diff --git a/book-10-lesson-1.module b/book-10-lesson-1.module
index 84af688a..fcc4de3f 100644
--- a/book-10-lesson-1.module
+++ b/book-10-lesson-1.module
@@ -1,9 +1,11 @@
-$MODULE Book 10 · Lesson 1: Tell Me How To ... {st-page_009_001.jpg}
+$MODULE Book 10 · Lesson 1: Tell Me How To … {st-page_009_001.jpg}
FORMAT: 2
-DESCRIPTION: Vending machines and how to use them, "how to" with learn/teach/show, "no" and "there's no", time clauses (when, while, after, before, until), "be supposed to", directions, dictation, and outlines.
+DIOCO_DOC_ID: alc_book10_lesson1
+DESCRIPTION: Vending machines and snacks; explaining "how to" do things; time clauses with "before", "after", "while", "when", "until"; connective words; and "be supposed to".
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly witty teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Frank | achernar | Male
@@ -21,23 +23,19 @@ VOICE: Adam | achird | Male
VOICE: Brad | schedar | Male
VOICE: Dave | achird | Male
VOICE: Fred | schedar | Male
+VOICE: Madge | gacrux | Female
VOICE: Greg | achernar | Male
VOICE: Stan | achird | Male
VOICE: Lynn | aoede | Female
VOICE: Mark | achernar | Male
-VOICE: Cashier | aoede | Female
+VOICE: Cashier | gacrux | Female
VOICE: Rick | achernar | Male
VOICE: Ali | achird | Male
VOICE: Ann | aoede | Female
VOICE: Chris | achernar | Male
VOICE: George | achernar | Male
-VOICE: John | achird | Male
-VOICE: Steve | achernar | Male
-VOICE: Ted | achernar | Male
-VOICE: Claire | aoede | Female
VOICE: Chuck | achird | Male
VOICE: Ed | achernar | Male
-VOICE: David | achird | Male
VOICE: Larry | achernar | Male
VOICE: Jack | achird | Male
VOICE: Bob | achernar | Male
@@ -48,60 +46,63 @@ VOICE: Narrator | achird | speaker (auto)
$SESSION 1-1: Vending Machines and Snacks
# Source: ST §It's Stuck.
-$DIALOGUE "Stick" and "Stuck"
+$DIALOGUE Stick and Stuck
ID: l1-s1
-INTRO: In this lesson you'll learn to talk about vending machines, explain how to use them, and say what people are supposed to do. We start with one small word you'll hear all week: "stick". Read each sentence.
+INTRO: In this lesson you'll learn to talk about vending machines and snacks, explain "how to" do things, and use time words like "before" and "until". First, one small word you'll meet all day today: "stick".
INSTRUCTION: Read the sentences.
VOCAB: to stick | stick
LINE: Be careful or the stamp will stick to your fingers. {st-page_011_001.jpg}
-VOCAB: stuck
LINE: The stamp stuck to his finger.
-VOCAB: is stuck
LINE: The stamp is stuck to his finger.
-VOCAB: sticks
LINE: The stamp sticks to his finger.
-VOCAB: stuck
+VOCAB: stuck | stick
LINE: I stuck the milk in the refrigerator. {st-page_011_002.jpg}
-NOTES: Here "stick" means "put": he put the milk in the refrigerator.
LINE: The vegetable drawer is stuck. I can't close it.
# Source: LLA 1A Figure 1
-$DIALOGUE Snacks from a Machine
-ID: 10-1a-f1
-INTRO: Now meet the machine itself — and everything inside it that's bad for your teeth. Listen to each sentence and repeat it.
+$DIALOGUE Vending Machines and Snacks
+ID: 1a-f1
+INTRO: Meet the vending machine — it takes your coins and, on a good day, gives you a snack. Listen to the new words in sentences and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: vending machine
-LINE: This is a vending machine. A vending machine sells many different things. {page_011_001.jpg} {bk10-l1a-f1-01a.mp3}
+LINE: This is a vending machine. {page_011_001.jpg} {bk10-l1a-f1-01.mp3}
+LINE: A vending machine sells many different things. {page_011_001.jpg} {bk10-l1a-f1-02.mp3}
VOCAB: popular
-LINE: Vending machines are popular. Everyone uses them. {page_011_001.jpg} {bk10-l1a-f1-01b.mp3}
+LINE: Vending machines are popular. {page_011_001.jpg} {bk10-l1a-f1-03.mp3}
+LINE: Everyone uses them. {page_011_001.jpg} {bk10-l1a-f1-04.mp3}
VOCAB: sodas
+LINE: Sodas are sometimes called soda water. {page_011_002.jpg} {bk10-l1a-f1-05.mp3}
VOCAB: soda pop
-LINE: Sodas are sometimes called soda water. A soda or soda pop is a drink. {page_011_002.jpg} {bk10-l1a-f1-02.mp3}
+LINE: A soda or soda pop is a drink. {page_011_002.jpg} {bk10-l1a-f1-06.mp3}
VOCAB: chips
-LINE: Do you like potato chips or corn chips? Chips are usually made with salt. {page_011_003.jpg} {bk10-l1a-f1-03.mp3}
+LINE: Do you like potato chips or corn chips? {page_011_003.jpg} {bk10-l1a-f1-07.mp3}
+LINE: Chips are usually made with salt. {page_011_003.jpg} {bk10-l1a-f1-08.mp3}
VOCAB: chewing gum
-LINE: Do you want a piece of chewing gum? Some people chew gum between meals. {page_011_004.jpg} {bk10-l1a-f1-04.mp3}
+LINE: Do you want a piece of chewing gum? {page_011_004.jpg} {bk10-l1a-f1-09.mp3}
+LINE: Some people chew gum between meals. {page_011_004.jpg} {bk10-l1a-f1-10.mp3}
VOCAB: candy bar
-LINE: I like to eat chocolate candy bars. Chocolate candy bars are a sweet snack. {page_011_005.jpg} {bk10-l1a-f1-05.mp3}
+LINE: I like to eat chocolate candy bars. {page_011_005.jpg} {bk10-l1a-f1-11.mp3}
+LINE: Chocolate candy bars are a sweet snack. {page_011_005.jpg} {bk10-l1a-f1-12.mp3}
# Source: LLA 1A Figure 2
$SELECT Which Snack Is It?
-ID: 10-1a-f2
-INTRO: Time to check those snack words. Listen to each question and tap the correct answer.
+ID: 1a-f2
+INTRO: Now a quick check on the snack words. Listen to each question, tap the correct answer, then repeat the full sentence.
INSTRUCTION: Tap the correct answer.
+REPEAT
OPTION: a | vending machines
OPTION: b | soda pop
@@ -109,30 +110,30 @@ OPTION: c | candy bar
OPTION: d | chips
OPTION: e | gum
-PROMPT: What's another name for soda? {bk10-l1a-f2-01.mp3}
+PROMPT: What's another name for soda? {bk10-l1a-f2-01-q.mp3}
ANSWER: b
FEEDBACK: Another name for soda is soda pop. {bk10-l1a-f2-01-a.mp3}
-PROMPT: What do some people chew between meals? {bk10-l1a-f2-02.mp3}
+PROMPT: What do some people chew between meals? {bk10-l1a-f2-02-q.mp3}
ANSWER: e
FEEDBACK: Some people chew gum between meals. {bk10-l1a-f2-02-a.mp3}
-PROMPT: What is a popular sweet snack? {bk10-l1a-f2-03.mp3}
+PROMPT: What is a popular sweet snack? {bk10-l1a-f2-03-q.mp3}
ANSWER: c
FEEDBACK: A popular sweet snack is a candy bar. {bk10-l1a-f2-03-a.mp3}
-PROMPT: Where can you buy snacks and small things? {bk10-l1a-f2-04.mp3}
+PROMPT: Where can you buy snacks and small things? {bk10-l1a-f2-04-q.mp3}
ANSWER: a
FEEDBACK: You can buy snacks and small things from a vending machine. {bk10-l1a-f2-04-a.mp3}
-PROMPT: What's a popular snack made with salt? {bk10-l1a-f2-05.mp3}
+PROMPT: What's a popular snack made with salt? {bk10-l1a-f2-05-q.mp3}
ANSWER: d
FEEDBACK: A popular snack made with salt is chips. {bk10-l1a-f2-05-a.mp3}
# Source: ST §What Kind of Snack Do You Want?
$DIALOGUE What Kind of Snack Do You Want?
ID: l1-s5
-INTRO: Greg and Stan are standing at the snack machine, deciding for themselves — and for Sue, who isn't even there. Read their conversation.
+INTRO: Greg and Stan are at the snack machine, and Sue — as always — wants nuts. Read the dialog.
INSTRUCTION: Read the dialog.
VOCAB: potato chips
@@ -147,143 +148,167 @@ VOCAB: nuts
Stan: She wants some nuts. {st-page_014_003.jpg}
# Source: LLA 1A Figure 3
-$DIALOGUE How a Vending Machine Works
-ID: 10-1a-f3
-INTRO: Here are the verbs you need to run a machine — "insert", "pull", "lift" — and what to do when it takes your money and gives you nothing. Listen and repeat.
+$DIALOGUE Using a Vending Machine
+ID: 1a-f3
+INTRO: Now the machine itself — the slot, the knob, and what to do when it swallows your money. Listen to the words and sentences and repeat them.
INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: detergent
+LINE: A detergent is a soap. {page_012_001.jpg} {bk10-l1a-f3-01.mp3}
VOCAB: washing machine
-LINE: A detergent is a soap. She put the detergent in the washing machine. {page_012_001.jpg} {bk10-l1a-f3-01.mp3}
+LINE: She put the detergent in the washing machine. {page_012_001.jpg} {bk10-l1a-f3-02.mp3}
VOCAB: insert
-LINE: Insert the money in the slot. {page_012_002.jpg} {bk10-l1a-f3-02a.mp3}
+LINE: Insert the money in the slot. {page_012_002.jpg} {bk10-l1a-f3-03.mp3}
VOCAB: opening
-LINE: Put the money in the small opening. {page_012_002.jpg} {bk10-l1a-f3-02c.mp3}
-LINE: She is inserting the money into the opening for coins. {page_012_002.jpg} {bk10-l1a-f3-02b.mp3}
+LINE: Put the money in the small opening. {page_012_002.jpg} {bk10-l1a-f3-04.mp3}
+LINE: She is inserting the money into the opening for coins. {page_012_002.jpg} {bk10-l1a-f3-05.mp3}
VOCAB: selection
-LINE: Make your selection or pick out a snack. {page_012_003.jpg} {bk10-l1a-f3-03a.mp3}
+LINE: Make your selection or pick out a snack. {page_012_003.jpg} {bk10-l1a-f3-06.mp3}
VOCAB: knob
-LINE: Pull a knob for your selection. {page_012_003.jpg} {bk10-l1a-f3-03b.mp3}
+LINE: Pull a knob for your selection. {page_012_003.jpg} {bk10-l1a-f3-07.mp3}
VOCAB: drop
-LINE: The selection will drop or fall when you pull the knob. {page_013_001.jpg} {bk10-l1a-f3-04a.mp3}
+LINE: The selection will drop or fall when you pull the knob. {page_013_001.jpg} {bk10-l1a-f3-08.mp3}
VOCAB: lift
-LINE: Lift the door and take out your selection. {page_013_001.jpg} {bk10-l1a-f3-04b.mp3}
+LINE: Lift the door and take out your selection. {page_013_001.jpg} {bk10-l1a-f3-09.mp3}
VOCAB: out of order
-LINE: The machine was out of order. It didn't work. {page_013_002.jpg} {bk10-l1a-f3-05a.mp3}
-
+LINE: The machine was out of order. {page_013_002.jpg} {bk10-l1a-f3-10.mp3}
+LINE: It didn't work. {page_013_002.jpg} {bk10-l1a-f3-11.mp3}
VOCAB: get back
-LINE: When the machine is out of order, you can get your money back. {page_013_002.jpg} {bk10-l1a-f3-05b.mp3}
-
+LINE: When the machine is out of order, you can get your money back. {page_013_002.jpg} {bk10-l1a-f3-12.mp3}
VOCAB: coin release
VOCAB: coin return
-LINE: She turned the coin release and got her money back from the coin return cup. {page_013_002.jpg} {bk10-l1a-f3-05c.mp3}
-
-# DROPPED (twin): ST §A Vending Machine — TTS twin of LLA 1A Figure 3 (same vocab presentation role); its distinct items salvaged below.
-# Source: ST §A Vending Machine (salvaged distinct lines)
-$DIALOGUE More Machine Words
-ID: l1-s2
-INTRO: A few more machine words the tape didn't teach: "dispense", "slot", and "tray". Read the sentences.
-INSTRUCTION: Read the sentences.
-
-VOCAB: dispense
-LINE: A snack vending machine dispenses snacks. {st-page_012_001.jpg}
-
-VOCAB: slot
-LINE: Put your coins in the slot.
-
-VOCAB: tray
-VOCAB: be supposed to | is supposed to
-LINE: The snack is supposed to drop into the tray.
-
-VOCAB: until
-LINE: Insert your coins again and wait until they drop.
+LINE: She turned the coin release and got her money back from the coin return cup. {page_013_002.jpg} {bk10-l1a-f3-13.mp3}
# Source: LLA 1A Figure 4
-$SELECT Check the Machine Words
-ID: 10-1a-f4
-INTRO: Ten quick questions on the machine words. Listen and tap the correct answer.
+$SELECT Machine Words Check
+ID: 1a-f4
+INTRO: Ten quick questions on the machine words you just learned. Listen, tap the correct answer, and repeat it.
INSTRUCTION: Tap the correct answer.
+REPEAT
PROMPT: He picked out a candy bar. What did he do? {bk10-l1a-f4-01-q.mp3}
OPTION: a | made a selection
OPTION: b | bought a candy bar
OPTION: c | ate a candy bar
ANSWER: a
-FEEDBACK: He made his selection. {bk10-l1a-f4-01-fb.mp3}
+FEEDBACK: He made his selection. {bk10-l1a-f4-01-a.mp3}
PROMPT: How do you get your selection from the machine? {bk10-l1a-f4-02-q.mp3}
OPTION: a | You pick it out.
OPTION: b | You pay for it.
OPTION: c | You lift the door.
ANSWER: c
-FEEDBACK: To get your selection from the machine... lift the door. {bk10-l1a-f4-02-fb.mp3}
+FEEDBACK: To get your selection from the machine, lift the door. {bk10-l1a-f4-02-a.mp3}
PROMPT: What is a detergent? {bk10-l1a-f4-03-q.mp3}
OPTION: a | a soup
OPTION: b | a soap
OPTION: c | a slot
ANSWER: b
-FEEDBACK: A detergent is a soap. {bk10-l1a-f4-03-fb.mp3}
+FEEDBACK: A detergent is a soap. {bk10-l1a-f4-03-a.mp3}
PROMPT: She put the money in the slot. What did she do? {bk10-l1a-f4-04-q.mp3}
OPTION: a | She dropped it.
OPTION: b | She lifted it.
OPTION: c | She inserted it.
ANSWER: c
-FEEDBACK: She inserted her money. {bk10-l1a-f4-04-fb.mp3}
+FEEDBACK: She inserted her money. {bk10-l1a-f4-04-a.mp3}
PROMPT: What is another name for slot? {bk10-l1a-f4-05-q.mp3}
OPTION: a | a knob
OPTION: b | an opening
OPTION: c | a door
ANSWER: b
-FEEDBACK: Another name for slot is opening. {bk10-l1a-f4-05-fb.mp3}
+FEEDBACK: Another name for slot is opening. {bk10-l1a-f4-05-a.mp3}
PROMPT: When a machine doesn't work, what do we say? {bk10-l1a-f4-06-q.mp3}
OPTION: a | It's out of order.
OPTION: b | It's out of snacks.
OPTION: c | It's out of money.
ANSWER: a
-FEEDBACK: It's out of order. {bk10-l1a-f4-06-fb.mp3}
+FEEDBACK: When a machine doesn't work, it's out of order. {bk10-l1a-f4-06-a.mp3}
PROMPT: She used the washing machine. What did she do? {bk10-l1a-f4-07-q.mp3}
OPTION: a | washed clothes
OPTION: b | washed dishes
OPTION: c | washed her car
ANSWER: a
-FEEDBACK: She washed her clothes in the washing machine. {bk10-l1a-f4-07-fb.mp3}
+FEEDBACK: She washed her clothes in the washing machine. {bk10-l1a-f4-07-a.mp3}
PROMPT: How do you get your money back from a vending machine? {bk10-l1a-f4-08-q.mp3}
OPTION: a | Lift the door.
OPTION: b | Insert the money.
OPTION: c | Turn the coin release.
ANSWER: c
-FEEDBACK: When you want to get your money back, turn the coin release. {bk10-l1a-f4-08-fb.mp3}
+FEEDBACK: When you want to get your money back, turn the coin release. {bk10-l1a-f4-08-a.mp3}
PROMPT: Where do you get your change from? {bk10-l1a-f4-09-q.mp3}
OPTION: a | coin release
OPTION: b | coin return
OPTION: c | selection knob
ANSWER: b
-FEEDBACK: You get your change from the coin return. {bk10-l1a-f4-09-fb.mp3}
+FEEDBACK: You get your change from the coin return. {bk10-l1a-f4-09-a.mp3}
PROMPT: What do we say when something falls? {bk10-l1a-f4-10-q.mp3}
OPTION: a | It drops.
OPTION: b | It breaks.
OPTION: c | It grows.
ANSWER: a
-FEEDBACK: When something falls, we say it drops. {bk10-l1a-f4-10-fb.mp3}
+FEEDBACK: When something falls, we say it drops. {bk10-l1a-f4-10-a.mp3}
+
+$SESSION 1-2: Operating the Machine
+
+# Source: ST §A Vending Machine (kept as the reading recap before the ordering tasks; overlaps LLA 1A Figures 1/3 but adds "dispense", "tray", "slot", "work")
+$DIALOGUE How the Machine Works
+ID: l1-s2
+INTRO: In this part you'll learn to operate a vending machine — and to react correctly when it keeps your money. Read the steps, from coins in to snack out.
+INSTRUCTION: Read the sentences.
+
+LINE: This is a vending machine. {st-page_012_001.jpg}
+
+LINE: It's a snack vending machine.
+
+VOCAB: to dispense
+LINE: A snack vending machine dispenses snacks.
+
+VOCAB: to work
+LINE: I can work this machine. It's easy.
+
+LINE: It has a small opening for coins.
+
+VOCAB: slot
+LINE: Put your coins in the slot.
+
+VOCAB: be supposed to
+VOCAB: tray
+LINE: The snack is supposed to drop into the tray.
+
+LINE: Sometimes, the coins stick and nothing comes out.
+
+LINE: Turn the coin return or coin release. You'll get your money back.
+
+LINE: Your coins will drop into the coin return.
+
+VOCAB: until
+LINE: Insert your coins again and wait until they drop.
+
+VOCAB: to pull
+LINE: Pull the knob below your selection.
+
+LINE: Your change will drop into the coin return.
+
+LINE: Your snack selection will drop into the tray.
# Source: ST §What Is Your Selection?
-$DIALOGUE Which Knob? {st-page_015_001.jpg}
+$DIALOGUE What Is Your Selection? {st-page_015_001.jpg}
ID: l1-s6
-INTRO: You'll see a snack machine with numbered knobs and two worked examples — the questions and the answers are both shown. Nothing to answer here; just read.
-INSTRUCTION: Read the examples. No answer is required.
+INTRO: These are worked examples — the questions and the answers are both shown, so there's nothing to solve. Just read how the knobs match the selections.
+INSTRUCTION: Read the examples; the questions and answers are both shown.
Narrator: Ted wants some potato chips. Which knob should he pull?
Narrator: He should pull knob 1.
@@ -291,10 +316,10 @@ Narrator: Sam pulled knob number 5. What was his selection?
Narrator: He selected some nuts.
# Source: ST §This Is How You Do It.
-$SELECT Operating a Machine, Step by Step
+$SELECT This Is How You Do It
ID: l1-s3
ORDER
-INTRO: Now prove you could run one of these yourself. Put the five steps in the right order, from coins to snack.
+INTRO: Time to prove you could actually buy a snack. Put the steps for using a vending machine in the correct order.
INSTRUCTION: Put the sentences in order to show how to use the machine.
TEMPLATE: How do you operate a vending machine?
@@ -309,7 +334,7 @@ ANSWER: a,b,c,d,e
$SELECT When the Coins Get Stuck
ID: l1-s4
ORDER
-INTRO: This time the machine misbehaves. Put all eight steps in order, from inserting the coins to finally getting your snack.
+INTRO: And now the sadder story: the coins get stuck. Put the steps in order — from lost money to snack in hand.
INSTRUCTION: Put the sentences in order to show what happens.
TEMPLATE: What do you do when coins get stuck?
@@ -323,95 +348,57 @@ OPTION: g | Make your selection and pull the knob.
OPTION: h | Get your selection from the tray.
ANSWER: a,b,c,d,e,f,g,h
-$SESSION 1-2: Exact Change and Out of Order
-
# Source: LLA 1A Figure 5
$DIALOGUE Exact Change
-ID: 10-1a-f5
-INTRO: In this part you'll handle machines that don't cooperate — and the people standing in front of them. First, Frank wants a soft drink, but the machine has one condition. Just listen.
-INSTRUCTION: Listen to the dialogue.
+ID: 1a-f5
+INTRO: Frank wants a soft drink, but this machine has a rule: exact change or nothing. Listen to the conversation and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
VOCAB: soft drink
Frank: I'd like a soft drink. {bk10-l1a-f5-01.mp3}
VOCAB: exact
Tina: Do you have the exact change? {bk10-l1a-f5-02.mp3}
Frank: No. Why do I need the exact change? {bk10-l1a-f5-03.mp3}
-VOCAB: machine
Tina: Because this machine doesn't give change. {bk10-l1a-f5-04.mp3}
# Source: LLA 1A Figure 6
$SELECT Questions: Exact Change
-ID: 10-1a-f6
+ID: 1a-f6
REFERENCE
-INTRO: Three questions about Frank and Tina. Tap the correct answer, then repeat it aloud.
+INTRO: Now the questions about Frank and Tina. Tap the correct answer, then repeat it. Open the dialogue again if you need it.
INSTRUCTION: Tap the correct answer.
REPEAT
-PROMPT: What does Frank want? {bk10-l1a-f6-01.mp3}
+PROMPT: What does Frank want? {bk10-l1a-f6-01-q.mp3}
OPTION: a | some change
OPTION: b | some water
OPTION: c | a soft drink
ANSWER: c
-FEEDBACK: Repeat: He wants a soft drink. {bk10-l1a-f6-01-a.mp3}
+FEEDBACK: He wants a soft drink. {bk10-l1a-f6-01-a.mp3}
-PROMPT: What does Tina say that Frank has to have? {bk10-l1a-f6-02.mp3}
+PROMPT: What does Tina say that Frank has to have? {bk10-l1a-f6-02-q.mp3}
OPTION: a | the correct drink
OPTION: b | the exact change
OPTION: c | the right machine
ANSWER: b
-FEEDBACK: Repeat: He has to have the exact change. {bk10-l1a-f6-02-a.mp3}
+FEEDBACK: He has to have the exact change. {bk10-l1a-f6-02-a.mp3}
-PROMPT: Why does he have to have the exact change? {bk10-l1a-f6-03.mp3}
+PROMPT: Why does he have to have the exact change? {bk10-l1a-f6-03-q.mp3}
OPTION: a | because the machine is out of order
OPTION: b | because the machine doesn't give change
OPTION: c | because the machine doesn't have drinks
ANSWER: b
FEEDBACK: Because the machine doesn't give change. {bk10-l1a-f6-03-a.mp3}
-# Source: ST §The Window Is Stuck.
-$DIALOGUE The Window Is Stuck
-ID: l1-s7
-INTRO: Machines aren't the only things that get stuck. Lynn and Mark can't open a window, and the man with the tools has gone out — for cigarettes, paid to the penny. Read the dialog.
-INSTRUCTION: Read the dialog.
-
-Lynn: I can't get this window open, Mark. I can't lift it. Can you help me? {st-page_016_001.jpg}
-
-Mark: Sure, let me try. No, I can't open it. It's stuck. Call Frank. Maybe we can borrow his tools.
-
-VOCAB: out of town
-Lynn: He's not home. I think he went out of town for the weekend.
-
-Mark: No, he didn't go out of town this weekend. He's leaving town next weekend.
-
-VOCAB: for
-Lynn: Then I guess he went to the store for some cigarettes. He was out of them earlier.
-
-Mark: We'll have to wait until he comes back. His tools are in his truck.
-
-Narrator: At the Store
-
-Cashier: Your total is ten fifty-six, sir.
-NOTES: $10.56
-
-VOCAB: exactly
-Frank: Here it is. A ten-dollar bill, two quarters, a nickel and a penny. Ten fifty-six exactly.
-
-Cashier: Thank you, sir. We like to get the exact amount.
-
-Narrator: Two Hours Later
-
-VOCAB: finally
-Mark: I think Frank's finally back.
-
-Lynn: Oh, good, at last we can get some tools and open this window. {st-page_017_001.jpg}
-
# Source: LLA 1A Figure 7
$DIALOGUE Out of Order
-ID: 10-1a-f7
-INTRO: Now Carl versus the drink machine. His money went in; nothing came out. Listen to Carl and Dora.
-INSTRUCTION: Listen to the dialogue.
+ID: 1a-f7
+INTRO: Carl's money went in, and nothing came out — a story as old as vending machines. Listen to the dialogue and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
-VOCAB: operate
+VOCAB: to operate
Carl: I can't operate this machine. {bk10-l1a-f7-01.mp3}
VOCAB: out of
VOCAB: diet drink
@@ -419,69 +406,52 @@ Dora: Maybe it's out of that diet drink. {bk10-l1a-f7-02.mp3}
Carl: I think my money is stuck. I don't think it went down. {bk10-l1a-f7-03.mp3}
VOCAB: another
Dora: Try to get another kind of soft drink. {bk10-l1a-f7-04.mp3}
-VOCAB: worked
-Carl: Oh, it worked this time! I guess my money didn't stick; it did drop. {bk10-l1a-f7-05.mp3}
+Carl: Oh, it worked this time. I guess my money didn't stick; it did drop. {bk10-l1a-f7-05.mp3}
# Source: LLA 1A Figure 8
-$SELECT Same Meaning
-ID: 10-1a-f8
+$SELECT What Does It Mean?
+ID: 1a-f8
REFERENCE
-INTRO: You'll hear a sentence about Carl's battle with the machine. Tap the option that means the same thing, then repeat it.
-INSTRUCTION: Tap the answer that means the same.
+INTRO: Same story, different words. Listen to each sentence about Carl's machine trouble, tap the sentence that means the same thing, then repeat it.
+INSTRUCTION: Tap the sentence that means the same.
REPEAT
-PROMPT: Carl couldn't make the machine work. {bk10-l1a-f8-01.mp3}
+PROMPT: Carl couldn't make the machine work. {bk10-l1a-f8-01-q.mp3}
OPTION: a | He couldn't operate it.
OPTION: b | He couldn't select it.
OPTION: c | He couldn't lift it.
ANSWER: a
-FEEDBACK: Repeat: "He couldn't operate it." {bk10-l1a-f8-01-a.mp3}
+FEEDBACK: He couldn't operate it. {bk10-l1a-f8-01-a.mp3}
-PROMPT: The machine was out of that diet drink. {bk10-l1a-f8-02.mp3}
+PROMPT: The machine was out of that diet drink. {bk10-l1a-f8-02-q.mp3}
OPTION: a | It was out of order.
OPTION: b | It had a lot of that diet drink.
OPTION: c | It didn't have any of that diet drink.
ANSWER: c
-FEEDBACK: Repeat: "It didn't have any of that diet drink." {bk10-l1a-f8-02-a.mp3}
+FEEDBACK: It didn't have any of that diet drink. {bk10-l1a-f8-02-a.mp3}
-PROMPT: Carl thinks his money is stuck. {bk10-l1a-f8-03.mp3}
+PROMPT: Carl thinks his money is stuck. {bk10-l1a-f8-03-q.mp3}
OPTION: a | He thinks it didn't drop.
OPTION: b | He thinks it wasn't exact.
OPTION: c | He thinks it doesn't change.
ANSWER: a
-FEEDBACK: Repeat: "He thinks it didn't drop." {bk10-l1a-f8-03-a.mp3}
+FEEDBACK: He thinks it didn't drop. {bk10-l1a-f8-03-a.mp3}
-PROMPT: Dora told him to get another kind of drink. {bk10-l1a-f8-04.mp3}
+PROMPT: Dora told him to get another kind of drink. {bk10-l1a-f8-04-q.mp3}
OPTION: a | the same kind
OPTION: b | a different kind
OPTION: c | a favorite kind
ANSWER: b
-FEEDBACK: Repeat: "She told him to get a different drink." {bk10-l1a-f8-04-a.mp3}
-
-# Source: ST §At the Mess Hall
-$DIALOGUE At the Mess Hall
-ID: l1-s14
-INTRO: George and Carl at lunch. One friend went to the post office, another went downtown, and "the other one" is sick. Notice how "another" and "the other" divide up a group.
-INSTRUCTION: Read the dialog.
-
-George: I'm going to get a drink. Do you want more tea?
-
-Carl: Yes. Could you please bring me another glass?
-
-George: Where are your friends today?
-
-VOCAB: the other one
-Carl: Well, one went to the post office, another went to the commissary, another went downtown, and the other one is sick.
+FEEDBACK: She told him to get a different drink. {bk10-l1a-f8-04-a.mp3}
# Source: ST §At the Soft Drink Vending Machine
-$DIALOGUE At the Soft Drink Vending Machine
+$DIALOGUE At the Soft Drink Machine
ID: l1-s9
-INTRO: Ann is thirsty and trying to lose ten pounds — a hard combination when the machine is out of diet sodas. Read the dialog.
+INTRO: Ann is thirsty and on a diet — and the machine has opinions about that. Read the dialog.
INSTRUCTION: Read the dialog.
Ann: I'm thirsty. Let's get some soda pop.
-VOCAB: soft drink vending machine
Chris: Okay. There's a soft drink vending machine on the left side of the building.
Ann: Did they fix it? It was out of order yesterday.
@@ -494,7 +464,7 @@ Ann: I want a diet drink.
Chris: A diet drink?
-VOCAB: lose
+VOCAB: to lose
Ann: Yes. I need to lose 10 pounds.
VOCAB: no more
@@ -506,11 +476,11 @@ Chris: Uh huh! Do you want something else?
Ann: No, thanks. I'll get some water.
-# Source: ST §Answer About the Vending Machine
-$PRODUCE Questions About Ann's Drink
+# Source: ST §Answer About the Vending Machine (INPUT switched to speak)
+$PRODUCE Questions: The Diet Drink
ID: l1-s10
REFERENCE
-INTRO: Now answer some questions about Ann and Chris. Answer aloud in a full sentence — you can look back at the dialog if you need to.
+INTRO: Answer the questions about Ann and Chris aloud, in full sentences. Open the dialog again if you need it.
INSTRUCTION: Answer the questions according to the dialog.
INPUT: speak
CHECK: llm
@@ -535,337 +505,91 @@ RESPONSE: She wants a diet drink.
PROMPT: Why didn't Ann get her soda?
RESPONSE: Because the machine was out of diet sodas.
-# SKIPPED (book): Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs to select topic and main idea, no printed stimuli.
-# SKIPPED (book): "HOW DO YOU WANT YOUR COFFEE?" — instructor-read listening exercise with no printed sentences.
+# SKIPPED (book): ST Listening Skill "WHAT'S IT ABOUT?" — instructor-read paragraphs with no printed stimuli; the taped main-idea work below covers the same skill.
+# SKIPPED (book): ST "HOW DO YOU WANT YOUR COFFEE?" — instructor-read listening exercise with no printed sentences; convertible later with chosen items + TTS.
-# Source: LLA 1A Figure 9 (reading)
-$DIALOGUE Vending Machines Everywhere
-ID: 10-1a-f9-reading
-INTRO: Three short paragraphs about vending machines — where they are, where they came from, and why people love them. Just listen; questions follow.
-INSTRUCTION: Listen to the paragraphs.
+# Source: LLA 1A Figure 9 (example)
+$DIALOGUE Main Idea: Example Paragraph
+ID: 1a-f9-a
+INTRO: Now practice finding the main idea — what a whole paragraph is really about. Listen to this paragraph about vending machines.
+INSTRUCTION: Listen to the paragraph.
-Narrator: Vending machines are everywhere; they're all around the world. You can find them in many places. They sell snacks, soft drinks, stamps, cigarettes, socks, stockings, sandwiches, and many other things. People everywhere can get almost anything from a vending machine. {bk10-l1a-f9-ex.mp3}
-Narrator: People enjoy vending machines. In 1880, one of the first vending machines sold chewing gum. In 1902, some cities had rooms for vending machines only. These machines sold different snacks. Then, in 1927, machines started to sell soft drinks. These machines were popular in 1880, and they are popular today. {bk10-l1a-f9-01.mp3}
-Narrator: You can always eat or drink something when there's a vending machine near you. Many people get hungry between meals and buy snacks from vending machines. The machines have a big selection of things. People can eat snacks at any time of the day or night. Vending machines never close. It's good to have one near your home. {bk10-l1a-f9-02.mp3}
+Narrator: Vending machines are everywhere; they're all around the world. You can find them in many places. They sell snacks, soft drinks, stamps, cigarettes, socks, stockings, sandwiches, and many other things. People everywhere can get almost anything from a vending machine. {bk10-l1a-f9-01.mp3}
-# Source: LLA 1A Figure 9 (task)
-$SELECT Find the Main Idea
-ID: 10-1a-f9
+# Source: LLA 1A Figure 9 (example check)
+$SELECT Main Idea: Example Check
+ID: 1a-f9-b
REFERENCE
-INTRO: For each paragraph, tap the statement that gives its main idea — the big point, not just one detail. You can review the paragraphs while you decide.
+INTRO: What was the whole paragraph about? Tap the main idea.
INSTRUCTION: Tap the main idea.
-EXAMPLE
-TEMPLATE: What is the main idea of the first paragraph?
+TEMPLATE: What is the main idea?
OPTION: a | Vending machines are in restrooms.
OPTION: b | People everywhere use vending machines.
OPTION: c | Vending machines sell clothes.
ANSWER: b
-TEMPLATE: What is the main idea of the second paragraph?
+# Source: LLA 1A Figure 9 (paragraph 1)
+$DIALOGUE Main Idea: Paragraph 1
+ID: 1a-f9-c
+INTRO: Another paragraph — this one with some history. Listen for the big idea, not the dates.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: In 1880, one of the first vending machines sold chewing gum. In 1902, some cities had rooms for vending machines only. These machines sold different snacks. Then, in 1927, machines started to sell soft drinks. These machines were popular in 1880, and they are popular today. {bk10-l1a-f9-02.mp3}
+
+# Source: LLA 1A Figure 9 (paragraph 1 check)
+$SELECT Main Idea: Paragraph 1 Check
+ID: 1a-f9-d
+REFERENCE
+INTRO: Tap the main idea of the paragraph you just heard.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea?
OPTION: a | Vending machines are in rooms.
OPTION: b | The first vending machine sold gum.
OPTION: c | Vending machines are popular machines.
ANSWER: c
-TEMPLATE: What is the main idea of the third paragraph?
+# Source: LLA 1A Figure 9 (paragraph 2)
+$DIALOGUE Main Idea: Paragraph 2
+ID: 1a-f9-e
+INTRO: One last paragraph — about snacks at any hour. Listen for the main idea.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: Many people get hungry between meals and buy snacks from vending machines. The machines have a big selection of things. People can eat snacks at any time of the day or night. Vending machines never close. It's good to have one near your home. {bk10-l1a-f9-03.mp3}
+
+# Source: LLA 1A Figure 9 (paragraph 2 check)
+$SELECT Main Idea: Paragraph 2 Check
+ID: 1a-f9-f
+REFERENCE
+INTRO: Tap the main idea of this last paragraph.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea?
OPTION: a | It's good to have a vending machine near your home.
OPTION: b | People get hungry between meals and want snacks.
OPTION: c | Vending machines sell many different snacks and drinks.
ANSWER: a
-$SESSION 1-3: How To
-
-# Source: LLA 1A Figure 10
-$DIALOGUE "How To" Sentences
-ID: 10-1a-f10
-INTRO: In this part you'll talk about learning itself — teaching, showing, forgetting, and finding out "how to" do things. Listen to the sentences and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Mary learned how to cook chicken. {bk10-l1a-f10-01.mp3}
-LINE: Did you teach your wife how to drive? {bk10-l1a-f10-02.mp3}
-LINE: Barry asked Tony how to make a cake. {bk10-l1a-f10-03.mp3}
-LINE: Where did Tim learn how to operate this machine? {bk10-l1a-f10-04.mp3}
-LINE: Martin didn't find out how to fix the car. {bk10-l1a-f10-05.mp3}
-LINE: Who showed her how to change the tire? {bk10-l1a-f10-06.mp3}
-LINE: Marge forgot how to start the machine. {bk10-l1a-f10-07.mp3}
-LINE: Do you remember how to turn on that machine? {bk10-l1a-f10-08.mp3}
-LINE: Please show Fran how to do the math problem. {bk10-l1a-f10-09.mp3}
-LINE: Where did you learn how to use that machine? {bk10-l1a-f10-10.mp3}
-
-# Source: ST §Jim Knows How To Play Tennis.
-$GRAMMAR The "How To" Pattern
-ID: l1-s17
-INTRO: Here's the "how to" pattern in one table — a verb like "know" or "teach", then "how to", then the action.
-
-The pattern is always the same: a verb, then **how to**, then the action.
-
-You can {learn how to fix the car} by yourself, or someone can {show you how to fix the car}. And when you can't do either, you {ask how to fix the car}.
-
-| | | | | |
-|---|---|---|---|---|
-| Bill | found out / forgot / knew / learned / remembered | | how to | fix the car. |
-| Bill | showed / told / taught | me | how to | fix the car. |
-| Bill | asked | (me) | how to | fix the car. |
-
-Notice: with **show**, **tell**, and **teach**, you say *who* is learning — {Bill showed me how to fix the car.}
-
-# Source: ST §Read the Sentences
-$DIALOGUE More "How To" Sentences
-ID: l1-s18
-INTRO: The same pattern, nine more ways. Read each sentence and notice the verb before "how to".
-INSTRUCTION: Read the sentences.
-
-LINE: Jim forgot how to operate this machine.
-LINE: Did you find out how to repair the bicycle?
-LINE: Yes, I'll tell you how to fix it.
-LINE: Robert will teach him how to use it again.
-LINE: I don't know how to drive a truck.
-LINE: When did George learn how to cook?
-LINE: What is Sue showing Tom how to do?
-LINE: Jane doesn't remember how to fly the plane.
-LINE: Keith asked me how to fix the radio.
-
-# Source: LLA 1A Figure 11
-$PRODUCE Answer with "How To"
-ID: 10-1a-f11
-INPUT: speak
-CHECK: reveal
-INTRO: Now you answer. Listen to each question and use the "Yes" or "No" cue on the screen to answer aloud with a full "how to" sentence.
-INSTRUCTION: Answer aloud with a full sentence.
-REPEAT
-
-EXAMPLE
-TEMPLATE: No
-PROMPT: Do you know how to operate a vending machine? {bk10-l1a-f11-ex-q.mp3}
-RESPONSE: No, I don't know how to operate a vending machine. {bk10-l1a-f11-ex-a.mp3}
-
-TEMPLATE: No
-PROMPT: Do you remember how to change a flat tire? {bk10-l1a-f11-01-q.mp3}
-RESPONSE: No, I don't remember how to change a flat tire. {bk10-l1a-f11-01-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Can you find out how to use this washing machine? {bk10-l1a-f11-02-q.mp3}
-RESPONSE: Yes, I can find out how to use this washing machine. {bk10-l1a-f11-02-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Did you forget how to make the cookies? {bk10-l1a-f11-03-q.mp3}
-RESPONSE: Yes, I forgot how to make the cookies. {bk10-l1a-f11-03-a.mp3}
-
-TEMPLATE: No
-PROMPT: Has Fred learned how to drive a car? {bk10-l1a-f11-04-q.mp3}
-RESPONSE: No, Fred hasn't learned how to drive a car. {bk10-l1a-f11-04-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Did Charles ask how to make a long-distance call? {bk10-l1a-f11-05-q.mp3}
-RESPONSE: Yes, Charles asked how to make a long-distance call. {bk10-l1a-f11-05-a.mp3}
-
-TEMPLATE: No
-PROMPT: Can Mark show you how to play tennis? {bk10-l1a-f11-06-q.mp3}
-RESPONSE: No, Mark can't show me how to play tennis. {bk10-l1a-f11-06-a.mp3}
-
-TEMPLATE: Yes
-PROMPT: Is Mrs. Allen going to teach you how to speak English? {bk10-l1a-f11-07-q.mp3}
-RESPONSE: Yes, Mrs. Allen is going to teach me how to speak English. {bk10-l1a-f11-07-a.mp3}
-
-TEMPLATE: No
-PROMPT: Did Kate tell you how to find her house? {bk10-l1a-f11-08-q.mp3}
-RESPONSE: No, Kate didn't tell me how to find her house. {bk10-l1a-f11-08-a.mp3}
-
-# SKIPPED (book): "I'M NOT GOING TO SHOW YOU HOW." — Instructor asks questions based on printed dialogs; questions are not printed.
-
-# Source: ST §His Father Taught Him How To Drive.
-$PRODUCE Change the Sentence
-ID: l1-s19
-INTRO: Read each sentence, then use the cue word to make a new negative sentence with "how to" — Pele showed Jimmy soccer, but not baseball.
-INSTRUCTION: Use the cue word and make a new negative sentence.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must form a new sentence incorporating the cue word into a "how to" structure. Usually this involves making the original sentence negative and stating the new action.
-
-EXAMPLE
-PROMPT: Pele showed Jimmy how to play soccer.
-TEMPLATE: (baseball)
-RESPONSE: Pele didn't show Jimmy how to play baseball.
-
-PROMPT: Marie taught Jane how to cook.
-TEMPLATE: (drive)
-RESPONSE: Marie didn't teach Jane how to drive.
-
-PROMPT: Sgt Rogers showed Sgt Anderson how to repair the plane.
-TEMPLATE: (fly)
-RESPONSE: Sgt Rogers didn't show Sgt Anderson how to fly the plane.
-
-PROMPT: Betty found out how to lock the window.
-TEMPLATE: (repair)
-RESPONSE: Betty didn't find out how to repair the window.
-
-PROMPT: Lt Anderson knows how to drive.
-TEMPLATE: (fly)
-RESPONSE: Lt Anderson doesn't know how to fly.
-
-PROMPT: Jerome told me how to find his house.
-TEMPLATE: (office)
-RESPONSE: Jerome didn't tell me how to find his office.
-
-PROMPT: Captain Klein remembered how to fly the plane.
-TEMPLATE: (repair)
-RESPONSE: Captain Klein didn't remember how to repair the plane.
-
-PROMPT: Dennis asked Judy how to cook the chicken.
-TEMPLATE: (beef)
-RESPONSE: Dennis didn't ask Judy how to cook the beef.
-
-PROMPT: Tony forgot how to speak French.
-TEMPLATE: (Italian)
-RESPONSE: Tony didn't forget how to speak Italian.
-
-# Source: ST §I Learned How to Cook and Wash.
-$PRODUCE Yes and No with "How To"
-ID: l1-s20
-INTRO: Answer each question with the cued information: "yes, and" adds a second skill; "no, but" trades one skill for another. Say the whole sentence.
-INSTRUCTION: Answer with the cue, using "how to".
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner should produce a complete sentence answering the question with the cued information, using the structure "how to".
-
-EXAMPLE
-PROMPT: Does Jim know how to play football?
-TEMPLATE: (yes, and soccer)
-RESPONSE: Yes, Jim knows how to play football and soccer.
-
-EXAMPLE
-PROMPT: Does Jim know how to play football?
-TEMPLATE: (no, but soccer)
-RESPONSE: No, Jim doesn't know how to play football, but he knows how to play soccer.
-
-PROMPT: Did Fred learn how to cook?
-TEMPLATE: (no, but wash clothes)
-RESPONSE: No, Fred didn't learn how to cook, but he learned how to wash clothes.
-
-PROMPT: Did he show you how to fix the clock?
-TEMPLATE: (yes, and lamp)
-RESPONSE: Yes, he showed me how to fix the clock and the lamp.
-
-PROMPT: Did Bobby learn how to multiply?
-TEMPLATE: (yes, and divide)
-RESPONSE: Yes, Bobby learned how to multiply and divide.
-
-PROMPT: Did Ali teach you how to speak Arabic?
-TEMPLATE: (yes, and French)
-RESPONSE: Yes, Ali taught me how to speak Arabic and French.
-
-PROMPT: Did Cathy forget how to operate the recorder?
-TEMPLATE: (no, but the washing machine)
-RESPONSE: No, Cathy didn't forget how to operate the recorder, but she forgot how to operate the washing machine.
-
-PROMPT: Did you ask me how to spell "store"?
-TEMPLATE: (no, but score)
-RESPONSE: No, I didn't ask you how to spell "store", but I asked you how to spell "score".
-
-PROMPT: Does Captain Richards know how to fly a jet?
-TEMPLATE: (yes, and helicopter)
-RESPONSE: Yes, Captain Richards knows how to fly a jet and a helicopter.
-
-PROMPT: Did your father tell you how to start the car?
-TEMPLATE: (no, but wash it)
-RESPONSE: No, my father didn't tell me how to start the car, but he told me how to wash it.
-
-# Source: ST §Please Teach Me How To Operate This Machine.
-$DIALOGUE Willie Learns to Do His Laundry
-ID: l1-s15
-INTRO: Willie moved away from home and met his first washing machine. Read how his roommate Frank taught him how to operate it — step by step.
-INSTRUCTION: Read the paragraphs.
-
-VOCAB: learn how to
-LINE: When Willie moved away from home, he had to learn how to do his laundry. {st-page_024_001.jpg}
-VOCAB: first time
-LINE: The first time he went to the laundry room in the barracks, he didn't know how to operate a washing machine.
-VOCAB: find out
-LINE: He had to find out.
-
-LINE: Willie had a roommate, Frank.
-LINE: Frank knew how to operate a washing machine.
-VOCAB: taught
-LINE: Frank taught Willie. These were his instructions:
-
-LINE: First, put your light clothes in one machine, and your dark clothes in another machine.
-LINE: They have to be in different machines.
-LINE: Next, select the correct temperature.
-LINE: Wash light colors in warm water and use cold water for dark colors.
-LINE: Put one cup of detergent in each machine.
-VOCAB: quarters
-LINE: Then insert four quarters in the slots.
-VOCAB: last
-LINE: Last, push the coin tray in.
-
-LINE: Willie found out that it was very easy to operate a washing machine.
-LINE: He was glad because he had to do his laundry many, many times after that.
-
-# Source: ST §questions on Willie
-$PRODUCE Questions About Willie
-ID: l1-s16
-REFERENCE
-INTRO: Now answer some questions about Willie and his laundry. Answer aloud in a full sentence; look back at the story if you need to.
-INSTRUCTION: Answer these questions about the paragraphs.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
-
-PROMPT: What did Willie have to do when he moved away from home?
-RESPONSE: He had to learn how to do his laundry.
-
-PROMPT: What did Frank teach Willie?
-RESPONSE: Frank taught Willie how to operate a washing machine.
-
-PROMPT: Did Frank say to put dark clothes in the same machine with light clothes?
-RESPONSE: No, he said they have to be in different machines.
-
-PROMPT: What is the last thing Willie has to do?
-RESPONSE: The last thing Willie has to do is push the coin tray in.
-
-PROMPT: What did Willie find out about washing clothes?
-RESPONSE: He found out that it was very easy to operate a washing machine.
-
-PROMPT: How many times did Willie have to do his laundry after that?
-RESPONSE: He had to do it many, many times after that.
-
-$SESSION 1-4: Favorite, Out Of, and No
-
-# Source: ST §My Favorite Sport Is Soccer.
-$DIALOGUE My Favorite Sport
-ID: l1-s8
-INTRO: This part adds everyday words like "favorite" and "no", and you'll build longer sentences. First, Rick and Ali talk sports — and discover that football has two names.
-INSTRUCTION: Read the dialog.
-
-VOCAB: favorite
-Rick: Gary likes basketball a lot. I like football the most. What's your favorite sport?
-
-VOCAB: everywhere
-Ali: My favorite sport is football. Football is very popular in my country. People play football everywhere.
-
-Rick: Soccer, you mean.
-
-Ali: Oh, yes, I forgot that it's called soccer in the United States.
+$SESSION 1-3: More Words — Favorite, Finally, No
# Source: LLA 1B Figure 1
$DIALOGUE New Words in Sentences
-ID: 10-1b-f1
-INTRO: Six sentences with this part's key words — "favorite", "out of", "no", and friends. Listen and repeat each one.
-INSTRUCTION: Repeat the words and sentences.
+ID: 1b-f1
+INTRO: This part adds everyday words — "favorite", "time", "no", and friends. Listen to each new word in a sentence and repeat.
+INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
+VOCAB: favorite
LINE: I like this kind of gum better than any other kind. It's my favorite. {bk10-l1b-f1-01.mp3}
LINE: This machine works well. It operates easily all the time. {bk10-l1b-f1-02.mp3}
-LINE: The machine was out of my favorite gum. There wasn't any left. {bk10-l1b-f1-03.mp3}
+LINE: The machine was out of my favorite gum. {bk10-l1b-f1-03-a.mp3}
+LINE: There wasn't any left. {bk10-l1b-f1-03-b.mp3}
-LINE: Stick the coin in this slot. Insert the coin here. {bk10-l1b-f1-04.mp3}
+LINE: Stick the coin in this slot. {bk10-l1b-f1-04-a.mp3}
+LINE: Insert the coin here. {bk10-l1b-f1-04-b.mp3}
VOCAB: time
LINE: I went to the library 2 times last week. {bk10-l1b-f1-05.mp3}
@@ -875,69 +599,75 @@ LINE: The machine had no coffee. It didn't have any coffee. {bk10-l1b-f1-06.mp3}
# Source: LLA 1B Figure 2
$PRODUCE Complete the Sentence
-ID: 10-1b-f2
+ID: 1b-f2
INPUT: type
CHECK: exact
-INTRO: Listen to the start of each sentence and type the word or phrase that finishes it, then repeat the completed sentence. The tape confirms your answer.
-INSTRUCTION: Type the correct word or phrase to complete the sentence.
+INTRO: Listen to the first part of a sentence and type the words that finish it — the new words from the list you just heard. Then repeat the full answer.
+INSTRUCTION: Type the missing word or words.
REPEAT
EXAMPLE
-PROMPT: When you like something a lot, it's your— {bk10-l1b-f2-ex-q.mp3}
TEMPLATE: When you like something a lot, it's your ____.
+PROMPT: When you like something a lot, it's your— {bk10-l1b-f2-ex-q.mp3}
RESPONSE: When you like something a lot, it's your favorite. {bk10-l1b-f2-ex-a.mp3}
ACCEPT: favorite
-PROMPT: When you insert a coin in the slot, you— {bk10-l1b-f2-01-q.mp3}
TEMPLATE: When you insert a coin in the slot, you ____.
+PROMPT: When you insert a coin in the slot, you— {bk10-l1b-f2-01-q.mp3}
RESPONSE: When you insert a coin in the slot, you stick it in. {bk10-l1b-f2-01-a.mp3}
ACCEPT: stick it in
-PROMPT: There isn't any more candy. The machine is— {bk10-l1b-f2-02-q.mp3}
TEMPLATE: There isn't any more candy, the machine is ____.
+PROMPT: There isn't any more candy. The machine is— {bk10-l1b-f2-02-q.mp3}
RESPONSE: There isn't any more candy. The machine is out of it. {bk10-l1b-f2-02-a.mp3}
ACCEPT: out of it
-PROMPT: The machine is operating well. It is— {bk10-l1b-f2-03-q.mp3}
TEMPLATE: The machine is operating well. It is ____.
+PROMPT: The machine is operating well. It is— {bk10-l1b-f2-03-q.mp3}
RESPONSE: The machine is operating well. It is working. {bk10-l1b-f2-03-a.mp3}
ACCEPT: working
-PROMPT: That machine doesn't have any diet drinks. It has— {bk10-l1b-f2-04-q.mp3}
TEMPLATE: That machine doesn't have any diet drinks. It has ____ diet drinks.
+PROMPT: That machine doesn't have any diet drinks. It has— {bk10-l1b-f2-04-q.mp3}
RESPONSE: That machine doesn't have any diet drinks. It has no diet drinks. {bk10-l1b-f2-04-a.mp3}
ACCEPT: no
-PROMPT: Marge can't go today. She can't go this— {bk10-l1b-f2-05-q.mp3}
TEMPLATE: Marge can't go today. She can't go this ____.
+PROMPT: Marge can't go today. She can't go this— {bk10-l1b-f2-05-q.mp3}
RESPONSE: Marge can't go today. She can't go this time. {bk10-l1b-f2-05-a.mp3}
ACCEPT: time
# Source: LLA 1B Figure 3
$DIALOGUE More New Words
-ID: 10-1b-f3
-INTRO: A few more: "lastly", "cream", "finally" — and "stick" doing yet another job, this time on an envelope. Listen and repeat.
+ID: 1b-f3
+INTRO: A few more words — "lastly", "cream", and "finally", the word for when something good happens after a long wait. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: She is out of the office for the day. She's not in the office today. {bk10-l1b-f3-01.mp3}
+LINE: She is out of the office for the day. {bk10-l1b-f3-01-a.mp3}
+LINE: She's not in the office today. {bk10-l1b-f3-01-b.mp3}
VOCAB: lastly
-LINE: First he went to the school. Then he went to the library. And lastly he went to the barracks. {bk10-l1b-f3-02.mp3}
+LINE: First he went to the school. Then he went to the library, and lastly he went to the barracks. {bk10-l1b-f3-02.mp3}
VOCAB: cream
LINE: Cream comes from milk. I like cream in my coffee. {bk10-l1b-f3-03.mp3}
-LINE: He tried to start the car many times. Finally he called a mechanic. At last he got some help. {bk10-l1b-f3-04.mp3}
+LINE: He tried to start the car many times. {bk10-l1b-f3-04-a.mp3}
+VOCAB: finally
+LINE: Finally he called a mechanic. {bk10-l1b-f3-04-b.mp3}
+LINE: At last he got some help. {bk10-l1b-f3-04-c.mp3}
-LINE: The letter needs another stamp. Stick this one on the envelope, please. {bk10-l1b-f3-05.mp3}
+LINE: The letter needs another stamp. {bk10-l1b-f3-05-a.mp3}
+LINE: Stick this one on the envelope, please. {bk10-l1b-f3-05-b.mp3}
-LINE: He had no money. He didn't have any money. {bk10-l1b-f3-06.mp3}
+LINE: He had no money. {bk10-l1b-f3-06-a.mp3}
+LINE: He didn't have any money. {bk10-l1b-f3-06-b.mp3}
# Source: LLA 1B Figure 4
$SELECT Similar Meaning
-ID: 10-1b-f4
-INTRO: Listen to each sentence and tap the option that means about the same thing, then repeat it aloud.
+ID: 1b-f4
+INTRO: Listen to a sentence, then tap the option that means the same thing and repeat it. Same idea, different words — that's the skill.
INSTRUCTION: Tap the sentence with a similar meaning.
REPEAT
@@ -977,12 +707,77 @@ OPTION: b | First he went to see her.
OPTION: c | Then he called her.
ANSWER: a
-# Source: ST §There's No Money For a New Car.
-$GRAMMAR "There's No Sugar"
-ID: l1-s11
-INTRO: A quick look at "no" after "there is" and "there are" — the shortest way to say something isn't there at all.
+# Source: ST §The Window Is Stuck.
+$DIALOGUE The Window Is Stuck
+ID: l1-s7
+INTRO: A stuck window, a missing neighbor, and exact change at the store — the new words, out in the wild. Read the dialog.
+INSTRUCTION: Read the dialog.
-When there isn't any of something, you can say it with **no**: {There's no sugar in a diet drink.} {There are no students in room C.}
+Lynn: I can't get this window open, Mark. I can't lift it. Can you help me? {st-page_016_001.jpg}
+
+Mark: Sure, let me try. No, I can't open it. It's stuck. Call Frank. Maybe we can borrow his tools.
+
+VOCAB: out of town
+Lynn: He's not home. I think he went out of town for the weekend.
+
+Mark: No, he didn't go out of town this weekend. He's leaving town next weekend.
+
+VOCAB: for
+Lynn: Then I guess he went to the store for some cigarettes. He was out of them earlier.
+
+Mark: We'll have to wait until he comes back. His tools are in his truck.
+
+Narrator: At the Store
+
+Cashier: Your total is $10.56, sir.
+
+VOCAB: exactly
+Frank: Here it is. A ten-dollar bill, two quarters, a nickel and a penny. Ten fifty-six exactly.
+
+Cashier: Thank you, sir. We like to get the exact amount.
+
+Narrator: Two Hours Later
+
+Mark: I think Frank's finally back.
+
+Lynn: Oh, good, at last we can get some tools and open this window. {st-page_017_001.jpg}
+
+# Source: ST §My Favorite Sport Is Soccer.
+$DIALOGUE My Favorite Sport
+ID: l1-s8
+INTRO: Rick and Ali talk about their favorite sports — and about what "football" means in the United States. Read the dialog.
+INSTRUCTION: Read the dialog.
+
+Rick: Gary likes basketball a lot. I like football the most. What's your favorite sport?
+
+VOCAB: everywhere
+Ali: My favorite sport is football. Football is very popular in my country. People play football everywhere.
+
+Rick: Soccer, you mean.
+
+Ali: Oh, yes, I forgot that it's called soccer in the United States.
+
+# Source: ST §At the Mess Hall
+$DIALOGUE Another and the Other One
+ID: l1-s14
+INTRO: George and Carl at the mess hall — one friend went here, another went there, and the other one is sick. Read the dialog and watch "another" at work.
+INSTRUCTION: Read the dialog.
+
+George: I'm going to get a drink. Do you want more tea?
+
+Carl: Yes. Could you please bring me another glass?
+
+George: Where are your friends today?
+
+VOCAB: the other one
+Carl: Well, one went to the post office, another went to the commissary, another went downtown, and the other one is sick.
+
+# Source: ST §There's No Money For a New Car.
+$GRAMMAR "No" with There Is and There Are
+ID: l1-s11
+INTRO: A quick look at "no" — the shortest way to say there isn't any at all.
+
+When there is none at all, use **no**: {There's no sugar in a diet drink.} {There are no students in room C.}
| There's | a lot of | sugar | in a soda pop. |
|---|---|---|---|
@@ -994,12 +789,10 @@ When there isn't any of something, you can say it with **no**: {There's no sugar
| | a few | | in room B. |
| | no | | in room C. |
-Use **There's no** with singular or uncountable things, and **There are no** with plurals.
-
# Source: ST §Make Sentences With "No"
-$PRODUCE Sentences with "There's No"
+$PRODUCE Sentences with "There Is No"
ID: l1-s12
-INTRO: Use each cue to say a full sentence with "There is no" or "There are no" — or "was" and "were" if the past fits better. An empty vending machine, an empty lab: say it out loud.
+INTRO: Now you make the sentences. Use the cue and say a sentence with "There is no" or "There are no" — practicing the pattern you just saw.
INSTRUCTION: Make a sentence with There is/are/was/were + no.
INPUT: speak
CHECK: llm
@@ -1037,7 +830,7 @@ RESPONSE: There are no students in the lab.
# Source: ST §Make Sentences With "Have No"
$PRODUCE Sentences with "Have No"
ID: l1-s13
-INTRO: Same idea, different verb: make sentences with "have", "has", or "had" plus "no". Pick any subject that makes sense.
+INTRO: Same idea, new verb: say a sentence with "have no", "has no", or "had no" using the cue. Sadly, most of these sentences are about not having money.
INSTRUCTION: Make a sentence with have/has/had + no.
INPUT: speak
CHECK: llm
@@ -1072,53 +865,292 @@ RESPONSE: You have no identification.
PROMPT: more checks in her checkbook
RESPONSE: She has no more checks in her checkbook.
-# Source: LLA 1B Figure 5
-$PRODUCE Make a Long Sentence
-ID: 10-1b-f5
+$SESSION 1-4: How To
+
+# Source: LLA 1A Figure 10
+$DIALOGUE Sentences with "How To"
+ID: 1a-f10
+INTRO: In this part you'll learn to talk about skills with "how to" — learning, teaching, showing, and yes, forgetting. Listen to the sentences and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Mary learned how to cook chicken. {bk10-l1a-f10-01.mp3}
+LINE: Did you teach your wife how to drive? {bk10-l1a-f10-02.mp3}
+LINE: Barry asked Tony how to make a cake. {bk10-l1a-f10-03.mp3}
+LINE: Where did Tim learn how to operate this machine? {bk10-l1a-f10-04.mp3}
+LINE: Martin didn't find out how to fix the car. {bk10-l1a-f10-05.mp3}
+LINE: Who showed her how to change the tire? {bk10-l1a-f10-06.mp3}
+LINE: Marge forgot how to start the machine. {bk10-l1a-f10-07.mp3}
+LINE: Do you remember how to turn on that machine? {bk10-l1a-f10-08.mp3}
+LINE: Please show Fran how to do the math problem. {bk10-l1a-f10-09.mp3}
+LINE: Where did you learn how to use that machine? {bk10-l1a-f10-10.mp3}
+
+# Source: ST §Jim Knows How To Play Tennis.
+$GRAMMAR "How To" after Verbs
+ID: l1-s17
+INTRO: Here's the pattern behind all those sentences you just repeated.
+
+After verbs like **learn**, **know**, **forget**, **show**, **teach**, and **ask**, use **how to** + verb: {Bill found out how to fix the car.} {Bill showed me how to fix the car.}
+
+| | | | | |
+|---|---|---|---|---|
+| Bill | found out / forgot / knew / learned / remembered | | how to | fix the car. |
+| Bill | showed / told / taught | me | how to | fix the car. |
+| Bill | asked | (me) | how to | fix the car. |
+
+# Source: ST §Read the Sentences
+$DIALOGUE Reading: "How To" Sentences
+ID: l1-s18
+INTRO: Read a few more "how to" sentences — every verb from the table makes an appearance.
+INSTRUCTION: Read the sentences.
+
+LINE: Jim forgot how to operate this machine.
+LINE: Did you find out how to repair the bicycle?
+LINE: Yes, I'll tell you how to fix it.
+LINE: Robert will teach him how to use it again.
+LINE: I don't know how to drive a truck.
+LINE: When did George learn how to cook?
+LINE: What is Sue showing Tom how to do?
+LINE: Jane doesn't remember how to fly the plane.
+LINE: Keith asked me how to fix the radio.
+
+# Source: LLA 1A Figure 11
+$PRODUCE Answer with "How To"
+ID: 1a-f11
INPUT: speak
CHECK: reveal
-INTRO: Now stretch your sentences. Read the short sentence on the screen, listen to the extra phrase, and say the whole long sentence aloud.
-INSTRUCTION: Combine the sentence and the phrase you hear.
+INTRO: Now you answer. Listen to the question, use the "Yes" or "No" cue on the screen, and answer aloud in a complete sentence with "how to". Then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence using "how to".
+REPEAT
+
+EXAMPLE
+TEMPLATE: No
+PROMPT: Do you know how to operate a vending machine? {bk10-l1a-f11-ex-q.mp3}
+RESPONSE: No, I don't know how to operate a vending machine. {bk10-l1a-f11-ex-a.mp3}
+
+TEMPLATE: No
+PROMPT: Do you remember how to change a flat tire? {bk10-l1a-f11-01-q.mp3}
+RESPONSE: No, I don't remember how to change a flat tire. {bk10-l1a-f11-01-a.mp3}
+
+TEMPLATE: Yes
+PROMPT: Can you find out how to use this washing machine? {bk10-l1a-f11-02-q.mp3}
+RESPONSE: Yes, I can find out how to use this washing machine. {bk10-l1a-f11-02-a.mp3}
+
+TEMPLATE: Yes
+PROMPT: Did you forget how to make the cookies? {bk10-l1a-f11-03-q.mp3}
+RESPONSE: Yes, I forgot how to make the cookies. {bk10-l1a-f11-03-a.mp3}
+
+TEMPLATE: No
+PROMPT: Has Fred learned how to drive a car? {bk10-l1a-f11-04-q.mp3}
+RESPONSE: No, Fred hasn't learned how to drive a car. {bk10-l1a-f11-04-a.mp3}
+
+TEMPLATE: Yes
+PROMPT: Did Charles ask how to make a long-distance call? {bk10-l1a-f11-05-q.mp3}
+RESPONSE: Yes, Charles asked how to make a long-distance call. {bk10-l1a-f11-05-a.mp3}
+
+TEMPLATE: No
+PROMPT: Can Mark show you how to play tennis? {bk10-l1a-f11-06-q.mp3}
+RESPONSE: No, Mark can't show me how to play tennis. {bk10-l1a-f11-06-a.mp3}
+
+TEMPLATE: Yes
+PROMPT: Is Mrs. Allen going to teach you how to speak English? {bk10-l1a-f11-07-q.mp3}
+RESPONSE: Yes, Mrs. Allen is going to teach me how to speak English. {bk10-l1a-f11-07-a.mp3}
+
+TEMPLATE: No
+PROMPT: Did Kate tell you how to find her house? {bk10-l1a-f11-08-q.mp3}
+RESPONSE: No, Kate didn't tell me how to find her house. {bk10-l1a-f11-08-a.mp3}
+
+# Source: ST §His Father Taught Him How To Drive.
+$PRODUCE Change the "How To" Sentence
+ID: l1-s19
+INTRO: Read each sentence and the word in parentheses, then say a new sentence — usually the negative one. Pele showed Jimmy soccer; baseball, apparently, was Jimmy's problem.
+INSTRUCTION: Use the word in parentheses and make a new sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must form a new sentence incorporating the cue word into a "how to" structure. Usually this involves making the original sentence negative and stating the new action.
+
+EXAMPLE
+PROMPT: Pele showed Jimmy how to play soccer. (baseball)
+RESPONSE: Pele didn't show Jimmy how to play baseball.
+
+PROMPT: Marie taught Jane how to cook. (drive)
+RESPONSE: Marie didn't teach Jane how to drive.
+
+PROMPT: Sgt Rogers showed Sgt Anderson how to repair the plane. (fly)
+RESPONSE: Sgt Rogers didn't show Sgt Anderson how to fly the plane.
+
+PROMPT: Betty found out how to lock the window. (repair)
+RESPONSE: Betty didn't find out how to repair the window.
+
+PROMPT: Lt Anderson knows how to drive. (fly)
+RESPONSE: Lt Anderson doesn't know how to fly.
+
+PROMPT: Jerome told me how to find his house. (office)
+RESPONSE: Jerome didn't tell me how to find his office.
+
+PROMPT: Captain Klein remembered how to fly the plane. (repair)
+RESPONSE: Captain Klein didn't remember how to repair the plane.
+
+PROMPT: Dennis asked Judy how to cook the chicken. (beef)
+RESPONSE: Dennis didn't ask Judy how to cook the beef.
+
+PROMPT: Tony forgot how to speak French. (Italian)
+RESPONSE: Tony didn't forget how to speak Italian.
+
+# SKIPPED (book): ST "I'M NOT GOING TO SHOW YOU HOW." — instructor asks questions based on printed dialogs; the questions themselves are not printed.
+
+# Source: ST §I Learned How to Cook and Wash.
+$PRODUCE Yes and No with "How To"
+ID: l1-s20
+INTRO: Read the question and the cue in parentheses, then answer in a complete sentence with "how to". The cue tells you whether it's a "yes, and…" or a "no, but…" day.
+INSTRUCTION: Read the question and the cue. Make a new sentence using "how to".
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner should produce a complete sentence answering the question with the cued information, using the structure "how to".
+
+EXAMPLE
+PROMPT: Does Jim know how to play football? (yes, and soccer)
+RESPONSE: Yes, Jim knows how to play football and soccer.
+
+EXAMPLE
+PROMPT: Does Jim know how to play football? (no, but soccer)
+RESPONSE: No, Jim doesn't know how to play football, but he knows how to play soccer.
+
+PROMPT: Did Fred learn how to cook? (no, but wash clothes)
+RESPONSE: No, Fred didn't learn how to cook, but he learned how to wash clothes.
+
+PROMPT: Did he show you how to fix the clock? (yes, and lamp)
+RESPONSE: Yes, he showed me how to fix the clock and the lamp.
+
+PROMPT: Did Bobby learn how to multiply? (yes, and divide)
+RESPONSE: Yes, Bobby learned how to multiply and divide.
+
+PROMPT: Did Ali teach you how to speak Arabic? (yes, and French)
+RESPONSE: Yes, Ali taught me how to speak Arabic and French.
+
+PROMPT: Did Cathy forget how to operate the recorder? (no, but the washing machine)
+RESPONSE: No, Cathy didn't forget how to operate the recorder, but she forgot how to operate the washing machine.
+
+PROMPT: Did you ask me how to spell "store"? (no, but score)
+RESPONSE: No, I didn't ask you how to spell "store", but I asked you how to spell "score".
+
+PROMPT: Does Captain Richards know how to fly a jet? (yes, and helicopter)
+RESPONSE: Yes, Captain Richards knows how to fly a jet and a helicopter.
+
+PROMPT: Did your father tell you how to start the car? (no, but wash it)
+RESPONSE: No, my father didn't tell me how to start the car, but he told me how to wash it.
+
+# Source: ST §Please Teach Me How To Operate This Machine.
+$DIALOGUE Willie Learns to Do Laundry
+ID: l1-s15
+INTRO: Willie moved away from home and met his first washing machine. Read how Frank taught him — step by step.
+INSTRUCTION: Read the paragraphs.
+
+VOCAB: learn how to
+LINE: When Willie moved away from home, he had to learn how to do his laundry. {st-page_024_001.jpg}
+VOCAB: first time
+LINE: The first time he went to the laundry room in the barracks, he didn't know how to operate a washing machine.
+VOCAB: to find out
+LINE: He had to find out.
+
+LINE: Willie had a roommate, Frank.
+LINE: Frank knew how to operate a washing machine.
+VOCAB: taught | teach
+LINE: Frank taught Willie. These were his instructions:
+
+LINE: First, put your light clothes in one machine, and your dark clothes in another machine.
+LINE: They have to be in different machines.
+LINE: Next, select the correct temperature.
+LINE: Wash light colors in warm water and use cold water for dark colors.
+LINE: Put one cup of detergent in each machine.
+VOCAB: quarter
+LINE: Then insert four quarters in the slots.
+VOCAB: last
+LINE: Last, push the coin tray in.
+
+LINE: Willie found out that it was very easy to operate a washing machine.
+LINE: He was glad because he had to do his laundry many, many times after that.
+
+# Source: ST §Answer About Willie (INPUT switched to speak)
+$PRODUCE Questions About Willie
+ID: l1-s16
+REFERENCE
+INTRO: Answer the questions about Willie aloud, in full sentences. Open the story again if the detergent details escape you.
+INSTRUCTION: Answer these questions about the paragraphs.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s).
+
+PROMPT: What did Willie have to do when he moved away from home?
+RESPONSE: He had to learn how to do his laundry.
+
+PROMPT: What did Frank teach Willie?
+RESPONSE: Frank taught Willie how to operate a washing machine.
+
+PROMPT: Did Frank say to put dark clothes in the same machine with light clothes?
+RESPONSE: No, he said they have to be in different machines.
+
+PROMPT: What is the last thing Willie has to do?
+RESPONSE: The last thing Willie has to do is push the coin tray in.
+
+PROMPT: What did Willie find out about washing clothes?
+RESPONSE: He found out that it was very easy to operate a washing machine.
+
+PROMPT: How many times did Willie have to do his laundry after that?
+RESPONSE: He had to do it many, many times after that.
+
+$SESSION 1-5: Longer Sentences and Machine Talk
+
+# Source: LLA 1B Figure 5
+$PRODUCE Make a Long Sentence
+ID: 1b-f5
+INPUT: speak
+CHECK: reveal
+INTRO: In this part you'll build longer sentences and follow real machine conversations. First: read the short sentence, listen to the extra phrase, and say one long sentence. Then repeat the model answer.
+INSTRUCTION: Make a long sentence using the phrase you hear.
REPEAT
EXAMPLE
TEMPLATE: George lifted the door of the vending machine.
-PROMPT: For his selection. {bk10-l1b-f5-ex-q.mp3}
+PROMPT: Listen: "For his selection." {bk10-l1b-f5-ex-q.mp3}
RESPONSE: George lifted the door of the vending machine for his selection. {bk10-l1b-f5-ex-a.mp3}
TEMPLATE: Sally bought a new dress.
-PROMPT: With pockets. {bk10-l1b-f5-01-q.mp3}
+PROMPT: Listen: "with pockets." {bk10-l1b-f5-01-q.mp3}
RESPONSE: Sally bought a new dress with big pockets. {bk10-l1b-f5-01-a.mp3}
TEMPLATE: Frank had an accident.
-PROMPT: In his friend's car. {bk10-l1b-f5-02-q.mp3}
+PROMPT: Listen: "In his friend's car." {bk10-l1b-f5-02-q.mp3}
RESPONSE: Frank had an accident in his friend's car. {bk10-l1b-f5-02-a.mp3}
TEMPLATE: Jan pulled the knob on the machine.
-PROMPT: For some coffee with cream. {bk10-l1b-f5-03-q.mp3}
+PROMPT: Listen: "For some coffee with cream." {bk10-l1b-f5-03-q.mp3}
RESPONSE: Jan pulled the knob on the machine for some coffee with cream. {bk10-l1b-f5-03-a.mp3}
TEMPLATE: Hal didn't want to go out for dinner.
-PROMPT: Without money. {bk10-l1b-f5-04-q.mp3}
+PROMPT: Listen: "without money." {bk10-l1b-f5-04-q.mp3}
RESPONSE: Hal didn't want to go out for dinner without money. {bk10-l1b-f5-04-a.mp3}
TEMPLATE: Ted watched his favorite show.
-PROMPT: On TV last night. {bk10-l1b-f5-05-q.mp3}
+PROMPT: Listen: "On TV last night." {bk10-l1b-f5-05-q.mp3}
RESPONSE: Ted watched his favorite show on TV last night. {bk10-l1b-f5-05-a.mp3}
TEMPLATE: Ali left his books.
-PROMPT: In the classroom. {bk10-l1b-f5-06-q.mp3}
+PROMPT: Listen: "In the classroom." {bk10-l1b-f5-06-q.mp3}
RESPONSE: Ali left his books in the classroom. {bk10-l1b-f5-06-a.mp3}
TEMPLATE: Bill taught John how to change the tire.
-PROMPT: On the truck. {bk10-l1b-f5-07-q.mp3}
+PROMPT: Listen: "On the truck." {bk10-l1b-f5-07-q.mp3}
RESPONSE: Bill taught John how to change the tire on the truck. {bk10-l1b-f5-07-a.mp3}
-# Source: ST §Combine the Sentences
+# Source: ST §Combine the Sentences (INPUT switched to speak)
$PRODUCE Combine the Sentences
ID: l1-s21
-INTRO: Read the two short sentences and say them as one — two quarters, one slot, one sentence. There's usually more than one good way.
-INSTRUCTION: Combine the two sentences into one and say it aloud.
+INTRO: Same skill, no tape this time: read the two sentences and say one combined sentence aloud. There's usually more than one good way to do it.
+INSTRUCTION: Read the two sentences. Then say a new combined sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -1152,367 +1184,142 @@ RESPONSE: My favorite restaurant is downtown on the river.
PROMPT: That restaurant has good soup. They serve hot bread with it.
RESPONSE: That restaurant has good soup with hot bread.
-$SESSION 1-5: Tell Me How to Work This Machine
-
-# Source: LLA 1B Figure 6
+# Source: LLA 1B Figure 6 (dialogue)
$DIALOGUE How to Work the Machine
-ID: 10-1b-f6
-INTRO: In this part you'll ask strangers for help with machines — and give help yourself. First, a woman meets an unfamiliar vending machine. Just listen.
+ID: 1b-f6-dialogue
+INTRO: A woman meets an unfamiliar vending machine and does the sensible thing: she asks. Listen to the conversation.
INSTRUCTION: Listen to the conversation.
-Woman: Excuse me, sir, can you tell me how to work this machine? {bk10-l1b-f6-d1-01.mp3}
-Man: Sure. Insert the exact change in the slot, then pull the knob of your selection. {bk10-l1b-f6-d1-02.mp3}
-Woman: Do I have to use the exact change? {bk10-l1b-f6-d1-03.mp3}
-Man: Yes. This machine doesn't give change. {bk10-l1b-f6-d1-04.mp3}
+Woman: Excuse me, sir, can you tell me how to work this machine? {bk10-l1b-f6-01.mp3}
+Man: Sure. Insert the exact change in the slot, then pull the knob of your selection. {bk10-l1b-f6-02.mp3}
+Woman: Do I have to use the exact change? {bk10-l1b-f6-03.mp3}
+Man: Yes. This machine doesn't give change. {bk10-l1b-f6-04.mp3}
# Source: LLA 1B Figure 6 (questions)
-$PRODUCE Questions: Working the Machine
-ID: 10-1b-f6-b
-REFERENCE
-INTRO: Now answer questions about that conversation. Answer aloud with a full sentence, then repeat the model answer.
-INSTRUCTION: Answer aloud.
-INPUT: speak
-CHECK: reveal
+$SELECT Questions: Working the Machine
+ID: 1b-f6
+REFERENCE: 1b-f6-dialogue
+INTRO: Now the questions about that conversation. Listen, tap the correct answer, then repeat it.
+INSTRUCTION: Tap the correct answer.
REPEAT
-SHOW_PROMPT
-PROMPT: What did the woman ask? {bk10-l1b-f6-01-q.mp3}
-RESPONSE: She asked how to work the machine. {bk10-l1b-f6-01-a.mp3}
+PROMPT: What did the woman ask? {bk10-l1b-f6-05-q.mp3}
+OPTION: a | when the machine works
+OPTION: b | how to work the machine {bk10-l1b-f6-05-a.mp3}
+OPTION: c | about the kind of machine
+ANSWER: b
-PROMPT: What did the man tell her to do first? {bk10-l1b-f6-02-q.mp3}
-RESPONSE: He told her to insert the money first. {bk10-l1b-f6-02-a.mp3}
+PROMPT: What did the man tell her to do first? {bk10-l1b-f6-06-q.mp3}
+OPTION: a | insert the money {bk10-l1b-f6-06-a.mp3}
+OPTION: b | lift the door
+OPTION: c | push the coin release
+ANSWER: a
-PROMPT: Which knob did the man tell her to pull? {bk10-l1b-f6-03-q.mp3}
-RESPONSE: He told her to pull the selection knob. {bk10-l1b-f6-03-a.mp3}
+PROMPT: Which knob did the man tell her to pull? {bk10-l1b-f6-07-q.mp3}
+OPTION: a | his favorite knob
+OPTION: b | the selection knob {bk10-l1b-f6-07-a.mp3}
+OPTION: c | the coin release knob
+ANSWER: b
-PROMPT: What must the woman do? {bk10-l1b-f6-04-q.mp3}
-RESPONSE: She must use exact change. {bk10-l1b-f6-04-a.mp3}
+PROMPT: What must the woman do? {bk10-l1b-f6-08-q.mp3}
+OPTION: a | use exact change {bk10-l1b-f6-08-a.mp3}
+OPTION: b | get more change
+OPTION: c | turn the knobs again
+ANSWER: a
-PROMPT: Does the machine give change? {bk10-l1b-f6-05-q.mp3}
-RESPONSE: No, it doesn't. {bk10-l1b-f6-05-a.mp3}
+PROMPT: Does the machine give change? {bk10-l1b-f6-09-q.mp3}
+OPTION: a | Sometimes it does.
+OPTION: b | Yes, it will.
+OPTION: c | No, it doesn't. {bk10-l1b-f6-09-a.mp3}
+ANSWER: c
-# Source: LLA 1B Figure 7
-$DIALOGUE The Coins Are Stuck
-ID: 10-1b-f7
-INTRO: Another machine, another problem: the diet drink won't come out. Listen for what the woman suggests.
+# Source: LLA 1B Figure 7 (dialogue); image salvaged from dropped ST twin dialog (John/Steve)
+$DIALOGUE The Stuck Coins {st-page_037_001.jpg}
+ID: 1b-f7-dialogue
+INTRO: This time the machine took the money and kept the drink. Listen to what the helpful stranger suggests.
INSTRUCTION: Listen to the conversation.
-Man: Excuse me. I put some money in this vending machine, but the diet drink didn't come out. Is it out of order, or out of diet drink? {bk10-l1b-f7-d1-01.mp3}
-Woman: I don't think it's out of order. I bought a soft drink a few minutes ago. Maybe the coins are stuck. {bk10-l1b-f7-d1-02.mp3}
-Man: What should I do? {bk10-l1b-f7-d1-03.mp3}
-Woman: Push the coin release. You'll get your money back, or you can make another selection. {bk10-l1b-f7-d1-04.mp3}
+Man: Excuse me. I put some money in this vending machine, but the diet drink didn't come out. Is it out of order, or out of diet drink? {bk10-l1b-f7-01.mp3}
+Woman: I don't think it's out of order. I bought a soft drink a few minutes ago. Maybe the coins are stuck. {bk10-l1b-f7-02.mp3}
+Man: What should I do? {bk10-l1b-f7-03.mp3}
+Woman: Push the coin release. You'll get your money back, or you can make another selection. {bk10-l1b-f7-04.mp3}
# Source: LLA 1B Figure 7 (questions)
-$PRODUCE Questions: Stuck Coins
-ID: 10-1b-f7-b
-REFERENCE
-INTRO: Three questions about the stuck coins. Answer aloud, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
-INPUT: speak
-CHECK: reveal
+$SELECT Questions: The Stuck Coins
+ID: 1b-f7
+REFERENCE: 1b-f7-dialogue
+INTRO: Three questions about the stuck coins. Tap the correct answer, then repeat it.
+INSTRUCTION: Tap the correct answer.
REPEAT
-SHOW_PROMPT
-PROMPT: What kind of drink did the man want? {bk10-l1b-f7-01-q.mp3}
-RESPONSE: He wanted a diet drink. {bk10-l1b-f7-01-a.mp3}
+PROMPT: What did the man want from the vending machine? {bk10-l1b-f7-05-q.mp3}
+OPTION: a | a candy bar
+OPTION: b | a soda pop
+OPTION: c | a diet drink {bk10-l1b-f7-05-a.mp3}
+ANSWER: c
-PROMPT: What did the woman think about the machine? {bk10-l1b-f7-02-q.mp3}
-RESPONSE: She thought the coins were stuck. {bk10-l1b-f7-02-a.mp3}
+PROMPT: What did the woman think about the machine? {bk10-l1b-f7-06-q.mp3}
+OPTION: a | It was broken.
+OPTION: b | It was out of sodas.
+OPTION: c | The coins were stuck. {bk10-l1b-f7-06-a.mp3}
+ANSWER: c
-PROMPT: What did she tell him to do? {bk10-l1b-f7-03-q.mp3}
-RESPONSE: She told him to push the coin release. {bk10-l1b-f7-03-a.mp3}
+PROMPT: What did she tell him to do? {bk10-l1b-f7-07-q.mp3}
+OPTION: a | Find another machine and use it.
+OPTION: b | Put in more coins.
+OPTION: c | Push the coin release. {bk10-l1b-f7-07-a.mp3}
+ANSWER: c
-# Source: LLA 1B Figure 8
+# Source: LLA 1B Figure 8 (paragraph)
$DIALOGUE Ned's Coffee
-ID: 10-1b-f8
-INTRO: Ned just wanted his morning coffee. The machine had other plans. Listen to the whole sad story.
-INSTRUCTION: Listen to the paragraph.
+ID: 1b-f8-story
+INTRO: Ned needed his morning coffee, and his favorite machine chose that exact day to stop working. Listen to the story — it does not end well.
+INSTRUCTION: Listen to the story.
-LINE: Ned wanted some coffee. {bk10-l1b-f8-p1-01.mp3}
-LINE: He went to his favorite vending machine. {bk10-l1b-f8-p1-02.mp3}
-LINE: This machine always worked and was never out of coffee. {bk10-l1b-f8-p1-03.mp3}
-LINE: Ned stuck a coin in the slot, but the machine didn't work. {bk10-l1b-f8-p1-04.mp3}
-LINE: No coffee? I can't go out and get coffee right now because I can't be out of my office at this time. {bk10-l1b-f8-p1-05.mp3}
-LINE: I guess I'll try it again before I try another machine. {bk10-l1b-f8-p1-06.mp3}
-LINE: He inserted another coin and pulled the knobs, first for black coffee, then for coffee with cream, and lastly coffee with cream and sugar. {bk10-l1b-f8-p1-07.mp3}
-LINE: They didn't work. {bk10-l1b-f8-p1-08.mp3}
-LINE: Finally, after he tried many times, Ned wrote "Out of Order" on a piece of paper and stuck it to the machine. {bk10-l1b-f8-p1-09.mp3}
-LINE: He didn't get any coffee until he went to lunch because he had no more change. {bk10-l1b-f8-p1-10.mp3}
-LINE: Ned felt awful all day because he didn't have his morning coffee. {bk10-l1b-f8-p1-11.mp3}
+LINE: Ned wanted some coffee. {bk10-l1b-f8-01.mp3}
+LINE: He went to his favorite vending machine. {bk10-l1b-f8-02.mp3}
+LINE: This machine always worked and was never out of coffee. {bk10-l1b-f8-03.mp3}
+LINE: Ned stuck a coin in the slot, but the machine didn't work. {bk10-l1b-f8-04.mp3}
+LINE: "No coffee? I can't go out and get coffee right now because I can't be out of my office at this time." {bk10-l1b-f8-05.mp3}
+LINE: "I guess I'll try it again before I try another machine." {bk10-l1b-f8-06.mp3}
+LINE: He inserted another coin and pulled the knob, first for black coffee, then for coffee with cream, and lastly coffee with cream and sugar. {bk10-l1b-f8-07.mp3}
+LINE: They didn't work. {bk10-l1b-f8-08.mp3}
+LINE: Finally, after he tried many times, Ned wrote "Out of Order" on a piece of paper and stuck it to the machine. {bk10-l1b-f8-09.mp3}
+LINE: He didn't get any coffee until he went to lunch because he had no more change. {bk10-l1b-f8-10.mp3}
+LINE: Ned felt awful all day because he didn't have his morning coffee. {bk10-l1b-f8-11.mp3}
# Source: LLA 1B Figure 8 (questions)
$PRODUCE Questions About Ned
-ID: 10-1b-f8-b
-REFERENCE
-INTRO: Answer these questions about Ned's terrible, coffee-less morning. Answer aloud, then repeat the model answer.
+ID: 1b-f8
+REFERENCE: 1b-f8-story
+INTRO: Answer the questions about Ned aloud, in full sentences, then repeat the model answer. Open the story again if you need it.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-SHOW_PROMPT
-PROMPT: Where did Ned go to get his coffee? {bk10-l1b-f8-01-q.mp3}
-RESPONSE: He went to his favorite vending machine. {bk10-l1b-f8-01-a.mp3}
+PROMPT: Where did Ned go to get his coffee? {bk10-l1b-f8-12-q.mp3}
+RESPONSE: He went to his favorite vending machine. {bk10-l1b-f8-12-a.mp3}
-PROMPT: Why was that his favorite vending machine? {bk10-l1b-f8-02-q.mp3}
-RESPONSE: Because it always worked and was never out of coffee. {bk10-l1b-f8-02-a.mp3}
+PROMPT: Why was that his favorite vending machine? {bk10-l1b-f8-13-q.mp3}
+RESPONSE: Because it always worked and was never out of coffee. {bk10-l1b-f8-13-a.mp3}
-PROMPT: Why can't he go out and get coffee? {bk10-l1b-f8-03-q.mp3}
-RESPONSE: Because he can't be out of his office at this time. {bk10-l1b-f8-03-a.mp3}
+PROMPT: Why can't he go out and get coffee? {bk10-l1b-f8-14-q.mp3}
+RESPONSE: Because he can't be out of his office at this time. {bk10-l1b-f8-14-a.mp3}
-PROMPT: What did Ned write on a piece of paper? {bk10-l1b-f8-04-q.mp3}
-RESPONSE: He wrote "Out of Order" on it. {bk10-l1b-f8-04-a.mp3}
+PROMPT: What did Ned write on a piece of paper? {bk10-l1b-f8-15-q.mp3}
+RESPONSE: He wrote "Out of Order" on it. {bk10-l1b-f8-15-a.mp3}
-PROMPT: What did he do with the paper? {bk10-l1b-f8-05-q.mp3}
-RESPONSE: He stuck it to the vending machine. {bk10-l1b-f8-05-a.mp3}
+PROMPT: What did he do with the paper? {bk10-l1b-f8-16-q.mp3}
+RESPONSE: He stuck it to the vending machine. {bk10-l1b-f8-16-a.mp3}
-# Source: LLA 1C Figure 5
-$DIALOGUE How to Use the Soda Machine
-ID: 10-1c-f5
-INTRO: Now you say the lines. Hank asks Pete how to use a soft drink machine. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Hank: Excuse me. Can you tell me how to use this machine? {page_024_001.jpg} {bk10-l1c-f5-01.mp3}
-Pete: Sure. Put the money in the slot, make your selection, and pull the knob. {page_024_001.jpg} {bk10-l1c-f5-02.mp3}
-Hank: Do I get the soda then? {page_024_001.jpg} {bk10-l1c-f5-03.mp3}
-Pete: Yes. It will drop right here. Lift this door and get your drink. {page_024_001.jpg} {bk10-l1c-f5-04.mp3}
-Hank: Thanks for your help. {page_024_001.jpg} {bk10-l1c-f5-05.mp3}
-
-# Source: LLA 1C Figure 6
-$DIALOGUE The Stamp Machine
-ID: 10-1c-f6
-INTRO: Not everything in a machine is edible. Eric needs stamps; Adam knows the machine. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Eric: Will you please show me how this machine works? I need some stamps. {page_024_002.jpg} {bk10-l1c-f6-01.mp3}
-Adam: Of course. Put your money in this slot, push this button, and pull the stamps out right here. {page_024_002.jpg} {bk10-l1c-f6-02.mp3}
-Eric: Will the machine give me change? {page_024_002.jpg} {bk10-l1c-f6-03.mp3}
-Adam: Yes, it will. {page_024_002.jpg} {bk10-l1c-f6-04.mp3}
-
-# Source: LLA 1C Figure 7 (dialog 1)
-$DIALOGUE Brad Buys a Candy Bar
-ID: 10-1c-f7a
-INTRO: Brad wants a candy bar and Carl knows the machine's one rule: coins first, button second. Just listen.
-INSTRUCTION: Listen to the dialogue.
-
-Brad: I want a candy bar, Carl. Do you know how to work this vending machine? {bk10-l1c-f7-01.mp3}
-Carl: Yes, Brad. Insert your coins here, make your selection, and then push that button. Be sure the coins drop before you push the button. {bk10-l1c-f7-02.mp3}
-Brad: I was doing it wrong. I pushed the button before the coins dropped. {bk10-l1c-f7-03.mp3}
-
-# Source: LLA 1C Figure 7 (questions 1)
-$PRODUCE Questions: Brad's Candy Bar
-ID: 10-1c-f7b
-REFERENCE: 10-1c-f7a
-INTRO: Two questions about Brad. Answer aloud in a complete sentence, then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: What did Brad want to know? {bk10-l1c-f7-04.mp3}
-RESPONSE: Brad wanted to know how to work the vending machine. {bk10-l1c-f7-05.mp3}
-
-PROMPT: What did Brad do wrong? {bk10-l1c-f7-06.mp3}
-RESPONSE: Brad pushed the button before the coins dropped. {bk10-l1c-f7-07.mp3}
-
-# Source: LLA 1C Figure 7 (dialog 2)
-$DIALOGUE Nothing Came Out
-ID: 10-1c-f7c
-INTRO: Dave and Fred try everything — different knobs, the coin release — and reach the only possible conclusion. Just listen.
-INSTRUCTION: Listen to the dialogue.
-
-Dave: Fred, how do you operate this machine? I put some money in it, but nothing came out. {bk10-l1c-f7-08.mp3}
-Fred: Maybe it's out of that kind of snack, Dave. Pull a different knob. {bk10-l1c-f7-09.mp3}
-Dave: I pull them all and nothing happens. {bk10-l1c-f7-10.mp3}
-Fred: Well, maybe the coins are stuck. Push the coin release. {bk10-l1c-f7-11.mp3}
-Dave: I did that too. {bk10-l1c-f7-12.mp3}
-Fred: Then it's out of order. {bk10-l1c-f7-13.mp3}
-
-# Source: LLA 1C Figure 7 (questions 2)
-$PRODUCE Questions: Nothing Came Out
-ID: 10-1c-f7d
-REFERENCE: 10-1c-f7c
-INTRO: Answer these questions about Dave, Fred, and the machine that defeated them both.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: What did Dave ask Fred? {bk10-l1c-f7-14.mp3}
-RESPONSE: He asked Fred how to operate the machine. {bk10-l1c-f7-15.mp3}
-
-PROMPT: What did Fred tell Dave to do first? {bk10-l1c-f7-16.mp3}
-RESPONSE: First, he told Dave to pull a different knob. {bk10-l1c-f7-17.mp3}
-
-PROMPT: Then what did he tell Dave to do? {bk10-l1c-f7-18.mp3}
-RESPONSE: Then he told Dave to push the coin release. {bk10-l1c-f7-19.mp3}
-
-PROMPT: What was the matter with the machine? {bk10-l1c-f7-20.mp3}
-RESPONSE: It was out of order. {bk10-l1c-f7-21.mp3}
-
-# Source: LLA 1C Figure 8
-$SELECT Finish the Instructions
-ID: 10-1c-f8
-INTRO: You'll hear the first part of an instruction. Tap the ending that completes it — all lines you've heard people say at machines in this lesson.
-INSTRUCTION: Tap the correct ending phrase.
-
-OPTION: a | stamps out here.
-OPTION: b | pull the knob.
-OPTION: c | try to push the coin return.
-OPTION: d | how to use this machine?
-OPTION: e | before you push the button.
-OPTION: f | you lift this door and get it.
-
-PROMPT: Excuse me, can you tell me— {bk10-l1c-f8-01.mp3}
-ANSWER: d
-
-PROMPT: Make your selection and— {bk10-l1c-f8-02.mp3}
-ANSWER: b
-
-PROMPT: The soda will drop and then— {bk10-l1c-f8-03.mp3}
-ANSWER: f
-
-PROMPT: Push this button and pull the— {bk10-l1c-f8-04.mp3}
-ANSWER: a
-
-PROMPT: Be sure the coins drop— {bk10-l1c-f8-05.mp3}
-ANSWER: e
-
-PROMPT: When the coins stick— {bk10-l1c-f8-06.mp3}
-ANSWER: c
-
-# Source: ST §Can You Tell Me ...?
-$DIALOGUE Ways to Ask How
-ID: l1-s30
-INSTRUCTION: Read the sentences.
-INTRO: There's more than one way to ask for help. Read these sentences — every one of them gets a machine explained to you.
-
-LINE: Can you tell me how to use this machine? {st-page_036_001.jpg}
-LINE: Sure. Just put the money in the slot.
-LINE: Wait until it drops. Then lift this door.
-LINE: Make your selection.
-LINE: How do you use this machine?
-LINE: You're supposed to put your money in first. Then pull the knob.
-LINE: Do you know how to operate this?
-LINE: Push the button.
-LINE: Do you know how this machine works?
-LINE: Show me how this works, please.
-
-# Source: ST §Make Your Selection.
-$DIALOGUE Eight Machine Conversations
-ID: l1-s31
-INTRO: Eight short conversations at eight different machines — drinks, stamps, coffee, candy, and sandwiches. Read them all; by the end you'll have heard every phrase this lesson teaches.
-INSTRUCTION: Read the dialogs.
-
-John: Can you help me, please? I put some money in this machine, but the drink didn't come out. Do you think it's out of order? {st-page_037_001.jpg}
-Steve: No, I don't. I just bought a soft drink a few minutes ago. Maybe the coins are stuck.
-John: What should I do?
-Steve: Push the coin return. You should get your money back. Then try again.
-
-Ted: Will you please show me how this machine works? I want to buy a stamp for this letter. {st-page_037_002.jpg}
-Claire: Sure. Just put a quarter in the slot. Push the button and pull the stamp out.
-Ted: Will the machine give me change?
-Claire: Yes, this one does. Look in the change cup.
-
-Chuck: Can I get a cup of coffee from this machine? {st-page_038_001.jpg}
-Ed: Yes, it costs thirty-five cents.
-NOTES: 35¢
-Chuck: Can I get it with sugar and cream?
-Ed: Sure. You can get coffee with sugar, with cream, or with both.
-
-Mark: Can you help me operate this machine? I put some money in it, but nothing came out. {st-page_038_002.jpg}
-David: Maybe it's out of that kind of candy. Push a different button.
-Mark: I pushed them all and nothing happens.
-David: Well, maybe the coins are stuck. Try turning the coin return.
-
-Lynn: Do you know where I can get something to eat? {st-page_039_001.jpg}
-Larry: There's a vending machine with sandwiches in it in the next room.
-Lynn: Can you come with me and show me how to use it?
-Larry: Oh, it's easy. Insert the money, make your selection by letter and number, and open the window for your sandwich.
-
-Fred: Do you know how to work this machine? I need to buy some stamps. {st-page_039_002.jpg}
-Jack: Oh, sure. It costs two dollars and fifty cents for a book of stamps. Put the coins in here and push the button below the stamps you want.
-NOTES: $2.50
-Fred: Where can I get some change?
-Jack: There's a change machine over there. It gives quarters for dollar bills.
-
-Adam: I want to get a soda. Do you know how this machine works? {st-page_040_001.jpg}
-Mark: Yes. First put in fifty cents, make your selection, and then push the button. Be sure that the coins drop before you push the button.
-NOTES: 50¢
-Adam: I'll get you one, too. What's your favorite soda?
-Mark: Oh, thanks. I'd like a diet soda.
-
-Bob: Are there any other vending machines around here? This one's out of order, and I want to get some gum. {st-page_040_002.jpg}
-Hal: There's a candy machine in the lab building. It's supposed to have gum in it.
-
-# Source: ST §Let Me Show You How To Do It!
-$DIALOGUE Let Me Show You How
-ID: l1-s37
-INTRO: One more time, in pictures: the whole operation from getting change to collecting your snack. Read each step.
-INSTRUCTION: Read the instructions for how to use a vending machine.
-
-LINE: Let me show you how to do it. {st-page_048_001.jpg}
-LINE: First, get some change. {st-page_048_002.jpg}
-LINE: Then insert the money in the slot. {st-page_048_003.jpg}
-LINE: Next, make your selection. Push the button. {st-page_048_004.jpg}
-LINE: Your selection will drop to the tray. {st-page_048_005.jpg}
-LINE: And last, take your selection from the machine. {st-page_048_006.jpg}
-
-# Source: ST §Excuse Me, Please.
-$PRODUCE Say It Yourself
-ID: l1-s32
-INTRO: Your turn at the machine. Finish each sentence out loud so it makes sense — anything a person might really say while fighting a vending machine.
-INSTRUCTION: Complete the sentences logically. Say the full sentence aloud.
-INPUT: speak
-CHECK: llm
-RUBRIC: The learner must complete the sentence fragment to form a logical statement or question about a vending machine.
-
-EXAMPLE
-TEMPLATE: Excuse me, please. How can I ____?
-RESPONSE: How can I use this machine?
-
-TEMPLATE: Maybe the coins are ____.
-RESPONSE: Maybe the coins are stuck.
-
-TEMPLATE: This machine ____.
-RESPONSE: This machine is out of order.
-
-TEMPLATE: How do you ____?
-RESPONSE: How do you operate this machine?
-
-TEMPLATE: I pulled the knob, but ____.
-RESPONSE: I pulled the knob, but nothing came out.
-
-TEMPLATE: I want to buy some ____.
-RESPONSE: I want to buy some gum.
-
-TEMPLATE: Don't ____.
-RESPONSE: Don't push that button.
-
-TEMPLATE: Yes, you can ____.
-RESPONSE: Yes, you can get change here.
-
-TEMPLATE: Oh, sure. Put ____.
-RESPONSE: Oh, sure. Put your money in the slot.
-
-TEMPLATE: Wait until ____.
-RESPONSE: Wait until the coins drop.
-
-TEMPLATE: Can you tell me ____?
-RESPONSE: Can you tell me how this works?
-
-# SKIPPED (book): "I NEED A DRINK." — open role-play task for pairs.
-# SKIPPED (book): "NOW YOU DO IT!" — tell the class how to do one of these things; open instructor-led production.
-
-$SESSION 1-6: Time Clauses and Sequence Words
+$SESSION 1-6: Time Clauses
# Source: LLA 1C Figure 1
$DIALOGUE Coffee Before the Bell
-ID: 10-1c-f1
-INTRO: In this part you'll connect sentences with time words: "when", "while", "before", "after", and "until". Peggy and Peter have time for coffee — barely. Listen for the connecting words, then repeat.
-INSTRUCTION: Listen and repeat.
+ID: 1c-f1
+INTRO: This part is about time words — "before", "after", "while", "when", and "until". Peggy and Peter are racing the bell for a cup of coffee. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
Peggy: Do we have time for coffee before the bell rings? {page_021_001.jpg} {bk10-l1c-f1-01.mp3}
@@ -1525,9 +1332,9 @@ Peter: Yes, we're early. I can wait until you finish it. {page_021_001.jpg} {bk1
# Source: ST §When, While, After, Before, Until
$GRAMMAR When, While, After, Before, Until
ID: l1-s22
-INTRO: Five little words that join two actions into one sentence. Here's what each one means.
+INTRO: Here's how the time words connect two actions into one sentence.
-Two actions, one sentence — a time word does the connecting:
+A time word joins two actions and tells you their order in time: {Jerry listens to the radio while he studies.} {Fran can't buy a new car until she saves some money.}
| | | |
|---|---|---|
@@ -1537,16 +1344,10 @@ Two actions, one sentence — a time word does the connecting:
| James was watching TV | **before** | his brother called. |
| Fran can't buy a new car | **until** | she saves some money. |
-- **while** — at the same time: {Jerry listens to the radio while he studies.}
-- **when** — at that moment: {Bonnie saw the new sofa when she came in.}
-- **after** — later than: {Major Sims will write to us after he arrives home.}
-- **before** — earlier than: {James was watching TV before his brother called.}
-- **until** — up to that time, and not before: {Fran can't buy a new car until she saves some money.}
-
# Source: ST §Read the Sentences (Time Clauses)
-$DIALOGUE Time Clauses in Action
+$DIALOGUE Reading: Time Clause Sentences
ID: l1-s23
-INTRO: Ten sentences, five time words. Read each one and notice which word connects the two actions.
+INTRO: Read ten sentences with time clauses — notice the clause can come first or last.
INSTRUCTION: Read the sentences.
LINE: Greg exercised until they closed the gym.
@@ -1561,9 +1362,9 @@ LINE: When Diane saw Mike, he was driving his new car.
LINE: Barbara listens to music while she exercises.
# Source: LLA 1C Figure 2
-$SELECT Pick the Right Ending
-ID: 10-1c-f2
-INTRO: Listen to the first part of a sentence and tap the ending that fits the time word, then repeat the full sentence.
+$SELECT Finish with a Time Clause
+ID: 1c-f2
+INTRO: Listen to the first part of a sentence, then tap the time clause that finishes it logically. Repeat the full sentence — the point is which time word makes sense.
INSTRUCTION: Tap the correct phrase.
REPEAT
@@ -1624,58 +1425,63 @@ FEEDBACK: They went to a movie after they did their homework. {bk10-l1c-f2-08-a.
# Source: LLA 1C Figure 3
$PRODUCE Combine with a Time Word
-ID: 10-1c-f3
-INTRO: Read the two sentences on the screen, listen for the time word, and say the new combined sentence aloud. Then repeat the correct answer.
-INSTRUCTION: Combine the sentences using the spoken connective word.
+ID: 1c-f3
INPUT: speak
CHECK: reveal
+INTRO: Read the two sentences on the screen, listen for the time word, then say them as one sentence. Repeat the model answer.
+INSTRUCTION: Combine the sentences using the spoken word.
REPEAT
EXAMPLE
-TEMPLATE: Were you next to the vending machine? It fell.
+TEMPLATE: Were you next to the vending machine?
+TEMPLATE: It fell.
PROMPT: when {bk10-l1c-f3-ex-q.mp3}
RESPONSE: Were you next to the vending machine when it fell? {bk10-l1c-f3-ex-a.mp3}
-TEMPLATE: He ate a candy bar. She drank a diet soda.
+TEMPLATE: He ate a candy bar.
+TEMPLATE: She drank a diet soda.
PROMPT: while {bk10-l1c-f3-01-q.mp3}
RESPONSE: He ate a candy bar while she drank a diet soda. {bk10-l1c-f3-01-a.mp3}
-TEMPLATE: You insert the coins. You lift the door.
+TEMPLATE: You insert the coins.
+TEMPLATE: You lift the door.
PROMPT: before {bk10-l1c-f3-02-q.mp3}
RESPONSE: You insert the coins before you lift the door. {bk10-l1c-f3-02-a.mp3}
-TEMPLATE: The selection will drop. You insert the money.
+TEMPLATE: The selection will drop.
+TEMPLATE: You insert the money.
PROMPT: after {bk10-l1c-f3-03-q.mp3}
RESPONSE: The selection will drop after you insert the money. {bk10-l1c-f3-03-a.mp3}
-TEMPLATE: Don't add the detergent. You put the clothes in the washing machine.
+TEMPLATE: Don't add the detergent.
+TEMPLATE: You put the clothes in the washing machine.
PROMPT: until {bk10-l1c-f3-04-q.mp3}
RESPONSE: Don't add the detergent until you put the clothes in the washing machine. {bk10-l1c-f3-04-a.mp3}
-TEMPLATE: Bill was in the shower. The telephone rang.
+TEMPLATE: Bill was in the shower.
+TEMPLATE: The telephone rang.
PROMPT: when {bk10-l1c-f3-05-q.mp3}
RESPONSE: Bill was in the shower when the telephone rang. {bk10-l1c-f3-05-a.mp3}
# Source: ST §It's the Same, But Different.
-$GRAMMAR Two Ways to Say It
+$GRAMMAR Moving the Time Clause
ID: l1-s24
-INTRO: The time clause can come first or last — the meaning stays the same.
+INTRO: One more trick: the time clause can move to the front of the sentence without changing the meaning.
+
+The time clause can come first or last — the meaning stays the same: {The students were studying when the teacher walked in.} {When the teacher walked in, the students were studying.}
| | |
|---|---|
| The students were studying | when the teacher walked in. |
| When the teacher walked in, | the students were studying. |
-Both sentences mean the same thing. When the time clause comes **first**, put a comma after it: {When the teacher walked in, the students were studying.}
-
-# Source: ST §Change the Sentence Order
-$PRODUCE Move the Time Clause
+# Source: ST §Change the Sentence Order (converted from type/exact to speak/reveal — long-sentence typing)
+$PRODUCE Change the Sentence Order
ID: l1-s25
-INTRO: Say each sentence again with the time clause moved to the other position — if it started the sentence, move it to the end, and the other way around.
+INTRO: Read each sentence, then say it with the time clause moved to the other position. Same meaning, new order.
INSTRUCTION: Say the sentence with the time clause in the other position.
INPUT: speak
CHECK: reveal
-SHOW_PROMPT
TEMPLATE: Phil was asleep when Allan arrived.
RESPONSE: When Allan arrived, Phil was asleep.
@@ -1693,118 +1499,98 @@ TEMPLATE: While I was studying, the lights went out.
RESPONSE: The lights went out while I was studying.
# Source: ST §He Exercises Before He Swims.
-$PRODUCE Combine with the Cued Time Word
+$PRODUCE Combine with the Cued Word
ID: l1-s26
-INTRO: Read the two sentences and join them with the time word in the cue. The time clause can go at the beginning or the end.
-INSTRUCTION: Combine the two sentences with the cued time word.
+INTRO: Read the two sentences and the time word in parentheses, then say one combined sentence. The clause can go at the beginning or the end — your choice.
+INSTRUCTION: Read the two sentences. Use the word in parentheses to make a new sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: The learner must combine the two sentences using the cued time conjunction. The time clause can be at the beginning or end of the sentence.
EXAMPLE
-PROMPT: Bobby brushes his teeth. He eats breakfast.
-TEMPLATE: (after)
+PROMPT: Bobby brushes his teeth. He eats breakfast. (after)
RESPONSE: Bobby brushes his teeth after he eats breakfast.
-PROMPT: Jeff ate breakfast. He walked to school.
-TEMPLATE: (before)
+PROMPT: Jeff ate breakfast. He walked to school. (before)
RESPONSE: Jeff ate breakfast before he walked to school.
-PROMPT: The soccer game is over. John is going to leave.
-TEMPLATE: (when)
+PROMPT: The soccer game is over. John is going to leave. (when)
RESPONSE: When the soccer game is over, John is going to leave.
-PROMPT: Captain Lewis can't leave. Captain Rice arrives.
-TEMPLATE: (until)
+PROMPT: Captain Lewis can't leave. Captain Rice arrives. (until)
RESPONSE: Captain Lewis can't leave until Captain Rice arrives.
-PROMPT: Charles listens to music. He drives to work.
-TEMPLATE: (while)
+PROMPT: Charles listens to music. He drives to work. (while)
RESPONSE: Charles listens to music while he drives to work.
-PROMPT: John gets up. He takes a shower.
-TEMPLATE: (after)
+PROMPT: John gets up. He takes a shower. (after)
RESPONSE: John takes a shower after he gets up.
-PROMPT: She went shopping. Sharon cashed a check.
-TEMPLATE: (before)
+PROMPT: She went shopping. Sharon cashed a check. (before)
RESPONSE: Before she went shopping, Sharon cashed a check.
-PROMPT: He left the dining hall. Where did Sgt Dole go?
-TEMPLATE: (after)
+PROMPT: He left the dining hall. Where did Sgt Dole go? (after)
RESPONSE: Where did Sgt Dole go after he left the dining hall?
-PROMPT: You came in the back door. Did you see Col Watkins?
-TEMPLATE: (when)
+PROMPT: You came in the back door. Did you see Col Watkins? (when)
RESPONSE: Did you see Col Watkins when you came in the back door?
-PROMPT: Ms. Mill won't leave. Her last customer leaves at 9:30.
-TEMPLATE: (until)
+PROMPT: Ms. Mill won't leave. Her last customer leaves at 9:30. (until)
RESPONSE: Ms. Mill won't leave until her last customer leaves at 9:30.
-PROMPT: Pvt Williams can't mail the letter. The Major signs it in the morning.
-TEMPLATE: (until)
+PROMPT: Pvt Williams can't mail the letter. The Major signs it in the morning. (until)
RESPONSE: Pvt Williams can't mail the letter until the Major signs it in the morning.
# Source: ST §No, I Didn't See Him When I Came In.
$PRODUCE Answer with a Time Clause
ID: l1-s27
-INTRO: Answer each question with the cue, keeping the time clause in your answer — a "yes" agrees, a "no" corrects.
-INSTRUCTION: Use the cues to answer in complete sentences.
+INTRO: Answer each question in a complete sentence, using the cue in parentheses. Keep the time clause in your answer — that's the point of the drill.
+INSTRUCTION: Use the cues to answer the questions in complete sentences.
INPUT: speak
CHECK: llm
SHOW_PROMPT
RUBRIC: Accept a complete sentence answering the question with the cued information, including the time clause.
EXAMPLE
-PROMPT: Did you see Harvey when you came in?
-TEMPLATE: (no, Mike)
+PROMPT: Did you see Harvey when you came in? (no, Mike)
RESPONSE: No, I saw Mike when I came in.
-PROMPT: Does Teddy read while he watches TV?
-TEMPLATE: (yes)
+PROMPT: Does Teddy read while he watches TV? (yes)
RESPONSE: Yes, Teddy reads while he watches TV.
-PROMPT: Did John go to the BX after he finished lunch?
-TEMPLATE: (no, commissary)
+PROMPT: Did John go to the BX after he finished lunch? (no, commissary)
RESPONSE: No, John went to the commissary after he finished lunch.
-PROMPT: Does Scott pick you up before he picks up his brother?
-TEMPLATE: (no, after)
+PROMPT: Does Scott pick you up before he picks up his brother? (no, after)
RESPONSE: No, Scott picks me up after he picks up his brother.
-PROMPT: Did Lt Carson lock the door before she left?
-TEMPLATE: (yes)
+PROMPT: Did Lt Carson lock the door before she left? (yes)
RESPONSE: Yes, Lt Carson locked the door before she left.
-PROMPT: Did you read the paper while you were waiting?
-TEMPLATE: (no, a book)
+PROMPT: Did you read the paper while you were waiting? (no, a book)
RESPONSE: No, I read a book while I was waiting.
-PROMPT: Did Sara call her sister when she arrived at the hotel?
-TEMPLATE: (no, brother)
+PROMPT: Did Sara call her sister when she arrived at the hotel? (no, brother)
RESPONSE: No, Sara called her brother when she arrived at the hotel.
-PROMPT: Does your wife stay awake until you get home?
-TEMPLATE: (yes)
+PROMPT: Does your wife stay awake until you get home? (yes)
RESPONSE: Yes, my wife stays awake until I get home.
-PROMPT: Did Judy go to the store after she left my house?
-TEMPLATE: (no, the library)
+PROMPT: Did Judy go to the store after she left my house? (no, the library)
RESPONSE: No, Judy went to the library after she left my house.
# Source: ST §Who Did You See When You Came In?
-$PRODUCE Make the Question
+$PRODUCE Ask About the Underlined Part
ID: l1-s28
-INTRO: Now work backwards: read each sentence and ask a question about its underlined part. Underlined place? Ask "where". Underlined action? Ask "what".
+INTRO: Now you make the questions. Read each sentence and ask a question about its underlined part — who, what, where, or when.
INSTRUCTION: Ask a question about the underlined part of the sentence.
INPUT: speak
CHECK: llm
RUBRIC: The learner must form a question that targets the emphasized part of the sentence.
EXAMPLE
-TEMPLATE: Michael saw *Captain Jackson* while he was working.
+TEMPLATE: Michael saw Captain Jackson while he was working.
RESPONSE: Who did Michael see while he was working?
TEMPLATE: Rick *eats* while he watches football.
@@ -1831,10 +1617,110 @@ RESPONSE: What was Ester doing when Fernando called?
TEMPLATE: Captain Gentry went *to the BX* before he went to his office.
RESPONSE: Where did Captain Gentry go before he went to his office?
+$SESSION 1-7: Giving Instructions
+
+# Source: LLA 1C Figure 4 (part 1)
+$DIALOGUE Connective Words
+ID: 1c-f4
+INTRO: In this part you'll give instructions in order — "first", "next", "then", "finally". Listen to the connective words and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: After. After that. Finally. {bk10-l1c-f4-01.mp3}
+LINE: First. {bk10-l1c-f4-02.mp3}
+LINE: Last. At last. Lastly. {bk10-l1c-f4-03.mp3}
+LINE: Next. Second. Then. {bk10-l1c-f4-04.mp3}
+
+# Source: LLA 1C Figure 4 (part 2)
+$PRODUCE Gina and the Soda Machine
+ID: 1c-f4-b
+INPUT: type
+CHECK: exact
+INTRO: Listen to the story of Gina and the soda machine, one sentence at a time, and type the connective word each sentence starts with. Gina ends up with two sodas — it happens.
+INSTRUCTION: Type the connective word.
+
+TEMPLATE: ____
+PROMPT: First, she inserted the coins in the slot. {bk10-l1c-f4-05.mp3}
+RESPONSE: First
+ACCEPT: first
+
+TEMPLATE: ____
+PROMPT: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-06.mp3}
+RESPONSE: Second
+ACCEPT: second
+
+TEMPLATE: ____
+PROMPT: Next, she pushed the coin return 3 times. {bk10-l1c-f4-07.mp3}
+RESPONSE: Next
+ACCEPT: next
+
+TEMPLATE: ____
+PROMPT: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-08.mp3}
+RESPONSE: Finally
+ACCEPT: finally
+
+TEMPLATE: ____
+PROMPT: At first Gina thought, "What should I do with it?" {bk10-l1c-f4-09.mp3}
+RESPONSE: At first
+ACCEPT: at first
+
+TEMPLATE: ____
+PROMPT: Then she saw a friend. {bk10-l1c-f4-10.mp3}
+RESPONSE: Then
+ACCEPT: then
+
+TEMPLATE: ____
+PROMPT: After that, Gina went to class. {bk10-l1c-f4-11.mp3}
+RESPONSE: After that
+ACCEPT: after that
+
+# Source: LLA 1C Figure 4 (part 3)
+$PRODUCE Bill Does His Laundry
+ID: 1c-f4-c
+INPUT: type
+CHECK: exact
+INTRO: Same task, new story: Bill versus the washing machine. Listen to each sentence and type the connective word you hear.
+INSTRUCTION: Type the connective word.
+
+TEMPLATE: ____
+PROMPT: First, he found an empty washing machine. {bk10-l1c-f4-12.mp3}
+RESPONSE: First
+ACCEPT: first
+
+TEMPLATE: ____
+PROMPT: Then he put in his clothes. {bk10-l1c-f4-13.mp3}
+RESPONSE: Then
+ACCEPT: then
+
+TEMPLATE: ____
+PROMPT: Next, he put in the detergent. {bk10-l1c-f4-14.mp3}
+RESPONSE: Next
+ACCEPT: next
+
+TEMPLATE: ____
+PROMPT: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-15.mp3}
+RESPONSE: Last
+ACCEPT: last
+
+TEMPLATE: ____
+PROMPT: After that, he just waited. {bk10-l1c-f4-16.mp3}
+RESPONSE: After that
+ACCEPT: after that
+
+TEMPLATE: ____
+PROMPT: Finally, the machine stopped. {bk10-l1c-f4-17.mp3}
+RESPONSE: Finally
+ACCEPT: finally
+
+TEMPLATE: ____
+PROMPT: At last he had some clean clothes. {bk10-l1c-f4-18.mp3}
+RESPONSE: At last
+ACCEPT: at last
+
# Source: ST §When He Comes Home, ...
-$DIALOGUE Keith and Ms. Adams
+$DIALOGUE Keith's Evenings, Ms. Adams' Mornings
ID: l1-s29
-INTRO: Two people, two routines: Keith does exactly the same thing every evening, and Ms. Adams does something different every single morning. Read both paragraphs and watch the time words.
+INTRO: Two people, two routines — Keith does exactly the same thing every evening, and Ms. Adams never does the same thing twice. Read the paragraphs and watch the time words.
INSTRUCTION: Read the paragraphs.
LINE: Keith does the same thing when he comes home in the evenings.
@@ -1852,82 +1738,249 @@ LINE: On Thursday, she doesn't eat breakfast.
LINE: She studies in the library until she goes to lunch with her friend.
LINE: On Friday, she goes downtown after she gets up, and has breakfast at a cafe.
-# SKIPPED (book): "WHEN HE COMES HOME, ... answer questions about it." — questions are not printed.
-# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read exercise to fill in blanks, no printed stimuli.
+# SKIPPED (book): ST "WHEN HE COMES HOME, ... answer questions about it." — the questions are not printed.
+# SKIPPED (book): ST Listening Skill "FIRST, NEXT, THEN" — instructor-read fill-in exercise, no printed stimuli; convertible later with chosen items + TTS.
-# Source: LLA 1C Figure 4
-$PRODUCE Write the Sequence Words
-ID: 10-1c-f4
-INTRO: Two little stories, told step by step with words like "First", "Next", and "Finally". Listen to each sentence and type the sequence word you hear.
-INSTRUCTION: Type the missing connective word.
-INPUT: type
-CHECK: exact
+# Source: ST §Can You Tell Me ...?
+$DIALOGUE Asking "How To"
+ID: l1-s30
+INTRO: Here are the phrases people actually use to ask for help with a machine — and the answers they get. Read the sentences.
+INSTRUCTION: Read the sentences.
-TEMPLATE: Gina wanted to get a roller cola from a vending machine.
-TEMPLATE: ____{First}, she inserted the coins in the slot.
-PROMPT: First, she inserted the coins in the slot. {bk10-l1c-f4-01.mp3}
-RESPONSE: First, she inserted the coins in the slot.
+LINE: Can you tell me how to use this machine? {st-page_036_001.jpg}
+LINE: Sure. Just put the money in the slot.
+LINE: Wait until it drops. Then lift this door.
+LINE: Make your selection.
+LINE: How do you use this machine?
+LINE: You're supposed to put your money in first. Then pull the knob.
+LINE: Do you know how to operate this?
+LINE: Push the button.
+LINE: Do you know how this machine works?
+LINE: Show me how this works, please.
-TEMPLATE: ____{Second}, she pushed the button of her selection, but the roller cola didn't drop.
-PROMPT: Second, she pushed the button of her selection, but the roller cola didn't drop. {bk10-l1c-f4-02.mp3}
-RESPONSE: Second, she pushed the button of her selection, but the roller cola didn't drop.
+# Source: ST §Let Me Show You How To Do It!
+$DIALOGUE Let Me Show You How
+ID: l1-s37
+INTRO: A complete demonstration in pictures — from getting change to collecting your snack. Read each step.
+INSTRUCTION: Read the instructions for how to use a vending machine.
-TEMPLATE: ____{Next}, she pushed the coin return 3 times.
-PROMPT: Next, she pushed the coin return 3 times. {bk10-l1c-f4-03.mp3}
-RESPONSE: Next, she pushed the coin return 3 times.
+LINE: Let me show you how to do it. {st-page_048_001.jpg}
+LINE: First, get some change. {st-page_048_002.jpg}
+LINE: Then insert the money in the slot. {st-page_048_003.jpg}
+LINE: Next, make your selection. Push the button. {st-page_048_004.jpg}
+LINE: Your selection will drop to the tray. {st-page_048_005.jpg}
+LINE: And last, take your selection from the machine. {st-page_048_006.jpg}
-TEMPLATE: ____{Finally}, the roller cola dropped, but another can of soda fell too.
-PROMPT: Finally, the roller cola dropped, but another can of soda fell too. {bk10-l1c-f4-04.mp3}
-RESPONSE: Finally, the roller cola dropped, but another can of soda fell too.
+# SKIPPED (book): ST "NOW YOU DO IT!" — tell the class how to do one of these things; open production for the classroom.
-TEMPLATE: ____{At first} Gina thought, "What should I do with it?"
-PROMPT: At first Gina thought, "What should I do with it?" {bk10-l1c-f4-05.mp3}
-RESPONSE: At first Gina thought, "What should I do with it?"
+# Source: LLA 1C Figure 5 (part 1)
+$DIALOGUE Using the Vending Machine
+ID: 1c-f5
+INTRO: Hank has never met this machine before, and Pete talks him through it. Listen and repeat each line — you'll play Pete in a moment.
+INSTRUCTION: Listen and repeat.
+REPEAT
-TEMPLATE: ____{Then} she saw a friend. She gave him the other soda.
-PROMPT: Then she saw a friend. {bk10-l1c-f4-06.mp3}
-RESPONSE: Then she saw a friend.
+Hank: Excuse me. Can you tell me how to use this machine? {page_024_001.jpg} {bk10-l1c-f5-01.mp3}
+Pete: Sure. Put the money in the slot. Make your selection, and pull the knob. {page_024_001.jpg} {bk10-l1c-f5-02.mp3}
+Hank: Do I get the soda then? {page_024_001.jpg} {bk10-l1c-f5-03.mp3}
+Pete: Yes. It will drop right here. Lift this door and get your drink. {page_024_001.jpg} {bk10-l1c-f5-04.mp3}
+Hank: Thanks for your help. {page_024_001.jpg} {bk10-l1c-f5-05.mp3}
-TEMPLATE: ____{After that}, Gina went to class.
-PROMPT: After that, Gina went to class. {bk10-l1c-f4-07.mp3}
-RESPONSE: After that, Gina went to class.
+# Source: LLA 1C Figure 5 (part 2)
+$PRODUCE You Are Pete
+ID: 1c-f5-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now you are Pete — the expert. Listen to Hank's questions and speak Pete's lines.
+INSTRUCTION: Speak Pete's lines.
-TEMPLATE: Bill had to wash his clothes.
-TEMPLATE: ____{First}, he found an empty washing machine.
-PROMPT: First, he found an empty washing machine. {bk10-l1c-f4-08.mp3}
-RESPONSE: First, he found an empty washing machine.
+PROMPT: Excuse me. Can you tell me how to use this machine? {page_024_001.jpg} {bk10-l1c-f5-06-q.mp3}
+TEMPLATE: Sure. Put the money in the slot. Make your selection and pull the knob.
+RESPONSE: Sure. Put the money in the slot. Make your selection and pull the knob. {bk10-l1c-f5-02.mp3}
-TEMPLATE: ____{Then} he put in his clothes.
-PROMPT: Then he put in his clothes. {bk10-l1c-f4-09.mp3}
-RESPONSE: Then he put in his clothes.
+PROMPT: Do I get the soda then? {page_024_001.jpg} {bk10-l1c-f5-07-q.mp3}
+TEMPLATE: Yes. It will drop right here. Lift this door and get your drink.
+RESPONSE: Yes. It will drop right here. Lift this door and get your drink. {bk10-l1c-f5-04.mp3}
-TEMPLATE: ____{Next}, he put in the detergent.
-PROMPT: Next, he put in the detergent. {bk10-l1c-f4-10.mp3}
-RESPONSE: Next, he put in the detergent.
+# Source: LLA 1C Figure 6 (part 1)
+$DIALOGUE Buying Stamps
+ID: 1c-f6
+INTRO: This time it's a stamp machine — and good news, this one gives change. Listen to Eric and Adam and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
-TEMPLATE: ____{Last}, he closed the machine and inserted the coins.
-PROMPT: Last, he closed the machine and inserted the coins. {bk10-l1c-f4-11.mp3}
-RESPONSE: Last, he closed the machine and inserted the coins.
+Eric: Will you please show me how this machine works? I need some stamps. {page_024_002.jpg} {bk10-l1c-f6-01.mp3}
+Adam: Of course. Just put your money in this slot. Push this button. And pull the stamps out right here. {page_024_002.jpg} {bk10-l1c-f6-02.mp3}
+Eric: Will the machine give me change? {page_024_002.jpg} {bk10-l1c-f6-03.mp3}
+Adam: Yes, it will. {page_024_002.jpg} {bk10-l1c-f6-04.mp3}
-TEMPLATE: ____{After that}, he just waited.
-PROMPT: After that, he just waited. {bk10-l1c-f4-12.mp3}
-RESPONSE: After that, he just waited.
+# Source: LLA 1C Figure 6 (part 2)
+$PRODUCE You Are Eric
+ID: 1c-f6-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now you are Eric, and you need those stamps. You begin this time — speak Eric's lines to Adam.
+INSTRUCTION: Speak Eric's lines.
-TEMPLATE: ____{Finally}, the machine stopped.
-PROMPT: Finally, the machine stopped. {bk10-l1c-f4-13.mp3}
-RESPONSE: Finally, the machine stopped.
+TEMPLATE: Will you please show me how this machine works? I need some stamps. {page_024_002.jpg}
+RESPONSE: Will you please show me how this machine works? I need some stamps. {bk10-l1c-f6-01.mp3}
-TEMPLATE: ____{At last} he had some clean clothes.
-PROMPT: At last he had some clean clothes. {bk10-l1c-f4-14.mp3}
-RESPONSE: At last he had some clean clothes.
+PROMPT: Of course. Put your money in this slot, push this button, and pull the stamps out right here. {page_024_002.jpg} {bk10-l1c-f6-05-q.mp3}
+TEMPLATE: Will the machine give me change?
+RESPONSE: Will the machine give me change? {bk10-l1c-f6-03.mp3}
-$SESSION 1-7: Supposed To
+# Source: LLA 1C Figure 7 (dialog 1); image salvaged from dropped ST twin dialog (Adam/Mark)
+$DIALOGUE Brad Wants a Candy Bar {st-page_040_001.jpg}
+ID: 1c-f7-d1
+INTRO: Brad wants a candy bar and has been pushing the button too early. Listen to Carl set him straight.
+INSTRUCTION: Listen to the dialogue.
+
+Brad: I want a candy bar, Carl. Do you know how to work this vending machine? {bk10-l1c-f7-01.mp3}
+Carl: Yes, Brad. Insert your coins here, make your selection, and then push that button. Be sure the coins drop before you push the button. {bk10-l1c-f7-02.mp3}
+Brad: I was doing it wrong. I pushed the button before the coins dropped. {bk10-l1c-f7-03.mp3}
+
+# Source: LLA 1C Figure 7 (questions for dialog 1)
+$PRODUCE Questions: Brad and Carl
+ID: 1c-f7-q1
+REFERENCE: 1c-f7-d1
+INTRO: Two questions about Brad's mistake. Answer aloud with a full sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Brad want to know? {bk10-l1c-f7-04-q.mp3}
+RESPONSE: Brad wanted to know how to work the vending machine. {bk10-l1c-f7-04-a.mp3}
+
+PROMPT: What did Brad do wrong? {bk10-l1c-f7-05-q.mp3}
+RESPONSE: Brad pushed the button before the coins dropped. {bk10-l1c-f7-05-a.mp3}
+
+# Source: LLA 1C Figure 7 (dialog 2); image salvaged from dropped ST twin dialog (Mark/David)
+$DIALOGUE Dave's Machine Trouble {st-page_038_002.jpg}
+ID: 1c-f7-d2
+INTRO: Dave tried everything — every knob, even the coin release. Listen to how Fred finally names the problem.
+INSTRUCTION: Listen to the dialogue.
+
+Dave: Fred, how do you operate this machine? I put some money in it, but nothing came out. {bk10-l1c-f7-06.mp3}
+Fred: Maybe it's out of that kind of snack, Dave. Pull a different knob. {bk10-l1c-f7-07.mp3}
+Dave: I pull them all and nothing happens. {bk10-l1c-f7-08.mp3}
+Fred: Well, maybe the coins are stuck. Push the coin release. {bk10-l1c-f7-09.mp3}
+Dave: I did that too. {bk10-l1c-f7-10.mp3}
+Fred: Then it's out of order. {bk10-l1c-f7-11.mp3}
+
+# Source: LLA 1C Figure 7 (questions for dialog 2)
+$PRODUCE Questions: Dave and Fred
+ID: 1c-f7-q2
+REFERENCE: 1c-f7-d2
+INTRO: Now the questions about Dave and Fred. Answer aloud with a full sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: What did Dave ask Fred? {bk10-l1c-f7-12-q.mp3}
+RESPONSE: He asked Fred how to operate the machine. {bk10-l1c-f7-12-a.mp3}
+
+PROMPT: What did Fred tell Dave to do first? {bk10-l1c-f7-13-q.mp3}
+RESPONSE: First, he told Dave to pull a different knob. {bk10-l1c-f7-13-a.mp3}
+
+PROMPT: Then what did he tell Dave to do? {bk10-l1c-f7-14-q.mp3}
+RESPONSE: Then he told Dave to push the coin release. {bk10-l1c-f7-14-a.mp3}
+
+PROMPT: What was the matter with the machine? {bk10-l1c-f7-15-q.mp3}
+RESPONSE: It was out of order. {bk10-l1c-f7-15-a.mp3}
+
+# Source: LLA 1C Figure 8
+$SELECT Complete the Instructions
+ID: 1c-f8
+INTRO: Listen to the first part of each instruction, tap the phrase that completes it, then repeat the full sentence. All lines you've heard somewhere in this lesson.
+INSTRUCTION: Tap the phrase to complete the sentence.
+REPEAT
+
+OPTION: a | stamps out here.
+OPTION: b | pull the knob.
+OPTION: c | try to push the coin return.
+OPTION: d | how to use this machine?
+OPTION: e | before you push the button.
+OPTION: f | you lift this door and get it.
+
+PROMPT: "Excuse me, can you tell me—" {bk10-l1c-f8-01-q.mp3}
+ANSWER: d
+FEEDBACK: Excuse me, can you tell me how to use this machine? {bk10-l1c-f8-01-a.mp3}
+
+PROMPT: "Make your selection and—" {bk10-l1c-f8-02-q.mp3}
+ANSWER: b
+FEEDBACK: Make your selection and pull the knob. {bk10-l1c-f8-02-a.mp3}
+
+PROMPT: "The soda will drop and then—" {bk10-l1c-f8-03-q.mp3}
+ANSWER: f
+FEEDBACK: The soda will drop here, and you lift this door and get it. {bk10-l1c-f8-03-a.mp3}
+
+PROMPT: "Push this button and pull the—" {bk10-l1c-f8-04-q.mp3}
+ANSWER: a
+FEEDBACK: Push this button and pull the stamps out here. {bk10-l1c-f8-04-a.mp3}
+
+PROMPT: "Be sure the coins drop—" {bk10-l1c-f8-05-q.mp3}
+ANSWER: e
+FEEDBACK: Be sure the coins drop before you push the button. {bk10-l1c-f8-05-a.mp3}
+
+PROMPT: "When the coins stick—" {bk10-l1c-f8-06-q.mp3}
+ANSWER: c
+FEEDBACK: When the coins are stuck, try to push the coin return. {bk10-l1c-f8-06-a.mp3}
+
+# Source: ST §Excuse Me, Please. (INPUT switched to speak)
+$PRODUCE Excuse Me, Please
+ID: l1-s32
+INTRO: Finish each sentence yourself — say a logical ending aloud. You've heard all of these situations by now; the words are yours.
+INSTRUCTION: Complete the sentences logically.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must complete the sentence fragment to form a logical statement or question about a vending machine.
+
+EXAMPLE
+PROMPT: Excuse me, please. How can I ...?
+RESPONSE: How can I use this machine?
+
+PROMPT: Maybe the coins are ....
+RESPONSE: Maybe the coins are stuck.
+
+PROMPT: This machine ....
+RESPONSE: This machine is out of order.
+
+PROMPT: How do you ...?
+RESPONSE: How do you operate this machine?
+
+PROMPT: I pulled the knob, but ....
+RESPONSE: I pulled the knob, but nothing came out.
+
+PROMPT: I want to buy some ....
+RESPONSE: I want to buy some gum.
+
+PROMPT: Don't ....
+RESPONSE: Don't push that button.
+
+PROMPT: Yes, you can ....
+RESPONSE: Yes, you can get change here.
+
+PROMPT: Oh, sure. Put ....
+RESPONSE: Oh, sure. Put your money in the slot.
+
+PROMPT: Wait until ....
+RESPONSE: Wait until the coins drop.
+
+PROMPT: Can you tell me ...?
+RESPONSE: Can you tell me how this works?
+
+# SKIPPED (book): ST "I NEED A DRINK." — open role-play task for pairs; no solo path.
+
+$SESSION 1-8: Be Supposed To
# Source: LLA 1D Figure 1
-$DIALOGUE "Supposed To" Sentences
-ID: 10-1d-f1
-INTRO: In this part you'll learn "be supposed to" — one phrase that covers both rules you must follow and things people simply expect. Listen to each pair of sentences and repeat them.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Have To, Should, Be Supposed To
+ID: 1d-f1
+INTRO: This part teaches "be supposed to" — one phrase that covers rules, plans, and things you really should do. Listen to each pair of sentences and repeat them.
