children. {bk09-l4c-f6-06.mp3} -RESPONSE: In my opinion, this is why parents give advice to their children. {bk09-l4c-f6-06-a.mp3} +RESPONSE: In my opinion, this is why parents give advice to their children. {bk09-l4c-f6-06.mp3} # Source: LLA 4D Figure 7 -$PRODUCE Punctuate and Rewrite -ID: 4d-f7 +$PRODUCE Fix the Capital Letters and Punctuation +ID: 9-4d-f7 INPUT: type CHECK: exact NORMALIZE: strict LONGFORM -INTRO: You will hear a paragraph dictated sentence by sentence. You will also see the words without punctuation. Type each sentence with correct capitalization and punctuation. -INSTRUCTION: Rewrite the sentence with correct punctuation. +INTRO: Listen to the paragraph about careless drivers. Rewrite each sentence with correct capitalization and punctuation. +INSTRUCTION: Type each sentence with correct capitalization and punctuation. TEMPLATE: careless drivers cause automobile accidents PROMPT: Careless drivers cause automobile accidents. {bk09-l4d-f7-01.mp3} @@ -1994,7 +2139,7 @@ TEMPLATE: these drivers forget that a car can hurt people PROMPT: These drivers forget that a car can hurt people. {bk09-l4d-f7-02.mp3} RESPONSE: These drivers forget that a car can hurt people. {bk09-l4d-f7-02.mp3} -TEMPLATE: people need to be careful when they drive a car +TEMPLATE: people need to be very careful when they drive a car PROMPT: People need to be very careful when they drive a car. {bk09-l4d-f7-03.mp3} RESPONSE: People need to be very careful when they drive a car. {bk09-l4d-f7-03.mp3} @@ -2006,189 +2151,18 @@ TEMPLATE: when careless drivers dont obey the laws accidents can happen PROMPT: When careless drivers don't obey the laws, accidents can happen. {bk09-l4d-f7-05.mp3} RESPONSE: When careless drivers don't obey the laws, accidents can happen. {bk09-l4d-f7-05.mp3} -$SESSION 4-9: Topics, Main Ideas, and Outlines - -# Source: LLA 4A Figure 6 (Part 1) -$DIALOGUE Places for Travelers -ID: 4a-f6 -INTRO: This last part trains your ear and eye for the shape of a paragraph — its topic, its main idea, its outline. Start by listening to a short talk about the three places every road traveler needs. -INSTRUCTION: Listen to the paragraph. - -LINE: There are 3 places that are important for automobile travelers: the motel, or motor hotel, the restaurant, and the gas station. {bk09-l4a-f6-01.mp3} -LINE: In the motel you can relax, watch TV, and sleep. {bk09-l4a-f6-02.mp3} -LINE: In the restaurant you can have breakfast, lunch, and dinner when you get hungry. {bk09-l4a-f6-03.mp3} -LINE: At the gas station you can put gasoline in your car and get a drink. {bk09-l4a-f6-04.mp3} - -# Source: LLA 4A Figure 6 (Part 2) -$PRODUCE Outline: Places for Travelers -ID: 4a-f6-b -REFERENCE -INPUT: type -CHECK: exact -INTRO: Now type the information to complete the outline based on the paragraph. Replay it from the reference if you need to. -INSTRUCTION: Fill in the outline from the talk. - -TEMPLATE: Important Places for Travelers -SLOT: 1 | First place | the motel -SLOT: 2 | Activity | relax -SLOT: 2 | Activity | watch TV -SLOT: 2 | Activity | sleep -SLOT: 1 | Second place | the restaurant -SLOT: 2 | Activity | have breakfast, lunch, and dinner -SLOT: 1 | Third place | the gas station -SLOT: 2 | Activity | put gasoline in your car -SLOT: 2 | Activity | get a drink - -# Source: LLA 4D Figure 6 (Part 1) -$DIALOGUE Kinds of Telephone Calls -ID: 4d-f6 -INTRO: Another short talk, this one about telephone calls — local, long-distance, and the two ways to make a long-distance call. Just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: There are two kinds of telephone calls: local calls and long-distance calls. {bk09-l4d-f6-01.mp3} -LINE: When you make a call in the same city, you make a local call. {bk09-l4d-f6-02.mp3} -LINE: When you call someone in another city, another state, or another country, you make a long-distance call. {bk09-l4d-f6-03.mp3} -LINE: Long-distance calls can be person-to-person calls or station-to-station calls. {bk09-l4d-f6-04.mp3} -LINE: When you want to talk to one person only, you make a person-to-person call. {bk09-l4d-f6-05.mp3} -LINE: When you will talk to anyone who answers, you make a station-to-station call. {bk09-l4d-f6-06.mp3} - -# Source: LLA 4D Figure 6 (Part 2) -$PRODUCE Outline: Kinds of Calls {page_100_001.jpg} -ID: 4d-f6-b -REFERENCE -INPUT: type -CHECK: exact -INTRO: Now complete the outline based on the paragraph you just heard. -INSTRUCTION: Fill in the outline. - -TEMPLATE: Kinds of telephone calls -SLOT: 1 | Call within same city | local calls -SLOT: 1 | Call to another city or country | long-distance calls -SLOT: 2 | Talk to one person only | person-to-person calls -SLOT: 2 | Talk to anyone who answers | station-to-station calls - -# Source: LLA 4B Figure 8 -$PRODUCE Listen for the Topic -ID: 9-4b-f8 -INTRO: Now find the topic by ear: listen to a paragraph about money and type, in a word or two, what it's about. -INSTRUCTION: Type the topic. -INPUT: type -CHECK: llm -RUBRIC: The paragraph is about the two kinds of bank accounts. Accept "bank accounts", "accounts", "kinds of bank accounts", or similar; reject answers naming only one detail, such as "checks" or "saving money". - -PROMPT: Most banks have 2 kinds of accounts: a savings account and a checking account. We use a checking account like cash. Most stores accept checks with some identification, and it is much easier to take a checkbook to the store than a bag of money. A savings account helps people save their money. {bk09-l4b-f8-01.mp3} -TEMPLATE: What's the topic? -RESPONSE: Bank accounts {bk09-l4b-f8-02.mp3} - -# Source: ST §What's the Topic? Paragraph 1 -$DIALOGUE Reading: Paragraph One -ID: l4-s31 -INTRO: Now the same skill in reading. Read this paragraph carefully — you'll name its topic and main idea next. -INSTRUCTION: Read the paragraph. - -LINE: Military bases are like small cities. -LINE: The offices and buildings are similar to the offices and buildings in