diff --git a/book-1-lesson-1.module b/book-1-lesson-1.module index 1083855f..36eb28ce 100644 --- a/book-1-lesson-1.module +++ b/book-1-lesson-1.module @@ -1,72 +1,70 @@ -$MODULE Book 1 · Lesson 1: The Classroom {st-page_005_001.jpg} +$MODULE Book 1 · Lesson 1: The Classroom {st-page_005_001.jpg|An empty classroom with student desks, a teacher's desk, a blackboard, a window, a clock on the wall, and a map of North America} FORMAT: 2 -DESCRIPTION: Greetings, classroom instructions and objects, the letters A–G, numbers 0–20, this/that and my/your, and the P/B sound contrast. +DIOCO_DOC_ID: alc_book1_lesson1 +DESCRIPTION: First steps in English: classroom instructions, letters A to G, numbers 0 to 20, greetings, classroom objects, "this" and "that", and "my" and "your". TARGET_LANG_G: en HOME_LANG_G: en +TTS_PROMPT: This is an absolute-beginner course. Speak slowly and very clearly. 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: Narrator | aoede | Friendly narrator VOICE: Student | schedar | Male student -VOICE: Teacher | aoede | Female teacher -VOICE: Ted | alnilam | Male speaker -VOICE: Aldo | charon | Male speaker -VOICE: Bill | charon | Male speaker +VOICE: Teacher | gacrux | Female teacher +VOICE: Ted | achird | Male speaker +VOICE: Aldo | schedar | Male speaker +VOICE: Bill | schedar | Male speaker VOICE: Bob | achird | Male speaker -VOICE: Sgt_Smith | alnilam | Male speaker -VOICE: Maj_Henry | achird | Male speaker -VOICE: John | orus | Male speaker -VOICE: Mr_Bill | charon | Male speaker -VOICE: StudentA | achird | Male speaker -VOICE: StudentB | charon | Male speaker -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: Sgt_Smith | charon | Male speaker +VOICE: Maj_Henry | iapetus | Male speaker +VOICE: John | schedar | Male speaker +VOICE: Mr_Bill | achird | Male speaker +VOICE: StudentA | schedar | Male speaker +VOICE: StudentB | achird | Male speaker -$LESSON 1-1: Classroom Actions +$SESSION 1-1: Classroom Instructions and Letters A to G -# Source: LLA 1A Figure 1 (VOCAB tags transferred from ST §Look, Listen, and Repeat) +# Source: LLA 1A Figure 1 (VOCAB tags transferred from ST §Look, Listen, and Repeat, dropped as TTS twin) $DIALOGUE Classroom Instructions ID: 1a-f1 -INTRO: Welcome to your first lesson. In this lesson you'll learn to greet people, name the things in a classroom, and handle the letters A to G and the numbers up to twenty. First, the instructions your teacher will use all day long. Listen to each one and repeat it. -INSTRUCTION: Repeat each instruction. +INTRO: Welcome to your first English lesson. In this lesson you'll learn classroom instructions, your first letters and numbers, greetings, and how to name the things around you. We start with the instructions you'll hear every single day — listen and repeat each one. +INSTRUCTION: Listen and repeat each instruction. REPEAT VOCAB: to listen -LINE: Listen. {page_011_001.jpg} {bk01-l1a-f1-01.mp3} +LINE: Listen. {page_011_001.jpg|A man holding his hand near his ear, indicating listening} {bk01-l1a-f1-01.mp3} VOCAB: to repeat -LINE: Repeat. {page_011_002.jpg} {bk01-l1a-f1-02.mp3} +LINE: Repeat. {page_011_002.jpg|A man with his mouth open, indicating speaking or repeating} {bk01-l1a-f1-02.mp3} VOCAB: to look at -LINE: Look at the language laboratory activities. {page_011_003.jpg} {bk01-l1a-f1-03.mp3} +LINE: Look at the language laboratory activities. {page_011_003.jpg|A man looking to the side with dashed lines from his eye, indicating looking} {bk01-l1a-f1-03.mp3} VOCAB: to write -LINE: Write the word. {page_011_004.jpg} {bk01-l1a-f1-04.mp3} +LINE: Write the word. {page_011_004.jpg|A hand holding a pencil and writing "no" on a line} {bk01-l1a-f1-04.mp3} VOCAB: to circle -LINE: Circle the letter. {page_011_005.jpg} {bk01-l1a-f1-05.mp3} +LINE: Circle the letter. {page_011_005.jpg|A hand using a pencil to circle the letter 'c' from a list 'a b c'} {bk01-l1a-f1-05.mp3} VOCAB: to go -LINE: Go to the lab. {page_011_006.jpg} {bk01-l1a-f1-06.mp3} +LINE: Go to the lab. {page_011_006.jpg|A man walking, with footprints shown behind him, indicating going} {bk01-l1a-f1-06.mp3} VOCAB: to open -LINE: Open the door. {page_011_007.jpg} {bk01-l1a-f1-07.mp3} +LINE: Open the door. {page_011_007.jpg|An open door with an arrow pointing outward, indicating opening the door} {bk01-l1a-f1-07.mp3} VOCAB: to close -LINE: Close the book. {page_011_008.jpg} {bk01-l1a-f1-08.mp3} -LINE: Open the window. {page_011_009.jpg} {bk01-l1a-f1-09.mp3} -LINE: Close the door. {page_011_010.jpg} {bk01-l1a-f1-10.mp3} -LINE: Close the window. {page_011_011.jpg} {bk01-l1a-f1-11.mp3} -LINE: Open the book. {page_011_012.jpg} {bk01-l1a-f1-12.mp3} +LINE: Close the book. {page_011_008.jpg|An open book with two arrows pointing inward, indicating closing the book} {bk01-l1a-f1-08.mp3} -# SKIPPED (master): ST §Look, Listen, and Repeat — cross-source twin of this presentation -# (same classroom-action verbs, same listen-and-repeat role, TTS only). Kept the cassette -# figures; the ST panel's VOCAB tags were transferred onto the lines above. +LINE: Open the window. {page_011_009.jpg|A man pushing a window frame upward, indicating opening a window} {bk01-l1a-f1-09.mp3} +LINE: Close the door. {page_011_010.jpg|A door showing a closing action with an arrow} {bk01-l1a-f1-10.mp3} +LINE: Close the window. {page_011_011.jpg|A man near a window with a large arrow pointing down, indicating closing the window} {bk01-l1a-f1-11.mp3} +LINE: Open the book. {page_011_012.jpg|An open book with two arrows pointing outward, indicating opening the book} {bk01-l1a-f1-12.mp3} # Source: LLA 1A Figure 2 -$DIALOGUE More Instructions, Please +$DIALOGUE Classroom Instructions with Please ID: 1a-f2 -INTRO: The same instructions again, plus new ones with "please" — politeness costs nothing and your teacher notices. Listen and repeat each sentence. -INSTRUCTION: Repeat each sentence. +INTRO: The same instructions again, plus new ones with "please". Listen and repeat — politeness is free. +INSTRUCTION: Repeat the words and sentences. REPEAT LINE: Listen. {bk01-l1a-f2-01.mp3} @@ -81,7 +79,10 @@ LINE: Open the window. {bk01-l1a-f2-09.mp3} LINE: Close the door. {bk01-l1a-f2-10.mp3} LINE: Close the window. {bk01-l1a-f2-11.mp3} LINE: Close the book. {bk01-l1a-f2-12.mp3} + +VOCAB: please LINE: Repeat the word, please. {bk01-l1a-f2-13.mp3} + LINE: Please go to the classroom. {bk01-l1a-f2-14.mp3} LINE: Please open your book. {bk01-l1a-f2-15.mp3} LINE: Write your name, please. {bk01-l1a-f2-16.mp3} @@ -94,136 +95,135 @@ LINE: Please listen. {bk01-l1a-f2-22.mp3} LINE: Look at the book, please. {bk01-l1a-f2-23.mp3} LINE: Please write my name. {bk01-l1a-f2-24.mp3} -$LESSON 1-2: The Letters A to G - # Source: LLA 1A Figure 3 (part 1) -$DIALOGUE The Letters A to G +$DIALOGUE Letters A to G ID: 1a-f3 -INTRO: In this part you'll learn the first seven letters of the English alphabet, A to G — how they sound and how they look. Listen and repeat each letter. +INTRO: Now the alphabet — the first seven letters, "A" to "G". Listen and repeat each letter. INSTRUCTION: Repeat the letters. REPEAT -LINE: A {bk01-l1a-f3-00a.mp3} -LINE: B {bk01-l1a-f3-00b.mp3} -LINE: C {bk01-l1a-f3-00c.mp3} -LINE: D {bk01-l1a-f3-00d.mp3} -LINE: E {bk01-l1a-f3-00e.mp3} -LINE: F {bk01-l1a-f3-00f.mp3} -LINE: G {bk01-l1a-f3-00g.mp3} +LINE: A a {bk01-l1a-f3-01.mp3} +LINE: B b {bk01-l1a-f3-02.mp3} +LINE: C c {bk01-l1a-f3-03.mp3} +LINE: D d {bk01-l1a-f3-04.mp3} +LINE: E e {bk01-l1a-f3-05.mp3} +LINE: F f {bk01-l1a-f3-06.mp3} +LINE: G g {bk01-l1a-f3-07.mp3} # Source: LLA 1A Figure 3 (part 2) -$SELECT Which Letter Do You Hear? +$SELECT Tap the Letter You Hear ID: 1a-f3-b -INTRO: Now you'll hear one letter at a time. Tap the letter you hear — capital or small, it's the same letter. +HIDE_PROMPT +INTRO: You'll hear one letter at a time. Tap the letter you hear — capital or small, it's the same letter. INSTRUCTION: Tap the letter you hear. EXAMPLE -PROMPT: E. {bk01-l1a-f3-00-ex.mp3} +PROMPT: E {bk01-l1a-f3-ex.mp3} OPTION: a | b OPTION: b | e OPTION: c | F OPTION: d | a ANSWER: b -PROMPT: B. {bk01-l1a-f3-01.mp3} +PROMPT: B {bk01-l1a-f3-08.mp3} OPTION: a | a OPTION: b | B OPTION: c | C OPTION: d | d ANSWER: b -PROMPT: E. {bk01-l1a-f3-02.mp3} +PROMPT: E {bk01-l1a-f3-09.mp3} OPTION: a | G OPTION: b | A OPTION: c | C OPTION: d | E ANSWER: d -PROMPT: C. {bk01-l1a-f3-03.mp3} +PROMPT: C {bk01-l1a-f3-10.mp3} OPTION: a | c OPTION: b | d OPTION: c | a OPTION: d | f ANSWER: a -PROMPT: F. {bk01-l1a-f3-04.mp3} +PROMPT: F {bk01-l1a-f3-11.mp3} OPTION: a | B OPTION: b | F OPTION: c | E OPTION: d | G ANSWER: b -PROMPT: A. {bk01-l1a-f3-05.mp3} +PROMPT: A {bk01-l1a-f3-12.mp3} OPTION: a | G OPTION: b | D OPTION: c | C OPTION: d | A ANSWER: d -PROMPT: D. {bk01-l1a-f3-06.mp3} +PROMPT: D {bk01-l1a-f3-13.mp3} OPTION: a | f OPTION: b | e OPTION: c | d OPTION: d | b ANSWER: c -PROMPT: G. {bk01-l1a-f3-07.mp3} +PROMPT: G {bk01-l1a-f3-14.mp3} OPTION: a | g OPTION: b | b OPTION: c | E OPTION: d | C ANSWER: a -PROMPT: A. {bk01-l1a-f3-08.mp3} +PROMPT: A {bk01-l1a-f3-15.mp3} OPTION: a | e OPTION: b | B OPTION: c | C OPTION: d | a ANSWER: d -PROMPT: B. {bk01-l1a-f3-09.mp3} +PROMPT: B {bk01-l1a-f3-16.mp3} OPTION: a | b OPTION: b | g OPTION: c | d OPTION: d | f ANSWER: a -PROMPT: D. {bk01-l1a-f3-10.mp3} +PROMPT: D {bk01-l1a-f3-17.mp3} OPTION: a | C OPTION: b | d OPTION: c | e OPTION: d | F ANSWER: b -PROMPT: C. {bk01-l1a-f3-11.mp3} +PROMPT: C {bk01-l1a-f3-18.mp3} OPTION: a | c OPTION: b | b OPTION: c | f OPTION: d | g ANSWER: a -PROMPT: E. {bk01-l1a-f3-12.mp3} +PROMPT: E {bk01-l1a-f3-19.mp3} OPTION: a | A OPTION: b | E OPTION: c | B OPTION: d | D ANSWER: b -PROMPT: G. {bk01-l1a-f3-13.mp3} +PROMPT: G {bk01-l1a-f3-20.mp3} OPTION: a | c OPTION: b | g OPTION: c | F OPTION: d | a ANSWER: b -PROMPT: F. {bk01-l1a-f3-14.mp3} +PROMPT: F {bk01-l1a-f3-21.mp3} OPTION: a | d OPTION: b | c OPTION: c | b OPTION: d | f ANSWER: d -PROMPT: B. {bk01-l1a-f3-15.mp3} +PROMPT: B {bk01-l1a-f3-22.mp3} OPTION: a | d OPTION: b | b OPTION: c | c @@ -233,68 +233,56 @@ ANSWER: b # Source: LLA 1A Figure 4 $PRODUCE Write the Letters ID: 1a-f4 -INTRO: Dictation time. You'll hear the name of a capital letter and a small letter. Type both letters, exactly as you hear them. -INSTRUCTION: Type the capital letter and the small letter. INPUT: type CHECK: exact NORMALIZE: strict +HIDE_PROMPT +INTRO: Now write them. Listen and type both forms of each letter — the capital first, a space, then the small letter. +INSTRUCTION: Type the capital and small letter. EXAMPLE -PROMPT: Capital A. Small a. {bk01-l1a-f4-00-ex.mp3} -TEMPLATE: ____{A} ____{a} +PROMPT: Capital A. Small a. {bk01-l1a-f4-ex.mp3} RESPONSE: A a PROMPT: Capital G. Small g. {bk01-l1a-f4-01.mp3} -TEMPLATE: ____{G} ____{g} RESPONSE: G g PROMPT: Capital D. Small d. {bk01-l1a-f4-02.mp3} -TEMPLATE: ____{D} ____{d} RESPONSE: D d PROMPT: Capital F. Small f. {bk01-l1a-f4-03.mp3} -TEMPLATE: ____{F} ____{f} RESPONSE: F f PROMPT: Capital C. Small c. {bk01-l1a-f4-04.mp3} -TEMPLATE: ____{C} ____{c} RESPONSE: C c PROMPT: Capital E. Small e. {bk01-l1a-f4-05.mp3} -TEMPLATE: ____{E} ____{e} RESPONSE: E e PROMPT: Capital B. Small b. {bk01-l1a-f4-06.mp3} -TEMPLATE: ____{B} ____{b} RESPONSE: B b PROMPT: Capital G. Small g. {bk01-l1a-f4-07.mp3} -TEMPLATE: ____{G} ____{g} RESPONSE: G g PROMPT: Capital A. Small a. {bk01-l1a-f4-08.mp3} -TEMPLATE: ____{A} ____{a} RESPONSE: A a PROMPT: Capital F. Small f. {bk01-l1a-f4-09.mp3} -TEMPLATE: ____{F} ____{f} RESPONSE: F f PROMPT: Capital B. Small b. {bk01-l1a-f4-10.mp3} -TEMPLATE: ____{B} ____{b} RESPONSE: B b -# SKIPPED (book): ST Vocabulary "DICTATION" — repeat the alphabet, write the letter. -# Instructor-read with no recorded stimulus and no given letters; the cassette dictation -# above covers the same skill for A–G. Convertible later with chosen letters + TTS. +# SKIPPED (book): ST Vocabulary "DICTATION" — instructor repeats the alphabet, student writes the letter; no recorded stimulus and no given letters. The cassette letter drills above cover the skill; convertible later with chosen letters + TTS. -$LESSON 1-3: Numbers 0 to 20 +$SESSION 1-2: Numbers 0 to 20 # Source: LLA 1A Figure 6 $DIALOGUE Numbers 0 to 20 ID: 1a-f6 -INTRO: New part, new goal: counting from zero to twenty. Listen and repeat each number — the teens will earn their keep later. -INSTRUCTION: Repeat each number. +INTRO: In this part you'll learn to count from zero to twenty. First, just listen to the numbers and repeat each one. +INSTRUCTION: Repeat the numbers. REPEAT LINE: 0 {bk01-l1a-f6-00.mp3} @@ -319,155 +307,186 @@ LINE: 18 {bk01-l1a-f6-18.mp3} LINE: 19 {bk01-l1a-f6-19.mp3} LINE: 20 {bk01-l1a-f6-20.mp3} -# Source: ST §Numbers Zero to Twenty -$GRAMMAR Numbers Zero to Twenty -ID: l1-s7 -INTRO: Here are the numbers zero to twenty with their written words. Tap any word to hear it again. - -| | | -|---|---| -| 0 = {zero} | | -| 1 = {one} | 11 = {eleven} | -| 2 = {two} | 12 = {twelve} | -| 3 = {three} | 13 = {thirteen} | -| 4 = {four} | 14 = {fourteen} | -| 5 = {five} | 15 = {fifteen} | -| 6 = {six} | 16 = {sixteen} | -| 7 = {seven} | 17 = {seventeen} | -| 8 = {eight} | 18 = {eighteen} | -| 9 = {nine} | 19 = {nineteen} | -| 10 = {ten} | 20 = {twenty} | - # Source: LLA 1A Figure 7 -$SELECT Which Number Do You Hear? +$SELECT Tap the Number You Hear ID: 1a-f7 -INTRO: You'll hear one number at a time. Tap the number you hear. Thirteen and thirty love to be confused — listen to the end of the word. +HIDE_PROMPT +INTRO: You'll hear a number. Tap the matching figure — some of them sound very alike, so listen closely. INSTRUCTION: Tap the number you hear. EXAMPLE -PROMPT: 16. {bk01-l1a-f7-00-ex.mp3} +PROMPT: 16 {bk01-l1a-f7-ex.mp3} OPTION: a | 6 OPTION: b | 18 OPTION: c | 16 OPTION: d | 5 ANSWER: c -PROMPT: 3. {bk01-l1a-f7-01.mp3} +PROMPT: 3 {bk01-l1a-f7-01.mp3} OPTION: a | 1 OPTION: b | 2 OPTION: c | 3 OPTION: d | 4 ANSWER: c -PROMPT: 11. {bk01-l1a-f7-02.mp3} +PROMPT: 11 {bk01-l1a-f7-02.mp3} OPTION: a | 5 OPTION: b | 0 OPTION: c | 9 OPTION: d | 11 ANSWER: d -PROMPT: 6. {bk01-l1a-f7-03.mp3} +PROMPT: 6 {bk01-l1a-f7-03.mp3} OPTION: a | 2 OPTION: b | 4 OPTION: c | 6 OPTION: d | 8 ANSWER: c -PROMPT: 12. {bk01-l1a-f7-04.mp3} +PROMPT: 12 {bk01-l1a-f7-04.mp3} OPTION: a | 12 OPTION: b | 10 OPTION: c | 9 OPTION: d | 7 ANSWER: a -PROMPT: 9. {bk01-l1a-f7-05.mp3} +PROMPT: 9 {bk01-l1a-f7-05.mp3} OPTION: a | 3 OPTION: b | 9 OPTION: c | 5 OPTION: d | 8 ANSWER: b -PROMPT: 10. {bk01-l1a-f7-06.mp3} +PROMPT: 10 {bk01-l1a-f7-06.mp3} OPTION: a | 5 OPTION: b | 12 OPTION: c | 10 OPTION: d | 2 ANSWER: c -PROMPT: 5. {bk01-l1a-f7-07.mp3} +PROMPT: 5 {bk01-l1a-f7-07.mp3} OPTION: a | 5 OPTION: b | 6 OPTION: c | 8 OPTION: d | 9 ANSWER: a -PROMPT: 13. {bk01-l1a-f7-08.mp3} +PROMPT: 13 {bk01-l1a-f7-08.mp3} OPTION: a | 10 OPTION: b | 11 OPTION: c | 12 OPTION: d | 13 ANSWER: d -PROMPT: 18. {bk01-l1a-f7-09.mp3} +PROMPT: 18 {bk01-l1a-f7-09.mp3} OPTION: a | 8 OPTION: b | 18 OPTION: c | 9 OPTION: d | 12 ANSWER: b -PROMPT: 0. {bk01-l1a-f7-10.mp3} +PROMPT: 0 {bk01-l1a-f7-10.mp3} OPTION: a | 0 OPTION: b | 10 OPTION: c | 15 OPTION: d | 20 ANSWER: a -PROMPT: 15. {bk01-l1a-f7-11.mp3} +PROMPT: 15 {bk01-l1a-f7-11.mp3} OPTION: a | 8 OPTION: b | 15 OPTION: c | 0 OPTION: d | 2 ANSWER: b -PROMPT: 4. {bk01-l1a-f7-12.mp3} +PROMPT: 4 {bk01-l1a-f7-12.mp3} OPTION: a | 4 OPTION: b | 17 OPTION: c | 14 OPTION: d | 9 ANSWER: a -PROMPT: 19. {bk01-l1a-f7-13.mp3} +PROMPT: 19 {bk01-l1a-f7-13.mp3} OPTION: a | 9 OPTION: b | 6 OPTION: c | 13 OPTION: d | 19 ANSWER: d -PROMPT: 20. {bk01-l1a-f7-14.mp3} +PROMPT: 20 {bk01-l1a-f7-14.mp3} OPTION: a | 20 OPTION: b | 12 OPTION: c | 2 OPTION: d | 0 ANSWER: a -PROMPT: 1. {bk01-l1a-f7-15.mp3} +PROMPT: 1 {bk01-l1a-f7-15.mp3} OPTION: a | 7 OPTION: b | 11 OPTION: c | 1 OPTION: d | 14 ANSWER: c -PROMPT: 2. {bk01-l1a-f7-16.mp3} +PROMPT: 2 {bk01-l1a-f7-16.mp3} OPTION: a | 3 OPTION: b | 12 OPTION: c | 16 OPTION: d | 2 ANSWER: d +# Source: ST §Numbers Zero to Twenty (table re-authored as grammar cards) +$GRAMMAR Numbers as Words +ID: l1-s7 +INTRO: Here are the same numbers written as words. Tap any word to hear it, and look closely at the spelling — you'll need it in a moment. + +CARD: The numbers from zero to five, written as words. +{zero} +{one} +{two} +{three} +{four} +{five} + +CARD: Six to ten. +{six} +{seven} +{eight} +{nine} +{ten} + +CARD: Eleven to fifteen. +{eleven} +{twelve} +{thirteen} +{fourteen} +{fifteen} + +CARD: Sixteen to twenty. +{sixteen} +{seventeen} +{eighteen} +{nineteen} +{twenty} + +SUMMARY: +| | | +|---|---| +| 0 = zero | | +| 1 = one | 11 = eleven | +| 2 = two | 12 = twelve | +| 3 = three | 13 = thirteen | +| 4 = four | 14 = fourteen | +| 5 = five | 15 = fifteen | +| 6 = six | 16 = sixteen | +| 7 = seven | 17 = seventeen | +| 8 = eight | 18 = eighteen | +| 9 = nine | 19 = nineteen | +| 10 = ten | 20 = twenty | + # Source: ST §A Number and a Word -$SELECT Numbers as Words +$SELECT A Number and a Word ID: l1-s8 -INTRO: Same numbers, now in writing. You'll see a digit — tap the word that spells it. +INTRO: Now match figures to words. You'll see a number — tap the word that says it. INSTRUCTION: Tap the correct word for the number. OPTION: sixteen | sixteen OPTION: eight | eight @@ -511,76 +530,88 @@ TEMPLATE: 5 ANSWER: five # Source: LLA 1B Figure 1 -$PRODUCE The Missing Number +$PRODUCE Write the Missing Number ID: 1b-f1 INPUT: type CHECK: exact -INTRO: You'll see three numbers with one missing. Listen to the whole sequence and type the number you didn't see. +HIDE_PROMPT +INTRO: You'll hear three numbers, but one is missing on your screen. Type the missing number. INSTRUCTION: Type the missing number. EXAMPLE +PROMPT: 14 ... 7 ... 12 {bk01-l1b-f1-ex.mp3} TEMPLATE: 14 7 ____ -PROMPT: 14. 7. 12. {bk01-l1b-f1-ex.mp3} RESPONSE: 12 +ACCEPT: 12 | twelve +PROMPT: 3 ... 5 ... 8 {bk01-l1b-f1-01.mp3} TEMPLATE: 3 ____ 8 -PROMPT: 3. 5. 8. {bk01-l1b-f1-01.mp3} RESPONSE: 5 +ACCEPT: 5 | five +PROMPT: 1 ... 2 ... 3 {bk01-l1b-f1-02.mp3} TEMPLATE: 1 2 ____ -PROMPT: 1. 2. 3. {bk01-l1b-f1-02.mp3} RESPONSE: 3 +ACCEPT: 3 | three +PROMPT: 12 ... 10 ... 9 {bk01-l1b-f1-03.mp3} TEMPLATE: 12 10 ____ -PROMPT: 12. 10. 9. {bk01-l1b-f1-03.mp3} RESPONSE: 9 +ACCEPT: 9 | nine +PROMPT: 0 ... 4 ... 11 {bk01-l1b-f1-04.mp3} TEMPLATE: 0 4 ____ -PROMPT: 0. 4. 11. {bk01-l1b-f1-04.mp3} RESPONSE: 11 +ACCEPT: 11 | eleven +PROMPT: 3 ... 9 ... 1 {bk01-l1b-f1-05.mp3} TEMPLATE: ____ 9 1 -PROMPT: 3. 9. 1. {bk01-l1b-f1-05.mp3} RESPONSE: 3 +ACCEPT: 3 | three +PROMPT: 6 ... 4 ... 2 {bk01-l1b-f1-06.mp3} TEMPLATE: 6 4 ____ -PROMPT: 6. 4. 2. {bk01-l1b-f1-06.mp3} RESPONSE: 2 +ACCEPT: 2 | two +PROMPT: 11 ... 1 ... 10 {bk01-l1b-f1-07.mp3} TEMPLATE: 11 ____ 10 -PROMPT: 11. 1. 10. {bk01-l1b-f1-07.mp3} RESPONSE: 1 +ACCEPT: 1 | one +PROMPT: 7 ... 11 ... 4 {bk01-l1b-f1-08.mp3} TEMPLATE: 7 11 ____ -PROMPT: 7. 11. 4. {bk01-l1b-f1-08.mp3} RESPONSE: 4 +ACCEPT: 4 | four +PROMPT: 3 ... 6 ... 9 {bk01-l1b-f1-09.mp3} TEMPLATE: 3 ____ 9 -PROMPT: 3. 6. 9. {bk01-l1b-f1-09.mp3} RESPONSE: 6 +ACCEPT: 6 | six +PROMPT: 8 ... 10 ... 12 {bk01-l1b-f1-10.mp3} TEMPLATE: ____ 10 12 -PROMPT: 8. 10. 12. {bk01-l1b-f1-10.mp3} RESPONSE: 8 +ACCEPT: 8 | eight +PROMPT: 4 ... 3 ... 9 {bk01-l1b-f1-11.mp3} TEMPLATE: 4 3 ____ -PROMPT: 4. 3. 9. {bk01-l1b-f1-11.mp3} RESPONSE: 9 +ACCEPT: 9 | nine +PROMPT: 7 ... 9 ... 2 {bk01-l1b-f1-12.mp3} TEMPLATE: ____ 9 2 -PROMPT: 7. 9. 2. {bk01-l1b-f1-12.mp3} RESPONSE: 7 +ACCEPT: 7 | seven -# SKIPPED (book): ST "DICTATION" — repeat the numbers, write the numbers. Instructor-read -# with no recorded stimulus or given items; the cassette missing-number dictation above -# covers the skill. Convertible later with chosen numbers + TTS. +# SKIPPED (book): ST "DICTATION" — repeat the numbers, write the numbers. Instructor-read with no recorded stimulus or given items; convertible later with chosen numbers + TTS. -$LESSON 1-4: Greetings +$SESSION 1-3: Greetings and Classroom Objects # Source: ST §How Are You? $DIALOGUE How Are You? ID: l1-s1 -INTRO: New part: greetings — how to say hello, ask how someone is, and leave politely. Bill and Bob show you the whole routine. Listen and repeat each line. +INTRO: New part, new skill: greeting people — and then naming the things in the classroom. Bill and Bob meet in the morning. Listen and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT @@ -604,680 +635,615 @@ VOCAB: Goodbye Bob: Okay. Goodbye. # Source: LLA 1B Figure 2 -$DIALOGUE Greetings in the Classroom +$DIALOGUE In the Classroom ID: 1b-f2 -INTRO: A morning in the classroom, from hello to goodbye — with a little work in between. Listen and repeat what you hear. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Student: Good morning, ma'am. {page_016_001.jpg} {bk01-l1b-f2-01.mp3} -Teacher: Good morning. {page_016_001.jpg} {bk01-l1b-f2-02.mp3} - -Teacher: How are you? {page_016_002.jpg} {bk01-l1b-f2-03.mp3} -Student: Fine, thanks. {page_016_002.jpg} {bk01-l1b-f2-04.mp3} - -Teacher: It's 2 o'clock. {page_016_003.jpg} {bk01-l1b-f2-05.mp3} -LINE: Close your books, please. {page_016_003.jpg} {bk01-l1b-f2-06.mp3} - -Student: Goodbye, ma'am. {page_016_004.jpg} {bk01-l1b-f2-07.mp3} -Teacher: Goodbye. {page_016_004.jpg} {bk01-l1b-f2-08.mp3} - -# Source: LLA 1D Figure 2 (VOCAB tags transferred from ST §What's Your Name?) -$DIALOGUE What Is Your Name? {page_030_001.jpg} -ID: 1d-f2 -INTRO: Ted and Aldo meet for the first time and trade names — a transaction you'll repeat for the rest of your life. Listen and repeat each line. +INTRO: A student and his teacher, from good morning to goodbye. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT -VOCAB: Hello -Ted: Hello. {bk01-l1d-f2-01.mp3} -Aldo: Hello. How are you? {bk01-l1d-f2-02.mp3} -Ted: Fine. Thanks. And you? {bk01-l1d-f2-04.mp3} +VOCAB: ma'am +Student: Good morning, ma'am. {page_016_001.jpg|A male student standing at a desk speaking to a female teacher who is seated at her desk. A clock on the wall shows 8:00} {bk01-l1b-f2-01.mp3} -VOCAB: What is your name? -Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3} - -VOCAB: My name is -Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3} -Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3} - -# SKIPPED (master): ST §What's Your Name? — cross-source twin of the cassette dialog above -# (same Ted/Aldo exchange, TTS only). Its VOCAB tags were transferred onto the cassette lines. +Teacher: Good morning. {page_016_001.jpg|A male student standing at a desk speaking to a female teacher who is seated at her desk. A clock on the wall shows 8:00} {bk01-l1b-f2-02.mp3} +Teacher: How are you? {page_016_002.jpg|A male student and a female teacher in close-up conversation} {bk01-l1b-f2-03.mp3} +Student: Fine, thanks. {page_016_002.jpg|A male student and a female teacher in close-up conversation} {bk01-l1b-f2-04.mp3} +Teacher: It's 2 o'clock. {page_016_003.jpg|A female teacher standing in front of a blackboard speaking to her students. A clock on the wall shows 2:00} {bk01-l1b-f2-05.mp3} +LINE: Close your books, please. {page_016_003.jpg|A female teacher standing in front of a blackboard speaking to her students. A clock on the wall shows 2:00} {bk01-l1b-f2-06.mp3} +Student: Goodbye, ma'am. {page_016_004.jpg|A male student carrying a book, waving goodbye to a female teacher seated at her desk. A clock on the wall shows 2:05} {bk01-l1b-f2-07.mp3} +Teacher: Goodbye. {page_016_004.jpg|A male student carrying a book, waving goodbye to a female teacher seated at her desk. A clock on the wall shows 2:05} {bk01-l1b-f2-08.mp3} # Source: ST §How Are You? (Formal) -$DIALOGUE Formal Greetings +$DIALOGUE Good Morning, Sir ID: l1-s3 -INTRO: When you greet an officer, add "sir." Sergeant Smith demonstrates on Major Henry — note who says "sir" and who doesn't. Listen and repeat. +INTRO: Two more greetings, more formal this time. Notice "sir" — some people have earned it. Listen and repeat. INSTRUCTION: Listen and repeat the dialogs. REPEAT VOCAB: sir -Sgt_Smith: Good morning, sir. {st-page_008_001.jpg} +Sgt_Smith: Good morning, sir. {st-page_008_001.jpg|Sgt Smith entering an office where Maj Henry is sitting at a desk. A clock on the wall reads 9:00} Maj_Henry: Morning. How are you? -Sgt_Smith: Fine, thanks. How are you? {st-page_008_002.jpg} +Sgt_Smith: Fine, thanks. How are you? {st-page_008_002.jpg|Sgt Smith handing papers to Maj Henry at his desk. A clock on the wall reads 9:00} Maj_Henry: Fine, thanks. +Narrator: Later, at two o'clock. + VOCAB: Thanks -John: Thanks, Mr. Bill. {st-page_008_003.jpg} +John: Thanks, Mr. Bill. {st-page_008_003.jpg|John standing and leaning on a chair, talking to Mr. Bill who is seated at a desk. A clock on the wall reads 2:00} Mr_Bill: Okay. See you later. -John: Goodbye. {st-page_008_004.jpg} +John: Goodbye. {st-page_008_004.jpg|John holding a book and walking away from Mr. Bill who remains seated at his desk. A clock on the wall reads 2:00} -$LESSON 1-5: Things in the Classroom - -# Source: LLA 1B Figure 3 (VOCAB tags transferred from ST §It's a Book.) +# Source: LLA 1B Figure 3 (VOCAB tags added here — first teaching of these objects) $DIALOGUE What's That? ID: 1b-f3 -INTRO: New part: the things around you in a classroom. For each picture you'll hear a question and its answer. Listen and repeat both. -INSTRUCTION: Listen and repeat. +INTRO: Now the things around you. Look at each picture, listen to the question and the answer, and repeat both. +INSTRUCTION: Listen and repeat each line. REPEAT +LINE: What's that? {page_017_001.jpg|A closed book} {bk01-l1b-f3-01-q.mp3} + VOCAB: book -Narrator: What's that? {page_017_001.jpg} {bk01-l1b-f3-01-q.mp3} -LINE: It's a book. {page_017_001.jpg} {bk01-l1b-f3-01-a.mp3} +LINE: It's a book. {page_017_001.jpg|A closed book} {bk01-l1b-f3-01-a.mp3} + +LINE: What's that? {page_017_002.jpg|A simple wooden chair} {bk01-l1b-f3-02-q.mp3} VOCAB: chair -Narrator: What's that? {page_017_002.jpg} {bk01-l1b-f3-02-q.mp3} -LINE: It's a chair. {page_017_002.jpg} {bk01-l1b-f3-02-a.mp3} +LINE: It's a chair. {page_017_002.jpg|A simple wooden chair} {bk01-l1b-f3-02-a.mp3} + +LINE: What's that? {page_017_003.jpg|A window with curtains drawn to the sides} {bk01-l1b-f3-03-q.mp3} VOCAB: window -Narrator: What's that? {page_017_003.jpg} {bk01-l1b-f3-03-q.mp3} -LINE: It's a window. {page_017_003.jpg} {bk01-l1b-f3-03-a.mp3} +LINE: It's a window. {page_017_003.jpg|A window with curtains drawn to the sides} {bk01-l1b-f3-03-a.mp3} + +LINE: What's that? {page_017_004.jpg|A desk clock showing approximately 2:00} {bk01-l1b-f3-04-q.mp3} VOCAB: clock -Narrator: What's that? {page_017_004.jpg} {bk01-l1b-f3-04-q.mp3} -LINE: It's a clock. {page_017_004.jpg} {bk01-l1b-f3-04-a.mp3} +LINE: It's a clock. {page_017_004.jpg|A desk clock showing approximately 2:00} {bk01-l1b-f3-04-a.mp3} + +LINE: What's that? {page_017_005.jpg|An open door} {bk01-l1b-f3-05-q.mp3} VOCAB: door -Narrator: What's that? {page_017_005.jpg} {bk01-l1b-f3-05-q.mp3} -LINE: It's a door. {page_017_005.jpg} {bk01-l1b-f3-05-a.mp3} +LINE: It's a door. {page_017_005.jpg|An open door} {bk01-l1b-f3-05-a.mp3} -Narrator: What's that? {page_017_006.jpg} {bk01-l1b-f3-06-q.mp3} -LINE: It's a chair. {page_017_006.jpg} {bk01-l1b-f3-06-a.mp3} +LINE: What's that? {page_017_006.jpg|A wooden chair viewed from an angle} {bk01-l1b-f3-06-q.mp3} +LINE: It's a chair. {page_017_006.jpg|A wooden chair viewed from an angle} {bk01-l1b-f3-06-a.mp3} +LINE: What's that? {page_017_007.jpg|A simple table with four legs} {bk01-l1b-f3-07-q.mp3} VOCAB: table -Narrator: What's that? {page_017_007.jpg} {bk01-l1b-f3-07-q.mp3} -LINE: It's a table. {page_017_007.jpg} {bk01-l1b-f3-07-a.mp3} +LINE: It's a table. {page_017_007.jpg|A simple table with four legs} {bk01-l1b-f3-07-a.mp3} + +LINE: What's that? {page_017_008.jpg|A pencil} {bk01-l1b-f3-08-q.mp3} VOCAB: pencil -Narrator: What's that? {page_017_008.jpg} {bk01-l1b-f3-08-q.mp3} -LINE: It's a pencil. {page_017_008.jpg} {bk01-l1b-f3-08-a.mp3} +LINE: It's a pencil. {page_017_008.jpg|A pencil} {bk01-l1b-f3-08-a.mp3} + +LINE: What's that? {page_017_009.jpg|A pen} {bk01-l1b-f3-09-q.mp3} VOCAB: pen -Narrator: What's that? {page_017_009.jpg} {bk01-l1b-f3-09-q.mp3} -LINE: It's a pen. {page_017_009.jpg} {bk01-l1b-f3-09-a.mp3} +LINE: It's a pen. {page_017_009.jpg|A pen} {bk01-l1b-f3-09-a.mp3} + +LINE: What's that? {page_017_010.jpg|An open binder notebook with some text written inside} {bk01-l1b-f3-10-q.mp3} VOCAB: notebook -Narrator: What's that? {page_017_010.jpg} {bk01-l1b-f3-10-q.mp3} -LINE: It's a notebook. {page_017_010.jpg} {bk01-l1b-f3-10-a.mp3} +LINE: It's a notebook. {page_017_010.jpg|An open binder notebook with some text written inside} {bk01-l1b-f3-10-a.mp3} -# Source: ST §It's a Book. (grammar table) -$GRAMMAR It's a Book. +# Source: ST §It's a Book (grammar box re-authored as cards) +$GRAMMAR It's a Book ID: l1-s4 -INTRO: A quick look at the pattern you've been repeating: "it is" almost always shrinks to "it's". +INTRO: A small piece of grammar before more practice: "it is" and its short form "it's". -| | | | -|---|---|---| -| It | is | a book. | -| It | is | a pen. | -| It | is | a pencil. | +CARD: To say what something is, use **it is**. +{It is a book.} +{It is a pen.} +{It is a pencil.} +CARD: In speech, **it is** almost always becomes **it's**. +{It's a book.} +{It's a pen.} +{It's a pencil.} + +SUMMARY: **It + is = It's** -| | | +| Long form | Short form | |---|---| -| It's | a book. | -| It's | a pen. | -| It's | a pencil. | +| It is a book. | It's a book. | +| It is a pen. | It's a pen. | +| It is a pencil. | It's a pencil. | -In everyday English you'll nearly always hear the short form: {It is a book.} becomes {It's a book.} — same meaning, one less syllable. - -# Source: LLA 1C Figure 1 (VOCAB tags transferred from ST §It's a Book.) -$DIALOGUE More Classroom Objects +# Source: LLA 1C Figure 1 (VOCAB pruned to the words first taught here; earlier-taught objects already tagged in "What's That?") +$DIALOGUE More Classroom Words ID: 1c-f1 -INTRO: More things to name — including words, letters, and numbers themselves. For each picture, listen to the question and answer and repeat them both. -INSTRUCTION: Listen and repeat the questions and answers. +INTRO: More questions and answers — with a few new words this time, like "picture" and "lab". Listen and repeat each one. +INSTRUCTION: Listen and repeat each line. REPEAT -LINE: What's that? It's a door. {page_019_001.jpg} {bk01-l1c-f1-01.mp3} -LINE: What's that? It's a pencil. {page_019_002.jpg} {bk01-l1c-f1-02.mp3} -LINE: What's that? It's a notebook. {page_019_003.jpg} {bk01-l1c-f1-03.mp3} +LINE: What's that? — It's a door. {page_019_001.jpg|An open doorway showing a door slightly open} {bk01-l1c-f1-01.mp3} + +LINE: What's that? — It's a pencil. {page_019_002.jpg|A pencil} {bk01-l1c-f1-02.mp3} + +LINE: What's that? — It's a notebook. {page_019_003.jpg|An open three-ring notebook} {bk01-l1c-f1-03.mp3} VOCAB: picture -LINE: What's that? It's a picture. {page_019_004.jpg} {bk01-l1c-f1-04.mp3} -LINE: What's that? It's a pen. {page_019_005.jpg} {bk01-l1c-f1-05.mp3} +LINE: What's that? — It's a picture. {page_019_004.jpg|A framed picture of a landscape with trees} {bk01-l1c-f1-04.mp3} -VOCAB: classroom -LINE: What's that? It's a classroom. {page_019_006.jpg} {bk01-l1c-f1-06.mp3} -LINE: What's that? It's a book. {page_019_007.jpg} {bk01-l1c-f1-07.mp3} +LINE: What's that? — It's a pen. {page_019_005.jpg|A pen} {bk01-l1c-f1-05.mp3} + +LINE: What's that? — It's a classroom. {page_019_006.jpg|A classroom with a teacher pointing at a blackboard} {bk01-l1c-f1-06.mp3} + +LINE: What's that? — It's a book. {page_019_007.jpg|A closed book} {bk01-l1c-f1-07.mp3} VOCAB: lab -LINE: What's that? It's a lab. {page_019_008.jpg} {bk01-l1c-f1-08.mp3} -LINE: What's that? It's a window. {page_019_009.jpg} {bk01-l1c-f1-09.mp3} +LINE: What's that? — It's a lab. {page_019_008.jpg|A language laboratory with two students wearing headphones} {bk01-l1c-f1-08.mp3} + +LINE: What's that? — It's a window. {page_019_009.jpg|A window with curtains} {bk01-l1c-f1-09.mp3} VOCAB: word -LINE: What's that? It's a word. {page_019_010.jpg} {bk01-l1c-f1-10.mp3} +LINE: What's that? — It's a word. {page_019_010.jpg|The word "pen" written in lowercase italics} {bk01-l1c-f1-10.mp3} VOCAB: letter -LINE: What's that? It's a letter. {page_019_011.jpg} {bk01-l1c-f1-11.mp3} +LINE: What's that? — It's a letter. {page_019_011.jpg|The letter "b" written in lowercase bold font} {bk01-l1c-f1-11.mp3} VOCAB: number -LINE: What's that? It's a number. {page_019_012.jpg} {bk01-l1c-f1-12.mp3} - -# SKIPPED (master): ST §It's a Book. (sentence panel) — cross-source twin of the cassette -# presentations above (same fifteen objects, same "It's a ..." sentences, TTS only). Kept -# the cassette passes; the ST panel's VOCAB tags were distributed across them. - -# Source: LLA 1C Figure 4 -$DIALOGUE Words and Sentences -ID: 1c-f4 -INTRO: One more pass over the classroom words: first the word alone, then in a sentence. Listen and repeat both. -INSTRUCTION: Repeat each word and sentence. -REPEAT - -LINE: A classroom. It's a classroom. {bk01-l1c-f4-01.mp3} -LINE: A door. It's a door. {bk01-l1c-f4-02.mp3} -LINE: A window. It's a window. {bk01-l1c-f4-03.mp3} -LINE: A lab. It's a lab. {bk01-l1c-f4-04.mp3} -LINE: A picture. It's a picture. {bk01-l1c-f4-05.mp3} -LINE: A pencil. It's a pencil. {bk01-l1c-f4-06.mp3} -LINE: A pen. It's a pen. {bk01-l1c-f4-07.mp3} -LINE: A book. It's a book. {bk01-l1c-f4-08.mp3} -LINE: A notebook. It's a notebook. {bk01-l1c-f4-09.mp3} -LINE: A number. It's a number. {bk01-l1c-f4-10.mp3} -LINE: A letter. It's a letter. {bk01-l1c-f4-11.mp3} -LINE: A word. It's a word. {bk01-l1c-f4-12.mp3} -LINE: A clock. It's a clock. {bk01-l1c-f4-13.mp3} -LINE: A table. It's a table. {bk01-l1c-f4-14.mp3} -LINE: A chair. It's a chair. {bk01-l1c-f4-15.mp3} - -# SKIPPED (tape): LLA 1C Figure 3 — listening exercise whose stimuli are not available on -# the tape transcript (per the stage-1 conversion). +LINE: What's that? — It's a number. {page_019_012.jpg|The number "8" written in a stylized font} {bk01-l1c-f1-12.mp3} # Source: LLA 1C Figure 2 (part 1) -$SELECT Tap the Object You Hear +$SELECT Tap the Picture You Hear ID: 1c-f2 -INTRO: You'll hear a question and an answer. Tap the picture that matches the object you hear. +HIDE_PROMPT +INTRO: Time to check your ear. Listen to each question and answer, then tap the picture of the object you hear. INSTRUCTION: Tap the correct picture. -PROMPT: What's that? It's a pencil. {bk01-l1c-f2-01.mp3} -OPTION: a | the letter b {page_020_001.jpg} -OPTION: b | a pencil {page_020_002.jpg} -OPTION: c | the number 8 {page_020_003.jpg} -OPTION: d | a picture {page_020_004.jpg} +PROMPT: What's that? — It's a pencil. {bk01-l1c-f2-01.mp3} +OPTION: a | letter b {page_020_001.jpg|a The letter "b"} +OPTION: b | pencil {page_020_002.jpg|b A pencil} +OPTION: c | number 8 {page_020_003.jpg|c The number "8"} +OPTION: d | picture {page_020_004.jpg|d A framed picture} ANSWER: b -PROMPT: What's that? It's a notebook. {bk01-l1c-f2-02.mp3} -OPTION: a | a notebook {page_020_005.jpg} -OPTION: b | a book {page_020_006.jpg} -OPTION: c | a window {page_020_007.jpg} -OPTION: d | a lab {page_020_008.jpg} +PROMPT: What's that? — It's a notebook. {bk01-l1c-f2-02.mp3} +OPTION: a | notebook {page_020_005.jpg|a An open notebook} +OPTION: b | book {page_020_006.jpg|b A closed book} +OPTION: c | window {page_020_007.jpg|c A window with curtains} +OPTION: d | lab {page_020_008.jpg|d A language laboratory} ANSWER: a -PROMPT: What's that? It's a pen. {bk01-l1c-f2-03.mp3} -OPTION: a | a picture {page_020_009.jpg} -OPTION: b | a pencil {page_020_010.jpg} -OPTION: c | a pen {page_020_011.jpg} -OPTION: d | a book {page_020_012.jpg} +PROMPT: What's that? — It's a pen. {bk01-l1c-f2-03.mp3} +OPTION: a | picture {page_020_009.jpg|a A framed picture} +OPTION: b | pencil {page_020_010.jpg|b A pencil} +OPTION: c | pen {page_020_011.jpg|c A pen} +OPTION: d | book {page_020_012.jpg|d A closed book} ANSWER: c -PROMPT: What's that? It's a picture. {bk01-l1c-f2-04.mp3} -OPTION: a | a notebook {page_020_013.jpg} -OPTION: b | a classroom {page_020_014.jpg} -OPTION: c | a window {page_020_015.jpg} -OPTION: d | a picture {page_020_016.jpg} +PROMPT: What's that? — It's a picture. {bk01-l1c-f2-04.mp3} +OPTION: a | notebook {page_020_013.jpg|a An open notebook} +OPTION: b | classroom {page_020_014.jpg|b A classroom with a teacher} +OPTION: c | window {page_020_015.jpg|c A window with curtains} +OPTION: d | picture {page_020_016.jpg|d A framed picture} ANSWER: d -PROMPT: What's that? It's a book. {bk01-l1c-f2-05.mp3} -OPTION: a | a word {page_020_017.jpg} -OPTION: b | a book {page_020_018.jpg} -OPTION: c | a picture {page_020_019.jpg} -OPTION: d | the number 8 {page_020_020.jpg} +PROMPT: What's that? — It's a book. {bk01-l1c-f2-05.mp3} +OPTION: a | word pen {page_020_017.jpg|a The word "pen"} +OPTION: b | book {page_020_018.jpg|b A closed book} +OPTION: c | picture {page_020_019.jpg|c A framed picture} +OPTION: d | number 8 {page_020_020.jpg|d The number "8"} ANSWER: b -PROMPT: What's that? It's a lab. {bk01-l1c-f2-06.mp3} -OPTION: a | a lab {page_020_021.jpg} -OPTION: b | a book {page_020_022.jpg} -OPTION: c | a classroom {page_020_023.jpg} -OPTION: d | a pencil {page_020_024.jpg} +PROMPT: What's that? — It's a lab. {bk01-l1c-f2-06.mp3} +OPTION: a | lab {page_020_021.jpg|a A language laboratory} +OPTION: b | book {page_020_022.jpg|b A closed book} +OPTION: c | classroom {page_020_023.jpg|c A classroom with a teacher} +OPTION: d | pencil {page_020_024.jpg|d A pencil} ANSWER: a # Source: LLA 1C Figure 2 (part 2) $PRODUCE Answer About the Pictures ID: 1c-f2-b -INTRO: The same pictures, but now the questions are for you. Look at the picture, answer aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer with a full sentence. +INPUT: speak +CHECK: reveal REPEAT - -PROMPT: What's letter B? {page_020_002.jpg} {bk01-l1c-f2-01-q.mp3} -RESPONSE: Yes, it's a pencil. {bk01-l1c-f2-01-a.mp3} - -PROMPT: What's letter A? {page_020_005.jpg} {bk01-l1c-f2-02-q.mp3} -RESPONSE: Yes, it's a notebook. {bk01-l1c-f2-02-a.mp3} - -PROMPT: What's letter C? {page_020_011.jpg} {bk01-l1c-f2-03-q.mp3} -RESPONSE: It's a pen. {bk01-l1c-f2-03-a.mp3} - -PROMPT: What's letter D? {page_020_016.jpg} {bk01-l1c-f2-04-q.mp3} -RESPONSE: Yes, it's a picture. {bk01-l1c-f2-04-a.mp3} - -PROMPT: What's letter B? {page_020_018.jpg} {bk01-l1c-f2-05-q.mp3} -RESPONSE: It's a book. {bk01-l1c-f2-05-a.mp3} - -PROMPT: What's letter A? {page_020_021.jpg} {bk01-l1c-f2-06-q.mp3} -RESPONSE: It's a lab. {bk01-l1c-f2-06-a.mp3} - -# Source: LLA 1B Figure 4 -$PRODUCE The Missing Word -ID: 1b-f4 -INPUT: type -CHECK: exact -INTRO: Dictation with a gap. You'll see a sentence with one word missing and hear the whole thing. Type the missing word. -INSTRUCTION: Type the missing word. +INTRO: Now you answer. Look at the picture, listen to the question, answer aloud in a complete sentence, then repeat the correct answer. +INSTRUCTION: Answer aloud with a full sentence. EXAMPLE -TEMPLATE: Good morning. How ____ you? -PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3} -RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3} -ACCEPT: are +PROMPT: What's letter B? {page_020_002.jpg|A pencil} {bk01-l1c-f2-ex-q.mp3} +RESPONSE: It's a pencil. {bk01-l1c-f2-ex-a.mp3} -TEMPLATE: See ____ later. -PROMPT: See you later. {bk01-l1b-f4-01.mp3} -RESPONSE: See you later. {bk01-l1b-f4-01.mp3} -ACCEPT: you +PROMPT: What's letter B? {page_020_002.jpg|A pencil} {bk01-l1c-f2-07-q.mp3} +RESPONSE: It's a pencil. {bk01-l1c-f2-07-a.mp3} -TEMPLATE: Please ____ at your book. -PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3} -RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3} -ACCEPT: look +PROMPT: What's letter A? {page_020_005.jpg|An open notebook} {bk01-l1c-f2-08-q.mp3} +RESPONSE: It's a notebook. {bk01-l1c-f2-08-a.mp3} -TEMPLATE: Open ____ notebook. -PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3} -RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3} -ACCEPT: your +PROMPT: What's letter C? {page_020_011.jpg|A pen} {bk01-l1c-f2-09-q.mp3} +RESPONSE: It's a pen. {bk01-l1c-f2-09-a.mp3} -TEMPLATE: ____ is a pencil. -PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3} -RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3} -ACCEPT: This +PROMPT: What's letter D? {page_020_016.jpg|A framed picture} {bk01-l1c-f2-10-q.mp3} +RESPONSE: It's a picture. {bk01-l1c-f2-10-a.mp3} -TEMPLATE: What is ____? -PROMPT: What is that? {bk01-l1b-f4-05.mp3} -RESPONSE: What is that? {bk01-l1b-f4-05.mp3} -ACCEPT: that +PROMPT: What's letter B? {page_020_018.jpg|A closed book} {bk01-l1c-f2-11-q.mp3} +RESPONSE: It's a book. {bk01-l1c-f2-11-a.mp3} -TEMPLATE: Circle the ____. -PROMPT: Circle the word. {bk01-l1b-f4-06.mp3} -RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3} -ACCEPT: word +PROMPT: What's letter A? {page_020_021.jpg|A language laboratory} {bk01-l1c-f2-12-q.mp3} +RESPONSE: It's a lab. {bk01-l1c-f2-12-a.mp3} -TEMPLATE: That is ____ pen. -PROMPT: That is my pen. {bk01-l1b-f4-07.mp3} -RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3} -ACCEPT: my +# SKIPPED (book): LLA 1C Figure 3 — not recorded on the cassette; convertible later with TTS. -TEMPLATE: What's your ____? -PROMPT: What's your name? {bk01-l1b-f4-08.mp3} -RESPONSE: What's your name? {bk01-l1b-f4-08.mp3} -ACCEPT: name +# Source: LLA 1C Figure 4 +$DIALOGUE Words and Sentences +ID: 1c-f4 +INTRO: One more pass over the words — first the word alone, then a sentence. Listen and repeat both. +INSTRUCTION: Repeat the words and sentences. +REPEAT -TEMPLATE: ____ to the lab, please. -PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3} -RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3} -ACCEPT: Go +LINE: a classroom\nIt's a classroom. {bk01-l1c-f4-01.mp3} +LINE: a door\nIt's a door. {bk01-l1c-f4-02.mp3} +LINE: a window\nIt's a window. {bk01-l1c-f4-03.mp3} +LINE: a lab\nIt's a lab. {bk01-l1c-f4-04.mp3} +LINE: a picture\nIt's a picture. {bk01-l1c-f4-05.mp3} +LINE: a pencil\nIt's a pencil. {bk01-l1c-f4-06.mp3} +LINE: a pen\nIt's a pen. {bk01-l1c-f4-07.mp3} +LINE: a book\nIt's a book. {bk01-l1c-f4-08.mp3} +LINE: a notebook\nIt's a notebook. {bk01-l1c-f4-09.mp3} +LINE: a number\nIt's a number. {bk01-l1c-f4-10.mp3} +LINE: a letter\nIt's a letter. {bk01-l1c-f4-11.mp3} +LINE: a word\nIt's a word. {bk01-l1c-f4-12.mp3} +LINE: a clock\nIt's a clock. {bk01-l1c-f4-13.mp3} +LINE: a table\nIt's a table. {bk01-l1c-f4-14.mp3} +LINE: a chair\nIt's a chair. {bk01-l1c-f4-15.mp3} -TEMPLATE: That's a ____. -PROMPT: That's a clock. {bk01-l1b-f4-10.mp3} -RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3} -ACCEPT: clock +# SKIPPED (book): ST "IT'S A CLASSROOM." (p.14) — points-to pair task (one student points, the other names); classroom-dependent, convertible later as picture-cued naming. -# SKIPPED (book): ST "IT'S A CLASSROOM." (p.14) — points-to pair task (S1 points, S2 names); -# classroom-dependent, convertible later as picture-cued naming. +$SESSION 1-4: This and That -# Source: ST §It's a Book. (production exercise; INPUT changed to speak) +# Source: ST §What Is This? (grammar box re-authored as cards) +$GRAMMAR What Is This? +ID: l1-s10 +INTRO: In this part you'll learn to ask what things are — and the small but mighty difference between "this" and "that". First: the question. + +CARD: To ask about a thing, use **what**. +{What is this?} +{It's a book.} + +CARD: **What is** shortens to **what's**. +{What's this?} +{It's a book.} + +SUMMARY: +**What + is = What's** + +| Question | Answer | +|---|---| +| What's this? | It's a book. | + +# Source: ST §It's a Book (production exercise; INPUT switched to speak) $PRODUCE Say What It Is ID: l1-s11 -INTRO: Now you name things without help. Say a sentence for each picture — and for the later pictures, ask the question yourself and then answer it. -INSTRUCTION: Say a sentence for each picture. INPUT: speak CHECK: llm +INTRO: Look at each picture and say what it is, in a full sentence. For the later pictures nobody asks the question — so ask it yourself, then answer it. +INSTRUCTION: Say a full sentence for each picture. RUBRIC: Match the model answer's shape: where the model is a single sentence, accept any sentence identifying the same object ("It's a pen." / "It is a pen."); where the model is a question plus its answer, require both the question and a matching answer. EXAMPLE -PROMPT: What's this? {st-page_021_001.jpg} +PROMPT: What's this? {st-page_021_001.jpg|A closed textbook} RESPONSE: It's a book. -PROMPT: What's this? {st-page_021_002.jpg} +PROMPT: What's this? {st-page_021_002.jpg|A ballpoint pen} RESPONSE: It's a pen. -PROMPT: What's this? {st-page_021_003.jpg} +PROMPT: What's this? {st-page_021_003.jpg|A sharpened pencil} RESPONSE: It's a pencil. -PROMPT: What's this? {st-page_021_004.jpg} +PROMPT: What's this? {st-page_021_004.jpg|An open notebook} RESPONSE: It's a notebook. -PROMPT: What's this? {st-page_021_005.jpg} +PROMPT: What's this? {st-page_021_005.jpg|A door slightly ajar} RESPONSE: It's a door. -PROMPT: What's this? {st-page_021_006.jpg} +PROMPT: What's this? {st-page_021_006.jpg|A window with curtains} RESPONSE: It's a window. -PROMPT: {st-page_023_001.jpg} +PROMPT: {st-page_023_001.jpg|Two students sitting in language lab booths wearing headphones with microphones} RESPONSE: What is this? It's a lab. -PROMPT: {st-page_023_002.jpg} +PROMPT: {st-page_023_002.jpg|A teacher pointing to a chalkboard in front of a student} RESPONSE: What is this? It's a classroom. -PROMPT: {st-page_023_003.jpg} +PROMPT: {st-page_023_003.jpg|The lowercase letter b} RESPONSE: What is this? It's a letter. -PROMPT: {st-page_023_004.jpg} +PROMPT: {st-page_023_004.jpg|The number 8} RESPONSE: What is this? It's a number. -PROMPT: {st-page_023_005.jpg} +PROMPT: {st-page_023_005.jpg|The printed word 'pen'} RESPONSE: What is this? It's a word. -PROMPT: {st-page_023_006.jpg} +PROMPT: {st-page_023_006.jpg|A picture on a wall showing a landscape with trees and clouds} RESPONSE: What is this? It's a picture. -PROMPT: {st-page_023_007.jpg} +PROMPT: {st-page_023_007.jpg|A simple wooden chair} RESPONSE: What is this? It's a chair. -PROMPT: {st-page_023_008.jpg} +PROMPT: {st-page_023_008.jpg|A mantel clock} RESPONSE: What is this? It's a clock. -PROMPT: {st-page_023_009.jpg} +PROMPT: {st-page_023_009.jpg|A small wooden table} RESPONSE: What is this? It's a table. -$LESSON 1-6: This and That - -# Source: ST §This and That (grammar; image renamed to st- namespace) +# Source: ST §This and That (grammar box re-authored as cards) $GRAMMAR This and That ID: l1-s9 -INTRO: New part: pointing at things. "This" is for something near you; "that" is for something farther away. Here's the pattern. - -**This** points at something near you — in your hand, on your desk. **That** points at something farther away — across the room. +INTRO: "This" or "that"? It depends on how far away the thing is. Two cards explain it. +CARD: Use **this** for a thing near you, and **that** for a thing farther away. ![Teacher showing 'This is a book', student pointing 'That's a book'](st-page_020_001.jpg) +{This is a pencil.} +{That is a door.} -| | | | -|---|---|---| -| This | is | a pencil. | -| That | is | a door. | +CARD: **That is** shortens to **that's**. +{That's a pencil.} +{That's a door.} +SUMMARY: **That + is = That's** -| | | +| Near | Far | |---|---| -| That's | a pencil. | -| That's | a door. | - -Say {This is a pencil.} for the one in your hand, and {That's a door.} for the one over there. +| This is a pencil. | That is a door. | +| | That's a door. | # Source: LLA 1C Figure 5 -$DIALOGUE Near and Far +$DIALOGUE This and That in Pictures ID: 1c-f5 -INTRO: The same objects, twice each: "this is" when it's near, "that's" when it's far. Listen and repeat. +INTRO: Near things get "this"; far things get "that". Listen and repeat each sentence — the pictures show you the distance. INSTRUCTION: Repeat the sentences. REPEAT -LINE: This is a pencil. {page_023_001.jpg} {bk01-l1c-f5-01.mp3} -LINE: That's a pencil. {page_023_002.jpg} {bk01-l1c-f5-02.mp3} -LINE: This is a table. {page_023_003.jpg} {bk01-l1c-f5-03.mp3} -LINE: That's a table. {page_023_004.jpg} {bk01-l1c-f5-04.mp3} -LINE: This is a chair. {page_023_005.jpg} {bk01-l1c-f5-05.mp3} -LINE: That's a chair. {page_023_006.jpg} {bk01-l1c-f5-06.mp3} -LINE: This is a notebook. {page_023_007.jpg} {bk01-l1c-f5-07.mp3} -LINE: That's a notebook. {page_023_008.jpg} {bk01-l1c-f5-08.mp3} -LINE: This is a window. {page_023_009.jpg} {bk01-l1c-f5-09.mp3} -LINE: That's a window. {page_023_010.jpg} {bk01-l1c-f5-10.mp3} -LINE: This is a clock. {page_023_011.jpg} {bk01-l1c-f5-11.mp3} -LINE: That's a clock. {page_023_012.jpg} {bk01-l1c-f5-12.mp3} -LINE: This is a lab. {page_023_013.jpg} {bk01-l1c-f5-13.mp3} -LINE: That's a lab. {page_023_014.jpg} {bk01-l1c-f5-14.mp3} +LINE: This is a pencil. {page_023_001.jpg|A close-up hand touching a pencil} {bk01-l1c-f5-01.mp3} +LINE: That's a pencil. {page_023_002.jpg|A hand pointing at a pencil from a distance} {bk01-l1c-f5-02.mp3} +LINE: This is a table. {page_023_003.jpg|A hand touching a small table} {bk01-l1c-f5-03.mp3} +LINE: That's a table. {page_023_004.jpg|A hand pointing at a small table from a distance} {bk01-l1c-f5-04.mp3} +LINE: This is a chair. {page_023_005.jpg|A hand touching a small chair} {bk01-l1c-f5-05.mp3} +LINE: That's a chair. {page_023_006.jpg|A hand pointing at a small chair from a distance} {bk01-l1c-f5-06.mp3} +LINE: This is a notebook. {page_023_007.jpg|A hand touching an open notebook} {bk01-l1c-f5-07.mp3} +LINE: That's a notebook. {page_023_008.jpg|A hand pointing at an open notebook from a distance} {bk01-l1c-f5-08.mp3} +LINE: This is a window. {page_023_009.jpg|A hand touching a window with curtains} {bk01-l1c-f5-09.mp3} +LINE: That's a window. {page_023_010.jpg|A hand pointing at a window with curtains from a distance} {bk01-l1c-f5-10.mp3} +LINE: This is a clock. {page_023_011.jpg|A hand touching a table clock} {bk01-l1c-f5-11.mp3} +LINE: That's a clock. {page_023_012.jpg|A hand pointing at a table clock from a distance} {bk01-l1c-f5-12.mp3} +LINE: This is a lab. {page_023_013.jpg|A hand pointing closely at two students in a lab} {bk01-l1c-f5-13.mp3} +LINE: That's a lab. {page_023_014.jpg|A hand pointing at two students in a lab from a distance} {bk01-l1c-f5-14.mp3} # Source: LLA 1C Figure 6 $SELECT Near or Far? ID: 1c-f6 -INTRO: Listen to each sentence — does "this" or "that" tell you the object is near or far? Tap the matching picture, then repeat the sentence. +INTRO: Listen to each sentence. Is the thing near or far? Tap the picture that matches, then repeat the sentence. INSTRUCTION: Tap the correct picture. REPEAT PROMPT: This is a clock. {bk01-l1c-f6-01-q.mp3} -OPTION: a | near {page_024_001.jpg} {bk01-l1c-f6-01-a.mp3} -OPTION: b | far {page_024_002.jpg} +OPTION: a | near {page_024_001.jpg|a A hand touching a table clock} {bk01-l1c-f6-01-a.mp3} +OPTION: b | far {page_024_002.jpg|b A hand pointing at a table clock from a distance} ANSWER: a PROMPT: This is a chair. {bk01-l1c-f6-02-q.mp3} -OPTION: a | near {page_024_003.jpg} {bk01-l1c-f6-02-a.mp3} -OPTION: b | far {page_024_004.jpg} +OPTION: a | near {page_024_003.jpg|a A hand touching a chair} {bk01-l1c-f6-02-a.mp3} +OPTION: b | far {page_024_004.jpg|b A hand pointing at a chair from a distance} ANSWER: a PROMPT: That's a table. {bk01-l1c-f6-03-q.mp3} -OPTION: a | near {page_024_005.jpg} -OPTION: b | far {page_024_006.jpg} {bk01-l1c-f6-03-a.mp3} +OPTION: a | near {page_024_005.jpg|a A hand touching a table} +OPTION: b | far {page_024_006.jpg|b A hand pointing at a table from a distance} {bk01-l1c-f6-03-a.mp3} ANSWER: b PROMPT: That's a clock. {bk01-l1c-f6-04-q.mp3} -OPTION: a | near {page_024_007.jpg} -OPTION: b | far {page_024_008.jpg} {bk01-l1c-f6-04-a.mp3} +OPTION: a | near {page_024_007.jpg|a A hand touching a table clock} +OPTION: b | far {page_024_008.jpg|b A hand pointing at a table clock from a distance} {bk01-l1c-f6-04-a.mp3} ANSWER: b PROMPT: This is a letter. {bk01-l1c-f6-05-q.mp3} -OPTION: a | near {page_024_009.jpg} {bk01-l1c-f6-05-a.mp3} -OPTION: b | far {page_024_010.jpg} +OPTION: a | near {page_024_009.jpg|a A hand touching a card with the letter "a"} {bk01-l1c-f6-05-a.mp3} +OPTION: b | far {page_024_010.jpg|b A hand pointing at a card with the letter "a" from a distance} ANSWER: a PROMPT: That's a door. {bk01-l1c-f6-06-q.mp3} -OPTION: a | near {page_024_011.jpg} -OPTION: b | far {page_024_012.jpg} {bk01-l1c-f6-06-a.mp3} +OPTION: a | near {page_024_011.jpg|a A hand touching an open doorway} +OPTION: b | far {page_024_012.jpg|b A hand pointing at an open doorway from a distance} {bk01-l1c-f6-06-a.mp3} ANSWER: b PROMPT: This is a window. {bk01-l1c-f6-07-q.mp3} -OPTION: a | near {page_024_013.jpg} {bk01-l1c-f6-07-a.mp3} -OPTION: b | far {page_024_014.jpg} +OPTION: a | near {page_024_013.jpg|a A hand touching a window with curtains} {bk01-l1c-f6-07-a.mp3} +OPTION: b | far {page_024_014.jpg|b A hand pointing at a window with curtains from a distance} ANSWER: a PROMPT: That's a word. {bk01-l1c-f6-08-q.mp3} -OPTION: a | near {page_024_015.jpg} -OPTION: b | far {page_024_016.jpg} {bk01-l1c-f6-08-a.mp3} +OPTION: a | near {page_024_015.jpg|a A hand touching a card with the word "pen"} +OPTION: b | far {page_024_016.jpg|b A hand pointing at a card with the word "pen" from a distance} {bk01-l1c-f6-08-a.mp3} ANSWER: b PROMPT: This is a pen. {bk01-l1c-f6-09-q.mp3} -OPTION: a | near {page_024_017.jpg} {bk01-l1c-f6-09-a.mp3} -OPTION: b | far {page_024_018.jpg} +OPTION: a | near {page_024_017.jpg|a A hand touching a pen} {bk01-l1c-f6-09-a.mp3} +OPTION: b | far {page_024_018.jpg|b A hand pointing at a pen from a distance} ANSWER: a PROMPT: This is a picture. {bk01-l1c-f6-10-q.mp3} -OPTION: a | near {page_024_019.jpg} {bk01-l1c-f6-10-a.mp3} -OPTION: b | far {page_024_020.jpg} +OPTION: a | near {page_024_019.jpg|a A hand touching a framed picture} {bk01-l1c-f6-10-a.mp3} +OPTION: b | far {page_024_020.jpg|b A hand pointing at a framed picture from a distance} ANSWER: a -# Source: ST §What Is This? + §What Is This? What Is That? (two near-identical tables merged) +# Source: ST §What Is This? What Is That? (grammar box re-authored as cards) $GRAMMAR What Is This? What Is That? -ID: l1-s10 -INTRO: To ask about a thing, use "what" — near or far, the question works the same way. +ID: l1-s12 +INTRO: The two questions side by side — "what is this?" for near things, "what is that?" for far ones. -| | | | -|---|---|---| -| What | is | this? | -| What | is | that? | +CARD: Ask with **this** for a thing near you, and **that** for a thing farther away. +{What is this?} +{What is that?} +CARD: Both questions shorten with **what's**. +{What's this?} +{What's that?} + +SUMMARY: **What + is = What's** -| | | +| Near | Far | |---|---| -| What's | this? | -| What's | that? | - -Ask {What's this?} and answer {It's a book.} +| What is this? | What is that? | +| What's this? | What's that? | # Source: LLA 1C Figure 7 -$DIALOGUE Questions and Answers +$DIALOGUE Questions and Answers: Near and Far ID: 1c-f7 -INTRO: Questions and answers about near and far things. Listen and repeat both the question and the answer. +INTRO: Listen to questions and answers about objects near and far, and repeat each line. INSTRUCTION: Repeat the questions and answers. REPEAT -LINE: What is that? That's a chair. {page_025_001.jpg} {bk01-l1c-f7-01.mp3} -LINE: What is that? This is a pen. {page_025_002.jpg} {bk01-l1c-f7-02.mp3} -LINE: What is that? That's a table. {page_025_003.jpg} {bk01-l1c-f7-03.mp3} -LINE: What is that? That's a notebook. {page_025_004.jpg} {bk01-l1c-f7-04.mp3} -LINE: What is that? That's a clock. {page_026_001.jpg} {bk01-l1c-f7-05.mp3} -LINE: What is this? This is a picture. {page_026_002.jpg} {bk01-l1c-f7-06.mp3} -LINE: What is this? That's a window. {page_026_003.jpg} {bk01-l1c-f7-07.mp3} -LINE: What is this? This is a door. {page_026_004.jpg} {bk01-l1c-f7-08.mp3} +LINE: What is that? — That's a chair. {page_025_001.jpg|A hand on the left points with a question mark above it towards a chair, while a hand on the right points directly to the chair} {bk01-l1c-f7-01.mp3} +LINE: What is that? — This is a pen. {page_025_002.jpg|A hand on the left points with a question mark above it towards a pen, while a hand on the right points directly to the pen} {bk01-l1c-f7-02.mp3} +LINE: What is that? — That's a table. {page_025_003.jpg|A hand on the left points with a question mark above it towards a table, while a hand on the right points directly to the table} {bk01-l1c-f7-03.mp3} +LINE: What is that? — That's a notebook. {page_025_004.jpg|A hand on the left points with a question mark above it towards an open ring binder notebook, while a hand on the right points directly to the notebook} {bk01-l1c-f7-04.mp3} +LINE: What is that? — That's a clock. {page_026_001.jpg|A hand on the left points with a question mark above it towards a desk clock, while a hand on the right points directly to the clock} {bk01-l1c-f7-05.mp3} +LINE: What is this? — This is a picture. {page_026_002.jpg|A hand on the left points with a question mark above it towards a framed picture, while a hand on the right points directly to the picture} {bk01-l1c-f7-06.mp3} +LINE: What is this? — That's a window. {page_026_003.jpg|A hand on the left points with a question mark above it towards a window with curtains, while a hand on the right points directly to the window} {bk01-l1c-f7-07.mp3} +LINE: What is this? — This is a door. {page_026_004.jpg|A hand on the left points with a question mark above it towards an open door, while a hand on the right points directly to the door} {bk01-l1c-f7-08.mp3} # Source: LLA 1C Figure 8 -$SELECT Listen and Choose: Near or Far +$SELECT This or That — Tap the Picture ID: 1c-f8 -INTRO: You'll hear a question and its answer. The answer tells you whether the object is near or far — tap the matching picture, then repeat the exchange. +INTRO: Listen to each question and answer, then tap the picture that matches what you heard. Repeat the sentences after answering. INSTRUCTION: Tap the correct picture. REPEAT -PROMPT: What's that? This is a clock. {bk01-l1c-f8-01-q.mp3} -OPTION: a | near {page_027_001.jpg} {bk01-l1c-f8-01-a.mp3} -OPTION: b | far {page_027_002.jpg} +PROMPT: What's that? — This is a clock. {bk01-l1c-f8-01-q.mp3} +OPTION: a | Column A {page_027_001.jpg|a A hand pointing towards a clock with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-01-a.mp3} +OPTION: b | Column B {page_027_002.jpg|b A hand pointing from a further distance towards a clock with a question mark, and another hand pointing closer to it} ANSWER: a -PROMPT: What's that? That's a notebook. {bk01-l1c-f8-02-q.mp3} -OPTION: a | near {page_027_003.jpg} {bk01-l1c-f8-02-a.mp3} -OPTION: b | far {page_027_004.jpg} +PROMPT: What's that? — That's a notebook. {bk01-l1c-f8-02-q.mp3} +OPTION: a | Column A {page_027_003.jpg|a A hand pointing towards an open binder notebook with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-02-a.mp3} +OPTION: b | Column B {page_027_004.jpg|b A hand pointing from a further distance towards an open binder notebook with a question mark, and another hand pointing closer to it} ANSWER: a -PROMPT: What's that? That's a pen. {bk01-l1c-f8-03-q.mp3} -OPTION: a | near {page_027_005.jpg} -OPTION: b | far {page_027_006.jpg} {bk01-l1c-f8-03-a.mp3} +PROMPT: What's that? — That's a pen. {bk01-l1c-f8-03-q.mp3} +OPTION: a | Column A {page_027_005.jpg|a A hand pointing towards a pen with a question mark, and another hand pointing closer to it} +OPTION: b | Column B {page_027_006.jpg|b A hand pointing from a further distance towards a pen with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-03-a.mp3} ANSWER: b -PROMPT: What's that? That's a table. {bk01-l1c-f8-04-q.mp3} -OPTION: a | near {page_027_007.jpg} -OPTION: b | far {page_027_008.jpg} {bk01-l1c-f8-04-a.mp3} +PROMPT: What's that? — That's a table. {bk01-l1c-f8-04-q.mp3} +OPTION: a | Column A {page_027_007.jpg|a A hand pointing towards a table with a question mark, and another hand pointing closer to it} +OPTION: b | Column B {page_027_008.jpg|b A hand pointing from a further distance towards a table with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-04-a.mp3} ANSWER: b -PROMPT: What's that? That's a door. {bk01-l1c-f8-05-q.mp3} -OPTION: a | near {page_027_009.jpg} {bk01-l1c-f8-05-a.mp3} -OPTION: b | far {page_027_010.jpg} +PROMPT: What's that? — That's a door. {bk01-l1c-f8-05-q.mp3} +OPTION: a | Column A {page_027_009.jpg|a A hand pointing towards a door with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-05-a.mp3} +OPTION: b | Column B {page_027_010.jpg|b A hand pointing from a further distance towards a door with a question mark, and another hand pointing closer to it} ANSWER: a -PROMPT: What's that? This is a chair. {bk01-l1c-f8-06-q.mp3} -OPTION: a | near {page_027_011.jpg} {bk01-l1c-f8-06-a.mp3} -OPTION: b | far {page_027_012.jpg} +PROMPT: What's that? — This is a chair. {bk01-l1c-f8-06-q.mp3} +OPTION: a | Column A {page_027_011.jpg|a A hand pointing towards a chair with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-06-a.mp3} +OPTION: b | Column B {page_027_012.jpg|b A hand pointing from a further distance towards a chair with a question mark, and another hand pointing closer to it} ANSWER: a -PROMPT: What's this? That's a window. {bk01-l1c-f8-07-q.mp3} -OPTION: a | near {page_027_013.jpg} -OPTION: b | far {page_027_014.jpg} {bk01-l1c-f8-07-a.mp3} +PROMPT: What's this? — That's a window. {bk01-l1c-f8-07-q.mp3} +OPTION: a | Column A {page_027_013.jpg|a A hand pointing towards a window with a question mark, and another hand pointing closer to it} +OPTION: b | Column B {page_027_014.jpg|b A hand pointing from a further distance towards a window with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-07-a.mp3} ANSWER: b -PROMPT: What's this? This is a picture. {bk01-l1c-f8-08-q.mp3} -OPTION: a | near {page_027_015.jpg} -OPTION: b | far {page_027_016.jpg} {bk01-l1c-f8-08-a.mp3} +PROMPT: What's this? — This is a picture. {bk01-l1c-f8-08-q.mp3} +OPTION: a | Column A {page_027_015.jpg|a A hand pointing towards a picture with a question mark, and another hand pointing closer to it} +OPTION: b | Column B {page_027_016.jpg|b A hand pointing from a further distance towards a picture with a question mark, and another hand pointing closer to it} {bk01-l1c-f8-08-a.mp3} ANSWER: b -# SKIPPED (book): ST "THIS IS A PENCIL." — look-around-your-classroom production task; -# environment-dependent, not app-doable. -# SKIPPED (book): ST p.22 "WHAT IS THIS? WHAT IS THAT?" write-a-question-and-answer -# (image page_022_001) — merged into the p.25 exercise below at stage 1; convertible later. - -# Source: ST §What Is This? What Is That? (production exercise; INPUT changed to speak, RUBRIC rewritten) +# Source: ST §What Is This? What Is That? (production exercise; INPUT switched to speak) +# SKIPPED (book): ST p.22 "WHAT IS THIS? WHAT IS THAT?" write-a-question-and-answer (image page_022_001) — merged into this p.25 exercise; convertible later. $PRODUCE Ask and Answer ID: l1-s13 -INTRO: For each picture, do both jobs: ask the question and answer it. Say the question and the answer aloud. -INSTRUCTION: Say a question and an answer for the picture. INPUT: speak CHECK: llm -RUBRIC: Treat the model answer as the factual key: require a "what" question plus an answer identifying the same object. Accept this/that/it's in the answer, and contracted or full forms throughout. +INTRO: Now build both halves yourself. Look at each picture, ask the question aloud, and answer it — the speech bubbles show who asks and who answers. +INSTRUCTION: Ask the question and answer it aloud. +RUBRIC: Accept any correctly structured question and answer matching the picture (e.g. "What's this? That's a pen.") EXAMPLE -PROMPT: {st-page_025_001.jpg} +PROMPT: {st-page_025_001.jpg|A man holding up a pen, looking at a boy who is asking a question. Speech bubble from the boy says 'Q' and speech bubble from the man says 'A'} RESPONSE: What's this? That's a pen. -PROMPT: {st-page_025_002.jpg} +PROMPT: {st-page_025_002.jpg|A man holding a book, looking at another man who is asking a question. Speech bubble 'Q' from the first man, and 'A' from the second man} RESPONSE: What's this? That's a book. -PROMPT: {st-page_026_001.jpg} +PROMPT: {st-page_026_001.jpg|A man pointing at a clock on the wall, showing it to two other men. A speech bubble 'Q' is near one man, and 'A' is near another} RESPONSE: What's this? That's a clock. -PROMPT: {st-page_026_002.jpg} +PROMPT: {st-page_026_002.jpg|A man in uniform showing a picture frame to another man. Speech bubbles indicate 'Q' and 'A'} RESPONSE: What's this? That's a picture. -PROMPT: {st-page_026_003.jpg} +PROMPT: {st-page_026_003.jpg|A man in a uniform pointing to a window, speaking to another man. Speech bubbles 'Q' and 'A' are shown} RESPONSE: What's this? That's a window. -PROMPT: {st-page_026_004.jpg} +PROMPT: {st-page_026_004.jpg|A man sitting at a desk looking at another man standing in front of him holding a pointer. Speech bubbles 'Q' and 'A' are shown} RESPONSE: What's this? That's a table. -PROMPT: {st-page_027_001.jpg} +PROMPT: {st-page_027_001.jpg|A female teacher with a pointer speaking to a male student in front of a blackboard labeled with a 'B'. Speech bubbles 'Q' and 'A' are shown} RESPONSE: What's this? That's a letter. -PROMPT: {st-page_027_002.jpg} -TEMPLATE: a page +PROMPT: {st-page_027_002.jpg|A man pointing at an open book with page number 190. Another woman is looking at it. Speech bubbles 'Q' and 'A' are shown above the books} RESPONSE: What's this? That's a page. -$LESSON 1-7: My and Your +# SKIPPED (book): ST "THIS IS A PENCIL." — look-around-your-classroom production task; environment-dependent, not app-doable. -# Source: ST §This Is My Pen. (grammar; image renamed to st- namespace) +$SESSION 1-5: My and Your + +# Source: ST §This Is My Pen (grammar box re-authored as cards) $GRAMMAR My and Your ID: l1-s14 -INTRO: New part: saying whose things they are. "My" for the speaker's things, "your" for the listener's. +INTRO: In this part you'll learn "my" and "your" — who owns what. Two small words, endless arguments prevented. +CARD: **My** means it belongs to me. **Your** means it belongs to you. +![Illustrations for my and your](st-page_027_003.jpg) +{That is my chair.} +{That's your pen.} + +SUMMARY: | | | | |---|---|---| | This is | a | book. | | That is | my | chair. | | That's | your | pen. | -![Illustrations for my and your](st-page_027_003.jpg) - -{That is my chair.} — it belongs to me. {That's your pen.} — it belongs to you. - -# Source: LLA 1B Listening/Speaking Activity -$DIALOGUE My Pen, Your Pen +# Source: LLA 1B Listening and Speaking Activity +$DIALOGUE My and Your in Sentences ID: 1b-ls1 -INTRO: My and your, near and far, all mixed together — twenty sentences to make the pattern automatic. Listen and repeat. +INTRO: "My" and "your" in action, with "this" and "that" along for the ride. Listen to each sentence and repeat it. INSTRUCTION: Listen and repeat. REPEAT -Narrator: This is my book. {bk01-l1b-f5-01.mp3} -LINE: That's your chair. {bk01-l1b-f5-02.mp3} -LINE: It's my pen. {bk01-l1b-f5-03.mp3} -LINE: That's your pencil. {bk01-l1b-f5-04.mp3} -LINE: That's my chair. {bk01-l1b-f5-05.mp3} -LINE: It's your notebook. {bk01-l1b-f5-06.mp3} -LINE: This is my picture. {bk01-l1b-f5-07.mp3} -LINE: That's your book. {bk01-l1b-f5-08.mp3} -LINE: That's your clock. {bk01-l1b-f5-09.mp3} -LINE: This is my pencil. {bk01-l1b-f5-10.mp3} -LINE: That's my notebook. {bk01-l1b-f5-11.mp3} -LINE: This is your picture. {bk01-l1b-f5-12.mp3} -LINE: It's my clock. {bk01-l1b-f5-13.mp3} -LINE: That's your pen. {bk01-l1b-f5-14.mp3} -LINE: This is my table. {bk01-l1b-f5-15.mp3} -LINE: That's your classroom. {bk01-l1b-f5-16.mp3} -LINE: This is your lab. {bk01-l1b-f5-17.mp3} -LINE: This is my classroom. {bk01-l1b-f5-18.mp3} -LINE: That's your table. {bk01-l1b-f5-19.mp3} -LINE: That's my lab. {bk01-l1b-f5-20.mp3} +LINE: This is my book. {bk01-l1b-f4-11.mp3} +LINE: That's your chair. {bk01-l1b-f4-12.mp3} +LINE: It's my pen. {bk01-l1b-f4-13.mp3} +LINE: That's your pencil. {bk01-l1b-f4-14.mp3} +LINE: That's my chair. {bk01-l1b-f4-15.mp3} +LINE: It's your notebook. {bk01-l1b-f4-16.mp3} +LINE: This is my picture. {bk01-l1b-f4-17.mp3} +LINE: That's your book. {bk01-l1b-f4-18.mp3} +LINE: That's your clock. {bk01-l1b-f4-19.mp3} +LINE: This is my pencil. {bk01-l1b-f4-20.mp3} +LINE: That's my notebook. {bk01-l1b-f4-21.mp3} +LINE: This is your picture. {bk01-l1b-f4-22.mp3} +LINE: It's my clock. {bk01-l1b-f4-23.mp3} +LINE: That's your pen. {bk01-l1b-f4-24.mp3} +LINE: This is my table. {bk01-l1b-f4-25.mp3} +LINE: That's your classroom. {bk01-l1b-f4-26.mp3} +LINE: This is your lab. {bk01-l1b-f4-27.mp3} +LINE: This is my classroom. {bk01-l1b-f4-28.mp3} +LINE: That's your table. {bk01-l1b-f4-29.mp3} +LINE: That's my lab. {bk01-l1b-f4-30.mp3} -# Source: ST §What Is That? -$DIALOGUE My Pen and Your Pen, Side by Side -ID: l1-s15 -INTRO: Each sentence pairs "this is my" with "that's your" — same object, two owners. Listen and repeat. -INSTRUCTION: Listen and repeat these sentences. -REPEAT - -LINE: This is my pen. That's your pen. -LINE: This is my book. That's your book. -LINE: This is my notebook. That's your notebook. -LINE: This is my picture. That's your picture. -LINE: This is my pencil. That's your pencil. -LINE: This is my chair. That's your chair. - -# Source: ST §That's Your Pen. -$DIALOGUE Whose Is It? +# Source: ST §That's Your Pen +$DIALOGUE That's Your Pen ID: l1-s16 -INTRO: Two students sort out whose things are whose. Just listen and read along — notice how "this" and "that" trade places depending on who is speaking. -INSTRUCTION: Read these questions and answers. +INTRO: Two students sort out whose things are whose. Just listen and read along — no repeating this time. +INSTRUCTION: Listen and read the questions and answers. StudentA: What's this? StudentB: That's your pen. @@ -1303,13 +1269,190 @@ StudentB: That's my book. This is your book. StudentA: What's that? StudentB: That's my notebook. This is your notebook. -$LESSON 1-8: Review — Words in the Classroom +# Source: LLA 1B Figure 4 +$PRODUCE Write the Missing Word +ID: 1b-f4 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: A listening check on this lesson's sentences. Listen, type the missing word, then repeat the full sentence when it plays back. +INSTRUCTION: Type the missing word. +REPEAT + +EXAMPLE +PROMPT: Good morning. How are you? {bk01-l1b-f4-ex.mp3} +TEMPLATE: Good morning. How ____ you? +RESPONSE: Good morning. How are you? {bk01-l1b-f4-ex.mp3} +ACCEPT: are + +PROMPT: See you later. {bk01-l1b-f4-01.mp3} +TEMPLATE: See ____ later. +RESPONSE: See you later. {bk01-l1b-f4-01.mp3} +ACCEPT: you + +PROMPT: Please look at your book. {bk01-l1b-f4-02.mp3} +TEMPLATE: Please ____ at your book. +RESPONSE: Please look at your book. {bk01-l1b-f4-02.mp3} +ACCEPT: look + +PROMPT: Open your notebook. {bk01-l1b-f4-03.mp3} +TEMPLATE: Open ____ notebook. +RESPONSE: Open your notebook. {bk01-l1b-f4-03.mp3} +ACCEPT: your + +PROMPT: This is a pencil. {bk01-l1b-f4-04.mp3} +TEMPLATE: ____ is a pencil. +RESPONSE: This is a pencil. {bk01-l1b-f4-04.mp3} +ACCEPT: This | this + +PROMPT: What is that? {bk01-l1b-f4-05.mp3} +TEMPLATE: What is ____? +RESPONSE: What is that? {bk01-l1b-f4-05.mp3} +ACCEPT: that + +PROMPT: Circle the word. {bk01-l1b-f4-06.mp3} +TEMPLATE: Circle the ____. +RESPONSE: Circle the word. {bk01-l1b-f4-06.mp3} +ACCEPT: word + +PROMPT: That is my pen. {bk01-l1b-f4-07.mp3} +TEMPLATE: That is ____ pen. +RESPONSE: That is my pen. {bk01-l1b-f4-07.mp3} +ACCEPT: my + +PROMPT: What's your name? {bk01-l1b-f4-08.mp3} +TEMPLATE: What's your ____? +RESPONSE: What's your name? {bk01-l1b-f4-08.mp3} +ACCEPT: name + +PROMPT: Go to the lab, please. {bk01-l1b-f4-09.mp3} +TEMPLATE: ____ to the lab, please. +RESPONSE: Go to the lab, please. {bk01-l1b-f4-09.mp3} +ACCEPT: Go | go + +PROMPT: That's a clock. {bk01-l1b-f4-10.mp3} +TEMPLATE: That's a ____. +RESPONSE: That's a clock. {bk01-l1b-f4-10.mp3} +ACCEPT: clock + +$SESSION 1-6: Review — Sounds and Words + +# Source: LLA 1D Figure 2 (VOCAB tags transferred from ST §What's Your Name?, dropped as TTS twin) +$DIALOGUE What's Your Name? {page_030_001.jpg|Two men in casual attire shaking hands. The man on the left holds a notebook or papers, and the man on the right holds a notebook or folder} +ID: 1d-f2 +INTRO: Last part — review. Ted and Aldo meet for the first time, and you already know every word they say. Listen and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: Hello +Ted: Hello. {bk01-l1d-f2-01.mp3} + +Aldo: Hello. {bk01-l1d-f2-02.mp3} +LINE: How are you? {bk01-l1d-f2-03.mp3} +Ted: Fine. Thanks. And you? {bk01-l1d-f2-04.mp3} + +VOCAB: What is your name? +Aldo: Fine. What is your name? {bk01-l1d-f2-05.mp3} + +VOCAB: My name is +Ted: My name is Ted. What is your name? {bk01-l1d-f2-06.mp3} + +Aldo: My name is Aldo. {bk01-l1d-f2-07.mp3} + +# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) — instructor-read with no recorded stimulus or given word pairs; the two cassette sound activities below cover the same skill. + +# Source: LLA 1A Figure 5 (skills strand; placed with the P/B work it reinforces) +$SELECT Same or Different? +ID: 1a-f5 +HIDE_PROMPT +INTRO: Now sharpen your ear. You'll hear two words. Tap "Same" if they are the same word, "Different" if not — some pairs differ by one small sound. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +PROMPT: cap ... Cap {bk01-l1a-f5-ex.mp3} +ANSWER: s + +PROMPT: putt ... But {bk01-l1a-f5-01.mp3} +ANSWER: d + +PROMPT: bit ... Bit {bk01-l1a-f5-02.mp3} +ANSWER: s + +PROMPT: rib ... Rip {bk01-l1a-f5-03.mp3} +ANSWER: d + +PROMPT: lab ... Lap {bk01-l1a-f5-04.mp3} +ANSWER: d + +PROMPT: cab ... Cab {bk01-l1a-f5-05.mp3} +ANSWER: s + +PROMPT: peat ... Beat {bk01-l1a-f5-06.mp3} +ANSWER: d + +PROMPT: sob ... Sob {bk01-l1a-f5-07.mp3} +ANSWER: s + +PROMPT: bay ... Pay {bk01-l1a-f5-08.mp3} +ANSWER: d + +PROMPT: tab ... Tab {bk01-l1a-f5-09.mp3} +ANSWER: s + +PROMPT: pin ... Pin {bk01-l1a-f5-10.mp3} +ANSWER: s + +# Source: LLA 1D Figure 3 +$SELECT P or B? +ID: 1d-f3 +HIDE_PROMPT +INTRO: You'll hear a word. Does it have the "p" sound, as in "put", or the "b" sound, as in "buy"? Tap the sound you hear. +INSTRUCTION: Tap the sound you hear. +OPTION: a | P sound (as in put) +OPTION: b | B sound (as in buy) + +EXAMPLE +PROMPT: pencil {bk01-l1d-f3-ex.mp3} +ANSWER: a + +PROMPT: pie {bk01-l1d-f3-01.mp3} +ANSWER: a + +PROMPT: table {bk01-l1d-f3-02.mp3} +ANSWER: b + +PROMPT: lab {bk01-l1d-f3-03.mp3} +ANSWER: b + +PROMPT: nap {bk01-l1d-f3-04.mp3} +ANSWER: a + +PROMPT: apple {bk01-l1d-f3-05.mp3} +ANSWER: a + +PROMPT: bee {bk01-l1d-f3-06.mp3} +ANSWER: b + +PROMPT: number {bk01-l1d-f3-07.mp3} +ANSWER: b + +PROMPT: page {bk01-l1d-f3-08.mp3} +ANSWER: a + +PROMPT: sleep {bk01-l1d-f3-09.mp3} +ANSWER: a + +PROMPT: boy {bk01-l1d-f3-10.mp3} +ANSWER: b # Source: LLA 1D Figure 1 $SELECT Tap the Word You Hear ID: 1d-f1 -INTRO: Review time: every word from this lesson comes back for inspection. You'll hear a word — find it among the choices, tap it, then say it back. Twenty-five words. They remember you, even if you don't remember them. +INTRO: How many words do you know now? You'll hear a word — find it, tap it, then repeat it. Twenty-five words, and you've met every single one. INSTRUCTION: Tap the word you hear. +HIDE_PROMPT REPEAT EXAMPLE @@ -1496,9 +1639,9 @@ OPTION: d | door ANSWER: a # Source: LLA 1D Figure 4 -$PRODUCE What Is It? {page_032_001.jpg} +$PRODUCE Around the Classroom {page_032_001.jpg|A line-drawing diagram of a classroom interior showing various labeled parts. Labeled items include: 1. A wall clock, 2. A door with a small window, 3. A chair, 4. A window with multiple panes, 5. Books on top of a cabinet, 6. A desk or table, 7. A student chair with an attached writing desk surface, 8. Another student desk-chair} ID: 1d-f4 -INTRO: One classroom, eight numbered things. For each number, answer the question aloud with a full sentence, then repeat the model answer. +INTRO: The last activity of the lesson. Look at the numbered classroom picture, listen to each question, and answer aloud with a full sentence — then repeat the correct answer. That's the whole lesson done; see you in Lesson 2. INSTRUCTION: Answer aloud with a full sentence. REPEAT @@ -1506,136 +1649,36 @@ EXAMPLE PROMPT: What is it? {bk01-l1d-f4-ex-q.mp3} RESPONSE: It's a classroom. {bk01-l1d-f4-ex-a.mp3} -PROMPT: What is that? {bk01-l1d-f4-01-q.mp3} TEMPLATE: Number 1 +PROMPT: What is that? {bk01-l1d-f4-01-q.mp3} RESPONSE: It's a clock. {bk01-l1d-f4-01-a.mp3} -PROMPT: What's that? {bk01-l1d-f4-02-q.mp3} TEMPLATE: Number 2 +PROMPT: What's that? {bk01-l1d-f4-02-q.mp3} RESPONSE: It's a door. {bk01-l1d-f4-02-a.mp3} -PROMPT: What is it? {bk01-l1d-f4-03-q.mp3} TEMPLATE: Number 3 +PROMPT: What is it? {bk01-l1d-f4-03-q.mp3} RESPONSE: It's a chair. {bk01-l1d-f4-03-a.mp3} -PROMPT: What is that? {bk01-l1d-f4-04-q.mp3} TEMPLATE: Number 4 +PROMPT: What is that? {bk01-l1d-f4-04-q.mp3} RESPONSE: It's a window. {bk01-l1d-f4-04-a.mp3} -PROMPT: What's that? {bk01-l1d-f4-05-q.mp3} TEMPLATE: Number 5 +PROMPT: What's that? {bk01-l1d-f4-05-q.mp3} RESPONSE: It's a book. {bk01-l1d-f4-05-a.mp3} -PROMPT: What is it? {bk01-l1d-f4-06-q.mp3} TEMPLATE: Number 6 +PROMPT: What is it? {bk01-l1d-f4-06-q.mp3} RESPONSE: It's a table. {bk01-l1d-f4-06-a.mp3} -PROMPT: What is that? {bk01-l1d-f4-07-q.mp3} TEMPLATE: Number 7 +PROMPT: What is that? {bk01-l1d-f4-07-q.mp3} RESPONSE: It's a pencil. {bk01-l1d-f4-07-a.mp3} -PROMPT: What's that? {bk01-l1d-f4-08-q.mp3} TEMPLATE: Number 8 +PROMPT: What's that? {bk01-l1d-f4-08-q.mp3} RESPONSE: It's a pen. {bk01-l1d-f4-08-a.mp3} -$LESSON 1-9: Sounds — P and B - -# Source: new (gap: the P/B contrast is drilled on the tapes but never explained anywhere in the lesson) -$GRAMMAR Two Sounds: P and B -ID: 1d-f3-b -INTRO: Last part: two sounds that like to impersonate each other — P and B. A quick look at the difference, then your ears do the work. - -**P** and **B** are made with the lips in exactly the same position. The difference is your voice. - -- **P** — no voice, just a small puff of air: {pen}, {pencil}, {please}, {page}, {open} -- **B** — the voice is on: {book}, {notebook}, {table}, {number}, {lab} - -Put your hand on your throat and say both: it hums for **B**, and stays quiet for **P**. - -# Source: LLA 1A Figure 5 (moved here — its word pairs are P/B minimal pairs) -$SELECT Same or Different? -ID: 1a-f5 -INTRO: You'll hear two words. Tap Same if they're exactly the same, Different if they're not. The differences are tiny — that's the whole point. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) - -EXAMPLE -PROMPT: cap. Cap. {bk01-l1a-f5-00-ex.mp3} -ANSWER: s - -PROMPT: putt. But. {bk01-l1a-f5-01.mp3} -ANSWER: d - -PROMPT: bit. Bit. {bk01-l1a-f5-02.mp3} -ANSWER: s - -PROMPT: rib. Rip. {bk01-l1a-f5-03.mp3} -ANSWER: d - -PROMPT: lab. Lap. {bk01-l1a-f5-04.mp3} -ANSWER: d - -PROMPT: cab. Cab. {bk01-l1a-f5-05.mp3} -ANSWER: s - -PROMPT: peat. Beat. {bk01-l1a-f5-06.mp3} -ANSWER: d - -PROMPT: sob. Sob. {bk01-l1a-f5-07.mp3} -ANSWER: s - -PROMPT: bay. Pay. {bk01-l1a-f5-08.mp3} -ANSWER: d - -PROMPT: tab. Tab. {bk01-l1a-f5-09.mp3} -ANSWER: s - -PROMPT: pin. Pin. {bk01-l1a-f5-10.mp3} -ANSWER: s - -# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "PEN / BOOK" (/p/-/b/) — -# instructor-read minimal-pair discrimination with no recorded stimulus and no given word -# pairs; the two recorded activities in this part cover the same skill. - -# Source: LLA 1D Figure 3 -$SELECT P or B? -ID: 1d-f3 -INTRO: Now name the culprit. Listen to each word and decide which sound it has — P or B — and tap it. That's the whole lesson: greetings, classroom things, letters, numbers, and two well-behaved sounds. See you in Lesson 2. -INSTRUCTION: Tap the sound you hear. -OPTION: a | P sound (as in put) -OPTION: b | B sound (as in buy) - -EXAMPLE -PROMPT: pencil {bk01-l1d-f3-ex.mp3} -ANSWER: a - -PROMPT: pie {bk01-l1d-f3-01.mp3} -ANSWER: a - -PROMPT: table {bk01-l1d-f3-02.mp3} -ANSWER: b - -PROMPT: lab {bk01-l1d-f3-03.mp3} -ANSWER: b - -PROMPT: nap {bk01-l1d-f3-04.mp3} -ANSWER: a - -PROMPT: apple {bk01-l1d-f3-05.mp3} -ANSWER: a - -PROMPT: bee {bk01-l1d-f3-06.mp3} -ANSWER: b - -PROMPT: number {bk01-l1d-f3-07.mp3} -ANSWER: b - -PROMPT: page {bk01-l1d-f3-08.mp3} -ANSWER: a - -PROMPT: sleep {bk01-l1d-f3-09.mp3} -ANSWER: a - -PROMPT: boy {bk01-l1d-f3-10.mp3} -ANSWER: b +# SKIPPED (book+tape): LLA 1D Figure 4 "Write the words" pass (per-item "Write: a clock." beats + 8 numbered write-lines) — duplicate of the spoken answers; convertible later as dictation. diff --git a/book-1-lesson-1/bk01-l1a-f1-01.mp3 b/book-1-lesson-1/bk01-l1a-f1-01.mp3 index 8ad2a69e..2d1b7165 100644 Binary files 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diff --git a/book-1-lesson-1/bk01-l1d-f4-ex-a.mp3 b/book-1-lesson-1/bk01-l1d-f4-ex-a.mp3 index 35656f80..fd41c281 100644 Binary files a/book-1-lesson-1/bk01-l1d-f4-ex-a.mp3 and b/book-1-lesson-1/bk01-l1d-f4-ex-a.mp3 differ diff --git a/book-1-lesson-1/bk01-l1d-f4-ex-q.mp3 b/book-1-lesson-1/bk01-l1d-f4-ex-q.mp3 index a9a914e6..5a418629 100644 Binary files a/book-1-lesson-1/bk01-l1d-f4-ex-q.mp3 and b/book-1-lesson-1/bk01-l1d-f4-ex-q.mp3 differ diff --git a/book-1-lesson-2.module b/book-1-lesson-2.module index 527d7969..cc012fc1 100644 --- a/book-1-lesson-2.module +++ b/book-1-lesson-2.module @@ -1,29 +1,104 @@ -$MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg} +$MODULE Book 1 · Lesson 2: Bob's a Barber {st-page_029_001.jpg|A friendly barber cutting a man's hair in a barber shop} FORMAT: 2 -DESCRIPTION: Classroom commands, this/that/these/those, my/your/his/her, names and occupations, and numbers 0-100. The final part (reading letter shapes) is optional extra practice. +DIOCO_DOC_ID: alc_book1_lesson2 +DESCRIPTION: Commands with "don't", this/that/these/those, his and her, jobs with I'm/you're, and numbers 0 to 100. The final part is optional extra practice for reading English letters. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Bill | charon | Male speaker -VOICE: Pam | achernar | Female speaker -VOICE: Ted | alnilam | Male student -VOICE: Mr_Wilson | zubenelgenubi | Male teacher +VOICE: Bill | schedar | Male speaker +VOICE: Pam | gacrux | Female speaker +VOICE: Wilson | schedar | Male teacher +VOICE: Ted | achird | Male student VOICE: Bob | achird | Male speaker -VOICE: StudentA | achird | Male speaker -VOICE: StudentB | charon | Male speaker -VOICE: Ken | orus | Male speaker -VOICE: Ms_Evans | aoede | Female teacher -VOICE: Don | umbriel | Male speaker -VOICE: ID | achernar | speaker (auto) +VOICE: Ken | schedar | Male speaker +VOICE: StudentA | charon | Male student +VOICE: StudentB | iapetus | Male student +VOICE: Ms_Evans | leda | Female teacher +VOICE: Don | charon | Male speaker -$LESSON 2-1: The Alphabet +$SESSION 2-1: Commands and the Alphabet + +# Source: ST §Don't Open the Window. +$DIALOGUE Don't Open the Window +ID: l2-s1 +INTRO: In this lesson you'll learn to name the people and things around you, count all the way to one hundred, and tell people what not to do. We start with that last one — read these commands. Nobody is making you obey them. +INSTRUCTION: Read the sentences. + +VOCAB: don't +LINE: Go to the window. Please don't open the window. +LINE: Don't close the door. Open it. +LINE: Don't write the word pen. Please write the word pencil. +LINE: Don't look at your book. Look at the teacher. +LINE: Circle the letter. Don't circle the number. +LINE: Please go to the door. Open it. Don't close it. +LINE: Please open your book. Don't open your notebook. +LINE: Listen. Don't repeat. + +# Source: LLA 2B Figure 1 +$DIALOGUE Don't Do It! +ID: 2b-f1 +INTRO: Now the tape takes over: six things you must not do, each with a picture. Listen and repeat each command. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: Don't open the window. {page_041_001.jpg|A man opening or looking out of a window, with a large X over the scene} {bk01-l2b-f1-01.mp3} +LINE: Don't close the door. {page_041_002.jpg|An open door with a large X over the scene} {bk01-l2b-f1-02.mp3} +LINE: Don't look at the clock. {page_041_003.jpg|A boy looking up at a clock, with a large X over the scene} {bk01-l2b-f1-03.mp3} +LINE: Don't listen to those tapes. {page_041_004.jpg|A girl holding cassette tapes with music notes around, with a large X over the scene} {bk01-l2b-f1-04.mp3} +LINE: Don't write his name. {page_041_005.jpg|A hand writing a name John with a pencil, with a large X over the scene} {bk01-l2b-f1-05.mp3} +LINE: Don't go to the classroom. {page_041_006.jpg|A man looking at a clock on the wall, with a large X over the scene} {bk01-l2b-f1-06.mp3} + +# Source: LLA 2D Listening and Speaking 1 +$PRODUCE Make It Negative +ID: 2d-ls1 +INPUT: speak +CHECK: reveal +INTRO: Your turn to give the orders. Hear a command, make it negative with "Don't", then repeat the model answer. +INSTRUCTION: Change the command to a negative command. +REPEAT + +EXAMPLE +PROMPT: Look at the book. {bk01-l2d-f2-15-q.mp3} +RESPONSE: Don't look at the book. {bk01-l2d-f2-15-a.mp3} + +PROMPT: Go to the lab. {bk01-l2d-f2-16-q.mp3} +RESPONSE: Don't go to the lab. {bk01-l2d-f2-16-a.mp3} + +PROMPT: Spell the word. {bk01-l2d-f2-17-q.mp3} +RESPONSE: Don't spell the word. {bk01-l2d-f2-17-a.mp3} + +PROMPT: Listen to the radio. {bk01-l2d-f2-18-q.mp3} +RESPONSE: Don't listen to the radio. {bk01-l2d-f2-18-a.mp3} + +PROMPT: Write the word. {bk01-l2d-f2-19-q.mp3} +RESPONSE: Don't write the word. {bk01-l2d-f2-19-a.mp3} + +PROMPT: Circle the number. {bk01-l2d-f2-20-q.mp3} +RESPONSE: Don't circle the number. {bk01-l2d-f2-20-a.mp3} + +PROMPT: Look at the picture. {bk01-l2d-f2-21-q.mp3} +RESPONSE: Don't look at the picture. {bk01-l2d-f2-21-a.mp3} + +PROMPT: Open the door. {bk01-l2d-f2-22-q.mp3} +RESPONSE: Don't open the door. {bk01-l2d-f2-22-a.mp3} + +PROMPT: Close the window. {bk01-l2d-f2-23-q.mp3} +RESPONSE: Don't close the window. {bk01-l2d-f2-23-a.mp3} + +PROMPT: Go to the classroom. {bk01-l2d-f2-24-q.mp3} +RESPONSE: Don't go to the classroom. {bk01-l2d-f2-24-a.mp3} + +PROMPT: Circle the number. {bk01-l2d-f2-25-q.mp3} +RESPONSE: Don't circle the number. {bk01-l2d-f2-25-a.mp3} + +# SKIPPED (book): Vocabulary "DICTATION" (p. 27) — repeat the alphabet, write the letter. Instructor-read with no printed or recorded stimuli. # Source: LLA 2A Figure 1 $DIALOGUE The Alphabet: A to P ID: 2a-f1 -INTRO: Welcome to Lesson 2. This week you'll learn to point things out, say what people do, count to one hundred, and tell people what not to do. First, the alphabet from A to P — listen and repeat each letter. +INTRO: Half the alphabet in one go — the letters "A" through "P". Listen and repeat each one. INSTRUCTION: Repeat the letters. REPEAT @@ -45,10 +120,11 @@ LINE: O {bk01-l2a-f1-15.mp3} LINE: P {bk01-l2a-f1-16.mp3} # Source: LLA 2A Figure 2 -$SELECT Which Letter Do You Hear? +$SELECT Tap the Letter You Hear ID: 2a-f2 -INTRO: Now check your ear. You'll hear one letter — tap it among the choices. Some of them sound suspiciously alike; that's the point. +INTRO: Now check your ear. You'll hear one letter — tap it from the choices. INSTRUCTION: Tap the letter you hear. +HIDE_PROMPT EXAMPLE PROMPT: C {bk01-l2a-f2-01.mp3} @@ -121,12 +197,10 @@ OPTION: c | G OPTION: d | E ANSWER: b -# Source: LLA 2A Figure 3 (word list kept as reading/pronunciation practice — -# these words carry the letter-hunt drill next, and return in sentences later -# in this lesson: occupations in part 2-7, objects in parts 2-2 and 2-3) -$DIALOGUE Words for Reading Practice +# Source: LLA 2A Figure 3 (part 1) — kept per repair note [MASTER 2]; the words recur in sentences in later parts +$DIALOGUE Words to Say and Spell ID: 2a-f3 -INTRO: Here are twelve words you'll meet all through this lesson. Listen and repeat each one — right after this, you'll use them to hunt for letters. +INTRO: Twelve words to say aloud. You'll be spelling them in a moment, so listen closely. INSTRUCTION: Repeat each word. REPEAT @@ -143,13 +217,14 @@ LINE: word {bk01-l2a-f3-10.mp3} LINE: come {bk01-l2a-f3-11.mp3} LINE: read {bk01-l2a-f3-12.mp3} -# Source: LLA 2A Figure 3 (letter identification) +# Source: LLA 2A Figure 3 (part 2) — kept per repair note [MASTER 2] $PRODUCE Find the Letter in the Word ID: 2a-f3-b INPUT: type CHECK: exact -INTRO: You'll see a word spelled out on screen and hear one letter. Find that letter inside the word and type it. +INTRO: You'll see a word spelled out and hear one letter. Type the letter you hear — it's hiding somewhere in the word. INSTRUCTION: Type the letter you hear. +HIDE_PROMPT PROMPT: N {bk01-l2a-f3-13.mp3} TEMPLATE: s t u d e n t @@ -211,151 +286,125 @@ TEMPLATE: r e a d RESPONSE: e ACCEPT: E -# Source: LLA 2C Figure 8 (letter dictation — placed with the alphabet work it reinforces) -$PRODUCE Capital or Small? Write the Letter -ID: 2c-f8 -INPUT: type -CHECK: exact -NORMALIZE: strict -INTRO: Letter dictation. You'll hear "capital" or "small" and a letter name — type exactly that letter, big or little. The difference is the whole exercise. -INSTRUCTION: Type the letter you hear. +$SESSION 2-2: This and That -EXAMPLE -PROMPT: capital B. {bk01-l2c-f8-ex.mp3} -RESPONSE: B +# Source: LLA 2A Figure 4 +$DIALOGUE Joe's Classroom +ID: 2a-f4 +INTRO: Now for pointing at things: "this" for near, "that" for far. First, meet Bill and Pam — and Joe, who has just found his classroom. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -PROMPT: capital E. {bk01-l2c-f8-01.mp3} -RESPONSE: E - -PROMPT: small f. {bk01-l2c-f8-02.mp3} -RESPONSE: f - -PROMPT: small i. {bk01-l2c-f8-03.mp3} -RESPONSE: i - -PROMPT: capital A. {bk01-l2c-f8-04.mp3} -RESPONSE: A - -PROMPT: small m. {bk01-l2c-f8-05.mp3} -RESPONSE: m - -PROMPT: capital G. {bk01-l2c-f8-06.mp3} -RESPONSE: G - -PROMPT: small b. {bk01-l2c-f8-07.mp3} -RESPONSE: b - -PROMPT: small n. {bk01-l2c-f8-08.mp3} -RESPONSE: n - -PROMPT: capital J. {bk01-l2c-f8-09.mp3} -RESPONSE: J - -PROMPT: capital L. {bk01-l2c-f8-10.mp3} -RESPONSE: L - -PROMPT: capital H. {bk01-l2c-f8-11.mp3} -RESPONSE: H - -PROMPT: small c. {bk01-l2c-f8-12.mp3} -RESPONSE: c - -PROMPT: capital O. {bk01-l2c-f8-13.mp3} -RESPONSE: O - -PROMPT: small e. {bk01-l2c-f8-14.mp3} -RESPONSE: e - -PROMPT: small k. {bk01-l2c-f8-15.mp3} -RESPONSE: k - -PROMPT: small a. {bk01-l2c-f8-16.mp3} -RESPONSE: a - -PROMPT: capital I. {bk01-l2c-f8-17.mp3} -RESPONSE: I - -PROMPT: small p. {bk01-l2c-f8-18.mp3} -RESPONSE: p - -PROMPT: small g. {bk01-l2c-f8-19.mp3} -RESPONSE: g - -PROMPT: small d. {bk01-l2c-f8-20.mp3} -RESPONSE: d - -PROMPT: small j. {bk01-l2c-f8-21.mp3} -RESPONSE: j - -PROMPT: capital m. {bk01-l2c-f8-22.mp3} -RESPONSE: M - -PROMPT: small h. {bk01-l2c-f8-23.mp3} -RESPONSE: h - -PROMPT: capital D. {bk01-l2c-f8-24.mp3} -RESPONSE: D - -PROMPT: capital B. {bk01-l2c-f8-25.mp3} -RESPONSE: B - -# SKIPPED (book): ST Vocabulary "DICTATION" — repeat the alphabet (Hh-Pp), write the letter. -# Instructor-read with no recorded stimulus or given items; letter dictation is covered by -# LLA 2C Figure 8 above. Convertible later with chosen letters + TTS. - -$LESSON 2-2: This and That — My, Your, His, Her +Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3} +Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3} +Bill: And what's his name? {bk01-l2a-f4-05.mp3} +Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3} +Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3} +Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3} # Source: LLA 2A Figure 5 $DIALOGUE This and That ID: 2a-f5 -INTRO: In this part you'll learn to point at the world: "this" for something near you, "that" for something far away. Look at each picture, listen, and repeat. +INTRO: "This" is for a thing you can touch. "That" is for a thing you'd have to walk to. Watch the pictures and repeat each sentence. INSTRUCTION: Repeat the sentences. REPEAT -LINE: This is a pencil. {page_035_001.jpg} {bk01-l2a-f5-01.mp3} -LINE: That's a pencil. {page_035_002.jpg} {bk01-l2a-f5-02.mp3} -LINE: This is a table. {page_035_003.jpg} {bk01-l2a-f5-03.mp3} -LINE: That's a table. {page_035_004.jpg} {bk01-l2a-f5-04.mp3} -LINE: This is a chair. {page_035_005.jpg} {bk01-l2a-f5-05.mp3} -LINE: That's a chair. {page_035_006.jpg} {bk01-l2a-f5-06.mp3} -LINE: This is a notebook. {page_035_007.jpg} {bk01-l2a-f5-07.mp3} -LINE: That's a notebook. {page_035_008.jpg} {bk01-l2a-f5-08.mp3} -LINE: This is a window. {page_035_009.jpg} {bk01-l2a-f5-09.mp3} -LINE: That's a window. {page_035_010.jpg} {bk01-l2a-f5-10.mp3} -LINE: This is a clock. {page_035_011.jpg} {bk01-l2a-f5-11.mp3} -LINE: That's a clock. {page_035_012.jpg} {bk01-l2a-f5-12.mp3} -LINE: This is a lab. {page_035_013.jpg} {bk01-l2a-f5-13.mp3} -LINE: That's a lab. {page_035_014.jpg} {bk01-l2a-f5-14.mp3} +LINE: This is a pencil. {page_035_001.jpg|A close-up hand touching a pencil with a finger} {bk01-l2a-f5-01.mp3} +LINE: That's a pencil. {page_035_002.jpg|A hand pointing at a pencil from a short distance} {bk01-l2a-f5-02.mp3} +LINE: This is a table. {page_035_003.jpg|A hand touching the top surface of a table} {bk01-l2a-f5-03.mp3} +LINE: That's a table. {page_035_004.jpg|A hand pointing at a table from a short distance} {bk01-l2a-f5-04.mp3} +LINE: This is a chair. {page_035_005.jpg|A hand touching the seat of a chair} {bk01-l2a-f5-05.mp3} +LINE: That's a chair. {page_035_006.jpg|A hand pointing at a chair from a short distance} {bk01-l2a-f5-06.mp3} +LINE: This is a notebook. {page_035_007.jpg|A hand pointing at and touching an open notebook containing text} {bk01-l2a-f5-07.mp3} +LINE: That's a notebook. {page_035_008.jpg|A hand pointing at an open notebook from a short distance} {bk01-l2a-f5-08.mp3} +LINE: This is a window. {page_035_009.jpg|A hand touching a small open window model with curtains} {bk01-l2a-f5-09.mp3} +LINE: That's a window. {page_035_010.jpg|A hand pointing at a small open window model from a short distance} {bk01-l2a-f5-10.mp3} +LINE: This is a clock. {page_035_011.jpg|A hand touching a table clock} {bk01-l2a-f5-11.mp3} +LINE: That's a clock. {page_035_012.jpg|A hand pointing at a table clock from a short distance} {bk01-l2a-f5-12.mp3} +LINE: This is a lab. {page_035_013.jpg|A hand pointing closely at two student figures wearing headsets at laboratory desks} {bk01-l2a-f5-13.mp3} +LINE: That's a lab. {page_035_014.jpg|A hand pointing from a further distance at two student figures wearing headsets at laboratory desks} {bk01-l2a-f5-14.mp3} -# Source: ST §What's That? (grammar box; ST images renamed st-) -$GRAMMAR This Is My Book — That's Your Pen +# Source: ST §What's That? grammar table (card-ified) +$GRAMMAR This Is My Book. That's Your Pen. ID: l2-s5 -INTRO: Before more practice, here's how these little words fit together — and who owns what. +INTRO: The whole idea on a few short cards — near, far, and whose. -Use **this** for a thing near you, and **that** for a thing farther away. +CARD: Use **this** for a thing close to you. Use **that** for a thing farther away. +{This is my book.} +{That is your pen.} +CARD: **That is** almost always shortens to **that's**. +{That's his name.} +{That's his chair.} + +CARD: Words like **my**, **your**, **his**, and **her** tell you whose thing it is. +![An elderly woman sitting in a large armchair](st-page_034_001.jpg) +{This is her chair.} +![A man sitting at a table with a pencil in front of him](st-page_034_002.jpg) +{That's his pencil.} + +SUMMARY: | | | | | |---|---|---|---| | This | is | my | book. | | That | is | your | pen. | -| That | is | her | pencil. | +| This | is | her | pencil. | | That's | | his | name. | | That's | | his | chair. | -**That + is = That's**: {That is your pen.} → {That's your pen.} +# Source: LLA 2A Figure 6 +$SELECT Near or Far? +ID: 2a-f6 +INTRO: You'll hear a sentence and see two pictures — one near, one far. Tap the picture that matches, then repeat the sentence. +INSTRUCTION: Tap the correct picture. +HIDE_PROMPT +REPEAT -**My, your, his,** and **her** tell you whose thing it is: {my book}, {your pen}, {her pencil}, {his chair}. +EXAMPLE +PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3} +OPTION: a | near {page_036_001.jpg|a A hand touching a table clock} {bk01-l2a-f6-01-a.mp3} +OPTION: b | far {page_036_002.jpg|b A hand pointing at a table clock} +ANSWER: a -![An elderly woman sitting in a large armchair](st-page_034_001.jpg) -{This is her chair.} +PROMPT: This is a chair. {bk01-l2a-f6-02-q.mp3} +OPTION: a | near {page_036_003.jpg|a A hand touching a chair} {bk01-l2a-f6-02-a.mp3} +OPTION: b | far {page_036_004.jpg|b A hand pointing at a chair} +ANSWER: a -![A man sitting at a table with a pencil in front of him](st-page_034_002.jpg) -{That's his pencil.} +PROMPT: That's a table. {bk01-l2a-f6-03-q.mp3} +OPTION: a | near {page_036_005.jpg|a A hand touching a table} +OPTION: b | far {page_036_006.jpg|b A hand pointing at a table} {bk01-l2a-f6-03-a.mp3} +ANSWER: b + +PROMPT: That's a clock. {bk01-l2a-f6-04-q.mp3} +OPTION: a | near {page_036_007.jpg|a A hand touching a table clock} +OPTION: b | far {page_036_008.jpg|b A hand pointing at a table clock} {bk01-l2a-f6-04-a.mp3} +ANSWER: b + +PROMPT: This is a letter. {bk01-l2a-f6-05-q.mp3} +OPTION: a | near {page_036_009.jpg|a A hand touching a card with the letter "a" written on it} {bk01-l2a-f6-05-a.mp3} +OPTION: b | far {page_036_010.jpg|b A hand pointing at a card with the letter "a" written on it} +ANSWER: a + +PROMPT: That's a door. {bk01-l2a-f6-06-q.mp3} +OPTION: a | near {page_036_011.jpg|a A hand touching the handle of a door} +OPTION: b | far {page_036_012.jpg|b A hand pointing at an open door} {bk01-l2a-f6-06-a.mp3} +ANSWER: b + +PROMPT: This is a window. {bk01-l2a-f6-07-q.mp3} +OPTION: a | near {page_036_013.jpg|a A hand touching a window frame} {bk01-l2a-f6-07-a.mp3} +OPTION: b | far {page_036_014.jpg|b A hand pointing at a window} +ANSWER: a + +PROMPT: That's a word. {bk01-l2a-f6-08-q.mp3} +OPTION: a | near {page_036_015.jpg|a A hand touching a card with the word "pen" written on it} +OPTION: b | far {page_036_016.jpg|b A hand pointing at a card with the word "pen" written on it} {bk01-l2a-f6-08-a.mp3} +ANSWER: b # Source: LLA 2A Listening and Speaking Activity -$DIALOGUE This, That, and Whose It Is +$DIALOGUE This Is My Book ID: 2a-ls1 -INTRO: Now the pointing words meet their owners: my, your, his, her. Listen to each sentence and repeat it. +INTRO: Twenty quick sentences mixing "this", "that", "my", "your", "his", and "her". Listen and repeat each one. INSTRUCTION: Listen and repeat. REPEAT @@ -380,73 +429,24 @@ LINE: This is my classroom. {bk01-l2a-f3-42.mp3} LINE: That's his table. {bk01-l2a-f3-43.mp3} LINE: That's her lab. {bk01-l2a-f3-44.mp3} -# Source: LLA 2A Figure 6 (REPEAT added: the tape has a say-back beat and the -# answer clip carries the full sentence) -$SELECT Near or Far? -ID: 2a-f6 -INTRO: You'll hear a sentence. Decide whether the object is near or far, tap the matching picture, then repeat the sentence. -INSTRUCTION: Tap the correct picture. -REPEAT - -EXAMPLE -PROMPT: This is a clock. {bk01-l2a-f6-01-q.mp3} -OPTION: a | near {page_036_001.jpg} {bk01-l2a-f6-01-a.mp3} -OPTION: b | far {page_036_002.jpg} -ANSWER: a - -PROMPT: This is a chair. {bk01-l2a-f6-02-q.mp3} -OPTION: a | near {page_036_003.jpg} {bk01-l2a-f6-02-a.mp3} -OPTION: b | far {page_036_004.jpg} -ANSWER: a - -PROMPT: That's a table. {bk01-l2a-f6-03-q.mp3} -OPTION: a | near {page_036_005.jpg} -OPTION: b | far {page_036_006.jpg} {bk01-l2a-f6-03-a.mp3} -ANSWER: b - -PROMPT: That's a clock. {bk01-l2a-f6-04-q.mp3} -OPTION: a | near {page_036_007.jpg} -OPTION: b | far {page_036_008.jpg} {bk01-l2a-f6-04-a.mp3} -ANSWER: b - -PROMPT: This is a letter. {bk01-l2a-f6-05-q.mp3} -OPTION: a | near {page_036_009.jpg} {bk01-l2a-f6-05-a.mp3} -OPTION: b | far {page_036_010.jpg} -ANSWER: a - -PROMPT: That's a door. {bk01-l2a-f6-06-q.mp3} -OPTION: a | near {page_036_011.jpg} -OPTION: b | far {page_036_012.jpg} {bk01-l2a-f6-06-a.mp3} -ANSWER: b - -PROMPT: This is a window. {bk01-l2a-f6-07-q.mp3} -OPTION: a | near {page_036_013.jpg} {bk01-l2a-f6-07-a.mp3} -OPTION: b | far {page_036_014.jpg} -ANSWER: a - -PROMPT: That's a word. {bk01-l2a-f6-08-q.mp3} -OPTION: a | near {page_036_015.jpg} -OPTION: b | far {page_036_016.jpg} {bk01-l2a-f6-08-a.mp3} -ANSWER: b - # Source: ST §What's This? $DIALOGUE What's This? What's That? ID: l2-s6 -INTRO: Question and answer, in one breath. Repeat each pair after you hear it. +INTRO: Question and answer, question and answer. Repeat both halves of each pair. INSTRUCTION: Repeat these questions and answers. REPEAT -LINE: What's this? This is his notebook. -LINE: What's that? That's her chair. -LINE: What's that? That's her pencil. -LINE: What's this? This is his pen. -LINE: What's that? That's her clock. -LINE: What's this? This is her picture. +LINE: What's this?\n— This is his notebook. +LINE: What's that?\n— That's her chair. +LINE: What's that?\n— That's her pencil. +LINE: What's this?\n— This is his pen. +LINE: What's that?\n— That's her clock. +LINE: What's this?\n— This is her picture. # Source: ST §That's His Picture. $DIALOGUE That's His Picture ID: l2-s7 -INTRO: Two students point at everything in the room. Just read along with each question and answer — no repeating this time. +INTRO: Two students point at everything in the room. Notice that what's "that" to one person can be "this" to the other — it depends where you're standing. Just read along, no repeating this time. INSTRUCTION: Read these questions and answers. StudentA: What's this? @@ -482,548 +482,651 @@ StudentB: That's my book. StudentA: What's that? StudentB: That's his picture. -# Source: LLA 2B Figure 2 -$DIALOGUE His and Her -ID: 2b-f2 -INTRO: "His" for a man, "her" for a woman. Look at who owns each thing, listen, and repeat. -INSTRUCTION: Listen and repeat. -REPEAT +# SKIPPED (book): Writing Skill "DICTATION" (p. 31) — write the word. Instructor-read with no printed or recorded stimuli. -LINE: That's her book. {page_042_001.jpg} {bk01-l2b-f2-01.mp3} -LINE: That's his notebook. {page_042_002.jpg} {bk01-l2b-f2-02.mp3} -LINE: That's his pencil. {page_042_003.jpg} {bk01-l2b-f2-03.mp3} -LINE: That's his classroom. {page_042_004.jpg} {bk01-l2b-f2-04.mp3} -LINE: That's her pen. {page_042_005.jpg} {bk01-l2b-f2-05.mp3} -LINE: That's her chair. {page_042_006.jpg} {bk01-l2b-f2-06.mp3} +$SESSION 2-3: These and Those -# Source: LLA 2B Figure 2 (written pass) -$PRODUCE Write His or Her -ID: 2b-f2-b -INPUT: type -CHECK: exact -INTRO: Same pictures, but now you fill the gap. Listen to the sentence and type the missing word: his or her. -INSTRUCTION: Type the missing word. +# Source: ST §Singular and Plural Nouns grammar (card-ified) +$GRAMMAR One Book, Two Books +ID: l2-s13 +INTRO: New part, new goal: talking about more than one thing. It mostly comes down to one small letter. -EXAMPLE -TEMPLATE: That's ____ book. {page_042_001.jpg} -PROMPT: That's her book. {bk01-l2b-f2-ex-q.mp3} -RESPONSE: That's her book. {bk01-l2b-f2-ex-q.mp3} -ACCEPT: her +CARD: For more than one thing, add **-s** to the word. +![A book and two books](st-page_039_001.jpg) +{a book} +{two books} -TEMPLATE: That's ____ notebook. {page_042_002.jpg} -PROMPT: That's his notebook. {bk01-l2b-f2-02-q.mp3} -RESPONSE: That's his notebook. {bk01-l2b-f2-02-q.mp3} -ACCEPT: his +CARD: It works the same for most words. +![A pen and two pens](st-page_040_001.jpg) +{a pen} +{two pens} -TEMPLATE: That's ____ pencil. {page_042_003.jpg} -PROMPT: That's his pencil. {bk01-l2b-f2-03-q.mp3} -RESPONSE: That's his pencil. {bk01-l2b-f2-03-q.mp3} -ACCEPT: his +SUMMARY: +| Singular | Plural | +|---|---| +| a book | two books | +| a pen | two pens | -TEMPLATE: That's ____ classroom. {page_042_004.jpg} -PROMPT: That's his classroom. {bk01-l2b-f2-04-q.mp3} -RESPONSE: That's his classroom. {bk01-l2b-f2-04-q.mp3} -ACCEPT: his - -TEMPLATE: That's ____ pen. {page_042_005.jpg} -PROMPT: That's her pen. {bk01-l2b-f2-05-q.mp3} -RESPONSE: That's her pen. {bk01-l2b-f2-05-q.mp3} -ACCEPT: her - -TEMPLATE: That's ____ chair. {page_042_006.jpg} -PROMPT: That's her chair. {bk01-l2b-f2-06-q.mp3} -RESPONSE: That's her chair. {bk01-l2b-f2-06-q.mp3} -ACCEPT: her - -# Source: LLA 2A Figure 4 -$DIALOGUE Joe's Classroom -ID: 2a-f4 -INTRO: Bill and Pam meet, and Joe finally finds his classroom. Listen and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Bill: Hello. My name is Bill. {bk01-l2a-f4-01.mp3} -Pam: Hi. My name is Pam. {bk01-l2a-f4-03.mp3} -Bill: And what's his name? {bk01-l2a-f4-05.mp3} -Pam: Oh, his name is Joe. Joe's a student. {bk01-l2a-f4-06.mp3} -Bill: Miss Smith's his teacher. This is her classroom. {bk01-l2a-f4-08.mp3} -Pam: Oh, good. Look, Joe, this is your classroom. {bk01-l2a-f4-10.mp3} - -# Source: ST §What's His Name? -$DIALOGUE What's His Name? -ID: l2-s4 -INTRO: Bill and Bob talk about names — theirs, and everyone else's. Listen to how they ask and answer. -INSTRUCTION: Listen to the dialog. - -Bill: Hello. My name is Bill. What's your name? {st-page_033_001.jpg} -Bob: My name is Bob. {st-page_033_001.jpg} - -VOCAB: What's his name? -Bill: What's his name? {st-page_033_001.jpg} - -VOCAB: His name is -Bob: His name is Ted. {st-page_033_001.jpg} - -VOCAB: What's her name? -Bill: What's her name? {st-page_033_001.jpg} - -VOCAB: Her name is -Bob: Her name is Mary. {st-page_033_001.jpg} - -$LESSON 2-3: Don't Do That — Commands and Classroom Objects - -# Source: LLA 2B Figure 1 -$DIALOGUE Don't Open the Window -ID: 2b-f1 -INTRO: New part, new power: telling people what NOT to do. Listen to each instruction and repeat it — no windows will actually be opened. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Don't open the window. {page_041_001.jpg} {bk01-l2b-f1-01.mp3} -LINE: Don't close the door. {page_041_002.jpg} {bk01-l2b-f1-02.mp3} -LINE: Don't look at the clock. {page_041_003.jpg} {bk01-l2b-f1-03.mp3} -LINE: Don't listen to those tapes. {page_041_004.jpg} {bk01-l2b-f1-04.mp3} -LINE: Don't write his name. {page_041_005.jpg} {bk01-l2b-f1-05.mp3} -LINE: Don't go to the classroom. {page_041_006.jpg} {bk01-l2b-f1-06.mp3} - -# Source: ST §Don't Open the Window. -$DIALOGUE Do This, Don't Do That -ID: l2-s1 -INTRO: Now read commands that say do this and don't do that — sometimes in the same breath. Read each sentence carefully. -INSTRUCTION: Read the sentences. - -LINE: Go to the window. Please don't open the window. -LINE: Don't close the door. Open it. -LINE: Don't write the word pen. Please write the word pencil. -LINE: Don't look at your book. Look at the teacher. -LINE: Circle the letter. Don't circle the number. -LINE: Please go to the door. Open it. Don't close it. -LINE: Please open your book. Don't open your notebook. -LINE: Listen. Don't repeat. - -# Source: ST §It's a TV. -$DIALOGUE The TV, the Radio, and the Recorder -ID: l2-s14 -INTRO: Four machines for your classroom: the television, the radio, the tape, and the recorder. Listen and repeat each sentence. -INSTRUCTION: Repeat the words and sentences. -REPEAT - -VOCAB: television (TV) -LINE: Look at the television. {st-page_040_002.jpg} - -VOCAB: radio -LINE: Listen to the radio. {st-page_040_003.jpg} - -VOCAB: tape -LINE: Listen to a tape. {st-page_041_001.jpg} - -VOCAB: recorder -LINE: Look at the recorder. {st-page_041_002.jpg} - -# Source: LLA 2B Figure 5 -$DIALOGUE Whose Radio Is That? -ID: 2b-f5 -INTRO: The same objects again, with owners this time. Listen to each sentence and repeat it. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: That's his radio. {page_044_001.jpg} {bk01-l2b-f5-01.mp3} - -LINE: This is my recorder. {page_044_002.jpg} {bk01-l2b-f5-02.mp3} - -VOCAB: tapes -LINE: Those are her tapes. {page_045_001.jpg} {bk01-l2b-f5-03.mp3} - -VOCAB: television -LINE: That's his television. {page_045_002.jpg} {bk01-l2b-f5-04.mp3} - -VOCAB: chair -LINE: That's my chair. {page_045_003.jpg} {bk01-l2b-f5-05.mp3} - -VOCAB: pictures -LINE: Those are her pictures. {page_045_004.jpg} {bk01-l2b-f5-06.mp3} - -VOCAB: books -LINE: These are your books. {page_045_005.jpg} {bk01-l2b-f5-07.mp3} - -VOCAB: classroom -LINE: That's your classroom. {page_045_006.jpg} {bk01-l2b-f5-08.mp3} - -# Source: LLA 2B Figure 5 (matching pass) -$SELECT Match the Sentence to the Picture -ID: 2b-f5-b -INTRO: Now prove you were listening. You'll hear a sentence — tap the picture it talks about. -INSTRUCTION: Tap the matching picture. - -OPTION: 1 | radio {page_044_001.jpg} -OPTION: 2 | recorder {page_044_002.jpg} -OPTION: 3 | tapes {page_045_001.jpg} -OPTION: 4 | television {page_045_002.jpg} -OPTION: 5 | chair {page_045_003.jpg} -OPTION: 6 | pictures {page_045_004.jpg} -OPTION: 7 | books {page_045_005.jpg} -OPTION: 8 | classroom {page_045_006.jpg} - -EXAMPLE -PROMPT: That's my chair. {bk01-l2b-f5-ex-q.mp3} -ANSWER: 5 - -PROMPT: That's his radio. {bk01-l2b-f5-B-q.mp3} -ANSWER: 1 - -PROMPT: That's your classroom. {bk01-l2b-f5-C-q.mp3} -ANSWER: 8 - -PROMPT: Those are her tapes. {bk01-l2b-f5-D-q.mp3} -ANSWER: 3 - -PROMPT: That's his television. {bk01-l2b-f5-E-q.mp3} -ANSWER: 4 - -PROMPT: These are your books. {bk01-l2b-f5-F-q.mp3} -ANSWER: 7 - -PROMPT: This is my recorder. {bk01-l2b-f5-G-q.mp3} -ANSWER: 2 - -PROMPT: Those are her pictures. {bk01-l2b-f5-H-q.mp3} -ANSWER: 6 - -# Source: LLA 2D Listening/Speaking Activity 1 -$PRODUCE Make It Negative -ID: 2d-ls1 -INTRO: You'll hear an instruction. Say it back as a negative — put "Don't" at the front. Then repeat the correct answer. -INSTRUCTION: Change the sentence to a negative instruction. -REPEAT - -EXAMPLE -PROMPT: Look at the book. {bk01-l2d-f2-ls1-ex-q.mp3} -RESPONSE: Don't look at the book. {bk01-l2d-f2-ls1-ex-a.mp3} - -PROMPT: Go to the lab. {bk01-l2d-f2-ls1-01-q.mp3} -RESPONSE: Don't go to the lab. {bk01-l2d-f2-ls1-01-a.mp3} - -PROMPT: Spell the word. {bk01-l2d-f2-ls1-02-q.mp3} -RESPONSE: Don't spell the word. {bk01-l2d-f2-ls1-02-a.mp3} - -PROMPT: Listen to the radio. {bk01-l2d-f2-ls1-03-q.mp3} -RESPONSE: Don't listen to the radio. {bk01-l2d-f2-ls1-03-a.mp3} - -PROMPT: Write the word. {bk01-l2d-f2-ls1-04-q.mp3} -RESPONSE: Don't write the word. {bk01-l2d-f2-ls1-04-a.mp3} - -PROMPT: Circle the number. {bk01-l2d-f2-ls1-05-q.mp3} -RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-05-a.mp3} - -PROMPT: Look at the picture. {bk01-l2d-f2-ls1-06-q.mp3} -RESPONSE: Don't look at the picture. {bk01-l2d-f2-ls1-06-a.mp3} - -PROMPT: Open the door. {bk01-l2d-f2-ls1-07-q.mp3} -RESPONSE: Don't open the door. {bk01-l2d-f2-ls1-07-a.mp3} - -PROMPT: Close the window. {bk01-l2d-f2-ls1-08-q.mp3} -RESPONSE: Don't close the window. {bk01-l2d-f2-ls1-08-a.mp3} - -PROMPT: Go to the classroom. {bk01-l2d-f2-ls1-09-q.mp3} -RESPONSE: Don't go to the classroom. {bk01-l2d-f2-ls1-09-a.mp3} - -PROMPT: Circle the number. {bk01-l2d-f2-ls1-10-q.mp3} -RESPONSE: Don't circle the number. {bk01-l2d-f2-ls1-10-a.mp3} - -# Source: LLA 2D Figure 5 (word dictation — classroom-object vocabulary from this part) -$PRODUCE Word Dictation: Classroom Objects -ID: 2d-f5 -INPUT: type -CHECK: exact -INTRO: Dictation to close the part. You'll hear each word twice — type it exactly. They're all words you've met before. -INSTRUCTION: Type the word you hear. - -PROMPT: window. Window. {bk01-l2d-f5-01.mp3} -RESPONSE: window - -PROMPT: classroom. Classroom. {bk01-l2d-f5-02.mp3} -RESPONSE: classroom - -PROMPT: circle. Circle. {bk01-l2d-f5-03.mp3} -RESPONSE: circle - -PROMPT: table. Table. {bk01-l2d-f5-04.mp3} -RESPONSE: table - -PROMPT: lab. Lab. {bk01-l2d-f5-05.mp3} -RESPONSE: lab - -PROMPT: door. Door. {bk01-l2d-f5-06.mp3} -RESPONSE: door - -PROMPT: picture. Picture. {bk01-l2d-f5-07.mp3} -RESPONSE: picture - -PROMPT: chair. Chair. {bk01-l2d-f5-08.mp3} -RESPONSE: chair - -PROMPT: pencil. Pencil. {bk01-l2d-f5-09.mp3} -RESPONSE: pencil - -PROMPT: write. Write. {bk01-l2d-f5-10.mp3} -RESPONSE: write - -# SKIPPED (book): ST Writing Skill "DICTATION — Write the word." (two occurrences, 10 blanks -# each) — stimuli live in the instructor manual; word dictation is covered by LLA 2D Figure 5 -# above. Convertible later with chosen words + TTS. - -$LESSON 2-4: These and Those — Plurals - -# Source: LLA 2A Figure 7 +# Source: LLA 2A Figure 7 (part 1) $DIALOGUE These and Those ID: 2a-f7 -INTRO: In this part, one becomes many: "these" and "those" for more than one thing. Look at the pictures, listen, and repeat. +INTRO: "These" and "those" are "this" and "that" for groups. Watch the pictures and repeat. INSTRUCTION: Listen and repeat. REPEAT -LINE: This is a table. {page_037_001.jpg} {bk01-l2a-f7-01.mp3} -LINE: That's a table. {page_037_002.jpg} {bk01-l2a-f7-02.mp3} -LINE: These are chairs. {page_037_003.jpg} {bk01-l2a-f7-03.mp3} -LINE: Those are chairs. {page_037_004.jpg} {bk01-l2a-f7-04.mp3} -LINE: This is a pen. {page_037_005.jpg} {bk01-l2a-f7-05.mp3} -LINE: That's a pen. {page_037_006.jpg} {bk01-l2a-f7-06.mp3} -LINE: These are books. {page_037_007.jpg} {bk01-l2a-f7-07.mp3} -LINE: Those are books. {page_037_008.jpg} {bk01-l2a-f7-08.mp3} -LINE: This is a clock. {page_037_009.jpg} {bk01-l2a-f7-09.mp3} -LINE: That's a clock. {page_037_010.jpg} {bk01-l2a-f7-10.mp3} -LINE: These are pictures. {page_037_011.jpg} {bk01-l2a-f7-11.mp3} -LINE: Those are pictures. {page_037_012.jpg} {bk01-l2a-f7-12.mp3} +LINE: This is a table. {page_037_001.jpg|A hand pointing closely to a table} {bk01-l2a-f7-01.mp3} +LINE: That's a table. {page_037_002.jpg|A hand pointing from a distance to a table} {bk01-l2a-f7-02.mp3} +LINE: These are chairs. {page_037_003.jpg|A hand pointing closely to three chairs} {bk01-l2a-f7-03.mp3} +LINE: Those are chairs. {page_037_004.jpg|A hand pointing from a distance to three chairs} {bk01-l2a-f7-04.mp3} +LINE: This is a pen. {page_037_005.jpg|A hand pointing closely to a pen} {bk01-l2a-f7-05.mp3} +LINE: That's a pen. {page_037_006.jpg|A hand pointing from a distance to a pen} {bk01-l2a-f7-06.mp3} +LINE: These are books. {page_037_007.jpg|A hand pointing closely to three books} {bk01-l2a-f7-07.mp3} +LINE: Those are books. {page_037_008.jpg|A hand pointing from a distance to three books} {bk01-l2a-f7-08.mp3} +LINE: This is a clock. {page_037_009.jpg|A hand pointing closely to a desk clock} {bk01-l2a-f7-09.mp3} +LINE: That's a clock. {page_037_010.jpg|A hand pointing from a distance to a desk clock} {bk01-l2a-f7-10.mp3} +LINE: These are pictures. {page_037_011.jpg|A hand pointing closely to three pictures of desert landscapes with cacti} {bk01-l2a-f7-11.mp3} +LINE: Those are pictures. {page_037_012.jpg|A hand pointing from a distance to three pictures of desert landscapes with cacti} {bk01-l2a-f7-12.mp3} -# Source: ST §Singular and Plural + §This / That / These / Those (merged; ST images renamed st-) -$GRAMMAR One or Many: This, That, These, Those -ID: l2-s13 -INTRO: Here's the whole family in one place: this, that, these, those — and the little s that makes plurals. +# Source: ST §These and Those grammar (card-ified) +$GRAMMAR These and Those — How They Work +ID: l2-s15 +INTRO: Two short cards to pin it down: near groups and far groups. -To talk about more than one thing, add **-s**: {a book} → {books}; {a pen} → {pens}. +CARD: **These** is the plural of "this" — several things near you. +{This is a table.} +{These are tables.} -![A book vs two books](st-page_039_001.jpg) +CARD: **Those** is the plural of "that" — several things farther away. +![Demonstratives with tables and chairs](st-page_041_003.jpg) +{That is a chair.} +{Those are chairs.} -![A pen vs two pens](st-page_040_001.jpg) +SUMMARY: +| Singular | Plural | +|---|---| +| This is a table. | These are tables. | +| That is a chair. | Those are chairs. | -For **one** thing: **this** (near) or **that** (far). -For **more than one**: **these** (near) or **those** (far). - -![Two columns of demonstrative illustrations: a woman standing close beside one table then beside two tables; a man pointing from a distance at one chair then at three chairs](st-page_041_003.jpg) - -{This is a table.} → {These are tables.} - -{That is a chair.} → {Those are chairs.} - -# Source: LLA 2A Figure 7 (Q&A pass) -$PRODUCE Answer About the Pictures -ID: 2a-f7-b -INPUT: speak -CHECK: reveal -INTRO: Look at the picture and listen to the question. Answer aloud with a full sentence, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -PROMPT: What's this? {page_037_001.jpg} {bk01-l2a-f7-13-q.mp3} -RESPONSE: This is a table. {bk01-l2a-f7-13-a.mp3} - -PROMPT: What's that? {page_037_002.jpg} {bk01-l2a-f7-14-q.mp3} -RESPONSE: That's a table. {bk01-l2a-f7-14-a.mp3} - -PROMPT: What are these? {page_037_003.jpg} {bk01-l2a-f7-15-q.mp3} -RESPONSE: These are chairs. {bk01-l2a-f7-15-a.mp3} - -PROMPT: What are those? {page_037_004.jpg} {bk01-l2a-f7-16-q.mp3} -RESPONSE: Those are chairs. {bk01-l2a-f7-16-a.mp3} - -PROMPT: What's this? {page_037_005.jpg} {bk01-l2a-f7-17-q.mp3} -RESPONSE: This is a pen. {bk01-l2a-f7-17-a.mp3} - -PROMPT: What's that? {page_037_006.jpg} {bk01-l2a-f7-18-q.mp3} -RESPONSE: That's a pen. {bk01-l2a-f7-18-a.mp3} - -PROMPT: What are these? {page_037_007.jpg} {bk01-l2a-f7-19-q.mp3} -RESPONSE: These are books. {bk01-l2a-f7-19-a.mp3} - -PROMPT: What are those? {page_037_008.jpg} {bk01-l2a-f7-20-q.mp3} -RESPONSE: Those are books. {bk01-l2a-f7-20-a.mp3} - -PROMPT: What's this? {page_037_009.jpg} {bk01-l2a-f7-21-q.mp3} -RESPONSE: This is a clock. {bk01-l2a-f7-21-a.mp3} - -PROMPT: What's that? {page_037_010.jpg} {bk01-l2a-f7-22-q.mp3} -RESPONSE: That's a clock. {bk01-l2a-f7-22-a.mp3} - -PROMPT: What are these? {page_037_011.jpg} {bk01-l2a-f7-23-q.mp3} -RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3} - -PROMPT: What are those? {page_037_012.jpg} {bk01-l2a-f7-24-q.mp3} -RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3} - -# Source: LLA 2A Figure 8 (REPEAT added: the tape has a say-back beat and the -# answer clip carries the full sentence) -$SELECT Near or Far? More Than One +# Source: LLA 2A Figure 8 +$SELECT These or Those? ID: 2a-f8 -INTRO: You'll hear a sentence about one thing or many. Tap the picture that matches — near or far — then repeat the sentence. +INTRO: One sentence, two pictures. Tap near or far, then repeat the sentence. INSTRUCTION: Tap the correct picture. +HIDE_PROMPT REPEAT PROMPT: Those are pictures. {bk01-l2a-f8-01-q.mp3} -OPTION: a | near {page_038_001.jpg} -OPTION: b | far {page_038_002.jpg} {bk01-l2a-f8-01-a.mp3} +OPTION: a | near {page_038_001.jpg|a A hand pointing closely to three pictures of cacti} +OPTION: b | far {page_038_002.jpg|b A hand pointing from a distance to three pictures of cacti} {bk01-l2a-f8-01-a.mp3} ANSWER: b PROMPT: Those are clocks. {bk01-l2a-f8-02-q.mp3} -OPTION: a | near {page_038_003.jpg} -OPTION: b | far {page_038_004.jpg} {bk01-l2a-f8-02-a.mp3} +OPTION: a | near {page_038_003.jpg|a A hand pointing closely to two clocks} +OPTION: b | far {page_038_004.jpg|b A hand pointing from a distance to two clocks} {bk01-l2a-f8-02-a.mp3} ANSWER: b PROMPT: These are books. {bk01-l2a-f8-03-q.mp3} -OPTION: a | near {page_038_005.jpg} {bk01-l2a-f8-03-a.mp3} -OPTION: b | far {page_038_006.jpg} +OPTION: a | near {page_038_005.jpg|a A hand pointing closely to a stack of three books} {bk01-l2a-f8-03-a.mp3} +OPTION: b | far {page_038_006.jpg|b A hand pointing from a distance to a stack of three books} ANSWER: a PROMPT: That's a table. {bk01-l2a-f8-04-q.mp3} -OPTION: a | near {page_038_007.jpg} -OPTION: b | far {page_038_008.jpg} {bk01-l2a-f8-04-a.mp3} +OPTION: a | near {page_038_007.jpg|a A hand pointing closely to a table} +OPTION: b | far {page_038_008.jpg|b A hand pointing from a distance to a table} {bk01-l2a-f8-04-a.mp3} ANSWER: b -# Source: LLA 2C Figure 7 -$DIALOGUE These and Those with Owners -ID: 2c-f7 -INTRO: More these and those — now with owners attached. Listen to each sentence and repeat it. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: These are your books. {bk01-l2c-f7-01.mp3} -LINE: Those are his books. {bk01-l2c-f7-02.mp3} -LINE: These are her pencils. {bk01-l2c-f7-03.mp3} -LINE: These are my notebooks. {bk01-l2c-f7-04.mp3} -LINE: Those are her pictures. {bk01-l2c-f7-05.mp3} -LINE: Those are my tables. {bk01-l2c-f7-06.mp3} -LINE: These are your chairs. {bk01-l2c-f7-07.mp3} -LINE: These are his tapes. {bk01-l2c-f7-08.mp3} -LINE: Those are her radios. {bk01-l2c-f7-09.mp3} -LINE: Those are my recorders. {bk01-l2c-f7-10.mp3} -LINE: These are his televisions. {bk01-l2c-f7-11.mp3} -LINE: Those are her notebooks. {bk01-l2c-f7-12.mp3} -LINE: These are your pictures. {bk01-l2c-f7-13.mp3} -LINE: These are my pens. {bk01-l2c-f7-14.mp3} -LINE: Those are his pencils. {bk01-l2c-f7-15.mp3} - -# Source: LLA 2C Figure 7 (transformation drill) -# DROPPED (twin): ST "This Is a Pen. Those Are Pens." (l2-s16) — TTS twin of this -# cassette drill; this one covers both directions (singular→plural and back). -$PRODUCE One to Many, Many to One -ID: 2c-f7-b +# Source: LLA 2A Figure 7 (part 2) +$PRODUCE Answer the Questions +ID: 2a-f7-b INPUT: speak CHECK: reveal -INTRO: You'll hear a sentence and a cue word. Change the sentence to match the cue — singular to plural, or back again — then repeat the correct answer. -INSTRUCTION: Change the sentence using the cue word. +INTRO: Now you answer. Look at the picture, hear the question, and answer in a full sentence — then repeat the model. +INSTRUCTION: Answer aloud with a full sentence. REPEAT -EXAMPLE -PROMPT: This is a book. These. {bk01-l2c-f7-ex-q.mp3} -RESPONSE: These are books. {bk01-l2c-f7-ex-a.mp3} +PROMPT: What's this? {page_037_001.jpg|A hand pointing closely to a table} {bk01-l2a-f7-13-q.mp3} +RESPONSE: This is a table. {bk01-l2a-f7-13-a.mp3} -PROMPT: This is a table. These. {bk01-l2c-f7-16-q.mp3} -RESPONSE: These are tables. {bk01-l2c-f7-16-a.mp3} +PROMPT: What's that? {page_037_002.jpg|A hand pointing from a distance to a table} {bk01-l2a-f7-14-q.mp3} +RESPONSE: That's a table. {bk01-l2a-f7-14-a.mp3} -PROMPT: This is a pen. These. {bk01-l2c-f7-17-q.mp3} -RESPONSE: These are pens. {bk01-l2c-f7-17-a.mp3} +PROMPT: What are these? {page_037_003.jpg|A hand pointing closely to three chairs} {bk01-l2a-f7-15-q.mp3} +RESPONSE: These are chairs. {bk01-l2a-f7-15-a.mp3} -PROMPT: This is a recorder. These. {bk01-l2c-f7-18-q.mp3} -RESPONSE: These are recorders. {bk01-l2c-f7-18-a.mp3} +PROMPT: What are those? {page_037_004.jpg|A hand pointing from a distance to three chairs} {bk01-l2a-f7-16-q.mp3} +RESPONSE: Those are chairs. {bk01-l2a-f7-16-a.mp3} -PROMPT: That is a radio. Those. {bk01-l2c-f7-19-q.mp3} -RESPONSE: Those are radios. {bk01-l2c-f7-19-a.mp3} +PROMPT: What's this? {page_037_005.jpg|A hand pointing closely to a pen} {bk01-l2a-f7-17-q.mp3} +RESPONSE: This is a pen. {bk01-l2a-f7-17-a.mp3} -PROMPT: That is a tape. Those. {bk01-l2c-f7-20-q.mp3} -RESPONSE: Those are tapes. {bk01-l2c-f7-20-a.mp3} +PROMPT: What's that? {page_037_006.jpg|A hand pointing from a distance to a pen} {bk01-l2a-f7-18-q.mp3} +RESPONSE: That's a pen. {bk01-l2a-f7-18-a.mp3} -PROMPT: This is a pencil. These. {bk01-l2c-f7-21-q.mp3} -RESPONSE: These are pencils. {bk01-l2c-f7-21-a.mp3} +PROMPT: What are these? {page_037_007.jpg|A hand pointing closely to three books} {bk01-l2a-f7-19-q.mp3} +RESPONSE: These are books. {bk01-l2a-f7-19-a.mp3} -PROMPT: This is a classroom. These. {bk01-l2c-f7-22-q.mp3} -RESPONSE: These are classrooms. {bk01-l2c-f7-22-a.mp3} +PROMPT: What are those? {page_037_008.jpg|A hand pointing from a distance to three books} {bk01-l2a-f7-20-q.mp3} +RESPONSE: Those are books. {bk01-l2a-f7-20-a.mp3} -PROMPT: That is a number. Those. {bk01-l2c-f7-23-q.mp3} -RESPONSE: Those are numbers. {bk01-l2c-f7-23-a.mp3} +PROMPT: What's this? {page_037_009.jpg|A hand pointing closely to a desk clock} {bk01-l2a-f7-21-q.mp3} +RESPONSE: This is a clock. {bk01-l2a-f7-21-a.mp3} -PROMPT: This is a door. These. {bk01-l2c-f7-24-q.mp3} -RESPONSE: These are doors. {bk01-l2c-f7-24-a.mp3} +PROMPT: What's that? {page_037_010.jpg|A hand pointing from a distance to a desk clock} {bk01-l2a-f7-22-q.mp3} +RESPONSE: That's a clock. {bk01-l2a-f7-22-a.mp3} -PROMPT: That is a notebook. Those. {bk01-l2c-f7-25-q.mp3} -RESPONSE: Those are notebooks. {bk01-l2c-f7-25-a.mp3} +PROMPT: What are these? {page_037_011.jpg|A hand pointing closely to three pictures of desert landscapes with cacti} {bk01-l2a-f7-23-q.mp3} +RESPONSE: These are pictures. {bk01-l2a-f7-23-a.mp3} -PROMPT: That is a chair. Those. {bk01-l2c-f7-26-q.mp3} -RESPONSE: Those are chairs. {bk01-l2c-f7-26-a.mp3} +PROMPT: What are those? {page_037_012.jpg|A hand pointing from a distance to three pictures of desert landscapes with cacti} {bk01-l2a-f7-24-q.mp3} +RESPONSE: Those are pictures. {bk01-l2a-f7-24-a.mp3} -PROMPT: This is a window. These. {bk01-l2c-f7-27-q.mp3} -RESPONSE: These are windows. {bk01-l2c-f7-27-a.mp3} +# DROPPED (twin): ST §It's a TV. — same vocab (television, radio, tape, recorder) as the cassette activity below; VOCAB tags live there. +# Source: LLA 2B Figure 5 (part 1) +$DIALOGUE Radios, Tapes, and Televisions +ID: 2b-f5 +INTRO: Four machines for your vocabulary: the "radio", the "recorder", the "tape", and the "television". Once, these were the height of technology. Listen and repeat each sentence. +INSTRUCTION: Repeat the words and sentences. +REPEAT -PROMPT: This is a word. These. {bk01-l2c-f7-28-q.mp3} -RESPONSE: These are words. {bk01-l2c-f7-28-a.mp3} +VOCAB: radio +LINE: That's his radio. {page_044_001.jpg|A person looking at a small portable radio with musical notes floating out of it} {bk01-l2b-f5-01.mp3} -PROMPT: That is a letter. Those. {bk01-l2c-f7-29-q.mp3} -RESPONSE: Those are letters. {bk01-l2c-f7-29-a.mp3} +VOCAB: recorder +LINE: This is my recorder. {page_044_002.jpg|A young girl smiling and holding a cassette tape recorder with some cassettes} {bk01-l2b-f5-02.mp3} -PROMPT: These are pictures. This. {bk01-l2c-f7-30-q.mp3} -RESPONSE: This is a picture. {bk01-l2c-f7-30-a.mp3} +VOCAB: tape +LINE: Those are her tapes. {page_045_001.jpg|A woman sitting at a table next to a small stack of books} {bk01-l2b-f5-03.mp3} -PROMPT: These are televisions. This. {bk01-l2c-f7-31-q.mp3} -RESPONSE: This is a television. {bk01-l2c-f7-31-a.mp3} +VOCAB: television +LINE: That's his television. {page_045_002.jpg|A man sitting in an armchair next to a television set with antennas on top} {bk01-l2b-f5-04.mp3} -PROMPT: Those are labs. That. {bk01-l2c-f7-32-q.mp3} -RESPONSE: That is a lab. {bk01-l2c-f7-32-a.mp3} +LINE: That's my chair. {page_045_003.jpg|A man wearing glasses sitting back and relaxing comfortably in a lounge chair} {bk01-l2b-f5-05.mp3} +LINE: Those are her pictures. {page_045_004.jpg|A woman sitting at a table with photos or papers spread out in front of her} {bk01-l2b-f5-06.mp3} +LINE: These are your books. {page_045_005.jpg|Two young men sitting at a table with a stack of books, conversing} {bk01-l2b-f5-07.mp3} +LINE: That's your classroom. {page_045_006.jpg|A student with a book in a hallway points towards an open doorway as another student watches} {bk01-l2b-f5-08.mp3} -PROMPT: Those are clocks. That. {bk01-l2c-f7-33-q.mp3} -RESPONSE: That is a clock. {bk01-l2c-f7-33-a.mp3} +# Source: LLA 2B Figure 5 (part 2) +$SELECT Match the Sentence to the Picture +ID: 2b-f5-b +INTRO: Now just the pictures. Tap the sentence that matches each one — the tape will confirm your choice. +INSTRUCTION: Tap the matching sentence. -PROMPT: These are tables. This. {bk01-l2c-f7-34-q.mp3} -RESPONSE: This is a table. {bk01-l2c-f7-34-a.mp3} +OPTION: a | That's my chair. +OPTION: b | That's his radio. +OPTION: c | That's your classroom. +OPTION: d | Those are her tapes. +OPTION: e | That's his television. +OPTION: f | These are your books. +OPTION: g | This is my recorder. +OPTION: h | Those are her pictures. -PROMPT: Those are chairs. That. {bk01-l2c-f7-35-q.mp3} -RESPONSE: That is a chair. {bk01-l2c-f7-35-a.mp3} +PROMPT: {page_044_001.jpg|A person looking at a small portable radio with musical notes floating out of it} +ANSWER: b +FEEDBACK: That's his radio. {bk01-l2b-f5-09.mp3} -PROMPT: Those are televisions. That. {bk01-l2c-f7-36-q.mp3} -RESPONSE: That is a television. {bk01-l2c-f7-36-a.mp3} +PROMPT: {page_044_002.jpg|A young girl smiling and holding a cassette tape recorder with some cassettes} +ANSWER: g +FEEDBACK: This is my recorder. {bk01-l2b-f5-10.mp3} -PROMPT: Those are labs. That. {bk01-l2c-f7-37-q.mp3} -RESPONSE: That is a lab. {bk01-l2c-f7-37-a.mp3} +PROMPT: {page_045_001.jpg|A woman sitting at a table next to a small stack of books} +ANSWER: d +FEEDBACK: Those are her tapes. {bk01-l2b-f5-11.mp3} -PROMPT: These are clocks. This. {bk01-l2c-f7-38-q.mp3} -RESPONSE: This is a clock. {bk01-l2c-f7-38-a.mp3} +PROMPT: {page_045_002.jpg|A man sitting in an armchair next to a television set with antennas on top} +ANSWER: e +FEEDBACK: That's his television. {bk01-l2b-f5-12.mp3} -PROMPT: These are tables. This. {bk01-l2c-f7-39-q.mp3} -RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3} +PROMPT: {page_045_003.jpg|A man wearing glasses sitting back and relaxing comfortably in a lounge chair} +ANSWER: a +FEEDBACK: That's my chair. {bk01-l2b-f5-13.mp3} -PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3} -RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3} +PROMPT: {page_045_004.jpg|A woman sitting at a table with photos or papers spread out in front of her} +ANSWER: h +FEEDBACK: Those are her pictures. {bk01-l2b-f5-14.mp3} + +PROMPT: {page_045_005.jpg|Two young men sitting at a table with a stack of books, conversing} +ANSWER: f +FEEDBACK: These are your books. {bk01-l2b-f5-15.mp3} + +PROMPT: {page_045_006.jpg|A student with a book in a hallway points towards an open doorway as another student watches} +ANSWER: c +FEEDBACK: That's your classroom. {bk01-l2b-f5-16.mp3} + +# SKIPPED (book): "THESE ARE DESKS." (p. 42) — classroom-based open pair production task ("Look around your classroom. Make sentences with these and those"). # Source: ST §What Are These? -$DIALOGUE What Are These? What Are Those? +$DIALOGUE What Are These? (Practice) ID: l2-s17 -INTRO: Questions and answers about plurals, in one breath. Repeat each pair. +INTRO: More questions and answers, now with "these" and "those". Repeat both halves of each pair. INSTRUCTION: Repeat these questions and answers. REPEAT -LINE: What are those? Those are chalkboards. -LINE: What are these? These are pencils. -LINE: What are those? Those are windows. -LINE: What are those? Those are desks. -LINE: What are those? These are books. -LINE: What are these? These are pens. +LINE: What are those?\n— Those are chalkboards. +LINE: What are these?\n— These are pencils. +LINE: What are those?\n— Those are windows. +LINE: What are those?\n— Those are desks. +LINE: What are those?\n— These are books. +LINE: What are these?\n— These are pens. -# SKIPPED (book): ST "THESE ARE DESKS. — Make sentences with these and those." — open free -# production with no fixed answer set or checkable target; better suited to a future $CHAT. +$SESSION 2-4: People — Names, His and Her, Jobs -$LESSON 2-5: Numbers (1) +# Source: ST §What's His Name? +$DIALOGUE What's His Name? {st-page_033_001.jpg|Three panels showing interactions: 1) Bill introducing himself to Bob; 2) Bill pointing to Ted and introducing him; 3) Bill pointing to Mary and introducing her} +ID: l2-s4 +INTRO: This part is all about people — their names, their things, and their jobs. Start with Bill and Bob, who are very good at introductions. Listen and repeat. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Bill: Hello. My name is Bill. What's your name? +Bob: My name is Bob. + +VOCAB: his +Bill: What's his name? +Bob: His name is Ted. + +VOCAB: her +Bill: What's her name? +Bob: Her name is Mary. + +# Source: LLA 2B Figure 6 +$DIALOGUE Meet Your Teacher +ID: 2b-f6 +INTRO: A classroom introduction, short and polite. Listen to Mr. Wilson and Ted, and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT + +Wilson: Good morning. {bk01-l2b-f6-01.mp3} +Ted: Good morning, sir. {bk01-l2b-f6-02.mp3} +Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3} +Ted: My name is Ted. {bk01-l2b-f6-04.mp3} + +# Source: LLA 2B Figure 2 (part 1) +$DIALOGUE His and Her +ID: 2b-f2 +INTRO: "His" for a man, "her" for a woman. Look at each picture and repeat the sentence. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: That's her book. {page_042_001.jpg|A young woman sitting at a desk with a book in front of her} {bk01-l2b-f2-01.mp3} +LINE: That's his notebook. {page_042_002.jpg|A young man sitting at a desk with a spiral notebook} {bk01-l2b-f2-02.mp3} +LINE: That's his pencil. {page_042_003.jpg|A man looking forward with a pencil on the table in front of him} {bk01-l2b-f2-03.mp3} +LINE: That's his classroom. {page_042_004.jpg|A man standing in a classroom near a teacher who is sitting at her desk, with a clock on the wall} {bk01-l2b-f2-04.mp3} +LINE: That's her pen. {page_042_005.jpg|A young woman sitting at a desk with a pen in front of her} {bk01-l2b-f2-05.mp3} +LINE: That's her chair. {page_042_006.jpg|An older woman sitting comfortably in a large chair} {bk01-l2b-f2-06.mp3} + +# Source: LLA 2B Figure 2 (part 2) +$PRODUCE His or Her? +ID: 2b-f2-b +INPUT: type +CHECK: exact +INTRO: Look at the picture and listen. Type the missing word: "his" or "her". +INSTRUCTION: Type the missing word. +HIDE_PROMPT + +EXAMPLE +PROMPT: That's her book. {bk01-l2b-f2-07.mp3} +TEMPLATE: That's ____ book. {page_042_001.jpg|A young woman sitting at a desk with a book in front of her} +RESPONSE: That's her book. {bk01-l2b-f2-07.mp3} +ACCEPT: her | Her + +PROMPT: That's his notebook. {bk01-l2b-f2-08.mp3} +TEMPLATE: That's ____ notebook. {page_042_002.jpg|A young man sitting at a desk with a spiral notebook} +RESPONSE: That's his notebook. {bk01-l2b-f2-08.mp3} +ACCEPT: his | His + +PROMPT: That's his pencil. {bk01-l2b-f2-09.mp3} +TEMPLATE: That's ____ pencil. {page_042_003.jpg|A man looking forward with a pencil on the table in front of him} +RESPONSE: That's his pencil. {bk01-l2b-f2-09.mp3} +ACCEPT: his | His + +PROMPT: That's his classroom. {bk01-l2b-f2-10.mp3} +TEMPLATE: That's ____ classroom. {page_042_004.jpg|A man standing in a classroom near a teacher who is sitting at her desk, with a clock on the wall} +RESPONSE: That's his classroom. {bk01-l2b-f2-10.mp3} +ACCEPT: his | His + +PROMPT: That's her pen. {bk01-l2b-f2-11.mp3} +TEMPLATE: That's ____ pen. {page_042_005.jpg|A young woman sitting at a desk with a pen in front of her} +RESPONSE: That's her pen. {bk01-l2b-f2-11.mp3} +ACCEPT: her | Her + +PROMPT: That's her chair. {bk01-l2b-f2-12.mp3} +TEMPLATE: That's ____ chair. {page_042_006.jpg|An older woman sitting comfortably in a large chair} +RESPONSE: That's her chair. {bk01-l2b-f2-12.mp3} +ACCEPT: her | Her + +# Source: LLA 2D Figure 1 (part 1) +$DIALOGUE Meet Ben, Anne, and Friends +ID: 2d-f1 +INTRO: Seven people, seven names. Repeat each name — you'll be introducing them all in a moment. +INSTRUCTION: Repeat the names. +REPEAT + +LINE: Ben {page_053_001.jpg|A male doctor with glasses and a stethoscope around his neck, labeled 'Ben'} {bk01-l2d-f1-01.mp3} +LINE: Anne {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-02.mp3} +LINE: Don {page_053_003.jpg|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {bk01-l2d-f1-03.mp3} +LINE: Bob {page_053_004.jpg|A barber cutting a customer's hair, labeled 'Bob'} {bk01-l2d-f1-04.mp3} +LINE: Pam {page_053_005.jpg|A woman wearing an apron cooking in a pan, labeled 'Pam'} {bk01-l2d-f1-05.mp3} +LINE: Sue {page_053_006.jpg|A female mechanic working under the hood of a car, labeled 'Sue'} {bk01-l2d-f1-06.mp3} +LINE: Joan {page_053_007.jpg|A female teacher pointing to a blackboard, labeled 'Joan'} {bk01-l2d-f1-07.mp3} + +# Source: LLA 2D Figure 1 (part 2) +$PRODUCE Say Their Names +ID: 2d-f1-b +INPUT: speak +CHECK: reveal +INTRO: Time for introductions. Hear the question, say the person's name in a full sentence, then repeat the model answer. +INSTRUCTION: Answer aloud with a full sentence. +REPEAT + +PROMPT: What's his name? {page_053_001.jpg|A male doctor with glasses and a stethoscope around his neck, labeled 'Ben'} {bk01-l2d-f1-08-q.mp3} +RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3} + +PROMPT: What's her name? {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-09-q.mp3} +RESPONSE: Her name is Anne. {bk01-l2d-f1-09-a.mp3} + +PROMPT: What's his name? {page_053_003.jpg|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {bk01-l2d-f1-10-q.mp3} +RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3} + +PROMPT: What's his name? {page_053_004.jpg|A barber cutting a customer's hair, labeled 'Bob'} {bk01-l2d-f1-11-q.mp3} +RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3} + +PROMPT: What's her name? {page_053_005.jpg|A woman wearing an apron cooking in a pan, labeled 'Pam'} {bk01-l2d-f1-12-q.mp3} +RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3} + +PROMPT: What's her name? {page_053_006.jpg|A female mechanic working under the hood of a car, labeled 'Sue'} {bk01-l2d-f1-13-q.mp3} +RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3} + +PROMPT: What is her name? {page_053_007.jpg|A female teacher pointing to a blackboard, labeled 'Joan'} {bk01-l2d-f1-14-q.mp3} +RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3} + +# Source: LLA 2D Figure 2 (part 1) +$PRODUCE Type the Names +ID: 2d-f2 +INPUT: type +CHECK: exact +INTRO: Listen to each name and its spelling, then type the name. +INSTRUCTION: Type the name you hear. +HIDE_PROMPT + +EXAMPLE +PROMPT: This is Bill. His name is Bill. {page_054_001.jpg|A male teacher pointing to complex math formulas on a blackboard} {bk01-l2d-f2-01.mp3} +RESPONSE: Bill +ACCEPT: bill + +PROMPT: This is Jan. Her name is Jan. {page_054_002.jpg|A female student sitting at a desk reading a book} {bk01-l2d-f2-02.mp3} +RESPONSE: Jan +ACCEPT: jan + +PROMPT: This is Joe. His name is Joe. {page_054_003.jpg|A male mechanic working inside the engine bay of a vehicle} {bk01-l2d-f2-03.mp3} +RESPONSE: Joe +ACCEPT: joe + +PROMPT: This is Pam. Her name is Pam. {page_054_004.jpg|A woman cooking at a stove with steam rising from a pan} {bk01-l2d-f2-04.mp3} +RESPONSE: Pam +ACCEPT: pam + +PROMPT: This is Bob. His name is Bob. {page_054_005.jpg|A barber trimming a customer's hair} {bk01-l2d-f2-05.mp3} +RESPONSE: Bob +ACCEPT: bob + +PROMPT: This is Anne. Her name is Anne. {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-06.mp3} +RESPONSE: Anne +ACCEPT: anne + +PROMPT: This is Ken. His name is Ken. {page_054_007.jpg|A male pilot looking ahead with airplanes flying in the background} {bk01-l2d-f2-07.mp3} +RESPONSE: Ken +ACCEPT: ken + +# DROPPED (twin): ST §This Is a Pilot. — bare profession word list; the cassette activity below teaches the same words in sentences with pictures. VOCAB tags transferred here. +# Source: LLA 2B Figure 3 (part 1) + VOCAB from ST §This Is a Pilot. +$DIALOGUE Jobs: Who Does What? +ID: 2b-f3 +INTRO: Everyone here has a job. Listen to who does what — no repeating yet, just take it in. +INSTRUCTION: Listen to each statement. + +VOCAB: cook +LINE: Betty's a cook. {page_043_001.jpg|A woman wearing an apron stands at a kitchen stove, cooking food in a pan which is emitting steam} {bk01-l2b-f3-01.mp3} + +VOCAB: teacher +LINE: Bob's a teacher. {page_043_002.jpg|A male teacher wearing glasses and a suit stands in front of a whiteboard writing a math equation} {bk01-l2b-f3-02.mp3} + +VOCAB: mechanic +LINE: Ted's a mechanic. {page_043_003.jpg|A male mechanic in a cap and work shirt works on the engine of a vehicle with tools in hand} {bk01-l2b-f3-03.mp3} + +VOCAB: doctor +LINE: Pam's a doctor. {page_043_004.jpg|A woman with short styled hair and glasses is wearing a nurse's uniform} {bk01-l2b-f3-04.mp3} + +VOCAB: pilot +LINE: Don's a pilot. {page_043_005.jpg|A young military pilot in uniform stands outdoors with aircraft visible on the runway in the background} {bk01-l2b-f3-05.mp3} + +VOCAB: barber +LINE: Aldo's a barber. {page_043_006.jpg|A female hair stylist is cutting a man's hair with scissors while he sits in a barber chair} {bk01-l2b-f3-06.mp3} + +VOCAB: student +LINE: Joan's a student. {page_043_007.jpg|A woman sits at a desk, looking down and turning the pages of an open book} {bk01-l2b-f3-07.mp3} + +# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. grammar (card-ified) +$GRAMMAR I'm, You're, Bill's +ID: l2-s19 +INTRO: How to say it shorter — "I'm", "you're", "Bill's". Three quick cards. + +CARD: To say what you are, use **I am** — or the short form **I'm**. +{I am a student.} +{I'm a student.} +{I'm a pilot.} + +CARD: For the person you're talking to, use **you are** — short form **you're**. +{You are a teacher.} +{You're a teacher.} +{You're a cook.} + +CARD: A name works the same way: **Bill is** becomes **Bill's**. +{Bill is a pilot.} +{Bill's a pilot.} + +SUMMARY: +| Long form | Short form | +|---|---| +| I am a student. | I'm a student. | +| You are a teacher. | You're a teacher. | +| Bill is a pilot. | Bill's a pilot. | + +# Source: LLA 2B Figure 3 (part 2) +$DIALOGUE I'm a Cook +ID: 2b-f3-b +INTRO: Now imagine you're the one in each picture. Say "I'm a..." and enjoy the career changes. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: I'm a cook. {page_043_001.jpg|A woman wearing an apron stands at a kitchen stove, cooking food in a pan which is emitting steam} {bk01-l2b-f3-08.mp3} +LINE: I'm a teacher. {page_043_002.jpg|A male teacher wearing glasses and a suit stands in front of a whiteboard writing a math equation} {bk01-l2b-f3-09.mp3} +LINE: I'm a mechanic. {page_043_003.jpg|A male mechanic in a cap and work shirt works on the engine of a vehicle with tools in hand} {bk01-l2b-f3-10.mp3} +LINE: I'm a doctor. {page_043_004.jpg|A woman with short styled hair and glasses is wearing a nurse's uniform} {bk01-l2b-f3-11.mp3} +LINE: I'm a pilot. {page_043_005.jpg|A young military pilot in uniform stands outdoors with aircraft visible on the runway in the background} {bk01-l2b-f3-12.mp3} +LINE: I'm a barber. {page_043_006.jpg|A female hair stylist is cutting a man's hair with scissors while he sits in a barber chair} {bk01-l2b-f3-13.mp3} +LINE: I'm a student. {page_043_007.jpg|A woman sits at a desk, looking down and turning the pages of an open book} {bk01-l2b-f3-14.mp3} + +# Source: LLA 2B Figure 3 (part 3) +$DIALOGUE You're a Teacher +ID: 2b-f3-c +INTRO: This time you're talking to the person in the picture: "You're a..." Listen and repeat. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: You're a cook. {page_043_001.jpg|A woman wearing an apron stands at a kitchen stove, cooking food in a pan which is emitting steam} {bk01-l2b-f3-15.mp3} +LINE: You're a teacher. {page_043_002.jpg|A male teacher wearing glasses and a suit stands in front of a whiteboard writing a math equation} {bk01-l2b-f3-16.mp3} +LINE: You're a mechanic. {page_043_003.jpg|A male mechanic in a cap and work shirt works on the engine of a vehicle with tools in hand} {bk01-l2b-f3-17.mp3} +LINE: You're a doctor. {page_043_004.jpg|A woman with short styled hair and glasses is wearing a nurse's uniform} {bk01-l2b-f3-18.mp3} +LINE: You're a pilot. {page_043_005.jpg|A young military pilot in uniform stands outdoors with aircraft visible on the runway in the background} {bk01-l2b-f3-19.mp3} +LINE: You're a barber. {page_043_006.jpg|A female hair stylist is cutting a man's hair with scissors while he sits in a barber chair} {bk01-l2b-f3-20.mp3} +LINE: You're a student. {page_043_007.jpg|A woman sits at a desk, looking down and turning the pages of an open book} {bk01-l2b-f3-21.mp3} + +# Source: ST §I'm a Student. +$DIALOGUE Long Form, Short Form +ID: l2-s20 +INTRO: Long form, then short form, back to back. Repeat both — the short one is what you'll actually hear people say. +INSTRUCTION: Repeat the sentences. +REPEAT + +VOCAB: I'm +LINE: I am a student. I'm a student. +LINE: I am a cook. I'm a cook. + +VOCAB: you're +LINE: You are a teacher. You're a teacher. +LINE: You are a doctor. You're a doctor. + +LINE: This is Bill. Bill is a pilot. Bill's a pilot. {st-page_046_001.jpg|A male pilot in uniform with planes flying in the background} +LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg|A female doctor wearing glasses and a medical coat with pens in her pocket} +LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg|A male mechanic working on a vehicle engine under a hanging chain} + +# Source: ST §What Are You? grammar (card-ified) +$GRAMMAR Asking: What Are You? +ID: l2-s21 +INTRO: One more small pattern — asking about jobs with "what". + +CARD: To ask about a job, use **what** with am, are, or is. +{What am I?} +{What are you?} +{What is Betty?} + +CARD: The answer uses the matching form. +{I am a teacher.} +{You are a student.} +{Betty is a mechanic.} + +SUMMARY: +| Question | Answer | +|---|---| +| What am I? | You're a teacher. | +| What are you? | I'm a student. | +| What is Betty? | Betty's a mechanic. | + +# Source: ST §What Are You? (Practice) — one answer regularized ("You're a barber." → "I'm a barber.") +$DIALOGUE What Are You? (Practice) +ID: l2-s22 +INTRO: Rapid-fire questions and answers about jobs. Repeat both halves of each pair. +INSTRUCTION: Repeat these questions and answers. +REPEAT + +LINE: What are you?\n— I'm a mechanic. +LINE: What's Bill?\n— Bill's a pilot. +LINE: What am I?\n— You're a teacher. +LINE: What are you?\n— I'm a student. +LINE: What's Betty?\n— Betty's a doctor. +LINE: What am I?\n— You're a cook. +LINE: What's Joe?\n— Joe's a mechanic. +LINE: What are you?\n— I'm a barber. +LINE: What's Tom?\n— He's a student. +LINE: What am I?\n— You're a pilot. + +# Source: LLA 2D Figure 1 (part 3) +$PRODUCE Say What They Do +ID: 2d-f1-c +INPUT: speak +CHECK: reveal +INTRO: Back to Ben and his friends. Hear the question, say what each person does, then repeat the model answer. +INSTRUCTION: Answer aloud with a full sentence. +REPEAT + +PROMPT: What's Ben? {page_053_001.jpg|A male doctor with glasses and a stethoscope around his neck, labeled 'Ben'} {bk01-l2d-f1-15-q.mp3} +RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3} + +PROMPT: What's Don? {page_053_003.jpg|A male student with a book, wearing a sweater with the letter 'H', labeled 'Don'} {bk01-l2d-f1-16-q.mp3} +RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3} + +PROMPT: What is Pam? {page_053_005.jpg|A woman wearing an apron cooking in a pan, labeled 'Pam'} {bk01-l2d-f1-17-q.mp3} +RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3} + +PROMPT: What's Joan? {page_053_007.jpg|A female teacher pointing to a blackboard, labeled 'Joan'} {bk01-l2d-f1-18-q.mp3} +RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3} + +PROMPT: What's Anne? {page_053_002.jpg|A female nurse or medical professional wearing glasses, labeled 'Ann'} {bk01-l2d-f1-19-q.mp3} +RESPONSE: Anne's a doctor. {bk01-l2d-f1-19-a.mp3} + +PROMPT: What is Bob? {page_053_004.jpg|A barber cutting a customer's hair, labeled 'Bob'} {bk01-l2d-f1-20-q.mp3} +RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3} + +PROMPT: What's Sue? {page_053_006.jpg|A female mechanic working under the hood of a car, labeled 'Sue'} {bk01-l2d-f1-21-q.mp3} +RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3} + +# Source: LLA 2D Figure 2 (part 2) +$PRODUCE Answer About Their Jobs +ID: 2d-f2-b +INPUT: speak +CHECK: reveal +INTRO: Same idea, new faces. Answer each question about the person's job in a full sentence, then repeat the model. +INSTRUCTION: Answer aloud with a full sentence. +REPEAT + +EXAMPLE +PROMPT: What is Bill? {page_054_001.jpg|A male teacher pointing to complex math formulas on a blackboard} {bk01-l2d-f2-08-q.mp3} +RESPONSE: Bill's a teacher. {bk01-l2d-f2-08-a.mp3} + +PROMPT: What is Jan? {page_054_002.jpg|A female student sitting at a desk reading a book} {bk01-l2d-f2-09-q.mp3} +RESPONSE: Jan's a student. {bk01-l2d-f2-09-a.mp3} + +PROMPT: What's Joe? {page_054_003.jpg|A male mechanic working inside the engine bay of a vehicle} {bk01-l2d-f2-10-q.mp3} +RESPONSE: Joe's a mechanic. {bk01-l2d-f2-10-a.mp3} + +PROMPT: What's Pam? {page_054_004.jpg|A woman cooking at a stove with steam rising from a pan} {bk01-l2d-f2-11-q.mp3} +RESPONSE: Pam's a cook. {bk01-l2d-f2-11-a.mp3} + +PROMPT: What is Bob? {page_054_005.jpg|A barber trimming a customer's hair} {bk01-l2d-f2-12-q.mp3} +RESPONSE: Bob's a barber. {bk01-l2d-f2-12-a.mp3} + +PROMPT: What is Anne? {page_054_006.jpg|A female nurse or doctor wearing glasses and a uniform} {bk01-l2d-f2-13-q.mp3} +RESPONSE: Anne's a doctor. {bk01-l2d-f2-13-a.mp3} + +PROMPT: What is Ken? {page_054_007.jpg|A male pilot looking ahead with airplanes flying in the background} {bk01-l2d-f2-14-q.mp3} +RESPONSE: Ken's a pilot. {bk01-l2d-f2-14-a.mp3} + +# Source: LLA 2A Figure 9 — kept per repair note [MASTER 2] +$PRODUCE Type the Word You Hear +ID: 2a-f9 +INPUT: type +CHECK: exact +INTRO: A spelling check to close the part: type each word you hear. They're all jobs and classroom things you know. +INSTRUCTION: Type the word you hear. +HIDE_PROMPT + +PROMPT: pilot {bk01-l2a-f9-01.mp3} +RESPONSE: pilot {bk01-l2a-f9-01.mp3} + +PROMPT: mechanic {bk01-l2a-f9-02.mp3} +RESPONSE: mechanic {bk01-l2a-f9-02.mp3} + +PROMPT: student {bk01-l2a-f9-03.mp3} +RESPONSE: student {bk01-l2a-f9-03.mp3} + +PROMPT: doctor {bk01-l2a-f9-04.mp3} +RESPONSE: doctor {bk01-l2a-f9-04.mp3} + +PROMPT: barber {bk01-l2a-f9-05.mp3} +RESPONSE: barber {bk01-l2a-f9-05.mp3} + +PROMPT: teacher {bk01-l2a-f9-06.mp3} +RESPONSE: teacher {bk01-l2a-f9-06.mp3} + +PROMPT: cook {bk01-l2a-f9-07.mp3} +RESPONSE: cook {bk01-l2a-f9-07.mp3} + +PROMPT: notebooks {bk01-l2a-f9-08.mp3} +RESPONSE: notebooks {bk01-l2a-f9-08.mp3} + +PROMPT: windows {bk01-l2a-f9-09.mp3} +RESPONSE: windows {bk01-l2a-f9-09.mp3} + +PROMPT: pictures {bk01-l2a-f9-10.mp3} +RESPONSE: pictures {bk01-l2a-f9-10.mp3} + +$SESSION 2-5: Numbers — Counting to 100 # Source: LLA 2C Figure 1 $DIALOGUE Numbers 1 to 20 ID: 2c-f1 -INTRO: This part is about numbers — by the end you'll count all the way to one hundred. Start small: one to twenty. Listen and repeat. -INSTRUCTION: Listen and repeat each number. +INTRO: New goal for this part: numbers. First, count from one to twenty — listen and repeat each one. +INSTRUCTION: Repeat the numbers. REPEAT LINE: 1 {bk01-l2c-f1-01.mp3} @@ -1050,8 +1153,8 @@ LINE: 20 {bk01-l2c-f1-20.mp3} # Source: LLA 2C Figure 2 $DIALOGUE Counting by Tens ID: 2c-f2 -INTRO: Now count by tens, all the way to one hundred. Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: Now the big steps: ten, twenty, thirty — all the way to one hundred. Listen and repeat. +INSTRUCTION: Repeat the numbers. REPEAT LINE: 10 {bk01-l2c-f2-01.mp3} @@ -1067,126 +1170,45 @@ LINE: a hundred {bk01-l2c-f2-10.mp3} LINE: one hundred {bk01-l2c-f2-11.mp3} # Source: ST §0 to 100 -$GRAMMAR The Numbers 0 to 100 +$DIALOGUE Counting from 0 to 100 ID: l2-s8 -INTRO: Every number from zero to one hundred, in one table. Read across each row and say the numbers to yourself. +INTRO: The whole board now, zero to one hundred. Say each row along with the voice — yes, all of it. +INSTRUCTION: Say and read the numbers. +REPEAT -Say and read the numbers. +LINE: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 +LINE: 10, 11, 12, 13, 14, 15, 16, 17, 18, 19 +LINE: 20, 21, 22, 23, 24, 25, 26, 27, 28, 29 +LINE: 30, 31, 32, 33, 34, 35, 36, 37, 38, 39 +LINE: 40, 41, 42, 43, 44, 45, 46, 47, 48, 49 +LINE: 50, 51, 52, 53, 54, 55, 56, 57, 58, 59 +LINE: 60, 61, 62, 63, 64, 65, 66, 67, 68, 69 +LINE: 70, 71, 72, 73, 74, 75, 76, 77, 78, 79 +LINE: 80, 81, 82, 83, 84, 85, 86, 87, 88, 89 +LINE: 90, 91, 92, 93, 94, 95, 96, 97, 98, 99 +LINE: 100 -| | | | | | | | | | | -|---|---|---|---|---|---|---|---|---|---| -| 0 | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | -| 10 | 11 | 12 | 13 | 14 | 15 | 16 | 17 | 18 | 19 | -| 20 | 21 | 22 | 23 | 24 | 25 | 26 | 27 | 28 | 29 | -| 30 | 31 | 32 | 33 | 34 | 35 | 36 | 37 | 38 | 39 | -| 40 | 41 | 42 | 43 | 44 | 45 | 46 | 47 | 48 | 49 | -| 50 | 51 | 52 | 53 | 54 | 55 | 56 | 57 | 58 | 59 | -| 60 | 61 | 62 | 63 | 64 | 65 | 66 | 67 | 68 | 69 | -| 70 | 71 | 72 | 73 | 74 | 75 | 76 | 77 | 78 | 79 | -| 80 | 81 | 82 | 83 | 84 | 85 | 86 | 87 | 88 | 89 | -| 90 | 91 | 92 | 93 | 94 | 95 | 96 | 97 | 98 | 99 | -| 100 | | | | | | | | | | - -# Source: ST §thirTEEN THIRty -$DIALOGUE thirTEEN or THIRty +# Source: ST §Thirteen / Thirty +$DIALOGUE Thirteen or Thirty? ID: l2-s9 -INTRO: Thirteen and thirty sound dangerously alike — the stress gives them away. TEEN is loud at the end; TY is quiet. Listen and repeat each pair. -INSTRUCTION: Repeat and read these numbers. +INTRO: "Thirteen" and "thirty" love to be confused. Listen for the stress and repeat each pair. +INSTRUCTION: Repeat and read these numbers. Listen for the stress pattern. REPEAT -LINE: 13 — 30 -LINE: 14 — 40 -LINE: 15 — 50 -LINE: 16 — 60 -LINE: 17 — 70 -LINE: 18 — 80 -LINE: 19 — 90 +LINE: 13 ... 30 +LINE: 14 ... 40 +LINE: 15 ... 50 +LINE: 16 ... 60 +LINE: 17 ... 70 +LINE: 18 ... 80 +LINE: 19 ... 90 -# Source: ST §Write the Number (number dictation; trimmed to the teen/-ty contrast -# pairs — its remaining generic items duplicate LLA 2C Figure 5, kept in part 2-6) -$PRODUCE Thirteen or Thirty? Write It -ID: l2-s11 -INTRO: Now your ear decides: thirteen or thirty? Listen to each number and type it, using digits. -INSTRUCTION: Type the number you hear. -INPUT: type -CHECK: exact - -PROMPT: 13 -RESPONSE: 13 - -PROMPT: 30 -RESPONSE: 30 - -PROMPT: 15 -RESPONSE: 15 - -PROMPT: 50 -RESPONSE: 50 - -PROMPT: 16 -RESPONSE: 16 - -PROMPT: 60 -RESPONSE: 60 - -PROMPT: 14 -RESPONSE: 14 - -PROMPT: 40 -RESPONSE: 40 - -PROMPT: 17 -RESPONSE: 17 - -PROMPT: 70 -RESPONSE: 70 - -PROMPT: 18 -RESPONSE: 18 - -PROMPT: 80 -RESPONSE: 80 - -PROMPT: 19 -RESPONSE: 19 - -PROMPT: 90 -RESPONSE: 90 - -# Source: LLA 2C Figure 3 -$DIALOGUE Numbers and Nouns -ID: 2c-f3 -INTRO: Numbers meet nouns: fifty-one tables, fifty-two chairs. Listen and repeat each phrase. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: 51 tables {bk01-l2c-f3-01.mp3} -LINE: 52 chairs {bk01-l2c-f3-02.mp3} -LINE: 53 pens {bk01-l2c-f3-03.mp3} -LINE: 54 words {bk01-l2c-f3-04.mp3} -LINE: 55 pencils {bk01-l2c-f3-05.mp3} -LINE: 56 letters {bk01-l2c-f3-06.mp3} -LINE: 57 pictures {bk01-l2c-f3-07.mp3} -LINE: 58 doors {bk01-l2c-f3-08.mp3} -LINE: 59 windows {bk01-l2c-f3-09.mp3} -LINE: 60 clocks {bk01-l2c-f3-10.mp3} -LINE: 61 barbers {bk01-l2c-f3-11.mp3} -LINE: 62 cooks {bk01-l2c-f3-12.mp3} -LINE: 63 doctors {bk01-l2c-f3-13.mp3} -LINE: 64 mechanics {bk01-l2c-f3-14.mp3} -LINE: 65 pilots {bk01-l2c-f3-15.mp3} -LINE: 66 radios {bk01-l2c-f3-16.mp3} -LINE: 67 recorders {bk01-l2c-f3-17.mp3} -LINE: 68 tapes {bk01-l2c-f3-18.mp3} -LINE: 69 televisions {bk01-l2c-f3-19.mp3} -LINE: 70 students {bk01-l2c-f3-20.mp3} -LINE: 100 teachers {bk01-l2c-f3-21.mp3} - -# Source: LLA 2B Figure 4 (placed after the number presentations it depends on) -$SELECT Which Number Do You Hear? +# Source: LLA 2B Figure 4 +$SELECT Tap the Number You Hear ID: 2b-f4 -INTRO: You'll hear a number — tap it, then check and repeat the answer. Watch out for the teen and ty traps. +INTRO: You'll hear one number — tap it, then repeat it. The thirteens and thirties are waiting for you. INSTRUCTION: Tap the number you hear. +HIDE_PROMPT REPEAT PROMPT: 90 {bk01-l2b-f4-01-q.mp3} @@ -1237,16 +1259,17 @@ OPTION: b | 22 {bk01-l2b-f4-08-a.mp3} OPTION: c | 2 ANSWER: b -$LESSON 2-6: Numbers (2) +$SESSION 2-6: Numbers — Reading and Writing +# DROPPED (twin): ST §Circle the Number — 30 TTS items duplicating this cassette activity; the recognition function is kept here and reviewed in part 2-8. # Source: LLA 2C Figure 4 -# DROPPED (twin): ST "Circle the Number" (l2-s10) — TTS number-discrimination pass with -# invented answers; this cassette version covers the same skill. -$SELECT Tap the Number +$SELECT Which Number Is It? ID: 2c-f4 -INTRO: More number listening — twenty rounds this time. Tap the number you hear. After this, no number can hide from you. +INTRO: This part is numbers again — reading and writing them fast. First, tap the number you hear. Twenty rounds; they go quickly. INSTRUCTION: Tap the number you hear. +HIDE_PROMPT +EXAMPLE PROMPT: 10 {bk01-l2c-f4-01.mp3} OPTION: a | 8 OPTION: b | 10 @@ -1387,480 +1410,294 @@ OPTION: c | 18 OPTION: d | 80 ANSWER: b +# DROPPED (twin): ST §Number Dictation — duplicated by this cassette activity; its distinct teen/ten items are salvaged as "Numbers Review" in part 2-8. # Source: LLA 2C Figure 5 -$PRODUCE Number Dictation +$PRODUCE Type the Number You Hear ID: 2c-f5 INPUT: type CHECK: exact -INTRO: Number dictation. Listen and type the number you hear, in digits. -INSTRUCTION: Type the number you hear. +INTRO: Now type what you hear, in digits. +INSTRUCTION: Type the number. +HIDE_PROMPT +EXAMPLE PROMPT: 13 {bk01-l2c-f5-01.mp3} RESPONSE: 13 {bk01-l2c-f5-01.mp3} +ACCEPT: thirteen PROMPT: 35 {bk01-l2c-f5-02.mp3} RESPONSE: 35 {bk01-l2c-f5-02.mp3} +ACCEPT: thirty-five | thirty five PROMPT: 19 {bk01-l2c-f5-03.mp3} RESPONSE: 19 {bk01-l2c-f5-03.mp3} +ACCEPT: nineteen PROMPT: 54 {bk01-l2c-f5-04.mp3} RESPONSE: 54 {bk01-l2c-f5-04.mp3} +ACCEPT: fifty-four | fifty four PROMPT: 48 {bk01-l2c-f5-05.mp3} RESPONSE: 48 {bk01-l2c-f5-05.mp3} +ACCEPT: forty-eight | forty eight PROMPT: 79 {bk01-l2c-f5-06.mp3} RESPONSE: 79 {bk01-l2c-f5-06.mp3} +ACCEPT: seventy-nine | seventy nine PROMPT: 8 {bk01-l2c-f5-07.mp3} RESPONSE: 8 {bk01-l2c-f5-07.mp3} +ACCEPT: eight PROMPT: 21 {bk01-l2c-f5-08.mp3} RESPONSE: 21 {bk01-l2c-f5-08.mp3} +ACCEPT: twenty-one | twenty one PROMPT: 11 {bk01-l2c-f5-09.mp3} RESPONSE: 11 {bk01-l2c-f5-09.mp3} +ACCEPT: eleven PROMPT: 60 {bk01-l2c-f5-10.mp3} RESPONSE: 60 {bk01-l2c-f5-10.mp3} +ACCEPT: sixty -# Source: ST §Numbers -$PRODUCE Write the Number Word +# Source: ST §Numbers (number words) +$PRODUCE Write the Numbers as Words ID: l2-s12 -INTRO: Now write the numbers as words. You'll see the digits — type the word, hyphens and all. +INPUT: type +CHECK: exact +INTRO: Numbers as words this time. Type the missing word — hyphens included, like "seventy-nine". INSTRUCTION: Type the missing number word. -INPUT: type -CHECK: exact EXAMPLE -TEMPLATE: 79 ____ -RESPONSE: seventy-nine -ACCEPT: seventy nine +TEMPLATE: 79 = ____{seventy-nine} +RESPONSE: 79 = seventy-nine -TEMPLATE: 1 ____ -RESPONSE: one +TEMPLATE: 1 = ____{one} +RESPONSE: 1 = one -TEMPLATE: 4 ____ -RESPONSE: four +TEMPLATE: 4 = ____{four} +RESPONSE: 4 = four -TEMPLATE: 7 ____ -RESPONSE: seven +TEMPLATE: 7 = ____{seven} +RESPONSE: 7 = seven -TEMPLATE: 10 ____ -RESPONSE: ten +TEMPLATE: 10 = ____{ten} +RESPONSE: 10 = ten -TEMPLATE: 13 ____ -RESPONSE: thirteen +TEMPLATE: 13 = ____{thirteen} +RESPONSE: 13 = thirteen -TEMPLATE: 16 ____ -RESPONSE: sixteen +TEMPLATE: 16 = ____{sixteen} +RESPONSE: 16 = sixteen -TEMPLATE: 19 ____ -RESPONSE: nineteen +TEMPLATE: 19 = ____{nineteen} +RESPONSE: 19 = nineteen -TEMPLATE: 21 ____ -RESPONSE: twenty-one -ACCEPT: twenty one +TEMPLATE: 21 = ____{twenty-one} +RESPONSE: 21 = twenty-one -TEMPLATE: 31 ____ -RESPONSE: thirty-one -ACCEPT: thirty one +TEMPLATE: 31 = ____{thirty-one} +RESPONSE: 31 = thirty-one -TEMPLATE: 41 ____ -RESPONSE: forty-one -ACCEPT: forty one +TEMPLATE: 41 = ____{forty-one} +RESPONSE: 41 = forty-one -TEMPLATE: 51 ____ -RESPONSE: fifty-one -ACCEPT: fifty one +TEMPLATE: 51 = ____{fifty-one} +RESPONSE: 51 = fifty-one -$LESSON 2-7: People — Names and Jobs +$SESSION 2-7: Counting Things -# Source: LLA 2B Figure 3 (Part 1) -# DROPPED (twin): ST word list "This Is a Pilot." (l2-s18) — bare occupation word list; -# the same occupations are presented here in full sentences with pictures. -$DIALOGUE Betty's a Cook -ID: 2b-f3 -INTRO: This part is about people: their names and their jobs. Meet seven of them — look at each picture and listen. No repeating yet. -INSTRUCTION: Listen to the sentences. - -LINE: Betty's a cook. {page_043_001.jpg} {bk01-l2b-f3-01.mp3} -LINE: Bob's a teacher. {page_043_002.jpg} {bk01-l2b-f3-02.mp3} -LINE: Ted's a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03.mp3} -LINE: Pam's a doctor. {page_043_004.jpg} {bk01-l2b-f3-04.mp3} -LINE: Don's a pilot. {page_043_005.jpg} {bk01-l2b-f3-05.mp3} -LINE: Aldo's a barber. {page_043_006.jpg} {bk01-l2b-f3-06.mp3} -LINE: Joan's a student. {page_043_007.jpg} {bk01-l2b-f3-07.mp3} - -# Source: ST §I'm a Student. You're a Teacher. Bill's a Pilot. -$GRAMMAR I'm, You're, Bill's -ID: l2-s19 -INTRO: Here's how to say who is what — the long way, and the short way English actually uses. - -| | | | -|---|---|---| -| I | am | a student. | -| I | am | a pilot. | -| I | am | a doctor. | - -**I + am = I'm** - -| | | -|---|---| -| I'm | a student. | -| I'm | a pilot. | -| I'm | a doctor. | - -| | | | -|---|---|---| -| You | are | a teacher. | -| You | are | a barber. | -| You | are | a cook. | - -**You + are = You're** - -| | | -|---|---| -| You're | a teacher. | -| You're | a barber. | -| You're | a cook. | - -| | | | -|---|---|---| -| Bill | is | a pilot. | - -**Bill + is = Bill's** - -| | | -|---|---| -| Bill's | a pilot. | - -Say the short forms: {I'm a student.} — {You're a teacher.} — {Bill's a pilot.} - -# Source: LLA 2B Figure 3 (Part 2) -$DIALOGUE I'm a Cook -ID: 2b-f3-b -INTRO: Now pretend you're the person in each picture. Listen and repeat: I'm a cook. -INSTRUCTION: Listen and repeat. +# Source: LLA 2C Figure 3 +$DIALOGUE Counting Things +ID: 2c-f3 +INTRO: In this part you'll count actual things — fifty-one tables, one hundred teachers. Listen and repeat each phrase. +INSTRUCTION: Repeat the numbers and words. REPEAT -LINE: I'm a cook. {page_043_001.jpg} {bk01-l2b-f3-01-I.mp3} -LINE: I'm a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-I.mp3} -LINE: I'm a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-I.mp3} -LINE: I'm a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-I.mp3} -LINE: I'm a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-I.mp3} -LINE: I'm a barber. {page_043_006.jpg} {bk01-l2b-f3-06-I.mp3} -LINE: I'm a student. {page_043_007.jpg} {bk01-l2b-f3-07-I.mp3} +LINE: 51 tables {bk01-l2c-f3-01.mp3} +LINE: 52 chairs {bk01-l2c-f3-02.mp3} +LINE: 53 pens {bk01-l2c-f3-03.mp3} +LINE: 54 words {bk01-l2c-f3-04.mp3} +LINE: 55 pencils {bk01-l2c-f3-05.mp3} +LINE: 56 letters {bk01-l2c-f3-06.mp3} +LINE: 57 pictures {bk01-l2c-f3-07.mp3} +LINE: 58 doors {bk01-l2c-f3-08.mp3} +LINE: 59 windows {bk01-l2c-f3-09.mp3} +LINE: 60 clocks {bk01-l2c-f3-10.mp3} +LINE: 61 barbers {bk01-l2c-f3-11.mp3} +LINE: 62 cooks {bk01-l2c-f3-12.mp3} +LINE: 63 doctors {bk01-l2c-f3-13.mp3} +LINE: 64 mechanics {bk01-l2c-f3-14.mp3} +LINE: 65 pilots {bk01-l2c-f3-15.mp3} +LINE: 66 radios {bk01-l2c-f3-16.mp3} +LINE: 67 recorders {bk01-l2c-f3-17.mp3} +LINE: 68 tapes {bk01-l2c-f3-18.mp3} +LINE: 69 televisions {bk01-l2c-f3-19.mp3} +LINE: 70 students {bk01-l2c-f3-20.mp3} +LINE: 100 teachers {bk01-l2c-f3-21.mp3} -# Source: LLA 2B Figure 3 (Part 3) -$DIALOGUE You're a Cook -ID: 2b-f3-c -INTRO: Now you're talking to them instead. Listen and repeat: You're a cook. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: You're a cook. {page_043_001.jpg} {bk01-l2b-f3-01-you.mp3} -LINE: You're a teacher. {page_043_002.jpg} {bk01-l2b-f3-02-you.mp3} -LINE: You're a mechanic. {page_043_003.jpg} {bk01-l2b-f3-03-you.mp3} -LINE: You're a doctor. {page_043_004.jpg} {bk01-l2b-f3-04-you.mp3} -LINE: You're a pilot. {page_043_005.jpg} {bk01-l2b-f3-05-you.mp3} -LINE: You're a barber. {page_043_006.jpg} {bk01-l2b-f3-06-you.mp3} -LINE: You're a student. {page_043_007.jpg} {bk01-l2b-f3-07-you.mp3} - -# Source: ST §I'm a Student. -$DIALOGUE Say It Two Ways -ID: l2-s20 -INTRO: Each sentence comes twice: the long way, then the short way. Repeat both — the short way is how people really talk. -INSTRUCTION: Repeat the sentences. -REPEAT - -VOCAB: I -VOCAB: I'm -LINE: I am a student. I'm a student. - -LINE: I am a cook. I'm a cook. - -VOCAB: you -VOCAB: you're -LINE: You are a teacher. You're a teacher. - -LINE: You are a doctor. You're a doctor. - -LINE: This is Bill. Bill is a pilot. Bill's a pilot. {st-page_046_001.jpg} - -LINE: This is Betty. Betty is a doctor. Betty's a doctor. {st-page_046_002.jpg} - -LINE: This is Joe. Joe is a mechanic. Joe's a mechanic. {st-page_047_001.jpg} - -# Source: ST §What Are You? What Am I? What's Betty? -$GRAMMAR What Am I? What Are You? -ID: l2-s21 -INTRO: To ask about someone's job, flip the sentence around and start with "what". - -| | | | -|---|---|---| -| I | am | a teacher. | -| You | are | a student. | -| Betty | is | a mechanic. | - -| | | | -|---|---|---| -| What | am | I? | -| What | are | you? | -| What | is | Betty? | - -Ask them aloud: {What am I?} — {What are you?} — {What is Betty?} - -# Source: ST §What Are You? -$DIALOGUE Questions About Jobs -ID: l2-s22 -INTRO: Repeat these questions and answers about jobs — question first, answer right behind it. -INSTRUCTION: Repeat these questions and answers. -REPEAT - -LINE: What are you? I'm a mechanic. -LINE: What's Bill? Bill's a pilot. -LINE: What am I? You're a teacher. -LINE: What are you? I'm a student. -LINE: What's Betty? Betty's a doctor. -LINE: What am I? You're a cook. -LINE: What's Joe? Joe's a mechanic. -LINE: What are you? You're a barber. -LINE: What's Tom? He's a student. -LINE: What am I? You're a pilot. - -# Source: LLA 2D Figure 1 (Part 1) -$DIALOGUE Meet Ben, Ann, and Don -ID: 2d-f1 -INTRO: Seven new faces. Look at the pictures and repeat the names you hear. -INSTRUCTION: Listen and repeat each name. -REPEAT - -LINE: Ben {page_053_001.jpg} {bk01-l2d-f1-01.mp3} -LINE: Ann {page_053_002.jpg} {bk01-l2d-f1-02.mp3} -LINE: Don {page_053_003.jpg} {bk01-l2d-f1-03.mp3} -LINE: Bob {page_053_004.jpg} {bk01-l2d-f1-04.mp3} -LINE: Pam {page_053_005.jpg} {bk01-l2d-f1-05.mp3} -LINE: Sue {page_053_006.jpg} {bk01-l2d-f1-06.mp3} -LINE: Joan {page_053_007.jpg} {bk01-l2d-f1-07.mp3} - -# Source: LLA 2D Figure 1 (Part 2) -$PRODUCE What's His Name? What's Her Name? -ID: 2d-f1-b -INTRO: Same seven people. Listen to the question, answer aloud with a full sentence — His name is... or Her name is... — then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -PROMPT: What's his name? {page_053_001.jpg} {bk01-l2d-f1-08-q.mp3} -RESPONSE: His name is Ben. {bk01-l2d-f1-08-a.mp3} - -PROMPT: What's her name? {page_053_002.jpg} {bk01-l2d-f1-09-q.mp3} -RESPONSE: Her name is Ann. {bk01-l2d-f1-09-a.mp3} - -PROMPT: What's his name? {page_053_003.jpg} {bk01-l2d-f1-10-q.mp3} -RESPONSE: His name is Don. {bk01-l2d-f1-10-a.mp3} - -PROMPT: What's his name? {page_053_004.jpg} {bk01-l2d-f1-11-q.mp3} -RESPONSE: His name is Bob. {bk01-l2d-f1-11-a.mp3} - -PROMPT: What's her name? {page_053_005.jpg} {bk01-l2d-f1-12-q.mp3} -RESPONSE: Her name is Pam. {bk01-l2d-f1-12-a.mp3} - -PROMPT: What's her name? {page_053_006.jpg} {bk01-l2d-f1-13-q.mp3} -RESPONSE: Her name is Sue. {bk01-l2d-f1-13-a.mp3} - -PROMPT: What is her name? {page_053_007.jpg} {bk01-l2d-f1-14-q.mp3} -RESPONSE: Her name is Joan. {bk01-l2d-f1-14-a.mp3} - -# Source: LLA 2D Figure 1 (Part 3) -$PRODUCE What's Ben? -ID: 2d-f1-c -INTRO: Same seven people — now their jobs. Answer each question aloud with a full sentence, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -PROMPT: What's Ben? {page_053_001.jpg} {bk01-l2d-f1-15-q.mp3} -RESPONSE: Ben's a doctor. {bk01-l2d-f1-15-a.mp3} - -PROMPT: What's Don? {page_053_003.jpg} {bk01-l2d-f1-16-q.mp3} -RESPONSE: Don's a student. {bk01-l2d-f1-16-a.mp3} - -PROMPT: What is Pam? {page_053_005.jpg} {bk01-l2d-f1-17-q.mp3} -RESPONSE: Pam's a cook. {bk01-l2d-f1-17-a.mp3} - -PROMPT: What's Joan? {page_053_007.jpg} {bk01-l2d-f1-18-q.mp3} -RESPONSE: Joan's a teacher. {bk01-l2d-f1-18-a.mp3} - -PROMPT: What's Ann? {page_053_002.jpg} {bk01-l2d-f1-19-q.mp3} -RESPONSE: Ann's a doctor. {bk01-l2d-f1-19-a.mp3} - -PROMPT: What is Bob? {page_053_004.jpg} {bk01-l2d-f1-20-q.mp3} -RESPONSE: Bob's a barber. {bk01-l2d-f1-20-a.mp3} - -PROMPT: What's Sue? {page_053_006.jpg} {bk01-l2d-f1-21-q.mp3} -RESPONSE: Sue's a mechanic. {bk01-l2d-f1-21-a.mp3} - -# Source: LLA 2D Figure 2 (Part 1) -$PRODUCE Write the Names -ID: 2d-f2 -INPUT: type -CHECK: exact -INTRO: You'll hear a name spelled out, letter by letter. Type the name you hear. -INSTRUCTION: Type the name. - -EXAMPLE -PROMPT: This is Bill. His name is Bill. B-I-L-L. {page_054_001.jpg} {bk01-l2d-f2-ex.mp3} -RESPONSE: Bill - -PROMPT: This is Jan. Her name is Jan. Write. J-A-N. {page_054_002.jpg} {bk01-l2d-f2-01.mp3} -RESPONSE: Jan - -PROMPT: This is Joe. His name is Joe. J-O-E. {page_054_003.jpg} {bk01-l2d-f2-02.mp3} -RESPONSE: Joe - -PROMPT: This is Pam. Her name is Pam. P-A-M. {page_054_004.jpg} {bk01-l2d-f2-03.mp3} -RESPONSE: Pam - -PROMPT: This is Bob. His name is Bob. B-O-B. {page_054_005.jpg} {bk01-l2d-f2-04.mp3} -RESPONSE: Bob - -PROMPT: This is Ann. Her name is Ann. A-N-N. {page_054_006.jpg} {bk01-l2d-f2-05.mp3} -RESPONSE: Ann -ACCEPT: Anne - -PROMPT: This is Ken. His name is Ken. K-E-N. {page_054_007.jpg} {bk01-l2d-f2-06.mp3} -RESPONSE: Ken - -# Source: LLA 2D Figure 2 (Part 2) -$PRODUCE What Is Bill? -ID: 2d-f2-b -INTRO: New pictures, same question: what is each person? Answer aloud with a full sentence, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -PROMPT: What is Bill? {page_054_001.jpg} {bk01-l2d-f2-07-q.mp3} -RESPONSE: Bill's a teacher. {bk01-l2d-f2-07-a.mp3} - -PROMPT: What is Jan? {page_054_002.jpg} {bk01-l2d-f2-08-q.mp3} -RESPONSE: Jan's a student. {bk01-l2d-f2-08-a.mp3} - -PROMPT: What's Joe? {page_054_003.jpg} {bk01-l2d-f2-09-q.mp3} -RESPONSE: Joe's a mechanic. {bk01-l2d-f2-09-a.mp3} - -PROMPT: What's Pam? {page_054_004.jpg} {bk01-l2d-f2-10-q.mp3} -RESPONSE: Pam's a cook. {bk01-l2d-f2-10-a.mp3} - -PROMPT: What is Bob? {page_054_005.jpg} {bk01-l2d-f2-11-q.mp3} -RESPONSE: Bob's a barber. {bk01-l2d-f2-11-a.mp3} - -PROMPT: What is Anne? {page_054_006.jpg} {bk01-l2d-f2-12-q.mp3} -RESPONSE: Anne's a doctor. {bk01-l2d-f2-12-a.mp3} - -PROMPT: What is Ken? {page_054_007.jpg} {bk01-l2d-f2-13-q.mp3} -RESPONSE: Ken's a pilot. {bk01-l2d-f2-13-a.mp3} - -# Source: LLA 2C Figure 6 (placed here as a numbers-meet-occupations callback) -$PRODUCE How Many Barbers? +# Source: LLA 2C Figure 6 +$PRODUCE Say How Many ID: 2c-f6 INPUT: speak CHECK: reveal -INTRO: Numbers and jobs together. Look at the picture, listen to the number, and say them as one phrase — twelve barbers. Then repeat the correct answer. +INTRO: Look at the picture, hear the number, and put them together aloud: "twelve barbers". Then repeat the model answer. INSTRUCTION: Say the number and the word aloud. REPEAT EXAMPLE -PROMPT: Twelve {page_049_001.jpg} {bk01-l2c-f6-01-q.mp3} -RESPONSE: Twelve barbers. {bk01-l2c-f6-01-a.mp3} +PROMPT: Twelve {page_049_001.jpg|#1 A barber cutting a customer's hair} {bk01-l2c-f6-01-q.mp3} +RESPONSE: twelve barbers {bk01-l2c-f6-01-a.mp3} -PROMPT: Seven {page_049_002.jpg} {bk01-l2c-f6-02-q.mp3} -RESPONSE: Seven cooks. {bk01-l2c-f6-02-a.mp3} +PROMPT: Seven {page_049_002.jpg|#2 A chef wearing a toque stirring a pot on a stove} {bk01-l2c-f6-02-q.mp3} +RESPONSE: seven cooks {bk01-l2c-f6-02-a.mp3} -PROMPT: Four {page_049_003.jpg} {bk01-l2c-f6-03-q.mp3} -RESPONSE: Four doctors. {bk01-l2c-f6-03-a.mp3} +PROMPT: Four {page_049_003.jpg|#3 A woman wearing glasses and a medical/lab coat} {bk01-l2c-f6-03-q.mp3} +RESPONSE: four doctors {bk01-l2c-f6-03-a.mp3} -PROMPT: Eleven {page_049_004.jpg} {bk01-l2c-f6-04-q.mp3} -RESPONSE: Eleven mechanics. {bk01-l2c-f6-04-a.mp3} +PROMPT: Eleven {page_049_004.jpg|#4 A mechanic working under the hood of a car} {bk01-l2c-f6-04-q.mp3} +RESPONSE: eleven mechanics {bk01-l2c-f6-04-a.mp3} -PROMPT: Two {page_049_005.jpg} {bk01-l2c-f6-05-q.mp3} -RESPONSE: Two pilots. {bk01-l2c-f6-05-a.mp3} +PROMPT: Two {page_049_005.jpg|#5 A female pilot looking up as a jet flies by in the background} {bk01-l2c-f6-05-q.mp3} +RESPONSE: two pilots {bk01-l2c-f6-05-a.mp3} -PROMPT: Ten {page_049_006.jpg} {bk01-l2c-f6-06-q.mp3} -RESPONSE: Ten radios. {bk01-l2c-f6-06-a.mp3} +PROMPT: Ten {page_049_006.jpg|#6 A loudspeaker box with volume and on/off knobs} {bk01-l2c-f6-06-q.mp3} +RESPONSE: ten radios {bk01-l2c-f6-06-a.mp3} -PROMPT: Fifteen {page_049_007.jpg} {bk01-l2c-f6-07-q.mp3} -RESPONSE: Fifteen recorders. {bk01-l2c-f6-07-a.mp3} +PROMPT: Fifteen {page_049_007.jpg|#7 A reel-to-reel tape recorder} {bk01-l2c-f6-07-q.mp3} +RESPONSE: fifteen recorders {bk01-l2c-f6-07-a.mp3} -PROMPT: Twenty {page_049_008.jpg} {bk01-l2c-f6-08-q.mp3} -RESPONSE: Twenty tapes. {bk01-l2c-f6-08-a.mp3} +PROMPT: Twenty {page_049_008.jpg|#8 A reel of tape with a loose strip of film/tape extending from it} {bk01-l2c-f6-08-q.mp3} +RESPONSE: twenty tapes {bk01-l2c-f6-08-a.mp3} -PROMPT: Five {page_049_009.jpg} {bk01-l2c-f6-09-q.mp3} -RESPONSE: Five televisions. {bk01-l2c-f6-09-a.mp3} +PROMPT: Five {page_049_009.jpg|#9 A television set on a stand with an antenna on top} {bk01-l2c-f6-09-q.mp3} +RESPONSE: five televisions {bk01-l2c-f6-09-a.mp3} -PROMPT: Eight {page_049_010.jpg} {bk01-l2c-f6-10-q.mp3} -RESPONSE: Eight students. {bk01-l2c-f6-10-a.mp3} +PROMPT: Eight {page_049_010.jpg|#10 A young male student holding a book with a letter 'H' on his sweater} {bk01-l2c-f6-10-q.mp3} +RESPONSE: eight students {bk01-l2c-f6-10-a.mp3} -PROMPT: One {page_049_011.jpg} {bk01-l2c-f6-11-q.mp3} -RESPONSE: One teacher. {bk01-l2c-f6-11-a.mp3} +PROMPT: One {page_049_011.jpg|#11 A female teacher pointing to math equations written on a blackboard} {bk01-l2c-f6-11-q.mp3} +RESPONSE: one teacher {bk01-l2c-f6-11-a.mp3} -# Source: LLA 2A Figure 9 (word dictation — occupation vocabulary from this part) -$PRODUCE Word Dictation: Jobs -ID: 2a-f9 -INPUT: type -CHECK: exact -INTRO: Dictation to finish the part. Listen to each word and type it — mostly jobs, and you know them all by now. -INSTRUCTION: Type the word you hear. - -PROMPT: pilot {bk01-l2a-f9-01.mp3} -RESPONSE: pilot {bk01-l2a-f9-01.mp3} - -PROMPT: mechanic {bk01-l2a-f9-02.mp3} -RESPONSE: mechanic {bk01-l2a-f9-02.mp3} - -PROMPT: student {bk01-l2a-f9-03.mp3} -RESPONSE: student {bk01-l2a-f9-03.mp3} - -PROMPT: doctor {bk01-l2a-f9-04.mp3} -RESPONSE: doctor {bk01-l2a-f9-04.mp3} - -PROMPT: barber {bk01-l2a-f9-05.mp3} -RESPONSE: barber {bk01-l2a-f9-05.mp3} - -PROMPT: teacher {bk01-l2a-f9-06.mp3} -RESPONSE: teacher {bk01-l2a-f9-06.mp3} - -PROMPT: cook {bk01-l2a-f9-07.mp3} -RESPONSE: cook {bk01-l2a-f9-07.mp3} - -PROMPT: notebooks {bk01-l2a-f9-08.mp3} -RESPONSE: notebooks {bk01-l2a-f9-08.mp3} - -PROMPT: windows {bk01-l2a-f9-09.mp3} -RESPONSE: windows {bk01-l2a-f9-09.mp3} - -PROMPT: pictures {bk01-l2a-f9-10.mp3} -RESPONSE: pictures {bk01-l2a-f9-10.mp3} - -$LESSON 2-8: Conversations and Sounds - -# Source: LLA 2B Figure 6 -$DIALOGUE Good Morning, Mr. Wilson -ID: 2b-f6 -INTRO: Time to use it all in real conversations, then sharpen your ear on some tricky sounds. First, Ted meets his new teacher. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +# Source: LLA 2C Figure 7 (part 1) +$DIALOGUE These Are My Pens +ID: 2c-f7 +INTRO: Sentences with "these", "those", and whose things they are. Listen and repeat each one. +INSTRUCTION: Repeat the sentences. REPEAT -Mr_Wilson: Good morning. {bk01-l2b-f6-01.mp3} -Ted: Good morning, sir. {bk01-l2b-f6-02.mp3} -Mr_Wilson: My name is Mr. Wilson. I'm your teacher. What's your name? {bk01-l2b-f6-03.mp3} -Ted: My name is Ted. {bk01-l2b-f6-05.mp3} +LINE: These are your books. {bk01-l2c-f7-01.mp3} +LINE: Those are his books. {bk01-l2c-f7-02.mp3} +LINE: These are her pencils. {bk01-l2c-f7-03.mp3} +LINE: These are my notebooks. {bk01-l2c-f7-04.mp3} +LINE: Those are her pictures. {bk01-l2c-f7-05.mp3} +LINE: Those are my tables. {bk01-l2c-f7-06.mp3} +LINE: These are your chairs. {bk01-l2c-f7-07.mp3} +LINE: These are his tapes. {bk01-l2c-f7-08.mp3} +LINE: Those are her radios. {bk01-l2c-f7-09.mp3} +LINE: Those are my recorders. {bk01-l2c-f7-10.mp3} +LINE: These are his televisions. {bk01-l2c-f7-11.mp3} +LINE: Those are her notebooks. {bk01-l2c-f7-12.mp3} +LINE: These are your pictures. {bk01-l2c-f7-13.mp3} +LINE: These are my pens. {bk01-l2c-f7-14.mp3} +LINE: Those are his pencils. {bk01-l2c-f7-15.mp3} + +# DROPPED (twin): ST §This Is a Pen. Those Are Pens. — singular-to-plural drill duplicated by this cassette drill (which also drills the reverse direction). +# Source: LLA 2C Figure 7 (part 2) +$PRODUCE One or Many — Change the Sentence +ID: 2c-f7-b +INPUT: speak +CHECK: reveal +INTRO: Hear a sentence and a cue word, then switch it: one becomes many, many becomes one. Repeat the model after each answer. +INSTRUCTION: Change the sentence aloud. +REPEAT + +EXAMPLE +PROMPT: This is a book. These. {bk01-l2c-f7-ex-q.mp3} +RESPONSE: These are books. {bk01-l2c-f7-ex-a.mp3} + +PROMPT: This is a table. These. {bk01-l2c-f7-16-q.mp3} +RESPONSE: These are tables. {bk01-l2c-f7-16-a.mp3} + +PROMPT: This is a pen. These. {bk01-l2c-f7-17-q.mp3} +RESPONSE: These are pens. {bk01-l2c-f7-17-a.mp3} + +PROMPT: This is a recorder. These. {bk01-l2c-f7-18-q.mp3} +RESPONSE: These are recorders. {bk01-l2c-f7-18-a.mp3} + +PROMPT: That is a radio. Those. {bk01-l2c-f7-19-q.mp3} +RESPONSE: Those are radios. {bk01-l2c-f7-19-a.mp3} + +PROMPT: That is a tape. Those. {bk01-l2c-f7-20-q.mp3} +RESPONSE: Those are tapes. {bk01-l2c-f7-20-a.mp3} + +PROMPT: This is a pencil. These. {bk01-l2c-f7-21-q.mp3} +RESPONSE: These are pencils. {bk01-l2c-f7-21-a.mp3} + +PROMPT: This is a classroom. These. {bk01-l2c-f7-22-q.mp3} +RESPONSE: These are classrooms. {bk01-l2c-f7-22-a.mp3} + +PROMPT: That is a number. Those. {bk01-l2c-f7-23-q.mp3} +RESPONSE: Those are numbers. {bk01-l2c-f7-23-a.mp3} + +PROMPT: This is a door. These. {bk01-l2c-f7-24-q.mp3} +RESPONSE: These are doors. {bk01-l2c-f7-24-a.mp3} + +PROMPT: That is a notebook. Those. {bk01-l2c-f7-25-q.mp3} +RESPONSE: Those are notebooks. {bk01-l2c-f7-25-a.mp3} + +PROMPT: That is a chair. Those. {bk01-l2c-f7-26-q.mp3} +RESPONSE: Those are chairs. {bk01-l2c-f7-26-a.mp3} + +PROMPT: This is a window. These. {bk01-l2c-f7-27-q.mp3} +RESPONSE: These are windows. {bk01-l2c-f7-27-a.mp3} + +PROMPT: This is a word. These. {bk01-l2c-f7-28-q.mp3} +RESPONSE: These are words. {bk01-l2c-f7-28-a.mp3} + +PROMPT: That is a letter. Those. {bk01-l2c-f7-29-q.mp3} +RESPONSE: Those are letters. {bk01-l2c-f7-29-a.mp3} + +PROMPT: These are pictures. This. {bk01-l2c-f7-30-q.mp3} +RESPONSE: This is a picture. {bk01-l2c-f7-30-a.mp3} + +PROMPT: These are televisions. This. {bk01-l2c-f7-31-q.mp3} +RESPONSE: This is a television. {bk01-l2c-f7-31-a.mp3} + +PROMPT: Those are labs. That. {bk01-l2c-f7-32-q.mp3} +RESPONSE: That is a lab. {bk01-l2c-f7-32-a.mp3} + +PROMPT: Those are clocks. That. {bk01-l2c-f7-33-q.mp3} +RESPONSE: That is a clock. {bk01-l2c-f7-33-a.mp3} + +PROMPT: These are tables. This. {bk01-l2c-f7-34-q.mp3} +RESPONSE: This is a table. {bk01-l2c-f7-34-a.mp3} + +PROMPT: Those are chairs. That. {bk01-l2c-f7-35-q.mp3} +RESPONSE: That is a chair. {bk01-l2c-f7-35-a.mp3} + +PROMPT: Those are televisions. That. {bk01-l2c-f7-36-q.mp3} +RESPONSE: That is a television. {bk01-l2c-f7-36-a.mp3} + +PROMPT: Those are labs. That. {bk01-l2c-f7-37-q.mp3} +RESPONSE: That is a lab. {bk01-l2c-f7-37-a.mp3} + +PROMPT: These are clocks. This. {bk01-l2c-f7-38-q.mp3} +RESPONSE: This is a clock. {bk01-l2c-f7-38-a.mp3} + +PROMPT: These are tables. This. {bk01-l2c-f7-39-q.mp3} +RESPONSE: This is a table. {bk01-l2c-f7-39-a.mp3} + +PROMPT: Those are chairs. That. {bk01-l2c-f7-40-q.mp3} +RESPONSE: That is a chair. {bk01-l2c-f7-40-a.mp3} + +$SESSION 2-8: Sounds, Spelling, and Review # Source: ST §Spell Your Name, Please. -# SKIPPED (book): ST "P-L-E-A-S-E, SPELLS PLEASE." spelling-aloud section — teacher-led -# oral spelling; the "spell" vocabulary is carried in this dialog instead. $DIALOGUE Spell Your Name, Please ID: l2-s23 -INTRO: Bob wants Ken's name — all of it, letter by letter. Listen and repeat each line. +INTRO: Last regular part: sounds, spelling, and a look back at everything in this lesson. First, Bob meets Ken — and immediately makes him spell. Listen and repeat. INSTRUCTION: Repeat and read the dialog. REPEAT @@ -1870,14 +1707,14 @@ Ken: My name is Ken Bates. Bob: Repeat your name, please. Ken: It's Ken Bates. -VOCAB: to spell | spell +VOCAB: spell Bob: Spell your name, please. Ken: K-e-n. B-a-t-e-s. # Source: ST §That's His Classroom. $DIALOGUE That's His Classroom ID: l2-s24 -INTRO: Ms. Evans shows Don his classroom. Steve gets a classroom too, eventually. Listen and repeat each line. +INTRO: Ms. Evans shows Don around. Notice classroom number 22 — your numbers are already useful. Listen and repeat. INSTRUCTION: Practice this dialog. REPEAT @@ -1890,53 +1727,34 @@ Don: Thank you, Ms. Evans. What's his classroom? Ms_Evans: His classroom is number 22. Don: Oh, yes. Mr. Davis is his teacher. -# Source: LLA 2D Listening/Speaking Activity 2 -$DIALOGUE Met or Mat? Listen and Repeat +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (/æ/ vs /ɛ/, p. 45) — instructor-read minimal-pair discrimination with unprinted stimuli; the same skill is covered by the cassette activities below. +# DROPPED (twin): ST §Pan / Pen — word-pair list duplicated by the cassette vowel-contrast list below. +# Source: LLA 2D Listening and Speaking 2 +$DIALOGUE Hear the Difference: Met and Mat ID: 2d-ls2 -INTRO: These word pairs sound almost the same — almost. The vowel in the middle is the whole difference. Listen carefully and repeat each pair. -INSTRUCTION: Listen and repeat. +INTRO: Word pairs with two different vowel sounds, like "met" and "mat". Listen closely and repeat each pair. +INSTRUCTION: Listen and repeat each word pair. REPEAT -LINE: Met. Mat. {bk01-l2d-f2-ls2-01.mp3} -LINE: Dead. Dad. {bk01-l2d-f2-ls2-02.mp3} -LINE: Ed. Add. {bk01-l2d-f2-ls2-03.mp3} -LINE: Said. Sad. {bk01-l2d-f2-ls2-04.mp3} -LINE: Bread. Brad. {bk01-l2d-f2-ls2-05.mp3} -LINE: Head. Had. {bk01-l2d-f2-ls2-06.mp3} -LINE: End. And. {bk01-l2d-f2-ls2-07.mp3} -LINE: Beth. Bath. {bk01-l2d-f2-ls2-08.mp3} -LINE: X. Axe. {bk01-l2d-f2-ls2-09.mp3} -LINE: Lend. Land. {bk01-l2d-f2-ls2-10.mp3} - -# Source: ST §Pan/Pen (kept alongside the cassette pass: it is a reading pass and -# adds pairs — bat/bet, tan/ten, pan/pen, lass/less, lather/leather, rack/wreck, -# batter/better — that feed the Same or Different check below) -$DIALOGUE Pan or Pen? Read the Pairs -ID: l2-s25 -INTRO: Now read similar pairs yourself, out loud. Same drill, but this time your eyes lead and your mouth follows. -INSTRUCTION: Read these words. -REPEAT - -LINE: and / end -LINE: bath / Beth -LINE: ax / ex -LINE: add / Ed -LINE: land / lend -LINE: bat / bet -LINE: tan / ten -LINE: lass / less -LINE: pan / pen -LINE: lather / leather -LINE: rack / wreck -LINE: batter / better +LINE: Met. Mat. {bk01-l2d-f2-26.mp3} +LINE: Dead. Dad. {bk01-l2d-f2-27.mp3} +LINE: Ed. Add. {bk01-l2d-f2-28.mp3} +LINE: Said. Sad. {bk01-l2d-f2-29.mp3} +LINE: Bread. Brad. {bk01-l2d-f2-30.mp3} +LINE: Head. Had. {bk01-l2d-f2-31.mp3} +LINE: End. And. {bk01-l2d-f2-32.mp3} +LINE: Beth. Bath. {bk01-l2d-f2-33.mp3} +LINE: X. Axe. {bk01-l2d-f2-34.mp3} +LINE: Lend. Land. {bk01-l2d-f2-35.mp3} # Source: LLA 2D Figure 3 $SELECT Same or Different? ID: 2d-f3 -INTRO: You'll hear two words. Tap S if they're the same word, or D if they're different. Trust your ears, not your hopes. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +INTRO: Two words each time. Are they the same word twice, or two different words? Tap your answer. +INSTRUCTION: Tap Same or Different. +HIDE_PROMPT +OPTION: s | Same +OPTION: d | Different EXAMPLE PROMPT: head, had {bk01-l2d-f3-ex1.mp3} @@ -1976,11 +1794,13 @@ ANSWER: d PROMPT: lather, leather {bk01-l2d-f3-10.mp3} ANSWER: d +# SKIPPED (book): Listening Skill "CLOSE / GOODBYE" (/k/ vs /g/, p. 44) — instructor-read sound discrimination with unprinted stimuli; the cassette activity below covers the same contrast. # Source: LLA 2D Figure 4 $SELECT K or G? ID: 2d-f4 -INTRO: Two sounds: K as in "came", and G as in "game". Listen to each word and tap the sound you hear. +INTRO: One word at a time now. Does it have the "k" sound, as in "came", or the "g" sound, as in "game"? Tap the sound you hear. INSTRUCTION: Tap the sound you hear. +HIDE_PROMPT OPTION: a | K sound (as in came) OPTION: b | G sound (as in game) @@ -2018,213 +1838,387 @@ ANSWER: b PROMPT: coal, coal {bk01-l2d-f4-10.mp3} ANSWER: a -# SKIPPED (book): ST Listening-skill "CLOSE / GOODBYE" (/s/-/z/) and ST Listening-skill -# "SAME/DIFFERENT" — instructor-read sound discrimination with no recorded stimulus and no -# given word list. Convertible later with chosen items + TTS. +# Source: LLA 2C Figure 8 +$PRODUCE Capital or Small? +ID: 2c-f8 +INPUT: type +CHECK: exact +NORMALIZE: strict +INTRO: Listen and type the letter exactly as described — capital or small. Here "B" and "b" are not the same letter. +INSTRUCTION: Type the letter (capital or lowercase). +HIDE_PROMPT -$LESSON 2-9: Extra Practice — Reading Letters +EXAMPLE +PROMPT: capital B {bk01-l2c-f8-ex.mp3} +RESPONSE: B {bk01-l2c-f8-ex-b.mp3} -# Source: ST §Same/Different (letter shapes; optional part for script-unfamiliar learners) +PROMPT: capital E {bk01-l2c-f8-01.mp3} +RESPONSE: E {bk01-l2c-f8-01-b.mp3} + +PROMPT: small f {bk01-l2c-f8-02.mp3} +RESPONSE: f {bk01-l2c-f8-02-b.mp3} + +PROMPT: small i {bk01-l2c-f8-03.mp3} +RESPONSE: i {bk01-l2c-f8-03-b.mp3} + +PROMPT: capital A {bk01-l2c-f8-04.mp3} +RESPONSE: A {bk01-l2c-f8-04-b.mp3} + +PROMPT: small m {bk01-l2c-f8-05.mp3} +RESPONSE: m {bk01-l2c-f8-05-b.mp3} + +PROMPT: capital G {bk01-l2c-f8-06.mp3} +RESPONSE: G {bk01-l2c-f8-06-b.mp3} + +PROMPT: small b {bk01-l2c-f8-07.mp3} +RESPONSE: b {bk01-l2c-f8-07-b.mp3} + +PROMPT: small n {bk01-l2c-f8-08.mp3} +RESPONSE: n {bk01-l2c-f8-08-b.mp3} + +PROMPT: capital J {bk01-l2c-f8-09.mp3} +RESPONSE: J {bk01-l2c-f8-09-b.mp3} + +PROMPT: capital L {bk01-l2c-f8-10.mp3} +RESPONSE: L {bk01-l2c-f8-10-b.mp3} + +PROMPT: capital H {bk01-l2c-f8-11.mp3} +RESPONSE: H {bk01-l2c-f8-11-b.mp3} + +PROMPT: small c {bk01-l2c-f8-12.mp3} +RESPONSE: c {bk01-l2c-f8-12-b.mp3} + +PROMPT: capital O {bk01-l2c-f8-13.mp3} +RESPONSE: O {bk01-l2c-f8-13-b.mp3} + +PROMPT: small e {bk01-l2c-f8-14.mp3} +RESPONSE: e {bk01-l2c-f8-14-b.mp3} + +PROMPT: small k {bk01-l2c-f8-15.mp3} +RESPONSE: k {bk01-l2c-f8-15-b.mp3} + +PROMPT: small a {bk01-l2c-f8-16.mp3} +RESPONSE: a {bk01-l2c-f8-16-b.mp3} + +PROMPT: capital I {bk01-l2c-f8-17.mp3} +RESPONSE: I {bk01-l2c-f8-17-b.mp3} + +PROMPT: small p {bk01-l2c-f8-18.mp3} +RESPONSE: p {bk01-l2c-f8-18-b.mp3} + +PROMPT: small g {bk01-l2c-f8-19.mp3} +RESPONSE: g {bk01-l2c-f8-19-b.mp3} + +PROMPT: small d {bk01-l2c-f8-20.mp3} +RESPONSE: d {bk01-l2c-f8-20-b.mp3} + +PROMPT: small j {bk01-l2c-f8-21.mp3} +RESPONSE: j {bk01-l2c-f8-21-b.mp3} + +PROMPT: capital M {bk01-l2c-f8-22.mp3} +RESPONSE: M {bk01-l2c-f8-22-b.mp3} + +PROMPT: small h {bk01-l2c-f8-23.mp3} +RESPONSE: h {bk01-l2c-f8-23-b.mp3} + +PROMPT: capital D {bk01-l2c-f8-24.mp3} +RESPONSE: D {bk01-l2c-f8-24-b.mp3} + +PROMPT: capital B {bk01-l2c-f8-25.mp3} +RESPONSE: B {bk01-l2c-f8-25-b.mp3} + +# SKIPPED (book): Writing Skill "DICTATION" (p. 46) — write the word. Instructor-read with no printed or recorded stimuli. +# Source: LLA 2D Figure 5 +$PRODUCE Spelling Review +ID: 2d-f5 +INPUT: type +CHECK: exact +INTRO: One last spelling round: type each word you hear. +INSTRUCTION: Type the word you hear. +HIDE_PROMPT + +PROMPT: window {bk01-l2d-f5-01.mp3} +RESPONSE: window {bk01-l2d-f5-01.mp3} + +PROMPT: classroom {bk01-l2d-f5-02.mp3} +RESPONSE: classroom {bk01-l2d-f5-02.mp3} + +PROMPT: circle {bk01-l2d-f5-03.mp3} +RESPONSE: circle {bk01-l2d-f5-03.mp3} + +PROMPT: table {bk01-l2d-f5-04.mp3} +RESPONSE: table {bk01-l2d-f5-04.mp3} + +PROMPT: lab {bk01-l2d-f5-05.mp3} +RESPONSE: lab {bk01-l2d-f5-05.mp3} + +PROMPT: door {bk01-l2d-f5-06.mp3} +RESPONSE: door {bk01-l2d-f5-06.mp3} + +PROMPT: picture {bk01-l2d-f5-07.mp3} +RESPONSE: picture {bk01-l2d-f5-07.mp3} + +PROMPT: chair {bk01-l2d-f5-08.mp3} +RESPONSE: chair {bk01-l2d-f5-08.mp3} + +PROMPT: pencil {bk01-l2d-f5-09.mp3} +RESPONSE: pencil {bk01-l2d-f5-09.mp3} + +PROMPT: write {bk01-l2d-f5-10.mp3} +RESPONSE: write {bk01-l2d-f5-10.mp3} + +# Source: new (retrieval pass salvaged from ST §Number Dictation — teen/ten pairs not on the cassette) +$PRODUCE Numbers Review +ID: l2-s11-b +INPUT: type +CHECK: exact +INTRO: A final number check: type each number you hear, in digits. That's the lesson — now go tell someone what not to do. +INSTRUCTION: Type the number in digits. +HIDE_PROMPT + +PROMPT: 14 +RESPONSE: 14 +ACCEPT: fourteen + +PROMPT: 40 +RESPONSE: 40 +ACCEPT: forty + +PROMPT: 17 +RESPONSE: 17 +ACCEPT: seventeen + +PROMPT: 70 +RESPONSE: 70 +ACCEPT: seventy + +PROMPT: 19 +RESPONSE: 19 +ACCEPT: nineteen + +PROMPT: 90 +RESPONSE: 90 +ACCEPT: ninety + +PROMPT: 15 +RESPONSE: 15 +ACCEPT: fifteen + +PROMPT: 50 +RESPONSE: 50 +ACCEPT: fifty + +PROMPT: 68 +RESPONSE: 68 +ACCEPT: sixty-eight | sixty eight + +PROMPT: 100 +RESPONSE: 100 +ACCEPT: one hundred | a hundred | hundred + +$SESSION 2-9: Extra Practice — Reading Letters + +# Source: ST §Same or Different? (letter shapes) $SELECT Same Letter or Different? ID: l2-s2 -INTRO: This last part is optional extra practice reading English letter shapes. If you can already tell b from d at a glance, skip ahead with a clear conscience. Otherwise: look at each pair of letters and tap Same or Different. -INSTRUCTION: Tap Same or Different. -OPTION: s | Same -OPTION: d | Different +INTRO: This whole part is optional practice for reading English letters. If you can already tell "b" from "d" comfortably, skip ahead. Otherwise: look at the two letters and decide if they're the same. +INSTRUCTION: Look at the two letters. Tap Same or Different. +OPTION: S | Same +OPTION: D | Different EXAMPLE -TEMPLATE: P ... d -ANSWER: d +TEMPLATE: P d +ANSWER: D -TEMPLATE: D ... O -ANSWER: d +TEMPLATE: D O +ANSWER: D -TEMPLATE: c ... a -ANSWER: d +TEMPLATE: c a +ANSWER: D -TEMPLATE: P ... B -ANSWER: d +TEMPLATE: P B +ANSWER: D -TEMPLATE: b ... d -ANSWER: d +TEMPLATE: b d +ANSWER: D -TEMPLATE: A ... H -ANSWER: d +TEMPLATE: A H +ANSWER: D -TEMPLATE: e ... c -ANSWER: d +TEMPLATE: e c +ANSWER: D -TEMPLATE: f ... f -ANSWER: s +TEMPLATE: f f +ANSWER: S -TEMPLATE: b ... b -ANSWER: s +TEMPLATE: b b +ANSWER: S -TEMPLATE: g ... d -ANSWER: d +TEMPLATE: g d +ANSWER: D -TEMPLATE: f ... j -ANSWER: d +TEMPLATE: f j +ANSWER: D -TEMPLATE: C ... C -ANSWER: s +TEMPLATE: C C +ANSWER: S -TEMPLATE: k ... h -ANSWER: d +TEMPLATE: k h +ANSWER: D -TEMPLATE: E ... F -ANSWER: d +TEMPLATE: E F +ANSWER: D -TEMPLATE: d ... p -ANSWER: d +TEMPLATE: d p +ANSWER: D -TEMPLATE: G ... G -ANSWER: s +TEMPLATE: G G +ANSWER: S -TEMPLATE: c ... o -ANSWER: d +TEMPLATE: c o +ANSWER: D -TEMPLATE: J ... L -ANSWER: d +TEMPLATE: J L +ANSWER: D -TEMPLATE: b ... p -ANSWER: d +TEMPLATE: b p +ANSWER: D -TEMPLATE: m ... n -ANSWER: d +TEMPLATE: m n +ANSWER: D -TEMPLATE: D ... D -ANSWER: s +TEMPLATE: D D +ANSWER: S -# Source: ST §Circle the Letter (letter shapes) +# Source: ST §Circle the Letter (visual matching) $SELECT Find the Matching Letter ID: l2-s3 -INTRO: One more round of shape-spotting: you'll see a letter — tap its exact match. b is not d, and never will be. That's the end of the lesson — nicely done. -INSTRUCTION: Tap the matching letter. +INTRO: One target letter, three choices. Tap the exact match — capitals and small letters count as different letters here. +INSTRUCTION: Tap the letter that matches the target. EXAMPLE -TEMPLATE: a -OPTION: 1 | c -OPTION: 2 | o -OPTION: 3 | a -ANSWER: 3 +TEMPLATE: Target: a +OPTION: a | c +OPTION: b | o +OPTION: c | a +ANSWER: c -TEMPLATE: A -OPTION: 1 | A -OPTION: 2 | H -OPTION: 3 | P -ANSWER: 1 +TEMPLATE: Target: A +OPTION: a | A +OPTION: b | H +OPTION: c | P +ANSWER: a -TEMPLATE: e -OPTION: 1 | a -OPTION: 2 | g -OPTION: 3 | e -ANSWER: 3 +TEMPLATE: Target: e +OPTION: a | a +OPTION: b | g +OPTION: c | e +ANSWER: c -TEMPLATE: D -OPTION: 1 | O -OPTION: 2 | C -OPTION: 3 | D -ANSWER: 3 +TEMPLATE: Target: D +OPTION: a | O +OPTION: b | C +OPTION: c | D +ANSWER: c -TEMPLATE: d -OPTION: 1 | b -OPTION: 2 | d -OPTION: 3 | p -ANSWER: 2 +TEMPLATE: Target: d +OPTION: a | b +OPTION: b | d +OPTION: c | p +ANSWER: b -TEMPLATE: L -OPTION: 1 | J -OPTION: 2 | L -OPTION: 3 | F -ANSWER: 2 +TEMPLATE: Target: L +OPTION: a | J +OPTION: b | L +OPTION: c | F +ANSWER: b -TEMPLATE: k -OPTION: 1 | k -OPTION: 2 | h -OPTION: 3 | a -ANSWER: 1 +TEMPLATE: Target: k +OPTION: a | k +OPTION: b | h +OPTION: c | a +ANSWER: a -TEMPLATE: c -OPTION: 1 | e -OPTION: 2 | c -OPTION: 3 | o -ANSWER: 2 +TEMPLATE: Target: c +OPTION: a | e +OPTION: b | c +OPTION: c | o +ANSWER: b -TEMPLATE: M -OPTION: 1 | M -OPTION: 2 | N -OPTION: 3 | H -ANSWER: 1 +TEMPLATE: Target: M +OPTION: a | M +OPTION: b | N +OPTION: c | H +ANSWER: a -TEMPLATE: f -OPTION: 1 | h -OPTION: 2 | j -OPTION: 3 | f -ANSWER: 3 +TEMPLATE: Target: f +OPTION: a | h +OPTION: b | j +OPTION: c | f +ANSWER: c -TEMPLATE: B -OPTION: 1 | B -OPTION: 2 | E -OPTION: 3 | D -ANSWER: 1 +TEMPLATE: Target: B +OPTION: a | B +OPTION: b | E +OPTION: c | D +ANSWER: a -TEMPLATE: b -OPTION: 1 | p -OPTION: 2 | d -OPTION: 3 | b -ANSWER: 3 +TEMPLATE: Target: b +OPTION: a | p +OPTION: b | d +OPTION: c | b +ANSWER: c -TEMPLATE: g -OPTION: 1 | a -OPTION: 2 | p -OPTION: 3 | g -ANSWER: 3 +TEMPLATE: Target: g +OPTION: a | a +OPTION: b | p +OPTION: c | g +ANSWER: c -TEMPLATE: h -OPTION: 1 | h -OPTION: 2 | k -OPTION: 3 | b -ANSWER: 1 +TEMPLATE: Target: h +OPTION: a | h +OPTION: b | k +OPTION: c | b +ANSWER: a -TEMPLATE: i -OPTION: 1 | l -OPTION: 2 | i -OPTION: 3 | j -ANSWER: 2 +TEMPLATE: Target: i +OPTION: a | l +OPTION: b | i +OPTION: c | j +ANSWER: b -TEMPLATE: n -OPTION: 1 | o -OPTION: 2 | m -OPTION: 3 | n -ANSWER: 3 +TEMPLATE: Target: n +OPTION: a | o +OPTION: b | m +OPTION: c | n +ANSWER: c -TEMPLATE: o -OPTION: 1 | c -OPTION: 2 | e -OPTION: 3 | o -ANSWER: 3 +TEMPLATE: Target: o +OPTION: a | c +OPTION: b | e +OPTION: c | o +ANSWER: c -TEMPLATE: C -OPTION: 1 | C -OPTION: 2 | O -OPTION: 3 | D -ANSWER: 1 +TEMPLATE: Target: C +OPTION: a | C +OPTION: b | O +OPTION: c | D +ANSWER: a -TEMPLATE: P -OPTION: 1 | P -OPTION: 2 | F -OPTION: 3 | B -ANSWER: 1 +TEMPLATE: Target: P +OPTION: a | P +OPTION: b | F +OPTION: c | B +ANSWER: a -TEMPLATE: K -OPTION: 1 | A -OPTION: 2 | K -OPTION: 3 | H -ANSWER: 2 +TEMPLATE: Target: K +OPTION: a | A +OPTION: b | K +OPTION: c | H +ANSWER: b -TEMPLATE: G -OPTION: 1 | O -OPTION: 2 | C -OPTION: 3 | G -ANSWER: 3 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Lesson 3: Is He a Teacher? {st-page_051_001.jpg|A classroom scene where a teacher standing at the front points to a book he is holding and says "THIS IS A BOOK" in a speech bubble. A student sitting in front of him looks up and says "THAT'S A BOOK" in a speech bubble} FORMAT: 2 DIOCO_DOC_ID: alc_book1_lesson3 -DESCRIPTION: Occupations, the verb BE with every pronoun, negatives, yes/no questions and short answers, U.S. coins, plus sounds and spelling. The final part (Reading Letters) is optional extra practice. +DESCRIPTION: Subject pronouns and the verb "be" (affirmative, negative, yes/no questions), professions, US coins and bills, and listening/spelling skills. The final part is optional letter-reading practice. 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: Student_1 | achird | Male student -VOICE: Student_2 | schedar | Male student -VOICE: Sgt_Jones | achird | Male sergeant, brisk but friendly +VOICE: Sgt_Jones | charon | Male military speaker VOICE: Student | schedar | Male student -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: SpeakerA | achird | Male speaker +VOICE: SpeakerB | schedar | Male speaker +VOICE: Student1 | achird | Male student +VOICE: Student2 | schedar | Male student -$LESSON 3-1: The Alphabet and Spelling +$SESSION 3-1: The Alphabet and Your Name # Source: LLA 3A Figure 1 $DIALOGUE The Alphabet ID: 3a-f1 -INTRO: In this lesson you'll learn to say what people do for a living, count American coins, and ask and answer yes/no questions. First, the alphabet — listen and repeat each letter. All twenty-six; nobody gets skipped. -INSTRUCTION: Listen and repeat each letter. +INTRO: In this lesson you'll learn to say what people do — "he's a doctor", "they're pilots" — count American money, and ask questions that get a yes or a no. First, warm up: say each letter of the alphabet after the speaker. +INSTRUCTION: Repeat each letter. REPEAT LINE: A {bk01-l3a-f1-01.mp3} @@ -52,9 +51,9 @@ LINE: Y {bk01-l3a-f1-25.mp3} LINE: Z {bk01-l3a-f1-26.mp3} # Source: LLA 3A Figure 2 -$SELECT Tap the Letter You Hear +$SELECT Which Letter Do You Hear? ID: 3a-f2 -INTRO: Now let's see how well those letters stuck. You'll hear one letter — tap it from the four choices. +INTRO: Now check your ear. You'll hear one letter each time — tap the letter you hear. INSTRUCTION: Tap the letter you hear. PROMPT: B {bk01-l3a-f2-01.mp3} @@ -141,177 +140,145 @@ OPTION: c | U OPTION: d | V ANSWER: c -# Source: LLA 3A Figure 12 -$SELECT Tap the Letter You Hear (Second Round) -ID: 3a-f12 -INTRO: A few more letters — these ones like to sound alike, so listen closely before you tap. -INSTRUCTION: Tap the letter you hear. - -PROMPT: D {bk01-l3a-f12-01.mp3} -OPTION: a | a -OPTION: b | b -OPTION: c | c -OPTION: d | d -ANSWER: d - -PROMPT: I {bk01-l3a-f12-02.mp3} -OPTION: a | e -OPTION: b | a -OPTION: c | i -OPTION: d | y -ANSWER: c - -PROMPT: M {bk01-l3a-f12-03.mp3} -OPTION: a | h -OPTION: b | m -OPTION: c | n -OPTION: d | w -ANSWER: b - -PROMPT: E {bk01-l3a-f12-04.mp3} -OPTION: a | a -OPTION: b | i -OPTION: c | e -OPTION: d | y -ANSWER: c - # Source: ST §Spell It, Please. $DIALOGUE Spell It, Please ID: l3-s1 -INTRO: Sergeant Jones needs a name and a student control number — and he wants them spelled out. Listen to the dialog and repeat each line; spelling your own name aloud is a skill you'll use forever. -INSTRUCTION: Listen and repeat each line. +INTRO: Sergeant Jones wants a name and a number — and he wants them twice, just to be sure. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialog. REPEAT Sgt_Jones: What's your name? Student: John Doe. + Sgt_Jones: Spell it, please. Student: J-O-H-N D-O-E. VOCAB: student control number Sgt_Jones: What's your student control number? Student: 82976832. + Sgt_Jones: Repeat that, please. Student: 82976832. + Sgt_Jones: Okay. -$LESSON 3-2: Occupations — He, She, They +$SESSION 3-2: People and Their Jobs -# Source: ST §He Is a Teacher. She Is a Doctor. (grammar) +# Source: ST §He Is a Teacher. She Is a Doctor. $GRAMMAR He's and She's ID: l3-s2 -INTRO: Time to meet some teachers, pilots, and barbers. First, one small habit of English: "is" almost always gets squeezed into the word before it. +INTRO: In this part you'll learn seven jobs and how to say who does what. Two tiny words carry most of it: "he's" and "she's". -In everyday English, **is** contracts onto the word before it: +CARD: To talk about a man, use **he**. **He is** almost always shortens to **he's**. +{Bill is a pilot.} +{He's a pilot.} +CARD: To talk about a woman, use **she**. **She is** shortens to **she's**. +{Betty is a doctor.} +{She's a doctor.} + +SUMMARY: | | | |---|---| -| Bill + is = Bill's | a pilot. | -| He + is = He's | a pilot. | -| Betty + is = Betty's | a doctor. | -| She + is = She's | a doctor. | +| Bill + is → Bill's | a pilot. | +| He + is → He's | a pilot. | +| Betty + is → Betty's | a doctor. | +| She + is → She's | a doctor. | -Say {He's a pilot} and {She's a doctor} — the long forms "He is", "She is" sound formal and slow. - -# Source: ST §He Is a Teacher. She Is a Doctor. (sentences) -$DIALOGUE Say It Both Ways -ID: l3-s3 -INTRO: Each sentence comes twice — first the long way, then the everyday short way. Repeat both, then use the short one for the rest of your life. -INSTRUCTION: Listen and repeat. +# Source: LLA 3A Figure 3 (VOCAB merged from ST §He and §She, which are dropped as twins) +$DIALOGUE Jobs: He and She +ID: 3a-f3 +INTRO: Meet seven people and their jobs. Repeat each question and its answer. +INSTRUCTION: Repeat the questions and the answers. REPEAT VOCAB: he's -LINE: He is a mechanic. He's a mechanic. +VOCAB: teacher +LINE: What's he? — He's a teacher. {page_058_001.jpg|A male teacher standing at a blackboard pointing with his left hand to some mathematical equations} {bk01-l3a-f3-01.mp3} VOCAB: she's -LINE: She is a mechanic. She's a mechanic. - -LINE: She is a doctor. She's a doctor. - -LINE: He is a doctor. He's a doctor. - -LINE: He is a cook. He's a cook. - -LINE: She is a cook. She's a cook. - -LINE: She is a student. She's a student. - -LINE: He is a student. He's a student. - -LINE: He is a pilot. He's a pilot. - -LINE: She is a pilot. She's a pilot. - -# Source: LLA 3A Figure 3 -# DROPPED (twin): ST "He" / "She" picture panels (l3-s4, l3-s5) — same presentations on cassette here and in 3b-f1. -$DIALOGUE What's He? What's She? -ID: 3a-f3 -INTRO: Seven people, seven jobs. Look at each picture, listen to the question and its answer, and repeat both. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: teacher -LINE: What's he? He's a teacher. {page_058_001.jpg} {bk01-l3a-f3-01.mp3} - VOCAB: student -LINE: What's she? She's a student. {page_058_002.jpg} {bk01-l3a-f3-02.mp3} +LINE: What's she? — She's a student. {page_058_002.jpg|A female student sitting at a desk and reading an open book} {bk01-l3a-f3-02.mp3} VOCAB: mechanic -LINE: What's he? He's a mechanic. {page_058_003.jpg} {bk01-l3a-f3-03.mp3} +LINE: What's he? — He's a mechanic. {page_058_003.jpg|A male mechanic in a cap working on the engine of a vehicle} {bk01-l3a-f3-03.mp3} VOCAB: cook -LINE: What's she? She's a cook. {page_058_004.jpg} {bk01-l3a-f3-04.mp3} +LINE: What's she? — She's a cook. {page_058_004.jpg|A female cook wearing an apron and working over a stove with steam rising} {bk01-l3a-f3-04.mp3} VOCAB: barber -LINE: What's he? He's a barber. {page_058_005.jpg} {bk01-l3a-f3-05.mp3} +LINE: What's he? — He's a barber. {page_058_005.jpg|A male barber combing and cutting the hair of a customer sitting in a chair} {bk01-l3a-f3-05.mp3} VOCAB: doctor -LINE: What's she? She's a doctor. {page_058_006.jpg} {bk01-l3a-f3-06.mp3} +LINE: What's she? — She's a doctor. {page_058_006.jpg|A female doctor wearing glasses and a medical coat with a stethoscope around her neck} {bk01-l3a-f3-06.mp3} VOCAB: pilot -LINE: What's he? He's a pilot. {page_058_007.jpg} {bk01-l3a-f3-07.mp3} +LINE: What's he? — He's a pilot. {page_058_007.jpg|A male pilot wearing a flight suit and holding a helmet, with jet airplanes shown in the background} {bk01-l3a-f3-07.mp3} -# Source: ST §They're Students. (grammar) -$GRAMMAR They're -ID: l3-s6 -INTRO: One doctor is "he" or "she". Two doctors are "they" — and when that happens, the "a" disappears and an "-s" shows up. - -| | | | | -|---|---|---|---| -| She | is | a | doctor. | -| He | is | a | doctor. | -| **They** | **are** | | **doctors.** | - -**They + are = They're** - -| | | -|---|---| -| They're | doctors. | -| They're | pilots. | -| They're | barbers. | - -So: {She's a doctor.} + {He's a doctor.} = {They're doctors.} — no "a", and "-s" on the job. - -# Source: LLA 3A Figure 4 -# DROPPED (twin): ST "They" picture panel (l3-s7) — same plural presentation on cassette here. -$DIALOGUE What Are They? -ID: 3a-f4 -INTRO: The same jobs, but now in pairs and groups. Listen to each question and answer, and repeat. -INSTRUCTION: Listen and repeat. +# Source: ST §He Is a Teacher. She Is a Doctor. (Sentences) +$DIALOGUE Long Form, Short Form +ID: l3-s3 +INTRO: Each sentence comes twice — the long way, then the short way people actually say it. Repeat both. +INSTRUCTION: Listen and repeat both forms. REPEAT -LINE: What are they? They're doctors. {page_058_008.jpg} {bk01-l3a-f4-01.mp3} -LINE: What are they? They're barbers. {page_058_009.jpg} {bk01-l3a-f4-02.mp3} -LINE: What are they? They're students. {page_058_010.jpg} {bk01-l3a-f4-03.mp3} -LINE: What are they? They're teachers. {page_058_011.jpg} {bk01-l3a-f4-04.mp3} -LINE: What are they? They're mechanics. {page_058_012.jpg} {bk01-l3a-f4-05.mp3} -LINE: What are they? They're pilots. {page_059_001.jpg} {bk01-l3a-f4-06.mp3} -LINE: What are they? They're cooks. {page_059_002.jpg} {bk01-l3a-f4-07.mp3} +LINE: He is a mechanic. He's a mechanic. +LINE: She is a mechanic. She's a mechanic. +LINE: She is a doctor. She's a doctor. +LINE: He is a doctor. He's a doctor. +LINE: He is a cook. He's a cook. +LINE: She is a cook. She's a cook. +LINE: She is a student. She's a student. +LINE: He is a student. He's a student. +LINE: He is a pilot. He's a pilot. +LINE: She is a pilot. She's a pilot. + +# Source: ST §They're Students. +$GRAMMAR They're +ID: l3-s6 +INTRO: One doctor is "he" or "she". Two doctors together become "they" — and the job word grows an "s". + +CARD: For two or more people, use **they are** → **they're**, and add **-s** to the job word. +{She is a doctor.} +{He is a doctor.} +{They are doctors.} +{They're doctors.} + +SUMMARY: +| | | +|---|---| +| They + are → They're | doctors. | +| | pilots. | +| | barbers. | + +# Source: LLA 3A Figure 4 (VOCAB merged from ST §They, dropped as twin) +$DIALOGUE Jobs: They +ID: 3a-f4 +INTRO: Now the same jobs, but in groups. Repeat each question and answer. +INSTRUCTION: Repeat the questions and the answers. +REPEAT + +VOCAB: they +VOCAB: they're +LINE: What are they? — They're doctors. {page_058_008.jpg|Three doctors wearing lab coats and stethoscopes, standing side-by-side} {bk01-l3a-f4-01.mp3} + +LINE: What are they? — They're barbers. {page_058_009.jpg|A group of four barbers in smocks standing together inside a barber shop} {bk01-l3a-f4-02.mp3} + +LINE: What are they? — They're students. {page_058_010.jpg|Two students carrying books and walking on a school campus} {bk01-l3a-f4-03.mp3} + +LINE: What are they? — They're teachers. {page_058_011.jpg|Two female teachers in front of a blackboard discussing a math formula} {bk01-l3a-f4-04.mp3} + +LINE: What are they? — They're mechanics. {page_058_012.jpg|Three male mechanics in overalls standing next to a car with an open hood} {bk01-l3a-f4-05.mp3} + +LINE: What are they? — They're pilots. {page_059_001.jpg|Two pilots in flight suits standing next to each other} {bk01-l3a-f4-06.mp3} + +LINE: What are they? — They're cooks. {page_059_002.jpg|Three cooks wearing chef hats and aprons standing together} {bk01-l3a-f4-07.mp3} # Source: LLA 3A Figure 5 -$DIALOGUE Occupation Sentences +$DIALOGUE He, She, and They — Sentences ID: 3a-f5 -INTRO: Now just the sentences, no pictures — singular first, then plural. Repeat each one and keep the rhythm going. -INSTRUCTION: Listen and repeat. +INTRO: One more pass through the jobs, singular and plural together. Repeat each sentence. +INSTRUCTION: Repeat the sentences. REPEAT LINE: He's a teacher. {bk01-l3a-f5-01.mp3} @@ -330,306 +297,120 @@ LINE: They're pilots. {bk01-l3a-f5-13.mp3} LINE: They're cooks. {bk01-l3a-f5-14.mp3} # Source: LLA 3A Figure 6 -$SELECT Match the Job to the Picture +$SELECT Tap the Right Picture ID: 3a-f6 -INTRO: Listen to the question and answer, then tap the picture that matches. Careful — some pictures show one person and some show a whole crew. +HIDE_PROMPT +INTRO: Listen to the question and answer, then tap the picture that matches. One person or several? He or she? Listen carefully. INSTRUCTION: Tap the correct picture. -PROMPT: What's he? He's a teacher. {bk01-l3a-f6-01.mp3} -OPTION: a | male teacher pointing to math equations {page_060_001.jpg} -OPTION: b | female teacher {page_060_002.jpg} -OPTION: c | two female teachers {page_060_003.jpg} +PROMPT: What's he? — He's a teacher. {bk01-l3a-f6-01-q.mp3} +OPTION: a | male teacher {page_060_001.jpg|A male teacher pointing to math equations on a blackboard} {bk01-l3a-f6-01-a.mp3} +OPTION: b | female teacher {page_060_002.jpg|A female teacher pointing to math equations on a blackboard with a pointer stick} +OPTION: c | two teachers {page_060_003.jpg|Two female teachers discussing math equations on a blackboard} ANSWER: a -PROMPT: What are they? They're students. {bk01-l3a-f6-02.mp3} -OPTION: a | male student {page_060_004.jpg} -OPTION: b | female student {page_060_005.jpg} -OPTION: c | two students {page_060_006.jpg} +PROMPT: What are they? — They're students. {bk01-l3a-f6-02-q.mp3} +OPTION: a | male student {page_060_004.jpg|A young male student wearing a sweater with the letter H} +OPTION: b | female student {page_060_005.jpg|A female student reading an open book} +OPTION: c | two students {page_060_006.jpg|Two students walking together with books} {bk01-l3a-f6-02-a.mp3} ANSWER: c -PROMPT: What's he? He's a mechanic. {bk01-l3a-f6-03.mp3} -OPTION: a | three mechanics {page_060_007.jpg} -OPTION: b | mechanic working on an engine {page_060_008.jpg} -OPTION: c | mechanic under the hood {page_060_009.jpg} +PROMPT: What's he? — He's a mechanic. {bk01-l3a-f6-03-q.mp3} +OPTION: a | three mechanics {page_060_007.jpg|Three mechanics standing together} +OPTION: b | mechanic working on engine {page_060_008.jpg|A mechanic working on a car engine} +OPTION: c | mechanic under hood {page_060_009.jpg|A different mechanic working under the hood of a vehicle} {bk01-l3a-f6-03-a.mp3} ANSWER: c -PROMPT: What's she? She's a doctor. {bk01-l3a-f6-04.mp3} -OPTION: a | female doctor {page_060_010.jpg} -OPTION: b | male doctor {page_060_011.jpg} -OPTION: c | three doctors {page_060_012.jpg} +PROMPT: What's she? — She's a doctor. {bk01-l3a-f6-04-q.mp3} +OPTION: a | female doctor {page_060_010.jpg|A female doctor with a stethoscope} {bk01-l3a-f6-04-a.mp3} +OPTION: b | male doctor {page_060_011.jpg|A male doctor wearing glasses and a medical coat} +OPTION: c | three doctors {page_060_012.jpg|Three doctors standing side-by-side} ANSWER: a -PROMPT: What are they? They're mechanics. {bk01-l3a-f6-05.mp3} -OPTION: a | mechanic working on an engine {page_060_013.jpg} -OPTION: b | mechanic under the hood {page_060_014.jpg} -OPTION: c | three mechanics {page_060_015.jpg} +PROMPT: What are they? — They're mechanics. {bk01-l3a-f6-05-q.mp3} +OPTION: a | mechanic working on engine {page_060_013.jpg|A mechanic working on a car engine} +OPTION: b | mechanic under hood {page_060_014.jpg|A different mechanic working under the hood} +OPTION: c | three mechanics {page_060_015.jpg|Three mechanics standing together} {bk01-l3a-f6-05-a.mp3} ANSWER: c -PROMPT: What's he? He's a barber. {bk01-l3a-f6-06.mp3} -OPTION: a | male doctor {page_061_001.jpg} -OPTION: b | barber cutting hair {page_061_002.jpg} -OPTION: c | female teacher and student {page_061_003.jpg} +PROMPT: What's he? — He's a barber. {bk01-l3a-f6-06-q.mp3} +OPTION: a | doctor {page_061_001.jpg|A male doctor wearing a white lab coat with a stethoscope around his neck} +OPTION: b | barber {page_061_002.jpg|A barber cutting a boy's hair} {bk01-l3a-f6-06-a.mp3} +OPTION: c | teacher {page_061_003.jpg|A female teacher pointing to mathematical formulas on a chalkboard while talking to a female student} ANSWER: b -PROMPT: What's she? She's a teacher. {bk01-l3a-f6-07.mp3} -OPTION: a | female teacher pointing at chalkboard {page_061_004.jpg} -OPTION: b | mechanic working on an engine {page_061_005.jpg} -OPTION: c | female teacher and student {page_061_006.jpg} +PROMPT: What's she? — She's a teacher. {bk01-l3a-f6-07-q.mp3} +OPTION: a | teacher {page_061_004.jpg|A female teacher pointing at mathematical formulas on a chalkboard with a pointer} {bk01-l3a-f6-07-a.mp3} +OPTION: b | mechanic {page_061_005.jpg|A male mechanic working on an engine with tools} +OPTION: c | teacher and student {page_061_006.jpg|A female teacher pointing to mathematical formulas on a chalkboard while talking to a female student} ANSWER: a -PROMPT: What are they? They're cooks. {bk01-l3a-f6-08.mp3} -OPTION: a | three cooks {page_061_007.jpg} -OPTION: b | male chef stirring a pot {page_061_008.jpg} -OPTION: c | mechanic {page_061_009.jpg} +PROMPT: What are they? — They're cooks. {bk01-l3a-f6-08-q.mp3} +OPTION: a | three cooks {page_061_007.jpg|Three cooks wearing chef hats standing together} {bk01-l3a-f6-08-a.mp3} +OPTION: b | one cook {page_061_008.jpg|A male chef stirring food in a pot with steam rising} +OPTION: c | mechanic {page_061_009.jpg|A mechanic working inside the engine bay of a car} ANSWER: a -PROMPT: What are they? They're barbers. {bk01-l3a-f6-09.mp3} -OPTION: a | male doctor {page_061_010.jpg} -OPTION: b | class of students {page_061_011.jpg} -OPTION: c | mechanic {page_061_012.jpg} +PROMPT: What are they? — They're barbers. {bk01-l3a-f6-09-q.mp3} +OPTION: a | doctor {page_061_010.jpg|A male doctor wearing a white lab coat with a stethoscope around his neck} +OPTION: b | classroom {page_061_011.jpg|A class of students listening to their teacher} {bk01-l3a-f6-09-a.mp3} +OPTION: c | mechanic {page_061_012.jpg|A male mechanic working on an engine with tools} ANSWER: b -PROMPT: What's she? She's a pilot. {bk01-l3a-f6-10.mp3} -OPTION: a | female pilot {page_061_013.jpg} -OPTION: b | male pilot {page_061_014.jpg} -OPTION: c | three cooks {page_061_015.jpg} +PROMPT: What's she? — She's a pilot. {bk01-l3a-f6-10-q.mp3} +OPTION: a | female pilot {page_061_013.jpg|A female pilot in uniform looking upwards} {bk01-l3a-f6-10-a.mp3} +OPTION: b | male pilot {page_061_014.jpg|A male pilot in uniform smiling} +OPTION: c | three cooks {page_061_015.jpg|Three cooks wearing chef hats standing together} ANSWER: a # Source: LLA 3A Figure 7 -$PRODUCE Answer: What Are They? +$PRODUCE Answer: What Is He? ID: 3a-f7 -INTRO: Your turn to talk. Look at the picture, listen to the question, and answer aloud in a full sentence — then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal +INTRO: Your turn to talk. Look at the picture, listen to the question, and answer aloud with a full sentence — then repeat the model answer. +INSTRUCTION: Answer aloud with a full sentence. REPEAT EXAMPLE -PROMPT: What is he? {page_062_001.jpg} {bk01-l3a-f7-ex-q.mp3} +PROMPT: What is he? {page_062_001.jpg|A male pilot in uniform smiling} {bk01-l3a-f7-ex-q.mp3} RESPONSE: He's a pilot. {bk01-l3a-f7-ex-a.mp3} -PROMPT: What is he? {page_062_002.jpg} {bk01-l3a-f7-01-q.mp3} +PROMPT: What is he? {page_062_002.jpg|A male pilot in uniform smiling} {bk01-l3a-f7-01-q.mp3} RESPONSE: He's a pilot. {bk01-l3a-f7-01-a.mp3} -PROMPT: What is she? {page_062_003.jpg} {bk01-l3a-f7-02-q.mp3} +PROMPT: What is she? {page_062_003.jpg|A female nurse or medical professional wearing a uniform with a badge} {bk01-l3a-f7-02-q.mp3} RESPONSE: She's a doctor. {bk01-l3a-f7-02-a.mp3} -PROMPT: What are they? {page_062_004.jpg} {bk01-l3a-f7-03-q.mp3} +PROMPT: What are they? {page_062_004.jpg|A class of students looking towards their teacher} {bk01-l3a-f7-03-q.mp3} RESPONSE: They're barbers. {bk01-l3a-f7-03-a.mp3} -PROMPT: What are they? {page_062_005.jpg} {bk01-l3a-f7-04-q.mp3} +PROMPT: What are they? {page_062_005.jpg|A female teacher pointing to mathematical equations on a chalkboard while talking to a female student} {bk01-l3a-f7-04-q.mp3} RESPONSE: They're teachers. {bk01-l3a-f7-04-a.mp3} -PROMPT: What are they? {page_062_006.jpg} {bk01-l3a-f7-05-q.mp3} +PROMPT: What are they? {page_062_006.jpg|Three cooks wearing chef hats standing together} {bk01-l3a-f7-05-q.mp3} RESPONSE: They're cooks. {bk01-l3a-f7-05-a.mp3} -PROMPT: What is he? {page_062_007.jpg} {bk01-l3a-f7-06-q.mp3} +PROMPT: What is he? {page_062_007.jpg|A boy wearing a sweater with the letter H on it, holding a book} {bk01-l3a-f7-06-q.mp3} RESPONSE: He's a student. {bk01-l3a-f7-06-a.mp3} -PROMPT: What are they? {page_062_008.jpg} {bk01-l3a-f7-07-q.mp3} +PROMPT: What are they? {page_062_008.jpg|A male student wearing a jacket with the letter C on it standing next to a female student with books} {bk01-l3a-f7-07-q.mp3} RESPONSE: They're students. {bk01-l3a-f7-07-a.mp3} -PROMPT: What are they? {page_062_009.jpg} {bk01-l3a-f7-08-q.mp3} +PROMPT: What are they? {page_062_009.jpg|Three male mechanics in uniforms standing together next to a vehicle} {bk01-l3a-f7-08-q.mp3} RESPONSE: They're mechanics. {bk01-l3a-f7-08-a.mp3} -PROMPT: What are they? {page_062_010.jpg} {bk01-l3a-f7-09-q.mp3} +PROMPT: What are they? {page_062_010.jpg|A male pilot and a female pilot standing side-by-side in uniform} {bk01-l3a-f7-09-q.mp3} RESPONSE: They're pilots. {bk01-l3a-f7-09-a.mp3} -PROMPT: What are they? {page_062_011.jpg} {bk01-l3a-f7-10-q.mp3} +PROMPT: What are they? {page_062_011.jpg|A class of students looking towards their teacher} {bk01-l3a-f7-10-q.mp3} RESPONSE: They're barbers. {bk01-l3a-f7-10-a.mp3} -$LESSON 3-3: Am, Is, Are — Every Pronoun - -# Source: LLA 3B vocabulary pass -$DIALOGUE Occupation Words and Sentences -ID: 3b-ls1 -INTRO: In this part you'll put "am", "is", and "are" with every pronoun. First, a second pass over the job words: each word twice, then a sentence. Repeat everything. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: barber -LINE: Barber. Barber. He's a barber. He's a barber. {bk01-l3b-f1-01a.mp3} - -VOCAB: cook -LINE: Cook. Cook. She's a cook. She's a cook. {bk01-l3b-f1-02a.mp3} - -VOCAB: doctor -LINE: Doctor. Doctor. She's a doctor. She's a doctor. {bk01-l3b-f1-03a.mp3} - -VOCAB: mechanic -LINE: Mechanic. Mechanic. He's a mechanic. He's a mechanic. {bk01-l3b-f1-04a.mp3} - -VOCAB: pilot -LINE: Pilot. Pilot. They're pilots. They're pilots. {bk01-l3b-f1-05a.mp3} - -VOCAB: student -LINE: Students. Students. We're students. We're students. {bk01-l3b-f1-06a.mp3} - -VOCAB: teacher -LINE: Teacher. Teacher. He's a teacher. He's a teacher. {bk01-l3b-f1-07a.mp3} - -# Source: LLA 3B Figure 1 -$DIALOGUE Occupations Review -ID: 3b-f1 -INTRO: The same jobs, new faces. Look at each picture and repeat the sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: He's a barber. {page_067_001.jpg} {bk01-l3b-f1-01b.mp3} -LINE: She's a doctor. {page_067_002.jpg} {bk01-l3b-f1-02b.mp3} -LINE: He's a cook. {page_067_003.jpg} {bk01-l3b-f1-03b.mp3} -LINE: She's a student. {page_067_004.jpg} {bk01-l3b-f1-04b.mp3} -LINE: They're pilots. {page_067_005.jpg} {bk01-l3b-f1-05b.mp3} -LINE: They're teachers. {page_067_006.jpg} {bk01-l3b-f1-06b.mp3} -LINE: He's a mechanic. {page_067_007.jpg} {bk01-l3b-f1-07b.mp3} -LINE: He's a doctor. {page_067_008.jpg} {bk01-l3b-f1-08b.mp3} - -# Source: ST §We're Students. (grammar) -$GRAMMAR We're -ID: l3-s9 -INTRO: When "I" joins anyone else, the group is "we" — and "we" takes "are". - -| | | | | -|---|---|---|---| -| She | is | a | student. | -| I | am | a | student. | -| **We** | **are** | | **students.** | - -**We + are = We're** - -| | | -|---|---| -| We're | doctors. | -| We're | pilots. | -| We're | barbers. | - -{She's a student.} + {I'm a student.} = {We're students.} - -# Source: ST §We're Students. (sentences) -$DIALOGUE We're Students -ID: l3-s10 -INTRO: You and I, he and I, Bob and Tom and I — they all become "we". Repeat each pair of sentences. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: we -VOCAB: we're -LINE: You and I are cooks. We're cooks. - -LINE: He and I are students. We're students. -LINE: She and I are mechanics. We're mechanics. -LINE: You and I are pilots. We're pilots. -LINE: They and I are students. We're students. -LINE: John and I are teachers. We're teachers. -LINE: Mr. Jones, Mrs. Smith and I are cooks. We're cooks. -LINE: Bob, Tom and I are pilots. We're pilots. -LINE: You and I are mechanics. We're mechanics. -LINE: Ted and I are barbers. We're barbers. - -# Source: ST §You're Mechanics. (grammar) -$GRAMMAR You're -ID: l3-s11 -INTRO: English uses the same "you" for one person or a whole room — only the noun changes. - -| | | | | -|---|---|---|---| -| She | is | a | mechanic. | -| You | are | a | mechanic. | -| **You** | **are** | | **mechanics.** | - -**You + are = You're** - -| | | -|---|---| -| You're | doctors. | -| You're | pilots. | -| You're | barbers. | - -One person: {You're a mechanic.} Several people: {You're mechanics.} - -# Source: ST §You're Mechanics. (sentences) -$DIALOGUE You're Mechanics -ID: l3-s12 -INTRO: Repeat these sentences — watch how "you" plus one more person becomes plural "you". -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: He's a pilot. You're a pilot. You're pilots. -LINE: She's a doctor. You're a doctor. You're doctors. -LINE: You're a student. He's a student. You're students. -LINE: You're a cook, and Tom is a cook. You're cooks. -LINE: You're a mechanic and she is a mechanic. You're mechanics. -LINE: Bill's a teacher. You're a teacher. You're teachers. -LINE: John's a barber. You're a barber. You're barbers. -LINE: She's a cook, and you're a cook. You're cooks. - -# Source: LLA 3B Figure 2 -$SELECT Am, Is, or Are? -ID: 3b-f2 -INTRO: Now the tape gives you the pieces of a sentence with the verb missing. Tap am, is, or are — then repeat the whole sentence. -INSTRUCTION: Tap the correct verb. -REPEAT - -EXAMPLE -PROMPT: "She" ... "a pilot." {bk01-l3b-f2-ex-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-ex-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "They" ... "students." {bk01-l3b-f2-01-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-01-a.mp3} -ANSWER: c - -PROMPT: "He" ... "a doctor." {bk01-l3b-f2-02-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-02-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "You" ... "his teacher." {bk01-l3b-f2-03-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-03-a.mp3} -ANSWER: c - -PROMPT: "He" ... "my barber." {bk01-l3b-f2-04-q.mp3} -OPTION: a | am -OPTION: b | is {bk01-l3b-f2-04-a.mp3} -OPTION: c | are -ANSWER: b - -PROMPT: "We" ... "pilots." {bk01-l3b-f2-05-q.mp3} -OPTION: a | am -OPTION: b | is -OPTION: c | are {bk01-l3b-f2-05-a.mp3} -ANSWER: c - -PROMPT: "You" ... "a mechanic." {bk01-l3b-f2-06-q.mp3} -OPTION: a | Am -OPTION: b | Is -OPTION: c | Are {bk01-l3b-f2-06-a.mp3} -ANSWER: c - -PROMPT: "I" ... "your teacher." {bk01-l3b-f2-07-q.mp3} -OPTION: a | am {bk01-l3b-f2-07-a.mp3} -OPTION: b | is -OPTION: c | are -ANSWER: a - -PROMPT: "He" ... "a doctor." {bk01-l3b-f2-08-q.mp3} -OPTION: a | Am -OPTION: b | Is {bk01-l3b-f2-08-a.mp3} -OPTION: c | Are -ANSWER: b - -# Source: ST §Change to "They're" +# Source: ST §They're Students. (Practice) $PRODUCE Make It Plural ID: l3-s8 -INTRO: One cook becomes many. Read the sentence and change it to "they're" — the "a" goes away and an "-s" arrives. -INSTRUCTION: Change the sentence to plural, aloud. +INTRO: One becomes many. Read each sentence about one person and say it again about a group with "they're" — don't forget the "s". +INSTRUCTION: Change each sentence to plural using "They're". INPUT: speak CHECK: reveal SHOW_PROMPT @@ -668,280 +449,500 @@ RESPONSE: They're mechanics. PROMPT: He's a teacher. RESPONSE: They're teachers. -$LESSON 3-4: Money — U.S. Coins +$SESSION 3-3: We're, You're — Am, Is, Are -# Source: LLA 3B Figure 3 (value notations merged from ST §This Is Money.) -# DROPPED (twin): ST "This Is Money." (l3-s33) — same presentation; cassette version kept, ST notation notes merged in. -$DIALOGUE U.S. Coins -ID: 3b-f3 -INTRO: Time for money. Six coins, from the humble penny up to the dollar. Listen, repeat, and hold on to the values — there's a quiz right after. +# Source: ST §We're Students. +$GRAMMAR We're +ID: l3-s9 +INTRO: In this part you'll finish the family of "be": we're, you're, and the full set — am, is, are. + +CARD: When you talk about yourself and someone else together, use **we are** → **we're**. +{I am a student.} +{She is a student.} +{We are students.} +{We're students.} + +SUMMARY: +| | | +|---|---| +| We + are → We're | doctors. | +| | pilots. | +| | barbers. | + +# Source: ST §We're Students. (sentences) +$DIALOGUE We're Students +ID: l3-s10 +INTRO: Any group that includes "I" becomes "we" — you, him, her, even Mr. Jones and Mrs. Smith. Repeat each pair. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +VOCAB: we're +LINE: You and I are cooks. We're cooks. +LINE: He and I are students. We're students. +LINE: She and I are mechanics. We're mechanics. +LINE: You and I are pilots. We're pilots. +LINE: They and I are students. We're students. +LINE: John and I are teachers. We're teachers. +LINE: Mr. Jones, Mrs. Smith and I are cooks. We're cooks. +LINE: Bob, Tom and I are pilots. We're pilots. +LINE: You and I are mechanics. We're mechanics. +LINE: Ted and I are barbers. We're barbers. + +# Source: ST §You're Mechanics. +$GRAMMAR You're +ID: l3-s11 +INTRO: English is economical: "you" is one person or a whole room. Here's how it works with "are". + +CARD: **You** works for one person or several. **You are** → **you're**. +{You are a mechanic.} +{You are mechanics.} +{You're mechanics.} + +SUMMARY: +| | | +|---|---| +| You + are → You're | doctors. | +| | pilots. | +| | barbers. | + +# Source: ST §You're Mechanics. (sentences) +$DIALOGUE You're Mechanics +ID: l3-s12 +INTRO: One "you" plus another person makes a plural "you". Repeat each set of sentences. +INSTRUCTION: Listen and repeat these sentences. +REPEAT + +VOCAB: you're +LINE: He's a pilot. You're a pilot. You're pilots. +LINE: She's a doctor. You're a doctor. You're doctors. +LINE: You're a student. He's a student. You're students. +LINE: You're a cook, and Tom is a cook. You're cooks. +LINE: You're a mechanic and she is a mechanic. You're mechanics. +LINE: Bill's a teacher. You're a teacher. You're teachers. +LINE: John's a barber. You're a barber. You're barbers. +LINE: She's a cook, and you're a cook. You're cooks. + +# Source: LLA 3B Listening and Speaking Activity +$DIALOGUE Jobs: Word and Sentence +ID: 3b-ls1 +INTRO: Hear each job word alone, then inside a sentence. Repeat both. INSTRUCTION: Listen and repeat. REPEAT +LINE: Barber. {bk01-l3b-f1-ls01a.mp3} +LINE: He's a barber. {bk01-l3b-f1-ls01b.mp3} + +LINE: Cook. {bk01-l3b-f1-ls02a.mp3} +LINE: She's a cook. {bk01-l3b-f1-ls02b.mp3} + +LINE: Doctor. {bk01-l3b-f1-ls03a.mp3} +LINE: She's a doctor. {bk01-l3b-f1-ls03b.mp3} + +LINE: Mechanic. {bk01-l3b-f1-ls04a.mp3} +LINE: He's a mechanic. {bk01-l3b-f1-ls04b.mp3} + +LINE: Pilot. {bk01-l3b-f1-ls05a.mp3} +LINE: They're pilots. {bk01-l3b-f1-ls05b.mp3} + +LINE: Students. {bk01-l3b-f1-ls06a.mp3} +LINE: We're students. {bk01-l3b-f1-ls06b.mp3} + +LINE: Teacher. {bk01-l3b-f1-ls07a.mp3} +LINE: He's a teacher. {bk01-l3b-f1-ls07b.mp3} + +# Source: LLA 3B Figure 1 +$DIALOGUE Jobs in Pictures +ID: 3b-f1 +INTRO: The whole cast again, in pictures. Repeat each sentence about the person's job. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: He's a barber. {page_067_001.jpg|A male barber cutting a man's hair} {bk01-l3b-f1-01.mp3} +LINE: She's a doctor. {page_067_002.jpg|A female nurse looking forward} {bk01-l3b-f1-02.mp3} +LINE: He's a cook. {page_067_003.jpg|A male chef stirring a pot on a stove} {bk01-l3b-f1-03.mp3} +LINE: She's a student. {page_067_004.jpg|A female student or professional reading a book at her desk} {bk01-l3b-f1-04.mp3} +LINE: They're pilots. {page_067_005.jpg|Two military officers, a man and a woman, standing side-by-side} {bk01-l3b-f1-05.mp3} +LINE: They're teachers. {page_067_006.jpg|A female teacher writing math equations on a blackboard while talking to a female student} {bk01-l3b-f1-06.mp3} +LINE: He's a mechanic. {page_067_007.jpg|A male mechanic repairing an engine under the hood of a vehicle} {bk01-l3b-f1-07.mp3} +LINE: He's a doctor. {page_067_008.jpg|A male doctor wearing glasses and a lab coat} {bk01-l3b-f1-08.mp3} + +# Source: LLA 3B Figure 2 +$SELECT Am, Is, or Are? +ID: 3b-f2 +INTRO: Every subject picks its own form of "be" — I am, he is, they are. Listen, tap the word that fits, then repeat the full sentence. +INSTRUCTION: Tap the correct word. +REPEAT + +EXAMPLE +TEMPLATE: She ____ a pilot. +PROMPT: She ... a pilot. {bk01-l3b-f2-ex-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are +ANSWER: b +FEEDBACK: She is a pilot. {bk01-l3b-f2-ex-fb.mp3} + +TEMPLATE: They ____ students. +PROMPT: They ... students. {bk01-l3b-f2-01-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are +ANSWER: c +FEEDBACK: They are students. {bk01-l3b-f2-01-fb.mp3} + +TEMPLATE: He ____ a doctor. +PROMPT: He ... a doctor. {bk01-l3b-f2-02-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are +ANSWER: b +FEEDBACK: He is a doctor. {bk01-l3b-f2-02-fb.mp3} + +TEMPLATE: You ____ his teacher. +PROMPT: You ... his teacher. {bk01-l3b-f2-03-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are +ANSWER: c +FEEDBACK: You are his teacher. {bk01-l3b-f2-03-fb.mp3} + +TEMPLATE: He ____ my barber. +PROMPT: He ... my barber. {bk01-l3b-f2-04-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are +ANSWER: b +FEEDBACK: He is my barber. {bk01-l3b-f2-04-fb.mp3} + +TEMPLATE: We ____ pilots. +PROMPT: We ... pilots. {bk01-l3b-f2-05-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are +ANSWER: c +FEEDBACK: We are pilots. {bk01-l3b-f2-05-fb.mp3} + +TEMPLATE: ____ you a mechanic? +PROMPT: ... you a mechanic? {bk01-l3b-f2-06-q.mp3} +OPTION: a | Am +OPTION: b | Is +OPTION: c | Are +ANSWER: c +FEEDBACK: Are you a mechanic? {bk01-l3b-f2-06-fb.mp3} + +TEMPLATE: I ____ your teacher. +PROMPT: I ... your teacher. {bk01-l3b-f2-07-q.mp3} +OPTION: a | am +OPTION: b | is +OPTION: c | are +ANSWER: a +FEEDBACK: I am your teacher. {bk01-l3b-f2-07-fb.mp3} + +TEMPLATE: ____ he a doctor? +PROMPT: ... he a doctor? {bk01-l3b-f2-08-q.mp3} +OPTION: a | Am +OPTION: b | Is +OPTION: c | Are +ANSWER: b +FEEDBACK: Is he a doctor? {bk01-l3b-f2-08-fb.mp3} + +$SESSION 3-4: American Money + +# Source: LLA 3B Figure 3 (NOTES enriched from ST §This Is Money., dropped as twin) +$DIALOGUE American Coins and Bills +ID: 3b-f3 +INTRO: In this part, money — the names and values of American coins and the dollar bill. Listen and repeat; the values matter later. +INSTRUCTION: Repeat the words and sentences. +REPEAT + VOCAB: penny +LINE: This is a penny. {page_068_001.jpg|Both sides of a US penny coin showing Abraham Lincoln and the Lincoln Memorial} {bk01-l3b-f3-01a.mp3} VOCAB: cent -LINE: Penny. This is a penny. It's 1 cent. {page_068_001.jpg} {bk01-l3b-f3-01.mp3} -NOTES: 1¢ — $.01 +LINE: It's 1 cent. {page_068_001.jpg|Both sides of a US penny coin showing Abraham Lincoln and the Lincoln Memorial} {bk01-l3b-f3-01b.mp3} +NOTES: 1¢, $.01 VOCAB: nickel -LINE: Nickel. This is a nickel. It's 5 cents. {page_069_001.jpg} {bk01-l3b-f3-02.mp3} -NOTES: 5¢ — $.05 +LINE: This is a nickel. {page_069_001.jpg|Both sides of a US nickel coin showing Thomas Jefferson and Monticello} {bk01-l3b-f3-02a.mp3} +LINE: It's 5 cents. {page_069_001.jpg|Both sides of a US nickel coin showing Thomas Jefferson and Monticello} {bk01-l3b-f3-02b.mp3} +NOTES: 5¢, $.05 VOCAB: dime -LINE: Dime. This is a dime. It's 10 cents. {page_069_002.jpg} {bk01-l3b-f3-03.mp3} -NOTES: 10¢ — $.10 +LINE: This is a dime. {page_069_002.jpg|Both sides of a US dime coin showing Franklin D. Roosevelt and an olive branch, torch, and oak branch} {bk01-l3b-f3-03a.mp3} +LINE: It's 10 cents. {page_069_002.jpg|Both sides of a US dime coin showing Franklin D. Roosevelt and an olive branch, torch, and oak branch} {bk01-l3b-f3-03b.mp3} +NOTES: 10¢, $.10 VOCAB: quarter -LINE: Quarter. This is a quarter. It's 25 cents. {page_069_003.jpg} {bk01-l3b-f3-04.mp3} -NOTES: 25¢ — $.25 +LINE: This is a quarter. {page_069_003.jpg|Both sides of a US quarter coin showing George Washington and the presidential eagle} {bk01-l3b-f3-04a.mp3} +LINE: It's 25 cents. {page_069_003.jpg|Both sides of a US quarter coin showing George Washington and the presidential eagle} {bk01-l3b-f3-04b.mp3} +NOTES: 25¢, $.25 VOCAB: half dollar -LINE: Half dollar. This is a half dollar. It's 50 cents. {page_069_004.jpg} {bk01-l3b-f3-05.mp3} -NOTES: 50¢ — $.50 +LINE: This is a half dollar. {page_069_004.jpg|Both sides of a US half dollar coin showing John F. Kennedy and the presidential seal} {bk01-l3b-f3-05a.mp3} +LINE: It's 50 cents. {page_069_004.jpg|Both sides of a US half dollar coin showing John F. Kennedy and the presidential seal} {bk01-l3b-f3-05b.mp3} +NOTES: 50¢, $.50 VOCAB: dollar -LINE: Dollar. This is a dollar. It's 100 cents. {page_069_005.jpg} {bk01-l3b-f3-06.mp3} -NOTES: 100¢ — $1.00 +LINE: This is a dollar. {page_069_005.jpg|Front of a US one-dollar bill showing George Washington} {bk01-l3b-f3-06a.mp3} +LINE: It's 100 cents. {page_069_005.jpg|Front of a US one-dollar bill showing George Washington} {bk01-l3b-f3-06b.mp3} +NOTES: 100¢, $1.00 # Source: LLA 3B Figure 4 -$SELECT Coin Values +$SELECT How Many Cents? ID: 3b-f4 -INTRO: Here's that quiz. You'll hear the name of a coin — tap its value, then repeat the answer. +REFERENCE: 3b-f3 +INTRO: Time to prove you know your coins. Hear the name, tap its value, then repeat the full sentence. Open the coin cards again if you need them. INSTRUCTION: Tap the correct value. REPEAT PROMPT: A dime is... {bk01-l3b-f4-01-q.mp3} OPTION: a | 1 cent OPTION: b | 5 cents -OPTION: c | 10 cents {bk01-l3b-f4-01-a.mp3} +OPTION: c | 10 cents OPTION: d | 25 cents ANSWER: c +FEEDBACK: A dime is 10 cents. {bk01-l3b-f4-01-fb.mp3} PROMPT: A quarter is... {bk01-l3b-f4-02-q.mp3} OPTION: a | 1 cent OPTION: b | 5 cents OPTION: c | 10 cents -OPTION: d | 25 cents {bk01-l3b-f4-02-a.mp3} +OPTION: d | 25 cents ANSWER: d +FEEDBACK: A quarter is 25 cents. {bk01-l3b-f4-02-fb.mp3} PROMPT: A nickel is... {bk01-l3b-f4-03-q.mp3} OPTION: a | 1 cent -OPTION: b | 5 cents {bk01-l3b-f4-03-a.mp3} +OPTION: b | 5 cents OPTION: c | 10 cents OPTION: d | 25 cents ANSWER: b +FEEDBACK: A nickel is 5 cents. {bk01-l3b-f4-03-fb.mp3} PROMPT: A penny is... {bk01-l3b-f4-04-q.mp3} -OPTION: a | 1 cent {bk01-l3b-f4-04-a.mp3} +OPTION: a | 1 cent OPTION: b | 5 cents OPTION: c | 10 cents OPTION: d | 25 cents ANSWER: a +FEEDBACK: A penny is 1 cent. {bk01-l3b-f4-04-fb.mp3} PROMPT: A half dollar is... {bk01-l3b-f4-05-q.mp3} OPTION: a | 1 cent -OPTION: b | 50 cents {bk01-l3b-f4-05-a.mp3} +OPTION: b | 50 cents OPTION: c | 10 cents OPTION: d | 100 cents ANSWER: b +FEEDBACK: A half dollar is 50 cents. {bk01-l3b-f4-05-fb.mp3} PROMPT: A dollar is... {bk01-l3b-f4-06-q.mp3} OPTION: a | 50 cents OPTION: b | 5 cents -OPTION: c | 100 cents {bk01-l3b-f4-06-a.mp3} +OPTION: c | 100 cents OPTION: d | 25 cents ANSWER: c +FEEDBACK: A dollar is 100 cents. {bk01-l3b-f4-06-fb.mp3} # Source: LLA 3A Figure 8 -$PRODUCE What Are Those? — Coins +$PRODUCE What Are Those? ID: 3a-f8 -INTRO: Piles of coins now. Look at the picture, listen to the question, and answer aloud in a full sentence — then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal +INTRO: Now answer questions about money, in the plural — "they're dimes". Look, listen, answer aloud, then repeat the model. +INSTRUCTION: Answer aloud with a full sentence. REPEAT EXAMPLE -PROMPT: What are those? {page_063_001.jpg} {bk01-l3a-f8-ex-q.mp3} +PROMPT: What are those? {page_063_001.jpg|Three dimes side-by-side} {bk01-l3a-f8-ex-q.mp3} RESPONSE: They're dimes. {bk01-l3a-f8-ex-a.mp3} -PROMPT: What are those? {page_063_002.jpg} {bk01-l3a-f8-01-q.mp3} +PROMPT: What are those? {page_063_002.jpg|Three dimes overlapping} {bk01-l3a-f8-01-q.mp3} RESPONSE: They're dimes. {bk01-l3a-f8-01-a.mp3} -PROMPT: What are those? {page_063_003.jpg} {bk01-l3a-f8-02-q.mp3} +PROMPT: What are those? {page_063_003.jpg|Three quarters overlapping} {bk01-l3a-f8-02-q.mp3} RESPONSE: They're nickels. {bk01-l3a-f8-02-a.mp3} -PROMPT: What are those? {page_063_004.jpg} {bk01-l3a-f8-03-q.mp3} +PROMPT: What are those? {page_063_004.jpg|Three nickels overlapping} {bk01-l3a-f8-03-q.mp3} RESPONSE: They're pennies. {bk01-l3a-f8-03-a.mp3} -PROMPT: What are those? {page_063_005.jpg} {bk01-l3a-f8-04-q.mp3} +PROMPT: What are those? {page_063_005.jpg|Three quarters overlapping, dated 1965} {bk01-l3a-f8-04-q.mp3} RESPONSE: They're quarters. {bk01-l3a-f8-04-a.mp3} -PROMPT: What are those? {page_063_006.jpg} {bk01-l3a-f8-05-q.mp3} +PROMPT: What are those? {page_063_006.jpg|Three one-dollar bills fanned out} {bk01-l3a-f8-05-q.mp3} RESPONSE: They're dollars. {bk01-l3a-f8-05-a.mp3} -PROMPT: What are those? {page_063_007.jpg} {bk01-l3a-f8-06-q.mp3} +PROMPT: What are those? {page_063_007.jpg|Three half-dollar coins overlapping, showing JFK profile and dated 1965} {bk01-l3a-f8-06-q.mp3} RESPONSE: They're half dollars. {bk01-l3a-f8-06-a.mp3} -PROMPT: What are they? {page_063_008.jpg} {bk01-l3a-f8-07-q.mp3} +PROMPT: What are they? {page_063_008.jpg|Three nickels above two dimes} {bk01-l3a-f8-07-q.mp3} RESPONSE: They're nickels and dimes. {bk01-l3a-f8-07-a.mp3} -PROMPT: What are they? {page_063_009.jpg} {bk01-l3a-f8-08-q.mp3} +PROMPT: What are they? {page_063_009.jpg|Four nickels above three dimes} {bk01-l3a-f8-08-q.mp3} RESPONSE: They're pennies and dimes. {bk01-l3a-f8-08-a.mp3} # Source: ST §What's This? It's a Nickel. -$PRODUCE One Coin at a Time +$PRODUCE Coins in Your Hand ID: l3-s34 -INTRO: Now mostly one coin at a time. Look at the picture, listen to the question, and answer aloud — "It's a..." for one coin, "They're..." for more. -INSTRUCTION: Answer aloud with a full sentence. +INTRO: Someone keeps showing you coins and asking what they are. Look at the picture and answer aloud in a full sentence. +INSTRUCTION: Answer the question aloud in a full sentence. INPUT: speak -CHECK: reveal +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any correct identification of the coin or coins shown in the picture (e.g. "It's a penny.", "That's a quarter.", "They're two nickels."). Treat the model answer as the factual key; accept any phrasing of the same fact. -PROMPT: What's this? {st-page_076_001.jpg} +PROMPT: What's this? {st-page_076_001.jpg|A hand holding a small penny coin between index finger and thumb} RESPONSE: It's a penny. -PROMPT: What's that? {st-page_076_002.jpg} -RESPONSE: It's a quarter. +PROMPT: What's that? {st-page_076_002.jpg|An open hand holding a quarter coin in its palm} +RESPONSE: That's a quarter. -PROMPT: What's this? {st-page_076_003.jpg} +PROMPT: What's this? {st-page_076_003.jpg|An open hand holding a nickel coin in its palm} RESPONSE: It's a nickel. -PROMPT: What's that? {st-page_076_004.jpg} -RESPONSE: It's a nickel. +PROMPT: What's that? {st-page_076_004.jpg|An open hand holding a nickel coin in its palm} +RESPONSE: That's a nickel. -PROMPT: What are these? {st-page_077_001.jpg} +PROMPT: What are these? {st-page_077_001.jpg|An open hand holding two nickel coins in its palm} RESPONSE: They're nickels. -PROMPT: What's that? {st-page_077_002.jpg} -RESPONSE: It's a dime. +PROMPT: What's that? {st-page_077_002.jpg|An open hand holding a single dime coin in its palm} +RESPONSE: That's a dime. -PROMPT: What are these? {st-page_077_003.jpg} +PROMPT: What are these? {st-page_077_003.jpg|An open hand holding three dime coins in its palm} RESPONSE: They're dimes. -PROMPT: What's that? {st-page_077_004.jpg} -RESPONSE: It's a half dollar. +PROMPT: What's that? {st-page_077_004.jpg|An open hand holding a half dollar coin in its palm} +RESPONSE: That's a half dollar. -# Source: ST §Count the Money -$PRODUCE Count the Money +# Source: ST §2 Dimes and a Nickel Equals 25 Cents +$PRODUCE Counting Cents {st-page_078_001.jpg|Two dime coins and a nickel coin placed side-by-side} ID: l3-s35 -INTRO: Time for some arithmetic. Add up the coins and type the number of cents — digits only, no spelling required. -INSTRUCTION: Type the number of cents. +INTRO: A little arithmetic — the kind that keeps you from overpaying. Add the coins and type the total number of cents. +INSTRUCTION: Add the coins and type the total number of cents. INPUT: type CHECK: exact -EXAMPLE -TEMPLATE: 2 dimes and a nickel = ____{25} cents -RESPONSE: 25 - TEMPLATE: 2 nickels and a penny = ____{11} cents -RESPONSE: 11 +RESPONSE: 2 nickels and a penny = 11 cents. +ACCEPT: 11 | eleven TEMPLATE: 3 dimes and a penny = ____{31} cents -RESPONSE: 31 +RESPONSE: 3 dimes and a penny = 31 cents. +ACCEPT: 31 | thirty-one | thirty one TEMPLATE: 4 nickels = ____{20} cents -RESPONSE: 20 +RESPONSE: 4 nickels = 20 cents. +ACCEPT: 20 | twenty TEMPLATE: 2 quarters and a dime = ____{60} cents -RESPONSE: 60 +RESPONSE: 2 quarters and a dime = 60 cents. +ACCEPT: 60 | sixty TEMPLATE: 1 quarter and 1 penny = ____{26} cents -RESPONSE: 26 +RESPONSE: 1 quarter and 1 penny = 26 cents. +ACCEPT: 26 | twenty-six | twenty six TEMPLATE: a half dollar and a quarter = ____{75} cents -RESPONSE: 75 +RESPONSE: a half dollar and a quarter = 75 cents. +ACCEPT: 75 | seventy-five | seventy five TEMPLATE: a dollar = ____{100} cents -RESPONSE: 100 +RESPONSE: a dollar = 100 cents. +ACCEPT: 100 | one hundred TEMPLATE: a penny and 3 nickels = ____{16} cents -RESPONSE: 16 +RESPONSE: a penny and 3 nickels = 16 cents. +ACCEPT: 16 | sixteen TEMPLATE: a dime and a nickel = ____{15} cents -RESPONSE: 15 +RESPONSE: a dime and a nickel = 15 cents. +ACCEPT: 15 | fifteen TEMPLATE: 2 nickels and a dime = ____{20} cents -RESPONSE: 20 +RESPONSE: 2 nickels and a dime = 20 cents. +ACCEPT: 20 | twenty # Source: LLA 3A Figure 9 -$SELECT Listen and Find +$SELECT Review: Tap the Picture ID: 3a-f9 -INTRO: A mixed review — pens, coins, letters, and a pilot or two. Listen to the question and answer, then tap the matching picture. +HIDE_PROMPT +INTRO: A quick mix of everything so far — money, jobs, and classroom things. Listen to the question and answer, then tap the picture it describes. INSTRUCTION: Tap the correct picture. -PROMPT: What's this? It's my pen. {bk01-l3a-f9-01.mp3} -OPTION: a | a pen {page_064_001.jpg} -OPTION: b | a quarter {page_064_002.jpg} -OPTION: c | a notebook {page_064_003.jpg} +EXAMPLE +PROMPT: What's this? — It's my pen. {bk01-l3a-f9-01.mp3} +OPTION: a | pen {page_064_001.jpg|A pen} +OPTION: b | quarter {page_064_002.jpg|A quarter dated 1965} +OPTION: c | notebook {page_064_003.jpg|An open binder notebook} ANSWER: a -PROMPT: What are those? They're half dollars. {bk01-l3a-f9-02.mp3} -OPTION: a | three dimes {page_064_004.jpg} -OPTION: b | two half-dollar coins {page_064_005.jpg} -OPTION: c | two open windows {page_064_006.jpg} +PROMPT: What are those? — They're half dollars. {bk01-l3a-f9-02.mp3} +OPTION: a | dimes {page_064_004.jpg|Three dimes side-by-side} +OPTION: b | half dollars {page_064_005.jpg|Two half-dollar coins showing JFK} +OPTION: c | windows {page_064_006.jpg|Two open windows} ANSWER: b -PROMPT: What are these? They're letters. {bk01-l3a-f9-03.mp3} -OPTION: a | letters A to G {page_064_007.jpg} -OPTION: b | numbers 1 to 8 {page_064_008.jpg} -OPTION: c | three nickels {page_064_009.jpg} +PROMPT: What are these? — They're letters. {bk01-l3a-f9-03.mp3} +OPTION: a | letters {page_064_007.jpg|A paper with letters A B C D E F G} +OPTION: b | numbers {page_064_008.jpg|A paper with numbers 1 2 3 4 5 6 7 8} +OPTION: c | nickels {page_064_009.jpg|Three nickels overlapping} ANSWER: a -PROMPT: What is he? He's a pilot. {bk01-l3a-f9-04.mp3} -OPTION: a | a table {page_064_010.jpg} -OPTION: b | a mechanic {page_064_011.jpg} -OPTION: c | a male pilot {page_064_012.jpg} +PROMPT: What is he? — He's a pilot. {bk01-l3a-f9-04.mp3} +OPTION: a | table {page_064_010.jpg|A simple four-legged wooden table} +OPTION: b | mechanic {page_064_011.jpg|A mechanic working on an engine} +OPTION: c | pilot {page_064_012.jpg|A male pilot in uniform smiling} ANSWER: c -PROMPT: What are they? They're barbers. {bk01-l3a-f9-05.mp3} -OPTION: a | a class of students {page_064_013.jpg} -OPTION: b | a barber cutting hair {page_064_014.jpg} -OPTION: c | a closed book {page_064_015.jpg} +PROMPT: What are they? — They're barbers. {bk01-l3a-f9-05.mp3} +OPTION: a | classroom {page_064_013.jpg|A class of students listening to their teacher} +OPTION: b | barber {page_064_014.jpg|A barber cutting a boy's hair} +OPTION: c | book {page_064_015.jpg|A closed book} ANSWER: a -PROMPT: What is she? She's a mechanic. {bk01-l3a-f9-06.mp3} -OPTION: a | mechanic under the hood {page_064_016.jpg} -OPTION: b | mechanic {page_064_017.jpg} -OPTION: c | male pilot {page_064_018.jpg} +PROMPT: What is she? — She's a mechanic. {bk01-l3a-f9-06.mp3} +OPTION: a | mechanic {page_064_016.jpg|A mechanic working inside the engine bay of a car} +OPTION: b | mechanic working on engine {page_064_017.jpg|A mechanic working on an engine} +OPTION: c | pilot {page_064_018.jpg|A male pilot in uniform smiling} ANSWER: a -$LESSON 3-5: Sounds and Words +$SESSION 3-5: Hear the Difference # Source: LLA 3A Figure 10 -$SELECT Same or Different? +$SELECT Same Word or Different Word? ID: 3a-f10 -INTRO: Ear training. You'll hear two words — if they're exactly the same, tap Same; if anything differs, tap Different. Some pairs differ by one small buzzing sound. +HIDE_PROMPT +INTRO: In this part you'll train your ear on small sounds and quick words. First: two words each time — are they the same word, or different? INSTRUCTION: Tap Same or Different. OPTION: s | Same OPTION: d | Different EXAMPLE -PROMPT: Loss. Laws. {bk01-l3a-f10-ex1.mp3} +PROMPT: Loss ... Laws {bk01-l3a-f10-ex1.mp3} ANSWER: d EXAMPLE -PROMPT: Please. Please. {bk01-l3a-f10-ex2.mp3} +PROMPT: Please ... Please {bk01-l3a-f10-ex2.mp3} ANSWER: s -PROMPT: Sue. Zoo. {bk01-l3a-f10-01.mp3} +PROMPT: Sue ... Zoo {bk01-l3a-f10-01.mp3} ANSWER: d -PROMPT: Niece. Knees. {bk01-l3a-f10-02.mp3} +PROMPT: Niece ... Knees {bk01-l3a-f10-02.mp3} ANSWER: d -PROMPT: Sent. Sent. {bk01-l3a-f10-03.mp3} +PROMPT: Sent ... Sent {bk01-l3a-f10-03.mp3} ANSWER: s -PROMPT: Lacy. Lazy. {bk01-l3a-f10-04.mp3} +PROMPT: Lacy ... Lazy {bk01-l3a-f10-04.mp3} ANSWER: d -PROMPT: December. December. {bk01-l3a-f10-05.mp3} +PROMPT: December ... December {bk01-l3a-f10-05.mp3} ANSWER: s # Source: LLA 3A Figure 11 $SELECT T or D? ID: 3a-f11 -INTRO: "Time" or "dime" — one small sound, twenty-five cents of difference. Listen to each word and tap the sound you hear. +INTRO: "Time" and "dime" — one small sound, a very different price. Listen to each word and tap the sound you hear. INSTRUCTION: Tap the sound you hear. OPTION: a | T sound (as in time) OPTION: b | D sound (as in dime) @@ -972,254 +973,199 @@ ANSWER: a PROMPT: into {bk01-l3a-f11-06.mp3} ANSWER: a -# Source: ST §Speaking Skill: IS -$DIALOGUE The Sound of "Is" +# Source: ST §Is +$DIALOGUE Words with the Short I Sound ID: l3-s30 -INTRO: These short words all share the vowel sound of "is". Repeat each one — quick and light, no long vowels. -INSTRUCTION: Listen and repeat each word. +INTRO: All these words share the short "i" sound you hear in "is" and "it". Say each one after the speaker. +INSTRUCTION: Practice saying these words. REPEAT -LINE: in -LINE: if -LINE: sit -LINE: is -LINE: it -LINE: it's -LINE: this -LINE: his -LINE: listen -LINE: window -LINE: nickel -LINE: picture +LINE: in if sit is it it's this his listen window nickel picture # Source: LLA 3B Figure 5 $SELECT Which Word Do You Hear? ID: 3b-f5 -INTRO: One word spoken, four lookalikes on the screen. Tap the one you actually heard. +HIDE_PROMPT +INTRO: Four written words, one spoken word. Tap the word you hear — some of these look alarmingly alike on purpose. INSTRUCTION: Tap the word you hear. EXAMPLE -PROMPT: Please. {bk01-l3b-f5-ex-q.mp3} +PROMPT: please {bk01-l3b-f5-ex.mp3} OPTION: a | pencil OPTION: b | pilot OPTION: c | penny -OPTION: d | please {bk01-l3b-f5-ex-a.mp3} +OPTION: d | please ANSWER: d -PROMPT: These. {bk01-l3b-f5-01-q.mp3} +PROMPT: these {bk01-l3b-f5-01.mp3} OPTION: a | that OPTION: b | those -OPTION: c | these {bk01-l3b-f5-01-a.mp3} +OPTION: c | these OPTION: d | this ANSWER: c -PROMPT: Write. {bk01-l3b-f5-02-q.mp3} -OPTION: a | write {bk01-l3b-f5-02-a.mp3} +PROMPT: write {bk01-l3b-f5-02.mp3} +OPTION: a | write OPTION: b | window OPTION: c | word OPTION: d | radio ANSWER: a -PROMPT: He. {bk01-l3b-f5-03-q.mp3} +PROMPT: he {bk01-l3b-f5-03.mp3} OPTION: a | his -OPTION: b | he {bk01-l3b-f5-03-a.mp3} +OPTION: b | he OPTION: c | she OPTION: d | he's ANSWER: b -PROMPT: Aren't. {bk01-l3b-f5-04-q.mp3} +PROMPT: aren't {bk01-l3b-f5-04.mp3} OPTION: a | isn't OPTION: b | are -OPTION: c | aren't {bk01-l3b-f5-04-a.mp3} +OPTION: c | aren't OPTION: d | am ANSWER: c -PROMPT: Close. {bk01-l3b-f5-05-q.mp3} -OPTION: a | close {bk01-l3b-f5-05-a.mp3} +PROMPT: close {bk01-l3b-f5-05.mp3} +OPTION: a | close OPTION: b | clock OPTION: c | cook OPTION: d | chair ANSWER: a -PROMPT: It. {bk01-l3b-f5-06-q.mp3} +PROMPT: it {bk01-l3b-f5-06.mp3} OPTION: a | is OPTION: b | it's -OPTION: c | it {bk01-l3b-f5-06-a.mp3} +OPTION: c | it OPTION: d | I'm ANSWER: c -PROMPT: Table. {bk01-l3b-f5-07-q.mp3} +PROMPT: table {bk01-l3b-f5-07.mp3} OPTION: a | tape OPTION: b | they OPTION: c | teacher -OPTION: d | table {bk01-l3b-f5-07-a.mp3} +OPTION: d | table ANSWER: d -PROMPT: Door. {bk01-l3b-f5-08-q.mp3} +PROMPT: door {bk01-l3b-f5-08.mp3} OPTION: a | doctor -OPTION: b | door {bk01-l3b-f5-08-a.mp3} +OPTION: b | door OPTION: c | dollar OPTION: d | book ANSWER: b -PROMPT: Picture. {bk01-l3b-f5-09-q.mp3} +PROMPT: picture {bk01-l3b-f5-09.mp3} OPTION: a | pencil OPTION: b | pilot OPTION: c | please -OPTION: d | picture {bk01-l3b-f5-09-a.mp3} +OPTION: d | picture ANSWER: d -PROMPT: Cook. {bk01-l3b-f5-10-q.mp3} +PROMPT: cook {bk01-l3b-f5-10.mp3} OPTION: a | book -OPTION: b | cook {bk01-l3b-f5-10-a.mp3} +OPTION: b | cook OPTION: c | clock OPTION: d | cent ANSWER: b -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "THIS / THESE" — instructor-read -# minimal-pair discrimination with no recorded stimulus and no given words. Convertible later -# with chosen items + TTS. -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "TIME / DIME" (/t/–/d/), and Writing -# "DICTATION" — instructor-read discrimination and dictation with no printed items or recorded -# stimulus. Convertible later with chosen items + TTS. +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "THIS / THESE" (/I/–/i/) and "TIME / DIME" +# (/t/–/d/) — instructor-read sound discrimination with no recorded stimulus and no printed word +# list; nothing to voice or check. Convertible later with chosen items + TTS. -$LESSON 3-6: Spelling Practice +$SESSION 3-6: Spelling Words -# Source: LLA 3A Figure 14 -$PRODUCE Type the Word You Hear -ID: 3a-f14 -INPUT: type -CHECK: exact -INTRO: Dictation time. Listen to the word and type it — spelling counts. Then say it back with the tape. -INSTRUCTION: Type the word you hear. -REPEAT +# Source: LLA 3A Figure 12 +$SELECT Tap the Letters You Hear +ID: 3a-f12 +INTRO: In this part you'll spell — by ear and by mouth. First, tap each letter you hear. Keep track of them: together they spell a word. +INSTRUCTION: Tap the letter you hear. EXAMPLE -PROMPT: Dime. {bk01-l3a-f13-ex.mp3} -RESPONSE: dime {bk01-l3a-f13-ex-fb.mp3} +PROMPT: A {bk01-l3a-f12-ex.mp3} +OPTION: a | a +OPTION: b | e +OPTION: c | i +OPTION: d | o +ANSWER: a -PROMPT: student {bk01-l3a-f13-01.mp3} -RESPONSE: student {bk01-l3a-f13-01-fb.mp3} +PROMPT: D {bk01-l3a-f12-01.mp3} +OPTION: a | a +OPTION: b | b +OPTION: c | c +OPTION: d | d +ANSWER: d -PROMPT: chair {bk01-l3a-f13-02.mp3} -RESPONSE: chair {bk01-l3a-f13-02-fb.mp3} +PROMPT: I {bk01-l3a-f12-02.mp3} +OPTION: a | e +OPTION: b | a +OPTION: c | i +OPTION: d | y +ANSWER: c -PROMPT: half dollar {bk01-l3a-f13-03.mp3} -RESPONSE: half dollar {bk01-l3a-f13-03-fb.mp3} +PROMPT: M {bk01-l3a-f12-03.mp3} +OPTION: a | h +OPTION: b | m +OPTION: c | n +OPTION: d | w +ANSWER: b -PROMPT: cook {bk01-l3a-f13-04.mp3} -RESPONSE: cook {bk01-l3a-f13-04-fb.mp3} +PROMPT: E {bk01-l3a-f12-04.mp3} +OPTION: a | a +OPTION: b | i +OPTION: c | e +OPTION: d | y +ANSWER: c -PROMPT: door {bk01-l3a-f13-05.mp3} -RESPONSE: door {bk01-l3a-f13-05-fb.mp3} - -PROMPT: time {bk01-l3a-f13-06.mp3} -RESPONSE: time {bk01-l3a-f13-06-fb.mp3} - -PROMPT: classroom {bk01-l3a-f13-07.mp3} -RESPONSE: classroom {bk01-l3a-f13-07-fb.mp3} - -PROMPT: these {bk01-l3a-f13-08.mp3} -RESPONSE: these {bk01-l3a-f13-08-fb.mp3} - -PROMPT: quarter {bk01-l3a-f13-09.mp3} -RESPONSE: quarter {bk01-l3a-f13-09-fb.mp3} - -PROMPT: window {bk01-l3a-f13-10.mp3} -RESPONSE: window {bk01-l3a-f13-10-fb.mp3} - -PROMPT: clock {bk01-l3a-f13-11.mp3} -RESPONSE: clock {bk01-l3a-f13-11-fb.mp3} - -PROMPT: pilot {bk01-l3a-f13-12.mp3} -RESPONSE: pilot {bk01-l3a-f13-12-fb.mp3} - -# Source: LLA 3B Figure 6 -$PRODUCE Write the Words -ID: 3b-f6 +# Source: LLA 3A Figure 13 +$PRODUCE What Word Did You Spell? +ID: 3a-f13 INPUT: type CHECK: exact -INTRO: More dictation — each word comes twice. Type what you hear, apostrophes included. -INSTRUCTION: Type the word you hear. +INTRO: Put the four letters from the last exercise together and type the word they make. It's worth ten cents. +INSTRUCTION: Type the word. -PROMPT: dime. Dime. {bk01-l3b-f6-01.mp3} -RESPONSE: dime - -PROMPT: nickel. Nickel. {bk01-l3b-f6-02.mp3} -RESPONSE: nickel - -PROMPT: mechanic. Mechanic. {bk01-l3b-f6-03.mp3} -RESPONSE: mechanic - -PROMPT: they. They. {bk01-l3b-f6-04.mp3} -RESPONSE: they - -PROMPT: am. Am. {bk01-l3b-f6-05.mp3} -RESPONSE: am - -PROMPT: aren't. Aren't. {bk01-l3b-f6-06.mp3} -RESPONSE: aren't - -PROMPT: we're. We're. {bk01-l3b-f6-07.mp3} -RESPONSE: we're -ACCEPT: we are - -PROMPT: teacher. Teacher. {bk01-l3b-f6-08.mp3} -RESPONSE: teacher - -PROMPT: name. Name. {bk01-l3b-f6-09.mp3} -RESPONSE: name - -PROMPT: dollar. Dollar. {bk01-l3b-f6-10.mp3} -RESPONSE: dollar - -PROMPT: he's. He's. {bk01-l3b-f6-11.mp3} -RESPONSE: he's -ACCEPT: he is - -PROMPT: those. Those. {bk01-l3b-f6-12.mp3} -RESPONSE: those +TEMPLATE: The letters you tapped: d - i - m - e +RESPONSE: dime {bk01-l3a-f13-01.mp3} # Source: LLA 3C Figure 1 -$PRODUCE Letters into Words +$PRODUCE Hear the Letters, Type the Word ID: 3c-f1 INPUT: type CHECK: exact -INTRO: Now you get the word letter by letter. Type the word the letters spell, then listen to the answer. -INSTRUCTION: Type the word you hear spelled out. +INTRO: Now whole words, spelled out loud. Listen to the letters and type the word they make. +INSTRUCTION: Type the word you hear spelled. EXAMPLE -PROMPT: P, E, N, N, Y. {bk01-l3c-f1-ex1.mp3} -RESPONSE: penny {bk01-l3c-f1-ex2.mp3} +PROMPT: P, E, N, N, Y {bk01-l3c-f1-ex-q.mp3} +RESPONSE: penny {bk01-l3c-f1-ex-a.mp3} -PROMPT: D, O, L, L, A, R. {bk01-l3c-f1-01-q.mp3} +PROMPT: D, O, L, L, A, R {bk01-l3c-f1-01-q.mp3} RESPONSE: dollar {bk01-l3c-f1-01-a.mp3} -PROMPT: T, A, B, L, E. {bk01-l3c-f1-02-q.mp3} +PROMPT: T, A, B, L, E {bk01-l3c-f1-02-q.mp3} RESPONSE: table {bk01-l3c-f1-02-a.mp3} -PROMPT: P, E, N, C, I, L. {bk01-l3c-f1-03-q.mp3} +PROMPT: P, E, N, C, I, L {bk01-l3c-f1-03-q.mp3} RESPONSE: pencil {bk01-l3c-f1-03-a.mp3} -PROMPT: P, I, C, T, U, R, E. {bk01-l3c-f1-04-q.mp3} +PROMPT: P, I, C, T, U, R, E {bk01-l3c-f1-04-q.mp3} RESPONSE: picture {bk01-l3c-f1-04-a.mp3} -PROMPT: Q, U, A, R, T, E, R. {bk01-l3c-f1-05-q.mp3} +PROMPT: Q, U, A, R, T, E, R {bk01-l3c-f1-05-q.mp3} RESPONSE: quarter {bk01-l3c-f1-05-a.mp3} -PROMPT: M, E, C, H, A, N, I, C. {bk01-l3c-f1-06-q.mp3} +PROMPT: M, E, C, H, A, N, I, C {bk01-l3c-f1-06-q.mp3} RESPONSE: mechanic {bk01-l3c-f1-06-a.mp3} -PROMPT: D, O, C, T, O, R. {bk01-l3c-f1-07-q.mp3} +PROMPT: D, O, C, T, O, R {bk01-l3c-f1-07-q.mp3} RESPONSE: doctor {bk01-l3c-f1-07-a.mp3} -PROMPT: T, E, A, C, H, E, R. {bk01-l3c-f1-08-q.mp3} +PROMPT: T, E, A, C, H, E, R {bk01-l3c-f1-08-q.mp3} RESPONSE: teacher {bk01-l3c-f1-08-a.mp3} -PROMPT: W, E. {bk01-l3c-f1-09-q.mp3} +PROMPT: W, E {bk01-l3c-f1-09-q.mp3} RESPONSE: we {bk01-l3c-f1-09-a.mp3} -PROMPT: Y, O, U. {bk01-l3c-f1-10-q.mp3} +PROMPT: Y, O, U {bk01-l3c-f1-10-q.mp3} RESPONSE: you {bk01-l3c-f1-10-a.mp3} # Source: LLA 3C Figure 2 @@ -1227,80 +1173,184 @@ $PRODUCE Spell It Aloud ID: 3c-f2 INPUT: speak CHECK: reveal -REPEAT -INTRO: Now you're the tape. Read the word on the screen and spell it aloud, letter by letter — then listen and repeat the correct spelling. +INTRO: Now you're the one spelling. Read the word, say its letters out loud, then repeat after the model. INSTRUCTION: Spell the word aloud. +REPEAT TEMPLATE: nickel -RESPONSE: N-I-C-K-E-L. {bk01-l3c-f2-01.mp3} +RESPONSE: N-I-C-K-E-L {bk01-l3c-f2-01.mp3} TEMPLATE: money -RESPONSE: M-O-N-E-Y. {bk01-l3c-f2-02.mp3} +RESPONSE: M-O-N-E-Y {bk01-l3c-f2-02.mp3} TEMPLATE: she -RESPONSE: S-H-E. {bk01-l3c-f2-03.mp3} +RESPONSE: S-H-E {bk01-l3c-f2-03.mp3} TEMPLATE: not -RESPONSE: N-O-T. {bk01-l3c-f2-04.mp3} +RESPONSE: N-O-T {bk01-l3c-f2-04.mp3} TEMPLATE: barber -RESPONSE: B-A-R-B-E-R. {bk01-l3c-f2-05.mp3} +RESPONSE: B-A-R-B-E-R {bk01-l3c-f2-05.mp3} TEMPLATE: they -RESPONSE: T-H-E-Y. {bk01-l3c-f2-06.mp3} +RESPONSE: T-H-E-Y {bk01-l3c-f2-06.mp3} TEMPLATE: penny -RESPONSE: P-E-N-N-Y. {bk01-l3c-f2-07.mp3} +RESPONSE: P-E-N-N-Y {bk01-l3c-f2-07.mp3} TEMPLATE: my -RESPONSE: M-Y. {bk01-l3c-f2-08.mp3} +RESPONSE: M-Y {bk01-l3c-f2-08.mp3} TEMPLATE: your -RESPONSE: Y-O-U-R. {bk01-l3c-f2-09.mp3} +RESPONSE: Y-O-U-R {bk01-l3c-f2-09.mp3} TEMPLATE: pilot -RESPONSE: P-I-L-O-T. {bk01-l3c-f2-10.mp3} +RESPONSE: P-I-L-O-T {bk01-l3c-f2-10.mp3} -# SKIPPED (book): ST "Write: C" — penmanship/handwriting practice of the letter c; print-era -# mechanics with no meaningful interaction beyond tracing letters. Dropped per master guide. +# Source: LLA 3A Figure 14 +$PRODUCE Type the Words +ID: 3a-f14 +INPUT: type +CHECK: exact +INTRO: Hear a word, type the word. Spelling counts — that's the whole game here. +INSTRUCTION: Type the word you hear. -$LESSON 3-7: Saying No — Not, Isn't, Aren't +EXAMPLE +PROMPT: dime +RESPONSE: dime -# Source: ST §They're Not Doctors. They're Mechanics. (grammar) -$GRAMMAR Not +PROMPT: student +RESPONSE: student + +PROMPT: chair +RESPONSE: chair + +PROMPT: half dollar +RESPONSE: half dollar + +PROMPT: cook +RESPONSE: cook + +PROMPT: door +RESPONSE: door + +PROMPT: time +RESPONSE: time + +PROMPT: classroom +RESPONSE: classroom + +PROMPT: these +RESPONSE: these + +PROMPT: quarter +RESPONSE: quarter + +PROMPT: window +RESPONSE: window + +PROMPT: clock +RESPONSE: clock + +PROMPT: pilot +RESPONSE: pilot + +# Source: LLA 3B Figure 6 +$PRODUCE Type More Words +ID: 3b-f6 +INPUT: type +CHECK: exact +INTRO: One more round of listening and typing — this time with the apostrophe words. "Aren't" has one; typing it is half the battle. +INSTRUCTION: Type the word you hear. + +PROMPT: dime {bk01-l3b-f6-01.mp3} +RESPONSE: dime {bk01-l3b-f6-01.mp3} + +PROMPT: nickel {bk01-l3b-f6-02.mp3} +RESPONSE: nickel {bk01-l3b-f6-02.mp3} + +PROMPT: mechanic {bk01-l3b-f6-03.mp3} +RESPONSE: mechanic {bk01-l3b-f6-03.mp3} + +PROMPT: they {bk01-l3b-f6-04.mp3} +RESPONSE: they {bk01-l3b-f6-04.mp3} + +PROMPT: am {bk01-l3b-f6-05.mp3} +RESPONSE: am {bk01-l3b-f6-05.mp3} + +PROMPT: aren't {bk01-l3b-f6-06.mp3} +RESPONSE: aren't {bk01-l3b-f6-06.mp3} + +PROMPT: we're {bk01-l3b-f6-07.mp3} +RESPONSE: we're {bk01-l3b-f6-07.mp3} + +PROMPT: teacher {bk01-l3b-f6-08.mp3} +RESPONSE: teacher {bk01-l3b-f6-08.mp3} + +PROMPT: name {bk01-l3b-f6-09.mp3} +RESPONSE: name {bk01-l3b-f6-09.mp3} + +PROMPT: dollar {bk01-l3b-f6-10.mp3} +RESPONSE: dollar {bk01-l3b-f6-10.mp3} + +PROMPT: he's {bk01-l3b-f6-11.mp3} +RESPONSE: he's {bk01-l3b-f6-11.mp3} + +PROMPT: those {bk01-l3b-f6-12.mp3} +RESPONSE: those {bk01-l3b-f6-12.mp3} + +# SKIPPED (book): ST Writing Skill "DICTATION" — instructor-read word dictation with no printed +# stimulus or recorded audio. Convertible later with chosen items + TTS. +# SKIPPED (book): ST "Write: c" — penmanship-style letter-writing drill (print-era mechanics); +# no workable interaction in our format. + +$SESSION 3-7: Saying What Something Isn't + +# Source: ST §They're Not Doctors. They're Mechanics. +$GRAMMAR Saying "Not" ID: l3-s16 -INTRO: Now for saying no — because sometimes he is very much not a pilot. The word "not" goes right after the verb. +INTRO: In this part you'll learn to deny things politely — he's not a doctor, they're not students. One little word does all the work. -To make a sentence negative, put **not** right after the verb: +CARD: To make a sentence negative, put **not** after the verb. +{I'm not a pilot.} +{He's not a doctor.} +{She's not a student.} +{You're not a student.} + +CARD: It works the same in the plural. +{We're not doctors.} +{They're not students.} +{You're not teachers.} + +SUMMARY: +![Three mechanics in uniform standing next to the open hood of a car, discussing a mechanical issue](st-page_062_001.jpg) | | | | | |---|---|---|---| -| I'm | | | | -| He's | not | a | pilot. | -| She's | | | doctor. | -| Bill's | | | student. | -| You're | | | | +| I'm | not | a | pilot. | +| He's | not | a | doctor. | +| She's | not | a | student. | +| Bill's | not | a | pilot. | +| You're | not | a | student. | | | | | |---|---|---| | We're | not | doctors. | -| Bill and I are | | teachers. | -| They're | | students. | -| Mr. and Mrs. Jones are | | | -| You're | | | - -{He's not a pilot.} {I'm not a student.} {They're not doctors.} +| Bill and I are | not | teachers. | +| They're | not | students. | +| Mr. and Mrs. Jones are | not | doctors. | +| You're | not | teachers. | # Source: ST §This Is Not Your Pen. -$DIALOGUE Not Sentences +$DIALOGUE Not Mine, Not Yours ID: l3-s17 -INTRO: Practice "not" with every pronoun — including "I'm not", which never contracts any other way. Repeat each sentence. -INSTRUCTION: Listen and repeat. +INTRO: Practice the plain "not" — after I'm, you're, we're, they're. Repeat each sentence. +INSTRUCTION: Listen and repeat these sentences. REPEAT +VOCAB: not LINE: We're not teachers. LINE: We're not doctors. -VOCAB: not LINE: I'm not a student. LINE: Those are not my books. LINE: This is not your pencil. @@ -1310,155 +1360,75 @@ LINE: She's not a cook. LINE: These are not your pens. LINE: They're not pilots. -# Source: ST §They Aren't Pilots. (grammar) +# Source: ST §It's Not a Pencil. +$DIALOGUE It's Not a Pencil +ID: l3-s18 +INTRO: Say what a thing is — and immediately what it isn't. Repeat each pair. +INSTRUCTION: Listen and repeat these sentences. +REPEAT + +LINE: This is a pen. It's not a pencil. +LINE: That's a window. It's not a door. +LINE: Those are chairs. They're not tables. +LINE: These are notebooks. They're not books. +LINE: That's a picture. It's not a clock. +LINE: Those are numbers. They're not letters. +LINE: This is a classroom. It's not a lab. +LINE: Those are books. They're not pictures. +LINE: That's a desk. It's not a chair. +LINE: These are pencils. They're not pens. + +# Source: ST §They Aren't Pilots. $GRAMMAR Isn't and Aren't ID: l3-s19 -INTRO: English squeezes "not" too. "Is not" becomes "isn't", and "are not" becomes "aren't". +INTRO: English shortens "is not" and "are not" too. Both short forms mean exactly the same as "'s not" and "'re not" — pick either. +CARD: **Is not** shortens to **isn't**. +{He isn't a barber.} +{She isn't a barber.} + +CARD: **Are not** shortens to **aren't**. +{You aren't barbers.} +{We aren't barbers.} +{They aren't barbers.} + +SUMMARY: | | | | | |---|---|---|---| -| He / She | is not = | isn't | a barber. | -| You / We / They | are not = | aren't | barbers. | +| He | is not → | isn't | a barber. | +| She | is not → | isn't | a barber. | +| You | are not → | aren't | barbers. | +| We | are not → | aren't | barbers. | +| They | are not → | aren't | barbers. | -{He isn't a barber.} {They aren't barbers.} - -# Source: LLA 3C Figure 3 (presentation) -# DROPPED (twin): ST "It's Not a Pencil." (l3-s18) and "Joe Isn't a Cook." (l3-s20) — the same -# negative patterns, presented here on cassette with pictures. -$DIALOGUE It's Not, It Isn't -ID: 3c-f3 -INTRO: Each picture gets two sentences — what it is, and what it's not. Listen and repeat both. -INSTRUCTION: Listen and repeat. +# Source: ST §Joe Isn't a Cook. He's a Mechanic. +$DIALOGUE He Isn't a Doctor +ID: l3-s20 +INTRO: Now the "isn't" sentences. Repeat each pair — first who someone is, then who they aren't. +INSTRUCTION: Listen and repeat the sentences. REPEAT -LINE: That's a book. It's not a pen. {page_074_001.jpg} {bk01-l3c-f3-01.mp3} -LINE: This is a lab. It isn't a classroom. {page_074_002.jpg} {bk01-l3c-f3-02.mp3} -LINE: That's a door. It's not a window. {page_074_003.jpg} {bk01-l3c-f3-03.mp3} -LINE: This is a chair. It isn't a table. {page_074_004.jpg} {bk01-l3c-f3-04.mp3} -LINE: That's a pen. It's not a pencil. {page_074_005.jpg} {bk01-l3c-f3-05.mp3} -LINE: That's not a letter. It's a number. {page_074_006.jpg} {bk01-l3c-f3-06.mp3} -LINE: It isn't a chair. It's a table. {page_075_001.jpg} {bk01-l3c-f3-07.mp3} -LINE: It's not a picture. It's a notebook. {page_075_002.jpg} {bk01-l3c-f3-08.mp3} -LINE: That isn't a clock. It's a picture. {page_075_003.jpg} {bk01-l3c-f3-09.mp3} -LINE: He's a pilot. He isn't a mechanic. {page_075_004.jpg} {bk01-l3c-f3-10.mp3} -LINE: She's a teacher. She's not a student. {page_075_005.jpg} {bk01-l3c-f3-11.mp3} -LINE: She's a doctor. She isn't a cook. {page_075_006.jpg} {bk01-l3c-f3-12.mp3} -LINE: He's not a teacher. He's a student. {page_076_001.jpg} {bk01-l3c-f3-13.mp3} -LINE: She isn't a pilot. She's a mechanic. {page_076_002.jpg} {bk01-l3c-f3-14.mp3} -LINE: He's not a barber. He's a doctor. {page_076_003.jpg} {bk01-l3c-f3-15.mp3} +VOCAB: isn't +LINE: John is a student. He isn't a teacher. +LINE: He is a mechanic. He isn't a doctor. +LINE: This is my book. This isn't your book. +LINE: Sara is a teacher. She isn't a student. +LINE: He is a cook. He isn't a barber. +LINE: Mary is a teacher. She isn't a student. +LINE: That isn't my pen. That's her pen. +LINE: My name isn't Tom. It's John. +LINE: Sally isn't a mechanic. She's a barber. +LINE: He isn't a pilot. He's a mechanic. -# Source: LLA 3C Figure 3 (production) -$PRODUCE Say What It's Not -ID: 3c-f3-b -INPUT: speak -CHECK: reveal -INTRO: Now you answer. Look at the picture and say what it is — and, just as important, what it is not. -INSTRUCTION: Answer aloud with two sentences. - -EXAMPLE -PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-ex-q.mp3} -RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-ex-a.mp3} - -PROMPT: What's that? {page_074_001.jpg} {bk01-l3c-f3-16-q.mp3} -RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-16-a.mp3} - -PROMPT: What's that? {page_074_002.jpg} {bk01-l3c-f3-17-q.mp3} -RESPONSE: It's a lab. It isn't a classroom. {bk01-l3c-f3-17-a.mp3} - -PROMPT: What's that? {page_074_003.jpg} {bk01-l3c-f3-18-q.mp3} -RESPONSE: It's a door. It isn't a window. {bk01-l3c-f3-18-a.mp3} - -PROMPT: What's that? {page_074_004.jpg} {bk01-l3c-f3-19-q.mp3} -RESPONSE: It's a chair. It's not a table. {bk04-l3c-f3-19-a.mp3} - -PROMPT: What's that? {page_074_005.jpg} {bk01-l3c-f3-20-q.mp3} -RESPONSE: It's a pen. It isn't a pencil. {bk01-l3c-f3-20-a.mp3} - -PROMPT: What's that? {page_074_006.jpg} {bk01-l3c-f3-21-q.mp3} -RESPONSE: It's a number. It isn't a letter. {bk01-l3c-f3-21-a.mp3} - -PROMPT: What's that? {page_075_001.jpg} {bk01-l3c-f3-22-q.mp3} -RESPONSE: It's a table. It isn't a chair. {bk01-l3c-f3-22-a.mp3} - -PROMPT: What's that? {page_075_002.jpg} {bk01-l3c-f3-23-q.mp3} -RESPONSE: It's a notebook. It isn't a picture. {bk01-l3c-f3-23-a.mp3} - -PROMPT: What's that? {page_075_003.jpg} {bk01-l3c-f3-24-q.mp3} -RESPONSE: It's a picture. It's not a clock. {bk01-l3c-f3-24-a.mp3} - -PROMPT: What's he? {page_075_004.jpg} {bk01-l3c-f3-25-q.mp3} -RESPONSE: He's a pilot. He isn't a mechanic. {bk01-l3c-f3-25-a.mp3} - -PROMPT: What's she? {page_075_005.jpg} {bk01-l3c-f3-26-q.mp3} -RESPONSE: She's a teacher. She isn't a student. {bk01-l3c-f3-26-a.mp3} - -PROMPT: What's she? {page_075_006.jpg} {bk01-l3c-f3-27-q.mp3} -RESPONSE: She's a doctor. She isn't a cook. {bk01-l3c-f3-27-a.mp3} - -PROMPT: What is he? {page_076_001.jpg} {bk01-l3c-f3-28-q.mp3} -RESPONSE: He's a student. He isn't a teacher. {bk01-l3c-f3-28-a.mp3} - -PROMPT: What's she? {page_076_002.jpg} {bk01-l3c-f3-29-q.mp3} -RESPONSE: She's a mechanic. She's not a pilot. {bk01-l3c-f3-29-a.mp3} - -PROMPT: What is he? {page_076_003.jpg} {bk01-l3c-f3-30-q.mp3} -RESPONSE: He's a doctor. He's not a barber. {bk01-l3c-f3-30-a.mp3} - -# Source: LLA 3C Figure 4 (presentation) -$DIALOGUE They're Not, They Aren't -ID: 3c-f4 -INTRO: The same trick in the plural: "they're not" and "they aren't" mean exactly the same thing. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: They're pilots. They're not mechanics. {page_077_001.jpg} {bk01-l3c-f4-01.mp3} -LINE: They're books. They aren't pictures. {page_077_002.jpg} {bk01-l3c-f4-02.mp3} -LINE: They're students. They're not teachers. {page_077_003.jpg} {bk01-l3c-f4-03.mp3} -LINE: They're pens. They're not notebooks. {page_077_004.jpg} {bk01-l3c-f4-04.mp3} -LINE: They're barbers. They aren't doctors. {page_077_005.jpg} {bk01-l3c-f4-05.mp3} -LINE: They're cooks. They aren't barbers. {page_077_006.jpg} {bk01-l3c-f4-06.mp3} -LINE: They're tables. They're not chairs. {page_077_007.jpg} {bk01-l3c-f4-07.mp3} - -# Source: LLA 3C Figure 4 (production) -$PRODUCE Plural: Say Both Sentences -ID: 3c-f4-b -INPUT: speak -CHECK: reveal -INTRO: Answer about the groups. Say what they are and what they're not, then repeat the model answer. -INSTRUCTION: Answer aloud with two sentences. - -EXAMPLE -PROMPT: What are they? {page_077_001.jpg} {bk01-l3c-f4-ex-q.mp3} -RESPONSE: They're pilots. They're not mechanics. {bk01-l3c-f4-ex-a.mp3} - -PROMPT: What are those? {page_077_002.jpg} {bk01-l3c-f4-08-q.mp3} -RESPONSE: They're books. They're not pictures. {bk01-l3c-f4-08-a.mp3} - -PROMPT: What are they? {page_077_003.jpg} {bk01-l3c-f4-09-q.mp3} -RESPONSE: They're students. They aren't teachers. {bk01-l3c-f4-09-a.mp3} - -PROMPT: What are those? {page_077_004.jpg} {bk01-l3c-f4-10-q.mp3} -RESPONSE: They're pens. They aren't notebooks. {bk01-l3c-f4-10-a.mp3} - -PROMPT: What are they? {page_077_005.jpg} {bk01-l3c-f4-11-q.mp3} -RESPONSE: They're barbers. They're not doctors. {bk01-l3c-f4-11-a.mp3} - -PROMPT: What are they? {page_077_006.jpg} {bk01-l3c-f4-12-q.mp3} -RESPONSE: They're cooks. They aren't barbers. {bk01-l3c-f4-12-a.mp3} - -PROMPT: What are those? {page_077_007.jpg} {bk01-l3c-f4-13-q.mp3} -RESPONSE: They're tables. They aren't chairs. {bk01-l3c-f4-13-a.mp3} - -# Source: ST §They Aren't Pilots. (sentences) -$DIALOGUE We Aren't, You Aren't +# Source: ST §They Aren't Pilots. (Sentences) +$DIALOGUE They Aren't Pilots ID: l3-s21 -INTRO: The tape practiced "they" — here are "we" and "you" too, since they refuse to be left out. Repeat each pair. -INSTRUCTION: Listen and repeat. +INTRO: And the "aren't" sentences — for we, you, and they. Repeat each pair. +INSTRUCTION: Listen and repeat these sentences. REPEAT VOCAB: aren't LINE: We are students. We aren't teachers. - LINE: You are doctors. You aren't pilots. LINE: You are a doctor. You aren't a barber. LINE: They're teachers. They aren't students. @@ -1469,55 +1439,176 @@ LINE: We aren't barbers. We're students. LINE: They aren't doors. They're windows. LINE: You aren't teachers. You're students. +# Source: LLA 3C Figure 3 (Part 1) +$DIALOGUE What It Is — and What It Isn't +ID: 3c-f3 +INTRO: Each picture shows the real thing on the left and the wrong guess crossed out on the right. Repeat both sentences. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: That's a book. It's not a pen. {page_074_001.jpg|Left: A closed book. Right: A pen with a large X over it} {bk01-l3c-f3-01.mp3} +LINE: This is a lab. It isn't a classroom. {page_074_002.jpg|Left: Two students in language lab booths wearing headphones. Right: A teacher pointing to a blackboard with a large X over it} {bk01-l3c-f3-02.mp3} +LINE: That's a door. It's not a window. {page_074_003.jpg|Left: An open door. Right: A window with a large X over it} {bk01-l3c-f3-03.mp3} +LINE: This is a chair. It isn't a table. {page_074_004.jpg|Left: A chair. Right: A table with a large X over it} {bk01-l3c-f3-04.mp3} +LINE: That's a pen. It's not a pencil. {page_074_005.jpg|Left: A pen. Right: A pencil with a large X over it} {bk01-l3c-f3-05.mp3} +LINE: That's not a letter. It's a number. {page_074_006.jpg|Left: A card showing the number 8. Right: A card showing the letter b with a large X over it} {bk01-l3c-f3-06.mp3} +LINE: It isn't a chair. It's a table. {page_075_001.jpg|Left: A table. Right: A chair with a large X over it} {bk01-l3c-f3-07.mp3} +LINE: It's not a picture. It's a notebook. {page_075_002.jpg|Left: An open notebook. Right: A picture showing a landscape with a large X over it} {bk01-l3c-f3-08.mp3} +LINE: That isn't a clock. It's a picture. {page_075_003.jpg|Left: A framed picture of a landscape. Right: A clock with a large X over it} {bk01-l3c-f3-09.mp3} +LINE: He's a pilot. He isn't a mechanic. {page_075_004.jpg|Left: A smiling male pilot in uniform. Right: A mechanic working on an engine with a large X over it} {bk01-l3c-f3-10.mp3} +LINE: She's a teacher. She's not a student. {page_075_005.jpg|Left: A female teacher pointing to equations on a chalkboard. Right: A female student reading a book with a large X over it} {bk01-l3c-f3-11.mp3} +LINE: She's a doctor. She isn't a cook. {page_075_006.jpg|Left: A female student wearing glasses. Right: A female cook stirring a pot with a large X over it} {bk01-l3c-f3-12.mp3} +LINE: He's not a teacher. He's a student. {page_076_001.jpg|Left: A male student wearing a sweater with the letter H. Right: A male teacher pointing to a chalkboard with a large X over it} {bk01-l3c-f3-13.mp3} +LINE: She isn't a pilot. She's a mechanic. {page_076_002.jpg|Left: A female driver or mechanic operating machinery. Right: A female passenger with a large X over it} {bk01-l3c-f3-14.mp3} +LINE: He's not a barber. He's a doctor. {page_076_003.jpg|Left: A male doctor smiling. Right: A barber cutting hair with a large X over it} {bk01-l3c-f3-15.mp3} + +# Source: LLA 3C Figure 3 (Part 2) +$PRODUCE Say What It Is and Isn't +ID: 3c-f3-b +INPUT: speak +CHECK: reveal +INTRO: Same pictures, but now you do the talking. Say what it is and what it isn't, then repeat the model. +INSTRUCTION: Answer aloud in full sentences. +REPEAT + +EXAMPLE +PROMPT: What's that? {page_074_001.jpg|Left: A closed book. Right: A pen with a large X over it} {bk01-l3c-f3-ex-q.mp3} +RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-ex-a.mp3} + +PROMPT: What's that? {page_074_001.jpg|Left: A closed book. Right: A pen with a large X over it} {bk01-l3c-f3-01-q.mp3} +RESPONSE: It's a book. It's not a pen. {bk01-l3c-f3-01-a.mp3} + +PROMPT: What's that? {page_074_002.jpg|Left: Two students in language lab booths wearing headphones. Right: A teacher pointing to a blackboard with a large X over it} {bk01-l3c-f3-02-q.mp3} +RESPONSE: It's a lab. It isn't a classroom. {bk01-l3c-f3-02-a.mp3} + +PROMPT: What's that? {page_074_003.jpg|Left: An open door. Right: A window with a large X over it} {bk01-l3c-f3-03-q.mp3} +RESPONSE: It's a door. It isn't a window. {bk01-l3c-f3-03-a.mp3} + +PROMPT: What's that? {page_074_004.jpg|Left: A chair. Right: A table with a large X over it} {bk01-l3c-f3-04-q.mp3} +RESPONSE: It's a chair. It's not a table. {bk01-l3c-f3-04-a.mp3} + +PROMPT: What's that? {page_074_005.jpg|Left: A pen. Right: A pencil with a large X over it} {bk01-l3c-f3-05-q.mp3} +RESPONSE: It's a pen. It isn't a pencil. {bk01-l3c-f3-05-a.mp3} + +PROMPT: What's that? {page_074_006.jpg|Left: A card showing the number 8. Right: A card showing the letter b with a large X over it} {bk01-l3c-f3-06-q.mp3} +RESPONSE: It's a number. It isn't a letter. {bk01-l3c-f3-06-a.mp3} + +PROMPT: What's that? {page_075_001.jpg|Left: A table. Right: A chair with a large X over it} {bk01-l3c-f3-07-q.mp3} +RESPONSE: It's a table. It isn't a chair. {bk01-l3c-f3-07-a.mp3} + +PROMPT: What's that? {page_075_002.jpg|Left: An open notebook. Right: A picture showing a landscape with a large X over it} {bk01-l3c-f3-08-q.mp3} +RESPONSE: It's a notebook. It isn't a picture. {bk01-l3c-f3-08-a.mp3} + +PROMPT: What's that? {page_075_003.jpg|Left: A framed picture of a landscape. Right: A clock with a large X over it} {bk01-l3c-f3-09-q.mp3} +RESPONSE: It's a picture. It's not a clock. {bk01-l3c-f3-09-a.mp3} + +PROMPT: What's he? {page_075_004.jpg|Left: A smiling male pilot in uniform. Right: A mechanic working on an engine with a large X over it} {bk01-l3c-f3-10-q.mp3} +RESPONSE: He's a pilot. He isn't a mechanic. {bk01-l3c-f3-10-a.mp3} + +PROMPT: What's she? {page_075_005.jpg|Left: A female teacher pointing to equations on a chalkboard. Right: A female student reading a book with a large X over it} {bk01-l3c-f3-11-q.mp3} +RESPONSE: She's a teacher. She isn't a student. {bk01-l3c-f3-11-a.mp3} + +PROMPT: What's she? {page_075_006.jpg|Left: A female student wearing glasses. Right: A female cook stirring a pot with a large X over it} {bk01-l3c-f3-12-q.mp3} +RESPONSE: She's a doctor. She isn't a cook. {bk01-l3c-f3-12-a.mp3} + +PROMPT: What is he? {page_076_001.jpg|Left: A male student wearing a sweater with the letter H. Right: A male teacher pointing to a chalkboard with a large X over it} {bk01-l3c-f3-13-q.mp3} +RESPONSE: He's a student. He isn't a teacher. {bk01-l3c-f3-13-a.mp3} + +PROMPT: What's she? {page_076_002.jpg|Left: A female driver or mechanic operating machinery. Right: A female passenger with a large X over it} {bk01-l3c-f3-14-q.mp3} +RESPONSE: She's a mechanic. She's not a pilot. {bk01-l3c-f3-14-a.mp3} + +PROMPT: What is he? {page_076_003.jpg|Left: A male doctor smiling. Right: A barber cutting hair with a large X over it} {bk01-l3c-f3-15-q.mp3} +RESPONSE: He's a doctor. He's not a barber. {bk01-l3c-f3-15-a.mp3} + +# Source: LLA 3C Figure 4 (Part 1) +$DIALOGUE They're Not Mechanics +ID: 3c-f4 +INTRO: The same idea in the plural. Repeat each pair of sentences about the groups. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: They're pilots. They're not mechanics. {page_077_001.jpg|Left: A male and a female pilot. Right: Three male mechanics with a large X over them} {bk01-l3c-f4-ex.mp3} +LINE: They're books. They aren't pictures. {page_077_002.jpg|Left: A stack of three books. Right: Two pictures with a large X over them} {bk01-l3c-f4-01.mp3} +LINE: They're students. They're not teachers. {page_077_003.jpg|Left: A male and a female student carrying books. Right: Two teachers with a large X over them} {bk01-l3c-f4-02.mp3} +LINE: They're pens. They're not notebooks. {page_077_004.jpg|Left: Three pens. Right: A stack of notebooks and pencils with a large X over them} {bk01-l3c-f4-03.mp3} +LINE: They're barbers. They aren't doctors. {page_077_005.jpg|Left: Three male barbers in their shop. Right: Three male doctors with a large X over them} {bk01-l3c-f4-04.mp3} +LINE: They're cooks. They aren't barbers. {page_077_006.jpg|Left: Three cooks wearing chef hats and aprons. Right: Three barbers with a large X over them} {bk01-l3c-f4-05.mp3} +LINE: They're tables. They're not chairs. {page_077_007.jpg|Left: Two tables. Right: Two chairs with a large X over them} {bk01-l3c-f4-06.mp3} + +# Source: LLA 3C Figure 4 (Part 2) +$PRODUCE Answer About the Groups +ID: 3c-f4-b +INPUT: speak +CHECK: reveal +INTRO: Your turn with the plural pictures. Say what they are and what they're not, then repeat the model answer. +INSTRUCTION: Answer aloud in full sentences. +REPEAT + +EXAMPLE +PROMPT: What are they? {page_077_001.jpg|Left: A male and a female pilot. Right: Three male mechanics with a large X over them} {bk01-l3c-f4-ex-q.mp3} +RESPONSE: They're pilots. They're not mechanics. {bk01-l3c-f4-ex-a.mp3} + +PROMPT: What are those? {page_077_002.jpg|Left: A stack of three books. Right: Two pictures with a large X over them} {bk01-l3c-f4-01-q.mp3} +RESPONSE: They're books. They're not pictures. {bk01-l3c-f4-01-a.mp3} + +PROMPT: What are they? {page_077_003.jpg|Left: A male and a female student carrying books. Right: Two teachers with a large X over them} {bk01-l3c-f4-02-q.mp3} +RESPONSE: They're students. They aren't teachers. {bk01-l3c-f4-02-a.mp3} + +PROMPT: What are those? {page_077_004.jpg|Left: Three pens. Right: A stack of notebooks and pencils with a large X over them} {bk01-l3c-f4-03-q.mp3} +RESPONSE: They're pens. They aren't notebooks. {bk01-l3c-f4-03-a.mp3} + +PROMPT: What are they? {page_077_005.jpg|Left: Three male barbers in their shop. Right: Three male doctors with a large X over them} {bk01-l3c-f4-04-q.mp3} +RESPONSE: They're barbers. They're not doctors. {bk01-l3c-f4-04-a.mp3} + +PROMPT: What are they? {page_077_006.jpg|Left: Three cooks wearing chef hats and aprons. Right: Three barbers with a large X over them} {bk01-l3c-f4-05-q.mp3} +RESPONSE: They're cooks. They aren't barbers. {bk01-l3c-f4-05-a.mp3} + +PROMPT: What are those? {page_077_007.jpg|Left: Two tables. Right: Two chairs with a large X over them} {bk01-l3c-f4-06-q.mp3} +RESPONSE: They're tables. They aren't chairs. {bk01-l3c-f4-06-a.mp3} + # Source: LLA 3C Figure 5 -$PRODUCE Type the Negative +$PRODUCE Type the Missing Negative ID: 3c-f5 INPUT: type CHECK: exact -INTRO: Listen to the whole sentence, then type the missing negative words in the gap. +HIDE_PROMPT +INTRO: Listen to the two sentences and type the negative words that are missing from the second one. INSTRUCTION: Type the missing words. EXAMPLE -TEMPLATE: They're pilots. ____ mechanics. PROMPT: They're pilots. They're not mechanics. {bk01-l3c-f5-ex.mp3} +TEMPLATE: They're pilots. ____{They're not} mechanics. RESPONSE: They're pilots. They're not mechanics. -ACCEPT: They're not -TEMPLATE: They're books. They ____ pictures. PROMPT: They're books. They aren't pictures. {bk01-l3c-f5-01.mp3} +TEMPLATE: They're books. They ____{aren't|are not|'re not} pictures. RESPONSE: They're books. They aren't pictures. -ACCEPT: aren't | are not -TEMPLATE: They're students. ____ teachers. PROMPT: They're students. They're not teachers. {bk01-l3c-f5-02.mp3} +TEMPLATE: They're students. ____{They're not|They aren't|They are not} teachers. RESPONSE: They're students. They're not teachers. -ACCEPT: They're not | They are not | They aren't -TEMPLATE: Those are pens. ____ pencils. PROMPT: Those are pens. They're not pencils. {bk01-l3c-f5-03.mp3} +TEMPLATE: Those are pens. ____{They're not|They aren't|Those are not|Those aren't} pencils. RESPONSE: Those are pens. They're not pencils. -ACCEPT: They're not | They are not | They aren't -TEMPLATE: They're barbers. ____ doctors. PROMPT: They're barbers. They aren't doctors. {bk01-l3c-f5-04.mp3} +TEMPLATE: They're barbers. ____{They aren't|They're not|They are not} doctors. RESPONSE: They're barbers. They aren't doctors. -ACCEPT: They aren't | They are not | They're not -TEMPLATE: They're cooks. ____ barbers. PROMPT: They're cooks. They aren't barbers. {bk01-l3c-f5-05.mp3} +TEMPLATE: They're cooks. ____{They aren't|They're not|They are not} barbers. RESPONSE: They're cooks. They aren't barbers. -ACCEPT: They aren't | They are not | They're not -TEMPLATE: Those are tables. ____ chairs. PROMPT: Those are tables. They're not chairs. {bk01-l3c-f5-06.mp3} +TEMPLATE: Those are tables. ____{They're not|They aren't|Those are not|Those aren't} chairs. RESPONSE: Those are tables. They're not chairs. -ACCEPT: They're not | They are not | They aren't -# Source: ST §Change to Contractions -$PRODUCE Make It a Contraction +# Source: ST §He Isn't a Pilot. +$PRODUCE Shorten It: Isn't and Aren't ID: l3-s22 -INTRO: Squeeze "is not" into "isn't" and "are not" into "aren't". Say the whole sentence, short form and all. -INSTRUCTION: Say the sentence with a contraction. +INTRO: Last drill of this part: read the long form and say the short form — "is not" becomes "isn't", "are not" becomes "aren't". +INSTRUCTION: Change "are not" and "is not" to "aren't" and "isn't". INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1558,39 +1649,44 @@ RESPONSE: Bob isn't a pilot. PROMPT: It is not your pencil. RESPONSE: It isn't your pencil. -$LESSON 3-8: Yes/No Questions and Short Answers +$SESSION 3-8: Asking Questions -# Source: ST §Are They Students? (grammar) -$GRAMMAR Asking Yes/No Questions +# Source: ST §Are They Students? +$GRAMMAR Turning Statements into Questions ID: l3-s23 -INTRO: This part is about asking questions — and answering them without writing an essay. To ask, the verb jumps to the front of the sentence. +INTRO: In this part you'll learn to ask. The trick is word order: the verb jumps to the front. -To ask a yes/no question, put **is** or **are** first: +CARD: To ask a question, put **is** or **are** first. +{Is he a student?} +{Is she a doctor?} +{Is that a pen?} -**Singular:** -| | | | -|---|---|---| -| Is | he | a student? | -| Is | she | a doctor? | -| Is | this | a book? | -| Is | that | a pen? | +CARD: With plurals, use **are** first. +{Are they students?} +{Are those books?} +{Are these pencils?} + +SUMMARY: +| | | | | +|---|---|---|---| +| Is | he | a | student? | +| Is | she | a | doctor? | +| Is | that | a | pen? | +| Is | this | a | book? | -**Plural:** | | | | |---|---|---| | Are | they | students? | -| Are | we | doctors? | -| Are | these | books? | -| Are | those | pens? | - -{He is a student.} → {Is he a student?} +| Are | we | teachers? | +| Are | you | mechanics? | +| Are | those | books? | +| Are | these | pencils? | # Source: ST §Are They Teachers? -$DIALOGUE Question Practice +$DIALOGUE Read the Questions ID: l3-s24 -INTRO: Practice the question melody — the voice rises at the end. Say each question after you hear it. -INSTRUCTION: Listen and repeat each question. -REPEAT +INTRO: Read these questions — singular, then plural, back and forth. Notice how "is" and "are" trade places with the subject. +INSTRUCTION: Read each question. LINE: Is he a student? LINE: Are they students? @@ -1618,10 +1714,10 @@ LINE: Is that a desk? LINE: Are these desks? # Source: ST §Is Joe a Barber? -$PRODUCE Turn It into a Question +$PRODUCE Make It a Question ID: l3-s25 -INTRO: Read the statement and flip it into a question — move "is" or "are" to the front and let your voice rise. -INSTRUCTION: Change the statement to a question, aloud. +INTRO: Read the statement, then say it as a question — move "is" or "are" to the front and let your voice rise. +INSTRUCTION: Change each statement to a question. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1665,24 +1761,27 @@ RESPONSE: Is she a mechanic? PROMPT: They're mechanics. RESPONSE: Are they mechanics? -# Source: ST §Are You a Student? (grammar) +# Source: ST §Are You a Student? $GRAMMAR Am, Is, or Are in Questions ID: l3-s26 -INTRO: One table to keep the question verbs straight — am with I, is with one person or thing, are with everything plural and with you. +INTRO: The full question set in one view — am for I, is for one person or thing, are for everyone else. -| | | | +CARD: Match the question word to the subject. +{Am I a doctor?} +{Is she a student?} +{Are you mechanics?} + +SUMMARY: +| Am | I | a doctor? | |---|---|---| -| Am | I | a student? | -| Is | he / she / it / Mary | a student? | -| Are | you / we / they / the boys | students? | - -{Am I a student?} {Is she a doctor?} {Are you students?} +| Is | he / she / Bill | a student? | +| Are | we / they / you | mechanics? | # Source: ST §Is This Your Book? $PRODUCE Build the Question ID: l3-s27 -INTRO: You get two cue words — build the full question from them. "That" and "book" become "Is that a book?" Choose "is" or "are" to match. -INSTRUCTION: Make a question from the cue words, aloud. +INTRO: Two cue words, one question. Use the cues to ask a full question aloud — the example shows the pattern. +INSTRUCTION: Make a question from the cue words. INPUT: speak CHECK: reveal @@ -1721,343 +1820,214 @@ TEMPLATE: my/pencil RESPONSE: Is that my pencil? TEMPLATE: your/books -RESPONSE: Are these your books? +RESPONSE: Are those your books? TEMPLATE: my/books -RESPONSE: Are those my books? +RESPONSE: Are these my books? -# Source: ST §Is That Your Pencil? No, It Isn't. (grammar) -$GRAMMAR Short Answers +# Source: ST §Is That Your Pencil? No, It Isn't. +$GRAMMAR Short Answers: Yes and No ID: l3-s28 -INTRO: You don't answer a yes/no question with a whole speech. Pronoun plus verb — that's the whole answer. +INTRO: Questions deserve answers — short ones. English answers yes/no questions with a tidy little echo. -**Short Answers** +CARD: A "yes" answer repeats the subject and the verb. +{Is this a pen?} +{Yes, it is.} -| | | | +CARD: A "no" answer adds **not** — either short form works. +{No, it's not.} +{No, it isn't.} + +CARD: Watch the switch with **you**: they ask about you, you answer about "I" or "we". +{Are you a student?} +{Yes, I am.} +{No, I'm not.} + +SUMMARY: +| Question | Affirmative Short Answer | Negative Short Answer | |---|---|---| -| Is this/that a pen? | Yes, it is. | No, it isn't. | -| Is he/she a doctor? | Yes, he/she is. | No, he/she isn't. | -| Are you a student? | Yes, I am. | No, I'm not. | -| Are these/those pencils? | Yes, they are. | No, they aren't. | -| Are they/we/you students? | Yes, they/we/we are. | No, they/we/we aren't. | - -{Yes, it is.} {No, it isn't.} {Yes, I am.} {No, I'm not.} +| Is this/that a pen? | Yes, it is. | No, it's not. / No, it isn't. | +| Is he/she a doctor? | Yes, he/she is. | No, he/she's not. / No, he/she isn't. | +| Are you a student? | Yes, I am. / Yes, we are. | No, I'm not. / No, we're not. / No, we aren't. | +| Are these/those pencils? | Yes, they are. | No, they're not. / No, they aren't. | +| Are they students? | Yes, they are. | No, they're not. / No, they aren't. | # Source: ST §Is This Your Pen? Yes, It Is. -$DIALOGUE Short Answer Practice +$DIALOGUE Yes, It Is. No, It Isn't. ID: l3-s29 -INTRO: Question, short answer, done. Repeat each pair and let the answers get automatic. -INSTRUCTION: Listen and repeat. +INTRO: Question and short answer together — repeat both halves of each exchange. +INSTRUCTION: Listen and repeat these questions and answers. REPEAT -LINE: Is that my pen? No, it's not. -LINE: Is he a mechanic? No, he isn't. +VOCAB: no +LINE: Is that my pen?\n— No, it's not. +LINE: Is he a mechanic?\n— No, he isn't. + VOCAB: yes -LINE: Are you students? Yes, we are. -LINE: Is this a book? Yes, it is. -LINE: Are they students? No, they aren't. -LINE: Is she a barber? No, she's not. -LINE: Are those your books? No, they're not. -LINE: Are you a doctor? No, I'm not. -LINE: Is he a doctor? Yes, he is. -LINE: Are these pencils? Yes, they are. +LINE: Are you students?\n— Yes, we are. +LINE: Is this a book?\n— Yes, it is. +LINE: Are they students?\n— No, they aren't. +LINE: Is she a barber?\n— No, she's not. +LINE: Are those your books?\n— No, they're not. +LINE: Are you a doctor?\n— No, I'm not. +LINE: Is he a doctor?\n— Yes, he is. +LINE: Are these pencils?\n— Yes, they are. -# Source: LLA 3C Figure 6 (Yes answers) +$SESSION 3-9: Yes or No — Short Answers + +# Source: LLA 3C Figure 6 (Part 1) $DIALOGUE Questions with Yes Answers -ID: 3c-f6-a -INTRO: Now the cassette takes over. Look at each picture, listen to the question and its "yes" answer, and repeat both. +ID: 3c-f6-aff +INTRO: In this part you'll answer questions yourself. First, hear how "yes" answers sound. Repeat each question and answer. INSTRUCTION: Listen and repeat. REPEAT -LINE: Is this a pen? Yes, it is. {page_079_001.jpg} {bk01-l3c-f6-01.mp3} -LINE: Is this a book? Yes, it is. {page_079_002.jpg} {bk01-l3c-f6-02.mp3} -LINE: Is this a chair? Yes, it is. {page_079_003.jpg} {bk01-l3c-f6-03.mp3} -LINE: Is this a table? Yes, it is. {page_079_004.jpg} {bk01-l3c-f6-04.mp3} -LINE: Is that a clock? Yes, it is. {page_079_005.jpg} {bk01-l3c-f6-05.mp3} -LINE: Is that a window? Yes, it is. {page_079_006.jpg} {bk01-l3c-f6-06.mp3} -LINE: Is that a door? Yes, it is. {page_079_007.jpg} {bk01-l3c-f6-07.mp3} -LINE: Is he a doctor? Yes, he is. {page_080_008.jpg} {bk01-l3c-f6-08.mp3} -LINE: Is she a doctor? Yes, she is. {page_080_009.jpg} {bk01-l3c-f6-09.mp3} -LINE: Is he a student? Yes, he is. {page_080_010.jpg} {bk01-l3c-f6-10.mp3} -LINE: Is he a barber? Yes, he is. {page_080_011.jpg} {bk01-l3c-f6-11.mp3} -LINE: Is she a cook? Yes, she is. {page_080_012.jpg} {bk01-l3c-f6-12.mp3} -LINE: Is she a mechanic? Yes, she is. {page_080_013.jpg} {bk01-l3c-f6-13.mp3} -LINE: Is she a teacher? Yes, she is. {page_080_014.jpg} {bk01-l3c-f6-14.mp3} +LINE: Is this a pen? — Yes, it is. {page_079_001.jpg|A hand pointing close to a pen} {bk01-l3c-f6-01-a.mp3} +LINE: Is this a book? — Yes, it is. {page_079_002.jpg|A hand touching a closed book} {bk01-l3c-f6-02-a.mp3} +LINE: Is this a chair? — Yes, it is. {page_079_003.jpg|A hand pointing from a distance to a chair} {bk01-l3c-f6-03-a.mp3} +LINE: Is this a table? — Yes, it is. {page_079_004.jpg|A hand touching the edge of a table} {bk01-l3c-f6-04-a.mp3} +LINE: Is that a clock? — Yes, it is. {page_079_005.jpg|A hand pointing from a distance to a table clock} {bk01-l3c-f6-05-a.mp3} +LINE: Is that a window? — Yes, it is. {page_079_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l3c-f6-06-a.mp3} +LINE: Is that a door? — Yes, it is. {page_079_007.jpg|A hand pointing from a distance to an open door} {bk01-l3c-f6-07-a.mp3} +LINE: Is he a doctor? — Yes, he is. {page_080_008.jpg|A man with glasses wearing a short-sleeved collared shirt} {bk01-l3c-f6-08-a.mp3} +LINE: Is she a doctor? — Yes, she is. {page_080_009.jpg|A woman with glasses wearing a short-sleeved shirt with a collar} {bk01-l3c-f6-09-a.mp3} +LINE: Is he a student? — Yes, he is. {page_080_010.jpg|A young man wearing a sweater with the letter H, holding a book} {bk01-l3c-f6-10-a.mp3} +LINE: Is he a barber? — Yes, he is. {page_080_011.jpg|A barber cutting the hair of a customer sitting in a chair} {bk01-l3c-f6-11-a.mp3} +LINE: Is she a cook? — Yes, she is. {page_080_012.jpg|A woman wearing an apron cooking over a stove with steam rising} {bk01-l3c-f6-12-a.mp3} +LINE: Is she a mechanic? — Yes, she is. {page_080_013.jpg|A woman working under the open hood of a car} {bk01-l3c-f6-13-a.mp3} +LINE: Is she a teacher? — Yes, she is. {page_080_014.jpg|A female teacher with glasses pointing to math equations on a blackboard} {bk01-l3c-f6-14-a.mp3} -# Source: LLA 3C Figure 6 (No answers) +# Source: LLA 3C Figure 6 (Part 2) $DIALOGUE Questions with No Answers -ID: 3c-f6-b -INTRO: Same pictures, wrong guesses — so every answer is "no". Repeat the questions and the answers. +ID: 3c-f6-neg +INTRO: Same pictures, wrong guesses this time — so every answer is "no". Repeat each exchange. INSTRUCTION: Listen and repeat. REPEAT -LINE: Is this a book? No, it's not. {page_079_001.jpg} {bk01-l3c-f6-15.mp3} -LINE: Is this a clock? No, it's not. {page_079_002.jpg} {bk01-l3c-f6-16.mp3} -LINE: Is this a table? No, it's not. {page_079_003.jpg} {bk01-l3c-f6-17.mp3} -LINE: Is this a chair? No, it isn't. {page_079_004.jpg} {bk01-l3c-f6-18.mp3} -LINE: Is that a book? No, it isn't. {page_079_005.jpg} {bk01-l3c-f6-19.mp3} -LINE: Is that a door? No, it isn't. {page_079_006.jpg} {bk01-l3c-f6-20.mp3} -LINE: Is that a window? No, it isn't. {page_079_007.jpg} {bk01-l3c-f6-21.mp3} -LINE: Is he a barber? No, he's not. {page_080_008.jpg} {bk01-l3c-f6-22.mp3} -LINE: Is she a cook? No, she's not. {page_080_009.jpg} {bk01-l3c-f6-23.mp3} -LINE: Is he a teacher? No, he's not. {page_080_010.jpg} {bk01-l3c-f6-24.mp3} -LINE: Is he a doctor? No, he isn't. {page_080_011.jpg} {bk01-l3c-f6-25.mp3} -LINE: Is she a student? No, she isn't. {page_080_012.jpg} {bk01-l3c-f6-26.mp3} -LINE: Is she a pilot? No, she isn't. {page_080_013.jpg} {bk01-l3c-f6-27.mp3} -LINE: Is she a doctor? No, she isn't. {page_080_014.jpg} {bk01-l3c-f6-28.mp3} +LINE: Is this a book? — No, it's not. {page_079_001.jpg|A hand pointing close to a pen} {bk01-l3c-f6-01-neg.mp3} +LINE: Is this a clock? — No, it's not. {page_079_002.jpg|A hand touching a closed book} {bk01-l3c-f6-02-neg.mp3} +LINE: Is this a table? — No, it's not. {page_079_003.jpg|A hand pointing from a distance to a chair} {bk01-l3c-f6-03-neg.mp3} +LINE: Is this a chair? — No, it isn't. {page_079_004.jpg|A hand touching the edge of a table} {bk01-l3c-f6-04-neg.mp3} +LINE: Is that a book? — No, it isn't. {page_079_005.jpg|A hand pointing from a distance to a table clock} {bk01-l3c-f6-05-neg.mp3} +LINE: Is that a door? — No, it isn't. {page_079_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l3c-f6-06-neg.mp3} +LINE: Is that a window? — No, it isn't. {page_079_007.jpg|A hand pointing from a distance to an open door} {bk01-l3c-f6-07-neg.mp3} +LINE: Is he a barber? — No, he's not. {page_080_008.jpg|A man with glasses wearing a short-sleeved collared shirt} {bk01-l3c-f6-08-neg.mp3} +LINE: Is she a cook? — No, she's not. {page_080_009.jpg|A woman with glasses wearing a short-sleeved shirt with a collar} {bk01-l3c-f6-09-neg.mp3} +LINE: Is he a teacher? — No, he's not. {page_080_010.jpg|A young man wearing a sweater with the letter H, holding a book} {bk01-l3c-f6-10-neg.mp3} +LINE: Is he a doctor? — No, he isn't. {page_080_011.jpg|A barber cutting the hair of a customer sitting in a chair} {bk01-l3c-f6-11-neg.mp3} +LINE: Is she a student? — No, she isn't. {page_080_012.jpg|A woman wearing an apron cooking over a stove with steam rising} {bk01-l3c-f6-12-neg.mp3} +LINE: Is she a pilot? — No, she isn't. {page_080_013.jpg|A woman working under the open hood of a car} {bk01-l3c-f6-13-neg.mp3} +LINE: Is she a doctor? — No, she isn't. {page_080_014.jpg|A female teacher with glasses pointing to math equations on a blackboard} {bk01-l3c-f6-14-neg.mp3} -# Source: LLA 3C Figure 6 (production) -$PRODUCE Answer Yes or No -ID: 3c-f6-c +# Source: LLA 3C Figure 6 (Part 3) +$PRODUCE Yes or No? You Answer +ID: 3c-f6-qna INPUT: speak CHECK: reveal -INTRO: Your turn — no script this time. Look at the picture, listen to the question, and give the short answer aloud. Then repeat the model. +INTRO: Now nobody answers for you. Look at the picture, answer each question aloud with a short answer, then repeat the model. INSTRUCTION: Answer aloud with a short answer. REPEAT EXAMPLE -PROMPT: Is this a clock? {page_079_001.jpg} {bk01-l3c-f6-ex2-q.mp3} -RESPONSE: No, it's not. {bk01-l3c-f6-ex2-a.mp3} +PROMPT: Is this a clock? {page_079_001.jpg|A hand pointing close to a pen} {bk01-l3c-f6-ex-q.mp3} +RESPONSE: No, it's not. {bk01-l3c-f6-ex-a.mp3} -PROMPT: Is this a pencil? {page_079_001.jpg} {bk01-l3c-f6-29-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-29-a.mp3} +PROMPT: Is this a pencil? {page_079_001.jpg|A hand pointing close to a pen} {bk01-l3c-f6-01-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-01-ans.mp3} -PROMPT: Is this a notebook? {page_079_002.jpg} {bk01-l3c-f6-30-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-30-a.mp3} +PROMPT: Is this a notebook? {page_079_002.jpg|A hand touching a closed book} {bk01-l3c-f6-02-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-02-ans.mp3} -PROMPT: Is this a chair? {page_079_003.jpg} {bk01-l3c-f6-31-q.mp3} -RESPONSE: Yes, it is. {bk01-l3c-f6-31-a.mp3} +PROMPT: Is this a chair? {page_079_003.jpg|A hand pointing from a distance to a chair} {bk01-l3c-f6-03-q.mp3} +RESPONSE: Yes, it is. {bk01-l3c-f6-03-ans.mp3} -PROMPT: Is this a window? {page_079_004.jpg} {bk01-l3c-f6-32-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-32-a.mp3} +PROMPT: Is this a window? {page_079_004.jpg|A hand touching the edge of a table} {bk01-l3c-f6-04-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-04-ans.mp3} -PROMPT: Is that a pen? {page_079_005.jpg} {bk01-l3c-f6-33-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-33-a.mp3} +PROMPT: Is that a pen? {page_079_005.jpg|A hand pointing from a distance to a table clock} {bk01-l3c-f6-05-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-05-ans.mp3} -PROMPT: Is that a window? {page_079_006.jpg} {bk01-l3c-f6-34-q.mp3} -RESPONSE: Yes, it is. {bk01-l3c-f6-34-a.mp3} +PROMPT: Is that a window? {page_079_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l3c-f6-06-q.mp3} +RESPONSE: Yes, it is. {bk01-l3c-f6-06-ans.mp3} -PROMPT: Is that a picture? {page_079_007.jpg} {bk01-l3c-f6-35-q.mp3} -RESPONSE: No, it isn't. {bk01-l3c-f6-35-a.mp3} +PROMPT: Is that a picture? {page_079_007.jpg|A hand pointing from a distance to an open door} {bk01-l3c-f6-07-q.mp3} +RESPONSE: No, it isn't. {bk01-l3c-f6-07-ans.mp3} -PROMPT: Is he a doctor? {page_080_008.jpg} {bk01-l3c-f6-36-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f6-36-a.mp3} +PROMPT: Is he a doctor? {page_080_008.jpg|A man with glasses wearing a short-sleeved collared shirt} {bk01-l3c-f6-08-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f6-08-ans.mp3} -PROMPT: Is she a barber? {page_080_009.jpg} {bk01-l3c-f6-37-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f6-37-a.mp3} +PROMPT: Is she a barber? {page_080_009.jpg|A woman with glasses wearing a short-sleeved shirt with a collar} {bk01-l3c-f6-09-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f6-09-ans.mp3} -PROMPT: Is he a teacher? {page_080_010.jpg} {bk01-l3c-f6-38-q.mp3} -RESPONSE: No, he isn't. {bk01-l3c-f6-38-a.mp3} +PROMPT: Is he a teacher? {page_080_010.jpg|A young man wearing a sweater with the letter H, holding a book} {bk01-l3c-f6-10-q.mp3} +RESPONSE: No, he isn't. {bk01-l3c-f6-10-ans.mp3} -PROMPT: Is he a barber? {page_080_011.jpg} {bk01-l3c-f6-39-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f6-39-a.mp3} +PROMPT: Is he a barber? {page_080_011.jpg|A barber cutting the hair of a customer sitting in a chair} {bk01-l3c-f6-11-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f6-11-ans.mp3} -PROMPT: Is she a cook? {page_080_012.jpg} {bk01-l3c-f6-40-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f6-40-a.mp3} +PROMPT: Is she a cook? {page_080_012.jpg|A woman wearing an apron cooking over a stove with steam rising} {bk01-l3c-f6-12-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f6-12-ans.mp3} -PROMPT: Is she a mechanic? {page_080_013.jpg} {bk01-l3c-f6-41-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f6-41-a.mp3} +PROMPT: Is she a mechanic? {page_080_013.jpg|A woman working under the open hood of a car} {bk01-l3c-f6-13-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f6-13-ans.mp3} -PROMPT: Is she a doctor? {page_080_014.jpg} {bk01-l3c-f6-42-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f6-42-a.mp3} +PROMPT: Is she a doctor? {page_080_014.jpg|A female teacher with glasses pointing to math equations on a blackboard} {bk01-l3c-f6-14-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f6-14-ans.mp3} # Source: LLA 3C Figure 7 $PRODUCE Is He a Cook? ID: 3c-f7 INPUT: speak CHECK: reveal -INTRO: One more round with the occupations. Look at the person, answer the question with a short answer, then repeat the model. +INTRO: Same game, all jobs. Look at the person, answer the question aloud with yes or no, then repeat the correct answer. INSTRUCTION: Answer aloud with a short answer. REPEAT EXAMPLE -PROMPT: Is he a doctor? {page_081_001.jpg} {bk01-l3c-f7-ex-q.mp3} +PROMPT: Is he a doctor? {page_081_001.jpg|A young man in a sweater with an H holding books} {bk01-l3c-f7-ex-q.mp3} RESPONSE: No, he isn't. {bk01-l3c-f7-ex-a.mp3} -PROMPT: Is he a cook? {page_081_002.jpg} {bk01-l3c-f7-01-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-01-a.mp3} +PROMPT: Is he a cook? {page_081_002.jpg|A chef in uniform cooking and stirring food in a pot} {bk01-l3c-f7-02-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-02-a.mp3} -PROMPT: Is she a doctor? {page_081_003.jpg} {bk01-l3c-f7-02-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-02-a.mp3} +PROMPT: Is she a doctor? {page_081_003.jpg|A female pilot in uniform looking up, with a jet in the background} {bk01-l3c-f7-03-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-03-a.mp3} -PROMPT: Is he a pilot? {page_081_004.jpg} {bk01-l3c-f7-03-q.mp3} -RESPONSE: No, he isn't. {bk01-l3c-f7-03-a.mp3} +PROMPT: Is he a pilot? {page_081_004.jpg|A male teacher pointing to a blackboard with mathematical equations} {bk01-l3c-f7-04-q.mp3} +RESPONSE: No, he isn't. {bk01-l3c-f7-04-a.mp3} -PROMPT: Is he a pilot? {page_081_005.jpg} {bk01-l3c-f7-04-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-04-a.mp3} +PROMPT: Is he a pilot? {page_081_005.jpg|A male pilot holding a helmet, with jets flying in the background} {bk01-l3c-f7-05-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-05-a.mp3} -PROMPT: Is she a barber? {page_081_006.jpg} {bk01-l3c-f7-05-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-05-a.mp3} +PROMPT: Is she a barber? {page_081_006.jpg|A female mechanic working on the engine of a car} {bk01-l3c-f7-06-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-06-a.mp3} -PROMPT: Is he a barber? {page_081_007.jpg} {bk01-l3c-f7-06-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-06-a.mp3} +PROMPT: Is he a barber? {page_081_007.jpg|A barber cutting a man's hair} {bk01-l3c-f7-07-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-07-a.mp3} -PROMPT: Is she a student? {page_081_008.jpg} {bk01-l3c-f7-07-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f7-07-a.mp3} +PROMPT: Is she a student? {page_081_008.jpg|A woman sitting and studying an open book} {bk01-l3c-f7-08-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f7-08-a.mp3} -PROMPT: Is she a student? {page_081_009.jpg} {bk01-l3c-f7-08-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-08-a.mp3} +PROMPT: Is she a student? {page_081_009.jpg|A woman wearing a short-sleeved shirt with a collar} {bk01-l3c-f7-09-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-09-a.mp3} -PROMPT: Is he a mechanic? {page_081_010.jpg} {bk01-l3c-f7-09-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-09-a.mp3} +PROMPT: Is he a mechanic? {page_081_010.jpg|A man in a cap working outdoors, possibly gardening or farming} {bk01-l3c-f7-10-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-10-a.mp3} -PROMPT: Is she a cook? {page_081_011.jpg} {bk01-l3c-f7-10-q.mp3} -RESPONSE: No, she isn't. {bk01-l3c-f7-10-a.mp3} +PROMPT: Is she a cook? {page_081_011.jpg|A female teacher pointing to mathematical equations on a chalkboard} {bk01-l3c-f7-11-q.mp3} +RESPONSE: No, she isn't. {bk01-l3c-f7-11-a.mp3} -PROMPT: Is she a cook? {page_081_012.jpg} {bk01-l3c-f7-11-q.mp3} -RESPONSE: Yes, she is. {bk01-l3c-f7-11-a.mp3} +PROMPT: Is she a cook? {page_081_012.jpg|A woman wearing an apron cooking on a stove} {bk01-l3c-f7-12-q.mp3} +RESPONSE: Yes, she is. {bk01-l3c-f7-12-a.mp3} -PROMPT: Is he a doctor? {page_081_013.jpg} {bk01-l3c-f7-12-q.mp3} -RESPONSE: Yes, he is. {bk01-l3c-f7-12-a.mp3} +PROMPT: Is he a doctor? {page_081_013.jpg|A man with glasses wearing a short-sleeved shirt} {bk01-l3c-f7-13-q.mp3} +RESPONSE: Yes, he is. {bk01-l3c-f7-13-a.mp3} -$LESSON 3-9: Are They Pilots? — Plural Questions and Review - -# Source: LLA 3D Figure 1 (Yes answers) -$DIALOGUE Are They Cooks? Yes, They Are. -ID: 3d-f1 -INTRO: Now the same game in the plural — are they cooks, barbers, pilots? Every guess here is right. Listen and repeat the questions and answers. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Are they cooks? {page_083_001.jpg} {bk01-l3d-f1-01-q.mp3} -LINE: Yes, they are. {page_083_001.jpg} {bk01-l3d-f1-01-a.mp3} - -Narrator: Are they barbers? {page_083_002.jpg} {bk01-l3d-f1-02-q.mp3} -LINE: Yes, they are. {page_083_002.jpg} {bk01-l3d-f1-02-a.mp3} - -Narrator: Are they pilots? {page_083_003.jpg} {bk01-l3d-f1-03-q.mp3} -LINE: Yes, they are. {page_083_003.jpg} {bk01-l3d-f1-03-a.mp3} - -Narrator: Are they students? {page_083_004.jpg} {bk01-l3d-f1-04-q.mp3} -LINE: Yes, they are. {page_083_004.jpg} {bk01-l3d-f1-04-a.mp3} - -Narrator: Are they teachers? {page_083_005.jpg} {bk01-l3d-f1-05-q.mp3} -LINE: Yes, they are. {page_083_005.jpg} {bk01-l3d-f1-05-a.mp3} - -Narrator: Are they doctors? {page_083_006.jpg} {bk01-l3d-f1-06-q.mp3} -LINE: Yes, they are. {page_083_006.jpg} {bk01-l3d-f1-06-a.mp3} - -Narrator: Are they mechanics? {page_083_007.jpg} {bk01-l3d-f1-07-q.mp3} -LINE: Yes, they are. {page_083_007.jpg} {bk01-l3d-f1-07-a.mp3} - -Narrator: Are those tables? {page_083_008.jpg} {bk01-l3d-f1-08-q.mp3} -LINE: Yes, they are. {page_083_008.jpg} {bk01-l3d-f1-08-a.mp3} - -Narrator: Are those chairs? {page_083_009.jpg} {bk01-l3d-f1-09-q.mp3} -LINE: Yes, they are. {page_083_009.jpg} {bk01-l3d-f1-09-a.mp3} - -Narrator: Are those pens? {page_083_010.jpg} {bk01-l3d-f1-10-q.mp3} -LINE: Yes, they are. {page_083_010.jpg} {bk01-l3d-f1-10-a.mp3} - -Narrator: Are those letters? {page_083_011.jpg} {bk01-l3d-f1-11-q.mp3} -LINE: Yes, they are. {page_083_011.jpg} {bk01-l3d-f1-11-a.mp3} - -# Source: LLA 3D Figure 1 (No answers) -$DIALOGUE Are They Teachers? No, They're Not. -ID: 3d-f1-b -INTRO: Same pictures, but this time every guess is wrong — the cooks are not teachers, whatever the tape hopes. Repeat the questions and the "no" answers. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Are they teachers? {page_083_001.jpg} {bk01-l3d-f1-12-q.mp3} -LINE: No, they're not. {page_083_001.jpg} {bk01-l3d-f1-12-a.mp3} - -Narrator: Are they doctors? {page_083_002.jpg} {bk01-l3d-f1-13-q.mp3} -LINE: No, they're not. {page_083_002.jpg} {bk01-l3d-f1-13-a.mp3} - -Narrator: Are they cooks? {page_083_003.jpg} {bk01-l3d-f1-14-q.mp3} -LINE: No, they aren't. {page_083_003.jpg} {bk01-l3d-f1-14-a.mp3} - -Narrator: Are they mechanics? {page_083_004.jpg} {bk01-l3d-f1-15-q.mp3} -LINE: No, they aren't. {page_083_004.jpg} {bk01-l3d-f1-15-a.mp3} - -Narrator: Are they barbers? {page_083_005.jpg} {bk01-l3d-f1-16-q.mp3} -LINE: No, they aren't. {page_083_005.jpg} {bk01-l3d-f1-16-a.mp3} - -Narrator: Are they pilots? {page_083_006.jpg} {bk01-l3d-f1-17-q.mp3} -LINE: No, they aren't. {page_083_006.jpg} {bk01-l3d-f1-17-a.mp3} - -Narrator: Are they students? {page_083_007.jpg} {bk01-l3d-f1-18-q.mp3} -LINE: No, they're not. {page_083_007.jpg} {bk01-l3d-f1-18-a.mp3} - -Narrator: Are those letters? {page_083_008.jpg} {bk01-l3d-f1-19-q.mp3} -LINE: No, they're not. {page_083_008.jpg} {bk01-l3d-f1-19-a.mp3} - -Narrator: Are those tables? {page_083_009.jpg} {bk01-l3d-f1-20-q.mp3} -LINE: No, they're not. {page_083_009.jpg} {bk01-l3d-f1-20-a.mp3} - -Narrator: Are those books? {page_083_010.jpg} {bk01-l3d-f1-21-q.mp3} -LINE: No, they're not. {page_083_010.jpg} {bk01-l3d-f1-21-a.mp3} - -Narrator: Are those windows? {page_083_011.jpg} {bk01-l3d-f1-22-q.mp3} -LINE: No, they aren't. {page_083_011.jpg} {bk01-l3d-f1-22-a.mp3} - -# Source: LLA 3D Figure 2 -$PRODUCE Answer About the Groups -ID: 3d-f2 -INTRO: Your turn to judge. Look at the group, listen to the question, and answer with a short answer — yes or no, as the picture demands. -INSTRUCTION: Answer aloud with a short answer. -INPUT: speak -CHECK: reveal - -PROMPT: Are they doctors? {page_084_001.jpg} {bk01-l3d-f2-01-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-01-a.mp3} - -PROMPT: Are they cooks? {page_084_002.jpg} {bk01-l3d-f2-02-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f2-02-a.mp3} - -PROMPT: Are they teachers? {page_084_003.jpg} {bk01-l3d-f2-03-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f2-03-a.mp3} - -PROMPT: Are they teachers? {page_084_004.jpg} {bk01-l3d-f2-04-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-04-a.mp3} - -PROMPT: Are they mechanics? {page_084_005.jpg} {bk01-l3d-f2-05-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-05-a.mp3} - -PROMPT: Are they pilots? {page_084_006.jpg} {bk01-l3d-f2-06-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f2-06-a.mp3} - -PROMPT: Are they barbers? {page_084_007.jpg} {bk01-l3d-f2-07-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f2-07-a.mp3} - -# Source: LLA 3D Figure 3 -$PRODUCE Coins: Yes or No? -ID: 3d-f3 -INTRO: Back to the coins — a callback from earlier. Answer yes or no, and when the answer is no, be ready to say what the coins really are. -INSTRUCTION: Answer aloud. -INPUT: speak -CHECK: reveal - -PROMPT: Are those pennies? {page_085_001.jpg} {bk01-l3d-f3-01-q1.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f3-01-a1.mp3} - -PROMPT: What are they? {page_085_001.jpg} {bk01-l3d-f3-01-q2.mp3} -RESPONSE: They're dimes. {bk01-l3d-f3-01-a2.mp3} - -PROMPT: Are those nickels? {page_085_002.jpg} {bk01-l3d-f3-02-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-02-a.mp3} - -PROMPT: Are those pennies? {page_085_003.jpg} {bk01-l3d-f3-03-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-03-a.mp3} - -PROMPT: Are those half dollars? {page_085_004.jpg} {bk01-l3d-f3-04-q1.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f3-04-a1.mp3} - -PROMPT: What are they? {page_085_004.jpg} {bk01-l3d-f3-04-q2.mp3} -RESPONSE: They're quarters. {bk01-l3d-f3-04-a2.mp3} - -PROMPT: Are those dollars? {page_085_005.jpg} {bk01-l3d-f3-05-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-05-a.mp3} - -PROMPT: Are those half dollars? {page_085_006.jpg} {bk01-l3d-f3-06-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f3-06-a.mp3} - -# Source: ST §They Are Doctors. +# Source: ST §They Are Doctors. (kept as a spaced retrieval pass; twin of LLA 3B Figure 2) $SELECT Review: Am, Is, Are — and Their Negatives ID: l3-s32 -INTRO: A written check of the whole verb "be" — statements, negatives, and questions in one sweep. Tap the word that completes each sentence. -INSTRUCTION: Tap the correct answer. +INTRO: A quick review that mixes everything from this lesson — am, is, are, isn't, and aren't. Tap the word that completes each sentence. +INSTRUCTION: Tap the correct word to complete each sentence. TEMPLATE: She ____ a pilot. OPTION: a | am @@ -2115,168 +2085,304 @@ OPTION: c | Not OPTION: d | Are ANSWER: b -$LESSON 3-10: This, That, These, Those +$SESSION 3-10: Whose Is It? More Questions -# Source: LLA 3D Figure 4 (presentation) -$DIALOGUE These and Those -ID: 3d-f4 -INTRO: Last teaching point: whose things are these? Questions with "these" and "those", plus my, your, his, and her. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-01-q.mp3} -LINE: Yes, they are. {page_086_001.jpg} {bk01-l3d-f4-01-a.mp3} - -Narrator: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-02-q.mp3} -LINE: Yes, they are. {page_086_002.jpg} {bk01-l3d-f4-02-a.mp3} - -Narrator: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-03-q.mp3} -LINE: Yes, they are. {page_086_003.jpg} {bk01-l3d-f4-03-a.mp3} - -Narrator: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-04-q.mp3} -LINE: Yes, they are. {page_086_004.jpg} {bk01-l3d-f4-04-a.mp3} - -Narrator: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-05-q.mp3} -LINE: No, they aren't. {page_086_005.jpg} {bk01-l3d-f4-05-a.mp3} - -Narrator: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-06-q.mp3} -LINE: No, they aren't. {page_086_006.jpg} {bk01-l3d-f4-06-a.mp3} - -Narrator: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-07-q.mp3} -LINE: No, it isn't. {page_086_007.jpg} {bk01-l3d-f4-07-a.mp3} - -Narrator: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-08-q.mp3} -LINE: No, they aren't. {page_086_008.jpg} {bk01-l3d-f4-08-a.mp3} - -# Source: LLA 3D Figure 4 (production) -$PRODUCE Answer: These and Those -ID: 3d-f4-b -INTRO: Same pictures, but now the answers are yours. Answer each question aloud, then repeat the model. -INSTRUCTION: Answer aloud with a short answer. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Are these my books? {page_086_001.jpg} {bk01-l3d-f4-09-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-09-a.mp3} - -PROMPT: Are those your pens? {page_086_002.jpg} {bk01-l3d-f4-10-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-10-a.mp3} - -PROMPT: Are those her clocks? {page_086_003.jpg} {bk01-l3d-f4-11-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-11-a.mp3} - -PROMPT: Are those his pencils? {page_086_004.jpg} {bk01-l3d-f4-12-q.mp3} -RESPONSE: Yes, they are. {bk01-l3d-f4-12-a.mp3} - -PROMPT: Are those my chairs? {page_086_005.jpg} {bk01-l3d-f4-13-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f4-13-a.mp3} - -PROMPT: Are these her pencils? {page_086_006.jpg} {bk01-l3d-f4-14-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f4-14-a.mp3} - -PROMPT: Is that my book? {page_086_007.jpg} {bk01-l3d-f4-15-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f4-15-a.mp3} - -PROMPT: Are these your notebooks? {page_086_008.jpg} {bk01-l3d-f4-16-q.mp3} -RESPONSE: No, they aren't. {bk01-l3d-f4-16-a.mp3} - -# Source: LLA 3D Figure 5 (presentation) -$DIALOGUE This and That -ID: 3d-f5 -INTRO: Back to the singular: "this" for near, "that" for far. Listen to the questions and answers, and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-01-q.mp3} -LINE: Yes, it is. {page_087_001.jpg} {bk01-l3d-f5-01-a.mp3} - -Narrator: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-02-q.mp3} -LINE: Yes, it is. {page_087_002.jpg} {bk01-l3d-f5-02-a.mp3} - -Narrator: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-03-q.mp3} -LINE: Yes, it is. {page_087_003.jpg} {bk01-l3d-f5-03-a.mp3} - -Narrator: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-04-q.mp3} -LINE: Yes, it is. {page_087_004.jpg} {bk01-l3d-f5-04-a.mp3} - -Narrator: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-05-q.mp3} -LINE: No, it isn't. {page_087_005.jpg} {bk01-l3d-f5-05-a.mp3} - -Narrator: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-06-q.mp3} -LINE: No, it isn't. {page_087_006.jpg} {bk01-l3d-f5-06-a.mp3} - -Narrator: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-07-q.mp3} -LINE: No, it isn't. {page_087_007.jpg} {bk01-l3d-f5-07-a.mp3} - -Narrator: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-08-q.mp3} -LINE: No, it isn't. {page_087_008.jpg} {bk01-l3d-f5-08-a.mp3} - -# Source: LLA 3D Figure 5 (production) -$PRODUCE Answer: This and That -ID: 3d-f5-b -INTRO: Now answer for yourself — look at each picture and give the short answer aloud. -INSTRUCTION: Answer aloud with a short answer. -INPUT: speak -CHECK: reveal - -PROMPT: Is that my pen? {page_087_001.jpg} {bk01-l3d-f5-09-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-09-a.mp3} - -PROMPT: Is that your book? {page_087_002.jpg} {bk01-l3d-f5-10-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-10-a.mp3} - -PROMPT: Is that her notebook? {page_087_003.jpg} {bk01-l3d-f5-11-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-11-a.mp3} - -PROMPT: Is that his quarter? {page_087_004.jpg} {bk01-l3d-f5-12-q.mp3} -RESPONSE: Yes, it is. {bk01-l3d-f5-12-a.mp3} - -PROMPT: Is this her chair? {page_087_005.jpg} {bk01-l3d-f5-13-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-13-a.mp3} - -PROMPT: Is this your pencil? {page_087_006.jpg} {bk01-l3d-f5-14-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-14-a.mp3} - -PROMPT: Is that his table? {page_087_007.jpg} {bk01-l3d-f5-15-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-15-a.mp3} - -PROMPT: Is that your clock? {page_087_008.jpg} {bk01-l3d-f5-16-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f5-16-a.mp3} - -# Source: LLA 3D Figure 6 (dialogue) -$DIALOGUE Is This Your Classroom? -ID: 3d-f6 -INTRO: A short conversation between two students — one of them is quite sure this is a classroom. He's wrong. Listen and repeat each line. +# Source: LLA 3D Figure 1 (Part 1) +$DIALOGUE Are They Cooks? — Yes +ID: 3d-f1-a +INTRO: This part pulls the whole lesson together: plural questions, possessives, and a short conversation. First, questions with "yes" answers — repeat both speakers. INSTRUCTION: Listen and repeat each line. REPEAT -Student_1: Is this your classroom? {bk01-l3d-f6-01.mp3} -Student_2: No, it isn't. {bk01-l3d-f6-02.mp3} -Student_1: Is it Mr. Smith's classroom? {bk01-l3d-f6-03.mp3} -Student_2: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3} +SpeakerA: Are they cooks? {page_083_001.jpg|Three chefs wearing chef hats and uniforms standing in a kitchen} {bk01-l3d-f1-01a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-01b.mp3} -# Source: LLA 3D Figure 6 (role play) -$PRODUCE Your Turn in the Dialog -ID: 3d-f6-b -INTRO: Now take the second student's part and answer the questions yourself. That's the whole lesson — the next part is optional letter practice, in case your eyes want a workout too. -INSTRUCTION: Answer the questions aloud. +SpeakerA: Are they barbers? {page_083_002.jpg|A group of students talking with their teacher in a classroom} {bk01-l3d-f1-02a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-02b.mp3} + +SpeakerA: Are they pilots? {page_083_003.jpg|A male pilot and a female pilot standing side by side in uniform} {bk01-l3d-f1-03a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-03b.mp3} + +SpeakerA: Are they students? {page_083_004.jpg|A young man wearing a jacket with a 'C' logo and a young woman holding a book standing outside} {bk01-l3d-f1-04a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-04b.mp3} + +SpeakerA: Are they teachers? {page_083_005.jpg|A female teacher pointing to math equations on a chalkboard while a student watches} {bk01-l3d-f1-05a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-05b.mp3} + +SpeakerA: Are they doctors? {page_083_006.jpg|Three doctors/medical staff in lab coats standing together} {bk01-l3d-f1-06a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-06b.mp3} + +SpeakerA: Are they mechanics? {page_083_007.jpg|Three mechanics standing together working on or discussing a machine} {bk01-l3d-f1-07a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-07b.mp3} + +SpeakerA: Are those tables? {page_083_008.jpg|Two wooden tables} {bk01-l3d-f1-08a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-08b.mp3} + +SpeakerA: Are those chairs? {page_083_009.jpg|Two wooden chairs} {bk01-l3d-f1-09a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-09b.mp3} + +SpeakerA: Are those pens? {page_083_010.jpg|Three pens lying side by side} {bk01-l3d-f1-10a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-10b.mp3} + +SpeakerA: Are those letters? {page_083_011.jpg|A list of lowercase letters: a, b, c, d, e, f, g, h, i, j, k} {bk01-l3d-f1-11a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f1-11b.mp3} + +# Source: LLA 3D Figure 1 (Part 2) +$DIALOGUE Are They Teachers? — No +ID: 3d-f1-b +INTRO: Same pictures, deliberately wrong questions — every answer is "no". Repeat both speakers. +INSTRUCTION: Listen and repeat each line. +REPEAT + +SpeakerA: Are they teachers? {page_083_001.jpg|Three chefs wearing chef hats and uniforms standing in a kitchen} {bk01-l3d-f1-12a.mp3} +SpeakerB: No, they're not. {bk01-l3d-f1-12b.mp3} + +SpeakerA: Are they doctors? {page_083_002.jpg|A group of students talking with their teacher in a classroom} {bk01-l3d-f1-13a.mp3} +SpeakerB: No, they're not. {bk01-l3d-f1-13b.mp3} + +SpeakerA: Are they cooks? {page_083_003.jpg|A male pilot and a female pilot standing side by side in uniform} {bk01-l3d-f1-14a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f1-14b.mp3} + +SpeakerA: Are they mechanics? {page_083_004.jpg|A young man wearing a jacket with a 'C' logo and a young woman holding a book standing outside} {bk01-l3d-f1-15a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f1-15b.mp3} + +SpeakerA: Are they barbers? {page_083_005.jpg|A female teacher pointing to math equations on a chalkboard while a student watches} {bk01-l3d-f1-16a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f1-16b.mp3} + +SpeakerA: Are they pilots? {page_083_006.jpg|Three doctors/medical staff in lab coats standing together} {bk01-l3d-f1-17a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f1-17b.mp3} + +SpeakerA: Are they students? {page_083_007.jpg|Three mechanics standing together working on or discussing a machine} {bk01-l3d-f1-18a.mp3} +SpeakerB: No, they're not. {bk01-l3d-f1-18b.mp3} + +SpeakerA: Are those letters? {page_083_008.jpg|Two wooden tables} {bk01-l3d-f1-19a.mp3} +SpeakerB: No, they're not. {bk01-l3d-f1-19b.mp3} + +SpeakerA: Are those tables? {page_083_009.jpg|Two wooden chairs} {bk01-l3d-f1-20a.mp3} +SpeakerB: No, they're not. {bk01-l3d-f1-20b.mp3} + +SpeakerA: Are those books? {page_083_010.jpg|Three pens lying side by side} {bk01-l3d-f1-21a.mp3} +SpeakerB: No, they're not. {bk01-l3d-f1-21b.mp3} + +SpeakerA: Are those windows? {page_083_011.jpg|A list of lowercase letters: a, b, c, d, e, f, g, h, i, j, k} {bk01-l3d-f1-22a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f1-22b.mp3} + +# Source: LLA 3D Figure 2 +$PRODUCE Answer: Are They Doctors? +ID: 3d-f2 INPUT: speak CHECK: reveal +INTRO: Now the questions come to you. Look at the picture, answer aloud with a short answer, then repeat the model. +INSTRUCTION: Answer aloud with a short answer. +REPEAT -PROMPT: Is this your classroom? {bk01-l3d-f6-05-q.mp3} -RESPONSE: No, it isn't. {bk01-l3d-f6-02.mp3} +PROMPT: Are they doctors? {page_084_001.jpg|Three doctors/medical professionals in lab coats standing together} {bk01-l3d-f2-01-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-01-a.mp3} -PROMPT: Is it Mr. Smith's classroom? {bk01-l3d-f6-06-q.mp3} -RESPONSE: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3} +PROMPT: Are they cooks? {page_084_002.jpg|A stack of three books} {bk01-l3d-f2-02-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f2-02-a.mp3} -$LESSON 3-11: Extra Practice — Reading Letters (Optional) +PROMPT: Are they teachers? {page_084_003.jpg|A teacher speaking to a group of four students in a classroom} {bk01-l3d-f2-03-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f2-03-a.mp3} -# Source: ST §Same/Different Letter -$SELECT Same Letter or Different? +PROMPT: Are they teachers? {page_084_004.jpg|A teacher pointing to a blackboard while a female student watches} {bk01-l3d-f2-04-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-04-a.mp3} + +PROMPT: Are they mechanics? {page_084_005.jpg|Three mechanics in uniform standing next to a vehicle} {bk01-l3d-f2-05-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-05-a.mp3} + +PROMPT: Are they pilots? {page_084_006.jpg|A male pilot and a female pilot standing side-by-side} {bk01-l3d-f2-06-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f2-06-a.mp3} + +PROMPT: Are they barbers? {page_084_007.jpg|A young man wearing a jacket with a 'C' logo and a young woman holding a book standing together outdoors} {bk01-l3d-f2-07-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f2-07-a.mp3} + +# Source: LLA 3D Figure 3 +$PRODUCE Are Those Pennies? +ID: 3d-f3 +INPUT: speak +CHECK: reveal +INTRO: Back to the coins — and someone keeps guessing wrong. Answer aloud, and correct them when they miss: "No, they aren't. They're dimes." +INSTRUCTION: Answer aloud. +REPEAT + +EXAMPLE +PROMPT: Are those pennies? {page_085_001.jpg|Three US dimes lined up side by side overlapping slightly} {bk01-l3d-f3-ex-q.mp3} +RESPONSE: No, they aren't. They're dimes. {bk01-l3d-f3-ex-a.mp3} + +PROMPT: Are those pennies? {page_085_001.jpg|Three US dimes lined up side by side overlapping slightly} {bk01-l3d-f3-01-q.mp3} +RESPONSE: No, they aren't. They're dimes. {bk01-l3d-f3-01-a.mp3} + +PROMPT: Are those nickels? {page_085_002.jpg|Three US nickels lined up side by side overlapping slightly} {bk01-l3d-f3-02-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-02-a.mp3} + +PROMPT: Are those pennies? {page_085_003.jpg|Three US pennies lined up side by side overlapping slightly} {bk01-l3d-f3-03-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-03-a.mp3} + +PROMPT: Are those half dollars? {page_085_004.jpg|Three US quarters lined up side by side overlapping slightly} {bk01-l3d-f3-04-q.mp3} +RESPONSE: No, they aren't. They're quarters. {bk01-l3d-f3-04-a.mp3} + +PROMPT: Are those dollars? {page_085_005.jpg|Three one-dollar bills stacked slightly offset from each other} {bk01-l3d-f3-05-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-05-a.mp3} + +PROMPT: Are those half dollars? {page_085_006.jpg|Three US half-dollar coins lined up side by side overlapping slightly} {bk01-l3d-f3-06-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f3-06-a.mp3} + +# Source: LLA 3D Figure 4 (Part 1) +$DIALOGUE My, Your, His, Her — Questions +ID: 3d-f4 +INTRO: Whose books? Whose pens? Listen to questions with "my", "your", "his", and "her", and repeat both speakers. +INSTRUCTION: Listen and repeat each line. +REPEAT + +SpeakerA: Are these my books? {page_086_001.jpg|A student points to a stack of books in front of another student} {bk01-l3d-f4-01a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f4-01b.mp3} + +SpeakerA: Are those your pens? {page_086_002.jpg|A man holding several pens points towards another man standing opposite him} {bk01-l3d-f4-02a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f4-02b.mp3} + +SpeakerA: Are those her clocks? {page_086_003.jpg|Two men are looking at a woman who is holding several clocks. One man points towards them} {bk01-l3d-f4-03a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f4-03b.mp3} + +SpeakerA: Are those his pencils? {page_086_004.jpg|Two men look at another man who is sitting at a desk with pencils. One points towards them} {bk01-l3d-f4-04a.mp3} +SpeakerB: Yes, they are. {bk01-l3d-f4-04b.mp3} + +SpeakerA: Are those my chairs? {page_086_005.jpg|Two men look away from a row of three empty chairs} {bk01-l3d-f4-05a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f4-05b.mp3} + +SpeakerA: Are these her pencils? {page_086_006.jpg|Two men look towards a woman walking away; one is holding a pencil} {bk01-l3d-f4-06a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f4-06b.mp3} + +SpeakerA: Is that my book? {page_086_007.jpg|A man and a woman look at a third man who is standing and holding a book} {bk01-l3d-f4-07a.mp3} +SpeakerB: No, it isn't. {bk01-l3d-f4-07b.mp3} + +SpeakerA: Are these your notebooks? {page_086_008.jpg|A woman and a man stand near a table with some notebooks on it} {bk01-l3d-f4-08a.mp3} +SpeakerB: No, they aren't. {bk01-l3d-f4-08b.mp3} + +# Source: LLA 3D Figure 4 (Part 2) +$PRODUCE Answer About Whose Things +ID: 3d-f4-b +INPUT: speak +CHECK: reveal +INTRO: Same pictures — now you give the answers. Answer each question aloud, then repeat the model. +INSTRUCTION: Answer aloud with a short answer. +REPEAT + +PROMPT: Are these my books? {page_086_001.jpg|A student points to a stack of books in front of another student} {bk01-l3d-f4-09-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-09-a.mp3} + +PROMPT: Are those your pens? {page_086_002.jpg|A man holding several pens points towards another man standing opposite him} {bk01-l3d-f4-10-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-10-a.mp3} + +PROMPT: Are those her clocks? {page_086_003.jpg|Two men are looking at a woman who is holding several clocks. One man points towards them} {bk01-l3d-f4-11-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-11-a.mp3} + +PROMPT: Are those his pencils? {page_086_004.jpg|Two men look at another man who is sitting at a desk with pencils. One points towards them} {bk01-l3d-f4-12-q.mp3} +RESPONSE: Yes, they are. {bk01-l3d-f4-12-a.mp3} + +PROMPT: Are those my chairs? {page_086_005.jpg|Two men look away from a row of three empty chairs} {bk01-l3d-f4-13-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f4-13-a.mp3} + +PROMPT: Are these her pencils? {page_086_006.jpg|Two men look towards a woman walking away; one is holding a pencil} {bk01-l3d-f4-14-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f4-14-a.mp3} + +PROMPT: Is that my book? {page_086_007.jpg|A man and a woman look at a third man who is standing and holding a book} {bk01-l3d-f4-15-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f4-15-a.mp3} + +PROMPT: Are these your notebooks? {page_086_008.jpg|A woman and a man stand near a table with some notebooks on it} {bk01-l3d-f4-16-q.mp3} +RESPONSE: No, they aren't. {bk01-l3d-f4-16-a.mp3} + +# Source: LLA 3D Figure 5 (Part 1) +$DIALOGUE Is That Your Clock? +ID: 3d-f5 +INTRO: The same possessive questions, one object at a time — "is" instead of "are". Repeat both speakers. +INSTRUCTION: Listen and repeat each line. +REPEAT + +SpeakerA: Is that my pen? {page_087_001.jpg|Two men talking, one pointing to the pen in the other's hand} {bk01-l3d-f5-01a.mp3} +SpeakerB: Yes, it is. {bk01-l3d-f5-01b.mp3} + +SpeakerA: Is that your book? {page_087_002.jpg|A man stands looking at a woman who is holding a book labeled "ENGLISH"} {bk01-l3d-f5-02a.mp3} +SpeakerB: Yes, it is. {bk01-l3d-f5-02b.mp3} + +SpeakerA: Is that her notebook? {page_087_003.jpg|Two men looking at a woman who is holding a notebook. One points to it} {bk01-l3d-f5-03a.mp3} +SpeakerB: Yes, it is. {bk01-l3d-f5-03b.mp3} + +SpeakerA: Is that his quarter? {page_087_004.jpg|Two men look at a third man sitting at a desk with a single coin (quarter) on it} {bk01-l3d-f5-04a.mp3} +SpeakerB: Yes, it is. {bk01-l3d-f5-04b.mp3} + +SpeakerA: Is this her chair? {page_087_005.jpg|Two men look away from a woman standing near a single chair} {bk01-l3d-f5-05a.mp3} +SpeakerB: No, it isn't. {bk01-l3d-f5-05b.mp3} + +SpeakerA: Is this your pencil? {page_087_006.jpg|A man holding a pencil talks to a woman} {bk01-l3d-f5-06a.mp3} +SpeakerB: No, it isn't. {bk01-l3d-f5-06b.mp3} + +SpeakerA: Is that his table? {page_087_007.jpg|Two men stand in the foreground looking back at a man and a woman sitting at a table in the background} {bk01-l3d-f5-07a.mp3} +SpeakerB: No, it isn't. {bk01-l3d-f5-07b.mp3} + +SpeakerA: Is that your clock? {page_087_008.jpg|Two men look at a third man who is standing behind a desk with a clock on it} {bk01-l3d-f5-08a.mp3} +SpeakerB: No, it isn't. {bk01-l3d-f5-08b.mp3} + +# Source: LLA 3D Figure 5 (Part 2) +$PRODUCE Answer: Is That My Pen? +ID: 3d-f5-b +INPUT: speak +CHECK: reveal +INTRO: One more round with the pictures — you answer, then repeat the correct answer. +INSTRUCTION: Answer aloud with a short answer. +REPEAT + +PROMPT: Is that my pen? {page_087_001.jpg|Two men talking, one pointing to the pen in the other's hand} {bk01-l3d-f5-09-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-09-a.mp3} + +PROMPT: Is that your book? {page_087_002.jpg|A man stands looking at a woman who is holding a book labeled "ENGLISH"} {bk01-l3d-f5-10-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-10-a.mp3} + +PROMPT: Is that her notebook? {page_087_003.jpg|Two men looking at a woman who is holding a notebook. One points to it} {bk01-l3d-f5-11-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-11-a.mp3} + +PROMPT: Is that his quarter? {page_087_004.jpg|Two men look at a third man sitting at a desk with a single coin (quarter) on it} {bk01-l3d-f5-12-q.mp3} +RESPONSE: Yes, it is. {bk01-l3d-f5-12-a.mp3} + +PROMPT: Is this her chair? {page_087_005.jpg|Two men look away from a woman standing near a single chair} {bk01-l3d-f5-13-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-13-a.mp3} + +PROMPT: Is this your pencil? {page_087_006.jpg|A man holding a pencil talks to a woman} {bk01-l3d-f5-14-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-14-a.mp3} + +PROMPT: Is that his table? {page_087_007.jpg|Two men stand in the foreground looking back at a man and a woman sitting at a table in the background} {bk01-l3d-f5-15-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-15-a.mp3} + +PROMPT: Is that your clock? {page_087_008.jpg|Two men look at a third man who is standing behind a desk with a clock on it} {bk01-l3d-f5-16-q.mp3} +RESPONSE: No, it isn't. {bk01-l3d-f5-16-a.mp3} + +# Source: LLA 3D Figure 6 +$DIALOGUE Classroom or Lab? +ID: 3d-f6 +INTRO: Two students, one small mix-up about a room. Listen to the whole conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Student1: Is this your classroom? {bk01-l3d-f6-01.mp3} +Student2: No, it isn't. {bk01-l3d-f6-02.mp3} +Student1: Is it Mr. Smith's classroom? {bk01-l3d-f6-03.mp3} +Student2: It isn't a classroom. It's a lab. {bk01-l3d-f6-04.mp3} + +# Source: LLA 3D Figure 6 (role-play) +$DIALOGUE Role-Play: You Are Student 2 +ID: 3d-f6-rp +REFERENCE: 3d-f6 +PLAY_ROLE: Student2 +INTRO: Now the conversation is yours. You are Student 2 — answer Student 1 in the pauses. That's the whole lesson — well done. +INSTRUCTION: You are Student 2 — speak your lines in the pauses. + +$SESSION 3-11: Extra Practice — Reading Letters + +# Source: ST §Same or Different? (letters) +$SELECT Same Letter or Different Letter? ID: l3-s13 -INTRO: This part is optional eye training for reading English letters — if you can already read them comfortably, feel free to skip it. Look at the two letters and tap Same or Different. -INSTRUCTION: Tap Same or Different. +INTRO: This part is optional extra practice with printed letters. If you can already read these letters comfortably, skip this part. Look at the two letters and tap Same or Different. +INSTRUCTION: Tap "Same" if the letters match, or "Different" if they do not. OPTION: s | Same OPTION: d | Different @@ -2333,175 +2439,175 @@ TEMPLATE: u v ANSWER: d # Source: ST §One Letter Is the Same -$SELECT Find the Same Letter +$SELECT Find the Matching Letter ID: l3-s14 -INTRO: One letter on top, four below. Tap the one that matches — b, d, p, and q enjoy impersonating each other. -INSTRUCTION: Tap the same letter. +INTRO: Now find the twin. Look at the first letter, then tap the same letter among the choices. +INSTRUCTION: Tap the letter that matches the first letter. EXAMPLE TEMPLATE: p -OPTION: 1 | d -OPTION: 2 | q -OPTION: 3 | p -OPTION: 4 | b -ANSWER: 3 +OPTION: a | d +OPTION: b | q +OPTION: c | p +OPTION: d | b +ANSWER: c TEMPLATE: a -OPTION: 1 | a -OPTION: 2 | b -OPTION: 3 | c -OPTION: 4 | d -ANSWER: 1 +OPTION: a | a +OPTION: b | b +OPTION: c | c +OPTION: d | d +ANSWER: a TEMPLATE: i -OPTION: 1 | j -OPTION: 2 | l -OPTION: 3 | i -OPTION: 4 | e -ANSWER: 3 +OPTION: a | j +OPTION: b | l +OPTION: c | i +OPTION: d | e +ANSWER: c TEMPLATE: m -OPTION: 1 | j -OPTION: 2 | k -OPTION: 3 | l -OPTION: 4 | m -ANSWER: 4 +OPTION: a | j +OPTION: b | k +OPTION: c | l +OPTION: d | m +ANSWER: d TEMPLATE: b -OPTION: 1 | h -OPTION: 2 | k -OPTION: 3 | b -OPTION: 4 | p -ANSWER: 3 +OPTION: a | h +OPTION: b | k +OPTION: c | b +OPTION: d | p +ANSWER: c TEMPLATE: c -OPTION: 1 | e -OPTION: 2 | c -OPTION: 3 | o -OPTION: 4 | a -ANSWER: 2 +OPTION: a | e +OPTION: b | c +OPTION: c | o +OPTION: d | a +ANSWER: b TEMPLATE: s -OPTION: 1 | z -OPTION: 2 | x -OPTION: 3 | s -OPTION: 4 | w -ANSWER: 3 +OPTION: a | z +OPTION: b | x +OPTION: c | s +OPTION: d | w +ANSWER: c TEMPLATE: d -OPTION: 1 | p -OPTION: 2 | b -OPTION: 3 | d -OPTION: 4 | h -ANSWER: 3 +OPTION: a | p +OPTION: b | b +OPTION: c | d +OPTION: d | h +ANSWER: c TEMPLATE: t -OPTION: 1 | l -OPTION: 2 | t -OPTION: 3 | i -OPTION: 4 | f -ANSWER: 2 +OPTION: a | l +OPTION: b | t +OPTION: c | i +OPTION: d | f +ANSWER: b TEMPLATE: n -OPTION: 1 | h -OPTION: 2 | m -OPTION: 3 | n -OPTION: 4 | r -ANSWER: 3 +OPTION: a | h +OPTION: b | m +OPTION: c | n +OPTION: d | r +ANSWER: c TEMPLATE: k -OPTION: 1 | h -OPTION: 2 | d -OPTION: 3 | b -OPTION: 4 | k -ANSWER: 4 +OPTION: a | h +OPTION: b | d +OPTION: c | b +OPTION: d | k +ANSWER: d TEMPLATE: g -OPTION: 1 | q -OPTION: 2 | y -OPTION: 3 | g -OPTION: 4 | p -ANSWER: 3 +OPTION: a | q +OPTION: b | y +OPTION: c | g +OPTION: d | p +ANSWER: c TEMPLATE: v -OPTION: 1 | v -OPTION: 2 | w -OPTION: 3 | u -OPTION: 4 | m -ANSWER: 1 +OPTION: a | v +OPTION: b | w +OPTION: c | u +OPTION: d | m +ANSWER: a # Source: ST §One Letter Is Different $SELECT Find the Different Letter ID: l3-s15 -INTRO: Last one: three letters match and one doesn't. Tap the odd one out — then you're done with the whole lesson. -INSTRUCTION: Tap the different letter. +INTRO: Last one — three letters match and one is an impostor. Tap the letter that doesn't belong. +INSTRUCTION: Tap the letter that is different from the others. TEMPLATE: Which letter is different? -OPTION: 1 | d -OPTION: 2 | d -OPTION: 3 | d -OPTION: 4 | l -ANSWER: 4 +OPTION: a | d +OPTION: b | d +OPTION: c | d +OPTION: d | l +ANSWER: d TEMPLATE: Which letter is different? -OPTION: 1 | x -OPTION: 2 | x -OPTION: 3 | z -OPTION: 4 | x -ANSWER: 3 +OPTION: a | x +OPTION: b | x +OPTION: c | z +OPTION: d | x +ANSWER: c TEMPLATE: Which letter is different? -OPTION: 1 | l -OPTION: 2 | l -OPTION: 3 | i -OPTION: 4 | l -ANSWER: 3 +OPTION: a | l +OPTION: b | l +OPTION: c | i +OPTION: d | l +ANSWER: c TEMPLATE: Which letter is different? -OPTION: 1 | y -OPTION: 2 | g -OPTION: 3 | g -OPTION: 4 | g -ANSWER: 1 +OPTION: a | y +OPTION: b | g +OPTION: c | g +OPTION: d | g +ANSWER: a TEMPLATE: Which letter is different? -OPTION: 1 | j -OPTION: 2 | i -OPTION: 3 | j -OPTION: 4 | j -ANSWER: 2 +OPTION: a | j +OPTION: b | i +OPTION: c | j +OPTION: d | j +ANSWER: b TEMPLATE: Which letter is different? -OPTION: 1 | d -OPTION: 2 | b -OPTION: 3 | d -OPTION: 4 | d -ANSWER: 2 +OPTION: a | d +OPTION: b | b +OPTION: c | d +OPTION: d | d +ANSWER: b TEMPLATE: Which letter is different? -OPTION: 1 | m -OPTION: 2 | n -OPTION: 3 | n -OPTION: 4 | n -ANSWER: 1 +OPTION: a | m +OPTION: b | n +OPTION: c | n +OPTION: d | n +ANSWER: a TEMPLATE: Which letter is different? -OPTION: 1 | e -OPTION: 2 | c -OPTION: 3 | e -OPTION: 4 | e -ANSWER: 2 +OPTION: a | e +OPTION: b | c +OPTION: c | e +OPTION: d | e +ANSWER: b TEMPLATE: Which letter is different? -OPTION: 1 | o -OPTION: 2 | a -OPTION: 3 | o -OPTION: 4 | o -ANSWER: 2 +OPTION: a | o +OPTION: b | a +OPTION: c | o +OPTION: d | o +ANSWER: b TEMPLATE: Which letter is different? -OPTION: 1 | b -OPTION: 2 | p -OPTION: 3 | p -OPTION: 4 | p -ANSWER: 1 +OPTION: a | b +OPTION: b | p +OPTION: c | p +OPTION: d | p +ANSWER: a diff --git a/book-1-lesson-3/bk01-l3a-f1-01.mp3 b/book-1-lesson-3/bk01-l3a-f1-01.mp3 index 53f2e4c8..241ad708 100644 Binary files a/book-1-lesson-3/bk01-l3a-f1-01.mp3 and b/book-1-lesson-3/bk01-l3a-f1-01.mp3 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b/book-1-lesson-3/st-page_062_001.jpg differ diff --git a/book-1-lesson-3/st-page_078_001.jpg b/book-1-lesson-3/st-page_078_001.jpg new file mode 100644 index 00000000..866b97ac Binary files /dev/null and b/book-1-lesson-3/st-page_078_001.jpg differ diff --git a/book-1-lesson-4.module b/book-1-lesson-4.module index a9d2522a..40ff0e9f 100644 --- a/book-1-lesson-4.module +++ b/book-1-lesson-4.module @@ -1,413 +1,530 @@ -$MODULE Book 1 · Lesson 4: Today Is Thursday +$MODULE Book 1 · Lesson 4: Today Is Thursday {st-page_088_001.jpg|A simple black and white calendar showing a monthly view from Sunday to Saturday, with dates numbered from 1 to 30} FORMAT: 2 -DESCRIPTION: Yes/no questions with this, that, these and those; my, your, his, her; the alphabet and spelling; days of the week; telling time; and in, on, under. The final part is optional letter-reading practice — skip it if you already read English letters comfortably. +DIOCO_DOC_ID: alc_book1_lesson4 +DESCRIPTION: Yes/no questions with this/that and these/those, possessives, the alphabet, days of the week, telling time, and in/on/under in the classroom. The final part is optional extra practice for reading letters. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Student1 | achird | Male student +VOICE: SpeakerA | schedar | Male voice asking questions +VOICE: SpeakerB | gacrux | Female voice answering questions +VOICE: Student1 | schedar | Male student VOICE: Student2 | gacrux | Female student -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: StudentA | schedar | Male speaker +VOICE: StudentB | achird | Male speaker -$LESSON 4-1: Is This a Pen? +$SESSION 4-1: Yes and No — Questions and Answers -# Source: LLA 4A Figure 1 -$DIALOGUE Is This a Pen? +# Source: LLA 4A Figure 1 (Part 1) +$DIALOGUE Is This a Pen? — Yes ID: 4a-f1 -INTRO: In this lesson you'll learn to ask and answer yes/no questions, name the days of the week, tell the time, and say where things are. We start with classroom objects — you'll hear a question about each picture and its answer. Listen and repeat both. +INTRO: In this lesson you'll learn to ask and answer yes/no questions, say the alphabet and the days of the week, tell the time, and say where things are. We start close up: point at something near you and ask with "this"; point across the room and ask with "that". Listen and repeat each question and its "yes" answer. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Is this a pen? {page_089_001.jpg} {bk01-l4a-f1-01-q.mp3} -LINE: Yes, it's a pen. {page_089_001.jpg} {bk01-l4a-f1-01-a.mp3} +SpeakerA: Is this a pen? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-01-q.mp3} +SpeakerB: Yes, it's a pen. {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-01-a.mp3} -Narrator: Is this a book? {page_089_002.jpg} {bk01-l4a-f1-02-q.mp3} -LINE: Yes, it's a book. {page_089_002.jpg} {bk01-l4a-f1-02-a.mp3} +SpeakerA: Is this a book? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-02-q.mp3} +SpeakerB: Yes, it's a book. {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-02-a.mp3} -Narrator: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-03-q.mp3} -LINE: Yes, it's a chair. {page_089_003.jpg} {bk01-l4a-f1-03-a.mp3} +SpeakerA: Is this a chair? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-03-q.mp3} +SpeakerB: Yes, it's a chair. {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-03-a.mp3} -Narrator: Is this a table? {page_089_004.jpg} {bk01-l4a-f1-04-q.mp3} -LINE: Yes, it's a table. {page_089_004.jpg} {bk01-l4a-f1-04-a.mp3} +SpeakerA: Is this a table? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-04-q.mp3} +SpeakerB: Yes, it's a table. {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-04-a.mp3} -Narrator: Is that a clock? {page_089_005.jpg} {bk01-l4a-f1-05-q.mp3} -LINE: Yes, it's a clock. {page_089_005.jpg} {bk01-l4a-f1-05-a.mp3} +SpeakerA: Is that a clock? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-05-q.mp3} +SpeakerB: Yes, it's a clock. {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-05-a.mp3} -Narrator: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-06-q.mp3} -LINE: Yes, it's a window. {page_089_006.jpg} {bk01-l4a-f1-06-a.mp3} +SpeakerA: Is that a window? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-06-q.mp3} +SpeakerB: Yes, it's a window. {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-06-a.mp3} -Narrator: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-07-q.mp3} -LINE: Yes, it's a door. {page_089_007.jpg} {bk01-l4a-f1-07-a.mp3} +SpeakerA: Is that a door? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-07-q.mp3} +SpeakerB: Yes, it's a door. {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-07-a.mp3} -# Source: LLA 4A Figure 1 -$DIALOGUE No, It Isn't +# Source: LLA 4A Figure 1 (Part 2) +$DIALOGUE Is This a Notebook? — No ID: 4a-f1-b -INTRO: Same pictures — but now every guess is wrong. Listen to the questions and the "no" answers, and repeat them. +INTRO: Now the "no" answers. The finger points at a pen, but the question asks about a notebook — so the answer is "No, it isn't". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Is this a notebook? {page_089_001.jpg} {bk01-l4a-f1-08-q.mp3} -LINE: No, it isn't a notebook. {page_089_001.jpg} {bk01-l4a-f1-08-a.mp3} +SpeakerA: Is this a notebook? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-08-q.mp3} +SpeakerB: No, it isn't a notebook. {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-08-a.mp3} -Narrator: Is this a clock? {page_089_002.jpg} {bk01-l4a-f1-09-q.mp3} -LINE: No, it isn't a clock. {page_089_002.jpg} {bk01-l4a-f1-09-a.mp3} +SpeakerA: Is this a clock? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-09-q.mp3} +SpeakerB: No, it isn't a clock. {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-09-a.mp3} -Narrator: Is this a table? {page_089_003.jpg} {bk01-l4a-f1-10-q.mp3} -LINE: No, it isn't a table. {page_089_003.jpg} {bk01-l4a-f1-10-a.mp3} +SpeakerA: Is this a table? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-10-q.mp3} +SpeakerB: No, it isn't a table. {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-10-a.mp3} -Narrator: Is this a wall? {page_089_004.jpg} {bk01-l4a-f1-11-q.mp3} -LINE: No, it isn't a wall. {page_089_004.jpg} {bk01-l4a-f1-11-a.mp3} +SpeakerA: Is this a wall? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-11-q.mp3} +SpeakerB: No, it isn't a wall. {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-11-a.mp3} -Narrator: Is that a book? {page_089_005.jpg} {bk01-l4a-f1-12-q.mp3} -LINE: No, it isn't a book. {page_089_005.jpg} {bk01-l4a-f1-12-a.mp3} +SpeakerA: Is that a book? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-12-q.mp3} +SpeakerB: No, it isn't a book. {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-12-a.mp3} -Narrator: Is that a blackboard? {page_089_006.jpg} {bk01-l4a-f1-13-q.mp3} -LINE: No, it isn't a blackboard. {page_089_006.jpg} {bk01-l4a-f1-13-a.mp3} +SpeakerA: Is that a blackboard? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-13-q.mp3} +SpeakerB: No, it isn't a blackboard. {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-13-a.mp3} -Narrator: Is that a window? {page_089_007.jpg} {bk01-l4a-f1-14-q.mp3} -LINE: No, it isn't a window. {page_089_007.jpg} {bk01-l4a-f1-14-a.mp3} +SpeakerA: Is that a window? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-14-q.mp3} +SpeakerB: No, it isn't a window. {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-14-a.mp3} -# Source: new (gap: this/that/these/those drilled throughout 4A but never explained) -$GRAMMAR This, That, These, Those -ID: 4a-g1 -INTRO: A quick word about this, that, these, and those before you answer on your own. +# Source: ST §Are You a Student? (grammar table) +$GRAMMAR Yes or No — the Question and the Long Answer +ID: l4-s1 +INTRO: Here's the pattern behind everything you just repeated: the question puts "is" or "are" first, and the answer says the whole sentence back. -Use **this** for one thing near you: {Is this a pen?} +CARD: To ask a yes/no question, put **am**, **is**, or **are** first. +{Are you a student?} +{Is she a teacher?} +{Is this a pen?} +{Are they doctors?} -Use **that** for one thing farther away: {Is that a door?} +CARD: For **yes**, answer with the full sentence. +{Yes, I'm a student.} +{Yes, she's a teacher.} +{Yes, this is a pen.} +{Yes, they're doctors.} -For more than one thing, **this** becomes **these** and **that** becomes **those**: {Are these books?} — {Are those chairs?} +CARD: For **no**, add **not**. +{No, I'm not a student.} +{No, she's not a teacher.} +{No, this isn't a pen.} +{No, they're not doctors.} -| | Near | Far | -|---|---|---| -| One | this | that | -| More than one | these | those | +CARD: **Isn't** and **aren't** are short forms of "is not" and "are not" — both are correct. +{No, she isn't a teacher.} +{No, they aren't doctors.} -# Source: LLA 4A Figure 1 -$PRODUCE Answer: Yes or No +SUMMARY: +| Question | Long Answer | +|---|---| +| Are you a student? | Yes, I'm a student.