+INSTRUCTION: Listen and repeat each pair of sentences.
REPEAT
LINE: You have to obey traffic laws. {bk10-l1d-f1-01.mp3}
@@ -1949,9 +2002,9 @@ LINE: You should write to your family often. {bk10-l1d-f1-11.mp3}
LINE: You're supposed to write to your family often. {bk10-l1d-f1-12.mp3}
# Source: ST §Be Supposed To
-$GRAMMAR The "Be Supposed To" Pattern
+$GRAMMAR "Be Supposed To"
ID: l1-s33
-INTRO: Here's how "be supposed to" is built, and the two jobs it does — plans and expectations, plus things that aren't allowed.
+INTRO: Here's the full picture of "be supposed to" — the forms, and when to use them.
| | | |
|---|---|---|
@@ -1965,21 +2018,21 @@ INTRO: Here's how "be supposed to" is built, and the two jobs it does — plans
**Be supposed to** is used to express something that:
-- is planned or arranged
-{The train was supposed to arrive at 10:30.}
-{The movie is supposed to start at 7:00.}
+The train was **supposed to** arrive at 10:30.
+The movie is **supposed to** start at 7:00.
-- is to be expected (because of duty or law)
-{Are the men supposed to clean the barracks?}
-{We're supposed to wear our uniforms every day.}
+Are the men **supposed to** clean the barracks?
+We're **supposed to** wear our uniforms every day.
**Be not supposed to** is used to express something that is not allowed or advisable.
-{You're not supposed to wear your hats inside the building.}
-{They're not supposed to watch TV at 2 in the morning.}
+You're **not supposed to** wear your hats inside the building.
+They're **not supposed to** watch TV at 2 in the morning.
# Source: ST §Read the Sentences (Supposed To)
-$DIALOGUE More "Supposed To" Sentences
+$DIALOGUE Reading: "Supposed To" Sentences
ID: l1-s34
-INTRO: Eight everyday examples — licenses, airplanes, dinner times, and dogs. Read each sentence.
+INTRO: Read the sentences — rules, plans, and one dog that's supposed to stay in the yard.
INSTRUCTION: Read the sentences.
LINE: You're supposed to have a driver's license before you drive.
@@ -1993,8 +2046,8 @@ LINE: She's not supposed to walk on the grass at school.
# Source: LLA 1D Figure 2
$SELECT Are We Supposed To?
-ID: 10-1d-f2
-INTRO: Listen to each question and tap the answer with "supposed to" that matches — then repeat the full response.
+ID: 1d-f2
+INTRO: Listen to each question and tap the right "supposed to" answer, then repeat the full sentence. Rules are rules.
INSTRUCTION: Tap the correct answer.
REPEAT
@@ -2003,61 +2056,61 @@ PROMPT: Should we drive carefully when we drive on ice? {bk10-l1d-f2-ex-q.mp3}
OPTION: a | Yes, we're supposed to.
OPTION: b | No, we're not supposed to.
ANSWER: a
-FEEDBACK: We're supposed to drive carefully when we drive on ice. {bk10-l1d-f2-ex-a.mp3}
+FEEDBACK: We're supposed to drive carefully when we drive on ice. {bk10-l1d-f2-ex-fb.mp3}
PROMPT: Should we do our homework every day? {bk10-l1d-f2-01-q.mp3}
OPTION: a | Yes, we're supposed to.
OPTION: b | No, we're not supposed to.
ANSWER: a
-FEEDBACK: We're supposed to do our homework every day. {bk10-l1d-f2-01-a.mp3}
+FEEDBACK: We're supposed to do our homework every day. {bk10-l1d-f2-01-fb.mp3}
PROMPT: Must you smoke in the classroom? {bk10-l1d-f2-02-q.mp3}
OPTION: a | No, we're not supposed to.
OPTION: b | Yes, we're supposed to.
ANSWER: a
-FEEDBACK: We're not supposed to smoke in the classroom. {bk10-l1d-f2-02-a.mp3}
+FEEDBACK: We're not supposed to smoke in the classroom. {bk10-l1d-f2-02-fb.mp3}
PROMPT: Do the coins have to drop before you pull the knob? {bk10-l1d-f2-03-q.mp3}
OPTION: a | No, they're not supposed to.
OPTION: b | Yes, they're supposed to.
ANSWER: b
-FEEDBACK: The coins are supposed to drop before you pull the knob. {bk10-l1d-f2-03-a.mp3}
+FEEDBACK: The coins are supposed to drop before you pull the knob. {bk10-l1d-f2-03-fb.mp3}
PROMPT: Must you study before a test? {bk10-l1d-f2-04-q.mp3}
OPTION: a | Yes, I'm supposed to.
OPTION: b | No, I'm not supposed to.
ANSWER: a
-FEEDBACK: I'm supposed to study before a test. {bk10-l1d-f2-04-a.mp3}
+FEEDBACK: I'm supposed to study before a test. {bk10-l1d-f2-04-fb.mp3}
PROMPT: Should we exercise before we warm up? {bk10-l1d-f2-05-q.mp3}
OPTION: a | Yes, we're supposed to.
OPTION: b | No, we're not supposed to.
ANSWER: b
-FEEDBACK: We're not supposed to exercise before we warm up. {bk10-l1d-f2-05-a.mp3}
+FEEDBACK: We're not supposed to exercise before we warm up. {bk10-l1d-f2-05-fb.mp3}
PROMPT: Must you salute when you're not in uniform? {bk10-l1d-f2-06-q.mp3}
OPTION: a | Yes, we're supposed to.
OPTION: b | No, we're not supposed to.
ANSWER: b
-FEEDBACK: We're not supposed to salute when we're not in uniform. {bk10-l1d-f2-06-a.mp3}
+FEEDBACK: We're not supposed to salute when we're not in uniform. {bk10-l1d-f2-06-fb.mp3}
PROMPT: Should they go out on weeknights? {bk10-l1d-f2-07-q.mp3}
OPTION: a | Yes, they're supposed to.
OPTION: b | No, they're not supposed to.
ANSWER: b
-FEEDBACK: They're not supposed to go out on weeknights. {bk10-l1d-f2-07-a.mp3}
+FEEDBACK: They're not supposed to go out on weeknights. {bk10-l1d-f2-07-fb.mp3}
PROMPT: Does he have to put American coins in an American vending machine? {bk10-l1d-f2-08-q.mp3}
OPTION: a | Yes, he's supposed to.
OPTION: b | No, he's not supposed to.
ANSWER: a
-FEEDBACK: He's supposed to put American coins in American vending machines. {bk10-l1d-f2-08-a.mp3}
+FEEDBACK: He's supposed to put American coins in American vending machines. {bk10-l1d-f2-08-fb.mp3}
# Source: ST §Are You Supposed To?
$PRODUCE Say It with "Supposed To"
ID: l1-s35
INTRO: Read each sentence with "should" or "have to", then say it again with "be supposed to" — same meaning, new phrase.
-INSTRUCTION: Restate the sentence with "be supposed to".
+INSTRUCTION: Make a new sentence with "be supposed to" based on the cue.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -2089,85 +2142,113 @@ RESPONSE: You're supposed to apologize for being late.
PROMPT: You have to wear seat belts on base.
RESPONSE: You're supposed to wear seat belts on base.
-# SKIPPED (book): "I'M SUPPOSED TO ...!" — open pair practice.
+# SKIPPED (book): ST "I'M SUPPOSED TO ...!" — open pair practice, no solo path.
# Source: ST §You're Not Supposed To Do Those Things At School!
-$PRODUCE Rules at School
+$PRODUCE At School: Supposed To or Not?
ID: l1-s36
-INTRO: School rules, your words. Turn each cue into a statement or question with "be supposed to" — and yes, sleeping in class is on the list.
-INSTRUCTION: Make a statement or question with "be supposed to" from the cue.
+INTRO: School rules, your words. Use each cue to make a statement or a question with "be supposed to" — the question mark on the cue tells you which.
+INSTRUCTION: Ask or state if you should or shouldn't do these things at school, using "be supposed to".
INPUT: speak
CHECK: llm
+SHOW_PROMPT
RUBRIC: The learner must create a question or statement using "be supposed to" (or "not supposed to") and the provided cue. Accept valid statements or questions.
EXAMPLE
-TEMPLATE: turn off the lights when you leave the room?
+PROMPT: turn off the lights when you leave the room?
RESPONSE: Are you supposed to turn off the lights when you leave the room?
EXAMPLE
-TEMPLATE: sleep in class
+PROMPT: sleep in class
RESPONSE: You're not supposed to sleep in class.
-TEMPLATE: wear uniform every day
+PROMPT: wear uniform every day
RESPONSE: You're supposed to wear a uniform every day.
-TEMPLATE: walk on the grass
+PROMPT: walk on the grass
RESPONSE: You're not supposed to walk on the grass.
-TEMPLATE: take a test every week?
+PROMPT: take a test every week?
RESPONSE: Are you supposed to take a test every week?
-TEMPLATE: when go to lab?
+PROMPT: when go to lab?
RESPONSE: When are you supposed to go to lab?
-TEMPLATE: how often go to library?
+PROMPT: how often go to library?
RESPONSE: How often are you supposed to go to the library?
-TEMPLATE: smoke in the classroom
+PROMPT: smoke in the classroom
RESPONSE: You're not supposed to smoke in the classroom.
-TEMPLATE: wear hats in the classroom
+PROMPT: wear hats in the classroom
RESPONSE: You're not supposed to wear hats in the classroom.
-TEMPLATE: do homework before class
+PROMPT: do homework before class
RESPONSE: You're supposed to do your homework before class.
-TEMPLATE: stay in class until bell rings
+PROMPT: stay in class until bell rings
RESPONSE: You're supposed to stay in class until the bell rings.
-TEMPLATE: take a 10 minute break after lab
+PROMPT: take a 10 minute break after lab
RESPONSE: You're supposed to take a 10 minute break after lab.
-$SESSION 1-8: Around Town, Dictation, and Outlines
+$SESSION 1-9: Putting It All Together
+
+# Source: ST §Make Your Selection. — kept the four dialogs with no LLA twin.
+# DROPPED (ST twins): John/Steve ≈ LLA 1B Figure 7; Ted/Claire ≈ LLA 1C Figure 6; Mark/David ≈ LLA 1C Figure 7 Dialog 2; Adam/Mark ≈ LLA 1C Figure 7 Dialog 1 (cassette versions kept; their ST images were salvaged onto the LLA activities).
+$DIALOGUE More Machine Conversations
+ID: l1-s31
+INTRO: Last part: everything together — conversations, directions on a map, spelling, and outlines. First, four more machine conversations: coffee, sandwiches, stamps, and one machine that is, of course, out of order.
+INSTRUCTION: Read the dialogs.
+
+Chuck: Can I get a cup of coffee from this machine? {st-page_038_001.jpg}
+Ed: Yes, it costs 35¢.
+Chuck: Can I get it with sugar and cream?
+Ed: Sure. You can get coffee with sugar, with cream, or with both.
+
+Lynn: Do you know where I can get something to eat? {st-page_039_001.jpg}
+Larry: There's a vending machine with sandwiches in it in the next room.
+Lynn: Can you come with me and show me how to use it?
+Larry: Oh, it's easy. Insert the money, make your selection by letter and number, and open the window for your sandwich.
+
+Fred: Do you know how to work this machine? I need to buy some stamps. {st-page_039_002.jpg}
+Jack: Oh, sure. It costs $2.50 for a book of stamps. Put the coins in here and push the button below the stamps you want.
+Fred: Where can I get some change?
+Jack: There's a change machine over there. It gives quarters for dollar bills.
+
+Bob: Are there any other vending machines around here? This one's out of order, and I want to get some gum. {st-page_040_002.jpg}
+Hal: There's a candy machine in the lab building. It's supposed to have gum in it.
# Source: LLA 1D Figure 3 (part 1)
-$DIALOGUE Directions Around Town {page_028_001.jpg}
-ID: 10-1d-f3-a
-INTRO: Last part: a town map, some spelling, and two outlines to finish. First, Madge plans a very full Saturday for Helen — you'll see the map while you listen to her directions.
-INSTRUCTION: Listen to the directions.
+$DIALOGUE Giving Directions {page_028_001.jpg}
+ID: 1d-f3-story
+INTRO: Madge and Helen have a whole Saturday of errands, and Helen doesn't know the town. Look at the map while Madge gives the directions — you'll need them in a moment.
+INSTRUCTION: Follow the directions on the map.
-LINE: Madge and Helen needed to do a lot of things Saturday afternoon. {bk10-l1d-f3-01.mp3}
-LINE: Helen didn't know the town very well. {bk10-l1d-f3-02.mp3}
-LINE: Madge had to give her directions. {bk10-l1d-f3-03.mp3}
-LINE: "We can meet at the drugstore after class. It's on the corner of Sunshine Street and Highway 102." {bk10-l1d-f3-04.mp3}
-LINE: "Then we can walk northeast on Sunshine for 2 blocks to that little restaurant on Center Road for lunch." {bk10-l1d-f3-05.mp3}
-LINE: "After lunch, you can go west for a block and a half to the travel agency." {bk10-l1d-f3-06.mp3}
-LINE: "I'll go north for a block and turn west to go to Sandy's house. You can meet me there." {bk10-l1d-f3-07.mp3}
-LINE: "It's the second house on the south side from the corner of Long Road and Orange Drive." {bk10-l1d-f3-08.mp3}
-LINE: "Then you and Sandy can look for blouses in the store on the northwest corner across from her house." {bk10-l1d-f3-09.mp3}
-LINE: "I'll meet you in the park across from the store afterwards." {bk10-l1d-f3-10.mp3}
-LINE: "We can go together to the bank. It's a block north and west." {bk10-l1d-f3-11.mp3}
-LINE: "Then if we go south for a block on Lemon Street, we can leave our old shoes at the shoe repair place on the southeast corner." {bk10-l1d-f3-12.mp3}
-LINE: "Then we can keep going south for 2 blocks and turn east on Green Avenue." {bk10-l1d-f3-13.mp3}
-LINE: "The library is on our right, and we can return our books." {bk10-l1d-f3-14.mp3}
-LINE: "When we go home, we'll walk east. We can stop and buy vegetables at the vegetable place on the corner of Green Avenue and Orange Drive." {bk10-l1d-f3-15.mp3}
+Narrator: Madge and Helen needed to do a lot of things Saturday afternoon. {bk10-l1d-f3-01.mp3}
+Narrator: Helen didn't know the town very well. {bk10-l1d-f3-02.mp3}
+Narrator: Madge had to give her directions. {bk10-l1d-f3-03.mp3}
+Madge: We can meet at the drugstore after class. {bk10-l1d-f3-04.mp3}
+Madge: It's on the corner of Sunshine Street and Highway 102. {bk10-l1d-f3-05.mp3}
+Madge: Then we can walk northeast on Sunshine for 2 blocks to that little restaurant on Center Road for lunch. {bk10-l1d-f3-06.mp3}
+Madge: After lunch, you can go west for a block and a half to the travel agency. {bk10-l1d-f3-07.mp3}
+Madge: I'll go north for a block and turn west to go to Sandy's house. You can meet me there. {bk10-l1d-f3-08.mp3}
+Madge: It's the second house on the south side from the corner of Long Road and Orange Drive. {bk10-l1d-f3-09.mp3}
+Madge: Then you and Sandy can look for blouses in the store on the northwest corner across from her house. {bk10-l1d-f3-10.mp3}
+Madge: I'll meet you in the park across from the store afterwards. {bk10-l1d-f3-11.mp3}
+Madge: We can go together to the bank. It's a block north and west. {bk10-l1d-f3-12.mp3}
+Madge: Then if we go south for a block on Lemon Street, we can leave our old shoes at the shoe repair place on the southeast corner. {bk10-l1d-f3-13.mp3}
+Madge: Then we can keep going south for 2 blocks and turn east on Green Avenue. {bk10-l1d-f3-14.mp3}
+Madge: The library is on our right, and we can return our books. {bk10-l1d-f3-15.mp3}
+Madge: When we go home, we'll walk east. {bk10-l1d-f3-16.mp3}
+Madge: We can stop and buy vegetables at the vegetable place on the corner of Green Avenue and Orange Drive. {bk10-l1d-f3-17.mp3}
# Source: LLA 1D Figure 3 (part 2)
-$SELECT Find It on the Map {page_028_001.jpg}
-ID: 10-1d-f3-b
-REFERENCE
-INTRO: Now match each place to its letter on the map. You can replay Madge's directions while you decide — nobody remembers ten buildings on the first pass.
-INSTRUCTION: Tap the correct letter for each location.
+$SELECT Map Key {page_028_001.jpg}
+ID: 1d-f3
+REFERENCE: 1d-f3-story
+INTRO: Now match each building to its letter on the map. Replay Madge's directions if the town got away from you.
+INSTRUCTION: Tap the correct letter for each building.
OPTION: a | A
OPTION: b | B
@@ -2180,148 +2261,149 @@ OPTION: h | H
OPTION: i | I
OPTION: j | J
-TEMPLATE: bank
+PROMPT: bank
ANSWER: g
-FEEDBACK: G is the bank. {bk10-l1d-f3-ans-g.mp3}
+FEEDBACK: G is the bank. {bk10-l1d-f3-18.mp3}
-TEMPLATE: library
+PROMPT: library
ANSWER: i
-FEEDBACK: I is the library. {bk10-l1d-f3-ans-i.mp3}
+FEEDBACK: I is the library. {bk10-l1d-f3-19.mp3}
-TEMPLATE: vegetable place
+PROMPT: vegetable place
ANSWER: j
-FEEDBACK: J is the vegetable place. {bk10-l1d-f3-ans-j.mp3}
+FEEDBACK: J is the vegetable place. {bk10-l1d-f3-20.mp3}
-TEMPLATE: Sandy's house
+PROMPT: Sandy's house
ANSWER: d
-FEEDBACK: D is Sandy's house. {bk10-l1d-f3-ans-d.mp3}
+FEEDBACK: D is Sandy's house. {bk10-l1d-f3-21.mp3}
-TEMPLATE: city park
+PROMPT: city park
ANSWER: f
-FEEDBACK: F is the city park. {bk10-l1d-f3-ans-f.mp3}
+FEEDBACK: F is the city park. {bk10-l1d-f3-22.mp3}
-TEMPLATE: shoe shop
+PROMPT: shoe shop
ANSWER: h
-FEEDBACK: H is the shoe shop. {bk10-l1d-f3-ans-h.mp3}
+FEEDBACK: H is the shoe shop. {bk10-l1d-f3-23.mp3}
-TEMPLATE: drugstore
+PROMPT: drugstore
ANSWER: a
-FEEDBACK: A is the drugstore. {bk10-l1d-f3-ans-a.mp3}
+FEEDBACK: A is the drugstore. {bk10-l1d-f3-24.mp3}
-TEMPLATE: travel agency
+PROMPT: travel agency
ANSWER: b
-FEEDBACK: B is the travel agency. {bk10-l1d-f3-ans-b.mp3}
+FEEDBACK: B is the travel agency. {bk10-l1d-f3-25.mp3}
-TEMPLATE: blouse store
+PROMPT: blouse store
ANSWER: e
-FEEDBACK: E is the blouse store. {bk10-l1d-f3-ans-e.mp3}
+FEEDBACK: E is the blouse store. {bk10-l1d-f3-26.mp3}
-TEMPLATE: restaurant
+PROMPT: restaurant
ANSWER: c
-FEEDBACK: C is the restaurant. {bk10-l1d-f3-ans-c.mp3}
+FEEDBACK: C is the restaurant. {bk10-l1d-f3-27.mp3}
# Source: LLA 1D Figure 4
$PRODUCE Spelling Dictation
-ID: 10-1d-f4
+ID: 1d-f4
INPUT: type
CHECK: exact
-INTRO: Ten words, dictated one at a time. Listen and type each word exactly as you hear it.
+INTRO: Listen to each word and type it. After you answer, you'll hear the word spelled out letter by letter.
INSTRUCTION: Type the word you hear.
-PROMPT: apologize {bk10-l1d-f4-01-q.mp3}
-RESPONSE: apologize {bk10-l1d-f4-01-a.mp3}
+PROMPT: apologize. {bk10-l1d-f4-01-q.mp3}
+TEMPLATE: ____{apologize}
+RESPONSE: apologize. A-P-O-L-O-G-I-Z-E. {bk10-l1d-f4-01-fb.mp3}
-PROMPT: realize {bk10-l1d-f4-02-q.mp3}
-RESPONSE: realize {bk10-l1d-f4-02-a.mp3}
+PROMPT: realize. {bk10-l1d-f4-02-q.mp3}
+TEMPLATE: ____{realize}
+RESPONSE: realize. R-E-A-L-I-Z-E. {bk10-l1d-f4-02-fb.mp3}
-PROMPT: forgive {bk10-l1d-f4-03-q.mp3}
-RESPONSE: forgive {bk10-l1d-f4-03-a.mp3}
+PROMPT: forgive. {bk10-l1d-f4-03-q.mp3}
+TEMPLATE: ____{forgive}
+RESPONSE: forgive. F-O-R-G-I-V-E. {bk10-l1d-f4-03-fb.mp3}
-PROMPT: pleased {bk10-l1d-f4-04-q.mp3}
-RESPONSE: pleased {bk10-l1d-f4-04-a.mp3}
+PROMPT: pleased. {bk10-l1d-f4-04-q.mp3}
+TEMPLATE: ____{pleased}
+RESPONSE: pleased. P-L-E-A-S-E-D. {bk10-l1d-f4-04-fb.mp3}
-PROMPT: really {bk10-l1d-f4-05-q.mp3}
-RESPONSE: really {bk10-l1d-f4-05-a.mp3}
+PROMPT: really. {bk10-l1d-f4-05-q.mp3}
+TEMPLATE: ____{really}
+RESPONSE: really. R-E-A-L-L-Y. {bk10-l1d-f4-05-fb.mp3}
-PROMPT: blanket {bk10-l1d-f4-06-q.mp3}
-RESPONSE: blanket {bk10-l1d-f4-06-a.mp3}
+PROMPT: blanket. {bk10-l1d-f4-06-q.mp3}
+TEMPLATE: ____{blanket}
+RESPONSE: blanket. B-L-A-N-K-E-T. {bk10-l1d-f4-06-fb.mp3}
-PROMPT: laundry {bk10-l1d-f4-07-q.mp3}
-RESPONSE: laundry {bk10-l1d-f4-07-a.mp3}
+PROMPT: laundry. {bk10-l1d-f4-07-q.mp3}
+TEMPLATE: ____{laundry}
+RESPONSE: laundry. L-A-U-N-D-R-Y. {bk10-l1d-f4-07-fb.mp3}
-PROMPT: closet {bk10-l1d-f4-08-q.mp3}
-RESPONSE: closet {bk10-l1d-f4-08-a.mp3}
+PROMPT: closet. {bk10-l1d-f4-08-q.mp3}
+TEMPLATE: ____{closet}
+RESPONSE: closet. C-L-O-S-E-T. {bk10-l1d-f4-08-fb.mp3}
-PROMPT: feelings {bk10-l1d-f4-09-q.mp3}
-RESPONSE: feelings {bk10-l1d-f4-09-a.mp3}
+PROMPT: feelings. {bk10-l1d-f4-09-q.mp3}
+TEMPLATE: ____{feelings}
+RESPONSE: feelings. F-E-E-L-I-N-G-S. {bk10-l1d-f4-09-fb.mp3}
-PROMPT: pillow {bk10-l1d-f4-10-q.mp3}
-RESPONSE: pillow {bk10-l1d-f4-10-a.mp3}
+PROMPT: pillow. {bk10-l1d-f4-10-q.mp3}
+TEMPLATE: ____{pillow}
+RESPONSE: pillow. P-I-L-L-O-W. {bk10-l1d-f4-10-fb.mp3}
# Source: LLA 1D Figure 5 (part 1)
$DIALOGUE Kinds of Vending Machines
-ID: 10-1d-f5-a
-INTRO: A short paragraph that sorts vending machines into three kinds. Listen carefully — you'll organize it into an outline next.
+ID: 1d-f5-story
+INTRO: A short talk about the three kinds of vending machines. Listen carefully — you'll fill in an outline about it next.
INSTRUCTION: Listen to the paragraph.
-LINE: Coins operate many kinds of machines. We call these machines vending machines. {bk10-l1d-f5-01.mp3}
-LINE: One kind of vending machine sells food. They sell sandwiches, chips, and candy. {bk10-l1d-f5-02.mp3}
-LINE: Another kind sells drinks. They sell sodas, juices, coffee, and tea. {bk10-l1d-f5-03.mp3}
-LINE: A third kind of vending machine helps us with our work. These machines wash our clothes, dry our clothes, and wash our cars. {bk10-l1d-f5-04.mp3}
-LINE: Vending machines are very useful machines. {bk10-l1d-f5-05.mp3}
+LINE: Coins operate many kinds of machines. {bk10-l1d-f5-01.mp3}
+LINE: We call these machines vending machines. {bk10-l1d-f5-02.mp3}
+LINE: One kind of vending machine sells food. {bk10-l1d-f5-03.mp3}
+LINE: They sell sandwiches, chips, and candy. {bk10-l1d-f5-04.mp3}
+LINE: Another kind sells drinks. {bk10-l1d-f5-05.mp3}
+LINE: They sell sodas, juices, coffee, and tea. {bk10-l1d-f5-06.mp3}
+LINE: A third kind of vending machine helps us with our work. {bk10-l1d-f5-07.mp3}
+LINE: These machines wash our clothes, dry our clothes, and wash our cars. {bk10-l1d-f5-08.mp3}
+LINE: Vending machines are very useful machines. {bk10-l1d-f5-09.mp3}
# Source: LLA 1D Figure 5 (part 2)
$PRODUCE Outline: Vending Machines
-ID: 10-1d-f5-b
+ID: 1d-f5
INPUT: type
-REFERENCE
-INTRO: Fill in the outline: three kinds of machine, and the examples of each. You can replay the paragraph while you work.
-INSTRUCTION: Complete the outline.
+REFERENCE: 1d-f5-story
+INTRO: Fill in the outline — the three kinds of vending machines from the talk. Replay it if you need to.
+INSTRUCTION: Fill in the outline from the talk.
TEMPLATE: Vending Machines
-SLOT: 1 | Kind of machine | sells food
-SLOT: 2 | Example | sandwiches
-SLOT: 2 | Example | chips
-SLOT: 2 | Example | candy
-SLOT: 1 | Kind of machine | sells drinks
-SLOT: 2 | Example | sodas
-SLOT: 2 | Example | juices
-SLOT: 2 | Example | coffee
-SLOT: 2 | Example | tea
-SLOT: 1 | Kind of machine | helps with work
-SLOT: 2 | Example | wash clothes
-SLOT: 2 | Example | dry clothes
-SLOT: 2 | Example | wash cars
+SLOT: 1 | Type 1 | sells food
+SLOT: 1 | Type 2 | sells drinks
+SLOT: 1 | Type 3 | helps with work
# Source: LLA 1D Figure 6 (part 1)
$DIALOGUE Kinds of Snacks
-ID: 10-1d-f6-a
-INTRO: One more paragraph — this one sorts snackers into three kinds. Listen for the three groups and their examples.
+ID: 1d-f6-story
+INTRO: One last talk — this time about snacks, from small meals to just a drink. Listen for the three categories.
INSTRUCTION: Listen to the paragraph.
-LINE: People like to eat snacks between meals. People eat all kinds of food for snacks. {bk10-l1d-f6-01.mp3}
-LINE: Some people eat big snacks. They're small meals. They may eat a sandwich or hamburger and call it a snack. {bk10-l1d-f6-02.mp3}
-LINE: Other people like small snacks. A candy bar, some nuts, or some chips will be fine for them. {bk10-l1d-f6-03.mp3}
-LINE: Some people just want a drink. They'll have some coffee, or juice, or a soda. {bk10-l1d-f6-04.mp3}
-LINE: Then they don't get hungry until the next meal. {bk10-l1d-f6-05.mp3}
+LINE: People like to eat snacks between meals. {bk10-l1d-f6-01.mp3}
+LINE: People eat all kinds of food for snacks. {bk10-l1d-f6-02.mp3}
+LINE: Some people eat big snacks. {bk10-l1d-f6-03.mp3}
+LINE: They're small meals. {bk10-l1d-f6-04.mp3}
+LINE: They may eat a sandwich or hamburger and call it a snack. {bk10-l1d-f6-05.mp3}
+LINE: Other people like small snacks. {bk10-l1d-f6-06.mp3}
+LINE: A candy bar, some nuts, or some chips will be fine for them. {bk10-l1d-f6-07.mp3}
+LINE: Some people just want a drink. {bk10-l1d-f6-08.mp3}
+LINE: They'll have some coffee, or juice, or a soda. {bk10-l1d-f6-09.mp3}
+LINE: Then they don't get hungry until the next meal. {bk10-l1d-f6-10.mp3}
# Source: LLA 1D Figure 6 (part 2)
$PRODUCE Outline: Snacks
-ID: 10-1d-f6-b
+ID: 1d-f6
INPUT: type
-REFERENCE
-INTRO: Fill in the last outline: the three kinds of snacks and their examples. That's the whole lesson — you can now explain a vending machine to anyone, in order, with exact change.
-INSTRUCTION: Complete the outline.
+REFERENCE: 1d-f6-story
+INTRO: Fill in the outline of the three kinds of snacks. And that's the lesson — you can now buy a snack, explain how to do it, and complain properly when the machine is out of order.
+INSTRUCTION: Fill in the outline from the talk.
TEMPLATE: Snacks
-SLOT: 1 | Snack type | big snacks
-SLOT: 2 | Example | sandwich
-SLOT: 2 | Example | hamburger
-SLOT: 1 | Snack type | small snacks
-SLOT: 2 | Example | candy bar
-SLOT: 2 | Example | nuts
-SLOT: 2 | Example | chips
-SLOT: 1 | Snack type | drinks
-SLOT: 2 | Example | coffee
-SLOT: 2 | Example | juice
-SLOT: 2 | Example | soda
+SLOT: 1 | Category 1 | big snacks
+SLOT: 1 | Category 2 | small snacks
+SLOT: 1 | Category 3 | a drink
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diff --git a/book-10-lesson-2.module b/book-10-lesson-2.module
index f181f263..e70896d5 100644
--- a/book-10-lesson-2.module
+++ b/book-10-lesson-2.module
@@ -1,35 +1,34 @@
-$MODULE Book 10 · Lesson 2: Let Me Introduce You {st-page_051_001.jpg}
+$MODULE Book 10 · Lesson 2: Let Me Introduce ... {st-page_051_001.jpg}
FORMAT: 2
-DESCRIPTION: Shopping at an American mall, polite introductions, adjective + infinitive, simple present as future, prepositions of place, and finding the topic and main idea of a paragraph.
+DIOCO_DOC_ID: alc_book10_lesson2
+DESCRIPTION: Shopping-center vocabulary, polite introductions, adjective + infinitive, simple present as future, prepositions of place, and paragraph skills (topics, main ideas, connective words).
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, lightly witty teacher
-VOICE_PROMPT: gacrux
-VOICE_RESPONSE: schedar
+VOICE_PROMPT: gacrux | Questions and cues, read clearly
+VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Frank | achernar | Male
VOICE: Doris | gacrux | Female
-VOICE: Peg | gacrux | Female
-VOICE: Mary | aoede | Female
-VOICE: Man1 | achernar | Male
-VOICE: Man2 | achird | Male
-VOICE: Art | schedar | Male
-VOICE: Friend | achernar | Male
-VOICE: Sally | gacrux | Female
-VOICE: Jack | achird | Male
-VOICE: Student1 | achernar | Male
-VOICE: Instructor | schedar | Male
-VOICE: Student2 | achird | Male
-VOICE: Steve | achernar | Male
-VOICE: John | achird | Male
-VOICE: Don | schedar | Male
-VOICE: Captain_James | achernar | Male
-VOICE: Major_Stans | achird | Male
-VOICE: Captain_Gray | schedar | Male
-VOICE: Dorothy | aoede | Female
-VOICE: Chris | gacrux | Male
-VOICE: Tony_White | achernar | Male
-VOICE: Travel_Agent | aoede | Female
+VOICE: Mary | gacrux | Female voice
+VOICE: Peg | aoede | Female voice
+VOICE: Man1 | achernar | Male voice
+VOICE: Man2 | schedar | Male voice
+VOICE: Art | achird | Male voice
+VOICE: Sally | aoede | Female voice
+VOICE: Jack | achernar | Male voice
+VOICE: Student1 | achird | Male student
+VOICE: Instructor | schedar | Male instructor
+VOICE: Student2 | gacrux | Female student
+VOICE: Steve | achernar | Male speaker
+VOICE: John | achird | Male speaker
+VOICE: Don | schedar | Male speaker
+VOICE: Captain_James | achernar | Male speaker
+VOICE: Major_Stans | achird | Male speaker
+VOICE: Captain_Gray | schedar | Male speaker
+VOICE: Dorothy | aoede | Female speaker
+VOICE: Chris | gacrux | Male speaker
+VOICE: Tony_White | achernar | Male speaker
+VOICE: Travel_Agent | aoede | Female speaker
VOICE: David | achernar
VOICE: Jane | aoede
VOICE: Jeff | achird
@@ -49,180 +48,443 @@ VOICE: Capt_Prince | schedar
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$SESSION 2-1: Finding the Main Idea
+$SESSION 2-1: Shopping at the Mall
-# Source: new (gap: topic vs. main idea is drilled all through LLA 2A Figures 1 and 6 but never defined; the ST Listening Skills block was instructor-read)
-$GRAMMAR Topic and Main Idea
-ID: 2a-f1-a
-INTRO: Welcome to Lesson 2. This week you'll learn to find your way around an American shopping mall, introduce people politely, and talk about future plans. But first, a listening skill: finding the topic and main idea of a paragraph.
+# Source: LLA 2A Figure 2
+$DIALOGUE Shopping Words: Ruth at the Mall {page_032_001.jpg}
+ID: 2a-f2
+INTRO: In this lesson you'll learn to shop at an American mall, introduce people politely, and talk about your plans. First, the words you need for a shopping trip. Follow Ruth through the mall — listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat.
+REPEAT
-Every paragraph has a **topic** and a **main idea**.
+VOCAB: cafeteria
+LINE: Ruth ate lunch in the cafeteria. {bk10-l2a-f2-ex.mp3}
-- The **topic** is what the paragraph is about. It's a word or a short phrase, like {dogs} or {my job}.
-- The **main idea** is the most important thing the paragraph says about the topic. It's a complete sentence, like {Dogs make good pets.}
+VOCAB: mall
+VOCAB: shopping center
+LINE: A mall or shopping center has many different stores in it. {bk10-l2a-f2-01.mp3}
-The other sentences give **details** — they support the main idea.
+VOCAB: decided to
+VOCAB: shop
+LINE: Ruth decided to shop at the mall. {bk10-l2a-f2-02.mp3}
-# SKIPPED (book): ST Listening Skills (topic / main idea) — instructor-read paragraphs with no recorded stimulus or printed text; the same skill is covered by the recorded paragraphs below.
+VOCAB: parking lot
+LINE: She parked her car in the parking lot at the mall. {bk10-l2a-f2-03.mp3}
-# Source: LLA 2A Figure 1
-$DIALOGUE Jan and the Vending Machine
-ID: 2a-f1-p1
-INTRO: Here's a short paragraph about Jan and a vending machine that took her money and gave her nothing back. Just listen — the questions come next.
-INSTRUCTION: Listen to the paragraph.
+VOCAB: bookshop
+LINE: First she went to a bookshop in the mall. {bk10-l2a-f2-04.mp3}
-LINE: Jan was hungry. She wanted a candy bar. {bk10-l2a-f1-01a.mp3}
-LINE: She finally found a vending machine. {bk10-l2a-f1-01b.mp3}
-LINE: It took her money, but it didn't give her any candy or her money back. {bk10-l2a-f1-01c.mp3}
-LINE: She shook the machine. She was angry. She didn't have any more change. {bk10-l2a-f1-01d.mp3}
-LINE: It always happens. Machines don't always work when you need them. {bk10-l2a-f1-01e.mp3}
+VOCAB: upstairs
+VOCAB: clothing store
+LINE: Then Ruth went upstairs to the clothing store and bought a dress. {bk10-l2a-f2-05.mp3}
-# Source: LLA 2A Figure 1
-$SELECT Topic and Main Idea: The Vending Machine
-ID: 2a-f1-q1
-REFERENCE: 2a-f1-p1
-INTRO: Now tap the topic — a short phrase — and then the main idea — the writer's point about it. You can review the paragraph if you need to.
+VOCAB: department store
+LINE: She went to a department store. {bk10-l2a-f2-06-a.mp3}
+LINE: It sells clothes, furniture, and things for the house. {bk10-l2a-f2-06-b.mp3}
+
+VOCAB: variety store
+LINE: The variety store also sells different things, but they are smaller and cheaper things. {bk10-l2a-f2-07.mp3}
+
+VOCAB: received
+LINE: Ruth received her packages from the cashier. {bk10-l2a-f2-08-a.mp3}
+LINE: The cashier gave them to her. {bk10-l2a-f2-08-b.mp3}
+
+VOCAB: downstairs
+LINE: She went downstairs to the first floor. {bk10-l2a-f2-09.mp3}
+
+VOCAB: go shopping
+LINE: Ruth enjoys the mall and will go shopping again soon. {bk10-l2a-f2-10.mp3}
+
+# Source: ST §The Shopping Center (distinct items salvaged from dropped TTS twin panels)
+# DROPPED (twin): ST "The Shopping Center" and "More About the Shopping Center" word panels — TTS twins of the cassette vocabulary passes (LLA 2A Fig 2 and LLA 2B Fig 1); distinct words salvaged below.
+$DIALOGUE More Shopping Words
+ID: 2a-f2-b
+INTRO: Three more mall words the tape didn't mention. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: pet shop
+LINE: The pet shop sells cats, dogs, and birds.
+
+VOCAB: adult
+LINE: The mall has clothing stores for children and adults.
+
+VOCAB: to let | let
+LINE: You can't park in front of the mall. The police won't let you park there.
+
+# Source: LLA 2A Figure 3
+$SELECT Questions About Ruth's Trip
+ID: 2a-f3
+REFERENCE: 2a-f2
+INTRO: Now some questions about Ruth's shopping trip. Tap the correct answer, then repeat the full sentence aloud. Ruth's story is one tap away if you need it.
INSTRUCTION: Tap the correct answer.
+REPEAT
-PROMPT: Select the topic. {bk10-l2a-f1-02.mp3}
-OPTION: a | vending machines
-OPTION: b | more change
-OPTION: c | a candy bar
+PROMPT: Where did Ruth go? {bk10-l2a-f3-01-q.mp3}
+OPTION: a | to the mall
+OPTION: b | to the parking lot
+OPTION: c | to her car
ANSWER: a
-FEEDBACK: The topic of the paragraph is "Vending Machines." {bk10-l2a-f1-02-a.mp3}
+FEEDBACK: Ruth went to the mall. {bk10-l2a-f3-01-a.mp3}
-PROMPT: Now select the main idea.
-OPTION: a | Jan wanted a candy bar.
-OPTION: b | Machines don't always work.
-OPTION: c | Jan shook the machine.
-ANSWER: b
-FEEDBACK: The main idea is: "Machines don't always work." {bk10-l2a-f1-03.mp3}
-
-# Source: LLA 2A Figure 1
-$DIALOGUE Money and Friendship
-ID: 2a-f1-p2
-INTRO: Next, a paragraph with some free advice about money and friends. Listen for the writer's point.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: When you lend a friend money, you sometimes hurt your friendship. {bk10-l2a-f1-04a.mp3}
-LINE: When a friend asks to borrow some money, you should tell him you can't lend it to him. That's my advice. {bk10-l2a-f1-04b.mp3}
-LINE: Why? Because you won't feel good around him until he gives you back the money. {bk10-l2a-f1-04c.mp3}
-LINE: It may be difficult, but it's better not to lend money to a friend. {bk10-l2a-f1-04d.mp3}
-
-# Source: LLA 2A Figure 1
-$SELECT Topic and Main Idea: Money and Friendship
-ID: 2a-f1-q2
-REFERENCE: 2a-f1-p2
-INTRO: Same job as before: first the topic, then the main idea.
-INSTRUCTION: Tap the correct answer.
-
-PROMPT: Select the topic. {bk10-l2a-f1-05.mp3}
-OPTION: a | giving money back
-OPTION: b | feeling good
-OPTION: c | money and friendship
+PROMPT: Where did she park her car? {bk10-l2a-f3-02-q.mp3}
+OPTION: a | in a garage
+OPTION: b | on the street
+OPTION: c | in the parking lot
ANSWER: c
-FEEDBACK: The topic of the paragraph is "Money and Friendship." {bk10-l2a-f1-05-a.mp3}
+FEEDBACK: She parked her car in the parking lot. {bk10-l2a-f3-02-a.mp3}
-PROMPT: Now select the main idea.
-OPTION: a | Don't lend money to friends.
-OPTION: b | Don't ask friends for advice.
-OPTION: c | Friends don't pay back money.
+PROMPT: Which store did she go to first? {bk10-l2a-f3-03-q.mp3}
+OPTION: a | the variety store
+OPTION: b | the clothing store
+OPTION: c | the book shop
+ANSWER: c
+FEEDBACK: She went to the bookshop first. {bk10-l2a-f3-03-a.mp3}
+
+PROMPT: Where did Ruth buy a dress? {bk10-l2a-f3-04-q.mp3}
+OPTION: a | the variety store
+OPTION: b | the clothing store
+OPTION: c | the drug store
+ANSWER: b
+FEEDBACK: She bought a dress at the clothing store. {bk10-l2a-f3-04-a.mp3}
+
+PROMPT: Can one buy a dress at a department store? {bk10-l2a-f3-05-q.mp3}
+OPTION: a | maybe
+OPTION: b | yes
+OPTION: c | no
+ANSWER: b
+FEEDBACK: Yes, a department store sells dresses. {bk10-l2a-f3-05-a.mp3}
+
+PROMPT: Can one buy a refrigerator at a variety store? {bk10-l2a-f3-06-q.mp3}
+OPTION: a | maybe
+OPTION: b | yes
+OPTION: c | no
+ANSWER: c
+FEEDBACK: No, a variety store doesn't sell refrigerators. {bk10-l2a-f3-06-a.mp3}
+
+PROMPT: How do you say, "She got her packages"? {bk10-l2a-f3-07-q.mp3}
+OPTION: a | She received them.
+OPTION: b | She bought them.
+OPTION: c | She shopped for them.
ANSWER: a
-FEEDBACK: The main idea is: "Don't lend money to friends." {bk10-l2a-f1-06.mp3}
+FEEDBACK: She received them. {bk10-l2a-f3-07-a.mp3}
-# Source: LLA 2A Figure 1
-$DIALOGUE Nell's Work
-ID: 2a-f1-p3
-INTRO: One more paragraph — this one is about Nell, who works in a bank. Her vocabulary will come back later in this lesson, so listen closely.
-INSTRUCTION: Listen to the paragraph.
+PROMPT: What does Ruth like to do? {bk10-l2a-f3-08-q.mp3}
+OPTION: a | park at the mall
+OPTION: b | go shopping
+OPTION: c | the mall
+ANSWER: b
+FEEDBACK: Ruth likes to go shopping. {bk10-l2a-f3-08-a.mp3}
-LINE: Nell works in a bank. {bk10-l2a-f1-07a.mp3}
-LINE: She opens and closes accounts for people every day. {bk10-l2a-f1-07b.mp3}
-LINE: She gives them the checkbooks for their checking accounts. {bk10-l2a-f1-07c.mp3}
-LINE: She cashes checks, takes deposits, and helps people make deposits to or withdrawals from their savings accounts. {bk10-l2a-f1-07d.mp3}
-LINE: Bank work isn't easy, but Nell likes it very much. {bk10-l2a-f1-07e.mp3}
+# Source: LLA 2A Figure 5
+$DIALOGUE Did You Go Shopping?
+ID: 2a-f5
+INTRO: Frank wants to hear all about Doris's day at the mall. He gets the full report — parking troubles included. Just listen.
+INSTRUCTION: Listen to the dialogue.
-# Source: LLA 2A Figure 1
-$SELECT Topic and Main Idea: Nell's Work
-ID: 2a-f1-q3
-REFERENCE: 2a-f1-p3
-INTRO: Last one of this set: pick the topic and the main idea for the paragraph about Nell.
+Frank: Did you go shopping at the mall today? {bk10-l2a-f5-01.mp3}
+Doris: I sure did. It was very crowded. At first I couldn't find a place in the parking lot. Finally I found one. {bk10-l2a-f5-02.mp3}
+Frank: Where did you shop? {bk10-l2a-f5-03.mp3}
+Doris: I shopped at the department store. I ordered a dress from there last week, and I went to pick it up. While I was there I bought some other things. {bk10-l2a-f5-04.mp3}
+Frank: Did you go to any other stores? {bk10-l2a-f5-05.mp3}
+Doris: Yes, I went to the bookshop. I was looking for a book, but they didn't have it. {bk10-l2a-f5-06.mp3}
+Frank: Did you have lunch at the cafeteria? {bk10-l2a-f5-07.mp3}
+Doris: Yes, I did. It was delicious. {bk10-l2a-f5-08.mp3}
+
+# Source: LLA 2A Figure 5 (questions)
+$PRODUCE Questions About Doris's Trip
+ID: 2a-f5-b
+REFERENCE
+INTRO: Answer these questions about Frank and Doris's conversation aloud, in a full sentence. Then listen and repeat the correct answer. Open the dialogue again if you need it.
+INSTRUCTION: Answer aloud with a full sentence.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+PROMPT: Where did the woman go shopping? {bk10-l2a-f5-09-q.mp3}
+RESPONSE: The woman went shopping at the mall. {bk10-l2a-f5-09-a.mp3}
+
+PROMPT: Where did she park? {bk10-l2a-f5-10-q.mp3}
+RESPONSE: She parked in the parking lot. {bk10-l2a-f5-10-a.mp3}
+
+PROMPT: Where did the woman shop and buy things? {bk10-l2a-f5-11-q.mp3}
+RESPONSE: She shopped and bought things at the department store. {bk10-l2a-f5-11-a.mp3}
+
+PROMPT: What other store did she go to? {bk10-l2a-f5-12-q.mp3}
+RESPONSE: She went to the bookshop. {bk10-l2a-f5-12-a.mp3}
+
+PROMPT: Where did she eat lunch? {bk10-l2a-f5-13-q.mp3}
+RESPONSE: She ate lunch at the cafeteria. {bk10-l2a-f5-13-a.mp3}
+
+# Source: LLA 2C Figure 1
+$DIALOGUE Let's Go Shopping
+ID: 2c-f1
+INTRO: One more shopping conversation. Peg needs new clothes — although she changes her mind rather quickly. Just listen.
+INSTRUCTION: Listen to the dialogue.
+
+Peg: Let's go shopping, Mary. I need some new clothes. {bk10-l2c-f1-01.mp3}
+Mary: Okay, Peg. There's a nice dress shop in the mall. There's a good shoe store there too. I'll help you shop. {bk10-l2c-f1-02.mp3}
+Peg: I don't need any clothes, but I do want to get some things at the department store. {bk10-l2c-f1-03.mp3}
+Mary: This will be fun. Let's go. {bk10-l2c-f1-04.mp3}
+
+# Source: LLA 2C Figure 1 (questions)
+$SELECT Questions About Peg and Mary
+ID: 2c-f1-b
+REFERENCE
+INTRO: Answer the questions about Peg and Mary's plans. Tap the correct answer; the dialogue is there if you need to check.
INSTRUCTION: Tap the correct answer.
-PROMPT: Select the topic in Number 3. {bk10-l2a-f1-08.mp3}
-OPTION: a | Nell's bank
-OPTION: b | Nell's work
-OPTION: c | Nell's help
-ANSWER: b
-FEEDBACK: The topic is "Nell's Work." {bk10-l2a-f1-08-a.mp3}
-
-PROMPT: Now select the main idea.
-OPTION: a | Nell's bank cashes checks.
-OPTION: b | Nell opens and closes accounts.
-OPTION: c | Nell likes to work in the bank.
+PROMPT: What does Peg need? {bk10-l2c-f1-05.mp3}
+OPTION: a | a new car
+OPTION: b | some new books
+OPTION: c | some new clothes
ANSWER: c
-FEEDBACK: The main idea is: "Nell likes to work in the bank." {bk10-l2a-f1-09.mp3}
+FEEDBACK: Peg needs some new clothes. {bk10-l2c-f1-05-fb.mp3}
-# Source: LLA 2A Figure 6
-$DIALOGUE Apartment Managers
-ID: 2a-f6-p1
-INTRO: Now you'll do the same work without answer choices. First, listen to a paragraph about apartment managers — people whose phone never stops ringing.
-INSTRUCTION: Listen to the paragraph.
+PROMPT: Where are they going? {bk10-l2c-f1-06.mp3}
+OPTION: a | to the mall
+OPTION: b | to school
+OPTION: c | to the lab
+ANSWER: a
+FEEDBACK: They are going to the mall. {bk10-l2c-f1-06-fb.mp3}
-LINE: Apartment managers have a difficult job. {bk10-l2a-f6-01a.mp3}
-LINE: They make appointments, show the people the empty apartments, and take deposits on the rent. {bk10-l2a-f6-01b.mp3}
-LINE: They also have to talk to people when things in the apartments break or don't work. {bk10-l2a-f6-01c.mp3}
-LINE: Many times they have to work longer than 8 hours a day. {bk10-l2a-f6-01d.mp3}
-LINE: It's not an easy job. {bk10-l2a-f6-01e.mp3}
+PROMPT: Where does Mary want to go? {bk10-l2c-f1-07.mp3}
+OPTION: a | to the drugstore
+OPTION: b | to the parking lot
+OPTION: c | to the department store
+ANSWER: c
+FEEDBACK: Mary wants to go to the department store. {bk10-l2c-f1-07-fb.mp3}
-# Source: LLA 2A Figure 6
-$PRODUCE Write the Topic and Main Idea: Apartment Managers
-ID: 2a-f6-q1
-REFERENCE: 2a-f6-p1
-INTRO: This time no choices — type the topic in a word or two, then the main idea in a full sentence.
-INSTRUCTION: Type your answer.
+# Source: ST §Logar Shopping Center Directory
+$GRAMMAR The Logar Shopping Center Directory
+ID: l2-s3
+INTRO: Every American mall has a directory — a big sign that tells you which store is where. Here's the one for the Logar Shopping Center. Look it over; you'll answer questions about it next.
+
+
+
+**first floor**
+1. PETE'S Pet Shop
+2. GENE'S Variety Store
+3. BEN'S Barbershop
+4. MY CHILD Clothing Store
+5. MYRA Women's Clothing Store
+6. LEAD'S Department Store
+7. HOMER'S Department Store
+8. LEO'S Card Shop
+9. STARR Shoe Store
+10. FAST Chicken
+11. NOVA Movie Theater
+
+**second floor**
+12. DAN'S Shoe Store
+13. NEW AGE Bookstore
+14. KARR'S Cafeteria
+15. KID'S ROOM Clothes & Games
+16. TV'S R US Shop
+17. WORLD Travel Agency
+18. EYEGLASS Shop
+19. FOR MEN Clothing Store
+20. SAM'S Drugstore
+
+**stairs**
+
+# Source: ST §Answer About the Directory
+$PRODUCE Find It in the Directory
+ID: l2-s4
+REFERENCE
+INTRO: Now use the directory. Read each question and type the name of the store — or stores — where you'd go. Keep the directory open; nobody memorizes a mall.
+INSTRUCTION: Type the store name(s).
INPUT: type
CHECK: llm
-RUBRIC: Accept answers that correctly identify the topic (Apartment managers) and the main idea (Apartment managers have difficult jobs).
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key. Accept the store names in any order or phrasing, with minor spelling variation; if the prompt asks for a specific number of places, the learner must give that many.
-PROMPT: Write the topic. {bk10-l2a-f6-02.mp3}
-RESPONSE: Apartment managers
+EXAMPLE
+PROMPT: Where can you buy children's clothes? Write down the names of three stores or kinds of stores.
+RESPONSE: My Child Clothing Store, Lead's Department Store, Kid's Room Clothes & Games.
-PROMPT: Now write the main idea.
-RESPONSE: Apartment managers have difficult jobs.
+PROMPT: Mrs. Rust needs to buy some slacks for her husband. Where can she buy adult clothes for men? Write down three places.
+RESPONSE: For Men Clothing Store, Lead's Department Store, Homer's Department Store.
-# Source: LLA 2A Figure 6
-$DIALOGUE Jane's Animals
-ID: 2a-f6-p2
-INTRO: One more paragraph — Jane and her small zoo. Listen for what the writer says about her.
-INSTRUCTION: Listen to the paragraph.
+PROMPT: Bill and Ned are hungry. Where can they go for lunch?
+RESPONSE: Fast Chicken or Karr's Cafeteria.
-LINE: Jane likes animals. {bk10-l2a-f6-04a.mp3}
-LINE: She has 2 dogs, a cat, and a bird. {bk10-l2a-f6-04b.mp3}
-LINE: She keeps her cat and bird in the house. {bk10-l2a-f6-04c.mp3}
-LINE: She has a yard with a fence, and her dogs stay outside in the yard. {bk10-l2a-f6-04d.mp3}
-LINE: She is good to her animals, and she likes to play with them. {bk10-l2a-f6-04e.mp3}
+PROMPT: Sue and Rose want to buy some clothes. Which stores should they visit?
+RESPONSE: Myra Women's Clothing Store, Lead's Department Store, or Homer's Department Store.
-# Source: LLA 2A Figure 6
-$PRODUCE Write the Topic and Main Idea: Jane's Animals
-ID: 2a-f6-q2
-REFERENCE: 2a-f6-p2
-INTRO: Type the topic and the main idea for the paragraph about Jane.
-INSTRUCTION: Type your answer.
+PROMPT: Where can Howard get a haircut?
+RESPONSE: Ben's Barbershop.
+
+PROMPT: Where can John buy a birthday card? Write down three names or places.
+RESPONSE: Leo's Card Shop, Gene's Variety Store, Sam's Drugstore.
+
+PROMPT: Where can Mary Ann make reservations for her trip?
+RESPONSE: World Travel Agency.
+
+PROMPT: Which shoe store is upstairs?
+RESPONSE: Dan's Shoe Store.
+
+PROMPT: How many department stores are there downstairs? What are their names?
+RESPONSE: There are two department stores downstairs. Their names are Lead's Department Store and Homer's Department Store.
+
+PROMPT: Steve needs to buy paper and pencils. Where can he buy them? Write down the names of four places.
+RESPONSE: Gene's Variety Store, Lead's Department Store, Homer's Department Store, Sam's Drugstore.
+
+PROMPT: Where can Joe buy some tools?
+RESPONSE: Lead's Department Store or Homer's Department Store.
+
+# SKIPPED (book): "A SHOPPING TRIP" — a co-constructed classroom storytelling activity with no fixed answers.
+
+$SESSION 2-2: Joan's Trip to the Mall — Story and Word Skills
+
+# Source: LLA 2B Figure 1 (story)
+$DIALOGUE Joan Gets Lost at the Mall
+ID: 10-l2b-f1-story
+INTRO: In this part you'll follow a story about a little girl at the mall, then sharpen your spelling and your ear for word stress. First, just listen to what happened to Joan — and how quickly a mall gets very big when you're small.
+INSTRUCTION: Listen to the story.
+
+LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-01.mp3}
+LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-02.mp3}
+LINE: Joan didn't see her mother leave. {page_035_003.jpg} {bk10-l2b-f1-03.mp3}
+LINE: She was alone. {page_035_003.jpg} {bk10-l2b-f1-04.mp3}
+LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-05.mp3}
+LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-06.mp3}
+LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-07.mp3}
+LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-08.mp3}
+LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-09.mp3}
+LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-10.mp3}
+LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-11.mp3}
+LINE: After supper, she told her neighbor about her day in the mall. {page_037_001.jpg} {bk10-l2b-f1-12.mp3}
+
+# Source: LLA 2B Figure 1 (vocabulary)
+$DIALOGUE Joan's Story: New Words
+ID: 10-l2b-f1-vocab
+INTRO: Now the same story, sentence by sentence, with the new words. Listen and repeat each sentence.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+VOCAB: supper
+LINE: Another name for dinner is supper. {bk10-l2b-f1-13.mp3}
+
+LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-14.mp3}
+
+VOCAB: up
+VOCAB: stairs
+VOCAB: floor
+LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-15.mp3}
+
+LINE: Joan didn't see her mother leave. {page_035_003.jpg} {bk10-l2b-f1-16-a.mp3}
+VOCAB: alone
+LINE: She was all alone. {page_035_003.jpg} {bk10-l2b-f1-16-b.mp3}
+
+VOCAB: afraid
+LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-17.mp3}
+
+VOCAB: everybody
+LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-18.mp3}
+
+VOCAB: down
+VOCAB: escalator
+LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-19.mp3}
+
+VOCAB: everyone
+LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-20.mp3}
+
+VOCAB: ready
+LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-21.mp3}
+
+VOCAB: politely
+LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-22.mp3}
+
+LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-23.mp3}
+
+VOCAB: neighbor
+LINE: After supper, Joan told her neighbor about her day at the mall. {page_037_001.jpg} {bk10-l2b-f1-24.mp3}
+
+# Source: LLA 2B Figure 2
+$SELECT True or False: Joan's Day
+ID: 10-l2b-f2
+INTRO: How well do you remember Joan's day? Listen to each statement and decide whether it's true or false. The story is there to check.
+INSTRUCTION: Tap True or False.
+REFERENCE: 10-l2b-f1-story
+OPTION: t | True
+OPTION: f | False
+
+PROMPT: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-q.mp3}
+ANSWER: t
+FEEDBACK: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-a.mp3}
+
+PROMPT: Joan and her mother went on the escalator to the second floor. {bk10-l2b-f2-02-q.mp3}
+ANSWER: f
+FEEDBACK: Joan's mother went up the stairs to the second floor. {bk10-l2b-f2-02-a.mp3}
+
+PROMPT: Joan wasn't afraid to be alone. {bk10-l2b-f2-03-q.mp3}
+ANSWER: f
+FEEDBACK: Joan was afraid to be alone. {bk10-l2b-f2-03-a.mp3}
+
+PROMPT: Everybody tried to help Joan. {bk10-l2b-f2-04-q.mp3}
+ANSWER: t
+FEEDBACK: Everybody tried to help Joan. {bk10-l2b-f2-04-a.mp3}
+
+PROMPT: Joan's mother came down on the escalator. {bk10-l2b-f2-05-q.mp3}
+ANSWER: t
+FEEDBACK: Joan's mother came down on the escalator. {bk10-l2b-f2-05-a.mp3}
+
+PROMPT: Joan didn't want to go home and eat. {bk10-l2b-f2-06-q.mp3}
+ANSWER: f
+FEEDBACK: Joan was ready to go home. {bk10-l2b-f2-06-a.mp3}
+
+PROMPT: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-q.mp3}
+ANSWER: t
+FEEDBACK: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-a.mp3}
+
+PROMPT: Joan didn't want to talk about her day at the mall. {bk10-l2b-f2-08-q.mp3}
+ANSWER: f
+FEEDBACK: After dinner, she told her neighbor about her day at the mall. {bk10-l2b-f2-08-a.mp3}
+
+# Source: LLA 2B Figure 3
+$PRODUCE Spelling the New Words
+ID: 10-l2b-f3
INPUT: type
-CHECK: llm
-RUBRIC: Accept answers that correctly identify the topic (Jane's animals) and the main idea (Jane likes animals).
+CHECK: exact
+INTRO: Time to spell. You'll hear a word spelled letter by letter — type it, then listen and repeat the word.
+INSTRUCTION: Type the word you hear spelled.
+REPEAT
-PROMPT: Write the topic. {bk10-l2a-f6-05.mp3}
-RESPONSE: Jane's animals
+PROMPT: S-H-O-P-P-I-N-G, shopping. C-E-N-T-E-R, center. {bk10-l2b-f3-01.mp3}
+RESPONSE: shopping center {bk10-l2b-f3-01-a.mp3}
-PROMPT: Now write the main idea.
-RESPONSE: Jane likes animals.
+PROMPT: U-P-S-T-A-I-R-S, upstairs. {bk10-l2b-f3-02.mp3}
+RESPONSE: upstairs {bk10-l2b-f3-02-a.mp3}
+
+PROMPT: A-L-O-N-E, alone. {bk10-l2b-f3-03.mp3}
+RESPONSE: alone {bk10-l2b-f3-03-a.mp3}
+
+PROMPT: A-F-R-A-I-D, afraid. {bk10-l2b-f3-04.mp3}
+RESPONSE: afraid {bk10-l2b-f3-04-a.mp3}
+
+PROMPT: E-V-E-R-Y-B-O-D-Y, everybody. {bk10-l2b-f3-05.mp3}
+RESPONSE: everybody {bk10-l2b-f3-05-a.mp3}
+
+PROMPT: S-U-P-P-E-R, supper. {bk10-l2b-f3-06.mp3}
+RESPONSE: supper {bk10-l2b-f3-06-a.mp3}
+
+PROMPT: N-E-I-G-H-B-O-R, neighbor. {bk10-l2b-f3-07.mp3}
+RESPONSE: neighbor {bk10-l2b-f3-07-a.mp3}
+
+PROMPT: M-A-L-L, mall. {bk10-l2b-f3-08.mp3}
+RESPONSE: mall {bk10-l2b-f3-08-a.mp3}
+
+PROMPT: R-E-C-E-I-V-E, receive. {bk10-l2b-f3-09.mp3}
+RESPONSE: receive {bk10-l2b-f3-09-a.mp3}
+
+PROMPT: C-A-F-E-T-E-R-I-A, cafeteria. {bk10-l2b-f3-10.mp3}
+RESPONSE: cafeteria {bk10-l2b-f3-10-a.mp3}
# Source: LLA 2A Figure 4
$SELECT Strong Syllables
ID: 2a-f4
-INTRO: A pronunciation break before we go shopping. Listen to each word and tap the number of the syllable that sounds strongest.
+INTRO: English words have one syllable that's louder and stronger than the rest. Listen to each word and tap the number of the strong syllable. In "apologize", it's the second — a-PO-lo-gize.
INSTRUCTION: Tap the number of the stressed syllable.
OPTION: 1 | 1
OPTION: 2 | 2
@@ -265,430 +527,11 @@ ANSWER: 2
PROMPT: identification {bk10-l2a-f4-10.mp3}
ANSWER: 5
-# SKIPPED (book): ST Listening Skill "LISTEN!" (stressed syllables) — instructor-read word list with no words provided; the recorded Figure 4 drill above covers the same skill.
-
-$SESSION 2-2: The Shopping Center
-
-# Source: LLA 2A Figure 2
-$DIALOGUE Ruth Goes Shopping {page_032_001.jpg}
-ID: 2a-f2
-INTRO: In this part you'll learn the words for the stores in an American shopping mall. Follow Ruth's shopping trip and repeat each sentence — you'll need these words all week.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: mall
-VOCAB: shopping center
-LINE: A mall or shopping center has many different stores in it. {bk10-l2a-f2-01.mp3}
-
-VOCAB: decided to
-VOCAB: shop
-LINE: Ruth decided to shop at the mall. {bk10-l2a-f2-02.mp3}
-
-VOCAB: parking lot
-LINE: She parked her car in the parking lot at the mall. {bk10-l2a-f2-03.mp3}
-
-LINE: First she went to a book shop in the mall. {bk10-l2a-f2-04.mp3}
-
-VOCAB: upstairs
-VOCAB: clothing store
-LINE: Then Ruth went upstairs to the clothing store and bought a dress. {bk10-l2a-f2-05.mp3}
-
-VOCAB: department store
-LINE: She went to a department store. It sells clothes, furniture, and things for the house. {bk10-l2a-f2-06.mp3}
-
-VOCAB: variety store
-LINE: The variety store also sells different things, but they are smaller and cheaper things. {bk10-l2a-f2-07.mp3}
-
-VOCAB: received
-LINE: Ruth received her packages from the cashier. The cashier gave them to her. {bk10-l2a-f2-08.mp3}
-
-VOCAB: downstairs
-LINE: She went downstairs to the first floor. {bk10-l2a-f2-09.mp3}
-
-VOCAB: go shopping
-LINE: Ruth enjoys the mall and will go shopping again soon. {bk10-l2a-f2-10.mp3}
-
-# Source: ST §The Shopping Center (distinct items; twin lines of LLA 2A Figure 2 dropped)
-$DIALOGUE More Places in the Mall {st-page_053_001.jpg}
-ID: l2-s1
-INTRO: A few more places you'll find at the mall — including one where the merchandise meows. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: You can buy clothes, curtains, furniture, dishes, and tools at a department store.
-
-VOCAB: cafeteria
-LINE: A cafeteria is a restaurant similar to a mess hall.
-
-VOCAB: pet shop
-LINE: The pet shop sells cats, dogs, and birds.
-
-LINE: When you go shopping at a shopping center, you can compare the prices for things in different stores.
-
-LINE: You can't park your car in front of the mall.
-
-VOCAB: to let | let
-LINE: The police won't let you park there.
-
-# Source: ST §More About the Shopping Center
-$DIALOGUE Upstairs and Downstairs {st-page_054_001.jpg}
-ID: l2-s2
-INTRO: Malls have two floors, and several ways to get between them. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: floor
-LINE: This shopping center has two floors, the first floor or ground floor, and the second floor.
-
-VOCAB: stairs
-LINE: The stairs are next to the barbershop.
-
-VOCAB: escalator
-LINE: The stairs don't move, but the escalator does.
-
-VOCAB: up
-VOCAB: down
-LINE: People go up and down on the stairs and escalators.
-
-LINE: The cafeteria and the bookstore are upstairs.
-
-VOCAB: adult
-LINE: The mall has clothing stores for children and adults.
-
-LINE: Men can buy clothes at the For Men clothing store upstairs.
-
-LINE: My Child Clothing Store and Ben's Barbershop are downstairs.
-
-# Source: LLA 2A Figure 3
-$SELECT Questions About Ruth's Trip
-ID: 2a-f3
-REFERENCE: 2a-f2
-INTRO: Now some questions about Ruth's shopping trip. Listen, tap the correct answer, then repeat it aloud.
-INSTRUCTION: Tap the correct answer.
-REPEAT
-
-PROMPT: Where did Ruth go? {bk10-l2a-f3-01.mp3}
-OPTION: a | to the mall {bk10-l2a-f3-01-a.mp3}
-OPTION: b | to the parking lot
-OPTION: c | to her car
-ANSWER: a
-
-PROMPT: Where did she park her car? {bk10-l2a-f3-02.mp3}
-OPTION: a | in a garage
-OPTION: b | on the street
-OPTION: c | in the parking lot {bk10-l2a-f3-02-a.mp3}
-ANSWER: c
-
-PROMPT: Which store did she go to first? {bk10-l2a-f3-03.mp3}
-OPTION: a | the variety store
-OPTION: b | the clothing store
-OPTION: c | the book shop {bk10-l2a-f3-03-a.mp3}
-ANSWER: c
-
-PROMPT: Where did Ruth buy a dress? {bk10-l2a-f3-04.mp3}
-OPTION: a | the variety store
-OPTION: b | the clothing store {bk10-l2a-f3-04-a.mp3}
-OPTION: c | the drug store
-ANSWER: b
-
-PROMPT: Can one buy a dress at a department store? {bk10-l2a-f3-05.mp3}
-OPTION: a | maybe
-OPTION: b | yes {bk10-l2a-f3-05-a.mp3}
-OPTION: c | no
-ANSWER: b
-
-PROMPT: Can one buy a refrigerator at a variety store? {bk10-l2a-f3-06.mp3}
-OPTION: a | maybe
-OPTION: b | yes
-OPTION: c | no {bk10-l2a-f3-06-a.mp3}
-ANSWER: c
-
-PROMPT: How do you say, "She got her packages"? {bk10-l2a-f3-07.mp3}
-OPTION: a | She received them. {bk10-l2a-f3-07-a.mp3}
-OPTION: b | She bought them.
-OPTION: c | She shopped for them.
-ANSWER: a
-
-PROMPT: What does Ruth like to do? {bk10-l2a-f3-08.mp3}
-OPTION: a | park at the mall
-OPTION: b | go shopping {bk10-l2a-f3-08-a.mp3}
-OPTION: c | the mall
-ANSWER: b
-
-# Source: ST §Logar Shopping Center Directory
-$GRAMMAR Logar Shopping Center Directory
-ID: l2-s3
-INTRO: Here's the store directory for the Logar Shopping Center — the sign you'd read by the entrance. Look it over; you'll answer questions about it next.
-
-
-
-**first floor**
-1. PETE'S Pet Shop
-2. GENE'S Variety Store
-3. BEN'S Barbershop
-4. MY CHILD Clothing Store
-5. MYRA Women's Clothing Store
-6. LEAD'S Department Store
-7. HOMER'S Department Store
-8. LEO'S Card Shop
-9. STARR Shoe Store
-10. FAST Chicken
-11. NOVA Movie Theater
-
-**second floor**
-12. DAN'S Shoe Store
-13. NEW AGE Bookstore
-14. KARR'S Cafeteria
-15. KID'S ROOM Clothes & Games
-16. TV'S R US Shop
-17. WORLD Travel Agency
-18. EYEGLASS Shop
-19. FOR MEN Clothing Store
-20. SAM'S Drugstore
-
-**stairs**
-
-# Source: ST §Logar Shopping Center Directory (questions)
-$PRODUCE Using the Directory
-ID: l2-s4
-REFERENCE
-INTRO: Time to use the directory. For each situation, type the store — or stores — where the person should go. The directory stays open for you.
-INSTRUCTION: Look at the directory and type the name of the store or the kind of store.
-INPUT: type
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Evaluate against the directory. Accept any store names that correctly fit the prompt criteria.
-
-EXAMPLE
-PROMPT: Where can you buy children's clothes? Write down the names of three stores or kinds of stores.
-RESPONSE: My Child Clothing Store, Lead's Department Store, Kid's Room Clothes & Games.
-
-PROMPT: Mrs. Rust needs to buy some slacks for her husband. Where can she buy adult clothes for men? Write down three places.
-RESPONSE: For Men Clothing Store, Lead's Department Store, Homer's Department Store.
-
-PROMPT: Bill and Ned are hungry. Where can they go for lunch?
-RESPONSE: Fast Chicken or Karr's Cafeteria.
-
-PROMPT: Sue and Rose want to buy some clothes. Which stores should they visit?
-RESPONSE: Myra Women's Clothing Store, Lead's Department Store, or Homer's Department Store.
-
-PROMPT: Where can Howard get a haircut?
-RESPONSE: Ben's Barbershop.
-
-PROMPT: Where can John buy a birthday card? Write down three names or places.
-RESPONSE: Leo's Card Shop, Gene's Variety Store, Sam's Drugstore.
-
-PROMPT: Where can Mary Ann make reservations for her trip?
-RESPONSE: World Travel Agency.
-
-PROMPT: Which shoe store is upstairs?
-RESPONSE: Dan's Shoe Store.
-
-PROMPT: How many department stores are there downstairs? What are their names?
-RESPONSE: There are two department stores downstairs. Their names are Lead's Department Store and Homer's Department Store.
-
-PROMPT: Steve needs to buy paper and pencils. Where can he buy them? Write down the names of four places.
-RESPONSE: Gene's Variety Store, Lead's Department Store, Homer's Department Store, Sam's Drugstore.
-
-PROMPT: Where can Joe buy some tools?
-RESPONSE: Lead's Department Store or Homer's Department Store.
-
-# SKIPPED (book): "A SHOPPING TRIP" — a co-constructed classroom storytelling activity with no fixed answers.
-
-# Source: LLA 2A Figure 5
-$DIALOGUE Frank and Doris at the Mall
-ID: 2a-f5
-INTRO: Frank and Doris talk about her day at the mall — including the eternal struggle for a parking space. Just listen; questions follow.
-INSTRUCTION: Listen to the dialogue.
-
-Frank: Did you go shopping at the mall today? {bk10-l2a-f5-01.mp3}
-Doris: I sure did. It was very crowded. At first I couldn't find a place in the parking lot. Finally I found one. {bk10-l2a-f5-02.mp3}
-Frank: Where did you shop? {bk10-l2a-f5-03.mp3}
-Doris: I shopped at the department store. I ordered a dress from there last week, and I went to pick it up. While I was there I bought some other things. {bk10-l2a-f5-04.mp3}
-Frank: Did you go to any other stores? {bk10-l2a-f5-05.mp3}
-Doris: Yes, I went to the bookshop. I was looking for a book, but they didn't have it. {bk10-l2a-f5-06.mp3}
-Frank: Did you have lunch at the cafeteria? {bk10-l2a-f5-07.mp3}
-Doris: Yes, I did. It was delicious. {bk10-l2a-f5-08.mp3}
-
-# Source: LLA 2A Figure 5 (questions)
-$PRODUCE Questions About Doris's Day
-ID: 2a-f5-b
-REFERENCE
-INTRO: Answer these questions about Frank and Doris's conversation aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Where did the woman go shopping? {bk10-l2a-f5-09-q.mp3}
-RESPONSE: The woman went shopping at the mall. {bk10-l2a-f5-09-a.mp3}
-
-PROMPT: Where did she park? {bk10-l2a-f5-10-q.mp3}
-RESPONSE: She parked in the parking lot. {bk10-l2a-f5-10-a.mp3}
-
-PROMPT: Where did the woman shop and buy things? {bk10-l2a-f5-11-q.mp3}
-RESPONSE: She shopped and bought things at the department store. {bk10-l2a-f5-11-a.mp3}
-
-PROMPT: What other store did she go to? {bk10-l2a-f5-12-q.mp3}
-RESPONSE: She went to the bookshop. {bk10-l2a-f5-12-a.mp3}
-
-PROMPT: Where did she eat lunch? {bk10-l2a-f5-13-q.mp3}
-RESPONSE: She ate lunch at the cafeteria. {bk10-l2a-f5-13-a.mp3}
-
-$SESSION 2-3: A Trip to the Mall
-
-# Source: LLA 2B Figure 1
-$DIALOGUE Joan at the Shopping Center
-ID: 2b-f1
-INTRO: In this part you'll follow a whole story and answer questions about it. Joan goes to the shopping center with her mother — and for a few bad minutes, without her. Just listen and watch the pictures.
-INSTRUCTION: Listen to the story.
-
-LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-01.mp3}
-LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-02.mp3}
-LINE: Joan didn't see her mother leave. {page_035_003.jpg} {bk10-l2b-f1-03.mp3}
-LINE: She was alone. {page_035_003.jpg} {bk10-l2b-f1-04.mp3}
-LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-05.mp3}
-LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-06.mp3}
-LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-07.mp3}
-LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-08.mp3}
-LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-09.mp3}
-LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-10.mp3}
-LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-11.mp3}
-LINE: After supper, she told her neighbor about her day in the mall. {page_037_001.jpg} {bk10-l2b-f1-12.mp3}
-
-# Source: LLA 2B Figure 1 (vocabulary pass)
-$DIALOGUE Words from the Story
-ID: 2b-f1-b
-INTRO: Now the story's key words, one by one, each in its sentence. Listen and repeat.
-INSTRUCTION: Listen and repeat each word and sentence.
-REPEAT
-
-VOCAB: supper
-LINE: Another name for dinner is supper. {bk10-l2b-f1-13.mp3}
-
-VOCAB: shopping center
-LINE: Joan went to the shopping center with her mother. {page_035_001.jpg} {bk10-l2b-f1-14.mp3}
-
-VOCAB: up
-VOCAB: stairs
-VOCAB: floor
-LINE: Her mother went up the stairs to the second floor. {page_035_002.jpg} {bk10-l2b-f1-15.mp3}
-
-VOCAB: alone
-LINE: Joan didn't see her mother leave. She was all alone. {page_035_003.jpg} {bk10-l2b-f1-16.mp3}
-
-VOCAB: afraid
-LINE: When she realized that, she was afraid and she cried. {page_035_003.jpg} {bk10-l2b-f1-17.mp3}
-
-VOCAB: everybody
-LINE: Everybody tried to help her. {page_036_001.jpg} {bk10-l2b-f1-18.mp3}
-
-VOCAB: down
-VOCAB: escalator
-LINE: Joan's mother came back down on the escalator. {page_036_002.jpg} {bk10-l2b-f1-19.mp3}
-
-VOCAB: everyone
-LINE: Everyone was glad to see her. {page_036_003.jpg} {bk10-l2b-f1-20.mp3}
-
-VOCAB: ready
-LINE: When Joan saw her mother, she was ready to go home. {page_036_003.jpg} {bk10-l2b-f1-21.mp3}
-
-VOCAB: politely
-LINE: The mother politely thanked everyone for their help. {page_036_004.jpg} {bk10-l2b-f1-22.mp3}
-
-VOCAB: decided
-LINE: Joan decided to watch her mother more carefully next time. {page_036_004.jpg} {bk10-l2b-f1-23.mp3}
-
-VOCAB: neighbor
-LINE: After supper, Joan told her neighbor about her day at the mall. {page_037_001.jpg} {bk10-l2b-f1-24.mp3}
-
-# Source: LLA 2B Figure 2
-$SELECT True or False: Joan's Day
-ID: 2b-f2
-REFERENCE: 2b-f1
-INTRO: Now check how well you followed Joan's adventure. Decide if each statement is true or false, tap your answer, then repeat the correct sentence you hear.
-INSTRUCTION: Tap True or False.
-REPEAT
-
-OPTION: t | True
-OPTION: f | False
-
-PROMPT: Joan and her mother went to a shopping center. {bk10-l2b-f2-01-q.mp3}
-ANSWER: t
-FEEDBACK: Repeat: "Joan and her mother went to a shopping center." {bk10-l2b-f2-01-a.mp3}
-
-PROMPT: Joan and her mother went on the escalator to the second floor. {bk10-l2b-f2-02-q.mp3}
-ANSWER: f
-FEEDBACK: "Joan and her mother didn't go to the second floor on the escalator." Repeat: "Joan's mother went up the stairs to the second floor." {bk10-l2b-f2-02-a.mp3}
-
-PROMPT: Joan wasn't afraid to be alone. {bk10-l2b-f2-03-q.mp3}
-ANSWER: f
-FEEDBACK: Repeat: "Joan was afraid to be alone." {bk10-l2b-f2-03-a.mp3}
-
-PROMPT: Everybody tried to help Joan. {bk10-l2b-f2-04-q.mp3}
-ANSWER: t
-FEEDBACK: Repeat: "Everybody tried to help Joan." {bk10-l2b-f2-04-a.mp3}
-
-PROMPT: Joan's mother came down on the escalator. {bk10-l2b-f2-05-q.mp3}
-ANSWER: t
-FEEDBACK: Repeat: "Joan's mother came down on the escalator." {bk10-l2b-f2-05-a.mp3}
-
-PROMPT: Joan didn't want to go home and eat. {bk10-l2b-f2-06-q.mp3}
-ANSWER: f
-FEEDBACK: Repeat: "Joan was ready to go home." {bk10-l2b-f2-06-a.mp3}
-
-PROMPT: Joan decided to watch her mother more carefully next time. {bk10-l2b-f2-07-q.mp3}
-ANSWER: t
-FEEDBACK: Repeat: "Joan decided to watch her mother more carefully next time." {bk10-l2b-f2-07-a.mp3}
-
-PROMPT: Joan didn't want to talk about her day at the mall. {bk10-l2b-f2-08-q.mp3}
-ANSWER: f
-FEEDBACK: "Joan did talk about her day at the mall." Repeat: "After dinner, she told her neighbor about her day at the mall." {bk10-l2b-f2-08-a.mp3}
-
-# Source: LLA 2B Figure 3
-$PRODUCE Spelling Practice
-ID: 2b-f3
-INPUT: type
-CHECK: exact
-INTRO: Now spell this lesson's words. Listen to each word being spelled out, type it, then say it back.
-INSTRUCTION: Type the spelled word.
-REPEAT
-
-PROMPT: shopping center. S-H-O-P-P-I-N-G, shopping. C-E-N-T-E-R, center. {bk10-l2b-f3-01-q.mp3}
-RESPONSE: shopping center {bk10-l2b-f3-01-a.mp3}
-
-PROMPT: upstairs. U-P-S-T-A-I-R-S, upstairs. {bk10-l2b-f3-02-q.mp3}
-RESPONSE: upstairs {bk10-l2b-f3-02-a.mp3}
-
-PROMPT: alone. A-L-O-N-E, alone. {bk10-l2b-f3-03-q.mp3}
-RESPONSE: alone {bk10-l2b-f3-03-a.mp3}
-
-PROMPT: afraid. A-F-R-A-I-D, afraid. {bk10-l2b-f3-04-q.mp3}
-RESPONSE: afraid {bk10-l2b-f3-04-a.mp3}
-
-PROMPT: everybody. E-V-E-R-Y-B-O-D-Y, everybody. {bk10-l2b-f3-05-q.mp3}
-RESPONSE: everybody {bk10-l2b-f3-05-a.mp3}
-
-PROMPT: supper. S-U-P-P-E-R, supper. {bk10-l2b-f3-06-q.mp3}
-RESPONSE: supper {bk10-l2b-f3-06-a.mp3}
-
-PROMPT: neighbor. N-E-I-G-H-B-O-R, neighbor. {bk10-l2b-f3-07-q.mp3}
-RESPONSE: neighbor {bk10-l2b-f3-07-a.mp3}
-
-PROMPT: mall. M-A-L-L, mall. {bk10-l2b-f3-08-q.mp3}
-RESPONSE: mall {bk10-l2b-f3-08-a.mp3}
-
-PROMPT: receive. R-E-C-E-I-V-E, receive. {bk10-l2b-f3-09-q.mp3}
-RESPONSE: receive {bk10-l2b-f3-09-a.mp3}
-
-PROMPT: cafeteria. C-A-F-E-T-E-R-I-A, cafeteria. {bk10-l2b-f3-10-q.mp3}
-RESPONSE: cafeteria {bk10-l2b-f3-10-a.mp3}
-
# Source: ST §Do You Want a Shake?
$DIALOGUE Do You Want a Shake? {st-page_063_001.jpg}
ID: l2-s7
-INTRO: A short kitchen scene: Chris is shaking a glass, and Dorothy wants to know why. Listen for the word "shake" — you'll meet it again in the next story.
-INSTRUCTION: Listen and repeat the dialog.
+INTRO: Chris is making something in the kitchen — noisily. Listen for the word "shake"; you'll meet it again in the next story. Then repeat the lines.
+INSTRUCTION: Listen to the dialog, then repeat it.
REPEAT
Dorothy: Chris, why are you shaking that glass?
@@ -705,8 +548,9 @@ Dorothy: No, thanks.
# Source: ST §My Neighbor, Mrs. Wright
$DIALOGUE My Neighbor, Mrs. Wright
ID: l2-s10
-INTRO: Now a longer story: Jane and her favorite neighbor, Mrs. Wright — sixty-five, lives alone, and an excellent cook. Read along as you listen; questions follow.
-INSTRUCTION: Listen and read along.
+INTRO: Now a longer reading. Jane tells us about her favorite neighbor, Mrs. Wright — who is sixty-five, lives alone, and cooks better than most restaurants. Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
LINE: Mrs. Wright and I live in the same apartment building. She's my favorite neighbor.
@@ -718,7 +562,6 @@ LINE: She's 65 years old and no one lives with her. She lives alone.
LINE: Sometimes we go shopping together.
-VOCAB: polite
LINE: I help her take her packages to her apartment. She says that I'm very polite because I help her.
LINE: I worry about her. I asked her, "Are you afraid to live alone?"
@@ -732,32 +575,36 @@ LINE: I told her to call me when she needed something. She was pleased and said,
LINE: Last Friday, she asked me to have supper with her.
-LINE: I went to her apartment at 7:00 p.m. Mrs. Wright is a very good cook.
-LINE: She cooked some delicious chicken with potatoes. I really enjoyed my supper.
+LINE: I went to her apartment at 7:00 p.m.
+LINE: Mrs.
+LINE: Wright is a very good cook.
+LINE: She cooked some delicious chicken with potatoes.
+LINE: I really enjoyed my supper.
LINE: After I got home, I wanted to do something nice for her. I decided to buy her a pet.
-LINE: I knew she liked cats. I went to the pet shop and found a beautiful cat.
+LINE: I knew she liked cats.
+LINE: I went to the pet shop and found a beautiful cat.
LINE: I bought the cat and took it to her.
-VOCAB: to receive | receive
LINE: She was very glad to receive the little cat and called him Poly.
-LINE: "Why did you call him Poly?" I asked.
+LINE: "Why did you call him Poly?"
+LINE: I asked.
LINE: She said, "I always want to remember you, Jane, my very polite neighbor."
LINE: I was happy that she liked the cat, but I was happier that now she didn't live alone.
-# Source: ST §My Neighbor, Mrs. Wright (questions)
+# Source: ST §Answer About Mrs. Wright
$PRODUCE Questions About Mrs. Wright
ID: l2-s11
REFERENCE
-INTRO: Answer these questions about Jane and Mrs. Wright aloud, in full sentences. The story stays available if you need to check a detail.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer these questions about Mrs. Wright aloud, in a full sentence. The story is there if a detail escapes you.
+INSTRUCTION: Answer aloud in a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Treat the model answer as the factual key. Accept any reasonable phrasing.
+RUBRIC: Treat the model answer as the factual key. Accept any reasonable phrasing or short form of the same fact.
PROMPT: Why do you think Jane called Mrs. Wright her neighbor?
RESPONSE: Because they live in the same apartment building.
@@ -795,16 +642,372 @@ RESPONSE: Because it reminded her of Jane, her very polite neighbor.
PROMPT: What made Jane happier?
RESPONSE: She was happier that now Mrs. Wright didn't live alone.
-# SKIPPED (book): Reading Skill "WHERE AND WHAT TIME?" and "HOW MUCH?" — depends on a printed store ad or sign image that is missing from the source.
+# Source: ST §Everyone / Everybody
+$GRAMMAR Everyone or Everybody
+ID: l2-s8
+INTRO: You heard "everybody" and "everyone" in Joan's story. Here's the one thing to remember about them.
-$SESSION 2-4: Happy to Help — Adjective + Infinitive
+"Everyone" and "everybody" mean the same thing — all the people. Even though they mean many people, they take a **singular** verb, like "he" or "she":
+
+{Does everyone like to go to the mall?}
+{Yes, everybody likes to go to the mall.}
+{No, not everybody.}
+
+| | | |
+|---|---|---|
+| Does | everyone
everybody | like to go to the mall? |
+
+| | | |
+|---|---|---|
+| Yes, | everyone | likes to go to the mall. |
+| No, not | everybody | |
+
+# Source: ST §Ask and Answer: Everyone / Everybody
+$PRODUCE Ask and Answer: Everyone or Everybody
+ID: l2-s9
+INTRO: Use each cue to ask a question with "everyone" or "everybody", then answer it yes or no. Remember the singular verb — everybody likes, not everybody like.
+INSTRUCTION: Ask a question with "everyone" or "everybody", then answer yes or no.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must ask a question built from the cue using "everyone" or "everybody", and give a logical yes/no answer. Singular verb agreement (likes, is, has) is the point — plural agreement fails. Yes or no is the learner's choice.
+
+EXAMPLE
+PROMPT: like to go to the mall
+RESPONSE: Does everyone like to go to the mall? Yes, everybody likes to go to the mall.
+
+PROMPT: like weekends
+RESPONSE: Does everyone like weekends? Yes, everybody likes weekends.
+
+PROMPT: is tired today
+RESPONSE: Is everyone tired today? No, not everybody is tired today.
+
+PROMPT: go shopping at the mall
+RESPONSE: Does everybody go shopping at the mall? Yes, everyone goes shopping at the mall.
+
+PROMPT: want more chicken
+RESPONSE: Does everyone want more chicken? No, not everybody wants more chicken.
+
+PROMPT: in this office have a holiday on Monday
+RESPONSE: Does everyone in this office have a holiday on Monday? Yes, everybody in this office has a holiday on Monday.
+
+PROMPT: like to have free time
+RESPONSE: Does everybody like to have free time? Yes, everyone likes to have free time.
+
+PROMPT: enjoy parties
+RESPONSE: Does everyone enjoy parties? Yes, everybody enjoys parties.
+
+PROMPT: work on weekdays
+RESPONSE: Does everybody work on weekdays? No, not everyone works on weekdays.
+
+PROMPT: get up late on weekends
+RESPONSE: Does everyone get up late on weekends? No, not everybody gets up late on weekends.
+
+PROMPT: in class speak English
+RESPONSE: Does everyone in class speak English? Yes, everybody in class speaks English.
+
+# SKIPPED (book): Reading Skill "WHERE AND WHAT TIME?" and "HOW MUCH?" — depends on a printed store ad or sign image that is missing from the source.
+# SKIPPED (book): Listening Skill "LISTEN!" (stressed syllables, ST version) — instructor-read with no provided words; the cassette version is converted above as "Strong Syllables".
+
+$SESSION 2-3: Introductions
+
+# Source: ST §An Introduction
+$DIALOGUE Meeting Someone New
+ID: l2-s5
+INTRO: In this part you'll learn to introduce people the American way — who to name first, and what to say back. Steve introduces two friends. Listen and repeat the key phrases.
+INSTRUCTION: Repeat the dialogs.
+REPEAT
+
+VOCAB: Have you met
+Steve: John, have you met Don Clark? {st-page_061_001.jpg}
+
+John: No, I haven't. {st-page_061_001.jpg}
+
+VOCAB: to introduce | introduce
+VOCAB: Let me introduce
+Steve: Well, let me introduce him to you. {st-page_061_001.jpg}
+
+VOCAB: I'd like you to meet
+Steve: John, I'd like you to meet Don Clark. {st-page_061_002.jpg}
+
+VOCAB: It's a pleasure to meet you.
+John: It's a pleasure to meet you. {st-page_061_002.jpg}
+
+Don: Glad to meet you, too. {st-page_061_002.jpg}
+
+# Source: LLA 2C Figure 6
+$DIALOGUE An Introduction
+ID: 2c-f6
+INTRO: Now hear an introduction between three people — Sally does the honors. Notice the things people say when they meet for the first time.
+INSTRUCTION: Listen to the dialogue.
+
+Sally: Mary, have you met Jack? {page_044_001.jpg} {bk10-l2c-f6-01.mp3}
+Mary: No, I haven't. {page_044_001.jpg} {bk10-l2c-f6-02.mp3}
+Sally: Let me introduce you. Mary, this is Jack Jones. Jack, this is Mary Barr. {page_044_001.jpg} {bk10-l2c-f6-03.mp3}
+VOCAB: How do you do?
+Mary: How do you do, Jack? {page_044_001.jpg} {bk10-l2c-f6-04.mp3}
+Jack: It's a pleasure to meet you, Mary. {page_044_001.jpg} {bk10-l2c-f6-05.mp3}
+
+# Source: LLA 2C Figure 7
+$DIALOGUE Introduction Phrases
+ID: 2c-f7
+INTRO: Here are the most common introduction phrases, one by one. Listen and repeat — these are the exact words you'll use in the drills coming up.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: I'd like you to meet my sister. {bk10-l2c-f7-01.mp3}
+LINE: Have you met my friend Joe? {bk10-l2c-f7-02.mp3}
+LINE: Let me introduce you to my wife. {bk10-l2c-f7-03.mp3}
+LINE: I want you to meet my husband. {bk10-l2c-f7-04.mp3}
+LINE: This is David Williams. {bk10-l2c-f7-05.mp3}
+LINE: It's a pleasure to meet you. {bk10-l2c-f7-06.mp3}
+LINE: I'm happy to meet you. {bk10-l2c-f7-07.mp3}
+LINE: How do you do? {bk10-l2c-f7-08.mp3}
+
+# Source: ST §Pleased to Meet You
+$DIALOGUE Pleased to Meet You {st-page_062_001.jpg}
+ID: l2-s6
+INTRO: A more formal introduction, between officers this time. Listen and repeat, then read it through.
+INSTRUCTION: Repeat the dialog. Then read it.
+REPEAT
+
+Captain_James: Major Stans, let me introduce Captain Gray. Major Stans, Captain Gray.
+
+Major_Stans: How do you do, Captain Gray?
+
+Captain_Gray: How do you do, sir? I'm pleased to meet you.
+
+Major_Stans: Are you new in town?
+
+Captain_Gray: Yes, I arrived just two days ago.
+
+# Source: ST §Introductions: Men to Women
+$DIALOGUE Rule 1: Introduce Men to Women
+ID: l2-s16
+INTRO: Who gets named first? There are three rules. Rule one: introduce men to women — speak to the woman first. Listen and repeat.
+INSTRUCTION: Repeat the dialog. Then read it.
+REPEAT
+
+Narrator: Introduce men to women. Speak to and look at the woman first. Tell her the man's complete name. Then tell the man the woman's complete name. {st-page_073_001.jpg}
+
+David: Hello, John. I'd like you to meet a friend of mine. Jane, this is John Green. John, Jane Woods.
+Jane: Hello, John. It's nice meeting you.
+
+Jeff: Hello, Mrs. Smith. How are you?
+Mrs_Smith: I'm fine, thanks. How are you?
+Jeff: I'd like you to meet my brother, Mark.
+Mrs_Smith: How do you do, Mark? I'm glad to know you.
+
+# Source: ST §Introductions: Younger to Older
+$DIALOGUE Rule 2: Introduce Younger to Older
+ID: l2-s17
+INTRO: Rule two: introduce younger people to older people — the older person hears the name first. Listen and repeat.
+INSTRUCTION: Repeat the dialog. Then read it.
+REPEAT
+
+Narrator: Introduce younger people to older people. Look at or speak to the older person first. {st-page_074_001.jpg}
+
+Mrs_Barr: Dr. Rivers, have you met Miss Betty Ash? She'll start your English class next week.
+Dr_Rivers: I'm happy to know you, Miss Ash. I hope you'll like my class.
+Miss_Ash: How do you do, sir?
+
+Mr_West: Mr. Farr, I want you to meet my son Tommy.
+Mr_Farr: It's nice to meet you.
+Tommy: Thank you, sir.
+
+# Source: ST §Introductions: Lower to Higher Rank
+$DIALOGUE Rule 3: Introduce Lower Rank to Higher Rank
+ID: l2-s18
+INTRO: Rule three, for the military: introduce people of lower rank to people of higher rank. The general never waits. Listen and repeat.
+INSTRUCTION: Repeat the dialog. Then read it.
+REPEAT
+
+Narrator: Introduce people of lower rank to people of higher rank. Look at or speak to the person of higher rank and introduce the person of lower rank. {st-page_075_001.jpg}
+
+Col_Green: General Briggs, let me introduce Sergeant Mark Stacy. Sergeant Stacy is going to be your new driver.
+Sgt_Stacy: How do you do, sir?
+Gen_Briggs: Welcome, sergeant. I understand you're a very good driver.
+
+Capt_Barber: Colonel Flowers, do you know Captain Phillip Prince?
+Col_Flowers: It's a pleasure to meet you, Captain Prince.
+Capt_Prince: Thank you, sir.
+
+# Source: LLA 2C Figure 8
+$PRODUCE Complete the Introduction
+ID: 2c-f8
+INPUT: speak
+CHECK: reveal
+INTRO: Now you do the introducing. You'll hear a name or phrase — say the complete introduction sentence aloud, then repeat the model.
+INSTRUCTION: Complete the sentence aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: (Lt Anders)
+PROMPT: Lieutenant Anders. {bk10-l2c-f8-ex-q.mp3}
+RESPONSE: I'd like you to meet Lieutenant Anders. {bk10-l2c-f8-ex-a.mp3}
+
+TEMPLATE: I'd like you to meet ____. (Captain Carr)
+PROMPT: Captain Carr. {bk10-l2c-f8-01-q.mp3}
+RESPONSE: I'd like you to meet Captain Carr. {bk10-l2c-f8-01-a.mp3}
+
+TEMPLATE: Have you met ____? (Jane Smith)
+PROMPT: Jane Smith. {bk10-l2c-f8-02-q.mp3}
+RESPONSE: Have you met Jane Smith? {bk10-l2c-f8-02-a.mp3}
+
+TEMPLATE: Let me introduce you to ____. (My mother)
+PROMPT: My mother. {bk10-l2c-f8-03-q.mp3}
+RESPONSE: Let me introduce you to my mother. {bk10-l2c-f8-03-a.mp3}
+
+TEMPLATE: I want you to meet my sister ____. (Rita)
+PROMPT: Rita. {bk10-l2c-f8-04-q.mp3}
+RESPONSE: I want you to meet my sister Rita. {bk10-l2c-f8-04-a.mp3}
+
+TEMPLATE: This is ____. (Colonel Davis)
+PROMPT: Colonel Davis. {bk10-l2c-f8-05-q.mp3}
+RESPONSE: This is Colonel Davis. {bk10-l2c-f8-05-a.mp3}
+
+TEMPLATE: It's ____ to meet you. (A pleasure)
+PROMPT: A pleasure. {bk10-l2c-f8-06-q.mp3}
+RESPONSE: It's a pleasure to meet you. {bk10-l2c-f8-06-a.mp3}
+
+TEMPLATE: I'm ____ to meet you. (Glad)
+PROMPT: Glad. {bk10-l2c-f8-07-q.mp3}
+RESPONSE: I'm glad to meet you. {bk10-l2c-f8-07-a.mp3}
+
+# Source: LLA 2C Figure 9
+$PRODUCE Make an Introduction
+ID: 2c-f9
+INPUT: speak
+CHECK: reveal
+INTRO: Remember the rules — men to women, younger to older, lower rank to higher rank. Listen to the two names, decide who is named first, and make the introduction. Then repeat the model.
+INSTRUCTION: Say the introduction aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: (Mrs. Hall / Mr. Win)
+PROMPT: Mrs. Hall and Mr. Wynn. I'd like you to meet my friend. {bk10-l2c-f9-ex-q.mp3}
+RESPONSE: I'd like you to meet my friend. Mrs. Hall, this is Mr. Wynn. {bk10-l2c-f9-ex-a.mp3}
+
+TEMPLATE: (Lieutenant Ali / Colonel James)
+PROMPT: Lieutenant Ali and Colonel James. {bk10-l2c-f9-01-q.mp3}
+RESPONSE: I'd like you to meet my friend. Colonel James, this is Lieutenant Ali. {bk10-l2c-f9-01-a.mp3}
+
+TEMPLATE: (Mary Wilson / John Hill)
+PROMPT: Mary Wilson and John Hill. {bk10-l2c-f9-02-q.mp3}
+RESPONSE: I'd like you to meet my friend. Mary Wilson, this is John Hill. {bk10-l2c-f9-02-a.mp3}
+
+TEMPLATE: (Captain Black / Sergeant Green)
+PROMPT: Captain Black and Sergeant Green. {bk10-l2c-f9-03-q.mp3}
+RESPONSE: I'd like you to meet my friend. Captain Black, this is Sergeant Green. {bk10-l2c-f9-03-a.mp3}
+
+TEMPLATE: (Jack Brown / Jane Smith)
+PROMPT: Jack Brown and Jane Smith. {bk10-l2c-f9-04-q.mp3}
+RESPONSE: I'd like you to meet my friend. Jane Smith, this is Jack Brown. {bk10-l2c-f9-04-a.mp3}
+
+TEMPLATE: (Private White / Sergeant Gray)
+PROMPT: Private White and Sergeant Gray. {bk10-l2c-f9-05-q.mp3}
+RESPONSE: I'd like you to meet my friend. Sergeant Gray, this is Private White. {bk10-l2c-f9-05-a.mp3}
+
+TEMPLATE: (Colonel Hall / General Davis)
+PROMPT: Colonel Hall and General Davis. {bk10-l2c-f9-06-q.mp3}
+RESPONSE: I'd like you to meet my friend. General Davis, this is Colonel Hall. {bk10-l2c-f9-06-a.mp3}
+
+# Source: LLA 2C Figure 10
+$DIALOGUE Let's Have a Conversation!
+ID: 2c-f10
+INTRO: A short three-person introduction — a student, an instructor, and a new classmate. Listen first; in a moment you'll play every role yourself.
+INSTRUCTION: Listen to the dialogue.
+
+Student1: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-01.mp3}
+Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
+Student2: How do you do, sir? {bk10-l2c-f10-03.mp3}
+
+# Source: LLA 2C Figure 10 (role play)
+$PRODUCE You Be the Instructor
+ID: 2c-f10-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Now take part in the conversation. You be the instructor — read your line aloud when it's your turn.
+INSTRUCTION: Speak the instructor's lines.
+
+PROMPT: Mr. Hill, have you met Ms. Jane Dowell? She will be in your class this week. {bk10-l2c-f10-04.mp3}
+TEMPLATE: I'm happy to know you, Miss Dowell. I hope you'll enjoy my class.
+RESPONSE: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-05.mp3}
+
+# Source: LLA 2C Figure 10 (role play)
+$PRODUCE You Be Student 1
+ID: 2c-f10-c
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Same conversation, new role — now you begin as Student 1.
+INSTRUCTION: Speak Student 1's lines.
+
+PROMPT: Begin. {bk10-l2c-f10-06.mp3}
+TEMPLATE: Mr. Hill, have you met Miss Jane Dowell? She'll be in your class this week.
+RESPONSE: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-07.mp3}
+
+# Source: LLA 2C Figure 10 (role play)
+$PRODUCE You Be Student 2
+ID: 2c-f10-d
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Last role — you're Ms. Dowell, Student 2. One polite line and you're done.
+INSTRUCTION: Speak Student 2's lines.
+
+PROMPT: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-08.mp3}
+TEMPLATE: How do you do, sir?
+RESPONSE: How do you do, sir? {bk10-l2c-f10-09.mp3}
+
+# Source: LLA 2C Figure 11
+$PRODUCE Someone or Anyone
+ID: 2c-f11
+INPUT: speak
+CHECK: reveal
+INTRO: One more pair of words before this part ends: "someone" and "anyone". Use the cue to ask a question with "someone", then answer it — "anyone" for no, "someone" for yes. Repeat the model.
+INSTRUCTION: Speak the question and the answer aloud.
+REPEAT
+
+EXAMPLE
+TEMPLATE: hit with ball (No)
+PROMPT: Did you hit someone with the ball? {bk10-l2c-f11-ex-q.mp3}
+RESPONSE: No, I didn't hit anyone. {bk10-l2c-f11-ex-a.mp3}
+
+TEMPLATE: 1. see at the party (No)
+PROMPT: Did you see anyone at the party? {bk10-l2c-f11-01-q.mp3}
+RESPONSE: No, I didn't see anyone. {bk10-l2c-f11-01-a.mp3}
+
+TEMPLATE: 2. hurt feelings (Yes)
+PROMPT: Did she hurt anyone's feelings? {bk10-l2c-f11-02-q.mp3}
+RESPONSE: Yes, she hurt someone's feelings. {bk10-l2c-f11-02-a.mp3}
+
+TEMPLATE: 3. talk on the phone (No)
+PROMPT: Did you talk to someone on the phone? {bk10-l2c-f11-03-q.mp3}
+RESPONSE: No, I didn't talk to anyone on the phone. {bk10-l2c-f11-03-a.mp3}
+
+TEMPLATE: 4. lie at school (No)
+PROMPT: Did you lie to anyone at school? {bk10-l2c-f11-04-q.mp3}
+RESPONSE: No, I didn't lie to anyone at school. {bk10-l2c-f11-04-a.mp3}
+
+TEMPLATE: 5. tell the story (Yes)
+PROMPT: Did you tell someone the story? {bk10-l2c-f11-05-q.mp3}
+RESPONSE: Yes, I told someone the story. {bk10-l2c-f11-05-a.mp3}
+
+TEMPLATE: 6. tell the correct time (No)
+PROMPT: Did you tell someone the correct time? {bk10-l2c-f11-06-q.mp3}
+RESPONSE: No, I didn't tell anyone. {bk10-l2c-f11-06-a.mp3}
+
+# SKIPPED (book): "RULES FOR INTRODUCTIONS" — instructor-read listening exercise with no text provided.
+# SKIPPED (book): "LET ME INTRODUCE YOU TO ...." and "HOW DO YOU DO, ...." — open-ended role-play / group practice introducing classmates.
+
+$SESSION 2-4: Glad to Meet You — Adjective + Infinitive
# Source: ST §Predicate Adjective + Infinitive
$GRAMMAR Adjective + Infinitive
ID: l2-s12
-INTRO: You've been hearing sentences like "Joan was ready to go home" and "Everyone was glad to see her." In this part you'll learn that pattern and practice it until it's automatic.
-
-After adjectives like **happy**, **glad**, **sorry**, **ready**, **upset**, **pleased**, and **afraid**, use the infinitive — **to** + verb.
+INTRO: You've been saying "pleased to meet you" all day. In this part you'll learn the pattern behind it — an adjective followed by an infinitive — and practice it until it's automatic.
The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes follow an adjective in the pattern:
**Subject + BE + adjective + infinitive.**
@@ -819,12 +1022,15 @@ The infinitive form of the verb (to eat, to leave, to say, etc.) can sometimes f
| Lt Brooks is | sorry | to say | good-bye to his men. |
| Is Linda | afraid | to live | alone? |
-Listen: {Janet is happy to be back in town.} {Frank was glad to help Judy move.}
+Listen to two of them as full sentences:
+
+{Janet is happy to be back in town.}
+{Is Linda afraid to live alone?}
# Source: ST §Predicate Adjective + Infinitive (sentences)
-$DIALOGUE Adjective + Infinitive Sentences
+$DIALOGUE Adjective + Infinitive: Examples
ID: l2-s13
-INTRO: Here's the pattern in ten everyday sentences. Listen and repeat each one.
+INTRO: Ten example sentences with the pattern. Listen and say each one back — feel where the adjective meets the infinitive.
INSTRUCTION: Listen and repeat each sentence.
REPEAT
@@ -841,107 +1047,107 @@ LINE: Kevin will be glad to help you move.
# Source: LLA 2B Figure 4
$PRODUCE Make a New Sentence
-ID: 2b-f4
+ID: 10-l2b-f4
INPUT: speak
CHECK: reveal
-INTRO: Now build the pattern yourself. Listen to the short sentence, read the cue on your screen, and combine them into one adjective-plus-infinitive sentence. Then repeat the correct answer.
-INSTRUCTION: Combine the spoken sentence and the printed cue.
+INTRO: Now build the pattern yourself. Listen to the first sentence, combine it with the cue on your screen using an infinitive, and say the new sentence. Then repeat the correct answer.
+INSTRUCTION: Say the new sentence aloud.
REPEAT
EXAMPLE
-TEMPLATE: He *has* a new car.
PROMPT: Sam was glad. {bk10-l2b-f4-ex-q.mp3}
+TEMPLATE: He *has* a new car.
RESPONSE: Sam was glad to have a new car. {bk10-l2b-f4-ex-a.mp3}
-TEMPLATE: She *has* a new coat.
PROMPT: Fran is pleased. {bk10-l2b-f4-01-q.mp3}
+TEMPLATE: She *has* a new coat.
RESPONSE: Fran is pleased to have a new coat. {bk10-l2b-f4-01-a.mp3}
-TEMPLATE: He's *leaving* Texas.
PROMPT: Roger is sorry. {bk10-l2b-f4-02-q.mp3}
+TEMPLATE: He's *leaving* Texas.
RESPONSE: Roger is sorry to leave Texas. {bk10-l2b-f4-02-a.mp3}
-TEMPLATE: She's *going* to the doctor's.
PROMPT: Jane is afraid. {bk10-l2b-f4-03-q.mp3}
-RESPONSE: Jane is afraid to go to the doctor's. {bk10-l2b-f4-03-a.mp3}
+TEMPLATE: She's *going* to the doctor's.
+RESPONSE: Jane is afraid to go to the doctors. {bk10-l2b-f4-03-a.mp3}
-TEMPLATE: She *got* the message.
PROMPT: Lil was happy. {bk10-l2b-f4-04-q.mp3}
+TEMPLATE: She *got* the message.
RESPONSE: Lil was happy to get the message. {bk10-l2b-f4-04-a.mp3}
-TEMPLATE: He *lost* his ID.
PROMPT: Max was surprised. {bk10-l2b-f4-05-q.mp3}
+TEMPLATE: He *found* his ID under the bed.
RESPONSE: Max was surprised to find his ID under the bed. {bk10-l2b-f4-05-a.mp3}
# Source: LLA 2B Figure 5
$PRODUCE Answer with an Infinitive
-ID: 2b-f5
+ID: 10-l2b-f5
INPUT: speak
CHECK: reveal
-INTRO: Same pattern, new job: listen to the question and answer it aloud using the printed cue words. Then repeat the correct answer.
-INSTRUCTION: Answer aloud using the printed cues.
+INTRO: Same pattern, now in answers. Listen to the question, use the cues on the screen to answer it aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud using the cues.
REPEAT
EXAMPLE
-TEMPLATE: yes, *go* home
PROMPT: Is he happy? {bk10-l2b-f5-ex-q.mp3}
+TEMPLATE: yes, *go* home
RESPONSE: Yes, he's happy to go home tomorrow. {bk10-l2b-f5-ex-a.mp3}
-TEMPLATE: yes, *lose* her wallet
PROMPT: Was Jane afraid? {bk10-l2b-f5-01-q.mp3}
+TEMPLATE: yes, *lose* her wallet
RESPONSE: Yes, she was afraid to lose her wallet. {bk10-l2b-f5-01-a.mp3}
-TEMPLATE: *cross* the highway
PROMPT: What was he scared to do? {bk10-l2b-f5-02-q.mp3}
+TEMPLATE: *cross* the highway
RESPONSE: He was scared to cross the highway. {bk10-l2b-f5-02-a.mp3}
-TEMPLATE: no, *move* out of town
PROMPT: Were they happy? {bk10-l2b-f5-03-q.mp3}
+TEMPLATE: no, *move* out of town
RESPONSE: No, they weren't happy to move out of town. {bk10-l2b-f5-03-a.mp3}
-TEMPLATE: yes, *swim*
PROMPT: Is it dangerous here? {bk10-l2b-f5-04-q.mp3}
+TEMPLATE: yes, *swim*
RESPONSE: Yes, it's dangerous to swim here. {bk10-l2b-f5-04-a.mp3}
-TEMPLATE: no, *change* jobs
PROMPT: Is John glad? {bk10-l2b-f5-05-q.mp3}
+TEMPLATE: no, *change* jobs
RESPONSE: No, he's not glad to change jobs. {bk10-l2b-f5-05-a.mp3}
# Source: LLA 2B Figure 6
$PRODUCE Ask a Question
-ID: 2b-f6
+ID: 10-l2b-f6
INPUT: speak
CHECK: reveal
-INTRO: Now you ask the questions. Turn the words on the screen into a question with an adjective and an infinitive, say it aloud, then repeat the correct question.
+INTRO: Now the questions are yours. Look at the words on the screen and use them to ask a question with the pattern. Then repeat the model.
INSTRUCTION: Ask a question aloud.
REPEAT
EXAMPLE
TEMPLATE: you / ready / eat
-RESPONSE: Are you ready to eat? {bk10-l2b-f6-ex-a.mp3}
+RESPONSE: Are you ready to eat? {bk10-l2b-f6-ex.mp3}
TEMPLATE: you / ready / go
-RESPONSE: Are you ready to go? {bk10-l2b-f6-01-a.mp3}
+RESPONSE: Are you ready to go? {bk10-l2b-f6-01.mp3}
TEMPLATE: he / sad / leave
-RESPONSE: Is he sad to leave? {bk10-l2b-f6-02-a.mp3}
+RESPONSE: Is he sad to leave? {bk10-l2b-f6-02.mp3}
TEMPLATE: it / safe / play here
-RESPONSE: Is it safe to play here? {bk10-l2b-f6-03-a.mp3}
+RESPONSE: Is it safe to play here? {bk10-l2b-f6-03.mp3}
TEMPLATE: you / afraid / swim
-RESPONSE: Are you afraid to swim? {bk10-l2b-f6-04-a.mp3}
+RESPONSE: Are you afraid to swim? {bk10-l2b-f6-04.mp3}
TEMPLATE: they / ready / eat
-RESPONSE: Are they ready to eat? {bk10-l2b-f6-05-a.mp3}
+RESPONSE: Are they ready to eat? {bk10-l2b-f6-05.mp3}
-TEMPLATE: why / she / happy / leave
-RESPONSE: Is she happy to leave? {bk10-l2b-f6-06-a.mp3}
+TEMPLATE: she / happy / leave
+RESPONSE: Is she happy to leave? {bk10-l2b-f6-06.mp3}
-# Source: ST §Make One Sentence (kept as a second, spaced pass after the LLA drill)
-$PRODUCE Combine the Sentences
+# Source: ST §Make One Sentence
+$PRODUCE Make One Sentence
ID: l2-s14
-INTRO: One more round of sentence combining — this time you read both sentences yourself. Make one sentence aloud with the adjective and the infinitive.
+INTRO: Read the two short sentences, then say them as one sentence with an adjective and an infinitive. Two sentences in, one out.
INSTRUCTION: Read the two sentences. Then make one sentence aloud.
INPUT: speak
CHECK: reveal
@@ -986,14 +1192,14 @@ PROMPT: Joe Montana was upset. He broke his leg.
RESPONSE: Joe Montana was upset to break his leg.
# Source: ST §Yes, I'll Be Happy To...
-$PRODUCE Yes, I'll Be Happy To
+$PRODUCE Yes, I'll Be Happy To...
ID: l2-s15
-INTRO: Now use the pattern to be polite. Read each situation and answer aloud with the cue adjective — "happy", "glad", "sorry" — plus an infinitive.
+INTRO: Last drill of this part — polite replies. Answer each request or question aloud, using the cue adjective plus an infinitive. Being agreeable has never been so grammatical.
INSTRUCTION: Answer the questions aloud using the cues.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The learner must form a polite response using the cue adjective + an infinitive verb phrase that logically answers the prompt.
+RUBRIC: The learner must form a polite response using the cue adjective + an infinitive verb phrase that logically answers the prompt. The adjective + infinitive pattern is the point — a reply without it fails; exact wording is free.
EXAMPLE
PROMPT: I'm late. Can you pick up my clothes at the laundry? (yes/happy)
@@ -1023,200 +1229,54 @@ RESPONSE: Yes, I'll be glad to help you.
PROMPT: Are you in Jane's class? She really needs help with her French. (no/but/happy)
RESPONSE: No, but I'll be happy to help her.
-# Source: LLA 2B Figure 7
-$PRODUCE Dictation: Opening a Bank Account
-ID: 2b-f7
-INPUT: type
-CHECK: exact
-INTRO: To finish this part, a dictation. It's good advice about opening a bank account — and full of infinitives, if you're keeping count. Type each phrase exactly as you hear it.
-INSTRUCTION: Type what you hear.
-
-PROMPT: Do you know. {bk10-l2b-f7-01.mp3}
-RESPONSE: Do you know
-
-PROMPT: How to open. {bk10-l2b-f7-02.mp3}
-RESPONSE: how to open
-
-PROMPT: An account at a bank. {bk10-l2b-f7-03.mp3}
-RESPONSE: an account at a bank?
-
-PROMPT: First select a bank. {bk10-l2b-f7-04.mp3}
-RESPONSE: First select a bank
-
-PROMPT: Near your home. {bk10-l2b-f7-05.mp3}
-RESPONSE: near your home
-
-PROMPT: Or office. {bk10-l2b-f7-06.mp3}
-RESPONSE: or office.
-
-PROMPT: Then go to the bank. {bk10-l2b-f7-07.mp3}
-RESPONSE: Then go to the bank
-
-PROMPT: And speak to. {bk10-l2b-f7-08.mp3}
-RESPONSE: and speak to
-
-PROMPT: The bank clerk. {bk10-l2b-f7-09.mp3}
-RESPONSE: the bank clerk.
-
-PROMPT: It's best to take. {bk10-l2b-f7-10.mp3}
-RESPONSE: It's best to take
-
-PROMPT: Your ID with you. {bk10-l2b-f7-11.mp3}
-RESPONSE: your ID with you.
-
-PROMPT: The bank clerk will ask. {bk10-l2b-f7-12.mp3}
-RESPONSE: The bank clerk will ask
-
-PROMPT: For your name and address. {bk10-l2b-f7-13.mp3}
-RESPONSE: for your name and address.
-
-PROMPT: He'll also ask. {bk10-l2b-f7-14.mp3}
-RESPONSE: He'll also ask
-
-PROMPT: About your job. {bk10-l2b-f7-15.mp3}
-RESPONSE: about your job.
-
-PROMPT: It's good to have. {bk10-l2b-f7-16.mp3}
-RESPONSE: It's good to have
-
-PROMPT: A savings account. {bk10-l2b-f7-17.mp3}
-RESPONSE: a savings account
-
-PROMPT: And a checking account. {bk10-l2b-f7-18.mp3}
-RESPONSE: and a checking account.
-
-PROMPT: Open both of them. {bk10-l2b-f7-19.mp3}
-RESPONSE: Open both of them.
-
-$SESSION 2-5: Conversations and Future Plans
-
-# Source: LLA 2C Figure 1
-$DIALOGUE Let's Go Shopping
-ID: 2c-f1
-INTRO: In this part you'll sharpen your listening with three short conversations, then learn a new way to talk about the future. First: Peg needs new clothes, and Mary is happy to help her spend money.
-INSTRUCTION: Listen to the dialogue.
-
-Peg: Let's go shopping, Mary. I need some new clothes. {bk10-l2c-f1-01.mp3}
-Mary: Okay, Peg. There's a nice dress shop in the mall. There's a good shoe store there too. I'll help you shop. {bk10-l2c-f1-02.mp3}
-Mary: I don't need any clothes, but I do want to get some things at the department store. {bk10-l2c-f1-03.mp3}
-Peg: This will be fun. Let's go. {bk10-l2c-f1-04.mp3}
-
-# Source: LLA 2C Figure 1 (questions)
-$SELECT Questions: Let's Go Shopping
-ID: 2c-f1-b
-REFERENCE
-INTRO: Now answer three quick questions about Peg and Mary's plans.
-INSTRUCTION: Tap the correct answer.
-
-PROMPT: What does Peg need? {bk10-l2c-f1-05-q.mp3}
-OPTION: a | a new car
-OPTION: b | some new books
-OPTION: c | some new clothes
-ANSWER: c
-FEEDBACK: Peg needs some new clothes. {bk10-l2c-f1-05-a.mp3}
-
-PROMPT: Where are they going? {bk10-l2c-f1-06-q.mp3}
-OPTION: a | to the mall
-OPTION: b | to school
-OPTION: c | to the lab
-ANSWER: a
-FEEDBACK: They are going to the mall. {bk10-l2c-f1-06-a.mp3}
-
-PROMPT: Where does Mary want to go? {bk10-l2c-f1-07-q.mp3}
-OPTION: a | to the drugstore
-OPTION: b | to the parking lot
-OPTION: c | to the department store
-ANSWER: c
-FEEDBACK: Mary wants to go to the department store. {bk10-l2c-f1-07-a.mp3}
-
-# Source: LLA 2C Figure 2
-$DIALOGUE Cold Weather
-ID: 2c-f2
-INTRO: Conversation two: two men comparing the cold — and it's always colder somewhere else. Listen for the temperatures.
-INSTRUCTION: Listen to the dialogue.
-
-Man1: Brr, it's cold. {bk10-l2c-f2-01.mp3}
-Man2: It sure is, but it's colder in the north. They had ice on their roads this morning. {bk10-l2c-f2-02.mp3}
-Man1: What was the temperature up north? {bk10-l2c-f2-03.mp3}
-Man2: It was 10 degrees. {bk10-l2c-f2-04.mp3}
-Man1: That's very cold. I guess I shouldn't say 36 degrees; it's cold. {bk10-l2c-f2-05.mp3}
-
-# Source: LLA 2C Figure 2 (questions)
-$SELECT Questions: Cold Weather
-ID: 2c-f2-b
-REFERENCE
-INTRO: Three questions about the weather conversation — the numbers matter here.
-INSTRUCTION: Tap the correct answer.
-
-PROMPT: Where did they have ice on the roads? {bk10-l2c-f2-06-q.mp3}
-OPTION: a | in the north
-OPTION: b | in the west
-OPTION: c | in the morning
-ANSWER: a
-FEEDBACK: They had ice on the roads in the north. {bk10-l2c-f2-06-a.mp3}
-
-PROMPT: What was the temperature in the north? {bk10-l2c-f2-07-q.mp3}
-OPTION: a | 36 degrees
-OPTION: b | freezing
-OPTION: c | 10 degrees
-ANSWER: c
-FEEDBACK: The temperature in the north was 10 degrees. {bk10-l2c-f2-07-a.mp3}
-
-PROMPT: What is the temperature here? {bk10-l2c-f2-08-q.mp3}
-OPTION: a | freezing
-OPTION: b | 36 degrees
-OPTION: c | 10 degrees
-ANSWER: b
-FEEDBACK: The temperature here is 36 degrees. {bk10-l2c-f2-08-a.mp3}
+$SESSION 2-5: Talking About Plans — Simple Present as Future
# Source: LLA 2C Figure 3
-$DIALOGUE Summer Vacation
+$DIALOGUE Vacation Plans
ID: 2c-f3
-INTRO: Conversation three: Art wants mountains, his family wants the ocean. Listen for the friend's diplomatic solution.
+INTRO: In this part you'll learn four different ways to talk about the future. First, listen to Art's vacation problem: he likes mountains, his family likes water, and nobody has decided anything.
INSTRUCTION: Listen to the dialogue.
-Friend: Are you going to take a vacation this summer, Art? {bk10-l2c-f3-01.mp3}
+Man1: Are you going to take a vacation this summer, Art? {bk10-l2c-f3-01.mp3}
Art: Yes, but I haven't decided on the place. {bk10-l2c-f3-02.mp3}
-Friend: I thought you were going to drive to the mountains. {bk10-l2c-f3-03.mp3}
+Man1: I thought you were going to drive to the mountains. {bk10-l2c-f3-03.mp3}
Art: I'd like to. I want to go there because I like to take long walks in the mountains, but my family wants to go to the ocean. They like to swim. {bk10-l2c-f3-04.mp3}
-Friend: Maybe you can go to a lake. They can swim and you can walk. {bk10-l2c-f3-05.mp3}
+Man1: Maybe you can go to a lake. They can swim and you can walk. {bk10-l2c-f3-05.mp3}
# Source: LLA 2C Figure 3 (questions)
-$SELECT Questions: Summer Vacation
+$SELECT Questions About Art's Vacation
ID: 2c-f3-b
REFERENCE
-INTRO: Three questions about Art's vacation problem.
+INTRO: Three quick questions about Art's vacation. Tap the correct answer; the dialogue is there if you need it.
INSTRUCTION: Tap the correct answer.
-PROMPT: Where does Art want to go? {bk10-l2c-f3-06-q.mp3}
+PROMPT: Where does Art want to go? {bk10-l2c-f3-06.mp3}
OPTION: a | the ocean
OPTION: b | the lake
OPTION: c | the mountains
ANSWER: c
-FEEDBACK: Art wants to go to the mountains. {bk10-l2c-f3-06-a.mp3}
+FEEDBACK: Art wants to go to the mountains. {bk10-l2c-f3-06-fb.mp3}
-PROMPT: What does his family like to do? {bk10-l2c-f3-07-q.mp3}
+PROMPT: What does his family like to do? {bk10-l2c-f3-07.mp3}
OPTION: a | walk
OPTION: b | swim
OPTION: c | drive
ANSWER: b
-FEEDBACK: His family likes to swim. {bk10-l2c-f3-07-a.mp3}
+FEEDBACK: His family likes to swim. {bk10-l2c-f3-07-fb.mp3}
-PROMPT: Where did his friends say they should go? {bk10-l2c-f3-08-q.mp3}
+PROMPT: Where did his friends say they should go? {bk10-l2c-f3-08.mp3}
OPTION: a | a lake
OPTION: b | the mountains
OPTION: c | the ocean
ANSWER: a
-FEEDBACK: His friends said they should go to the lake. {bk10-l2c-f3-08-a.mp3}
+FEEDBACK: His friends said they should go to the lake. {bk10-l2c-f3-08-fb.mp3}
# Source: ST §Simple Present as Future
$GRAMMAR Simple Present as Future
ID: l2-s19
-INTRO: Speaking of vacations — here's a small surprise about English: for schedules and plans, you can talk about the future with the simple present tense.
+INTRO: Here's a useful trick of English: for schedules and plans, the simple present can point to the future.
-For planned or scheduled events, English often uses the **simple present** with a future time word: {The bus arrives tomorrow.}
-
-Sometimes we use the simple present tense to express a future action. All four of these sentences describe the same future event:
+Sometimes we use the simple present tense to express a future action. All of these mean the same future event:
| | | |
|---|---|---|
@@ -1225,27 +1285,80 @@ Sometimes we use the simple present tense to express a future action. All four o
| | is arriving | |
| | arrives | |
+{The bus arrives tomorrow.} — the simple present works because a future word like "tomorrow" tells you when.
+
# Source: LLA 2C Figure 4
-$DIALOGUE Future Time Expressions
+$DIALOGUE Four Ways to Say the Future
ID: 2c-f4
-INTRO: Listen to each pair of sentences — same future, two ways to say it. Repeat both.
+INTRO: Now hear the four future forms side by side. Listen to each sentence and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: The Smiths shop next week for their trip. {bk10-l2c-f4-01.mp3}
-LINE: The Smiths will shop next week for their trip. {bk10-l2c-f4-02.mp3}
+LINE: John leaves tomorrow. {bk10-l2c-f4-01.mp3}
+LINE: John will leave tomorrow. {bk10-l2c-f4-02.mp3}
+LINE: John is going to leave tomorrow. {bk10-l2c-f4-03.mp3}
+LINE: John is leaving tomorrow. {bk10-l2c-f4-04.mp3}
+LINE: The Smiths shop next week for their trip. {bk10-l2c-f4-05.mp3}
+LINE: The Smiths will shop next week for their trip. {bk10-l2c-f4-06.mp3}
+LINE: They leave next month on their vacation. {bk10-l2c-f4-07.mp3}
+LINE: They are going to leave next month on their vacation. {bk10-l2c-f4-08.mp3}
+LINE: They pack their suitcases tomorrow. {bk10-l2c-f4-09.mp3}
+LINE: They are packing their suitcases tomorrow. {bk10-l2c-f4-10.mp3}
-LINE: They leave next month on their vacation. {bk10-l2c-f4-03.mp3}
-LINE: They are going to leave next month on their vacation. {bk10-l2c-f4-04.mp3}
+# Source: LLA 2C Figure 5
+$PRODUCE Change to Simple Present {page_043_001.jpg}
+ID: 2c-f5
+INPUT: type
+CHECK: exact
+INTRO: The Smiths are off on a world tour. Listen to each sentence with "will", then change it to the simple present — type the missing word or words, and repeat the answer.
+INSTRUCTION: Type the missing word(s).
+REPEAT
-LINE: They pack their suitcases tomorrow. {bk10-l2c-f4-05.mp3}
-LINE: They are packing their suitcases tomorrow. {bk10-l2c-f4-06.mp3}
+EXAMPLE
+PROMPT: The Smiths will be on vacation all of next month. {bk10-l2c-f5-ex.mp3}
+TEMPLATE: The Smiths ____ on vacation all of next month.
+RESPONSE: The Smiths are on vacation all of next month. {bk10-l2c-f5-ex-a.mp3}
+ACCEPT: are
+
+PROMPT: Their plane will arrive in London tomorrow morning. {bk10-l2c-f5-01-q.mp3}
+TEMPLATE: Their plane ____ in London tomorrow morning.
+RESPONSE: Their plane arrives in London tomorrow morning. {bk10-l2c-f5-01-a.mp3}
+ACCEPT: arrives
+
+PROMPT: The next week they will fly to Rome. {bk10-l2c-f5-02-q.mp3}
+TEMPLATE: The next week they ____ to Rome.
+RESPONSE: The next week they fly to Rome. {bk10-l2c-f5-02-a.mp3}
+ACCEPT: fly
+
+PROMPT: They will spend a week there. {bk10-l2c-f5-03-q.mp3}
+TEMPLATE: They ____ a week there.
+RESPONSE: They spend a week there. {bk10-l2c-f5-03-a.mp3}
+ACCEPT: spend
+
+PROMPT: Then they will go on to Cairo. {bk10-l2c-f5-04-q.mp3}
+TEMPLATE: Then they ____ on to Cairo.
+RESPONSE: Then they go on to Cairo. {bk10-l2c-f5-04-a.mp3}
+ACCEPT: go
+
+PROMPT: They will sightsee in Cairo for a week. {bk10-l2c-f5-05-q.mp3}
+TEMPLATE: They ____ in Cairo for a week.
+RESPONSE: They sightsee in Cairo for a week. {bk10-l2c-f5-05-a.mp3}
+ACCEPT: sightsee
+
+PROMPT: After that they will fly home. {bk10-l2c-f5-06-q.mp3}
+TEMPLATE: After that they ____ home.
+RESPONSE: After that they fly home. {bk10-l2c-f5-06-a.mp3}
+ACCEPT: fly
+
+PROMPT: Then Jim and Jan Smith will return to work, and the children will go back to school. {bk10-l2c-f5-07-q.mp3}
+TEMPLATE: Then Jim and Jan Smith ____{return} to work, and the children ____{go} back to school.
+RESPONSE: Then Jim and Jan Smith return to work, and the children go back to school. {bk10-l2c-f5-07-a.mp3}
# Source: ST §Tony's Plane Arrives at 3:05
$DIALOGUE Tony's Plane Arrives at 3:05
ID: l2-s20
-INTRO: Here's the pattern at work in real life: Tony checks his travel plans with an agent, and nearly every answer is simple present about the future. Listen and repeat.
-INSTRUCTION: Listen and repeat the dialog.
+INTRO: Hear the simple-present future doing real work: Tony checks his trip with a travel agent, timetable and all. Listen and repeat.
+INSTRUCTION: Listen and repeat.
REPEAT
Tony_White: Hello, Ms. Dodson. Am I leaving on Monday?
@@ -1262,59 +1375,11 @@ Tony_White: Thank you for the information.
Travel_Agent: Here's a schedule for the trip, sir. Have a good time.
Tony_White: Thanks again.
-# Source: LLA 2C Figure 5
-$PRODUCE The Smiths' Vacation {page_043_001.jpg}
-ID: 2c-f5
-INPUT: type
-CHECK: exact
-INTRO: The Smiths are off on a very full vacation. You'll hear each sentence with "will" — type the simple present form of the verb to say the same thing.
-INSTRUCTION: Type the correct verb form.
-
-EXAMPLE
-TEMPLATE: The Smiths ____{are} on vacation all of next month.
-PROMPT: The Smiths will be on vacation all of next month. {bk10-l2c-f5-ex.mp3}
-RESPONSE: The Smiths are on vacation all of next month. {bk10-l2c-f5-ex-a.mp3}
-ACCEPT: are
-
-TEMPLATE: Their plane ____{arrives} in London tomorrow morning.
-PROMPT: Their plane will arrive in London tomorrow morning. {bk10-l2c-f5-01-q.mp3}
-RESPONSE: Their plane arrives in London tomorrow morning. {bk10-l2c-f5-01-a.mp3}
-ACCEPT: arrives
-
-TEMPLATE: The next week they ____{fly} to Rome.
-PROMPT: The next week they will fly to Rome. {bk10-l2c-f5-02-q.mp3}
-RESPONSE: The next week they fly to Rome. {bk10-l2c-f5-02-a.mp3}
-ACCEPT: fly
-
-TEMPLATE: They ____{spend} a week there.
-PROMPT: They will spend a week there. {bk10-l2c-f5-03-q.mp3}
-RESPONSE: They spend a week there. {bk10-l2c-f5-03-a.mp3}
-ACCEPT: spend
-
-TEMPLATE: Then they ____{go} on to Cairo.
-PROMPT: Then they will go on to Cairo. {bk10-l2c-f5-04-q.mp3}
-RESPONSE: Then they go on to Cairo. {bk10-l2c-f5-04-a.mp3}
-ACCEPT: go
-
-TEMPLATE: They ____{sightsee} in Cairo for a week.
-PROMPT: They will sightsee in Cairo for a week. {bk10-l2c-f5-05-q.mp3}
-RESPONSE: They sightsee in Cairo for a week. {bk10-l2c-f5-05-a.mp3}
-ACCEPT: sightsee
-
-TEMPLATE: After that they ____{fly} home.
-PROMPT: After that they will fly home. {bk10-l2c-f5-06-q.mp3}
-RESPONSE: After that they fly home. {bk10-l2c-f5-06-a.mp3}
-ACCEPT: fly
-
-TEMPLATE: Then Jim and Jan Smith ____{return} to work, and the children ____{go} back to school.
-PROMPT: Then Jim and Jan Smith will return to work, and the children will go back to school. {bk10-l2c-f5-07-q.mp3}
-RESPONSE: Then Jim and Jan Smith return to work, and the children go back to school. {bk10-l2c-f5-07-a.mp3}
-
# Source: ST §The Game Starts Tonight
$PRODUCE The Game Starts Tonight
ID: l2-s21
-INTRO: Now say it yourself. Read each sentence and change it to the simple present for a future action — then check against the model.
-INSTRUCTION: Change the sentence to use the simple present tense for a future action.
+INTRO: Your turn to switch tenses. Read each future sentence and say it again using the simple present.
+INSTRUCTION: Change the sentence to the simple present tense for a future action.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -1350,7 +1415,7 @@ RESPONSE: Kevin rides with John on Thursday.
# Source: ST §When Does He Leave?
$PRODUCE When Does He Leave?
ID: l2-s22
-INTRO: Now ask about the future. Read each sentence and ask a question about the underlined word or words — who, what, when, where, or what time.
+INTRO: Now make questions. Read each sentence and ask a question about the underlined word or words — who, where, when, or what time.
INSTRUCTION: Ask a question about the emphasized word(s).
INPUT: speak
CHECK: reveal
@@ -1383,14 +1448,14 @@ PROMPT: *The Green's* check in at 4:00 tomorrow.
RESPONSE: Who checks in at 4:00 tomorrow?
# Source: ST §Yes, It Leaves...
-$PRODUCE Yes, It Leaves
+$PRODUCE Yes, It Leaves...
ID: l2-s23
-INTRO: Ask and answer, both from the cues: build a question from the first part, then answer it using the words in parentheses.
+INTRO: Ask and answer. Build a question from the first cue, then answer it with the second cue — both in the simple present, both about the future.
INSTRUCTION: Ask and answer questions based on the cues.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The learner must form a question from the first cue and answer it correctly based on the second cue, following the pattern of the examples.
+RUBRIC: The learner must form a question from the first cue and answer it using the facts in the parentheses, following the pattern of the model answer. Simple present tense is the point — "will" or "going to" in the answer fails; exact wording is otherwise free.
EXAMPLE
PROMPT: plane/leave/tonight (yes)
@@ -1437,9 +1502,9 @@ PROMPT: check out/hotel/tomorrow (no/day after tomorrow)
RESPONSE: Do you check out of the hotel tomorrow? No, I check out the day after tomorrow.
# Source: ST §Martin AFB Graduation Day Schedule
-$GRAMMAR Martin AFB Graduation Day Schedule
+$GRAMMAR Graduation Day Schedule
ID: l2-s24
-INTRO: Here's Lt Wilson's schedule for graduation day at Martin AFB — a busy day, right up to the plane. You'll use it to ask and answer questions next.