town. -LINE: There are houses on base for both officers and enlisted people. -LINE: There are also schools for the children of those people who live on the base. -LINE: There are gyms where you can work out and places to play tennis, football, and baseball. -LINE: The commissary is like a large grocery store. -LINE: The BX usually has just about anything else that you need. -LINE: Most bases also have hospitals to take care of anyone who is sick. -LINE: There's also a gas station and a garage to repair your car. -LINE: Last, most bases have buses and taxis to take you where you need to go if you don't have a car. - -# Source: ST §What's the Topic? Paragraph 1 -$PRODUCE Topic of Paragraph One +# Source: ST §Let's Make These Sentences Longer +$PRODUCE Make the Sentences Longer ID: l4-s32 -REFERENCE -INTRO: In a word or two, type what the paragraph is about. The paragraph stays open in the reference. -INSTRUCTION: Write the topic of the paragraph. -INPUT: type +INTRO: Last one. Build a longer sentence by choosing one word for each numbered slot, then say the whole thing. And that's the lesson — now go apologize to someone. Nicely. +INSTRUCTION: Say the expanded sentence, choosing one word for each numbered slot. +INPUT: speak CHECK: llm -RUBRIC: Accept answers that summarize the main subject, such as "Military bases" or "Life on a military base"; reject answers naming only one detail, such as "schools" or "hospitals". +SHOW_PROMPT +RUBRIC: Accept any sentence correctly formed using one word from each corresponding numbered choice set; which word the learner picks from each set is free. -TEMPLATE: Topic: ____ -RESPONSE: Military bases +PROMPT: The (1) man stopped at the (2) motel to sleep in a (3) room. (1: tall, tired; 2: new, old; 3: clean, cool) +RESPONSE: The tired man stopped at the new motel to sleep in a clean room. -# Source: ST §What's the Main Idea? Paragraph 1 -$SELECT Main Idea of Paragraph One -ID: l4-s33 -REFERENCE -INTRO: The topic is what it's about; the main idea is what it says about it. Tap the sentence that states the main idea. -INSTRUCTION: Select the main idea. -OPTION: a | Military bases and cities are similar. -OPTION: b | You don't need a car on the base. -OPTION: c | There are schools on base. - -TEMPLATE: What's the main idea? -ANSWER: a - -# Source: ST §What's the Topic? Paragraph 2 -$DIALOGUE Reading: Paragraph Two -ID: l4-s34 -INTRO: One more paragraph — this one about money, from animal teeth to purple bills. Read it carefully. -INSTRUCTION: Read the paragraph. - -LINE: Almost all the people in the world use money to buy things they need. -LINE: In other times, animals and cigarettes were used as money. -LINE: In some places they used animals' teeth. -LINE: Today, we use coins and paper bills for money. Coins are usually small and round. -LINE: Most have words, numbers, and pictures of animals, buildings, or important men and women on them. -LINE: The bills also have pictures. -LINE: In the U.S., the color of money is green, but in other countries the bills are many different colors--red, green, blue, orange, and purple. - -# Source: ST §What's the Topic? Paragraph 2 -$PRODUCE Topic of Paragraph Two -ID: l4-s35 -REFERENCE -INTRO: Same job: type, in a word or two, what this paragraph is about. -INSTRUCTION: Write the topic of the paragraph. -INPUT: type -CHECK: llm -RUBRIC: Accept answers that summarize the main subject, such as "Money" or "Different kinds of money"; reject answers naming only one detail, such as "coins" or "animal teeth". - -TEMPLATE: Topic: ____ -RESPONSE: Money - -# Source: ST §What's the Main Idea? Paragraph 2 -$SELECT Main Idea of Paragraph Two -ID: l4-s36 -REFERENCE -INTRO: Now tap the sentence that states this paragraph's main idea — not just one of its details. -INSTRUCTION: Select the main idea. -OPTION: a | People used animals as money. -OPTION: b | There are different kinds of money. -OPTION: c | Coins and bills are money. - -TEMPLATE: What's the main idea? -ANSWER: b - -# Source: ST §What's the Title? -$DIALOGUE Reading: Joe and Alice at the Airport -ID: l4-s37 -INTRO: A last story: Joe, Alice, and a boarding announcement that almost sent her to Tokyo instead of Madrid. Read it — then you'll pick its best title. -INSTRUCTION: Read the paragraph. - -LINE: Joe and Alice were at the airport. They were going to visit Joe's family in Spain. -LINE: Joe went to change some dollars for Spanish money. Alice went to check in for the flight. -LINE: Then she heard, "Flight 411 is ready for departure. Please report to Gate 23." -LINE: She hoped Joe was waiting at Gate 23. He wasn't. She was very worried. -LINE: She found her seat, sat down, and fastened her seat belt. -LINE: A minute later a lady in a uniform asked to see her ticket. -LINE: "Mrs. Alonso, this flight goes to San Francisco and then Tokyo, Japan. -LINE: Your ticket is for New York and then Madrid. -LINE: We'll take you to the right plane." -LINE: Joe was waiting for Alice at Gate 32. She was very glad to see him. - -# Source: ST §Select the Best Title -$SELECT Choose the Best Title -ID: l4-s38 -REFERENCE -INTRO: A good title covers the whole story, not one corner of it. Tap the best one — and that's the lesson: safe travels, and may all your apologies be accepted. -INSTRUCTION: Select the best title for the paragraph. -OPTION: a | Joe and Alice -OPTION: b | The Wrong Gate -OPTION: c | Flight 411 - -TEMPLATE: What's the best title? -ANSWER: b +PROMPT: The (1) parked her (2) in (3) of the commissary. (1: lady, captain; 2: car, truck; 3: front, back) +RESPONSE: The lady parked her car in front of the commissary. diff --git a/book-9-lesson-4/bk09-l4a-f1-01-b.mp3 b/book-9-lesson-4/bk09-l4a-f1-02.mp3 similarity index 100% rename from book-9-lesson-4/bk09-l4a-f1-01-b.mp3 rename to book-9-lesson-4/bk09-l4a-f1-02.mp3 diff --git a/book-9-lesson-4/bk09-l4a-f1-01-c.mp3 b/book-9-lesson-4/bk09-l4a-f1-03.mp3 similarity index 100% rename from