diff --git a/book-4-lesson-3.module b/book-4-lesson-3.module index d5c2116..8877953 100644 --- a/book-4-lesson-3.module +++ b/book-4-lesson-3.module @@ -1,11 +1,9 @@ -$MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg} +$MODULE Lesson 4-3: Clothing, Sleep, and Modals {st-page_063_001.jpg} FORMAT: 2 -DIOCO_DOC_ID: book-4-lesson-3 -DESCRIPTION: Clothing vocabulary, getting dressed, sleeping and waking, the adverb "well", and the modals can, may, and must. +DESCRIPTION: Clothing vocabulary, getting dressed, sleep verbs, the /w/ and /r/ sounds, and modals can, may, and must. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, friendly teacher narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Capt_Collins | achernar | Male military officer @@ -24,96 +22,63 @@ VOICE: Greg | achird | Male student VOICE: David | schedar | Male student VOICE: Little_girl | aoede | Young female child VOICE: Mother | aoede | Female parent -VOICE: Narrator | aoede | Warm storyteller voice -VOICE: Donald | achird | Male student -VOICE: Robert | schedar | Male student VOICE: Student | achernar | Male student -VOICE: Captain_Yates | achernar | Male officer -VOICE: Captain_Toomy | achird | Male officer -VOICE: Mr_Kline | schedar | Male speaker -VOICE: Sgt_Moore | achird | Male soldier +VOICE: Captain_Yates | achernar | Male speaker +VOICE: Captain_Toomy | achird | Male speaker +VOICE: Mr_Kline | achernar | Male speaker +VOICE: Sgt_Moore | achird | Male speaker VOICE: Mark | achernar | Male speaker VOICE: Bill | achird | Male speaker +VOICE: Donald | achernar | speaker (auto) +VOICE: Robert | achird | speaker (auto) -# ========================================================================= +# ===================================================================== $LESSON 3-1: Men's Clothing and Getting Dressed +# ===================================================================== -# Source: LLA 3A Figure 1 (Part 1) — leads with sentence presentation (new TTS), word-drill kept after -$DIALOGUE Men's Clothing -INTRO: Let's start with the clothes a man wears to work. Here's the basic kit, one piece at a time. +# Source: ST §These Are Joe's Clothes (vocab dissolved into sentences) +$DIALOGUE Men's Clothing {st-page_063_001.jpg} +INTRO: Let's start with the clothes a man keeps in his closet. Listen and repeat. INSTRUCTION: Listen and repeat each sentence. REPEAT -VOCAB: hat -LINE: He's wearing a hat. {st-page_063_001.jpg} +VOCAB: coat +LINE: Those are Joe's coats. + +VOCAB: suit +LINE: Those are his suits. VOCAB: shirt -LINE: He's wearing a clean white shirt. +LINE: Those are his shirts. + +VOCAB: boots +LINE: Those are his boots. + +VOCAB: slacks +VOCAB: trousers +VOCAB: pants +LINE: Those are his slacks and trousers. VOCAB: necktie VOCAB: tie -LINE: A necktie — or just a tie — goes around the collar. +LINE: Those are his neckties. VOCAB: belt -LINE: He needs a belt for his trousers. +LINE: That's his belt. -VOCAB: trousers -VOCAB: pants -LINE: Trousers and pants are the same thing. +VOCAB: jacket +LINE: That's his jacket. -VOCAB: T-shirt -LINE: Under his shirt he wears a T-shirt. +VOCAB: socks +LINE: His socks are in there. -# Source: LLA 3A Figure 1 (Part 1) — cassette word-drill kept as pronunciation reinforcement after the sentence intro -$DIALOGUE Clothing Words — Repeat -INTRO: Now just the words, nice and clear. Say each one after the speaker. -INSTRUCTION: Repeat each word. -REPEAT +VOCAB: hat +VOCAB: cap +LINE: That's his hat and his cap. -LINE: Hat. {page_045_001.jpg} {bk04-l3a-f1-01.mp3} -LINE: Shirt. {page_045_001.jpg} {bk04-l3a-f1-02.mp3} -LINE: Necktie. Tie. {page_045_001.jpg} {bk04-l3a-f1-03.mp3} -LINE: Belt. {page_045_001.jpg} {bk04-l3a-f1-04.mp3} -LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3} -LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3} - -# Source: LLA 3A Figure 1 (Part 2) — verbs for getting dressed -$DIALOGUE Verbs for Getting Dressed -INTRO: Getting dressed has its own little set of verbs. Listen for the present and past forms, and say each after the speaker. -INSTRUCTION: Repeat each word. -REPEAT - -LINE: wears {bk04-l3a-f1-07.mp3} -LINE: wore {bk04-l3a-f1-08.mp3} -LINE: wear {bk04-l3a-f1-09.mp3} -LINE: takes off {bk04-l3a-f1-10.mp3} -LINE: puts on {bk04-l3a-f1-11.mp3} -LINE: clothes {bk04-l3a-f1-12.mp3} -LINE: took off {bk04-l3a-f1-13.mp3} -LINE: put on {bk04-l3a-f1-14.mp3} - -# Source: ST §He Took Off His Shoe — take off / put on in context -$DIALOGUE Taking Off and Putting On -INTRO: Here's how "take off" and "put on" work — and notice the word can slide to the end of the sentence. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -VOCAB: take off -VOCAB: took off -LINE: He's taking off his sock. {st-page_065_001.jpg} -LINE: He's taking his sock off. {st-page_065_001.jpg} -LINE: He took off his shoe. {st-page_065_001.jpg} -LINE: He took his shoe off. {st-page_065_001.jpg} - -VOCAB: put on -LINE: He's putting on his glove. {st-page_065_002.jpg} -LINE: He's putting his glove on. {st-page_065_002.jpg} -LINE: He put on his sweater and coat. {st-page_065_002.jpg} -LINE: He put his sweater and coat on. {st-page_065_002.jpg} - -# Source: LLA 3A Figure 1 (Part 3) — reading passage about Capt Collins -$DIALOGUE Captain Collins at Work -INTRO: Captain Collins is in the military, so his clothes are mostly a uniform. Just listen this time. +# Source: LLA 3A Figure 1 (Part 3) +$DIALOGUE Captain Collins Gets Dressed +INTRO: Here's Captain Collins, getting ready for work in his uniform. Just listen. INSTRUCTION: Listen to the paragraphs. LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3} @@ -129,9 +94,35 @@ LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3} LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3} LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3} -# Source: LLA 3A Figure 1 (Part 4) — comprehension Q&A -$PRODUCE Questions About Captain Collins -INTRO: Now answer questions about Captain Collins. Say your answer in a full sentence, then repeat the correct one after the speaker. +# Source: LLA 3A Figure 2 +$SELECT True or False — Clothing Words +INTRO: Let's check the new clothing words. Listen and decide if each statement is true. +INSTRUCTION: Tap True or False. +OPTION: t | True +OPTION: f | False + +EXAMPLE +PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3} +ANSWER: t + +PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3} +ANSWER: t + +PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3} +ANSWER: t + +PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3} +ANSWER: t + +PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3} +ANSWER: f + +PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} +ANSWER: f + +# Source: LLA 3A Figure 1 (Part 4) +$PRODUCE About Captain Collins +INTRO: Now answer questions about Captain Collins. Say a full sentence, then repeat the model answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -170,35 +161,9 @@ RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3} PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3} RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3} -# Source: LLA 3A Figure 2 — true/false -$SELECT True or False? -INTRO: Quick check on the clothing words. Listen, then tap True or False. -INSTRUCTION: Tap True or False. -OPTION: t | True -OPTION: f | False - -EXAMPLE -PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3} -ANSWER: t - -PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3} -ANSWER: t - -PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3} -ANSWER: t - -PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3} -ANSWER: t - -PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3} -ANSWER: f - -PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} -ANSWER: f - -# Source: LLA 3A Figure 3 — two-speaker dialogue +# Source: LLA 3A Figure 3 $DIALOGUE Did You Wear Your Uniform? -INTRO: Two officers compare what they wore out last night. Listen, then repeat each line. +INTRO: Two officers chat about what they wore out last night. Listen and repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -212,13 +177,112 @@ Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3} Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3} Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3} -# ========================================================================= -$LESSON 3-2: Women's Clothing, Cold Weather, and Sleep +# Source: LLA 3A Figure 4 +$SELECT Same or Different — /w/ and /r/ +INTRO: Now a listening warm-up. You'll hear two words; decide if they begin with the same sound or different sounds. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different -# Source: LLA 3B Figure 1 (Part 1) — women's clothing vocabulary -$DIALOGUE Women's Clothing -INTRO: Now the words for women's clothing. Listen and repeat each one. -INSTRUCTION: Repeat each word. +EXAMPLE +PROMPT: way ray {bk04-l3a-f4-ex-q.mp3} +ANSWER: d + +PROMPT: wed red {bk04-l3a-f4-01-q.mp3} +ANSWER: d + +PROMPT: wake wake {bk04-l3a-f4-02-q.mp3} +ANSWER: s + +PROMPT: west rest {bk04-l3a-f4-03-q.mp3} +ANSWER: d + +PROMPT: rose rose {bk04-l3a-f4-04-q.mp3} +ANSWER: s + +PROMPT: wave wave {bk04-l3a-f4-05-q.mp3} +ANSWER: s + +PROMPT: ways rays {bk04-l3a-f4-06-q.mp3} +ANSWER: d + +PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3} +ANSWER: d + +PROMPT: read read {bk04-l3a-f4-08-q.mp3} +ANSWER: s + +PROMPT: read weed {bk04-l3a-f4-09-q.mp3} +ANSWER: d + +PROMPT: went rent {bk04-l3a-f4-10-q.mp3} +ANSWER: d + +# Source: LLA 3A Figure 5 +$SELECT W Sound or R Sound? +INTRO: Same two sounds, one word at a time. Tap W for the sound in "went", or R for the sound in "rent". +INSTRUCTION: Tap the sound you hear. +OPTION: a | W sound (as in went) +OPTION: b | R sound (as in rent) + +EXAMPLE +PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3} +ANSWER: a + +PROMPT: Weak. {bk04-l3a-f5-01-q.mp3} +ANSWER: a + +PROMPT: Want. {bk04-l3a-f5-02-q.mp3} +ANSWER: a + +PROMPT: Radio. {bk04-l3a-f5-03-q.mp3} +ANSWER: b + +PROMPT: Room. {bk04-l3a-f5-04-q.mp3} +ANSWER: b + +PROMPT: Walk. {bk04-l3a-f5-05-q.mp3} +ANSWER: a + +PROMPT: Report. {bk04-l3a-f5-06-q.mp3} +ANSWER: b + +PROMPT: Always. {bk04-l3a-f5-07-q.mp3} +ANSWER: a + +PROMPT: Razor. {bk04-l3a-f5-08-q.mp3} +ANSWER: b + +PROMPT: Correct. {bk04-l3a-f5-09-q.mp3} +ANSWER: b + +PROMPT: Window. {bk04-l3a-f5-10-q.mp3} +ANSWER: a + +# Source: ST §Speaking Skill (coat/caught contrast) +$DIALOGUE Vowel Practice — coat / caught +INTRO: Here's a quick vowel contrast. Read each pair across, listening for the two different vowels. +INSTRUCTION: Read the word pairs. + +LINE: so — saw +LINE: coat — caught +LINE: low — law +LINE: hole — hall +LINE: owe — awe +LINE: phone — fawn +LINE: oaf — off +LINE: loan — lawn +LINE: coast — cost +LINE: boat — bought + +# ===================================================================== +$LESSON 3-2: Women's Clothing, Cold Weather, and Sleep +# ===================================================================== + +# Source: LLA 3B Figure 1 (Part 1) +$DIALOGUE Women's Clothing {page_048_001.jpg} +INTRO: Now the clothes Joan wears. Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. REPEAT VOCAB: suit @@ -245,9 +309,9 @@ LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3} VOCAB: socks LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3} -# Source: LLA 3B Figure 1 (Part 2) — Joan's work clothes passage -$DIALOGUE Joan's Work Clothes -INTRO: Meet Joan. She dresses one way for the office and another way for class. Just listen. +# Source: LLA 3B Figure 1 (Part 2) +$DIALOGUE Joan's Work Clothes {page_048_001.jpg} +INTRO: Joan works in an office and takes a class after work. Listen to what she wears. INSTRUCTION: Listen to the paragraph. LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3} @@ -259,9 +323,9 @@ LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3} LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3} LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3} -# Source: LLA 3B Figure 1 (Part 3) — comprehension Q&A -$PRODUCE Questions About Joan's Work Clothes -INTRO: Answer the questions about what Joan wears. Say your answer, then repeat the correct one. +# Source: LLA 3B Figure 1 (Part 3) +$PRODUCE About Joan's Work Clothes +INTRO: Answer about what Joan wears. Say a full sentence, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -285,10 +349,10 @@ RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3} PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3} RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3} -# Source: LLA 3B Figure 2 (Part 1) — casual & cold-weather vocabulary -$DIALOGUE Casual and Cold-Weather Clothing -INTRO: Some clothes are for casual days, and some are for cold ones. Listen and repeat. -INSTRUCTION: Repeat each word. +# Source: LLA 3B Figure 2 (Part 1) +$DIALOGUE Casual and Cold-Weather Clothes {page_049_001.jpg} +INTRO: Here are clothes for casual days and cold days. Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. REPEAT VOCAB: jacket @@ -309,9 +373,9 @@ LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3} VOCAB: gloves LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3} -# Source: LLA 3B Figure 2 (Part 2) — Joan's casual clothes passage -$DIALOGUE Joan's Casual Clothes -INTRO: Joan doesn't dress up every day. Here's what else is in her closet. Just listen. +# Source: LLA 3B Figure 2 (Part 2) +$DIALOGUE Joan's Casual Clothes {page_049_001.jpg} +INTRO: Joan doesn't always wear dresses. Listen to her other clothes. INSTRUCTION: Listen to the paragraph. LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3} @@ -322,9 +386,9 @@ LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2 LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3} LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3} -# Source: LLA 3B Figure 2 (Part 3) — comprehension Q&A -$PRODUCE Questions About Joan's Casual Clothes -INTRO: Answer the questions about Joan's other clothes. Say your answer, then repeat the correct one. +# Source: LLA 3B Figure 2 (Part 3) +$PRODUCE About Joan's Casual Clothes +INTRO: Answer about Joan's casual and cold-weather clothes. Say it, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -351,9 +415,9 @@ RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3} PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3} RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3} -# Source: LLA 3B Figure 3 — listen-and-fill cloze (tape speaks full sentence) -$PRODUCE Type the Missing Word -INTRO: Now you'll hear a complete sentence. Type the missing word, then repeat the whole sentence. +# Source: LLA 3B Figure 3 +$PRODUCE Clothing — Fill in the Word +INTRO: Listen to each sentence and type the missing word. Then repeat the full sentence. INSTRUCTION: Type the missing word(s). INPUT: type CHECK: exact @@ -409,10 +473,10 @@ PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3} RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3} ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters -# Source: LLA 3B Figure 4 (Part 1) — sleep vocabulary +# Source: LLA 3B Figure 4 (Part 1) $DIALOGUE Falling Asleep and Waking Up -INTRO: Time to talk about sleep — falling asleep and waking up, in present and past. Listen and repeat. -INSTRUCTION: Repeat each word. +INTRO: Now some verbs for sleeping and waking. Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. REPEAT VOCAB: fall asleep @@ -431,10 +495,10 @@ LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3} VOCAB: awake LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3} -# Source: LLA 3B Figure 4 (Part 2) — sleep sentences +# Source: LLA 3B Figure 4 (Part 2) $DIALOGUE Joan Falls Asleep in Class -INTRO: Poor Joan keeps nodding off in class. Listen and repeat these sentences. -INSTRUCTION: Repeat each sentence. +INTRO: Joan sometimes nods off in class. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg} {bk04-l3b-f4-07.mp3} @@ -444,9 +508,9 @@ LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3} LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3} -# Source: LLA 3B Figure 5 — picture Q&A on sleep +# Source: LLA 3B Figure 5 $PRODUCE Asleep or Awake? -INTRO: Look at each picture, listen to the question, and answer aloud. Then repeat the correct answer. +INTRO: Look at each picture, answer the question aloud, then repeat the model answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -467,12 +531,12 @@ RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3} PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3} RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3} -# Source: ST §Yesterday, He Was Tired and Cold — reading passage +# Source: ST §Yesterday, He Was Tired and Cold (reading) $DIALOGUE Robert's Cold Morning -INTRO: Here's a short story about Robert's day — a cold morning, a busy class, and an early night. Just read along. +INTRO: Here's a story about Robert's cold, tiring day. Just read along. INSTRUCTION: Read the paragraphs. -Narrator: Yesterday, Robert was awake at 1:00 a.m. +LINE: Yesterday, Robert was awake at 1:00 a.m. LINE: He fell asleep at 1:30 a.m. LINE: He woke up at 6:30 a.m. It was cold. LINE: He got up and took a hot shower. He got dressed. @@ -487,9 +551,9 @@ LINE: Robert and Mark talked for five minutes. LINE: They went to the mess hall and had dinner. LINE: After dinner, Robert did his homework and went to bed early. -# Source: ST §True or False? (Robert reading) +# Source: ST §True or False? (about Robert's story) $SELECT Robert's Day — True or False? -INTRO: Let's check the story about Robert. Tap True or False for each statement. +INTRO: Let's check the story about Robert. Decide whether each statement is true. INSTRUCTION: Tap True or False. OPTION: T | True OPTION: F | False @@ -512,137 +576,268 @@ ANSWER: F PROMPT: Mark woke up Robert. ANSWER: T -# ========================================================================= -$LESSON 3-3: Sounds and the Adverb "Well" +# ===================================================================== +$LESSON 3-3: Can — Ability and "Well" +# ===================================================================== -# Source: LLA 3A Figure 4 — /w/ vs /r/ same or different -$SELECT Same or Different Sounds -INTRO: Let's tune your ear to W and R. You'll hear two words — tap Same if they start with the same sound, Different if they don't. -INSTRUCTION: Tap Same or Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +# Source: ST §Grammar Can +$GRAMMAR Can (Ability) +INTRO: Let's talk about "can". It's how we say someone is able to do something. + +**{Can} is used to express ability.** + +| | | +|---|---| +| **STATEMENT:** | The students {can read} well. | +| **NEGATIVE:** | Mary {can't speak} French. | +| **QUESTION:** | {Can you fly an airplane?} — Yes, I {can}. No, I {can't}. | + +| | | +|---|---| +| **WH-QUESTION:** | {What languages can you speak?} — I {can speak} English and Spanish. | +| | {Who can play soccer well?} — Bill {can}! | + +**cannot = can't** + +# Source: ST §The Teacher Can Speak English Well + They Can't Do It +$DIALOGUE Who Can Do What +INTRO: Listen to who can and can't do these things. Repeat each sentence. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} +LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} +LINE: Mike and James can play tennis well. {st-page_069_003.jpg} +LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} +LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} +LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} + +# Source: LLA 3C Figure 3 +$DIALOGUE Can and Cannot {page_055_001.jpg} +INTRO: Listen to how "can" and "can't" express ability and inability. Repeat each sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: can +LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3} + +VOCAB: cannot +VOCAB: can't +LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3} + +LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3} +LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3} +LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3} +LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3} +LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3} + +# Source: LLA 3C Figure 4 +$PRODUCE Add "Can" to the Sentence +INTRO: Add the word "can" to each sentence, then repeat the answer. +INSTRUCTION: Change the sentence using "can". +INPUT: speak +CHECK: reveal +REPEAT EXAMPLE -PROMPT: way ray {bk04-l3a-f4-ex-q.mp3} -ANSWER: d +PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3} +RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3} -PROMPT: wed red {bk04-l3a-f4-01-q.mp3} -ANSWER: d +PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3} +RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3} -PROMPT: wake wake {bk04-l3a-f4-02-q.mp3} -ANSWER: s +PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3} +RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3} -PROMPT: west rest {bk04-l3a-f4-03-q.mp3} -ANSWER: d +PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3} +RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3} -PROMPT: rose rose {bk04-l3a-f4-04-q.mp3} -ANSWER: s +PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3} +RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3} -PROMPT: wave wave {bk04-l3a-f4-05-q.mp3} -ANSWER: s +PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3} +RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3} -PROMPT: ways rays {bk04-l3a-f4-06-q.mp3} -ANSWER: d - -PROMPT: wipe ripe {bk04-l3a-f4-07-q.mp3} -ANSWER: d - -PROMPT: read read {bk04-l3a-f4-08-q.mp3} -ANSWER: s - -PROMPT: read weed {bk04-l3a-f4-09-q.mp3} -ANSWER: d - -PROMPT: went rent {bk04-l3a-f4-10-q.mp3} -ANSWER: d - -# Source: LLA 3A Figure 5 — identify W or R sound -$SELECT W Sound or R Sound? -INTRO: Now just one word at a time. Tap W if it starts like "went", or R if it starts like "rent". -INSTRUCTION: Tap the sound you hear. -OPTION: a | W sound (as in went) -OPTION: b | R sound (as in rent) +# Source: LLA 3C Figure 5 +$PRODUCE Change to Can't +INTRO: Now make each sentence negative with "can't" and the new cue word, then repeat the answer. +INSTRUCTION: Change the sentence using "can't" and the cue word. +INPUT: speak +CHECK: reveal +REPEAT EXAMPLE -PROMPT: Weak. {bk04-l3a-f5-ex-q.mp3} -ANSWER: a +PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3} +RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3} -PROMPT: Weak. {bk04-l3a-f5-01-q.mp3} -ANSWER: a +PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3} +RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3} -PROMPT: Want. {bk04-l3a-f5-02-q.mp3} -ANSWER: a +PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3} +RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3} -PROMPT: Radio. {bk04-l3a-f5-03-q.mp3} -ANSWER: b +PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3} +RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3} -PROMPT: Room. {bk04-l3a-f5-04-q.mp3} -ANSWER: b +PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3} +RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3} -PROMPT: Walk. {bk04-l3a-f5-05-q.mp3} -ANSWER: a +PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3} +RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3} -PROMPT: Report. {bk04-l3a-f5-06-q.mp3} -ANSWER: b +PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3} +RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3} -PROMPT: Always. {bk04-l3a-f5-07-q.mp3} -ANSWER: a +# Source: ST §Can You Play Baseball? +$DIALOGUE Can You Play Baseball? +INTRO: A teacher asks three students if they can play baseball. Listen and repeat. +INSTRUCTION: Listen and repeat the dialog. +REPEAT -PROMPT: Razor. {bk04-l3a-f5-08-q.mp3} -ANSWER: b +Teacher: Bert, can you play baseball? +Bert: No, I can't. My father can. +Teacher: Greg, can you play baseball? +Greg: No, I can't play baseball. David can. +Teacher: David, can you play baseball? +David: Yes, I can play baseball. -PROMPT: Correct. {bk04-l3a-f5-09-q.mp3} -ANSWER: b +# Source: ST §Can You Speak English? (cue + word-bank, scaffolded) +$PRODUCE Can Your Brother...? +INTRO: Ask a "can" question about each person, then answer it both ways — short and long. +INSTRUCTION: Ask the question, then give a short and a long answer. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a matching full long answer. The yes/no choice is up to the learner. -PROMPT: Window. {bk04-l3a-f5-10-q.mp3} -ANSWER: a +EXAMPLE +TEMPLATE: your sister / speak (English, Spanish, French) +RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English. -# Source: ST §Speaking Skill: Coat / Caught — /oʊ/ vs /ɔ/ minimal pairs -$DIALOGUE Sound Practice: Coat / Caught -INTRO: Here's another pair of vowels that trip people up. Read each pair across — the "oh" sound, then the "aw" sound. -INSTRUCTION: Read the word pairs. +TEMPLATE: your brother / play (basketball, baseball, soccer) +RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball. -LINE: so — saw -LINE: coat — caught -LINE: low — law -LINE: hole — hall -LINE: owe — awe -LINE: phone — fawn -LINE: oaf — off -LINE: loan — lawn -LINE: coast — cost -LINE: boat — bought +TEMPLATE: you / swim well +RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well. -# Source: ST §Speaking Skill: Bought + §About — "aw" and "ow" word lists -$DIALOGUE Sound Practice: Bought and About -INTRO: Two short lists. The first group all have the "aw" sound; the second group all have the "ow" sound as in "about". -INSTRUCTION: Read the words. +TEMPLATE: your father / drive (a car, a bus, a truck) +RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck. -LINE: moss -LINE: ball -LINE: straw -LINE: store -LINE: law -LINE: saw -LINE: bought -LINE: fall -LINE: raw -LINE: autumn +TEMPLATE: your teacher / speak (English, French, Arabic) well +RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well. -LINE: mouth -LINE: found -LINE: cow -LINE: round -LINE: loud -LINE: now -LINE: bout -LINE: brown -LINE: cloud -LINE: sound +TEMPLATE: you / fly an airplane +RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. -# Source: LLA 3C Figure 1 — dialogues featuring "well" +# Source: ST §They Can Speak Two or Three Languages (reading) +$DIALOGUE The Students' Languages +INTRO: Here's a class full of multilingual students. Read about who speaks what. +INSTRUCTION: Read the paragraph. + +LINE: All the students in my class know two, three, or four languages. +LINE: Lt Romo speaks Spanish, French, and English. +LINE: Sgt Gamdi speaks Arabic and English. +LINE: Lt Fofana speaks French, Spanish, English, and Wolof. +LINE: Maj Kim speaks Korean, Japanese, and English. +LINE: Capt Rossi speaks French, Italian, and English. + +# Source: ST §Ask Questions with Can +$PRODUCE Who Can Speak It? +INTRO: Read each answer about the class, then type the "who" or "what" question that fits it. +INSTRUCTION: Type the question that fits the answer. +INPUT: type +CHECK: llm +RUBRIC: The learner must type a correct "who" or "what" question that elicits the given answer sentence. + +EXAMPLE +TEMPLATE: ____ — Sgt Gamdi can speak Arabic. +RESPONSE: Who can speak Arabic in your class? + +EXAMPLE +TEMPLATE: ____ — He can speak Korean, Japanese, and English. +RESPONSE: What languages can Maj Kim speak? + +TEMPLATE: ____ — Lt Romo and Lt Fofana can speak Spanish. +RESPONSE: Who can speak Spanish? + +TEMPLATE: ____ — He can speak Arabic and English. +RESPONSE: What languages can Sgt Gamdi speak? + +TEMPLATE: ____ — All the students in the class can speak English. +RESPONSE: Who can speak English? + +TEMPLATE: ____ — He can speak French, Spanish, English, and Wolof. +RESPONSE: What languages can Lt Fofana speak? + +TEMPLATE: ____ — Capt Rossi can speak Italian. +RESPONSE: Who can speak Italian? + +TEMPLATE: ____ — Maj Kim can speak Japanese. +RESPONSE: Who can speak Japanese? + +TEMPLATE: ____ — Lt Romo, Lt Fofana, and Capt Rossi can speak French. +RESPONSE: Who can speak French? + +TEMPLATE: ____ — She can speak French, Italian, and English. +RESPONSE: What languages can Capt Rossi speak? + +# Source: ST §Can You Speak French? (dialog) +$DIALOGUE Can You Speak French? {st-page_075_001.jpg} +INTRO: Donald introduces his French-speaking friend Jacques to Robert. Just read along. +INSTRUCTION: Listen and read the dialog. + +Donald: Hi, Robert. This is my new friend Jacques. +Robert: Hello, Jacques. Glad to meet you. +Donald: Jacques can't speak English very well. Can you speak French? +Robert: No, I can't. +Donald: Well, can you speak Spanish? +Robert: Yes, I can. +Donald: Good, Jacques can speak Spanish, too. + +# Source: ST §Can You Cook Well? (about yourself, scaffolded) +$PRODUCE Can You...? +INTRO: Now answer about yourself. Ask a "can" question from each cue, then give a short and a long answer. +INSTRUCTION: Ask the question, then give a short and a long answer about yourself. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a matching long answer. + +EXAMPLE +PROMPT: spell +RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name. + +EXAMPLE +PROMPT: drive +RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus. + +PROMPT: speak +RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French. + +PROMPT: read +RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic. + +PROMPT: cook +RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well. + +PROMPT: swim +RESPONSE: Can you swim? No, I can't. No, I can't swim. + +PROMPT: play +RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer. + +PROMPT: write +RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph. + +PROMPT: fly +RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. + +PROMPT: learn +RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly. + +# Source: LLA 3C Figure 1 $DIALOGUE Dialogues with "Well" {page_053_001.jpg} -INTRO: The word "well" pops up everywhere — sleeping well, cooking well, knowing someone well. Listen, then repeat each line. +INTRO: Now listen for the word "well" — it tells how someone does something. Repeat each line. INSTRUCTION: Listen and repeat each dialogue. REPEAT @@ -660,9 +855,9 @@ Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3} Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3} Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3} -# Source: LLA 3C Figure 2 — choose verb form to complete with "well" -$SELECT Complete with "Well" -INTRO: You'll hear a statement, then complete the follow-up. Tap the verb form that fits, then repeat the correct answer. +# Source: LLA 3C Figure 2 +$SELECT Good — Did It Well +INTRO: You'll hear a statement; tap the option that completes the follow-up with "well". Then repeat the answer. INSTRUCTION: Tap the correct option. REPEAT @@ -703,327 +898,9 @@ OPTION: a | does {bk04-l3c-f2-05-a.mp3} OPTION: b | doesn't do ANSWER: a -# ========================================================================= -$LESSON 3-4: Can — Ability - -# Source: ST §Grammar Can -$GRAMMAR Can — Talking About Ability -INTRO: Let's meet "can" — the little word that says what you're able to do. - -When you want to say what someone is **able** to do, use **{can}** plus the plain form of the verb — no "to", no "-s". - -*I {can speak} English.* — *She {can fly} an airplane.* - -To make it negative, add **not**: **{cannot}**, almost always shortened to **{can't}**. - -*Mary {can't speak} French.* - -For a question, put **can** in front: *{Can you fly an airplane?}* Short answers are easy — *Yes, I {can}.* / *No, I {can't}.* - -And with question words: *What languages {can you speak}?* — *Who {can play} soccer well?* - -# Source: ST §The Teacher Can Speak English Well + §They Can't Do It — merged positive/negative presentation -$DIALOGUE Things People Can and Can't Do -INTRO: Here's "can" and "can't" in action — what people are good at, and what they aren't. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} -LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} -LINE: Mike and James can play tennis well. {st-page_069_003.jpg} -LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} -LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} -LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} - -# Source: ST §Read the Sentences (can't) -$DIALOGUE Read the "Can't" Sentences -INTRO: A quick read-through of things these people can't do. Just read each line. -INSTRUCTION: Read the sentences. - -LINE: Henry can't swim. -LINE: I can't play tennis very well. -LINE: Mary can't speak Chinese. -LINE: Karl can't drive a car. -LINE: They can't speak English well. -LINE: Doris can't cook. -LINE: Tom can't drive a truck. -LINE: We can't fly a plane. -LINE: The children cannot read and write. -LINE: The old man cannot see well. - -# Source: LLA 3C Figure 3 — can / cannot presentation -$DIALOGUE Can and Cannot -INTRO: Listen to "can" for ability and "cannot" — or "can't" — for inability. Repeat each sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: can -LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3} - -VOCAB: cannot -VOCAB: can't -LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3} - -LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3} -LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3} -LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3} -LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3} -LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3} - -# Source: LLA 3C Figure 4 — add "can" transformation -$PRODUCE Add "Can" to the Sentence -INTRO: Remember: can + the plain verb. Listen to each sentence and add "can", then repeat the correct answer. -INSTRUCTION: Change the sentence using "can". -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3} -RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3} - -PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3} -RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3} - -PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3} -RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3} - -PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3} -RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3} - -PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3} -RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3} - -PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3} -RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3} - -# Source: LLA 3C Figure 5 — change to negative with can't + cue -$PRODUCE Change to "Can't" -INTRO: Now the negative. You'll hear a sentence and a new word — make it negative with "can't" and that word, then repeat the answer. -INSTRUCTION: Change the sentence using "can't" and the cue word. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3} -RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3} - -PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3} -RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3} - -PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3} -RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3} - -PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3} -RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3} - -PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3} -RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3} - -PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3} -RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3} - -PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3} -RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3} - -# Source: ST §Fish Can Swim — substitution drill (full model sentence given) -$PRODUCE Make a Sentence with "Can" -INTRO: Take the action you're given and build a sentence with "can" — pick any subject that makes sense. -INSTRUCTION: Make a sentence with "can" using the cue. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any logical sentence that uses "can" followed by the prompt phrase. The subject is the learner's choice. - -EXAMPLE -PROMPT: speak French -RESPONSE: Ali can speak French. - -PROMPT: drive a bus -RESPONSE: My father can drive a bus. - -PROMPT: fly a plane -RESPONSE: The pilot can fly a plane. - -PROMPT: read and write well -RESPONSE: The students can read and write well. - -PROMPT: answer the teacher's question -RESPONSE: John can answer the teacher's question. - -PROMPT: play soccer -RESPONSE: The boys can play soccer. - -PROMPT: swim very well -RESPONSE: I can swim very well. - -PROMPT: memorize dialogs -RESPONSE: We can memorize dialogs. - -PROMPT: learn English -RESPONSE: They can learn English. - -PROMPT: write a paragraph -RESPONSE: She can write a paragraph. - -PROMPT: play football -RESPONSE: He can play football. - -# Source: ST §Can You Play Baseball? -$DIALOGUE Can You Play Baseball? -INTRO: The teacher goes down the row asking about baseball. Listen and repeat the dialog. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Teacher: Bert, can you play baseball? -Bert: No, I can't. My father can. -Teacher: Greg, can you play baseball? -Greg: No, I can't play baseball. David can. -Teacher: David, can you play baseball? -David: Yes, I can play baseball. - -# Source: ST §Can You Speak English? — ask & answer from cue -$PRODUCE Ask and Answer with "Can" -INTRO: Build a "can" question from the cue, then answer it both short and long — yes or no, your choice. -INSTRUCTION: Ask a question from the cue, then give a short and a long answer. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a full long answer. The choice of yes/no is up to the learner. - -EXAMPLE -TEMPLATE: your sister/speak (English, Spanish, French) -RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English. - -PROMPT: your brother/play (basketball, baseball, soccer) -RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball. - -PROMPT: you/swim well -RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well. - -PROMPT: your father/drive (a car, a bus, a truck) -RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck. - -PROMPT: your teacher/speak (English, French, Arabic) well -RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well. - -PROMPT: you/fly an airplane -RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. - -# Source: ST §They Can Speak Two or Three Languages — reading passage -$DIALOGUE The Languages in My Class -INTRO: In this class, everyone's a polyglot. Read about who speaks what. -INSTRUCTION: Read the paragraph. - -Narrator: All the students in my class know two, three, or four languages. -LINE: Lt Romo speaks Spanish, French, and English. -LINE: Sgt Gamdi speaks Arabic and English. -LINE: Lt Fofana speaks French, Spanish, English, and Wolof. -LINE: Maj Kim speaks Korean, Japanese, and English. -LINE: Capt Rossi speaks French, Italian, and English. - -# Source: ST §Ask Questions with Can — write who/what questions -$PRODUCE Write "Who" and "What" Questions -INTRO: Based on the class, write the "who" or "what" question that fits each answer. -INSTRUCTION: Type the "who" or "what" question for each answer. -INPUT: type -CHECK: llm -SHOW_PROMPT -RUBRIC: The learner must type a correct "who" or "what" question with "can" that elicits the provided answer