+INTRO: Here's Lt Wilson's schedule for graduation day at Martin Air Force Base. Look it over — you'll ask and answer questions about it next.
| Time | Place | Activity |
|---|---|---|
@@ -1454,12 +1519,12 @@ INTRO: Here's Lt Wilson's schedule for graduation day at Martin AFB — a busy d
$PRODUCE On Graduation Day
ID: l2-s25
REFERENCE
-INTRO: Using the schedule, ask a question about each event — the time, the place, or the activity — and answer it aloud in the simple present. The schedule stays open for you.
+INTRO: Use each cue to ask a question about Lt Wilson's day — the time, the place, or the activity — and answer it in the simple present. The schedule stays open beside you; it's his big day, not a memory test.
INSTRUCTION: Ask and answer questions about Lt Wilson's schedule.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Accept reasonable questions about the scheduled event (time, place, or activity) and a correct answer based on the schedule.
+RUBRIC: The cue in the prompt gives the time, place, and activity. Accept any reasonable question about one of those, with an answer whose facts match the cue, in the simple present tense.
EXAMPLE
PROMPT: 1100 gym graduation
@@ -1480,379 +1545,331 @@ RESPONSE: Where does he check out of his room? He checks out of his room at the
PROMPT: 1430 airport plane departs
RESPONSE: What happens at 1430? His plane departs from the airport.
-$SESSION 2-6: Let Me Introduce You
+$SESSION 2-6: Where Is It? — Prepositions of Place
-# Source: ST §An Introduction
-$DIALOGUE An Introduction
-ID: l2-s5
-INTRO: This part gives the lesson its name: you'll learn to introduce people — and to survive being introduced. Watch how Steve introduces Don to John, and repeat each line.
+# Source: LLA 2D Figure 2
+$DIALOGUE Prepositions of Place
+ID: 2d-f2
+INTRO: In this part you'll learn to say exactly where things are — on, under, next to, across from, and friends. Look at each picture and repeat the sentence.
INSTRUCTION: Listen and repeat.
REPEAT
-VOCAB: Have you met
-Steve: John, have you met Don Clark? {st-page_061_001.jpg}
+LINE: The book is on the table. {page_048_001.jpg} {bk10-l2d-f2-01.mp3}
+LINE: The bookshop is in the mall. The variety store is next to the bookshop. {page_048_002.jpg} {bk10-l2d-f2-02.mp3}
+LINE: The cafeteria is by the stairs. {page_048_003.jpg} {bk10-l2d-f2-03.mp3}
+LINE: The department store is at the corner of Vine and 10th Street. {page_048_004.jpg} {bk10-l2d-f2-04.mp3}
+LINE: Ned lives near the shopping center. {page_048_005.jpg} {bk10-l2d-f2-05.mp3}
+LINE: The carpet is under the chair. {page_048_006.jpg} {bk10-l2d-f2-06.mp3}
+LINE: The restaurant is across from the bank. {page_048_007.jpg} {bk10-l2d-f2-07.mp3}
+LINE: The car is in front of the bus. {page_048_008.jpg} {bk10-l2d-f2-08.mp3}
+LINE: The light is above the garage door. {page_048_009.jpg} {bk10-l2d-f2-09.mp3}
+LINE: The small pictures are below the large picture. {page_048_010.jpg} {bk10-l2d-f2-10.mp3}
+LINE: The motel is in back of the restaurant. The motel is behind the restaurant. {page_048_011.jpg} {bk10-l2d-f2-11.mp3}
-John: No, I haven't. {st-page_061_001.jpg}
-
-VOCAB: to introduce | introduce
-VOCAB: Let me introduce
-Steve: Well, let me introduce him to you. {st-page_061_001.jpg}
-
-VOCAB: I'd like you to meet
-Steve: John, I'd like you to meet Don Clark. {st-page_061_002.jpg}
-
-VOCAB: It's a pleasure to meet you.
-John: It's a pleasure to meet you. {st-page_061_002.jpg}
-
-Don: Glad to meet you, too. {st-page_061_002.jpg}
-
-# Source: ST §Pleased to Meet You
-$DIALOGUE Pleased to Meet You {st-page_062_001.jpg}
-ID: l2-s6
-INTRO: Now a more formal version, between officers. Notice "How do you do?" — it's a greeting, not a real question. Repeat each line.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Captain_James: Major Stans, let me introduce Captain Gray. Major Stans, Captain Gray.
-
-VOCAB: How do you do?
-Major_Stans: How do you do, Captain Gray?
-
-Captain_Gray: How do you do, sir? I'm pleased to meet you.
-
-Major_Stans: Are you new in town?
-
-Captain_Gray: Yes, I arrived just two days ago.
-
-# Source: LLA 2C Figure 6
-$DIALOGUE Have You Met Jack? {page_044_001.jpg}
-ID: 2c-f6
-INTRO: Here's the same situation on tape: Sally introduces Mary and Jack. Just listen to what people say when they meet for the first time.
-INSTRUCTION: Listen to the dialogue.
-
-Sally: Mary, have you met Jack? {bk10-l2c-f6-01.mp3}
-Mary: No, I haven't. {bk10-l2c-f6-02.mp3}
-Sally: Let me introduce you. Mary, this is Jack Jones. Jack, this is Mary Barr. {bk10-l2c-f6-03.mp3}
-Mary: How do you do, Jack? {bk10-l2c-f6-04.mp3}
-Jack: It's a pleasure to meet you, Mary. {bk10-l2c-f6-05.mp3}
-
-# Source: LLA 2C Figure 7
-$DIALOGUE Introduction Phrases
-ID: 2c-f7
-INTRO: Here are the standard introduction phrases, one by one. Repeat each until it feels natural — you'll build sentences from them next.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: I'd like you to meet my sister. {bk10-l2c-f7-01.mp3}
-LINE: Have you met my friend Joe? {bk10-l2c-f7-02.mp3}
-LINE: Let me introduce you to my wife. {bk10-l2c-f7-03.mp3}
-LINE: I want you to meet my husband. {bk10-l2c-f7-04.mp3}
-LINE: This is David Williams. {bk10-l2c-f7-05.mp3}
-LINE: It's a pleasure to meet you. {bk10-l2c-f7-06.mp3}
-LINE: I'm happy to meet you. {bk10-l2c-f7-07.mp3}
-LINE: How do you do? {bk10-l2c-f7-08.mp3}
-
-# Source: LLA 2C Figure 8
-$PRODUCE Complete the Introduction
-ID: 2c-f8
-INPUT: speak
-CHECK: reveal
-INTRO: Now build the phrases yourself. Listen to the name or words, put them into the sentence on your screen, and say the whole thing aloud. Then repeat the correct answer.
-INSTRUCTION: Say the complete sentence aloud.
-REPEAT
+# Source: LLA 2D Figure 3
+$SELECT Which Preposition Do You Hear?
+ID: 2d-f3
+INTRO: Sharpen your ear. Listen to each sentence and tap the preposition you hear.
+INSTRUCTION: Tap the word you hear.
EXAMPLE
-TEMPLATE: I'd like you to meet __________. (Lieutenant Anders)
-PROMPT: Lieutenant Anders. {bk10-l2c-f8-ex-q.mp3}
-RESPONSE: I'd like you to meet Lieutenant Anders. {bk10-l2c-f8-ex-a.mp3}
+PROMPT: The book is on the table. {bk10-l2d-f3-ex.mp3}
+OPTION: a | in
+OPTION: b | on
+OPTION: c | by
+ANSWER: b
-TEMPLATE: I'd like you to meet __________.
-PROMPT: Captain Carr. {bk10-l2c-f8-01-q.mp3}
-RESPONSE: I'd like you to meet Captain Carr. {bk10-l2c-f8-01-a.mp3}
+PROMPT: The bookshop is in the mall. {bk10-l2d-f3-01.mp3}
+OPTION: a | in
+OPTION: b | up
+OPTION: c | on
+ANSWER: a
-TEMPLATE: Have you met __________?
-PROMPT: Jane Smith. {bk10-l2c-f8-02-q.mp3}
-RESPONSE: Have you met Jane Smith? {bk10-l2c-f8-02-a.mp3}
+PROMPT: His room is by the stairs. {bk10-l2d-f3-02.mp3}
+OPTION: a | down
+OPTION: b | by
+OPTION: c | up
+ANSWER: b
-TEMPLATE: Let me introduce you to __________.
-PROMPT: My mother. {bk10-l2c-f8-03-q.mp3}
-RESPONSE: Let me introduce you to my mother. {bk10-l2c-f8-03-a.mp3}
+PROMPT: The tree is in front of the house. {bk10-l2d-f3-03.mp3}
+OPTION: a | near
+OPTION: b | over
+OPTION: c | in front of
+ANSWER: c
-TEMPLATE: I want you to meet my sister __________.
-PROMPT: Rita. {bk10-l2c-f8-04-q.mp3}
-RESPONSE: I want you to meet my sister Rita. {bk10-l2c-f8-04-a.mp3}
+PROMPT: The truck is in back of the car. {bk10-l2d-f3-04.mp3}
+OPTION: a | in back of
+OPTION: b | in front of
+OPTION: c | under
+ANSWER: a
-TEMPLATE: This is __________.
-PROMPT: Colonel Davis. {bk10-l2c-f8-05-q.mp3}
-RESPONSE: This is Colonel Davis. {bk10-l2c-f8-05-a.mp3}
+PROMPT: David is at the store. {bk10-l2d-f3-05.mp3}
+OPTION: a | at
+OPTION: b | in
+OPTION: c | on
+ANSWER: a
-TEMPLATE: It's __________ to meet you.
-PROMPT: A pleasure. {bk10-l2c-f8-06-q.mp3}
-RESPONSE: It's a pleasure to meet you. {bk10-l2c-f8-06-a.mp3}
+PROMPT: Jack sits near Ned. {bk10-l2d-f3-06.mp3}
+OPTION: a | over
+OPTION: b | near
+OPTION: c | by
+ANSWER: b
-TEMPLATE: I'm __________ to meet you.
-PROMPT: Glad. {bk10-l2c-f8-07-q.mp3}
-RESPONSE: I'm glad to meet you. {bk10-l2c-f8-07-a.mp3}
+PROMPT: The small pictures are below the large picture. {bk10-l2d-f3-07.mp3}
+OPTION: a | by
+OPTION: b | over
+OPTION: c | below
+ANSWER: c
-# Source: ST §Introductions: Men to Women
-$DIALOGUE Introducing Men to Women
-ID: l2-s16
-INTRO: Introductions have rules about who you speak to first. Rule one: introduce men to women — speak to the woman first. Listen to the rule and repeat the dialogs.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
+PROMPT: She keeps her shoes under the bed. {bk10-l2d-f3-08.mp3}
+OPTION: a | under
+OPTION: b | down
+OPTION: c | over
+ANSWER: a
-Narrator: Introduce men to women. Speak to and look at the woman first. Tell her the man's complete name. Then tell the man the woman's complete name. {st-page_073_001.jpg}
+PROMPT: The lab is across from the library. {bk10-l2d-f3-09.mp3}
+OPTION: a | across from
+OPTION: b | near
+OPTION: c | down
+ANSWER: a
-David: Hello, John. I'd like you to meet a friend of mine. Jane, this is John Green. John, Jane Woods.
-Jane: Hello, John. It's nice meeting you.
+PROMPT: Jim's room is above mine. {bk10-l2d-f3-10.mp3}
+OPTION: a | near
+OPTION: b | above
+OPTION: c | in back of
+ANSWER: b
-Jeff: Hello, Mrs. Smith. How are you?
-Mrs_Smith: I'm fine, thanks. How are you?
-Jeff: I'd like you to meet my brother, Mark.
-Mrs_Smith: How do you do, Mark? I'm glad to know you.
-
-# Source: ST §Introductions: Younger to Older
-$DIALOGUE Introducing Younger to Older
-ID: l2-s17
-INTRO: Rule two: introduce younger people to older people — the older person hears the name first. Listen and repeat.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Narrator: Introduce younger people to older people. Look at or speak to the older person first. {st-page_074_001.jpg}
-
-Mrs_Barr: Dr. Rivers, have you met Miss Betty Ash? She'll start your English class next week.
-Dr_Rivers: I'm happy to know you, Miss Ash. I hope you'll like my class.
-Miss_Ash: How do you do, sir?
-
-Mr_West: Mr. Farr, I want you to meet my son Tommy.
-Mr_Farr: It's nice to meet you.
-Tommy: Thank you, sir.
-
-# Source: ST §Introductions: Lower to Higher Rank
-$DIALOGUE Introducing Lower to Higher Rank
-ID: l2-s18
-INTRO: Rule three, for military life: introduce people of lower rank to people of higher rank — the general never waits. Listen and repeat.
-INSTRUCTION: Listen and repeat the dialog.
-REPEAT
-
-Narrator: Introduce people of lower rank to people of higher rank. Look at or speak to the person of higher rank and introduce the person of lower rank. {st-page_075_001.jpg}
-
-Col_Green: General Briggs, let me introduce Sergeant Mark Stacy. Sergeant Stacy is going to be your new driver.
-Sgt_Stacy: How do you do, sir?
-Gen_Briggs: Welcome, sergeant. I understand you're a very good driver.
-
-Capt_Barber: Colonel Flowers, do you know Captain Phillip Prince?
-Col_Flowers: It's a pleasure to meet you, Captain Prince.
-Capt_Prince: Thank you, sir.
-
-# Source: new (gap: the three introduction rules are drilled in LLA 2C Figure 9 but never summarized in one place; ST "RULES FOR INTRODUCTIONS" was instructor-read)
-$GRAMMAR Rules for Introductions
-ID: 2c-f9-a
-INTRO: Here are the three rules in one place. Keep them handy — you'll use them in the next drill.
-
-Who do you speak to **first**?
-
-- **Men to women** — speak to and look at the woman first: {Jane, this is John Green.}
-- **Younger to older** — speak to the older person first.
-- **Lower rank to higher rank** — speak to the person of higher rank first: {Mrs. Hall, this is Mr. Win.}
-
-Say the more senior person's name first, then introduce the other person to them.
-
-# SKIPPED (book): "RULES FOR INTRODUCTIONS" — instructor-read listening exercise with no text provided (rules reconstructed above from the printed dialog notes).
-
-# Source: LLA 2C Figure 9
-$PRODUCE Make an Introduction
-ID: 2c-f9
-REFERENCE
+# Source: LLA 2D Figure 4
+$PRODUCE Answer with Prepositions
+ID: 2d-f4
INPUT: speak
CHECK: reveal
-INTRO: Now apply the rules. You'll hear two names — decide who to speak to first and make the full introduction aloud. The rules stay open if you need them.
-INSTRUCTION: Make the introduction aloud.
+INTRO: Now you say where things are. Look at each picture, listen to the question, and answer aloud using the cue words on the screen. Then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
REPEAT
-EXAMPLE
-TEMPLATE: Mrs. Hall (woman) / Mr. Win (man)
-PROMPT: Mrs. Hall and Mr. Win. {bk10-l2c-f9-ex-q.mp3}
-RESPONSE: I'd like you to meet my friend. Mrs. Hall, this is Mr. Win. {bk10-l2c-f9-ex-a.mp3}
+PROMPT: Where's the money? {page_050_001.jpg} {bk10-l2d-f4-01-q.mp3}
+TEMPLATE: (on, under)
+RESPONSE: The money is on the table, under the book. {bk10-l2d-f4-01-a.mp3}
-TEMPLATE: Lieutenant Ali / Colonel James
-PROMPT: Lieutenant Ali and Colonel James. {bk10-l2c-f9-01-q.mp3}
-RESPONSE: I'd like you to meet my friend. Colonel James, this is Lieutenant Ali. {bk10-l2c-f9-01-a.mp3}
+PROMPT: Did you park your car next to the mall? {page_050_002.jpg} {bk10-l2d-f4-02-q.mp3}
+TEMPLATE: (no, but near)
+RESPONSE: No, but I parked my car near the mall. {bk10-l2d-f4-02-a.mp3}
-TEMPLATE: Mary Wilson / John Hill
-PROMPT: Mary Wilson and John Hill. {bk10-l2c-f9-02-q.mp3}
-RESPONSE: I'd like you to meet my friend. Mary Wilson, this is John Hill. {bk10-l2c-f9-02-a.mp3}
+PROMPT: Is the department store at the corner? {page_050_003.jpg} {bk10-l2d-f4-03-q.mp3}
+TEMPLATE: (yes, across from)
+RESPONSE: Yes, the department store is at the corner across from the drugstore. {bk10-l2d-f4-03-a.mp3}
-TEMPLATE: Captain Black / Sergeant Green
-PROMPT: Captain Black and Sergeant Green. {bk10-l2c-f9-03-q.mp3}
-RESPONSE: I'd like you to meet my friend. Captain Black, this is Sergeant Green. {bk10-l2c-f9-03-a.mp3}
+PROMPT: Where did you leave your car? {page_050_004.jpg} {bk10-l2d-f4-04-q.mp3}
+TEMPLATE: (behind, in)
+RESPONSE: I left my car behind the restaurant, in the parking lot. {bk10-l2d-f4-04-a.mp3}
-TEMPLATE: Jack Brown / Jane Smith
-PROMPT: Jack Brown and Jane Smith. {bk10-l2c-f9-04-q.mp3}
-RESPONSE: I'd like you to meet my friend. Jane Smith, this is Jack Brown. {bk10-l2c-f9-04-a.mp3}
+PROMPT: Is the insurance office by the variety store? {page_050_005.jpg} {bk10-l2d-f4-05-q.mp3}
+TEMPLATE: (no, 2nd floor, above)
+RESPONSE: No, the insurance office is on the second floor, above the variety store. {bk10-l2d-f4-05-a.mp3}
-TEMPLATE: Private White / Sergeant Gray
-PROMPT: Private White and Sergeant Gray. {bk10-l2c-f9-05-q.mp3}
-RESPONSE: I'd like you to meet my friend. Sergeant Gray, this is Private White. {bk10-l2c-f9-05-a.mp3}
+PROMPT: Where did she put the rug? {page_050_006.jpg} {bk10-l2d-f4-06-q.mp3}
+TEMPLATE: (in front of)
+RESPONSE: She put the rug in front of the sofa. {bk10-l2d-f4-06-a.mp3}
-TEMPLATE: Colonel Hall / General Davis
-PROMPT: Colonel Hall and General Davis. {bk10-l2c-f9-06-q.mp3}
-RESPONSE: I'd like you to meet my friend. General Davis, this is Colonel Hall. {bk10-l2c-f9-06-a.mp3}
+PROMPT: Is the dog in the house? {page_050_007.jpg} {bk10-l2d-f4-07-q.mp3}
+TEMPLATE: (in back of)
+RESPONSE: No, the dog's not in the house. He's in back of the house. {bk10-l2d-f4-07-a.mp3}
-# Source: LLA 2C Figure 10
-$DIALOGUE Meet Ms. Dowell
-ID: 2c-f10
-INTRO: One last introduction scene — two students and their instructor. Listen closely: in a moment you'll play all three parts yourself.
-INSTRUCTION: Listen to the dialogue.
+PROMPT: Where is the airplane flying? {page_050_008.jpg} {bk10-l2d-f4-08-q.mp3}
+TEMPLATE: (below)
+RESPONSE: The airplane is flying below the clouds. {bk10-l2d-f4-08-a.mp3}
-Student1: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-01.mp3}
-Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
-Student2: How do you do, sir? {bk10-l2c-f10-03.mp3}
+# Source: ST §Logar Shopping Center Directory (prepositions)
+$DIALOGUE Where in the Mall? {st-page_085_001.jpg}
+ID: l2-s28
+INTRO: Back to the Logar Shopping Center — this time to say where every store is. Look at the directory, listen, and repeat each sentence.
+INSTRUCTION: Look at the directory, listen, and repeat.
+REPEAT
-# Source: LLA 2C Figure 10 (role play)
-$PRODUCE You Are the Instructor
-ID: 2c-f10-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now take a part in the conversation. You are the instructor: listen to the student, then say the instructor's line.
-INSTRUCTION: Speak the Instructor's line.
+LINE: Pete's Pet Shop is across from Homer's Department Store.
+LINE: Dan's Shoe Store is in the mall.
+LINE: Bernice bought her new glasses at the Eye Glass Shop.
+LINE: Karr's Cafeteria isn't by the mall. It's in the mall.
+LINE: Leo's Card Shop is on the first floor.
+LINE: Part of Starr Shoe Store is in back of Fast Chicken.
+LINE: The World Travel Agency is next to the Eyeglass Shop.
+LINE: The escalator is in front of Karr's Cafeteria.
+LINE: Sam's Drugstore is above Nova Movie Theater.
+LINE: Myra's Women's Clothing Store is below Kid's Room.
+LINE: Pete's Pet Shop is near Ben's Barbershop.
+LINE: Part of Gene's Variety Store is behind Pete's Pet Shop.
+LINE: The first floor is below or under the second floor.
-PROMPT: Student 1: Mr. Hill, have you met Ms. Jane Dowell? She will be in your class this week. {bk10-l2c-f10-04-q.mp3}
-RESPONSE: Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
-
-# Source: LLA 2C Figure 10 (role play)
-$PRODUCE You Are Student 1
-ID: 2c-f10-c
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: This time you begin: you are Student 1, making the introduction. Say your line, then compare with the recording.
-INSTRUCTION: Speak Student 1's line.
-
-TEMPLATE: Student 1: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week.
-RESPONSE: Mr. Hill, have you met Ms. Jane Dowell? She'll be in your class this week. {bk10-l2c-f10-01.mp3}
-
-# Source: LLA 2C Figure 10 (role play)
-$PRODUCE You Are Student 2
-ID: 2c-f10-d
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Last role: you are Student 2, the one being introduced. Listen to the instructor, then respond politely.
-INSTRUCTION: Speak Student 2's line.
-
-PROMPT: Instructor: I'm happy to know you, Ms. Dowell. I hope you'll enjoy my class. {bk10-l2c-f10-02.mp3}
-RESPONSE: Student 2: How do you do, sir? {bk10-l2c-f10-03.mp3}
-
-# SKIPPED (book): "LET ME INTRODUCE YOU TO ...." and "HOW DO YOU DO, ...." — open-ended role-play / group practice introducing classmates.
-# SKIPPED (book): Writing Skill "HOW DO I DO IT?" — filling out personal data forms.
-
-# Source: ST §Everyone / Everybody
-$GRAMMAR Everyone / Everybody
-ID: l2-s8
-INTRO: Two words that mean exactly the same thing: "everyone" and "everybody". The only trap is the verb — it stays singular.
-
-**Everyone** and **everybody** both mean *every person* — and both take a **singular** verb: {everyone likes to go to the mall}.
-
-| | | |
-|---|---|---|
-| Does | everyone
everybody | like to go to the mall? |
-
-| | | |
-|---|---|---|
-| Yes, | everyone | likes to go to the mall. |
-| No, not | everybody | |
-
-# Source: ST §Ask and Answer: Everyone / Everybody
-$PRODUCE Ask and Answer: Everyone / Everybody
-ID: l2-s9
-INTRO: Build a question with "everyone" or "everybody" from the cue, then answer it yes or no — remember the singular verb.
-INSTRUCTION: Ask a question with everyone or everybody, then answer yes or no.
+# Source: ST §On It, Under It, By It!
+$PRODUCE On It, Under It, By It! {st-page_087_001.jpg}
+ID: l2-s29
+INTRO: Look at the picture of the room and answer each question aloud with a preposition of place. The cat, as always, is wherever it wants to be.
+INSTRUCTION: Answer the questions about the picture.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Accept a question using everyone or everybody, and a logical Yes/No answer matching the grammar of the example.
+RUBRIC: Treat the model answer as the factual key. Accept any phrasing that states the same location with a correct preposition of place.
EXAMPLE
-PROMPT: like to go to the mall
-RESPONSE: Does everyone like to go to the mall? Yes, everybody likes to go to the mall.
+PROMPT: Is the sofa by the door?
+RESPONSE: Yes, the sofa is by the door.
-PROMPT: like weekends
-RESPONSE: Does everyone like weekends? Yes, everybody likes weekends.
+EXAMPLE
+PROMPT: Where's the picture?
+RESPONSE: The picture is by the window.
-PROMPT: is tired today
-RESPONSE: Is everyone tired today? No, not everybody is tired today.
+PROMPT: Is the girl sitting on the desk?
+RESPONSE: No, she's not sitting on the desk, she's sitting at the desk.
-PROMPT: go shopping at the mall
-RESPONSE: Does everybody go shopping at the mall? Yes, everyone goes shopping at the mall.
+PROMPT: Where is the cat?
+RESPONSE: The cat is near the sofa.
-PROMPT: want more chicken
-RESPONSE: Does everyone want more chicken? No, not everybody wants more chicken.
+PROMPT: Where is the man sitting?
+RESPONSE: He's sitting in the armchair.
-PROMPT: in this office have a holiday on Monday
-RESPONSE: Does everyone in this office have a holiday on Monday? Yes, everybody in this office has a holiday on Monday.
-
-PROMPT: like to have free time
-RESPONSE: Does everybody like to have free time? Yes, everyone likes to have free time.
-
-PROMPT: enjoy parties
-RESPONSE: Does everyone enjoy parties? Yes, everybody enjoys parties.
-
-PROMPT: work on weekdays
-RESPONSE: Does everybody work on weekdays? No, not everyone works on weekdays.
-
-PROMPT: get up late on weekends
-RESPONSE: Does everyone get up late on weekends? No, not everybody gets up late on weekends.
-
-PROMPT: in class speak English
-RESPONSE: Does everyone in class speak English? Yes, everybody in class speaks English.
-
-# Source: new (gap: someone/anyone is drilled in LLA 2C Figure 11 but never explained anywhere in the lesson)
-$GRAMMAR Someone or Anyone
-ID: 2c-f11-a
-INTRO: One more word pair before the drill: "someone" and "anyone".
-
-- Use **someone** in affirmative sentences: {Yes, I told someone the story.}
-- Use **anyone** in negative sentences: {No, I didn't see anyone.}
-- In questions, both are common: {Did you see anyone at the party?} {Did you tell someone the story?}
-
-# Source: LLA 2C Figure 11
-$PRODUCE Someone or Anyone
-ID: 2c-f11
+# Source: ST §Ask with Where
+$PRODUCE Ask with Where
+ID: l2-s30
+INTRO: Someone needs something — help them out. Read each situation, ask a question with "where", and answer it with a sensible location.
+INSTRUCTION: Ask a question with "where" and answer it.
INPUT: speak
-CHECK: reveal
-INTRO: Use the cue to ask a question with "someone" or "anyone", then give the yes or no answer shown. Then listen to the correct version.
-INSTRUCTION: Ask the question and give the answer.
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Accept a "where" question logically related to the prompt, plus any reasonable answer giving a location with a preposition of place. The location itself is the learner's choice.
EXAMPLE
-TEMPLATE: hit with ball (no)
-RESPONSE: Did you hit someone with the ball? — No, I didn't hit anyone. {bk10-l2c-f11-ex-a.mp3}
+PROMPT: Jerry is looking for his father.
+RESPONSE: Where is his father? He's sitting in the chair.
-TEMPLATE: see at the party (no)
-RESPONSE: Did you see anyone at the party? — No, I didn't see anyone. {bk10-l2c-f11-01-a.mp3}
+PROMPT: June wants an apple.
+RESPONSE: Where is the apple? It's on the table.
-TEMPLATE: hurt feelings (yes)
-RESPONSE: Did she hurt anyone's feelings? — Yes, she hurt someone's feelings. {bk10-l2c-f11-02-a.mp3}
+PROMPT: I'm tired. I want to sit down.
+RESPONSE: Where can I sit? You can sit on the sofa.
-TEMPLATE: talk on the phone (no)
-RESPONSE: Did you talk to someone on the phone? — No, I didn't talk to anyone on the phone. {bk10-l2c-f11-03-a.mp3}
+PROMPT: I want to call my friend.
+RESPONSE: Where is the phone? It's on the desk.
-TEMPLATE: lie at school (no)
-RESPONSE: Did you lie to anyone at school? — No, I didn't lie to anyone at school. {bk10-l2c-f11-04-a.mp3}
+PROMPT: Teddy, we need to feed the cat.
+RESPONSE: Where is the cat? It's under the table.
-TEMPLATE: tell the story (yes)
-RESPONSE: Did you tell someone the story? — Yes, I told someone the story. {bk10-l2c-f11-05-a.mp3}
+PROMPT: I heard that you have a new picture.
+RESPONSE: Where is the picture? It's on the wall.
-TEMPLATE: tell the correct time (no)
-RESPONSE: Did you tell someone the correct time? — No, I didn't tell anyone. {bk10-l2c-f11-06-a.mp3}
+# SKIPPED (book): "WHO IS SITTING ...?" — classroom-dependent visual task.
-$SESSION 2-7: Putting Ideas in Order
+$SESSION 2-7: Topics, Main Ideas, and Paragraph Order
+
+# Source: LLA 2A Figure 1
+$DIALOGUE Paragraph 1: The Vending Machine
+ID: 2a-f1-d1
+INTRO: In this part you'll learn to find a paragraph's topic — what it's about — and its main idea — what it says about that topic. First paragraph: Jan versus a vending machine. The machine wins.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: Jan was hungry. She wanted a candy bar. She finally found a vending machine. It took her money, but it didn't give her any candy or her money back. She shook the machine. She was angry. She didn't have any more change. Machines don't always work when you need them. {bk10-l2a-f1-01.mp3}
+
+# Source: LLA 2A Figure 1
+$SELECT Topic and Main Idea: The Vending Machine
+ID: 2a-f1-s1
+REFERENCE
+INTRO: First tap the topic of the paragraph you just heard, then tap its main idea. Replay the paragraph if you need to.
+INSTRUCTION: Tap the correct topic or main idea.
+
+TEMPLATE: Topic
+OPTION: a | vending machines
+OPTION: b | more change
+OPTION: c | a candy bar
+ANSWER: a
+FEEDBACK: The topic of the paragraph is vending machines.
+
+TEMPLATE: Main Idea (Jan's Vending Machine)
+OPTION: a | Jan wanted a candy bar.
+OPTION: b | Machines don't always work.
+OPTION: c | Jan shook the machine.
+ANSWER: b
+FEEDBACK: The main idea is: Machines don't always work.
+
+# Source: LLA 2A Figure 1
+$DIALOGUE Paragraph 2: Money and Friendship
+ID: 2a-f1-d2
+INTRO: Second paragraph — some free advice about money and friends. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: When you lend a friend money, you sometimes hurt your friendship. When a friend asks to borrow some money, you should tell him you can't lend it to him. That's my advice. Why? Because you won't feel good around him until he gives you back the money. It may be difficult, but it's better not to lend money to a friend. {bk10-l2a-f1-02.mp3}
+
+# Source: LLA 2A Figure 1
+$SELECT Topic and Main Idea: Money and Friendship
+ID: 2a-f1-s2
+REFERENCE
+INTRO: Same job: tap the topic first, then the main idea.
+INSTRUCTION: Tap the correct topic or main idea.
+
+TEMPLATE: Topic
+OPTION: a | giving money back
+OPTION: b | feeling good
+OPTION: c | money and friendship
+ANSWER: c
+FEEDBACK: The topic of the paragraph is money and friendship.
+
+TEMPLATE: Main Idea (Money and Friendship)
+OPTION: a | Don't lend money to friends.
+OPTION: b | Don't ask friends for advice.
+OPTION: c | Friends don't pay back money.
+ANSWER: a
+FEEDBACK: The main idea is: Don't lend money to friends.
+
+# Source: LLA 2A Figure 1
+$DIALOGUE Paragraph 3: Nell's Work
+ID: 2a-f1-d3
+INTRO: Last paragraph — Nell and her busy days at the bank. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+Narrator: Nell works in a bank. She opens and closes accounts for people every day. She gives them the checkbooks for their checking accounts. She cashes checks, takes deposits, and helps people make deposits to or withdrawals from their savings accounts. Bank work isn't easy, but Nell likes it very much. {bk10-l2a-f1-03.mp3}
+
+# Source: LLA 2A Figure 1
+$SELECT Topic and Main Idea: Nell's Work
+ID: 2a-f1-s3
+REFERENCE
+INTRO: One more time: the topic, then the main idea.
+INSTRUCTION: Tap the correct topic or main idea.
+
+TEMPLATE: Topic
+OPTION: a | Nell's bank
+OPTION: b | Nell's work
+OPTION: c | Nell's help
+ANSWER: b
+FEEDBACK: The topic is Nell's work.
+
+TEMPLATE: Main Idea (Nell's Work)
+OPTION: a | Nell's bank cashes checks.
+OPTION: b | Nell opens and closes accounts.
+OPTION: c | Nell likes to work in the bank.
+ANSWER: c
+FEEDBACK: The main idea is: Nell likes to work in the bank.
+
+# Source: LLA 2A Figure 6
+$PRODUCE Write the Topic and Main Idea
+ID: 2a-f6
+LONGFORM
+INTRO: Now no options to lean on. Listen to each paragraph, then type its topic and its main idea — the main idea in a complete sentence.
+INSTRUCTION: Type the topic and main idea.
+INPUT: type
+CHECK: llm
+RUBRIC: The learner must identify the topic and the main idea from the paragraph. Accept any reasonable phrasing that matches the meaning of the model answers.
+
+PROMPT: Apartment managers have a difficult job. They make appointments, show the people the empty apartments, and take deposits on the rent. They also have to talk to people when things in the apartments break or don't work. Many times they have to work longer than 8 hours a day. It's not an easy job. {bk10-l2a-f6-01.mp3}
+TEMPLATE: Topic and Main Idea
+RESPONSE: Topic: Apartment managers. Main idea: Apartment managers have a difficult job.
+
+PROMPT: Jane likes animals. She has 2 dogs, a cat, and a bird. She keeps her cat and bird in the house. She has a yard with a fence, and her dogs stay outside in the yard. She is good to her animals, and she likes to play with them. {bk10-l2a-f6-02.mp3}
+TEMPLATE: Topic and Main Idea
+RESPONSE: Topic: Jane's animals. Main idea: Jane likes animals.
# Source: LLA 2D Figure 1
$DIALOGUE Connective Words
ID: 2d-f1
-INTRO: This part is about telling things in order. These little words — "first", "then", "finally" — are the signposts of a story. Listen and repeat each one; you'll hear them in paragraphs next.
+INTRO: Good paragraphs hold together with connective words — "first", "then", "after that", "finally". Listen to them and repeat; you'll hear them at work in a moment.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -1864,50 +1881,87 @@ LINE: Last. {bk10-l2d-f1-05.mp3}
LINE: Next. {bk10-l2d-f1-06.mp3}
LINE: Then. {bk10-l2d-f1-07.mp3}
-# Source: LLA 2D Figure 1 (exercise)
-$PRODUCE Write the Connective Words
+# Source: LLA 2D Figure 1
+$DIALOGUE Connectives in a Paragraph
+ID: 2d-f1-ex
+INTRO: Here's a tiny paragraph about Ted. Notice how the connective words put his evening in order.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Ted is going to study. {bk10-l2d-f1-08.mp3}
+LINE: First, he gets his books. {bk10-l2d-f1-09.mp3}
+LINE: Then, he fixes his light. {bk10-l2d-f1-10.mp3}
+LINE: Finally, he starts to study. {bk10-l2d-f1-11.mp3}
+
+# Source: LLA 2D Figure 1
+$PRODUCE Type the Connective Words
ID: 2d-f1-b
INPUT: type
CHECK: exact
-INTRO: Listen to each paragraph and catch the signposts. Type the connective words you hear, in the order they come.
-INSTRUCTION: Type the connective words.
+INTRO: Listen to each sentence and type the connective word or words that are missing on your screen.
+INSTRUCTION: Type the missing word(s).
-EXAMPLE
-PROMPT: Ted is going to study. First, he gets his books. Then, he fixes his light. Finally, he starts to study. {bk10-l2d-f1-ex.mp3}
-TEMPLATE: a. ____{first}
-TEMPLATE: b. ____{then}
-TEMPLATE: c. ____{finally}
-RESPONSE: a. first, b. then, c. finally.
+PROMPT: Jill wanted to shop in the mall. First, she went upstairs to a clothing store. {bk10-l2d-f1-12.mp3}
+TEMPLATE: Jill wanted to shop in the mall.
+TEMPLATE: ____{First}, she went upstairs to a clothing store.
+RESPONSE: Jill wanted to shop in the mall. First, she went upstairs to a clothing store. {bk10-l2d-f1-12.mp3}
-PROMPT: Jill wanted to shop in the mall. First, she went upstairs to a clothing store. Then, she decided to go to the variety store. After that, she went downstairs to the shoe shop. Finally, she went to the department store and finished her shopping. {bk10-l2d-f1-08.mp3}
-TEMPLATE: a. ____{first}
-TEMPLATE: b. ____{then}
-TEMPLATE: c. ____{after that}
-TEMPLATE: d. ____{finally}
-RESPONSE: a. first, b. then, c. after that, d. finally.
+PROMPT: Then, she decided to go to the variety store. {bk10-l2d-f1-13.mp3}
+TEMPLATE: ____{Then}, she decided to go to the variety store.
+RESPONSE: Then, she decided to go to the variety store. {bk10-l2d-f1-13.mp3}
-PROMPT: Ted had to stop overnight in a motel. First, he checked in at the office. Then, he drove to his room and parked his car. Next, he took his suitcase into the room and hung up his suit. Then, he showered and got ready for bed. He read for an hour, and finally, he turned off the lights and went to sleep. {bk10-l2d-f1-09.mp3}
-TEMPLATE: a. ____{first}
-TEMPLATE: b. ____{then}
-TEMPLATE: c. ____{next}
-TEMPLATE: d. ____{then}
-TEMPLATE: e. ____{finally}
-RESPONSE: a. first, b. then, c. next, d. then, e. finally.
+PROMPT: After that, she went downstairs to the shoe shop. {bk10-l2d-f1-14.mp3}
+TEMPLATE: ____{After that}, she went downstairs to the shoe shop.
+RESPONSE: After that, she went downstairs to the shoe shop. {bk10-l2d-f1-14.mp3}
-PROMPT: Gwen likes to eat in cafeterias. She likes to push her tray and pick out her food. First, there are salads. Next, they have meats and then vegetables. After that, they have breads and then desserts. Last, there are drinks. She likes to pick out her favorite foods. {bk10-l2d-f1-10.mp3}
-TEMPLATE: a. ____{first}
-TEMPLATE: b. ____{next}
-TEMPLATE: c. ____{then}
-TEMPLATE: d. ____{after that}
-TEMPLATE: e. ____{then}
-TEMPLATE: f. ____{last}
-RESPONSE: a. first, b. next, c. then, d. after that, e. then, f. last.
+PROMPT: Finally, she went to the department store and finished her shopping. {bk10-l2d-f1-15.mp3}
+TEMPLATE: ____{Finally}, she went to the department store and finished her shopping.
+RESPONSE: Finally, she went to the department store and finished her shopping. {bk10-l2d-f1-15.mp3}
+
+PROMPT: Ted had to stop overnight in a motel. First, he checked in at the office. {bk10-l2d-f1-16.mp3}
+TEMPLATE: Ted had to stop overnight in a motel.
+TEMPLATE: ____{First}, he checked in at the office.
+RESPONSE: Ted had to stop overnight in a motel. First, he checked in at the office. {bk10-l2d-f1-16.mp3}
+
+PROMPT: Then, he drove to his room and parked his car. {bk10-l2d-f1-17.mp3}
+TEMPLATE: ____{Then}, he drove to his room and parked his car.
+RESPONSE: Then, he drove to his room and parked his car. {bk10-l2d-f1-17.mp3}
+
+PROMPT: Next, he took his suitcase into the room and hung up his suit. {bk10-l2d-f1-18.mp3}
+TEMPLATE: ____{Next}, he took his suitcase into the room and hung up his suit.
+RESPONSE: Next, he took his suitcase into the room and hung up his suit. {bk10-l2d-f1-18.mp3}
+
+PROMPT: Then, he showered and got ready for bed. {bk10-l2d-f1-19.mp3}
+TEMPLATE: ____{Then}, he showered and got ready for bed.
+RESPONSE: Then, he showered and got ready for bed. {bk10-l2d-f1-19.mp3}
+
+PROMPT: He read for an hour, and finally, he turned off the lights and went to sleep. {bk10-l2d-f1-20.mp3}
+TEMPLATE: He read for an hour, and ____{finally}, he turned off the lights and went to sleep.
+RESPONSE: He read for an hour, and finally, he turned off the lights and went to sleep. {bk10-l2d-f1-20.mp3}
+
+PROMPT: Gwen likes to eat in cafeterias. She likes to push her tray and pick out her food. First, there are salads. {bk10-l2d-f1-21.mp3}
+TEMPLATE: Gwen likes to eat in cafeterias.
+TEMPLATE: She likes to push her tray and pick out her food.
+TEMPLATE: ____{First}, there are salads.
+RESPONSE: Gwen likes to eat in cafeterias. She likes to push her tray and pick out her food. First, there are salads. {bk10-l2d-f1-21.mp3}
+
+PROMPT: Next, they have meats and then vegetables. {bk10-l2d-f1-22.mp3}
+TEMPLATE: ____{Next}, they have meats and ____{then} vegetables.
+RESPONSE: Next, they have meats and then vegetables. {bk10-l2d-f1-22.mp3}
+
+PROMPT: After that, they have breads and then desserts. {bk10-l2d-f1-23.mp3}
+TEMPLATE: ____{After that}, they have breads and ____{then} desserts.
+RESPONSE: After that, they have breads and then desserts. {bk10-l2d-f1-23.mp3}
+
+PROMPT: Last, there are drinks. She likes to pick out her favorite foods. {bk10-l2d-f1-24.mp3}
+TEMPLATE: ____{Last}, there are drinks.
+TEMPLATE: She likes to pick out her favorite foods.
+RESPONSE: Last, there are drinks. She likes to pick out her favorite foods. {bk10-l2d-f1-24.mp3}
# Source: ST §Match the Sentences: My Apartment
-$SELECT Match the Sentences: My Apartment
+$SELECT Match the Sentence Parts: My Apartment
ID: l2-s35
-INTRO: Now build a little story yourself. Match each sentence beginning with the ending that completes it.
-INSTRUCTION: Match the sentence parts.
+INTRO: A story about furnishing an apartment, cut in half. Read each sentence beginning and tap the ending that completes it.
+INSTRUCTION: Tap the ending that matches each beginning.
OPTION: a | I bought a new stove and refrigerator.
OPTION: b | I bought a new sofa and end tables.
OPTION: c | but now I enjoy my apartment more.
@@ -1926,10 +1980,10 @@ TEMPLATE: Then for my kitchen,
ANSWER: a
# Source: ST §Order the Sentences: My Apartment
-$SELECT Order the Sentences: My Apartment
+$SELECT Put the Story in Order: My Apartment
ID: l2-s36
ORDER
-INTRO: Same four sentences — now put them in story order. The connective words "first" and "then" are your clues.
+INTRO: Now put the whole apartment story in order. The connective words — "first", "then" — are your clues.
INSTRUCTION: Put the sentences in the correct order.
TEMPLATE: Put the story in order.
@@ -1940,10 +1994,10 @@ OPTION: d | All these things were expensive, but now I enjoy my apartment more.
ANSWER: a,b,c,d
# Source: ST §Match the Sentences: The Trip
-$SELECT Match the Sentences: The Trip
+$SELECT Match the Sentence Parts: The Trip
ID: l2-s37
-INTRO: Another story to assemble — Fred and Jane's vacation. Match each beginning with its ending.
-INSTRUCTION: Match the sentence parts.
+INTRO: Same game, new story: Fred and Jane's vacation. Match each beginning with its ending.
+INSTRUCTION: Tap the ending that matches each beginning.
OPTION: a | and stayed overnight in many nice hotels.
OPTION: b | a vacation.
OPTION: c | enjoyed their trip.
@@ -1966,10 +2020,10 @@ TEMPLATE: Fred and Jane took
ANSWER: b
# Source: ST §Order the Sentences: The Trip
-$SELECT Order the Sentences: The Trip
+$SELECT Put the Story in Order: The Trip
ID: l2-s38
ORDER
-INTRO: Now put Fred and Jane's trip in order, from packing to happy memories.
+INTRO: And now put Fred and Jane's trip in order, from packing up to happy memories.
INSTRUCTION: Put the sentences in the correct order.
TEMPLATE: Put the story in order.
@@ -1980,11 +2034,56 @@ OPTION: d | They used many rolls of film.
OPTION: e | Fred and Jane both enjoyed their trip.
ANSWER: a,b,c,d,e
+# SKIPPED (book): Listening Skills (topic / main idea) — instructor-read paragraphs with no recorded stimulus or printed text; the recorded versions are converted above.
+
+$SESSION 2-8: Putting It All Together
+
+# Source: LLA 2C Figure 2
+$DIALOGUE The Weather
+ID: 2c-f2
+INTRO: Last part — everything from this lesson gets mixed together: listening, outlines, writing, and a dictation. Warm up with two men comparing how cold "cold" really is.
+INSTRUCTION: Listen to the dialogue.
+
+Man1: Brr, it's cold. {bk10-l2c-f2-01.mp3}
+Man2: It sure is, but it's colder in the north. They had ice on their roads this morning. {bk10-l2c-f2-02.mp3}
+Man1: What was the temperature up north? {bk10-l2c-f2-03.mp3}
+Man2: It was 10 degrees. {bk10-l2c-f2-04.mp3}
+Man1: That's very cold. I guess I shouldn't say 36 degrees is cold. {bk10-l2c-f2-05.mp3}
+
+# Source: LLA 2C Figure 2 (questions)
+$SELECT Questions About the Weather
+ID: 2c-f2-b
+REFERENCE
+INTRO: Three questions about the conversation. Tap the correct answer; the dialogue is there to check.
+INSTRUCTION: Tap the correct answer.
+
+PROMPT: Where did they have ice on the roads? {bk10-l2c-f2-06.mp3}
+OPTION: a | in the north
+OPTION: b | in the west
+OPTION: c | in the morning
+ANSWER: a
+FEEDBACK: They had ice on the roads in the north. {bk10-l2c-f2-06-fb.mp3}
+
+PROMPT: What was the temperature in the north? {bk10-l2c-f2-07.mp3}
+OPTION: a | 36 degrees
+OPTION: b | freezing
+OPTION: c | 10 degrees
+ANSWER: c
+FEEDBACK: The temperature in the north was 10 degrees. {bk10-l2c-f2-07-fb.mp3}
+
+PROMPT: What is the temperature here? {bk10-l2c-f2-08.mp3}
+OPTION: a | freezing
+OPTION: b | 36 degrees
+OPTION: c | 10 degrees
+ANSWER: b
+FEEDBACK: The temperature here is 36 degrees. {bk10-l2c-f2-08-fb.mp3}
+
# Source: ST §Mrs. Lewis's Classes
$DIALOGUE Mrs. Lewis's Classes
ID: l2-s31
-INTRO: Ordered ideas can also go into an outline. First, listen to a short paragraph about Mrs. Lewis and her two language classes — note the numbers.
-INSTRUCTION: Listen to the paragraph.
+INTRO: A short paragraph about a language teacher and her two classes. Read along and repeat — you'll outline it next, so listen for the numbers.
+INSTRUCTION: Read the paragraph.
+REPEAT
LINE: Mrs. Lewis teaches different languages.
LINE: She teaches French and German.
@@ -1997,7 +2096,7 @@ LINE: It doesn't matter to Mrs. Lewis. She enjoys both of her classes.
$PRODUCE Outline: Mrs. Lewis's Classes
ID: l2-s32
REFERENCE
-INTRO: Now organize what you heard into an outline: the two classes, and how many men and women are in each. You can review the paragraph as you go.
+INTRO: Now organize what you read. Fill in the outline of Mrs. Lewis's classes, slot by slot. The paragraph stays open beside you.
INSTRUCTION: Complete the outline from the paragraph.
INPUT: type
@@ -2012,8 +2111,9 @@ SLOT: 2 | Number of women | three women
# Source: ST §Many Languages
$DIALOGUE Many Languages
ID: l2-s33
-INTRO: One more paragraph for outlining: Mr. Gill's English class, where the students already speak two languages each. Listen for the countries and the languages.
-INSTRUCTION: Listen to the paragraph.
+INTRO: One more paragraph to outline — Mr. Gill's class, where the students speak more languages than the teacher. Read and repeat.
+INSTRUCTION: Read the paragraph.
+REPEAT
LINE: Mr. Gill's English class has students from many different countries.
LINE: Some of his students are from Spain, France, and Saudi Arabia.
@@ -2028,7 +2128,7 @@ LINE: Mr. Gill enjoys his class. He has learned many interesting things about th
$PRODUCE Outline: Mr. Gill's Students
ID: l2-s34
REFERENCE
-INTRO: Fill in the outline: three countries, and the two languages each group speaks. The paragraph stays available for review.
+INTRO: Fill in the outline of Mr. Gill's students — country by country, language by language.
INSTRUCTION: Complete the outline from the paragraph.
INPUT: type
@@ -2043,255 +2143,10 @@ SLOT: 1 | Third country | Saudi Arabia
SLOT: 2 | First language | Arabic
SLOT: 2 | Second language | French
-$SESSION 2-8: Prepositions of Place
-
-# Source: LLA 2D Figure 2
-$DIALOGUE Prepositions of Place
-ID: 2d-f2
-INTRO: Last part of the lesson: saying exactly where things are — on, under, next to, across from. Look at each picture, listen, and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: The book is on the table. {page_048_001.jpg} {bk10-l2d-f2-01.mp3}
-
-LINE: The bookshop is in the mall. {page_048_002.jpg} {bk10-l2d-f2-02a.mp3}
-LINE: The variety store is next to the bookshop. {page_048_002.jpg} {bk10-l2d-f2-02b.mp3}
-
-LINE: The cafeteria is by the stairs. {page_048_003.jpg} {bk10-l2d-f2-03.mp3}
-
-LINE: The department store is at the corner of Vine and 10th Street. {page_048_004.jpg} {bk10-l2d-f2-04.mp3}
-
-LINE: Ned lives near the shopping center. {page_048_005.jpg} {bk10-l2d-f2-05.mp3}
-
-LINE: The carpet is under the chair. {page_048_006.jpg} {bk10-l2d-f2-06.mp3}
-
-LINE: The restaurant is across from the bank. {page_048_007.jpg} {bk10-l2d-f2-07.mp3}
-
-LINE: The car is in front of the bus. {page_048_008.jpg} {bk10-l2d-f2-08.mp3}
-
-LINE: The light is above the garage door. {page_048_009.jpg} {bk10-l2d-f2-09.mp3}
-
-LINE: The small pictures are below the large picture. {page_048_010.jpg} {bk10-l2d-f2-10.mp3}
-
-LINE: The motel is in back of the restaurant. {page_048_011.jpg} {bk10-l2d-f2-11a.mp3}
-LINE: The motel is behind the restaurant. {page_048_011.jpg} {bk10-l2d-f2-11b.mp3}
-
-# Source: LLA 2D Figure 3
-$SELECT Which Preposition Do You Hear?
-ID: 2d-f3
-INTRO: Now train your ear. Listen to each sentence and tap the preposition you heard, then repeat the sentence.
-INSTRUCTION: Tap the word you hear.
-REPEAT
-
-EXAMPLE
-PROMPT: The book is on the table. {bk10-l2d-f3-ex-q.mp3}
-OPTION: a | in
-OPTION: b | on {bk10-l2d-f3-ex-a.mp3}
-OPTION: c | by
-ANSWER: b
-
-PROMPT: The bookshop is in the mall. {bk10-l2d-f3-01-q.mp3}
-OPTION: a | in {bk10-l2d-f3-01-a.mp3}
-OPTION: b | up
-OPTION: c | on
-ANSWER: a
-
-PROMPT: His room is by the stairs. {bk10-l2d-f3-02-q.mp3}
-OPTION: a | down
-OPTION: b | by {bk10-l2d-f3-02-a.mp3}
-OPTION: c | up
-ANSWER: b
-
-PROMPT: The tree is in front of the house. {bk10-l2d-f3-03-q.mp3}
-OPTION: a | near
-OPTION: b | over
-OPTION: c | in front of {bk10-l2d-f3-03-a.mp3}
-ANSWER: c
-
-PROMPT: The truck is in back of the car. {bk10-l2d-f3-04-q.mp3}
-OPTION: a | in back of {bk10-l2d-f3-04-a.mp3}
-OPTION: b | in front of
-OPTION: c | under
-ANSWER: a
-
-PROMPT: David is at the store. {bk10-l2d-f3-05-q.mp3}
-OPTION: a | at {bk10-l2d-f3-05-a.mp3}
-OPTION: b | in
-OPTION: c | on
-ANSWER: a
-
-PROMPT: Jack sits near Ned. {bk10-l2d-f3-06-q.mp3}
-OPTION: a | over
-OPTION: b | near {bk10-l2d-f3-06-a.mp3}
-OPTION: c | by
-ANSWER: b
-
-PROMPT: The small pictures are below the large picture. {bk10-l2d-f3-07-q.mp3}
-OPTION: a | by
-OPTION: b | over
-OPTION: c | below {bk10-l2d-f3-07-a.mp3}
-ANSWER: c
-
-PROMPT: She keeps her shoes under the bed. {bk10-l2d-f3-08-q.mp3}
-OPTION: a | under {bk10-l2d-f3-08-a.mp3}
-OPTION: b | down
-OPTION: c | over
-ANSWER: a
-
-PROMPT: The lab is across from the library. {bk10-l2d-f3-09-q.mp3}
-OPTION: a | across from {bk10-l2d-f3-09-a.mp3}
-OPTION: b | near
-OPTION: c | down
-ANSWER: a
-
-PROMPT: Jim's room is above mine. {bk10-l2d-f3-10-q.mp3}
-OPTION: a | near
-OPTION: b | above {bk10-l2d-f3-10-a.mp3}
-OPTION: c | in back of
-ANSWER: b
-
-# Source: LLA 2D Figure 4
-$PRODUCE Answer with Prepositions
-ID: 2d-f4
-INPUT: speak
-CHECK: reveal
-INTRO: Now you say where things are. Look at the picture and the cue words, listen to the question, and answer aloud in a full sentence. Then repeat the correct answer.
-INSTRUCTION: Answer aloud in a full sentence.
-REPEAT
-
-PROMPT: Where's the money? {page_050_001.jpg} {bk10-l2d-f4-01-q.mp3}
-TEMPLATE: on, under
-RESPONSE: The money is on the table, under the book. {bk10-l2d-f4-01-a.mp3}
-
-PROMPT: Did you park your car next to the mall? {page_050_002.jpg} {bk10-l2d-f4-02-q.mp3}
-TEMPLATE: no, but near
-RESPONSE: No, but I parked my car near the mall. {bk10-l2d-f4-02-a.mp3}
-
-PROMPT: Is the department store at the corner? {page_050_003.jpg} {bk10-l2d-f4-03-q.mp3}
-TEMPLATE: yes, across from
-RESPONSE: Yes, the department store is at the corner across from the drugstore. {bk10-l2d-f4-03-a.mp3}
-
-PROMPT: Where did you leave your car? {page_050_004.jpg} {bk10-l2d-f4-04-q.mp3}
-TEMPLATE: behind, in
-RESPONSE: I left my car behind the restaurant, in the parking lot. {bk10-l2d-f4-04-a.mp3}
-
-PROMPT: Is the insurance office by the variety store? {page_050_005.jpg} {bk10-l2d-f4-05-q.mp3}
-TEMPLATE: no, 2nd floor, above
-RESPONSE: No, the insurance office is on the second floor, above the variety store. {bk10-l2d-f4-05-a.mp3}
-
-PROMPT: Where did she put the rug? {page_050_006.jpg} {bk10-l2d-f4-06-q.mp3}
-TEMPLATE: in front of
-RESPONSE: She put the rug in front of the sofa. {bk10-l2d-f4-06-a.mp3}
-
-PROMPT: Is the dog in the house? {page_050_007.jpg} {bk10-l2d-f4-07-q.mp3}
-TEMPLATE: in back of
-RESPONSE: No, the dog's not in the house. He's in back of the house. {bk10-l2d-f4-07-a.mp3}
-
-PROMPT: Where is the airplane flying? {page_050_008.jpg} {bk10-l2d-f4-08-q.mp3}
-TEMPLATE: below
-RESPONSE: The airplane is flying below the clouds. {bk10-l2d-f4-08-a.mp3}
-
-# Source: ST §Logar Shopping Center Directory (prepositions)
-$DIALOGUE Prepositions in the Mall {st-page_085_001.jpg}
-ID: l2-s28
-INTRO: Back to the Logar Shopping Center one last time — now described with prepositions. Follow along on the directory and repeat each sentence.
-INSTRUCTION: Look at the directory, then listen and repeat.
-REPEAT
-
-LINE: Pete's Pet Shop is across from Homer's Department Store.
-LINE: Dan's Shoe Store is in the mall.
-LINE: Bernice bought her new glasses at the Eye Glass Shop.
-LINE: Karr's Cafeteria isn't by the mall. It's in the mall.
-LINE: Leo's Card Shop is on the first floor.
-LINE: Part of Starr Shoe Store is in back of Fast Chicken.
-LINE: The World Travel Agency is next to the Eyeglass Shop.
-LINE: The escalator is in front of Karr's Cafeteria.
-LINE: Sam's Drugstore is above Nova Movie Theater.
-LINE: Myra's Women's Clothing Store is below Kid's Room.
-LINE: Pete's Pet Shop is near Ben's Barbershop.
-LINE: Part of Gene's Variety Store is behind Pete's Pet Shop.
-LINE: The first floor is below or under the second floor.
-
-# Source: ST §On It, Under It, By It!
-$PRODUCE On It, Under It, By It! {st-page_087_001.jpg}
-ID: l2-s29
-INTRO: Look at the living room picture and answer each question aloud with a full sentence — the right preposition is the point.
-INSTRUCTION: Answer the questions about the picture.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept correct answers based on the picture, properly using prepositions of place.
-
-EXAMPLE
-PROMPT: Is the sofa by the door?
-RESPONSE: Yes, the sofa is by the door.
-
-EXAMPLE
-PROMPT: Where's the picture?
-RESPONSE: The picture is by the window.
-
-PROMPT: Is the girl sitting on the desk?
-RESPONSE: No, she's not sitting on the desk, she's sitting at the desk.
-
-PROMPT: Where is the cat?
-RESPONSE: The cat is near the sofa.
-
-PROMPT: Where is the man sitting?
-RESPONSE: He's sitting in the armchair.
-
-# Source: ST §Ask with Where
-$PRODUCE Ask with Where
-ID: l2-s30
-INTRO: Someone needs something — you ask "where" and answer with a location. Any sensible place will do; the preposition has to fit.
-INSTRUCTION: Ask a question with "where" and answer it.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept a "where" question logically related to the prompt, and a reasonable answer providing a location.
-
-EXAMPLE
-PROMPT: Jerry is looking for his father.
-RESPONSE: Where is his father? He's sitting in the chair.
-
-PROMPT: June wants an apple.
-RESPONSE: Where is the apple? It's on the table.
-
-PROMPT: I'm tired. I want to sit down.
-RESPONSE: Where can I sit? You can sit on the sofa.
-
-PROMPT: I want to call my friend.
-RESPONSE: Where is the phone? It's on the desk.
-
-PROMPT: Teddy, we need to feed the cat.
-RESPONSE: Where is the cat? It's under the table.
-
-PROMPT: I heard that you have a new picture.
-RESPONSE: Where is the picture? It's on the wall.
-
-# SKIPPED (book): "WHO IS SITTING ...?" — classroom-dependent visual task about where classmates are sitting.
-
-# Source: LLA 2D Figure 5
-$PRODUCE The Vending Machine Strikes Again
-ID: 2d-f5
-INPUT: type
-CHECK: exact
-INTRO: Remember Jan's vending machine from the start of the lesson? Here's another one behaving badly. Listen to the paragraph and type the missing words.
-INSTRUCTION: Type the missing words.
-
-PROMPT: I don't like this vending machine. It never has my favorite soda. It's a popular drink, but this machine doesn't have it. That other one usually has my favorite, but it's out of it today. Now, I have to make another selection, and I don't like the diet drinks in this machine. But I'm thirsty, so I'll drop my money in the slot and pull the knob. I'll have to drink what I can get. {bk10-l2d-f5-01.mp3}
-TEMPLATE: I don't like this ____{vending machine}.
-TEMPLATE: It never has my favorite ____{soda}.
-TEMPLATE: It's a ____{popular} drink, but this ____{machine} doesn't have it.
-TEMPLATE: That other one usually has my ____{favorite}, but it's out of it today.
-TEMPLATE: Now I have to make another ____{selection}, and I don't like the ____{diet drinks} in this machine.
-TEMPLATE: But, I'm thirsty, so I'll ____{drop} my money in the slot and pull the ____{knob}.
-TEMPLATE: I guess I'll have to drink another kind of soda today.
-RESPONSE: I don't like this vending machine. It never has my favorite soda. It's a popular drink, but this machine doesn't have it. That other one usually has my favorite, but it's out of it today. Now I have to make another selection, and I don't like the diet drinks in this machine. But I'm thirsty, so I'll drop my money in the slot and pull the knob. I guess I'll have to drink another kind of soda today.
-
# Source: ST §Writing Skill: Mary
$PRODUCE Complete the Paragraph: Mary
ID: l2-s26
-INTRO: Two short writing exercises to close the lesson. Complete the paragraph about Mary with words from this lesson.
+INTRO: Now some writing. The gapped sentences ARE the story — read them and type the missing words about Mary and her very good day.
INSTRUCTION: Type the missing words to complete the paragraph.
INPUT: type
CHECK: exact
@@ -2303,7 +2158,7 @@ RESPONSE: Mary is a happy girl because she made a high score on her test. Now sh
# Source: ST §Writing Skill: The Mall
$PRODUCE Complete the Paragraph: The Mall
ID: l2-s27
-INTRO: Last one — a paragraph about the place where this lesson began. Fill in the shopping words, and that's Lesson 2 done: you can find your way around a mall, introduce anyone to anyone, and say exactly when your plane leaves. Nicely done.
+INTRO: One more paragraph to complete — this one brings back all your mall words from the start of the lesson.
INSTRUCTION: Type the missing words to complete the paragraph.
INPUT: type
CHECK: exact
@@ -2311,3 +2166,71 @@ LONGFORM
TEMPLATE: People like to shop at a ____{mall}. They can park in the ____{parking lot}. There are ____{department stores} and many other kinds of stores. Often there are many places to ____{eat} at while you shop. It's ____{nice} to ____{go shopping} at a ____{shopping center}.
RESPONSE: People like to shop at a mall. They can park in the parking lot. There are department stores and many other kinds of stores. Often there are many places to eat at while you shop. It's nice to go shopping at a shopping center.
+
+# Source: LLA 2D Figure 5
+$PRODUCE Listen and Fill: The Vending Machine
+ID: 2d-f5
+INPUT: type
+CHECK: exact
+INTRO: Remember Jan's vending machine? Here's another one behaving badly. Listen to each sentence and type the missing words.
+INSTRUCTION: Type the missing word(s).
+
+PROMPT: I don't like this vending machine. {bk10-l2d-f5-01.mp3}
+TEMPLATE: I don't like this ____{vending machine}.
+RESPONSE: I don't like this vending machine. {bk10-l2d-f5-01.mp3}
+
+PROMPT: It never has my favorite soda. {bk10-l2d-f5-02.mp3}
+TEMPLATE: It never has my favorite ____{soda}.
+RESPONSE: It never has my favorite soda. {bk10-l2d-f5-02.mp3}
+
+PROMPT: It's a popular drink, but this machine doesn't have it. {bk10-l2d-f5-03.mp3}
+TEMPLATE: It's a ____{popular} drink, but this ____{machine} doesn't have it.
+RESPONSE: It's a popular drink, but this machine doesn't have it. {bk10-l2d-f5-03.mp3}
+
+PROMPT: That other one usually has my favorite, but it's out of it today. {bk10-l2d-f5-04.mp3}
+TEMPLATE: That other one usually has my ____{favorite}, but it's out of it today.
+RESPONSE: That other one usually has my favorite, but it's out of it today. {bk10-l2d-f5-04.mp3}
+
+PROMPT: Now I have to make another selection, and I don't like the diet drinks in this machine. {bk10-l2d-f5-05.mp3}
+TEMPLATE: Now I have to make another ____{selection}, and I don't like the ____{diet drinks} in this machine.
+RESPONSE: Now I have to make another selection, and I don't like the diet drinks in this machine. {bk10-l2d-f5-05.mp3}
+
+PROMPT: But I'm thirsty, so I'll drop my money in the slot and pull the knob. {bk10-l2d-f5-06.mp3}
+TEMPLATE: But, I'm thirsty, so I'll ____{drop} my money in the slot and pull the ____{knob}.
+RESPONSE: But I'm thirsty, so I'll drop my money in the slot and pull the knob. {bk10-l2d-f5-06.mp3}
+
+# Source: LLA 2B Figure 7
+$PRODUCE Dictation: Opening a Bank Account
+ID: 10-l2b-f7
+INPUT: type
+CHECK: exact
+LONGFORM
+NORMALIZE: strict
+INTRO: The final exercise: a dictation about opening a bank account — Nell would approve. Type each sentence exactly as you hear it, punctuation and capital letters included. That's the lesson — nicely done.
+INSTRUCTION: Type the sentence you hear.
+
+PROMPT: Do you know how to open an account at a bank? {bk10-l2b-f7-check-01.mp3}
+RESPONSE: Do you know how to open an account at a bank? {bk10-l2b-f7-check-01.mp3}
+
+PROMPT: First select a bank near your home or office. {bk10-l2b-f7-check-02.mp3}
+RESPONSE: First select a bank near your home or office. {bk10-l2b-f7-check-02.mp3}
+
+PROMPT: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-check-03.mp3}
+RESPONSE: Then go to the bank and speak to the bank clerk. {bk10-l2b-f7-check-03.mp3}
+
+PROMPT: It's best to take your ID with you. {bk10-l2b-f7-check-04.mp3}
+RESPONSE: It's best to take your ID with you. {bk10-l2b-f7-check-04.mp3}
+
+PROMPT: The bank clerk will ask for your name and address. {bk10-l2b-f7-check-05.mp3}
+RESPONSE: The bank clerk will ask for your name and address. {bk10-l2b-f7-check-05.mp3}
+
+PROMPT: He'll also ask about your job. {bk10-l2b-f7-check-06.mp3}
+RESPONSE: He'll also ask about your job. {bk10-l2b-f7-check-06.mp3}
+
+PROMPT: It's good to have a savings account and a checking account. {bk10-l2b-f7-check-07.mp3}
+RESPONSE: It's good to have a savings account and a checking account. {bk10-l2b-f7-check-07.mp3}
+
+PROMPT: Open both of them. {bk10-l2b-f7-check-08.mp3}
+RESPONSE: Open both of them. {bk10-l2b-f7-check-08.mp3}
+
+# SKIPPED (book): Writing Skill "HOW DO I DO IT?" — filling out personal data forms.
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--- a/book-10-lesson-3.module
+++ b/book-10-lesson-3.module
@@ -1,37 +1,36 @@
$MODULE Book 10 · Lesson 3: Would You Please...? {st-page_093_001.jpg}
FORMAT: 2
DIOCO_DOC_ID: alc_book10_lesson3
-DESCRIPTION: Tire-changing and repair vocabulary, connectives, gerunds, polite requests, reported commands, and main-idea listening and reading skills.
+DESCRIPTION: Flat tires and how to change them, sequence words, gerunds, polite requests with "can", "could", "will", and "would", reported commands, and finding topics and main ideas.
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_PROMPT: gacrux | For stimulus/prompt audio
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Judy | gacrux | Female
-VOICE: July | achird | Male
+VOICE: July | achernar | Male
VOICE: Mrs_Adams | gacrux | Female
VOICE: Mr_Wilson | achernar | Male
-VOICE: Flight_Attendant | gacrux | Female
+VOICE: Flight_Attendant | schedar | Female
VOICE: Mary | gacrux | Female
VOICE: Ann | aoede | Female
+VOICE: Clerk | achernar | Male
+VOICE: Customer | achird | Male
+VOICE: Kim | gacrux | Female
+VOICE: Ken | achernar | Male
+VOICE: Jan | aoede | Female
+VOICE: Mom | gacrux | Female
+VOICE: Sue | aoede | Female
+VOICE: Dan | achernar | Male
+VOICE: Instructor | schedar | Male
+VOICE: Lt_Fuller | achird | Male
+VOICE: Sgt_Jones | achernar | Male
+VOICE: Sam | achird | Male
+VOICE: Mike | achernar | Male
+VOICE: David | achird | Male
VOICE: Gloria | schedar | Female
VOICE: Peggy | aoede | Female
VOICE: Liz | schedar | Female
-VOICE: Charles | schedar | Male clerk
-VOICE: Customer | achernar | Male
-VOICE: Kim | gacrux | Female
-VOICE: Ken | achernar | Male
-VOICE: Jan | gacrux | Female
-VOICE: Mom | gacrux | Female
-VOICE: Sue | gacrux | Female
-VOICE: Dan | achernar | Male
-VOICE: Instructor | achernar | Male
-VOICE: Lt_Fuller | schedar | Male
-VOICE: Sgt_Jones | achird | Male
-VOICE: Sam | achird | Male
-VOICE: Mike | achird | Male
-VOICE: David | schedar | Male
VOICE: Roger | achernar | Male
VOICE: Jim | achernar | Male
VOICE: Bob | achird | Male
@@ -52,8 +51,8 @@ VOICE: Rita | aoede | Female
VOICE: Fran | schedar | Female
VOICE: Anna | aoede | Female
VOICE: Bill | achernar | Male
-VOICE: Student1 | achernar | Male student
-VOICE: Student2 | achird | Male student
+VOICE: Student1 | achernar | Male
+VOICE: Student2 | achird | Male
VOICE: Capt_Moreno | achird | Male
VOICE: Sgt_Kline | achernar | Male
VOICE: Sgt_Anderson | achird | Male
@@ -65,12 +64,12 @@ VOICE: Ms_Rogers | aoede | Female
VOICE: Mr_Thompson | achird | Male
VOICE: ID | achernar | speaker (auto)
-$SESSION 3-1: Fixing a Bicycle
+$SESSION 3-1: Flat Tires — Bicycles and Cars
# Source: LLA 3A Figure 1
$DIALOGUE Bicycle Parts
ID: 3a-f1
-INTRO: In this lesson you'll learn to talk about fixing things — bicycles and flat tires — to make polite requests, and to report what people told you to do. We start small: the parts of a bicycle. Listen and repeat each sentence.
+INTRO: In this lesson you'll learn to handle a flat tire — the parts, the tools, and how to ask for help politely when you'd rather not do it alone. We start small, with a bicycle. Listen to each sentence and repeat it.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -78,158 +77,139 @@ VOCAB: wheel
LINE: A bicycle has 2 wheels. {page_053_001.jpg} {bk10-l3a-f1-01.mp3}
VOCAB: nut
-LINE: A nut fastens each wheel to the bicycle. {page_053_002.jpg} {bk10-l3a-f1-02.mp3}
+VOCAB: to fasten
+LINE: A nut fastens each wheel to the bicycle. {page_053_002.jpg} {bk10-l3a-f1-01-b.mp3}
VOCAB: wrench
-LINE: You can turn the nut with a wrench. {page_053_003.jpg} {bk10-l3a-f1-03.mp3}
+LINE: You can turn the nut with a wrench. {page_053_003.jpg} {bk10-l3a-f1-01-c.mp3}
VOCAB: tire
+LINE: The tire fits on the outside of the wheel. {page_053_004.jpg} {bk10-l3a-f1-01-d.mp3}
VOCAB: air
-LINE: The tire fits on the outside of the wheel. There is air inside the tire. {page_053_004.jpg} {bk10-l3a-f1-04.mp3}
+LINE: There is air inside the tire. {page_053_004.jpg} {bk10-l3a-f1-01-e.mp3}
+LINE: The tire is low. {page_053_005.jpg} {bk10-l3a-f1-01-f.mp3}
VOCAB: enough
-LINE: The tire is low. It has some air, but not enough. {page_053_005.jpg} {bk10-l3a-f1-05.mp3}
+LINE: It has some air, but not enough. {page_053_005.jpg} {bk10-l3a-f1-01-g.mp3}
VOCAB: flat
-LINE: The tire is flat. It has only a little air. {page_053_006.jpg} {bk10-l3a-f1-06.mp3}
+LINE: The tire is flat. {page_053_006.jpg} {bk10-l3a-f1-01-h.mp3}
+LINE: It has only a little air. {page_053_006.jpg} {bk10-l3a-f1-01-i.mp3}
-# Source: LLA 3A Figure 1
-$PRODUCE Questions About the Bicycle
+# Source: LLA 3A Figure 1 (question pass)
+$PRODUCE Bicycle Parts — Answer the Questions
ID: 3a-f1-b
INPUT: speak
CHECK: reveal
-REPEAT
-INTRO: Same bicycle — but now you do the talking. Answer each question aloud in a complete sentence, then repeat the model answer.
+INTRO: Same pictures, but now you do the talking. Listen to each question, answer aloud in a complete sentence, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
+REPEAT
-PROMPT: What shape are the wheels? {page_053_001.jpg} {bk10-l3a-f1-07-q.mp3}
-RESPONSE: The wheels are round. {bk10-l3a-f1-07-a.mp3}
+PROMPT: What shape are the wheels? {page_053_001.jpg} {bk10-l3a-f1-01-j.mp3}
+RESPONSE: The wheels are round. {bk10-l3a-f1-01-k.mp3}
-PROMPT: Where are the tires? {page_053_004.jpg} {bk10-l3a-f1-08-q.mp3}
-RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-08-a.mp3}
+PROMPT: Where are the tires? {page_053_004.jpg} {bk10-l3a-f1-01-l.mp3}
+RESPONSE: The tires fit on the outside of the wheels. {bk10-l3a-f1-01-m.mp3}
-PROMPT: What can you turn with a wrench? {page_053_003.jpg} {bk10-l3a-f1-09-q.mp3}
-RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-09-a.mp3}
+PROMPT: What can you turn with a wrench? {page_053_003.jpg} {bk10-l3a-f1-01-n.mp3}
+RESPONSE: You can turn a nut with a wrench. {bk10-l3a-f1-01-o.mp3}
-PROMPT: What is in the tires? {page_053_004.jpg} {bk10-l3a-f1-10-q.mp3}
-RESPONSE: There's air inside the tires. {bk10-l3a-f1-10-a.mp3}
+PROMPT: What is in the tires? {page_053_004.jpg} {bk10-l3a-f1-01-p.mp3}
+RESPONSE: There's air inside the tires. {bk10-l3a-f1-01-q.mp3}
-PROMPT: What is wrong with this tire? {page_053_005.jpg} {bk10-l3a-f1-11-q.mp3}
-RESPONSE: It doesn't have enough air. {bk10-l3a-f1-11-a.mp3}
+PROMPT: What is wrong with this tire? {page_053_005.jpg} {bk10-l3a-f1-01-r.mp3}
+RESPONSE: It doesn't have enough air. {bk10-l3a-f1-01-s.mp3}
-PROMPT: What is wrong with this tire? {page_053_006.jpg} {bk10-l3a-f1-12-q.mp3}
-RESPONSE: It's flat. {bk10-l3a-f1-12-a.mp3}
+PROMPT: What is wrong with this tire? {page_053_006.jpg} {bk10-l3a-f1-01-t.mp3}
+RESPONSE: It's flat. {bk10-l3a-f1-01-u.mp3}
-# Source: LLA 3A Figure 2 (Part 2) — sentence presentation leads; word list follows as pronunciation
-$DIALOGUE Mike Is Fixing His Bicycle {page_054_001.jpg}
-ID: 3a-f2-b
-INTRO: Mike's bicycle needs work — the tire, the seat, the handlebars. Everything, really. Listen to what he does; you'll hear this part's action words in context.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Mike is fixing his bicycle. {bk10-l3a-f2-08.mp3}
-LINE: First, he's putting air in the back tire. {bk10-l3a-f2-09.mp3}
-
-VOCAB: to inflate
-LINE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-10.mp3}
-LINE: He's short, and it's high for him. {bk10-l3a-f2-11.mp3}
-
-VOCAB: to lower
-LINE: He must lower it. {bk10-l3a-f2-12.mp3}
-LINE: Next, he'll fix the handlebars. {bk10-l3a-f2-13.mp3}
-
-VOCAB: to raise
-LINE: He'll raise them because they're low for him. {bk10-l3a-f2-14.mp3}
-
-VOCAB: loose
-LINE: Also, they slip because they're loose. {bk10-l3a-f2-15.mp3}
-
-VOCAB: tight
-LINE: They should be tight, or they may cause an accident. {bk10-l3a-f2-16.mp3}
-LINE: He can fix the seat and handlebars in a few minutes. {bk10-l3a-f2-17.mp3}
-
-VOCAB: to loosen
-VOCAB: to tighten
-LINE: He only needs to loosen and tighten a few nuts with a wrench. {bk10-l3a-f2-18.mp3}
-
-# Source: LLA 3A Figure 2 (Part 1) — kept as pronunciation reinforcement after the sentence panel
-$DIALOGUE Say the Action Words
+# Source: LLA 3A Figure 2 (word list kept as pronunciation pass; the sentences follow immediately)
+$DIALOGUE Fixing a Bicycle — Action Words
ID: 3a-f2
-INTRO: Now practice saying the action words you just heard in Mike's story. Listen and repeat each one clearly.
+INTRO: Seven short words for fixing things: "inflate", "lower", "raise", "loose", "tight", "loosen", "tighten". Say each one after the tape — you'll use them all in the next exercise.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: Inflate. {bk10-l3a-f2-01.mp3}
-LINE: Lower. {bk10-l3a-f2-02.mp3}
-LINE: Raise. {bk10-l3a-f2-03.mp3}
-LINE: Loose. {bk10-l3a-f2-04.mp3}
-LINE: Tight. {bk10-l3a-f2-05.mp3}
-LINE: Loosen. {bk10-l3a-f2-06.mp3}
-LINE: Tighten. {bk10-l3a-f2-07.mp3}
+VOCAB: to inflate
+LINE: inflate {page_054_001.jpg} {bk10-l3a-f2-01.mp3}
+VOCAB: to lower
+LINE: lower {page_054_001.jpg} {bk10-l3a-f2-01-b.mp3}
+VOCAB: to raise
+LINE: raise {page_054_001.jpg} {bk10-l3a-f2-01-c.mp3}
+VOCAB: loose
+LINE: loose {page_054_001.jpg} {bk10-l3a-f2-01-d.mp3}
+VOCAB: tight
+LINE: tight {page_054_001.jpg} {bk10-l3a-f2-01-e.mp3}
+VOCAB: to loosen
+LINE: loosen {page_054_001.jpg} {bk10-l3a-f2-01-f.mp3}
+VOCAB: to tighten
+LINE: tighten {page_054_001.jpg} {bk10-l3a-f2-01-g.mp3}
-# Source: LLA 3A Figure 2 (Part 3)
-$PRODUCE Complete the Sentences About Mike
-ID: 3a-f2-c
+# Source: LLA 3A Figure 2 (sentence pass)
+$PRODUCE Fixing a Bicycle — Complete the Sentences {page_054_001.jpg}
+ID: 3a-f2-b
INPUT: type
CHECK: exact
-REPEAT
-INTRO: Back to Mike. Listen to each sentence, type the missing word, and then say the whole sentence back.
+INTRO: Mike is fixing his bicycle — seat, handlebars, the works. Read each sentence, listen, and type the missing action word. Then repeat the full sentence.
INSTRUCTION: Type the missing word.
+REPEAT
-PROMPT: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-19-q.mp3}
-TEMPLATE: After he ____ the tire, he'll fix the seat.
-RESPONSE: After he inflates the tire, he'll fix the seat. {bk10-l3a-f2-19-a.mp3}
+PROMPT: {bk10-l3a-f2-01-h.mp3}
+TEMPLATE: Mike is fixing his bicycle. First he's putting air in the back tire.
+TEMPLATE: After he ____{inflates} the tire, he'll fix the seat.
+RESPONSE: After he inflates the tire, he'll fix the seat.
ACCEPT: inflates
-PROMPT: He must lower it. {bk10-l3a-f2-20-q.mp3}
-TEMPLATE: He must ____ it.
-RESPONSE: He must lower the seat. {bk10-l3a-f2-20-a.mp3}
+PROMPT: {bk10-l3a-f2-01-i.mp3}
+TEMPLATE: He's short, and it's high for him.
+TEMPLATE: He must ____{lower} it.
+RESPONSE: He must lower the seat.
ACCEPT: lower
-PROMPT: He'll raise them because they're low for him. {bk10-l3a-f2-21-q.mp3}
-TEMPLATE: He'll ____ them because they're low for him.
-RESPONSE: He'll raise the handlebars. {bk10-l3a-f2-21-a.mp3}
+PROMPT: {bk10-l3a-f2-01-j.mp3}
+TEMPLATE: Next he'll fix the handle bars.
+TEMPLATE: He'll ____{raise} them because they're low for him.
+RESPONSE: He'll raise the handlebars.
ACCEPT: raise
-PROMPT: Also, they're loose. {bk10-l3a-f2-22-q.mp3}
-TEMPLATE: Also, they slip because they're ____.
-RESPONSE: The handlebars slip because they're loose. {bk10-l3a-f2-22-a.mp3}
+PROMPT: {bk10-l3a-f2-01-k.mp3}
+TEMPLATE: Also, they slip because they're ____{loose}.
+RESPONSE: The handlebars slip because they're loose.
ACCEPT: loose
-PROMPT: They should be tight, or they may cause an accident. {bk10-l3a-f2-23-q.mp3}
-TEMPLATE: They should be ____, or they may cause an accident.
-RESPONSE: The handlebars should be tight. {bk10-l3a-f2-23-a.mp3}
+PROMPT: {bk10-l3a-f2-01-l.mp3}
+TEMPLATE: They should be ____{tight}, or they may cause an accident.
+RESPONSE: The handlebars should be tight.
ACCEPT: tight
-PROMPT: He only needs to loosen and tighten a few nuts with a wrench. {bk10-l3a-f2-24-q.mp3}
+PROMPT: {bk10-l3a-f2-01-m.mp3}
+TEMPLATE: He can fix the seat and handle bars in a few minutes.
TEMPLATE: He only needs to ____{loosen} and ____{tighten} a few nuts with a wrench.
-RESPONSE: Mike will loosen a nut under the seat. He'll tighten the nut again. {bk10-l3a-f2-24-a.mp3}
+RESPONSE: Mike will loosen a nut under the seat. He'll tighten the nut again.
# Source: LLA 3A Figure 3
-$DIALOGUE A Flat Tire
+$DIALOGUE You Have a Flat Tire
ID: 3a-f3
-INTRO: Judy has bad news about July's tire — and a firm opinion about who's going to fix it. Listen and repeat each line.
+INTRO: Judy has bad news for July — and it's about his newest tire, naturally. Listen to their conversation, then repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Judy: You have a flat tire. {bk10-l3a-f3-01.mp3}
-July: Which tire? {bk10-l3a-f3-02.mp3}
-Judy: The one on the left. {bk10-l3a-f3-03.mp3}
-LINE: The left front tire. {bk10-l3a-f3-04.mp3}
-July: That tire's new. {bk10-l3a-f3-05.mp3}
-Judy: Are the others new? {bk10-l3a-f3-06.mp3}
-July: No, just that one. {bk10-l3a-f3-07.mp3}
-Judy: That's awful. {bk10-l3a-f3-08.mp3}
-July: Who can fix it? {bk10-l3a-f3-09.mp3}
-Judy: You can fix it. {bk10-l3a-f3-10.mp3}
-July: I don't know how. {bk10-l3a-f3-11.mp3}
-Judy: I'll teach you how. {bk10-l3a-f3-12.mp3}
+July: Which tire? {bk10-l3a-f3-01-b.mp3}
+Judy: The one on the left. The left front tire. {bk10-l3a-f3-01-c.mp3}
+July: That tire's new. {bk10-l3a-f3-01-d.mp3}
+Judy: Are the others new? {bk10-l3a-f3-01-e.mp3}
+July: No, just that one. {bk10-l3a-f3-01-f.mp3}
+Judy: That's awful. {bk10-l3a-f3-01-g.mp3}
+July: Who can fix it? {bk10-l3a-f3-01-h.mp3}
+Judy: You can fix it. {bk10-l3a-f3-01-i.mp3}
+July: I don't know how. {bk10-l3a-f3-01-j.mp3}
+Judy: I'll teach you how. {bk10-l3a-f3-01-k.mp3}
-$SESSION 3-2: Changing a Flat Tire
-
-# Source: ST §A Flat Tire
-$DIALOGUE Car and Tire Words
+# Source: ST §A Flat Tire (l3-s1)
+$DIALOGUE A Flat Tire — Car Parts and Tools
ID: l3-s1
-INTRO: In this part you'll learn everything you need to change a flat tire on a car — the tools, the parts, and the steps, in order. First, the words. Listen and repeat each sentence.
+INTRO: Now from two wheels to four. These sentences teach the parts and tools you need when a car tire goes flat. Listen and repeat each sentence.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -247,7 +227,6 @@ LINE: When you remove the hub cap, you can see the hub and the nuts. {st-page_09
LINE: A flat tire has little or no air.
VOCAB: lug
-VOCAB: to fasten
LINE: The lugs, or nuts, fasten the wheel to the car.
LINE: When you loosen the nuts, turn the wrench to the left.
@@ -272,11 +251,34 @@ LINE: People also keep the spare tire (fifth or extra tire) in the trunk. {st-pa
VOCAB: key
LINE: You need to open the trunk with a car key. {st-page_096_003.jpg}
-# Source: ST §How to Change a Flat Tire
+# Source: LLA 3A Figure 4 (word list kept as pronunciation reinforcement after the ST sentence panel)
+$DIALOGUE Car Tools — Say the Words
+ID: 3a-f4
+INTRO: You just met all of these words in sentences. Now practice saying them clearly — listen and repeat each word or phrase.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: The back of. {page_056_001.jpg} {bk10-l3a-f4-01.mp3}
+LINE: Key. {page_056_002.jpg} {bk10-l3a-f4-01-b.mp3}
+LINE: Trunk. {page_056_003.jpg} {bk10-l3a-f4-01-c.mp3}
+LINE: Keeps. {bk10-l3a-f4-01-d.mp3}
+LINE: Jack. {page_056_004.jpg} {bk10-l3a-f4-01-e.mp3}
+LINE: Lug wrench. {page_056_005.jpg} {bk10-l3a-f4-01-f.mp3}
+LINE: Extra. {bk10-l3a-f4-01-g.mp3}
+LINE: Hubcap. {page_056_006.jpg} {bk10-l3a-f4-01-h.mp3}
+LINE: Covers. {bk10-l3a-f4-01-i.mp3}
+LINE: Jacks up. {bk10-l3a-f4-01-j.mp3}
+LINE: Removes. {bk10-l3a-f4-01-k.mp3}
+LINE: Replaces. {bk10-l3a-f4-01-l.mp3}
+LINE: Spare. {bk10-l3a-f4-01-m.mp3}
+
+$SESSION 3-2: Changing a Tire, Step by Step
+
+# Source: ST §How to Change a Flat Tire (l3-s2)
$DIALOGUE How to Change a Flat Tire
ID: l3-s2
-INTRO: Twelve steps from flat tire to done. Look at each picture, listen, and repeat the step — one day this may save you an expensive phone call.
-INSTRUCTION: Look at the pictures. Listen and repeat.
+INTRO: In this part you'll learn to change a flat tire step by step — and to tell the story in order with words like "first" and "finally". Look at each picture, listen, and repeat the step.
+INSTRUCTION: Look at the picture, listen, and repeat.
REPEAT
LINE: Take your spare tire, lug wrench, and jack out of the trunk. {st-page_097_001.jpg}
@@ -287,433 +289,297 @@ LINE: Jack up the car. {st-page_097_005.jpg}
LINE: Remove the nuts from the wheel. {st-page_097_006.jpg}
LINE: Remove the flat tire. {st-page_098_001.jpg}
LINE: Put the spare tire on. {st-page_098_002.jpg}
-
-VOCAB: to replace
LINE: Replace the lugs and tighten them until you can't turn them by hand. {st-page_098_003.jpg}
LINE: Lower the car and finish tightening the nuts. {st-page_098_004.jpg}
LINE: Remove the jack and replace the hub cap. {st-page_098_005.jpg}
LINE: Put the flat tire, the wrench, and the jack back in the trunk. {st-page_098_006.jpg}
-# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks a before/after question from the pictures, the other answers); no solo path.
-# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration task based on 12 pictures; no determinate answer.
+# SKIPPED (book): "BEFORE OR AFTER?" — open pair activity (one student asks before/after questions from the pictures, the other answers); no solo path.
+# SKIPPED (book): "THREE CAN DO IT FASTER." — open story narration from 12 pictures; co-constructed oral task, no determinate answers.
-# Source: LLA 3A Figure 4 (Part 1)
-$DIALOGUE Frank Changes a Flat Tire
-ID: 3a-f4
-INTRO: Here's Frank doing the whole job, start to finish. Just listen — in a few minutes you'll be telling this story yourself.
+# Source: LLA 3A Figure 4 (paragraph pass)
+$DIALOGUE Frank Changes a Tire
+ID: 3a-f4-b
+INTRO: Frank has a flat, and unlike July, he knows exactly what to do. Listen to the whole story, from the trunk to the garage. Just listen.
INSTRUCTION: Listen to the paragraph.
-LINE: First, Frank walks to the back of the car. {bk10-l3a-f4-01.mp3}
-LINE: He sticks the key in the lock and opens the trunk. {bk10-l3a-f4-02.mp3}
-LINE: He keeps a jack, a lug wrench, and an extra tire there. {bk10-l3a-f4-03.mp3}
-LINE: First, he takes off the hubcap because it covers the lug nuts. {bk10-l3a-f4-04.mp3}
-LINE: Then he jacks up the car until the flat tire is off the ground. {bk10-l3a-f4-05.mp3}
-LINE: He loosens the nuts with the lug wrench and removes them. {bk10-l3a-f4-06.mp3}
-LINE: Next, he replaces the flat tire with the spare tire. {bk10-l3a-f4-07.mp3}
-LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {bk10-l3a-f4-08.mp3}
-LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {bk10-l3a-f4-09.mp3}
-
-# Source: LLA 3A Figure 4 (Part 2) — kept as pronunciation reinforcement after Frank's story
-$DIALOGUE Say the Car Words
-ID: 3a-f4-b
-INTRO: Now practice saying the car words from Frank's story. Listen and repeat each one.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: The back of. {page_056_001.jpg} {bk10-l3a-f4-10.mp3}
-LINE: Key. {page_056_002.jpg} {bk10-l3a-f4-11.mp3}
-LINE: Trunk. {page_056_003.jpg} {bk10-l3a-f4-12.mp3}
-LINE: Keeps. {bk10-l3a-f4-13.mp3}
-LINE: Jack. {page_056_004.jpg} {bk10-l3a-f4-14.mp3}
-LINE: Lug wrench. {page_056_005.jpg} {bk10-l3a-f4-15.mp3}
-LINE: Extra. {bk10-l3a-f4-16.mp3}
-LINE: Hubcap. {page_056_006.jpg} {bk10-l3a-f4-17.mp3}
-LINE: Covers. {bk10-l3a-f4-18.mp3}
-LINE: Jacks up. {bk10-l3a-f4-19.mp3}
-LINE: Removes. {bk10-l3a-f4-20.mp3}
-LINE: Replaces. {bk10-l3a-f4-21.mp3}
-LINE: Spare. {bk10-l3a-f4-22.mp3}
+LINE: First, Frank walks to the back of the car. {bk10-l3a-f4-01-n.mp3}
+LINE: He sticks the key in the lock and opens the trunk. {bk10-l3a-f4-01-o.mp3}
+LINE: He keeps a jack, a lug wrench, and an extra tire there. {bk10-l3a-f4-01-p.mp3}
+LINE: First, he takes off the hubcap because it covers the lug nuts. {bk10-l3a-f4-01-q.mp3}
+LINE: Then he jacks up the car until the flat tire is off the ground. {bk10-l3a-f4-01-r.mp3}
+LINE: He loosens the nuts with the lug wrench and removes them. {bk10-l3a-f4-01-s.mp3}
+LINE: Next, he replaces the flat tire with the spare tire. {bk10-l3a-f4-01-t.mp3}
+LINE: After he replaces and tightens the nuts, he lowers the car and puts on the hubcap. {bk10-l3a-f4-01-u.mp3}
+LINE: Finally, he puts the things in the trunk and takes the flat tire to a garage. {bk10-l3a-f4-01-v.mp3}
# Source: LLA 3A Figure 5
-$DIALOGUE Tell the Story with Frank
+$PRODUCE Tell the Story — Finish Each Sentence
ID: 3a-f5
-INTRO: Frank's story again, with holes in it. When the narrator pauses, say the missing word before the narrator does — beat the tape to it.
-INSTRUCTION: Say the missing words during the pauses.
+INPUT: speak
+CHECK: reveal
+INTRO: Now you tell Frank's story. Listen to the start of each sentence and say the rest aloud — before the tape beats you to it.
+INSTRUCTION: Speak the missing words.
-LINE: First: "Frank walks to..." "...the back of the car." {bk10-l3a-f5-01.mp3}
-LINE: "He sticks the..." "...key in the lock and opens the..." "...trunk." {bk10-l3a-f5-02.mp3}
-LINE: "He keeps a..." "...jack, a..." "...lug wrench, and an..." "...extra tire there." {bk10-l3a-f5-03.mp3}
-LINE: "He takes them out of the..." "...trunk and begins to change the flat." {bk10-l3a-f5-04.mp3}
-LINE: "The..." "...hubcap covers the lug nuts, and he has to take it off first." {bk10-l3a-f5-05.mp3}
-LINE: "Then he..." "...jacks up the car until the flat tire is off the ground." {bk10-l3a-f5-06.mp3}
-LINE: "He loosens the nuts with the..." "...lug wrench and..." "...removes them." {bk10-l3a-f5-07.mp3}
-LINE: "Next he takes off the flat tire and..." "...replaces it with the..." "...spare tire." {bk10-l3a-f5-08.mp3}
-LINE: "After he..." "...replaces and tightens the nuts, he lowers the car and puts the..." "...hubcap on the new wheel." {bk10-l3a-f5-09.mp3}
-LINE: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-10.mp3}
+PROMPT: First: "Frank walks to..." {bk10-l3a-f5-01.mp3}
+RESPONSE: "...the back of the car." {bk10-l3a-f5-01-b.mp3}
+
+PROMPT: "He sticks the..." {bk10-l3a-f5-01-c.mp3}
+RESPONSE: "...key in the lock and opens the trunk." {bk10-l3a-f5-01-d.mp3}
+
+PROMPT: "He keeps a..." {bk10-l3a-f5-01-e.mp3}
+RESPONSE: "...jack, a lug wrench, and an extra tire there." {bk10-l3a-f5-01-f.mp3}
+
+PROMPT: "He takes them out of the..." {bk10-l3a-f5-01-g.mp3}
+RESPONSE: "...trunk and begins to change the flat." {bk10-l3a-f5-01-h.mp3}
+
+PROMPT: "The..." {bk10-l3a-f5-01-i.mp3}
+RESPONSE: "...hubcap covers the lug nuts, and he has to take it off first." {bk10-l3a-f5-01-j.mp3}
+
+PROMPT: "Then he..." {bk10-l3a-f5-01-k.mp3}
+RESPONSE: "...jacks up the car until the flat tire is off the ground." {bk10-l3a-f5-01-l.mp3}
+
+PROMPT: "He loosens the nuts with the..." {bk10-l3a-f5-01-m.mp3}
+RESPONSE: "...lug wrench and removes them." {bk10-l3a-f5-01-n.mp3}
+
+PROMPT: "Next he takes off the flat tire and..." {bk10-l3a-f5-01-o.mp3}
+RESPONSE: "...replaces it with the spare tire." {bk10-l3a-f5-01-p.mp3}
+
+PROMPT: "After he..." {bk10-l3a-f5-01-q.mp3}
+RESPONSE: "...replaces and tightens the nuts, he lowers the car and puts the hubcap on the new wheel." {bk10-l3a-f5-01-r.mp3}
+
+PROMPT: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-01-s.mp3}
+RESPONSE: "Finally he puts the tire and tools in the trunk and takes them to a garage." {bk10-l3a-f5-01-s.mp3}
# Source: LLA 3A Figure 6
-$SELECT True or False: Tires and Tools
+$SELECT Tires and Tools — True or False
ID: 3a-f6
-REPEAT
-INTRO: Time to check what stuck. Listen to each sentence and tap "True" or "False" — then repeat the correct statement.
+INTRO: Eight quick statements about tires, tools, and Frank. Tap "True" or "False", then repeat the correct sentence.
INSTRUCTION: Tap True or False.
-
-PROMPT: A key fits in a lock. {bk10-l3a-f6-01-q.mp3}
-OPTION: t | True {bk10-l3a-f6-01-a.mp3}
-OPTION: f | False
-ANSWER: t
-
-PROMPT: "Remove" and "take off" are the same. {bk10-l3a-f6-02-q.mp3}
-OPTION: t | True {bk10-l3a-f6-02-a.mp3}
-OPTION: f | False
-ANSWER: t
-
-PROMPT: "Spare" is the opposite of "extra." {bk10-l3a-f6-03-q.mp3}
+REPEAT
OPTION: t | True
-OPTION: f | False {bk10-l3a-f6-03-a.mp3}
-ANSWER: f
-FEEDBACK: Spare and extra are the same. {bk10-l3a-f6-03-fb.mp3}
-
-PROMPT: Frank raises the car with the jack. {bk10-l3a-f6-04-q.mp3}
-OPTION: t | True {bk10-l3a-f6-04-a.mp3}
OPTION: f | False
+
+PROMPT: A key fits in a lock. {bk10-l3a-f6-01.mp3}
ANSWER: t
+FEEDBACK: A key fits in a lock. {bk10-l3a-f6-01-a.mp3}
-PROMPT: He turns the hubcap with the wrench. {bk10-l3a-f6-05-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk10-l3a-f6-05-a.mp3}
-ANSWER: f
-FEEDBACK: Frank turns the lug nuts with the wrench. {bk10-l3a-f6-05-fb.mp3}
-
-PROMPT: The trunk of Frank's car is in the front. {bk10-l3a-f6-06-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk10-l3a-f6-06-a.mp3}
-ANSWER: f
-FEEDBACK: The trunk is in the back of the car. {bk10-l3a-f6-06-fb.mp3}
-
-PROMPT: He tightens the nuts before he removes them. {bk10-l3a-f6-07-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk10-l3a-f6-07-a.mp3}
-ANSWER: f
-FEEDBACK: He loosens the nuts before he removes them. {bk10-l3a-f6-07-fb.mp3}
-
-PROMPT: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-q.mp3}
-OPTION: t | True {bk10-l3a-f6-08-a.mp3}
-OPTION: f | False
+PROMPT: "Remove" and "take off" are the same. {bk10-l3a-f6-02.mp3}
ANSWER: t
+FEEDBACK: "Remove" and "take off" are the same. {bk10-l3a-f6-02-a.mp3}
-# Source: LLA 3B Figure 1
-$PRODUCE Hear the Connective
+PROMPT: "Spare" is the opposite of "extra." {bk10-l3a-f6-03.mp3}
+ANSWER: f
+FEEDBACK: "Spare" and "extra" are the same. {bk10-l3a-f6-03-a.mp3}
+
+PROMPT: Frank raises the car with the jack. {bk10-l3a-f6-04.mp3}
+ANSWER: t
+FEEDBACK: Frank raises the car with the jack. {bk10-l3a-f6-04-a.mp3}
+
+PROMPT: He turns the hubcap with the wrench. {bk10-l3a-f6-05.mp3}
+ANSWER: f
+FEEDBACK: Frank turns the lug nuts with the wrench.
+
+PROMPT: The trunk of Frank's car is in the front. {bk10-l3a-f6-06.mp3}
+ANSWER: f
+FEEDBACK: The trunk is in the back of the car.
+
+PROMPT: He tightens the nuts before he removes them. {bk10-l3a-f6-07.mp3}
+ANSWER: f
+FEEDBACK: He loosens the nuts before he removes them.
+
+PROMPT: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08.mp3}
+ANSWER: t
+FEEDBACK: Frank replaces the flat tire with another tire. {bk10-l3a-f6-08-a.mp3}
+
+# Source: new (gap: connectives are drilled on the tape but never explained)
+$GRAMMAR Sequence Words
+ID: 3b-f1-g
+INTRO: A quick word about the little words that put a story in order.
+
+When you tell a story or explain steps, **sequence words** show the order things happen:
+
+- To begin: {First, he puts gas in the car.}
+- In the middle: **second**, **next**, **then** — {Next, he looks for the jack and lug wrench.}
+- To connect two events: {After he pays for the gas, Bob checks the tires.}
+- To end: **last**, **finally** — {Finally, he's ready to leave.}
+
+# Source: LLA 3B Figure 1 (word pass; the two paragraphs that follow use every one of these words)
+$DIALOGUE Sequence Words — Say Them
ID: 3b-f1
+INTRO: Here are the seven sequence words, one at a time. Listen and repeat each one.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: After. {bk10-l3b-f1-01.mp3}
+LINE: Finally. {bk10-l3b-f1-02.mp3}
+LINE: First. {bk10-l3b-f1-03.mp3}
+LINE: Last. {bk10-l3b-f1-04.mp3}
+LINE: Next. {bk10-l3b-f1-05.mp3}
+LINE: Second. {bk10-l3b-f1-06.mp3}
+LINE: Then. {bk10-l3b-f1-07.mp3}
+
+# Source: LLA 3B Figure 1 (paragraph 1)
+$DIALOGUE Mike Fixes His Bicycle
+ID: 3b-f1-p1
+INTRO: Mike's bicycle again — this time as a finished story. Listen for the sequence words that hold it together.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Mike needed to fix his bicycle. {bk10-l3b-f1-08.mp3}
+LINE: First, he inflated the back tire. {bk10-l3b-f1-09.mp3}
+LINE: There wasn't enough air in it. {bk10-l3b-f1-10.mp3}
+LINE: He fixed the handlebars second. {bk10-l3b-f1-11.mp3}
+LINE: They were high, and they were loose. {bk10-l3b-f1-12.mp3}
+LINE: He lowered them, and then he tightened them. {bk10-l3b-f1-13.mp3}
+LINE: He fixed the seat last. {bk10-l3b-f1-14.mp3}
+LINE: He raised it because it was low for him. {bk10-l3b-f1-15.mp3}
+
+# Source: LLA 3B Figure 1 (paragraph 1, dictation pass)
+$PRODUCE Catch the Sequence Word (Mike)
+ID: 3b-f1-p1-b
INPUT: type
CHECK: exact
-INTRO: Words like "first", "next", "then", "after", and "finally" put a story in order. Listen to sentences about Mike's bicycle and about Bob at the gas station, and type the connective you hear.
-INSTRUCTION: Type the connective word.
+INTRO: You'll hear sentences from Mike's story again. Type the sequence word you hear in each one.
+INSTRUCTION: Type the sequence word.
-PROMPT: First, he inflated the back tire. {bk10-l3b-f1-01.mp3}
-TEMPLATE: ____, he inflated the back tire.
-RESPONSE: First, he inflated the back tire.
-ACCEPT: First | first
+PROMPT: First, he inflated the back tire. {bk10-l3b-f1-16.mp3}
+TEMPLATE: ____
+RESPONSE: first
-PROMPT: He fixed the handlebars second. {bk10-l3b-f1-02.mp3}
-TEMPLATE: He fixed the handlebars ____.
-RESPONSE: He fixed the handlebars second.
-ACCEPT: second
+PROMPT: He fixed the handlebars second. {bk10-l3b-f1-17.mp3}
+TEMPLATE: ____
+RESPONSE: second
-PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-03.mp3}
-TEMPLATE: He lowered them, and ____ he tightened them.
-RESPONSE: He lowered them, and then he tightened them.
-ACCEPT: then
+PROMPT: He lowered them, and then he tightened them. {bk10-l3b-f1-18.mp3}
+TEMPLATE: ____
+RESPONSE: then
-PROMPT: He fixed the seat last. {bk10-l3b-f1-04.mp3}
-TEMPLATE: He fixed the seat ____.
-RESPONSE: He fixed the seat last.
-ACCEPT: last
+PROMPT: He fixed the seat last. {bk10-l3b-f1-19.mp3}
+TEMPLATE: ____
+RESPONSE: last
-PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-05.mp3}
-TEMPLATE: ____, he puts gas in the car and cleans the windows.
-RESPONSE: First, he puts gas in the car and cleans the windows.
-ACCEPT: First | first
-
-PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-06.mp3}
-TEMPLATE: ____ he pays for the gas, Bob checks the tires.
-RESPONSE: After he pays for the gas, Bob checks the tires.
-ACCEPT: After | after
-
-PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-07.mp3}
-TEMPLATE: He looks at the tires on the car and ____ opens the trunk and checks the spare tire.
-RESPONSE: He looks at the tires on the car and then opens the trunk and checks the spare tire.
-ACCEPT: then
-
-PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-08.mp3}
-TEMPLATE: ____, he looks for the jack and lug wrench.
-RESPONSE: Next, he looks for the jack and lug wrench.
-ACCEPT: Next | next
-
-PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-09.mp3}
-TEMPLATE: He checks the nuts and wheel covers ____, and tightens any loose ones.
-RESPONSE: He checks the nuts and wheel covers last, and tightens any loose ones.
-ACCEPT: last
-
-PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-10.mp3}
-TEMPLATE: ____, he's ready to leave.
-RESPONSE: Finally, he's ready to leave.
-ACCEPT: Finally | finally
-
-# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs to listen for transitional words; no script or audio available. Convertible later with chosen items + TTS.
-
-$SESSION 3-3: Finding the Main Idea
-
-# Source: LLA 3A Figure 7 (Paragraph 1)
-$DIALOGUE Vending Machines
-ID: 3a-f7
-INTRO: This part trains one skill: finding the main idea — the one sentence a paragraph is really about. First, listen to a paragraph about vending machines. Don't memorize the details; catch the big picture.
+# Source: LLA 3B Figure 1 (paragraph 2)
+$DIALOGUE Bob Gets Ready for a Trip
+ID: 3b-f1-p2
+INTRO: Before a trip, Bob checks everything. Everything. Listen for the sequence words in his routine.
INSTRUCTION: Listen to the paragraph.
-LINE: When people have a lot to do, they don't want to eat at home or in restaurants; they can get a snack from a vending machine. {bk10-l3a-f6-09a.mp3}
-LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f6-09b.mp3}
-LINE: They have coffee, tea, soup, soda, or juice for people who want something to drink. {bk10-l3a-f6-09c.mp3}
-LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f6-09d.mp3}
-LINE: These vending machines are usually very popular. {bk10-l3a-f6-09e.mp3}
+LINE: Before Bob goes on a trip in his car, he always stops at a gas station. {bk10-l3b-f1-20.mp3}
+LINE: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-21.mp3}
+LINE: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-22.mp3}
+LINE: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-23.mp3}
+LINE: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-24.mp3}
+LINE: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-25.mp3}
+LINE: Finally, he's ready to leave. {bk10-l3b-f1-26.mp3}
-# Source: LLA 3A Figure 7 (Question 1)
-$SELECT Main Idea: Vending Machines
-ID: 3a-f7-b
-REFERENCE
-INTRO: Which sentence says what the whole paragraph was about? Tap it. You can review the paragraph if you need to.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What is the main idea?
-OPTION: a | People are very busy these days.
-OPTION: b | Vending machines are popular machines.
-OPTION: c | People like drinks and snacks.
-ANSWER: b
-FEEDBACK: The main idea of the paragraph is: vending machines are popular machines. {bk10-l3a-f7-01.mp3}
-
-# Source: LLA 3A Figure 7 (Paragraph 2)
-$DIALOGUE Clothing Stores
-ID: 3a-f7-c
-INTRO: One more paragraph, this time about clothing stores. Again, listen for the big picture, not the price tags.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-02a.mp3}
-LINE: Some sell clothes only for children. {bk10-l3a-f7-02b.mp3}
-LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-02c.mp3}
-LINE: There are also stores for sports clothing. {bk10-l3a-f7-02d.mp3}
-LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-02e.mp3}
-LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-02f.mp3}
-LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-02g.mp3}
-LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-02h.mp3}
-
-# Source: LLA 3A Figure 7 (Question 2)
-$SELECT Main Idea: Clothing Stores
-ID: 3a-f7-d
-REFERENCE
-INTRO: Same job: tap the sentence that covers the whole paragraph, not just one detail.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What is the main idea?
-OPTION: a | Some stores sell expensive clothing.
-OPTION: b | You can buy sports clothes at sports clothing stores.
-OPTION: c | There are many kinds of clothing stores.
-ANSWER: c
-FEEDBACK: The main idea of the paragraph is: there are many kinds of clothing stores. {bk10-l3a-f7-03.mp3}
-
-# Source: ST §What's the Topic?
-$PRODUCE What's the Topic?
-ID: l3-s3
+# Source: LLA 3B Figure 1 (paragraph 2, dictation pass)
+$PRODUCE Catch the Sequence Word (Bob)
+ID: 3b-f1-p2-b
INPUT: type
-CHECK: llm
-INTRO: Now read instead of listen. Read the paragraph about Martha and type its topic — just a few words, not a whole sentence.
-INSTRUCTION: Read the paragraph and type the topic.
-RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
+CHECK: exact
+INTRO: Same task, Bob's story: listen and type the sequence word you hear in each sentence.
+INSTRUCTION: Type the sequence word.
-TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
-RESPONSE: Spending birthday money.
+PROMPT: First, he puts gas in the car and cleans the windows. {bk10-l3b-f1-27.mp3}
+TEMPLATE: ____
+RESPONSE: first
-# Source: ST §What's the Main Idea?
-$PRODUCE What's the Main Idea?
-ID: l3-s4
-INPUT: type
-CHECK: llm
-INTRO: The topic is a phrase; the main idea is a full sentence. Read each paragraph and type its main idea. The first one is a worked example.
-INSTRUCTION: Read the paragraph and type the main idea in a complete sentence.
-RUBRIC: Accept a complete sentence that summarizes the main idea of the paragraph.
+PROMPT: After he pays for the gas, Bob checks the tires. {bk10-l3b-f1-28.mp3}
+TEMPLATE: ____
+RESPONSE: after
-EXAMPLE
-TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
-RESPONSE: Martha couldn't decide how to spend her money.
+PROMPT: He looks at the tires on the car and then opens the trunk and checks the spare tire. {bk10-l3b-f1-29.mp3}
+TEMPLATE: ____
+RESPONSE: then
-TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
-RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
+PROMPT: Next, he looks for the jack and lug wrench. {bk10-l3b-f1-30.mp3}
+TEMPLATE: ____
+RESPONSE: next
-TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
-RESPONSE: There are rules to follow for polite introductions in the United States.
+PROMPT: He checks the nuts and wheel covers last, and tightens any loose ones. {bk10-l3b-f1-31.mp3}
+TEMPLATE: ____
+RESPONSE: last
-# Source: ST §What Do You Want to Call It?
-$SELECT Pick the Best Title
-ID: l3-s5
-INTRO: A good title is the main idea in miniature. Read the paragraph about Beth and tap the best title for it.
-INSTRUCTION: Read the paragraph and tap the best title.
-OPTION: a | A Cold Winter
-OPTION: b | A New Coat
-OPTION: c | Department Stores
+PROMPT: Finally, he's ready to leave. {bk10-l3b-f1-32.mp3}
+TEMPLATE: ____
+RESPONSE: finally
-TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
-ANSWER: b
+# SKIPPED (book): Listening Skill "FIRST, NEXT, THEN" — instructor-read paragraphs for transitional words; no script or audio in the sources. Convertible later with chosen items + TTS.
-# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; no workable interaction.
-
-# Source: LLA 3B Figure 8
-$PRODUCE Listen for the Main Idea
-ID: 3b-f8
-INPUT: type
-CHECK: llm
-INTRO: Now do it entirely by ear. Listen to a short story about John and a vending machine, then type one sentence giving the main idea.
-INSTRUCTION: Type the main idea of the story.
-RUBRIC: Accept any statement that means John lost his money in the vending machine, or couldn't get his money back or a soda.
-
-PROMPT: John stood in front of the vending machine near his office and counted his money. He had only 45 cents, exactly the cost of a Diet soda. He carefully put his money in the machine and pushed the button, but nothing happened. He pushed the coin return, and again, nothing happened. John couldn't get his money or his Diet soda. {bk10-l3b-f8-01.mp3}
-RESPONSE: John lost his money in the vending machine.
-
-# Source: LLA 3C Figure 7 (Paragraph 1)
-$DIALOGUE Ted's Car
-ID: 3c-f7-p1
-INTRO: Two more, by ear. First: Ted, his car, and his tires. Listen — you'll write the main idea next.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Ted drives his car a lot. {bk10-l3c-f7-01.mp3}
-LINE: His car is 2 years old, and his tires are too. {bk10-l3c-f7-02.mp3}
-LINE: The car looks good, but the tires don't. {bk10-l3c-f7-03.mp3}
-LINE: He has to put air in his tires often. {bk10-l3c-f7-04.mp3}
-LINE: When the streets are wet, Ted can't stop his car quickly. {bk10-l3c-f7-05.mp3}
-LINE: Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-06.mp3}
-
-# Source: LLA 3C Figure 7 (Question 1)
-$PRODUCE Main Idea: Ted's Car
-ID: 3c-f7-q1
-REFERENCE
-INPUT: type
-CHECK: llm
-LONGFORM
-INTRO: In one sentence: what is Ted's paragraph really saying? Type it. You can listen to the paragraph again if you need to.
-INSTRUCTION: Type the main idea.
-RUBRIC: Accept any statement that means "Ted needs new tires" or "The tires on his car are bad."
-
-TEMPLATE: Write the main idea.
-RESPONSE: Ted needs new tires.
-
-# Source: LLA 3C Figure 7 (Paragraph 2)
-$DIALOGUE Maria Goes Shopping
-ID: 3c-f7-p2
-INTRO: Last paragraph: Maria and the mall — a relationship with problems. Listen.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Maria has to go to the mall today, but she doesn't want to. {bk10-l3c-f7-07.mp3}
-LINE: She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. {bk10-l3c-f7-08.mp3}
-LINE: The clerks at the mall never seem to see her. {bk10-l3c-f7-09.mp3}
-LINE: They always help others first. {bk10-l3c-f7-10.mp3}
-LINE: All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-11.mp3}
-
-# Source: LLA 3C Figure 7 (Question 2)
-$PRODUCE Main Idea: Maria
-ID: 3c-f7-q2
-REFERENCE
-INPUT: type
-CHECK: llm
-LONGFORM
-INTRO: One sentence for Maria's paragraph. Type the main idea, not the parking situation.
-INSTRUCTION: Type the main idea.
-RUBRIC: Accept any statement that means "Maria doesn't like to go to the mall" or "She doesn't enjoy shopping in the mall."
-
-TEMPLATE: Write the main idea.
-RESPONSE: Maria doesn't like to go to the mall.
-
-# Source: ST §What's It All About?
-$SELECT Pick the Best Summary
-ID: l3-s25
-INTRO: Last skill in this part: a summary is the main idea plus the key support. Read each paragraph and tap the summary that covers it best — not too much, not too little.
-INSTRUCTION: Read the paragraph and tap the best summary.
-OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
-OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
-OPTION: c | Ned reads two newspapers. He likes to read the business news.
-
-EXAMPLE
-TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
-OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
-OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
-OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
-ANSWER: a
-
-TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
-ANSWER: b
-
-TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
-OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
-OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
-OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
-ANSWER: b
-
-$SESSION 3-4: Favors, Hurrying, and Syllable Stress
+$SESSION 3-3: Favors and Everyday Conversations
# Source: LLA 3B Figure 2
-$DIALOGUE Doing a Favor
+$DIALOGUE In the Car
ID: 3b-f2
-INTRO: In this part you'll pick up the polite small change of everyday talk — "favor", "certainly", "of course" — and practice which syllable gets the stress. Mrs. Adams and Mr. Wilson are in the car, and she has a few requests. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: This part is about asking small favors — and saying yes gracefully. Mrs. Adams and Mr. Wilson are on a car trip, and she has requests. Listen, learn the new words, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
-VOCAB: favor
+VOCAB: to do a favor
Mrs_Adams: Do me a favor, please. {page_060_001.jpg} {bk10-l3b-f2-01.mp3}
-VOCAB: certainly
-Mr_Wilson: Certainly. What can I do for you? {page_060_001.jpg} {bk10-l3b-f2-02.mp3}
-Mrs_Adams: Hand me the other half of my seatbelt. {page_060_001.jpg} {bk10-l3b-f2-03.mp3}
-Mrs_Adams: May I look at your paper? {page_060_002.jpg} {bk10-l3b-f2-04.mp3}
+VOCAB: certainly
+Mr_Wilson: Certainly. {page_060_001.jpg} {bk10-l3b-f2-02.mp3}
+LINE: What can I do for you? {page_060_001.jpg} {bk10-l3b-f2-03.mp3}
+
+Mrs_Adams: Hand me the other half of my seatbelt. {page_060_001.jpg} {bk10-l3b-f2-04.mp3}
+
+Mrs_Adams: May I look at your paper? {page_060_002.jpg} {bk10-l3b-f2-05.mp3}
+
VOCAB: of course
-Mr_Wilson: Of course. I'm not reading it. {page_060_002.jpg} {bk10-l3b-f2-05.mp3}
+Mr_Wilson: Of course. {page_060_002.jpg} {bk10-l3b-f2-06.mp3}
+LINE: I'm not reading it. {page_060_002.jpg} {bk10-l3b-f2-07.mp3}
VOCAB: to keep
-Mrs_Adams: I need to keep warm. Can you get a blanket for me? {page_060_003.jpg} {bk10-l3b-f2-06.mp3}
-VOCAB: sure
-Mr_Wilson: Sure, I'll be glad to. {page_060_003.jpg} {bk10-l3b-f2-07.mp3}
+Mrs_Adams: I need to keep warm. {page_060_003.jpg} {bk10-l3b-f2-08.mp3}
+LINE: Can you get a blanket for me? {page_060_003.jpg} {bk10-l3b-f2-09.mp3}
+
+VOCAB: sure
+Mr_Wilson: Sure, I'll be glad to. {page_060_003.jpg} {bk10-l3b-f2-10.mp3}
+
+Mr_Wilson: I'd like to smoke a cigarette. {page_060_004.jpg} {bk10-l3b-f2-11.mp3}
+LINE: Will that bother you? {page_060_004.jpg} {bk10-l3b-f2-12.mp3}
-Mr_Wilson: I'd like to smoke a cigarette. Will that bother you? {page_060_004.jpg} {bk10-l3b-f2-08.mp3}
VOCAB: to mind
-Mrs_Adams: No, I won't mind. {page_060_004.jpg} {bk10-l3b-f2-09.mp3}
+Mrs_Adams: No, I won't mind. {page_060_004.jpg} {bk10-l3b-f2-13.mp3}
# Source: LLA 3B Figure 3
-$DIALOGUE In a Hurry {page_061_001.jpg}
+$DIALOGUE On the Airplane
ID: 3b-f3
-INTRO: On an airplane now. The flight is short, the lunch is shorter. Listen to the flight attendant and the passenger, and repeat each line.
-INSTRUCTION: Listen and repeat.
+INTRO: Now a very short flight with a very quick lunch. Listen to the flight attendant and the passenger, learn the new words, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
-Flight_Attendant: Have you finished your lunch? {bk10-l3b-f3-01.mp3}
+Flight_Attendant: Have you finished your lunch? {page_061_001.jpg} {bk10-l3b-f3-01.mp3}
+
VOCAB: quick
-Mrs_Adams: Yes, but that was certainly a quick meal. {bk10-l3b-f3-02.mp3}
+Mrs_Adams: Yes, but that was certainly a quick meal. {page_061_001.jpg} {bk10-l3b-f3-02.mp3}
VOCAB: to hurry
-Flight_Attendant: I'm sorry you had to hurry. {bk10-l3b-f3-03.mp3}
+Flight_Attendant: I'm sorry you had to hurry. {page_061_001.jpg} {bk10-l3b-f3-03.mp3}
VOCAB: quickly
-Mrs_Adams: You take the plates very quickly. {bk10-l3b-f3-04.mp3}
+Mrs_Adams: You take the plates very quickly. {page_061_001.jpg} {bk10-l3b-f3-04.mp3}
VOCAB: in a hurry
-Flight_Attendant: We're always in a hurry on this flight. {bk10-l3b-f3-05.mp3}
+Flight_Attendant: We're always in a hurry on this flight. {page_061_001.jpg} {bk10-l3b-f3-05.mp3}
-Mrs_Adams: Because it's so short? {bk10-l3b-f3-06.mp3}
-Flight_Attendant: Yes. We never have enough time. {bk10-l3b-f3-07.mp3}
+Mrs_Adams: Because it's so short? {page_061_001.jpg} {bk10-l3b-f3-06.mp3}
+
+Flight_Attendant: Yes. {page_061_001.jpg} {bk10-l3b-f3-07.mp3}
+LINE: We never have enough time. {page_061_001.jpg} {bk10-l3b-f3-08.mp3}
+
+Mrs_Adams: One more question, please. {page_061_001.jpg} {bk10-l3b-f3-09.mp3}
+LINE: Where are the restrooms? {page_061_001.jpg} {bk10-l3b-f3-10.mp3}
-Mrs_Adams: One more question, please. Where are the restrooms? {bk10-l3b-f3-08.mp3}
VOCAB: the front of
-Flight_Attendant: At the front of the airplane. {bk10-l3b-f3-09.mp3}
+Flight_Attendant: At the front of the airplane. {page_061_001.jpg} {bk10-l3b-f3-11.mp3}
-# Source: ST §I'll Inflate the Tire
+# Source: ST §I'll Inflate the Tire (l3-s6)
$DIALOGUE I'll Inflate the Tire
ID: l3-s6
-INTRO: Gloria is heading to the gas station, and Ann has doubts about the plan. Listen and repeat the dialog.
-INSTRUCTION: Listen and repeat.
+INTRO: Gloria is off to the gas station to inflate her spare tire herself — and Ann has doubts. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
REPEAT
Ann: Where are we going? {st-page_105_001.jpg}
@@ -723,11 +589,11 @@ Gloria: Of course. {st-page_105_001.jpg}
Ann: Aren't you afraid you might not do it right? {st-page_105_001.jpg}
Gloria: Of course not. I'll use the air pressure gauge. {st-page_105_002.jpg}
-# Source: ST §My Shoes Are Tight!
+# Source: ST §My Shoes Are Tight! (l3-s7)
$DIALOGUE My Shoes Are Tight!
ID: l3-s7
-INTRO: Peggy has fifty dollars, loose shoes, and a plan that ends with lunch. Notice "tight", "loose", and "enough" doing everyday work here. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: Peggy's shoes were tight, so she bought them big — and now they're loose. There is no pleasing feet. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialog.
REPEAT
Peggy: Hi, Liz! {st-page_106_001.jpg}
@@ -741,35 +607,42 @@ Liz: Oh, loose shoes are awful to wear.
Peggy: How about lunch? I can take you to the Italian Restaurant at the mall.
Liz: That sounds good, but will you have enough money?
Peggy: Sure, the shoes I want cost about $35.00. I'll have enough to pay for lunch.
+
+VOCAB: to hurry up
Liz: Then let's hurry up. I'm getting hungry.
-# Source: ST §A Pop Quiz!
+# Source: ST §A Pop Quiz! (l3-s8) — long lines split for card-sized audio
$DIALOGUE A Pop Quiz!
ID: l3-s8
-INTRO: Joe did his teacher a small favor and got a surprise quiz for his trouble. Listen to his story and repeat each part.
-INSTRUCTION: Listen and repeat.
+INTRO: Joe did his teacher a favor and got a pop quiz for his trouble. That's how favors go sometimes. Listen to his story and repeat each line.
+INSTRUCTION: Listen and repeat the story.
REPEAT
LINE: "Can you do me a favor, Joe?" my teacher asked. "Why, certainly," I said. {st-page_107_001.jpg}
VOCAB: to pass out
LINE: "Could you please pass these papers out to the class for me?" "Sure," I said.
+
LINE: "Are you sure you don't mind?" she asked. "Of course not. I'll be happy to do it," I told her.
LINE: I hurried up to the front of the class.
VOCAB: to hand out
LINE: I handed out all the papers to the students, but I had a few extras.
-LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz.
-LINE: I didn't study last night. I sure wasn't ready.
-LINE: I quickly went to my desk and started on my quiz.
+
+LINE: When I looked down at them, I saw the word QUIZ. Oh, no, a quiz. I didn't study last night.
+
+LINE: I sure wasn't ready. I quickly went to my desk and started on my quiz.
+
LINE: An hour later we got our scores back. The teacher sure checked our papers in a hurry.
+
LINE: She was quick to hand them back to us. My score was 72. That wasn't good.
+
LINE: Now, I realize that I have to be ready to take a quiz at any time.
# Source: LLA 3B Figure 4
$SELECT Syllable Stress
ID: 3b-f4
-INTRO: Every English word has one syllable that gets the punch. Listen to each word and tap the number of the stressed syllable. For example, in "hurry" the stress is on the first syllable.
+INTRO: Every English word has one strong syllable. You'll hear each word twice — tap the number of the syllable with the strong stress, then listen to the model.
INSTRUCTION: Tap the stressed syllable number.
OPTION: 1 | 1st syllable
@@ -786,70 +659,68 @@ ANSWER: 2
PROMPT: inflate, inflate. {bk10-l3b-f4-01.mp3}
ANSWER: 2
+FEEDBACK: inflate. {bk10-l3b-f4-01-fb.mp3}
PROMPT: lower, lower. {bk10-l3b-f4-02.mp3}
ANSWER: 1
+FEEDBACK: lower. {bk10-l3b-f4-02-fb.mp3}
PROMPT: remove, remove. {bk10-l3b-f4-03.mp3}
ANSWER: 2
+FEEDBACK: remove. {bk10-l3b-f4-03-fb.mp3}
PROMPT: tighten, tighten. {bk10-l3b-f4-04.mp3}
ANSWER: 1
+FEEDBACK: tighten. {bk10-l3b-f4-04-fb.mp3}
PROMPT: extra, extra. {bk10-l3b-f4-05.mp3}
ANSWER: 1
+FEEDBACK: extra. {bk10-l3b-f4-05-fb.mp3}
PROMPT: enough, enough. {bk10-l3b-f4-06.mp3}
ANSWER: 2
+FEEDBACK: enough. {bk10-l3b-f4-06-fb.mp3}
PROMPT: cover, cover. {bk10-l3b-f4-07.mp3}
ANSWER: 1
+FEEDBACK: cover. {bk10-l3b-f4-07-fb.mp3}
PROMPT: quickly, quickly. {bk10-l3b-f4-08.mp3}
ANSWER: 1
+FEEDBACK: quickly. {bk10-l3b-f4-08-fb.mp3}
PROMPT: replace, replace. {bk10-l3b-f4-09.mp3}
ANSWER: 2
+FEEDBACK: replace. {bk10-l3b-f4-09-fb.mp3}
PROMPT: cigarette, cigarette. {bk10-l3b-f4-10.mp3}
ANSWER: 3
+FEEDBACK: cigarette. {bk10-l3b-f4-10-fb.mp3}
PROMPT: across, across. {bk10-l3b-f4-11.mp3}
ANSWER: 2
+FEEDBACK: across. {bk10-l3b-f4-11-fb.mp3}
PROMPT: certainly, certainly. {bk10-l3b-f4-12.mp3}
ANSWER: 1
+FEEDBACK: certainly. {bk10-l3b-f4-12-fb.mp3}
-$SESSION 3-5: Gerunds
+$SESSION 3-4: Gerunds — Verbs with "-ing"
-# Source: LLA 3B Figure 5
-$DIALOGUE Sentences with Gerunds
-ID: 3b-f5
-INTRO: In this part you'll learn to use gerunds — the "-ing" form of a verb used as a noun, as in "I like playing basketball." Start by listening to these sentences and repeating them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Everyone began laughing. {bk10-l3b-f5-01.mp3}
-LINE: Mike started apologizing. {bk10-l3b-f5-02.mp3}
-LINE: Ann likes exercising in the gym. {bk10-l3b-f5-03.mp3}
-LINE: Paul enjoys watching sports on TV. {bk10-l3b-f5-04.mp3}
-LINE: Dr. Hall never minds answering questions. {bk10-l3b-f5-05.mp3}
-LINE: We finished listening to the tape after class. {bk10-l3b-f5-06.mp3}
-
-# Source: ST §Grammar: Gerunds
+# Source: ST §Grammar: Gerunds (l3-s9)
$GRAMMAR Gerunds
ID: l3-s9
-INTRO: Here's how gerunds work — a verb dressed up as a noun. Tap any phrase to hear it.
+INTRO: In this part you'll learn to use the "-ing" form of a verb as a noun — a gerund — after verbs like "enjoy", "finish", and "mind".
-The object of a verb is usually a noun or a pronoun:
+The object of a verb is usually a noun or pronoun.
{I like basketball.} (noun)
-The object of a verb can also be a **gerund**. A gerund is the -ing form of a verb, used as a noun:
+The object of a verb can also be a **gerund**. A gerund is the "-ing" form of a verb, used as a noun.
{I like playing basketball.} (gerund phrase)
-Certain verbs are often followed by gerunds — **start**, **begin**, **enjoy**, **mind**, **finish**, and **like**:
+Certain verbs can be followed by gerunds — **start, begin, finish, enjoy, mind, like**:
| | | | |
|---|---|---|---|
@@ -860,10 +731,26 @@ Certain verbs are often followed by gerunds — **start**, **begin**, **enjoy**,
| Janet | finished | eating | before Peter. |
| The Martins | like | driving | along the ocean. |
-# Source: ST §Gerund Examples
+{The boys enjoy playing soccer.} {Janet finished eating before Peter.}
+
+# Source: LLA 3B Figure 5
+$DIALOGUE Gerund Sentences
+ID: 3b-f5
+INTRO: Six sentences with gerunds. Listen and repeat — notice the "-ing" word right after the main verb.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Everyone began *laughing*. {bk10-l3b-f5-01.mp3}
+LINE: Mike started *apologizing*. {bk10-l3b-f5-02.mp3}
+LINE: Ann likes *exercising* in the gym. {bk10-l3b-f5-03.mp3}
+LINE: Paul enjoys *watching* sports on TV. {bk10-l3b-f5-04.mp3}
+LINE: Dr. Hall never minds *answering* questions. {bk10-l3b-f5-05.mp3}
+LINE: We finished *listening* to the tape after class. {bk10-l3b-f5-06.mp3}
+
+# Source: ST §Gerund Examples (l3-s10)
$DIALOGUE More Gerund Sentences
ID: l3-s10
-INTRO: Here are more gerunds in action — questions, negatives, and even Edgar Allan Poe. Read each sentence; no answer is required.
+INTRO: Ten more gerund sentences to read — no repeating this time, just notice the pattern: verb, then the "-ing" form.
INSTRUCTION: Read the sentences.
LINE: Did Jim begin studying French last summer?
@@ -877,11 +764,11 @@ LINE: Nancy enjoys spending money at the mall.
LINE: Did Mr. Adams finish repairing the window?
LINE: Mrs. Murray didn't start driving until she was forty years old.
-# Source: ST §Do You Enjoy Playing...?
+# Source: ST §Do You Enjoy Playing...? (l3-s11)
$DIALOGUE Do You Enjoy Playing...?
ID: l3-s11
-INTRO: Now hear gerunds in short question-and-answer exchanges. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+INTRO: Six short exchanges, every one built on a gerund. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
REPEAT
Roger: When did you begin studying for this quiz?
@@ -903,13 +790,13 @@ Lt_Anders: When did Captain Martinez start flying?
Lt_Ashly: He started flying six years ago.
# Source: LLA 3B Figure 6
-$PRODUCE Change to the -ing Form
+$PRODUCE Change to the "-ing" Form
ID: 3b-f6
INPUT: speak
CHECK: reveal
+INTRO: Now transform: "to cry" becomes "crying". Listen to each sentence, say it with the "-ing" form, then repeat the correct answer.
+INSTRUCTION: Say the sentence using the "-ing" form.
REPEAT
-INTRO: Time to drill the pattern. Listen to each sentence, change the "to" verb into an "-ing" gerund, and say the new sentence aloud. Then repeat the correct answer.
-INSTRUCTION: Change the sentence using the -ing form.
EXAMPLE
PROMPT: Kay likes to drive her brother's car. {bk10-l3b-f6-ex-q.mp3}
@@ -934,58 +821,58 @@ PROMPT: Mary started to look for an apartment. {bk10-l3b-f6-06-q.mp3}
RESPONSE: Mary started looking for an apartment. {bk10-l3b-f6-06-a.mp3}
# Source: LLA 3B Figure 7
-$PRODUCE Complete with a Gerund
+$PRODUCE Complete the Sentence with a Gerund
ID: 3b-f7
INPUT: type
CHECK: exact
+INTRO: Read the gapped sentence, listen to the cue verb, and type its "-ing" form to complete it. Then repeat the full sentence.
+INSTRUCTION: Type the correct "-ing" verb.
REPEAT
-INTRO: Same pattern, now in writing. Listen to the cue word and type its "-ing" form to complete the sentence. Then say the whole sentence back.
-INSTRUCTION: Type the -ing form of the word you hear.
EXAMPLE
-PROMPT: watch {bk10-l3b-f7-ex-q.mp3}
TEMPLATE: Mark enjoys ____ old movies.
+PROMPT: watch. {bk10-l3b-f7-ex-q.mp3}
RESPONSE: Mark enjoys watching old movies. {bk10-l3b-f7-ex-a.mp3}
ACCEPT: watching
-PROMPT: meet {bk10-l3b-f7-01-q.mp3}
TEMPLATE: Jane enjoys ____ people.
+PROMPT: meet. {bk10-l3b-f7-01-q.mp3}
RESPONSE: Jane enjoys meeting people. {bk10-l3b-f7-01-a.mp3}
ACCEPT: meeting
-PROMPT: write {bk10-l3b-f7-02-q.mp3}
TEMPLATE: Did you finish ____ your letter?
+PROMPT: write. {bk10-l3b-f7-02-q.mp3}
RESPONSE: Did you finish writing your letter? {bk10-l3b-f7-02-a.mp3}
ACCEPT: writing
-PROMPT: fill out {bk10-l3b-f7-03-q.mp3}
TEMPLATE: I hope you don't mind ____ a few forms.
+PROMPT: fill out. {bk10-l3b-f7-03-q.mp3}
RESPONSE: I hope you don't mind filling out a few forms. {bk10-l3b-f7-03-a.mp3}
ACCEPT: filling out
-PROMPT: borrow {bk10-l3b-f7-04-q.mp3}
TEMPLATE: Dan doesn't like ____ money from friends.
+PROMPT: borrow. {bk10-l3b-f7-04-q.mp3}
RESPONSE: Dan doesn't like borrowing money from friends. {bk10-l3b-f7-04-a.mp3}
ACCEPT: borrowing
-PROMPT: talk {bk10-l3b-f7-05-q.mp3}
TEMPLATE: Everyone started ____ at the same time.