book-9-lesson-4/bk09-l4a-f1-01-c.mp3 rename to book-9-lesson-4/bk09-l4a-f1-03.mp3 diff --git a/book-9-lesson-4/bk09-l4a-f1-01-d.mp3 b/book-9-lesson-4/bk09-l4a-f1-04.mp3 similarity index 100% rename from book-9-lesson-4/bk09-l4a-f1-01-d.mp3 rename to book-9-lesson-4/bk09-l4a-f1-04.mp3 diff --git a/book-9-lesson-4/bk09-l4a-f1-01-e.mp3 b/book-9-lesson-4/bk09-l4a-f1-05.mp3 similarity index 100% rename from book-9-lesson-4/bk09-l4a-f1-01-e.mp3 rename to book-9-lesson-4/bk09-l4a-f1-05.mp3 diff --git a/book-9-lesson-4/bk09-l4a-f1-01-f.mp3 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-$MODULE Book 9 · Lesson 5: Let's Review {st-page_157_001.jpg} +$MODULE Book 9 · Lesson 5: Let's Review {st-page_157_001.jpg|A circular diagram divided into six wedge-shaped sections depicting various daily scenes including driving, talking to a police officer, people conversing, a messy table with food, a bank counter, and a couple in a room} FORMAT: 2 -DIOCO_DOC_ID: alc_english_book9_lesson5 -DESCRIPTION: Review lesson (no tapes): banking and traffic vocabulary, sensory verbs, "because" clauses, present and past progressive, adverbs of manner, "for" + gerund, comparisons, reported speech, and punctuation. +DIOCO_DOC_ID: alc_book9_lesson5 +DESCRIPTION: Review lesson: bank words, "look/sound/smell/taste/feel", reasons with "because", future plans with "-ing", past progressive, adverbs of manner, comparisons, apologies with "for" + "-ing", reported speech, and punctuation. TARGET_LANG_G: en HOME_LANG_G: en -VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_DEFAULT: aoede | Warm, clear American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -$SESSION 5-1: Bank Words, Sensory Verbs, and Tenses +$SESSION 5-1: Bank Words, Senses, and Reasons -# Source: ST §Bank and Traffic Vocabulary (l5-s1) -$GRAMMAR Bank and Traffic Vocabulary +# Source: ST "Jack Needs to Do Some Things at the Bank" +$SELECT Jack at the Bank ID: l5-s1 -INTRO: It's review day — nothing new this week, just everything you've learned, back for one more round. By the end of this lesson you'll be handling bank and traffic words, describing what people were doing, comparing things, and reporting what people said. First, the words from the bank and the road. +INTRO: This whole lesson is review — no new words, no new grammar, just everything you've learned lately, back for another round. We start with Jack, who has money for the bank and, as usual, a traffic ticket to regret. Tap the word or phrase that completes each sentence. +INSTRUCTION: Tap the word or phrase that completes the sentence. +OPTION: careless | careless +OPTION: checking account | checking account +OPTION: enjoy | enjoy +OPTION: happen | happen +OPTION: obey | obey +OPTION: open an account | open an account +OPTION: safe | safe +OPTION: savings account | savings account +OPTION: signature | signature +OPTION: spend | spend +OPTION: ticket | ticket +OPTION: traffic | traffic -CARD: Let's review the banking words you learned this week. -{open an account} -{savings account} -{checking account} +TEMPLATE: Jack just moved into town. He wants to put his money in a bank. He wants to ____. +ANSWER: open an account +FEEDBACK: He wants to open an account. -CARD: Here are a few more words related to money and documents. -{signature} -{spend} +TEMPLATE: Jack likes to pay his bills by check. He needs a ____. +ANSWER: checking account +FEEDBACK: He needs a checking account. -CARD: Next, let's look at the words for driving and the road. -{traffic} -{ticket} -{obey} +TEMPLATE: He would also like to save some money for a new car. He needs a ____. +ANSWER: savings account +FEEDBACK: He needs a savings account. -CARD: Remember these words for describing how people drive. -{safe} -{careless} +TEMPLATE: No one will take his money in the bank. It's ____. +ANSWER: safe +FEEDBACK: His money is safe in the bank. -CARD: Finally, here are two common action words from this week. -{enjoy} -{happen} +TEMPLATE: Before Jack can use a check, it must have his ____. +ANSWER: signature +FEEDBACK: A check must have his signature. -SUMMARY: -| | | | -|---|---|---| -| {careless} | {open an account} | {traffic} | -| {signature} | {ticket} | {spend} | -| {enjoy} | {savings account} | {obey} | -| {happen} | {checking account} | {safe} | +TEMPLATE: On the way to the bank, Jack ran a red light. A policeman gave him a ____. +ANSWER: ticket +FEEDBACK: A policeman gave him a ticket. -$PRODUCE Jack Goes to the Bank +TEMPLATE: The policeman told Jack that he should ____ the traffic laws. +ANSWER: obey +FEEDBACK: He should obey the traffic laws. + +TEMPLATE: Jack told the policeman that it wouldn't ____ again. +ANSWER: happen +FEEDBACK: It won't happen again. + +TEMPLATE: Jack does not like to ____ his money for fines. +ANSWER: spend +FEEDBACK: He doesn't like to spend his money for fines. + +TEMPLATE: He is a ____ driver. +ANSWER: careless +FEEDBACK: He is a careless driver. + +TEMPLATE: When he ran the red light, he was thinking about his money and the bank, not about the ____. +ANSWER: traffic +FEEDBACK: He was thinking about his money, not about the traffic. + +TEMPLATE: Now, he wants to ____ the weekend and forget about his ticket. +ANSWER: enjoy +FEEDBACK: He wants to enjoy the weekend and forget about his ticket. + +# Source: ST "Doesn't This Pie Smell Delicious?" +$PRODUCE Look, Sound, Smell, Taste, Feel ID: l5-s2 -REFERENCE -INTRO: Jack just moved into town with money to deposit — and, before the day is over, a ticket to pay. Type the missing word or phrase in each sentence. The word box is there if you need it. -INSTRUCTION: Type the missing word or phrase. Open the word box if you need it. -INPUT: type -CHECK: exact - -TEMPLATE: Jack just moved into town. He wants to put his money in a bank. He wants to ____{open an account}. -RESPONSE: Jack just moved into town. He wants to put his money in a bank. He wants to open an account. - -TEMPLATE: Jack likes to pay his bills by check. He