No, I'm not a student. | +| Is she a teacher? | Yes, she's a teacher.
No, she's not a teacher.
No, she isn't a teacher. | +| Is this a pen? | Yes, this is a pen.
No, this isn't a pen. | +| Are they doctors? | Yes, they're doctors.
No, they're not doctors.
No, they aren't doctors. | + +# Source: ST §Yes, It's a Notebook. +$DIALOGUE Yes, He's a Mechanic +ID: l4-s2 +INTRO: The same questions and answers, now about people too — mechanics, teachers, doctors. Listen and repeat each pair. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg|Drawing of a closed book} +LINE: Is this a pen? No, it's not a pen. {st-page_084_002.jpg|Drawing of an open door} +LINE: Is he a mechanic? Yes, he's a mechanic. {st-page_084_003.jpg|Drawing of a male mechanic in work clothes and a cap working on a machine} +LINE: Is she a cook? No, she's not a cook. {st-page_084_004.jpg|Drawing of a woman looking up towards two airplanes flying in the sky} +LINE: Are you a teacher? Yes, I'm a teacher. {st-page_084_005.jpg|Drawing of a male teacher in front of a blackboard with math equations} +LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg|Drawing of a student holding books close to his chest} +LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg|Drawing of a female student sitting at a desk with an open book} +LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg|Drawing of a nurse in uniform} + +# Source: LLA 4A Figure 1 (Part 3) +$PRODUCE Your Turn: Yes or No? ID: 4a-f1-c INPUT: speak CHECK: reveal -INTRO: Your turn. You'll see a picture and hear a question about it — answer aloud with yes or no, then check against the model. -INSTRUCTION: Answer the questions aloud. +INTRO: Now you answer. Look at the picture, answer each question aloud with a full sentence, then check against the recording. +INSTRUCTION: Answer aloud in a full sentence. EXAMPLE -PROMPT: Is this a clock? {page_089_001.jpg} {bk01-l4a-f1-15-ex-q.mp3} -RESPONSE: No, it isn't a clock. {bk01-l4a-f1-15-ex-a.mp3} +PROMPT: Is this a clock? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-ex-q.mp3} +RESPONSE: No, it isn't a clock. {bk01-l4a-f1-ex-a.mp3} -PROMPT: Is this a pencil? {page_089_001.jpg} {bk01-l4a-f1-16-q.mp3} -RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-16-a.mp3} +PROMPT: Is this a pencil? {page_089_001.jpg|A finger pointing closely at a single vertical pen} {bk01-l4a-f1-15-q.mp3} +RESPONSE: No, it isn't a pencil. {bk01-l4a-f1-15-a.mp3} -PROMPT: Is this a notebook? {page_089_002.jpg} {bk01-l4a-f1-17-q.mp3} -RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-17-a.mp3} +PROMPT: Is this a notebook? {page_089_002.jpg|A finger touching a book} {bk01-l4a-f1-16-q.mp3} +RESPONSE: No, it isn't a notebook. {bk01-l4a-f1-16-a.mp3} -PROMPT: Is this a chair? {page_089_003.jpg} {bk01-l4a-f1-18-q.mp3} -RESPONSE: Yes, it's a chair. {bk01-l4a-f1-18-a.mp3} +PROMPT: Is this a chair? {page_089_003.jpg|A finger pointing closely at a chair} {bk01-l4a-f1-17-q.mp3} +RESPONSE: Yes, it's a chair. {bk01-l4a-f1-17-a.mp3} -PROMPT: Is this a window? {page_089_004.jpg} {bk01-l4a-f1-19-q.mp3} -RESPONSE: No, it isn't a window. {bk01-l4a-f1-19-a.mp3} +PROMPT: Is this a window? {page_089_004.jpg|A finger touching the edge of a table} {bk01-l4a-f1-18-q.mp3} +RESPONSE: No, it isn't a window. {bk01-l4a-f1-18-a.mp3} -PROMPT: Is that a pen? {page_089_005.jpg} {bk01-l4a-f1-20-q.mp3} -RESPONSE: No, it isn't a pen. {bk01-l4a-f1-20-a.mp3} +PROMPT: Is that a pen? {page_089_005.jpg|A hand pointing from a distance to a desk clock} {bk01-l4a-f1-19-q.mp3} +RESPONSE: No, it isn't a pen. {bk01-l4a-f1-19-a.mp3} -PROMPT: Is that a window? {page_089_006.jpg} {bk01-l4a-f1-21-q.mp3} -RESPONSE: Yes, it's a window. {bk01-l4a-f1-21-a.mp3} +PROMPT: Is that a window? {page_089_006.jpg|A hand pointing from a distance to a window with curtains} {bk01-l4a-f1-20-q.mp3} +RESPONSE: Yes, it's a window. {bk01-l4a-f1-20-a.mp3} -PROMPT: Is that a door? {page_089_007.jpg} {bk01-l4a-f1-22-q.mp3} -RESPONSE: Yes, it's a door. {bk01-l4a-f1-22-a.mp3} - -# Source: LLA 4A Figure 2 -$DIALOGUE Are These Books? -ID: 4a-f2 -INTRO: Now for more than one thing at a time — these and those. Listen to the questions and the "yes" answers, and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Are these books? {page_090_001.jpg} {bk01-l4a-f2-01-q.mp3} -LINE: Yes, they are books. {page_090_001.jpg} {bk01-l4a-f2-01-a.mp3} - -Narrator: Are these tables? {page_090_002.jpg} {bk01-l4a-f2-02-q.mp3} -LINE: Yes, they are tables. {page_090_002.jpg} {bk01-l4a-f2-02-a.mp3} - -Narrator: Are these pencils? {page_090_003.jpg} {bk01-l4a-f2-03-q.mp3} -LINE: Yes, they are pencils. {page_090_003.jpg} {bk01-l4a-f2-03-a.mp3} - -Narrator: Are those chairs? {page_090_004.jpg} {bk01-l4a-f2-04-q.mp3} -LINE: Yes, they are chairs. {page_090_004.jpg} {bk01-l4a-f2-04-a.mp3} - -Narrator: Are those windows? {page_090_005.jpg} {bk01-l4a-f2-05-q.mp3} -LINE: Yes, they are windows. {page_090_005.jpg} {bk01-l4a-f2-05-a.mp3} - -Narrator: Are those clocks? {page_090_006.jpg} {bk01-l4a-f2-06-q.mp3} -LINE: Yes, they are clocks. {page_090_006.jpg} {bk01-l4a-f2-06-a.mp3} - -# Source: LLA 4A Figure 2 -$DIALOGUE No, They Aren't -ID: 4a-f2-b -INTRO: The same plural pictures, and another round of wrong guesses. Listen to the "no" answers and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Are these pens? {page_090_001.jpg} {bk01-l4a-f2-07-q.mp3} -LINE: No, they aren't pens. {page_090_001.jpg} {bk01-l4a-f2-07-a.mp3} - -Narrator: Are these pencils? {page_090_002.jpg} {bk01-l4a-f2-08-q.mp3} -LINE: No, they aren't pencils. {page_090_002.jpg} {bk01-l4a-f2-08-a.mp3} - -Narrator: Are these tables? {page_090_003.jpg} {bk01-l4a-f2-09-q.mp3} -LINE: No, they aren't tables. {page_090_003.jpg} {bk01-l4a-f2-09-a.mp3} - -Narrator: Are those desks? {page_090_004.jpg} {bk01-l4a-f2-10-q.mp3} -LINE: No, they aren't desks. {page_090_004.jpg} {bk01-l4a-f2-10-a.mp3} - -Narrator: Are those maps? {page_090_005.jpg} {bk01-l4a-f2-11-q.mp3} -LINE: No, they aren't maps. {page_090_005.jpg} {bk01-l4a-f2-11-a.mp3} - -Narrator: Are those windows? {page_090_006.jpg} {bk01-l4a-f2-12-q.mp3} -LINE: No, they aren't windows. {page_090_006.jpg} {bk01-l4a-f2-12-a.mp3} - -# Source: ST §Are You a Student? -$GRAMMAR Long Answers to Yes/No Questions -ID: l4-s1 -INTRO: Here's the full pattern for answering yes/no questions — about things and about people. - -| Question | Long Answers | -|---|---| -| {Are you a student?} | {Yes, I'm a student.}
{No, I'm not a student.} | -| {Is she a teacher?} | {Yes, she's a teacher.}
{No, she's not a teacher.}
{No, she isn't a teacher.} | -| {Is this a pen?} | {Yes, this is a pen.}
{No, this isn't a pen.} | -| {Are they doctors?} | {Yes, they're doctors.}
{No, they're not doctors.}
{No, they aren't doctors.} | - -Both "no" forms are correct — pick either one. - -# Source: ST §Yes, It's a Notebook. -$DIALOGUE Yes, It's a Notebook -ID: l4-s2 -INTRO: The same question-and-answer pattern, now with people as well as things. Listen and repeat each pair. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: Is this a book? Yes, it's a book. {st-page_084_001.jpg} -LINE: Is this a pen? No, it's not a pen. {st-page_084_002.jpg} -LINE: Is he a mechanic? Yes, he's a mechanic. {st-page_084_003.jpg} -LINE: Is she a cook? No, she's not a cook. {st-page_084_004.jpg} -LINE: Are you a teacher? Yes, I'm a teacher. {st-page_084_005.jpg} -LINE: Are you a doctor? No, I'm not a doctor. {st-page_084_006.jpg} -LINE: Am I a student? Yes, you're a student. {st-page_084_007.jpg} -LINE: Am I a teacher? No, you're not a teacher. {st-page_084_008.jpg} +PROMPT: Is that a door? {page_089_007.jpg|A hand pointing from a distance to an open door} {bk01-l4a-f1-21-q.mp3} +RESPONSE: Yes, it's a door. {bk01-l4a-f1-21-a.mp3} # Source: ST §Yes, Jim Is a Doctor. -$PRODUCE Give a Long Answer +$PRODUCE Complete the Long Answers ID: l4-s3 -INPUT: speak -CHECK: llm -SHOW_PROMPT -INTRO: Now build the long answers yourself. Answer each question in a full sentence — yes or no, your choice; the shape of the answer is what matters. -INSTRUCTION: Answer with a full long answer. -RUBRIC: Yes or no is the learner's choice. Require a full sentence answer repeating the predicate (e.g. "Yes, he is a mechanic." / "No, he isn't a mechanic."); a bare "yes"/"no" or a short answer like "Yes, he is." fails — hint toward the full form. Accept either a matching pronoun or the original cued name, and contracted or full forms. +INTRO: Type the rest of each long answer. Joe the mechanic is counting on you. +INSTRUCTION: Type the rest of the long answer. +INPUT: type +CHECK: exact -PROMPT: Is Joe a mechanic? -RESPONSE: Yes, he is a mechanic. +TEMPLATE: Is Joe a mechanic?\n— Yes, ____ +RESPONSE: Yes, Joe is a mechanic. +ACCEPT: Joe is a mechanic | he's a mechanic | he is a mechanic -PROMPT: Are you a pilot? +TEMPLATE: Are you a pilot?\n— No, ____ RESPONSE: No, I'm not a pilot. +ACCEPT: I'm not a pilot | I am not a pilot -PROMPT: Are we students? -RESPONSE: Yes, we are students. +TEMPLATE: Are we students?\n— Yes, ____ +RESPONSE: Yes, you're students. +ACCEPT: you're students | you are students | we're students | we are students -PROMPT: Is she a teacher? -RESPONSE: No, she isn't a teacher. +TEMPLATE: Is she a teacher?\n— No, ____ +RESPONSE: No, she's not a teacher. +ACCEPT: she's not a teacher | she isn't a teacher | she is not a teacher -PROMPT: Are they cooks? -RESPONSE: No, they aren't cooks. +TEMPLATE: Are they cooks?\n— No, ____ +RESPONSE: No, they're not cooks. +ACCEPT: they're not cooks | they aren't cooks | they are not cooks -$LESSON 4-2: My, Your, His, Her +# Source: LLA 4A Figure 2 (Part 1) +$DIALOGUE Are These Books? — Yes +ID: 4a-f2 +INTRO: Two of something? Then it's "these" up close and "those" over there. Listen and repeat the questions and "yes" answers. +INSTRUCTION: Listen and repeat. +REPEAT + +SpeakerA: Are these books? {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-01-q.mp3} +SpeakerB: Yes, they are books. {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-01-a.mp3} + +SpeakerA: Are these tables? {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-02-q.mp3} +SpeakerB: Yes, they are tables. {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-02-a.mp3} + +SpeakerA: Are these pencils? {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-03-q.mp3} +SpeakerB: Yes, they are pencils. {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-03-a.mp3} + +SpeakerA: Are those chairs? {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-04-q.mp3} +SpeakerB: Yes, they are chairs. {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-04-a.mp3} + +SpeakerA: Are those windows? {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-05-q.mp3} +SpeakerB: Yes, they are windows. {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-05-a.mp3} + +SpeakerA: Are those clocks? {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-06-q.mp3} +SpeakerB: Yes, they are clocks. {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-06-a.mp3} + +# Source: LLA 4A Figure 2 (Part 2) +$DIALOGUE Are These Pens? — No +ID: 4a-f2-b +INTRO: And the plural "no" answers — they aren't pens, whatever the finger is pointing at. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +SpeakerA: Are these pens? {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-07-q.mp3} +SpeakerB: No, they aren't pens. {page_090_001.jpg|A finger touching a stack of books} {bk01-l4a-f2-07-a.mp3} + +SpeakerA: Are these pencils? {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-08-q.mp3} +SpeakerB: No, they aren't pencils. {page_090_002.jpg|A finger pointing closely to two tables} {bk01-l4a-f2-08-a.mp3} + +SpeakerA: Are these tables? {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-09-q.mp3} +SpeakerB: No, they aren't tables. {page_090_003.jpg|A finger pointing closely to two vertical pencils} {bk01-l4a-f2-09-a.mp3} + +SpeakerA: Are those desks? {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-10-q.mp3} +SpeakerB: No, they aren't desks. {page_090_004.jpg|A hand pointing from a distance to three chairs lined up} {bk01-l4a-f2-10-a.mp3} + +SpeakerA: Are those maps? {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-11-q.mp3} +SpeakerB: No, they aren't maps. {page_090_005.jpg|A hand pointing from a distance to two windows with curtains} {bk01-l4a-f2-11-a.mp3} + +SpeakerA: Are those windows? {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-12-q.mp3} +SpeakerB: No, they aren't windows. {page_090_006.jpg|A hand pointing from a distance to two desk clocks} {bk01-l4a-f2-12-a.mp3} + +$SESSION 4-2: My, Your, Her, His # Source: LLA 4A Figure 3 -$DIALOGUE Whose Is It? — Phrases +$DIALOGUE This Is My Pen ID: 4a-f3 -INTRO: Next goal: saying whose things are. First just the short phrases — my, your, his, her. Listen and repeat. +INTRO: In this part you'll learn to say who things belong to. Whose pen, whose chair, whose quarter — listen and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT -LINE: my pen {page_091_001.jpg} {bk01-l4a-f3-01.mp3} -LINE: your book {page_091_002.jpg} {bk01-l4a-f3-02.mp3} -LINE: her notebook {page_091_003.jpg} {bk01-l4a-f3-03.mp3} -LINE: his quarter {page_091_004.jpg} {bk01-l4a-f3-04.mp3} -LINE: my chair {page_091_005.jpg} {bk01-l4a-f3-05.mp3} -LINE: your pencil {page_091_006.jpg} {bk01-l4a-f3-06.mp3} -LINE: her table {page_091_007.jpg} {bk01-l4a-f3-07.mp3} -LINE: his clock {page_091_008.jpg} {bk01-l4a-f3-08.mp3} +LINE: This is my pen. {page_091_001.jpg|A man pointing to himself holding a pen, talking to another man: "This is my pen."} {bk01-l4a-f3-01.mp3} -# Source: LLA 4A Figure 3 -$DIALOGUE Whose Is It? — Sentences -ID: 4a-f3-b -INTRO: The same phrases, now inside full sentences with this and that. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT +LINE: That's your book. {page_091_002.jpg|A man looking at a woman who is smiling and holding a textbook labeled "ENGLISH": "That's your book."} {bk01-l4a-f3-02.mp3} -LINE: this is my pen. {page_091_001.jpg} {bk01-l4a-f3-09.mp3} -LINE: that's your book. {page_091_002.jpg} {bk01-l4a-f3-10.mp3} -LINE: that's her notebook. {page_091_003.jpg} {bk01-l4a-f3-11.mp3} -LINE: this is his quarter. {page_091_004.jpg} {bk01-l4a-f3-12.mp3} -LINE: this is my chair. {page_091_005.jpg} {bk01-l4a-f3-13.mp3} -LINE: this is your pencil. {page_091_006.jpg} {bk01-l4a-f3-14.mp3} -LINE: that's her table. {page_091_007.jpg} {bk01-l4a-f3-15.mp3} -LINE: that's his clock. {page_091_008.jpg} {bk01-l4a-f3-16.mp3} +LINE: That's her notebook. {page_091_003.jpg|A man pointing at a notebook held by a woman standing next to another man: "That's her notebook."} {bk01-l4a-f3-03.mp3} -# Source: new (gap: my/your/his/her drilled in 4A Figures 3–5 but never explained) -$GRAMMAR My, Your, His, Her -ID: 4a-g2 -INTRO: One small table before the questions start flying: which word goes with which person. +VOCAB: quarter +LINE: This is his quarter. {page_091_004.jpg|A man pointing to a quarter held in his hand, talking to another man, with a third man walking away in the background: "This is his quarter."} {bk01-l4a-f3-04.mp3} -Each person gets their own word for ownership: +LINE: This is my chair. {page_091_005.jpg|A woman sitting in an armchair, viewed from a distance: "This is my chair."} {bk01-l4a-f3-05.mp3} +LINE: This is your pencil. {page_091_006.jpg|A man pointing to a pencil on a desk while looking at another man: "This is your pencil."} {bk01-l4a-f3-06.mp3} + +LINE: That's her table. {page_091_007.jpg|Two men looking at a woman sitting at a table: "That's her table."} {bk01-l4a-f3-07.mp3} + +LINE: That's his clock. {page_091_008.jpg|Two men looking towards a third man who is standing next to a clock on a table: "That's his clock."} {bk01-l4a-f3-08.mp3} + +# Source: new (gap: possessive adjectives are drilled on the 4A tape but never explained anywhere in the lesson) +$GRAMMAR My, Your, Her, His +ID: 4a-g1 +INTRO: Four small words do all the owning in English. Here they are. + +CARD: **My** means it belongs to me. **Your** means it belongs to you. +{This is my pen.} +{That's your book.} + +CARD: **Her** is for a woman. **His** is for a man. +{That's her notebook.} +{This is his quarter.} + +SUMMARY: | Person | Word | Example | |---|---|---| -| I | my | {This is my pen.} | -| you | your | {That's your book.} | -| he | his | {This is his quarter.} | -| she | her | {That's her notebook.} | +| I | my | This is my pen. | +| you | your | That's your book. | +| she | her | That's her notebook. | +| he | his | This is his quarter. | -Notice the switch in questions and answers: {Is that my pen?} → {Yes, that's your pen.} — *my* becomes *your* when the other person answers. - -# Source: LLA 4A Figure 4 +# Source: LLA 4A Figure 4 (Part 1) $DIALOGUE Is That My Pen? ID: 4a-f4 -INTRO: Now questions and answers about whose things these are. Watch how "my" turns into "your" in the answer. Listen and repeat. +INTRO: Questions and answers with possessives. Notice the swap: you ask about "my" pen, and the answer comes back with "your" pen. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-01-q.mp3} -LINE: Yes, that's your pen. {page_092_001.jpg} {bk01-l4a-f4-01-a.mp3} +SpeakerA: Is that my pen? {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-01-q.mp3} +SpeakerB: Yes, that's your pen. {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-01-a.mp3} -Narrator: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-02-q.mp3} -LINE: Yes, this is my book. {page_092_002.jpg} {bk01-l4a-f4-02-a.mp3} +SpeakerA: Is that your book? {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-02-q.mp3} +SpeakerB: Yes, this is my book. {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-02-a.mp3} -Narrator: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-03-q.mp3} -LINE: Yes, that's her notebook. {page_092_003.jpg} {bk01-l4a-f4-03-a.mp3} +SpeakerA: Is that her notebook? {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-03-q.mp3} +SpeakerB: Yes, that's her notebook. {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-03-a.mp3} -Narrator: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-04-q.mp3} -LINE: Yes, that's his quarter. {page_092_004.jpg} {bk01-l4a-f4-04-a.mp3} +SpeakerA: Is that his quarter? {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-04-q.mp3} +SpeakerB: Yes, that's his quarter. {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-04-a.mp3} -Narrator: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-05-q.mp3} -LINE: No, this isn't her chair. {page_092_005.jpg} {bk01-l4a-f4-05-a.mp3} +SpeakerA: Is this her chair? {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-05-q.mp3} +SpeakerB: No, this isn't her chair. {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-05-a.mp3} -Narrator: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-06-q.mp3} -LINE: No, that's not your pencil. {page_092_006.jpg} {bk01-l4a-f4-06-a.mp3} +SpeakerA: Is this my pencil? {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-06-q.mp3} +SpeakerB: No, that's not your pencil. {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-06-a.mp3} -Narrator: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-07-q.mp3} -LINE: No, that's not his table. {page_092_007.jpg} {bk01-l4a-f4-07-a.mp3} +SpeakerA: Is that his table? {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-07-q.mp3} +SpeakerB: No, that's not his table. {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-07-a.mp3} -Narrator: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-08-q.mp3} -LINE: No, that's not my clock. {page_092_008.jpg} {bk01-l4a-f4-08-a.mp3} +SpeakerA: Is that your clock? {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-08-q.mp3} +SpeakerB: No, that's not my clock. {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-08-a.mp3} -# Source: LLA 4A Figure 4 -$PRODUCE Answer About Ownership +# Source: LLA 4A Figure 4 (Part 2) +$PRODUCE Whose Is It? — You Answer ID: 4a-f4-b INPUT: speak CHECK: reveal -INTRO: Your turn with the same pictures. Answer each question aloud, then repeat the model answer — and keep an eye on that my/your switch. -INSTRUCTION: Answer the questions aloud. +INTRO: Now the answers are yours. Look at the picture, answer aloud with a complete sentence — remember the my/your swap — then repeat the model answer. +INSTRUCTION: Answer aloud with a full sentence. REPEAT -PROMPT: Is that my pen? {page_092_001.jpg} {bk01-l4a-f4-09-q.mp3} +PROMPT: Is that my pen? {page_092_001.jpg|A man holding a pen talking to another man} {bk01-l4a-f4-09-q.mp3} RESPONSE: Yes, that's your pen. {bk01-l4a-f4-09-a.mp3} -PROMPT: Is that your book? {page_092_002.jpg} {bk01-l4a-f4-10-q.mp3} +PROMPT: Is that your book? {page_092_002.jpg|A man looking at a woman holding an "ENGLISH" textbook} {bk01-l4a-f4-10-q.mp3} RESPONSE: Yes, this is my book. {bk01-l4a-f4-10-a.mp3} -PROMPT: Is that her notebook? {page_092_003.jpg} {bk01-l4a-f4-11-q.mp3} +PROMPT: Is that her notebook? {page_092_003.jpg|A man pointing at a notebook held by a woman} {bk01-l4a-f4-11-q.mp3} RESPONSE: Yes, that's her notebook. {bk01-l4a-f4-11-a.mp3} -PROMPT: Is that his quarter? {page_092_004.jpg} {bk01-l4a-f4-12-q.mp3} +PROMPT: Is that his quarter? {page_092_004.jpg|Three men standing near a table with a coin on it} {bk01-l4a-f4-12-q.mp3} RESPONSE: Yes, that's his quarter. {bk01-l4a-f4-12-a.mp3} -PROMPT: Is this her chair? {page_092_005.jpg} {bk01-l4a-f4-13-q.mp3} +PROMPT: Is this her chair? {page_092_005.jpg|Two men pointing to a chair near a woman} {bk01-l4a-f4-13-q.mp3} RESPONSE: No, this isn't her chair. {bk01-l4a-f4-13-a.mp3} -PROMPT: Is this my pencil? {page_092_006.jpg} {bk01-l4a-f4-14-q.mp3} +PROMPT: Is this my pencil? {page_092_006.jpg|A man looking at a woman} {bk01-l4a-f4-14-q.mp3} RESPONSE: No, that's not your pencil. {bk01-l4a-f4-14-a.mp3} -PROMPT: Is that his table? {page_092_007.jpg} {bk01-l4a-f4-15-q.mp3} +PROMPT: Is that his table? {page_092_007.jpg|Two men standing near a table where a woman is sitting} {bk01-l4a-f4-15-q.mp3} RESPONSE: No, that's not his table. {bk01-l4a-f4-15-a.mp3} -PROMPT: Is that your clock? {page_092_008.jpg} {bk01-l4a-f4-16-q.mp3} +PROMPT: Is that your clock? {page_092_008.jpg|Two men standing near a table with a clock on it, looking at another man} {bk01-l4a-f4-16-q.mp3} RESPONSE: No, that's not my clock. {bk01-l4a-f4-16-a.mp3} # Source: LLA 4A Figure 5 $DIALOGUE Are These My Books? ID: 4a-f5 -INTRO: Last round for ownership — plural things this time. Listen to the questions and answers, and repeat them. +INTRO: The same game with plurals — books, pens, clocks. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Are these my books? {page_093_001.jpg} {bk01-l4a-f5-01-q.mp3} -LINE: Yes, they are your books. {page_093_001.jpg} {bk01-l4a-f5-01-a.mp3} +SpeakerA: Are these my books? {page_093_001.jpg|Two men standing next to a stack of books} {bk01-l4a-f5-01-q.mp3} +SpeakerB: Yes, they are your books. {page_093_001.jpg|Two men standing next to a stack of books} {bk01-l4a-f5-01-a.mp3} -Narrator: Are those your pens? {page_093_002.jpg} {bk01-l4a-f5-02-q.mp3} -LINE: Yes, they are my pens. {page_093_002.jpg} {bk01-l4a-f5-02-a.mp3} +SpeakerA: Are those your pens? {page_093_002.jpg|Two men talking, one is holding several pens} {bk01-l4a-f5-02-q.mp3} +SpeakerB: Yes, they are my pens. {page_093_002.jpg|Two men talking, one is holding several pens} {bk01-l4a-f5-02-a.mp3} -Narrator: Are those her clocks? {page_093_003.jpg} {bk01-l4a-f5-03-q.mp3} -LINE: Yes, they are her clocks. {page_093_003.jpg} {bk01-l4a-f5-03-a.mp3} +SpeakerA: Are those her clocks? {page_093_003.jpg|Two men looking at a woman who is near a table with multiple clocks on it} {bk01-l4a-f5-03-q.mp3} +SpeakerB: Yes, they are her clocks. {page_093_003.jpg|Two men looking at a woman who is near a table with multiple clocks on it} {bk01-l4a-f5-03-a.mp3} -Narrator: Are those his pencils? {page_093_004.jpg} {bk01-l4a-f5-04-q.mp3} -LINE: Yes, they are his pencils. {page_093_004.jpg} {bk01-l4a-f5-04-a.mp3} +SpeakerA: Are those his pencils? {page_093_004.jpg|Two men standing at a desk with pencils, talking to a third man} {bk01-l4a-f5-04-q.mp3} +SpeakerB: Yes, they are his pencils. {page_093_004.jpg|Two men standing at a desk with pencils, talking to a third man} {bk01-l4a-f5-04-a.mp3} -Narrator: Are those my chairs? {page_093_005.jpg} {bk01-l4a-f5-05-q.mp3} -LINE: No, they are not your chairs. {page_093_005.jpg} {bk01-l4a-f5-05-a.mp3} +SpeakerA: Are those my chairs? {page_093_005.jpg|Two men looking at a row of empty chairs} {bk01-l4a-f5-05-q.mp3} +SpeakerB: No, they are not your chairs. {page_093_005.jpg|Two men looking at a row of empty chairs} {bk01-l4a-f5-05-a.mp3} -Narrator: Are these her pencils? {page_093_006.jpg} {bk01-l4a-f5-06-q.mp3} -LINE: No, they are not her pencils. {page_093_006.jpg} {bk01-l4a-f5-06-a.mp3} +SpeakerA: Are these her pencils? {page_093_006.jpg|Two men looking at a woman walking away} {bk01-l4a-f5-06-q.mp3} +SpeakerB: No, they are not her pencils. {page_093_006.jpg|Two men looking at a woman walking away} {bk01-l4a-f5-06-a.mp3} -Narrator: Is that his book? {page_093_007.jpg} {bk01-l4a-f5-07-q.mp3} -LINE: No, it is not his book. {page_093_007.jpg} {bk01-l4a-f5-07-a.mp3} +SpeakerA: Is that his book? {page_093_007.jpg|Two men looking at a woman holding a book} {bk01-l4a-f5-07-q.mp3} +SpeakerB: No, it is not his book. {page_093_007.jpg|Two men looking at a woman holding a book} {bk01-l4a-f5-07-a.mp3} -Narrator: Are these your notebooks? {page_093_008.jpg} {bk01-l4a-f5-08-q.mp3} -LINE: No, they are not my notebooks. {page_093_008.jpg} {bk01-l4a-f5-08-a.mp3} +SpeakerA: Are these your notebooks? {page_093_008.jpg|A man and a woman standing near a table with two notebooks} {bk01-l4a-f5-08-q.mp3} +SpeakerB: No, they are not my notebooks. {page_093_008.jpg|A man and a woman standing near a table with two notebooks} {bk01-l4a-f5-08-a.mp3} -$LESSON 4-3: The Alphabet and Spelling +$SESSION 4-3: The Alphabet # Source: LLA 4A Figure 6 -$DIALOGUE The Alphabet +$DIALOGUE The Alphabet: A to Z ID: 4a-f6 -INTRO: In this part you'll learn the English alphabet and use it to spell words. Here are all twenty-six letters — listen and repeat each one. -INSTRUCTION: Listen and repeat. +INTRO: In this part you'll learn the English alphabet — all twenty-six letters, from A to Z. Listen and repeat each one; you'll be spelling with them soon. +INSTRUCTION: Repeat the letters. REPEAT LINE: A {bk01-l4a-f6-01.mp3} +NOTES: A a + LINE: B {bk01-l4a-f6-02.mp3} +NOTES: B b + LINE: C {bk01-l4a-f6-03.mp3} +NOTES: C c + LINE: D {bk01-l4a-f6-04.mp3} +NOTES: D d + LINE: E {bk01-l4a-f6-05.mp3} +NOTES: E e + LINE: F {bk01-l4a-f6-06.mp3} +NOTES: F f + LINE: G {bk01-l4a-f6-07.mp3} +NOTES: G g + LINE: H {bk01-l4a-f6-08.mp3} +NOTES: H h + LINE: I {bk01-l4a-f6-09.mp3} +NOTES: I i + LINE: J {bk01-l4a-f6-10.mp3} +NOTES: J j + LINE: K {bk01-l4a-f6-11.mp3} +NOTES: K k + LINE: L {bk01-l4a-f6-12.mp3} +NOTES: L l + LINE: M {bk01-l4a-f6-13.mp3} +NOTES: M m + LINE: N {bk01-l4a-f6-14.mp3} +NOTES: N n + LINE: O {bk01-l4a-f6-15.mp3} +NOTES: O o + LINE: P {bk01-l4a-f6-16.mp3} +NOTES: P p + LINE: Q {bk01-l4a-f6-17.mp3} +NOTES: Q q + LINE: R {bk01-l4a-f6-18.mp3} +NOTES: R r + LINE: S {bk01-l4a-f6-19.mp3} +NOTES: S s + LINE: T {bk01-l4a-f6-20.mp3} +NOTES: T t + LINE: U {bk01-l4a-f6-21.mp3} +NOTES: U u + LINE: V {bk01-l4a-f6-22.mp3} +NOTES: V v + LINE: W {bk01-l4a-f6-23.mp3} +NOTES: W w + LINE: X {bk01-l4a-f6-24.mp3} +NOTES: X x + LINE: Y {bk01-l4a-f6-25.mp3} +NOTES: Y y + LINE: Z {bk01-l4a-f6-26.mp3} +NOTES: Z z + +# Source: ST §What's the Letter? +$PRODUCE The Missing Letter +ID: l4-s4 +INTRO: Each row of letters follows the alphabet, but one letter is missing. Type it — capital rows get capitals, small rows get small letters. +INSTRUCTION: Type the missing letter. +INPUT: type +CHECK: exact +NORMALIZE: strict + +TEMPLATE: W ____{X} Y Z +RESPONSE: W X Y Z + +TEMPLATE: F G ____{H} I +RESPONSE: F G H I + +TEMPLATE: R S ____{T} U +RESPONSE: R S T U + +TEMPLATE: K L M ____{N} +RESPONSE: K L M N + +TEMPLATE: D E F ____{G} +RESPONSE: D E F G + +TEMPLATE: ____{A} B C D +RESPONSE: A B C D + +TEMPLATE: ____{H} I J K +RESPONSE: H I J K + +TEMPLATE: O P ____{Q} R +RESPONSE: O P Q R + +TEMPLATE: i j k ____{l} +RESPONSE: i j k l + +TEMPLATE: q ____{r} s t +RESPONSE: q r s t + +TEMPLATE: d ____{e} f g +RESPONSE: d e f g + +TEMPLATE: u v ____{w} x +RESPONSE: u v w x + +TEMPLATE: g h ____{i} j +RESPONSE: g h i j + +TEMPLATE: n o ____{p} q +RESPONSE: n o p q + +TEMPLATE: t ____{u} v w +RESPONSE: t u v w + +TEMPLATE: k l ____{m} n +RESPONSE: k l m n # Source: LLA 4A Figure 7 -$SELECT Tap the Letter You Hear +$SELECT Which Letter Do You Hear? ID: 4a-f7 -INTRO: Now pick letters out by ear. You'll hear one letter and see four — tap the one you heard. Capital or small, it's still the same letter. +HIDE_PROMPT +INTRO: Listen to the letter and tap it. Capital or small, it's still the same letter. INSTRUCTION: Tap the letter you hear. PROMPT: G {bk01-l4a-f7-01.mp3} @@ -480,139 +597,114 @@ OPTION: c | h OPTION: d | L ANSWER: d -# Source: ST §What's the Letter? -$PRODUCE What's the Missing Letter? -ID: l4-s4 -INPUT: type -CHECK: exact -INTRO: Alphabet order practice. Each sequence has one letter missing — type it. -INSTRUCTION: Type the missing letter. - -TEMPLATE: W ____{X|x} Y Z -RESPONSE: W X Y Z - -TEMPLATE: F G ____{H|h} I -RESPONSE: F G H I - -TEMPLATE: R S ____{T|t} U -RESPONSE: R S T U - -TEMPLATE: K L M ____{N|n} -RESPONSE: K L M N - -TEMPLATE: D E F ____{G|g} -RESPONSE: D E F G - -TEMPLATE: ____{A|a} B C D -RESPONSE: A B C D - -TEMPLATE: ____{H|h} I J K -RESPONSE: H I J K - -TEMPLATE: O P ____{Q|q} R -RESPONSE: O P Q R - -TEMPLATE: i j k ____{l|L} -RESPONSE: i j k l - -TEMPLATE: q ____{r|R} s t -RESPONSE: q r s t - -TEMPLATE: d ____{e|E} f g -RESPONSE: d e f g - -TEMPLATE: u v ____{w|W} x -RESPONSE: u v w x - -TEMPLATE: g h ____{i|I} j -RESPONSE: g h i j - -TEMPLATE: n o ____{p|P} q -RESPONSE: n o p q - -TEMPLATE: t ____{u|U} v w -RESPONSE: t u v w - -TEMPLATE: k l ____{m|M} n -RESPONSE: k l m n +$SESSION 4-4: Days of the Week # Source: LLA 4B Figure 1 -$PRODUCE Spelling Dictation -ID: 4b-f1-a +$PRODUCE Spell It Out +ID: 4b-f1 INPUT: type CHECK: exact -INTRO: Now the letters do real work. You'll hear a word spelled out letter by letter — type the word it makes. -INSTRUCTION: Type the word you hear spelled out. - -PROMPT: T-O-M-O-R-R-O-W. {bk01-l4b-f1-01.mp3} -RESPONSE: tomorrow - -PROMPT: O-N. {bk01-l4b-f1-02.mp3} -RESPONSE: on - -PROMPT: C-A-L-E-N-D-A-R. {bk01-l4b-f1-03.mp3} -RESPONSE: calendar - -PROMPT: U-N-D-E-R. {bk01-l4b-f1-04.mp3} -RESPONSE: under - -PROMPT: M-A-P. {bk01-l4b-f1-05.mp3} -RESPONSE: map - -PROMPT: D-A-Y. {bk01-l4b-f1-06.mp3} -RESPONSE: day - -# Source: LLA 4B Figure 1 -$PRODUCE What's the Word? -ID: 4b-f1-b -INPUT: speak -CHECK: reveal -INTRO: Same idea, out loud this time. Listen to the spelling, say the whole word, then repeat the answer. -INSTRUCTION: Say the word aloud. +HIDE_PROMPT +INTRO: In this part you'll learn the days of the week — but first, a spelling warm-up. Listen to the letters and type the word they spell, then repeat the word. +INSTRUCTION: Type the word you hear spelled. REPEAT -PROMPT: What's the word? {bk01-l4b-f1-07-q.mp3} -RESPONSE: The word is "tomorrow". {bk01-l4b-f1-07-a.mp3} +PROMPT: T-O-M-O-R-R-O-W {bk01-l4b-f1-01.mp3} +RESPONSE: tomorrow -PROMPT: What's the word? {bk01-l4b-f1-08-q.mp3} -RESPONSE: The word is "on". {bk01-l4b-f1-08-a.mp3} +PROMPT: O-N {bk01-l4b-f1-02.mp3} +RESPONSE: on -PROMPT: What's the word? {bk01-l4b-f1-09-q.mp3} -RESPONSE: The word is "calendar". {bk01-l4b-f1-09-a.mp3} +PROMPT: C-A-L-E-N-D-A-R {bk01-l4b-f1-03.mp3} +RESPONSE: calendar -PROMPT: What's the word? {bk01-l4b-f1-10-q.mp3} -RESPONSE: The word is "under". {bk01-l4b-f1-10-a.mp3} +PROMPT: U-N-D-E-R {bk01-l4b-f1-04.mp3} +RESPONSE: under -PROMPT: What's the word? {bk01-l4b-f1-11-q.mp3} -RESPONSE: The word is "map". {bk01-l4b-f1-11-a.mp3} +PROMPT: M-A-P {bk01-l4b-f1-05.mp3} +RESPONSE: map -PROMPT: What's the word? {bk01-l4b-f1-12-q.mp3} -RESPONSE: The word is "day". {bk01-l4b-f1-12-a.mp3} +PROMPT: D-A-Y {bk01-l4b-f1-06.mp3} +RESPONSE: day -# Source: LLA 4B Figure 1 -$PRODUCE The Secret Word -ID: 4b-f1-c +# Source: LLA 4B Figure 1 (mystery word) +$PRODUCE The Mystery Word +ID: 4b-f1-b INPUT: type CHECK: exact -INTRO: One last word, spelled out for you. Type it — a little detective work before we move on. +INTRO: Look at the underlined letters in the six words you just spelled. Put them together, in order, and they make a day of the week. Type it — the recording will confirm. INSTRUCTION: Type the secret word. -PROMPT: What's the word? The word is "Monday." M-O-N-D-A-Y. {bk01-l4b-f1-13.mp3} -RESPONSE: Monday +TEMPLATE: 1. to*m*orrow +TEMPLATE: 2. *o*n +TEMPLATE: 3. cale*n*dar +TEMPLATE: 4. un*d*er +TEMPLATE: 5. m*a*p +TEMPLATE: 6. da*y* +PROMPT: What's the word? {bk01-l4b-f1-07.mp3} +RESPONSE: Monday {bk01-l4b-f1-07-a.mp3} +ACCEPT: monday -$LESSON 4-4: Days of the Week +# Source: LLA 4B Figure 2 +$SELECT Same Word or Different Word? +ID: 4b-f2 +HIDE_PROMPT +INTRO: You'll hear two words. Are they the same word twice, or two different words? Trust your ears — that's the whole exercise. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +PROMPT: meet, mate {bk01-l4b-f2-01.mp3} +ANSWER: d +FEEDBACK: different: meet, mate {bk01-l4b-f2-01-fb.mp3} + +PROMPT: page, page {bk01-l4b-f2-02.mp3} +ANSWER: s +FEEDBACK: same: page, page {bk01-l4b-f2-02-fb.mp3} + +PROMPT: week, week {bk01-l4b-f2-03.mp3} +ANSWER: s +FEEDBACK: same: week, week {bk01-l4b-f2-03-fb.mp3} + +PROMPT: wait, wait {bk01-l4b-f2-04.mp3} +ANSWER: s +FEEDBACK: same: wait, wait {bk01-l4b-f2-04-fb.mp3} + +PROMPT: plays, please {bk01-l4b-f2-05.mp3} +ANSWER: d +FEEDBACK: different: plays, please {bk01-l4b-f2-05-fb.mp3} + +PROMPT: see, say {bk01-l4b-f2-06.mp3} +ANSWER: d +FEEDBACK: different: see, say {bk01-l4b-f2-06-fb.mp3} + +PROMPT: name, name {bk01-l4b-f2-07.mp3} +ANSWER: s +FEEDBACK: same: name, name {bk01-l4b-f2-07-fb.mp3} + +PROMPT: lake, leak {bk01-l4b-f2-08.mp3} +ANSWER: d +FEEDBACK: different: lake, leak {bk01-l4b-f2-08-fb.mp3} + +PROMPT: we, way {bk01-l4b-f2-09.mp3} +ANSWER: d +FEEDBACK: different: we, way {bk01-l4b-f2-09-fb.mp3} + +PROMPT: mean, mean {bk01-l4b-f2-10.mp3} +ANSWER: s +FEEDBACK: same: mean, mean {bk01-l4b-f2-10-fb.mp3} # Source: ST §This Is a Calendar. -$DIALOGUE This Is a Calendar {st-page_088_001.jpg} +$DIALOGUE This Is a Calendar {st-page_088_001.jpg|A simple black and white calendar showing a monthly view from Sunday to Saturday, with dates numbered from 1 to 30} ID: l4-s5 -INTRO: New goal: the days of the week. You'll see a calendar and hear what a week, a weekend, today, and tomorrow are. Just listen and read along. +INTRO: Here's a calendar: seven days, one weekend, and — for the whole of this lesson — today is Thursday. Read the sentences. INSTRUCTION: Read the sentences. VOCAB: calendar LINE: This is a calendar. VOCAB: week -VOCAB: days +VOCAB: day LINE: A week is seven days. VOCAB: Sunday @@ -632,199 +724,112 @@ VOCAB: tomorrow LINE: Today is Thursday. Tomorrow is Friday. # Source: LLA 4B Figure 3 -$DIALOGUE The Days of the Week +$DIALOGUE Say the Days ID: 4b-f3 -INTRO: Now say the seven days yourself. Listen and repeat each one. -INSTRUCTION: Repeat each day. +INTRO: Now say the seven days yourself, in order. Listen and repeat each one. +INSTRUCTION: Repeat the days. REPEAT -LINE: Sunday. {bk01-l4b-f3-01.mp3} -LINE: Monday. {bk01-l4b-f3-02.mp3} -LINE: Tuesday. {bk01-l4b-f3-03.mp3} -LINE: Wednesday. {bk01-l4b-f3-04.mp3} -LINE: Thursday. {bk01-l4b-f3-05.mp3} -LINE: Friday. {bk01-l4b-f3-06.mp3} -LINE: Saturday. {bk01-l4b-f3-07.mp3} +LINE: Sunday {bk01-l4b-f3-01.mp3} + +LINE: Monday {bk01-l4b-f3-02.mp3} + +LINE: Tuesday {bk01-l4b-f3-03.mp3} + +LINE: Wednesday {bk01-l4b-f3-04.mp3} + +LINE: Thursday {bk01-l4b-f3-05.mp3} + +LINE: Friday {bk01-l4b-f3-06.mp3} + +LINE: Saturday {bk01-l4b-f3-07.mp3} # Source: LLA 4B Figure 4 $DIALOGUE Today and Tomorrow ID: 4b-f4 -INTRO: The days in pairs: if today is one day, tomorrow is the next. Listen and repeat each pair. -INSTRUCTION: Listen and repeat. +INTRO: Today, tomorrow — the week rolls on, and Sunday always comes back. Listen and repeat each pair of sentences. +INSTRUCTION: Repeat the sentences. REPEAT LINE: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f4-01.mp3} -LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3} -LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3} -LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3} -LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3} -LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3} -LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3} -# DROPPED: ST "Today Is Monday." (l4-s6) — TTS twin of LLA 4B Figure 4 above (same sentences, same repeat modality); cassette version kept. +LINE: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f4-02.mp3} + +LINE: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4b-f4-03.mp3} + +LINE: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f4-04.mp3} + +LINE: Today is Thursday. Tomorrow is Friday. {bk01-l4b-f4-05.mp3} + +LINE: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f4-06.mp3} + +LINE: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f4-07.mp3} # Source: LLA 4B Figure 5 $PRODUCE Type the Missing Day ID: 4b-f5 INPUT: type CHECK: exact -INTRO: Listen to each pair of sentences and type the day that's missing from your screen. +HIDE_PROMPT +INTRO: Listen to the two sentences and type the day that's missing on the screen. Then repeat the whole thing. INSTRUCTION: Type the missing day. - -PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3} -TEMPLATE: Today is ____. Tomorrow is Monday. - -PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3} -ACCEPT: Sunday - -PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3} -TEMPLATE: Today is Wednesday. Tomorrow is ____. - -PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3} -ACCEPT: Thursday - -PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3} -TEMPLATE: Today is ____. Tomorrow is Saturday. - -PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3} -ACCEPT: Friday - -PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3} -TEMPLATE: Today is Monday. Tomorrow is ____. - -PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3} -ACCEPT: Tuesday - -PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3} -TEMPLATE: Today is ____. Tomorrow is Sunday. - -PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3} -ACCEPT: Saturday - -PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3} -TEMPLATE: Today is ____. Tomorrow is Thursday. - -PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3} -ACCEPT: Wednesday - -PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3} -TEMPLATE: Today is Sunday. Tomorrow is ____. - -PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3} -ACCEPT: Monday - -# Source: LLA 4D Figure 4 -$SELECT Tomorrow Is... -ID: 4d-f4 -INTRO: A quick check without the calendar. You'll hear what day it is today — tap the day that comes tomorrow. -INSTRUCTION: Tap the correct day for tomorrow. - -PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01-q.mp3} -OPTION: a | Sunday -OPTION: b | Tuesday -OPTION: c | Thursday -ANSWER: b -FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-a.mp3} - -PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02-q.mp3} -OPTION: a | Friday -OPTION: b | Wednesday -OPTION: c | Tuesday -ANSWER: a -FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-a.mp3} - -PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03-q.mp3} -OPTION: a | Thursday -OPTION: b | Sunday -OPTION: c | Saturday -ANSWER: c -FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-a.mp3} - -PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04-q.mp3} -OPTION: a | Tuesday -OPTION: b | Monday -OPTION: c | Thursday -ANSWER: c -FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-a.mp3} - -PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05-q.mp3} -OPTION: a | Sunday -OPTION: b | Friday -OPTION: c | Monday -ANSWER: a -FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-a.mp3} - -PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06-q.mp3} -OPTION: a | Monday -OPTION: b | Wednesday -OPTION: c | Sunday -ANSWER: b -FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-a.mp3} - -PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07-q.mp3} -OPTION: a | Monday -OPTION: b | Wednesday -OPTION: c | Saturday -ANSWER: a -FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-a.mp3} - -# Source: LLA 4C Figure 1 -$DIALOGUE Good Morning — What Day Is It? -ID: 4c-f1 -INTRO: Two students meet in the morning and — of course — talk about what day it is. Listen to the dialog and repeat each line. -INSTRUCTION: Listen and repeat each line. REPEAT -Student1: Good morning. {bk01-l4c-f1-01.mp3} -Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3} -Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3} +PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-01.mp3} +TEMPLATE: Today is ____.\nTomorrow is Monday. +RESPONSE: Sunday +ACCEPT: Sunday | sunday -VOCAB: dialog -Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3} -Student1: It's Thursday. {bk01-l4c-f1-05.mp3} -Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3} +PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-02.mp3} +TEMPLATE: Today is Wednesday.\nTomorrow is ____. +RESPONSE: Thursday +ACCEPT: Thursday | thursday -# DROPPED: ST "What Day Is It?" (l4-s8, Ken and Jim) — TTS twin of LLA 4C Figure 1 above (same dialog, same practice role); cassette version kept. +PROMPT: Today is Friday. Tomorrow is Saturday. {bk01-l4b-f5-03.mp3} +TEMPLATE: Today is ____.\nTomorrow is Saturday. +RESPONSE: Friday +ACCEPT: Friday | friday -# Source: LLA 4C Figure 2 -$PRODUCE Your Turn in the Dialog -ID: 4c-f2 -INPUT: speak -CHECK: reveal -INTRO: Now you play Student 2. You'll hear Student 1's line — say Student 2's reply from the dialog, then check against the recording. -INSTRUCTION: Say Student 2's response aloud. +PROMPT: Today is Monday. Tomorrow is Tuesday. {bk01-l4b-f5-04.mp3} +TEMPLATE: Today is Monday.\nTomorrow is ____. +RESPONSE: Tuesday +ACCEPT: Tuesday | tuesday -PROMPT: Good morning. {bk01-l4c-f2-01.mp3} -TEMPLATE: Student 1: Good morning. -RESPONSE: Good morning. How are you? {bk01-l4c-f2-02.mp3} +PROMPT: Today is Saturday. Tomorrow is Sunday. {bk01-l4b-f5-05.mp3} +TEMPLATE: Today is ____.\nTomorrow is Sunday. +RESPONSE: Saturday +ACCEPT: Saturday | saturday -PROMPT: Fine, thanks. And you? {bk01-l4c-f2-03.mp3} -TEMPLATE: Student 1: Fine, thanks. And you? -RESPONSE: Okay. What day is it? {bk01-l4c-f2-04.mp3} +PROMPT: Today is Wednesday. Tomorrow is Thursday. {bk01-l4b-f5-06.mp3} +TEMPLATE: Today is ____.\nTomorrow is Thursday. +RESPONSE: Wednesday +ACCEPT: Wednesday | wednesday -PROMPT: It's Thursday. {bk01-l4c-f2-05.mp3} -TEMPLATE: Student 1: It's Thursday. -RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-06.mp3} +PROMPT: Today is Sunday. Tomorrow is Monday. {bk01-l4b-f5-07.mp3} +TEMPLATE: Today is Sunday.\nTomorrow is ____. +RESPONSE: Monday +ACCEPT: Monday | monday # Source: ST §No, Today Isn't Friday. -$PRODUCE Questions About the Week +$PRODUCE Questions About the Calendar ID: l4-s7 +REFERENCE: l4-s5 +INTRO: Answer the questions aloud in full sentences. Imagine today is Thursday — the calendar insists. Open the calendar page if you need it. +INSTRUCTION: Answer aloud. Today is Thursday. INPUT: speak CHECK: llm SHOW_PROMPT -INTRO: Time to answer real questions about the week. For this activity, imagine today is Thursday — just like on the calendar. Answer each question aloud in a full sentence. -INSTRUCTION: Answer aloud. Imagine today is Thursday. -RUBRIC: Imagine today is Thursday, so tomorrow is Friday — answers must be consistent with that. General facts must be correct (the weekend is Saturday and Sunday; a week is seven days). Accept full or short answers with any reasonable phrasing. +RUBRIC: Accept any grammatically correct full-sentence answer that states the correct day or fact based on the lesson context (Today is Thursday, tomorrow is Friday, a week has 7 days, weekend is Saturday and Sunday). EXAMPLE PROMPT: Is today Thursday? RESPONSE: Yes, it's Thursday. PROMPT: Is today Thursday? -RESPONSE: Yes, it is Thursday. +RESPONSE: Yes, it's Thursday. PROMPT: Is today Friday? -RESPONSE: No, today isn't Friday. +RESPONSE: No, today isn't Friday. Today is Thursday. PROMPT: What's today? RESPONSE: Today is Thursday. @@ -833,387 +838,410 @@ PROMPT: What's tomorrow? RESPONSE: Tomorrow is Friday. PROMPT: Is tomorrow Monday? -RESPONSE: No, tomorrow isn't Monday. +RESPONSE: No, tomorrow isn't Monday. Tomorrow is Friday. PROMPT: Is tomorrow Saturday? -RESPONSE: No, tomorrow isn't Saturday. +RESPONSE: No, tomorrow isn't Saturday. Tomorrow is Friday. PROMPT: What's a weekend? -RESPONSE: The weekend is Saturday and Sunday. +RESPONSE: Saturday and Sunday are the weekend. PROMPT: Is the weekend Saturday and Sunday? -RESPONSE: Yes, it is. +RESPONSE: Yes, the weekend is Saturday and Sunday. PROMPT: Is a week seven days? RESPONSE: Yes, a week is seven days. -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "HE / DAY", and "DIME / PEN" — instructor-read sound discrimination with no recorded stimulus and no given items; the same skills are covered by the three recorded LLA activities below. Convertible later with chosen items + TTS. +# Source: LLA 4C Figure 1 (ST "What Day Is It?" is the same dialog — kept the cassette version) +$DIALOGUE Good Morning — What Day Is It? +ID: 4c-f1 +INTRO: Two students meet in the morning and, naturally, talk about what day it is. Listen and repeat each line — you'll be Student 2 in a minute. +INSTRUCTION: Listen and repeat each line. +REPEAT -# Source: LLA 4B Figure 2 -$SELECT Same or Different? -ID: 4b-f2 -INTRO: Sharpen your ears. You'll hear two words — sometimes the same word twice, sometimes two words that differ by one small sound, like "see" and "say". Tap Same or Different. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +Student1: Good morning. {bk01-l4c-f1-01.mp3} +Student2: Good morning. How are you? {bk01-l4c-f1-02.mp3} +Student1: Fine, thanks. And you? {bk01-l4c-f1-03.mp3} +Student2: Okay. What day is it? {bk01-l4c-f1-04.mp3} +Student1: It's Thursday. {bk01-l4c-f1-05.mp3} +Student2: Oh, tomorrow is Friday. {bk01-l4c-f1-06.mp3} -PROMPT: meet, mate. {bk01-l4b-f2-01.mp3} -ANSWER: d +# Source: LLA 4C Figure 2 +$PRODUCE You're Student 2 — Type Your Lines +ID: 4c-f2 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: Same conversation, and now you're Student 2. Read Student 1's line, listen to your reply, and type it word for word. +INSTRUCTION: Type Student 2's response. +REPEAT -PROMPT: page, page. {bk01-l4b-f2-02.mp3} -ANSWER: s +TEMPLATE: Student 1: Good morning. +PROMPT: Good morning. How are you? {bk01-l4c-f2-01.mp3} +RESPONSE: Good morning. How are you? {bk01-l4c-f2-01.mp3} -PROMPT: week, week. {bk01-l4b-f2-03.mp3} -ANSWER: s +TEMPLATE: Student 1: Fine, thanks. And you? +PROMPT: Okay. What day is it? {bk01-l4c-f2-02.mp3} +RESPONSE: Okay. What day is it? {bk01-l4c-f2-02.mp3} -PROMPT: wait, wait. {bk01-l4b-f2-04.mp3} -ANSWER: s - -PROMPT: plays, please. {bk01-l4b-f2-05.mp3} -ANSWER: d - -PROMPT: see, say. {bk01-l4b-f2-06.mp3} -ANSWER: d - -PROMPT: name, name. {bk01-l4b-f2-07.mp3} -ANSWER: s - -PROMPT: lake, leak. {bk01-l4b-f2-08.mp3} -ANSWER: d - -PROMPT: we, way. {bk01-l4b-f2-09.mp3} -ANSWER: d - -PROMPT: mean, mean. {bk01-l4b-f2-10.mp3} -ANSWER: s +TEMPLATE: Student 1: It's Thursday. +PROMPT: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3} +RESPONSE: Oh, tomorrow is Friday. {bk01-l4c-f2-03.mp3} # Source: LLA 4C Figure 3 -$SELECT E or A? +$SELECT The Sound in "She" or "Day"? ID: 4c-f3 -INTRO: The same two sounds, one word at a time. Does the word have the E sound of "she" or the A sound of "day"? Tap the sound you hear. +HIDE_PROMPT +INTRO: One more ear-check. Listen to the word: does it have the vowel sound in "she", or the vowel sound in "day"? INSTRUCTION: Tap the sound you hear. -OPTION: a | E sound (as in she) -OPTION: b | A sound (as in day) +OPTION: a | /i/ sound (as in she) +OPTION: b | /eɪ/ sound (as in day) PROMPT: weak {bk01-l4c-f3-01.mp3} ANSWER: a +FEEDBACK: weak {bk01-l4c-f3-01-fb.mp3} PROMPT: same {bk01-l4c-f3-02.mp3} ANSWER: b +FEEDBACK: same {bk01-l4c-f3-02-fb.mp3} PROMPT: place {bk01-l4c-f3-03.mp3} ANSWER: b +FEEDBACK: place {bk01-l4c-f3-03-fb.mp3} PROMPT: eat {bk01-l4c-f3-04.mp3} ANSWER: a +FEEDBACK: eat {bk01-l4c-f3-04-fb.mp3} PROMPT: see {bk01-l4c-f3-05.mp3} ANSWER: a +FEEDBACK: see {bk01-l4c-f3-05-fb.mp3} PROMPT: page {bk01-l4c-f3-06.mp3} ANSWER: b +FEEDBACK: page {bk01-l4c-f3-06-fb.mp3} PROMPT: make {bk01-l4c-f3-07.mp3} ANSWER: b +FEEDBACK: make {bk01-l4c-f3-07-fb.mp3} PROMPT: we {bk01-l4c-f3-08.mp3} ANSWER: a +FEEDBACK: we {bk01-l4c-f3-08-fb.mp3} PROMPT: these {bk01-l4c-f3-09.mp3} ANSWER: a +FEEDBACK: these {bk01-l4c-f3-09-fb.mp3} PROMPT: eight {bk01-l4c-f3-10.mp3} ANSWER: b +FEEDBACK: eight {bk01-l4c-f3-10-fb.mp3} + +$SESSION 4-5: Telling Time + +# Source: ST §Time +$DIALOGUE It's 9 O'Clock +ID: l4-s9 +INTRO: In this part you'll learn to tell the time. On the hour it's easy: the number, then "o'clock". Look at each clock and read the sentence. +INSTRUCTION: Look at the clocks and read the sentences. + +VOCAB: o'clock +LINE: It's 9 o'clock. {st-page_091_001.jpg|Clock showing 9:00} +LINE: It's 10 o'clock. {st-page_091_002.jpg|Clock showing 10:00} +LINE: It's 7 o'clock. {st-page_091_003.jpg|Clock showing 7:00} + +# Source: LLA 4B Figure 7 +$DIALOGUE Go to the Lab at 9 O'Clock +ID: 4b-f7 +INTRO: Schedule orders — go to the lab, go to the classroom, always "at" a time. Repeat each sentence; you'll be hearing these daily. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: Go to the lab at 9 o'clock. {page_099_001.jpg|A clock showing 9 o'clock} {bk01-l4b-f7-01.mp3} + +LINE: Go to the lab at 6 o'clock. {page_099_002.jpg|A clock showing 6 o'clock} {bk01-l4b-f7-02.mp3} + +LINE: Go to the lab at 5 o'clock. {page_099_003.jpg|A clock showing 5 o'clock} {bk01-l4b-f7-03.mp3} + +LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg|A clock showing 3 o'clock} {bk01-l4b-f7-04.mp3} + +LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg|A clock showing 10 o'clock} {bk01-l4b-f7-05.mp3} + +# Source: LLA 4B Figure 8 +$SELECT Tap the Right Clock +ID: 4b-f8 +INTRO: Listen to the instruction and tap the clock that shows that time. +INSTRUCTION: Tap the correct clock. + +PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3} +OPTION: a | {page_100_001.jpg|a A clock showing 12 o'clock} +OPTION: b | {page_100_002.jpg|b A clock showing 9 o'clock} +OPTION: c | {page_100_003.jpg|c A clock showing 5 o'clock} +OPTION: d | {page_100_004.jpg|d A clock showing 1 o'clock} +ANSWER: c +FEEDBACK: 5 o'clock {bk01-l4b-f8-01-fb.mp3} + +PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3} +OPTION: a | {page_100_005.jpg|a A clock showing 9 o'clock} +OPTION: b | {page_100_006.jpg|b A clock showing 10 o'clock} +OPTION: c | {page_100_007.jpg|c A clock showing 11 o'clock} +OPTION: d | {page_100_008.jpg|d A clock showing 12 o'clock} +ANSWER: b +FEEDBACK: 10 o'clock {bk01-l4b-f8-02-fb.mp3} + +PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3} +OPTION: a | {page_100_009.jpg|a A clock showing 7 o'clock} +OPTION: b | {page_100_010.jpg|b A clock showing 6 o'clock} +OPTION: c | {page_100_011.jpg|c A clock showing 5 o'clock} +OPTION: d | {page_100_012.jpg|d A clock showing 8 o'clock} +ANSWER: a +FEEDBACK: 7 o'clock {bk01-l4b-f8-03-fb.mp3} + +PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3} +OPTION: a | {page_100_013.jpg|a A clock showing 10 o'clock} +OPTION: b | {page_100_014.jpg|b A clock showing 3 o'clock} +OPTION: c | {page_100_015.jpg|c A clock showing 9 o'clock} +OPTION: d | {page_100_016.jpg|d A clock showing 1 o'clock} +ANSWER: d +FEEDBACK: 1 o'clock {bk01-l4b-f8-04-fb.mp3} + +PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3} +OPTION: a | {page_100_017.jpg|a A clock showing 6 o'clock} +OPTION: b | {page_100_018.jpg|b A clock showing 3 o'clock} +OPTION: c | {page_100_019.jpg|c A clock showing 9 o'clock} +OPTION: d | {page_100_020.jpg|d A clock showing 12 o'clock} +ANSWER: d +FEEDBACK: 12 o'clock {bk01-l4b-f8-05-fb.mp3} + +PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3} +OPTION: a | {page_100_021.jpg|a A clock showing 6 o'clock} +OPTION: b | {page_100_022.jpg|b A clock showing 12 o'clock} +OPTION: c | {page_100_023.jpg|c A clock showing 2 o'clock} +OPTION: d | {page_100_024.jpg|d A clock showing 3 o'clock} +ANSWER: c +FEEDBACK: 2 o'clock {bk01-l4b-f8-06-fb.mp3} + +# Source: ST §Write the Time +$PRODUCE Write the Time +ID: l4-s10 +INTRO: Look at the clock and type the time. +INSTRUCTION: Look at the clock and type the time. +INPUT: type +CHECK: exact + +TEMPLATE: It's ____{12 o'clock|twelve o'clock}. {st-page_091_004.jpg|Clock showing 12:00} +RESPONSE: It's 12 o'clock. + +TEMPLATE: It's ____{2 o'clock|two o'clock}. {st-page_091_005.jpg|Clock showing 2:00} +RESPONSE: It's 2 o'clock. + +TEMPLATE: It's ____{1 o'clock|one o'clock}. {st-page_091_006.jpg|Clock showing 1:00} +RESPONSE: It's 1 o'clock. + +# Source: LLA 4C Figure 4 +$DIALOGUE Times with Minutes +ID: 4c-f4 +INTRO: Now the times between the hours — 10:20, 9:30, 1:15. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Go to the lab at 7 o'clock. {page_103_001.jpg|A clock face showing 12:00} {bk01-l4c-f4-01.mp3} +LINE: Go to the classroom at 10:20. {page_103_002.jpg|A clock face showing 4:10} {bk01-l4c-f4-02.mp3} +LINE: Go to the lab at 7:10. {page_103_003.jpg|A clock face showing 2:45} {bk01-l4c-f4-03.mp3} +LINE: Go to the lab at 2 o'clock. {page_103_004.jpg|A clock face showing 2:00} {bk01-l4c-f4-04.mp3} +LINE: Go to the classroom at 9:30. {page_103_005.jpg|A clock face showing 9:30} {bk01-l4c-f4-05.mp3} +LINE: Go to the classroom at 1:15. {page_103_006.jpg|A clock face showing 1:10} {bk01-l4c-f4-06.mp3} + +# Source: ST §What's the Time? +$PRODUCE What's the Time? +ID: l4-s11 +INTRO: Read each clock and type the minutes. The hour is already done for you — we're generous like that. +INSTRUCTION: Write the numbers to complete the time. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg|Clock showing 3:10} +RESPONSE: It's 3:10. +ACCEPT: 10 + +TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg|Clock showing 6:30} +RESPONSE: It's 6:30. +ACCEPT: 30 + +TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg|Clock showing 12:15} +RESPONSE: It's 12:15. +ACCEPT: 15 + +TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg|Clock showing 10:20} +RESPONSE: It's 10:20. +ACCEPT: 20 + +TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg|Clock showing 3:45} +RESPONSE: It's 3:45. +ACCEPT: 45 + +TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg|Clock showing 9:40} +RESPONSE: It's 9:40. +ACCEPT: 40 + +TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg|Clock showing 2:15} +RESPONSE: It's 2:15. +ACCEPT: 15 + +TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg|Clock showing 6:50} +RESPONSE: It's 6:50. +ACCEPT: 50 + +TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg|Clock showing 8:05} +RESPONSE: It's 8:05. +ACCEPT: 05 | 5 + +TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg|Clock showing 7:25} +RESPONSE: It's 7:25. +ACCEPT: 25 + +TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg|Clock showing 5:35} +RESPONSE: It's 5:35. +ACCEPT: 35 + +TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg|Clock showing 2:55} +RESPONSE: It's 2:55. +ACCEPT: 55 + +# Source: LLA 4C Figure 5 +$SELECT Tap the Right Clock — Minutes Count +ID: 4c-f5 +INTRO: Listen to the sentence and tap the clock that shows the correct time. The minutes matter now. +INSTRUCTION: Tap the clock showing the correct time. + +PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3} +OPTION: a | {page_104_001.jpg|A clock face showing 1:50} +OPTION: b | {page_104_002.jpg|A clock face showing 2:45} +OPTION: c | {page_104_003.jpg|A clock face showing 2:20} +OPTION: d | {page_104_004.jpg|A clock face showing 6:05} +ANSWER: b +FEEDBACK: Go to the lab at 2:15. {bk01-l4c-f5-01-fb.mp3} + +PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3} +OPTION: a | {page_104_005.jpg|A clock face showing 9:15} +OPTION: b | {page_104_006.jpg|A clock face showing 6:30} +OPTION: c | {page_104_007.jpg|A clock face showing 1:40} +OPTION: d | {page_104_008.jpg|A clock face showing 10:35} +ANSWER: a +FEEDBACK: Go to the classroom at 9:20. {bk01-l4c-f5-02-fb.mp3} + +PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3} +OPTION: a | {page_104_009.jpg|A clock face showing 1:50} +OPTION: b | {page_104_010.jpg|A clock face showing 12:30} +OPTION: c | {page_104_011.jpg|A clock face showing 2:45} +OPTION: d | {page_104_012.jpg|A clock face showing 12:05} +ANSWER: d +FEEDBACK: Go to the lab at 10:00. {bk01-l4c-f5-03-fb.mp3} + +PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3} +OPTION: a | {page_104_013.jpg|A clock face showing 8:50} +OPTION: b | {page_104_014.jpg|A clock face showing 10:10} +OPTION: c | {page_104_015.jpg|A clock face showing 6:00} +OPTION: d | {page_104_016.jpg|A clock face showing 12:35} +ANSWER: b +FEEDBACK: Go to the classroom at 11:10. {bk01-l4c-f5-04-fb.mp3} + +PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3} +OPTION: a | {page_104_017.jpg|A clock face showing 9:10} +OPTION: b | {page_104_018.jpg|A clock face showing 10:20} +OPTION: c | {page_104_019.jpg|A clock face showing 9:00} +OPTION: d | {page_104_020.jpg|A clock face showing 11:35} +ANSWER: c +FEEDBACK: Go to the lab at 8:50. {bk01-l4c-f5-05-fb.mp3} + +PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3} +OPTION: a | {page_104_021.jpg|A clock face showing 4:50} +OPTION: b | {page_104_022.jpg|A clock face showing 12:30} +OPTION: c | {page_104_023.jpg|A clock face showing 1:55} +OPTION: d | {page_104_024.jpg|A clock face showing 7:40} +ANSWER: a +FEEDBACK: Go to the classroom at 7:20. {bk01-l4c-f5-06-fb.mp3} + +# Source: ST §Go to the Classroom at 8:30. +$DIALOGUE Go to the Classroom at 8:30 +ID: l4-s12 +INTRO: Two places you'll be sent to every day — the lab and the classroom. Note the little word "at" before the time. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: at +LINE: Go to the lab at 8:30. {st-page_093_001.jpg|A split illustration with the top panel showing two students in language lab booths wearing headsets, and the bottom panel showing a teacher pointing at a blackboard in front of a student} +LINE: Go to the classroom at 8:30. {st-page_093_002.jpg|A vertical column of ten clocks showing various times} # Source: LLA 4B Figure 6 -$SELECT M or N? +$SELECT The Sound in "My" or "No"? ID: 4b-f6 -INTRO: One more ear-trainer: M as in "my", or N as in "no"? Wednesday hides one of them — listen closely and tap the sound you hear. +HIDE_PROMPT +INTRO: A sound check to finish the part. Listen to the word: does it have the "m" sound, as in "my", or the "n" sound, as in "no"? INSTRUCTION: Tap the sound you hear. OPTION: a | M sound (as in my) OPTION: b | N sound (as in no) -PROMPT: time. {bk01-l4b-f6-01.mp3} +PROMPT: time {bk01-l4b-f6-01.mp3} ANSWER: a +FEEDBACK: time {bk01-l4b-f6-01-fb.mp3} -PROMPT: not. {bk01-l4b-f6-02.mp3} +PROMPT: not {bk01-l4b-f6-02.mp3} ANSWER: b +FEEDBACK: not {bk01-l4b-f6-02-fb.mp3} -PROMPT: much. {bk01-l4b-f6-03.mp3} +PROMPT: much {bk01-l4b-f6-03.mp3} ANSWER: a +FEEDBACK: much {bk01-l4b-f6-03-fb.mp3} -PROMPT: Wednesday. {bk01-l4b-f6-04.mp3} +PROMPT: Wednesday {bk01-l4b-f6-04.mp3} ANSWER: b +FEEDBACK: Wednesday {bk01-l4b-f6-04-fb.mp3} -PROMPT: fifteen. {bk01-l4b-f6-05.mp3} +PROMPT: fifteen {bk01-l4b-f6-05.mp3} ANSWER: b +FEEDBACK: fifteen {bk01-l4b-f6-05-fb.mp3} -PROMPT: dime. {bk01-l4b-f6-06.mp3} +PROMPT: dime {bk01-l4b-f6-06.mp3} ANSWER: a +FEEDBACK: dime {bk01-l4b-f6-06-fb.mp3} -PROMPT: meet. {bk01-l4b-f6-07.mp3} +PROMPT: meet {bk01-l4b-f6-07.mp3} ANSWER: a +FEEDBACK: meet {bk01-l4b-f6-07-fb.mp3} -PROMPT: lesson. {bk01-l4b-f6-08.mp3} +PROMPT: lesson {bk01-l4b-f6-08.mp3} ANSWER: b +FEEDBACK: lesson {bk01-l4b-f6-08-fb.mp3} -PROMPT: come. {bk01-l4b-f6-09.mp3} +PROMPT: come {bk01-l4b-f6-09.mp3} ANSWER: a +FEEDBACK: come {bk01-l4b-f6-09-fb.mp3} -PROMPT: under. {bk01-l4b-f6-10.mp3} +PROMPT: under {bk01-l4b-f6-10.mp3} ANSWER: b +FEEDBACK: under {bk01-l4b-f6-10-fb.mp3} -$LESSON 4-5: Telling Time - -# Source: LLA 4B Figure 7 -$DIALOGUE Go to the Lab at 9 O'clock -ID: 4b-f7 -INTRO: Next goal: telling time. You'll see clocks and hear instructions with times on the hour. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Go to the lab at 9 o'clock. {page_099_001.jpg} {bk01-l4b-f7-01.mp3} -LINE: Go to the lab at 6 o'clock. {page_099_002.jpg} {bk01-l4b-f7-02.mp3} -LINE: Go to the lab at 5 o'clock. {page_099_003.jpg} {bk01-l4b-f7-03.mp3} -LINE: Go to the classroom at 3 o'clock. {page_099_004.jpg} {bk01-l4b-f7-04.mp3} -LINE: Go to the classroom at 10 o'clock. {page_099_005.jpg} {bk01-l4b-f7-05.mp3} - -# Source: LLA 4B Figure 8 -$SELECT Tap the Clock — On the Hour -ID: 4b-f8 -INTRO: Now match what you hear to a clock face. Listen to the instruction and tap the clock showing that time. -INSTRUCTION: Tap the correct clock. - -PROMPT: Go to the lab at 5 o'clock. {bk01-l4b-f8-01.mp3} -OPTION: a | {page_100_001.jpg} -OPTION: b | {page_100_002.jpg} -OPTION: c | {page_100_003.jpg} -OPTION: d | {page_100_004.jpg} -ANSWER: c - -PROMPT: Go to the lab at 10 o'clock. {bk01-l4b-f8-02.mp3} -OPTION: a | {page_100_005.jpg} -OPTION: b | {page_100_006.jpg} -OPTION: c | {page_100_007.jpg} -OPTION: d | {page_100_008.jpg} -ANSWER: b - -PROMPT: Go to the classroom at 7 o'clock. {bk01-l4b-f8-03.mp3} -OPTION: a | {page_100_009.jpg} -OPTION: b | {page_100_010.jpg} -OPTION: c | {page_100_011.jpg} -OPTION: d | {page_100_012.jpg} -ANSWER: a - -PROMPT: Go to the lab at 1 o'clock. {bk01-l4b-f8-04.mp3} -OPTION: a | {page_100_013.jpg} -OPTION: b | {page_100_014.jpg} -OPTION: c | {page_100_015.jpg} -OPTION: d | {page_100_016.jpg} -ANSWER: d - -PROMPT: Go to the classroom at 12 o'clock. {bk01-l4b-f8-05.mp3} -OPTION: a | {page_100_017.jpg} -OPTION: b | {page_100_018.jpg} -OPTION: c | {page_100_019.jpg} -OPTION: d | {page_100_020.jpg} -ANSWER: d - -PROMPT: Go to the classroom at 2 o'clock. {bk01-l4b-f8-06.mp3} -OPTION: a | {page_100_021.jpg} -OPTION: b | {page_100_022.jpg} -OPTION: c | {page_100_023.jpg} -OPTION: d | {page_100_024.jpg} -ANSWER: c - -# Source: ST §Time -$PRODUCE Write the Time — O'clock -ID: l4-s9 -INPUT: type -CHECK: exact -INTRO: Now write the time yourself. You'll see a clock on the hour — type the time it shows, like "9 o'clock". -INSTRUCTION: Type the time shown on the clock. - -EXAMPLE -TEMPLATE: {st-page_091_001.jpg} -RESPONSE: It's 9 o'clock. -ACCEPT: 9 o'clock - -EXAMPLE -TEMPLATE: {st-page_091_002.jpg} -RESPONSE: It's 10 o'clock. -ACCEPT: 10 o'clock - -EXAMPLE -TEMPLATE: {st-page_091_003.jpg} -RESPONSE: It's 7 o'clock. -ACCEPT: 7 o'clock - -TEMPLATE: It's ____{12|twelve} o'clock. {st-page_091_004.jpg} -RESPONSE: It's 12 o'clock. - -TEMPLATE: It's ____{2|two} o'clock. {st-page_091_005.jpg} -RESPONSE: It's 2 o'clock. - -TEMPLATE: It's ____{1|one} o'clock. {st-page_091_006.jpg} -RESPONSE: It's 1 o'clock. - -# Source: ST §Go to the Classroom at 8:30 (layout table flattened) -$GRAMMAR Go to the Classroom at 8:30 -ID: l4-s11 -INTRO: A command can say where to go and when — here's the pattern. - -A command names a **place** and a **time**, joined by **at**: - -{Go to the classroom at 8:30.} - -{Go to the lab at 10 o'clock.} - -![Language lab and classroom](st-page_093_001.jpg) - -![Clocks showing various times](st-page_093_002.jpg) - -# Source: LLA 4C Figure 4 -$DIALOGUE Telling Time with Minutes -ID: 4c-f4 -INTRO: Clocks don't only stop on the hour. Now the times come with minutes — 10:20, 7:10, 9:30. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: Go to the lab at 7 o'clock. {page_103_001.jpg} {bk01-l4c-f4-01.mp3} -LINE: Go to the classroom at 10:20. {page_103_002.jpg} {bk01-l4c-f4-02.mp3} -LINE: Go to the lab at 7:10. {page_103_003.jpg} {bk01-l4c-f4-03.mp3} -LINE: Go to the lab at 2 o'clock. {page_103_004.jpg} {bk01-l4c-f4-04.mp3} -LINE: Go to the classroom at 9:30. {page_103_005.jpg} {bk01-l4c-f4-05.mp3} -LINE: Go to the classroom at 1:15. {page_103_006.jpg} {bk01-l4c-f4-06.mp3} - -# Source: LLA 4C Figure 5 -$SELECT Tap the Clock — With Minutes -ID: 4c-f5 -INTRO: Match the times with minutes to the right clock face. Listen and tap the clock you hear. -INSTRUCTION: Tap the correct clock. - -PROMPT: Go to the lab at 2:15. {bk01-l4c-f5-01.mp3} -OPTION: a | {page_104_001.jpg} -OPTION: b | {page_104_002.jpg} {bk01-l4c-f5-01-a.mp3} -OPTION: c | {page_104_003.jpg} -OPTION: d | {page_104_004.jpg} -ANSWER: b - -PROMPT: Go to the classroom at 9:20. {bk01-l4c-f5-02.mp3} -OPTION: a | {page_104_005.jpg} {bk01-l4c-f5-02-a.mp3} -OPTION: b | {page_104_006.jpg} -OPTION: c | {page_104_007.jpg} -OPTION: d | {page_104_008.jpg} -ANSWER: a - -PROMPT: Go to the lab at 10:00. {bk01-l4c-f5-03.mp3} -OPTION: a | {page_104_009.jpg} -OPTION: b | {page_104_010.jpg} -OPTION: c | {page_104_011.jpg} -OPTION: d | {page_104_012.jpg} {bk01-l4c-f5-03-a.mp3} -ANSWER: d - -PROMPT: Go to the classroom at 11:10. {bk01-l4c-f5-04.mp3} -OPTION: a | {page_104_013.jpg} -OPTION: b | {page_104_014.jpg} {bk01-l4c-f5-04-a.mp3} -OPTION: c | {page_104_015.jpg} -OPTION: d | {page_104_016.jpg} -ANSWER: b - -PROMPT: Go to the lab at 8:50. {bk01-l4c-f5-05.mp3} -OPTION: a | {page_104_017.jpg} -OPTION: b | {page_104_018.jpg} -OPTION: c | {page_104_019.jpg} {bk01-l4c-f5-05-a.mp3} -OPTION: d | {page_104_020.jpg} -ANSWER: c - -PROMPT: Go to the classroom at 7:20. {bk01-l4c-f5-06.mp3} -OPTION: a | {page_104_021.jpg} {bk01-l4c-f5-06-a.mp3} -OPTION: b | {page_104_022.jpg} -OPTION: c | {page_104_023.jpg} -OPTION: d | {page_104_024.jpg} -ANSWER: a - -# Source: ST §What's the Time? -$PRODUCE Write the Time — With Minutes -ID: l4-s10 -INPUT: type -CHECK: exact -INTRO: Last stop for clocks: type the missing minutes for each time shown. Yes, there are fifteen of them — after this, no clock will surprise you. -INSTRUCTION: Type the missing numbers for the time shown. - -EXAMPLE -TEMPLATE: It's 2 o'clock. {st-page_092_001.jpg} -RESPONSE: It's 2 o'clock. - -EXAMPLE -TEMPLATE: It's 9 o'clock. {st-page_092_002.jpg} -RESPONSE: It's 9 o'clock. - -EXAMPLE -TEMPLATE: It's 10 o'clock. {st-page_092_003.jpg} -RESPONSE: It's 10 o'clock. - -EXAMPLE -TEMPLATE: It's 3:____{10}. {st-page_092_004.jpg} -RESPONSE: It's 3:10. - -TEMPLATE: It's 6:____{30}. {st-page_092_005.jpg} -RESPONSE: It's 6:30. - -TEMPLATE: It's 12:____{15}. {st-page_092_006.jpg} -RESPONSE: It's 12:15. - -TEMPLATE: It's 10:____{20}. {st-page_092_007.jpg} -RESPONSE: It's 10:20. - -TEMPLATE: It's 3:____{45}. {st-page_092_008.jpg} -RESPONSE: It's 3:45. - -TEMPLATE: It's 9:____{40}. {st-page_092_009.jpg} -RESPONSE: It's 9:40. - -TEMPLATE: It's 2:____{15}. {st-page_092_010.jpg} -RESPONSE: It's 2:15. - -TEMPLATE: It's 6:____{50}. {st-page_092_011.jpg} -RESPONSE: It's 6:50. - -TEMPLATE: It's 8:____{05|5}. {st-page_092_012.jpg} -RESPONSE: It's 8:05. - -TEMPLATE: It's 7:____{25}. {st-page_092_013.jpg} -RESPONSE: It's 7:25. - -TEMPLATE: It's 5:____{35}. {st-page_092_014.jpg} -RESPONSE: It's 5:35. - -TEMPLATE: It's 2:____{55}. {st-page_092_015.jpg} -RESPONSE: It's 2:55. - -$LESSON 4-6: In, On, Under +$SESSION 4-6: In, On, Under — The Classroom # Source: ST §That's a Classroom. -$DIALOGUE That's a Classroom {st-page_096_001.jpg} -ID: l4-s14 -INTRO: New goal: saying where things are. First, the things themselves — a tour of the classroom, one object at a time. Listen and repeat. -INSTRUCTION: Repeat the sentences. +$DIALOGUE That's a Classroom {st-page_096_001.jpg|An illustration of a classroom with numbered parts: 1. map, 2. clock, 3. wall, 4. door, 5. chair, 6. blackboard, 7. desk, 8. student desks} +ID: l4-s15 +INTRO: In this part you'll learn the classroom — its walls, desks, and maps — and how to say where things are. First, the names. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. REPEAT VOCAB: map LINE: That's a map. -VOCAB: clock LINE: That's a clock. VOCAB: wall LINE: That's a wall. -VOCAB: door LINE: That's a door. -VOCAB: chair LINE: That's a chair. VOCAB: chalkboard @@ -1223,190 +1251,211 @@ LINE: That's a chalkboard or blackboard. VOCAB: desk LINE: That's a desk. -VOCAB: desks LINE: Those are desks. -# Source: ST §On / In / Under +# Source: LLA 4C Figure 6 (Part 1) +$DIALOGUE Where Things Are {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00} +ID: 4c-f6 +INTRO: One classroom picture, five facts about it. Listen and repeat where everything is — on, in, and under. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: on +LINE: A clock is on the wall. {bk01-l4c-f6-01.mp3} + +VOCAB: in +LINE: A desk is in the classroom. {bk01-l4c-f6-02.mp3} + +LINE: Four books are on the desk. {bk01-l4c-f6-03.mp3} + +VOCAB: under +LINE: A pencil is under the table. {bk01-l4c-f6-04.mp3} + +LINE: A window is in the classroom. {bk01-l4c-f6-05.mp3} + +# Source: ST §On, In, Under (grammar) $GRAMMAR On, In, Under -ID: l4-s15 -INTRO: Three little words do all the location work: on, in, under. Here's how they fit together. +ID: l4-s16 +INTRO: Three small words that say where things are. One box, one table, one book — and all three positions. -This is a **box**. This is a table. +CARD: **On** means touching the top or the surface. +{The box is on the table.} +![A classroom table with a box on it containing a clock, and a book lying on the floor underneath the table.](st-page_097_001.jpg) -![Table with a box and a clock on it, and a book underneath](st-page_097_001.jpg) +CARD: **In** means inside. +{The clock is in the box.} -* {on the table} -* {in the box} -* {under the table} +CARD: **Under** means below. +{The book is under the table.} +SUMMARY: | | | | | |---|---|---|---| | The box | is | on | the table. | | The clock | is | in | the box. | | The book | is | under | the table. | -{The box is on the table.} — {The clock is in the box.} — {The book is under the table.} - -# Source: ST §In the Classroom. -$DIALOGUE In the Classroom -ID: l4-s16 -INTRO: Now the whole classroom, described piece by piece with on, in, and under. Look at each picture, listen, and repeat. -INSTRUCTION: Look at the picture. Repeat the sentences. +# Source: ST §In the Classroom. (trimmed — lines duplicating LLA 4C Figure 6 removed) +$DIALOGUE On Tables, Under Chairs, In the Lab +ID: l4-s17 +INTRO: More things in more places — on tables, under chairs, in the lab. Look at each picture and repeat the sentence. +INSTRUCTION: Look at the pictures and repeat the sentences. REPEAT -LINE: This is a classroom. {st-page_098_001.jpg} -VOCAB: under -LINE: The pencil is under the table. -VOCAB: on -LINE: The clock is on the wall. -VOCAB: in -LINE: Two desks are in the classroom. -LINE: The map is on the wall. +LINE: This is a classroom. {st-page_098_001.jpg|A classroom scene with a desk, two chairs, a blackboard, a clock, and a map on the wall. A pencil lies under the desk} -LINE: The book is on the table. {st-page_098_002.jpg} +LINE: Two desks are in the classroom. {st-page_098_001.jpg|A classroom scene with a desk, two chairs, a blackboard, a clock, and a map on the wall. A pencil lies under the desk} -LINE: The picture is on the wall. {st-page_098_003.jpg} +LINE: The book is on the table. {st-page_098_002.jpg|An open book resting on top of a table} -LINE: The map is on the wall. {st-page_098_004.jpg} +LINE: The picture is on the wall. {st-page_098_003.jpg|A framed picture of a landscape hanging on a wall} -LINE: The book is under the chair. {st-page_098_005.jpg} +LINE: The map is on the wall. {st-page_098_004.jpg|A map of the United States of America hanging on a wall} -LINE: The student is in the lab. {st-page_099_001.jpg} +LINE: The book is under the chair. {st-page_098_005.jpg|A book lying on the floor underneath a wooden chair} -LINE: The teacher is in the classroom. {st-page_099_002.jpg} -LINE: The students are in the classroom. -LINE: The teacher and the students are in the classroom. +LINE: The student is in the lab. {st-page_099_001.jpg|A male student wearing headphones with a microphone in a language lab booth} -# Source: LLA 4C Figure 6 -$DIALOGUE Where Is It? {page_105_001.jpg} -ID: 4c-f6-a -INTRO: Here's a classroom on tape — first the phrase, then the full sentence. Listen and repeat. -INSTRUCTION: Listen and repeat. +LINE: The teacher is in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him} +LINE: The students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him} +LINE: The teacher and the students are in the classroom. {st-page_099_002.jpg|A teacher standing at the front of a classroom, with several students seated and looking towards him} -REPEAT - -LINE: On the wall. A clock is on the wall. {bk01-l4c-f6-01.mp3} -LINE: In the classroom. A desk is in the classroom. {bk01-l4c-f6-02.mp3} -LINE: On the desk. Four books are on the desk. {bk01-l4c-f6-03.mp3} -LINE: Under the table. A pencil is under the table. {bk01-l4c-f6-04.mp3} -LINE: In the classroom. A window is in the classroom. {bk01-l4c-f6-05.mp3} - -# Source: LLA 4C Figure 6 -$DIALOGUE Where Is It? — Questions and Answers {page_105_001.jpg} +# Source: LLA 4C Figure 6 (Part 2) +$PRODUCE Questions About the Classroom {page_105_001.jpg|An illustration of a classroom containing student desks, a larger teacher's desk with books, a table with a pencil on the floor underneath it, a blackboard, a window, a map of North America on the wall, and a clock on the wall showing 3:00} ID: 4c-f6-b -INTRO: Same classroom, now as questions and answers — some yes, some no. Listen and repeat each pair. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Is a map on the wall? Yes, a map is on the wall. {bk01-l4c-f6-06.mp3} -LINE: Is a pen on the desk? Yes, a pen is on the desk. {bk01-l4c-f6-07.mp3} -LINE: Is a chair in the classroom? Yes, a chair is in the classroom. {bk01-l4c-f6-08.mp3} -LINE: Is a pencil under the table? Yes, a pencil is under the table. {bk01-l4c-f6-09.mp3} -LINE: Are three desks in the classroom? Yes, three desks are in the classroom. {bk01-l4c-f6-10.mp3} -LINE: Is a pencil on the table? No, a pencil isn't on the table. {bk01-l4c-f6-11.mp3} -LINE: Is a teacher in the classroom? No, a teacher isn't in the classroom. {bk01-l4c-f6-12.mp3} -LINE: Are students in the classroom? No, students aren't in the classroom. {bk01-l4c-f6-13.mp3} -LINE: Is a map on the desk? No, a map isn't on the desk. {bk01-l4c-f6-14.mp3} -LINE: Are books on the table? No, books aren't on the table. {bk01-l4c-f6-15.mp3} - -# Source: LLA 4C Figure 6 -$PRODUCE Answer About the Classroom {page_105_001.jpg} -ID: 4c-f6-c INPUT: speak CHECK: reveal -INTRO: Your turn with the classroom picture. Answer each question aloud — yes or no according to the picture — then repeat the correct answer. -INSTRUCTION: Answer aloud. +INTRO: Questions about that same classroom picture. Answer aloud with a complete sentence, then repeat the model — and yes, the teacher has stepped out. +INSTRUCTION: Answer aloud with a full sentence. REPEAT -PROMPT: Is a chair in the classroom? {bk01-l4c-f6-16-q.mp3} -RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-16-a.mp3} +EXAMPLE +PROMPT: Is a chair in the classroom? {bk01-l4c-f6-ex-q.mp3} +RESPONSE: Yes, a chair is in the classroom. {bk01-l4c-f6-ex-a.mp3} -PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-17-q.mp3} -RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-17-a.mp3} +PROMPT: Is a chalkboard on the wall? {bk01-l4c-f6-06-q.mp3} +RESPONSE: Yes, a chalkboard is on the wall. {bk01-l4c-f6-06-a.mp3} -PROMPT: Is a pencil under the table? {bk01-l4c-f6-18-q.mp3} -RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-18-a.mp3} +PROMPT: Is a pencil under the table? {bk01-l4c-f6-07-q.mp3} +RESPONSE: Yes, a pencil is under the table. {bk01-l4c-f6-07-a.mp3} -PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-19-q.mp3} -RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-19-a.mp3} +PROMPT: Is a teacher in the classroom? {bk01-l4c-f6-08-q.mp3} +RESPONSE: No, a teacher isn't in the classroom. {bk01-l4c-f6-08-a.mp3} -PROMPT: Are four books on the table? {bk01-l4c-f6-20-q.mp3} -RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-20-a.mp3} +PROMPT: Are four books on the table? {bk01-l4c-f6-09-q.mp3} +RESPONSE: No, four books aren't on the table. {bk01-l4c-f6-09-a.mp3} -PROMPT: Are three desks in the classroom? {bk01-l4c-f6-21-q.mp3} -RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-21-a.mp3} +PROMPT: Are three desks in the classroom? {bk01-l4c-f6-10-q.mp3} +RESPONSE: Yes, three desks are in the classroom. {bk01-l4c-f6-10-a.mp3} # Source: LLA 4C Figure 7 -$PRODUCE Type the Preposition +$SELECT On, In, or Under? ID: 4c-f7 -INPUT: type -CHECK: exact -INTRO: Listen to each sentence and type the little word it uses: on, in, or under. -INSTRUCTION: Type the missing word. +HIDE_PROMPT +INTRO: Tap the right word — on, in, or under — to complete each sentence. Then listen to the whole thing. +INSTRUCTION: Tap the correct preposition. + +OPTION: on | on +OPTION: under | under +OPTION: in | in TEMPLATE: A clock is ____ the wall. -PROMPT: A clock is on the wall. {bk01-l4c-f7-01.mp3} -RESPONSE: A clock is on the wall. {bk01-l4c-f7-01-a.mp3} -ACCEPT: on +PROMPT: A clock is on the wall. {bk01-l4c-f7-01-q.mp3} +ANSWER: on +FEEDBACK: A clock is on the wall. {bk01-l4c-f7-01-fb.mp3} TEMPLATE: A desk is ____ the classroom. -PROMPT: A desk is in the classroom. {bk01-l4c-f7-02.mp3} -RESPONSE: A desk is in the classroom. {bk01-l4c-f7-02-a.mp3} -ACCEPT: in +PROMPT: A desk is in the classroom. {bk01-l4c-f7-02-q.mp3} +ANSWER: in +FEEDBACK: A desk is in the classroom. {bk01-l4c-f7-02-fb.mp3} TEMPLATE: Four books are ____ the desk. -PROMPT: Four books are on the desk. {bk01-l4c-f7-03.mp3} -RESPONSE: Four books are on the desk. {bk01-l4c-f7-03-a.mp3} -ACCEPT: on +PROMPT: Four books are on the desk. {bk01-l4c-f7-03-q.mp3} +ANSWER: on +FEEDBACK: Four books are on the desk. {bk01-l4c-f7-03-fb.mp3} TEMPLATE: A pencil is ____ the table. -PROMPT: A pencil is under the table. {bk01-l4c-f7-04.mp3} -RESPONSE: A pencil is under the table. {bk01-l4c-f7-04-a.mp3} -ACCEPT: under +PROMPT: A pencil is under the table. {bk01-l4c-f7-04-q.mp3} +ANSWER: under +FEEDBACK: A pencil is under the table. {bk01-l4c-f7-04-fb.mp3} TEMPLATE: A window is ____ the classroom. -PROMPT: A window is in the classroom. {bk01-l4c-f7-05.mp3} -RESPONSE: A window is in the classroom. {bk01-l4c-f7-05-a.mp3} -ACCEPT: in +PROMPT: A window is in the classroom. {bk01-l4c-f7-05-q.mp3} +ANSWER: in +FEEDBACK: A window is in the classroom. {bk01-l4c-f7-05-fb.mp3} # Source: ST §What Are Those? $DIALOGUE What Are Those? -ID: l4-s17 -INTRO: Everything from this lesson in one place: what things are, and where they are. Read along as you listen. -INSTRUCTION: Read the sentences. - -LINE: What's that? It's a book. It's on the chair. -LINE: What are those? Those are pencils. They're on the book. -LINE: What's this? It's a map. It's on the table. -LINE: What's that? That's my notebook. It's under the table. -LINE: What are these? They're desks. They're in the classroom. -LINE: What's this? It's a box. It's on the table. -LINE: What's this? It's a pen. It's under the notebook. -LINE: What are these? They're pictures. They're in the book. -LINE: What's that? It's a calendar. It's on the wall. -LINE: What's that? It's a chalkboard. It's in the classroom. - -# SKIPPED (book): ST "IN/ON/UNDER" (listen and write the number) — instructor-read stimulus with no recording; convertible later with chosen items + TTS. - -# Source: ST §What's In the Classroom? -$DIALOGUE What's on the Wall? ID: l4-s18 -INTRO: One more reading pass — questions about the classroom, each with its answer. Read along as you listen. +INTRO: Two students point at everything in the room and ask about it. Read the questions and answers — this, that, these, those, all working together with on, in, and under. INSTRUCTION: Read the sentences. -LINE: What's on the wall? A map is on the wall. -LINE: What's under the desk? Four books are under the desk. -LINE: What's on the table? A box is on the table. -LINE: What's in the classroom? A calendar is in the classroom. -LINE: What's under the table? Two pictures are under the table. -LINE: What's on the chair? Three pens are on the chair. -LINE: What's in the desk? Pencils are in the desk. -LINE: What's on the wall? A blackboard is on the wall. +StudentA: What's that? +StudentB: It's a book. It's on the chair. + +StudentA: What are those? +StudentB: Those are pencils. They're on the book. + +StudentA: What's this? +StudentB: It's a map. It's on the table. + +StudentA: What's that? +StudentB: That's my notebook. It's under the table. + +StudentA: What are these? +StudentB: They're desks. They're in the classroom. + +StudentA: What's this? +StudentB: It's a box. It's on the table. + +StudentA: What's this? +StudentB: It's a pen. It's under the notebook. + +StudentA: What are these? +StudentB: They're pictures. They're in the book. + +StudentA: What's that? +StudentB: It's a calendar. It's on the wall. + +StudentA: What's that? +StudentB: It's a chalkboard. It's in the classroom. + +# Source: ST §What's in the Classroom? +$DIALOGUE What's in the Classroom? +ID: l4-s19 +INTRO: What's on the wall? What's under the desk? Read the questions and their answers — someone left pictures under the table, apparently. +INSTRUCTION: Read the sentences. + +StudentA: What's on the wall? +StudentB: A map is on the wall. + +StudentA: What's under the desk? +StudentB: Four books are under the desk. + +StudentA: What's on the table? +StudentB: A box is on the table. + +StudentA: What's in the classroom? +StudentB: A calendar is in the classroom. + +StudentA: What's under the table? +StudentB: Two pictures are under the table. + +StudentA: What's on the chair? +StudentB: Three pens are on the chair. + +StudentA: What's in the desk? +StudentB: Pencils are in the desk. + +StudentA: What's on the wall? +StudentB: A blackboard is on the wall. + +# SKIPPED (book): ST "IN/ON/UNDER" (p. 100) — instructor-read number-matching task with unprinted stimuli; dropped. # Source: LLA 4C Figure 8 $DIALOGUE Classroom Commands ID: 4c-f8 -INTRO: To finish this part: fifteen polite commands with put, go, sit, and stand. Nobody is checking whether you actually stand up — but say each one like you mean it. +INTRO: Commands you'll hear every day — put, go, come, sit, stand. Listen and repeat; "please" makes everything friendlier. INSTRUCTION: Listen and repeat each sentence. REPEAT @@ -1426,304 +1475,347 @@ LINE: Please sit down. {bk01-l4c-f8-13.mp3} LINE: Stand up, please. {bk01-l4c-f8-14.mp3} LINE: Please stand up. {bk01-l4c-f8-15.mp3} -$LESSON 4-7: Review — In the Classroom +$SESSION 4-7: Review — Putting It Together -# Source: LLA 4D Figure 1 -$DIALOGUE Classroom Words in Sentences +# Source: LLA 4D Figure 1 (Part 1) +$DIALOGUE Around the Classroom — Review ID: 4d-f1 -INTRO: Review time — you've met all these objects before, and now they get their official portraits. Listen to each word and its sentence, and repeat them. -INSTRUCTION: Repeat each word and sentence. +INTRO: In this part you'll review the whole lesson — the classroom, the little words on, in, and under, and the days. Listen and repeat each sentence. +INSTRUCTION: Repeat the words and sentences. REPEAT -VOCAB: calendar -LINE: The calendar is on the wall. {page_107_001.jpg} {bk01-l4d-f1-01.mp3} +LINE: The calendar is on the wall. {page_107_001.jpg|A bedroom or barracks room containing lockers, a bed, and a desk with a calendar on the wall above it} {bk01-l4d-f1-01.mp3} VOCAB: box -LINE: The box is on the chair. {page_107_002.jpg} {bk01-l4d-f1-02.mp3} +LINE: The box is on the chair. {page_107_002.jpg|A box sitting on top of a chair} {bk01-l4d-f1-02.mp3} -VOCAB: chalkboard -LINE: The chalkboard is in the classroom. {page_107_003.jpg} {bk01-l4d-f1-03.mp3} +LINE: The chalkboard is in the classroom. {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room} {bk01-l4d-f1-03.mp3} -VOCAB: blackboard -LINE: The blackboard is in the classroom. {page_107_004.jpg} {bk01-l4d-f1-04.mp3} +LINE: The blackboard is in the classroom. {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard} {bk01-l4d-f1-04.mp3} -VOCAB: desk -LINE: The desk is in the classroom. {page_107_005.jpg} {bk01-l4d-f1-05.mp3} +LINE: The desk is in the classroom. {page_107_005.jpg|A laboratory or library room filled with desks, books, a globe, and other study materials} {bk01-l4d-f1-05.mp3} -VOCAB: map -LINE: The map is on the wall. {page_107_006.jpg} {bk01-l4d-f1-06.mp3} +LINE: The map is on the wall. {page_107_006.jpg|An office or study room featuring a desk, a rolling chair, a bookshelf, and a world map on the wall} {bk01-l4d-f1-06.mp3} -VOCAB: wall -LINE: The clock is on the wall. {page_108_001.jpg} {bk01-l4d-f1-07.mp3} +LINE: The clock is on the wall. {page_108_001.jpg|A clock showing 10:10 mounted on a wall next to a map} {bk01-l4d-f1-07.mp3} -VOCAB: week -LINE: One week is 7 days. {page_108_002.jpg} {bk01-l4d-f1-08.mp3} +LINE: One week is 7 days. {page_108_002.jpg|A calendar page for July with days of the week and dates} {bk01-l4d-f1-08.mp3} -VOCAB: weekend -LINE: The weekend is 2 days. {page_108_003.jpg} {bk01-l4d-f1-09.mp3} +LINE: The weekend is 2 days. {page_108_003.jpg|A calendar page for January with the 22nd and 23rd highlighted} {bk01-l4d-f1-09.mp3} -# Source: LLA 4D Figure 1 (split: >6 image options — first five pictures) -$SELECT Tap the Picture — Classroom Objects +# Source: LLA 4D Figure 1 (Part 2) +$SELECT Match the Sentence to the Picture ID: 4d-f1-b -INTRO: Listen to each sentence and tap the picture it describes. First group: the classroom objects. -INSTRUCTION: Tap the correct picture. +INTRO: Now backwards: look at each picture and tap the sentence that describes it. +INSTRUCTION: Tap the sentence that matches the picture. -OPTION: 1 | {page_107_001.jpg} -OPTION: 2 | {page_107_002.jpg} -OPTION: 3 | {page_107_003.jpg} -OPTION: 4 | {page_107_004.jpg} -OPTION: 5 | {page_107_005.jpg} +OPTION: a | The desk is in the classroom. {bk01-l4d-f1-10.mp3} +OPTION: b | The calendar is on the wall. {bk01-l4d-f1-11.mp3} +OPTION: c | The map is on the wall. {bk01-l4d-f1-12.mp3} +OPTION: d | One week is 7 days. {bk01-l4d-f1-13.mp3} +OPTION: e | The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3} +OPTION: f | The weekend is 2 days. {bk01-l4d-f1-15.mp3} +OPTION: g | The box is on the chair. {bk01-l4d-f1-16.mp3} +OPTION: h | The clock is on the wall. {bk01-l4d-f1-17.mp3} +OPTION: i | The blackboard is in the classroom. {bk01-l4d-f1-18.mp3} -PROMPT: The desk is in the classroom. {bk01-l4d-f1-10.mp3} -ANSWER: 5 +TEMPLATE: {page_107_001.jpg|A bedroom or barracks room containing lockers, a bed, and a desk with a calendar on the wall above it} +ANSWER: b -PROMPT: The calendar is on the wall. {bk01-l4d-f1-11.mp3} -ANSWER: 1 +TEMPLATE: {page_107_002.jpg|A box sitting on top of a chair} +ANSWER: g -PROMPT: The chalkboard is in the classroom. {bk01-l4d-f1-14.mp3} -ANSWER: 3|4 +TEMPLATE: {page_107_003.jpg|A desk with books on top and a chair sitting in front of it in a room} +ANSWER: e|i -PROMPT: The box is on the chair. {bk01-l4d-f1-16.mp3} -ANSWER: 2 +TEMPLATE: {page_107_004.jpg|A classroom setting viewed from behind a desk looking towards a window and chalkboard} +ANSWER: e|i -PROMPT: The blackboard is in the classroom. {bk01-l4d-f1-18.mp3} -ANSWER: 3|4 +TEMPLATE: {page_107_005.jpg|A laboratory or library room filled with desks, books, a globe, and other study materials} +ANSWER: a -# Source: LLA 4D Figure 1 (split: >6 image options — remaining four pictures) -$SELECT Tap the Picture — Walls and Weeks -ID: 4d-f1-c -INTRO: Second group: maps, walls, weeks, and weekends. Same job — listen and tap the matching picture. -INSTRUCTION: Tap the correct picture. +TEMPLATE: {page_107_006.jpg|An office or study room featuring a desk, a rolling chair, a bookshelf, and a world map on the wall} +ANSWER: c -OPTION: 6 | {page_107_006.jpg} -OPTION: 7 | {page_108_001.jpg} -OPTION: 8 | {page_108_002.jpg} -OPTION: 9 | {page_108_003.jpg} +TEMPLATE: {page_108_001.jpg|A clock showing 10:10 mounted on a wall next to a map} +ANSWER: h -PROMPT: The map is on the wall. {bk01-l4d-f1-12.mp3} -ANSWER: 6 +TEMPLATE: {page_108_002.jpg|A calendar page for July with days of the week and dates} +ANSWER: d -PROMPT: One week is 7 days. {bk01-l4d-f1-13.mp3} -ANSWER: 8 +TEMPLATE: {page_108_003.jpg|A calendar page for January with the 22nd and 23rd highlighted} +ANSWER: f -PROMPT: The weekend is 2 days. {bk01-l4d-f1-15.mp3} -ANSWER: 9 - -PROMPT: The clock is on the wall. {bk01-l4d-f1-17.mp3} -ANSWER: 7 - -# Source: LLA 4D Figure 2 -$DIALOGUE Where Things Are +# Source: LLA 4D Figure 2 (Part 1) +$DIALOGUE Places and Times — Review ID: 4d-f2 -INTRO: One more pass over places and times — on, in, under, and a couple of "go to" commands. Listen and repeat. -INSTRUCTION: Repeat each sentence. +INTRO: More locations, plus two schedule orders hiding among them. Listen and repeat each sentence. +INSTRUCTION: Repeat the sentences. REPEAT -LINE: The pencil is under the book. {page_108_004.jpg} {bk01-l4d-f2-01.mp3} -LINE: The notebook is on the desk. {page_108_005.jpg} {bk01-l4d-f2-02.mp3} -LINE: The chair is in the classroom. {page_109_001.jpg} {bk01-l4d-f2-03.mp3} -LINE: Go to the lab at 10:30. {page_109_002.jpg} {bk01-l4d-f2-04.mp3} -LINE: The box is under the table. {page_109_003.jpg} {bk01-l4d-f2-05.mp3} -LINE: The clock is on the wall. {page_109_004.jpg} {bk01-l4d-f2-06.mp3} -LINE: The pen is in my desk. {page_109_005.jpg} {bk01-l4d-f2-07.mp3} -LINE: Go to your classroom at 7:30. {page_109_006.jpg} {bk01-l4d-f2-08.mp3} +LINE: The pencil is under the book. {page_108_004.jpg|A pencil lying on top of a closed textbook} {bk01-l4d-f2-01.mp3} +LINE: The notebook is on the desk. {page_108_005.jpg|A spiral notebook sitting on top of a student desk chair} {bk01-l4d-f2-02.mp3} +LINE: The chair is in the classroom. {page_109_001.jpg|A classroom setting showing a desk with books, a chair, and a chalkboard on the wall} {bk01-l4d-f2-03.mp3} +LINE: Go to the lab at 10:30. {page_109_002.jpg|A simple analog clock showing the time as exactly 6:00} {bk01-l4d-f2-04.mp3} +LINE: The box is under the table. {page_109_003.jpg|A square wooden table with a box underneath it} {bk01-l4d-f2-05.mp3} +LINE: The clock is on the wall. {page_109_004.jpg|A portion of a world map on a wall next to a wall clock showing the time as 10:10} {bk01-l4d-f2-06.mp3} +LINE: The pen is in my desk. {page_109_005.jpg|A partially open desk drawer with a single pen inside} {bk01-l4d-f2-07.mp3} +LINE: Go to your classroom at 7:30. {page_109_006.jpg|An analog clock showing the time as approximately 6:28} {bk01-l4d-f2-08.mp3} -# Source: LLA 4D Figure 2 -$SELECT Match Sentence to Picture +# Source: LLA 4D Figure 2 (Part 2) +$SELECT Match the Sentence to the Picture (Places and Times) ID: 4d-f2-b -INTRO: Last listening check of the review: hear the sentence, tap the picture it matches. -INSTRUCTION: Tap the correct picture. +INTRO: Same sentences, your turn to match. Look at each picture and tap the sentence that fits. +INSTRUCTION: Tap the sentence that matches the picture. -OPTION: 1 | {page_108_004.jpg} -OPTION: 2 | {page_108_005.jpg} -OPTION: 3 | {page_109_001.jpg} -OPTION: 4 | {page_109_002.jpg} -OPTION: 5 | {page_109_003.jpg} -OPTION: 6 | {page_109_004.jpg} -OPTION: 7 | {page_109_005.jpg} -OPTION: 8 | {page_109_006.jpg} +OPTION: a | The chair is in the classroom. {bk01-l4d-f2-09.mp3} +OPTION: b | Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3} +OPTION: c | The box is under the table. {bk01-l4d-f2-11.mp3} +OPTION: d | The pen is in my desk. {bk01-l4d-f2-12.mp3} +OPTION: e | The pencil is under the book. {bk01-l4d-f2-13.mp3} +OPTION: f | Go to the lab at 10:30. {bk01-l4d-f2-14.mp3} +OPTION: g | The notebook is on the desk. {bk01-l4d-f2-15.mp3} +OPTION: h | The clock is on the wall. {bk01-l4d-f2-16.mp3} -PROMPT: The chair is in the classroom. {bk01-l4d-f2-09.mp3} -ANSWER: 3 +TEMPLATE: {page_108_004.jpg|A pencil lying on top of a closed textbook} +ANSWER: e -PROMPT: Go to your classroom at 7:30. {bk01-l4d-f2-10.mp3} -ANSWER: 8 +TEMPLATE: {page_108_005.jpg|A spiral notebook sitting on top of a student desk chair} +ANSWER: g -PROMPT: The box is under the table. {bk01-l4d-f2-11.mp3} -ANSWER: 5 +TEMPLATE: {page_109_001.jpg|A classroom setting showing a desk with books, a chair, and a chalkboard on the wall} +ANSWER: a -PROMPT: The pen is in my desk. {bk01-l4d-f2-12.mp3} -ANSWER: 7 +TEMPLATE: {page_109_002.jpg|A simple analog clock showing the time as exactly 6:00} +ANSWER: f -PROMPT: The pencil is under the book. {bk01-l4d-f2-13.mp3} -ANSWER: 1 +TEMPLATE: {page_109_003.jpg|A square wooden table with a box underneath it} +ANSWER: c -PROMPT: Go to the lab at 10:30. {bk01-l4d-f2-14.mp3} -ANSWER: 4 +TEMPLATE: {page_109_004.jpg|A portion of a world map on a wall next to a wall clock showing the time as 10:10} +ANSWER: h -PROMPT: The notebook is on the desk. {bk01-l4d-f2-15.mp3} -ANSWER: 2 +TEMPLATE: {page_109_005.jpg|A partially open desk drawer with a single pen inside} +ANSWER: d -PROMPT: The clock is on the wall. {bk01-l4d-f2-16.mp3} -ANSWER: 6 +TEMPLATE: {page_109_006.jpg|An analog clock showing the time as approximately 6:28} +ANSWER: b -# SKIPPED (book): LLA 4D Figure 3 "Connect the numbers" — drawing activity, no workable interaction in this format. +# SKIPPED (book+tape): LLA 4D Figure 3 "Connect the numbers" — paper-based drawing and dot-connecting listening activity; no workable interaction in our format. -$LESSON 4-8: Extra Practice — Reading Letters +# Source: LLA 4D Figure 4 +$SELECT What Day Is Tomorrow? +ID: 4d-f4 +INTRO: Last review: hear today's day, tap tomorrow's. The week hasn't changed since part four — promise. +INSTRUCTION: Tap the correct day of the week. -# Source: ST §Same/Different -$SELECT Same or Different Letters -ID: l4-s12 -INTRO: This last part is extra practice reading English letters. If you can already read these letters comfortably, skip this part. Otherwise: two letters at a time — tap Same or Different. -INSTRUCTION: Tap Same or Different. -OPTION: s | Same -OPTION: d | Different +PROMPT: Today is Monday. Tomorrow is... {bk01-l4d-f4-01.mp3} +OPTION: a | Sunday +OPTION: b | Tuesday +OPTION: c | Thursday +ANSWER: b +FEEDBACK: Today is Monday. Tomorrow is Tuesday. {bk01-l4d-f4-01-fb.mp3} + +PROMPT: Today is Thursday. Tomorrow is... {bk01-l4d-f4-02.mp3} +OPTION: a | Friday +OPTION: b | Wednesday +OPTION: c | Tuesday +ANSWER: a +FEEDBACK: Today is Thursday. Tomorrow is Friday. {bk01-l4d-f4-02-fb.mp3} + +PROMPT: Today is Friday. Tomorrow is... {bk01-l4d-f4-03.mp3} +OPTION: a | Thursday +OPTION: b | Sunday +OPTION: c | Saturday +ANSWER: c +FEEDBACK: Today is Friday. Tomorrow is Saturday. {bk01-l4d-f4-03-fb.mp3} + +PROMPT: Today is Wednesday. Tomorrow is... {bk01-l4d-f4-04.mp3} +OPTION: a | Tuesday +OPTION: b | Monday +OPTION: c | Thursday +ANSWER: c +FEEDBACK: Today is Wednesday. Tomorrow is Thursday. {bk01-l4d-f4-04-fb.mp3} + +PROMPT: Today is Saturday. Tomorrow is... {bk01-l4d-f4-05.mp3} +OPTION: a | Sunday +OPTION: b | Friday +OPTION: c | Monday +ANSWER: a +FEEDBACK: Today is Saturday. Tomorrow is Sunday. {bk01-l4d-f4-05-fb.mp3} + +PROMPT: Today is Tuesday. Tomorrow is... {bk01-l4d-f4-06.mp3} +OPTION: a | Monday +OPTION: b | Wednesday +OPTION: c | Sunday +ANSWER: b +FEEDBACK: Today is Tuesday. Tomorrow is Wednesday. {bk01-l4d-f4-06-fb.mp3} + +PROMPT: Today is Sunday. Tomorrow is... {bk01-l4d-f4-07.mp3} +OPTION: a | Monday +OPTION: b | Wednesday +OPTION: c | Saturday +ANSWER: a +FEEDBACK: Today is Sunday. Tomorrow is Monday. {bk01-l4d-f4-07-fb.mp3} + +$SESSION 4-8: Extra Practice — Reading Letters + +# Source: ST §Same or Different Letters +$SELECT Same Letters or Different Letters? +ID: l4-s13 +INTRO: This part is extra practice for reading English letters. If you can already tell "b" from "d" at a glance, feel free to skip it. Otherwise: look at the two letters and decide — same letter, or different? +INSTRUCTION: Look at the two letters. Tap Same or Different. +OPTION: S | Same +OPTION: D | Different EXAMPLE -TEMPLATE: r ... n -ANSWER: d +TEMPLATE: r n +ANSWER: D -TEMPLATE: h ... k -ANSWER: d +TEMPLATE: h k +ANSWER: D -TEMPLATE: a ... a -ANSWER: s +TEMPLATE: a a +ANSWER: S -TEMPLATE: g ... j -ANSWER: d +TEMPLATE: g j +ANSWER: D -TEMPLATE: b ... d -ANSWER: d +TEMPLATE: b d +ANSWER: D -TEMPLATE: L ... L -ANSWER: s +TEMPLATE: L L +ANSWER: S -TEMPLATE: a ... o -ANSWER: d +TEMPLATE: a o +ANSWER: D -TEMPLATE: M ... N -ANSWER: d +TEMPLATE: M N +ANSWER: D -TEMPLATE: W ... W -ANSWER: s +TEMPLATE: W W +ANSWER: S -TEMPLATE: O ... Q -ANSWER: d +TEMPLATE: O Q +ANSWER: D -TEMPLATE: u ... v -ANSWER: d +TEMPLATE: u v +ANSWER: D -TEMPLATE: s ... z -ANSWER: d +TEMPLATE: s z +ANSWER: D -TEMPLATE: P ... R -ANSWER: d +TEMPLATE: P R +ANSWER: D -TEMPLATE: U ... U -ANSWER: s +TEMPLATE: U U +ANSWER: S -TEMPLATE: i ... i -ANSWER: s +TEMPLATE: i i +ANSWER: S -TEMPLATE: v ... w -ANSWER: d +TEMPLATE: v w +ANSWER: D -TEMPLATE: B ... P -ANSWER: d +TEMPLATE: B P +ANSWER: D -TEMPLATE: T ... F -ANSWER: d +TEMPLATE: T F +ANSWER: D -TEMPLATE: e ... c -ANSWER: d +TEMPLATE: e c +ANSWER: D -TEMPLATE: p ... q -ANSWER: d +TEMPLATE: p q +ANSWER: D -TEMPLATE: r ... r -ANSWER: s +TEMPLATE: r r +ANSWER: S -# Source: ST §One Letter Is the Same. +# Source: ST §One Letter Is the Same $SELECT Find the Matching Letter -ID: l4-s13 -INTRO: One more round with lookalike letters — find the exact match for the letter shown. That's the whole lesson: nicely done. -INSTRUCTION: Tap the matching letter. +ID: l4-s14 +INTRO: One last look at the tricky letters: tap the one that matches the letter shown. And that's the whole lesson — see you in the next one. +INSTRUCTION: Tap the letter that matches the target letter. EXAMPLE TEMPLATE: v -OPTION: 1 | w -OPTION: 2 | u -OPTION: 3 | v -ANSWER: 3 +OPTION: a | w +OPTION: b | u +OPTION: c | v +ANSWER: c TEMPLATE: H -OPTION: 1 | A -OPTION: 2 | H -OPTION: 3 | F -ANSWER: 2 +OPTION: a | A +OPTION: b | H +OPTION: c | F +ANSWER: b TEMPLATE: p -OPTION: 1 | q -OPTION: 2 | j -OPTION: 3 | p -ANSWER: 3 +OPTION: a | q +OPTION: b | j +OPTION: c | p +ANSWER: c TEMPLATE: l -OPTION: 1 | l -OPTION: 2 | i -OPTION: 3 | k -ANSWER: 1 +OPTION: a | l +OPTION: b | i +OPTION: c | k +ANSWER: a TEMPLATE: Q -OPTION: 1 | O -OPTION: 2 | A -OPTION: 3 | Q -ANSWER: 3 +OPTION: a | O +OPTION: b | A +OPTION: c | Q +ANSWER: c TEMPLATE: m -OPTION: 1 | m -OPTION: 2 | n -OPTION: 3 | w -ANSWER: 1 +OPTION: a | m +OPTION: b | n +OPTION: c | w +ANSWER: a TEMPLATE: b -OPTION: 1 | f -OPTION: 2 | h -OPTION: 3 | b -ANSWER: 3 +OPTION: a | f +OPTION: b | h +OPTION: c | b +ANSWER: c TEMPLATE: r -OPTION: 1 | u -OPTION: 2 | r -OPTION: 3 | v -ANSWER: 2 +OPTION: a | u +OPTION: b | r +OPTION: c | v +ANSWER: b TEMPLATE: K -OPTION: 1 | K -OPTION: 2 | F -OPTION: 3 | R -ANSWER: 1 +OPTION: a | K +OPTION: b | F +OPTION: c | R +ANSWER: a TEMPLATE: V -OPTION: 1 | U -OPTION: 2 | W -OPTION: 3 | V -ANSWER: 3 +OPTION: a | U +OPTION: b | W +OPTION: c | V +ANSWER: c TEMPLATE: a -OPTION: 1 | e -OPTION: 2 | a -OPTION: 3 | d -ANSWER: 2 +OPTION: a | e +OPTION: b | a +OPTION: c | d +ANSWER: b TEMPLATE: x -OPTION: 1 | x -OPTION: 2 | k -OPTION: 3 | v -ANSWER: 1 +OPTION: a | x +OPTION: b | k +OPTION: c | v +ANSWER: a TEMPLATE: I -OPTION: 1 | L -OPTION: 2 | I -OPTION: 3 | P -ANSWER: 2 +OPTION: a | L +OPTION: b | I +OPTION: c | P +ANSWER: b + +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "HE / DAY" (/i/–/e/, ST p. 82) — instructor-read discrimination with no recorded stimulus or given word pairs; the LLA 4B/4C cassette versions of these drills are converted above. Convertible later with chosen items + TTS. +# SKIPPED (book): ST Listening Skill "DIME / PEN" (/m/–/n/, ST p. 86) — instructor-read discrimination with no recorded stimulus; the LLA 4B Figure 6 cassette version is converted above. 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b/book-1-lesson-4/st-page_092_002.jpg deleted file mode 100644 index c7917f01..00000000 Binary files a/book-1-lesson-4/st-page_092_002.jpg and /dev/null differ diff --git a/book-1-lesson-4/st-page_092_003.jpg b/book-1-lesson-4/st-page_092_003.jpg deleted file mode 100644 index e6974fdd..00000000 Binary files a/book-1-lesson-4/st-page_092_003.jpg and /dev/null differ diff --git a/book-1-lesson-5.module b/book-1-lesson-5.module index 85be42d7..776b9923 100644 --- a/book-1-lesson-5.module +++ b/book-1-lesson-5.module @@ -1,38 +1,34 @@ -$MODULE Book 1 · Lesson 5: Review {st-page_101_001.jpg} +$MODULE Book 1 · Lesson 5: Review {st-page_101_001.jpg|A person placing a book down onto the surface of a wooden desk} FORMAT: 2 DIOCO_DOC_ID: alc_book1_lesson5 -DESCRIPTION: Review of the first week — classroom commands and objects, numbers, money, jobs, days, and greetings. The final part, Extra Practice: Reading and Writing Letters, is optional letter work for learners still getting comfortable with the alphabet. +DESCRIPTION: Review of Book 1: classroom commands, words and pictures, numbers, money, days, and question-and-answer practice. The final part, Extra Practice: Reading Letters, is optional. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, encouraging teacher voice VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Teacher | aoede | Female teacher, clear and kind -VOICE: John | orus | Male student -VOICE: Mark | achird | Male student -VOICE: ID | achernar | speaker (auto) +VOICE: Teacher | aoede | Female teacher +VOICE: John | schedar | Male speaker +VOICE: Mark | achird | Male speaker -$LESSON 5-1: Review — Commands, Words, and Questions +$SESSION 5-1: Commands, Words, and Numbers # Source: ST §Put This Book on the Desk, Please. -$DIALOGUE Commands: On, Under, and In +$DIALOGUE Put Things Here and There {st-page_101_001.jpg|A person placing a book down onto the surface of a wooden desk} ID: l5-s1 -INTRO: This is the review of your first week — no new words today, just everything you've learned, back for a check. In this lesson you'll practice commands, classroom words, numbers, money, jobs, days, and greetings until they come out without thinking. First, commands with "put" — listen and repeat each sentence. -INSTRUCTION: Repeat these sentences. +INTRO: This lesson is a review — no new words, no new grammar, just everything from this book until it feels easy. First, commands with "put", "on", "in", and "under". Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Put my book on the desk. {st-page_101_001.jpg} +LINE: Put my book on the desk. LINE: Put your pen on the table, please. LINE: Put the pencils on the book. LINE: Please put the calendar on the wall. - LINE: Please put his book under the chair. LINE: Put the notebook under the table. LINE: Put the map under the picture, please. LINE: Put your pencils under the notebook. LINE: Put the box under the table. - LINE: Put the pen in the book. LINE: Put the desk in the classroom. LINE: Please put the pencil in the notebook. @@ -40,41 +36,147 @@ LINE: Please put the pencil in the notebook. # Source: ST §Sit Down. Stand Up. $DIALOGUE Sit Down, Stand Up ID: l5-s2 -INTRO: A very short classroom dialog to review commands. Repeat each line after the teacher — you don't actually have to stand up. -INSTRUCTION: Listen and repeat the dialog. +INTRO: Two more classroom commands you hear every day: "sit down" and "stand up". Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT -Teacher: Good morning. {st-page_102_001.jpg} -Teacher: Sit down, please. -Teacher: Stand up and answer. {st-page_102_002.jpg} -Teacher: Thank you. +Teacher: Good morning. Sit down, please. {st-page_102_001.jpg|A split panel illustration: on the left, a student stands up from his desk while a teacher looks on; on the right, the student sits down at his desk} -# SKIPPED (book): Reading Skill "Circle the same letters." (CLOCK CHALKBOARD STUDENT / PAGE DOCTOR NICKEL) — The source markdown omitted the key letters for each item, making the exercises unsolvable. -# SKIPPED (book): "DICTATION" (Listen and write the words) — Instructor-read with no recorded stimulus or given words. Convertible later with chosen items + TTS. -# SKIPPED (book): "WHAT IS LETTER 'A'? IT'S A LAB." and "WORDS AND PICTURES" — Teacher-led picture identification and a 26-item picture-naming grid with no answer key. Dropped. +Teacher: Stand up and answer. Thank you. {st-page_102_002.jpg|A split panel illustration: on the left, a student sits at his desk while a teacher gestures toward him; on the right, the student sits up next to his desk to answer} -# Source: ST §Pronounce: The IH Sound -$DIALOGUE Pronunciation: The "i" Sound +# SKIPPED (book): Reading Skill "CLOCK CHALKBOARD STUDENT" and "PAGE DOCTOR NICKEL" (p. 103) — instructor-dictated letter selection with no printed stimulus; dropped. + +# SKIPPED (book): Writing Skill "DICTATION" (p. 104) — instructor-read dictation with no printed stimulus; dropped. + +# Source: ST §What Is Letter "A"? It's a Lab. (pp. 107–108) +$PRODUCE Words and Pictures ID: l5-s3 -INTRO: Ten words you already know, all with the same short "i" sound — as in "sit" and "his". Listen and repeat each one carefully. -INSTRUCTION: Repeat and read the words. +INTRO: Now the words themselves. You'll hear "What's this?" and see a picture — type its word. Twenty-seven pictures, and you've met every one of them before. +INSTRUCTION: Type the word for each picture. +INPUT: type +CHECK: exact + +EXAMPLE +PROMPT: What's this? {st-page_107_012.jpg|The number 8} +RESPONSE: a number +ACCEPT: a number | number + +PROMPT: What's this? {st-page_107_001.jpg|Two students sitting at individual desks with privacy dividers, wearing headphones in a language lab} +RESPONSE: a lab +ACCEPT: a lab | lab + +PROMPT: What's this? {st-page_107_002.jpg|A simple drawing of a pencil} +RESPONSE: a pencil +ACCEPT: a pencil | pencil + +PROMPT: What's this? {st-page_107_003.jpg|A window with curtains on each side} +RESPONSE: a window +ACCEPT: a window | window + +PROMPT: What's this? {st-page_107_004.jpg|An open book with some writing visible on the pages} +RESPONSE: a book +ACCEPT: a book | book + +PROMPT: What's this? {st-page_107_005.jpg|A US five-cent coin showing Thomas Jefferson} +RESPONSE: a nickel +ACCEPT: a nickel | nickel + +PROMPT: What's this? {st-page_107_006.jpg|The lowercase letter b} +RESPONSE: a letter +ACCEPT: a letter | letter + +PROMPT: What's this? {st-page_107_007.jpg|A female military officer looking upward, with two airplanes flying in the background} +RESPONSE: a pilot +ACCEPT: a pilot | pilot + +PROMPT: What's this? {st-page_107_008.jpg|A male teacher pointing with a stick to a blackboard while a student looks on} +RESPONSE: a teacher +ACCEPT: a teacher | teacher + +PROMPT: What's this? {st-page_107_009.jpg|A US one-cent coin showing Abraham Lincoln} +RESPONSE: a penny +ACCEPT: a penny | penny + +PROMPT: What's this? {st-page_107_010.jpg|A US twenty-five-cent coin showing George Washington} +RESPONSE: a quarter +ACCEPT: a quarter | quarter + +PROMPT: What's this? {st-page_107_011.jpg|A female student sitting and reading a notebook or book} +RESPONSE: a student +ACCEPT: a student | student + +PROMPT: What's this? {st-page_108_001.jpg|A chef wearing a chef's hat, cooking and tasting something from a pan} +RESPONSE: a cook +ACCEPT: a cook | cook + +PROMPT: What's this? {st-page_108_002.jpg|An open double door leading to another room} +RESPONSE: a door +ACCEPT: a door | door + +PROMPT: What's this? {st-page_108_003.jpg|A ballpoint pen} +RESPONSE: a pen +ACCEPT: a pen | pen + +PROMPT: What's this? {st-page_108_004.jpg|A classroom scene with desks, chairs, and a clock on the wall} +RESPONSE: a classroom +ACCEPT: a classroom | classroom + +PROMPT: What's this? {st-page_108_005.jpg|A barber cutting the hair of a customer sitting in a chair} +RESPONSE: a barber +ACCEPT: a barber | barber + +PROMPT: What's this? {st-page_108_006.jpg|A small desk clock} +RESPONSE: a clock +ACCEPT: a clock | clock + +PROMPT: What's this? {st-page_108_007.jpg|A US ten-cent coin showing Franklin D. Roosevelt} +RESPONSE: a dime +ACCEPT: a dime | dime + +PROMPT: What's this? {st-page_108_008.jpg|A female doctor or nurse wearing glasses and a uniform with an ID badge} +RESPONSE: a doctor +ACCEPT: a doctor | doctor + +PROMPT: What's this? {st-page_108_009.jpg|A US fifty-cent coin showing John F. Kennedy} +RESPONSE: a half dollar +ACCEPT: a half dollar | half dollar + +PROMPT: What's this? {st-page_108_010.jpg|An open binder or notebook with rings} +RESPONSE: a notebook +ACCEPT: a notebook | notebook + +PROMPT: What's this? {st-page_108_011.jpg|The printed word pen} +RESPONSE: a word +ACCEPT: a word | word + +PROMPT: What's this? {st-page_108_012.jpg|A mechanic working under the open hood of a car} +RESPONSE: a mechanic +ACCEPT: a mechanic | mechanic + +PROMPT: What's this? {st-page_108_013.jpg|A monthly calendar grid showing numbers from 1 to 30} +RESPONSE: a calendar +ACCEPT: a calendar | calendar + +PROMPT: What's this? {st-page_108_014.jpg|A framed picture showing a tree and a small house or barn in a landscape} +RESPONSE: a picture +ACCEPT: a picture | picture + +# Source: ST §Pronounce: /ɪ/ +$DIALOGUE The "i" Sound +ID: l5-s4 +INTRO: All of these words share the same short "i" sound, like in "sit". Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. REPEAT LINE: picture -LINE: Bill -LINE: sit down -LINE: his -LINE: in -LINE: is -LINE: nickel -LINE: mechanic -LINE: it -LINE: television +LINE: Bill sit down his in is nickel mechanic it television + +# SKIPPED (book): Writing Skill "Write: c" (p. 106, stage-1 l5-s5) — penmanship / copy-the-letter print mechanics; no workable interaction in our format. All ten words appear elsewhere in this module. # Source: ST §What's the Word? -$PRODUCE Numbers and Symbols -ID: l5-s5 -INTRO: Time to check your numbers. You'll see a number or a symbol on the screen — type it as a word, the way you learned it. Spelling counts. +$PRODUCE Numbers into Words +ID: l5-s6 +INTRO: Numbers and money symbols now. You'll see a figure or a symbol on the card — type it out as a word. The clerk always writes the amount in words; so can you. INSTRUCTION: Look at the number or symbol and type the word. INPUT: type CHECK: exact @@ -82,129 +184,114 @@ CHECK: exact EXAMPLE TEMPLATE: $ RESPONSE: dollar +ACCEPT: dollar EXAMPLE TEMPLATE: 3 RESPONSE: three +ACCEPT: three TEMPLATE: 88 RESPONSE: eighty-eight -ACCEPT: eighty eight +ACCEPT: eighty-eight | eighty eight TEMPLATE: 67 RESPONSE: sixty-seven -ACCEPT: sixty seven +ACCEPT: sixty-seven | sixty seven TEMPLATE: 25 RESPONSE: twenty-five -ACCEPT: twenty five +ACCEPT: twenty-five | twenty five TEMPLATE: 52 RESPONSE: fifty-two -ACCEPT: fifty two +ACCEPT: fifty-two | fifty two TEMPLATE: 39 RESPONSE: thirty-nine -ACCEPT: thirty nine +ACCEPT: thirty-nine | thirty nine TEMPLATE: 74 RESPONSE: seventy-four -ACCEPT: seventy four +ACCEPT: seventy-four | seventy four TEMPLATE: 41 RESPONSE: forty-one -ACCEPT: forty one +ACCEPT: forty-one | forty one TEMPLATE: ¢ RESPONSE: cent -ACCEPT: cents +ACCEPT: cent | cents -# Source: ST §What Is He? -$PRODUCE Jobs: Complete the Word -ID: l5-s11 -INTRO: Someone asks what you are. Each job word is missing its first two letters — type them to complete it. You met all these people in the first four lessons. -INSTRUCTION: Type the missing letters to complete the word. -INPUT: type -CHECK: exact +$SESSION 5-2: Questions and Answers -TEMPLATE: What are you? -TEMPLATE: a ____{do}ctor -RESPONSE: a doctor +# SKIPPED (book): Writing Skill "DICTATION" (p. 111) — instructor-read dictation with no printed stimulus; dropped. -TEMPLATE: What are you? -TEMPLATE: a ____{te}acher -RESPONSE: a teacher +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (p. 112) — instructor-read minimal pairs with no printed stimulus; dropped. -TEMPLATE: What are you? -TEMPLATE: a ____{st}udent -RESPONSE: a student - -TEMPLATE: What are you? -TEMPLATE: a ____{co}ok -RESPONSE: a cook - -TEMPLATE: What are you? -TEMPLATE: a ____{me}chanic -RESPONSE: a mechanic - -TEMPLATE: What are you? -TEMPLATE: a ____{pi}lot -RESPONSE: a pilot - -TEMPLATE: What are you? -TEMPLATE: a ____{ba}rber -RESPONSE: a barber - -# Source: ST §This Is Money (recast: number-code decoding puzzle → value-to-coin recall) -$PRODUCE Money Words -ID: l5-s12 -INTRO: A quick check of your pocket money. You'll hear an amount — type the coin or bill it names. No looking in your wallet. -INSTRUCTION: Listen to the amount and type the money word. -INPUT: type -CHECK: exact - -EXAMPLE -PROMPT: one cent -RESPONSE: penny -ACCEPT: a penny - -PROMPT: ten cents -RESPONSE: dime -ACCEPT: a dime - -PROMPT: five cents -RESPONSE: nickel -ACCEPT: a nickel - -PROMPT: twenty-five cents -RESPONSE: quarter -ACCEPT: a quarter - -PROMPT: fifty cents -RESPONSE: half dollar -ACCEPT: a half dollar | half a dollar - -PROMPT: one hundred cents -RESPONSE: dollar -ACCEPT: a dollar | one dollar - -# SKIPPED (book): Listening Skill "SAME/DIFFERENT" — Instructor-read word-pair discrimination with no given words. Convertible later with chosen items + TTS. - -# Source: ST §Write the Missing Words -$PRODUCE Complete the Sentences +# Source: ST §Answer the Questions +$PRODUCE Questions About You ID: l5-s9 -INTRO: Now put the week together. Each little exchange is missing a word or two — days, greetings, jobs, prepositions. Type what's missing. -INSTRUCTION: Type the missing word or words to complete each sentence. +INTRO: In this part you'll answer questions and finish sentences — everything you've practiced, back one more time. These first questions are about you, so only you know the answers. Listen and answer aloud in a full sentence; for questions about today or your classroom, just answer about your real day. +INSTRUCTION: Answer each question aloud in a full sentence. +INPUT: speak +CHECK: llm + +PROMPT: What is your name? +RESPONSE: My name is John. +RUBRIC: Accept any statement giving the student's name (e.g. "My name is...", "I'm..."). + +PROMPT: Are you a student? +RESPONSE: Yes, I am. +RUBRIC: Accept "Yes, I am", "Yes, I am a student", or negative variants. + +PROMPT: Is your teacher in the classroom? +RESPONSE: Yes, she is. +RUBRIC: Accept "Yes, he/she is", "Yes, the teacher is in the classroom", or negative variants. + +PROMPT: What's on your desk? +RESPONSE: My book and pen are on my desk. +RUBRIC: Accept any plausible sentence naming objects on a desk (e.g. "A book is on my desk.", "Pens and pencils."). + +PROMPT: Is today Tuesday? +RESPONSE: No, it isn't. Today is Monday. +RUBRIC: Accept any yes/no answer appropriate to a day of the week. + +PROMPT: How are you? +RESPONSE: Fine, thanks. +RUBRIC: Accept common greeting responses ("Fine, thanks", "I'm fine, thank you", "Very well"). + +PROMPT: What are you? +RESPONSE: I'm a student. +RUBRIC: Accept any profession or role ("I'm a student", "I am a pilot", etc.). + +PROMPT: What are Saturday and Sunday? +RESPONSE: Saturday and Sunday are the weekend. +RUBRIC: Accept "They are the weekend" or "Saturday and Sunday are the weekend". + +PROMPT: What's on the wall in your classroom? +RESPONSE: A clock and a map are on the wall. +RUBRIC: Accept any plausible sentence naming objects on a classroom wall (e.g. "A map is on the wall.", "A clock."). + +PROMPT: Is this your book? +RESPONSE: Yes, it is. +RUBRIC: Accept "Yes, it is", "Yes, it's my book", "No, it isn't", or "No, it's not my book". + +# Source: ST §Complete the Sentences +$PRODUCE Finish the Sentences +ID: l5-s10 +INTRO: Now some sentences with words missing — days, greetings, prepositions, and the little words like "is" and "are". Type the missing word in each gap. +INSTRUCTION: Type the missing word to complete each sentence. INPUT: type CHECK: exact TEMPLATE: Today is Saturday. Tomorrow is ____{Sunday}. RESPONSE: Today is Saturday. Tomorrow is Sunday. -TEMPLATE: How ____{are} you? ____{Fine|Good|Great}, thanks. +TEMPLATE: How ____{are} you? ____{Fine}, thanks. RESPONSE: How are you? Fine, thanks. -TEMPLATE: My ____{name} is Aldo. What ____{is|'s} your name? +TEMPLATE: My ____{name} is Aldo. What ____{is} your name? RESPONSE: My name is Aldo. What is your name? TEMPLATE: What are you? ____{I'm|I am} a doctor. @@ -225,55 +312,74 @@ RESPONSE: A, B, C, and D are capital letters. TEMPLATE: Are you a teacher? No, ____{I'm|I am} not. RESPONSE: Are you a teacher? No, I'm not. -TEMPLATE: What's that? It's ____{a|my|your|his|her} book. +TEMPLATE: What's that? It's ____{a} book. RESPONSE: What's that? It's a book. -# Source: ST §Answer the Questions -$PRODUCE Answer the Questions -ID: l5-s8 -INTRO: Now answer for yourself. You'll hear a question — answer aloud in a full sentence. Most of the questions are about you, so any true answer works; nobody here will check your desk. -INSTRUCTION: Answer each question aloud in a full sentence. -INPUT: speak -CHECK: llm -RUBRIC: Most questions are about the learner's own situation — accept any grammatical, natural answer that addresses the question (yes or no both acceptable where the question allows both, e.g. whether today is Tuesday). For factual items, treat the model answer as the key (e.g. Saturday and Sunday are the weekend) and accept any phrasing or short form of the same fact. +# Source: ST §What Is He? (letter-box word completion, recast as a select with the box as the shared pool) +$SELECT Jobs — Finish the Word +ID: l5-s12 +INTRO: Doctor, teacher, cook — the jobs from this book, each missing two letters. Tap the pair of letters from the box that finishes the word. +INSTRUCTION: Tap the two letters that complete each job word. +OPTION: a | do +OPTION: b | me +OPTION: c | pi +OPTION: d | te +OPTION: e | re +OPTION: f | at +OPTION: g | st +OPTION: h | ou +OPTION: i | co +OPTION: j | ba -PROMPT: What is your name? -RESPONSE: My name is John. +TEMPLATE: a ____ctor +ANSWER: a +FEEDBACK: a doctor -PROMPT: Are you a student? -RESPONSE: Yes, I am a student. +TEMPLATE: a ____acher +ANSWER: d +FEEDBACK: a teacher -PROMPT: Is your teacher in the classroom? -RESPONSE: Yes, my teacher is in the classroom. +TEMPLATE: a ____udent +ANSWER: g +FEEDBACK: a student -PROMPT: What's on your desk? -RESPONSE: My book and pen are on my desk. +TEMPLATE: a ____ok +ANSWER: i +FEEDBACK: a cook -PROMPT: Is today Tuesday? -RESPONSE: No, today is Monday. +TEMPLATE: a ____chanic +ANSWER: b +FEEDBACK: a mechanic -PROMPT: How are you? -RESPONSE: Fine, thanks. +TEMPLATE: a ____lot +ANSWER: c +FEEDBACK: a pilot -PROMPT: What are you? -RESPONSE: I am a student. +TEMPLATE: a ____rber +ANSWER: j +FEEDBACK: a barber -PROMPT: What is Saturday and Sunday? -RESPONSE: Saturday and Sunday are the weekend. +# Source: ST §Good Morning +$DIALOGUE Good Morning +ID: l5-s14 +INTRO: To finish this part, John and Mark meet in the morning — a greeting, the time, and a goodbye, all in six lines. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT -PROMPT: What's on the wall in your classroom? -RESPONSE: The clock and the chalkboard are on the wall. +John: Good morning! How are you? +Mark: Fine, thanks. How are you? +John: Fine, thanks. What's the time? +Mark: It's 7:30. +John: See you in class! +Mark: Okay. See you later. -PROMPT: Is this your book? -RESPONSE: Yes, this is my book. - -$LESSON 5-2: Review Test +$SESSION 5-3: Review Test # Source: ST §This Is a Test $SELECT Review Test -ID: l5-s10 -INTRO: Part two is the week's test — thirty questions covering everything from lessons one to four. Tap the best answer for each one. Some questions you'll only hear, so listen first. No teacher is watching; the score is between you and the app. -INSTRUCTION: Tap the best answer. +ID: l5-s11 +INTRO: Time for the big one: thirty questions covering everything in this book — words, money, days, questions, and answers. Tap the best answer for each. No new tricks, promise. +INSTRUCTION: Tap the best answer to complete each sentence. TEMPLATE: ____ are students. OPTION: a | He @@ -324,29 +430,28 @@ OPTION: c | on OPTION: d | at ANSWER: d -PROMPT: What are you? +TEMPLATE: What are you? OPTION: a | They're pilots. OPTION: b | He's a mechanic. OPTION: c | She's a student. OPTION: d | I'm a cook. ANSWER: d -PROMPT: See you later. +TEMPLATE: See you later. OPTION: a | Okay. Goodbye. OPTION: b | Hello. OPTION: c | Good afternoon. OPTION: d | Fine, thanks. ANSWER: a -PROMPT: What are these? +TEMPLATE: What are these? OPTION: a | That's a pen. OPTION: b | This is a book. OPTION: c | It's a quarter. OPTION: d | Those are dimes. ANSWER: d -TEMPLATE: Ted: What is ____ name? -TEMPLATE: Aldo: My name is Aldo. +TEMPLATE: Ted: What is ____ name?\nAldo: My name is Aldo. OPTION: a | your OPTION: b | my OPTION: c | his @@ -388,7 +493,7 @@ OPTION: c | number OPTION: d | o'clock ANSWER: d -PROMPT: How are you? +TEMPLATE: How are you? OPTION: a | Okay. Goodbye. OPTION: b | Fine, thanks. OPTION: c | Hello. @@ -451,15 +556,14 @@ OPTION: c | please OPTION: d | that ANSWER: c -TEMPLATE: Ted: Hello. -TEMPLATE: Bill: ____. +TEMPLATE: Ted: Hello.\nBill: ____. OPTION: a | Good afternoon. OPTION: b | Goodbye. OPTION: c | See you later. OPTION: d | Fine, thanks. ANSWER: a -PROMPT: Is he a cook? +TEMPLATE: Is he a cook? OPTION: a | Yes, he isn't. OPTION: b | No, he is. OPTION: c | Yes, this is a cook. @@ -487,89 +591,77 @@ OPTION: c | no OPTION: d | at ANSWER: a -# Source: ST §Good Morning -$DIALOGUE Good Morning -ID: l5-s13 -INTRO: You made it through the test. One last dialog to say good morning — and goodbye to your first week. Repeat each line, then go rest; the next lesson will still be there tomorrow. -INSTRUCTION: Practice this dialog. -REPEAT +# SKIPPED (book): "This Is Money" (stage-1 l5-s13) — number-to-letter code decoding puzzle; print-era decoding mechanics with no workable interaction. All six money words are reviewed in "Words and Pictures" and the Review Test. -John: Good morning! How are you? -Mark: Fine, thanks. How are you? -John: Fine, thanks. What's the time? -Mark: It's 7:30. -John: See you in class! -Mark: Okay. See you later. +$SESSION 5-4: Extra Practice: Reading Letters -$LESSON 5-3: Extra Practice — Reading and Writing Letters - -# Source: ST §Same or Different? +# Source: ST §Same/Different $SELECT Same or Different? -ID: l5-s6 -INTRO: This last part is extra practice with English letters. If you can already read these letters comfortably, feel free to skip it. You'll see two letters — decide whether they are the same or different. +ID: l5-s7 +INTRO: This last part is extra practice with English letters. If you can already read letters comfortably, feel free to skip it. You'll hear two letters — tap "Same" if they are the same letter, "Different" if not. INSTRUCTION: Tap Same or Different. +HIDE_PROMPT OPTION: s | Same OPTION: d | Different EXAMPLE -TEMPLATE: k ... l +PROMPT: k ... l ANSWER: d -TEMPLATE: Q ... O +PROMPT: Q ... O ANSWER: d -TEMPLATE: i ... j +PROMPT: i ... j ANSWER: d -TEMPLATE: E ... E +PROMPT: E ... E ANSWER: s -TEMPLATE: c ... o +PROMPT: c ... o ANSWER: d -TEMPLATE: P ... P +PROMPT: P ... P ANSWER: s -TEMPLATE: b ... d +PROMPT: b ... d ANSWER: d -TEMPLATE: v ... w +PROMPT: v ... w ANSWER: d -TEMPLATE: q ... q +PROMPT: q ... q ANSWER: s -TEMPLATE: M ... N +PROMPT: M ... N ANSWER: d -TEMPLATE: N ... Z +PROMPT: N ... Z ANSWER: d -TEMPLATE: f ... f +PROMPT: f ... f ANSWER: s -TEMPLATE: F ... E +PROMPT: F ... E ANSWER: d -TEMPLATE: W ... M +PROMPT: W ... M ANSWER: d -TEMPLATE: i ... i +PROMPT: i ... i ANSWER: s -TEMPLATE: R ... P +PROMPT: R ... P ANSWER: d -TEMPLATE: v ... v +PROMPT: v ... v ANSWER: s -# Source: ST §Circle the Same Letters -$SELECT Find the Matching Letters -ID: l5-s7 -INTRO: More letter practice. You'll see a pair of letters at the top — tap the option that matches it exactly. Watch out for reversed twins like b and d. -INSTRUCTION: Tap the matching letters. +# Source: ST §Two Letters Are the Same +$SELECT Match the Letters +ID: l5-s8 +INTRO: Now match letters by sight. Look at the pair of letters at the top of the card, then tap the pair below that is exactly the same. Some of them look sneaky — that's the point. +INSTRUCTION: Tap the pair of letters that matches the cue. -EXAMPLE TEMPLATE: sp OPTION: a | st OPTION: b | sl @@ -622,7 +714,7 @@ ANSWER: a TEMPLATE: pl OPTION: a | bl OPTION: b | pl -OPTION: c | bl +OPTION: c | gl OPTION: d | dl ANSWER: b @@ -646,48 +738,3 @@ OPTION: b | br OPTION: c | dr OPTION: d | lr ANSWER: c - -TEMPLATE: pr -OPTION: a | pr -OPTION: b | rp -OPTION: c | pl -OPTION: d | br -ANSWER: a - -# Source: ST §Write: C (letter-writing drill kept in the optional letters part) -$PRODUCE The Letter C -ID: l5-s4 -INTRO: One more letter exercise, and then you're done. Every word here is missing the same letter — c. Type it to complete each word you learned this week. -INSTRUCTION: Type the missing letter to complete the word. -INPUT: type -CHECK: exact - -TEMPLATE: ____{c}alendar -RESPONSE: calendar - -TEMPLATE: ____{c}ook -RESPONSE: cook - -TEMPLATE: ____{c}apital letter -RESPONSE: capital letter - -TEMPLATE: do____{c}tor -RESPONSE: doctor - -TEMPLATE: mechani____{c} -RESPONSE: mechanic - -TEMPLATE: re____{c}order -RESPONSE: recorder - -TEMPLATE: ____{c}lock -RESPONSE: clock - -TEMPLATE: ____{c}lose -RESPONSE: close - -TEMPLATE: cir____{c}le -RESPONSE: circle - -TEMPLATE: ____{c}lassroom -RESPONSE: classroom diff --git a/book-1-lesson-5/st-page_107_001.jpg b/book-1-lesson-5/st-page_107_001.jpg new file mode 100644 index 00000000..3e5990c5 Binary files /dev/null and b/book-1-lesson-5/st-page_107_001.jpg differ diff --git a/book-1-lesson-5/st-page_107_002.jpg b/book-1-lesson-5/st-page_107_002.jpg new file mode 100644 index 00000000..95e5095b Binary files /dev/null and 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b/book-1-lesson-5/st-page_108_014.jpg differ diff --git a/book-2-lesson-1.module b/book-2-lesson-1.module index cce571a4..c53a191c 100644 --- a/book-2-lesson-1.module +++ b/book-2-lesson-1.module @@ -1,98 +1,46 @@ -$MODULE Book 2 · Lesson 1: This Is My Friend {st-page_009_001.jpg} +$MODULE Book 2 · Lesson 1: This Is My Friend {st-page_009_001.jpg|Three men in military uniforms standing together; one man introduces his friend to another man holding books, saying "Bob, this is my friend, Jeff"} FORMAT: 2 DIOCO_DOC_ID: alc_book2_lesson1 -DESCRIPTION: Family members, describing people with "be", numbers to 999, telling time, plurals, joining sentences with "and" and "or", and "let's". The final part (Reading Letters) is optional extra practice. +DESCRIPTION: Introductions and family members, feelings, numbers 100-999, telling time, irregular plurals, questions with "be", "and", "or", "too", and suggestions with "let's". The final part is optional extra practice reading letters. 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: Tom | schedar | Young male -VOICE: Bill | charon | Young male -VOICE: Bob | achird | Young male -VOICE: Mr_Wilson | zubenelgenubi | Older male -VOICE: Linda | aoede | Female student -VOICE: ID | achernar | speaker (auto) +VOICE: Tom | achird | Male student +VOICE: Bill | schedar | Male student +VOICE: Mr_Wilson | charon | Male adult +VOICE: Bob | iapetus | Male student +VOICE: Linda | gacrux | Young female +VOICE: StudentA | orus | Male student +VOICE: StudentB | leda | Female student -$LESSON 1-1: Meet the Family - -# Source: ST §This Is My Family. -$DIALOGUE This Is My Family -ID: l1-s9 -INTRO: In this lesson you'll learn to talk about your family, describe how people feel, count to nine hundred ninety-nine, tell the time, and join sentences with "and" and "or". First, the words for the people in a family — listen to each sentence. -INSTRUCTION: Listen to each sentence. - -VOCAB: family -LINE: This is my family. - -VOCAB: father -LINE: He is my father. - -VOCAB: mother -LINE: She is my mother. - -VOCAB: man -LINE: He is a man. - -VOCAB: woman -LINE: She is a woman. - -VOCAB: young -LINE: He is a young man. -LINE: She is a young woman. - -VOCAB: brother -LINE: He is my brother. - -VOCAB: sister -LINE: They are my sisters. - -VOCAB: boy -LINE: He is a boy. - -VOCAB: girl -LINE: She is a girl. - -VOCAB: child -LINE: He is a child. -LINE: She is a child. - -VOCAB: friend -LINE: He is my friend. - -# Source: ST §This Is the Wilson Family. + §The Wilsons and Their Friend, Bob (merged) -$DIALOGUE The Wilson Family -ID: l1-s11 -INTRO: Now meet the family you'll see all through this lesson: the Wilsons — plus Tom's friend Bob, who is around so often he's practically furniture. -INSTRUCTION: Read each sentence. - -LINE: This is the Wilson family. {st-page_018_001.jpg} -LINE: This is Mr. Wilson. He is a man. {st-page_019_001.jpg} -LINE: This is Mrs. Wilson. She is a woman. {st-page_019_002.jpg} -LINE: This is Tom. He's a young man. {st-page_019_003.jpg} -LINE: This is Jan. She's a young woman. {st-page_019_004.jpg} -LINE: This is John. He is a boy. {st-page_019_005.jpg} -LINE: This is Linda. She's a girl. {st-page_019_006.jpg} -LINE: This is Bob. He is Tom's friend. {st-page_019_007.jpg} +$SESSION 1-1: Meet the Wilsons — Family and Introductions # Source: LLA 1A Figure 1 -$DIALOGUE This Is, These Are {page_011_001.jpg} -ID: 1a-f1 -INTRO: Tom shows you his family up close. For one person nearby, say "this is"; for more than one, "these are". Listen and repeat. -INSTRUCTION: Listen and repeat. +$DIALOGUE Meet Tom's Family {page_011_001.jpg|A man standing on the left pointing towards a group of four numbered family portraits on the right: father, mother, sisters, and brother} +ID: 2-1a-f1 +INTRO: In this lesson you'll learn to introduce your family and friends, say how people feel, count to 999, and tell the time. First, Tom introduces his family — listen and repeat each sentence after him. +INSTRUCTION: Listen and repeat each sentence. REPEAT +VOCAB: father LINE: This is my father, Mr. Wilson. {bk02-l1a-f1-01.mp3} + +VOCAB: mother LINE: This is my mother, Mrs. Wilson. {bk02-l1a-f1-02.mp3} + +VOCAB: sister LINE: These are my sisters, Linda and Jan. {bk02-l1a-f1-03.mp3} + +VOCAB: brother LINE: This is my brother, John. {bk02-l1a-f1-04.mp3} # Source: LLA 1A Figure 2 -$DIALOGUE That Is, Those Are {page_011_002.jpg} -ID: 1a-f2 -INTRO: Now the family is across the room. For people farther away, use "that" and "those". Listen and repeat. -INSTRUCTION: Listen and repeat. +$DIALOGUE That Is My Father {page_011_002.jpg|A family group portrait showing the father, mother, son, daughter, and another female relative sitting and standing together} +ID: 2-1a-f2 +INTRO: Now the family is across the room, so Tom points from a distance. Listen for "that" and "those", and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: That is my father. {bk02-l1a-f2-01.mp3} @@ -100,83 +48,115 @@ LINE: That is my mother. {bk02-l1a-f2-02.mp3} LINE: Those are my sisters. {bk02-l1a-f2-03.mp3} LINE: That is my brother. {bk02-l1a-f2-04.mp3} -# Source: new (gap: this/that/these/those drilled in LLA 1A Figures 1–3 but never explained) +# Source: new (gap: this/that/these/those drilled on the tape but never explained anywhere in the lesson) $GRAMMAR This, That, These, Those -ID: 1a-f2-b -INTRO: One quick rule before you practice: near or far, one or many. +ID: 2-1a-f2-b +INTRO: You just heard "this", "that", "these", and "those". Here's the whole system — it's smaller than it sounds. -Use **this** and **these** for people near you. -Use **that** and **those** for people farther away. +CARD: For one person or thing **near** you, use **this**. Farther away, use **that**. +{This is my brother.} +{That is my brother.} -| | Near | Far | +CARD: For two or more **near** you, use **these**. Farther away, use **those**. +{These are my sisters.} +{Those are my sisters.} + +SUMMARY: +| | Near | Farther away | |---|---|---| -| One person | this | that | +| One | this | that | | Two or more | these | those | -Near: {This is my father.} — {These are my sisters.} -Far: {That is my father.} — {Those are my sisters.} - # Source: LLA 1A Figure 3 -$PRODUCE This, That, or These? -ID: 1a-f3 +$PRODUCE This, That, These, or Those? +ID: 2-1a-f3 INPUT: type CHECK: exact -INTRO: Now use the rule. Listen to the sentence and type the missing word — this, that, or these. Then repeat the sentence. -INSTRUCTION: Type the missing word. +HIDE_PROMPT REPEAT +INTRO: Now you choose the word. Listen to each sentence and type the missing word, then repeat the full sentence. +INSTRUCTION: Type the missing word. PROMPT: This is my father. {bk02-l1a-f3-01.mp3} TEMPLATE: ____ is my father. -RESPONSE: This is my father. {bk02-l1a-f3-01-fb.mp3} +RESPONSE: This is my father. {bk02-l1a-f3-01-resp.mp3} ACCEPT: This | this PROMPT: That is my mother. {bk02-l1a-f3-02.mp3} TEMPLATE: ____ is my mother. -RESPONSE: That is my mother. {bk02-l1a-f3-02-fb.mp3} +RESPONSE: That is my mother. {bk02-l1a-f3-02-resp.mp3} ACCEPT: That | that PROMPT: These are my sisters. {bk02-l1a-f3-03.mp3} TEMPLATE: ____ are my sisters. -RESPONSE: These are my sisters. {bk02-l1a-f3-03-fb.mp3} +RESPONSE: These are my sisters. {bk02-l1a-f3-03-resp.mp3} ACCEPT: These | these PROMPT: That is my brother. {bk02-l1a-f3-04.mp3} TEMPLATE: ____ is my brother. -RESPONSE: That is my brother. {bk02-l1a-f3-04-fb.mp3} +RESPONSE: That is my brother. {bk02-l1a-f3-04-resp.mp3} ACCEPT: That | that -# Source: ST §Nice To Meet You. -$DIALOGUE Nice to Meet You -ID: l1-s12 -INTRO: Tom introduces his friend Bob to his father and his sister. Listen and repeat — you'll be introducing people yourself soon enough. -INSTRUCTION: Listen and repeat the dialog. -REPEAT +# Source: ST §This Is My Family +$DIALOGUE This Is My Family {st-page_018_001.jpg|An illustration of the Wilson family, consisting of seven family members posing together including a father, mother, sons, and daughters} +ID: l1-s8 +INTRO: Here's the whole Wilson family in one picture — seven people, and almost every one of them is a new word. Read the sentences. +INSTRUCTION: Read the sentences. -Tom: Dad, this is my friend Bob. Bob, this is my father, Mr. Wilson. {st-page_020_001.jpg} +VOCAB: family +LINE: This is my family. -VOCAB: Nice to meet you. -Mr_Wilson: How are you, Bob? Nice to meet you. -Bob: Fine, thanks. Nice to meet you too, Mr. Wilson. +VOCAB: woman +LINE: She is a woman. -Tom: Linda, this is my friend Bob. Bob, this is my sister, Linda. {st-page_020_002.jpg} +LINE: He is my father. -VOCAB: Glad to meet you. -Linda: Glad to meet you, Bob. -Bob: Nice to meet you, Linda. +VOCAB: young +LINE: He is a young man. -VOCAB: let's -VOCAB: now -Tom: Let's go now, Bob. {st-page_020_003.jpg} +LINE: She is my mother. -VOCAB: bye -Bob: Okay, Tom. Goodbye, Linda. See you later, Mr. Wilson. -Mr_Wilson: Bye, Tom. Bye, Bob. -Linda: Bye, Tom. Bye, Bob. +LINE: She is a young woman. -# Source: LLA 1A Listening/Speaking dialog -$DIALOGUE Meeting a Friend -ID: 1a-f6-b -INTRO: One more introduction — this time Tom's friend Bill meets Mr. Wilson, and then everyone remembers school exists. Listen and repeat each line. +LINE: He is my brother. + +VOCAB: boy +LINE: He is a boy. + +LINE: They are my sisters. + +VOCAB: child +LINE: He is a child. + +VOCAB: friend +LINE: He is my friend. + +VOCAB: girl +LINE: She is a girl. + +VOCAB: man +LINE: He is a man. + +LINE: She is a child. + +# Source: ST §The Wilsons and Their Friend, Bob +$DIALOGUE The Wilsons and Their Friend, Bob +ID: l1-s9 +INTRO: Now meet the Wilsons one by one, by name. Read each sentence — you'll be seeing a lot of these people. +INSTRUCTION: Read the sentences. + +LINE: This is Mr. Wilson. He is a man. {st-page_019_001.jpg|Portrait of an older adult man with glasses and a tie} +LINE: This is Mrs. Wilson. She is a woman. {st-page_019_002.jpg|Portrait of an older adult woman with short light hair and a necklace} +LINE: This is Tom. He's a young man. {st-page_019_003.jpg|Portrait of a young adult man wearing a jacket and tie} +LINE: This is Jan. She's a young woman. {st-page_019_004.jpg|Portrait of a young adult woman with long hair and a necklace} +LINE: This is John. He is a boy. {st-page_019_005.jpg|Portrait of a young boy wearing glasses} +LINE: This is Linda. She's a girl. {st-page_019_006.jpg|Portrait of a young girl with dark hair} +LINE: This is Bob. He is Tom's friend. {st-page_019_007.jpg|Portrait of a young adult man smiling} + +# Source: LLA 1A Listening/Speaking Activity (dialogue) +$DIALOGUE Introducing a Friend +ID: 2-1a-d1 +INTRO: Tom introduces his friend Bill to his father. Listen and repeat each line — this is exactly how you'll introduce your own friends. INSTRUCTION: Listen and repeat. REPEAT @@ -190,89 +170,87 @@ Tom: Okay. {bk02-l1a-f6-12.mp3} Bill: Goodbye, Mr. Wilson. {bk02-l1a-f6-13.mp3} Mr_Wilson: Goodbye, Bill. Bye, son. {bk02-l1a-f6-14.mp3} -$LESSON 1-2: Describing People - -# Source: ST §He Is Happy. -$DIALOGUE Happy, Sad, Hot, Cold -ID: l1-s16 -INTRO: In this part you'll learn to say how people feel — happy, sad, hot, cold, and everything in between. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat the sentences. +# Source: ST §Nice to Meet You. +$DIALOGUE Nice to Meet You +ID: l1-s10 +INTRO: This time Bob meets the family — first Tom's father, then his sister Linda. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialogs. REPEAT -VOCAB: happy -LINE: He's happy. {st-page_025_001.jpg} +VOCAB: dad +Tom: Dad, this is my friend Bob. Bob, this is my father, Mr. Wilson. {st-page_020_001.jpg|Three men in suit jackets greeting each other and shaking hands} +VOCAB: Nice to meet you. +Mr_Wilson: How are you, Bob? Nice to meet you. +Bob: Fine, thanks. Nice to meet you too, Mr. Wilson. -VOCAB: sad -LINE: She's sad. {st-page_025_002.jpg} +Tom: Linda, this is my friend Bob. Bob, this is my sister, Linda. {st-page_020_002.jpg|Two young men and a young girl greeting each other and shaking hands} +VOCAB: Glad to meet you. +Linda: Glad to meet you, Bob. +Bob: Nice to meet you, Linda. -VOCAB: angry -LINE: He's angry. {st-page_025_003.jpg} +VOCAB: let's +VOCAB: now +Tom: Let's go now, Bob. {st-page_020_003.jpg|Group of people waving goodbye to each other} +Bob: Okay, Tom. Goodbye, Linda. See you later, Mr. Wilson. +VOCAB: bye +Mr_Wilson: Bye, Tom. Bye, Bob. +Linda: Bye, Tom. Bye, Bob. -VOCAB: sick -LINE: He's sick. {st-page_025_004.jpg} +$SESSION 1-2: Feelings — Happy, Sad, Tired + +# Source: LLA 1A Figure 4 (VOCAB tags merged in from ST §He Is Happy., which this cassette activity replaces) +$DIALOGUE Feelings and Descriptions +ID: 2-1a-f4 +INTRO: In this part you'll learn to say how people feel — happy, sad, hot, cold, and everything in between. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT VOCAB: very -LINE: He's very sick. {st-page_026_001.jpg} - VOCAB: hot -LINE: She's hot. {st-page_026_002.jpg} +LINE: That boy is very hot. {page_012_001.jpg|A man sweating profusely, looking hot} {bk02-l1a-f4-01.mp3} -LINE: He's very hot. {st-page_026_003.jpg} +VOCAB: happy +LINE: The children are happy. {page_012_002.jpg|Two people talking and smiling} {bk02-l1a-f4-02.mp3} -VOCAB: cold -LINE: She's cold. {st-page_026_004.jpg} +LINE: These girls are young. {page_012_003.jpg|Two girls playing with a small radio/toy} {bk02-l1a-f4-03.mp3} -LINE: He's young. {st-page_027_001.jpg} - -VOCAB: old -LINE: He's old. {st-page_027_002.jpg} +VOCAB: sick +LINE: My friend is sick. {page_012_004.jpg|A sick person lying in a hospital bed with an IV drip} {bk02-l1a-f4-04.mp3} VOCAB: tired -LINE: He's tired. {st-page_027_003.jpg} +LINE: I am very tired. {page_012_005.jpg|A man leaning his chin on his hand looking tired or bored} {bk02-l1a-f4-05.mp3} + +VOCAB: angry +LINE: She isn't angry. {page_012_006.jpg|A woman smiling warmly} {bk02-l1a-f4-06.mp3} + +VOCAB: old +LINE: Those men are old. {page_012_007.jpg|An elderly couple smiling together} {bk02-l1a-f4-07.mp3} + +LINE: This family is happy. {page_012_008.jpg|A large family of varying ages gathering together} {bk02-l1a-f4-08.mp3} VOCAB: well -LINE: He's not sick. He's well. {st-page_027_004.jpg} +LINE: He isn't sick; he's well. {page_012_009.jpg|A young man smiling cheerfully} {bk02-l1a-f4-09.mp3} -# Source: LLA 1A Figure 4 -$DIALOGUE Describing People -ID: 1a-f4 -INTRO: Fifteen people, fifteen moods. Listen to each description and repeat it. -INSTRUCTION: Listen and repeat. -REPEAT +VOCAB: sad +LINE: That child is sad. {page_012_010.jpg|A woman crying, wiping tears from her eyes} {bk02-l1a-f4-10.mp3} -LINE: That boy is very hot. {page_012_001.jpg} {bk02-l1a-f4-01.mp3} -LINE: The children are happy. {page_012_002.jpg} {bk02-l1a-f4-02.mp3} -LINE: These girls are young. {page_012_003.jpg} {bk02-l1a-f4-03.mp3} -LINE: My friend is sick. {page_012_004.jpg} {bk02-l1a-f4-04.mp3} -LINE: I am very tired. {page_012_005.jpg} {bk02-l1a-f4-05.mp3} -LINE: She isn't angry. {page_012_006.jpg} {bk02-l1a-f4-06.mp3} -LINE: Those men are old. {page_012_007.jpg} {bk02-l1a-f4-07.mp3} -LINE: This family is happy. {page_012_008.jpg} {bk02-l1a-f4-08.mp3} -LINE: He isn't sick; he's well. {page_012_009.jpg} {bk02-l1a-f4-09.mp3} -LINE: That child is sad. {page_012_010.jpg} {bk02-l1a-f4-10.mp3} -LINE: His father isn't old. {page_012_011.jpg} {bk02-l1a-f4-11.mp3} -LINE: Her mother is young. {page_012_012.jpg} {bk02-l1a-f4-12.mp3} -LINE: The woman is very cold. {page_012_013.jpg} {bk02-l1a-f4-13.mp3} -LINE: Your friends are very young. {page_012_014.jpg} {bk02-l1a-f4-14.mp3} -LINE: That man is angry. {page_012_015.jpg} {bk02-l1a-f4-15.mp3} +LINE: His father isn't old. {page_012_011.jpg|A man wearing glasses and a suit looking serious} {bk02-l1a-f4-11.mp3} -# Source: new (gap: negative "isn't" used in readings and drills but never explained) -$GRAMMAR Is and Isn't -ID: l1-s16-b -INTRO: A short rule for saying no. +LINE: Her mother is young. {page_012_012.jpg|A woman holding up a small baby happily} {bk02-l1a-f4-12.mp3} -To make a sentence negative, add **not** after "be": +VOCAB: cold +LINE: The woman is very cold. {page_012_013.jpg|A woman shiveringly cold with lines indicating trembling} {bk02-l1a-f4-13.mp3} -{He is sick.} → {He is not sick.} → {He isn't sick.} -{I am sad.} → {I'm not sad.} -{They are tired.} → {They aren't tired.} +LINE: Your friends are very young. {page_012_014.jpg|Two boys sitting together on a seat} {bk02-l1a-f4-14.mp3} -**Isn't** is short for "is not". **Aren't** is short for "are not". +LINE: That man is angry. {page_012_015.jpg|A man with an angry or upset facial expression} {bk02-l1a-f4-15.mp3} + +# DROPPED (ST): §He Is Happy. — TTS twin of LLA 1A Figure 4 (same adjectives, same listen-and-repeat role); its VOCAB tags were transferred onto the cassette activity above. # Source: ST §Bill Is Tired. He Isn't Sick. $DIALOGUE Bill Is Tired. He Isn't Sick. -ID: l1-s17 -INTRO: Read these short sentences — some are positive, some negative. Notice where "isn't" and "not" go. +ID: l1-s15 +INTRO: Now read some short descriptions — some positive, some with "isn't". Poor Miss Martin; someone should check on her. INSTRUCTION: Read the sentences. LINE: Bill isn't sick. @@ -288,398 +266,142 @@ LINE: He's very hot. LINE: He isn't cold. LINE: I'm not sad. +# Source: ST §His Brother Isn't Young. (table rewritten as cards) +$GRAMMAR Describing People with "Be" +ID: l1-s17 +INTRO: Here's the pattern behind every sentence you just read: someone, plus "is", plus how they are. + +CARD: To describe a person, use **is** and a describing word. +{Mr. Wilson is cold.} +{Her sister is happy.} + +CARD: To say the opposite, use **is not** — or the short form **isn't**. +{My father is not old.} +{His brother isn't young.} + +CARD: Add **very** to make it stronger. +{The child is very tired.} +{She is very sick.} + +SUMMARY: +| Subject | Verb | Modifier | Adjective | +|---|---|---|---| +| Mr. Wilson
He
She
The child
My father
Her sister
His brother
Mrs. Wilson
Miss Adams
Ms. Bates | is
is not
isn't | (very) | cold.
hot.
old.
happy.
tired.
well.
sad.
young.
angry.
sick. | + # Source: ST §My Father Isn't Angry. -$PRODUCE Say a Sentence -ID: l1-s18 +$PRODUCE Make Sentences About People +ID: l1-s16 INPUT: speak CHECK: llm -INTRO: Now you make the sentences. You'll see a subject and an adjective — say a complete sentence with "be", like the example. -INSTRUCTION: Say a complete sentence from the cue. -RUBRIC: Accept a correctly formed sentence using "be" with the cued subject and adjective (e.g. "We are angry." / "We're very angry."). Contractions and "very" are the learner's choice. +INTRO: Time to build your own sentences. You'll see two cue words — a person and a describing word. Say a complete sentence with "is" or "are". +INSTRUCTION: Say a complete sentence using the cue words. +RUBRIC: Accept any grammatically correct sentence using the given cue words with BE and the adjective (e.g. "My mother is tired." / "Mother is tired."). The subject and adjective must match the cue; anything else is the learner's choice. EXAMPLE -TEMPLATE: we / angry +PROMPT: we / angry RESPONSE: We're very angry. -TEMPLATE: mother / tired +PROMPT: mother / tired RESPONSE: Mother is tired. -TEMPLATE: child / happy +PROMPT: child / happy RESPONSE: The child is happy. -TEMPLATE: he / sad +PROMPT: he / sad RESPONSE: He is sad. -TEMPLATE: father / old -RESPONSE: Father is old. +PROMPT: father / old +RESPONSE: My father is old. -TEMPLATE: sister / very young +PROMPT: sister / very young RESPONSE: My sister is very young. -TEMPLATE: brother / angry -RESPONSE: My brother is angry. +PROMPT: brother / angry +RESPONSE: His brother is angry. -TEMPLATE: chalkboard / cold +PROMPT: chalkboard / cold RESPONSE: The chalkboard is cold. -TEMPLATE: Linda / sick +PROMPT: Linda / sick RESPONSE: Linda is sick. -TEMPLATE: Jack / well +PROMPT: Jack / well RESPONSE: Jack is well. -TEMPLATE: classroom / hot +PROMPT: classroom / hot RESPONSE: The classroom is hot. -TEMPLATE: I / very happy -RESPONSE: I am very happy. +PROMPT: I / very happy +RESPONSE: I'm very happy. -TEMPLATE: she / very cold -RESPONSE: She is very cold. +PROMPT: she / very cold +RESPONSE: She's very cold. -# Source: ST §His Brother Isn't Young. (cues added — the book's table isn't reproducible) -$PRODUCE Make It Negative -ID: l1-s19 -INPUT: speak +# Source: ST §Make Sentences with BE and Adjectives (identical prompts recast as subject cues) +$PRODUCE Sentences from the Table +ID: l1-s18 +REFERENCE: l1-s17 +INPUT: type CHECK: llm -INTRO: Same idea, but this time say no. Make a negative sentence from each cue, using "isn't" or "is not". -INSTRUCTION: Say a negative sentence from the cue. -RUBRIC: Accept any correct negative sentence with the cued subject and adjective, using any valid negative form of "be". Contractions and "very" are the learner's choice. - -TEMPLATE: Mr. Wilson / very cold -RESPONSE: Mr. Wilson is not very cold. - -TEMPLATE: she / hot -RESPONSE: She isn't hot. - -TEMPLATE: the child / old -RESPONSE: The child isn't old. - -TEMPLATE: my father / happy -RESPONSE: My father is not happy. - -TEMPLATE: her sister / tired -RESPONSE: Her sister isn't tired. - -TEMPLATE: his brother / well -RESPONSE: His brother is not well. - -TEMPLATE: Mrs. Wilson / sad -RESPONSE: Mrs. Wilson isn't sad. - -TEMPLATE: Miss Adams / young -RESPONSE: Miss Adams is not young. - -# Source: ST §Is Bill Tired? (grammar table) -$GRAMMAR Asking Yes/No Questions -ID: l1-s20 -INTRO: To ask a question, move "is" or "are" to the front. Here's the pattern. - -| | | | -|---|---|---| -| Bill / Sue / The student | is | tired. | -| **Is** | **Bill / the student / Sue** | **tired?** | -| You / The children / They / We | are | sick. | -| **Are** | **you / the children / they / we** | **sick?** | - -# Source: ST §Is Bill Tired? (reading) -$DIALOGUE Is Bill Tired? -ID: l1-s21 -INTRO: Read these questions and notice that "is" or "are" comes first. -INSTRUCTION: Read the sentences. - -LINE: Are you cold? -LINE: Is the girl sad? -LINE: Is your father angry? -LINE: Is her sister happy? -LINE: Are the children well? -LINE: Is the man very sick? -LINE: Are the men hot? -LINE: Is your friend very old? -LINE: Is his brother very young? -LINE: Are you tired? - -# Source: LLA 1B Listening/Speaking 1 -$DIALOGUE Repeat the Questions -ID: 1b-ls1 -INTRO: Now hear the same kind of questions on tape. Listen and repeat each one, copying the rising voice at the end. -INSTRUCTION: Repeat the questions. -REPEAT - -LINE: Is he a student? {bk02-l1b-f2-21.mp3} -LINE: Are you a pilot? {bk02-l1b-f2-22.mp3} -LINE: Is that girl angry? {bk02-l1b-f2-23.mp3} -LINE: Is that man your father? {bk02-l1b-f2-24.mp3} -LINE: Are those children your sisters? {bk02-l1b-f2-25.mp3} -LINE: Is the boy happy? {bk02-l1b-f2-26.mp3} -LINE: Are the mechanics tired? {bk02-l1b-f2-27.mp3} -LINE: Is that woman your mother? {bk02-l1b-f2-28.mp3} -LINE: Is your friend a teacher? {bk02-l1b-f2-29.mp3} -LINE: Are your brother and sister young? {bk02-l1b-f2-30.mp3} - -# Source: ST §Write Questions (cues added — the book's table isn't reproducible) -$PRODUCE Ask a Question -ID: l1-s22 -INPUT: speak -CHECK: llm -INTRO: Your turn to ask. From each cue, ask a yes/no question starting with "Is". -INSTRUCTION: Ask a yes/no question from the cue. -RUBRIC: Accept a correctly formed yes/no question with "be" plus the cued subject and adjective. The word "very" is optional. +INTRO: Now write a few. For each person, type one sentence with "is" or "isn't" and a describing word. Open the table if you need it. +INSTRUCTION: Type a sentence about the person shown. Open the table if you need it. +RUBRIC: Accept any grammatically correct sentence with the given subject + is / is not / isn't + optional "very" + an adjective (cold, hot, old, happy, tired, well, sad, young, angry, sick). The adjective is the learner's choice. EXAMPLE -TEMPLATE: he / very happy -RESPONSE: Is he very happy? +TEMPLATE: Mr. Wilson +RESPONSE: Mr. Wilson is very cold. -TEMPLATE: she / angry -RESPONSE: Is she angry? +TEMPLATE: he +RESPONSE: He is tired. -TEMPLATE: the boy / old -RESPONSE: Is the boy old? +TEMPLATE: she +RESPONSE: She isn't sick. -TEMPLATE: the woman / hot -RESPONSE: Is the woman hot? +TEMPLATE: the child +RESPONSE: The child is very happy. -TEMPLATE: the man / cold -RESPONSE: Is the man cold? +TEMPLATE: my father +RESPONSE: My father is old. -TEMPLATE: the child / very young -RESPONSE: Is the child very young? +TEMPLATE: her sister +RESPONSE: Her sister is well. -TEMPLATE: he / sad -RESPONSE: Is he sad? +TEMPLATE: his brother +RESPONSE: His brother isn't young. -TEMPLATE: she / sick -RESPONSE: Is she sick? +TEMPLATE: Mrs. Wilson +RESPONSE: Mrs. Wilson is not angry. -TEMPLATE: the boy / well -RESPONSE: Is the boy well? +TEMPLATE: Miss Adams +RESPONSE: Miss Adams is hot. -# Source: ST §Speaking Skill: Statements and Questions -$DIALOGUE Statements and Questions — Intonation -ID: l1-s23 -INTRO: Last stop in this part: the melody. Statements fall at the end; questions rise. Listen and repeat, and let your voice do the work. -INSTRUCTION: Listen and repeat. Pay attention to the intonation. -REPEAT +$SESSION 1-3: Numbers and Telling Time -LINE: They're students. -LINE: She's very young. -LINE: I'm a pilot. -LINE: Betty's a good cook. -LINE: He isn't very old. -LINE: Bill isn't a mechanic. -LINE: She isn't very sick. -LINE: I'm not a barber. -LINE: Is he a student? -LINE: Are they students? -LINE: Is she very young? -LINE: Are you a pilot? -LINE: Is Betty a good cook? -LINE: Is he very old? -LINE: Is Bill a mechanic? -LINE: Is she very sick? -LINE: Are you a barber? +# Source: ST §Hundreds + §Numbers 100 to 999 (the full 100-999 grid condensed into cards) +$GRAMMAR Numbers 100 to 999 +ID: l1-s6 +INTRO: In this part you'll learn every number up to 999 — and how to tell the time. The good news: it's one small pattern, repeated nine hundred times. -# SKIPPED (book): ST Listening Skill "MAN / MEN" (/æ/-/ɛ/) — instructor-read word pairs with no given words; the cassette "Pet or Pat?" drill in part 1-6 covers this contrast. -# SKIPPED (guide): ST "Write: m" — penmanship-style letter-insertion drill; print-era mechanics with no useful interaction here. +CARD: For the hundreds, say the digit, then **hundred**. +{one hundred} +{five hundred} +{nine hundred} -$LESSON 1-3: The Alphabet and Sounds +CARD: Then add the rest of the number after it. +{one hundred twenty-one} +{four hundred thirty-seven} +{six hundred forty-five} -# Source: LLA 1A Figure 5 -$SELECT Alphabet Review -ID: 1a-f5 -INTRO: This part tunes your ears: letters first, then vowels, then tricky word pairs. Listen to each letter and tap the one you hear. -INSTRUCTION: Tap the letter you hear. +CARD: You'll also hear **and** in the middle — or just the digits. All of these mean 121. +{one hundred and twenty-one} +{a hundred and twenty-one} +{one twenty-one} -PROMPT: capital B. {bk02-l1a-f5-01.mp3} -OPTION: a | V -OPTION: b | D -OPTION: c | B -OPTION: d | P -ANSWER: c - -PROMPT: small i. {bk02-l1a-f5-02.mp3} -OPTION: a | i -OPTION: b | e -OPTION: c | y -OPTION: d | a -ANSWER: a - -PROMPT: small e. {bk02-l1a-f5-03.mp3} -OPTION: a | e -OPTION: b | a -OPTION: c | i -OPTION: d | o -ANSWER: a - -PROMPT: capital Y. {bk02-l1a-f5-04.mp3} -OPTION: a | Y -OPTION: b | I -OPTION: c | V -OPTION: d | T -ANSWER: a - -PROMPT: small n. {bk02-l1a-f5-05.mp3} -OPTION: a | m -OPTION: b | h -OPTION: c | n -OPTION: d | l -ANSWER: c - -PROMPT: small j. {bk02-l1a-f5-06.mp3} -OPTION: a | j -OPTION: b | g -OPTION: c | y -OPTION: d | q -ANSWER: a - -PROMPT: capital A. {bk02-l1a-f5-07.mp3} -OPTION: a | E -OPTION: b | A -OPTION: c | I -OPTION: d | O -ANSWER: b - -PROMPT: small p. {bk02-l1a-f5-08.mp3} -OPTION: a | b -OPTION: b | q -OPTION: c | p -OPTION: d | v -ANSWER: c - -PROMPT: capital Q. {bk02-l1a-f5-09.mp3} -OPTION: a | Q -OPTION: b | O -OPTION: c | X -OPTION: d | Z -ANSWER: a - -PROMPT: small x. {bk02-l1a-f5-10.mp3} -OPTION: a | f -OPTION: b | k -OPTION: c | w -OPTION: d | x -ANSWER: d - -# Source: LLA 1A Figure 6 -$SELECT Hear the Vowel -ID: 1a-f6 -INTRO: Five vowels: a, e, i, o, u. Listen, repeat the vowel aloud, then tap it. -INSTRUCTION: Tap the vowel you hear. -REPEAT - -PROMPT: A. A. {bk02-l1a-f6-01.mp3} -OPTION: a | a -OPTION: b | c -OPTION: c | l -OPTION: d | o -OPTION: e | v -ANSWER: a - -PROMPT: E. E. {bk02-l1a-f6-02.mp3} -OPTION: a | U -OPTION: b | E -OPTION: c | V -OPTION: d | F -OPTION: e | H -ANSWER: b - -PROMPT: I. I. {bk02-l1a-f6-03.mp3} -OPTION: a | y -OPTION: b | e -OPTION: c | u -OPTION: d | i -OPTION: e | z -ANSWER: d - -PROMPT: O. O. {bk02-l1a-f6-04.mp3} -OPTION: a | o -OPTION: b | u -OPTION: c | a -OPTION: d | i -OPTION: e | e -ANSWER: a - -PROMPT: U. U. {bk02-l1a-f6-05.mp3} -OPTION: a | W -OPTION: b | V -OPTION: c | U -OPTION: d | O -OPTION: e | A -ANSWER: c - -# Source: LLA 1A Figure 7 -$SELECT Same or Different? -ID: 1a-f7 -INTRO: Now word pairs that differ by one small sound — like "grow" and "crow". Tap S if the two words are exactly the same, or D if they are different. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) - -PROMPT: come, gum. {bk02-l1a-f7-01.mp3} -ANSWER: d - -PROMPT: pig, pig. {bk02-l1a-f7-02.mp3} -ANSWER: s - -PROMPT: whacking, wagging. {bk02-l1a-f7-03.mp3} -ANSWER: d - -PROMPT: peck, peg. {bk02-l1a-f7-04.mp3} -ANSWER: d - -PROMPT: grow, crow. {bk02-l1a-f7-05.mp3} -ANSWER: d - -PROMPT: sagging, sagging. {bk02-l1a-f7-06.mp3} -ANSWER: s - -PROMPT: bag, back. {bk02-l1a-f7-07.mp3} -ANSWER: d - -PROMPT: knack, knack. {bk02-l1a-f7-08.mp3} -ANSWER: s - -PROMPT: glue, clue. {bk02-l1a-f7-09.mp3} -ANSWER: d - -PROMPT: snicker, snicker. {bk02-l1a-f7-10.mp3} -ANSWER: s - -# SKIPPED (book): ST Listening Skill "SAME/DIFFERENT /k/ /g/, /m/ /n/" — instructor-read discrimination with no given words; the cassette Same/Different drills (here and in part 1-6) cover both pairs. - -$LESSON 1-4: Numbers and Time - -# Source: ST §Numbers 100-999 -$GRAMMAR Numbers 100–999 -ID: l1-s4 -INTRO: This part is all numbers and clocks. First, the full landscape from one hundred to nine hundred ninety-nine — for reference, not for memorizing tonight. - -| | | | | | | | | | | -|---|---|---|---|---|---|---|---|---|---| -| 100 | 101 | 102 | 103 | 104 | 105 | 106 | 107 | 108 | 109 | -| 110 | 111 | 112 | 113 | 114 | 115 | 116 | 117 | 118 | 119 | -| 120 | 121 | 122 | 123 | 124 | 125 | 126 | 127 | 128 | 129 | -| 130 | 131 | 132 | 133 | 134 | 135 | 136 | 137 | 138 | 139 | -| 140 | 141 | 142 | 143 | 144 | 145 | 146 | 147 | 148 | 149 | -| 150 | 151 | 152 | 153 | 154 | 155 | 156 | 157 | 158 | 159 | -| 160 | 161 | 162 | 163 | 164 | 165 | 166 | 167 | 168 | 169 | -| 170 | 171 | 172 | 173 | 174 | 175 | 176 | 177 | 178 | 179 | -| 180 | 181 | 182 | 183 | 184 | 185 | 186 | 187 | 188 | 189 | -| 190 | 191 | 192 | 193 | 194 | 195 | 196 | 197 | 198 | 199 | -| 200 | 201 | 202 | 203 | 204 | 205 | . | . | . | 299 | -| 300 | 301 | 302 | 303 | 304 | 305 | . | . | . | 399 | -| 400 | 401 | 402 | 403 | 404 | 405 | . | . | . | 499 | -| 500 | 501 | 502 | 503 | 504 | 505 | . | . | . | 599 | -| 600 | 601 | 602 | 603 | 604 | 605 | . | . | . | 699 | -| 700 | 701 | 702 | 703 | 704 | 705 | . | . | . | 799 | -| 800 | 801 | 802 | 803 | 804 | 805 | . | . | . | 899 | -| 900 | 901 | 902 | 903 | 904 | 905 | . | . | . | 999 | - -# Source: ST §Hundreds -$GRAMMAR Saying the Hundreds -ID: l1-s7 -INTRO: How to say big numbers out loud — and yes, English gives you several correct ways. +CARD: The short forms work for other numbers too. +{five sixty-seven} +{three hundred and fifty} +SUMMARY: | | | | | |---|---|---|---| | 100 | one hundred | 121 | one hundred twenty-one | @@ -693,9 +415,9 @@ INTRO: How to say big numbers out loud — and yes, English gives you several co | 900 | nine hundred | 350 | three hundred and fifty | # Source: LLA 1B Figure 1 -$DIALOGUE Repeat the Numbers +$DIALOGUE Three-Digit Numbers ID: 1b-f1 -INTRO: Warm up your mouth on ten big numbers. Listen and repeat each one. +INTRO: Listen to ten three-digit numbers and repeat each one. Say them like you mean them. INSTRUCTION: Repeat the numbers. REPEAT @@ -711,10 +433,10 @@ LINE: 706 {bk02-l1b-f1-09.mp3} LINE: 412 {bk02-l1b-f1-10.mp3} # Source: LLA 1B Figure 2 -# DROPPED (twin): ST "Circle the Number" — TTS twin of this cassette activity (same task, same modality); the cassette version is kept. -$SELECT Tap the Number +$SELECT Tap the Number You Hear ID: 1b-f2 -INTRO: Now just listen. You'll hear a number — tap the one you heard. Some of these differ by a single digit, so no dozing. +HIDE_PROMPT +INTRO: Now just your ears: listen to each number and tap the digits you heard. Some of these are close — 17 and 70 love to trade places. INSTRUCTION: Tap the number you hear. PROMPT: 170 {bk02-l1b-f2-01.mp3} @@ -837,20 +559,22 @@ OPTION: b | 116 OPTION: c | 114 ANSWER: a -# Source: LLA 1C Figure 4 (moved here — number dictation belongs with the numbers work) -# DROPPED (twin): ST "Write the Number" — TTS twin of this cassette number dictation; the cassette version is kept. -$PRODUCE Type the Number -ID: 1c-f4 +# DROPPED (ST): §Listen and Circle the Number — TTS twin of LLA 1B Figure 2 (same listen-and-tap-the-number task); the cassette version is kept. +# SKIPPED (book): Vocabulary "DICTATION" (Listen and write the number, ST p. 8) — instructor-read with no printed stimuli; convertible later with chosen numbers + TTS. + +# Source: LLA 1C Figure 4 +$PRODUCE Type the Number You Hear +ID: 2-1c-f4 INPUT: type CHECK: exact -INTRO: Dictation time. Listen to each number and type it in digits — every digit counts. +INTRO: One step harder: no choices this time. Listen to each three-digit number and type the digits. INSTRUCTION: Type the number you hear. PROMPT: 765 {bk02-l1c-f4-01.mp3} RESPONSE: 765 {bk02-l1c-f4-01.mp3} PROMPT: 251 {bk02-l1c-f4-02.mp3} -RESPONSE: 251 {bk02-l1c-f4-02.mp3} +RESPONSE: 251 PROMPT: 394 {bk02-l1c-f4-03.mp3} RESPONSE: 394 {bk02-l1c-f4-03.mp3} @@ -876,169 +600,496 @@ RESPONSE: 627 {bk02-l1c-f4-09.mp3} PROMPT: 942 {bk02-l1c-f4-10.mp3} RESPONSE: 942 {bk02-l1c-f4-10.mp3} +# Source: ST §What Time Is It? +$DIALOGUE What Time Is It? +ID: l1-s7 +INTRO: Now the clock. Two students ask and answer about the time — listen and repeat both lines of each little dialog. +INSTRUCTION: Listen and repeat each dialog. +REPEAT + +VOCAB: What time is it? +StudentA: What time is it? {st-page_017_001.jpg|A clock face displaying the time 9:10} +StudentB: It's 9:10. + +StudentA: What time is it? {st-page_017_002.jpg|A clock face displaying the time 10:15} +StudentB: It's 10:15. + +StudentA: What time is it? {st-page_017_003.jpg|A clock face displaying the time 7:20} +StudentB: It's 7:20. + +StudentA: What time is it? {st-page_017_004.jpg|A clock face displaying the time 8:30} +StudentB: It's 8:30. + +StudentA: What time is it? {st-page_017_005.jpg|A clock face displaying the time 8:00} +StudentB: It's 8:00. + +StudentA: What time is it? {st-page_017_006.jpg|A clock face displaying the time 2:50} +StudentB: It's 2:50. + +StudentA: What time is it? {st-page_017_007.jpg|A clock face displaying the time 1:10} +StudentB: It's 1:10. + +StudentA: What time is it? {st-page_017_008.jpg|A clock face displaying the time 10:30} +StudentB: It's 10:30. + +StudentA: What time is it? {st-page_017_009.jpg|A clock face displaying the time 2:20} +StudentB: It's 2:20. + +StudentA: What time is it? {st-page_017_010.jpg|A clock face displaying the time 9:30} +StudentB: It's 9:30. + # Source: LLA 1B Figure 3 -$PRODUCE Telling Time — Type the Minutes +$PRODUCE Write the Time ID: 1b-f3 INPUT: type CHECK: exact -INTRO: Numbers meet clocks. Look at each clock, listen to the question, and type the missing minutes. -INSTRUCTION: Type the correct time in minutes. +INTRO: Your turn to answer. Look at the clock, listen to the question, and type the missing minutes. +INSTRUCTION: Type the missing time. EXAMPLE -PROMPT: What time is it? {bk02-l1b-f3-ex-q.mp3} -TEMPLATE: It's 3:____{10}. {page_016_001.jpg} -RESPONSE: It's 3:10. {bk02-l1b-f3-ex-a.mp3} +PROMPT: What time is it? {bk02-l1b-f3-01-q.mp3} +TEMPLATE: It's 3: 10. {page_016_001.jpg|A clock face showing 3:10} +RESPONSE: It's 3:10. {bk02-l1b-f3-01-a.mp3} +ACCEPT: 10 PROMPT: What time is it? {bk02-l1b-f3-02-q.mp3} -TEMPLATE: It's 6:____{40}. {page_016_002.jpg} +TEMPLATE: It's 6: ____. {page_016_002.jpg|A clock face showing 6:40} RESPONSE: It's 6:40. {bk02-l1b-f3-02-a.mp3} +ACCEPT: 40 PROMPT: What time is it? {bk02-l1b-f3-03-q.mp3} -TEMPLATE: It's 12:____{15}. {page_016_003.jpg} +TEMPLATE: It's 12: ____. {page_016_003.jpg|A clock face showing 12:15} RESPONSE: It's 12:15. {bk02-l1b-f3-03-a.mp3} +ACCEPT: 15 PROMPT: What time is it? {bk02-l1b-f3-04-q.mp3} -TEMPLATE: It's 10:____{05|5}. {page_016_004.jpg} +TEMPLATE: It's 10: ____. {page_016_004.jpg|A clock face showing 10:05} RESPONSE: It's 10:05. {bk02-l1b-f3-04-a.mp3} +ACCEPT: 05 | 5 PROMPT: What time is it? {bk02-l1b-f3-05-q.mp3} -TEMPLATE: It's 3:____{30}. {page_016_005.jpg} +TEMPLATE: It's 3: ____. {page_016_005.jpg|A clock face showing 3:30} RESPONSE: It's 3:30. {bk02-l1b-f3-05-a.mp3} +ACCEPT: 30 PROMPT: What time is it? {bk02-l1b-f3-06-q.mp3} -TEMPLATE: It's 9:____{15}. {page_016_006.jpg} +TEMPLATE: It's 9: ____. {page_016_006.jpg|A clock face showing 9:15} RESPONSE: It's 9:15. {bk02-l1b-f3-06-a.mp3} +ACCEPT: 15 PROMPT: What time is it? {bk02-l1b-f3-07-q.mp3} -TEMPLATE: It's 2:____{20}. {page_016_007.jpg} +TEMPLATE: It's 2: ____. {page_016_007.jpg|A clock face showing 2:20} RESPONSE: It's 2:20. {bk02-l1b-f3-07-a.mp3} +ACCEPT: 20 PROMPT: What time is it? {bk02-l1b-f3-08-q.mp3} -TEMPLATE: It's 6:____{50}. {page_016_008.jpg} +TEMPLATE: It's 6: ____. {page_016_008.jpg|A clock face showing 6:50} RESPONSE: It's 6:50. {bk02-l1b-f3-08-a.mp3} +ACCEPT: 50 PROMPT: What time is it? {bk02-l1b-f3-09-q.mp3} -TEMPLATE: It's 8:____{00}. {page_016_009.jpg} +TEMPLATE: It's 8: ____. {page_016_009.jpg|A clock face showing 8:00} RESPONSE: It's 8 o'clock. {bk02-l1b-f3-09-a.mp3} ACCEPT: 00 | o'clock PROMPT: What time is it? {bk02-l1b-f3-10-q.mp3} -TEMPLATE: It's 7:____{10}. {page_016_010.jpg} +TEMPLATE: It's 7: ____. {page_016_010.jpg|A clock face showing 7:10} RESPONSE: It's 7:10. {bk02-l1b-f3-10-a.mp3} +ACCEPT: 10 PROMPT: What time is it? {bk02-l1b-f3-11-q.mp3} -TEMPLATE: It's 5:____{05|5}. {page_016_011.jpg} +TEMPLATE: It's 5: ____. {page_016_011.jpg|A clock face showing 5:05} RESPONSE: It's 5:05. {bk02-l1b-f3-11-a.mp3} +ACCEPT: 05 | 5 PROMPT: What time is it? {bk02-l1b-f3-12-q.mp3} -TEMPLATE: It's 2:____{30}. {page_016_012.jpg} +TEMPLATE: It's 2: ____. {page_016_012.jpg|A clock face showing 2:30} RESPONSE: It's 2:30. {bk02-l1b-f3-12-a.mp3} +ACCEPT: 30 -# Source: ST §What Time Is It? -$PRODUCE Telling Time — Say the Time -ID: l1-s8 +$SESSION 1-4: Questions with "Be" + +# Source: LLA 1B Listening/Speaking Activity 1 +$DIALOGUE Questions with "Be" +ID: 1b-ls1 +INTRO: In this part you'll learn to ask questions with "is" and "are". First, just listen to these questions and repeat each one aloud. +INSTRUCTION: Repeat the questions you hear. +REPEAT + +LINE: Is he a student? {bk02-l1b-f2-21.mp3} +LINE: Are you a pilot? {bk02-l1b-f2-22.mp3} +LINE: Is that girl angry? {bk02-l1b-f2-23.mp3} +LINE: Is that man your father? {bk02-l1b-f2-24.mp3} +LINE: Are those children your sisters? {bk02-l1b-f2-25.mp3} +LINE: Is the boy happy? {bk02-l1b-f2-26.mp3} +LINE: Are the mechanics tired? {bk02-l1b-f2-27.mp3} +LINE: Is that woman your mother? {bk02-l1b-f2-28.mp3} +LINE: Is your friend a teacher? {bk02-l1b-f2-29.mp3} +LINE: Are your brother and sister young? {bk02-l1b-f2-30.mp3} + +# Source: ST §Is Bill Tired? + §Question Formation with BE (two tables merged into one card sequence) +$GRAMMAR Asking Questions with "Be" +ID: l1-s19 +INTRO: The trick behind all those questions: the verb jumps to the front. That's it — that's the whole trick. + +CARD: To turn a statement into a question, move **is** to the front. +{Bill is tired.} +{Is Bill tired?} + +CARD: With **are**, do exactly the same. +{The children are sick.} +{Are the children sick?} + +CARD: The pattern works for any person and any describing word. +{Is the woman very hot?} +{Are you sick?} + +SUMMARY: +| Statement | Question | +|---|---| +| Bill is tired. | **Is Bill tired?** | +| Sue is tired. | **Is Sue tired?** | +| The student is tired. | **Is the student tired?** | +| You are sick. | **Are you sick?** | +| The children are sick. | **Are the children sick?** | +| They are sick. | **Are they sick?** | +| We are sick. | **Are we sick?** | + +| Verb | Subject | Modifier | Adjective | +|---|---|---|---| +| Is | he
she
the boy
the woman
the man
the child | (very) | happy?