+PROMPT: talk. {bk10-l3b-f7-05-q.mp3}
RESPONSE: Everyone started talking at the same time. {bk10-l3b-f7-05-a.mp3}
ACCEPT: talking
-PROMPT: take {bk10-l3b-f7-06-q.mp3}
TEMPLATE: Jan began ____ the medicine every four hours.
-RESPONSE: Jan began taking the medicine every four hours. {bk10-l3b-f7-06-a.mp3}
+PROMPT: take. {bk10-l3b-f7-06-q.mp3}
+RESPONSE: Jan began taking the medicine every 4 hours. {bk10-l3b-f7-06-a.mp3}
ACCEPT: taking
-# Source: ST §Answer Using Gerunds
-$PRODUCE Answer Using Gerunds
+# Source: ST §Answer Using Gerunds (l3-s12)
+$PRODUCE Answer with a Gerund
ID: l3-s12
INPUT: speak
CHECK: llm
SHOW_PROMPT
-INTRO: Now answer questions with gerunds. Read each question, use the cue in parentheses, and answer aloud in a full sentence.
-INSTRUCTION: Answer aloud with a gerund, using the cue.
+INTRO: Answer each question aloud in a full sentence. Use the cue in parentheses — and keep the gerund.
+INSTRUCTION: Answer aloud using a gerund and the cue.
RUBRIC: Accept any logical complete sentence that uses a gerund and incorporates the cue information (e.g. "He stopped smoking because he got sick" or "He stopped smoking when he got sick").
EXAMPLE
@@ -1016,12 +903,12 @@ RESPONSE: Yes, he likes helping in the kitchen.
PROMPT: Do you enjoy sleeping late on Saturday? (yes)
RESPONSE: Yes, I enjoy sleeping late on Saturday.
-# Source: ST §Ask and Answer with Gerunds
+# Source: ST §Ask and Answer with Gerunds (l3-s13)
$PRODUCE Ask and Answer with Gerunds
ID: l3-s13
INPUT: speak
CHECK: llm
-INTRO: Last gerund drill: build both sides of the exchange. Use the cue lines to ask the question and then answer it — both with gerunds.
+INTRO: Now build both sides of the exchange. The first cue line gives the question, the second gives the answer — say both aloud, with a gerund in each.
INSTRUCTION: Ask and answer aloud, using gerunds.
RUBRIC: Accept a correctly formed question and answer that both use gerunds and incorporate the cue words (e.g. "When did you begin playing soccer? I began playing soccer five years ago.").
@@ -1072,74 +959,109 @@ RESPONSE: Did you begin walking after dinner yesterday evening? Yes, I began wal
# SKIPPED (book): Speaking/Listening Skills "WHAT WOULD YOU LIKE?" — partner activity to tell and act out instructions (pantomime); no solo path.
-$SESSION 3-6: Polite Requests
+$SESSION 3-5: Polite Requests
-# Source: LLA 3C Figure 2 (Part 1)
-$DIALOGUE A Favor Between Friends
+# Source: ST §Grammar: Polite Requests (l3-s14), extended with "can"/"will" from LLA 3C Figure 1
+$GRAMMAR Polite Requests
+ID: l3-s14
+INTRO: In this part you'll learn to ask for help politely with "can", "could", "will", and "would" — and to answer politely, whether it's yes or no.
+
+We use {could you} and {would you} to make polite requests — when we need another person's help. {Can you} and {will you} work the same way.
+
+| Polite request | Possible answers |
+|---|---|
+| Could you please open the door? | Yes, of course I can. — No, I'm sorry, I can't. |
+| Would you help me with this box? | Yes, I'll be happy to help you. — I'd like to, but I can't right now. |
+
+{Could you please open the door?} {Yes, of course I can.}
+
+{Would you help me with this box?} {I'd like to, but I can't right now.}
+
+# Source: LLA 3C Figure 1 (word pass)
+$DIALOGUE The Four Request Words
+ID: 3c-f1
+INTRO: The four request words, one at a time. Listen and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Can. {bk10-l3c-f1-01.mp3}
+LINE: Could. {bk10-l3c-f1-02.mp3}
+LINE: Will. {bk10-l3c-f1-03.mp3}
+LINE: Would. {bk10-l3c-f1-04.mp3}
+
+# Source: LLA 3C Figure 1 (dictation pass)
+$PRODUCE Catch the Request Word
+ID: 3c-f1-b
+INPUT: type
+CHECK: exact
+INTRO: Listen to each short exchange and type the missing request words. Then repeat the correct sentences.
+INSTRUCTION: Type the missing words.
+REPEAT
+
+PROMPT: Could you please do me a favor? — Yes, of course. {bk10-l3c-f1-05.mp3}
+TEMPLATE: Kay: ____{Could} you please do me a favor?
+TEMPLATE: Ken: Yes, of course.
+RESPONSE: Could you please do me a favor? — Yes, of course. {bk10-l3c-f1-05-a.mp3}
+
+PROMPT: Can you give me a ride home this afternoon? — I sure can. {bk10-l3c-f1-06.mp3}
+TEMPLATE: Kay: ____{Can} you give me a ride home this afternoon?
+TEMPLATE: Ken: I sure ____{can}.
+RESPONSE: Can you give me a ride home this afternoon? — I sure can. {bk10-l3c-f1-06-a.mp3}
+
+PROMPT: Would you take a message for me, please? — I'll be glad to. {bk10-l3c-f1-07.mp3}
+TEMPLATE: Jan: ____{Would} you take a message for me, please?
+TEMPLATE: Jim: I'll be glad to.
+RESPONSE: Would you take a message for me, please? — I'll be glad to. {bk10-l3c-f1-07-a.mp3}
+
+PROMPT: Will you tell Mr. Rogers that I called? — I certainly will. {bk10-l3c-f1-08.mp3}
+TEMPLATE: Jan: ____{Will} you tell Mr. Rogers that I called?
+TEMPLATE: Jim: I certainly ____{will}.
+RESPONSE: Will you tell Mr. Rogers that I called? — I certainly will. {bk10-l3c-f1-08-a.mp3}
+
+# Source: LLA 3C Figure 2
+$DIALOGUE Mary and Ann {page_066_001.jpg}
ID: 3c-f2
-INTRO: In this part you'll learn to ask for things politely with "can", "could", "will", and "would" — and to say yes or no gracefully. Mary needs lunch money, and Ann is a good friend. Just listen for now.
+INTRO: Mary needs lunch money, and Ann is a good friend — all four request words in one conversation. Just listen.
INSTRUCTION: Listen to the dialogue.
-Mary: Could you do me a favor? {page_066_001.jpg} {bk10-l3c-f2-01.mp3}
-Ann: Certainly. What do you need? {page_066_001.jpg} {bk10-l3c-f2-02.mp3}
-Mary: Lunch money. Can you lend me 3 dollars? {page_066_001.jpg} {bk10-l3c-f2-03.mp3}
-Ann: Yes, I can. {page_066_001.jpg} {bk10-l3c-f2-04.mp3}
-Mary: Thanks. Will you do another thing for me? {page_066_001.jpg} {bk10-l3c-f2-05.mp3}
-Ann: Of course. You always do me favors. {page_066_001.jpg} {bk10-l3c-f2-06.mp3}
-Mary: Would you let me buy your lunch tomorrow? {page_066_001.jpg} {bk10-l3c-f2-07.mp3}
-Ann: Sure. I know a good restaurant downtown. {page_066_001.jpg} {bk10-l3c-f2-08.mp3}
+Mary: Could you do me a favor? {bk10-l3c-f2-01.mp3}
+Ann: Certainly. What do you need? {bk10-l3c-f2-02.mp3}
+Mary: Lunch money. Can you lend me $3? {bk10-l3c-f2-03.mp3}
+Ann: Yes, I can. {bk10-l3c-f2-04.mp3}
+Mary: Thanks. Will you do another thing for me? {bk10-l3c-f2-05.mp3}
+Ann: Of course. You always do me favors. {bk10-l3c-f2-06.mp3}
+Mary: Would you let me buy your lunch tomorrow? {bk10-l3c-f2-07.mp3}
+Ann: Sure. I know a good restaurant downtown. {bk10-l3c-f2-08.mp3}
-# Source: LLA 3C Figure 2 (Part 2)
-$PRODUCE Roleplay: Answer as Ann
+# Source: LLA 3C Figure 2 (role-play pass)
+$PRODUCE Play Ann's Part {page_066_001.jpg}
ID: 3c-f2-b
INPUT: speak
CHECK: reveal
-INTRO: Now the dialogue again, but you play Ann. Listen to Mary's line, then say Ann's reply aloud.
+INTRO: Your turn to be Ann. Listen to Mary, read Ann's printed line aloud, then compare with the recording.
INSTRUCTION: Read Ann's lines aloud.
-PROMPT: Could you do me a favor? {page_066_001.jpg} {bk10-l3c-f2-09-q.mp3}
+PROMPT: Could you do me a favor? {bk10-l3c-f2-09.mp3}
TEMPLATE: Ann: Certainly. What do you need?
-RESPONSE: Certainly. What do you need? {bk10-l3c-f2-02.mp3}
+RESPONSE: Certainly. What do you need? {bk10-l3c-f2-10.mp3}
-PROMPT: Lunch money. Can you lend me 3 dollars? {page_066_001.jpg} {bk10-l3c-f2-10-q.mp3}
+PROMPT: Lunch money. Can you lend me $3? {bk10-l3c-f2-11.mp3}
TEMPLATE: Ann: Yes, I can.
-RESPONSE: Yes, I can. {bk10-l3c-f2-04.mp3}
+RESPONSE: Yes, I can. {bk10-l3c-f2-12.mp3}
-PROMPT: Thanks. Will you do another thing for me? {page_066_001.jpg} {bk10-l3c-f2-11-q.mp3}
+PROMPT: Thanks. Will you do another thing for me? {bk10-l3c-f2-13.mp3}
TEMPLATE: Ann: Of course. You always do me favors.
-RESPONSE: Of course. You always do me favors. {bk10-l3c-f2-06.mp3}
+RESPONSE: Of course. You always do me favors. {bk10-l3c-f2-14.mp3}
-PROMPT: Would you let me buy your lunch tomorrow? {page_066_001.jpg} {bk10-l3c-f2-12-q.mp3}
+PROMPT: Would you let me buy your lunch tomorrow? {bk10-l3c-f2-15.mp3}
TEMPLATE: Ann: Sure. I know a good restaurant downtown.
-RESPONSE: Sure. I know a good restaurant downtown. {bk10-l3c-f2-08.mp3}
+RESPONSE: Sure. I know a good restaurant downtown. {bk10-l3c-f2-16.mp3}
-# Source: ST §Grammar: Polite Requests (table flattened)
-$GRAMMAR Polite Requests
-ID: l3-s14
-INTRO: Here's the pattern behind everything in this part: "could you" and "would you", and the polite ways to answer. Tap any phrase to hear it.
-
-We use *could you* and *would you* to make polite requests — when we need another person's help.
-
-To ask:
-
-- {Could you please open the door?}
-- {Would you help me with this box?}
-
-To say yes:
-
-- {Yes, of course I can.}
-- {Yes, I'll be happy to help you.}
-
-To say no politely:
-
-- {No, I'm sorry, I can't.}
-- {I'd like to, but I can't right now.}
-
-# Source: ST §Would You Ask Sgt Ferguson to Come Here?
-$DIALOGUE Could You...? Would You...?
+# Source: ST §Would You Ask Sgt Ferguson to Come Here? (l3-s15)
+$DIALOGUE Requests and Answers — Five Short Dialogs
ID: l3-s15
-INTRO: Five short exchanges: requests, and answers both kind and honest — Bill's back, for one, is not cooperating. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: Five quick request-and-answer exchanges with "could you" and "would you" — including one polite no from a man with a bad back. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialogs.
REPEAT
Carl: Could you take me to the commissary after class?
@@ -1157,67 +1079,14 @@ Fran: Yes, I'll be happy to have dinner with you tonight.
Anna: Would you help me move this desk?
Bill: Sorry I can't. I have a bad back.
-# Source: ST §Would You Please ...?
-$DIALOGUE Would You Please...?
-ID: l3-s18
-INTRO: More quick request exchanges — several of them, you'll notice, involve a flat tire. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Student1: Would you help me, please? I have a flat.
-Student2: Sure. Do you have any tools?
-
-Student1: Would you please pass me the salt?
-Student2: Sure. Here you are.
-
-Student1: Do me a favor. Please lend me your wrench.
-Student2: I'd be glad to.
-
-Student1: Will you do me a favor? I need some help.
-Student2: Certainly, how can I help you?
-
-Student1: Could you hand me the jack?
-Student2: Of course, here it is.
-
-Student1: Would you mind handing me the wrench?
-Student2: I'd be glad to.
-
-# Source: LLA 3C Figure 1
-$PRODUCE Can, Could, Will, or Would?
-ID: 3c-f1
-INPUT: type
-CHECK: exact
-INTRO: Listen to each short exchange and type the missing words — "can", "could", "will", or "would". Your ear decides.
-INSTRUCTION: Type the missing word.
-
-PROMPT: Could you please do me a favor? Yes, of course. {bk10-l3c-f1-01.mp3}
-TEMPLATE: Kay: ____{Could} you please do me a favor?
-TEMPLATE: Ken: Yes, of course.
-RESPONSE: Could you please do me a favor? Yes, of course.
-
-PROMPT: Can you give me a ride home this afternoon? I sure can. {bk10-l3c-f1-02.mp3}
-TEMPLATE: Kay: ____{Can} you give me a ride home this afternoon?
-TEMPLATE: Ken: I sure ____{can}.
-RESPONSE: Can you give me a ride home this afternoon? I sure can.
-
-PROMPT: Would you take a message for me, please? I'll be glad to. {bk10-l3c-f1-03.mp3}
-TEMPLATE: Jan: ____{Would} you take a message for me, please?
-TEMPLATE: Jim: I'll be glad to.
-RESPONSE: Would you take a message for me, please? I'll be glad to.
-
-PROMPT: Will you tell Mr. Rogers that I called? I certainly will. {bk10-l3c-f1-04.mp3}
-TEMPLATE: Jan: ____{Will} you tell Mr. Rogers that I called?
-TEMPLATE: Jim: I certainly ____{will}.
-RESPONSE: Will you tell Mr. Rogers that I called? I certainly will.
-
# Source: LLA 3C Figure 3
-$PRODUCE Make It a Polite Question
+$PRODUCE Make It Polite
ID: 3c-f3
INPUT: speak
CHECK: reveal
+INTRO: Turn a bare command into a polite question. Listen to the command and the word given, say the polite version aloud, then repeat the correct answer.
+INSTRUCTION: Speak the polite question.
REPEAT
-INTRO: Turn commands into courtesy. Listen to a sentence and a cue word, change the sentence into a polite question with that word, and say it aloud. Then repeat the model.
-INSTRUCTION: Change the sentence to a polite question.
EXAMPLE
PROMPT: Lend me a dollar. Will. {bk10-l3c-f3-ex1-q.mp3}
@@ -1231,7 +1100,7 @@ PROMPT: Move your car. Can. {bk10-l3c-f3-01-q.mp3}
RESPONSE: Can you please move your car? {bk10-l3c-f3-01-a.mp3}
PROMPT: Repeat the answer. Would. {bk10-l3c-f3-02-q.mp3}
-RESPONSE: Would you please repeat the answer? {bk10-l3c-f3-02-a.mp3}
+RESPONSE: Would you please repeat the answer?
PROMPT: Fill out this form. Could. {bk10-l3c-f3-03-q.mp3}
RESPONSE: Could you please fill out this form? {bk10-l3c-f3-03-a.mp3}
@@ -1257,78 +1126,123 @@ RESPONSE: Would you please write that word on the chalkboard? {bk10-l3c-f3-09-a.
PROMPT: Tell Mother I won't be home for dinner. Will. {bk10-l3c-f3-10-q.mp3}
RESPONSE: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f3-10-a.mp3}
-# Source: LLA 3C Figure 4
-$PRODUCE Answer the Requests
+# Source: ST §Would You Help Me Fix My Car? (l3-s17)
+$PRODUCE Make Your Own Requests
+ID: l3-s17
+INPUT: speak
+CHECK: llm
+INTRO: Now no one gives you the sentence — just the situation. Use each cue to make a polite request aloud with "could you" or "would you".
+INSTRUCTION: Make a polite request aloud using the cue.
+RUBRIC: Accept a polite request using "could you" or "would you" that correctly incorporates the cue phrase (e.g. "Could you go to the mall?").
+
+EXAMPLE
+TEMPLATE: open window
+RESPONSE: Could you help me open this window?
+
+TEMPLATE: go to the mall
+RESPONSE: Could you go to the mall?
+
+TEMPLATE: change tire
+RESPONSE: Would you help me change this tire?
+
+TEMPLATE: clean the kitchen
+RESPONSE: Could you clean the kitchen?
+
+TEMPLATE: fasten your seatbelt
+RESPONSE: Would you please fasten your seatbelt?
+
+TEMPLATE: take a message
+RESPONSE: Could you take a message?
+
+TEMPLATE: lock the door
+RESPONSE: Would you lock the door?
+
+TEMPLATE: call back at 7:00
+RESPONSE: Could you call back at 7:00?
+
+TEMPLATE: fix the sink
+RESPONSE: Would you help me fix the sink?
+
+# Source: LLA 3C Figure 4 (word pass)
+$DIALOGUE Polite Answers
ID: 3c-f4
+INTRO: Five polite ways to say yes. Listen and repeat each one.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Of course. {bk10-l3c-f4-01.mp3}
+LINE: Sure. {bk10-l3c-f4-02.mp3}
+LINE: Certainly. {bk10-l3c-f4-03.mp3}
+LINE: Yes, I can. {bk10-l3c-f4-04.mp3}
+LINE: Yes, I will. {bk10-l3c-f4-05.mp3}
+
+# Source: LLA 3C Figure 4 (writing pass)
+$PRODUCE Write the Polite Answer
+ID: 3c-f4-b
INPUT: type
CHECK: exact
+INTRO: Listen to each request and type the polite answer, completing the letters shown. Then repeat the answer aloud.
+INSTRUCTION: Type the complete answer.
REPEAT
-INTRO: Now answer those same questions. Listen to each request and type the polite answer that fits the letters shown, then say the answer back.
-INSTRUCTION: Type the answer.
EXAMPLE
PROMPT: Would you please help me? {bk10-l3c-f4-ex1-q.mp3}
-TEMPLATE: O____{f} c________{ourse}.
+TEMPLATE: O____{f} c____{ourse}.
RESPONSE: Of course. {bk10-l3c-f4-ex1-a.mp3}
EXAMPLE
PROMPT: Can you please speak more slowly? {bk10-l3c-f4-ex2-q.mp3}
-TEMPLATE: Y____{es}, I c________{an}.
+TEMPLATE: Y____{es}, I c____{an}.
RESPONSE: Yes, I can. {bk10-l3c-f4-ex2-a.mp3}
-ACCEPT: Yes I can
-PROMPT: Can you please move your car? {bk10-l3c-f4-01-q.mp3}
-TEMPLATE: S________________.
-RESPONSE: Sure. {bk10-l3c-f4-01-a.mp3}
+PROMPT: Can you please move your car? {bk10-l3c-f4-06-q.mp3}
+TEMPLATE: S____{ure}.
+RESPONSE: Sure. {bk10-l3c-f4-06-a.mp3}
-PROMPT: Would you please repeat the answer? {bk10-l3c-f4-02-q.mp3}
-TEMPLATE: C________________.
-RESPONSE: Certainly. {bk10-l3c-f4-02-a.mp3}
+PROMPT: Would you please repeat the answer? {bk10-l3c-f4-07-q.mp3}
+TEMPLATE: C____{ertainly}.
+RESPONSE: Certainly. {bk10-l3c-f4-07-a.mp3}
-PROMPT: Could you please fill out this form? {bk10-l3c-f4-03-q.mp3}
-TEMPLATE: O____{f} c________{ourse}.
-RESPONSE: Of course. {bk10-l3c-f4-03-a.mp3}
+PROMPT: Could you please fill out this form? {bk10-l3c-f4-08-q.mp3}
+TEMPLATE: O____{f} c____{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-08-a.mp3}
-PROMPT: Can you please tell me the time? {bk10-l3c-f4-04-q.mp3}
-TEMPLATE: Y____{es}, I c________{an}.
-RESPONSE: Yes, I can. {bk10-l3c-f4-04-a.mp3}
-ACCEPT: Yes I can
+PROMPT: Can you please tell me the time? {bk10-l3c-f4-09-q.mp3}
+TEMPLATE: Y____{es}, I c____{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-09-a.mp3}
-PROMPT: Could you please bring me a cup of coffee? {bk10-l3c-f4-05-q.mp3}
-TEMPLATE: S________________.
-RESPONSE: Sure. {bk10-l3c-f4-05-a.mp3}
+PROMPT: Could you please bring me a cup of coffee? {bk10-l3c-f4-10-q.mp3}
+TEMPLATE: S____{ure}.
+RESPONSE: Sure. {bk10-l3c-f4-10-a.mp3}
-PROMPT: Would you please introduce me to your friend? {bk10-l3c-f4-06-q.mp3}
-TEMPLATE: O____{f} c________{ourse}.
-RESPONSE: Of course. {bk10-l3c-f4-06-a.mp3}
+PROMPT: Would you please introduce me to your friend? {bk10-l3c-f4-11-q.mp3}
+TEMPLATE: O____{f} c____{ourse}.
+RESPONSE: Of course. {bk10-l3c-f4-11-a.mp3}
-PROMPT: Will you please take this book back to the library? {bk10-l3c-f4-07-q.mp3}
-TEMPLATE: Y____{es}, I w________{ill}.
-RESPONSE: Yes, I will. {bk10-l3c-f4-07-a.mp3}
-ACCEPT: Yes I will
+PROMPT: Will you please take this book back to the library? {bk10-l3c-f4-12-q.mp3}
+TEMPLATE: Y____{es}, I w____{ill}.
+RESPONSE: Yes, I will. {bk10-l3c-f4-12-a.mp3}
-PROMPT: Can you please show me how to operate this machine? {bk10-l3c-f4-08-q.mp3}
-TEMPLATE: Y____{es}, I c________{an}.
-RESPONSE: Yes, I can. {bk10-l3c-f4-08-a.mp3}
-ACCEPT: Yes I can
+PROMPT: Can you please show me how to operate this machine? {bk10-l3c-f4-13-q.mp3}
+TEMPLATE: Y____{es}, I c____{an}.
+RESPONSE: Yes, I can. {bk10-l3c-f4-13-a.mp3}
-PROMPT: Would you please write that word on the chalkboard? {bk10-l3c-f4-09-q.mp3}
-TEMPLATE: C________________.
-RESPONSE: Certainly. {bk10-l3c-f4-09-a.mp3}
+PROMPT: Would you please write that word on the chalkboard? {bk10-l3c-f4-14-q.mp3}
+TEMPLATE: C____{ertainly}.
+RESPONSE: Certainly. {bk10-l3c-f4-14-a.mp3}
-PROMPT: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f4-10-q.mp3}
-TEMPLATE: Y____{es}, I w________{ill}.
-RESPONSE: Yes, I will. {bk10-l3c-f4-10-a.mp3}
-ACCEPT: Yes I will
+PROMPT: Will you please tell Mother I won't be home for dinner? {bk10-l3c-f4-15-q.mp3}
+TEMPLATE: Y____{es}, I w____{ill}.
+RESPONSE: Yes, I will. {bk10-l3c-f4-15-a.mp3}
-# Source: ST §Would You ...? Yes. I Will.
-$PRODUCE Say Yes or No
+# Source: ST §Would You ...? Yes. I Will. (l3-s16)
+$PRODUCE Answer with "Can" or "Will"
ID: l3-s16
INPUT: speak
CHECK: reveal
SHOW_PROMPT
-INTRO: Read each request, then use the cue in parentheses to answer aloud with "can" or "will" — a clean yes or a polite no.
-INSTRUCTION: Answer aloud using "can" or "will".
+INTRO: Read each request and answer aloud with "can" or "will", following the cue in parentheses. Sometimes the polite answer is still no.
+INSTRUCTION: Answer aloud using the cue.
PROMPT: Could you lend me twenty dollars? (no)
RESPONSE: No, I can't.
@@ -1348,13 +1262,13 @@ RESPONSE: Yes, I will.
PROMPT: Could you finish changing this tire? My back hurts. (no)
RESPONSE: No, I can't.
-# Source: ST §Sure... Sorry....
-$PRODUCE Sure... Sorry...
+# Source: ST §Sure... Sorry.... (l3-s20)
+$PRODUCE Sure... or Sorry...
ID: l3-s20
INPUT: speak
CHECK: llm
-INTRO: Now answer with full polite phrases. Listen to each request and, following the cue, accept it warmly or refuse it kindly.
-INSTRUCTION: Answer the request politely, following the cue.
+INTRO: Accept or refuse — politely either way. Listen to the request and answer aloud, following the cue.
+INSTRUCTION: Answer the request aloud using the cue.
RUBRIC: Accept a polite acceptance or refusal that matches the cue (e.g. for "no", "Sorry, I can't."; for "yes", "Sure, I'd be glad to.").
EXAMPLE
@@ -1377,71 +1291,81 @@ RESPONSE: Of course, here it is.
PROMPT: Could you lend me ten dollars? (no)
RESPONSE: I'm sorry, I don't have it.
-# Source: ST §Would You Help Me Fix My Car? + §Could You Please ...? (merged)
-$PRODUCE Make a Polite Request
-ID: l3-s17
+# Source: ST §Would You Please ...? (l3-s18)
+$DIALOGUE Would You Please...?
+ID: l3-s18
+INTRO: Six lightning-fast exchanges — a flat tire, some salt, a wrench. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Student1: Would you help me, please? I have a flat.
+Student2: Sure. Do you have any tools?
+
+Student1: Would you please pass me the salt?
+Student2: Sure. Here you are.
+
+Student1: Do me a favor. Please lend me your wrench.
+Student2: I'd be glad to.
+
+Student1: Will you do me a favor? I need some help.
+Student2: Certainly, how can I help you?
+
+Student1: Could you hand me the jack?
+Student2: Of course, here it is.
+
+Student1: Would you mind handing me the wrench?
+Student2: I'd be glad to.
+
+# Source: ST §Could You Please ...? (l3-s19)
+$PRODUCE More Requests from Cues
+ID: l3-s19
INPUT: speak
CHECK: llm
-INTRO: Your turn to ask. Take each cue and turn it into a polite request with "could you", "would you", or "will you". Add "please" — it's free.
-INSTRUCTION: Make a polite request aloud using the cue.
-RUBRIC: Accept any standard polite request using "Could you", "Would you", or "Will you" that incorporates the cue (e.g. "Would you please hand me the jack?"). A "Would you mind" plus -ing form request is also correct.
+INTRO: One more round of requests — two cue words each. Build a polite question aloud from the cues.
+INSTRUCTION: Ask a polite request using the cue words.
+RUBRIC: Accept any standard polite request using "Could you", "Would you", "Will you", etc. incorporating the cue words (e.g. "Would you please hand me the jack?").
EXAMPLE
-TEMPLATE: hand me the wrench
+TEMPLATE: hand, wrench
RESPONSE: Could you please hand me the wrench?
-TEMPLATE: hand me the jack
+TEMPLATE: hand, jack
RESPONSE: Could you please hand me the jack?
-TEMPLATE: go to the mall
-RESPONSE: Could you go to the mall?
-
-TEMPLATE: close the door
+TEMPLATE: close, door
RESPONSE: Would you close the door, please?
-TEMPLATE: come here
+TEMPLATE: come, here
RESPONSE: Could you come here, please?
-TEMPLATE: help me change this tire
+TEMPLATE: help, change tire
RESPONSE: Would you help me change this tire?
-TEMPLATE: clean the kitchen
-RESPONSE: Could you clean the kitchen?
-
-TEMPLATE: do me a favor
+TEMPLATE: do, favor
RESPONSE: Could you do me a favor?
-TEMPLATE: lend me your book
+TEMPLATE: lend, book
RESPONSE: Would you please lend me your book?
-TEMPLATE: fasten your seatbelt
-RESPONSE: Would you please fasten your seatbelt?
+TEMPLATE: give, wrench
+RESPONSE: Could you give me the wrench?
-TEMPLATE: take a message
-RESPONSE: Could you take a message?
-
-TEMPLATE: pass the bread
+TEMPLATE: pass, bread
RESPONSE: Would you pass the bread, please?
-TEMPLATE: lock the door
-RESPONSE: Would you lock the door?
+TEMPLATE: fasten, seatbelt
+RESPONSE: Could you please fasten your seatbelt?
-TEMPLATE: call back at 7:00
-RESPONSE: Could you call back at 7:00?
+TEMPLATE: mind, lend
+RESPONSE: Would you mind lending me that?
-TEMPLATE: fix the sink
-RESPONSE: Would you help me fix the sink?
-
-TEMPLATE: mind / lend me your pen
-RESPONSE: Would you mind lending me your pen?
-
-# Source: ST §Could I Borrow Your ...?
+# Source: ST §Could I Borrow Your ...? (l3-s21)
$PRODUCE Could I Borrow Your...?
ID: l3-s21
INPUT: speak
CHECK: llm
-INTRO: Final request workout — you play both people. Ask to borrow the first item; then, as the other person, apologize and offer the second item instead.
-INSTRUCTION: Ask for the first item; decline and offer the second.
+INTRO: The finale: you want something, and the other person only has a substitute. Ask politely — then play the other side: refuse politely and offer what you have.
+INSTRUCTION: Ask for the first item; refuse and offer the second.
RUBRIC: The learner must ask to borrow the requested item, then act as the second speaker declining and offering the alternative item (e.g. "Could I borrow your pen? Sorry, I don't have one. Would you like to use my pencil?").
EXAMPLE
@@ -1481,15 +1405,30 @@ TEMPLATE: You want: a jack
TEMPLATE: You have: a wrench
RESPONSE: Could I borrow your jack? Sorry, I don't have one. Would you like a wrench?
-# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source. Convertible later if the ads are recovered.
+$SESSION 3-6: Reported Commands
-$SESSION 3-7: Reported Commands
+# Source: new (gap: reported commands are drilled in ST and LLA 3D but never explained)
+$GRAMMAR Reporting What People Say
+ID: 3d-f1-g
+INTRO: In this part you'll learn to pass a message along: "He said to lock the door." Here's how it works.
+
+To report a command, use **said to** + verb:
+
+- {Lock the garage door.} → {He said to lock the garage door.}
+
+For a negative command, use **said not to**:
+
+- {Don't leave now.} → {He said not to leave now.}
+
+To report a polite request, use **asked (me) to**:
+
+- {Would you hand me the dictionary?} → {He asked me to hand him the dictionary.}
# Source: LLA 3D Figure 1
-$DIALOGUE What Did She Say to Do?
+$DIALOGUE Passing the Message
ID: 3d-f1
-INTRO: In this part you'll learn to report commands and requests: "She said to...", "He asked me to...". Listen to three short scenes and repeat each line — notice how the command comes back in the report.
-INSTRUCTION: Listen and repeat each line.
+INTRO: Three short scenes of one person passing another person's words along. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
REPEAT
Kim: Tell Mike hello for me. {bk10-l3d-f1-01.mp3}
@@ -1504,28 +1443,11 @@ Instructor: Don't mark on your test booklets. {bk10-l3d-f1-07.mp3}
Lt_Fuller: What did he say not to do? {bk10-l3d-f1-08.mp3}
Sgt_Jones: He said not to mark on our test booklets. {bk10-l3d-f1-09.mp3}
-# Source: new (gap: reported commands are drilled but never explained in the lesson)
-$GRAMMAR Reporting Commands and Requests
-ID: 3d-f1-b
-INTRO: Here's the whole trick in three lines. Tap any phrase to hear it.
-
-To report a command, use **said to** + the base form of the verb:
-
-{"Wear your raincoat."} → {She said to wear your raincoat.}
-
-For a negative command, use **said not to**:
-
-{"Don't mark on your test booklets."} → {He said not to mark on our test booklets.}
-
-To report a polite request, use **asked (someone) to**:
-
-{"Could you get me the dictionary?"} → {She asked me to get her the dictionary.}
-
-# Source: ST §What Did He Say?
+# Source: ST §What Did He Say? (l3-s22)
$DIALOGUE What Did He Say?
ID: l3-s22
-INTRO: Three more scenes — an office, a coat that needs hanging, and a major who needs a dictionary. Listen and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: Three more scenes — at the office and at home, where Freddy still hasn't hung up his coat. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
REPEAT
Capt_Moreno: Sgt Kline, report to the major's office right now.
@@ -1544,13 +1466,13 @@ Mr_Thompson: What did Maj Jones ask you?
Ms_Rogers: Maj Jones asked me to get him the dictionary.
# Source: LLA 3D Figure 2
-$PRODUCE Report the Command
+$PRODUCE What Did He Say to Do?
ID: 3d-f2
INPUT: speak
CHECK: reveal
-REPEAT
-INTRO: Drill time. Listen to a command and a question, answer aloud with "He said to..." — or "He said not to..." — then repeat the model.
+INTRO: Listen to the command and the question, then answer aloud: "He said to..." Repeat the correct answer after you hear it.
INSTRUCTION: Answer aloud with a full sentence.
+REPEAT
EXAMPLE
PROMPT: "Check the front tires." What did he say to do? {bk10-l3d-f2-ex-q.mp3}
@@ -1575,39 +1497,57 @@ PROMPT: "Wait a few minutes." What did he say to do? {bk10-l3d-f2-06-q.mp3}
RESPONSE: He said to wait a few minutes. {bk10-l3d-f2-06-a.mp3}
# Source: LLA 3D Figure 3
-$PRODUCE Mrs. Hill's Instructions
+$PRODUCE Complete the Conversation
ID: 3d-f3
INPUT: speak
CHECK: reveal
+INTRO: The Hill family relays a lot of messages. Read each printed conversation — one line is missing. Say it aloud when the tape asks, then repeat the correct answer.
+INSTRUCTION: Answer aloud to complete the conversation.
REPEAT
-INTRO: Mrs. Hill talks a lot — her family can barely keep up. Listen to what she says, then ask or answer the question aloud as directed, and repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
+TEMPLATE: Mrs. Hill: Billy, hang up your coat.
+TEMPLATE: Billy: ____
+TEMPLATE: Mr. Hill: She said to hang up your coat.
PROMPT: Billy, hang up your coat. Ask Billy's question. {bk10-l3d-f3-01-q.mp3}
-RESPONSE: What did she say to do? She said to hang up your coat. {bk10-l3d-f3-01-a.mp3}
+RESPONSE: What did she say to do? {bk10-l3d-f3-01-a.mp3}
+TEMPLATE: Mrs. Hill: Please feed the dog, Billy.
+TEMPLATE: Billy: ____
+TEMPLATE: Mr. Hill: She said to feed the dog.
PROMPT: Please feed the dog. Ask Billy's question. {bk10-l3d-f3-02-q.mp3}
-RESPONSE: What did she say to do? She said to feed the dog. {bk10-l3d-f3-02-a.mp3}
+RESPONSE: What did she say to do? {bk10-l3d-f3-02-a.mp3}
+TEMPLATE: Mrs. Hill: John, please return Dr. Smith's call.
+TEMPLATE: Mr. Hill: What did she say to do?
+TEMPLATE: Billy: ____
PROMPT: John, please return Dr. Smith's call. What did she say to do? Answer his question. {bk10-l3d-f3-03-q.mp3}
RESPONSE: She said to return Dr. Smith's call. {bk10-l3d-f3-03-a.mp3}
+TEMPLATE: Mrs. Hill: Do your homework now, Billy.
+TEMPLATE: Billy: What did she say to do?
+TEMPLATE: Mr. Hill: ____
PROMPT: Do your homework now, Billy. What did she say to do? Answer his question. {bk10-l3d-f3-04-q.mp3}
RESPONSE: She said to do your homework. {bk10-l3d-f3-04-a.mp3}
+TEMPLATE: Mrs. Hill: Please give Billy some lunch money.
+TEMPLATE: Billy: What did she say to give me?
+TEMPLATE: Mr. Hill: ____
PROMPT: Please give Billy some lunch money. What did she say to give me? Answer his question. {bk10-l3d-f3-05-q.mp3}
RESPONSE: She said to give you some lunch money. {bk10-l3d-f3-05-a.mp3}
+TEMPLATE: Mrs. Hill: Please, put gas in the car.
+TEMPLATE: Mr. Hill: Billy, what did your mother say to do?
+TEMPLATE: Billy: ____
PROMPT: Please put gas in the car. Billy, what did your mother say to do? Answer his question. {bk10-l3d-f3-06-q.mp3}
RESPONSE: She said to put gas in the car. {bk10-l3d-f3-06-a.mp3}
-# Source: ST §Practice: What Did He Say?
-$PRODUCE Practice: What Did He Say?
+# Source: ST §Practice: What Did He Say? (l3-s23)
+$PRODUCE Report the Printed Sentence
ID: l3-s23
INPUT: speak
CHECK: llm
-INTRO: Now build both halves yourself. Read the sentence, then aloud: ask "What did he say?" or "What did she ask you?" — and answer it with the reported command.
-INSTRUCTION: Ask and answer aloud about the sentence.
+INTRO: Read the sentence, then do both jobs aloud: ask "What did he say?" (or "ask") and answer it with the reported form.
+INSTRUCTION: Ask and answer about the sentence aloud.
RUBRIC: Accept a "What did he/she say?" or "What did he/she ask?" question followed by the correctly reported command using an infinitive (e.g. "He said to pick up Capt Walker at 1300.").
EXAMPLE
@@ -1642,14 +1582,14 @@ RESPONSE: What did he say? He said to lock the garage door.
TEMPLATE: Please hand out the papers.
RESPONSE: What did she ask you? She asked me to hand out the papers.
-# Source: ST §He Asked Me to Pick Up ....
-$PRODUCE He Asked Me To...
+# Source: ST §He Asked Me to Pick Up .... (l3-s24)
+$PRODUCE He Asked Me to...
ID: l3-s24
INPUT: speak
CHECK: llm
-INTRO: Same skill, by ear. Listen to each request, then ask and answer the reported question aloud: "What did he ask you? He asked me to..." — and mind the negatives.
+INTRO: This time you only hear the request. Ask "What did he ask you?" and answer it aloud: "He asked me to..." — or "not to", when he said don't.
INSTRUCTION: Ask and answer the reported question aloud.
-RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to..."); negative requests must be reported with "asked me not to".
+RUBRIC: The learner must form a question ("What did he ask you?") and answer it with the reported command using an infinitive ("He asked me to...").
EXAMPLE
PROMPT: Will you pick up my clothes at the laundry?
@@ -1685,108 +1625,186 @@ RESPONSE: What did he ask you? He asked me to report to the office.
PROMPT: Will you call the captain?
RESPONSE: What did he ask you? He asked me to call the captain.
-$SESSION 3-8: Around Town — Listening Practice
+$SESSION 3-7: Reading and Listening Skills
-# Source: LLA 3D Figure 4
-$DIALOGUE Driving Through Silver City
-ID: 3d-f4
-INTRO: This part is pure listening practice: conversations around town, a map to navigate, and more word stress. Dan is back in Silver City after seven years, and the city didn't wait for him. Just listen.
-INSTRUCTION: Listen to the conversation.
+# Source: ST §What's the Topic? (l3-s3)
+$PRODUCE What's the Topic?
+ID: l3-s3
+INPUT: type
+CHECK: llm
+INTRO: In this part you'll practice finding the topic and the main idea of what you read and hear. First: read the paragraph and type its topic in just a few words.
+INSTRUCTION: Read the paragraph and type the topic.
+RUBRIC: Accept any short phrase that accurately summarizes the main topic of the paragraph (e.g. "spending birthday money", "what to do with birthday money", "shopping").
-Dan: I'm glad you're driving, Sam. I'm lost. {bk10-l3d-f4-01.mp3}
-Sam: When did you move away from here, Dan? {bk10-l3d-f4-02.mp3}
-Dan: 7 years ago. {bk10-l3d-f4-03.mp3}
-Sam: Silver City has really changed a lot in that time. {bk10-l3d-f4-04.mp3}
-Dan: Yes, it has. There are more people and a lot of new buildings. {bk10-l3d-f4-05.mp3}
-Sam: What's that large place on the right? {bk10-l3d-f4-06.mp3}
-Dan: That's the Silver Star Mall. Do you want to eat lunch there? {bk10-l3d-f4-07.mp3}
-Sam: Yes, I certainly do. I'll only be here for 5 days, and I want to see everything. {bk10-l3d-f4-08.mp3}
+TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
+RESPONSE: Spending birthday money.
-# Source: LLA 3D Figure 4 (questions)
-$PRODUCE Questions About Silver City
-ID: 3d-f4-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-REPEAT
-INTRO: Answer the questions about Dan and Sam's drive aloud, in full sentences. You can replay the conversation if you missed something.
-INSTRUCTION: Answer aloud with a full sentence.
+# Source: ST §What's the Main Idea? (l3-s4)
+$PRODUCE What's the Main Idea?
+ID: l3-s4
+INPUT: type
+CHECK: llm
+INTRO: Now the main idea — one complete sentence that says what the paragraph is really about, not just one detail from it.
+INSTRUCTION: Type the main idea in a complete sentence.
+RUBRIC: Accept a complete sentence that summarizes the main idea of the paragraph.
-PROMPT: Who's driving the car? {bk10-l3d-f4-09-q.mp3}
-RESPONSE: Sam is driving the car. {bk10-l3d-f4-09-a.mp3}
+EXAMPLE
+TEMPLATE: Martha's husband gave her some money for her birthday. She couldn't decide how to use it. She went to the mall. She looked at furniture and other things for the house. Then she looked at yard tools. She also looked at new clothes. She couldn't decide. She put her money in the bank.
+RESPONSE: Martha couldn't decide how to spend her money.
-PROMPT: What city are Dan and Sam in? {bk10-l3d-f4-10-q.mp3}
-RESPONSE: They're in Silver City. {bk10-l3d-f4-10-a.mp3}
+TEMPLATE: Joe's sick. He doesn't feel well. His head and throat hurt. He'd like to take some medicine. There are many medicines in the drugstore, but he's afraid that he'll take the wrong one. He thinks he should see a doctor, but he's afraid the visit will be expensive. While Joe is trying to decide between a doctor's visit and medicine, he is getting worse.
+RESPONSE: Joe is sick but can't decide whether to take medicine or see a doctor.
-PROMPT: When did Sam move away from there? {bk10-l3d-f4-11-q.mp3}
-RESPONSE: He moved away 7 years ago. {bk10-l3d-f4-11-a.mp3}
+TEMPLATE: There are some rules for polite introductions. In the United States most people shake hands when they meet others for the first time. Women don't always shake hands with other women. When they are sitting, men usually stand up for introductions. Women don't have to stand, but most women do stand when they meet older people or people of higher rank. Remember these rules when you make introductions.
+RESPONSE: There are rules to follow for polite introductions in the United States.
-PROMPT: Where will Dan and Sam eat lunch? {bk10-l3d-f4-12-q.mp3}
-RESPONSE: They'll eat lunch at the Silver Star Mall. {bk10-l3d-f4-12-a.mp3}
+# Source: ST §What Do You Want to Call It? (l3-s5)
+$SELECT Pick the Best Title
+ID: l3-s5
+INTRO: Read the paragraph about Beth and tap the title that fits the whole story.
+INSTRUCTION: Read the paragraph and tap the best title.
+OPTION: a | A Cold Winter
+OPTION: b | A New Coat
+OPTION: c | Department Stores
-# Source: LLA 3D Figure 5
-$SELECT Find It on the Map {page_071_001.jpg}
-ID: 3d-f5
-INTRO: You'll see a map of Silver City with buildings marked "A" through "H". Listen to the story and the directions, and tap the letter where each building belongs.
-INSTRUCTION: Tap the correct letter for the building.
-
-OPTION: a | A
-OPTION: b | B
-OPTION: c | C
-OPTION: d | D
-OPTION: e | E
-OPTION: f | F
-OPTION: g | G
-OPTION: h | H
-
-PROMPT: The Landmark Hotel {bk10-l3d-f5-01.mp3}
-ANSWER: e
-
-PROMPT: The Silver City Mall {bk10-l3d-f5-02.mp3}
-ANSWER: h
-
-PROMPT: The Silver Dollar Restaurant {bk10-l3d-f5-03.mp3}
+TEMPLATE: Beth wants a new coat and the department store at the mall is having a big winter coat sale. She knows that she can save a lot of money at the sale. The mall will be very crowded because a lot of people will want to save money, too. She knows she'll have to get to the mall early.
ANSWER: b
-PROMPT: The New Money Bank {bk10-l3d-f5-04.mp3}
-ANSWER: f
+# SKIPPED (book): Vocabulary "HOW DO WE KEEP WARM?" — physical drawing activity; no workable interaction in this format.
-PROMPT: The City Library {bk10-l3d-f5-05.mp3}
-ANSWER: g
+# Source: ST §What's It All About? (l3-s25)
+$SELECT Pick the Best Summary
+ID: l3-s25
+INTRO: Read each paragraph and tap the summary that covers the whole thing — not just one true detail.
+INSTRUCTION: Tap the best summary.
+OPTION: a | Ned gets a morning and an evening newspaper. He reads them both every day.
+OPTION: b | Keeping up with world and local news is important to Ned. He thinks this makes him a better businessman.
+OPTION: c | Ned reads two newspapers. He likes to read the business news.
-PROMPT: The old post office {bk10-l3d-f5-06.mp3}
+EXAMPLE
+TEMPLATE: When Brad has some spare time, he works in his yard. Every day he picks up the leaves and once a week he cuts the grass. Last week he put flowers around the trees and in front of the house. Next fall he's going to put some vegetables in his back yard. Brad's yard really keeps him busy.
+OPTION: a | Brad spends a lot of time working in his yard. It really keeps him busy.
+OPTION: b | Brad has a lot of spare time. Sometimes he works in his yard.
+OPTION: c | Brad has a front yard and a back yard. He has flowers and trees in them.
ANSWER: a
-PROMPT: The SureCare Clinic {bk10-l3d-f5-07.mp3}
+TEMPLATE: Newspapers are important to Ned. He wants to know the local news and the news from around the world. He gets a morning paper and an evening paper. Every day he reads both of these papers. He also reads the business news. He thinks that he's a better businessman because he knows the news of the world and his city.
+ANSWER: b
+
+TEMPLATE: Lucy is a cashier in a hotel restaurant. She adds up the checks and takes the money from the customers after they eat. She thinks her job is interesting, and she likes it. People from many places around the world come to eat in the restaurant. Lucy enjoys meeting them. She hopes that one day she will be able to take a vacation in their countries.
+OPTION: a | Lucy likes her job, but she wants to take a vacation around the world. She likes to travel and meet people.
+OPTION: b | Lucy likes her job because she meets interesting people from different places around the world. She hopes to visit their countries one day.
+OPTION: c | Lucy is a cashier in a hotel restaurant. Hotel restaurant cashiers have interesting jobs taking money from people from around the world.
+ANSWER: b
+
+# Source: LLA 3A Figure 7 (listening passage)
+$DIALOGUE Listen — Two Paragraphs
+ID: 3a-f7
+INTRO: Now do the same by ear. Two short paragraphs — one about vending machines, one about clothing stores. Just listen; the questions come next.
+INSTRUCTION: Listen to the paragraphs.
+
+LINE: When people have a lot to do, they don't want to eat at home or in restaurants; they can get a snack from a vending machine. {bk10-l3a-f6-09.mp3}
+LINE: There are vending machines in most buildings, and they sell many different drinks and snacks. {bk10-l3a-f6-09-b.mp3}
+LINE: They have coffee, tea, soup, soda, or juice for people who want something to drink. {bk10-l3a-f6-09-c.mp3}
+LINE: People who want something to eat can buy nuts, chips, fruit, and sandwiches. {bk10-l3a-f6-09-d.mp3}
+LINE: These vending machines are usually very popular. {bk10-l3a-f6-09-e.mp3}
+
+LINE: There are many different kinds of clothing stores. {bk10-l3a-f7-01.mp3}
+LINE: Some sell clothes only for children. {bk10-l3a-f7-01-b.mp3}
+LINE: Others sell only men's or women's clothes. {bk10-l3a-f7-01-c.mp3}
+LINE: There are also stores for sports clothing. {bk10-l3a-f7-01-d.mp3}
+LINE: You can't buy clothes for school or the office in these stores. {bk10-l3a-f7-01-e.mp3}
+LINE: In some clothing stores you can save money because the prices are very low. {bk10-l3a-f7-01-f.mp3}
+LINE: Other stores sell only very expensive clothes. {bk10-l3a-f7-01-g.mp3}
+LINE: When you shop, you can usually find all kinds of clothes at all kinds of prices. {bk10-l3a-f7-01-h.mp3}
+
+# Source: LLA 3A Figure 7 (main-idea pass)
+$SELECT Main Idea of Each Paragraph
+ID: 3a-f7-b
+REFERENCE
+INTRO: Tap the main idea of each paragraph you just heard. Open the paragraphs again if you need them.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: Paragraph 1
+OPTION: a | People are very busy these days.
+OPTION: b | Vending machines are popular machines.
+OPTION: c | People like drinks and snacks.
+ANSWER: b
+
+TEMPLATE: Paragraph 2
+OPTION: a | Some stores sell expensive clothing.
+OPTION: b | You can buy sports clothes at sports clothing stores.
+OPTION: c | There are many kinds of clothing stores.
ANSWER: c
-PROMPT: The High School Gym {bk10-l3d-f5-08.mp3}
-ANSWER: d
+# Source: LLA 3B Figure 8 (story)
+$DIALOGUE Vending Machine Trouble
+ID: 3b-f8-story
+INTRO: John, a vending machine, and exactly 45 cents. It doesn't end well. Listen.
+INSTRUCTION: Listen to the paragraph.
-# Source: LLA 3C Figure 5 (Part 1)
+LINE: John stood in front of the vending machine near his office and counted his money. {bk10-l3b-f8-01.mp3}
+LINE: He had only 45 cents, exactly the cost of a Diet soda. {bk10-l3b-f8-02.mp3}
+LINE: He carefully put his money in the machine and pushed the button, but nothing happened. {bk10-l3b-f8-03.mp3}
+LINE: He pushed the coin return, and again, nothing happened. {bk10-l3b-f8-04.mp3}
+LINE: John couldn't get his money or his Diet soda. {bk10-l3b-f8-05.mp3}
+
+# Source: LLA 3B Figure 8 (main-idea pass)
+$PRODUCE State the Main Idea
+ID: 3b-f8
+REFERENCE: 3b-f8-story
+INPUT: type
+CHECK: llm
+INTRO: Type the main idea of John's story in one complete sentence. You can open the story again if you need it.
+INSTRUCTION: Type the main idea in a complete sentence.
+RUBRIC: The learner must write a sentence stating that John lost his money in the vending machine, or that he could not get his money or his soda. Accept any reasonable phrasing of this idea.
+
+PROMPT: What is the main idea of the paragraph?
+RESPONSE: John lost his money in the vending machine.
+
+# Source: LLA 3C Figure 7
+$PRODUCE Main Idea by Ear
+ID: 3c-f7
+INPUT: type
+CHECK: llm
+LONGFORM
+INTRO: Two more paragraphs, heard only. Listen to each one, then type its main idea in your own words.
+INSTRUCTION: Type the main idea of the paragraph.
+
+PROMPT: Ted drives his car a lot. His car is 2 years old, and his tires are too. The car looks good, but the tires don't. He has to put air in his tires often. When the streets are wet, Ted can't stop his car quickly. Now, he's afraid to drive in bad weather, and he's tired of flat tires. {bk10-l3c-f7-01.mp3}
+RESPONSE: Ted needs new tires.
+RUBRIC: Accept any sentence stating that Ted needs new tires, or that the tires on his car are bad.
+
+PROMPT: Maria has to go to the mall today, but she doesn't want to. She's afraid of heavy traffic and crowded parking lots, and she likes small stores better than large stores. The clerks at the mall never seem to see her. They always help others first. All of Maria's friends like the mall, and she can't understand it. {bk10-l3c-f7-02.mp3}
+RESPONSE: Maria doesn't like to go to the mall.
+RUBRIC: Accept any sentence stating that Maria doesn't like to go to the mall, or doesn't enjoy shopping there.
+
+# Source: LLA 3C Figure 5
$DIALOGUE In a Clothing Store
ID: 3c-f5
-INTRO: A clerk, a customer, and the new fall suits. The customer is "just looking" — for now. Listen to the conversation.
-INSTRUCTION: Listen to the dialogue.
+INTRO: A clerk, a customer, and some new fall suits. Listen to their conversation — questions follow.
+INSTRUCTION: Listen to the conversation.
-Charles: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
+Clerk: Good morning. May I help you? {bk10-l3c-f5-01.mp3}
Customer: No, thank you. I'm just looking. {bk10-l3c-f5-02.mp3}
-Charles: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
+Clerk: Did you see our new fall suits? {bk10-l3c-f5-03.mp3}
Customer: No, I didn't. Where are they? {bk10-l3c-f5-04.mp3}
-Charles: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
+Clerk: Right here by the shirts and sweaters. {bk10-l3c-f5-05.mp3}
Customer: Oh, I see. They look very nice. {bk10-l3c-f5-06.mp3}
-Charles: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
+Clerk: When you want to try one on, tell me. My name is Charles. {bk10-l3c-f5-07.mp3}
Customer: All right, thanks. {bk10-l3c-f5-08.mp3}
-# Source: LLA 3C Figure 5 (Part 2)
-$PRODUCE Questions About the Clothing Store
+# Source: LLA 3C Figure 5 (question pass)
+$PRODUCE Questions on the Clothing Store
ID: 3c-f5-b
REFERENCE
INPUT: speak
-CHECK: reveal
+CHECK: llm
+SHOW_PROMPT
REPEAT
-INTRO: Now answer the questions about the clothing store aloud, then repeat the model answers. The conversation is there if you need to check.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer each question about the conversation aloud in a full sentence — open the dialog if you need it — then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
+RUBRIC: Accept any sentence that answers the question factually based on the model answer.
PROMPT: Where are the men? {bk10-l3c-f5-09-q.mp3}
RESPONSE: They're in a clothing store. {bk10-l3c-f5-09-a.mp3}
@@ -1804,9 +1822,9 @@ PROMPT: What did the customer say about the suits? {bk10-l3c-f5-13-q.mp3}
RESPONSE: He said that they looked very nice. {bk10-l3c-f5-13-a.mp3}
# Source: LLA 3C Figure 6
-$SELECT More Syllable Stress
+$SELECT Syllable Stress — Longer Words
ID: 3c-f6
-INTRO: Stress practice, round two — longer words this time, up to four syllables. Listen to each word and tap the number of the syllable with the strong stress; then repeat the word after the answer.
+INTRO: Stress again, with longer words this time — up to four syllables. Listen and tap the number of the stressed syllable.
INSTRUCTION: Tap the number of the stressed syllable.
OPTION: 1 | 1
OPTION: 2 | 2
@@ -1814,86 +1832,248 @@ OPTION: 3 | 3
OPTION: 4 | 4
EXAMPLE
-PROMPT: cafeteria. {bk10-l3c-f6-ex.mp3}
+PROMPT: cafeteria {bk10-l3c-f6-ex.mp3}
ANSWER: 3
-FEEDBACK: The third syllable has the strong stress. Repeat: cafeteria. {bk10-l3c-f6-ex-fb.mp3}
+FEEDBACK: cafeteria. {bk10-l3c-f6-ex-fb.mp3}
-PROMPT: politely. {bk10-l3c-f6-01.mp3}
+PROMPT: politely {bk10-l3c-f6-01.mp3}
ANSWER: 2
-FEEDBACK: Repeat: politely. {bk10-l3c-f6-01-fb.mp3}
+FEEDBACK: politely. {bk10-l3c-f6-01-fb.mp3}
-PROMPT: popular. {bk10-l3c-f6-02.mp3}
+PROMPT: popular {bk10-l3c-f6-02.mp3}
ANSWER: 1
-FEEDBACK: Repeat: popular. {bk10-l3c-f6-02-fb.mp3}
+FEEDBACK: popular. {bk10-l3c-f6-02-fb.mp3}
-PROMPT: operate. {bk10-l3c-f6-03.mp3}
+PROMPT: operate {bk10-l3c-f6-03.mp3}
ANSWER: 1
-FEEDBACK: Repeat: operate. {bk10-l3c-f6-03-fb.mp3}
+FEEDBACK: operate. {bk10-l3c-f6-03-fb.mp3}
-PROMPT: another. {bk10-l3c-f6-04.mp3}
+PROMPT: another {bk10-l3c-f6-04.mp3}
ANSWER: 2
-FEEDBACK: Repeat: another. {bk10-l3c-f6-04-fb.mp3}
+FEEDBACK: another. {bk10-l3c-f6-04-fb.mp3}
-PROMPT: finally. {bk10-l3c-f6-05.mp3}
+PROMPT: finally {bk10-l3c-f6-05.mp3}
ANSWER: 1
-FEEDBACK: Repeat: finally. {bk10-l3c-f6-05-fb.mp3}
+FEEDBACK: finally. {bk10-l3c-f6-05-fb.mp3}
-PROMPT: favorite. {bk10-l3c-f6-06.mp3}
+PROMPT: favorite {bk10-l3c-f6-06.mp3}
ANSWER: 1
-FEEDBACK: Repeat: favorite. {bk10-l3c-f6-06-fb.mp3}
+FEEDBACK: favorite. {bk10-l3c-f6-06-fb.mp3}
-PROMPT: selection. {bk10-l3c-f6-07.mp3}
+PROMPT: selection {bk10-l3c-f6-07.mp3}
ANSWER: 2
-FEEDBACK: Repeat: selection. {bk10-l3c-f6-07-fb.mp3}
+FEEDBACK: selection. {bk10-l3c-f6-07-fb.mp3}
-PROMPT: everyone. {bk10-l3c-f6-08.mp3}
+PROMPT: everyone {bk10-l3c-f6-08.mp3}
ANSWER: 1
-FEEDBACK: Repeat: everyone. {bk10-l3c-f6-08-fb.mp3}
+FEEDBACK: everyone. {bk10-l3c-f6-08-fb.mp3}
-PROMPT: everybody. {bk10-l3c-f6-09.mp3}
+PROMPT: everybody {bk10-l3c-f6-09.mp3}
ANSWER: 1
-FEEDBACK: Repeat: everybody. {bk10-l3c-f6-09-fb.mp3}
+FEEDBACK: everybody. {bk10-l3c-f6-09-fb.mp3}
-PROMPT: introduce. {bk10-l3c-f6-10.mp3}
+PROMPT: introduce {bk10-l3c-f6-10.mp3}
ANSWER: 3
-FEEDBACK: Repeat: introduce. {bk10-l3c-f6-10-fb.mp3}
+FEEDBACK: introduce. {bk10-l3c-f6-10-fb.mp3}
-PROMPT: introduction. {bk10-l3c-f6-11.mp3}
+PROMPT: introduction {bk10-l3c-f6-11.mp3}
ANSWER: 3
-FEEDBACK: Repeat: introduction. {bk10-l3c-f6-11-fb.mp3}
+FEEDBACK: introduction. {bk10-l3c-f6-11-fb.mp3}
-PROMPT: variety. {bk10-l3c-f6-12.mp3}
+PROMPT: variety {bk10-l3c-f6-12.mp3}
ANSWER: 2
-FEEDBACK: Repeat: variety. {bk10-l3c-f6-12-fb.mp3}
+FEEDBACK: variety. {bk10-l3c-f6-12-fb.mp3}
-$SESSION 3-9: Review and Putting It Together
+# SKIPPED (book): Reading Skills "HOW MUCH?" and "APARTMENTS FOR RENT" — scanning activities based on advertisements; the ad images/texts are missing from the source markdown.
+
+# Source: ST §Flight Information (l3-s26)
+$DIALOGUE Flight Information
+ID: l3-s26
+INTRO: Paul is going to Hawaii. Read the flight information carefully — you'll fill in an outline of it next.
+INSTRUCTION: Read the paragraph.
+
+LINE: Paul wants to a take a vacation in Hawaii.
+LINE: He called the airline for reservations.
+LINE: The clerk gave him this information about the flights.
+LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two.
+LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening.
+LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg}
+
+# Source: ST §Flight Outline (l3-s27)
+$PRODUCE Flight Outline
+ID: l3-s27
+REFERENCE
+INPUT: type
+INTRO: Fill in the outline of the flights — the days and the times. Open the paragraph again if you need it.
+INSTRUCTION: Complete the outline from the paragraph.
+
+TEMPLATE: Flight Information
+SLOT: 1 | Day 1 | Monday
+SLOT: 2 | Morning flight | 10:00 a.m.
+SLOT: 2 | Afternoon flight | 2:00 p.m.
+SLOT: 1 | Day 2 | Wednesday
+SLOT: 2 | Morning flight | 10:00 a.m.
+SLOT: 2 | Afternoon flight | 2:00 p.m.
+SLOT: 1 | Day 3 | Saturday
+SLOT: 2 | Morning flight | 9:00 a.m.
+SLOT: 2 | Afternoon flight | 1:00 p.m.
+SLOT: 2 | Evening flight | 8:00 p.m.
+
+# Source: ST §Make a Sentence (l3-s28)
+$PRODUCE Combine the Sentences
+ID: l3-s28
+INPUT: type
+CHECK: exact
+INTRO: Two short sentences, one idea. Combine them into a single sentence and type it.
+INSTRUCTION: Combine the two sentences into one and type it.
+
+TEMPLATE: He loosened the nuts. He loosened them with a wrench.
+RESPONSE: He loosened the nuts with a wrench.
+
+TEMPLATE: The man removed the hub cap. He removed it from the wheel.
+RESPONSE: The man removed the hub cap from the wheel.
+
+TEMPLATE: Brad raised the car. He raised it with the jack.
+RESPONSE: Brad raised the car with the jack.
+
+TEMPLATE: Mary goes to class. She goes at night.
+RESPONSE: Mary goes to class at night.
+
+TEMPLATE: Fred drove his car. He drove it to work.
+RESPONSE: Fred drove his car to work.
+
+TEMPLATE: He has a spare tire. It is in the trunk.
+RESPONSE: He has a spare tire in the trunk.
+
+$SESSION 3-8: Around Silver City — Review
+
+# Source: LLA 3D Figure 4
+$DIALOGUE Back in Silver City
+ID: 3d-f4
+INTRO: Last part — a drive around Silver City to pull the whole lesson together. Dan is back after 7 years, and the town has grown without asking him. Listen to his conversation with Sam.
+INSTRUCTION: Listen to the conversation.
+
+Dan: I'm glad you're driving, Sam. I'm lost. {bk10-l3d-f4-01.mp3}
+Sam: When did you move away from here, Dan? {bk10-l3d-f4-02.mp3}
+Dan: 7 years ago. Silver City has really changed a lot in that time. {bk10-l3d-f4-03.mp3}
+Sam: Yes, it has. There are more people and a lot of new buildings. {bk10-l3d-f4-04.mp3}
+Dan: What's that large place on the right? {bk10-l3d-f4-05.mp3}
+Sam: That's the Silver Star Mall. {bk10-l3d-f4-06.mp3}
+Dan: Do you want to eat lunch there? {bk10-l3d-f4-07.mp3}
+Sam: Yes, I certainly do. I'll only be here for 5 days, and I want to see everything. {bk10-l3d-f4-08.mp3}
+
+# Source: LLA 3D Figure 4 (question pass)
+$PRODUCE Questions About Dan and Sam
+ID: 3d-f4-b
+REFERENCE
+INPUT: speak
+CHECK: reveal
+INTRO: Answer the questions about Dan and Sam aloud in full sentences, then repeat the correct answer. Open the conversation if you need it.
+INSTRUCTION: Answer aloud with a full sentence.
+REPEAT
+
+PROMPT: Who's driving the car? {bk10-l3d-f4-09-q.mp3}
+RESPONSE: Sam is driving the car. {bk10-l3d-f4-09-a.mp3}
+
+PROMPT: What city are Dan and Sam in? {bk10-l3d-f4-10-q.mp3}
+RESPONSE: They're in Silver City. {bk10-l3d-f4-10-a.mp3}
+
+PROMPT: When did Sam move away from there? {bk10-l3d-f4-11-q.mp3}
+RESPONSE: He moved away 7 years ago. {bk10-l3d-f4-11-a.mp3}
+
+PROMPT: Where will Dan and Sam eat lunch? {bk10-l3d-f4-12-q.mp3}
+RESPONSE: They'll eat lunch at the Silver Star Mall. {bk10-l3d-f4-12-a.mp3}
+
+# Source: LLA 3D Figure 5 (map story)
+$DIALOGUE Directions Through Silver City {page_071_001.jpg}
+ID: 3d-f5
+INTRO: Now the map. Sam gives Dan directions from the airport to his house — listen and follow the route on the map of Silver City.
+INSTRUCTION: Listen and follow along on the map.
+
+LINE: When Dan returned to Silver City for the first time in 7 years, he realized there were a lot of changes. He decided to rent a car at the airport. He called his friend Sam and asked for directions to his house. {bk10-l3d-f5-01.mp3}
+LINE: Sam told him to take Airport Road into town. The Landmark Hotel will be on your left, just before you get to Highway 50. {bk10-l3d-f5-02.mp3}
+LINE: On the southeast corner of Airport Road and Highway 50, you will see the Silver Star Mall. {bk10-l3d-f5-03.mp3}
+LINE: You turn north at that corner onto Highway 50, and you go one block to Easy Street. The Silver Dollar Restaurant will be on the northwest corner. {bk10-l3d-f5-04.mp3}
+LINE: You turn east on Easy Street. The New Money Bank will be on your right in that first block. {bk10-l3d-f5-05-a.mp3}
+LINE: The next street will be 1st Street. {bk10-l3d-f5-05-b.mp3}
+LINE: After you've crossed 1st Street, the SureCare Clinic will be on the left, and the City Library will be on the other side of the street. {bk10-l3d-f5-06.mp3}
+LINE: Turn north at the next corner onto 2nd Street. The High School Gym will be on your right. {bk10-l3d-f5-07.mp3}
+LINE: You'll cross High Street and see the old post office on the right. {bk10-l3d-f5-08-a.mp3}
+LINE: Stay on 2nd Street and go out of downtown. My address is 2024 2nd Street. I hope you won't get lost. {bk10-l3d-f5-08-b.mp3}
+
+# Source: LLA 3D Figure 5 (map matching pass)
+$SELECT Find the Buildings on the Map {page_071_001.jpg}
+ID: 3d-f5-b
+REFERENCE
+INTRO: Time to check the route. For each building from the directions, tap its letter on the map — open the story again if you need it.
+INSTRUCTION: Tap the correct letter on the map.
+OPTION: a | A
+OPTION: b | B
+OPTION: c | C
+OPTION: d | D
+OPTION: e | E
+OPTION: f | F
+OPTION: g | G
+OPTION: h | H
+
+TEMPLATE: Landmark Hotel
+ANSWER: e
+FEEDBACK: The Landmark Hotel is E. {bk10-l3d-f5-09.mp3}
+
+TEMPLATE: Silver City Mall
+ANSWER: h
+FEEDBACK: The Silver City Mall is H. {bk10-l3d-f5-10.mp3}
+
+TEMPLATE: Silver Dollar Restaurant
+ANSWER: b
+FEEDBACK: The Silver Dollar Restaurant is B. {bk10-l3d-f5-11.mp3}
+
+TEMPLATE: New Money Bank
+ANSWER: f
+FEEDBACK: The New Money Bank is F. {bk10-l3d-f5-12.mp3}
+
+TEMPLATE: City Library
+ANSWER: g
+FEEDBACK: The City Library is G. {bk10-l3d-f5-13.mp3}
+
+TEMPLATE: old post office
+ANSWER: a
+FEEDBACK: The old post office is A. {bk10-l3d-f5-14.mp3}
+
+TEMPLATE: Sure-Care Clinic
+ANSWER: c
+FEEDBACK: The SureCare Clinic is C. {bk10-l3d-f5-15.mp3}
+
+TEMPLATE: high school gym
+ANSWER: d
+FEEDBACK: The High School Gym is D. {bk10-l3d-f5-16.mp3}
# Source: LLA 3D Figure 6
$DIALOGUE Look at That Car!
ID: 3d-f6
-INTRO: Last part: a review of the week's words, plus some reading and writing. First, Mike and David admire someone else's car — the wheel covers, naturally. Listen and repeat.
+INTRO: Mike and David spot a fast-looking car — Jim Brown's, not Jim White's. Listen for the words with extra emphasis, and repeat each line with the same stress.
INSTRUCTION: Listen and repeat each line.
REPEAT
-Mike: Look at that car! {bk10-l3d-f6-01.mp3}
-David: Which car? {bk10-l3d-f6-02.mp3}
-Mike: The blue one. {bk10-l3d-f6-03.mp3}
-David: The blue one next to us? {bk10-l3d-f6-04.mp3}
-Mike: Yes, that one. {bk10-l3d-f6-05.mp3}
-David: That's Jim's car. {bk10-l3d-f6-06.mp3}
-Mike: Jim White? {bk10-l3d-f6-07.mp3}
-David: Not Jim White. Jim Brown. {bk10-l3d-f6-08.mp3}
-Mike: Do you like it? {bk10-l3d-f6-09.mp3}
-David: I like the wheel covers. {bk10-l3d-f6-10.mp3}
-Mike: They make Jim's car look fast. {bk10-l3d-f6-11.mp3}
-David: Yes, fast and expensive. {bk10-l3d-f6-12.mp3}
+Mike: Look at that *car*! {bk10-l3d-f6-01.mp3}
+David: *Which* car? {bk10-l3d-f6-02.mp3}
+Mike: The *blue* one. {bk10-l3d-f6-03.mp3}
+David: The blue one *next to us*? {bk10-l3d-f6-04.mp3}
+Mike: Yes, *that* one. {bk10-l3d-f6-05.mp3}
+David: That's *Jim's* car. {bk10-l3d-f6-06.mp3}
+Mike: *Jim White*? {bk10-l3d-f6-07.mp3}
+David: Not Jim White, *Jim Brown*. {bk10-l3d-f6-08.mp3}
+Mike: Do you *like* it? {bk10-l3d-f6-09.mp3}
+David: I like the *wheel* covers. {bk10-l3d-f6-10.mp3}
+Mike: They make Jim's car look *fast*. {bk10-l3d-f6-11.mp3}
+David: Yes, fast and *expensive*. {bk10-l3d-f6-12.mp3}
# Source: LLA 3D Figure 7
-$SELECT Choose the Best Response
+$SELECT Vocabulary Check — Pick the Response
ID: 3d-f7
+INTRO: One last round with the week's words — "loose", "remove", "inflate", and friends. Listen to each sentence, tap the response that matches its meaning, then repeat it. That's the lesson — nicely done.
+INSTRUCTION: Tap the correct response.
REPEAT
-INTRO: A tour of the week's vocabulary — "loose", "tight", "inflate", "remove", and friends. Listen to each sentence and tap the response that fits best, then repeat the confirmation.
-INSTRUCTION: Tap the best response.
PROMPT: Jane's shoes are loose. {bk10-l3d-f7-01-q.mp3}
OPTION: a | They are right for her.
@@ -1964,62 +2144,3 @@ OPTION: b | Because he's fixing the machine.
OPTION: c | Because his belt is tight.
ANSWER: b
FEEDBACK: Alan needs the wrench because he's fixing the machine. {bk10-l3d-f7-10-a.mp3}
-
-# Source: ST §Flight Information
-$DIALOGUE Flight Information
-ID: l3-s26
-INTRO: Paul is planning a vacation in Hawaii, and the airline clerk has a schedule for him. Read the paragraph carefully — you'll fill in an outline of it next.
-INSTRUCTION: Read the paragraph.
-
-LINE: Paul wants to take a vacation in Hawaii.
-LINE: He called the airline for reservations.
-LINE: The clerk gave him this information about the flights.
-LINE: On Monday and Wednesday there are two flights: one in the morning at ten and another in the afternoon at two.
-LINE: On Saturday, there are three flights: one at nine o'clock in the morning, another at one in the afternoon, and another at eight o'clock in the evening.
-LINE: Paul's going to take the Saturday morning flight. Then he'll have more time in Hawaii. {st-page_125_001.jpg}
-
-# Source: ST §Flight Outline
-$PRODUCE Complete the Flight Outline
-ID: l3-s27
-REFERENCE
-INPUT: type
-INTRO: Now organize Paul's flight information into an outline. Type each day and flight time — check back with the paragraph whenever you need to.
-INSTRUCTION: Use the paragraph to complete the outline.
-
-TEMPLATE: Flight Information
-SLOT: 1 | Day 1 | Monday
-SLOT: 2 | Morning flight | 10:00 a.m.
-SLOT: 2 | Afternoon flight | 2:00 p.m.
-SLOT: 1 | Day 2 | Wednesday
-SLOT: 2 | Morning flight | 10:00 a.m.
-SLOT: 2 | Afternoon flight | 2:00 p.m.
-SLOT: 1 | Day 3 | Saturday
-SLOT: 2 | Morning flight | 9:00 a.m.
-SLOT: 2 | Afternoon flight | 1:00 p.m.
-SLOT: 2 | Evening flight | 8:00 p.m.
-
-# Source: ST §Make a Sentence
-$PRODUCE Combine the Sentences
-ID: l3-s28
-INPUT: type
-CHECK: exact
-INTRO: One last job: read the two sentences and type one sentence that says it all. And that's the lesson — you can now fix a flat, ask for help politely, and report exactly who told you to do it.
-INSTRUCTION: Combine the two sentences into one and type it.
-
-TEMPLATE: He loosened the nuts. He loosened them with a wrench.
-RESPONSE: He loosened the nuts with a wrench.
-
-TEMPLATE: The man removed the hub cap. He removed it from the wheel.
-RESPONSE: The man removed the hub cap from the wheel.
-
-TEMPLATE: Brad raised the car. He raised it with the jack.
-RESPONSE: Brad raised the car with the jack.
-
-TEMPLATE: Mary goes to class. She goes at night.
-RESPONSE: Mary goes to class at night.
-
-TEMPLATE: Fred drove his car. He drove it to work.
-RESPONSE: Fred drove his car to work.
-
-TEMPLATE: He has a spare tire. It is in the trunk.
-RESPONSE: He has a spare tire in the trunk.
diff --git a/book-10-lesson-3/bk10-l3a-f1-02.mp3 b/book-10-lesson-3/bk10-l3a-f1-01-b.mp3
similarity index 100%
rename from book-10-lesson-3/bk10-l3a-f1-02.mp3
rename to book-10-lesson-3/bk10-l3a-f1-01-b.mp3
diff --git a/book-10-lesson-3/bk10-l3a-f1-03.mp3 b/book-10-lesson-3/bk10-l3a-f1-01-c.mp3
similarity index 100%
rename from book-10-lesson-3/bk10-l3a-f1-03.mp3
rename to book-10-lesson-3/bk10-l3a-f1-01-c.mp3
diff --git a/book-10-lesson-3/bk10-l3a-f1-01-d.mp3 b/book-10-lesson-3/bk10-l3a-f1-01-d.mp3
new file mode 100644
index 00000000..9fc44c7a
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diff --git a/book-10-lesson-3/bk10-l3a-f1-01-e.mp3 b/book-10-lesson-3/bk10-l3a-f1-01-e.mp3
new file mode 100644
index 00000000..ec4d1bf2
Binary files /dev/null and b/book-10-lesson-3/bk10-l3a-f1-01-e.mp3 differ
diff --git a/book-10-lesson-3/bk10-l3a-f1-01-f.mp3 b/book-10-lesson-3/bk10-l3a-f1-01-f.mp3
new file mode 100644
index 00000000..363d3514
Binary files /dev/null and b/book-10-lesson-3/bk10-l3a-f1-01-f.mp3 differ
diff --git a/book-10-lesson-3/bk10-l3a-f1-01-g.mp3 b/book-10-lesson-3/bk10-l3a-f1-01-g.mp3
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diff --git a/book-10-lesson-4.module b/book-10-lesson-4.module
index 45215e77..78de8a74 100644
--- a/book-10-lesson-4.module
+++ b/book-10-lesson-4.module
@@ -1,84 +1,94 @@
$MODULE Book 10 · Lesson 4: How Far Is It To...?
FORMAT: 2
-DESCRIPTION: Family and relatives, "be able to", connectives and main ideas, occupations and the news, weather and time with impersonal "it", and asking about distances.
+DIOCO_DOC_ID: alc_book10_lesson4
+DESCRIPTION: Family and relatives, occupations, weather and time with impersonal "it", "be able to", connectives that order a story, distances, shopping, news vocabulary, and a paragraph dictation.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Bruce | achernar | Male
-VOICE: Ben | achird | Male
-VOICE: Sam | achernar | Male
-VOICE: Jan | gacrux | Female
-VOICE: Liz | gacrux | Female
-VOICE: Peggy | aoede | Female
-VOICE: Student1 | achernar | Male
-VOICE: Student2 | achird | Male
+VOICE: Bruce | achernar | Male teacher, relaxed
+VOICE: Ben | schedar | Male student, friendly
+VOICE: Peggy | gacrux | Female student, cheerful
+VOICE: Liz | aoede | Female student, warm
+VOICE: Student1 | achernar | Male student
+VOICE: Student2 | achird | Male student
+VOICE: Narrator | aoede | Reads letters and passages clearly
VOICE: ID | achernar | speaker (auto)
$SESSION 4-1: Family and Relatives
-# Source: ST §A Family Tree
-$DIALOGUE A Family Tree
-ID: l4-s1
-INTRO: In this lesson you'll learn to talk about your family, ask about jobs and the weather, and say how far it is from one place to another. First, the family. Read these sentences and meet the Wrights, the Smiths, and the Clydes — three families, one big tree.
-INSTRUCTION: Read the sentences and learn the new words.
+# Source: LLA 4A Figure 1 (story pass — leads the vocab presentation; VOCAB tags moved here from the word list)
+$DIALOGUE The Family Album
+ID: 4a-f1-b
+INTRO: In this lesson you'll learn to talk about your family, jobs, the weather, and how far away things are. First, a family album: nine pictures, one narrator, and every relative you'll ever need to name. Just listen.
+INSTRUCTION: Listen to the story.
VOCAB: grandfather
-LINE: Paul Wright is Julie's grandfather. He's her father's father.
-
VOCAB: grandmother
-LINE: Rita Smith is Julie's grandmother on her mother's side of the family.
-
-VOCAB: grandparent
-LINE: Kenneth and Rita Smith are Julie's grandparents on her mother's side.
-
-VOCAB: parent
-LINE: Kathleen and Matt Clyde are Mark's parents.
-
-VOCAB: uncle
-LINE: Frank Wright and Rick Smith are Mark's uncles.
-
-VOCAB: aunt
-LINE: Jane Wright is Mark's aunt.
-
-VOCAB: nephew
-LINE: Mark is Frank Wright's nephew.
-
-VOCAB: niece
-LINE: Janet is Frank Wright's niece.
-
-VOCAB: cousin
-LINE: The Wright children, Kevin and Julie, and the Clyde children are cousins.
-
+LINE: Grandfather Jones is in Picture 1, and Grandmother Jones is in Picture 2. {page_075_001.jpg} {bk10-l4a-f1-17.mp3}
+VOCAB: parents
+LINE: They are my mother's parents. {page_075_002.jpg} {bk10-l4a-f1-18.mp3}
+VOCAB: grandparents
+LINE: They're my grandparents on my mother's side of the family. {page_075_003.jpg} {bk10-l4a-f1-19.mp3}
+LINE: I see these grandparents often because we live in the same city. {page_075_003.jpg} {bk10-l4a-f1-20.mp3}
+LINE: Grandfather doesn't work anymore. {page_075_003.jpg} {bk10-l4a-f1-21.mp3}
+LINE: He and Grandmother like to take trips very often. {page_075_003.jpg} {bk10-l4a-f1-22.mp3}
+LINE: Picture 3 shows my grandparents on my father's side. {page_075_003.jpg} {bk10-l4a-f1-23.mp3}
+LINE: Don and Lita Garcia are my father's parents. {page_075_003.jpg} {bk10-l4a-f1-24.mp3}
+LINE: They don't live in this city; they live in New Mexico. {page_075_003.jpg} {bk10-l4a-f1-25.mp3}
+LINE: It's far from here. {page_075_003.jpg} {bk10-l4a-f1-26.mp3}
+LINE: I only see them 1 or 2 times a year. {page_075_003.jpg} {bk10-l4a-f1-27.mp3}
+LINE: Then, in Picture 4, are my mother and father. {page_075_004.jpg} {bk10-l4a-f1-28.mp3}
+LINE: This is an old picture. {page_075_004.jpg} {bk10-l4a-f1-29.mp3}
+LINE: There is a very young child in the picture with my mother and father. {page_075_004.jpg} {bk10-l4a-f1-30.mp3}
VOCAB: baby
-LINE: Mark and Janet have a baby brother. Little Matt is ten months old.
-
-VOCAB: married
-LINE: Frank Wright has a wife. He is married to Jane Smith.
-
+LINE: My mother has a baby in her arms. {page_075_004.jpg} {bk10-l4a-f1-31.mp3}
+LINE: That baby is me. {page_075_004.jpg} {bk10-l4a-f1-32.mp3}
+LINE: I was a 10-month-old baby. {page_075_004.jpg} {bk10-l4a-f1-33.mp3}
+LINE: That was a long time ago. {page_075_004.jpg} {bk10-l4a-f1-34.mp3}
+LINE: The little boy in the picture next to my father is my brother Frank. {page_075_004.jpg} {bk10-l4a-f1-35.mp3}
+LINE: He was 3 years old in the picture. {page_075_004.jpg} {bk10-l4a-f1-36.mp3}
+VOCAB: aunt
+LINE: First, in Pictures 5 and 6 are my mother's sisters, my aunts: Aunt Mary and Aunt June. {page_076_001.jpg} {bk10-l4a-f1-37.mp3}
VOCAB: single
-LINE: Rick Smith is single. He's not married.
-
-VOCAB: marry
-VOCAB: get married
-LINE: Julie Wright's going to marry George White. She'll get married in June.
-
+VOCAB: to get married | got married
+LINE: Picture 5 is a picture of Aunt Mary when she was single before she got married. {page_076_001.jpg} {bk10-l4a-f1-38.mp3}
+LINE: Next to Aunt Mary is a picture of Aunt June. {page_076_002.jpg} {bk10-l4a-f1-39.mp3}
+VOCAB: to marry | married
+LINE: Aunt June never married. {page_076_002.jpg} {bk10-l4a-f1-40.mp3}
+LINE: She's single. {page_076_002.jpg} {bk10-l4a-f1-41.mp3}
+LINE: She lives alone in a small town not very far from here. {page_076_002.jpg} {bk10-l4a-f1-42.mp3}
+VOCAB: uncle
+LINE: Next to Aunt June in Picture 7 is Uncle Jerry. {page_076_003.jpg} {bk10-l4a-f1-43.mp3}
+LINE: Uncle Jerry is my father's brother. {page_076_003.jpg} {bk10-l4a-f1-44.mp3}
+LINE: Uncle Jerry lives in New Mexico also, but he comes to visit us often. {page_076_003.jpg} {bk10-l4a-f1-45.mp3}
+LINE: My father has a sister too, but I don't have her picture. {bk10-l4a-f1-46.mp3}
+LINE: Her name is Jean. {bk10-l4a-f1-47.mp3}
+LINE: She's my Aunt Jean. {bk10-l4a-f1-48.mp3}
+LINE: Picture 8 shows Aunt Mary after she got married. {page_076_004.jpg} {bk10-l4a-f1-49.mp3}
+LINE: It's a picture of her family. {page_076_004.jpg} {bk10-l4a-f1-50.mp3}
VOCAB: marriage
-LINE: Julie and George are getting married in June. Their marriage will be in the summer.
-
-VOCAB: folks
-LINE: Matt's folks will visit him next week.
-LINE: His parents will arrive Saturday, and his younger sister will arrive Sunday.
-
+LINE: My Aunt Mary has a very happy marriage. {page_076_004.jpg} {bk10-l4a-f1-51.mp3}
+VOCAB: cousin
+LINE: In the picture with her is her husband, Uncle Ben, and her children, Meg and Rob, my cousins. {page_076_004.jpg} {bk10-l4a-f1-52.mp3}
+LINE: Aunt Mary and her family live here in town. {page_076_004.jpg} {bk10-l4a-f1-53.mp3}
+LINE: My cousins and I went to the same schools when we were growing up. {page_076_004.jpg} {bk10-l4a-f1-54.mp3}
VOCAB: relative
-LINE: My aunts, uncles, grandparents, and cousins are all my relatives.
+LINE: It's nice to have your relatives in the same city. {page_076_004.jpg} {bk10-l4a-f1-55.mp3}
+LINE: And finally, in Picture 9 are my brother Frank's children. {page_076_005.jpg} {bk10-l4a-f1-56.mp3}
+VOCAB: niece
+VOCAB: nephew
+LINE: They are my newest and youngest relatives: my niece Jane and my nephew Jack. {page_076_005.jpg} {bk10-l4a-f1-57.mp3}
+LINE: My niece is 2 and a half years old. {page_076_005.jpg} {bk10-l4a-f1-58.mp3}
+LINE: My nephew is a 4-month-old baby. {page_076_005.jpg} {bk10-l4a-f1-59.mp3}
+LINE: They're the babies of the family. {page_076_005.jpg} {bk10-l4a-f1-60.mp3}
-# Source: LLA 4A Figure 1 (word list kept as pronunciation reinforcement after the ST sentence panel)
-$DIALOGUE Family Words in Pictures
+# Source: LLA 4A Figure 1 (word list — kept as pronunciation reinforcement after the story; vocab is taught above)
+$DIALOGUE Family Words — Pronunciation
ID: 4a-f1
-INTRO: Now hear those same family words from the tape, one at a time, with pictures. Repeat each word out loud — say it like you mean it.
-INSTRUCTION: Listen and repeat each word.
+INTRO: Now just the words from the album, one at a time. Say each one clearly after the speaker.
+INSTRUCTION: Listen and repeat.
REPEAT
LINE: Folks. {bk10-l4a-f1-01.mp3}
@@ -113,63 +123,10 @@ LINE: Niece. {page_076_005.jpg} {bk10-l4a-f1-15.mp3}
LINE: Nephew. {page_076_005.jpg} {bk10-l4a-f1-16.mp3}
-# Source: LLA 4A Figure 1
-$DIALOGUE The Story of My Family
-ID: 4a-f1-b
-INTRO: Someone is going to show you nine pictures of their relatives — grandparents, aunts, uncles, the works. Just listen, and see how many family words you can catch.
-INSTRUCTION: Listen to the story.
-
-LINE: Grandfather Jones is in Picture 1, and Grandmother Jones is in Picture 2. {bk10-l4a-f1-17.mp3}
-LINE: They are my mother's parents. {bk10-l4a-f1-18.mp3}
-LINE: They're my grandparents on my mother's side of the family. {bk10-l4a-f1-19.mp3}
-LINE: I see these grandparents often because we live in the same city. {bk10-l4a-f1-20.mp3}
-LINE: Grandfather doesn't work anymore. {bk10-l4a-f1-21.mp3}
-LINE: He and Grandmother like to take trips very often. {bk10-l4a-f1-22.mp3}
-LINE: Picture 3 shows my grandparents on my father's side. {bk10-l4a-f1-23.mp3}
-LINE: Don and Lita Garcia are my father's parents. {bk10-l4a-f1-24.mp3}
-LINE: They don't live in this city; they live in New Mexico. {bk10-l4a-f1-25.mp3}
-LINE: It's far from here. {bk10-l4a-f1-26.mp3}
-LINE: I only see them 1 or 2 times a year. {bk10-l4a-f1-27.mp3}
-LINE: Then, in Picture 4, are my mother and father. {bk10-l4a-f1-28.mp3}
-LINE: This is an old picture. {bk10-l4a-f1-29.mp3}
-LINE: There is a very young child in the picture with my mother and father. {bk10-l4a-f1-30.mp3}
-LINE: My mother has a baby in her arms. {bk10-l4a-f1-31.mp3}
-LINE: That baby is me. {bk10-l4a-f1-32.mp3}
-LINE: I was a 10-month-old baby. {bk10-l4a-f1-33.mp3}
-LINE: That was a long time ago. {bk10-l4a-f1-34.mp3}
-LINE: The little boy in the picture next to my father is my brother Frank. {bk10-l4a-f1-35.mp3}
-LINE: He was 3 years old in the picture. {bk10-l4a-f1-36.mp3}
-LINE: First, in Pictures 5 and 6 are my mother's sisters, my aunts: Aunt Mary and Aunt June. {bk10-l4a-f1-37.mp3}
-LINE: Picture 5 is a picture of Aunt Mary when she was single before she got married. {bk10-l4a-f1-38.mp3}
-LINE: Next to Aunt Mary is a picture of Aunt June. {bk10-l4a-f1-39.mp3}
-LINE: Aunt June never married. {bk10-l4a-f1-40.mp3}
-LINE: She's single. {bk10-l4a-f1-41.mp3}
-LINE: She lives alone in a small town not very far from here. {bk10-l4a-f1-42.mp3}
-LINE: Next to Aunt June in Picture 7 is Uncle Jerry. {bk10-l4a-f1-43.mp3}
-LINE: Uncle Jerry is my father's brother. {bk10-l4a-f1-44.mp3}
-LINE: Uncle Jerry lives in New Mexico also, but he comes to visit us often. {bk10-l4a-f1-45.mp3}
-LINE: My father has a sister too, but I don't have her picture. {bk10-l4a-f1-46.mp3}
-LINE: Her name is Jean. {bk10-l4a-f1-47.mp3}
-LINE: She's my Aunt Jean. {bk10-l4a-f1-48.mp3}
-LINE: Picture 8 shows Aunt Mary after she got married. {bk10-l4a-f1-49.mp3}
-LINE: It's a picture of her family. {bk10-l4a-f1-50.mp3}
-LINE: My Aunt Mary has a very happy marriage. {bk10-l4a-f1-51.mp3}
-LINE: In the picture with her is her husband, Uncle Ben, and her children, Meg and Rob, my cousins. {bk10-l4a-f1-52.mp3}
-LINE: Aunt Mary and her family live here in town. {bk10-l4a-f1-53.mp3}
-LINE: My cousins and I went to the same schools when we were growing up. {bk10-l4a-f1-54.mp3}
-LINE: It's nice to have your relatives in the same city. {bk10-l4a-f1-55.mp3}
-LINE: And finally, in Picture 9 are my brother Frank's children. {bk10-l4a-f1-56.mp3}
-LINE: They are my newest and youngest relatives: my niece Jane and my nephew Jack. {bk10-l4a-f1-57.mp3}
-LINE: My niece is 2 and a half years old. {bk10-l4a-f1-58.mp3}
-LINE: My nephew is a 4-month-old baby. {bk10-l4a-f1-59.mp3}
-LINE: They're the babies of the family. {bk10-l4a-f1-60.mp3}
-LINE: I hope you enjoyed my pictures. {bk10-l4a-f1-61.mp3}
-LINE: I like to look at them and think of my folks. {bk10-l4a-f1-62.mp3}
-
# Source: LLA 4A Figure 2
-$SELECT Who's Who in the Family
+$SELECT Who's Who in the Family?
ID: 4a-f2
-INTRO: Time to check who's who. Listen to each question, tap the correct answer, then repeat the full sentence you hear.
+INTRO: Time to test the family tree. Listen to each question, tap the right relative, then repeat the full answer.
INSTRUCTION: Tap the correct answer.
REPEAT
@@ -243,22 +200,75 @@ OPTION: c | an old man
ANSWER: a
FEEDBACK: A man without a wife is a single man. {bk10-l4a-f2-10-a.mp3}
-# Source: ST §Who Is...?
+$SESSION 4-2: The Family Tree and Story Order
+
+# Source: ST §A Family Tree (edited: lines added so every question below is answerable from the text — the book's tree diagram isn't available)
+$DIALOGUE The Wright Family Tree
+ID: l4-s1
+INTRO: In this part you'll map out a whole family — the Wrights, the Smiths, and the Clydes — and then learn the words that put a story in order. Read each sentence and keep track of who belongs to whom. There will be questions.
+INSTRUCTION: Read the sentences.
+
+LINE: Paul and Bertha Wright are Julie's grandparents on her father's side.
+LINE: Paul Wright is her father's father.
+
+LINE: Rita Smith is Julie's grandmother on her mother's side of the family.
+
+LINE: Kenneth and Rita Smith are Julie's grandparents on her mother's side.
+
+LINE: Kenneth and Rita Smith have three children: Jane, Kathleen, and Rick Smith.
+
+LINE: Jane Smith married Frank Wright.
+LINE: Frank and Jane Wright are Julie and Kevin's parents.
+
+LINE: Kathleen and Matt Clyde are Mark's parents.
+
+LINE: George and Linda Clyde are Matt Clyde's parents.
+LINE: They are Mark and Janet's grandparents, too.
+
+LINE: Frank Wright and Rick Smith are Mark's uncles.
+
+LINE: Jane Wright is Mark's aunt.
+
+LINE: Mark is Frank Wright's nephew.
+
+LINE: Janet is Frank Wright's niece.
+
+LINE: The Wright children and the Clyde children are cousins.
+
+LINE: Mark and Janet have a baby brother.
+LINE: Little Matt is ten months old.
+
+LINE: Rick Smith is single.
+LINE: He's not married.
+
+LINE: Julie Wright's going to marry George White.
+LINE: She'll get married in June.
+
+LINE: Julie and George are getting married in June.
+LINE: Their marriage will be in the summer.
+
+VOCAB: folks
+LINE: Matt's folks will visit him next week.
+LINE: His parents will arrive Saturday, and his younger sister will arrive Sunday.
+
+LINE: Aunts, uncles, grandparents, and cousins are all relatives.
+
+# Source: ST §Who Is...? (two items re-anchored to Mark to match their answers; rubric made self-contained)
$PRODUCE Questions About the Family Tree
ID: l4-s2
REFERENCE: l4-s1
-INTRO: Back to the Wrights, the Smiths, and the Clydes. Answer each question aloud in a full sentence — and if the cousins get tangled, you can open the family tree while you answer.
-INSTRUCTION: Answer aloud; check the family tree if you need it.
+INTRO: Answer questions about the family tree aloud, in a full sentence. Open the tree if you need it — nobody memorizes the in-laws on the first pass.
+INSTRUCTION: Answer aloud. Open the family tree if you need it.
INPUT: speak
CHECK: llm
-RUBRIC: Treat the model answer as the factual key. Accept any phrasing or short form that names the same person, people, or fact.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or a short form of the same fact.
EXAMPLE
PROMPT: Who are Julie's parents?
RESPONSE: Frank and Jane Wright are her parents.
-PROMPT: Who's Julie's grandfather on her father's side?
-RESPONSE: Paul Wright is her grandfather on her father's side.
+PROMPT: Who are Julie's grandparents on her father's side?
+RESPONSE: Paul and Bertha Wright are her grandparents.
PROMPT: Who's Julie's grandmother on her mother's side?
RESPONSE: Rita Smith is her grandmother on her mother's side.
@@ -266,11 +276,11 @@ RESPONSE: Rita Smith is her grandmother on her mother's side.
PROMPT: Who's her grandfather on her mother's side?
RESPONSE: Kenneth Smith is her grandfather on her mother's side.
-PROMPT: Who are her uncles?
-RESPONSE: Frank Wright and Rick Smith are her uncles.
+PROMPT: Who are Mark's uncles?
+RESPONSE: Frank Wright and Rick Smith are his uncles.
-PROMPT: Who's Julie's aunt?
-RESPONSE: Jane Wright is her aunt.
+PROMPT: Who's Mark's aunt?
+RESPONSE: Jane Wright is his aunt.
PROMPT: Who are Julie's cousins?
RESPONSE: Mark, Janet, and Little Matt Clyde are her cousins.
@@ -297,7 +307,7 @@ RESPONSE: Kenneth and Rita Smith are her folks.
$PRODUCE Janet Clyde's Relatives
ID: l4-s3
REFERENCE: l4-s1
-INTRO: Now look at the tree from Janet Clyde's side. Type the family word that fits each gap — "aunt", "uncle", "cousins", and friends.
+INTRO: Same family, new angle: everything from Janet Clyde's point of view. Type the relationship word for each gap. The tree is there if you need it.
INSTRUCTION: Type the correct relationship word.
INPUT: type
CHECK: exact
@@ -323,8 +333,8 @@ RESPONSE: Kevin and Julie Wright are Janet's cousins.
# Source: ST §He'd Like to Go Now.
$PRODUCE Before the Wedding
ID: l4-s4
-INTRO: One more family story: Julie and George are getting married in June, and George's nephew Pete has a fishing trip to protect. Type the missing word in each sentence.
-INSTRUCTION: Type the correct missing word.
+INTRO: George is getting married in June — and his nephew Pete wants one last fishing trip before then. Type the missing family word in each sentence.
+INSTRUCTION: Type the missing word.
INPUT: type
CHECK: exact
@@ -354,88 +364,225 @@ RESPONSE: He knows George will be single for only two more months.
TEMPLATE: After that, when he's ____{married}, he may not be able to go fishing.
RESPONSE: After that, when he's married, he may not be able to go fishing.
-# SKIPPED (book): ST Listening Skill "LISTEN!" (circle the stressed syllable) — instructor-read, no recorded stimulus; the recorded LLA syllable-stress drill appears in part 4-8.
+# Source: new (gap: connectives are drilled on the tape but never explained anywhere in the lesson)
+$GRAMMAR First, Next, Then, Finally
+ID: 4a-f4-g
+INTRO: Before the next drills, one quick idea: little words like "first" and "finally" tell the listener what order things happen in.
-$SESSION 4-2: "Be Able To"
+When you describe steps, connective words show the order.
-# Source: ST §Be Able To
-$GRAMMAR "Be Able To"
+**First** — the beginning: {First, be sure you have enough change.}
+
+**Next / Then / After that** — the middle steps: {Next, insert your coins in the coin slot.} {Then look at the snacks.} {After that, he put the jack in place and lifted the car.}
+
+**Finally / Last** — the end: {Finally, after the snack drops to the tray, take out your selection.}
+
+# Source: LLA 4A Figure 4 (paragraph 1)
+$PRODUCE Changing a Tire — Type the Connective
+ID: 4a-f4-a
+INPUT: type
+CHECK: exact
+INTRO: A man changes a flat tire, step by step. Listen to each sentence and type the connective word you hear — "first", "next", and friends.
+INSTRUCTION: Type the connective word.
+
+PROMPT: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-01.mp3}
+TEMPLATE: ____, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk.
+RESPONSE: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk.
+ACCEPT: First | first
+
+PROMPT: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-02.mp3}
+TEMPLATE: ____, he took off the hub cap and loosened the nuts with the wrench.
+RESPONSE: Next, he took off the hub cap and loosened the nuts with the wrench.
+ACCEPT: Next | next
+
+PROMPT: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-03.mp3}
+TEMPLATE: ____, he put the jack in place and lifted the car.
+RESPONSE: After that, he put the jack in place and lifted the car.
+ACCEPT: After that | after that
+
+PROMPT: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-04.mp3}
+TEMPLATE: ____ he put the spare tire on the wheel and put the nuts on.
+RESPONSE: Then he put the spare tire on the wheel and put the nuts on.
+ACCEPT: Then | then
+
+PROMPT: And last, he put the jack, wrench, and flat tire back in the trunk of the car. {bk10-l4a-f4-05.mp3}
+TEMPLATE: And ____, he put the jack, wrench, and flat tire back in the trunk of the car.
+RESPONSE: And last, he put the jack, wrench, and flat tire back in the trunk of the car.
+ACCEPT: last | Last
+
+# Source: LLA 4A Figure 4 (paragraph 2)
+$PRODUCE The Vending Machine — Type the Connective
+ID: 4a-f4-b
+INPUT: type
+CHECK: exact
+INTRO: Now a vending machine, conquered in six steps. Listen and type the connective word in each sentence.
+INSTRUCTION: Type the connective word.
+
+PROMPT: First, be sure you have enough change. {bk10-l4a-f4-06.mp3}
+TEMPLATE: ____, be sure you have enough change.
+RESPONSE: First, be sure you have enough change.
+ACCEPT: First | first
+
+PROMPT: Then look at the snacks. {bk10-l4a-f4-07.mp3}
+TEMPLATE: ____ look at the snacks.
+RESPONSE: Then look at the snacks.
+ACCEPT: Then | then
+
+PROMPT: Then decide on the snack before you insert your money. {bk10-l4a-f4-08.mp3}
+TEMPLATE: ____ decide on the snack before you insert your money.
+RESPONSE: Then decide on the snack before you insert your money.
+ACCEPT: Then | then
+
+PROMPT: Next, insert your coins in the coin slot. {bk10-l4a-f4-09.mp3}
+TEMPLATE: ____, insert your coins in the coin slot.
+RESPONSE: Next, insert your coins in the coin slot.
+ACCEPT: Next | next
+
+PROMPT: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-10.mp3}
+TEMPLATE: ____ be sure to push the right letter and button for your selection.
+RESPONSE: Then be sure to push the right letter and button for your selection.
+ACCEPT: Then | then
+
+PROMPT: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-11.mp3}
+TEMPLATE: ____, after the snack drops to the tray, take out your selection.
+RESPONSE: Finally, after the snack drops to the tray, take out your selection.
+ACCEPT: Finally | finally
+
+# Source: ST §The Dinner Party (matching half of the compound exercise)
+$SELECT The Dinner Party — Match the Parts
+ID: l4-s28
+INTRO: Sally is planning a dinner party. Match each sentence beginning with the ending that completes it.
+INSTRUCTION: Tap the ending that completes the sentence.
+OPTION: a | of tomatoes and onions.
+OPTION: b | soup with cheese.
+OPTION: c | party tomorrow night.
+OPTION: d | but Sally likes dinner parties.
+OPTION: e | when she makes this dish.
+OPTION: f | serve pie and ice cream.
+OPTION: g | serve chicken and vegetables.
+
+TEMPLATE: Sally is having a dinner
+ANSWER: c
+
+TEMPLATE: She always uses carrots
+ANSWER: e
+
+TEMPLATE: Second, she'll serve a salad
+ANSWER: a
+
+TEMPLATE: Finally, for dessert she'll
+ANSWER: f
+
+TEMPLATE: First, she'll serve onion
+ANSWER: b
+
+TEMPLATE: Then for the meat dish she'll
+ANSWER: g
+
+TEMPLATE: That kind of meal is a lot of work,
+ANSWER: d
+
+# Source: ST §The Dinner Party (ordering half of the compound exercise)
+$SELECT The Dinner Party — In Order
+ID: l4-s29
+ORDER
+INTRO: Same dinner party, whole sentences this time. Use the connective words — "first", "second", "then", "finally" — to put the story in order.
+INSTRUCTION: Put the sentences in the correct order.
+
+TEMPLATE: Arrange the steps of the dinner party.
+OPTION: a | Sally is having a dinner party tomorrow night.
+OPTION: b | First, she'll serve onion soup with cheese.
+OPTION: c | Second, she'll serve a salad of tomatoes and onions.
+OPTION: d | Then for the meat dish she'll serve chicken and vegetables.
+OPTION: e | She always uses carrots when she makes this dish.
+OPTION: f | Finally, for dessert she'll serve pie and ice cream.
+OPTION: g | That kind of meal is a lot of work, but Sally likes dinner parties.
+ANSWER: a,b,c,d,e,f,g
+
+# Source: ST §Complete the Paragraphs (edited: each paragraph is one item so the story stays visible; printed choices shown in parentheses; the Phil paragraph is graded on the coherent key)
+$PRODUCE Complete the Paragraphs
+ID: l4-s23
+INTRO: Two little stories with words missing — the gapped sentences are the whole story. For each gap, pick a word from the choices in parentheses and type it. In the second story, only one set of choices makes sense together.
+INSTRUCTION: Type a word from the choices for each blank.
+INPUT: type
+CHECK: exact
+
+TEMPLATE: Mark's ____{leg|arm|finger} (leg / arm / finger) is broken.
+TEMPLATE: David took him to the ____{school|library|mess hall} (school / library / mess hall).
+TEMPLATE: They both ____{ate|studied|slept} (ate / studied / slept) while they were there, and Mark returned home.
+RESPONSE: Mark's leg is broken. David took him to the library. They both studied while they were there, and Mark returned home.
+
+TEMPLATE: Phil needed some ____{money} (money / food / books).
+TEMPLATE: He went to the ____{bank} (library / store / bank), but it was ____{closed} (closed / open / quiet).
+TEMPLATE: He asked a man for some ____{advice} (advice / food / newspapers).
+TEMPLATE: The man said, "Use the ____{machine} (desk / machine / salad) for ____{withdrawals|deposits} (dessert / dictionary / withdrawals) or ____{deposits|withdrawals} (cakes / library books / deposits)."
+RESPONSE: Phil needed some money. He went to the bank, but it was closed. He asked a man for some advice. The man said, "Use the machine for withdrawals or deposits."
+
+$SESSION 4-3: Be Able To
+
+# Source: ST §Be Able To (grammar box; tappable examples added)
+$GRAMMAR Be Able To
ID: l4-s10
-INTRO: In this part you'll learn "be able to" — another way to say "can", and one that works in the future and the past, where "can" runs out of forms.
+INTRO: This part is about "be able to" — the twin of "can". You'll hear it, say it, and use it in the past, present, and future.
-**Be able to** expresses ability. It means the same as **can**.
+**Be able to** is used to express ability. It means the same as **can**.
| | |
|---|---|
-| Present | {John is able to speak three languages.}
{John can speak three languages.} |
-| Future | {We'll be able to leave tomorrow.}
{We can leave tomorrow.} |
-| Past | {I wasn't able to go last night.}
{I couldn't go last night.} |
+| Present | John **is able to** speak three languages.
John **can** speak three languages. |
+| Future | We'll **be able to** leave tomorrow.
We **can** leave tomorrow. |
+| Past | I **wasn't able to** go last night.
I **couldn't** go last night. |
-# Source: ST §Patrick Was Able To Go To The Movie.
-$DIALOGUE "Be Able To" — Example Sentences
-ID: l4-s11
-INTRO: Here's "be able to" at work: questions, negatives, past, and future. Just read the sentences — no answers required.
-INSTRUCTION: Read the sentences.
+Say them: {John is able to speak three languages.} {We'll be able to leave tomorrow.} {I wasn't able to go last night.}
-LINE: Will Robert be able to go to the party?
-LINE: I don't think he'll be able to go.
-LINE: Diane isn't able to move the refrigerator.
-LINE: We were able to leave early.
-LINE: They weren't able to fix my car.
-LINE: Is grandmother able to take the trip?
-LINE: Was the secretary able to fix the typewriter?
-LINE: Was your nephew able to read that magazine?
-LINE: Jennifer's cousin will be able to drive next month.
-LINE: Were you able to get yesterday's newspaper?
-
-# Source: LLA 4A Figure 3
+# Source: LLA 4A Figure 3 (part 1)
$SELECT Will They Be Able to Come?
-ID: 4a-f3
-INTRO: There's a family gathering coming, and not every relative can make it. Listen to each question and its answer, then tap Yes, No, or Maybe.
+ID: 4a-f3-a
+INTRO: The family from part one is planning a get-together, and not everyone can make it. Listen to each question and its answer, then tap "Yes", "No", or "Maybe".
INSTRUCTION: Tap Yes, No, or Maybe.
OPTION: y | Yes
OPTION: n | No
OPTION: m | Maybe
EXAMPLE
-PROMPT: Will Aunt June be able to come? — I'm not sure. Aunt June might be able to come. {bk10-l4a-f3-ex.mp3}
+PROMPT: Will Aunt June be able to come? — I'm not sure. Aunt June might be able to come. {bk10-l4a-f3-01-q.mp3}
ANSWER: m
-PROMPT: Will Grandfather and Grandmother Jones be able to come? — Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-02.mp3}
+PROMPT: Will Grandfather and Grandmother Jones be able to come? — Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-02-q.mp3}
ANSWER: y
-PROMPT: Will Aunt Mary be able to come? — No, she won't be able to come. {bk10-l4a-f3-03.mp3}
+PROMPT: Will Aunt Mary be able to come? — No, she won't be able to come. {bk10-l4a-f3-03-q.mp3}
ANSWER: n
-PROMPT: Will Uncle Ben be able to come? — He isn't sure. He might. {bk10-l4a-f3-04.mp3}
+PROMPT: Will Uncle Ben be able to come? — He isn't sure. He might. {bk10-l4a-f3-04-q.mp3}
ANSWER: m
-PROMPT: Will Cousin Meg be able to come? — Yes, she will. {bk10-l4a-f3-05.mp3}
+PROMPT: Will Cousin Meg be able to come? — Yes, she will. {bk10-l4a-f3-05-q.mp3}
ANSWER: y
-PROMPT: Will Cousin Rob be able to come? — No, he won't. {bk10-l4a-f3-06.mp3}
+PROMPT: Will Cousin Rob be able to come? — No, he won't. {bk10-l4a-f3-06-q.mp3}
ANSWER: n
-PROMPT: Will Uncle Jerry be able to come? — He didn't know. He might. {bk10-l4a-f3-07.mp3}
+PROMPT: Will Uncle Jerry be able to come? — He didn't know. He might. {bk10-l4a-f3-07-q.mp3}
ANSWER: m
-PROMPT: Will your brother Frank be able to come? — Yes, he will. {bk10-l4a-f3-08.mp3}
+PROMPT: Will your brother Frank be able to come? — Yes, he will. {bk10-l4a-f3-08-q.mp3}
ANSWER: y
-PROMPT: Will your parents be able to come? — Yes, they will. {bk10-l4a-f3-09.mp3}
+PROMPT: Will your parents be able to come? — Yes, they will. {bk10-l4a-f3-09-q.mp3}
ANSWER: y
-# Source: LLA 4A Figure 3
-$PRODUCE Answer: Will They Be Able to Come?
+# Source: LLA 4A Figure 3 (part 2)
+$PRODUCE Who Will Be Able to Come?
ID: 4a-f3-b
-INTRO: Same guest list, but now you keep track of it. Answer each question in a complete sentence with "will", "won't", or "might be able to", then repeat the correct answer.
+INTRO: Same guest list, but now you answer. Say a full sentence with "will be able to", "won't be able to", or "might be able to" — then repeat the model.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
PROMPT: Will Aunt June be able to come? {bk10-l4a-f3-10-q.mp3}
-RESPONSE: Aunt June might be able to come. {bk10-l4a-f3-10-a.mp3}
+RESPONSE: I'm not sure. Aunt June might be able to come. {bk10-l4a-f3-10-a.mp3}
PROMPT: Will Grandfather and Grandmother Jones be able to come? {bk10-l4a-f3-11-q.mp3}
RESPONSE: Yes, Grandfather and Grandmother Jones will be able to come. {bk10-l4a-f3-11-a.mp3}
@@ -444,10 +591,10 @@ PROMPT: Will my parents be able to come? {bk10-l4a-f3-12-q.mp3}
RESPONSE: Yes, your parents will be able to come. {bk10-l4a-f3-12-a.mp3}
PROMPT: Will Uncle Ben be able to come? {bk10-l4a-f3-13-q.mp3}
-RESPONSE: Uncle Ben might be able to come. {bk10-l4a-f3-13-a.mp3}
+RESPONSE: Maybe. Uncle Ben might be able to come. {bk10-l4a-f3-13-a.mp3}
PROMPT: Will Uncle Jerry be able to come? {bk10-l4a-f3-14-q.mp3}
-RESPONSE: Uncle Jerry might be able to come. {bk10-l4a-f3-14-a.mp3}
+RESPONSE: Maybe. Uncle Jerry might be able to come. {bk10-l4a-f3-14-a.mp3}
PROMPT: Will Cousin Meg be able to come? {bk10-l4a-f3-15-q.mp3}
RESPONSE: Yes, Cousin Meg will be able to come. {bk10-l4a-f3-15-a.mp3}
@@ -461,11 +608,37 @@ RESPONSE: Yes, your brother Frank will be able to come. {bk10-l4a-f3-17-a.mp3}
PROMPT: Will Cousin Rob be able to come? {bk10-l4a-f3-18-q.mp3}
RESPONSE: No, Cousin Rob won't be able to come. {bk10-l4a-f3-18-a.mp3}
+# Source: ST §Patrick Was Able To Go To The Movie.
+$DIALOGUE Reading "Be Able To"
+ID: l4-s11
+INTRO: Read these sentences and notice how "be able to" changes for past, present, and future.
+INSTRUCTION: Read the sentences.
+
+LINE: Will Robert be able to go to the party?
+
+LINE: I don't think he'll be able to go.
+
+LINE: Diane isn't able to move the refrigerator.
+
+LINE: We were able to leave early.
+
+LINE: They weren't able to fix my car.
+
+LINE: Is grandmother able to take the trip?
+
+LINE: Was the secretary able to fix the typewriter?
+
+LINE: Was your nephew able to read that magazine?
+
+LINE: Jennifer's cousin will be able to drive next month.
+
+LINE: Were you able to get yesterday's newspaper?
+
# Source: ST §A Cat Is Able To Climb Trees.
$PRODUCE From "Can" to "Be Able To"
ID: l4-s12
-INTRO: Now transform: read each sentence with "can" and say it again with "be able to". Same meaning, more words — English does that sometimes.
-INSTRUCTION: Change "can" to "be able to" aloud.
+INTRO: Now transform: read each sentence with "can" and say it again with "be able to". The cat manages it; so will you.
+INSTRUCTION: Change from "can" to "be able to" aloud.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -505,11 +678,11 @@ RESPONSE: What languages are you able to speak?
# Source: ST §Were You Able to Go?
$PRODUCE Were You Able To...?
ID: l4-s13
-INTRO: Now build past questions. Take the cue on the screen and ask a full question with "Were you able to...".
+INTRO: Build past questions: take the cue and ask "Were you able to...?" aloud. The pattern stays the same; only the cue changes.
INSTRUCTION: Ask a past tense question with "be able to" using the cue.
INPUT: speak
CHECK: llm
-RUBRIC: The learner must form a grammatically correct past tense question using "be able to" and the provided cue phrase.
+RUBRIC: The answer must be a past-tense question with "be able to" built on the cue, e.g. "Were you able to...?"; the rest of the wording is free.
EXAMPLE
TEMPLATE: go to the BX last Saturday
@@ -539,30 +712,36 @@ RESPONSE: Were you able to sleep late last Sunday?
# Source: ST §He Wasn't Able to Go.
$DIALOGUE He Wasn't Able to Go
ID: l4-s14
-INTRO: Two short stories: Ken, who kept missing his friends' invitations, and Jim, who collects coins. Read the paragraphs — questions follow.
+INTRO: Two short stories: Ken's very busy week, and Jim's coin collection. Read them — questions follow.
INSTRUCTION: Read the paragraphs.
-LINE: On Friday, Jim invited Ken to a party. He wasn't able to go because he had to work.
+LINE: On Friday, Jim invited Ken to a party.
+LINE: He wasn't able to go because he had to work.
+
LINE: On Sunday, Stan invited him to the movie.
LINE: He wasn't able to go the movie because he had to study for a test.
+
LINE: On Tuesday, Jack asked him to go to dinner with him.
LINE: He didn't have to work, and he didn't have to study.
LINE: At last, he was able to do something with a friend!
-LINE: Jim collected coins on his last vacation to Europe. He got coins from England, France, and Germany.
+LINE: Jim collected coins on his last vacation to Europe.
+LINE: He got coins from England, France, and Germany.
+
LINE: He wasn't able to get coins from Italy or Greece, but his friends in Switzerland are going to send him some of those coins next month.
+
LINE: He'll have a large selection of coins in his collection.
-# Source: ST §Answer About the Paragraphs
-$PRODUCE Questions About Ken and Jim
+# Source: ST §Answer About the Paragraphs (INPUT switched to speak — full-sentence answers; rubric made self-contained)
+$PRODUCE Answer About Ken and Jim
ID: l4-s15
-REFERENCE
-INTRO: Answer the questions about Ken and Jim, and put "be able to" in every answer — that's the point of the exercise, after all.
-INSTRUCTION: Answer with "be able to". Check the paragraphs if you need to.
+REFERENCE: l4-s14
+INTRO: Answer questions about Ken and Jim aloud, and use "be able to" in every answer. Open the paragraphs if you need them.
+INSTRUCTION: Answer with a form of "be able to". Open the paragraphs if you need them.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: The answer must use a form of "be able to". Treat the model answer as the factual key and accept any phrasing of the same fact; for the final opinion question, accept either yes or no in a complete sentence.
+RUBRIC: Treat the model answer as the factual key; the answer must use a form of "be able to"; accept any phrasing of the same fact.
PROMPT: Why wasn't Ken able to go to the party?
RESPONSE: He wasn't able to go because he had to work.
@@ -582,30 +761,35 @@ RESPONSE: No, he wasn't able to get coins from those countries.
PROMPT: Do you think he'll be able to get some coins from those countries?
RESPONSE: Yes, he will be able to get some soon.
-# Source: LLA 4D Figure 4
-$GRAMMAR A Letter From Frank
-ID: 4d-f4-reading
-INTRO: Frank missed Jane's party, and he'd like to explain himself. Read his letter — it's one long apology built on "be able to".
+# Source: LLA 4D Figure 4 (part 1)
+$DIALOGUE A Letter from Frank
+ID: 4d-f4-letter
+INTRO: Frank missed Jane's party, and he has a letter's worth of reasons. Read it silently — it's one long apology built on "be able to".
+INSTRUCTION: Read the letter.
-June 5, 1988
+Narrator: June 5, 1988
+Narrator: Dear Jane:
+Narrator: I couldn't go to your party last weekend because I had to work late on Sunday.
+Narrator: Usually, I'm finished at the store by 5:30, but last weekend I had a lot of extra work.
+Narrator: I couldn't leave the store until 8 PM.
+Narrator: By that time, I was very tired and hungry.
+Narrator: I tried to buy a sandwich, but I couldn't find a sandwich vending machine.
+Narrator: Finally I stopped looking. I went home without supper.
+Narrator: After I got home and changed clothes, it was very late.
+Narrator: I know you had a good party. I'm sorry I didn't go.
+Narrator: I won't have to go to work on Tuesday and Wednesday of next week.
+Narrator: I can go to a restaurant and a movie on Tuesday. Would you like to do that?
+Narrator: Call me on Monday.
+Narrator: Your friend, Frank.
-Dear Jane:
-
-I couldn't go to your party last weekend because I had to work late on Sunday. Usually, I'm finished at the store by 5:30, but last weekend I had a lot of extra work. I couldn't leave the store until 8 PM. By that time, I was very tired and hungry. I tried to buy a sandwich, but I couldn't find a sandwich vending machine. Finally I stopped looking. I went home without supper. After I got home and changed clothes, it was very late. I know you had a good party. I'm sorry I didn't go.
-
-I won't have to go to work on Tuesday and Wednesday of next week. I can go to a restaurant and a movie on Tuesday. Would you like to do that? Call me on Monday.
-
-Your friend,
-Frank
-
-# Source: LLA 4D Figure 4
+# Source: LLA 4D Figure 4 (part 2)
$PRODUCE Questions About Frank's Letter
ID: 4d-f4
+REFERENCE: 4d-f4-letter
+INTRO: Now answer questions about Frank's unlucky weekend, aloud and in full sentences. Open the letter if you need it, then repeat the model answer.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
-REFERENCE: 4d-f4-reading
-INTRO: Now answer questions about Frank's unlucky weekend. Answer each one aloud in a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud in a full sentence.
REPEAT
PROMPT: Was Frank able to go to Jane's party? {bk10-l4d-f4-01-q.mp3}
@@ -623,219 +807,12 @@ RESPONSE: He wasn't able to eat because he couldn't find a sandwich vending mach
PROMPT: Where will Frank be able to go on Tuesday night? {bk10-l4d-f4-05-q.mp3}
RESPONSE: He'll be able to go to a restaurant and movie on Tuesday night. {bk10-l4d-f4-05-a.mp3}
-$SESSION 4-3: Connectives and Main Ideas
-
-# Source: LLA 4A Figure 4
-$DIALOGUE Connectives
-ID: 4a-f4
-INTRO: This part is about words that keep a story in order — "first", "next", "then", "finally" — and about finding a paragraph's main idea. Start by listening to the connectives and repeating them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: after, after that, finally, first {bk10-l4a-f4-01a.mp3}
-LINE: last, lastly {bk10-l4a-f4-01b.mp3}
-LINE: next, second {bk10-l4a-f4-01c.mp3}
-LINE: then {bk10-l4a-f4-01d.mp3}
-
-# Source: LLA 4A Figure 4
-$PRODUCE Changing a Tire — Type the Connectives
-ID: 4a-f4-b
-INPUT: type
-CHECK: exact
-INTRO: Someone is changing a flat tire, step by step. Listen to each sentence and type the connective word that starts it.
-INSTRUCTION: Type the missing connective word.
-
-TEMPLATE: ____, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk.
-PROMPT: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-02.mp3}
-RESPONSE: First, he opened the trunk and took the wrench, the jack, and the spare tire out of the trunk. {bk10-l4a-f4-02.mp3}
-ACCEPT: First
-
-TEMPLATE: ____, he took off the hub cap and loosened the nuts with the wrench.
-PROMPT: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-03.mp3}
-RESPONSE: Next, he took off the hub cap and loosened the nuts with the wrench. {bk10-l4a-f4-03.mp3}
-ACCEPT: Next
-
-TEMPLATE: ____, he put the jack in place and lifted the car.
-PROMPT: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-04.mp3}
-RESPONSE: After that, he put the jack in place and lifted the car. {bk10-l4a-f4-04.mp3}
-ACCEPT: After that
-
-TEMPLATE: ____ he put the spare tire on the wheel and put the nuts on.
-PROMPT: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-05.mp3}
-RESPONSE: Then he put the spare tire on the wheel and put the nuts on. {bk10-l4a-f4-05.mp3}
-ACCEPT: Then
-
-TEMPLATE: And ____, he put the jack, wrench, and flat tire back in the trunk of the car.
-PROMPT: And last, he put the jack, wrench, and flat tire back in the trunk of the car. {bk10-l4a-f4-06.mp3}
-RESPONSE: And last, he put the jack, wrench, and flat tire back in the trunk of the car. {bk10-l4a-f4-06.mp3}
-ACCEPT: last
-
-# Source: LLA 4A Figure 4
-$PRODUCE The Vending Machine — Type the Connectives
-ID: 4a-f4-c
-INPUT: type
-CHECK: exact
-INTRO: Round two: how to get a snack out of a vending machine without losing your money. Listen and type the connective word you hear.
-INSTRUCTION: Type the missing connective word.
-
-TEMPLATE: ____, be sure you have enough change.
-PROMPT: First, be sure you have enough change. {bk10-l4a-f4-07.mp3}
-RESPONSE: First, be sure you have enough change. {bk10-l4a-f4-07.mp3}
-ACCEPT: First
-
-TEMPLATE: ____ look at the snacks.
-PROMPT: Then look at the snacks. {bk10-l4a-f4-08.mp3}
-RESPONSE: Then look at the snacks. {bk10-l4a-f4-08.mp3}
-ACCEPT: Then
-
-TEMPLATE: ____ decide on the snack before you insert your money.
-PROMPT: Then decide on the snack before you insert your money. {bk10-l4a-f4-09.mp3}
-RESPONSE: Then decide on the snack before you insert your money. {bk10-l4a-f4-09.mp3}
-ACCEPT: Then
-
-TEMPLATE: ____, insert your coins in the coin slot.
-PROMPT: Next, insert your coins in the coin slot. {bk10-l4a-f4-10.mp3}
-RESPONSE: Next, insert your coins in the coin slot. {bk10-l4a-f4-10.mp3}
-ACCEPT: Next
-
-TEMPLATE: ____ be sure to push the right letter and button for your selection.
-PROMPT: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-11.mp3}
-RESPONSE: Then be sure to push the right letter and button for your selection. {bk10-l4a-f4-11.mp3}
-ACCEPT: Then
-
-TEMPLATE: ____, after the snack drops to the tray, take out your selection.
-PROMPT: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-12.mp3}
-RESPONSE: Finally, after the snack drops to the tray, take out your selection. {bk10-l4a-f4-12.mp3}
-ACCEPT: Finally
-
-# Source: ST §The Dinner Party - Matching
-$SELECT The Dinner Party — Match the Parts
-ID: l4-s28
-INTRO: Sally is planning a dinner party, but her sentences have fallen apart. Match each sentence beginning to the ending that completes it.
-INSTRUCTION: Tap the ending that completes each sentence.
-OPTION: a | of tomatoes and onions.
-OPTION: b | soup with cheese.
-OPTION: c | party tomorrow night.
-OPTION: d | but Sally likes dinner parties.
-OPTION: e | when she makes this dish.
-OPTION: f | serve pie and ice cream.
-OPTION: g | serve chicken and vegetables.
-
-TEMPLATE: Sally is having a dinner
-ANSWER: c
-
-TEMPLATE: She always uses carrots
-ANSWER: e
-
-TEMPLATE: Second, she'll serve a salad
-ANSWER: a
-
-TEMPLATE: Finally, for dessert she'll
-ANSWER: f
-
-TEMPLATE: First, she'll serve onion
-ANSWER: b
-
-TEMPLATE: Then for the meat dish she'll
-ANSWER: g
-
-TEMPLATE: That kind of meal is a lot of work,
-ANSWER: d
-
-# Source: ST §The Dinner Party - Order
-$SELECT The Dinner Party — In Order
-ID: l4-s29
-ORDER
-INTRO: Now put Sally's whole evening in order, from the announcement to the dessert. The connectives will tell you where everything goes.
-INSTRUCTION: Put the sentences in the correct order to form a paragraph.
-
-TEMPLATE: Arrange the steps of the dinner party.
-OPTION: a | Sally is having a dinner party tomorrow night.
-OPTION: b | First, she'll serve onion soup with cheese.
-OPTION: c | Second, she'll serve a salad of tomatoes and onions.
-OPTION: d | Then for the meat dish she'll serve chicken and vegetables.
-OPTION: e | She always uses carrots when she makes this dish.
-OPTION: f | Finally, for dessert she'll serve pie and ice cream.
-OPTION: g | That kind of meal is a lot of work, but Sally likes dinner parties.
-ANSWER: a,b,c,d,e,f,g
-
-# Source: LLA 4B Figure 6
-$PRODUCE Main Idea: At the Mall
-ID: 4b-f6
-LONGFORM
-INPUT: type
-CHECK: llm
-INTRO: Now for main ideas — the one sentence a whole paragraph is really about. Listen to a paragraph about shopping centers, then write its main idea in a complete sentence.
-INSTRUCTION: Write the main idea of the paragraph.
-RUBRIC: The learner must write the main idea of the paragraph. Accept any sentence that captures the core concept (e.g., people go to shopping centers for many reasons / shopping malls are fun to visit).
-
-PROMPT: Why do people go to shopping centers? You might say, "They go to shop." Most people do go to malls for that, but some just go for fun. The stores want to sell their things. They put their most beautiful and interesting things in their windows. They try to get the customers into their stores. Many people just like to see these stores. Others like to walk or exercise in the malls. It's cool and safe there. Some people like to go and watch other people while they shop or walk. A shopping center can be fun to visit. {bk10-l4b-f6-01.mp3}
-RESPONSE: People go to shopping centers for many different reasons, and they can be fun to visit.
-
-# Source: LLA 4B Figure 6
-$PRODUCE Main Idea: Keeping Warm
-ID: 4b-f6-b
-LONGFORM
-INPUT: type
-CHECK: llm
-INTRO: One more paragraph — this one about staying warm, including a theory involving cold showers. Listen, then write the main idea in a complete sentence.
-INSTRUCTION: Write the main idea of the paragraph.
-RUBRIC: The learner must write the main idea of the paragraph. Accept any sentence that captures the core concept (e.g., people do different things to keep warm / there are many ways to stay warm on cold days).
-
-PROMPT: When people want to keep warm on cold days, they do different things. Some people wear warm clothes. Other people drink hot coffee or tea all day. At night, people put many covers on their beds. Others think that doing the opposite helps. For example, some people think that a cold shower will keep you warm. They say that cold plus cold equals hot. {bk10-l4b-f6-02.mp3}
-RESPONSE: People do different things to keep warm on cold days.
-
-# Source: ST §Summer With Grandparents
-$DIALOGUE Summer With Grandparents
-ID: l4-s16
-INTRO: Read about Peg, Paul, and Mark's summer visits to their grandparents. As you read, ask yourself: what is this paragraph really about?
-INSTRUCTION: Read the paragraph.
-
-LINE: Peg and Paul visit their grandparents, Mr. and Mrs. Lee, for two weeks every summer.
-LINE: Their cousin Mark visits with them, too.
-LINE: The children really enjoy staying with their grandparents.
-LINE: Mr. and Mrs. Lee take them swimming and sightseeing often.
-LINE: Mr. Lee also takes the boys fishing. Peg doesn't go with them because she doesn't like to fish.
-LINE: When the boys go fishing, Peg and her grandmother go shopping.
-LINE: Peg, Paul, and Mark think two weeks is not long enough for a visit with their grandparents.
-LINE: They'd like to stay all summer.
-
-# Source: ST §Write the Topic and Main Idea
-$PRODUCE Topic and Main Idea
-ID: l4-s17
-REFERENCE
-INTRO: Now name it: write the topic of the paragraph in a few words, then its main idea as a complete sentence.
-INSTRUCTION: Write the topic and the main idea of the paragraph.
-INPUT: type
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept reasonable summaries. Topic should be short (e.g., visiting grandparents); main idea should be a complete sentence expressing that the children enjoy their summer visits.
-
-PROMPT: Write the topic of the paragraph.
-RESPONSE: A summer visit with grandparents.
-
-PROMPT: Write the main idea in a complete sentence.
-RESPONSE: Peg, Paul, and Mark enjoy visiting their grandparents in the summer and doing fun activities.
-
-# Source: ST §What Do You Want to Call It?
-$SELECT The Best Title
-ID: l4-s18
-REFERENCE
-INTRO: A title is a main idea in disguise. Tap the best title for the paragraph about the summer visits.
-INSTRUCTION: Select the best title for the paragraph.
-OPTION: a | Peg, Paul, and Mark
-OPTION: b | Summer With Grandfather and Grandmother
-OPTION: c | Swimming and Sightseeing in the Summer
-
-TEMPLATE: What is the best title?
-ANSWER: b
-
-$SESSION 4-4: Occupations and the News
+$SESSION 4-4: Occupations, Weather, and Time
# Source: LLA 4B Figure 1
$DIALOGUE Occupations
ID: 4b-f1
-INTRO: New part, new question: "What do you do?" Listen to the words for jobs and the people who do them, and repeat each one.
+INTRO: New part, new goal: asking and answering "What does he do?", "How's the weather?", and "What time is it?" First, the jobs — listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -845,194 +822,116 @@ LINE: What kind of work does he do? {bk10-l4b-f1-03.mp3}
LINE: What does he do? {bk10-l4b-f1-04.mp3}
VOCAB: dentist
-LINE: Dentist. {page_081_001.jpg} {bk10-l4b-f1-05.mp3}
-LINE: A dentist is a doctor. {page_081_001.jpg} {bk10-l4b-f1-06.mp3}
-LINE: She works on people's teeth. {page_081_001.jpg} {bk10-l4b-f1-07.mp3}
+LINE: A dentist is a doctor. She works on people's teeth. {page_081_001.jpg} {bk10-l4b-f1-05.mp3}
VOCAB: businesswoman
-LINE: Businesswoman. {page_081_002.jpg} {bk10-l4b-f1-08.mp3}
VOCAB: company
-LINE: Company. {page_081_002.jpg} {bk10-l4b-f1-09.mp3}
-LINE: She's a businesswoman. {page_081_002.jpg} {bk10-l4b-f1-10.mp3}
-LINE: Rita and her husband own an insurance company. {page_081_002.jpg} {bk10-l4b-f1-11.mp3}
+LINE: She's a businesswoman. Rita and her husband own an insurance company. {page_081_002.jpg} {bk10-l4b-f1-06.mp3}
VOCAB: salesman
-LINE: Salesman. {page_081_003.jpg} {bk10-l4b-f1-12.mp3}
-LINE: He sells cars. He's a salesman. {page_081_003.jpg} {bk10-l4b-f1-13.mp3}
+LINE: He sells cars. He's a salesman. {page_081_003.jpg} {bk10-l4b-f1-07.mp3}
+LINE: Alice takes money from customers at a restaurant. {page_081_004.jpg} {bk10-l4b-f1-08-a.mp3}
VOCAB: cashier
-LINE: Cashier. {page_081_004.jpg} {bk10-l4b-f1-14.mp3}
+LINE: She's a cashier. {page_081_004.jpg} {bk10-l4b-f1-08-b.mp3}
VOCAB: boss
-LINE: Boss. {page_081_004.jpg} {bk10-l4b-f1-15.mp3}
-LINE: Alice takes money from customers at a restaurant. {page_081_004.jpg} {bk10-l4b-f1-16.mp3}
-LINE: She's a cashier. {page_081_004.jpg} {bk10-l4b-f1-17.mp3}
-LINE: Mr. Jones owns the restaurant. {page_081_004.jpg} {bk10-l4b-f1-18.mp3}
-LINE: He's her boss. {page_081_004.jpg} {bk10-l4b-f1-19.mp3}
+LINE: Mr. Jones owns the restaurant. He's her boss. {page_081_004.jpg} {bk10-l4b-f1-08-c.mp3}
VOCAB: secretary
-LINE: Secretary. {page_081_005.jpg} {bk10-l4b-f1-20.mp3}
-LINE: He's the new secretary for the school. {page_081_005.jpg} {bk10-l4b-f1-21.mp3}
-LINE: He types 55 words a minute. {page_081_005.jpg} {bk10-l4b-f1-22.mp3}
+LINE: He's the new secretary for the school. {page_081_005.jpg} {bk10-l4b-f1-09-a.mp3}
+LINE: He types 55 words a minute. {page_081_005.jpg} {bk10-l4b-f1-09-b.mp3}
VOCAB: driver
-LINE: Driver. {page_081_006.jpg} {bk10-l4b-f1-23.mp3}
-LINE: He's the new driver for the school bus. {page_081_006.jpg} {bk10-l4b-f1-24.mp3}
-LINE: He's a bus driver. {page_081_006.jpg} {bk10-l4b-f1-25.mp3}
+LINE: He's the new driver for the school bus. {page_081_006.jpg} {bk10-l4b-f1-10-a.mp3}
+LINE: He's a bus driver. {page_081_006.jpg} {bk10-l4b-f1-10-b.mp3}
+
+# Source: ST §What Kind of Work Do You Do? (distinct items salvaged from the dropped TTS twin of LLA 4B Figure 1)
+$DIALOGUE More Job Words
+ID: 4b-f1-b
+INTRO: A few more job words the tape skipped: "salesperson" and "businessman". Listen and repeat.
+INSTRUCTION: Listen and repeat.
+REPEAT
-# Salvaged from the dropped ST §What Kind of Work Do You Do? (TTS lines — the ST panel's distinct items)
-LINE: Rita sells houses, and so does Joseph. {st-page_138_001.jpg}
-VOCAB: saleswoman
VOCAB: salesperson | salespeople
-LINE: Rita is a saleswoman, Joseph is a salesman — together they're salespeople. {st-page_138_001.jpg}
+LINE: Joseph and Rita are salespeople.