needs a ____{checking account}. -RESPONSE: Jack likes to pay his bills by check. He needs a checking account. - -TEMPLATE: He would also like to save some money for a new car. He needs a ____{savings account}. -RESPONSE: He would also like to save some money for a new car. He needs a savings account. - -TEMPLATE: No one will take his money in the bank. It's ____{safe}. -RESPONSE: No one will take his money in the bank. It's safe. - -TEMPLATE: Before Jack can use a check, it must have his ____{signature}. -RESPONSE: Before Jack can use a check, it must have his signature. - -TEMPLATE: On the way to the bank, Jack ran a red light. A policeman gave him a ____{ticket}. -RESPONSE: On the way to the bank, Jack ran a red light. A policeman gave him a ticket. - -TEMPLATE: The policeman told Jack that he should ____{obey} the traffic laws. -RESPONSE: The policeman told Jack that he should obey the traffic laws. - -TEMPLATE: Jack told the policeman that it wouldn't ____{happen} again. -RESPONSE: Jack told the policeman that it wouldn't happen again. - -TEMPLATE: Jack does not like to ____{spend} his money for fines. -RESPONSE: Jack does not like to spend his money for fines. - -TEMPLATE: He is a ____{careless} driver. When he ran the red light, he was thinking about his money and the bank, not about the ____{traffic}. -RESPONSE: He is a careless driver. When he ran the red light, he was thinking about his money and the bank, not about the traffic. - -TEMPLATE: Now, he wants to ____{enjoy} the weekend and forget about his ticket. -RESPONSE: Now, he wants to enjoy the weekend and forget about his ticket. - -# Source: ST §Doesn't This Pie Smell Delicious? (l5-s3) -$PRODUCE Sensory Verbs -ID: l5-s3 -INTRO: You'll see a picture and two cue words. Say a full sentence connecting them with "look", "sound", "smell", "taste", or "feel" — like "The pie smells delicious." The first one is a worked example. -INSTRUCTION: Make a sentence with "look", "sound", "smell", "taste", or "feel". +INTRO: Things look, sound, smell, taste, and feel a certain way — remember? You'll see a picture and two cue words. Say a full sentence using the right verb: "look", "sound", "smell", "taste", or "feel". +INSTRUCTION: Say a full sentence using "look", "sound", "smell", "taste", or "feel". INPUT: speak CHECK: llm -RUBRIC: The point is the correct sensory verb ("look", "sound", "smell", "taste", "feel") linking the cued subject and adjective. Accept any natural, grammatical sentence that does this (e.g., "The music sounds great."). A wrong or missing sensory verb fails. +RUBRIC: The cue gives the subject and the adjective; the point is choosing the fitting verb among "look", "sound", "smell", "taste", "feel" with correct present-tense agreement (e.g. "Ted looks happy."). Accept articles and minor wording changes; a wrong sense verb fails. EXAMPLE -TEMPLATE: Ted / happy {st-page_160_001.jpg} +PROMPT: {st-page_160_001.jpg|A young man smiling warmly} +TEMPLATE: Ted / happy RESPONSE: Ted looks happy. -TEMPLATE: music / great {st-page_160_002.jpg} +PROMPT: {st-page_160_002.jpg|Two women standing next to a record player playing music} +TEMPLATE: music / great RESPONSE: The music sounds great. -TEMPLATE: bread / delicious {st-page_161_001.jpg} +PROMPT: {st-page_161_001.jpg|A loaf of sliced bread on a plate with steam rising from it} +TEMPLATE: bread / delicious RESPONSE: The bread smells delicious. -TEMPLATE: Linda / beautiful {st-page_161_002.jpg} +PROMPT: {st-page_161_002.jpg|A smiling woman with long wavy hair wearing a dress and necklace} +TEMPLATE: Linda / beautiful RESPONSE: Linda looks beautiful. -TEMPLATE: lemon / sour {st-page_161_003.jpg} +PROMPT: {st-page_161_003.jpg|A young boy making a sour face after biting into a lemon} +TEMPLATE: lemon / sour RESPONSE: The lemon tastes sour. -TEMPLATE: Fred / sleepy {st-page_161_004.jpg} +PROMPT: {st-page_161_004.jpg|A man resting his head on his hand with eyes closed, looking tired} +TEMPLATE: Fred / sleepy RESPONSE: Fred looks sleepy. -# Source: ST §What's the Best Answer? (l5-s4) -$SELECT Choose the Best Word -ID: l5-s4 -INTRO: Seven sentences, each missing one word from earlier this week. Read the sentence and tap the word that fits best. +# Source: ST "What's the Best Answer?" +$SELECT Pick the Best Word +ID: l5-s3 +INTRO: A quick word check — seven sentences, three choices each. Only one really fits; the other two are just standing there hopefully. Tap the best one. INSTRUCTION: Tap the best word to complete the sentence. TEMPLATE: Did you ____ your bike to class this morning? @@ -162,14 +158,14 @@ OPTION: b | withdrew OPTION: c | lost ANSWER: c -# Source: ST §I'm Late Because My Car Didn't Start. (l5-s5) -$PRODUCE Answering with "Because" -ID: l5-s5 -INTRO: Now, reasons. You'll hear a "why" question and see a short cue. Answer aloud in a full sentence with "because", then compare with the model. The first one is a worked example. -INSTRUCTION: Answer aloud with "because", using the cue. +# Source: ST "I'm Late Because My Car Didn't Start" +$PRODUCE Saying Why with "Because" +ID: l5-s4 +INTRO: Everything has a reason — even Jack's driving. You'll hear a "why" question and see two cue words on screen. Answer aloud in a full sentence using "because" and the cue. +INSTRUCTION: Answer aloud with "because" and the cue words. INPUT: speak CHECK: llm -RUBRIC: The point is a correctly formed "because" clause built from the cue shown in the TEMPLATE. Accept any grammatical answer using "because" and the cued information; pronouns or names are both fine. An answer without "because" fails. +RUBRIC: Accept any answer that joins the question's clause and the cue with "because" in a sensible tense; pronouns instead of names are fine. Using "because" with the cue idea is the point — an answer without "because" fails. EXAMPLE PROMPT: Why is Harry walking down Main Street? @@ -178,35 +174,38 @@ RESPONSE: He's walking down Main Street because he