angry?
old?
hot?
cold?
young?
sad?
sick?
well?
tired? | + +# Source: ST §Is Bill Tired? (reading list) +$DIALOGUE Read the Questions +ID: l1-s20 +INTRO: Read these questions to yourself — notice how every single one starts with "is" or "are". +INSTRUCTION: Read the sentences. + +LINE: Are you cold? +LINE: Is the girl sad? +LINE: Is your father angry? +LINE: Is her sister happy? +LINE: Are the children well? +LINE: Is the man very sick? +LINE: Are the men hot? +LINE: Is your friend very old? +LINE: Is his brother very young? +LINE: Are you tired? + +# Source: ST §He Is a Student. Is He a Student? +$DIALOGUE Statements and Questions +ID: l1-s23 +INTRO: A statement falls at the end; a yes/no question rises. Listen and repeat each sentence with the right melody — first the statements, then the questions. +INSTRUCTION: Listen and repeat the sentences with the correct intonation. +REPEAT + +LINE: They're students. +LINE: She's very young. +LINE: I'm a pilot. +LINE: Betty's a good cook. +LINE: He isn't very old. +LINE: Bill isn't a mechanic. +LINE: She isn't very sick. +LINE: I'm not a barber. +LINE: Are they students? +LINE: Is she very young? +LINE: Are you a pilot? +LINE: Is Betty a good cook? +LINE: Is he very old? +LINE: Is Bill a mechanic? +LINE: Is she very sick? +LINE: Are you a barber? + +# Source: ST §Write Questions with BE (identical prompts recast as two-word cues) +$PRODUCE Write the Questions +ID: l1-s22 +REFERENCE: l1-s19 +INPUT: type +CHECK: llm +INTRO: Now you build the questions. For each cue, type a full question starting with "is" or "are". Open the table if you get stuck. +INSTRUCTION: Type a question using the cue words. +RUBRIC: Accept any grammatically correct yes/no question with "Is/Are" + the cued subject + the cued adjective phrase (e.g. "Is he very happy?"). The word order Is/Are-first is the point — a statement fails. + +EXAMPLE +TEMPLATE: he / very happy +RESPONSE: Is he very happy? + +TEMPLATE: she / angry +RESPONSE: Is she angry? + +TEMPLATE: the boy / old +RESPONSE: Is the boy old? + +TEMPLATE: the woman / hot +RESPONSE: Is the woman hot? + +TEMPLATE: the man / cold +RESPONSE: Is the man cold? + +TEMPLATE: the child / very young +RESPONSE: Is the child very young? + +TEMPLATE: he / sad +RESPONSE: Is he sad? + +TEMPLATE: she / very sick +RESPONSE: Is she very sick? + +TEMPLATE: the boy / well +RESPONSE: Is the boy well? + +$SESSION 1-5: Questions with "Or" + +# Source: LLA 1B Listening/Speaking Activity 2 +$DIALOGUE Questions and Answers with "Or" +ID: 1b-ls2 +INTRO: In this part you'll learn questions that offer a choice: this or that? Listen to each question and its answer, and repeat both. +INSTRUCTION: Repeat the question and the answer. +REPEAT + +VOCAB: or +LINE: Is John a student or a teacher?\n— John is a teacher. {bk02-l1b-f3-13.mp3} +LINE: Are you sad or sick?\n— I'm sick. {bk02-l1b-f3-14.mp3} +LINE: Is your sister young or old?\n— My sister is young. {bk02-l1b-f3-15.mp3} +LINE: Is that pilot tired or sick?\n— That pilot is tired. {bk02-l1b-f3-16.mp3} +LINE: Is the teacher in the lab or in the classroom?\n— The teacher is in the lab. {bk02-l1b-f3-17.mp3} +LINE: Are the books on the table or in the desk?\n— The books are on the table. {bk02-l1b-f3-18.mp3} +LINE: Is the boy happy or angry?\n— The boy is happy. {bk02-l1b-f3-19.mp3} +LINE: Are the students sick or well?\n— The students are well. {bk02-l1b-f3-20.mp3} +LINE: Are Bob and Bill pilots or students?\n— Bob and Bill are pilots. {bk02-l1b-f3-21.mp3} +LINE: Is that boy your brother or your friend?\n— He is my brother. {bk02-l1b-f3-22.mp3} + +# Source: LLA 1B Listening/Speaking Activity 3 +$PRODUCE Answer with "Or" +ID: 1b-ls3 INPUT: speak CHECK: reveal -INTRO: Now say the time yourself — no typing, just you and the clock. Look at each clock, answer aloud, then check the model. -INSTRUCTION: Look at the clock and say the time. +INTRO: Same questions — now you answer them. Listen to the question and the short cue, answer aloud in a full sentence, then repeat the model. +INSTRUCTION: Answer aloud in a full sentence. +REPEAT -PROMPT: What time is it? {st-page_017_001.jpg} -RESPONSE: It's 9:10. +EXAMPLE +PROMPT: Is John a student or a teacher? {bk02-l1b-f3-23-q.mp3} +TEMPLATE: (a teacher) +RESPONSE: John is a teacher. {bk02-l1b-f3-23-a.mp3} -PROMPT: What time is it? {st-page_017_002.jpg} -RESPONSE: It's 10:15. +PROMPT: Are you sad or sick? {bk02-l1b-f3-24-q.mp3} +TEMPLATE: (sick) +RESPONSE: I'm sick. {bk02-l1b-f3-24-a.mp3} -PROMPT: What time is it? {st-page_017_003.jpg} -RESPONSE: It's 7:20. +PROMPT: Is your sister young or old? {bk02-l1b-f3-25-q.mp3} +TEMPLATE: (young) +RESPONSE: My sister is young. -PROMPT: What time is it? {st-page_017_004.jpg} -RESPONSE: It's 8:30. +PROMPT: Is that pilot tired or sick? {bk02-l1b-f3-26-q.mp3} +TEMPLATE: (tired) +RESPONSE: That pilot is tired. -PROMPT: What time is it? {st-page_017_005.jpg} -RESPONSE: It's 8:00. +PROMPT: Is the teacher in the lab or in the classroom? {bk02-l1b-f3-27-q.mp3} +TEMPLATE: (in the lab) +RESPONSE: The teacher is in the lab. -PROMPT: What time is it? {st-page_017_006.jpg} -RESPONSE: It's 2:50. +PROMPT: Are the books on the table or in the desk? {bk02-l1b-f3-28-q.mp3} +TEMPLATE: (on the table) +RESPONSE: The books are on the table. {bk02-l1b-f3-28-a.mp3} -PROMPT: What time is it? {st-page_017_007.jpg} -RESPONSE: It's 1:10. +PROMPT: Is the boy happy or angry? {bk02-l1b-f3-29-q.mp3} +TEMPLATE: (happy) +RESPONSE: The boy is happy. {bk02-l1b-f3-29-a.mp3} -PROMPT: What time is it? {st-page_017_008.jpg} -RESPONSE: It's 10:30. +PROMPT: Are the students sick or well? {bk02-l1b-f3-30-q.mp3} +TEMPLATE: (well) +RESPONSE: The students are well. -PROMPT: What time is it? {st-page_017_009.jpg} -RESPONSE: It's 2:20. +PROMPT: Are Bob and Bill pilots or students? {bk02-l1b-f3-31-q.mp3} +TEMPLATE: (pilots) +RESPONSE: Bob and Bill are pilots. {bk02-l1b-f3-31-a.mp3} -PROMPT: What time is it? {st-page_017_010.jpg} -RESPONSE: It's 9:30. +PROMPT: Is that boy your brother or your friend? {bk02-l1b-f3-32-q.mp3} +TEMPLATE: (my brother) +RESPONSE: He's my brother. {bk02-l1b-f3-32-a.mp3} -$LESSON 1-5: And, Or, and Too +# Source: ST §Is Bill Happy or Angry? +$DIALOGUE Read and Repeat: "Or" Questions +ID: l1-s28 +INTRO: A few more choice questions with their answers. Repeat each pair — question up, answer down. +INSTRUCTION: Repeat and read these questions and statements. +REPEAT + +LINE: Is Ted hot or cold?\nTed is hot. +LINE: Are they in the lab or in the classroom?\nThey are in the classroom. +LINE: Are you a student or a teacher?\nI'm a student. +LINE: Is she sick or tired?\nShe's tired. +LINE: Is Bob a pilot or a mechanic?\nBob is a pilot. + +# Source: ST §Are They Happy or Sad? +$PRODUCE Type "Or" +ID: l1-s29 +INPUT: type +CHECK: exact +INTRO: Quick check: type the little word "or" to complete each question. +INSTRUCTION: Type "or" to complete the sentence. + +TEMPLATE: Is the book on the table ____{or} in the desk?\nThe book is in the desk. +RESPONSE: Is the book on the table or in the desk?\nThe book is in the desk. +ACCEPT: or + +TEMPLATE: Is Mary young ____{or} old?\nMary is young. +RESPONSE: Is Mary young or old?\nMary is young. +ACCEPT: or + +TEMPLATE: Are you sick ____{or} well?\nI'm sick. +RESPONSE: Are you sick or well?\nI'm sick. +ACCEPT: or + +TEMPLATE: Are they cooks ____{or} barbers?\nThey are cooks. +RESPONSE: Are they cooks or barbers?\nThey are cooks. +ACCEPT: or + +TEMPLATE: Is the map on the wall ____{or} in the book?\nThe map is on the wall. +RESPONSE: Is the map on the wall or in the book?\nThe map is on the wall. +ACCEPT: or + +# Source: LLA 1D Listening/Speaking Activity (Figure 2 Part 2) +$PRODUCE Ask Questions with "Or" +ID: 2-1d-ls1 +INPUT: speak +CHECK: reveal +INTRO: Now you make the questions. From the cue words, ask a question with "or" — then listen to the model and repeat it. +INSTRUCTION: Ask the question aloud using "or". +REPEAT + +EXAMPLE +PROMPT: Bob, sick, tired. {bk02-l1d-f2-11-q.mp3} +RESPONSE: Is Bob sick or tired? {bk02-l1d-f2-11-a.mp3} + +PROMPT: John, happy, sad. {bk02-l1d-f2-12-q.mp3} +RESPONSE: Is John happy or sad? {bk02-l1d-f2-12-a.mp3} + +PROMPT: Mary, young, old. {bk02-l1d-f2-13-q.mp3} +RESPONSE: Is Mary young or old? {bk02-l1d-f2-13-a.mp3} + +PROMPT: Bill, sick, well. {bk02-l1d-f2-14-q.mp3} +RESPONSE: Is Bill sick or well? {bk02-l1d-f2-14-a.mp3} + +PROMPT: Betty, hot, cold. {bk02-l1d-f2-15-q.mp3} +RESPONSE: Is Betty hot or cold? {bk02-l1d-f2-15-a.mp3} + +PROMPT: The boy, angry, tired. {bk02-l1d-f2-16-q.mp3} +RESPONSE: Is the boy angry or tired? {bk02-l1d-f2-16-a.mp3} + +PROMPT: The girl, sick, tired. {bk02-l1d-f2-17-q.mp3} +RESPONSE: Is the girl sick or tired? {bk02-l1d-f2-17-a.mp3} + +PROMPT: His brother, happy, angry. {bk02-l1d-f2-18-q.mp3} +RESPONSE: Is his brother happy or angry? {bk02-l1d-f2-18-a.mp3} + +PROMPT: His father, sad, tired. {bk02-l1d-f2-19-q.mp3} +RESPONSE: Is his father sad or tired? {bk02-l1d-f2-19-a.mp3} + +PROMPT: Her mother, happy, sad. {bk02-l1d-f2-20-q.mp3} +RESPONSE: Is her mother happy or sad? {bk02-l1d-f2-20-a.mp3} + +PROMPT: Your friend, young, old. {bk02-l1d-f2-21-q.mp3} +RESPONSE: Is your friend young or old? {bk02-l1d-f2-21-a.mp3} + +# Source: LLA 1D Figure 4 +$PRODUCE Add a Second Choice +ID: 2-1d-f4 +INPUT: speak +CHECK: reveal +SHOW_PROMPT +REPEAT +INTRO: One more twist: you'll read a question, then hear a second option. Combine them into one question with "or", and repeat the model answer. +INSTRUCTION: Make a question using "or". + +EXAMPLE +TEMPLATE: Is he in the lab? +PROMPT: In the classroom. {bk02-l1d-f4-ex-q.mp3} +RESPONSE: Is he in the lab or in the classroom? {bk02-l1d-f4-ex-a.mp3} + +TEMPLATE: Is she your sister? +PROMPT: Your friend? {bk02-l1d-f4-01-q.mp3} +RESPONSE: Is she your sister or your friend? {bk02-l1d-f4-01-a.mp3} + +TEMPLATE: Is this letter a vowel? +PROMPT: A consonant. {bk02-l1d-f4-02-q.mp3} +RESPONSE: Is this letter a vowel or a consonant? {bk02-l1d-f4-02-a.mp3} + +TEMPLATE: Is he a teacher? +PROMPT: A student. {bk02-l1d-f4-03-q.mp3} +RESPONSE: Is he a teacher or a student? {bk02-l1d-f4-03-a.mp3} + +TEMPLATE: Is Linda old? +PROMPT: Young. {bk02-l1d-f4-04-q.mp3} +RESPONSE: Is Linda old or young? {bk02-l1d-f4-04-a.mp3} + +TEMPLATE: Are they cooks? +PROMPT: Barbers. {bk02-l1d-f4-05-q.mp3} +RESPONSE: Are they cooks or barbers? {bk02-l1d-f4-05-a.mp3} + +TEMPLATE: Are they your friends? +PROMPT: Your brothers. {bk02-l1d-f4-06-q.mp3} +RESPONSE: Are they your friends or your brothers? {bk02-l1d-f4-06-a.mp3} + +TEMPLATE: Is he your father? +PROMPT: Your brother. {bk02-l1d-f4-07-q.mp3} +RESPONSE: Is he your father or your brother? {bk02-l1d-f4-07-a.mp3} + +TEMPLATE: Are you a teacher? +PROMPT: A student. {bk02-l1d-f4-08-q.mp3} +RESPONSE: Are you a teacher or a student? {bk02-l1d-f4-08-a.mp3} + +$SESSION 1-6: "And" and "Too" # Source: ST §Betty and Ted Are Teachers. -$DIALOGUE Betty and Ted Are Teachers +$DIALOGUE Two Sentences into One: "And" and "Too" ID: l1-s25 -INTRO: In this part you'll join sentences together with "and", "or", and "too" — twice the meaning for half the words. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. +INTRO: In this part you'll learn to join sentences with "and" — two sentences in, one sentence out. Repeat each set. +INSTRUCTION: Repeat and read the sentences. REPEAT VOCAB: and -LINE: Bob is a student. Susan is a student, too. Bob and Susan are students. +VOCAB: too +LINE: Bob is a student. Susan is a student, too.\nBob and Susan are students. +LINE: Mary is sick. I am sick, too.\nMary and I are sick. +LINE: Betty is a pilot. Ted is a pilot, too.\nBetty and Ted are pilots. +LINE: Linda is very young. John is very young, too.\nLinda and John are very young. +LINE: Bill is hot. Joe is hot, too.\nBill and Joe are hot. -LINE: Mary is sick. I am sick, too. Mary and I are sick. - -LINE: Betty is a pilot. Ted is a pilot, too. Betty and Ted are pilots. - -LINE: Linda is very young. John is very young, too. Linda and John are very young. - -LINE: Bill is hot. Joe is hot, too. Bill and Joe are hot. - -# Source: new (gap: "and", "or", and "too" drilled across 1B and 1D but never explained) -$GRAMMAR Joining with And, Or, and Too -ID: l1-s25-b -INTRO: Three small words, three jobs. Here's the map. - -**and** joins two people or two ideas: -{Bob and Susan are students.} — {He is a barber, and she is a teacher.} - -**too** means "also" — it goes at the end: -{Mary is sick. I am sick, too.} → {Mary is sick, and I am sick too.} - -**or** offers a choice, often in questions: -{Is he a teacher or a student?} — {Are you hot or cold?} - -# Source: ST §You and I Are Students. +# Source: ST §You and I Are Students $PRODUCE Type "And" ID: l1-s26 INPUT: type CHECK: exact -INTRO: A quick warm-up: type "and" where the two sentences become one. -INSTRUCTION: Type the missing word. +INTRO: Quick check: type "and" to join the two people into one sentence. +INSTRUCTION: Type "and" to complete the sentence. -TEMPLATE: You are a cook. I am a cook, too. You ____{and} I are cooks. -RESPONSE: You and I are cooks. +TEMPLATE: You are a cook. I am a cook, too.\nYou ____{and} I are cooks. +RESPONSE: You are a cook. I am a cook, too.\nYou and I are cooks. ACCEPT: and -TEMPLATE: Jan is angry. Bob is angry, too. Jan ____{and} Bob are angry. -RESPONSE: Jan and Bob are angry. +TEMPLATE: Jan is angry. Bob is angry, too.\nJan ____{and} Bob are angry. +RESPONSE: Jan is angry. Bob is angry, too.\nJan and Bob are angry. ACCEPT: and -TEMPLATE: Ted is cold. I am cold, too. Ted ____{and} I are cold. -RESPONSE: Ted and I are cold. +TEMPLATE: Ted is cold. I am cold, too.\nTed ____{and} I are cold. +RESPONSE: Ted is cold. I am cold, too.\nTed and I are cold. ACCEPT: and -TEMPLATE: You are a student. Ted is a student, too. You ____{and} Ted are students. -RESPONSE: You and Ted are students. +TEMPLATE: You are a student. Ted is a student, too.\nYou ____{and} Ted are students. +RESPONSE: You are a student. Ted is a student, too.\nYou and Ted are students. ACCEPT: and -TEMPLATE: Joe is very happy. Mary is very happy, too. Mary ____{and} Joe are very happy. -RESPONSE: Mary and Joe are very happy. +TEMPLATE: Joe is very happy. Mary is very happy, too.\nMary ____{and} Joe are very happy. +RESPONSE: Joe is very happy. Mary is very happy, too.\nMary and Joe are very happy. ACCEPT: and -# Source: LLA 1B Listening/Speaking 4 -$DIALOGUE Compound Sentences +# Source: LLA 1B Listening/Speaking Activity 4 +$DIALOGUE Sentences with "And" ID: 1b-ls4 -INTRO: Hear "and" at work joining people and whole sentences. Listen and repeat. -INSTRUCTION: Repeat the sentences. +INTRO: "And" also joins describing words and whole sentences. Listen and repeat each one aloud. +INSTRUCTION: Repeat the sentences you hear. REPEAT LINE: Bob is sick and tired. {bk02-l1b-f4-11.mp3} @@ -1055,439 +1106,421 @@ LINE: His brother and sister are young. {bk02-l1b-f4-20.mp3} # Source: ST §John Is a Pilot and Ken Is a Mechanic. $DIALOGUE What Are They? ID: l1-s27 -INTRO: Two people, two jobs, one sentence. Listen and repeat these questions and answers with "and". -INSTRUCTION: Listen and repeat. +INTRO: When two people have different jobs, "and" still does the work. Repeat each question-and-answer set. +INSTRUCTION: Repeat and read these statements and questions. REPEAT -LINE: You are a student. I am a teacher. What are you and I? I'm a student and you're a teacher. +LINE: You are a student. I am a teacher.\nWhat are you and I?\nI'm a student and you're a teacher. +LINE: He is a cook. She is a student.\nWhat are they?\nHe is a cook and she is a student. +LINE: Bob is a barber. Bill is a cook.\nWhat are Bob and Bill?\nBob is a barber and Bill is a cook. +LINE: Susan is a teacher. +LINE: Mary is a mechanic.\nWhat are Susan and Mary? +LINE: \nSusan is a teacher and Mary is a mechanic. +LINE: He is a pilot. They are mechanics.\nWhat are they?\nHe is a pilot and they are mechanics. +LINE: John is a barber. Joe is a teacher.\nWhat are John and Joe?\nJohn is a barber and Joe is a teacher. +LINE: Betty is a cook. +LINE: Mary is a student.\nWhat are Betty and Mary? +LINE: \nBetty is a cook and Mary is a student. +LINE: Linda is a pilot. Ted is a teacher.\nWhat are Linda and Ted?\nLinda is a pilot and Ted is a teacher. -LINE: He is a cook. She is a student. What are they? He is a cook and she is a student. - -LINE: Bob is a barber. Bill is a cook. What are Bob and Bill? Bob is a barber and Bill is a cook. - -LINE: Susan is a teacher. Mary is a mechanic. What are Susan and Mary? Susan is a teacher and Mary is a mechanic. - -LINE: He is a pilot. They are mechanics. What are they? He is a pilot and they are mechanics. - -LINE: John is a barber. Joe is a teacher. What are John and Joe? John is a barber and Joe is a teacher. - -LINE: Betty is a cook. Mary is a student. What are Betty and Mary? Betty is a cook and Mary is a student. - -LINE: Linda is a pilot. Ted is a teacher. What are Linda and Ted? Linda is a pilot and Ted is a teacher. - -# Source: LLA 1B Figure 5 (on-screen cues added to match the worked example) -$PRODUCE Make One Sentence with "And ... Too" +# Source: LLA 1B Figure 5 +$PRODUCE Combine with "And" and "Too" ID: 1b-f5 INPUT: speak CHECK: reveal -INTRO: Your turn to build sentences. You'll hear a sentence and a new subject — join them with "and" and "too", say your sentence, then repeat the model. -INSTRUCTION: Make a new sentence using "and" and "too". +INTRO: Your turn to combine. Take the sentence and the person in parentheses, and make one sentence with "and" and "too". Then repeat the model. +INSTRUCTION: Say the combined sentence using "and" and "too". REPEAT EXAMPLE +PROMPT: Mary is sick. {bk02-l1b-f5-ex-q.mp3} TEMPLATE: Mary is sick. (her mother) -PROMPT: Mary is sick. Her mother. {bk02-l1b-f5-ex-q.mp3} RESPONSE: Mary is sick, and her mother is sick too. {bk02-l1b-f5-ex-a.mp3} +PROMPT: John is cold. {bk02-l1b-f5-01-q.mp3} TEMPLATE: John is cold. (Linda) -PROMPT: John is cold. Linda. {bk02-l1b-f5-01-q.mp3} RESPONSE: John is cold, and Linda is cold too. {bk02-l1b-f5-01-a.mp3} +PROMPT: Mrs. Wilson is tired. {bk02-l1b-f5-02-q.mp3} TEMPLATE: Mrs. Wilson is tired. (Mr. Wilson) -PROMPT: Mrs. Wilson is tired. Mr. Wilson. {bk02-l1b-f5-02-q.mp3} RESPONSE: Mrs. Wilson is tired, and Mr. Wilson is tired too. {bk02-l1b-f5-02-a.mp3} +PROMPT: Ted is sad. {bk02-l1b-f5-03-q.mp3} TEMPLATE: Ted is sad. (Bob) -PROMPT: Ted is sad. Bob. {bk02-l1b-f5-03-q.mp3} RESPONSE: Ted is sad, and Bob is sad too. {bk02-l1b-f5-03-a.mp3} +PROMPT: Henry is happy. {bk02-l1b-f5-04-q.mp3} TEMPLATE: Henry is happy. (I) -PROMPT: Henry is happy. I. {bk02-l1b-f5-04-q.mp3} RESPONSE: Henry is happy, and I'm happy too. {bk02-l1b-f5-04-a.mp3} +PROMPT: Tom is angry. {bk02-l1b-f5-05-q.mp3} TEMPLATE: Tom is angry. (John) -PROMPT: Tom is angry. John. {bk02-l1b-f5-05-q.mp3} RESPONSE: Tom is angry, and John is angry too. {bk02-l1b-f5-05-a.mp3} +PROMPT: Linda is young. {bk02-l1b-f5-06-q.mp3} TEMPLATE: Linda is young. (John) -PROMPT: Linda is young. John. {bk02-l1b-f5-06-q.mp3} RESPONSE: Linda is young, and John is young too. {bk02-l1b-f5-06-a.mp3} -TEMPLATE: We are well. (they) -PROMPT: We are well. They. {bk02-l1b-f5-07-q.mp3} +PROMPT: We are well. {bk02-l1b-f5-07-q.mp3} +TEMPLATE: We are well. (They) RESPONSE: We are well, and they are well too. {bk02-l1b-f5-07-a.mp3} -TEMPLATE: They are hot. (we) -PROMPT: They are hot. We. {bk02-l1b-f5-08-q.mp3} +PROMPT: They are hot. {bk02-l1b-f5-08-q.mp3} +TEMPLATE: They are hot. (We) RESPONSE: They are hot, and we are hot too. {bk02-l1b-f5-08-a.mp3} -# Source: LLA 1B Listening/Speaking 2 -# DROPPED (twin): ST "Is Bill Happy or Angry?" — TTS twin of this cassette "or" question-and-answer pass; the cassette version is kept. -$DIALOGUE Or-Questions and Answers -ID: 1b-ls2 -INTRO: Now "or" — a question that hands you the answer on a plate. Listen to each question and its answer, then repeat both. -INSTRUCTION: Repeat the question and the answer. -REPEAT +$SESSION 1-7: One Man, Two Men — Plurals -LINE: Is John a student or a teacher? John is a teacher. {bk02-l1b-f3-13.mp3} -LINE: Are you sad or sick? I'm sick. {bk02-l1b-f3-14.mp3} -LINE: Is your sister young or old? My sister is young. {bk02-l1b-f3-15.mp3} -LINE: Is that pilot tired or sick? That pilot is tired. {bk02-l1b-f3-16.mp3} -LINE: Is the teacher in the lab or in the classroom? The teacher is in the lab. {bk02-l1b-f3-17.mp3} -LINE: Are the books on the table or in the desk? The books are on the table. {bk02-l1b-f3-18.mp3} -LINE: Is the boy happy or angry? The boy is happy. {bk02-l1b-f3-19.mp3} -LINE: Are the students sick or well? The students are well. {bk02-l1b-f3-20.mp3} -LINE: Are Bob and Bill pilots or students? Bob and Bill are pilots. {bk02-l1b-f3-21.mp3} -LINE: Is that boy your brother or your friend? He is my brother. {bk02-l1b-f3-22.mp3} - -# Source: LLA 1B Listening/Speaking 3 -$PRODUCE Answer the Or-Question -ID: 1b-ls3 -INPUT: speak -CHECK: reveal -INTRO: Same questions — but now you answer. Listen to the question and the short cue, answer aloud in a full sentence, then repeat the model. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -EXAMPLE -PROMPT: Is John a student or a teacher? A teacher. {bk02-l1b-f3-23-q.mp3} -RESPONSE: John is a teacher. {bk02-l1b-f3-23-a.mp3} - -PROMPT: Are you sad or sick? Sick. {bk02-l1b-f3-24-q.mp3} -RESPONSE: I'm sick. {bk02-l1b-f3-24-a.mp3} - -PROMPT: Is your sister young or old? Young. {bk02-l1b-f3-25-q.mp3} -RESPONSE: My sister is young. {bk02-l1b-f3-25-a.mp3} - -PROMPT: Is that pilot tired or sick? Tired. {bk02-l1b-f3-26-q.mp3} -RESPONSE: That pilot is tired. {bk02-l1b-f3-26-a.mp3} - -PROMPT: Is the teacher in the lab or in the classroom? In the lab. {bk02-l1b-f3-27-q.mp3} -RESPONSE: The teacher is in the lab. {bk02-l1b-f3-27-a.mp3} - -PROMPT: Are the books on the table or in the desk? On the table. {bk02-l1b-f3-28-q.mp3} -RESPONSE: The books are on the table. {bk02-l1b-f3-28-a.mp3} - -PROMPT: Is the boy happy or angry? Happy. {bk02-l1b-f3-29-q.mp3} -RESPONSE: The boy is happy. {bk02-l1b-f3-29-a.mp3} - -PROMPT: Are the students sick or well? Well. {bk02-l1b-f3-30-q.mp3} -RESPONSE: The students are well. {bk02-l1b-f3-30-a.mp3} - -PROMPT: Are Bob and Bill pilots or students? Pilots. {bk02-l1b-f3-31-q.mp3} -RESPONSE: Bob and Bill are pilots. {bk02-l1b-f3-31-a.mp3} - -PROMPT: Is that boy your brother or your friend? My brother. {bk02-l1b-f3-32-q.mp3} -RESPONSE: He's my brother. {bk02-l1b-f3-32-a.mp3} - -# Source: LLA 1D Figure 2, Part 2 -$PRODUCE Ask the Or-Question -ID: 1d-ls1 -INPUT: speak -CHECK: reveal -INTRO: Now you build the question. You'll hear a name and two words — ask an "or" question with them, then repeat the correct question. -INSTRUCTION: Ask a question using "or". -REPEAT - -EXAMPLE -PROMPT: Bob, sick, tired. {bk02-l1d-f2-ex-q.mp3} -RESPONSE: Is Bob sick or tired? {bk02-l1d-f2-ex-a.mp3} - -PROMPT: John, happy, sad. {bk02-l1d-f2-11-q.mp3} -RESPONSE: Is John happy or sad? {bk02-l1d-f2-11-a.mp3} - -PROMPT: Mary, young, old. {bk02-l1d-f2-12-q.mp3} -RESPONSE: Is Mary young or old? {bk02-l1d-f2-12-a.mp3} - -PROMPT: Bill, sick, well. {bk02-l1d-f2-13-q.mp3} -RESPONSE: Is Bill sick or well? {bk02-l1d-f2-13-a.mp3} - -PROMPT: Betty, hot, cold. {bk02-l1d-f2-14-q.mp3} -RESPONSE: Is Betty hot or cold? {bk02-l1d-f2-14-a.mp3} - -PROMPT: The boy, angry, tired. {bk02-l1d-f2-15-q.mp3} -RESPONSE: Is the boy angry or tired? {bk02-l1d-f2-15-a.mp3} - -PROMPT: The girl, sick, tired. {bk02-l1d-f2-16-q.mp3} -RESPONSE: Is the girl sick or tired? {bk02-l1d-f2-16-a.mp3} - -PROMPT: His brother, happy, angry. {bk02-l1d-f2-17-q.mp3} -RESPONSE: Is his brother happy or angry? {bk02-l1d-f2-17-a.mp3} - -PROMPT: His father, sad, tired. {bk02-l1d-f2-18-q.mp3} -RESPONSE: Is his father sad or tired? {bk02-l1d-f2-18-a.mp3} - -PROMPT: Her mother, happy, sad. {bk02-l1d-f2-19-q.mp3} -RESPONSE: Is her mother happy or sad? {bk02-l1d-f2-19-a.mp3} - -PROMPT: Your friend, young, old. {bk02-l1d-f2-20-q.mp3} -RESPONSE: Is your friend young or old? {bk02-l1d-f2-20-a.mp3} - -# Source: LLA 1D Figure 4 -$PRODUCE Add "Or" to the Question -ID: 1d-f4 -INPUT: speak -CHECK: reveal -INTRO: One more twist: take a yes/no question and a new choice, and stretch it into an "or" question. -INSTRUCTION: Make a new question using "or". -REPEAT - -EXAMPLE -TEMPLATE: Is he in the lab? (in the classroom) -PROMPT: Is he in the lab? In the classroom. {bk02-l1d-f4-ex-q.mp3} -RESPONSE: Is he in the lab or in the classroom? {bk02-l1d-f4-ex-a.mp3} - -TEMPLATE: Is she your sister? (your friend) -PROMPT: Is she your sister? Your friend? {bk02-l1d-f4-01-q.mp3} -RESPONSE: Is she your sister or your friend? {bk02-l1d-f4-01-a.mp3} - -TEMPLATE: Is this letter a vowel? (a consonant) -PROMPT: Is this letter a vowel? A consonant. {bk02-l1d-f4-02-q.mp3} -RESPONSE: Is this letter a vowel or a consonant? {bk02-l1d-f4-02-a.mp3} - -TEMPLATE: Is he a teacher? (a student) -PROMPT: Is he a teacher? A student. {bk02-l1d-f4-03-q.mp3} -RESPONSE: Is he a teacher or a student? {bk02-l1d-f4-03-a.mp3} - -TEMPLATE: Is Linda old? (young) -PROMPT: Is Linda old? Young. {bk02-l1d-f4-04-q.mp3} -RESPONSE: Is Linda old or young? {bk02-l1d-f4-04-a.mp3} - -TEMPLATE: Are they cooks? (barbers) -PROMPT: Are they cooks? Barbers. {bk02-l1d-f4-05-q.mp3} -RESPONSE: Are they cooks or barbers? {bk02-l1d-f4-05-a.mp3} - -TEMPLATE: Are they your friends? (your brothers) -PROMPT: Are they your friends? Your brothers. {bk02-l1d-f4-06-q.mp3} -RESPONSE: Are they your friends or your brothers? {bk02-l1d-f4-06-a.mp3} - -TEMPLATE: Is he your father? (your brother) -PROMPT: Is he your father? Your brother. {bk02-l1d-f4-07-q.mp3} -RESPONSE: Is he your father or your brother? {bk02-l1d-f4-07-a.mp3} - -TEMPLATE: Are you a teacher? (a student) -PROMPT: Are you a teacher? A student. {bk02-l1d-f4-08-q.mp3} -RESPONSE: Are you a teacher or a student? {bk02-l1d-f4-08-a.mp3} - -# Source: LLA 1B Figure 4 -$PRODUCE Type the Missing Word -ID: 1b-f4 -INPUT: type -CHECK: exact -INTRO: A mixed check on this part's words — "and", "or", and a few old friends. Listen to the sentence and type the missing word. -INSTRUCTION: Type the missing word. - -TEMPLATE: John ____ Bill are students. -PROMPT: John and Bill are students. {bk02-l1b-f4-01.mp3} -RESPONSE: John and Bill are students. {bk02-l1b-f4-01.mp3} -ACCEPT: and - -TEMPLATE: Is he a barber ____ a cook? -PROMPT: Is he a barber or a cook? {bk02-l1b-f4-02.mp3} -RESPONSE: Is he a barber or a cook? {bk02-l1b-f4-02.mp3} -ACCEPT: or - -TEMPLATE: Let's go to the ____. -PROMPT: Let's go to the lab. {bk02-l1b-f4-03.mp3} -RESPONSE: Let's go to the lab. {bk02-l1b-f4-03.mp3} -ACCEPT: lab - -TEMPLATE: ____ you a student? -PROMPT: Are you a student? {bk02-l1b-f4-04.mp3} -RESPONSE: Are you a student? {bk02-l1b-f4-04.mp3} -ACCEPT: Are - -TEMPLATE: Nice to meet ____. -PROMPT: Nice to meet you. {bk02-l1b-f4-05.mp3} -RESPONSE: Nice to meet you. {bk02-l1b-f4-05.mp3} -ACCEPT: you - -TEMPLATE: Are ____ children happy? -PROMPT: Are the children happy? {bk02-l1b-f4-06.mp3} -RESPONSE: Are the children happy? {bk02-l1b-f4-06.mp3} -ACCEPT: the - -TEMPLATE: Susan is a ____. -PROMPT: Susan is a teacher. {bk02-l1b-f4-07.mp3} -RESPONSE: Susan is a teacher. {bk02-l1b-f4-07.mp3} -ACCEPT: teacher - -TEMPLATE: Bob is a ____ and Ken is a mechanic. -PROMPT: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3} -RESPONSE: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3} -ACCEPT: pilot - -TEMPLATE: What ____ is it? -PROMPT: What time is it? {bk02-l1b-f4-09.mp3} -RESPONSE: What time is it? {bk02-l1b-f4-09.mp3} -ACCEPT: time - -TEMPLATE: Those ____ are consonants. -PROMPT: Those letters are consonants. {bk02-l1b-f4-10.mp3} -RESPONSE: Those letters are consonants. {bk02-l1b-f4-10.mp3} -ACCEPT: letters - -$LESSON 1-6: One Man, Two Men — Plurals - -# Source: ST §One Man -- Two Men (ST images given the st- namespace) +# Source: ST §One Man — Two Men (table rewritten as cards) $GRAMMAR One Man, Two Men -ID: l1-s13 -INTRO: This part is about plurals — and English saves its strangest ones for the most common words. Here they are. +ID: l1-s11 +INTRO: In this part you'll learn plurals — including the stubborn words that refuse to just add "-s". -| | | +CARD: A few important words change completely in the plural. +{a man} +{two men} +{a woman} +{three women} +{a child} +{seven children} + +CARD: Words ending in **-x** add **-es**. Words ending in a consonant plus **-y** change the **-y** to **-ies**. +{one box} +{five boxes} +{one family} +{two families} +{one penny} +{ten pennies} + +SUMMARY: +| Singular | Plural | |---|---| -| a man | two {men} | -| a woman | three {women} | -| a child | seven {children} | +| a man | two men | +| a woman | three women | +| a child | seven children | | one box | five boxes | | one family | two families | | one penny | ten pennies | -![a man / two men](st-page_021_001.jpg) -![a woman / three women](st-page_021_002.jpg) -![a child / seven children](st-page_021_003.jpg) -![one box / five boxes](st-page_022_001.jpg) -![one family / two families](st-page_022_002.jpg) -![one penny / ten pennies](st-page_022_003.jpg) - -# Source: LLA 1C Figure 1 +# Source: LLA 1C Figure 1 (pronunciation pass over the pairs the cards just taught) $DIALOGUE Singular and Plural -ID: 1c-f1 -INTRO: Now hear each pair — one, then many. Listen and repeat each word. -INSTRUCTION: Listen and repeat each word. +ID: 2-1c-f1 +INTRO: Now hear each pair. Listen to the singular and the plural, and repeat each word — "woman" and "women" sound closer than you'd like. +INSTRUCTION: Repeat each word. REPEAT -LINE: child {page_019_001.jpg} {bk02-l1c-f1-01.mp3} -LINE: children {page_019_002.jpg} {bk02-l1c-f1-02.mp3} -LINE: man {page_019_003.jpg} {bk02-l1c-f1-03.mp3} -LINE: men {page_019_004.jpg} {bk02-l1c-f1-04.mp3} -LINE: woman {page_019_005.jpg} {bk02-l1c-f1-05.mp3} -LINE: women {page_019_006.jpg} {bk02-l1c-f1-06.mp3} -LINE: family {page_019_007.jpg} {bk02-l1c-f1-07.mp3} -LINE: families {page_019_008.jpg} {bk02-l1c-f1-08.mp3} -LINE: penny {page_019_009.jpg} {bk02-l1c-f1-09.mp3} -LINE: pennies {page_019_010.jpg} {bk02-l1c-f1-10.mp3} -LINE: box {page_019_011.jpg} {bk02-l1c-f1-11.mp3} -LINE: boxes {page_019_012.jpg} {bk02-l1c-f1-12.mp3} +LINE: child {page_019_001.jpg|A boy with glasses looking down} {bk02-l1c-f1-01.mp3} + +LINE: children {page_019_002.jpg|Three children standing together, a boy and two girls} {bk02-l1c-f1-02.mp3} + +LINE: man {page_019_003.jpg|A man with glasses side profile} {bk02-l1c-f1-03.mp3} + +LINE: men {page_019_004.jpg|Two men in suits standing side by side} {bk02-l1c-f1-04.mp3} + +LINE: woman {page_019_005.jpg|A woman in a dress/apron with short blonde hair} {bk02-l1c-f1-05.mp3} + +LINE: women {page_019_006.jpg|Three women standing together} {bk02-l1c-f1-06.mp3} + +LINE: family {page_019_007.jpg|A large family group of people} {bk02-l1c-f1-07.mp3} + +LINE: families {page_019_008.jpg|A group of people sitting and standing around looking at a book} {bk02-l1c-f1-08.mp3} + +VOCAB: penny +LINE: penny {page_019_009.jpg|A single cent/penny coin showing the back with Lincoln Memorial and text "ONE CENT"} {bk02-l1c-f1-09.mp3} + +LINE: pennies {page_019_010.jpg|Five one-cent coins stacked in a row} {bk02-l1c-f1-10.mp3} + +VOCAB: box +LINE: box {page_019_011.jpg|An open cardboard box} {bk02-l1c-f1-11.mp3} + +LINE: boxes {page_019_012.jpg|Multiple closed cardboard boxes stacked together} {bk02-l1c-f1-12.mp3} # Source: LLA 1C Figure 2 -$PRODUCE Singular or Plural — Type the Noun -ID: 1c-f2 +$PRODUCE One Child, Two Children — Fill In +ID: 2-1c-f2 INPUT: type CHECK: exact -INTRO: Listen closely: is it one child or many children? Type the noun you hear, then repeat the full sentence. -INSTRUCTION: Type the missing word. +HIDE_PROMPT REPEAT +INTRO: Listen to each sentence and type the missing word — singular or plural, your ears will tell you. Then repeat the full sentence. +INSTRUCTION: Type the missing word. -TEMPLATE: The ____ is in school. PROMPT: The child is in school. {bk02-l1c-f2-01.mp3} +TEMPLATE: The ____ is in school. RESPONSE: The child is in school. {bk02-l1c-f2-01.mp3} ACCEPT: child -TEMPLATE: These ____ aren't tired. PROMPT: These children aren't tired. {bk02-l1c-f2-02.mp3} +TEMPLATE: These ____ aren't tired. RESPONSE: These children aren't tired. {bk02-l1c-f2-02.mp3} ACCEPT: children -TEMPLATE: That ____ is a pilot. PROMPT: That man is a pilot. {bk02-l1c-f2-03.mp3} +TEMPLATE: That ____ is a pilot. RESPONSE: That man is a pilot. {bk02-l1c-f2-03.mp3} ACCEPT: man -TEMPLATE: Those ____ are my friends. PROMPT: Those men are my friends. {bk02-l1c-f2-04.mp3} +TEMPLATE: Those ____ are my friends. RESPONSE: Those men are my friends. {bk02-l1c-f2-04.mp3} ACCEPT: men -TEMPLATE: That ____ is my mother. PROMPT: That woman is my mother. {bk02-l1c-f2-05.mp3} +TEMPLATE: That ____ is my mother. RESPONSE: That woman is my mother. {bk02-l1c-f2-05.mp3} ACCEPT: woman -TEMPLATE: The ____ are sisters. PROMPT: The women are sisters. {bk02-l1c-f2-06.mp3} +TEMPLATE: The ____ are sisters. RESPONSE: The women are sisters. {bk02-l1c-f2-06.mp3} ACCEPT: women -TEMPLATE: His ____ is very happy. PROMPT: His family is very happy. {bk02-l1c-f2-07.mp3} +TEMPLATE: His ____ is very happy. RESPONSE: His family is very happy. {bk02-l1c-f2-07.mp3} ACCEPT: family -TEMPLATE: These ____ are friends. PROMPT: These families are friends. {bk02-l1c-f2-08.mp3} +TEMPLATE: These ____ are friends. RESPONSE: These families are friends. {bk02-l1c-f2-08.mp3} ACCEPT: families +PROMPT: That is one penny. {bk02-l1c-f2-09.mp3} TEMPLATE: That is one ____. -PROMPT: That is 1 penny. {bk02-l1c-f2-09.mp3} RESPONSE: That is 1 penny. {bk02-l1c-f2-09.mp3} ACCEPT: penny +PROMPT: Those are ten pennies. {bk02-l1c-f2-10.mp3} TEMPLATE: Those are ten ____. -PROMPT: Those are 10 pennies. {bk02-l1c-f2-10.mp3} RESPONSE: Those are 10 pennies. {bk02-l1c-f2-10.mp3} ACCEPT: pennies -TEMPLATE: One ____ is on the table. PROMPT: One box is on the table. {bk02-l1c-f2-11.mp3} +TEMPLATE: One ____ is on the table. RESPONSE: One box is on the table. {bk02-l1c-f2-11.mp3} ACCEPT: box -TEMPLATE: Three ____ are under the table. PROMPT: Three boxes are under the table. {bk02-l1c-f2-12.mp3} +TEMPLATE: Three ____ are under the table. RESPONSE: Three boxes are under the table. {bk02-l1c-f2-12.mp3} ACCEPT: boxes -# Source: ST §Write the Correct Word +# Source: ST §Irregular and Regular Plurals $PRODUCE Type the Plural -ID: l1-s14 +ID: l1-s12 INPUT: type CHECK: exact -INTRO: From memory now — type the plural of each word. -INSTRUCTION: Type the plural word. +INTRO: Last plural check — no audio help this time. Type the plural form of each word. +INSTRUCTION: Type the plural form on the line. EXAMPLE -TEMPLATE: a man → eight ____ -RESPONSE: eight men +TEMPLATE: a man ---> eight ____{men} +RESPONSE: a man ---> eight men ACCEPT: men -TEMPLATE: a woman → three ____ -RESPONSE: three women +TEMPLATE: a woman ---> three ____{women} +RESPONSE: a woman ---> three women ACCEPT: women -TEMPLATE: a child → four ____ -RESPONSE: four children +TEMPLATE: a child ---> four ____{children} +RESPONSE: a child ---> four children ACCEPT: children -TEMPLATE: a box → ten ____ -RESPONSE: ten boxes +TEMPLATE: a box ---> ten ____{boxes} +RESPONSE: a box ---> ten boxes ACCEPT: boxes -TEMPLATE: a penny → five ____ -RESPONSE: five pennies +TEMPLATE: a penny ---> five ____{pennies} +RESPONSE: a penny ---> five pennies ACCEPT: pennies -TEMPLATE: a man → six ____ -RESPONSE: six men +TEMPLATE: a man ---> six ____{men} +RESPONSE: a man ---> six men ACCEPT: men -TEMPLATE: a family → two ____ -RESPONSE: two families +TEMPLATE: a family ---> two ____{families} +RESPONSE: a family ---> two families ACCEPT: families -# Source: LLA 1C Figure 3 -$SELECT Same or Different — M and N -ID: 1c-f3 -INTRO: "Man" and "men", "mine" and "nine" — small sounds carry the plural, so let's sharpen your ear. Tap S if the two words are the same, or D if they are different. +$SESSION 1-8: Sounds and Letters + +# Source: LLA 1A Figure 5 +$SELECT Alphabet Review +ID: 2-1a-f5 +INTRO: This part trains your ears on English sounds and letters. First, the alphabet: listen to each letter and tap the one you hear. +INSTRUCTION: Tap the letter you hear. + +PROMPT: capital B {bk02-l1a-f5-01.mp3} +OPTION: a | V +OPTION: b | D +OPTION: c | B +OPTION: d | P +ANSWER: c + +PROMPT: small i {bk02-l1a-f5-02.mp3} +OPTION: a | i +OPTION: b | e +OPTION: c | y +OPTION: d | a +ANSWER: a + +PROMPT: small e {bk02-l1a-f5-03.mp3} +OPTION: a | e +OPTION: b | a +OPTION: c | i +OPTION: d | o +ANSWER: a + +PROMPT: capital Y {bk02-l1a-f5-04.mp3} +OPTION: a | Y +OPTION: b | I +OPTION: c | V +OPTION: d | T +ANSWER: a + +PROMPT: small n {bk02-l1a-f5-05.mp3} +OPTION: a | m +OPTION: b | h +OPTION: c | n +OPTION: d | l +ANSWER: c + +PROMPT: small j {bk02-l1a-f5-06.mp3} +OPTION: a | j +OPTION: b | g +OPTION: c | y +OPTION: d | q +ANSWER: a + +PROMPT: capital A {bk02-l1a-f5-07.mp3} +OPTION: a | E +OPTION: b | A +OPTION: c | I +OPTION: d | O +ANSWER: b + +PROMPT: small p {bk02-l1a-f5-08.mp3} +OPTION: a | b +OPTION: b | q +OPTION: c | p +OPTION: d | v +ANSWER: c + +PROMPT: capital Q {bk02-l1a-f5-09.mp3} +OPTION: a | Q +OPTION: b | O +OPTION: c | X +OPTION: d | Z +ANSWER: a + +PROMPT: small x {bk02-l1a-f5-10.mp3} +OPTION: a | f +OPTION: b | k +OPTION: c | w +OPTION: d | x +ANSWER: d + +# Source: LLA 1A Figure 6 +$SELECT Vowel Sounds +ID: 2-1a-f6 +INTRO: Now just the five vowels. Listen to the vowel, repeat it aloud, and tap the letter. +INSTRUCTION: Tap the vowel you hear. +REPEAT + +PROMPT: A {bk02-l1a-f6-01.mp3} +OPTION: a | a {bk02-l1a-f6-01-a.mp3} +OPTION: b | c +OPTION: c | l +OPTION: d | o +OPTION: e | v +ANSWER: a + +PROMPT: E {bk02-l1a-f6-02.mp3} +OPTION: a | U +OPTION: b | E {bk02-l1a-f6-02-a.mp3} +OPTION: c | V +OPTION: d | F +OPTION: e | H +ANSWER: b + +PROMPT: I {bk02-l1a-f6-03.mp3} +OPTION: a | y +OPTION: b | e +OPTION: c | u +OPTION: d | i {bk02-l1a-f6-03-a.mp3} +OPTION: e | z +ANSWER: d + +PROMPT: O {bk02-l1a-f6-04.mp3} +OPTION: a | o {bk02-l1a-f6-04-a.mp3} +OPTION: b | u +OPTION: c | a +OPTION: d | i +OPTION: e | e +ANSWER: a + +PROMPT: U {bk02-l1a-f6-05.mp3} +OPTION: a | W +OPTION: b | V +OPTION: c | U {bk02-l1a-f6-05-a.mp3} +OPTION: d | O +OPTION: e | A +ANSWER: c + +# Source: LLA 1A Figure 7 +$SELECT Same or Different? — K and G +ID: 2-1a-f7 +INTRO: You'll hear two words. Sometimes they're the same word twice; sometimes they differ by one small sound. Tap Same or Different. INSTRUCTION: Tap Same or Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +HIDE_PROMPT + +OPTION: s | Same +OPTION: d | Different + +PROMPT: come, gum {bk02-l1a-f7-01.mp3} +ANSWER: d + +PROMPT: pig, pig {bk02-l1a-f7-02.mp3} +ANSWER: s + +PROMPT: whacking, wagging {bk02-l1a-f7-03.mp3} +ANSWER: d + +PROMPT: peck, peg {bk02-l1a-f7-04.mp3} +ANSWER: d + +PROMPT: grow, crow {bk02-l1a-f7-05.mp3} +ANSWER: d + +PROMPT: sagging, sagging {bk02-l1a-f7-06.mp3} +ANSWER: s + +PROMPT: bag, back {bk02-l1a-f7-07.mp3} +ANSWER: d + +PROMPT: knack, knack {bk02-l1a-f7-08.mp3} +ANSWER: s + +PROMPT: glue, clue {bk02-l1a-f7-09.mp3} +ANSWER: d + +PROMPT: snicker, snicker {bk02-l1a-f7-10.mp3} +ANSWER: s + +# Source: LLA 1C Figure 3 +$SELECT Same or Different? — M and N +ID: 2-1c-f3 +HIDE_PROMPT +INTRO: Same game, new sounds — this round the difference often hides in "m" and "n". Tap Same or Different. +INSTRUCTION: Tap Same or Different. + +OPTION: s | Same +OPTION: d | Different PROMPT: map, map {bk02-l1c-f3-01.mp3} ANSWER: s -PROMPT: May, nay {bk02-l1c-f3-02.mp3} +PROMPT: may, nay {bk02-l1c-f3-02.mp3} ANSWER: d PROMPT: lemon, Lenin {bk02-l1c-f3-03.mp3} @@ -1515,12 +1548,14 @@ PROMPT: mine, nine {bk02-l1c-f3-10.mp3} ANSWER: d # Source: LLA 1C Figure 5 -$SELECT Pet or Pat? -ID: 1c-f5 -INTRO: The vowel in "men" is the vowel in "pet"; the vowel in "man" is the vowel in "pat". Listen to each word and tap A for the "pet" sound or B for the "pat" sound. +$SELECT Pet or Pat? — Hear the Difference +ID: 2-1c-f5 +HIDE_PROMPT +INTRO: Two vowel sounds English loves and learners don't: the sound in "pet" and the sound in "pat". Listen to each word and tap the sound you hear. INSTRUCTION: Tap the sound you hear. -OPTION: a | PET sound (as in head) -OPTION: b | PAT sound (as in had) + +OPTION: a | "pet" sound — as in "head" and "men" +OPTION: b | "pat" sound — as in "man" and "pat" EXAMPLE PROMPT: head {bk02-l1c-f5-ex.mp3} @@ -1556,31 +1591,73 @@ ANSWER: a PROMPT: cattle {bk02-l1c-f5-10.mp3} ANSWER: b -$LESSON 1-7: The Wilson Family — Putting It Together +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (/k/-/g/, /m/-/n/, ST p. 16) — instructor-read minimal pairs with no printed stimuli; the cassette Same/Different activities above cover the same contrasts. +# SKIPPED (book): Listening Skill "MAN / MEN" (/æ/-/ɛ/, ST p. 24) — instructor-read sound discrimination with no printed words; the cassette "Pet or Pat?" activity above covers the same contrast. + +$SESSION 1-9: The Wilson Family — Review and Practice + +# Source: LLA 1C Listening and Speaking Activity +$DIALOGUE Questions and Answers — Review +ID: 2-1c-ls1 +INTRO: This part pulls the whole lesson together. Start by listening to these questions and answers — who, what, where — and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Are those boys your brothers? {bk02-l1c-f4-11.mp3} +LINE: Yes, they are. {bk02-l1c-f4-12.mp3} +LINE: Who is that child? {bk02-l1c-f4-13.mp3} +LINE: That child is her sister. {bk02-l1c-f4-14.mp3} +LINE: What's your brother? {bk02-l1c-f4-15.mp3} +LINE: He's a pilot. {bk02-l1c-f4-16.mp3} +LINE: Are those women teachers or students? {bk02-l1c-f4-17.mp3} +LINE: They're students. {bk02-l1c-f4-18.mp3} +LINE: Where's Mr. Bates? {bk02-l1c-f4-19.mp3} +LINE: He's in the lab. {bk02-l1c-f4-20.mp3} +LINE: Is his father very tired? {bk02-l1c-f4-21.mp3} +LINE: No, his father isn't very tired. {bk02-l1c-f4-22.mp3} +LINE: Who is your teacher? {bk02-l1c-f4-23.mp3} +LINE: Ms. Adams is my teacher. {bk02-l1c-f4-24.mp3} +LINE: What are those men? {bk02-l1c-f4-25.mp3} +LINE: They're cooks. {bk02-l1c-f4-26.mp3} +LINE: Where's Ms. Wilson? {bk02-l1c-f4-27.mp3} +LINE: She's in the classroom. {bk02-l1c-f4-28.mp3} +LINE: Is Mrs. Bates your teacher? {bk02-l1c-f4-29.mp3} +LINE: No, she isn't. {bk02-l1c-f4-30.mp3} +LINE: Are the children sad? {bk02-l1c-f4-31.mp3} +LINE: No, they're very happy. {bk02-l1c-f4-32.mp3} # Source: LLA 1D Figure 1 -$DIALOGUE The Wilson Family — A Reading -ID: 1d-f1 -INTRO: Time to put the whole lesson together, starting with a short reading about the Wilsons. Listen and repeat each sentence. +$DIALOGUE The Wilson Family at Home +ID: 2-1d-f1 +INTRO: Here are the Wilsons again, all together at home. Listen to the description and repeat each sentence — you'll answer questions about it next. INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: This is a family. {page_023_001.jpg} {bk02-l1d-f1-01.mp3} -LINE: The father is Mr. Wilson. {page_023_001.jpg} {bk02-l1d-f1-02.mp3} -LINE: Mrs. Wilson is the mother. {page_023_001.jpg} {bk02-l1d-f1-03.mp3} -LINE: Two children are boys, and two children are girls. {page_023_002.jpg} {bk02-l1d-f1-04.mp3} -LINE: They are brothers and sisters. {page_023_002.jpg} {bk02-l1d-f1-05.mp3} -LINE: The brothers are Tom and John. {page_023_002.jpg} {bk02-l1d-f1-06.mp3} -LINE: The sisters are Jan and Linda. {page_023_002.jpg} {bk02-l1d-f1-07.mp3} -LINE: They are students. {page_023_002.jpg} {bk02-l1d-f1-08.mp3} -LINE: Mr. Wilson is a mechanic. {page_023_001.jpg} {bk02-l1d-f1-09.mp3} -LINE: Mrs. Wilson is a teacher. {page_023_001.jpg} {bk02-l1d-f1-10.mp3} +LINE: This is a family. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-01.mp3} -# Source: LLA 1D Figure 2, Part 1 -$SELECT Yes or No — The Wilsons -ID: 1d-f2 -REFERENCE -INTRO: Questions about the Wilsons — answer according to the reading. And no, Mr. Wilson is not your brother. Tap Yes or No. +LINE: The father is Mr. Wilson. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-02.mp3} + +LINE: Mrs. Wilson is the mother. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-03.mp3} + +LINE: Two children are boys, and two children are girls. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-04.mp3} + +LINE: They are brothers and sisters. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-05.mp3} + +LINE: The brothers are Tom and John. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-06.mp3} + +LINE: The sisters are Jan and Linda. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-07.mp3} + +LINE: They are students. {page_023_002.jpg|Three young people playing a board game together around a table} {bk02-l1d-f1-08.mp3} + +LINE: Mr. Wilson is a mechanic. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-09.mp3} + +LINE: Mrs. Wilson is a teacher. {page_023_001.jpg|A living room scene where a woman reads a magazine on a couch, a man talks on a wall-mounted telephone, and another man sits reading a newspaper} {bk02-l1d-f1-10.mp3} + +# Source: LLA 1D Figure 2 (Part 1) +$SELECT Yes or No? — The Wilson Family +ID: 2-1d-f2 +REFERENCE: 2-1d-f1 +INTRO: Now the questions. Answer about the Wilson family — tap Yes or No, and open the description if your memory needs a nudge. INSTRUCTION: Tap Yes or No. OPTION: y | Yes OPTION: n | No @@ -1625,50 +1702,130 @@ PROMPT: Are the children sick? {bk02-l1d-f2-10-q.mp3} ANSWER: n FEEDBACK: No, they aren't. {bk02-l1d-f2-10-a.mp3} -# Source: LLA 1C Listening/Speaking -$DIALOGUE Questions and Answers — Review -ID: 1c-ls1 -INTRO: A rapid review of the week's questions — who, what, where, and yes or no. Listen and repeat each question and each answer. -INSTRUCTION: Listen and repeat. +# Source: LLA 1B Figure 4 +$PRODUCE Listen and Type the Missing Word +ID: 1b-f4 +INPUT: type +CHECK: exact +HIDE_PROMPT REPEAT +INTRO: A mixed bag from the whole lesson. Listen to each sentence, type the missing word, then repeat the complete sentence. +INSTRUCTION: Type the missing word. -LINE: Are those boys your brothers? {bk02-l1c-f4-11.mp3} -LINE: Yes, they are. {bk02-l1c-f4-12.mp3} +PROMPT: John and Bill are students. {bk02-l1b-f4-01.mp3} +TEMPLATE: John ____ Bill are students. +RESPONSE: John and Bill are students. {bk02-l1b-f4-01.mp3} +ACCEPT: and -LINE: Who is that child? {bk02-l1c-f4-13.mp3} -LINE: That child is her sister. {bk02-l1c-f4-14.mp3} +PROMPT: Is he a barber or a cook? {bk02-l1b-f4-02.mp3} +TEMPLATE: Is he a barber ____ a cook? +RESPONSE: Is he a barber or a cook? {bk02-l1b-f4-02.mp3} +ACCEPT: or -LINE: What's your brother? {bk02-l1c-f4-15.mp3} -LINE: He's a pilot. {bk02-l1c-f4-16.mp3} +PROMPT: Let's go to the lab. {bk02-l1b-f4-03.mp3} +TEMPLATE: Let's go to the ____. +RESPONSE: Let's go to the lab. {bk02-l1b-f4-03.mp3} +ACCEPT: lab -LINE: Are those women teachers or students? {bk02-l1c-f4-17.mp3} -LINE: They're students. {bk02-l1c-f4-18.mp3} +PROMPT: Are you a student? {bk02-l1b-f4-04.mp3} +TEMPLATE: ____ you a student? +RESPONSE: Are you a student? {bk02-l1b-f4-04.mp3} +ACCEPT: Are | are -LINE: Where's Mr. Bates? {bk02-l1c-f4-19.mp3} -LINE: He's in the lab. {bk02-l1c-f4-20.mp3} +PROMPT: Nice to meet you. {bk02-l1b-f4-05.mp3} +TEMPLATE: Nice to meet ____. +RESPONSE: Nice to meet you. {bk02-l1b-f4-05.mp3} +ACCEPT: you -LINE: Is his father very tired? {bk02-l1c-f4-21.mp3} -LINE: No, his father isn't very tired. {bk02-l1c-f4-22.mp3} +PROMPT: Are the children happy? {bk02-l1b-f4-06.mp3} +TEMPLATE: Are ____ children happy? +RESPONSE: Are the children happy? {bk02-l1b-f4-06.mp3} +ACCEPT: the -LINE: Who is your teacher? {bk02-l1c-f4-23.mp3} -LINE: Ms. Adams is my teacher. {bk02-l1c-f4-24.mp3} +PROMPT: Susan is a teacher. {bk02-l1b-f4-07.mp3} +TEMPLATE: Susan is a ____. +RESPONSE: Susan is a teacher. {bk02-l1b-f4-07.mp3} +ACCEPT: teacher -LINE: What are those men? {bk02-l1c-f4-25.mp3} -LINE: They're cooks. {bk02-l1c-f4-26.mp3} +PROMPT: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3} +TEMPLATE: Bob is a ____ and Ken is a mechanic. +RESPONSE: Bob is a pilot, and Ken is a mechanic. {bk02-l1b-f4-08.mp3} +ACCEPT: pilot -LINE: Where's Ms. Wilson? {bk02-l1c-f4-27.mp3} -LINE: She's in the classroom. {bk02-l1c-f4-28.mp3} +PROMPT: What time is it? {bk02-l1b-f4-09.mp3} +TEMPLATE: What ____ is it? +RESPONSE: What time is it? {bk02-l1b-f4-09.mp3} +ACCEPT: time -LINE: Is Mrs. Bates your teacher? {bk02-l1c-f4-29.mp3} -LINE: No, she isn't. {bk02-l1c-f4-30.mp3} +PROMPT: Those letters are consonants. {bk02-l1b-f4-10.mp3} +TEMPLATE: Those ____ are consonants. +RESPONSE: Those letters are consonants. {bk02-l1b-f4-10.mp3} +ACCEPT: letters -LINE: Are the children sad? {bk02-l1c-f4-31.mp3} -LINE: No, they're very happy. {bk02-l1c-f4-32.mp3} +# Source: LLA 1D Figure 3 +$PRODUCE Type the Missing Word +ID: 2-1d-f3 +INPUT: type +CHECK: exact +HIDE_PROMPT +REPEAT +INTRO: One more round of listen-and-type. Type the missing word, then repeat the full sentence. +INSTRUCTION: Type the missing word. -# Source: LLA 1A Listening/Speaking +PROMPT: Please close the door. {bk02-l1d-f3-01-q.mp3} +TEMPLATE: ____ close the door. +RESPONSE: Please close the door. {bk02-l1d-f3-01-a.mp3} +ACCEPT: Please | please + +PROMPT: Look at the book. {bk02-l1d-f3-02-q.mp3} +TEMPLATE: Look at the ____. +RESPONSE: Look at the book. {bk02-l1d-f3-02-a.mp3} +ACCEPT: book + +PROMPT: That's a quarter. {bk02-l1d-f3-03-q.mp3} +TEMPLATE: That's a ____. +RESPONSE: That's a quarter. {bk02-l1d-f3-03-a.mp3} +ACCEPT: quarter + +PROMPT: Spell the word television. {bk02-l1d-f3-04-q.mp3} +TEMPLATE: Spell the word ____. +RESPONSE: Spell the word television. {bk02-l1d-f3-04-a.mp3} +ACCEPT: television + +PROMPT: Your friend is Bob. {bk02-l1d-f3-05-q.mp3} +TEMPLATE: ____ friend is Bob. +RESPONSE: Your friend is Bob. {bk02-l1d-f3-05-a.mp3} +ACCEPT: Your | your + +PROMPT: Today is Monday. {bk02-l1d-f3-06-q.mp3} +TEMPLATE: ____ is Monday. +RESPONSE: Today is Monday. {bk02-l1d-f3-06-a.mp3} +ACCEPT: Today | today + +PROMPT: Tomorrow is Tuesday. {bk02-l1d-f3-07-q.mp3} +TEMPLATE: ____ is Tuesday. +RESPONSE: Tomorrow is Tuesday. {bk02-l1d-f3-07-a.mp3} +ACCEPT: Tomorrow | tomorrow + +PROMPT: This is the number 100. {bk02-l1d-f3-08-q.mp3} +TEMPLATE: This is the ____ one hundred. +RESPONSE: This is the number one hundred. {bk02-l1d-f3-08-a.mp3} +ACCEPT: number + +PROMPT: Listen to the tape. {bk02-l1d-f3-09-q.mp3} +TEMPLATE: ____ to the tape. +RESPONSE: Listen to the tape. {bk02-l1d-f3-09-a.mp3} +ACCEPT: Listen | listen + +PROMPT: The book is under the chair. {bk02-l1d-f3-10-q.mp3} +TEMPLATE: The book is ____ the chair. +RESPONSE: The book is under the chair. {bk02-l1d-f3-10-a.mp3} +ACCEPT: under + +# Source: LLA 1A Listening/Speaking Activity 2 $DIALOGUE Let's Go to the Lab -ID: 1a-ls1 -INTRO: "Let's" is how you invite people to do something with you — usually work, in this course. Listen and repeat. +ID: 2-1a-ls1 +INTRO: To suggest doing something together, start with "Let's". Listen to these suggestions and repeat each one. INSTRUCTION: Listen and repeat. REPEAT @@ -1684,9 +1841,9 @@ LINE: Let's put the pens in the desks. {bk02-l1a-f7-19.mp3} LINE: Let's go to class. {bk02-l1a-f7-20.mp3} # Source: ST §Let's Look at the Lesson. -$DIALOGUE From Command to "Let's" +$DIALOGUE Let's Look at the Lesson ID: l1-s30 -INTRO: See the pattern: a command, then the same idea with "Let's" in front. Read each pair. +INTRO: Each line shows a command, then its friendlier "let's" version. Read the pairs — same action, better manners. INSTRUCTION: Read these statements. LINE: Look at the book. Let's look at the book. @@ -1700,13 +1857,13 @@ LINE: Repeat the answers. Let's repeat the answers. LINE: Close the windows. Let's close the windows. # Source: LLA 1D Figure 5 -$PRODUCE Say It with "Let's" -ID: 1d-f5 +$PRODUCE Make Suggestions with "Let's" +ID: 2-1d-f5 INPUT: speak CHECK: reveal -INTRO: Now you do the transforming. Hear the command, add "Let's" to the front, say your sentence, then repeat the model. -INSTRUCTION: Change the sentence using "Let's". REPEAT +INTRO: Your turn: hear a command and turn it into a suggestion with "let's". Then repeat the model answer. +INSTRUCTION: Change the sentence using "let's". EXAMPLE PROMPT: Go to the lab. {bk02-l1d-f5-ex1-q.mp3} @@ -1735,75 +1892,16 @@ PROMPT: Close the windows. {bk02-l1d-f5-06-q.mp3} RESPONSE: Let's close the windows. {bk02-l1d-f5-06-a.mp3} PROMPT: Repeat the words. {bk02-l1d-f5-07-q.mp3} -RESPONSE: Let's repeat the words. {bk02-l1d-f5-07-a.mp3} +RESPONSE: Let's repeat the words. -# Source: LLA 1D Figure 3 -$PRODUCE Classroom Words — Type the Missing Word -ID: 1d-f3 -INPUT: type -CHECK: exact -INTRO: A last dictation sweep through the week's everyday sentences. Listen, type the missing word, then repeat the full sentence. -INSTRUCTION: Type the missing word. -REPEAT - -TEMPLATE: ____ close the door. -PROMPT: Please close the door. {bk02-l1d-f3-01-q.mp3} -RESPONSE: Please close the door. {bk02-l1d-f3-01-a.mp3} -ACCEPT: Please | please - -TEMPLATE: Look at the ____. -PROMPT: Look at the book. {bk02-l1d-f3-02-q.mp3} -RESPONSE: Look at the book. {bk02-l1d-f3-02-a.mp3} -ACCEPT: book - -TEMPLATE: That's a ____. -PROMPT: That's a quarter. {bk02-l1d-f3-03-q.mp3} -RESPONSE: That's a quarter. {bk02-l1d-f3-03-a.mp3} -ACCEPT: quarter - -TEMPLATE: Spell the word ____. -PROMPT: Spell the word 'television'. {bk02-l1d-f3-04-q.mp3} -RESPONSE: Spell the word 'television'. {bk02-l1d-f3-04-a.mp3} -ACCEPT: television - -TEMPLATE: ____ friend is Bob. -PROMPT: Your friend is Bob. {bk02-l1d-f3-05-q.mp3} -RESPONSE: Your friend is Bob. {bk02-l1d-f3-05-a.mp3} -ACCEPT: Your | your - -TEMPLATE: ____ is Monday. -PROMPT: Today is Monday. {bk02-l1d-f3-06-q.mp3} -RESPONSE: Today is Monday. {bk02-l1d-f3-06-a.mp3} -ACCEPT: Today | today - -TEMPLATE: ____ is Tuesday. -PROMPT: Tomorrow is Tuesday. {bk02-l1d-f3-07-q.mp3} -RESPONSE: Tomorrow is Tuesday. {bk02-l1d-f3-07-a.mp3} -ACCEPT: Tomorrow | tomorrow - -TEMPLATE: This is the ____ 100. -PROMPT: This is the number 100. {bk02-l1d-f3-08-q.mp3} -RESPONSE: This is the number 100. {bk02-l1d-f3-08-a.mp3} -ACCEPT: number - -TEMPLATE: ____ to the tape. -PROMPT: Listen to the tape. {bk02-l1d-f3-09-q.mp3} -RESPONSE: Listen to the tape. {bk02-l1d-f3-09-a.mp3} -ACCEPT: Listen | listen - -TEMPLATE: The book is ____ the chair. -PROMPT: The book is under the chair. {bk02-l1d-f3-10-q.mp3} -RESPONSE: The book is under the chair. {bk02-l1d-f3-10-a.mp3} -ACCEPT: under - -# Source: ST §This Is My Friend. -$DIALOGUE This Is My Friend +# Source: ST §This Is My Friend. (closing dialog) +$DIALOGUE This Is My Friend {st-page_038_001.jpg|Bill standing between Bob and Tom, introducing Tom to Bob outside a room labeled LAB} ID: l1-s31 -INTRO: One last dialog to close the lesson — Bill introduces Tom to Bob, and everything you practiced this week shows up for a bow. Listen, repeat, and well done. +INTRO: One last introduction to close the lesson — everything you've learned, in seven lines. Listen and repeat. Then go introduce someone; you're ready. INSTRUCTION: Listen and repeat the dialog. REPEAT -Bill: Bob, this is my friend Tom. Tom, this is Bob. {st-page_038_001.jpg} +Bill: Bob, this is my friend Tom. Tom, this is Bob. Bob: Hi. Nice to meet you. Tom: Nice to meet you, too. Bill: Bob is in your lab, Tom. @@ -1811,15 +1909,15 @@ Tom: Good. Let's go now. See you later, Bill. Bob: Okay. Goodbye, Bill. Bill: Bye. See you later. -# SKIPPED (book): ST Writing Skill "DICTATION" (12 words) — instructor-read with no recorded stimulus or given words; convertible later with chosen items + TTS. +# SKIPPED (book): Writing Skill "DICTATION" (ST p. 30) — instructor-read word dictation with no printed word list; dropped. -$LESSON 1-8: Extra Practice — Reading Letters +$SESSION 1-10: Extra Practice — Reading Letters (Optional) -# Source: ST §Circle the Vowels +# Source: ST §Vowels $SELECT Find the Vowel ID: l1-s1 -INTRO: This whole part is optional reading practice with English letters. If you can already read these letters comfortably, feel free to skip it. Otherwise: in each group, tap the vowel. -INSTRUCTION: Tap the vowel. +INTRO: This last part is optional practice reading English letters. If you can already read these letters comfortably, skip this part. Otherwise: tap the vowel in each group. +INSTRUCTION: Tap the vowel in each group. TEMPLATE: b c A F OPTION: a | b @@ -1962,10 +2060,10 @@ OPTION: d | u ANSWER: d # Source: ST §Child Friend -$SELECT Match the Letter Team +$SELECT Match the Letters in Words ID: l1-s2 INTRO: Each word has two letters underlined. Tap the pair of letters that matches them exactly. -INSTRUCTION: Tap the matching letters. +INSTRUCTION: Tap the letters that match the underlined letters. TEMPLATE: chi*ld* OPTION: a | td @@ -2076,10 +2174,10 @@ OPTION: c | lb ANSWER: b # Source: ST §Family Tired -$SELECT Match the Letter Pair +$SELECT Match the Letter Pairs ID: l1-s3 -INTRO: Now shorter pieces — tap the option that matches the two letters shown. -INSTRUCTION: Tap the matching letters. +INTRO: Same idea, no words this time: match the two letters shown with the identical pair below. +INSTRUCTION: Tap the letters that match the target letters. TEMPLATE: an OPTION: a | am @@ -2202,225 +2300,219 @@ OPTION: c | od ANSWER: a # Source: ST §Circle the Different Letter -$SELECT Find the Different Letter -ID: l1-s15 -INTRO: Last drill: three letters match and one doesn't. Tap the odd one out. -INSTRUCTION: Tap the different letter. +$SELECT Tap the Different Letter +ID: l1-s13 +INTRO: One letter in each row doesn't belong. Tap the letter that is different from the others. +INSTRUCTION: Tap the letter that is different. EXAMPLE -TEMPLATE: Find the different letter. +TEMPLATE: C O C C OPTION: a | C OPTION: b | O -OPTION: c | C -OPTION: d | C ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: H K K K OPTION: a | H OPTION: b | K -OPTION: c | K -OPTION: d | K ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: q q p q OPTION: a | q -OPTION: b | q -OPTION: c | p -OPTION: d | q -ANSWER: c +OPTION: b | p +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: O O O C OPTION: a | O -OPTION: b | O -OPTION: c | O -OPTION: d | C -ANSWER: d +OPTION: b | C +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: F E F F OPTION: a | F OPTION: b | E -OPTION: c | F -OPTION: d | F ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: z z z s OPTION: a | z -OPTION: b | z -OPTION: c | z -OPTION: d | s -ANSWER: d +OPTION: b | s +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: K X K K OPTION: a | K OPTION: b | X -OPTION: c | K -OPTION: d | K ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: u u w u OPTION: a | u -OPTION: b | u -OPTION: c | w -OPTION: d | u -ANSWER: c +OPTION: b | w +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: y y y j OPTION: a | y -OPTION: b | y -OPTION: c | y -OPTION: d | j -ANSWER: d +OPTION: b | j +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: B R B B OPTION: a | B OPTION: b | R -OPTION: c | B -OPTION: d | B ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: a e e e OPTION: a | a OPTION: b | e -OPTION: c | e -OPTION: d | e ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: m m m n OPTION: a | m -OPTION: b | m -OPTION: c | m -OPTION: d | n -ANSWER: d +OPTION: b | n +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: e c c c OPTION: a | e OPTION: b | c -OPTION: c | c -OPTION: d | c ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: J L J J OPTION: a | J OPTION: b | L -OPTION: c | J -OPTION: d | J ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: w v v v OPTION: a | w OPTION: b | v -OPTION: c | v -OPTION: d | v ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: w m w w OPTION: a | w OPTION: b | m -OPTION: c | w -OPTION: d | w ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: L L I L OPTION: a | L -OPTION: b | L -OPTION: c | I -OPTION: d | L -ANSWER: c +OPTION: b | I +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: A H H H OPTION: a | A OPTION: b | H -OPTION: c | H -OPTION: d | H ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: f t f f OPTION: a | f OPTION: b | t -OPTION: c | f -OPTION: d | f ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: P R R R OPTION: a | P OPTION: b | R -OPTION: c | R -OPTION: d | R ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: x x x k OPTION: a | x -OPTION: b | x -OPTION: c | x -OPTION: d | k -ANSWER: d +OPTION: b | k +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: B P B B OPTION: a | B OPTION: b | P -OPTION: c | B -OPTION: d | B ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: T F T T OPTION: a | T OPTION: b | F -OPTION: c | T -OPTION: d | T ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: b b d b OPTION: a | b -OPTION: b | b -OPTION: c | d -OPTION: d | b -ANSWER: c +OPTION: b | d +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: j i i i OPTION: a | j OPTION: b | i -OPTION: c | i -OPTION: d | i ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: o o o c OPTION: a | o -OPTION: b | o -OPTION: c | o -OPTION: d | c -ANSWER: d +OPTION: b | c +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: Q O O O OPTION: a | Q OPTION: b | O -OPTION: c | O -OPTION: d | O ANSWER: a -TEMPLATE: Find the different letter. +TEMPLATE: Z S Z Z OPTION: a | Z OPTION: b | S -OPTION: c | Z -OPTION: d | Z ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: k k k h OPTION: a | k -OPTION: b | k -OPTION: c | k -OPTION: d | h -ANSWER: d +OPTION: b | h +ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: D B D D OPTION: a | D OPTION: b | B -OPTION: c | D -OPTION: d | D ANSWER: b -TEMPLATE: Find the different letter. +TEMPLATE: q g g g OPTION: a | q OPTION: b | g -OPTION: c | g -OPTION: d | g ANSWER: a + +# Source: ST §Write the Letter M +$PRODUCE Complete the Words with "m" +ID: l1-s24 +INPUT: type +CHECK: exact +INTRO: Last one: each word is missing the letter "m". Type it in — and notice how many of these words you already know. +INSTRUCTION: Type the missing letter m to complete each word. + +TEMPLATE: ____{m}orning +RESPONSE: morning +ACCEPT: m | M + +TEMPLATE: fa____{m}ily +RESPONSE: family +ACCEPT: m | M + +TEMPLATE: ____{m}an +RESPONSE: man +ACCEPT: m | M + +TEMPLATE: wo____{m}an +RESPONSE: woman +ACCEPT: m | M + +TEMPLATE: ____{m}ap +RESPONSE: map +ACCEPT: m | M + +TEMPLATE: di____{m}e +RESPONSE: dime +ACCEPT: m | M + +TEMPLATE: ____{m}echanic +RESPONSE: mechanic +ACCEPT: m | M + +TEMPLATE: ____{M}onday +RESPONSE: Monday +ACCEPT: M | m + +TEMPLATE: ____{m}oney +RESPONSE: money +ACCEPT: m | M + +TEMPLATE: na____{m}e +RESPONSE: name +ACCEPT: m | M + +TEMPLATE: nu____{m}ber +RESPONSE: number +ACCEPT: m | M + +TEMPLATE: to____{m}orrow +RESPONSE: tomorrow +ACCEPT: m | M diff --git a/book-2-lesson-1/bk02-l1a-f1-01.mp3 b/book-2-lesson-1/bk02-l1a-f1-01.mp3 index 807f89b1..e4f31287 100644 Binary files a/book-2-lesson-1/bk02-l1a-f1-01.mp3 and 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FORMAT: 2 DIOCO_DOC_ID: alc_book2_lesson2 -DESCRIPTION: Life on an Air Force base — big and small, large numbers, where-questions with in/at/on, places on base, possessives (my/your/our/their and 's), inside/outside, and the sounds b/v and ee/i. +DESCRIPTION: Big and small, numbers to 500,000, "where" questions, base facilities, in/at/on, possessive adjectives, and possessive names with 's. The final part is optional extra practice in reading printed words. 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: John | orus | Male student +VOICE: John | achird | Male student VOICE: Jan | gacrux | Female student -VOICE: Tom | schedar | Male student +VOICE: Tom | achird | Male student VOICE: Linda | aoede | Female student VOICE: Aldo | charon | Male student VOICE: Mr_Smith | schedar | Male teacher -VOICE: Laura | aoede | Female voice -VOICE: Man | achird | Male voice -VOICE: Sgt_Lopez | achird | Male officer -VOICE: Student1 | achird | Male student -VOICE: Student2 | charon | Male student -VOICE: Betty | gacrux | Female student -VOICE: Bob | achird | Male student -VOICE: Dave | schedar | Male student -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: Barbara | gacrux | Female speaker +VOICE: Laura | gacrux | Female speaker +VOICE: Man | schedar | Male speaker +VOICE: Sgt_Lopez | schedar | Male sergeant +VOICE: Speaker1 | achird | Male speaker +VOICE: Speaker2 | schedar | Male speaker +VOICE: Student1 | schedar | Male student +VOICE: Student2 | achird | Male student +VOICE: Betty | aoede | Female speaker +VOICE: Bob | iapetus | Male speaker +VOICE: Dave | achird | Male speaker -$LESSON 2-1: Welcome to the Base +$SESSION 2-1: Big and Small, and Big Numbers -# Source: ST §An Air Force Base -$DIALOGUE An Air Force Base -ID: l2-s1 -INTRO: Welcome to Lesson 2. This week you're moving onto an Air Force base — you'll learn its buildings, say where everyone is, and sort out whose things are whose. First, a quick tour. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -VOCAB: Air Force base -LINE: This is an Air Force base. {st-page_043_001.jpg} - -VOCAB: building -LINE: This is a building. {st-page_043_002.jpg} - -LINE: These are buildings. {st-page_043_003.jpg} - -VOCAB: barracks -LINE: These are barracks. {st-page_043_004.jpg} - -VOCAB: room -LINE: This is a room in the barracks. {st-page_044_001.jpg} - -VOCAB: bed -LINE: This is a bed. {st-page_044_002.jpg} - -VOCAB: schedule -LINE: This is a schedule. {st-page_044_003.jpg} - -VOCAB: office -LINE: This is an office. {st-page_044_004.jpg} - -VOCAB: bulletin board -LINE: This is a bulletin board. {st-page_045_001.jpg} - -VOCAB: bus -LINE: This is a bus. {st-page_045_002.jpg} - -VOCAB: bus stop -LINE: This is a bus stop. {st-page_045_003.jpg} - -# Source: ST §Big / Small +# Source: LLA 2A Figure 1 $DIALOGUE Big and Small -ID: l2-s2 -INTRO: Some things on base are big. Some are not. Repeat the sentences and notice where "big" and "small" sit in each one. -INSTRUCTION: Repeat the sentences. +ID: 2a-f1 +INTRO: In this lesson you'll learn to count into the thousands, say where people and things are, and tell whose things are whose. First, two useful little words: "big" and "small". Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT -VOCAB: big -LINE: These letters are big. These are big letters. {st-page_046_001.jpg} - VOCAB: small -LINE: These letters are small. These are small letters. {st-page_046_002.jpg} +LINE: This is a chair. The chair is small. It's small. {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-01.mp3} -LINE: This book is big. This is a big book. {st-page_046_003.jpg} +VOCAB: big +LINE: This is a chair. The chair is big. It's big. {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-02.mp3} -LINE: This book is small. This is a small book. {st-page_046_004.jpg} +LINE: This is a table. The table is small. It's small. {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-03.mp3} -LINE: This picture is big. This is a big picture. {st-page_046_005.jpg} +LINE: This is a table. The table is big. It's big. {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-04.mp3} -LINE: This picture is small. This is a small picture. {st-page_046_006.jpg} +LINE: These are windows. The windows are small. They're small. {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-05.mp3} -LINE: The table is big. This is a big table. {st-page_046_007.jpg} - -LINE: The table is small. This is a small table. {st-page_046_008.jpg} - -# Source: LLA 2A Figure 1 (Part 1) -$DIALOGUE Big and Small on Tape -ID: 2a-f1 -INTRO: Now the same idea on tape, with pictures — chairs, tables, and windows, big and small. Listen and repeat each sentence. -INSTRUCTION: Repeat each sentence. -REPEAT - -LINE: This is a chair. The chair is small. It's small. {page_027_001.jpg} {bk02-l2a-f1-01.mp3} -LINE: This is a chair. The chair is big. It's big. {page_027_002.jpg} {bk02-l2a-f1-02.mp3} -LINE: This is a table. The table is small. It's small. {page_027_003.jpg} {bk02-l2a-f1-03.mp3} -LINE: This is a table. The table is big. It's big. {page_027_004.jpg} {bk02-l2a-f1-04.mp3} -LINE: These are windows. The windows are small. They're small. {page_027_005.jpg} {bk02-l2a-f1-05.mp3} -LINE: These are windows. The windows are big. They're big. {page_027_006.jpg} {bk02-l2a-f1-06.mp3} +LINE: These are windows. The windows are big. They're big. {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-06.mp3} # Source: LLA 2A Figure 1 (Part 2) $PRODUCE Is It Big or Small? ID: 2a-f1-b INPUT: speak CHECK: reveal -INTRO: Time to answer. Look at each picture, answer the question aloud, then repeat the correct answer. -INSTRUCTION: Answer the question aloud. +INTRO: Same furniture, your turn. Answer each question aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. REPEAT -PROMPT: Is this a chair? {page_027_001.jpg} {bk02-l2a-f1-07-q.mp3} -RESPONSE: Yes, it's a chair. {bk02-l2a-f1-07-a.mp3} +PROMPT: Is the chair big? {page_027_001.jpg|A small simple wooden chair drawn in perspective} {bk02-l2a-f1-07-q.mp3} +RESPONSE: No, it isn't big. {bk02-l2a-f1-07-a.mp3} -PROMPT: Is the chair small? {page_027_001.jpg} {bk02-l2a-f1-08-q.mp3} -RESPONSE: Yes, it's small. {bk02-l2a-f1-08-a.mp3} +PROMPT: Is the chair big? {page_027_002.jpg|A large, detailed wooden dining chair} {bk02-l2a-f1-08-q.mp3} +RESPONSE: Yes, it's big. {bk02-l2a-f1-08-a.mp3} -PROMPT: Is this a chair? {page_027_002.jpg} {bk02-l2a-f1-09-q.mp3} -RESPONSE: Yes, it's a chair. {bk02-l2a-f1-09-a.mp3} +PROMPT: Is the table small? {page_027_003.jpg|A small side table with two drawers} {bk02-l2a-f1-09-q.mp3} +RESPONSE: Yes, it's small. {bk02-l2a-f1-09-a.mp3} -PROMPT: Is the chair big? {page_027_002.jpg} {bk02-l2a-f1-10-q.mp3} +PROMPT: Is the table big? {page_027_004.jpg|A large rectangular dining table} {bk02-l2a-f1-10-q.mp3} RESPONSE: Yes, it's big. {bk02-l2a-f1-10-a.mp3} -PROMPT: Is this a table? {page_027_003.jpg} {bk02-l2a-f1-11-q.mp3} -RESPONSE: Yes, it's a table. {bk02-l2a-f1-11-a.mp3} +PROMPT: Are the windows big? {page_027_005.jpg|Three small square windows on a wall shown far away in perspective} {bk02-l2a-f1-11-q.mp3} +RESPONSE: No, they aren't big. {bk02-l2a-f1-11-a.mp3} -PROMPT: Is the table small? {page_027_003.jpg} {bk02-l2a-f1-12-q.mp3} -RESPONSE: Yes, it's small. {bk02-l2a-f1-12-a.mp3} +PROMPT: Are the windows small? {page_027_006.jpg|Two large windows close up showing window panes} {bk02-l2a-f1-12-q.mp3} +RESPONSE: No, they aren't small. {bk02-l2a-f1-12-a.mp3} -PROMPT: Is this a table? {page_027_004.jpg} {bk02-l2a-f1-13-q.mp3} -RESPONSE: Yes, it's a table. {bk02-l2a-f1-13-a.mp3} - -PROMPT: Is the table big? {page_027_004.jpg} {bk02-l2a-f1-14-q.mp3} -RESPONSE: Yes, it's big. {bk02-l2a-f1-14-a.mp3} - -PROMPT: Are these windows? {page_027_005.jpg} {bk02-l2a-f1-15-q.mp3} -RESPONSE: Yes, they're windows. {bk02-l2a-f1-15-a.mp3} - -PROMPT: Are the windows small? {page_027_005.jpg} {bk02-l2a-f1-16-q.mp3} -RESPONSE: Yes, they're small. {bk02-l2a-f1-16-a.mp3} - -PROMPT: Are these windows? {page_027_006.jpg} {bk02-l2a-f1-17-q.mp3} -RESPONSE: Yes, they're windows. {bk02-l2a-f1-17-a.mp3} - -PROMPT: Are the windows big? {page_027_006.jpg} {bk02-l2a-f1-18-q.mp3} -RESPONSE: Yes, they're big. {bk02-l2a-f1-18-a.mp3} - -# Source: LLA 2A Figure 1 (Part 3) -$DIALOGUE No, It Isn't -ID: 2a-f1-c -INTRO: Sometimes the answer is no. Listen to these questions and their negative answers, and repeat them. -INSTRUCTION: Listen and repeat. +# Source: ST §Big and Small +$DIALOGUE A Big Book, a Small Book +ID: l2-s2 +INTRO: "Big" and "small" can also come before the word they describe — a big book, a small table. Listen and repeat both ways of saying it. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Is the chair big? No, it isn't big. {page_027_001.jpg} {bk02-l2a-f1-19.mp3} -LINE: Is the chair small? No, it isn't small. {page_027_002.jpg} {bk02-l2a-f1-20.mp3} -LINE: Is the table big? No, it isn't big. {page_027_003.jpg} {bk02-l2a-f1-21.mp3} -LINE: Is the table small? No, it isn't small. {page_027_004.jpg} {bk02-l2a-f1-22.mp3} -LINE: Are the windows big? No, they aren't big. {page_027_005.jpg} {bk02-l2a-f1-23.mp3} -LINE: Are the windows small? No, they aren't small. {page_027_006.jpg} {bk02-l2a-f1-24.mp3} +LINE: These letters are big. These are big letters. {st-page_046_001.jpg|Large uppercase letters ABCD} -# Source: LLA 2A Figure 1 (Part 4) -$PRODUCE Yes or No — Big and Small -ID: 2a-f1-d -INPUT: speak -CHECK: reveal -INTRO: Now the mix — some answers are yes, some are no. The pictures know the truth. Answer aloud, then repeat the model. -INSTRUCTION: Answer the question aloud. -REPEAT +LINE: These letters are small. These are small letters. {st-page_046_002.jpg|Small lowercase letters abcd} -PROMPT: Is the chair big? {page_027_001.jpg} {bk02-l2a-f1-25-q.mp3} -RESPONSE: No, it isn't big. {bk02-l2a-f1-25-a.mp3} +LINE: This book is big. This is a big book. {st-page_046_003.jpg|A large open book} -PROMPT: Is the chair big? {page_027_002.jpg} {bk02-l2a-f1-26-q.mp3} -RESPONSE: Yes, it's big. {bk02-l2a-f1-26-a.mp3} +LINE: This book is small. This is a small book. {st-page_046_004.jpg|A small open book} -PROMPT: Is the table small? {page_027_003.jpg} {bk02-l2a-f1-27-q.mp3} -RESPONSE: Yes, it's small. {bk02-l2a-f1-27-a.mp3} +LINE: This picture is big. This is a big picture. {st-page_046_005.jpg|A large framed picture hanging on a wall} -PROMPT: Is the table big? {page_027_004.jpg} {bk02-l2a-f1-28-q.mp3} -RESPONSE: Yes, it's big. {bk02-l2a-f1-28-a.mp3} +LINE: This picture is small. This is a small picture. {st-page_046_006.jpg|A small framed picture hanging on a wall} -PROMPT: Are the windows big? {page_027_005.jpg} {bk02-l2a-f1-29-q.mp3} -RESPONSE: No, they aren't big. {bk02-l2a-f1-29-a.mp3} +LINE: The table is big. This is a big table. {st-page_046_007.jpg|A large dining table with a chair} -PROMPT: Are the windows small? {page_027_006.jpg} {bk02-l2a-f1-30-q.mp3} -RESPONSE: No, they aren't small. {bk02-l2a-f1-30-a.mp3} +LINE: The table is small. This is a small table. {st-page_046_008.jpg|A small side table} -# Source: LLA 2A Figure 5 (sounds strand, grouped with 2B Figure 2) -$SELECT Same or Different: B and V -ID: 2a-f5 -INTRO: Two words, one question — are they the same word or different words? B and V like to impersonate each other, so listen closely before you tap. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) - -EXAMPLE -PROMPT: best, vest {bk02-l2a-f5-ex.mp3} -ANSWER: d - -PROMPT: van, van {bk02-l2a-f5-01.mp3} -ANSWER: s - -PROMPT: bolt, bolt {bk02-l2a-f5-02.mp3} -ANSWER: s - -PROMPT: vi, bi {bk02-l2a-f5-03.mp3} -ANSWER: d - -PROMPT: robe, rove {bk02-l2a-f5-04.mp3} -ANSWER: d - -PROMPT: bile, vile {bk02-l2a-f5-05.mp3} -ANSWER: d - -PROMPT: bet, bet {bk02-l2a-f5-06.mp3} -ANSWER: s - -PROMPT: bat, that {bk02-l2a-f5-07.mp3} -ANSWER: d - -PROMPT: bad, bad {bk02-l2a-f5-08.mp3} -ANSWER: s - -PROMPT: vend, bend {bk02-l2a-f5-09.mp3} -ANSWER: d - -PROMPT: save, save {bk02-l2a-f5-10.mp3} -ANSWER: s - -# Source: LLA 2B Figure 2 (sounds strand, moved forward to sit with 2A Figure 5) -$SELECT Which Sound: V or B? -ID: 2b-f2 -INTRO: Now name the sound itself. Tap A if you hear the V sound as in "very", or B if you hear the B sound as in "big". -INSTRUCTION: Tap the sound you hear. -OPTION: a | V sound (as in very) -OPTION: b | B sound (as in big) - -EXAMPLE -PROMPT: bus, bus {bk02-l2b-f2-ex.mp3} -ANSWER: b - -PROMPT: bet, bet {bk02-l2b-f2-01.mp3} -ANSWER: b - -PROMPT: lab, lab {bk02-l2b-f2-02.mp3} -ANSWER: b - -PROMPT: rave, rave {bk02-l2b-f2-03.mp3} -ANSWER: a - -PROMPT: boat, boat {bk02-l2b-f2-04.mp3} -ANSWER: b - -PROMPT: save, save {bk02-l2b-f2-05.mp3} -ANSWER: a - -PROMPT: cave, cave {bk02-l2b-f2-06.mp3} -ANSWER: a - -PROMPT: labor, labor {bk02-l2b-f2-07.mp3} -ANSWER: b - -PROMPT: tub, tub {bk02-l2b-f2-08.mp3} -ANSWER: b - -PROMPT: river, river {bk02-l2b-f2-09.mp3} -ANSWER: a - -PROMPT: bench, bench {bk02-l2b-f2-10.mp3} -ANSWER: b - -$LESSON 2-2: Large Numbers - -# Source: ST §Numbers +# Source: ST §Numbers 1,000 to 100,000 + §Numbers 101,000 to 500,000 (merged) $GRAMMAR Numbers in the Thousands ID: l2-s6 -INTRO: In this part you'll learn the big numbers — thousands, all the way to half a million. Here's the whole system in one table; you'll listen, repeat, and write them next. +INTRO: Big numbers are easier than they look. Say the small number you already know, then add "thousand". +CARD: For thousands, say the number, then **thousand**. +{one thousand} +{nine thousand} +{twenty-one thousand} + +CARD: Watch the "-teen" and "-ty" pairs — they sound close, but the endings are different. +{thirteen thousand} +{thirty thousand} + +CARD: For very big numbers, say the hundreds first, then **thousand**. +{one hundred twenty-one thousand} +{two hundred fifty thousand} +{five hundred thousand} + +SUMMARY: | | | | | |---|---|---|---| | 1,000 | one thousand | 20,000 | twenty thousand | -| | | 21,000 | twenty-one thousand | -| 2,000 | two thousand | | | +| 2,000 | two thousand | 21,000 | twenty-one thousand | | 3,000 | three thousand | 30,000 | thirty thousand | -| | | 31,000 | thirty-one thousand | -| 4,000 | four thousand | | | -| 5,000 | five thousand | 40,000 | forty thousand | -| | | 41,000 | forty-one thousand | -| 6,000 | six thousand | | | -| 7,000 | seven thousand | 50,000 | fifty thousand | -| | | 51,000 | fifty-one thousand | -| 8,000 | eight thousand | | | -| 9,000 | nine thousand | 60,000 | sixty thousand | -| | | 61,000 | sixty-one thousand | -| 10,000 | ten thousand | | | -| 11,000 | eleven thousand | 70,000 | seventy thousand | -| | | 71,000 | seventy-one thousand | -| 12,000 | twelve thousand | | | -| 13,000 | thirteen thousand | 80,000 | eighty thousand | -| | | 81,000 | eighty-one thousand | -| 14,000 | fourteen thousand | | | -| 15,000 | fifteen thousand | 90,000 | ninety thousand | -| | | 91,000 | ninety-one thousand | -| 16,000 | sixteen thousand | | | -| 17,000 | seventeen thousand | 100,000 | a hundred thousand
one hundred thousand | -| 18,000 | eighteen thousand | | | -| 19,000 | nineteen thousand | | | - -Listen to the pattern: {one thousand}, {ten thousand}, {one hundred thousand}. +| 4,000 | four thousand | 40,000 | forty thousand | +| 5,000 | five thousand | 50,000 | fifty thousand | +| 6,000 | six thousand | 60,000 | sixty thousand | +| 7,000 | seven thousand | 70,000 | seventy thousand | +| 8,000 | eight thousand | 80,000 | eighty thousand | +| 9,000 | nine thousand | 90,000 | ninety thousand | +| 10,000 | ten thousand | 91,000 | ninety-one thousand | +| 11,000 | eleven thousand | 100,000 | one hundred thousand | +| 12,000 | twelve thousand | 101,000 | one hundred one thousand | +| 13,000 | thirteen thousand | 110,000 | one hundred ten thousand | +| 14,000 | fourteen thousand | 121,000 | one hundred twenty-one thousand | +| 15,000 | fifteen thousand | 150,000 | one hundred fifty thousand | +| 16,000 | sixteen thousand | 200,000 | two hundred thousand | +| 17,000 | seventeen thousand | 250,000 | two hundred fifty thousand | +| 18,000 | eighteen thousand | 300,000 | three hundred thousand | +| 19,000 | nineteen thousand | 400,000 | four hundred thousand | +| | | 500,000 | five hundred thousand | # Source: LLA 2A Figure 2 -$DIALOGUE Counting in Thousands +$DIALOGUE Counting by Thousands ID: 2a-f2 -INTRO: Count with the tape — thousands first, then bigger. Repeat each group of numbers. +INTRO: Now say them yourself — twenty-seven numbers, none of them small. Listen and repeat each one. INSTRUCTION: Repeat the numbers. REPEAT -LINE: 1,000, 2,000, 3,000, 4,000, 5,000. {bk02-l2a-f2-01.mp3} -LINE: 6,000, 7,000, 8,000, 9,000, 10,000. {bk02-l2a-f2-02.mp3} -LINE: 10,000, 20,000, 30,000, 40,000, 50,000. {bk02-l2a-f2-03.mp3} -LINE: 60,000, 70,000, 80,000, 90,000, 100,000. {bk02-l2a-f2-04.mp3} -LINE: 150,000, 200,000, 250,000, 300,000, 350,000. {bk02-l2a-f2-05.mp3} -LINE: 400,000, 450,000, 500,000. {bk02-l2a-f2-06.mp3} +LINE: 1,000 {bk02-l2a-f2-01.mp3} +LINE: 2,000 {bk02-l2a-f2-02.mp3} +LINE: 3,000 {bk02-l2a-f2-03.mp3} +LINE: 4,000 {bk02-l2a-f2-04.mp3} +LINE: 5,000 {bk02-l2a-f2-05.mp3} -# Source: ST §thirTEEN - THIRty -$DIALOGUE thirTEEN or THIRty? +LINE: 6,000 {bk02-l2a-f2-06.mp3} +LINE: 7,000 {bk02-l2a-f2-07.mp3} +LINE: 8,000 {bk02-l2a-f2-08.mp3} +LINE: 9,000 {bk02-l2a-f2-09.mp3} +LINE: 10,000 {bk02-l2a-f2-10.mp3} + +LINE: 20,000 {bk02-l2a-f2-11.mp3} +LINE: 30,000 {bk02-l2a-f2-12.mp3} +LINE: 40,000 {bk02-l2a-f2-13.mp3} +LINE: 50,000 {bk02-l2a-f2-14.mp3} + +LINE: 60,000 {bk02-l2a-f2-15.mp3} +LINE: 70,000 {bk02-l2a-f2-16.mp3} +LINE: 80,000 {bk02-l2a-f2-17.mp3} +LINE: 90,000 {bk02-l2a-f2-18.mp3} +LINE: 100,000 {bk02-l2a-f2-19.mp3} + +LINE: 150,000 {bk02-l2a-f2-20.mp3} +LINE: 200,000 {bk02-l2a-f2-21.mp3} +LINE: 250,000 {bk02-l2a-f2-22.mp3} +LINE: 300,000 {bk02-l2a-f2-23.mp3} +LINE: 350,000 {bk02-l2a-f2-24.mp3} + +LINE: 400,000 {bk02-l2a-f2-25.mp3} +LINE: 450,000 {bk02-l2a-f2-26.mp3} +LINE: 500,000 {bk02-l2a-f2-27.mp3} + +# Source: ST §Teen and Ty Numbers +$DIALOGUE Thirteen or Thirty? ID: l2-s7 -INTRO: Thirteen thousand and thirty thousand are dangerous neighbors — the stress is the only difference: thirTEEN, THIRty. Repeat each pair carefully. -INSTRUCTION: Repeat and read the numbers. +INTRO: These pairs fool everyone at first. Listen to each pair and repeat it — hear the difference between "-teen" and "-ty". +INSTRUCTION: Listen and repeat the number pairs. REPEAT -LINE: 13,000 — 30,000 -LINE: 14,000 — 40,000 -LINE: 15,000 — 50,000 -LINE: 16,000 — 60,000 -LINE: 17,000 — 70,000 -LINE: 18,000 — 80,000 -LINE: 19,000 — 90,000 +LINE: 13,000 ... 30,000 +NOTES: thirteen thousand / thirty thousand -# Source: ST §Numbers Continued -$DIALOGUE Beyond One Hundred Thousand -ID: l2-s8 -INTRO: Past one hundred thousand now. Repeat and read each line — take your time; these numbers aren't going anywhere. -INSTRUCTION: Repeat and read these numbers. -REPEAT +LINE: 14,000 ... 40,000 +NOTES: fourteen thousand / forty thousand -LINE: 101,000 — a hundred one thousand / a hundred and one thousand -LINE: 102,000 — a hundred two thousand / a hundred and two thousand -LINE: 110,000 — a hundred ten thousand / a hundred and ten thousand -LINE: 120,000 — 121,000 — 130,000 — 131,000 — 140,000 — 141,000 -LINE: 150,000 — 151,000 — 160,000 — 161,000 — 170,000 — 171,000 -LINE: 180,000 — 181,000 — 190,000 — 191,000 -LINE: 200,000 — two hundred thousand -LINE: 250,000 — two hundred fifty thousand -LINE: 300,000 — three hundred thousand -LINE: 350,000 — three hundred fifty thousand -LINE: 400,000 — four hundred thousand -LINE: 450,000 — four hundred fifty thousand -LINE: 500,000 — five hundred thousand +LINE: 15,000 ... 50,000 +NOTES: fifteen thousand / fifty thousand + +LINE: 16,000 ... 60,000 +NOTES: sixteen thousand / sixty thousand + +LINE: 17,000 ... 70,000 +NOTES: seventeen thousand / seventy thousand + +LINE: 18,000 ... 80,000 +NOTES: eighteen thousand / eighty thousand + +LINE: 19,000 ... 90,000 +NOTES: nineteen thousand / ninety thousand # Source: LLA 2A Figure 3 -$SELECT Tap the Number You Hear +$SELECT Which Number Do You Hear? ID: 2a-f3 -INTRO: Now your ears do the work. Listen to the number and tap it — four choices, one truth. +HIDE_PROMPT +INTRO: Now just listen. Tap the number you hear — and keep an ear out for "thirteen" versus "thirty". INSTRUCTION: Tap the number you hear. EXAMPLE @@ -448,773 +295,230 @@ OPTION: d | 88,000 ANSWER: b # Source: LLA 2A Figure 4 +# SKIPPED (book): ST Numbers "DICTATION" (p. 44) — instructor-read with unprinted numbers; the tape dictation below covers the same skill with real audio. $PRODUCE Type the Number ID: 2a-f4 INPUT: type CHECK: exact -INTRO: Dictation, number edition. Listen to the large number and type it in digits. +INTRO: Last step with numbers: listen and type the digits you hear. INSTRUCTION: Type the number you hear. EXAMPLE PROMPT: 50,000 {bk02-l2a-f4-ex.mp3} -RESPONSE: 50,000 -ACCEPT: 50000 +RESPONSE: 50,000 {bk02-l2a-f4-ex.mp3} +ACCEPT: 50000 | fifty thousand PROMPT: 30,000 {bk02-l2a-f4-01.mp3} -RESPONSE: 30,000 -ACCEPT: 30000 +RESPONSE: 30,000 {bk02-l2a-f4-01.mp3} +ACCEPT: 30000 | thirty thousand PROMPT: 160,000 {bk02-l2a-f4-02.mp3} -RESPONSE: 160,000 -ACCEPT: 160000 +RESPONSE: 160,000 {bk02-l2a-f4-02.mp3} +ACCEPT: 160000 | one hundred sixty thousand | a hundred sixty thousand PROMPT: 270,000 {bk02-l2a-f4-03.mp3} -RESPONSE: 270,000 -ACCEPT: 270000 +RESPONSE: 270,000 {bk02-l2a-f4-03.mp3} +ACCEPT: 270000 | two hundred seventy thousand PROMPT: 390,000 {bk02-l2a-f4-04.mp3} -RESPONSE: 390,000 -ACCEPT: 390000 +RESPONSE: 390,000 {bk02-l2a-f4-04.mp3} +ACCEPT: 390000 | three hundred ninety thousand PROMPT: 480,000 {bk02-l2a-f4-05.mp3} -RESPONSE: 480,000 -ACCEPT: 480000 +RESPONSE: 480,000 {bk02-l2a-f4-05.mp3} +ACCEPT: 480000 | four hundred eighty thousand -# SKIPPED (book): ST Listening Skills "DICTATION" (number dictation), "SAME/DIFFERENT", -# and "VERY / BUS" — instructor-read exercises with no recorded stimulus or given word sets. -# The same skills are covered by the recorded LLA versions (2a-f3/f4, 2a-f5, 2b-f2) kept above. +$SESSION 2-2: Where Is It? Questions and Conversations -$LESSON 2-3: Where Is It? - -# Source: LLA 2A Figure 6 -$DIALOGUE The Schedule -ID: 2a-f6 -INTRO: In this part you'll ask where things and people are. First, two short conversations. John needs tomorrow's schedule, and Jan knows exactly where to look. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +# Source: LLA 2B Figure 1 +$DIALOGUE Where Is It? +ID: 2b-f1 +INTRO: In this part you'll ask and answer "where" questions — the most useful question on any base. Look at each picture, listen to the question and answer, and repeat. +INSTRUCTION: Listen and repeat each question and answer. REPEAT +LINE: Where's the box? — It's on the desk. {page_031_001.jpg|A desk with drawers and a small box on top} {bk02-l2b-f1-01.mp3} +LINE: Where's the teacher? — He's in the classroom. {page_031_002.jpg|An older man standing in front of a group of people} {bk02-l2b-f1-02.mp3} +LINE: Where are the students? — They're in the lab. {page_031_003.jpg|Two students wearing headphones sitting in a language lab booth} {bk02-l2b-f1-03.mp3} +LINE: Where are the pictures? — They're on the wall. {page_031_004.jpg|Two framed pictures showing landscapes} {bk02-l2b-f1-04.mp3} +LINE: Where's the calendar? — It's under the notebooks. {page_031_005.jpg|A calendar page showing a month with spiral notebooks lying on it} {bk02-l2b-f1-05.mp3} +LINE: Where's the pencil? — It's on the book. {page_031_006.jpg|A closed notebook with a pencil lying on top} {bk02-l2b-f1-06.mp3} +LINE: Where are the pens? — They're on the notebook. {page_031_007.jpg|Two spiral notebooks with a pencil} {bk02-l2b-f1-07.mp3} +LINE: Where are Bill and Bob? — They're in the lab. {page_031_008.jpg|Two male students wearing headphones in a language lab} {bk02-l2b-f1-08.mp3} +LINE: Where's the schedule? — It's on the bulletin board. {page_031_009.jpg|A bulletin board displaying a student schedule with times and locations} {bk02-l2b-f1-09.mp3} +LINE: Where are the desks? — They're in the room. {page_031_010.jpg|An office interior showing desks and a window} {bk02-l2b-f1-10.mp3} + +# Source: ST §Where's Your Friend? (grammar) +$GRAMMAR Asking "Where" +ID: l2-s3 +INTRO: Here's the pattern behind those questions, in three short cards. + +CARD: To ask about a place, start with **Where**. Use "is" for one thing and "are" for more than one. +{Where is the student?} +{Where are the books?} + +CARD: The answer names the place — "in", "on", or "under" something. +{The map is under the desk.} +{The students are in the classroom.} + +CARD: "Where is" is usually shortened to **Where's**. +{Where's the desk?} +{The desk is in the office.} + +SUMMARY: +| Question | Answer | +|---|---| +| Where is the map? | The map is under the desk. | +| Where is the student? | The book is on the chair. | +| Where are the books? | The students are in the classroom. | +| Where are the pilots? | The pilots are in the barracks. | + +Where + is = **Where's** + +# Source: ST §Where's the Teacher? +$DIALOGUE Where's the Book? +ID: l2-s4 +INTRO: Now read some questions and answers — pictures included, no repeating required. +INSTRUCTION: Read the questions and answers. + +LINE: Where's the book?\n— It's on the bed. {st-page_048_001.jpg|A bed with a book lying on top of it} + +LINE: Where are the chalkboards?\n— They're in the room. {st-page_048_002.jpg|A classroom with two chalkboards on the wall and desks lined up} + +LINE: Where's the pen?\n— It's under the table. {st-page_048_003.jpg|A pen lying under a square wooden table} + +LINE: Where are the students?\n— They're in the classroom. {st-page_048_004.jpg|Students sitting at desks in a classroom} + +LINE: Where's the office?\n— It's in the building. {st-page_048_005.jpg|An office setup showing a desk, chair, framed pictures, and a bulletin board} + +LINE: Where's the schedule?\n— It's on the bulletin board. {st-page_048_006.jpg|A bulletin board with a student schedule posted on it} + +LINE: Where are the chair and the desk?\n— They're in the office. + +LINE: Where are the pictures?\n— They're on the wall. + +# Source: ST §Where's the Pencil? +$DIALOGUE Where's the Pencil? +ID: l2-s5 +INTRO: Two students, twelve quick questions. Read along and notice "in", "on", and "under" doing their work. +INSTRUCTION: Read the questions and answers. + +Student1: Where's the pencil? +Student2: It's on the table. + +Student1: Where's the pen? +Student2: It's on the table. + +Student1: Where are the boys? +Student2: The boys are on the bus. + +Student1: Where's the map? +Student2: It's on the wall. + +Student1: Where are the men? +Student2: They are on the base. + +Student1: Where's the student? +Student2: He's in the classroom. + +Student1: Where are you? +Student2: I'm in the lab. + +Student1: Where's Bill? +Student2: He's in the barracks. + +Student1: Where's the schedule? +Student2: The schedule is in the office. + +Student1: Where are Bill and Bob? +Student2: They are in the office. + +Student1: Where's the book? +Student2: It's under the desk. + +Student1: Where's your sister? +Student2: She's in her room. + +# Source: LLA 2A Figure 6 +$DIALOGUE Tomorrow's Schedule +ID: 2a-f6 +INTRO: A short real conversation: John needs tomorrow's schedule, and Jan knows where to look. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +VOCAB: schedule John: What's the schedule tomorrow? {bk02-l2a-f6-01.mp3} + +VOCAB: bulletin board Jan: Look at the bulletin board. {bk02-l2a-f6-02.mp3} + John: Where is it? {bk02-l2a-f6-03.mp3} Jan: It's in the office. {bk02-l2a-f6-04.mp3} # Source: LLA 2A Figure 7 $DIALOGUE Where's Aldo? ID: 2a-f7 -INTRO: Now Tom is looking for Aldo — who is in his room, and not because he's sick. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: Another quick exchange — Tom is looking for Aldo, who is not sick, just tired. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT -Tom: Where's Aldo? {bk02-l2a-f6-05.mp3} -Linda: He's in his room. {bk02-l2a-f6-06.mp3} -Tom: Is he sick? {bk02-l2a-f6-07.mp3} -Linda: No, he's tired. {bk02-l2a-f6-08.mp3} +Tom: Where's Aldo? +Linda: He's in his room. -# Source: ST §Where's Your Friend? -$GRAMMAR Asking Where -ID: l2-s3 -INTRO: Here's the machinery of "where" questions — where plus is or are, and answers with in, on, and under. +VOCAB: sick +Tom: Is he sick? -| | | | -|---|---|---| -| Where | is | the map?
the student? | -| | are | the books?
the pilots? | +VOCAB: tired +Linda: No, he's tired. -| | | | -|---|---|---| -| The map
The book | is | under the desk.
on the chair. | -| The students
The pilots | are | in the classroom.
in the barracks. | - -**Where + is = Where's** - -{Where's the desk?} {The desk is in the office.} - -# Source: LLA 2B Figure 1 -$DIALOGUE Where Is It? — With Pictures -ID: 2b-f1 -INTRO: Look at each picture, listen to the question and its answer, and repeat both. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Where's the box? {page_031_001.jpg} {bk02-l2b-f1-01-q.mp3} -LINE: It's on the desk. {page_031_001.jpg} {bk02-l2b-f1-01-a.mp3} - -Narrator: Where's the teacher? {page_031_002.jpg} {bk02-l2b-f1-02-q.mp3} -LINE: He's in the classroom. {page_031_002.jpg} {bk02-l2b-f1-02-a.mp3} - -Narrator: Where are the students? {page_031_003.jpg} {bk02-l2b-f1-03-q.mp3} -LINE: They're in the lab. {page_031_003.jpg} {bk02-l2b-f1-03-a.mp3} - -Narrator: Where are the pictures? {page_031_004.jpg} {bk02-l2b-f1-04-q.mp3} -LINE: They're on the wall. {page_031_004.jpg} {bk02-l2b-f1-04-a.mp3} - -Narrator: Where's the calendar? {page_031_005.jpg} {bk02-l2b-f1-05-q.mp3} -LINE: It's under the notebooks. {page_031_005.jpg} {bk02-l2b-f1-05-a.mp3} - -Narrator: Where's the pencil? {page_031_006.jpg} {bk02-l2b-f1-06-q.mp3} -LINE: It's on the book. {page_031_006.jpg} {bk02-l2b-f1-06-a.mp3} - -Narrator: Where are the pens? {page_031_007.jpg} {bk02-l2b-f1-07-q.mp3} -LINE: They're on the notebook. {page_031_007.jpg} {bk02-l2b-f1-07-a.mp3} - -Narrator: Where are Bill and Bob? {page_031_008.jpg} {bk02-l2b-f1-08-q.mp3} -LINE: They're in the lab. {page_031_008.jpg} {bk02-l2b-f1-08-a.mp3} - -Narrator: Where's the schedule? {page_031_009.jpg} {bk02-l2b-f1-09-q.mp3} -LINE: It's on the bulletin board. {page_031_009.jpg} {bk02-l2b-f1-09-a.mp3} - -Narrator: Where are the desks? {page_031_010.jpg} {bk02-l2b-f1-10-q.mp3} -LINE: They're in the room. {page_031_010.jpg} {bk02-l2b-f1-10-a.mp3} - -# Source: ST §Where's the Teacher? -$DIALOGUE Where's the Teacher? -ID: l2-s4 -INTRO: Read these questions and answers about the classroom and the base. No repeating this time — just read and let the pictures confirm you. -INSTRUCTION: Read the sentences. - -LINE: Where's the book? It's on the bed. {st-page_048_001.jpg} - -LINE: Where are the chalkboards? They're in the room. {st-page_048_002.jpg} - -LINE: Where's the pen? It's under the table. {st-page_048_003.jpg} - -LINE: Where are the students? They're in the classroom. {st-page_048_004.jpg} - -LINE: Where's the office? It's in the building. {st-page_048_005.jpg} - -LINE: Where's the schedule? It's on the bulletin board. {st-page_048_006.jpg} - -LINE: Where are the chair and the desk? They're in the office. - -LINE: Where are the pictures? They're on the wall. - -# Source: ST §Read the Questions and Answers (duplicate opening line trimmed) -$DIALOGUE Read: Where Are They? -ID: l2-s5 -INTRO: More where-questions to read. Two students show you the pattern, then you read the rest. -INSTRUCTION: Read the questions and answers. - -Student1: Where's the pencil? -Student2: It's on the table. - -LINE: Where's the pen? It's on the table. -LINE: Where are the boys? The boys are on the bus. -LINE: Where's the map? It's on the wall. -LINE: Where are the men? They are on the base. -LINE: Where's the student? He's in the classroom. -LINE: Where are you? I'm in the lab. -LINE: Where's Bill? He's in the barracks. -LINE: Where's the schedule? The schedule is in the office. -LINE: Where are Bill and Bob? They are in the office. -LINE: Where's the book? It's under the desk. -LINE: Where's your sister? She's in her room. - -# Source: LLA 2B Figure 3 (Part 1) -$DIALOGUE Or Questions -ID: 2b-f3-a -INTRO: A new kind of question gives you a choice — this or that? Look at the pictures, listen to the "or" questions, and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Are you a student or a teacher? {page_032_001.jpg} {bk02-l2b-f3-01-q.mp3} -LINE: Is Mr. Wilson sick or tired? {page_032_002.jpg} {bk02-l2b-f3-02-q.mp3} -LINE: Is the notebook on the table or under the table? {page_032_003.jpg} {bk02-l2b-f3-03-q.mp3} -LINE: Are those pencils or pens? {page_032_004.jpg} {bk02-l2b-f3-04-q.mp3} -LINE: Is that a man or a woman? {page_032_005.jpg} {bk02-l2b-f3-05-q.mp3} -LINE: Are you happy or sad? {page_032_006.jpg} {bk02-l2b-f3-06-q.mp3} -LINE: Is the picture on the wall or in the book? {page_032_007.jpg} {bk02-l2b-f3-07-q.mp3} -LINE: Are they in the classroom or in the lab? {page_032_008.jpg} {bk02-l2b-f3-08-q.mp3} -LINE: Is she a pilot or a cook? {page_032_009.jpg} {bk02-l2b-f3-09-q.mp3} -LINE: Are they young or old? {page_032_010.jpg} {bk02-l2b-f3-10-q.mp3} - -# Source: LLA 2B Figure 3 (Part 2) -$PRODUCE Answer the Or Questions -ID: 2b-f3-b -INTRO: Now the pictures decide. Answer each "or" question aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Are you a student or a teacher? {page_032_001.jpg} {bk02-l2b-f3-11-q.mp3} -RESPONSE: I'm a student. {bk02-l2b-f3-11-a.mp3} - -PROMPT: Is Mr. Wilson sick or tired? {page_032_002.jpg} {bk02-l2b-f3-12-q.mp3} -RESPONSE: He's sick. {bk02-l2b-f3-12-a.mp3} - -PROMPT: Is the notebook on the table or under the table? {page_032_003.jpg} {bk02-l2b-f3-13-q.mp3} -RESPONSE: It's on the table. {bk02-l2b-f3-13-a.mp3} - -PROMPT: Are those pencils or pens? {page_032_004.jpg} {bk02-l2b-f3-14-q.mp3} -RESPONSE: Those are pens. {bk02-l2b-f3-14-a.mp3} - -PROMPT: Is that a man or a woman? {page_032_005.jpg} {bk02-l2b-f3-15-q.mp3} -RESPONSE: That's a woman. {bk02-l2b-f3-15-a.mp3} - -PROMPT: Are you happy or sad? {page_032_006.jpg} {bk02-l2b-f3-16-q.mp3} -RESPONSE: I'm happy. {bk02-l2b-f3-16-a.mp3} - -PROMPT: Is the picture on the wall or in the book? {page_032_007.jpg} {bk02-l2b-f3-17-q.mp3} -RESPONSE: It's on the wall. {bk02-l2b-f3-17-a.mp3} - -PROMPT: Are they in the classroom or in the lab? {page_032_008.jpg} {bk02-l2b-f3-18-q.mp3} -RESPONSE: They're in the lab. {bk02-l2b-f3-18-a.mp3} - -PROMPT: Is she a pilot or a cook? {page_032_009.jpg} {bk02-l2b-f3-19-q.mp3} -RESPONSE: She's a pilot. {bk02-l2b-f3-19-a.mp3} - -PROMPT: Are they young or old? {page_032_010.jpg} {bk02-l2b-f3-20-q.mp3} -RESPONSE: They're old. {bk02-l2b-f3-20-a.mp3} - -# DROPPED: ST §Is This a Pen or a Pencil? (l2-s9) — TTS twin of LLA 2B Figure 3 (or-question -# repetition, same role and modality); cassette version kept above. -# DROPPED: ST §Excuse Me, Please. (l2-s10) — TTS twin of LLA 2B Figure 4 (same dialog); -# its VOCAB tags salvaged into the cassette version below. - -# Source: LLA 2B Figure 4 (VOCAB salvaged from ST §Excuse Me, Please.) +# Source: LLA 2B Figure 4 (VOCAB phrases salvaged from ST §Excuse Me, Please.) $DIALOGUE Excuse Me — Where's Tom? ID: 2b-f4 -INTRO: Aldo can't find Tom, so he asks Mr. Smith — politely. Listen and repeat each line. "Excuse me" will open a lot of doors for you. -INSTRUCTION: Listen and repeat. +INTRO: Aldo needs to find Tom, and Mr. Smith has the answer. Notice how "Excuse me" politely opens the question. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT -VOCAB: Excuse me, please. +VOCAB: Excuse me. Aldo: Excuse me. Where's Tom? {bk02-l2b-f4-01.mp3} Mr_Smith: He's in his room. {bk02-l2b-f4-02.mp3} - Aldo: In his classroom? {bk02-l2b-f4-03.mp3} +VOCAB: barracks Mr_Smith: No. He's in the barracks. He's sick. {bk02-l2b-f4-04.mp3} - Aldo: Where's his barracks? {bk02-l2b-f4-05.mp3} Mr_Smith: It's building 2000. {bk02-l2b-f4-06.mp3} - VOCAB: Thank you. Aldo: Thank you, sir. Goodbye. {bk02-l2b-f4-07.mp3} # Source: LLA 2B Figure 5 -$PRODUCE Questions on the Dialog +$PRODUCE Questions on the Dialogue ID: 2b-f5 -REFERENCE -INTRO: Questions about that conversation. Type your answers — and if Tom's whereabouts have slipped your mind, the dialog is there to consult. -INSTRUCTION: Type your answer. -INPUT: type +REFERENCE: 2b-f4 +INPUT: speak CHECK: llm -RUBRIC: Accept any correct answer based on the dialogue. Short answers are acceptable. +INTRO: Now the questions come to you. Answer each one aloud in a full sentence — and open the dialogue if you need to check a fact. +INSTRUCTION: Answer each question aloud in a full sentence. +RUBRIC: Accept any full-sentence answer that states the correct fact from the dialogue. Contractions and full forms are both acceptable. PROMPT: Where's Tom? {bk02-l2b-f5-01.mp3} -RESPONSE: He is in his room. +RESPONSE: He's in the barracks. PROMPT: Is Tom in the classroom? {bk02-l2b-f5-02.mp3} -RESPONSE: No, he is not. He is in the barracks. +RESPONSE: No, he isn't. He's in the barracks. PROMPT: Is Tom in the barracks? {bk02-l2b-f5-03.mp3} RESPONSE: Yes, he is. PROMPT: Is Tom well? {bk02-l2b-f5-04.mp3} -RESPONSE: No, he is sick. +RESPONSE: No, he isn't. He's sick. PROMPT: Is Tom in building 3000? {bk02-l2b-f5-05.mp3} -RESPONSE: No, he is in building 2000. +RESPONSE: No, he isn't. He's in building 2000. -$LESSON 2-4: Places on Base — In, At, or On - -# Source: LLA 2B Figure 6 (Part 1) -$DIALOGUE Places on Base -ID: 2b-f6-a -INTRO: In this part you'll learn the places you'll actually need — where you eat, where you shop, and where you go when you're sick. Look at each picture, listen, and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: building -LINE: This is a building. {page_034_001.jpg} {bk02-l2b-f6-01.mp3} - -VOCAB: office -LINE: This is an office. {page_034_002.jpg} {bk02-l2b-f6-02.mp3} - -VOCAB: library -LINE: This is a library. {page_034_003.jpg} {bk02-l2b-f6-03.mp3} - -VOCAB: mess hall -VOCAB: dining hall -LINE: This is a mess hall. This is a dining hall. {page_034_004.jpg} {bk02-l2b-f6-04.mp3} - -VOCAB: dispensary -LINE: This is a dispensary. {page_035_001.jpg} {bk02-l2b-f6-05.mp3} - -VOCAB: hospital -LINE: This is a hospital. {page_035_002.jpg} {bk02-l2b-f6-06.mp3} - -VOCAB: commissary -LINE: This is a commissary. {page_035_003.jpg} {bk02-l2b-f6-07.mp3} - -VOCAB: BX -VOCAB: base exchange -LINE: This is a BX. This is a base exchange. {page_035_004.jpg} {bk02-l2b-f6-08.mp3} - -# DROPPED: ST §An Air Force Base (Continued) (l2-s11) — TTS twin of LLA 2B Figures 6/7 -# vocabulary panels (same words, same presentation role); cassette versions kept. - -# Source: LLA 2B Figure 6 (Part 2) -$SELECT Who Is Where? — Tap the Picture -ID: 2b-f6-b -INTRO: Now listen to where everyone is and tap the matching picture. Then repeat the sentence — the base is big; you'll want these names automatic. -INSTRUCTION: Tap the matching picture. -REPEAT - -OPTION: a | A {page_034_001.jpg} -OPTION: b | B {page_034_002.jpg} -OPTION: c | C {page_034_003.jpg} -OPTION: d | D {page_034_004.jpg} -OPTION: e | E {page_035_001.jpg} -OPTION: f | F {page_035_002.jpg} -OPTION: g | G {page_035_003.jpg} -OPTION: h | H {page_035_004.jpg} - -PROMPT: Bob is at the mess hall. {bk02-l2b-f6-09.mp3} -ANSWER: d -FEEDBACK: Repeat: Bob is at the mess hall. Or: Bob is at the dining hall. {bk02-l2b-f6-09-fb.mp3} - -PROMPT: Mr. Wilson is at his office. {bk02-l2b-f6-10.mp3} -ANSWER: b -FEEDBACK: Repeat: Mr. Wilson is at his office. {bk02-l2b-f6-10-fb.mp3} - -PROMPT: We are in building 7445. {bk02-l2b-f6-11.mp3} -ANSWER: a -FEEDBACK: Repeat: We are in building 7445. {bk02-l2b-f6-11-fb.mp3} - -PROMPT: Jan is at the library. {bk02-l2b-f6-12.mp3} -ANSWER: c -FEEDBACK: Repeat: Jan is at the library. {bk02-l2b-f6-12-fb.mp3} - -PROMPT: Mrs. Wilson is at the commissary. {bk02-l2b-f6-13.mp3} -ANSWER: g -FEEDBACK: Repeat: Mrs. Wilson is at the commissary. {bk02-l2b-f6-13-fb.mp3} - -PROMPT: The 6th student is at the dispensary. {bk02-l2b-f6-14.mp3} -ANSWER: e -FEEDBACK: Repeat: The 6th student is at the dispensary. {bk02-l2b-f6-14-fb.mp3} - -PROMPT: The doctor is at the hospital. {bk02-l2b-f6-15.mp3} -ANSWER: f -FEEDBACK: Repeat: The doctor is at the hospital. {bk02-l2b-f6-15-fb.mp3} - -PROMPT: The pilot is at the BX. {bk02-l2b-f6-16.mp3} -ANSWER: h -FEEDBACK: Repeat: The pilot is at the BX. Or: The pilot is at the base exchange. {bk02-l2b-f6-16-fb.mp3} - -# Source: LLA 2B Figure 7 (Part 1) -$DIALOGUE More Places and Things -ID: 2b-f7-a -INTRO: More places, plus a few things that keep a base running — the schedule, the bus, the bulletin board. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: room -LINE: This is a room. This is a room in a barracks. {page_036_001.jpg} {bk02-l2b-f7-01.mp3} - -VOCAB: bed -LINE: This is a bed. {page_036_002.jpg} {bk02-l2b-f7-02.mp3} - -VOCAB: snack bar -LINE: This is a snack bar. {page_036_003.jpg} {bk02-l2b-f7-03.mp3} - -VOCAB: schedule -LINE: This is a schedule. {page_036_004.jpg} {bk02-l2b-f7-04.mp3} - -VOCAB: bus stop -LINE: This is a bus stop. {page_037_001.jpg} {bk02-l2b-f7-05.mp3} - -VOCAB: bus -LINE: This is a bus. {page_037_002.jpg} {bk02-l2b-f7-06.mp3} - -VOCAB: locator -LINE: This is the locator. {page_037_003.jpg} {bk02-l2b-f7-07.mp3} - -VOCAB: bulletin board -LINE: This is a bulletin board. {page_037_004.jpg} {bk02-l2b-f7-08.mp3} - -# Source: LLA 2B Figure 7 (Part 2) -$SELECT Tap the Picture — More Places -ID: 2b-f7-b -INTRO: Same game — listen to the sentence, tap the picture it describes, then repeat the sentence. -INSTRUCTION: Tap the matching picture. -REPEAT - -OPTION: a | A {page_036_001.jpg} -OPTION: b | B {page_036_002.jpg} -OPTION: c | C {page_036_003.jpg} -OPTION: d | D {page_036_004.jpg} -OPTION: e | E {page_037_001.jpg} -OPTION: f | F {page_037_002.jpg} -OPTION: g | G {page_037_003.jpg} -OPTION: h | H {page_037_004.jpg} - -PROMPT: Tom is in bed. He's tired. {bk02-l2b-f7-09.mp3} -ANSWER: b -FEEDBACK: Repeat: Tom is in bed. He's tired. {bk02-l2b-f7-09-fb.mp3} - -PROMPT: His room is in Barracks 7500. {bk02-l2b-f7-10.mp3} -ANSWER: a -FEEDBACK: Repeat: His room is in Barracks 7500. {bk02-l2b-f7-10-fb.mp3} - -PROMPT: The schedule is on the wall. {bk02-l2b-f7-11.mp3} -ANSWER: d -FEEDBACK: Repeat: The schedule is on the wall. {bk02-l2b-f7-11-fb.mp3} - -PROMPT: She's at the snack bar. {bk02-l2b-f7-12.mp3} -ANSWER: c -FEEDBACK: Repeat: She's at the snack bar. {bk02-l2b-f7-12-fb.mp3} - -PROMPT: They're at the locator. {bk02-l2b-f7-13.mp3} -ANSWER: g -FEEDBACK: Repeat: They're at the locator. {bk02-l2b-f7-13-fb.mp3} - -PROMPT: We're on the bus. {bk02-l2b-f7-14.mp3} -ANSWER: f -FEEDBACK: Repeat: We're on the bus. {bk02-l2b-f7-14-fb.mp3} - -PROMPT: Linda is at the bus stop. {bk02-l2b-f7-15.mp3} -ANSWER: e -FEEDBACK: Repeat: Linda is at the bus stop. {bk02-l2b-f7-15-fb.mp3} - -PROMPT: Our names are on the bulletin board. {bk02-l2b-f7-16.mp3} -ANSWER: h -FEEDBACK: Repeat: Our names are on the bulletin board. {bk02-l2b-f7-16-fb.mp3} - -# Source: ST §We Are in the Classroom. -$DIALOGUE Everyone Is Somewhere -ID: l2-s12 -INTRO: Now put people in those places with "at". Repeat each sentence — everyone on this base is somewhere, even Bob, who is at the dispensary again. -INSTRUCTION: Repeat the sentences. -REPEAT - -LINE: The students are at the mess hall. -LINE: Tom and Aldo are at the dining hall. -LINE: Lt Jones is at the BX. -LINE: The women are at the commissary. -LINE: Bill is at the library. -LINE: The doctor is at the hospital. -LINE: The teachers are at the snack bar. -LINE: Bob is sick. He's at the dispensary. -LINE: Sgt Brown is at the Locator. -LINE: The boys and girls are at the bus stop. - -# Source: ST §It's on Base. (duplicate opening line trimmed) -$DIALOGUE Read: On, In, or At -ID: l2-s13 -INTRO: Read these questions and answers, and watch the little words do the work — on the bus, in the barracks, at the library. -INSTRUCTION: Read the questions and answers. - -Student1: Where's the commissary? -Student2: It's on the base. - -LINE: Where's Mr. Rodgers? He's on the bus. -LINE: Where's the schedule? It's on the bulletin board. -LINE: Where are the bulletin boards? They're on the wall. -LINE: Where's his room? It's in the barracks. -LINE: Where's his money? It's in his room. -LINE: Where's your desk? It's in my office. -LINE: Where are your friends? They're at the snack bar. -LINE: Where are the girls? They're at the library. -LINE: Where's Sgt White? He's at the Locator. -LINE: Where are the doctors? They're at the hospital. -LINE: Where's Tom? He's at the dispensary. - -# Source: LLA 2C Figure 1 -$DIALOGUE Base Buildings Review -ID: 2c-f1 -INTRO: A quick review of the buildings, this time from the tape. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: This is the BX. {page_039_001.jpg} {bk02-l2c-f1-01.mp3} -LINE: This is an office. {page_039_002.jpg} {bk02-l2c-f1-02.mp3} -LINE: This is an Air Force base. {page_039_003.jpg} {bk02-l2c-f1-03.mp3} -LINE: This is a hospital. {page_039_004.jpg} {bk02-l2c-f1-04.mp3} -LINE: This is a commissary. {page_039_005.jpg} {bk02-l2c-f1-05.mp3} -LINE: This is a library. {page_039_006.jpg} {bk02-l2c-f1-06.mp3} - -# Source: LLA 2C Figure 2 -$DIALOGUE People and Things -ID: 2c-f2 -INTRO: And here are the people and things about to go into those buildings. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: This is John. {page_039_007.jpg} {bk02-l2c-f2-01.mp3} -LINE: This is a desk. {page_039_008.jpg} {bk02-l2c-f2-02.mp3} -LINE: This is a mechanic. {page_039_009.jpg} {bk02-l2c-f2-03.mp3} -LINE: This is a doctor. {page_039_010.jpg} {bk02-l2c-f2-04.mp3} -LINE: This is Mrs. Wilson. {page_039_011.jpg} {bk02-l2c-f2-05.mp3} -LINE: These are books. {page_039_012.jpg} {bk02-l2c-f2-06.mp3} - -# Source: LLA 2C Figure 3 (Part 1) -$SELECT Where Are They? — Tap the Place -ID: 2c-f3-a -INTRO: Listen to the question and its answer, then tap where each person or thing is. -INSTRUCTION: Tap the correct location. - -OPTION: a | the Air Force base {page_040_007.jpg} -OPTION: b | the BX {page_040_008.jpg} -OPTION: c | the office {page_040_009.jpg} -OPTION: d | the library {page_040_010.jpg} -OPTION: e | the hospital {page_040_011.jpg} -OPTION: f | the commissary {page_040_012.jpg} - -EXAMPLE -PROMPT: Where's John? John is at the BX. {page_040_001.jpg} {bk02-l2c-f3-01.mp3} -ANSWER: b - -PROMPT: Where's the desk? The desk is in the office. {page_040_002.jpg} {bk02-l2c-f3-02.mp3} -ANSWER: c - -PROMPT: Where's the mechanic? The mechanic is on the Air Force base. {page_040_003.jpg} {bk02-l2c-f3-03.mp3} -ANSWER: a - -PROMPT: Where's the doctor? The doctor is at the hospital. {page_040_004.jpg} {bk02-l2c-f3-04.mp3} -ANSWER: e - -PROMPT: Where's Mrs. Wilson? Mrs. Wilson is at the commissary. {page_040_005.jpg} {bk02-l2c-f3-05.mp3} -ANSWER: f - -PROMPT: Where are the books? The books are in the library. {page_040_006.jpg} {bk02-l2c-f3-06.mp3} -ANSWER: d - -# Source: LLA 2C Figure 3 (Part 2) -$PRODUCE Where Are They? — Answer -ID: 2c-f3-b -INPUT: speak -CHECK: reveal -INTRO: Same questions — but this time you answer. Speak your answer, then repeat the model. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -PROMPT: Where's John? {page_040_001.jpg} {bk02-l2c-f3-07-q.mp3} -RESPONSE: John is at the BX. {bk02-l2c-f3-07-a.mp3} - -PROMPT: Where's the desk? {page_040_002.jpg} {bk02-l2c-f3-08-q.mp3} -RESPONSE: It's in the office. {bk02-l2c-f3-08-a.mp3} - -PROMPT: Where's the mechanic? {page_040_003.jpg} {bk02-l2c-f3-09-q.mp3} -RESPONSE: He's on the Air Force base. {bk02-l2c-f3-09-a.mp3} - -PROMPT: Where's the doctor? {page_040_004.jpg} {bk02-l2c-f3-10-q.mp3} -RESPONSE: He's at the hospital. {bk02-l2c-f3-10-a.mp3} - -PROMPT: Where's Mrs. Wilson? {page_040_005.jpg} {bk02-l2c-f3-11-q.mp3} -RESPONSE: She's at the commissary. {bk02-l2c-f3-11-a.mp3} - -PROMPT: Where are the books? {page_040_006.jpg} {bk02-l2c-f3-12-q.mp3} -RESPONSE: They're in the library. {bk02-l2c-f3-12-a.mp3} - -# Source: ST §The Man Is at the Bus Stop. -$GRAMMAR Somebody Is at the Place -ID: l2-s14 -INTRO: One pattern, many sentences — somebody, is, at, the place. Here's the table you'll build from. - -| | | | | | -|---|---|---|---|---| -| The student
The doctor
Bill
Aldo
Sgt Lopez | is | at | the | snack bar.
commissary.
library.
BX.
hospital. | - -{The doctor is at the hospital.} {Bill is at the library.} - -# Source: ST §Write Sentences (templates varied to cue the subject) -$PRODUCE Write Sentences from the Table -ID: l2-s15 -REFERENCE -INTRO: Now build sentences from that table — subject, is, at, place. Type them; the table is right there if you need it. -INSTRUCTION: Type a sentence from the table. -INPUT: type -CHECK: llm -RUBRIC: Accept any grammatical sentence of the form " is at the ", where the subject is the one named in the item text and the place is one of: snack bar, commissary, library, BX, hospital. The "is at the" pattern is the point — a missing "at" or "the" fails. - -EXAMPLE -TEMPLATE: Write a sentence from the table about the student. -RESPONSE: The student is at the BX. - -TEMPLATE: Write a sentence from the table about the doctor. -RESPONSE: The doctor is at the commissary. - -TEMPLATE: Write a sentence from the table about Bill. -RESPONSE: Bill is at the library. - -TEMPLATE: Write a sentence from the table about Aldo. -RESPONSE: Aldo is at the hospital. - -TEMPLATE: Write a sentence from the table about Sgt Lopez. -RESPONSE: Sgt Lopez is at the snack bar. - -TEMPLATE: Write one more sentence from the table — any subject, any place. -RESPONSE: The student is at the library. - -# Source: new (gap: in/at/on contrast is drilled in LLA 2C Figure 4 but never explained in the lesson) -$GRAMMAR In, At, or On -ID: 2c-f4-g -INTRO: Three small words do the location work in English — in, at, and on. Here's how this lesson uses them. - -**in** — inside a room or building: {in the office}, {in the barracks}, {in the classroom}, {in his room} - -**at** — at a place on base: {at the library}, {at the mess hall}, {at the BX}, {at the bus stop} - -**on** — on a surface or on top of something, and a few special places: {on the wall}, {on the bulletin board}, {on the bus}, {on the Air Force base} - -# Source: LLA 2C Figure 4 -$PRODUCE In, At, or On -ID: 2c-f4 -INPUT: type -CHECK: exact -INTRO: Listen to the sentence and type the missing preposition — in, at, or on. Then repeat the complete sentence. -INSTRUCTION: Type in, at, or on. -REPEAT - -PROMPT: They are at the library. {bk02-l2c-f4-01-q.mp3} -TEMPLATE: They are ____{at} the library. -RESPONSE: They are at the library. {bk02-l2c-f4-01-a.mp3} -ACCEPT: at - -PROMPT: The calendar is in the office. {bk02-l2c-f4-02-q.mp3} -TEMPLATE: The calendar is ____{in} the office. -RESPONSE: The calendar is in the office. {bk02-l2c-f4-02-a.mp3} -ACCEPT: in - -PROMPT: John and Bob are at the mess hall. {bk02-l2c-f4-03-q.mp3} -TEMPLATE: John and Bob are ____{at} the mess hall. -RESPONSE: John and Bob are at the mess hall. {bk02-l2c-f4-03-a.mp3} -ACCEPT: at - -PROMPT: The mess hall is on the Air Force base. {bk02-l2c-f4-04-q.mp3} -TEMPLATE: The mess hall is ____{on} the Air Force base. -RESPONSE: The mess hall is on the Air Force base. {bk02-l2c-f4-04-a.mp3} -ACCEPT: on - -PROMPT: Bob isn't at the BX. {bk02-l2c-f4-05-q.mp3} -TEMPLATE: Bob isn't ____{at} the BX. -RESPONSE: Bob isn't at the BX. {bk02-l2c-f4-05-a.mp3} -ACCEPT: at - -PROMPT: The doctors are at the hospital. {bk02-l2c-f4-06-q.mp3} -TEMPLATE: The doctors are ____{at} the hospital. -RESPONSE: The doctors are at the hospital. {bk02-l2c-f4-06-a.mp3} -ACCEPT: at - -$LESSON 2-5: Whose Is It? — Possessives - -# Source: LLA 2C Figure 5 -$DIALOGUE My, Your, Our, Their -ID: 2c-f5 -INTRO: This part is about ownership — my, your, our, their, and later, Betty's. Start by repeating these sentences with the pictures. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: This is my classroom. {page_041_001.jpg} {bk02-l2c-f5-01.mp3} -LINE: This is your classroom. {page_041_002.jpg} {bk02-l2c-f5-02.mp3} -LINE: This is our classroom. {page_042_001.jpg} {bk02-l2c-f5-03.mp3} -LINE: That is his sister. {page_042_002.jpg} {bk02-l2c-f5-04.mp3} -LINE: This is her sister. {page_042_003.jpg} {bk02-l2c-f5-05.mp3} -LINE: This is their brother. {page_042_004.jpg} {bk02-l2c-f5-06.mp3} - -# Source: ST §This Is Our Classroom. (grammar) -$GRAMMAR Our, Your, Their -ID: l2-s16 -INTRO: The plural owners in one small table — our, your, their. - -| | | | | -|---|---|---|---| -| This | is | our
your
their | classroom.
lab.