+LINE: They sell houses. {st-page_138_001.jpg}
+LINE: Joseph is a salesman, and Rita is a saleswoman. {st-page_138_001.jpg}
+
+VOCAB: businessman
+LINE: Mr. Soto is a businessman.
+LINE: He owns a clothing store. {st-page_138_003.jpg}
+LINE: He's the boss in his store.
+LINE: He has a salesperson working for him. {st-page_138_003.jpg}
# Source: LLA 4B Figure 2
-$SELECT Name That Occupation
+$SELECT Name the Occupation
ID: 4b-f2
-INTRO: Now play detective. Listen to what each person does, tap their occupation, then repeat the answer.
+INTRO: Listen to what each person does all day, then tap the job that fits. Repeat the answer sentence afterwards.
INSTRUCTION: Tap the correct occupation.
REPEAT
OPTION: a | businessman
-OPTION: b | driver
+OPTION: b | truck driver
OPTION: c | cashier
-OPTION: d | businesswoman / saleswoman
+OPTION: d | saleswoman
OPTION: e | dentist
OPTION: f | secretary
PROMPT: He works in a grocery store. The customers pay him for their food. What's his occupation? {bk10-l4b-f2-01-q.mp3}
ANSWER: c
-FEEDBACK: The cashier takes the customers' money for food. {bk10-l4b-f2-01-a.mp3}
+FEEDBACK: The cashier takes the customers' money for food. {bk10-l4b-f2-01-fb.mp3}
PROMPT: Jack drives a truck for a furniture store. What's his job? {bk10-l4b-f2-02-q.mp3}
ANSWER: b
-FEEDBACK: He's a truck driver. {bk10-l4b-f2-02-a.mp3}
+FEEDBACK: He's a truck driver. {bk10-l4b-f2-02-fb.mp3}
PROMPT: Mary sells towels in a department store. What is her job? {bk10-l4b-f2-03-q.mp3}
ANSWER: d
-FEEDBACK: A saleswoman sells things. {bk10-l4b-f2-03-a.mp3}
+FEEDBACK: A saleswoman sells things. {bk10-l4b-f2-03-fb.mp3}
PROMPT: Mark owns a drugstore. What's his occupation? {bk10-l4b-f2-04-q.mp3}
ANSWER: a
-FEEDBACK: He's a businessman. {bk10-l4b-f2-04-a.mp3}
+FEEDBACK: He's a businessman. {bk10-l4b-f2-04-fb.mp3}
PROMPT: Alice works for an insurance company. She types, writes letters, and answers the phone. What is she? {bk10-l4b-f2-05-q.mp3}
ANSWER: f
-FEEDBACK: A secretary usually types and answers the phone. {bk10-l4b-f2-05-a.mp3}
+FEEDBACK: A secretary usually types and answers the phone. {bk10-l4b-f2-05-fb.mp3}
PROMPT: He cleaned and filled my teeth. What's his occupation? {bk10-l4b-f2-06-q.mp3}
ANSWER: e
-FEEDBACK: A dentist cleans and fills teeth. {bk10-l4b-f2-06-a.mp3}
+FEEDBACK: A dentist cleans and fills teeth. {bk10-l4b-f2-06-fb.mp3}
# Source: ST §Let's Talk About Occupations.
-$DIALOGUE Small Talk: Occupations
+$DIALOGUE Let's Talk About Occupations
ID: l4-s26
-INTRO: Here's how people actually ask about work — eight quick exchanges. Repeat each one; you'll be asked these questions for the rest of your life.
-INSTRUCTION: Repeat and read these dialogs.
+INTRO: Here's how job talk sounds in real conversations — questions and answers together. Listen and repeat each exchange.
+INSTRUCTION: Listen and repeat.
REPEAT
LINE: What kind of work do you do? — I'm a salesman. I sell cars.
+
LINE: How's your work? — Not good. I'm looking for another job.
+
LINE: Do you have a job? — No, I'm out of work right now.
+
LINE: What kind of job do you have? — I'm a taxi driver.
+
LINE: Where do you work? — I'm a secretary at the First State Bank.
+
LINE: What are you working on? — I'm writing an article for the Dallas Times.
+
LINE: What kind of job are you looking for? — I think I'd be a good salesman.
+
LINE: What kind of work would you like to do? — I'd like to be a nurse.
-# Source: ST §What's It All About?
-$SELECT A Good Businessman — Best Summary
-ID: l4-s27
-INTRO: Read the short paragraph about a dentist who is also a good businessman, then tap the summary that says it all — a quick main-idea check with your new job words.
-INSTRUCTION: Read the paragraph and tap the best summary.
-OPTION: a | Dentists are good businessmen. They work on people's teeth and call them every six months.
-OPTION: b | Most people don't like to visit dentists, but usually they have a pleasant visit.
-OPTION: c | A good businessman keeps his customers happy. A good dentist and his secretary can make a visit pleasant.
+# SKIPPED (book): ST "HE'S A DENTIST, YOU'RE A PILOT..." — open group activity, no solo path.
-TEMPLATE: My dentist is a good doctor and a good businessman. He checks my teeth every six months. When it's time for a visit, his secretary calls me. Most people don't like to visit a dentist. My dentist and his secretary make my visits pleasant. A good businessman keeps his customers happy.
-ANSWER: c
-
-# Source: ST §Mr. Jacobs Writes Articles.
-$DIALOGUE Mr. Jacobs Writes Articles
-ID: l4-s7
-INTRO: Meet Mr. Jacobs, a famous writer — one more occupation, and your introduction to the words of the news. Read the paragraphs.
-INSTRUCTION: Read the paragraphs.
-
-VOCAB: famous
-VOCAB: writer
-LINE: Mr. Jacobs is a famous writer. He lives in Dallas, but people everywhere know about him. {st-page_141_001.jpg}
-
-LINE: He writes stories about different things. {st-page_141_002.jpg}
-VOCAB: article
-VOCAB: newspaper
-VOCAB: magazine
-LINE: Then, he sells these stories or articles to newspapers and magazines. {st-page_141_002.jpg}
-LINE: You can find some of his articles in magazines all around the world.
-LINE: He also writes newspaper articles for his town paper.
-
-VOCAB: news
-LINE: These articles are usually about local news.
-LINE: For example, last week he wrote an article about the new library for the south side of the city; another article was about the high number of accidents on the weekends; and another was about the city water company.
-
-LINE: Articles for magazines are usually longer. Of course, it also takes Mr. Jacobs longer to write them.
-
-VOCAB: work on
-LINE: Right now he's working on an article about the American family in today's world.
-LINE: Mr. Jacobs enjoys his work very much.
-
-# Source: LLA 4C Figure 4 (word list kept as pronunciation reinforcement after the Mr. Jacobs reading)
-$DIALOGUE News Words — Pronunciation
-ID: 4c-f4-a
-INTRO: Now hear the news words from the tape and repeat each one clearly.
-INSTRUCTION: Repeat each word.
-REPEAT
-
-LINE: articles {bk10-l4c-f4-01.mp3}
-LINE: famous {bk10-l4c-f4-02.mp3}
-LINE: magazines {page_087_002.jpg} {bk10-l4c-f4-03.mp3}
-LINE: news {bk10-l4c-f4-04.mp3}
-LINE: newspapers {page_087_001.jpg} {bk10-l4c-f4-05.mp3}
-
-# Source: LLA 4C Figure 4
-$PRODUCE News Words in Sentences
-ID: 4c-f4-b
-INPUT: type
-CHECK: exact
-INTRO: Put the news words to work. Listen to each sentence, type the missing word, then repeat the full sentence.
-INSTRUCTION: Type the missing word.
-REPEAT
-
-TEMPLATE: Many people read ____{newspapers} every day.
-PROMPT: Many people read newspapers every day. {bk10-l4c-f4-06.mp3}
-RESPONSE: Many people read newspapers every day. {bk10-l4c-f4-06-r.mp3}
-
-TEMPLATE: The information or ____{news} in them is usually about something interesting or exciting.
-PROMPT: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-07.mp3}
-RESPONSE: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-07-r.mp3}
-
-TEMPLATE: There are ____{magazines} about many different kinds of things.
-PROMPT: There are magazines about many different kinds of things. {bk10-l4c-f4-08.mp3}
-RESPONSE: There are magazines about many different kinds of things. {bk10-l4c-f4-08-r.mp3}
-
-TEMPLATE: There are magazines about the news, about sports, about travel, and about ____{famous} people.
-PROMPT: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-09.mp3}
-RESPONSE: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-09-r.mp3}
-
-TEMPLATE: The different kinds of information in magazines and newspapers are called ____{articles}.
-PROMPT: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-10.mp3}
-RESPONSE: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-10-r.mp3}
-
-# SKIPPED (book): ST "HE'S A DENTIST, YOU'RE A PILOT..." — open group activity to practice occupations, no solo path.
-# SKIPPED (book): ST Reading Skill "HOW MUCH?" and "FLOWERS" — timed scanning exercises; the ad images needed to answer are missing.
-# SKIPPED (source master decision): ST §What Kind of Work Do You Do? — TTS twin of the cassette occupations presentation (LLA 4B Figure 1); its distinct "saleswoman / salesperson" item and image were merged into the kept activity.
-
-$SESSION 4-5: Weather, Time, and "It"
-
-# Source: ST §Is It Going to Be Cold All Day?
-$GRAMMAR Weather, Time, and "It"
+# Source: ST §Is It Going to Be Cold All Day? (tappable audio added)
+$GRAMMAR "It" for Weather, Time, and Distance
ID: l4-s19
-INTRO: In this part you'll talk about the weather, the temperature, and the time — and the little word English uses for all of them: "it". Nobody knows what "it" is exactly, but you can't discuss the weather without it.
+INTRO: One small word does a lot of work in English. Use "it" to talk about weather, temperature, time, and distance — no other subject needed.
-Use **it** when you talk about the weather, the temperature, the time, or distance.
+Use **it** when you talk about weather, temperature, time, or distance.
* {Is it cold outside? Yes, it's 35 degrees.}
* {What time is it? It's 5:30.}
@@ -1041,31 +940,15 @@ Use **it** when you talk about the weather, the temperature, the time, or distan
* {Is it going to be hot today? No, it's going to be cool all day.}
* {How far is it to Austin from here? It's about 78 miles.}
-# Source: LLA 4B Figure 3
-$DIALOGUE Eight American Cities
-ID: 4b-f3-a
-INTRO: You'll work with a weather chart for eight American cities. First, listen to the city names and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Los Angeles. {bk10-l4b-f3-01.mp3}
-LINE: New York. {bk10-l4b-f3-02.mp3}
-LINE: San Francisco. {bk10-l4b-f3-03.mp3}
-LINE: Washington. {bk10-l4b-f3-04.mp3}
-LINE: Phoenix. {bk10-l4b-f3-05.mp3}
-LINE: Detroit. {bk10-l4b-f3-06.mp3}
-LINE: Las Vegas. {bk10-l4b-f3-07.mp3}
-LINE: Chicago. {bk10-l4b-f3-08.mp3}
-
-# Source: LLA 4B Figure 3
-$GRAMMAR The Weather Chart
-ID: 4b-f3-grammar
-INTRO: Here's last night's weather report for those eight cities — the kind of chart you'd find in a newspaper. Study it; questions are coming.
+# Source: LLA 4B Figure 3 (chart)
+$GRAMMAR The Weather in Some Major Cities
+ID: 4b-f3-chart
+INTRO: Here's last night's weather report for eight cities. Study the chart and the key — you'll answer questions from it next.
**THE WEATHER IN SOME MAJOR CITIES**
Last night, 10:35 PM
-| City | Weather | Temp |
+| City | Condition | Temp |
|---|---|---|
| Los Angeles | r | 60 |
| New York | cl | 41 |
@@ -1083,15 +966,15 @@ r = rainy
sy = sunny
w = windy
-# Source: LLA 4B Figure 3
-$PRODUCE Reading the Weather Chart
-ID: 4b-f3-b
-INTRO: Now answer questions from the chart — temperatures and weather, city by city. Answer aloud, then repeat the correct answer. The chart stays open for you.
+# Source: LLA 4B Figure 3 (questions)
+$PRODUCE Weather Questions
+ID: 4b-f3
+REFERENCE: 4b-f3-chart
+INTRO: Answer questions about the weather chart aloud, with "it": "It was 60 degrees", "It was rainy". Open the chart whenever you need it, then repeat the model answer.
INSTRUCTION: Answer aloud based on the chart.
INPUT: speak
CHECK: reveal
REPEAT
-REFERENCE: 4b-f3-grammar
EXAMPLE
PROMPT: What was the temperature in Chicago? {bk10-l4b-f3-ex1-q.mp3}
@@ -1143,353 +1026,100 @@ RESPONSE: It was 42 degrees. {bk10-l4b-f3-13-a.mp3}
PROMPT: Was it windy or rainy? {bk10-l4b-f3-14-q.mp3}
RESPONSE: It was windy. {bk10-l4b-f3-14-a.mp3}
-# Source: ST §It's Cold and Windy. (chart lines recast as spoken "it" sentences)
-$DIALOGUE Weather Around the Country
+# Source: ST §It's Cold and Windy. (chart lines rewritten as spoken "it" sentences)
+$DIALOGUE Weather Reports
ID: l4-s20
-INTRO: Five more cities, five more forecasts. Listen to each report — every one runs on "it".
-INSTRUCTION: Listen to the weather reports.
+INTRO: Five more cities, read like a radio weather report — every sentence starts with "it". Just listen and read along.
+INSTRUCTION: Read the weather reports.
-LINE: In New York it's windy and cold. It's 35 degrees.
-NOTES: New York: windy and cold, 35°
+LINE: In New York, it's windy and cold.
+LINE: It's 35 degrees.
-LINE: In Atlanta it's sunny and cool. It's 52 degrees.
-NOTES: Atlanta: sunny and cool, 52°
+LINE: In Atlanta, it's sunny and cool.
+LINE: It's 52 degrees.
-LINE: In Washington D.C. it's cloudy and cold. It's 42 degrees.
-NOTES: Washington D.C.: cloudy and cold, 42°
+LINE: In Washington D.C., it's cloudy and cold.
+LINE: It's 42 degrees.
-LINE: In Los Angeles it's cloudy and warm. It's 68 degrees.
-NOTES: Los Angeles: cloudy and warm, 68°
+LINE: In Los Angeles, it's cloudy and warm.
+LINE: It's 68 degrees.
-LINE: In Houston it's rainy and warm. It's 74 degrees.
-NOTES: Houston: rainy and warm, 74°
+LINE: In Houston, it's rainy and warm.
+LINE: It's 74 degrees.
-# SKIPPED (book): ST "Time Around the World" — twelve clock faces with no printed questions to answer from.
+# Source: ST §Let's Talk About the Weather.
+$DIALOGUE Let's Talk About the Weather
+ID: l4-s25
+INTRO: Weather is the world's most reliable small-talk topic. Listen and repeat these exchanges.
+INSTRUCTION: Listen and repeat.
+REPEAT
-# Source: LLA 4B Figure 4
-$PRODUCE Write the Time
-ID: 4b-f4-a
-INTRO: Time practice, ears first. Listen to the time and type it using numbers.
-INSTRUCTION: Type the time you hear.
-INPUT: type
-CHECK: exact
+LINE: How's the weather in Dallas? — It's very pleasant right now.
-PROMPT: Number 1: it's 6. {bk10-l4b-f4-01.mp3}
-RESPONSE: 6:00
-ACCEPT: 6 | 6:00
+LINE: How do you like this rainy weather? — It's good weather for my vegetables.
-PROMPT: Number 2: it's 7:30. {bk10-l4b-f4-02.mp3}
-RESPONSE: 7:30
+LINE: Do you think it'll snow today? — Yes, it may. Look at those clouds.
-PROMPT: Number 3: it's 12:15. {bk10-l4b-f4-03.mp3}
-RESPONSE: 12:15
+LINE: When do you think the weather will change? — I don't know, but I hope it rains soon.
-PROMPT: Number 4: it's 7. {bk10-l4b-f4-04.mp3}
-RESPONSE: 7:00
-ACCEPT: 7 | 7:00
+LINE: How's the weather in Houston? — Very hot this time of year.
-PROMPT: Number 5: it's 5:20. {bk10-l4b-f4-05.mp3}
-RESPONSE: 5:20
+LINE: That was a nice shower this afternoon. — Yes, it cooled things off.
-PROMPT: Number 6: it's 10:45. {bk10-l4b-f4-06.mp3}
-RESPONSE: 10:45
+LINE: Is it always this hot in Dallas? — No, it's only hot in the summer.
+
+LINE: Is the weather colder in Houston or Dallas? — It's colder in Dallas. In the winter it snows there.
# Source: LLA 4B Figure 4
$PRODUCE What Time Is It?
-ID: 4b-f4-b
-INTRO: Now you're the clock. Read the time on the screen, listen to the question, answer aloud, then repeat the correct answer.
+ID: 4b-f4
+INTRO: Now "it" tells the time. Look at each clock, answer the question aloud, then repeat the model answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-TEMPLATE: (6:00) It's time to get up.
-PROMPT: What time is it? {bk10-l4b-f4-07-q.mp3}
-RESPONSE: It's 6. {bk10-l4b-f4-07-a.mp3}
+PROMPT: What time is it? {page_083_001.jpg} {bk10-l4b-f4-01-q.mp3}
+RESPONSE: It's 6. It's time to get up. {bk10-l4b-f4-01-a.mp3}
-TEMPLATE: (7:30) It's time for class.
-PROMPT: Is it time to sleep? {bk10-l4b-f4-08-q.mp3}
-RESPONSE: No. It's 7:30. {bk10-l4b-f4-08-a.mp3}
+PROMPT: Is it time to sleep? {page_083_002.jpg} {bk10-l4b-f4-02-q.mp3}
+RESPONSE: No. It's 7:30. It's time for class. {bk10-l4b-f4-02-a.mp3}
-TEMPLATE: (12:15) It's time to eat.
-PROMPT: What time is it? {bk10-l4b-f4-09-q.mp3}
-RESPONSE: It's 12:15. {bk10-l4b-f4-09-a.mp3}
+PROMPT: What time is it? {page_083_003.jpg} {bk10-l4b-f4-03-q.mp3}
+RESPONSE: It's 12:15. It's time to eat. {bk10-l4b-f4-03-a.mp3}
-TEMPLATE: (7:00) It's your free time.
-PROMPT: Is it time to relax? {bk10-l4b-f4-10-q.mp3}
-RESPONSE: Yes. It's 7. {bk10-l4b-f4-10-a.mp3}
+PROMPT: Is it time to relax? {page_083_004.jpg} {bk10-l4b-f4-04-q.mp3}
+RESPONSE: Yes. It's 7. It's your free time. {bk10-l4b-f4-04-a.mp3}
-TEMPLATE: (5:20) It's time to eat supper.
-PROMPT: Is it time for breakfast? {bk10-l4b-f4-11-q.mp3}
-RESPONSE: No. It's 5:20. {bk10-l4b-f4-11-a.mp3}
+PROMPT: Is it time for breakfast? {page_083_005.jpg} {bk10-l4b-f4-05-q.mp3}
+RESPONSE: No. It's 5:20. It's time to eat supper. {bk10-l4b-f4-05-a.mp3}
-TEMPLATE: (10:45) It's time to go to sleep.
-PROMPT: What time is it? {bk10-l4b-f4-12-q.mp3}
-RESPONSE: It's 10:45. {bk10-l4b-f4-12-a.mp3}
+PROMPT: What time is it? {page_083_006.jpg} {bk10-l4b-f4-06-q.mp3}
+RESPONSE: It's 10:45. It's time to go to sleep. {bk10-l4b-f4-06-a.mp3}
-# Source: ST §Let's Talk About the Weather.
-$DIALOGUE Small Talk: The Weather
-ID: l4-s25
-INTRO: Weather talk — humanity's favorite safe topic. Repeat these eight exchanges and you'll never run out of conversation.
-INSTRUCTION: Repeat and read these dialogs.
-REPEAT
+# SKIPPED (book): ST "Time Around the World" — 12 clocks, but no printed questions to answer.
-LINE: How's the weather in Dallas? — It's very pleasant right now.
-LINE: How do you like this rainy weather? — It's good weather for my vegetables.
-LINE: Do you think it'll snow today? — Yes, it may. Look at those clouds.
-LINE: When do you think the weather will change? — I don't know, but I hope it rains soon.
-LINE: How's the weather in Houston? — Very hot this time of year.
-LINE: That was a nice shower this afternoon. — Yes, it cooled things off.
-LINE: Is it always this hot in Dallas? — No, it's only hot in the summer.
-LINE: Is the weather colder in Houston or Dallas? — It's colder in Dallas. In the winter it snows there.
-
-$SESSION 4-6: Distances and Travel
-
-# Source: LLA 4C Figure 1
-$SELECT Which Word Do You Hear?
-ID: 4c-f1-a
-INTRO: In this part you'll learn to ask how far it is from one place to another. Warm up your ears first: listen to lines from a conversation and tap the word you hear in each one.
-INSTRUCTION: Tap the word you hear.
-
-TEMPLATE: Sam: How ____ is it from Houston to Dallas?
-PROMPT: How far is it from Houston to Dallas? {bk10-l4c-f1-01.mp3}
-OPTION: a | far
-OPTION: b | near
-ANSWER: a
-
-TEMPLATE: Jan: Oh, it's ____ two hundred and fifty miles.
-PROMPT: Oh, it's about 250 miles. {bk10-l4c-f1-02.mp3}
-OPTION: a | among
-OPTION: b | about
-ANSWER: b
-
-TEMPLATE: Sam: Could you find out the ____ number of miles for me?
-PROMPT: Could you find out the exact number of miles for me? {bk10-l4c-f1-03.mp3}
-OPTION: a | exact
-OPTION: b | exactly
-ANSWER: a
-
-TEMPLATE: Jan: Well, in my opinion, Houston is more ____.
-PROMPT: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-04.mp3}
-OPTION: a | pleasant
-OPTION: b | pleased
-ANSWER: a
-
-# Source: LLA 4C Figure 1 (ST §It's Not Very Far. dropped as a TTS twin; its "pleasant" vocab tag kept here)
-$DIALOGUE It's Not Very Far
-ID: 4c-f1-b
-INTRO: Sam is planning a Texas road trip and Jan has the map. Listen to the whole conversation and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Sam: How far is it from Houston to Dallas? {bk10-l4c-f1-05.mp3}
-Jan: Oh, it's about 250 miles. {bk10-l4c-f1-06.mp3}
-Sam: Could you find out the exact number of miles for me? {bk10-l4c-f1-07.mp3}
-Jan: Sure. Let me check my map. {bk10-l4c-f1-08.mp3}
-LINE: It's 243 miles. {bk10-l4c-f1-09.mp3}
-Sam: Which city do you think is nicer to visit? {bk10-l4c-f1-10.mp3}
-
-VOCAB: pleasant
-Jan: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-11.mp3}
-Sam: That's good. I'm driving to Houston first. {bk10-l4c-f1-12.mp3}
-LINE: Then from there I might drive to Dallas. {bk10-l4c-f1-13.mp3}
-Jan: Well, have a good trip. {bk10-l4c-f1-14.mp3}
-Sam: Thanks. {bk10-l4c-f1-15.mp3}
-
-# Source: ST §How Far Is It To Uncle Steve's House?
-$DIALOGUE How Far Is It?
-ID: l4-s21
-INTRO: Five quick exchanges about distance. Notice the two kinds of answers — miles, or how long it takes. Repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Student1: How far is it to Houston?
-Student2: It's about 250 miles.
-
-Student1: How far did Sgt Mitchell drive yesterday?
-Student2: He drove 650 miles.
-
-Student1: How far is it to San Francisco?
-Student2: I don't know in miles, but it takes four and a half hours by plane.
-
-Student1: How far is Aunt Julie's house?
-Student2: It takes about thirty minutes to get there.
-
-Student1: How far is it to your grandmother's house?
-Student2: It's not far. She lives right outside the city.
-
-# Source: ST §It Takes About...
-$GRAMMAR Miles Between Texas Cities
-ID: l4-s22
-INTRO: Here's a mileage chart for four Texas cities, and the two ways to answer "How far is it?" — in miles, or with "it takes" and a time.
-
-**Miles Between Texas Cities**
-
-| AUSTIN | | | |
-|---|---|---|---|
-| 192 | DALLAS | | |
-| 164 | 245 | HOUSTON | |
-| 78 | 270 | 197 | SAN ANTONIO |
-
-**Example: How far is it to Dallas?**
-* {It's 270 miles from San Antonio to Dallas.}
-* {It's about 270 miles.}
-* {It takes about 5 hours to get there by car.}
-* {It takes about an hour by plane.}
-
-# Source: LLA 4C Figure 2
-$DIALOGUE Cities on the Map {page_086_001.jpg}
-ID: 4c-f2-a
-INTRO: Now you'll work with a map of the American Southwest. Listen to the names of the six cities on it and repeat them.
-INSTRUCTION: Repeat each city name.
-REPEAT
-
-LINE: Sacramento {bk10-l4c-f2-01.mp3}
-LINE: San Francisco {bk10-l4c-f2-02.mp3}
-LINE: Las Vegas {bk10-l4c-f2-03.mp3}
-LINE: Los Angeles {bk10-l4c-f2-04.mp3}
-LINE: San Diego {bk10-l4c-f2-05.mp3}
-LINE: Phoenix {bk10-l4c-f2-06.mp3}
-
-# Source: LLA 4C Figure 2
-$PRODUCE How Far? How Long? {page_086_001.jpg}
-ID: 4c-f2-b
-INPUT: speak
-CHECK: reveal
-INTRO: Each pair of cities gets two questions: first the distance in miles, then the driving time. Read the map, answer aloud, and repeat the correct answers.
-INSTRUCTION: Answer the questions aloud based on the map.
-REPEAT
-
-EXAMPLE
-PROMPT: How far is it from San Diego to Los Angeles? (miles) {bk10-l4c-f2-ex1-q.mp3}
-RESPONSE: It's 127 miles. {bk10-l4c-f2-ex1-a.mp3}
-
-EXAMPLE
-PROMPT: How far is it from San Diego to Los Angeles? (time) {bk10-l4c-f2-ex2-q.mp3}
-RESPONSE: It takes 2 hours and 50 minutes. {bk10-l4c-f2-ex2-a.mp3}
-
-PROMPT: How far is it from San Diego to Phoenix? (miles) {bk10-l4c-f2-07-q.mp3}
-RESPONSE: It's 353 miles. {bk10-l4c-f2-07-a.mp3}
-
-PROMPT: How far is it from San Diego to Phoenix? (time) {bk10-l4c-f2-08-q.mp3}
-RESPONSE: It takes 7 hours and 35 minutes. {bk10-l4c-f2-08-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Sacramento? (miles) {bk10-l4c-f2-09-q.mp3}
-RESPONSE: It's 386 miles. {bk10-l4c-f2-09-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Sacramento? (time) {bk10-l4c-f2-10-q.mp3}
-RESPONSE: It takes 8 hours to drive from Los Angeles to Sacramento. {bk10-l4c-f2-10-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Las Vegas? (miles) {bk10-l4c-f2-11-q.mp3}
-RESPONSE: It's 276 miles. {bk10-l4c-f2-11-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Las Vegas? (time) {bk10-l4c-f2-12-q.mp3}
-RESPONSE: It takes 5 hours and 50 minutes. {bk10-l4c-f2-12-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Phoenix? (miles) {bk10-l4c-f2-13-q.mp3}
-RESPONSE: It's 376 miles. {bk10-l4c-f2-13-a.mp3}
-
-PROMPT: How far is it from Los Angeles to Phoenix? (time) {bk10-l4c-f2-14-q.mp3}
-RESPONSE: It takes 8 hours and 5 minutes. {bk10-l4c-f2-14-a.mp3}
-
-# Source: LLA 4C Figure 2
-$PRODUCE Ask About the Distance {page_086_001.jpg}
-ID: 4c-f2-c
-INPUT: speak
-CHECK: reveal
-INTRO: Now switch roles: you hear two cities, and you ask the question — "How far is it from... to...?" Repeat the correct question, then listen to the answer.
-INSTRUCTION: Ask the question about the two cities.
-REPEAT
-
-PROMPT: Las Vegas and Phoenix. {bk10-l4c-f2-15-q.mp3}
-RESPONSE: How far is it from Las Vegas to Phoenix? {bk10-l4c-f2-15-a.mp3}
-
-PROMPT: San Francisco and Sacramento. {bk10-l4c-f2-16-q.mp3}
-RESPONSE: How far is it from San Francisco to Sacramento? {bk10-l4c-f2-16-a.mp3}
-
-PROMPT: Los Angeles and Las Vegas. {bk10-l4c-f2-17-q.mp3}
-RESPONSE: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-17-a.mp3}
-
-PROMPT: San Diego and Phoenix. {bk10-l4c-f2-18-q.mp3}
-RESPONSE: How far is it from San Diego to Phoenix? {bk10-l4c-f2-18-a.mp3}
-
-PROMPT: San Diego and Los Angeles. {bk10-l4c-f2-19-q.mp3}
-RESPONSE: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-19-a.mp3}
-
-$SESSION 4-7: Conversations — Collecting and Shopping
-
-# Source: LLA 4B Figure 5 (ST §Do You Collect Anything? dropped as a TTS twin; its image and "collect / collection" vocab kept here)
-$DIALOGUE Do You Collect Anything? {st-page_142_001.jpg}
+# Source: LLA 4B Figure 5 (cassette version kept; ST TTS twin "Do You Collect Anything?" dropped)
+$DIALOGUE Do You Collect Anything?
ID: 4b-f5
-INTRO: In this part you'll follow two full conversations — and then take a role in one yourself. First: Bruce and Ben plan their Saturday. Ben collects coins; Bruce collects test papers, which he insists is different. Repeat each line.
+INTRO: Bruce and Ben make weekend plans — coins, car repairs, and a baseball game. Listen and repeat each line.
INSTRUCTION: Listen and repeat.
REPEAT
Bruce: What are you going to do this Saturday, Ben? Are you going to do anything interesting? {bk10-l4b-f5-01.mp3}
-VOCAB: to collect
-VOCAB: collection
Ben: Well, I'm going to add some coins to my collection. Do you collect anything? {bk10-l4b-f5-02.mp3}
Bruce: No. All I collect is my students' papers after a test. But that's different. {bk10-l4b-f5-03.mp3}
-Ben: What are YOU doing Saturday? {bk10-l4b-f5-04.mp3}
+Ben: What are you doing Saturday? {bk10-l4b-f5-04.mp3}
Bruce: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket. {bk10-l4b-f5-05.mp3}
Ben: Sure. Where can I meet you? {bk10-l4b-f5-06.mp3}
-Bruce: How about my apartment, at five? {bk10-l4b-f5-07.mp3}
+Bruce: How about my apartment at 5? {bk10-l4b-f5-07.mp3}
Ben: Good. See you then. {bk10-l4b-f5-08.mp3}
-# Source: LLA 4B Figure 5
-$PRODUCE Play Ben
-ID: 4b-f5-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now it's your conversation. You are Ben — read his lines aloud after each of Bruce's turns.
-INSTRUCTION: Read Ben's lines aloud.
-
-PROMPT: What are you going to do this Saturday, Ben? Are you going to do anything interesting? {bk10-l4b-f5-09.mp3}
-TEMPLATE: Well, I'm going to add some coins to my collection. Do you collect anything?
-RESPONSE: Well, I'm going to add some coins to my collection. Do you collect anything?
-
-PROMPT: No. All I collect is my students' papers after a test. But that's different. {bk10-l4b-f5-10.mp3}
-TEMPLATE: What are YOU doing Saturday?
-RESPONSE: What are YOU doing Saturday?
-
-PROMPT: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket. {bk10-l4b-f5-11.mp3}
-TEMPLATE: Sure. Where can I meet you?
-RESPONSE: Sure. Where can I meet you?
-
-PROMPT: How about my apartment at 5? {bk10-l4b-f5-12.mp3}
-TEMPLATE: Good. See you then.
-RESPONSE: Good. See you then.
-
-# Source: LLA 4B Figure 5
-$PRODUCE Play Bruce
-ID: 4b-f5-c
-INPUT: speak
-CHECK: reveal
-INTRO: Switch roles: now you're Bruce, and you start the conversation. Read Bruce's lines aloud.
-INSTRUCTION: Read Bruce's lines aloud.
-
-TEMPLATE: What are you going to do this Saturday, Ben? Are you going to do anything interesting?
-RESPONSE: What are you going to do this Saturday, Ben? Are you going to do anything interesting?
-
-PROMPT: Well, I'm going to add some coins to my collection. Do you collect anything? {bk10-l4b-f5-13.mp3}
-TEMPLATE: No. All I collect is my students' papers after a test. But that's different.
-RESPONSE: No. All I collect is my students' papers after a test. But that's different.
-
-PROMPT: What are you doing Saturday? {bk10-l4b-f5-14.mp3}
-TEMPLATE: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket.
-RESPONSE: I'm going to work on my car. I have to replace two tires. Then I'm going to a baseball game. Do you want to come with me? I have an extra ticket.
-
-PROMPT: Sure. Where can I meet you? {bk10-l4b-f5-15.mp3}
-TEMPLATE: How about my apartment, at five?
-RESPONSE: How about my apartment, at five?
-
-PROMPT: Good. See you then. {bk10-l4b-f5-16.mp3}
-
-# Source: ST §Do You Collect Anything? - True/False
-$SELECT Collecting — True or False?
+# Source: ST §Do You Collect Anything? - True/False (one item edited: the cassette dialog says "a baseball game", not "the Dodgers")
+$SELECT Do You Collect Anything? — True or False
ID: l4-s9
REFERENCE: 4b-f5
-INTRO: Quick memory check on Bruce and Ben. Tap True or False — and yes, you may peek at the conversation.
+INTRO: Six statements about Bruce and Ben's Saturday. Tap "True" or "False" — and replay the conversation if the details got away from you.
INSTRUCTION: Tap True or False.
OPTION: T | True
OPTION: F | False
@@ -1512,262 +1142,570 @@ ANSWER: F
PROMPT: Ben doesn't want to go to the baseball game.
ANSWER: F
-# Source: LLA 4C Figure 3
-$DIALOGUE Let's Go Shopping
-ID: 4c-f3-a
-INTRO: Second conversation: two friends, fifty dollars, and a pair of shoes that turned out too loose. Just listen — questions follow.
+$SESSION 4-5: Distances, Shopping, and the News
+
+# Source: LLA 4C Figure 1 (cassette version kept; ST TTS twin "It's Not Very Far." dropped — "pleasant" still appears here)
+$PRODUCE It's Not Very Far
+ID: 4c-f1
+INTRO: In this part you'll ask "How far is it?" and answer in miles and hours — then spend a little money at the mall and read some news. First, complete Sam and Jan's conversation: type the missing word, then repeat the line.
+INSTRUCTION: Type the correct word to complete the line.
+INPUT: type
+CHECK: exact
+REPEAT
+
+TEMPLATE: Sam: How ____{far} is it from Houston to Dallas? (far / near)
+PROMPT: How far is it from Houston to Dallas? {bk10-l4c-f1-01.mp3}
+RESPONSE: How far is it from Houston to Dallas? {bk10-l4c-f1-01a.mp3}
+
+TEMPLATE: Jan: Oh, it's ____{about} two hundred and fifty miles. (among / about)
+PROMPT: Oh, it's about 250 miles. {bk10-l4c-f1-02.mp3}
+RESPONSE: Oh, it's about 250 miles. {bk10-l4c-f1-02a.mp3}
+
+TEMPLATE: Sam: Could you find out the ____{exact} number of miles for me? (exact / exactly)
+PROMPT: Could you find out the exact number of miles for me? {bk10-l4c-f1-03.mp3}
+RESPONSE: Could you find out the exact number of miles for me? {bk10-l4c-f1-03a.mp3}
+
+TEMPLATE: Jan: Sure. Let me check my map. It's two hundred and forty-three miles.
+RESPONSE: Sure. Let me check my map. It's 243 miles. {bk10-l4c-f1-04a.mp3}
+
+TEMPLATE: Sam: Which city do you think is nicer to visit?
+RESPONSE: Which city do you think is nicer to visit? {bk10-l4c-f1-05a.mp3}
+
+TEMPLATE: Jan: Well, in my opinion, Houston is more ____{pleasant}. (pleasant / pleased)
+PROMPT: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-06.mp3}
+RESPONSE: Well, in my opinion, Houston is more pleasant. {bk10-l4c-f1-06a.mp3}
+
+TEMPLATE: Sam: That's good. I'm driving to Houston first. Then, from there I might drive to Dallas.
+RESPONSE: That's good. I'm driving to Houston first. Then from there I might drive to Dallas. {bk10-l4c-f1-07a.mp3}
+
+TEMPLATE: Jan: Well, have a good trip!
+RESPONSE: Well, have a good trip. {bk10-l4c-f1-08a.mp3}
+
+TEMPLATE: Sam: Thanks.
+RESPONSE: Thanks. {bk10-l4c-f1-09a.mp3}
+
+# Source: LLA 4C Figure 2 (part 1)
+$DIALOGUE Cities on the Map {page_086_001.jpg}
+ID: 4c-f2
+INTRO: You'll see a map of cities in the western United States. Say each city name after the speaker — you'll be measuring the distances between them next.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Sacramento {bk10-l4c-f2-01.mp3}
+LINE: San Francisco {bk10-l4c-f2-02.mp3}
+LINE: Las Vegas {bk10-l4c-f2-03.mp3}
+LINE: Los Angeles {bk10-l4c-f2-04.mp3}
+LINE: San Diego {bk10-l4c-f2-05.mp3}
+LINE: Phoenix {bk10-l4c-f2-06.mp3}
+
+# Source: LLA 4C Figure 2 (part 2)
+$PRODUCE How Far Is It? — Miles and Hours {page_086_001.jpg}
+ID: 4c-f2-b
+INTRO: Look at the map and answer each "How far is it?" question aloud — sometimes in miles, sometimes in driving time. Then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+EXAMPLE
+PROMPT: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-07-q.mp3}
+RESPONSE: It's 127 miles. {bk10-l4c-f2-07-a.mp3}
+
+EXAMPLE
+PROMPT: How far is it from San Diego to Los Angeles? {bk10-l4c-f2-08-q.mp3}
+RESPONSE: It takes 2 hours and 50 minutes. {bk10-l4c-f2-08-a.mp3}
+
+PROMPT: How far is it from San Diego to Phoenix? {bk10-l4c-f2-09-q.mp3}
+RESPONSE: It's 353 miles. {bk10-l4c-f2-09-a.mp3}
+
+PROMPT: How far is it from San Diego to Phoenix? {bk10-l4c-f2-10-q.mp3}
+RESPONSE: It takes 7 hours and 35 minutes. {bk10-l4c-f2-10-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Sacramento? {bk10-l4c-f2-11-q.mp3}
+RESPONSE: It's 386 miles. {bk10-l4c-f2-11-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Sacramento? {bk10-l4c-f2-12-q.mp3}
+RESPONSE: It takes 8 hours to drive from Los Angeles to Sacramento. {bk10-l4c-f2-12-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-13-q.mp3}
+RESPONSE: It's 276 miles. {bk10-l4c-f2-13-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Las Vegas? {bk10-l4c-f2-14-q.mp3}
+RESPONSE: It takes 5 hours and 50 minutes. {bk10-l4c-f2-14-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Phoenix? {bk10-l4c-f2-15-q.mp3}
+RESPONSE: It's 376 miles. {bk10-l4c-f2-15-a.mp3}
+
+PROMPT: How far is it from Los Angeles to Phoenix? {bk10-l4c-f2-16-q.mp3}
+RESPONSE: It takes 8 hours and 5 minutes. {bk10-l4c-f2-16-a.mp3}
+
+# Source: LLA 4C Figure 2 (part 3)
+$PRODUCE Ask "How Far Is It...?" {page_086_001.jpg}
+ID: 4c-f2-c
+INTRO: Your turn to ask. You'll hear two city names — ask "How far is it from... to...?" aloud, then listen to the answer and repeat it.
+INSTRUCTION: Ask the question "How far is it...".
+INPUT: speak
+CHECK: reveal
+REPEAT
+
+TEMPLATE: Las Vegas and Phoenix
+PROMPT: Las Vegas and Phoenix. {bk10-l4c-f2-17-q.mp3}
+RESPONSE: How far is it from Las Vegas to Phoenix? — It's 285 miles, and it takes 6 hours and 20 minutes to drive. {bk10-l4c-f2-17-a.mp3}
+
+TEMPLATE: San Francisco and Sacramento
+PROMPT: San Francisco and Sacramento. {bk10-l4c-f2-18-q.mp3}
+RESPONSE: How far is it from San Francisco to Sacramento? — It takes 1 hour and 55 minutes to drive from San Francisco to Sacramento. {bk10-l4c-f2-18-a.mp3}
+
+TEMPLATE: Los Angeles and Las Vegas
+PROMPT: Los Angeles and Las Vegas. {bk10-l4c-f2-19-q.mp3}
+RESPONSE: How far is it from Los Angeles to Las Vegas? — It's 276 miles. {bk10-l4c-f2-19-a.mp3}
+
+TEMPLATE: San Diego and Phoenix
+PROMPT: San Diego and Phoenix. {bk10-l4c-f2-20-q.mp3}
+RESPONSE: How far is it from San Diego to Phoenix? — It takes 7 hours and 35 minutes to drive. {bk10-l4c-f2-20-a.mp3}
+
+TEMPLATE: San Diego and Los Angeles
+PROMPT: San Diego and Los Angeles. {bk10-l4c-f2-21-q.mp3}
+RESPONSE: How far is it from San Diego to Los Angeles? — It's 127 miles. {bk10-l4c-f2-21-a.mp3}
+
+# Source: ST §How Far Is It To Uncle Steve's House?
+$DIALOGUE Talking About Distances
+ID: l4-s21
+INTRO: Five quick exchanges about distance — miles, hours, and "not far at all". Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Student1: How far is it to Houston?
+Student2: It's about 250 miles.
+
+Student1: How far did Sgt Mitchell drive yesterday?
+Student2: He drove 650 miles.
+
+Student1: How far is it to San Francisco?
+Student2: I don't know in miles, but it takes four and a half hours by plane.
+
+Student1: How far is Aunt Julie's house?
+Student2: It takes about thirty minutes to get there.
+
+Student1: How far is it to your grandmother's house?
+Student2: It's not far. She lives right outside the city.
+
+# Source: ST §It Takes About...
+$GRAMMAR Miles Between Texas Cities
+ID: l4-s22
+INTRO: A mileage table for Texas cities, and two good ways to answer "How far is it?" — with miles, or with "it takes".
+
+**Miles Between Texas Cities**
+
+| AUSTIN | | | |
+|---|---|---|---|
+| 192 | DALLAS | | |
+| 164 | 245 | HOUSTON | |
+| 78 | 270 | 197 | SAN ANTONIO |
+
+**Example: How far is it to Dallas?**
+* It's 270 miles from San Antonio to Dallas.
+* It's about 270 miles.
+* {It takes about 5 hours to get there by car.}
+* {It takes about an hour by plane.}
+
+# Source: LLA 4C Figure 3 (part 1)
+$DIALOGUE Shopping and Lunch
+ID: 4c-f3
+INTRO: Peggy has fifty dollars, a plan for new shoes, and — if the math works out — lunch for two. Just listen to her conversation.
INSTRUCTION: Listen to the dialogue.
-Liz: Hi, Liz. {bk10-l4c-f3-01.mp3}
-Peggy: Hi, Peggy. {bk10-l4c-f3-02.mp3}
-Liz: Do you want to go shopping with me? {bk10-l4c-f3-03.mp3}
+Peggy: Hi, Liz. {bk10-l4c-f3-01.mp3}
+Liz: Hi, Peggy. {bk10-l4c-f3-02.mp3}
+Peggy: Do you want to go shopping with me? {bk10-l4c-f3-03.mp3}
LINE: I've got a little extra money, and I want to buy some black shoes. {bk10-l4c-f3-04.mp3}
-Peggy: Really? Where did you get the money? {bk10-l4c-f3-05.mp3}
-Liz: My parents sent me $50. {bk10-l4c-f3-06.mp3}
-Peggy: I thought you bought black shoes last month. {bk10-l4c-f3-07.mp3}
-Liz: I did. I bought them a little big because I don't like tight shoes, but now they're very loose. {bk10-l4c-f3-08.mp3}
-Peggy: Oh, loose shoes are awful to wear. {bk10-l4c-f3-09.mp3}
-Liz: How about lunch? I can take you to the Italian restaurant at the mall. {bk10-l4c-f3-10.mp3}
-Peggy: That sounds good, but will you have enough money? {bk10-l4c-f3-11.mp3}
-Liz: Sure. The shoes I want cost about $35. I'll have enough to pay for lunch. {bk10-l4c-f3-12.mp3}
-Peggy: Then let's hurry up. I'm getting hungry. {bk10-l4c-f3-13.mp3}
+Liz: Really? Where did you get the money? {bk10-l4c-f3-05.mp3}
+Peggy: My parents sent me $50. {bk10-l4c-f3-06.mp3}
+Liz: I thought you bought black shoes last month. {bk10-l4c-f3-07.mp3}
+Peggy: I did. {bk10-l4c-f3-08.mp3}
+LINE: I bought them a little big because I don't like tight shoes, but now they're very loose. {bk10-l4c-f3-09.mp3}
+Liz: Oh, loose shoes are awful to wear. {bk10-l4c-f3-10.mp3}
+Peggy: How about lunch? {bk10-l4c-f3-11.mp3}
+LINE: I can take you to the Italian restaurant at the mall. {bk10-l4c-f3-12.mp3}
+Liz: That sounds good, but will you have enough money? {bk10-l4c-f3-13.mp3}
+Peggy: Sure. The shoes I want cost about $35. {bk10-l4c-f3-14.mp3}
+LINE: I'll have enough to pay for lunch. {bk10-l4c-f3-15.mp3}
+Liz: Then let's hurry up. I'm getting hungry. {bk10-l4c-f3-16.mp3}
-# Source: LLA 4C Figure 3
-$SELECT Questions About the Shopping Trip
+# Source: LLA 4C Figure 3 (part 2)
+$SELECT Questions About Shopping and Lunch
ID: 4c-f3-b
-REFERENCE
-INTRO: Now answer the questions about the shopping conversation. Tap the correct option — the dialogue is there if the details slip.
-INSTRUCTION: Tap the best answer.
+REFERENCE: 4c-f3
+INTRO: Now some questions about Peggy's shopping trip — including the money question. Tap the correct answer; the conversation is there if you need to check.
+INSTRUCTION: Tap the correct answer.
+SHOW_PROMPT
-PROMPT: Where are Liz and Peggy going? {bk10-l4c-f3-14.mp3}
+PROMPT: Where are Liz and Peggy going? {bk10-l4c-f3-q1.mp3}
OPTION: a | to school
OPTION: b | to the mall
OPTION: c | to the gym
ANSWER: b
+FEEDBACK: Liz and Peggy are going to the mall. {bk10-l4c-f3-a1.mp3}
-PROMPT: Who gave Peggy some money? {bk10-l4c-f3-15.mp3}
+PROMPT: Who gave Peggy some money? {bk10-l4c-f3-q2.mp3}
OPTION: a | her parents
OPTION: b | her brother
OPTION: c | her aunt
ANSWER: a
+FEEDBACK: Peggy's parents gave her the money. {bk10-l4c-f3-a2.mp3}
-PROMPT: What does Peggy want to buy? {bk10-l4c-f3-16.mp3}
+PROMPT: What does Peggy want to buy? {bk10-l4c-f3-q3.mp3}
OPTION: a | some clothes
OPTION: b | some shoes
OPTION: c | some books
ANSWER: b
+FEEDBACK: Peggy wants to buy some shoes. {bk10-l4c-f3-a3.mp3}
-PROMPT: What's the matter with Peggy's old black shoes? {bk10-l4c-f3-17.mp3}
+PROMPT: What's the matter with Peggy's old black shoes? {bk10-l4c-f3-q4.mp3}
OPTION: a | They're very old.
OPTION: b | They're very tight.
OPTION: c | They're very loose.
ANSWER: c
+FEEDBACK: Peggy's old shoes are very loose. {bk10-l4c-f3-a4.mp3}
-PROMPT: What is Peggy going to buy for Liz? {bk10-l4c-f3-18.mp3}
+PROMPT: What is Peggy going to buy for Liz? {bk10-l4c-f3-q5.mp3}
OPTION: a | some shoes
OPTION: b | some lunch
OPTION: c | a new book
ANSWER: b
+FEEDBACK: Peggy is going to buy lunch for Liz. {bk10-l4c-f3-a5.mp3}
-PROMPT: How much money will Peggy have for lunch? {bk10-l4c-f3-19.mp3}
+PROMPT: How much money will Peggy have for lunch? {bk10-l4c-f3-q6.mp3}
OPTION: a | $15.00
OPTION: b | $5.00
OPTION: c | $10.00
ANSWER: a
+FEEDBACK: Peggy should have $15 left after she pays for her shoes. {bk10-l4c-f3-a6.mp3}
-# SKIPPED (book): ST "OH, THEY'RE FINE" and "LET'S TALK" — open pair role-plays (small talk), nothing scripted for a solo learner.
+# SKIPPED (book): ST Reading Skill "HOW MUCH?" and "FLOWERS" — timed scanning of realia; the ad images aren't available.
-$SESSION 4-8: Everyday Questions, Stress, and Dictation
+# Source: ST §Mr. Jacobs Writes Articles. (leads the news vocab; the LLA word list follows as pronunciation)
+$DIALOGUE Mr. Jacobs Writes Articles
+ID: l4-s7
+INTRO: Meet Mr. Jacobs, a famous writer — the new words about "news", "articles", and "magazines" all live in his story. Read the paragraphs.
+INSTRUCTION: Read the paragraphs.
+
+VOCAB: famous
+VOCAB: writer
+LINE: Mr. Jacobs is a famous writer.
+LINE: He lives in Dallas, but people everywhere know about him. {st-page_141_001.jpg}
+
+LINE: He writes stories about different things. {st-page_141_002.jpg}
+VOCAB: article
+VOCAB: newspaper
+VOCAB: magazine
+LINE: Then, he sells these stories or articles to newspapers and magazines. {st-page_141_002.jpg}
+LINE: You can find some of his articles in magazines all around the world.
+LINE: He also writes newspaper articles for his town paper.
+
+VOCAB: news
+LINE: These articles are usually about local news.
+LINE: For example, last week he wrote an article about the new library for the south side of the city; another article was about the high number of accidents on the weekends; and another was about the city water company.
+
+LINE: Articles for magazines are usually longer.
+LINE: Of course, it also takes Mr. Jacobs longer to write them.
+
+VOCAB: to work on
+LINE: Right now he's working on an article about the American family in today's world.
+LINE: Mr. Jacobs enjoys his work very much.
+
+# Source: LLA 4C Figure 4 (word list — pronunciation reinforcement; vocab taught in the Mr. Jacobs reading above)
+$DIALOGUE News Words — Pronunciation
+ID: 4c-f4
+INTRO: Now say the news words from Mr. Jacobs's story, one by one, after the speaker.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: articles {bk10-l4c-f4-01.mp3}
+LINE: famous {bk10-l4c-f4-02.mp3}
+LINE: magazines {bk10-l4c-f4-03.mp3}
+LINE: news {bk10-l4c-f4-04.mp3}
+LINE: newspapers {bk10-l4c-f4-05.mp3}
+
+# Source: LLA 4C Figure 4 (part 2)
+$PRODUCE Complete the News Sentences
+ID: 4c-f4-b
+INTRO: Listen to each sentence and type the missing news word. Then repeat the completed sentence.
+INSTRUCTION: Type the missing word.
+INPUT: type
+CHECK: exact
+REPEAT
+
+TEMPLATE: Many people read ____{newspapers} every day.
+PROMPT: Many people read newspapers every day. {bk10-l4c-f4-s1.mp3}
+RESPONSE: Many people read newspapers every day. {bk10-l4c-f4-s1a.mp3}
+ACCEPT: newspapers
+
+TEMPLATE: The information or ____{news} in them is usually about something interesting or exciting.
+PROMPT: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-s2.mp3}
+RESPONSE: The information or news in them is usually about something interesting or exciting. {bk10-l4c-f4-s2a.mp3}
+ACCEPT: news
+
+TEMPLATE: There are ____{magazines} about many different kinds of things.
+PROMPT: There are magazines about many different kinds of things. {bk10-l4c-f4-s3.mp3}
+RESPONSE: There are magazines about many different kinds of things. {bk10-l4c-f4-s3a.mp3}
+ACCEPT: magazines
+
+TEMPLATE: There are magazines about the news, about sports, about travel, and about ____{famous} people.
+PROMPT: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-s4.mp3}
+RESPONSE: There are magazines about the news, about sports, about travel, and about famous people. {bk10-l4c-f4-s4a.mp3}
+ACCEPT: famous
+
+TEMPLATE: The different kinds of information in magazines and newspapers are called ____{articles}.
+PROMPT: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-s5.mp3}
+RESPONSE: The different kinds of information in magazines and newspapers are called articles. {bk10-l4c-f4-s5a.mp3}
+ACCEPT: articles
+
+$SESSION 4-6: Main Ideas, Small Talk, and Dictation
+
+# Source: ST §Summer With Grandparents (paragraph split into short lines)
+$DIALOGUE Summer With Grandparents
+ID: l4-s16
+INTRO: Last part: you'll find the main idea of paragraphs, keep up your small talk, spot stressed syllables, and take a dictation. Start by reading about Peg, Paul, and Mark's summer — and ask yourself what the paragraph is really about.
+INSTRUCTION: Read the paragraph.
+
+LINE: Peg and Paul visit their grandparents, Mr. and Mrs. Lee, for two weeks every summer.
+LINE: Their cousin Mark visits with them, too.
+LINE: The children really enjoy staying with their grandparents.
+LINE: Mr. and Mrs. Lee take them swimming and sightseeing often.
+LINE: Mr. Lee also takes the boys fishing.
+LINE: Peg doesn't go with them because she doesn't like to fish.
+LINE: When the boys go fishing, Peg and her grandmother go shopping.
+LINE: Peg, Paul, and Mark think two weeks is not long enough for a visit with their grandparents.
+LINE: They'd like to stay all summer.
+
+# Source: ST §Write the Topic and Main Idea (rubric made self-contained)
+$PRODUCE Topic and Main Idea
+ID: l4-s17
+REFERENCE: l4-s16
+INTRO: Two short writing jobs: type the paragraph's topic in a few words, then its main idea in one complete sentence. Open the paragraph if you need it.
+INSTRUCTION: Type your answer. Open the paragraph if you need it.
+INPUT: type
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: Treat the model answers as the key. The topic must be a short phrase about visiting grandparents in the summer; the main idea must be a complete sentence saying the children enjoy their summer visits with their grandparents. Accept any wording with that meaning.
+
+PROMPT: Write the topic of the paragraph.
+RESPONSE: A summer visit with grandparents.
+
+PROMPT: Write the main idea in a complete sentence.
+RESPONSE: Peg, Paul, and Mark enjoy visiting their grandparents in the summer and doing fun activities.
+
+# Source: ST §What Do You Want to Call It?
+$SELECT Choose the Best Title
+ID: l4-s18
+REFERENCE: l4-s16
+INTRO: A good title names the whole paragraph — not just one detail. Tap the best title for the grandparents paragraph.
+INSTRUCTION: Select the best title for the paragraph.
+OPTION: a | Peg, Paul, and Mark
+OPTION: b | Summer With Grandfather and Grandmother
+OPTION: c | Swimming and Sightseeing in the Summer
+
+TEMPLATE: What is the best title?
+ANSWER: b
+
+# Source: ST §What's It All About?
+$SELECT What's It All About?
+ID: l4-s27
+INTRO: Read the paragraph about a dentist who understands business, then tap the summary that covers all of it.
+INSTRUCTION: Read the paragraph and select the best summary.
+OPTION: a | Dentists are good businessmen. They work on people's teeth and call them every six months.
+OPTION: b | Most people don't like to visit dentists, but usually they have a pleasant visit.
+OPTION: c | A good businessman keeps his customers happy. A good dentist and his secretary can make a visit pleasant.
+
+TEMPLATE: My dentist is a good doctor and a good businessman. He checks my teeth every six months. When it's time for a visit, his secretary calls me. Most people don't like to visit a dentist. My dentist and his secretary make my visits pleasant. A good businessman keeps his customers happy.
+ANSWER: c
+
+# Source: LLA 4B Figure 6
+$PRODUCE Write the Main Idea
+ID: 4b-f6
+INTRO: Now find the main idea by ear. Listen to each paragraph — no text this time — and type its main idea in one complete sentence.
+INSTRUCTION: Type the main idea in a complete sentence.
+INPUT: type
+CHECK: llm
+LONGFORM
+RUBRIC: Accept any sentence that captures the main idea accurately.
+
+PROMPT: Why do people go to shopping centers? You might say, "They go to shop." Most people do go to malls for that, but some just go for fun. The stores want to sell their things. They put their most beautiful and interesting things in their windows. They try to get the customers into their stores. Many people just like to see these stores. Others like to walk or exercise in the malls. It's cool and safe there. Some people like to go and watch other people while they shop or walk. A shopping center can be fun to visit. {bk10-l4b-f6-01.mp3}
+RESPONSE: People go to shopping centers for many reasons, not just to shop.
+
+PROMPT: When people want to keep warm on cold days, they do different things. Some people wear warm clothes. Other people drink hot coffee or tea all day. At night, people put many covers on their beds. Others think that doing the opposite helps. For example, some people think that a cold shower will keep you warm. They say that cold plus cold equals hot. {bk10-l4b-f6-02.mp3}
+RESPONSE: People do different things to keep warm on cold days.
+
+# Source: ST §Let's Talk About Our Families.
+$DIALOGUE Let's Talk About Our Families
+ID: l4-s24
+INTRO: Small talk, family edition — the polite questions and the polite answers. Listen and repeat each exchange; you'll need them in a moment.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: How's your family? — Fine, thank you. And yours?
+
+LINE: How're your children? — They're all well, thank you.
+
+LINE: How's your wife? — She's fine, thanks.
+
+LINE: How's your uncle feeling? — He's better, thanks.
+
+LINE: How's the new baby? — She's fine, thanks. Please come and see her.
+
+LINE: My daughter called last night. — Did she have any news?
+
+LINE: I talked to my parents yesterday. — How are they?
+
+LINE: How's your son Robert? — He's fine. He has a new job.
+
+# SKIPPED (book): ST "OH, THEY'RE FINE" and "LET'S TALK" — open roleplays (making small talk), no solo path.
# Source: LLA 4D Figure 1
-$SELECT Pick the Best Answer
+$SELECT Choose the Best Answer
ID: 4d-f1
-INTRO: Last part — everything from this lesson comes back at once: family, jobs, and weather. Listen to each question, tap the answer that actually fits it, then repeat the correct answer.
-INSTRUCTION: Tap the correct answer.
+INTRO: Someone asks you a friendly question — about your folks, your job, your family. Tap the answer that actually fits the question, then repeat it.
+INSTRUCTION: Tap the best answer.
REPEAT
PROMPT: Where do your folks live? {bk10-l4d-f1-01-q.mp3}
OPTION: a | My father wasn't at home.
-OPTION: b | They live in Detroit. {bk10-l4d-f1-01-a.mp3}
+OPTION: b | They live in Detroit.
OPTION: c | They left this morning.
ANSWER: b
+FEEDBACK: They live in Detroit. {bk10-l4d-f1-01-a.mp3}
PROMPT: What does your wife do? {bk10-l4d-f1-02-q.mp3}
OPTION: a | She's feeling much better, thank you.
OPTION: b | He's cooking supper right now.
-OPTION: c | She's a school teacher. {bk10-l4d-f1-02-a.mp3}
+OPTION: c | She's a school teacher.
ANSWER: c
+FEEDBACK: She's a schoolteacher. {bk10-l4d-f1-02-a.mp3}
PROMPT: What kind of work do you do? {bk10-l4d-f1-03-q.mp3}
-OPTION: a | I'm a dentist. {bk10-l4d-f1-03-a.mp3}
+OPTION: a | I'm a dentist.
OPTION: b | I'm going to New York next week.
OPTION: c | My parents live in New York.
ANSWER: a
+FEEDBACK: I'm a dentist. {bk10-l4d-f1-03-a.mp3}
PROMPT: How's your family? {bk10-l4d-f1-04-q.mp3}
OPTION: a | They own a clothing store.
-OPTION: b | They're fine, thank you. {bk10-l4d-f1-04-a.mp3}
+OPTION: b | They're fine, thank you.
OPTION: c | They will take their vacation in June.
ANSWER: b
+FEEDBACK: They're fine, thank you. {bk10-l4d-f1-04-a.mp3}
PROMPT: Do you have a large family? {bk10-l4d-f1-05-q.mp3}
OPTION: a | They don't live here.
OPTION: b | It was sunny yesterday.
-OPTION: c | Yes. I have four brothers and three sisters. {bk10-l4d-f1-05-a.mp3}
+OPTION: c | Yes. I have four brothers and three sisters.
ANSWER: c
+FEEDBACK: Yes, I have 4 brothers and 3 sisters. {bk10-l4d-f1-05-a.mp3}
# Source: LLA 4D Figure 2
-$PRODUCE What Was the Question?
+$PRODUCE Ask the Right Question
ID: 4d-f2
INPUT: speak
CHECK: reveal
-INTRO: Now work backwards: you see the answer, with the key part underlined. Say the question that would produce it, then hear the model.
+INTRO: Now work backwards: you'll read an answer with the key words underlined, and you ask the question that fits it. Then compare with the model.
INSTRUCTION: Ask the question aloud.
EXAMPLE
-TEMPLATE: My mother is a *dentist*.
-RESPONSE: What does your mother do? {bk10-l4d-f2-ex.mp3}
+TEMPLATE: A: My mother is a *dentist*.
+RESPONSE: What does your mother do? {bk10-l4d-f2-ex-a.mp3}
-TEMPLATE: My father is *feeling much better*, thank you.
-RESPONSE: How's your father? {bk10-l4d-f2-01.mp3}
+TEMPLATE: A: My father is *feeling much better*, thank you.
+RESPONSE: How's your father? {bk10-l4d-f2-01-a.mp3}
-TEMPLATE: My brother wants a *job in sales*.
-RESPONSE: What kind of job does your brother want? {bk10-l4d-f2-02.mp3}
+TEMPLATE: A: My brother wants a *job in sales*.
+RESPONSE: What kind of job does your brother want? {bk10-l4d-f2-02-a.mp3}
-TEMPLATE: It was *windy and cloudy* in Dallas.
-RESPONSE: How was the weather in Dallas? {bk10-l4d-f2-03.mp3}
+TEMPLATE: A: It was *windy and cloudy* in Dallas.
+RESPONSE: How was the weather in Dallas? {bk10-l4d-f2-03-a.mp3}
-TEMPLATE: My children *are fine*, thank you.
-RESPONSE: How are your children? {bk10-l4d-f2-04.mp3}
+TEMPLATE: A: My children *are fine*, thank you.
+RESPONSE: How are your children? {bk10-l4d-f2-04-a.mp3}
-# Source: ST §Let's Talk About Our Families.
-$DIALOGUE Small Talk: Family
-ID: l4-s24
-INTRO: One more round of small talk, this time about the family — a friendly callback to where this lesson started. Repeat each exchange.
-INSTRUCTION: Repeat and read these dialogs.
-REPEAT
-
-LINE: How's your family? — Fine, thank you. And yours?
-LINE: How're your children? — They're all well, thank you.
-LINE: How's your wife? — She's fine, thanks.
-LINE: How's your uncle feeling? — He's better, thanks.
-LINE: How's the new baby? — She's fine, thanks. Please come and see her.
-LINE: My daughter called last night. — Did she have any news?
-LINE: I talked to my parents yesterday. — How are they?
-LINE: How's your son Robert? — He's fine. He has a new job.
-
-# Source: ST §Complete the Paragraphs
-$PRODUCE Complete the Paragraphs
-ID: l4-s23
-INTRO: Two little stories with words missing. Pick a word from the choices shown for each gap and type it — any sensible choice counts.
-INSTRUCTION: Type one of the words shown for each gap.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Mark's ____{leg|arm|finger} (leg / arm / finger) is broken.
-RESPONSE: Mark's leg is broken.
-ACCEPT: leg | arm | finger
-
-TEMPLATE: David took him to the ____{school|library|mess hall} (school / library / mess hall).
-RESPONSE: David took him to the library.
-ACCEPT: school | library | mess hall
-
-TEMPLATE: They both ____{ate|studied|slept} (ate / studied / slept) while they were there, and Mark returned home.
-RESPONSE: They both studied while they were there, and Mark returned home.
-ACCEPT: ate | studied | slept
-
-TEMPLATE: Phil needed some ____{money|food|books} (money / food / books).
-RESPONSE: Phil needed some money.
-ACCEPT: money | food | books
-
-TEMPLATE: He went to the ____{library|store|bank} (library / store / bank), but it was ____{closed|open|quiet} (closed / open / quiet).
-RESPONSE: He went to the bank, but it was closed.
-
-TEMPLATE: He asked a man for some ____{advice|food|newspapers} (advice / food / newspapers).
-RESPONSE: He asked a man for some advice.
-ACCEPT: advice | food | newspapers
-
-TEMPLATE: The man said, "Use the ____{desk|machine|salad} (desk / machine / salad) for ____{dessert|dictionary|withdrawals} (dessert / dictionary / withdrawals) or ____{cakes|library books|deposits} (cakes / library books / deposits)."
-RESPONSE: The man said, "Use the machine for withdrawals or deposits."
+# SKIPPED (book): ST Listening Skill "LISTEN!" (circle the stressed syllable) — instructor-read, no recorded stimulus; the recorded LLA stress drill below covers the same skill.
# Source: LLA 4D Figure 3
-$SELECT Syllable Stress
+$SELECT Which Syllable Is Stressed?
ID: 4d-f3
-INTRO: A quick ear workout. Listen to each word and decide which syllable is the strongest — tap its number, then say the word back.
-INSTRUCTION: Tap the number of the stressed syllable.
-REPEAT
-
+INTRO: A quick ear-training round with this lesson's words. Listen to each word and tap the number of the strongest syllable — first, second, third, or fourth.
+INSTRUCTION: Tap the stressed syllable.
OPTION: 1 | 1
OPTION: 2 | 2
OPTION: 3 | 3
OPTION: 4 | 4
EXAMPLE
-PROMPT: selection {bk10-l4d-f3-ex.mp3}
+PROMPT: selection. {bk10-l4d-f3-ex.mp3}
ANSWER: 2
-PROMPT: introduction {bk10-l4d-f3-01-q.mp3}
+PROMPT: introduction, introduction. {bk10-l4d-f3-01-q.mp3}
ANSWER: 3
-FEEDBACK: Repeat: introduction. {bk10-l4d-f3-01-a.mp3}
+FEEDBACK: introduction. {bk10-l4d-f3-01-a.mp3}
-PROMPT: neighbor {bk10-l4d-f3-02-q.mp3}
+PROMPT: neighbor, neighbor. {bk10-l4d-f3-02-q.mp3}
ANSWER: 1
-FEEDBACK: Repeat: neighbor. {bk10-l4d-f3-02-a.mp3}
+FEEDBACK: neighbor. {bk10-l4d-f3-02-a.mp3}
-PROMPT: cafeteria {bk10-l4d-f3-03-q.mp3}
+PROMPT: cafeteria, cafeteria. {bk10-l4d-f3-03-q.mp3}
ANSWER: 3
-FEEDBACK: Repeat: cafeteria. {bk10-l4d-f3-03-a.mp3}
+FEEDBACK: cafeteria. {bk10-l4d-f3-03-a.mp3}
-PROMPT: variety {bk10-l4d-f3-04-q.mp3}
+PROMPT: variety, variety. {bk10-l4d-f3-04-q.mp3}
ANSWER: 2
-FEEDBACK: Repeat: variety. {bk10-l4d-f3-04-a.mp3}
+FEEDBACK: variety. {bk10-l4d-f3-04-a.mp3}
-PROMPT: machine {bk10-l4d-f3-05-q.mp3}
+PROMPT: machine, machine. {bk10-l4d-f3-05-q.mp3}
ANSWER: 2
-FEEDBACK: Repeat: machine. {bk10-l4d-f3-05-a.mp3}
+FEEDBACK: machine. {bk10-l4d-f3-05-a.mp3}
-PROMPT: operate {bk10-l4d-f3-06-q.mp3}
+PROMPT: operate, operate. {bk10-l4d-f3-06-q.mp3}
ANSWER: 1
-FEEDBACK: Repeat: operate. {bk10-l4d-f3-06-a.mp3}
+FEEDBACK: operate. {bk10-l4d-f3-06-a.mp3}
-PROMPT: favorite {bk10-l4d-f3-07-q.mp3}
+PROMPT: favorite, favorite. {bk10-l4d-f3-07-q.mp3}
ANSWER: 1
-FEEDBACK: Repeat: favorite. {bk10-l4d-f3-07-a.mp3}
+FEEDBACK: favorite. {bk10-l4d-f3-07-a.mp3}
-PROMPT: popular {bk10-l4d-f3-08-q.mp3}
+PROMPT: popular, popular. {bk10-l4d-f3-08-q.mp3}
ANSWER: 1
-FEEDBACK: Repeat: popular. {bk10-l4d-f3-08-a.mp3}
+FEEDBACK: popular. {bk10-l4d-f3-08-a.mp3}
-PROMPT: remove {bk10-l4d-f3-09-q.mp3}
+PROMPT: remove, remove. {bk10-l4d-f3-09-q.mp3}
ANSWER: 2
-FEEDBACK: Repeat: remove. {bk10-l4d-f3-09-a.mp3}
+FEEDBACK: remove. {bk10-l4d-f3-09-a.mp3}
-PROMPT: tighten {bk10-l4d-f3-10-q.mp3}
+PROMPT: tighten, tighten. {bk10-l4d-f3-10-q.mp3}
ANSWER: 1
-FEEDBACK: Repeat: tighten. {bk10-l4d-f3-10-a.mp3}
+FEEDBACK: tighten. {bk10-l4d-f3-10-a.mp3}
-PROMPT: enough {bk10-l4d-f3-11-q.mp3}
+PROMPT: enough, enough. {bk10-l4d-f3-11-q.mp3}
ANSWER: 2
-FEEDBACK: Repeat: enough. {bk10-l4d-f3-11-a.mp3}
+FEEDBACK: enough. {bk10-l4d-f3-11-a.mp3}
-PROMPT: inflate {bk10-l4d-f3-12-q.mp3}
+PROMPT: inflate, inflate. {bk10-l4d-f3-12-q.mp3}
ANSWER: 2
-FEEDBACK: Repeat: inflate. {bk10-l4d-f3-12-a.mp3}
+FEEDBACK: inflate. {bk10-l4d-f3-12-a.mp3}
-PROMPT: loosen {bk10-l4d-f3-13-q.mp3}
+PROMPT: loosen, loosen. {bk10-l4d-f3-13-q.mp3}
ANSWER: 1
-FEEDBACK: Repeat: loosen. {bk10-l4d-f3-13-a.mp3}
+FEEDBACK: loosen. {bk10-l4d-f3-13-a.mp3}
-PROMPT: replace {bk10-l4d-f3-14-q.mp3}
+PROMPT: replace, replace. {bk10-l4d-f3-14-q.mp3}
ANSWER: 2
-FEEDBACK: Repeat: replace. {bk10-l4d-f3-14-a.mp3}
+FEEDBACK: replace. {bk10-l4d-f3-14-a.mp3}
# Source: LLA 4D Figure 5
-$PRODUCE Dictation
+$PRODUCE Paragraph Dictation
ID: 4d-f5
INPUT: type
CHECK: exact
-INTRO: The last activity of the lesson: a dictation about a very polite neighbor. Listen to each sentence and type exactly what you hear — then you've earned your rest.
+INTRO: To finish the lesson: a dictation about a very polite neighbor. Listen to each sentence and type exactly what you hear. That's Lesson 4 — nicely done.
INSTRUCTION: Type the sentence you hear.
PROMPT: Mrs. Wright is my neighbor. {bk10-l4d-f5-01.mp3}
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diff --git a/book-11-lesson-1.module b/book-11-lesson-1.module
index cb10639c..1382b4ed 100644
--- a/book-11-lesson-1.module
+++ b/book-11-lesson-1.module
@@ -1,9 +1,11 @@
$MODULE Book 11 · Lesson 1: I Need to See the Doctor {st-page_005_001.jpg}
FORMAT: 2
-DESCRIPTION: Health problems and symptoms, doctor's appointments and emergencies, "still" and "anymore", basic geometry words, the present perfect and present perfect progressive, and "how long" questions.
+DIOCO_DOC_ID: alc_book_11_lesson_1
+DESCRIPTION: Health problems and symptoms, checkups and emergencies, "still / any longer / anymore", the present perfect and present perfect progressive, "how long" questions, and making a doctor's appointment.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly wry teacher voice
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
VOICE: Nurse | gacrux | Female nurse
@@ -12,13 +14,13 @@ VOICE: David | achernar | Male student
VOICE: Allen | achird | Male student
VOICE: Maria | gacrux | Female student
VOICE: Steve | schedar | Male student
-VOICE: Friend | achird | Male student
+VOICE: Boy | achernar | Male student
VOICE: Sue | gacrux | Female
VOICE: Tom | achernar | Male
VOICE: Pat | gacrux | Female
VOICE: Joe | achird | Male
VOICE: Ann | gacrux | Female
-VOICE: Tim | achernar | Male
+VOICE: Tim | schedar | Male
VOICE: Jan | gacrux | Female
VOICE: Jim | achird | Male
VOICE: Ted | achernar | Male
@@ -35,119 +37,102 @@ VOICE: Kent | achernar | Male patient
VOICE: Alice | aoede | Female
VOICE: Janet | gacrux | Female
VOICE: Karen | aoede | Female
+VOICE: Capt_Hill | achernar | Male officer
+VOICE: Lt_Walker | schedar | Male officer
VOICE: Ms_Roberts | aoede | Female receptionist
VOICE: Mr_Edwards | achernar | Male patient
VOICE: Mr_Peters | achird | Concerned father
VOICE: Ms_Barton | aoede | Female nurse
-VOICE: Sam | achernar | Male
-VOICE: Henry | achird | Male
-VOICE: Don | achernar | Male
-VOICE: John | achird | Male
-VOICE: Mr_Wilson | achernar | Male
-VOICE: Mr_Roberts | achird | Male
-VOICE: Larry | achernar | Male
-VOICE: Ralph | achird | Male
-VOICE: Alan | achernar | Male
-VOICE: Jerry | achird | Male
-VOICE: Walter | achird | Male
-VOICE: Peter | achernar | Male
-VOICE: Kevin | achird | Male
-VOICE: Sgt_Allor | achernar | Male
-VOICE: Sgt_Rivas | achird | Male
-VOICE: Mr_Jones | achernar | Male
-VOICE: Mr_Chevalier | achird | Male
-VOICE: Capt_Habib | achernar | Male
-VOICE: Mr_Browning | achird | Male
+VOICE: Sam | achernar | Male speaker
+VOICE: Henry | achird | Male speaker
+VOICE: Don | achernar | Male speaker
+VOICE: John | achird | Male speaker
+VOICE: Mr_Wilson | achernar | Male speaker
+VOICE: Mr_Roberts | achird | Male speaker
+VOICE: Larry | achernar | Male speaker
+VOICE: Ralph | achird | Male speaker
+VOICE: Alan | achernar | Male speaker
+VOICE: Jerry | achird | Male speaker
+VOICE: Walter | achird | Male speaker
+VOICE: Peter | achernar | Male speaker
+VOICE: Kevin | achird | Male speaker
+VOICE: Sgt_Allor | achernar | Male speaker
+VOICE: Sgt_Rivas | achird | Male speaker
+VOICE: Mr_Jones | achernar | Male speaker
+VOICE: Mr_Chevalier | achird | Male speaker
+VOICE: Capt_Habib | achernar | Male speaker
+VOICE: Mr_Browning | achird | Male speaker
VOICE: Dr_Peterson | achernar | Male doctor
-VOICE: Mr_Rogers | achird | Male
+VOICE: Mr_Rogers | achird | Male speaker
VOICE: Appointment_Clerk | aoede | Female receptionist
VOICE: Patient | achernar | Male patient
VOICE: Patient_Mother | aoede | Concerned mother
VOICE: Patient2 | achird | Male patient
-VOICE: Lt_Nelson | achernar | Male
-VOICE: Capt_Smith | achird | Male
-VOICE: Brian | achernar | Male
-VOICE: Ed | achird | Male
-VOICE: Cathy | aoede | Female
-VOICE: Laura | aoede | Female
-VOICE: Mr_Perkins | achernar | Male
-VOICE: Ms_Franklin | aoede | Female
-VOICE: Charles | achernar | Male
-VOICE: Richard | achird | Male
+VOICE: Lt_Nelson | achernar | Male speaker
+VOICE: Capt_Smith | achird | Male speaker
+VOICE: Brian | achernar | Male speaker
+VOICE: Ed | achird | Male speaker
+VOICE: Cathy | aoede | Female speaker
+VOICE: Laura | aoede | Female speaker
+VOICE: Mr_Perkins | achernar | Male speaker
+VOICE: Ms_Franklin | aoede | Female speaker
+VOICE: Charles | achernar | Male speaker
+VOICE: Richard | achird | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
-$SESSION 1-1: Health Problems and Symptoms
-
-# Source: ST §What's Wrong?
-$DIALOGUE What's Wrong?
-ID: l1-s1
-INTRO: In this lesson you'll learn to say what hurts, describe the symptoms of a cold, and get yourself a doctor's appointment — plus two tenses for things that started in the past and haven't stopped. First, the aches and pains themselves. Listen and repeat each sentence.
-INSTRUCTION: Listen and repeat each sentence.
-REPEAT
-
-VOCAB: chest
-LINE: Ned's chest hurts. {st-page_007_001.jpg}
-
-VOCAB: to run a temperature | running a temperature
-LINE: Sally is running a temperature. {st-page_007_002.jpg}
-
-VOCAB: back
-VOCAB: pain
-LINE: Fran's back hurts. She has a pain in her back. {st-page_007_003.jpg}
-
-VOCAB: stomach
-LINE: Her stomach hurts. {st-page_007_004.jpg}
-
-VOCAB: backache
-LINE: Fred has a backache. {st-page_008_001.jpg}
-
-VOCAB: headache
-LINE: Sally has a headache. {st-page_008_002.jpg}
-
-VOCAB: earache
-LINE: Joe has an earache. {st-page_008_003.jpg}
-
-VOCAB: stomachache
-LINE: Pete has a stomachache. {st-page_008_004.jpg}
+$SESSION 1-1: Aches, Pains, and Symptoms
# Source: LLA 1A Figure 1
-$DIALOGUE At the Nurse's Office {page_010_001.jpg}
+$DIALOGUE In the Nurse's Office
ID: 11-1a-f1
-INTRO: It's a busy morning at the school nurse's office — everyone has something. Listen to the nurse and the sick students, and repeat each line.
-INSTRUCTION: Listen and repeat each line.
+INTRO: In this lesson you'll learn to say what hurts, describe your symptoms, talk about how long something has been going on, and call the doctor about it. First stop: the school nurse's office, where absolutely everyone has a complaint. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
REPEAT
-Nurse: What's wrong with all of you? {bk11-l1a-f1-01.mp3}
-Sally: My head hurts. {bk11-l1a-f1-02.mp3}
-LINE: I have a headache. {bk11-l1a-f1-03.mp3}
+Nurse: What's wrong with all of you? {page_010_001.jpg} {bk11-l1a-f1-01.mp3}
+Sally: My head hurts. {page_010_001.jpg} {bk11-l1a-f1-02.mp3}
-David: I have an earache. {bk11-l1a-f1-04.mp3}
-VOCAB: aches
-LINE: My left ear aches. {bk11-l1a-f1-05.mp3}
+VOCAB: headache
+LINE: I have a headache. {page_010_001.jpg} {bk11-l1a-f1-03.mp3}
-Allen: My stomach hurts. {bk11-l1a-f1-06.mp3}
-LINE: I have a stomachache. {bk11-l1a-f1-07.mp3}
+VOCAB: earache
+David: I have an earache. {page_010_001.jpg} {bk11-l1a-f1-04.mp3}
-Nurse: Maria, what's the matter with you? {bk11-l1a-f1-08.mp3}
-Maria: I hurt my back. {bk11-l1a-f1-09.mp3}
-LINE: Now I have a backache. {bk11-l1a-f1-10.mp3}
+VOCAB: to ache
+LINE: My left ear aches. {page_010_001.jpg} {bk11-l1a-f1-05.mp3}
+
+VOCAB: stomach
+Allen: My stomach hurts. {page_010_001.jpg} {bk11-l1a-f1-06.mp3}
+
+VOCAB: stomachache
+LINE: I have a stomachache. {page_010_001.jpg} {bk11-l1a-f1-07.mp3}
+
+Nurse: Maria, what's the matter with you? {page_010_001.jpg} {bk11-l1a-f1-08.mp3}
+
+VOCAB: backache
+Maria: I hurt my back. {page_010_001.jpg} {bk11-l1a-f1-09a.mp3}
+LINE: Now I have a backache. {page_010_001.jpg} {bk11-l1a-f1-09b.mp3}
VOCAB: problem
-LINE: Nurse: What's your problem, Steve? {bk11-l1a-f1-11.mp3}
-LINE: Steve: My chest hurts. {bk11-l1a-f1-12.mp3}
-LINE: I feel a pain right here. {bk11-l1a-f1-13.mp3}
+Nurse: What's your problem, Steve? {page_010_001.jpg} {bk11-l1a-f1-10.mp3}
+
+VOCAB: chest
+Steve: My chest hurts. {page_010_001.jpg} {bk11-l1a-f1-11a.mp3}
+VOCAB: pain
+LINE: I feel a pain right here. {page_010_001.jpg} {bk11-l1a-f1-11b.mp3}
# Source: LLA 1A Figure 2
$SELECT Who Has What?
ID: 11-1a-f2
-INTRO: Now check yourself. Listen to the sentence about one of the students, and tap the matching picture.
+INTRO: Five patients, five problems. Listen to each sentence and tap the picture of the person with that problem.
INSTRUCTION: Tap the correct picture.
-OPTION: a | Sally {page_011_001.jpg}
-OPTION: b | David {page_011_002.jpg}
-OPTION: c | Alan {page_011_003.jpg}
-OPTION: d | Maria {page_011_004.jpg}
-OPTION: e | Steve {page_011_005.jpg}
+
+OPTION: a | headache {page_011_001.jpg}
+OPTION: b | earache {page_011_002.jpg}
+OPTION: c | stomachache {page_011_003.jpg}
+OPTION: d | backache {page_011_004.jpg}
+OPTION: e | chest pain {page_011_005.jpg}
EXAMPLE
PROMPT: Alan has a stomachache. {bk11-l1a-f2-01.mp3}
@@ -165,46 +150,224 @@ ANSWER: e
PROMPT: David has an earache. {bk11-l1a-f2-05.mp3}
ANSWER: b
-# Source: LLA 1A Figure 2 (question pass)
-$PRODUCE Questions About the Students
+# Source: LLA 1A Figure 2
+$PRODUCE Questions About the Patients
ID: 11-1a-f2-b
INPUT: speak
CHECK: reveal
-INTRO: Same students, same problems. Answer each question aloud, then repeat the correct answer.
-INSTRUCTION: Answer aloud.
+INTRO: Now you do the talking. Answer each question about the pictures aloud in a full sentence, then repeat the model answer.
+INSTRUCTION: Answer aloud in a full sentence.
REPEAT
PROMPT: Do all of the students have the same problem? {bk11-l1a-f2-06-q.mp3}
RESPONSE: No, they have different problems. {bk11-l1a-f2-06-a.mp3}
-TEMPLATE: Sally {page_011_001.jpg}
-PROMPT: What's the matter with Sally? {bk11-l1a-f2-07-q.mp3}
+PROMPT: Look at Picture A. What's the matter with Sally? {page_011_001.jpg} {bk11-l1a-f2-07-q.mp3}
RESPONSE: She has a headache. {bk11-l1a-f2-07-a.mp3}
-TEMPLATE: David {page_011_002.jpg}
-PROMPT: What's wrong with David? {bk11-l1a-f2-08-q.mp3}
+PROMPT: Look at Picture B. What's wrong with David? {page_011_002.jpg} {bk11-l1a-f2-08-q.mp3}
RESPONSE: David has an earache. {bk11-l1a-f2-08-a.mp3}
-TEMPLATE: Alan {page_011_003.jpg}
-PROMPT: What's the matter with Alan? {bk11-l1a-f2-09-q.mp3}
+PROMPT: Look at Picture C. What's the matter with Alan? {page_011_003.jpg} {bk11-l1a-f2-09-q.mp3}
RESPONSE: He has a stomachache. {bk11-l1a-f2-09-a.mp3}
-TEMPLATE: Maria {page_011_004.jpg}
-PROMPT: What is Maria's problem? {bk11-l1a-f2-10-q.mp3}
+PROMPT: Look at Picture D. What is Maria's problem? {page_011_004.jpg} {bk11-l1a-f2-10-q.mp3}
RESPONSE: She has a backache. {bk11-l1a-f2-10-a.mp3}
-TEMPLATE: Steve {page_011_005.jpg}
-PROMPT: Where does Steve have a pain? {bk11-l1a-f2-11-q.mp3}
+PROMPT: Look at Picture E. Where does Steve have a pain? {page_011_005.jpg} {bk11-l1a-f2-11-q.mp3}
RESPONSE: He has a pain in his chest. {bk11-l1a-f2-11-a.mp3}
-# Source: ST §He Has a Backache
+# Source: LLA 1A Figure 3
+$DIALOGUE Taking Temperatures
+ID: 11-1a-f3
+INTRO: The nurse is taking everyone's temperature. Listen to the paragraph — you'll meet 98.6, the number Americans call "normal".
+INSTRUCTION: Listen to the paragraph.
+
+VOCAB: nurse
+VOCAB: temperature
+LINE: The nurse at the school took everyone's temperature. {bk11-l1a-f3-01.mp3}
+LINE: She gave the students thermometers and told them to hold the thermometers under their tongues for a few minutes. {bk11-l1a-f3-02.mp3}
+LINE: Then she took the thermometers and looked at them. {bk11-l1a-f3-03.mp3}
+LINE: Maria's thermometer said 98.6 degrees Fahrenheit, or 37 degrees Celsius. {page_012_001.jpg} {bk11-l1a-f3-04.mp3}
+LINE: That temperature is all right. {bk11-l1a-f3-05.mp3}
+VOCAB: fever
+LINE: Someone with a temperature higher than 98.6 has a fever. {bk11-l1a-f3-06.mp3}
+
+# Source: LLA 1A Figure 3
+$PRODUCE Maria's Temperature
+ID: 11-1a-f3-b
+INPUT: speak
+CHECK: reveal
+INTRO: Two quick questions about Maria's thermometer. Answer aloud, then repeat the model answer.
+INSTRUCTION: Answer aloud.
+REPEAT
+
+PROMPT: Look at Maria's thermometer. What is her temperature? {page_012_001.jpg} {bk11-l1a-f3-07-q.mp3}
+RESPONSE: It's 98.6. {bk11-l1a-f3-07-a.mp3}
+
+PROMPT: Does she have a fever? {bk11-l1a-f3-08-q.mp3}
+RESPONSE: Maria doesn't have a fever. {bk11-l1a-f3-08-a.mp3}
+
+# Source: LLA 1A Figure 3
+$PRODUCE Type the Temperatures
+ID: 11-1a-f3-c
+INPUT: type
+CHECK: exact
+INTRO: Now the rest of the class. Listen to each sentence and type the student's temperature using numbers.
+INSTRUCTION: Type the temperature you hear.
+
+PROMPT: Steve had a temperature of 100 degrees. {page_012_002.jpg} {bk11-l1a-f3-09.mp3}
+RESPONSE: 100
+
+PROMPT: Alan's temperature was 98.2 degrees. {page_012_003.jpg} {bk11-l1a-f3-10.mp3}
+RESPONSE: 98.2
+
+PROMPT: Sally's temperature was 99.5. {page_012_004.jpg} {bk11-l1a-f3-11.mp3}
+RESPONSE: 99.5
+
+PROMPT: David had a temperature of 103 degrees. {page_012_005.jpg} {bk11-l1a-f3-12.mp3}
+RESPONSE: 103
+
+# Source: LLA 1A Figure 3
+$PRODUCE Who Had a Fever?
+ID: 11-1a-f3-d
+INPUT: speak
+CHECK: reveal
+INTRO: Remember, anything over 98.6 is a fever. Answer the questions about the students' temperatures aloud, then repeat the correct answer.
+INSTRUCTION: Answer aloud in a full sentence.
+REPEAT
+
+PROMPT: Which students had fevers? {bk11-l1a-f3-13-q.mp3}
+RESPONSE: They were Steve, Sally, and David. {bk11-l1a-f3-13-a.mp3}
+
+PROMPT: Whose fever was the highest? {bk11-l1a-f3-14-q.mp3}
+RESPONSE: David's fever was the highest. {bk11-l1a-f3-14-a.mp3}
+
+PROMPT: Who had the lowest temperature? {bk11-l1a-f3-15-q.mp3}
+RESPONSE: Alan had the lowest temperature. {bk11-l1a-f3-15-a.mp3}
+
+PROMPT: What was the highest temperature? {bk11-l1a-f3-16-q.mp3}
+RESPONSE: The highest temperature was 103. {bk11-l1a-f3-16-a.mp3}
+
+PROMPT: What was Steve's temperature? {bk11-l1a-f3-17-q.mp3}
+RESPONSE: Steve's temperature was 100 degrees. {bk11-l1a-f3-17-a.mp3}
+
+PROMPT: What was Sally's temperature? {bk11-l1a-f3-18-q.mp3}
+RESPONSE: Sally's temperature was 99.5. {bk11-l1a-f3-18-a.mp3}
+
+# Source: LLA 1A Figure 4
+$DIALOGUE Catching a Cold {page_013_001.jpg}
+ID: 11-1a-f4
+INTRO: Sally has a bad cold, and you're about to hear every miserable stage of it. Listen and repeat each sentence — the new words for talking about colds are all here.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+VOCAB: cold
+LINE: Sally has a bad cold. {bk11-l1a-f4-01.mp3}
+
+VOCAB: to catch
+LINE: She hopes her friends won't catch it. {bk11-l1a-f4-02.mp3}
+
+LINE: She thinks she caught it from her sister. {bk11-l1a-f4-03.mp3}
+
+VOCAB: symptoms
+LINE: She began to feel the symptoms yesterday. {bk11-l1a-f4-04.mp3}
+
+VOCAB: to sneeze
+LINE: First she started to sneeze. {bk11-l1a-f4-05.mp3}
+
+VOCAB: to run
+LINE: Then her nose began to run. {bk11-l1a-f4-06.mp3}
+
+VOCAB: cough
+LINE: Now she has a bad cough. {bk11-l1a-f4-07.mp3}
+
+LINE: She couldn't sleep last night because she coughed so often. {bk11-l1a-f4-08.mp3}
+
+VOCAB: running a temperature
+LINE: Now she's running a temperature of 101. {bk11-l1a-f4-09.mp3}
+
+VOCAB: to see
+LINE: Her mother thinks Sally should see the doctor. {bk11-l1a-f4-10.mp3}
+
+VOCAB: appointment
+LINE: She wants Sally to make an appointment with the doctor. {bk11-l1a-f4-11.mp3}
+
+# Source: ST §Ned Has an Awful Cold
+$DIALOGUE Ned Has an Awful Cold
+ID: l1-s3
+INTRO: Sally isn't the only one. Here's the story of Ned, who has all of her symptoms and then some. Just listen and read along.
+INSTRUCTION: Listen and read the story.
+
+Narrator: I went to see Ned yesterday.
+Narrator: When I got there, he was sneezing. {st-page_011_001.jpg}
+Narrator: He was also coughing, and his nose was running. {st-page_011_003.jpg}
+VOCAB: runny
+Narrator: With his runny nose, he had a bad pain in his chest, too.
+Narrator: His cough made his chest ache more. {st-page_011_005.jpg}
+Narrator: While I was there, he took his temperature with a thermometer, and he had a fever. {st-page_011_007.jpg}
+Narrator: How did he catch his cold? Maybe he caught it from someone at work; or did he catch it when he walked home from the office in the rain?
+Narrator: He wasn't sure.
+Narrator: He only knew that the sneezing, coughing, and other symptoms were not pleasant. {st-page_011_008.jpg}
+Narrator: Ned really felt bad yesterday.
+
+# SKIPPED (book): "NED HAS AN AWFUL COLD" questions — instructor-read, none printed.
+# SKIPPED (book): "ACHES AND PAINS" — pantomime activity (physical action, partner task).
+# SKIPPED (book): Listening Skill "LISTEN TO THE CONVERSATIONS" — instructor-read, no stimulus printed.
+
+# Source: LLA 1A Figure 5
+$PRODUCE Complete the Dialog
+ID: 11-1a-f5
+INPUT: type
+CHECK: exact
+INTRO: Sally and Maria are talking about Sally's cold. Listen to each line and type the missing words — the lines with no blanks are there just to keep the conversation going.
+INSTRUCTION: Type the missing words.
+
+PROMPT: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3}
+TEMPLATE: Sally: Excuse me. I can't stop ____{sneezing}.
+RESPONSE: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3}
+
+PROMPT: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3}
+TEMPLATE: Maria: What's the matter? Did you ____{catch} a ____{cold}?
+RESPONSE: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3}
+
+PROMPT: I have all the symptoms of one. {bk11-l1a-f5-03.mp3}
+TEMPLATE: Sally: I have all the ____{symptoms} of one.
+RESPONSE: I have all the symptoms of one. {bk11-l1a-f5-03.mp3}
+
+PROMPT: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
+TEMPLATE: Maria: That's a bad ____{cough}. Do you have a ____{fever}?
+RESPONSE: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
+
+PROMPT: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3}
+TEMPLATE: Sally: Yes, and a ____{runny} nose too.
+RESPONSE: Yes, and a runny nose too. {bk11-l1a-f5-05.mp3}
+
+PROMPT: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3}
+TEMPLATE: Maria: Did you make a doctor's ____{appointment}?
+RESPONSE: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3}
+
+PROMPT: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
+TEMPLATE: Sally: I don't think I need to ____{see} the doctor.
+RESPONSE: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
+
+TEMPLATE: Maria: Why not?
+RESPONSE: Why not? {bk11-l1a-f5-08.mp3}
+
+TEMPLATE: Sally: I know what she'll tell me. Stay in bed.
+RESPONSE: I know what she'll tell me. Stay in bed. {bk11-l1a-f5-09.mp3}
+
+TEMPLATE: Maria: Yes, and eat a lot of chicken soup.
+RESPONSE: Yes, and eat a lot of chicken soup. {bk11-l1a-f5-10.mp3}
+
+# Source: ST §He Has a Backache (kept as a retrieval pass after the drills)
$PRODUCE Say What's Wrong
ID: l1-s2
-INTRO: Now you're the nurse. Look at each picture and say what's wrong with the person, in a full sentence.
-INSTRUCTION: Look at the picture and say what's wrong with the person.
INPUT: speak
CHECK: llm
-RUBRIC: Treat the model answer as the key; accept any sentence naming the same symptom (for example, "His back hurts" for "He has a backache").
+INTRO: Time to diagnose without any help. Look at each picture and say what's wrong with the person, in a full sentence.
+INSTRUCTION: Say what's wrong with the person in the picture.
+RUBRIC: Treat the model answer as the key symptom; accept any sentence naming that same symptom (e.g. "His back hurts" for "He has a backache"). A different symptom fails.
PROMPT: {st-page_009_001.jpg}
RESPONSE: He has a backache.
@@ -230,214 +393,31 @@ RESPONSE: He has an earache.
PROMPT: {st-page_010_002.jpg}
RESPONSE: She has a stomachache.
-# Source: LLA 1A Figure 3
-$DIALOGUE Taking Temperatures
-ID: 11-1a-f3
-INTRO: The nurse takes everyone's temperature. Just listen — and note which number counts as normal.
-INSTRUCTION: Listen to the paragraph.
-
-VOCAB: nurse
-VOCAB: temperature
-LINE: The nurse at the school took everyone's temperature. {bk11-l1a-f3-01.mp3}
-LINE: She gave the students thermometers and told them to hold the thermometers under their tongues for a few minutes. {bk11-l1a-f3-02.mp3}
-LINE: Then she took the thermometers and looked at them. {bk11-l1a-f3-03.mp3}
-LINE: Maria's thermometer said 98.6 degrees Fahrenheit, or 37 degrees Celsius. {bk11-l1a-f3-04.mp3}
-LINE: That temperature is all right. {bk11-l1a-f3-05.mp3}
-VOCAB: fever
-LINE: Someone with a temperature higher than 98.6 has a fever. {bk11-l1a-f3-06.mp3}
-
-# Source: LLA 1A Figure 3 (writing pass)
-$PRODUCE Type the Temperatures
-ID: 11-1a-f3-b
-INPUT: type
-CHECK: exact
-INTRO: Listen and type each student's temperature in degrees.
-INSTRUCTION: Type the temperature.
-
-TEMPLATE: Steve's temperature: ____ degrees
-PROMPT: Steve had a temperature of 100 degrees. {bk11-l1a-f3-07.mp3}
-RESPONSE: 100
-
-TEMPLATE: Alan's temperature: ____ degrees
-PROMPT: Alan's temperature was 98.2 degrees. {bk11-l1a-f3-08.mp3}
-RESPONSE: 98.2
-
-TEMPLATE: Sally's temperature: ____ degrees
-PROMPT: Sally's temperature was 99.5. {bk11-l1a-f3-09.mp3}
-RESPONSE: 99.5
-
-TEMPLATE: David's temperature: ____ degrees
-PROMPT: David had a temperature of 103 degrees. {bk11-l1a-f3-10.mp3}
-RESPONSE: 103
-
-# Source: LLA 1A Figure 3 (fever check)
-$SELECT Who Has a Fever?
-ID: 11-1a-f3-c
-MULTI
-INTRO: Remember: normal is 98.6. Based on the temperatures you just heard, tap every student who had a fever.
-INSTRUCTION: Tap the students who had a fever.
-
-PROMPT: Which students had fevers? {bk11-l1a-f3-11-q.mp3}
-OPTION: a | Steve
-OPTION: b | Alan
-OPTION: c | Sally
-OPTION: d | David
-ANSWER: a,c,d
-FEEDBACK: They were Steve, Sally, and David. {bk11-l1a-f3-11-a.mp3}
-
-# Source: LLA 1A Figure 3 (question pass)
-$PRODUCE Questions About the Temperatures
-ID: 11-1a-f3-d
-INPUT: speak
-CHECK: reveal
-INTRO: Answer the questions about the students' temperatures aloud, then repeat the correct answer.
-INSTRUCTION: Answer the questions aloud.
-REPEAT
-
-PROMPT: Whose fever was the highest? {bk11-l1a-f3-12-q.mp3}
-RESPONSE: David's fever was the highest. {bk11-l1a-f3-12-a.mp3}
-
-PROMPT: Who had the lowest temperature? {bk11-l1a-f3-13-q.mp3}
-RESPONSE: Alan had the lowest temperature. {bk11-l1a-f3-13-a.mp3}
-
-PROMPT: What was the highest temperature? {bk11-l1a-f3-14-q.mp3}
-RESPONSE: The highest temperature was 103. {bk11-l1a-f3-14-a.mp3}
-
-PROMPT: What was Steve's temperature? {bk11-l1a-f3-15-q.mp3}
-RESPONSE: Steve's temperature was 100 degrees. {bk11-l1a-f3-15-a.mp3}
-
-PROMPT: What was Sally's temperature? {bk11-l1a-f3-16-q.mp3}
-RESPONSE: Sally's temperature was 99.5. {bk11-l1a-f3-16-a.mp3}
-
-# Source: LLA 1A Figure 4
-$DIALOGUE Sally's Cold {page_013_001.jpg}
-ID: 11-1a-f4
-INTRO: Sally has caught a bad cold — sneezing, coughing, the whole collection. Listen to the sentences about her symptoms and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-VOCAB: cold
-LINE: Sally has a bad cold. {bk11-l1a-f4-01.mp3}
-
-VOCAB: catch
-LINE: She hopes her friends won't catch it. {bk11-l1a-f4-02.mp3}
-
-LINE: She thinks she caught it from her sister. {bk11-l1a-f4-03.mp3}
-
-VOCAB: symptoms
-LINE: She began to feel the symptoms yesterday. {bk11-l1a-f4-04.mp3}
-
-VOCAB: sneeze
-LINE: First she started to sneeze. {bk11-l1a-f4-05.mp3}
-
-VOCAB: run
-LINE: Then her nose began to run. {bk11-l1a-f4-06.mp3}
-
-VOCAB: cough
-LINE: Now she has a bad cough. {bk11-l1a-f4-07a.mp3}
-
-LINE: She couldn't sleep last night because she coughed so often. {bk11-l1a-f4-07b.mp3}
-
-LINE: Now she's running a temperature of 101. {bk11-l1a-f4-08.mp3}
-
-VOCAB: see
-LINE: Her mother thinks Sally should see the doctor. {bk11-l1a-f4-09.mp3}
-
-VOCAB: appointment
-LINE: She wants Sally to make an appointment with the doctor. {bk11-l1a-f4-10.mp3}
-
-# Source: ST §Ned Has an Awful Cold
-$DIALOGUE Ned Has an Awful Cold
-ID: l1-s3
-INTRO: Ned has a cold too — and a friend unwise enough to visit him. Just listen to the story and read along.
-INSTRUCTION: Listen and read the story.
-
-Narrator: I went to see Ned yesterday.
-Narrator: When I got there, he was sneezing. {st-page_011_001.jpg}
-Narrator: He was also coughing, and his nose was running. {st-page_011_003.jpg}
-VOCAB: runny
-Narrator: With his runny nose, he had a bad pain in his chest, too.
-Narrator: His cough made his chest ache more. {st-page_011_005.jpg}
-Narrator: While I was there, he took his temperature with a thermometer, and he had a fever. {st-page_011_007.jpg}
-Narrator: How did he catch his cold? Maybe he caught it from someone at work; or did he catch it when he walked home from the office in the rain?
-Narrator: He wasn't sure.
-Narrator: He only knew that the sneezing, coughing, and other symptoms were not pleasant. {st-page_011_008.jpg}
-Narrator: Ned really felt bad yesterday.
-
-# SKIPPED (book): "NED HAS AN AWFUL COLD" questions (instructor-read, none printed).
-# SKIPPED (book): "ACHES AND PAINS" — pantomime activity (physical action, partner task).
-# SKIPPED (book): Listening Skill "LISTEN TO THE CONVERSATIONS" — instructor-read, no stimulus printed.
-
-# Source: LLA 1A Figure 5
-$PRODUCE Complete the Dialogue: A Bad Cold
-ID: 11-1a-f5
-INPUT: type
-CHECK: exact
-INTRO: Sally tells Maria about her cold. Listen to each line of the dialogue and type the missing word.
-INSTRUCTION: Type the missing word.
-
-TEMPLATE: Sally: Excuse me. I can't stop ____.
-PROMPT: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3}
-RESPONSE: Excuse me. I can't stop sneezing. {bk11-l1a-f5-01.mp3}
-ACCEPT: sneezing
-
-TEMPLATE: Maria: What's the matter? Did you ____{catch} a ____{cold}?
-PROMPT: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3}
-RESPONSE: What's the matter? Did you catch a cold? {bk11-l1a-f5-02.mp3}
-
-TEMPLATE: Sally: I have all the ____ of one.
-PROMPT: I have all the symptoms of one. {bk11-l1a-f5-03.mp3}
-RESPONSE: I have all the symptoms of one. {bk11-l1a-f5-03.mp3}
-ACCEPT: symptoms
-
-TEMPLATE: Maria: That's a bad ____{cough}. Do you have a ____{fever}?
-PROMPT: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
-RESPONSE: That's a bad cough. Do you have a fever? {bk11-l1a-f5-04.mp3}
-
-TEMPLATE: Sally: Yes, and a ____ nose, too.
-PROMPT: Yes. And a runny nose too. {bk11-l1a-f5-05.mp3}
-RESPONSE: Yes, and a runny nose too. {bk11-l1a-f5-05.mp3}
-ACCEPT: runny
-
-TEMPLATE: Maria: Did you make a doctor's ____?
-PROMPT: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3}
-RESPONSE: Did you make a doctor's appointment? {bk11-l1a-f5-06.mp3}
-ACCEPT: appointment
-
-TEMPLATE: Sally: I don't think I need to ____ the doctor.
-PROMPT: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
-RESPONSE: I don't think I need to see the doctor. {bk11-l1a-f5-07.mp3}
-ACCEPT: see
-
-TEMPLATE: Maria: Why not?
-TEMPLATE: Sally: I know what she'll tell me. Stay in bed.
-TEMPLATE: Maria: Yes. And eat a lot of chicken soup.
-
# Source: LLA 1A Figure 6
-$DIALOGUE David's Math Test
+$DIALOGUE The Math Test
ID: 11-1a-f6
-INTRO: Being sick has a price: David missed math class this morning. Listen to what he finds out from his friend.
+INTRO: David missed math class this morning. Listen to the conversation to find out whether being sick actually saved him. Just listen — questions come next.
INSTRUCTION: Listen to the conversation.
-Friend: Hey David, why weren't you in math class this morning? {bk11-l1a-f6-01.mp3}
+Boy: Hey David, why weren't you in math class this morning? {bk11-l1a-f6-01.mp3}
David: I was in the nurse's office. {bk11-l1a-f6-02.mp3}
-Friend: What was wrong? {bk11-l1a-f6-03.mp3}
+Boy: What was wrong? {bk11-l1a-f6-03.mp3}
David: I was sick. {bk11-l1a-f6-04.mp3}
-Friend: That's too bad. The math test was easy. {bk11-l1a-f6-05.mp3}
+Boy: That's too bad. The math test was easy. {bk11-l1a-f6-05.mp3}
David: It was? I thought it was going to be hard. {bk11-l1a-f6-06.mp3}
-Friend: I guess a lot of other people thought the same thing. Half of the class wasn't there. {bk11-l1a-f6-07.mp3}
+Boy: I guess a lot of other people thought the same thing. Half of the class wasn't there. {bk11-l1a-f6-07.mp3}
David: Was Mr. Wilson angry? {bk11-l1a-f6-08.mp3}
-Friend: No, but he did say that the test tomorrow will be more difficult. {bk11-l1a-f6-09.mp3}
+Boy: No, but he did say that the test tomorrow will be more difficult. {bk11-l1a-f6-09.mp3}
David: Another test tomorrow? I feel sick again. {bk11-l1a-f6-10.mp3}
-# Source: LLA 1A Figure 6 (question pass)
-$PRODUCE Questions About David
+# Source: LLA 1A Figure 6
+$PRODUCE Questions About the Math Test
ID: 11-1a-f6-b
REFERENCE
INPUT: speak
CHECK: reveal
-INTRO: Now answer the questions about David and the math test. Speak your answer aloud, then repeat the correct answer.
-INSTRUCTION: Answer the questions aloud.
+INTRO: Answer the questions about David and the math test aloud in full sentences. Open the conversation again if you need it, then repeat the model answer.
+INSTRUCTION: Answer aloud in a full sentence.
REPEAT
PROMPT: Who is Mr. Wilson? {bk11-l1a-f6-11-q.mp3}
@@ -455,12 +435,12 @@ RESPONSE: No, half of the students in the class didn't take the test. {bk11-l1a-
PROMPT: Will Mr. Wilson give the class another test? {bk11-l1a-f6-15-q.mp3}
RESPONSE: Yes, he'll give the class another test tomorrow. {bk11-l1a-f6-15-a.mp3}
-$SESSION 1-2: Checkups, Appointments, and Emergencies
+$SESSION 1-2: Checkups and Emergencies
# Source: ST §An Appointment for a Physical
$DIALOGUE An Appointment for a Physical {st-page_013_001.jpg}
ID: l1-s4
-INTRO: In this part you'll learn to call a doctor's office — for a routine checkup, and for a real emergency. Mr. Edwards needs a physical for his insurance company. Listen and repeat the dialog.
+INTRO: In this part you'll learn the language of doctor's visits — from the routine annual checkup to a genuine emergency. Mr. Edwards is calling Dr. Getwell's office; he's not even sick. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -469,12 +449,14 @@ Mr_Edwards: Yes, I'd like to make an appointment to see the doctor.
Ms_Roberts: What would you like to see him about?
VOCAB: physical
Mr_Edwards: I need to have a complete physical. I'm buying some insurance, and the insurance company wants to be sure that I'm in good shape.
-VOCAB: physical examination | examination
+VOCAB: examination
Ms_Roberts: When did you have your last physical examination, sir?
VOCAB: annual
VOCAB: checkup
+Mr_Edwards: Well, I had my annual checkup about ten months ago.
VOCAB: regular
-Mr_Edwards: Well, I had my annual checkup about ten months ago. I have an appointment for my regular exam in two months, but I don't want to wait. The insurance company has a good deal this month.
+LINE: I have an appointment for my regular exam in two months, but I don't want to wait.
+LINE: The insurance company has a good deal this month.
NOTES: good deal = something good at a good price
VOCAB: to come in
Ms_Roberts: Can you come in on Monday at 1:30?
@@ -489,10 +471,10 @@ Mr_Edwards: Yes, I'll see you then.
# SKIPPED (book): "AN APPOINTMENT FOR A PHYSICAL" questions — none printed.
-# Source: LLA 1B Figure 1 (kept as pronunciation reinforcement — the words are taught in sentences in the dialog above and the dialogues below)
-$DIALOGUE Pronunciation: Appointment Words
+# Source: LLA 1B Figure 1 (kept after the dialog as pronunciation reinforcement)
+$DIALOGUE Checkup Words — Pronunciation
ID: 1b-f1
-INTRO: You just heard these words in the dialog. Now practice pronouncing each one clearly on its own.
+INTRO: Now the key words from that phone call, one at a time. Listen and repeat each one — this is your pronunciation pass.
INSTRUCTION: Listen and repeat each word.
REPEAT
@@ -511,9 +493,9 @@ LINE: how about {bk11-l1b-f1-12.mp3}
LINE: then {bk11-l1b-f1-13.mp3}
# Source: LLA 1B Figure 2
-$DIALOGUE Checkup Words in Short Dialogues
+$DIALOGUE Short Dialogues with the New Words
ID: 1b-f2
-INTRO: Each short exchange puts one of the new words to work — checkups, mechanics, and one haircut. Just listen; no repeating this time.
+INTRO: The same words work outside the doctor's office too — for haircuts, mechanics, and the military. Listen to the short dialogues.
INSTRUCTION: Listen to the dialogues.
Sue: Does your family take a vacation every year? {bk11-l1b-f2-01a.mp3}
@@ -531,26 +513,23 @@ Jim: I don't. I have a checkup every 6 months. {bk11-l1b-f2-04b.mp3}
Ted: Does Jim usually work on your car? {bk11-l1b-f2-05a.mp3}
Jan: No, Tom is my regular mechanic. {bk11-l1b-f2-05b.mp3}
-VOCAB: in
Dan: Are you in the military? {bk11-l1b-f2-06a.mp3}
-VOCAB: out
Bob: No. I was in for 8 years, but I'm out now. {bk11-l1b-f2-06b.mp3}
-VOCAB: sometime
Bob: Can you give me a haircut some time today? {bk11-l1b-f2-07a.mp3}
Ray: Sure. Can you come in at 9 o'clock? {bk11-l1b-f2-07b.mp3}
Bob: Sorry, I can't make it there that early. {bk11-l1b-f2-07c.mp3}
Ray: All right. How about 11 o'clock? {bk11-l1b-f2-07d.mp3}
Bob: That's fine. I'll see you then. {bk11-l1b-f2-07e.mp3}
-# Source: LLA 1B Figure 2 (question pass)
-$PRODUCE Questions About the Dialogues
+# Source: LLA 1B Figure 2
+$PRODUCE Questions on the Short Dialogues
ID: 1b-f2-b
REFERENCE
-INTRO: Answer the questions about the dialogues out loud, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
+INTRO: Answer each question about those dialogues aloud in a full sentence — open them again if your memory objects. Then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
REPEAT
PROMPT: What kind of vacation does Tom's family take? {bk11-l1b-f2-08-q.mp3}
@@ -583,123 +562,92 @@ RESPONSE: Ray asks him to come in at 9 o'clock. {bk11-l1b-f2-16-a.mp3}
PROMPT: Can Bob be there by 9? {bk11-l1b-f2-17-q.mp3}
RESPONSE: No, he can't make it there by 9. {bk11-l1b-f2-17-a.mp3}
-PROMPT: Will he see Ray at 11? {bk11-l1b-f2-18-q.mp3}
-RESPONSE: Yes, he'll see him then. {bk11-l1b-f2-18-a.mp3}
+PROMPT: How about 11 o'clock? Is 11 o'clock okay? {bk11-l1b-f2-18-q.mp3}
+RESPONSE: Yes, it's okay. {bk11-l1b-f2-18-a.mp3}
+
+PROMPT: Will he see Ray at 11? {bk11-l1b-f2-19-q.mp3}
+RESPONSE: Yes, he'll see him then. {bk11-l1b-f2-19-a.mp3}
# Source: LLA 1B Figure 3
-$PRODUCE Henry's Annual Exam
-ID: 1b-f3
-INTRO: Henry is an airline pilot, so his checkups aren't optional. Listen to the paragraph about him and type the missing words.
-INSTRUCTION: Type the missing word(s).
+$DIALOGUE Henry the Pilot
+ID: 1b-f3-a
+INTRO: Meet Henry. His whole career depends on passing a physical — listen to how his story begins.
+INSTRUCTION: Listen.
+
+LINE: Henry is an airline pilot. {bk11-l1b-f3-01.mp3}
+LINE: He has to be healthy, or he can't fly an airplane. {bk11-l1b-f3-02.mp3}
+
+# Source: LLA 1B Figure 3
+$PRODUCE Henry's Checkup — Fill In the Words
+ID: 1b-f3-b
INPUT: type
CHECK: exact
+INTRO: Now the rest of Henry's story. Listen to each sentence and type the missing word or words.
+INSTRUCTION: Type the missing word or words.
-TEMPLATE: Henry is an airline pilot. He has to be healthy, or he can't fly an airplane.
TEMPLATE: He gets a ____{physical} exam every summer.
-PROMPT: He gets a physical exam every summer. {bk11-l1b-f3-01.mp3}
-RESPONSE: He gets a physical exam every summer. {bk11-l1b-f3-01.mp3}
+PROMPT: He gets a physical exam every summer. {bk11-l1b-f3-03.mp3}
+RESPONSE: He gets a physical exam every summer. {bk11-l1b-f3-03.mp3}
TEMPLATE: When it's time for his ____{annual} visit to the doctor, Henry calls Dr. Armstrong's office.
-PROMPT: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3}
-RESPONSE: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-02.mp3}
+PROMPT: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-04.mp3}
+RESPONSE: When it's time for his annual visit to the doctor, Henry calls Dr. Armstrong's office. {bk11-l1b-f3-04.mp3}
TEMPLATE: The secretary always gives him an appointment ____{sometime} in June.
-PROMPT: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3}
-RESPONSE: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-03.mp3}
+PROMPT: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-05.mp3}
+RESPONSE: The secretary always gives him an appointment sometime in June. {bk11-l1b-f3-05.mp3}
TEMPLATE: The doctor checks Henry carefully ____{then}.
-PROMPT: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3}
-RESPONSE: The doctor checks Henry carefully then. {bk11-l1b-f3-04.mp3}
+PROMPT: The doctor checks Henry carefully then. {bk11-l1b-f3-06.mp3}
+RESPONSE: The doctor checks Henry carefully then. {bk11-l1b-f3-06.mp3}
TEMPLATE: When Dr. Armstrong finds something wrong in the ____{regular} exam, he asks Henry to ____{come in} for another examination.
-PROMPT: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3}
-RESPONSE: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-05.mp3}
+PROMPT: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-07.mp3}
+RESPONSE: When Dr. Armstrong finds something wrong in the regular exam, he asks Henry to come in for another examination. {bk11-l1b-f3-07.mp3}
TEMPLATE: Henry always ____{makes it} to the doctor's office for his ____{exam} because he wants to keep his job.
-PROMPT: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3}
-RESPONSE: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-06.mp3}
+PROMPT: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-08.mp3}
+RESPONSE: Henry always makes it to the doctor's office for his exam because he wants to keep his job. {bk11-l1b-f3-08.mp3}
-TEMPLATE: ____{How about} you? Do you get a ____{checkup} every year?
-PROMPT: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3}
-RESPONSE: How about you? Do you get a checkup every year? {bk11-l1b-f3-07.mp3}
+TEMPLATE: ____{How about} you?
+PROMPT: How about you? {bk11-l1b-f3-09.mp3}
+RESPONSE: How about you? {bk11-l1b-f3-09.mp3}
+ACCEPT: How about
-# Source: LLA 1B Figure 4
-$DIALOGUE An Emergency Call
-ID: 1b-f4
-INTRO: Not every call is about a checkup. Mrs. Green's son just broke his arm, and she is not waiting an hour for a call back. Listen to the phone call, then repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
+TEMPLATE: Do you get a ____{checkup} every year?
+PROMPT: Do you get a checkup every year? {bk11-l1b-f3-10.mp3}
+RESPONSE: Do you get a checkup every year? {bk11-l1b-f3-10.mp3}
+ACCEPT: checkup
-Mrs_Green: Can I speak with the doctor, please? {page_018_001.jpg} {bk11-l1b-f4-01.mp3}
-Secretary: Dr. Payne will have some free time in about an hour. May she return your call then? {page_018_001.jpg} {bk11-l1b-f4-02.mp3}
-
-VOCAB: emergency
-Mrs_Green: No, I can't wait. This is an emergency. My son Mike had an accident. {page_018_001.jpg} {bk11-l1b-f4-03.mp3}
-
-VOCAB: patient
-Secretary: Just a minute, please. I'll tell her. Doctor, a young patient of yours is in trouble. {page_018_001.jpg} {bk11-l1b-f4-04.mp3}
-
-Dr_Paine: What's the problem, Mrs. Green? {page_018_001.jpg} {bk11-l1b-f4-05.mp3}
-Mrs_Green: Mike just broke his arm in a basketball game. {page_018_001.jpg} {bk11-l1b-f4-06.mp3}
-Dr_Paine: Is he in a lot of pain? {page_018_001.jpg} {bk11-l1b-f4-07.mp3}
-Mrs_Green: Yes. Can you see him right away? {page_018_001.jpg} {bk11-l1b-f4-08.mp3}
-VOCAB: emergency room
-VOCAB: get
-Dr_Paine: I'll meet you at the hospital emergency room. When can you get there? {page_018_001.jpg} {bk11-l1b-f4-09.mp3}
-Mrs_Green: I can be there in 10 minutes. Thank you. {page_018_001.jpg} {bk11-l1b-f4-10.mp3}
-
-# Source: LLA 1B Figure 5
-$SELECT True or False: The Emergency
-ID: 1b-f5
-REFERENCE
-INTRO: Listen to each statement about Mrs. Green's phone call and decide if it is true or false.
-INSTRUCTION: Tap True or False.
-OPTION: t | T (True)
-OPTION: f | F (False)
-
-PROMPT: Mrs. Green wants to make a regular appointment. {bk11-l1b-f5-01-q.mp3}
-ANSWER: f
-FEEDBACK: Mrs. Green doesn't want to make a regular appointment. This is an emergency. {bk11-l1b-f5-01-a.mp3}
-
-PROMPT: Mike needs to see the doctor right away. {bk11-l1b-f5-02-q.mp3}
-ANSWER: t
-FEEDBACK: Repeat: Mike needs to see the doctor right away. {bk11-l1b-f5-02-a.mp3}
-
-PROMPT: The doctor is Mike's patient. {bk11-l1b-f5-03-q.mp3}
-ANSWER: f
-FEEDBACK: The doctor isn't Mike's patient. Mike is Dr. Payne's patient. {bk11-l1b-f5-03-a.mp3}
-
-PROMPT: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-q.mp3}
-ANSWER: t
-FEEDBACK: Repeat: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-a.mp3}
-
-PROMPT: Mrs. Green can drive to the hospital in half an hour. {bk11-l1b-f5-05-q.mp3}
-ANSWER: f
-FEEDBACK: It won't take Mrs. Green half an hour to get to the hospital. She can get there in 10 minutes. {bk11-l1b-f5-05-a.mp3}
-
-# Source: ST §It's an Emergency!
+# Source: ST §It's An Emergency!
$DIALOGUE It's an Emergency! {st-page_014_001.jpg}
ID: l1-s5
-INTRO: Another emergency — this one walks right into the office. Mr. Peters' little girl fell and cut her head. Listen and repeat the dialog.
+INTRO: Not every visit can wait for an appointment. Mr. Peters' little girl fell and cut her head — listen to what happens at the doctor's office, and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
Mr_Peters: My little girl fell and cut her head. She needs to see the doctor right away!
+VOCAB: patient
Ms_Barton: Dr. Wells is with another patient right now. Can you wait a few minutes?
-Mr_Peters: No, this is an emergency! I tried to catch her when she started to fall, but I wasn't able to. She hurt her head badly when she hit the ground.
-Ms_Barton: I'm Dr. Wells' new nurse. Let me look at your daughter's head. I'm sure I can fix the problem.
+Mr_Peters: No, this is an emergency!
+VOCAB: to catch
+LINE: I tried to catch her when she started to fall, but I wasn't able to.
+LINE: She hurt her head badly when she hit the ground.
+Ms_Barton: I'm Dr. Wells' new nurse. Let me look at your daughter's head.
+LINE: I'm sure I can fix the problem.
Mr_Peters: All right, thanks. Will the doctor have time to check my daughter's head when you finish?
+VOCAB: out of
Ms_Barton: Yes, of course. When the other patient comes out of the examination room, your daughter can go in.
-# Source: ST §Answer Questions About the Dialog
+# Source: ST §It's An Emergency! questions
$PRODUCE Questions About the Emergency
ID: l1-s6
REFERENCE
-INTRO: Now answer the questions about Mr. Peters and his daughter. You can look back at the dialog if you need to.
-INSTRUCTION: Answer the questions about the dialog.
INPUT: speak
CHECK: llm
SHOW_PROMPT
+INTRO: Answer the questions about Mr. Peters and his daughter aloud in full sentences. Open the dialog again if you need it.
+INSTRUCTION: Answer the questions about the dialog.
RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
PROMPT: Why can't the doctor see Mr. Peters' little girl right now?
@@ -723,84 +671,186 @@ RESPONSE: He is with another patient in the examination room.
PROMPT: When can Mr. Peters and his daughter go in and see the doctor?
RESPONSE: They can go in when the other patient comes out.
-$SESSION 1-3: "Still" and "Anymore"
-
-# Source: LLA 1B Figure 7
-$DIALOGUE "Still" and "Anymore"
-ID: 1b-f7
-INTRO: This part is about things that keep going, and things that have stopped. Listen to each group of sentences, and repeat the last one — it's the one with "still", "any longer", or "anymore".
-INSTRUCTION: Listen and repeat the last sentence in each group.
+# Source: LLA 1B Figure 4
+$DIALOGUE Mrs. Green's Emergency Call {page_018_001.jpg}
+ID: 1b-f4
+INTRO: Another emergency — this one over the phone. Mike broke his arm in a basketball game, and his mother is not in the mood to wait an hour. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
-LINE: Beth was Dr. Clark's patient 5 years ago. {bk11-l1b-f7-01a.mp3}
-LINE: She's Dr. Clark's patient now. {bk11-l1b-f7-01b.mp3}
-VOCAB: still
-LINE: Beth is still Dr. Clark's patient. {bk11-l1b-f7-01c.mp3}
+Mrs_Green: Can I speak with the doctor, please? {bk11-l1b-f4-01.mp3}
+Secretary: Dr. Payne will have some free time in about an hour. {bk11-l1b-f4-02.mp3}
+LINE: May she return your call then? {bk11-l1b-f4-03.mp3}
+Mrs_Green: No, I can't wait. {bk11-l1b-f4-04.mp3}
+LINE: This is an emergency. {bk11-l1b-f4-05.mp3}
+LINE: My son Mike had an accident. {bk11-l1b-f4-06.mp3}
+Secretary: Just a minute, please. {bk11-l1b-f4-07.mp3}
+LINE: I'll tell her. {bk11-l1b-f4-08.mp3}
+LINE: Doctor, a young patient of yours is in trouble. {bk11-l1b-f4-09.mp3}
+Dr_Paine: What's the problem, Mrs. Green? {bk11-l1b-f4-10.mp3}
+Mrs_Green: Mike just broke his arm in a basketball game. {bk11-l1b-f4-11.mp3}
+Dr_Paine: Is he in a lot of pain? {bk11-l1b-f4-12.mp3}
+Mrs_Green: Yes. {bk11-l1b-f4-13.mp3}
+LINE: Can you see him right away? {bk11-l1b-f4-14.mp3}
+Dr_Paine: I'll meet you at the hospital emergency room. {bk11-l1b-f4-15.mp3}
+LINE: When can you get there? {bk11-l1b-f4-16.mp3}
+Mrs_Green: I can be there in 10 minutes. {bk11-l1b-f4-17.mp3}
+LINE: Thank you. {bk11-l1b-f4-18.mp3}
-LINE: Dr. Clark's office was downtown. {bk11-l1b-f7-02a.mp3}
-LINE: It's in the shopping mall now. {bk11-l1b-f7-02b.mp3}
-VOCAB: any longer
-LINE: Dr. Clark's office isn't downtown any longer. {bk11-l1b-f7-02c.mp3}
+# Source: LLA 1B Figure 5
+$SELECT True or False — The Emergency Call
+ID: 1b-f5
+REFERENCE
+INTRO: How closely were you listening to Mrs. Green? Tap True or False for each statement, then listen to the correct answer.
+INSTRUCTION: Tap True or False.
+OPTION: t | True
+OPTION: f | False
-LINE: When she was younger, Beth ate a lot of candy. {bk11-l1b-f7-03a.mp3}
-LINE: Then she began to have problems with her teeth. {bk11-l1b-f7-03b.mp3}
-VOCAB: anymore
-LINE: Beth doesn't eat much candy anymore. {bk11-l1b-f7-03c.mp3}
+PROMPT: Mrs. Green wants to make a regular appointment. {bk11-l1b-f5-01-q.mp3}
+ANSWER: f
+FEEDBACK: This is an emergency. {bk11-l1b-f5-01-a.mp3}
-# Source: ST §Before and Now (talk-through added)
-$GRAMMAR Before and Now
+PROMPT: Mike needs to see the doctor right away. {bk11-l1b-f5-02-q.mp3}
+ANSWER: t
+FEEDBACK: Mike needs to see the doctor right away. {bk11-l1b-f5-02-a.mp3}
+
+PROMPT: The doctor is Mike's patient. {bk11-l1b-f5-03-q.mp3}
+ANSWER: f
+FEEDBACK: Mike is Dr. Payne's patient. {bk11-l1b-f5-03-a.mp3}
+
+PROMPT: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-q.mp3}
+ANSWER: t
+FEEDBACK: The doctor will meet Mike at the emergency room. {bk11-l1b-f5-04-a.mp3}
+
+PROMPT: Mrs. Green can drive to the hospital in half an hour. {bk11-l1b-f5-05-q.mp3}
+ANSWER: f
+FEEDBACK: She can get there in 10 minutes. {bk11-l1b-f5-05-a.mp3}
+
+$SESSION 1-3: Still, Any Longer, Anymore
+
+# Source: LLA 1B Figure 6
+$SELECT Listening Between the Lines
+ID: 1b-f6
+INTRO: This part is about noticing change — but first, a listening warm-up. You'll hear two people talking; nobody announces where they are or what's happening, so use the clues. Tap the best answer.
+INSTRUCTION: Tap the correct answer.
+
+EXAMPLE
+PROMPT: This jacket looks good with my slacks. — Yes, it does. Would you like to try it on? {bk11-l1b-f6-ex.mp3}
+TEMPLATE: Where are the men?
+OPTION: a | They're in a shoe store.
+OPTION: b | They're in a variety store.
+OPTION: c | They're in a clothing store. {bk11-l1b-f6-ex-a.mp3}
+ANSWER: c
+
+PROMPT: Would you like to order dessert? — Yes. I think I saw apple pie on the menu. {bk11-l1b-f6-01-q.mp3}
+TEMPLATE: They're eating in ____.
+OPTION: a | a restaurant {bk11-l1b-f6-01-a.mp3}
+OPTION: b | a dining hall
+OPTION: c | someone's home
+ANSWER: a
+
+PROMPT: Will we get there in time? — Yes. His flight doesn't land until 10 o'clock. {bk11-l1b-f6-02-q.mp3}
+TEMPLATE: They're going to ____ at the airport.
+OPTION: a | buy tickets
+OPTION: b | pick someone up {bk11-l1b-f6-02-a.mp3}
+OPTION: c | get on an airplane
+ANSWER: b
+
+PROMPT: It took my money and kept the soda. — Did you push the coin return? {bk11-l1b-f6-03-q.mp3}
+TEMPLATE: The ____ is out of order.
+OPTION: a | pay phone
+OPTION: b | refrigerator
+OPTION: c | vending machine {bk11-l1b-f6-03-a.mp3}
+ANSWER: c
+
+PROMPT: Oh no, there's a police car. — How fast were you driving? {bk11-l1b-f6-04-q.mp3}
+TEMPLATE: The driver may ____.
+OPTION: a | run a red light
+OPTION: b | cause an accident
+OPTION: c | get a traffic ticket {bk11-l1b-f6-04-a.mp3}
+ANSWER: c
+
+# Source: ST §Before and Now, with authored talk-through (# Source: new (gap: still/anymore never explained in prose))
+$GRAMMAR Before and Now: Still, Any Longer, Anymore
ID: l1-s7
-INTRO: Here's the pattern in one picture: what was true before, and what's true now.
+INTRO: Two pictures of the same street, two years apart. Here's how English says what has changed — and what stubbornly hasn't.
+
+"BEFORE"
-BEFORE
+
+"NOW"
-NOW
| BEFORE | NOW |
|---|---|
| Two years ago, Jane lived in the white house on Elm St., and Ann Robinson lived in the house next to hers. | Today, Jane {still} lives on Elm Street, but the Robinsons don't live there {any longer}. They aren't neighbors {anymore}. |
-**still** — the situation continues, unchanged: {Jane still lives on Elm Street.}
+Use **still** when something continues: {Jane still lives on Elm Street.}
-**anymore** and **any longer** — the situation has stopped. Use them in negative sentences: {They aren't neighbors anymore.} {The Robinsons don't live there any longer.}
+Use **any longer** or **anymore** at the end of a *negative* sentence, when something has stopped: {The Robinsons don't live there any longer.} {They aren't neighbors anymore.}
+
+# Source: LLA 1B Figure 7
+$DIALOGUE Still, Any Longer, Anymore — Examples
+ID: 1b-f7
+INTRO: You'll hear a little background first, then the sentence that sums it up with "still", "any longer", or "anymore". Repeat only that last sentence.
+INSTRUCTION: Listen and repeat the target sentences.
+REPEAT
+
+Narrator: Beth was Dr. Clark's patient 5 years ago. She's Dr. Clark's patient now.
+LINE: Beth is still Dr. Clark's patient. {bk11-l1b-f7-01.mp3}
+
+Narrator: Dr. Clark's office was downtown. It's in the shopping mall now.
+LINE: Dr. Clark's office isn't downtown any longer. {bk11-l1b-f7-02.mp3}
+
+Narrator: When she was younger, Beth ate a lot of candy. Then she began to have problems with her teeth.
+LINE: Beth doesn't eat much candy anymore. {bk11-l1b-f7-03.mp3}
+
+# Source: ST §Ann and Jane Are Friends
+$DIALOGUE Two Letters
+ID: l1-s8
+INTRO: Jane and Ann haven't written to each other in years, so their letters are full of one question: what's still the same, and what isn't anymore? Read along as you listen.
+INSTRUCTION: Read the letters.
+
+Narrator: Dear Ann,
+LINE: I lost your address and couldn't write to you for a long time, but I saw your Uncle Bill yesterday and he gave it to me.
+LINE: I have so many questions to ask you. Tell me about your family.
+LINE: How is your mother? Does she still live with you?
+LINE: How about your husband? Does he still teach in the same school?
+LINE: Does your son still play baseball?
+LINE: How about you? What are you doing now?
+LINE: Did you start teaching again, too, or are you still staying at home?
+LINE: I'm fine. I'm still not working but hope to find a job soon.
+LINE: I hope you'll answer my letter right away.
+VOCAB: sometime
+LINE: Please come to see us sometime.
+Narrator: Your friend, Jane
+
+Narrator: Dear Jane,
+LINE: Yes, your letter was full of questions!
+VOCAB: since
+LINE: It's really been a long time since I wrote to you.
+LINE: Now about my family. My mother doesn't live with us any longer.
+LINE: She has a little house not too far away.
+LINE: Robert doesn't teach any longer. He went into the Air Force and is a student now!
+LINE: He's learning how to fly.
+LINE: Ross still plays ball.
+LINE: I'm still staying home; I don't want to teach anymore.
+LINE: I'll go back to school next month. Then Robert and I will both be students.
+LINE: How about you? You didn't write very much about you or your family.
+LINE: Write soon and tell me what youre doing. We really should try to visit each other sometime.
+Narrator: Your friend, Ann
+
+# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" — instructor-led Q&A with minimal prompts ("I: Robert").
# Source: LLA 1B Figure 8
-$GRAMMAR Patient Information
+$PRODUCE Beth's Information Forms
ID: 1b-f8
-INTRO: Dr. Clark has two information forms for Beth — one old, one new. Read both, and notice what changed between them.
-
-**Patient Information (Form 1)**
-Date: June 20, 1988
-1. Name: Beth Davis
-2. Age: 23
-Home address:
-3. 122 State Street
-4. Bay City, Florida
-5. Home phone: 555-4009
-6. Occupation: Secretary
-7. Place of business: Bay City High School
-
-**Patient Information (Form 2)**
-Date: July 15, 1993
-Name: Beth Davis Hill
-Age: 28
-Home address:
-6614 Waterside Street
-Bay City, Florida
-Home phone: 555-7101
-Occupation: Teacher
-Place of business: Bay City High School
-
-# Source: LLA 1B Figure 8 (question pass)
-$PRODUCE What's Changed for Beth?
-ID: 1b-f8-b
-REFERENCE: 1b-f8
-INTRO: Five years, one wedding, and a new job. Answer the questions about Beth using the two forms — use "still", "anymore", or "any longer" — then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
+INTRO: Beth filled out a patient form five years ago and a new one today — and a lot has changed. You won't see the forms, so make your best guess aloud for each question; the answer that follows is the real one, and it's the pattern that matters: "still", "any longer", "anymore". Repeat each answer.
+INSTRUCTION: Answer aloud with a full sentence.
REPEAT
PROMPT: Is Beth's last name still Davis? {bk11-l1b-f8-01-q.mp3}
@@ -824,192 +874,121 @@ RESPONSE: She's not a secretary any longer. {bk11-l1b-f8-06-a.mp3}
PROMPT: Does Beth work at Bay City High School anymore? {bk11-l1b-f8-07-q.mp3}
RESPONSE: She still works at the high school. {bk11-l1b-f8-07-a.mp3}
-# Source: ST §Ann and Jane Are Friends
-$DIALOGUE Ann and Jane's Letters
-ID: l1-s8
-INTRO: Remember Jane and Ann, the neighbors from the two houses? Years later, Jane writes to catch up. Read both letters, and notice what's still true — and what isn't anymore.