parked his car there. PROMPT: Why didn't Patty eat the chicken? TEMPLATE: taste / salty -RESPONSE: She didn't eat it because it tasted salty. +RESPONSE: She didn't eat the chicken because it tasted salty. PROMPT: Why does Sam always buckle his seat belt? TEMPLATE: is / the law -RESPONSE: He always buckles it because it is the law. +RESPONSE: Sam always buckles his seat belt because it is the law. PROMPT: Why did Jan apologize to Bob? TEMPLATE: lie / to him -RESPONSE: She apologized to him because she lied to him. +RESPONSE: Jan apologized to Bob because she lied to him. PROMPT: Why did Roger stop at the gas station? TEMPLATE: run out of / gas -RESPONSE: He stopped because he ran out of gas. +RESPONSE: Roger stopped at the gas station because he ran out of gas. PROMPT: Why isn't Jane coming to the party with us? TEMPLATE: feel / sick -RESPONSE: She isn't coming because she feels sick. +RESPONSE: Jane isn't coming to the party with us because she feels sick. PROMPT: Why isn't your homework finished? TEMPLATE: fall asleep -RESPONSE: It isn't finished because I fell asleep. +RESPONSE: My homework isn't finished because I fell asleep. -# Source: ST §Working Late Tomorrow Night (l5-s6) -$PRODUCE Future Plans with the Present Progressive -ID: l5-s6 -INTRO: These plans are already settled, so answer with the present progressive — "I'm going to California tomorrow" — and stay away from "will". Use the cue on screen. The first one is a worked example. -INSTRUCTION: Answer with the present progressive (be + verb + -ing). Do not use "will". +$SESSION 5-2: Tenses, Manner, and What They Said + +# Source: ST "Major Smith Is Working Late Tomorrow Night" +$PRODUCE Plans: I'm Leaving Tomorrow +ID: l5-s5 +INTRO: In this part you'll review the grammar of the last four lessons: plans, past actions, how people do things, and reporting what they said. First, plans. Answer each question you hear using "be" + the "-ing" form for the future, with the cue on screen — and don't use "will". +INSTRUCTION: Answer with "be" + "-ing" for the future. Don't use "will". INPUT: speak -CHECK: reveal +CHECK: llm +RUBRIC: Accept a present progressive sentence ("be" + verb + "-ing") with future meaning using the cue. The "-ing" future form is the point — an answer with "will" or "going to" fails. EXAMPLE PROMPT: When will you go on vacation? @@ -215,40 +214,36 @@ RESPONSE: I'm going to California tomorrow. PROMPT: Where will Lt Roberts eat lunch tomorrow? TEMPLATE: Officers' Club -RESPONSE: He is eating lunch at the Officers' Club tomorrow. +RESPONSE: Lt Roberts is eating lunch at the Officers' Club tomorrow. PROMPT: When does Jackie's plane arrive? TEMPLATE: 5:35 -RESPONSE: Her plane is arriving at 5:35. +RESPONSE: Jackie's plane is arriving at 5:35. PROMPT: When will Sally leave for New York? TEMPLATE: tomorrow -RESPONSE: She is leaving for New York tomorrow. +RESPONSE: Sally is leaving for New York tomorrow. PROMPT: What will you tell Captain Jones? TEMPLATE: truth -RESPONSE: I am telling Captain Jones the truth. +RESPONSE: I'm telling Captain Jones the truth. PROMPT: When will Ed pack for his trip? TEMPLATE: Tuesday night -RESPONSE: He is packing for his trip Tuesday night. +RESPONSE: Ed is packing for his trip on Tuesday night. PROMPT: When are you going to take a bath? TEMPLATE: five minutes -RESPONSE: I am taking a bath in five minutes. +RESPONSE: I'm taking a bath in five minutes. -# Source: ST §What Was/Were ... Doing? (l5-s7) +# Source: ST "What Were They Doing?" $PRODUCE What Were They Doing? -ID: l5-s7 -INTRO: Yesterday at four o'clock, everyone was in the middle of something — soccer, cake, shampoo. Type the past progressive form of the verb in parentheses. The first one is a worked example. -INSTRUCTION: Type the past progressive form of the verb in parentheses. +ID: l5-s6 +INTRO: Yesterday evening, everyone was in the middle of something. Type the missing words — "was" or "were" plus the "-ing" form of the verb in parentheses. +INSTRUCTION: Type "was" or "were" + the "-ing" form of the verb in parentheses. INPUT: type CHECK: exact -EXAMPLE -TEMPLATE: Tom and Al ____{were playing} soccer. (play) -RESPONSE: Tom and Al were playing soccer. - TEMPLATE: Jack and Paul ____{were watching} a football game. (watch) RESPONSE: Jack and Paul were watching a football game. @@ -267,70 +262,51 @@ RESPONSE: Joe was buying shampoo at the drugstore. TEMPLATE: Alice and Jan ____{were making} a cake. (make) RESPONSE: Alice and Jan were making a cake. -# SKIPPED (book): Listening Skill "WHAT'S THE TOPIC?", "FRIEND-SHIP (2 SYLLABLES)", -# and "CHART/BOX OUTLINE". Instructor-read dictations/evaluations with no recorded -# stimuli or text. Dropped. +# SKIPPED (book): Listening Skill "WHAT'S THE TOPIC?" — instructor-read paragraph with no printed text. +# SKIPPED (book): Listening Skill "FRIEND-SHIP (2 SYLLABLES)" — instructor-read syllable identification without printed word stimuli. +# SKIPPED (book): Listening Skill "BOX OUTLINE" — instructor-read paragraph to complete an outline. -$SESSION 5-2: Adverbs, Comparisons, and Reported Speech +# Source: ST "Harold Speaks Very Slowly" +$SELECT How Do They Do It? +ID: l5-s7 +INTRO: Six little stories, six ways of doing things. Read each one and tap the word that says how the person does it — "slowly", "carefully", and their friends. +INSTRUCTION: Tap the word that answers the question. +OPTION: badly | badly +OPTION: carefully | carefully +OPTION: carelessly | carelessly +OPTION: correctly | correctly +OPTION: safely | safely +OPTION: slowly | slowly -# Source: ST §Harold Speaks Very Slowly (l5-s8) -$GRAMMAR Adverbs of Manner +TEMPLATE: Jack does not do anything fast. At breakfast, lunch, and dinner, he is the last person to finish. How does Jack eat? +ANSWER: slowly +FEEDBACK: Jack eats slowly. + +TEMPLATE: No one can read anything that Mike writes. How does Mike write? +ANSWER: badly +FEEDBACK: Mike writes badly. + +TEMPLATE: Debbie and Jane just