brother. | - -{This is our classroom.} {This is their brother.} - -# Source: ST §This Is Our Classroom. (dialogue) -$DIALOGUE This Is Our Classroom -ID: l2-s17 -INTRO: Repeat these sentences. The owner changes; the pattern doesn't. -INSTRUCTION: Repeat the sentences. -REPEAT - -LINE: This is our classroom. {st-page_060_001.jpg} -LINE: This is your lab. {st-page_060_002.jpg} -LINE: This is their brother. {st-page_060_003.jpg} - -VOCAB: their -LINE: They are students. This is their barracks. - -VOCAB: your -LINE: You are my students. These are your books. - -VOCAB: our -LINE: We are teachers. These are our classrooms. - -LINE: These are our books. -LINE: She's their sister. -LINE: He's your friend. -LINE: That's our office. -LINE: This is your money. -LINE: That's their barracks. - -# Source: ST §What's This? -$DIALOGUE What's This? It's Their Money. -ID: l2-s18 -INTRO: Read these questions and answers about whose classroom, whose money, and whose chairs. -INSTRUCTION: Read these questions and answers. - -Student1: What's this? -Student2: This is our classroom. - -LINE: What's that? That's our office. -LINE: What's this? It's their money. -LINE: What are those? They're your pencils. -LINE: What are these? These are their schedules. -LINE: What's that? That's our barracks. -LINE: What are those? They're your books. -LINE: What's that? It's their bulletin board. -LINE: What's this? It's our clock. -LINE: What are these? Those are their chairs. -LINE: What are those? Those are pictures. - -# Source: LLA 2C Figure 6 -$PRODUCE Type the Possessive -ID: 2c-f6 -INPUT: type -CHECK: exact -INTRO: Listen to the sentence and type the missing possessive word. Then repeat the whole sentence. -INSTRUCTION: Type the missing word. -REPEAT - -PROMPT: This is my barracks. {bk02-l2c-f6-01-q.mp3} -TEMPLATE: This is ____{my} barracks. -RESPONSE: This is my barracks. {bk02-l2c-f6-01-a.mp3} -ACCEPT: my - -PROMPT: This is their classroom. {bk02-l2c-f6-02-q.mp3} -TEMPLATE: This is ____{their} classroom. -RESPONSE: This is their classroom. {bk02-l2c-f6-02-a.mp3} -ACCEPT: their - -PROMPT: These are your notebooks. {bk02-l2c-f6-03-q.mp3} -TEMPLATE: These are ____{your} notebooks. -RESPONSE: These are your notebooks. {bk02-l2c-f6-03-a.mp3} -ACCEPT: your - -PROMPT: That's his child. {bk02-l2c-f6-04-q.mp3} -TEMPLATE: That's ____{his} child. -RESPONSE: That's his child. {bk02-l2c-f6-04-a.mp3} -ACCEPT: his - -PROMPT: Mr. Rogers is our teacher. {bk02-l2c-f6-05-q.mp3} -TEMPLATE: Mr. Rogers is ____{our} teacher. -RESPONSE: Mr. Rogers is our teacher. {bk02-l2c-f6-05-a.mp3} -ACCEPT: our - -PROMPT: It's her money. {bk02-l2c-f6-06-q.mp3} -TEMPLATE: It's ____{her} money. -RESPONSE: It's her money. {bk02-l2c-f6-06-a.mp3} -ACCEPT: her - -# Source: LLA 2C Figure 7 -$DIALOGUE Or Questions Review +# Source: LLA 2C Figure 7 (TTS twin ST §Is This a Pen or a Pencil? dropped) +$DIALOGUE Questions with "Or" ID: 2c-f7 -INTRO: A quick return of the "or" questions — this time you know a lot more of the words in them. Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: Another way to ask: offer two choices with "or". Listen to each question and repeat it — you'll answer questions like these next. +INSTRUCTION: Listen and repeat each question. REPEAT LINE: Is this a pen or a pencil? {bk02-l2c-f7-ex.mp3} @@ -1234,189 +538,1134 @@ LINE: Is this a chair or a table? {bk02-l2c-f7-13.mp3} LINE: Are these calendars or bulletin boards? {bk02-l2c-f7-14.mp3} LINE: Is her name Jan or Linda? {bk02-l2c-f7-15.mp3} -# Source: ST §Whose Money Is This? (grammar) -$GRAMMAR Asking Whose -ID: l2-s19 -INTRO: To ask who owns something, use "whose". The answer comes back with a possessive. - -| | | | -|---|---|---| -| Whose sister | is | she? | -| She | is | **his sister.** | - -| | | | -|---|---|---| -| Whose money | is | this? | -| This | is | **our money.** | - -| | | | -|---|---|---| -| Whose pens | are | these? | -| They | are | **my pens.** | - -{Whose money is this?} {This is our money.} - -# Source: ST §Whose Classroom Is This? -$DIALOGUE Whose Is It? -ID: l2-s20 -INTRO: Repeat these whose-questions and their answers — radios, notebooks, sisters, even a mechanic. -INSTRUCTION: Repeat these questions and answers. +# Source: LLA 2B Figure 3 +$PRODUCE Answer: One or the Other +ID: 2b-f3 +INPUT: speak +CHECK: reveal +INTRO: Now answer "or" questions yourself. The picture tells you which choice is right — answer aloud, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat the model answer. REPEAT -LINE: Whose radio is this? That's my radio. -LINE: Whose pen is that? It's his pen. -LINE: Whose recorders are these? They're your recorders. -LINE: Whose notebooks are these? Those are her notebooks. -LINE: Whose television is that? That's our television. -LINE: Whose sister is she? She's their sister. -LINE: Whose doctor is he? He's her doctor. -LINE: Whose friend is she? She's my friend. -LINE: Whose teacher is she? She's our teacher. -LINE: Whose mechanic are you? I'm their mechanic. +PROMPT: Are you a student or a teacher? {page_032_001.jpg|A woman sitting at a desk with a book open in front of her} {bk02-l2b-f3-01-q.mp3} +RESPONSE: I'm a student. {bk02-l2b-f3-01-a.mp3} + +PROMPT: Is Mr. Wilson sick or tired? {page_032_002.jpg|A man in a hospital bed with a thermometer in his mouth} {bk02-l2b-f3-02-q.mp3} +RESPONSE: He's sick. {bk02-l2b-f3-02-a.mp3} + +PROMPT: Is the notebook on the table or under the table? {page_032_003.jpg|A small book lying on top of a four-legged table} {bk02-l2b-f3-03-q.mp3} +RESPONSE: It's on the table. {bk02-l2b-f3-03-a.mp3} + +PROMPT: Are those pencils or pens? {page_032_004.jpg|Four pens standing side by side} {bk02-l2b-f3-04-q.mp3} +RESPONSE: Those are pens. {bk02-l2b-f3-04-a.mp3} + +PROMPT: Is that a man or a woman? {page_032_005.jpg|A woman wearing glasses and a necklace sitting in a chair} {bk02-l2b-f3-05-q.mp3} +RESPONSE: That's a woman. {bk02-l2b-f3-05-a.mp3} + +PROMPT: Are you happy or sad? {page_032_006.jpg|Profile view of a man looking to the side} {bk02-l2b-f3-06-q.mp3} +RESPONSE: I'm happy. {bk02-l2b-f3-06-a.mp3} + +PROMPT: Is the picture on the wall or in the book? {page_032_007.jpg|A framed picture hanging on a wall in a room corner} {bk02-l2b-f3-07-q.mp3} +RESPONSE: It's on the wall. {bk02-l2b-f3-07-a.mp3} + +PROMPT: Are they in the classroom or in the lab? {page_032_008.jpg|Two young men wearing headsets at language lab stations} {bk02-l2b-f3-08-q.mp3} +RESPONSE: They're in the lab. {bk02-l2b-f3-08-a.mp3} + +PROMPT: Is she a pilot or a cook? {page_032_009.jpg|A female pilot in uniform with airplanes flying in the background} {bk02-l2b-f3-09-q.mp3} +RESPONSE: She's a pilot. {bk02-l2b-f3-09-a.mp3} + +PROMPT: Are they young or old? {page_032_010.jpg|Two older men with glasses standing together} {bk02-l2b-f3-10-q.mp3} +RESPONSE: They're old. {bk02-l2b-f3-10-a.mp3} + +# Source: LLA 2A Figure 5 +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "VERY / BUS" (/b/ vs /v/, pp. 45-46) — instructor-read with no printed stimuli; the two tape activities below cover the same skill with real audio. +$SELECT Same Word or Different? +ID: 2a-f5 +HIDE_PROMPT +INTRO: A quick ear exercise. You'll hear two words — decide if they're the same word or two different words. "B" and "v" like to hide from each other. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +EXAMPLE +PROMPT: best ... vest {bk02-l2a-f5-ex.mp3} +ANSWER: d + +PROMPT: van ... van {bk02-l2a-f5-01.mp3} +ANSWER: s + +PROMPT: bolt ... bolt {bk02-l2a-f5-02.mp3} +ANSWER: s + +PROMPT: vi ... bi {bk02-l2a-f5-03.mp3} +ANSWER: d + +PROMPT: robe ... rove {bk02-l2a-f5-04.mp3} +ANSWER: d + +PROMPT: bile ... vile {bk02-l2a-f5-05.mp3} +ANSWER: d + +PROMPT: bet ... bet {bk02-l2a-f5-06.mp3} +ANSWER: s + +PROMPT: bat ... that {bk02-l2a-f5-07.mp3} +ANSWER: d + +PROMPT: bad ... bad {bk02-l2a-f5-08.mp3} +ANSWER: s + +PROMPT: vend ... bend {bk02-l2a-f5-09.mp3} +ANSWER: d + +PROMPT: save ... save {bk02-l2a-f5-10.mp3} +ANSWER: s + +# Source: LLA 2B Figure 2 +$SELECT V or B? +ID: 2b-f2 +INTRO: One step harder: hear a single word and name the sound in it — "v" as in "very", or "b" as in "big". +INSTRUCTION: Tap the sound you hear. +OPTION: a | V sound (as in very) +OPTION: b | B sound (as in big) + +EXAMPLE +PROMPT: bus {bk02-l2b-f2-ex.mp3} +ANSWER: b + +PROMPT: bet {bk02-l2b-f2-01.mp3} +ANSWER: b + +PROMPT: lab {bk02-l2b-f2-02.mp3} +ANSWER: b + +PROMPT: rave {bk02-l2b-f2-03.mp3} +ANSWER: a + +PROMPT: boat {bk02-l2b-f2-04.mp3} +ANSWER: b + +PROMPT: save {bk02-l2b-f2-05.mp3} +ANSWER: a + +PROMPT: cave {bk02-l2b-f2-06.mp3} +ANSWER: a + +PROMPT: labor {bk02-l2b-f2-07.mp3} +ANSWER: b + +PROMPT: tub {bk02-l2b-f2-08.mp3} +ANSWER: b + +PROMPT: river {bk02-l2b-f2-09.mp3} +ANSWER: a + +PROMPT: bench {bk02-l2b-f2-10.mp3} +ANSWER: b + +$SESSION 2-3: Places on the Base + +# Source: ST §An Air Force Base +$DIALOGUE An Air Force Base +ID: l2-s1 +INTRO: In this part you'll learn the places on a base — where you eat, sleep, study, and catch the bus. Start with the big picture. Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +VOCAB: Air Force base +LINE: This is an Air Force base. {st-page_043_001.jpg|An aerial view of an Air Force base showing various buildings, roads, trees, and a headquarters building with a flag} + +VOCAB: building +LINE: This is a building. {st-page_043_002.jpg|A large multi-story building on a military base} + +LINE: These are buildings. {st-page_043_003.jpg|A collection of several large buildings on a military base} + +LINE: These are barracks. {st-page_043_004.jpg|A set of barracks buildings with trees in front} + +VOCAB: room +LINE: This is a room in the barracks. {st-page_044_001.jpg|A bedroom inside a barracks with lockers, a desk, and a bed} + +VOCAB: bed +LINE: This is a bed. {st-page_044_002.jpg|A single bed made up with a pillow and blanket} + +LINE: This is a schedule. {st-page_044_003.jpg|A daily Student Schedule listing class times, subjects, lab, library, and mess hall hours} + +VOCAB: office +LINE: This is an office. {st-page_044_004.jpg|An office room with a desk, chair, framed pictures, bookshelf, and a calendar on the wall} + +LINE: This is a bulletin board. {st-page_045_001.jpg|A bulletin board displaying a student schedule and a calendar page for MAY 1989} + +VOCAB: bus +LINE: This is a bus. {st-page_045_002.jpg|A bus shown from the side, driven by a driver} + +VOCAB: bus stop +LINE: This is a bus stop. {st-page_045_003.jpg|People lining up to board a bus next to a BUS STOP sign} + +# Source: LLA 2B Figure 6 (TTS twin ST §Base Facilities dropped) +$DIALOGUE Base Facilities +ID: 2b-f6 +INTRO: Now the buildings with names on them — where you eat, shop, and see the doctor. Listen and repeat each word and sentence. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +LINE: Building. This is a building. {page_034_001.jpg|A large multi-story building on a campus setting} {bk02-l2b-f6-01.mp3} + +LINE: Office. This is an office. {page_034_002.jpg|An office desk with a chair, lamp, phone, and framed picture on the wall} {bk02-l2b-f6-02.mp3} + +VOCAB: library +LINE: Library. This is a library. {page_034_003.jpg|A library building with a sign that says 'LIBRARY'} {bk02-l2b-f6-03.mp3} + +VOCAB: mess hall +VOCAB: dining hall +LINE: Mess hall. Dining hall. This is a mess hall. This is a dining hall. {page_034_004.jpg|A person serving food at a cafeteria or mess hall counter} {bk02-l2b-f6-04.mp3} + +VOCAB: dispensary +LINE: Dispensary. This is a dispensary. {page_035_001.jpg|A small medical facility with a sign reading 'DISPENSARY'} {bk02-l2b-f6-05.mp3} + +VOCAB: hospital +LINE: Hospital. This is a hospital. {page_035_002.jpg|A multi-story hospital building labeled 'HOSPITAL'} {bk02-l2b-f6-06.mp3} + +VOCAB: commissary +LINE: Commissary. This is a commissary. {page_035_003.jpg|A woman pushing a shopping cart through aisles in a store} {bk02-l2b-f6-07.mp3} + +VOCAB: BX +VOCAB: base exchange +LINE: BX. Base exchange. This is a BX. This is a base exchange. {page_035_004.jpg|A store front labeled 'BASE EXCHANGE'} {bk02-l2b-f6-08.mp3} + +# Source: LLA 2B Figure 6 (Part 2) +$SELECT Who Is Where? +ID: 2b-f6-b +HIDE_PROMPT +INTRO: Listen to each sentence and tap the picture of the place you hear. The sentence plays back after you answer — say it too. +INSTRUCTION: Tap the correct picture. +REPEAT + +OPTION: a | building {page_034_001.jpg|A large multi-story building on a campus setting} +OPTION: b | office {page_034_002.jpg|An office desk with a chair, lamp, phone, and framed picture on the wall} +OPTION: c | library {page_034_003.jpg|A library building with a sign that says 'LIBRARY'} +OPTION: d | mess hall {page_034_004.jpg|A person serving food at a cafeteria or mess hall counter} +OPTION: e | dispensary {page_035_001.jpg|A small medical facility with a sign reading 'DISPENSARY'} +OPTION: f | hospital {page_035_002.jpg|A multi-story hospital building labeled 'HOSPITAL'} +OPTION: g | commissary {page_035_003.jpg|A woman pushing a shopping cart through aisles in a store} +OPTION: h | base exchange {page_035_004.jpg|A store front labeled 'BASE EXCHANGE'} + +EXAMPLE +PROMPT: Bob is at the mess hall. {bk02-l2b-f6-ex.mp3} +ANSWER: d +FEEDBACK: Bob is at the mess hall. {bk02-l2b-f6-01-fb.mp3} + +PROMPT: Mr. Wilson is at his office. {bk02-l2b-f6-02-q.mp3} +ANSWER: b +FEEDBACK: Mr. Wilson is at his office. {bk02-l2b-f6-02-fb.mp3} + +PROMPT: We are in building 7445. {bk02-l2b-f6-03-q.mp3} +ANSWER: a +FEEDBACK: We are in building 7445. {bk02-l2b-f6-03-fb.mp3} + +PROMPT: Jan is at the library. {bk02-l2b-f6-04-q.mp3} +ANSWER: c +FEEDBACK: Jan is at the library. {bk02-l2b-f6-04-fb.mp3} + +PROMPT: Mrs. Wilson is at the commissary. {bk02-l2b-f6-05-q.mp3} +ANSWER: g +FEEDBACK: Mrs. Wilson is at the commissary. {bk02-l2b-f6-05-fb.mp3} + +PROMPT: The sick student is at the dispensary. {bk02-l2b-f6-06-q.mp3} +ANSWER: e +FEEDBACK: The sick student is at the dispensary. {bk02-l2b-f6-06-fb.mp3} + +PROMPT: The doctor is at the hospital. {bk02-l2b-f6-07-q.mp3} +ANSWER: f +FEEDBACK: The doctor is at the hospital. {bk02-l2b-f6-07-fb.mp3} + +PROMPT: The pilot is at the BX. {bk02-l2b-f6-08-q.mp3} +ANSWER: h +FEEDBACK: The pilot is at the BX. {bk02-l2b-f6-08-fb.mp3} + +# Source: LLA 2B Figure 7 +$DIALOGUE Places and Things on Base +ID: 2b-f7 +INTRO: A few more places and things you'll meet every day — including the locator, the office that knows where everyone is. Listen and repeat. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +LINE: Room. This is a room. This is a room in a barracks. {page_036_001.jpg|A barracks room with a single bed, desk, chair, locker, and picture on the wall} {bk02-l2b-f7-01.mp3} + +LINE: Bed. This is a bed. {page_036_002.jpg|A neatly made bed in a bedroom} {bk02-l2b-f7-02.mp3} + +VOCAB: snack bar +LINE: Snack bar. This is a snack bar. {page_036_003.jpg|A snack bar counter with a menu listing prices for tea, coffee, milk, and juice} {bk02-l2b-f7-03.mp3} + +LINE: Schedule. This is a schedule. {page_036_004.jpg|A printed student schedule listing times and locations} {bk02-l2b-f7-04.mp3} + +LINE: Bus stop. This is a bus stop. {page_037_001.jpg|People standing in line at a bus stop with a sign that says 'BUS STOP'} {bk02-l2b-f7-05.mp3} + +LINE: Bus. This is a bus. {page_037_002.jpg|A large passenger bus seen from the front side} {bk02-l2b-f7-06.mp3} + +VOCAB: locator +LINE: Locator. This is the locator. {page_037_003.jpg|An office desk with a nameplate 'SGT JONES', 'LOCATOR' sign on wall, and a telephone} {bk02-l2b-f7-07.mp3} + +LINE: Bulletin board. This is a bulletin board. {page_037_004.jpg|A bulletin board showing a student schedule with various times and locations} {bk02-l2b-f7-08.mp3} + +# Source: LLA 2B Figure 7 (Part 2) +$SELECT Which Picture Is It? +ID: 2b-f7-b +HIDE_PROMPT +INTRO: Same game, new places. Listen to each sentence and tap the picture it describes — then say the sentence back. +INSTRUCTION: Tap the correct picture. +REPEAT + +OPTION: a | room {page_036_001.jpg|A barracks room with a single bed, desk, chair, locker, and picture on the wall} +OPTION: b | bed {page_036_002.jpg|A neatly made bed in a bedroom} +OPTION: c | snack bar {page_036_003.jpg|A snack bar counter with a menu listing prices for tea, coffee, milk, and juice} +OPTION: d | schedule {page_036_004.jpg|A printed student schedule listing times and locations} +OPTION: e | bus stop {page_037_001.jpg|People standing in line at a bus stop with a sign that says 'BUS STOP'} +OPTION: f | bus {page_037_002.jpg|A large passenger bus seen from the front side} +OPTION: g | locator {page_037_003.jpg|An office desk with a nameplate 'SGT JONES', 'LOCATOR' sign on wall, and a telephone} +OPTION: h | bulletin board {page_037_004.jpg|A bulletin board showing a student schedule with various times and locations} + +EXAMPLE +PROMPT: Tom is in bed. He's tired. {bk02-l2b-f7-ex.mp3} +ANSWER: b +FEEDBACK: Tom is in bed. He's tired. {bk02-l2b-f7-01-fb.mp3} + +PROMPT: His room is in Barracks 7500. {bk02-l2b-f7-02-q.mp3} +ANSWER: a +FEEDBACK: His room is in Barracks 7500. {bk02-l2b-f7-02-fb.mp3} + +PROMPT: The schedule is on the wall. {bk02-l2b-f7-03-q.mp3} +ANSWER: d +FEEDBACK: The schedule is on the wall. {bk02-l2b-f7-03-fb.mp3} + +PROMPT: She's at the snack bar. {bk02-l2b-f7-04-q.mp3} +ANSWER: c +FEEDBACK: She's at the snack bar. {bk02-l2b-f7-04-fb.mp3} + +PROMPT: They're at the locator. {bk02-l2b-f7-05-q.mp3} +ANSWER: g +FEEDBACK: They're at the locator. {bk02-l2b-f7-05-fb.mp3} + +PROMPT: We're on the bus. {bk02-l2b-f7-06-q.mp3} +ANSWER: f +FEEDBACK: We're on the bus. {bk02-l2b-f7-06-fb.mp3} + +PROMPT: Linda is at the bus stop. {bk02-l2b-f7-07-q.mp3} +ANSWER: e +FEEDBACK: Linda is at the bus stop. {bk02-l2b-f7-07-fb.mp3} + +PROMPT: Our names are on the bulletin board. {bk02-l2b-f7-08-q.mp3} +ANSWER: h +FEEDBACK: Our names are on the bulletin board. {bk02-l2b-f7-08-fb.mp3} + +# Source: LLA 2D Figure 1 +$DIALOGUE Places on Base — Review +ID: 2d-f1 +INTRO: A quick second pass over the places you've learned — hearing them again is how they stick. Listen and repeat. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: This is a barracks. {page_045_001.jpg|A two-story barracks building with stairs on the outside} {bk02-l2d-f1-01.mp3} + +LINE: This is a bus stop. {page_045_002.jpg|A woman at a snack bar counter with a menu board showing prices for Tea, Coffee, Milk, Juice} {bk02-l2d-f1-02.mp3} + +LINE: This is a room. {page_045_003.jpg|A close-up drawing of an angry man grimacing} {bk02-l2d-f1-03.mp3} + +LINE: This is a snack bar. {page_045_004.jpg|Exterior view of a snack bar building} {bk02-l2d-f1-04.mp3} + +LINE: This is a mess hall. {page_045_005.jpg|Exterior view of a mess hall building with people walking nearby} {bk02-l2d-f1-05.mp3} + +LINE: This is a dispensary. {page_045_006.jpg|Exterior view of a dispensary with a sign labeled DISPENSARY above the door} {bk02-l2d-f1-06.mp3} + +# Source: LLA 2D Figure 2 +$PRODUCE Who Is This? What Is That? +ID: 2d-f2 +INPUT: speak +CHECK: reveal +INTRO: Meet the people of this lesson — Tom, Linda, and Mr. Wilson. Look at each picture, answer the question aloud, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +REPEAT + +PROMPT: Who is this? {page_045_007.jpg|A young man in a suit and tie smiling} {bk02-l2d-f2-01-q.mp3} +RESPONSE: This is Tom. {bk02-l2d-f2-01-a.mp3} + +PROMPT: Who is this? {page_045_008.jpg|A young woman or girl with shoulder-length hair looking open-mouthed} {bk02-l2d-f2-02-q.mp3} +RESPONSE: This is Linda. {bk02-l2d-f2-02-a.mp3} + +PROMPT: What's that? {page_045_009.jpg|A student schedule board mounted on a wall with time slots listed} {bk02-l2d-f2-03-q.mp3} +RESPONSE: This is a bulletin board. {bk02-l2d-f2-03-a.mp3} + +PROMPT: Who's this? {page_045_010.jpg|A man wearing glasses and a suit and tie} {bk02-l2d-f2-04-q.mp3} +RESPONSE: This is Mr. Wilson. {bk02-l2d-f2-04-a.mp3} + +PROMPT: What are they? {page_045_011.jpg|Two cooks in chef hats standing side-by-side} {bk02-l2d-f2-05-q.mp3} +RESPONSE: They are cooks. {bk02-l2d-f2-05-a.mp3} + +PROMPT: What is he? {page_045_012.jpg|A male pilot in uniform with a plane drawn behind him} {bk02-l2d-f2-06-q.mp3} +RESPONSE: He's a pilot. {bk02-l2d-f2-06-a.mp3} + +# Source: LLA 2D Figure 3 +$SELECT Where Are They? Tap the Place +ID: 2d-f3 +HIDE_PROMPT +INTRO: Those same people are now scattered around the base. Listen to where each one is and tap the matching place. +INSTRUCTION: Tap the correct location picture. + +OPTION: a | bus stop {page_046_007.jpg|People boarding a bus at a bus stop} +OPTION: b | barracks {page_046_008.jpg|A two-story barracks building} +OPTION: c | snack bar {page_046_009.jpg|A snack bar counter with a menu listing items and prices} +OPTION: d | dispensary {page_046_010.jpg|A dispensary building with a sign DISPENSARY above the entrance} +OPTION: e | room {page_046_011.jpg|A bedroom/barracks interior with lockers, desk, and bed} +OPTION: f | mess hall {page_046_012.jpg|A mess hall building with a sign MESS HALL} + +EXAMPLE +PROMPT: Where's Tom? Tom's in the barracks. {page_046_001.jpg|A young man in a suit} {bk02-l2d-f3-01.mp3} +ANSWER: b + +PROMPT: Where's Linda? Linda's at the bus stop. {page_046_002.jpg|A young woman with shoulder-length hair} {bk02-l2d-f3-02.mp3} +ANSWER: a + +PROMPT: Where's the bulletin board? The bulletin board's in the room. {page_046_003.jpg|A student schedule bulletin board} {bk02-l2d-f3-03.mp3} +ANSWER: e + +PROMPT: Where's Mr. Wilson? Mr. Wilson's at the snack bar. {page_046_004.jpg|A man wearing glasses} {bk02-l2d-f3-04.mp3} +ANSWER: c + +PROMPT: Where are the cooks? They're at the mess hall. {page_046_005.jpg|Two cooks in chef hats} {bk02-l2d-f3-05.mp3} +ANSWER: f + +PROMPT: Where's the pilot? The pilot's at the dispensary. {page_046_006.jpg|A pilot in uniform} {bk02-l2d-f3-06.mp3} +ANSWER: d + +# Source: LLA 2D Figure 3 (Part 2) +$PRODUCE Where Are They? Say It +ID: 2d-f3-b +INPUT: speak +CHECK: reveal +INTRO: Now no choices — just you. Listen to each question, answer aloud in a full sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud. +REPEAT + +PROMPT: Where's Tom? {page_046_001.jpg|A young man in a suit} {bk02-l2d-f3-07-q.mp3} +RESPONSE: He's in the barracks. {bk02-l2d-f3-07-a.mp3} + +PROMPT: Where's Linda? {page_046_002.jpg|A young woman with shoulder-length hair} {bk02-l2d-f3-08-q.mp3} +RESPONSE: She's at the bus stop. {bk02-l2d-f3-08-a.mp3} + +PROMPT: Where's the bulletin board? {page_046_003.jpg|A student schedule bulletin board} {bk02-l2d-f3-09-q.mp3} +RESPONSE: It's in the room. {bk02-l2d-f3-09-a.mp3} + +PROMPT: Where's Mr. Wilson? {page_046_004.jpg|A man wearing glasses} {bk02-l2d-f3-10-q.mp3} +RESPONSE: He's at the snack bar. {bk02-l2d-f3-10-a.mp3} + +PROMPT: Where are the cooks? {page_046_005.jpg|Two cooks in chef hats} {bk02-l2d-f3-11-q.mp3} +RESPONSE: They're at the mess hall. {bk02-l2d-f3-11-a.mp3} + +PROMPT: Where's the pilot? {page_046_006.jpg|A pilot in uniform} {bk02-l2d-f3-12-q.mp3} +RESPONSE: He's at the dispensary. {bk02-l2d-f3-12-a.mp3} + +# Source: LLA 2B closing conversation +$DIALOGUE Meeting at the Snack Bar +ID: 2b-closing +INTRO: To finish this part, a real conversation at real speed — two colleagues deciding where to eat. You won't catch every word yet; catch the places. +INSTRUCTION: Listen to the conversation. + +Man: Well, Barbara, that was fun. What are you going to do now? {bk02-l2b-f7-c01.mp3} +Barbara: Well, I'm kind of hungry. I was thinking about going over to the mess hall. {bk02-l2b-f7-c02.mp3} +Man: Ah. I was thinking about that also, but I think I'd rather go to the snack bar. I think the food there is better. {bk02-l2b-f7-c03.mp3} +Barbara: Okay. Well, listen, I need to stop by the commissary, and then I'll meet you there. {bk02-l2b-f7-c04.mp3} +Man: Okay. I've got to go by my office. I'll see you there in about 30 minutes? {bk02-l2b-f7-c05.mp3} +Barbara: That sounds great. {bk02-l2b-f7-c06.mp3} +Man: Okay. Bye. {bk02-l2b-f7-c07.mp3} +Barbara: See you. Bye-bye. {bk02-l2b-f7-c08.mp3} +Man: See you later. {bk02-l2b-f7-c09.mp3} + +$SESSION 2-4: In, At, and On — Saying Where + +# Source: LLA 2C Figure 1 +$DIALOGUE Around the Base +ID: 2c-f1 +INTRO: In this part you'll learn which little word goes where: "in", "at", or "on". First, one more look at the base. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: This is the BX. {page_039_001.jpg|A building with a sign that says "BASE EXCHANGE"} {bk02-l2c-f1-01.mp3} + +LINE: This is an office. {page_039_002.jpg|An office setting showing a desk with an "IN/OUT" tray and a telephone} {bk02-l2c-f1-02.mp3} + +LINE: This is an Air Force base. {page_039_003.jpg|An overview of a military base with a water tower labeled "AIR FORCE BASE"} {bk02-l2c-f1-03.mp3} + +LINE: This is a hospital. {page_039_004.jpg|A large multi-story building, possibly a hospital or barracks} {bk02-l2c-f1-04.mp3} + +LINE: This is a commissary. {page_039_005.jpg|A storefront building labeled "COMMISSARY"} {bk02-l2c-f1-05.mp3} + +LINE: This is a library. {page_039_006.jpg|A modern building labeled "LIBRARY" with an airplane flying overhead} {bk02-l2c-f1-06.mp3} + +# Source: LLA 2C Figure 2 +$DIALOGUE People and Things +ID: 2c-f2 +INTRO: And the people and things that will go to those places in a moment. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: This is John. {page_039_007.jpg|A student wearing glasses sitting at a desk and writing with a pencil} {bk02-l2c-f2-01.mp3} +LINE: This is a desk. {page_039_008.jpg|A teacher's wooden desk with drawers} {bk02-l2c-f2-02.mp3} +LINE: This is a mechanic. {page_039_009.jpg|A mechanic or technician holding a wrench tool} {bk02-l2c-f2-03.mp3} +LINE: This is a doctor. {page_039_010.jpg|A woman with glasses looking forward} {bk02-l2c-f2-04.mp3} +LINE: This is Mrs. Wilson. {page_039_011.jpg|A smiling woman wearing a necklace} {bk02-l2c-f2-05.mp3} +LINE: These are books. {page_039_012.jpg|A stack of four heavy books} {bk02-l2c-f2-06.mp3} + +# Source: LLA 2C Figure 3 +$SELECT Match the Person to the Place +ID: 2c-f3 +HIDE_PROMPT +INTRO: Listen to each question and its answer, then tap the place where that person or thing is. +INSTRUCTION: Tap the correct location. +OPTION: a | Air Force base {page_040_007.jpg|An aerial view of an Air Force base layout} +OPTION: b | BX {page_040_008.jpg|A building labeled "BASE EXCHANGE"} +OPTION: c | office {page_040_009.jpg|An office desk with a lamp, telephone, and chair} +OPTION: d | library {page_040_010.jpg|A building labeled "LIBRARY"} +OPTION: e | hospital {page_040_011.jpg|A building with a entrance labeled "HOSPITAL"} +OPTION: f | commissary {page_040_012.jpg|A woman pushing a cart in a store marked "COMMISSARY"} + +EXAMPLE +PROMPT: Where's John? — John is at the BX. {bk02-l2c-f3-01.mp3} +TEMPLATE: John {page_040_001.jpg|A tailor or store clerk holding clothes hanging on a rack} +ANSWER: b + +PROMPT: Where's the desk? — The desk is in the office. {bk02-l2c-f3-02.mp3} +TEMPLATE: the desk {page_040_002.jpg|A wooden office desk with drawers} +ANSWER: c + +PROMPT: Where's the mechanic? — The mechanic is on the Air Force base. {bk02-l2c-f3-03.mp3} +TEMPLATE: the mechanic {page_040_003.jpg|A mechanic holding a wrench} +ANSWER: a + +PROMPT: Where's the doctor? — The doctor is at the hospital. {bk02-l2c-f3-04.mp3} +TEMPLATE: the doctor {page_040_004.jpg|A doctor or technician wearing protective goggles standing in front of shelves} +ANSWER: e + +PROMPT: Where's Mrs. Wilson? — Mrs. Wilson is at the commissary. {bk02-l2c-f3-05.mp3} +TEMPLATE: Mrs. Wilson {page_040_005.jpg|A woman putting groceries into a shopping cart} +ANSWER: f + +PROMPT: Where are the books? — The books are in the library. {bk02-l2c-f3-06.mp3} +TEMPLATE: the books {page_040_006.jpg|A stack of four books} +ANSWER: d + +# Source: LLA 2C Figure 3 (Part 2) +$PRODUCE Answer: Where Is Everyone? +ID: 2c-f3-b +INPUT: speak +CHECK: reveal +INTRO: Same people, same places — but now you say it. Listen to each question, answer aloud, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat. +REPEAT + +PROMPT: Where's John? {page_040_001.jpg|A tailor or store clerk holding clothes hanging on a rack} {bk02-l2c-f3-07-q.mp3} +RESPONSE: John is at the BX. {bk02-l2c-f3-07-a.mp3} + +PROMPT: Where's the desk? {page_040_002.jpg|A wooden office desk with drawers} {bk02-l2c-f3-08-q.mp3} +RESPONSE: It's in the office. {bk02-l2c-f3-08-a.mp3} + +PROMPT: Where's the mechanic? {page_040_003.jpg|A mechanic holding a wrench} {bk02-l2c-f3-09-q.mp3} +RESPONSE: He's on the Air Force base. {bk02-l2c-f3-09-a.mp3} + +PROMPT: Where's the doctor? {page_040_004.jpg|A doctor or technician wearing protective goggles standing in front of shelves} {bk02-l2c-f3-10-q.mp3} +RESPONSE: He's at the hospital. {bk02-l2c-f3-10-a.mp3} + +PROMPT: Where's Mrs. Wilson? {page_040_005.jpg|A woman putting groceries into a shopping cart} {bk02-l2c-f3-11-q.mp3} +RESPONSE: She's at the commissary. {bk02-l2c-f3-11-a.mp3} + +PROMPT: Where are the books? {page_040_006.jpg|A stack of four books} {bk02-l2c-f3-12-q.mp3} +RESPONSE: They're in the library. {bk02-l2c-f3-12-a.mp3} + +# Source: ST §The Man Is at the Bus Stop + new (gap: in/at/on contrast is drilled but never explained) +$GRAMMAR In, At, and On +ID: l2-s14 +INTRO: You've been hearing "in", "at", and "on" all lesson. Here's how to pick the right one. + +CARD: **At** names the place where someone is. +{The student is at the snack bar.} +{Bill is at the library.} + +CARD: **In** means inside a room or a building. +{The calendar is in the office.} +{His room is in the barracks.} + +CARD: **On** goes with surfaces — and with the base and the bus. +{The schedule is on the bulletin board.} +{The mess hall is on the Air Force base.} +{The boys are on the bus.} + +SUMMARY: +| | | | | | +|---|---|---|---|---| +| The student | is | at | the | snack bar. | +| The doctor | is | at | the | commissary. | +| Bill | is | at | the | library. | +| Aldo | is | at | the | BX. | +| Sgt Lopez | is | at | the | hospital. | + +# Source: ST §We Are in the Classroom. +$DIALOGUE At the Mess Hall, at the Library +ID: l2-s12 +INTRO: Everyone on this base is somewhere. Listen and repeat where — and notice "at" doing most of the work. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: The students are at the mess hall. +LINE: Tom and Aldo are at the dining hall. +LINE: Lt Jones is at the BX. +LINE: The women are at the commissary. +LINE: Bill is at the library. +LINE: The doctor is at the hospital. +LINE: The teachers are at the snack bar. +LINE: Bob is sick. He's at the dispensary. +LINE: Sgt Brown is at the Locator. +LINE: The boys and girls are at the bus stop. + +# Source: ST §It's on Base. +$DIALOGUE It's on the Base +ID: l2-s13 +INTRO: Read these quick exchanges and watch the prepositions switch: on the bus, in the barracks, at the library. +INSTRUCTION: Read the questions and answers. + +Student1: Where's the commissary? +Student2: It's on the base. + +Student1: Where's Mr. Rodgers? +Student2: He's on the bus. + +Student1: Where's the schedule? +Student2: It's on the bulletin board. + +Student1: Where are the bulletin boards? +Student2: They're on the wall. + +Student1: Where's his room? +Student2: It's in the barracks. + +Student1: Where's his money? +Student2: It's in his room. + +Student1: Where's your desk? +Student2: It's in my office. + +Student1: Where are your friends? +Student2: They're at the snack bar. + +Student1: Where are the girls? +Student2: They're at the library. + +Student1: Where's Sgt White? +Student2: He's at the Locator. + +Student1: Where are the doctors? +Student2: They're at the hospital. + +Student1: Where's Tom? +Student2: He's at the dispensary. + +# Source: ST §Make Sentences with the Table (recast: subject cues added to scaffold production) +$PRODUCE Make Sentences from the Table +ID: l2-s15 +REFERENCE: l2-s14 +INPUT: type +CHECK: llm +INTRO: Your turn to build sentences. For each person, type a full sentence saying where they are — any place from the table is fine. Open the table if you need it. +INSTRUCTION: Type a full sentence: who is at which place. +RUBRIC: Accept any complete sentence of the form "[given subject] is at the [place]" with the given subject, correct "is", and any plausible base location; the model's specific location is not required. + +EXAMPLE +TEMPLATE: The student +RESPONSE: The student is at the BX. + +TEMPLATE: The doctor +RESPONSE: The doctor is at the hospital. + +TEMPLATE: Bill +RESPONSE: Bill is at the library. + +TEMPLATE: Aldo +RESPONSE: Aldo is at the snack bar. + +TEMPLATE: Sgt Lopez +RESPONSE: Sgt Lopez is at the commissary. + +TEMPLATE: The teacher +RESPONSE: The teacher is at the dining hall. + +# Source: LLA 2C Figure 4 +$PRODUCE In, At, or On +ID: 2c-f4 +INPUT: type +CHECK: exact +INTRO: Now the tape tests you. Listen to the sentence and type the missing word — "in", "at", or "on" — then repeat the full sentence. +INSTRUCTION: Type "in", "at", or "on". +REPEAT + +PROMPT: They are at the library. {bk02-l2c-f4-01-q.mp3} +TEMPLATE: They are ____ the library. +RESPONSE: They are at the library. +ACCEPT: at + +PROMPT: The calendar is in the office. {bk02-l2c-f4-02-q.mp3} +TEMPLATE: The calendar is ____ the office. +RESPONSE: The calendar is in the office. +ACCEPT: in + +PROMPT: John and Bob are at the mess hall. {bk02-l2c-f4-03-q.mp3} +TEMPLATE: John and Bob are ____ the mess hall. +RESPONSE: John and Bob are at the mess hall. {bk02-l2c-f4-03-a.mp3} +ACCEPT: at + +PROMPT: The mess hall is on the Air Force base. {bk02-l2c-f4-04-q.mp3} +TEMPLATE: The mess hall is ____ the Air Force base. +RESPONSE: The mess hall is on the Air Force base. {bk02-l2c-f4-04-a.mp3} +ACCEPT: on + +PROMPT: Bob isn't at the BX. {bk02-l2c-f4-05-q.mp3} +TEMPLATE: Bob isn't ____ the BX. +RESPONSE: Bob isn't at the BX. {bk02-l2c-f4-05-a.mp3} +ACCEPT: at + +PROMPT: The doctors are at the hospital. {bk02-l2c-f4-06-q.mp3} +TEMPLATE: The doctors are ____ the hospital. +RESPONSE: The doctors are at the hospital. +ACCEPT: at + +# Source: LLA 2D Figure 4 +$DIALOGUE Here, Not There +ID: 2d-f4 +INTRO: Saying where someone is — and where they are not. Listen and repeat each pair of sentences. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: I'm at the library. {page_047_001.jpg|A woman sitting at a library desk surrounded by bookshelves} {bk02-l2d-f4-01.mp3} +LINE: I'm not in the lab. {page_047_002.jpg|Crossed out image showing window blind pull cords} {bk02-l2d-f4-02.mp3} + +LINE: You're at the snack bar. {page_047_003.jpg|A snack bar counter with menu board showing Tea, Coffee, Milk, Juice with prices} {bk02-l2d-f4-03.mp3} +LINE: You aren't at the bus stop. {page_047_004.jpg|Crossed out image showing a bus stop shelter with sign BUS STOP} {bk02-l2d-f4-04.mp3} + +LINE: He's in the classroom. {page_047_005.jpg|Students sitting at classroom desks taking notes} {bk02-l2d-f4-05.mp3} +LINE: He isn't in the barracks. {page_047_006.jpg|Crossed out image showing a bedroom/barracks interior with lockers and desk} {bk02-l2d-f4-06.mp3} + +LINE: She's at the BX. {page_047_007.jpg|Clothing rack with shirts hanging in a store or room} {bk02-l2d-f4-07.mp3} +LINE: She isn't at the commissary. {page_047_008.jpg|Crossed out image showing a store interior with shopping carts and shelves} {bk02-l2d-f4-08.mp3} + +LINE: They're in the lab. {page_047_009.jpg|Three men wearing headphones in a language laboratory} {bk02-l2d-f4-09.mp3} +LINE: They aren't at the mess hall. {page_047_010.jpg|Crossed out image showing a mess hall building with sign MESS HALL} {bk02-l2d-f4-10.mp3} + +LINE: The desk is in the office. {page_047_011.jpg|A classroom desk and chair with a blackboard behind} {bk02-l2d-f4-11.mp3} +LINE: It's not at the commissary. {page_047_012.jpg|Crossed out image showing a commissary building entrance with sign COMMISSARY} {bk02-l2d-f4-12.mp3} + +# Source: ST §Inside and Outside (grammar) +$GRAMMAR Inside and Outside +ID: l2-s26 +INTRO: Two more place words, and they need no "in", "at", or "on" at all: "inside" and "outside". + +CARD: **Inside** means in a room or a building. +{John is inside.} +{The boys are inside.} +![A young man with glasses sitting inside playing an electric guitar](st-page_066_001.jpg) + +CARD: **Outside** means not in a building. +{Linda is outside.} +{We are outside.} +![A young girl outside in a yard giving a dog a snack or treat](st-page_066_002.jpg) + +SUMMARY: +| | | | +|---|---|---| +| I | am | inside / outside. | +| You / We / They / The boys | are | inside / outside. | +| He / She / It / Linda | is | inside / outside. | + +# Source: ST §Inside or Outside +$DIALOGUE Inside or Outside? +ID: l2-s27 +INTRO: Linda is outside with the dog; John is inside with his guitar. Listen and repeat the questions and answers. +INSTRUCTION: Listen and repeat the questions and answers. +REPEAT + +VOCAB: outside +LINE: Where's Linda?\n— She's outside. + +VOCAB: inside +LINE: Where's John?\n— He's inside. + +LINE: Is Linda in her room?\n— No, she's not. She's outside. + +LINE: Is John in his room?\n— Yes, he is. + +# Source: LLA 2D Figure 10 +$PRODUCE Inside or Outside — You Answer +ID: 2d-f10 +INPUT: type +CHECK: exact +INTRO: Look at each picture, listen to the question, and type whether they're inside or outside — then say the full answer back. +INSTRUCTION: Type your answer. +REPEAT + +PROMPT: Where are Jan and Linda? {bk02-l2d-f10-01-q.mp3} +TEMPLATE: {page_051_001.jpg|A smiling adult woman leaning close to a young girl with dark hair} +RESPONSE: They're outside. {bk02-l2d-f10-01-a.mp3} +ACCEPT: They are outside. | outside | They're outside + +PROMPT: Where are Tom and Bill? {bk02-l2d-f10-02-q.mp3} +TEMPLATE: {page_051_002.jpg|Students sitting at desks in a classroom, taking notes during a lesson} +RESPONSE: They're inside. {bk02-l2d-f10-02-a.mp3} +ACCEPT: They are inside. | inside | They're inside + +PROMPT: Where is John? {bk02-l2d-f10-03-q.mp3} +TEMPLATE: {page_051_003.jpg|A young man with glasses playing an electric guitar sitting in front of a poster that says "COWBOYS"} +RESPONSE: He's inside. {bk02-l2d-f10-03-a.mp3} +ACCEPT: He is inside. | inside | He's inside + +PROMPT: Where is Linda? {page_051_004.jpg|A young girl kneeling outdoors and feeding a dog} {bk02-l2d-f10-04-q.mp3} +RESPONSE: She's outside. {bk02-l2d-f10-04-a.mp3} +ACCEPT: She is outside. | outside | She's outside + +PROMPT: Where are the students? {page_051_005.jpg|A young man carrying books walking outdoors with two young women} {bk02-l2d-f10-05-q.mp3} +RESPONSE: They're outside. {bk02-l2d-f10-05-a.mp3} +ACCEPT: They are outside. | outside | They're outside + +PROMPT: Where is the doctor? {page_051_006.jpg|An older man wearing glasses and a lab coat or smock, standing near shelves} {bk02-l2d-f10-06-q.mp3} +RESPONSE: He's inside. {bk02-l2d-f10-06-a.mp3} +ACCEPT: He is inside. | inside | He's inside + +$SESSION 2-5: My, Your, and Whose + +# Source: LLA 2C Figure 5 +$DIALOGUE My, Your, Our +ID: 2c-f5 +INTRO: In this part you'll say whose things are whose. It starts with six small words: my, your, our, his, her, their. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: my +LINE: This is my classroom. {page_041_001.jpg|A male teacher standing near a clock on the wall next to a female student sitting at a desk} {bk02-l2c-f5-01.mp3} + +VOCAB: your +LINE: This is your classroom. {page_041_002.jpg|Students sitting at individual desks in a classroom setting} {bk02-l2c-f5-02.mp3} + +VOCAB: our +LINE: This is our classroom. {page_042_001.jpg|Two men in uniform standing outside room 206 talking} {bk02-l2c-f5-03.mp3} + +VOCAB: his +LINE: That is his sister. {page_042_002.jpg|A family group with a man and woman on the left, and two younger males on the right} {bk02-l2c-f5-04.mp3} + +VOCAB: her +LINE: This is her sister. {page_042_003.jpg|Two people pointing at two young women walking past outdoors} {bk02-l2c-f5-05.mp3} + +VOCAB: their +LINE: This is their brother. {page_042_004.jpg|A woman surrounded by young people/children} {bk02-l2c-f5-06.mp3} + +# Source: ST §This Is Our Classroom. (grammar) +$GRAMMAR Our, Your, Their +ID: l2-s16 +INTRO: The plural owners get their own words: our, your, and their. + +CARD: **Our** = it belongs to us. **Your** = it belongs to you. **Their** = it belongs to them. +{This is our classroom.} +{This is your lab.} +{This is their brother.} + +CARD: They work the same with plural things — the word doesn't change. +{These are our books.} +{That's their barracks.} + +SUMMARY: +| | | | | +|---|---|---|---| +| This | is | our | classroom. | +| This | is | your | lab. | +| This | is | their | brother. | + +# Source: ST §This Is Our Classroom. +$DIALOGUE This Is Our Classroom +ID: l2-s17 +INTRO: Practice the plural owners in full sentences. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: This is our classroom. {st-page_060_001.jpg|A classroom filled with students sitting at desks while a teacher stands at the front desk} + +LINE: This is your lab. {st-page_060_002.jpg|Two students wearing headphones and speaking into microphones in a language lab setup} + +LINE: This is their brother. {st-page_060_003.jpg|A woman and a young girl standing with a young boy wearing glasses, an arrow pointing to the boy} + +LINE: They are students. This is their barracks. +LINE: You are my students. These are your books. +LINE: We are teachers. These are our classrooms. +LINE: These are our books. +LINE: She's their sister. +LINE: He's your friend. +LINE: That's our office. +LINE: This is your money. +LINE: That's their barracks. + +# Source: ST §What's This? +$DIALOGUE What's This? — It's Their Money +ID: l2-s18 +INTRO: Two students pointing at everything in the room. Read the questions and answers, and watch the possessive words. +INSTRUCTION: Read these questions and answers. + +Student1: What's this? +Student2: This is our classroom. + +Student1: What's that? +Student2: That's our office. + +Student1: What's this? +Student2: It's their money. + +Student1: What are those? +Student2: They're your pencils. + +Student1: What are these? +Student2: These are their schedules. + +Student1: What's that? +Student2: That's our barracks. + +Student1: What are those? +Student2: They're your books. + +Student1: What's that? +Student2: It's their bulletin board. + +Student1: What's this? +Student2: It's our clock. + +Student1: What are these? +Student2: Those are their chairs. + +Student1: What are those? +Student2: Those are pictures. + +# Source: LLA 2C Figure 6 +$PRODUCE Type the Possessive Word +ID: 2c-f6 +INPUT: type +CHECK: exact +INTRO: Listen to each sentence and type the possessive word you hear — "my", "your", "our", "his", "her", or "their". Then repeat the full sentence. +INSTRUCTION: Type the missing possessive word. +REPEAT + +PROMPT: This is my barracks. {bk02-l2c-f6-01-q.mp3} +TEMPLATE: This is ____ barracks. +RESPONSE: This is my barracks. +ACCEPT: my + +PROMPT: This is their classroom. {bk02-l2c-f6-02-q.mp3} +TEMPLATE: This is ____ classroom. +RESPONSE: This is their classroom. +ACCEPT: their + +PROMPT: These are your notebooks. {bk02-l2c-f6-03-q.mp3} +TEMPLATE: These are ____ notebooks. +RESPONSE: These are your notebooks. +ACCEPT: your + +PROMPT: That's his child. {bk02-l2c-f6-04-q.mp3} +TEMPLATE: That's ____ child. +RESPONSE: That's his child. +ACCEPT: his + +PROMPT: Mr. Rogers is our teacher. {bk02-l2c-f6-05-q.mp3} +TEMPLATE: Mr. Rogers is ____ teacher. +RESPONSE: Mr. Rogers is our teacher. +ACCEPT: our + +PROMPT: It's her money. {bk02-l2c-f6-06-q.mp3} +TEMPLATE: It's ____ money. +RESPONSE: It's her money. +ACCEPT: her + +# Source: ST §Whose Money Is This? (grammar) +$GRAMMAR Asking "Whose" +ID: l2-s19 +INTRO: To ask who the owner is, there's one word: "whose". + +CARD: **Whose** asks who something belongs to. Answer with a possessive word. +{Whose money is this?} +{This is our money.} + +CARD: With plural things, use "are" — the pattern stays the same. +{Whose pens are these?} +{They are my pens.} + +SUMMARY: +| Question | Answer | +|---|---| +| Whose sister is she? | She is his sister. | +| Whose money is this? | This is our money. | +| Whose pens are these? | They are my pens. | + +# Source: ST §Whose Classroom Is This? +$DIALOGUE Whose Radio Is This? +ID: l2-s20 +INTRO: Ten "whose" questions and their answers. Listen and repeat each pair. +INSTRUCTION: Listen and repeat these questions and answers. +REPEAT + +VOCAB: whose +LINE: Whose radio is this?\n— That's my radio. +LINE: Whose pen is that?\n— It's his pen. +LINE: Whose recorders are these?\n— They're your recorders. +LINE: Whose notebooks are these?\n— Those are her notebooks. +LINE: Whose television is that?\n— That's our television. +LINE: Whose sister is she?\n— She's their sister. +LINE: Whose doctor is he?\n— He's her doctor. +LINE: Whose friend is she?\n— She's my friend. +LINE: Whose teacher is she?\n— She's our teacher. +LINE: Whose mechanic are you?\n— I'm their mechanic. # Source: LLA 2C Figure 8 -$PRODUCE Ask with Whose +$PRODUCE Ask with "Whose" ID: 2c-f8 INPUT: speak CHECK: reveal -INTRO: Now you ask. Hear the word, build the question with "Whose", then repeat the correct question. -INSTRUCTION: Ask a question with "Whose". +INTRO: Now you build the question. Hear a word, ask a "Whose" question with it, then repeat the model question. +INSTRUCTION: Ask a question with "Whose", then repeat. REPEAT EXAMPLE -PROMPT: Pencil. {bk02-l2c-f8-ex-q.mp3} -TEMPLATE: Whose ____ is this? (pencil) +PROMPT: pencil {bk02-l2c-f8-ex-q.mp3} +TEMPLATE: Whose ____ is this? RESPONSE: Whose pencil is this? {bk02-l2c-f8-ex-a.mp3} -PROMPT: Pen. {bk02-l2c-f8-01-q.mp3} -TEMPLATE: Whose ____ is this? (pen) +PROMPT: pen {bk02-l2c-f8-01-q.mp3} +TEMPLATE: Whose ____ is this? RESPONSE: Whose pen is this? {bk02-l2c-f8-01-a.mp3} -PROMPT: Classroom. {bk02-l2c-f8-02-q.mp3} -TEMPLATE: Whose ____ is this? (classroom) +PROMPT: classroom {bk02-l2c-f8-02-q.mp3} +TEMPLATE: Whose ____ is this? RESPONSE: Whose classroom is this? {bk02-l2c-f8-02-a.mp3} -PROMPT: Money. {bk02-l2c-f8-03-q.mp3} -TEMPLATE: Whose ____ is this? (money) +PROMPT: money {bk02-l2c-f8-03-q.mp3} +TEMPLATE: Whose ____ is this? RESPONSE: Whose money is this? {bk02-l2c-f8-03-a.mp3} -PROMPT: Children. {bk02-l2c-f8-04-q.mp3} -TEMPLATE: Whose ____ are these? (children) +PROMPT: children {bk02-l2c-f8-04-q.mp3} +TEMPLATE: Whose ____ are these? RESPONSE: Whose children are these? {bk02-l2c-f8-04-a.mp3} -PROMPT: Pictures. {bk02-l2c-f8-05-q.mp3} -TEMPLATE: Whose ____ are these? (pictures) +PROMPT: pictures {bk02-l2c-f8-05-q.mp3} +TEMPLATE: Whose ____ are these? RESPONSE: Whose pictures are these? {bk02-l2c-f8-05-a.mp3} -PROMPT: Books. {bk02-l2c-f8-06-q.mp3} -TEMPLATE: Whose ____ are these? (books) +PROMPT: books {bk02-l2c-f8-06-q.mp3} +TEMPLATE: Whose ____ are these? RESPONSE: Whose books are these? {bk02-l2c-f8-06-a.mp3} -PROMPT: Room. {bk02-l2c-f8-07-q.mp3} -TEMPLATE: Whose ____ is this? (room) +PROMPT: room {bk02-l2c-f8-07-q.mp3} +TEMPLATE: Whose ____ is this? RESPONSE: Whose room is this? {bk02-l2c-f8-07-a.mp3} -PROMPT: Bed. {bk02-l2c-f8-08-q.mp3} -TEMPLATE: Whose ____ is this? (bed) +PROMPT: bed {bk02-l2c-f8-08-q.mp3} +TEMPLATE: Whose ____ is this? RESPONSE: Whose bed is this? {bk02-l2c-f8-08-a.mp3} -PROMPT: Brother. {bk02-l2c-f8-09-q.mp3} -TEMPLATE: Whose ____ is he? (brother) +PROMPT: brother {bk02-l2c-f8-09-q.mp3} +TEMPLATE: Whose ____ is he? RESPONSE: Whose brother is he? {bk02-l2c-f8-09-a.mp3} -PROMPT: Sister. {bk02-l2c-f8-10-q.mp3} -TEMPLATE: Whose ____ is she? (sister) +PROMPT: sister {bk02-l2c-f8-10-q.mp3} +TEMPLATE: Whose ____ is she? RESPONSE: Whose sister is she? {bk02-l2c-f8-10-a.mp3} +$SESSION 2-6: Betty's Book — Possessive Names + +# Source: LLA 2D Figure 6 +$DIALOGUE It's Betty's Money +ID: 2d-f6 +INTRO: One more way to name the owner: put "'s" on the name itself. Betty's money, Bill's books. Listen to the questions and answers, and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Whose money is this? {page_048_001.jpg|A dollar bill and three coins} {bk02-l2d-f6-01.mp3} +LINE: It's Betty's money. {page_048_001.jpg|A dollar bill and three coins} {bk02-l2d-f6-02.mp3} + +LINE: Whose books are these? {page_048_002.jpg|Books lined up on library bookshelves} {bk02-l2d-f6-03.mp3} +LINE: They're Bill's books. {page_048_002.jpg|Books lined up on library bookshelves} {bk02-l2d-f6-04.mp3} + +LINE: Whose children are they? {page_048_003.jpg|A family group consisting of parents and three children} {bk02-l2d-f6-05.mp3} +LINE: They're Mrs. Wilson's children. {page_048_003.jpg|A family group consisting of parents and three children} {bk02-l2d-f6-06.mp3} + +LINE: Whose room is this? {page_048_004.jpg|A barracks room layout with lockers, a desk, lamp, and bed} {bk02-l2d-f6-07.mp3} +LINE: This is Tom's room. {page_048_004.jpg|A barracks room layout with lockers, a desk, lamp, and bed} {bk02-l2d-f6-08.mp3} + +LINE: Whose map is that? {page_048_005.jpg|A world map showing continents and oceans} {bk02-l2d-f6-09.mp3} +LINE: It's Linda's map. {page_048_005.jpg|A world map showing continents and oceans} {bk02-l2d-f6-10.mp3} + # Source: ST §This Is Betty's Book. (grammar) $GRAMMAR Betty's Book ID: l2-s22 -INTRO: When the owner has a name, add apostrophe-s: Betty's book, Tom's room. +INTRO: The rule behind "Betty's book" — one apostrophe, one letter. -| | | | -|---|---|---| -| Whose book | is | that? | -| That | is | **Betty's book.** | +CARD: Add **'s** to a name to say it belongs to that person. +{Whose book is that?} +{That is Betty's book.} -| | | | -|---|---|---| -| Whose books | are | those? | -| Those | are | **Betty's books.** | +CARD: With several things, only the verb changes — the **'s** stays on the name. +{Whose books are those?} +{Those are Betty's books.} -{Whose book is that?} {That is Betty's book.} +CARD: Another way to say the same thing: +{That book belongs to Betty.} -# Source: ST §This Is Betty's Book. (dialogue) -$DIALOGUE It's Betty's Book -ID: l2-s23 -INTRO: Practice the pattern — Betty's, Aldo's, Bob's. Everything here belongs to somebody. -INSTRUCTION: Practice the sentences. +SUMMARY: +| Question | Answer | +|---|---| +| Whose book is that? | That is Betty's book. | +| Whose books are those? | Those are Betty's books. | -LINE: Whose book is this? It's Betty's book. -LINE: Whose money is this? That's Aldo's money. -LINE: Whose notebooks are these? Those are Bob's notebooks. -LINE: Whose maps are those? They're Bill's maps. -LINE: Whose pencils are these? Those are Susan's pencils. -LINE: Whose room is this? This is Tom's room. -LINE: Whose classroom is this? It's Dave's classroom. +That is Betty's book. = That book belongs to Betty. -# Source: LLA 2C Figure 9 -$PRODUCE Say the Whole Sentence -ID: 2c-f9 -INPUT: speak -CHECK: reveal -INTRO: Read the cue, listen to the word, and say the complete sentence — whose it is, plus the thing. Then repeat the model. -INSTRUCTION: Say the complete sentence aloud. +# Source: LLA 2D Figure 7 (TTS twin ST §This Is Betty's Book. (Practice) dropped) +$SELECT Whose Is It? Pick the Name +ID: 2d-f7 +INTRO: Listen to each "whose" question and pick the owner's name to complete the answer. The full answer plays back — say it too. +INSTRUCTION: Choose the correct name. REPEAT -EXAMPLE -PROMPT: Pencil. {bk02-l2c-f9-ex-q.mp3} -TEMPLATE: It's my ____. (pencil) -RESPONSE: It's my pencil. {bk02-l2c-f9-ex-a.mp3} +OPTION: aldo | Aldo's +OPTION: bob | Bob's +OPTION: jan | Jan's +OPTION: wilson | Mr. Wilson's +OPTION: susan | Susan's -PROMPT: Book. {bk02-l2c-f9-01-q.mp3} -TEMPLATE: It's Betty's ____. (book) -RESPONSE: It's Betty's book. {bk02-l2c-f9-01-a.mp3} +PROMPT: Whose barracks is this? {bk02-l2d-f7-01-q.mp3} +TEMPLATE: This is ____ barracks. +ANSWER: aldo +FEEDBACK: This is Aldo's barracks. {bk02-l2d-f7-01-a.mp3} -PROMPT: Desk. {bk02-l2c-f9-02-q.mp3} -TEMPLATE: It's John's ____. (desk) -RESPONSE: It's John's desk. {bk02-l2c-f9-02-a.mp3} +PROMPT: Whose desks are these? {bk02-l2d-f7-02-q.mp3} +TEMPLATE: They're ____ desks. +ANSWER: bob +FEEDBACK: They're Bob's desks. {bk02-l2d-f7-02-a.mp3} -PROMPT: Room. {bk02-l2c-f9-03-q.mp3} -TEMPLATE: It's his ____. (room) -RESPONSE: It's his room. {bk02-l2c-f9-03-a.mp3} +PROMPT: Whose dime is that? {bk02-l2d-f7-03-q.mp3} +TEMPLATE: It's ____ dime. +ANSWER: jan +FEEDBACK: It's Jan's dime. {bk02-l2d-f7-03-a.mp3} -PROMPT: Friend. {bk02-l2c-f9-04-q.mp3} -TEMPLATE: He's our ____. (friend) -RESPONSE: He's our friend. {bk02-l2c-f9-04-a.mp3} +PROMPT: Whose schedule is this? {bk02-l2d-f7-04-q.mp3} +TEMPLATE: It's ____ schedule. +ANSWER: wilson +FEEDBACK: It's Mr. Wilson's schedule. {bk02-l2d-f7-04-a.mp3} -PROMPT: Radio. {bk02-l2c-f9-05-q.mp3} -TEMPLATE: It's her ____. (radio) -RESPONSE: It's her radio. {bk02-l2c-f9-05-a.mp3} - -PROMPT: Mother. {bk02-l2c-f9-06-q.mp3} -TEMPLATE: She's my ____. (mother) -RESPONSE: She's my mother. {bk02-l2c-f9-06-a.mp3} - -PROMPT: Lab. {bk02-l2c-f9-07-q.mp3} -TEMPLATE: It's their ____. (lab) -RESPONSE: It's their lab. {bk02-l2c-f9-07-a.mp3} - -PROMPT: Penny. {bk02-l2c-f9-08-q.mp3} -TEMPLATE: It's your ____. (penny) -RESPONSE: It's your penny. {bk02-l2c-f9-08-a.mp3} - -PROMPT: Box. {bk02-l2c-f9-09-q.mp3} -TEMPLATE: It's Tom's ____. (box) -RESPONSE: It's Tom's box. {bk02-l2c-f9-09-a.mp3} - -PROMPT: Father. {bk02-l2c-f9-10-q.mp3} -TEMPLATE: He's his ____. (father) -RESPONSE: He's his father. {bk02-l2c-f9-10-a.mp3} +PROMPT: Whose pens are these? {bk02-l2d-f7-05-q.mp3} +TEMPLATE: Those are ____ pens. +ANSWER: susan +FEEDBACK: Those are Susan's pens. {bk02-l2d-f7-05-a.mp3} # Source: ST §It's His Radio. $DIALOGUE It's His Radio ID: l2-s21 -INTRO: Two short arguments about ownership — a radio and a tape. Read them; soon you'll be having these conversations yourself. +INTRO: Two short exchanges about a radio and a tape — read along and spot who owns what. INSTRUCTION: Read the dialogs. Betty: Is this your radio? @@ -1429,208 +1678,81 @@ Dave: It's on the table. Bob: Is this your tape? Dave: Yes, it is. -# SKIPPED (book): ST Function "WHOSE IS THIS. Ask and answer questions." — open pair task -# with no stimuli or constraints; no solo path. - -$LESSON 2-6: Review Day — Around the Base - -# Source: LLA 2D Figure 1 -$DIALOGUE Places on Base — Review -ID: 2d-f1 -INTRO: Review time. In this part you'll re-run the places, the where-questions, and "whose" — faster and smoother than the first time. Start by repeating the places. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: This is a barracks. {page_045_001.jpg} {bk02-l2d-f1-01.mp3} -LINE: This is a bus stop. {page_045_002.jpg} {bk02-l2d-f1-02.mp3} -LINE: This is a room. {page_045_003.jpg} {bk02-l2d-f1-03.mp3} -LINE: This is a snack bar. {page_045_004.jpg} {bk02-l2d-f1-04.mp3} -LINE: This is a mess hall. {page_045_005.jpg} {bk02-l2d-f1-05.mp3} -LINE: This is a dispensary. {page_045_006.jpg} {bk02-l2d-f1-06.mp3} - -# Source: LLA 2D Figure 2 -$PRODUCE Who Is This? What Is He? -ID: 2d-f2 -INTRO: Who is this? What's that? Look at the pictures, answer aloud, then repeat the model. -INSTRUCTION: Answer the questions aloud. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Who is this? {page_045_007.jpg} {bk02-l2d-f2-01-q.mp3} -RESPONSE: This is Tom. {bk02-l2d-f2-01-a.mp3} - -PROMPT: Who is this? {page_045_008.jpg} {bk02-l2d-f2-02-q.mp3} -RESPONSE: This is Linda. {bk02-l2d-f2-02-a.mp3} - -PROMPT: What's that? {page_045_009.jpg} {bk02-l2d-f2-03-q.mp3} -RESPONSE: This is a bulletin board. {bk02-l2d-f2-03-a.mp3} - -PROMPT: Who's this? {page_045_010.jpg} {bk02-l2d-f2-04-q.mp3} -RESPONSE: This is Mr. Wilson. {bk02-l2d-f2-04-a.mp3} - -PROMPT: What are they? {page_045_011.jpg} {bk02-l2d-f2-05-q.mp3} -RESPONSE: They are cooks. {bk02-l2d-f2-05-a.mp3} - -PROMPT: What is he? {page_045_012.jpg} {bk02-l2d-f2-06-q.mp3} -RESPONSE: He's a pilot. {bk02-l2d-f2-06-a.mp3} - -# Source: LLA 2D Figure 3 (Part 1) -$SELECT Tap the Place — Review -ID: 2d-f3 -INTRO: Listen to the question and answer, then tap the place. You know these buildings by now. -INSTRUCTION: Tap the correct location. - -OPTION: a | bus stop {page_046_007.jpg} -OPTION: b | barracks {page_046_008.jpg} -OPTION: c | snack bar {page_046_009.jpg} -OPTION: d | dispensary {page_046_010.jpg} -OPTION: e | room {page_046_011.jpg} -OPTION: f | mess hall {page_046_012.jpg} - -PROMPT: Where's Tom? — Tom's in the barracks. {page_046_001.jpg} {bk02-l2d-f3-01.mp3} -ANSWER: b - -PROMPT: Where's Linda? — Linda's at the bus stop. {page_046_002.jpg} {bk02-l2d-f3-02.mp3} -ANSWER: a - -PROMPT: Where's the bulletin board? — The bulletin board's in the room. {page_046_003.jpg} {bk02-l2d-f3-03.mp3} -ANSWER: e - -PROMPT: Where's Mr. Wilson? — Mr. Wilson's at the snack bar. {page_046_004.jpg} {bk02-l2d-f3-04.mp3} -ANSWER: c - -PROMPT: Where are the cooks? — They're at the mess hall. {page_046_005.jpg} {bk02-l2d-f3-05.mp3} -ANSWER: f - -PROMPT: Where's the pilot? — The pilot's at the dispensary. {page_046_006.jpg} {bk02-l2d-f3-06.mp3} -ANSWER: d - -# Source: LLA 2D Figure 3 (Part 2) -$PRODUCE Answer: Where Are They? -ID: 2d-f3-b -INTRO: Same questions, no help this time. Answer aloud, then repeat the correct answer. -INSTRUCTION: Answer the question aloud. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Where's Tom? {page_046_001.jpg} {bk02-l2d-f3-07-q.mp3} -RESPONSE: He's in the barracks. {bk02-l2d-f3-07-a.mp3} - -PROMPT: Where's Linda? {page_046_002.jpg} {bk02-l2d-f3-08-q.mp3} -RESPONSE: She's at the bus stop. {bk02-l2d-f3-08-a.mp3} - -PROMPT: Where's the bulletin board? {page_046_003.jpg} {bk02-l2d-f3-09-q.mp3} -RESPONSE: It's in the room. {bk02-l2d-f3-09-a.mp3} - -PROMPT: Where's Mr. Wilson? {page_046_004.jpg} {bk02-l2d-f3-10-q.mp3} -RESPONSE: He's at the snack bar. {bk02-l2d-f3-10-a.mp3} - -PROMPT: Where are the cooks? {page_046_005.jpg} {bk02-l2d-f3-11-q.mp3} -RESPONSE: They're at the mess hall. {bk02-l2d-f3-11-a.mp3} - -PROMPT: Where's the pilot? {page_046_006.jpg} {bk02-l2d-f3-12-q.mp3} -RESPONSE: He's at the dispensary. {bk02-l2d-f3-12-a.mp3} - -# Source: LLA 2D Figure 4 -$DIALOGUE Here, Not There -ID: 2d-f4 -INTRO: Every affirmative has a shadow. Repeat the pairs — where people are, and where they aren't. The crossed-out pictures show the negatives. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: I'm at the library. {page_047_001.jpg} {bk02-l2d-f4-01a.mp3} -LINE: I'm not in the lab. {page_047_002.jpg} {bk02-l2d-f4-01b.mp3} - -LINE: You're at the snack bar. {page_047_003.jpg} {bk02-l2d-f4-02a.mp3} -LINE: You aren't at the bus stop. {page_047_004.jpg} {bk02-l2d-f4-02b.mp3} - -LINE: He's in the classroom. {page_047_005.jpg} {bk02-l2d-f4-03a.mp3} -LINE: He isn't in the barracks. {page_047_006.jpg} {bk02-l2d-f4-03b.mp3} - -LINE: She's at the BX. {page_047_007.jpg} {bk02-l2d-f4-04a.mp3} -LINE: She isn't at the commissary. {page_047_008.jpg} {bk02-l2d-f4-04b.mp3} - -LINE: They're in the lab. {page_047_009.jpg} {bk02-l2d-f4-05a.mp3} -LINE: They aren't at the mess hall. {page_047_010.jpg} {bk02-l2d-f4-05b.mp3} - -LINE: The desk is in the office. {page_047_011.jpg} {bk02-l2d-f4-06a.mp3} -LINE: It's not at the commissary. {page_047_012.jpg} {bk02-l2d-f4-06b.mp3} - -# Source: LLA 2D Figure 6 -$DIALOGUE Whose Money Is This? -ID: 2d-f6 -INTRO: Whose money? Whose books? Listen to the questions and answers about who owns what, and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: Whose money is this? {page_048_001.jpg} {bk02-l2d-f6-01-q.mp3} -LINE: It's Betty's money. {page_048_001.jpg} {bk02-l2d-f6-01-a.mp3} - -Narrator: Whose books are these? {page_048_002.jpg} {bk02-l2d-f6-02-q.mp3} -LINE: They're Bill's books. {page_048_002.jpg} {bk02-l2d-f6-02-a.mp3} - -Narrator: Whose children are they? {page_048_003.jpg} {bk02-l2d-f6-03-q.mp3} -LINE: They're Mrs. Wilson's children. {page_048_003.jpg} {bk02-l2d-f6-03-a.mp3} - -Narrator: Whose room is this? {page_048_004.jpg} {bk02-l2d-f6-04-q.mp3} -LINE: This is Tom's room. {page_048_004.jpg} {bk02-l2d-f6-04-a.mp3} - -Narrator: Whose map is that? {page_048_005.jpg} {bk02-l2d-f6-05-q.mp3} -LINE: It's Linda's map. {page_048_005.jpg} {bk02-l2d-f6-05-a.mp3} - -# Source: LLA 2D Figure 7 -$PRODUCE Type the Name Plus 's -ID: 2d-f7 -INPUT: type -CHECK: exact -INTRO: Listen to the question and answer, then type the missing possessive — the name plus apostrophe-s. -INSTRUCTION: Type the missing word. - -PROMPT: Whose barracks is this? This is Aldo's barracks. {bk02-l2d-f7-01.mp3} -TEMPLATE: This is ____{Aldo's} barracks. -RESPONSE: This is Aldo's barracks. - -PROMPT: Whose desks are these? They're Bob's desks. {bk02-l2d-f7-02.mp3} -TEMPLATE: They're ____{Bob's} desks. -RESPONSE: They're Bob's desks. - -PROMPT: Whose dime is that? It's Jan's dime. {bk02-l2d-f7-03.mp3} -TEMPLATE: It's ____{Jan's} dime. -RESPONSE: It's Jan's dime. - -PROMPT: Whose schedule is this? It's Mr. Wilson's schedule. {bk02-l2d-f7-04.mp3} -TEMPLATE: It's ____{Mr. Wilson's} schedule. -RESPONSE: It's Mr. Wilson's schedule. - -PROMPT: Whose pens are these? Those are Susan's pens. {bk02-l2d-f7-05.mp3} -TEMPLATE: Those are ____{Susan's} pens. -RESPONSE: Those are Susan's pens. - -# Source: ST §That Is Betty's Book. (equals-sign line reworded for TTS) +# Source: ST §It Belongs to Betty. $DIALOGUE It Belongs to Betty ID: l2-s24 -INTRO: "It's Betty's book" and "it belongs to Betty" say the same thing. Repeat these and take both home. -INSTRUCTION: Repeat these questions and answers. +INTRO: Here's the phrase "belongs to" — a second way to say whose something is. Listen and repeat. +INSTRUCTION: Listen and repeat the questions and answers. REPEAT -LINE: That is Betty's book. That means the book belongs to Betty. +VOCAB: belong to | belong(s) to +LINE: Whose recorder is this?\n— This is Aldo's recorder. It belongs to Aldo. -VOCAB: belongs to -LINE: Whose recorder is this? This is Aldo's recorder. It belongs to Aldo. -LINE: Whose TV is that? That's Susan's TV. It belongs to Susan. -LINE: Whose dime is this? This is Bill's dime. It belongs to Bill. -LINE: Whose radio is that? That's Tom's radio. It belongs to Tom. +LINE: Whose TV is that?\n— That's Susan's TV. It belongs to Susan. -# DROPPED: ST §Whose Box Is It? (l2-s25) — TTS twin of LLA 2D Figure 8 (same dialog, -# box vs. money); cassette version kept below. +LINE: Whose dime is this?\n— This is Bill's dime. It belongs to Bill. -# Source: LLA 2D Figure 8 -$DIALOGUE Money Under the Desk +LINE: Whose radio is that?\n— That's Tom's radio. It belongs to Tom. + +# Source: LLA 2C Figure 9 +$PRODUCE Say the Whole Sentence +ID: 2c-f9 +INPUT: speak +CHECK: reveal +INTRO: Read the sentence frame, listen to the word, and say the complete sentence — possessive included. Then repeat the model. +INSTRUCTION: Say the complete sentence, then repeat. +REPEAT + +EXAMPLE +PROMPT: pencil {bk02-l2c-f9-ex-q.mp3} +TEMPLATE: It's my ____. +RESPONSE: It's my pencil. {bk02-l2c-f9-ex-a.mp3} + +PROMPT: book {bk02-l2c-f9-01-q.mp3} +TEMPLATE: It's Betty's ____. +RESPONSE: It's Betty's book. {bk02-l2c-f9-01-a.mp3} + +PROMPT: desk {bk02-l2c-f9-02-q.mp3} +TEMPLATE: It's John's ____. +RESPONSE: It's John's desk. {bk02-l2c-f9-02-a.mp3} + +PROMPT: room {bk02-l2c-f9-03-q.mp3} +TEMPLATE: It's his ____. +RESPONSE: It's his room. {bk02-l2c-f9-03-a.mp3} + +PROMPT: friend {bk02-l2c-f9-04-q.mp3} +TEMPLATE: He's our ____. +RESPONSE: He's our friend. {bk02-l2c-f9-04-a.mp3} + +PROMPT: radio {bk02-l2c-f9-05-q.mp3} +TEMPLATE: It's her ____. +RESPONSE: It's her radio. {bk02-l2c-f9-05-a.mp3} + +PROMPT: mother {bk02-l2c-f9-06-q.mp3} +TEMPLATE: She's my ____. +RESPONSE: She's my mother. {bk02-l2c-f9-06-a.mp3} + +PROMPT: lab {bk02-l2c-f9-07-q.mp3} +TEMPLATE: It's their ____. +RESPONSE: It's their lab. {bk02-l2c-f9-07-a.mp3} + +PROMPT: penny {bk02-l2c-f9-08-q.mp3} +TEMPLATE: It's your ____. +RESPONSE: It's your penny. {bk02-l2c-f9-08-a.mp3} + +PROMPT: box {bk02-l2c-f9-09-q.mp3} +TEMPLATE: It's Tom's ____. +RESPONSE: It's Tom's box. {bk02-l2c-f9-09-a.mp3} + +PROMPT: father {bk02-l2c-f9-10-q.mp3} +TEMPLATE: He's his ____. +RESPONSE: He's his father. {bk02-l2c-f9-10-a.mp3} + +# Source: LLA 2D Figure 8 (TTS twin ST §Whose Box Is It? dropped) +$DIALOGUE Whose Money Is It? ID: 2d-f8 -INTRO: Sergeant Lopez has found money under a desk, and Tom knows exactly whose it is — and exactly where Bill went. Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: Sergeant Lopez has found money under a desk, and Tom knows exactly whose it isn't. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Sgt_Lopez: Is that your money under the desk? {bk02-l2d-f8-01.mp3} @@ -1640,258 +1762,321 @@ Tom: It's Bill's money. {bk02-l2d-f8-04.mp3} Sgt_Lopez: Where's Bill? {bk02-l2d-f8-05.mp3} Tom: He's at the BX. {bk02-l2d-f8-06.mp3} -$LESSON 2-7: Sounds, Spelling, and Inside/Outside +# SKIPPED (book): ST Function "WHOSE IS THIS." (p. 58) — unscripted open ask-and-answer pair task; no solo path. +# Source: ST §The Teacher Is Tired. +$DIALOGUE Sick, and in Their Rooms +ID: l2-s30 +INTRO: Everyone in this drill is sick and in bed — a good excuse to practice "his", "her", and "their". Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: The man is sick. He is in his room. +LINE: The woman is sick. She is in her room. +LINE: The girl is sick. She is in her room. +LINE: The boys are sick. They are in their room. +LINE: The children are sick. They are in their room. + +# Source: LLA 2C closing conversation +$DIALOGUE Looking for Ernest +ID: 2c-conv +INTRO: To close this part, a real conversation at real speed — someone has found a book, and nobody is sure whose it is. Fitting. Just listen. +INSTRUCTION: Listen to the conversation. + +Man: Hey, Laura, do you know where Ernest is? {bk02-l2c-f9-11.mp3} +Laura: I think he's still in the studio, doing some taping for us. {bk02-l2c-f9-12.mp3} +Man: Ah. I thought he went to the BX. {bk02-l2c-f9-13.mp3} +Laura: Oh. Um, he might have gone there with his friend. {bk02-l2c-f9-14.mp3} +Man: Ah. Okay. Well, I need to see him, because I found a book. {bk02-l2c-f9-15.mp3} +Laura: Did you? {bk02-l2c-f9-16.mp3} +Man: Yeah. {bk02-l2c-f9-17.mp3} +Laura: Which book did you find? {bk02-l2c-f9-18.mp3} +Man: Well, I don't know whether it's his book or someone else's book. {bk02-l2c-f9-19.mp3} +Laura: Oh. Did you find it in his room? {bk02-l2c-f9-20.mp3} +Man: No. I found it in the mess hall. {bk02-l2c-f9-21.mp3} +Laura: Oh. You know, he usually keeps it either in his room or in his office. {bk02-l2c-f9-22.mp3} +Man: Okay. Well, if you see him, would you tell him to get in touch with me? Because I think it might be his book. {bk02-l2c-f9-23.mp3} +Laura: Okay. I sure will. {bk02-l2c-f9-24.mp3} +Man: Okay. See you later. {bk02-l2c-f9-25.mp3} +Laura: Bye. {bk02-l2c-f9-26.mp3} +Man: Bye. {bk02-l2c-f9-27.mp3} + +$SESSION 2-7: Sounds and Spelling + +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SIT / REPEAT" (/I/ vs /i/, pp. 59-60) — instructor-read with unprinted stimuli; the tape activity below covers the same skill with real audio. # Source: LLA 2D Figure 5 -$SELECT Same or Different: Sleep or Slip? +$SELECT Same or Different? Vowel Sounds ID: 2d-f5 -INTRO: Last part — sharp ears, careful spelling, and one real conversation to finish. First, two words: same or different? The vowels are the trap. +HIDE_PROMPT +INTRO: This part tunes your ears and your spelling. First: two words — do they have the same vowel sound, like "sleep", or different ones, like "slip"? INSTRUCTION: Tap Same or Different. + OPTION: s | Same OPTION: d | Different EXAMPLE -PROMPT: C, sea. {bk02-l2d-f5-ex.mp3} +PROMPT: C ... sea {bk02-l2d-f5-ex.mp3} ANSWER: s -PROMPT: peach, peach. {bk02-l2d-f5-01.mp3} +PROMPT: peach ... peach {bk02-l2d-f5-01.mp3} ANSWER: s -PROMPT: slip, sleep. {bk02-l2d-f5-02.mp3} +PROMPT: slip ... sleep {bk02-l2d-f5-02.mp3} ANSWER: d -PROMPT: deep, dip. {bk02-l2d-f5-03.mp3} +PROMPT: deep ... dip {bk02-l2d-f5-03.mp3} ANSWER: d -PROMPT: chip, chip. {bk02-l2d-f5-04.mp3} +PROMPT: chip ... chip {bk02-l2d-f5-04.mp3} ANSWER: s -PROMPT: feet, feet. {bk02-l2d-f5-05.mp3} +PROMPT: feet ... feet {bk02-l2d-f5-05.mp3} ANSWER: s -PROMPT: grin, green. {bk02-l2d-f5-06.mp3} +PROMPT: grin ... green {bk02-l2d-f5-06.mp3} ANSWER: d -PROMPT: leap, lip. {bk02-l2d-f5-07.mp3} +PROMPT: leap ... lip {bk02-l2d-f5-07.mp3} ANSWER: d -PROMPT: tick, teak. {bk02-l2d-f5-08.mp3} +PROMPT: tick ... teak {bk02-l2d-f5-08.mp3} ANSWER: d -PROMPT: rip, rip. {bk02-l2d-f5-09.mp3} +PROMPT: rip ... rip {bk02-l2d-f5-09.mp3} ANSWER: s -PROMPT: each, each. {bk02-l2d-f5-10.mp3} +PROMPT: each ... each {bk02-l2d-f5-10.mp3} ANSWER: s -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SIT / REPEAT" (/I/–/i/ -# discrimination) — instructor-read with no recorded stimulus or given word pairs; the -# same contrast is covered by the recorded LLA 2D Figure 5 above. - # Source: LLA 2D Figure 9 -$PRODUCE S or SS? +$PRODUCE Spell It: S or SS ID: 2d-f9 INPUT: type CHECK: exact -INTRO: One S or two? Listen to the word and type s or ss to finish the spelling. -INSTRUCTION: Type 's' or 'ss'. +INTRO: Some words take one "s", some take two. Listen to each word and type "s" or "ss" to complete it. +INSTRUCTION: Type "s" or "ss". -EXAMPLE -PROMPT: desk. Desk. -TEMPLATE: de____{s}k -RESPONSE: desk - -PROMPT: student. Student. {bk02-l2d-f9-01.mp3} +PROMPT: student {bk02-l2d-f9-01.mp3} TEMPLATE: ____{s}tudent RESPONSE: student -PROMPT: classroom. Classroom. {bk02-l2d-f9-02.mp3} +PROMPT: classroom {bk02-l2d-f9-02.mp3} TEMPLATE: cla____{ss}room RESPONSE: classroom -PROMPT: clocks. Clocks. {bk02-l2d-f9-03.mp3} +PROMPT: clocks {bk02-l2d-f9-03.mp3} TEMPLATE: clock____{s} RESPONSE: clocks -PROMPT: sad. Sad. {bk02-l2d-f9-04.mp3} +PROMPT: sad {bk02-l2d-f9-04.mp3} TEMPLATE: ____{s}ad RESPONSE: sad -PROMPT: miss. Miss. {bk02-l2d-f9-05.mp3} +PROMPT: Miss {bk02-l2d-f9-05.mp3} TEMPLATE: Mi____{ss} RESPONSE: Miss -PROMPT: barracks. Barracks. {bk02-l2d-f9-06.mp3} +PROMPT: barracks {bk02-l2d-f9-06.mp3} TEMPLATE: barrack____{s} RESPONSE: barracks -PROMPT: bus. Bus. {bk02-l2d-f9-07.mp3} +PROMPT: bus {bk02-l2d-f9-07.mp3} TEMPLATE: bu____{s} RESPONSE: bus -PROMPT: sister. Sister. {bk02-l2d-f9-08.mp3} +PROMPT: sister {bk02-l2d-f9-08.mp3} TEMPLATE: ____{s}i____{s}ter RESPONSE: sister -PROMPT: ask. Ask. {bk02-l2d-f9-09.mp3} +PROMPT: ask {bk02-l2d-f9-09.mp3} TEMPLATE: a____{s}k RESPONSE: ask -PROMPT: answer. Answer. {bk02-l2d-f9-10.mp3} +PROMPT: answer {bk02-l2d-f9-10.mp3} TEMPLATE: an____{s}wer RESPONSE: answer -# Source: ST §Write: s (items not covered by LLA 2D Figure 9; overlapping items dropped) -$PRODUCE More S or SS -ID: l2-s29 +# Source: ST §Write: S or SS +$PRODUCE Write S or SS +ID: l2-s28 +INTRO: Same idea, no audio this time — the lesson's own words, spelled from memory. Type "s" or "ss" to complete each one. +INSTRUCTION: Type the missing letter "s" or letters "ss". INPUT: type CHECK: exact -INTRO: A few more spellings — same rule, this week's words. Type s or ss. -INSTRUCTION: Type 's' or 'ss'. -PROMPT: sick. Sick. TEMPLATE: ____{s}ick RESPONSE: sick -PROMPT: commissary. Commissary. +TEMPLATE: barrack____{s} +RESPONSE: barracks + +TEMPLATE: cla____{ss}room +RESPONSE: classroom + +TEMPLATE: ____{s}ad +RESPONSE: sad + TEMPLATE: commi____{ss}ary RESPONSE: commissary -PROMPT: dispensary. Dispensary. TEMPLATE: di____{s}pen____{s}ary RESPONSE: dispensary -PROMPT: schedule. Schedule. TEMPLATE: ____{s}chedule RESPONSE: schedule -PROMPT: bus stop. Bus stop. TEMPLATE: bu____{s} ____{s}top RESPONSE: bus stop -PROMPT: snack bar. Snack bar. TEMPLATE: ____{s}nack bar RESPONSE: snack bar -PROMPT: question. Question. TEMPLATE: que____{s}tion RESPONSE: question -PROMPT: hospital. Hospital. +TEMPLATE: ____{s}i____{s}ter +RESPONSE: sister + TEMPLATE: ho____{s}pital RESPONSE: hospital -# SKIPPED (book): ST Reading Skill "Look at and circle the word." — timed speed-reading -# exercise; no workable interaction in this format. +# Source: LLA 2D closing skit +$DIALOGUE A Ride to the Doctor +ID: 2d-closing +INTRO: One last real conversation to send you off: a snack bar hamburger gets its revenge. Listen for the places and the words "sick" and "tired" — you know them all now. Well done on this lesson. +INSTRUCTION: Listen to the dialogue. -# Source: ST §Inside or Outside (dialogue) -$DIALOGUE Inside and Outside -ID: l2-s27 -INTRO: Two words that will follow you everywhere on base: inside and outside. Look and listen. -INSTRUCTION: Listen to the sentences. +Speaker1: You know, I enjoyed that snack at the snack bar, but I'm not feeling so well now. {bk02-l2d-f10-07.mp3} +Speaker1: I wonder, I wonder if it was that hamburger. {bk02-l2d-f10-08.mp3} +Speaker2: Well, the food might have been bad. Are you really feeling sick? {bk02-l2d-f10-09.mp3} +Speaker1: You know, I am. Ugh. {bk02-l2d-f10-10.mp3} +Speaker2: Do you have your car here? {bk02-l2d-f10-11.mp3} +Speaker1: Yeah. {bk02-l2d-f10-12.mp3} +Speaker2: Can I give you a ride to the doctor? {bk02-l2d-f10-13.mp3} +Speaker1: I'd really appreciate that. {bk02-l2d-f10-14.mp3} +Speaker1: I'm feeling a little bit tired and a little bit sick. I think I need to go, even though it's a little bit late. {bk02-l2d-f10-15.mp3} +Speaker2: Okay, well, it's raining outside, so maybe you'd better get your umbrella and then we can go. {bk02-l2d-f10-16.mp3} +Speaker1: Okay. Gosh, I'd really appreciate it. I'd hate to wait for the bus in this kind of weather. {bk02-l2d-f10-17.mp3} +Speaker2: Okay. Well, I'm sure glad you waited till we finished the tape before you got sick. {bk02-l2d-f10-18.mp3} +Speaker1: Thanks. {bk02-l2d-f10-19.mp3} -VOCAB: inside -LINE: He is inside. {st-page_066_001.jpg} +$SESSION 2-8: Extra Practice — Reading Words (Optional) -VOCAB: outside -LINE: She is outside. {st-page_066_002.jpg} +# Source: ST §Select the Same Word +$SELECT Find the Same Word +ID: l2-s29 +INTRO: This part is optional extra practice in reading printed English words. If you can already read these comfortably, feel free to skip it. Otherwise: tap the word that matches the one shown. +INSTRUCTION: Tap the word that matches the given word. -# Source: ST §Inside or Outside (grammar) -$GRAMMAR Inside or Outside -ID: l2-s26 -INTRO: Inside or outside — the verb changes with the person, the place-word doesn't. +EXAMPLE +TEMPLATE: BOOK +OPTION: a | CLOCK +OPTION: b | COOK +OPTION: c | BOOK +OPTION: d | BLOCK +ANSWER: c -| | | | -|---|---|---| -| I | am | | -| You
They
We
The boys | are | **inside.**
**outside.** | -| Linda
He
She
It | is | | +TEMPLATE: MAN +OPTION: a | man +OPTION: b | men +OPTION: c | much +OPTION: d | map +ANSWER: a -{He is inside.} {She is outside.} +TEMPLATE: BARRACKS +OPTION: a | barracks +OPTION: b | building +OPTION: c | bus stop +OPTION: d | blackboard +ANSWER: a -# Source: ST §Inside or Outside Questions -$DIALOGUE Inside or Outside Questions -ID: l2-s28 -INTRO: Repeat the questions and answers about who's inside and who's outside. -INSTRUCTION: Repeat the questions and answers. -REPEAT +TEMPLATE: TAPE +OPTION: a | top +OPTION: b | tape +OPTION: c | tap +OPTION: d | tea +ANSWER: b -LINE: Where's Linda? She's outside. -LINE: Where's John? He's inside. -LINE: Is Linda in her room? No, she's not. She's outside. -LINE: Is John in his room? Yes, he is. +TEMPLATE: WOMAN +OPTION: a | woman +OPTION: b | man +OPTION: c | women +OPTION: d | men +ANSWER: a -# Source: LLA 2D Figure 10 -$PRODUCE Inside or Outside? — Answer -ID: 2d-f10 -INPUT: type -CHECK: exact -INTRO: Look at each picture and listen to the question. Type whether they're inside or outside, then repeat the answer. -INSTRUCTION: Type 'They're/He's/She's outside/inside'. -REPEAT +TEMPLATE: TIRED +OPTION: a | tree +OPTION: b | tired +OPTION: c | tire +OPTION: d | third +ANSWER: b -PROMPT: Where are Jan and Linda? {page_051_001.jpg} {bk02-l2d-f10-01-q.mp3} -TEMPLATE: They're ____. -RESPONSE: They're outside. {bk02-l2d-f10-01-a.mp3} -ACCEPT: outside +TEMPLATE: BOX +OPTION: a | ox +OPTION: b | book +OPTION: c | box +OPTION: d | pox +ANSWER: c -PROMPT: Where are Tom and Bill? {page_051_002.jpg} {bk02-l2d-f10-02-q.mp3} -TEMPLATE: They're ____. -RESPONSE: They're inside. {bk02-l2d-f10-02-a.mp3} -ACCEPT: inside +TEMPLATE: MAP +OPTION: a | map +OPTION: b | much +OPTION: c | men +OPTION: d | man +ANSWER: a -PROMPT: Where is John? {page_051_003.jpg} {bk02-l2d-f10-03-q.mp3} -TEMPLATE: He's ____. -RESPONSE: He's inside. {bk02-l2d-f10-03-a.mp3} -ACCEPT: inside +TEMPLATE: DESK +OPTION: a | deck +OPTION: b | dime +OPTION: c | disk +OPTION: d | desk +ANSWER: d -PROMPT: Where is Linda? {page_051_004.jpg} {bk02-l2d-f10-04-q.mp3} -TEMPLATE: She's ____. -RESPONSE: She's outside. {bk02-l2d-f10-04-a.mp3} -ACCEPT: outside +TEMPLATE: PENCIL +OPTION: a | pen +OPTION: b | pencil +OPTION: c | big +OPTION: d | bat +ANSWER: b -PROMPT: Where are the students? {page_051_005.jpg} {bk02-l2d-f10-05-q.mp3} -TEMPLATE: They're ____. -RESPONSE: They're outside. {bk02-l2d-f10-05-a.mp3} -ACCEPT: outside +TEMPLATE: LAB +OPTION: a | lap +OPTION: b | lobe +OPTION: c | late +OPTION: d | lab +ANSWER: d -PROMPT: Where is the doctor? {page_051_006.jpg} {bk02-l2d-f10-06-q.mp3} -TEMPLATE: He's ____. -RESPONSE: He's inside. {bk02-l2d-f10-06-a.mp3} -ACCEPT: inside +TEMPLATE: SICK +OPTION: a | sick +OPTION: b | sad +OPTION: c | see +OPTION: d | same +ANSWER: a -# Source: ST §The Teacher Is Tired. -$GRAMMAR He's Sick — Putting It Together -ID: l2-s30 -INTRO: One last table that puts the week together — someone is sick, and he's in his room. Read across each row. +TEMPLATE: DIME +OPTION: a | deem +OPTION: b | team +OPTION: c | time +OPTION: d | dime +ANSWER: d -| | | | | | | | | | -|---|---|---|---|---|---|---|---|---| -| The | man
woman
girl | is | sick. | He
She | is | in | her
his | room. | -| | boys
children | are | | They | are | | their | | +TEMPLATE: WHAT +OPTION: a | not +OPTION: b | hot +OPTION: c | what +OPTION: d | how +ANSWER: c -{The man is sick.} {He is in his room.} +TEMPLATE: CLOCK +OPTION: a | close +OPTION: b | chair +OPTION: c | clock +OPTION: d | cook +ANSWER: c -# Source: LLA 2C Listening Activity (integration listening, placed as the lesson capstone) -$DIALOGUE Real Conversation: The Lost Book -ID: 2c-ls1 -INTRO: To finish, a real conversation — two Americans at full speed, about a lost book. You won't catch every word, and you don't need to. Catch the "whose" and the "where", and let the rest wash over you. Just listen. -INSTRUCTION: Listen to the conversation. - -Man: Hey, Laura, do you know where Ernest is? {bk02-l2c-f9-ls1-01.mp3} -Laura: I think he's still in the studio, doing some taping for us. {bk02-l2c-f9-ls1-02.mp3} -Man: Ah. I thought he went to the BX. {bk02-l2c-f9-ls1-03.mp3} -Laura: Oh. Um, he might have gone there with his friend. {bk02-l2c-f9-ls1-04.mp3} -Man: Ah. Okay. Well, I need to see him, because I found a book. {bk02-l2c-f9-ls1-05.mp3} -Laura: Did you? {bk02-l2c-f9-ls1-06.mp3} -Man: Yeah. {bk02-l2c-f9-ls1-07.mp3} -Laura: Which book did you find? {bk02-l2c-f9-ls1-08.mp3} -Man: Well, I don't know whether it's his book or someone else's book. {bk02-l2c-f9-ls1-09.mp3} -Laura: Oh. Did you find it in his room? {bk02-l2c-f9-ls1-10.mp3} -Man: No. I found it in the mess hall. {bk02-l2c-f9-ls1-11.mp3} -Laura: Oh. You know, he usually keeps it either in his room or in his office. {bk02-l2c-f9-ls1-12.mp3} -Man: Okay. Well, if you see him, would you tell him to get in touch with me? Because I think it might be his book. {bk02-l2c-f9-ls1-13.mp3} -Laura: Okay. I sure will. {bk02-l2c-f9-ls1-14.mp3} -Man: Okay. See you later. {bk02-l2c-f9-ls1-15.mp3} -Laura: Bye. {bk02-l2c-f9-ls1-16.mp3} -Man: Bye. {bk02-l2c-f9-ls1-17.mp3} +TEMPLATE: SICK +OPTION: a | sick +OPTION: b | same +OPTION: c | sad +OPTION: d | sit +ANSWER: a diff --git a/book-2-lesson-2/bk02-l2a-f1-01.mp3 b/book-2-lesson-2/bk02-l2a-f1-01.mp3 index d26ce3b1..c3854080 100644 Binary files a/book-2-lesson-2/bk02-l2a-f1-01.mp3 and b/book-2-lesson-2/bk02-l2a-f1-01.mp3 differ diff --git a/book-2-lesson-2/bk02-l2a-f1-02.mp3 b/book-2-lesson-2/bk02-l2a-f1-02.mp3 index fe131593..1953df2e 100644 Binary files a/book-2-lesson-2/bk02-l2a-f1-02.mp3 and b/book-2-lesson-2/bk02-l2a-f1-02.mp3 differ diff --git a/book-2-lesson-2/bk02-l2a-f1-03.mp3 b/book-2-lesson-2/bk02-l2a-f1-03.mp3 index 8ce42682..00ad1615 100644 Binary files a/book-2-lesson-2/bk02-l2a-f1-03.mp3 and b/book-2-lesson-2/bk02-l2a-f1-03.mp3 differ diff --git a/book-2-lesson-2/bk02-l2a-f1-04.mp3 b/book-2-lesson-2/bk02-l2a-f1-04.mp3 index 3eae4cd2..d9594f3d 100644 Binary files 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@@ -1,552 +1,340 @@ -$MODULE Book 2 · Lesson 3: What Are You Doing? {st-page_071_001.jpg} +$MODULE Book 2 · Lesson 3: What Are You Doing? {st-page_071_001.jpg|Two men sitting at a dinner table eating a meal and talking} FORMAT: 2 -DESCRIPTION: Food, drinks, and three meals a day; the present progressive tense — statements, negatives, questions, and short answers. The final part (Reading Letters and Words) is optional extra practice for learners still getting comfortable with English script. +DIOCO_DOC_ID: alc_book2_lesson3 +DESCRIPTION: Foods, drinks, and meals; the present progressive in statements, negatives, questions, and short answers; the sounds of "pin/pen" and "l/r". The final part is optional letter-reading practice. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_INTRO: aoede | Warm, friendly teacher VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Ken | orus | Male student -VOICE: Dave | schedar | Male student -VOICE: Rick | achird | Male student -VOICE: John | orus | Male student +VOICE: Ken | schedar | Male speaker +VOICE: Dave | achird | Male speaker +VOICE: Richard | schedar | Male speaker +VOICE: Barbara | aoede | Female speaker +VOICE: Rick | charon | Male student +VOICE: John | achird | Male student VOICE: Al | charon | Male student -VOICE: Jim | iapetus | Male student -VOICE: Ted | alnilam | Male student -VOICE: Bill | charon | Male student +VOICE: Speaker | achird | Male speaker +VOICE: Reuben | charon | Male speaker +VOICE: Man | schedar | Male speaker +VOICE: Laura | gacrux | Female speaker +VOICE: Jim | puck | Male speaker +VOICE: Ted | schedar | Male speaker +VOICE: Bill | iapetus | Male speaker +VOICE: Man1 | schedar | Male studio speaker +VOICE: Man2 | charon | Male studio speaker VOICE: Tom | schedar | Male speaker VOICE: Bob | achird | Male speaker -VOICE: Mom | gacrux | Female speaker -VOICE: Linda | aoede | Female speaker -VOICE: Sam | charon | Male speaker -VOICE: Joe | zubenelgenubi | Male speaker -VOICE: Mike | algieba | Male speaker +VOICE: Mom | aoede | Female speaker +VOICE: Linda | gacrux | Female speaker +VOICE: Sam | orus | Male speaker +VOICE: Joe | iapetus | Male speaker +VOICE: Mike | orus | Male speaker VOICE: Pam | achernar | Female speaker -VOICE: Jack | puck | Male speaker -VOICE: Jean | aoede | Female speaker -VOICE: Mr_Smith | schedar | Male speaker -VOICE: Mr_Wilson | zubenelgenubi | Male speaker -VOICE: Carol | kore | Female speaker -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: Jack | iapetus | Male speaker +VOICE: Jean | sulafat | Female speaker +VOICE: Mr_Smith | charon | Male speaker +VOICE: Mr_Wilson | achird | Male speaker +VOICE: Carol | leda | Female speaker -$LESSON 3-1: Food and Drinks +$SESSION 3-1: Food and Drinks -# Source: LLA 3A Figure 1 +# Source: LLA 3A Figure 1 (+ one new TTS line for the ST "drinks" category word) $DIALOGUE Drinks -ID: 3a-f1 -INTRO: Welcome to Lesson 3. This week you'll learn to name food and drinks, and to say what people are doing right now. We start with five drinks — listen to each word and repeat it. +ID: 2-3a-f1 +INTRO: In this lesson you'll learn to name foods and drinks and to say what people are doing right now. We start with drinks — listen and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT VOCAB: water -LINE: Number 1: water. Water. That's water. {page_053_001.jpg} {bk02-l3a-f1-01.mp3} +LINE: That's water. {page_053_001.jpg|Water pouring from a faucet into a clear drinking glass} {bk02-l3a-f1-01.mp3} VOCAB: orange juice -LINE: Number 2: orange juice. Orange juice. That's orange juice. {page_053_002.jpg} {bk02-l3a-f1-02.mp3} +LINE: That's orange juice. {page_053_002.jpg|A glass of tea or juice next to a sliced lemon wheel} {bk02-l3a-f1-02.mp3} VOCAB: milk -LINE: Number 3: milk. Milk. That's milk. {page_053_003.jpg} {bk02-l3a-f1-03.mp3} +LINE: That's milk. {page_053_003.jpg|A clear glass full of liquid} {bk02-l3a-f1-03.mp3} VOCAB: coffee -LINE: Number 4: coffee. Coffee. That's coffee. {page_053_004.jpg} {bk02-l3a-f1-04.mp3} +LINE: That's coffee. {page_053_004.jpg|A hand pouring tea or coffee from a pitcher into a small teacup on a saucer} {bk02-l3a-f1-04.mp3} VOCAB: tea -LINE: Number 5: tea. Tea. That's tea. {page_053_005.jpg} {bk02-l3a-f1-05.mp3} +LINE: That's tea. {page_053_005.jpg|A hand pouring hot water from a kettle into a teapot while another hand drops tea leaves into the pot} {bk02-l3a-f1-05.mp3} -# Source: LLA 3A Figure 1 +# Source: new line (gap: ST §These Are Drinks teaches the category word "drink") +VOCAB: drink +LINE: Water, orange juice, milk, coffee, and tea are drinks. -# Source: LLA 3A Figure 1 -$PRODUCE Drinks — Type the Word -ID: 3a-f1-b + +# Source: LLA 3A Figure 1 (production pass) +$PRODUCE What Drink Is It? +ID: 2-3a-f1-b INPUT: type CHECK: exact -INTRO: Now the drinks come back as questions. Listen, look at the picture, and type the word for what you see. -INSTRUCTION: Type the word you hear. +INTRO: Now the same five drinks, from memory. Look at the picture, listen to the question, and type the name of the drink. +INSTRUCTION: Type the word. +REPEAT -TEMPLATE: Number 1 -PROMPT: What's number 1? {page_053_001.jpg} {bk02-l3a-f1-06-q.mp3} -RESPONSE: water {bk02-l3a-f1-06-a.mp3} +PROMPT: What's number 1? {page_053_001.jpg|Water pouring from a faucet into a clear drinking glass} {bk02-l3a-f1-06-q.mp3} +RESPONSE: It's water. {bk02-l3a-f1-06-a.mp3} +ACCEPT: water -TEMPLATE: Number 2 -PROMPT: What's number 2? {page_053_002.jpg} {bk02-l3a-f1-07-q.mp3} -RESPONSE: orange juice {bk02-l3a-f1-07-a.mp3} +PROMPT: What's number 2? {page_053_002.jpg|A glass of tea or juice next to a sliced lemon wheel} {bk02-l3a-f1-07-q.mp3} +RESPONSE: It's orange juice. {bk02-l3a-f1-07-a.mp3} +ACCEPT: orange juice -TEMPLATE: Number 3 -PROMPT: What's number 3? {page_053_003.jpg} {bk02-l3a-f1-08-q.mp3} -RESPONSE: milk {bk02-l3a-f1-08-a.mp3} +PROMPT: What's number 3? {page_053_003.jpg|A clear glass full of liquid} {bk02-l3a-f1-08-q.mp3} +RESPONSE: It's milk. {bk02-l3a-f1-08-a.mp3} +ACCEPT: milk -TEMPLATE: Number 4 -PROMPT: What's number 4? {page_053_004.jpg} {bk02-l3a-f1-09-q.mp3} -RESPONSE: coffee {bk02-l3a-f1-09-a.mp3} +PROMPT: What's number 4? {page_053_004.jpg|A hand pouring tea or coffee from a pitcher into a small teacup on a saucer} {bk02-l3a-f1-09-q.mp3} +RESPONSE: It's coffee. {bk02-l3a-f1-09-a.mp3} +ACCEPT: coffee -TEMPLATE: Number 5 -PROMPT: And what's number 5? {page_053_005.jpg} {bk02-l3a-f1-10-q.mp3} -RESPONSE: tea {bk02-l3a-f1-10-a.mp3} +PROMPT: And what's number 5? {page_053_005.jpg|A hand pouring hot water from a kettle into a teapot while another hand drops tea leaves into the pot} {bk02-l3a-f1-10-q.mp3} +RESPONSE: Number 5 is tea. {bk02-l3a-f1-10-a.mp3} +ACCEPT: tea | it's tea | It's tea -# Source: ST §Write or Say -# Source: ST §Write or Say -$PRODUCE Drinks — Write Sentences +# Source: ST §Write or Say: Drinks +$PRODUCE Write the Drink Sentences ID: l3-s8 +INTRO: One more pass over the drinks — this time you write the whole sentence for each picture. +INSTRUCTION: Type the sentence for each picture. INPUT: type CHECK: exact -INTRO: One step up: for each picture, type a full sentence, like "This is tea." -INSTRUCTION: Type a sentence identifying the drink. -TEMPLATE: {st-page_081_001.jpg} +TEMPLATE: {st-page_081_001.jpg|A carton of milk and a glass of milk} RESPONSE: This is milk. +ACCEPT: This is milk. | It's milk. | It is milk. -TEMPLATE: {st-page_081_002.jpg} +TEMPLATE: {st-page_081_002.jpg|Water pouring from a faucet into a glass} RESPONSE: This is water. +ACCEPT: This is water. | It's water. | It is water. -TEMPLATE: {st-page_081_003.jpg} +TEMPLATE: {st-page_081_003.jpg|Pouring coffee from a coffee pot into a cup} RESPONSE: This is coffee. +ACCEPT: This is coffee. | It's coffee. | It is coffee. -TEMPLATE: {st-page_081_004.jpg} +TEMPLATE: {st-page_081_004.jpg|Pouring hot tea into a teapot} RESPONSE: This is tea. +ACCEPT: This is tea. | It's tea. | It is tea. -TEMPLATE: {st-page_081_005.jpg} +TEMPLATE: {st-page_081_005.jpg|A glass of orange juice with an orange slice} RESPONSE: This is orange juice. +ACCEPT: This is orange juice. | This is juice. | It's orange juice. | It's juice. -# DROPPED (ST): "These Are Drinks.", "This Is Food.", "This Is Food. (2)" — TTS twins of -# the cassette Drinks/Food presentations (same words, same role, same modality); the -# cassette versions are kept. The recap list's review function is covered by the typed -# retrieval passes in this part. # Source: LLA 3A Figure 2 - -# DROPPED (ST): "These Are Drinks.", "This Is Food.", "This Is Food. (2)" — TTS twins of -# the cassette Drinks/Food presentations (same words, same role, same modality); the -# cassette versions are kept. The recap list's review function is covered by the typed -# retrieval passes in this part. - -# Source: LLA 3A Figure 2 -$DIALOGUE Food -ID: 3a-f2 -INTRO: Eight foods now, from chicken to bread. Listen to each word and repeat it. +$DIALOGUE Foods +ID: 2-3a-f2 +INTRO: Now the food. Listen to the names of different foods and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT VOCAB: chicken -LINE: Number 1: chicken, chicken. That's chicken. {page_054_001.jpg} {bk02-l3a-f2-01.mp3} +LINE: That's chicken. {page_054_001.jpg|A plate of cooked chicken legs served with rice or grains} {bk02-l3a-f2-01.mp3} -VOCAB: eggs -LINE: Number 2: eggs, eggs. Those are eggs. {page_054_002.jpg} {bk02-l3a-f2-02.mp3} +VOCAB: egg +LINE: Those are eggs. {page_054_002.jpg|Two whole raw eggs shown above two fried eggs sunny-side up} {bk02-l3a-f2-02.mp3} VOCAB: fish -LINE: Number 3: fish, fish. That's fish. {page_054_003.jpg} {bk02-l3a-f2-03.mp3} +LINE: That's fish. {page_054_003.jpg|A whole cooked fish garnished with lemon slices served on a platter} {bk02-l3a-f2-03.mp3} VOCAB: fruit -LINE: Number 4: fruit, fruit. That's fruit. Apples, oranges, pears, bananas, and cherries are fruit. {page_054_004.jpg} {bk02-l3a-f2-04.mp3} +LINE: That's fruit. Apples, oranges, pears, bananas, and cherries are fruit. {page_054_004.jpg|A collection of various fruits including an apple, a pear, a banana, an orange, and cherries} {bk02-l3a-f2-04.mp3} VOCAB: salad -LINE: Number 5: salad, salad. That's salad. {page_055_001.jpg} {bk02-l3a-f2-05.mp3} +LINE: That's salad. {page_055_001.jpg|A large salad bowl filled with lettuce, tomatoes, and vegetables with salad tongs beside it} {bk02-l3a-f2-05.mp3} VOCAB: meat -LINE: Number 6: meat, meat. That's meat. Beef, lamb, and pork are meat. {page_055_002.jpg} {bk02-l3a-f2-06.mp3} +LINE: That's meat. Beef, lamb, and pork are meat. {page_055_002.jpg|A thick slice of steak on a plate} {bk02-l3a-f2-06.mp3} VOCAB: rice -LINE: Number 7: rice, rice. That's rice. {page_055_003.jpg} {bk02-l3a-f2-07.mp3} +LINE: That's rice. {page_055_003.jpg|A oval plate filled with rice} {bk02-l3a-f2-07.mp3} VOCAB: bread -LINE: Number 8: bread, bread. That's bread. {page_055_004.jpg} {bk02-l3a-f2-08.mp3} +LINE: That's bread. {page_055_004.jpg|A loaf of sliced bread with two slices resting against the side} {bk02-l3a-f2-08.mp3} -# Source: LLA 3A Figure 2 -# Source: LLA 3A Figure 2 -$PRODUCE Food — Type the Word -ID: 3a-f2-b +# Source: LLA 3A Figure 2 (production pass) +$PRODUCE What Food Is It? +ID: 2-3a-f2-b INPUT: type CHECK: exact -INTRO: Same eight foods, now as questions. Listen and type the word for the food you see. -INSTRUCTION: Type the word for the food. +INTRO: Eight foods, eight questions. Look at the picture, listen, and type the name of the food. +INSTRUCTION: Type the word. +REPEAT -TEMPLATE: Number 1 -PROMPT: What's number 1? {page_054_001.jpg} {bk02-l3a-f2-09-q.mp3} -RESPONSE: chicken {bk02-l3a-f2-09-a.mp3} +PROMPT: What's number 1? {page_054_001.jpg|A plate of cooked chicken legs served with rice or grains} {bk02-l3a-f2-09-q.mp3} +RESPONSE: It's chicken. {bk02-l3a-f2-09-a.mp3} +ACCEPT: chicken -TEMPLATE: Number 2 -PROMPT: What's number 2? {page_054_002.jpg} {bk02-l3a-f2-10-q.mp3} -RESPONSE: eggs {bk02-l3a-f2-10-a.mp3} +PROMPT: What's number 2? {page_054_002.jpg|Two whole raw eggs shown above two fried eggs sunny-side up} {bk02-l3a-f2-10-q.mp3} +RESPONSE: They're eggs. {bk02-l3a-f2-10-a.mp3} +ACCEPT: eggs -TEMPLATE: Number 3 -PROMPT: What's number 3? {page_054_003.jpg} {bk02-l3a-f2-11-q.mp3} -RESPONSE: fish {bk02-l3a-f2-11-a.mp3} +PROMPT: What's number 3? {page_054_003.jpg|A whole cooked fish garnished with lemon slices served on a platter} {bk02-l3a-f2-11-q.mp3} +RESPONSE: It's fish. {bk02-l3a-f2-11-a.mp3} +ACCEPT: fish -TEMPLATE: Number 4 -PROMPT: What's number 4? {page_054_004.jpg} {bk02-l3a-f2-12-q.mp3} -RESPONSE: fruit {bk02-l3a-f2-12-a.mp3} +PROMPT: What's number 4? {page_054_004.jpg|A collection of various fruits including an apple, a pear, a banana, an orange, and cherries} {bk02-l3a-f2-12-q.mp3} +RESPONSE: It's fruit. {bk02-l3a-f2-12-a.mp3} +ACCEPT: fruit -TEMPLATE: Number 5 -PROMPT: What's number 5? {page_055_001.jpg} {bk02-l3a-f2-13-q.mp3} -RESPONSE: salad {bk02-l3a-f2-13-a.mp3} +PROMPT: What's number 5? {page_055_001.jpg|A large salad bowl filled with lettuce, tomatoes, and vegetables with salad tongs beside it} {bk02-l3a-f2-13-q.mp3} +RESPONSE: It's salad. {bk02-l3a-f2-13-a.mp3} +ACCEPT: salad -TEMPLATE: Number 6 -PROMPT: What's number 6? {page_055_002.jpg} {bk02-l3a-f2-14-q.mp3} -RESPONSE: meat {bk02-l3a-f2-14-a.mp3} +PROMPT: What's number 6? {page_055_002.jpg|A thick slice of steak on a plate} {bk02-l3a-f2-14-q.mp3} +RESPONSE: It's meat. {bk02-l3a-f2-14-a.mp3} +ACCEPT: meat -TEMPLATE: Number 7 -PROMPT: What's number 7? {page_055_003.jpg} {bk02-l3a-f2-15-q.mp3} -RESPONSE: rice {bk02-l3a-f2-15-a.mp3} +PROMPT: What's number 7? {page_055_003.jpg|A oval plate filled with rice} {bk02-l3a-f2-15-q.mp3} +RESPONSE: It's rice. {bk02-l3a-f2-15-a.mp3} +ACCEPT: rice + +PROMPT: What's number 8? {page_055_004.jpg|A loaf of sliced bread with two slices resting against the side} {bk02-l3a-f2-16-q.mp3} +RESPONSE: It's bread. {bk02-l3a-f2-16-a.mp3} +ACCEPT: bread -TEMPLATE: Number 8 -PROMPT: What's number 8? {page_055_004.jpg} {bk02-l3a-f2-16-q.mp3} -RESPONSE: bread {bk02-l3a-f2-16-a.mp3} # Source: ST §Meat - -# Source: ST §Meat -$DIALOGUE Beef, Pork, and Lamb +$DIALOGUE Animals and Meat ID: l3-s2 -INTRO: Where does meat come from? Three animals, three words. The animals would rather you skipped this one — listen anyway. -INSTRUCTION: Listen to the sentences. +INTRO: Where does meat come from? Three animals, three kinds of meat. The animals will not be offended — just read the sentences. +INSTRUCTION: Read the sentences. LINE: These are animals. LINE: This is meat. - -LINE: This is a cow. {st-page_075_001.jpg} +LINE: This is a cow. {st-page_075_001.jpg|A cow standing facing left} VOCAB: beef -LINE: This is beef. {st-page_075_002.jpg} +LINE: This is beef. {st-page_075_002.jpg|A cut of beef steak} -LINE: This is a pig. {st-page_075_003.jpg} +LINE: This is a pig. {st-page_075_003.jpg|A pig standing facing left} VOCAB: pork -LINE: This is pork. {st-page_075_004.jpg} +LINE: This is pork. {st-page_075_004.jpg|A pork chop cut of meat} -LINE: This is a sheep. {st-page_075_005.jpg} +LINE: This is a sheep. {st-page_075_005.jpg|A sheep standing facing left} VOCAB: lamb -LINE: This is lamb. {st-page_075_006.jpg} +LINE: This is lamb. {st-page_075_006.jpg|A lamb chop cut of meat} -# Source: ST §This Is Fruit - -# Source: ST §This Is Fruit -$DIALOGUE Fruit -ID: l3-s4 -INTRO: Five fruits — an apple, an orange, a banana, a pear, a cherry. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: an apple -LINE: This is an apple. {st-page_077_001.jpg} - -VOCAB: an orange -LINE: This is an orange. {st-page_077_002.jpg} - -VOCAB: a banana -LINE: This is a banana. {st-page_077_003.jpg} - -VOCAB: a pear -LINE: This is a pear. {st-page_077_004.jpg} - -VOCAB: a cherry -LINE: This is a cherry. {st-page_077_005.jpg} - -LINE: These are cherries. {st-page_077_006.jpg} - -# Source: ST §a / an - -# Source: ST §a / an -$GRAMMAR A or An -ID: l3-s5 -INTRO: You just said "a banana" but "an apple". Here's the little rule behind that. - -Before a word that starts with a consonant sound, use **a**: {a banana}, {a pear}, {a snack bar}. -Before a word that starts with a vowel sound, use **an**: {an apple}, {an orange}, {an egg}. - -| | | | | -|---|---|---|---| -| This | is | a | woman.
dollar.
banana.
pear.
snack bar. | - -| | | | | -|---|---|---|---| -| This | is | an | office.
apple.
orange.
egg. | # Source: ST §What Is This? - -# Source: ST §What Is This? -$PRODUCE Animals and Their Meat +$PRODUCE Which Animal, Which Meat? ID: l3-s3 +INTRO: Now you write the animal-and-meat sentences yourself, one pair for each pair of pictures. +INSTRUCTION: Type the sentences for each animal and meat. INPUT: type -CHECK: llm -INTRO: Now put the meat words to work. For each pair of pictures, type two sentences: name the animal, then name the meat. -INSTRUCTION: Type two sentences: the animal, then the meat. -RUBRIC: Treat the model answer as the factual key; require two sentences naming the animal and its meat, and accept close phrasings of the same facts. Wrong animal or wrong meat fails. +CHECK: exact EXAMPLE -TEMPLATE: {st-page_076_001.jpg} -TEMPLATE: {st-page_076_002.jpg} +TEMPLATE: ____{These are animals.} ____{This is meat.} +RESPONSE: These are animals. This is meat. + +TEMPLATE: ____{This is a cow.} {st-page_076_001.jpg|A cow} +TEMPLATE: ____{This is beef.} {st-page_076_002.jpg|A cut of beef} RESPONSE: This is a cow. This is beef. -TEMPLATE: {st-page_076_003.jpg} -TEMPLATE: {st-page_076_004.jpg} +TEMPLATE: ____{This is a pig.} {st-page_076_003.jpg|A pig} +TEMPLATE: ____{This is pork.} {st-page_076_004.jpg|A pork chop} RESPONSE: This is a pig. This is pork. -TEMPLATE: {st-page_076_005.jpg} -TEMPLATE: {st-page_076_006.jpg} +TEMPLATE: ____{This is a sheep.} {st-page_076_005.jpg|A sheep} +TEMPLATE: ____{This is lamb.} {st-page_076_006.jpg|A lamb chop} RESPONSE: This is a sheep. This is lamb. -$LESSON 3-2: What's Happening Now — The Present Progressive -# Source: ST §They're Listening to the Teacher - -# Source: ST §They're Listening to the Teacher -$GRAMMAR The Present Progressive -ID: l3-s9 -INTRO: New part, new power: saying what's happening right now — I'm reading, she's writing, they're listening. Here's how the pattern works. - -To say what is happening **right now**, use **am**, **is**, or **are** plus the **-ing** form of the verb: {I am reading.} {She is writing.} {They are listening.} - -With **I** use **am**; with **he** and **she** use **is**; with **you**, **we**, and **they** use **are**. - -| | | | -|---|---|---| -| I | am | reading.
repeating.
writing.
sitting.
listening.
answering.
going. | -| You | are | | -| He
She | is | | -| We
You
They | are | | - -# Source: LLA 3A Figure 3 - -# Source: LLA 3A Figure 3 -$DIALOGUE Actions -ID: 3a-f3 -INTRO: People buying, sitting, standing, writing, studying, eating — a busy page. Listen to each sentence about what they're doing and repeat it. +# Source: ST §This Is Fruit +$DIALOGUE Kinds of Fruit +ID: l3-s4 +INTRO: Five fruits, one at a time. Listen and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT -LINE: Number 1: "Buying food." "Buying food." "The woman is buying food." {page_056_001.jpg} {bk02-l3a-f3-01.mp3} +VOCAB: apple +LINE: This is an apple. {st-page_077_001.jpg|An apple} -LINE: Number 2: "Sitting and talking." "Sitting and talking." "The men are sitting and talking." {page_056_002.jpg} {bk02-l3a-f3-02.mp3} +VOCAB: orange +LINE: This is an orange. {st-page_077_002.jpg|An orange} -LINE: Number 3: "Standing." "Standing." "The teacher is standing in the classroom." {page_056_003.jpg} {bk02-l3a-f3-03.mp3} +VOCAB: banana +LINE: This is a banana. {st-page_077_003.jpg|A banana} -LINE: Number 3, again: "Sitting and listening." "Sitting and listening." "The students are sitting and listening to the teacher." {page_056_003.jpg} {bk02-l3a-f3-04.mp3} +VOCAB: pear +LINE: This is a pear. {st-page_077_004.jpg|A pear} -LINE: Number 4: "Writing." "Writing." "The students are writing." {page_056_004.jpg} {bk02-l3a-f3-05.mp3} +VOCAB: cherry +LINE: This is a cherry. {st-page_077_005.jpg|A single cherry} -LINE: Number 5: "Studying." "Studying." "The student is studying." {page_056_005.jpg} {bk02-l3a-f3-06.mp3} +LINE: These are cherries. {st-page_077_006.jpg|Two cherries attached at the stem} -LINE: Number 6: "Eating." "Eating." "The family is eating dinner." {page_056_006.jpg} {bk02-l3a-f3-07.mp3} -# Source: LLA 3A Figure 3 +# Source: ST §A and An (grammar table, card-ified) +$GRAMMAR A or An +ID: l3-s5 +INTRO: You just said "a banana" but "an apple". Here's why. -# Source: LLA 3A Figure 3 -$PRODUCE Actions — Answer the Questions -ID: 3a-f3-b -INPUT: speak -CHECK: reveal -INTRO: The same pictures come back — this time you answer. Listen to each question, answer aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +CARD: Use **a** before a word that starts with a consonant sound. +{This is a banana.} +{This is a pear.} +{This is a woman.} +{This is a dollar.} +{This is a snack bar.} + +CARD: Use **an** before a word that starts with a vowel sound. +{This is an apple.} +{This is an orange.} +{This is an egg.} +{This is an office.} + +SUMMARY: +| a | an | +|---|---| +| a woman | an office | +| a dollar | an apple | +| a banana | an orange | +| a pear | an egg | +| a snack bar | | + + +# Source: ST §This Is Food (Review) +$DIALOGUE Food Review +ID: l3-s6 +INTRO: A quick run through everything on the menu so far — food, meat, fruit, "a", and "an". Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. REPEAT -PROMPT: Is the woman buying food? {page_056_001.jpg} {bk02-l3a-f3-08-q.mp3} -RESPONSE: Yes, she is. Yes, the woman is buying food. {bk02-l3a-f3-08-a.mp3} +LINE: This is food. +LINE: This is bread. +LINE: This is meat. +LINE: This is beef. +LINE: This is fruit. +LINE: This is a banana. +LINE: This is an orange. +LINE: This is an apple. +LINE: This is a pear. +LINE: This is a cherry. +LINE: This is an egg. +LINE: These are eggs. +LINE: These are cherries. +LINE: These are bananas. +LINE: These are apples. +LINE: These are pears. -PROMPT: Are they drinking tea? {page_056_002.jpg} {bk02-l3a-f3-09-q.mp3} -RESPONSE: No, they're not. No, they're not drinking tea. They're sitting and talking. {bk02-l3a-f3-09-a.mp3} - -PROMPT: Are the students talking? {page_056_003.jpg} {bk02-l3a-f3-10-q.mp3} -RESPONSE: No, they aren't. No, the students aren't talking. They're listening to the teacher. {bk02-l3a-f3-10-a.mp3} - -PROMPT: Are the students writing? {page_056_004.jpg} {bk02-l3a-f3-11-q.mp3} -RESPONSE: Yes, they are. Yes, the students are writing. {bk02-l3a-f3-11-a.mp3} - -PROMPT: Is that student watching television? {page_056_005.jpg} {bk02-l3a-f3-12-q.mp3} -RESPONSE: No, he's not. No, that student isn't watching television. {bk02-l3a-f3-12-a.mp3} - -PROMPT: Are they eating? {page_056_006.jpg} {bk02-l3a-f3-13-q.mp3} -RESPONSE: Yes, they are. Yes, they're eating. {bk02-l3a-f3-13-a.mp3} - -# Source: ST §I'm Looking at My Book - -# Source: ST §I'm Looking at My Book -$DIALOGUE I'm Looking at My Book -ID: l3-s10 -INTRO: Twelve everyday sentences in the new pattern — teachers, chalkboards, tapes, and one trip to the BX. Listen and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: I'm looking at my book. -LINE: My teacher is standing in the classroom. -LINE: She's writing on the chalkboard. -LINE: He's closing the door. -LINE: We're repeating the words. -LINE: They're listening to the radio. -LINE: Joe's going to the BX. -LINE: You're sitting in your classroom. -LINE: You're listening to your teacher. -LINE: Joe and Pam are listening to tapes in the lab. -LINE: I'm writing in my notebook. -LINE: Mr. Wilson is sitting in his office. - -# Source: ST §They're Eating and Drinking - -# Source: ST §They're Eating and Drinking -$DIALOGUE They're Eating and Drinking -ID: l3-s11 -INTRO: Now the new pattern meets this part's food words. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: The teacher's eating an apple. -LINE: They're drinking coffee. -LINE: She's eating eggs and drinking tea. -LINE: I'm drinking tea. -LINE: You're drinking water. -LINE: We're eating chicken. -LINE: They're eating fish. -LINE: Linda is eating salad. -LINE: Your sister's drinking orange juice. -LINE: Bill's eating oranges. - -# Source: LLA 3A Figure 4 - -# Source: LLA 3A Figure 4 -$DIALOGUE Ken and Dave -ID: 3a-f4 -INTRO: Ken has a lot of questions. Dave has very few answers. Listen to their conversation and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT - -Ken: Hey, Dave, are you watching television now? {bk02-l3a-f4-01.mp3} -Dave: No. {bk02-l3a-f4-02.mp3} -Ken: Are you doing your homework? {bk02-l3a-f4-03.mp3} -Dave: No. {bk02-l3a-f4-04.mp3} -Ken: Are you studying? {bk02-l3a-f4-05.mp3} -Dave: Uh-uh. {bk02-l3a-f4-06.mp3} -VOCAB: What are you doing? -Ken: Well, what are you doing? {bk02-l3a-f4-07.mp3} -VOCAB: nothing -Dave: Nothing. {bk02-l3a-f4-08.mp3} - -# DROPPED (ST): "What Are You Doing? (Dialog)" — TTS twin of the Ken-and-Dave cassette -# dialog above (same shape and role); its extra vocabulary (nothing, movies) is tagged -# on the kept cassette dialogs in this part and Part 3-3. - -# Source: LLA 3A Figure 4 - -# DROPPED (ST): "What Are You Doing? (Dialog)" — TTS twin of the Ken-and-Dave cassette -# dialog above (same shape and role); its extra vocabulary (nothing, movies) is tagged -# on the kept cassette dialogs in this part and Part 3-3. - -# Source: LLA 3A Figure 4 -$PRODUCE Talk to Ken -ID: 3a-f4-b -INPUT: speak -CHECK: reveal -INTRO: Your turn to be Dave — the man of few words. Answer Ken's questions aloud. -INSTRUCTION: Reply to Ken. - -PROMPT: Hey, Dave, are you watching television now? {bk02-l3a-f4-09-q.mp3} -RESPONSE: No. - -PROMPT: Are you doing your homework? {bk02-l3a-f4-10-q.mp3} -RESPONSE: No. - -PROMPT: Are you studying? {bk02-l3a-f4-11-q.mp3} -RESPONSE: Uh-uh. - -PROMPT: Well, what are you doing? {bk02-l3a-f4-12-q.mp3} -RESPONSE: Nothing. - -# Source: ST §I'm Studying My Lesson - -# Source: ST §I'm Studying My Lesson -$PRODUCE What Are You Doing? — Cued Answers -ID: l3-s13 -INPUT: speak -CHECK: reveal -INTRO: You'll see a short cue like "eat / chicken". Ask "What are you doing?" and answer it with the cue, aloud: "I'm eating chicken." -INSTRUCTION: Say the question and the answer from the cue. - -EXAMPLE -TEMPLATE: eat / chicken -RESPONSE: What are you doing? I'm eating chicken. - -TEMPLATE: listen / radio -RESPONSE: What are you doing? I'm listening to the radio. - -TEMPLATE: drink / orange juice -RESPONSE: What are you doing? I'm drinking orange juice. - -TEMPLATE: eat / meat and rice -RESPONSE: What are you doing? I'm eating meat and rice. - -TEMPLATE: listen / tape -RESPONSE: What are you doing? I'm listening to a tape. - -TEMPLATE: sit / classroom -RESPONSE: What are you doing? I'm sitting in the classroom. - -TEMPLATE: write / notebook -RESPONSE: What are you doing? I'm writing in my notebook. - -TEMPLATE: look / picture -RESPONSE: What are you doing? I'm looking at a picture. - -TEMPLATE: eat / eggs -RESPONSE: What are you doing? I'm eating eggs. - -TEMPLATE: drink / water -RESPONSE: What are you doing? I'm drinking water. - -TEMPLATE: eat / banana -RESPONSE: What are you doing? I'm eating a banana. - -TEMPLATE: read / book -RESPONSE: What are you doing? I'm reading a book. - -TEMPLATE: eat / orange -RESPONSE: What are you doing? I'm eating an orange. - -# Source: LLA 3A Figure 7 - -# Source: LLA 3A Figure 7 -$PRODUCE Ask with Or -ID: 3a-f7 -INPUT: speak -CHECK: reveal -INTRO: You will read a cue with a person and two actions. Then you will hear those cues spoken. Form a question with "or", like "Is Linda studying or eating?". Then listen to the answer, say it back as a full sentence, and repeat the correct sentence. -INSTRUCTION: Speak the question and then the answer. -REPEAT - -EXAMPLE -TEMPLATE: The Wilson family / eating lunch / dinner -PROMPT: The Wilson family. Eating lunch. Dinner. {bk02-l3a-f7-ex-q.mp3} -RESPONSE: Is the Wilson family eating lunch or dinner? Lunch. They're eating lunch. {bk02-l3a-f7-ex-a.mp3} - -TEMPLATE: Linda / studying / eating -PROMPT: Linda. Studying. Eating. {bk02-l3a-f7-01-q.mp3} -RESPONSE: Is Linda studying or eating? Eating. She's eating. {bk02-l3a-f7-01-a.mp3} - -TEMPLATE: John / watching TV / talking -PROMPT: John. Watching TV. Talking. {bk02-l3a-f7-02-q.mp3} -RESPONSE: Is John watching TV or talking? Watching TV. He's watching TV. {bk02-l3a-f7-02-a.mp3} - -TEMPLATE: Jan / buying food / studying -PROMPT: Jan. Buying food. Studying. {bk02-l3a-f7-03-q.mp3} -RESPONSE: Is Jan buying food or studying? Studying. She's studying. {bk02-l3a-f7-03-a.mp3} - -TEMPLATE: Mr. Wilson / standing up / sitting down -PROMPT: Mr. Wilson. Standing up. Sitting down. {bk02-l3a-f7-04-q.mp3} -RESPONSE: Is Mr. Wilson standing up or sitting down? Sitting down. He's sitting down. {bk02-l3a-f7-04-a.mp3} - -TEMPLATE: Mrs. Wilson / drinking coffee / reading -PROMPT: Mrs. Wilson. Drinking coffee. Reading. {bk02-l3a-f7-05-q.mp3} -RESPONSE: Is Mrs. Wilson drinking coffee or reading? Reading. She's reading. {bk02-l3a-f7-05-a.mp3} - -# Source: LLA 3A Figure 5 # Source: LLA 3A Figure 5 $SELECT Same or Different? -ID: 3a-f5 -INTRO: A short ear workout. You'll hear two words — decide if they are exactly the same or different, and tap your answer. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +ID: 2-3a-f5 +HIDE_PROMPT +INTRO: Time to tune your ears. You'll hear two words — decide if they are the same word or two different words. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different PROMPT: rid, red {bk02-l3a-f5-01.mp3} ANSWER: d @@ -578,15 +366,15 @@ ANSWER: d PROMPT: itch, etch {bk02-l3a-f5-10.mp3} ANSWER: d -# Source: LLA 3A Figure 6 # Source: LLA 3A Figure 6 -$SELECT Short I or Short E? -ID: 3a-f6 -INTRO: Same two sounds, one word at a time. Does the word have the short I of "pit", or the short E of "pet"? Tap the sound you hear. +$SELECT Which Vowel Do You Hear? +ID: 2-3a-f6 +HIDE_PROMPT +INTRO: Now one word at a time. Does the word have the vowel sound of "pit" or the vowel sound of "pet"? Tap your choice. INSTRUCTION: Tap the sound you hear. -OPTION: a | Short I (as in pit) -OPTION: b | Short E (as in pet) +OPTION: a | the vowel sound in "pit" +OPTION: b | the vowel sound in "pet" PROMPT: sing {bk02-l3a-f6-01.mp3} ANSWER: a @@ -618,290 +406,473 @@ ANSWER: a PROMPT: lend {bk02-l3a-f6-10.mp3} ANSWER: b -# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "TIN/TEN" — instructor-read sound -# discrimination with no recorded stimulus and no given words; the cassette sound work -# above covers the same ground. Convertible later with chosen items + TTS. +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "TIN / TEN" (/ɪ/–/ɛ/, ST p. 74) — instructor-read minimal pairs with no recorded stimuli; the same sound contrast is practiced above with cassette audio (2-3a-f5, 2-3a-f6). -$LESSON 3-3: Three Meals a Day +$SESSION 3-2: What Are You Doing Right Now? -# Source: LLA 3B Figure 1 +# Source: ST §Present Progressive (grammar table, card-ified) +$GRAMMAR The Present Progressive +ID: l3-s9 +INTRO: In this part you'll learn to say what people are doing right now. Here is the pattern first. + +CARD: To say what is happening **right now**, use **am**, **is**, or **are** plus the verb with **-ing**. +{I am reading.} +{He is writing.} +{She is sitting.} + +CARD: Use **are** with "you", "we", and "they". +{You are repeating.} +{You are answering.} +{We are listening.} +{They are going.} + +SUMMARY: +| | | | +|---|---|---| +| I | am | reading. | +| You | are | repeating. | +| He | is | writing. | +| She | is | sitting. | +| We | are | listening. | +| You | are | answering. | +| They | are | going. | + + +# Source: LLA 3A Figure 3 +$DIALOGUE What Are They Doing? +ID: 2-3a-f3 +INTRO: Now the pattern in action. Look at each picture, listen to what the people are doing, and repeat the sentences. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: to buy +LINE: The woman is buying food. {page_056_001.jpg|Two women in a grocery store at the checkout counter, one with a shopping cart filled with groceries} {bk02-l3a-f3-01.mp3} + +VOCAB: to sit +VOCAB: to talk +LINE: The men are sitting and talking. {page_056_002.jpg|Two men sitting in armchairs in a living room near a lamp, conversing} {bk02-l3a-f3-02.mp3} + +VOCAB: to stand +LINE: The teacher is standing in the classroom. {page_056_003.jpg|A teacher standing in front of a class of attentive young men and women students} {bk02-l3a-f3-03.mp3} + +VOCAB: to listen +LINE: The students are sitting and listening to the teacher. {page_056_003.jpg|A teacher standing in front of a class of attentive young men and women students} {bk02-l3a-f3-04.mp3} + +VOCAB: to write +LINE: The students are writing. {page_056_004.jpg|Two male students writing in their notebooks while sitting at desks} {bk02-l3a-f3-05.mp3} + +VOCAB: to study +LINE: The student is studying. {page_056_005.jpg|A young man studying and writing at a desk next to a stack of books and a lamp} {bk02-l3a-f3-06.mp3} + +VOCAB: to eat +LINE: The family is eating dinner. {page_056_006.jpg|A family gathered around a dining table eating a meal} {bk02-l3a-f3-07.mp3} + + +# Source: LLA 3A Figure 3 (Q&A pass) +$PRODUCE Questions about the Pictures +ID: 2-3a-f3-b +INPUT: speak +CHECK: reveal +INTRO: Same pictures, now with questions. Answer aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. +REPEAT + +PROMPT: Is the woman buying food? {page_056_001.jpg|Two women in a grocery store at the checkout counter, one with a shopping cart filled with groceries} {bk02-l3a-f3-08-q.mp3} +RESPONSE: Yes, the woman is buying food. + +PROMPT: Are they drinking tea? {page_056_002.jpg|Two men sitting in armchairs in a living room near a lamp, conversing} {bk02-l3a-f3-09-q.mp3} +RESPONSE: No, they're not drinking tea. They're sitting and talking. {bk02-l3a-f3-09-a.mp3} + +PROMPT: Are the students talking? {page_056_003.jpg|A teacher standing in front of a class of attentive young men and women students} {bk02-l3a-f3-10-q.mp3} +RESPONSE: No, the students aren't talking. They're listening to the teacher. {bk02-l3a-f3-10-a.mp3} + +PROMPT: Are the students writing? {page_056_004.jpg|Two male students writing in their notebooks while sitting at desks} {bk02-l3a-f3-11-q.mp3} +RESPONSE: Yes, the students are writing. {bk02-l3a-f3-11-a.mp3} + +PROMPT: Is that student watching television? {page_056_005.jpg|A young man studying and writing at a desk next to a stack of books and a lamp} {bk02-l3a-f3-12-q.mp3} +RESPONSE: No, that student isn't watching television. {bk02-l3a-f3-12-a.mp3} + +PROMPT: Are they eating? {page_056_006.jpg|A family gathered around a dining table eating a meal} {bk02-l3a-f3-13-q.mp3} +RESPONSE: Yes, they're eating. {bk02-l3a-f3-13-a.mp3} + + +# Source: ST §They're Listening to the Teacher +$DIALOGUE Happening Now +ID: l3-s10 +INTRO: More sentences about what everyone is doing at this very moment. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: I'm looking at my book. +LINE: My teacher is standing in the classroom. +LINE: She's writing on the chalkboard. +LINE: He's closing the door. +LINE: We're repeating the words. +LINE: They're listening to the radio. +LINE: Joe's going to the BX. +LINE: You're sitting in your classroom. +LINE: You're listening to your teacher. +LINE: Joe and Pam are listening to tapes in the lab. +LINE: I'm writing in my notebook. +LINE: Mr. Wilson is sitting in his office. + + +# Source: ST §They're Eating and Drinking +$DIALOGUE Eating and Drinking Now +ID: l3-s11 +INTRO: The same pattern, back at the table — everyone is eating or drinking something. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: The teacher's eating an apple. +LINE: They're drinking coffee. +LINE: She's eating eggs and drinking tea. +LINE: I'm drinking tea. +LINE: You're drinking water. +LINE: We're eating chicken. +LINE: They're eating fish. +LINE: Linda is eating salad. +LINE: Your sister's drinking orange juice. +LINE: Bill's eating oranges. + + +# Source: ST §I'm Studying My Lesson +$PRODUCE Say What You're Doing +ID: l3-s13 +INTRO: Your turn to answer "What are you doing?". Use the cue words to build your answer aloud, then check the model. +INSTRUCTION: Answer the question aloud using the cue words. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +EXAMPLE +PROMPT: What are you doing? (eat / chicken) +RESPONSE: I'm eating chicken. + +PROMPT: What are you doing? (listen / radio) +RESPONSE: I'm listening to the radio. + +PROMPT: What are you doing? (drink / orange juice) +RESPONSE: I'm drinking orange juice. + +PROMPT: What are you doing? (eat / meat and rice) +RESPONSE: I'm eating meat and rice. + +PROMPT: What are you doing? (listen / tape) +RESPONSE: I'm listening to a tape. + +PROMPT: What are you doing? (sit / classroom) +RESPONSE: I'm sitting in the classroom. + +PROMPT: What are you doing? (write / notebook) +RESPONSE: I'm writing in my notebook. + +PROMPT: What are you doing? (look / picture) +RESPONSE: I'm looking at the picture. + +PROMPT: What are you doing? (eat / eggs) +RESPONSE: I'm eating eggs. + +PROMPT: What are you doing? (drink / water) +RESPONSE: I'm drinking water. + +PROMPT: What are you doing? (eat / banana) +RESPONSE: I'm eating a banana. + +PROMPT: What are you doing? (read / book) +RESPONSE: I'm reading a book. + +PROMPT: What are you doing? (eat / orange) +RESPONSE: I'm eating an orange. + + +# Source: LLA 3A Figure 4 +$DIALOGUE Ken and Dave +ID: 2-3a-f4 +INTRO: Ken really wants to know what Dave is doing. Dave, it turns out, is a man of few words. Listen and repeat each line. +INSTRUCTION: Listen and repeat. +REPEAT + +Ken: Hey Dave, are you watching television now? {bk02-l3a-f4-01.mp3} +Dave: No. {bk02-l3a-f4-02.mp3} +Ken: Are you doing your homework? {bk02-l3a-f4-03.mp3} +Dave: No. {bk02-l3a-f4-04.mp3} +Ken: Are you studying? {bk02-l3a-f4-05.mp3} +Dave: Uh-uh. {bk02-l3a-f4-06.mp3} +Ken: Well, what *are* you doing? {bk02-l3a-f4-07.mp3} + +VOCAB: nothing +Dave: Nothing. {bk02-l3a-f4-08.mp3} + + +# Source: LLA 3A Figure 4 (role-play pass) +$DIALOGUE Role-Play: You Are Dave +ID: 2-3a-f4-rp +REFERENCE: 2-3a-f4 +PLAY_ROLE: Dave +INTRO: You are Dave. Ken will ask you what you are doing — respond with Dave's lines. +INSTRUCTION: You are Dave — speak your lines in the pauses. + + +# Source: LLA 3A Figure 7 +$PRODUCE Ask with "Or" +ID: 2-3a-f7 +INPUT: speak +CHECK: reveal +INTRO: Now you make the questions. Use the cue words to ask a question with "or", then listen to the cue word, say the answer, and repeat the model. +INSTRUCTION: Ask the question, then answer aloud. +REPEAT + +EXAMPLE +TEMPLATE: The Wilson family / eating lunch / dinner +PROMPT: Lunch. {bk02-l3a-f7-ex-q.mp3} +RESPONSE: Is the Wilson family eating lunch or dinner?\n— They're eating lunch. {bk02-l3a-f7-ex-a.mp3} + +TEMPLATE: Linda / studying / eating +PROMPT: Eating. {bk02-l3a-f7-01-q.mp3} +RESPONSE: Is Linda studying or eating?\n— She's eating. {bk02-l3a-f7-01-a.mp3} + +TEMPLATE: John / watching TV / talking +PROMPT: Watching TV. {bk02-l3a-f7-02-q.mp3} +RESPONSE: Is John watching TV or talking?\n— He's watching TV. {bk02-l3a-f7-02-a.mp3} + +TEMPLATE: Jan / buying food / studying +PROMPT: Studying. {bk02-l3a-f7-03-q.mp3} +RESPONSE: Is Jan buying food or studying?\n— She's studying. {bk02-l3a-f7-03-a.mp3} + +TEMPLATE: Mr. Wilson / standing up / sitting down +PROMPT: Sitting down. {bk02-l3a-f7-04-q.mp3} +RESPONSE: Is Mr. Wilson standing up or sitting down?\n— He's sitting down. {bk02-l3a-f7-04-a.mp3} + +TEMPLATE: Mrs. Wilson / drinking coffee / reading +PROMPT: Reading. {bk02-l3a-f7-05-q.mp3} +RESPONSE: Is Mrs. Wilson drinking coffee or reading?\n— She's reading. {bk02-l3a-f7-05-a.mp3} + + +# Source: LLA 3A closing skit +$DIALOGUE Happy Birthday, Barbara +ID: 2-3a-skit +INTRO: To finish this part, some real conversation at real speed: it's Barbara's birthday, and Richard would love to know how old she is. Just listen. +INSTRUCTION: Listen to the conversation. + +Richard: It's your birthday today. Happy birthday! {bk02-l3a-f7-skit-01.mp3} +Barbara: Thank you, Richard. I appreciate that. {bk02-l3a-f7-skit-02.mp3} +Richard: What are you going to do? Anything special today? {bk02-l3a-f7-skit-03.mp3} +Barbara: Well, actually, my family is going to go out to eat dinner and see a movie. {bk02-l3a-f7-skit-04.mp3} +Richard: Oh, well, that sounds like fun. {bk02-l3a-f7-skit-05.mp3} +Barbara: Mm-hmm. I think it'll be nice. {bk02-l3a-f7-skit-06.mp3} +Richard: I know in the United States it's impolite to ask, but are you going to tell us how old you are? {bk02-l3a-f7-skit-07.mp3} +Barbara: Absolutely not. {bk02-l3a-f7-skit-08.mp3} +Richard: Okay. Well, we'll just have to guess. I think maybe 25. {bk02-l3a-f7-skit-09.mp3} +Barbara: I think you might be right. {bk02-l3a-f7-skit-10.mp3} +Richard: Okay. Well, have a good birthday. {bk02-l3a-f7-skit-11.mp3} +Barbara: Thanks. {bk02-l3a-f7-skit-12.mp3} + +$SESSION 3-3: Three Meals a Day # Source: LLA 3B Figure 1 $DIALOGUE Three Meals a Day -ID: 3b-f1 -INTRO: This part is about meals — breakfast, lunch, and dinner — and about asking people what they're doing. First the meal words: listen and repeat. +ID: 2b-f1 +INTRO: In this part you'll learn the names of the three daily meals and talk about who is eating what. Listen and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT VOCAB: meal -LINE: Meal. {bk02-l3b-f1-01.mp3} -LINE: Three meals. {bk02-l3b-f1-02.mp3} -LINE: Three meals a day. {bk02-l3b-f1-03.mp3} +LINE: Three meals a day. {bk02-l3b-f1-01.mp3} VOCAB: breakfast -LINE: Breakfast. {page_059_001.jpg} {bk02-l3b-f1-04.mp3} -LINE: Breakfast is a meal. {page_059_001.jpg} {bk02-l3b-f1-05.mp3} +LINE: Breakfast is a meal. {page_059_001.jpg|A place setting for breakfast showing two fried eggs on a plate, toast, a glass of water, and a cup of hot coffee with steam rising} {bk02-l3b-f1-02.mp3} VOCAB: lunch -LINE: Lunch. {page_059_002.jpg} {bk02-l3b-f1-06.mp3} -LINE: Lunch is a meal. {page_059_002.jpg} {bk02-l3b-f1-07.mp3} +LINE: Lunch is a meal. {page_059_002.jpg|A place setting for lunch showing fried chicken drumsticks with rice on a plate, along with a glass of iced tea} {bk02-l3b-f1-03.mp3} VOCAB: dinner -LINE: Dinner. {page_059_003.jpg} {bk02-l3b-f1-08.mp3} -LINE: Dinner is a meal. {page_059_003.jpg} {bk02-l3b-f1-09.mp3} +LINE: Dinner is a meal. {page_059_003.jpg|A place setting for dinner showing a whole cooked fish garnished with lemon slices, a side salad, and a glass of wine} {bk02-l3b-f1-04.mp3} -LINE: Breakfast, lunch, and dinner are meals. {bk02-l3b-f1-10.mp3} -LINE: The three meals are breakfast, lunch, and dinner. {bk02-l3b-f1-11.mp3} +LINE: Breakfast, lunch, and dinner are meals. {bk02-l3b-f1-05.mp3} +LINE: The three meals are breakfast, lunch, and dinner. {bk02-l3b-f1-06.mp3} -# DROPPED (ST): "Three Meals a Day" — TTS twin of the cassette meals presentation above -# (same sentences, same role); cassette version kept. -# Source: ST §Breakfast, Lunch, and Dinner - -# DROPPED (ST): "Three Meals a Day" — TTS twin of the cassette meals presentation above -# (same sentences, same role); cassette version kept. - -# Source: ST §Breakfast, Lunch, and Dinner -$DIALOGUE Breakfast, Lunch, and Dinner -ID: l3-s15 -INTRO: Three little scenes: breakfast at seven, lunch at twelve, dinner at six. Listen and repeat each line. +# Source: LLA 3B Figure 2 (presentation) +$DIALOGUE Bob and Tom's Meals +ID: 2b-f2 +INTRO: Bob and Tom eat by the clock. Look at what they are doing at different times of the day. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: Breakfast is at 7 o'clock. {st-page_085_001.jpg} +LINE: It's 7 o'clock. {page_060_001.jpg|Two men sitting at a table eating breakfast with eggs, toast, and coffee, with a clock on the wall showing 7:00} {bk02-l3b-f1-07.mp3} +LINE: Bob and Tom are eating breakfast. {page_060_001.jpg|Two men sitting at a table eating breakfast with eggs, toast, and coffee, with a clock on the wall showing 7:00} {bk02-l3b-f1-08.mp3} +LINE: They're eating eggs and toast. {page_060_001.jpg|Two men sitting at a table eating breakfast with eggs, toast, and coffee, with a clock on the wall showing 7:00} {bk02-l3b-f1-09.mp3} + +LINE: It's 12 o'clock. {page_060_002.jpg|Two men sitting at a table eating dinner, with a clock on the wall showing 6:00} {bk02-l3b-f1-10.mp3} +LINE: Bob and Tom are eating lunch. {page_060_002.jpg|Two men sitting at a table eating dinner, with a clock on the wall showing 6:00} {bk02-l3b-f1-11.mp3} +LINE: They're eating meat and salad. {page_060_002.jpg|Two men sitting at a table eating dinner, with a clock on the wall showing 6:00} {bk02-l3b-f1-12.mp3} + + +# Source: LLA 3B Figure 2 (Q&A pass) +$PRODUCE Questions about Bob and Tom +ID: 2b-f2-b +INPUT: speak +CHECK: reveal +INTRO: Now answer questions about Bob and Tom's meals. Answer aloud, then repeat the correct answer. +INSTRUCTION: Answer aloud in a complete sentence. +REPEAT + +PROMPT: Are Bob and Tom eating lunch? {page_060_001.jpg|Two men sitting at a table eating breakfast with eggs, toast, and coffee, with a clock on the wall showing 7:00} {bk02-l3b-f2-01-q.mp3} +RESPONSE: No, Bob and Tom aren't eating lunch. {bk02-l3b-f2-01-a.mp3} + +PROMPT: Are they eating breakfast? {page_060_001.jpg|Two men sitting at a table eating breakfast with eggs, toast, and coffee, with a clock on the wall showing 7:00} {bk02-l3b-f2-02-q.mp3} +RESPONSE: Yes, they're eating breakfast. {bk02-l3b-f2-02-a.mp3} + +PROMPT: Are they eating eggs and toast? {page_060_001.jpg|Two men sitting at a table eating breakfast with eggs, toast, and coffee, with a clock on the wall showing 7:00} {bk02-l3b-f2-03-q.mp3} +RESPONSE: Yes, they're eating eggs and toast. {bk02-l3b-f2-03-a.mp3} + +PROMPT: Are Bob and Tom eating lunch? {page_060_002.jpg|Two men sitting at a table eating dinner, with a clock on the wall showing 6:00} {bk02-l3b-f2-04-q.mp3} +RESPONSE: Yes, they're eating lunch. {bk02-l3b-f2-04-a.mp3} + +PROMPT: Are they eating chicken and rice? {page_060_002.jpg|Two men sitting at a table eating dinner, with a clock on the wall showing 6:00} {bk02-l3b-f2-05-q.mp3} +RESPONSE: No, they aren't eating chicken and rice. {bk02-l3b-f2-05-a.mp3} + +PROMPT: Are they eating meat and salad? {page_060_002.jpg|Two men sitting at a table eating dinner, with a clock on the wall showing 6:00} {bk02-l3b-f2-06-q.mp3} +RESPONSE: Yes, they're eating meat and salad. {bk02-l3b-f2-06-a.mp3} + + +# Source: ST §Breakfast Is at 7 O'Clock +$DIALOGUE Breakfast at 7 {st-page_085_001.jpg|Two men sitting at a dining table eating breakfast, with a clock on the wall showing 7:00} +ID: l3-s15 +INTRO: Here are Tom and Bob at 7 in the morning, hungry as always. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + Tom: Good morning! What time is it? Bob: It's 7 o'clock. + VOCAB: hungry Tom: I'm hungry. Let's eat breakfast. Bob: Okay. Let's eat eggs. Tom: Good! Let's drink coffee and orange juice too. -Narrator: Lunch is at 12 o'clock. {st-page_086_001.jpg} + +# Source: ST §Lunch Is at 12 O'Clock +$DIALOGUE Lunch at 12 {st-page_086_001.jpg|Two men sitting at a table eating lunch, with a clock on the wall showing 12:00} +ID: l3-s16 +INTRO: Five hours later, the same two men are hungry again. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + Bob: What time is it now? Tom: It's 12 o'clock. Bob: Let's eat lunch. Tom: Okay. Let's eat chicken and rice. -Narrator: Dinner is at 6 o'clock. {st-page_086_002.jpg} + +# Source: ST §Dinner Is at 6 O'Clock +$DIALOGUE Dinner at 6 {st-page_086_002.jpg|A family sitting around a dinner table enjoying a meal} +ID: l3-s17 +INTRO: And at 6 o'clock, dinner at the family table. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + Mom: Are you eating your dinner, Linda? Linda: Yes, I am. Mom: What are you eating? Linda: I'm eating fish, rice, and a salad. -# Source: LLA 3B Figure 2 - -# Source: LLA 3B Figure 2 -$DIALOGUE Bob and Tom's Meals -ID: 3b-f2 -INTRO: Bob and Tom eat by the clock. Listen to the sentences about their meals and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: It's 7 o'clock. Bob and Tom are eating breakfast. They're eating eggs and toast. {page_060_001.jpg} {bk02-l3b-f1-12.mp3} -LINE: It's 12 o'clock. Bob and Tom are eating lunch. They're eating meat and salad. {page_060_002.jpg} {bk02-l3b-f1-13.mp3} - -# Source: LLA 3B Figure 2 - -# Source: LLA 3B Figure 2 -$PRODUCE Bob and Tom — Answer the Questions -ID: 3b-f2-b -INPUT: speak -CHECK: reveal -INTRO: Questions about Bob and Tom's meals. Answer aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer the question aloud. -REPEAT - -PROMPT: Are Bob and Tom eating lunch? {page_060_001.jpg} {bk02-l3b-f2-01-q.mp3} -RESPONSE: No, Bob and Tom aren't eating lunch. {bk02-l3b-f2-01-a.mp3} - -PROMPT: Are they eating breakfast? {page_060_001.jpg} {bk02-l3b-f2-02-q.mp3} -RESPONSE: Yes, they're eating breakfast. {bk02-l3b-f2-02-a.mp3} - -PROMPT: Are they eating eggs and toast? {page_060_001.jpg} {bk02-l3b-f2-03-q.mp3} -RESPONSE: Yes, they're eating eggs and toast. {bk02-l3b-f2-03-a.mp3} - -PROMPT: Are Bob and Tom eating lunch? {page_060_002.jpg} {bk02-l3b-f2-04-q.mp3} -RESPONSE: Yes, they're eating lunch. {bk02-l3b-f2-04-a.mp3} - -PROMPT: Are they eating chicken and rice? {page_060_002.jpg} {bk02-l3b-f2-05-q.mp3} -RESPONSE: No, they aren't eating chicken and rice. {bk02-l3b-f2-05-a.mp3} - -PROMPT: Are they eating meat and salad? {page_060_002.jpg} {bk02-l3b-f2-06-q.mp3} -RESPONSE: Yes, they're eating meat and salad. {bk02-l3b-f2-06-a.mp3} - -# Source: LLA 3B Figure 3 # Source: LLA 3B Figure 3 $DIALOGUE Let's Go to the Movies -ID: 3b-f3 -INTRO: Rick and Dave are both doing a whole lot of nothing — so they make a plan. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +ID: 2b-f3 +INTRO: Rick and Dave have a plan for the evening — well, Rick has a plan. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Rick: What are you doing? {bk02-l3b-f3-01.mp3} Dave: Just sitting here, watching TV. What are you doing? {bk02-l3b-f3-02.mp3} -VOCAB: movies -Rick: Uh, nothing. Hey, let's go to the movies. {bk02-l3b-f3-03.mp3} -Dave: Okay. Come on, let's go. {bk02-l3b-f3-04.mp3} +Rick: Oh, nothing. Hey, let's go to the movies! {bk02-l3b-f3-03.mp3} +Dave: Okay. Come on, let's go! {bk02-l3b-f3-04.mp3} -# Source: ST §What Are You Doing? (Function) -# Source: ST §What Are You Doing? (Function) -$DIALOGUE Just Sitting Here — Small Talk -ID: l3-s24 -INTRO: Three more tiny conversations about doing nothing much. Bored people are excellent English practice. Listen and repeat each line. +# Source: LLA 3B Figure 4 (presentation) +$DIALOGUE Everyone Is Busy +ID: 2b-f4 +INTRO: Eight people, eight activities. Look at the pictures, listen to each person say what they're doing, and repeat. INSTRUCTION: Listen and repeat. REPEAT -Jim: What are you doing? -Sam: I'm watching TV. Are you watching TV? -Jim: No, I'm not. I'm talking to you. +LINE: What are you doing, Bill? — I'm sitting in my chair. {page_061_001.jpg|A man sitting relaxed in a chair with arms crossed} {bk02-l3b-f4-01.mp3} +LINE: Ron, what are you doing? — I'm studying. {page_061_002.jpg|A man standing by a bookcase reading a book} {bk02-l3b-f4-02.mp3} +LINE: What are you doing, Jim? — I'm drinking water. {page_061_003.jpg|A man drinking from a glass} {bk02-l3b-f4-03.mp3} +LINE: What are you doing, Betty? — I'm buying chicken and rice. {page_061_004.jpg|Two women talking in a grocery store near a shopping cart} {bk02-l3b-f4-04.mp3} +LINE: Bob, what are you, Don, and Ben doing? — We're talking. {page_061_005.jpg|Three men smiling and talking together} {bk02-l3b-f4-05.mp3} +LINE: What are you doing, Ed? — I'm eating dinner. {page_061_006.jpg|A man eating food with a fork} {bk02-l3b-f4-06.mp3} +LINE: Pat, what are you doing? — I'm going to the mess hall. {page_061_007.jpg|A man looking towards a building with a sign that says MESS HALL} {bk02-l3b-f4-07.mp3} +LINE: What are you doing, Tom? — I'm eating lunch. {page_061_008.jpg|A man sitting at a table eating a meal} {bk02-l3b-f4-08.mp3} -VOCAB: bored -Ken: I'm bored. -Rick: Me, too. -Ken: What are you doing? -VOCAB: nothing much -VOCAB: just -Rick: Oh, nothing much. Just sitting here. -Ken: Let's go to a movie. -VOCAB: come on -Rick: OK. Come on, let's go! -Joe: Hey, Mike, are you studying? -Mike: Uh-uh. -Joe: What are you doing? -Mike: Nothing. Just sitting here. What're you doing? -Joe: Oh, nothing. Are you hungry? -Mike: Yes, let's eat dinner. - -# Source: ST §He Is Studying - -# Source: ST §He Is Studying -$DIALOGUE Everyday Verbs -ID: l3-s16 -INTRO: Six useful verbs — buy, read, study, watch, talk, come — each in a sentence with a picture. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: to buy -LINE: Mrs. Wilson is buying food. {st-page_087_001.jpg} - -VOCAB: to read -LINE: Tom is reading a book. {st-page_087_002.jpg} - -VOCAB: to study -LINE: Jan and Linda are studying. {st-page_087_003.jpg} - -VOCAB: to watch -LINE: The boys are watching TV. {st-page_087_004.jpg} - -VOCAB: to talk -LINE: Ben and Jim are talking. {st-page_087_005.jpg} - -VOCAB: to come -LINE: The teacher is coming. {st-page_087_006.jpg} - -# Source: LLA 3B Figure 4 - -# Source: LLA 3B Figure 4 -$DIALOGUE What Are They Doing? — People -ID: 3b-f4 -INTRO: Eight people, eight answers to the same question. Listen to each question and answer, and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -Narrator: What are you doing, Bill? {page_061_001.jpg} {bk02-l3b-f4-01-q.mp3} -LINE: I'm sitting in my chair. {page_061_001.jpg} {bk02-l3b-f4-01-a.mp3} - -Narrator: Ron, what are you doing? {page_061_002.jpg} {bk02-l3b-f4-02-q.mp3} -LINE: I'm studying. {page_061_002.jpg} {bk02-l3b-f4-02-a.mp3} - -Narrator: What are you doing, Jim? {page_061_003.jpg} {bk02-l3b-f4-03-q.mp3} -LINE: I'm drinking water. {page_061_003.jpg} {bk02-l3b-f4-03-a.mp3} - -Narrator: What are you doing, Betty? {page_061_004.jpg} {bk02-l3b-f4-04-q.mp3} -LINE: I'm buying chicken and rice. {page_061_004.jpg} {bk02-l3b-f4-04-a.mp3} - -Narrator: Bob, what are you, Don, and Ben doing? {page_061_005.jpg} {bk02-l3b-f4-05-q.mp3} -LINE: We're talking. {page_061_005.jpg} {bk02-l3b-f4-05-a.mp3} - -Narrator: What are you doing, Ed? {page_061_006.jpg} {bk02-l3b-f4-06-q.mp3} -LINE: I'm eating dinner. {page_061_006.jpg} {bk02-l3b-f4-06-a.mp3} - -Narrator: Pat, what are you doing? {page_061_007.jpg} {bk02-l3b-f4-07-q.mp3} -LINE: I'm going to the mess hall. {page_061_007.jpg} {bk02-l3b-f4-07-a.mp3} - -Narrator: What are you doing, Tom? {page_061_008.jpg} {bk02-l3b-f4-08-q.mp3} -LINE: I'm eating lunch. {page_061_008.jpg} {bk02-l3b-f4-08-a.mp3} - -# Source: LLA 3B Figure 4 - -# Source: LLA 3B Figure 4 -$PRODUCE People — Answer the Questions -ID: 3b-f4-b +# Source: LLA 3B Figure 4 (Q&A pass) +$PRODUCE What's Everyone Doing? +ID: 2b-f4-b INPUT: speak CHECK: reveal -INTRO: Now you report on those same eight people. Answer each question aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +INTRO: Same eight people — now you report on them. Answer each question aloud, then repeat the correct answer. +INSTRUCTION: Answer aloud in a complete sentence. REPEAT -PROMPT: What's Bill doing? {page_061_001.jpg} {bk02-l3b-f4-09-q.mp3} +PROMPT: What's Bill doing? {page_061_001.jpg|A man sitting relaxed in a chair with arms crossed} {bk02-l3b-f4-09-q.mp3} RESPONSE: He's sitting in his chair. {bk02-l3b-f4-09-a.mp3} -PROMPT: What's Ron doing? {page_061_002.jpg} {bk02-l3b-f4-10-q.mp3} +PROMPT: What's Ron doing? {page_061_002.jpg|A man standing by a bookcase reading a book} {bk02-l3b-f4-10-q.mp3} RESPONSE: He's studying. {bk02-l3b-f4-10-a.mp3} -PROMPT: What's Jim doing? {page_061_003.jpg} {bk02-l3b-f4-11-q.mp3} +PROMPT: What's Jim doing? {page_061_003.jpg|A man drinking from a glass} {bk02-l3b-f4-11-q.mp3} RESPONSE: He's drinking water. {bk02-l3b-f4-11-a.mp3} -PROMPT: What's Betty doing? {page_061_004.jpg} {bk02-l3b-f4-12-q.mp3} +PROMPT: What's Betty doing? {page_061_004.jpg|Two women talking in a grocery store near a shopping cart} {bk02-l3b-f4-12-q.mp3} RESPONSE: She's buying chicken and rice. {bk02-l3b-f4-12-a.mp3} -PROMPT: What are Bob, Don, and Ben doing? {page_061_005.jpg} {bk02-l3b-f4-13-q.mp3} +PROMPT: What are Bob, Don, and Ben doing? {page_061_005.jpg|Three men smiling and talking together} {bk02-l3b-f4-13-q.mp3} RESPONSE: They're talking. {bk02-l3b-f4-13-a.mp3} -PROMPT: What's Ed doing? {page_061_006.jpg} {bk02-l3b-f4-14-q.mp3} +PROMPT: What's Ed doing? {page_061_006.jpg|A man eating food with a fork} {bk02-l3b-f4-14-q.mp3} RESPONSE: He's eating dinner. {bk02-l3b-f4-14-a.mp3} -PROMPT: What's Pat doing? {page_061_007.jpg} {bk02-l3b-f4-15-q.mp3} +PROMPT: What's Pat doing? {page_061_007.jpg|A man looking towards a building with a sign that says MESS HALL} {bk02-l3b-f4-15-q.mp3} RESPONSE: He's going to the mess hall. {bk02-l3b-f4-15-a.mp3} -PROMPT: What's Tom doing? {page_061_008.jpg} {bk02-l3b-f4-16-q.mp3} +PROMPT: What's Tom doing? {page_061_008.jpg|A man sitting at a table eating a meal} {bk02-l3b-f4-16-q.mp3} RESPONSE: He's eating lunch. {bk02-l3b-f4-16-a.mp3} -# Source: LLA 3B Figure 5 # Source: LLA 3B Figure 5 -$PRODUCE Word Dictation — Meals -ID: 3b-f5 +$PRODUCE Type the Words You Hear +ID: 2b-f5 INPUT: type CHECK: exact -INTRO: Five words from this part, dictated. Listen and type each one — spelling counts. +HIDE_PROMPT +INTRO: A quick writing check. Listen to each word or phrase and type it. INSTRUCTION: Type the word you hear. PROMPT: dinner {bk02-l3b-f5-01.mp3} -RESPONSE: dinner +RESPONSE: dinner {bk02-l3b-f5-01.mp3} PROMPT: eat {bk02-l3b-f5-02.mp3} -RESPONSE: eat +RESPONSE: eat {bk02-l3b-f5-02.mp3} PROMPT: orange juice {bk02-l3b-f5-03.mp3} -RESPONSE: orange juice +RESPONSE: orange juice {bk02-l3b-f5-03.mp3} PROMPT: watch {bk02-l3b-f5-04.mp3} -RESPONSE: watch +RESPONSE: watch {bk02-l3b-f5-04.mp3} PROMPT: coffee {bk02-l3b-f5-05.mp3} -RESPONSE: coffee +RESPONSE: coffee {bk02-l3b-f5-05.mp3} -# Source: LLA 3B Figure 6 -# Source: LLA 3B Figure 6 -$DIALOGUE Are You Studying? -ID: 3b-f6 -INTRO: John finds Al talking instead of studying — and everyone turns out to be hungry. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +# Source: LLA 3B Figure 6 (dialog) +$DIALOGUE John and Al: Time for Dinner +ID: 2b-f6 +INTRO: John finds Al talking instead of studying — and everyone is hungry. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT John: Are you studying? {bk02-l3b-f6-01.mp3} @@ -910,393 +881,119 @@ John: What are you doing? {bk02-l3b-f6-03.mp3} Al: I'm talking to Bob. {bk02-l3b-f6-04.mp3} John: Are you two hungry? {bk02-l3b-f6-05.mp3} Al: Yes, we are. {bk02-l3b-f6-06.mp3} -John: Let's go to the mess hall. {bk02-l3b-f6-07.mp3} -LINE: It's time for dinner. {bk02-l3b-f6-08.mp3} +John: Let's go to the mess hall. It's time for dinner. {bk02-l3b-f6-07.mp3} -# SKIPPED (LLA 3B tape): unscripted/informal conversation segment at the very end of the -# tape ("Hey, Richard. I haven't had breakfast yet...") — not part of the printed figure -# activities. -# Source: LLA 3B Figure 6 - -# SKIPPED (LLA 3B tape): unscripted/informal conversation segment at the very end of the -# tape ("Hey, Richard. I haven't had breakfast yet...") — not part of the printed figure -# activities. - -# Source: LLA 3B Figure 6 -$PRODUCE Are You Studying? — Questions -ID: 3b-f6-b -INPUT: speak -CHECK: reveal -INTRO: Questions about John and Al's conversation. Answer aloud, then repeat the model answer. -INSTRUCTION: Answer aloud in a full sentence. -REPEAT - -PROMPT: Is Al studying? {bk02-l3b-f6-09-q.mp3} -RESPONSE: No, he's not. {bk02-l3b-f6-09-a.mp3} - -PROMPT: What is Al doing? {bk02-l3b-f6-10-q.mp3} -RESPONSE: He's talking to Bob. {bk02-l3b-f6-10-a.mp3} - -PROMPT: Are Al and Bob hungry? {bk02-l3b-f6-11-q.mp3} -RESPONSE: Yes, they are. {bk02-l3b-f6-11-a.mp3} - -PROMPT: What time is it? {bk02-l3b-f6-12-q.mp3} -RESPONSE: It's time for dinner. {bk02-l3b-f6-12-a.mp3} - -PROMPT: Who's going to the mess hall? {bk02-l3b-f6-13-q.mp3} -RESPONSE: John, Al, and Bob are going to the mess hall. {bk02-l3b-f6-13-a.mp3} - -$LESSON 3-4: Around the Base - -# Source: LLA 3C Figure 1 - -# Source: LLA 3C Figure 1 -$DIALOGUE The Wilson Family at Breakfast {page_063_001.jpg} -ID: 3c-f1 -INTRO: In this part you'll use everything so far in real places — the table, the commissary, the dispensary — and train your ear on the L and R sounds. First, the Wilsons at breakfast. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: This is the Wilson family. {bk02-l3c-f1-01.mp3} -LINE: It's 7 o'clock. {bk02-l3c-f1-02.mp3} -LINE: The Wilsons are sitting at their table. {bk02-l3c-f1-03.mp3} -LINE: They're eating breakfast. {bk02-l3c-f1-04.mp3} - -# Source: LLA 3C Figure 1 - -# Source: LLA 3C Figure 1 -$PRODUCE The Wilsons — Answer the Questions {page_063_001.jpg} -ID: 3c-f1-b +# Source: LLA 3B Figure 6 (questions pass) +$PRODUCE Questions on the Dialogue +ID: 2b-f6-b REFERENCE INPUT: speak CHECK: reveal -INTRO: Two quick questions about the Wilsons. Answer aloud, then repeat the model answer. -INSTRUCTION: Answer the questions aloud. +INTRO: Now some questions about John and Al. Answer aloud in a full sentence — open the dialogue again if you need it — then repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. REPEAT -PROMPT: Are the Wilsons watching television? {bk02-l3c-f1-05-q.mp3} -RESPONSE: No, the Wilsons aren't watching television. {bk02-l3c-f1-05-a.mp3} +PROMPT: Is Al studying? {bk02-l3b-f6-08-q.mp3} +RESPONSE: No, he's not. {bk02-l3b-f6-08-a.mp3} -PROMPT: Are the Wilsons eating breakfast? {bk02-l3c-f1-06-q.mp3} -RESPONSE: Yes, the Wilsons are eating breakfast. {bk02-l3c-f1-06-a.mp3} +PROMPT: What is Al doing? {bk02-l3b-f6-09-q.mp3} +RESPONSE: He's talking to Bob. {bk02-l3b-f6-09-a.mp3} -# Source: LLA 3C Figure 2 +PROMPT: Are Al and Bob hungry? {bk02-l3b-f6-10-q.mp3} +RESPONSE: Yes, they are. {bk02-l3b-f6-10-a.mp3} -# Source: LLA 3C Figure 2 -$DIALOGUE Imperatives -ID: 3c-f2 -INTRO: Short commands — the kind teachers and mothers are famous for. Listen and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT +PROMPT: What time is it? {bk02-l3b-f6-11-q.mp3} +RESPONSE: It's time for dinner. {bk02-l3b-f6-11-a.mp3} -LINE: Drink. Drink your milk. {bk02-l3c-f2-01.mp3} -LINE: Eat. Eat your dinner. {bk02-l3c-f2-02.mp3} -LINE: Read. Read page 3. {bk02-l3c-f2-03.mp3} -LINE: Study. Study your lesson. {bk02-l3c-f2-04.mp3} -LINE: Talk. Don't talk in the classroom. {bk02-l3c-f2-05.mp3} -LINE: Watch. Watch the movie. {bk02-l3c-f2-06.mp3} -LINE: Come. Come to my office. {bk02-l3c-f2-07.mp3} +PROMPT: Who's going to the mess hall? {bk02-l3b-f6-12-q.mp3} +RESPONSE: John, Al, and Bob are going to the mess hall. {bk02-l3b-f6-12-a.mp3} -# Source: LLA 3C Figure 3 -# Source: LLA 3C Figure 3 -$DIALOGUE At the Commissary {page_064_001.jpg} -ID: 3c-f3 -INTRO: Bill is shopping at the commissary. Listen to what he's buying — and not buying — and repeat. -INSTRUCTION: Listen and repeat. -REPEAT +# Source: LLA 3B closing conversation +$DIALOGUE Going to the Mess Hall +ID: 2b-closing +INTRO: To close this part, real conversation at natural speed: three friends compare breakfasts. Don't worry about catching every word — just listen. +INSTRUCTION: Listen to the conversation. -LINE: Bill is at the commissary. {bk02-l3c-f3-01.mp3} -LINE: He is buying fruit, rice, and coffee. {bk02-l3c-f3-02.mp3} -LINE: He's not buying bread. {bk02-l3c-f3-03.mp3} +Speaker: Hey, Richard. I haven't had breakfast yet. I was planning to go over to the mess hall. Did you want to go with me? {bk02-l3b-f6-13.mp3} +Richard: Uh, no. I've already eaten breakfast. I had some cereal and toast. {bk02-l3b-f6-14.mp3} +Speaker: What about you, Reuben? Have you eaten breakfast yet? {bk02-l3b-f6-15.mp3} +Reuben: Oh, yes, I have. I had scrambled eggs and two strips of bacon this morning. {bk02-l3b-f6-16.mp3} +Speaker: Ooh, that sounds good, man. That sounds really good. Well, listen, I'm going to the mess hall right now. {bk02-l3b-f6-17.mp3} +Richard: Okay, well, don't eat too much. Have fun. {bk02-l3b-f6-18.mp3} +Speaker: All right. See you later. {bk02-l3b-f6-19.mp3} -# Source: LLA 3C Figure 3 +$SESSION 3-4: Not Now — Negatives, Questions, and Short Answers -# Source: LLA 3C Figure 3 -$PRODUCE At the Commissary — Answer the Questions {page_064_001.jpg} -ID: 3c-f3-b -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Now report on Bill's shopping. Answer each question aloud, then repeat the model answer. -INSTRUCTION: Answer the questions aloud. -REPEAT - -PROMPT: Where is Bill? {bk02-l3c-f3-04-q.mp3} -RESPONSE: Bill is at the commissary. {bk02-l3c-f3-04-a.mp3} - -PROMPT: Is he buying food, or is he eating food? {bk02-l3c-f3-05-q.mp3} -RESPONSE: He's buying food. {bk02-l3c-f3-05-a.mp3} - -PROMPT: Is he buying coffee or tea? {bk02-l3c-f3-06-q.mp3} -RESPONSE: He's buying coffee. {bk02-l3c-f3-06-a.mp3} - -PROMPT: Is he buying rice or bread? {bk02-l3c-f3-07-q.mp3} -RESPONSE: He's buying rice. {bk02-l3c-f3-07-a.mp3} - -PROMPT: Is he buying fruit? {bk02-l3c-f3-08-q.mp3} -RESPONSE: Yes, he's buying fruit. {bk02-l3c-f3-08-a.mp3} - -PROMPT: Is he buying bananas or pears? {bk02-l3c-f3-09-q.mp3} -RESPONSE: He's buying bananas. {bk02-l3c-f3-09-a.mp3} - -PROMPT: Is he buying apples or oranges? {bk02-l3c-f3-10-q.mp3} -RESPONSE: He's buying apples. {bk02-l3c-f3-10-a.mp3} - -# Source: LLA 3C Figure 4 - -# Source: LLA 3C Figure 4 -$DIALOGUE At the Dispensary {page_064_002.jpg} -ID: 3c-f4 -INTRO: Poor Tom is sick today. Listen to where he is and what he's doing, and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Tom is sick today. {bk02-l3c-f4-01.mp3} -LINE: He's at the dispensary. {bk02-l3c-f4-02.mp3} -LINE: He's talking to the doctor. {bk02-l3c-f4-03.mp3} - -# Source: LLA 3C Figure 4 - -# Source: LLA 3C Figure 4 -$PRODUCE At the Dispensary — Answer the Questions {page_064_002.jpg} -ID: 3c-f4-b -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Three questions about Tom. Answer aloud, then repeat the model answer. -INSTRUCTION: Answer the questions aloud. -REPEAT - -PROMPT: Is Tom sick or well today? {bk02-l3c-f4-04-q.mp3} -RESPONSE: Tom is sick today. {bk02-l3c-f4-04-a.mp3} - -PROMPT: Is Tom in the barracks or at the dispensary? {bk02-l3c-f4-05-q.mp3} -RESPONSE: Tom is at the dispensary. {bk02-l3c-f4-05-a.mp3} - -PROMPT: Is Tom talking to his friend or to his doctor? {bk02-l3c-f4-06-q.mp3} -RESPONSE: Tom is talking to his doctor. {bk02-l3c-f4-06-a.mp3} - -# Source: LLA 3C Figure 5 - -# Source: LLA 3C Figure 5 -$SELECT Same or Different? — L and R -ID: 3c-f5 -INTRO: Ear training again — this time the tricky L and R. You'll hear two words; decide if they're the same or different and tap your answer. -INSTRUCTION: Tap Same or Different. -OPTION: s | Same -OPTION: d | Different - -PROMPT: bread ... bled {bk02-l3c-f5-01.mp3} -ANSWER: d - -PROMPT: our ... hour {bk02-l3c-f5-02.mp3} -ANSWER: s - -PROMPT: file ... fire {bk02-l3c-f5-03.mp3} -ANSWER: d - -PROMPT: glow ... grow {bk02-l3c-f5-04.mp3} -ANSWER: d - -PROMPT: rage ... rage {bk02-l3c-f5-05.mp3} -ANSWER: s - -PROMPT: let's ... let's {bk02-l3c-f5-06.mp3} -ANSWER: s - -PROMPT: reap ... leap {bk02-l3c-f5-07.mp3} -ANSWER: d - -PROMPT: learn ... learn {bk02-l3c-f5-08.mp3} -ANSWER: s - -PROMPT: bereave ... believe {bk02-l3c-f5-09.mp3} -ANSWER: d - -PROMPT: arrive ... alive {bk02-l3c-f5-10.mp3} -ANSWER: d - -# Source: LLA 3C Figure 6 - -# Source: LLA 3C Figure 6 -$SELECT L or R? -ID: 3c-f6 -INTRO: One word at a time now. Tap A for the "l" sound as in "lunch", or B for the "r" sound as in "right". -INSTRUCTION: Tap the sound you hear. -OPTION: a | L sound (as in lunch) -OPTION: b | R sound (as in right) - -PROMPT: listen {bk02-l3c-f6-01.mp3} -ANSWER: a - -PROMPT: read {bk02-l3c-f6-02.mp3} -ANSWER: b - -PROMPT: lift {bk02-l3c-f6-03.mp3} -ANSWER: a - -PROMPT: glade {bk02-l3c-f6-04.mp3} -ANSWER: a - -PROMPT: drain {bk02-l3c-f6-05.mp3} -ANSWER: b - -PROMPT: loose {bk02-l3c-f6-06.mp3} -ANSWER: a - -PROMPT: all {bk02-l3c-f6-07.mp3} -ANSWER: a - -PROMPT: dare {bk02-l3c-f6-08.mp3} -ANSWER: b - -PROMPT: crum {bk02-l3c-f6-09.mp3} -ANSWER: b - -PROMPT: close {bk02-l3c-f6-10.mp3} -ANSWER: a - -# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "RIGHT/LIGHT" — instructor-read -# sound discrimination with no recorded stimulus; the cassette L/R work above covers it. -# Convertible later with chosen items + TTS. - -# Source: LLA 3C Figure 7 - -# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "RIGHT/LIGHT" — instructor-read -# sound discrimination with no recorded stimulus; the cassette L/R work above covers it. -# Convertible later with chosen items + TTS. - -# Source: LLA 3C Figure 7 -$PRODUCE Spell It with R -ID: 3c-f7 -INPUT: type -CHECK: exact -INTRO: Listen to the word and type the missing letter "r" to complete the word. Then repeat the word. -INSTRUCTION: Type the missing letter "r". -REPEAT - -PROMPT: right {bk02-l3c-f7-01.mp3} -TEMPLATE: w____ite -RESPONSE: write {bk02-l3c-f7-01b.mp3} -ACCEPT: r - -PROMPT: dinner {bk02-l3c-f7-02.mp3} -TEMPLATE: dinne____ -RESPONSE: dinner {bk02-l3c-f7-02.mp3} -ACCEPT: r - -PROMPT: breakfast {bk02-l3c-f7-03.mp3} -TEMPLATE: br____eakfast -RESPONSE: breakfast {bk02-l3c-f7-03.mp3} - -PROMPT: orange {bk02-l3c-f7-04.mp3} -TEMPLATE: o____ange -RESPONSE: orange {bk02-l3c-f7-04.mp3} -ACCEPT: r - -PROMPT: drink {bk02-l3c-f7-05.mp3} -TEMPLATE: d____ink -RESPONSE: drink {bk02-l3c-f7-05.mp3} -ACCEPT: r - -PROMPT: pear {bk02-l3c-f7-06.mp3} -TEMPLATE: pea____ -RESPONSE: pear {bk02-l3c-f7-06.mp3} -ACCEPT: r - -PROMPT: water {bk02-l3c-f7-07.mp3} -TEMPLATE: wate____ -RESPONSE: water {bk02-l3c-f7-07.mp3} -ACCEPT: r - -PROMPT: fruit {bk02-l3c-f7-08.mp3} -TEMPLATE: f____uit -RESPONSE: fruit {bk02-l3c-f7-08.mp3} -ACCEPT: r - -PROMPT: pork {bk02-l3c-f7-09.mp3} -TEMPLATE: po____k -RESPONSE: pork {bk02-l3c-f7-09.mp3} -ACCEPT: r - -PROMPT: rice {bk02-l3c-f7-10.mp3} -TEMPLATE: ____ice -RESPONSE: rice {bk02-l3c-f7-10.mp3} - -# DROPPED (ST): "Write: r" — TTS twin of the cassette "Spell It with R" drill above (same -# task, mostly the same words); cassette version kept. Its three extra items (are, read, -# word) all occur elsewhere in the module text. - -# Source: LLA 3C Figure 8 - -# DROPPED (ST): "Write: r" — TTS twin of the cassette "Spell It with R" drill above (same -# task, mostly the same words); cassette version kept. Its three extra items (are, read, -# word) all occur elsewhere in the module text. - -# Source: LLA 3C Figure 8 -$PRODUCE Word Dictation — Food and More -ID: 3c-f8 -INPUT: type -CHECK: exact -INTRO: Six dictated words to finish this part. Listen and type each one. -INSTRUCTION: Type the word. - -PROMPT: fruit {bk02-l3c-f8-01.mp3} -RESPONSE: fruit - -PROMPT: beef {bk02-l3c-f8-02.mp3} -RESPONSE: beef - -PROMPT: meal {bk02-l3c-f8-03.mp3} -RESPONSE: meal - -PROMPT: hour {bk02-l3c-f8-04.mp3} -RESPONSE: hour - -PROMPT: daughter {bk02-l3c-f8-05.mp3} -RESPONSE: daughter - -PROMPT: angry {bk02-l3c-f8-06.mp3} -RESPONSE: angry - -# SKIPPED (LLA 3C tape): unscripted dialog at end of tape — not part of the printed -# figure activities. - -$LESSON 3-5: Negatives, Questions, and Short Answers - -# Source: ST §Negative Present Progressive - -# Source: ST §Negative Present Progressive -$DIALOGUE Not Doing It -ID: l3-s17 -INTRO: This part teaches you to say what people are NOT doing, to ask questions, and to give short answers. First, twelve sentences of people not doing things. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: He isn't studying. He's watching TV. {st-page_088_001.jpg} -LINE: Pam and Joan aren't watching TV. They're reading. {st-page_088_002.jpg} -LINE: Bob isn't studying. He's buying a notebook. {st-page_088_003.jpg} -LINE: Jan isn't going to her room. She's coming to your room now. {st-page_088_004.jpg} -LINE: They aren't watching TV. They're sitting and talking. {st-page_088_005.jpg} -LINE: We're not eating. We're drinking coffee now. {st-page_088_006.jpg} -LINE: Those students aren't coming to class now. It's 10:00. {st-page_088_007.jpg} -LINE: You're not eating breakfast. It's 12 o'clock. {st-page_088_008.jpg} -LINE: Those students aren't listening to their tapes. They're talking. {st-page_088_009.jpg} -LINE: I'm not listening to you. I'm listening to the radio. {st-page_088_010.jpg} -LINE: She's not studying. She's a teacher, not a student. {st-page_088_011.jpg} -LINE: He isn't buying books. He's buying pencils. {st-page_088_012.jpg} - -# Source: ST §Present Progressive (Negative) - -# Source: ST §Present Progressive (Negative) -$GRAMMAR The Negative Present Progressive +# Source: ST §He Is Studying +$DIALOGUE Action Verbs ID: l3-s18 -INTRO: You've been saying those negative sentences — here's the pattern behind them, and its two equally good contractions. +INTRO: In this part you'll learn to say what people are NOT doing, and to ask and answer questions about it. First, a few more action verbs. Look at the pictures and repeat. +INSTRUCTION: Look at the pictures and repeat the sentences. +REPEAT -To make it negative, put **not** after {am}, {is}, or {are}. English gives you two contractions, and both are fine: {He's not eating.} or {He isn't eating.} +VOCAB: buy +LINE: Mrs. Wilson is buying food. {st-page_087_001.jpg|Mrs. Wilson pushing a shopping cart full of food in a grocery store} +VOCAB: read +LINE: Tom is reading a book. {st-page_087_002.jpg|Tom sitting at a desk reading an open book} + +VOCAB: study +LINE: Jan and Linda are studying. {st-page_087_003.jpg|Jan and Linda sitting together studying from open books} + +VOCAB: watch +LINE: The boys are watching TV. {st-page_087_004.jpg|Two boys sitting on a sofa watching television} + +VOCAB: talk +LINE: Ben and Jim are talking. {st-page_087_005.jpg|Ben and Jim leaning over a fence talking to each other} + +VOCAB: come +LINE: The teacher is coming. {st-page_087_006.jpg|A male teacher stepping through a doorway into a room} + + +# Source: ST §Negative Present Progressive (images dropped — see report) +$DIALOGUE Not Doing That +ID: l3-s19 +INTRO: Sometimes the important news is what someone is NOT doing. Listen and repeat the sentences. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: He isn't studying. He's watching TV. +LINE: Pam and Joan aren't watching TV. They're reading. +LINE: Bob isn't studying. He's buying a notebook. +LINE: Jan isn't going to her room. She's coming to your room now. +LINE: They aren't watching TV. They're sitting and talking. +LINE: We're not eating. We're drinking coffee now. +LINE: Those students aren't coming to class now. It's 10:00. +LINE: You're not eating breakfast. It's 12 o'clock. +LINE: Those students aren't listening to their tapes. They're talking. +LINE: I'm not listening to you. I'm listening to the radio. +LINE: She's not studying. She's a teacher, not a student. +LINE: He isn't buying books. He's buying pencils. + + +# Source: ST §Present Progressive (Negative) (grammar table, card-ified) +$GRAMMAR Saying "Not" +ID: l3-s20 +INTRO: Here's the pattern you just heard — two ways to say "not". + +CARD: To say what is **not** happening, put **not** after **am**, **is**, or **are**. +{I'm not standing up.} +{You're not talking.} +{He's not eating.} +{She's not reading.} +{We're not writing.} +{They're not drinking.} + +CARD: You can also join "is" and "are" with "not": **isn't** and **aren't**. +{You aren't walking.} +{He isn't studying.} +{She isn't sitting.} +{We aren't listening.} +{They aren't watching TV.} + +SUMMARY: | | | | |---|---|---| | I'm | not | standing up. | @@ -1306,110 +1003,109 @@ To make it negative, put **not** after {am}, {is}, or {are}. English gives you t | We're | not | writing. | | They're | not | drinking. | -| | | | -|---|---|---| -| You aren't | | walking. | -| He isn't | | studying. | -| She isn't | | sitting. | -| We aren't | | | -| They aren't | | | +| | | +|---|---| +| You aren't | walking. | +| He isn't | studying. | +| She isn't | sitting. | +| We aren't | listening. | +| They aren't | watching TV. | -# Source: ST §Ken's Watching the Students in the Lab -# Source: ST §Ken's Watching the Students in the Lab -$GRAMMAR Building Sentences -ID: l3-s19 -INTRO: Here's a sentence machine: pick a subject, the matching form of "be", add "not" if you want, then a verb and the rest. You'll build your own sentences from it next. +# Source: ST §Make Negative Sentences (substitution table) +$GRAMMAR Build Negative Sentences +ID: l3-s21 +INTRO: This table is a sentence-building machine. Pick a subject, add "is", "are", or "am" plus "not", pick an action, and finish with an ending that makes sense. -Choose a subject, then the matching form of **be** ({am}, {is}, or {are}), add **not** if you like, then an **-ing** verb, an object, and a place. Keep it grammatical — not every row fits every column. +CARD: Choose one piece from each column — subject, **is/are/am + not**, an "-ing" action, and a sensible ending. The columns are mixed up on purpose. +{My teacher is not watching TV.} +{I am not talking to a friend.} +{Those students are not reading their lessons.} -| Subject | Verb | Not | Participle | Object | Phrase | -|---|---|---|---|---|---| -| My teacher | am | | watching | the windows | in the dining hall. | -| Ken | | | eating | tapes | | -| Pam and Jean | | | drinking | their lessons | in your room. | -| I | is | | talking to | a friend | in the lab. | -| My sister | | | listening to | my book | in his room. | -| Ann | | not | looking at | food | at the commissary. | -| Those students | | | reading | their dinner | | -| The Wilsons | | | studying | TV | in their classroom. | -| Linda | are | | coming | coffee | | -| You and Ben | | | buying | his lunch | | -| We | | | opening | the students | | +SUMMARY: +| Subject | Verb | Not | Action | Object / Place | +|---|---|---|---|---| +| My teacher | is | not | watching | the windows in the dining hall. | +| Ken | is | not | eating | tapes in your room. | +| Pam and Jean | are | not | drinking | their lessons in the lab. | +| I | am | not | talking to | a friend in his room. | +| My sister | is | not | listening to | my book at the commissary. | +| Ann | is | not | looking at | food in their classroom. | +| Those students | are | not | reading | their dinner. | +| The Wilsons | are | not | studying | TV. | +| Linda | is | not | coming | coffee. | +| You and Ben | are | not | buying | his lunch. | +| We | are | not | opening | the students. | -# Source: ST §Write Sentences - -# Source: ST §Write Sentences -$PRODUCE Build Your Own Sentences -ID: l3-s20 -REFERENCE -INPUT: speak +$PRODUCE Write Negative Sentences +ID: l3-s22 +REFERENCE: l3-s21 +INTRO: Now use the table to build your own negative sentences. Any combination that makes sense counts — reopen the table whenever you need it. +INSTRUCTION: Write sentences using the substitution table. Reopen the table if needed. +INPUT: type CHECK: llm -INTRO: Now run the machine yourself. For each subject, build one present progressive sentence from the table — affirmative or negative — and say it aloud. You can open the table any time you need it. -INSTRUCTION: Say a sentence from the table starting with the given subject. -RUBRIC: Accept any grammatically correct present progressive sentence, affirmative or negative, that starts with the given subject and uses the matching form of be plus an -ing verb; the model answer is just one sample. A wrong form of be fails. +RUBRIC: Accept any grammatically correct sentence formed from valid paths through the substitution table. EXAMPLE -TEMPLATE: Ken -RESPONSE: Ken is watching the students in the lab. - -TEMPLATE: The Wilsons -RESPONSE: The Wilsons are eating their dinner in the dining hall. - -TEMPLATE: My teacher +PROMPT: Make a sentence from the table. RESPONSE: My teacher is not looking at my book in his room. -TEMPLATE: I -RESPONSE: I am not drinking coffee in my room. +PROMPT: Make a sentence from the table. +RESPONSE: Ken is not watching TV in his room. -TEMPLATE: We -RESPONSE: We are listening to tapes in the lab. +PROMPT: Make a sentence from the table. +RESPONSE: Pam and Jean are not drinking coffee in the dining hall. -TEMPLATE: Linda -RESPONSE: Linda is studying her lessons in the classroom. +PROMPT: Make a sentence from the table. +RESPONSE: I am not studying my lessons in the lab. -TEMPLATE: You and Ben -RESPONSE: You and Ben are buying food at the commissary. +PROMPT: Make a sentence from the table. +RESPONSE: Those students are not listening to tapes in the lab. -# Source: ST §Are You Eating? +PROMPT: Make a sentence from the table. +RESPONSE: The Wilsons are not eating their dinner in the dining hall. -# Source: ST §Are You Eating? -$GRAMMAR Making Questions -ID: l3-s21 -INTRO: Turning a statement into a question is a one-move trick in English. Here it is. +PROMPT: Make a sentence from the table. +RESPONSE: We are not buying food at the commissary. -To ask a yes/no question, move {am}, {is}, or {are} in front of the subject: {You are studying your lesson.} → {Are you studying your lesson?} -| | | | | | -|---|---|---|---|---| -| | I | am | eating | breakfast now | -| **Am** | **I** | | | | +# Source: ST §Present Progressive Questions (grammar table, card-ified) +$GRAMMAR Asking Questions +ID: l3-s23 +INTRO: Turning a statement into a question is a small move — the verb jumps to the front. -| | | | | | -|---|---|---|---|---| -| | You | are | studying | your lesson | -| **Are** | **you** | | | | +CARD: To make a question, move **am**, **is**, or **are** in front of the subject. +{You are studying your lesson.} +{Are you studying your lesson?} +{Am I eating breakfast now?} -| | | | | | -|---|---|---|---|---| -| | He
She | is | listening | to tapes | -| **Is** | **he**
**she** | | | | +CARD: The same move works for everyone. +{Is he listening to tapes?} +{Is she listening to tapes?} +{Are you watching TV?} +{Are we watching TV?} +{Are they watching TV?} + +SUMMARY: +| Statement | Question | +|---|---| +| I am eating breakfast now. | Am I eating breakfast now? | +| You are studying your lesson. | Are you studying your lesson? | +| He is listening to tapes. | Is he listening to tapes? | +| She is listening to tapes. | Is she listening to tapes? | +| You are watching TV. | Are you watching TV? | +| We are watching TV. | Are we watching TV? | +| They are watching TV. | Are they watching TV? | -| | | | | | -|---|---|---|---|---| -| | You
We
They | are | watching | TV | -| **Are** | **you**
**we**
**they** | | | | # Source: ST §Are You Studying? - -# Source: ST §Are You Studying? -$PRODUCE Turn It into a Question -ID: l3-s22 +$PRODUCE Make It a Question +ID: l3-s24 +INTRO: Your turn to make the move. Read each statement and change it into a question aloud, then check the model. +INSTRUCTION: Change each statement into a question aloud. INPUT: speak CHECK: reveal SHOW_PROMPT -INTRO: Practice the one-move trick. Read each statement and say it as a question, moving "am", "is", or "are" to the front. -INSTRUCTION: Change the statement to a question aloud. PROMPT: You're studying Lesson 3 now. RESPONSE: Are you studying Lesson 3 now? @@ -1444,30 +1140,76 @@ RESPONSE: Are Don and Ben buying the food? PROMPT: She's sitting at her desk now. RESPONSE: Is she sitting at her desk now? -# Source: ST §Short Answers -# Source: ST §Short Answers -$GRAMMAR Short Answers -ID: l3-s25 -INTRO: You don't always need a whole sentence to answer — English has a short form for yes and no. - -A short answer repeats just the subject and the form of **be**: {Yes, I am.} {No, I'm not.} For "no", there are two ways: {No, he's not.} or {No, he isn't.} — both are correct. - -| ? | Yes | No | -|---|---|---| -| **Are you studying?** | **Yes, I am.** | **No, I'm not.** | -| **Is he studying?** | **Yes, he is.** | **No, he's not.**
**No, he isn't.** | -| **Is she studying?** | **Yes, she is.** | **No, she's not.**
**No, she isn't.** | -| **Are you studying?** | **Yes, we are.** | **No, we're not.**
**No, we aren't.** | -| **Are they studying?** | **Yes, they are.** | **No, they're not.**
**No, they aren't.** | - -# Source: ST §Yes, I Am - -# Source: ST §Yes, I Am -$DIALOGUE Yes, I Am — Short-Answer Dialogs +# Source: ST §What Are You Doing? (TV) +$DIALOGUE Jim and Sam ID: l3-s26 -INTRO: Four tiny dialogs built entirely on short answers. Just listen and follow who's doing what. -INSTRUCTION: Listen to the dialogs. +INTRO: A very short conversation — Jim asks, Sam answers, and Jim points out the obvious. Read the dialog. +INSTRUCTION: Read the dialog. + +Jim: What are you doing? +Sam: I'm watching TV. Are you watching TV? +Jim: No, I'm not. I'm talking to you. + + +# Source: ST §Are You Studying? (Mike and Joe) +$DIALOGUE Mike and Joe +ID: l3-s28 +INTRO: Mike and Joe are both doing exactly nothing — until dinner comes up. Listen and repeat, and learn this dialog. +INSTRUCTION: Learn this dialog. +REPEAT + +Joe: Hey, Mike, are you studying? +Mike: Uh-uh. +NOTES: "Uh-uh" means no. +Joe: What are you doing? +Mike: Nothing. Just sitting here. What're you doing? +Joe: Oh, nothing. Are you hungry? +Mike: Yes, let's eat dinner. + + +# Source: ST §Short Answers (grammar table, card-ified) +$GRAMMAR Short Answers +ID: l3-s29 +INTRO: You don't always need a whole sentence to answer. Here's the short way. + +CARD: Answer with **yes** or **no**, the pronoun, and the verb — nothing more. +{Are you studying?} +{Yes, I am.} +{No, I'm not.} + +CARD: With "he" and "she", the "no" answer has two forms — both are correct. +{Is he studying?} +{Yes, he is.} +{No, he's not.} +{No, he isn't.} +{Yes, she is.} +{No, she isn't.} + +CARD: The same goes for "we" and "they". +{Yes, we are.} +{No, we're not.} +{No, we aren't.} +{Are they studying?} +{Yes, they are.} +{No, they're not.} +{No, they aren't.} + +SUMMARY: +| Question | Yes | No | +|---|---|---| +| Are you studying? | Yes, I am. | No, I'm not. | +| Is he studying? | Yes, he is. | No, he's not. / No, he isn't. | +| Is she studying? | Yes, she is. | No, she's not. / No, she isn't. | +| Are you studying? | Yes, we are. | No, we're not. / No, we aren't. | +| Are they studying? | Yes, they are. | No, they're not. / No, they aren't. | + + +# Source: ST §Yes, I Am +$DIALOGUE Yes, I Am +ID: l3-s30 +INTRO: Four quick exchanges using short answers. Read the dialogs. +INSTRUCTION: Read these dialogs. Pam: It's 12 o'clock. Are you eating breakfast? Jim: No, I'm not. @@ -1489,349 +1231,684 @@ Ted: No, they're not. Carol: Are they eating dinner? Ted: Yes, they are. -# SKIPPED (ST): "NO, SHE ISN'T EATING CHICKEN" and "NO, THEY AREN'T WATCHING TV" — -# instructor-led oral practice over pictures with no printed questions; missing stimuli. # Source: ST §No, They Aren't Eating - -# SKIPPED (ST): "NO, SHE ISN'T EATING CHICKEN" and "NO, THEY AREN'T WATCHING TV" — -# instructor-led oral practice over pictures with no printed questions; missing stimuli. - -# Source: ST §No, They Aren't Eating -$PRODUCE Short Answers About Pictures -ID: l3-s29 +$PRODUCE What's Really Happening? +ID: l3-s33 +INTRO: Look at each picture and answer the question in a full sentence. If the answer is no, say what the people are really doing. +INSTRUCTION: Answer the question in a complete sentence based on the picture. INPUT: type CHECK: llm -INTRO: Look at each picture, read the question, and type a short answer — "Yes, she is." or "No, they aren't." -INSTRUCTION: Type the short answer. -RUBRIC: Treat the model short answer as the key; accept full uncontracted forms (e.g. "No, they are not.") as well as equivalent contractions (e.g. "No, they're not."). The yes/no polarity of the model is the point — the opposite polarity fails. +RUBRIC: Accept any grammatically correct full-sentence answer that accurately describes the activity shown in the picture (affirmative or negative + correction). -TEMPLATE: Is she buying food? {st-page_102_001.jpg} -RESPONSE: Yes, she is. +PROMPT: Is she buying food? {st-page_102_001.jpg|A woman pushing a grocery cart while talking to a store employee} +RESPONSE: Yes, she is. She is buying food. -TEMPLATE: Are they studying? {st-page_102_002.jpg} -RESPONSE: No, they aren't. +PROMPT: Are they studying? {st-page_102_002.jpg|Two men sitting near a table lamp talking to each other} +RESPONSE: No, they aren't. They're talking. -TEMPLATE: Are they listening to tapes? {st-page_102_003.jpg} -RESPONSE: No, they aren't. +PROMPT: Are they listening to tapes? {st-page_102_003.jpg|A teacher speaking in front of a group of students listening intently} +RESPONSE: No, they aren't. They're listening to the teacher. -TEMPLATE: Are they studying? {st-page_102_004.jpg} -RESPONSE: Yes, they are. +PROMPT: Are they studying? {st-page_102_004.jpg|Two male students sitting at a desk studying books in front of a bookshelf} +RESPONSE: Yes, they are. They are studying. -# Source: LLA 3D Figure 1 +$SESSION 3-5: Shopping, Commands, and Sounds -# Source: LLA 3D Figure 1 -$DIALOGUE Breakfast at the Wilsons' -ID: 3d-f1 -INTRO: Back to the Wilsons' breakfast table — this time with the week's key words highlighted. Listen and repeat each sentence. +# Source: LLA 3C Figure 1 (presentation) +$DIALOGUE The Wilsons at Breakfast {page_063_001.jpg|A group of people sitting around a dining table set with food, pitch, cups, and utensils} +ID: 2-3c-f1-d +INTRO: In this part you'll practice commands, answer "or" questions about shopping and daily life, and train your ear on the "l" and "r" sounds. First, meet the Wilson family at breakfast — listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: This is the Wilson family. {bk02-l3c-f1-01.mp3} +LINE: It's 7 o'clock. {bk02-l3c-f1-02.mp3} +LINE: The Wilsons are sitting at their table. {bk02-l3c-f1-03.mp3} +LINE: They're eating breakfast. {bk02-l3c-f1-04.mp3} + + +# Source: LLA 3C Figure 1 (Q&A pass) +$PRODUCE Questions about the Wilsons' Breakfast {page_063_001.jpg|A group of people sitting around a dining table set with food, pitch, cups, and utensils} +ID: 2-3c-f1 +INPUT: speak +CHECK: reveal +INTRO: Two quick questions about the Wilsons. Answer aloud, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat. +REPEAT + +PROMPT: Are the Wilsons watching television? {bk02-l3c-f1-05-q.mp3} +RESPONSE: No, the Wilsons aren't watching television. {bk02-l3c-f1-05-a.mp3} + +PROMPT: Are the Wilsons eating breakfast? {bk02-l3c-f1-06-q.mp3} +RESPONSE: Yes, the Wilsons are eating breakfast. {bk02-l3c-f1-06-a.mp3} + + +# Source: new (gap: imperatives are drilled on the tape but never explained anywhere in the lesson) +$GRAMMAR Giving Commands +ID: 2-3c-f2-g +INTRO: One small new pattern before the next drill: how to tell someone to do something. + +CARD: To give a command, start with the verb — no subject needed. +{Drink your milk.} +{Come to my office.} + +CARD: To tell someone NOT to do something, start with **don't**. +{Don't talk in the classroom.} + + +# Source: LLA 3C Figure 2 +$DIALOGUE Commands +ID: 2-3c-f2 +INTRO: Now hear the commands themselves — the polite classroom kind. Listen and repeat each one. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Drink your milk. {bk02-l3c-f2-01.mp3} +LINE: Eat your dinner. {bk02-l3c-f2-02.mp3} +LINE: Read page 3. {bk02-l3c-f2-03.mp3} +LINE: Study your lesson. {bk02-l3c-f2-04.mp3} +LINE: Don't talk in the classroom. {bk02-l3c-f2-05.mp3} +LINE: Watch the movie. {bk02-l3c-f2-06.mp3} +LINE: Come to my office. {bk02-l3c-f2-07.mp3} + + +# Source: LLA 3C Figure 3 (presentation) +$DIALOGUE Bill at the Commissary {page_064_001.jpg|A man standing with folded arms at a cashier counter with groceries, facing a female cashier operating a register displaying 78} +ID: 2-3c-f3-d +INTRO: Bill is out shopping for groceries. Look at the picture, listen, and repeat the sentences. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Bill is at the commissary. {bk02-l3c-f3-01.mp3} +LINE: He is buying fruit, rice, and coffee. {bk02-l3c-f3-02.mp3} +LINE: He's not buying bread. {bk02-l3c-f3-03.mp3} + + +# Source: LLA 3C Figure 3 (Q&A pass) +$PRODUCE Questions about Bill {page_064_001.jpg|A man standing with folded arms at a cashier counter with groceries, facing a female cashier operating a register displaying 78} +ID: 2-3c-f3 +INPUT: speak +CHECK: reveal +INTRO: Now report on Bill's shopping trip. Answer each question aloud, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat. +REPEAT + +PROMPT: Where is Bill? {bk02-l3c-f3-04-q.mp3} +RESPONSE: Bill is at the commissary. {bk02-l3c-f3-04-a.mp3} + +PROMPT: Is he buying food, or is he eating food? {bk02-l3c-f3-05-q.mp3} +RESPONSE: He's buying food. + +PROMPT: Is he buying coffee or tea? {bk02-l3c-f3-06-q.mp3} +RESPONSE: He's buying coffee. + +PROMPT: Is he buying rice or bread? {bk02-l3c-f3-07-q.mp3} +RESPONSE: He's buying rice. + +PROMPT: Is he buying fruit? {bk02-l3c-f3-08-q.mp3} +RESPONSE: Yes, he's buying fruit. + +PROMPT: Is he buying bananas or pears? {bk02-l3c-f3-09-q.mp3} +RESPONSE: He's buying bananas. + +PROMPT: Is he buying apples or oranges? {bk02-l3c-f3-10-q.mp3} +RESPONSE: He's buying apples. {bk02-l3c-f3-10-a.mp3} + + +# Source: LLA 3C Figure 4 (presentation) +$DIALOGUE Tom at the Dispensary {page_064_002.jpg|A doctor or examiner seated at a desk writing on a form, speaking to a boy seated across from him} +ID: 2-3c-f4-d +INTRO: Poor Tom is not shopping today — he's sick. Look at the picture, listen, and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Tom is sick today. {bk02-l3c-f4-01.mp3} +LINE: He's at the dispensary. {bk02-l3c-f4-02.mp3} +LINE: He's talking to the doctor. {bk02-l3c-f4-03.mp3} + + +# Source: LLA 3C Figure 4 (Q&A pass) +$PRODUCE Questions about Tom {page_064_002.jpg|A doctor or examiner seated at a desk writing on a form, speaking to a boy seated across from him} +ID: 2-3c-f4 +INPUT: speak +CHECK: reveal +INTRO: Three "or" questions about Tom. Answer aloud, then repeat the model answer. +INSTRUCTION: Answer aloud, then repeat. +REPEAT + +PROMPT: Is Tom sick or well today? {bk02-l3c-f4-04-q.mp3} +RESPONSE: Tom is sick today. + +PROMPT: Is Tom in the barracks or at the dispensary? {bk02-l3c-f4-05-q.mp3} +RESPONSE: Tom is at the dispensary. + +PROMPT: Is Tom talking to his friend or to his doctor? {bk02-l3c-f4-06-q.mp3} +RESPONSE: Tom is talking to his doctor. + + +# Source: LLA 3C Figure 5 +$SELECT Same or Different? ("L" and "R") +ID: 2-3c-f5 +HIDE_PROMPT +INTRO: Ear training again — this time the tricky "l" and "r". You'll hear two words: decide whether they sound the same or different. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different + +PROMPT: bread ... bled {bk02-l3c-f5-01.mp3} +ANSWER: d + +PROMPT: our ... hour {bk02-l3c-f5-02.mp3} +ANSWER: s + +PROMPT: file ... fire {bk02-l3c-f5-03.mp3} +ANSWER: d + +PROMPT: glow ... grow {bk02-l3c-f5-04.mp3} +ANSWER: d + +PROMPT: rage ... rage {bk02-l3c-f5-05.mp3} +ANSWER: s + +PROMPT: let's ... let's {bk02-l3c-f5-06.mp3} +ANSWER: s + +PROMPT: reap ... leap {bk02-l3c-f5-07.mp3} +ANSWER: d + +PROMPT: learn ... lurn {bk02-l3c-f5-08.mp3} +ANSWER: s + +PROMPT: bereave ... believe {bk02-l3c-f5-09.mp3} +ANSWER: d + +PROMPT: arrive ... alive {bk02-l3c-f5-10.mp3} +ANSWER: d + + +# Source: LLA 3C Figure 6 +$SELECT Which Sound: "L" or "R"? +ID: 2-3c-f6 +HIDE_PROMPT +INTRO: One word at a time now. Does the word have the "l" sound as in "lunch" or the "r" sound as in "right"? Tap your choice. +INSTRUCTION: Tap the sound you hear. +OPTION: a | the "l" sound (as in "lunch") +OPTION: b | the "r" sound (as in "right") + +PROMPT: listen {bk02-l3c-f6-01.mp3} +ANSWER: a + +PROMPT: read {bk02-l3c-f6-02.mp3} +ANSWER: b + +PROMPT: lift {bk02-l3c-f6-03.mp3} +ANSWER: a + +PROMPT: glade {bk02-l3c-f6-04.mp3} +ANSWER: a + +PROMPT: drain {bk02-l3c-f6-05.mp3} +ANSWER: b + +PROMPT: loose {bk02-l3c-f6-06.mp3} +ANSWER: a + +PROMPT: all {bk02-l3c-f6-07.mp3} +ANSWER: a + +PROMPT: dare {bk02-l3c-f6-08.mp3} +ANSWER: b + +PROMPT: crum {bk02-l3c-f6-09.mp3} +ANSWER: b + +PROMPT: close {bk02-l3c-f6-10.mp3} +ANSWER: a + + +# Source: LLA 3C Figure 7 (+ 4 extra words salvaged from ST §Write: r) +$PRODUCE Spell It with "R" +ID: 2-3c-f7 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: Now write what you hear. Listen to the word and type the missing letter "r" to complete it. +INSTRUCTION: Type the missing letter or the full word. + +PROMPT: write {bk02-l3c-f7-01.mp3} +TEMPLATE: w____ite +RESPONSE: write {bk02-l3c-f7-01.mp3} +ACCEPT: r + +PROMPT: dinner {bk02-l3c-f7-02.mp3} +TEMPLATE: dinne____ +RESPONSE: dinner {bk02-l3c-f7-02.mp3} +ACCEPT: r + +PROMPT: breakfast {bk02-l3c-f7-03.mp3} +TEMPLATE: br____eakfast +RESPONSE: breakfast {bk02-l3c-f7-03.mp3} +ACCEPT: r + +PROMPT: orange {bk02-l3c-f7-04.mp3} +TEMPLATE: o____ange +RESPONSE: orange {bk02-l3c-f7-04.mp3} +ACCEPT: r + +PROMPT: drink {bk02-l3c-f7-05.mp3} +TEMPLATE: d____ink +RESPONSE: drink {bk02-l3c-f7-05.mp3} +ACCEPT: r + +PROMPT: pear {bk02-l3c-f7-06.mp3} +TEMPLATE: pea____ +RESPONSE: pear {bk02-l3c-f7-06.mp3} +ACCEPT: r + +PROMPT: water {bk02-l3c-f7-07.mp3} +TEMPLATE: wate____ +RESPONSE: water {bk02-l3c-f7-07.mp3} +ACCEPT: r + +PROMPT: fruit {bk02-l3c-f7-08.mp3} +TEMPLATE: f____uit +RESPONSE: fruit {bk02-l3c-f7-08.mp3} +ACCEPT: r + +PROMPT: pork {bk02-l3c-f7-09.mp3} +TEMPLATE: po____k +RESPONSE: pork {bk02-l3c-f7-09.mp3} +ACCEPT: r + +PROMPT: rice {bk02-l3c-f7-10.mp3} +TEMPLATE: ____ice +RESPONSE: rice {bk02-l3c-f7-10.mp3} +ACCEPT: r + +PROMPT: bread +TEMPLATE: b____ead +RESPONSE: bread +ACCEPT: r + +PROMPT: are +TEMPLATE: a____e +RESPONSE: are +ACCEPT: r + +PROMPT: read +TEMPLATE: ____ead +RESPONSE: read +ACCEPT: r + +PROMPT: word +TEMPLATE: wo____d +RESPONSE: word +ACCEPT: r + + +# Source: LLA 3C Figure 8 +$PRODUCE Type the Words +ID: 2-3c-f8 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: A short spelling check — listen to each word and type it. +INSTRUCTION: Type the word you hear. + +PROMPT: fruit {bk02-l3c-f8-01.mp3} +RESPONSE: fruit {bk02-l3c-f8-01.mp3} + +PROMPT: beef {bk02-l3c-f8-02.mp3} +RESPONSE: beef {bk02-l3c-f8-02.mp3} + +PROMPT: meal {bk02-l3c-f8-03.mp3} +RESPONSE: meal {bk02-l3c-f8-03.mp3} + +PROMPT: hour {bk02-l3c-f8-04.mp3} +RESPONSE: hour {bk02-l3c-f8-04.mp3} + +PROMPT: daughter {bk02-l3c-f8-05.mp3} +RESPONSE: daughter {bk02-l3c-f8-05.mp3} + +PROMPT: angry {bk02-l3c-f8-06.mp3} +RESPONSE: angry {bk02-l3c-f8-06.mp3} + + +# Source: LLA 3C listening skit +$DIALOGUE A Trip to the Commissary +ID: 2-3c-skit +INTRO: To close this part, a real conversation at natural speed: Laura went shopping and cooked a big meal — and didn't invite anyone. Just listen. +INSTRUCTION: Listen to the conversation. + +Man: Well, Laura, did you go to the commissary yesterday? {bk02-l3c-f8-07.mp3} +Laura: Yes. I was really, uh, out of a lot of things at home. {bk02-l3c-f8-08.mp3} +LINE: I needed some milk, and some bread, some cheese, some fruit. {bk02-l3c-f8-09.mp3} +Man: Oh. Boy, it sounds like you had to buy a lot of things. {bk02-l3c-f8-10.mp3} +LINE: Did you fix a big meal last night? {bk02-l3c-f8-11.mp3} +Laura: I did. We had, uh, some pork, and some potatoes, and salad. {bk02-l3c-f8-12.mp3} +LINE: It was really a nice meal. {bk02-l3c-f8-13.mp3} +Man: Oh, that sounds good. Why didn't you invite me? {bk02-l3c-f8-14.mp3} +Laura: Well, next time I will. {bk02-l3c-f8-15.mp3} +Man: Okay. Well, we'll see you later. Bye. {bk02-l3c-f8-16.mp3} +Laura: Bye. {bk02-l3c-f8-17.mp3} + +$SESSION 3-6: Putting It All Together + +# Source: LLA 3D Figure 1 (presentation) +$DIALOGUE Breakfast with the Wilsons {page_067_001.jpg|A family gathered around a dining table eating breakfast together, with food, coffee cups, and toast visible} +ID: 2-3d-f1 +INTRO: This part pulls the whole lesson together — meals, activities, questions, and short answers. Back at the Wilsons' breakfast table: listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT VOCAB: o'clock -LINE: It's 7 o'clock. {page_067_001.jpg} {bk02-l3d-f1-01.mp3} +LINE: It's 7 o'clock. {bk02-l3d-f1-01.mp3} -VOCAB: sit -LINE: The Wilson family is sitting at the table. {page_067_001.jpg} {bk02-l3d-f1-02.mp3} +VOCAB: to sit +LINE: The Wilson family is sitting at the table. {bk02-l3d-f1-02.mp3} VOCAB: breakfast -LINE: They are eating breakfast. {page_067_001.jpg} {bk02-l3d-f1-03.mp3} +LINE: They are eating breakfast. {bk02-l3d-f1-03.mp3} VOCAB: lunch -LINE: They are not eating lunch. {page_067_001.jpg} {bk02-l3d-f1-04.mp3} +LINE: They are not eating lunch. {bk02-l3d-f1-04.mp3} VOCAB: dinner -LINE: They are not eating dinner. {page_067_001.jpg} {bk02-l3d-f1-05.mp3} +LINE: They are not eating dinner. {bk02-l3d-f1-05.mp3} -VOCAB: drink -LINE: Linda is drinking milk. {page_067_001.jpg} {bk02-l3d-f1-06.mp3} +VOCAB: to drink +LINE: Linda is drinking milk. {bk02-l3d-f1-06.mp3} -VOCAB: eat -LINE: Tom is eating bread. {page_067_001.jpg} {bk02-l3d-f1-07.mp3} +VOCAB: to eat +LINE: Tom is eating bread. {bk02-l3d-f1-07.mp3} -VOCAB: talk -LINE: Mr. Wilson is talking to Mrs. Wilson. {page_067_001.jpg} {bk02-l3d-f1-08.mp3} +VOCAB: to talk +LINE: Mr. Wilson is talking to Mrs. Wilson. {bk02-l3d-f1-08.mp3} -# Source: LLA 3D Figure 1 -# Source: LLA 3D Figure 1 -$PRODUCE The Wilsons — Questions -ID: 3d-f1-b +# Source: LLA 3D Figure 1 (Q&A pass) +$PRODUCE More Questions about the Wilsons {page_067_001.jpg|A family gathered around a dining table eating breakfast together, with food, coffee cups, and toast visible} +ID: 2-3d-f1-qa +REFERENCE: 2-3d-f1 +INTRO: Now the questions. Answer aloud in a complete sentence, then repeat the correct answer — the picture is your witness. +INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal -INTRO: Questions about the Wilsons' breakfast. Answer aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT -PROMPT: Is the family sitting at the table? {page_067_001.jpg} {bk02-l3d-f1-09-q.mp3} +PROMPT: Is the family sitting at the table? {bk02-l3d-f1-09-q.mp3} RESPONSE: Yes, the family is sitting at the table. {bk02-l3d-f1-09-a.mp3} -PROMPT: Are they eating breakfast or lunch? {page_067_001.jpg} {bk02-l3d-f1-10-q.mp3} +PROMPT: Are they eating breakfast or lunch? {bk02-l3d-f1-10-q.mp3} RESPONSE: They're eating breakfast. {bk02-l3d-f1-10-a.mp3} -PROMPT: Is Linda drinking milk or water? {page_067_001.jpg} {bk02-l3d-f1-11-q.mp3} +PROMPT: Is Linda drinking milk or water? {bk02-l3d-f1-11-q.mp3} RESPONSE: She's drinking milk. {bk02-l3d-f1-11-a.mp3} -PROMPT: Is Tom eating rice? {page_067_001.jpg} {bk02-l3d-f1-12-q.mp3} +PROMPT: Is Tom eating rice? {bk02-l3d-f1-12-q.mp3} RESPONSE: No, Tom isn't eating rice. {bk02-l3d-f1-12-a.mp3} -PROMPT: Is Mr. Wilson talking to Mrs. Wilson or to the children? {page_067_001.jpg} {bk02-l3d-f1-13-q.mp3} +PROMPT: Is Mr. Wilson talking to Mrs. Wilson or to the children? {bk02-l3d-f1-13-q.mp3} RESPONSE: He's talking to Mrs. Wilson. {bk02-l3d-f1-13-a.mp3} -# Source: LLA 3D Figure 2 # Source: LLA 3D Figure 2 -$PRODUCE Write the Short Answer -ID: 3d-f2 +$PRODUCE Short Answers +ID: 2-3d-f2 +INTRO: Time to use those short answers from earlier. Look at each picture, listen to the question, and type the short answer — then repeat the model. +INSTRUCTION: Type the short answer. INPUT: type CHECK: exact -INTRO: Short answers, in writing this time. Look at the picture, listen to the question, and type the short answer — like "Yes, she is." Then repeat the model. -INSTRUCTION: Type the short answer. REPEAT EXAMPLE -PROMPT: Is Linda writing in her notebook? {page_068_001.jpg} {bk02-l3d-f2-ex-q.mp3} -RESPONSE: Yes, she is. {bk02-l3d-f2-ex-a.mp3} +PROMPT: Is Linda writing in her notebook? {page_068_001.jpg|A young girl writing in a book at a desk} {bk02-l3d-f2-01-q.mp3} +RESPONSE: Yes, she is. {bk02-l3d-f2-01-a.mp3} -PROMPT: Is Tom studying? {page_068_002.jpg} {bk02-l3d-f2-01-q.mp3} -RESPONSE: No, he isn't. {bk02-l3d-f2-01-a.mp3} -ACCEPT: No, he is not. +PROMPT: Is Tom studying? {page_068_002.jpg|A man sitting at a dining table eating food with a fork and knife} {bk02-l3d-f2-02-q.mp3} +RESPONSE: No, he isn't. {bk02-l3d-f2-02-a.mp3} +ACCEPT: No, he's not. | No, he is not. -PROMPT: Is Jan Wilson buying food? {page_068_003.jpg} {bk02-l3d-f2-02-q.mp3} -RESPONSE: Yes, she is. {bk02-l3d-f2-02-a.mp3} +PROMPT: Is Jan Wilson buying food? {page_068_003.jpg|A woman shopping in a grocery store reaching for a box of RICE on a shelf} {bk02-l3d-f2-03-q.mp3} +RESPONSE: Yes, she is. {bk02-l3d-f2-03-a.mp3} -PROMPT: Is Bob eating lunch? {page_068_004.jpg} {bk02-l3d-f2-03-q.mp3} -RESPONSE: Yes, he is. {bk02-l3d-f2-03-a.mp3} +PROMPT: Is Bob eating lunch? {page_068_004.jpg|A man sitting and eating food from a plate} {bk02-l3d-f2-04-q.mp3} +RESPONSE: Yes, he is. {bk02-l3d-f2-04-a.mp3} -PROMPT: Is Jan watching television? {page_068_005.jpg} {bk02-l3d-f2-04-q.mp3} -RESPONSE: No, she isn't. {bk02-l3d-f2-04-a.mp3} -ACCEPT: No, she is not. - -PROMPT: Is Mrs. Wilson eating dinner? {page_068_006.jpg} {bk02-l3d-f2-05-q.mp3} +PROMPT: Is Jan watching television? {page_068_005.jpg|A woman reading an open book at a desk} {bk02-l3d-f2-05-q.mp3} RESPONSE: No, she isn't. {bk02-l3d-f2-05-a.mp3} -ACCEPT: No, she is not. +ACCEPT: No, she's not. | No, she is not. + +PROMPT: Is Mrs. Wilson eating dinner? {page_068_006.jpg|A woman talking to a store clerk carrying a shopping basket} {bk02-l3d-f2-06-q.mp3} +RESPONSE: No, she isn't. {bk02-l3d-f2-06-a.mp3} +ACCEPT: No, she's not. | No, she is not. -$LESSON 3-6: Putting It All Together # Source: LLA 3D Figure 3 - -# Source: LLA 3D Figure 3 -$DIALOGUE Where They Are, What They're Doing -ID: 3d-f3 -INTRO: This part pulls the whole week together — places, people, meals, and everything they're doing. Ten sentences first: listen and repeat. +$DIALOGUE Where Are They and What Are They Doing? +ID: 2-3d-f3 +INTRO: Two facts per picture: where the people are, and what they're doing there. Listen and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT -LINE: The Wilsons are at the table. They're eating dinner. {page_069_001.jpg} {bk02-l3d-f3-01.mp3} +LINE: The Wilsons are at the table. They're eating dinner. {page_069_001.jpg|A group of people sitting at a dinner table} {bk02-l3d-f3-01.mp3} +LINE: John is in that room. He's watching television. {page_069_002.jpg|A man holding a cup sitting on a sofa} {bk02-l3d-f3-02.mp3} +LINE: Jan and Linda are at the library. They're reading. {page_069_003.jpg|A woman and a young girl reading books at a table together} {bk02-l3d-f3-03.mp3} +LINE: Ben and I are in the barracks. We're studying our lessons. {page_069_004.jpg|Two students sitting at desks in a classroom reading books} {bk02-l3d-f3-04.mp3} +LINE: I am in the classroom. I'm listening to the teacher. {page_069_005.jpg|Students listening to a teacher standing by a clock in a classroom} {bk02-l3d-f3-05.mp3} +LINE: Ann is at the mess hall. She's eating dinner. {page_069_006.jpg|A student eating at a table near a window} {bk02-l3d-f3-06.mp3} +LINE: You are in the barracks. You're reading. {page_069_007.jpg|A student sitting at a desk studying with an open book} {bk02-l3d-f3-07.mp3} +LINE: Jan and Linda are in that room. They're sitting and talking. {page_069_008.jpg|A mother talking to her daughter standing near a dresser} {bk02-l3d-f3-08.mp3} +LINE: John is in the classroom. He's reading. {page_069_009.jpg|A young man with glasses studying an open book} {bk02-l3d-f3-09.mp3} +LINE: Ben and I are at the library. We're reading. {page_069_010.jpg|Two men studying together in a library full of bookshelves} {bk02-l3d-f3-10.mp3} -LINE: John is in that room. He's watching television. {page_069_002.jpg} {bk02-l3d-f3-02.mp3} - -LINE: Jan and Linda are at the library. They're reading. {page_069_003.jpg} {bk02-l3d-f3-03.mp3} - -LINE: Ben and I are in the barracks. We're studying our lessons. {page_069_004.jpg} {bk02-l3d-f3-04.mp3} - -LINE: I am in the classroom. I'm listening to the teacher. {page_069_005.jpg} {bk02-l3d-f3-05.mp3} - -LINE: Ann is at the mess hall. She's eating dinner. {page_069_006.jpg} {bk02-l3d-f3-06.mp3} - -LINE: You are in the barracks. You're reading. {page_069_007.jpg} {bk02-l3d-f3-07.mp3} - -LINE: Jan and Linda are in that room. They're sitting and talking. {page_069_008.jpg} {bk02-l3d-f3-08.mp3} - -LINE: John is in the classroom. He's reading. {page_069_009.jpg} {bk02-l3d-f3-09.mp3} - -LINE: Ben and I are at the library. We're reading. {page_069_010.jpg} {bk02-l3d-f3-10.mp3} # Source: LLA 3D Figure 4 - -# Source: LLA 3D Figure 4 -$DIALOGUE Two Short Dialogs -ID: 3d-f4 -INTRO: Two more conversations about doing nothing much. Rick, at least, is doing his homework — and recommends it. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +$DIALOGUE Two Roommate Conversations +ID: 2-3d-f4 +INTRO: Two short conversations between roommates — one pair heads to dinner, the other has a homework problem. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Jim: What are you doing, Ted? {bk02-l3d-f4-01.mp3} + +VOCAB: nothing much Ted: Oh, nothing much, just watching TV. What are you doing? {bk02-l3d-f4-02.mp3} Jim: I'm going to the mess hall. Come on, let's eat dinner. {bk02-l3d-f4-03.mp3} Ted: Okay, let's go. {bk02-l3d-f4-04.mp3} Bill: Hey, what are you doing, Rick? {bk02-l3d-f4-05.mp3} Rick: I'm doing my homework. What are you doing? {bk02-l3d-f4-06.mp3} + +VOCAB: bored Bill: Nothing, I'm bored. {bk02-l3d-f4-07.mp3} Rick: Do your homework. {bk02-l3d-f4-08.mp3} -# Source: LLA 3D Figure 5 # Source: LLA 3D Figure 5 -$DIALOGUE What Are You Doing? — Rapid Answers -ID: 3d-f5 -INTRO: The week's favorite question, ten answers in a row. Listen and repeat each question-and-answer pair. +$DIALOGUE Quick Answers: What Are You Doing? +ID: 2-3d-f5 +INTRO: Ten fast question-and-answer pairs with "What are you doing?". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -Narrator: What are you doing? I'm studying my lesson. {bk02-l3d-f5-01.mp3} -LINE: What are you doing? I'm eating my lunch. {bk02-l3d-f5-02.mp3} -LINE: What are you doing? I'm doing my homework. {bk02-l3d-f5-03.mp3} -LINE: What are you doing? I'm reading a book. {bk02-l3d-f5-04.mp3} -LINE: What are you doing? I'm drinking coffee. {bk02-l3d-f5-05.mp3} -LINE: What are you doing? I'm talking to my friends. {bk02-l3d-f5-06.mp3} -LINE: What are you doing? I'm buying a notebook. {bk02-l3d-f5-07.mp3} -LINE: What are you doing? I'm listening to a tape. {bk02-l3d-f5-08.mp3} -LINE: What are you doing? I'm watching TV. {bk02-l3d-f5-09.mp3} -LINE: What are you doing? I'm going to the lab. {bk02-l3d-f5-10.mp3} +LINE: What are you doing? — I'm studying my lesson. {bk02-l3d-f5-01.mp3} +LINE: What are you doing? — I'm eating my lunch. {bk02-l3d-f5-02.mp3} +LINE: What are you doing? — I'm doing my homework. {bk02-l3d-f5-03.mp3} +LINE: What are you doing? — I'm reading a book. {bk02-l3d-f5-04.mp3} +LINE: What are you doing? — I'm drinking coffee. {bk02-l3d-f5-05.mp3} +LINE: What are you doing? — I'm talking to my friends. {bk02-l3d-f5-06.mp3} +LINE: What are you doing? — I'm buying a notebook. {bk02-l3d-f5-07.mp3} +LINE: What are you doing? — I'm listening to a tape. {bk02-l3d-f5-08.mp3} +LINE: What are you doing? — I'm watching TV. {bk02-l3d-f5-09.mp3} +LINE: What are you doing? — I'm going to the lab. {bk02-l3d-f5-10.mp3} -# DROPPED (ST): "What Are You Doing?" question-and-answer sentence list — TTS twin of -# this cassette pass (same frame, same role); cassette version kept. -# Source: LLA 3D Figure 6 - -# DROPPED (ST): "What Are You Doing?" question-and-answer sentence list — TTS twin of -# this cassette pass (same frame, same role); cassette version kept. - -# Source: LLA 3D Figure 6 -$DIALOGUE Eating and Drinking — The Wilsons -ID: 3d-f6 -INTRO: The Wilsons again, each with a plate and a glass. Listen to what each person is eating and drinking, and repeat. +# Source: LLA 3D Figure 6 (presentation) +$DIALOGUE What Are They Eating and Drinking? +ID: 2-3d-f6 +INTRO: The Wilsons are eating again — this family never stops. Look at what each person is eating and drinking. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT -LINE: Mr. Wilson is eating chicken and drinking water. {page_071_001.jpg} {bk02-l3d-f6-01.mp3} -LINE: Mrs. Wilson is eating meat and drinking orange juice. {page_071_002.jpg} {bk02-l3d-f6-02.mp3} -LINE: Tom is eating fish and drinking milk. {page_071_003.jpg} {bk02-l3d-f6-03.mp3} +LINE: Mr. Wilson is eating chicken and drinking water. {page_071_001.jpg|A man with glasses, a roasted whole chicken on a platter, and a glass of water under a tap} {bk02-l3d-f6-01.mp3} +LINE: Mrs. Wilson is eating meat and drinking orange juice. {page_071_002.jpg|A woman with a necklace, a steak on a plate, and a glass of juice with an orange slice} {bk02-l3d-f6-02.mp3} +LINE: Tom is eating fish and drinking milk. {page_071_003.jpg|A young man pointing to himself, a cooked fish on a plate, and a glass of milk} {bk02-l3d-f6-03.mp3} -# Source: LLA 3D Figure 6 -# Source: LLA 3D Figure 6 -$PRODUCE Eating and Drinking — Questions -ID: 3d-f6-b +# Source: LLA 3D Figure 6 (Q&A pass) +$PRODUCE Eating and Drinking Questions +ID: 2-3d-f6-qa +REFERENCE: 2-3d-f6 +INTRO: Six "or" questions about the Wilsons' meal. Answer aloud with a full sentence, then check your answer. +INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal -INTRO: Who's eating what? Answer each question aloud, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT -PROMPT: Is Mr. Wilson eating fish or chicken? {page_071_001.jpg} {bk02-l3d-f6-04-q.mp3} +PROMPT: Is Mr. Wilson eating fish or chicken? {page_071_001.jpg|A man with glasses, a roasted whole chicken on a platter, and a glass of water under a tap} {bk02-l3d-f6-04-q.mp3} RESPONSE: He's eating chicken. {bk02-l3d-f6-04-a.mp3} -PROMPT: Is Mr. Wilson drinking water or tea? {page_071_001.jpg} {bk02-l3d-f6-05-q.mp3} +PROMPT: Is Mr. Wilson drinking water or tea? {page_071_001.jpg|A man with glasses, a roasted whole chicken on a platter, and a glass of water under a tap} {bk02-l3d-f6-05-q.mp3} RESPONSE: He's drinking water. {bk02-l3d-f6-05-a.mp3} -PROMPT: Is Mrs. Wilson eating meat or chicken? {page_071_002.jpg} {bk02-l3d-f6-06-q.mp3} +PROMPT: Is Mrs. Wilson eating meat or chicken? {page_071_002.jpg|A woman with a necklace, a steak on a plate, and a glass of juice with an orange slice} {bk02-l3d-f6-06-q.mp3} RESPONSE: She's eating meat. {bk02-l3d-f6-06-a.mp3} -PROMPT: Is she drinking orange juice or milk? {page_071_002.jpg} {bk02-l3d-f6-07-q.mp3} +PROMPT: Is she drinking orange juice or milk? {page_071_002.jpg|A woman with a necklace, a steak on a plate, and a glass of juice with an orange slice} {bk02-l3d-f6-07-q.mp3} RESPONSE: She's drinking orange juice. {bk02-l3d-f6-07-a.mp3} -PROMPT: Is Tom eating meat or fish? {page_071_003.jpg} {bk02-l3d-f6-08-q.mp3} +PROMPT: Is Tom eating meat or fish? {page_071_003.jpg|A young man pointing to himself, a cooked fish on a plate, and a glass of milk} {bk02-l3d-f6-08-q.mp3} RESPONSE: He's eating fish. {bk02-l3d-f6-08-a.mp3} -PROMPT: Is he drinking coffee or milk? {page_071_003.jpg} {bk02-l3d-f6-09-q.mp3} +PROMPT: Is he drinking coffee or milk? {page_071_003.jpg|A young man pointing to himself, a cooked fish on a plate, and a glass of milk} {bk02-l3d-f6-09-q.mp3} RESPONSE: He's drinking milk. {bk02-l3d-f6-09-a.mp3} -# Source: LLA 3D Figure 7 (split into two activities — image option pools ≤ 6) -# Source: LLA 3D Figure 7 (split into two activities — image option pools ≤ 6) -$SELECT Match the Statement (1) -ID: 3d-f7 -INTRO: Listen to each statement and tap the picture it describes. Four pictures, four statements. +# Source: LLA 3D Figure 7 (split in two — image-option pools are capped at 6) +$SELECT Match the Picture: First Set +ID: 2-3d-f7 +HIDE_PROMPT +INTRO: Listen to each statement and tap the picture that matches what the person is doing. Four pictures, four statements. INSTRUCTION: Tap the matching picture. -OPTION: a | buying books {page_072_001.jpg} -OPTION: c | drinking coffee {page_072_003.jpg} -OPTION: f | holding books {page_072_006.jpg} -OPTION: h | eating lunch {page_072_008.jpg} +OPTION: a | buying books {page_072_001.jpg|A man paying a female cashier at a bookstore under a sign reading BOOKS} +OPTION: c | drinking coffee {page_072_003.jpg|A man sitting near a window drinking coffee from a cup} +OPTION: f | standing outside the building {page_072_006.jpg|A smiling man holding a stack of books} +OPTION: h | eating lunch {page_072_008.jpg|A woman sitting at a table with a plate of food and a glass} +EXAMPLE PROMPT: Bob is standing outside the building. {bk02-l3d-f7-01.mp3} ANSWER: f +FEEDBACK: Bob is standing outside the building. {bk02-l3d-f7-01-fb.mp3} PROMPT: The doctor is drinking coffee. {bk02-l3d-f7-02.mp3} ANSWER: c +FEEDBACK: The doctor is drinking coffee. {bk02-l3d-f7-02-fb.mp3} PROMPT: Mr. Wilson is buying books. {bk02-l3d-f7-03.mp3} ANSWER: a +FEEDBACK: Mr. Wilson is buying books. {bk02-l3d-f7-03-fb.mp3} PROMPT: Linda is eating lunch. {bk02-l3d-f7-04.mp3} ANSWER: h +FEEDBACK: Linda is eating lunch. {bk02-l3d-f7-04-fb.mp3} -# Source: LLA 3D Figure 7 (second half) -# Source: LLA 3D Figure 7 (second half) -$SELECT Match the Statement (2) -ID: 3d-f7-b -INTRO: Four more pictures, four more statements. Listen and tap the picture that matches. +# Source: LLA 3D Figure 7 (second half of the split) +$SELECT Match the Picture: Second Set +ID: 2-3d-f7-b +HIDE_PROMPT +INTRO: Four more statements, four more pictures — same game. INSTRUCTION: Tap the matching picture. -OPTION: b | looking out window {page_072_002.jpg} -OPTION: d | reading magazine {page_072_004.jpg} -OPTION: e | sitting at desk {page_072_005.jpg} -OPTION: g | writing in notebook {page_072_007.jpg} +OPTION: b | going to the mess hall {page_072_002.jpg|A man looking out a window at buildings} +OPTION: d | looking at pictures {page_072_004.jpg|A woman reading a magazine on a bus or train} +OPTION: e | sitting in a chair {page_072_005.jpg|A man sitting at a desk with a lamp on it} +OPTION: g | studying {page_072_007.jpg|A young man wearing glasses writing in a notebook} PROMPT: Tom is sitting in a chair. {bk02-l3d-f7-05.mp3} ANSWER: e +FEEDBACK: Tom is sitting in a chair. {bk02-l3d-f7-05-fb.mp3} PROMPT: Mrs. Wilson is looking at pictures. {bk02-l3d-f7-06.mp3} ANSWER: d +FEEDBACK: Mrs. Wilson is looking at pictures. {bk02-l3d-f7-06-fb.mp3} PROMPT: John is studying. {bk02-l3d-f7-07.mp3} ANSWER: g +FEEDBACK: John is studying. {bk02-l3d-f7-07-fb.mp3} PROMPT: The pilot is going to the mess hall. {bk02-l3d-f7-08.mp3} ANSWER: b +FEEDBACK: The pilot is going to the mess hall. {bk02-l3d-f7-08-fb.mp3} + # Source: LLA 3D Figure 8 - -# Source: LLA 3D Figure 8 -$PRODUCE Word Dictation — Review -ID: 3d-f8 +$PRODUCE Spell the Words You Hear +ID: 2-3d-f8 +INTRO: Last spelling round of the lesson. Listen to each word and type it with correct spelling. +INSTRUCTION: Type the word you hear. INPUT: type CHECK: exact -INTRO: The last dictation of the lesson — ten words from this week and earlier. Type each one, and that's a wrap on Lesson 3. Nicely done. -INSTRUCTION: Type the word you hear. +HIDE_PROMPT PROMPT: orange {bk02-l3d-f8-01.mp3} -RESPONSE: orange +RESPONSE: orange {bk02-l3d-f8-01.mp3} PROMPT: beef {bk02-l3d-f8-02.mp3} -RESPONSE: beef +RESPONSE: beef {bk02-l3d-f8-02.mp3} PROMPT: happy {bk02-l3d-f8-03.mp3} -RESPONSE: happy +RESPONSE: happy {bk02-l3d-f8-03.mp3} PROMPT: father {bk02-l3d-f8-04.mp3} -RESPONSE: father +RESPONSE: father {bk02-l3d-f8-04.mp3} PROMPT: woman {bk02-l3d-f8-05.mp3} -RESPONSE: woman +RESPONSE: woman {bk02-l3d-f8-05.mp3} PROMPT: snack bar {bk02-l3d-f8-06.mp3} -RESPONSE: snack bar +RESPONSE: snack bar {bk02-l3d-f8-06.mp3} PROMPT: library {bk02-l3d-f8-07.mp3} -RESPONSE: library +RESPONSE: library {bk02-l3d-f8-07.mp3} PROMPT: barracks {bk02-l3d-f8-08.mp3} -RESPONSE: barracks +RESPONSE: barracks {bk02-l3d-f8-08.mp3} PROMPT: movies {bk02-l3d-f8-09.mp3} -RESPONSE: movies +RESPONSE: movies {bk02-l3d-f8-09.mp3} PROMPT: banana {bk02-l3d-f8-10.mp3} -RESPONSE: banana +RESPONSE: banana {bk02-l3d-f8-10.mp3} -# SKIPPED (ST): "Circle the letter." — listening comprehension over pictures with -# instructor-read stimuli we don't have. Convertible later with chosen items + TTS. -# SKIPPED (ST): Writing Skill "DICTATION" — instructor-read word dictation with no -# recorded stimulus; the three cassette dictations in this module cover the skill. +# SKIPPED (book): "Circle the letter" picture selection (ST pp. 104-105) and Writing Skill "DICTATION" (ST p. 105/106) — instructor-read listening exercises with no printed stimuli; word dictation is covered above with cassette audio (2-3c-f8, 2-3d-f8). -$LESSON 3-7: Extra Practice — Reading Letters and Words +# Source: LLA 3D closing studio conversation +$DIALOGUE Studio Chat: Going to the Movies +ID: 2-3d-chat +INTRO: That's the whole lesson — you can now say what anyone is doing, or firmly deny it. Before you go, listen to the studio speakers chat about what everyone's doing, at full natural speed. +INSTRUCTION: Listen to the conversation. -# Source: ST §Circle the Letters +Man1: Oh, are you going to the movies this evening? {bk02-l3d-f8-11.mp3} +Man2: No, I don't think I'm going to the movies this evening. {bk02-l3d-f8-12.mp3} +Man1: What's Ernest doing out there? {bk02-l3d-f8-13.mp3} +Man2: I think he's reading a book. {bk02-l3d-f8-14.mp3} +Man1: He's reading a book? Well, he should be playing our music for us. {bk02-l3d-f8-15.mp3} +LINE: How about Paul? What's Paul doing? {bk02-l3d-f8-16.mp3} +Man2: He was reading the newspaper, and now he's talking with Ernest. {bk02-l3d-f8-17.mp3} +Man1: Ah, well. Looks like they're having fun out there while we are in here working. {bk02-l3d-f8-18.mp3} +Man2: I know. Well, I guess we better get back to work. {bk02-l3d-f8-19.mp3} +Man1: Okay. Talk to you later. {bk02-l3d-f8-20.mp3} -# Source: ST §Circle the Letters -$SELECT Reading Letters -ID: l3-s28 -INTRO: This part is optional script practice. If you can already read these letters comfortably, skip ahead. Otherwise: match the letter group shown with the identical one among the choices. -INSTRUCTION: Tap the letters that match the key. +$SESSION 3-7: Extra Practice: Reading Letters + +# Source: ST §Same Letters +$SELECT Same Letters +ID: l3-s32 +INTRO: This last part is extra practice reading English letters. If you can already read these letters comfortably, feel free to skip it. Tap the option with the same letters as the one shown. +INSTRUCTION: Tap the option that has the same letters. EXAMPLE TEMPLATE: wa @@ -1925,123 +2002,122 @@ OPTION: c | chl OPTION: d | cli ANSWER: b -# Source: ST §Select the Same Word # Source: ST §Select the Same Word -$SELECT Reading Words -ID: l3-s30 -INTRO: Same game with whole words: find the choice that is exactly the same as the key word. Then you're truly done with Lesson 3 — go eat something. You've earned a meal word or two. -INSTRUCTION: Tap the word that is the same as the key word. +$SELECT Select the Same Word +ID: l3-s34 +INTRO: Whole words now — find the word that matches the one shown. Then you're done with the lesson. Nicely done. +INSTRUCTION: Tap the word that is the same as the given word. EXAMPLE -TEMPLATE: word +TEMPLATE: WORD OPTION: a | word OPTION: b | sword OPTION: c | worth OPTION: d | work ANSWER: a -TEMPLATE: slither +TEMPLATE: SISTER OPTION: a | slither OPTION: b | sister OPTION: c | simple OPTION: d | sissy -ANSWER: a +ANSWER: b -TEMPLATE: beet +TEMPLATE: BEEF OPTION: a | beet OPTION: b | been OPTION: c | leaf OPTION: d | beef -ANSWER: a +ANSWER: d -TEMPLATE: pool +TEMPLATE: PORK OPTION: a | pool OPTION: b | poor OPTION: c | poke OPTION: d | pork -ANSWER: a +ANSWER: d -TEMPLATE: from +TEMPLATE: FOOD OPTION: a | from OPTION: b | friend OPTION: c | fruit OPTION: d | food -ANSWER: a +ANSWER: d -TEMPLATE: welt +TEMPLATE: WELL OPTION: a | welt OPTION: b | will OPTION: c | well OPTION: d | wall -ANSWER: a +ANSWER: c -TEMPLATE: broom +TEMPLATE: ROOM OPTION: a | broom OPTION: b | room OPTION: c | run OPTION: d | rum -ANSWER: a +ANSWER: b -TEMPLATE: hat +TEMPLATE: HOT OPTION: a | hat OPTION: b | hit OPTION: c | hot OPTION: d | hut -ANSWER: a +ANSWER: c -TEMPLATE: Miss +TEMPLATE: MRS. OPTION: a | Miss OPTION: b | Mrs. OPTION: c | Mr. OPTION: d | Ms. -ANSWER: a +ANSWER: b -TEMPLATE: brother +TEMPLATE: FATHER OPTION: a | brother OPTION: b | father OPTION: c | mother OPTION: d | other -ANSWER: a +ANSWER: b -TEMPLATE: chicken +TEMPLATE: CHICKEN OPTION: a | chicken OPTION: b | checked OPTION: c | cherries OPTION: d | chalkboard ANSWER: a -TEMPLATE: bet +TEMPLATE: BED OPTION: a | bet OPTION: b | bad OPTION: c | bed OPTION: d | bat -ANSWER: a +ANSWER: c -TEMPLATE: angry +TEMPLATE: HUNGRY OPTION: a | angry OPTION: b | anger OPTION: c | after OPTION: d | hungry -ANSWER: a +ANSWER: d -TEMPLATE: fish +TEMPLATE: FISH OPTION: a | fish OPTION: b | dish OPTION: c | fist OPTION: d | fast ANSWER: a -TEMPLATE: pen +TEMPLATE: PEN OPTION: a | pen OPTION: b | penny OPTION: c | many OPTION: d | pencil ANSWER: a -TEMPLATE: meal +TEMPLATE: MEAT OPTION: a | meal OPTION: b | mead OPTION: c | mean OPTION: d | meat -ANSWER: a +ANSWER: d diff --git a/book-2-lesson-3/bk02-l3a-f1-01.mp3 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speech bubble "Let's go to lunch."} FORMAT: 2 -DESCRIPTION: Large numbers and money amounts, "who" and "where" questions in the present progressive, family words, and suggestions with "let's" — plus F/V and A/E sound and spelling practice. +DIOCO_DOC_ID: alc_book2_lesson4 +DESCRIPTION: Count to a million, say prices, meet the Wilson family, ask "who", "what", and "where" questions in the present progressive, and make suggestions with "let's" — plus F/V sound and spelling practice. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_INTRO: aoede | Warm, encouraging teacher VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Bill | charon | Male student -VOICE: Mary | achernar | Female student -VOICE: Tom | schedar | Male student +VOICE: Bill | schedar | Male student +VOICE: Mary | gacrux | Female student +VOICE: Tom | achird | Male student VOICE: Susan | gacrux | Female student -VOICE: Ted | alnilam | Male student -VOICE: Ken | orus | Male student -VOICE: Bob | achird | Male student +VOICE: Ted | schedar | Male student +VOICE: Ken | achird | Male student +VOICE: Bob | charon | Male student VOICE: Doctor_Smith | gacrux | Female doctor -VOICE: Doctor | charon | Male doctor -VOICE: StudentA | achird | Male student -VOICE: StudentB | charon | Male student -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: SpeakerA | schedar | Male student +VOICE: SpeakerB | achird | Male student +VOICE: Narrator | achernar | speaker (auto) -$LESSON 4-1: Big Numbers +$SESSION 4-1: Big Numbers -# Source: ST §Numbers 101,000 to 1,000,000 -$GRAMMAR Reading Big Numbers +# Source: ST §Numbers: 101,000 to 1,000,000 +$GRAMMAR How to Read Big Numbers ID: l4-s1 -INTRO: Welcome to Lesson 4. In this lesson you'll learn to say very big numbers and prices, ask who is doing what and where, and make suggestions with "let's". We start with numbers — all the way up to one million. +INTRO: In this lesson you'll learn to count all the way to a million, say prices, name the people in a family, and talk about what everyone is doing right now. First, the big numbers — they're longer to say than to write. -**Practice these numbers.** There is often more than one way to say the same number. +CARD: Read the hundreds first, then say **thousand**. +{one hundred twenty thousand} +{five hundred fifty thousand} +{nine hundred fifty thousand} -| | | -|---|---| -| 101,000 | {a hundred one thousand}
{a hundred and one thousand}