-INSTRUCTION: Read the letters.
-
-Narrator: Dear Ann,
-LINE: I lost your address and couldn't write to you for a long time, but I saw your Uncle Bill yesterday and he gave it to me.
-LINE: I have so many questions to ask you. Tell me about your family. How is your mother?
-LINE: Does she still live with you?
-LINE: How about your husband? Does he still teach in the same school?
-LINE: Does your son still play baseball?
-LINE: How about you? What are you doing now?
-LINE: Did you start teaching again, too, or are you still staying at home?
-LINE: I'm fine. I'm still not working but hope to find a job soon.
-LINE: I hope you'll answer my letter right away.
-LINE: Please come to see us sometime.
-Narrator: Your friend, Jane
-
-Narrator: Dear Jane,
-LINE: Yes, your letter was full of questions!
-VOCAB: since
-LINE: It's really been a long time since I wrote to you.
-LINE: Now about my family. My mother doesn't live with us any longer.
-LINE: She has a little house not too far away.
-LINE: Robert doesn't teach any longer. He went into the Air Force and is a student now!
-LINE: He's learning how to fly.
-LINE: Ross still plays ball.
-LINE: I'm still staying home; I don't want to teach anymore. I'll go back to school next month.
-LINE: Then Robert and I will both be students.
-LINE: How about you? You didn't write very much about you or your family.
-LINE: Write soon and tell me what you're doing. We really should try to visit each other sometime.
-Narrator: Your friend, Ann
-
-# SKIPPED (book): "DOES ANN'S SON STILL PLAY BASEBALL?" — instructor-led Q&A with minimal prompts ("I: Robert").
-
# Source: LLA 1B Figure 9
$DIALOGUE Mark Is Never Sick
-ID: 1b-f9-a
-INTRO: One paragraph about Mark and his enviable health. Just listen.
+ID: 1b-f9-story
+INTRO: One more listening task: a short paragraph about Mark, a man doctors find deeply boring. Listen for the big picture, not the details.
INSTRUCTION: Listen to the paragraph.
-LINE: Mark is never sick. He exercises a lot and tries to eat good food. He has fruit or vegetables with every meal, and he usually doesn't have dessert. He sleeps for 7 or 8 hours every night and feels terrific the next day. The doctor and dentist check him every year, but they never find anything wrong. {bk11-l1b-f9-01.mp3}
+LINE: Mark is never sick. {bk11-l1b-f9-01.mp3}
+LINE: He exercises a lot and tries to eat good food. {bk11-l1b-f9-02.mp3}
+LINE: He has fruit or vegetables with every meal, and he usually doesn't have dessert. {bk11-l1b-f9-03.mp3}
+LINE: He sleeps for 7 or 8 hours every night and feels terrific the next day. {bk11-l1b-f9-04.mp3}
+LINE: The doctor and dentist check him every year, but they never find anything wrong. {bk11-l1b-f9-05.mp3}
-# Source: LLA 1B Figure 9 (main idea)
+# Source: LLA 1B Figure 9
$SELECT The Main Idea
ID: 1b-f9
REFERENCE
-INTRO: A paragraph says many things, but it's about one thing. Tap the main idea of the paragraph about Mark.
+INTRO: Every sentence you heard was true — but only one choice is the MAIN idea of the whole paragraph. Tap it.
INSTRUCTION: Tap the main idea.
-TEMPLATE: What is the main idea of the paragraph?
+TEMPLATE: What is the main idea?
OPTION: a | Mark sleeps a lot.
-OPTION: b | Mark is very healthy.
+OPTION: b | Mark is very healthy. {bk11-l1b-f9-06.mp3}
OPTION: c | Mark doesn't eat much.
OPTION: d | Mark likes to exercise.
ANSWER: b
-FEEDBACK: Mark is very healthy. {bk11-l1b-f9-02.mp3}
-$SESSION 1-4: Lines and Dots
+$SESSION 1-4: Lines, Dots, and the Present Perfect
-# Source: LLA 1C Figure 1
-$DIALOGUE Lines and Dots
+# Source: LLA 1C Figure 1 (ST "Lines and Dots" TTS twin dropped — see report)
+$DIALOGUE Geometry Words
ID: 1c-f1
-INTRO: A short detour from medicine into geometry: lines, dots, and inches. You'll need these words to talk about drawings and diagrams. Listen and repeat each word and sentence.
+INTRO: New goal for this part: the present perfect tense — "has been", "have had". But first, a short detour into geometry words you'll need in this book. Listen and repeat each word and sentence.
INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
VOCAB: dot
-LINE: The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
+LINE: Dot. The marks above A, B, and C are called dots. {page_022_001.jpg} {bk11-l1c-f1-01.mp3}
VOCAB: connect
-LINE: A line connects dot A and dot B. {page_022_002.jpg} {bk11-l1c-f1-02.mp3}
+LINE: Connect. A line connects dot A and dot B. {page_022_002.jpg} {bk11-l1c-f1-02.mp3}
VOCAB: inch
-LINE: The line is 2 inches long. {page_022_003.jpg} {bk11-l1c-f1-03.mp3}
+LINE: Inch. Inches. {page_022_003.jpg} {bk11-l1c-f1-03-a.mp3}
+LINE: The line is 2 inches long. {page_022_003.jpg} {bk11-l1c-f1-03-b.mp3}
VOCAB: middle
-LINE: Dot B is in the middle of the line. {page_022_004.jpg} {bk11-l1c-f1-04.mp3}
+LINE: Middle. Dot B is in the middle of the line. {page_022_004.jpg} {bk11-l1c-f1-04.mp3}
VOCAB: horizontal
-LINE: Line AC is horizontal. {page_022_005.jpg} {bk11-l1c-f1-05.mp3}
+LINE: Horizontal. {page_022_005.jpg} {bk11-l1c-f1-05-a.mp3}
+LINE: Line AC is horizontal. {page_022_005.jpg} {bk11-l1c-f1-05-b.mp3}
VOCAB: vertical
-LINE: Line DE is vertical. {page_022_006.jpg} {bk11-l1c-f1-06.mp3}
+LINE: Vertical. {page_022_006.jpg} {bk11-l1c-f1-06-a.mp3}
+LINE: Line DE is vertical. {page_022_006.jpg} {bk11-l1c-f1-06-b.mp3}
VOCAB: perpendicular
-LINE: Line AC and line DE are perpendicular. {page_022_007.jpg} {bk11-l1c-f1-07.mp3}
+LINE: Perpendicular. {page_022_007.jpg} {bk11-l1c-f1-07-a.mp3}
+LINE: Line AC and line DE are perpendicular. {page_022_007.jpg} {bk11-l1c-f1-07-b.mp3}
VOCAB: parallel
-LINE: Line A is parallel to line B. Line C is parallel to line D. And line E is parallel to line F. The lines are parallel. {page_022_008.jpg} {bk11-l1c-f1-08.mp3}
+LINE: Parallel. {page_022_008.jpg} {bk11-l1c-f1-08-a.mp3}
+LINE: Line A is parallel to line B. {page_022_008.jpg} {bk11-l1c-f1-08-b.mp3}
+LINE: Line C is parallel to line D. {page_022_008.jpg} {bk11-l1c-f1-08-c.mp3}
+LINE: And line E is parallel to line F. {page_022_008.jpg} {bk11-l1c-f1-08-d.mp3}
+LINE: The lines are parallel. {page_022_008.jpg} {bk11-l1c-f1-08-e.mp3}
+
+# SKIPPED (book): ST Listening Skill "THIS LINE IS AN INCH LONG." — instructor-read, select a/b/c images.
+# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing response required.
# Source: LLA 1C Figure 2
-$SELECT True or False: The Rectangle {page_023_001.jpg}
+$SELECT True or False — The Rectangle {page_023_001.jpg}
ID: 1c-f2
-INTRO: You'll see a rectangle with numbered sides and two dots. Listen to each sentence about it, tap True or False, then repeat the correct answer.
-INSTRUCTION: Tap True or False.
+INTRO: Look at the rectangle and keep it in view — every statement is about its sides and dots. Tap T for true or F for false, then repeat the correct sentence.
+INSTRUCTION: Tap T or F.
REPEAT
-
-OPTION: t | True
-OPTION: f | False
+OPTION: t | T (True)
+OPTION: f | F (False)
PROMPT: Side 1 is vertical. {bk11-l1c-f2-01-q.mp3}
ANSWER: t
-FEEDBACK: Repeat: Side 1 is vertical. {bk11-l1c-f2-01-a.mp3}
+FEEDBACK: Side 1 is vertical. {bk11-l1c-f2-01-a.mp3}
PROMPT: Side 2 is horizontal. {bk11-l1c-f2-02-q.mp3}
ANSWER: t
-FEEDBACK: Repeat: Side 2 is horizontal. {bk11-l1c-f2-02-a.mp3}
+FEEDBACK: Side 2 is horizontal. {bk11-l1c-f2-02-a.mp3}
PROMPT: Side 1 is parallel to side 3. {bk11-l1c-f2-03-q.mp3}
ANSWER: t
-FEEDBACK: Repeat: Side 1 is parallel to side 3. {bk11-l1c-f2-03-a.mp3}
+FEEDBACK: Side 1 is parallel to side 3. {bk11-l1c-f2-03-a.mp3}
PROMPT: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-q.mp3}
ANSWER: t
-FEEDBACK: Repeat: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-a.mp3}
+FEEDBACK: Side 3 is perpendicular to side 4. {bk11-l1c-f2-04-a.mp3}
PROMPT: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-q.mp3}
ANSWER: t
-FEEDBACK: Repeat: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-a.mp3}
+FEEDBACK: Side 1 is perpendicular to sides 2 and 4. {bk11-l1c-f2-05-a.mp3}
PROMPT: Side 2 is parallel to side 3. {bk11-l1c-f2-06-q.mp3}
ANSWER: f
-FEEDBACK: Side 2 isn't parallel to side 3. Repeat: Side 2 is parallel to side 4. {bk11-l1c-f2-06-a.mp3}
+FEEDBACK: Side 2 is parallel to side 4. {bk11-l1c-f2-06-a.mp3}
PROMPT: Dot A is in the middle of the rectangle. {bk11-l1c-f2-07-q.mp3}
ANSWER: f
-FEEDBACK: Dot A is in the middle of the line, but not in the middle of the rectangle. Repeat: Dot B is in the middle of the rectangle. {bk11-l1c-f2-07-a.mp3}
+FEEDBACK: Dot B is in the middle of the rectangle. {bk11-l1c-f2-07-a.mp3}
PROMPT: Side 1 is 3 inches long. {bk11-l1c-f2-08-q.mp3}
ANSWER: f
-FEEDBACK: Side 4 is 3 inches long, but side 1 isn't. Repeat: Side 4 is 3 inches long. {bk11-l1c-f2-08-a.mp3}
-
-# Source: ST §Lines and Dots (TTS twin of LLA 1C Figure 1 — recast as a production pass using its images)
-$PRODUCE Say What You See
-ID: l1-s18
-INPUT: speak
-CHECK: llm
-INTRO: Now produce the geometry words yourself. Look at each drawing and say what it shows, in a full sentence.
-INSTRUCTION: Say what the picture shows.
-RUBRIC: Treat the model answer as the key; the geometry term is the point — accept any sentence that uses the same term correctly. If the learner only says "a line" or describes the picture without the term, hint toward the target word.
-
-PROMPT: {st-page_027_001.jpg}
-RESPONSE: This is a horizontal line.
-
-PROMPT: {st-page_027_002.jpg}
-RESPONSE: This is a vertical line.
-
-PROMPT: {st-page_027_003.jpg}
-RESPONSE: These are parallel lines.
-
-PROMPT: {st-page_027_004.jpg}
-RESPONSE: Line A is perpendicular to line B.
-
-PROMPT: {st-page_027_007.jpg}
-RESPONSE: He's connecting the two dots.
-
-PROMPT: {st-page_027_008.jpg}
-RESPONSE: This line is one inch long.
-
-PROMPT: {st-page_027_009.jpg}
-RESPONSE: This line is two inches long.
-
-PROMPT: {st-page_027_010.jpg}
-RESPONSE: There's a dot in the middle of the square.
-
-# SKIPPED (book): "THIS LINE IS AN INCH LONG." — instructor-read listening skill, select a/b/c images.
-# SKIPPED (book): Reading Skill "DRAW A PICTURE." — physical drawing response required.
-
-$SESSION 1-5: The Present Perfect and "How Long"
-
-# Source: LLA 1C Figure 3
-$DIALOGUE The Present Perfect: Two Models
-ID: 1c-f3
-INTRO: Now the lesson's main grammar: the present perfect — the tense for things that started in the past and are still true. Listen to the two model sentences and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Alan has been in Canada for a year. {bk11-l1c-f3-01.mp3}
-LINE: Jane and Sarah have had good jobs since last fall. {bk11-l1c-f3-02.mp3}
+FEEDBACK: Side 4 is 3 inches long. {bk11-l1c-f2-08-a.mp3}
# Source: ST §The Present Perfect Tense
$GRAMMAR The Present Perfect Tense
ID: l1-s9
-INTRO: Here's how the tense is built and when to use it — plus the difference between "for" and "since".
+INTRO: Now the star of this lesson: the present perfect — the tense for things that started in the past and still matter now.
| | | | |
|---|---|---|---|
@@ -1039,7 +1018,7 @@ We often use **for** or **since** with the present perfect tense. **For** refers
# Source: ST §Contractions
$GRAMMAR Contractions
ID: l1-s10
-INTRO: In speech, "has" and "have" almost always contract. Here's the full set — you'll hear these forms in every drill that follows.
+INTRO: In real speech, "has" and "have" almost always shrink. Here is the full set of contractions — you'll hear them constantly in the drills ahead.
| | | |
|---|---|---|
@@ -1056,10 +1035,12 @@ INTRO: In speech, "has" and "have" almost always contract. Here's the full set
| has | + not | = | hasn't |
| have | + not | = | haven't |
+Listen: {I've been here for a month.} {He hasn't been sick this year.}
+
# Source: ST §Have You Had That Cold Long?
$DIALOGUE Have You Had That Cold Long?
ID: l1-s11
-INTRO: Hear the tense in real exchanges — colds, colleges, and one sports car. Just read and listen.
+INTRO: Here's the new tense at work in five little conversations. Read along as you listen — notice "for" with periods of time and "since" with points in time.
INSTRUCTION: Read the dialogs.
Sam: Have you had that cold long?
@@ -1077,13 +1058,28 @@ Ralph: No, she's only been in college since last year.
Alan: Has Ted had that sports car long?
Jerry: Yes, he's had it for three years.
+# Source: LLA 1C Figure 3
+$PRODUCE Hear the Present Perfect
+ID: 1c-f3
+INPUT: speak
+CHECK: reveal
+INTRO: You'll hear three sentences in a row; only the last one is present perfect. Listen, then repeat just that final sentence.
+INSTRUCTION: Listen, then repeat the final sentence.
+REPEAT
+
+PROMPT: Alan is in Canada now. He was in Canada in June. He has been in Canada for a year. {bk11-l1c-f3-01-q.mp3}
+RESPONSE: Alan has been in Canada for a year. {bk11-l1c-f3-01-a.mp3}
+
+PROMPT: Jane and Sarah have good jobs now. They had good jobs 6 months ago. They have had good jobs since last fall. {bk11-l1c-f3-02-q.mp3}
+RESPONSE: Jane and Sarah have had good jobs since last fall. {bk11-l1c-f3-02-a.mp3}
+
# Source: LLA 1C Figure 4
-$PRODUCE "Has Been" and "Have Been"
+$PRODUCE Drill: Has Been, Have Been
ID: 1c-f4
INPUT: speak
CHECK: reveal
-INTRO: Time to drill. You'll hear a sentence with a time expression — change it to the present perfect with "has been" or "have been", then repeat the correct answer.
-INSTRUCTION: Speak the sentence in the present perfect tense.
+INTRO: Time to build the tense yourself. You'll hear a sentence with "is" or "are" plus a time expression — change it to "has been" or "have been", then repeat the correct answer.
+INSTRUCTION: Change the sentence using the time expression.
REPEAT
EXAMPLE
@@ -1110,12 +1106,12 @@ PROMPT: Steve is a policeman for only 3 months. {bk11-l1c-f4-05-q.mp3}
RESPONSE: Steve has been a policeman for only 3 months. {bk11-l1c-f4-05-a.mp3}
# Source: LLA 1C Figure 5
-$PRODUCE "Has Had" and "Have Had"
+$PRODUCE Drill: Has Had, Have Had
ID: 1c-f5
INPUT: speak
CHECK: reveal
-INTRO: Same drill, now with the verb "have" — yes, "has had" is correct English, not a typo. Change the sentence, then repeat the correct answer.
-INSTRUCTION: Speak the sentence in the present perfect tense.
+INTRO: Same drill, new verb. Change "have" or "has" to "have had" or "has had" — yes, "has had" is correct English, strange as it looks. Then repeat the correct answer.
+INSTRUCTION: Change the sentence using the time expression.
REPEAT
EXAMPLE
@@ -1146,44 +1142,93 @@ $PRODUCE Make It Negative
ID: 1c-f6
INPUT: speak
CHECK: reveal
-INTRO: Now the negatives: "hasn't been", "haven't had". Listen to the sentence and the cue word, change the sentence to a negative one using the cue, then repeat the correct answer.
-INSTRUCTION: Speak the negative sentence.
+INTRO: Now the negative: "hasn't been", "haven't had". Listen to the sentence and the cue word, make a negative sentence with the cue, then repeat the correct answer.
+INSTRUCTION: Change the sentence using the cue word.
REPEAT
EXAMPLE
-PROMPT: Dan has been in Houston since 1983. *Dallas.* {bk11-l1c-f6-ex1-q.mp3}
+TEMPLATE: Dan has been in Houston since 1983. (*Dallas*)
+PROMPT: Dan has been in Houston since 1983. Dallas. {bk11-l1c-f6-ex1-q.mp3}
RESPONSE: Dan hasn't been in Dallas since 1983. {bk11-l1c-f6-ex1-a.mp3}
EXAMPLE
-PROMPT: The girls have had a cat for 3 years. *Dog.* {bk11-l1c-f6-ex2-q.mp3}
+TEMPLATE: The girls have had a cat for 3 years. (*dog*)
+PROMPT: The girls have had a cat for 3 years. Dog. {bk11-l1c-f6-ex2-q.mp3}
RESPONSE: The girls haven't had a dog for 3 years. {bk11-l1c-f6-ex2-a.mp3}
-PROMPT: The children have been good for a week. *Bad.* {bk11-l1c-f6-01-q.mp3}
+TEMPLATE: The children have been good for a week. (*bad*)
+PROMPT: The children have been good for a week. Bad. {bk11-l1c-f6-01-q.mp3}
RESPONSE: The children haven't been bad for a week. {bk11-l1c-f6-01-a.mp3}
-PROMPT: John has been a waiter for 3 years. *Cashier.* {bk11-l1c-f6-02-q.mp3}
+TEMPLATE: John has been a waiter for 3 years. (*cashier*)
+PROMPT: John has been a waiter for 3 years. Cashier. {bk11-l1c-f6-02-q.mp3}
RESPONSE: John hasn't been a cashier for 3 years. {bk11-l1c-f6-02-a.mp3}
-PROMPT: Janet has been married since 1984. *Single.* {bk11-l1c-f6-03-q.mp3}
+TEMPLATE: Janet has been married since 1984. (*single*)
+PROMPT: Janet has been married since 1984. Single. {bk11-l1c-f6-03-q.mp3}
RESPONSE: Janet hasn't been single since 1984. {bk11-l1c-f6-03-a.mp3}
-PROMPT: Lee has been happy since she became a teacher. *Bored.* {bk11-l1c-f6-04-q.mp3}
+TEMPLATE: Leigh has been happy since she became a teacher. (*bored*)
+PROMPT: Lee has been happy since she became a teacher. Bored. {bk11-l1c-f6-04-q.mp3}
RESPONSE: Lee hasn't been bored since she became a teacher. {bk11-l1c-f6-04-a.mp3}
-PROMPT: The students have had classes for a year. *A vacation.* {bk11-l1c-f6-05-q.mp3}
+TEMPLATE: The students have had classes for a year. (*a vacation*)
+PROMPT: The students have had classes for a year. A vacation. {bk11-l1c-f6-05-q.mp3}
RESPONSE: The students haven't had a vacation for a year. {bk11-l1c-f6-05-a.mp3}
-PROMPT: Larry has had an old car for a long time. *An accident.* {bk11-l1c-f6-06-q.mp3}
+TEMPLATE: Larry has had an old car for a long time. (*an accident*)
+PROMPT: Larry has had an old car for a long time. An accident. {bk11-l1c-f6-06-q.mp3}
RESPONSE: Larry hasn't had an accident for a long time. {bk11-l1c-f6-06-a.mp3}
+# Source: LLA 1C Figure 7
+$GRAMMAR Vince's Business Trip
+ID: 1c-f7
+INTRO: Vince is a salesman with a packed week. Study his calendar — you'll answer questions about it next, and every answer depends on when things started.
+
+**Vince's Business Trip**
+
+| | MON | TUE | WED | THUR | FRI |
+|---|---|---|---|---|---|
+| **Morning** | make airline reservations | 10:00 – pick up ticket at travel agency | 8:00 – work with other salesmen at office | | back in N.Y. office |
+| **Afternoon** | | 2:00 – flight departs N.Y. for Miami | same | 1:30 – arrive at airport
4:30 – depart Miami | |
+| **Evening** | | | 5:00 – leave office | 6:45 – arrive N.Y. | |
+
+# Source: LLA 1C Figure 7
+$PRODUCE Questions About Vince's Trip
+ID: 1c-f7-b
+REFERENCE: 1c-f7
+INPUT: speak
+CHECK: reveal
+INTRO: Answer each question about Vince's week aloud, using "for" or "since" — the calendar is right there if you need it. Then repeat the correct answer.
+INSTRUCTION: Answer aloud based on the calendar.
+REPEAT
+
+PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01-q.mp3}
+RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01-a.mp3}
+
+PROMPT: Has he had his airplane ticket very long? {bk11-l1c-f7-02-q.mp3}
+RESPONSE: No, he's only had it since Tuesday at 10 o'clock. {bk11-l1c-f7-02-a.mp3}
+
+PROMPT: Have the salesmen been at the office all day? {bk11-l1c-f7-03-q.mp3}
+RESPONSE: Yes, they've been at the office since 8 o'clock this morning. {bk11-l1c-f7-03-a.mp3}
+
+PROMPT: Has he been in Miami for a week? {bk11-l1c-f7-04-q.mp3}
+RESPONSE: No, he's been in Miami for about 2 days. {bk11-l1c-f7-04-a.mp3}
+
+PROMPT: Have they been at the airport for 1 hour? {bk11-l1c-f7-05-q.mp3}
+RESPONSE: No, they've been there for 3 hours. {bk11-l1c-f7-05-a.mp3}
+
+PROMPT: Has he been home since Thursday evening? {bk11-l1c-f7-06-q.mp3}
+RESPONSE: Yes, he's been home since 6:45 Thursday evening. {bk11-l1c-f7-06-a.mp3}
+
# Source: ST §Answer with the Present Perfect
$PRODUCE Answer with the Present Perfect
ID: l1-s12
-INTRO: Answer each question in a complete sentence, using the cue shown in parentheses. Then compare with the model.
-INSTRUCTION: Answer in a complete sentence, using the words in parentheses.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
+INTRO: Last pass on this tense for now: answer each question in a complete sentence, using the words in parentheses. Say it aloud, then check the model.
+INSTRUCTION: Answer in a complete sentence, using the cue.
EXAMPLE
PROMPT: Has Jane been on the phone long?
@@ -1230,127 +1275,12 @@ PROMPT: Has Sara been in the Air Force since last summer?
TEMPLATE: (yes, July)
RESPONSE: Yes, she's been in the Air Force since July.
-# Source: LLA 1C Figure 7 (calendar)
-$GRAMMAR Vince's Business Trip
-ID: 1c-f7-cal
-INTRO: Vince the salesman has had a busy week. Look over his trip calendar — you'll answer questions from it next.
-
-**Morning**
-* MON: make airline reservations
-* TUE: 10:00 – pick up ticket at travel agency
-* WED: 8:00 – work with other salesmen at office
-* FRI: back in N.Y. office
-
-**Afternoon**
-* TUE: 2:00 – flight departs N.Y. for Miami
-* THUR: 1:30 – arrive at airport | 4:30 – depart Miami
-
-**Evening**
-* WED: 5:00 – leave office
-* THUR: 6:45 – arrive N.Y.
-
-# Source: LLA 1C Figure 7 (question pass)
-$PRODUCE Questions About Vince's Trip
-ID: 1c-f7
-REFERENCE: 1c-f7-cal
-INPUT: speak
-CHECK: reveal
-INTRO: Answer the questions based on Vince's calendar — you can consult it while you answer — then repeat the correct answer.
-INSTRUCTION: Answer the question aloud.
-REPEAT
-
-PROMPT: Has he had his airline reservations for a week? {bk11-l1c-f7-01-q.mp3}
-RESPONSE: No, he's had them since Monday morning. {bk11-l1c-f7-01-a.mp3}
-
-PROMPT: Has he had his airplane ticket very long? {bk11-l1c-f7-02-q.mp3}
-RESPONSE: No, he's only had it since Tuesday at 10 o'clock. {bk11-l1c-f7-02-a.mp3}
-
-PROMPT: Have the salesmen been at the office all day? {bk11-l1c-f7-03-q.mp3}
-RESPONSE: Yes, they've been at the office since 8 o'clock this morning. {bk11-l1c-f7-03-a.mp3}
-
-PROMPT: Has he been in Miami for a week? {bk11-l1c-f7-04-q.mp3}
-RESPONSE: No, he's been in Miami for about 2 days. {bk11-l1c-f7-04-a.mp3}
-
-PROMPT: Have they been at the airport for 1 hour? {bk11-l1c-f7-05-q.mp3}
-RESPONSE: No, they've been there for 3 hours. {bk11-l1c-f7-05-a.mp3}
-
-PROMPT: Has he been home since Thursday evening? {bk11-l1c-f7-06-q.mp3}
-RESPONSE: Yes, he's been home since 6:45 Thursday evening. {bk11-l1c-f7-06-a.mp3}
-
-# Source: ST §Where Have You Been?
-$PRODUCE Complete the Question
-ID: l1-s13
-INTRO: Now build the questions yourself. Read the answer, complete the question aloud, then compare with the model.
-INSTRUCTION: Complete the question aloud, then read the answer.
-INPUT: speak
-CHECK: reveal
-
-EXAMPLE
-TEMPLATE: Ed: Where ____
-TEMPLATE: Al: I've been on vacation for the last two weeks.
-RESPONSE: Where have you been? I've been on vacation for the last two weeks.
-
-TEMPLATE: Dave: Where ____
-TEMPLATE: Dora: Sara's been in St. Louis all week.
-RESPONSE: Where has Sara been? Sara's been in St. Louis all week.
-
-TEMPLATE: Ray: How much ____
-TEMPLATE: Don: I've had a lot of homework this week.
-RESPONSE: How much homework have you had this week? I've had a lot of homework this week.
-
-TEMPLATE: Mary: Who ____
-TEMPLATE: Mark: Mike has been in Hawaii for six weeks.
-RESPONSE: Who has been in Hawaii? Mike has been in Hawaii for six weeks.
-
-TEMPLATE: Jan: How many ____
-TEMPLATE: Dan: I've had only one cold this winter.
-RESPONSE: How many colds have you had this winter? I've had only one cold this winter.
-
-TEMPLATE: Sam: Who ____
-TEMPLATE: Ben: Lt Jones has been in the major's office all morning.
-RESPONSE: Who has been in the major's office? Lt Jones has been in the major's office all morning.
-
-TEMPLATE: Ken: How many ____
-TEMPLATE: Kay: Lt Harris has been in Germany for five months.
-RESPONSE: How many months has Lt Harris been in Germany? Lt Harris has been in Germany for five months.
-
-TEMPLATE: Jill: Who ____
-TEMPLATE: Bill: Jim has had two bad automobile accidents this year.
-RESPONSE: Who has had two bad automobile accidents? Jim has had two bad automobile accidents this year.
-
-TEMPLATE: Lee: Where ____
-TEMPLATE: Dee: The children have been inside for the last two hours.
-RESPONSE: Where have the children been? The children have been inside for the last two hours.
-
-TEMPLATE: Tom: What ____
-TEMPLATE: Tim: Walter has had an earache since he swam in the river.
-RESPONSE: What has Walter had? Walter has had an earache since he swam in the river.
-
-TEMPLATE: Kyle: Why ____
-TEMPLATE: Carl: Jim's been in the hospital so much this year because he's had two bad automobile accidents.
-RESPONSE: Why has Jim been in the hospital? Jim's been in the hospital so much this year because he's had two bad automobile accidents.
-
-# Source: LLA 1C Figure 8
-$DIALOGUE "How Long" Questions {page_027_001.jpg}
-ID: 1c-f8
-INTRO: At the doctor's office, questions run both ways — Dr. Ford has his, and young Tommy has plenty of his own. Listen to the "how long" questions and repeat them.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Dr_Ford: How long has your stomach hurt? {bk11-l1c-f8-01.mp3}
-LINE: How long have you had that cough? {bk11-l1c-f8-02.mp3}
-LINE: How long has your temperature been 102? {bk11-l1c-f8-03.mp3}
-LINE: How long have you been out of bed? {bk11-l1c-f8-04.mp3}
-
-Tommy: How long have you been a doctor? {bk11-l1c-f8-05.mp3}
-LINE: How long must I wait before I can eat? {bk11-l1c-f8-06.mp3}
-LINE: How long do I have to stay in the hospital? {bk11-l1c-f8-07.mp3}
-LINE: How long should I keep that thermometer in my mouth? {bk11-l1c-f8-08.mp3}
+$SESSION 1-5: How Long? — Questions and Doctor Calls
# Source: ST §Questions with How Long
-$GRAMMAR Questions with "How Long"
+$GRAMMAR Questions with How Long
ID: l1-s15
-INTRO: One small phrase, "how long", asks about any length of time — past, present, or future.
+INTRO: In this part you'll ask questions with "how long", link ideas with "first, second, third", and then put everything together on the phone with the doctor's office.
The phrase **how long** is used to introduce questions about length of time.
@@ -1359,10 +1289,27 @@ The phrase **how long** is used to introduce questions about length of time.
{How long will they be on vacation?}
{How long is the flight to New York?}
+# Source: LLA 1C Figure 8
+$DIALOGUE How Long? — Doctor and Patient
+ID: 1c-f8
+INTRO: Dr. Ford asks Tommy "how long" questions — and Tommy, being a patient with opinions, asks a few right back. Listen and repeat each question.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Dr_Ford: How long has your stomach hurt? {page_027_001.jpg} {bk11-l1c-f8-01.mp3}
+LINE: How long have you had that cough? {page_027_001.jpg} {bk11-l1c-f8-02.mp3}
+LINE: How long has your temperature been 102? {page_027_001.jpg} {bk11-l1c-f8-03.mp3}
+LINE: How long have you been out of bed? {page_027_001.jpg} {bk11-l1c-f8-04.mp3}
+
+Tommy: How long have you been a doctor? {page_027_001.jpg} {bk11-l1c-f8-05.mp3}
+LINE: How long must I wait before I can eat? {page_027_001.jpg} {bk11-l1c-f8-06.mp3}
+LINE: How long do I have to stay in the hospital? {page_027_001.jpg} {bk11-l1c-f8-07.mp3}
+LINE: How long should I keep that thermometer in my mouth? {page_027_001.jpg} {bk11-l1c-f8-08.mp3}
+
# Source: ST §How Long Has Henry Owned That Car?
-$DIALOGUE How Long Has Henry Owned That Car?
+$DIALOGUE How Long? — More Dialogs
ID: l1-s16
-INTRO: Read these short exchanges and notice how "how long" works with different tenses — past, future, and present perfect.
+INTRO: Six more "how long" exchanges — past, present perfect, and future all show up. Read along as you listen.
INSTRUCTION: Read the dialogs.
Jim: How long has Henry owned that car? {st-page_024_001.jpg}
@@ -1384,17 +1331,17 @@ Dr_Peterson: How long has Ralph had that cough?
Mr_Rogers: He's had it about three days.
# Source: LLA 1C Figure 9
-$PRODUCE Ask "How Long"
+$PRODUCE Ask with How Long
ID: 1c-f9
INPUT: speak
CHECK: reveal
-INTRO: Change the statement you hear into a question using "how long" — watch the tense of the statement — then repeat the correct answer.
-INSTRUCTION: Ask a "how long" question.
+INTRO: Now you ask the questions. Listen to each statement and turn it into a "how long" question — match the tense you hear. Then repeat the correct answer.
+INSTRUCTION: Ask a question with "how long".
REPEAT
EXAMPLE
-PROMPT: K. lived in China. {bk11-l1c-f9-ex1-q.mp3}
-RESPONSE: How long did she live in China?
+PROMPT: Kay lived in China. {bk11-l1c-f9-ex1-q.mp3}
+RESPONSE: How long did she live in China? {bk11-l1c-f9-ex1-a.mp3}
EXAMPLE
PROMPT: The teachers are sick. {bk11-l1c-f9-ex2-q.mp3}
@@ -1429,13 +1376,13 @@ PROMPT: Doug has a problem with math. {bk11-l1c-f9-08-q.mp3}
RESPONSE: How long has he had a problem with math? {bk11-l1c-f9-08-a.mp3}
# Source: ST §How Long Will You Be There?
-$PRODUCE Make Your Own "How Long" Question
+$PRODUCE Make Your Own How Long Questions
ID: l1-s17
-INTRO: Last pass on "how long": read each answer and ask the question that would produce it. Mind the tense — it's hiding in the answer.
-INSTRUCTION: Ask a question with "how long" based on the answer provided.
INPUT: speak
CHECK: llm
-RUBRIC: Accept a correctly formed "how long" question that matches the information given in the answer; the tense must match the answer's tense — a wrong tense fails.
+INTRO: Read each answer, then ask the "how long" question that would produce it. There's more than one good phrasing — say yours aloud.
+INSTRUCTION: Ask a question with "how long" based on the answer.
+RUBRIC: Accept a correctly formed "how long" question that matches the information and tense in the given answer; the exact wording may differ from the model. A wrong tense fails.
EXAMPLE
TEMPLATE: I've been at this base for three months.
@@ -1471,12 +1418,76 @@ RESPONSE: How long has she been in the hospital?
TEMPLATE: The students were in lab for an hour.
RESPONSE: How long were the students in lab?
-$SESSION 1-6: Making a Doctor's Appointment
+# Source: ST §Where Have You Been?
+$PRODUCE Finish the Question
+ID: l1-s13
+INPUT: speak
+CHECK: reveal
+INTRO: Each answer is given — you supply the question. Complete the first speaker's question aloud, then read the answer. The answer always tells you exactly what to ask.
+INSTRUCTION: Complete the question aloud, then read the answer.
+
+EXAMPLE
+TEMPLATE: Ed: Where ____ — Al: I've been on vacation for the last two weeks.
+RESPONSE: Where have you been? I've been on vacation for the last two weeks.
+
+TEMPLATE: Dave: Where ____ — Dora: Sara's been in St. Louis all week.
+RESPONSE: Where has Sara been? Sara's been in St. Louis all week.
+
+TEMPLATE: Ray: How much ____ — Don: I've had a lot of homework this week.
+RESPONSE: How much homework have you had this week? I've had a lot of homework this week.
+
+TEMPLATE: Mary: Who ____ — Mark: Mike has been in Hawaii for six weeks.
+RESPONSE: Who has been in Hawaii? Mike has been in Hawaii for six weeks.
+
+TEMPLATE: Jan: How many ____ — Dan: I've had only one cold this winter.
+RESPONSE: How many colds have you had this winter? I've had only one cold this winter.
+
+TEMPLATE: Sam: Who ____ — Ben: Lt Jones has been in the major's office all morning.
+RESPONSE: Who has been in the major's office? Lt Jones has been in the major's office all morning.
+
+TEMPLATE: Ken: How many ____ — Kay: Lt Harris has been in Germany for five months.
+RESPONSE: How many months has Lt Harris been in Germany? Lt Harris has been in Germany for five months.
+
+TEMPLATE: Jill: Who ____ — Bill: Jim has had two bad automobile accidents this year.
+RESPONSE: Who has had two bad automobile accidents? Jim has had two bad automobile accidents this year.
+
+TEMPLATE: Lee: Where ____ — Dee: The children have been inside for the last two hours.
+RESPONSE: Where have the children been? The children have been inside for the last two hours.
+
+TEMPLATE: Tom: What ____ — Tim: Walter has had an earache since he swam in the river.
+RESPONSE: What has Walter had? Walter has had an earache since he swam in the river.
+
+TEMPLATE: Kyle: Why ____ — Carl: Jim's been in the hospital so much this year because he's had two bad automobile accidents.
+RESPONSE: Why has Jim been in the hospital? Jim's been in the hospital so much this year because he's had two bad automobile accidents.
+
+# Source: LLA 1C Figure 10
+$PRODUCE Connective Words: First, Second, Third
+ID: 1c-f10
+INPUT: type
+CHECK: exact
+INTRO: A short paragraph of sensible advice for cold sufferers. Each sentence starts with a connective word — "first", "second", and so on. Type the connective word you hear.
+INSTRUCTION: Type the connective word you hear.
+
+PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
+RESPONSE: first
+ACCEPT: first, | First | First,
+
+PROMPT: second, keep warm and dry; {bk11-l1c-f10-02.mp3}
+RESPONSE: second
+ACCEPT: second, | Second | Second,
+
+PROMPT: third, stay home when you can. {bk11-l1c-f10-03.mp3}
+RESPONSE: third
+ACCEPT: third, | Third | Third,
+
+PROMPT: Last, always remember to cover your mouth when you cough or sneeze. {bk11-l1c-f10-04.mp3}
+RESPONSE: last
+ACCEPT: Last, | Last | last,
# Source: LLA 1D Figure 1
-$DIALOGUE Calling Dr. Wright's Office
-ID: 11-1d-f1
-INTRO: Now put the whole lesson on the phone. Kent Clark is sick and needs an appointment today. First, just listen to the call.
+$DIALOGUE Calling Dr. Wright
+ID: 1d-f1
+INTRO: Now put it all together on the phone. Kent Clark has had a cough and a sore throat for more than a week — hear how he gets a same-day appointment. Just listen.
INSTRUCTION: Listen to the dialogue.
Clerk: Good morning, Dr. Wright's office. {page_030_001.jpg} {bk11-l1d-f1-01.mp3}
@@ -1490,99 +1501,51 @@ Kent: Yes, but it's not helping me. {page_030_001.jpg} {bk11-l1d-f1-08.mp3}
Clerk: Dr. Wright can see you at 3:30. Can you come in then? {page_030_001.jpg} {bk11-l1d-f1-09.mp3}
Kent: Yes. Thank you. I'll be there. {page_030_001.jpg} {bk11-l1d-f1-10.mp3}
-# Source: LLA 1D Figure 1 (role-play — patient)
-$PRODUCE Read Kent's Lines
-ID: 11-1d-f1-b
-INPUT: speak
-CHECK: reveal
-INTRO: Now read the dialogue together with the tape. You're Kent, the patient — read his lines aloud when you see them on screen.
-INSTRUCTION: Read Kent's lines aloud.
-
-PROMPT: Good morning, Dr. Wright's office. {bk11-l1d-f1-11.mp3}
-TEMPLATE: This is Kent Clark. I need an appointment with Dr. Wright sometime today.
-RESPONSE: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-12.mp3}
-
-PROMPT: What's wrong? {bk11-l1d-f1-13.mp3}
-TEMPLATE: I've had a cough and a sore throat for more than a week.
-RESPONSE: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-14.mp3}
-
-PROMPT: Are you running a fever? {bk11-l1d-f1-15.mp3}
-TEMPLATE: Yes. My temperature is 102.
-RESPONSE: Yes. My temperature is 102. {bk11-l1d-f1-16.mp3}
-
-PROMPT: Are you taking any medicine? {bk11-l1d-f1-17.mp3}
-TEMPLATE: Yes, but it's not helping me.
-RESPONSE: Yes, but it's not helping me. {bk11-l1d-f1-18.mp3}
-
-PROMPT: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-19.mp3}
-TEMPLATE: Yes. Thank you. I'll be there.
-RESPONSE: Yes. Thank you. I'll be there. {bk11-l1d-f1-20.mp3}
-
-# Source: LLA 1D Figure 1 (role-play — clerk)
-$PRODUCE Read the Clerk's Lines
-ID: 11-1d-f1-c
-INPUT: speak
-CHECK: reveal
-INTRO: Now switch roles — you're the clerk, and you begin the call.
-INSTRUCTION: Read the clerk's lines aloud.
-
-TEMPLATE: Good morning, Dr. Wright's office.
-RESPONSE: Good morning, Dr. Wright's office. {bk11-l1d-f1-21.mp3}
-
-PROMPT: This is Kent Clark. I need an appointment with Dr. Wright sometime today. {bk11-l1d-f1-22.mp3}
-TEMPLATE: What's wrong?
-RESPONSE: What's wrong? {bk11-l1d-f1-23.mp3}
-
-PROMPT: I've had a cough and a sore throat for more than a week. {bk11-l1d-f1-24.mp3}
-TEMPLATE: Are you running a fever?
-RESPONSE: Are you running a fever? {bk11-l1d-f1-25.mp3}
-
-PROMPT: Yes. My temperature is 102. {bk11-l1d-f1-26.mp3}
-TEMPLATE: Are you taking any medicine?
-RESPONSE: Are you taking any medicine? {bk11-l1d-f1-27.mp3}
-
-PROMPT: Yes, but it's not helping me. {bk11-l1d-f1-28.mp3}
-TEMPLATE: Dr. Wright can see you at 3:30. Can you come in then?
-RESPONSE: Dr. Wright can see you at 3:30. Can you come in then? {bk11-l1d-f1-29.mp3}
-
-PROMPT: Yes. Thank you. I'll be there. {bk11-l1d-f1-30.mp3}
+# SKIPPED (book): LLA 1D Figure 1 role-play reading passes — they duplicate the printed text.
# Source: LLA 1D Figure 2
-$PRODUCE Call Another Doctor
-ID: 11-1d-f2
+$PRODUCE Say the Patient's Part
+ID: 1d-f2
INPUT: speak
CHECK: reveal
-INTRO: One more call, this time with no script — just cues. Listen to the clerk and the cue, speak the patient's part aloud, then repeat the correct answer.
-INSTRUCTION: Speak the patient's part using the cue.
+INTRO: Your turn to be the patient. Kent is calling another doctor — listen to the receptionist, then answer aloud as Kent, using the cue on the screen. Then repeat the model.
+INSTRUCTION: Answer aloud as the patient, using the cue.
REPEAT
EXAMPLE
-PROMPT: Dr. Wong's office. Mr. Clark. An appointment today. {bk11-l1d-f2-ex-q.mp3}
+PROMPT: Dr. Wong's office. {bk11-l1d-f2-ex-q.mp3}
+TEMPLATE: (Mr. Clark, an appointment today)
RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-ex-a.mp3}
EXAMPLE
-PROMPT: What is the problem? Bad earache. {bk11-l1d-f2-ex2-q.mp3}
+PROMPT: What is the problem? {bk11-l1d-f2-ex2-q.mp3}
+TEMPLATE: (bad earache)
RESPONSE: I have a bad earache. {bk11-l1d-f2-ex2-a.mp3}
-PROMPT: Dr. Wong's office. Mr. Clark. An appointment today. {bk11-l1d-f2-01-q.mp3}
+PROMPT: Dr. Wong's office. {bk11-l1d-f2-01-q.mp3}
+TEMPLATE: (Mr. Clark, an appointment today)
RESPONSE: This is Mr. Clark. I need an appointment today. {bk11-l1d-f2-01-a.mp3}
-PROMPT: What's the matter? A terrible cold. {bk11-l1d-f2-02-q.mp3}
+PROMPT: What's the matter? {bk11-l1d-f2-02-q.mp3}
+TEMPLATE: (a terrible cold)
RESPONSE: I have a terrible cold. {bk11-l1d-f2-02-a.mp3}
-PROMPT: Do you have a fever? Yes. 102. {bk11-l1d-f2-03-q.mp3}
+PROMPT: Do you have a fever? {bk11-l1d-f2-03-q.mp3}
+TEMPLATE: (yes, 102)
RESPONSE: Yes. My temperature is 102. {bk11-l1d-f2-03-a.mp3}
-PROMPT: Are you taking any medicine? Yes. Some cough medicine. {bk11-l1d-f2-04-q.mp3}
+PROMPT: Are you taking any medicine? {bk11-l1d-f2-04-q.mp3}
+TEMPLATE: (yes, some cough medicine)
RESPONSE: Yes. I'm taking some cough medicine. {bk11-l1d-f2-04-a.mp3}
-PROMPT: Dr. Wong's last appointment is at 4:45. Can you come in then? Yes. {bk11-l1d-f2-05-q.mp3}
+PROMPT: Dr. Wong's last appointment is at 4:45. Can you come in then? {bk11-l1d-f2-05-q.mp3}
+TEMPLATE: (yes)
RESPONSE: Yes, I can. Thank you. {bk11-l1d-f2-05-a.mp3}
# Source: ST §I'd Like to Make an Appointment
-$DIALOGUE Three Calls to the Doctor
+$DIALOGUE Three Appointment Calls
ID: l1-s19
-INTRO: Three more calls: a routine checkup, a sick baby, and a man who aches all over. Read along and notice how each caller explains the problem.
+INTRO: Three more calls to the doctor's office: a routine checkup, a sick baby, and a man who aches all over. Read along as you listen — these are the scripts you'll be reusing in real life.
INSTRUCTION: Read the dialogs.
Appointment_Clerk: Dr. Hardy's office. May I help you?
@@ -1597,17 +1560,18 @@ Appointment_Clerk: How about January 20th at 10 o'clock?
Patient: That sounds good. Thanks.
Appointment_Clerk: Don't eat anything before your appointment, and drink only water.
-Narrator: Here's the second call.
+Narrator: ***
Patient_Mother: Hello. This is Mrs. Smith. I need to see the doctor right away.
Appointment_Clerk: What's the problem, Mrs. Smith?
-Patient_Mother: My baby's sick. He caught a cold a week ago. He's not running a temperature anymore, but he still has a runny nose, and he's coughing and sneezing.
+Patient_Mother: My baby's sick. He caught a cold a week ago.
+LINE: He's not running a temperature anymore, but he still has a runny nose, and he's coughing and sneezing.
Appointment_Clerk: Is he taking any medicine?
Patient_Mother: Yes, he is, but I don't think he's getting better.
Appointment_Clerk: Can you come in this afternoon at three?
Patient_Mother: Yes, I can make it then.
-Narrator: And one more call.
+Narrator: ***
Appointment_Clerk: Dr. Carter's office.
Patient2: Hello. This is Sam Porter. I want to make an appointment with Dr. Carter. I don't feel well.
@@ -1618,52 +1582,31 @@ Patient2: Yes. I can get there in about an hour.
Appointment_Clerk: Good. Come in and the doctor will see you between his other appointments.
# Source: ST §I'm Running a Temperature
-$PRODUCE Complete the Call
+$PRODUCE Your Turn to Call
ID: l1-s20
-INTRO: Now make the call yourself, without a script. Complete both sides of each exchange aloud, then compare with the model.
-INSTRUCTION: Complete the dialog aloud.
INPUT: speak
CHECK: reveal
+INTRO: Now make the call yourself. Complete both sides of the conversation aloud — the blanks follow the pattern of the calls you just read. Then check the model.
+INSTRUCTION: Complete the dialog aloud.
-TEMPLATE: Appointment Clerk: Dr. Hardy's office. May ____
-TEMPLATE: Patient: Yes, I need to ____
+TEMPLATE: Appointment Clerk: Dr. Hardy's office. May ____ — Patient: Yes, I need to ____
RESPONSE: May I help you? Yes, I need to make an appointment.
-TEMPLATE: Appointment Clerk: What ____
-TEMPLATE: Patient: I have ____ and I'm ____
+TEMPLATE: Appointment Clerk: What ____ — Patient: I have ____ and I'm ____
RESPONSE: What is the problem? I have a headache and I'm running a temperature.
-TEMPLATE: Appointment Clerk: ____ tomorrow at 2 o'clock?
-TEMPLATE: Patient: Yes, ____
+TEMPLATE: Appointment Clerk: ____ tomorrow at 2 o'clock? — Patient: Yes, ____
RESPONSE: Can you come in tomorrow at 2 o'clock? Yes, I can make it then.
# SKIPPED (book): "CAN YOU COME IN AT 9:00?" — unscripted roleplay, partner task.
# SKIPPED (book): "MY CHILD IS SICK!" — open roleplay.
-$SESSION 1-7: The Present Perfect Progressive
+$SESSION 1-6: The Present Perfect Progressive
-# Source: LLA 1D Figure 4
-$DIALOGUE The Present Perfect Progressive
-ID: 11-1d-f4
-INTRO: One more tense before the week is out: the present perfect progressive — "I've been waiting" — for actions that started in the past and are still going on right now. Listen and repeat.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Paul has been studying for 2 days. {bk11-l1d-f4-01.mp3}
-
-Steve: Have you been waiting long? {bk11-l1d-f4-02.mp3}
-Alice: No, I've been sitting here only a few minutes. {bk11-l1d-f4-03.mp3}
-
-David: Has Bill been talking to Kay all this time? {bk11-l1d-f4-04.mp3}
-Janet: Yes, he's been talking to her for more than an hour. {bk11-l1d-f4-05.mp3}
-
-Steve: I'm glad to see you. Where have you been hiding? {bk11-l1d-f4-06.mp3}
-Karen: I've been visiting my relatives in California. {bk11-l1d-f4-07.mp3}
-
-# Source: ST §The Present Perfect Progressive Tense
-$GRAMMAR The Present Perfect Progressive Tense
+# Source: ST §The Present Perfect Progressive Tense, merged with LLA 1D Figure 4 table
+$GRAMMAR The Present Perfect Progressive
ID: l1-s21
-INTRO: Here's how the new tense is built — and how it differs from the plain present perfect.
+INTRO: One more tense for this lesson — for actions that started in the past and are still going right now, with no sign of stopping.
Like the present perfect tense, the present perfect progressive tense is used to refer to actions or events that began in the past and continue into the present.
@@ -1673,15 +1616,37 @@ There is a difference between the two tenses. The present perfect progressive is
{They've been talking on the phone for an hour.}
*(They're talking now and may talk for another hour.)*
+| Paul | is | studying | now. |
+|---|---|---|---|
+| | was | | last night. |
+| | **has been** | | for two days. |
+
| | | | |
|---|---|---|---|
| Keith | has | been | studying since 4:30. |
| Ann and Bob | have | been | studying since 4:30. |
+# Source: LLA 1D Figure 4
+$DIALOGUE Short Dialogs — Have Been Doing
+ID: 1d-f4
+INTRO: Hear the new tense in three short conversations — waiting, talking, and hiding. Listen and repeat each line.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+Steve: Have you been waiting long? {bk11-l1d-f4-01.mp3}
+Alice: No, I've been sitting here only a few minutes. {bk11-l1d-f4-02.mp3}
+
+David: Has Bill been talking to Kay all this time? {bk11-l1d-f4-03.mp3}
+Janet: Yes, he's been talking to her for more than an hour. {bk11-l1d-f4-04.mp3}
+
+Steve: I'm glad to see you. Where have you been hiding? {bk11-l1d-f4-05.mp3}
+NOTES: *Where have you been hiding? = Where have you been?*
+Karen: I've been visiting my relatives in California. {bk11-l1d-f4-06.mp3}
+
# Source: ST §Henry Has Been Watching Television
-$DIALOGUE Henry Has Been Watching Television
+$DIALOGUE More Dialogs to Read
ID: l1-s22
-INTRO: The tense in conversation — waiting, sleeping, and half an hour spent staring at money. Just read and listen.
+INTRO: Five more exchanges with "have been doing" — including a woman who has been thinking about money rather than counting it. Read along as you listen.
INSTRUCTION: Read the dialogs.
Lt_Nelson: Have you been waiting long, sir?
@@ -1700,13 +1665,12 @@ Charles: What have you been doing this summer?
Richard: I've been going to summer school in the morning and working out at the gym in the afternoon.
# Source: LLA 1D Figure 5
-$PRODUCE Trouble with the Car
-ID: 11-1d-f5
+$PRODUCE Captain Hill and Lieutenant Walker — Fill In
+ID: 1d-f5
INPUT: type
CHECK: exact
-INTRO: Lieutenant Walker has been coming in late, and Captain Hill wants to know why. Listen to each line, type the missing words, then repeat the sentence.
+INTRO: Lieutenant Walker has been coming in late, and Captain Hill wants to know why. Listen to each line and type the missing words.
INSTRUCTION: Type the missing words.
-REPEAT
PROMPT: Why have you been coming in late every morning? {bk11-l1d-f5-01.mp3}
TEMPLATE: Capt Hill: Why ____{have} you ____{been} coming in late every morning?
@@ -1722,7 +1686,7 @@ RESPONSE: Has a mechanic been working on it? {bk11-l1d-f5-03.mp3}
PROMPT: No. I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
TEMPLATE: Lt Walker: No, ____{I've} ____{been} trying to fix it myself.
-RESPONSE: No. I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
+RESPONSE: No, I've been trying to fix it myself. {bk11-l1d-f5-04.mp3}
PROMPT: How have you been getting to the base? {bk11-l1d-f5-05.mp3}
TEMPLATE: Capt Hill: How ____{have} you ____{been} getting to the base?
@@ -1733,48 +1697,56 @@ TEMPLATE: Lt Walker: A friend ____{has} ____{been} ____{giving} me a ride.
RESPONSE: A friend has been giving me a ride. {bk11-l1d-f5-06.mp3}
# Source: LLA 1D Figure 6
-$PRODUCE Answer with the Present Perfect Progressive
-ID: 11-1d-f6
+$PRODUCE Answer with the Cue
+ID: 1d-f6
INPUT: speak
CHECK: reveal
-INTRO: Now answer questions in the new tense. Listen to the question and the cue, answer aloud with a full sentence, then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
+INTRO: Answer each question aloud in a full sentence, using the cue on the screen — keep it in the present perfect progressive. Then repeat the correct answer.
+INSTRUCTION: Answer aloud using the cue.
REPEAT
EXAMPLE
-PROMPT: Has Sergeant Carter been working here long? Yes, 5 years. {bk11-l1d-f6-ex1-q.mp3}
+TEMPLATE: (yes, five years)
+PROMPT: Has Sergeant Carter been working here long? {bk11-l1d-f6-ex1-q.mp3}
RESPONSE: Yes, he's been working here 5 years. {bk11-l1d-f6-ex1-a.mp3}
EXAMPLE
-PROMPT: Have you been eating lunch at the snack bar? No, mess hall. {bk11-l1d-f6-ex2-q.mp3}
+TEMPLATE: (no, mess hall)
+PROMPT: Have you been eating lunch at the snack bar? {bk11-l1d-f6-ex2-q.mp3}
RESPONSE: No, I've been eating lunch at the mess hall. {bk11-l1d-f6-ex2-a.mp3}
-PROMPT: Have you been studying English? Yes, 3 months. {bk11-l1d-f6-01-q.mp3}
+TEMPLATE: (yes, 3 months)
+PROMPT: Have you been studying English? {bk11-l1d-f6-01-q.mp3}
RESPONSE: Yes, I've been studying English for 3 months. {bk11-l1d-f6-01-a.mp3}
-PROMPT: Has your roommate been watching the news? No, a movie. {bk11-l1d-f6-02-q.mp3}
+TEMPLATE: (no, a movie)
+PROMPT: Has your roommate been watching the news? {bk11-l1d-f6-02-q.mp3}
RESPONSE: No, he's been watching a movie. {bk11-l1d-f6-02-a.mp3}
-PROMPT: Has Lieutenant Hall been flying long? Yes, since he was 15. {bk11-l1d-f6-03-q.mp3}
+TEMPLATE: (yes, since he was 15)
+PROMPT: Has Lieutenant Hall been flying long? {bk11-l1d-f6-03-q.mp3}
RESPONSE: Yes, he's been flying since he was 15. {bk11-l1d-f6-03-a.mp3}
-PROMPT: Has Captain White been renting an apartment? No, a house. {bk11-l1d-f6-04-q.mp3}
+TEMPLATE: (no, a house)
+PROMPT: Has Captain White been renting an apartment? {bk11-l1d-f6-04-q.mp3}
RESPONSE: No, he's been renting a house. {bk11-l1d-f6-04-a.mp3}
-PROMPT: Have the other officers been living on base? Yes, 6 months. {bk11-l1d-f6-05-q.mp3}
+TEMPLATE: (yes, 6 months)
+PROMPT: Have the other officers been living on base? {bk11-l1d-f6-05-q.mp3}
RESPONSE: Yes, they've been living on base for 6 months. {bk11-l1d-f6-05-a.mp3}
-PROMPT: Have the students been listening to the tape? Yes, 17 minutes. {bk11-l1d-f6-06-q.mp3}
+TEMPLATE: (yes, 17 minutes)
+PROMPT: Have the students been listening to the tape? {bk11-l1d-f6-06-q.mp3}
RESPONSE: Yes, they've been listening to the tape for 17 minutes. {bk11-l1d-f6-06-a.mp3}
# Source: ST §I've Been Shopping All Morning
-$PRODUCE Answer with the Cue
+$PRODUCE Answer About Everyday Life
ID: l1-s23
-INTRO: More question-and-answer practice, this time reading the questions. Answer in a complete sentence using the cue in parentheses, then compare with the model.
-INSTRUCTION: Answer in a complete sentence, using the words in parentheses.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
+INTRO: More practice, this time reading the questions. Answer each one in a complete sentence with the cue in parentheses, then check the model.
+INSTRUCTION: Answer in a complete sentence, using the cue.
EXAMPLE
PROMPT: Where have you been eating this week?
@@ -1820,269 +1792,201 @@ RESPONSE: Lt Richards has been waiting in the major's office since noon.
# Source: ST §Has He Been Studying All Night?
$PRODUCE Ask and Answer About the Pictures
ID: l1-s24
-INTRO: Last one for this tense. For each picture, use the cue to ask a present perfect progressive question — then answer it from what the picture shows. Careful: some pictures don't match the cue.
-INSTRUCTION: Ask a question with the cue, then answer it about the picture.
INPUT: speak
CHECK: llm
-RUBRIC: Treat the model answer as the key. Accept a correctly formed present perfect progressive question built from the cue, plus an answer matching the model's fact — in some items the picture shows a different activity than the cue, so the model answers "No" and corrects it; the learner's answer must match the model's yes/no and fact.
+INTRO: Last workout for this tense. Look at the picture and the cue, ask a "has he been" or "have they been" question with the cue — then answer it truthfully from the picture. Careful: the picture doesn't always agree with the question.
+INSTRUCTION: Ask a question with the cue, then answer from the picture.
+RUBRIC: Treat the model as the key. Require (1) a correctly formed present perfect progressive question built from the cue and (2) an answer matching the model's facts — same yes/no and same activity. Wording may vary; a wrong tense fails.
EXAMPLE
-TEMPLATE: read / since 6:30 {st-page_038_001.jpg}
+TEMPLATE: (read / since 6:30) {st-page_038_001.jpg}
RESPONSE: Has he been reading that book since 6:30? Yes, he's been reading it for an hour and a half.
EXAMPLE
-TEMPLATE: work on / all day {st-page_038_002.jpg}
+TEMPLATE: (work on / all day) {st-page_038_002.jpg}
RESPONSE: Has he been working on his bicycle all day? No, he's been working on his car all day.
-TEMPLATE: play / all afternoon {st-page_038_003.jpg}
+TEMPLATE: (play / all afternoon) {st-page_038_003.jpg}
RESPONSE: Have they been playing all afternoon? Yes, they've been playing all afternoon.
-TEMPLATE: study / 45 minutes {st-page_038_004.jpg}
+TEMPLATE: (study / 45 minutes) {st-page_038_004.jpg}
RESPONSE: Has he been studying for 45 minutes? No, he's been swimming for 45 minutes.
-TEMPLATE: sleep / since 2:00 {st-page_039_001.jpg}
+TEMPLATE: (sleep / since 2:00) {st-page_039_001.jpg}
RESPONSE: Has he been sleeping since 2:00? Yes, he's been sleeping since 2:00.
-TEMPLATE: do homework / all afternoon {st-page_039_002.jpg}
+TEMPLATE: (do homework / all afternoon) {st-page_039_002.jpg}
RESPONSE: Have they been doing homework all afternoon? No, they've been watching TV all afternoon.
-TEMPLATE: dance / all evening {st-page_039_003.jpg}
+TEMPLATE: (dance / all evening) {st-page_039_003.jpg}
RESPONSE: Have they been dancing all evening? Yes, they've been dancing all evening.
-TEMPLATE: work out / for several years {st-page_039_004.jpg}
+TEMPLATE: (work out / for several years) {st-page_039_004.jpg}
RESPONSE: Has he been working out for several years? Yes, he's been working out for several years.
-TEMPLATE: march / all morning {st-page_039_005.jpg}
+TEMPLATE: (march / all morning) {st-page_039_005.jpg}
RESPONSE: Have they been marching all morning? Yes, they've been marching all morning.
-TEMPLATE: talk on the phone / an hour {st-page_039_006.jpg}
+TEMPLATE: (talk on the phone / an hour) {st-page_039_006.jpg}
RESPONSE: Has he been talking on the phone for an hour? No, he's been listening to the radio for an hour.
-TEMPLATE: snow / since midnight {st-page_040_001.jpg}
+TEMPLATE: (snow / since midnight) {st-page_040_001.jpg}
RESPONSE: Has it been snowing since midnight? Yes, it's been snowing since midnight.
-TEMPLATE: wait / for a long time {st-page_040_002.jpg}
+TEMPLATE: (wait / for a long time) {st-page_040_002.jpg}
RESPONSE: Has he been waiting for a long time? Yes, he's been waiting for a long time.
-$SESSION 1-8: Review — Sounds, Listening, and Dictation
+$SESSION 1-7: Skills Workout — Stress, Meanings, Dictation
# Source: LLA 1D Figure 3
$SELECT Syllable Stress
-ID: 11-1d-f3
-INTRO: Time to review the week — starting with pronunciation. Every word you learned has one strong syllable. Listen to each word and tap the number of the stressed syllable.
+ID: 1d-f3
+INTRO: A final workout for your ears and fingers to close the lesson. Every English word has one syllable that gets the punch — listen to each word from this lesson and tap the number of the stressed syllable.
INSTRUCTION: Tap the number of the stressed syllable.
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
-OPTION: 5 | 5
+OPTION: 1 | 1st syllable
+OPTION: 2 | 2nd syllable
+OPTION: 3 | 3rd syllable
+OPTION: 4 | 4th syllable
+OPTION: 5 | 5th syllable
EXAMPLE
-PROMPT: Checkup. {bk11-l1d-f3-ex.mp3}
+PROMPT: checkup {bk11-l1d-f3-ex.mp3}
ANSWER: 1
-PROMPT: inches. {bk11-l1d-f3-01.mp3}
+PROMPT: inches {bk11-l1d-f3-01.mp3}
ANSWER: 1
-PROMPT: sometime. {bk11-l1d-f3-02.mp3}
+PROMPT: sometime {bk11-l1d-f3-02.mp3}
ANSWER: 1
-PROMPT: patient. {bk11-l1d-f3-03.mp3}
+PROMPT: patient {bk11-l1d-f3-03.mp3}
ANSWER: 1
-PROMPT: connect. {bk11-l1d-f3-04.mp3}
+PROMPT: connect {bk11-l1d-f3-04.mp3}
ANSWER: 2
-PROMPT: exam. {bk11-l1d-f3-05.mp3}
+PROMPT: exam {bk11-l1d-f3-05.mp3}
ANSWER: 2
-PROMPT: regular. {bk11-l1d-f3-06.mp3}
+PROMPT: regular {bk11-l1d-f3-06.mp3}
ANSWER: 1
-PROMPT: any more. {bk11-l1d-f3-07.mp3}
+PROMPT: any more {bk11-l1d-f3-07.mp3}
ANSWER: 3
-PROMPT: annual. {bk11-l1d-f3-08.mp3}
+PROMPT: annual {bk11-l1d-f3-08.mp3}
ANSWER: 1
-PROMPT: physical. {bk11-l1d-f3-09.mp3}
+PROMPT: physical {bk11-l1d-f3-09.mp3}
ANSWER: 1
-PROMPT: vertical. {bk11-l1d-f3-10.mp3}
+PROMPT: vertical {bk11-l1d-f3-10.mp3}
ANSWER: 1
-PROMPT: emergency. {bk11-l1d-f3-11.mp3}
+PROMPT: emergency {bk11-l1d-f3-11.mp3}
ANSWER: 2
-PROMPT: horizontal. {bk11-l1d-f3-12.mp3}
+PROMPT: horizontal {bk11-l1d-f3-12.mp3}
ANSWER: 3
-PROMPT: examination. {bk11-l1d-f3-13.mp3}
+PROMPT: examination {bk11-l1d-f3-13.mp3}
ANSWER: 4
-PROMPT: perpendicular. {bk11-l1d-f3-14.mp3}
+PROMPT: perpendicular {bk11-l1d-f3-14.mp3}
ANSWER: 3
-# Source: LLA 1B Figure 6
-$SELECT What's Going On?
-ID: 1b-f6
-INTRO: Now listening between the lines. You'll hear a short exchange — nobody says where they are or what's happening, but the clues do. Tap the answer that completes each sentence.
-INSTRUCTION: Tap the correct answer.
-
-EXAMPLE
-TEMPLATE: They're in a ____ store.
-PROMPT: This jacket looks good with my slacks. Yes, it does. Would you like to try it on? {bk11-l1b-f6-ex-q.mp3}
-OPTION: a | shoe
-OPTION: b | variety
-OPTION: c | clothing
-ANSWER: c
-FEEDBACK: They're in a clothing store. {bk11-l1b-f6-ex-a.mp3}
-
-TEMPLATE: They're eating in ____.
-PROMPT: Would you like to order dessert? Yes. I think I saw apple pie on the menu. {bk11-l1b-f6-01-q.mp3}
-OPTION: a | a restaurant
-OPTION: b | a dining hall
-OPTION: c | someone's home
-ANSWER: a
-FEEDBACK: They're eating in a restaurant. {bk11-l1b-f6-01-a.mp3}
-
-TEMPLATE: They're going to ____ at the airport.
-PROMPT: Will we get there in time? Yes. His flight doesn't land until 10 o'clock. {bk11-l1b-f6-02-q.mp3}
-OPTION: a | buy tickets
-OPTION: b | pick someone up
-OPTION: c | get on an airplane
-ANSWER: b
-FEEDBACK: They're going to pick someone up at the airport. {bk11-l1b-f6-02-a.mp3}
-
-TEMPLATE: The ____ is out of order.
-PROMPT: It took my money and kept the soda. Did you push the coin return? {bk11-l1b-f6-03-q.mp3}
-OPTION: a | pay phone
-OPTION: b | refrigerator
-OPTION: c | vending machine
-ANSWER: c
-FEEDBACK: The vending machine is out of order. {bk11-l1b-f6-03-a.mp3}
-
-TEMPLATE: The driver may ____.
-PROMPT: Oh no, there's a police car. How fast were you driving? {bk11-l1b-f6-04-q.mp3}
-OPTION: a | run a red light
-OPTION: b | cause an accident
-OPTION: c | get a traffic ticket
-ANSWER: c
-FEEDBACK: The driver may get a traffic ticket. {bk11-l1b-f6-04-a.mp3}
-
# Source: ST §What Does the Word Mean?
$PRODUCE What Does the Word Mean?
ID: l1-s14
-INTRO: A reading skill: how much a sentence tells you about a word. With little context a meaning only "may be" true — each extra detail turns "may be" into "is" or "is not". Type the right one for each line.
-INSTRUCTION: Read the sentence and type "may be", "is not", or "is" to show what the underlined word means.
INPUT: type
CHECK: exact
+INTRO: Sometimes the sentence around a new word tells you what it means — and the more context you get, the surer you can be. Read each sentence, then type "may be", "is not", or "is" in each blank to show what the underlined word could mean.
+INSTRUCTION: Type "may be", "is not", or "is" for each blank.
EXAMPLE
-TEMPLATE: Stop at the *intersection*.
+TEMPLATE: a. Stop at the *intersection*.
TEMPLATE: An intersection ____{may be} a street corner.
TEMPLATE: ____{may be} a kind of gate.
TEMPLATE: ____{may be} a store.
RESPONSE: An intersection may be a street corner. may be a kind of gate. may be a store.
-TEMPLATE: Stop at the *intersection* with the traffic light.
+TEMPLATE: b. Stop at the *intersection* with the traffic light.
TEMPLATE: An intersection ____{may be} a street corner.
TEMPLATE: ____{may be} a kind of gate.
TEMPLATE: ____{is not} a store.
RESPONSE: An intersection may be a street corner. may be a kind of gate. is not a store.
-TEMPLATE: Stop at the traffic light at the *intersection* of Martin and Pine Streets.
+TEMPLATE: c. Stop at the traffic light at the *intersection* of Martin and Pine Streets.
TEMPLATE: An intersection ____{is} a street corner.
TEMPLATE: ____{is not} a kind of gate.
TEMPLATE: ____{is not} a store.
RESPONSE: An intersection is a street corner. is not a kind of gate. is not a store.
-TEMPLATE: Marlene bought a *magenta* dress.
+TEMPLATE: 1. a. Marlene bought a *magenta* dress.
TEMPLATE: Magenta ____{may be} cheap.
TEMPLATE: ____{may be} long.
TEMPLATE: ____{may be} red.
RESPONSE: Magenta may be cheap. may be long. may be red.
-TEMPLATE: Marlene bought an expensive *magenta* dress.
+TEMPLATE: b. Marlene bought an expensive *magenta* dress.
TEMPLATE: Magenta ____{is not} cheap.
TEMPLATE: ____{may be} long.
TEMPLATE: ____{may be} red.
RESPONSE: Magenta is not cheap. may be long. may be red.
-TEMPLATE: Because she likes the color, Marlene bought an expensive *magenta* dress with a short skirt.
+TEMPLATE: c. Because she likes the color, Marlene bought an expensive *magenta* dress with a short skirt.
TEMPLATE: Magenta ____{is not} cheap.
TEMPLATE: ____{is not} long.
TEMPLATE: ____{is} red.
RESPONSE: Magenta is not cheap. is not long. is red.
-TEMPLATE: I received a *publication* today.
+TEMPLATE: 2. a. I received a *publication* today.
TEMPLATE: A publication ____{may be} a call.
TEMPLATE: ____{may be} a magazine.
TEMPLATE: ____{may be} a package.
RESPONSE: A publication may be a call. may be a magazine. may be a package.
-TEMPLATE: I received a *publication* in the mail today.
+TEMPLATE: b. I received a *publication* in the mail today.
TEMPLATE: A publication ____{is not} a call.
TEMPLATE: ____{may be} a magazine.
TEMPLATE: ____{may be} a package.
RESPONSE: A publication is not a call. may be a magazine. may be a package.
-TEMPLATE: I received a *publication* in the mail today. There are some very interesting articles in it.
+TEMPLATE: c. I received a *publication* in the mail today. There are some very interesting articles in it.
TEMPLATE: A publication ____{is not} a call.
TEMPLATE: ____{is} a magazine.
TEMPLATE: ____{is not} a package.
RESPONSE: A publication is not a call. is a magazine. is not a package.
-TEMPLATE: We went to the *beach* last weekend.
+TEMPLATE: 3. a. We went to the *beach* last weekend.
TEMPLATE: The beach ____{may be} land at the edge of water.
TEMPLATE: ____{may be} a mountain with snow.
TEMPLATE: ____{may be} a large lake.
RESPONSE: The beach may be land at the edge of water. may be a mountain with snow. may be a large lake.
-TEMPLATE: We went to the *beach* and went swimming last weekend.
+TEMPLATE: b. We went to the *beach* and went swimming last weekend.
TEMPLATE: The beach ____{may be} land at the edge of water.
TEMPLATE: ____{is not} a mountain with snow.
TEMPLATE: ____{may be} a large lake.
RESPONSE: The beach may be land at the edge of water. is not a mountain with snow. may be a large lake.
-TEMPLATE: We went to the *beach* and went swimming in the ocean last weekend.
+TEMPLATE: c. We went to the *beach* and went swimming in the ocean last weekend.
TEMPLATE: The beach ____{is} land at the edge of water.
TEMPLATE: ____{is not} a mountain with snow.
TEMPLATE: ____{is not} a large lake.
RESPONSE: The beach is land at the edge of water. is not a mountain with snow. is not a large lake.
-# Source: LLA 1C Figure 10
-$PRODUCE "First", "Second", "Third", "Last"
-ID: 1c-f10
-INPUT: type
-CHECK: exact
-INTRO: Some sensible advice for taking care of a cold — you've earned it this week. Listen to each part of the paragraph and type the connective word that begins it.
-INSTRUCTION: Type the connective word.
-
-TEMPLATE: 1. ____
-PROMPT: When you have a cold, you should remember to do these things: first, drink a lot of water and fruit juice; {bk11-l1c-f10-01.mp3}
-RESPONSE: first
-
-TEMPLATE: 2. ____
-PROMPT: second, keep warm and dry; {bk11-l1c-f10-02.mp3}
-RESPONSE: second
-
-TEMPLATE: 3. ____
-PROMPT: third, stay home when you can. Rest on a sofa or go to bed. {bk11-l1c-f10-03.mp3}
-RESPONSE: third
-
-TEMPLATE: 4. ____
-PROMPT: Last, always remember to cover your mouth when you cough or sneeze. Don't give other people your cold. {bk11-l1c-f10-04.mp3}
-RESPONSE: last
+# SKIPPED (book): Listening Skill "WHAT IS THE PARAGRAPH ABOUT?" — instructor-read.
+# SKIPPED (book): Writing Skill "LISTEN AND WRITE." — instructor-read paragraph dictation; the taped dictation below covers this skill.
# Source: LLA 1D Figure 7
$PRODUCE Dictation
-ID: 11-1d-f7
+ID: 1d-f7
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
-INTRO: One last exercise: dictation. Type each sentence exactly as you hear it, with correct capitalization and punctuation. That's the end of Lesson 1 — go make yourself some chicken soup.
+INTRO: The very last task of Lesson 1: dictation. Type exactly what you hear — capital letters, commas, question marks and all. Then go rest; you've earned it, and nobody here is running a temperature.
INSTRUCTION: Type the sentence you hear with correct punctuation.
PROMPT: Why did the Smith family buy a new home? {bk11-l1d-f7-01.mp3}
@@ -2090,13 +1994,9 @@ RESPONSE: Why did the Smith family buy a new home? {bk11-l1d-f7-01.mp3}
PROMPT: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02.mp3}
RESPONSE: Because they have 5 children, 2 dogs, and a cat. {bk11-l1d-f7-02.mp3}
-ACCEPT: Because they have five children, two dogs, and a cat.
PROMPT: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03.mp3}
RESPONSE: They needed a house with rooms for all of the children, and a large yard with a fence for their animals. {bk11-l1d-f7-03.mp3}
PROMPT: They're very happy in their new house. {bk11-l1d-f7-04.mp3}
RESPONSE: They're very happy in their new house. {bk11-l1d-f7-04.mp3}
-
-# SKIPPED (book): Listening Skill "WHAT IS THE PARAGRAPH ABOUT?" — instructor-read.
-# SKIPPED (book): Writing Skill "LISTEN AND WRITE." — paragraph dictation, instructor-read.
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diff --git a/book-11-lesson-2.module b/book-11-lesson-2.module
index 942f74ed..97aa8c0b 100644
--- a/book-11-lesson-2.module
+++ b/book-11-lesson-2.module
@@ -1,15 +1,15 @@
$MODULE Book 11 · Lesson 2: This Street Is One-Way! {st-page_042_001.jpg}
FORMAT: 2
-DIOCO_DOC_ID: alc_book11_lesson2
-DESCRIPTION: Driving and traffic: signs, signals, and safe-driving vocabulary, plus indefinite pronouns ("someone", "nobody"), the linking verbs "get" and "become", and adjective clauses with "who", "which", and "that".
+DESCRIPTION: Driving and traffic vocabulary, signs and signals, safe driving, indefinite pronouns, "get" and "become", and adjective clauses with "who", "which", and "that".
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE: Carl | achernar | Male student driver
+VOICE: Mr_Ford | schedar | Male driving instructor
VOICE: Lynn | aoede | Female speaker
-VOICE: Carl | achernar | Male speaker
-VOICE: Instructor | achird | Male speaker
+VOICE: Instructor | achird | Male driving instructor
VOICE: Waiter | achernar | Male speaker
VOICE: Martin | achird | Male speaker
VOICE: Martha | aoede | Female speaker
@@ -17,28 +17,26 @@ VOICE: Morton | achernar | Male speaker
VOICE: Marian | aoede | Female speaker
VOICE: James | achernar | Male speaker
VOICE: Ralph | achird | Male speaker
-VOICE: StudentA | achernar | Male speaker
-VOICE: StudentB | aoede | Female speaker
-VOICE: Kathy | gacrux | Female
-VOICE: Kevin | achernar | Male
-VOICE: Sally | gacrux | Female
-VOICE: Steve | achernar | Male
-VOICE: Maria | gacrux | Female
-VOICE: David | achernar | Male
-VOICE: Janet | gacrux | Female
-VOICE: Jason | achernar | Male
-VOICE: Alice | gacrux | Female
-VOICE: Larry | achernar | Male
-VOICE: Jan | gacrux | Female
-VOICE: Bob | achernar | Male
-VOICE: Tom | achernar | Male
-VOICE: Ann | gacrux | Female
-VOICE: Keith | achernar | Male
-VOICE: Frank | achernar | Male
-VOICE: Woman1 | gacrux | Female voice
-VOICE: Man1 | achernar | Male voice
-VOICE: Man2 | achird | Male voice
-VOICE: Man3 | schedar | Male voice
+VOICE: StudentA | achernar | Male student
+VOICE: StudentB | aoede | Female student
+VOICE: Kathy | gacrux | Female speaker
+VOICE: Kevin | achernar | Male speaker
+VOICE: Sally | gacrux | Female speaker
+VOICE: Steve | achernar | Male speaker
+VOICE: Maria | gacrux | Female speaker
+VOICE: David | achernar | Male speaker
+VOICE: Janet | gacrux | Female speaker
+VOICE: Jason | achernar | Male speaker
+VOICE: Alice | gacrux | Female speaker
+VOICE: Larry | achernar | Male speaker
+VOICE: Jan | gacrux | Female speaker
+VOICE: Bob | achernar | Male speaker
+VOICE: Tom | achernar | Male speaker
+VOICE: Ann | gacrux | Female speaker
+VOICE: Keith | achernar | Male speaker
+VOICE: Frank | achird | Male speaker
+VOICE: Man | achernar | Male speaker
+VOICE: Woman | gacrux | Female speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
@@ -46,9 +44,9 @@ $SESSION 2-1: Carl Learns to Drive
# Source: LLA 2A Figure 1
$DIALOGUE Carl's Driving Lesson {page_036_001.jpg}
-ID: 2a-f1
-INTRO: In this lesson you'll learn to talk about driving — traffic, signs, and speed limits — and pick up some grammar: "someone" and "nobody", "get" and "become", and "who", "which", and "that". First, meet Carl, a student driver having a very hard morning downtown. Just listen to his story.
-INSTRUCTION: Listen to the paragraph.
+ID: 11-2a-f1
+INTRO: In this lesson you'll learn to talk about driving — speed, signs, signals, and how to stay out of trouble on the road. First, meet Carl, a student driver having a very hard morning downtown. Just listen and read along.
+INSTRUCTION: Listen and read along.
LINE: Carl is a student driver. {bk11-l2a-f1-01.mp3}
VOCAB: instructor
@@ -76,10 +74,10 @@ VOCAB: to follow
LINE: Carl will be happy to follow his instructions. {bk11-l2a-f1-16.mp3}
# Source: LLA 2A Figure 1
-$PRODUCE Questions About Carl
-ID: 2a-f1-b
+$PRODUCE Questions About Carl's Lesson
+ID: 11-2a-f1-b
REFERENCE
-INTRO: Now the questions. Answer each one aloud in a full sentence, then repeat the model answer. Carl made the mistakes — you just have to describe them.
+INTRO: Now answer questions about Carl's bad morning. Answer aloud in a full sentence — open the story if you need it — then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
@@ -113,155 +111,166 @@ PROMPT: How will he get out of downtown? {bk11-l2a-f1-25-q.mp3}
RESPONSE: He'll follow Mr. Ford's instructions. {bk11-l2a-f1-25-a.mp3}
# Source: LLA 2A Figure 2
-$SELECT Similar Meaning
-ID: 2a-f2
-INTRO: You'll hear a sentence from the story. Tap the sentence below that means about the same thing — this checks the new words like "lost", "failed", and "confuse".
+$SELECT Same Meaning, Different Words
+ID: 11-2a-f2
+INTRO: You'll hear a sentence about Carl's lesson. Tap the choice that says the same thing — the words change, but the meaning shouldn't.
INSTRUCTION: Tap the sentence with a similar meaning.
+SHOW_PROMPT
-PROMPT: Carl was lost. {bk11-l2a-f2-01.mp3}
-OPTION: a | He didn't know how to get out of downtown. {bk11-l2a-f2-01-a.mp3}
+PROMPT: Carl was lost. {bk11-l2a-f2-01-q.mp3}
+OPTION: a | He didn't know how to get out of downtown.
OPTION: b | He didn't know what time it was.
ANSWER: a
+FEEDBACK: Carl didn't know how to get out of downtown. {bk11-l2a-f2-01-a.mp3}
-PROMPT: The other car failed to stop. {bk11-l2a-f2-02.mp3}
-OPTION: a | The other car didn't stop. {bk11-l2a-f2-02-a.mp3}
+PROMPT: The other car failed to stop. {bk11-l2a-f2-02-q.mp3}
+OPTION: a | The other car didn't stop.
OPTION: b | The other car stopped right away.
ANSWER: a
+FEEDBACK: The other car didn't stop. {bk11-l2a-f2-02-a.mp3}
-PROMPT: Carl went the wrong way. {bk11-l2a-f2-03.mp3}
-OPTION: a | He went in the wrong direction. {bk11-l2a-f2-03-a.mp3}
+PROMPT: Carl went the wrong way. {bk11-l2a-f2-03-q.mp3}
+OPTION: a | He went in the wrong direction.
OPTION: b | He drove downtown at the wrong time.
ANSWER: a
+FEEDBACK: Carl went in the wrong direction. {bk11-l2a-f2-03-a.mp3}
-PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04.mp3}
+PROMPT: He followed Mr. Ford's advice. {bk11-l2a-f2-04-q.mp3}
OPTION: a | He asked Mr. Ford for advice.
-OPTION: b | He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-a.mp3}
+OPTION: b | He obeyed Mr. Ford's advice.
ANSWER: b
+FEEDBACK: He obeyed Mr. Ford's advice. {bk11-l2a-f2-04-a.mp3}
-PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05.mp3}
+PROMPT: Mr. Ford is the instructor. {bk11-l2a-f2-05-q.mp3}
OPTION: a | Mr. Ford is the driver.
-OPTION: b | Mr. Ford is the teacher. {bk11-l2a-f2-05-a.mp3}
+OPTION: b | Mr. Ford is the teacher.
ANSWER: b
+FEEDBACK: Mr. Ford is the teacher. {bk11-l2a-f2-05-a.mp3}
-PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06.mp3}
+PROMPT: Today, Carl is nervous. {bk11-l2a-f2-06-q.mp3}
OPTION: a | Carl is having a good time.
-OPTION: b | Carl thinks he'll do something wrong. {bk11-l2a-f2-06-a.mp3}
+OPTION: b | Carl thinks he'll do something wrong.
ANSWER: b
+FEEDBACK: Carl thinks he'll do something wrong. {bk11-l2a-f2-06-a.mp3}
-PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07.mp3}
-OPTION: a | He wasn't afraid yesterday. {bk11-l2a-f2-07-a.mp3}
+PROMPT: Yesterday, he was relaxed. {bk11-l2a-f2-07-q.mp3}
+OPTION: a | He wasn't afraid yesterday.
OPTION: b | He wasn't at fault yesterday.
ANSWER: a
+FEEDBACK: He wasn't afraid yesterday. {bk11-l2a-f2-07-a.mp3}
-PROMPT: The streets confuse Carl. {bk11-l2a-f2-08.mp3}
+PROMPT: The streets confuse Carl. {bk11-l2a-f2-08-q.mp3}
OPTION: a | He knows that he's on the right street.
-OPTION: b | He's not sure that he's going the right way. {bk11-l2a-f2-08-a.mp3}
+OPTION: b | He's not sure that he's going the right way.
ANSWER: b
+FEEDBACK: He's not sure that he's going the right way. {bk11-l2a-f2-08-a.mp3}
# Source: LLA 2A Figure 3
$DIALOGUE Check That Speed {page_038_001.jpg}
-ID: 2a-f3
-INTRO: Carl is back behind the wheel, and Mr. Ford is watching the speedometer very closely. Listen and repeat each line — this dialogue teaches "speed limit", "slow down", and "speed up".
-INSTRUCTION: Listen and repeat.
+ID: 11-2a-f3
+INTRO: Carl is driving again, and Mr. Ford is watching the speedometer very closely. Listen to their conversation about speed limits and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
VOCAB: speed
-LINE: Mr. Ford: Check that speed, Carl. How fast are you going? {bk11-l2a-f3-01.mp3}
+Mr_Ford: Check that speed, Carl. {bk11-l2a-f3-01.mp3}
+LINE: How fast are you going? {bk11-l2a-f3-02.mp3}
VOCAB: miles an hour
-LINE: Carl: Forty miles an hour. {bk11-l2a-f3-02.mp3}
+Carl: Forty miles an hour. {bk11-l2a-f3-03.mp3}
VOCAB: speeding
+Mr_Ford: Then you're speeding. {bk11-l2a-f3-04.mp3}
VOCAB: to slow down
-LINE: Mr. Ford: Then you're speeding. Slow down a little. {bk11-l2a-f3-03.mp3}
+LINE: Slow down a little. {bk11-l2a-f3-05.mp3}
VOCAB: speed limit
-LINE: Carl: I thought forty was the speed limit here. {bk11-l2a-f3-04.mp3}
+Carl: I thought forty was the speed limit here. {bk11-l2a-f3-06.mp3}
VOCAB: sign
-LINE: Mr. Ford: No, the sign back there said thirty. {bk11-l2a-f3-05.mp3}
+Mr_Ford: No, the sign back there said thirty. {bk11-l2a-f3-07.mp3}
VOCAB: ahead
-LINE: Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-06.mp3}
+Carl: Oh, I'm sorry. Look, there's another sign ahead. {bk11-l2a-f3-08.mp3}
VOCAB: miles per hour
-LINE: Mr. Ford: Yes, I see. It says forty-five miles per hour. {bk11-l2a-f3-07.mp3}
+Mr_Ford: Yes, I see. It says forty-five miles per hour. {bk11-l2a-f3-09.mp3}
VOCAB: to speed up
-LINE: Carl: Good. Now I can speed up! {bk11-l2a-f3-08.mp3}
+Carl: Good. Now I can speed up! {bk11-l2a-f3-10.mp3}
# Source: LLA 2A Figure 3
$PRODUCE Questions About Speeding
-ID: 2a-f3-b
+ID: 11-2a-f3-b
REFERENCE
-INTRO: Answer the questions about Carl and the speed limit aloud, then repeat the model answer.
+INTRO: Answer the questions about Carl and the speed limit aloud, then repeat the correct answer. Open the dialog if you need it.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
REPEAT
-PROMPT: How fast is Carl driving? {bk11-l2a-f3-09-q.mp3}
-RESPONSE: He's driving at a speed of 40 miles an hour. {bk11-l2a-f3-09-a.mp3}
+PROMPT: How fast is Carl driving? {bk11-l2a-f3-11-q.mp3}
+RESPONSE: He's driving at a speed of forty miles an hour. {bk11-l2a-f3-11-a.mp3}
-PROMPT: Is the speed limit 30 miles an hour? {bk11-l2a-f3-10-q.mp3}
-RESPONSE: Yes, the speed limit is 30 miles an hour. {bk11-l2a-f3-10-a.mp3}
+PROMPT: Is the speed limit thirty miles an hour? {bk11-l2a-f3-12-q.mp3}
+RESPONSE: Yes, the speed limit is thirty miles an hour. {bk11-l2a-f3-12-a.mp3}
-PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-11-q.mp3}
-RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-11-a.mp3}
+PROMPT: Is Carl driving under the speed limit? {bk11-l2a-f3-13-q.mp3}
+RESPONSE: No, he's driving over the speed limit. {bk11-l2a-f3-13-a.mp3}
-PROMPT: What is he doing? {bk11-l2a-f3-12-q.mp3}
-RESPONSE: He's speeding. {bk11-l2a-f3-12-a.mp3}
+PROMPT: What is he doing? {bk11-l2a-f3-14-q.mp3}
+RESPONSE: He's speeding. {bk11-l2a-f3-14-a.mp3}
-PROMPT: What should he do? {bk11-l2a-f3-13-q.mp3}
-RESPONSE: He should slow down. {bk11-l2a-f3-13-a.mp3}
+PROMPT: What should he do? {bk11-l2a-f3-15-q.mp3}
+RESPONSE: He should slow down. {bk11-l2a-f3-15-a.mp3}
-PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-14-q.mp3}
-RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-14-a.mp3}
+PROMPT: Does he see another sign with the speed limit on it? {bk11-l2a-f3-16-q.mp3}
+RESPONSE: Yes, he sees another speed limit sign. {bk11-l2a-f3-16-a.mp3}
-PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-15-q.mp3}
-RESPONSE: It's ahead of him. {bk11-l2a-f3-15-a.mp3}
+PROMPT: Is the sign in back of him or ahead of him? {bk11-l2a-f3-17-q.mp3}
+RESPONSE: It's ahead of him. {bk11-l2a-f3-17-a.mp3}
# Source: LLA 2A Figure 4
-$DIALOGUE Changing Lanes
-ID: 2a-f4
-INTRO: Now Carl wants to pass a slow car — which means learning about lanes, turn signals, and keeping both hands where they belong. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
+$DIALOGUE Passing Another Car
+ID: 11-2a-f4
+INTRO: The car ahead is crawling along, and Carl wants past it. Listen to how Mr. Ford talks him through passing safely, and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
VOCAB: ahead of
-LINE: Carl: The car ahead of us is going very slowly. {bk11-l2a-f4-01.mp3}
+Carl: The car ahead of us is going very slow. {bk11-l2a-f4-01.mp3}
VOCAB: cautious
-LINE: Mr. Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-02.mp3}
+Mr_Ford: It's in bad shape. The driver's being cautious. {bk11-l2a-f4-02.mp3}
-LINE: Carl: May I go around him? {bk11-l2a-f4-03.mp3}
+Carl: May I go around him? {bk11-l2a-f4-03.mp3}
VOCAB: lane
-LINE: Mr. Ford: First check the other lane of traffic. {bk11-l2a-f4-04.mp3}
+Mr_Ford: First check the other lane of traffic. {bk11-l2a-f4-04.mp3}
VOCAB: to pass
-LINE: Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-05.mp3}
+Carl: All right. No one's coming. Now can I pass him? {bk11-l2a-f4-05.mp3}
+
+VOCAB: turn signal
+Mr_Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-06.mp3}
VOCAB: turn
-VOCAB: signal
-LINE: Mr. Ford: Yes. Remember to use your turn signal. {bk11-l2a-f4-06.mp3}
-
-LINE: Carl: Why? I don't want to make a turn. {bk11-l2a-f4-07.mp3}
+Carl: Why? I don't want to make a turn. {bk11-l2a-f4-07.mp3}
VOCAB: cautiously
-LINE: Mr. Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-08.mp3}
+Mr_Ford: Because you should always change lanes cautiously. {bk11-l2a-f4-08.mp3}
VOCAB: steering wheel
-LINE: Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-09.mp3}
+Carl: Okay. Both of my hands are on the steering wheel. {bk11-l2a-f4-09.mp3}
VOCAB: mind
-LINE: Mr. Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-10.mp3}
+Mr_Ford: Good. Also, keep your mind on the road. {bk11-l2a-f4-10.mp3}
# Source: LLA 2A Figure 4
-$PRODUCE Questions About Changing Lanes
-ID: 2a-f4-b
+$PRODUCE Questions About Passing
+ID: 11-2a-f4-b
REFERENCE
-INTRO: Answer the questions about the lane change aloud, then repeat the model answer.
+INTRO: Answer the questions about passing the other car aloud, then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
@@ -294,37 +303,38 @@ RESPONSE: No, he should keep his mind on the road. {bk11-l2a-f4-18-a.mp3}
# Source: ST §You Need Driving Lessons!
$DIALOGUE You Need Driving Lessons!
ID: l2-s4
-INTRO: Carl isn't the only nervous driver in town. His friend Lynn gets nervous behind the wheel too, so she's taking lessons. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
+INTRO: Carl isn't the only nervous driver in town. Lynn can't relax behind the wheel either, so Carl has a suggestion for her. Listen and read along.
+INSTRUCTION: Listen and read along.
-VOCAB: to get nervous
Lynn: I get nervous when I drive. I just can't be relaxed when I'm behind the steering wheel! {st-page_049_001.jpg}
Carl: Maybe you should take driving lessons from a good instructor.
+
Lynn: Yes, maybe I should.
Instructor: Slow down, Miss Jay, or you won't be able to make this turn safely. You must turn cautiously. {st-page_049_002.jpg}
Lynn: What's a good speed for a turn?
+
Instructor: Ten miles per hour is usually best.
VOCAB: to become
Carl: Do you think you know the right way to drive now? Did you become less nervous after your lessons? {st-page_050_001.jpg}
Lynn: Yes. I learned to keep my mind on the traffic. I think only about my driving.
+
Carl: I'm glad the instructor was able to help you.
# Source: ST §You Need Driving Lessons! (questions)
-$PRODUCE About Lynn's Lessons
+$PRODUCE Questions About Lynn's Lessons
ID: l2-s5
REFERENCE
-INTRO: Answer the questions about Lynn's driving lessons aloud. Any phrasing that gets the facts right is fine.
-INSTRUCTION: Answer the question aloud.
+INTRO: Answer the questions about Lynn's driving lessons aloud, in a full sentence. Open the dialog if you need it.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Accept any response that conveys the factual meaning of the model answer.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
PROMPT: How does Lynn feel when she is behind the steering wheel?
RESPONSE: She gets nervous.
@@ -341,66 +351,36 @@ RESPONSE: He said ten miles per hour is usually best.
PROMPT: Did Lynn become less nervous after her lessons?
RESPONSE: Yes, she became less nervous.
-# Source: ST §I Got Lost!
-$DIALOGUE I Got Lost!
-ID: l2-s6
-INTRO: Lynn's lessons went well — then she got lost, sped up, and met a policeman. Listen and repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more. {st-page_051_001.jpg}
-
-VOCAB: to get lost
-Carl: Why? Did you get lost?
-
-Lynn: Yes, and I was in a hurry, too. When I finally found my way, I sped up. Then I saw a policeman ahead.
-
-Carl: Did you slow up?
-
-Lynn: I tried, but it was too late. I was still speeding when I passed him.
-
-VOCAB: to pull over
-Carl: Did he pull you over?
-
-Lynn: He sure did! He gave me a ticket because I failed to obey the speed limit.
-
-Carl: I'm sorry about the ticket, but you should be more cautious. You can't be careless when you're driving.
-
-# Source: ST §I Got Lost! (questions)
-$PRODUCE About Lynn's Ticket
-ID: l2-s7
-REFERENCE
-INTRO: Answer the questions about Lynn's expensive afternoon aloud.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: Accept any response that conveys the factual meaning of the model answer.
-
-PROMPT: What happened to Lynn yesterday?
-RESPONSE: She got lost and then got a ticket.
-
-PROMPT: Was she driving faster than the speed limit?
-RESPONSE: Yes, she was speeding.
-
-PROMPT: Did she see a police car behind her?
-RESPONSE: No, she saw a policeman ahead of her.
-
-PROMPT: What did she try to do when she saw the policeman?
-RESPONSE: She tried to slow up.
-
-PROMPT: What did the policeman do?
-RESPONSE: He pulled her over and gave her a ticket.
-
-PROMPT: What did Carl tell her?
-RESPONSE: He told her she should be more cautious.
-
$SESSION 2-2: Signs and Signals
+# Source: LLA 2B Figure 1
+$DIALOGUE Traffic Words {page_040_001.jpg}
+ID: 2b-f1
+INTRO: In this part you'll learn the language of streets — signals, signs, intersections, and the people crossing them on foot. Look at the street scene, listen to each new word in a sentence, and repeat it.
+INSTRUCTION: Listen and repeat each word and sentence.
+REPEAT
+
+VOCAB: caution
+LINE: Be careful. Use caution. {bk11-l2b-f1-01.mp3}
+
+VOCAB: to flash
+LINE: When a light turns on and off quickly, it flashes. {bk11-l2b-f1-02.mp3}
+
+VOCAB: intersection
+LINE: Streets cross at intersections. {bk11-l2b-f1-03.mp3}
+
+VOCAB: pedestrian
+LINE: When people walk, they're pedestrians. {bk11-l2b-f1-04.mp3}
+
+LINE: Signs show names, directions, and other information. {bk11-l2b-f1-05.mp3}
+
+VOCAB: signal
+LINE: A traffic light is a signal. {bk11-l2b-f1-06.mp3}
+
# Source: ST §Streets and Highways, Signs and Signals
-$DIALOGUE Streets and Highways
+$DIALOGUE Streets, Lanes, and Signs
ID: l2-s1
-INTRO: In this part you'll learn the signs and signals that tell drivers what to do — the pictures show what each word means. Just listen and read along.
+INTRO: Now a closer look at what's painted on the road and posted beside it. Listen to each rule and read along with the pictures.
INSTRUCTION: Listen and read along.
LINE: Yellow and white lines mark the lanes on streets and highways. {st-page_044_001.jpg}
@@ -408,21 +388,21 @@ LINE: You should stay in the right lane until you want to pass or go around anot
VOCAB: to mean
LINE: The red light means stop, and the green light means go. {st-page_044_002.jpg}
-VOCAB: caution
LINE: When you see a yellow light, use caution. {st-page_044_002.jpg}
LINE: Be careful, because the light will turn red in a few seconds. {st-page_044_002.jpg}
LINE: A sign gives information or directions. {st-page_044_003.jpg}
-LINE: Many signs tell drivers that they can't do something. Other signs show them that they can. {st-page_044_003.jpg}
+LINE: Many signs tell drivers that they can't do something. {st-page_044_003.jpg}
+LINE: Other signs show them that they can. {st-page_044_003.jpg}
LINE: You should follow the directions on highway and street signs. {st-page_044_003.jpg}
LINE: Sometimes signs show that you must make a turn slowly. {st-page_044_003.jpg}
LINE: The speed limit on the highways is 55 or 65 miles per hour. {st-page_045_001.jpg}
LINE: The speed limit on city streets is usually 30 or 35 m.p.h. {st-page_045_001.jpg}
-NOTES: "m.p.h." is short for "miles per hour".
VOCAB: stop sign
-LINE: A stop sign means that you must make a complete stop. Don't just slow down. {st-page_045_002.jpg}
+LINE: A stop sign means that you must make a complete stop. {st-page_045_002.jpg}
+LINE: Don't just slow down. {st-page_045_002.jpg}
VOCAB: to signal
LINE: You may use signal lights or hand and arm signals. {st-page_045_003.jpg}
@@ -436,8 +416,8 @@ LINE: When you see a yield sign, you must give the right-of-way to other vehicle
# Source: ST §Too Many Signs and Signals
$DIALOGUE Too Many Signs and Signals
ID: l2-s2
-INTRO: Here's Mark, who decided to try driving downtown this morning. It went about as well as it did for Carl. Just listen to the story.
-INSTRUCTION: Listen to the story.
+INTRO: Mark decided to try driving downtown this morning. Like Carl, he discovered that downtown has opinions about student drivers. Listen to what happened.
+INSTRUCTION: Listen and read along.
LINE: Mark usually only drives on the highway with his father. {st-page_046_001.jpg}
LINE: Because he knows that he'll have to learn how to drive downtown sometime, he decided to try it this morning. {st-page_046_001.jpg}
@@ -448,45 +428,26 @@ LINE: The heavy traffic and all of the signs and signals there confused him. {st
VOCAB: one-way
LINE: First, he drove the wrong way for two blocks on a one-way street. {st-page_046_002.jpg}
VOCAB: two-way
-VOCAB: intersection
LINE: He turned and got on a two-way street at the next intersection. {st-page_046_002.jpg}
-VOCAB: to flash
LINE: Then he saw that some red and blue lights were flashing off and on behind him. {st-page_046_002.jpg}
LINE: Finally he realized that an emergency vehicle was following him. {st-page_046_002.jpg}
+VOCAB: to pull over
LINE: He had to slow down and pull over to the side of the road while it passed. {st-page_046_002.jpg}
VOCAB: railroad crossing
-LINE: Then he came to a railroad crossing. The lights there were flashing, too. {st-page_046_003.jpg}
+LINE: Then he came to a railroad crossing. {st-page_046_003.jpg}
+LINE: The lights there were flashing, too. {st-page_046_003.jpg}
LINE: He knew that signal meant that he had to stop because a train was coming. {st-page_046_003.jpg}
-LINE: He looked both ways, but he couldn't see it yet. He crossed the tracks carefully. {st-page_046_003.jpg}
+LINE: He looked both ways, but he couldn't see it yet. {st-page_046_003.jpg}
+LINE: He crossed the tracks carefully. {st-page_046_003.jpg}
LINE: Then he decided to go home. {st-page_046_003.jpg}
LINE: He was tired of trying to drive and watch signs and signals at the same time. {st-page_046_003.jpg}
LINE: He'll try it again another day. {st-page_046_003.jpg}
-# Source: LLA 2B Figure 1
-$DIALOGUE Traffic Words
-ID: 2b-f1
-INTRO: Now hear the key traffic words in short sentences, and repeat them — including "pedestrian", the official word for a person on foot.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Be careful. Use caution. {page_040_001.jpg} {bk11-l2b-f1-01.mp3}
-
-LINE: When a light turns on and off quickly, it flashes. {page_040_001.jpg} {bk11-l2b-f1-02.mp3}
-
-LINE: Streets cross at intersections. {page_040_001.jpg} {bk11-l2b-f1-03.mp3}
-
-VOCAB: pedestrian
-LINE: When people walk, they're pedestrians. {page_040_001.jpg} {bk11-l2b-f1-04.mp3}
-
-LINE: Signs show names, directions, and other information. {page_040_001.jpg} {bk11-l2b-f1-05.mp3}
-
-LINE: A traffic light is a signal. {page_040_001.jpg} {bk11-l2b-f1-06.mp3}
-
# Source: LLA 2B Figure 2
$DIALOGUE At the Intersection
ID: 2b-f2
-INTRO: Why do intersections collect so many signs and signals? Listen to the paragraphs and find out.
+INTRO: Why do intersections collect so many signs and signals? Listen to this short reading and find out.
INSTRUCTION: Listen to the paragraphs.
LINE: At an intersection, people and cars come together from different directions. {bk11-l2b-f2-01.mp3}
@@ -497,11 +458,11 @@ LINE: Traffic signs use words and pictures to give instructions or information.
LINE: Cautious drivers look for signals and signs. {bk11-l2b-f2-06.mp3}
LINE: Then they follow the instructions and use the information to drive safely. {bk11-l2b-f2-07.mp3}
-# Source: LLA 2B Figure 2 (questions)
-$PRODUCE Questions About Signals and Signs
+# Source: LLA 2B Figure 2
+$PRODUCE Questions About Intersections
ID: 2b-f2-b
REFERENCE
-INTRO: Answer the questions about the paragraphs aloud, then repeat the model answer.
+INTRO: Now answer questions about the reading. Answer aloud with a full sentence — open the reading if you need it — then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
@@ -513,12 +474,12 @@ RESPONSE: They come together at intersections. {bk11-l2b-f2-08-a.mp3}
PROMPT: What can easily happen at an intersection? {bk11-l2b-f2-09-q.mp3}
RESPONSE: Accidents can happen easily at an intersection. {bk11-l2b-f2-09-a.mp3}
-PROMPT: What does a large intersection usually have? {bk11-l2b-f2-10-q.mp3}
-RESPONSE: It usually has many signals and signs. {bk11-l2b-f2-10-a.mp3}
-
PROMPT: What do traffic signals use to give instructions? {bk11-l2b-f2-11-q.mp3}
RESPONSE: Traffic signals use lights to give instructions. {bk11-l2b-f2-11-a.mp3}
+PROMPT: What does a large intersection usually have? {bk11-l2b-f2-10-q.mp3}
+RESPONSE: It usually has many signals and signs. {bk11-l2b-f2-10-a.mp3}
+
PROMPT: What does a traffic light tell people to do? {bk11-l2b-f2-12-q.mp3}
RESPONSE: It tells them to stop, to go, or to use caution. {bk11-l2b-f2-12-a.mp3}
@@ -535,113 +496,115 @@ PROMPT: How do cautious drivers use the instructions and information? {bk11-l2b-
RESPONSE: They use them to drive safely. {bk11-l2b-f2-16-a.mp3}
# Source: LLA 2B Figure 3
-$DIALOGUE Types of Signals
+$DIALOGUE Kinds of Signals
ID: 2b-f3
-INTRO: Signals come from traffic lights, from a driver's hand out the window, and from the lights on the car itself. Look at each picture and listen to what it means.
+INTRO: Signals aren't only traffic lights — drivers talk with their hands and their car lights too. Look at each picture and listen to what the signal means.
INSTRUCTION: Listen to the descriptions.
-LINE: Traffic signals tell drivers to move or to stop. A green light says "go," a yellow light says "be careful," a red light says "stop." This signal is also called a stoplight. {page_042_001.jpg} {bk11-l2b-f3-01.mp3}
+LINE: Traffic signals tell drivers to move or to stop. {page_042_001.jpg} {bk11-l2b-f3-01.mp3}
+LINE: A green light says "go," a yellow light says "be careful," a red light says "stop." This signal is also called a stoplight. {page_042_001.jpg} {bk11-l2b-f3-02.mp3}
+LINE: Traffic signals also tell drivers to turn or go straight ahead. {page_042_002.jpg} {bk11-l2b-f3-03.mp3}
+LINE: There are signals only for pedestrians. {page_042_003.jpg} {bk11-l2b-f3-04.mp3}
+LINE: When the signal says "walk" or shows the picture of a man, look both ways and then cross the street quickly. {page_042_003.jpg} {bk11-l2b-f3-05.mp3}
+LINE: When it says "don't walk" or shows the picture of a hand, wait on the corner until the light changes. {page_042_003.jpg} {bk11-l2b-f3-06.mp3}
+LINE: Sometimes drivers use hand signals. {page_042_004.jpg} {bk11-l2b-f3-07.mp3}
+LINE: This signal tells other drivers that this car is going to slow down or stop. {page_042_004.jpg} {bk11-l2b-f3-08.mp3}
+LINE: This is the hand signal for a left turn. {page_042_005.jpg} {bk11-l2b-f3-09.mp3}
+LINE: This driver is going to turn right. {page_042_006.jpg} {bk11-l2b-f3-10.mp3}
+LINE: Some of the lights on the front and back of a car are also signals. {page_042_007.jpg} {bk11-l2b-f3-11.mp3}
+LINE: When the yellow lights on the front and back of a car are flashing, its driver wants to turn or change lanes. {page_042_007.jpg} {bk11-l2b-f3-12.mp3}
+LINE: Red lights on the back of the car come on when the car is slowing down or stopping. {page_042_008.jpg} {bk11-l2b-f3-13.mp3}
-LINE: Traffic signals also tell drivers to turn or go straight ahead. {page_042_002.jpg} {bk11-l2b-f3-02.mp3}
-
-LINE: There are signals only for pedestrians. When the signal says "walk" or shows the picture of a man, look both ways and then cross the street quickly. When it says "don't walk" or shows the picture of a hand, wait on the corner until the light changes. {page_042_003.jpg} {bk11-l2b-f3-03.mp3}
-
-LINE: Sometimes drivers use hand signals. This signal tells other drivers that this car is going to slow down or stop. {page_042_004.jpg} {bk11-l2b-f3-04.mp3}
-
-LINE: This is the hand signal for a left turn. {page_042_005.jpg} {bk11-l2b-f3-05.mp3}
-
-LINE: This driver is going to turn right. {page_042_006.jpg} {bk11-l2b-f3-06.mp3}
-
-LINE: Some of the lights on the front and back of a car are also signals. When the yellow lights on the front and back of a car are flashing, its driver wants to turn or change lanes. {page_042_007.jpg} {bk11-l2b-f3-07.mp3}
-
-LINE: Red lights on the back of the car come on when the car is slowing down or stopping. {page_042_008.jpg} {bk11-l2b-f3-08.mp3}
-
-# Source: LLA 2B Figure 3 (questions — light signals)
-$SELECT Identify the Light Signal
+# Source: LLA 2B Figure 3 (matching pass, split 1 of 2 — light signals)
+$SELECT Match the Signal: Lights
ID: 2b-f3-b
-REFERENCE
-INTRO: Now identify the light signals. Listen to each question and tap the right picture, then repeat the answer you hear.
+INTRO: Now show what you remember about the light signals. Listen to each question, tap the correct picture, then repeat the answer.
INSTRUCTION: Tap the correct picture.
REPEAT
-OPTION: 1 | traffic signal {page_042_001.jpg}
-OPTION: 2 | directional signal {page_042_002.jpg}
-OPTION: 3 | pedestrian signal {page_042_003.jpg}
+OPTION: 1 | traffic light {page_042_001.jpg}
+OPTION: 2 | directional arrows {page_042_002.jpg}
+OPTION: 3 | pedestrian signals {page_042_003.jpg}
OPTION: 7 | turn signals {page_042_007.jpg}
OPTION: 8 | brake lights {page_042_008.jpg}
-PROMPT: Which traffic signal tells drivers to go, stop, or be ready to stop? {bk11-l2b-f3-09-q.mp3}
+PROMPT: Which traffic signal tells drivers to go, stop, or be ready to stop? {bk11-l2b-f3-14-q.mp3}
ANSWER: 1
-FEEDBACK: The traffic light tells people to go, stop, or be ready to stop. {bk11-l2b-f3-09-a.mp3}
+FEEDBACK: The traffic light tells people to go, stop, or be ready to stop. {bk11-l2b-f3-14-a.mp3}
-PROMPT: Which lights tell other drivers that a car is turning or changing lanes? {bk11-l2b-f3-11-q.mp3}
+PROMPT: Which lights tell other drivers that a car is turning or changing lanes? {bk11-l2b-f3-16-q.mp3}
ANSWER: 7
-FEEDBACK: The flashing yellow lights are turn signals. {bk11-l2b-f3-11-a.mp3}
+FEEDBACK: The flashing yellow lights are turn signals. {bk11-l2b-f3-16-a.mp3}
-PROMPT: Which signal lights tell pedestrians when it's safe to cross a street? {bk11-l2b-f3-12-q.mp3}
+PROMPT: Which signal lights tell pedestrians when it's safe to cross a street? {bk11-l2b-f3-17-q.mp3}
ANSWER: 3
-FEEDBACK: Pedestrian signal lights tell people when to cross a street. {bk11-l2b-f3-12-a.mp3}
+FEEDBACK: Pedestrian signal lights tell people when to cross a street. {bk11-l2b-f3-17-a.mp3}
-PROMPT: Which traffic signals tell drivers to turn or go straight ahead? {bk11-l2b-f3-14-q.mp3}
+PROMPT: Which traffic signals tell drivers to turn or go straight ahead? {bk11-l2b-f3-19-q.mp3}
ANSWER: 2
-FEEDBACK: These signals tell drivers to turn or go straight ahead. {bk11-l2b-f3-14-a.mp3}
+FEEDBACK: These signals tell drivers to turn or go straight ahead. {bk11-l2b-f3-19-a.mp3}
-PROMPT: Which lights tell the drivers behind another car that it's slowing down or stopping? {bk11-l2b-f3-16-q.mp3}
+PROMPT: Which lights tell the drivers behind another car that it's slowing down or stopping? {bk11-l2b-f3-21-q.mp3}
ANSWER: 8
-FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-16-a.mp3}
+FEEDBACK: The red lights on the back of the car. {bk11-l2b-f3-21-a.mp3}
-# Source: LLA 2B Figure 3 (questions — hand signals)
-$SELECT Identify the Hand Signal
+# Source: LLA 2B Figure 3 (matching pass, split 2 of 2 — hand signals)
+$SELECT Match the Signal: Hand Signals
ID: 2b-f3-c
-REFERENCE
-INTRO: Same game, but now the hand signals. Tap the right picture, then repeat the answer.
+INTRO: And now the hand signals — the ones drivers use when their lights won't do the talking. Listen, tap the correct picture, then repeat the answer.
INSTRUCTION: Tap the correct picture.
REPEAT
-OPTION: 4 | hand signal: stop or slow down {page_042_004.jpg}
-OPTION: 5 | hand signal: left turn {page_042_005.jpg}
-OPTION: 6 | hand signal: right turn {page_042_006.jpg}
+OPTION: 4 | slow down hand signal {page_042_004.jpg}
+OPTION: 5 | left turn hand signal {page_042_005.jpg}
+OPTION: 6 | right turn hand signal {page_042_006.jpg}
-PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-10-q.mp3}
+PROMPT: Which hand signal does a driver use before a right turn? {bk11-l2b-f3-15-q.mp3}
ANSWER: 6
-FEEDBACK: This is the signal for a right turn. {bk11-l2b-f3-10-a.mp3}
+FEEDBACK: This is the signal for a right turn. {bk11-l2b-f3-15-a.mp3}
-PROMPT: Which hand signal shows that the driver is going to turn left? {bk11-l2b-f3-13-q.mp3}
+PROMPT: Which hand signal shows that the driver is going to turn left? {bk11-l2b-f3-18-q.mp3}
ANSWER: 5
-FEEDBACK: This is the signal for a left turn. {bk11-l2b-f3-13-a.mp3}
+FEEDBACK: This is the signal for a left turn. {bk11-l2b-f3-18-a.mp3}
-PROMPT: Which hand signal shows that the driver is going to slow down or stop? {bk11-l2b-f3-15-q.mp3}
+PROMPT: Which hand signal shows that the driver is going to slow down or stop? {bk11-l2b-f3-20-q.mp3}
ANSWER: 4
-FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-15-a.mp3}
+FEEDBACK: This driver is going to slow down or stop. {bk11-l2b-f3-20-a.mp3}
# Source: LLA 2B Figure 4
-$DIALOGUE Road Signs
+$DIALOGUE Five Traffic Signs
ID: 2b-f4
-INTRO: Five signs every driver has to know on sight. Look at each one, listen, and repeat.
-INSTRUCTION: Listen and repeat.
+INTRO: Five signs every driver has to know on sight. Look at each one, listen, and repeat what it tells you to do.
+INSTRUCTION: Listen and repeat each word and sentence.
REPEAT
-LINE: Stop at the stop sign and look both ways. Go when it's safe. {page_043_001.jpg} {bk11-l2b-f4-01.mp3}
+LINE: Stop at the stop sign and look both ways. {page_043_001.jpg} {bk11-l2b-f4-01-a.mp3}
+LINE: Go when it's safe. {page_043_001.jpg} {bk11-l2b-f4-01-b.mp3}
-LINE: Yield the right of way to the other driver. He can go ahead of you. {page_043_002.jpg} {bk11-l2b-f4-02.mp3}
+LINE: Yield the right of way to the other driver. {page_043_002.jpg} {bk11-l2b-f4-02-a.mp3}
+LINE: He can go ahead of you. {page_043_002.jpg} {bk11-l2b-f4-02-b.mp3}
-LINE: This is a one-way street. Traffic moves in only one direction. {page_043_003.jpg} {bk11-l2b-f4-03.mp3}
+LINE: This is a one-way street. {page_043_003.jpg} {bk11-l2b-f4-03-a.mp3}
+LINE: Traffic moves in only one direction. {page_043_003.jpg} {bk11-l2b-f4-03-b.mp3}
-LINE: This is a two-way street. Traffic moves in both directions. {page_043_004.jpg} {bk11-l2b-f4-04.mp3}
+LINE: This is a two-way street. {page_043_004.jpg} {bk11-l2b-f4-04-a.mp3}
+LINE: Traffic moves in both directions. {page_043_004.jpg} {bk11-l2b-f4-04-b.mp3}
-LINE: A railroad crosses the highway here. A train may be coming. {page_043_005.jpg} {bk11-l2b-f4-05.mp3}
+VOCAB: to cross
+LINE: A railroad crosses the highway here. {page_043_005.jpg} {bk11-l2b-f4-05-a.mp3}
+LINE: A train may be coming. {page_043_005.jpg} {bk11-l2b-f4-05-b.mp3}
# Source: LLA 2B Figure 5
-$SELECT Match the Sign
+$SELECT Which Sign Matches the Rule?
ID: 2b-f5
-INTRO: You'll hear a traffic rule. Tap the sign that matches it — the signs from the last activity, now without their captions.
+INTRO: You'll hear a traffic rule. Tap the sign that gives that rule — no peeking at your neighbor's answer; there is no neighbor.
INSTRUCTION: Tap the correct sign.
-OPTION: a | yield {page_044_001.jpg}
-OPTION: b | railroad crossing {page_044_002.jpg}
-OPTION: c | two-way traffic {page_044_003.jpg}
-OPTION: d | one-way {page_044_004.jpg}
-OPTION: e | stop {page_044_005.jpg}
+OPTION: a | Yield {page_044_001.jpg}
+OPTION: b | Railroad crossing {page_044_002.jpg}
+OPTION: c | Two-way {page_044_003.jpg}
+OPTION: d | One way {page_044_004.jpg}
+OPTION: e | Stop {page_044_005.jpg}
PROMPT: Be careful, look for a train. {bk11-l2b-f5-01.mp3}
ANSWER: b
@@ -658,14 +621,34 @@ ANSWER: e
PROMPT: Cars are moving in opposite directions on this street. {bk11-l2b-f5-05.mp3}
ANSWER: c
-# Source: ST §What Kind of Street Is This? (picture Q&A)
-$PRODUCE What Kind of Street Is This?
+# Source: ST §Traffic Signs (Safe Driving section)
+$DIALOGUE Reading the Signs
+ID: l2-s26
+INTRO: Here are more signs from the road, with what each one tells you to do. Read each sign and its meaning.
+INSTRUCTION: Listen and read along.
+
+LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg}
+LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg}
+LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg}
+LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg}
+LINE: Pedestrians may cross the street here. {st-page_071_001.jpg}
+LINE: Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg}
+LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg}
+LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg}
+LINE: This sign tells you the speed limit (in miles per hour) for the street or highway. {st-page_071_004.jpg}
+LINE: You should not drive faster than the speed limit. {st-page_071_004.jpg}
+LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg}
+LINE: You are near a school. {st-page_072_001.jpg}
+LINE: Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg}
+
+# Source: ST §What Kind of Street Is This?
+$PRODUCE What Is This Called?
ID: l2-s3
-INTRO: Now you name things. You'll see a picture and hear a question — answer aloud with the traffic word it shows.
-INSTRUCTION: Answer the question about the picture aloud.
+INTRO: Time to name things yourself. You'll see a picture and hear a question about it — answer aloud with the word you've learned.
+INSTRUCTION: Answer the question about the picture.
INPUT: speak
CHECK: llm
-RUBRIC: Treat the model answer as the key. Accept any phrasing, short answer or full sentence, that names the same traffic feature or action.
+RUBRIC: Accept any short or full sentence correctly identifying the traffic feature shown in the picture (intersection, stop sign, one-way street, speed limit, and so on).
EXAMPLE
PROMPT: What is this called? {st-page_047_001.jpg}
@@ -704,88 +687,138 @@ RESPONSE: It's a traffic signal.
PROMPT: What kind of street is this? {st-page_048_003.jpg}
RESPONSE: It's a two-way street.
-# Source: ST §Traffic Signs
-$DIALOGUE Traffic Signs and Their Meanings
-ID: l2-s26
-INTRO: A few more signs, including some new ones — no U-turns, school zones, and crossroads. Read each sign and its meaning.
-INSTRUCTION: Read the signs and their meanings.
+$SESSION 2-3: Driving Safely
-LINE: You must STOP before the intersection. You mustn't just slow down. {st-page_070_001.jpg}
-LINE: Give the right-of-way to vehicles on the other road. You must slow down or stop. {st-page_070_002.jpg}
-LINE: You may not make a U-turn when you see a sign like this. {st-page_070_003.jpg}
-LINE: All vehicles must stop at the intersection. These signs are always with a stop sign. {st-page_070_004.jpg}
-LINE: Pedestrians may cross the street here. Slow down and watch for them. Be ready to stop. {st-page_071_001.jpg}
-LINE: Slow down and look both ways. When a train is coming, STOP. {st-page_071_002.jpg}
-LINE: Traffic moves only one way on a street with a sign like this. You may turn only in that direction. {st-page_071_003.jpg}
-LINE: This sign tells you the speed limit (in miles per hour) for the street or highway. {st-page_071_004.jpg}
-LINE: You should not drive faster than the speed limit. {st-page_071_004.jpg}
-LINE: There is a crossroad ahead. Look to the right and left for other traffic. {st-page_071_005.jpg}
-LINE: You are near a school. Slow down and be ready to stop. Watch for children! {st-page_072_001.jpg}
+# Source: LLA 2A Figure 5
+$DIALOGUE Linda the Careful Driver
+ID: 11-2a-f5
+INTRO: This part is about driving safely — careful drivers, careless pedestrians, and what to do when the weather turns against you. First, listen to a paragraph about Linda, who takes no chances at all.
+INSTRUCTION: Listen to the paragraph.
-# Source: ST §What Does the Sign Mean?
-$PRODUCE What Does the Sign Mean?
-ID: l2-s28
-INTRO: Final check on signs: you'll see a sign with no words of help. Say what it is and what a driver should do about it — ask yourself the question and answer it, like the example.
-INSTRUCTION: Say what the sign is and what it means.
+LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01.mp3}
+LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-02.mp3}
+LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-03.mp3}
+LINE: When she's tired, she's very cautious. {bk11-l2a-f5-04.mp3}
+LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-05.mp3}
+
+# Source: LLA 2A Figure 5
+$SELECT Main Idea: Linda
+ID: 11-2a-f5-b
+REFERENCE
+INTRO: Every paragraph has one main idea — the point all the sentences serve. Tap the statement that says what the paragraph about Linda was really about.
+INSTRUCTION: Tap the main idea.
+SHOW_PROMPT
+
+PROMPT: What was the main idea of the paragraph? {bk11-l2a-f5-06-q.mp3}
+OPTION: a | Linda's car is new.
+OPTION: b | Linda enjoys driving.
+OPTION: c | Bad weather bothers Linda.
+OPTION: d | Linda is a careful driver.
+ANSWER: d
+FEEDBACK: Linda is a careful driver. {bk11-l2a-f5-06-a.mp3}
+
+# Source: LLA 2A Figure 5
+$DIALOGUE Watch the Road
+ID: 11-2a-f5-c
+INTRO: Now a second paragraph — about drivers who look everywhere except where they're going. Just listen.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-07.mp3}
+LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-08.mp3}
+LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-09.mp3}
+LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-10.mp3}
+
+# Source: LLA 2A Figure 5
+$SELECT Main Idea: Watching the Road
+ID: 11-2a-f5-d
+REFERENCE
+INTRO: Same job again — tap the main idea of the second paragraph. Open it up if you want to check.
+INSTRUCTION: Tap the main idea.
+
+TEMPLATE: What is the main idea of paragraph 2?
+OPTION: a | Cars should be able to stop quickly.
+OPTION: b | Drivers should always watch the road.
+OPTION: c | Animals and children can cause accidents.
+OPTION: d | Other people in the car shouldn't talk to the driver.
+ANSWER: b
+FEEDBACK: Drivers should always watch the road. {bk11-l2a-f5-11-a.mp3}
+
+# Source: ST §I Got Lost!
+$DIALOGUE I Got Lost!
+ID: l2-s6
+INTRO: Lynn went looking for the new mall yesterday and found a policeman instead. Listen to her tell Carl the whole sad story.
+INSTRUCTION: Listen and read along.
+
+Lynn: I tried to find the new mall yesterday, but I wasn't able to. I drove around the city for an hour or more. {st-page_051_001.jpg}
+
+VOCAB: to get lost
+Carl: Why? Did you get lost?
+
+Lynn: Yes, and I was in a hurry, too. When I finally found my way, I sped up. Then I saw a policeman ahead.
+
+Carl: Did you slow up?
+
+Lynn: I tried, but it was too late. I was still speeding when I passed him.
+
+Carl: Did he pull you over?
+
+Lynn: He sure did! He gave me a ticket because I failed to obey the speed limit.
+
+Carl: I'm sorry about the ticket, but you should be more cautious. You can't be careless when you're driving.
+
+# Source: ST §I Got Lost! (questions)
+$PRODUCE Questions About Lynn's Ticket
+ID: l2-s7
+REFERENCE
+INTRO: Answer the questions about Lynn's expensive afternoon aloud, in a full sentence. Open the dialog if you need it.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: llm
-RUBRIC: Treat the model answer as the key. Accept any question-and-answer, or just the answer, that names the same sign and gives the same meaning or driver action, in any phrasing.
+SHOW_PROMPT
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
-EXAMPLE
-PROMPT: {st-page_073_001.jpg}
-RESPONSE: What is this sign? It's a crossroad sign. What does it mean? There's an intersection ahead. What should you do when you see it? Look both ways for other traffic.
+PROMPT: What happened to Lynn yesterday?
+RESPONSE: She got lost and then got a ticket.
-PROMPT: {st-page_073_002.jpg}
-RESPONSE: What is this sign? It's a yield sign. What does it mean? Give the right-of-way to other vehicles.
+PROMPT: Was she driving faster than the speed limit?
+RESPONSE: Yes, she was speeding.
-PROMPT: {st-page_073_003.jpg}
-RESPONSE: What is this sign? It's a school sign. What does it mean? You are near a school, watch for children.
+PROMPT: Did she see a police car behind her?
+RESPONSE: No, she saw a policeman ahead of her.
-PROMPT: {st-page_074_001.jpg}
-RESPONSE: What is this sign? It's a one-way sign. What does it mean? Traffic moves only one way on the street.
+PROMPT: What did she try to do when she saw the policeman?
+RESPONSE: She tried to slow up.
-PROMPT: {st-page_074_002.jpg}
-RESPONSE: What is this sign? It's a railroad crossing sign. What should you do? Slow down, look both ways, and stop if a train is coming.
+PROMPT: What did the policeman do?
+RESPONSE: He pulled her over and gave her a ticket.
-PROMPT: {st-page_074_003.jpg}
-RESPONSE: What is this sign? It's a stop sign. What should you do? Stop before the intersection.
-
-PROMPT: {st-page_074_004.jpg}
-RESPONSE: What is this sign? It's a pedestrian crossing sign. What should you do? Slow down and watch for pedestrians.
-
-PROMPT: {st-page_074_005.jpg}
-RESPONSE: What is this sign? It's a no U-turn sign. What does it mean? You may not make a U-turn.
-
-PROMPT: {st-page_074_006.jpg}
-RESPONSE: What is this sign? It's a speed limit sign. What does it mean? You should not drive faster than 50 miles per hour.
-
-$SESSION 2-3: Safe Driving
+PROMPT: What did Carl tell her?
+RESPONSE: He told her she should be more cautious.
# Source: ST §The Careless Pedestrian
$DIALOGUE The Careless Pedestrian
ID: l2-s8
-INTRO: This part is about staying safe — on four wheels and on two feet. First, listen to what happened to Albert, a pedestrian in too much of a hurry.
-INSTRUCTION: Listen and repeat.
-REPEAT
+INTRO: Drivers aren't the only ones who can be careless. Listen to what happened to Albert on his way to work.
+INSTRUCTION: Listen and read along.
-LINE: A few minutes ago, Albert was walking from the bus stop to his office.
+LINE: A few minutes ago, Albert was walking from the bus stop to his office. {st-page_053_001.jpg}
LINE: He was late for work and wanted to walk faster, but he couldn't.
VOCAB: sidewalk
LINE: There were too many people ahead of him on the sidewalk.
LINE: When he saw that there were fewer pedestrians on the other side, he decided to cross the street.
-LINE: He stepped in front of a car, and the driver couldn't stop in time. {st-page_053_001.jpg}
+LINE: He stepped in front of a car, and the driver couldn't stop in time.
LINE: Now he's hurt.
# Source: ST §The Careless Pedestrian (questions)
$PRODUCE Questions About Albert
ID: l2-s9
REFERENCE
-INTRO: Answer the questions about Albert aloud. He won't mind — he's learned his lesson.
-INSTRUCTION: Answer the question aloud.
+INTRO: Answer the questions about Albert aloud, in a full sentence. Open the paragraph if you need it.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-RUBRIC: Accept any response that conveys the factual meaning of the model answer.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
PROMPT: Was Albert a driver or a pedestrian?
RESPONSE: He was a pedestrian.
@@ -805,61 +838,57 @@ RESPONSE: He stepped in front of a car and got hurt.
PROMPT: Could the driver stop when he saw Albert in front of the car?
RESPONSE: No, the driver couldn't stop in time.
-# Source: ST §Advice for Pedestrians (word bank)
-$GRAMMAR Advice for Pedestrians — Word Bank
-ID: l2-s10
-INTRO: Here's the word box for the next exercise. You can peek back at it while you work.
-
-| | | | |
-|---|---|---|---|
-| intersections | left | yield | signal |
-| right-of-way | ways | street | pedestrians |
-
-# Source: ST §Advice for Pedestrians
-$PRODUCE Advice for Pedestrians
+# Source: ST §Advice for Pedestrians (word-bank cloze, converted to word-bank select)
+$SELECT Advice for Pedestrians
ID: l2-s11
-REFERENCE: l2-s10
-INTRO: Complete each safety rule for pedestrians. Type the missing word — every answer is in the word box.
-INSTRUCTION: Type the correct word from the box.
-INPUT: type
-CHECK: exact
+INTRO: After Albert's accident, some advice for people on foot. Complete each rule — tap the word from the bank that fits the gap.
+INSTRUCTION: Tap the word that completes the sentence.
-TEMPLATE: Obey all signals for ____{pedestrians} and traffic.
-RESPONSE: Obey all signals for pedestrians and traffic.
-ACCEPT: pedestrians
+OPTION: a | intersections
+OPTION: b | left
+OPTION: c | yield
+OPTION: d | signal
+OPTION: e | right-of-way
+OPTION: f | ways
+OPTION: g | street
+OPTION: h | pedestrians
-TEMPLATE: Do not cross the street between two ____{intersections}.
-RESPONSE: Do not cross the street between two intersections.
-ACCEPT: intersections
+TEMPLATE: Obey all signals for ____ and traffic.
+ANSWER: h
+FEEDBACK: Obey all signals for pedestrians and traffic.
-TEMPLATE: Use sidewalks. Do not walk in the ____{street}.
-RESPONSE: Use sidewalks. Do not walk in the street.
-ACCEPT: street
+TEMPLATE: Do not cross the street between two ____.
+ANSWER: a
+FEEDBACK: Do not cross the street between two intersections.
-TEMPLATE: When there are no sidewalks, walk on the ____{left} side of the road.
-RESPONSE: When there are no sidewalks, walk on the left side of the road.
-ACCEPT: left
+TEMPLATE: Use sidewalks. Do not walk in the ____.
+ANSWER: g
+FEEDBACK: Use sidewalks. Do not walk in the street.
-TEMPLATE: Be cautious. Drivers may not always be able to ____{yield} to pedestrians.
-RESPONSE: Be cautious. Drivers may not always be able to yield to pedestrians.
-ACCEPT: yield
+TEMPLATE: When there are no sidewalks, walk on the ____ side of the road.
+ANSWER: b
+FEEDBACK: When there are no sidewalks, walk on the left side of the road.
-TEMPLATE: Don't stand in the street when the light is red or the ____{signal} says "Don't walk." Wait on the sidewalk.
-RESPONSE: Don't stand in the street when the light is red or the signal says "Don't walk." Wait on the sidewalk.
-ACCEPT: signal
+TEMPLATE: Be cautious. Drivers may not always be able to ____ to pedestrians.
+ANSWER: c
+FEEDBACK: Be cautious. Drivers may not always be able to yield to pedestrians.
-TEMPLATE: Look both ____{ways} before you cross the street.
-RESPONSE: Look both ways before you cross the street.
-ACCEPT: ways
+TEMPLATE: Don't stand in the street when the light is red or the ____ says "Don't walk." Wait on the sidewalk.
+ANSWER: d
+FEEDBACK: Don't stand in the street when the light is red or the signal says "Don't walk." Wait on the sidewalk.
-TEMPLATE: Remember that pedestrians must yield the ____{right-of-way} to all vehicles when they cross the street between intersections.
-RESPONSE: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections.
-ACCEPT: right-of-way
+TEMPLATE: Look both ____ before you cross the street.
+ANSWER: f
+FEEDBACK: Look both ways before you cross the street.
+
+TEMPLATE: Remember that pedestrians must yield the ____ to all vehicles when they cross the street between intersections.
+ANSWER: e
+FEEDBACK: Remember that pedestrians must yield the right-of-way to all vehicles when they cross the street between intersections.
# Source: ST §The Way to Drive Safely
$SELECT The Way to Drive Safely
ID: l2-s12
-INTRO: Each safety rule on the card matches one driver who actually follows it. Read the rule, then tap the driver.
+INTRO: Every safety rule has a driver somewhere actually following it. Read each rule, then tap the sentence that shows the rule in action.
INSTRUCTION: Tap the sentence that matches the rule.
OPTION: a | Jan always signals when she is going to change lanes or make a turn.
@@ -895,87 +924,33 @@ ANSWER: f
TEMPLATE: Keep your hands on the steering wheel.
ANSWER: d
-# Source: LLA 2C Figure 5 (dialogs)
-$DIALOGUE Rules of the Road
-ID: 11-l2c-f5-a
-INTRO: Three short conversations about tricky situations: broken turn signals, flashing headlights, and stopped school buses. Just listen.
+# Source: LLA 2C Figure 5
+$DIALOGUE Safe Driving Conversations
+ID: 2c-f5
+INTRO: Three quick conversations about tricky moments on the road — broken turn signals, flashing headlights, and stopped school buses. Just listen.
INSTRUCTION: Listen to the dialogues.