found out that there is room for them on the trip to Houston. They must be ready in a half hour and are throwing their things into the suitcase. How are the girls packing? +ANSWER: carelessly +FEEDBACK: They are packing carelessly. + +TEMPLATE: Mr. Summers is 76 years old. He got his driver's license when he was 16. He doesn't drive now, but in all those years, he never had an accident or got a ticket. He obeyed all the traffic laws. How did he drive? +ANSWER: safely +FEEDBACK: He drove safely. + +TEMPLATE: The teacher asked, "How much is 6 times 8?" Right away Fred answered, "48." How did Fred answer the question? +ANSWER: correctly +FEEDBACK: Fred answered the question correctly. + +TEMPLATE: Yesterday the clerk made a mistake when he counted the money. The manager was very angry. How will the clerk count the money today? +ANSWER: carefully +FEEDBACK: He will count the money carefully. + +# Source: ST "Match Them" +$SELECT Match the Sentences ID: l5-s8 -INTRO: In this part you'll review how people do things, how things compare, and how to report what people said. First up: the adverbs — Harold, for example, speaks very slowly. - -CARD: Adverbs of manner tell us **how** someone does something. -{Harold speaks very slowly.} - -CARD: You usually form them by adding **-ly** to the end of an adjective. -{badly} -{correctly} -{slowly} - -CARD: This same rule applies to adjectives ending in "-ful" or "-less". -{carefully} -{carelessly} - -CARD: If the adjective ends in an "e", simply keep the "e" and add **-ly**. -{safely} - -SUMMARY: -| | | -|---|---| -| {correctly} | {badly} | -| {carefully} | {safely} | -| {carelessly} | {slowly} | - -$PRODUCE How Does He Do It? -ID: l5-s9 -REFERENCE -INTRO: Each little story ends with a "how" question. Answer aloud with an adverb from the box — open it if you need it — then compare with the model. -INSTRUCTION: Answer aloud with an adverb from the box. -INPUT: speak -CHECK: reveal - -PROMPT: Jack does not do anything fast. At breakfast, lunch, and dinner, he is the last person to finish. How does Jack eat? -RESPONSE: He eats slowly. - -PROMPT: No one can read anything that Mike writes. How does Mike write? -RESPONSE: He writes badly. - -PROMPT: Debbie and Jane just found out that there is room for them on the trip to Houston. They must be ready in a half hour and are throwing their things into the suitcase. How are the girls packing? -RESPONSE: They are packing carelessly. - -PROMPT: Mr. Summers is 76 years old. He got his driver's license when he was 16. He doesn't drive now, but in all those years, he never had an accident or got a ticket. He obeyed all the traffic laws. How did he drive? -RESPONSE: He drove safely. - -PROMPT: The teacher asked, "How much is 6 times 8?" Right away Fred answered, "48." How did Fred answer the question? -RESPONSE: He answered correctly. - -PROMPT: Yesterday the clerk made a mistake when he counted the money. The manager was very angry. How will the clerk count the money today? -RESPONSE: He will count it carefully. - -# Source: ST §Match Them (l5-s10) -$SELECT Match the Sentence Halves -ID: l5-s10 -INTRO: Four sentence beginnings, four endings — together they tell the story of one bad morning. Tap the ending that completes each beginning. -INSTRUCTION: Tap the ending that completes the sentence. +INTRO: One short story about one bad morning, in four pieces. Tap the ending that completes each sentence. +INSTRUCTION: Tap the correct ending for each sentence. OPTION: a | late for work. OPTION: b | got up late. OPTION: c | buy a new alarm clock. @@ -348,160 +324,124 @@ ANSWER: a TEMPLATE: I think I'll ____ ANSWER: c -# Source: ST §Put the Paragraph in Order (l5-s11) -$SELECT Put the Story in Order -ID: l5-s11 -ORDER -INTRO: Same four sentences, now shuffled. Arrange them in the order the morning actually went wrong. -INSTRUCTION: Arrange the sentences to form the paragraph. - -TEMPLATE: What happened first, second, third, and last? -OPTION: a | This morning, I got up late. -OPTION: b | The alarm clock did not wake me up. -OPTION: c | I was 35 minutes late for work. -OPTION: d | I think I'll buy a new alarm clock. -ANSWER: b,a,c,d - -# Source: ST §Apologized For (l5-s12) -$PRODUCE Apologizing with "For" + "-ing" -ID: l5-s12 -INTRO: Everyone in these sentences did something wrong, and everyone is sorry. Combine the sentences: type the "for + -ing" phrase, like "for spilling Sara's milk". The first one is a worked example. -INSTRUCTION: Type the "for + -ing" phrase that completes the sentence. +# Source: ST "Janet Apologized for Taking My Pencil" +$PRODUCE Sorry for Doing That +ID: l5-s9 +INTRO: When you apologize, you say what you're sorry for — "for" plus the "-ing" form. Bob spills things, the mailman loses things; everyone here has something to apologize for. Read each situation and type the missing part of the sentence. +INSTRUCTION: Type the missing part: "for" + the "-ing" form. INPUT: type CHECK: exact EXAMPLE -TEMPLATE: Bob spilled Sara's milk. He apologized. Bob apologized ____{for spilling Sara's milk}. +TEMPLATE: Bob spilled Sara's milk. He apologized. +TEMPLATE: Bob apologized ____{for spilling Sara's milk}. RESPONSE: Bob apologized for spilling Sara's milk. -TEMPLATE: The mailman lost my letter. He apologized. The mailman apologized ____{for losing my letter}. +TEMPLATE: The mailman lost my letter. He apologized. +TEMPLATE: The mailman apologized ____{for losing my letter}. RESPONSE: The mailman apologized for losing my letter. -TEMPLATE: Lt Ellis apologized. He parked in Major Wilson's place. Lt Ellis apologized ____{for parking in Major Wilson's place}. +TEMPLATE: Lt Ellis apologized. He parked in Major Wilson's place. +TEMPLATE: Lt Ellis apologized ____{for parking in Major Wilson's place}. RESPONSE: Lt Ellis apologized for parking in Major Wilson's place. -TEMPLATE: The cook is apologizing to Roger. He put a lot of salt in the soup. The cook is apologizing to Roger ____{for putting a lot of salt in the soup}. +TEMPLATE: The cook is apologizing to Roger. He put a lot of salt in the soup. +TEMPLATE: The cook is apologizing to Roger ____{for putting a lot of salt in the soup}. RESPONSE: The cook is apologizing to Roger for putting a lot of salt in the soup. -TEMPLATE: Sam apologized to Tom. He forgot to pick him up this morning. Sam apologized to Tom ____{for forgetting to pick him up this morning}. +TEMPLATE: Sam apologized to Tom. He forgot to pick him up this morning. +TEMPLATE: Sam apologized to Tom ____{for forgetting to pick him up this morning}. RESPONSE: Sam apologized to Tom for forgetting to pick him up this morning. -TEMPLATE: The clerk gave her the wrong change. He's apologizing to her. The clerk is apologizing to her ____{for giving her the wrong change}. +TEMPLATE: The clerk gave her the wrong change. He's apologizing to her. +TEMPLATE: The clerk is apologizing to her ____{for giving her the wrong change}. RESPONSE: The clerk is apologizing to her for giving her the wrong change. -TEMPLATE: Allen hurt Lori's feelings. He apologized to her. Allen apologized to Lori ____{for hurting her feelings}. +TEMPLATE: Allen hurt Lori's feelings. He apologized to her. +TEMPLATE: Allen apologized to Lori ____{for hurting her feelings}. RESPONSE: Allen apologized to Lori for hurting her feelings. -# Source: ST §Tom's Shirt Is Similar to Ed's (l5-s13) -$GRAMMAR Comparing Things -ID: l5-s13 -INTRO: Now the comparison phrases — how to say two things are almost the same, exactly the same, or not the same at all. +# Source: ST "Tom's Shirt Is Similar to Ed's" +$SELECT Same, Similar, or Different? +ID: l5-s10 +INTRO: Houses, sandwiches, families — time to compare them. Read each pair and tap the right phrase: "the same as", "similar to", "different from", or "alike". +INSTRUCTION: Tap the phrase that completes the sentence. +OPTION: alike | alike +OPTION: different from | different from +OPTION: similar to | similar to +OPTION: the same as | the same as -CARD: Use "similar to" when two things are almost the same. -{similar to} -{Tom's shirt is similar to Ed's.} +TEMPLATE: Pete's house has 3 bedrooms, 2 bathrooms, and a 2-car garage. Charlie's house has 3 bedrooms, 2 bathrooms and a 1-car garage. Pete's house is ____ Charlie's house. +ANSWER: similar to -CARD: Use "the same as" when two things match exactly. -{the same as} -{My shirt is the same as yours.} +TEMPLATE: Bud's sandwich has beef, chicken, lettuce, tomato, and onion in it. Harry's sandwich has ham and cheese in it. Bud's sandwich is ____ Harry's. +ANSWER: different from -CARD: Use "different from" when two things are not alike at all. -{different from} -{This jacket is different from that one.} +TEMPLATE: Jack is wearing a light blue shirt and black pants. Ted is also wearing a light blue shirt and black pants. Jack is dressed ____ Ted. +ANSWER: the same as -CARD: The word "alike" also means similar, but it comes after the pair of things instead of between them. -{alike} -{They look alike.} +TEMPLATE: Kevin is tall and has short, black hair. Bob is also tall with short, black hair. They usually wear the same kind of clothes to work. They look ____. +ANSWER: alike -SUMMARY: -| | | -|---|---| -| {similar to} | {the same as} | -| {different from} | {alike} | +TEMPLATE: Emily has a small, white, 4-door Chevrolet. Nancy also has a small, white, 4-door Chevrolet. Emily's car is ____ Nancy's. +ANSWER: the same as -$PRODUCE Complete the Comparisons -ID: l5-s14 -REFERENCE -INTRO: Read each pair — houses, sandwiches, families — and decide how they compare. Type the phrase from the box that fits: "similar to", "different from", "the same as", or "alike". -INSTRUCTION: Type the correct comparison phrase from the box. -INPUT: type -CHECK: exact +TEMPLATE: In Sam's family, there are five children. He has three brothers and one sister. In Carl's family there are only two children. He has one brother. Sam's family is ____ Carl's. +ANSWER: different from -TEMPLATE: Pete's house has 3 bedrooms, 2 bathrooms, and a 2-car garage. Charlie's house has 3 bedrooms, 2 bathrooms and a 1-car garage. Pete's house is ____{similar to} Charlie's house. -RESPONSE: Pete's house is similar to Charlie's house. - -TEMPLATE: Bud's sandwich has beef, chicken, lettuce, tomato, and onion in it. Harry's sandwich has ham and cheese in it. Bud's sandwich is ____{different from} Harry's. -RESPONSE: Bud's sandwich is different from Harry's. - -TEMPLATE: Jack is wearing a light blue shirt and black pants. Ted is also wearing a light blue shirt and black pants. Jack is dressed ____{the same as} Ted. -RESPONSE: Jack is dressed the same as Ted. - -TEMPLATE: Kevin is tall and has short, black hair. Bob is also tall with short, black hair. They usually wear the same kind of clothes to work. They look ____{alike}. -RESPONSE: They look alike. - -TEMPLATE: Emily has a small, white, 4-door Chevrolet. Nancy also has a small, white, 4-door Chevrolet. Emily's car is ____{the same as} Nancy's. -RESPONSE: Emily's car is the same as Nancy's. - -TEMPLATE: In Sam's family, there are five children. He has three brothers and one sister. In Carl's family there are only two children. He has one brother. Sam's family is ____{different from} Carl's. -RESPONSE: Sam's family is different from Carl's. - -# Source: ST §He Told Me to Answer the Question (l5-s15) -$PRODUCE Reporting Requests: "Told" and "Asked" -ID: l5-s15 -INTRO: Read each little exchange, then report it aloud: "He told him to…", "She asked him to…". For the last one, you're Ted — Sam is talking to you. The first one is a worked example. -INSTRUCTION: Read the dialog, then answer the question aloud. +# Source: ST "He Told Me to Answer the Question" +$PRODUCE Telling What Someone Said +ID: l5-s11 +INTRO: Now for reporting what people said. Read each short exchange on screen, then answer the question you hear using "told" or "asked" — for example, "He told him