{one hundred one thousand}
{one hundred and one thousand} | -| 102,000 | {a hundred two thousand}
{a hundred and two thousand}
{one hundred two thousand}
{one hundred and two thousand} | -| 110,000 | {a hundred ten thousand}
{a hundred and ten thousand}
{one hundred ten thousand}
{one hundred and ten thousand} | - -111,000   120,000, 121,000   130,000, 131,000   140,000, 141,000 -150,000, 151,000   160,000, 161,000   170,000, 171,000 -180,000, 181,000   190,000, 191,000 - -| | | +CARD: For some numbers you'll hear two ways — **a hundred** or **one hundred and**. Both are correct. +{a hundred one thousand} +{one hundred and one thousand} + +CARD: Round hundreds of thousands are the easiest. +{two hundred thousand} +{five hundred thousand} +{eight hundred thousand} + +CARD: Numbers like 501,000 keep the small number right before **thousand**. +{five hundred one thousand} +{five hundred ten thousand} + +CARD: And the top of the scale: +{one million} + +SUMMARY: +| Number | Words | |---|---| +| 101,000 | {a hundred one thousand} / {one hundred and one thousand} | +| 102,000 | {a hundred two thousand} / {one hundred and two thousand} | +| 110,000 | {a hundred ten thousand} / {one hundred and ten thousand} | +| 111,000 | {one hundred eleven thousand} | +| 120,000 | {one hundred twenty thousand} | +| 130,000 | {one hundred thirty thousand} | +| 140,000 | {one hundred forty thousand} | +| 150,000 | {one hundred fifty thousand} | +| 160,000 | {one hundred sixty thousand} | +| 170,000 | {one hundred seventy thousand} | +| 180,000 | {one hundred eighty thousand} | +| 190,000 | {one hundred ninety thousand} | | 200,000 | {two hundred thousand} | -| 250,000 | {two hundred fifty thousand}
{two hundred and fifty thousand} | +| 250,000 | {two hundred fifty thousand} | | 300,000 | {three hundred thousand} | -| 350,000 | {three hundred fifty thousand}
{three hundred and fifty thousand} | +| 350,000 | {three hundred fifty thousand} | | 400,000 | {four hundred thousand} | -| 450,000 | {four hundred fifty thousand}
{four hundred and fifty thousand} | +| 450,000 | {four hundred fifty thousand} | | 500,000 | {five hundred thousand} | - -| | | -|---|---| -| 501,000 | {five hundred one thousand}
{five hundred and one thousand} | -| 502,000 | {five hundred two thousand}
{five hundred and two thousand} | -| 510,000 | {five hundred ten thousand}
{five hundred and ten thousand} | -| 550,000 | {five hundred fifty thousand}
{five hundred and fifty thousand} | +| 501,000 | {five hundred one thousand} | +| 502,000 | {five hundred two thousand} | +| 510,000 | {five hundred ten thousand} | +| 550,000 | {five hundred fifty thousand} | | 600,000 | {six hundred thousand} | -| 650,000 | {six hundred fifty thousand}
{six hundred and fifty thousand} | +| 650,000 | {six hundred fifty thousand} | | 700,000 | {seven hundred thousand} | -| 750,000 | {seven hundred fifty thousand}
{seven hundred and fifty thousand} | +| 750,000 | {seven hundred fifty thousand} | | 800,000 | {eight hundred thousand} | -| 850,000 | {eight hundred fifty thousand}
{eight hundred and fifty thousand} | +| 850,000 | {eight hundred fifty thousand} | | 900,000 | {nine hundred thousand} | -| 950,000 | {nine hundred fifty thousand}
{nine hundred and fifty thousand} | +| 950,000 | {nine hundred fifty thousand} | | 1,000,000 | {one million} | # Source: LLA 4A Figure 1 -$DIALOGUE Big Numbers: 501,000 to 510,000 +$DIALOGUE Numbers: 501,000 to 510,000 ID: 4a-f1 -INTRO: You'll hear ten numbers, from five hundred one thousand up to five hundred ten thousand. Listen and repeat each one. -INSTRUCTION: Repeat each number. +INTRO: Now say them yourself. Numbers from 501,000 to 510,000 — listen and repeat each one. +INSTRUCTION: Repeat the numbers. REPEAT LINE: 501,000 {bk02-l4a-f1-01.mp3} @@ -84,10 +103,10 @@ LINE: 509,000 {bk02-l4a-f1-09.mp3} LINE: 510,000 {bk02-l4a-f1-10.mp3} # Source: LLA 4A Figure 2 -$DIALOGUE Big Numbers: 511,000 to 520,000 +$DIALOGUE Numbers: 511,000 to 520,000 ID: 4a-f2 -INTRO: Ten more, continuing up to five hundred twenty thousand. Listen and repeat. -INSTRUCTION: Repeat each number. +INTRO: Ten more, from 511,000 to 520,000. Listen and repeat each number. +INSTRUCTION: Repeat the numbers. REPEAT LINE: 511,000 {bk02-l4a-f2-01.mp3} @@ -102,10 +121,10 @@ LINE: 519,000 {bk02-l4a-f2-09.mp3} LINE: 520,000 {bk02-l4a-f2-10.mp3} # Source: LLA 4A Figure 3 -$DIALOGUE Big Numbers to One Million +$DIALOGUE Counting to a Million ID: 4a-f3 -INTRO: Now the big jumps — from five hundred twenty-five thousand all the way to one million. Hearing the number is the closest most of us get to having it. -INSTRUCTION: Repeat each number. +INTRO: Bigger jumps now — all the way up to one million. Listen and repeat each number. +INSTRUCTION: Repeat the numbers. REPEAT LINE: 525,000 {bk02-l4a-f3-01.mp3} @@ -124,10 +143,11 @@ LINE: 925,000 {bk02-l4a-f3-13.mp3} LINE: 950,000 {bk02-l4a-f3-14.mp3} LINE: 1,000,000 {bk02-l4a-f3-15.mp3} -# Source: LLA 4A Figure 4 (option d of the 503,000 item edited — the source printed 502,000 twice) -$SELECT Which Number Do You Hear? +# Source: LLA 4A Figure 4 +$SELECT Tap the Number You Hear ID: 4a-f4 -INTRO: Now check your ear. You'll hear one number each time — tap the number you hear. +HIDE_PROMPT +INTRO: Now just your ears. Listen to the number and tap the one you heard — some of the choices are sneaky. INSTRUCTION: Tap the number you hear. EXAMPLE @@ -163,7 +183,7 @@ PROMPT: 503,000 {bk02-l4a-f4-04.mp3} OPTION: a | 503,000 OPTION: b | 502,000 OPTION: c | 508,000 -OPTION: d | 530,000 +OPTION: d | 520,000 ANSWER: a PROMPT: 980,000 {bk02-l4a-f4-05.mp3} @@ -208,38 +228,70 @@ OPTION: c | 818,000 OPTION: d | 808,000 ANSWER: c -# Source: ST §Dictation: Numbers — trimmed to the 101,000–400,000 range items; -# the 500,000+ items are covered by LLA 4C Figure 2 (kept in part 4-3). -$PRODUCE Type the Numbers -ID: l4-s2 -INTRO: One last pass at numbers for now — these are from the lower half of the table. Listen and type each number in digits. -INSTRUCTION: Type the number using digits. +# Source: LLA 4C Figure 2 (placed with the numbers it drills) +$PRODUCE Type the Number You Hear +ID: 4c-f2 INPUT: type CHECK: exact +HIDE_PROMPT +INTRO: Last step for the big numbers: hear one, type it in digits, commas and all. +INSTRUCTION: Type the number you hear. -PROMPT: 101,000 -RESPONSE: 101,000 -ACCEPT: 101000 +EXAMPLE +PROMPT: 512,000 {bk02-l4c-f2-ex.mp3} +RESPONSE: 512,000 {bk02-l4c-f2-ex.mp3} +ACCEPT: 512000 -PROMPT: 150,000 -RESPONSE: 150,000 -ACCEPT: 150000 +PROMPT: 617,000 {bk02-l4c-f2-01.mp3} +RESPONSE: 617,000 {bk02-l4c-f2-01.mp3} +ACCEPT: 617000 -PROMPT: 250,000 -RESPONSE: 250,000 -ACCEPT: 250000 +PROMPT: 800,000 {bk02-l4c-f2-02.mp3} +RESPONSE: 800,000 {bk02-l4c-f2-02.mp3} +ACCEPT: 800000 -PROMPT: 400,000 -RESPONSE: 400,000 -ACCEPT: 400000 +PROMPT: 709,000 {bk02-l4c-f2-03.mp3} +RESPONSE: 709,000 {bk02-l4c-f2-03.mp3} +ACCEPT: 709000 -$LESSON 4-2: Who Questions and the Wilson Family +PROMPT: 516,000 {bk02-l4c-f2-04.mp3} +RESPONSE: 516,000 {bk02-l4c-f2-04.mp3} +ACCEPT: 516000 + +PROMPT: 950,000 {bk02-l4c-f2-05.mp3} +RESPONSE: 950,000 {bk02-l4c-f2-05.mp3} +ACCEPT: 950000 + +PROMPT: 640,000 {bk02-l4c-f2-06.mp3} +RESPONSE: 640,000 {bk02-l4c-f2-06.mp3} +ACCEPT: 640000 + +PROMPT: 575,000 {bk02-l4c-f2-07.mp3} +RESPONSE: 575,000 {bk02-l4c-f2-07.mp3} +ACCEPT: 575000 + +PROMPT: 1,000,000 {bk02-l4c-f2-08.mp3} +RESPONSE: 1,000,000 {bk02-l4c-f2-08.mp3} +ACCEPT: 1000000 + +PROMPT: 700,000 {bk02-l4c-f2-09.mp3} +RESPONSE: 700,000 {bk02-l4c-f2-09.mp3} +ACCEPT: 700000 + +PROMPT: 910,000 {bk02-l4c-f2-10.mp3} +RESPONSE: 910,000 {bk02-l4c-f2-10.mp3} +ACCEPT: 910000 + +# SKIPPED (book): Vocabulary "DICTATION" (p. 102) — instructor-read number dictation with no recorded stimulus or given items. + + +$SESSION 4-2: Who's Who — People and Family # Source: LLA 4A Figure 5 (Part 1) -$DIALOGUE People in the Picture {page_077_001.jpg} +$DIALOGUE Who's Who {page_077_001.jpg|A grid of 8 labeled illustration panels: Panel A shows a man at a bookstore counter buying books under a sign that reads "BOOKS"; Panel B shows a man outdoors in uniform near a building labeled "MESS HALL"; Panel C shows a man sitting by a window drinking a cup of coffee; Panel D shows a woman sitting in a chair reading a magazine; Panel E shows a man sitting beside a lamp reading an open book; Panel F shows a man in a tie holding a stack of books; Panel G shows a young man with glasses studying at a desk; Panel H shows a woman sitting at a dining table with food and a glass.} ID: 4a-f5 -INTRO: In this part you'll learn to ask and answer "who" questions, and meet the Wilson family — you'll be seeing a lot of them. First, a picture of some people. Listen and repeat each sentence about them. -INSTRUCTION: Listen and repeat. +INTRO: In this part you'll learn to ask and answer questions about people — who they are, and who is doing what. Meet eight of them now. Listen and repeat. +INSTRUCTION: Listen and repeat each line. REPEAT LINE: He's Mr. Wilson. {bk02-l4a-f5-01.mp3} @@ -252,121 +304,108 @@ LINE: He's John. He's Mr. Wilson's son. {bk02-l4a-f5-07.mp3} LINE: She's John's sister. {bk02-l4a-f5-08.mp3} # Source: LLA 4A Figure 5 (Part 2) -$SELECT Who's Doing What? {page_077_001.jpg} +$PRODUCE Who Is Doing What? {page_077_001.jpg|A grid of 8 labeled illustration panels: Panel A shows a man at a bookstore counter buying books under a sign that reads "BOOKS"; Panel B shows a man outdoors in uniform near a building labeled "MESS HALL"; Panel C shows a man sitting by a window drinking a cup of coffee; Panel D shows a woman sitting in a chair reading a magazine; Panel E shows a man sitting beside a lamp reading an open book; Panel F shows a man in a tie holding a stack of books; Panel G shows a young man with glasses studying at a desk; Panel H shows a woman sitting at a dining table with food and a glass.} ID: 4a-f5-b -INTRO: Now the same people are busy. Listen to each question about what someone is doing, and tap that person's name. -INSTRUCTION: Tap the correct name. -OPTION: 1 | John -OPTION: 2 | Linda -OPTION: 3 | Tom -OPTION: 4 | the doctor -OPTION: 5 | Mr. Wilson -OPTION: 6 | Mrs. Wilson -OPTION: 7 | the pilot -OPTION: 8 | Bob - -PROMPT: Who is doing his homework? {bk02-l4a-f5-09-q.mp3} -ANSWER: 1 - -PROMPT: Who is eating dinner? {bk02-l4a-f5-10-q.mp3} -ANSWER: 2 - -PROMPT: Who is reading a book? {bk02-l4a-f5-11-q.mp3} -ANSWER: 3 - -PROMPT: Who is drinking coffee? {bk02-l4a-f5-12-q.mp3} -ANSWER: 4 - -PROMPT: Who is buying a book? {bk02-l4a-f5-13-q.mp3} -ANSWER: 5 - -PROMPT: Who is looking at pictures? {bk02-l4a-f5-14-q.mp3} -ANSWER: 6 - -PROMPT: Who is going to the mess hall? {bk02-l4a-f5-15-q.mp3} -ANSWER: 7 - -PROMPT: Who is standing outside? {bk02-l4a-f5-16-q.mp3} -ANSWER: 8 - -# Source: LLA 4A Figure 5 (Part 3) -$PRODUCE Answer: Who's Doing What? {page_077_001.jpg} -ID: 4a-f5-c -INPUT: speak -CHECK: reveal -INTRO: Same questions, but this time you do the talking. Answer each one aloud in a full sentence, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +INPUT: type +CHECK: exact +INTRO: Same eight people, but now you answer. Listen to the question, type who it is, then repeat the complete sentence. +INSTRUCTION: Type the name or title. REPEAT -PROMPT: Who's doing his homework? {bk02-l4a-f5-17-q.mp3} -RESPONSE: John's doing his homework. {bk02-l4a-f5-17-a.mp3} +PROMPT: Who is doing his homework? {bk02-l4a-f5-09-q.mp3} +RESPONSE: John's doing his homework. {bk02-l4a-f5-09-a.mp3} +ACCEPT: John | John is doing his homework. | John's doing his homework -PROMPT: Who's eating dinner? {bk02-l4a-f5-18-q.mp3} -RESPONSE: Linda's eating dinner. {bk02-l4a-f5-18-a.mp3} +PROMPT: Who is eating dinner? {bk02-l4a-f5-10-q.mp3} +RESPONSE: Linda's eating dinner. {bk02-l4a-f5-10-a.mp3} +ACCEPT: Linda | Linda is eating dinner. | Linda's eating dinner -PROMPT: Who's reading a book? {bk02-l4a-f5-19-q.mp3} -RESPONSE: Tom's reading a book. {bk02-l4a-f5-19-a.mp3} +PROMPT: Who is reading a book? {bk02-l4a-f5-11-q.mp3} +RESPONSE: Tom's reading a book. {bk02-l4a-f5-11-a.mp3} +ACCEPT: Tom | Tom is reading a book. | Tom's reading a book -PROMPT: Who's drinking coffee? {bk02-l4a-f5-20-q.mp3} -RESPONSE: The doctor is drinking coffee. {bk02-l4a-f5-20-a.mp3} +PROMPT: Who is drinking coffee? {bk02-l4a-f5-12-q.mp3} +RESPONSE: The doctor is drinking coffee. {bk02-l4a-f5-12-a.mp3} +ACCEPT: the doctor | doctor | The doctor -PROMPT: Who's buying a book? {bk02-l4a-f5-21-q.mp3} -RESPONSE: Mr. Wilson is buying a book. {bk02-l4a-f5-21-a.mp3} +PROMPT: Who is buying a book? {bk02-l4a-f5-13-q.mp3} +RESPONSE: Mr. Wilson is buying a book. {bk02-l4a-f5-13-a.mp3} +ACCEPT: Mr. Wilson | Mr Wilson | Wilson -PROMPT: Who's looking at pictures? {bk02-l4a-f5-22-q.mp3} -RESPONSE: Mrs. Wilson is looking at pictures. {bk02-l4a-f5-22-a.mp3} +PROMPT: Who is looking at pictures? {bk02-l4a-f5-14-q.mp3} +RESPONSE: Mrs. Wilson is looking at pictures. {bk02-l4a-f5-14-a.mp3} +ACCEPT: Mrs. Wilson | Mrs Wilson -PROMPT: Who's going to the mess hall? {bk02-l4a-f5-23-q.mp3} -RESPONSE: The pilot is going to the mess hall. {bk02-l4a-f5-23-a.mp3} +PROMPT: Who is going to the mess hall? {bk02-l4a-f5-15-q.mp3} +RESPONSE: The pilot is going to the mess hall. {bk02-l4a-f5-15-a.mp3} +ACCEPT: the pilot | pilot | The pilot -PROMPT: Who's standing outside? {bk02-l4a-f5-24-q.mp3} -RESPONSE: Bob's standing outside. {bk02-l4a-f5-24-a.mp3} +PROMPT: Who is standing outside? {bk02-l4a-f5-16-q.mp3} +RESPONSE: Bob's standing outside. {bk02-l4a-f5-16-a.mp3} +ACCEPT: Bob | Bob is standing outside. | Bob's standing outside -# Source: ST §Who Is Your Teacher? / §Who's Sick Today? (formula line + examples) -$GRAMMAR Asking Who -ID: l4-s9 -INTRO: You've been asking "who" questions already — here's the pattern in one place, including the short form "who's". - -Use **who** to ask about a person. - -{Who is his teacher?} — {Mr. Jackson is his teacher.} -{Who are they?} — {They are my children.} - -**Who + is = Who's** - -{Who's his sister?} — {Jan is his sister.} -{Who's sick today?} — {My teacher's sick today.} - -The answer can come in either order: {Mr. Jackson is his teacher.} or {His teacher is Mr. Jackson.} - -# Source: ST §Who Is Your Teacher? + §Who's Sick Today? (merged reading; formula line moved to the grammar card) -$DIALOGUE Who Questions and Answers -ID: l4-s8 -INTRO: Read and listen to these question-and-answer pairs. Notice how often "who is" shrinks to "who's" — English is in a hurry. +# Source: ST §Who Is Your Teacher? +$DIALOGUE Who Is Your Teacher? +ID: l4-s5 +INTRO: "Who" is the question word for people. Read these questions and answers — notice the answer can go in two orders. INSTRUCTION: Read the questions and answers. VOCAB: who -LINE: Who is his teacher? Mr. Jackson is his teacher. -LINE: Who is his teacher? His teacher is Mr. Jackson. -LINE: Who is Ted? Ted is Mr. Jackson's student. -LINE: Who are they? They are my children. -LINE: Who is tired? Aldo is tired. -LINE: Who is she? She's Betty. -LINE: Who's his sister? Jan is his sister. -LINE: Who is Mr. Rodgers? Mr. Rodgers is my friend. -LINE: Who's Bob? Bob is Susan's brother. -LINE: Who are they? They are Ted and Bill. -LINE: Who are they? They are your students. -LINE: Who's sick today? My teacher's sick today. -LINE: Who's your friend? Aldo is my friend. -LINE: Who's his brother? Tom's his brother. -LINE: Who's tired? I'm tired. +LINE: Who is his teacher?\n— Mr. Jackson is his teacher. + +LINE: Who is his teacher?\n— His teacher is Mr. Jackson. + +LINE: Who is Ted?\n— Ted is Mr. Jackson's student. + +LINE: Who are they?\n— They are my children. + +LINE: Who is tired?\n— Aldo is tired. + +# Source: ST §Who + is = Who's +$GRAMMAR Who + Is = Who's +ID: l4-s6 +INTRO: A small shortcut that you'll hear constantly: "who is" becomes "who's". + +CARD: In speech, **who is** almost always shortens to **who's**. Same meaning, one less syllable. +{Who is his teacher?} +{Who's his teacher?} + +SUMMARY: +| Full Form | Contraction | +|---|---| +| {Who is} | {Who's} | + +# Source: ST §Who's Sick Today? +$DIALOGUE Who's Sick Today? +ID: l4-s7 +INTRO: Now the same kind of questions with the shortcut "who's". Read each question and its answer. +INSTRUCTION: Read the questions and answers. + +LINE: Who is she?\n— She's Betty. + +LINE: Who's his sister?\n— Jan is his sister. + +LINE: Who is Mr. Rodgers?\n— Mr. Rodgers is my friend. + +LINE: Who's Bob?\n— Bob is Susan's brother. + +LINE: Who are they?\n— They are Ted and Bill. + +LINE: Who are they?\n— They are your students. + +LINE: Who's sick today?\n— My teacher's sick today. + +LINE: Who's your friend?\n— Aldo is my friend. + +LINE: Who's his brother?\n— Tom's his brother. + +LINE: Who's tired?\n— I'm tired. # Source: ST §Who Is Mr. Jackson? -$DIALOGUE Two Questions from One Sentence -ID: l4-s10 -INTRO: Each statement here can answer two different "who" questions. Listen to the statement and both questions, and repeat them. -INSTRUCTION: Repeat the sentences. +$DIALOGUE Asking About People +ID: l4-s8 +INTRO: One statement, two possible questions. Listen to each set and repeat all three sentences. +INSTRUCTION: Listen and repeat the sentences. REPEAT LINE: Mr. Jackson is his teacher. Who is Mr. Jackson? Who is his teacher? @@ -375,35 +414,37 @@ LINE: Jan and Linda are his sisters. Who are Jan and Linda? Who are his sisters? LINE: Tom and John are Linda's brothers. Who are Tom and John? Who are Linda's brothers? LINE: Mr. Wilson is his father. Who is Mr. Wilson? Who is his father? -# Source: LLA 4B Figure 1 (VOCAB tags transferred from ST §The Wilson Family, whose TTS twin was dropped) +# Source: LLA 4B Figure 1 +# DROPPED (ST twin): ST §The Wilson Family — same presentation, TTS-only; cassette version kept. $DIALOGUE The Wilson Family ID: 4b-f1 -INTRO: Time to meet the Wilsons properly — husband, wife, two sons, two daughters. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. +INTRO: Meet the Wilson family properly — all six of them. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: husband -LINE: This is Mr. Wilson. He is Mrs. Wilson's husband. {page_079_001.jpg} {bk02-l4b-f1-01.mp3} +LINE: This is Mr. Wilson. He is Mrs. Wilson's husband. {page_079_001.jpg|A portrait of an older man wearing glasses and a suit with a tie} {bk02-l4b-f1-01.mp3} VOCAB: wife -LINE: This is Mrs. Wilson. She is Mr. Wilson's wife. {page_079_002.jpg} {bk02-l4b-f1-02.mp3} +LINE: This is Mrs. Wilson. She is Mr. Wilson's wife. {page_079_002.jpg|A portrait of an older woman with short curly hair wearing a necklace} {bk02-l4b-f1-02.mp3} VOCAB: son -LINE: This is Tom. He's Mr. Wilson's son. He's Mrs. Wilson's son. {page_079_003.jpg} {bk02-l4b-f1-03.mp3} +LINE: This is Tom. He's Mr. Wilson's son. He's Mrs. Wilson's son. {page_079_003.jpg|A portrait of a young man with short dark hair wearing a suit and tie} {bk02-l4b-f1-03.mp3} VOCAB: daughter -LINE: This is Jan. She's Mrs. Wilson's daughter. She's Mr. Wilson's daughter. {page_079_004.jpg} {bk02-l4b-f1-04.mp3} +LINE: This is Jan. She's Mrs. Wilson's daughter. She's Mr. Wilson's daughter. {page_079_004.jpg|A portrait of a young woman with wavy hair wearing earrings and a necklace} {bk02-l4b-f1-04.mp3} -LINE: This is John. He's Mrs. Wilson's son. He's Mr. Wilson's son. {page_079_005.jpg} {bk02-l4b-f1-05.mp3} -LINE: This is Linda. She's Mr. Wilson's daughter. She's Mrs. Wilson's daughter. {page_079_006.jpg} {bk02-l4b-f1-06.mp3} +LINE: This is John. He's Mrs. Wilson's son. He's Mr. Wilson's son. {page_079_005.jpg|A portrait of a boy with short hair and glasses} {bk02-l4b-f1-05.mp3} + +LINE: This is Linda. She's Mr. Wilson's daughter. She's Mrs. Wilson's daughter. {page_079_006.jpg|A portrait of a young girl with shoulder-length dark hair} {bk02-l4b-f1-06.mp3} # Source: LLA 4B Figure 2 $PRODUCE Family Words ID: 4b-f2 +INTRO: Time to use the family words — "husband", "wife", "son", "daughter". Listen to the question, type the missing word, then repeat the full sentence. +INSTRUCTION: Type the missing word. INPUT: type CHECK: exact -INTRO: Now answer questions about the Wilsons. Listen to the question, type the family word that completes the answer, then repeat the full answer. -INSTRUCTION: Type the correct family word. REPEAT PROMPT: Who is Mr. Wilson? {bk02-l4b-f2-01-q.mp3} @@ -436,41 +477,12 @@ TEMPLATE: She's Mr. and Mrs. Wilson's ____. RESPONSE: She's Mr. and Mrs. Wilson's daughter. {bk02-l4b-f2-06-a.mp3} ACCEPT: daughter -# Source: ST §The Wilson Family: Questions (family-tree image from ST §The Wilson Family) -$PRODUCE Ask About the Wilsons {st-page_117_001.jpg} -ID: l4-s12 -REFERENCE -INTRO: Now build both halves yourself. For each cue, ask the "who" question aloud, then answer it. The family tree is there if the Wilsons start to blur together. -INSTRUCTION: Ask and answer a "who" question from the cue. -INPUT: speak -CHECK: llm -RUBRIC: The cue names a person and their relationship. Require a well-formed "Who is ...?" question about that person plus an answer stating that relationship; contractions and minor rewording are fine, but a missing question or a different relationship fails. - -EXAMPLE -TEMPLATE: Mr. Wilson / Mrs. Wilson's husband -RESPONSE: Who is Mr. Wilson? He is Mrs. Wilson's husband. - -TEMPLATE: Mrs. Wilson / Mr. Wilson's wife -RESPONSE: Who is Mrs. Wilson? She is Mr. Wilson's wife. - -TEMPLATE: Jan / Mr. and Mrs. Wilson's daughter -RESPONSE: Who is Jan? She is Mr. and Mrs. Wilson's daughter. - -TEMPLATE: Linda / Mr. and Mrs. Wilson's daughter -RESPONSE: Who is Linda? She is Mr. and Mrs. Wilson's daughter. - -TEMPLATE: Tom / Mr. and Mrs. Wilson's son -RESPONSE: Who is Tom? He is Mr. and Mrs. Wilson's son. - -TEMPLATE: John / Mr. and Mrs. Wilson's son -RESPONSE: Who is John? He is Mr. and Mrs. Wilson's son. - -# Source: LLA 4B Figure 7 (VOCAB tags transferred from ST §It's Time For Class, whose TTS twin was dropped) -# DROPPED: ST §It's Time For Class — TTS twin of this cassette dialog. -$DIALOGUE It's Time for Class +# Source: LLA 4B Figure 7 +# DROPPED (ST twin): ST §It's Time for Class. — same dialog, TTS-only; its VOCAB tag salvaged below. +$DIALOGUE Who Is She? ID: 4b-f7 -INTRO: Bill and Mary are talking about a teacher — and, as always at this school, class is about to start. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: Bill spots someone he doesn't know, and Mary has all the answers. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Bill: Who is she? {bk02-l4b-f7-01.mp3} @@ -479,107 +491,152 @@ Bill: Is Andy Jackson her son? {bk02-l4b-f7-03.mp3} Mary: Yes, he is. {bk02-l4b-f7-04.mp3} Bill: Is she Andy's teacher? {bk02-l4b-f7-05.mp3} Mary: No, she's not. {bk02-l4b-f7-06.mp3} - -VOCAB: time VOCAB: It's time for... Bill: It's time for class. Let's go. {bk02-l4b-f7-07.mp3} -# SKIPPED (book): Reading Skill "LAMB" (Look at the letters and circle the word). The -# target cue letters for items 1-10 are missing from the scanned text. +# Source: LLA 4B Figure 7 (role-play pass) +$DIALOGUE Role-Play: You're Bill +ID: 4b-f7-rp +REFERENCE: 4b-f7 +PLAY_ROLE: Bill +INTRO: Practice the conversation again. This time, you take Bill's part. Mary will reply to you. +INSTRUCTION: You are Bill — speak your lines in the pauses. -$LESSON 4-3: Money +# SKIPPED (book): Reading Skill "LAMB" (consonant + vowel matching, p. 110) — stimulus cues omitted in source text. -# Source: ST §Amounts of Money — recast as a reference card; the cassette repeat practice follows. -$GRAMMAR Saying Money Amounts + +$SESSION 4-3: Money and Prices + +# Source: ST §Amounts of Money +$DIALOGUE Saying Prices {st-page_111_001.jpg|A collection of US currency including a one dollar bill, three quarters, and four pennies showing a total of $1.79} +ID: l4-s2 +INTRO: In this part you'll learn to say prices — the long way and the quick way people actually use. Listen and repeat each amount; the price in digits is shown below each line. +INSTRUCTION: Listen and repeat the amounts of money. +REPEAT + +VOCAB: cent +LINE: A dollar one, or one dollar and one cent. +NOTES: $1.01 + +LINE: A dollar two, or one dollar and two cents. +NOTES: $1.02 + +LINE: One ten, a dollar ten, or one dollar and ten cents. +NOTES: $1.10 + +LINE: One twenty-five, a dollar twenty-five, or one dollar and twenty-five cents. +NOTES: $1.25 + +LINE: One fifty, a dollar fifty, or one dollar and fifty cents. +NOTES: $1.50 + +LINE: One seventy-five, a dollar seventy-five, or one dollar and seventy-five cents. +NOTES: $1.75 + +LINE: One seventy-nine, a dollar seventy-nine, or one dollar and seventy-nine cents. +NOTES: $1.79 + +LINE: One ninety-nine, a dollar ninety-nine, or one dollar and ninety-nine cents. +NOTES: $1.99 + +# Source: ST §Ten Fifty-Three +$DIALOGUE Prices the Short Way ID: l4-s3 -INTRO: In this part you'll learn to say and understand prices. Like big numbers, one amount of money can be said several ways — here they all are. +INTRO: In shops, nobody says "dollars" and "cents" — $2.40 is just "two forty". Listen and repeat the short forms. +INSTRUCTION: Listen and repeat the amounts of money. +REPEAT -![Amounts of money](st-page_111_001.jpg) +LINE: Two forty. +NOTES: $2.40 -There is more than one way to say the same price. For $1.25 you can say {one twenty-five}, {a dollar twenty-five}, or {one dollar and twenty-five cents}. +LINE: Ten sixty-seven. +NOTES: $10.67 -| Amount | Ways to say it | -|---|---| -| $1.01 | {a dollar one} · {one dollar and one cent} | -| $1.02 | {a dollar two} · {one dollar and two cents} | -| $1.10 | {one ten} · {a dollar ten} · {one dollar and ten cents} | -| $1.25 | {one twenty-five} · {a dollar twenty-five} · {one dollar and twenty-five cents} | -| $1.50 | {one fifty} · {a dollar fifty} · {one dollar and fifty cents} | -| $1.75 | {one seventy-five} · {a dollar seventy-five} · {one dollar and seventy-five cents} | -| $1.79 | {one seventy-nine} · {a dollar seventy-nine} · {one dollar and seventy-nine cents} | -| $1.99 | {one ninety-nine} · {a dollar ninety-nine} · {one dollar and ninety-nine cents} | +LINE: Six eighty. +NOTES: $6.80 + +LINE: Twelve seventy-five. +NOTES: $12.75 + +LINE: Eight eighty-nine. +NOTES: $8.89 + +LINE: Fourteen ninety-five. +NOTES: $14.95 + +LINE: Nine fifty-seven. +NOTES: $9.57 + +LINE: Eighteen thirty. +NOTES: $18.30 + +LINE: Nine ninety-nine. +NOTES: $9.99 + +LINE: Nineteen sixty. +NOTES: $19.60 # Source: LLA 4B Figure 4 -$DIALOGUE Money Amounts +$DIALOGUE Listen to the Prices ID: 4b-f4 -INTRO: Listen to these prices and repeat each one. They climb from a dollar twenty-five to eleven sixty — inflation in fifteen easy steps. -INSTRUCTION: Listen and repeat. +INTRO: Now hear the prices from the tape. Listen to each one and repeat it aloud — the spoken forms are shown below each price. +INSTRUCTION: Listen and repeat the prices. REPEAT LINE: $1.25 {bk02-l4b-f4-01.mp3} +NOTES: one dollar and twenty-five cents / a dollar and a quarter + LINE: $1.50 {bk02-l4b-f4-02.mp3} +NOTES: one dollar and fifty cents / a dollar and a half + LINE: $1.75 {bk02-l4b-f4-03.mp3} +NOTES: one dollar and seventy-five cents + LINE: $1.83 {bk02-l4b-f4-04.mp3} +NOTES: one dollar and eighty-three cents + LINE: $1.99 {bk02-l4b-f4-05.mp3} +NOTES: one dollar and ninety-nine cents + LINE: $2.55 {bk02-l4b-f4-06.mp3} +NOTES: two dollars and fifty-five cents + LINE: $3.98 {bk02-l4b-f4-07.mp3} +NOTES: three dollars and ninety-eight cents + LINE: $4.16 {bk02-l4b-f4-08.mp3} +NOTES: four dollars and sixteen cents + LINE: $5.10 {bk02-l4b-f4-09.mp3} +NOTES: five dollars and ten cents + LINE: $6.75 {bk02-l4b-f4-10.mp3} +NOTES: six dollars and seventy-five cents + LINE: $7.22 {bk02-l4b-f4-11.mp3} +NOTES: seven dollars and twenty-two cents + LINE: $8.47 {bk02-l4b-f4-12.mp3} +NOTES: eight dollars and forty-seven cents + LINE: $9.88 {bk02-l4b-f4-13.mp3} +NOTES: nine dollars and eighty-eight cents + LINE: $10.35 {bk02-l4b-f4-14.mp3} +NOTES: ten dollars and thirty-five cents + LINE: $11.60 {bk02-l4b-f4-15.mp3} - -# Source: ST §Ten Fifty-Three — recast from a read-aloud list into a spoken production drill. -$PRODUCE Say the Price -ID: l4-s4 -INTRO: Now you read the price tags. Say each amount aloud any correct way, then compare with the model. -INSTRUCTION: Say the amount aloud. -INPUT: speak -CHECK: reveal - -TEMPLATE: $2.40 -RESPONSE: Two dollars and forty cents. - -TEMPLATE: $10.67 -RESPONSE: Ten dollars and sixty-seven cents. - -TEMPLATE: $6.80 -RESPONSE: Six dollars and eighty cents. - -TEMPLATE: $12.75 -RESPONSE: Twelve dollars and seventy-five cents. - -TEMPLATE: $8.89 -RESPONSE: Eight dollars and eighty-nine cents. - -TEMPLATE: $14.95 -RESPONSE: Fourteen dollars and ninety-five cents. - -TEMPLATE: $9.57 -RESPONSE: Nine dollars and fifty-seven cents. - -TEMPLATE: $18.30 -RESPONSE: Eighteen dollars and thirty cents. - -TEMPLATE: $9.99 -RESPONSE: Nine dollars and ninety-nine cents. - -TEMPLATE: $19.60 -RESPONSE: Nineteen dollars and sixty cents. +NOTES: eleven dollars and sixty cents # Source: LLA 4B Figure 5 -# DROPPED: ST §Amounts of Money (select) — TTS twin of this cassette activity; its -# production-side review survives as the money dictation below. -$SELECT Which Amount Do You Hear? +$SELECT Tap the Price You Hear ID: 4b-f5 -INTRO: Prices sound alike when they go by fast — eighty versus eighteen has ruined many shopping trips. Listen to each amount and tap the one you hear. -INSTRUCTION: Tap the amount you hear. +HIDE_PROMPT +INTRO: Prices sound alike when the numbers swap places — $1.87 and $1.78 are different money. Listen and tap the amount you hear. +INSTRUCTION: Tap the price you hear. EXAMPLE -PROMPT: 4.50 {bk02-l4b-f5-ex.mp3} +PROMPT: $4.50 {bk02-l4b-f5-ex.mp3} OPTION: a | $4.50 OPTION: b | $4.00 OPTION: c | $3.50 @@ -656,347 +713,188 @@ OPTION: c | $1.99 OPTION: d | $1.86 ANSWER: a -# Source: ST §Dictation: Money (ACCEPT variants without the dollar sign added) -$PRODUCE Dictation: Money -ID: l4-s6 -INTRO: Now write the prices down. Listen and type each amount with digits and a dollar sign. -INSTRUCTION: Type the amount of money using digits and a dollar sign. -INPUT: type -CHECK: exact +# SKIPPED (book): "AMOUNTS OF MONEY" (p. 104) and "DICTATION" (p. 105) — instructor-read listening and dictation exercises with no audio or answer key. -PROMPT: $1.01 -RESPONSE: $1.01 -ACCEPT: 1.01 -PROMPT: $2.40 -RESPONSE: $2.40 -ACCEPT: 2.40 - -PROMPT: $6.80 -RESPONSE: $6.80 -ACCEPT: 6.80 - -PROMPT: $9.99 -RESPONSE: $9.99 -ACCEPT: 9.99 - -PROMPT: $10.67 -RESPONSE: $10.67 -ACCEPT: 10.67 - -PROMPT: $12.75 -RESPONSE: $12.75 -ACCEPT: 12.75 - -PROMPT: $14.95 -RESPONSE: $14.95 -ACCEPT: 14.95 - -PROMPT: $18.30 -RESPONSE: $18.30 -ACCEPT: 18.30 - -PROMPT: $19.60 -RESPONSE: $19.60 -ACCEPT: 19.60 - -PROMPT: $20.00 -RESPONSE: $20.00 -ACCEPT: 20.00 - -# Source: LLA 4C Figure 2 — number dictation kept here as spaced recycling of part 4-1. -$PRODUCE Type the Big Numbers -ID: 4c-f2 -INPUT: type -CHECK: exact -INTRO: The big numbers from part one are back — they missed you. Listen and type each one in digits. -INSTRUCTION: Type the number you hear. - -EXAMPLE -PROMPT: 512,000. {bk02-l4c-f2-ex.mp3} -RESPONSE: 512,000 - -PROMPT: 617,000. {bk02-l4c-f2-01.mp3} -RESPONSE: 617,000 - -PROMPT: 800,000. {bk02-l4c-f2-02.mp3} -RESPONSE: 800,000 - -PROMPT: 709,000. {bk02-l4c-f2-03.mp3} -RESPONSE: 709,000 - -PROMPT: 516,000. {bk02-l4c-f2-04.mp3} -RESPONSE: 516,000 - -PROMPT: 950,000. {bk02-l4c-f2-05.mp3} -RESPONSE: 950,000 - -PROMPT: 640,000. {bk02-l4c-f2-06.mp3} -RESPONSE: 640,000 - -PROMPT: 575,000. {bk02-l4c-f2-07.mp3} -RESPONSE: 575,000 - -PROMPT: 1,000,000. {bk02-l4c-f2-08.mp3} -RESPONSE: 1,000,000 - -PROMPT: 700,000. {bk02-l4c-f2-09.mp3} -RESPONSE: 700,000 - -PROMPT: 910,000. {bk02-l4c-f2-10.mp3} -RESPONSE: 910,000 - -$LESSON 4-4: What Are They Doing? - -# Source: ST §Who Is Reading a Book? -$DIALOGUE Who Questions in Action -ID: l4-s14 -INTRO: In this part you'll ask and answer questions about what people are doing right now. First, read and listen to these "who" questions with -ing verbs. -INSTRUCTION: Read the questions and answers. - -LINE: Who's eating breakfast? My father is eating breakfast. -LINE: Who is writing on the chalkboard? The student is writing on the chalkboard. -LINE: Who's coming to the classroom? The teacher is coming to the classroom. -LINE: Who is drinking orange juice? Aldo is drinking orange juice. -LINE: Who's listening to tapes? The students are listening to tapes. -LINE: Who is watching TV? The children are watching TV. -LINE: Who's reading a book in the library? The pilot is reading a book in the library. -LINE: Who is going to the barracks? Ted is going to the barracks. -LINE: Who's eating lunch in the mess hall today? Mr. Wilson is eating lunch in the mess hall today. -LINE: Who is talking? Mr. Jackson is talking. +$SESSION 4-4: What, Where, and Who Is Doing It # Source: LLA 4C Figure 1 (Part 1) -$DIALOGUE What's He Doing? +$DIALOGUE What Are They Doing? ID: 4c-f1 -INTRO: Now "what" questions. You'll see a picture with each question and answer — listen and repeat. +INTRO: In this part you'll say what people are doing right now — and where. Look at the pictures, then listen to each question and answer and repeat them. INSTRUCTION: Listen and repeat. REPEAT -LINE: What's he doing? He's sitting on a chair. {page_083_001.jpg} {bk02-l4c-f1-01.mp3} -LINE: What's the student doing? He's doing his homework. {page_083_002.jpg} {bk02-l4c-f1-02.mp3} -LINE: What's he doing? He's drinking orange juice. {page_083_003.jpg} {bk02-l4c-f1-03.mp3} -LINE: What's the woman doing? She's buying rice. {page_083_004.jpg} {bk02-l4c-f1-04.mp3} -LINE: What are they doing? They're talking. {page_083_005.jpg} {bk02-l4c-f1-05.mp3} -LINE: What's the man doing? He's eating lunch. {page_083_006.jpg} {bk02-l4c-f1-06.mp3} -LINE: What's the pilot doing? He's going to the mess hall. {page_083_007.jpg} {bk02-l4c-f1-07.mp3} -LINE: What's Tom doing? He's eating dinner. {page_083_008.jpg} {bk02-l4c-f1-08.mp3} +LINE: What's he doing? He's sitting on a chair. {page_083_001.jpg|a. A man sitting comfortably in a recliner chair} {bk02-l4c-f1-01.mp3} +LINE: What's the student doing? He's doing his homework. {page_083_002.jpg|b. A man sitting at a desk with a lamp, reading a book} {bk02-l4c-f1-02.mp3} +LINE: What's he doing? He's drinking orange juice. {page_083_003.jpg|c. A man drinking from a glass} {bk02-l4c-f1-03.mp3} +LINE: What's the woman doing? She's buying rice. {page_083_004.jpg|d. A woman in a grocery store taking a box of RICE off a shelf} {bk02-l4c-f1-04.mp3} +LINE: What are they doing? They're talking. {page_083_005.jpg|e. Three men sitting together smiling and talking} {bk02-l4c-f1-05.mp3} +LINE: What's the man doing? He's eating lunch. {page_083_006.jpg|f. A man eating a meal at a table with a wall clock showing 12:15} {bk02-l4c-f1-06.mp3} +LINE: What's the pilot doing? He's going to the mess hall. {page_083_007.jpg|g. A person seen from behind looking at a building labeled "MESS HALL"} {bk02-l4c-f1-07.mp3} +LINE: What's Tom doing? He's eating dinner. {page_083_008.jpg|h. A man eating a meal at a table with a wall clock showing 6:30} {bk02-l4c-f1-08.mp3} # Source: LLA 4C Figure 1 (Part 2) -$SELECT Match the Picture +$SELECT Match the Question to the Picture ID: 4c-f1-b -INTRO: Same pictures, shuffled. Listen to each question and answer, then tap the picture it describes. -INSTRUCTION: Tap the matching picture. +HIDE_PROMPT +INTRO: Same pictures, now by ear alone. Listen to each question and answer, then tap the picture that matches. +INSTRUCTION: Tap the correct picture. -OPTION: a | sitting on a chair {page_083_001.jpg} -OPTION: b | doing his homework {page_083_002.jpg} -OPTION: c | drinking orange juice {page_083_003.jpg} -OPTION: d | buying rice {page_083_004.jpg} -OPTION: e | talking {page_083_005.jpg} -OPTION: f | eating lunch {page_083_006.jpg} -OPTION: g | going to the mess hall {page_083_007.jpg} -OPTION: h | eating dinner {page_083_008.jpg} +OPTION: a | Sitting on a chair {page_083_001.jpg|a. A man sitting comfortably in a recliner chair} +OPTION: b | Doing homework {page_083_002.jpg|b. A man sitting at a desk with a lamp, reading a book} +OPTION: c | Drinking orange juice {page_083_003.jpg|c. A man drinking from a glass} +OPTION: d | Buying rice {page_083_004.jpg|d. A woman in a grocery store taking a box of RICE off a shelf} +OPTION: e | Talking {page_083_005.jpg|e. Three men sitting together smiling and talking} +OPTION: f | Eating lunch {page_083_006.jpg|f. A man eating a meal at a table with a wall clock showing 12:15} +OPTION: g | Going to the mess hall {page_083_007.jpg|g. A person seen from behind looking at a building labeled "MESS HALL"} +OPTION: h | Eating dinner {page_083_008.jpg|h. A man eating a meal at a table with a wall clock showing 6:30} EXAMPLE -PROMPT: What's he doing? He's sitting on a chair. {bk02-l4c-f1-09.mp3} +PROMPT: What's he doing? He's sitting on a chair. {bk02-l4c-f1-ex.mp3} ANSWER: a +FEEDBACK: He's sitting on a chair. {bk02-l4c-f1-ex-fb.mp3} -PROMPT: What are they doing? They're talking. {bk02-l4c-f1-10.mp3} +PROMPT: What are they doing? They're talking. {bk02-l4c-f1-09.mp3} ANSWER: e +FEEDBACK: They're talking. {bk02-l4c-f1-09-fb.mp3} -PROMPT: What's the man doing? He's eating lunch. {bk02-l4c-f1-11.mp3} +PROMPT: What's the man doing? He's eating lunch. {bk02-l4c-f1-10.mp3} ANSWER: f +FEEDBACK: He's eating lunch. {bk02-l4c-f1-10-fb.mp3} -PROMPT: What's the woman doing? She's buying rice. {bk02-l4c-f1-12.mp3} +PROMPT: What's the woman doing? She's buying rice. {bk02-l4c-f1-11.mp3} ANSWER: d +FEEDBACK: She's buying rice. {bk02-l4c-f1-11-fb.mp3} -PROMPT: What's the student doing? He's doing his homework. {bk02-l4c-f1-13.mp3} +PROMPT: What's the student doing? He's doing his homework. {bk02-l4c-f1-12.mp3} ANSWER: b +FEEDBACK: He's doing his homework. {bk02-l4c-f1-12-fb.mp3} -PROMPT: What's the pilot doing? He's going to the mess hall. {bk02-l4c-f1-14.mp3} +PROMPT: What's the pilot doing? He's going to the mess hall. {bk02-l4c-f1-13.mp3} ANSWER: g +FEEDBACK: He's going to the mess hall. {bk02-l4c-f1-13-fb.mp3} -PROMPT: What's he doing? He's drinking orange juice. {bk02-l4c-f1-15.mp3} +PROMPT: What's he doing? He's drinking orange juice. {bk02-l4c-f1-14.mp3} ANSWER: c +FEEDBACK: He's drinking orange juice. {bk02-l4c-f1-14-fb.mp3} -PROMPT: What's Tom doing? He's eating dinner. {bk02-l4c-f1-16.mp3} +PROMPT: What's Tom doing? He's eating dinner. {bk02-l4c-f1-15.mp3} ANSWER: h +FEEDBACK: He's eating dinner. {bk02-l4c-f1-15-fb.mp3} # Source: ST §What Is He Eating? -$DIALOGUE What Are They Doing? -ID: l4-s15 -INTRO: More "what" questions, with some useful new verbs — answering, checking, doing homework. Repeat each pair, then read it again on your own. -INSTRUCTION: Repeat the sentences. Then read them. +$DIALOGUE What Is He Doing? +ID: l4-s12 +INTRO: More questions with "what". Listen and repeat each question and its answer. +INSTRUCTION: Listen and repeat the questions and answers. REPEAT VOCAB: to do -LINE: What is he doing? He's listening to the radio. -LINE: What are you drinking? I'm drinking coffee. +LINE: What is he doing?\n— He's listening to the radio. + +LINE: What are you drinking?\n— I'm drinking coffee. VOCAB: to answer -LINE: What are they doing? They're answering the questions. -LINE: What is Bob writing? Bob's writing the alphabet. +LINE: What are they doing?\n— They're answering the questions. + +LINE: What is Bob writing?\n— Bob's writing the alphabet. VOCAB: homework -LINE: What's he doing? He's doing his homework. -LINE: What's she reading? She's reading her book. -LINE: What are you looking at? I'm looking at the pictures. +LINE: What's he doing?\n— He's doing his homework. + +LINE: What's she reading?\n— She's reading her book. + +LINE: What are you looking at?\n— I'm looking at the pictures. VOCAB: to check -LINE: What are the students doing? They're checking their answers. -LINE: What is Susan buying? Susan's buying a pencil. -LINE: What's Ken studying? He's studying Lesson 4. +LINE: What are the students doing?\n— They're checking their answers. -# Source: LLA 4C Figure 5 (VOCAB tags transferred from ST §What's the Right Answer?, whose TTS twin was dropped) -# DROPPED: ST §What's the Right Answer? — TTS twin of this cassette dialog. -$DIALOGUE Checking Answers -ID: 4c-f5 -INTRO: Tom and Susan are checking their answers. Susan's is right. Tom's is not. Listen, then repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT +LINE: What is Susan buying?\n— Susan's buying a pencil. -Tom: What are you doing? {bk02-l4c-f5-01.mp3} -Susan: I'm checking my answer to number 4. {bk02-l4c-f5-02.mp3} +LINE: What's Ken studying?\n— He's studying Lesson 4. -VOCAB: correct -Tom: Is your answer correct? {bk02-l4c-f5-03.mp3} - -VOCAB: right -Susan: Yes. It's the right answer. {bk02-l4c-f5-04.mp3} - -VOCAB: wrong -Tom: What is it? My answer is wrong. {bk02-l4c-f5-05.mp3} - -Susan: It's C. {bk02-l4c-f5-06.mp3} -Tom: Thank you. {bk02-l4c-f5-07.mp3} - -VOCAB: You're welcome. -Susan: You're welcome. {bk02-l4c-f5-08.mp3} - -# Source: LLA 4C Figure 6 -$PRODUCE Complete the Dialog -ID: 4c-f6 -INPUT: type -CHECK: exact -INTRO: Same conversation, but now some words are missing. Listen and type each missing word. -INSTRUCTION: Type the missing word. - -TEMPLATE: Tom: What are you doing? -TEMPLATE: Susan: I'm ____ my answer to Number 4. -PROMPT: I'm checking my answer to number 4. {bk02-l4c-f6-01.mp3} -RESPONSE: I'm checking my answer to Number 4. -ACCEPT: checking - -TEMPLATE: Tom: Is your answer ____? -PROMPT: Is your answer correct? {bk02-l4c-f6-02.mp3} -RESPONSE: Is your answer correct? -ACCEPT: correct - -TEMPLATE: Susan: Yes, it's the ____ answer. -PROMPT: Yes, it's the right answer. {bk02-l4c-f6-03.mp3} -RESPONSE: Yes, it's the right answer. -ACCEPT: right - -TEMPLATE: Tom: What is it? My answer is ____. -PROMPT: What is it? My answer is wrong. {bk02-l4c-f6-04.mp3} -RESPONSE: What is it? My answer is wrong. -ACCEPT: wrong - -TEMPLATE: Susan: It's "C". -TEMPLATE: Tom: ____ you. -PROMPT: Thank you. {bk02-l4c-f6-05.mp3} -RESPONSE: Thank you. -ACCEPT: Thank - -TEMPLATE: Susan: You're ____. -PROMPT: You're welcome. {bk02-l4c-f6-06.mp3} -RESPONSE: You're welcome. -ACCEPT: welcome - -# SKIPPED (book): Reading Skill "TUESDAY" (Circle the word that is the same) and Reading -# Skill "EXAMPLE: PENCIL" (Circle the letter matching the picture). The target keywords -# for the items are missing from the scanned text. - -$LESSON 4-5: Where Are You Going? Let's Go! - -# Source: LLA 4C Figure 4 -$DIALOGUE Where Are They? -ID: 4c-f4 -INTRO: In this part you'll ask where people are going and what to do about it — usually the answer is "let's go" somewhere. First, listen to these "where" questions and answers, and repeat them. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Where are you going? I'm going to the mess hall. {bk02-l4c-f4-01.mp3} -LINE: Where is she eating? She's eating in her room. {bk02-l4c-f4-02.mp3} -LINE: Where are they studying? They're studying in the library. {bk02-l4c-f4-03.mp3} -LINE: Where are they reading? They're reading in the barracks. {bk02-l4c-f4-04.mp3} -LINE: Where is she buying rice? She's buying rice at the commissary. {bk02-l4c-f4-05.mp3} -LINE: Where are they writing? They're writing in the classroom. {bk02-l4c-f4-06.mp3} -LINE: Where are they listening to tapes? They're listening to tapes in the lab. {bk02-l4c-f4-07.mp3} -LINE: Where is Tom eating? He's eating at the mess hall. {bk02-l4c-f4-08.mp3} -LINE: Where are they talking? They're talking in their room. {bk02-l4c-f4-09.mp3} -LINE: Where are the students sitting down? They're sitting down in the classroom. {bk02-l4c-f4-10.mp3} - -# Source: ST §Where Are You Going? -$DIALOGUE Reading: Where Questions -ID: l4-s17 -INTRO: More "where" questions to read and listen to. Notice the small words: in the library, at the commissary, to the movies. +# Source: ST §Who Is Reading a Book? +$DIALOGUE Who Is Doing It? +ID: l4-s11 +INTRO: Now "who" meets "-ing". Read each question and answer — the answer always names the person. INSTRUCTION: Read the questions and answers. -LINE: Where is Tom studying? He's studying at the library. -LINE: Where's Bill eating breakfast? He's eating breakfast in the mess hall. -LINE: Where are you going? I'm going to the dispensary. -LINE: Where are Mary and Ken studying? They're studying in the classroom. -LINE: Where's Andy going? He's going to the movies. -LINE: Where is the doctor going? He's going to the hospital. -LINE: Where are they eating dinner? They're eating dinner in the dining hall. -LINE: Where is Susan studying? She's studying in her room. -LINE: Where is Bob reading? He's reading in the library. +LINE: Who's eating breakfast?\n— My father is eating breakfast. +LINE: Who is writing on the chalkboard?\n— The student is writing on the chalkboard. +LINE: Who's coming to the classroom?\n— The teacher is coming to the classroom. +LINE: Who is drinking orange juice?\n— Aldo is drinking orange juice. +LINE: Who's listening to tapes?\n— The students are listening to tapes. +LINE: Who is watching TV?\n— The children are watching TV. +LINE: Who's reading a book in the library?\n— The pilot is reading a book in the library. +LINE: Who is going to the barracks?\n— Ted is going to the barracks. +LINE: Who's eating lunch in the mess hall today?\n— Mr. Wilson is eating lunch in the mess hall today. +LINE: Who is talking?\n— Mr. Jackson is talking. + +# Source: LLA 4C Figure 4 +# DROPPED (ST twin): ST §Where Are You Going? — same "where" Q&A input, TTS-only; cassette version kept. +$DIALOGUE Where Questions +ID: 4c-f4 +INTRO: "Where" asks about places. Listen to each question and its answer, and repeat both sentences. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: Where are you going?\n— I'm going to the mess hall. {bk02-l4c-f4-01.mp3} +LINE: Where is she eating?\n— She's eating in her room. {bk02-l4c-f4-02.mp3} +LINE: Where are they studying?\n— They're studying in the library. {bk02-l4c-f4-03.mp3} +LINE: Where are they reading?\n— They're reading in the barracks. {bk02-l4c-f4-04.mp3} +LINE: Where is she buying rice?\n— She's buying rice at the commissary. {bk02-l4c-f4-05.mp3} +LINE: Where are they writing?\n— They're writing in the classroom. {bk02-l4c-f4-06.mp3} +LINE: Where are they listening to tapes?\n— They're listening to tapes in the lab. {bk02-l4c-f4-07.mp3} +LINE: Where is Tom eating?\n— He's eating at the mess hall. {bk02-l4c-f4-08.mp3} +LINE: Where are they talking?\n— They're talking in their room. {bk02-l4c-f4-09.mp3} +LINE: Where are the students sitting down?\n— They're sitting down in the classroom. {bk02-l4c-f4-10.mp3} # Source: LLA 4C Figure 8 -$PRODUCE Ask Where +$PRODUCE Ask with Where ID: 4c-f8 INPUT: speak CHECK: reveal -INTRO: Now you build the questions. You'll hear a scrambled cue — turn it into a proper "where" question, then repeat the model. -INSTRUCTION: Ask a "Where" question based on the cue. +INTRO: Your turn to ask. Build a question starting with "Where" from the cue words, say it aloud, then repeat the model. +INSTRUCTION: Ask a "where" question aloud. REPEAT EXAMPLE TEMPLATE: they / studying / lesson -PROMPT: They studying lesson. {bk02-l4c-f8-ex-s.mp3} -RESPONSE: Where are they studying their lesson? {bk02-l4c-f8-ex-q.mp3} +PROMPT: They studying lesson. {bk02-l4c-f8-ex-q.mp3} +RESPONSE: Where are they studying their lesson? TEMPLATE: he / eating / lunch -PROMPT: He eating lunch. {bk02-l4c-f8-01-s.mp3} -RESPONSE: Where is he eating lunch? {bk02-l4c-f8-01-q.mp3} +PROMPT: He eating lunch. {bk02-l4c-f8-01-q.mp3} +RESPONSE: Where is he eating lunch? {bk02-l4c-f8-01-a.mp3} TEMPLATE: you / going -PROMPT: You going. {bk02-l4c-f8-02-s.mp3} -RESPONSE: Where are you going? {bk02-l4c-f8-02-q.mp3} +PROMPT: You going. {bk02-l4c-f8-02-q.mp3} +RESPONSE: Where are you going? {bk02-l4c-f8-02-a.mp3} TEMPLATE: Bob / reading -PROMPT: Bob reading. {bk02-l4c-f8-03-s.mp3} -RESPONSE: Where is Bob reading? {bk02-l4c-f8-03-q.mp3} +PROMPT: Bob reading. {bk02-l4c-f8-03-q.mp3} +RESPONSE: Where is Bob reading? {bk02-l4c-f8-03-a.mp3} TEMPLATE: Mrs. Wilson / buying / food -PROMPT: Mrs. Wilson buying food. {bk02-l4c-f8-04-s.mp3} -RESPONSE: Where is Mrs. Wilson buying food? {bk02-l4c-f8-04-q.mp3} +PROMPT: Mrs. Wilson buying food. {bk02-l4c-f8-04-q.mp3} +RESPONSE: Where is Mrs. Wilson buying food? {bk02-l4c-f8-04-a.mp3} TEMPLATE: children / watching / TV -PROMPT: Children watching TV. {bk02-l4c-f8-05-s.mp3} -RESPONSE: Where are the children watching TV? {bk02-l4c-f8-05-q.mp3} +PROMPT: Children watching TV. {bk02-l4c-f8-05-q.mp3} +RESPONSE: Where are the children watching TV? {bk02-l4c-f8-05-a.mp3} TEMPLATE: you / listening / tapes -PROMPT: You listening tapes. {bk02-l4c-f8-06-s.mp3} -RESPONSE: Where are you listening to tapes? {bk02-l4c-f8-06-q.mp3} +PROMPT: You listening tapes. {bk02-l4c-f8-06-q.mp3} +RESPONSE: Where are you listening to tapes? {bk02-l4c-f8-06-a.mp3} # Source: LLA 4C Figure 9 -$PRODUCE Answer with the Place +$PRODUCE Answer with a Place ID: 4c-f9 INPUT: speak CHECK: reveal -INTRO: Now the answers. You'll see a place, then hear a "where" question — answer aloud using that place, and repeat the model. -INSTRUCTION: Answer the question using the location. +INTRO: Same questions, other side. Listen to the question, answer aloud using the place shown on your screen, then repeat the model. +INSTRUCTION: Answer aloud in a complete sentence. REPEAT EXAMPLE @@ -1028,28 +926,84 @@ TEMPLATE: lab PROMPT: Where are you listening to tapes? {bk02-l4c-f9-06-q.mp3} RESPONSE: We're listening to tapes in the lab. {bk02-l4c-f9-06-a.mp3} +# Source: LLA 4C Figure 5 +# DROPPED (ST twin): ST §What's the Right Answer? — same dialog, TTS-only; its VOCAB tags salvaged below. +$DIALOGUE Checking Answers +ID: 4c-f5 +INTRO: Tom and Susan are checking their answers — Tom's isn't going well. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Tom: What are you doing? {bk02-l4c-f5-01.mp3} +Susan: I'm checking my answer to number 4. {bk02-l4c-f5-02.mp3} +VOCAB: correct +Tom: Is your answer correct? {bk02-l4c-f5-03.mp3} +VOCAB: right +Susan: Yes. It's the right answer. {bk02-l4c-f5-04.mp3} +VOCAB: wrong +Tom: What is it? My answer is wrong. {bk02-l4c-f5-05.mp3} +Susan: It's C. {bk02-l4c-f5-06.mp3} +Tom: Thank you. {bk02-l4c-f5-07.mp3} +VOCAB: You're welcome. +Susan: You're welcome. {bk02-l4c-f5-08.mp3} + +# Source: LLA 4C Figure 6 +$PRODUCE Complete the Conversation +ID: 4c-f6 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: The same conversation, with words missing. Listen and type the missing words. +INSTRUCTION: Type the missing word(s). + +PROMPT: Tom: What are you doing? Susan: I'm checking my answer to Number 4. {bk02-l4c-f6-01.mp3} +TEMPLATE: Tom: What are you doing? +TEMPLATE: Susan: I'm ____{checking} my answer to Number 4. +RESPONSE: Tom: What are you doing?\nSusan: I'm checking my answer to Number 4. + +PROMPT: Is your answer correct? {bk02-l4c-f6-02.mp3} +TEMPLATE: Tom: Is your answer ____{correct}? +RESPONSE: Is your answer correct? + +PROMPT: Yes, it's the right answer. {bk02-l4c-f6-03.mp3} +TEMPLATE: Susan: Yes, it's the ____{right} answer. +RESPONSE: Yes, it's the right answer. + +PROMPT: What is it? My answer is wrong. {bk02-l4c-f6-04.mp3} +TEMPLATE: Tom: What is it? My answer is ____{wrong}. +RESPONSE: What is it? My answer is wrong. + +PROMPT: Susan: It's "C". Tom: Thank you. {bk02-l4c-f6-05.mp3} +TEMPLATE: Susan: It's "C". +TEMPLATE: Tom: ____{Thank} you. +RESPONSE: Susan: It's "C".\nTom: Thank you. + +PROMPT: You're welcome. {bk02-l4c-f6-06.mp3} +TEMPLATE: Susan: You're ____{welcome}. +RESPONSE: You're welcome. + # Source: LLA 4C Figure 7 (Part 1) -$DIALOGUE At the Dispensary -ID: 4c-f7 -INTRO: Tom is sick today, so he's at the dispensary answering the doctor's questions. Listen to the story and repeat each sentence. +$DIALOGUE Tom at the Dispensary +ID: 4c-f7-story +INTRO: Tom is having a bad day — he's sick and at the dispensary. Listen to the story and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT -LINE: Tom is sick today. {page_086_001.jpg} {bk02-l4c-f7-01.mp3} -LINE: He's at the dispensary. {page_086_001.jpg} {bk02-l4c-f7-02.mp3} -LINE: The doctor is asking questions. {page_086_002.jpg} {bk02-l4c-f7-03.mp3} -LINE: Tom is answering the doctor. {page_086_002.jpg} {bk02-l4c-f7-04.mp3} -LINE: The doctor is talking to Tom. {page_086_002.jpg} {bk02-l4c-f7-05.mp3} -LINE: Tom is listening to the doctor. {page_086_002.jpg} {bk02-l4c-f7-06.mp3} +LINE: Tom is sick today. {page_086_001.jpg|A young man gesturing towards a building labeled "DISPENSARY" while two other men listen to him} {bk02-l4c-f7-01.mp3} +LINE: He's at the dispensary. {page_086_001.jpg|A young man gesturing towards a building labeled "DISPENSARY" while two other men listen to him} {bk02-l4c-f7-02.mp3} +LINE: The doctor is asking questions. {page_086_002.jpg|A doctor sitting at his desk in an office, speaking with a young man sitting across from him} {bk02-l4c-f7-03.mp3} +LINE: Tom is answering the doctor. {page_086_002.jpg|A doctor sitting at his desk in an office, speaking with a young man sitting across from him} {bk02-l4c-f7-04.mp3} +LINE: The doctor is talking to Tom. {page_086_002.jpg|A doctor sitting at his desk in an office, speaking with a young man sitting across from him} {bk02-l4c-f7-05.mp3} +LINE: Tom is listening to the doctor. {page_086_002.jpg|A doctor sitting at his desk in an office, speaking with a young man sitting across from him} {bk02-l4c-f7-06.mp3} # Source: LLA 4C Figure 7 (Part 2) $PRODUCE Questions About Tom -ID: 4c-f7-b -REFERENCE +ID: 4c-f7 +REFERENCE: 4c-f7-story INPUT: speak CHECK: reveal -INTRO: Now answer questions about poor Tom. Answer each one aloud, then repeat the model — the story is there if you need to check. -INSTRUCTION: Answer aloud with a short sentence. +INTRO: Now answer questions about Tom's visit. Answer aloud in a complete sentence, then repeat the correct answer. Open the story again if you need it. +INSTRUCTION: Answer aloud in a complete sentence. REPEAT PROMPT: Is Tom sick or well? {bk02-l4c-f7-07-q.mp3} @@ -1070,110 +1024,130 @@ RESPONSE: The doctor is talking to Tom. {bk02-l4c-f7-11-a.mp3} PROMPT: Who's listening to the doctor? {bk02-l4c-f7-12-q.mp3} RESPONSE: Tom is listening to the doctor. {bk02-l4c-f7-12-a.mp3} +# SKIPPED (book): Reading Skills "TUESDAY" (p. 113) and "Circle the Letter" (pp. 113-114) — cue words missing from source markdown. + + +$SESSION 4-5: Let's Go + # Source: LLA 4D Figure 1 -$DIALOGUE Let's Go +$DIALOGUE Making Suggestions with Let's ID: 4d-f1 -INTRO: When there's a problem, suggest a plan with "let's". Sick? Let's go to the dispensary. Tired? Let's go to the barracks. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. +INTRO: In this part you'll learn to make suggestions with "let's" — someone states a problem, and "let's" solves it. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat. REPEAT -LINE: I'm sick. Let's go to the dispensary. {page_089_001.jpg} {bk02-l4d-f1-01.mp3} -LINE: I'm tired. Let's go to the barracks. {page_089_002.jpg} {bk02-l4d-f1-02.mp3} -LINE: I'm cold. Let's go inside. {page_089_003.jpg} {bk02-l4d-f1-03.mp3} -LINE: It's time for breakfast. Let's go to the mess hall. {page_089_004.jpg} {bk02-l4d-f1-04.mp3} -LINE: It's 7:30. Let's go to the classroom. {page_089_005.jpg} {bk02-l4d-f1-05.mp3} -LINE: It's 11:30. Let's eat lunch. {page_089_006.jpg} {bk02-l4d-f1-06.mp3} -LINE: It's 7 o'clock. Let's eat dinner. {page_089_007.jpg} {bk02-l4d-f1-07.mp3} +LINE: I'm sick. {page_089_001.jpg|A young man looking unhappily downward, appearing sick or upset} {bk02-l4d-f1-01.mp3} +LINE: Let's go to the dispensary. {page_089_001.jpg|A young man looking unhappily downward, appearing sick or upset} {bk02-l4d-f1-02.mp3} + +LINE: I'm tired. {page_089_002.jpg|A man leaning his face against his hand, looking sleepy or bored} {bk02-l4d-f1-03.mp3} +LINE: Let's go to the barracks. {page_089_002.jpg|A man leaning his face against his hand, looking sleepy or bored} {bk02-l4d-f1-04.mp3} + +LINE: I'm cold. {page_089_003.jpg|A woman wrapping her arms around herself shivering from the cold} {bk02-l4d-f1-05.mp3} +LINE: Let's go inside. {page_089_003.jpg|A woman wrapping her arms around herself shivering from the cold} {bk02-l4d-f1-06.mp3} + +LINE: It's time for breakfast. {page_089_004.jpg|Two men in military uniforms in a breakroom near a microwave} {bk02-l4d-f1-07.mp3} +LINE: Let's go to the mess hall. {page_089_004.jpg|Two men in military uniforms in a breakroom near a microwave} {bk02-l4d-f1-08.mp3} + +LINE: It's 7:30. {page_089_005.jpg|Two men in military uniforms conversing in a room with a wall clock showing 7:30} {bk02-l4d-f1-09.mp3} +LINE: Let's go to the classroom. {page_089_005.jpg|Two men in military uniforms conversing in a room with a wall clock showing 7:30} {bk02-l4d-f1-10.mp3} + +LINE: It's 11:30. {page_089_006.jpg|A man and a woman sitting at a table playing a game, with a wall clock showing 11:30} {bk02-l4d-f1-11.mp3} +LINE: Let's eat lunch. {page_089_006.jpg|A man and a woman sitting at a table playing a game, with a wall clock showing 11:30} {bk02-l4d-f1-12.mp3} + +LINE: It's 7 o'clock. {page_089_007.jpg|A woman reading in an armchair, a man talking on a landline phone, and another man reading a newspaper in a room with a clock showing 7:00} {bk02-l4d-f1-13.mp3} +LINE: Let's eat dinner. {page_089_007.jpg|A woman reading in an armchair, a man talking on a landline phone, and another man reading a newspaper in a room with a clock showing 7:00} {bk02-l4d-f1-14.mp3} # Source: ST §I'm Tired. -$DIALOGUE I'm Tired — Me, Too -ID: l4-s18 -INTRO: Ten tiny conversations. Everyone in them is sick, cold, tired, or hungry — morale aside, the pattern is always the same: a problem, then "let's". Read along. -INSTRUCTION: Read the dialogs. - -StudentA: I'm sick. +$DIALOGUE Me, Too. Let's Go. +ID: l4-s15 +INTRO: More problems, more suggestions — everyone in this course is either tired, cold, or late for something. Read the short exchanges. +INSTRUCTION: Read the short exchanges. +SpeakerA: I'm sick. VOCAB: Me, too. -StudentB: Me, too. Let's go to the dispensary. +SpeakerB: Me, too. Let's go to the dispensary. -StudentA: It's time for class. -StudentB: Let's go. +SpeakerA: It's time for class. +SpeakerB: Let's go. -StudentA: I'm cold. -StudentB: Me, too. Let's go inside. +SpeakerA: I'm cold. +SpeakerB: Me, too. Let's go inside. -StudentA: I'm tired. -StudentB: Me, too. Let's go to the barracks. +SpeakerA: I'm tired. +SpeakerB: Me, too. Let's go to the barracks. -StudentA: It's 12:00. -StudentB: Let's eat lunch. +SpeakerA: It's 12:00. +SpeakerB: Let's eat lunch. -StudentA: I'm hot. -StudentB: Me, too. Let's go outside. +SpeakerA: I'm hot. +SpeakerB: Me, too. Let's go outside. -StudentA: It's time for dinner. -StudentB: Let's go to the dining hall. +SpeakerA: It's time for dinner. +SpeakerB: Let's go to the dining hall. -StudentA: It's 7:00. -StudentB: Let's study. +SpeakerA: It's 7:00. +SpeakerB: Let's study. -StudentA: I'm tired. -StudentB: Me, too. Let's sit down. +SpeakerA: I'm tired. +SpeakerB: Me, too. Let's sit down. -StudentA: It's 8:00. -StudentB: Let's do our homework. +SpeakerA: It's 8:00. +SpeakerB: Let's do our homework. # Source: LLA 4D Figure 2 -$PRODUCE Complete the Suggestion +$PRODUCE Type the Suggestion ID: 4d-f2 INPUT: type CHECK: exact -INTRO: Now write the suggestions yourself. Listen to the whole sentence and type the missing "let's" part. -INSTRUCTION: Type the missing sentence. +HIDE_PROMPT +INTRO: Now write the suggestions. Listen to each pair of sentences and type the "let's" suggestion you hear. +INSTRUCTION: Type the sentence you hear. PROMPT: I'm sick. Let's go to the dispensary. {bk02-l4d-f2-01.mp3} TEMPLATE: I'm sick. ____ -RESPONSE: I'm sick. Let's go to the dispensary. -ACCEPT: Let's go to the dispensary. +RESPONSE: Let's go to the dispensary. {bk02-l4d-f2-01-b.mp3} +ACCEPT: Let's go to the dispensary | I'm sick. Let's go to the dispensary. PROMPT: I'm tired. Let's go to the barracks. {bk02-l4d-f2-02.mp3} TEMPLATE: I'm tired. ____ -RESPONSE: I'm tired. Let's go to the barracks. -ACCEPT: Let's go to the barracks. +RESPONSE: Let's go to the barracks. {bk02-l4d-f2-02-b.mp3} +ACCEPT: Let's go to the barracks | I'm tired. Let's go to the barracks. PROMPT: I'm cold. Let's go inside. {bk02-l4d-f2-03.mp3} TEMPLATE: I'm cold. ____ -RESPONSE: I'm cold. Let's go inside. -ACCEPT: Let's go inside. +RESPONSE: Let's go inside. {bk02-l4d-f2-03-b.mp3} +ACCEPT: Let's go inside | I'm cold. Let's go inside. PROMPT: It's time for breakfast. Let's go to the mess hall. {bk02-l4d-f2-04.mp3} TEMPLATE: It's time for breakfast. ____ -RESPONSE: It's time for breakfast. Let's go to the mess hall. -ACCEPT: Let's go to the mess hall. +RESPONSE: Let's go to the mess hall. {bk02-l4d-f2-04-b.mp3} +ACCEPT: Let's go to the mess hall | It's time for breakfast. Let's go to the mess hall. PROMPT: It's 7:30. Let's go to the classroom. {bk02-l4d-f2-05.mp3} TEMPLATE: It's 7:30. ____ -RESPONSE: It's 7:30. Let's go to the classroom. -ACCEPT: Let's go to the classroom. +RESPONSE: Let's go to the classroom. {bk02-l4d-f2-05-b.mp3} +ACCEPT: Let's go to the classroom | It's 7:30. Let's go to the classroom. PROMPT: It's 11:30. Let's eat lunch. {bk02-l4d-f2-06.mp3} TEMPLATE: It's 11:30. ____ -RESPONSE: It's 11:30. Let's eat lunch. -ACCEPT: Let's eat lunch. +RESPONSE: Let's eat lunch. {bk02-l4d-f2-06-b.mp3} +ACCEPT: Let's eat lunch | It's 11:30. Let's eat lunch. PROMPT: It's 7:00. Let's eat dinner. {bk02-l4d-f2-07.mp3} TEMPLATE: It's 7 o'clock. ____ -RESPONSE: It's 7 o'clock. Let's eat dinner. -ACCEPT: Let's eat dinner. +RESPONSE: Let's eat dinner. {bk02-l4d-f2-07-b.mp3} +ACCEPT: Let's eat dinner | It's 7 o'clock. Let's eat dinner. | It's 7:00. Let's eat dinner. # Source: LLA 4D Figure 4 -$DIALOGUE Sick Before Class +# DROPPED (ST twin): ST §Let's Go to Class. — same scene, TTS-only; its dispensary image salvaged onto the narrator line below. +$DIALOGUE At the Barracks and the Dispensary ID: 4d-f4 -INTRO: It's time for class, but Ken and Bob are sick — or say they are. Follow them from the barracks to the dispensary. Listen, then repeat each line. +INTRO: Ted is going to class; Ken and Bob have other plans. Listen to the two conversations and repeat each line. INSTRUCTION: Listen and repeat. REPEAT Narrator: In the barracks + Ted: It's time for class. {bk02-l4d-f4-01.mp3} LINE: Let's go. {bk02-l4d-f4-02.mp3} Ken: No, I'm sick. {bk02-l4d-f4-03.mp3} @@ -1183,74 +1157,66 @@ Ted: Well, I'm going to class. {bk02-l4d-f4-06.mp3} LINE: See you later. {bk02-l4d-f4-07.mp3} Bob: Let's go to the dispensary. {bk02-l4d-f4-08.mp3} -Narrator: At the dispensary +Narrator: At the dispensary {st-page_127_002.jpg|A man sitting at a desk inside an office talking to a doctor behind a counter} + Ken: Thank you, doctor. {bk02-l4d-f4-09.mp3} Bob: Yes, thank you. {bk02-l4d-f4-10.mp3} Doctor_Smith: You're welcome. {bk02-l4d-f4-11.mp3} LINE: Go to class now. {bk02-l4d-f4-12.mp3} -# Source: ST §Let's Go to Class -$DIALOGUE Let's Go to Class -ID: l4-s19 -INTRO: One more version of the story — this time it's Tom who's sick, and the others go on to class without him. Repeat each line, then read the dialog again on your own. -INSTRUCTION: Repeat the dialog. Then read it. -REPEAT +# SKIPPED (book): Writing Skill "DICTATION" (p. 120) — instructor-read word dictation with no recorded stimulus. -Ted: It's time for class. Let's go. -Tom: I'm sick. I'm going to the dispensary. -Bob: Okay. We're going to class. See you later. -Narrator: Tom goes to the dispensary. Later, at the dispensary: {st-page_127_001.jpg} -Tom: Thank you, doctor. {st-page_127_002.jpg} -Doctor: You're welcome. Go to class now. {st-page_127_002.jpg} -$LESSON 4-6: Sounds and Spelling +$SESSION 4-6: Sounds and Spelling # Source: LLA 4A Figure 6 -$SELECT Same or Different: F and V +$SELECT Same Word or Different? (F and V) ID: 4a-f6 -INTRO: This last part trains your ear and your spelling — the F and V sounds, then A and E. First: you'll hear two words. Tap Same if they are exactly the same, or Different if they are not. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +HIDE_PROMPT +INTRO: This last part trains your ears and your spelling. First: "f" and "v" — close cousins, different words. Listen to the two words and tap Same or Different. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different EXAMPLE -PROMPT: safe, save. {bk02-l4a-f6-ex.mp3} +PROMPT: safe ... save {bk02-l4a-f6-ex.mp3} ANSWER: d -PROMPT: fault, vault. {bk02-l4a-f6-01.mp3} +PROMPT: fault ... vault {bk02-l4a-f6-01.mp3} ANSWER: d -PROMPT: view, vue. {bk02-l4a-f6-02.mp3} +PROMPT: view ... vue {bk02-l4a-f6-02.mp3} ANSWER: s -PROMPT: file, vile. {bk02-l4a-f6-03.mp3} +PROMPT: file ... vile {bk02-l4a-f6-03.mp3} ANSWER: d -PROMPT: thief, thieve. {bk02-l4a-f6-04.mp3} +PROMPT: thief ... thieve {bk02-l4a-f6-04.mp3} ANSWER: d -PROMPT: veil, fail. {bk02-l4a-f6-05.mp3} +PROMPT: veil ... fail {bk02-l4a-f6-05.mp3} ANSWER: d -PROMPT: vane, vane. {bk02-l4a-f6-06.mp3} +PROMPT: vane ... vane {bk02-l4a-f6-06.mp3} ANSWER: s -PROMPT: proof, prove. {bk02-l4a-f6-07.mp3} +PROMPT: proof ... prove {bk02-l4a-f6-07.mp3} ANSWER: d -PROMPT: life, live. {bk02-l4a-f6-08.mp3} +PROMPT: life ... live {bk02-l4a-f6-08.mp3} ANSWER: d -PROMPT: that, that. {bk02-l4a-f6-09.mp3} +PROMPT: that ... that {bk02-l4a-f6-09.mp3} ANSWER: s -PROMPT: leaf, leef. {bk02-l4a-f6-10.mp3} +PROMPT: leaf ... leef {bk02-l4a-f6-10.mp3} ANSWER: s # Source: LLA 4B Figure 3 $SELECT F or V? ID: 4b-f3 -INTRO: Now one word at a time. Does it have the F sound, as in food, or the V sound, as in very? Tap the sound you hear. +HIDE_PROMPT +INTRO: Now one word at a time. Does it have the "f" sound, as in "food", or the "v" sound, as in "very"? Tap the sound you hear. INSTRUCTION: Tap the sound you hear. OPTION: a | F sound (as in food) OPTION: b | V sound (as in very) @@ -1264,7 +1230,7 @@ ANSWER: a PROMPT: vex {bk02-l4b-f3-03.mp3} ANSWER: b -PROMPT: lift {bk04-l4b-f3-04.mp3} +PROMPT: lift {bk02-l4b-f3-04.mp3} ANSWER: a PROMPT: rave {bk02-l4b-f3-05.mp3} @@ -1286,167 +1252,159 @@ PROMPT: fat {bk02-l4b-f3-10.mp3} ANSWER: a # Source: LLA 4B Figure 6 -$PRODUCE Spell It: f or ff +$PRODUCE Spell It: F or FF? ID: 4b-f6 +INTRO: The "f" sound is sometimes written with one "f" and sometimes with two. Listen to each word and type "f" or "ff" to complete the spelling, then repeat the word. +INSTRUCTION: Type "f" or "ff". INPUT: type CHECK: exact -INTRO: From sound to spelling. Listen to the word, then complete it by typing "f" or "ff". -INSTRUCTION: Type the missing letters. +HIDE_PROMPT +REPEAT EXAMPLE PROMPT: for {bk02-l4b-f6-ex.mp3} TEMPLATE: ____or -RESPONSE: for -ACCEPT: f | F +RESPONSE: for {bk02-l4b-f6-ex.mp3} +ACCEPT: f | for PROMPT: fruit {bk02-l4b-f6-01.mp3} TEMPLATE: ____ruit -RESPONSE: fruit -ACCEPT: f | F +RESPONSE: fruit {bk02-l4b-f6-01.mp3} +ACCEPT: f | fruit PROMPT: family {bk02-l4b-f6-02.mp3} TEMPLATE: ____amily -RESPONSE: family -ACCEPT: f | F +RESPONSE: family {bk02-l4b-f6-02.mp3} +ACCEPT: f | family PROMPT: father {bk02-l4b-f6-03.mp3} TEMPLATE: ____ather -RESPONSE: father -ACCEPT: f | F +RESPONSE: father {bk02-l4b-f6-03.mp3} +ACCEPT: f | father PROMPT: friend {bk02-l4b-f6-04.mp3} TEMPLATE: ____riend -RESPONSE: friend -ACCEPT: f | F +RESPONSE: friend {bk02-l4b-f6-04.mp3} +ACCEPT: f | friend -PROMPT: half dollar {bk02-l4b-f6-05.mp3} +PROMPT: half-dollar {bk02-l4b-f6-05.mp3} TEMPLATE: hal____-dollar -RESPONSE: half-dollar -ACCEPT: f | F +RESPONSE: half-dollar {bk02-l4b-f6-05.mp3} +ACCEPT: f | half-dollar | half dollar PROMPT: forty {bk02-l4b-f6-06.mp3} TEMPLATE: ____orty -RESPONSE: forty -ACCEPT: f | F +RESPONSE: forty {bk02-l4b-f6-06.mp3} +ACCEPT: f | forty PROMPT: office {bk02-l4b-f6-07.mp3} TEMPLATE: o____ice -RESPONSE: office -ACCEPT: ff | FF +RESPONSE: office {bk02-l4b-f6-07.mp3} +ACCEPT: ff | office PROMPT: fine {bk02-l4b-f6-08.mp3} TEMPLATE: ____ine -RESPONSE: fine -ACCEPT: f | F +RESPONSE: fine {bk02-l4b-f6-08.mp3} +ACCEPT: f | fine PROMPT: fifteen {bk02-l4b-f6-09.mp3} -TEMPLATE: i____teen -RESPONSE: fifteen -ACCEPT: f | F +TEMPLATE: ____ifteen +RESPONSE: fifteen {bk02-l4b-f6-09.mp3} +ACCEPT: f | fifteen PROMPT: coffee {bk02-l4b-f6-10.mp3} TEMPLATE: co____ee -RESPONSE: coffee -ACCEPT: ff | FF +RESPONSE: coffee {bk02-l4b-f6-10.mp3} +ACCEPT: ff | coffee -# Source: ST §Write: f or ff — trimmed to the words the cassette drill above doesn't cover; -# TTS prompts added so the word is heard, not guessed. -$PRODUCE More f or ff -ID: l4-s7 -INTRO: A few more words with the same trick — one f or two. Listen and type the missing letters. -INSTRUCTION: Type the missing letters (f or ff). +# Source: ST §Write "f" or "ff" (distinct items only; duplicates of the taped drill dropped) +$PRODUCE F or FF: Second Pass +ID: l4-s4 +INTRO: One more round of "f" or "ff" — new words this time, no audio to lean on. +INSTRUCTION: Type "f" or "ff" to complete each word. INPUT: type CHECK: exact -PROMPT: different -TEMPLATE: di____erent +TEMPLATE: di____{ff}erent RESPONSE: different -ACCEPT: ff | FF -PROMPT: wife -TEMPLATE: wi____e +TEMPLATE: wi____{f}e RESPONSE: wife -ACCEPT: f | F -PROMPT: Air Force -TEMPLATE: Air ____orce +TEMPLATE: Air ____{F|f}orce RESPONSE: Air Force -ACCEPT: F | f -PROMPT: beef -TEMPLATE: bee____ +TEMPLATE: bee____{f} RESPONSE: beef -ACCEPT: f | F -PROMPT: breakfast -TEMPLATE: break____ast +TEMPLATE: break____{f}ast RESPONSE: breakfast -ACCEPT: f | F -PROMPT: fish -TEMPLATE: ____ish +TEMPLATE: ____{f}ish RESPONSE: fish -ACCEPT: f | F -PROMPT: food -TEMPLATE: ____ood +TEMPLATE: ____{f}ood RESPONSE: food -ACCEPT: f | F - -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" (/f/ /v/) and "FOOD / VERY" — -# instructor-read phonics discrimination with no recorded stimulus and no given words. -# The recorded LLA equivalents above cover this ground. Convertible later with chosen -# items + TTS. # Source: LLA 4C Figure 3 -$SELECT Same or Different: E and A +$SELECT Same Vowel or Different? ID: 4c-f3 -INTRO: New sound pair: the short E, as in met, and the long A, as in mate. Two words each time — tap Same or Different. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +HIDE_PROMPT +INTRO: Now vowels. Listen to the two words and tap Same if the vowel sounds are the same, or Different if they're not. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different EXAMPLE -PROMPT: met, mate. {bk02-l4c-f3-ex.mp3} +PROMPT: met ... mate {bk02-l4c-f3-ex.mp3} ANSWER: d -PROMPT: bet, bait. {bk02-l4c-f3-01.mp3} +PROMPT: bet ... bait {bk02-l4c-f3-01.mp3} ANSWER: d -PROMPT: shed, shade. {bk02-l4c-f3-02.mp3} +PROMPT: shed ... shade {bk02-l4c-f3-02.mp3} ANSWER: d -PROMPT: less, less. {bk02-l4c-f3-03.mp3} +PROMPT: less ... less {bk02-l4c-f3-03.mp3} ANSWER: s -PROMPT: fell, fail. {bk02-l4c-f3-04.mp3} +PROMPT: fell ... fail {bk02-l4c-f3-04.mp3} ANSWER: d -PROMPT: bail, bell. {bk02-l4c-f3-05.mp3} +PROMPT: bail ... bell {bk02-l4c-f3-05.mp3} ANSWER: d -PROMPT: tent, tent. {bk02-l4c-f3-06.mp3} +PROMPT: tent ... tent {bk02-l4c-f3-06.mp3} ANSWER: s -PROMPT: laid, laid. {bk02-l4c-f3-07.mp3} +PROMPT: laid ... laid {bk02-l4c-f3-07.mp3} ANSWER: s -PROMPT: ell, ail. {bk02-l4c-f3-08.mp3} +PROMPT: ell ... ail {bk02-l4c-f3-08.mp3} ANSWER: d -PROMPT: aide, aide. {bk02-l4c-f3-09.mp3} +PROMPT: aide ... aide {bk02-l4c-f3-09.mp3} ANSWER: s -PROMPT: pen, pain. {bk02-l4c-f3-10.mp3} +PROMPT: pen ... pain {bk02-l4c-f3-10.mp3} ANSWER: d # Source: LLA 4D Figure 3 -$SELECT A or E? +$SELECT Day or Pen? ID: 4d-f3 -INTRO: Same two sounds, one word at a time. Tap the A sound, as in day, or the E sound, as in pen. +HIDE_PROMPT +INTRO: Same two vowels, one word at a time. Does the word have the vowel sound in "day", or the one in "pen"? Tap the sound you hear. INSTRUCTION: Tap the sound you hear. -OPTION: a | A sound (as in day) -OPTION: b | E sound (as in pen) +OPTION: a | Sound in DAY (/eɪ/) +OPTION: b | Sound in PEN (/ɛ/) + +EXAMPLE +PROMPT: day {bk02-l4d-f3-ex1.mp3} +ANSWER: a + +EXAMPLE +PROMPT: pen {bk02-l4d-f3-ex2.mp3} +ANSWER: b PROMPT: late {bk02-l4d-f3-01.mp3} ANSWER: a @@ -1457,7 +1415,7 @@ ANSWER: b PROMPT: bet {bk02-l4d-f3-03.mp3} ANSWER: b -PROMPT: dave {bk02-l4d-f3-04.mp3} +PROMPT: Dave {bk02-l4d-f3-04.mp3} ANSWER: a PROMPT: fed {bk02-l4d-f3-05.mp3} @@ -1478,46 +1436,43 @@ ANSWER: a PROMPT: let {bk02-l4d-f3-10.mp3} ANSWER: b -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "LATE / LET" (/e/ /ɛ/) — -# instructor-read minimal-pair discrimination with no recorded stimulus or given pairs; -# the recorded LLA drills above cover the same contrast. -# SKIPPED (book): ST Writing Skill "DICTATION" — instructor-read word dictation with no -# recorded stimulus or given word bank. The recorded LLA dictation below stands in. - # Source: LLA 4D Figure 5 -$PRODUCE Word Dictation +$PRODUCE Spell the Words You Hear ID: 4d-f5 INPUT: type CHECK: exact -INTRO: Last one. Listen to each word and type it — that's the whole lesson: numbers, money, the Wilsons, and everywhere they're going. Nicely done. +HIDE_PROMPT +INTRO: Last activity of the lesson: hear a word, spell it. Ten words and you're done — go get lunch. You know how to suggest it now. INSTRUCTION: Type the word you hear. PROMPT: rice {bk02-l4d-f5-01.mp3} -RESPONSE: rice +RESPONSE: rice {bk02-l4d-f5-01.mp3} PROMPT: do {bk02-l4d-f5-02.mp3} -RESPONSE: do +RESPONSE: do {bk02-l4d-f5-02.mp3} PROMPT: tea {bk02-l4d-f5-03.mp3} -RESPONSE: tea +RESPONSE: tea {bk02-l4d-f5-03.mp3} PROMPT: milk {bk02-l4d-f5-04.mp3} -RESPONSE: milk +RESPONSE: milk {bk02-l4d-f5-04.mp3} PROMPT: watch {bk02-l4d-f5-05.mp3} -RESPONSE: watch +RESPONSE: watch {bk02-l4d-f5-05.mp3} PROMPT: dinner {bk02-l4d-f5-06.mp3} -RESPONSE: dinner +RESPONSE: dinner {bk02-l4d-f5-06.mp3} PROMPT: salad {bk02-l4d-f5-07.mp3} -RESPONSE: salad +RESPONSE: salad {bk02-l4d-f5-07.mp3} PROMPT: apple {bk02-l4d-f5-08.mp3} -RESPONSE: apple +RESPONSE: apple {bk02-l4d-f5-08.mp3} PROMPT: water {bk02-l4d-f5-09.mp3} -RESPONSE: water +RESPONSE: water {bk02-l4d-f5-09.mp3} PROMPT: meat {bk02-l4d-f5-10.mp3} -RESPONSE: meat +RESPONSE: meat {bk02-l4d-f5-10.mp3} + +# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "FOOD / VERY" (/f/-/v/, p. 107) and "SAME/DIFFERENT" and "LATE 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index aa0b8ac4..00000000 Binary files a/book-2-lesson-4/st-page_127_001.jpg and /dev/null differ diff --git a/book-2-lesson-5.module b/book-2-lesson-5.module index b49188e5..f232d797 100644 --- a/book-2-lesson-5.module +++ b/book-2-lesson-5.module @@ -1,23 +1,24 @@ -$MODULE Book 2 · Lesson 5: Let's Review {st-page_129_001.jpg} +$MODULE Book 2 · Lesson 5: Let's Review {st-page_129_001.jpg|Four quadrant circular illustration: Top-left: A man holding books holding up a book asking "Whose book is this?"; Top-right: A man introducing his friend saying "Bob, this is my friend Jeff."; Bottom-left: A man eating a meal at a table with fork and knife; Bottom-right: A person saying "Let's go to lunch." to another person} FORMAT: 2 -DESCRIPTION: Review of Book 2 — meals, places, what people are doing, questions with is/are, combining sentences with "and", and spelling. Part 5-3 (reading letters) is optional extra practice for learners still getting comfortable with the alphabet. +DIOCO_DOC_ID: alc_book2_lesson5 +DESCRIPTION: Review of Book 2: food and meals, daily activities, present progressive, joining sentences with "and", question words, and spelling. The final part, letter reading practice, is optional. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: ID | achernar | speaker (auto) +VOICE: Narrator | achernar | speaker (auto) -$LESSON 5-1: Your Day — Meals, Places, and Doing Things +$SESSION 5-1: Meals, Actions, and Joining Sentences -# Source: ST §Where Do You Have Breakfast? -$PRODUCE Meals — About You -ID: rev-s1 -INTRO: You've reached the end of Book 2 — no new words this week, just review. In this lesson you'll answer questions about your day, describe what people are doing, join sentences with "and", and polish your questions and spelling. First: five questions about your meals. Answer aloud, about yourself. -INSTRUCTION: Answer each question aloud in a full sentence. +# Source: ST §Where Do You Have Breakfast? (lrev-s1) +$PRODUCE Your Meals +ID: lrev-s1 +INTRO: In this lesson you'll review everything from this book — meals, daily activities, questions, and spelling. No new words, just you using the old ones. First, some questions about your own meals — answer each one aloud in a complete sentence. +INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: llm -RUBRIC: Accept any grammatical answer that logically answers the question. Accept both full sentences and clear short phrase answers (e.g. "Eggs and toast."). The details are the learner's choice. +RUBRIC: Accept any grammatically correct, logically appropriate complete-sentence answer about the learner's own meals; any plausible food, drink, or place is fine — the model answer is only one example. PROMPT: What do you eat for breakfast? RESPONSE: I eat eggs and toast for breakfast. @@ -34,142 +35,15 @@ RESPONSE: I eat a snack in my room. PROMPT: What do you eat for a snack? RESPONSE: I eat an apple for a snack. -# Source: ST §Where's Bill? -$DIALOGUE Where's Bill? -ID: rev-s3 -INTRO: Bill is out shopping for groceries. Listen to this short paragraph — there are questions right after, so pay attention to what he buys. -INSTRUCTION: Listen to the paragraph. -LINE: Bill is at the commissary. {st-page_132_001.jpg} -LINE: He is buying fruit, rice, and coffee. -LINE: He's not buying bread. - -# Source: new (gap: the book's "read and answer questions" pass under WHERE'S BILL? is instructor-led with no printed questions; the printed passage determines the answers, so the questions are authored here) -$PRODUCE Questions About Bill -ID: rev-s3-b -REFERENCE -INTRO: Now answer three questions about Bill. If his shopping list has already slipped your mind, you can look back at the paragraph. -INSTRUCTION: Answer each question aloud. -INPUT: speak -CHECK: llm -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). - -PROMPT: Where is Bill? -RESPONSE: He is at the commissary. - -PROMPT: What is he buying? -RESPONSE: He is buying fruit, rice, and coffee. - -PROMPT: Is he buying bread? -RESPONSE: No, he isn't buying bread. - -# Source: ST §What Are You Doing? -$PRODUCE What Are They Doing? -ID: rev-s5 -INTRO: People are all over the base — the lab, the snack bar, the barracks, the movies. For each situation, say what the person is probably doing. Use the -ing form, and keep the answers sensible. -INSTRUCTION: Answer the question aloud with a full sentence. -INPUT: speak -CHECK: llm -RUBRIC: Accept any reasonable, grammatical present-continuous answer that matches the situation and subject in the prompt. - -EXAMPLE -PROMPT: You're at the library. What are you doing? -RESPONSE: I am reading a book. - -PROMPT: It's 7:30 and the students are in the classroom. What are they doing? -RESPONSE: They are studying their lessons. - -PROMPT: Bill and Joe are at the snack bar. What are they doing? -RESPONSE: They are eating a snack. - -PROMPT: It's 8:45 and Sam is in the lab. What's he doing? -RESPONSE: He is listening to a tape. - -PROMPT: It's 4:30 and Jane and Beth are in Jane's room. What are they doing? -RESPONSE: They are talking. - -PROMPT: Jeff is at the dispensary. What is he doing? -RESPONSE: He is seeing the doctor. - -PROMPT: Ben is at the commissary. What is he doing? -RESPONSE: He is buying food. - -PROMPT: Larry and Ray are in the barracks. What are they doing? -RESPONSE: They are sleeping. - -PROMPT: Rob and Mary are at the movies. What are they doing? -RESPONSE: They are watching a movie. - -PROMPT: It's 7:30 and you're at the mess hall. What are you doing? -RESPONSE: I am eating breakfast. - -PROMPT: Susan's at the BX. What is she doing? -RESPONSE: She is buying a pen. - -PROMPT: Mr. and Mrs. Benson are at the table. What are they doing? -RESPONSE: They are eating dinner. - -# Source: ST §Are You Young or Old? -$PRODUCE One or the Other -ID: rev-s6 -INTRO: Each question offers you two choices — happy or sad, sitting or standing. Pick the one that's true and answer in a full sentence. Only you know the right answers here. -INSTRUCTION: Choose one option and answer aloud in a full sentence. -INPUT: speak -CHECK: llm -RUBRIC: Accept any grammatical, logical answer based on the learner's own choice or situation. - -PROMPT: Are you happy or sad? -RESPONSE: I am happy. - -PROMPT: Are you sick or well? -RESPONSE: I am well. - -PROMPT: Are you old or young? -RESPONSE: I am young. - -PROMPT: Is your father young or old? -RESPONSE: My father is old. - -PROMPT: Are you in the classroom or in the lab? -RESPONSE: I am in the classroom. - -PROMPT: Are your friends in the barracks or in their classrooms? -RESPONSE: They are in the barracks. - -PROMPT: Are the students inside or outside the building? -RESPONSE: They are inside the building. - -PROMPT: Is your teacher standing or sitting in the classroom? -RESPONSE: My teacher is standing. - -PROMPT: Are you listening to the teacher or talking to your friends? -RESPONSE: I am listening to the teacher. - -PROMPT: Are the students watching TV or studying their lessons? -RESPONSE: They are studying their lessons. - -PROMPT: Is your classroom in this building or in the lab building? -RESPONSE: It is in this building. - -PROMPT: Are you asking or answering this question? -RESPONSE: I am answering this question. - -# SKIPPED (book): "THE SAME WORD" (two passes, 1-10 each) — visual word matching where the key word is omitted from print (instructor dictated). No stimulus available. -# SKIPPED (book): "CIRCLE THE CORRECT LETTER" — 10 picture sets; the instructor dictates the sentence, no printed text. No stimulus available. -# SKIPPED (book): "SAME/DIFFERENT" (1-24) and "SOUND A OR SOUND B" (1-18) — instructor-read sound discrimination, no printed or recorded stimuli. Convertible later with chosen items + TTS. -# SKIPPED (book): "WHAT ARE THEY DOING? Look at the pictures and answer questions." — pictures printed (1-8) but the questions are instructor-led and not printed. - -$LESSON 5-2: Joining Sentences and Asking Questions - -# Source: ST §It's 8 O'Clock and We're Learning English. -$PRODUCE Joining with "And" — Time and Action -ID: rev-s2 -INTRO: In this part you'll review joining ideas with "and" and asking questions with "is" and "are". Start here: take the time and the action, and say them as one sentence joined with "and". -INSTRUCTION: Say the two sentences as one, joined with "and". +# Source: ST §It's 8 O'Clock and We're Learning English (lrev-s2) +$PRODUCE Two Sentences Into One +ID: lrev-s2 +INTRO: Remember "and"? It glues two sentences together. Read the two short sentences, then say them as one sentence with "and". Then compare with the model. +INSTRUCTION: Say the two sentences as one sentence, using "and". INPUT: speak CHECK: reveal -EXAMPLE TEMPLATE: It's 7:00. They're eating breakfast. RESPONSE: It's 7:00 and they're eating breakfast. @@ -182,16 +56,140 @@ RESPONSE: It's 6:00 and Ted and Mary are eating dinner. TEMPLATE: It's 12 o'clock. Ann's eating lunch. RESPONSE: It's 12 o'clock and Ann's eating lunch. -# Source: ST §John and Henry Are Students -$PRODUCE Two Subjects, One Sentence -ID: rev-s7 -INTRO: Two people doing the same thing don't need two sentences. Combine the subjects with "and" — and remember the verb turns plural when they team up. -INSTRUCTION: Combine the subjects with "and" and say one sentence. + +# Source: ST §Where's Bill? (lrev-s3) +$DIALOGUE Where's Bill? {st-page_132_001.jpg|A man with folded arms standing at a cash register counter in a commissary while a cashier scans items like coffee, rice, bananas, and fruit} +ID: lrev-s3 +INTRO: Bill is at the commissary, waiting at the cash register. Read what he's buying — and what he isn't. +INSTRUCTION: Read the sentences about Bill at the commissary. + +Narrator: Bill is at the commissary. +Narrator: He is buying fruit, rice, and coffee. +Narrator: He's not buying bread. + + +# Source: new (gap: the Bill reading had no comprehension check) +$SELECT True or False — Bill's Shopping +ID: lrev-s3-b +REFERENCE +INTRO: Three quick statements about Bill. Listen and tap True or False — you can open the reading again if Bill's shopping list slips your mind. +INSTRUCTION: Tap True or False. +OPTION: t | True +OPTION: f | False + +PROMPT: Bill is at the library. +ANSWER: f + +PROMPT: Bill is buying rice and coffee. +ANSWER: t + +PROMPT: Bill is buying bread. +ANSWER: f + + +# Source: ST §What Are You Doing? (lrev-s5) +$PRODUCE What Are They Doing Right Now? +ID: lrev-s5 +INTRO: Now the "-ing" forms — what people are doing right now. Listen to where each person is, then say what they're doing in a full sentence. +INSTRUCTION: Answer aloud using the present progressive. INPUT: speak CHECK: llm -RUBRIC: Accept a correctly combined plural sentence (e.g., "Bill and Steve are pilots.") or a compound sentence joined with "and" (e.g., "Bill is a pilot, and Steve is a pilot, too."). +RUBRIC: Accept any grammatically correct present progressive sentence that fits the place and people in the question; the model answer is one good option, not the only one. + +PROMPT: You're at the library. What are you doing? +RESPONSE: I'm reading a book. + +PROMPT: It's 7:30 and the students are in the classroom. What are they doing? +RESPONSE: They're studying English. + +PROMPT: Bill and Joe are at the snack bar. What are they doing? +RESPONSE: They're eating a snack. + +PROMPT: It's 8:45 and Sam is in the lab. What's he doing? +RESPONSE: He's listening to tapes. + +PROMPT: It's 4:30 and Jane and Beth are in Jane's room. What are they doing? +RESPONSE: They're talking. + +PROMPT: Jeff is at the dispensary. What is he doing? +RESPONSE: He's seeing the doctor. + +PROMPT: Ben is at the commissary. What is he doing? +RESPONSE: He's buying food. + +PROMPT: Larry and Ray are in the barracks. What are they doing? +RESPONSE: They're sleeping. + +PROMPT: Rob and Mary are at the movies. What are they doing? +RESPONSE: They're watching a movie. + +PROMPT: It's 7:30 and you're at the mess hall. What are you doing? +RESPONSE: I'm eating breakfast. + +PROMPT: Susan's at the BX. What is she doing? +RESPONSE: She's shopping. + +PROMPT: Mr. and Mrs. Benson are at the table. What are they doing? +RESPONSE: They're eating dinner. + + +# SKIPPED (book): "CIRCLE THE CORRECT LETTER." (pp. 136–137) — instructor-read picture selection; sentences exist only in the Teacher Guide. + +# Source: ST §Are You Young or Old? (lrev-s6) +$PRODUCE One or the Other +ID: lrev-s6 +INTRO: Each question gives you two choices — happy or sad, sitting or standing. Pick whichever is true for you and answer in a full sentence. There are no wrong lives, only wrong verb forms. +INSTRUCTION: Answer aloud, choosing one of the two alternatives. +INPUT: speak +CHECK: llm +RUBRIC: Accept a complete sentence choosing either alternative from the question — either choice is correct as long as the sentence is grammatical and the verb agrees with the subject. + +PROMPT: Are you happy or sad? +RESPONSE: I'm happy. + +PROMPT: Are you sick or well? +RESPONSE: I'm well. + +PROMPT: Are you old or young? +RESPONSE: I'm young. + +PROMPT: Is your father young or old? +RESPONSE: My father is old. + +PROMPT: Are you in the classroom or in the lab? +RESPONSE: I'm in the classroom. + +PROMPT: Are your friends in the barracks or in their classrooms? +RESPONSE: They're in their classrooms. + +PROMPT: Are the students inside or outside the building? +RESPONSE: They're inside the building. + +PROMPT: Is your teacher standing or sitting in the classroom? +RESPONSE: My teacher is standing in the classroom. + +PROMPT: Are you listening to the teacher or talking to your friends? +RESPONSE: I'm listening to the teacher. + +PROMPT: Are the students watching TV or studying their lessons? +RESPONSE: They're studying their lessons. + +PROMPT: Is your classroom in this building or in the lab building? +RESPONSE: My classroom is in this building. + +PROMPT: Are you asking or answering this question? +RESPONSE: I'm answering this question. + + +# Source: ST §John and Henry Are Students (lrev-s7) +$PRODUCE Two People, One Sentence +ID: lrev-s7 +INTRO: More joining with "and" — this time two people share one sentence. Read the two sentences, then say one sentence with both people in it. Watch the verb: two people need "are". +INSTRUCTION: Say one sentence with "and", using a plural verb. +INPUT: speak +CHECK: llm +RUBRIC: Accept any correct combination using a compound subject joined by "and" with the plural verb form (e.g. "Bill and Steve are pilots."); the compound subject and plural agreement are the point — wrong agreement fails. -EXAMPLE TEMPLATE: Bill's a pilot. Steve's a pilot, too. RESPONSE: Bill and Steve are pilots. @@ -228,101 +226,218 @@ RESPONSE: Ron and I are going to the movies. TEMPLATE: Jane's eating chicken for lunch. Pam is eating chicken for lunch, too. RESPONSE: Jane and Pam are eating chicken for lunch. -# Source: ST §Questions and Answers (chart) -$GRAMMAR Yes/No Questions with Is and Are -ID: rev-s8 -INTRO: Here's a quick map of yes/no questions with "is" and "are" — nothing new, just the whole pattern in one place. Scan it now; you'll build your own questions from it next. -To ask a yes/no question, the verb comes first: {Is he in your class?} — {Are they buying lunch?} +# SKIPPED (book): Listening skills "SAME/DIFFERENT" (p. 140) and "SOUND 'A' OR SOUND 'B'" (p. 141) — instructor-read minimal pairs with unprinted stimuli. -Answer with the same verb: {Yes, he is tired.} — {No, we aren't studying the lesson.} +$SESSION 5-2: Questions, Answers, and Spelling +# Source: ST §What Are They Doing? (lrev-s8) +$PRODUCE Look and Say What They're Doing +ID: lrev-s8 +INTRO: In this part you'll review asking and answering questions, then finish with some spelling. To warm up: eight pictures of people busy with something. Look at each one and say what the person is doing. +INSTRUCTION: Look at the picture and answer in a complete sentence. +INPUT: speak +CHECK: llm +RUBRIC: Treat the model answer as the factual key; accept any grammatically correct present progressive sentence describing the same action in the learner's own words. + +PROMPT: What is he doing? {st-page_142_001.jpg|A man sitting relaxed in an armchair looking straight ahead} +RESPONSE: He's sitting in a chair. + +PROMPT: What is she doing? {st-page_142_002.jpg|An older woman sitting and reading a magazine} +RESPONSE: She's reading a magazine. + +PROMPT: What is he doing? {st-page_142_003.jpg|A man sitting at a desk talking on the telephone} +RESPONSE: He's talking on the telephone. + +PROMPT: What is she doing? {st-page_142_004.jpg|A woman in a grocery store taking a box of rice off the shelf into a cart} +RESPONSE: She's buying rice. + +PROMPT: What is he doing? {st-page_142_005.jpg|A young man sitting on a sofa playing an electric guitar} +RESPONSE: He's playing the guitar. + +PROMPT: What is she doing? {st-page_142_006.jpg|A girl outdoors kneeling and playing with a dog} +RESPONSE: She's playing with a dog. + +PROMPT: What is he doing? {st-page_142_007.jpg|A man in uniform serving food at a cafeteria counter} +RESPONSE: He's serving food. + +PROMPT: What is he doing? {st-page_142_008.jpg|A man in glasses and an apron standing behind a counter with shelves of glasses} +RESPONSE: He's working at the snack bar. + + +# Source: ST §Questions and Answers (lrev-s9) +$GRAMMAR Questions and Answers +ID: lrev-s9 +INTRO: A quick review of yes/no questions with "is" and "are" before you build some yourself. + +CARD: Use **is** to ask questions with singular subjects. +{Is he in your class?} +{Is Betty tired?} +{Is Sam at the library?} + +CARD: Use **are** to ask questions with plural subjects or you. +{Are they buying lunch?} +{Are the students studying the lesson?} +{Are those men angry?} + +CARD: Answer affirmatively with **yes** and the matching verb form. +{Yes, he is tired.} +{Yes, she is in my class.} +{Yes, they are watching TV.} + +CARD: Answer negatively with **no** and the contracted verb form. +{No, he isn't eating lunch.} +{No, she isn't at the lab.} +{No, they aren't studying the lesson.} + +SUMMARY: | | | | |---|---|---| -| Is | he
she
that student
your friend
Betty
Sam
the teacher | in your class?
sick?
studying the lesson?
going to the lab?
eating lunch?
listening to the radio?
in the classroom?
at the library?
at the mess hall?
tired? | -| Are | they
the women
those men
the students
her sisters
their children
your friends
Bill and Don
you and Ted | buying lunch?
hot?
angry?
bored?
at the lab?
going to the movies?
watching television?
inside?
outside? | +| Is | he / she / that student / your friend / Betty / Sam / the teacher | in your class?
sick?
studying the lesson?
going to the lab?
eating lunch?
listening to the radio?
in the classroom?
at the library?
at the mess hall?
tired? | +| Are | they / the women / those men / the students / her sisters / their children / your friends / Bill and Don / you and Ted | buying lunch?
hot?
angry?
bored?
at the lab?
going to the movies?
watching television?
inside?
outside? | | | | | | |---|---|---|---| -| Yes, | he
she | is | tired.
at the mess hall.
sick.
in my class.
going to the movies.
outside. | -| Yes, | we
they | are | hot.
angry.
bored.
watching TV.
listening to the radio | -| No, | he
she | isn't | eating lunch.
buying lunch.
inside.
at the lab.
at the library. | -| No, | we
they | aren't | studying the lesson.
going to the lab.
in the classroom. | +| Yes, | he / she | is | tired.
at the mess hall.
sick.
in my class.
going to the movies.
outside. | +| Yes, | we / they | are | hot.
angry.
bored.
watching TV.
listening to the radio. | +| No, | he / she | isn't | eating lunch.
buying lunch.
inside.
at the lab.
at the library. | +| No, | we / they | aren't | studying the lesson.
going to the lab.
in the classroom. | -# Source: ST §Questions and Answers (production pass; bare "write a question and answer" items recast as chart cues) -$PRODUCE Ask It, Answer It -ID: rev-s9 + +# Source: ST §Questions and Answers exercise (lrev-s10) +$PRODUCE Ask and Answer +ID: lrev-s10 REFERENCE -INTRO: Your turn to run the chart. Each cue gives you a person and a phrase — ask the yes/no question aloud, then answer it yourself. Yes or no is your call; the chart is there if you need it. -INSTRUCTION: Make a question from the cue, then answer it aloud. +INTRO: Now you're the one asking. Each card gives you a short cue — make a yes/no question from it with "is" or "are", then answer your own question. Open the chart if you need it. +INSTRUCTION: Make a question from the cue, then answer it. Open the chart if you need it. INPUT: speak CHECK: llm -RUBRIC: The cue names a subject and a phrase. Accept any correctly formed yes/no question with "is" or "are" built from that cue, followed by a matching short or full answer. Yes or no is the learner's choice; the is/are choice and question word order are the point — a wrong verb form fails. +RUBRIC: Accept a grammatically correct yes/no question built from the cue with "is" or "are", plus a matching answer — yes or no, learner's choice; short or full answers are both fine. EXAMPLE -TEMPLATE: he — in your class -RESPONSE: Is he in your class? Yes, he's in my class. +TEMPLATE: he / in your class +RESPONSE: Is he in your class?\n— Yes, he's in my class. -TEMPLATE: they — buying lunch -RESPONSE: Are they buying lunch? No, they aren't buying lunch. +TEMPLATE: Betty / tired +RESPONSE: Is Betty tired?\n— Yes, she is tired. -TEMPLATE: Betty — sick -RESPONSE: Is Betty sick? Yes, she is sick. +TEMPLATE: the students / studying the lesson +RESPONSE: Are the students studying the lesson?\n— No, they aren't studying the lesson. -TEMPLATE: the students — going to the lab -RESPONSE: Are the students going to the lab? No, they aren't going to the lab. +TEMPLATE: Sam / at the library +RESPONSE: Is Sam at the library?\n— Yes, he is at the library. -TEMPLATE: the teacher — tired -RESPONSE: Is the teacher tired? Yes, he is tired. +TEMPLATE: those men / angry +RESPONSE: Are those men angry?\n— Yes, they are angry. -TEMPLATE: you and Ted — watching television -RESPONSE: Are you and Ted watching television? Yes, we are watching TV. +TEMPLATE: your friend / eating lunch +RESPONSE: Is your friend eating lunch?\n— No, he isn't eating lunch. -TEMPLATE: Sam — eating lunch -RESPONSE: Is Sam eating lunch? No, he isn't eating lunch. +TEMPLATE: they / watching television +RESPONSE: Are they watching television?\n— Yes, they are watching TV. -# Source: ST §Who's Your Teacher? -$SELECT Pick the Answer That Fits -ID: rev-s11 -INTRO: A mixed bag from the whole book — who, where, whose, "and", "or". Read each exchange and tap the answer that actually fits the question. The wrong ones are grammatical too; that's the trap. + +# Source: ST §Write the Missing Letters (lrev-s11) +$PRODUCE Spell the Word +ID: lrev-s11 +INTRO: Time to spell some of this book's words. Each word has letters missing — the hint in parentheses shows what kind of letters fit. Type the whole word. +INSTRUCTION: Type the whole word. +INPUT: type +CHECK: exact + +TEMPLATE: co____ee (f / ff) +RESPONSE: coffee +ACCEPT: ff + +TEMPLATE: bee____ (f / ff) +RESPONSE: beef +ACCEPT: f + +TEMPLATE: ____ood (f / ff) +RESPONSE: food +ACCEPT: f + +TEMPLATE: d____ink (r) +RESPONSE: drink +ACCEPT: r + +TEMPLATE: ____ice (r) +RESPONSE: rice +ACCEPT: r + +TEMPLATE: daughte____ (r) +RESPONSE: daughter +ACCEPT: r + +TEMPLATE: mi____ (s / ss) +RESPONSE: miss +ACCEPT: ss + +TEMPLATE: ____ick (s / ss) +RESPONSE: sick +ACCEPT: s + +TEMPLATE: commi____ary (s / ss) +RESPONSE: commissary +ACCEPT: ss + +TEMPLATE: wo____en (m) +RESPONSE: women +ACCEPT: m + +TEMPLATE: ____other (m) +RESPONSE: mother +ACCEPT: m + +TEMPLATE: ho____ework (m) +RESPONSE: homework +ACCEPT: m + + +# SKIPPED (book): "Write the words you hear." (p. 144) — instructor-read word dictation with unprinted stimuli; convertible later with chosen items + TTS. + +# Source: ST §Who's Your Teacher? (lrev-s12) +$SELECT Put It All Together +ID: lrev-s12 +INTRO: The last exercise of the book — a little of everything: who, where, whose, "and", "or". Read each sentence or exchange and tap the answer that fits. That's the whole book — nicely done. INSTRUCTION: Tap the best answer. -TEMPLATE: A: Who's John? B: He's ____. +TEMPLATE: A: Who's John?\nB: He's ____. OPTION: a | outside OPTION: b | your pen OPTION: c | my brother OPTION: d | at the library ANSWER: c -TEMPLATE: A: Where's your teacher? B: She's ____. +TEMPLATE: A: Where's your teacher?\nB: She's ____. OPTION: a | tired OPTION: b | Ms. Jones OPTION: c | talking OPTION: d | outside ANSWER: d -TEMPLATE: A: Whose classroom is this? B: It's ____. +TEMPLATE: A: Whose classroom is this?\nB: It's ____. OPTION: a | in the building OPTION: b | Ms. Wilson OPTION: c | our classroom OPTION: d | studying ANSWER: c -TEMPLATE: A: What are you eating? B: I'm eating ____. +TEMPLATE: A: What are you eating?\nB: I'm eating ____. OPTION: a | an orange OPTION: b | water OPTION: c | orange juice OPTION: d | drinks ANSWER: a -TEMPLATE: Where is Ted going? +TEMPLATE: Where is Ted going?\nHe's going ____. OPTION: a | eating an apple OPTION: b | watching TV OPTION: c | to his classroom OPTION: d | drinking coffee ANSWER: c -TEMPLATE: A: What are they doing? B: They're ____. +TEMPLATE: A: What are they doing?\nB: They're ____. OPTION: a | at the dispensary OPTION: b | talking OPTION: c | tired @@ -343,7 +458,7 @@ OPTION: c | That man OPTION: d | Your sister ANSWER: b -TEMPLATE: A: ____ is Sue studying? B: In her room. +TEMPLATE: A: ____ is Sue studying?\nB: In her room. OPTION: a | Is OPTION: b | Who OPTION: c | Where @@ -357,132 +472,76 @@ OPTION: c | What OPTION: d | Where ANSWER: a -TEMPLATE: A: What are Joe and Rick? B: Joe's a pilot ____ Rick's a mechanic. +TEMPLATE: A: What are Joe and Rick?\nB: Joe's a pilot ____ Rick's a mechanic. OPTION: a | or OPTION: b | who OPTION: c | and OPTION: d | are ANSWER: c -TEMPLATE: A: Are you sick ____ tired? B: I'm tired. +TEMPLATE: A: Are you sick ____ tired?\nB: I'm tired. OPTION: a | I'm OPTION: b | am OPTION: c | or OPTION: d | are ANSWER: c -# Source: ST §Write the Missing Letters -$PRODUCE Spelling — Missing Letters -ID: rev-s10 -INTRO: Last stop in the main review: spelling. Each word from this book is missing a letter or two — type just the missing letters. Finish these and Book 2 is behind you. Nice work getting here. -INSTRUCTION: Type the missing letters to complete the word. -INPUT: type -CHECK: exact +$SESSION 5-3: Extra Practice — Reading Letters -TEMPLATE: co____ee -RESPONSE: coffee -ACCEPT: ff - -TEMPLATE: bee____ -RESPONSE: beef -ACCEPT: f - -TEMPLATE: ____ood -RESPONSE: food -ACCEPT: f - -TEMPLATE: d____ink -RESPONSE: drink -ACCEPT: r - -TEMPLATE: ____ice -RESPONSE: rice -ACCEPT: r - -TEMPLATE: daughte____ -RESPONSE: daughter -ACCEPT: r - -TEMPLATE: mi____ -RESPONSE: miss -ACCEPT: ss - -TEMPLATE: ____ick -RESPONSE: sick -ACCEPT: s - -TEMPLATE: commi____ary -RESPONSE: commissary -ACCEPT: ss - -TEMPLATE: wo____en -RESPONSE: women -ACCEPT: m - -TEMPLATE: ____other -RESPONSE: mother -ACCEPT: m - -TEMPLATE: ho____ework -RESPONSE: homework -ACCEPT: m - -# SKIPPED (book): "Write the words you hear." (1-10) — instructor-read dictation, no recorded stimulus. Convertible later with chosen items + TTS. - -$LESSON 5-3: Extra Practice — Reading Letters - -# Source: ST §One Is Different +# Source: ST §One Is Different (lrev-s4) $SELECT One Is Different -ID: rev-s4 -INTRO: This part is optional extra practice with the alphabet — if you can already read these letters comfortably, skip it with a clear conscience. Otherwise: in each row, three letters match and one doesn't. Tap the odd one out. -INSTRUCTION: Tap the letter that is different. +ID: lrev-s4 +INTRO: This last part is optional letter practice — if you can already read these letters comfortably, skip this part. In each row of letters, one is different from the others. Tap the different one. +INSTRUCTION: Tap the letter that is different from the others. TEMPLATE: d d b d -OPTION: d | d +OPTION: a | d OPTION: b | b ANSWER: b TEMPLATE: p q p p -OPTION: p | p -OPTION: q | q -ANSWER: q +OPTION: a | p +OPTION: b | q +ANSWER: b TEMPLATE: f t f f -OPTION: f | f -OPTION: t | t -ANSWER: t +OPTION: a | f +OPTION: b | t +ANSWER: b TEMPLATE: o c o o -OPTION: o | o -OPTION: c | c -ANSWER: c +OPTION: a | o +OPTION: b | c +ANSWER: b TEMPLATE: v r r r -OPTION: v | v -OPTION: r | r -ANSWER: v - -TEMPLATE: m m m n -OPTION: m | m -OPTION: n | n -ANSWER: n - -TEMPLATE: s a s s -OPTION: s | s -OPTION: a | a +OPTION: a | v +OPTION: b | r ANSWER: a +TEMPLATE: m m m n +OPTION: a | m +OPTION: b | n +ANSWER: b + +TEMPLATE: s a s s +OPTION: a | s +OPTION: b | a +ANSWER: b + TEMPLATE: w w v w -OPTION: w | w -OPTION: v | v -ANSWER: v +OPTION: a | w +OPTION: b | v +ANSWER: b TEMPLATE: u v v v -OPTION: u | u -OPTION: v | v -ANSWER: u +OPTION: a | u +OPTION: b | v +ANSWER: a TEMPLATE: g q g g -OPTION: g | g -OPTION: q | q -ANSWER: q +OPTION: a | g +OPTION: b | q +ANSWER: b + +# SKIPPED (book): "THE SAME WORD" (p. 133 & p. 135) — instructor-prompted word identification drills with unprinted visual/auditory stimuli. diff --git a/book-2-lesson-5/st-page_142_001.jpg b/book-2-lesson-5/st-page_142_001.jpg new file mode 100644 index 00000000..8a3a5ec3 Binary files /dev/null and b/book-2-lesson-5/st-page_142_001.jpg differ diff --git a/book-2-lesson-5/st-page_142_002.jpg b/book-2-lesson-5/st-page_142_002.jpg new file mode 100644 index 00000000..f276a6ed Binary files /dev/null and b/book-2-lesson-5/st-page_142_002.jpg differ diff --git a/book-2-lesson-5/st-page_142_003.jpg b/book-2-lesson-5/st-page_142_003.jpg new file mode 100644 index 00000000..a88896b9 Binary files /dev/null and b/book-2-lesson-5/st-page_142_003.jpg differ diff --git a/book-2-lesson-5/st-page_142_004.jpg b/book-2-lesson-5/st-page_142_004.jpg new file mode 100644 index 00000000..9978c676 Binary files /dev/null and b/book-2-lesson-5/st-page_142_004.jpg differ diff --git a/book-2-lesson-5/st-page_142_005.jpg b/book-2-lesson-5/st-page_142_005.jpg new file mode 100644 index 00000000..f16fb1a7 Binary files /dev/null and b/book-2-lesson-5/st-page_142_005.jpg differ diff --git a/book-2-lesson-5/st-page_142_006.jpg b/book-2-lesson-5/st-page_142_006.jpg new file mode 100644 index 00000000..15bcc829 Binary files /dev/null and b/book-2-lesson-5/st-page_142_006.jpg differ diff --git a/book-2-lesson-5/st-page_142_007.jpg b/book-2-lesson-5/st-page_142_007.jpg new file mode 100644 index 00000000..a1ca9977 Binary files /dev/null and b/book-2-lesson-5/st-page_142_007.jpg differ diff --git a/book-2-lesson-5/st-page_142_008.jpg b/book-2-lesson-5/st-page_142_008.jpg new file mode 100644 index 00000000..c0819919 Binary files /dev/null and b/book-2-lesson-5/st-page_142_008.jpg differ diff --git a/book-3-lesson-1.module b/book-3-lesson-1.module index 701d8451..8e83f66f 100644 --- a/book-3-lesson-1.module +++ b/book-3-lesson-1.module @@ -1,283 +1,719 @@ -$MODULE Book 3 · Lesson 1: He Gets Up Early {st-page_009_001.jpg} +$MODULE Book 3 · Lesson 1: He Gets Up Early {st-page_009_001.jpg|A set of illustrations showing daily routine activities: a man waking up and yawning, a person washing their face, a person getting dressed, and a man standing next to an airplane} FORMAT: 2 -DIOCO_DOC_ID: alc_en_book3_lesson1 -DESCRIPTION: Daily routines and times of day; present simple statements, negatives, and yes/no questions with do and does; before/after and early/late; plus a sound and spelling workout. +DIOCO_DOC_ID: alc_book3_lesson1 +DESCRIPTION: Daily routines and the present simple: times of day, before/after, early/late, affirmative and negative statements, yes/no questions with "do" and "does", short answers, meals with "for", plus pronunciation, spelling, and alphabet practice. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, lightly wry teacher-narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Jim | iapetus | Male speaker -VOICE: Bill | charon | Male speaker -VOICE: Ted | alnilam | Male speaker -VOICE: Bob | achird | Male speaker -VOICE: Tim | puck | Male speaker -VOICE: Joe | zubenelgenubi | Male speaker -VOICE: Don | umbriel | Male speaker -VOICE: Ann | kore | Female speaker +VOICE: SpeakerA | schedar | Male voice +VOICE: SpeakerB | aoede | Female voice +VOICE: Jim | achird | Male speaker +VOICE: Bill | schedar | Male speaker +VOICE: Ted | iapetus | Male speaker +VOICE: Bob | charon | Male speaker +VOICE: Tim | orus | Male speaker +VOICE: Joe | puck | Male speaker +VOICE: Don | iapetus | Male speaker +VOICE: Ann | aoede | Female speaker VOICE: Pam | achernar | Female speaker -VOICE: Ken | orus | Male speaker -VOICE: Linda | aoede | Female speaker -VOICE: Betty | gacrux | Female speaker -VOICE: Tom | schedar | Male speaker -VOICE: Jack | puck | Male speaker -VOICE: ID | achernar | speaker (auto) +VOICE: Ken | schedar | Male speaker +VOICE: Linda | gacrux | Female speaker +VOICE: Betty | zephyr | Female speaker +VOICE: Tom | orus | Male speaker +VOICE: Jack | charon | Male speaker +VOICE: Student1 | schedar | Male speaker +VOICE: Student2 | achird | Male speaker -$LESSON 1-1: Times of Day and Daily Routines - -# Source: ST §Parts of the Day -$DIALOGUE Parts of the Day -ID: l1-s14 -INTRO: In this lesson you'll learn to talk about your daily routine — what people do in the morning, at noon, and at night — and to ask and answer questions about it. First, the parts of the day. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: morning -VOCAB: in the morning -LINE: Kim and Scott go to school in the morning. {st-page_019_001.jpg} - -VOCAB: noon -VOCAB: at noon -LINE: They eat lunch at noon. {st-page_019_002.jpg} - -VOCAB: afternoon -VOCAB: in the afternoon -LINE: They swim in the afternoon. {st-page_019_003.jpg} - -VOCAB: evening -VOCAB: in the evening -LINE: They study in the evening. {st-page_019_004.jpg} - -VOCAB: night -VOCAB: at night -LINE: They watch TV at night. {st-page_019_005.jpg} - -VOCAB: midnight -VOCAB: at midnight -LINE: They sleep at midnight. {st-page_019_006.jpg} - -# Source: LLA 1A Figure 1 -$DIALOGUE Morning, Noon, Afternoon -ID: 1a-f1 -INTRO: Now the first three of those words on their own, from the tape. Listen closely to the pronunciation and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Morning. {page_009_001.jpg} {bk03-l1a-f1-01.mp3} - -LINE: Noon. {page_009_002.jpg} {bk03-l1a-f1-02.mp3} - -LINE: Afternoon. {page_009_003.jpg} {bk03-l1a-f1-03.mp3} - -# Source: LLA 1A Figure 1 -$SELECT Which Time of Day? -ID: 1a-f1-b -INTRO: You'll hear a sentence. Tap the time of day it mentions — morning, noon, or afternoon — then repeat the whole sentence. -INSTRUCTION: Tap the correct word. -REPEAT - -OPTION: a | morning {page_009_001.jpg} -OPTION: b | noon {page_009_002.jpg} -OPTION: c | afternoon {page_009_003.jpg} - -EXAMPLE -PROMPT: We go to the lab at noon today. {bk03-l1a-f1-04-q.mp3} -ANSWER: b -FEEDBACK: We go to the lab at noon today. {bk03-l1a-f1-04-a.mp3} - -PROMPT: We eat breakfast every morning. {bk03-l1a-f1-05-q.mp3} -ANSWER: a -FEEDBACK: We eat breakfast in the morning. {bk03-l1a-f1-05-a.mp3} - -PROMPT: Pat studies in the afternoon. {bk03-l1a-f1-06-q.mp3} -ANSWER: c -FEEDBACK: Pat studies in the afternoon. {bk03-l1a-f1-06-a.mp3} - -PROMPT: Steve goes to class in the morning. {bk03-l1a-f1-07-q.mp3} -ANSWER: a -FEEDBACK: Steve goes to class in the morning. {bk03-l1a-f1-07-a.mp3} - -PROMPT: Tom eats lunch at noon every day. {bk03-l1a-f1-08-q.mp3} -ANSWER: b -FEEDBACK: Tom eats lunch at noon every day. {bk03-l1a-f1-08-a.mp3} - -PROMPT: Linda goes to the library every afternoon. {bk03-l1a-f1-09-q.mp3} -ANSWER: c -FEEDBACK: Linda goes to the library every afternoon. {bk03-l1a-f1-09-a.mp3} - -PROMPT: Tim goes to the barracks at noon. {bk03-l1a-f1-10-q.mp3} -ANSWER: b -FEEDBACK: Tim goes to the barracks at noon. {bk03-l1a-f1-10-a.mp3} - -PROMPT: We go to class every morning at 7:30. {bk03-l1a-f1-11-q.mp3} -ANSWER: a -FEEDBACK: We go to class every morning at 7:30. {bk03-l1a-f1-11-a.mp3} - -PROMPT: We go to lab in the afternoon after lunch. {bk03-l1a-f1-12-q.mp3} -ANSWER: c -FEEDBACK: We go to the lab in the afternoon after lunch. {bk03-l1a-f1-12-a.mp3} - -# Source: LLA 1A Figure 2 -$DIALOGUE Evening, Night, Midnight -ID: 1a-f2 -INTRO: The day isn't over yet. Here are the words for the later hours — listen and repeat each one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Evening. {page_010_001.jpg} {bk03-l1a-f2-01.mp3} - -LINE: Night. {page_010_002.jpg} {bk03-l1a-f2-02.mp3} - -LINE: Midnight. {page_010_003.jpg} {bk03-l1a-f2-03.mp3} - -# Source: LLA 1A Figure 2 -$SELECT Which Time of Night? -ID: 1a-f2-b -INTRO: Same game, later hours. Tap the time you hear — evening, night, or midnight — then repeat the sentence. -INSTRUCTION: Tap the correct word. -REPEAT - -OPTION: a | evening {page_010_001.jpg} -OPTION: b | night {page_010_002.jpg} -OPTION: c | midnight {page_010_003.jpg} - -EXAMPLE -PROMPT: They watch TV at night. {bk03-l1a-f2-04-q.mp3} -ANSWER: b -FEEDBACK: They watch TV at night. {bk03-l1a-f2-04-a.mp3} - -PROMPT: Tom is in the barracks at midnight. {bk03-l1a-f2-05-q.mp3} -ANSWER: c -FEEDBACK: Tom is in the barracks at midnight. {bk03-l1a-f2-05-a.mp3} - -PROMPT: We eat dinner every evening at 6 o'clock. {bk03-l1a-f2-06-q.mp3} -ANSWER: a -FEEDBACK: We eat dinner every evening at 6 o'clock. {bk03-l1a-f2-06-a.mp3} - -PROMPT: The children watch television at night. {bk03-l1a-f2-07-q.mp3} -ANSWER: b -FEEDBACK: The children watch television at night. {bk03-l1a-f2-07-a.mp3} - -PROMPT: Jan studies in the evening after dinner. {bk03-l1a-f2-08-q.mp3} -ANSWER: a -FEEDBACK: Jan studies in the evening after dinner. {bk03-l1a-f2-08-a.mp3} - -PROMPT: The time at midnight is 12 o'clock. {bk03-l1a-f2-09-q.mp3} -ANSWER: c -FEEDBACK: The time at midnight is 12 o'clock. {bk03-l1a-f2-09-a.mp3} - -PROMPT: We go to the movies at night on the weekend. {bk03-l1a-f2-10-q.mp3} -ANSWER: b -FEEDBACK: We go to the movies at night on the weekend. {bk03-l1a-f2-10-a.mp3} - -PROMPT: He talks to his friends every evening. {bk03-l1a-f2-11-q.mp3} -ANSWER: a -FEEDBACK: He talks to his friends every evening. {bk03-l1a-f2-11-a.mp3} - -PROMPT: I listen to the radio at midnight. {bk03-l1a-f2-12-q.mp3} -ANSWER: c -FEEDBACK: I listen to the radio at midnight. {bk03-l1a-f2-12-a.mp3} +$SESSION 1-1: Times of Day and New Words # Source: ST §A Snack $DIALOGUE A Snack ID: l1-s1 -INTRO: Sue is hungry, Paul is thirsty, and John has already found the snack bar. Read the sentences and pick up three useful words: hungry, thirsty, and snack. +INTRO: In this lesson you'll learn to talk about an ordinary day — what people do in the morning, at noon, and at night — and to ask and answer questions about it. We start with the two feelings that run everyone's schedule: hungry and thirsty. INSTRUCTION: Read the sentences. VOCAB: hungry -LINE: Sue's hungry. {st-page_011_001.jpg} +LINE: Sue's hungry. {st-page_011_001.jpg|A woman thinking about food and a clock pointing to 12 o'clock while taking a bite of a sandwich} VOCAB: thirsty -LINE: Paul's thirsty. {st-page_011_002.jpg} +LINE: Paul's thirsty. {st-page_011_002.jpg|A man sweating and looking thirsty, thinking about a cold drink with ice and a straw} VOCAB: snack -LINE: John's eating a snack. {st-page_011_003.jpg} +LINE: John's eating a snack. {st-page_011_003.jpg|A man sitting at a counter eating a small sandwich} LINE: It's 12 o'clock. I'm hungry. Sue's hungry, too. It's time for lunch. - LINE: It's hot. We're thirsty. Paul is thirsty, too. - LINE: John's hungry. It's not time for lunch. He's eating a snack at the BX. LINE: The students are going to the snack bar. They're hungry, too. -# Source: LLA 1A Figure 2 (vocabulary in sentences) -$DIALOGUE Daily Routine Words in Sentences -ID: 1a-f2-c -INTRO: Ten small words that organize your whole day — before, after, early, late, and their friends — each one inside a sentence. Listen and repeat. +# Source: ST §Parts of the Day +$DIALOGUE Parts of the Day +ID: l1-s14 +INTRO: A day has six parts, and each one comes with its own little word: "in" or "at". Listen and repeat the sentences. +INSTRUCTION: Repeat the words and sentences; then read them. +REPEAT + +VOCAB: morning +VOCAB: in the morning +LINE: Kim and Scott go to school in the morning. {st-page_019_001.jpg|Two men in military uniforms walking outside near a building labeled "TECHNICAL TRAINING" in the morning sun, digital clock reads 7:15 am} + +VOCAB: noon +VOCAB: at noon +LINE: They eat lunch at noon. {st-page_019_002.jpg|Two men in military uniforms sitting at a table eating lunch with sandwiches and drinks, digital clock reads 12:00} + +VOCAB: afternoon +VOCAB: in the afternoon +LINE: They swim in the afternoon. {st-page_019_003.jpg|A person swimming in a pool with water splashing around, digital clock reads 3:30 pm} + +VOCAB: evening +VOCAB: in the evening +LINE: They study in the evening. {st-page_019_004.jpg|Two men in uniform standing in a room studying, digital clock reads 7:30 pm} + +VOCAB: night +VOCAB: at night +LINE: They watch TV at night. {st-page_019_005.jpg|A man in uniform watching television at night, digital clock reads 10:00 pm} + +VOCAB: midnight +VOCAB: at midnight +LINE: They sleep at midnight. {st-page_019_006.jpg|Two men sleeping in bunk beds, digital clock reads 12:00} + +# Source: LLA 1A Figure 1 (Part 1) +$DIALOGUE Morning, Noon, and Afternoon +ID: 1a-f1 +INTRO: You just met these words in sentences. Now hear each one on its own — listen and repeat, and look at the pictures. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: morning {page_009_001.jpg|A man sitting at a breakfast table eating eggs and toast with coffee in the morning} {bk03-l1a-f1-01.mp3} + +LINE: noon {page_009_002.jpg|A man in uniform sitting at a table eating lunch from a tray} {bk03-l1a-f1-02.mp3} + +LINE: afternoon {page_009_003.jpg|Students in uniform sitting at desks reading books in a classroom} {bk03-l1a-f1-03.mp3} + +# Source: LLA 1A Figure 1 (Part 2) +$SELECT Which Time of Day Do You Hear? (Morning and Noon) +ID: 1a-f1-b +HIDE_PROMPT +INTRO: Listen to each sentence and tap the time of day you hear. Then repeat the sentence. +INSTRUCTION: Tap the word you hear. +REPEAT + +OPTION: a | morning +OPTION: b | noon +OPTION: c | afternoon + +EXAMPLE +PROMPT: We go to the lab at noon today. {bk03-l1a-f1-ex.mp3} +ANSWER: b +FEEDBACK: We go to the lab at noon today. {bk03-l1a-f1-ex-fb.mp3} + +PROMPT: We eat breakfast every morning. {bk03-l1a-f1-04.mp3} +ANSWER: a +FEEDBACK: We eat breakfast in the morning. {bk03-l1a-f1-04-fb.mp3} + +PROMPT: Pat studies in the afternoon. {bk03-l1a-f1-05.mp3} +ANSWER: c +FEEDBACK: Pat studies in the afternoon. {bk03-l1a-f1-05-fb.mp3} + +PROMPT: Steve goes to class in the morning. {bk03-l1a-f1-06.mp3} +ANSWER: a +FEEDBACK: Steve goes to class in the morning. {bk03-l1a-f1-06-fb.mp3} + +PROMPT: Tom eats lunch at noon every day. {bk03-l1a-f1-07.mp3} +ANSWER: b +FEEDBACK: Tom eats lunch at noon every day. {bk03-l1a-f1-07-fb.mp3} + +PROMPT: Linda goes to the library every afternoon. {bk03-l1a-f1-08.mp3} +ANSWER: c +FEEDBACK: Linda goes to the library every afternoon. {bk03-l1a-f1-08-fb.mp3} + +PROMPT: Tim goes to the barracks at noon. {bk03-l1a-f1-09.mp3} +ANSWER: b +FEEDBACK: Tim goes to the barracks at noon. {bk03-l1a-f1-09-fb.mp3} + +PROMPT: We go to class every morning at 7:30. {bk03-l1a-f1-10.mp3} +ANSWER: a +FEEDBACK: We go to class every morning at 7:30. {bk03-l1a-f1-10-fb.mp3} + +PROMPT: We go to lab in the afternoon after lunch. {bk03-l1a-f1-11.mp3} +ANSWER: c +FEEDBACK: We go to the lab in the afternoon after lunch. {bk03-l1a-f1-11-fb.mp3} + +# Source: LLA 1A Figure 2 (Part 1) +$DIALOGUE Evening, Night, and Midnight +ID: 1a-f2 +INTRO: The day isn't over yet. Here are the last three times of day — listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: evening {page_010_001.jpg|A woman sitting in a chair reading a book next to a table lamp} {bk03-l1a-f2-01.mp3} + +LINE: night {page_010_002.jpg|A man sitting on the edge of a bed at night} {bk03-l1a-f2-02.mp3} + +LINE: midnight {page_010_003.jpg|A woman sleeping in bed with a digital alarm clock showing 12:00} {bk03-l1a-f2-03.mp3} + +# Source: LLA 1A Figure 2 (Part 2) +$SELECT Which Time of Day Do You Hear? (Evening and Night) +ID: 1a-f2-b +HIDE_PROMPT +INTRO: Same game, later hours. Listen to each sentence and tap the time of day you hear. Then repeat the sentence. +INSTRUCTION: Tap the word you hear. +REPEAT + +OPTION: a | evening +OPTION: b | night +OPTION: c | midnight + +EXAMPLE +PROMPT: They watch TV at night. {bk03-l1a-f2-ex.mp3} +ANSWER: b +FEEDBACK: They watch TV at night. {bk03-l1a-f2-ex.mp3} + +PROMPT: Tom is in the barracks at midnight. {bk03-l1a-f2-04.mp3} +ANSWER: c +FEEDBACK: Tom is in the barracks at midnight. {bk03-l1a-f2-04-fb.mp3} + +PROMPT: We eat dinner every evening at 6 o'clock. {bk03-l1a-f2-05.mp3} +ANSWER: a +FEEDBACK: We eat dinner every evening at 6 o'clock. {bk03-l1a-f2-05-fb.mp3} + +PROMPT: The children watch television at night. {bk03-l1a-f2-06.mp3} +ANSWER: b +FEEDBACK: The children watch television at night. {bk03-l1a-f2-06-fb.mp3} + +PROMPT: Jan studies in the evening after dinner. {bk03-l1a-f2-07.mp3} +ANSWER: a +FEEDBACK: Jan studies in the evening after dinner. {bk03-l1a-f2-07-fb.mp3} + +PROMPT: The time at midnight is 12 o'clock. {bk03-l1a-f2-08.mp3} +ANSWER: c +FEEDBACK: The time at midnight is 12 o'clock. {bk03-l1a-f2-08-fb.mp3} + +PROMPT: We go to the movies at night on the weekend. {bk03-l1a-f2-09.mp3} +ANSWER: b +FEEDBACK: We go to the movies at night on the weekend. {bk03-l1a-f2-09-fb.mp3} + +PROMPT: He talks to his friends every evening. {bk03-l1a-f2-10.mp3} +ANSWER: a +FEEDBACK: He talks to his friends every evening. {bk03-l1a-f2-10-fb.mp3} + +PROMPT: I listen to the radio at midnight. {bk03-l1a-f2-11.mp3} +ANSWER: c +FEEDBACK: I listen to the radio at midnight. {bk03-l1a-f2-11-fb.mp3} + +# Source: LLA 1A Listening/Speaking Activity +$DIALOGUE Ten New Words in Sentences +ID: 1a-ls1 +INTRO: Ten small words that will do a lot of work in this lesson — "before", "after", "early", "late", and friends. Listen to each sentence and repeat it. INSTRUCTION: Listen and repeat. REPEAT VOCAB: after -LINE: I go to the lab after lunch. {bk03-l1a-f2-13.mp3} +LINE: I go to the lab after lunch. {bk03-l1a-f2-12.mp3} VOCAB: before -LINE: I eat breakfast before class. {bk03-l1a-f2-14.mp3} +LINE: I eat breakfast before class. {bk03-l1a-f2-13.mp3} VOCAB: don't -LINE: We don't study on the weekend. {bk03-l1a-f2-15.mp3} +LINE: We don't study on the weekend. {bk03-l1a-f2-14.mp3} VOCAB: doesn't -LINE: Linda doesn't drink coffee. {bk03-l1a-f2-16.mp3} +LINE: Linda doesn't drink coffee. {bk03-l1a-f2-15.mp3} VOCAB: early -LINE: She goes to class early. {bk03-l1a-f2-17.mp3} +LINE: She goes to class early. {bk03-l1a-f2-16.mp3} VOCAB: every -LINE: We study every day. {bk03-l1a-f2-18.mp3} +LINE: We study every day. {bk03-l1a-f2-17.mp3} VOCAB: late -LINE: He goes to class late. {bk03-l1a-f2-19.mp3} +LINE: He goes to class late. {bk03-l1a-f2-18.mp3} -LINE: He's hungry. He's eating an orange. {bk03-l1a-f2-20.mp3} +LINE: He's hungry. He's eating an orange. {bk03-l1a-f2-19.mp3} -LINE: He's eating a snack before dinner. {bk03-l1a-f2-21.mp3} +LINE: He's eating a snack before dinner. {bk03-l1a-f2-20.mp3} -LINE: She's thirsty. She's drinking water. {bk03-l1a-f2-22.mp3} +LINE: She's thirsty. She's drinking water. {bk03-l1a-f2-21.mp3} # Source: LLA 1A Figure 3 -$PRODUCE Spelling Dictation +$PRODUCE Type the Word You Hear ID: 1a-f3 INPUT: type CHECK: exact -INTRO: Now spell those words. You'll hear each word spoken and then spelled out, letter by letter. Type the word. -INSTRUCTION: Type the word. +INTRO: Now spell those new words. Listen to each word and type it. +INSTRUCTION: Type the word you hear. -PROMPT: after. A-F-T-E-R. {bk03-l1a-f3-01.mp3} -RESPONSE: after +PROMPT: after {bk03-l1a-f3-01.mp3} +RESPONSE: after {bk03-l1a-f3-01.mp3} -PROMPT: before. B-E-F-O-R-E. {bk03-l1a-f3-02.mp3} -RESPONSE: before +PROMPT: before {bk03-l1a-f3-02.mp3} +RESPONSE: before {bk03-l1a-f3-02.mp3} -PROMPT: don't. D-O-N'T. {bk03-l1a-f3-03.mp3} -RESPONSE: don't +PROMPT: don't {bk03-l1a-f3-03.mp3} +RESPONSE: don't {bk03-l1a-f3-03.mp3} -PROMPT: doesn't. D-O-E-S-N-T. {bk03-l1a-f3-04.mp3} -RESPONSE: doesn't +PROMPT: doesn't {bk03-l1a-f3-04.mp3} +RESPONSE: doesn't {bk03-l1a-f3-04.mp3} -PROMPT: early. E-A-R-L-Y. {bk03-l1a-f3-05.mp3} -RESPONSE: early +PROMPT: early {bk03-l1a-f3-05.mp3} +RESPONSE: early {bk03-l1a-f3-05.mp3} -PROMPT: every. E-V-E-R-Y. {bk03-l1a-f3-06.mp3} -RESPONSE: every +PROMPT: every {bk03-l1a-f3-06.mp3} +RESPONSE: every {bk03-l1a-f3-06.mp3} -PROMPT: late. L-A-T-E. {bk03-l1a-f3-07.mp3} -RESPONSE: late +PROMPT: late {bk03-l1a-f3-07.mp3} +RESPONSE: late {bk03-l1a-f3-07.mp3} -PROMPT: hungry. H-U-N-G-R-Y. {bk03-l1a-f3-08.mp3} -RESPONSE: hungry +PROMPT: hungry {bk03-l1a-f3-08.mp3} +RESPONSE: hungry {bk03-l1a-f3-08.mp3} -PROMPT: snack. S-N-A-C-K. {bk03-l1a-f3-09.mp3} -RESPONSE: snack +PROMPT: snack {bk03-l1a-f3-09.mp3} +RESPONSE: snack {bk03-l1a-f3-09.mp3} -PROMPT: thirsty. T-H-I-R-S-T-Y. {bk03-l1a-f3-10.mp3} -RESPONSE: thirsty +PROMPT: thirsty {bk03-l1a-f3-10.mp3} +RESPONSE: thirsty {bk03-l1a-f3-10.mp3} + +# Source: ST §Bill Eats Breakfast Before Class +$DIALOGUE Before and After Class +ID: l1-s17 +INTRO: Bill's day, told in two halves: what happens before class and what happens after. Read each sentence and watch the clocks. +INSTRUCTION: Read the sentences. + +LINE: Bill eats breakfast before class. {st-page_021_001.jpg|A man in military uniform eating breakfast, clock reads 7:00 am} + +LINE: He stands up after class. {st-page_021_002.jpg|A man in uniform standing up and holding papers, clock reads 2:30 pm} + +LINE: He talks to his friend before class. {st-page_021_003.jpg|A man talking to a friend, clock reads 7:10 am} +LINE: He goes to his barracks after class. {st-page_021_005.jpg|A man walking out of a door after class, clock reads 2:45 pm} +LINE: He sits down before class. {st-page_021_006.jpg|A man sitting down at his desk, clock reads 7:15 am} +LINE: He swims after class. {st-page_021_007.jpg|A man swimming in a pool, clock reads 4:00 pm} + +VOCAB: lesson +LINE: He studies his lesson before class. {st-page_021_008.jpg|A group of students studying together, clock reads 7:20 am} + +LINE: He does his homework after class. {st-page_021_009.jpg|A man doing homework at a desk, clock reads 8:00 pm} + +# Source: ST §Tom Eats Breakfast Early +$DIALOGUE Going Early, Going Late +ID: l1-s18 +INTRO: "Early" means before the right time; "late" means after it. Bill is our example of early — Tom, sadly, is our example of late. +INSTRUCTION: Read these sentences. + +LINE: Bill's class is at 7:30. He goes to class at 7:15. Bill goes to class early. + +LINE: Tom's class is at 7:30. He goes to class at 7:35. Tom goes to class late. + +LINE: The students eat lunch at 1:00. They eat lunch late. +LINE: Jim goes to bed at midnight. He goes to bed late. +LINE: Joan eats dinner at 4:30. She eats dinner early. +LINE: Mr. Flint goes to the base at 6:00 every morning. He goes to the base early. +LINE: The Wilsons eat breakfast at 6:30 every day. They eat breakfast early. +LINE: They do their homework at 10:00 at night. They do their homework late. + +# Source: ST §Reading: It's Early in the Morning +$GRAMMAR Reading: The Bus Schedule +ID: l1-s19-r +READING +INTRO: A bus schedule, four stops, and people who don't always arrive when they should. Read it carefully — you'll judge everyone in a moment. + +CARD: It's early in the morning. It's 5:55. Henry is going to the bus stop at Hillcrest and 20th St. He's cold. He's at the bus stop at 6:00. He's early. The bus isn't early. It comes to the bus stop at 6:12. The bus is late. + +BUS SCHEDULE: +* Hillcrest & 15th Street: scheduled 6:05 — Bus comes at 6:07; Mr. Wilson comes at 6:00. +* Hillcrest & 20th Street: scheduled 6:10 — Bus comes at 6:12; Henry comes at 6:00; Joe comes at 6:15. +* Hillcrest & 25th Street: scheduled 6:15 — Bus comes at 6:17; Mary comes at 6:14. +* Hillcrest & 30th Street: scheduled 6:20 — Bus comes at 6:22; Mr. Brown comes at 6:18; Linda comes at 6:25. + +# Source: ST §Are They Early or Late? +$SELECT Early or Late at the Bus Stop? +ID: l1-s19 +REFERENCE: l1-s19-r +SHOW_PROMPT +INTRO: Now judge everyone at the bus stop: early or late? The schedule stays one tap away if you need it. +INSTRUCTION: Compare the times and tap "early" or "late". +OPTION: early | early +OPTION: late | late + +EXAMPLE +PROMPT: Is the bus early or late at Hillcrest and 20th St? +ANSWER: late +FEEDBACK: The bus is late. + +PROMPT: Mr. Wilson comes to Hillcrest and 15th St at 6:00 (scheduled 6:05). Is he early or late? +ANSWER: early +FEEDBACK: Mr. Wilson is early. + +PROMPT: The bus comes to Hillcrest and 15th St at 6:07 (scheduled 6:05). Is it early or late? +ANSWER: late +FEEDBACK: The bus is late. + +PROMPT: Henry comes to Hillcrest and 20th St at 6:00 (scheduled 6:10). Is he early or late? +ANSWER: early +FEEDBACK: Henry is early. + +PROMPT: Joe comes to Hillcrest and 20th St at 6:15 (scheduled 6:10). Is he early or late? +ANSWER: late +FEEDBACK: Joe is late. + +PROMPT: Mary comes to Hillcrest and 25th St at 6:14 (scheduled 6:15). Is she early or late? +ANSWER: early +FEEDBACK: Mary is early. + +PROMPT: Mr. Brown comes to Hillcrest and 30th St at 6:18 (scheduled 6:20). Is he early or late? +ANSWER: early +FEEDBACK: Mr. Brown is early. + +PROMPT: Linda comes to Hillcrest and 30th St at 6:25 (scheduled 6:20). Is she early or late? +ANSWER: late +FEEDBACK: Linda is late. + +# Source: ST §Tom Swims After Class +$DIALOGUE Before, After, Early, Late — All Together +ID: l1-s20 +INTRO: One last read-through of Tom's day, mixing "before", "after", "early", and "late". Tom's friend, you'll notice, is late every day. +INSTRUCTION: Read the sentences. + +LINE: Tom eats breakfast before class. +LINE: He talks to a friend before class. +LINE: He sits down before class. +LINE: He looks at his lesson before class. +LINE: Tom swims after class. +LINE: Tom goes to the barracks after class. +LINE: Tom stands up after class. +LINE: Tom does his homework after class. +LINE: Tom eats breakfast early. +LINE: He goes to class early in the morning. +LINE: The teacher isn't early every day. +LINE: Tom goes to the barracks early in the afternoon. +LINE: Tom does not go to class late in the morning. +LINE: His friend is late every day. +LINE: Tom swims late in the afternoon. +LINE: He studies his lesson late every night. + +$SESSION 1-2: Every Day — The Present Simple + +# Source: ST §We Eat Breakfast at the Snack Bar (table) +$GRAMMAR I Eat, You Eat, We Eat +ID: l1-s5 +INTRO: In this part you'll learn to say what people do — and don't do — every day. Here's the first pattern. + +CARD: To say what people do regularly, use the verb just as it is with **I**, **you**, **we**, and **they**. +{I eat breakfast at the snack bar.} +{We eat breakfast at the snack bar.} +{They eat breakfast at the snack bar.} + +SUMMARY: +| | | | +|---|---|---| +| I | eat | breakfast at the snack bar. | +| You | eat | breakfast at the snack bar. | +| We | eat | breakfast at the snack bar. | +| They | eat | breakfast at the snack bar. | +| The students | eat | breakfast at the snack bar. | + +# Source: ST §We Eat Breakfast at the Snack Bar +$DIALOGUE We Eat Breakfast at the Snack Bar +ID: l1-s6 +INTRO: The pattern in action. Repeat each sentence, then read it back. +INSTRUCTION: Repeat the sentences; then read the sentences. +REPEAT + +LINE: We eat lunch in the mess hall. +LINE: I go to class at 7:30. +LINE: The students write the answers in their books. +LINE: You put milk in your coffee. +LINE: I drink tea. +LINE: Aldo and Tom study in the library. +LINE: They watch TV in the barracks. +LINE: We buy pens and pencils in the BX. +LINE: Mr. and Mrs. Wilson get up at 6:30. +LINE: I get dressed at 6:45. + +# Source: ST §We Eat in the Dining Hall Every Day +$DIALOGUE Every Day, Every Wednesday +ID: l1-s7 +INTRO: "Every" turns one day into all of them. Look at the calendars and read the sentences. +INSTRUCTION: Read the sentences. + +LINE: We eat in the dining hall every day. {st-page_015_001.jpg|A May calendar grid with all days of the month circled} + +LINE: We go to the library every Wednesday. {st-page_015_002.jpg|A May calendar grid with only the Wednesdays (2, 9, 16, 23, 30) circled} + +# Source: ST §Linda Eats Breakfast Every Day (table) +$GRAMMAR He Eats, She Eats +ID: l1-s8 +INTRO: One small change when the subject is one person: the verb takes an "-s". + +CARD: With **he**, **she**, or one person's name, add **-s** to the verb. +{He eats breakfast every day.} +{She eats breakfast every day.} +{Linda eats breakfast every day.} + +SUMMARY: +| | | | +|---|---|---| +| He | eats | breakfast every day. | +| She | eats | breakfast every day. | +| Linda | eats | breakfast every day. | +| The boy | eats | breakfast every day. | + +# Source: ST §Linda Eats Breakfast Every Day +$DIALOGUE Linda Eats Breakfast Every Day +ID: l1-s9 +INTRO: Practice the "-s" until it's automatic. Repeat each sentence. +INSTRUCTION: Repeat these sentences. +REPEAT + +LINE: Tom takes a shower every day. +LINE: Mrs. Wilson puts sugar in her tea. +LINE: The girl swims every Saturday. +LINE: Mr. Rogers goes to bed at 11:30. +LINE: Mr. Jackson shaves every day. +LINE: His sister drinks coffee. +LINE: He sleeps in the barracks. +LINE: Mr. Wilson eats fish every Friday. +LINE: The student goes to the lab every day at 8:20. +LINE: Aldo listens to tapes in the library every day. + +# Source: ST §He Drinks Coffee in the Mess Hall +$DIALOGUE He Drinks Coffee in the Mess Hall +ID: l1-s10 +INTRO: Both patterns side by side: "I drink", but "he drinks". Read and compare. +INSTRUCTION: Read these sentences. + +LINE: I drink coffee in the barracks. He drinks coffee in the mess hall. +LINE: You go to the lab every Monday. The student goes to the lab Tuesday. +LINE: They swim every weekend. Aldo swims every Thursday. +LINE: We put sugar in our tea. The teacher puts sugar in his coffee. +LINE: I eat breakfast at the snack bar. She eats breakfast at the mess hall. + +# Source: ST §Tom Doesn't Get Up at 5:00 (table) +$GRAMMAR Don't and Doesn't +ID: l1-s11 +INTRO: Now for saying no. You met "don't" and "doesn't" as vocabulary — here's how they work. + +CARD: To say no with **I**, **you**, **we**, and **they**, put **don't** before the verb. **Do + not = don't.** +{Tom and Bob do not eat at noon.} +{They don't eat at midnight.} + +CARD: With **he** or **she**, use **doesn't** — and the main verb loses its **-s**. **Does + not = doesn't.** +{Tom gets up at 6 o'clock.} +{He doesn't get up at 5 o'clock.} + +SUMMARY: +| | | | | +|---|---|---|---| +| Tom and Bob | do not | eat | at noon. | +| They | don't | eat | at midnight. | + +**do + not = don't** + +| | | | +|---|---|---| +| Tom | | gets up at 6 o'clock. | +| He | doesn't | get up at 5 o'clock. | + +**does + not = doesn't** + +# Source: ST §She Doesn't Drink Coffee +$DIALOGUE She Doesn't Drink Tea +ID: l1-s12 +INTRO: Practice the negatives. John and Linda, you'll hear, don't do their homework — don't copy them. +INSTRUCTION: Practice the sentences. +REPEAT + +LINE: I don't drink coffee. +LINE: She doesn't drink tea. +LINE: They don't eat pork. +LINE: He doesn't eat beef. +LINE: You don't eat dinner in the dining hall. +LINE: She doesn't eat lunch in the dining hall. +LINE: We don't put sugar in our coffee. +LINE: The teacher doesn't put sugar in his tea. +LINE: John and Linda don't do their homework. +LINE: Tom doesn't do his homework. + +# Source: LLA 1A Figure 4 +$DIALOGUE Saying What People Do — and Don't Do +ID: 1a-f4 +INTRO: Each pair says what someone does, then what they don't do. Listen and repeat every sentence. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: We go to lab after lunch. {bk03-l1a-f4-01.mp3} +LINE: We don't go to lab before lunch. {bk03-l1a-f4-02.mp3} + +LINE: Tom eats breakfast before class. {bk03-l1a-f4-03.mp3} +LINE: He doesn't eat breakfast after class. {bk03-l1a-f4-04.mp3} + +LINE: The students study every day. {bk03-l1a-f4-05.mp3} +LINE: They don't study every night. {bk03-l1a-f4-06.mp3} + +LINE: I eat a snack before dinner. {bk03-l1a-f4-07.mp3} +LINE: I don't eat a snack at midnight. {bk03-l1a-f4-08.mp3} + +LINE: Tom watches television late at night. {bk03-l1a-f4-09.mp3} +LINE: He doesn't read books late at night. {bk03-l1a-f4-10.mp3} + +LINE: Thirsty children drink milk. {bk03-l1a-f4-11.mp3} +LINE: Thirsty children don't drink coffee. {bk03-l1a-f4-12.mp3} + +LINE: Hungry students eat snacks. {bk03-l1a-f4-13.mp3} +LINE: Hungry students don't eat salads. {bk03-l1a-f4-14.mp3} + +LINE: She goes to the library early. {bk03-l1a-f4-15.mp3} +LINE: She doesn't go to the library late. {bk03-l1a-f4-16.mp3} + +# Source: LLA 1A Figure 5 +$PRODUCE Complete the Pairs +ID: 1a-f5 +INPUT: type +CHECK: exact +INTRO: The same sentence pairs, now with holes in them. Type the missing words to complete each affirmative and negative pair. +INSTRUCTION: Type the missing words. + +TEMPLATE: We go to lab ____{after} lunch. +TEMPLATE: We ____{don't} go to lab ____{before} lunch. +RESPONSE: We go to lab after lunch.\nWe don't go to lab before lunch. + +TEMPLATE: He eats breakfast ____{before} class. +TEMPLATE: He ____{doesn't} eat breakfast ____{after} class. +RESPONSE: He eats breakfast before class.\nHe doesn't eat breakfast after class. + +TEMPLATE: The students study ____{every} day. +TEMPLATE: They ____{don't} study ____{every} night. +RESPONSE: The students study every day.\nThey don't study every night. + +TEMPLATE: I eat a ____{snack} before dinner. +TEMPLATE: I ____{don't} eat a ____{snack} at midnight. +RESPONSE: I eat a snack before dinner.\nI don't eat a snack at midnight. + +TEMPLATE: Tom watches television ____{late} at night. +TEMPLATE: He ____{doesn't} read books ____{late} at night. +RESPONSE: Tom watches television late at night.\nHe doesn't read books late at night. + +TEMPLATE: ____{Thirsty} children drink milk. +TEMPLATE: ____{Thirsty} children ____{don't} drink coffee. +RESPONSE: Thirsty children drink milk.\nThirsty children don't drink coffee. + +TEMPLATE: ____{Hungry} students eat snacks. +TEMPLATE: ____{Hungry} students ____{don't} eat salads. +RESPONSE: Hungry students eat snacks.\nHungry students don't eat salads. + +TEMPLATE: She goes to the library ____{early}. +TEMPLATE: She ____{doesn't} go to the library ____{late}. +RESPONSE: She goes to the library early.\nShe doesn't go to the library late. + +# Source: ST §We Don't Eat in the Barracks +$PRODUCE Make It Negative +ID: l1-s13 +INTRO: Read the first sentence, then complete the second one with the negative — "don't" or "doesn't" plus the verb. +INSTRUCTION: Type the missing words to make the negative sentence. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: His daughter swims every weekend. +TEMPLATE: She ____{doesn't swim} every Friday. +RESPONSE: His daughter swims every weekend. She doesn't swim every Friday. + +TEMPLATE: Tom eats lunch. +TEMPLATE: He ____{doesn't eat} breakfast. +RESPONSE: Tom eats lunch. He doesn't eat breakfast. + +TEMPLATE: He reads in class. +TEMPLATE: He ____{doesn't read} in the lab. +RESPONSE: He reads in class. He doesn't read in the lab. + +TEMPLATE: We eat in the mess hall. +TEMPLATE: We ____{don't eat} in the barracks. +RESPONSE: We eat in the mess hall. We don't eat in the barracks. + +TEMPLATE: They get up at 6:00. +TEMPLATE: They ____{don't get up} at 5:30. +RESPONSE: They get up at 6:00. They don't get up at 5:30. + +TEMPLATE: I go to class at 8 o'clock. +TEMPLATE: I ____{don't go} to class at 7:15. +RESPONSE: I go to class at 8 o'clock. I don't go to class at 7:15. + +TEMPLATE: Mr. Wilson puts milk in his coffee. +TEMPLATE: He ____{doesn't put} milk in his tea. +RESPONSE: Mr. Wilson puts milk in his coffee. He doesn't put milk in his tea. + +TEMPLATE: Mrs. Wilson buys bread at the commissary. +TEMPLATE: She ____{doesn't buy} bread at the BX. +RESPONSE: Mrs. Wilson buys bread at the commissary. She doesn't buy bread at the BX. + +TEMPLATE: I drink coffee. +TEMPLATE: I ____{don't drink} tea. +RESPONSE: I drink coffee. I don't drink tea. + +TEMPLATE: Tom eats beef. +TEMPLATE: He ____{doesn't eat} lamb. +RESPONSE: Tom eats beef. He doesn't eat lamb. + +TEMPLATE: They eat lunch at 11:00. +TEMPLATE: They ____{don't eat} lunch at 12:30. +RESPONSE: They eat lunch at 11:00. They don't eat lunch at 12:30. + +# Source: ST §Sentence Table: Daily Activities +$GRAMMAR Build a Sentence +ID: l1-s15 +INTRO: A sentence machine: pick a subject, a verb, and a time of day. Every combination works. + +CARD: Combine a subject, a verb, and a time expression to make your own sentences. +{We eat at noon.} +{They study in the evening.} + +CARD: The negative works the same way — just add **don't** or **doesn't**. +{I don't sleep at night.} +{She doesn't swim at midnight.} + +SUMMARY: +| Subject | Verb Phrase | Time Expression | +|---|---|---| +| I / We / They / You | (don't) eat / sleep / swim / study / drink | in the morning / in the afternoon / in the evening | +| He / She | (doesn't) eat / sleep / swim / study / drink | at night / at midnight / at noon | + +# Source: ST §We Eat at Noon (sentence-table practice; cues added to scaffold production) +$PRODUCE Your Turn: Build Sentences +ID: l1-s16 +REFERENCE: l1-s15 +INTRO: Now run the sentence machine yourself. Use the cue words to say a full sentence — the table is one tap away. A cue with "not" means make it negative. +INSTRUCTION: Say a sentence using the cue words. +INPUT: speak +CHECK: llm +RUBRIC: Accept any grammatically correct present simple sentence built from the cue words (subject + verb + time expression); "not" in the cue means the sentence must be negative with "don't"/"doesn't". Correct third-person "-s" is the point — a wrong verb form fails. Small additions like an object ("coffee") are fine. + +EXAMPLE +TEMPLATE: you / swim / afternoon +RESPONSE: You swim in the afternoon. + +TEMPLATE: we / eat / noon +RESPONSE: We eat at noon. + +TEMPLATE: they / study / evening +RESPONSE: They study in the evening. + +TEMPLATE: he / drink coffee / morning +RESPONSE: He drinks coffee in the morning. + +TEMPLATE: I / not sleep / night +RESPONSE: I don't sleep at night. + +TEMPLATE: she / not swim / midnight +RESPONSE: She doesn't swim at midnight. + +$SESSION 1-3: Daily Routines # Source: ST §Tom Is Sleeping Now -$DIALOGUE Tom Is Sleeping Now +$DIALOGUE Tom's Day ID: l1-s3 -INTRO: Follow Tom through one whole day, from sleeping to going right back to bed. Listen and repeat — you'll be asking questions about Tom's routine very soon. -INSTRUCTION: Listen and repeat. +INTRO: In this part you'll learn the verbs of an ordinary day — getting up, showering, shaving. Here's Tom's whole day, hour by hour. Repeat each sentence. +INSTRUCTION: Repeat and read the sentences. REPEAT VOCAB: to sleep @@ -305,11 +741,11 @@ VOCAB: p.m. VOCAB: to go to bed LINE: It's 10:30 p.m. He's going to bed. -# Source: LLA 1B Figure 1 (kept after the sentence panel as pronunciation reinforcement) -$DIALOGUE Daily Routine — Say the Words -ID: 1b-f1 -INTRO: The routine words and phrases once more, just for your pronunciation. Listen and repeat each one. -INSTRUCTION: Listen and repeat each phrase. +# Source: LLA 1B Figure 1 (pronunciation reinforcement of the routine phrases) +$DIALOGUE Routine Words: Listen and Repeat +ID: 3-1b-f1 +INTRO: The same routine phrases, one at a time, from the tape. Listen and repeat each one clearly. +INSTRUCTION: Listen and repeat. REPEAT LINE: Go to bed. {bk03-l1b-f1-01.mp3} @@ -331,311 +767,45 @@ LINE: Swim. {bk03-l1b-f1-08.mp3} # Source: ST §What's Tom Doing? $PRODUCE What's Tom Doing? ID: l1-s4 +INTRO: Check the clock, check the picture, and say what Tom's doing right now. Tom keeps a very predictable schedule. +INSTRUCTION: Look at the picture and answer the question about Tom. INPUT: speak CHECK: llm -INTRO: You'll see pictures of Tom at different times of day, each with a clock. For each picture, ask what Tom is doing at that time, then answer your own question — like "What's Tom doing at six? He's getting up." -INSTRUCTION: Ask and answer aloud about the picture. -RUBRIC: Treat the model answer as the key. Accept a well-formed "What is Tom doing (at TIME)?" question plus a present continuous answer naming the same activity as the model; the exact time wording may vary or be omitted. +RUBRIC: Accept any grammatically correct present progressive sentence describing Tom's action in the picture (e.g. "He's sleeping.", "He is sleeping."). Treat the model answer as the factual key; accept any phrasing of the same action. EXAMPLE -PROMPT: {st-page_014_005.jpg} -RESPONSE: What is Tom doing at 6:45? He's getting dressed. +PROMPT: It's 6:45. What's Tom doing? {st-page_014_005.jpg|Man putting on a necktie in front of an open closet, clock showing 6:45 at the bottom right} +RESPONSE: He's getting dressed. -PROMPT: {st-page_014_001.jpg} -RESPONSE: What's Tom doing at 3:00? He's sleeping. +PROMPT: It's 3:00. What's Tom doing? {st-page_014_001.jpg|Man sleeping peacefully in bed with a clock showing 3:00 on the nightstand} +RESPONSE: He's sleeping. -PROMPT: {st-page_014_002.jpg} -RESPONSE: What's Tom doing at 6:00? He's getting up. +PROMPT: It's 6:00. What's Tom doing? {st-page_014_002.jpg|Man waking up and yawning in bed with a clock showing 6:00 on the nightstand} +RESPONSE: He's getting up. -PROMPT: {st-page_014_003.jpg} -RESPONSE: What's Tom doing at 6:15? He's taking a shower. +PROMPT: It's 6:15. What's Tom doing? {st-page_014_003.jpg|Man taking a shower with a clock showing 6:15 at the bottom right} +RESPONSE: He's taking a shower. -PROMPT: {st-page_014_004.jpg} -RESPONSE: What's Tom doing at 6:30? He's shaving. +PROMPT: It's 6:30. What's Tom doing? {st-page_014_004.jpg|Man shaving his face with a razor in front of a mirror, clock showing 6:30 at the bottom right} +RESPONSE: He's shaving. -PROMPT: {st-page_014_006.jpg} -RESPONSE: What's Tom doing at 7:15? He's going to class. +PROMPT: It's 6:45. What's Tom doing? {st-page_014_005.jpg|Man putting on a necktie in front of an open closet, clock showing 6:45 at the bottom right} +RESPONSE: He's getting dressed. -PROMPT: {st-page_014_007.jpg} -RESPONSE: What's Tom doing at 4:00? He's swimming. +PROMPT: It's 7:15. What's Tom doing? {st-page_014_006.jpg|Rear view of a man walking into a building labeled 'TECHNICAL TRAINING', clock showing 7:15 at the bottom right} +RESPONSE: He's going to lab. -PROMPT: {st-page_014_008.jpg} -RESPONSE: What's Tom doing at 10:30? He's going to bed. +PROMPT: It's 4:00. What's Tom doing? {st-page_014_007.jpg|Man swimming in water, clock showing 4:00 at the bottom right} +RESPONSE: He's swimming. -$LESSON 1-2: What They Do — and Don't Do - -# Source: ST §We Eat Breakfast at the Snack Bar (table) + new talk-through (gap: table had no explanation) -$GRAMMAR I Eat, We Eat -ID: l1-s5 -INTRO: In this part you'll learn to say what people do every day — and what they don't. Here's the first pattern: I, you, we, and they. - -When you talk about things people do regularly — every day, every week — use the simple present. With **I**, **you**, **we**, and **they**, the verb stays in its plain form: - -{I eat breakfast at the snack bar.} -{The students eat breakfast at the snack bar.} - -| | | | -|---|---|---| -| I | eat | breakfast at the snack bar. | -| You | | | -| We | | | -| They | | | -| The students | | | - -# Source: ST §We Eat Breakfast at the Snack Bar (drill) -$DIALOGUE We Eat Breakfast at the Snack Bar -ID: l1-s6 -INTRO: Ten sentences with I, you, we, and they. Listen and repeat — the verb stays plain in every single one. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: We eat lunch in the mess hall. -LINE: I go to class at 7:30. -LINE: The students write the answers in their books. -LINE: You put milk in your coffee. -LINE: I drink tea. -LINE: Aldo and Tom study in the library. -LINE: They watch TV in the barracks. -LINE: We buy pens and pencils in the BX. -LINE: Mr. and Mrs. Wilson get up at 6:30. -LINE: I get dressed at 6:45. - -# Source: ST §We Eat in the Dining Hall Every Day -$DIALOGUE Every Day, Every Wednesday -ID: l1-s7 -INTRO: One little word — "every" — turns a sentence into a habit. Read these two. -INSTRUCTION: Read the sentences. - -VOCAB: every -LINE: We eat in the dining hall every day. {st-page_015_001.jpg} -LINE: We go to the library every Wednesday. {st-page_015_002.jpg} - -# Source: ST §Linda Eats Breakfast Every Day (table) + new talk-through (gap: table had no explanation) -$GRAMMAR He Eats, She Eats -ID: l1-s8 -INTRO: Now the second pattern: with he, she, or one person's name, the verb takes an -s. - -With **he**, **she**, or one person's name, add **-s** to the verb: - -{Linda eats breakfast every day.} -{The boy eats breakfast every day.} - -| | | | -|---|---|---| -| He | eats | breakfast every day. | -| She | | | -| Linda | | | -| The boy | | | - -# Source: ST §Linda Eats Breakfast Every Day (drill) -$DIALOGUE Linda Eats Breakfast Every Day -ID: l1-s9 -INTRO: Repeat these sentences, and listen for the -s at the end of every verb. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Tom takes a shower every day. -LINE: Mrs. Wilson puts sugar in her tea. -LINE: The girl swims every Saturday. -LINE: Mr. Rogers goes to bed at 11:30. -LINE: Mr. Jackson shaves every day. -LINE: His sister drinks coffee. -LINE: He sleeps in the barracks. -LINE: Mr. Wilson eats fish every Friday. -LINE: The student goes to the lab every day at 8:20. -LINE: Aldo listens to tapes in the library every day. - -# Source: ST §He Drinks Coffee in the Mess Hall -$DIALOGUE I Drink, He Drinks -ID: l1-s10 -INTRO: Read these pairs — plain verb, then verb with -s. Same routine, different subject. -INSTRUCTION: Read the sentences. - -LINE: I drink coffee in the barracks. -LINE: He drinks coffee in the mess hall. -LINE: You go to the lab every Monday. -LINE: The student goes to the lab Tuesday. -LINE: They swim every weekend. -LINE: Aldo swims every Thursday. -LINE: We put sugar in our tea. -LINE: The teacher puts sugar in his coffee. -LINE: I eat breakfast at the snack bar. -LINE: She eats breakfast at the mess hall. - -# Source: ST §Tom Doesn't Get Up at 5:00 (tables) + new talk-through (gap: tables had no explanation) -$GRAMMAR Don't and Doesn't -ID: l1-s11 -INTRO: And now the negative: don't and doesn't. Pay attention to what happens to the -s. - -To say what someone does NOT do, put **don't** or **doesn't** before the verb. - -With **I**, **you**, **we**, and **they**, use {don't}: - -| | | | | -|---|---|---|---| -| Tom and Bob | do not | eat | at noon. | -| They | don't | | at midnight. | - -**DO + NOT = DON'T** - -With **he** or **she**, use {doesn't} — and the verb goes back to its plain form: - -| | | | -|---|---|---| -| Tom (He) | | gets up at 6 o'clock. | -| Tom (He) | does not (doesn't) | get up at 5 o'clock. | - -**DOES + NOT = DOESN'T** - -{Tom gets up at 6 o'clock.} → {He doesn't get up at 5 o'clock.} — the -s moves to "does" and disappears from the verb. - -# Source: ST §She Doesn't Drink Coffee -$DIALOGUE She Doesn't Drink Coffee -ID: l1-s12 -INTRO: Practice saying what people don't do. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: I don't drink coffee. -LINE: She doesn't drink tea. -LINE: They don't eat pork. -LINE: He doesn't eat beef. -LINE: You don't eat dinner in the dining hall. -LINE: She doesn't eat lunch in the dining hall. -LINE: We don't put sugar in our coffee. -LINE: The teacher doesn't put sugar in his tea. -LINE: John and Linda don't do their homework. -LINE: Tom doesn't do his homework. - -# Source: LLA 1A Figure 4 -$DIALOGUE They Do, They Don't -ID: 1a-f4 -INTRO: Now from the tape: each item pairs what someone does with what they don't do. Listen and repeat both sentences. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: We go to lab after lunch. We don't go to lab before lunch. {bk03-l1a-f4-01.mp3} - -LINE: Tom eats breakfast before class. He doesn't eat breakfast after class. {bk03-l1a-f4-02.mp3} - -LINE: The students study every day. They don't study every night. {bk03-l1a-f4-03.mp3} - -LINE: I eat a snack before dinner. I don't eat a snack at midnight. {bk03-l1a-f4-04.mp3} - -LINE: Tom watches television late at night. He doesn't read books late at night. {bk03-l1a-f4-05.mp3} - -LINE: Thirsty children drink milk. Thirsty children don't drink coffee. {bk03-l1a-f4-06.mp3} - -LINE: Hungry students eat snacks. Hungry students don't eat salads. {bk03-l1a-f4-07.mp3} - -LINE: She goes to the library early. She doesn't go to the library late. {bk03-l1a-f4-08.mp3} - -# Source: LLA 1A Figure 5 -$PRODUCE Complete the Sentences -ID: 1a-f5 -INPUT: type -CHECK: exact -INTRO: The same pairs again — but now with gaps. Listen to the sentences and type the missing words. -INSTRUCTION: Type the missing words. - -PROMPT: We go to lab after lunch. We don't go to lab before lunch. {bk03-l1a-f5-01.mp3} -TEMPLATE: We go to lab ____{after} lunch. -TEMPLATE: We ____{don't} go to lab ____{before} lunch. -RESPONSE: We go to lab after lunch. We don't go to lab before lunch. {bk03-l1a-f5-01.mp3} - -PROMPT: He eats breakfast before class. He doesn't eat breakfast after class. {bk03-l1a-f5-02.mp3} -TEMPLATE: He eats breakfast ____{before} class. -TEMPLATE: He ____{doesn't} eat breakfast ____{after} class. -RESPONSE: He eats breakfast before class. He doesn't eat breakfast after class. {bk03-l1a-f5-02.mp3} - -PROMPT: The students study every day. They don't study every night. {bk03-l1a-f5-03.mp3} -TEMPLATE: The students study ____{every} day. -TEMPLATE: They ____{don't} study ____{every} night. -RESPONSE: The students study every day. They don't study every night. {bk03-l1a-f5-03.mp3} - -PROMPT: I eat a snack before dinner. I don't eat a snack at midnight. {bk03-l1a-f5-04.mp3} -TEMPLATE: I eat a ____{snack} before dinner. -TEMPLATE: I ____{don't} eat a ____{snack} at midnight. -RESPONSE: I eat a snack before dinner. I don't eat a snack at midnight. {bk03-l1a-f5-04.mp3} - -PROMPT: Tom watches television late at night. He doesn't read books late at night. {bk03-l1a-f5-05.mp3} -TEMPLATE: Tom watches television ____{late} at night. -TEMPLATE: He ____{doesn't} read books ____{late} at night. -RESPONSE: Tom watches television late at night. He doesn't read books late at night. {bk03-l1a-f5-05.mp3} - -PROMPT: Thirsty children drink milk. Thirsty children don't drink coffee. {bk03-l1a-f5-06.mp3} -TEMPLATE: ____{Thirsty} children drink milk. -TEMPLATE: ____{Thirsty} children ____{don't} drink coffee. -RESPONSE: Thirsty children drink milk. Thirsty children don't drink coffee. {bk03-l1a-f5-06.mp3} - -PROMPT: Hungry students eat snacks. Hungry students don't eat salads. {bk03-l1a-f5-07.mp3} -TEMPLATE: ____{Hungry} students eat snacks. -TEMPLATE: ____{Hungry} students ____{don't} eat salads. -RESPONSE: Hungry students eat snacks. Hungry students don't eat salads. {bk03-l1a-f5-07.mp3} - -PROMPT: She goes to the library early. She doesn't go to the library late. {bk03-l1a-f5-08.mp3} -TEMPLATE: She goes to the library ____{early}. -TEMPLATE: She ____{doesn't} go to the library ____{late}. -RESPONSE: She goes to the library early. She doesn't go to the library late. {bk03-l1a-f5-08.mp3} - -# Source: ST §We Don't Eat in the Barracks -$PRODUCE We Don't Eat in the Barracks -ID: l1-s13 -INPUT: type -CHECK: exact -INTRO: Read the first sentence, then finish the second one with don't or doesn't and the verb. Type the missing words. -INSTRUCTION: Type the missing words to make a negative sentence. - -EXAMPLE -TEMPLATE: His daughter swims every weekend. — She ____ every Friday. -RESPONSE: She doesn't swim every Friday. -ACCEPT: doesn't swim - -TEMPLATE: Tom eats lunch. — He ____ breakfast. -RESPONSE: He doesn't eat breakfast. -ACCEPT: doesn't eat - -TEMPLATE: He reads in class. — He ____ in the lab. -RESPONSE: He doesn't read in the lab. -ACCEPT: doesn't read - -TEMPLATE: We eat in the mess hall. — We ____ in the barracks. -RESPONSE: We don't eat in the barracks. -ACCEPT: don't eat - -TEMPLATE: They get up at 6:00. — They ____ at 5:30. -RESPONSE: They don't get up at 5:30. -ACCEPT: don't get up - -TEMPLATE: I go to class at 8 o'clock. — I ____ to class at 7:15. -RESPONSE: I don't go to class at 7:15. -ACCEPT: don't go - -TEMPLATE: Mr. Wilson puts milk in his coffee. — He ____ milk in his tea. -RESPONSE: He doesn't put milk in his tea. -ACCEPT: doesn't put - -TEMPLATE: Mrs. Wilson buys bread at the commissary. — She ____ bread at the BX. -RESPONSE: She doesn't buy bread at the BX. -ACCEPT: doesn't buy - -TEMPLATE: I drink coffee. — I ____ tea. -RESPONSE: I don't drink tea. -ACCEPT: don't drink - -TEMPLATE: Tom eats beef. — He ____ lamb. -RESPONSE: He doesn't eat lamb. -ACCEPT: doesn't eat - -TEMPLATE: They eat lunch at 11:00. — They ____ lunch at 12:30. -RESPONSE: They don't eat lunch at 12:30. -ACCEPT: don't eat +PROMPT: It's 10:30. What's Tom doing? {st-page_014_008.jpg|Man getting into bed, clock showing 10:30 at the bottom right} +RESPONSE: He's going to bed. # Source: LLA 1B Figure 2 -$DIALOGUE He Does, He Doesn't -ID: 1b-f2 -INTRO: One more round from the tape — Tom's morning, in positives and negatives. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat the sentences. +$DIALOGUE What He Does — and Doesn't Do +ID: 3-1b-f2 +INTRO: Now the routine verbs meet last part's grammar: what people do every day, and what they don't. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat. REPEAT LINE: Jan goes to bed at 10 o'clock. {bk03-l1b-f2-01a.mp3} @@ -662,369 +832,167 @@ LINE: They don't study their lesson in the library. {bk03-l1b-f2-07b.mp3} LINE: They swim every day after class. {bk03-l1b-f2-08a.mp3} LINE: They don't swim in the morning. {bk03-l1b-f2-08b.mp3} -$LESSON 1-3: Before and After, Early and Late - -# Source: ST §Bill Eats Breakfast Before Class -$DIALOGUE Before and After Class -ID: l1-s16 -INTRO: In this part you'll learn to say when things happen — before or after, early or late. First, Bill's day: for Bill, everything is either before class or after class. -INSTRUCTION: Read the sentences. - -VOCAB: before -LINE: Bill eats breakfast before class. {st-page_021_001.jpg} - -VOCAB: after -LINE: He stands up after class. {st-page_021_002.jpg} - -LINE: He talks to his friend before class. {st-page_021_003.jpg} - -VOCAB: class -LINE: He goes to his barracks after class. {st-page_021_005.jpg} - -LINE: He sits down before class. {st-page_021_006.jpg} - -LINE: He swims after class. {st-page_021_007.jpg} - -VOCAB: lesson -LINE: He studies his lesson before class. {st-page_021_008.jpg} - -LINE: He does his homework after class. {st-page_021_009.jpg} - -# Source: ST §Tom Eats Breakfast Early -$DIALOGUE Early or Late? -ID: l1-s17 -INTRO: Class is at 7:30. Bill arrives at 7:15; Tom arrives at 7:35 — and his teacher has noticed. Read about early and late. -INSTRUCTION: Read the sentences. - -VOCAB: early -VOCAB: late -LINE: Bill's class is at 7:30. He goes to class at 7:15. Bill goes to class early. -LINE: Tom's class is at 7:30. He goes to class at 7:35. Tom goes to class late. -LINE: The students eat lunch at 1:00. They eat lunch late. -LINE: Jim goes to bed at midnight. He goes to bed late. -LINE: Joan eats dinner at 4:30. She eats dinner early. -LINE: Mr. Flint goes to the base at 6:00 every morning. He goes to the base early. -LINE: The Wilsons eat breakfast at 6:30 every day. They eat breakfast early. -LINE: They do their homework at 10:00 at night. They do their homework late. - -# Source: ST §Bus Schedule -$GRAMMAR The Bus Schedule -ID: l1-s18 -INTRO: Here's a bus schedule and a short story about Henry's cold morning at the bus stop. Study the times — you'll use this schedule to answer questions next. - -**BUS SCHEDULE** -Hillcrest & 15th St: 6:05 -Hillcrest & 20th St: 6:10 -Hillcrest & 25th St: 6:15 -Hillcrest & 30th St: 6:20 - -**It's Early In The Morning** -It's early in the morning. It's 5:55. Henry is going to the bus stop at Hillcrest and 20th St. He's cold. -He's at the bus stop at 6:00. He's early. The bus isn't early. It comes to the bus stop at 6:12. The bus is late. - -# Source: ST §Are They Early or Late? -$PRODUCE Are They Early or Late? -ID: l1-s19 -REFERENCE -INPUT: type -CHECK: llm -SHOW_PROMPT -INTRO: Compare each arrival time with the scheduled time and type who is early and who is late. Henry, at least, is trying. -INSTRUCTION: Answer if the bus and the people are early or late based on the schedule. -RUBRIC: Accept sentences correctly identifying whether the bus and each person are early or late compared to the scheduled time given in the prompt. +# Source: LLA 1C Figure 1 +$SELECT Tap the Matching Picture +ID: 1c-f1 +HIDE_PROMPT +INTRO: Listen to the sentence about daily activities and tap the matching picture. Then repeat the sentence. +INSTRUCTION: Tap the correct picture. +REPEAT EXAMPLE -PROMPT: Schedule: Hillcrest & 15th Street 6:05. The bus comes at 6:07. Mr. Wilson comes at 6:00. -RESPONSE: The bus is late. Mr. Wilson is early. +PROMPT: Tom shaves in the morning. {bk03-l1c-f1-01-q.mp3} +OPTION: a | shaves {page_019_001.jpg|A man shaving his face} +OPTION: b | sleeping {page_019_002.jpg|A person sleeping in bed next to a digital clock showing 12:30} +OPTION: c | coffee {page_019_003.jpg|A man holding a cup of coffee} +OPTION: d | recorder {page_019_004.jpg|A man taking a tape from a recorder} +ANSWER: a +FEEDBACK: Tom shaves in the morning. {bk03-l1c-f1-01-a.mp3} -PROMPT: Schedule: Hillcrest & 20th Street 6:10. The bus comes at 6:12. Henry comes at 6:00 and Joe comes at 6:15. -RESPONSE: The bus is late. Henry is early, and Joe is late. +PROMPT: He eats breakfast every day. {bk03-l1c-f1-02-q.mp3} +OPTION: a | dressing {page_019_005.jpg|A man putting on a tie in front of a closet} +OPTION: b | breakfast {page_019_006.jpg|A man in uniform sitting at a table with food} +OPTION: c | sleeping {page_019_007.jpg|A person sleeping in bed} +OPTION: d | studying {page_019_008.jpg|A woman in uniform studying at a desk in a library} +ANSWER: b +FEEDBACK: He eats breakfast every day. {bk03-l1c-f1-02-a.mp3} -PROMPT: Schedule: Hillcrest & 25th Street 6:15. The bus comes at 6:17. Mary comes at 6:14. -RESPONSE: The bus is late. Mary is early. - -PROMPT: Schedule: Hillcrest & 30th Street 6:20. The bus comes at 6:22. Mr. Brown comes at 6:18 and Linda comes at 6:25. -RESPONSE: The bus is late. Mr. Brown is early, and Linda is late. - -# Source: ST §Tom Swims After Class (section-header word lines dropped; sentences kept) -$DIALOGUE Tom's Day — Before, After, Early, Late -ID: l1-s20 -INTRO: All four words in action across Tom's day. Read the sentences. -INSTRUCTION: Read the sentences. - -LINE: Tom eats breakfast before class. -LINE: He talks to a friend before class. -LINE: He sits down before class. -LINE: He looks at his lesson before class. - -LINE: Tom swims after class. -LINE: Tom goes to the barracks after class. -LINE: Tom stands up after class. -LINE: Tom does his homework after class. - -LINE: Tom eats breakfast early. -LINE: He goes to class early in the morning. -LINE: The teacher isn't early every day. -LINE: Tom goes to the barracks early in the afternoon. - -LINE: Tom does not go to class late in the morning. -LINE: His friend is late every day. -LINE: Tom swims late in the afternoon. -LINE: He studies his lesson late every night. - -# Source: ST §Let's Buy a Snack (second exchange's repeated "Tim:" speaker corrected to Joe) -$DIALOGUE Let's Buy a Snack -ID: l1-s21 -INTRO: When you want to do something together, say "Let's." Read these four short exchanges — all of them, you'll notice, about food. -INSTRUCTION: Read the dialogs. - -Jim: Are you hungry? -Bill: Yes, I am. -Jim: Me too. Let's go to the snack bar. -Bill: Okay. Let's go. - -Ted: I'm hungry. Let's eat lunch. -Bob: Okay. Let's go to the mess hall. - -Joe: Let's go to the mess hall. -Tim: Not now. I'm not hungry. - -Joe: It's 11:30. Let's go at 12:00. -Tim: Okay. Let's go at 12:00. - -# Source: ST §Let's Go to the Library -$DIALOGUE Let's Go to the Library -ID: l1-s22 -INTRO: Bill wants to go to the library. Don is eating a snack — again — and it's already 10 o'clock. Read what they decide. -INSTRUCTION: Read the dialog. - -Bill: What are you doing, Don? -Don: I'm eating a snack. -Bill: Let's go to the library. -Don: Not now. It's late. -Bill: You're right. It's 10 o'clock. -Don: Let's go tomorrow after class. -Bill: Okay. See you in the morning. -Don: Goodbye. - -# SKIPPED (book): "LET'S GO IN THE AFTERNOON" — open-ended pair task (no fixed answers, co-constructed). Dropped. - -# Source: ST §Circle the Different Word -$SELECT Which Word Is Different? -ID: l1-s23 -INTRO: In each group, three words belong together and one is the odd one out. Tap the word that doesn't fit. -INSTRUCTION: Tap the word that is different. - -TEMPLATE: Which word is different? -OPTION: a | beef -OPTION: b | lamb -OPTION: c | clock -OPTION: d | chicken -ANSWER: c - -TEMPLATE: Which word is different? -OPTION: a | Tuesday -OPTION: b | Friday -OPTION: c | Wednesday -OPTION: d | Air Force +PROMPT: Tom sleeps at night. {bk03-l1c-f1-03-q.mp3} +OPTION: a | waking up {page_019_009.jpg|A man waking up and yawning in bed} +OPTION: b | sitting {page_019_010.jpg|A woman in uniform sitting at a table} +OPTION: c | library {page_019_011.jpg|A woman studying in a library} +OPTION: d | sleeping {page_019_012.jpg|A man sleeping in bed} ANSWER: d +FEEDBACK: Tom sleeps at night. {bk03-l1c-f1-03-a.mp3} -TEMPLATE: Which word is different? -OPTION: a | man -OPTION: b | wife -OPTION: c | girl -OPTION: d | daughter -ANSWER: a - -TEMPLATE: Which word is different? -OPTION: a | barracks -OPTION: b | homework -OPTION: c | mess hall -OPTION: d | BX +PROMPT: They talk to their friends after class. {bk03-l1c-f1-04-q.mp3} +OPTION: a | swimming {page_019_013.jpg|A person swimming in water} +OPTION: b | talking {page_019_014.jpg|A group of people standing outside a building talking} +OPTION: c | sleeping {page_019_015.jpg|A person sleeping in bed next to a digital clock showing 12:30} +OPTION: d | lab {page_019_016.jpg|A man in uniform listening to headphones in a lab} ANSWER: b +FEEDBACK: They talk to their friends after class. {bk03-l1c-f1-04-a.mp3} -TEMPLATE: Which word is different? -OPTION: a | dime -OPTION: b | nickel -OPTION: c | quarter -OPTION: d | thousand -ANSWER: d +PROMPT: Tom drinks tea in the evening. {bk03-l1c-f1-05-q.mp3} +OPTION: a | drinking tea {page_020_001.jpg|A man holding a cup of coffee} +OPTION: b | tape {page_020_002.jpg|A man taking a tape from a tape deck} +OPTION: c | swimming {page_020_003.jpg|A person swimming in water} +OPTION: d | reading {page_020_004.jpg|A man with glasses reading a book at a desk} +ANSWER: a +FEEDBACK: Tom drinks tea in the evening. {bk03-l1c-f1-05-a.mp3} -TEMPLATE: Which word is different? -OPTION: a | our -OPTION: b | my -OPTION: c | the -OPTION: d | their +PROMPT: They eat snacks at the snack bar. {bk03-l1c-f1-06-q.mp3} +OPTION: a | standing {page_020_005.jpg|A woman in a military uniform standing} +OPTION: b | studying {page_020_006.jpg|A woman and a man in uniform looking at an open book together} +OPTION: c | snack bar {page_020_007.jpg|Two men in uniform talking, one holding a drink} +OPTION: d | swimming {page_020_008.jpg|A person swimming in water} ANSWER: c +FEEDBACK: They eat snacks at the snack bar. {bk03-l1c-f1-06-a.mp3} -TEMPLATE: Which word is different? -OPTION: a | orange juice -OPTION: b | eggs -OPTION: c | coffee -OPTION: d | milk -ANSWER: b +PROMPT: Tom gets dressed before breakfast. {bk03-l1c-f1-07-q.mp3} +OPTION: a | sleeping {page_020_009.jpg|A man sleeping in bed} +OPTION: b | shaving {page_020_010.jpg|A man shaving his face} +OPTION: c | dressing {page_020_011.jpg|A man adjusting his tie} +OPTION: d | tape {page_020_012.jpg|A man putting a tape into a tape deck} +ANSWER: c +FEEDBACK: Tom gets dressed before breakfast. {bk03-l1c-f1-07-a.mp3} -TEMPLATE: Which word is different? -OPTION: a | Mr. -OPTION: b | Mrs. -OPTION: c | Miss -OPTION: d | Ms. +PROMPT: Jan swims every afternoon. {bk03-l1c-f1-08-q.mp3} +OPTION: a | swimming {page_020_013.jpg|A person swimming in water} +OPTION: b | desk {page_020_014.jpg|A woman in uniform sitting at a desk} +OPTION: c | sleeping {page_020_015.jpg|A person sleeping in bed with a clock showing 12:30} +OPTION: d | walking {page_020_016.jpg|A woman in uniform carrying a purse walking} ANSWER: a +FEEDBACK: Jan swims every afternoon. {bk03-l1c-f1-08-a.mp3} -TEMPLATE: Which word is different? -OPTION: a | father -OPTION: b | women -OPTION: c | son -OPTION: d | brother -ANSWER: b - -TEMPLATE: Which word is different? -OPTION: a | child -OPTION: b | barber -OPTION: c | doctor -OPTION: d | teacher +PROMPT: Mrs. Wilson eats dinner early. {bk03-l1c-f1-09-q.mp3} +OPTION: a | dinner {page_021_001.jpg|A woman eating breakfast with a clock showing 7:00} +OPTION: b | cafeteria {page_021_002.jpg|Two men in uniform eating at a dining table} +OPTION: c | TV {page_021_003.jpg|A family or group sitting on a couch watching TV} +OPTION: d | reading {page_021_004.jpg|A woman reading a book in an armchair} ANSWER: a +FEEDBACK: Mrs. Wilson eats dinner early. {bk03-l1c-f1-09-a.mp3} -# Source: ST §Write the Letters (missing "v" restored in the third row) -$PRODUCE The Alphabet — Missing Letters -ID: l1-s24 -INPUT: type -CHECK: exact -INTRO: A quick alphabet check before the next exercise. Type the missing letters, in order. -INSTRUCTION: Type the missing letters. +PROMPT: Tom takes a shower at night. {bk03-l1c-f1-10-q.mp3} +OPTION: a | swimming {page_021_005.jpg|A person swimming in water} +OPTION: b | eating {page_021_006.jpg|A man in uniform eating in a cafeteria} +OPTION: c | shower {page_021_007.jpg|A person taking a shower} +OPTION: d | sleeping {page_021_008.jpg|A man sleeping in bed} +ANSWER: c +FEEDBACK: Tom takes a shower at night. {bk03-l1c-f1-10-a.mp3} -TEMPLATE: a b ____{c} d ____{e} f g h ____{i} j k -RESPONSE: a b c d e f g h i j k +PROMPT: Jan reads her book after class. {bk03-l1c-f1-11-q.mp3} +OPTION: a | portrait {page_021_009.jpg|Portrait of a woman with curly hair} +OPTION: b | desk {page_021_010.jpg|A woman in uniform sitting at a desk} +OPTION: c | bed {page_021_011.jpg|A person sitting on the edge of a bed} +OPTION: d | reading {page_021_012.jpg|A woman in uniform studying at a library desk} +ANSWER: d +FEEDBACK: Jan reads her book after class. {bk03-l1c-f1-11-a.mp3} -TEMPLATE: ____{l} ____{m} n ____{o} p q ____{r} s ____{t} ____{u} -RESPONSE: l m n o p q r s t u +PROMPT: Bob studies his lesson every evening. {bk03-l1c-f1-12-q.mp3} +OPTION: a | shower {page_021_013.jpg|A man taking a shower} +OPTION: b | shaving {page_021_014.jpg|A man shaving his face} +OPTION: c | sleeping {page_021_015.jpg|A man sleeping in bed with an alarm clock showing 9:00} +OPTION: d | studying {page_021_016.jpg|A man with glasses studying a book at a desk} +ANSWER: d +FEEDBACK: Bob studies his lesson every evening. -TEMPLATE: ____{v} w ____{x} y ____{z} -RESPONSE: v w x y z - -# Source: ST §Alphabetical Order -$SELECT Alphabetical Order -ID: l1-s25 -ORDER -INTRO: Now use that alphabet: arrange this week's words in alphabetical order, from b to t. -INSTRUCTION: Put the words in alphabetical order. - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | midnight -OPTION: b | thirsty -OPTION: c | early -OPTION: d | hungry -OPTION: e | before -ANSWER: e,c,d,a,b - -$LESSON 1-4: Asking Questions with Do and Does - -# Source: ST §Do the Boys Watch Television? (tables) + new talk-through (gap: tables had no explanation) -$GRAMMAR Do and Does Questions -ID: l1-s26 -INTRO: In this part you'll learn to ask yes/no questions. The trick: put do or does in front — and watch what happens to the -s. - -To ask a yes/no question, put **Do** or **Does** in front of the subject: - -| | | | | -|---|---|---|---| -| | The boys | watch | television. | -| **Do** | **the boys** | **watch** | **television?** | - -| | | | | -|---|---|---|---| -| | Bill | eats | breakfast every day. | -| **Does** | **Bill** | **eat** | **breakfast every day?** | - -Notice: with **does**, the verb goes back to its plain form — {Bill eats breakfast every day.} but {Does Bill eat breakfast every day?} +$SESSION 1-4: Questions with "Do" and "Does" # Source: LLA 1B Figure 3 -$DIALOGUE Listen to the Questions -ID: 1b-f3 -INTRO: Eight questions about the routines you already know. Listen and repeat each one. +$DIALOGUE Hear the Questions +ID: 3-1b-f3 +INTRO: In this part you'll learn to ask yes/no questions with "do" and "does". First, just listen to how they sound — then repeat each one. INSTRUCTION: Listen and repeat each question. REPEAT LINE: Does Jan go to bed at 11 o'clock? {bk03-l1b-f3-01.mp3} - LINE: Do the boys sleep at night? {bk03-l1b-f3-02.mp3} - LINE: Does Tom get up at 6 o'clock in the morning? {bk03-l1b-f3-03.mp3} - LINE: Does he take a shower before class? {bk03-l1b-f3-04.mp3} - LINE: Does he shave after his shower? {bk03-l1b-f3-05.mp3} - LINE: Does Tom get dressed before breakfast? {bk03-l1b-f3-06.mp3} - LINE: Do the students study their lesson in class? {bk03-l1b-f3-07.mp3} - LINE: Do they swim every day after class? {bk03-l1b-f3-08.mp3} -# Source: LLA 1B Figure 4 -$PRODUCE Do or Does? -ID: 1b-f4 -INPUT: type -CHECK: exact -REPEAT -INTRO: Listen to the question and type the missing word — do or does. Then listen again and repeat the full question. -INSTRUCTION: Type "do" or "does". +# Source: ST §Do the Boys Watch Television? (table) +$GRAMMAR Do and Does +ID: l1-s26 +INTRO: The rule behind those questions: put "do" or "does" in front, and the statement becomes a question. -EXAMPLE -TEMPLATE: ____ she go to bed at midnight? -PROMPT: Does she go to bed at midnight? {bk03-l1b-f4-01-q.mp3} -RESPONSE: Does she go to bed at midnight? {bk03-l1b-f4-01-a.mp3} -ACCEPT: Does | does +CARD: To ask about **I**, **you**, **we**, or **they**, put **Do** at the front. +{The boys watch television.} +{Do the boys watch television?} -TEMPLATE: ____ they sleep in the morning? -PROMPT: Do they sleep in the morning? {bk03-l1b-f4-02-q.mp3} -RESPONSE: Do they sleep in the morning? {bk03-l1b-f4-02-a.mp3} -ACCEPT: Do | do +CARD: To ask about **he** or **she**, use **Does** — and the verb loses its **-s**. +{Bill eats breakfast every day.} +{Does Bill eat breakfast every day?} -TEMPLATE: ____ she get up late? -PROMPT: Does she get up late? {bk03-l1b-f4-03-q.mp3} -RESPONSE: Does she get up late? {bk03-l1b-f4-03-a.mp3} -ACCEPT: Does | does +SUMMARY: +| | Subject | Verb | Object / Time | +|---|---|---|---| +| | The boys | watch | television. | +| **Do** | the boys | watch | television? | +| | Bill | eats | breakfast every day. | +| **Does** | Bill | eat | breakfast every day? | -TEMPLATE: ____ he take a shower after class? -PROMPT: Does he take a shower after class? {bk03-l1b-f4-04-q.mp3} -RESPONSE: Does he take a shower after class? {bk03-l1b-f4-04-a.mp3} -ACCEPT: Does | does +# Source: ST §Do the Boys Watch Television? +$DIALOGUE From Sentence to Question +ID: l1-s27 +INTRO: Read each pair: first the statement, then its question. Notice where the "-s" goes — onto "does". +INSTRUCTION: Read these sentences. -TEMPLATE: ____ he shave before his shower? -PROMPT: Does he shave before his shower? {bk03-l1b-f4-05-q.mp3} -RESPONSE: Does he shave before his shower? {bk03-l1b-f4-05-a.mp3} -ACCEPT: Does | does - -TEMPLATE: ____ they study their lesson in the library? -PROMPT: Do they study their lesson in the library? {bk03-l1b-f4-06-q.mp3} -RESPONSE: Do they study their lesson in the library? {bk03-l1b-f4-06-a.mp3} -ACCEPT: Do | do - -TEMPLATE: ____ he get dressed after breakfast? -PROMPT: Does he get dressed after breakfast? {bk03-l1b-f4-07-q.mp3} -RESPONSE: Does he get dressed after breakfast? {bk03-l1b-f4-07-a.mp3} -ACCEPT: Does | does - -TEMPLATE: ____ they swim in the morning? -PROMPT: Do they swim in the morning? {bk03-l1b-f4-08-q.mp3} -RESPONSE: Do they swim in the morning? {bk03-l1b-f4-08-a.mp3} -ACCEPT: Do | do - -TEMPLATE: ____ I go to lab today? -PROMPT: Do I go to lab today? {bk03-l1b-f4-09-q.mp3} -RESPONSE: Do I go to lab today? {bk03-l1b-f4-09-a.mp3} -ACCEPT: Do | do - -TEMPLATE: ____ we come to class every day? -PROMPT: Do we come to class every day? {bk03-l1b-f4-10-q.mp3} -RESPONSE: Do we come to class every day? {bk03-l1b-f4-10-a.mp3} -ACCEPT: Do | do +LINE: He studies at night. Does he study at night? +LINE: We check our answers. Do we check our answers? +LINE: She eats dinner early. Does she eat dinner early? +LINE: They listen to the radio. Do they listen to the radio? +LINE: We go to lab every day. Do we go to lab every day? +LINE: Tim reads his notebook. Does Tim read his notebook? # Source: LLA 1B Figure 5 -$DIALOGUE From Statement to Question -ID: 1b-f5 -INTRO: Statement first, then the question it becomes. Listen and repeat both. +$DIALOGUE Statement, Then Question +ID: 3-1b-f5 +INTRO: Hear the transformation happen: a statement, then the same idea as a question. Repeat both. INSTRUCTION: Listen and repeat. REPEAT @@ -1043,12 +1011,73 @@ LINE: Do they eat lunch at the snack bar? {bk03-l1b-f5-04b.mp3} LINE: The teacher writes on the chalkboard. {bk03-l1b-f5-05a.mp3} LINE: Does the teacher write on the chalkboard? {bk03-l1b-f5-05b.mp3} -# Source: LLA 1B Figure 6 -$PRODUCE Write the Question -ID: 1b-f6 +# Source: LLA 1B Figure 4 +$PRODUCE Do or Does? +ID: 3-1b-f4 INPUT: type CHECK: exact -INTRO: Now build the questions yourself. Listen to the statement and type the yes/no question that goes with it. +HIDE_PROMPT +REPEAT +INTRO: Listen to each question and type "do" or "does" to fill in the blank. Then repeat the full question. +INSTRUCTION: Type "do" or "does". + +EXAMPLE +PROMPT: Does she go to bed at midnight? {bk03-l1b-f4-01-q.mp3} +TEMPLATE: ____ she go to bed at midnight? +RESPONSE: Does she go to bed at midnight? {bk03-l1b-f4-01-a.mp3} +ACCEPT: Does | does + +PROMPT: Do they sleep in the morning? {bk03-l1b-f4-02-q.mp3} +TEMPLATE: ____ they sleep in the morning? +RESPONSE: Do they sleep in the morning? {bk03-l1b-f4-02-a.mp3} +ACCEPT: Do | do + +PROMPT: Does she get up late? {bk03-l1b-f4-03-q.mp3} +TEMPLATE: ____ she get up late? +RESPONSE: Does she get up late? {bk03-l1b-f4-03-a.mp3} +ACCEPT: Does | does + +PROMPT: Does he take a shower after class? {bk03-l1b-f4-04-q.mp3} +TEMPLATE: ____ he take a shower after class? +RESPONSE: Does he take a shower after class? {bk03-l1b-f4-04-a.mp3} +ACCEPT: Does | does + +PROMPT: Does he shave before his shower? {bk03-l1b-f4-05-q.mp3} +TEMPLATE: ____ he shave before his shower? +RESPONSE: Does he shave before his shower? {bk03-l1b-f4-05-a.mp3} +ACCEPT: Does | does + +PROMPT: Do they study their lesson in the library? {bk03-l1b-f4-06-q.mp3} +TEMPLATE: ____ they study their lesson in the library? +RESPONSE: Do they study their lesson in the library? {bk03-l1b-f4-06-a.mp3} +ACCEPT: Do | do + +PROMPT: Does he get dressed after breakfast? {bk03-l1b-f4-07-q.mp3} +TEMPLATE: ____ he get dressed after breakfast? +RESPONSE: Does he get dressed after breakfast? {bk03-l1b-f4-07-a.mp3} +ACCEPT: Does | does + +PROMPT: Do they swim in the morning? {bk03-l1b-f4-08-q.mp3} +TEMPLATE: ____ they swim in the morning? +RESPONSE: Do they swim in the morning? {bk03-l1b-f4-08-a.mp3} +ACCEPT: Do | do + +PROMPT: Do I go to lab today? {bk03-l1b-f4-09-q.mp3} +TEMPLATE: ____ I go to lab today? +RESPONSE: Do I go to lab today? {bk03-l1b-f4-09-a.mp3} +ACCEPT: Do | do + +PROMPT: Do we come to class every day? {bk03-l1b-f4-10-q.mp3} +TEMPLATE: ____ we come to class every day? +RESPONSE: Do we come to class every day? {bk03-l1b-f4-10-a.mp3} +ACCEPT: Do | do + +# Source: LLA 1B Figure 6 +$PRODUCE Type the Question +ID: 3-1b-f6 +INPUT: type +CHECK: exact +INTRO: Listen to the statement, then type the whole question — "do" or "does" first, and watch the verb. INSTRUCTION: Type the question. PROMPT: You eat an apple every day. {bk03-l1b-f6-01-q.mp3} @@ -1066,47 +1095,61 @@ RESPONSE: Do they eat lunch at the snack bar? {bk03-l1b-f6-04-a.mp3} PROMPT: The teacher writes on the chalkboard. {bk03-l1b-f6-05-q.mp3} RESPONSE: Does the teacher write on the chalkboard? {bk03-l1b-f6-05-a.mp3} -# Source: ST §Change to Questions -$PRODUCE Change to Questions +# Source: ST §Change These Sentences to Questions +$PRODUCE Change These Sentences to Questions ID: l1-s28 +INTRO: Read the statement, then complete its question form. Two blanks each time: the question word and the verb. +INSTRUCTION: Complete the question form of each statement. INPUT: type CHECK: exact -INTRO: The same job on paper: read the statement and type the missing words to make the question. Remember — with does, the verb drops its -s. -INSTRUCTION: Type the missing words. EXAMPLE -TEMPLATE: John studies every day. — ____{Does} ____{John} ____{study} every day? +TEMPLATE: John studies every day. +TEMPLATE: ____{Does} John ____{study} every day? RESPONSE: Does John study every day? -TEMPLATE: Jan eats breakfast every day. — ____{Does} Jan ____{eat} breakfast every day? +EXAMPLE +TEMPLATE: They read books in the library. +TEMPLATE: ____{Do} they ____{read} books in the library? +RESPONSE: Do they read books in the library? + +TEMPLATE: Jan eats breakfast every day. +TEMPLATE: ____{Does} Jan ____{eat} breakfast every day? RESPONSE: Does Jan eat breakfast every day? -TEMPLATE: Jan and Linda eat breakfast every morning. — ____{Do} Jan and Linda ____{eat} breakfast every morning? +TEMPLATE: Jan and Linda eat breakfast every morning. +TEMPLATE: ____{Do} Jan and Linda ____{eat} breakfast every morning? RESPONSE: Do Jan and Linda eat breakfast every morning? -TEMPLATE: The student gets up at 6 o'clock every morning. — ____{Does} the student ____{get up} at 6 o'clock every morning? +TEMPLATE: The student gets up at 6 o'clock every morning. +TEMPLATE: ____{Does} the student ____{get up} at 6 o'clock every morning? RESPONSE: Does the student get up at 6 o'clock every morning? -TEMPLATE: The men drink coffee every afternoon. — ____{Do} the men ____{drink} coffee every afternoon? +TEMPLATE: The men drink coffee every afternoon. +TEMPLATE: ____{Do} the men ____{drink} coffee every afternoon? RESPONSE: Do the men drink coffee every afternoon? -TEMPLATE: My sister reads a book every month. — ____{Does} my sister ____{read} a book every month? +TEMPLATE: My sister reads a book every month. +TEMPLATE: ____{Does} my sister ____{read} a book every month? RESPONSE: Does my sister read a book every month? -TEMPLATE: His friends study in the barracks. — ____{Do} his friends ____{study} in the barracks? +TEMPLATE: His friends study in the barracks. +TEMPLATE: ____{Do} his friends ____{study} in the barracks? RESPONSE: Do his friends study in the barracks? -TEMPLATE: Sam and Joe go to lab every day. — ____{Do} Sam and Joe ____{go} to lab every day? +TEMPLATE: Sam and Joe go to lab every day. +TEMPLATE: ____{Do} Sam and Joe ____{go} to lab every day? RESPONSE: Do Sam and Joe go to lab every day? -TEMPLATE: John's family eats dinner early. — ____{Does} John's family ____{eat} dinner early? +TEMPLATE: John's family eats dinner early. +TEMPLATE: ____{Does} John's family ____{eat} dinner early? RESPONSE: Does John's family eat dinner early? # Source: ST §Does John Eat Breakfast? -$DIALOGUE Rising Intonation +$DIALOGUE Make Your Voice Go Up ID: l1-s29 -INTRO: Yes/no questions rise at the end. Listen and repeat these, and let your voice go up on the last word. -INSTRUCTION: Listen and repeat. Notice the rising intonation. +INTRO: One more thing about yes/no questions: your voice rises at the end. Listen and repeat, and let the questions climb. +INSTRUCTION: Listen and repeat the questions with rising intonation. REPEAT LINE: Do you drink coffee? @@ -1120,348 +1163,153 @@ LINE: Does he go to the library after lunch? LINE: Do the students read their notebooks? LINE: Does he come to the classroom early? -$LESSON 1-5: Answering Yes/No Questions +$SESSION 1-5: Answering Questions -# Source: LLA 1C Figure 1 -$SELECT Match the Sentence to the Picture -ID: 1c-f1 -INTRO: In this part you'll practice answering the questions you just learned to ask. First, a listening warm-up: tap the picture the sentence describes, then repeat the sentence. -INSTRUCTION: Tap the correct picture. -REPEAT - -PROMPT: Tom shaves in the morning. {bk03-l1c-f1-01-q.mp3} -OPTION: a | {page_019_001.jpg} {bk03-l1c-f1-01-a.mp3} -OPTION: b | {page_019_002.jpg} -OPTION: c | {page_019_003.jpg} -OPTION: d | {page_019_004.jpg} -ANSWER: a - -PROMPT: He eats breakfast every day. {bk03-l1c-f1-02-q.mp3} -OPTION: a | {page_019_005.jpg} -OPTION: b | {page_019_006.jpg} {bk03-l1c-f1-02-a.mp3} -OPTION: c | {page_019_007.jpg} -OPTION: d | {page_019_008.jpg} -ANSWER: b - -PROMPT: Tom sleeps at night. {bk03-l1c-f1-03-q.mp3} -OPTION: a | {page_019_009.jpg} -OPTION: b | {page_019_010.jpg} -OPTION: c | {page_019_011.jpg} -OPTION: d | {page_019_012.jpg} {bk03-l1c-f1-03-a.mp3} -ANSWER: d - -PROMPT: They talk to their friends after class. {bk03-l1c-f1-04-q.mp3} -OPTION: a | {page_019_013.jpg} -OPTION: b | {page_019_014.jpg} {bk03-l1c-f1-04-a.mp3} -OPTION: c | {page_019_015.jpg} -OPTION: d | {page_019_016.jpg} -ANSWER: b - -PROMPT: Tom drinks tea in the evening. {bk03-l1c-f1-05-q.mp3} -OPTION: a | {page_020_001.jpg} {bk03-l1c-f1-05-a.mp3} -OPTION: b | {page_020_002.jpg} -OPTION: c | {page_020_003.jpg} -OPTION: d | {page_020_004.jpg} -ANSWER: a - -PROMPT: They eat snacks at the snack bar. {bk03-l1c-f1-06-q.mp3} -OPTION: a | {page_020_005.jpg} -OPTION: b | {page_020_006.jpg} -OPTION: c | {page_020_007.jpg} {bk03-l1c-f1-06-a.mp3} -OPTION: d | {page_020_008.jpg} -ANSWER: c - -PROMPT: Tom gets dressed before breakfast. {bk03-l1c-f1-07-q.mp3} -OPTION: a | {page_020_009.jpg} -OPTION: b | {page_020_010.jpg} -OPTION: c | {page_020_011.jpg} {bk03-l1c-f1-07-a.mp3} -OPTION: d | {page_020_012.jpg} -ANSWER: c - -PROMPT: Jan swims every afternoon. {bk03-l1c-f1-08-q.mp3} -OPTION: a | {page_020_013.jpg} {bk03-l1c-f1-08-a.mp3} -OPTION: b | {page_020_014.jpg} -OPTION: c | {page_020_015.jpg} -OPTION: d | {page_020_016.jpg} -ANSWER: a - -PROMPT: Mrs. Wilson eats dinner early. {bk03-l1c-f1-09-q.mp3} -OPTION: a | {page_021_001.jpg} {bk03-l1c-f1-09-a.mp3} -OPTION: b | {page_021_002.jpg} -OPTION: c | {page_021_003.jpg} -OPTION: d | {page_021_004.jpg} -ANSWER: a - -PROMPT: Tom takes a shower at night. {bk03-l1c-f1-10-q.mp3} -OPTION: a | {page_021_005.jpg} -OPTION: b | {page_021_006.jpg} -OPTION: c | {page_021_007.jpg} {bk03-l1c-f1-10-a.mp3} -OPTION: d | {page_021_008.jpg} -ANSWER: c - -PROMPT: Jan reads her book after class. {bk03-l1c-f1-11-q.mp3} -OPTION: a | {page_021_009.jpg} -OPTION: b | {page_021_010.jpg} -OPTION: c | {page_021_011.jpg} -OPTION: d | {page_021_012.jpg} {bk03-l1c-f1-11-a.mp3} -ANSWER: d - -PROMPT: Bob studies his lesson every evening. {bk03-l1c-f1-12-q.mp3} -OPTION: a | {page_021_013.jpg} -OPTION: b | {page_021_014.jpg} -OPTION: c | {page_021_015.jpg} -OPTION: d | {page_021_016.jpg} {bk03-l1c-f1-12-a.mp3} -ANSWER: d - -# Source: LLA 1C Figure 2 (presentation) +# Source: LLA 1C Figure 2 (Part 1) $DIALOGUE Questions and Answers ID: 1c-f2 -INTRO: Now listen to questions with their full-sentence answers — some yes, some no. Repeat everything you hear. +INTRO: In this part you'll learn to answer questions — the long way and the short way. First, listen to whole question-and-answer pairs and repeat each line. INSTRUCTION: Listen and repeat. REPEAT -LINE: Does Tom eat breakfast? {bk03-l1c-f2-01-q.mp3} -LINE: Yes, Tom eats breakfast. {bk03-l1c-f2-01-a.mp3} +LINE: Does Tom eat breakfast? {bk03-l1c-f2-01.mp3} +LINE: Yes, Tom eats breakfast. {bk03-l1c-f2-02.mp3} +LINE: Does Tom get up late? {bk03-l1c-f2-03.mp3} +LINE: No, Tom doesn't get up late. {bk03-l1c-f2-04.mp3} +LINE: Do they buy snacks? {bk03-l1c-f2-05.mp3} +LINE: Yes, they buy snacks. {bk03-l1c-f2-06.mp3} +LINE: Do you drink coffee? {bk03-l1c-f2-07.mp3} +LINE: No, I don't drink coffee. {bk03-l1c-f2-08.mp3} +LINE: Does he listen in the lab? {bk03-l1c-f2-09.mp3} +LINE: Yes, he listens in the lab. {bk03-l1c-f2-10.mp3} +LINE: Do you swim every day? {bk03-l1c-f2-11.mp3} +LINE: No, I don't swim every day. {bk03-l1c-f2-12.mp3} +LINE: Does Linda eat breakfast? {bk03-l1c-f2-13.mp3} +LINE: No, Linda doesn't eat breakfast. {bk03-l1c-f2-14.mp3} +LINE: Does she study her lesson? {bk03-l1c-f2-15.mp3} +LINE: Yes, she studies her lesson. {bk03-l1c-f2-16.mp3} +LINE: Do you watch TV at night? {bk03-l1c-f2-17.mp3} +LINE: Yes, I watch TV at night. {bk03-l1c-f2-18.mp3} +LINE: Do they sleep in the barracks? {bk03-l1c-f2-19.mp3} +LINE: No, they don't sleep in the barracks. {bk03-l1c-f2-20.mp3} -LINE: Does Tom get up late? {bk03-l1c-f2-02-q.mp3} -LINE: No, Tom doesn't get up late. {bk03-l1c-f2-02-a.mp3} +# Source: ST §Yes, I Get Up Early (table) +$GRAMMAR Short Answers: Yes, I Do +ID: l1-s30 +INTRO: You don't always need the whole sentence. English lets you answer in three words. -LINE: Do they buy snacks? {bk03-l1c-f2-03-q.mp3} -LINE: Yes, they buy snacks. {bk03-l1c-f2-03-a.mp3} +CARD: A question can get a long answer or a short one — both are correct. +{Do you get up early?} +{Yes, I get up early.} +{Yes, I do.} -LINE: Do you drink coffee? {bk03-l1c-f2-04-q.mp3} -LINE: No, I don't drink coffee. {bk03-l1c-f2-04-a.mp3} +CARD: Negative short answers use **don't** or **doesn't**. +{Does Tom get up late?} +{No, Tom doesn't get up late.} +{No, he doesn't.} -LINE: Does he listen in the lab? {bk03-l1c-f2-05-q.mp3} -LINE: Yes, he listens in the lab. {bk03-l1c-f2-05-a.mp3} +SUMMARY: +| Question | Long Answer | Short Answer | +|---|---|---| +| Do you get up early? | Yes, I get up early. | Yes, I do. | +| Does Tom get up late? | No, Tom doesn't get up late. | No, he doesn't. | -LINE: Do you swim every day? {bk03-l1c-f2-06-q.mp3} -LINE: No, I don't swim every day. {bk03-l1c-f2-06-a.mp3} - -LINE: Does Linda eat breakfast? {bk03-l1c-f2-07-q.mp3} -LINE: No, Linda doesn't eat breakfast. {bk03-l1c-f2-07-a.mp3} - -LINE: Does she study her lesson? {bk03-l1c-f2-08-q.mp3} -LINE: Yes, she studies her lesson. {bk03-l1c-f2-08-a.mp3} - -LINE: Do you watch TV at night? {bk03-l1c-f2-09-q.mp3} -LINE: Yes, I watch TV at night. {bk03-l1c-f2-09-a.mp3} - -LINE: Do they sleep in the barracks? {bk03-l1c-f2-10-q.mp3} -LINE: No, they don't sleep in the barracks. {bk03-l1c-f2-10-a.mp3} - -# Source: LLA 1C Figure 2 (production pass) -$PRODUCE Now You Answer +# Source: LLA 1C Figure 2 (Part 2) +$PRODUCE Answer the Questions ID: 1c-f2-b INPUT: speak CHECK: reveal -SHOW_PROMPT -REPEAT -INTRO: The same questions again — but this time you answer first. Say a full sentence, then compare with the tape and repeat the correct answer. +INTRO: The same questions again — but this time you answer. Speak a complete sentence, then listen and repeat the model answer. INSTRUCTION: Answer aloud with a full sentence. +REPEAT EXAMPLE -PROMPT: Does Tom eat breakfast? {bk03-l1c-f2-11-q.mp3} -RESPONSE: Yes, Tom eats breakfast. {bk03-l1c-f2-01-a.mp3} +PROMPT: Does Tom eat breakfast? {bk03-l1c-f2-q01.mp3} +RESPONSE: Yes, Tom eats breakfast. {bk03-l1c-f2-a01.mp3} -PROMPT: Does Tom get up late? {bk03-l1c-f2-12-q.mp3} -RESPONSE: No, Tom doesn't get up late. {bk03-l1c-f2-02-a.mp3} +PROMPT: Does Tom get up late? {bk03-l1c-f2-q02.mp3} +RESPONSE: No, Tom doesn't get up late. -PROMPT: Do they buy snacks? {bk03-l1c-f2-13-q.mp3} -RESPONSE: Yes, they buy snacks. {bk03-l1c-f2-03-a.mp3} +PROMPT: Do they buy snacks? {bk03-l1c-f2-q03.mp3} +RESPONSE: Yes, they buy snacks. -PROMPT: Do you drink coffee? {bk03-l1c-f2-14-q.mp3} -RESPONSE: No, I don't drink coffee. {bk03-l1c-f2-04-a.mp3} +PROMPT: Do you drink coffee? {bk03-l1c-f2-q04.mp3} +RESPONSE: No, I don't drink coffee. -PROMPT: Does he listen in lab? {bk03-l1c-f2-15-q.mp3} -RESPONSE: Yes, he listens in the lab. {bk03-l1c-f2-05-a.mp3} +PROMPT: Does he listen in lab? {bk03-l1c-f2-q05.mp3} +RESPONSE: Yes, he listens in the lab. -PROMPT: Do you swim every day? {bk03-l1c-f2-16-q.mp3} -RESPONSE: No, I don't swim every day. {bk03-l1c-f2-06-a.mp3} +PROMPT: Do you swim every day? {bk03-l1c-f2-q06.mp3} +RESPONSE: No, I don't swim every day. -PROMPT: Does Linda eat breakfast? {bk03-l1c-f2-17-q.mp3} -RESPONSE: No, Linda doesn't eat breakfast. {bk03-l1c-f2-07-a.mp3} +PROMPT: Does Linda eat breakfast? {bk03-l1c-f2-q07.mp3} +RESPONSE: No, Linda doesn't eat breakfast. -PROMPT: Does she study her lesson? {bk03-l1c-f2-18-q.mp3} -RESPONSE: Yes, she studies her lesson. {bk03-l1c-f2-08-a.mp3} +PROMPT: Does she study her lesson? {bk03-l1c-f2-q08.mp3} +RESPONSE: Yes, she studies her lesson. -PROMPT: Do you watch TV at night? {bk03-l1c-f2-19-q.mp3} -RESPONSE: Yes, I watch TV at night. {bk03-l1c-f2-09-a.mp3} +PROMPT: Do you watch TV at night? {bk03-l1c-f2-q09.mp3} +RESPONSE: Yes, I watch TV at night. -PROMPT: Do they sleep in the barracks? {bk03-l1c-f2-20-q.mp3} -RESPONSE: No, they don't sleep in the barracks. {bk03-l1c-f2-10-a.mp3} +PROMPT: Do they sleep in the barracks? {bk03-l1c-f2-q10.mp3} +RESPONSE: No, they don't sleep in the barracks. # Source: LLA 1C Figure 3 $DIALOGUE More Questions and Answers ID: 1c-f3 -INTRO: Five more question-and-answer pairs. Listen and repeat both parts. +INTRO: More question-and-answer pairs to make the pattern stick. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT -LINE: Do you eat lunch at noon? {bk03-l1c-f3-01-q.mp3} -LINE: Yes, I eat lunch at noon. {bk03-l1c-f3-01-a.mp3} - -LINE: Do you go to bed late? {bk03-l1c-f3-02-q.mp3} -LINE: No, I don't go to bed late. {bk03-l1c-f3-02-a.mp3} - -LINE: Does Tom shave every day? {bk03-l1c-f3-03-q.mp3} -LINE: Yes, Tom shaves every day. {bk03-l1c-f3-03-a.mp3} - -LINE: Does he go to class early? {bk03-l1c-f3-04-q.mp3} -LINE: No, he doesn't go to class early. {bk03-l1c-f3-04-a.mp3} - -LINE: Does the teacher check the answers? {bk03-l1c-f3-05-q.mp3} -LINE: Yes, the teacher checks the answers. {bk03-l1c-f3-05-a.mp3} +LINE: Do you eat lunch at noon? {bk03-l1c-f3-01.mp3} +LINE: Yes, I eat lunch at noon. {bk03-l1c-f3-02.mp3} +LINE: Do you go to bed late? {bk03-l1c-f3-03.mp3} +LINE: No, I don't go to bed late. {bk03-l1c-f3-04.mp3} +LINE: Does Tom shave every day? {bk03-l1c-f3-05.mp3} +LINE: Yes, Tom shaves every day. {bk03-l1c-f3-06.mp3} +LINE: Does he go to class early? {bk03-l1c-f3-07.mp3} +LINE: No, he doesn't go to class early. {bk03-l1c-f3-08.mp3} +LINE: Does the teacher check the answers? {bk03-l1c-f3-09.mp3} +LINE: Yes, the teacher checks the answers. {bk03-l1c-f3-10.mp3} # Source: LLA 1C Figure 4 -$PRODUCE Write the Answers +$PRODUCE Type the Answers ID: 1c-f4 INPUT: type CHECK: exact -SHOW_PROMPT -INTRO: Read and listen to each question, then type a full-sentence answer. You'll hear the correct answer when you check. -INSTRUCTION: Type the full sentence for your answer. +REFERENCE: 1c-f3 +INTRO: Listen to the question and cue, then type the full answer. You can open the previous dialogue for reference. +INSTRUCTION: Type the complete answer. -PROMPT: Do you eat lunch at noon? {bk03-l1c-f4-01-q.mp3} -RESPONSE: Yes, I eat lunch at noon. {bk03-l1c-f3-01-a.mp3} -ACCEPT: Yes. | Yes, I do. +PROMPT: Do we eat lunch at noon? Yes. {bk03-l1c-f4-01.mp3} +TEMPLATE: Do you eat lunch at noon? (Yes) +RESPONSE: Yes, I eat lunch at noon. +ACCEPT: Yes, I eat lunch at noon | Yes, I do. -PROMPT: Do you go to bed late? {bk03-l1c-f4-02-q.mp3} -RESPONSE: No, I don't go to bed late. {bk03-l1c-f3-02-a.mp3} -ACCEPT: No. | No, I don't. | No, I do not. | No, I do not go to bed late. +PROMPT: Do you go to bed late? No. {bk03-l1c-f4-02.mp3} +TEMPLATE: Do you go to bed late? (No) +RESPONSE: No, I don't go to bed late. +ACCEPT: No, I don't go to bed late | No, I do not go to bed late. | No, I do not go to bed late | No, I don't. -PROMPT: Does Tom shave every day? {bk03-l1c-f4-03-q.mp3} -RESPONSE: Yes, Tom shaves every day. {bk03-l1c-f3-03-a.mp3} -ACCEPT: Yes. | Yes, he does. | Yes, he shaves every day. +PROMPT: Does Tom shave every day? Yes. {bk03-l1c-f4-03.mp3} +TEMPLATE: Does Tom shave every day? (Yes) +RESPONSE: Yes, Tom shaves every day. +ACCEPT: Yes, Tom shaves every day | Yes, he shaves every day. | Yes, he shaves every day | Yes, he does. -PROMPT: Does he go to class early? {bk03-l1c-f4-04-q.mp3} -RESPONSE: No, he doesn't go to class early. {bk03-l1c-f3-04-a.mp3} -ACCEPT: No. | No, he doesn't. | No, he does not. | No, he does not go to class early. +PROMPT: Does he go to class early? No. {bk03-l1c-f4-04.mp3} +TEMPLATE: Does he go to class early? (No) +RESPONSE: No, he doesn't go to class early. +ACCEPT: No, he doesn't go to class early | No, he does not go to class early. | No, he does not go to class early | No, he doesn't. -PROMPT: Does the teacher check the answers? {bk03-l1c-f4-05-q.mp3} -RESPONSE: Yes, the teacher checks the answers. {bk03-l1c-f3-05-a.mp3} -ACCEPT: Yes. | Yes, she does. | Yes, he does. | Yes, she checks the answers. | Yes, he checks the answers. - -$LESSON 1-6: Short Answers - -# Source: ST §Yes, I Get Up Early. (table) + new talk-through (gap: table had no explanation) -$GRAMMAR Yes, I Do. No, He Doesn't. -ID: l1-s30 -INTRO: In this part you'll learn short answers — the quick "Yes, I do" and "No, he doesn't" that English speakers actually use. - -You can answer a yes/no question with a full sentence — or with a short answer: - -| | -|---| -| Do you get up early?