-Jan: My turn signals don't work. {bk11-l2c-f5-01.mp3}
-LINE: What should I do? {bk11-l2c-f5-02.mp3}
-Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-03.mp3}
+Jan: My turn signals don't work. What should I do? {bk11-l2c-f5-01.mp3}
+Bob: Lower the window and signal with your left arm. {bk11-l2c-f5-02.mp3}
-Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-04.mp3}
-Ann: That's a signal. They want to pass you. {bk11-l2c-f5-05.mp3}
-Tom: What should I do? {bk11-l2c-f5-06.mp3}
-Ann: Move to the right lane when you can. {bk11-l2c-f5-07.mp3}
+Tom: Why do drivers behind me flash their lights? {bk11-l2c-f5-03.mp3}
+Ann: That's a signal. They want to pass you. {bk11-l2c-f5-04.mp3}
+Tom: What should I do? {bk11-l2c-f5-05.mp3}
+Ann: Move to the right lane when you can. {bk11-l2c-f5-06.mp3}
-Keith: What should I do when a school bus stops? {bk11-l2c-f5-08.mp3}
-Frank: You should stop too when its lights are flashing. {bk11-l2c-f5-09.mp3}
-Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-10.mp3}
-Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-11.mp3}
-Keith: Why do I have to stop? {bk11-l2c-f5-12.mp3}
-Frank: Because children might be crossing the street. {bk11-l2c-f5-13.mp3}
+Keith: What should I do when a school bus stops? {bk11-l2c-f5-07.mp3}
+Frank: You should stop, too, when its lights are flashing. {bk11-l2c-f5-08.mp3}
+Keith: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-09.mp3}
+Frank: Yes, and don't move until the bus moves. {bk11-l2c-f5-10.mp3}
+Keith: Why do I have to stop? {bk11-l2c-f5-11.mp3}
+Frank: Because children might be crossing the street. {bk11-l2c-f5-12.mp3}
-# Source: LLA 2C Figure 5 (repeat questions)
-$PRODUCE Ask the Questions
-ID: 11-l2c-f5-b
-INTRO: Now you play the confused driver. After each line you hear, say the question that comes next in the conversation — questions only, no answers.
-INSTRUCTION: Repeat the questions only.
-INPUT: speak
-CHECK: reveal
-REFERENCE
-REPEAT
-
-PROMPT: My turn signals don't work. {bk11-l2c-f5-14-q.mp3}
-RESPONSE: What should I do? {bk11-l2c-f5-14-a.mp3}
-
-PROMPT: Lower the window and signal with your left arm. {bk11-l2c-f5-14b-q.mp3}
-RESPONSE: Why do drivers behind me flash their lights? {bk11-l2c-f5-14b-a.mp3}
-
-PROMPT: That's a signal. They want to pass you. {bk11-l2c-f5-15-q.mp3}
-RESPONSE: What should I do? {bk11-l2c-f5-15-a.mp3}
-
-PROMPT: Move to the right lane when you can. {bk11-l2c-f5-16-q.mp3}
-RESPONSE: What should I do when a school bus stops? {bk11-l2c-f5-16-a.mp3}
-
-PROMPT: You should stop too when its lights are flashing. {bk11-l2c-f5-17-q.mp3}
-RESPONSE: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-17-a.mp3}
-
-PROMPT: Yes, and don't move until the bus moves. {bk11-l2c-f5-18-q.mp3}
-RESPONSE: Why do I have to stop? {bk11-l2c-f5-18-a.mp3}
-
-# Source: LLA 2C Figure 5 (repeat answers)
-$PRODUCE Give the Answers
-ID: 11-l2c-f5-c
-INTRO: Roles reversed — now you're the one who knows the rules. Answer each question you hear, then check against the tape.
-INSTRUCTION: Repeat the answers only.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: What should I do? {bk11-l2c-f5-19-q.mp3}
-RESPONSE: Lower the window and signal with your left arm. {bk11-l2c-f5-19-a.mp3}
-
-PROMPT: Why do drivers behind me flash their lights? {bk11-l2c-f5-20-q.mp3}
-RESPONSE: That's a signal. They want to pass you. {bk11-l2c-f5-20-a.mp3}
-
-PROMPT: What should I do? {bk11-l2c-f5-21-q.mp3}
-RESPONSE: Move to the right lane when you can. {bk11-l2c-f5-21-a.mp3}
-
-PROMPT: What should I do when a school bus stops? {bk11-l2c-f5-22-q.mp3}
-RESPONSE: You should stop too when its lights are flashing. {bk11-l2c-f5-22-a.mp3}
-
-PROMPT: Do I have to stop when I'm in the other lane? {bk11-l2c-f5-23-q.mp3}
-RESPONSE: Yes, and don't move until the bus moves. {bk11-l2c-f5-23-a.mp3}
-
-PROMPT: Why do I have to stop? {bk11-l2c-f5-24-q.mp3}
-RESPONSE: Because children might be crossing the street. {bk11-l2c-f5-24-a.mp3}
+# SKIPPED (tape): LLA 2C Figure 5 passes 2 (repeat questions) and 3 (repeat answers) — repetitive imitation passes over the same dialogue already presented in full above.
# Source: LLA 2C Figure 6
-$DIALOGUE Winter Driving
-ID: 11-l2c-f6
-INTRO: What about driving on ice? Listen to the advice — the short version is "stay home," but there's more.
+$DIALOGUE Ice on the Streets
+ID: 2c-f6
+INTRO: What do you do when the road turns to ice? Listen to this paragraph of very practical advice.
INSTRUCTION: Listen to the paragraph.
LINE: When there's ice on the streets, you should drive very cautiously. {bk11-l2c-f6-01.mp3}
@@ -987,14 +962,14 @@ LINE: Then you won't be able to stop. {bk11-l2c-f6-06.mp3}
LINE: Stay home when you can. {bk11-l2c-f6-07.mp3}
LINE: When you must drive, try to wait until someone puts salt on the roads. {bk11-l2c-f6-08.mp3}
-# Source: LLA 2C Figure 6 (questions)
-$PRODUCE Questions About Winter Driving
-ID: 11-l2c-f6-b
+# Source: LLA 2C Figure 6
+$PRODUCE Questions About Driving on Ice
+ID: 2c-f6-b
REFERENCE
-INTRO: Answer the questions about driving on ice aloud, then repeat the model answer.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
+INTRO: Now answer questions about driving on ice. Speak your answer aloud — open the paragraph if you need it — then repeat the correct answer.
+INSTRUCTION: Answer the questions aloud.
REPEAT
PROMPT: How should you drive when there's ice on the streets? {bk11-l2c-f6-09-q.mp3}
@@ -1019,27 +994,48 @@ PROMPT: When you must drive, how long should you wait? {bk11-l2c-f6-15-q.mp3}
RESPONSE: You should wait until someone puts salt on the roads. {bk11-l2c-f6-15-a.mp3}
# Source: ST §Driving School
-$DIALOGUE Driving School
+$DIALOGUE Max Goes to Driving School
ID: l2-s24
-INTRO: Meet Max, who's spending his Saturday morning in a classroom. It seemed cheaper than the fine. Just listen to how he got there.
-INSTRUCTION: Listen to the story.
+INTRO: Why is Max sitting in a classroom on a Saturday morning? It wasn't his idea. Listen to the story.
+INSTRUCTION: Listen and read along.
Narrator: Why is Max in a classroom on Saturday morning? Well, last Saturday evening while he was driving downtown on his way to a party, he saw that red lights were flashing behind him. {st-page_068_001.jpg}
-Narrator: At first he thought an emergency vehicle was following him. Then he realized it was a policeman.
+LINE: At first he thought an emergency vehicle was following him.
+LINE: Then he realized it was a policeman.
LINE: He pulled over, lowered his window, and asked "What's the matter, officer?"
-Narrator: The policeman answered, "You were speeding. Also, you failed to use your turn signal when you changed lanes."
-Narrator: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school.
+LINE: The policeman answered, "You were speeding.
+LINE: Also, you failed to use your turn signal when you changed lanes."
+LINE: The policeman gave Max a ticket and told him he could pay the fine or go to a driving school.
LINE: Max chose to go to the driving school because it cost less than the fine.
LINE: Now he's listening to the instructor's advice.
-# SKIPPED (book): "answer the instructor's questions" about the Driving School story —
-# no questions are printed; teacher-led discussion with no solo path.
+# SKIPPED (book): ST "answer the instructor's questions" about the Driving School story — no questions are printed; teacher-led discussion.
+
+# Source: ST §Be a Cautious Driver
+$DIALOGUE Be a Cautious Driver
+ID: l2-s25
+INTRO: Here are the rules from Max's driving class. Repeat each one aloud — Max had to pay for this advice; you're getting it free.
+INSTRUCTION: Listen and repeat each sentence.
+REPEAT
+
+LINE: Obey all traffic signs.
+LINE: Slow down when the weather is bad.
+LINE: Look both ways before you cross an intersection.
+LINE: Keep your car in good shape.
+LINE: Keep your mind on your driving and your eyes on the road.
+LINE: Keep both hands on the steering wheel.
+LINE: Always signal when you change lanes.
+LINE: Don't drive when you're tired, upset, or sick.
+LINE: Always yield to pedestrians.
+LINE: Never pass a car on the right.
+LINE: Don't pass a car on a hill or a curve.
+LINE: Don't park on a highway; pull over to the side of the road.
# Source: ST §Stop and Look Both Ways!
$DIALOGUE The Instructor's Questions
ID: l2-s27
-INTRO: Here's what Max is listening to in driving school: the instructor quizzes the class on the rules. Read the questions and answers.
-INSTRUCTION: Read the questions and answers.
+INTRO: Now listen as the driving school instructor quizzes the class. Notice how the students answer — you'll be answering questions like these yourself in a moment.
+INSTRUCTION: Listen and read along.
Instructor: What should you do when a red light is flashing?
StudentA: Stop, look both ways, and drive cautiously.
@@ -1071,34 +1067,50 @@ StudentA: It's not safe to pass on a hill or a curved road when the yellow strip
Instructor: Do you know what an all-way stop sign means?
StudentB: Yes, all cars must stop at that intersection.
-# Source: ST §Be a Cautious Driver
-$DIALOGUE Be a Cautious Driver
-ID: l2-s25
-INTRO: To finish this part, say the safe-driving rules out loud — one by one, like promises. Listen and repeat each one.
-INSTRUCTION: Listen and repeat each rule.
-REPEAT
+# Source: ST §What Does the Sign Mean?
+$PRODUCE Ask About the Signs
+ID: l2-s28
+INTRO: Your turn to be both instructor and student. For each sign, ask what it is and what it means, then answer your own questions aloud.
+INSTRUCTION: Ask and answer questions about the sign.
+INPUT: speak
+CHECK: llm
+RUBRIC: Accept any natural questions and answers that identify the sign and explain what it means or what the driver should do, matching the factual content of the signs learned in the lesson.
-LINE: Obey all traffic signs.
-LINE: Slow down when the weather is bad.
-LINE: Look both ways before you cross an intersection.
-LINE: Keep your car in good shape.
-LINE: Keep your mind on your driving and your eyes on the road.
-LINE: Keep both hands on the steering wheel.
-LINE: Always signal when you change lanes.
-LINE: Don't drive when you're tired, upset, or sick.
-LINE: Always yield to pedestrians.
-LINE: Never pass a car on the right.
-LINE: Don't pass a car on a hill or a curve.
-LINE: Don't park on a highway; pull over to the side of the road.
+EXAMPLE
+PROMPT: {st-page_073_001.jpg}
+RESPONSE: What is this sign? It's a crossroad sign. What does it mean? There's an intersection ahead. What should you do when you see it? Look both ways for other traffic.
+
+PROMPT: {st-page_073_002.jpg}
+RESPONSE: What is this sign? It's a yield sign. What does it mean? Give the right-of-way to other vehicles.
+
+PROMPT: {st-page_073_003.jpg}
+RESPONSE: What is this sign? It's a school sign. What does it mean? You are near a school, watch for children.
+
+PROMPT: {st-page_074_001.jpg}
+RESPONSE: What is this sign? It's a one-way sign. What does it mean? Traffic moves only one way on the street.
+
+PROMPT: {st-page_074_002.jpg}
+RESPONSE: What is this sign? It's a railroad crossing sign. What should you do? Slow down, look both ways, and stop if a train is coming.
+
+PROMPT: {st-page_074_003.jpg}
+RESPONSE: What is this sign? It's a stop sign. What should you do? Stop before the intersection.
+
+PROMPT: {st-page_074_004.jpg}
+RESPONSE: What is this sign? It's a pedestrian crossing sign. What should you do? Slow down and watch for pedestrians.
+
+PROMPT: {st-page_074_005.jpg}
+RESPONSE: What is this sign? It's a no U-turn sign. What does it mean? You may not make a U-turn.
+
+PROMPT: {st-page_074_006.jpg}
+RESPONSE: What is this sign? It's a speed limit sign. What does it mean? You should not drive faster than 50 miles per hour.
$SESSION 2-4: Indefinite Pronouns
# Source: ST §Would Anybody Like Some Coffee?
$DIALOGUE Would Anybody Like Some Coffee?
ID: l2-s13
-INTRO: Now some grammar: words like "somebody", "anyone", and "nobody". First, listen to a waiter dealing with a whole table of them — repeat each line.
-INSTRUCTION: Listen and repeat.
-REPEAT
+INTRO: In this part you'll learn the pronouns for people you can't name — "someone", "anyone", "nobody", and their twins. Listen to a waiter working his table and read along.
+INSTRUCTION: Listen and read along.
VOCAB: anybody
Waiter: Would anybody like some coffee? {st-page_057_001.jpg}
@@ -1119,9 +1131,9 @@ VOCAB: no one
Marian: No, no one has finished eating yet.
# Source: ST §Indefinite Pronouns (grammar box)
-$GRAMMAR Indefinite Pronouns
+$GRAMMAR Someone, Anyone, No One
ID: l2-s15
-INTRO: Here's how the six pronouns divide up the work. The short version: "some-" for yes, "no-" for zero, "any-" for questions and negatives.
+INTRO: Here's the pattern behind those pronouns — which ones go in statements, which in questions, and which in negatives.
**Someone** and **somebody** are used in affirmative statements and questions.
@@ -1146,10 +1158,10 @@ INTRO: Here's how the six pronouns divide up the work. The short version: "some-
* Doesn't {anyone} have a pencil?
* {Anybody} can learn another language.
-# Source: LLA 2B Figure 6 (pronoun list)
+# Source: LLA 2B Figure 6
$DIALOGUE Say the Pronouns
ID: 2b-f6
-INTRO: You've met all six pronouns — now just say them clearly after the tape.
+INTRO: Now say all six pronouns after the tape — a quick pronunciation pass before we put them to work.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -1163,24 +1175,24 @@ LINE: Nobody. {bk11-l2b-f6-06.mp3}
# Source: ST §Does Anyone Here Speak English?
$DIALOGUE Two Ways to Say It
ID: l2-s16
-INTRO: Each pair of pronouns is interchangeable — "no one" and "nobody" mean exactly the same thing. Repeat each sentence.
+INTRO: "No one" and "nobody" mean exactly the same thing — and so do the other pairs. Repeat each pair of sentences and hear how interchangeable they are.
INSTRUCTION: Listen and repeat.
REPEAT
LINE: There was no one in Colonel Mitchell's office. {st-page_060_001.jpg}
-NOTES: You could also say "nobody" here — the meaning is the same.
+LINE: There was nobody in Colonel Mitchell's office. {st-page_060_001.jpg}
LINE: Does anybody here speak English? {st-page_060_002.jpg}
-NOTES: You could also say "anyone" here.
+LINE: Does anyone here speak English? {st-page_060_002.jpg}
LINE: Will somebody please open the door? {st-page_060_003.jpg}
-NOTES: You could also say "someone" here.
+LINE: Will someone please open the door? {st-page_060_003.jpg}
# Source: ST §No One Failed the Test
$DIALOGUE Nobody Failed the Test
ID: l2-s17
-INTRO: Read ten quick sentences with the pronouns in action — notice which ones show up in questions and which in statements.
-INSTRUCTION: Read the sentences.
+INTRO: Read these sentences and notice which pronoun each one uses — and why.
+INSTRUCTION: Listen and read along.
LINE: Did anyone fail the test?
LINE: Nobody failed the exam.
@@ -1194,10 +1206,10 @@ LINE: Will someone be there at 3:00?
LINE: There was no one in the captain's office.
# Source: ST §Someone Called While You Were Out
-$SELECT Same Meaning with Pronouns
+$SELECT Which Means the Same?
ID: l2-s14
-INTRO: Check that the meanings are solid: tap the phrase or sentence that means the same as the underlined part.
-INSTRUCTION: Tap the answer with the same meaning.
+INTRO: Check that the meanings are solid. Tap the choice that means the same as the underlined word or sentence.
+INSTRUCTION: Tap the choice with the same meaning.
TEMPLATE: *No one* saw the accident.
OPTION: a | A person
@@ -1225,10 +1237,10 @@ OPTION: b | Everyone was asleep.
ANSWER: b
# Source: ST §Jim Didn't See Anybody in the Classroom
-$SELECT Choose the Pronoun
+$SELECT Choose the Right Pronoun
ID: l2-s19
-INTRO: Now pick the pronoun that fits each sentence. Remember: "any-" likes questions and negatives.
-INSTRUCTION: Tap the correct word.
+INTRO: Now pick the pronoun that fits each sentence — statement or question, affirmative or negative. The grammar box is doing its work here.
+INSTRUCTION: Tap the correct word to complete the sentence.
TEMPLATE: When I called the library, ______ answered the phone.
OPTION: a | anybody
@@ -1270,57 +1282,54 @@ OPTION: a | nobody
OPTION: b | anyone
ANSWER: b
-# Source: LLA 2B Figure 6 (conversation cloze)
-$PRODUCE Complete the Conversation
+# Source: LLA 2B Figure 6
+$PRODUCE Type the Missing Pronoun
ID: 2b-f6-b
-INTRO: Poor Becky never gets any mail. Listen to her conversation with Ellen, type the missing pronoun in each line, then repeat the sentence.
-INSTRUCTION: Type the missing word.
INPUT: type
CHECK: exact
+INTRO: Ellen and Becky are talking about mail — or the lack of it. Listen to each exchange, type the missing pronoun, then repeat the sentence.
+INSTRUCTION: Type the missing word(s).
REPEAT
TEMPLATE: Ellen: Do you want to read this letter from Nancy?
-TEMPLATE: Becky: Yes, thank you. ____ writes to me.
-PROMPT: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
-RESPONSE: Yes, thank you. No one writes to me. {bk11-l2b-f6-07.mp3}
-ACCEPT: No one
+TEMPLATE: Becky: Yes, thank you. ____{No one} writes to me.
+PROMPT: Do you want to read this letter from Nancy? Yes, thank you. No one writes to me. {bk11-l2b-f6-07-q.mp3}
+RESPONSE: Yes, thank you. No one writes to me. {bk11-l2b-f6-07-q-b.mp3}
+ACCEPT: no one
-TEMPLATE: Ellen: Do you write to ____?
-PROMPT: Do you write to anybody? {bk11-l2b-f6-08.mp3}
-RESPONSE: Do you write to anybody? {bk11-l2b-f6-08.mp3}
+TEMPLATE: Ellen: Do you write to ____{anybody}?
+PROMPT: Do you write to anybody? {bk11-l2b-f6-08-q.mp3}
+RESPONSE: Do you write to anybody? {bk11-l2b-f6-08-q.mp3}
ACCEPT: anybody
-TEMPLATE: Becky: No, I don't mail anything to ____.
-PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
-RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09.mp3}
+TEMPLATE: Becky: No, I don't mail anything to ____{anyone}.
+PROMPT: No, I don't mail anything to anyone. {bk11-l2b-f6-09-q.mp3}
+RESPONSE: No, I don't mail anything to anyone. {bk11-l2b-f6-09-q.mp3}
ACCEPT: anyone
-TEMPLATE: Ellen: That's the problem. ____ gets mail from you.
-PROMPT: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
-RESPONSE: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10.mp3}
-ACCEPT: Nobody
+TEMPLATE: Ellen: That's the problem. ____{Nobody} gets mail from you.
+PROMPT: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10-q.mp3}
+RESPONSE: That's the problem. Nobody gets mail from you. {bk11-l2b-f6-10-q.mp3}
+ACCEPT: nobody
-TEMPLATE: Becky: Do you think I should write to ____?
-PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
-RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11.mp3}
+TEMPLATE: Becky: Do you think I should write to ____{someone}?
+PROMPT: Do you think I should write to someone? {bk11-l2b-f6-11-q.mp3}
+RESPONSE: Do you think I should write to someone? {bk11-l2b-f6-11-q.mp3}
ACCEPT: someone
-TEMPLATE: Ellen: Yes. Then ____ will answer your letter.
-PROMPT: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
-RESPONSE: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12.mp3}
+TEMPLATE: Ellen: Yes. Then ____{somebody} will answer your letter.
+TEMPLATE: Becky: And I'll have more than just bills in my mailbox.
+PROMPT: Yes. Then somebody will answer your letter. And I'll have more than just bills in my mailbox. {bk11-l2b-f6-12-q.mp3}
+RESPONSE: Yes. Then somebody will answer your letter. {bk11-l2b-f6-12-q-b.mp3}
ACCEPT: somebody
-TEMPLATE: Becky: And I'll have more than just bills in my mailbox.
-PROMPT: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-13.mp3}
-RESPONSE: And I'll have more than just bills in my mailbox. {bk11-l2b-f6-13.mp3}
-
# Source: LLA 2B Figure 7
-$PRODUCE Change to a Question with Pronouns
+$PRODUCE Change It to a Question
ID: 2b-f7
-INTRO: Drill time: hear a statement and a cue word, then turn the statement into a question using the cue. Say it, then repeat the model.
-INSTRUCTION: Speak the question aloud.
INPUT: speak
CHECK: reveal
+INTRO: Now transform. You'll hear a statement and a cue word — turn the statement into a question using that word, then repeat the correct answer.
+INSTRUCTION: Change the sentence to a question using the cue word.
REPEAT
EXAMPLE
@@ -1346,12 +1355,12 @@ PROMPT: No one knows Anne's telephone number. Anyone. {bk11-l2b-f7-06-q.mp3}
RESPONSE: Does anyone know Anne's telephone number? {bk11-l2b-f7-06-a.mp3}
# Source: LLA 2B Figure 8
-$PRODUCE Answer with a Pronoun
+$PRODUCE Answer with the Cue
ID: 2b-f8
-INTRO: Now answer the questions. The cue words after each question tell you whether the answer is yes or no, and which pronoun to use. Then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
+INTRO: This time answer the questions. Listen to the question and the cue words, answer aloud in a full sentence, then repeat the correct answer.
+INSTRUCTION: Answer the question aloud.
REPEAT
EXAMPLE
@@ -1377,74 +1386,70 @@ PROMPT: Is anybody listening to this tape? Yes, someone. {bk11-l2b-f8-06-q.mp3}
RESPONSE: Yes, someone's listening to this tape. {bk11-l2b-f8-06-a.mp3}
# Source: ST §Will Someone Meet Me at the Airport?
-$PRODUCE Will Someone Meet Me at the Airport?
+$PRODUCE Will Someone Meet Me?
ID: l2-s18
-INTRO: One more round, without the tape holding your hand. Read the question and the cue, then answer aloud using the right pronoun.
-INSTRUCTION: Answer aloud using the cue in parentheses.
+INTRO: One more round, without the tape holding your hand. Answer each question aloud in a full sentence, following the "yes" or "no" cue, then check the model.
+INSTRUCTION: Answer aloud, using the cue.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
EXAMPLE
-TEMPLATE: (yes)
PROMPT: Will someone meet me at the airport?
+TEMPLATE: (yes)
RESPONSE: Yes, someone will meet you there.
EXAMPLE
-TEMPLATE: (no)
PROMPT: Has anyone told Mark about the test tomorrow?
+TEMPLATE: (no)
RESPONSE: No, no one's told him about it.
-TEMPLATE: (no)
PROMPT: Was anyone hurt in the accident?
+TEMPLATE: (no)
RESPONSE: No, no one was hurt in the accident.
-TEMPLATE: (yes)
PROMPT: Did someone call the police?
+TEMPLATE: (yes)
RESPONSE: Yes, someone called the police.
-TEMPLATE: (no)
PROMPT: Are you looking for somebody?
+TEMPLATE: (no)
RESPONSE: No, I'm not looking for anybody.
-TEMPLATE: (yes)
PROMPT: Did anybody call while I was out?
+TEMPLATE: (yes)
RESPONSE: Yes, somebody called while you were out.
-TEMPLATE: (no)
PROMPT: Could anyone answer the question?
+TEMPLATE: (no)
RESPONSE: No, nobody could answer the question.
-TEMPLATE: (yes)
PROMPT: Will someone be in the office on Saturday?
+TEMPLATE: (yes)
RESPONSE: Yes, someone will be in the office on Saturday.
-TEMPLATE: (no)
PROMPT: Does anybody have change for a hundred-dollar bill?
+TEMPLATE: (no)
RESPONSE: No, nobody has change for a hundred-dollar bill.
-TEMPLATE: (no)
PROMPT: Would anyone like to go to the commissary with me?
+TEMPLATE: (no)
RESPONSE: No, no one would like to go.
-TEMPLATE: (yes)
PROMPT: Does anybody know Janet's new telephone number?
+TEMPLATE: (yes)
RESPONSE: Yes, somebody knows Janet's new telephone number.
-TEMPLATE: (yes)
PROMPT: Does anyone have an extra ticket to the soccer game?
+TEMPLATE: (yes)
RESPONSE: Yes, someone has an extra ticket.
-# SKIPPED (book): LLA 2B Figure 9 (punctuation grid) — grid/coordinate placement task,
-# no spatial interaction in our format. Also ST Listening Skill "PUT THE PUNCTUATION
-# MARK IN THE BOX" — same family, instructor-read with no printed stimuli.
-
$SESSION 2-5: Get and Become
# Source: LLA 2C Figure 1
-$DIALOGUE Get and Become in Conversation
-ID: 11-l2c-f1
-INTRO: This part is about talking about change with the verbs "get" and "become" — getting nervous, becoming a doctor. Listen to the short dialogues and notice both verbs. No repeating yet.
+$DIALOGUE Changes: Get and Become
+ID: 2c-f1
+INTRO: In this part you'll learn to talk about change with "get" and "become" — getting tired, becoming a pilot, weather getting worse. Listen to these short exchanges and notice both verbs at work.
INSTRUCTION: Listen to the dialogues.
Kathy: Does Jane *get* nervous now when she drives? {bk11-l2c-f1-01.mp3}
@@ -1465,7 +1470,7 @@ Larry: No. They want to *become* doctors. {bk11-l2c-f1-10.mp3}
# Source: ST §Become and Get (grammar box)
$GRAMMAR Become and Get
ID: l2-s20
-INTRO: Here's the pattern in one small table — both verbs link a subject to what it's turning into.
+INTRO: Here's the pattern: "become" and "get" both link a subject to its new state or condition.
**Become** and **get** are used as linking verbs to show a change in state or condition.
@@ -1474,178 +1479,11 @@ INTRO: Here's the pattern in one small table — both verbs link a subject to wh
| Most captains | **become** | majors. (noun) |
| The homework | **became** / **got** | confusing. (adjective) |
-# Source: LLA 2C Figure 2 (get — forms)
-$DIALOGUE Forms of Get
-ID: 11-l2c-f2
-INTRO: Listen to the forms of "get" — the poor instructor gets nervous in every tense. Repeat the word and the sentence.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Gets. The instructor gets nervous. {bk11-l2c-f2-01.mp3}
-LINE: Got. The instructor got nervous. {bk11-l2c-f2-02.mp3}
-LINE: Will get. The instructor will get nervous. {bk11-l2c-f2-03.mp3}
-LINE: Is getting. The instructor is getting nervous. {bk11-l2c-f2-04.mp3}
-LINE: Has been getting. The instructor has been getting nervous. {bk11-l2c-f2-05.mp3}
-
-# Source: LLA 2C Figure 2 (get — substitution drill)
-$PRODUCE Change the Sentence with Get
-ID: 11-l2c-f2-b
-INTRO: Substitution drill with "get": the sentence on screen is your starting point. Hear the cue, swap it in, say the new sentence, then repeat the model.
-INSTRUCTION: Change the sentence using the cue word.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-TEMPLATE: Jim gets tired easily.
-PROMPT: Mary. {bk11-l2c-f2-ex1-q.mp3}
-RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex1-a.mp3}
-
-TEMPLATE: Mary gets tired easily.
-PROMPT: Sick. {bk11-l2c-f2-06-q.mp3}
-RESPONSE: Mary gets sick easily. {bk11-l2c-f2-06-a.mp3}
-
-TEMPLATE: Mary gets sick easily.
-PROMPT: Well. {bk11-l2c-f2-07-q.mp3}
-RESPONSE: Mary gets well easily. {bk11-l2c-f2-07-a.mp3}
-
-TEMPLATE: Mary gets well easily.
-PROMPT: Quickly. {bk11-l2c-f2-08-q.mp3}
-RESPONSE: Mary gets well quickly. {bk11-l2c-f2-08-a.mp3}
-
-TEMPLATE: Mary gets well quickly.
-PROMPT: The children. {bk11-l2c-f2-09-q.mp3}
-RESPONSE: The children get well quickly. {bk11-l2c-f2-09-a.mp3}
-
-TEMPLATE: The children get well quickly.
-PROMPT: Bored. {bk11-l2c-f2-10-q.mp3}
-RESPONSE: The children get bored quickly. {bk11-l2c-f2-10-a.mp3}
-
-TEMPLATE: The children get bored quickly.
-PROMPT: Excited. {bk11-l2c-f2-11-q.mp3}
-RESPONSE: The children get excited quickly. {bk11-l2c-f2-11-a.mp3}
-
-# Source: LLA 2C Figure 2 (become — forms)
-$DIALOGUE Forms of Become
-ID: 11-l2c-f2-c
-INTRO: Now the forms of "become". Repeat the word and the sentence.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Become. Our students become good pilots. {bk11-l2c-f2-12.mp3}
-LINE: Became. Our students became good pilots. {bk11-l2c-f2-13.mp3}
-LINE: Will become. Our students will become good pilots. {bk11-l2c-f2-14.mp3}
-LINE: Are becoming. Our students are becoming good pilots. {bk11-l2c-f2-15.mp3}
-
-# Source: LLA 2C Figure 2 (become — substitution drill)
-$PRODUCE Change the Sentence with Become
-ID: 11-l2c-f2-d
-INTRO: Same drill, now with "become". Hear the cue, change the sentence on screen, say it, then repeat the model.
-INSTRUCTION: Change the sentence using the cue word.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-TEMPLATE: Jane became a good saleswoman.
-PROMPT: Teacher. {bk11-l2c-f2-ex2-q.mp3}
-RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3}
-
-TEMPLATE: Jane became a good teacher.
-PROMPT: Is becoming. {bk11-l2c-f2-16-q.mp3}
-RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-16-a.mp3}
-
-TEMPLATE: Jane is becoming a good teacher.
-PROMPT: Michael. {bk11-l2c-f2-17-q.mp3}
-RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-17-a.mp3}
-
-TEMPLATE: Michael is becoming a good teacher.
-PROMPT: Better. {bk11-l2c-f2-18-q.mp3}
-RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-18-a.mp3}
-
-TEMPLATE: Michael is becoming a better teacher.
-PROMPT: Writer. {bk11-l2c-f2-19-q.mp3}
-RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-19-a.mp3}
-
-TEMPLATE: Michael is becoming a better writer.
-PROMPT: The students. {bk11-l2c-f2-20-q.mp3}
-RESPONSE: The students are becoming better writers. {bk11-l2c-f2-20-a.mp3}
-
-TEMPLATE: The students are becoming better writers.
-PROMPT: Will become. {bk11-l2c-f2-21-q.mp3}
-RESPONSE: The students will become better writers. {bk11-l2c-f2-21-a.mp3}
-
-# Source: LLA 2C Figure 3
-$PRODUCE Getting Better, Getting Worse
-ID: 11-l2c-f3
-INTRO: Opposites drill: the sentence tells you what ISN'T happening; the cue word tells you what is. Say the corrected sentence, then repeat the model.
-INSTRUCTION: Change the sentence using the cue word.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-PROMPT: My cold isn't getting *worse*. Better. {bk11-l2c-f3-ex-q.mp3}
-RESPONSE: It's getting better. {bk11-l2c-f3-ex-a.mp3}
-
-PROMPT: The food here isn't getting *better*. Worse. {bk11-l2c-f3-01-q.mp3}
-RESPONSE: It's getting worse. {bk11-l2c-f3-01-a.mp3}
-
-PROMPT: Karen doesn't get *angry*. Upset. {bk11-l2c-f3-02-q.mp3}
-RESPONSE: She gets upset. {bk11-l2c-f3-02-a.mp3}
-
-PROMPT: The nights aren't getting *longer*. Shorter. {bk11-l2c-f3-03-q.mp3}
-RESPONSE: They're getting shorter. {bk11-l2c-f3-03-a.mp3}
-
-PROMPT: Bill didn't become a *careless* driver. Careful. {bk11-l2c-f3-04-q.mp3}
-RESPONSE: He became a careful driver. {bk11-l2c-f3-04-a.mp3}
-
-PROMPT: Mark won't become a *nervous* person. Relaxed. {bk11-l2c-f3-05-q.mp3}
-RESPONSE: He'll become a relaxed person. {bk11-l2c-f3-05-a.mp3}
-
-PROMPT: The boys won't become *weak* men. Strong. {bk11-l2c-f3-06-q.mp3}
-RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3}
-
-# Source: LLA 2C Figure 4
-$PRODUCE Questions with Get and Become
-ID: 11-l2c-f4
-INTRO: Now turn statements into questions. Hear the sentence and the cue word, swap the cue in, and ask the question — then repeat the model.
-INSTRUCTION: Change the sentence to a question.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-EXAMPLE
-PROMPT: The *school* is getting crowded. Classroom. {bk11-l2c-f4-ex1-q.mp3}
-RESPONSE: Is the classroom getting crowded? {bk11-l2c-f4-ex1-a.mp3}
-
-EXAMPLE
-PROMPT: Houston became an important city. Laredo. {bk11-l2c-f4-ex2-q.mp3}
-RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3}
-
-PROMPT: His *father* became an important person. Uncle. {bk11-l2c-f4-01-q.mp3}
-RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3}
-
-PROMPT: The coffee is getting cold. Tea. {bk11-l2c-f4-02-q.mp3}
-RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3}
-
-PROMPT: My apartment gets dirty fast. Your apartment. {bk11-l2c-f4-03-q.mp3}
-RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3}
-
-PROMPT: Kathryn is becoming a beautiful woman. Her sister. {bk11-l2c-f4-04-q.mp3}
-RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3}
-
-PROMPT: The books will get more expensive. Tapes. {bk11-l2c-f4-05-q.mp3}
-RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3}
-
-PROMPT: The children are becoming good friends. Their parents. {bk11-l2c-f4-06-q.mp3}
-RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3}
-
+$DIALOGUE Sentences with Get and Become
# Source: ST §Some Students Get Nervous Before a Test
-$DIALOGUE Everyday Changes
ID: l2-s21
-INTRO: Read eight everyday sentences with "get" and "become" — from dirty clothes to angry majors.
-INSTRUCTION: Read the sentences.
+INTRO: Read these sentences and watch the pattern from the box in action — a subject, a linking verb, and its new condition.
+INSTRUCTION: Listen and read along.
LINE: Do you get nervous before a test?
LINE: The children became tired of sightseeing.
@@ -1659,8 +1497,8 @@ LINE: The major becomes very angry when someone lies to him.
# Source: ST §Ralph Gets Tired After a Long Game
$DIALOGUE Ralph Gets Tired
ID: l2-s22
-INTRO: Ralph plays too much basketball; James lifts weights for his health. Read their conversation — it's wall-to-wall "get" and "become".
-INSTRUCTION: Read the dialog.
+INTRO: Ralph plays a lot of basketball; James lifts weights. Listen to them compare notes — and count how many times "get" and "become" show up.
+INSTRUCTION: Listen and read along.
James: Hi, Ralph. You sure look tired. {st-page_065_001.jpg}
Ralph: I know. I get tired after a long game.
@@ -1674,71 +1512,249 @@ James: No, I'm just trying to become a healthier person.
Ralph: I heard that you got really sick last month.
James: I did, but I'm getting well again fast.
+# Source: LLA 2C Figure 2
+$DIALOGUE Forms of "Get"
+ID: 2c-f2
+INTRO: Listen to the different forms of the verb "get" used in sentences, and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Gets. The instructor gets nervous. {bk11-l2c-f2-01.mp3}
+LINE: Got. The instructor got nervous. {bk11-l2c-f2-02.mp3}
+LINE: Will get. The instructor will get nervous. {bk11-l2c-f2-03.mp3}
+LINE: Is getting. The instructor is getting nervous. {bk11-l2c-f2-04.mp3}
+LINE: Has been getting. The instructor has been getting nervous. {bk11-l2c-f2-05.mp3}
+
+# Source: LLA 2C Figure 2
+$PRODUCE Change the Sentence: Get
+ID: 2c-f2-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now drill it. Listen to the sentence and the cue word, say the new sentence with the cue in place, then repeat the correct answer.
+INSTRUCTION: Change the sentence using the cue word.
+REPEAT
+
+EXAMPLE
+PROMPT: Jim gets tired easily. Mary. {bk11-l2c-f2-ex1-q.mp3}
+RESPONSE: Mary gets tired easily. {bk11-l2c-f2-ex1-a.mp3}
+
+PROMPT: Mary gets tired easily. Sick. {bk11-l2c-f2-06-q.mp3}
+TEMPLATE: sick
+RESPONSE: Mary gets sick easily. {bk11-l2c-f2-06-a.mp3}
+
+PROMPT: Well. {bk11-l2c-f2-07-q.mp3}
+TEMPLATE: well
+RESPONSE: Mary gets well easily. {bk11-l2c-f2-07-a.mp3}
+
+PROMPT: Quickly. {bk11-l2c-f2-08-q.mp3}
+TEMPLATE: quickly
+RESPONSE: Mary gets well quickly. {bk11-l2c-f2-08-a.mp3}
+
+PROMPT: The children. {bk11-l2c-f2-09-q.mp3}
+TEMPLATE: the children
+RESPONSE: The children get well quickly. {bk11-l2c-f2-09-a.mp3}
+
+PROMPT: Bored. {bk11-l2c-f2-10-q.mp3}
+TEMPLATE: bored
+RESPONSE: The children get bored quickly. {bk11-l2c-f2-10-a.mp3}
+
+PROMPT: Excited. {bk11-l2c-f2-11-q.mp3}
+TEMPLATE: excited
+RESPONSE: The children get excited quickly. {bk11-l2c-f2-11-a.mp3}
+
+# Source: LLA 2C Figure 2
+$DIALOGUE Forms of "Become"
+ID: 2c-f2-c
+INTRO: Same idea, other verb. Listen to the forms of "become" used in sentences, and repeat them.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Become. Our students become good pilots. {bk11-l2c-f2-12.mp3}
+LINE: Became. Our students became good pilots. {bk11-l2c-f2-13.mp3}
+LINE: Will become. Our students will become good pilots. {bk11-l2c-f2-14.mp3}
+LINE: Are becoming. {bk11-l2c-f2-15-a.mp3}
+LINE: Our students are becoming good pilots. {bk11-l2c-f2-15-b.mp3}
+
+# Source: LLA 2C Figure 2
+$PRODUCE Change the Sentence: Become
+ID: 2c-f2-d
+INPUT: speak
+CHECK: reveal
+INTRO: Now drill "become" the same way. Listen to the sentence and the cue, say the new sentence, then repeat the correct answer.
+INSTRUCTION: Change the sentence using the cue word.
+REPEAT
+
+EXAMPLE
+PROMPT: Jane became a good saleswoman. Teacher. {bk11-l2c-f2-ex2-q.mp3}
+RESPONSE: Jane became a good teacher. {bk11-l2c-f2-ex2-a.mp3}
+
+PROMPT: Jane became a good teacher. Is becoming. {bk11-l2c-f2-16-q.mp3}
+TEMPLATE: is becoming
+RESPONSE: Jane is becoming a good teacher. {bk11-l2c-f2-16-a.mp3}
+
+PROMPT: Michael. {bk11-l2c-f2-17-q.mp3}
+TEMPLATE: Michael
+RESPONSE: Michael is becoming a good teacher. {bk11-l2c-f2-17-a.mp3}
+
+PROMPT: Better. {bk11-l2c-f2-18-q.mp3}
+TEMPLATE: better
+RESPONSE: Michael is becoming a better teacher. {bk11-l2c-f2-18-a.mp3}
+
+PROMPT: Writer. {bk11-l2c-f2-19-q.mp3}
+TEMPLATE: writer
+RESPONSE: Michael is becoming a better writer. {bk11-l2c-f2-19-a.mp3}
+
+PROMPT: The students. {bk11-l2c-f2-20-q.mp3}
+TEMPLATE: the students
+RESPONSE: The students are becoming better writers. {bk11-l2c-f2-20-a.mp3}
+
+PROMPT: Will become. {bk11-l2c-f2-21-q.mp3}
+TEMPLATE: will become
+RESPONSE: The students will become better writers. {bk11-l2c-f2-21-a.mp3}
+
+# Source: LLA 2C Figure 3
+$PRODUCE Say the Opposite
+ID: 2c-f3
+INPUT: speak
+CHECK: reveal
+INTRO: You'll hear a negative sentence and a cue word. Say what IS true, using the cue, then repeat the correct answer.
+INSTRUCTION: Change the sentence using the cue word.
+REPEAT
+
+EXAMPLE
+PROMPT: My cold isn't getting worse. Better. {bk11-l2c-f3-ex-q.mp3}
+RESPONSE: It's getting better. {bk11-l2c-f3-ex-a.mp3}
+
+PROMPT: The food here isn't getting better. Worse. {bk11-l2c-f3-01-q.mp3}
+TEMPLATE: worse
+RESPONSE: It's getting worse. {bk11-l2c-f3-01-a.mp3}
+
+PROMPT: Karen doesn't get angry. Upset. {bk11-l2c-f3-02-q.mp3}
+TEMPLATE: upset
+RESPONSE: She gets upset. {bk11-l2c-f3-02-a.mp3}
+
+PROMPT: The nights aren't getting longer. Shorter. {bk11-l2c-f3-03-q.mp3}
+TEMPLATE: shorter
+RESPONSE: They're getting shorter. {bk11-l2c-f3-03-a.mp3}
+
+PROMPT: Bill didn't become a careless driver. Careful. {bk11-l2c-f3-04-q.mp3}
+TEMPLATE: careful
+RESPONSE: He became a careful driver. {bk11-l2c-f3-04-a.mp3}
+
+PROMPT: Mark won't become a nervous person. Relaxed. {bk11-l2c-f3-05-q.mp3}
+TEMPLATE: relaxed
+RESPONSE: He'll become a relaxed person. {bk11-l2c-f3-05-a.mp3}
+
+PROMPT: The boys won't become weak men. Strong. {bk11-l2c-f3-06-q.mp3}
+TEMPLATE: strong
+RESPONSE: They'll become strong men. {bk11-l2c-f3-06-a.mp3}
+
+# Source: LLA 2C Figure 4
+$PRODUCE Make It a Question
+ID: 2c-f4
+INPUT: speak
+CHECK: reveal
+INTRO: Last transformation drill: turn each statement into a question about the cue word, then repeat the correct answer.
+INSTRUCTION: Change the statement to a question using the cue word.
+REPEAT
+
+EXAMPLE
+PROMPT: The school is getting crowded. Classroom. {bk11-l2c-f4-ex1-q.mp3}
+RESPONSE: Is the classroom getting crowded? {bk11-l2c-f4-ex1-a.mp3}
+
+EXAMPLE
+PROMPT: Houston became an important city. Laredo. {bk11-l2c-f4-ex2-q.mp3}
+RESPONSE: Did Laredo become an important city? {bk11-l2c-f4-ex2-a.mp3}
+
+PROMPT: His father became an important person. Uncle. {bk11-l2c-f4-01-q.mp3}
+TEMPLATE: uncle
+RESPONSE: Did his uncle become an important person? {bk11-l2c-f4-01-a.mp3}
+
+PROMPT: The coffee is getting cold. Tea. {bk11-l2c-f4-02-q.mp3}
+TEMPLATE: tea
+RESPONSE: Is the tea getting cold? {bk11-l2c-f4-02-a.mp3}
+
+PROMPT: My apartment gets dirty fast. Your apartment. {bk11-l2c-f4-03-q.mp3}
+TEMPLATE: your apartment
+RESPONSE: Does your apartment get dirty fast? {bk11-l2c-f4-03-a.mp3}
+
+PROMPT: Catherine is becoming a beautiful woman. Her sister. {bk11-l2c-f4-04-q.mp3}
+TEMPLATE: her sister
+RESPONSE: Is her sister becoming a beautiful woman? {bk11-l2c-f4-04-a.mp3}
+
+PROMPT: The books will get more expensive. Tapes. {bk11-l2c-f4-05-q.mp3}
+TEMPLATE: tapes
+RESPONSE: Will the tapes get more expensive? {bk11-l2c-f4-05-a.mp3}
+
+PROMPT: The children are becoming good friends. Their parents. {bk11-l2c-f4-06-q.mp3}
+TEMPLATE: their parents
+RESPONSE: Are their parents becoming good friends? {bk11-l2c-f4-06-a.mp3}
+
# Source: ST §Harold Got Sick At School
-$PRODUCE Ask and Answer About Changes
+$PRODUCE Ask and Answer: Get and Become
ID: l2-s23
-INTRO: The last "get and become" workout: read the sentence, then use the cues in parentheses to ask a question about it AND answer it — both parts aloud.
-INSTRUCTION: Ask and answer using the cues in parentheses.
+INTRO: Now do both halves yourself. You'll hear a statement; use the cue words on screen to ask a question about it and then answer it, out loud.
+INSTRUCTION: Ask and answer, using the cues.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
EXAMPLE
-TEMPLATE: (tired) (no)
PROMPT: Harold got sick at work today.
+TEMPLATE: (tired) (no)
RESPONSE: Did Harold get tired at work today? No, he got sick.
EXAMPLE
-TEMPLATE: (upset) (yes, very)
PROMPT: Jan gets upset when she fails a test.
+TEMPLATE: (upset) (yes, very)
RESPONSE: Does Jan get upset when she fails a test? Yes, she gets very upset.
-TEMPLATE: (nervous) (yes, very)
PROMPT: Jim gets nervous when he drives downtown.
+TEMPLATE: (nervous) (yes, very)
RESPONSE: Does Jim get nervous when he drives downtown? Yes, he gets very nervous.
-TEMPLATE: (in the evening) (no)
PROMPT: This restaurant becomes crowded at noon.
+TEMPLATE: (in the evening) (no)
RESPONSE: Does this restaurant become crowded in the evening? No, it becomes crowded at noon.
-TEMPLATE: (address) (no)
PROMPT: Don got lost because he forgot the map.
+TEMPLATE: (address) (no)
RESPONSE: Did Don get lost because he forgot the address? No, he got lost because he forgot the map.
-TEMPLATE: (interesting) (yes, near the end)
PROMPT: The movie gets more interesting.
+TEMPLATE: (interesting) (yes, near the end)
RESPONSE: Does the movie get interesting? Yes, it gets more interesting near the end.
-TEMPLATE: (Friday) (no)
PROMPT: Lt Keith will become a captain on Monday.
+TEMPLATE: (Friday) (no)
RESPONSE: Will Lt Keith become a captain on Friday? No, he will become a captain on Monday.
-TEMPLATE: (more difficult) (no)
PROMPT: I think this job will get easier.
+TEMPLATE: (more difficult) (no)
RESPONSE: Do you think this job will get more difficult? No, I think it will get easier.
-TEMPLATE: (cautious) (yes, very)
PROMPT: Mark became a cautious driver after his accident.
+TEMPLATE: (cautious) (yes, very)
RESPONSE: Did Mark become a cautious driver after his accident? Yes, he became very cautious.
-TEMPLATE: (summer) (no)
PROMPT: The weather here gets more pleasant in the fall.
+TEMPLATE: (summer) (no)
RESPONSE: Does the weather get more pleasant in the summer? No, it gets more pleasant in the fall.
-TEMPLATE: (water) (no)
PROMPT: Ken became upset when the waitress spilled the coffee.
+TEMPLATE: (water) (no)
RESPONSE: Did Ken become upset when the waitress spilled the water? No, he became upset when she spilled the coffee.
-TEMPLATE: (angry) (yes, very)
PROMPT: Patrick got angry when he saw the ticket on his car.
+TEMPLATE: (angry) (yes, very)
RESPONSE: Did Patrick get angry when he saw the ticket on his car? Yes, he got very angry.
-$SESSION 2-6: Who, Which, and That
+$SESSION 2-6: Adjective Clauses
# Source: LLA 2D Figure 2
-$DIALOGUE Who, Which, and That
+$DIALOGUE Sentences with Who, Which, and That
ID: 2d-f2
-INTRO: Last grammar point of the lesson: describing people and things with "who", "which", and "that". Listen to the sentences about John and his books, and repeat each one.
+INTRO: In this part you'll learn to describe people and things inside one sentence, using "who", "which", and "that". Listen to these sentences about John and his books, and repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -1749,14 +1765,14 @@ LINE: He has an apartment which is full of books. {bk11-l2d-f2-04.mp3}
LINE: I know other people that collect books also. {bk11-l2d-f2-05.mp3}
LINE: But John's the only one who reads every book in his collection. {bk11-l2d-f2-06.mp3}
-# Source: LLA 2D Figure 2 (questions)
+# Source: LLA 2D Figure 2
$PRODUCE Questions About John's Books
ID: 2d-f2-b
REFERENCE
-INTRO: Answer the questions about John and his books aloud — the answers use "who", "which", and "that" too. Then repeat the model.
-INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
+INTRO: Now answer questions about the sentences you just practiced. Answer aloud in a full sentence — the clauses do the describing for you.
+INSTRUCTION: Answer the questions aloud.
REPEAT
PROMPT: What kind of book did the person read last weekend? {bk11-l2d-f2-07-q.mp3}
@@ -1780,9 +1796,9 @@ RESPONSE: He's the only one who reads every book in his collection. {bk11-l2d-f2
# Source: ST §Adjective Clauses (grammar box)
$GRAMMAR Adjective Clauses
ID: l2-s29
-INTRO: Here's the rule in full: "who" for people, "which" for things, and "that" for either — the flexible one.
+INTRO: Here's the rule behind those sentences: "who" for people, "which" for things, "that" for either.
-An adjective clause is group of words that describes a noun or pronoun. Adjective clauses begin with **who**, **which**, or **that**.
+An adjective clause is a group of words that describes a noun or pronoun. Adjective clauses begin with **who**, **which**, or **that**.
* **Who** refers to people.
* **Which** refers to things.
@@ -1798,8 +1814,8 @@ An adjective clause is group of words that describes a noun or pronoun. Adjectiv
# Source: ST §Walter Is the One Who Sells Cars
$DIALOGUE The One That Has the Big Kitchen
ID: l2-s30
-INTRO: Read five mini-dialogs where the adjective clause does all the work of pointing at the right apartment, car, or shirt.
-INSTRUCTION: Read the dialogs.
+INTRO: Listen to these little exchanges — every answer picks something out with an adjective clause.
+INSTRUCTION: Listen and read along.
StudentA: Which apartment do you like?
StudentB: I like the one that has the big kitchen.
@@ -1817,72 +1833,83 @@ StudentA: Is that the shirt that has chocolate on it?
StudentB: No, it's the shirt which has tomato juice on it.
# Source: LLA 2D Figure 3
-$SELECT Complete the Sentence
+$SELECT Choose Who, Which, or That
ID: 2d-f3
-INTRO: You'll hear the start of a sentence — tap the clause that finishes it correctly. Remember: "who" or "that" for people, "which" or "that" for things. Then repeat the whole sentence.
-INSTRUCTION: Tap the correct completion.
+INTRO: Listen to the first part of a sentence, then tap the phrase that completes it correctly. Remember: "who" or "that" for people, "which" or "that" for things. Then repeat the full sentence.
+INSTRUCTION: Tap the correct phrase.
REPEAT
EXAMPLE
-PROMPT: Accidents usually happen to drivers. {bk11-l2d-f3-ex.mp3}
-OPTION: a | who are not careful. {bk11-l2d-f3-ex-a.mp3}
+PROMPT: Accidents usually happen to drivers... {bk11-l2d-f3-ex-q.mp3}
+OPTION: a | who are not careful.
OPTION: b | which are not careful.
ANSWER: a
+FEEDBACK: Accidents usually happen to drivers who are not careful. {bk11-l2d-f3-ex-a.mp3}
-PROMPT: You should always stop for someone. {bk11-l2d-f3-01.mp3}
-OPTION: a | who is crossing the street. {bk11-l2d-f3-01-a.mp3}
+PROMPT: You should always stop for someone... {bk11-l2d-f3-01-q.mp3}
+OPTION: a | who is crossing the street.
OPTION: b | which is crossing the street.
ANSWER: a
+FEEDBACK: Stop for someone who is crossing the street. {bk11-l2d-f3-01-a.mp3}
-PROMPT: Fix or replace any tires. {bk11-l2d-f3-02.mp3}
+PROMPT: Fix or replace any tires... {bk11-l2d-f3-02-q.mp3}
OPTION: a | who are bad.
-OPTION: b | that are bad. {bk11-l2d-f3-02-a.mp3}
+OPTION: b | that are bad.
ANSWER: b
+FEEDBACK: Fix or replace any tires that are bad. {bk11-l2d-f3-02-a.mp3}
-PROMPT: A pedestrian is a person. {bk11-l2d-f3-03.mp3}
-OPTION: a | that is walking. {bk11-l2d-f3-03-a.mp3}
+PROMPT: A pedestrian is a person... {bk11-l2d-f3-03-q.mp3}
+OPTION: a | that is walking.
OPTION: b | which is walking.
ANSWER: a
+FEEDBACK: A pedestrian is a person that is walking. {bk11-l2d-f3-03-a.mp3}
-PROMPT: Be polite to a policeman. {bk11-l2d-f3-04.mp3}
-OPTION: a | who is giving you a ticket. {bk11-l2d-f3-04-a.mp3}
+PROMPT: Be polite to a policeman... {bk11-l2d-f3-04-q.mp3}
+OPTION: a | who is giving you a ticket.
OPTION: b | which is giving you a ticket.
ANSWER: a
+FEEDBACK: Be polite to a policeman who is giving you a ticket. {bk11-l2d-f3-04-a.mp3}
-PROMPT: Don't ride with a driver. {bk11-l2d-f3-05.mp3}
+PROMPT: Don't ride with a driver... {bk11-l2d-f3-05-q.mp3}
OPTION: a | which is careless.
-OPTION: b | that is careless. {bk11-l2d-f3-05-a.mp3}
+OPTION: b | that is careless.
ANSWER: b
+FEEDBACK: Don't ride with a driver that is careless. {bk11-l2d-f3-05-a.mp3}
-PROMPT: Drive cautiously on streets. {bk11-l2d-f3-06.mp3}
+PROMPT: Drive cautiously on streets... {bk11-l2d-f3-06-q.mp3}
OPTION: a | who are wet.
-OPTION: b | that are wet. {bk11-l2d-f3-06-a.mp3}
+OPTION: b | that are wet.
ANSWER: b
+FEEDBACK: Drive cautiously on streets that are wet. {bk11-l2d-f3-06-a.mp3}
-PROMPT: Drive carefully near children. {bk11-l2d-f3-07.mp3}
-OPTION: a | who are playing. {bk11-l2d-f3-07-a.mp3}
+PROMPT: Drive carefully near children... {bk11-l2d-f3-07-q.mp3}
+OPTION: a | who are playing.
OPTION: b | which are playing.
ANSWER: a
+FEEDBACK: Drive carefully near children who are playing. {bk11-l2d-f3-07-a.mp3}
-PROMPT: Don't take a trip in a car. {bk11-l2d-f3-08.mp3}
+PROMPT: Don't take a trip in a car... {bk11-l2d-f3-08-q.mp3}
OPTION: a | who isn't in good shape.
-OPTION: b | that isn't in good shape. {bk11-l2d-f3-08-a.mp3}
+OPTION: b | that isn't in good shape.
ANSWER: b
+FEEDBACK: Don't take a trip in a car that isn't in good shape. {bk11-l2d-f3-08-a.mp3}
-PROMPT: Use caution when you see a light. {bk11-l2d-f3-09.mp3}
-OPTION: a | which is flashing. {bk11-l2d-f3-09-a.mp3}
+PROMPT: Use caution when you see a light... {bk11-l2d-f3-09-q.mp3}
+OPTION: a | which is flashing.
OPTION: b | who is flashing.
ANSWER: a
+FEEDBACK: Use caution when you see a light which is flashing. {bk11-l2d-f3-09-a.mp3}
-PROMPT: Don't pass a school bus. {bk11-l2d-f3-10.mp3}
-OPTION: a | that is stopping for children. {bk11-l2d-f3-10-a.mp3}
+PROMPT: Don't pass a school bus... {bk11-l2d-f3-10-q.mp3}
+OPTION: a | that is stopping for children.
OPTION: b | who is stopping for children.
ANSWER: a
+FEEDBACK: Don't pass a school bus that is stopping for children. {bk11-l2d-f3-10-a.mp3}
# Source: ST §That's the Clerk Who Helped Me
-$SELECT Match the Adjective Clause
+$SELECT Match the Clause
ID: l2-s31
-INTRO: Each sentence beginning needs its clause. Read the beginning, then tap the ending that belongs to it.
+INTRO: Each sentence beginning on the card has exactly one clause that finishes it sensibly. Read the beginning, then tap the clause that completes it.
INSTRUCTION: Tap the clause that completes the sentence.
OPTION: a | who gave me a traffic ticket last week.
@@ -1918,114 +1945,123 @@ ANSWER: c
TEMPLATE: Maj Jackson is the doctor
ANSWER: e
+# Source: LLA 2D Figure 4
+$PRODUCE The Accident: Type the Missing Word
+ID: 2d-f4
+INPUT: type
+CHECK: exact
+INTRO: Sergeant Carter saw an accident this morning. Listen to each sentence of the story and type the missing word — "who", "which", or "that".
+INSTRUCTION: Type the missing word.
+
+TEMPLATE: Sgt Carter told us about an accident ____ he saw this morning.
+PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
+RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
+ACCEPT: that
+
+TEMPLATE: A car ____ was speeding ran a red light.
+PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
+RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
+ACCEPT: which
+
+TEMPLATE: The driver was a man ____ is ninety years old and can't see very well.
+PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
+RESPONSE: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
+ACCEPT: who
+
+TEMPLATE: The driver ____ had the green light realized that something was wrong and stopped quickly.
+PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
+RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
+ACCEPT: who
+
+TEMPLATE: The driver behind him was a woman ____ was taking her four children to school.
+PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
+RESPONSE: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
+ACCEPT: who
+
+TEMPLATE: She hit the car ____ stopped because she wasn't watching the traffic.
+PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
+RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
+ACCEPT: that
+
+TEMPLATE: The people ____ were in the accident were all right.
+PROMPT: The people who were in the accident were allright. {bk11-l2d-f4-07.mp3}
+RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
+ACCEPT: who
+
+TEMPLATE: All of them were wearing seat belts ____ kept them safe.
+PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
+RESPONSE: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
+ACCEPT: which
+
+TEMPLATE: The old man ____ ran the light never realized that he caused an accident.
+PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
+RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
+ACCEPT: who
+
# Source: ST §Is This the Uniform That's Too Large for You?
-$PRODUCE Ask and Answer with Who, Which, and That
+$PRODUCE Ask and Answer with Clauses
ID: l2-s32
-INTRO: Read each question and answer it aloud, using the cue in parentheses. Keep the adjective clause in your answer — that's the point of the drill.
-INSTRUCTION: Answer aloud using the cue in parentheses.
+INTRO: Answer each question aloud in a full sentence, using the cue words on screen — keep the "who", "which", or "that" clause in your answer.
+INSTRUCTION: Answer aloud, using the cue.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
EXAMPLE
-TEMPLATE: (no, small)
PROMPT: Is this the hat that's too big for you?
+TEMPLATE: (no, small)
RESPONSE: No, it's the one that's too small.
EXAMPLE
-TEMPLATE: (yes)
PROMPT: Do you know the name of the man who helped you?
+TEMPLATE: (yes)
RESPONSE: Yes, I know the name of the man who helped me.
-TEMPLATE: (yes)
PROMPT: Do you remember the clerk who sold you the radio?
+TEMPLATE: (yes)
RESPONSE: Yes, I remember the clerk who sold me the radio.
-TEMPLATE: (no, exciting)
PROMPT: Is this the TV show that's always so boring?
+TEMPLATE: (no, exciting)
RESPONSE: No, it's the one that's always so exciting.
-TEMPLATE: (yes)
PROMPT: Does Sara know the person that wrote the letter?
+TEMPLATE: (yes)
RESPONSE: Yes, she knows the person that wrote the letter.
-TEMPLATE: (no, ten minutes ago)
PROMPT: Was Dennis on the flight which left at noon?
+TEMPLATE: (no, ten minutes ago)
RESPONSE: No, he was on the flight which left ten minutes ago.
-TEMPLATE: (no, gold)
PROMPT: Are you buying the jacket that has the silver buttons?
+TEMPLATE: (no, gold)
RESPONSE: No, I'm buying the one that has gold buttons.
-TEMPLATE: (yes)
PROMPT: Does Maj West know the general who's visiting the base next week?
+TEMPLATE: (yes)
RESPONSE: Yes, he knows the general who's visiting the base next week.
-TEMPLATE: (no, Mr. Garza)
PROMPT: Are you the salesman who answered the phone?
+TEMPLATE: (no, Mr. Garza)
RESPONSE: No, Mr. Garza is the one who answered the phone.
-TEMPLATE: (no, new)
PROMPT: Is this a store which sells old books and magazines?
+TEMPLATE: (no, new)
RESPONSE: No, it's a store which sells new books and magazines.
-TEMPLATE: (no, pilot)
PROMPT: Is she the airman who wants to become a mechanic?
+TEMPLATE: (no, pilot)
RESPONSE: No, she's the one who wants to become a pilot.
-TEMPLATE: (yes)
PROMPT: Is there a restaurant here that serves good fish?
+TEMPLATE: (yes)
RESPONSE: Yes, there is a restaurant here that serves good fish.
-# Source: LLA 2D Figure 4
-$PRODUCE Write the Missing Word
-ID: 2d-f4
-INTRO: Now a listening pass: Sergeant Carter saw quite an accident this morning. Listen to each sentence and type the missing word — "who", "which", or "that".
-INSTRUCTION: Type the missing word.
-INPUT: type
-CHECK: exact
-
-TEMPLATE: Sergeant Carter told us about an accident ____{that} he saw this morning.
-PROMPT: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
-RESPONSE: Sergeant Carter told us about an accident that he saw this morning. {bk11-l2d-f4-01.mp3}
-
-TEMPLATE: A car ____{which} was speeding ran a red light.
-PROMPT: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
-RESPONSE: A car which was speeding ran a red light. {bk11-l2d-f4-02.mp3}
-
-TEMPLATE: The driver was a man ____{who} is ninety years old and can't see very well.
-PROMPT: The driver was a man who is 90 years old and can't see very well. {bk11-l2d-f4-03.mp3}
-RESPONSE: The driver was a man who is ninety years old and can't see very well. {bk11-l2d-f4-03.mp3}
-
-TEMPLATE: The driver ____{who} had the green light realized that something was wrong and stopped quickly.
-PROMPT: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
-RESPONSE: The driver who had the green light realized that something was wrong and stopped quickly. {bk11-l2d-f4-04.mp3}
-
-TEMPLATE: The driver behind him was a woman ____{who} was taking her four children to school.
-PROMPT: The driver behind him was a woman who was taking her 4 children to school. {bk11-l2d-f4-05.mp3}
-RESPONSE: The driver behind him was a woman who was taking her four children to school. {bk11-l2d-f4-05.mp3}
-
-TEMPLATE: She hit the car ____{that} stopped because she wasn't watching the traffic.
-PROMPT: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
-RESPONSE: She hit the car that stopped because she wasn't watching the traffic. {bk11-l2d-f4-06.mp3}
-
-TEMPLATE: The people ____{who} were in the accident were all right.
-PROMPT: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
-RESPONSE: The people who were in the accident were all right. {bk11-l2d-f4-07.mp3}
-
-TEMPLATE: All of them were wearing seat belts ____{which} kept them safe.
-PROMPT: All of them were wearing seat belts, which kept them safe. {bk11-l2d-f4-08.mp3}
-RESPONSE: All of them were wearing seat belts which kept them safe. {bk11-l2d-f4-08.mp3}
-
-TEMPLATE: The old man ____{who} ran the light never realized that he caused an accident.
-PROMPT: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
-RESPONSE: The old man who ran the light never realized that he caused an accident. {bk11-l2d-f4-09.mp3}
-
# Source: ST §The Pen That's on the Table Is Mine
-$PRODUCE Complete with Who, Which, or That
+$PRODUCE Build the Sentence
ID: l2-s33
-INTRO: Now build the clauses yourself. Use the words in parentheses plus "who", "which", or "that" to complete each sentence, and type the whole sentence.
-INSTRUCTION: Type the completed sentence.
+INTRO: Now build the sentences in writing. Use the words in parentheses and "who", "which", or "that" to complete each sentence, and type the whole thing.
+INSTRUCTION: Type the completed sentence using who, which, or that and the given words.
INPUT: type
CHECK: exact
@@ -2084,14 +2120,181 @@ TEMPLATE: (taught me/speak Spanish) My grandfather is the person ____
RESPONSE: My grandfather is the person who taught me to speak Spanish.
ACCEPT: My grandfather is the person who taught me to speak Spanish. | My grandfather is the person that taught me to speak Spanish.
+$SESSION 2-7: Listening and Putting It Together
+
+# Source: LLA 2D Figure 1
+$SELECT What's Really Going On?
+ID: 2d-f1
+INTRO: Last part — time to put the whole lesson to work. You'll hear short exchanges where nobody says what's happening directly; that's your job. Listen and tap the answer that fits.
+INSTRUCTION: Tap the correct answer.
+
+EXAMPLE
+TEMPLATE: The woman is ______.
+PROMPT: "Please hurry, driver." "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3}
+OPTION: a | late
+OPTION: b | early
+OPTION: c | on time
+ANSWER: a
+FEEDBACK: The woman is late. {bk11-l2d-f1-ex-fb.mp3}
+
+TEMPLATE: He wants to ______.
+PROMPT: "How much does this car cost?" "$32 a day." {bk11-l2d-f1-01.mp3}
+OPTION: a | buy a car
+OPTION: b | rent a car
+OPTION: c | borrow a car
+ANSWER: b
+FEEDBACK: He wants to rent a car. {bk11-l2d-f1-01-fb.mp3}
+
+TEMPLATE: He has ______.
+PROMPT: "What does your thermometer say?" "102 degrees." {bk11-l2d-f1-02.mp3}
+OPTION: a | a fever
+OPTION: b | a stomachache
+OPTION: c | a doctor's appointment
+ANSWER: a
+FEEDBACK: He has a fever. {bk11-l2d-f1-02-fb.mp3}
+
+TEMPLATE: He's upset because ______.
+PROMPT: "Look at the side of my car." "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3}
+OPTION: a | he hit her car
+OPTION: b | she hit his car
+OPTION: c | they hit another car
+ANSWER: b
+FEEDBACK: He's upset because she hit his car. {bk11-l2d-f1-03-fb.mp3}
+
+TEMPLATE: Which statement is true?
+PROMPT: "Would you like a cup of coffee?" "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3}
+OPTION: a | He doesn't like coffee.
+OPTION: b | She doesn't have any tea.
+OPTION: c | He doesn't want coffee or tea.
+ANSWER: a
+FEEDBACK: He doesn't like coffee. {bk11-l2d-f1-04-fb.mp3}
+
+TEMPLATE: She was traveling by ______.
+PROMPT: "How was your trip?" "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3}
+OPTION: a | bus
+OPTION: b | train
+OPTION: c | airplane
+ANSWER: c
+FEEDBACK: She was traveling by airplane. {bk11-l2d-f1-05-fb.mp3}
+
+TEMPLATE: She just had a ______.
+PROMPT: "Well, doctor, am I healthy?" "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3}
+OPTION: a | bad cold
+OPTION: b | physical exam
+OPTION: c | dentist's appointment
+ANSWER: b
+FEEDBACK: She just had a physical exam. {bk11-l2d-f1-06-fb.mp3}
+
+# Source: LLA 2D Figure 5 (conversation 1)
+$DIALOGUE A Phone Message
+ID: 2d-f5-c1
+INTRO: Listen to this phone call — and to how the message gets passed along afterward. You'll answer a question about it next.
+INSTRUCTION: Listen to the conversation.
+
+Woman: Hello. {bk11-l2d-f5-01.mp3}
+Woman: This is Anne. {bk11-l2d-f5-02.mp3}
+Woman: May I please speak with Carol? {bk11-l2d-f5-03.mp3}
+Man: She's not here right now. {bk11-l2d-f5-04.mp3}
+Man: May I take a message? {bk11-l2d-f5-05.mp3}
+Woman: Yes, please. {bk11-l2d-f5-06.mp3}
+Woman: Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-07.mp3}
+Man: I'll be glad to. {bk11-l2d-f5-08.mp3}
+Woman: Thanks a lot. {bk11-l2d-f5-09.mp3}
+Man: Hi, Carol. {bk11-l2d-f5-10.mp3}
+Man: Anne called while you were gone. {bk11-l2d-f5-11.mp3}
+Woman: What did she say? {bk11-l2d-f5-12.mp3}
+Man: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-13.mp3}
+
+# Source: LLA 2D Figure 5 (question 1)
+$PRODUCE Question: The Phone Message
+ID: 2d-f5-q1
+REFERENCE: 2d-f5-c1
+INTRO: Now answer the question about the phone call aloud, in a complete sentence. Open the conversation if you need to check.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
+
+PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-14-q.mp3}
+RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-14-a.mp3}
+
+# Source: LLA 2D Figure 5 (conversation 2)
+$DIALOGUE The Lost Wallet
+ID: 2d-f5-c2
+INTRO: One more conversation — Alan's wallet has gone traveling without him. Listen closely; a question follows.
+INSTRUCTION: Listen to the conversation.
+
+Man: Hey, Greg. {bk11-l2d-f5-15.mp3}
+Man: Hi, Sam. {bk11-l2d-f5-16.mp3}
+Man: Do you know where Alan is? {bk11-l2d-f5-17.mp3}
+Man: I think he went to the mall. {bk11-l2d-f5-18.mp3}
+Man: He won't be gone long. {bk11-l2d-f5-19.mp3}
+Man: I have his wallet. {bk11-l2d-f5-20.mp3}
+Man: I'll give it to him when he gets back. {bk11-l2d-f5-21.mp3}
+Man: Okay, thanks. {bk11-l2d-f5-22.mp3}
+Man: Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-23.mp3}
+Man: Hi, Alan. {bk11-l2d-f5-24.mp3}
+Man: That was a short shopping trip. {bk11-l2d-f5-25.mp3}
+Man: I couldn't buy anything. {bk11-l2d-f5-26.mp3}
+Man: I lost my wallet. {bk11-l2d-f5-27.mp3}
+Man: Here it is. {bk11-l2d-f5-28.mp3}
+Man: Greg just brought it back. {bk11-l2d-f5-29.mp3}
+Man: Terrific. {bk11-l2d-f5-30.mp3}
+Man: Where was it? {bk11-l2d-f5-31.mp3}
+Man: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-32.mp3}
+
+# Source: LLA 2D Figure 5 (question 2)
+$PRODUCE Question: The Wallet
+ID: 2d-f5-q2
+REFERENCE: 2d-f5-c2
+INTRO: Answer the question about Alan's wallet aloud, in a complete sentence.
+INSTRUCTION: Answer the question aloud.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact.
+
+PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-33-q.mp3}
+RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-33-a.mp3}
+
+# SKIPPED (book): LLA 2B Figure 9 (punctuation grid) and ST Listening Skill "Put the punctuation mark in the box" — spatial/grid-based marking with no printed stimulus; not convertible to card format.
+
+# Source: LLA 2C Figure 7
+$PRODUCE Dictation
+ID: 2c-f7
+INPUT: type
+CHECK: exact
+NORMALIZE: strict
+INTRO: Dictation time. Listen to each sentence and type exactly what you hear — capital letters, periods, and question marks all count.
+INSTRUCTION: Type the sentence you hear with correct punctuation.
+
+PROMPT: Paul is studying math in school. {bk11-l2c-f7-01-q.mp3}
+RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01-a.mp3}
+
+PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02-q.mp3}
+RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02-a.mp3}
+
+PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03-q.mp3}
+RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03-a.mp3}
+
+PROMPT: Yes, he will. {bk11-l2c-f7-04-q.mp3}
+RESPONSE: Yes, he will. {bk04-l2c-f7-04-a.mp3}
+
+PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05-q.mp3}
+RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05-a.mp3}
+
+PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06-q.mp3}
+RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06-a.mp3}
+
# Source: ST §Put Two Sentences Together
-$PRODUCE Put Two Sentences Together
+$PRODUCE Combine the Sentences
ID: l2-s34
-INTRO: The final test of the clause: combine two short sentences into one, using "who", "which", or "that". Type your new sentence.
-INSTRUCTION: Combine the sentences into one and type it.
+INTRO: A second pass at adjective clauses, now with everything in your own hands. Combine the two sentences into one using "who", "which", or "that", and type the new sentence.
+INSTRUCTION: Combine the two sentences into one using who, which, or that. Type the new sentence.
INPUT: type
CHECK: llm
-RUBRIC: Accept any correctly combined single sentence using an adjective clause with "who", "which", or "that" that keeps the meaning of both source sentences. Clause placement may vary. Punctuation must be reasonable but is not strictly graded.
+RUBRIC: Accept a correctly combined sentence using an adjective clause with who, which, or that. Punctuation must be reasonable but not strictly graded.
EXAMPLE
TEMPLATE: That's the truck. It hit my car.
@@ -2125,219 +2328,34 @@ RESPONSE: The driver who was speeding missed the turn.
TEMPLATE: The car belongs to his brother. Paul's driving it.
RESPONSE: The car that Paul's driving belongs to his brother.
-$SESSION 2-7: Listening and Dictation
-
-# Source: LLA 2D Figure 1
-$SELECT Listen and Choose
-ID: 2d-f1
-INTRO: Last part — time to use everything at once. You'll hear short two-line scenes; listen between the lines and tap what's really going on.
-INSTRUCTION: Tap the correct answer.
-
-EXAMPLE
-PROMPT: "Please hurry, driver." "I'm doing my best, ma'am." {bk11-l2d-f1-ex.mp3}
-OPTION: a | The woman is late.
-OPTION: b | The woman is early.
-OPTION: c | The woman is on time.
-ANSWER: a
-
-PROMPT: "How much does this car cost?" "$32 a day." {bk11-l2d-f1-01.mp3}
-OPTION: a | He wants to buy a car.
-OPTION: b | He wants to rent a car.
-OPTION: c | He wants to borrow a car.
-ANSWER: b
-
-PROMPT: "What does your thermometer say?" "102 degrees." {bk11-l2d-f1-02.mp3}
-OPTION: a | He has a fever.
-OPTION: b | He has a stomachache.
-OPTION: c | He has a doctor's appointment.
-ANSWER: a
-
-PROMPT: "Look at the side of my car." "I'm sorry, I didn't see the stop sign." {bk11-l2d-f1-03.mp3}
-OPTION: a | He's upset because he hit her car.
-OPTION: b | He's upset because she hit his car.
-OPTION: c | He's upset because they hit another car.
-ANSWER: b
-
-PROMPT: "Would you like a cup of coffee?" "No, thank you. Do you have any tea?" {bk11-l2d-f1-04.mp3}
-OPTION: a | He doesn't like coffee.
-OPTION: b | She doesn't have any tea.
-OPTION: c | He doesn't want coffee or tea.
-ANSWER: a
-
-PROMPT: "How was your trip?" "Too long. The weather over San Antonio was bad, and we had to land in Houston." {bk11-l2d-f1-05.mp3}
-OPTION: a | She was traveling by bus.
-OPTION: b | She was traveling by train.
-OPTION: c | She was traveling by airplane.
-ANSWER: c
-
-PROMPT: "Well, doctor, am I healthy?" "Yes, you're in good shape for a person of your age." {bk11-l2d-f1-06.mp3}
-OPTION: a | She just had a bad cold.
-OPTION: b | She just had a physical exam.
-OPTION: c | She just had a dentist's appointment.
-ANSWER: b
-
-# Source: LLA 2A Figure 5 (paragraph 1)
-$DIALOGUE A Careful Driver
-ID: 2a-f5-p1
-INTRO: Listen to a short paragraph about Linda. Afterward, you'll pick out its main idea — so listen for the big picture, not just the details.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Linda keeps her car in good shape, and she always buys good tires. {bk11-l2a-f5-01a.mp3}
-LINE: She leaves her work early because she knows that accidents happen when people are in a hurry. {bk11-l2a-f5-01b.mp3}
-LINE: She tries to stay home when she's sick or when the weather is bad. {bk11-l2a-f5-01c.mp3}
-LINE: When she's tired, she's very cautious. {bk11-l2a-f5-01d.mp3}
-LINE: Linda doesn't want to have an automobile accident. {bk11-l2a-f5-01e.mp3}
-
-# Source: LLA 2A Figure 5 (question 1)
-$SELECT Main Idea: A Careful Driver
-ID: 2a-f5-q1
-REFERENCE: 2a-f5-p1
-INTRO: Now tap the main idea of the paragraph — the one sentence all the others were working for.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What is the main idea?
-OPTION: a | Linda's car is new.
-OPTION: b | Linda enjoys driving.
-OPTION: c | Bad weather bothers Linda.
-OPTION: d | Linda is a careful driver. {bk11-l2a-f5-01f.mp3}
-ANSWER: d
-
-# Source: LLA 2A Figure 5 (paragraph 2)
-$DIALOGUE Watch the Road
-ID: 2a-f5-p2
-INTRO: A second paragraph, same task afterward. Listen for the big picture.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Many accidents happen because the driver isn't watching the road. {bk11-l2a-f5-02a.mp3}
-LINE: Drivers often turn and look at other people in the car while they talk, when they should be looking straight ahead. {bk11-l2a-f5-02b.mp3}
-LINE: Then the car in front of them stops, or a child or animal runs in front of them. {bk11-l2a-f5-02c.mp3}
-LINE: They hit it because they don't see it soon enough. {bk11-l2a-f5-02d.mp3}
-
-# Source: LLA 2A Figure 5 (question 2)
-$SELECT Main Idea: Watch the Road
-ID: 2a-f5-q2
-REFERENCE: 2a-f5-p2
-INTRO: Tap the main idea of the second paragraph.
-INSTRUCTION: Tap the main idea.
-
-TEMPLATE: What is the main idea?
-OPTION: a | Cars should be able to stop quickly.
-OPTION: b | Drivers should always watch the road. {bk11-l2a-f5-02e.mp3}
-OPTION: c | Animals and children can cause accidents.
-OPTION: d | Other people in the car shouldn't talk to the driver.
-ANSWER: b
-
-# SKIPPED (book): ST Listening Skill "WHAT'S THE TOPIC... WHAT'S THE MAIN IDEA?" —
-# instructor-read oral texts with no printed stimulus. The printed version follows instead.
+# SKIPPED (book): ST Listening Skill "What's the topic... what's the main idea?" (instructor-read texts) — no stimulus available; the printed paragraphs are converted below instead.
# Source: ST §What's the Topic and Main Idea?
$PRODUCE Topic and Main Idea
ID: l2-s35
-INTRO: Same skill, now with reading. Read each paragraph, then type its topic and its main idea — one word or two for the topic, one sentence for the idea.
-INSTRUCTION: Type the topic and the main idea.
+INTRO: One last skill: read a paragraph and say what it's about in two lines — the topic and the main idea. Finish these four and you're done with Lesson 2. Drive carefully out there.
+INSTRUCTION: Read the paragraph. Type the topic and the main idea.
INPUT: type
CHECK: llm
-LONGFORM
-RUBRIC: Treat the model answer as the key. Accept any reasonable statement of the same topic and the same main idea, in any phrasing or format.
+RUBRIC: Accept any reasonable statement of the topic and the main idea that captures the essence of the model answers.
EXAMPLE
-TEMPLATE: A fever can be a symptom of other problems. A fever with an earache can mean that the person needs to see a doctor and take stronger medicine. A fever with a cough, a runny nose, and body aches can be more than just a cold. A fever and a stomachache together can be really bad.
+TEMPLATE: A fever can be a symptom of other problems.
+TEMPLATE: A fever with an earache can mean that the person needs to see a doctor and take stronger medicine. A fever with a cough, a runny nose, and body aches can be more than just a cold.
+TEMPLATE: A fever and a stomachache together can be really bad.
RESPONSE: Topic: fever. Main idea: A fever can mean that there are other problems.
-TEMPLATE: When you have colds, don't give them to other people. Cover your nose when you sneeze, and cover your mouth when you cough. Take your medicine, and follow your doctor's advice. When you have a fever, or your cold gets worse, stay home and rest. You'll get well quicker, and your friends and family will be happier. They don't want to catch your cold.
+TEMPLATE: When you have colds, don't give them to other people. Cover your nose when you sneeze, and cover your mouth when you cough.
+TEMPLATE: Take your medicine, and follow your doctor's advice. When you have a fever, or your cold gets worse, stay home and rest.
+TEMPLATE: You'll get well quicker, and your friends and family will be happier. They don't want to catch your cold.
RESPONSE: Topic: colds. Main idea: When you have a cold, you should rest and not give it to other people.
-TEMPLATE: "Be careful of the driver in the car behind the car ahead of you." This sentence looks confusing, but it's one of the most important rules in safe driving. Other drivers aren't the only ones who might be careless; we might make a careless mistake on the highway, too. We should worry about other drivers, but we should also be sure that we're driving cautiously.
+TEMPLATE: "Be careful of the driver in the car behind the car ahead of you." This sentence looks confusing, but it's one of the most important rules in safe driving.
+TEMPLATE: Other drivers aren't the only ones who might be careless; we might make a careless mistake on the highway, too.
+TEMPLATE: We should worry about other drivers, but we should also be sure that we're driving cautiously.
RESPONSE: Topic: safe driving. Main idea: We should worry about other drivers, but also be sure that we're driving cautiously.
-TEMPLATE: Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway. Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation? The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher.
+TEMPLATE: Many things tell us what a speed limit sign should say. One of them is the number of people who use the street, road, or highway.
+TEMPLATE: Another is the places that those people are going to. Are they traveling to work or to their homes? Are they on vacation?
+TEMPLATE: The kind of street, road, or highway also decides the speed limit. A high speed limit isn't safe on a narrow, curved road with only two lanes. Because a wide, straight road with many lanes is safer, the speed limit on it can be higher.
RESPONSE: Topic: speed limits. Main idea: Many things tell us what a speed limit sign should say.
-
-# Source: LLA 2D Figure 5 (conversation 1)
-$DIALOGUE Taking a Message
-ID: 2d-f5-c1
-INTRO: Listen to a phone call and what happens after it. There's a question at the end, so keep track of who needs what.
-INSTRUCTION: Listen to the conversation.
-
-Woman1: Hello. This is Anne. May I please speak with Carol? {bk11-l2d-f5-01.mp3}
-Man1: She's not here right now. May I take a message? {bk11-l2d-f5-02.mp3}
-Woman1: Yes, please. Will you tell her that I need to borrow her Spanish textbook tonight? {bk11-l2d-f5-03.mp3}
-Man1: I'll be glad to. {bk11-l2d-f5-04.mp3}
-Woman1: Thanks a lot. {bk11-l2d-f5-05.mp3}
-Narrator: (Later)
-Man1: Hi, Carol. Anne called while you were gone. {bk11-l2d-f5-06.mp3}
-Woman1: What did she say? {bk11-l2d-f5-07.mp3}
-Man1: She said to tell you that she needs to borrow your Spanish book tonight. {bk11-l2d-f5-08.mp3}
-
-# Source: LLA 2D Figure 5 (question 1)
-$PRODUCE Question: The Message
-ID: 2d-f5-q1
-REFERENCE: 2d-f5-c1
-INTRO: Answer the question about the phone call aloud, in a full sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Which textbook does Anne need to borrow? {bk11-l2d-f5-09-q.mp3}
-RESPONSE: Anne needs to borrow Carol's Spanish textbook. {bk11-l2d-f5-09-a.mp3}
-
-# Source: LLA 2D Figure 5 (conversation 2)
-$DIALOGUE The Lost Wallet
-ID: 2d-f5-c2
-INTRO: One more conversation: Alan's wallet went shopping without him. Listen closely — there's a question afterward.
-INSTRUCTION: Listen to the conversation.
-
-Man2: Hey, Sam. {bk11-l2d-f5-10.mp3}
-Man1: Hi, Greg. {bk11-l2d-f5-11.mp3}
-Man2: Do you know where Alan is? {bk11-l2d-f5-12.mp3}
-Man1: I think he went to the mall. He won't be gone long. {bk11-l2d-f5-13.mp3}
-Man2: I have his wallet. I'll give it to him when he gets back. {bk11-l2d-f5-14.mp3}
-Man1: Okay, thanks. {bk11-l2d-f5-15.mp3}
-Man2: Tell him that I found it in the commissary parking lot. {bk11-l2d-f5-16.mp3}
-Narrator: (Later)
-Man1: Hi, Alan. {bk11-l2d-f5-17.mp3}
-Man3: That was a short shopping trip. I couldn't buy anything. I lost my wallet. {bk11-l2d-f5-18.mp3}
-Man1: Here it is. Greg just brought it back. {bk11-l2d-f5-19.mp3}
-Man3: Terrific. Where was it? {bk11-l2d-f5-20.mp3}
-Man1: He said to tell you that he found it in the commissary parking lot. {bk11-l2d-f5-21.mp3}
-
-# Source: LLA 2D Figure 5 (question 2)
-$PRODUCE Question: The Wallet
-ID: 2d-f5-q2
-REFERENCE: 2d-f5-c2
-INTRO: Answer the question about the wallet aloud, in a full sentence.
-INSTRUCTION: Answer the question aloud.
-INPUT: speak
-CHECK: reveal
-REPEAT
-
-PROMPT: Where did Greg find Alan's wallet? {bk11-l2d-f5-22-q.mp3}
-RESPONSE: Greg found Alan's wallet in the commissary parking lot. {bk11-l2d-f5-22-a.mp3}
-
-# Source: LLA 2C Figure 7
-$PRODUCE Dictation
-ID: 11-l2c-f7
-INTRO: To finish the lesson: dictation. Listen to each sentence and type it exactly, with correct capital letters, commas, periods, apostrophes, and question marks. That's the end of Lesson 2 — drive carefully, and mind your commas.
-INSTRUCTION: Type the sentence with correct punctuation.
-INPUT: type
-CHECK: exact
-NORMALIZE: strict
-
-PROMPT: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
-RESPONSE: Paul is studying math in school. {bk11-l2c-f7-01.mp3}
-
-PROMPT: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
-RESPONSE: His math teacher is giving the class a quiz today on shapes and lines. {bk11-l2c-f7-02.mp3}
-
-PROMPT: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
-RESPONSE: Will Paul get a good grade on the test? {bk11-l2c-f7-03.mp3}
-
-PROMPT: Yes, he will. {bk11-l2c-f7-04.mp3}
-RESPONSE: Yes, he will. {bk11-l2c-f7-04.mp3}
-
-PROMPT: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
-RESPONSE: He's a good student and knows all the answers. {bk11-l2c-f7-05.mp3}
-
-PROMPT: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
-RESPONSE: There won't be any mistakes on Paul's test. {bk11-l2c-f7-06.mp3}
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diff --git a/book-11-lesson-3.module b/book-11-lesson-3.module
index 12dd0b85..e34bf8c7 100644
--- a/book-11-lesson-3.module
+++ b/book-11-lesson-3.module
@@ -1,29 +1,43 @@
$MODULE Book 11 · Lesson 3: Please Give Me a Refund {st-page_083_001.jpg}
FORMAT: 2
-DIOCO_DOC_ID: alc_book11_lesson3
-DESCRIPTION: Car trouble and unhappy customers: automobile repair vocabulary, refunds and exchanges, "too" + adjective + infinitive, infinitives of purpose, and the suffix "-y".
+DIOCO_DOC_ID: alc_en_b11_l3
+DESCRIPTION: Car repair vocabulary, complaints and refunds, "too" + adjective + "to", infinitives of purpose, and the suffix "-y".
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
-VOICE_INTRO: aoede | Warm, wry teacher voice
-VOICE_PROMPT: gacrux | Questions and cues, read clearly
-VOICE_RESPONSE: schedar | Model answers, warm and clear
+VOICE_PROMPT: gacrux | For stimulus and question audio
+VOICE_RESPONSE: schedar | For model answers, warm and clear
VOICE: Man1 | achernar | Male voice
-VOICE: Man2 | gacrux | Male voice
-VOICE: Jack | schedar | Male student
+VOICE: Man2 | achird | Male voice
+VOICE: Jack | achernar | Male voice
+VOICE: PersonA | gacrux | Female speaker
+VOICE: PersonB | gacrux | Female speaker
VOICE: Maj_Smith | achernar | Male military officer
-VOICE: Parker | schedar | Male military officer
-VOICE: Bob | achird | Male student
-VOICE: Roommate | gacrux | Male student
-VOICE: Clerk | aoede | Female clerk
-VOICE: Waiter | achernar | Male waiter
-VOICE: Customer | gacrux | Male customer
-VOICE: Mechanic | achird | Male mechanic
+VOICE: Maj_Parker | achird | Male military officer
+VOICE: Bob | schedar | Male speaker
+VOICE: Customer | achernar | Male speaker
+VOICE: Waiter | schedar | Male speaker
+VOICE: Clerk | gacrux | Female speaker
+VOICE: Mechanic | achird | Male speaker
VOICE: Nell | aoede | Female speaker
-VOICE: Pat | achird | Female speaker
-VOICE: Sam | achernar | Male mechanic
+VOICE: Pat | gacrux | Female speaker
+VOICE: Sam | achernar | Male speaker
VOICE: Willie | achernar | Male speaker
VOICE: Walter | achird | Male speaker
+VOICE: Tim | achernar | Male speaker
+VOICE: Tom | achird | Male speaker
+VOICE: George | achird | Male speaker
+VOICE: Kevin | achernar | Male speaker
+VOICE: Sandy | aoede | Female speaker
+VOICE: Sarah | gacrux | Female speaker
+VOICE: Doug | achernar | Male speaker
+VOICE: Glen | achird | Male speaker
+VOICE: Jim | achernar | Male speaker
+VOICE: Vic | achird | Male speaker
+VOICE: Mike | achernar | Male speaker
+VOICE: Pete | achird | Male speaker
+VOICE: Kaye | aoede | Female speaker
+VOICE: Kyle | achernar | Male speaker
VOICE: ID | achernar | speaker (auto)
VOICE: Narrator | achird | speaker (auto)
@@ -32,8 +46,8 @@ $SESSION 3-1: Car Trouble
# Source: LLA 3A Figure 1
$DIALOGUE Car Words in Sentences
ID: 3a-f1
-INTRO: Welcome to Lesson 3. In this lesson you'll learn to handle car trouble and unhappy-customer moments — describing what's wrong, asking for repairs, refunds, and exchanges, and using "too" and "to" to explain why. We start with the car words: listen and repeat each sentence.
-INSTRUCTION: Listen and repeat each word and sentence.
+INTRO: Welcome to Lesson 3. This week you'll learn to talk about car trouble, complain when something isn't right, and ask for a refund. First, listen to sentences about cars and repeat each one.
+INSTRUCTION: Listen and repeat each sentence.
REPEAT
VOCAB: brake
@@ -64,7 +78,7 @@ VOCAB: guarantee
LINE: The mechanic guaranteed the repair work for 90 days. {page_059_003.jpg} {bk11-l3a-f1-09.mp3}
VOCAB: charge
-LINE: What is the charge for the repair of a flat tire. {page_059_004.jpg} {bk11-l3a-f1-10.mp3}
+LINE: What is the charge for the repair of a flat tire? {page_059_004.jpg} {bk11-l3a-f1-10.mp3}
VOCAB: part
LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg} {bk11-l3a-f1-11.mp3}
@@ -72,11 +86,12 @@ LINE: Mr. Jenkins needs a new part for his car. {page_059_005.jpg} {bk11-l3a-f1-
VOCAB: too
LINE: His shirt is too dirty to wear to Alan's party. {page_059_006.jpg} {bk11-l3a-f1-12.mp3}
-# Source: LLA 3A Figure 1 (matching pass, first half — pool split to keep image options ≤ 6)
-$SELECT Match the Picture: Engine Trouble
+
+# Source: LLA 3A Figure 1 (matching pass, split — image-option pool capped at 6)
+$SELECT Which Picture? — Engines and Brakes
ID: 3a-f1-b
-INTRO: Now check those words by ear. You'll hear a sentence — tap the picture it matches, then repeat the sentence. This set covers the engine and the things that go wrong with it.
-INSTRUCTION: Tap the picture that matches the sentence.
+INTRO: Now let's see if the words stuck. Listen to each sentence and tap the picture it describes. Then repeat the sentence.
+INSTRUCTION: Tap the matching picture.
REPEAT
OPTION: a | brake {page_058_001.jpg}
@@ -88,33 +103,34 @@ OPTION: f | oil {page_058_006.jpg}
PROMPT: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-13-q.mp3}
ANSWER: d
-FEEDBACK: Repeat: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-13-a.mp3}
+FEEDBACK: Jill was upset when her car stalled at the traffic light. {bk11-l3a-f1-13-a.mp3}
PROMPT: Lee's truck has a big engine. {bk11-l3a-f1-16-q.mp3}
ANSWER: b
-FEEDBACK: Repeat: Lee's truck has a big engine. {bk11-l3a-f1-16-a.mp3}
+FEEDBACK: Lee's truck has a big engine. {bk11-l3a-f1-16-a.mp3}
PROMPT: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-17-q.mp3}
ANSWER: a
-FEEDBACK: Repeat: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-17-a.mp3}
+FEEDBACK: Mr. Wilson uses the brakes to slow down. {bk11-l3a-f1-17-a.mp3}
PROMPT: Is it time to change the oil? {bk11-l3a-f1-18-q.mp3}
ANSWER: f
-FEEDBACK: Repeat: Is it time to change the oil? {bk11-l3a-f1-18-a.mp3}
+FEEDBACK: Is it time to change the oil? {bk11-l3a-f1-18-a.mp3}
PROMPT: Ellen's new car has a small engine. {bk11-l3a-f1-22-q.mp3}
ANSWER: c
-FEEDBACK: Repeat: Ellen's new car has a small engine. {bk11-l3a-f1-22-a.mp3}
+FEEDBACK: Ellen's new car has a small engine. {bk11-l3a-f1-22-a.mp3}
PROMPT: Sarah's car is getting a tune-up. {bk11-l3a-f1-23-q.mp3}
ANSWER: e
-FEEDBACK: Repeat: Sarah's car is getting a tune-up. {bk11-l3a-f1-23-a.mp3}
+FEEDBACK: Sarah's car is getting a tune-up. {bk11-l3a-f1-23-a.mp3}
+
# Source: LLA 3A Figure 1 (matching pass, second half)
-$SELECT Match the Picture: Service and Charges
+$SELECT Which Picture? — Noise, Parts, and Charges
ID: 3a-f1-c
-INTRO: Same game, six new pictures — noise, warm-ups, guarantees, and charges. Listen, tap the matching picture, then repeat the sentence.
-INSTRUCTION: Tap the picture that matches the sentence.
+INTRO: Six more sentences, six more pictures. Listen, tap, and repeat.
+INSTRUCTION: Tap the matching picture.
REPEAT
OPTION: g | noise {page_059_001.jpg}
@@ -126,32 +142,33 @@ OPTION: l | too {page_059_006.jpg}
PROMPT: Sam warms up his mother's car every morning. {bk11-l3a-f1-14-q.mp3}
ANSWER: h
-FEEDBACK: Repeat: Sam warms up his mother's car every morning. {bk11-l3a-f1-14-a.mp3}
+FEEDBACK: Sam warms up his mother's car every morning. {bk11-l3a-f1-14-a.mp3}
PROMPT: Carl needs some new parts for his motor. {bk11-l3a-f1-15-q.mp3}
ANSWER: k
-FEEDBACK: Repeat: Carl needs some new parts for his motor. {bk11-l3a-f1-15-a.mp3}
+FEEDBACK: Carl needs some new parts for his motor. {bk11-l3a-f1-15-a.mp3}
PROMPT: Barry's old car makes a lot of noise. {bk11-l3a-f1-19-q.mp3}
ANSWER: g
-FEEDBACK: Repeat: Barry's old car makes a lot of noise. {bk11-l3a-f1-19-a.mp3}
+FEEDBACK: Barry's old car makes a lot of noise. {bk11-l3a-f1-19-a.mp3}
PROMPT: Mike, change your shirt. That one's too dirty. {bk11-l3a-f1-20-q.mp3}
ANSWER: l
-FEEDBACK: Repeat: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-20-a.mp3}
+FEEDBACK: Mike, change your shirt. That one is too dirty. {bk11-l3a-f1-20-a.mp3}
PROMPT: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-21-q.mp3}
ANSWER: j
-FEEDBACK: Repeat: The mechanic doesn't charge much. To change a flat tire. {bk11-l3a-f1-21-a.mp3}
+FEEDBACK: The mechanic doesn't charge much to change a flat tire. {bk11-l3a-f1-21-a.mp3}
PROMPT: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-24-q.mp3}
ANSWER: i
-FEEDBACK: Repeat: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-24-a.mp3}
+FEEDBACK: The mechanic gave me a 90-day guarantee. {bk11-l3a-f1-24-a.mp3}
+
# Source: ST §What's That Noise?
$DIALOGUE What's That Noise? {st-page_085_001.jpg}
ID: l3-s1
-INTRO: Nell and Pat are driving, and the engine has developed a new sound. New sounds from an engine are rarely good news. Listen and repeat each line.
+INTRO: Nell and Pat are in Pat's car — and the engine has opinions. Listen to their conversation and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -165,15 +182,17 @@ Nell: Maybe it was cold. Did you let it warm up before you tried to drive the ca
Pat: Yes, I started the motor ten minutes before I left. I'm sure it got warm.
VOCAB: service
+VOCAB: to tune up
Nell: I think you should take your car to a garage or a gas station for service. A mechanic can repair the engine and tune it up for you.
Pat: That's a good idea. It hasn't had a tune-up in a long time. Maybe that will solve the problem.
+
# Source: ST §Pat's Car Stalls
-$SELECT Pat's Car: Check the Words
+$SELECT Check Your Understanding: Pat's Car
ID: l3-s2
-REFERENCE
-INTRO: Time to check the car words from Nell and Pat's conversation. Tap the correct meaning or completion for each one — the dialog is there if you need to look back.
+REFERENCE: l3-s1
+INTRO: Now some quick questions about the words in Nell and Pat's conversation. Tap the best answer — and open the dialog again if you need it.
INSTRUCTION: Tap the correct answer.
TEMPLATE: The car stalls.
@@ -216,36 +235,80 @@ OPTION: a | Their work is always good.
OPTION: b | Their prices are always low.
ANSWER: a
+$SESSION 3-2: At the Garage
+
+# Source: LLA 3A Figure 2 (dialogs)
+$DIALOGUE Two Short Conversations
+ID: 3a-f2
+INTRO: In this part you'll practice arranging repairs and talking about paying for them. First, warm up your ears with two short conversations — just listen.
+INSTRUCTION: Listen to the conversations.
+
+Man1: Hey, Jack, did you see Harry's new car? {bk11-l3a-f2-01.mp3}
+Jack: Yes, I did. {bk11-l3a-f2-02.mp3}
+Man1: It looks expensive. {bk11-l3a-f2-03.mp3}
+Jack: It was. {bk11-l3a-f2-04.mp3}
+Man1: Do you think he'll let us ride in it? {bk11-l3a-f2-05.mp3}
+
+Narrator: Listen to the second dialogue.
+
+Man1: Did you know that the Clarks are going to move next month? {bk11-l3a-f2-06.mp3}
+Man2: No, I didn't. {bk11-l3a-f2-07.mp3}
+Man1: Where are they going? {bk11-l3a-f2-08.mp3}
+Man2: They're moving to Florida. {bk11-l3a-f2-09.mp3}
+Man1: They're going to have a lot of warm weather. {bk11-l3a-f2-10.mp3}
+
+
+# Source: LLA 3A Figure 2 (questions)
+$PRODUCE Questions on the Conversations
+ID: 3a-f2-b
+REFERENCE: 3a-f2
+INTRO: Now answer a question about each conversation aloud, in a complete sentence.
+INSTRUCTION: Answer aloud in a complete sentence.
+INPUT: speak
+CHECK: llm
+SHOW_PROMPT
+RUBRIC: The learner must answer in a complete sentence based on the dialogue. Accept any phrasing that conveys the core facts of the model response.
+
+PROMPT: What does Harry have?
+RESPONSE: He has an expensive new car.
+
+PROMPT: Where are the Clarks going to move?
+RESPONSE: They're going to move to Florida.
+
+
# Source: ST §My Car Stalled Twice Today
-$DIALOGUE Calling Ace Garage
+$DIALOGUE My Car Stalled Twice Today
ID: l3-s3
-INTRO: Pat calls Ace Garage about her stalling car. Listen for how she asks what the work will cost and how she can pay — then repeat each line.
+INTRO: Pat took Nell's advice and is calling Ace Garage. Listen for how she asks about charges, credit, and the guarantee — then repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
Sam: Ace Garage, Sam speaking. Can I help you?
Pat: Yes, this is Ms. Jones. My car stalled twice this morning, and the engine's making a different kind of noise.
Sam: Bring it to the garage in the morning, Ms. Jones, and I'll check the engine and tune it up for you. Is anything else wrong?
+
Pat: Yes, as a matter of fact. The brakes don't feel right when I use them, and the car doesn't stop well.
Sam: I'll be glad to check the brakes, too.
-VOCAB: to charge | charge
+VOCAB: to charge
Pat: Thank you. I may not be able to pay for all of this work right away. Can you tell me how much you'll charge for it?
+
Sam: I won't know until I look at your car. I may need to replace some of the old parts in the engine or the brakes.
Pat: Will I be able to charge everything to my account?
VOCAB: credit
Sam: Yes, ma'am. Regular customers like you can always get credit. You can put the charges on your account or use a bank credit card.
+
Pat: Do you guarantee your work?
-Sam: I certainly do. I give all my customers a guarantee that's good for 30 days.
-LINE: When I fail to do a job right the first time, I repair the car again and don't charge the customer anything.
+Sam: I certainly do. I give all my customers a guarantee that's good for 30 days. When I fail to do a job right the first time, I repair the car again and don't charge the customer anything.
+
# Source: ST §Answer the Questions
-$PRODUCE Questions About the Repair Call
+$PRODUCE Questions About Pat's Call
ID: l3-s4
-REFERENCE
-INTRO: Now answer questions about Pat's call to the garage, in complete sentences. You can consult the dialog while you answer.
-INSTRUCTION: Answer each question in a complete sentence.
+REFERENCE: l3-s3
+INTRO: Answer these questions about Pat's call to the garage, aloud and in full sentences. The dialog is one tap away if your memory stalls too.
+INSTRUCTION: Answer aloud in a complete sentence.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -275,29 +338,34 @@ RESPONSE: Because he gives a 30-day guarantee.
PROMPT: What does Sam give his customers?
RESPONSE: He gives them a guarantee.
-$SESSION 3-2: At the Garage — Oil, Grease, and Credit
# Source: ST §An Oil Change and a Grease Job
$DIALOGUE An Oil Change and a Grease Job
ID: l3-s5
-INTRO: In this part you'll read about routine car care — oil changes and grease jobs — and practice the words for paying: charges, credit, and guarantees. First, meet Larry, a man who takes better care of his car than most of us. Just listen.
-INSTRUCTION: Listen to the paragraphs.
+INTRO: Here's a short reading about Larry, a man who changes his own oil — up to a point. Just listen and read along.
+INSTRUCTION: Read the paragraphs.
LINE: After he drives 3,000 miles, Larry changes the oil in his car. {st-page_089_001.jpg}
+
+VOCAB: to oil
LINE: He uses five or six quarts to oil the parts that move inside the engine. {st-page_089_001.jpg}
+
LINE: He knows that the oil is very important; the engine won't operate long without it. {st-page_089_001.jpg}
VOCAB: grease
LINE: Larry can change the oil in his car, but he has to ask a mechanic to grease the front end for him. {st-page_089_001.jpg}
+
LINE: The mechanic puts the car in the garage and raises it five or six feet from the floor. {st-page_089_001.jpg}
+
LINE: Then he puts grease inside all of the places that need it. {st-page_089_001.jpg}
+
# Source: ST §Answer About Larry's Car
$PRODUCE Questions About Larry's Car
ID: l3-s6
-REFERENCE
-INTRO: Answer the questions about Larry and his car in complete sentences. The reading is there to consult.
-INSTRUCTION: Answer each question aloud.
+REFERENCE: l3-s5
+INTRO: Now answer questions about Larry and his oil changes, aloud in full sentences. The reading is there if you need it.
+INSTRUCTION: Answer the questions about the reading aloud.
INPUT: speak
CHECK: llm
SHOW_PROMPT
@@ -321,25 +389,26 @@ RESPONSE: He has to ask a mechanic to grease the front end for him.
PROMPT: After he's raised the car, what does the mechanic do?
RESPONSE: He puts grease inside all of the places that need it.
-# Source: ST §Vocabulary Words
-$GRAMMAR Car Care Word Bank
-ID: l3-s7
-INTRO: Here's the lesson's word bank for car care and paying. Look it over and tap any word to hear it — you'll use these words in the next activity.
-These are the lesson's car-care and money words. Notice the verb and noun forms of the same word: you **charge** a purchase, and you pay the **charges**.
+# Source: ST §Vocabulary Words (word table)
+$GRAMMAR Words for Repairs and Paying
+ID: l3-s7
+INTRO: Here are the lesson's repair-and-payment words in one table. Some are nouns, some are verbs, and some are past forms — you'll pick the right one in the next activity.
+
+Many of this lesson's words work as both nouns and verbs — {a charge} / {she charges it}; {some grease} / {he greased it}; {a guarantee} / {the store guarantees them}.
| | | | |
|---|---|---|---|
-| {brake} | {credit} | {greased} | {oil} |
-| {charge} | {credited} | {guarantee} | {oiled} |
-| {charges} | {grease} | {guarantees} | {part} |
+| brake | credit | greased | oil |
+| charge | credited | grease | oiled |
+| charges | grease | guarantees | part |
# Source: ST §Complete the Sentences
$PRODUCE Use the Right Word
ID: l3-s8
-REFERENCE
-INTRO: Complete each sentence with the best word from the word bank. Type just the missing word — the bank is there to consult.
-INSTRUCTION: Type the missing word from the word bank.
+REFERENCE: l3-s7
+INTRO: Complete each sentence with a word from the table — type just the missing word. Watch the form: sometimes you need a verb, sometimes a past form.
+INSTRUCTION: Type the missing word from the table.
INPUT: type
CHECK: exact
@@ -391,151 +460,15 @@ TEMPLATE: Ray put some money in his checking account, but the bank ____ it to hi
RESPONSE: Ray put some money in his checking account, but the bank credited it to his savings account by mistake.
ACCEPT: credited
-# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing task based on spatial coordinate instructions; not expressible in the app format.
+# SKIPPED (book): ST Reading Skill "DRAW A PICTURE." — physical drawing task based on spatial
+# coordinate instructions; not expressible in the app format.
-# Source: LLA 3A Figure 2 (Dialog 1)
-$DIALOGUE Harry's New Car
-ID: 3a-f2
-INTRO: A short conversation between two friends about Harry's new car. Just listen.
-INSTRUCTION: Listen to the dialogue.
+$SESSION 3-3: "Too" + Adjective + "To"
-Man1: Hey, Jack, did you see Harry's new car? {bk11-l3a-f2-d1-01.mp3}
-Jack: Yes, I did. {bk11-l3a-f2-d1-02.mp3}
-Man1: It looks expensive. {bk11-l3a-f2-d1-03.mp3}
-Jack: It was. {bk11-l3a-f2-d1-04.mp3}
-Man1: Do you think he'll let us ride in it? {bk11-l3a-f2-d1-05.mp3}
-
-# Source: LLA 3A Figure 2 (Question 1)
-$PRODUCE Question: Harry's Car
-ID: 3a-f2-q1
-REFERENCE
-INTRO: Answer the question about the conversation in a complete sentence, then listen to the model answer.
-INSTRUCTION: Answer in a complete sentence.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key.
-
-PROMPT: What does Harry have?
-RESPONSE: He has an expensive new car. {bk11-l3a-f2-01-a.mp3}
-
-# Source: LLA 3A Figure 2 (Dialog 2)
-$DIALOGUE Moving to Florida
-ID: 3a-f2-b
-INTRO: One more short conversation — this time about the Clarks' big move. Just listen.
-INSTRUCTION: Listen to the dialogue.
-
-Man1: Did you know that the Clarks are going to move next month? {bk11-l3a-f2-d2-01.mp3}
-Man2: No, I didn't. {bk11-l3a-f2-d2-02.mp3}
-Man1: Where are they going? {bk11-l3a-f2-d2-03.mp3}
-Man2: They're moving to Florida. {bk11-l3a-f2-d2-04.mp3}
-LINE: They're going to have a lot of warm weather. {bk11-l3a-f2-d2-05.mp3}
-
-# Source: LLA 3A Figure 2 (Question 2)
-$PRODUCE Question: The Clarks
-ID: 3a-f2-q2
-REFERENCE
-INTRO: Answer the question about the conversation in a complete sentence, then listen to the model answer.
-INSTRUCTION: Answer in a complete sentence.
-INPUT: speak
-CHECK: llm
-SHOW_PROMPT
-RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key.
-
-PROMPT: Where are the Clarks going to move?
-RESPONSE: They're going to move to Florida. {bk11-l3a-f2-02-a.mp3}
-
-# Source: ST §My Car Stalled!
-$DIALOGUE Calling About Car Problems
-ID: l3-s20
-INTRO: Three phone calls to three garages, all with the same message: you fixed it, but it isn't fixed. Listen and repeat each line — this is exactly the call you may need to make someday.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Clerk: Bell Motors. Fred Waters speaking. {st-page_105_001.jpg}
-Customer: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. {st-page_105_001.jpg}
-Clerk: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. {st-page_105_001.jpg}
-Customer: Okay. I'll see you early tomorrow morning. {st-page_105_001.jpg}
-
-Narrator: The second call.
-Clerk: Speedy Engine Repair. May I help you?
-Customer: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem.
-Clerk: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning?
-Customer: Yes, I'll be there at 7:30. Thank you very much.
-
-Narrator: The third call.
-Mechanic: Evans and Sons. This is Jack. How may I help you?
-Customer: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil.
-Mechanic: I'm sorry to hear that, Ms. Flint. Bring it in again, and we'll fix it. Our work has a 90-day guarantee.
-Customer: Okay, thanks. I'll do that.
-
-$SESSION 3-3: Explaining with "Too"
-
-# Source: LLA 3C Figure 3 (Part 2)
-$DIALOGUE Too Cold, Too Hot
-ID: 3c-f3-b
-INTRO: New part, new tool: "too". When something is more than enough — too hot, too heavy, too late — "too" explains why things can't happen. Listen and repeat these short sentences.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: It's too cold. {bk11-l3c-f3-11.mp3}
-LINE: It's too hot. {bk11-l3c-f3-12.mp3}
-LINE: His shirt is too dirty. {bk11-l3c-f3-13.mp3}
-LINE: This jacket is too small. {bk11-l3c-f3-14.mp3}
-LINE: That box is too heavy. {bk11-l3c-f3-15.mp3}
-LINE: Those pants are too big. {bk11-l3c-f3-16.mp3}
-LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3}
-
-# Source: LLA 3C Figure 4
-$PRODUCE Why Not? Use "Too"
-ID: 3c-f4
-INPUT: type
-CHECK: llm
-INTRO: Look at the picture and listen to the statement. Then write one short sentence with "too" that explains it. The first one is done for you.
-INSTRUCTION: Write a sentence with "too".
-RUBRIC: The answer must be a short, logical sentence using "too" plus an adjective that explains the statement. Treat the model answer as the expected idea, but accept close alternatives with a sensible adjective (e.g., "It's too warm" for "It's too hot").
-
-EXAMPLE
-PROMPT: The children can't go outside. {page_068_001.jpg} {bk11-l3c-f4-01.mp3}
-RESPONSE: It's too cold.
-
-PROMPT: I can't buy this suit. {page_068_002.jpg} {bk11-l3c-f4-02.mp3}
-RESPONSE: It's too expensive.
-
-PROMPT: Jim, don't drink that coffee. {page_068_003.jpg} {bk11-l3c-f4-03.mp3}
-RESPONSE: It's too hot.
-
-PROMPT: Fred, don't buy that shirt. {page_068_004.jpg} {bk11-l3c-f4-04.mp3}
-RESPONSE: It's too small.
-
-PROMPT: We can't go to the movies now. {page_068_005.jpg} {bk11-l3c-f4-05.mp3}
-RESPONSE: It's too late.
-
-PROMPT: Janet, don't try to move that table. {page_068_006.jpg} {bk11-l3c-f4-06.mp3}
-RESPONSE: It's too heavy.
-
-# Source: LLA 3A Figure 3
-$DIALOGUE Combining Sentences with "Too ... To"
-ID: 3a-f3
-INTRO: Now hear two short sentences become one. "Max is too tall. He can't sleep in that bed." becomes "Max is too tall to sleep in that bed." Listen and repeat each set.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: Max is too tall. He can't sleep in that bed. Max is too tall to sleep in that bed. {bk11-l3a-f3-01.mp3}
-LINE: Sgt. Willis is too busy. He can't take a vacation. Sgt. Willis is too busy to take a vacation. {bk11-l3a-f3-02.mp3}
-LINE: Myra is too tired. She can't listen to any more problems. Myra is too tired to listen to any more problems. {bk11-l3a-f3-03.mp3}
-LINE: Freddy is too light. He can't play football. Freddy is too light to play football. {bk11-l3a-f3-04.mp3}
-LINE: It's too late. We can't worry about past mistakes. It's too late for us to worry about past mistakes. {bk11-l3a-f3-05.mp3}
-LINE: Rosanne isn't too nervous. She can take a test. Rosanne isn't too nervous to take a test. {bk11-l3a-f3-06.mp3}
-LINE: The captain was too sick. He couldn't come to class. The captain was too sick to come to class. {bk11-l3a-f3-07.mp3}
-LINE: Mary is too slow. She can't finish early. Mary is too slow to finish early. {bk11-l3a-f3-08.mp3}
-LINE: The coffee is too hot. He can't drink it. The coffee is too hot for him to drink. {bk11-l3a-f3-09.mp3}
-LINE: Chinese is not too difficult. They can learn it. Chinese is not too difficult for them to learn. {bk11-l3a-f3-10.mp3}
-
-# Source: ST §Grammar (Too + Predicate Adjective + To-Infinitive)
-$GRAMMAR Too + Adjective + To-Infinitive
+# Source: ST §Too + Predicate Adjective + To-Infinitive
+$GRAMMAR "Too" + Adjective + "To"
ID: l3-s15
-INTRO: Here's how "too" works with an adjective and a to-infinitive — too tired to drive, too hot to drink. Read the explanation and tap the examples to hear them.
+INTRO: In this part you'll learn to say why something can't happen: it's "too" hot, "too" heavy, "too" late. Here's how the pattern works.
One of the meanings of **too** is "more than enough". **Too** followed by an adjective and a to-infinitive means "more than is necessary for a particular purpose."
@@ -543,8 +476,6 @@ One of the meanings of **too** is "more than enough". **Too** followed by an adj
* {The test was too long for us to finish.} (We couldn't finish the test because it was longer than necessary.)
* {These shoes don't fit well. They're too tight.} (These shoes are tighter than they should be in order to fit well.)
-Notice where the "for + person" phrase goes when you need it:
-
| TOO + ADJECTIVE | (FOR + NOUN/PRONOUN) | INFINITIVE |
|---|---|---|
| Candy is **too sweet.** | | |
@@ -552,10 +483,52 @@ Notice where the "for + person" phrase goes when you need it:
| Carol was **too tired** | | to drive. |
| It'll be **too early** | for the children | to get up. |
+Notice the middle column: add {for me} or {for the children} when you need to say who the situation is too much for.
+
+# Source: LLA 3A Figure 3
+$DIALOGUE Combining Sentences with "Too ... To"
+ID: 3a-f3
+INTRO: Listen to how two sentences can be combined using "too" and "to". Repeat the sentences.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Max is too tall. He can't sleep in that bed. {bk11-l3a-f3-01a.mp3}
+LINE: Max is too tall to sleep in that bed. {bk11-l3a-f3-01b.mp3}
+
+LINE: Sgt. Willis is too busy. He can't take a vacation. {bk11-l3a-f3-02a.mp3}
+LINE: Sgt. Willis is too busy to take a vacation. {bk11-l3a-f3-02b.mp3}
+
+LINE: Myra is too tired. She can't listen to any more problems. {bk11-l3a-f3-03a.mp3}
+LINE: Myra is too tired to listen to any more problems. {bk11-l3a-f3-03b.mp3}
+
+LINE: Freddy is too light. {bk11-l3a-f3-04a-a.mp3}
+LINE: He can't play football. {bk11-l3a-f3-04a-b.mp3}
+LINE: Freddy is too light to play football. {bk11-l3a-f3-04b.mp3}
+
+LINE: It's too late. We can't worry about past mistakes. {bk11-l3a-f3-05a.mp3}
+LINE: It's too late for us to worry about past mistakes. {bk11-l3a-f3-05b.mp3}
+
+LINE: Rose Ann isn't too nervous. She can take a test. {bk11-l3a-f3-06a.mp3}
+LINE: Rose Ann isn't too nervous to take a test. {bk11-l3a-f3-06b.mp3}
+
+LINE: The captain was too sick. He couldn't come to class. {bk11-l3a-f3-07a.mp3}
+LINE: The captain was too sick to come to class. {bk11-l3a-f3-07b.mp3}
+
+LINE: Mary is too slow. She can't finish early. {bk11-l3a-f3-08a.mp3}
+LINE: Mary is too slow to finish early. {bk11-l3a-f3-08b.mp3}
+
+LINE: The coffee is too hot. He can't drink it. {bk11-l3a-f3-09a.mp3}
+LINE: The coffee is too hot for him to drink. {bk11-l3a-f3-09b.mp3}
+
+LINE: Chinese is not too difficult. {bk11-l3a-f3-10a-a.mp3}
+LINE: They can learn it. {bk11-l3a-f3-10a-b.mp3}
+LINE: Chinese is not too difficult for them to learn. {bk11-l3a-f3-10b.mp3}
+
+
# Source: ST §This Soup Is Too Hot to Eat!
-$DIALOGUE This Soup Is Too Hot to Eat!
+$DIALOGUE Reading: Too Hot, Too Heavy, Too Far
ID: l3-s16
-INTRO: Read these sentences. Notice where "too", "for", and the infinitive land in each one.
+INTRO: Here are more "too" sentences to read — no repeating this time. Notice where "for you" and "for him" fit in.
INSTRUCTION: Read the sentences.
LINE: It's too cold to go outside. The children must play inside. {st-page_100_001.jpg}
@@ -567,42 +540,53 @@ LINE: Is this chair too small to sit in?
LINE: Jim can't wear these slacks. They're too big.
LINE: Lt Rich is too angry to speak to Lt Ward.
+
# Source: LLA 3A Figure 4
-$PRODUCE Ask Questions with "Too ... To"
+$PRODUCE Make It a Question
ID: 3a-f4
-INTRO: Now you make the questions. Listen to a statement and a new cue word, ask a new question with "too ... to", then repeat the correct answer.
-INSTRUCTION: Ask the question using the cue.
+INTRO: Listen to a "too ... to" statement and a new cue word. Change the statement into a question using the cue. Then repeat the correct question.
+INSTRUCTION: Speak the new question.
INPUT: speak
CHECK: reveal
REPEAT
EXAMPLE
-PROMPT: Freddie is too light to play football. Tennis. {bk11-l3a-f4-ex-q.mp3}
+TEMPLATE: (tennis)
+PROMPT: Freddie is too light to play football. Tennis. {bk11-l3a-f4-ex.mp3}
RESPONSE: Is he too light to play tennis? {bk11-l3a-f4-ex-a.mp3}
+TEMPLATE: (watch TV)
PROMPT: The captain was too sick to come to class. Watch TV. {bk11-l3a-f4-01-q.mp3}
RESPONSE: Was he too sick to watch TV? {bk11-l3a-f4-01-a.mp3}
+TEMPLATE: (on time)
PROMPT: Mary is too slow to finish early. On time. {bk11-l3a-f4-02-q.mp3}
RESPONSE: Is she too slow to finish on time? {bk11-l3a-f4-02-a.mp3}
+TEMPLATE: (write letters)
PROMPT: Myra is too tired to listen to any more problems. Write letters. {bk11-l3a-f4-03-q.mp3}
RESPONSE: Is she too tired to write letters? {bk11-l3a-f4-03-a.mp3}
+TEMPLATE: (ride a bicycle)
PROMPT: Greg is too young to drive a car. Ride a bicycle. {bk11-l3a-f4-04-q.mp3}
RESPONSE: Is he too young to ride a bicycle? {bk11-l3a-f4-04-a.mp3}
+TEMPLATE: (learn something new)
PROMPT: It's too late to study for the test. Learn something new. {bk11-l3a-f4-05-q.mp3}
RESPONSE: Is it too late to learn something new? {bk11-l3a-f4-05-a.mp3}
+TEMPLATE: (Mark)
PROMPT: This book is too difficult for John to read. Mark. {bk11-l3a-f4-06-q.mp3}
RESPONSE: Is it too difficult for Mark to read? {bk11-l3a-f4-06-a.mp3}
+# SKIPPED (tape): LLA 3A Figure 5 — grid placement from spoken coordinates; spatial/physical
+# action, not convertible.
+
# Source: ST §The Meat Is Too Salty
-$PRODUCE Make Sentences with "Too"
+$PRODUCE Make a Sentence with "Too"
ID: l3-s17
-INTRO: Read each sentence, then make a new one using "too" and the word in parentheses. Say it aloud — the examples show the shape.
-INSTRUCTION: Read the sentence, then make another one. Use "too" and the word(s) in parentheses.
+INTRO: Read each sentence, then make a new one with "too" and the word in parentheses. Say it aloud, then check the model.
+INSTRUCTION: Say a new sentence using "too" and the cue.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -645,11 +629,12 @@ RESPONSE: It was too crowded.
PROMPT: I was able to finish the homework. (not difficult)
RESPONSE: It was not too difficult.
+
# Source: ST §Are You Going to the Gym? No, I'm Too Tired.
$PRODUCE Answer with "Too"
ID: l3-s18
-INTRO: Answer each question using "too" and the words in parentheses. Say the whole sentence aloud.
-INSTRUCTION: Answer the questions using "too" and the words in parentheses.
+INTRO: Now answer questions using "too" and the words in parentheses. Full sentences, please — you're not too tired for that.
+INSTRUCTION: Answer using "too" and the cue in parentheses.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -688,11 +673,47 @@ RESPONSE: Yes, it's too dark to see anything.
PROMPT: Is Ed still too young to get a driver's license? (yes, young)
RESPONSE: Yes, he's too young to get a license.
-# Source: LLA 3D Figure 6
-$SELECT Pick the Best Response
-ID: 3d-f6
-INTRO: Every good answer in this activity contains "too". Listen to the question and tap the response that fits best. The first one is a worked example.
-INSTRUCTION: Tap the correct response.
+
+# Source: LLA 3C Figure 3 (pronunciation pass)
+$DIALOGUE Pronunciation: "Too" Phrases
+ID: 3c-f3-b
+INTRO: A quick pronunciation pass. Listen and repeat these sentences using "too".
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: It's too cold. {bk11-l3c-f3-11.mp3}
+LINE: It's too hot. {bk11-l3c-f3-12.mp3}
+LINE: His shirt is too dirty. {bk11-l3c-f3-13.mp3}
+LINE: This jacket is too small. {bk11-l3c-f3-14.mp3}
+LINE: That box is too heavy. {bk11-l3c-f3-15.mp3}
+LINE: Those pants are too big. {bk11-l3c-f3-16.mp3}
+LINE: My hands were too greasy. {bk11-l3c-f3-17.mp3}
+
+
+# Source: LLA 3D Figure 6 (responses)
+$DIALOGUE Responses with "Too"
+ID: 3d-f6-a
+INTRO: Here are ten answers people give using "too". Listen to the responses and repeat them — you'll match them to their questions next.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: Not very well. I was too nervous. {bk11-l3d-f6-01.mp3}
+LINE: It's too dark in this room to see. {bk11-l3d-f6-02.mp3}
+LINE: I'm not sure, but I think it's too far to walk. {bk11-l3d-f6-03.mp3}
+LINE: No, it's too early to go home. {bk11-l3d-f6-04.mp3}
+LINE: No, she's too tall to be Jean. {bk11-l3d-f6-05.mp3}
+LINE: Yes, but it's too old to drink. {bk11-l3d-f6-06.mp3}
+LINE: I can't. It's too big for me to pick up. {bk11-l3d-f6-07.mp3}
+LINE: No thanks. The ice cream is too cold for me to eat. {bk11-l3d-f6-08.mp3}
+LINE: It was too awful to watch. {bk11-l3d-f6-09.mp3}
+LINE: Because John's news is almost too good to be true. {bk11-l3d-f6-10.mp3}
+
+
+# Source: LLA 3D Figure 6 (matching)
+$SELECT Match the Question to the Response
+ID: 3d-f6-b
+INTRO: Now listen to each question and tap the response that answers it best. You just practiced all ten — no pressure.
+INSTRUCTION: Tap the best response.
OPTION: 1 | Not very well; I was too nervous.
OPTION: 2 | It's too dark in this room to see.
@@ -706,45 +727,75 @@ OPTION: 9 | It was too awful to watch!
OPTION: 10 | Because John's news is almost too good to be true.
EXAMPLE
-PROMPT: How far is it to the library? {bk11-l3d-f6-01.mp3}
+PROMPT: How far is it to the library? {bk11-l3d-f6-ex-q.mp3}
ANSWER: 3
-PROMPT: How did you like the movie? {bk11-l3d-f6-02.mp3}
+PROMPT: How far is it to the library? {bk11-l3d-f6-11-q.mp3}
+ANSWER: 3
+
+PROMPT: How did you like the movie? {bk11-l3d-f6-12-q.mp3}
ANSWER: 9
-PROMPT: Is that woman in the parking lot Jean? {bk11-l3d-f6-03.mp3}
+PROMPT: Is that woman in the parking lot Jean? {bk11-l3d-f6-13-q.mp3}
ANSWER: 5
-PROMPT: Do you want some more dessert? {bk11-l3d-f6-04.mp3}
+PROMPT: Do you want some more dessert? {bk11-l3d-f6-14-q.mp3}
ANSWER: 8
-PROMPT: Where's the light? {bk11-l3d-f6-05.mp3}
+PROMPT: Where's the light? {bk11-l3d-f6-15-q.mp3}
ANSWER: 2
-PROMPT: How did you do on the exam? {bk11-l3d-f6-06.mp3}
+PROMPT: How did you do on the exam? {bk11-l3d-f6-16-q.mp3}
ANSWER: 1
-PROMPT: Are you ready to go? {bk11-l3d-f6-07.mp3}
+PROMPT: Are you ready to go? {bk11-l3d-f6-17-q.mp3}
ANSWER: 4
-PROMPT: Why are you so happy? {bk11-l3d-f6-08.mp3}
+PROMPT: Why are you so happy? {bk11-l3d-f6-18-q.mp3}
ANSWER: 10
-PROMPT: Is there any milk in the refrigerator? {bk11-l3d-f6-09.mp3}
+PROMPT: Is there any milk in the refrigerator? {bk11-l3d-f6-19-q.mp3}
ANSWER: 6
-PROMPT: Please hand me that box. {bk11-l3d-f6-10.mp3}
+PROMPT: Please hand me that box. {bk11-l3d-f6-20-q.mp3}
ANSWER: 7
-# SKIPPED (book): LLA 3A Figure 5 (punctuation grid placement) — spoken coordinate placement of symbols in a grid; no spatial interaction in the format.
+
+# Source: LLA 3C Figure 4
+$PRODUCE Give a Reason with "Too"
+ID: 3c-f4
+INPUT: type
+CHECK: llm
+INTRO: Look at each picture and listen to the statement. Write a response giving a reason using the word "too".
+INSTRUCTION: Write a sentence using "too".
+RUBRIC: The learner must write a sentence starting with "It's too..." or giving a valid reason using "too" based on the picture and statement. Examples: "It's too cold", "It's too expensive", etc.
+
+EXAMPLE
+PROMPT: The children can't go outside. {page_068_001.jpg} {bk11-l3c-f4-01.mp3}
+RESPONSE: It's too cold.
+
+PROMPT: I can't buy this suit. {page_068_002.jpg} {bk11-l3c-f4-02.mp3}
+RESPONSE: It's too expensive.
+
+PROMPT: Jim, don't drink that coffee. {page_068_003.jpg} {bk11-l3c-f4-03.mp3}
+RESPONSE: It's too hot.
+
+PROMPT: Fred, don't buy that shirt. {page_068_004.jpg} {bk11-l3c-f4-04.mp3}
+RESPONSE: It's too small.
+
+PROMPT: We can't go to the movies now. {page_068_005.jpg} {bk11-l3c-f4-05.mp3}
+RESPONSE: It's too late.
+
+PROMPT: Janet, don't try to move that table. {page_068_006.jpg} {bk11-l3c-f4-06.mp3}
+RESPONSE: It's too heavy.
$SESSION 3-4: Dissatisfied Customers
# Source: LLA 3B Figure 1
-$DIALOGUE Customer Words in Sentences
+$DIALOGUE Refunds, Exchanges, and Satisfaction — Words in Sentences
ID: 3b-f1
-INTRO: In this part you'll learn what to say when a purchase disappoints you: leaks, refunds, exchanges — and the difference between "satisfied", "unhappy", and "dissatisfied". Listen and repeat each word and sentence.
-INSTRUCTION: Listen and repeat each word and sentence.
+INTRO: In this part you'll learn the words unhappy customers need: refunds, exchanges, and being satisfied — or not. Listen to each sentence and repeat it.
+INSTRUCTION: Listen and repeat.
REPEAT
VOCAB: hose
@@ -777,115 +828,125 @@ LINE: The boys were unhappy when they lost the game. {page_063_001.jpg} {bk11-l3
VOCAB: dissatisfied
LINE: The customer is dissatisfied with the food. {page_063_002.jpg} {bk11-l3b-f1-11.mp3}
-# Source: LLA 3B Figure 1 (matching pass, first half — pool split to keep image options ≤ 6)
-$SELECT Match the Picture: Returns and Refunds
+
+# Source: LLA 3B Figure 1 (identify pass, split — image-option pool capped at 6)
+$SELECT Which Picture? — Refunds and Exchanges
ID: 3b-f1-b
-INTRO: Now match by ear. Tap the picture for each sentence you hear, then repeat it. This set covers hoses, leaks, and getting your money back.
-INSTRUCTION: Tap the matching picture.
+INTRO: Listen to each sentence and tap the picture it describes. Then repeat the sentence.
+INSTRUCTION: Tap the correct picture.
REPEAT
-OPTION: a | hose {page_062_001.jpg}
-OPTION: b | leak {page_062_002.jpg}
-OPTION: c | exchange {page_062_003.jpg}
-OPTION: d | refund {page_062_004.jpg}
-OPTION: e | give back {page_062_005.jpg}
-OPTION: f | credit {page_062_006.jpg}
+OPTION: a | A {page_062_001.jpg}
+OPTION: b | B {page_062_002.jpg}
+OPTION: c | C {page_062_003.jpg}
+OPTION: d | D {page_062_004.jpg}
+OPTION: e | E {page_062_005.jpg}
+OPTION: f | F {page_062_006.jpg}
-PROMPT: He is getting a refund. {bk11-l3b-f1-14-q.mp3}
+PROMPT: He is getting a refund. {bk11-l3b-f1-14.mp3}
ANSWER: d
-FEEDBACK: Repeat: He is getting a refund. {bk11-l3b-f1-14-a.mp3}
+FEEDBACK: He is getting a refund. {bk11-l3b-f1-14-fb.mp3}
-PROMPT: The faucet is leaking. {bk11-l3b-f1-16-q.mp3}
+PROMPT: The faucet is leaking. {bk11-l3b-f1-16.mp3}
ANSWER: b
-FEEDBACK: Repeat: The faucet is leaking. {bk11-l3b-f1-16-a.mp3}
+FEEDBACK: The faucet is leaking. {bk11-l3b-f1-16-fb.mp3}
-PROMPT: Which hose is for the garden? {bk11-l3b-f1-18-q.mp3}
+PROMPT: Which hose is for the garden? {bk11-l3b-f1-18.mp3}
ANSWER: a
-FEEDBACK: Repeat: Which hose is for the garden? {bk11-l3b-f1-18-a.mp3}
+FEEDBACK: Which hose is for the garden? {bk11-l3b-f1-18-fb.mp3}
-PROMPT: He wants to exchange the sweater. {bk11-l3b-f1-19-q.mp3}
+PROMPT: He wants to exchange the sweater. {bk11-l3b-f1-19.mp3}
ANSWER: c
-FEEDBACK: Repeat: He wants to exchange the sweater. {bk11-l3b-f1-19-a.mp3}
+FEEDBACK: He wants to exchange the sweater. {bk11-l3b-f1-19-fb.mp3}
-PROMPT: He won't give back the toy car. {bk11-l3b-f1-20-q.mp3}
+PROMPT: He won't give back the toy car. {bk11-l3b-f1-20.mp3}
ANSWER: e
-FEEDBACK: Repeat: He won't give back the toy car. {bk11-l3b-f1-20-a.mp3}
+FEEDBACK: He won't give back the toy car. {bk11-l3b-f1-20-fb.mp3}
-PROMPT: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21-q.mp3}
+PROMPT: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21.mp3}
ANSWER: f
-FEEDBACK: Repeat: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21-a.mp3}
+FEEDBACK: She didn't pay cash. She bought it on credit. {bk11-l3b-f1-21-fb.mp3}
-# Source: LLA 3B Figure 1 (matching pass, second half)
-$SELECT Match the Picture: Satisfied or Not
+
+# Source: LLA 3B Figure 1 (identify pass, second half)
+$SELECT Which Picture? — Service and Satisfaction
ID: 3b-f1-c
-INTRO: Five more pictures — service, grease, and three shades of unhappiness. Tap the match, then repeat the sentence.
-INSTRUCTION: Tap the matching picture.
+INTRO: Five more sentences about service and satisfaction. Listen, tap the picture, and repeat.
+INSTRUCTION: Tap the correct picture.