to sit down." +INSTRUCTION: Answer aloud with "told" or "asked" + person + "to" + verb. INPUT: speak -CHECK: reveal -SHOW_PROMPT +CHECK: llm +RUBRIC: Accept reported commands with "told [someone] to [verb]" and reported requests with "asked [someone] to [verb]", with sensible pronoun changes (e.g. "your car" becomes "his car"). The reported form is the point — repeating the direct quotation fails. EXAMPLE -TEMPLATE: Jim: Johnny, sit down. +TEMPLATE: Jim: "Johnny, sit down." PROMPT: What did Jim tell Johnny? RESPONSE: He told him to sit down. -TEMPLATE: Sgt Wilson: Private Jones, pick up that paper. -PROMPT: What did Sgt Wilson tell Private Jones to do? -RESPONSE: He told him to pick up the paper. +TEMPLATE: Sgt Edwards: "Private Jones, pick up that paper." +PROMPT: What did Sgt Edwards tell Private Jones to do? +RESPONSE: He told him to pick up that paper. -TEMPLATE: Jack: Pete, can you close that window? It's cold in here. +TEMPLATE: Jack: "Pete, can you close that window? It's cold in here." PROMPT: What did Jack ask Pete? -RESPONSE: He asked him to close the window. +RESPONSE: He asked him to close that window. -TEMPLATE: Rita: Mike, move your car, please. +TEMPLATE: Rita: "Mike, move your car, please." PROMPT: What did Rita tell Mike to do? RESPONSE: She told him to move his car. -TEMPLATE: Sam: Ted, will you turn off the lights, please? -PROMPT: What did Sam ask you? +TEMPLATE: Sam: "Ted, will you turn off the lights, please?" +PROMPT: Imagine you are Ted. What did Sam ask you? RESPONSE: He asked me to turn off the lights. -# Source: ST §Letter from Sam (l5-s16) -$DIALOGUE Letter from Sam -ID: l5-s16 -INTRO: Sam is writing to his friend Mike, who visited last month and left too soon. Read the letter — questions follow, so pay attention to Sam's good news. -INSTRUCTION: Read the letter. +# Source: ST Reading "Letter from Sam" +$GRAMMAR A Letter from Sam +ID: l5-s12-r +READING +INTRO: Sam wrote his friend Mike a letter after Mike's visit. Read it carefully — questions are coming. -LINE: Dear Mike, -LINE: I'm glad that you came to visit me last month. -LINE: I'm sorry that you didn't have more time to stay. -LINE: I hope that you'll visit again very soon. -LINE: I know that it's a long drive, but you always enjoy yourself when you get here. -LINE: I have some good news. -LINE: I read that they were making a new highway from Center City to Lakeland. -LINE: That will make your drive easier. -LINE: I hope to see you again soon. -LINE: Your friend, Sam +CARD: **Dear Mike,** +I'm glad that you came to visit me last month. I'm sorry that you didn't have more time to stay. I hope that you'll visit again very soon. -# Source: ST §Questions about the Letter (l5-s17) -$PRODUCE Questions about the Letter -ID: l5-s17 -REFERENCE -INTRO: Three questions about Sam's letter. Answer aloud — and open the letter again if the good news has already slipped your mind. -INSTRUCTION: Answer the questions about the letter. Open the letter if you need it. +CARD: I know that it's a long drive, but you always enjoy yourself when you get here. I have some good news. I read that they were making a new highway from Center City to Lakeland. That will make your drive easier. I hope to see you again soon. + +CARD: **Your friend,** +Sam + +# Source: ST "Questions on the Letter" +$PRODUCE Questions on the Letter +ID: l5-s12 +REFERENCE: l5-s12-r +INTRO: Three questions about Sam's letter. Answer each one aloud in a full sentence — you can reopen the letter any time. +INSTRUCTION: Answer aloud in a full sentence. Reopen the letter if you need it. INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). An answer stating a different fact fails. +RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact. A different fact fails. PROMPT: What was Sam sorry about? RESPONSE: He was sorry that Mike didn't have more time to stay. @@ -512,14 +452,13 @@ RESPONSE: He hopes that Mike will visit again very soon. PROMPT: What did Sam read? RESPONSE: He read that they were making a new highway from Center City to Lakeland. -# SKIPPED (book): Listening Skill "LISTEN AND WRITE." Paragraph dictation requires -# instructor audio which is missing. Dropped. +# SKIPPED (book): Listening Skill "LISTEN AND WRITE" — instructor dictation paragraph with unprinted text. -# Source: ST §Should I Put a Comma Here? (l5-s18) -$PRODUCE Punctuation and Capitalization -ID: l5-s18 -INTRO: Last activity of the week — Bob's bad morning, one sentence at a time. Rewrite each sentence with capital letters and punctuation exactly where they belong; here, every comma counts. Finish this and the week's review is done. -INSTRUCTION: Rewrite the sentence with the correct punctuation and capitalization. +# Source: ST "Should I Put a Comma Here?" +$PRODUCE Capital Letters and Punctuation +ID: l5-s13 +INTRO: Last one. These sentences lost their capital letters and punctuation — give them back. Type each sentence correctly: capitals, commas, question marks, quotation marks, all of it. That's the end of the review — nicely done. +INSTRUCTION: Retype the sentence with correct capital letters and punctuation. INPUT: type CHECK: exact NORMALIZE: strict @@ -530,9 +469,11 @@ RESPONSE: My roommate Bob came into my room this morning. TEMPLATE: he asked are you going to work this morning RESPONSE: He asked, "Are you going to work this morning?" +ACCEPT: He asked, "Are you going to work this morning"? TEMPLATE: i said no i m not RESPONSE: I said, "No, I'm not." +ACCEPT: I said, "No, I'm not". TEMPLATE: today is tuesday RESPONSE: Today is Tuesday. @@ -552,5 +493,4 @@ RESPONSE: When I go to work, I get up at 6:45. TEMPLATE: when i go to class i get up at 7:30 RESPONSE: When I go to class, I get up at 7:30. -# SKIPPED (book): "WHAT'S THE WORD?" Crossword puzzle format is not expressible -# within the platform. Dropped. +# SKIPPED (book): "WHAT'S THE WORD?" (p.173) — crossword puzzle; spatial crossword grid dropped per conversion guidelines.