Yes, I get up early.
**Yes, I do.** | -| Does Tom get up late?
No, Tom doesn't get up late.
**No, he doesn't.** | - -{Yes, I do.} — {No, he doesn't.} Short, natural, and very common. - -# Source: LLA 1D Figure 1 -$DIALOGUE Long and Short Answers -ID: 1d-f1 -INTRO: Listen to questions answered both ways — the short answer first, then the full sentence. Repeat everything. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Does your family eat lamb for dinner? {bk03-l1d-f1-01.mp3} -LINE: Yes, they do. They eat lamb for dinner. {bk03-l1d-f1-02.mp3} - -LINE: Do they eat eggs for dinner? {bk03-l1d-f1-03.mp3} -LINE: No, they don't eat eggs for dinner. {bk03-l1d-f1-04.mp3} - -LINE: Do you eat bread for lunch? {bk03-l1d-f1-05.mp3} -LINE: Yes, I do. I eat bread for lunch. {bk03-l1d-f1-06.mp3} - -LINE: Do you eat apples for dinner? {bk03-l1d-f1-07.mp3} -LINE: No, I don't eat apples for dinner. {bk03-l1d-f1-08.mp3} - -LINE: Does Tom eat eggs for breakfast? {bk03-l1d-f1-09.mp3} -LINE: Yes, he does. Tom eats eggs for breakfast. {bk03-l1d-f1-10.mp3} - -LINE: Does he eat chicken for breakfast? {bk03-l1d-f1-11.mp3} -LINE: No, he doesn't eat chicken for breakfast. {bk03-l1d-f1-12.mp3} - -# Source: ST §Yes, He Does. -$DIALOGUE Yes, He Does. -ID: l1-s32 -INTRO: Question, short answer — question, short answer. Listen and repeat, and keep the answers quick. -INSTRUCTION: Practice the short answers. -REPEAT - -LINE: Do you drink coffee? Yes, I do. -LINE: Does he shave every day? No, he doesn't. -LINE: Do they eat at noon? Yes, they do. -LINE: Do you drink coffee? Yes, I do. -LINE: Does your friend swim after class? No, he doesn't. -LINE: Does she study late at night? Yes, she does. -LINE: Do your friends talk in lab? No, they don't. -LINE: Does your mother buy food at the commissary? Yes, she does. -LINE: Does that student go to class every day? Yes, he does. -LINE: Do you eat eggs for breakfast? No, I don't. - -# Source: LLA 1D Figure 2 -$SELECT Choose the Right Answer -ID: 1d-f2 -INTRO: Listen to the statement and the question that follows it, then tap the short answer that matches. Repeat the question and the correct answer afterward. Yes, Jan really does drink coffee for dinner every night — we don't ask why. -INSTRUCTION: Tap the correct answer. -REPEAT - -PROMPT: Mr. Wilson eats breakfast every morning. Does Mr. Wilson eat breakfast every morning? {bk03-l1d-f2-01-q.mp3} -OPTION: a | Yes, he does. {bk03-l1d-f2-01-a.mp3} -OPTION: b | No, he doesn't. -ANSWER: a - -PROMPT: Tom doesn't get up early every morning. Does Tom get up early every morning? {bk03-l1d-f2-02-q.mp3} -OPTION: a | Yes, he does. -OPTION: b | No, he doesn't. {bk03-l1d-f2-02-a.mp3} -ANSWER: b - -PROMPT: Linda doesn't eat rice for lunch every day. Does Linda eat rice for lunch every day? {bk03-l1d-f2-03-q.mp3} -OPTION: a | Yes, she does. -OPTION: b | No, she doesn't. {bk03-l1d-f2-03-a.mp3} -ANSWER: b - -PROMPT: Tim and Jack swim every afternoon. Do Tim and Jack swim every afternoon? {bk03-l1d-f2-04-q.mp3} -OPTION: a | Yes, they do. {bk03-l1d-f2-04-a.mp3} -OPTION: b | No, they don't. -ANSWER: a - -PROMPT: I don't go to bed early every night. Do I go to bed early every night? {bk03-l1d-f2-05-q.mp3} -OPTION: a | Yes, you do. -OPTION: b | No, you don't. {bk03-l1d-f2-05-a.mp3} -ANSWER: b - -PROMPT: We study our lesson every day. Do we study our lesson every day? {bk03-l1d-f2-06-q.mp3} -OPTION: a | Yes, we do. {bk03-l1d-f2-06-a.mp3} -OPTION: b | No, we don't. -ANSWER: a - -PROMPT: Jan drinks coffee for dinner every night. Does Jan drink coffee for dinner every night? {bk03-l1d-f2-07-q.mp3} -OPTION: a | Yes, she does. {bk03-l1d-f2-07-a.mp3} -OPTION: b | No, she doesn't. -ANSWER: a - -PROMPT: Tom shaves every morning. Does Tom shave every morning? {bk03-l1d-f2-08-q.mp3} -OPTION: a | Yes, he does. {bk03-l1d-f2-08-a.mp3} -OPTION: b | No, he doesn't. -ANSWER: a - -PROMPT: Mr. and Mrs. Wilson don't eat chicken for dinner every evening. Do Mr. and Mrs. Wilson eat chicken for dinner every evening? {bk03-l1d-f2-09-q.mp3} -OPTION: a | Yes, they do. -OPTION: b | No, they don't. {bk03-l1d-f2-09-a.mp3} -ANSWER: b - -PROMPT: She doesn't buy rice at the BX. Does she buy rice at the BX? {bk03-l1d-f2-10-q.mp3} -OPTION: a | Yes, she does. -OPTION: b | No, she doesn't. {bk03-l1d-f2-10-a.mp3} -ANSWER: b +PROMPT: Does the teacher check the answers? Yes. {bk03-l1c-f4-05.mp3} +TEMPLATE: Does the teacher check the answers? (Yes) +RESPONSE: Yes, the teacher checks the answers. +ACCEPT: Yes, the teacher checks the answers | Yes, she checks the answers. | Yes, he checks the answers. | Yes, the teacher does. | Yes, they do. # Source: ST §Practice the Questions and Answers -$DIALOGUE Practice the Questions and Answers +$DIALOGUE Practice: Questions and Answers ID: l1-s31 -INTRO: Four short conversations built entirely on questions and answers. Listen and repeat each line. +INTRO: Four short conversations — a question, a "no", and then the truth. Practice both parts. INSTRUCTION: Practice the questions and answers. REPEAT @@ -1485,85 +1333,151 @@ Jack: No, I don't eat breakfast in the mess hall. Tom: Do you eat dinner in the dining hall? Jack: Yes, I eat dinner in the dining hall. -# Source: ST §Do They Study English Every Day? -$PRODUCE Ask and Answer -ID: l1-s33 -INPUT: speak -CHECK: llm -INTRO: Now you run both sides. Use the cue words to ask a yes/no question, then give a short answer. You choose the subject — and whether the answer is yes or no. -INSTRUCTION: Ask a yes/no question using the cue words, then give a short answer. -RUBRIC: Accept any well-formed present tense yes/no question using the given cue words, followed by an appropriate short or full-sentence answer. The subject and positive/negative polarity are the learner's choice. +# Source: ST §Yes, He Does. No, He Doesn't. +$DIALOGUE Yes, He Does. No, He Doesn't. +ID: l1-s32 +INTRO: Now the short answers on their own — three words and done. Read the exchanges. +INSTRUCTION: Read the questions and short answers. -EXAMPLE -TEMPLATE: study/morning -RESPONSE: Do you study English in the morning? Yes, I study English in the morning. +Student1: Do you drink coffee? +Student2: Yes, I do. -EXAMPLE -TEMPLATE: eat/fruit -RESPONSE: Does he eat fruit? No, he doesn't. +Student1: Does he shave every day? +Student2: No, he doesn't. -TEMPLATE: eat lunch/mess hall -RESPONSE: Do you eat lunch in the mess hall? Yes, I do. +Student1: Do they eat at noon? +Student2: Yes, they do. -TEMPLATE: go to class/morning -RESPONSE: Does she go to class in the morning? Yes, she does. +Student1: Do you drink coffee? +Student2: Yes, I do. -TEMPLATE: read books/night -RESPONSE: Do they read books at night? No, they don't. +Student1: Does your friend swim after class? +Student2: No, he doesn't. -TEMPLATE: go to bed/9:00 p.m. -RESPONSE: Do you go to bed at 9:00 p.m.? Yes, I do. +Student1: Does she study late at night? +Student2: Yes, she does. -TEMPLATE: watch movies/noon -RESPONSE: Does he watch movies at noon? No, he doesn't. +Student1: Do your friends talk in lab? +Student2: No, they don't. -TEMPLATE: pencil/belong/you -RESPONSE: Does this pencil belong to you? Yes, it does. +Student1: Does your mother buy food at the commissary? +Student2: Yes, she does. -TEMPLATE: your teacher/check homework -RESPONSE: Does your teacher check homework? Yes, he does. +Student1: Does that student go to class every day? +Student2: Yes, he does. -TEMPLATE: shave/every day -RESPONSE: Do you shave every day? Yes, I do. +Student1: Do you eat eggs for breakfast? +Student2: No, I don't. -TEMPLATE: brother/study English -RESPONSE: Does your brother study English? Yes, he does. +# Source: LLA 1D Figure 2 +$SELECT Choose the Short Answer +ID: 1d-f2 +INTRO: Listen carefully: first a fact, then a question about it. Tap the short answer that matches the fact. +INSTRUCTION: Tap the correct short answer. -TEMPLATE: drink coffee/morning -RESPONSE: Do they drink coffee in the morning? Yes, they do. +PROMPT: Mr. Wilson eats breakfast every morning. Does Mr. Wilson eat breakfast every morning? {bk03-l1d-f2-01.mp3} +OPTION: a | Yes, he does. +OPTION: b | No, he doesn't. +ANSWER: a +FEEDBACK: Yes, he does. {bk03-l1d-f2-01-fb.mp3} -$LESSON 1-7: Meals and Pictures — Putting It Together +PROMPT: Tom doesn't get up early every morning. Does Tom get up early every morning? {bk03-l1d-f2-02.mp3} +OPTION: a | Yes, he does. +OPTION: b | No, he doesn't. +ANSWER: b +FEEDBACK: No, he doesn't. {bk03-l1d-f2-02-fb.mp3} + +PROMPT: Linda doesn't eat rice for lunch every day. Does Linda eat rice for lunch every day? {bk03-l1d-f2-03.mp3} +OPTION: a | Yes, she does. +OPTION: b | No, she doesn't. +ANSWER: b +FEEDBACK: No, she doesn't. {bk03-l1d-f2-03-fb.mp3} + +PROMPT: Tim and Jack swim every afternoon. Do Tim and Jack swim every afternoon? {bk03-l1d-f2-04.mp3} +OPTION: a | Yes, they do. +OPTION: b | No, they don't. +ANSWER: a +FEEDBACK: Yes, they do. {bk03-l1d-f2-04-fb.mp3} + +PROMPT: I don't go to bed early every night. Do I go to bed early every night? {bk03-l1d-f2-05.mp3} +OPTION: a | Yes, you do. +OPTION: b | No, you don't. +ANSWER: b +FEEDBACK: No, you don't. {bk03-l1d-f2-05-fb.mp3} + +PROMPT: We study our lesson every day. Do we study our lesson every day? {bk03-l1d-f2-06.mp3} +OPTION: a | Yes, we do. +OPTION: b | No, we don't. +ANSWER: a +FEEDBACK: Yes, we do. {bk03-l1d-f2-06-fb.mp3} + +PROMPT: Jan drinks coffee for dinner every night. Does Jan drink coffee for dinner every night? {bk03-l1d-f2-07.mp3} +OPTION: a | Yes, she does. +OPTION: b | No, she doesn't. +ANSWER: a +FEEDBACK: Yes, she does. {bk03-l1d-f2-07-fb.mp3} + +PROMPT: Tom shaves every morning. Does Tom shave every morning? {bk03-l1d-f2-08.mp3} +OPTION: a | Yes, he does. +OPTION: b | No, he doesn't. +ANSWER: a +FEEDBACK: Yes, he does. {bk03-l1d-f2-08-fb.mp3} + +PROMPT: Mr. and Mrs. Wilson don't eat chicken for dinner every evening. Do Mr. and Mrs. Wilson eat chicken for dinner every evening? {bk03-l1d-f2-09.mp3} +OPTION: a | Yes, they do. +OPTION: b | No, they don't. +ANSWER: b +FEEDBACK: No, they don't. {bk03-l1d-f2-09-fb.mp3} + +PROMPT: She doesn't buy rice at the BX. Does she buy rice at the BX? {bk03-l1d-f2-10.mp3} +OPTION: a | Yes, she does. +OPTION: b | No, she doesn't. +ANSWER: b +FEEDBACK: No, she doesn't. {bk03-l1d-f2-10-fb.mp3} + +$SESSION 1-6: Meals with "For" # Source: LLA 1C Figure 6 -$DIALOGUE Meals — He Does, He Doesn't +$DIALOGUE Eggs for Breakfast ID: 1c-f6 -INTRO: Time to put the whole lesson together, starting with food: who eats what for which meal — and what they'd never eat for breakfast. Listen and repeat. +INTRO: In this part you'll learn to say what people eat for each meal — eggs for breakfast, rice for lunch. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: Tom eats eggs for breakfast. {bk03-l1c-f6-01-a.mp3} -LINE: He doesn't eat a salad for breakfast. {bk03-l1c-f6-01-b.mp3} +LINE: Tom eats eggs for breakfast. {bk03-l1c-f6-01.mp3} +LINE: He doesn't eat a salad for breakfast. {bk03-l1c-f6-02.mp3} +LINE: Linda eats fruit for breakfast. {bk03-l1c-f6-03.mp3} +LINE: She doesn't eat fish for breakfast. {bk03-l1c-f6-04.mp3} +LINE: The students eat rice for lunch. {bk03-l1c-f6-05.mp3} +LINE: They don't eat rice for breakfast. {bk03-l1c-f6-06.mp3} +LINE: I eat a salad for lunch. {bk03-l1c-f6-07.mp3} +LINE: I don't eat a salad for dinner. {bk03-l1c-f6-08.mp3} +LINE: My friend eats fish for dinner. {bk03-l1c-f6-09.mp3} +LINE: He doesn't eat pork for dinner. {bk03-l1c-f6-10.mp3} -LINE: Linda eats fruit for breakfast. {bk03-l1c-f6-02-a.mp3} -LINE: She doesn't eat fish for breakfast. {bk03-l1c-f6-02-b.mp3} +# Source: ST §Tim and Pat Eat Eggs for Breakfast (table) +$GRAMMAR The Word "For" with Meals +ID: l1-s37 +INTRO: One small word connects the food to the meal: "for". -LINE: The students eat rice for lunch. {bk03-l1c-f6-03-a.mp3} -LINE: They don't eat rice for breakfast. {bk03-l1c-f6-03-b.mp3} +CARD: Use **for** to name the meal the food belongs to. +{Tim and Pat eat eggs for breakfast.} +{He doesn't eat beef for breakfast.} -LINE: I eat a salad for lunch. {bk03-l1c-f6-04-a.mp3} -LINE: I don't eat a salad for dinner. {bk03-l1c-f6-04-b.mp3} - -LINE: My friend eats fish for dinner. {bk03-l1c-f6-05-a.mp3} -LINE: He doesn't eat pork for dinner. {bk03-l1c-f6-05-b.mp3} +SUMMARY: +| Subject | Verb | Direct Object | Prepositional Phrase (Purpose) | +|---|---|---|---| +| Tim and Pat | eat | eggs | for breakfast. | +| He | doesn't eat | beef | for breakfast. | # Source: ST §Tim and Pat Eat Eggs for Breakfast -$DIALOGUE Tim and Pat Eat Eggs for Breakfast -ID: l1-s37 -INTRO: More meals, more habits — and this time you say them. Practice each sentence pair. +$DIALOGUE What They Eat — and Don't Eat {st-page_035_001.jpg|A man named Tim and a woman named Pat sitting at a breakfast table eating eggs, toast, and drinking coffee, with a clock on the wall showing 7:15} +ID: l1-s38 +INTRO: Practice the pattern with Tim, Pat, and their very sensible menus. INSTRUCTION: Practice these sentences. REPEAT -LINE: Tim and Pat eat eggs for breakfast. They don't eat eggs for lunch. {st-page_035_001.jpg} +LINE: Tim and Pat eat eggs for breakfast. They don't eat eggs for lunch. LINE: Tim eats fruit for breakfast. He doesn't eat beef for breakfast. LINE: Pat eats toast for breakfast. She doesn't eat toast for dinner. LINE: Tom eats a salad for lunch. He doesn't eat a salad for dinner. @@ -1572,477 +1486,690 @@ LINE: My family eats fruit for a snack. We don't eat fruit for dinner. LINE: Susan eats meat and rice for dinner. She doesn't eat meat and rice for breakfast. LINE: Sam's brother eats fish for lunch. He doesn't eat fish for a snack. -# Source: ST §The Boys Eat Eggs For Breakfast (bare "write a sentence" items recast as cued sentence-building; duplicate final item dropped) -$PRODUCE Build the Sentence -ID: l1-s38 -INPUT: type +# Source: ST §The Boys Eat Eggs for Breakfast (substitution table; cues added to scaffold production) +$PRODUCE Your Turn: What Do They Eat? +ID: l1-s39 +REFERENCE: l1-s37 +INTRO: Your turn to set the menu. Use the cue words to say a full sentence with "eat" and "for" — the table is one tap away. +INSTRUCTION: Say a sentence using the cue words. +INPUT: speak CHECK: llm -INTRO: Build a sentence from each set of cues: who, what food, and which meal — with "eat" and "for" holding it together. -INSTRUCTION: Type a sentence using the three cues. -RUBRIC: Accept any grammatically correct present tense sentence combining the three cue words with "eat" and "for", like the model (e.g., "The pilots eat toast for breakfast."). Extra correct words are fine. +RUBRIC: Accept any grammatically correct present simple sentence with "eat" and "for" using the cue words (e.g. "The students eat rice for lunch."). Correct third-person "-s" and the word "for" before the meal are the point. EXAMPLE -TEMPLATE: (The children) + (fruit) + (lunch) +TEMPLATE: the children / fruit / lunch RESPONSE: The children eat fruit for lunch. -TEMPLATE: (Our friends) + (chicken) + (dinner) -RESPONSE: Our friends eat chicken for dinner. +TEMPLATE: the students / rice / lunch +RESPONSE: The students eat rice for lunch. -TEMPLATE: (The pilots) + (toast) + (breakfast) -RESPONSE: The pilots eat toast for breakfast. +TEMPLATE: the pilots / chicken / dinner +RESPONSE: The pilots eat chicken for dinner. -TEMPLATE: (My brother and I) + (bread) + (a snack) -RESPONSE: My brother and I eat bread for a snack. +TEMPLATE: our friends / bread / breakfast +RESPONSE: Our friends eat bread for breakfast. -TEMPLATE: (The students) + (rice) + (every meal) -RESPONSE: The students eat rice for every meal. +TEMPLATE: my brother and I / toast / breakfast +RESPONSE: My brother and I eat toast for breakfast. -# Source: LLA 1D Figure 3 (Picture 1) -$DIALOGUE Mr. Wilson Eats Rice -ID: 1d-f3-p1 -INTRO: Six pictures, six people, six routines — and questions about each one. First, Mr. Wilson and his lunch. Listen and repeat. -INSTRUCTION: Listen and repeat. +TEMPLATE: the children / fruit / a snack +RESPONSE: The children eat fruit for a snack. + +# Source: LLA 1D Figure 1 +$DIALOGUE What Does Your Family Eat? +ID: 1d-f1 +INTRO: Two people compare menus — questions and answers about breakfast, lunch, and dinner. Listen and repeat each line. +INSTRUCTION: Listen and repeat each question and answer. REPEAT -LINE: This is Mr. Wilson. {page_026_001.jpg} {bk03-l1d-f3-01.mp3} -LINE: He's eating rice for lunch. {page_026_001.jpg} {bk03-l1d-f3-02.mp3} -LINE: He eats rice for lunch every day. {page_026_001.jpg} {bk03-l1d-f3-03.mp3} +SpeakerA: Does your family eat lamb for dinner? {bk03-l1d-f1-01.mp3} +SpeakerB: Yes, they do. They eat lamb for dinner. {bk03-l1d-f1-02.mp3} -$SELECT Questions about Mr. Wilson -ID: 1d-f3-p1-q -INTRO: Now three quick questions about Mr. Wilson. Tap Yes or No. +SpeakerA: Do they eat eggs for dinner? {bk03-l1d-f1-03.mp3} +SpeakerB: No, they don't eat eggs for dinner. {bk03-l1d-f1-04.mp3} + +SpeakerA: Do you eat bread for lunch? {bk03-l1d-f1-05.mp3} +SpeakerB: Yes, I do. I eat bread for lunch. {bk03-l1d-f1-06.mp3} + +SpeakerA: Do you eat apples for dinner? {bk03-l1d-f1-07.mp3} +SpeakerB: No, I don't eat apples for dinner. {bk03-l1d-f1-08.mp3} + +SpeakerA: Does Tom eat eggs for breakfast? {bk03-l1d-f1-09.mp3} +SpeakerB: Yes, he does. Tom eats eggs for breakfast. {bk03-l1d-f1-10.mp3} + +SpeakerA: Does he eat chicken for breakfast? {bk03-l1d-f1-11.mp3} +SpeakerB: No, he doesn't eat chicken for breakfast. {bk03-l1d-f1-12.mp3} + +# Source: ST §Let's Buy a Snack +$DIALOGUE Let's Go to the Snack Bar +ID: l1-s21 +INTRO: All this food talk makes people hungry. When you want to do something together, say "let's". Listen and repeat the dialogs. +INSTRUCTION: Listen and repeat the dialogs. +REPEAT + +Jim: Are you hungry? +Bill: Yes, I am. +Jim: Me too. Let's go to the snack bar. +Bill: Okay. Let's go. + +Ted: I'm hungry. Let's eat lunch. +Bob: Okay. Let's go to the mess hall. + +Joe: Let's go to the mess hall. +Tim: Not now. I'm not hungry. +Joe: It's 11:30. Let's go at 12:00. +Tim: Okay. Let's go at 12:00. + +# Source: ST §Let's Go to the Library +$DIALOGUE Let's Go to the Library +ID: l1-s22 +INTRO: "Let's" also works for saying "not now". Read how Bill and Don politely put the library off until tomorrow. +INSTRUCTION: Read the dialog. + +Bill: What are you doing, Don? +Don: I'm eating a snack. +Bill: Let's go to the library. +Don: Not now. It's late. +Bill: You're right. It's 10 o'clock. +Don: Let's go tomorrow after class. +Bill: Okay. See you in the morning. +Don: Goodbye. + +# SKIPPED (book): Speaking Skill "LET'S GO IN THE AFTERNOON." (ST p. 17) — unscripted pair-conversation prompt; dropped. + +$SESSION 1-7: Review — Pictures and Practice + +# Source: LLA 1D Figure 3 (Picture 1) +$DIALOGUE Mr. Wilson at Lunch {page_026_001.jpg|A man with glasses eating from a bowl with a fork} +ID: 1d-f3-p1-d +INTRO: Time to put the whole lesson together: six pictures, six people, and questions about each one. First up, Mr. Wilson and his rice. Repeat the sentences. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: This is Mr. Wilson. {bk03-l1d-f3-01.mp3} +LINE: He's eating rice for lunch. {bk03-l1d-f3-02.mp3} +LINE: He eats rice for lunch every day. {bk03-l1d-f3-03.mp3} + +# Source: LLA 1D Figure 3 (Picture 1 questions) +$SELECT Questions: Mr. Wilson +ID: 1d-f3-p1 +REFERENCE: 1d-f3-p1-d +INTRO: Now answer three quick questions about Mr. Wilson. Tap Yes or No. INSTRUCTION: Tap Yes or No. OPTION: y | Yes OPTION: n | No -PROMPT: Is this Mr. Wilson? {page_026_001.jpg} {bk03-l1d-f3-04.mp3} +PROMPT: Is this Mr. Wilson? {bk03-l1d-f3-04-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f3-04-fb.mp3} +FEEDBACK: Yes, it is. {bk03-l1d-f3-04-a.mp3} -PROMPT: Is he eating bread for lunch? {page_026_001.jpg} {bk03-l1d-f3-05.mp3} +PROMPT: Is he eating bread for lunch? {bk03-l1d-f3-05-q.mp3} ANSWER: n -FEEDBACK: {bk03-l1d-f3-05-fb.mp3} +FEEDBACK: No, he's not. {bk03-l1d-f3-05-a.mp3} -PROMPT: Does he eat rice for lunch every day? {page_026_001.jpg} {bk03-l1d-f3-06.mp3} +PROMPT: Does he eat rice for lunch every day? {bk03-l1d-f3-06-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f3-06-fb.mp3} +FEEDBACK: Yes, he does. {bk03-l1d-f3-06-a.mp3} # Source: LLA 1D Figure 3 (Picture 2) -$DIALOGUE Jack Takes a Shower -ID: 1d-f3-p2 -INTRO: Next picture: Jack, mid-shower. Listen and repeat. -INSTRUCTION: Listen and repeat. +$DIALOGUE Jack in the Shower {page_026_002.jpg|A man taking a shower with water spraying on him} +ID: 1d-f3-p2-d +INTRO: Next: Jack, mid-shower. Repeat the sentences. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: This is Jack. {page_026_002.jpg} {bk03-l1d-f3-07.mp3} -LINE: He's taking a shower. {page_026_002.jpg} {bk03-l1d-f3-08.mp3} -LINE: He takes a shower every morning. {page_026_002.jpg} {bk03-l1d-f3-09.mp3} +LINE: This is Jack. {bk03-l1d-f3-07.mp3} +LINE: He's taking a shower. {bk03-l1d-f3-08.mp3} +LINE: He takes a shower every morning. {bk03-l1d-f3-09.mp3} -$SELECT Questions about Jack -ID: 1d-f3-p2-q +# Source: LLA 1D Figure 3 (Picture 2 questions) +$SELECT Questions: Jack +ID: 1d-f3-p2 +REFERENCE: 1d-f3-p2-d INTRO: Three questions about Jack. Tap Yes or No. INSTRUCTION: Tap Yes or No. OPTION: y | Yes OPTION: n | No -PROMPT: Is this Jack? {page_026_002.jpg} {bk03-l1d-f3-10.mp3} +PROMPT: Is this Jack? {bk03-l1d-f3-10-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f3-10-fb.mp3} +FEEDBACK: Yes, it is. {bk03-l1d-f3-10-a.mp3} -PROMPT: Is he taking a shower? {page_026_002.jpg} {bk03-l1d-f3-11.mp3} +PROMPT: Is he taking a shower? {bk03-l1d-f3-11-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f3-11-fb.mp3} +FEEDBACK: Yes, he is. {bk03-l1d-f3-11-a.mp3} -PROMPT: Does he take a shower every evening? {page_026_002.jpg} {bk03-l1d-f3-12.mp3} +PROMPT: Does he take a shower every evening? {bk03-l1d-f3-12-q.mp3} ANSWER: n -FEEDBACK: {bk03-l1d-f3-12-fb.mp3} +FEEDBACK: No, he doesn't. {bk03-l1d-f3-12-a.mp3} # Source: LLA 1D Figure 3 (Picture 3) -$DIALOGUE Tom Shaves -ID: 1d-f3-p3 -INTRO: Picture three: Tom and his razor. Listen and repeat. -INSTRUCTION: Listen and repeat. +$DIALOGUE Tom Shaving {page_026_003.jpg|A man shaving foam off his face with a safety razor} +ID: 1d-f3-p3-d +INTRO: Here's Tom with his razor. Repeat the sentences. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: This is Tom. {page_026_003.jpg} {bk03-l1d-f3-13.mp3} -LINE: He's shaving. {page_026_003.jpg} {bk03-l1d-f3-14.mp3} -LINE: He shaves every morning. {page_026_003.jpg} {bk03-l1d-f3-15.mp3} +LINE: This is Tom. {bk03-l1d-f3-13.mp3} +LINE: He's shaving. {bk03-l1d-f3-14.mp3} +LINE: He shaves every morning. {bk03-l1d-f3-15.mp3} -$SELECT Questions about Tom -ID: 1d-f3-p3-q -INTRO: Three questions about Tom — listen carefully to the first one. Tap Yes or No. +# Source: LLA 1D Figure 3 (Picture 3 questions) +$SELECT Questions: Tom +ID: 1d-f3-p3 +REFERENCE: 1d-f3-p3-d +INTRO: Three questions about Tom — and watch out, the first one tries to trick you. Tap Yes or No. INSTRUCTION: Tap Yes or No. OPTION: y | Yes OPTION: n | No -PROMPT: Is this Bob? {page_026_003.jpg} {bk03-l1d-f3-16.mp3} +PROMPT: Is this Bob? {bk03-l1d-f3-16-q.mp3} ANSWER: n -FEEDBACK: {bk03-l1d-f3-16-fb.mp3} +FEEDBACK: No, it's not. This is Tom. {bk03-l1d-f3-16-a.mp3} -PROMPT: Is he shaving? {page_026_003.jpg} {bk03-l1d-f3-17.mp3} +PROMPT: Is he shaving? {bk03-l1d-f3-17-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f3-17-fb.mp3} +FEEDBACK: Yes, he is. {bk03-l1d-f3-17-a.mp3} -PROMPT: Does he shave every morning? {page_026_003.jpg} {bk03-l1d-f3-18.mp3} +PROMPT: Does he shave every morning? {bk03-l1d-f3-18-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f3-18-fb.mp3} +FEEDBACK: Yes, he does. {bk03-l1d-f3-18-a.mp3} # Source: LLA 1D Figure 3 (Picture 4) -$DIALOGUE Tim Is Sleeping -ID: 1d-f3-p4 -INTRO: Picture four: Tim, fast asleep. Try not to wake him. Listen and repeat. -INSTRUCTION: Listen and repeat. +$DIALOGUE Tim Asleep {page_026_004.jpg|A man sleeping in a bed next to an alarm clock showing 3:00} +ID: 1d-f3-p4-d +INTRO: Tim is fast asleep — it's 3:00, after all. Repeat the sentences quietly. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: This is Tim. {page_026_004.jpg} {bk03-l1d-f4-01.mp3} -LINE: He's sleeping. {page_026_004.jpg} {bk03-l1d-f4-02.mp3} -LINE: He goes to bed at 11 o'clock every night. {page_026_004.jpg} {bk03-l1d-f4-03.mp3} +LINE: This is Tim. {bk03-l1d-f4-01.mp3} +LINE: He's sleeping. {bk03-l1d-f4-02.mp3} +LINE: He goes to bed at 11 o'clock every night. {bk03-l1d-f4-03.mp3} -$SELECT Questions about Tim -ID: 1d-f3-p4-q +# Source: LLA 1D Figure 3 (Picture 4 questions) +$SELECT Questions: Tim +ID: 1d-f3-p4 +REFERENCE: 1d-f3-p4-d INTRO: Three questions about Tim. Tap Yes or No. INSTRUCTION: Tap Yes or No. OPTION: y | Yes OPTION: n | No -PROMPT: Is this Tim? {page_026_004.jpg} {bk03-l1d-f4-04.mp3} +PROMPT: Is this Tim? {bk03-l1d-f4-04-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f4-04-fb.mp3} +FEEDBACK: Yes, it is. {bk03-l1d-f4-04-a.mp3} -PROMPT: Is he studying? {page_026_004.jpg} {bk03-l1d-f4-05.mp3} +PROMPT: Is he studying? {bk03-l1d-f4-05-q.mp3} ANSWER: n -FEEDBACK: {bk03-l1d-f4-05-fb.mp3} +FEEDBACK: No, he's not. He's sleeping. {bk03-l1d-f4-05-a.mp3} -PROMPT: Does he go to bed at 11 o'clock every night? {page_026_004.jpg} {bk03-l1d-f4-06.mp3} +PROMPT: Does he go to bed at 11 o'clock every night? {bk03-l1d-f4-06-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f4-06-fb.mp3} +FEEDBACK: Yes, he does. {bk03-l1d-f4-06-a.mp3} # Source: LLA 1D Figure 3 (Picture 5) -$DIALOGUE Bob Gets Up -ID: 1d-f3-p5 -INTRO: Picture five: Bob, getting up at six. Listen and repeat. -INSTRUCTION: Listen and repeat. +$DIALOGUE Bob Getting Up {page_026_005.jpg|A boy yawning and stretching with an alarm clock nearby showing 6:00} +ID: 1d-f3-p5-d +INTRO: Bob's alarm says 6:00 and he's up — more or less. Repeat the sentences. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: This is Bob. {page_026_005.jpg} {bk03-l1d-f5-01.mp3} -LINE: He's getting up. {page_026_005.jpg} {bk03-l1d-f5-02.mp3} -LINE: He gets up at 6 o'clock every morning. {page_026_005.jpg} {bk03-l1d-f5-03.mp3} +LINE: This is Bob. {bk03-l1d-f5-01.mp3} +LINE: He's getting up. {bk03-l1d-f5-02.mp3} +LINE: He gets up at 6 o'clock every morning. {bk03-l1d-f5-03.mp3} -$SELECT Questions about Bob -ID: 1d-f3-p5-q -INTRO: Three questions about Bob — watch the times. Tap Yes or No. +# Source: LLA 1D Figure 3 (Picture 5 questions) +$SELECT Questions: Bob +ID: 1d-f3-p5 +REFERENCE: 1d-f3-p5-d +INTRO: Three questions about Bob. Tap Yes or No. INSTRUCTION: Tap Yes or No. OPTION: y | Yes OPTION: n | No -PROMPT: Is this Bob? {page_026_005.jpg} {bk03-l1d-f5-04.mp3} +PROMPT: Is this Bob? {bk03-l1d-f5-04-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f5-04-fb.mp3} +FEEDBACK: Yes, it is. {bk03-l1d-f5-04-a.mp3} -PROMPT: Is he getting up? {page_026_005.jpg} {bk03-l1d-f5-05.mp3} +PROMPT: Is he getting up? {bk03-l1d-f5-05-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f5-05-fb.mp3} +FEEDBACK: Yes, he is. {bk03-l1d-f5-05-a.mp3} -PROMPT: Does he get up at 8 o'clock every morning? {page_026_005.jpg} {bk03-l1d-f5-06.mp3} +PROMPT: Does he get up at 8 o'clock every morning? {bk03-l1d-f5-06-q.mp3} ANSWER: n -FEEDBACK: {bk03-l1d-f5-06-fb.mp3} +FEEDBACK: No, he doesn't. He gets up at 6 o'clock every morning. {bk03-l1d-f5-06-a.mp3} # Source: LLA 1D Figure 3 (Picture 6) -$DIALOGUE John Swims -ID: 1d-f3-p6 -INTRO: Last picture: John in the pool. Listen and repeat. -INSTRUCTION: Listen and repeat. +$DIALOGUE John Swimming {page_026_006.jpg|A boy happily swimming in water} +ID: 1d-f3-p6-d +INTRO: Last one: John, clearly having the best afternoon of the six. Repeat the sentences. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: This is John. {page_026_006.jpg} {bk03-l1d-f6-01.mp3} -LINE: He's swimming. {page_026_006.jpg} {bk03-l1d-f6-02.mp3} -LINE: He swims every afternoon. {page_026_006.jpg} {bk03-l1d-f6-03.mp3} +LINE: This is John. {bk03-l1d-f6-01.mp3} +LINE: He's swimming. {bk03-l1d-f6-02.mp3} +LINE: He swims every afternoon. {bk03-l1d-f6-03.mp3} -$SELECT Questions about John -ID: 1d-f3-p6-q -INTRO: Three final questions about John. Tap Yes or No. +# Source: LLA 1D Figure 3 (Picture 6 questions) +$SELECT Questions: John +ID: 1d-f3-p6 +REFERENCE: 1d-f3-p6-d +INTRO: Three questions about John. Tap Yes or No. INSTRUCTION: Tap Yes or No. OPTION: y | Yes OPTION: n | No -PROMPT: Is this John? {page_026_006.jpg} {bk03-l1d-f6-04.mp3} +PROMPT: Is this John? {bk03-l1d-f6-04-q.mp3} ANSWER: y -FEEDBACK: {bk03-l1d-f6-04-fb.mp3} +FEEDBACK: Yes, it is. {bk03-l1d-f6-04-a.mp3} -PROMPT: Is he sleeping? {page_026_006.jpg} {bk03-l1d-f6-05.mp3} +PROMPT: Is he sleeping? {bk03-l1d-f6-05-q.mp3} ANSWER: n -FEEDBACK: {bk03-l1d-f6-05-fb.mp3} +FEEDBACK: No, he's not. He's swimming. {bk03-l1d-f6-05-a.mp3} -PROMPT: Does he swim every morning? {page_026_006.jpg} {bk03-l1d-f6-06.mp3} +PROMPT: Does he swim every morning? {bk03-l1d-f6-06-q.mp3} ANSWER: n -FEEDBACK: {bk03-l1d-f6-06-fb.mp3} +FEEDBACK: No, he doesn't. He swims every afternoon. {bk03-l1d-f6-06-a.mp3} -$LESSON 1-8: Sounds and Spelling +# Source: ST §Do They Study English Every Day? +$PRODUCE Ask and Answer +ID: l1-s33 +INTRO: Now build the whole exchange yourself: use the cue words to ask a question with "do" or "does", then answer it. Yes or no — your choice. +INSTRUCTION: Form a question and answer from the cues. +INPUT: speak +CHECK: llm +RUBRIC: Accept any grammatically correct question and short/long answer based on the given cues (e.g. "Do you eat lunch in the mess hall? Yes, I do."). Correct do/does question form is the point; yes or no is the learner's choice. + +EXAMPLE +TEMPLATE: study / morning +RESPONSE: Do you study English in the morning?\n— Yes, I study English in the morning. + +EXAMPLE +TEMPLATE: eat / fruit +RESPONSE: Does he eat fruit?\n— No, he doesn't. + +TEMPLATE: eat lunch / mess hall +RESPONSE: Do you eat lunch in the mess hall?\n— Yes, I eat lunch in the mess hall. + +TEMPLATE: go to class / morning +RESPONSE: Do you go to class in the morning?\n— Yes, I go to class in the morning. + +TEMPLATE: read books / night +RESPONSE: Do you read books at night?\n— Yes, I read books at night. + +TEMPLATE: go to bed / 9:00 p.m. +RESPONSE: Does he go to bed at 9:00 p.m.?\n— No, he doesn't. + +TEMPLATE: watch movies / noon +RESPONSE: Do they watch movies at noon?\n— No, they don't. + +TEMPLATE: pencil / belong / you +RESPONSE: Does this pencil belong to you?\n— Yes, it does. + +TEMPLATE: your teacher / check homework +RESPONSE: Does your teacher check homework?\n— Yes, she does. + +TEMPLATE: shave / every day +RESPONSE: Does he shave every day?\n— Yes, he does. + +TEMPLATE: brother / study English +RESPONSE: Does your brother study English?\n— Yes, he studies English. + +TEMPLATE: drink coffee / morning +RESPONSE: Do you drink coffee in the morning?\n— Yes, I do. + +# Source: ST §Which Word Is Different? +$SELECT Which Word Is Different? +ID: l1-s23 +INTRO: A vocabulary round-up: in each group, three words belong together and one is the odd one out. Tap the one that doesn't belong. +INSTRUCTION: Tap the word that does not belong in the group. + +TEMPLATE: beef lamb clock chicken +OPTION: a | beef +OPTION: b | lamb +OPTION: c | clock +OPTION: d | chicken +ANSWER: c + +TEMPLATE: Tuesday Friday Wednesday Air Force +OPTION: a | Tuesday +OPTION: b | Friday +OPTION: c | Wednesday +OPTION: d | Air Force +ANSWER: d + +TEMPLATE: man wife girl daughter +OPTION: a | man +OPTION: b | wife +OPTION: c | girl +OPTION: d | daughter +ANSWER: a + +TEMPLATE: barracks homework mess hall BX +OPTION: a | barracks +OPTION: b | homework +OPTION: c | mess hall +OPTION: d | BX +ANSWER: b + +TEMPLATE: dime nickel quarter thousand +OPTION: a | dime +OPTION: b | nickel +OPTION: c | quarter +OPTION: d | thousand +ANSWER: d + +TEMPLATE: our my the their +OPTION: a | our +OPTION: b | my +OPTION: c | the +OPTION: d | their +ANSWER: c + +TEMPLATE: orange juice eggs coffee milk +OPTION: a | orange juice +OPTION: b | eggs +OPTION: c | coffee +OPTION: d | milk +ANSWER: b + +TEMPLATE: Mr. Mrs. Miss Ms. +OPTION: a | Mr. +OPTION: b | Mrs. +OPTION: c | Miss +OPTION: d | Ms. +ANSWER: a + +TEMPLATE: father women son brother +OPTION: a | father +OPTION: b | women +OPTION: c | son +OPTION: d | brother +ANSWER: b + +TEMPLATE: child barber doctor teacher +OPTION: a | child +OPTION: b | barber +OPTION: c | doctor +OPTION: d | teacher +ANSWER: a + +$SESSION 1-8: Sounds, Spelling, and the Alphabet + +# Source: ST §Pronounce: Not (/a/) +$DIALOGUE The Sound in "Not" +ID: l1-s34 +INTRO: This last part tunes your ear and your spelling. First, the vowel sound in "not" — read each word aloud. +INSTRUCTION: Read the words with the sound /a/. +REPEAT + +LINE: not doctor stop dollar socks father clock soccer watch hospital barber commissary + +# Source: ST §Pronounce: And (/æ/) +$DIALOGUE The Sound in "And" +ID: l1-s35 +INTRO: Now its neighbor: the vowel sound in "and". Read each word aloud. +INSTRUCTION: Read the words with the sound /æ/. +REPEAT + +LINE: and after pad stand ask angry half answer that family lamb +LINE: Saturday + +# Source: ST §Minimal Pairs /æ/ and /a/ +$DIALOGUE Word Pairs: "Add" and "Odd" +ID: l1-s36 +INTRO: The two sounds side by side — a small difference that changes the word. Read each pair. +INSTRUCTION: Read the word pairs. +REPEAT + +LINE: add / odd map / mop jab / job cat / cot pad / pod lack / lock flap / flop smack / smock rack / rock black / block + +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (/a/–/æ/) and "LAB / NOT" (ST p. 25) — instructor-read sound discrimination with unprinted stimuli; the cassette version below covers the same contrast. Convertible later. # Source: LLA 1A Figure 6 -$SELECT Same or Different? +$SELECT Same Vowel or Different? ID: 1a-f6 -INTRO: This last part tunes your ear and your spelling. If "hat" and "hot" sound the same to you, we'll fix that now. Listen to the two words and tap Same or Different. +HIDE_PROMPT +INTRO: Listen to the two words. Decide if they have the same vowel sound or different vowel sounds. INSTRUCTION: Tap Same or Different. + OPTION: s | Same OPTION: d | Different EXAMPLE -PROMPT: hat, hot {bk03-l1a-f6-ex.mp3} +PROMPT: hat ... hot {bk03-l1a-f6-ex.mp3} ANSWER: d -PROMPT: as, as {bk03-l1a-f6-01.mp3} +PROMPT: as ... as {bk03-l1a-f6-01.mp3} ANSWER: s -FEEDBACK: as, as. Same. {bk03-l1a-f6-01-a.mp3} -PROMPT: an, on {bk03-l1a-f6-02.mp3} +PROMPT: an ... on {bk03-l1a-f6-02.mp3} ANSWER: d -FEEDBACK: an, on. Different. {bk03-l1a-f6-02-a.mp3} -PROMPT: mod, mad {bk03-l1a-f6-03.mp3} +PROMPT: mod ... mad {bk03-l1a-f6-03.mp3} ANSWER: d -FEEDBACK: mod, mad. Different. {bk03-l1a-f6-03-a.mp3} -PROMPT: clock, clock {bk03-l1a-f6-04.mp3} +PROMPT: clock ... clock {bk03-l1a-f6-04.mp3} ANSWER: s -FEEDBACK: clock, clock. Same. {bk03-l1a-f6-04-a.mp3} -PROMPT: cap, cop {bk03-l1a-f6-05.mp3} +PROMPT: cap ... cop {bk03-l1a-f6-05.mp3} ANSWER: d -FEEDBACK: cap, cop. Different. {bk03-l1a-f6-05-a.mp3} -PROMPT: back, back {bk03-l1a-f6-06.mp3} +PROMPT: back ... back {bk03-l1a-f6-06.mp3} ANSWER: s -FEEDBACK: back, back. Same. {bk03-l1a-f6-06-a.mp3} -PROMPT: top, tap {bk03-l1a-f6-07.mp3} +PROMPT: top ... tap {bk03-l1a-f6-07.mp3} ANSWER: d -FEEDBACK: top, tap. Different. {bk03-l1a-f6-07-a.mp3} -PROMPT: blond, bland {bk03-l1a-f6-08.mp3} +PROMPT: blond ... bland {bk03-l1a-f6-08.mp3} ANSWER: d -FEEDBACK: blond, bland. Different. {bk03-l1a-f6-08-a.mp3} -PROMPT: bond, bond {bk03-l1a-f6-09.mp3} +PROMPT: bond ... bond {bk03-l1a-f6-09.mp3} ANSWER: s -FEEDBACK: bond, bond. Same. {bk03-l1a-f6-09-a.mp3} -PROMPT: sack, sock {bk03-l1a-f6-10.mp3} +PROMPT: sack ... sock {bk03-l1a-f6-10.mp3} ANSWER: d -FEEDBACK: sack, sock. Different. {bk03-l1a-f6-10-a.mp3} -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "LAB / NOT" — instructor-read minimal-pair -# discrimination with no recorded stimulus and no given word pairs; the recorded LLA drill above covers -# the same skill. Convertible later with chosen items + TTS. - -# Source: ST §NOT -$DIALOGUE The O Sound: Not -ID: l1-s34 -INTRO: These words all share the "o" sound of "not". Read them, and say them aloud as you go. -INSTRUCTION: Read the words. - -LINE: not -LINE: doctor -LINE: stop -LINE: dollar -LINE: socks -LINE: father -LINE: clock -LINE: soccer -LINE: watch -LINE: hospital -LINE: barber -LINE: commissary - -# Source: ST §AND -$DIALOGUE The A Sound: And -ID: l1-s35 -INTRO: And these all share the "a" sound of "and". Read them aloud too. -INSTRUCTION: Read the words. - -LINE: and -LINE: after -LINE: pad -LINE: stand -LINE: ask -LINE: angry -LINE: half -LINE: answer -LINE: that -LINE: family -LINE: lamb -LINE: Saturday - -# Source: ST §MAP MOP -$DIALOGUE Map or Mop? -ID: l1-s36 -INTRO: Now the two sounds side by side — each line is an "a" word and its "o" twin. Read both, and make them sound different. -INSTRUCTION: Read the words. - -LINE: add / odd -LINE: map / mop -LINE: jab / job -LINE: cat / cot -LINE: pad / pod -LINE: lack / lock -LINE: flap / flop -LINE: smack / smock -LINE: rack / rock -LINE: black / block - -# Source: LLA 1A Figure 7 -$DIALOGUE Words with N +# Source: LLA 1A Figure 7 (Part 1) +$DIALOGUE Words with the Letter N ID: 1a-f7 -INTRO: Ten words with one letter in common. Listen and repeat, and notice the "n" in each one. +INTRO: Now the letter "n" — it hides in a lot of this lesson's words. Listen to each word and repeat it. INSTRUCTION: Listen and repeat. REPEAT -LINE: Answer {bk03-l1a-f7-01.mp3} -LINE: Morning {bk03-l1a-f7-02.mp3} -LINE: Different {bk03-l1a-f7-03.mp3} -LINE: Evening {bk03-l1a-f7-04.mp3} -LINE: Lesson {bk03-l1a-f7-05.mp3} -LINE: Under {bk03-l1a-f7-06.mp3} -LINE: Lunch {bk03-l1a-f7-07.mp3} -LINE: Midnight {bk03-l1a-f7-08.mp3} -LINE: Number {bk03-l1a-f7-09.mp3} -LINE: Afternoon {bk03-l1a-f7-10.mp3} +LINE: answer {bk03-l1a-f7-01.mp3} +LINE: morning {bk03-l1a-f7-02.mp3} +LINE: different {bk03-l1a-f7-03.mp3} +LINE: evening {bk03-l1a-f7-04.mp3} +LINE: lesson {bk03-l1a-f7-05.mp3} +LINE: under {bk03-l1a-f7-06.mp3} +LINE: lunch {bk03-l1a-f7-07.mp3} +LINE: midnight {bk03-l1a-f7-08.mp3} +LINE: number {bk03-l1a-f7-09.mp3} +LINE: afternoon {bk03-l1a-f7-10.mp3} -# Source: LLA 1A Figure 7 (writing) + ST §Write: n (distinct items merged in, with TTS prompts) -$PRODUCE Write the Missing N +# Source: LLA 1A Figure 7 (Part 2) — items from ST §Write: n merged below (cross-source twin) +$PRODUCE Type the Missing N ID: 1a-f7-b INPUT: type CHECK: exact -INTRO: Listen to the word, then type the missing letter "n" — sometimes more than one — to complete it. +INTRO: Listen to the word and type the missing letter N to complete it. INSTRUCTION: Type the missing letter. -PROMPT: answer. {bk03-l1a-f7-11.mp3} +PROMPT: answer {bk03-l1a-f7-11.mp3} TEMPLATE: a____{n}swer RESPONSE: answer -PROMPT: morning. {bk03-l1a-f7-12.mp3} +PROMPT: morning {bk03-l1a-f7-12.mp3} TEMPLATE: mor____{n}ing RESPONSE: morning -PROMPT: different. {bk03-l1a-f7-13.mp3} +PROMPT: different {bk03-l1a-f7-13.mp3} TEMPLATE: differe____{n}t RESPONSE: different -PROMPT: evening. {bk03-l1a-f7-14.mp3} +PROMPT: evening {bk03-l1a-f7-14.mp3} TEMPLATE: eve____{n}ing RESPONSE: evening -PROMPT: lesson. {bk03-l1a-f7-15.mp3} +PROMPT: lesson {bk03-l1a-f7-15.mp3} TEMPLATE: lesso____{n} RESPONSE: lesson -PROMPT: under. {bk03-l1a-f7-16.mp3} +PROMPT: under {bk03-l1a-f7-16.mp3} TEMPLATE: u____{n}der RESPONSE: under -PROMPT: lunch. {bk03-l1a-f7-17.mp3} +PROMPT: lunch {bk03-l1a-f7-17.mp3} TEMPLATE: lu____{n}ch RESPONSE: lunch -PROMPT: midnight. {bk03-l1a-f7-18.mp3} +PROMPT: midnight {bk03-l1a-f7-18.mp3} TEMPLATE: mid____{n}ight RESPONSE: midnight -PROMPT: number. {bk03-l1a-f7-19.mp3} +PROMPT: number {bk03-l1a-f7-19.mp3} TEMPLATE: ____{n}umber RESPONSE: number -PROMPT: afternoon. {bk03-l1a-f7-20.mp3} +PROMPT: afternoon {bk03-l1a-f7-20.mp3} TEMPLATE: after____{n}oo____{n} RESPONSE: afternoon -PROMPT: snack. +# Items below merged from ST §Write: n (TTS prompts) +PROMPT: snack TEMPLATE: s____{n}ack RESPONSE: snack -PROMPT: nickel. +PROMPT: nickel TEMPLATE: ____{n}ickel RESPONSE: nickel -PROMPT: night. +PROMPT: night TEMPLATE: ____{n}ight RESPONSE: night -PROMPT: doesn't. +PROMPT: doesn't TEMPLATE: does____{n}'t RESPONSE: doesn't -PROMPT: don't. +PROMPT: don't TEMPLATE: do____{n}'t RESPONSE: don't -PROMPT: weekend. +PROMPT: weekend TEMPLATE: weeke____{n}d RESPONSE: weekend -PROMPT: cents. +PROMPT: cents TEMPLATE: ce____{n}ts RESPONSE: cents -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SON / YOUNG" — instructor-read sound -# discrimination with no recorded stimulus and no given word pairs; the recorded N/NG drill below -# covers the same contrast. Convertible later with chosen items + TTS. +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (/n/–/ŋ/) and "SON / YOUNG" (ST p. 4) — instructor-read sound discrimination with unprinted stimuli; the cassette version below covers the same contrast. Convertible later. # Source: LLA 1C Figure 5 $SELECT N or NG? ID: 1c-f5 -INTRO: Last activity. Listen to the word: is the sound "n" as in "sun", or "ng" as in "sung"? Tap what you hear — and with that, Lesson 1 is done. Nicely done; go eat a snack. You've earned it. +INTRO: Listen to the word. Decide if you hear the N sound as in "sun" or the NG sound as in "sung". Tap the correct sound. INSTRUCTION: Tap the sound you hear. OPTION: a | N sound (as in sun) OPTION: b | NG sound (as in sung) EXAMPLE -PROMPT: pen, pen {bk03-l1c-f5-ex1.mp3} +PROMPT: pen {bk03-l1c-f5-ex1.mp3} ANSWER: a EXAMPLE -PROMPT: wrong, wrong {bk03-l1c-f5-ex2.mp3} +PROMPT: wrong {bk03-l1c-f5-ex2.mp3} ANSWER: b -PROMPT: name, name {bk03-l1c-f5-01.mp3} +PROMPT: name {bk03-l1c-f5-01.mp3} ANSWER: a -FEEDBACK: name {bk03-l1c-f5-01-fb.mp3} -PROMPT: nine, nine {bk03-l1c-f5-02.mp3} +PROMPT: nine {bk03-l1c-f5-02.mp3} ANSWER: a -FEEDBACK: nine {bk03-l1c-f5-02-fb.mp3} -PROMPT: long, long {bk03-l1c-f5-03.mp3} +PROMPT: long {bk03-l1c-f5-03.mp3} ANSWER: b -FEEDBACK: long {bk03-l1c-f5-03-fb.mp3} -PROMPT: dinner, dinner {bk03-l1c-f5-04.mp3} +PROMPT: dinner {bk03-l1c-f5-04.mp3} ANSWER: a -FEEDBACK: dinner {bk03-l1c-f5-04-fb.mp3} -PROMPT: young, young {bk03-l1c-f5-05.mp3} +PROMPT: young {bk03-l1c-f5-05.mp3} ANSWER: b -FEEDBACK: young {bk03-l1c-f5-05-fb.mp3} -PROMPT: song, song {bk03-l1c-f5-06.mp3} +PROMPT: song {bk03-l1c-f5-06.mp3} ANSWER: b -FEEDBACK: song {bk03-l1c-f5-06-fb.mp3} -PROMPT: banner, banner {bk03-l1c-f5-07.mp3} +PROMPT: banner {bk03-l1c-f5-07.mp3} ANSWER: a -FEEDBACK: banner {bk03-l1c-f5-07-fb.mp3} -PROMPT: ringer, ringer {bk03-l1c-f5-08.mp3} +PROMPT: ringer {bk03-l1c-f5-08.mp3} ANSWER: b -FEEDBACK: ringer {bk03-l1c-f5-08-fb.mp3} -PROMPT: nickel, nickel {bk03-l1c-f5-09.mp3} +PROMPT: nickel {bk03-l1c-f5-09.mp3} ANSWER: a -FEEDBACK: nickel {bk03-l1c-f5-09-fb.mp3} -PROMPT: finger, finger {bk03-l1c-f5-10.mp3} +PROMPT: finger {bk03-l1c-f5-10.mp3} ANSWER: b -FEEDBACK: finger {bk03-l1c-f5-10-fb.mp3} -# SKIPPED (book): ST Writing Skill "DICTATION" (10 blanks) — instructor-read word dictation with no -# recorded stimulus or provided word list. Convertible later with chosen items + TTS. +# Source: ST §Alphabet +$PRODUCE The Alphabet +ID: l1-s24 +INTRO: A quick alphabet check: one letter is missing from each row. Type it. +INSTRUCTION: Type the missing letter of the alphabet. +INPUT: type +CHECK: exact + +TEMPLATE: a b ____{c} d e f g h i j k +RESPONSE: c + +TEMPLATE: a b c d ____{e} f g h i j k +RESPONSE: e + +TEMPLATE: a b c d e f g h ____{i} j k +RESPONSE: i + +TEMPLATE: ____{l} m n o p q r s t u v w x y z +RESPONSE: l + +TEMPLATE: l ____{m} n o p q r s t u v w x y z +RESPONSE: m + +TEMPLATE: l m n ____{o} p q r s t u v w x y z +RESPONSE: o + +TEMPLATE: l m n o p q ____{r} s t u v w x y z +RESPONSE: r + +TEMPLATE: l m n o p q r s ____{t} u v w x y z +RESPONSE: t + +TEMPLATE: l m n o p q r s t ____{u} v w x y z +RESPONSE: u + +TEMPLATE: l m n o p q r s t u ____{v} w x y z +RESPONSE: v + +TEMPLATE: w ____{x} y z +RESPONSE: x + +TEMPLATE: w x y ____{z} +RESPONSE: z + +# Source: ST §Alphabetical Order +$SELECT Alphabetical Order +ID: l1-s25 +ORDER +INTRO: One last task: put five of this lesson's words in alphabetical order. Then you're done — go eat a snack. You've earned it. +INSTRUCTION: Put the words in alphabetical order. +OPTION: a | midnight +OPTION: b | thirsty +OPTION: c | early +OPTION: d | hungry +OPTION: e | before + +TEMPLATE: Put these words in alphabetical order. +ANSWER: e,c,d,a,b + +# SKIPPED (book): Writing Skill "DICTATION" (ST p. 29) — instructor-read word dictation without printed stimuli; convertible later. diff --git a/book-3-lesson-1/bk03-l1a-f1-01.mp3 b/book-3-lesson-1/bk03-l1a-f1-01.mp3 index 6ee45df8..d1cbfc55 100644 Binary files a/book-3-lesson-1/bk03-l1a-f1-01.mp3 and b/book-3-lesson-1/bk03-l1a-f1-01.mp3 differ diff --git a/book-3-lesson-1/bk03-l1a-f1-02.mp3 b/book-3-lesson-1/bk03-l1a-f1-02.mp3 index 2ccf4491..67c8416a 100644 Binary files a/book-3-lesson-1/bk03-l1a-f1-02.mp3 and b/book-3-lesson-1/bk03-l1a-f1-02.mp3 differ diff --git a/book-3-lesson-1/bk03-l1a-f1-03.mp3 b/book-3-lesson-1/bk03-l1a-f1-03.mp3 index a79e895c..792b4200 100644 Binary files a/book-3-lesson-1/bk03-l1a-f1-03.mp3 and 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and a woman looking together at an open textbook on a table} FORMAT: 2 -DESCRIPTION: Ask and answer present-tense questions — what, who, where, when, and how often — plus have/has, food and transportation vocabulary, and the A/AH vowel sounds. +DIOCO_DOC_ID: alc_book3_lesson2 +DESCRIPTION: Present-tense questions with who, what, where, when, and how often; have and has; meals and transportation; frequency adverbs; and the vowel sounds in "name" and "map". 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: Bill | charon | Male student -VOICE: Paul | rasalgethi | Male student -VOICE: Jack | puck | Male student -VOICE: Student | schedar | Male student -VOICE: Clerk | kore | Female clerk -VOICE: Waiter | iapetus | Waiter -VOICE: John | orus | Male student -VOICE: Mary | achernar | Female student -VOICE: Tom | schedar | Male student -VOICE: ID | achernar | speaker (auto) +VOICE: Bill | schedar | Male speaker +VOICE: Paul | achird | Male speaker +VOICE: Jack | charon | Male speaker +VOICE: Waiter | orus | Male speaker +VOICE: Student | achird | Male student +VOICE: Clerk | schedar | Male clerk +VOICE: John | achird | Male speaker +VOICE: Mary | gacrux | Female speaker +VOICE: Tom | iapetus | Male speaker -$LESSON 2-1: A Day in Class — Present Tense and Have/Has +$SESSION 2-1: Mark's Day — Present Tense and "Who" -# Source: ST §Mark Says Good Morning -$DIALOGUE Mark's School Day +# Source: ST §Mark Says Good Morning. +$DIALOGUE Mark's School Day {st-page_041_001.jpg|A series of panels showing Mark greeting his teacher in the morning, studying a new lesson in the classroom, and leaving the classroom at 2:00} ID: l2-s1 -INTRO: In this lesson you'll learn to ask and answer everyday questions — what, who, where, when, and how often. First, meet Mark. His day runs like a clock — a very obedient clock. -INSTRUCTION: Read and listen to the paragraph. +INTRO: In this lesson you'll learn to ask and answer questions about everyday life — who, what, where, and when. First, meet Mark. His school day runs like clockwork. +INSTRUCTION: Listen and repeat. +REPEAT VOCAB: to say -LINE: Mark goes to his classroom at 7:15. He says good morning to his teacher. {st-page_041_001.jpg} +LINE: Mark goes to his classroom at 7:15. He says good morning to his teacher. VOCAB: to learn LINE: He studies a new lesson every day. He learns new words. @@ -35,58 +36,110 @@ VOCAB: to leave LINE: At 2:00, he leaves the classroom and goes to his barracks. # Source: LLA 2A Figure 1 -$DIALOGUE Classroom Instructions +$DIALOGUE Classroom Expressions ID: 2a-f1 -INTRO: These are sentences you hear in class every day — say, repeat, learn, leave. Listen and repeat each one. -INSTRUCTION: Listen and repeat each sentence. +INTRO: Now the same verbs, spoken on the tape. Listen to the sentences and repeat them. +INSTRUCTION: Repeat the sentences. REPEAT LINE: Learn the words. {bk03-l2a-f1-01.mp3} + +VOCAB: to repeat LINE: Please repeat the words. {bk03-l2a-f1-02.mp3} + LINE: Please say the words. {bk03-l2a-f1-03.mp3} + LINE: The students are saying the words. {bk03-l2a-f1-04.mp3} + +VOCAB: dispensary LINE: Captain Jones, please leave the room. Go to the dispensary. {bk03-l2a-f1-05.mp3} + LINE: He's leaving the room. {bk03-l2a-f1-06.mp3} + LINE: He's going to the dispensary. {bk03-l2a-f1-07.mp3} +# Source: LLA 2A Figure 3 +$PRODUCE Learns, Says, Leaves +ID: 2a-f3 +INPUT: type +CHECK: exact +HIDE_PROMPT +REPEAT +INTRO: Listen to each sentence and type the missing verb — don't forget the final "s". Then repeat the whole sentence. +INSTRUCTION: Type the missing word. + +PROMPT: He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01.mp3} +TEMPLATE: He ____ the classroom at 2:00. {page_028_001.jpg|A young man walking away from a classroom door with a wall clock indicating 2:00, while a teacher watches} + +PROMPT: He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01.mp3} +ACCEPT: leaves + +PROMPT: He learns new words every day. {bk03-l2a-f3-02.mp3} +TEMPLATE: He ____ new words every day. {page_028_002.jpg|A teacher standing at a desk pointing and talking to a student sitting across from him} + +PROMPT: He learns new words every day. {bk03-l2a-f3-02.mp3} +ACCEPT: learns + +PROMPT: He says good morning to his teacher. {bk03-l2a-f3-03.mp3} +TEMPLATE: He ____ good morning to his teacher. {page_028_003.jpg|A student entering a doorway and saying "GOOD MORNING!" to his teacher, with a clock showing 8:00 on the wall} + +PROMPT: He says good morning to his teacher. {bk03-l2a-f3-03.mp3} +ACCEPT: says + # Source: ST §I, We, You, They -$PRODUCE Mark's Day for a Group +$PRODUCE I, We, You, They ID: l2-s2 -INTRO: Now the whole class does what Mark does. Type I, you, we, or they in each gap — and notice the verbs lose their final S. -INSTRUCTION: Type I, you, we, or they in each gap. +INTRO: Mark's day once more — this time you supply the subject. Any pronoun that fits the verb works. +INSTRUCTION: Type a subject pronoun to complete the sentence. INPUT: type CHECK: exact -TEMPLATE: ____{They|We|You|I} go to the classroom at 7:15. ____{They|We|You|I} say good morning to the teacher. -TEMPLATE: ____{They|We|You|I} study a new lesson every day. ____{They|We|You|I} learn new words. -TEMPLATE: At 2:00, ____{They|We|You|I} leave the classroom and go to the barracks. -RESPONSE: They go to the classroom at 7:15. They say good morning to the teacher. They study a new lesson every day. They learn new words. At 2:00, they leave the classroom and go to the barracks. +TEMPLATE: ____{I|We|You|They} go to the classroom at 7:15. +RESPONSE: I go to the classroom at 7:15. + +TEMPLATE: ____{I|We|You|They} say good morning to the teacher. +RESPONSE: We say good morning to the teacher. + +TEMPLATE: ____{I|We|You|They} study a new lesson every day. +RESPONSE: You study a new lesson every day. + +TEMPLATE: ____{I|We|You|They} learn new words. +RESPONSE: They learn new words. + +TEMPLATE: At 2:00, ____{I|We|You|They} leave the classroom and go to the barracks. +RESPONSE: At 2:00, we leave the classroom and go to the barracks. # Source: LLA 2A Figure 2 -$DIALOGUE Who's Doing What? +$DIALOGUE What Are They Doing? ID: 2a-f2 -INTRO: Eight people, eight pictures — buying, drinking, reading, standing around. Listen to each sentence, look at the picture, and repeat. You'll be quizzed on these people in a moment. +INTRO: Eight people, eight activities. Look at each person, listen to what they are doing, and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT -LINE: This is Mr. Wilson. He's buying a book. {page_027_001.jpg} {bk03-l2a-f2-01.mp3} -LINE: Picture 2 is a pilot. He's going to the mess hall. {page_027_002.jpg} {bk03-l2a-f2-02.mp3} -LINE: Picture 3 is a doctor. He's drinking coffee. {page_027_003.jpg} {bk03-l2a-f2-03.mp3} -LINE: Picture 4 is Mrs. Wilson. She's looking at pictures. {page_027_004.jpg} {bk03-l2a-f2-04.mp3} -LINE: Picture 5 is Tom. He's reading a book. {page_027_005.jpg} {bk03-l2a-f2-05.mp3} -LINE: Picture 6 is Bob. He's standing outside. {page_027_006.jpg} {bk03-l2a-f2-06.mp3} -LINE: Picture 7 is John. He's doing his homework. {page_027_007.jpg} {bk03-l2a-f2-07.mp3} -LINE: Picture 8 is Linda. She's eating dinner. {page_027_008.jpg} {bk03-l2a-f2-08.mp3} +LINE: This is Mr. Wilson. He's buying a book. {page_027_001.jpg|A man buying an item at a store with a sign reading BOOK STORE} {bk03-l2a-f2-01.mp3} -# Source: LLA 2A Figure 2 (question pass) +LINE: Picture 2 is a pilot. He's going to the mess hall. {page_027_002.jpg|A man in uniform walking near a building labeled MESS HALL} {bk03-l2a-f2-02.mp3} + +LINE: Picture 3 is a doctor. He's drinking coffee. {page_027_003.jpg|A man in a lab coat holding a cup in front of a door marked DOCTOR'S LOUNGE} {bk03-l2a-f2-03.mp3} + +LINE: Picture 4 is Mrs. Wilson. She's looking at pictures. {page_027_004.jpg|A woman looking at small photographs} {bk03-l2a-f2-04.mp3} + +LINE: Picture 5 is Tom. He's reading a book. {page_027_005.jpg|A young man studying a book at his desk} {bk03-l2a-f2-05.mp3} + +LINE: Picture 6 is Bob. He's standing outside. {page_027_006.jpg|A young man standing outside near a fence} {bk03-l2a-f2-06.mp3} + +LINE: Picture 7 is John. He's doing his homework. {page_027_007.jpg|A man sitting at a desk reading a large book under a clock} {bk03-l2a-f2-07.mp3} + +LINE: Picture 8 is Linda. She's eating dinner. {page_027_008.jpg|A woman sitting at a table with a tray of food} {bk03-l2a-f2-08.mp3} + +# Source: LLA 2A Figure 2 (Part 2) $PRODUCE Who Is Doing It? ID: 2a-f2-b -REFERENCE +REFERENCE: 2a-f2 INPUT: type CHECK: exact -INTRO: Now the quiz. Listen to each "who" question and type the person's name. Then listen to the answer and repeat it. You can peek back at the pictures — no one is watching. -INSTRUCTION: Type the name of the person. -REPEAT +INTRO: Now the questions. Listen to each one and type the name of the person doing that action. Open the pictures again if your memory is playing tricks. +INSTRUCTION: Type the name or person. PROMPT: Who's doing his homework? {bk03-l2a-f2-09-q.mp3} RESPONSE: John {bk03-l2a-f2-09-a.mp3} @@ -102,210 +155,219 @@ ACCEPT: Tom's reading a book. | Tom is reading a book. PROMPT: Who's drinking coffee? {bk03-l2a-f2-12-q.mp3} RESPONSE: a doctor {bk03-l2a-f2-12-a.mp3} -ACCEPT: A doctor's drinking coffee. | A doctor is drinking coffee. | the doctor | The doctor's drinking coffee. | The doctor is drinking coffee. +ACCEPT: A doctor | A doctor's drinking coffee. | A doctor is drinking coffee. PROMPT: Who's buying a book? {bk03-l2a-f2-13-q.mp3} RESPONSE: Mr. Wilson {bk03-l2a-f2-13-a.mp3} -ACCEPT: Mr. Wilson's buying a book. | Mr. Wilson is buying a book. +ACCEPT: Mr Wilson | Mr. Wilson's buying a book. | Mr. Wilson is buying a book. PROMPT: Who's looking at pictures? {bk03-l2a-f2-14-q.mp3} RESPONSE: Mrs. Wilson {bk03-l2a-f2-14-a.mp3} -ACCEPT: Mrs. Wilson's looking at pictures. | Mrs. Wilson is looking at pictures. +ACCEPT: Mrs Wilson | Mrs. Wilson's looking at pictures. | Mrs. Wilson is looking at pictures. PROMPT: Who's going to the mess hall? {bk03-l2a-f2-15-q.mp3} RESPONSE: a pilot {bk03-l2a-f2-15-a.mp3} -ACCEPT: A pilot's going to the mess hall. | A pilot is going to the mess hall. | the pilot | The pilot's going to the mess hall. | The pilot is going to the mess hall. +ACCEPT: A pilot | A pilot's going to the mess hall. | A pilot is going to the mess hall. PROMPT: Who's standing outside? {bk03-l2a-f2-16-q.mp3} RESPONSE: Bob {bk03-l2a-f2-16-a.mp3} -ACCEPT: Bob is standing outside. | Bob's standing outside. +ACCEPT: Bob's standing outside. | Bob is standing outside. + +# Source: ST §Who + Present Tense +$GRAMMAR Questions with "Who" +ID: l2-s3 +INTRO: Here's the pattern for asking about people. Two short cards. + +CARD: Ask about the person with **who**. The answer names the person. +{Who writes on the chalkboard?} +{Mr. Clark writes on the chalkboard.} + +CARD: A "who" question uses the **-s** verb form — even when the answer turns out to be more than one person. +{Who learns new words?} +{The students learn new words.} + +SUMMARY: +| Question | Answer | +|---|---| +| Who writes on the chalkboard? | Mr. Clark writes on the chalkboard. | +| Who learns new words? | The students learn new words. | # Source: ST §Who Writes on the Chalkboard? -$DIALOGUE Who Questions and Answers -ID: l2-s3 -INTRO: "Who" questions get a person as the answer. Practice these question-and-answer pairs aloud. -INSTRUCTION: Listen and repeat each pair. -REPEAT - -LINE: Who writes on the chalkboard? Mr. Clark writes on the chalkboard. {st-page_042_001.jpg} -LINE: Who learns new words? The students learn new words. {st-page_042_002.jpg} -LINE: Who circles the answer? Jim circles the answer. -LINE: Who goes to bed late? Mary goes to bed late. -LINE: Who comes to the classroom at 7:30? The men come to the classroom at 7:30. -LINE: Who eats breakfast every day? John eats breakfast every day. -LINE: Who eats beef? Tom eats beef. -LINE: Who goes to the commissary in the evening? My wife goes to the commissary in the evening. -LINE: Who swims before class? Ray swims before class. -LINE: Who repeats the new words? The students repeat the new words. -LINE: Who gets up early? My daughter gets up early. -LINE: Who studies English? We study English. - -# Source: LLA 2A Figure 3 -$PRODUCE Says, Learns, Leaves -ID: 2a-f3 -INPUT: type -CHECK: exact -INTRO: Back to Mark's verbs — says, learns, leaves. Listen, type the missing word, then repeat the whole sentence. -INSTRUCTION: Type the missing word. -REPEAT - -TEMPLATE: He ____ the classroom at 2:00. {page_028_001.jpg} -PROMPT: "Leaves." He leaves the classroom at 2 o'clock. {bk03-l2a-f3-01-q.mp3} -RESPONSE: He leaves the classroom at 2:00. {bk03-l2a-f3-01-a.mp3} -ACCEPT: leaves - -TEMPLATE: He ____ new words every day. {page_028_002.jpg} -PROMPT: "Learns." He learns new words every day. {bk03-l2a-f3-02-q.mp3} -RESPONSE: He learns new words every day. {bk03-l2a-f3-02-a.mp3} -ACCEPT: learns - -TEMPLATE: He ____ good morning to his teacher. {page_028_003.jpg} -PROMPT: "Says." He says good morning to his teacher. {bk03-l2a-f3-03-q.mp3} -RESPONSE: He says good morning to his teacher. {bk03-l2a-f3-03-a.mp3} -ACCEPT: says - -# Source: ST §I Have a Book. She Has a Radio. (grammar table) -$GRAMMAR Have or Has +$DIALOGUE Who Writes on the Chalkboard? ID: l2-s4 -INTRO: One small rule before the next drills: have or has. It depends on who's doing the having. +INTRO: Twelve "who" questions with their answers. Listen and repeat each pair — question first, then the answer. +INSTRUCTION: Listen and repeat each question and answer. +REPEAT -With **I, you, we,** and **they**, use *have*: {I have a book.} {They have a radio.} +VOCAB: who +LINE: Who writes on the chalkboard?\n— Mr. Clark writes on the chalkboard. {st-page_042_001.jpg|A man writing on a chalkboard} -With **he** and **she**, use *has*: {She has a radio.} {He has a brother.} +LINE: Who learns new words?\n— The students learn new words. {st-page_042_002.jpg|A group of students sitting at desks in a classroom} -| Subject | Verb | | -|---|---|---| -| I / You / We / They | have | a pen. / an apple. / an orange. / a radio. / a brother. / a pencil. / a book. | -| He / She | has | | +LINE: Who circles the answer?\n— Jim circles the answer. -# Source: ST §Do You Have a Pencil? -$DIALOGUE Do You Have a Pencil? +LINE: Who goes to bed late?\n— Mary goes to bed late. + +LINE: Who comes to the classroom at 7:30?\n— The men come to the classroom at 7:30. + +LINE: Who eats breakfast every day?\n— John eats breakfast every day. + +LINE: Who eats beef?\n— Tom eats beef. + +LINE: Who goes to the commissary in the evening?\n— My wife goes to the commissary in the evening. + +LINE: Who swims before class?\n— Ray swims before class. + +LINE: Who repeats the new words?\n— The students repeat the new words. + +LINE: Who gets up early?\n— My daughter gets up early. + +LINE: Who studies English?\n— We study English. + +$SESSION 2-2: Have and Has, See and Hear, Getting Around + +# Source: ST §Have and Has +$GRAMMAR Have and Has ID: l2-s5 -INTRO: Now hear have and has in questions and answers. Note the question uses "have" with do and does — has only shows up in the answer. -INSTRUCTION: Read and listen to the sentences. +INTRO: In this part you'll learn to say what people have, what they see and hear, and how they get from place to place. First, "have" and "has". -LINE: Does Tom have a pencil? Yes, Tom has a pencil. -LINE: Does Mary have a pen? No, Mary doesn't have a pen. -LINE: Does he have a book? Yes, he has a book. -LINE: Do you have a dollar? No, I don't have a dollar. -LINE: Do we have a friend? Yes, we have a friend. -LINE: Does he have homework? Yes, he has homework. +CARD: With **I**, **you**, **we**, and **they**, use **have**. +{I have a pen.} +{You have an apple.} +{We have an orange.} +{They have a radio.} + +CARD: With **he** and **she**, use **has**. +{He has a pencil.} +{She has a brother.} + +SUMMARY: +| | | | +|---|---|---| +| I / You / We / They | have | a pen. | +| He / She | has | a pencil. | # Source: LLA 2A Figure 4 -$PRODUCE Make a Sentence with Have or Has +$PRODUCE Have and Has ID: 2a-f4 INPUT: speak CHECK: reveal -INTRO: You'll hear two cue words — a person and a thing. Say a full sentence with have or has, then repeat the correct one. The teacher, it turns out, has a wife. -INSTRUCTION: Say the complete sentence aloud. REPEAT +INTRO: Use the cue words to make a sentence with "have" or "has". Say your sentence aloud, then repeat the model answer. +INSTRUCTION: Say the complete sentence aloud. EXAMPLE -TEMPLATE: I / homework -PROMPT: I, homework. {bk03-l2a-f4-ex-q.mp3} +PROMPT: I / homework {bk03-l2a-f4-ex-q.mp3} RESPONSE: I have homework. {bk03-l2a-f4-ex-a.mp3} -TEMPLATE: you / car -PROMPT: You, car. {bk03-l2a-f4-01-q.mp3} +PROMPT: You / car {bk03-l2a-f4-01-q.mp3} RESPONSE: You have a car. {bk03-l2a-f4-01-a.mp3} -TEMPLATE: they / money -PROMPT: They, money. {bk03-l2a-f4-02-q.mp3} +PROMPT: They / money {bk03-l2a-f4-02-q.mp3} RESPONSE: They have money. {bk03-l2a-f4-02-a.mp3} -TEMPLATE: he / sister -PROMPT: He, sister. {bk03-l2a-f4-03-q.mp3} +PROMPT: He / sister {bk03-l2a-f4-03-q.mp3} RESPONSE: He has a sister. {bk03-l2a-f4-03-a.mp3} -TEMPLATE: Tom / letter -PROMPT: Tom, letter. {bk03-l2a-f4-04-q.mp3} +PROMPT: Tom / letter {bk03-l2a-f4-04-q.mp3} RESPONSE: Tom has a letter. {bk03-l2a-f4-04-a.mp3} -TEMPLATE: pilot / radio -PROMPT: Pilot, radio. {bk03-l2a-f4-05-q.mp3} +PROMPT: Pilot / radio {bk03-l2a-f4-05-q.mp3} RESPONSE: The pilot has a radio. {bk03-l2a-f4-05-a.mp3} -TEMPLATE: I / book -PROMPT: I, book. {bk03-l2a-f4-06-q.mp3} +PROMPT: I / book {bk03-l2a-f4-06-q.mp3} RESPONSE: I have a book. {bk03-l2a-f4-06-a.mp3} -TEMPLATE: mechanic / pencil -PROMPT: Mechanic, pencil. {bk03-l2a-f4-07-q.mp3} +PROMPT: Mechanic / pencil {bk03-l2a-f4-07-q.mp3} RESPONSE: The mechanic has a pencil. {bk03-l2a-f4-07-a.mp3} -TEMPLATE: she / brother -PROMPT: She, brother. {bk03-l2a-f4-08-q.mp3} +PROMPT: She / brother {bk03-l2a-f4-08-q.mp3} RESPONSE: She has a brother. {bk03-l2a-f4-08-a.mp3} -TEMPLATE: he / calendar -PROMPT: He, calendar. {bk03-l2a-f4-09-q.mp3} +PROMPT: He / calendar {bk03-l2a-f4-09-q.mp3} RESPONSE: He has a calendar. {bk03-l2a-f4-09-a.mp3} -TEMPLATE: teacher / wife -PROMPT: Teacher, wife. {bk03-l2a-f4-10-q.mp3} +PROMPT: Teacher / wife {bk03-l2a-f4-10-q.mp3} RESPONSE: The teacher has a wife. {bk03-l2a-f4-10-a.mp3} -# Source: ST §Have or Has Questions -$PRODUCE Ask with Have or Has +# Source: ST §I Have a Book. She Has a Radio. +$DIALOGUE Does Tom Have a Pencil? ID: l2-s6 -INTRO: Now you build the whole exchange: ask a yes/no question with have or has, then answer it yourself. Yes or no — your call. -INSTRUCTION: Say a question and a short answer. +INTRO: Now the question form: "do" or "does", plus "have". Listen and repeat each question and its answer. +INSTRUCTION: Read and repeat the questions and answers. +REPEAT + +VOCAB: to have +LINE: Does Tom have a pencil?\n— Yes, Tom has a pencil. + +LINE: Does Mary have a pen?\n— No, Mary doesn't have a pen. + +LINE: Does he have a book?\n— Yes, he has a book. + +LINE: Do you have a dollar?\n— No, I don't have a dollar. + +LINE: Do we have a friend?\n— Yes, we have a friend. + +LINE: Does he have homework?\n— Yes, he has homework. + +# Source: ST §Do You Have a Pencil? +$PRODUCE Do You Have a Pencil? +ID: l2-s7 +INTRO: Your turn to ask. Make a question with "have" or "has" from the cue, then answer it with a short yes or no. +INSTRUCTION: Make a question and answer with have or has. INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed present-tense yes/no question using "have" or "has", followed by a natural short answer (yes or no — the learner's choice). +RUBRIC: Accept any grammatically correct question using "have" or "has" based on the cue, followed by an affirmative or negative short answer. EXAMPLE -PROMPT: I/homework -RESPONSE: Do I have homework? Yes, you do. +PROMPT: I / homework +RESPONSE: Do I have homework?\n— Yes, you do. EXAMPLE -PROMPT: he/half dollar -RESPONSE: Does he have a half dollar? No, he doesn't. +PROMPT: he / half dollar +RESPONSE: Does he have a half dollar?\n— No, he doesn't. -PROMPT: you/snack -RESPONSE: Do you have a snack? Yes, I do. +PROMPT: you / snack +RESPONSE: Do you have a snack?\n— Yes, I do. -PROMPT: he/calendar -RESPONSE: Does he have a calendar? Yes, he does. +PROMPT: he / calendar +RESPONSE: Does he have a calendar?\n— No, he doesn't. -PROMPT: they/money -RESPONSE: Do they have money? No, they don't. +PROMPT: they / money +RESPONSE: Do they have money?\n— Yes, they do. -PROMPT: I/your book -RESPONSE: Do I have your book? Yes, you do. +PROMPT: I / your book +RESPONSE: Do I have your book?\n— Yes, you do. -PROMPT: he/sister -RESPONSE: Does he have a sister? No, he doesn't. +PROMPT: he / sister +RESPONSE: Does he have a sister?\n— No, he doesn't. -PROMPT: she/brother -RESPONSE: Does she have a brother? Yes, she does. +PROMPT: she / brother +RESPONSE: Does she have a brother?\n— Yes, she does. -PROMPT: Tom/pen -RESPONSE: Does Tom have a pen? Yes, he does. +PROMPT: Tom / pen +RESPONSE: Does Tom have a pen?\n— Yes, he does. -PROMPT: teacher/wife -RESPONSE: Does the teacher have a wife? Yes, he does. +PROMPT: teacher / wife +RESPONSE: Does the teacher have a wife?\n— Yes, he does. -PROMPT: pilot/radio -RESPONSE: Does the pilot have a radio? No, he doesn't. +PROMPT: pilot / radio +RESPONSE: Does the pilot have a radio?\n— Yes, he does. -PROMPT: base/snack bar -RESPONSE: Does the base have a snack bar? Yes, it does. +PROMPT: base / snack bar +RESPONSE: Does the base have a snack bar?\n— Yes, it does. -PROMPT: mechanic/pencil -RESPONSE: Does the mechanic have a pencil? Yes, he does. +PROMPT: mechanic / pencil +RESPONSE: Does the mechanic have a pencil?\n— No, he doesn't. -PROMPT: commissary/meat -RESPONSE: Does the commissary have meat? Yes, it does. +PROMPT: commissary / meat +RESPONSE: Does the commissary have meat?\n— Yes, it does. -$LESSON 2-2: Hear It, See It, Want It — and Getting There - -# Source: LLA 2A Figure 5 (VOCAB salvaged from ST §Is It a Plane?, dropped as TTS twin) -$DIALOGUE What Is It? +# Source: LLA 2A Figure 5 + ST §Is It a Plane? (cassette kept; ST TTS twin dropped, its image and vocab salvaged) +$DIALOGUE Is It a Plane? {st-page_044_001.jpg|Three men sitting on a park bench under trees, one pointing up at a plane flying in the sky overhead} ID: 2a-f5 -INTRO: In this part you'll talk about what you hear, see, and want — and how people get from place to place. First, three friends hear something in the sky. Listen, then repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: Bill, Paul, and Jack hear something overhead — it takes them three tries to agree on what it is. Listen to the conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT VOCAB: to hear @@ -316,277 +378,230 @@ VOCAB: airplane Paul: I don't know. Is it an airplane? {bk03-l2a-f5-02.mp3} VOCAB: plane -Jack: Oh, yes, it is. It's a plane. {bk03-l2a-f5-03.mp3} +Jack: Oh, yes, it is. It's a plane! {bk03-l2a-f5-03.mp3} VOCAB: to see Bill: I see it now. Do you see it, Paul? {bk03-l2a-f5-04.mp3} Paul: Oh, yes. I see it. {bk03-l2a-f5-05.mp3} -# Source: ST §Hear, Know, See (recast from bare-cue sentence writing to context cloze) -$PRODUCE Hear, Know, or See? -ID: l2-s8 -INPUT: type -CHECK: exact -INTRO: Three verbs: hear for your ears, see for your eyes, know for your head. Each sentence gives you a clue — type the right verb, with an S when the subject needs one. -INSTRUCTION: Type hear(s), know(s), or see(s). - -EXAMPLE -TEMPLATE: Joe turns on the TV. He ____ the TV. -RESPONSE: Joe turns on the TV. He hears the TV. -ACCEPT: hears - -TEMPLATE: Listen! I ____ the radio. -RESPONSE: Listen! I hear the radio. -ACCEPT: hear - -TEMPLATE: Look! I ____ the clock on the wall. -RESPONSE: Look! I see the clock on the wall. -ACCEPT: see - -TEMPLATE: She studies every day. She ____ the words. -RESPONSE: She studies every day. She knows the words. -ACCEPT: knows - -TEMPLATE: The plane is very loud. We ____ the plane. -RESPONSE: The plane is very loud. We hear the plane. -ACCEPT: hear - -TEMPLATE: The students look at the front of the classroom. They ____ the chalkboard. -RESPONSE: The students look at the front of the classroom. They see the chalkboard. -ACCEPT: see - -TEMPLATE: Tom is my friend. I ____ Tom. -RESPONSE: Tom is my friend. I know Tom. -ACCEPT: know - -TEMPLATE: He ____ his room number. It's 24. -RESPONSE: He knows his room number. It's 24. -ACCEPT: knows - -TEMPLATE: The tape is playing. She ____ the tape. -RESPONSE: The tape is playing. She hears the tape. -ACCEPT: hears - -TEMPLATE: Look — the calendar is on the wall. I ____ the calendar. -RESPONSE: Look — the calendar is on the wall. I see the calendar. -ACCEPT: see - -TEMPLATE: John looks at the desk. He ____ the notebook. -RESPONSE: John looks at the desk. He sees the notebook. -ACCEPT: sees - -# Source: ST §What Do You Want? -$DIALOGUE What Do You Want? {st-page_046_001.jpg} +# Source: ST §Write a Sentence: Hear, Know, See +$PRODUCE Hear, Know, See ID: l2-s9 -INTRO: Bill, Paul, and Jack are at the snack bar, and the waiter is a man of few words. Listen to how they order. -INSTRUCTION: Read and listen to the dialog. - -Waiter: Yes? - -VOCAB: to want -Bill: I want coffee, please. -Paul: I want tea. - -VOCAB: hamburger -Jack: I want a hamburger. - -VOCAB: French fries -Waiter: Do you want French fries? -Jack: No, thanks. -Waiter: Okay. - -# Source: ST §I Want a Hamburger (menu table) -$GRAMMAR The Lunch Menu -ID: l2-s10 -INTRO: Here's the snack bar menu. Have a look — you're ordering next. - -| FOR LUNCH | | -|---|---| -| hamburger | $2.65 | -| French fries | $ .75 | -| fish | $1.99 | -| salad | $2.50 | -| | | -| coffee | $ .75 | -| tea | $ .75 | -| milk | $ .75 | - -# Source: ST §What Do You Want to Eat? -$PRODUCE Your Turn to Order -ID: l2-s11 -REFERENCE -INTRO: Your turn at the counter. Answer each question with what you want — the menu is right there if you need it. -INSTRUCTION: Say what you want. -INPUT: speak +INTRO: Now use those verbs yourself. For each cue, type a sentence with a form of "hear", "know", or "see" — any subject you like. +INSTRUCTION: Write a sentence using hear, hears, know, knows, see, or sees. +INPUT: type CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any natural sentence ordering food or drink, including expressions like "I want ...", "I'd like ...", "I would like ...", or "Can I have ...". The choice of items is the learner's. +RUBRIC: Accept any logical, grammatically correct sentence using the given noun phrase and a form of hear, know, or see. EXAMPLE -PROMPT: What do you want to eat and drink? -RESPONSE: I want a hamburger and tea. +TEMPLATE: the TV +RESPONSE: Joe hears the TV. -PROMPT: What do you want to eat? -RESPONSE: I want fish and French fries. +EXAMPLE +TEMPLATE: her name +RESPONSE: They don't know her name. -PROMPT: What do you want to drink? -RESPONSE: I want coffee. +TEMPLATE: the radio +RESPONSE: I hear the radio. + +TEMPLATE: the clock +RESPONSE: He sees the clock. + +TEMPLATE: the words +RESPONSE: The students know the words. + +TEMPLATE: the plane +RESPONSE: We see the plane. + +TEMPLATE: the chalkboard +RESPONSE: She sees the chalkboard. + +TEMPLATE: Tom +RESPONSE: I know Tom. + +TEMPLATE: his room number +RESPONSE: He doesn't know his room number. + +TEMPLATE: the tape +RESPONSE: They hear the tape. + +TEMPLATE: the calendar +RESPONSE: I see the calendar. + +TEMPLATE: the notebook +RESPONSE: She sees the notebook. # Source: ST §Is This His Truck? $DIALOGUE Buses, Trains, and Taxis -ID: l2-s12 -INTRO: Six ways to get around. Listen and repeat each sentence. +ID: l2-s13 +INTRO: Six ways to get around. Listen and repeat each one with its sentences. INSTRUCTION: Listen and repeat. REPEAT -LINE: This is a bus. Take the bus to the dispensary. +VOCAB: bus +LINE: a bus\nThis is a bus. Take the bus to the dispensary. VOCAB: car -LINE: This is a car. We have a small car. +LINE: a car\nThis is a car. We have a small car. VOCAB: train -LINE: This is a train. Betty's taking a train. +LINE: a train\nThis is a train. Betty's taking a train. -LINE: This is a plane. Take a plane; don't take a bus. +LINE: a plane\nThis is a plane. Take a plane; don't take a bus. VOCAB: taxi -LINE: This is a taxi. Take a taxi to the library. +LINE: a taxi\nThis is a taxi. Take a taxi to the library. VOCAB: truck -LINE: This is a truck. John has a truck and a car. +LINE: a truck\nThis is a truck. John has a truck and a car. # Source: ST §Take a Plane $PRODUCE Is This a Bus? -ID: l2-s13 -INTRO: Look at each picture, ask a yes/no question about the vehicle, and answer it yourself. -INSTRUCTION: Ask and answer aloud about the picture. +ID: l2-s14 +INTRO: Look at each picture, ask whether it's the vehicle you think it is, and answer your own question. Yes, you get to play both parts. +INSTRUCTION: Ask and answer questions about each picture. INPUT: speak CHECK: llm -RUBRIC: Treat the model answer's vehicle as the factual key. Accept any yes/no question about the vehicle followed by a correct short answer — either naming that vehicle (e.g. "No, it's a plane.") or a plain "Yes, it is." / "No, it isn't." whose polarity matches the model. +RUBRIC: Accept any correct question and answer identifying whether the picture matches the vehicle ("Is this a bus? No, it's a plane." / "Is this a taxi? Yes, it's a taxi."). EXAMPLE -PROMPT: {st-page_048_004.jpg} -RESPONSE: Is this a bus? No, it's a plane. +PROMPT: {st-page_048_004.jpg|An airplane} +RESPONSE: Is this a bus?\n— No, it's a plane. EXAMPLE -PROMPT: {st-page_048_005.jpg} -RESPONSE: Is this a taxi? Yes, it's a taxi. +PROMPT: {st-page_048_005.jpg|A taxicab with a TAXI sign on top} +RESPONSE: Is this a taxi?\n— Yes, it's a taxi. -PROMPT: {st-page_048_001.jpg} -RESPONSE: Is this a bus? Yes, it's a bus. +PROMPT: {st-page_048_001.jpg|A large passenger bus} +RESPONSE: Is this a bus?\n— Yes, it's a bus. -PROMPT: {st-page_048_002.jpg} -RESPONSE: Is this a car? Yes, it's a car. +PROMPT: {st-page_048_002.jpg|A sedan automobile / car} +RESPONSE: Is this a truck?\n— No, it's a car. -PROMPT: {st-page_048_003.jpg} -RESPONSE: Is this a train? Yes, it's a train. +PROMPT: {st-page_048_003.jpg|A passenger train engine/car} +RESPONSE: Is this a train?\n— Yes, it's a train. -PROMPT: {st-page_048_006.jpg} -RESPONSE: Is this a truck? Yes, it's a truck. +PROMPT: {st-page_048_006.jpg|A pickup truck} +RESPONSE: Is this a truck?\n— Yes, it's a truck. -# Source: LLA 2A Figure 6 (ST §Make Sentences with Names and Pictures dropped as TTS twin) -$PRODUCE Take a Bus, Take a Plane +# Source: LLA 2A Figure 6 + ST §Taking Transportation (merged; both TTS-only twins of one drill) +$PRODUCE Taking Transportation ID: 2a-f6 INPUT: speak CHECK: reveal -INTRO: A name, a destination, and a picture of the ride. Say the whole sentence — "takes a taxi", "take a plane" — then repeat the model. Everyone here travels more than you'd expect. -INSTRUCTION: Say the complete sentence aloud. REPEAT +INTRO: Use the person, the vehicle in the picture, and the destination to make a sentence with "takes a" or "take a". Say it aloud, then repeat the model. +INSTRUCTION: Say the complete sentence aloud. EXAMPLE -TEMPLATE: Tom → Chicago {page_030_004.jpg} -RESPONSE: Tom takes a train to Chicago. +TEMPLATE: Jan / (plane) / Canada {st-page_049_002.jpg|An airplane} +RESPONSE: Jan takes a plane to Canada. -TEMPLATE: Mrs. Smith → New York {page_030_002.jpg} +TEMPLATE: Mrs. Smith / (plane) / New York {st-page_049_002.jpg|An airplane} RESPONSE: Mrs. Smith takes a plane to New York. -TEMPLATE: John → the hospital {page_030_001.jpg} +TEMPLATE: John / (taxi) / the hospital {st-page_049_001.jpg|A sedan taxicab} RESPONSE: John takes a taxi to the hospital. -TEMPLATE: David → Dallas {page_030_003.jpg} +TEMPLATE: David / (bus) / Dallas {st-page_049_003.jpg|A city bus} RESPONSE: David takes a bus to Dallas. -TEMPLATE: Mary → England {page_030_002.jpg} +TEMPLATE: Tom / (train) / Chicago {st-page_049_004.jpg|A train passenger car} +RESPONSE: Tom takes a train to Chicago. + +TEMPLATE: Mary / (plane) / England {st-page_049_002.jpg|An airplane} RESPONSE: Mary takes a plane to England. -TEMPLATE: Helen → Chicago {page_030_004.jpg} +TEMPLATE: Helen / (train) / Chicago {st-page_049_004.jpg|A train passenger car} RESPONSE: Helen takes a train to Chicago. -TEMPLATE: Mr. Wilson → office {page_030_001.jpg} -RESPONSE: Mr. Wilson takes a taxi to his office. +TEMPLATE: Mr. Wilson / (taxi) / the office {st-page_049_001.jpg|A sedan taxicab} +RESPONSE: Mr. Wilson takes a taxi to the office. -TEMPLATE: Kim and Jill → school {page_030_003.jpg} +TEMPLATE: Kim and Jill / (bus) / school {st-page_049_003.jpg|A city bus} RESPONSE: Kim and Jill take a bus to school. -TEMPLATE: The Johnsons → Spain {page_030_002.jpg} +TEMPLATE: The Johnsons / (plane) / Spain {st-page_049_002.jpg|An airplane} RESPONSE: The Johnsons take a plane to Spain. -TEMPLATE: We → Arizona {page_030_004.jpg} +TEMPLATE: We / (train) / Arizona {st-page_049_004.jpg|A train passenger car} RESPONSE: We take a train to Arizona. -TEMPLATE: They → commissary {page_030_003.jpg} +TEMPLATE: They / (bus) / the commissary {st-page_049_003.jpg|A city bus} RESPONSE: They take a bus to the commissary. -# SKIPPED (ST): Speaking Skill lists DAY / MAT / MATE-MAT — third TTS copies of the cassette A/AH pronunciation material below; dropped. -# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SAY/SAD" — instructor-read phoneme discrimination with no recorded stimuli. +$SESSION 2-3: Two Vowel Sounds — "Name" and "Map" -# Source: LLA 2B pronunciation opener -$DIALOGUE The A and AH Sounds: Word Pairs +# Source: LLA 2B Listening/Speaking Activity +$DIALOGUE Word Pairs: "Laid" and "Lad" ID: 2b-ls1 -INTRO: Time out for pronunciation. These word pairs differ only in the vowel — the long A of "mate" against the short AH of "mat". Listen closely and repeat each word. +INTRO: This part trains your ear on two vowel sounds: the long one in "name" and the short one in "map". Listen to the pairs of words and repeat them. INSTRUCTION: Listen and repeat. REPEAT -LINE: Laid. {bk03-l2b-f1-01.mp3} -LINE: Lad. {bk03-l2b-f1-02.mp3} -LINE: Pain. {bk03-l2b-f1-03.mp3} -LINE: Pane. {bk03-l2b-f1-04.mp3} -LINE: Pan. {bk03-l2b-f1-05.mp3} -LINE: Mate. {bk03-l2b-f1-06.mp3} -LINE: Mat. {bk03-l2b-f1-07.mp3} -LINE: Dane. {bk03-l2b-f1-08.mp3} -LINE: Dan. {bk03-l2b-f1-09.mp3} -LINE: Fade. {bk03-l2b-f1-10.mp3} -LINE: Fad. {bk03-l2b-f1-11.mp3} -LINE: Bate. {bk03-l2b-f1-12.mp3} -LINE: Bait. {bk03-l2b-f1-13.mp3} -LINE: Bat. {bk03-l2b-f1-14.mp3} -LINE: Gate. {bk03-l2b-f1-15.mp3} -LINE: Gait. {bk03-l2b-f1-16.mp3} -LINE: Gat. {bk03-l2b-f1-17.mp3} -LINE: Mate. {bk03-l2b-f1-18.mp3} -LINE: Mat. {bk03-l2b-f1-19.mp3} -LINE: Main. {bk03-l2b-f1-20.mp3} -LINE: Man. {bk03-l2b-f1-21.mp3} -LINE: Hate. {bk03-l2b-f1-22.mp3} -LINE: Hat. {bk03-l2b-f1-23.mp3} +LINE: laid {bk03-l2b-f1-ls01.mp3} +LINE: lad {bk03-l2b-f1-ls02.mp3} +LINE: pain {bk03-l2b-f1-ls03.mp3} +LINE: pan {bk03-l2b-f1-ls04.mp3} +LINE: mate {bk03-l2b-f1-ls05.mp3} +LINE: mat {bk03-l2b-f1-ls06.mp3} +LINE: Dane {bk03-l2b-f1-ls07.mp3} +LINE: Dan {bk03-l2b-f1-ls08.mp3} +LINE: fade {bk03-l2b-f1-ls09.mp3} +LINE: fad {bk03-l2b-f1-ls10.mp3} +LINE: bait {bk03-l2b-f1-ls11.mp3} +LINE: bat {bk03-l2b-f1-ls12.mp3} +LINE: gate {bk03-l2b-f1-ls13.mp3} +LINE: gat {bk03-l2b-f1-ls14.mp3} +LINE: main {bk03-l2b-f1-ls15.mp3} +LINE: man {bk03-l2b-f1-ls16.mp3} +LINE: hate {bk03-l2b-f1-ls17.mp3} +LINE: hat {bk03-l2b-f1-ls18.mp3} # Source: LLA 2B Figure 1 -$DIALOGUE The A and AH Sounds: More Words +$DIALOGUE Words to Practice ID: 2b-f1 -INTRO: Now some familiar words with those two vowels. Listen and repeat each one. -INSTRUCTION: Listen and repeat. +INTRO: Ten useful words carrying those same two sounds. Listen and repeat each one. +INSTRUCTION: Repeat the words. REPEAT -LINE: apple {bk03-l2b-f1-24.mp3} -LINE: base {bk03-l2b-f1-25.mp3} -LINE: day {bk03-l2b-f1-26.mp3} -LINE: ask {bk03-l2b-f1-27.mp3} -LINE: tape {bk03-l2b-f1-28.mp3} -LINE: happy {bk03-l2b-f1-29.mp3} -LINE: after {bk03-l2b-f1-30.mp3} -LINE: bad {bk03-l2b-f1-31.mp3} -LINE: say {bk03-l2b-f1-32.mp3} -LINE: class {bk03-l2b-f1-33.mp3} +VOCAB: apple +LINE: apple {bk03-l2b-f1-01.mp3} + +VOCAB: base +LINE: base {bk03-l2b-f1-02.mp3} + +VOCAB: day +LINE: day {bk03-l2b-f1-03.mp3} + +VOCAB: to ask +LINE: ask {bk03-l2b-f1-04.mp3} + +VOCAB: tape +LINE: tape {bk03-l2b-f1-05.mp3} + +VOCAB: happy +LINE: happy {bk03-l2b-f1-06.mp3} + +VOCAB: after +LINE: after {bk03-l2b-f1-07.mp3} + +VOCAB: bad +LINE: bad {bk03-l2b-f1-08.mp3} + +LINE: say {bk03-l2b-f1-09.mp3} + +VOCAB: class +LINE: class {bk03-l2b-f1-10.mp3} # Source: LLA 2B Figure 2 -$SELECT A or AH? +$SELECT Which Sound Do You Hear? ID: 2b-f2 -INTRO: Now your ears do the work. Listen to each word — does it have the A sound as in "name", or the AH sound as in "map"? Tap the sound you hear. +INTRO: Listen to each word. Does it have the vowel sound in "name" or the vowel sound in "map"? Tap your answer. INSTRUCTION: Tap the sound you hear. -OPTION: a | A sound (as in name) -OPTION: b | AH sound (as in map) +OPTION: a | Sound in "name" +OPTION: b | Sound in "map" EXAMPLE PROMPT: apple {bk03-l2b-f2-01.mp3} @@ -620,274 +635,479 @@ PROMPT: class {bk03-l2b-f2-10.mp3} ANSWER: b # Source: LLA 2B Figure 3 -$SELECT Same or Different Vowels? +$SELECT Same or Different? ID: 2b-f3 -INTRO: Two words at a time now. Are their vowel sounds the same, or different? Tap your answer. +INTRO: Two words each time. If both have the same vowel sound, tap "Same"; if not, tap "Different". INSTRUCTION: Tap Same or Different. +HIDE_PROMPT OPTION: s | Same OPTION: d | Different -PROMPT: laid, lad {bk03-l2b-f3-01.mp3} +EXAMPLE +PROMPT: laid ... lad {bk03-l2b-f3-01.mp3} ANSWER: d -PROMPT: pain, pan {bk03-l2b-f3-02.mp3} +PROMPT: pain ... pan {bk03-l2b-f3-02.mp3} ANSWER: d -PROMPT: mate, mat {bk03-l2b-f3-03.mp3} +PROMPT: mate ... mat {bk03-l2b-f3-03.mp3} ANSWER: d -PROMPT: Dan, Dan {bk03-l2b-f3-04.mp3} +PROMPT: Dan ... Dan {bk03-l2b-f3-04.mp3} ANSWER: s -PROMPT: fade, fad {bk03-l2b-f3-05.mp3} +PROMPT: fade ... fad {bk03-l2b-f3-05.mp3} ANSWER: d -PROMPT: bait, bate {bk03-l2b-f3-06.mp3} +PROMPT: bait ... bate {bk03-l2b-f3-06.mp3} ANSWER: s -PROMPT: gate, gait {bk03-l2b-f3-07.mp3} +PROMPT: gate ... gait {bk03-l2b-f3-07.mp3} ANSWER: s -PROMPT: mate, mat {bk03-l2b-f3-08.mp3} +PROMPT: mate ... mat {bk03-l2b-f3-08.mp3} ANSWER: d -PROMPT: main, man {bk03-l2b-f3-09.mp3} +PROMPT: main ... man {bk03-l2b-f3-09.mp3} ANSWER: d -PROMPT: hat, hat {bk03-l2b-f3-10.mp3} +PROMPT: hat ... hat {bk03-l2b-f3-10.mp3} ANSWER: s -$LESSON 2-3: Asking What, Who, and Where +# Source: ST §Vowel Sound /eɪ/: Day +$DIALOGUE Words Like "Day" +ID: l2-s16 +INTRO: Now read for yourself. All of these words have the sound in "name". Read and repeat. +INSTRUCTION: Read and repeat the words. +REPEAT -# Source: ST §What Does Tom Study? (grammar) -$GRAMMAR Questions with What -ID: l2-s18 -INTRO: In this part you'll build real questions — what, who, and where. Here's how a statement turns into a "what" question. +LINE: raid grade mate name same play base may bait tape -Start from a statement, make the yes/no question, then put **what** in front: +# Source: ST §Vowel Sound /æ/: Mat +$DIALOGUE Words Like "Mat" +ID: l2-s17 +INTRO: And these all have the sound in "map". Read and repeat. +INSTRUCTION: Read and repeat the words. +REPEAT -| | | | | | -|---|---|---|---|---| -| | | Tom | studies | English. | -| | **Does** | **Tom** | **study** | **English?** | -| **What** | **does** | **Tom** | **study?** | | +LINE: at sad ask stand that am lab and man lamb -When the answer is an action, ask with **do**: +# DROPPED: ST §Minimal Pairs /eɪ/–/æ/ (l2-s18) — TTS twin of the cassette word-pair activity above. -| | | | | | -|---|---|---|---|---| -| | | Tom | goes | to school at 7:30. | -| | **Does** | **Tom** | **go** | to school at 7:30? | -| **What** | **does** | **Tom** | **do** | at 7:30? | +# Source: LLA 2B Figure 8 +$PRODUCE The Missing Letter "t" +ID: 2b-f8 +INPUT: type +CHECK: exact +INTRO: A quick spelling workout. Type the missing letter "t" to complete each word. +INSTRUCTION: Type the missing letter. -**Examples:** -{What do they study at night?} — {They study English.} -{What does she do in the morning?} — {She goes to the lab.} +TEMPLATE: loca____{t}or +RESPONSE: locator + +TEMPLATE: ____{t}ea +RESPONSE: tea + +TEMPLATE: mee____{t} +RESPONSE: meet + +TEMPLATE: repor____{t} +RESPONSE: report + +TEMPLATE: ____{t}oday +RESPONSE: today + +TEMPLATE: af____{t}er +RESPONSE: after + +TEMPLATE: wa____{t}er +RESPONSE: water + +TEMPLATE: ____{t}ired +RESPONSE: tired + +TEMPLATE: repea____{t} +RESPONSE: repeat + +TEMPLATE: ____{t}ime +RESPONSE: time + +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SAY / SAD" (/e/–/æ/, ST p. 42) — instructor-read minimal pairs with no recorded stimulus; the skill is covered here by the cassette "Same or Different?" and "Which Sound Do You Hear?" activities. + +$SESSION 2-4: Meals, Languages, and Questions with "What" and "Who" + +# Source: ST §What Do You Want? +$DIALOGUE At the Snack Bar {st-page_046_001.jpg|Two men sitting at a restaurant table, being served by a waiter holding a notepad} +ID: l2-s10 +INTRO: In this part: food, the languages of the world, and more question practice. First, the waiter takes an order — a man of few words. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Waiter: Yes? + +VOCAB: to want +Bill: I want coffee, please. + +Paul: I want tea. + +VOCAB: hamburger +Jack: I want a hamburger. + +VOCAB: French fries +Waiter: Do you want French fries? + +Jack: No, thanks. + +Waiter: Okay. + +# Source: ST §For Lunch +$GRAMMAR The Snack Bar Menu +ID: l2-s11 +INTRO: Here's the menu they were ordering from. Tap any item to hear it. + +CARD: To eat, the snack bar has these: +{hamburger} +{French fries} +{fish} +{salad} + +CARD: And to drink: +{coffee} +{tea} +{milk} + +SUMMARY: +| FOR LUNCH | | +|---|---| +| hamburger | $2.65 | +| French fries | $ .75 | +| fish | $1.99 | +| salad | $2.50 | +| coffee | $ .75 | +| tea | $ .75 | +| milk | $ .75 | + +# Source: ST §We Have Rice for Dinner. +$DIALOGUE For Breakfast, Lunch, and Dinner +ID: l2-s30 +INTRO: To say which meal, use "for": eggs for breakfast, a salad for lunch. Listen and repeat each exchange. +INSTRUCTION: Read and repeat the dialogs. +REPEAT + +VOCAB: for breakfast +LINE: Do you have eggs for breakfast?\n— No, I have an orange for breakfast. + +VOCAB: for dinner +LINE: Do you have milk for dinner?\n— Yes, I do. + +VOCAB: for lunch +LINE: What does Mary have for lunch?\n— She has a salad. + +LINE: Does Ali have a salad for lunch?\n— No, he has chicken for lunch. + +LINE: Do you have rice for dinner?\n— Yes, I have rice for dinner. + +LINE: What does Mary have for breakfast?\n— She has eggs for breakfast. + +LINE: What do you have for dinner?\n— I have beef or chicken for dinner. + +LINE: Do you have coffee for breakfast?\n— Yes, I have coffee for breakfast. + +LINE: What does Tom have for lunch?\n— Tom has a salad and milk for lunch. + +LINE: Does Bill eat breakfast?\n— Yes, he has a banana and coffee for breakfast. # Source: LLA 2B Figure 4 -$PRODUCE What Do You Eat? +$PRODUCE Meals: Answer the Questions ID: 2b-f4 INPUT: speak CHECK: reveal -INTRO: "What" questions about food. Answer each question using the food words on the screen, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +INTRO: Listen to each question and use the cue words to answer aloud in a full sentence. Then repeat the model answer. +INSTRUCTION: Answer aloud in a full sentence. REPEAT EXAMPLE -TEMPLATE: chicken / rice PROMPT: What do you eat for lunch? {bk03-l2b-f4-ex-q.mp3} +TEMPLATE: chicken / rice RESPONSE: I eat chicken and rice for lunch. {bk03-l2b-f4-ex-a.mp3} -TEMPLATE: eggs / bread PROMPT: What do you eat for breakfast? {bk03-l2b-f4-01-q.mp3} +TEMPLATE: eggs / bread RESPONSE: I eat eggs and bread for breakfast. {bk03-l2b-f4-01-a.mp3} -TEMPLATE: fruit PROMPT: What does Jeff want for lunch? {bk03-l2b-f4-02-q.mp3} +TEMPLATE: fruit RESPONSE: Jeff wants fruit for lunch. {bk03-l2b-f4-02-a.mp3} -TEMPLATE: beef / fruit PROMPT: What does Jan eat for dinner? {bk03-l2b-f4-03-q.mp3} +TEMPLATE: beef / fruit RESPONSE: Jan eats beef and fruit for dinner. {bk03-l2b-f4-03-a.mp3} -TEMPLATE: eggs / coffee PROMPT: What do they want for breakfast? {bk03-l2b-f4-04-q.mp3} +TEMPLATE: eggs / coffee RESPONSE: They want eggs and coffee for breakfast. {bk03-l2b-f4-04-a.mp3} -TEMPLATE: chicken PROMPT: What do they have for dinner at night? {bk03-l2b-f4-05-q.mp3} +TEMPLATE: chicken RESPONSE: They have chicken for dinner at night. {bk03-l2b-f4-05-a.mp3} -# Source: ST §We Have Rice for Dinner -$DIALOGUE We Have Rice for Dinner -ID: l2-s30 -INTRO: More questions and answers about meals — what people have, and what they don't. Practice each exchange aloud. -INSTRUCTION: Listen and repeat each exchange. -REPEAT - -LINE: Do you have eggs for breakfast? No, I have an orange for breakfast. -LINE: Do you have milk for dinner? Yes, I do. -LINE: What does Mary have for lunch? She has a salad. -LINE: Does Ali have a salad for lunch? No, he has chicken for lunch. -LINE: Do you have rice for dinner? Yes, I have rice for dinner. -LINE: What does Mary have for breakfast? She has eggs for breakfast. -LINE: What do you have for dinner? I have beef or chicken for dinner. -LINE: Do you have coffee for breakfast? Yes, I have coffee for breakfast. -LINE: What does Tom have for lunch? Tom has a salad and milk for lunch. -LINE: Does Bill eat breakfast? Yes, he has a banana and coffee for breakfast. - -# Source: LLA 2B Figure 5 (typed drill delivered as spoken) -$PRODUCE Ask a What Question -ID: 2b-f5 -INPUT: speak -CHECK: reveal -INTRO: Now you make the questions. From a few cue words — like "Jan have lunch" — say a full "what" question, then repeat the correct one. -INSTRUCTION: Say the full question aloud. -REPEAT - -EXAMPLE -TEMPLATE: Jan have lunch. -PROMPT: Jan have lunch. {bk03-l2b-f5-ex-c.mp3} -RESPONSE: What does Jan have for lunch? {bk03-l2b-f5-ex-a.mp3} - -TEMPLATE: Bob do weekend. -PROMPT: Bob do weekend. {bk03-l2b-f5-02-c.mp3} -RESPONSE: What does Bob do on the weekend? {bk03-l2b-f5-02-a.mp3} - -TEMPLATE: She eat dinner. -PROMPT: She eat dinner. {bk03-l2b-f5-03-c.mp3} -RESPONSE: What does she eat for dinner? {bk03-l2b-f5-03-a.mp3} - -TEMPLATE: Tim want dinner. -PROMPT: Tim want dinner. {bk03-l2b-f5-04-c.mp3} -RESPONSE: What does Tim want for dinner? {bk03-l2b-f5-04-a.mp3} - -TEMPLATE: You do every day. -PROMPT: You do every day. {bk03-l2b-f5-05-c.mp3} -RESPONSE: What do you do every day? {bk03-l2b-f5-05-a.mp3} - -# Source: ST §What Does Tom Do Every Day? -$PRODUCE Tom's Day -ID: l2-s19 -INTRO: Tom again, hour by hour. For each picture, ask what Tom does at that time — then answer from what you see. The man never stops. -INSTRUCTION: Ask and answer aloud about the picture. +# Source: ST §What Do You Want to Eat and Drink? +$PRODUCE Your Order, Please +ID: l2-s12 +REFERENCE: l2-s11 +INTRO: Your turn at the counter. Say what you want to eat and drink for lunch — the menu is there if you need it, and the prices are very 1980s. +INSTRUCTION: Answer the questions about what you want to eat and drink. INPUT: speak CHECK: llm -RUBRIC: Treat the model answer as the factual key. Accept a question asking what Tom does or is doing (with or without the exact time), plus an answer describing the same action as the model in simple present or present continuous, in any phrasing (e.g. "goes out of the lab" for "leaves the lab"). +RUBRIC: Accept any sentence stating what people want to eat and drink using the items from the menu. -PROMPT: {st-page_052_001.jpg} -RESPONSE: What does Tom do at 7:30? He opens the window. +EXAMPLE +PROMPT: What do you want to eat? What do you want to drink? +RESPONSE: Peter wants a hamburger and tea, Mike wants French fries and coffee, and I want a salad. -PROMPT: {st-page_052_002.jpg} -RESPONSE: What does Tom do at 8:00? He studies in class. +PROMPT: What do you want to eat and drink for lunch? +RESPONSE: I want a hamburger, French fries, and milk. -PROMPT: {st-page_052_003.jpg} -RESPONSE: What does Tom do at 9:00? He writes on the chalkboard. +# Source: ST §What Questions with Present Tense +$GRAMMAR Questions with "What" +ID: l2-s19 +INTRO: Now the pattern for asking about things and activities, with "what". -PROMPT: {st-page_052_004.jpg} -RESPONSE: What does Tom do at 12:30? He eats lunch. +CARD: Ask about a thing with **what**, plus **does** or **do**. +{What does Tom study?} +{He studies English.} -PROMPT: {st-page_052_005.jpg} -RESPONSE: What does Tom do at 2:00? He goes to the language lab. +CARD: "What ... do" asks about an activity. +{What does Tom do at 7:30?} +{He goes to school at 7:30.} -PROMPT: {st-page_052_006.jpg} -RESPONSE: What does Tom do at 3:00? He leaves the lab. +CARD: With plural subjects, use **do**. +{What do they study at night?} +{They study English.} -PROMPT: {st-page_052_007.jpg} -RESPONSE: What does Tom do at 6:00? He buys milk at the commissary. +SUMMARY: +| Question | Answer | +|---|---| +| What does Tom study? | He studies English. | +| What does Tom do at 7:30? | He goes to school at 7:30. | +| What do they study at night? | They study English. | +| What does she do in the morning? | She goes to the lab. | -PROMPT: {st-page_052_008.jpg} -RESPONSE: What does Tom do at 6:30? He eats French fries at the snack bar. +# Source: LLA 2B Figure 5 +$PRODUCE Make Questions with "What" +ID: 2b-f5 +INPUT: type +CHECK: exact +INTRO: Listen to the cue words and type a question starting with "What". Then repeat the question. +INSTRUCTION: Type the complete question. +REPEAT -PROMPT: {st-page_052_009.jpg} -RESPONSE: What does Tom do at 10:00? He listens to the radio. +PROMPT: Jan have lunch. {bk03-l2b-f5-01-q.mp3} +TEMPLATE: (Jan / have / lunch) +TEMPLATE: What ____? +RESPONSE: What does Jan have for lunch? {bk03-l2b-f5-01.mp3} +ACCEPT: does Jan have for lunch | does Jan have for lunch? | What does Jan have for lunch | What does Jan have for lunch? + +PROMPT: Bob do weekend. {bk03-l2b-f5-02-q.mp3} +TEMPLATE: (Bob / do / weekend) +TEMPLATE: What ____? +RESPONSE: What does Bob do on the weekend? {bk03-l2b-f5-02.mp3} +ACCEPT: does Bob do on the weekend | does Bob do on the weekend? | does Bob do the weekend | does Bob do the weekend? | What does Bob do on the weekend | What does Bob do on the weekend? + +PROMPT: She eat dinner. {bk03-l2b-f5-03-q.mp3} +TEMPLATE: (she / eat / dinner) +TEMPLATE: What ____? +RESPONSE: What does she eat for dinner? {bk03-l2b-f5-03.mp3} +ACCEPT: does she eat for dinner | does she eat for dinner? | What does she eat for dinner | What does she eat for dinner? + +PROMPT: Tim want dinner. {bk03-l2b-f5-04-q.mp3} +TEMPLATE: (Tim / want / dinner) +TEMPLATE: What ____? +RESPONSE: What does Tim want for dinner? {bk03-l2b-f5-04.mp3} +ACCEPT: does Tim want for dinner | does Tim want for dinner? | What does Tim want for dinner | What does Tim want for dinner? + +PROMPT: You do every day. {bk03-l2b-f5-05-q.mp3} +TEMPLATE: (you / do / every day) +TEMPLATE: What ____? +RESPONSE: What do you do every day? {bk03-l2b-f5-05.mp3} +ACCEPT: do you do every day | do you do every day? | What do you do every day | What do you do every day? + +# Source: ST §What Does Tom Do Every Day? +$PRODUCE Tom's Busy Day +ID: l2-s20 +INTRO: Tom again, hour by hour. Look at each picture and answer what he does at that time — the man never stops. +INSTRUCTION: Look at the picture and answer the question. +INPUT: speak +CHECK: llm +RUBRIC: Accept any grammatically correct sentence describing Tom's action in the picture at the given time. + +PROMPT: What does Tom do at 7:30 a.m.? {st-page_052_001.jpg|A man opening a window at 7:30 am} +RESPONSE: He opens the window at 7:30. + +PROMPT: What does Tom do at 8:00 a.m.? {st-page_052_002.jpg|A student opening a book in class at 8:00 am} +RESPONSE: He opens his book at 8:00. + +PROMPT: What does Tom do at 9:00 a.m.? {st-page_052_003.jpg|A man writing math formulas on a blackboard at 9:00 am} +RESPONSE: He writes on the chalkboard at 9:00. + +PROMPT: What does Tom do at 12:30 p.m.? {st-page_052_004.jpg|A man sitting with a tray of food at 12:30 pm} +RESPONSE: He eats lunch at 12:30. + +PROMPT: What does Tom do at 2:00 p.m.? {st-page_052_005.jpg|A student entering the Language Lab at 2:00 pm} +RESPONSE: He goes to the lab at 2:00. + +PROMPT: What does Tom do at 3:00 p.m.? {st-page_052_006.jpg|A man leaving the Language Lab at 3:00 pm} +RESPONSE: He leaves the lab at 3:00. + +PROMPT: What does Tom do at 6:00 p.m.? {st-page_052_007.jpg|A man talking to a woman at a Commissary counter with a carton of milk at 6:00 pm} +RESPONSE: He goes to the commissary at 6:00. + +PROMPT: What does Tom do at 6:30 p.m.? {st-page_052_008.jpg|A man at a Snack Bar ordering french fries at 6:30 pm} +RESPONSE: He eats at the snack bar at 6:30. + +PROMPT: What does Tom do at 10:00 p.m.? {st-page_052_009.jpg|A man listening to a radio with musical notes around at 10:00 pm} +RESPONSE: He listens to the radio at 10:00. + +# Source: ST §What Language Do They Speak? +$DIALOGUE What Language Do They Speak? {st-page_058_001.jpg|A map showing Europe, Africa, Asia, and part of the Middle East} +ID: l2-s28 +INTRO: A quick tour of the map: six countries and the languages they speak. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: to speak +VOCAB: English +LINE: England\nThey speak English in England. + +VOCAB: Spanish +LINE: Spain\nThey speak Spanish in Spain. + +VOCAB: French +LINE: France\nThey speak French in France. + +VOCAB: Arabic +LINE: Saudi Arabia\nThey speak Arabic in Saudi Arabia. + +VOCAB: Russian +LINE: Russia\nThey speak Russian in Russia. + +VOCAB: Chinese +LINE: China\nThey speak Chinese in China. + +# Source: ST §They Speak English in the U.S. +$PRODUCE What Language? Ask and Answer +ID: l2-s29 +REFERENCE: l2-s28 +INTRO: Now you ask the "what" question and answer it. For each country, ask what language they speak there, then answer. Open the map activity if you need a reminder. +INSTRUCTION: Ask and answer what language is spoken in each country. +INPUT: speak +CHECK: llm +RUBRIC: Accept any correct question and answer identifying the language spoken in the given country. + +EXAMPLE +PROMPT: China +RESPONSE: What language do they speak in China?\n— They speak Chinese. + +PROMPT: England +RESPONSE: What language do they speak in England?\n— They speak English. + +PROMPT: Spain +RESPONSE: What language do they speak in Spain?\n— They speak Spanish. + +PROMPT: France +RESPONSE: What language do they speak in France?\n— They speak French. + +PROMPT: Saudi Arabia +RESPONSE: What language do they speak in Saudi Arabia?\n— They speak Arabic. + +PROMPT: Russia +RESPONSE: What language do they speak in Russia?\n— They speak Russian. + +PROMPT: the U.S. +RESPONSE: What language do they speak in the U.S.?\n— They speak English. + +# SKIPPED (book): ST "I SPEAK ENGLISH..." (p. 50) — classroom game with cards shown to classmates; no solo path. # Source: LLA 2B Figure 6 -$PRODUCE Who Does It? +$PRODUCE Who Does It? Answer the Questions ID: 2b-f6 INPUT: speak CHECK: reveal -INTRO: Back to "who" questions — now in the simple present. Answer using the person on the screen, then repeat the model. -INSTRUCTION: Answer aloud with a full sentence. +INTRO: Back to "who" — this time you answer by ear. Listen to each question and use the cue to answer aloud in a full sentence, then repeat the model. +INSTRUCTION: Answer aloud in a full sentence. REPEAT EXAMPLE -TEMPLATE: John PROMPT: Who eats at the mess hall? {bk03-l2b-f6-ex-q.mp3} +TEMPLATE: John RESPONSE: John eats at the mess hall. {bk03-l2b-f6-ex-a.mp3} -TEMPLATE: Ali PROMPT: Who knows the answer? {bk03-l2b-f6-01-q.mp3} +TEMPLATE: Ali RESPONSE: Ali knows the answer. {bk03-l2b-f6-01-a.mp3} -TEMPLATE: Bob PROMPT: Who goes to the lab in the morning? {bk03-l2b-f6-02-q.mp3} +TEMPLATE: Bob RESPONSE: Bob goes to the lab in the morning. {bk03-l2b-f6-02-a.mp3} -TEMPLATE: the doctor PROMPT: Who sees the pictures? {bk03-l2b-f6-03-q.mp3} +TEMPLATE: the doctor RESPONSE: The doctor sees the pictures. {bk03-l2b-f6-03-a.mp3} -TEMPLATE: the teacher PROMPT: Who checks the homework? {bk03-l2b-f6-04-q.mp3} +TEMPLATE: the teacher RESPONSE: The teacher checks the homework. {bk03-l2b-f6-04-a.mp3} -TEMPLATE: the students PROMPT: Who eats in the dining hall? {bk03-l2b-f6-05-q.mp3} +TEMPLATE: the students RESPONSE: The students eat in the dining hall. {bk03-l2b-f6-05-a.mp3} -# Source: LLA 2B Figure 7 (typed drill delivered as spoken) -$PRODUCE Ask a Who Question +# Source: LLA 2B Figure 7 +$PRODUCE Make Questions with "Who" ID: 2b-f7 -INPUT: speak -CHECK: reveal -INTRO: Now build the "who" questions yourself. Say a full question from the cue, then repeat the correct one. Note: "who" questions take the -s form — "Who speaks Spanish?" -INSTRUCTION: Say the full question aloud. +INPUT: type +CHECK: exact +INTRO: And now you build the "who" questions yourself. Listen to the cue words and type a complete question starting with "Who". Then repeat it. +INSTRUCTION: Type the complete question. REPEAT -EXAMPLE -TEMPLATE: Want lunch today? -PROMPT: Want lunch today? {bk03-l2b-f7-ex-c.mp3} -RESPONSE: Who wants lunch today? {bk03-l2b-f7-ex-a.mp3} +PROMPT: Want lunch today? {bk03-l2b-f7-01-q.mp3} +TEMPLATE: (want / lunch / today) +TEMPLATE: Who ____? +RESPONSE: Who wants lunch today? {bk03-l2b-f7-01-a.mp3} +ACCEPT: wants lunch today | wants lunch today? | Who wants lunch today | Who wants lunch today? -TEMPLATE: Go class every day. -PROMPT: Go class every day. {bk03-l2b-f7-02-c.mp3} +PROMPT: Go class every day. {bk03-l2b-f7-02-q.mp3} +TEMPLATE: (go / class / every day) +TEMPLATE: Who ____? RESPONSE: Who goes to class every day? {bk03-l2b-f7-02-a.mp3} +ACCEPT: goes to class every day | goes to class every day? | Who goes to class every day | Who goes to class every day? -TEMPLATE: Study English every night. -PROMPT: Study English every night. {bk03-l2b-f7-03-c.mp3} +PROMPT: Study English every night. {bk03-l2b-f7-03-q.mp3} +TEMPLATE: (study / English / every night) +TEMPLATE: Who ____? RESPONSE: Who studies English every night? {bk03-l2b-f7-03-a.mp3} +ACCEPT: studies English every night | studies English every night? | Who studies English every night | Who studies English every night? -TEMPLATE: Know. Answer question. -PROMPT: Know. Answer question. {bk03-l2b-f7-04-c.mp3} +PROMPT: Know. Answer question. {bk03-l2b-f7-04-q.mp3} +TEMPLATE: (know / answer / question) +TEMPLATE: Who ____? RESPONSE: Who knows the answer to the question? {bk03-l2b-f7-04-a.mp3} +ACCEPT: knows the answer to the question | knows the answer to the question? | Who knows the answer to the question | Who knows the answer to the question? -TEMPLATE: Speak Spanish. -PROMPT: Speak Spanish. {bk03-l2b-f7-05-c.mp3} +PROMPT: Speak Spanish. {bk03-l2b-f7-05-q.mp3} +TEMPLATE: (speak / Spanish) +TEMPLATE: Who ____? RESPONSE: Who speaks Spanish? {bk03-l2b-f7-05-a.mp3} +ACCEPT: speaks Spanish | speaks Spanish? | Who speaks Spanish | Who speaks Spanish? -# SKIPPED (tape): LLA 2B Figure 8 — no audio transcript provided in the source module. - -# Source: ST §Where Does Tom Study? (grammar) -$GRAMMAR Questions with Where -ID: l2-s20 -INTRO: Same machine, new question word: "where" asks about a place. - -| | | | | | -|---|---|---|---|---| -| | | Tom | studies | at the library. | -| | **Does** | **Tom** | **study** | at the library? | -| **Where** | **does** | **Tom** | **study?** | | - -**Examples:** -{Where does Tom eat lunch?} — {He eats lunch at the snack bar.} -{Where do the boys study?} — {They study at the library.} +$SESSION 2-5: Questions with "Where" and "When" # Source: LLA 2C Figure 1 -$DIALOGUE Where Questions +$DIALOGUE Questions with "Where" ID: 2c-f1 -INTRO: Listen to these "where" questions and repeat them — with the falling tone at the end. -INSTRUCTION: Listen and repeat each question. +INTRO: In this part you'll learn to ask about places and times with "where" and "when". Start by listening to these "where" questions and repeating them. +INSTRUCTION: Repeat each question. REPEAT LINE: Where do you eat lunch? {bk03-l2c-f1-01.mp3} @@ -896,143 +1116,134 @@ LINE: Where do you go on Wednesday afternoons? {bk03-l2c-f1-03.mp3} LINE: Where do we eat dinner? {bk03-l2c-f1-04.mp3} LINE: Where is your notebook? {bk03-l2c-f1-05.mp3} +# Source: ST §Where Questions with Present Tense +$GRAMMAR The "Where" Pattern +ID: l2-s21 +INTRO: The pattern behind those questions, in two short cards. + +CARD: Ask about a place with **where**, plus **does** or **do**. +{Where does Tom study?} +{He studies at the library.} +{Where does Tom eat lunch?} +{He eats lunch at the snack bar.} + +CARD: With plural subjects, use **do**. +{Where do the boys study?} +{They study at the library.} + +SUMMARY: +| Question | Answer | +|---|---| +| Where does Tom study? | He studies at the library. | +| Where does Tom eat lunch? | He eats lunch at the snack bar. | +| Where do the boys study? | They study at the library. | + # Source: LLA 2C Figure 2 -$PRODUCE Change It to a Where Question +$PRODUCE Make Questions with "Where" ID: 2c-f2 -INPUT: speak -CHECK: reveal -INTRO: You'll hear a statement with a place in it. Ask the "where" question that gets that place as the answer, then repeat the model. -INSTRUCTION: Say the question using "where". +INPUT: type +CHECK: exact +SHOW_PROMPT REPEAT +INTRO: Read each sentence and type the question that asks about the place. Then listen and repeat the question. +INSTRUCTION: Type the question using "where". EXAMPLE PROMPT: Tom is in the lab. {bk03-l2c-f2-ex-q.mp3} +TEMPLATE: Where ____? RESPONSE: Where is Tom? {bk03-l2c-f2-ex-a.mp3} +ACCEPT: is Tom | is Tom? PROMPT: John is in the shower. {bk03-l2c-f2-01-q.mp3} +TEMPLATE: Where ____? RESPONSE: Where is John? {bk03-l2c-f2-01-a.mp3} +ACCEPT: is John | is John? PROMPT: Bob and Mary study in the library. {bk03-l2c-f2-02-q.mp3} +TEMPLATE: Where ____? RESPONSE: Where do Bob and Mary study? {bk03-l2c-f2-02-a.mp3} +ACCEPT: do Bob and Mary study | do Bob and Mary study? PROMPT: Jeff eats lunch in the mess hall. {bk03-l2c-f2-03-q.mp3} +TEMPLATE: Where ____? RESPONSE: Where does Jeff eat lunch? {bk03-l2c-f2-03-a.mp3} +ACCEPT: does Jeff eat lunch | does Jeff eat lunch? PROMPT: The children are in the building. {bk03-l2c-f2-04-q.mp3} +TEMPLATE: Where ____? RESPONSE: Where are the children? {bk03-l2c-f2-04-a.mp3} +ACCEPT: are the children | are the children? PROMPT: I speak English in the classroom. {bk03-l2c-f2-05-q.mp3} +TEMPLATE: Where ____? RESPONSE: Where do you speak English? {bk03-l2c-f2-05-a.mp3} +ACCEPT: do you speak English | do you speak English? PROMPT: Mrs. Wilson buys fruit in the commissary. {bk03-l2c-f2-06-q.mp3} +TEMPLATE: Where ____? RESPONSE: Where does Mrs. Wilson buy fruit? {bk03-l2c-f2-06-a.mp3} +ACCEPT: does Mrs. Wilson buy fruit | does Mrs. Wilson buy fruit? -# Source: ST §Practice Where Questions -$DIALOGUE Where Questions and Answers -ID: l2-s21 -INTRO: Now practice full "where" exchanges — question and answer together. -INSTRUCTION: Listen and repeat each pair. +# Source: ST §Where Questions: Practice Sentences +$DIALOGUE Where Does Frank Swim? +ID: l2-s22 +INTRO: More "where" questions with their answers. Listen and repeat each pair. +INSTRUCTION: Listen and repeat each question and answer. REPEAT -LINE: Where does Frank swim? He swims at the Air Force base. -LINE: Where does Ann study? She studies in her room. -LINE: Where does Bill eat lunch? He eats lunch at the snack bar. -LINE: Where does Sam sleep? He sleeps in the barracks. -LINE: Where does Susan write? She writes at her desk. -LINE: Where do they go in the evening? They go to the library. -LINE: Where does she watch television? She watches television in her room. -LINE: Where does Jean study English? She studies English in class. +LINE: Where does Frank swim?\n— He swims at the Air Force base. -# Source: ST §I Don't Know -$DIALOGUE I Don't Know -ID: l2-s22 -INTRO: One more essential answer — the honest one. When you don't have the answer, say "I don't know." You'll use it more often than you'd like. +LINE: Where does Ann study?\n— She studies in her room. + +LINE: Where does Bill eat lunch?\n— He eats lunch at the snack bar. + +LINE: Where does Sam sleep?\n— He sleeps in the barracks. + +LINE: Where does Susan write?\n— She writes at her desk. + +LINE: Where do they go in the evening?\n— They go to the library. + +LINE: Where does she watch television?\n— She watches television in her room. + +LINE: Where does Jean study English?\n— She studies English in class. + +# Source: ST §I Don't Know. +$DIALOGUE I Don't Know. +ID: l2-s23 +INTRO: Sometimes the honest answer is "I don't know" — a phrase you'll use more than you'd like. Listen and repeat each exchange. INSTRUCTION: Listen and repeat each exchange. REPEAT VOCAB: I don't know -LINE: What is that? I don't know. -LINE: Where is she going? I don't know. -LINE: Where is your book? I don't know. -LINE: Where is the hospital? I don't know. -LINE: Where is Ali? I don't know. -LINE: Who is speaking? I don't know. -LINE: What is the answer? I don't know. -LINE: Who is she? I don't know. -LINE: What is his name? I don't know. -LINE: Where is my classroom? I don't know. -LINE: What time is it? I don't know. -LINE: Where is the bus stop? I don't know. +LINE: What is that?\n— I don't know. -# Source: ST §What Language Do They Speak? -$DIALOGUE What Language Do They Speak? {st-page_058_001.jpg} -ID: l2-s28 -INTRO: One more "what" question — this one about languages around the world. Listen and read along. -INSTRUCTION: Read and listen to the sentences. +LINE: Where is she going?\n— I don't know. -VOCAB: language -VOCAB: to speak -LINE: What language do they speak in the U.S.? +LINE: Where is your book?\n— I don't know. -VOCAB: English -LINE: England: They speak English in England. +LINE: Where is the hospital?\n— I don't know. -VOCAB: Spanish -LINE: Spain: They speak Spanish in Spain. +LINE: Where is Ali?\n— I don't know. -VOCAB: French -LINE: France: They speak French in France. +LINE: Who is speaking?\n— I don't know. -VOCAB: Arabic -LINE: Saudi Arabia: They speak Arabic in Saudi Arabia. +LINE: What is the answer?\n— I don't know. -VOCAB: Russian -LINE: Russia: They speak Russian in Russia. +LINE: Who is she?\n— I don't know. -VOCAB: Chinese -LINE: China: They speak Chinese in China. +LINE: What is his name?\n— I don't know. -# Source: ST §They Speak English -$PRODUCE Languages of the World -ID: l2-s29 -INTRO: For each country, ask what language they speak there — then answer your own question. A little geography, free of charge. -INSTRUCTION: Ask and answer aloud. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed "What language do they speak in [country]?" question, followed by the correct language for that country. +LINE: Where is my classroom?\n— I don't know. -EXAMPLE -PROMPT: China -RESPONSE: What language do they speak in China? They speak Chinese. +LINE: What time is it?\n— I don't know. -PROMPT: the U.S. -RESPONSE: What language do they speak in the U.S.? They speak English. - -PROMPT: England -RESPONSE: What language do they speak in England? They speak English. - -PROMPT: Spain -RESPONSE: What language do they speak in Spain? They speak Spanish. - -PROMPT: France -RESPONSE: What language do they speak in France? They speak French. - -PROMPT: Saudi Arabia -RESPONSE: What language do they speak in Saudi Arabia? They speak Arabic. - -PROMPT: Russia -RESPONSE: What language do they speak in Russia? They speak Russian. - -# SKIPPED (ST): "I SPEAK ENGLISH..." — open-ended classroom chain drill (write a language on a card, show the class); no solo path. - -$LESSON 2-4: When and How Often +LINE: Where is the bus stop?\n— I don't know. # Source: LLA 2C Figure 3 -$DIALOGUE Sentences About Time +$DIALOGUE When Things Happen ID: 2c-f3 -INTRO: In this part you'll ask when things happen and how often. First, listen to sentences with time expressions — in the morning, on Mondays, before class — and repeat them. -INSTRUCTION: Listen and repeat the sentences. +INTRO: Now times: in the morning, on Mondays, every Wednesday, before class. Listen to the sentences and repeat them. +INSTRUCTION: Repeat each sentence. REPEAT LINE: The plane leaves in the morning. {bk03-l2c-f3-01.mp3} @@ -1042,123 +1253,115 @@ LINE: Bob and Tom get up early. {bk03-l2c-f3-04.mp3} LINE: John learns his lesson before class. {bk03-l2c-f3-05.mp3} LINE: Bob takes a shower every morning. {bk03-l2c-f3-06.mp3} -# Source: ST §When Does Tom Swim? (grammar) -$GRAMMAR Questions with When -ID: l2-s24 -INTRO: The same question machine, one more time: "when" asks about time. +# Source: ST §When Questions with Present Tense +$GRAMMAR The "When" Pattern +ID: l2-s25 +INTRO: Asking about the time works just like "where". -| | | | | | -|---|---|---|---|---| -| | | Tom | swims | on Wednesdays. | -| | **Does** | **Tom** | **swim** | on Wednesdays? | -| **When** | **does** | **Tom** | **swim?** | | +CARD: Ask about a time with **when**, plus **does** or **do**. +{When does Tom swim?} +{He swims on Wednesdays.} -Ask with **when** to get a time as the answer: {When does Tom swim?} — {He swims on Wednesdays.} +SUMMARY: +| Question | Answer | +|---|---| +| When does Tom swim? | He swims on Wednesdays. | # Source: LLA 2C Figure 4 -$PRODUCE Change It to a When Question +$PRODUCE Make Questions with "When" ID: 2c-f4 -INPUT: speak -CHECK: reveal -INTRO: You'll hear a statement with a time in it — that's the sentences you just repeated. Ask the "when" question that gets that time as the answer, then repeat the model. -INSTRUCTION: Say the question using "when". +INPUT: type +CHECK: exact +SHOW_PROMPT REPEAT +INTRO: Read each sentence and type the question that asks about the time. Then listen and repeat the question. +INSTRUCTION: Type the question using "when". PROMPT: The plane leaves in the morning. {bk03-l2c-f4-01-q.mp3} +TEMPLATE: When ____? RESPONSE: When does the plane leave? {bk03-l2c-f4-01-a.mp3} +ACCEPT: does the plane leave | does the plane leave? PROMPT: The trucks leave on Mondays. {bk03-l2c-f4-02-q.mp3} +TEMPLATE: When ____? RESPONSE: When do the trucks leave? {bk03-l2c-f4-02-a.mp3} +ACCEPT: do the trucks leave | do the trucks leave? PROMPT: Mary studies Chinese every Wednesday. {bk03-l2c-f4-03-q.mp3} +TEMPLATE: When ____? RESPONSE: When does Mary study Chinese? {bk03-l2c-f4-03-a.mp3} +ACCEPT: does Mary study Chinese | does Mary study Chinese? PROMPT: Bob and Tom get up early. {bk03-l2c-f4-04-q.mp3} +TEMPLATE: When ____? RESPONSE: When do Bob and Tom get up? {bk03-l2c-f4-04-a.mp3} +ACCEPT: do Bob and Tom get up | do Bob and Tom get up? PROMPT: John learns his lesson before class. {bk03-l2c-f4-05-q.mp3} +TEMPLATE: When ____? RESPONSE: When does John learn his lesson? {bk03-l2c-f4-05-a.mp3} +ACCEPT: does John learn his lesson | does John learn his lesson? PROMPT: Bob takes a shower every morning. {bk03-l2c-f4-06-q.mp3} +TEMPLATE: When ____? RESPONSE: When does Bob take a shower? {bk03-l2c-f4-06-a.mp3} +ACCEPT: does Bob take a shower | does Bob take a shower? -# Source: ST §Tom's Week -$PRODUCE Tom's Week -ID: l2-s25 -INTRO: Tom's weekly calendar, in pictures. For each one, ask when Tom does the activity — then answer with the day you see. -INSTRUCTION: Ask and answer aloud about the picture. -INPUT: speak -CHECK: llm -RUBRIC: Treat the model answer as the factual key. Accept a "When does Tom...?" question about the same activity plus an answer naming the same day as the model. - -EXAMPLE -PROMPT: {st-page_055_005.jpg} -RESPONSE: When does Tom swim? He swims on Wednesdays. - -PROMPT: {st-page_055_001.jpg} -RESPONSE: When does Tom go to the BX? He goes on Tuesdays. - -PROMPT: {st-page_055_002.jpg} -RESPONSE: When does Tom go to the snack bar? He goes on Fridays. - -PROMPT: {st-page_055_003.jpg} -RESPONSE: When does Tom get up early? He gets up early on Mondays. - -PROMPT: {st-page_055_004.jpg} -RESPONSE: When does Tom go to bed late? He goes to bed late on Saturdays. - -# Source: ST §When? -$DIALOGUE When Questions and Answers +# Source: ST §When? (Tom's Week) +$DIALOGUE Tom's Week ID: l2-s26 -INTRO: Now hear Tom's week as full exchanges, and repeat each one. -INSTRUCTION: Listen and repeat each pair. +INTRO: Tom's week, day by day — the calendar in each picture tells you when. Listen and repeat the questions and answers. +INSTRUCTION: Listen and repeat the questions and answers. REPEAT -LINE: When does Tom go to the BX? He goes on Tuesdays. -LINE: When does Tom eat at the snack bar? He eats at the snack bar on Fridays. -LINE: When does Tom get up early? He gets up early on Mondays. -LINE: When does Tom go to bed late? He goes to bed late on Saturdays. -LINE: When does Tom swim? He swims on Wednesdays. +LINE: When does Tom go to the BX?\n— He goes on Tuesdays. {st-page_055_001.jpg|A man in uniform standing near a door labeled BX, with a calendar pointing to Tuesday} + +LINE: When does Tom eat at the snack bar?\n— He eats at the snack bar on Fridays. {st-page_055_002.jpg|A man standing at a snack bar counter with a cup, with a calendar pointing to Friday} + +LINE: When does Tom get up early?\n— He gets up early on Mondays. {st-page_055_003.jpg|A man waking up shocked next to an alarm clock set to 6:00, with a calendar pointing to Monday} + +LINE: When does Tom go to bed late?\n— He goes to bed late on Saturdays. {st-page_055_004.jpg|A man sitting on a bed late at night, with a calendar pointing to Saturday} + +LINE: When does Tom swim?\n— He swims on Wednesdays. {st-page_055_005.jpg|A man swimming in water, with a calendar pointing to Wednesday} # Source: LLA 2C Figure 5 -$SELECT Where or When? +$SELECT "Where" or "When"? ID: 2c-f5 -INTRO: Listen to each answer. Would you ask "where" or "when" to get it? Tap the question word, then listen to the question and repeat it. -INSTRUCTION: Tap "Where" or "When". -REPEAT - +INTRO: You'll hear an answer first. Decide which question fits it: one starting with "Where", or one starting with "When". Then listen to the model question and answer. +INSTRUCTION: Tap Where or When. OPTION: a | Where OPTION: b | When -PROMPT: "In the barracks." Bob studies in the barracks. {bk03-l2c-f5-01-q.mp3} +EXAMPLE +PROMPT: In the barracks. Bob studies in the barracks. {bk03-l2c-f5-01-q.mp3} ANSWER: a -FEEDBACK: Where does Bob study? {bk03-l2c-f5-01-a.mp3} +FEEDBACK: Where does Bob study? Bob studies in the barracks. {bk03-l2c-f5-01-fb.mp3} -PROMPT: "At 5 o'clock every afternoon." Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-q.mp3} +PROMPT: At 5 o'clock every afternoon. Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-q.mp3} ANSWER: b -FEEDBACK: When does Jan swim? {bk03-l2c-f5-02-a.mp3} +FEEDBACK: When does Jan swim? Jan swims at 5 o'clock every afternoon. {bk03-l2c-f5-02-fb.mp3} -PROMPT: "In the mess hall." We eat dinner in the mess hall. {bk03-l2c-f5-03-q.mp3} +PROMPT: In the mess hall. We eat dinner in the mess hall. {bk03-l2c-f5-03-q.mp3} ANSWER: a -FEEDBACK: Where do we eat dinner? {bk03-l2c-f5-03-a.mp3} +FEEDBACK: Where do we eat dinner? We eat dinner in the mess hall. {bk03-l2c-f5-03-fb.mp3} -PROMPT: "In the barracks." Tom sleeps in the barracks. {bk03-l2c-f5-04-q.mp3} +PROMPT: In the barracks. Tom sleeps in the barracks. {bk03-l2c-f5-04-q.mp3} ANSWER: a -FEEDBACK: Where does Tom sleep? {bk03-l2c-f5-04-a.mp3} +FEEDBACK: Where does Tom sleep? Tom sleeps in the barracks. {bk03-l2c-f5-04-fb.mp3} -PROMPT: "Early." We eat breakfast early. {bk03-l2c-f5-05-q.mp3} +PROMPT: Early. We eat breakfast early. {bk03-l2c-f5-05-q.mp3} ANSWER: b -FEEDBACK: When do we eat breakfast? {bk03-l2c-f5-05-a.mp3} +FEEDBACK: When do we eat breakfast? We eat breakfast early. {bk03-l2c-f5-05-fb.mp3} -PROMPT: "At 8:30." Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-q.mp3} +PROMPT: At 8:30. Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-q.mp3} ANSWER: b -FEEDBACK: When does Linda go to bed? {bk03-l2c-f5-06-a.mp3} +FEEDBACK: When does Linda go to bed? Linda goes to bed at 8:30 every night. {bk03-l2c-f5-06-fb.mp3} # Source: ST §Do You Have a Train to Laredo? $DIALOGUE A Train to Laredo ID: l2-s27 -INTRO: Two quick conversations that put "when" to work — one about lab, one about a train. Repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: Two short conversations about schedules — one about the lab, one about a train. Listen and repeat. +INSTRUCTION: Read and repeat the dialogs. REPEAT John: Do we have lab today? @@ -1171,118 +1374,89 @@ Bill: Yes, we do. Tom: When does it leave? Bill: At 6:30 this evening. -# Source: ST §John Is Always Late (grammar) +# Source: LLA 2D Figure 2 +$DIALOGUE At the Bus Station {page_041_001.jpg|A student holding a paper labeled BUS SCHEDULE speaking to a clerk at a counter under a sign that reads BUS INFORMATION} +ID: 2d-f2 +INTRO: A student puts "where" and "when" to work at the bus information counter. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Student: Where does this bus go? {bk03-l2d-f2-01.mp3} +Clerk: It goes to the hospital. {bk03-l2d-f2-02.mp3} +Student: When does it leave? {bk03-l2d-f2-03.mp3} +Clerk: It leaves at 5:15. {bk03-l2d-f2-04.mp3} + +$SESSION 2-6: Always, Sometimes, Never + +# Source: ST §Frequency Adverbs: Always, Sometimes, Never $GRAMMAR Always, Sometimes, Never ID: l2-s31 -INTRO: How often do things happen? Three little words cover most of life: always, sometimes, never. +INTRO: In this part you'll learn to say how often things happen — from "always" all the way down to "never". -![Calendars illustrating always, sometimes, never](st-page_060_001.jpg) +CARD: **Always** means every time. **Never** means no time at all. **Sometimes** is in between. +![Three calendar grids showing always (all days), sometimes (some days), and never (no days)](st-page_060_001.jpg) +{I am never late.} +{Fred is always sad.} +{Sue is sometimes early.} -**Always** = every time. **Never** = not one time. **Sometimes** = in between. +CARD: With a main verb, the adverb goes **before** the verb. +{John never shaves on Saturday.} +{Mary sometimes eats fish for breakfast.} +{I always do my homework.} -| always | sometimes | never | -|---|---|---| +SUMMARY: +| Position | Example | +|---|---| +| after "be" | I am never late. | +| before a main verb | I always do my homework. | -{John is always late.} {We are sometimes late.} {I never drink coffee.} - -# Source: LLA 2C Figure 6 (VOCAB salvaged from ST §John Is Always Late, dropped as TTS twin) -$DIALOGUE Always, Sometimes, Never: Actions +# Source: LLA 2C Figure 6 +$DIALOGUE Frequency with Main Verbs ID: 2c-f6 -INTRO: With ordinary verbs, the frequency word goes before the verb: "I always eat", "he never gets up early". Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: Learn how to use "always", "sometimes", and "never" before main verbs. Listen and repeat. +INSTRUCTION: Repeat each sentence. REPEAT VOCAB: always -LINE: I *always* eat rice for lunch. {bk03-l2c-f6-01.mp3} +LINE: I always eat rice for lunch. {bk03-l2c-f6-01.mp3} VOCAB: sometimes -LINE: He *sometimes* eats in his room. {bk03-l2c-f6-02.mp3} +LINE: He sometimes eats in his room. {bk03-l2c-f6-02.mp3} VOCAB: never -LINE: I *never* drink coffee. {bk03-l2c-f6-03.mp3} +LINE: I never drink coffee. {bk03-l2c-f6-03.mp3} -LINE: Linda *never* goes to the lab. {bk03-l2c-f6-04.mp3} -LINE: Tom *always* goes to the lab. {bk03-l2c-f6-05.mp3} -LINE: He *sometimes* swims after class. {bk03-l2c-f6-06.mp3} -LINE: Mary *always* speaks English in class. {bk03-l2c-f6-07.mp3} -LINE: Bob *never* speaks English in the barracks. {bk03-l2c-f6-08.mp3} -LINE: Jan *always* has fruit for lunch. {bk03-l2c-f6-09.mp3} -LINE: John *never* gets up early. {bk03-l2c-f6-10.mp3} +LINE: Linda never goes to the lab. {bk03-l2c-f6-04.mp3} +LINE: Tom always goes to the lab. {bk03-l2c-f6-05.mp3} +LINE: He sometimes swims after class. {bk03-l2c-f6-06.mp3} +LINE: Mary always speaks English in class. {bk03-l2c-f6-07.mp3} +LINE: Bob never speaks English in the barracks. {bk03-l2c-f6-08.mp3} +LINE: Jan always has fruit for lunch. {bk03-l2c-f6-09.mp3} +LINE: John never gets up early. {bk03-l2c-f6-10.mp3} # Source: LLA 2C Figure 7 -$DIALOGUE Always, Sometimes, Never: With Is and Are +$DIALOGUE Frequency with the Verb "Be" ID: 2c-f7 -INTRO: With am, is, and are, the frequency word comes after the verb: "Sue is never late." Listen and repeat — and spare a thought for the friend who is never on time. -INSTRUCTION: Listen and repeat. +INTRO: Notice that adverbs of frequency come after the verb "to be". Listen and repeat. +INSTRUCTION: Repeat each sentence. REPEAT -LINE: They are *always* late for class. {bk03-l2c-f7-01.mp3} -LINE: He is *always* drinking coffee. {bk03-l2c-f7-02.mp3} -LINE: Sue is *never* late. {bk03-l2c-f7-03.mp3} -LINE: Jack is *sometimes* late for lab. {bk03-l2c-f7-04.mp3} -LINE: Bob is *never* on the bus. {bk03-l2c-f7-05.mp3} -LINE: Mother is *always* in bed at 10 o'clock. {bk03-l2c-f7-06.mp3} -LINE: Father is *never* sad. {bk03-l2c-f7-07.mp3} -LINE: I am *always* early to class. {bk03-l2c-f7-08.mp3} -LINE: My friend is *never* on time. {bk03-l2c-f7-09.mp3} -LINE: Bob is *sometimes* angry. {bk03-l2c-f7-10.mp3} - -# Source: LLA 2C Figure 8 -$SELECT Which Word Did You Hear? -ID: 2c-f8 -INTRO: Listen to each sentence. Which frequency word did you hear — always, sometimes, or never? Tap it, then repeat the full sentence. -INSTRUCTION: Tap the word you hear. -REPEAT - -OPTION: a | always -OPTION: b | sometimes -OPTION: c | never - -PROMPT: The train is sometimes late. {bk03-l2c-f8-01-q.mp3} -ANSWER: b -FEEDBACK: The train is *sometimes* late. {bk03-l2c-f8-01-a.mp3} - -PROMPT: My friend is never on time. {bk03-l2c-f8-02-q.mp3} -ANSWER: c -FEEDBACK: My friend is *never* on time. {bk03-l2c-f8-02-a.mp3} - -PROMPT: Jan always has fruit for lunch. {bk03-l2c-f8-03-q.mp3} -ANSWER: a -FEEDBACK: Jan *always* has fruit for lunch. {bk03-l2c-f8-03-a.mp3} - -PROMPT: Mary always speaks English in class. {bk03-l2c-f8-04-q.mp3} -ANSWER: a -FEEDBACK: Mary *always* speaks English in class. {bk03-l2c-f8-04-a.mp3} - -PROMPT: John never gets up early. {bk03-l2c-f8-05-q.mp3} -ANSWER: c -FEEDBACK: John *never* gets up early. {bk03-l2c-f8-05-a.mp3} - -PROMPT: I never drink coffee. {bk03-l2c-f8-06-q.mp3} -ANSWER: c -FEEDBACK: I *never* drink coffee. {bk03-l2c-f8-06-a.mp3} - -PROMPT: I'm sometimes late for class. {bk03-l2c-f8-07-q.mp3} -ANSWER: b -FEEDBACK: I'm *sometimes* late for class. {bk03-l2c-f8-07-a.mp3} - -PROMPT: I'm always early on Mondays. {bk03-l2c-f8-08-q.mp3} -ANSWER: a -FEEDBACK: I'm *always* early on Mondays. {bk03-l2c-f8-08-a.mp3} - -PROMPT: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-q.mp3} -ANSWER: a -FEEDBACK: We *always* have dinner at 7 o'clock. {bk03-l2c-f8-09-a.mp3} - -PROMPT: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-q.mp3} -ANSWER: b -FEEDBACK: He *sometimes* swims on Saturday afternoons. {bk03-l2c-f8-10-a.mp3} +LINE: They are always late for class. {bk03-l2c-f7-01.mp3} +LINE: He is always drinking coffee. {bk03-l2c-f7-02.mp3} +LINE: Sue is never late. {bk03-l2c-f7-03.mp3} +LINE: Jack is sometimes late for lab. {bk03-l2c-f7-04.mp3} +LINE: Bob is never on the bus. {bk03-l2c-f7-05.mp3} +LINE: Mother is always in bed at 10 o'clock. {bk03-l2c-f7-06.mp3} +LINE: Father is never sad. {bk03-l2c-f7-07.mp3} +LINE: I am always early to class. {bk03-l2c-f7-08.mp3} +LINE: My friend is never on time. {bk03-l2c-f7-09.mp3} +LINE: Bob is sometimes angry. {bk03-l2c-f7-10.mp3} # Source: ST §Sometimes -$DIALOGUE Sometimes Moves Around +$DIALOGUE "Sometimes" Moves Around ID: l2-s33 -INTRO: "Sometimes" is the flexible one — it can start the sentence, or end it. Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: "Sometimes" is flexible — it can start a sentence or end it. Read and repeat. +INSTRUCTION: Read and repeat the sentences. REPEAT LINE: Sometimes I leave class early. @@ -1290,11 +1464,73 @@ LINE: He studies in the library sometimes. LINE: Sometimes he eats lunch in the dining hall. LINE: I get up at noon sometimes. -# Source: ST §How Often...? (grammar) -$GRAMMAR How Often? -ID: l2-s34 -INTRO: To ask about frequency, use "how often". Here's how it works with be and with other verbs. +# Source: LLA 2C Figure 8 +$SELECT Which Word Did You Hear? +ID: 2c-f8 +HIDE_PROMPT +INTRO: Listen to each sentence and tap the adverb you heard: "always", "sometimes", or "never". Then repeat the sentence. +INSTRUCTION: Tap always, sometimes, or never. +REPEAT +OPTION: a | always +OPTION: b | sometimes +OPTION: c | never +PROMPT: The train is sometimes late. {bk03-l2c-f8-01-q.mp3} +ANSWER: b +FEEDBACK: The train is sometimes late. {bk03-l2c-f8-01-fb.mp3} + +PROMPT: My friend is never on time. {bk03-l2c-f8-02-q.mp3} +ANSWER: c +FEEDBACK: My friend is never on time. {bk03-l2c-f8-02-fb.mp3} + +PROMPT: Jan always has fruit for lunch. {bk03-l2c-f8-03-q.mp3} +ANSWER: a +FEEDBACK: Jan always has fruit for lunch. {bk03-l2c-f8-03-fb.mp3} + +PROMPT: Mary always speaks English in class. {bk03-l2c-f8-04-q.mp3} +ANSWER: a +FEEDBACK: Mary always speaks English in class. {bk03-l2c-f8-04-fb.mp3} + +PROMPT: John never gets up early. {bk03-l2c-f8-05-q.mp3} +ANSWER: c +FEEDBACK: John never gets up early. {bk03-l2c-f8-05-fb.mp3} + +PROMPT: I never drink coffee. {bk03-l2c-f8-06-q.mp3} +ANSWER: c +FEEDBACK: I never drink coffee. {bk03-l2c-f8-06-fb.mp3} + +PROMPT: I'm sometimes late for class. {bk03-l2c-f8-07-q.mp3} +ANSWER: b +FEEDBACK: I'm sometimes late for class. {bk03-l2c-f8-07-fb.mp3} + +PROMPT: I'm always early on Mondays. {bk03-l2c-f8-08-q.mp3} +ANSWER: a +FEEDBACK: I'm always early on Mondays. {bk03-l2c-f8-08-fb.mp3} + +PROMPT: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-q.mp3} +ANSWER: a +FEEDBACK: We always have dinner at 7 o'clock. {bk03-l2c-f8-09-fb.mp3} + +PROMPT: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-q.mp3} +ANSWER: b +FEEDBACK: He sometimes swims on Saturday afternoons. {bk03-l2c-f8-10-fb.mp3} + +# Source: ST §How Often Questions +$GRAMMAR Asking with "How Often" +ID: l2-s34 +INTRO: To ask about frequency, start the question with "how often". + +CARD: With **be**, put "how often" first, then the verb. +{How often is John late?} +{John is never late.} + +CARD: With main verbs, use **does** or **do**. +{How often does Bill swim?} +{He swims every day.} +{How often do you go to the movies?} +{I always go to the movies on Fridays.} + +SUMMARY: | | | | | |---|---|---|---| | How often | is | he / she | late? / early? / here? | @@ -1306,111 +1542,108 @@ INTRO: To ask about frequency, use "how often". Here's how it works with be and | How often | does | he / she | swim? / eat? / study? | | | do | I / you / we / they | | -**Examples:** -{How often is John late?} — {John is never late.} -{How often does Bill swim?} — {He swims every day.} -{How often do you go to the movies?} — {I always go to the movies on Fridays.} - -# Source: ST §Practice How Often -$DIALOGUE How Often? Questions and Answers +# Source: ST §How Often: Practice Sentences +$DIALOGUE How Often? Practice ID: l2-s35 -INTRO: Last practice for this part: full "how often" exchanges. Fourteen of them — the tape believed in repetition, and so do we. -INSTRUCTION: Listen and repeat each pair. +INTRO: Fourteen "how often" questions and their answers. Listen and repeat each pair. +INSTRUCTION: Listen and repeat the questions and answers. REPEAT -LINE: How often do you drink coffee? I always drink coffee at breakfast. -LINE: How often do you speak English? I speak English every day. -LINE: How often do they go to the movies? They go every Friday. -LINE: How often do you come here? I always come here on Saturdays. -LINE: How often do they swim? They swim every Wednesday. -LINE: How often does Mary do her homework in class? Mary always does her homework in class. -LINE: How often do you watch television? I never watch television. -LINE: How often does Bob go to the library? Sometimes he goes every day. -LINE: How often do you go to the BX? I always go to the BX on Thursdays. -LINE: How often do you eat in the dining hall? I eat in the dining hall every evening. -LINE: How often do you study English? I study English every day. -LINE: How often do you sleep late? I never sleep late. -LINE: How often does John see his friends? He always sees them on weekends. -LINE: How often do the planes leave? They leave every hour. +VOCAB: how often +LINE: How often do you drink coffee?\n— I always drink coffee at breakfast. -# SKIPPED (ST): Writing Skill "THE STUDENTS ALWAYS DO THEIR HOMEWORK" — open-ended substitution table with blank lines; unscaffolded free sentence generation. +LINE: How often do you speak English?\n— I speak English every day. -$LESSON 2-5: Putting It All Together +LINE: How often do they go to the movies?\n— They go every Friday. -# Source: LLA 2D Figure 1 (typed drill delivered as spoken) -$PRODUCE Ask the Right Question -ID: 2d-f1 -INPUT: speak -CHECK: reveal -INTRO: Final part — everything from this lesson, mixed together. You'll hear a sentence and then a cue word from it. Ask the question that gets the cue as its answer: who, what, when, or where. Then check against the model. -INSTRUCTION: Say the question aloud. +LINE: How often do you come here?\n— I always come here on Saturdays. + +LINE: How often do they swim?\n— They swim every Wednesday. + +LINE: How often does Mary do her homework in class?\n— Mary always does her homework in class. + +LINE: How often do you watch television?\n— I never watch television. + +LINE: How often does Bob go to the library?\n— Sometimes he goes every day. + +LINE: How often do you go to the BX?\n— I always go to the BX on Thursdays. + +LINE: How often do you eat in the dining hall?\n— I eat in the dining hall every evening. + +LINE: How often do you study English?\n— I study English every day. + +LINE: How often do you sleep late?\n— I never sleep late. + +LINE: How often does John see his friends?\n— He always sees them on weekends. + +LINE: How often do the planes leave?\n— They leave every hour. + +# Source: ST §Substitution Table: Frequency Adverbs +$GRAMMAR Sentence Builder: Frequency +ID: l2-s36 +INTRO: A table for building your own frequency sentences — pick one word from each column. + +CARD: Choose a subject, an adverb, a verb that matches, and an ending — and you have a sentence. +{The students never listen to their mother.} +{My father always shaves in the morning.} +{Sally sometimes drinks orange juice.} + +SUMMARY: +| Subject | Adverb | Verb | Complement | +|---|---|---|---| +| The students
Paul
Sally
I
You
My teacher
My friends
My mother
My father
We
They | never

sometimes

always | listen (to)
sits down
buys
read
shaves
swim
do
sleeps
drinks
watch
take | television.
in the morning.
in the afternoon.
to their mother.
orange juice.
to his father.
in the classroom.
their homework.
his radio.
coffee.