REPEAT
-OPTION: g | service {page_062_007.jpg}
-OPTION: h | grease {page_062_008.jpg}
-OPTION: i | satisfied {page_062_009.jpg}
-OPTION: j | unhappy {page_063_001.jpg}
-OPTION: k | dissatisfied {page_063_002.jpg}
+OPTION: g | G {page_062_007.jpg}
+OPTION: h | H {page_062_008.jpg}
+OPTION: i | I {page_062_009.jpg}
+OPTION: j | J {page_063_001.jpg}
+OPTION: k | K {page_063_002.jpg}
-PROMPT: Is he satisfied with John's work? {bk11-l3b-f1-12-q.mp3}
+PROMPT: Is he satisfied with John's work? {bk11-l3b-f1-12.mp3}
ANSWER: i
-FEEDBACK: Repeat: Is he satisfied with John's work? {bk11-l3b-f1-12-a.mp3}
+FEEDBACK: Is he satisfied with John's work? {bk11-l3b-f1-12-fb.mp3}
-PROMPT: Why is he dissatisfied with his food? {bk11-l3b-f1-13-q.mp3}
+PROMPT: Why is he dissatisfied with his food? {bk11-l3b-f1-13.mp3}
ANSWER: k
-FEEDBACK: Repeat: Why is he dissatisfied with his food? {bk11-l3b-f1-13-a.mp3}
+FEEDBACK: Why is he dissatisfied with his food? {bk11-l3b-f1-13-fb.mp3}
-PROMPT: Why are the football players unhappy? {bk11-l3b-f1-15-q.mp3}
+PROMPT: Why are the football players unhappy? {bk11-l3b-f1-15.mp3}
ANSWER: j
-FEEDBACK: Repeat: Why are the football players unhappy? {bk11-l3b-f1-15-a.mp3}
+FEEDBACK: Why are the football players unhappy? {bk11-l3b-f1-15-fb.mp3}
-PROMPT: The service here is excellent. {bk11-l3b-f1-17-q.mp3}
+PROMPT: The service here is excellent. {bk11-l3b-f1-17.mp3}
ANSWER: g
-FEEDBACK: Repeat: The service here is excellent. {bk11-l3b-f1-17-a.mp3}
+FEEDBACK: The service here is excellent. {bk11-l3b-f1-17-fb.mp3}
-PROMPT: Is that grease on his shirt? {bk11-l3b-f1-22-q.mp3}
+PROMPT: Is that grease on his shirt? {bk11-l3b-f1-22.mp3}
ANSWER: h
-FEEDBACK: Repeat: Is that grease on his shirt? {bk11-l3b-f1-22-a.mp3}
+FEEDBACK: Is that grease on his shirt? {bk11-l3b-f1-22-fb.mp3}
+
# Source: ST §Jim Bought a Hose That Leaked (Or Did It?)
$DIALOGUE Jim's Leaky Hose
ID: l3-s9
-INTRO: Jim bought a hose, and the hose had opinions about holding water. Listen to his story — there's a refund in it.
+INTRO: Here's the story of Jim, a hose, and a refund. Listen and follow along — the pictures tell the story too.
INSTRUCTION: Listen to the story.
Narrator: Jim bought a new hose for his yard at the U-Save Department Store yesterday. {st-page_094_001.jpg}
VOCAB: on sale
LINE: When he read the paper this morning, he saw that the same kind of hose was on sale at another store for four dollars less. {st-page_094_001.jpg}
+
LINE: He was unhappy because he paid the regular price for his hose, but he thought it was a good one. {st-page_094_001.jpg}
LINE: Later Jim fastened his new hose to an outside faucet and turned on the water. The hose leaked! {st-page_094_002.jpg}
+
LINE: He decided to go back to the U-Save Store and tell the clerk that he didn't need a hose with a leak in it. {st-page_094_002.jpg}
VOCAB: leaky
LINE: The clerk took the leaky hose and said, "I'll be happy to exchange this for another hose." {st-page_095_001.jpg}
+
LINE: When Jim told her that he didn't want to exchange it, she said, "Do you want me to credit your account with the cost of the hose?" {st-page_095_001.jpg}
+
LINE: He answered, "No, I'd like to get a refund." {st-page_095_001.jpg}
VOCAB: sales slip
LINE: "I can certainly give back your money," the clerk said. "Do you still have your sales slip?" {st-page_095_001.jpg}
+
LINE: After Jim showed it to her, she refunded his money. {st-page_095_001.jpg}
LINE: Then Jim went to Save-More and bought a hose exactly like the first one. {st-page_095_002.jpg}
LINE: He saved four dollars and was very pleased. {st-page_095_002.jpg}
+
LINE: He hurried home and tried his new hose. {st-page_095_002.jpg}
+
# Source: ST §Answer About the Story
$PRODUCE Questions About Jim's Hose
ID: l3-s10
-REFERENCE
-INTRO: Answer the questions about Jim and his hose in complete sentences. The story is there to consult — including the small mystery at the end.
-INSTRUCTION: Answer each question in a complete sentence.
+REFERENCE: l3-s9
+INTRO: Answer these questions about Jim's adventure aloud, in full sentences. The last one asks what you think — the story leaves it open.
+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). For the final "What do you think?" question, accept any reasoned yes-or-no answer.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). For the final opinion question, accept either yes or no with any brief reason.
PROMPT: What did Jim buy at U-Save yesterday?
RESPONSE: He bought a hose.
@@ -917,10 +978,11 @@ RESPONSE: He bought a hose exactly like the first one at Save-More.
PROMPT: What do you think? Did the first hose really leak?
RESPONSE: Yes, the first hose really leaked.
+
# Source: ST §Walter's Very Dissatisfied
$DIALOGUE Walter's Very Dissatisfied
ID: l3-s11
-INTRO: Willie is enjoying his lunch. Walter is not — there's grease, there's oil, and there's an uninvited guest in the salad. Listen and repeat each line.
+INTRO: Willie loves this restaurant. Walter's chicken is greasy, his salad is oily, and his salad has a passenger. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -949,13 +1011,13 @@ Willie: I think it's a fly. It's a big one, but it isn't moving. {st-page_097_00
VOCAB: satisfaction
Walter: That really doesn't give me much satisfaction. I'm ready to leave right now and never come back!
+
# Source: ST §True or False?
-$SELECT True or False: At the Restaurant
+$SELECT True or False: Walter's Meal
ID: l3-s12
-REFERENCE
-INTRO: True or false? Decide according to Willie and Walter's conversation — you can look back at it while you answer.
+REFERENCE: l3-s11
+INTRO: Decide whether each statement about Willie and Walter's lunch is true or false. Consult the dialog if you need it.
INSTRUCTION: Tap True or False.
-SHOW_PROMPT
OPTION: t | True
OPTION: f | False
@@ -983,24 +1045,25 @@ ANSWER: t
PROMPT: Walter felt better when he learned the fly wasn't moving.
ANSWER: f
-# Source: ST §Ray's vs Jay's
-$GRAMMAR Ray's vs. Jay's
+
+# Source: ST §Ray's vs Jay's (cue table)
+$GRAMMAR Two Restaurants: Ray's and Jay's
ID: l3-s13
-INTRO: Two restaurants, two very different experiences. Study this comparison chart — you'll make sentences from it in the next activity.
+INTRO: Here are notes comparing two restaurants — each has its good points and its problems. You'll use them to say what satisfies you and what doesn't.
| Ray's Restaurant | Jay's Restaurant |
|---|---|
-| 1. Good food | 2. Food too greasy |
-| 3. Waiters are slow | 4. Fast service |
-| 5. Always clean | 6. Sometimes see bugs |
-| 7. Different kinds of food | 8. Same food all the time |
-| 9. People not friendly | 10. People always friendly |
+| Good food | Food too greasy |
+| Waiters are slow | Fast service |
+| Always clean | Sometimes see bugs |
+| Different kinds of food | Same food all the time |
+| People not friendly | People always friendly |
# Source: ST §Express Satisfaction
$PRODUCE Satisfied or Dissatisfied?
ID: l3-s14
-REFERENCE
-INTRO: Make a sentence about each item from the chart, using "satisfied", "dissatisfied", or "unhappy". Say it aloud — the two examples show the pattern.
+REFERENCE: l3-s13
+INTRO: Make a sentence about each piece of information using "satisfied", "dissatisfied", or "unhappy". Say it aloud — the restaurant notes are there if you need them.
INSTRUCTION: Make a sentence using "satisfied", "dissatisfied", or "unhappy".
INPUT: speak
CHECK: llm
@@ -1038,28 +1101,219 @@ RESPONSE: I'm unhappy with Ray's because the people are not friendly.
TEMPLATE: People always friendly at Jay's.
RESPONSE: I'm satisfied because the people are always friendly at Jay's.
-$SESSION 3-5: Infinitives of Purpose
+$SESSION 3-5: Complaints and Role-Plays
-# Source: LLA 3B Figure 2
-$DIALOGUE Why We Do Things
-ID: 3b-f2
-INTRO: In this part you'll learn to say why people do things, using "to" plus a verb: he called to say hello. Listen to the sentences, notice the "to" phrase, and repeat each one.
-INSTRUCTION: Listen and repeat each sentence.
+# Source: LLA 3D Figure 2
+$DIALOGUE At the Restaurant: The Wrong Order
+ID: 3d-f2
+INTRO: In this part you'll practice complaining politely — and being the one who fixes the problem. First, a customer got chicken instead of chicken fried steak. Listen and repeat each line.
+INSTRUCTION: Listen and repeat each line.
REPEAT
-LINE: We go to the gym to play volleyball. {bk11-l3b-f2-01.mp3}
-LINE: Beverly stops to visit her aunt every day. {bk11-l3b-f2-02.mp3}
-LINE: Can I use a credit card to pay for this? {bk11-l3b-f2-03.mp3}
-LINE: Richard didn't come to borrow money. {bk11-l3b-f2-04.mp3}
-LINE: Henry went to Mexico to study Spanish. {bk11-l3b-f2-05.mp3}
-LINE: Roger called the office to make an appointment. {bk11-l3b-f2-06.mp3}
-LINE: Don't use your pen to mark your answer sheet. {bk11-l3b-f2-07.mp3}
-LINE: He called to say hello. {bk11-l3b-f2-08.mp3}
+Customer: Excuse me— {bk11-l3d-f2-01.mp3}
+Waiter: Yes, sir. {bk11-l3d-f2-02.mp3}
-# Source: ST §Grammar (Infinitive Phrase of Purpose)
-$GRAMMAR Infinitive Phrase of Purpose
+Customer: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
+Waiter: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
+
+Customer: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
+Waiter: Yes, sir. {bk11-l3d-f2-06.mp3}
+
+
+# Source: LLA 3D Figure 2 (role-play, waiter)
+$PRODUCE Be the Waiter
+ID: 3d-f2-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now you are the waiter. Listen to the customer and read the waiter's part aloud.
+INSTRUCTION: Read the waiter's lines aloud.
+
+PROMPT: Excuse me. {bk11-l3d-f2-07-c.mp3}
+TEMPLATE: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f2-02.mp3}
+
+PROMPT: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-08-c.mp3}
+TEMPLATE: Oh. I'm sorry. I'll take it back and get your steak.
+RESPONSE: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
+
+PROMPT: Thank you. And please hurry. {bk11-l3d-f2-09-c.mp3}
+TEMPLATE: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f2-06.mp3}
+
+
+# Source: LLA 3D Figure 3
+$PRODUCE Be the Customer at the Restaurant
+ID: 3d-f3
+INPUT: speak
+CHECK: reveal
+INTRO: Now let's change roles. You are the customer. Read the customer's part and listen to the waiter.
+INSTRUCTION: Read the customer's lines aloud.
+
+TEMPLATE: Excuse me.
+PROMPT: Yes, sir. {bk11-l3d-f3-01-w.mp3}
+RESPONSE: Excuse me— {bk11-l3d-f2-01.mp3}
+
+TEMPLATE: I didn't order chicken. I ordered chicken-fried steak.
+PROMPT: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f3-02-w.mp3}
+RESPONSE: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
+
+TEMPLATE: Thank you, and please hurry.
+PROMPT: Yes, sir. {bk11-l3d-f3-03-w.mp3}
+RESPONSE: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
+
+
+# Source: ST §There's a Fly in My Soup!
+$DIALOGUE There's a Fly in My Soup!
+ID: l3-s21
+INTRO: Three more restaurant complaints: a fly, salty soup, and a fork of questionable cleanliness. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Customer: Waiter, there's a fly in my soup! {st-page_107_001.jpg}
+Waiter: Oh, I'm sorry. I'll bring you another bowl. {st-page_107_001.jpg}
+Customer: Thank you. {st-page_107_001.jpg}
+
+Waiter: Is everything all right, sir?
+Customer: Well, the soup tastes a little too salty to me.
+Waiter: May I get you something else?
+Customer: No, don't bother. I don't have time to wait.
+
+Customer: Waiter!
+Waiter: Can I help you, sir?
+Customer: Would you mind bringing me another fork? This one looks dirty.
+Waiter: Certainly. I'm sorry, sir.
+Customer: Thank you.
+
+
+# Source: LLA 3D Figure 4
+$DIALOGUE At the Store: The Wrong Shirt
+ID: 3d-f4
+INTRO: Now to the store: a customer ordered a brown shirt and got a yellow one. Listen to the dialogue and repeat each line.
+INSTRUCTION: Listen and repeat each line.
+REPEAT
+
+Customer: Miss, can you help me? {bk11-l3d-f4-01.mp3}
+Clerk: Yes, sir. {bk11-l3d-f4-02.mp3}
+
+Customer: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
+Clerk: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
+
+Customer: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
+Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
+
+Customer: Thank you. {bk11-l3d-f4-07.mp3}
+Clerk: No problem. {bk11-l3d-f4-08.mp3}
+
+
+# Source: LLA 3D Figure 4 (role-play, clerk)
+$PRODUCE Be the Clerk
+ID: 3d-f4-b
+INPUT: speak
+CHECK: reveal
+INTRO: Now you are the clerk. Listen to the customer and read the clerk's lines aloud.
+INSTRUCTION: Read the clerk's lines aloud.
+
+PROMPT: Miss, can you help me? {bk11-l3d-f4-09-c.mp3}
+TEMPLATE: Yes, sir.
+RESPONSE: Yes, sir. {bk11-l3d-f4-02.mp3}
+
+PROMPT: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-10-c.mp3}
+TEMPLATE: The numbers are the same, sir.
+RESPONSE: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
+
+PROMPT: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-11-c.mp3}
+TEMPLATE: Oh! I see. I'll exchange this for you. Your shirt will be here in two days.
+RESPONSE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
+
+PROMPT: Thank you. {bk11-l3d-f4-12-c.mp3}
+TEMPLATE: No problem.
+RESPONSE: No problem. {bk11-l3d-f4-08.mp3}
+
+
+# Source: LLA 3D Figure 5
+$PRODUCE Be the Customer at the Store
+ID: 3d-f5
+INPUT: speak
+CHECK: reveal
+INTRO: Now change roles. You are the customer. Read the customer's part and listen to the clerk.
+INSTRUCTION: Read the customer's lines aloud.
+
+TEMPLATE: Miss, can you help me?
+PROMPT: Yes, sir. {bk11-l3d-f5-01-cl.mp3}
+RESPONSE: Miss, can you help me? {bk11-l3d-f4-01.mp3}
+
+TEMPLATE: I ordered a shirt from the catalog. This isn't the one I ordered.
+PROMPT: The numbers are the same, sir. {bk11-l3d-f5-02-cl.mp3}
+RESPONSE: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
+
+TEMPLATE: Yes, but I ordered brown. This shirt is yellow.
+PROMPT: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f5-03-cl.mp3}
+RESPONSE: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
+
+TEMPLATE: Thank you.
+PROMPT: No problem. {bk11-l3d-f5-04-cl.mp3}
+RESPONSE: Thank you. {bk11-l3d-f4-07.mp3}
+
+
+# Source: ST §I Want a Refund!
+$DIALOGUE I Want a Refund!
+ID: l3-s22
+INTRO: Three store conversations: a refund, an exchange, and a watch that isn't ready. Listen and repeat each line.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Clerk: Can I help you? {st-page_108_001.jpg}
+Customer: Yes, I'd like to return this shirt. It's too big. Here's my sales slip. {st-page_108_001.jpg}
+Clerk: All right. Do you want to exchange it, or do you want a refund? {st-page_108_001.jpg}
+Customer: I want a refund, please. {st-page_108_001.jpg}
+
+Clerk: May I help you?
+Customer: This jacket is too small. I want to exchange it.
+Clerk: Do you have your sales slip?
+Customer: Yes, here it is.
+Clerk: Good. I'll credit your account, and you can select another jacket.
+
+Clerk: Good afternoon. What can I do for you?
+Customer: I came to pick up my watch. I left it here last week.
+Clerk: What is your name, please?
+Customer: Johnson, Rick Johnson.
+Clerk: Let's see. Oh, here it is. I'm afraid it's not ready.
+Customer: They said to pick it up today. What's the problem?
+Clerk: We had to order a part for it, Mr. Johnson. I'm sure it will be ready by tomorrow afternoon.
+Customer: Okay, I'll come back tomorrow then.
+
+
+# Source: ST §My Car Stalled!
+$DIALOGUE Calling About Car Trouble
+ID: l3-s20
+INTRO: Finally, three phone calls to repair shops — the repair didn't take the first time. Notice how each customer explains the problem. Listen and repeat.
+INSTRUCTION: Listen and repeat the dialogs.
+REPEAT
+
+Clerk: Bell Motors. Fred Waters speaking. {st-page_105_001.jpg}
+Customer: Hello. This is Dave Green. I just had a tune-up, but my car still stalls. {st-page_105_001.jpg}
+Clerk: We'd be glad to check it for you. Can you bring it in tomorrow? We're very busy today. {st-page_105_001.jpg}
+Customer: Okay. I'll see you early tomorrow morning. {st-page_105_001.jpg}
+
+Clerk: Speedy Engine Repair. May I help you?
+Customer: This is Mary Clark. One of your mechanics worked on my brakes yesterday, but I don't think he really fixed the problem.
+Clerk: We'll be glad to take another look at the brakes. Can you bring the car in early tomorrow morning?
+Customer: Yes, I'll be there at 7:30. Thank you very much.
+
+Mechanic: Evans and Sons. This is Jack. How may I help you?
+Customer: Jack, this is Jane Flint. I'm having the same trouble with my car. It's still leaking oil.
+Mechanic: I'm sorry to hear that, Ms. Flint. Bring it in again, and we'll fix it. Our work has a 90-day guarantee.
+Customer: Okay, thanks. I'll do that.
+
+# SKIPPED (book): ST "I'M DISSATISFIED..." / "THERE'S A PROBLEM." — open, co-constructed
+# role-play from prompts; no solo path in the current format.
+
+$SESSION 3-6: Infinitives of Purpose
+
+# Source: ST §Infinitive Phrase of Purpose
+$GRAMMAR The Infinitive of Purpose
ID: l3-s23
-INTRO: A short explanation of the infinitive of purpose — the "to" that answers "why?". Read it through and tap the examples to hear them.
+INTRO: In this part you'll learn to say why someone does something — with a simple "to" phrase after the verb.
An infinitive or infinitive phrase placed after a verb tells the reason for which something is done.
@@ -1074,10 +1328,27 @@ An infinitive or infinitive phrase placed after a verb tells the reason for whic
| Don't use a pen | **to mark** | the answer sheet. |
| Roger called | **to invite** | us to his party. |
+# Source: LLA 3B Figure 2
+$DIALOGUE Sentences with a Purpose
+ID: 3b-f2
+INTRO: Listen to the sentences and repeat them. Notice how the "to" phrase explains why an action happened.
+INSTRUCTION: Listen and repeat.
+REPEAT
+
+LINE: We go to the gym to play volleyball. {bk11-l3b-f2-01.mp3}
+LINE: Beverly stops to visit her aunt every day. {bk11-l3b-f2-02.mp3}
+LINE: Can I use a credit card to pay for this? {bk11-l3b-f2-03.mp3}
+LINE: Richard didn't come to borrow money. {bk11-l3b-f2-04.mp3}
+LINE: Henry went to Mexico to study Spanish. {bk11-l3b-f2-05.mp3}
+LINE: Roger called the office to make an appointment. {bk11-l3b-f2-06.mp3}
+LINE: Don't use your pen to mark your answer sheet. {bk11-l3b-f2-07.mp3}
+LINE: He called to say hello. {bk11-l3b-f2-08.mp3}
+
+
# Source: ST §Terry Stopped at the BX to Exchange the Shirt.
-$DIALOGUE Terry Stopped at the BX to Exchange the Shirt
+$DIALOGUE Reading: Why Did They Do It?
ID: l3-s24
-INTRO: Read these sentences. Each one tells why somebody did something.
+INTRO: Read these sentences and find the purpose phrase in each one — no repeating needed.
INSTRUCTION: Read the sentences.
LINE: We didn't stay to watch all of the show.
@@ -1089,10 +1360,11 @@ LINE: Bill always stops to eat breakfast on his way to work.
LINE: Can I use a credit card to pay for my airline tickets?
LINE: Mike didn't come to borrow money; he came to pay a bill.
+
# Source: LLA 3B Figure 3
$SELECT Complete the Sentence
ID: 3b-f3
-INTRO: Listen to the first part of a sentence, then tap the purpose that completes it best. Repeat the full sentence when you hear it.
+INTRO: Listen to the first part of a sentence. Choose the phrase that completes it. Then repeat the full sentence.
INSTRUCTION: Tap the correct phrase.
REPEAT
@@ -1104,41 +1376,40 @@ OPTION: e | to live near the ocean.
OPTION: f | to wash her car.
OPTION: g | to drink a cup of coffee with her.
-EXAMPLE
-PROMPT: Neil went to the bank. {bk11-l3b-f3-ex-q.mp3}
+PROMPT: Neil went to the bank. {bk11-l3b-f3-01.mp3}
ANSWER: c
-FEEDBACK: Repeat: "Neil went to the bank to deposit his check." {bk11-l3b-f3-ex-a.mp3}
+FEEDBACK: Neil went to the bank to deposit his check. {bk11-l3b-f3-01-fb.mp3}
-PROMPT: Mrs. Adams paid Frank. {bk11-l3b-f3-01-q.mp3}
+PROMPT: Mrs. Adams paid Frank. {bk11-l3b-f3-02.mp3}
ANSWER: f
-FEEDBACK: Repeat: "Mrs. Adams paid Frank to wash her car." {bk11-l3b-f3-01-a.mp3}
+FEEDBACK: Mrs. Adams paid Frank to wash her car. {bk11-l3b-f3-02-fb.mp3}
-PROMPT: Ms. Johnson called the dentist. {bk11-l3b-f3-02-q.mp3}
+PROMPT: Ms. Johnson called the dentist. {bk11-l3b-f3-03.mp3}
ANSWER: b
-FEEDBACK: Repeat: "Ms. Johnson called the dentist to change her appointment." {bk11-l3b-f3-02-a.mp3}
+FEEDBACK: Ms. Johnson called the dentist to change her appointment. {bk11-l3b-f3-03-fb.mp3}
-PROMPT: Bob stops at his grandmother's house on the way to work. {bk11-l3b-f3-03-q.mp3}
+PROMPT: Bob stops at his grandmother's house on the way to work. {bk11-l3b-f3-04.mp3}
ANSWER: g
-FEEDBACK: Repeat: "Bob stops at his grandmother's house on the way to work to drink a cup of coffee with her." {bk11-l3b-f3-03-a.mp3}
+FEEDBACK: Bob stops at his grandmother's house on the way to work to drink a cup of coffee with her. {bk11-l3b-f3-04-fb.mp3}
-PROMPT: The students wanted to go outside. {bk11-l3b-f3-04-q.mp3}
+PROMPT: The students wanted to go outside. {bk11-l3b-f3-05.mp3}
ANSWER: a
-FEEDBACK: Repeat: "The students wanted to go outside to play soccer." {bk11-l3b-f3-04-a.mp3}
+FEEDBACK: The students wanted to go outside to play soccer. {bk11-l3b-f3-05-fb.mp3}
-PROMPT: The Jacksons moved to Miami. {bk11-l3b-f3-05-q.mp3}
+PROMPT: The Jacksons moved to Miami. {bk11-l3b-f3-06.mp3}
ANSWER: e
-FEEDBACK: Repeat: "The Jacksons moved to Miami to live near the ocean." {bk11-l3b-f3-05-a.mp3}
+FEEDBACK: The Jacksons moved to Miami to live near the ocean. {bk11-l3b-f3-06-fb.mp3}
-PROMPT: Laurie borrowed my book last week. She came over this morning. {bk11-l3b-f3-06-q.mp3}
+PROMPT: Laurie borrowed my book last week. She came over this morning. {bk11-l3b-f3-07.mp3}
ANSWER: d
-FEEDBACK: Repeat: "Laurie borrowed my book last week. She came over this morning to bring it back." {bk11-l3b-f3-06-a.mp3}
+FEEDBACK: Laurie borrowed my book last week. She came over this morning to bring it back. {bk11-l3b-f3-07-fb.mp3}
+
# Source: ST §Match the Sentence Halves
$SELECT Match the Sentence Halves
ID: l3-s25
-INTRO: Match each sentence beginning with the infinitive phrase that finishes it sensibly.
-INSTRUCTION: Tap the phrase that completes the sentence.
-
+INTRO: Same idea, this time reading: match each sentence beginning with the purpose phrase that fits it.
+INSTRUCTION: Tap the infinitive phrase that completes the sentence.
OPTION: a | to fix his car.
OPTION: b | to eat breakfast.
OPTION: c | to live in a big city.
@@ -1172,41 +1443,43 @@ ANSWER: c
TEMPLATE: Amn Barnes came to the dining hall
ANSWER: b
-# Source: ST §I Stopped to Pick Up My Mail. (speakers simplified for the two-voice cast)
-$DIALOGUE I Stopped to Pick Up My Mail
+
+# Source: ST §I Stopped to Pick Up My Mail.
+$DIALOGUE Short Dialogs: Purposes
ID: l3-s26
-INTRO: Eight quick exchanges, each one answering a "why" or "what for" question. Just listen.
-INSTRUCTION: Listen to the dialogs.
+INTRO: Eight quick exchanges — every answer explains a purpose. Read along as you listen.
+INSTRUCTION: Read the dialogs.
-Man1: Did you stop at the post office?
-Man2: Yes, I stopped to pick up my mail.
+Sam: Did you stop at the post office?
+Tim: Yes, I stopped to pick up my mail.
-Man1: Did you change the oil in your car?
-Man2: No, I paid Tony to change it for me.
+Tom: Did you change the oil in your car?
+Bob: No, I paid Tony to change it for me.
-Man1: Did you use this wrench?
-Man2: Yes, I used it to repair the faucet.
+George: Did you use this wrench?
+Kevin: Yes, I used it to repair the faucet.
-Man1: Did Shiela stay at home today?
-Man2: No, she went to the commissary to get some milk.
+Sandy: Did Shiela stay at home today?
+Sarah: No, she went to the commissary to get some milk.
-Man1: Did you talk to Alan last night?
-Man2: Yes, I called him to tell him about the game.
+Doug: Did you talk to Alan last night?
+Glen: Yes, I called him to tell him about the game.
-Man1: Is Dan coming here after dinner?
-Man2: Yes, he's coming to borrow my English book.
+Jim: Is Dan coming here after dinner?
+Vic: Yes, he's coming to borrow my English book.
-Man1: Did Ted move to Los Angeles?
-Man2: Yes, he moved to find a better job.
+Mike: Did Ted move to Los Angeles?
+Pete: Yes, he moved to find a better job.
+
+Kaye: Do you go to the library after class?
+Kyle: No, I usually go to the gym to work out.
-Man1: Do you go to the library after class?
-Man2: No, I usually go to the gym to work out.
# Source: ST §Why Are You Going to Florida?
-$PRODUCE Why Are You Going to Florida?
+$PRODUCE Answer with a Purpose
ID: l3-s27
-INTRO: Now you answer the "why" questions. Use the cue in parentheses to build an infinitive phrase of purpose, and say the full sentence aloud.
-INSTRUCTION: Answer the questions using the cue to form an infinitive phrase of purpose.
+INTRO: Answer each question aloud, using the cue in parentheses to make an infinitive phrase of purpose.
+INSTRUCTION: Answer using the cue to form a purpose phrase.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -1245,12 +1518,31 @@ RESPONSE: I paid the mechanic to tune up the engine.
PROMPT: Why is Sam moving to Los Angeles? (live with his brother)
RESPONSE: He's moving to live with his brother.
-$SESSION 3-6: The Suffix "-y"
+$SESSION 3-7: The Suffix "-y"
+
+# Source: ST §The Suffix -y
+$GRAMMAR The Suffix "-y"
+ID: l3-s28
+INTRO: In this part you'll turn nouns into adjectives with one little letter: "-y". Rain becomes "rainy", grease becomes "greasy" — Walter's chicken sends its regards.
+
+A suffix is a letter or group of letters added at the end of a word. When the suffix **-y** is added to a noun, the noun becomes an adjective which means "like", "full of", or "characterized by" something. When the noun ends with "-e," drop the "-e" before adding "-y."
+
+**Example:** {The water was soapy.} (The water was full of soap.)
+
+| Noun | Adjective | Noun | Adjective |
+|---|---|---|---|
+| cloud | cloud**y** | sun | sunn**y** |
+| fun | funn**y** | rain | rain**y** |
+| grease | greas**y** | salt | salt**y** |
+| ice | ic**y** | snow | snow**y** |
+| leak | leak**y** | soap | soap**y** |
+| noise | nois**y** | storm | storm**y** |
+| oil | oil**y** | water | water**y** |
# Source: LLA 3B Figure 5
-$DIALOGUE From Noun to Adjective
+$DIALOGUE Noun to Adjective: Listen and Repeat
ID: 3b-f5
-INTRO: In this part, one small letter does a lot of work: add "-y" to a noun and you get an adjective — salt becomes salty, noise becomes noisy. Listen and repeat each pair.
+INTRO: Now hear each pair from the table — the noun, then its "-y" adjective. Listen and repeat.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -1269,29 +1561,11 @@ LINE: Oil, oily. {bk11-l3b-f5-12.mp3}
LINE: Sun, sunny. {bk11-l3b-f5-13.mp3}
LINE: Water, watery. {bk11-l3b-f5-14.mp3}
-# Source: ST §The Suffix -y
-$GRAMMAR The Suffix "-y"
-ID: l3-s28
-INTRO: Here's how the suffix "-y" works — including what happens to a final "-e". Read it through.
-
-A suffix is a letter or group of letters added at the end of a word. When the suffix **-y** is added to a noun, the noun becomes an adjective which means "like", "full of", or "characterized by" something. When the noun ends with "-e," drop the "-e" before adding "-y."
-
-**Example:** {The water was soapy.} (The water was full of soap.)
-
-| Noun | Adjective | Noun | Adjective |
-|---|---|---|---|
-| cloud | cloud**y** | sun | sunn**y** |
-| fun | funn**y** | rain | rain**y** |
-| grease | greas**y** | salt | salt**y** |
-| ice | ic**y** | snow | snow**y** |
-| leak | leak**y** | soap | soap**y** |
-| noise | nois**y** | storm | storm**y** |
-| oil | oil**y** | water | water**y** |
# Source: ST §It's Noisy in the Dining Hall.
-$DIALOGUE It's Noisy in the Dining Hall
+$DIALOGUE Reading: "-y" Words in Sentences
ID: l3-s29
-INTRO: Read these sentence pairs — first the noun, then the "-y" adjective doing the same job.
+INTRO: Read these sentence pairs — each shows the noun first, then its "-y" adjective in action.
INSTRUCTION: Read the sentences.
LINE: There's a leak in the kitchen faucet. Can you fix a leaky faucet?
@@ -1301,58 +1575,60 @@ LINE: They had a lot of rain in Houston last weekend. West Texas doesn't have a
LINE: There was too much salt in the beans. Was the soup too salty?
LINE: We drove to New Orleans in a bad storm. I don't enjoy driving in stormy weather.
+
# Source: LLA 3B Figure 6
-$PRODUCE Answer with a "-y" Word
+$PRODUCE Answer with an "-y" Adjective
ID: 3b-f6
INPUT: speak
CHECK: reveal
-INTRO: Answer each question aloud with an adjective ending in "-y", following the yes-or-no cue on screen. Then repeat the correct answer.
-INSTRUCTION: Answer the question out loud, following the cue.
+INTRO: Listen to the question and the short answer cue. Answer aloud with a full sentence using the correct adjective. Then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
REPEAT
EXAMPLE
TEMPLATE: (yes)
-PROMPT: Does the soup have a lot of water in it? {bk11-l3b-f6-ex-q.mp3}
+PROMPT: Does the soup have a lot of water in it? Yes. {bk11-l3b-f6-ex-q.mp3}
RESPONSE: Yes, the soup is watery. {bk11-l3b-f6-ex-a.mp3}
TEMPLATE: (yes)
-PROMPT: Does this meat have a lot of salt on it? {bk11-l3b-f6-01-q.mp3}
+PROMPT: Does this meat have a lot of salt on it? Yes. {bk11-l3b-f6-01-q.mp3}
RESPONSE: Yes, this meat is salty. {bk11-l3b-f6-01-a.mp3}
TEMPLATE: (yes)
-PROMPT: Is there ice on the highways? {bk11-l3b-f6-02-q.mp3}
+PROMPT: Is there ice on the highways? Yes. {bk11-l3b-f6-02-q.mp3}
RESPONSE: Yes, the highways are icy. {bk11-l3b-f6-02-a.mp3}
TEMPLATE: (no)
-PROMPT: Was there a lot of rain last weekend? {bk11-l3b-f6-03-q.mp3}
+PROMPT: Was there a lot of rain last weekend? No. {bk11-l3b-f6-03-q.mp3}
RESPONSE: No, it wasn't rainy last weekend. {bk11-l3b-f6-03-a.mp3}
TEMPLATE: (yes)
-PROMPT: Do you have soap on your hands? {bk11-l3b-f6-04-q.mp3}
+PROMPT: Do you have soap on your hands? Yes. {bk11-l3b-f6-04-q.mp3}
RESPONSE: Yes, my hands are soapy. {bk11-l3b-f6-04-a.mp3}
TEMPLATE: (no)
-PROMPT: Is there a lot of noise in your apartment building? {bk11-l3b-f6-05-q.mp3}
+PROMPT: Is there a lot of noise in your apartment building? No. {bk11-l3b-f6-05-q.mp3}
RESPONSE: No, my apartment building isn't noisy. {bk11-l3b-f6-05-a.mp3}
TEMPLATE: (yes)
-PROMPT: Are there a lot of clouds in the sky? {bk11-l3b-f6-06-q.mp3}
+PROMPT: Are there a lot of clouds in the sky? Yes. {bk11-l3b-f6-06-q.mp3}
RESPONSE: Yes, the sky is cloudy. {bk11-l3b-f6-06-a.mp3}
TEMPLATE: (no)
-PROMPT: Is there grease on your French fries? {bk11-l3b-f6-07-q.mp3}
+PROMPT: Is there grease on your French fries? No. {bk11-l3b-f6-07-q.mp3}
RESPONSE: No, my French fries aren't greasy. {bk11-l3b-f6-07-a.mp3}
TEMPLATE: (yes)
-PROMPT: Is the sun shining today? {bk11-l3b-f6-08-q.mp3}
+PROMPT: Is the sun shining today? Yes. {bk11-l3b-f6-08-q.mp3}
RESPONSE: Yes, it's sunny today. {bk11-l3b-f6-08-a.mp3}
+
# Source: LLA 3C Figure 3
$PRODUCE Type the Missing "-y" Word
ID: 3c-f3
INPUT: type
CHECK: exact
-INTRO: Listen to the sentences and type the missing "-y" word that completes the second one. Then repeat the sentence.
+INTRO: Listen to the sentences and type the missing word on the line. Then listen to the spelling and repeat the correct sentence.
INSTRUCTION: Type the missing word.
REPEAT
@@ -1406,10 +1682,11 @@ TEMPLATE: His smile is bright like the sun. It's a ____ smile.
RESPONSE: It's a sunny smile. {bk11-l3c-f3-10-a.mp3}
ACCEPT: sunny
+
# Source: ST §How Was the Weather?
-$DIALOGUE How Was the Weather?
+$DIALOGUE The Jacksons' Trip
ID: l3-s30
-INTRO: The Jacksons drove across the country and sampled every kind of weather America offers. Just listen.
+INTRO: The Jacksons drove across the country and hit every kind of weather America offers. Listen to the paragraph.
INSTRUCTION: Listen to the paragraph.
Narrator: The Jacksons took a trip across the country. They started in California. It was very sunny. {st-page_118_001.jpg}
@@ -1417,36 +1694,39 @@ LINE: Then they got to Colorado. There it was snowy. Up in the mountains, the ro
LINE: When they got to the Midwest, it was stormy. {st-page_118_001.jpg}
LINE: Finally, they arrived in New York, and the weather was rainy. {st-page_118_001.jpg}
-# Source: new (gap: ST §How Was the Weather? — the book's follow-up questions were instructor-read and unprinted; recreated from the paragraph's facts)
-$PRODUCE Weather Across the Country
+
+# Source: new (gap: ST paragraph "How Was the Weather?" was followed only by unprinted
+# instructor questions; this retrieval pass replaces them)
+$PRODUCE How Was the Weather on the Trip?
ID: l3-s30-b
-REFERENCE
+REFERENCE: l3-s30
INPUT: speak
CHECK: llm
-INTRO: Now answer questions about the Jacksons' trip. Each answer needs a weather word ending in "-y" — the story is there if your memory of Colorado is foggy.
-INSTRUCTION: Answer with a "-y" weather word.
-RUBRIC: The correct place-weather pairing and the "-y" adjective are the point; accept any short sentence (or the adjective alone) with the right weather word from the model.
+INTRO: The book left the questions to a teacher, so we'll ask them here. Answer each one aloud with a full sentence and the right "-y" adjective — the paragraph is a tap away.
+INSTRUCTION: Answer aloud with a full sentence.
+RUBRIC: The "-y" weather adjective is the point — accept any full sentence that uses the correct adjective from the model; a wrong or missing adjective fails.
PROMPT: How was the weather in California?
-RESPONSE: It was very sunny.
+RESPONSE: It was sunny.
PROMPT: How was the weather in Colorado?
RESPONSE: It was snowy.
PROMPT: How were the roads up in the mountains?
-RESPONSE: They were very icy.
+RESPONSE: They were icy.
PROMPT: How was the weather in the Midwest?
RESPONSE: It was stormy.
-PROMPT: How was the weather when the Jacksons arrived in New York?
+PROMPT: How was the weather in New York?
RESPONSE: It was rainy.
+
# Source: ST §It Was Rainy Saturday.
$PRODUCE Change the Noun to an Adjective
ID: l3-s31
-INTRO: One last "-y" workout. Read each sentence, change the underlined noun to a "-y" adjective, and say the new sentence aloud.
-INSTRUCTION: Change the underlined noun to an adjective by adding the suffix "-y". Then say the new sentence aloud.
+INTRO: One last pass: change the underlined noun to an "-y" adjective and say the whole new sentence aloud.
+INSTRUCTION: Change the underlined noun to an adjective with "-y", then say the new sentence.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -1485,64 +1765,65 @@ RESPONSE: Is the soup too watery?
PROMPT: The French fries don't have a lot of *grease* on them.
RESPONSE: The French fries aren't very greasy.
-$SESSION 3-7: Stress, Messages, and Main Ideas
+$SESSION 3-8: Listening and Reading Skills
# Source: LLA 3B Figure 4
$SELECT Which Syllable Is Stressed?
ID: 3b-f4
-INTRO: This part trains your ear and your note-taking: syllable stress, phone messages, and finding the main idea. First, listen to each word and tap the number of the syllable with the strongest stress — then repeat the word.
-INSTRUCTION: Tap the stressed syllable.
+INTRO: This part sharpens your ears and your reading. First: listen to each word and decide which syllable receives the stress. Tap the number, then repeat the word.
+INSTRUCTION: Tap the number of the stressed syllable.
REPEAT
-OPTION: 1 | 1
-OPTION: 2 | 2
-OPTION: 3 | 3
-OPTION: 4 | 4
+OPTION: 1 | 1st syllable
+OPTION: 2 | 2nd syllable
+OPTION: 3 | 3rd syllable
+OPTION: 4 | 4th syllable
-PROMPT: cautious. {bk11-l3b-f4-01-q.mp3}
+PROMPT: cautious. Cautious. {bk11-l3b-f4-01.mp3}
ANSWER: 1
-FEEDBACK: Repeat: "cautious." {bk11-l3b-f4-01-a.mp3}
+FEEDBACK: cautious {bk11-l3b-f4-01-fb.mp3}
-PROMPT: become. {bk11-l3b-f4-02-q.mp3}
+PROMPT: become. Become. {bk11-l3b-f4-02.mp3}
ANSWER: 2
-FEEDBACK: Repeat: "become." {bk11-l3b-f4-02-a.mp3}
+FEEDBACK: become {bk11-l3b-f4-02-fb.mp3}
-PROMPT: connect. {bk11-l3b-f4-03-q.mp3}
+PROMPT: connect. Connect. {bk11-l3b-f4-03.mp3}
ANSWER: 2
-FEEDBACK: Repeat: "connect." {bk11-l3b-f4-03-a.mp3}
+FEEDBACK: connect {bk11-l3b-f4-03-fb.mp3}
-PROMPT: stomachache. {bk11-l3b-f4-04-q.mp3}
+PROMPT: stomachache. Stomachache. {bk11-l3b-f4-04.mp3}
ANSWER: 1
-FEEDBACK: Repeat: "stomachache." {bk11-l3b-f4-04-a.mp3}
+FEEDBACK: stomachache {bk11-l3b-f4-04-fb.mp3}
-PROMPT: emergency. {bk11-l3b-f4-05-q.mp3}
+PROMPT: emergency. Emergency. {bk11-l3b-f4-05.mp3}
ANSWER: 2
-FEEDBACK: Repeat: "emergency." {bk11-l3b-f4-05-a.mp3}
+FEEDBACK: emergency {bk11-l3b-f4-05-fb.mp3}
-PROMPT: temperature. {bk11-l3b-f4-06-q.mp3}
+PROMPT: temperature. Temperature. {bk11-l3b-f4-06.mp3}
ANSWER: 1
-FEEDBACK: Repeat: "temperature." {bk11-l3b-f4-06-a.mp3}
+FEEDBACK: temperature {bk11-l3b-f4-06-fb.mp3}
-PROMPT: steering wheel. {bk11-l3b-f4-07-q.mp3}
+PROMPT: steering wheel. Steering wheel. {bk11-l3b-f4-07.mp3}
ANSWER: 1
-FEEDBACK: Repeat: "steering wheel." {bk11-l3b-f4-07-a.mp3}
+FEEDBACK: steering wheel {bk11-l3b-f4-07-fb.mp3}
-PROMPT: crossing. {bk11-l3b-f4-08-q.mp3}
+PROMPT: crossing. Crossing. {bk11-l3b-f4-08.mp3}
ANSWER: 1
-FEEDBACK: Repeat: "crossing." {bk11-l3b-f4-08-a.mp3}
+FEEDBACK: crossing {bk11-l3b-f4-08-fb.mp3}
-PROMPT: slow down. {bk11-l3b-f4-09-q.mp3}
+PROMPT: slow down. Slow down. {bk11-l3b-f4-09.mp3}
ANSWER: 2
-FEEDBACK: Repeat: "slow down." {bk11-l3b-f4-09-a.mp3}
+FEEDBACK: slow down {bk11-l3b-f4-09-fb.mp3}
-PROMPT: ahead. {bk11-l3b-f4-10-q.mp3}
+PROMPT: ahead. Ahead. {bk11-l3b-f4-10.mp3}
ANSWER: 2
-FEEDBACK: Repeat: "ahead." {bk11-l3b-f4-10-a.mp3}
+FEEDBACK: ahead {bk11-l3b-f4-10-fb.mp3}
+
# Source: LLA 3C Figure 1
-$SELECT More Stress Practice
+$SELECT Which Syllable Is Stressed? — More Words
ID: 3c-f1
-INTRO: More stress practice, with some longer words this time. Tap the number of the stressed syllable, then repeat the word.
+INTRO: Ten more words for your stress-detecting ear. Listen and tap the number of the strongest syllable, then repeat.
INSTRUCTION: Tap the number of the stressed syllable.
REPEAT
@@ -1551,123 +1832,166 @@ OPTION: 2 | 2
OPTION: 3 | 3
OPTION: 4 | 4
-PROMPT: escalator. Escalator. {bk11-l3c-f1-01.mp3}
+PROMPT: Escalator. Escalator. {bk11-l3c-f1-01.mp3}
ANSWER: 1
-FEEDBACK: Repeat: escalator. {bk11-l3c-f1-01-a.mp3}
+FEEDBACK: Number 1 is 1: escalator. {bk11-l3c-f1-01-a.mp3}
-PROMPT: introduction. Introduction. {bk11-l3c-f1-02.mp3}
+PROMPT: Introduction. Introduction. {bk11-l3c-f1-02.mp3}
ANSWER: 3
-FEEDBACK: Repeat: introduction. {bk11-l3c-f1-02-a.mp3}
+FEEDBACK: Number 2 is 3: introduction. {bk11-l3c-f1-02-a.mp3}
-PROMPT: popular. Popular. {bk11-l3c-f1-03.mp3}
+PROMPT: Popular. Popular. {bk11-l3c-f1-03.mp3}
ANSWER: 1
-FEEDBACK: Repeat: popular. {bk11-l3c-f1-03-a.mp3}
+FEEDBACK: Number 3 is 1: popular. {bk11-l3c-f1-03-a.mp3}
-PROMPT: relative. Relative. {bk11-l3c-f1-04.mp3}
+PROMPT: Relative. Relative. {bk11-l3c-f1-04.mp3}
ANSWER: 1
-FEEDBACK: Repeat: relative. {bk11-l3c-f1-04-a.mp3}
+FEEDBACK: Number 4 is 1: relative. {bk11-l3c-f1-04-a.mp3}
-PROMPT: bicycle. Bicycle. {bk11-l3c-f1-05.mp3}
+PROMPT: Bicycle. Bicycle. {bk11-l3c-f1-05.mp3}
ANSWER: 1
-FEEDBACK: Repeat: bicycle. {bk11-l3c-f1-05-a.mp3}
+FEEDBACK: Number 5 is 1: bicycle. {bk11-l3c-f1-05-a.mp3}
-PROMPT: information. Information. {bk11-l3c-f1-06.mp3}
+PROMPT: Information. Information. {bk11-l3c-f1-06.mp3}
ANSWER: 3
-FEEDBACK: Repeat: information. {bk11-l3c-f1-06-a.mp3}
+FEEDBACK: Number 6 is 3: information. {bk11-l3c-f1-06-a.mp3}
-PROMPT: traffic. Traffic. {bk11-l3c-f1-07.mp3}
+PROMPT: Traffic. Traffic. {bk11-l3c-f1-07.mp3}
ANSWER: 1
-FEEDBACK: Repeat: traffic. {bk11-l3c-f1-07-a.mp3}
+FEEDBACK: Number 7 is 1: traffic. {bk11-l3c-f1-07-a.mp3}
-PROMPT: signature. Signature. {bk11-l3c-f1-08.mp3}
+PROMPT: Signature. Signature. {bk11-l3c-f1-08.mp3}
ANSWER: 1
-FEEDBACK: Repeat: signature. {bk11-l3c-f1-08-a.mp3}
+FEEDBACK: Number 8 is 1: signature. {bk11-l3c-f1-08-a.mp3}
-PROMPT: deposit. Deposit. {bk11-l3c-f1-09.mp3}
+PROMPT: Deposit. Deposit. {bk11-l3c-f1-09.mp3}
ANSWER: 2
-FEEDBACK: Repeat: deposit. {bk11-l3c-f1-09-a.mp3}
+FEEDBACK: Number 9 is 2: deposit. {bk11-l3c-f1-09-a.mp3}
-PROMPT: empty. Empty. {bk11-l3c-f1-10.mp3}
+PROMPT: Empty. Empty. {bk11-l3c-f1-10.mp3}
ANSWER: 1
-FEEDBACK: Repeat: empty. {bk11-l3c-f1-10-a.mp3}
+FEEDBACK: Number 10 is 1: empty. {bk11-l3c-f1-10-a.mp3}
-# Source: LLA 3C Figure 2 (Part 1)
-$DIALOGUE Phone Message for Major Parker
-ID: 3c-f2-d1
-INTRO: A clerk takes a phone message for Major Parker — and then delivers it. Listen to how the message changes shape when it's passed along.
-INSTRUCTION: Listen to the conversation.
-Clerk: Hello. {bk11-l3c-f2-01.mp3}
+# Source: LLA 3C Figure 2 (dialog 1)
+$DIALOGUE The Phone Message
+ID: 3c-f2-a
+INTRO: Listen to the conversation. Someone is taking a message for Major Parker.
+INSTRUCTION: Listen to the dialogue.
+
+PersonA: Hello. {bk11-l3c-f2-01.mp3}
Maj_Smith: Hello, Major Parker, please. {bk11-l3c-f2-02.mp3}
-Clerk: He's not here right now. May I take a message? {bk11-l3c-f2-03.mp3}
+PersonA: He's not here right now. May I take a message? {bk11-l3c-f2-03.mp3}
Maj_Smith: Yes, this is Major Smith. Please tell him that I'll meet him at the Officers' Club at 11:00 hours for lunch. {bk11-l3c-f2-04.mp3}
-Clerk: Okay. I'll tell him. {bk11-l3c-f2-05.mp3}
-Clerk: Major Parker, you had a call. {bk11-l3c-f2-06.mp3}
-Parker: Yes? Who was it? {bk11-l3c-f2-07.mp3}
-Clerk: It was Major Smith. He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-08.mp3}
+PersonA: Okay. I'll tell him. {bk11-l3c-f2-05.mp3}
+Narrator: (Later)
+PersonA: Major Parker, you had a call. {bk11-l3c-f2-06.mp3}
+Maj_Parker: Yes? Who was it? {bk11-l3c-f2-07.mp3}
+PersonA: It was Major Smith. He said to tell you that he'll meet you for lunch at 11:00 hours at the Officers' Club. {bk11-l3c-f2-08.mp3}
-# Source: LLA 3C Figure 2 (Question 1)
-$PRODUCE Check the Message: Lunch
-ID: 3c-f2-q1
-INPUT: type
+
+# Source: LLA 3C Figure 2 (question 1)
+$PRODUCE Question: The Phone Message
+ID: 3c-f2-a-q
+REFERENCE: 3c-f2-a
+INPUT: speak
CHECK: llm
-REFERENCE
-INTRO: Answer the question about the message in a complete sentence. You can review the conversation while you write.
-INSTRUCTION: Type your answer in a complete sentence.
-RUBRIC: The learner should indicate that Major Parker and Major Smith will eat lunch at the Officers' Club.
+INTRO: Answer one question about the message, aloud in a complete sentence. You can review the dialogue if you need to.
+INSTRUCTION: Answer aloud in a complete sentence.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
-TEMPLATE: Where will Major Parker and Major Smith eat lunch?
+PROMPT: Where will Major Parker and Major Smith eat lunch?
RESPONSE: They'll eat lunch at the Officers' Club. {bk11-l3c-f2-09.mp3}
-# Source: LLA 3C Figure 2 (Part 2)
-$DIALOGUE Phone Message for Jack
-ID: 3c-f2-d2
-INTRO: Another call, another message — this one between roommates. Listen.
-INSTRUCTION: Listen to the conversation.
+
+# Source: LLA 3C Figure 2 (dialog 2)
+$DIALOGUE The Math Book
+ID: 3c-f2-b
+INTRO: Listen to another conversation. Bob comes by to see Jack.
+INSTRUCTION: Listen to the dialogue.
Bob: Hi, Bob. Is Jack home? {bk11-l3c-f2-10.mp3}
-Roommate: No, he's not. He'll be back at 5:30. {bk11-l3c-f2-11.mp3}
+PersonB: No, he's not. He'll be back at 5:30. {bk11-l3c-f2-11.mp3}
Bob: Will you tell him that I need to borrow his math book? {bk11-l3c-f2-12.mp3}
-Roommate: Sure. I'll tell him to take it to your house this evening. {bk11-l3c-f2-13.mp3}
-Roommate: Jack, Bob came by. {bk11-l3c-f2-14.mp3}
+PersonB: Sure. I'll tell him to take it to your house this evening. {bk11-l3c-f2-13.mp3}
+Narrator: (Later)
+PersonB: Jack, Bob came by. {bk11-l3c-f2-14.mp3}
Jack: Oh, really? What did he want? {bk11-l3c-f2-15.mp3}
-Roommate: He said to tell you that he needs to borrow your math book. {bk11-l3c-f2-16.mp3}
+PersonB: He said to tell you that he needs to borrow your math book. {bk11-l3c-f2-16.mp3}
-# Source: LLA 3C Figure 2 (Question 2)
-$PRODUCE Check the Message: The Math Book
-ID: 3c-f2-q2
-INPUT: type
+
+# Source: LLA 3C Figure 2 (question 2)
+$PRODUCE Question: The Math Book
+ID: 3c-f2-b-q
+REFERENCE: 3c-f2-b
+INPUT: speak
CHECK: llm
-REFERENCE
-INTRO: Answer the question about the message in a complete sentence.
-INSTRUCTION: Type your answer in a complete sentence.
-RUBRIC: The learner should indicate that Bob needs to borrow Jack's math book.
+INTRO: One question about Bob's visit — answer aloud in a complete sentence.
+INSTRUCTION: Answer aloud in a complete sentence.
+RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact.
-TEMPLATE: What does Bob need to borrow from Jack?
+PROMPT: What does Bob need to borrow from Jack?
RESPONSE: He needs to borrow Jack's math book. {bk11-l3c-f2-17.mp3}
-# Source: LLA 3D Figure 1
-$PRODUCE What's the Main Idea?
-ID: 3d-f1
+
+# Source: LLA 3D Figure 1 (paragraph 1)
+$DIALOGUE Good Drivers
+ID: 3d-f1-p1
+INTRO: Now for main ideas. Listen to the first paragraph — afterwards you'll say what it's really about.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Good drivers must know many things. {bk11-l3d-f1-01.mp3}
+LINE: They need to learn the traffic laws, the speed limits, the highway signs, and the traffic signals. {bk11-l3d-f1-02.mp3}
+LINE: They need to learn how to drive in heavy traffic and in bad weather. {bk11-l3d-f1-03.mp3}
+LINE: They also need to know something about automobiles and how to care for them. {bk11-l3d-f1-04.mp3}
+
+
+# Source: LLA 3D Figure 1 (main idea 1)
+$PRODUCE Main Idea: Good Drivers
+ID: 3d-f1-a
+REFERENCE: 3d-f1-p1
INPUT: type
CHECK: llm
-LONGFORM
-INTRO: You'll hear a short paragraph. Type its main idea in one complete sentence — the big point, not the details.
+INTRO: Type the main idea of the paragraph in one complete sentence — the big point, not the details.
INSTRUCTION: Type the main idea in a complete sentence.
+RUBRIC: Accept answers that state good drivers must know or learn many things.
-PROMPT: Good drivers must know many things. They need to learn the traffic laws, the speed limits... {bk11-l3d-f1-01.mp3}
-RESPONSE: Good drivers need to know many things.
-RUBRIC: The learner must express the main idea that good drivers must know many things (e.g., "There are many things a good driver must know").
+TEMPLATE: What is the main idea?
+RESPONSE: Good drivers need to know many things. {bk11-l3d-f1-05.mp3}
+
+
+# Source: LLA 3D Figure 1 (paragraph 2)
+$DIALOGUE Regular Checkups
+ID: 3d-f1-p2
+INTRO: Now listen to the second paragraph. Same job afterwards: find the main idea.
+INSTRUCTION: Listen to the paragraph.
+
+LINE: Regular checkups are important. {bk11-l3d-f1-06.mp3}
+LINE: You shouldn't go to the doctor only when you're sick. {bk11-l3d-f1-07.mp3}
+LINE: A checkup when you're healthy tells you and your doctor that you're in good shape. {bk11-l3d-f1-08.mp3}
+LINE: Then, when you don't feel well, the doctor will know the things that might be wrong. {bk11-l3d-f1-09.mp3}
+LINE: You should have a complete physical examination every year. {bk11-l3d-f1-10.mp3}
+
+
+# Source: LLA 3D Figure 1 (main idea 2)
+$PRODUCE Main Idea: Regular Checkups
+ID: 3d-f1-b
+REFERENCE: 3d-f1-p2
+INPUT: type
+CHECK: llm
+INTRO: Type the main idea of this paragraph in one complete sentence.
+INSTRUCTION: Type the main idea in a complete sentence.
+RUBRIC: Accept answers that state you should get a complete checkup every year, or that regular physical exams are important.
+
+TEMPLATE: What is the main idea?
+RESPONSE: You should get a complete checkup every year. {bk11-l3d-f1-11.mp3}
-PROMPT: Regular checkups are important. You shouldn't go to the doctor only when you're sick... {bk11-l3d-f1-02.mp3}
-RESPONSE: You should get a complete checkup every year.
-RUBRIC: The learner must express the main idea that annual physical exams are important or that one should get a regular checkup.
# Source: ST §Topics, Main Ideas, and Titles
-$PRODUCE Titles, Topics, and Main Ideas
+$PRODUCE Topics, Main Ideas, and Titles
ID: l3-s19
-INTRO: Now do the same with your eyes. Read each paragraph, then write three things: a title, the topic, and the main idea in a complete sentence. The example shows the format.
-INSTRUCTION: Read the paragraph. Write a title, the topic, and the main idea.
+INTRO: Now do the whole job in writing: read each paragraph, then type a title, the topic, and the main idea. The first one is worked for you.
+INSTRUCTION: Type a title, the topic, and the main idea.
INPUT: type
CHECK: llm
LONGFORM
@@ -1686,10 +2010,11 @@ RESPONSE: Title: The Importance of Mechanics. Topic: mechanics. Main idea: Mecha
TEMPLATE: Credit cards are easy to get and to use, but they can cause problems. Sometimes people have too many credit cards and use them too often. They can charge almost everything. Department stores usually have their own credit cards, and many banks have cards, too. People can use them in stores, restaurants, garages, airports, hotels, and many other places. Some people put too much on their charge accounts and aren't able to pay for all of it when the bills come at the end of the month.
RESPONSE: Title: The Problem with Credit Cards. Topic: credit cards. Main idea: Credit cards are easy to use but can cause problems if people charge too much and cannot pay their bills.
+
# Source: ST §Which Summary Is the Best?
-$SELECT Pick the Best Summary
+$SELECT Which Summary Is the Best?
ID: l3-s32
-INTRO: Read each paragraph and tap the summary that captures it best — not just a true detail, but the whole point.
+INTRO: Read each paragraph and tap the summary that says the same thing in fewer words — not just a true detail, the whole point.
INSTRUCTION: Read the paragraph and tap the best summary.
EXAMPLE
@@ -1717,213 +2042,35 @@ OPTION: b | Ken took a vacation to Florida. He liked the ocean and the sunny wea
OPTION: c | Ken's trying to read his textbook, but he can't. The lesson isn't very interesting.
ANSWER: a
-$SESSION 3-8: Customer Service and Dictation
-
-# Source: LLA 3D Figure 2 (Part 1)
-$DIALOGUE At the Restaurant
-ID: 3d-f2
-INTRO: Last part — time to put the week together. You'll practice complaining politely in restaurants and stores, then finish with a dictation. First, a customer whose chicken is not the steak he ordered. Listen and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Customer: Excuse me— {bk11-l3d-f2-01.mp3}
-Waiter: Yes, sir. {bk11-l3d-f2-02.mp3}
-Customer: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
-Waiter: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
-Customer: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
-Waiter: Yes, sir. {bk11-l3d-f2-06.mp3}
-
-# Source: LLA 3D Figure 2 (Part 2)
-$PRODUCE You Are the Waiter
-ID: 3d-f2-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now you work here. Listen to the customer and read the waiter's part aloud.
-INSTRUCTION: Read the waiter's part aloud.
-
-PROMPT: Excuse me. {bk11-l3d-f2-07.mp3}
-TEMPLATE: Waiter: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f2-02.mp3}
-
-PROMPT: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-08.mp3}
-TEMPLATE: Waiter: Oh. I'm sorry. I'll take it back and get your steak.
-RESPONSE: Oh. I'm sorry. I'll take it back and get your steak. {bk11-l3d-f2-04.mp3}
-
-PROMPT: Thank you. And please hurry. {bk11-l3d-f2-09.mp3}
-TEMPLATE: Waiter: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f2-06.mp3}
-
-# Source: LLA 3D Figure 3
-$PRODUCE You Are the Customer (Restaurant)
-ID: 3d-f3
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Change roles: now you're the customer with the wrong order. Read the customer's part aloud and listen to the waiter.
-INSTRUCTION: Read the customer's part aloud.
-
-TEMPLATE: Customer: Excuse me.
-RESPONSE: Excuse me. {bk11-l3d-f2-01.mp3}
-
-PROMPT: Yes, sir. {bk11-l3d-f3-01.mp3}
-TEMPLATE: Customer: I didn't order chicken. I ordered chicken fried steak.
-RESPONSE: I didn't order chicken. I ordered chicken fried steak. {bk11-l3d-f2-03.mp3}
-
-PROMPT: Oh, I'm sorry. I'll take it back and get your steak. {bk11-l3d-f3-02.mp3}
-TEMPLATE: Customer: Thank you. And please hurry.
-RESPONSE: Thank you. And please hurry. {bk11-l3d-f2-05.mp3}
-
-# Source: ST §There's a Fly in My Soup!
-$DIALOGUE There's a Fly in My Soup!
-ID: l3-s21
-INTRO: Three short restaurant complaints, from the classic fly in the soup to a fork of questionable cleanliness. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Customer: Waiter, there's a fly in my soup! {st-page_107_001.jpg}
-Waiter: Oh, I'm sorry. I'll bring you another bowl. {st-page_107_001.jpg}
-Customer: Thank you. {st-page_107_001.jpg}
-
-Narrator: At another table.
-Waiter: Is everything all right, sir?
-Customer: Well, the soup tastes a little too salty to me.
-Waiter: May I get you something else?
-Customer: No, don't bother. I don't have time to wait.
-
-Narrator: And one more customer.
-Customer: Waiter!
-Waiter: Can I help you, sir?
-Customer: Would you mind bringing me another fork? This one looks dirty.
-Waiter: Certainly. I'm sorry, sir.
-Customer: Thank you.
-
-# Source: LLA 3D Figure 4 (Part 1)
-$DIALOGUE At the Store
-ID: 3d-f4
-INTRO: A customer ordered a brown shirt and got a yellow one. Listen to how the clerk fixes it, and repeat each line.
-INSTRUCTION: Listen and repeat each line.
-REPEAT
-
-Customer: Miss, can you help me? {bk11-l3d-f4-01.mp3}
-Clerk: Yes, sir. {bk11-l3d-f4-02.mp3}
-Customer: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
-Clerk: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
-Customer: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
-Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
-Customer: Thank you. {bk11-l3d-f4-07.mp3}
-Clerk: No problem. {bk11-l3d-f4-08.mp3}
-
-# Source: LLA 3D Figure 4 (Part 2)
-$PRODUCE You Are the Clerk
-ID: 3d-f4-b
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Now you're the clerk. Listen to the customer and respond aloud with the clerk's lines.
-INSTRUCTION: Read the clerk's part aloud.
-
-PROMPT: Miss, can you help me? {bk11-l3d-f4-09.mp3}
-TEMPLATE: Clerk: Yes, sir.
-RESPONSE: Yes, sir. {bk11-l3d-f4-02.mp3}
-
-PROMPT: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-10.mp3}
-TEMPLATE: Clerk: The numbers are the same, sir.
-RESPONSE: The numbers are the same, sir. {bk11-l3d-f4-04.mp3}
-
-PROMPT: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-11.mp3}
-TEMPLATE: Clerk: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days.
-RESPONSE: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f4-06.mp3}
-
-PROMPT: Thank you. {bk11-l3d-f4-12.mp3}
-TEMPLATE: Clerk: No problem.
-RESPONSE: No problem. {bk11-l3d-f4-08.mp3}
-
-# Source: LLA 3D Figure 5
-$PRODUCE You Are the Customer (Store)
-ID: 3d-f5
-REFERENCE
-INPUT: speak
-CHECK: reveal
-INTRO: Change roles one more time: you're the customer with the yellow shirt. Read the customer's part aloud and listen to the clerk.
-INSTRUCTION: Read the customer's part aloud.
-
-TEMPLATE: Customer: Miss, can you help me?
-RESPONSE: Miss, can you help me? {bk11-l3d-f4-01.mp3}
-
-PROMPT: Yes, sir. {bk11-l3d-f5-01.mp3}
-TEMPLATE: Customer: I ordered a shirt from the catalog. This isn't the one I ordered.
-RESPONSE: I ordered a shirt from the catalog. This isn't the one I ordered. {bk11-l3d-f4-03.mp3}
-
-PROMPT: The numbers are the same, sir. {bk11-l3d-f5-02.mp3}
-TEMPLATE: Customer: Yes, but I ordered brown. This shirt is yellow.
-RESPONSE: Yes, but I ordered brown. This shirt is yellow. {bk11-l3d-f4-05.mp3}
-
-PROMPT: Oh, I see. I'll exchange this for you. Your shirt will be here in 2 days. {bk11-l3d-f5-03.mp3}
-TEMPLATE: Customer: Thank you.
-RESPONSE: Thank you. {bk11-l3d-f4-07.mp3}
-
-# Source: ST §I Want a Refund!
-$DIALOGUE I Want a Refund!
-ID: l3-s22
-INTRO: Three more counter conversations: a refund, an exchange, and a watch that isn't ready. Listen and repeat each line.
-INSTRUCTION: Listen and repeat the dialogs.
-REPEAT
-
-Clerk: Can I help you? {st-page_108_001.jpg}
-Customer: Yes, I'd like to return this shirt. It's too big. Here's my sales slip. {st-page_108_001.jpg}
-Clerk: All right. Do you want to exchange it, or do you want a refund? {st-page_108_001.jpg}
-Customer: I want a refund, please. {st-page_108_001.jpg}
-
-Narrator: At another counter.
-Clerk: May I help you?
-Customer: This jacket is too small. I want to exchange it.
-Clerk: Do you have your sales slip?
-Customer: Yes, here it is.
-Clerk: Good. I'll credit your account, and you can select another jacket.
-
-Narrator: One more customer.
-Clerk: Good afternoon. What can I do for you?
-Customer: I came to pick up my watch. I left it here last week.
-Clerk: What is your name, please?
-Customer: Johnson, Rick Johnson.
-Clerk: Let's see. Oh, here it is. I'm afraid it's not ready.
-Customer: They said to pick it up today. What's the problem?
-Clerk: We had to order a part for it, Mr. Johnson. I'm sure it will be ready by tomorrow afternoon.
-Customer: Okay, I'll come back tomorrow then.
-
-# SKIPPED (book): ST "I'M DISSATISFIED..." / "THERE'S A PROBLEM." — open, co-constructed role-play from prompts (partner/instructor role, nothing scripted); not supported in the format.
# Source: LLA 3D Figure 7
-$PRODUCE Dictation: A Trip to the Mall
+$PRODUCE Dictation
ID: 3d-f7
INPUT: type
CHECK: exact
NORMALIZE: strict
LONGFORM
-INTRO: One last job: dictation. Listen to the story of Don's trip to the mall and type exactly what you hear — capitals and punctuation count. That's the lesson; may all your hoses hold water.
-INSTRUCTION: Type the sentence you hear.
+INTRO: Last activity of Lesson 3: dictation. Listen to each sentence and type exactly what you hear, punctuation and capitals included. Finish this and you've earned your refund — well done this week.
+INSTRUCTION: Type the sentence you hear with correct punctuation.
PROMPT: Don decided to go to the mall. {bk11-l3d-f7-01.mp3}
-RESPONSE: Don decided to go to the mall.
+RESPONSE: Don decided to go to the mall. {bk11-l3d-f7-01.mp3}
PROMPT: First, he went into the department store to look at sofas. {bk11-l3d-f7-02.mp3}
-RESPONSE: First, he went into the department store to look at sofas.
+RESPONSE: First, he went into the department store to look at sofas. {bk11-l3d-f7-02.mp3}
PROMPT: Then he went into the men's clothing store and bought 2 shirts and a pair of slacks. {bk11-l3d-f7-03.mp3}
-RESPONSE: Then he went into the men's clothing store and bought 2 shirts and a pair of slacks.
+RESPONSE: Then he went into the men's clothing store and bought 2 shirts and a pair of slacks. {bk11-l3d-f7-03.mp3}
ACCEPT: Then he went into the men's clothing store and bought two shirts and a pair of slacks.
PROMPT: After that, he was hungry. {bk11-l3d-f7-04.mp3}
-RESPONSE: After that, he was hungry.
+RESPONSE: After that, he was hungry. {bk11-l3d-f7-04.mp3}
PROMPT: He went to the cafeteria for lunch. {bk11-l3d-f7-05.mp3}
-RESPONSE: He went to the cafeteria for lunch.
+RESPONSE: He went to the cafeteria for lunch. {bk11-l3d-f7-05.mp3}
PROMPT: His last stop was at the variety store. {bk11-l3d-f7-06.mp3}
-RESPONSE: His last stop was at the variety store.
+RESPONSE: His last stop was at the variety store. {bk11-l3d-f7-06.mp3}
PROMPT: He bought some cards, a pen, and some paper. {bk11-l3d-f7-07.mp3}
-RESPONSE: He bought some cards, a pen, and some paper.
-
-# SKIPPED (book): ST Writing Skill "LISTEN AND WRITE." — paragraph dictation with no printed text and no recorded stimulus; convertible later with chosen items + TTS.
+RESPONSE: He bought some cards, a pen, and some paper. {bk11-l3d-f7-07.mp3}
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diff --git a/book-11-lesson-4.module b/book-11-lesson-4.module
index c470fabe..0bf89b6d 100644
--- a/book-11-lesson-4.module
+++ b/book-11-lesson-4.module
@@ -1,13 +1,14 @@
$MODULE Book 11 · Lesson 4: That Was a Great Movie! {st-page_123_001.jpg}
FORMAT: 2
-DESCRIPTION: Talking about TV, movies, and restaurants; giving opinions and recommendations; past ability with "could"; indirect speech; prepositions of time; main-idea reading and listening practice.
+DESCRIPTION: Talking about television, movies, and restaurants — opinions and recommendations; past ability with "could"; reported speech with "told"; prepositions of time; finding the main idea.
TARGET_LANG_G: en
HOME_LANG_G: en
VOICE_DEFAULT: aoede | Clear, friendly American English narrator
+VOICE_INTRO: aoede | Warm, lightly witty teacher
VOICE_PROMPT: gacrux | Questions and cues, read clearly
VOICE_RESPONSE: schedar | Model answers, warm and clear
-VOICE: Valerie | gacrux | Female
-VOICE: Victor | achernar | Male
+VOICE: Victor | achernar | Male voice
+VOICE: Valerie | gacrux | Female voice
VOICE: Fred | achernar | Male speaker
VOICE: Fran | aoede | Female speaker
VOICE: Tim | achernar | Male speaker
@@ -15,51 +16,56 @@ VOICE: Jim | achird | Male speaker
VOICE: Annette | aoede | Female speaker
VOICE: Mr_Reed | achird | Male speaker
VOICE: Kenneth | achernar | Male speaker
-VOICE: Narrator | aoede | Narrator voice
VOICE: ID | achernar | speaker (auto)
+VOICE: Narrator | achird | speaker (auto)
$SESSION 4-1: Talking About Television
# Source: LLA 4A Figure 1
$DIALOGUE Television Words
ID: 4a-f1
-INTRO: In this lesson you'll learn to talk about TV, movies, and eating out — to say what things were like, what you "could" do, what people "told" you, and when things happen. First, words for talking about television. Listen and repeat each sentence.
-INSTRUCTION: Repeat each sentence.
+INTRO: In this lesson you'll learn to talk about television, movies, and eating out — what you liked, what you didn't, and why. First, some television words. Listen and repeat each sentence.
+INSTRUCTION: Repeat each word and sentence.
REPEAT
+LINE: Many people relax watching TV. {bk11-l4a-f1-01-a.mp3}
VOCAB: entertainment
-LINE: Many people relax watching TV. TV is entertainment for many people. {page_074_001.jpg} {bk11-l4a-f1-01.mp3}
+LINE: TV is entertainment for many people. {bk11-l4a-f1-01-b.mp3}
-VOCAB: channel
+VOCAB: channels
+LINE: There are many television channels. {bk11-l4a-f1-02-a.mp3}
VOCAB: variety
-LINE: There are many television channels. You can watch a variety of shows on them. {bk11-l4a-f1-02.mp3}
+LINE: You can watch a variety of shows on them. {bk11-l4a-f1-02-b.mp3}
-VOCAB: program
+VOCAB: programs
LINE: Some channels show children's programs on Saturday mornings. {page_074_002.jpg} {bk11-l4a-f1-03.mp3}
VOCAB: frightening
-LINE: Some programs are frightening. People become afraid when they watch them. {page_074_003.jpg} {bk11-l4a-f1-04.mp3}
+LINE: Some programs are frightening. {page_074_003.jpg} {bk11-l4a-f1-04-a.mp3}
+LINE: People become afraid when they watch them. {page_074_003.jpg} {bk11-l4a-f1-04-b.mp3}
+LINE: Some programs are not interesting. {page_074_004.jpg} {bk11-l4a-f1-05-a.mp3}
VOCAB: boring
VOCAB: dull
-LINE: Some programs are not interesting. They're boring. They're dull. {page_074_004.jpg} {bk11-l4a-f1-05.mp3}
+LINE: They're boring. They're dull. {page_074_004.jpg} {bk11-l4a-f1-05-b.mp3}
VOCAB: funny
-VOCAB: to laugh
+VOCAB: laugh
LINE: Some programs are funny. We laugh while we watch them. {page_075_001.jpg} {bk11-l4a-f1-06.mp3}
-VOCAB: commercial
+VOCAB: commercials
LINE: Commercials try to sell you things on TV or radio. {page_075_002.jpg} {bk11-l4a-f1-07.mp3}
VOCAB: almost
LINE: Not everyone, but almost everyone, enjoys watching TV. {bk11-l4a-f1-08.mp3}
-# Source: LLA 4A Figure 1 (questions)
+# Source: LLA 4A Figure 1 (question pass)
$PRODUCE Questions About Television
ID: 4a-f1-b
+REFERENCE: 4a-f1
INPUT: speak
CHECK: reveal
-INTRO: Now answer questions about those sentences. Say your answer aloud, then repeat the correct one you hear.
+INTRO: Now answer questions about those sentences, aloud and in full sentences. Open the presentation again if you need it — then repeat the correct answer.
INSTRUCTION: Answer aloud with a full sentence.
REPEAT
@@ -67,16 +73,16 @@ PROMPT: What is television for many people? {bk11-l4a-f1-09-q.mp3}
RESPONSE: Television is entertainment for many people. {bk11-l4a-f1-09-a.mp3}
PROMPT: Does television show only one kind of program? {bk11-l4a-f1-10-q.mp3}
-RESPONSE: Television shows a variety of programs. {bk11-l4a-f1-10-a.mp3}
+RESPONSE: No, it doesn't. Television shows a variety of programs.
PROMPT: When do some channels show children's programs? {bk11-l4a-f1-11-q.mp3}
RESPONSE: Some channels show children's programs on Saturday mornings. {bk11-l4a-f1-11-a.mp3}
PROMPT: Is a program that makes you be afraid a funny program? {bk11-l4a-f1-12-q.mp3}
-RESPONSE: Frightening programs cause people to be afraid. {bk11-l4a-f1-12-a.mp3}
+RESPONSE: No, it isn't. Frightening programs cause people to be afraid. They frighten people.
PROMPT: Are all the programs on television interesting? {bk11-l4a-f1-13-q.mp3}
-RESPONSE: Some programs are boring. {bk11-l4a-f1-13-a.mp3}
+RESPONSE: No, they aren't. Some programs are boring.
PROMPT: What kind of programs make us laugh? {bk11-l4a-f1-14-q.mp3}
RESPONSE: Funny programs make us laugh. {bk11-l4a-f1-14-a.mp3}
@@ -90,7 +96,7 @@ RESPONSE: Yes, you can hear commercials on the radio. {bk11-l4a-f1-16-a.mp3}
# Source: ST §I'm Never Too Busy to Watch a Movie!
$DIALOGUE I'm Never Too Busy to Watch a Movie! {st-page_125_001.jpg}
ID: l4-s1
-INTRO: Fred and Fran compare notes on free time. Fran spends half her evenings at the movies; Fred remembers having evenings once. Listen and repeat each line.
+INTRO: Fred and Fran compare their evenings: she spends half the week at the movies, and he's too busy for anything — or so he says. Listen and repeat each line.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -98,7 +104,7 @@ Fred: Do you go to a lot of movies?
VOCAB: frequently
VOCAB: as a matter of fact
-VOCAB: to spend
+VOCAB: spend
Fran: Yes, I go to the movies frequently. As a matter of fact, I spend two or three nights a week at the movies.
VOCAB: could
@@ -118,11 +124,10 @@ VOCAB: in fact
Fred: No, sometimes I play cards with my friends. In fact, they're coming to my house for a card game this Saturday night.
# Source: ST §Fran Frequently Spends the Evening at the Movies
-$SELECT Fran Frequently Spends the Evening at the Movies
+$SELECT Say It Another Way
ID: l4-s2
-INTRO: Now check the new words. Read each statement from the dialog and tap the sentence that means the same thing.
-INSTRUCTION: Tap the sentence with the same meaning.
-SHOW_PROMPT
+INTRO: Same ideas, different words. Listen to each statement about Fred and Fran, and tap the sentence that means the same thing.
+INSTRUCTION: Tap the correct answer.
PROMPT: Fran goes to the movies frequently.
OPTION: a | She goes often.
@@ -184,89 +189,100 @@ OPTION: a | It's true. They're really going to be there.
OPTION: b | It's not certain yet. They may not be there.
ANSWER: a
-# Source: LLA 4A Figure 3 (word list — pronunciation pass; sentence context follows in the conversation)
-$DIALOGUE Words from the Conversation
+# Source: LLA 4A Figure 3
+$DIALOGUE Valerie and Victor
ID: 4a-f3
-INTRO: Practice saying these words and phrases — you'll hear every one of them in the next conversation.
-INSTRUCTION: Repeat the words.
-REPEAT
+INTRO: Valerie and Victor are having the same conversation from the other side. Victor watches four or five hours of TV a night — his couch is never lonely. Just listen.
+INSTRUCTION: Listen to the conversation.
-LINE: spend {bk11-l4a-f3-01.mp3}
-LINE: as a matter of fact {bk11-l4a-f3-02.mp3}
-LINE: frequently {bk11-l4a-f3-03.mp3}
-LINE: wonderful
-LINE: recommend {bk11-l4a-f3-04.mp3}
-LINE: love
-LINE: great {bk11-l4a-f3-05.mp3}
-LINE: terrible {bk11-l4a-f3-06.mp3}
+Valerie: Do you spend much time in front of the television? {bk11-l4a-f3-01.mp3}
+Victor: Oh, yes. {bk11-l4a-f3-02.mp3}
-# Source: LLA 4A Figure 3 (conversation)
-$DIALOGUE Valerie and Victor Talk About TV
-ID: 4a-f3-b
-INTRO: Victor watches four or five hours of television a day and regrets nothing. Just listen to his conversation with Valerie.
-INSTRUCTION: Listen to the dialogue.
-
-Valerie: Do you spend much time in front of the television? {bk11-l4a-f3-07.mp3}
+LINE: As a matter of fact, I frequently watch TV 4 or 5 hours a day, and that's almost every night after work. {bk11-l4a-f3-03.mp3}
VOCAB: wonderful
-Victor: Oh yes! As a matter of fact, I frequently watch TV four or five hours a day. And that's almost every night after work. I think TV is wonderful. {bk11-l4a-f3-08.mp3}
+LINE: I think TV is wonderful. {bk11-l4a-f3-04.mp3}
-Valerie: I could do that before, but I can't now. I'm too busy. I have lots to do when I get home from work. {bk11-l4a-f3-09.mp3}
+Valerie: I could do that before, but I can't now. {bk11-l4a-f3-05.mp3}
+LINE: I'm too busy. {bk11-l4a-f3-06.mp3}
+LINE: I have lots to do when I get home from work. {bk11-l4a-f3-07.mp3}
-Victor: I think that when you enjoy something you can find time for it. {bk11-l4a-f3-10.mp3}
+Victor: I think that when you enjoy something, you can find time for it. {bk11-l4a-f3-08.mp3}
+
+Valerie: I guess you're right. {bk11-l4a-f3-09.mp3}
VOCAB: to recommend
-Valerie: I guess you're right. Do you recommend any programs? Which ones do you like to watch? {bk11-l4a-f3-11.mp3}
+LINE: Do you recommend any programs? {bk11-l4a-f3-10.mp3}
+LINE: Which ones do you like to watch? {bk11-l4a-f3-11.mp3}
+
+VOCAB: love
+Victor: I love the funny shows. {bk11-l4a-f3-12.mp3}
-VOCAB: to love
VOCAB: great
-VOCAB: terrible
-Victor: I love the funny shows. I think they are great because I like to laugh. I don't see many programs that I think are terrible. I guess I'm easily satisfied. {bk11-l4a-f3-12.mp3}
+LINE: I think they are great because I like to laugh. {bk11-l4a-f3-13.mp3}
-# Source: LLA 4A Figure 3 (questions)
-$PRODUCE Questions About the Conversation
-ID: 4a-f3-c
-REFERENCE
+VOCAB: terrible
+LINE: I don't see many programs that I think are terrible. {bk11-l4a-f3-14.mp3}
+LINE: I guess I'm easily satisfied. {bk11-l4a-f3-15.mp3}
+
+# Source: LLA 4A Figure 3 (question pass)
+$PRODUCE Questions About Valerie and Victor
+ID: 4a-f3-b
+REFERENCE: 4a-f3
+INTRO: Answer questions about Valerie and Victor aloud, in full sentences. Open the dialogue if you need it — then repeat the correct answer.
+INSTRUCTION: Answer aloud with a full sentence.
INPUT: speak
CHECK: reveal
-INTRO: Answer questions about Valerie and Victor aloud, then repeat the correct answer. The conversation is there if you need to check it.
-INSTRUCTION: Answer aloud with a full sentence.
REPEAT
-PROMPT: How many hours does Victor spend in front of the television? {bk11-l4a-f3-13-q.mp3}
-RESPONSE: He spends 4 or 5 hours a day. {bk11-l4a-f3-13-a.mp3}
+PROMPT: How many hours does Victor spend in front of the television? {bk11-l4a-f3-16-q.mp3}
+RESPONSE: He spends 4 or 5 hours a day. {bk11-l4a-f3-16-a.mp3}
-PROMPT: Does he watch television only once a week? {bk11-l4a-f3-14-q.mp3}
-RESPONSE: No. He watches TV frequently after work. {bk11-l4a-f3-14-a.mp3}
+PROMPT: Does he watch television only once a week? {bk11-l4a-f3-17-q.mp3}
+RESPONSE: No. He watches TV frequently after work. {bk11-l4a-f3-17-a.mp3}
-PROMPT: What does Victor think about television? {bk11-l4a-f3-15-q.mp3}
-RESPONSE: He thinks it's wonderful. {bk11-l4a-f3-15-a.mp3}
+PROMPT: What does Victor think about television? {bk11-l4a-f3-18-q.mp3}
+RESPONSE: He thinks it's wonderful. {bk11-l4a-f3-18-a.mp3}
-PROMPT: Does Valerie watch television frequently also? {bk11-l4a-f3-16-q.mp3}
-RESPONSE: No, she doesn't. She's too busy. {bk11-l4a-f3-16-a.mp3}
+PROMPT: Does Valerie watch television frequently also? {bk11-l4a-f3-19-q.mp3}
+RESPONSE: No, she doesn't. She's too busy. {bk11-l4a-f3-19-a.mp3}
-PROMPT: Which programs did Victor recommend? {bk11-l4a-f3-17-q.mp3}
-RESPONSE: He recommended the funny shows. {bk11-l4a-f3-17-a.mp3}
+PROMPT: Which programs did Victor recommend? {bk11-l4a-f3-20-q.mp3}
+RESPONSE: He recommended the funny shows. {bk11-l4a-f3-20-a.mp3}
-PROMPT: Why does Victor love funny shows? {bk11-l4a-f3-18-q.mp3}
-RESPONSE: Because he loves to laugh. {bk11-l4a-f3-18-a.mp3}
+PROMPT: Why does Victor love funny shows? {bk11-l4a-f3-21-q.mp3}
+RESPONSE: Because he loves to laugh. {bk11-l4a-f3-21-a.mp3}
-PROMPT: Does Victor see many terrible programs on television? {bk11-l4a-f3-19-q.mp3}
-RESPONSE: No, he doesn't think there are many terrible shows. {bk11-l4a-f3-19-a.mp3}
+PROMPT: Does Victor see many terrible programs on television? {bk11-l4a-f3-22-q.mp3}
+RESPONSE: No, he doesn't think there are many terrible shows. {bk11-l4a-f3-22-a.mp3}
-$SESSION 4-2: At the Movies — Opinions and Recommendations
+# Source: ST §I Thought That Show Was Boring
+$DIALOGUE Talking About TV Programs
+ID: l4-s17
+INTRO: To finish this part, some short exchanges about TV programs — how to ask for an opinion and how to give one. Listen and repeat each exchange.
+INSTRUCTION: Listen and repeat the sentences.
+REPEAT
+
+LINE: What's your favorite TV program? I enjoy the old movies on Channel Three the best.
+LINE: What did you think of the eight o'clock movie? I thought that show was boring.
+LINE: Which TV schedule do you like to use? The one in the Times; it's easiest to read.
+LINE: Do you like to watch football on TV? Yes, but if you ask me, there're too many commercials.
+LINE: Which news program do you usually watch? Channel Two. They have more world news.
+LINE: What do you think of the Saturday children's shows? I feel some of them are too frightening.
+
+$SESSION 4-2: At the Movies
# Source: ST §Six Movie Theaters
$DIALOGUE Six Movie Theaters
ID: l4-s3
-INTRO: In this part you'll learn to say what a show is like — "funny", "frightening", "wonderful", "terrible" — and to recommend one. Start by reading the advertisements for six very different movies.
-INSTRUCTION: Read the advertisement for each theater.
+INTRO: This part is about movies — describing them and recommending them. Here are the ads for six theaters; each movie, naturally, is unforgettable. Read and listen.
+INSTRUCTION: Read the advertisement.
Narrator: THEATER 1: WHY CRY WHEN YOU CAN LAUGH? {st-page_128_001.jpg}
Narrator: Don't miss this very funny movie. You might be sad now, but you'll be happy when you watch this show! {st-page_128_001.jpg}
Narrator: THEATER 2: THEY NEVER CAME HOME. {st-page_128_002.jpg}
-VOCAB: to frighten
+VOCAB: frighten
Narrator: Here's a true story about a terrible accident. It will frighten everyone. After this, you may be afraid to drive. {st-page_128_002.jpg}
Narrator: THEATER 3: A FLIGHT AROUND THE WORLD {st-page_128_003.jpg}
@@ -276,23 +292,22 @@ Narrator: THEATER 4: THE GREAT MOUNTAIN {st-page_128_004.jpg}
Narrator: Watch two men climb one of the world's largest mountains. You'll never forget this show. It's great! {st-page_128_004.jpg}
Narrator: THEATER 5: MARK AND MARIA {st-page_128_005.jpg}
-VOCAB: love
Narrator: A Love Story. They want to marry, but he must leave. Now their love is strong. What will their feelings be when he returns? {st-page_128_005.jpg}
Narrator: THEATER 6: A BOY'S BEST FRIEND {st-page_128_006.jpg}
Narrator: Everyone will love the story of young Billy and Bowser, the big brown dog who followed him everywhere. {st-page_128_006.jpg}
NOTES: theater = a place or building for movies or other entertainment
-# Source: ST (questions on Six Movie Theaters)
-$PRODUCE Answer About the Movies
+# Source: ST §Answer About the Movies
+$PRODUCE Questions About the Movies
ID: l4-s4
-REFERENCE
+REFERENCE: l4-s3
+INTRO: Answer questions about the six movies aloud, in complete sentences. The ads are one tap away if you need to check a detail.
+INSTRUCTION: Answer the questions in complete sentences.
INPUT: speak
CHECK: llm
SHOW_PROMPT
-INTRO: Now answer questions about those six movies in complete sentences. The advertisements are there to check if you need them.
-INSTRUCTION: Answer aloud in a complete sentence.
-RUBRIC: Treat the model answer as the factual key; accept any complete sentence that expresses the same fact(s), in any natural phrasing.
+RUBRIC: Treat the model answer as the factual key; accept any complete sentence that gives the same fact, in any reasonable phrasing.
PROMPT: Are there different kinds of movies at the theaters?
RESPONSE: Yes, there are different kinds of movies at the theaters.
@@ -325,10 +340,10 @@ PROMPT: Will people really enjoy "A Boy's Best Friend"?
RESPONSE: Yes, everyone will love it.
# Source: LLA 4A Figure 5
-$DIALOGUE Don Loves the Movies
+$DIALOGUE Don's Great Love
ID: 4a-f5
-INTRO: Meet Don, a man with one great love: the movies. Listen and repeat each sentence about him.
-INSTRUCTION: Repeat each word and sentence.
+INTRO: Meet Don. His great love is not a person. Listen to the paragraph and repeat each sentence.
+INSTRUCTION: Listen and repeat.
REPEAT
LINE: Movies are Don's great love. {page_078_001.jpg} {bk11-l4a-f5-01.mp3}
@@ -341,46 +356,34 @@ VOCAB: entertaining
VOCAB: adventure
LINE: He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-04.mp3}
-# Source: LLA 4A Figure 5 (paragraph)
-$DIALOGUE Don Loves the Movies — the Whole Paragraph
-ID: 4a-f5-b
-INTRO: Now hear the whole paragraph about Don at once.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Movies are Don's great love. In fact, he spends many happy hours at the movies. He doesn't like movies that frighten him. He finds that adventure movies are the most entertaining ones. {page_078_001.jpg} {bk11-l4a-f5-05.mp3}
-
# Source: LLA 4A Figure 6
$SELECT True or False About Don
ID: 4a-f6
-REFERENCE: 4a-f5-b
-INTRO: Decide whether each statement about Don is true or false. The paragraph is there to check if you need it.
+INTRO: Now decide what's true about Don. Listen to each statement and tap True or False.
INSTRUCTION: Tap True or False.
-SHOW_PROMPT
+OPTION: t | True
+OPTION: f | False
PROMPT: Don likes to go to the movies. {bk11-l4a-f6-01-q.mp3}
-OPTION: t | True {bk11-l4a-f6-01-a.mp3}
-OPTION: f | False
ANSWER: t
+FEEDBACK: Don likes to go to the movies.
PROMPT: Don doesn't spend much time at the movies. {bk11-l4a-f6-02-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk11-l4a-f6-02-a.mp3}
ANSWER: f
+FEEDBACK: He does spend a lot of time at the movies.
PROMPT: Don's favorite movies are frightening movies. {bk11-l4a-f6-03-q.mp3}
-OPTION: t | True
-OPTION: f | False {bk11-l4a-f6-03-a.mp3}
ANSWER: f
+FEEDBACK: He doesn't like frightening movies.
PROMPT: Don feels that adventure movies are the most entertaining. {bk11-l4a-f6-04-q.mp3}
-OPTION: t | True {bk11-l4a-f6-04-a.mp3}
-OPTION: f | False
ANSWER: t
+FEEDBACK: He thinks that adventure movies are the most entertaining.
-# Source: ST §Do You Want to Hear a Great Story? (word-bank cloze recast as a select over the printed box)
-$SELECT Do You Want to Hear a Great Story?
+# Source: ST §Do You Want to Hear a Great Story? (printed word-bank cloze, recast with the bank as a shared option pool)
+$SELECT Choose the Right Word
ID: l4-s5
-INTRO: Here's the word box: "funny", "great", "variety", "love", "wonderful", "laugh", "terrible", "frightening". Pick the word that completes each sentence.
+INTRO: Time to use the new words. Each sentence is missing one word — tap the word from the bank that completes it. A couple of sentences accept more than one word; any correct choice counts.
INSTRUCTION: Tap the word that completes the sentence.
OPTION: a | funny
OPTION: b | great
@@ -434,7 +437,7 @@ FEEDBACK: Lakes Erie, Ontario, Michigan, Superior, and Huron are called the Grea
# Source: ST §Which Movie Do You Recommend?
$DIALOGUE Which Movie Do You Recommend? {st-page_131_001.jpg}
ID: l4-s6
-INTRO: Tim and Jim are trying to pick a movie. It takes them a while — one of them walked out of the last one. Listen and repeat each line.
+INTRO: Tim and Jim are trying to pick a movie that neither of them has already seen — or already walked out of. Listen and repeat the dialog.
INSTRUCTION: Listen and repeat the dialog.
REPEAT
@@ -446,7 +449,7 @@ Jim: No, it was boring. I got up and left before it was over. How about "Jaws 9"
Tim: My brother and I saw it Friday night.
-VOCAB: to feel
+VOCAB: feel
Jim: How did you feel about it? Was it dull?
Tim: No, it certainly wasn't. I felt it was exciting, and my brother thought it was frightening.
@@ -458,12 +461,11 @@ Tim: I think we ought to see "Hot Cars." My cousin saw it and told me it was ver
VOCAB: since
Jim: Then let's go. Since your cousin enjoyed it, I'm sure we will, too.
-# Source: ST §Can You Recommend a Good Restaurant?
-$SELECT Match Questions and Answers
+# Source: ST §Can You Recommend a Good Restaurant? (matching)
+$SELECT Match Question and Answer
ID: l4-s7
-INTRO: Seven questions, seven answers — match each question to the answer that fits it.
-INSTRUCTION: Tap the answer that fits the question.
-SHOW_PROMPT
+INTRO: Questions and answers got separated. Listen to each question and tap the answer that fits it.
+INSTRUCTION: Match the question to the correct answer.
OPTION: a | I felt that it was very difficult.
OPTION: b | Yes, I thought the hour would never end.
OPTION: c | Yes, Paul's Place always serves wonderful meals.
@@ -494,9 +496,9 @@ PROMPT: Did you think the class was boring?
ANSWER: b
# Source: ST §Was the Movie Interesting?
-$DIALOGUE Was the Movie Interesting? {st-page_145_001.jpg}
+$DIALOGUE Talking About Movies {st-page_145_001.jpg}
ID: l4-s15
-INTRO: Here's how people ask about a movie — and how they answer when it was great, dull, or two hours of their life they want back. Listen and repeat each exchange.
+INTRO: Six quick exchanges about movies — asking an opinion and giving one back. Listen and repeat each exchange.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
@@ -507,29 +509,14 @@ LINE: Did you see any good movies last week? Yes, I saw a very funny movie last
LINE: How was the movie? The music was good, but the story was boring.
LINE: Can you recommend a good movie? I thought the one at the Star was entertaining.
-# Source: ST §I Thought That Show Was Boring
-$DIALOGUE I Thought That Show Was Boring
-ID: l4-s17
-INTRO: Now the same kind of opinions, but about television. Listen and repeat each exchange.
-INSTRUCTION: Listen and repeat the sentences.
-REPEAT
+# SKIPPED (book): ST "THE MOVIE WAS BORING, BUT THE MUSIC WAS GOOD.", "HOW IS THE FOOD AT ALDO'S?", "WHAT DID YOU THINK OF THE GAME LAST NIGHT?" — open dialog-completion tasks; and ST role plays "WHAT DID YOU THINK OF THE SHOW?" / "WHAT DID YOU THINK OF THE MOVIE?" — open, co-constructed partner tasks with no solo path.
-LINE: What's your favorite TV program? I enjoy the old movies on Channel Three the best.
-LINE: What did you think of the eight o'clock movie? I thought that show was boring.
-LINE: Which TV schedule do you like to use? The one in the Times; it's easiest to read.
-LINE: Do you like to watch football on TV? Yes, but if you ask me, there're too many commercials.
-LINE: Which news program do you usually watch? Channel Two. They have more world news.
-LINE: What do you think of the Saturday children's shows? I feel some of them are too frightening.
-
-# SKIPPED (book): "THE MOVIE WAS BORING, BUT THE MUSIC WAS GOOD.", "HOW IS THE FOOD AT ALDO'S?", and "WHAT DID YOU THINK OF THE GAME LAST NIGHT?" — open, co-constructed dialog completion tasks; too unconstrained to grade solo.
-# SKIPPED (book): Function "WHAT DID YOU THINK OF THE SHOW?" and Listening Skill "WHAT DID YOU THINK OF THE MOVIE?" — partner role plays with no solo path.
-
-$SESSION 4-3: Eating Out
+$SESSION 4-3: A Night Out at a Restaurant
# Source: ST §Richard Roper Recommends Rosa's
$DIALOGUE Richard Roper Recommends Rosa's {st-page_136_001.jpg}
ID: l4-s9
-INTRO: In this part you'll learn to talk about restaurants — the food, the prices, the service, and the waiters you'd rather forget. Richard Roper reviews restaurants on TV. This week he found one he loved. Listen and read the story.
+INTRO: New scene: restaurants — good service, bad service, and the words for both. Richard Roper reviews restaurants on the Channel 35 news. This week he found a place he loves. Listen and read the story.
INSTRUCTION: Listen and read the story.
Narrator: Richard Roper is a reporter for Channel 35. He visits different restaurants every week; then he tells about them on the Wednesday evening news program. Here's this week's story:
@@ -537,11 +524,11 @@ NOTES: reporter = someone who writes news stories
Narrator: Hello again! I tried two restaurants last weekend. I was very satisfied with one and very unhappy with the other.
-VOCAB: to serve
+VOCAB: serve
VOCAB: reasonable
Narrator: The first place, Rosa's Restaurant, serves wonderful food at reasonable prices.
-VOCAB: to entertain
+VOCAB: entertain
Narrator: The most expensive lunch is only $5.95. Dinner costs more, of course, but in the evening Rosa entertains the customers with fine music.
VOCAB: dish
@@ -560,7 +547,7 @@ Narrator: I plan to eat there often.
# Source: ST §He Doesn't Recommend the Red Room
$DIALOGUE He Doesn't Recommend the Red Room {st-page_137_001.jpg}
ID: l4-s10
-INTRO: The second restaurant did not go as well. Richard survived, but his stomach filed a complaint. Listen and read the story.
+INTRO: And now the other restaurant. Richard did not enjoy the Red Room — and afterward, neither did his stomach. Listen and read.
INSTRUCTION: Listen and read the story.
VOCAB: terribly
@@ -593,10 +580,10 @@ Narrator: If you ask me, the restaurant's food caused it. I don't recommend the
VOCAB: plan
Narrator: When you want to go out for dinner, make plans to eat at a different restaurant.
-# Source: ST §The Waiter Served the Food Promptly
-$SELECT The Waiter Served the Food Promptly
+# Source: ST §The Waiter Served the Food Promptly (gapped stimuli recast as TEMPLATEs)
+$SELECT Restaurant Words in Action
ID: l4-s11
-INTRO: Now put the new words to work. Tap the word that completes each sentence.
+INTRO: Put the new words to work. Read each sentence and tap the word that completes it — then listen to the full sentence.
INSTRUCTION: Tap the word that completes the sentence.
TEMPLATE: A ____ noise woke us up in the middle of the night.
@@ -639,7 +626,7 @@ OPTION: a | thinks
OPTION: b | is sorry
OPTION: c | has heard
ANSWER: a
-FEEDBACK: Donna thinks that Dina's upset.
+FEEDBACK: Donna said, "If you ask me, Dina's upset about something." She thinks that Dina's upset.
TEMPLATE: After I watched that movie, I wanted to ask for a refund. It was ____ long and boring.
OPTION: a | loudly
@@ -669,30 +656,10 @@ OPTION: c | reasonably
ANSWER: b
FEEDBACK: Rhonda called Ron, but he wasn't there. Fifteen minutes later, he called her. He returned her call promptly.
-# Source: LLA 4B Figure 1 (word list — pronunciation pass; the words were taught in the readings above)
-$DIALOGUE Restaurant Words — Pronunciation
-ID: 11-l4b-f1
-INTRO: You've met all of these words now. Listen and repeat each one to sharpen your pronunciation before the next story.
-INSTRUCTION: Listen and repeat.
-REPEAT
-
-LINE: reasonable {bk11-l4b-f1-01.mp3}
-LINE: terribly {bk11-l4b-f1-02.mp3}
-LINE: entertainment {bk11-l4b-f1-03.mp3}
-LINE: loud {bk11-l4b-f1-04.mp3}
-LINE: promptly {bk11-l4b-f1-05.mp3}
-LINE: impolite {bk11-l4b-f1-06.mp3}
-LINE: served {bk11-l4b-f1-07.mp3}
-LINE: rude {bk11-l4b-f1-08.mp3}
-LINE: dish {bk11-l4b-f1-09.mp3}
-LINE: sharp {bk11-l4b-f1-10.mp3}
-LINE: dull {bk11-l4b-f1-11.mp3}
-LINE: if you ask me {bk11-l4b-f1-12.mp3}
-
# Source: LLA 4B Figure 1 (paragraph)
$DIALOGUE A New Restaurant
-ID: 11-l4b-f1-b
-INTRO: Frank and Peg tried a new restaurant last night. Their friends recommended it. Their friends were wrong. Listen and read along.
+ID: 4b-f1-b
+INTRO: Frank and Peg tried a new restaurant last night. It did not go well. Listen and read along.
INSTRUCTION: Listen and read along.
LINE: Frank and Peg went to a new restaurant last night. {bk11-l4b-f1-13.mp3}
@@ -713,11 +680,31 @@ LINE: They don't want to go there again. {bk11-l4b-f1-27.mp3}
LINE: As a matter of fact, Frank left a very small tip. {bk11-l4b-f1-28.mp3}
LINE: If you ask me, good service is more important than a cheap price. {bk11-l4b-f1-29.mp3}
+# Source: LLA 4B Figure 1 (word list — kept after the story as pronunciation reinforcement)
+$DIALOGUE Restaurant Words — Pronunciation
+ID: 4b-f1
+INTRO: Here are the key words from that story once more, one at a time, for pronunciation. Listen and repeat each word.
+INSTRUCTION: Listen and repeat each word.
+REPEAT
+
+LINE: reasonable {bk11-l4b-f1-01.mp3}
+LINE: terribly {bk11-l4b-f1-02.mp3}
+LINE: entertainment {bk11-l4b-f1-03.mp3}
+LINE: loud {bk11-l4b-f1-04.mp3}
+LINE: promptly {bk11-l4b-f1-05.mp3}
+LINE: impolite {bk11-l4b-f1-06.mp3}
+LINE: served {bk11-l4b-f1-07.mp3}
+LINE: rude {bk11-l4b-f1-08.mp3}
+LINE: dish {bk11-l4b-f1-09.mp3}
+LINE: sharp {bk11-l4b-f1-10.mp3}
+LINE: dull {bk11-l4b-f1-11.mp3}
+LINE: If you ask me. {bk11-l4b-f1-12.mp3}
+
# Source: LLA 4B Figure 2
$SELECT Questions About Frank and Peg
-ID: 11-l4b-f2
-REFERENCE: 11-l4b-f1-b
-INTRO: Now some questions about Frank and Peg's terrible evening. Tap the correct answer, then repeat it. The story is there to check if you need it.
+ID: 4b-f2
+REFERENCE: 4b-f1-b
+INTRO: Answer questions about Frank and Peg's evening: listen, tap the correct answer, then repeat it. The story is a tap away if you need it.
INSTRUCTION: Tap the correct answer.
REPEAT
@@ -778,9 +765,9 @@ ANSWER: b
FEEDBACK: Yes, but it was a small one. {bk11-l4b-f2-08-a.mp3}
# Source: ST §The Crossing Serves Good Vegetables
-$DIALOGUE The Crossing Serves Good Vegetables
+$DIALOGUE Talking About Restaurants
ID: l4-s16
-INTRO: To finish this part, practice recommending — and warning people about — restaurants. Listen and repeat each exchange.
+INTRO: To close this part, short exchanges about restaurants — recommending, complaining, and everything in between. Listen and repeat each exchange.
INSTRUCTION: Listen and repeat the sentences.
REPEAT
@@ -796,7 +783,9 @@ $SESSION 4-4: Could and Reported Speech
# Source: ST Grammar §Could as Past Ability
$GRAMMAR Could — Past Ability
ID: l4-s12
-INTRO: In this part, two ways of talking about the past. First: "can" is for now, "could" is for back then. Here's how to say what you were — or weren't — able to do.
+INTRO: In this part you'll learn two things: saying what people were able to do in the past with "could", and reporting what people said. First, "could".
+
+Use **could** for things you were able to do in the past, and **couldn't** for things you weren't able to do.
| | |
|---|---|
@@ -810,58 +799,27 @@ INTRO: In this part, two ways of talking about the past. First: "can" is for now
* {Could Henry repair the motor?}
{No, he couldn't. He didn't have the right tools.}
-# Source: LLA 4B Listening/Speaking
-$DIALOGUE Could and Couldn't — Examples
-ID: 11-l4b-ls1
-INTRO: Listen to these sentences with "could" and "couldn't" and repeat them. Notice that each one is about the past.
+# Source: LLA 4B, Listening and Speaking
+$DIALOGUE Could and Couldn't
+ID: 4b-ls1
+INTRO: Listen to sentences with "could" and "couldn't" — what was possible then, and what wasn't. Repeat each one.
INSTRUCTION: Listen and repeat.
REPEAT
-LINE: I couldn't enjoy the movie last night. I was too tired. {bk11-l4b-f2-ls-01.mp3}
-LINE: Bob couldn't watch TV last night. He was too busy. {bk11-l4b-f2-ls-02.mp3}
-LINE: They could drive to the lake for their vacation last year. They had a longer vacation last year. {bk11-l4b-f2-ls-03.mp3}
-LINE: They could recommend that place last year. It's not good anymore. {bk11-l4b-f2-ls-04.mp3}
-LINE: The mechanic couldn't fix my car this week. He didn't have the parts. {bk11-l4b-f2-ls-05.mp3}
-LINE: Jan couldn't record the tape this morning. She can do it now. {bk11-l4b-f2-ls-06.mp3}
-LINE: The little boy couldn't write his name last month. Now he can. {bk11-l4b-f2-ls-07.mp3}
-LINE: Ollie could speak English when he was a little boy. {bk11-l4b-f2-ls-08.mp3}
-
-# Source: LLA 4B Figure 3
-$PRODUCE Answer with Could and Couldn't
-ID: 11-l4b-f3
-INPUT: speak
-CHECK: reveal
-INTRO: Now you answer. Listen to a question and a short cue, answer in a full sentence with "could" or "couldn't", then repeat the correct answer.
-INSTRUCTION: Answer aloud with a full sentence.
-REPEAT
-
-EXAMPLE
-PROMPT: How far could you swim last year? 1 mile. {bk11-l4b-f3-ex-q.mp3}
-RESPONSE: Last year I could swim 1 mile. {bk11-l4b-f3-ex-a.mp3}
-
-PROMPT: How fast could you type before you took the class? 30 words per minute. {bk11-l4b-f3-01-q.mp3}
-RESPONSE: I could type 30 words per minute before I took the class. {bk11-l4b-f3-01-a.mp3}
-
-PROMPT: Could David describe the accident? No, too nervous. {bk11-l4b-f3-02-q.mp3}
-RESPONSE: No, he couldn't. He was too nervous. {bk11-l4b-f3-02-a.mp3}
-
-PROMPT: How far could he run 5 years ago? Not very far. {bk11-l4b-f3-03-q.mp3}
-RESPONSE: He couldn't run very far 5 years ago. {bk11-l4b-f3-03-a.mp3}
-
-PROMPT: Could you speak English last year? Yes, not well. {bk11-l4b-f3-04-q.mp3}
-RESPONSE: Yes, I could, but not very well. {bk11-l4b-f3-04-a.mp3}
-
-PROMPT: What could you do about his problem? Not anything. {bk11-l4b-f3-05-q.mp3}
-RESPONSE: I couldn't do anything about his problem. {bk11-l4b-f3-05-a.mp3}
-
-PROMPT: Could John operate the vending machine? Yes, working. {bk11-l4b-f3-06-q.mp3}
-RESPONSE: Yes, he could. The machine was working. {bk11-l4b-f3-06-a.mp3}
+LINE: I couldn't enjoy the movie last night. I was too tired. {bk11-l4b-f2-09.mp3}
+LINE: Bob couldn't watch TV last night. He was too busy. {bk11-l4b-f2-10.mp3}
+LINE: They could drive to the lake for their vacation last year. They had a longer vacation last year. {bk11-l4b-f2-11.mp3}
+LINE: They could recommend that place last year. It's not good anymore. {bk11-l4b-f2-12.mp3}
+LINE: The mechanic couldn't fix my car this week. He didn't have the parts. {bk11-l4b-f2-13.mp3}
+LINE: Jan couldn't record the tape this morning. She can do it now. {bk11-l4b-f2-14.mp3}
+LINE: The little boy couldn't write his name last month. Now he can. {bk11-l4b-f2-15.mp3}
+LINE: Ollie could speak English when he was a little boy. {bk11-l4b-f2-16.mp3}
# Source: ST §Could Janet Draw?
-$PRODUCE Could Janice Draw?
+$PRODUCE Could You Do It?
ID: l4-s13
-INTRO: More "could" practice, this time from the book. Answer each question aloud using the cue in parentheses.
-INSTRUCTION: Answer using the cue in parentheses.
+INTRO: Answer each question with "could" or "couldn't", using the cue in parentheses. Say the full answer aloud, then check the model.
+INSTRUCTION: Answer the questions using the cue in parentheses.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -900,11 +858,49 @@ RESPONSE: No, it was too late.
PROMPT: What could Ed remember about your conversation with him? (almost everything)
RESPONSE: He could remember almost everything.
+# Source: LLA 4B Figure 3
+$PRODUCE Answer with Could
+ID: 4b-f3
+INPUT: speak
+CHECK: reveal
+INTRO: Now the same pattern by ear. Read the question on the screen, then listen to it with a short hint and answer aloud in a complete sentence. Finally, repeat the correct answer.
+INSTRUCTION: Answer the question aloud based on the hint you hear.
+REPEAT
+
+EXAMPLE
+TEMPLATE: How far could you swim last year?
+PROMPT: How far could you swim last year? 1 mile. {bk11-l4b-f3-ex-q.mp3}
+RESPONSE: Last year I could swim 1 mile. {bk11-l4b-f3-ex-a.mp3}
+
+TEMPLATE: How fast could you type before you took the class?
+PROMPT: How fast could you type before you took the class? 30 words per minute. {bk11-l4b-f3-01-q.mp3}
+RESPONSE: I could type 30 words per minute before I took the class. {bk11-l4b-f3-01-a.mp3}
+
+TEMPLATE: Could David describe the accident?
+PROMPT: Could David describe the accident? No, too nervous. {bk11-l4b-f3-02-q.mp3}
+RESPONSE: No, he couldn't. He was too nervous. {bk11-l4b-f3-02-a.mp3}
+
+TEMPLATE: How far could he run five years ago?
+PROMPT: How far could he run 5 years ago? Not very far. {bk11-l4b-f3-03-q.mp3}
+RESPONSE: He couldn't run very far 5 years ago. {bk11-l4b-f3-03-a.mp3}
+
+TEMPLATE: Could you speak English last year?
+PROMPT: Could you speak English last year? Yes, not well. {bk11-l4b-f3-04-q.mp3}
+RESPONSE: Yes, I could, but not very well. {bk11-l4b-f3-04-a.mp3}
+
+TEMPLATE: What could you do about his problem?
+PROMPT: What could you do about his problem? Not anything. {bk11-l4b-f3-05-q.mp3}
+RESPONSE: I couldn't do anything about his problem. {bk11-l4b-f3-05-a.mp3}
+
+TEMPLATE: Could John operate the vending machine?
+PROMPT: Could John operate the vending machine? Yes, working. {bk11-l4b-f3-06-q.mp3}
+RESPONSE: Yes, he could. The machine was working. {bk11-l4b-f3-06-a.mp3}
+
# Source: ST §Ann Could Answer All of the Questions
-$PRODUCE Ann Could Answer All of the Questions
+$PRODUCE Ask with Could
ID: l4-s14
-INTRO: This time you build both halves: read the sentence, then ask and answer a "could" question about it, like in the examples.
-INSTRUCTION: Ask and answer a question with "could" or "couldn't".
+INTRO: Now you make the questions. Read each statement, ask a "could" question about it, and answer it yourself. Then check the model.
+INSTRUCTION: Ask and answer questions about the sentences. Use could and couldn't.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -950,7 +946,7 @@ RESPONSE: Could Ann cook when she was ten? Yes, she could.
# Source: ST Grammar §Indirect Speech
$GRAMMAR Indirect Speech
ID: l4-s18
-INTRO: Second point: reporting what someone said. When you report speech, the verbs step back into the past — and the pronouns change too. Here's the pattern.
+INTRO: Now for reported speech: how to tell someone what another person said, using "told" and a past-tense verb.
**Indirect Speech** reports what another person has said. For this reason, it is also called reported speech. The speaker's exact words aren't repeated in indirect speech:
@@ -970,9 +966,9 @@ Jim: {I have some cash.}
| I told | Jan | | I had some cash. |
# Source: ST §The Instructor Told Annette That She Passed the Test
-$DIALOGUE Annette Asks About Her Test Grade
+$DIALOGUE Annette's Test Grade
ID: l4-s19
-INTRO: First Annette talks to her instructor, Mr. Reed. Then she reports the whole conversation to Kenneth — listen for how every verb slides into the past.
+INTRO: Annette is worried about her test grade. First she talks to Mr. Reed; then she reports the whole conversation to Kenneth. Read both dialogs and watch the verbs change.
INSTRUCTION: Read the dialogs.
Annette: I'm worried about my grade on the test, Mr. Reed. {st-page_155_001.jpg}
@@ -984,7 +980,7 @@ Mr_Reed: No, I can't. I'm sorry.
Annette: Will you give the tests back to us?
Mr_Reed: Yes, I intend to give them back Friday.
-Narrator: Later, Kenneth asks Annette about the conversation.
+Narrator: Later, Annette tells Kenneth about the conversation.
Kenneth: Did you talk to Mr. Reed about your test grade? {st-page_155_001.jpg}
Annette: Yes, I told him that I was worried about it.
@@ -998,14 +994,13 @@ Annette: No, he told me that he couldn't remember it.
Kenneth: Is he going to give the tests back to us?
Annette: Yes, he told me he intended to give them back Friday.
-# Source: ST §Change to Indirect Speech
-$PRODUCE Change to Indirect Speech
+# Source: ST §Change to Indirect Speech (typed exact → spoken transformation drill)
+$PRODUCE Report What Was Said
ID: l4-s20
-INTRO: Your turn to report. Read each speaker's exact words, then say the reported sentence with "told" and a past-tense verb.
-INSTRUCTION: Report the sentence using "told" and a past-tense verb.
+INTRO: Turn each speaker's exact words into reported speech: use "told" and shift the verb to the past. Say the new sentence aloud, then check the model.
+INSTRUCTION: Report what was said. Use told and a past-tense verb.
INPUT: speak
-CHECK: llm
-RUBRIC: The backshift is the point: the reported clause must use a past-tense verb and correct third-person pronouns — a present-tense verb in the reported clause fails. "That" is optional; accept natural variants of the model answer.
+CHECK: reveal
EXAMPLE
TEMPLATE: John: Jim, the car needs a tune-up.
@@ -1042,10 +1037,10 @@ TEMPLATE: Customer: Waiter, I need another fork, please.
RESPONSE: The customer told the waiter that he needed another fork.
# Source: ST §Ask and Answer About the Dialogs
-$PRODUCE Report What They Said
+$PRODUCE What Did They Tell Each Other?
ID: l4-s21
-INTRO: Last step: read each mini-dialog, then ask and answer a question about what was said, like in the examples. Say both halves aloud.
-INSTRUCTION: Ask and answer about the dialog aloud.
+INTRO: Read each short dialog, then answer the question about what was said — with "told" and a past-tense verb. Answer aloud, then check the model.
+INSTRUCTION: Ask and answer questions about the dialogs aloud.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -1088,12 +1083,12 @@ RESPONSE: What did Randy tell Sandy? He told her he thought he was on vacation t
PROMPT: Larry: What do you intend to have for dessert? Laura: I'm going to order a piece of chocolate cake.
RESPONSE: What did Laura tell Larry? She told him she was going to order a piece of chocolate cake.
-$SESSION 4-5: When Things Happen — Time Prepositions
+$SESSION 4-5: Prepositions of Time
-# Source: LLA 4B Figure 4
+# Source: LLA 4B Figure 4 (moved here from tape position — it presents days-of-the-week time expressions)
$DIALOGUE Sally's Plan
-ID: 11-l4b-f4
-INTRO: In this part you'll learn the little words that pin down time — "at", "on", "in", "until", "since". Start with Sally's housework plan: a different job every day, and a free weekend as the reward. Listen and repeat.
+ID: 4b-f4
+INTRO: This part is about prepositions of time — "on" Monday, "at" noon, "for" three weeks. Sally runs her housework on a strict weekly schedule. Listen and repeat her plan.
INSTRUCTION: Listen and repeat.
REPEAT
@@ -1106,12 +1101,12 @@ LINE: she irons clothes on Thursday, {page_082_001.jpg} {bk11-l4b-f4-06.mp3}
LINE: when she follows her plan, she has free time on the weekend, {page_082_002.jpg} {bk11-l4b-f4-07.mp3}
LINE: then she can relax. {page_082_002.jpg} {bk11-l4b-f4-08.mp3}
-# SKIPPED (tape): LLA 4B Figure 5 (dictation) — no audio in transcript; not convertible without the cassette clips.
+# SKIPPED (book): LLA 4B Figure 5 — paragraph composition without tape support; deferred (open paragraph writing is out of scope).
# Source: ST Grammar §Prepositions of Time
$GRAMMAR Prepositions of Time
ID: l4-s23
-INTRO: Here's the full toolbox: which preposition goes with clock times, days, dates, and stretches of time. Read it once now — the next activities will make it stick.
+INTRO: Here's the full toolbox: "at", "on", "in", "before", "after", "from", "until", "for", and "since" — and when each one is the right choice.
The following prepositions indicate time: {at}, {in}, {on}, {before}, {after}, {from}, {until}, {till}, {to}, {for}, and {since}.
@@ -1164,9 +1159,9 @@ The following prepositions indicate time: {at}, {in}, {on}, {before}, {after}, {
* since Sunday, since 6:00 this morning, since 1988
# Source: ST §Ed Arrives on Monday
-$DIALOGUE Ed Arrives on Monday
+$DIALOGUE Time Expressions in Sentences
ID: l4-s24
-INTRO: Read these sentences — every one pins down a time. Notice which preposition does the job in each.
+INTRO: Read these sentences and notice which preposition goes with each time expression. No repeating this time — just read and listen.
INSTRUCTION: Read the sentences.
LINE: What do you plan to do after dinner?
@@ -1181,10 +1176,10 @@ LINE: Mr. Adams' English class doesn't start until 8:30 a.m.
LINE: Maj Brooks works out from 4:00 to 5:30 three days a week.
# Source: ST §The Flight Leaves in Ten Minutes
-$PRODUCE The Flight Leaves in Ten Minutes
+$PRODUCE When and How Long?
ID: l4-s25
-INTRO: Answer each question aloud in a full sentence, using the time cue in parentheses.
-INSTRUCTION: Answer using the words in parentheses.
+INTRO: Answer each question aloud using the time expression in parentheses. Then check the model answer.
+INSTRUCTION: Ask and answer the questions aloud. Use the words in parentheses when you answer.
INPUT: speak
CHECK: reveal
SHOW_PROMPT
@@ -1223,11 +1218,11 @@ RESPONSE: I want to go shopping after lunch.
PROMPT: How long does this class last? (till 2:30)
RESPONSE: It lasts till 2:30.
-# Source: ST §Jim Left at Noon
-$SELECT Jim Left at Noon
+# Source: ST §Jim Left at Noon (gapped stimuli recast as TEMPLATEs)
+$SELECT Choose the Preposition
ID: l4-s26
-INTRO: Now the quick check: tap the preposition that completes each sentence.
-INSTRUCTION: Tap the correct preposition.
+INTRO: Tap the preposition that completes each sentence. Then listen to the full sentence.
+INSTRUCTION: Tap the correct preposition to complete the sentence.
TEMPLATE: Jim's plane arrives ____ 6:00.
OPTION: a | on
@@ -1309,11 +1304,11 @@ OPTION: d | till
ANSWER: d
FEEDBACK: Dan didn't get to work till 9:00 this morning.
-# Source: ST §Put Two Sentences Together
+# Source: ST §Put Two Sentences Together (typed exact → spoken combining drill)
$PRODUCE Put Two Sentences Together
ID: l4-s27
-INTRO: One more skill for this part: joining two sentences with words like "while", "before", "until", and "because". Read the pair, then say the combined sentence aloud and compare it with the model.
-INSTRUCTION: Combine the two sentences using the word in parentheses.
+INTRO: Combine the two sentences into one, using the word in parentheses. Say your new sentence aloud, then check the model.
+INSTRUCTION: Make one sentence from two sentences using the word in parentheses.
INPUT: speak
CHECK: reveal
@@ -1345,92 +1340,100 @@ RESPONSE: Denise was too tired to go to class after she studied all night.
TEMPLATE: We felt sorry for the little boy. He was lost. (because)
RESPONSE: We felt sorry for the little boy because he was lost.
-$SESSION 4-6: Reading and Listening Skills
+$SESSION 4-6: Listening and Reading Skills
-# Source: LLA 4A Figure 2 (paragraph 1)
-$DIALOGUE Anne's Car — a Short Paragraph
-ID: 4a-f2-1
-INTRO: One last skill for this lesson: finding the main idea — what a paragraph is really about, not just one detail from it. Listen to a short paragraph about Anne's car.
-INSTRUCTION: Listen to the paragraph.
+# Source: LLA 4A Figure 4
+$SELECT Where Are They?
+ID: 4a-f4
+INTRO: Last part: listening and reading skills. First, some polite eavesdropping — listen to each short conversation, decide where the people are, and tap the answer. Then repeat it.
+INSTRUCTION: Tap the correct location.
+REPEAT
-LINE: The motor in Anne's car was making a noise. {bk11-l4a-f2-01a.mp3}
-LINE: She didn't know the cause of the noise. {bk11-l4a-f2-01b.mp3}
-LINE: She decided to take it to a garage. {bk11-l4a-f2-01c.mp3}
-LINE: She thought her car might need service. {bk11-l4a-f2-01d.mp3}
+PROMPT: A hamburger, please. Anything else, sir? {bk11-l4a-f4-01-q.mp3}
+OPTION: a | at a snack bar {bk11-l4a-f4-01-a.mp3}
+OPTION: b | in a clothing store
+OPTION: c | in a classroom
+ANSWER: a
-# Source: LLA 4A Figure 2 (main idea 1)
-$PRODUCE Main Idea — Anne's Car
-ID: 4a-f2-1-q
-REFERENCE: 4a-f2-1
+PROMPT: I want this candy bar. Pull this knob. {bk11-l4a-f4-02-q.mp3}
+OPTION: a | at a restaurant
+OPTION: b | at a snack bar
+OPTION: c | at a vending machine {bk11-l4a-f4-02-a.mp3}
+ANSWER: c
+
+PROMPT: How fast are you going? The speed limit: 55 miles per hour. {bk11-l4a-f4-03-q.mp3}
+OPTION: a | on the highway {bk11-l4a-f4-03-a.mp3}
+OPTION: b | in an airplane
+OPTION: c | at a soccer game
+ANSWER: a
+
+PROMPT: Can you loosen this? Where's the wrench? {bk11-l4a-f4-04-q.mp3}
+OPTION: a | changing a tire {bk11-l4a-f4-04-a.mp3}
+OPTION: b | at a vending machine
+OPTION: c | eating a hamburger
+ANSWER: a
+
+PROMPT: It stalled again. You may need a tune-up. {bk11-l4a-f4-05-q.mp3}
+OPTION: a | in the living room
+OPTION: b | in the car {bk11-l4a-f4-05-a.mp3}
+OPTION: c | in a hospital
+ANSWER: b
+
+PROMPT: I want to return this. Do you have your sales slip? {bk11-l4a-f4-06-q.mp3}
+OPTION: a | in a restaurant
+OPTION: b | in a garage
+OPTION: c | in a department store {bk11-l4a-f4-06-a.mp3}
+ANSWER: c
+
+PROMPT: Let's go to the department store first, then the clothing store, and then downstairs to the variety store. Okay? All right. And then we'll come back upstairs to the cafeteria. {bk11-l4a-f4-07-q.mp3}
+OPTION: a | in a mall {bk11-l4a-f4-07-a.mp3}
+OPTION: b | in a garage
+OPTION: c | downtown
+ANSWER: a
+
+PROMPT: Do you have an appointment? Yes, I do. She's going to give me an examination. {bk11-l4a-f4-08-q.mp3}
+OPTION: a | in the classroom
+OPTION: b | in a doctor's office {bk11-l4a-f4-08-a.mp3}
+OPTION: c | in a restaurant
+ANSWER: b
+
+PROMPT: I want to make a deposit. Did you fill out a deposit slip, sir? {bk11-l4a-f4-09-q.mp3}
+OPTION: a | in the classroom
+OPTION: b | in a bank {bk11-l4a-f4-09-a.mp3}
+OPTION: c | in a mall
+ANSWER: b
+
+PROMPT: Whose fault was it? The man in the white car, officer. He ran a red light. {bk11-l4a-f4-10-q.mp3}
+OPTION: a | in the classroom
+OPTION: b | at a snack bar
+OPTION: c | at an accident {bk11-l4a-f4-10-a.mp3}
+ANSWER: c
+
+# Source: LLA 4A Figure 2
+$PRODUCE What's the Main Idea?
+ID: 4a-f2
INPUT: type
-LONGFORM
CHECK: llm
-INTRO: In one sentence, type the main idea of the paragraph you just heard. You can listen to it again if you need to.
+INTRO: Listen to three short paragraphs. For each one, type the main idea in one sentence — the big point, not the details.
INSTRUCTION: Type the main idea of the paragraph.
-RUBRIC: Accept answers that express the core idea, such as "Anne's car might need service" or "Something might be wrong with Anne's car."
+RUBRIC: The learner should identify the main idea. Accept reasonable paraphrases of the model answer.
-PROMPT: What is the main idea of this paragraph?
+PROMPT: The motor in Anne's car was making a noise. She didn't know the cause of the noise. She decided to take it to a garage. She thought her car might need service. {bk11-l4a-f2-01-q.mp3}
RESPONSE: Anne's car might need service.
-# Source: LLA 4A Figure 2 (paragraph 2)
-$DIALOGUE Good Stores — a Short Paragraph
-ID: 4a-f2-2
-INTRO: Here's a second paragraph, this time about good stores and unhappy customers. Listen for the big idea.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: Good stores try to satisfy unhappy customers immediately. {bk11-l4a-f2-02a.mp3}
-LINE: When a customer finds something wrong with a service in a store, or with something he buys there, he may not come back there. {bk11-l4a-f2-02b.mp3}
-LINE: The salespeople in a good store will give him an exchange, a refund, or credit. {bk11-l4a-f2-02c.mp3}
-LINE: They'll do it with a smile, too, because they want to keep the customers happy. {bk11-l4a-f2-02d.mp3}
-
-# Source: LLA 4A Figure 2 (main idea 2)
-$PRODUCE Main Idea — Good Stores
-ID: 4a-f2-2-q
-REFERENCE: 4a-f2-2
-INPUT: type
-LONGFORM
-CHECK: llm
-INTRO: Same job: type the main idea of this paragraph in one sentence.
-INSTRUCTION: Type the main idea of the paragraph.
-RUBRIC: Accept answers that express the core idea, such as "Stores need to keep their customers happy" or "A store should satisfy its customers."
-
-PROMPT: What is the main idea of this paragraph?
+PROMPT: Good stores try to satisfy unhappy customers immediately. When a customer finds something wrong with a service in a store, or with something he buys there, he may not come back there. The salespeople in a good store will give him an exchange, a refund, or credit. They'll do it with a smile, too, because they want to keep the customers happy. {bk11-l4a-f2-02-q.mp3}
RESPONSE: Stores need to keep their customers happy.
-# Source: LLA 4A Figure 2 (paragraph 3)
-$DIALOGUE Driving Lessons — a Short Paragraph
-ID: 4a-f2-3
-INTRO: One more paragraph, about people who learn to drive in school. Listen for what all the details add up to.
-INSTRUCTION: Listen to the paragraph.
-
-LINE: People who learn to drive in school will be safer drivers than those who don't take classes. {bk11-l4a-f2-03a.mp3}
-LINE: They'll learn to be cautious behind the steering wheel of a car. {bk11-l4a-f2-03b.mp3}
-LINE: They'll follow signs and signals. {bk11-l4a-f2-03c.mp3}
-LINE: They'll also be more careful at intersections and will slow down for pedestrians. {bk11-l4a-f2-03d.mp3}
-LINE: All drivers should take lessons sometime. {bk11-l4a-f2-03e.mp3}
-
-# Source: LLA 4A Figure 2 (main idea 3)
-$PRODUCE Main Idea — Driving Lessons
-ID: 4a-f2-3-q
-REFERENCE: 4a-f2-3
-INPUT: type
-LONGFORM
-CHECK: llm
-INTRO: Last one of these: type the main idea of the paragraph in one sentence.
-INSTRUCTION: Type the main idea of the paragraph.
-RUBRIC: Accept answers that express the core idea, such as "Everyone who drives should take lessons" or "People who take driving lessons are safer drivers."
-
-PROMPT: What is the main idea of this paragraph?
+PROMPT: People who learn to drive in school will be safer drivers than those who don't take classes. They'll learn to be cautious behind the steering wheel of a car. They'll follow signs and signals. They'll also be more careful at intersections and will slow down for pedestrians. All drivers should take lessons sometime. {bk11-l4a-f2-03-q.mp3}
RESPONSE: Everyone who drives should take lessons.
-# SKIPPED (book): ST Reading Skill "WRITE THE MAIN IDEA AND A TITLE." — open paragraph composition (learners write their own titles and main-idea summaries); deferred per guide.
+# SKIPPED (book): ST Reading Skill "WRITE THE MAIN IDEA AND A TITLE." (p. 141) — open paragraph composition (learners write their own titles and summaries); deferred.
# Source: ST §Which Summary Is the Best?
$SELECT Which Summary Is the Best?
ID: l4-s22
-INTRO: Now pick main ideas instead of writing them. Read each paragraph and tap the summary that covers the whole paragraph — not just one detail.
-INSTRUCTION: Tap the best summary.
-SHOW_PROMPT
+INTRO: Same skill, now in reading. Read each paragraph and tap the summary that covers the whole paragraph — not just one detail from it.
+INSTRUCTION: Read each paragraph and select the best summary.
PROMPT: Linda knows how to study for a test. She starts getting ready for it early. She reviews the lessons in the textbook first. Next she looks at her notebook and memorizes the important things in it. After that, she usually writes questions and practices answering them. She always makes a good grade on a test.
OPTION: a | Linda always writes in her notebook while she's in class. Later, she uses it to study.
@@ -1459,9 +1462,8 @@ ANSWER: b
# Source: ST §What Does the Word Mean?
$SELECT What Does the Word Mean?
ID: l4-s8
-INTRO: Sometimes the sentence around a new word tells you what it means. Read each set of sentences — they grow longer and more helpful — then tap the meaning of the underlined word.
-INSTRUCTION: Read the sentences, then tap what the word means.
-SHOW_PROMPT
+INTRO: Last activity of the lesson. Read the three sentences — each one adds context, and the context tells you what the underlined word means. Tap the meaning. Then take the evening off; you've earned some entertainment.
+INSTRUCTION: Read the sentences to find what the underlined word means in context.
TEMPLATE: a. The *climate* is good.
TEMPLATE: b. The *climate* is good in my country.
@@ -1489,69 +1491,3 @@ OPTION: a | narrow.
OPTION: b | crowded.
OPTION: c | not safe.
ANSWER: c
-
-# Source: LLA 4A Figure 4
-$SELECT Where Are They?
-ID: 4a-f4
-INTRO: To finish the lesson, a listening game: hear a scrap of conversation and work out where the people are. Ten rounds, and then you're done with Lesson 4.
-INSTRUCTION: Tap the correct answer.
-
-PROMPT: A hamburger, please. Anything else, sir? {bk11-l4a-f4-01-q.mp3}
-OPTION: a | at a snack bar {bk11-l4a-f4-01-a.mp3}
-OPTION: b | in a clothing store
-OPTION: c | in a classroom
-ANSWER: a
-
-PROMPT: I want this candy bar. Pull this knob. {bk11-l4a-f4-02-q.mp3}
-OPTION: a | restaurant
-OPTION: b | snack bar
-OPTION: c | vending machine {bk11-l4a-f4-02-a.mp3}
-ANSWER: c
-
-PROMPT: How fast are you going? The speed limit: 55 miles per hour. {bk11-l4a-f4-03-q.mp3}
-OPTION: a | on the highway {bk11-l4a-f4-03-a.mp3}
-OPTION: b | in an airplane
-OPTION: c | at a soccer game
-ANSWER: a
-
-PROMPT: Can you loosen this? Where's the wrench? {bk11-l4a-f4-04-q.mp3}
-OPTION: a | changing a tire {bk11-l4a-f4-04-a.mp3}
-OPTION: b | at a vending machine
-OPTION: c | eating a hamburger
-ANSWER: a
-
-PROMPT: It stalled again. You may need a tune-up. {bk11-l4a-f4-05-q.mp3}
-OPTION: a | the living room
-OPTION: b | the car {bk11-l4a-f4-05-a.mp3}
-OPTION: c | a hospital
-ANSWER: b
-
-PROMPT: I want to return this. Do you have your sales slip? {bk11-l4a-f4-06-q.mp3}
-OPTION: a | restaurant
-OPTION: b | garage
-OPTION: c | department store {bk11-l4a-f4-06-a.mp3}
-ANSWER: c
-
-PROMPT: Let's go to the department store first, then the clothing store, and then downstairs to the variety store. Okay? Allright. And then we'll come back upstairs to the cafeteria. {bk11-l4a-f4-07-q.mp3}
-OPTION: a | in a mall {bk11-l4a-f4-07-a.mp3}
-OPTION: b | in a garage
-OPTION: c | downtown
-ANSWER: a
-
-PROMPT: Do you have an appointment? Yes, I do. She's going to give me an examination. {bk11-l4a-f4-08-q.mp3}
-OPTION: a | the classroom
-OPTION: b | a doctor's office {bk11-l4a-f4-08-a.mp3}
-OPTION: c | a restaurant
-ANSWER: b
-
-PROMPT: I want to make a deposit. Did you fill out a deposit slip, sir? {bk11-l4a-f4-09-q.mp3}
-OPTION: a | the classroom
-OPTION: b | a bank {bk11-l4a-f4-09-a.mp3}
-OPTION: c | a mall
-ANSWER: b
-
-PROMPT: Whose fault was it? The man in the white car, officer. He ran a red light. {bk11-l4a-f4-10-q.mp3}
-OPTION: a | in the classroom
-OPTION: b | at a snack bar
-OPTION: c | at an accident {bk11-l4a-f4-10-a.mp3}
-ANSWER: c
diff --git a/book-11-lesson-4/bk11-l4a-f1-01-a.mp3 b/book-11-lesson-4/bk11-l4a-f1-01-a.mp3
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new file mode 100644
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