sentence. - -EXAMPLE -TEMPLATE: ____ Sgt Gamdi can speak Arabic. -RESPONSE: Who can speak Arabic in your class? - -EXAMPLE -TEMPLATE: ____ He can speak Korean, Japanese, and English. -RESPONSE: What languages can Maj Kim speak? - -TEMPLATE: ____ Lt Romo and Lt Fofana can speak Spanish. -RESPONSE: Who can speak Spanish? - -TEMPLATE: ____ He can speak Arabic and English. -RESPONSE: What languages can Sgt Gamdi speak? - -TEMPLATE: ____ All the students in the class can speak English. -RESPONSE: Who can speak English? - -TEMPLATE: ____ He can speak French, Spanish, English, and Wolof. -RESPONSE: What languages can Lt Fofana speak? - -TEMPLATE: ____ Capt Rossi can speak Italian. -RESPONSE: Who can speak Italian? - -TEMPLATE: ____ Maj Kim can speak Japanese. -RESPONSE: Who can speak Japanese? - -TEMPLATE: ____ Lt Romo, Lt Fofana, and Capt Rossi can speak French. -RESPONSE: Who can speak French? - -TEMPLATE: ____ She can speak French, Italian, and English. -RESPONSE: What languages can Capt Rossi speak? - -# Source: ST §Can You Speak French? — dialog -$DIALOGUE Can You Speak French? {st-page_075_001.jpg} -INTRO: Robert meets Donald's friend Jacques, and they hunt for a language they share. Listen and read along. -INSTRUCTION: Listen and read the dialog. - -Donald: Hi, Robert. This is my new friend Jacques. -Robert: Hello, Jacques. Glad to meet you. -Donald: Jacques can't speak English very well. Can you speak French? -Robert: No, I can't. -Donald: Well, can you speak Spanish? -Robert: Yes, I can. -Donald: Good, Jacques can speak Spanish, too. - -# Source: ST §Can You Cook Well? — personalized ask & answer -$PRODUCE Can You ...? — Ask and Answer -INTRO: Last one for "can": use each cue word to ask a yes/no question, then answer it short and long. -INSTRUCTION: Ask a question with the cue word, then give a short and a long answer. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed yes/no question using "can" and the prompt word, followed by a short answer and a long answer. - -EXAMPLE -PROMPT: spell -RESPONSE: Can you spell your teacher's name? No, I can't. No, I can't spell my teacher's name. - -EXAMPLE -PROMPT: drive -RESPONSE: Can you drive a bus? Yes, I can. Yes, I can drive a bus. - -PROMPT: speak -RESPONSE: Can you speak French? Yes, I can. Yes, I can speak French. - -PROMPT: read -RESPONSE: Can you read Arabic? No, I can't. No, I can't read Arabic. - -PROMPT: cook -RESPONSE: Can you cook well? Yes, I can. Yes, I can cook well. - -PROMPT: swim -RESPONSE: Can you swim? No, I can't. No, I can't swim. - -PROMPT: play -RESPONSE: Can you play soccer? Yes, I can. Yes, I can play soccer. - -PROMPT: write -RESPONSE: Can you write a paragraph? Yes, I can. Yes, I can write a paragraph. - -PROMPT: fly -RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. - -PROMPT: learn -RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English quickly. - -PROMPT: memorize -RESPONSE: Can you memorize new words? Yes, I can. Yes, I can memorize new words. - -# Source: LLA 3C Figure 6 (Part 1) — Jim's languages passage +# Source: LLA 3C Figure 6 (Part 1) $DIALOGUE Jim's Languages -INTRO: Jim is another language whiz, but he's better at some skills than others. Just listen. +INTRO: Jim is good with languages. Listen to which ones he knows. INSTRUCTION: Listen to the paragraph. LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3} @@ -1031,9 +908,9 @@ LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3} LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3} LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3} -# Source: LLA 3C Figure 6 (Part 2) — comprehension Q&A -$PRODUCE Questions About Jim -INTRO: Answer the questions about Jim aloud, then repeat the correct answers. +# Source: LLA 3C Figure 6 (Part 2) +$PRODUCE About Jim's Languages +INTRO: Answer about Jim aloud, then repeat the correct answer. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -1054,24 +931,329 @@ RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3} PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3} RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3} -# ========================================================================= -$LESSON 3-5: Must, Must Not, and Permission +# ===================================================================== +$LESSON 3-4: Reading, Dictation, and Permission +# ===================================================================== + +# Source: LLA 3C Figure 7 (Part 1) +$DIALOGUE Ken's Day at the Base +INTRO: Here's a paragraph about Ken's workday. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3} +LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3} +LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3} +LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3} +LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3} + +# Source: LLA 3C Figure 7 (Part 2) +$SELECT True Statement — Ken +INTRO: Now choose the statement that's true about Ken. +INSTRUCTION: Tap the true statement. + +TEMPLATE: Which statement is true? +OPTION: a | Ken lives in a small town. +OPTION: b | Ken is a mechanic. +OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3} +OPTION: d | Ken takes German lessons downtown. +ANSWER: c + +# Source: LLA 3C Figure 7 (Part 3) +$DIALOGUE Anna Cooks Dinner +INTRO: Here's a paragraph about Anna's cooking. Just listen. +INSTRUCTION: Listen to the paragraph. + +LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3} +LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3} +LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3} +LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3} +LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3} +LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3} +LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3} + +# Source: LLA 3C Figure 7 (Part 4) +$SELECT True Statement — Anna +INTRO: Now choose the statement that's true about Anna. +INSTRUCTION: Tap the true statement. + +TEMPLATE: Which statement is true? +OPTION: a | Anna goes to the movies every Friday. +OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3} +OPTION: c | Anna's family eats chicken and rice on Mondays. +OPTION: d | Anna's family ate dinner in a restaurant. +ANSWER: b + +# Source: LLA 3C Figure 8 +$PRODUCE Dictation — A Day Downtown +INTRO: Time for dictation. Listen to each sentence and type exactly what you hear. +INSTRUCTION: Type the sentence you hear. +INPUT: type +CHECK: exact + +PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} +RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} + +PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} +RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} + +PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} +RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} + +PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} +RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} + +PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} +RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} + +# Source: ST §Grammar May / Can (permission) +$GRAMMAR May and Can (Permission) +INTRO: Now "may" and "can" again — but this time they ask for and give permission. + +**{May} and {can} are used to express permission.** + +| | | +|---|---| +| **STATEMENTS:** | Children, you {may have some fruit after dinner}. | +| | You {can leave early today}. | +| **QUESTIONS:** | {May I sit here?} — Yes, you {may}. No, you {may not}. | +| | {Can I write in my book?} — Yes, you {can}. No, you {can't}. | + +# Source: LLA 3D Figure 1 +$DIALOGUE Can I Come In? +INTRO: A lieutenant asks his major for permission to do several things. Listen and repeat. +INSTRUCTION: Listen and repeat the dialogue. +REPEAT + +Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3} +Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3} + +Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3} +Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3} + +Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3} +Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3} + +Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3} +Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} + +Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} +Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} + +# Source: LLA 3D Figure 2 +$DIALOGUE May I Come In? +INTRO: Here's the same conversation again, this time with the more formal "may". Listen and repeat. +INSTRUCTION: Listen and repeat the dialogue. +REPEAT + +Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3} +Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3} + +Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3} +Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3} + +Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3} +Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3} + +Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3} +Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} + +Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} +Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} + +# Source: ST §May I Have a Snack? +$DIALOGUE May I Have a Snack? +INTRO: A hungry little girl asks her mother for a snack before dinner. Listen and repeat. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} +Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} +Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} +Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} + +# Source: LLA 3D Figure 4 +$PRODUCE Ask Can or May +INTRO: Turn each wish into a polite question with the cue word "can" or "may", then repeat the answer. +INSTRUCTION: Ask a question using the cue word. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3} +RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3} + +EXAMPLE +PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3} +RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3} + +PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3} +RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3} + +PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3} +RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3} + +PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3} +RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3} + +PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3} +RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3} + +PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3} +RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3} + +PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3} +RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3} + +PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3} +RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} + +PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3} +RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} + +# Source: LLA 3D Figure 3 +$PRODUCE Make It Negative — Can't / May Not +INTRO: Now make each permission sentence negative with the cue word, then repeat the answer. +INSTRUCTION: Change the sentence to a negative sentence. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3} +RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3} + +EXAMPLE +PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3} +RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} + +PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3} +RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3} + +PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3} +RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3} + +PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3} +RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3} + +PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3} +RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3} + +PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3} +RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} + +PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} +RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} + +# Source: ST §See It and Say It (permission Q&A) +$DIALOGUE See It and Say It +INTRO: A few quick permission exchanges. Read each one. +INSTRUCTION: Read the lines. + +Student: Can I leave early today? +Teacher: No, you can't. + +Captain_Yates: Can he answer a question? +Captain_Toomy: Yes, he can answer the next question. + +Mr_Kline: Can they go? +Sgt_Moore: Yes, the men can go to the basketball game. + +Mark: May we see your book, please? +Bill: Yes, you may. + +Student: May I please leave? +Teacher: No, you may not. + +# Source: ST §May I Go Outside? (about yourself, scaffolded) +$PRODUCE May I...? +INTRO: Now ask for permission yourself. Make a "can" or "may" question from each cue, then give a short and a long answer. +INSTRUCTION: Ask for permission, then give a short and a long answer. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and a matching long answer (affirmative or negative). + +EXAMPLE +PROMPT: sit down +RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair. + +EXAMPLE +PROMPT: go outside +RESPONSE: May I go outside? No, you may not. No, you may not go outside. + +PROMPT: watch a movie in class +RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class. + +PROMPT: leave early on Friday +RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday. + +PROMPT: see your notebook +RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook. + +PROMPT: talk +RESPONSE: Can we talk? No, you can't. No, you can't talk. + +PROMPT: study in your room +RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room. + +PROMPT: take off my shoes in the classroom +RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom. + +PROMPT: put on my hat +RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat. + +PROMPT: drink this water +RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water. + +PROMPT: listen to tapes +RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes. + +# Source: LLA 3D Figure 7 +$PRODUCE Write the Military Times +INTRO: Listen to each line and type the military time you hear, in digits. +INSTRUCTION: Type the military time in digits. +INPUT: type +CHECK: exact + +PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3} +TEMPLATE: 1. ____ hours +RESPONSE: 0730 + +PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3} +TEMPLATE: 2. ____ hours +RESPONSE: 1415 + +PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3} +TEMPLATE: 3. ____ hours +RESPONSE: 1100 + +PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3} +TEMPLATE: 4. ____ hours +RESPONSE: 0910 + +PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} +TEMPLATE: 5. ____ hours +RESPONSE: 1300 + +# ===================================================================== +$LESSON 3-5: Must and Must Not +# ===================================================================== # Source: ST §Grammar Must -$GRAMMAR Must — Necessity -INTRO: Now for "must" — the word for things you simply have to do. +$GRAMMAR Must (Necessity) +INTRO: Let's look at "must" — it's how we say something is necessary. -Use **{must}** plus the plain verb when something is **necessary** — there's no real choice about it. +**{Must} is used to express something that is necessary.** -*I have a test tomorrow. I {must study} tonight.* +| | | +|---|---| +| **STATEMENT:** | I have a test tomorrow. {I must study tonight.} | +| | He's in the military. {He must wear his uniform.} | -*He's in the military. He {must wear} his uniform.* - -Like "can", "must" never takes "-s" and the verb after it stays in its plain form. - -# Source: ST §You Must Salute an Officer — military duties presentation +# Source: ST §You Must Salute an Officer $DIALOGUE You Must Salute an Officer -INTRO: In the military, "must" comes up a lot. Here are the rules. Listen and repeat. +INTRO: Here are the things a service member must do. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT @@ -1082,16 +1264,15 @@ LINE: You must bring your I.D. card. {st-page_078_002.jpg} LINE: You must salute an officer. {st-page_078_003.jpg} LINE: You must report to the Captain. {st-page_078_004.jpg} -# Source: ST §What Must You Do? — context-grounded Q&A with cue +# Source: ST §What Must You Do? (scaffolded, cue-grounded) $PRODUCE What Must You Do? -INTRO: Each little situation needs an action. Answer with "must" and the cue word. -INSTRUCTION: Answer the question using "must" and the cue. +INTRO: Each situation calls for an action. Answer with "must" and the cue word, in a full sentence. +INSTRUCTION: Answer the question aloud using "must". INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept any logical full sentence answer that uses "must" and incorporates the provided cue word. +RUBRIC: Accept any logical full sentence that uses "must" and incorporates the provided cue word. -EXAMPLE PROMPT: You have a test tomorrow. What must you do? (study) RESPONSE: I must study for it. @@ -1114,18 +1295,18 @@ PROMPT: You have to study English today. Where must you go? (classroom) RESPONSE: I must go to the classroom. # Source: ST §Grammar Must Not -$GRAMMAR Must Not — Prohibition -INTRO: "Must not" flips the meaning — it's a firm "don't". +$GRAMMAR Must Not (Prohibition) +INTRO: And "must not" is the opposite — it tells you what you're not allowed to do. -**{Must not}** means something is **prohibited** — a hard "don't do this". +**{Must not} is used to express prohibition. (DON'T DO THIS!)** -*You {must not} eat in the classroom.* (Don't eat in the classroom!) +You {must not eat in the classroom}. (Don't eat in the classroom!) -*We {must not} open that door.* (It says, "Do not open the door.") +We {must not open that door}. (It says, "Do not open the door.") -# Source: ST §You Must Not Smoke in the Classroom — prohibitions presentation -$DIALOGUE You Must Not Smoke in the Classroom -INTRO: And here are the "don'ts" — each rule paired with its plain command. Listen and repeat. +# Source: ST §You Must Not Smoke in the Classroom +$DIALOGUE You Must Not Do That +INTRO: Here are the classroom rules — the things you must not do. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT @@ -1136,10 +1317,10 @@ LINE: You must not write on your desk. Don't write on your desk. {st-page_080_00 LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg} LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg} -# Source: ST §You Must Not Smoke in the Lab — must / must not from cue +# Source: ST §You Must Not Smoke in the Lab $PRODUCE Must or Must Not? -INTRO: Decide whether each cue is something you must do or must not do, and say the full sentence. -INSTRUCTION: Make a statement with "must" or "must not" from the cue. +INTRO: Decide whether each thing is required or forbidden, and make a "must" or "must not" statement. +INSTRUCTION: Make a statement with "must" or "must not". INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1182,27 +1363,31 @@ RESPONSE: You must salute officers. PROMPT: sleep in the lab RESPONSE: You must not sleep in the lab. -# Source: LLA 3D Figure 8 — must / must not dialogue -$DIALOGUE Must and Must Not -INTRO: A new student asks what he has to do. Listen for "must" and "must not", then repeat each line. +# Source: LLA 3D Figure 8 +$DIALOGUE What Must I Do? +INTRO: A new student asks what he must do at the base. Listen and repeat. INSTRUCTION: Listen and repeat the dialogue. REPEAT Sgt_Cole: I'm a new student. What must I do? {bk04-l3d-f8-01.mp3} Sgt_Ward: You must sign in at the locator now. {bk04-l3d-f8-02.mp3} + Sgt_Cole: Where must I go tomorrow? {bk04-l3d-f8-03.mp3} Sgt_Ward: You must go to the lab and take a test. {bk04-l3d-f8-04.mp3} + Sgt_Cole: When must I go there? {bk04-l3d-f8-05.mp3} Sgt_Ward: You must be there at 0800 hours. {bk04-l3d-f8-06.mp3} + Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3} Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3} + Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3} Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3} -# Source: LLA 3D Figure 9 — change can't to must -$PRODUCE Change "Can't" to "Must" -INTRO: You'll hear a "can't" sentence and a cue word. Turn it into a "must" instruction with the cue, then repeat the answer. -INSTRUCTION: Change the sentence using "must" and the cue word. +# Source: LLA 3D Figure 9 +$PRODUCE Can't → Must +INTRO: Each sentence says what you can't do; turn it around into what you must do with the cue word, then repeat. +INSTRUCTION: Change the sentence using "must". INPUT: speak CHECK: reveal REPEAT @@ -1229,166 +1414,9 @@ RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3} PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3} RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3} -# Source: ST §Grammar May / Can (permission) -$GRAMMAR May and Can — Permission -INTRO: "May" and "can" do one more job: asking for and giving permission. - -Both **{may}** and **{can}** are used to ask for and give **permission**. "May" is a bit more formal; "can" is more casual — but they work the same way. - -*Children, you {may} have some fruit after dinner.* — *You {can} leave early today.* - -To ask: *{May I sit here?}* — *Yes, you {may}. No, you {may not}.* Or: *{Can I write in my book?}* — *Yes, you {can}. No, you {can't}.* - -# Source: LLA 3D Figure 1 — can I...? dialogue -$DIALOGUE Can I ...? -INTRO: Lieutenant Martin asks his major for a few permissions. Listen and repeat each line. -INSTRUCTION: Listen and repeat the dialogue. -REPEAT - -Lt_Martin: Good morning, sir. Can I come in? {page_058_001.jpg} {bk04-l3d-f1-01.mp3} -Maj_Mills: Yes, you can come in, Lieutenant. {page_058_001.jpg} {bk04-l3d-f1-02.mp3} -Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3} -Maj_Mills: Yes, you can. {bk04-l3d-f1-04.mp3} -Lt_Martin: Can I leave at noon today? {bk04-l3d-f1-05.mp3} -Maj_Mills: No, I want to fly with you then. {bk04-l3d-f1-06.mp3} -Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3} -Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} -Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} -Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} - -# Source: LLA 3D Figure 2 — may I...? same dialogue, formal -$DIALOGUE May I ...? -INTRO: Here's the very same conversation, but more formal — "may" instead of "can". Listen and repeat. -INSTRUCTION: Listen and repeat the dialogue. -REPEAT - -Lt_Martin: Good morning, sir. May I come in? {bk04-l3d-f2-01.mp3} -Maj_Mills: Yes, you may come in, Lieutenant. {bk04-l3d-f2-02.mp3} -Lt_Martin: May I talk to you, please? {bk04-l3d-f2-03.mp3} -Maj_Mills: Yes, you may. {bk04-l3d-f2-04.mp3} -Lt_Martin: May I leave at noon today? {bk04-l3d-f2-05.mp3} -Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3} -Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3} -Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} -Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} -Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} - -# Source: LLA 3D Figure 3 — change to negative with cue -$PRODUCE Make It Negative (Can't / May Not) -INTRO: You'll hear a permission sentence and a cue word. Make it negative with the new word, then repeat the answer. -INSTRUCTION: Change the sentence to a negative sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3} -RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3} - -EXAMPLE -PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3} -RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} - -PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3} -RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3} - -PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3} -RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3} - -PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3} -RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3} - -PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3} -RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3} - -PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3} -RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} - -PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} -RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} - -# Source: LLA 3D Figure 4 — ask a permission question -$PRODUCE Ask Permission -INTRO: Now turn each wish into a polite question using "can" or "may" as cued, then repeat the correct question. -INSTRUCTION: Ask a question using the cue word. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1-q.mp3} -RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3} - -EXAMPLE -PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2-q.mp3} -RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3} - -PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01-q.mp3} -RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3} - -PROMPT: I want to open the window. May. {bk04-l3d-f4-02-q.mp3} -RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3} - -PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03-q.mp3} -RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3} - -PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04-q.mp3} -RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3} - -PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05-q.mp3} -RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3} - -PROMPT: We want to start our homework. May. {bk04-l3d-f4-06-q.mp3} -RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3} - -PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07-q.mp3} -RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} - -PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3} -RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} - -# Source: LLA 3D Figure 5 — classroom rules + short-answer Q&A -$DIALOGUE Mrs. Wilson's Classroom Rules -INTRO: Mrs. Wilson lays down the rules for her young students. Just listen. -INSTRUCTION: Listen to the rules. - -LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3} -LINE: She said this to the young boys and girls in her class. {bk04-l3d-f5-00b.mp3} -LINE: You may write with a pencil. {bk04-l3d-f5-00c.mp3} -LINE: You may not write with a pen. {bk04-l3d-f5-00d.mp3} -LINE: You can eat lunch at 11:30. {bk04-l3d-f5-00e.mp3} -LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3} -LINE: You may play games outside. {bk04-l3d-f5-00g.mp3} -LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3} - -$PRODUCE Questions About the Rules -INTRO: Answer each question about Mrs. Wilson's rules with a short answer, then repeat the correct one. -INSTRUCTION: Answer aloud with a short sentence. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3} -RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3} - -PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3} -RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3} - -PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3} -RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3} - -PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3} -RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3} - -PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3} -RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3} - -PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3} -RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3} - -# Source: LLA 3D Figure 6 — ask wh-question with cue -$PRODUCE Ask a "Wh-" Question -INTRO: Listen to a sentence and a question word — who, what, when, where, or whose — and ask a question with it. Then repeat the answer. +# Source: ST §Grammar Wh-questions with can (gap: wh-question forms drilled but not applied orally) +$PRODUCE Ask a Wh-Question with Can or May +INTRO: Here's one more from the question words. Make a wh-question from the statement and the cue word. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal @@ -1413,271 +1441,10 @@ RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3} PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3} RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3} -# Source: ST §See It and Say It — permission lines -$DIALOGUE See It and Say It -INTRO: A handful of quick permission exchanges. Read each pair. -INSTRUCTION: Read the lines. - -Student: Can I leave early today? -Teacher: No, you can't. - -Captain_Yates: Can he answer a question? -Captain_Toomy: Yes, he can answer the next question. - -Mr_Kline: Can they go? -Sgt_Moore: Yes, the men can go to the basketball game. - -Mark: May we see your book, please? -Bill: Yes, you may. - -Student: May I please leave? -Teacher: No, you may not. - -# Source: ST §May I Have a Snack? + §Can I Have a Snack? — merged formal/casual permission dialog -$DIALOGUE May I Have a Snack? -INTRO: A hungry little girl tries her luck before dinner — first politely with "may", then casually with "can". Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Little_girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} -Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} -Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} -Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} - -Little_girl: Mother, I'm hungry. Can I have an apple? -Mother: Yes, you can. You can have this apple. -Little_girl: Mother, I'm hungry again. Can I have a pear? -Mother: No, you cannot. We eat dinner in 15 minutes. - -# Source: ST §May I Go Outside? — personalized permission ask & answer -$PRODUCE Ask for Permission -INTRO: Use each cue to ask for permission with "can" or "may", then answer it short and long. -INSTRUCTION: Ask a permission question, then give a short and a long answer. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the prompt, followed by a short and long answer (affirmative or negative). - -EXAMPLE -PROMPT: sit down -RESPONSE: Can I sit down in that chair, please? Yes, you can. Yes, you can sit down in that chair. - -EXAMPLE -PROMPT: go outside -RESPONSE: May I go outside? No, you may not. No, you may not go outside. - -PROMPT: watch a movie in class -RESPONSE: May I watch a movie in class? No, you may not. No, you may not watch a movie in class. - -PROMPT: leave early on Friday -RESPONSE: Can I leave early on Friday? Yes, you can. Yes, you can leave early on Friday. - -PROMPT: see your notebook -RESPONSE: May I see your notebook? Yes, you may. Yes, you may see my notebook. - -PROMPT: talk -RESPONSE: Can we talk? No, you can't. No, you can't talk. - -PROMPT: study in your room -RESPONSE: May I study in your room? Yes, you may. Yes, you may study in my room. - -PROMPT: take off my shoes in the classroom -RESPONSE: Can I take off my shoes in the classroom? No, you can't. No, you can't take off your shoes in the classroom. - -PROMPT: put on my hat -RESPONSE: May I put on my hat? Yes, you may. Yes, you may put on your hat. - -PROMPT: drink this water -RESPONSE: Can I drink this water? Yes, you can. Yes, you can drink this water. - -PROMPT: listen to tapes -RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes. - -PROMPT: see your I.D. card -RESPONSE: Can I see your I.D. card? Yes, you can. Yes, you can see my I.D. card. - -# ========================================================================= -$LESSON 3-6: Telling Military Time, Dictation, and Punctuation - -# Source: LLA 3D Figure 7 — write the military times -$PRODUCE Write the Military Time -INTRO: You'll hear a time spoken the military way. Type it in four digits — for example, "zero seven thirty" is 0730. -INSTRUCTION: Type the military time in digits. -INPUT: type -CHECK: exact - -PROMPT: The class begins at zero seven thirty. {bk04-l3d-f7-01b.mp3} -TEMPLATE: ____ hours -RESPONSE: 0730 - -PROMPT: At fourteen fifteen. {bk04-l3d-f7-02b.mp3} -TEMPLATE: ____ hours -RESPONSE: 1415 - -PROMPT: We go to the dining hall at eleven hundred. {bk04-l3d-f7-03b.mp3} -TEMPLATE: ____ hours -RESPONSE: 1100 - -PROMPT: Yes, the break's at zero nine ten. {bk04-l3d-f7-04b.mp3} -TEMPLATE: ____ hours -RESPONSE: 0910 - -PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} -TEMPLATE: ____ hours -RESPONSE: 1300 - -# Source: LLA 3C Figure 7 (Part 1) — Ken reading passage -$DIALOGUE Ken's Workday -INTRO: Here's a short paragraph about Ken's day at the base. Just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3} -LINE: He drinks coffee and talks to his friends for five or ten minutes. {bk04-l3c-f7-p1-02.mp3} -LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l3c-f7-p1-03.mp3} -LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3} -LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3} - -# Source: LLA 3C Figure 7 (Part 2) — true statement about Ken -$SELECT The True Statement About Ken -INTRO: Now pick the one statement that's true about Ken. -INSTRUCTION: Tap the true statement. - -TEMPLATE: Which statement is true? -OPTION: a | Ken lives in a small town. -OPTION: b | Ken is a mechanic. -OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3} -OPTION: d | Ken takes German lessons downtown. -ANSWER: c - -# Source: LLA 3C Figure 7 (Part 3) — Anna reading passage -$DIALOGUE Anna Cooks Dinner -INTRO: And here's Anna, who wanted to cook a big dinner. Just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3} -LINE: She had rice, eggs, and bread. {bk04-l3c-f7-p2-02.mp3} -LINE: She had apples, bananas, and oranges, too. {bk04-l3c-f7-p2-03.mp3} -LINE: She didn't have meat. {bk04-l3c-f7-p2-04.mp3} -LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-p2-05.mp3} -LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3} -LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3} - -# Source: LLA 3C Figure 7 (Part 4) — true statement about Anna -$SELECT The True Statement About Anna -INTRO: Pick the one statement that's true about Anna. -INSTRUCTION: Tap the true statement. - -TEMPLATE: Which statement is true? -OPTION: a | Anna goes to the movies every Friday. -OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-p2-ans.mp3} -OPTION: c | Anna's family eats chicken and rice on Mondays. -OPTION: d | Anna's family ate dinner in a restaurant. -ANSWER: b - -# Source: LLA 3C Figure 8 — dictation -$PRODUCE Dictation -INTRO: Time for dictation. Listen carefully and type exactly what you hear, with correct punctuation. -INSTRUCTION: Type the sentence you hear. -INPUT: type -CHECK: exact - -PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} -RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} - -PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} -RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} - -PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} -RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} - -PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} -RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} - -PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} -RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} - -# Source: ST §Vocabulary: Punctuation -$DIALOGUE Punctuation Words -INTRO: Before you write, let's name the pieces — sentences, paragraphs, and the little marks that hold them together. Listen and repeat. -INSTRUCTION: Listen and repeat the words and sentences. -REPEAT - -VOCAB: sentence -LINE: Write a sentence. - -VOCAB: paragraph -LINE: A paragraph has sentences. - -VOCAB: punctuation -LINE: Periods, question marks, and apostrophes are punctuation marks. - -VOCAB: period -LINE: Put a period at the end of a statement. - -VOCAB: question mark -LINE: Put a question mark at the end of a question. - -VOCAB: apostrophe -LINE: Put an apostrophe in a contraction. - -VOCAB: indent -LINE: Indent the first word of a paragraph. - -# Source: ST §Grammar Punctuation / Capitalization -$GRAMMAR Sentences and Paragraphs -INTRO: A quick look at how a paragraph is put together. - -A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are punctuation marks. - -# Source: ST §Is This a Sentence or a Paragraph? -$SELECT Sentence, Paragraph, or Punctuation Mark? -INTRO: Look at each example and tap what it is. -INSTRUCTION: Tap the correct answer for each example. - -TEMPLATE: Jacques is from France. -OPTION: a | a paragraph -OPTION: b | a sentence -OPTION: c | an apostrophe -OPTION: d | a period -ANSWER: b - -TEMPLATE: He came to the United States to study English. He goes to school every day. Robert is his friend. Robert can't speak French. Jacques can't speak English very well. Can they talk? Yes, Robert repeats the words for Jacques. Jacques learns new words every day. -OPTION: a | a paragraph -OPTION: b | a sentence -OPTION: c | an apostrophe -OPTION: d | a period -ANSWER: a - -TEMPLATE: Can they talk? -OPTION: a | a paragraph -OPTION: b | an apostrophe -OPTION: c | a period -OPTION: d | a question mark -ANSWER: d - -TEMPLATE: Robert can't speak French. -OPTION: a | a paragraph -OPTION: b | a period -OPTION: c | a question mark -OPTION: d | a sentence -ANSWER: d - -TEMPLATE: Jacques learns new words every day. -OPTION: a | a paragraph -OPTION: b | a period -OPTION: c | a question mark -OPTION: d | a sentence -ANSWER: b - -TEMPLATE: (the space before the first word of a paragraph) -OPTION: a | indenting -OPTION: b | reading -OPTION: c | a question -OPTION: d | an apostrophe -ANSWER: a - -# SKIPPED (book): ST §Donald, Jacques, and Robert picture Q&A — keyed to a printed picture's -# numbered figures (who's wearing what); answers not determinable without reading the image. Dropped. -# SKIPPED (book): ST Listening Skills (SAME/DIFFERENT, BOAT/BOUGHT, LISTEN AND CIRCLE) — instructor-read, no recorded stimulus. -# SKIPPED (book): ST Reading Skill "Alphabetical order" — visual sorting, no audio. -# SKIPPED (book): ST/LLA Writing Skills "DICTATION (instructor-read)", "WRITE THE PARAGRAPH", LLA 3D Fig 10 punctuation editing — composition/editing, deferred. +# SKIPPED (ST): Punctuation vocab/grammar + "Is This a Sentence or a Paragraph?" + "Write the Paragraph" +# — composition/punctuation-editing family, DEFERRED per ALC ST guidelines. +# SKIPPED (ST): Listening Skills (Same/Different, Boat/Bought, Listen and Circle) and Writing Dictation +# — instructor-read with no recorded stimulus; Reading Skill alphabetical order — visual sort. Dropped. +# SKIPPED (book): LLA 3D Figure 10 — punctuation editing, deferred (out of scope). +# SKIPPED (ST): Speaking Skill "Bought" and "About" single-vowel word columns — bare word lists +# without a contrast pairing; the coat/caught contrast pair is kept as the representative drill. diff --git a/book-4-lesson-3/bk04-l3a-f1-01.mp3 b/book-4-lesson-3/bk04-l3a-f1-01.mp3 deleted file mode 100644 index c60407a..0000000 Binary files a/book-4-lesson-3/bk04-l3a-f1-01.mp3 and /dev/null differ diff --git a/book-4-lesson-3/bk04-l3a-f1-02.mp3 b/book-4-lesson-3/bk04-l3a-f1-02.mp3 deleted file mode 100644 index f3105b9..0000000 Binary files a/book-4-lesson-3/bk04-l3a-f1-02.mp3 and /dev/null differ diff --git a/book-4-lesson-3/bk04-l3a-f1-03.mp3 b/book-4-lesson-3/bk04-l3a-f1-03.mp3 deleted file mode 100644 index 57c348b..0000000 Binary files a/book-4-lesson-3/bk04-l3a-f1-03.mp3 and /dev/null differ diff --git a/book-4-lesson-3/bk04-l3a-f1-04.mp3 b/book-4-lesson-3/bk04-l3a-f1-04.mp3 deleted file 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