a taxi. | + +# Source: ST §Make Sentences with Frequency Adverbs +$PRODUCE Build Your Own Sentences +ID: l2-s37 +REFERENCE: l2-s36 +INTRO: Now build ten sentences of your own from the table — open it whenever you need to. Watch the verb ending: "Paul" needs an "s", "my friends" don't. +INSTRUCTION: Write a complete sentence using words from each column of the substitution table. +INPUT: type +CHECK: llm +RUBRIC: Accept any grammatically correct sentence formed by choosing a valid subject, frequency adverb, matching verb form, and complement from the table. EXAMPLE -TEMPLATE: Bob -PROMPT: Bob is eating lunch. Bob. {page_039_001.jpg} {bk03-l2d-f1-01-q.mp3} -RESPONSE: Who is eating lunch? {bk03-l2d-f1-01-a.mp3} +PROMPT: Make a sentence from the table. +RESPONSE: My teacher sometimes drinks coffee. -EXAMPLE -TEMPLATE: lunch -PROMPT: Bob is eating lunch. Lunch. {page_039_002.jpg} {bk03-l2d-f1-02-q.mp3} -RESPONSE: What is Bob eating? {bk03-l2d-f1-02-a.mp3} +PROMPT: Write sentence 1. +RESPONSE: The students always do their homework. -TEMPLATE: at noon -PROMPT: The plane leaves at noon. At noon. {page_039_003.jpg} {bk03-l2d-f1-03-q.mp3} -RESPONSE: When does the plane leave? {bk03-l2d-f1-03-a.mp3} +PROMPT: Write sentence 2. +RESPONSE: Paul never watches television in the afternoon. -TEMPLATE: in the classroom -PROMPT: Tom is in the classroom. In the classroom. {page_039_004.jpg} {bk03-l2d-f1-04-q.mp3} -RESPONSE: Where is Tom? {bk03-l2d-f1-04-a.mp3} +PROMPT: Write sentence 3. +RESPONSE: Sally always drinks orange juice in the morning. -TEMPLATE: French -PROMPT: Linda is learning French. French. {page_039_005.jpg} {bk03-l2d-f1-05-q.mp3} -RESPONSE: What is Linda learning? {bk03-l2d-f1-05-a.mp3} +PROMPT: Write sentence 4. +RESPONSE: I sometimes listen to the radio. -TEMPLATE: after class -PROMPT: John studies after class. After class. {page_039_006.jpg} {bk03-l2d-f1-06-q.mp3} -RESPONSE: When does John study? {bk03-l2d-f1-06-a.mp3} +PROMPT: Write sentence 5. +RESPONSE: You always sit down in the classroom. -TEMPLATE: in the mess hall -PROMPT: The students eat lunch in the mess hall. In the mess hall. {page_040_001.jpg} {bk03-l2d-f1-07-q.mp3} -RESPONSE: Where do the students eat lunch? {bk03-l2d-f1-07-a.mp3} +PROMPT: Write sentence 6. +RESPONSE: My friends never take a taxi. -TEMPLATE: the students -PROMPT: The students eat lunch in the mess hall. The students. {page_040_002.jpg} {bk03-l2d-f1-08-q.mp3} -RESPONSE: Who eats lunch in the mess hall? {bk03-l2d-f1-08-a.mp3} +PROMPT: Write sentence 7. +RESPONSE: My mother sometimes buys coffee. -TEMPLATE: Tom -PROMPT: Tom goes to the library on Monday. Tom. {page_040_003.jpg} {bk03-l2d-f1-09-q.mp3} -RESPONSE: Who goes to the library on Monday? {bk03-l2d-f1-09-a.mp3} +PROMPT: Write sentence 8. +RESPONSE: My father always shaves in the morning. -TEMPLATE: to the library -PROMPT: Tom goes to the library on Monday. To the library. {page_040_004.jpg} {bk03-l2d-f1-10-q.mp3} -RESPONSE: Where does Tom go on Monday? {bk03-l2d-f1-10-a.mp3} +PROMPT: Write sentence 9. +RESPONSE: We never sleep in the classroom. -TEMPLATE: on Monday -PROMPT: Tom goes to the library on Monday. On Monday. {page_040_005.jpg} {bk03-l2d-f1-11-q.mp3} -RESPONSE: When does Tom go to the library? {bk03-l2d-f1-11-a.mp3} +PROMPT: Write sentence 10. +RESPONSE: They always swim in the afternoon. -TEMPLATE: coffee -PROMPT: Bob wants coffee for breakfast. Coffee. {page_040_006.jpg} {bk03-l2d-f1-12-q.mp3} -RESPONSE: What does Bob want for breakfast? {bk03-l2d-f1-12-a.mp3} +$SESSION 2-7: Review Skills — Listening, Spelling, and Word Groups -# Source: LLA 2D Figure 2 -$DIALOGUE At the Bus Stop {page_041_001.jpg} -ID: 2d-f2 -INTRO: Here are your new questions out in the world: a student asks a clerk about a bus. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Student: Where does this bus go? {bk03-l2d-f2-01.mp3} -Clerk: It goes to the hospital. {bk03-l2d-f2-02.mp3} -Student: When does it leave? {bk03-l2d-f2-03.mp3} -Clerk: It leaves at 5:15. {bk03-l2d-f2-04.mp3} - -# Source: LLA 2C Figure 9 (sounds strand, placed with the lesson's other skills work) -$SELECT Same or Different: SH and CH +# Source: LLA 2C Figure 9 +$SELECT Same or Different? "sh" and "ch" ID: 2c-f9 -INTRO: A quick ear check on two tricky sounds — SH as in "shoe" and CH as in "chew". You'll hear two words: are they exactly the same word, or different? Tap your answer. +HIDE_PROMPT +INTRO: Last part: a mixed set of listening, spelling, and word skills to close out the lesson. First, tune your ear to "sh" and "ch". Do the two words sound the same or different? INSTRUCTION: Tap Same or Different. OPTION: s | Same OPTION: d | Different @@ -1445,11 +1678,209 @@ ANSWER: s PROMPT: mash ... match {bk03-l2c-f9-10.mp3} ANSWER: d -# Source: ST §Write: T -$PRODUCE Spell It with T -ID: l2-s23 -INTRO: Spelling time. Each word is missing a T — type the letter to complete it. -INSTRUCTION: Type the missing letter. +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "SHE / CHECK" (/š/–/č/, ST p. 49) — instructor-read stimuli with no recorded audio; the cassette "sh"/"ch" activity above covers the skill. + +# Source: LLA 2D Figure 1 +$PRODUCE Ask the Right Question +ID: 2d-f1 +INTRO: Everything from this lesson in one drill. Listen to each statement and the target word — then ask the question, with "who", "what", "when", or "where", that gets that answer. +INSTRUCTION: Say the question aloud. +INPUT: speak +CHECK: llm +RUBRIC: Accept any grammatically correct Wh-question that asks for the specified target information using who, what, when, or where. + +EXAMPLE +PROMPT: Bob is eating lunch. Bob. {bk03-l2d-f1-01-q.mp3} +TEMPLATE: Bob {page_039_001.jpg|A man sitting at a dining table eating a sandwich} +RESPONSE: Who is eating lunch? {bk03-l2d-f1-01-a.mp3} + +EXAMPLE +PROMPT: Bob is eating lunch. Lunch. {bk03-l2d-f1-02-q.mp3} +TEMPLATE: lunch {page_039_002.jpg|A man sitting at a dining table eating a sandwich} +RESPONSE: What is Bob eating? {bk03-l2d-f1-02-a.mp3} + +PROMPT: The plane leaves at noon. At noon. {bk03-l2d-f1-03-q.mp3} +TEMPLATE: at noon {page_039_003.jpg|An airplane flying over an airport control tower and runway} +RESPONSE: When does the plane leave? {bk03-l2d-f1-03-a.mp3} + +PROMPT: Tom is in the classroom. In the classroom. {bk03-l2d-f1-04-q.mp3} +TEMPLATE: in the classroom {page_039_004.jpg|Students sitting at desks studying in a classroom} +RESPONSE: Where is Tom? {bk03-l2d-f1-04-a.mp3} + +PROMPT: Linda is learning French. French. {bk03-l2d-f1-05-q.mp3} +TEMPLATE: French {page_039_005.jpg|A young woman reading a book with a speech bubble saying "BON JOUR"} +RESPONSE: What is Linda learning? {bk03-l2d-f1-05-a.mp3} + +PROMPT: John studies after class. After class. {bk03-l2d-f1-06-q.mp3} +TEMPLATE: after class {page_039_006.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY} +RESPONSE: When does John study? {bk03-l2d-f1-06-a.mp3} + +PROMPT: The students eat lunch in the mess hall. In the mess hall. {bk03-l2d-f1-07-q.mp3} +TEMPLATE: in the mess hall {page_040_001.jpg|A military person in a mess hall surrounded by other people eating} +RESPONSE: Where do the students eat lunch? {bk03-l2d-f1-07-a.mp3} + +PROMPT: The students eat lunch in the mess hall. The students. {bk03-l2d-f1-08-q.mp3} +TEMPLATE: the students {page_040_002.jpg|A military person in a mess hall surrounded by other people eating} +RESPONSE: Who eats lunch in the mess hall? {bk03-l2d-f1-08-a.mp3} + +PROMPT: Tom goes to the library on Monday. Tom. {bk03-l2d-f1-09-q.mp3} +TEMPLATE: Tom {page_040_003.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY} +RESPONSE: Who goes to the library on Monday? {bk03-l2d-f1-09-a.mp3} + +PROMPT: Tom goes to the library on Monday. To the library. {bk03-l2d-f1-10-q.mp3} +TEMPLATE: to the library {page_040_004.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY} +RESPONSE: Where does Tom go on Monday? {bk03-l2d-f1-10-a.mp3} + +PROMPT: Tom goes to the library on Monday. On Monday. {bk03-l2d-f1-11-q.mp3} +TEMPLATE: on Monday {page_040_005.jpg|A man in military uniform walking up to the entrance of a building labeled BASE LIBRARY} +RESPONSE: When does Tom go to the library? {bk03-l2d-f1-11-a.mp3} + +PROMPT: Bob wants coffee for breakfast. Coffee. {bk03-l2d-f1-12-q.mp3} +TEMPLATE: coffee {page_040_006.jpg|A man in uniform sitting near a window holding a cup of coffee} +RESPONSE: What does Bob want for breakfast? {bk03-l2d-f1-12-a.mp3} + +# Source: LLA 2D Figure 3 (Set 1) +$PRODUCE Spell What You Hear (Set 1) +ID: 2d-f3-d1 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: Five words from the lesson. Listen to each one and type it. +INSTRUCTION: Type the word you hear. + +PROMPT: friend {bk03-l2d-f3-01.mp3} +RESPONSE: friend {bk03-l2d-f3-01.mp3} + +PROMPT: chicken {bk03-l2d-f3-02.mp3} +RESPONSE: chicken {bk03-l2d-f3-02.mp3} + +PROMPT: taxi {bk03-l2d-f3-03.mp3} +RESPONSE: taxi {bk03-l2d-f3-03.mp3} + +PROMPT: shower {bk03-l2d-f3-04.mp3} +RESPONSE: shower {bk03-l2d-f3-04.mp3} + +PROMPT: plane {bk03-l2d-f3-05.mp3} +RESPONSE: plane {bk03-l2d-f3-05.mp3} + +# Source: LLA 2D Figure 3 (Set 1) +$SELECT Alphabetical Order (Set 1) +ID: 2d-f3-o1 +ORDER +INTRO: Now put those same five words in alphabetical order. +INSTRUCTION: Put the words in alphabetical order. + +OPTION: a | friend +OPTION: b | chicken +OPTION: c | taxi +OPTION: d | shower +OPTION: e | plane + +TEMPLATE: What is the alphabetical order of the five words? +ANSWER: b,a,e,d,c + +# Source: LLA 2D Figure 3 (Set 2) +$PRODUCE Spell What You Hear (Set 2) +ID: 2d-f3-d2 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: Five more words. Listen and type each one. +INSTRUCTION: Type the word you hear. + +PROMPT: sleep {bk03-l2d-f3-06.mp3} +RESPONSE: sleep {bk03-l2d-f3-06.mp3} + +PROMPT: has {bk03-l2d-f3-07.mp3} +RESPONSE: has {bk03-l2d-f3-07.mp3} + +PROMPT: and {bk03-l2d-f3-08.mp3} +RESPONSE: and {bk03-l2d-f3-08.mp3} + +PROMPT: want {bk03-l2d-f3-09.mp3} +RESPONSE: want {bk03-l2d-f3-09.mp3} + +PROMPT: lunch {bk03-l2d-f3-10.mp3} +RESPONSE: lunch {bk03-l2d-f3-10.mp3} + +# Source: LLA 2D Figure 3 (Set 2) +$SELECT Alphabetical Order (Set 2) +ID: 2d-f3-o2 +ORDER +INTRO: And into alphabetical order they go. +INSTRUCTION: Put the words in alphabetical order. + +OPTION: a | sleep +OPTION: b | has +OPTION: c | and +OPTION: d | want +OPTION: e | lunch + +TEMPLATE: What is the alphabetical order of the five words? +ANSWER: c,b,e,a,d + +# Source: LLA 2D Figure 3 (Set 3) +$PRODUCE Spell What You Hear (Set 3) +ID: 2d-f3-d3 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: Last five words. Listen and type each one. +INSTRUCTION: Type the word you hear. + +PROMPT: book {bk03-l2d-f4-01.mp3} +RESPONSE: book {bk03-l2d-f4-01.mp3} + +PROMPT: library {bk03-l2d-f4-02.mp3} +RESPONSE: library {bk03-l2d-f4-02.mp3} + +PROMPT: eggs {bk03-l2d-f4-03.mp3} +RESPONSE: eggs {bk03-l2d-f4-03.mp3} + +PROMPT: under {bk03-l2d-f4-04.mp3} +RESPONSE: under {bk03-l2d-f4-04.mp3} + +PROMPT: pencil {bk03-l2d-f4-05.mp3} +RESPONSE: pencil {bk03-l2d-f4-05.mp3} + +# Source: LLA 2D Figure 3 (Set 3) +$SELECT Alphabetical Order (Set 3) +ID: 2d-f3-o3 +ORDER +INTRO: One more alphabetical round. +INSTRUCTION: Put the words in alphabetical order. + +OPTION: a | book +OPTION: b | library +OPTION: c | eggs +OPTION: d | under +OPTION: e | pencil + +TEMPLATE: What is the alphabetical order of the five words? +ANSWER: a,c,b,e,d + +# Source: ST §Alphabetize the Words +$SELECT Alphabetical Order: Lesson Words +ID: l2-s38 +ORDER +INTRO: One last alphabet challenge, with five words from this lesson. +INSTRUCTION: Put the words in alphabetical order. + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | daughter +OPTION: b | never +OPTION: c | homework +OPTION: d | commissary +OPTION: e | and +ANSWER: e,d,a,c,b + +# SKIPPED (book): ST Special Language Skills "DICTATION" (p. 57) — instructor-read dictation with no printed stimulus; the cassette spelling sets above cover the skill. + +# Source: ST §Write: t (duplicates of "water" and "time" removed — already drilled in the cassette-track version) +$PRODUCE More Missing "t" Words +ID: l2-s24 +INTRO: A second round of "t" spelling — new words this time. +INSTRUCTION: Type the complete word with the missing letter t. INPUT: type CHECK: exact @@ -1468,18 +1899,12 @@ RESPONSE: what TEMPLATE: don'____{t} RESPONSE: don't -TEMPLATE: wa____{t}er -RESPONSE: water - TEMPLATE: ____{t}ape RESPONSE: tape TEMPLATE: tha____{t} RESPONSE: that -TEMPLATE: ____{t}ime -RESPONSE: time - TEMPLATE: ____{t}eacher RESPONSE: teacher @@ -1489,110 +1914,11 @@ RESPONSE: daughter TEMPLATE: Sa____{t}urday RESPONSE: Saturday -# Source: LLA 2D Figure 3 (dictation) -$PRODUCE Dictation: Type the Word -ID: 2d-f3-a -INPUT: type -CHECK: exact -INTRO: Dictation — fifteen words from this lesson. Listen and type each one. Spelling counts; that's the whole game. -INSTRUCTION: Type the word you hear. - -PROMPT: friend {bk03-l2d-f3-01.mp3} -RESPONSE: friend - -PROMPT: chicken {bk03-l2d-f3-02.mp3} -RESPONSE: chicken - -PROMPT: taxi {bk03-l2d-f3-03.mp3} -RESPONSE: taxi - -PROMPT: shower {bk03-l2d-f3-04.mp3} -RESPONSE: shower - -PROMPT: plane {bk03-l2d-f3-05.mp3} -RESPONSE: plane - -PROMPT: sleep {bk03-l2d-f3-06.mp3} -RESPONSE: sleep - -PROMPT: has {bk03-l2d-f3-07.mp3} -RESPONSE: has - -PROMPT: and {bk03-l2d-f3-08.mp3} -RESPONSE: and - -PROMPT: want {bk03-l2d-f3-09.mp3} -RESPONSE: want - -PROMPT: lunch {bk03-l2d-f3-10.mp3} -RESPONSE: lunch - -PROMPT: book {bk03-l2d-f4-01.mp3} -RESPONSE: book - -PROMPT: library {bk03-l2d-f4-02.mp3} -RESPONSE: library - -PROMPT: eggs {bk03-l2d-f4-03.mp3} -RESPONSE: eggs - -PROMPT: under {bk03-l2d-f4-04.mp3} -RESPONSE: under - -PROMPT: pencil {bk03-l2d-f4-05.mp3} -RESPONSE: pencil - -# Source: LLA 2D Figure 3 (alphabetizing) -$SELECT Alphabetical Order -ID: 2d-f3-b -ORDER -INTRO: Now put the words you just typed into alphabetical order — A before B, B before C. You know the drill; you learned the alphabet, after all. -INSTRUCTION: Arrange the words in alphabetical order. - -TEMPLATE: Set 1 -OPTION: a | friend -OPTION: b | chicken -OPTION: c | taxi -OPTION: d | shower -OPTION: e | plane -ANSWER: b,a,e,d,c - -TEMPLATE: Set 2 -OPTION: a | sleep -OPTION: b | has -OPTION: c | and -OPTION: d | want -OPTION: e | lunch -ANSWER: c,b,e,a,d - -TEMPLATE: Set 3 -OPTION: a | book -OPTION: b | library -OPTION: c | eggs -OPTION: d | under -OPTION: e | pencil -ANSWER: a,c,b,e,d - -# Source: ST §Alphabetize the Words -$SELECT More Alphabetical Order -ID: l2-s36 -ORDER -INTRO: One more set of words to alphabetize — this time from the book. -INSTRUCTION: Arrange the words in alphabetical order. - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | daughter -OPTION: b | never -OPTION: c | homework -OPTION: d | commissary -OPTION: e | and -ANSWER: e,d,a,c,b - -# Source: ST §Circle the Word That Is Different -$SELECT Which Word Is Different? -ID: l2-s37 -INTRO: A vocabulary round-up. In each set, three words belong together and one is the odd one out. Tap the word that is different. -INSTRUCTION: Tap the word that is different. +# Source: ST §Find the Word That Is Different +$SELECT Find the Word That Is Different +ID: l2-s39 +INTRO: Three of the words in each group belong together; one doesn't. Tap the odd one out. +INSTRUCTION: Tap the word that does not belong in the group. TEMPLATE: Which word is different? OPTION: a | beef @@ -1664,81 +1990,78 @@ OPTION: c | snack bar OPTION: d | window ANSWER: c -# Source: ST §Circle the Name of Each Group +# Source: ST §Group Names $SELECT Name the Group -ID: l2-s38 -INTRO: Last activity of the lesson. In each set, one word names the whole group the others belong to — tap it. Then go rest; you've asked a lot of questions today. -INSTRUCTION: Tap the word that names the group. +ID: l2-s40 +INTRO: The reverse game, and the last activity of the lesson: tap the word that names the whole group. Then you're done — see you in Lesson 3. +INSTRUCTION: Tap the word that names the category for the group. -TEMPLATE: Which word is the name of the group? +TEMPLATE: clock, desk, chalkboard OPTION: a | clock OPTION: b | desk OPTION: c | classroom OPTION: d | chalkboard ANSWER: c -TEMPLATE: Which word is the name of the group? +TEMPLATE: eggs, bread, beef OPTION: a | eggs OPTION: b | food OPTION: c | bread OPTION: d | beef ANSWER: b -TEMPLATE: Which word is the name of the group? +TEMPLATE: milk, tea, coffee OPTION: a | milk OPTION: b | tea OPTION: c | drink OPTION: d | coffee ANSWER: c -TEMPLATE: Which word is the name of the group? +TEMPLATE: barracks, BX, dispensary OPTION: a | base OPTION: b | barracks OPTION: c | BX OPTION: d | dispensary ANSWER: a -TEMPLATE: Which word is the name of the group? +TEMPLATE: apple, banana, orange OPTION: a | fruit OPTION: b | apple OPTION: c | banana OPTION: d | orange ANSWER: a -TEMPLATE: Which word is the name of the group? +TEMPLATE: beef, lamb, chicken OPTION: a | beef OPTION: b | lamb OPTION: c | chicken OPTION: d | meat ANSWER: d -TEMPLATE: Which word is the name of the group? +TEMPLATE: nickel, penny, quarter OPTION: a | nickel OPTION: b | penny OPTION: c | quarter OPTION: d | money ANSWER: d -TEMPLATE: Which word is the name of the group? +TEMPLATE: father, mother, daughter OPTION: a | father OPTION: b | mother OPTION: c | family OPTION: d | daughter ANSWER: c -TEMPLATE: Which word is the name of the group? +TEMPLATE: evening, morning, afternoon OPTION: a | day OPTION: b | evening OPTION: c | morning OPTION: d | afternoon ANSWER: a -TEMPLATE: Which word is the name of the group? +TEMPLATE: Wednesday, Tuesday, Thursday OPTION: a | week OPTION: b | Wednesday OPTION: c | Tuesday OPTION: d | Thursday ANSWER: a - -# SKIPPED (ST): Listening Skills "SAME/DIFFERENT" and "SHE/CHECK", plus final "DICTATION" — instructor-read with no recorded stimuli or given items. Convertible later with chosen items + TTS. -# SKIPPED (ST): Speaking Skill "WHAT DO YOU SEE?" 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The final part is optional word-reading practice. +DIOCO_DOC_ID: alc_book3_lesson3 +DESCRIPTION: Countries, days and months, time expressions with "ago", "how many" questions, and the past tense of "be" (was/were). TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, lightly witty narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Leila | gacrux | Female student -VOICE: Karen | aoede | Female student -VOICE: Amanda | gacrux | Female student -VOICE: Daniel | achird | Male student -VOICE: Ali | schedar | Male student -VOICE: Carlos | achird | Male student -VOICE: Ted | alnilam | Male student -VOICE: Balila | aoede | Female student -VOICE: Student1 | achird | Male student -VOICE: Student2 | charon | Male student -VOICE: ID | achernar | speaker (auto) +VOICE: Leila | aoede | Female speaker +VOICE: Karen | gacrux | Female speaker +VOICE: Amanda | gacrux | Female speaker +VOICE: Daniel | schedar | Male speaker +VOICE: Carlos | schedar | Male speaker +VOICE: Balila | gacrux | Female speaker +VOICE: Narrator | achernar | speaker (auto) -$LESSON 3-1: Where Are You From? — Was and Were +$SESSION 3-1: Yesterday and Today — "Was" and "Were" -# Source: ST §Where Are You From? (l3-s1) -$DIALOGUE What Country Are They From? {st-page_069_001.jpg} -ID: l3-s1 -INTRO: Welcome to Lesson 3. In this lesson you'll learn to say what country people are from, name the days and months, and talk about the past with "was" and "were". First, where is everybody from? Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT +# Source: ST §Was/Were + §Was Not/Were Not (merged tables) + new talk-through +$GRAMMAR "Was" and "Were" +ID: l3-s11 +INTRO: In this lesson you'll learn to say where people are from, name the days and months, and talk about the past. First, the key tool: "was" and "were" — what "is" and "are" become when yesterday gets involved. -VOCAB: What country are they from? -VOCAB: United States -LINE: What country are they from? They're from the United States. +CARD: To talk about **now**, use **am**, **is**, and **are**. +{I am in the U.S. now.} +{Mr. Brown is in the U.S. now.} +{They are in the U.S. now.} -VOCAB: Saudi Arabia -LINE: What country is he from? He's from Saudi Arabia. +CARD: To talk about the **past** — yesterday, last year — "am" and "is" become **was**. +{I was in Spain last year.} +{Mr. Brown was in Spain last year.} -VOCAB: China -LINE: What country is she from? She's from China. +CARD: With "we", "you", "they", and two people, "are" becomes **were**. +{John and Sue were in Spain last year.} -VOCAB: Egypt -LINE: Where is Ali from? Ali's from Egypt. - -VOCAB: Canada -LINE: Is he from Canada? Yes, he is. - -VOCAB: Zaire -LINE: What country are they from? They're from Zaire. - -VOCAB: Spain -LINE: Where are you from? I'm from Spain. - -VOCAB: Russia -LINE: What country is he from? He's from Russia. - -VOCAB: England -LINE: Where is he from? He's from England. - -VOCAB: France -LINE: Where is she from? She's from France. - -VOCAB: Venezuela -LINE: Where are you from? We're from Venezuela. - -# Source: ST §I'm From Egypt (l3-s2) -$DIALOGUE Introductions: I'm, You're, He's -ID: l3-s2 -INTRO: Ali, Carlos, and Ted introduce themselves — and each one has to remember everybody who spoke before him. Read along and notice how "I'm", "you're", and "he's" change. -INSTRUCTION: Read the introductions. - -Ali: I'm Ali; I'm from Egypt. -Carlos: You're Ali; you're from Egypt. I'm Carlos; I'm from Spain. -Ted: He's Ali; he's from Egypt. You're Carlos; you're from Spain. I'm Ted; I'm from the United States. - -# Source: ST §Where Are You From? conversation (l3-s3) -$DIALOGUE A Conversation: Where Are You From? -ID: l3-s3 -INTRO: Carlos meets Balila. Between them they speak four languages — and they're both still working on English. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Carlos: Hi! Where are you from? -Balila: I'm from Zaire. -Carlos: I'm from Spain. Do you speak French? -Balila: Yes, I do. -Carlos: I speak French, too. -Balila: Oh, you speak Spanish, French, and English! That's very good. -Carlos: I don't speak English. I'm learning it now. -Balila: Me, too! -NOTES: Me, too. = I am too. -Carlos: I'm going to the snack bar. Do you want to come? -Balila: OK. Let's go. - -# Source: ST §Where Am I From? (l3-s4) -$DIALOGUE Name, Country, Language -ID: l3-s4 -INTRO: Here are the three questions people will ask you again and again: your name, your country, your language. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Student1: What's your name? -Student2: My name is Carlos. -Student1: Where are you from? -Student2: I'm from Spain. -Student1: What language do you speak? -Student2: I speak Spanish. - -# Source: ST §Was/Were table (l3-s15) + authored talk-through -$GRAMMAR Was and Were -ID: l3-s15 -INTRO: Here's the big grammar point of this lesson: how "is" and "are" change when you talk about the past. - -To talk about **now**, use **am**, **is**, and **are**. To talk about the **past** — yesterday, last year — use **was** and **were**. +CARD: For the negative, add **not**. "Was not" becomes **wasn't**, and "were not" becomes **weren't**. +{wasn't} +{weren't} +SUMMARY: | Now | Past | |---|---| -| {I am in the U.S. now.} | {I was in Spain last year.} | -| {Mr. Brown is in the U.S. now.} | {Mr. Brown was in Spain last year.} | -| {They are in the U.S. now.} | {They were in Spain last year.} | -| {John and Sue are in the U.S. now.} | {John and Sue were in Spain last year.} | - -**Was** goes with one person: I, he, she, it. **Were** goes with more than one: we, you, they. +| am / is | was | +| are | were | +| isn't | wasn't | +| aren't | weren't | # Source: LLA 3A Figure 1 $SELECT Today or Yesterday? ID: 3a-f1 -INTRO: Now use the point you just saw: "is" and "are" mean today, "was" and "were" mean yesterday. Listen to each sentence, tap the right time word, then repeat the sentence. -INSTRUCTION: Tap today or yesterday. +INTRO: Listen to each sentence and decide: is it about today or about yesterday? "Is" and "are" mean today; "was" and "were" mean yesterday. Tap your answer, then repeat the sentence. +INSTRUCTION: Tap "today" or "yesterday". REPEAT +HIDE_PROMPT OPTION: a | today OPTION: b | yesterday @@ -134,72 +60,58 @@ OPTION: b | yesterday EXAMPLE PROMPT: Tom is in the barracks. {bk03-l3a-f1-01-q.mp3} ANSWER: a -FEEDBACK: Tom is in the barracks today. {bk03-l3a-f1-01-a.mp3} +FEEDBACK: Tom is in the barracks today. {bk03-l3a-f1-01-fb.mp3} EXAMPLE PROMPT: Bob was in the barracks. {bk03-l3a-f1-02-q.mp3} ANSWER: b -FEEDBACK: Bob was in the barracks yesterday. {bk03-l3a-f1-02-a.mp3} +FEEDBACK: Bob was in the barracks yesterday. {bk03-l3a-f1-02-fb.mp3} PROMPT: Mr. Wilson was in the hospital. {bk03-l3a-f1-03-q.mp3} ANSWER: b -FEEDBACK: Mr. Wilson was in the hospital yesterday. {bk03-l3a-f1-03-a.mp3} +FEEDBACK: Mr. Wilson was in the hospital yesterday. {bk03-l3a-f1-03-fb.mp3} PROMPT: John isn't happy. {bk03-l3a-f1-04-q.mp3} ANSWER: a -FEEDBACK: John isn't happy today. {bk03-l3a-f1-04-a.mp3} +FEEDBACK: John isn't happy today. {bk03-l3a-f1-04-fb.mp3} PROMPT: Mrs. Wilson wasn't sick. {bk03-l3a-f1-05-q.mp3} ANSWER: b -FEEDBACK: Mrs. Wilson wasn't sick yesterday. {bk03-l3a-f1-05-a.mp3} +FEEDBACK: Mrs. Wilson wasn't sick yesterday. {bk03-l3a-f1-05-fb.mp3} PROMPT: Jan and Linda were in class. {bk03-l3a-f1-06-q.mp3} ANSWER: b -FEEDBACK: Jan and Linda were in class yesterday. {bk03-l3a-f1-06-a.mp3} +FEEDBACK: Jan and Linda were in class yesterday. {bk03-l3a-f1-06-fb.mp3} PROMPT: The cook is in the dining hall. {bk03-l3a-f1-07-q.mp3} ANSWER: a -FEEDBACK: The cook is in the dining hall today. {bk03-l3a-f1-07-a.mp3} +FEEDBACK: The cook is in the dining hall today. {bk03-l3a-f1-07-fb.mp3} PROMPT: Tom and Bob are at the BX. {bk03-l3a-f1-08-q.mp3} ANSWER: a -FEEDBACK: Tom and Bob are at the BX today. {bk03-l3a-f1-08-a.mp3} +FEEDBACK: Tom and Bob are at the BX today. {bk03-l3a-f1-08-fb.mp3} PROMPT: I was not in class. {bk03-l3a-f1-09-q.mp3} ANSWER: b -FEEDBACK: I was not in class yesterday. {bk03-l3a-f1-09-a.mp3} +FEEDBACK: I was not in class yesterday. {bk03-l3a-f1-09-fb.mp3} PROMPT: You are not a pilot. {bk03-l3a-f1-10-q.mp3} ANSWER: a -FEEDBACK: You are not a pilot today. {bk03-l3a-f1-10-a.mp3} +FEEDBACK: You are not a pilot today. {bk03-l3a-f1-10-fb.mp3} PROMPT: We weren't in the lab. {bk03-l3a-f1-11-q.mp3} ANSWER: b -FEEDBACK: We weren't in the lab yesterday. {bk03-l3a-f1-11-a.mp3} +FEEDBACK: We weren't in the lab yesterday. {bk03-l3a-f1-11-fb.mp3} PROMPT: We aren't in our country. {bk03-l3a-f1-12-q.mp3} ANSWER: a -FEEDBACK: We aren't in our country today. {bk03-l3a-f1-12-a.mp3} +FEEDBACK: We aren't in our country today. {bk03-l3a-f1-12-fb.mp3} -# Source: ST §Jane Was Not Happy table (l3-s21) -$GRAMMAR Wasn't and Weren't -ID: l3-s21 -INTRO: One small step before the next practice: how to say "was not" and "were not" the short way. - -To make the past negative, add **not** — and in speech, use the contraction: - -| | | | -|---|---|---| -| was + not | = | {wasn't} | -| were + not | = | {weren't} | - -{Jane was not happy.} = {Jane wasn't happy.} - -# Source: ST §Jane Was Not Happy sentences (l3-s22) -$DIALOGUE Wasn't and Weren't in Sentences -ID: l3-s22 -INTRO: Nobody in these sentences is having a good time — sick, tired, angry, or simply not here. Listen and repeat each negative sentence. -INSTRUCTION: Listen and repeat. +# Source: ST §Jane Was Not Happy +$DIALOGUE Nobody Was Happy — "Wasn't" and "Weren't" +ID: l3-s17 +INTRO: Now the negative side. Listen and repeat sentences with "wasn't" and "weren't" — nobody was happy, sick, or in the lab, apparently. +INSTRUCTION: Listen and repeat each sentence. REPEAT LINE: Jane was not happy last year. @@ -213,254 +125,290 @@ LINE: They weren't in Saudi Arabia a month ago. LINE: Linda was not in France three months ago. LINE: They weren't in the lab 10 minutes ago. -# Source: ST §Were You Happy? (l3-s23) — recast from a repeat list into cued spoken Q&A -$PRODUCE Yes or No — Was and Were -ID: l3-s23 +# Source: ST §Were You Happy? +$DIALOGUE Questions and Answers with "Was" and "Were" +ID: l3-s18 +INTRO: Questions in the past. Listen and repeat each question and its answer — the long answer first, then the short one. +INSTRUCTION: Listen and repeat the questions and answers. +REPEAT + +LINE: Was Linda happy yesterday?\n— Yes, Linda was happy yesterday. Yes, she was. +LINE: Were Bob and Dan in the classroom?\n— Yes, Bob and Dan were in the classroom. Yes, they were. +LINE: Was Mrs. Wilson sick last month?\n— Yes, Mrs. Wilson was sick last month. Yes, she was. +LINE: Was Mr. Wilson a teacher two years ago?\n— Yes, Mr. Wilson was a teacher two years ago. Yes, he was. +LINE: Was Linda angry yesterday?\n— No, Linda wasn't angry yesterday. No, she wasn't. +LINE: Were Tom and Bob in the BX yesterday afternoon? +LINE: \n— No, Tom and Bob were not in the BX yesterday afternoon. +LINE: No, they weren't. +LINE: Were you in your country last year?\n— Yes, I was in my country last year. Yes, I was. +LINE: Was yesterday Thursday?\n— No, yesterday was not Thursday. No, it wasn't. +LINE: Were you in the building this morning?\n— Yes, I was in the building this morning. Yes, I was. +LINE: Were you tired last night?\n— No, I was not tired last night. No, I wasn't. + +# Source: LLA 3D Figure 2 +$PRODUCE Make a Question +ID: 3d-f2 INPUT: speak CHECK: reveal -INTRO: Now you answer. You'll hear a question with "was" or "were", and the screen tells you whether to say yes or no. Answer aloud in a full sentence, then check the model. -INSTRUCTION: Answer aloud, following the Yes or No cue. +SHOW_PROMPT +REPEAT +INTRO: Your turn to build the questions. Read each sentence, then turn it into a yes-no question aloud. Check your answer, then repeat the model question. +INSTRUCTION: Change the sentence into a question. EXAMPLE -TEMPLATE: Yes, ____. -PROMPT: Was Linda happy yesterday? -RESPONSE: Yes, Linda was happy yesterday. Yes, she was. +PROMPT: This month is December. {bk03-l3d-f2-ex-q.mp3} +RESPONSE: Is this month December? {bk03-l3d-f2-ex-a.mp3} -TEMPLATE: Yes, ____. -PROMPT: Were Bob and Dan in the classroom? -RESPONSE: Yes, Bob and Dan were in the classroom. Yes, they were. +PROMPT: The quiz was last Friday. {bk03-l3d-f2-02-q.mp3} +RESPONSE: Was the quiz last Friday? {bk03-l3d-f2-02-a.mp3} -TEMPLATE: Yes, ____. -PROMPT: Was Mrs. Wilson sick last month? -RESPONSE: Yes, Mrs. Wilson was sick last month. Yes, she was. +PROMPT: Tom was in Egypt. {bk03-l3d-f2-03-q.mp3} +RESPONSE: Was Tom in Egypt? {bk03-l3d-f2-03-a.mp3} -TEMPLATE: Yes, ____. -PROMPT: Was Mr. Wilson a teacher two years ago? -RESPONSE: Yes, Mr. Wilson was a teacher two years ago. Yes, he was. +PROMPT: He's from China. {bk03-l3d-f2-04-q.mp3} +RESPONSE: Is he from China? {bk03-l3d-f2-04-a.mp3} -TEMPLATE: No, ____. -PROMPT: Was Linda angry yesterday? -RESPONSE: No, Linda wasn't angry yesterday. No, she wasn't. +PROMPT: Last month was January. {bk03-l3d-f2-05-q.mp3} +RESPONSE: Was last month January? {bk03-l3d-f2-05-a.mp3} -TEMPLATE: No, ____. -PROMPT: Were Tom and Bob in the BX yesterday afternoon? -RESPONSE: No, Tom and Bob were not in the BX yesterday afternoon. No, they weren't. +PROMPT: Jan was in Egypt two years ago. {bk03-l3d-f2-06-q.mp3} +RESPONSE: Was Jan in Egypt two years ago? {bk03-l3d-f2-06-a.mp3} -TEMPLATE: Yes, ____. -PROMPT: Were you in your country last year? -RESPONSE: Yes, I was in my country last year. Yes, I was. +PROMPT: Yesterday was Tuesday. {bk03-l3d-f2-07-q.mp3} +RESPONSE: Was yesterday Tuesday? {bk03-l3d-f2-07-a.mp3} -TEMPLATE: No, ____. -PROMPT: Was yesterday Thursday? -RESPONSE: No, yesterday was not Thursday. No, it wasn't. +PROMPT: Canada is a country. {bk03-l3d-f2-08-q.mp3} +RESPONSE: Is Canada a country? {bk03-l3d-f2-08-a.mp3} -TEMPLATE: Yes, ____. -PROMPT: Were you in the building this morning? -RESPONSE: Yes, I was in the building this morning. Yes, I was. +PROMPT: They're from England. {bk03-l3d-f2-09-q.mp3} +RESPONSE: Are they from England? {bk03-l3d-f2-09-a.mp3} -TEMPLATE: No, ____. -PROMPT: Were you tired last night? -RESPONSE: No, I was not tired last night. No, I wasn't. +PROMPT: They were from Zaire. {bk03-l3d-f2-10-q.mp3} +RESPONSE: Were they from Zaire? {bk03-l3d-f2-10-a.mp3} -# Source: LLA 3C Figure 5 (dialogue) -$DIALOGUE Where Were You Last Year? -ID: 3c-f5 -INTRO: Leila and Karen compare travels — England, France, Egypt, and two or three words of Arabic. This dialogue puts countries and "was/were" together. Listen and repeat each line. +# Source: LLA 3A Figure 3 +$DIALOGUE "Were", "We're", and "Where" +ID: 3a-f3 +INTRO: Three little words that sound almost alike: "were", "we're", and "where". Listen and repeat the sentences to hear the difference. INSTRUCTION: Listen and repeat. REPEAT -Leila: Were you in England last year? {bk03-l3c-f5-01.mp3} -Karen: No, I wasn't. {bk03-l3c-f5-02.mp3} -LINE: I was in the United States. {bk03-l3c-f5-03.mp3} -LINE: Where were you last year? {bk03-l3c-f5-04.mp3} -Leila: I was in England and France. {bk03-l3c-f5-05.mp3} -Karen: Oh. {bk03-l3c-f5-06.mp3} -LINE: What country are you from? {bk03-l3c-f5-07.mp3} -Leila: I'm from Egypt. {bk03-l3c-f5-08.mp3} -Karen: Oh. {bk03-l3c-f5-09.mp3} -LINE: I was in Egypt 2 years ago. {bk03-l3c-f5-10.mp3} -Leila: Do you speak Arabic? {bk03-l3c-f5-11.mp3} -Karen: No, I don't. {bk03-l3c-f5-12.mp3} -LINE: I know 2 or 3 words. {bk03-l3c-f5-13.mp3} +LINE: Bob and Tom were in France. {bk03-l3a-f3-01.mp3} +LINE: We were not in lab 2 days ago. {bk03-l3a-f3-02.mp3} +LINE: Were they in class yesterday? {bk03-l3a-f3-03.mp3} +LINE: Yes, they were in class yesterday. {bk03-l3a-f3-04.mp3} +LINE: We're in the Air Force now. {bk03-l3a-f3-05.mp3} +LINE: We're pilots now. {bk03-l3a-f3-06.mp3} +LINE: We're happy. {bk03-l3a-f3-07.mp3} +LINE: We're not sad. {bk03-l3a-f3-08.mp3} +LINE: Where are you? {bk03-l3a-f3-09.mp3} +LINE: I'm in the lab. {bk03-l3a-f3-10.mp3} +LINE: Where are Bob and Tom? {bk03-l3a-f3-11.mp3} +LINE: They're in the barracks. {bk03-l3a-f3-12.mp3} +LINE: Where were you last week? {bk03-l3a-f3-13.mp3} +LINE: I was in Egypt. {bk03-l3a-f3-14.mp3} -# Source: LLA 3C Figure 5 (questions) -$PRODUCE Questions on the Dialogue -ID: 3c-f5-b -REFERENCE -INPUT: speak -CHECK: reveal -INTRO: Now some questions about Leila and Karen. Answer each one aloud in a full sentence, then listen to the model and repeat it. You can open the dialogue again if your memory needs it. -INSTRUCTION: Answer aloud, then repeat the model. +# Source: LLA 3A Figure 4 +$SELECT "Were", "We're", or "Where"? +ID: 3a-f4 +INTRO: Now prove you can tell them apart. Listen and tap the word you hear — "were", "we're", or "where" — then repeat the sentence. +INSTRUCTION: Tap the word you hear. REPEAT +HIDE_PROMPT -PROMPT: Was Karen in England last year? {bk03-l3c-f5-14-q.mp3} -RESPONSE: No, she wasn't. {bk03-l3c-f5-14-a.mp3} +OPTION: a | were +OPTION: b | we're +OPTION: c | where -PROMPT: Where was Leila last year? {bk03-l3c-f5-15-q.mp3} -RESPONSE: She was in England and France. {bk03-l3c-f5-15-a.mp3} +EXAMPLE +PROMPT: Where is Mr. Wilson? {bk03-l3a-f4-01-q.mp3} +ANSWER: c +FEEDBACK: Where is Mr. Wilson? {bk03-l3a-f4-01-fb.mp3} -PROMPT: What country is Leila from? {bk03-l3c-f5-16-q.mp3} -RESPONSE: She's from Egypt. {bk03-l3c-f5-16-a.mp3} +PROMPT: We're standing in the room. {bk03-l3a-f4-02-q.mp3} +ANSWER: b +FEEDBACK: We're standing in the room. {bk03-l3a-f4-02-fb.mp3} -PROMPT: Does Karen speak Arabic? {bk03-l3c-f5-17-q.mp3} -RESPONSE: No, she doesn't. She knows 2 or 3 words. {bk03-l3c-f5-17-a.mp3} +PROMPT: Where was Tom yesterday? {bk03-l3a-f4-03-q.mp3} +ANSWER: c +FEEDBACK: Where was Tom yesterday? {bk03-l3a-f4-03-fb.mp3} -$LESSON 3-2: Days, Months, and the Calendar +PROMPT: We were in the lab yesterday. {bk03-l3a-f4-04-q.mp3} +ANSWER: a +FEEDBACK: We were in the lab yesterday. {bk03-l3a-f4-04-fb.mp3} + +PROMPT: Where was the doctor? {bk03-l3a-f4-05-q.mp3} +ANSWER: c +FEEDBACK: Where was the doctor? {bk03-l3a-f4-05-fb.mp3} + +PROMPT: We're brothers. {bk03-l3a-f4-06-q.mp3} +ANSWER: b +FEEDBACK: We're brothers. {bk03-l3a-f4-06-fb.mp3} + +PROMPT: Bob and Tom were at the BX last Wednesday. {bk03-l3a-f4-07-q.mp3} +ANSWER: a +FEEDBACK: Bob and Tom were at the BX last Wednesday. {bk03-l3a-f4-07-fb.mp3} + +PROMPT: They were not in Saudi Arabia 2 weeks ago. {bk03-l3a-f4-08-q.mp3} +ANSWER: a +FEEDBACK: They were not in Saudi Arabia 2 weeks ago. {bk03-l3a-f4-08-fb.mp3} + +PROMPT: Where is your book? {bk03-l3a-f4-09-q.mp3} +ANSWER: c +FEEDBACK: Where is your book? {bk03-l3a-f4-09-fb.mp3} + +PROMPT: We're hungry now. {bk03-l3a-f4-10-q.mp3} +ANSWER: b +FEEDBACK: We're hungry now. {bk03-l3a-f4-10-fb.mp3} + +$SESSION 3-2: Days and Months # Source: LLA 3A Figure 5 -$DIALOGUE Days of the Week {page_046_001.jpg} +$DIALOGUE Days of the Week {page_046_001.jpg|A calendar page for the month of July showing days of the week Sunday through Saturday and dates 1 through 31} ID: 3a-f5 -INTRO: In this part you'll work with the calendar: the days of the week, the months of the year, and what was yesterday. Start by listening to the seven days and repeating each one. -INSTRUCTION: Listen and repeat. +INTRO: New part, new goal: the calendar. Here are the seven days of the week — listen and repeat each one. +INSTRUCTION: Repeat each day of the week. REPEAT -LINE: Sunday. {bk03-l3a-f5-01.mp3} -LINE: Monday. {bk03-l3a-f5-02.mp3} -LINE: Tuesday. {bk03-l3a-f5-03.mp3} -LINE: Wednesday. {bk03-l3a-f5-04.mp3} -LINE: Thursday. {bk03-l3a-f5-05.mp3} -LINE: Friday. {bk03-l3a-f5-06.mp3} -LINE: Saturday. {bk03-l3a-f5-07.mp3} +VOCAB: Sunday +LINE: Sunday {bk03-l3a-f5-01.mp3} + +VOCAB: Monday +LINE: Monday {bk03-l3a-f5-02.mp3} + +VOCAB: Tuesday +LINE: Tuesday {bk03-l3a-f5-03.mp3} + +VOCAB: Wednesday +LINE: Wednesday {bk03-l3a-f5-04.mp3} + +VOCAB: Thursday +LINE: Thursday {bk03-l3a-f5-05.mp3} + +VOCAB: Friday +LINE: Friday {bk03-l3a-f5-06.mp3} + +VOCAB: Saturday +LINE: Saturday {bk03-l3a-f5-07.mp3} # Source: LLA 3A Figure 6 -$SELECT What Was Yesterday? +$SELECT What Day Was Yesterday? ID: 3a-f6 -INTRO: If today is Monday, yesterday was Sunday — the days never change their order, which makes this drill very fair. Listen, tap the correct day, then repeat the answer. -INSTRUCTION: Tap the correct day of the week. +INTRO: If today is Monday, what was yesterday? Listen, tap the right day, then repeat the full answer. +INSTRUCTION: Tap the correct day. REPEAT PROMPT: Today is Monday. What was yesterday? {bk03-l3a-f6-01-q.mp3} +TEMPLATE: Yesterday was ____. OPTION: a | Tuesday OPTION: b | Sunday OPTION: c | Saturday OPTION: d | Friday ANSWER: b -FEEDBACK: Yesterday was Sunday. {bk03-l3a-f6-01-a.mp3} +FEEDBACK: Yesterday was Sunday. {bk03-l3a-f6-01-fb.mp3} PROMPT: Today is Tuesday. What was yesterday? {bk03-l3a-f6-02-q.mp3} +TEMPLATE: Yesterday was ____. OPTION: a | Monday OPTION: b | Thursday OPTION: c | Sunday OPTION: d | Saturday ANSWER: a -FEEDBACK: Yesterday was Monday. {bk03-l3a-f6-02-a.mp3} +FEEDBACK: Yesterday was Monday. {bk03-l3a-f6-02-fb.mp3} PROMPT: Today is Saturday. What was yesterday? {bk03-l3a-f6-03-q.mp3} +TEMPLATE: Yesterday was ____. OPTION: a | Sunday OPTION: b | Friday OPTION: c | Monday OPTION: d | Thursday ANSWER: b -FEEDBACK: Yesterday was Friday. {bk03-l3a-f6-03-a.mp3} +FEEDBACK: Yesterday was Friday. {bk03-l3a-f6-03-fb.mp3} PROMPT: Today is Thursday. What was yesterday? {bk03-l3a-f6-04-q.mp3} +TEMPLATE: Yesterday was ____. OPTION: a | Tuesday OPTION: b | Saturday OPTION: c | Wednesday OPTION: d | Thursday ANSWER: c -FEEDBACK: Yesterday was Wednesday. {bk03-l3a-f6-04-a.mp3} +FEEDBACK: Yesterday was Wednesday. {bk03-l3a-f6-04-fb.mp3} PROMPT: Yesterday was Friday. What is today? {bk03-l3a-f6-05-q.mp3} +TEMPLATE: Today is ____. OPTION: a | Monday OPTION: b | Friday OPTION: c | Sunday OPTION: d | Saturday ANSWER: d -FEEDBACK: Today is Saturday. {bk03-l3a-f6-05-a.mp3} +FEEDBACK: Today is Saturday. {bk03-l3a-f6-05-fb.mp3} PROMPT: Yesterday was Wednesday. What is today? {bk03-l3a-f6-06-q.mp3} +TEMPLATE: Today is ____. OPTION: a | Sunday OPTION: b | Wednesday OPTION: c | Thursday OPTION: d | Tuesday ANSWER: c -FEEDBACK: Today is Thursday. {bk03-l3a-f6-06-a.mp3} +FEEDBACK: Today is Thursday. {bk03-l3a-f6-06-fb.mp3} PROMPT: Yesterday was Monday. What is today? {bk03-l3a-f6-07-q.mp3} +TEMPLATE: Today is ____. OPTION: a | Wednesday OPTION: b | Tuesday OPTION: c | Sunday OPTION: d | Saturday ANSWER: b -FEEDBACK: Today is Tuesday. {bk03-l3a-f6-07-a.mp3} +FEEDBACK: Today is Tuesday. {bk03-l3a-f6-07-fb.mp3} -# Source: ST §Make a Sentence (Yesterday) (l3-s16) -$PRODUCE Today and Yesterday Sentences -ID: l3-s16 -INPUT: speak -CHECK: reveal -SHOW_PROMPT -INTRO: Your turn to say it. You'll see a day of the week — say two sentences aloud: "Today is..." and "Yesterday was...". Then check the model. -INSTRUCTION: Say two sentences: today and yesterday. - -EXAMPLE -PROMPT: Tuesday -RESPONSE: Today is Tuesday. Yesterday was Monday. - -PROMPT: Wednesday -RESPONSE: Today is Wednesday. Yesterday was Tuesday. - -PROMPT: Thursday -RESPONSE: Today is Thursday. Yesterday was Wednesday. - -PROMPT: Friday -RESPONSE: Today is Friday. Yesterday was Thursday. - -PROMPT: Saturday -RESPONSE: Today is Saturday. Yesterday was Friday. - -PROMPT: Sunday -RESPONSE: Today is Sunday. Yesterday was Saturday. - -# Source: LLA 3A Figure 7 (VOCAB abbreviations merged from ST l3-s6) -$DIALOGUE Months of the Year {page_047_001.jpg} +# Source: LLA 3A Figure 7 (VOCAB tags transferred from ST §Twelve Months in a Year, whose TTS twin was dropped) +$DIALOGUE Months of the Year {page_047_001.jpg|A 12-month calendar for a full year showing Jan, Feb, Mar, Apr, May, Jun, Jul, Aug, Sep, Oct, Nov, and Dec} ID: 3a-f7 -INTRO: Now the twelve months, from January to December. You'll see a calendar — listen and repeat each month. -INSTRUCTION: Listen and repeat. +INTRO: Twelve months, January to December. Look at the calendar, listen, and repeat each month. +INSTRUCTION: Repeat each month. REPEAT -VOCAB: January / Jan. | January -LINE: January. {bk03-l3a-f7-01.mp3} +VOCAB: January +LINE: January {bk03-l3a-f7-01.mp3} -VOCAB: February / Feb. | February -LINE: February. {bk03-l3a-f7-02.mp3} +VOCAB: February +LINE: February {bk03-l3a-f7-02.mp3} -VOCAB: March / Mar. | March -LINE: March. {bk03-l3a-f7-03.mp3} +VOCAB: March +LINE: March {bk03-l3a-f7-03.mp3} -VOCAB: April / Apr. | April -LINE: April. {bk03-l3a-f7-04.mp3} +VOCAB: April +LINE: April {bk03-l3a-f7-04.mp3} VOCAB: May -LINE: May. {bk03-l3a-f7-05.mp3} +LINE: May {bk03-l3a-f7-05.mp3} -VOCAB: June / Jun. | June -LINE: June. {bk03-l3a-f7-06.mp3} +VOCAB: June +LINE: June {bk03-l3a-f7-06.mp3} -VOCAB: July / Jul. | July -LINE: July. {bk03-l3a-f7-07.mp3} +VOCAB: July +LINE: July {bk03-l3a-f7-07.mp3} -VOCAB: August / Aug. | August -LINE: August. {bk03-l3a-f7-08.mp3} +VOCAB: August +LINE: August {bk03-l3a-f7-08.mp3} -VOCAB: September / Sept. | September -LINE: September. {bk03-l3a-f7-09.mp3} +VOCAB: September +LINE: September {bk03-l3a-f7-09.mp3} -VOCAB: October / Oct. | October -LINE: October. {bk03-l3a-f7-10.mp3} +VOCAB: October +LINE: October {bk03-l3a-f7-10.mp3} -VOCAB: November / Nov. | November -LINE: November. {bk03-l3a-f7-11.mp3} +VOCAB: November +LINE: November {bk03-l3a-f7-11.mp3} -VOCAB: December / Dec. | December -LINE: December. {bk03-l3a-f7-12.mp3} +VOCAB: December +LINE: December {bk03-l3a-f7-12.mp3} -# Source: ST §This Month Is May. Next Month Is June. (l3-s7) +# Source: ST §This Month Is May. Next Month Is June. $DIALOGUE This Month, Next Month -ID: l3-s7 -INTRO: The months in order, two at a time: this month and next month. Listen and repeat each question and answer. -INSTRUCTION: Listen and repeat. +ID: l3-s5 +INTRO: Now put the months to work. Listen and repeat — this month, and the one after it. +INSTRUCTION: Listen and repeat the sentences. REPEAT VOCAB: month @@ -473,89 +421,215 @@ LINE: This month is September. What is next month? Next month is October. LINE: This month is November. What is next month? Next month is December. # Source: LLA 3A Figure 8 -$SELECT Is or Was? +$SELECT "Is", "Isn't", "Was", or "Wasn't"? ID: 3a-f8 -INTRO: "This month is..." but "last month was...". Listen carefully for the verb form, tap the one you hear, then repeat the sentence. -INSTRUCTION: Tap the word you hear. +INTRO: Listen carefully. Is the sentence positive or negative, present or past? Tap the verb you hear, then repeat the sentence. +INSTRUCTION: Tap the verb you hear. REPEAT +HIDE_PROMPT EXAMPLE PROMPT: This month is February. {bk03-l3a-f8-01-q.mp3} OPTION: a | is OPTION: b | isn't ANSWER: a -FEEDBACK: This month is February. {bk03-l3a-f8-01-a.mp3} +FEEDBACK: This month is February. {bk03-l3a-f8-01-fb.mp3} PROMPT: Last month wasn't March. {bk03-l3a-f8-02-q.mp3} OPTION: a | was OPTION: b | wasn't ANSWER: b -FEEDBACK: Last month wasn't March. {bk03-l3a-f8-02-a.mp3} +FEEDBACK: Last month wasn't March. {bk03-l3a-f8-02-fb.mp3} PROMPT: Last month was January. {bk03-l3a-f8-03-q.mp3} OPTION: a | was OPTION: b | wasn't ANSWER: a -FEEDBACK: Last month was January. {bk03-l3a-f8-03-a.mp3} +FEEDBACK: Last month was January. {bk03-l3a-f8-03-fb.mp3} PROMPT: This month isn't December. {bk03-l3a-f8-04-q.mp3} OPTION: a | is OPTION: b | isn't ANSWER: b -FEEDBACK: This month isn't December. {bk03-l3a-f8-04-a.mp3} +FEEDBACK: This month isn't December. {bk03-l3a-f8-04-fb.mp3} PROMPT: This month is August. {bk03-l3a-f8-05-q.mp3} OPTION: a | is OPTION: b | isn't ANSWER: a -FEEDBACK: This month is August. {bk03-l3a-f8-05-a.mp3} +FEEDBACK: This month is August. {bk03-l3a-f8-05-fb.mp3} PROMPT: Last month was July. {bk03-l3a-f8-06-q.mp3} OPTION: a | was OPTION: b | wasn't ANSWER: a -FEEDBACK: Last month was July. {bk03-l3a-f8-06-a.mp3} +FEEDBACK: Last month was July. {bk03-l3a-f8-06-fb.mp3} PROMPT: Today is Monday. {bk03-l3a-f8-07-q.mp3} OPTION: a | is OPTION: b | isn't ANSWER: a -FEEDBACK: Today is Monday. {bk03-l3a-f8-07-a.mp3} +FEEDBACK: Today is Monday. {bk03-l3a-f8-07-fb.mp3} PROMPT: Yesterday wasn't Friday. {bk03-l3a-f8-08-q.mp3} OPTION: a | was OPTION: b | wasn't ANSWER: b -FEEDBACK: Yesterday wasn't Friday. {bk03-l3a-f8-08-a.mp3} +FEEDBACK: Yesterday wasn't Friday. {bk03-l3a-f8-08-fb.mp3} PROMPT: Yesterday was Sunday. {bk03-l3a-f8-09-q.mp3} OPTION: a | was OPTION: b | wasn't ANSWER: a -FEEDBACK: Yesterday was Sunday. {bk03-l3a-f8-09-a.mp3} +FEEDBACK: Yesterday was Sunday. {bk03-l3a-f8-09-fb.mp3} PROMPT: Today isn't Saturday. {bk03-l3a-f8-10-q.mp3} OPTION: a | is OPTION: b | isn't ANSWER: b -FEEDBACK: Today isn't Saturday. {bk03-l3a-f8-10-a.mp3} +FEEDBACK: Today isn't Saturday. {bk03-l3a-f8-10-fb.mp3} PROMPT: Yesterday was Saturday. {bk03-l3a-f8-11-q.mp3} OPTION: a | was OPTION: b | wasn't ANSWER: a -FEEDBACK: Yesterday was Saturday. {bk03-l3a-f8-11-a.mp3} +FEEDBACK: Yesterday was Saturday. {bk03-l3a-f8-11-fb.mp3} -$LESSON 3-3: Last, Ago, and Sound-Alikes +# SKIPPED (book): Reading Skill "EARLY" (ST p. 66) — scanning/letter-matching drill with unprinted target cues; dropped. -# Source: ST §Make Sentences with Last (l3-s17) -$PRODUCE Sentences with Last -ID: l3-s17 +$SESSION 3-3: How Long Ago? + +# Source: new (gap: "ago" and "last" are drilled on the tapes and in the ST but never explained) +$GRAMMAR Saying How Long Ago +ID: 3a-f2-g +INTRO: In this part you'll say how long ago things happened. Two small words do most of the work: "ago" and "last". + +CARD: Count back from now, then add **ago**. +{I was in the mess hall 4 hours ago.} +{We were in France 2 months ago.} + +CARD: **Last** points to the one just before this one — last week, last month, last year. +{Last month was September.} +{Where were you last week?} + +SUMMARY: +| Pattern | Example | +|---|---| +| number + unit + ago | We were in France 2 months ago. | +| last + unit | Last month was September. | + +# Source: LLA 3A Figure 2 +$SELECT Which Number Do You Hear? +ID: 3a-f2 +INTRO: Listen for the number in each sentence — how many days, hours, or months ago. Tap the number you hear, then repeat the sentence. +INSTRUCTION: Tap the number you hear. +REPEAT +HIDE_PROMPT + +PROMPT: We were in the lab 2 days ago. {bk03-l3a-f2-01-q.mp3} +OPTION: a | 3 +OPTION: b | 2 +OPTION: c | 12 +OPTION: d | 10 +ANSWER: b +FEEDBACK: We were in the lab 2 days ago. {bk03-l3a-f2-01-fb.mp3} + +PROMPT: I was in the mess hall 4 hours ago. {bk03-l3a-f2-02-q.mp3} +OPTION: a | 15 +OPTION: b | 14 +OPTION: c | 5 +OPTION: d | 4 +ANSWER: d +FEEDBACK: I was in the mess hall 4 hours ago. {bk03-l3a-f2-02-fb.mp3} + +PROMPT: They were in Spain 10 days ago. {bk03-l3a-f2-03-q.mp3} +OPTION: a | 20 +OPTION: b | 15 +OPTION: c | 10 +OPTION: d | 12 +ANSWER: c +FEEDBACK: They were in Spain 10 days ago. {bk03-l3a-f2-03-fb.mp3} + +PROMPT: We were in France 2 months ago. {bk03-l3a-f2-04-q.mp3} +OPTION: a | 2 +OPTION: b | 10 +OPTION: c | 12 +OPTION: d | 11 +ANSWER: a +FEEDBACK: We were in France 2 months ago. {bk03-l3a-f2-04-fb.mp3} + +PROMPT: She was sick 3 days ago. {bk03-l3a-f2-05-q.mp3} +OPTION: a | 3 +OPTION: b | 30 +OPTION: c | 4 +OPTION: d | 13 +ANSWER: a +FEEDBACK: She was sick 3 days ago. {bk03-l3a-f2-05-fb.mp3} + +PROMPT: We were in class 5 minutes ago. {bk03-l3a-f2-06-q.mp3} +OPTION: a | 6 +OPTION: b | 4 +OPTION: c | 5 +OPTION: d | 3 +ANSWER: c +FEEDBACK: We were in class 5 minutes ago. {bk03-l3a-f2-06-fb.mp3} + +PROMPT: Mr. Wilson was a student 9 years ago. {bk03-l3a-f2-07-q.mp3} +OPTION: a | 9 +OPTION: b | 8 +OPTION: c | 19 +OPTION: d | 6 +ANSWER: a +FEEDBACK: Mr. Wilson was a student 9 years ago. {bk03-l3a-f2-07-fb.mp3} + +PROMPT: Mr. and Mrs. Wilson were in China 18 months ago. {bk03-l3a-f2-08-q.mp3} +OPTION: a | 8 +OPTION: b | 18 +OPTION: c | 9 +OPTION: d | 16 +ANSWER: b +FEEDBACK: Mr. and Mrs. Wilson were in China 18 months ago. {bk03-l3a-f2-08-fb.mp3} + +PROMPT: Tom was in the hospital 7 weeks ago. {bk03-l3a-f2-09-q.mp3} +OPTION: a | 6 +OPTION: b | 17 +OPTION: c | 70 +OPTION: d | 7 +ANSWER: d +FEEDBACK: Tom was in the hospital 7 weeks ago. {bk03-l3a-f2-09-fb.mp3} + +PROMPT: John was in class 1 hour ago. {bk03-l3a-f2-10-q.mp3} +OPTION: a | 2 +OPTION: b | 11 +OPTION: c | 10 +OPTION: d | 1 +ANSWER: d +FEEDBACK: John was in class 1 hour ago. {bk03-l3a-f2-10-fb.mp3} + +# Source: LLA 3C Figure 6 +$DIALOGUE Time Expressions +ID: 3c-f6 +INTRO: Listen and repeat these sentences about months, days, and time. Everything from this lesson, back in one place. +INSTRUCTION: Repeat the sentences. +REPEAT + +LINE: Twelve months are in a year. {bk03-l3c-f6-01.mp3} +LINE: Seven days are in a week. {bk03-l3c-f6-02.mp3} +LINE: Sixty minutes are in one hour. {bk03-l3c-f6-03.mp3} +LINE: Yesterday was Thursday. {bk03-l3c-f6-04.mp3} +LINE: I was in China two weeks ago. {bk03-l3c-f6-05.mp3} +LINE: This month is October. {bk03-l3c-f6-06.mp3} +LINE: Next month is November. {bk03-l3c-f6-07.mp3} +LINE: Last month was September. {bk03-l3c-f6-08.mp3} + +# Source: ST §Last Month, Last Year +$PRODUCE Last Month, Last Year +ID: l3-s12 +INTRO: You'll see a month or a year. Make two sentences aloud, like the example: "This is June. Last month was May." Then check the model. +INSTRUCTION: Make a sentence using "last". INPUT: speak CHECK: reveal SHOW_PROMPT -INTRO: This part is about pointing backward in time: "last month", "three days ago" — and three little words that sound almost the same. First, take the month or year on the screen and say two sentences: "This is..." and "Last month was..." or "Last year was...". -INSTRUCTION: Say two sentences using "last". EXAMPLE PROMPT: November @@ -589,278 +663,192 @@ RESPONSE: This is August. Last month was July. PROMPT: March RESPONSE: This is March. Last month was February. -# Source: LLA 3A Figure 2 -$SELECT How Long Ago? Catch the Number -ID: 3a-f2 -INTRO: A number plus "ago" tells you how far back something happened. Listen to each sentence, tap the number you hear, then repeat the sentence. -INSTRUCTION: Tap the number you hear. -REPEAT - -PROMPT: We were in the lab 2 days ago. {bk03-l3a-f2-01-q.mp3} -OPTION: a | 3 -OPTION: b | 2 -OPTION: c | 12 -OPTION: d | 10 -ANSWER: b -FEEDBACK: We were in the lab 2 days ago. {bk03-l3a-f2-01-a.mp3} - -PROMPT: I was in the mess hall 4 hours ago. {bk03-l3a-f2-02-q.mp3} -OPTION: a | 15 -OPTION: b | 14 -OPTION: c | 5 -OPTION: d | 4 -ANSWER: d -FEEDBACK: I was in the mess hall 4 hours ago. {bk03-l3a-f2-02-a.mp3} - -PROMPT: They were in Spain 10 days ago. {bk03-l3a-f2-03-q.mp3} -OPTION: a | 20 -OPTION: b | 15 -OPTION: c | 10 -OPTION: d | 12 -ANSWER: c -FEEDBACK: They were in Spain 10 days ago. {bk03-l3a-f2-03-a.mp3} - -PROMPT: We were in France 2 months ago. {bk03-l3a-f2-04-q.mp3} -OPTION: a | 2 -OPTION: b | 10 -OPTION: c | 12 -OPTION: d | 11 -ANSWER: a -FEEDBACK: We were in France 2 months ago. {bk03-l3a-f2-04-a.mp3} - -PROMPT: She was sick 3 days ago. {bk03-l3a-f2-05-q.mp3} -OPTION: a | 3 -OPTION: b | 30 -OPTION: c | 4 -OPTION: d | 13 -ANSWER: a -FEEDBACK: She was sick 3 days ago. {bk03-l3a-f2-05-a.mp3} - -PROMPT: We were in class 5 minutes ago. {bk03-l3a-f2-06-q.mp3} -OPTION: a | 6 -OPTION: b | 4 -OPTION: c | 5 -OPTION: d | 3 -ANSWER: c -FEEDBACK: We were in class 5 minutes ago. {bk03-l3a-f2-06-a.mp3} - -PROMPT: Mr. Wilson was a student 9 years ago. {bk03-l3a-f2-07-q.mp3} -OPTION: a | 9 -OPTION: b | 8 -OPTION: c | 19 -OPTION: d | 6 -ANSWER: a -FEEDBACK: Mr. Wilson was a student 9 years ago. {bk03-l3a-f2-07-a.mp3} - -PROMPT: Mr. and Mrs. Wilson were in China 18 months ago. {bk03-l3a-f2-08-q.mp3} -OPTION: a | 8 -OPTION: b | 18 -OPTION: c | 9 -OPTION: d | 16 -ANSWER: b -FEEDBACK: Mr. and Mrs. Wilson were in China 18 months ago. {bk03-l3a-f2-08-a.mp3} - -PROMPT: Tom was in the hospital 7 weeks ago. {bk03-l3a-f2-09-q.mp3} -OPTION: a | 6 -OPTION: b | 17 -OPTION: c | 70 -OPTION: d | 7 -ANSWER: d -FEEDBACK: Tom was in the hospital 7 weeks ago. {bk03-l3a-f2-09-a.mp3} - -PROMPT: John was in class 1 hour ago. {bk03-l3a-f2-10-q.mp3} -OPTION: a | 2 -OPTION: b | 11 -OPTION: c | 10 -OPTION: d | 1 -ANSWER: d -FEEDBACK: John was in class 1 hour ago. {bk03-l3a-f2-10-a.mp3} - -# Source: ST §Make Sentences with Ago (l3-s18) -$PRODUCE Sentences with Ago -ID: l3-s18 +# Source: ST §Sentences with Ago +$PRODUCE Sentences with "Ago" +ID: l3-s13 +INTRO: Now do the math. Read each situation and say a sentence with "ago" — how long ago was it? +INSTRUCTION: Say a sentence using "ago". INPUT: speak -CHECK: reveal -SHOW_PROMPT -INTRO: Now you make the "ago" sentence yourself. Read the two sentences, do a little calendar math, and say one sentence with "ago" aloud. Then check the model. -INSTRUCTION: Say one sentence with "ago". +CHECK: llm +RUBRIC: Accept any correct sentence expressing the time difference with "ago" (e.g. "My mother was in this house 3 days ago."). The time difference and "ago" are the point — a wrong number or missing "ago" fails; subject phrasing is free. EXAMPLE -PROMPT: This is December. I was in the hospital in June. +TEMPLATE: This is December. I was in the hospital in June. RESPONSE: I was in the hospital 6 months ago. EXAMPLE -PROMPT: This is 1989. John and Allen were in Zaire in 1980. +TEMPLATE: This is 1989. John and Allen were in Zaire in 1980. RESPONSE: They were in Zaire 9 years ago. -PROMPT: This is Tuesday. My mother was in this house on Saturday. +TEMPLATE: This is Tuesday. My mother was in this house on Saturday. RESPONSE: My mother was in this house 3 days ago. -PROMPT: This is September. Jack was in Saudi Arabia in March. +TEMPLATE: This is September. Jack was in Saudi Arabia in March. RESPONSE: Jack was in Saudi Arabia 6 months ago. -PROMPT: This is 1990. Mr. and Mrs. Frank were in China in 1987. +TEMPLATE: This is 1990. Mr. and Mrs. Frank were in China in 1987. RESPONSE: They were in China 3 years ago. -PROMPT: This is 1991. Tony was in Florida in 1987. +TEMPLATE: This is 1991. Tony was in Florida in 1987. RESPONSE: Tony was in Florida 4 years ago. -PROMPT: This is Thursday. Ted and Steve were in class on Monday. -RESPONSE: They were in class 3 days ago. +TEMPLATE: This is Thursday. Ted and Steve were in class on Monday. +RESPONSE: Ted and Steve were in class 3 days ago. -PROMPT: This is September. Alice was in New York in May. +TEMPLATE: This is September. Alice was in New York in May. RESPONSE: Alice was in New York 4 months ago. -PROMPT: It's 4:00 in the afternoon. I was at the BX at 1:00 PM. +TEMPLATE: It's 4:00 in the afternoon. I was at the BX at 1:00 PM. RESPONSE: I was at the BX 3 hours ago. -PROMPT: It's 6:20. The bus was at the bus stop at 6:15. +TEMPLATE: It's 6:20. The bus was at the bus stop at 6:15. RESPONSE: The bus was at the bus stop 5 minutes ago. -# Source: LLA 3A Figure 3 -$DIALOGUE Were, We're, and Where -ID: 3a-f3 -INTRO: Three words that sound dangerously alike: "were", "we're", and "where". Listen to each word and its sentences, and repeat everything. -INSTRUCTION: Listen and repeat. +$SESSION 3-4: Where Are You From? Countries and "How Many" + +# Source: ST §Where Are You From? +$DIALOGUE Where Are You From? {st-page_069_001.jpg|World map with numbered labels 1 through 11 pointing to various countries around the world} +ID: l3-s1 +INTRO: In this part you'll ask and answer where people are from — and count things with "how many". First, eleven countries on the map. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. REPEAT -LINE: were {bk03-l3a-f3-01.mp3} -LINE: Bob and Tom were in France. {bk03-l3a-f3-02.mp3} -LINE: We were not in lab 2 days ago. {bk03-l3a-f3-03.mp3} -LINE: Were they in class yesterday? {bk03-l3a-f3-04.mp3} -LINE: Yes, they were in class yesterday. {bk03-l3a-f3-05.mp3} +VOCAB: United States +LINE: What country are they from? They're from the United States. -LINE: we're {bk03-l3a-f3-06.mp3} -LINE: We're in the Air Force now. {bk03-l3a-f3-07.mp3} -LINE: We're pilots now. {bk03-l3a-f3-08.mp3} -LINE: We're happy. {bk03-l3a-f3-09.mp3} -LINE: We're not sad. {bk03-l3a-f3-10.mp3} +VOCAB: Saudi Arabia +LINE: What country is he from? He's from Saudi Arabia. -LINE: where {bk03-l3a-f3-11.mp3} -LINE: Where are you? {bk03-l3a-f3-12.mp3} -LINE: I'm in the lab. {bk03-l3a-f3-13.mp3} -LINE: Where are Bob and Tom? {bk03-l3a-f3-14.mp3} -LINE: They're in the barracks. {bk03-l3a-f3-15.mp3} -LINE: Where were you last week? {bk03-l3a-f3-16.mp3} -LINE: I was in Egypt. {bk03-l3a-f3-17.mp3} +VOCAB: China +LINE: What country is she from? She's from China. -# Source: LLA 3A Figure 4 -$SELECT Were, We're, or Where? -ID: 3a-f4 -INTRO: Now put your ears to the test on those three sound-alikes. Listen to the sentence, tap the word you heard, then repeat the sentence. -INSTRUCTION: Tap the word you hear. +VOCAB: Egypt +LINE: Where is Ali from? Ali's from Egypt. + +VOCAB: Canada +LINE: Is he from Canada? Yes, he is. + +VOCAB: Zaire +LINE: What country are they from? They're from Zaire. + +VOCAB: Spain +LINE: Where are you from? I'm from Spain. + +VOCAB: Russia +LINE: What country is he from? He's from Russia. + +VOCAB: England +LINE: Where is he from? He's from England. + +VOCAB: France +LINE: Where is she from? She's from France. + +VOCAB: Venezuela +LINE: Where are you from? We're from Venezuela. + +# SKIPPED (book): "I'M FROM EGYPT." (p. 62) — classroom game where students write their country name on a card and introduce themselves in a chain; open classroom task. +# SKIPPED (book): "WHERE AM I FROM?" (p. 63) — open pair-work practice asking names, countries, and languages; unscripted classroom task. + +# Source: ST §Where Are You From? (Conversation) +$DIALOGUE Carlos and Balila +ID: l3-s2 +INTRO: Carlos and Balila meet and compare languages — between them they have quite a collection. Listen and repeat each line. +INSTRUCTION: Listen and repeat the dialog. REPEAT -OPTION: a | were -OPTION: b | we're -OPTION: c | where +Carlos: Hi! Where are you from? +Balila: I'm from Zaire. +Carlos: I'm from Spain. Do you speak French? +Balila: Yes, I do. +Carlos: I speak French, too. +Balila: Oh, you speak Spanish, French, and English! That's very good. +Carlos: I don't speak English. I'm learning it now. +Balila: Me, too! +NOTES: Me, too. = I am too. +Carlos: I'm going to the snack bar. Do you want to come? +Balila: OK. Let's go. -EXAMPLE -PROMPT: Where is Mr. Wilson? {bk03-l3a-f4-01-q.mp3} -ANSWER: c -FEEDBACK: Where is Mr. Wilson? {bk03-l3a-f4-01-a.mp3} - -PROMPT: We're standing in the room. {bk03-l3a-f4-02-q.mp3} -ANSWER: b -FEEDBACK: We're standing in the room. {bk03-l3a-f4-02-a.mp3} - -PROMPT: Where was Tom yesterday? {bk03-l3a-f4-03-q.mp3} -ANSWER: c -FEEDBACK: Where was Tom yesterday? {bk03-l3a-f4-03-a.mp3} - -PROMPT: We were in the lab yesterday. {bk03-l3a-f4-04-q.mp3} -ANSWER: a -FEEDBACK: We were in the lab yesterday. {bk03-l3a-f4-04-a.mp3} - -PROMPT: Where was the doctor? {bk03-l3a-f4-05-q.mp3} -ANSWER: c -FEEDBACK: Where was the doctor? {bk03-l3a-f4-05-a.mp3} - -PROMPT: We're brothers. {bk03-l3a-f4-06-q.mp3} -ANSWER: b -FEEDBACK: We're brothers. {bk03-l3a-f4-06-a.mp3} - -PROMPT: Bob and Tom were at the BX last Wednesday. {bk03-l3a-f4-07-q.mp3} -ANSWER: a -FEEDBACK: Bob and Tom were at the BX last Wednesday. {bk03-l3a-f4-07-a.mp3} - -PROMPT: They were not in Saudi Arabia 2 weeks ago. {bk03-l3a-f4-08-q.mp3} -ANSWER: a -FEEDBACK: They were not in Saudi Arabia 2 weeks ago. {bk03-l3a-f4-08-a.mp3} - -PROMPT: Where is your book? {bk03-l3a-f4-09-q.mp3} -ANSWER: c -FEEDBACK: Where is your book? {bk03-l3a-f4-09-a.mp3} - -PROMPT: We're hungry now. {bk03-l3a-f4-10-q.mp3} -ANSWER: b -FEEDBACK: We're hungry now. {bk03-l3a-f4-10-a.mp3} - -# Source: LLA 3C Figure 6 -$DIALOGUE Time Sentences -ID: 3c-f6 -INTRO: To close this part, some sentences that pull it all together — months, days, "ago", "this", "next", and "last". Listen and repeat each one. -INSTRUCTION: Listen and repeat. +# Source: LLA 3C Figure 5 +$DIALOGUE Where Were You Last Year? +ID: 3c-f5 +INTRO: Leila and Karen talk about where they were last year — "was" and "were" are back on duty. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT -LINE: Twelve months are in a year. {bk03-l3c-f6-01.mp3} -LINE: Seven days are in a week. {bk03-l3c-f6-02.mp3} -LINE: Sixty minutes are in one hour. {bk03-l3c-f6-03.mp3} -LINE: Yesterday was Thursday. {bk03-l3c-f6-04.mp3} -LINE: I was in China two weeks ago. {bk03-l3c-f6-05.mp3} -LINE: This month is October. {bk03-l3c-f6-06.mp3} -LINE: Next month is November. {bk03-l3c-f6-07.mp3} -LINE: Last month was September. {bk03-l3c-f6-08.mp3} +Leila: Were you in England last year? {bk03-l3c-f5-01.mp3} +Karen: No, I wasn't. {bk03-l3c-f5-02.mp3} +LINE: I was in the United States. {bk03-l3c-f5-03.mp3} +LINE: Where were you last year? {bk03-l3c-f5-04.mp3} +Leila: I was in England and France. {bk03-l3c-f5-05.mp3} +Karen: Oh. {bk03-l3c-f5-06.mp3} +LINE: What country are you from? {bk03-l3c-f5-07.mp3} +Leila: I'm from Egypt. {bk03-l3c-f5-08.mp3} +Karen: Oh. {bk03-l3c-f5-09.mp3} +LINE: I was in Egypt two years ago. {bk03-l3c-f5-10.mp3} +Leila: Do you speak Arabic? {bk03-l3c-f5-11.mp3} +Karen: No, I don't. {bk03-l3c-f5-12.mp3} +LINE: I know two or three words. {bk03-l3c-f5-13.mp3} -$LESSON 3-4: Tests, Time, and How Many - -# Source: ST §They Have a Test Tomorrow (l3-s8) -$DIALOGUE Studying for the Quiz -ID: l3-s8 -INTRO: This part is about tests and counting things with "how many". First, meet some students with a quiz tomorrow — they're doing everything right, for once. Listen and repeat. -INSTRUCTION: Listen and repeat. +# Source: LLA 3C Figure 5 (questions) +$PRODUCE Questions About Leila and Karen +ID: 3c-f5-b +REFERENCE: 3c-f5 +INPUT: speak +CHECK: reveal +INTRO: Now answer four questions about Leila and Karen — aloud, in a full sentence. Open the conversation if you need it, then repeat the model answer. +INSTRUCTION: Answer the question aloud. REPEAT +PROMPT: Was Karen in England last year? {bk03-l3c-f5-14-q.mp3} +RESPONSE: No, she wasn't. {bk03-l3c-f5-14-a.mp3} + +PROMPT: Where was Leila last year? {bk03-l3c-f5-15-q.mp3} +RESPONSE: She was in England and France. {bk03-l3c-f5-15-a.mp3} + +PROMPT: What country is Leila from? {bk03-l3c-f5-16-q.mp3} +RESPONSE: She's from Egypt. {bk03-l3c-f5-16-a.mp3} + +PROMPT: Does Karen speak Arabic? {bk03-l3c-f5-17-q.mp3} +RESPONSE: No, she doesn't. She knows two or three words. {bk03-l3c-f5-17-a.mp3} + +# Source: ST §They Have a Test Tomorrow (long panels split; VOCAB distributed) +$DIALOGUE They Have a Test Tomorrow +ID: l3-s6 +INTRO: A short story about test day: quizzes, dictionaries, answer sheets. Just listen and read along — these words come back in the next activity. +INSTRUCTION: Listen and read along. + VOCAB: quiz -VOCAB: review +VOCAB: to review VOCAB: lesson -LINE: The students are studying for their quiz. They're reviewing their lessons. {st-page_075_001.jpg} +Narrator: The students are studying for their quiz. They're reviewing their lessons. {st-page_075_001.jpg|A female student and a male student sitting together, studying their notes and textbook} -VOCAB: look up +VOCAB: to look up VOCAB: dictionary -VOCAB: memorize -LINE: They look up words in the dictionary and memorize the words. They learn the words very well. {st-page_075_002.jpg} +VOCAB: to memorize +Narrator: They look up words in the dictionary and memorize the words. They learn the words very well. {st-page_075_002.jpg|A female and a male student looking up words together in a large open dictionary} VOCAB: answer sheet VOCAB: test booklet -LINE: The teacher has the answer sheets and test booklets. {st-page_075_003.jpg} +Narrator: The teacher has the answer sheets and test booklets. {st-page_075_003.jpg|A female teacher holding answer sheets and test booklets} -VOCAB: mark -LINE: The students don't write in their test booklets. They mark their answers on their answer sheets. {st-page_075_003.jpg} - -# Source: ST §The Students Take a Test (l3-s9) -$DIALOGUE Taking the Test {st-page_076_001.jpg} -ID: l3-s9 -INTRO: Test day. Here's how it works: one right answer, three wrong ones — a system you may recognize from this app. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT +VOCAB: to mark +LINE: The students don't write in their test booklets. They mark their answers on their answer sheets. {st-page_075_003.jpg|A female teacher holding answer sheets and test booklets} VOCAB: test -LINE: The students take their test in the morning. -LINE: The teacher gives the students an answer sheet and a test booklet. +Narrator: The students take their test in the morning. The teacher gives the students an answer sheet and a test booklet. {st-page_076_001.jpg|A page from a test booklet with a multiple-choice question and a sample answer sheet showing marked bubbles} -VOCAB: select -LINE: They read the questions in their test booklets and select the right answer. -LINE: The questions have four answers, one right answer and three wrong answers. +VOCAB: to select +LINE: They read the questions in their test booklets and select the right answer. {st-page_076_001.jpg|A page from a test booklet with a multiple-choice question and a sample answer sheet showing marked bubbles} +LINE: The questions have four answers, one right answer and three wrong answers. {st-page_076_001.jpg|A page from a test booklet with a multiple-choice question and a sample answer sheet showing marked bubbles} -VOCAB: choose -LINE: The students choose the right answer. -LINE: They mark their answers on their answer sheet. +VOCAB: to choose +LINE: The students choose the right answer. They mark their answers on their answer sheet. {st-page_076_001.jpg|A page from a test booklet with a multiple-choice question and a sample answer sheet showing marked bubbles} # Source: LLA 3B Figure 1 -$SELECT Test Words in Sentences +$SELECT New Words: "Mark", "Country", "Memorize", "How Many" ID: 3b-f1 -INTRO: Now listen for the study words you just met — "mark", "memorize", "country", and "how many". Tap the word you hear in each sentence, then repeat it. +HIDE_PROMPT +INTRO: Four words and phrases from the story: "memorize", "mark", "country", and "how many". Listen to each sentence, tap the one you hear, then repeat it. INSTRUCTION: Tap the word you hear. REPEAT @@ -869,68 +857,51 @@ OPTION: b | mark OPTION: c | country OPTION: d | how many -EXAMPLE PROMPT: Mark your answer sheet. {bk03-l3b-f1-01.mp3} ANSWER: b -FEEDBACK: mark. {bk03-l3b-f1-01-fb.mp3} +FEEDBACK: mark {bk03-l3b-f1-01-fb.mp3} PROMPT: The United States is a country. {bk03-l3b-f1-02.mp3} ANSWER: c -FEEDBACK: country. {bk03-l3b-f1-02-fb.mp3} +FEEDBACK: country {bk03-l3b-f1-02-fb.mp3} PROMPT: Memorize your vocabulary for the test. {bk03-l3b-f1-03.mp3} ANSWER: a -FEEDBACK: memorize. {bk03-l3b-f1-03-fb.mp3} +FEEDBACK: memorize {bk03-l3b-f1-03-fb.mp3} PROMPT: How many days are in a week? {bk03-l3b-f1-04.mp3} ANSWER: d -FEEDBACK: how many. {bk03-l3b-f1-04-fb.mp3} +FEEDBACK: how many {bk03-l3b-f1-04-fb.mp3} PROMPT: What country are you from? {bk03-l3b-f1-05.mp3} ANSWER: c -FEEDBACK: country. {bk03-l3b-f1-05-fb.mp3} +FEEDBACK: country {bk03-l3b-f1-05-fb.mp3} PROMPT: Do not mark in the test booklet. {bk03-l3b-f1-06.mp3} ANSWER: b -FEEDBACK: mark. {bk03-l3b-f1-06-fb.mp3} +FEEDBACK: mark {bk03-l3b-f1-06-fb.mp3} PROMPT: Did you memorize the words? {bk03-l3b-f1-07.mp3} ANSWER: a -FEEDBACK: memorize. {bk03-l3b-f1-07-fb.mp3} +FEEDBACK: memorize {bk03-l3b-f1-07-fb.mp3} PROMPT: How many pencils do you have? {bk03-l3b-f1-08.mp3} ANSWER: d -FEEDBACK: how many. {bk03-l3b-f1-08-fb.mp3} +FEEDBACK: how many {bk03-l3b-f1-08-fb.mp3} PROMPT: The language in my country is English. {bk03-l3b-f1-09.mp3} ANSWER: c -FEEDBACK: country. {bk03-l3b-f1-09-fb.mp3} +FEEDBACK: country {bk03-l3b-f1-09-fb.mp3} PROMPT: Mark the answer sheet with a pencil. {bk03-l3b-f1-10.mp3} ANSWER: b -FEEDBACK: mark. {bk03-l3b-f1-10-fb.mp3} - -# Source: ST §Time (l3-s12) -$DIALOGUE Hours, Minutes, Seconds {st-page_078_001.jpg} -ID: l3-s12 -INTRO: Three quick facts about time — you'll need these numbers for the "how many" questions coming next. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: hour (hr.) | hour -LINE: A day has 24 hours. - -VOCAB: minute -LINE: An hour has 60 minutes. - -VOCAB: second -LINE: A minute has 60 seconds. +FEEDBACK: mark {bk03-l3b-f1-10-fb.mp3} # Source: LLA 3B Listening/Speaking Activity 1 -$DIALOGUE Questions with How Many +$DIALOGUE Questions with "How Many" ID: 3b-ls1 -INTRO: "How many" asks about a number. Listen to these questions and repeat each one. -INSTRUCTION: Listen and repeat. +INTRO: Now the counting question: "how many". Listen and repeat each question. +INSTRUCTION: Listen and repeat each question. REPEAT LINE: How many books are in the room? {bk03-l3b-f4-ls1-01.mp3} @@ -940,198 +911,176 @@ LINE: How many minutes are in 1 hour? {bk03-l3b-f4-ls1-04.mp3} LINE: How many months are in a year? {bk03-l3b-f4-ls1-05.mp3} # Source: LLA 3B Listening/Speaking Activity 2 -$PRODUCE Build a How Many Question +$PRODUCE Ask a Question with "How Many" ID: 3b-ls2 INPUT: speak CHECK: reveal -INTRO: Now you build the question. You'll hear a short phrase like "days in a week" — turn it into a full "how many" question aloud, then repeat the correct one. +INTRO: Your turn to ask. Hear a cue — like "students in the building" — and ask a full question with "how many". Then repeat the model question. INSTRUCTION: Ask a question with "how many". REPEAT EXAMPLE -TEMPLATE: pens on the table -PROMPT: Pens on the table. The question is: How many pens are on the table? {bk03-l3b-f4-ls2-ex-q.mp3} -RESPONSE: How many pens are on the table? +PROMPT: pens on the table {bk03-l3b-f4-ex-q.mp3} +RESPONSE: How many pens are on the table? {bk03-l3b-f4-ex-a.mp3} -TEMPLATE: students in the building -PROMPT: students in the building. What is the question? {bk03-l3b-f4-ls2-01-q.mp3} +PROMPT: students in the building {bk03-l3b-f4-ls2-01-q.mp3} RESPONSE: How many students are in the building? {bk03-l3b-f4-ls2-01-a.mp3} -TEMPLATE: months in a year -PROMPT: months in a year. What is the question? {bk03-l3b-f4-ls2-02-q.mp3} +PROMPT: months in a year {bk03-l3b-f4-ls2-02-q.mp3} RESPONSE: How many months are in a year? {bk03-l3b-f4-ls2-02-a.mp3} -TEMPLATE: days in a week -PROMPT: days in a week. What is the question? {bk03-l3b-f4-ls2-03-q.mp3} +PROMPT: days in a week {bk03-l3b-f4-ls2-03-q.mp3} RESPONSE: How many days are in a week? {bk03-l3b-f4-ls2-03-a.mp3} -TEMPLATE: words in the dictionary -PROMPT: words in the dictionary. What is the question? {bk03-l3b-f4-ls2-04-q.mp3} +PROMPT: words in the dictionary {bk03-l3b-f4-ls2-04-q.mp3} RESPONSE: How many words are in the dictionary? {bk03-l3b-f4-ls2-04-a.mp3} -TEMPLATE: beds in the barracks -PROMPT: beds in the barracks. What is the question? {bk03-l3b-f4-ls2-05-q.mp3} +PROMPT: beds in the barracks {bk03-l3b-f4-ls2-05-q.mp3} RESPONSE: How many beds are in the barracks? {bk03-l3b-f4-ls2-05-a.mp3} +# SKIPPED (book): "HOW MANY?" (ST p. 69) — open pair activity where students fill in personal numbers and ask each other; open classroom task. + +# Source: ST §How Many Students Are in the Class? +$PRODUCE How Many Do You See? {st-page_077_001.jpg|A classroom full of students sitting at desks during a class session, with a teacher standing at the front} +ID: l3-s7 +INTRO: Look at the classroom picture and answer each question aloud, in a full sentence. Count what you can — then compare with the model. +INSTRUCTION: Look at the picture and answer the question aloud. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +PROMPT: How many students do you see in the class? +RESPONSE: I see fourteen students in the class. + +PROMPT: How many teachers are in the class? +RESPONSE: There is one teacher in the class. + +PROMPT: How many women are in the class? +RESPONSE: There are six women in the class. + +PROMPT: How many men are in the class? +RESPONSE: There are eight men in the class. + +PROMPT: How many notebooks do you see in the class? +RESPONSE: I see many notebooks in the class. + +PROMPT: How many chalkboards do you see in the class? +RESPONSE: There is one chalkboard in the class. + +# Source: ST §Time +$DIALOGUE Hours, Minutes, and Seconds {st-page_078_001.jpg|A round wall clock showing the time as approximately 9:15} +ID: l3-s8 +INTRO: Three time units before you count them: hours, minutes, and seconds. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +VOCAB: hour +LINE: hour (hr.) A day has 24 hours. + +VOCAB: minute +LINE: minute (min.) An hour has 60 minutes. + +VOCAB: second +LINE: second (sec.) A minute has 60 seconds. + +# Source: ST §How Many Time Units? +$PRODUCE How Many Time Units? +ID: l3-s9 +INTRO: You'll see a number and a unit, like "52 weeks". Ask the matching "how many" question and answer it, like the example. +INSTRUCTION: Say the question using "how many", then give the answer. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +EXAMPLE +PROMPT: 52 weeks +RESPONSE: How many weeks are in a year?\n— Fifty-two. + +PROMPT: 365 days +RESPONSE: How many days are in a year?\n— Three hundred sixty-five. + +PROMPT: 30 days +RESPONSE: How many days are in a month?\n— Thirty. + +PROMPT: 60 seconds +RESPONSE: How many seconds are in a minute?\n— Sixty. + +PROMPT: 60 minutes +RESPONSE: How many minutes are in an hour?\n— Sixty. + +PROMPT: 24 hours +RESPONSE: How many hours are in a day?\n— Twenty-four. + +PROMPT: 12 months +RESPONSE: How many months are in a year?\n— Twelve. + +PROMPT: 7 days +RESPONSE: How many days are in a week?\n— Seven. + +PROMPT: 52 weeks +RESPONSE: How many weeks are in a year?\n— Fifty-two. + # Source: LLA 3D Figure 3 $PRODUCE Answer with a Number ID: 3d-f3 INPUT: speak CHECK: reveal -INTRO: Now the other direction: you'll hear a "how many" question, and the screen shows the number. Answer aloud in a complete sentence, then repeat the model. -INSTRUCTION: Answer aloud using the number cue. REPEAT +INTRO: Listen to the question, look at the number on the screen, and answer aloud in a complete sentence. Then repeat the model answer. +INSTRUCTION: Answer the question aloud in a full sentence. EXAMPLE -TEMPLATE: 6 PROMPT: How many books are on the table? {bk03-l3d-f3-ex-q.mp3} -RESPONSE: 6 books are on the table. {bk03-l3d-f3-ex-a.mp3} - -TEMPLATE: 3 -PROMPT: How many pencils are in the book? {bk03-l3d-f3-01-q.mp3} -RESPONSE: 3 pencils are in the book. {bk03-l3d-f3-01-a.mp3} - -TEMPLATE: 12 -PROMPT: How many months are in a year? {bk03-l3d-f3-02-q.mp3} -RESPONSE: 12 months are in a year. {bk03-l3d-f3-02-a.mp3} - -TEMPLATE: 60 -PROMPT: How many minutes are in 1 hour? {bk03-l3d-f3-03-q.mp3} -RESPONSE: 60 minutes are in 1 hour. {bk03-l3d-f3-03-a.mp3} - -TEMPLATE: 7 -PROMPT: How many days are in a week? {bk03-l3d-f3-04-q.mp3} -RESPONSE: 7 days are in a week. {bk03-l3d-f3-04-a.mp3} - -TEMPLATE: 24 -PROMPT: How many hours are in a day? {bk03-l3d-f3-05-q.mp3} -RESPONSE: 24 hours are in a day. {bk03-l3d-f3-05-a.mp3} - TEMPLATE: 6 +RESPONSE: Six books are on the table. {bk03-l3d-f3-ex-a.mp3} + +PROMPT: How many pencils are in the book? {bk03-l3d-f3-01-q.mp3} +TEMPLATE: 3 +RESPONSE: Three pencils are in the book. {bk03-l3d-f3-01-a.mp3} + +PROMPT: How many months are in a year? {bk03-l3d-f3-02-q.mp3} +TEMPLATE: 12 +RESPONSE: Twelve months are in a year. {bk03-l3d-f3-02-a.mp3} + +PROMPT: How many minutes are in one hour? {bk03-l3d-f3-03-q.mp3} +TEMPLATE: 60 +RESPONSE: Sixty minutes are in one hour. {bk03-l3d-f3-03-a.mp3} + +PROMPT: How many days are in a week? {bk03-l3d-f3-04-q.mp3} +TEMPLATE: 7 +RESPONSE: Seven days are in a week. {bk03-l3d-f3-04-a.mp3} + +PROMPT: How many hours are in a day? {bk03-l3d-f3-05-q.mp3} +TEMPLATE: 24 +RESPONSE: Twenty-four hours are in a day. {bk03-l3d-f3-05-a.mp3} + PROMPT: How many students are in the class? {bk03-l3d-f3-06-q.mp3} -RESPONSE: 6 students are in the class. {bk03-l3d-f3-06-a.mp3} +TEMPLATE: 6 +RESPONSE: Six students are in the class. {bk03-l3d-f3-06-a.mp3} -TEMPLATE: 10 PROMPT: How many boxes are in the building? {bk03-l3d-f3-07-q.mp3} -RESPONSE: 10 boxes are in the building. {bk03-l3d-f3-07-a.mp3} +TEMPLATE: 10 +RESPONSE: Ten boxes are in the building. {bk03-l3d-f3-07-a.mp3} -TEMPLATE: 5 PROMPT: How many books are on the table? {bk03-l3d-f3-08-q.mp3} -RESPONSE: 5 books are on the table. {bk03-l3d-f3-08-a.mp3} +TEMPLATE: 5 +RESPONSE: Five books are on the table. {bk03-l3d-f3-08-a.mp3} -TEMPLATE: 25 PROMPT: How many pennies are in a quarter? {bk03-l3d-f3-09-q.mp3} -RESPONSE: 25 pennies are in a quarter. {bk03-l3d-f3-09-a.mp3} +TEMPLATE: 25 +RESPONSE: Twenty-five pennies are in a quarter. {bk03-l3d-f3-09-a.mp3} -TEMPLATE: 9 PROMPT: How many children are in the room? {bk03-l3d-f3-10-q.mp3} -RESPONSE: 9 children are in the room. {bk03-l3d-f3-10-a.mp3} +TEMPLATE: 9 +RESPONSE: Nine children are in the room. {bk03-l3d-f3-10-a.mp3} -# Source: ST §Make a Question (l3-s13) — final duplicate item ("52 weeks") dropped -$PRODUCE Make a Question from the Number -ID: l3-s13 -INPUT: speak -CHECK: reveal -SHOW_PROMPT -INTRO: One more pass, from the printed cue this time. You'll see a number and a word, like "7 days" — ask the matching "how many" question aloud, then check the model. -INSTRUCTION: Make a "how many" question from the cue. - -EXAMPLE -PROMPT: 52 weeks -RESPONSE: How many weeks are in a year? - -PROMPT: 365 days -RESPONSE: How many days are in a year? - -PROMPT: 30 days -RESPONSE: How many days are in a month? - -PROMPT: 60 seconds -RESPONSE: How many seconds are in a minute? - -PROMPT: 60 minutes -RESPONSE: How many minutes are in an hour? - -PROMPT: 24 hours -RESPONSE: How many hours are in a day? - -PROMPT: 12 months -RESPONSE: How many months are in a year? - -PROMPT: 7 days -RESPONSE: How many days are in a week? - -# Source: ST §How Many Students Are in the Class? (l3-s10) -$PRODUCE How Many in the Class? {st-page_077_001.jpg} -ID: l3-s10 -INPUT: speak -CHECK: llm -SHOW_PROMPT -INTRO: You'll see a picture of a classroom. Answer each "how many" question about it aloud, in a complete sentence. Count carefully — the teacher is watching. Well, the picture of one is. -INSTRUCTION: Look at the picture and answer in a complete sentence. -RUBRIC: The grader cannot see the picture. Accept any complete-sentence answer that states a number or amount (e.g., "There are ten students in the class." or "I see one chalkboard."); a bare number with no sentence fails. - -PROMPT: How many students do you see in the class? -RESPONSE: I see many students in the class. - -PROMPT: How many teachers are in the class? -RESPONSE: There is one teacher in the class. - -PROMPT: How many women are in the class? -RESPONSE: There are several women in the class. - -PROMPT: How many men are in the class? -RESPONSE: There are several men in the class. - -PROMPT: How many notebooks do you see in the class? -RESPONSE: I see many notebooks in the class. - -PROMPT: How many chalkboards do you see in the class? -RESPONSE: I see one chalkboard in the class. - -# Source: ST §Ask and Answer with How Many (l3-s11) -$PRODUCE Ask and Answer with How Many -ID: l3-s11 -INPUT: speak -CHECK: llm -INTRO: Last "how many" activity — this time you do both jobs. Read the sentence with the blank, ask the "how many" question about it, then answer it yourself with any number you like. -INSTRUCTION: Ask a "how many" question and answer it aloud. -RUBRIC: The well-formed "how many" question built from the cue sentence is the point — a malformed question fails. The number in the answer is the learner's free choice; any number or short number answer is fine. - -EXAMPLE -TEMPLATE: I learn ____ words every day. (20) -RESPONSE: How many words do you learn every day? Twenty. - -TEMPLATE: ____ students are in my class. -RESPONSE: How many students are in your class? Twelve. - -TEMPLATE: The teacher has ____ pencils on his desk. -RESPONSE: How many pencils does the teacher have on his desk? Five. - -TEMPLATE: My friend speaks ____ languages. -RESPONSE: How many languages does your friend speak? Two. - -TEMPLATE: The class listens to ____ tapes every day. -RESPONSE: How many tapes does the class listen to every day? Three. - -TEMPLATE: We do ____ pages of homework every night. -RESPONSE: How many pages of homework do you do every night? Ten. - -TEMPLATE: I know ____ words in French. -RESPONSE: How many words do you know in French? Fifty. - -TEMPLATE: I have ____ sisters. -RESPONSE: How many sisters do you have? One. - -TEMPLATE: My mother cooks ____ meals a day. -RESPONSE: How many meals does your mother cook a day? Three. - -$LESSON 3-5: Review — Verb Forms and Questions +$SESSION 3-5: Listen and Choose the Word # Source: LLA 3C Figure 1 -$SELECT Which Word Did You Hear? +$SELECT Which Word Do You Hear? (Grammar Words) ID: 3c-f1 -INTRO: This part reviews the week's verb forms and question patterns. Warm up your ears: listen to each sentence, tap the word you heard, then repeat the sentence. +HIDE_PROMPT +INTRO: Review time. Listen to each sentence and tap the word you hear from the pair — small words like "do", "does", "in", and "at". Then repeat the sentence. INSTRUCTION: Tap the word you hear. REPEAT @@ -1139,66 +1088,67 @@ PROMPT: He doesn't sleep late in the morning. {bk03-l3c-f1-01.mp3} OPTION: a | does OPTION: b | doesn't ANSWER: b -FEEDBACK: Repeat: He doesn't sleep late in the morning. {bk03-l3c-f1-01-a.mp3} +FEEDBACK: He doesn't sleep late in the morning. {bk03-l3c-f1-01-fb.mp3} PROMPT: What language do you speak? {bk03-l3c-f1-02.mp3} OPTION: a | does OPTION: b | do ANSWER: b -FEEDBACK: Repeat: What language do you speak? {bk03-l3c-f1-02-a.mp3} +FEEDBACK: What language do you speak? {bk03-l3c-f1-02-fb.mp3} PROMPT: Does he have a car? {bk03-l3c-f1-03.mp3} OPTION: a | have OPTION: b | has ANSWER: a -FEEDBACK: Repeat: Does he have a car? {bk03-l3c-f1-03-a.mp3} +FEEDBACK: Does he have a car? {bk03-l3c-f1-03-fb.mp3} PROMPT: How often do you take a bus? {bk03-l3c-f1-04.mp3} OPTION: a | takes OPTION: b | take ANSWER: b -FEEDBACK: Repeat: How often do you take a bus? {bk03-l3c-f1-04-a.mp3} +FEEDBACK: How often do you take a bus? {bk03-l3c-f1-04-fb.mp3} PROMPT: I sometimes sleep in the afternoon. {bk03-l3c-f1-05.mp3} OPTION: a | at OPTION: b | in ANSWER: b -FEEDBACK: Repeat: I sometimes sleep in the afternoon. {bk03-l3c-f1-05-a.mp3} +FEEDBACK: I sometimes sleep in the afternoon. {bk03-l3c-f1-05-fb.mp3} PROMPT: Do you drink tea for lunch? {bk03-l3c-f1-06.mp3} OPTION: a | drink OPTION: b | drinks ANSWER: a -FEEDBACK: Repeat: Do you drink tea for lunch? {bk03-l3c-f1-06-a.mp3} +FEEDBACK: Do you drink tea for lunch? {bk03-l3c-f1-06-fb.mp3} PROMPT: I shave every morning. {bk03-l3c-f1-07.mp3} OPTION: a | every OPTION: b | early ANSWER: a -FEEDBACK: Repeat: I shave every morning. {bk03-l3c-f1-07-a.mp3} +FEEDBACK: I shave every morning. {bk03-l3c-f1-07-fb.mp3} PROMPT: I eat lunch at noon. {bk03-l3c-f1-08.mp3} OPTION: a | in OPTION: b | at ANSWER: b -FEEDBACK: Repeat: I eat lunch at noon. {bk03-l3c-f1-08-a.mp3} +FEEDBACK: I eat lunch at noon. {bk03-l3c-f1-08-fb.mp3} PROMPT: Does Bob have a class in the evening? {bk03-l3c-f1-09.mp3} OPTION: a | at OPTION: b | in ANSWER: b -FEEDBACK: Repeat: Does Bob have a class in the evening? {bk03-l3c-f1-09-a.mp3} +FEEDBACK: Does Bob have a class in the evening? {bk03-l3c-f1-09-fb.mp3} PROMPT: Mary drinks milk for lunch. {bk03-l3c-f1-10.mp3} OPTION: a | drink OPTION: b | drinks ANSWER: b -FEEDBACK: Repeat: Mary drinks milk for lunch. {bk03-l3c-f1-10-a.mp3} +FEEDBACK: Mary drinks milk for lunch. {bk03-l3c-f1-10-fb.mp3} # Source: LLA 3C Figure 2 -$SELECT Which Word Did You Hear? (Vocabulary) +$SELECT Which Word Do You Hear? (Similar Words) ID: 3c-f2 -INTRO: Same game, but now the choices sound alike — "months" or "money"? "choose" or "close"? Listen, tap the word you heard, then repeat the sentence. +HIDE_PROMPT +INTRO: Some words sound almost alike — "country", "coffee", "choose". Listen, tap the word you actually hear, then repeat the sentence. INSTRUCTION: Tap the word you hear. REPEAT @@ -1207,300 +1157,156 @@ OPTION: a | were OPTION: b | where OPTION: c | we're ANSWER: b -FEEDBACK: Repeat: Where are you from? {bk03-l3c-f2-01-a.mp3} +FEEDBACK: Where are you from? {bk03-l3c-f2-01-fb.mp3} PROMPT: Last month was January. {bk03-l3c-f2-02.mp3} OPTION: a | was OPTION: b | wall OPTION: c | watch ANSWER: a -FEEDBACK: Repeat: Last month was January. {bk03-l3c-f2-02-a.mp3} +FEEDBACK: Last month was January. {bk03-l3c-f2-02-fb.mp3} PROMPT: England is a country. {bk03-l3c-f2-03.mp3} OPTION: a | in OPTION: b | is OPTION: c | it ANSWER: b -FEEDBACK: Repeat: England is a country. {bk03-l3c-f2-03-a.mp3} +FEEDBACK: England is a country. {bk03-l3c-f2-03-fb.mp3} PROMPT: This is a dictionary. {bk03-l3c-f2-04.mp3} OPTION: a | dispensary OPTION: b | dining hall OPTION: c | dictionary ANSWER: c -FEEDBACK: Repeat: This is a dictionary. {bk03-l3c-f2-04-a.mp3} +FEEDBACK: This is a dictionary. {bk03-l3c-f2-04-fb.mp3} PROMPT: Were you in the building? {bk03-l3c-f2-05.mp3} OPTION: a | weren't OPTION: b | were OPTION: c | we're ANSWER: b -FEEDBACK: Repeat: Were you in the building? {bk03-l3c-f2-05-a.mp3} +FEEDBACK: Were you in the building? {bk03-l3c-f2-05-fb.mp3} PROMPT: What country are you from? {bk03-l3c-f2-06.mp3} OPTION: a | coffee OPTION: b | choose OPTION: c | country ANSWER: c -FEEDBACK: Repeat: What country are you from? {bk03-l3c-f2-06-a.mp3} +FEEDBACK: What country are you from? {bk03-l3c-f2-06-fb.mp3} PROMPT: How many months are in a year? {bk03-l3c-f2-07.mp3} OPTION: a | money OPTION: b | months OPTION: c | movie ANSWER: b -FEEDBACK: Repeat: How many months are in a year? {bk03-l3c-f2-07-a.mp3} +FEEDBACK: How many months are in a year? {bk03-l3c-f2-07-fb.mp3} PROMPT: Were you in Canada last year? {bk03-l3c-f2-08.mp3} OPTION: a | year OPTION: b | your OPTION: c | young ANSWER: a -FEEDBACK: Repeat: Were you in Canada last year? {bk03-l3c-f2-08-a.mp3} +FEEDBACK: Were you in Canada last year? {bk03-l3c-f2-08-fb.mp3} PROMPT: The test is on Friday. {bk03-l3c-f2-09.mp3} OPTION: a | tape OPTION: b | test OPTION: c | talk ANSWER: b -FEEDBACK: Repeat: The test is on Friday. {bk03-l3c-f2-09-a.mp3} +FEEDBACK: The test is on Friday. {bk03-l3c-f2-09-fb.mp3} PROMPT: Choose the correct answer. {bk03-l3c-f2-10.mp3} OPTION: a | choose OPTION: b | check OPTION: c | close ANSWER: a -FEEDBACK: Repeat: Choose the correct answer. {bk03-l3c-f2-10-a.mp3} +FEEDBACK: Choose the correct answer. {bk03-l3c-f2-10-fb.mp3} # Source: LLA 3C Figure 3 -$SELECT Is or Are? +$SELECT "Is" or "Are"? ID: 3c-f3 -INTRO: Quick check on "is" and "are" — one person or more than one. Listen, tap the verb you hear, then repeat the sentence. -INSTRUCTION: Tap 'is' or 'are'. +HIDE_PROMPT +INTRO: One person or more than one? Listen to each sentence and tap "is" or "are" — whichever you hear. Then repeat the sentence. +INSTRUCTION: Tap the word you hear. REPEAT + OPTION: a | is OPTION: b | are EXAMPLE -PROMPT: They are speaking Spanish. {bk03-l3c-f3-01.mp3} +PROMPT: They are speaking Spanish. {bk03-l3c-f3-ex.mp3} ANSWER: b -FEEDBACK: Repeat: They are speaking Spanish. {bk03-l3c-f3-01-a.mp3} +FEEDBACK: They are speaking Spanish. -PROMPT: The student is in the room. {bk03-l3c-f3-02.mp3} +PROMPT: The student is in the room. {bk03-l3c-f3-01.mp3} ANSWER: a -FEEDBACK: Repeat: The student is in the room. {bk03-l3c-f3-02-a.mp3} +FEEDBACK: The student is in the room. {bk03-l3c-f3-01-fb.mp3} -PROMPT: Mary and Bill are studying English. {bk03-l3c-f3-03.mp3} +PROMPT: Mary and Bill are studying English. {bk03-l3c-f3-02.mp3} ANSWER: b -FEEDBACK: Repeat: Mary and Bill are studying English. {bk03-l3c-f3-03-a.mp3} +FEEDBACK: Mary and Bill are studying English. {bk03-l3c-f3-02-fb.mp3} -PROMPT: Jan and Susan are in the building. {bk03-l3c-f3-04.mp3} +PROMPT: Jan and Susan are in the building. {bk03-l3c-f3-03.mp3} ANSWER: b -FEEDBACK: Repeat: Jan and Susan are in the building. {bk03-l3c-f3-04-a.mp3} +FEEDBACK: Jan and Susan are in the building. {bk03-l3c-f3-03-fb.mp3} -PROMPT: Bill is learning French. {bk03-l3c-f3-05.mp3} +PROMPT: Bill is learning French. {bk03-l3c-f3-04.mp3} ANSWER: a -FEEDBACK: Repeat: Bill is learning French. {bk03-l3c-f3-05-a.mp3} +FEEDBACK: Bill is learning French. {bk03-l3c-f3-04-fb.mp3} # Source: LLA 3C Figure 4 -$SELECT Do or Does? +$SELECT "Do" or "Does"? ID: 3c-f4 -INTRO: You'll hear a statement, like "Tom eats at the snack bar." Think of the yes/no question it answers — does it start with "do" or "does"? Tap your choice, then repeat the full question and answer. -INSTRUCTION: Tap 'do' or 'does'. +INTRO: Listen to the statement, then decide how the question would start: "do" or "does". Tap it, then repeat the question and answer. +INSTRUCTION: Tap the correct question word. REPEAT + OPTION: a | do OPTION: b | does EXAMPLE -PROMPT: The children stand up in class. What is the question? The question is: Do the children stand up in class? {bk03-l3c-f4-01.mp3} +PROMPT: The children stand up in class. {bk03-l3c-f4-ex.mp3} ANSWER: a -FEEDBACK: Repeat: Do the children stand up in class? Yes, the children stand up in class. {bk03-l3c-f4-01-a.mp3} +FEEDBACK: Do the children stand up in class?\n— Yes, the children stand up in class. -PROMPT: Tom eats at the snack bar. {bk03-l3c-f4-02.mp3} +PROMPT: Tom eats at the snack bar. {bk03-l3c-f4-01.mp3} ANSWER: b -FEEDBACK: Repeat: Does Tom eat at the snack bar? Yes, Tom eats at the snack bar. {bk03-l3c-f4-02-a.mp3} +FEEDBACK: Does Tom eat at the snack bar?\n— Yes, Tom eats at the snack bar. -PROMPT: They have the books. {bk03-l3c-f4-03.mp3} +PROMPT: They have the books. {bk03-l3c-f4-02.mp3} ANSWER: a -FEEDBACK: Repeat: Do they have the books? Yes, they have the books. {bk03-l3c-f4-03-a.mp3} +FEEDBACK: Do they have the books?\n— Yes, they have the books. {bk03-l3c-f4-02-fb.mp3} -PROMPT: They read at night. {bk03-l3c-f4-04.mp3} +PROMPT: They read at night. {bk03-l3c-f4-03.mp3} ANSWER: a -FEEDBACK: Repeat: Do they read at night? Yes, they read at night. {bk03-l3c-f4-04-a.mp3} +FEEDBACK: Do they read at night?\n— Yes, they read at night. {bk03-l3c-f4-03-fb.mp3} -PROMPT: Mary cooks at noon. {bk03-l3c-f4-05.mp3} +PROMPT: Mary cooks at noon. {bk03-l3c-f4-04.mp3} ANSWER: b -FEEDBACK: Repeat: Does Mary cook at noon? Yes, Mary cooks at noon. {bk03-l3c-f4-05-a.mp3} +FEEDBACK: Does Mary cook at noon?\n— Yes, Mary cooks at noon. {bk03-l3c-f4-04-fb.mp3} -# Source: LLA 3D Figure 2 (part 1) -$DIALOGUE Sentences to Turn Into Questions -ID: 3d-f2 -INTRO: First just listen and repeat these ten statements. Memorize their shape — in the next activity you'll flip every one of them into a question. -INSTRUCTION: Listen and repeat. +$SESSION 3-6: Sounds and Spelling + +# Source: ST §Speaking Skill: Long A and Long O +$DIALOGUE Long A and Long O +ID: l3-s3 +INTRO: New part: sounds and spelling. First, listen and repeat words with the long "A" and long "O" sounds — your mouth will notice the difference before you do. +INSTRUCTION: Listen and repeat the words. REPEAT -LINE: This month is December. {bk03-l3d-f2-01.mp3} -LINE: The quiz was last Friday. {bk03-l3d-f2-02.mp3} -LINE: Tom was in Egypt. {bk03-l3d-f2-03.mp3} -LINE: He's from China. {bk03-l3d-f2-04.mp3} -LINE: Last month was January. {bk03-l3d-f2-05.mp3} -LINE: Jan was in Egypt two years ago. {bk03-l3d-f2-06.mp3} -LINE: Yesterday was Tuesday. {bk03-l3d-f2-07.mp3} -LINE: Canada is a country. {bk03-l3d-f2-08.mp3} -LINE: They're from England. {bk03-l3d-f2-09.mp3} -LINE: They were from Zaire. {bk03-l3d-f2-10.mp3} +LINE: age fail bait mate laid raid wait main lace maid cold moan soap most so load no gold toe boat -# Source: LLA 3D Figure 2 (part 2) -$PRODUCE Make It a Question -ID: 3d-f2-b -INPUT: speak -CHECK: reveal -INTRO: Now flip them. Read each statement and change it into a yes/no question aloud — move "is", "was", "are", or "were" to the front. Then listen to the correct question and repeat it. -INSTRUCTION: Change the sentence into a question. -SHOW_PROMPT -REPEAT - -PROMPT: This month is December. {bk03-l3d-f2-11-q.mp3} -RESPONSE: Is this month December? {bk03-l3d-f2-11-a.mp3} - -PROMPT: The quiz was last Friday. {bk03-l3d-f2-12-q.mp3} -RESPONSE: Was the quiz last Friday? {bk03-l3d-f2-12-a.mp3} - -PROMPT: Tom was in Egypt. {bk03-l3d-f2-13-q.mp3} -RESPONSE: Was Tom in Egypt? {bk03-l3d-f2-13-a.mp3} - -PROMPT: He's from China. {bk03-l3d-f2-14-q.mp3} -RESPONSE: Is he from China? {bk03-l3d-f2-14-a.mp3} - -PROMPT: Last month was January. {bk03-l3d-f2-15-q.mp3} -RESPONSE: Was last month January? {bk03-l3d-f2-15-a.mp3} - -PROMPT: Jan was in Egypt two years ago. {bk03-l3d-f2-16-q.mp3} -RESPONSE: Was Jan in Egypt two years ago? {bk03-l3d-f2-16-a.mp3} - -PROMPT: Yesterday was Tuesday. {bk03-l3d-f2-17-q.mp3} -RESPONSE: Was yesterday Tuesday? {bk03-l3d-f2-17-a.mp3} - -PROMPT: Canada is a country. {bk03-l3d-f2-18-q.mp3} -RESPONSE: Is Canada a country? {bk03-l3d-f2-18-a.mp3} - -PROMPT: They're from England. {bk03-l3d-f2-19-q.mp3} -RESPONSE: Are they from England? {bk03-l3d-f2-19-a.mp3} - -PROMPT: They were from Zaire. {bk03-l3d-f2-20-q.mp3} -RESPONSE: Were they from Zaire? {bk03-l3d-f2-20-a.mp3} - -# Source: LLA 3D Figure 4 (part 1) -$GRAMMAR Word Bank -ID: 3d-f4 -INTRO: Here are eight words from this week. Look them over — you'll use them to complete sentences in the next activity, and you can peek back at this list while you work. - -Use these words to complete the sentences in the next activity: - -{sad} · {lab} · {month} · {breakfast} · {class} · {rice} · {car} · {milk} - -# Source: LLA 3D Figure 4 (part 2) -$PRODUCE Fill In from the Word Bank -ID: 3d-f4-b -INPUT: type -CHECK: exact -REFERENCE -INTRO: Read each pair of sentences and type the missing word from the word bank. Then listen to the full sentences and repeat them. -INSTRUCTION: Type the missing word. -REPEAT - -PROMPT: The boy was sad. His mother was in the hospital. {bk03-l3d-f4-01-q.mp3} -TEMPLATE: The boy was ____. His mother was in the hospital. -RESPONSE: The boy was sad. His mother was in the hospital. {bk03-l3d-f4-01-a.mp3} -ACCEPT: sad - -PROMPT: Don't go to the lab. Go to the classroom. {bk03-l3d-f4-02-q.mp3} -TEMPLATE: Don't go to the ____. Go to the classroom. -RESPONSE: Don't go to the lab. Go to the classroom. {bk03-l3d-f4-02-a.mp3} -ACCEPT: lab - -PROMPT: I want a car. My brother has a truck. {bk03-l3d-f4-03-q.mp3} -TEMPLATE: I want a ____. My brother has a truck. -RESPONSE: I want a car. My brother has a truck. {bk03-l3d-f4-03-a.mp3} -ACCEPT: car - -PROMPT: Tom wants orange juice. He doesn't drink milk. {bk03-l3d-f4-04-q.mp3} -TEMPLATE: Tom wants orange juice. He doesn't drink ____. -RESPONSE: Tom wants orange juice. He doesn't drink milk. {bk03-l3d-f4-04-a.mp3} -ACCEPT: milk - -PROMPT: I drink milk for breakfast. My mother drinks coffee. {bk03-l3d-f4-05-q.mp3} -TEMPLATE: I drink milk for ____. My mother drinks coffee. -RESPONSE: I drink milk for breakfast. My mother drinks coffee. {bk03-l3d-f4-05-a.mp3} -ACCEPT: breakfast - -PROMPT: This month is April. Next month is May. {bk03-l3d-f4-06-q.mp3} -TEMPLATE: This ____ is April. Next month is May. -RESPONSE: This month is April. Next month is May. {bk03-l3d-f4-06-a.mp3} -ACCEPT: month - -PROMPT: What does he have for lunch? He has rice for lunch. {bk03-l3d-f4-07-q.mp3} -TEMPLATE: What does he have for lunch? He has ____ for lunch. -RESPONSE: What does he have for lunch? He has rice for lunch. {bk03-l3d-f4-07-a.mp3} -ACCEPT: rice - -PROMPT: Where do they speak English? They speak English in class. {bk03-l3d-f4-08-q.mp3} -TEMPLATE: Where do they speak English? They speak English in ____. -RESPONSE: Where do they speak English? They speak English in class. {bk03-l3d-f4-08-a.mp3} -ACCEPT: class - -# Source: LLA 3D Figure 6 -$DIALOGUE At the Snack Bar -ID: 3d-f6 -INTRO: To finish the review, a short everyday conversation — Amanda and Daniel are hungry, and the snack bar is calling. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Amanda: Hello. How are you today? {bk03-l3d-f6-01.mp3} -Daniel: Fine, thanks. How are you? {bk03-l3d-f6-02.mp3} -Amanda: Fine. Where are you going? {bk03-l3d-f6-03.mp3} -Daniel: To the snack bar. I'm hungry. {bk03-l3d-f6-04.mp3} -Amanda: Me too. Let's go. {bk03-l3d-f6-05.mp3} -NOTES: "Me, too!" means "I am, too." - -$LESSON 3-6: Sounds and Spelling - -# Source: ST §Speaking Skill: The A and O Sounds (l3-s5) -$DIALOGUE The A and O Sounds -ID: l3-s5 -INTRO: This part tunes your ears and your spelling: the A and O vowel sounds, T versus TH, and some dictation. Start by reading these words aloud — A-sound words first, then O-sound words. -INSTRUCTION: Read each word aloud. -REPEAT - -LINE: age -LINE: fail -LINE: bait -LINE: mate -LINE: laid -LINE: raid -LINE: wait -LINE: main -LINE: lace -LINE: maid -LINE: cold -LINE: moan -LINE: soap -LINE: most -LINE: so -LINE: load -LINE: no -LINE: gold -LINE: toe -LINE: boat +# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "WAKE / WOKE" (/e/–/o/, ST p. 64) — instructor-read minimal pairs with no printed stimuli; the cassette versions below (3B Figure 2, 3D Figure 1) cover the same skill. # Source: LLA 3B Figure 2 -$SELECT Same or Different? +$SELECT Same or Different Vowel? ID: 3b-f2 -INTRO: You'll hear two words. Are they exactly the same word, or two different words? Tap Same or Different. +HIDE_PROMPT +INTRO: Two words each time. Tap "Same" if they have the same vowel sound, "Different" if they don't. INSTRUCTION: Tap Same or Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +OPTION: s | Same +OPTION: d | Different EXAMPLE PROMPT: lay, low {bk03-l3b-f2-ex.mp3} @@ -1518,7 +1324,7 @@ ANSWER: d PROMPT: laid, laid {bk03-l3b-f2-04.mp3} ANSWER: s -PROMPT: aim, aim {bk03-l3b-f2-05.mp3} +PROMPT: aim, ame {bk03-l3b-f2-05.mp3} ANSWER: s PROMPT: cake, Coke {bk03-l3b-f2-06.mp3} @@ -1530,406 +1336,413 @@ ANSWER: d PROMPT: fake, folk {bk03-l3b-f2-08.mp3} ANSWER: d -PROMPT: ache, ache {bk03-l3b-f2-09.mp3} +PROMPT: ake, ache {bk03-l3b-f2-09.mp3} ANSWER: s PROMPT: main, moan {bk03-l3b-f2-10.mp3} ANSWER: d -# Source: ST §Word Pairs (l3-s14) +# Source: ST §Word Pairs: /e/ and /o/ $DIALOGUE Word Pairs: A and O -ID: l3-s14 -INTRO: Now say the tricky pairs yourself, side by side — "bait, boat", "cake, coke". Listen and repeat each pair. -INSTRUCTION: Listen and repeat each pair. +ID: l3-s10 +INTRO: Now the pairs side by side: "bait — boat", "lay — low". Listen and repeat each pair. +INSTRUCTION: Listen and repeat the word pairs. REPEAT -LINE: bait — boat -LINE: lay — low -LINE: gate — goat -LINE: hay — hoe -LINE: main — moan -LINE: say — so -LINE: cane — cone -LINE: cake — coke -LINE: raid — road -LINE: sake — soak +LINE: bait — boat lay — low gate — goat hay — hoe main — moan say — so cane — cone cake — coke raid — road sake — soak # Source: LLA 3D Figure 1 -$SELECT Same or Different? (Review) +$SELECT Same or Different? (More Pairs) ID: 3d-f1 -INTRO: Round two of Same or Different — the words are new, the rules are not. Listen to the two words and tap your answer. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +HIDE_PROMPT +INTRO: More word pairs — same or different? Trust your ears. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different EXAMPLE -PROMPT: lace, lace {bk03-l3d-f1-ex.mp3} +PROMPT: lace ... lace {bk03-l3d-f1-ex.mp3} ANSWER: s -PROMPT: joke, joke {bk03-l3d-f1-01.mp3} +PROMPT: joke ... joke {bk03-l3d-f1-01.mp3} ANSWER: s -PROMPT: boat, bait {bk03-l3d-f1-02.mp3} +PROMPT: boat ... bait {bk03-l3d-f1-02.mp3} ANSWER: d -PROMPT: main, main {bk03-l3d-f1-03.mp3} +PROMPT: main ... main {bk03-l3d-f1-03.mp3} ANSWER: s -PROMPT: lade, load {bk03-l3d-f1-04.mp3} +PROMPT: lade ... load {bk03-l3d-f1-04.mp3} ANSWER: d -PROMPT: bait, bate {bk03-l3d-f1-05.mp3} +PROMPT: bait ... bate {bk03-l3d-f1-05.mp3} ANSWER: s -PROMPT: most, most {bk03-l3d-f1-06.mp3} +PROMPT: most ... most {bk03-l3d-f1-06.mp3} ANSWER: s -PROMPT: moan, moan {bk03-l3d-f1-07.mp3} +PROMPT: moan ... moan {bk03-l3d-f1-07.mp3} ANSWER: s -PROMPT: mate, moat {bk03-l3d-f1-08.mp3} +PROMPT: mate ... moat {bk03-l3d-f1-08.mp3} ANSWER: d -PROMPT: age, age {bk03-l3d-f1-09.mp3} +PROMPT: age ... age {bk03-l3d-f1-09.mp3} ANSWER: s -PROMPT: fail, fool {bk03-l3d-f1-10.mp3} +PROMPT: fail ... fool {bk03-l3d-f1-10.mp3} ANSWER: d +# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "TREE / THINK" (/t/–/θ/, ST p. 78) — instructor-read discrimination without printed stimuli; the cassette version below (3B Figure 3) covers the same skill. + # Source: LLA 3B Figure 3 -$SELECT T or TH? +$SELECT "T" or "TH"? ID: 3b-f3 -INTRO: One sound at a time: T as in "tie", or TH as in "thigh". Your tongue knows the difference even if your ears are still deciding. Listen to each word and tap the sound you hear. +HIDE_PROMPT +INTRO: "T" as in "tree", or "TH" as in "think"? Listen to each word and tap the sound you hear. INSTRUCTION: Tap the sound you hear. -OPTION: a | T sound (as in tie/tree) -OPTION: b | TH sound (as in thigh/think) +OPTION: a | T sound (as in tree) +OPTION: b | TH sound (as in think) -PROMPT: Thank. {bk03-l3b-f3-01.mp3} +PROMPT: thank {bk03-l3b-f3-01.mp3} ANSWER: b -PROMPT: Thought. {bk03-l3b-f3-02.mp3} +PROMPT: thought {bk03-l3b-f3-02.mp3} ANSWER: b -PROMPT: Torn. {bk03-l3b-f3-03.mp3} +PROMPT: torn {bk03-l3b-f3-03.mp3} ANSWER: a -PROMPT: Thin. {bk03-l3b-f3-04.mp3} +PROMPT: thin {bk03-l3b-f3-04.mp3} ANSWER: b -PROMPT: Tug. {bk03-l3b-f3-05.mp3} +PROMPT: tug {bk03-l3b-f3-05.mp3} ANSWER: a -PROMPT: Time. {bk03-l3b-f3-06.mp3} +PROMPT: time {bk03-l3b-f3-06.mp3} ANSWER: a -PROMPT: Three. {bk03-l3b-f3-07.mp3} +PROMPT: three {bk03-l3b-f3-07.mp3} ANSWER: b -PROMPT: Thorn. {bk03-l3b-f3-08.mp3} +PROMPT: thorn {bk03-l3b-f3-08.mp3} ANSWER: b -PROMPT: Healthy. {bk03-l3b-f3-09.mp3} +PROMPT: healthy {bk03-l3b-f3-09.mp3} ANSWER: b -PROMPT: Tent. {bk03-l3b-f3-10.mp3} +PROMPT: tent {bk03-l3b-f3-10.mp3} ANSWER: a +# Source: ST §Words with TH +$PRODUCE Words with "TH" +ID: l3-s19 +INTRO: Now spell that sound. Type the missing letters "th" to complete each word. +INSTRUCTION: Type the missing letters "th". +INPUT: type +CHECK: exact + +TEMPLATE: ____{th}ree +RESPONSE: three + +TEMPLATE: heal____{th}y +RESPONSE: healthy + +TEMPLATE: ____{th}orn +RESPONSE: thorn + +TEMPLATE: ba____{th} +RESPONSE: bath + +TEMPLATE: ma____{th} +RESPONSE: math + +TEMPLATE: ten____{th} +RESPONSE: tenth + +TEMPLATE: ____{th}ug +RESPONSE: thug + +TEMPLATE: au____{th}or +RESPONSE: author + +TEMPLATE: e____{th}er +RESPONSE: ether + +TEMPLATE: weal____{th}y +RESPONSE: wealthy + # Source: LLA 3B Figure 4 -$PRODUCE Spelling Dictation +$PRODUCE Type the Word You Hear ID: 3b-f4 INPUT: type CHECK: exact -INTRO: Dictation time. You'll hear each word twice — type it exactly as you hear it. +HIDE_PROMPT +INTRO: Spelling by ear. Listen to each word and type it correctly. INSTRUCTION: Type the word you hear. -PROMPT: angry, angry. {bk03-l3b-f4-01.mp3} -RESPONSE: angry +PROMPT: angry {bk03-l3b-f4-01.mp3} +RESPONSE: angry {bk03-l3b-f4-01.mp3} -PROMPT: girl, girl. {bk03-l3b-f4-02.mp3} -RESPONSE: girl +PROMPT: girl {bk03-l3b-f4-02.mp3} +RESPONSE: girl {bk03-l3b-f4-02.mp3} -PROMPT: happy, happy. {bk03-l3b-f4-03.mp3} -RESPONSE: happy +PROMPT: happy {bk03-l3b-f4-03.mp3} +RESPONSE: happy {bk03-l3b-f4-03.mp3} -PROMPT: listen, listen. {bk03-l3b-f4-04.mp3} -RESPONSE: listen +PROMPT: listen {bk03-l3b-f4-04.mp3} +RESPONSE: listen {bk03-l3b-f4-04.mp3} -PROMPT: lunch, lunch. {bk03-l3b-f4-05.mp3} -RESPONSE: lunch +PROMPT: lunch {bk03-l3b-f4-05.mp3} +RESPONSE: lunch {bk03-l3b-f4-05.mp3} -PROMPT: sad, sad. {bk03-l3b-f4-06.mp3} -RESPONSE: sad +PROMPT: sad {bk03-l3b-f4-06.mp3} +RESPONSE: sad {bk03-l3b-f4-06.mp3} -PROMPT: student, student. {bk03-l3b-f4-07.mp3} -RESPONSE: student +PROMPT: student {bk03-l3b-f4-07.mp3} +RESPONSE: student {bk03-l3b-f4-07.mp3} -PROMPT: wall, wall. {bk03-l3b-f4-08.mp3} -RESPONSE: wall +PROMPT: wall {bk03-l3b-f4-08.mp3} +RESPONSE: wall {bk03-l3b-f4-08.mp3} -PROMPT: week, week. {bk03-l3b-f4-09.mp3} -RESPONSE: week +PROMPT: week {bk03-l3b-f4-09.mp3} +RESPONSE: week {bk03-l3b-f4-09.mp3} +ACCEPT: weak -PROMPT: name, name. {bk03-l3b-f4-10.mp3} -RESPONSE: name +PROMPT: name {bk03-l3b-f4-10.mp3} +RESPONSE: name {bk03-l3b-f4-10.mp3} # Source: LLA 3D Figure 5 -$PRODUCE Spelling Dictation (Review) +$PRODUCE Type the Word You Hear (More Words) ID: 3d-f5 INPUT: type CHECK: exact -INTRO: Six more dictation words to finish this part. Same drill: listen twice, type exactly. +HIDE_PROMPT +INTRO: Six more words to type. Listen carefully and spell them out. INSTRUCTION: Type the word you hear. -PROMPT: book. Book. {bk03-l3d-f5-01.mp3} -RESPONSE: book +PROMPT: book {bk03-l3d-f5-01.mp3} +RESPONSE: book {bk03-l3d-f5-01.mp3} -PROMPT: plane. Plane. {bk03-l3d-f5-02.mp3} -RESPONSE: plane +PROMPT: plane {bk03-l3d-f5-02.mp3} +RESPONSE: plane {bk03-l3d-f5-02.mp3} -PROMPT: last. Last. {bk03-l3d-f5-03.mp3} -RESPONSE: last +PROMPT: last {bk03-l3d-f5-03.mp3} +RESPONSE: last {bk03-l3d-f5-03.mp3} -PROMPT: learn. Learn. {bk03-l3d-f5-04.mp3} -RESPONSE: learn +PROMPT: learn {bk03-l3d-f5-04.mp3} +RESPONSE: learn {bk03-l3d-f5-04.mp3} -PROMPT: say. Say. {bk03-l3d-f5-05.mp3} -RESPONSE: say +PROMPT: say {bk03-l3d-f5-05.mp3} +RESPONSE: say {bk03-l3d-f5-05.mp3} -PROMPT: want. Want. {bk03-l3d-f5-06.mp3} -RESPONSE: want +PROMPT: want {bk03-l3d-f5-06.mp3} +RESPONSE: want {bk03-l3d-f5-06.mp3} -# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT", "WAKE WOKE", "TREE THINK", "WRITE: th", -# and Writing Skill "DICTATION" — instructor-read sound discrimination and dictation with no -# recorded stimuli or given words (the cassette versions above cover the same skills). -# Convertible later with chosen items + TTS. +# SKIPPED (book): Writing Skill "DICTATION" (ST p. 79) — instructor-read word dictation with no printed stimulus; the cassette dictations above cover the skill. +# SKIPPED (book): Reading Skill "MONEY" (ST p. 77) — instructor-held flashcard word-matching drill; dropped. -$LESSON 3-7: Word Groups +$SESSION 3-7: Putting It Together -# Source: ST §Word Categories (l3-s19) -$SELECT Odd One Out -ID: l3-s19 -INTRO: This part reviews the week's vocabulary by sorting it. In each set of four words, three belong together and one is an impostor. Tap the word that does not belong. -INSTRUCTION: Tap the word that does not belong. +# Source: LLA 3D Figure 4 +$SELECT Complete the Sentence +ID: 3d-f4 +REPEAT +INTRO: Last part: everything together. Complete each sentence with the right word from the box, then repeat the full sentence. +INSTRUCTION: Choose the correct word from the box. +OPTION: sad | sad +OPTION: lab | lab +OPTION: car | car +OPTION: milk | milk +OPTION: breakfast | breakfast +OPTION: month | month +OPTION: rice | rice +OPTION: class | class + +TEMPLATE: The boy was ____. His mother was in the hospital. +ANSWER: sad +FEEDBACK: The boy was sad. His mother was in the hospital. {bk03-l3d-f4-01.mp3} + +TEMPLATE: Don't go to the ____. Go to the classroom. +ANSWER: lab +FEEDBACK: Don't go to the lab. Go to the classroom. {bk03-l3d-f4-02.mp3} + +TEMPLATE: I want a ____. My brother has a truck. +ANSWER: car +FEEDBACK: I want a car. My brother has a truck. {bk03-l3d-f4-03.mp3} + +TEMPLATE: Tom wants orange juice. He doesn't drink ____. +ANSWER: milk +FEEDBACK: Tom wants orange juice. He doesn't drink milk. {bk03-l3d-f4-04.mp3} + +TEMPLATE: I drink milk for ____. My mother drinks coffee. +ANSWER: breakfast +FEEDBACK: I drink milk for breakfast. My mother drinks coffee. {bk03-l3d-f4-05.mp3} + +TEMPLATE: This ____ is April. Next month is May. +ANSWER: month +FEEDBACK: This month is April. Next month is May. {bk03-l3d-f4-06.mp3} + +TEMPLATE: What does he have for lunch? He has ____ for lunch. +ANSWER: rice +FEEDBACK: What does he have for lunch? He has rice for lunch. {bk03-l3d-f4-07.mp3} + +TEMPLATE: Where do they speak English? They speak English in ____. +ANSWER: class +FEEDBACK: Where do they speak English? They speak English in class. {bk03-l3d-f4-08.mp3} + +# Source: ST §Which Word Does Not Belong? +$SELECT Which Word Does Not Belong? +ID: l3-s14 +INTRO: One word in each group doesn't fit with the others. Tap the odd one out — it knows what it did. +INSTRUCTION: Tap the word that does not belong in the group. EXAMPLE -TEMPLATE: Which word does not belong? +TEMPLATE: pear | apple | banana | *beef* OPTION: a | pear OPTION: b | apple OPTION: c | banana OPTION: d | beef ANSWER: d -TEMPLATE: Which word does not belong? +TEMPLATE: breakfast | dinner | friend | lunch OPTION: a | breakfast OPTION: b | dinner OPTION: c | friend OPTION: d | lunch ANSWER: c -TEMPLATE: Which word does not belong? +TEMPLATE: morning | afternoon | month | evening OPTION: a | morning OPTION: b | afternoon OPTION: c | month OPTION: d | evening ANSWER: c -TEMPLATE: Which word does not belong? +TEMPLATE: taxi | car | truck | plane OPTION: a | taxi OPTION: b | car OPTION: c | truck OPTION: d | plane ANSWER: d -TEMPLATE: Which word does not belong? +TEMPLATE: commissary | bus | barracks | BX OPTION: a | commissary OPTION: b | bus OPTION: c | barracks OPTION: d | BX ANSWER: b -TEMPLATE: Which word does not belong? +TEMPLATE: box | month | day | year OPTION: a | box OPTION: b | month OPTION: c | day OPTION: d | year ANSWER: a -TEMPLATE: Which word does not belong? +TEMPLATE: beef | pork | eggs | lamb OPTION: a | beef OPTION: b | pork OPTION: c | eggs OPTION: d | lamb ANSWER: c -TEMPLATE: Which word does not belong? +TEMPLATE: door | window | bread | desk OPTION: a | door OPTION: b | window OPTION: c | bread OPTION: d | desk ANSWER: c -TEMPLATE: Which word does not belong? +TEMPLATE: chicken | child | woman | man OPTION: a | chicken OPTION: b | child OPTION: c | woman OPTION: d | man ANSWER: a -# Source: ST §Group Names (l3-s20) +# Source: ST §Name the Group $SELECT Name the Group -ID: l3-s20 -INTRO: Now the reverse: one of the four words is the name of the whole group — like "money" for nickels, dimes, and quarters. Tap the group name. That's the last activity of the main lesson — the next part is optional reading practice. -INSTRUCTION: Tap the name of the group. +ID: l3-s15 +INTRO: Now the reverse. Each group has three examples and one category name — tap the word that names the whole group. +INSTRUCTION: Tap the category name for each group of words. EXAMPLE -TEMPLATE: Which word names the group? +TEMPLATE: nickel | dime | quarter | *money* OPTION: a | nickel OPTION: b | dime OPTION: c | quarter OPTION: d | money ANSWER: d -TEMPLATE: Which word names the group? +TEMPLATE: mother | father | child | family OPTION: a | mother OPTION: b | father OPTION: c | child OPTION: d | family ANSWER: d -TEMPLATE: Which word names the group? +TEMPLATE: orange | apple | fruit | banana OPTION: a | orange OPTION: b | apple OPTION: c | fruit OPTION: d | banana ANSWER: c -TEMPLATE: Which word names the group? +TEMPLATE: nickel | quarter | money | dime OPTION: a | nickel OPTION: b | quarter OPTION: c | money OPTION: d | dime ANSWER: c -TEMPLATE: Which word names the group? +TEMPLATE: food | rice | salad | bread OPTION: a | food OPTION: b | rice OPTION: c | salad OPTION: d | bread ANSWER: a -TEMPLATE: Which word names the group? +TEMPLATE: milk | coffee | drink | water OPTION: a | milk OPTION: b | coffee OPTION: c | drink OPTION: d | water ANSWER: c -TEMPLATE: Which word names the group? +TEMPLATE: one | numbers | six | three OPTION: a | one OPTION: b | numbers OPTION: c | six OPTION: d | three ANSWER: b -TEMPLATE: Which word names the group? +TEMPLATE: library | buildings | hospital | barracks OPTION: a | library OPTION: b | buildings OPTION: c | hospital OPTION: d | barracks ANSWER: b -TEMPLATE: Which word names the group? +TEMPLATE: Saturday | Wednesday | days | Tuesday OPTION: a | Saturday OPTION: b | Wednesday OPTION: c | days OPTION: d | Tuesday ANSWER: c -# SKIPPED (book): ST Reading Skill "EARLY" — word-pair matching drill with unclear -# printed format ("Look at the letters and circle the answers"). Dropped. +# Source: LLA 3D Figure 6 +$DIALOGUE Going to the Snack Bar +ID: 3d-f6 +INTRO: Amanda and Daniel wrap up the lesson at the snack bar. Listen and repeat each line — then go get a snack yourself. You've earned it. +INSTRUCTION: Listen and repeat. +REPEAT -$LESSON 3-8: Extra Practice — Reading Words - -# Source: ST §Find the Same Word (l3-s24) -$SELECT Find the Same Word -ID: l3-s24 -INTRO: This last part is optional word-shape practice: find the word that exactly matches the key word. If you can already read English words comfortably, feel free to skip it — and that's the whole lesson done. -INSTRUCTION: Tap the word that is the same as the key word. - -EXAMPLE -TEMPLATE: money -OPTION: a | marry -OPTION: b | more -OPTION: c | money -ANSWER: c - -TEMPLATE: always -OPTION: a | all right -OPTION: b | airman -OPTION: c | airplane -OPTION: d | always -ANSWER: d - -TEMPLATE: hungry -OPTION: a | hospital -OPTION: b | hour -OPTION: c | hungry -OPTION: d | homework -ANSWER: c - -TEMPLATE: building -OPTION: a | brother -OPTION: b | building -OPTION: c | before -OPTION: d | bus stop -ANSWER: b - -TEMPLATE: angry -OPTION: a | hour -OPTION: b | angry -OPTION: c | hungry -OPTION: d | hamburger -ANSWER: b - -TEMPLATE: put -OPTION: a | pilot -OPTION: b | plane -OPTION: c | p.m. -OPTION: d | put -ANSWER: d - -TEMPLATE: box -OPTION: a | bug -OPTION: b | buy -OPTION: c | bus -OPTION: d | box -ANSWER: d - -TEMPLATE: short -OPTION: a | son -OPTION: b | sick -OPTION: c | short -OPTION: d | shave -ANSWER: c - -TEMPLATE: salad -OPTION: a | salad -OPTION: b | same -OPTION: c | spell -OPTION: d | select -ANSWER: a - -TEMPLATE: chalkboard -OPTION: a | children -OPTION: b | chalkboard -OPTION: c | calendar -OPTION: d | class -ANSWER: b - -TEMPLATE: study -OPTION: a | study -OPTION: b | shower -OPTION: c | snack -OPTION: d | speak -ANSWER: a +Amanda: Hello. How are you today? {bk03-l3d-f6-01.mp3} +Daniel: Fine, thanks. How are you? {bk03-l3d-f6-02.mp3} +Amanda: Fine. Where are you going? {bk03-l3d-f6-03.mp3} +Daniel: To the snack bar. I'm hungry. {bk03-l3d-f6-04.mp3} +Amanda: Me, too! Let's go. {bk03-l3d-f6-05.mp3} +NOTES: Me, too! = I am, too diff --git a/book-3-lesson-3/bk03-l3a-f1-01-a.mp3 b/book-3-lesson-3/bk03-l3a-f1-01-a.mp3 deleted file mode 100644 index b8edc430..00000000 Binary files a/book-3-lesson-3/bk03-l3a-f1-01-a.mp3 and /dev/null differ diff --git a/book-3-lesson-3/bk03-l3a-f1-01-fb.mp3 b/book-3-lesson-3/bk03-l3a-f1-01-fb.mp3 new file mode 100644 index 00000000..740f245e Binary files /dev/null and b/book-3-lesson-3/bk03-l3a-f1-01-fb.mp3 differ diff --git a/book-3-lesson-3/bk03-l3a-f1-01-q.mp3 b/book-3-lesson-3/bk03-l3a-f1-01-q.mp3 index b75a55ff..f694e678 100644 Binary files a/book-3-lesson-3/bk03-l3a-f1-01-q.mp3 and b/book-3-lesson-3/bk03-l3a-f1-01-q.mp3 differ diff --git a/book-3-lesson-3/bk03-l3a-f1-02-a.mp3 b/book-3-lesson-3/bk03-l3a-f1-02-a.mp3 deleted file mode 100644 index 1dd57876..00000000 Binary files a/book-3-lesson-3/bk03-l3a-f1-02-a.mp3 and /dev/null differ diff --git a/book-3-lesson-3/bk03-l3a-f1-02-fb.mp3 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a/book-3-lesson-4.module b/book-3-lesson-4.module index 5d602e1e..1fb98527 100644 --- a/book-3-lesson-4.module +++ b/book-3-lesson-4.module @@ -1,6 +1,7 @@ -$MODULE Book 3 · Lesson 4: I'm in the Army Now {st-page_089_001.jpg} +$MODULE Book 3 · Lesson 4: I'm in the Army Now {st-page_089_001.jpg|A split panel illustration showing a military scene on top with soldiers in uniform, military trucks, and an airplane, and below two men in civilian clothes talking to each other} FORMAT: 2 -DESCRIPTION: Military vocabulary; adjectives before nouns; want to + verb; was and were; the sounds V/W and O/U; dialogs, questions, and dictation. +DIOCO_DOC_ID: alc_book3_lesson4 +DESCRIPTION: Military branches and occupations, describing people and things, "want to" + verb, and past questions with "was" and "were" — plus sound, spelling, and dictation practice. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator @@ -8,443 +9,356 @@ VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Ali | schedar | Male student VOICE: Marco | achird | Male student -VOICE: Don | umbriel | Male speaker -VOICE: Bob | achird | Male speaker -VOICE: Jim | iapetus | Male speaker -VOICE: Ben | algieba | Male speaker -VOICE: Ann | kore | Female speaker +VOICE: Don | schedar | Male speaker +VOICE: Bob | puck | Male speaker +VOICE: Jim | schedar | Male speaker +VOICE: Ben | achird | Male speaker +VOICE: Ann | aoede | Female speaker VOICE: Ted | alnilam | Male speaker -VOICE: Tom | schedar | Male speaker -VOICE: Jo_Ann | aoede | Female speaker +VOICE: Tom | rasalgethi | Male speaker +VOICE: Jo_Ann | kore | Female speaker VOICE: Jeff | orus | Male speaker -VOICE: Kay | callirrhoe | Female speaker -VOICE: Sally | gacrux | Female speaker -VOICE: Tony | umbriel | Male speaker +VOICE: Kay | achernar | Female speaker +VOICE: Sally | sulafat | Female speaker +VOICE: Tony | charon | Male speaker VOICE: Beth | leda | Female speaker -VOICE: Frank | charon | Male speaker -VOICE: Mary | achernar | Female speaker -VOICE: ID | achernar | speaker (auto) +VOICE: Frank | iapetus | Male speaker +VOICE: Mary | gacrux | Female speaker +VOICE: Narrator | achernar | speaker (auto) -$LESSON 4-1: The Sounds V and W; Here and There - -# Source: LLA 4A Listening and Speaking Activity -$DIALOGUE V and W — Listen and Repeat -ID: 4a-ls1 -INTRO: Welcome to Lesson 4 — you're in the Army now. This week you'll learn military words, put adjectives in front of nouns, say what people want to do, and talk about where everyone was yesterday. First, warm up your ears: V and W sound different in English. Listen and repeat each pair. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: Very, weary. {bk03-l4a-f1-01.mp3} -LINE: Vane, wane. {bk03-l4a-f1-02.mp3} -LINE: Vet, wet. {bk03-l4a-f1-03.mp3} -LINE: Vent, went. {bk03-l4a-f1-04.mp3} -LINE: Vest, west. {bk03-l4a-f1-05.mp3} -LINE: Vine, wine. {bk03-l4a-f1-06.mp3} - -# Source: LLA 4A Figure 1 - -# Source: LLA 4A Figure 1 -$SELECT Same or Different? -ID: 4a-f1 -INTRO: Now test your ears. You'll hear two words — sometimes they're the same word twice, sometimes they're an old V-and-W trick. Tap Same or Different. -INSTRUCTION: Tap Same or Different. -OPTION: s | S (Same) -OPTION: d | D (Different) - -PROMPT: vote, vote. {bk03-l4a-f1-01b.mp3} -ANSWER: s - -PROMPT: vest, west. {bk03-l4a-f1-02b.mp3} -ANSWER: d - -PROMPT: vane, wane. {bk03-l4a-f1-03b.mp3} -ANSWER: d - -PROMPT: went, went. {bk03-l4a-f1-04b.mp3} -ANSWER: s - -PROMPT: vine, wine. {bk03-l4a-f1-05b.mp3} -ANSWER: d - -PROMPT: very, very. {bk03-l4a-f1-06b.mp3} -ANSWER: s - -PROMPT: vent, vent. {bk03-l4a-f1-07.mp3} -ANSWER: s - -PROMPT: vet, wet. {bk03-l4a-f1-08.mp3} -ANSWER: d - -PROMPT: that, that. {bk03-l4a-f1-09.mp3} -ANSWER: s - -PROMPT: wary, wary. {bk03-l4a-f1-10.mp3} -ANSWER: s - -# Source: LLA 4A Figure 2 - -# Source: LLA 4A Figure 2 -$SELECT V or W? -ID: 4a-f2 -INTRO: One more round with these two sounds. Listen to the word — does it start like "vest" or like "west"? Tap the sound you hear. -INSTRUCTION: Tap the sound you hear. -OPTION: a | V sound (as in vest) -OPTION: b | W sound (as in west) - -PROMPT: very, very. {bk03-l4a-f2-01.mp3} -ANSWER: a - -PROMPT: watch, watch. {bk03-l4a-f2-02.mp3} -ANSWER: b - -PROMPT: we, we. {bk03-l4a-f2-03.mp3} -ANSWER: b - -PROMPT: vane, vain. {bk03-l4a-f2-04.mp3} -ANSWER: a - -PROMPT: weak, week. {bk03-l4a-f2-05.mp3} -ANSWER: b - -PROMPT: vest, vest. {bk03-l4a-f2-06.mp3} -ANSWER: a - -PROMPT: walk, walk. {bk03-l4a-f2-07.mp3} -ANSWER: b - -PROMPT: win, win. {bk03-l4a-f2-08.mp3} -ANSWER: b - -PROMPT: that, that. {bk03-l4a-f2-09.mp3} -ANSWER: a - -PROMPT: wall, wall. {bk03-l4a-f2-10.mp3} -ANSWER: b +$SESSION 4-1: Military People, Here and There # Source: ST §Here It Is! - -# Source: ST §Here It Is! -$DIALOGUE Here and There -ID: l4-s2 -INTRO: Now a small but useful pair of words: "here" for things near you, "there" for things away from you. People lose their pens constantly — you'll need these. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. +$DIALOGUE "Here" and "There" +ID: l4-s3 +INTRO: In this lesson you'll learn to talk about military life — soldiers, sailors, and airmen — describe people and things, say what you want to do, and ask where people were. First, two small pointing words: "here" for things close to you, "there" for things farther away. Listen and repeat each exchange. +INSTRUCTION: Listen and repeat each exchange. REPEAT VOCAB: here -LINE: Here. It's near me. {st-page_098_001.jpg} +LINE: Where's your classroom?\n— Here it is. {st-page_098_001.jpg|A military officer standing with hands on hips, pointing down near himself} VOCAB: there -LINE: There. It's away from me. {st-page_098_002.jpg} +LINE: Where's the teacher's desk?\n— There it is. {st-page_098_002.jpg|A military officer pointing to his far left} -LINE: Where's your classroom? Here it is. -LINE: Where's the teacher's desk? There it is. -LINE: Where's my notebook now? Oh, here it is. -LINE: Where are the students? Here they are. -LINE: Where's your homework? Here it is. -LINE: Where's room number 7? There it is! -LINE: Where's the lab? There it is! -LINE: Where's my pen? Here it is! -LINE: Where are my new pencils? There they are. -LINE: Where's the tape recorder? There it is. -LINE: Where's the teacher? There she is! -LINE: Where's your friend? Here he is! -LINE: Where's John? There he is! +LINE: Where's my notebook now?\n— Oh, here it is. +LINE: Where are the students?\n— Here they are. +LINE: Where's your homework?\n— Here it is. +LINE: Where's room number 7?\n— There it is! +LINE: Where's the lab?\n— There it is! +LINE: Where's my pen?\n— Here it is! +LINE: Where are my new pencils?\n— There they are. +LINE: Where's the tape recorder?\n— There it is. +LINE: Where's the teacher?\n— There she is! +LINE: Where's your friend?\n— Here he is! +LINE: Where's John?\n— There he is! # Source: LLA 4A Figure 3 - -# Source: LLA 4A Figure 3 -$PRODUCE Here or There? -ID: 4a-f3 +$PRODUCE "Here" or "There"? +ID: 3-4a-f3 INPUT: type CHECK: exact -INTRO: Your turn. Listen to the question and look at the picture — is the person or thing here, or over there? Type the short answer, starting with "Here" or "There", then repeat it. -INSTRUCTION: Type the answer starting with Here or There. +INTRO: Now you answer. Look at the picture, listen to the question, and type the answer with "here" or "there". Then say the model answer back. +INSTRUCTION: Type the answer, then repeat it aloud. REPEAT -PROMPT: Where is John? {page_060_001.jpg} {bk03-l4a-f3-01-q.mp3} +EXAMPLE +PROMPT: Where is John? {page_060_001.jpg|A teacher or adult in a suit pointing at a boy standing nearby} {bk03-l4a-f3-01-q.mp3} RESPONSE: There he is. {bk03-l4a-f3-01-a.mp3} -PROMPT: Where's Linda? {page_060_002.jpg} {bk03-l4a-f3-02-q.mp3} +PROMPT: Where's Linda? {page_060_002.jpg|A woman pointing toward a young girl standing near an open doorway} {bk03-l4a-f3-02-q.mp3} RESPONSE: There she is. {bk03-l4a-f3-02-a.mp3} -PROMPT: Where's my pen? {page_060_003.jpg} {bk03-l4a-f3-03-q.mp3} +PROMPT: Where's my pen? {page_060_003.jpg|A man sitting at a desk pointing at a book next to a pen} {bk03-l4a-f3-03-q.mp3} RESPONSE: Here it is. {bk03-l4a-f3-03-a.mp3} -PROMPT: Where's his pen? {page_060_004.jpg} {bk03-l4a-f3-04-q.mp3} +PROMPT: Where's his pen? {page_060_004.jpg|A person pointing toward a pen lying on a table} {bk03-l4a-f3-04-q.mp3} RESPONSE: There it is. {bk03-l4a-f3-04-a.mp3} -PROMPT: Where are you? {page_061_001.jpg} {bk03-l4a-f3-05-q.mp3} +PROMPT: Where are you? {page_061_001.jpg|A man standing in front of a door marked "LANGUAGE LAB"} {bk03-l4a-f3-05-q.mp3} RESPONSE: Here I am. {bk03-l4a-f3-05-a.mp3} -PROMPT: Where are John and Linda? {page_061_002.jpg} {bk03-l4a-f3-06-q.mp3} +PROMPT: Where are John and Linda? {page_061_002.jpg|Two men standing in front of a door marked "LANGUAGE LAB"} {bk03-l4a-f3-06-q.mp3} RESPONSE: There they are. {bk03-l4a-f3-06-a.mp3} -PROMPT: Where are my books? {page_061_003.jpg} {bk03-l4a-f3-07-q.mp3} +PROMPT: Where are my books? {page_061_003.jpg|A chair with a stack of books on its seat} {bk03-l4a-f3-07-q.mp3} RESPONSE: Here they are. {bk03-l4a-f3-07-a.mp3} -PROMPT: Where are you? {page_061_004.jpg} {bk03-l4a-f3-08-q.mp3} +PROMPT: Where are you? {page_061_004.jpg|A group of students sitting at desks in a classroom setting} {bk03-l4a-f3-08-q.mp3} RESPONSE: Here we are. {bk03-l4a-f3-08-a.mp3} -# Source: LLA 4A Figure 5 - -# Source: LLA 4A Figure 5 -$PRODUCE Dictation: Words and Phrases -ID: 4a-f5 -INPUT: type -CHECK: exact -INTRO: To finish this part, a short dictation. Listen to each word or phrase and type exactly what you hear. Spelling counts — this is the one place your ears can't save you alone. -INSTRUCTION: Type the words you hear. - -PROMPT: Look up words. {bk03-l4a-f5-01.mp3} -RESPONSE: Look up words. -ACCEPT: look up words - -PROMPT: Last month. {bk03-l4a-f5-02.mp3} -RESPONSE: Last month. -ACCEPT: last month - -PROMPT: In a minute. {bk03-l4a-f5-03.mp3} -RESPONSE: In a minute. -ACCEPT: in a minute - -PROMPT: In an hour. {bk03-l4a-f5-04.mp3} -RESPONSE: In an hour. -ACCEPT: in an hour - -PROMPT: In a year. {bk03-l4a-f5-05.mp3} -RESPONSE: In a year. -ACCEPT: in a year - -PROMPT: In a week. {bk03-l4a-f5-06.mp3} -RESPONSE: In a week. -ACCEPT: in a week - -PROMPT: A country. {bk03-l4a-f5-07.mp3} -RESPONSE: A country. -ACCEPT: a country - -PROMPT: The United States. {bk03-l4a-f5-08.mp3} -RESPONSE: The United States. -ACCEPT: the United States | The United states - -PROMPT: Canada. {bk03-l4a-f5-09.mp3} -RESPONSE: Canada. -ACCEPT: canada | Canada - -PROMPT: England. {bk03-l4a-f5-10.mp3} -RESPONSE: England. -ACCEPT: england | England - -$LESSON 4-2: People in the Military; Adjectives Before Nouns - # Source: LLA 4A Figure 4 - -# Source: LLA 4A Figure 4 -$DIALOGUE Military Words in Sentences -ID: 4a-f4 -INTRO: In this part you'll learn the words for military people — soldiers, sailors, airmen, officers, and the civilians watching from a safe distance. Start by listening to these sentences and repeating them. -INSTRUCTION: Listen and repeat each sentence. +$DIALOGUE People in the Military +ID: 3-4a-f4 +INTRO: Meet some soldiers, sailors, and airmen — and one civilian who used to be one. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat. REPEAT -LINE: Bill's brother is in the army. {bk03-l4a-f4-01.mp3} +VOCAB: the Army | Army +LINE: Bill's brother is in the Army. {bk03-l4a-f4-01.mp3} +VOCAB: soldier LINE: He's a good soldier. {bk03-l4a-f4-02.mp3} -LINE: Bill wants to be in the navy. {bk03-l4a-f4-03.mp3} +VOCAB: the Navy | Navy +LINE: Bill wants to be in the Navy. {bk03-l4a-f4-03.mp3} +VOCAB: sailor LINE: He wants to be a good sailor. {bk03-l4a-f4-04.mp3} +VOCAB: officer +VOCAB: the Air Force | Air Force LINE: My sister is a young officer in the Air Force. {bk03-l4a-f4-05.mp3} LINE: She works in that tall building. {bk03-l4a-f4-06.mp3} -LINE: Right now Bob's a civilian. {bk03-l4a-f4-07.mp3} -LINE: He was an airman 2 years ago. {bk03-l4a-f4-08.mp3} +VOCAB: civilian +LINE: Right now, Bob's a civilian. {bk03-l4a-f4-07.mp3} +VOCAB: airman +LINE: He was an airman two years ago. {bk03-l4a-f4-08.mp3} LINE: He's not in the Air Force now. {bk03-l4a-f4-09.mp3} LINE: Jane drives her new car every day. {bk03-l4a-f4-10.mp3} LINE: Aldo flies a small plane every weekend. {bk03-l4a-f4-11.mp3} LINE: Bob walks to the library every day. {bk03-l4a-f4-12.mp3} -LINE: Tim's an enlisted man in the army. {bk03-l4a-f4-13.mp3} +VOCAB: enlisted man +LINE: Tim's an enlisted man in the Army. {bk03-l4a-f4-13.mp3} LINE: He has short hair. {bk03-l4a-f4-14.mp3} LINE: He's a big, tall soldier. {bk03-l4a-f4-15.mp3} -# Source: LLA 4B Figure 1 - -# Source: LLA 4B Figure 1 -$DIALOGUE Military People +# Source: LLA 4B Figure 1 (duplicate VOCAB tags removed — words first taught in the previous activity) +$DIALOGUE Soldiers, Sailors, and Airmen ID: 4b-f1 -INTRO: Now the same words, one by one, with pictures. Listen to each new word in its sentence and repeat it. -INSTRUCTION: Repeat each word and sentence. +INTRO: Now put faces to the words. Look at each uniform, listen, and repeat the sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT -VOCAB: soldier -LINE: Richard is a soldier. {page_063_001.jpg} {bk03-l4b-f1-01.mp3} +LINE: Richard is a soldier. {page_063_001.jpg|A male soldier wearing a camouflage uniform and cap} {bk03-l4b-f1-01.mp3} -VOCAB: sailor -LINE: Larry is a sailor. {page_063_002.jpg} {bk03-l4b-f1-02.mp3} +LINE: Larry is a sailor. {page_063_002.jpg|A male sailor wearing a dress white sailor uniform and hat} {bk03-l4b-f1-02.mp3} -VOCAB: enlisted -LINE: Richard and Larry are enlisted men. {page_063_003.jpg} {bk03-l4b-f1-03.mp3} +LINE: Richard and Larry are enlisted men. {page_063_003.jpg|Two military men standing side by side, one in camouflage soldier uniform and one in sailor uniform} {bk03-l4b-f1-03.mp3} -VOCAB: airman -LINE: Robert is an airman. {page_063_004.jpg} {bk03-l4b-f1-04.mp3} +LINE: Robert is an airman. {page_063_004.jpg|A male airman wearing a short-sleeved Air Force uniform and side cap} {bk03-l4b-f1-04.mp3} -VOCAB: Navy -LINE: Larry is a sailor in the Navy. {page_063_005.jpg} {bk03-l4b-f1-05.mp3} +LINE: Larry is a sailor in the Navy. {page_063_005.jpg|A close-up view of the sailor in his uniform} {bk03-l4b-f1-05.mp3} -VOCAB: officer -LINE: Mark is an officer. {page_063_006.jpg} {bk03-l4b-f1-06.mp3} +LINE: Mark is an officer. {page_063_006.jpg|A male military officer in a formal dress service uniform with cap} {bk03-l4b-f1-06.mp3} -VOCAB: Army -LINE: Richard is a soldier in the Army. {page_064_001.jpg} {bk03-l4b-f1-07.mp3} +LINE: Richard is a soldier in the Army. {page_064_001.jpg|A soldier in camouflage military uniform} {bk03-l4b-f1-07.mp3} VOCAB: short -LINE: Jill is short. {page_064_002.jpg} {bk03-l4b-f1-08.mp3} +LINE: Jill is short. {page_064_002.jpg|A female military member standing in uniform} {bk03-l4b-f1-08.mp3} VOCAB: tall -LINE: Ken is tall. {page_064_003.jpg} {bk03-l4b-f1-09.mp3} +LINE: Ken is tall. {page_064_003.jpg|A male sailor standing in full body view wearing sailor uniform} {bk03-l4b-f1-09.mp3} -VOCAB: civilians -LINE: Laurie and George are civilians. {page_064_004.jpg} {bk03-l4b-f1-10.mp3} +LINE: Laurie and George are civilians. {page_064_004.jpg|A man and a woman in civilian business clothing standing together} {bk03-l4b-f1-10.mp3} -# Source: ST §These Men Are in the Military (distinct items salvaged; the rest duplicates LLA 4B Figure 1) - -# Source: ST §These Men Are in the Military (distinct items salvaged; the rest duplicates LLA 4B Figure 1) -$DIALOGUE More Military People -ID: 4b-f1-b -INTRO: A few more people to meet — including a captain, and proof that the military is not just men. Listen and repeat. +# Source: ST §These Men Are in the Military (distinct items salvaged; the rest duplicated the two cassette presentations above and was dropped) +$DIALOGUE Officers and Enlisted Men +ID: l4-s1 +INTRO: One more rank word before we move on: "captain". Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT VOCAB: captain -LINE: Bob is a captain. He's in the Air Force. He's an officer. {st-page_091_002.jpg} +LINE: Bob is a captain. He's an officer in the Air Force. {st-page_091_002.jpg|Bob, a male captain in military officer dress uniform} -LINE: Brenda's in the Navy. She's not a civilian. {st-page_093_001.jpg} +LINE: Tom is an airman. He's an enlisted man. {st-page_091_001.jpg|Tom, a male airman in Air Force short-sleeve uniform} -LINE: Barbara's a sailor. She's in the Navy. {st-page_093_002.jpg} - -LINE: Jean's an officer. She's in the Air Force. {st-page_093_003.jpg} - -LINE: Betty's an officer. She's not an enlisted man. {st-page_093_004.jpg} - -LINE: Betty isn't in the military. She's a civilian. {st-page_093_005.jpg} +LINE: Sam is a civilian. He isn't in the military. {st-page_092_002.jpg|Sam, a male civilian wearing a suit and glasses} # Source: LLA 4B Figure 2 - -# Source: LLA 4B Figure 2 -$SELECT Match the Picture +$SELECT Match the Sentence to the Picture ID: 4b-f2 -INTRO: Time to check those words. Look at each picture and tap the sentence that describes it — then repeat the correct sentence. -INSTRUCTION: Tap the matching sentence. +INTRO: Time to check the uniforms stuck. Look at each picture and tap the sentence that describes it. Then repeat the sentence. +INSTRUCTION: Tap the matching sentence, then repeat it. REPEAT -OPTION: a | Jack is short. {bk03-l4b-f2-00a.mp3} -OPTION: b | Jeff is an officer in the Army. {bk03-l4b-f2-00b.mp3} -OPTION: c | Jim is a soldier in the United States Army. {bk03-l4b-f2-00c.mp3} -OPTION: d | Harry is a sailor in the United States Navy. {bk03-l4b-f2-00d.mp3} -OPTION: e | Nancy and Ted are civilians. {bk03-l4b-f2-00e.mp3} -OPTION: f | Mike is an enlisted man in the Air Force. {bk03-l4b-f2-00f.mp3} -OPTION: g | Greg is tall. {bk03-l4b-f2-00g.mp3} +OPTION: a | Jack is short. +OPTION: b | Jeff is an officer in the Army. +OPTION: c | Jim is a soldier in the United States Army. +OPTION: d | Harry is a sailor in the United States Navy. +OPTION: e | Nancy and Ted are civilians. +OPTION: f | Mike is an enlisted man in the Air Force. +OPTION: g | Greg is tall. -PROMPT: Number 1. {page_064_005.jpg} {bk03-l4b-f2-01-q.mp3} +TEMPLATE: {page_064_005.jpg|A male soldier in camouflage uniform} ANSWER: c -FEEDBACK: Jim is a soldier in the United States Army. {bk03-l4b-f2-01-a.mp3} +FEEDBACK: Jim is a soldier in the United States Army. {bk03-l4b-f2-01.mp3} -PROMPT: Number 2. {page_064_006.jpg} {bk03-l4b-f2-02-q.mp3} +TEMPLATE: {page_064_006.jpg|A male sailor in uniform} ANSWER: d -FEEDBACK: Harry is a sailor in the United States Navy. {bk03-l4b-f2-02-a.mp3} +FEEDBACK: Harry is a sailor in the United States Navy. {bk03-l4b-f2-02.mp3} -PROMPT: Number 3. {page_065_001.jpg} {bk03-l4b-f2-03-q.mp3} +TEMPLATE: {page_065_001.jpg|A male officer in formal service uniform} ANSWER: b -FEEDBACK: Jeff is an officer in the Army. {bk03-l4b-f2-03-a.mp3} +FEEDBACK: Jeff is an officer in the Army. {bk03-l4b-f2-03.mp3} -PROMPT: Number 4. {page_065_002.jpg} {bk03-l4b-f2-04-q.mp3} +TEMPLATE: {page_065_002.jpg|A male airman in short-sleeved uniform} ANSWER: f -FEEDBACK: Mike is an enlisted man in the Air Force. {bk03-l4b-f2-04-a.mp3} +FEEDBACK: Mike is an enlisted man in the Air Force. {bk03-l4b-f2-04.mp3} -PROMPT: Number 5. {page_065_003.jpg} {bk03-l4b-f2-05-q.mp3} +TEMPLATE: {page_065_003.jpg|A full-length drawing of a short sailor standing} ANSWER: a -FEEDBACK: Jack is short. {bk03-l4b-f2-05-a.mp3} +FEEDBACK: Jack is short. {bk03-l4b-f2-05.mp3} -PROMPT: Number 6. {page_065_004.jpg} {bk03-l4b-f2-06-q.mp3} +TEMPLATE: {page_065_004.jpg|Another full-length drawing of a tall sailor standing} ANSWER: g -FEEDBACK: Greg is tall. {bk03-l4b-f2-06-a.mp3} +FEEDBACK: Greg is tall. {bk03-l4b-f2-06.mp3} -PROMPT: Number 7. {page_065_005.jpg} {bk03-l4b-f2-07-q.mp3} +TEMPLATE: {page_065_005.jpg|A man and a woman in civilian clothes talking to each other} ANSWER: e -FEEDBACK: Nancy and Ted are civilians. {bk03-l4b-f2-07-a.mp3} +FEEDBACK: Nancy and Ted are civilians. {bk03-l4b-f2-07.mp3} -# Source: new (gap: adjective-before-noun pattern is drilled in 4B but never explained) +# Source: ST §Military and Civilian Women (last line's subject renamed to avoid two conflicting "Betty" statements) +$DIALOGUE Women in the Military +ID: l4-s2 +INTRO: Women serve too — sailors, officers, and one civilian. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT -# Source: new (gap: adjective-before-noun pattern is drilled in 4B but never explained) -$GRAMMAR Adjectives Before Nouns -ID: 4b-f3-g -INTRO: A quick word about word order before you practice it. Adjectives in English can move — here's where they go. +LINE: Brenda's in the Navy. She's not a civilian. {st-page_093_001.jpg|Portrait of a military woman in uniform} +LINE: Barbara's a sailor. She's in the Navy. {st-page_093_002.jpg|Portrait of a military woman officer in dress uniform} +LINE: Jean's an officer. She's in the Air Force. {st-page_093_004.jpg|Portrait of an Air Force female service member in short-sleeve uniform with Garrison cap} +LINE: Betty's an officer. She's not enlisted. {st-page_093_005.jpg|Portrait of a female service member in short-sleeve uniform} +LINE: Carol isn't in the military. She's a civilian. {st-page_093_003.jpg|Portrait of a civilian woman with curly hair} -An adjective can come **after "is"** — or it can move **in front of the noun**: +# SKIPPED (book): Reading Skill "THESE" (p. 94) — flashcard word-identification drill; instructor-held flashcard stimuli are not printed in the student text. +# SKIPPED (book): Reading Skill "AIRMAN" (pp. 95–97) — flashcard picture-matching drill; instructor-held flashcard stimuli are not printed in the student text. -{The coffee is hot.} → {It's hot coffee.} -{Kevin is tall.} → {He's a tall man.} +# Source: LLA 4A Figure 5 +$PRODUCE Write What You Hear +ID: 3-4a-f5 +INPUT: type +CHECK: exact +INTRO: To finish this part, a little typing. Listen to each phrase and write it exactly as you hear it. +INSTRUCTION: Type the words you hear. -With a singular noun, use **a** — or **an** before a vowel sound: +PROMPT: Look up words. {bk03-l4a-f5-01.mp3} +RESPONSE: Look up words. {bk03-l4a-f5-01.mp3} +ACCEPT: look up words -* {He's a tall man.} -* {It's an old car.} +PROMPT: Last month. {bk03-l4a-f5-02.mp3} +RESPONSE: Last month. {bk03-l4a-f5-02.mp3} +ACCEPT: last month -With plurals, no **a** or **an**: +PROMPT: In a minute. {bk03-l4a-f5-03.mp3} +RESPONSE: In a minute. {bk03-l4a-f5-03.mp3} +ACCEPT: in a minute -* {Those are small children.} +PROMPT: In an hour. {bk03-l4a-f5-04.mp3} +RESPONSE: In an hour. {bk03-l4a-f5-04.mp3} +ACCEPT: in an hour -# Source: LLA 4B Figure 3 + ST §That's Hot Coffee! (distinct items salvaged) +PROMPT: In a year. {bk03-l4a-f5-05.mp3} +RESPONSE: In a year. {bk03-l4a-f5-05.mp3} +ACCEPT: in a year -# Source: LLA 4B Figure 3 + ST §That's Hot Coffee! (distinct items salvaged) -$DIALOGUE Hot Coffee, Tall Man +PROMPT: In a week. {bk03-l4a-f5-06.mp3} +RESPONSE: In a week. {bk03-l4a-f5-06.mp3} +ACCEPT: in a week + +PROMPT: A country. {bk03-l4a-f5-07.mp3} +RESPONSE: A country. {bk03-l4a-f5-07.mp3} +ACCEPT: a country + +PROMPT: The United States. {bk03-l4a-f5-08.mp3} +RESPONSE: The United States. {bk03-l4a-f5-08.mp3} +ACCEPT: the United States | the united states + +PROMPT: Canada. {bk03-l4a-f5-09.mp3} +RESPONSE: Canada. {bk03-l4a-f5-09.mp3} +ACCEPT: canada + +PROMPT: England. {bk03-l4a-f5-10.mp3} +RESPONSE: England. {bk03-l4a-f5-10.mp3} +ACCEPT: england + +$SESSION 4-2: Describing People and Things + +# Source: LLA 4B Figure 3 (VOCAB tags transferred from ST §That's Hot Coffee!) +$DIALOGUE Describing Things — Two Ways ID: 4b-f3 -INTRO: Listen to each pair of sentences and repeat them. Same fact, twice — first the adjective after "is", then in front of the noun. +INTRO: In this part you'll learn to describe people and things — hot coffee, old cars, angry men. Every idea comes in two shapes. Listen and repeat both. INSTRUCTION: Listen and repeat. REPEAT -LINE: The coffee is hot. {page_066_001.jpg} {bk03-l4b-f3-01.mp3} -LINE: It's hot coffee. {page_066_001.jpg} {bk03-l4b-f3-02.mp3} +VOCAB: hot +LINE: The coffee is hot. It's hot coffee. {page_066_001.jpg|Hot coffee being poured into a teacup next to another steaming cup} {bk03-l4b-f3-01.mp3} -LINE: Kevin is tall. {page_066_002.jpg} {bk03-l4b-f3-03.mp3} -LINE: He's a tall man. {page_066_002.jpg} {bk03-l4b-f3-04.mp3} +LINE: Kevin is tall. He's a tall man. {page_066_002.jpg|A sailor standing in full uniform} {bk03-l4b-f3-02.mp3} -LINE: That car is old. {page_066_003.jpg} {bk03-l4b-f3-05.mp3} -LINE: It's an old car. {page_066_003.jpg} {bk03-l4b-f3-06.mp3} +VOCAB: old +LINE: That car is old. It's an old car. {page_066_003.jpg|A black sports car parked facing left} {bk03-l4b-f3-03.mp3} -LINE: It's hot today. {page_066_004.jpg} {bk03-l4b-f3-07.mp3} -LINE: It's a hot day. {page_066_004.jpg} {bk03-l4b-f3-08.mp3} +LINE: It's hot today. It's a hot day. {page_066_004.jpg|A woman holding her head in distress with sweat drops and a sun burst icon beside her head} {bk03-l4b-f3-04.mp3} -LINE: John is angry. {page_066_005.jpg} {bk03-l4b-f3-09.mp3} -LINE: He's an angry man. {page_066_005.jpg} {bk03-l4b-f3-10.mp3} +VOCAB: angry +LINE: John is angry. He's an angry man. {page_066_005.jpg|A close-up of a man's face looking angry or distressed} {bk03-l4b-f3-05.mp3} -LINE: That radio is small. {page_066_006.jpg} {bk03-l4b-f3-11.mp3} -LINE: That's a small radio. {page_066_006.jpg} {bk03-l4b-f3-12.mp3} +VOCAB: small +LINE: That radio is small. That's a small radio. {page_066_006.jpg|A small portable radio sitting on a table with musical notes playing} {bk03-l4b-f3-06.mp3} -LINE: This shirt is new. {page_066_007.jpg} {bk03-l4b-f3-13.mp3} -LINE: It's a new shirt. {page_066_007.jpg} {bk03-l4b-f3-14.mp3} +VOCAB: new +LINE: This shirt is new. It's a new shirt. {page_066_007.jpg|A new folded dress shirt with a price tag attached} {bk03-l4b-f3-07.mp3} -LINE: Ted is sick. {page_066_008.jpg} {bk03-l4b-f3-15.mp3} -LINE: He's a sick man. {page_066_008.jpg} {bk03-l4b-f3-16.mp3} +VOCAB: sick +LINE: Ted is sick. He's a sick man. {page_066_008.jpg|A patient lying in a hospital bed with an IV drip attached} {bk03-l4b-f3-08.mp3} -LINE: Those children are small. They're small children. {st-page_099_002.jpg} +# Source: ST §That's Hot Coffee! (distinct items salvaged; duplicated lines dropped in favor of the cassette activity above) + ST §He's a Tall Man. ("sad" and "young" presented here so the later drill is fair) +$DIALOGUE More Descriptions +ID: l4-s4 +INTRO: A few more — including a good picture and a spectacularly bad one. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT -LINE: Ann is tall. She's a tall soldier. {st-page_100_001.jpg} +LINE: Those children are small. They're small children. {st-page_099_002.jpg|Three small children standing together smiling} -LINE: Betty is short. She's a short soldier. {st-page_100_002.jpg} +LINE: Ann is tall. She's a tall soldier. {st-page_100_001.jpg|A tall female military officer standing} -LINE: This picture is good. This is a good picture. {st-page_100_005.jpg} +LINE: Betty is short. She's a short soldier. {st-page_100_002.jpg|A short female military officer standing} -LINE: That picture is bad. That's a bad picture. {st-page_100_006.jpg} +LINE: That building is tall. It's a tall building. {st-page_100_003.jpg|A tall skyscraper building next to a smaller building} + +VOCAB: good +LINE: This picture is good. This is a good picture. {st-page_100_005.jpg|A clear, well-drawn picture frame of a man smiling} + +VOCAB: bad +LINE: That picture is bad. That's a bad picture. {st-page_100_006.jpg|A distorted, poorly rendered picture frame of a man} + +VOCAB: sad +LINE: The boy is sad today. He's a sad boy. + +VOCAB: young +LINE: Those students are young. They're young students. + +# Source: new (gap: the adjective-before-noun pattern is drilled but never explained in the lesson) +$GRAMMAR Adjectives: After "Is" or Before the Noun +ID: 4b-f3-b +INTRO: Here's the little pattern behind everything you just repeated. + +CARD: An adjective can come after **is**. +{The coffee is hot.} +{Kevin is tall.} + +CARD: The same adjective can stand before the noun — with **a** or **an**. +{It's hot coffee.} +{He's a tall man.} +{It's an old car.} + +SUMMARY: +| After "is" | Before the noun | +|---|---| +| The coffee is hot. | It's hot coffee. | +| Kevin is tall. | He's a tall man. | +| That car is old. | It's an old car. | # Source: LLA 4B Figure 4 - -# Source: LLA 4B Figure 4 -$PRODUCE Move the Adjective +$PRODUCE Change the Sentence ID: 4b-f4 INPUT: speak CHECK: reveal -INTRO: Your turn to move the adjective. Listen to the sentence, then say it again with the adjective in front of the noun. Then repeat the correct answer. -INSTRUCTION: Speak the new sentence aloud. +INTRO: Now you move the adjective: "That car is new" becomes "That's a new car". Say your sentence, then repeat the model answer. +INSTRUCTION: Say the transformed sentence aloud. REPEAT EXAMPLE @@ -461,7 +375,7 @@ PROMPT: That woman is happy. {bk03-l4b-f4-03-q.mp3} RESPONSE: That's a happy woman. {bk03-l4b-f4-03-a.mp3} PROMPT: Those buildings are tall. {bk03-l4b-f4-04-q.mp3} -RESPONSE: Those are tall buildings. {bk04-l4b-f4-04-a.mp3} +RESPONSE: Those are tall buildings. {bk03-l4b-f4-04-a.mp3} PROMPT: Mike is tired. {bk03-l4b-f4-05-q.mp3} RESPONSE: Mike's a tired man. {bk03-l4b-f4-05-a.mp3} @@ -472,66 +386,40 @@ RESPONSE: This is an old shirt. {bk03-l4b-f4-06-a.mp3} PROMPT: Bob is sick. {bk03-l4b-f4-07-q.mp3} RESPONSE: Bob's a sick man. {bk03-l4b-f4-07-a.mp3} -# Source: ST §He's a Tall Man. (recast: bare adjective cues scaffolded with adjective + noun cues) - -# Source: ST §He's a Tall Man. (recast: bare adjective cues scaffolded with adjective + noun cues) -$PRODUCE Make a Sentence -ID: l4-s4 -INPUT: speak -CHECK: llm -INTRO: Now build your own sentences. You'll see an adjective and a noun — say a full sentence with the adjective in front of the noun. Any person or thing you like, as long as the grammar holds. -INSTRUCTION: Say a sentence with the adjective before the noun. -RUBRIC: The point is word order: the cued adjective must come directly before the cued noun, with a/an where the noun is singular. Any grammatical sentence frame and subject is fine. - -EXAMPLE -TEMPLATE: tall / boy -RESPONSE: My son is a tall boy. - -TEMPLATE: happy / girl -RESPONSE: She is a happy girl. - -TEMPLATE: sad / boy -RESPONSE: He is a sad boy. - -TEMPLATE: tired / students -RESPONSE: They are tired students. - -TEMPLATE: young / soldier -RESPONSE: He is a young soldier. - -TEMPLATE: old / car -RESPONSE: That is an old car. - -TEMPLATE: angry / man -RESPONSE: He is an angry man. - -TEMPLATE: sick / woman -RESPONSE: She is a sick woman. - -TEMPLATE: tall / building -RESPONSE: It is a tall building. - -TEMPLATE: new / book -RESPONSE: I have a new book. - -TEMPLATE: bad / picture -RESPONSE: That is a bad picture. - -TEMPLATE: good / pencil -RESPONSE: This is a good pencil. - -TEMPLATE: short / woman -RESPONSE: She is a short woman. - -# Source: ST §My Brother Has a New Car. - -# Source: ST §My Brother Has a New Car. -$PRODUCE Combine the Sentences +# Source: ST §He's a Tall Man. (recast: bare single-adjective cues rebuilt as transformations, matching the previous drill's shape) +$PRODUCE Change the Sentence: More Adjectives ID: l4-s5 INPUT: speak CHECK: reveal -INTRO: Last adjective exercise — combine the two sentences into one, moving the adjective in front of the noun. Say the new sentence aloud. -INSTRUCTION: Combine the two sentences into one sentence aloud. +INTRO: Same move, new adjectives. Change each sentence so the adjective comes before the noun, then check the model. +INSTRUCTION: Say the transformed sentence aloud. + +EXAMPLE +PROMPT: That boy is sad. +RESPONSE: That's a sad boy. + +PROMPT: That student is young. +RESPONSE: That's a young student. + +PROMPT: That teacher is good. +RESPONSE: That's a good teacher. + +PROMPT: That picture is bad. +RESPONSE: That's a bad picture. + +PROMPT: That soldier is short. +RESPONSE: That's a short soldier. + +PROMPT: That book is new. +RESPONSE: That's a new book. + +# Source: ST §My Brother Has a New Car. +$PRODUCE Combine the Sentences +ID: l4-s6 +INPUT: type +CHECK: exact +INTRO: Two short sentences go in; one sentence with the adjective comes out. Read both and type the combined sentence. +INSTRUCTION: Type one sentence with the adjective before the noun. EXAMPLE TEMPLATE: My brother has a car. It's new. @@ -539,6 +427,7 @@ RESPONSE: My brother has a new car. TEMPLATE: A sailor is in the library. She's young. RESPONSE: A young sailor is in the library. +ACCEPT: A young sailor is in the library. | There is a young sailor in the library. TEMPLATE: That man is my friend. He's old. RESPONSE: That old man is my friend. @@ -547,42 +436,138 @@ TEMPLATE: Mr. Fleet is a teacher. He's good. RESPONSE: Mr. Fleet is a good teacher. TEMPLATE: Jane is talking to a man. He's tall! -RESPONSE: Jane is talking to a tall man! +RESPONSE: Jane is talking to a tall man. TEMPLATE: She's reading a book. It's new. RESPONSE: She's reading a new book. -$LESSON 4-3: Want To +# Source: LLA 4A pre-Figure 1 +$DIALOGUE The "V" and "W" Sounds +ID: 3-4a-ls1 +INTRO: Now a workout for your mouth: "v" and "w". They're one small lip movement apart. Listen to each pair and repeat it. +INSTRUCTION: Listen and repeat. +REPEAT -# Source: ST §He Wants to Study. +LINE: very, weary {bk03-l4a-f1-01a.mp3} +LINE: vane, wane {bk03-l4a-f1-01b.mp3} +LINE: vet, wet {bk03-l4a-f1-01c.mp3} +LINE: vent, went {bk03-l4a-f1-01d.mp3} +LINE: vest, west {bk03-l4a-f1-01e.mp3} +LINE: vine, wine {bk03-l4a-f1-01f.mp3} -# Source: ST §He Wants to Study. -$GRAMMAR Want To + Verb -ID: l4-s6 -INTRO: In this part you'll learn to say what people want to do — and what they definitely don't. The pattern is "want to" plus a verb. Here's how it changes with the person. +# Source: LLA 4A Figure 1 +$SELECT Same or Different? — "V" and "W" +ID: 3-4a-f1 +INTRO: Listen to each pair of words. Do the two words sound the same, or different? Tap your answer. +INSTRUCTION: Tap Same or Different. +HIDE_PROMPT -To say what someone wants to do, use **want to** + verb. With **he** and **she**, it's **wants to**: +OPTION: s | Same +OPTION: d | Different -| | | | +EXAMPLE +PROMPT: vote, vote {bk03-l4a-f1-01.mp3} +ANSWER: s + +PROMPT: vest, west {bk03-l4a-f1-02.mp3} +ANSWER: d + +PROMPT: vane, wane {bk03-l4a-f1-03.mp3} +ANSWER: d + +PROMPT: went, went {bk03-l4a-f1-04.mp3} +ANSWER: s + +PROMPT: vine, wine {bk03-l4a-f1-05.mp3} +ANSWER: d + +PROMPT: very, very {bk03-l4a-f1-06.mp3} +ANSWER: s + +PROMPT: vent, vent {bk03-l4a-f1-07.mp3} +ANSWER: s + +PROMPT: vet, wet {bk03-l4a-f1-08.mp3} +ANSWER: d + +PROMPT: that, that {bk03-l4a-f1-09.mp3} +ANSWER: s + +PROMPT: wary, wary {bk03-l4a-f1-10.mp3} +ANSWER: s + +# Source: LLA 4A Figure 2 +$SELECT "V" or "W"? +ID: 3-4a-f2 +INTRO: Listen to each word. Do you hear the "v" sound as in "vest", or the "w" sound as in "west"? Tap the one you hear. +INSTRUCTION: Tap the sound you hear. +HIDE_PROMPT + +OPTION: a | V sound (as in vest) +OPTION: b | W sound (as in west) + +PROMPT: very, very {bk03-l4a-f2-01.mp3} +ANSWER: a + +PROMPT: watch, watch {bk03-l4a-f2-02.mp3} +ANSWER: b + +PROMPT: we, we {bk03-l4a-f2-03.mp3} +ANSWER: b + +PROMPT: vane, vain {bk03-l4a-f2-04.mp3} +ANSWER: a + +PROMPT: weak, week {bk03-l4a-f2-05.mp3} +ANSWER: b + +PROMPT: vest, vest {bk03-l4a-f2-06.mp3} +ANSWER: a + +PROMPT: walk, walk {bk03-l4a-f2-07.mp3} +ANSWER: b + +PROMPT: win, win {bk03-l4a-f2-08.mp3} +ANSWER: b + +PROMPT: that, that {bk03-l4a-f2-09.mp3} +ANSWER: a + +PROMPT: wall, wall {bk03-l4a-f2-10.mp3} +ANSWER: b + +# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "VINE / WINE" (p. 102) — instructor-read /v/–/w/ discrimination without printed stimuli; the same skill is covered by the recorded activities above. + +$SESSION 4-3: Saying What You Want to Do + +# Source: ST grammar §He Wants to Study. (card-ified) +$GRAMMAR "Want To" and "Wants To" +ID: l4-s7 +INTRO: In this part you'll learn to say what people want to do — and what they'd rather not. Here's the pattern first. + +CARD: With **I**, **you**, **we**, and **they**, use **want to** plus a verb. +{I want to study.} +{We want to go.} +{They want to read.} + +CARD: With **he** and **she**, use **wants to**. +{He wants to write.} +{She wants to speak.} + +CARD: For the negative, add **don't** or **doesn't**. +{You don't want to eat.} +{He doesn't want to write.} + +SUMMARY: +| Subject | Positive | Negative | |---|---|---| -| I / You / We / They | want to | study. / eat. / go. / read. / write. / speak. / learn. | -| He / She | wants to | | - -For the negative, add **don't** or **doesn't** — and "wants" loses its **s**: - -| | | | | -|---|---|---|---| -| I / You / We / They | don't | want to | study. / eat. / go. / read. / write. / speak. / learn. | -| He / She | doesn't | | | - -{I want to study.} · {He wants to eat.} · {We don't want to go.} · {She doesn't want to be a pilot.} +| I / you / we / they | want to study | don't want to study | +| he / she | wants to study | doesn't want to study | # Source: LLA 4B Listening and Speaking Activity - -# Source: LLA 4B Listening and Speaking Activity -$DIALOGUE Want To in Sentences +$DIALOGUE "Want To" — Listen and Repeat ID: 4b-ls1 -INTRO: Listen to these sentences and repeat them. Notice where the "s" appears — and where it disappears. +INTRO: Now hear the pattern at work — wants, refusals, and a few questions. Listen and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT @@ -601,355 +586,273 @@ LINE: Do they want to study now? {bk03-l4b-f4-19.mp3} LINE: Does Sue want to read this book? {bk03-l4b-f4-20.mp3} # Source: LLA 4B Figure 5 - -# Source: LLA 4B Figure 5 -$SELECT Want To or Wants To? +$SELECT "Want To" or "Wants To"? ID: 4b-f5 -INTRO: Now you choose the form. Listen to the sentence with a missing piece, tap the words that complete it, then repeat the full sentence. -INSTRUCTION: Tap the correct option. +INTRO: Listen to each incomplete sentence and tap the form that completes it — "want to" or "wants to". Then repeat the full sentence. +INSTRUCTION: Tap the correct verb form, then repeat the sentence. REPEAT EXAMPLE -TEMPLATE: Sam ____ go to Canada. -PROMPT: Sam ... go to Canada. {bk03-l4b-f5-ex-q.mp3} +PROMPT: Sam ____ go to Canada. {bk03-l4b-f5-ex-q.mp3} OPTION: a | want to OPTION: b | wants to ANSWER: b FEEDBACK: Sam wants to go to Canada. {bk03-l4b-f5-ex-a.mp3} -TEMPLATE: Jan ____ study. -PROMPT: Jan ... study. {bk03-l4b-f5-01-q.mp3} +PROMPT: Jan ____ study. {bk03-l4b-f5-01-q.mp3} OPTION: a | want to OPTION: b | wants to ANSWER: b FEEDBACK: Jan wants to study. {bk03-l4b-f5-01-a.mp3} -TEMPLATE: I ____ buy that shirt. -PROMPT: I ... buy that shirt. {bk03-l4b-f5-02-q.mp3} +PROMPT: I ____ buy that shirt. {bk03-l4b-f5-02-q.mp3} OPTION: a | doesn't want to OPTION: b | don't want to ANSWER: b FEEDBACK: I don't want to buy that shirt. {bk03-l4b-f5-02-a.mp3} -TEMPLATE: She ____ drive. -PROMPT: She ... drive. {bk03-l4b-f5-03-q.mp3} +PROMPT: She ____ drive. {bk03-l4b-f5-03-q.mp3} OPTION: a | want to OPTION: b | wants to ANSWER: b -FEEDBACK: She wants to drive. {bk03-l4b-f5-03-a.mp3} +FEEDBACK: She wants to drive. -TEMPLATE: Mike ____ eat lunch now. -PROMPT: Mike ... eat lunch now. {bk03-l4b-f5-04-q.mp3} +PROMPT: Mike ____ eat lunch now. {bk03-l4b-f5-04-q.mp3} OPTION: a | want to OPTION: b | wants to ANSWER: b FEEDBACK: Mike wants to eat lunch now. {bk03-l4b-f5-04-a.mp3} -TEMPLATE: Ted and I ____ go to the library. -PROMPT: Ted and I ... go to the library. {bk03-l4b-f5-05-q.mp3} +PROMPT: Ted and I ____ go to the library. {bk03-l4b-f5-05-q.mp3} OPTION: a | want to OPTION: b | wants to ANSWER: a FEEDBACK: Ted and I want to go to the library. {bk03-l4b-f5-05-a.mp3} -TEMPLATE: John ____ be a soldier. -PROMPT: John ... be a soldier. {bk03-l4b-f5-06-q.mp3} +PROMPT: John ____ be a soldier. {bk03-l4b-f5-06-q.mp3} OPTION: a | want to OPTION: b | wants to ANSWER: b FEEDBACK: John wants to be a soldier. {bk03-l4b-f5-06-a.mp3} -TEMPLATE: Louise and Fred ____ be sailors. -PROMPT: Louise and Fred ... be sailors. {bk03-l4b-f5-07-q.mp3} +PROMPT: Louise and Fred ____ be sailors. {bk03-l4b-f5-07-q.mp3} OPTION: a | want to OPTION: b | wants to ANSWER: a FEEDBACK: Louise and Fred want to be sailors. {bk03-l4b-f5-07-a.mp3} -TEMPLATE: Jim ____ be in the Navy. -PROMPT: Jim ... be in the Navy. {bk03-l4b-f5-08-q.mp3} +PROMPT: Jim ____ be in the Navy. {bk03-l4b-f5-08-q.mp3} OPTION: a | don't want to OPTION: b | doesn't want to ANSWER: b FEEDBACK: Jim doesn't want to be in the Navy. {bk03-l4b-f5-08-a.mp3} -TEMPLATE: You ____ drive. -PROMPT: You ... drive. {bk03-l4b-f5-09-q.mp3} +PROMPT: You ____ drive. {bk03-l4b-f5-09-q.mp3} OPTION: a | wants to OPTION: b | want to ANSWER: b FEEDBACK: You want to drive. {bk03-l4b-f5-09-a.mp3} -TEMPLATE: Roger ____ work today. -PROMPT: Roger ... work today. {bk03-l4b-f5-10-q.mp3} +PROMPT: Roger ____ work today. {bk03-l4b-f5-10-q.mp3} OPTION: a | don't want to OPTION: b | doesn't want to ANSWER: b FEEDBACK: Roger doesn't want to work today. {bk03-l4b-f5-10-a.mp3} -# Source: ST §I Want to Learn (recast: bare verb cues scaffolded with subject / verb cues; CHECK reveal) +# Source: ST §Jeff Brady Wants to Be a Pilot. +$DIALOGUE Jeff Brady Wants to Be a Pilot {st-page_104_001.jpg|A young boy standing next to a pilot in uniform in front of a fighter jet airplane} +ID: l4-s9 +INTRO: Jeff's brother flies big planes for a living. Jeff has plans of his own. Just listen to the story. +INSTRUCTION: Listen to the story. -# Source: ST §I Want to Learn (recast: bare verb cues scaffolded with subject / verb cues; CHECK reveal) -$PRODUCE Who Wants What? -ID: l4-s7 -INPUT: speak -CHECK: reveal -INTRO: Now you build the sentences. You'll see a subject and a verb — say the full sentence with "want to" or "wants to". If the cue says "not", make it negative. -INSTRUCTION: Say the full sentence with a form of "want to". +Narrator: Jeff Brady is a student. +Narrator: His brother is a pilot in the Air Force. +VOCAB: to work +Narrator: He works at Randolph Air Force Base. +Narrator: He flies big planes. +Narrator: Jeff wants to be a pilot, too. +VOCAB: to fly +Narrator: He wants to fly big airplanes, and he wants to work at Randolph Air Force Base. -EXAMPLE -TEMPLATE: he / study -RESPONSE: He wants to study. +# Source: ST grammar §Do You Want to Go to the Library? (card-ified) +$GRAMMAR Asking with "Do" and "Does" +ID: l4-s12 +INTRO: To ask what someone wants, you only need to move one word to the front. Here's how. -TEMPLATE: I / eat -RESPONSE: I want to eat. +CARD: To ask, put **Do** or **Does** first. +{Do you want to study?} +{Does he want to go?} -TEMPLATE: we / go -RESPONSE: We want to go. +CARD: Short answers use **do**, **does**, **don't**, or **doesn't**. +{Yes, I do.} +{No, he doesn't.} -TEMPLATE: she / learn -RESPONSE: She wants to learn. +CARD: Or answer with the full sentence. +{Yes, they want to study.} +{No, she doesn't want to go.} -TEMPLATE: they / drink coffee -RESPONSE: They want to drink coffee. - -TEMPLATE: he / shave -RESPONSE: He wants to shave. - -TEMPLATE: I / not / watch TV -RESPONSE: I don't want to watch TV. - -TEMPLATE: you / study -RESPONSE: You want to study. - -TEMPLATE: she / read a book -RESPONSE: She wants to read a book. - -TEMPLATE: we / write a letter -RESPONSE: We want to write a letter. - -TEMPLATE: they / swim -RESPONSE: They want to swim. - -# Source: ST §Do You Want to Go to the Library? - -# Source: ST §Do You Want to Go to the Library? -$GRAMMAR Do You Want To ... ? -ID: l4-s11 -INTRO: One more piece: asking about wants. Use "do" or "does" at the front — and note the short answers. - -To ask, put **do** or **does** first: - -| | | | | -|---|---|---|---| -| Do | I / you / we / they | want to | study? / go? / work? / learn? / get up? | -| Does | he / she | | | - -**Short Answers** -* Yes, I / you / we / they do. -* Yes, he / she does. -* No, I / you / we / they don't. -* No, he / she doesn't. - -**Long Answers** -* Yes, I / you / we / they want to study. -* Yes, he / she wants to study. -* No, I / you / we / they don't want to study. -* No, he / she doesn't want to study. +SUMMARY: +| Question | Yes | No | +|---|---|---| +| Do I / you / we / they want to study? | Yes, they do. | No, they don't. | +| Does he / she want to go? | Yes, she does. | No, she doesn't. | # Source: LLA 4C Figure 5 - -# Source: LLA 4C Figure 5 -$PRODUCE Answer About Wants -ID: 3-4c-f5 +$PRODUCE Answer with "Want To" +ID: 4c-f5 INPUT: type CHECK: exact -INTRO: Listen to each question, then type the missing word in the answer on the screen. After you answer, repeat the full sentence. -INSTRUCTION: Type the missing word. +INTRO: Listen to each question and its answer, and type the missing word or words. Then say the whole sentence back. +INSTRUCTION: Type the missing word(s), then repeat the sentence. REPEAT -TEMPLATE: Yes, I want to ____ your new car. PROMPT: Do you want to drive my new car? {bk03-l4c-f5-01-q.mp3} +TEMPLATE: Yes, I want to ____ your new car. RESPONSE: Yes, I want to drive your new car. {bk03-l4c-f5-01-a.mp3} ACCEPT: drive -TEMPLATE: Yes, he ____ go to Spain. PROMPT: Does he want to go to Spain? {bk03-l4c-f5-02-q.mp3} +TEMPLATE: Yes, he ____ go to Spain. RESPONSE: Yes, he wants to go to Spain. {bk03-l4c-f5-02-a.mp3} -ACCEPT: wants to | wants +ACCEPT: wants to -TEMPLATE: No, I ____ want to study the lesson now. PROMPT: Do you want to study the lesson now? {bk03-l4c-f5-03-q.mp3} +TEMPLATE: No, I ____ want to study the lesson now. RESPONSE: No, I don't want to study the lesson now. {bk03-l4c-f5-03-a.mp3} ACCEPT: don't | do not -TEMPLATE: Yes, the students want to repeat the ____. PROMPT: Do the students want to repeat the words? {bk03-l4c-f5-04-q.mp3} +TEMPLATE: Yes, the students want to repeat the ____. RESPONSE: Yes, the students want to repeat the words. {bk03-l4c-f5-04-a.mp3} ACCEPT: words -TEMPLATE: Yes, I want to ____ in the new plane. PROMPT: Do you want to fly in the new plane? {bk03-l4c-f5-05-q.mp3} +TEMPLATE: Yes, I want to ____ in the new plane. RESPONSE: Yes, I want to fly in the new plane. {bk03-l4c-f5-05-a.mp3} ACCEPT: fly -TEMPLATE: No, he doesn't want to ____ in China. PROMPT: Does your father want to work in China? {bk03-l4c-f5-06-q.mp3} +TEMPLATE: No, he doesn't want to ____ in China. RESPONSE: No, he doesn't want to work in China. {bk03-l4c-f5-06-a.mp3} ACCEPT: work -TEMPLATE: No, I don't want to be a ____. PROMPT: Do you want to be a civilian? {bk03-l4c-f5-07-q.mp3} +TEMPLATE: No, I don't want to be a ____. RESPONSE: No, I don't want to be a civilian. {bk03-l4c-f5-07-a.mp3} ACCEPT: civilian -TEMPLATE: No, I don't want to work until ____ o'clock. PROMPT: Do you want to work until 6 o'clock? {bk03-l4c-f5-08-q.mp3} +TEMPLATE: No, I don't want to work until ____ o'clock. RESPONSE: No, I don't want to work until 6 o'clock. {bk03-l4c-f5-08-a.mp3} ACCEPT: 6 | six -TEMPLATE: Yes, I want to ____ lunch. PROMPT: Do you want to eat lunch? {bk03-l4c-f5-09-q.mp3} +TEMPLATE: Yes, I want to ____ lunch. RESPONSE: Yes, I want to eat lunch. {bk03-l4c-f5-09-a.mp3} ACCEPT: eat -TEMPLATE: Yes, my father wants to ____ to Canada. PROMPT: Does your father want to go to Canada? {bk03-l4c-f5-10-q.mp3} +TEMPLATE: Yes, my father wants to ____ to Canada. RESPONSE: Yes, my father wants to go to Canada. {bk03-l4c-f5-10-a.mp3} ACCEPT: go -# Source: ST §Jeff Brady Wants to Be a Pilot. - -# Source: ST §Jeff Brady Wants to Be a Pilot. -$DIALOGUE Jeff Brady Wants to Be a Pilot +# Source: ST §I Want to Learn (recast: bare verb cues rebuilt as about-you questions; the original asked the learner to invent sentences from single words) +$PRODUCE What Do You Want to Do? ID: l4-s8 -INTRO: Here's a short story about Jeff Brady, a student with a plan — and a brother with the job he wants. Just listen and read along. -INSTRUCTION: Listen to the paragraph. +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: Now about you. Answer each question honestly, in a full sentence with "want to" or "don't want to". Nobody will check whether you really want to swim. +INSTRUCTION: Answer aloud in a full sentence. +RUBRIC: Accept any full-sentence answer about the learner using "want to" or "don't want to" (yes or no is the learner's choice); the "want to" form is the point — a bare "yes" or "no" fails. -VOCAB: to work | work -VOCAB: to fly | flies -LINE: Jeff Brady is a student. -LINE: His brother is a pilot in the Air Force. -LINE: He works at Randolph Air Force Base. -LINE: He flies big planes. -LINE: Jeff wants to be a pilot, too. -LINE: He wants to fly big airplanes, and he wants to work at Randolph Air Force Base. {st-page_104_001.jpg} +EXAMPLE +PROMPT: Do you want to study English every day? +RESPONSE: Yes, I want to study English every day. + +PROMPT: Do you want to eat right now? +RESPONSE: No, I don't want to eat right now. + +PROMPT: Do you want to drink some coffee? +RESPONSE: Yes, I want to drink some coffee. + +PROMPT: Do you want to watch television tonight? +RESPONSE: Yes, I want to watch television tonight. + +PROMPT: Do you want to read a new book? +RESPONSE: No, I don't want to read a new book. + +PROMPT: Do you want to swim this afternoon? +RESPONSE: No, I don't want to swim this afternoon. + +PROMPT: Do you want to write a letter today? +RESPONSE: Yes, I want to write a letter today. + +PROMPT: Do you want to learn another language? +RESPONSE: Yes, I want to learn another language. # Source: ST §Bill Pratt Wants to Drive a Car. - -# Source: ST §Bill Pratt Wants to Drive a Car. -$DIALOGUE Bill Pratt Wants to Drive a Car -ID: l4-s12 -INTRO: Another story — Bill Pratt, who walks everywhere and is not happy about it. Listen for all the things he doesn't want to do. -INSTRUCTION: Listen to the paragraph. +$DIALOGUE Bill Pratt Wants to Drive a Car {st-page_107_001.jpg|A young man with a backpack dreaming of a doctor standing near a hospital and a car} +ID: l4-s13 +INTRO: Bill walks everywhere and dreams big — hospital, car, the works. Just listen. +INSTRUCTION: Listen to the story. VOCAB: right now -VOCAB: to walk | walks -VOCAB: to drive | drive -LINE: Right now, Bill Pratt is a student, and he doesn't have a car. {st-page_107_001.jpg} -LINE: He walks to class every day. -LINE: He doesn't want to be a student; he wants to be a doctor and work at a hospital. -LINE: He doesn't want to walk, and he doesn't want to take the bus. -LINE: He wants to buy a car and drive it to the hospital every day. - -# Source: ST §Do You Want to Go Right Now? +Narrator: Right now, Bill Pratt is a student, and he doesn't have a car. +VOCAB: to walk +Narrator: He walks to class every day. +Narrator: He doesn't want to be a student; he wants to be a doctor and work at a hospital. +Narrator: He doesn't want to walk, and he doesn't want to take the bus. +VOCAB: to drive +Narrator: He wants to buy a car and drive it to the hospital every day. # Source: ST §Do You Want to Go Right Now? $DIALOGUE Do You Want to Go Right Now? -ID: l4-s13 -INTRO: A phone call: Ken is sick, and Bob is organizing a hospital visit. Listen and repeat each line. -INSTRUCTION: Listen and repeat the dialog. -REPEAT +ID: l4-s14 +INTRO: A quick phone call: Ken is sick, and Bob is organizing a hospital visit. Just listen. +INSTRUCTION: Listen to the phone call. Don: Hello? Bob: Hi! Don? Do you want to go to the hospital? Ken's sick. Don: OK. Right now? + +VOCAB: driver Bob: No, at 2:15. A taxi is coming. The driver is my friend. Don: All right. I'll go. Bob: Good. See you at 2:15! -# Source: new (gap: LLA 4B Figure 6 dictates the months, but they are never presented in the lesson) +$SESSION 4-4: Vowel Sounds, "Was" and "Were" -# Source: new (gap: LLA 4B Figure 6 dictates the months, but they are never presented in the lesson) -$DIALOGUE The Months of the Year -ID: 4b-f6-b -INTRO: Before the next dictation, meet the twelve months of the year. Listen and repeat each one — the spelling comes next, so look closely too. -INSTRUCTION: Listen and repeat each month. +# Source: ST §Pronunciation: Do +$DIALOGUE The Sound in "Do" +ID: l4-s10 +INTRO: In this part: two vowel sounds, and then the past of "is" and "are". First, the "oo" sound in "do". Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. REPEAT -LINE: January. -LINE: February. -LINE: March. -LINE: April. -LINE: May. -LINE: June. -LINE: July. -LINE: August. -LINE: September. -LINE: October. -LINE: November. -LINE: December. +LINE: do two too whose food +LINE: Tuesday fruit choose to noon you room who student -# Source: LLA 4B Figure 6 - -# Source: LLA 4B Figure 6 -$PRODUCE Dictation: The Months -ID: 4b-f6 -INPUT: type -CHECK: exact -INTRO: Now type each month you hear. February is waiting for you — spell carefully. -INSTRUCTION: Type the word you hear. - -PROMPT: January. {bk03-l4b-f6-01.mp3} -RESPONSE: January - -PROMPT: February. {bk03-l4b-f6-02.mp3} -RESPONSE: February - -PROMPT: March. {bk03-l4b-f6-03.mp3} -RESPONSE: March - -PROMPT: April. {bk03-l4b-f6-04.mp3} -RESPONSE: April - -PROMPT: May. {bk03-l4b-f6-05.mp3} -RESPONSE: May - -PROMPT: June. {bk03-l4b-f6-06.mp3} -RESPONSE: June - -PROMPT: July. {bk03-l4b-f6-07.mp3} -RESPONSE: July - -PROMPT: August. {bk03-l4b-f6-08.mp3} -RESPONSE: August - -PROMPT: September. {bk03-l4b-f6-09.mp3} -RESPONSE: September - -PROMPT: October. {bk03-l4b-f6-10.mp3} -RESPONSE: October - -PROMPT: November. {bk03-l4b-f6-11.mp3} -RESPONSE: November - -PROMPT: December. {bk03-l4b-f6-12.mp3} -RESPONSE: December - -$LESSON 4-4: The Sounds O and U - -# Source: LLA 4C Pre-Figure 1 - -# Source: LLA 4C Pre-Figure 1 -$DIALOGUE O and U Word Pairs -ID: 3-4c-pre1 -INTRO: A short part just for your ears: the O sound as in "toe" and the U sound as in "two". Soap and soup are different meals — listen to each pair and repeat. -INSTRUCTION: Listen and repeat each pair. +# Source: ST §Pronunciation: Go +$DIALOGUE The Sound in "Go" +ID: l4-s11 +INTRO: Now the "oh" sound in "go". Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. REPEAT -LINE: Toe. Two. {bk03-l4c-f1-01.mp3} +LINE: close open cold know locator radio old ago don't goes o'clock no those hello + +# Source: LLA 4C pre-Figure 1 +# DROPPED (ST): Pronunciation "New / No" pair list (§Pronunciation: New / No) — TTS twin of this recorded pair list; the cassette version is kept. +$DIALOGUE "Boat" and "Boot" — Listen and Repeat +ID: 4c-ls1 +INTRO: Now both sounds side by side — "boat" and "boot" are one vowel apart. Listen to each pair and repeat it. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: To. To. {bk03-l4c-f1-01.mp3} LINE: So. Sue. {bk03-l4c-f1-02.mp3} -LINE: No. New. {bk03-l4c-f1-03.mp3} +LINE: Know. New. {bk03-l4c-f1-03.mp3} LINE: Hoe. Who. {bk03-l4c-f1-04.mp3} LINE: Soap. Soup. {bk03-l4c-f1-05.mp3} LINE: Boat. Boot. {bk03-l4c-f1-06.mp3} @@ -959,15 +862,15 @@ LINE: Moan. Moon. {bk03-l4c-f1-09.mp3} LINE: Lobe. Lube. {bk03-l4c-f1-10.mp3} # Source: LLA 4C Figure 1 +$SELECT Same or Different? — "Boat" and "Boot" +ID: 4c-f1 +HIDE_PROMPT +INTRO: Listen to each pair of words. Do the two words sound the same, or different? Tap your answer. +INSTRUCTION: Tap Same or Different. +OPTION: s | Same +OPTION: d | Different -# Source: LLA 4C Figure 1 -$SELECT Same or Different? (O and U) -ID: 3-4c-f1 -INTRO: Listen to the two words. Are they exactly the same word, or two different ones? Tap Same or Different. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) - +EXAMPLE PROMPT: toe, two {bk03-l4c-f1-11.mp3} ANSWER: d @@ -998,16 +901,16 @@ ANSWER: d PROMPT: boot, boot {bk03-l4c-f1-20.mp3} ANSWER: s -# Source: LLA 4C Figure 2 - -# Source: LLA 4C Figure 2 -$SELECT O or U? -ID: 3-4c-f2 -INTRO: Now one word at a time. Does it have the O sound, as in "toe", or the U sound, as in "too"? Tap the sound you hear. +# Source: LLA 4C Figure 2 (option labels reworded from IPA symbols to example words) +$SELECT Which Sound Do You Hear? +ID: 4c-f2 +HIDE_PROMPT +INTRO: Listen to each word. Does it have the sound in "toe", or the sound in "too"? Tap the one you hear. INSTRUCTION: Tap the sound you hear. -OPTION: a | O sound (as in toe) -OPTION: b | U sound (as in too) +OPTION: a | the sound in "toe" +OPTION: b | the sound in "too" +EXAMPLE PROMPT: so {bk03-l4c-f2-01.mp3} ANSWER: a @@ -1038,484 +941,480 @@ ANSWER: b PROMPT: hoe {bk03-l4c-f2-10.mp3} ANSWER: a -# Source: ST §Speaking Skill: DO +# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "KNOW / NEW" (p. 106) — instructor-read discrimination without printed stimuli; the same skill is covered by the recorded activities above. -# Source: ST §Speaking Skill: DO -$DIALOGUE Words with the U Sound -ID: l4-s9 -INTRO: Here's a set of words that all share the U sound, as in "do". Repeat each one — same vowel every time, whatever the spelling does. -INSTRUCTION: Repeat the words. -REPEAT +# Source: ST grammar §Who Was in the Navy Last Year? (card-ified; "were" forms added from the lesson's own drills) +$GRAMMAR "Was" and "Were" +ID: l4-s17 +INTRO: "Is" has a past: "was". "Are" becomes "were". Here's how they work. -LINE: do -LINE: two -LINE: too -LINE: whose -LINE: food -LINE: Tuesday -LINE: fruit -LINE: choose -LINE: to -LINE: noon -LINE: you -LINE: room -LINE: who -LINE: student +CARD: For one person — **I**, **he**, **she** — the past of **is** and **am** is **was**. +{Anthony Lucas was in the Army.} +{I was in the lab yesterday.} -# Source: ST §Speaking Skill: GO +CARD: For **we**, **you**, and **they**, the past of **are** is **were**. +{The students were in the classroom this morning.} +{We were in the barracks.} -# Source: ST §Speaking Skill: GO -$DIALOGUE Words with the O Sound -ID: l4-s10 -INTRO: And now the O team, as in "go". Repeat each word — and yes, "o'clock" counts. -INSTRUCTION: Repeat the words. -REPEAT +CARD: To ask about the person, use **who**. +{Who was in the Army?} +{Anthony Lucas was in the Army.} -LINE: close -LINE: open -LINE: cold -LINE: know -LINE: locator -LINE: radio -LINE: old -LINE: ago -LINE: don't -LINE: goes -LINE: o'clock -LINE: no -LINE: those -LINE: hello - -# SKIPPED (ST): §Speaking Skill: NEW NO (O/U contrast pairs) — cross-source twin of the -# LLA 4C word-pair cassette pass (same role and modality, TTS-only); the contrast is -# already covered by the cassette pairs plus the two sound lists above. - -$LESSON 4-5: Was and Were - -# Source: ST §Who Was in the Navy Last Year? + new (gap: was/were forms drilled in 4C but never explained) - -# Source: ST §Who Was in the Navy Last Year? + new (gap: was/were forms drilled in 4C but never explained) -$GRAMMAR Was and Were -ID: 3-4c-f3-g -INTRO: In this part you'll learn to talk about the past — where people were yesterday, last year, ten years ago. Two little words do all the work: was and were. - -Yesterday, last month, 5 years ago — for the past, **is** becomes {was} and **are** becomes {were}: - -* I / he / she / it → {was} -* you / we / they → {were} - -{Henry was in the Army 5 years ago.} -{They were in the library yesterday afternoon.} - -To ask **who**, put the question word first: - -| | | | | -|---|---|---|---| -| | | was | in the Army. | -| | **Was** | | **in the Army?** | -| **Who** | **was** | | **in the Army?** | -| | **Anthony Lucas** | | | - -{Who was in the Navy last year?} — {My brother was in the Navy last year.} - -# Source: LLA 4C Figure 3 +SUMMARY: +| Subject | Past of "be" | +|---|---| +| I / he / she (one person) | was | +| we / you / they | were | # Source: LLA 4C Figure 3 $PRODUCE Who Was There? -ID: 3-4c-f3 +ID: 4c-f3 +INTRO: Listen to each question and look at the cue. Answer aloud with a complete sentence using "was" or "were", then repeat the model answer. +INSTRUCTION: Answer aloud using the cue word. INPUT: speak CHECK: reveal -INTRO: Listen to each "who" question and answer it aloud using the person on the screen. Watch the verb — one person takes "was", more than one takes "were". Then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT -TEMPLATE: my wife PROMPT: Who was at the commissary yesterday? {bk03-l4c-f3-01-q.mp3} +TEMPLATE: (my wife) RESPONSE: My wife was at the commissary yesterday. {bk03-l4c-f3-01-a.mp3} -TEMPLATE: my friend PROMPT: Who was at the BX yesterday? {bk03-l4c-f3-02-q.mp3} +TEMPLATE: (my friend) RESPONSE: My friend was at the BX yesterday. {bk03-l4c-f3-02-a.mp3} -TEMPLATE: we PROMPT: Who was in the barracks this morning? {bk03-l4c-f3-03-q.mp3} +TEMPLATE: (we) RESPONSE: We were in the barracks this morning. {bk03-l4c-f3-03-a.mp3} -TEMPLATE: my brother PROMPT: Who was in the Navy in January? {bk03-l4c-f3-04-q.mp3} +TEMPLATE: (my brother) RESPONSE: My brother was in the Navy in January. {bk03-l4c-f3-04-a.mp3} -TEMPLATE: George PROMPT: Who was in the Army a year ago? {bk03-l4c-f3-05-q.mp3} +TEMPLATE: (George) RESPONSE: George was in the Army a year ago. {bk03-l4c-f3-05-a.mp3} -TEMPLATE: the students PROMPT: Who was in the classroom this morning? {bk03-l4c-f3-06-q.mp3} +TEMPLATE: (the students) RESPONSE: The students were in the classroom this morning. {bk03-l4c-f3-06-a.mp3} -TEMPLATE: that man PROMPT: Who was in the Air Force 10 years ago? {bk03-l4c-f3-07-q.mp3} +TEMPLATE: (that man) RESPONSE: That man was in the Air Force 10 years ago. {bk03-l4c-f3-07-a.mp3} -TEMPLATE: those men PROMPT: Who was in the mess hall? {bk03-l4c-f3-08-q.mp3} +TEMPLATE: (those men) RESPONSE: Those men were in the mess hall. {bk03-l4c-f3-08-a.mp3} -TEMPLATE: our teachers PROMPT: Who was in the lab? {bk03-l4c-f3-09-q.mp3} +TEMPLATE: (our teachers) RESPONSE: Our teachers were in the lab. {bk03-l4c-f3-09-a.mp3} -TEMPLATE: John PROMPT: Who was in the car? {bk03-l4c-f3-10-q.mp3} +TEMPLATE: (John) RESPONSE: John was in the car. {bk03-l4c-f3-10-a.mp3} -# Source: ST §Who Was in the Military Last Year? - -# Source: ST §Who Was in the Military Last Year? -$PRODUCE Who Was ... ? Ask and Answer -ID: l4-s17 -INPUT: speak -CHECK: llm -INTRO: Now both halves are yours. Read each "who" question aloud, then answer it with any person that makes sense — a brother, the students, yourself. Nobody will check your alibi, but the verb has to be right. -INSTRUCTION: Ask the question aloud, then answer it. -RUBRIC: The learner reads the question and answers it. Any plausible subject is fine, but past BE is the point — the answer must use was/were correctly for the chosen subject; wrong tense or wrong agreement fails. +# Source: LLA 4C Figure 4 +$SELECT "Was" or "Were"? +ID: 4c-f4 +INTRO: Listen to each incomplete sentence and tap the verb form that completes it. Then repeat the full sentence. +INSTRUCTION: Tap the correct verb form, then repeat the sentence. +REPEAT EXAMPLE -TEMPLATE: Who was in his room last night at 9:00 p.m.? -RESPONSE: Who was in his room last night at 9:00 p.m.? Mark and Tom were in their room last night at 9:00 p.m. - -TEMPLATE: Who was in the military last year? -RESPONSE: Who was in the military last year? My brother was in the military last year. - -TEMPLATE: Who was in the lab this morning? -RESPONSE: Who was in the lab this morning? The students were in the lab. - -TEMPLATE: Who was late to class this morning? -RESPONSE: Who was late to class this morning? Ben was late to class. - -TEMPLATE: Who was at the library last night? -RESPONSE: Who was at the library last night? We were at the library. - -TEMPLATE: Who was your teacher last week? -RESPONSE: Who was your teacher last week? Mr. Fleet was my teacher. - -TEMPLATE: Who was in the United States five years ago? -RESPONSE: Who was in the United States five years ago? I was in the United States. - -TEMPLATE: Who was a student three years ago? -RESPONSE: Who was a student three years ago? She was a student. - -TEMPLATE: Who was at the mess hall yesterday evening? -RESPONSE: Who was at the mess hall yesterday evening? They were at the mess hall. - -TEMPLATE: Who wasn't in class yesterday? -RESPONSE: Who wasn't in class yesterday? Don wasn't in class. - -TEMPLATE: Who was in the Army ten years ago? -RESPONSE: Who was in the Army ten years ago? He was in the Army ten years ago. - -# Source: LLA 4C Figure 4 - -# Source: LLA 4C Figure 4 -$SELECT Is, Was, or Were? -ID: 3-4c-f4 -INTRO: Present or past, one or many? Listen to the incomplete sentence, tap the word that fits, then repeat the whole sentence. The time words — "yesterday", "5 years ago" — are your clues. -INSTRUCTION: Tap the correct word. -REPEAT - -PROMPT: Henry ... in the Army 5 years ago. {bk03-l4c-f4-01-q.mp3} -OPTION: a | is -OPTION: b | was {bk03-l4c-f4-01-a.mp3} -OPTION: c | were -ANSWER: b - -PROMPT: They ... in the library yesterday afternoon. {bk03-l4c-f4-02-q.mp3} +PROMPT: Henry ____ in the Army 5 years ago. {bk03-l4c-f4-01-q.mp3} OPTION: a | is OPTION: b | was -OPTION: c | were {bk03-l4c-f4-02-a.mp3} -ANSWER: c - -PROMPT: You ... in the BX last night. {bk03-l4c-f4-03-q.mp3} -OPTION: a | is -OPTION: b | was -OPTION: c | were {bk03-l4c-f4-03-a.mp3} -ANSWER: c - -PROMPT: I ... in the lab yesterday morning. {bk03-l4c-f4-04-q.mp3} -OPTION: a | is -OPTION: b | was {bk03-l4c-f4-04-a.mp3} OPTION: c | were ANSWER: b +FEEDBACK: Henry was in the Army 5 years ago. {bk03-l4c-f4-01-a.mp3} -PROMPT: She ... at the commissary 2 days ago. {bk03-l4c-f4-05-q.mp3} -OPTION: a | is -OPTION: b | was {bk03-l4c-f4-05-a.mp3} -OPTION: c | were -ANSWER: b - -PROMPT: They ... in the classroom at 7:30. {bk03-l4c-f4-06-q.mp3} +PROMPT: They ____ in the library yesterday afternoon. {bk03-l4c-f4-02-q.mp3} OPTION: a | is OPTION: b | was -OPTION: c | were {bk03-l4c-f4-06-a.mp3} +OPTION: c | were ANSWER: c +FEEDBACK: They were in the library yesterday afternoon. {bk03-l4c-f4-02-a.mp3} -PROMPT: His friend ... in my classroom yesterday. {bk03-l4c-f4-07-q.mp3} +PROMPT: You ____ in the BX last night. {bk03-l4c-f4-03-q.mp3} +OPTION: a | is +OPTION: b | was +OPTION: c | were +ANSWER: c +FEEDBACK: You were in the BX last night. {bk03-l4c-f4-03-a.mp3} + +PROMPT: I ____ in the lab yesterday morning. {bk03-l4c-f4-04-q.mp3} +OPTION: a | is +OPTION: b | was +OPTION: c | were +ANSWER: b +FEEDBACK: I was in the lab yesterday morning. {bk03-l4c-f4-04-a.mp3} + +PROMPT: She ____ at the commissary 2 days ago. {bk03-l4c-f4-05-q.mp3} +OPTION: a | is +OPTION: b | was +OPTION: c | were +ANSWER: b +FEEDBACK: She was at the commissary 2 days ago. {bk03-l4c-f4-05-a.mp3} + +PROMPT: They ____ in the classroom at 7:30. {bk03-l4c-f4-06-q.mp3} +OPTION: a | is +OPTION: b | was +OPTION: c | were +ANSWER: c +FEEDBACK: They were in the classroom at 7:30. {bk03-l4c-f4-06-a.mp3} + +PROMPT: His friend ____ in my classroom yesterday. {bk03-l4c-f4-07-q.mp3} OPTION: a | are -OPTION: b | was {bk03-l4c-f4-07-a.mp3} +OPTION: b | was OPTION: c | were ANSWER: b +FEEDBACK: His friend was in my classroom yesterday. {bk03-l4c-f4-07-a.mp3} -PROMPT: She ... in the Navy. {bk03-l4c-f4-08-q.mp3} +PROMPT: She ____ in the Navy. {bk03-l4c-f4-08-q.mp3} OPTION: a | are -OPTION: b | was {bk03-l4c-f4-08-a.mp3} +OPTION: b | was OPTION: c | were ANSWER: b +FEEDBACK: She was in the Navy. {bk03-l4c-f4-08-a.mp3} -# Source: ST §What Was on the Chalkboard Yesterday? +$SESSION 4-5: Questions About the Past -# Source: ST §What Was on the Chalkboard Yesterday? -$GRAMMAR What Was on the Table? -ID: l4-s19 -INTRO: The same trick works with "what". Here's the pattern. +# Source: ST §Who Was in the Military? +$PRODUCE Who Was in the Military? +ID: l4-s18 +INPUT: speak +CHECK: llm +SHOW_PROMPT +INTRO: In this part you'll ask and answer past questions with "who", "what", "where", and "when". Start with "who" — and feel free to invent people. Any name will do; they won't mind. +INSTRUCTION: Answer aloud with a full past-tense sentence. +RUBRIC: Accept any past-tense answer naming a person or people (invented names are fine); correct "was" / "were" / "wasn't" for the subject is the point. -| | | | | -|---|---|---|---| -| | The dictionary | was | on the table. | -| Was | the dictionary | | on the table? | -| What | was | | on the table? | +EXAMPLE +PROMPT: Who was in his room last night at 9:00 p.m.? +RESPONSE: Mark and Tom were in their room last night at 9:00 p.m. -{What was on the table?} — {The dictionary was on the table.} +PROMPT: Who was in the military last year? +RESPONSE: Sgt Travis was in the military last year. -# Source: ST §What Was on the Table? +PROMPT: Who was in the lab this morning? +RESPONSE: John was in the lab this morning. -# Source: ST §What Was on the Table? -$DIALOGUE What Was on the Table? — Practice +PROMPT: Who was late to class this morning? +RESPONSE: Bill was late to class this morning. + +PROMPT: Who was at the library last night? +RESPONSE: Mary and Jane were at the library last night. + +PROMPT: Who was your teacher last week? +RESPONSE: Mr. Fleet was my teacher last week. + +PROMPT: Who was in the United States five years ago? +RESPONSE: My brother was in the United States five years ago. + +PROMPT: Who was a student three years ago? +RESPONSE: I was a student three years ago. + +PROMPT: Who was at the mess hall yesterday evening? +RESPONSE: Jack and Tim were at the mess hall yesterday evening. + +PROMPT: Who wasn't in class yesterday? +RESPONSE: Bob wasn't in class yesterday. + +PROMPT: Who was in the Army ten years ago? +RESPONSE: My father was in the Army ten years ago. + +# Source: ST grammar §What Was on the Chalkboard Yesterday? (card-ified) +$GRAMMAR Asking with "What" ID: l4-s20 -INTRO: Listen to these "what" questions and their answers, and repeat them. Some answers are full sentences, some are just the thing itself — both are fine. -INSTRUCTION: Repeat the sentences. +INTRO: To ask about a thing instead of a person, swap "who" for "what". + +CARD: Use **what** with **was** to ask about a thing. +{What was on the table?} +{The dictionary was on the table.} + +SUMMARY: +| | | +|---|---| +| Statement | The dictionary was on the table. | +| Yes/no question | Was the dictionary on the table? | +| "What" question | What was on the table? | + +# Source: ST §What Was on the Table? +$DIALOGUE What Was on the Table? +ID: l4-s21 +INTRO: Hear the "what" questions in action. Listen and repeat each question and answer. +INSTRUCTION: Listen and repeat. REPEAT -LINE: What was on the table yesterday? The dictionary was on the table yesterday. -LINE: What was in the box this morning? An orange. -LINE: What was in the room? A clock. -LINE: What was on the bulletin board? The schedule. -LINE: What was on the chair? A book was on the chair. +LINE: What was on the table yesterday?\n— The dictionary was on the table yesterday. +LINE: What was in the box this morning?\n— An orange. +LINE: What was in the room?\n— A clock. +LINE: What was on the bulletin board?\n— The schedule. +LINE: What was on the chair?\n— A book was on the chair. -# Source: ST §Where Were You Last Night? - -# Source: ST §Where Were You Last Night? -$GRAMMAR Where Were You Last Night? -ID: l4-s22 -INTRO: Next question word: "where". Same past forms, new question. - -| | | | | | | -|---|---|---|---|---|---| -| | | John | **was** | | **last night.** | -| | | They | **were** | **at the library** | | -| | **Was** | **John** | | **at the snack bar** | | -| | **Were** | **they** | | | **last night?** | -| **Where** | **was** | **John** | | | | -| | **were** | **they** | | | | - -{Where was John last night?} — {Where were they last night?} - -# Source: ST §Where Was Her Brother Last Year? - -# Source: ST §Where Was Her Brother Last Year? -$DIALOGUE Where Was Her Brother Last Year? +# Source: ST grammar §Where Were You Last Night? (card-ified) +$GRAMMAR Asking with "Where" ID: l4-s23 -INTRO: Repeat these "where" questions and answers. Everyone in them has been somewhere more interesting than the lab. -INSTRUCTION: Repeat these sentences. +INTRO: Next: asking where people were. + +CARD: Use **where** with **was** for one person. +{Where was John last night?} +{He was at the library.} + +CARD: Use **where** with **were** for more than one. +{Where were they last night?} +{They were at the snack bar.} + +SUMMARY: +| | | +|---|---| +| Statement | John was at the library last night. | +| Yes/no question | Was John at the library last night? | +| "Where" question | Where was John last night? | +| "Where" question (plural) | Where were they last night? | + +# Source: ST §Where Were You? +$DIALOGUE Where Were You? +ID: l4-s24 +INTRO: Listen and repeat these "where" questions and answers. +INSTRUCTION: Listen and repeat. REPEAT -LINE: Where was her brother last year? He was in Saudi Arabia. -LINE: Where was your class last week? It was in room 17. -LINE: Where were your two friends yesterday? They were at the dispensary. -LINE: Where were Mr. and Mrs. Reed last month? They were in London. -LINE: Where were you two years ago? I was in England. - -# Source: LLA 4C Figure 6 +LINE: Where was her brother last year?\n— He was in Saudi Arabia. +LINE: Where was your class last week?\n— It was in room 17. +LINE: Where were your two friends yesterday?\n— They were at the dispensary. +LINE: Where were Mr. and Mrs. Reed last month?\n— They were in London. +LINE: Where were you two years ago?\n— I was in England. # Source: LLA 4C Figure 6 $PRODUCE Where Were They? -ID: 3-4c-f6 +ID: 4c-f6 +INTRO: Now you answer. Listen to the question and look at the location cue. Answer aloud with a complete sentence, then repeat the model answer. +INSTRUCTION: Answer aloud using the location cue. INPUT: speak CHECK: reveal -INTRO: Now answer "where" questions yourself. Listen to the question, answer aloud using the place on the screen, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT EXAMPLE -TEMPLATE: on the table -PROMPT: Where was the pen? {bk03-l4c-f6-ex-q.mp3} -RESPONSE: The pen was on the table. {bk03-l4c-f6-ex-a.mp3} +PROMPT: Where was the pen? {bk03-l4c-f6-00-q.mp3} +TEMPLATE: (on the table) +RESPONSE: The pen was on the table. {bk03-l4c-f6-00-a.mp3} -TEMPLATE: in the classroom PROMPT: Where was the book? {bk03-l4c-f6-01-q.mp3} +TEMPLATE: (in the classroom) RESPONSE: The book was in the classroom. {bk03-l4c-f6-01-a.mp3} -TEMPLATE: in the lab PROMPT: Where was the teacher? {bk03-l4c-f6-02-q.mp3} +TEMPLATE: (in the lab) RESPONSE: The teacher was in the lab. {bk03-l4c-f6-02-a.mp3} -TEMPLATE: in the mess hall PROMPT: Where were the students this morning? {bk03-l4c-f6-03-q.mp3} +TEMPLATE: (in the mess hall) RESPONSE: The students were in the mess hall this morning. {bk03-l4c-f6-03-a.mp3} -TEMPLATE: in my bed PROMPT: Where were you at midnight? {bk03-l4c-f6-04-q.mp3} +TEMPLATE: (in my bed) RESPONSE: I was in my bed at midnight. {bk03-l4c-f6-04-a.mp3} -TEMPLATE: in Zaire PROMPT: Where were your mother and father last year? {bk03-l4c-f6-05-q.mp3} +TEMPLATE: (in Zaire) RESPONSE: My mother and father were in Zaire last year. {bk03-l4c-f6-05-a.mp3} -TEMPLATE: in Spain PROMPT: Where were you a year ago? {bk03-l4c-f6-06-q.mp3} +TEMPLATE: (in Spain) RESPONSE: I was in Spain a year ago. {bk03-l4c-f6-06-a.mp3} -TEMPLATE: at the hospital PROMPT: Where was your friend yesterday? {bk03-l4c-f6-07-q.mp3} +TEMPLATE: (at the hospital) RESPONSE: My friend was at the hospital yesterday. {bk03-l4c-f6-07-a.mp3} -TEMPLATE: in the lab PROMPT: Where was the test this morning? {bk03-l4c-f6-08-q.mp3} +TEMPLATE: (in the lab) RESPONSE: The test was in the lab this morning. {bk03-l4c-f6-08-a.mp3} -# Source: ST §Where Were You 2 Years Ago? - -# Source: ST §Where Were You 2 Years Ago? -$PRODUCE Where Was ... ? Ask and Answer -ID: l4-s24 +# Source: ST §Where Were You 2 Years Ago? (fragment cues moved from PROMPT to TEMPLATE — TTS would mangle them) +$PRODUCE Ask and Answer: "Where" +ID: l4-s25 INPUT: speak CHECK: llm -INTRO: Now ask and answer "where" questions from the cues — a person and a time. Ask about that person, then answer with any country you like. Feel free to send your relatives around the world. -INSTRUCTION: Ask and answer the question aloud. -RUBRIC: The learner must form a past-tense "Where" question from the cued person and time, and give an answer naming any place. Was/were must agree with the subject in both question and answer; the place chosen is free. +INTRO: Now build both halves yourself: ask where the person was, then answer. Invent places freely — your sister can have been anywhere. +INSTRUCTION: Ask the question aloud, then answer it. +RUBRIC: Accept any grammatically correct "Where was/were …?" question using the given person and time, plus a past-tense answer naming any place or country; "was/were" agreement is the point. EXAMPLE -TEMPLATE: my brother / 1975 -RESPONSE: Where was your brother in 1975? My brother was in Venezuela in 1975. +TEMPLATE: my brother / Venezuela / 1975 +RESPONSE: Where was your brother in 1975?\n— My brother was in Venezuela in 1975. TEMPLATE: my father / March 1980 -RESPONSE: Where was your father in March 1980? He was in Spain in March 1980. +RESPONSE: Where was your father in March 1980?\n— My father was in Canada in March 1980. TEMPLATE: my sister / five years ago -RESPONSE: Where was your sister five years ago? She was in Canada five years ago. +RESPONSE: Where was your sister five years ago?\n— My sister was in Spain five years ago. TEMPLATE: my wife or my husband / last month -RESPONSE: Where was your wife last month? She was in England last month. +RESPONSE: Where was your wife last month?\n— My wife was in England last month. TEMPLATE: my son / last year -RESPONSE: Where was your son last year? He was in Japan last year. +RESPONSE: Where was your son last year?\n— My son was in Germany last year. TEMPLATE: I / five years ago -RESPONSE: Where were you five years ago? I was in the United States five years ago. +RESPONSE: Where were you five years ago?\n— I was in Japan five years ago. -# Source: ST §When Was John at the Library? - -# Source: ST §When Was John at the Library? -$GRAMMAR When Was John at the Library? -ID: l4-s25 -INTRO: Last question word for today: "when". Same machinery, pointed at time. - -| | | | | -|---|---|---|---| -| John | was | at the library | last night. | -| They | were | at the snack bar | | -| Was | John | | last night? | -| Were | they | | | -| When | was | John | at the library? | -| When | were | they | at the snack bar? | - -{When was John at the library?} — {When were they at the snack bar?} - -# Source: ST §When Were You in Spain? - -# Source: ST §When Were You in Spain? -$DIALOGUE When Were You in Spain? +# Source: ST grammar §When Were You in Spain? (card-ified) +$GRAMMAR Asking with "When" ID: l4-s26 -INTRO: Repeat these "when" questions and answers. Notice the time expressions — in 1988, two weeks ago, yesterday. -INSTRUCTION: Repeat these sentences. +INTRO: One question word left: "when", for asking about time. + +CARD: Use **when** with **was** or **were** to ask about time. +{When was John at the library?} +{When were they at the snack bar?} + +SUMMARY: +| | | +|---|---| +| Statement | John was at the library last night. | +| Yes/no question | Was John at the library last night? | +| "When" question | When was John at the library? | +| "When" question (plural) | When were they at the snack bar? | + +# Source: ST §When Was He Late? +$DIALOGUE When Was He Late? +ID: l4-s27 +INTRO: Listen and repeat these "when" questions and answers. +INSTRUCTION: Listen and repeat. REPEAT -LINE: When were you in Spain? I was in Spain in 1988. -LINE: When was your mother in the hospital? She was in the hospital two weeks ago. -LINE: When was he late? He was late yesterday. -LINE: When were they in Canada? They were in Canada six years ago. -LINE: When was your son in school? He was in school three months ago. +LINE: When were you in Spain?\n— I was in Spain in 1988. +LINE: When was your mother in the hospital?\n— She was in the hospital two weeks ago. +LINE: When was he late?\n— He was late yesterday. +LINE: When were they in Canada?\n— They were in Canada six years ago. +LINE: When was your son in school?\n— He was in school three months ago. -# Source: ST §When? - -# Source: ST §When? -$PRODUCE When ... ? Ask and Answer -ID: l4-s27 +# Source: ST §When? (single-word cues moved from PROMPT to TEMPLATE; reference added to the model dialogue above) +$PRODUCE Ask and Answer: "When" +ID: l4-s28 +REFERENCE INPUT: speak CHECK: llm -INTRO: To finish the past tense, build "when" questions from a single adjective or word — "late", "sick", "angry" — then invent a time for the answer. Ask about anyone; they were all late at some point. -INSTRUCTION: Ask and answer the question aloud. -RUBRIC: Accept any correctly formed "When" question using the cued word with past BE, plus an answer giving a time expression. Was/were agreement is the point; the subject and time chosen are free. +INTRO: Same game with "when": ask a question with the cue word, then answer with any time — yesterday, last week, two days ago. The previous questions are there if you need a model. +INSTRUCTION: Ask a "when" question with the cue, then answer it. +RUBRIC: Accept any grammatically correct "When was/were …?" question using the cue word, plus a past-tense answer with any time expression; any subject is fine. EXAMPLE TEMPLATE: early -RESPONSE: When were you early? I was early yesterday morning. +RESPONSE: When were you early?\n— I was early yesterday morning. TEMPLATE: there -RESPONSE: When were they there? They were there last night. +RESPONSE: When were you there?\n— I was there last night. TEMPLATE: late -RESPONSE: When was he late? He was late this morning. +RESPONSE: When was he late?\n— He was late yesterday afternoon. TEMPLATE: angry -RESPONSE: When was she angry? She was angry yesterday. +RESPONSE: When were they angry?\n— They were angry this morning. TEMPLATE: sad -RESPONSE: When were you sad? I was sad last week. +RESPONSE: When was she sad?\n— She was sad last week. TEMPLATE: sick -RESPONSE: When was John sick? He was sick last month. +RESPONSE: When were you sick?\n— I was sick two days ago. TEMPLATE: tired -RESPONSE: When were they tired? They were tired yesterday evening. +RESPONSE: When was he tired?\n— He was tired last night. -$LESSON 4-6: Conversations and Questions +# Source: LLA 4D Listening and Speaking Activity +$DIALOGUE Question Words — Listen and Repeat +ID: 4d-ls1 +INTRO: All four question words together now — "who", "what", "when", and "where". Listen and repeat each question and its answer. +INSTRUCTION: Listen and repeat. +REPEAT -# Source: LLA 4D Figure 1 (Part 1) +LINE: What does he do?\n— He's a pilot. {bk03-l4d-f3-13.mp3} +LINE: When was Mr. Smith in the army?\n— He was in the army 10 years ago. {bk03-l4d-f3-14.mp3} +LINE: Where are you from?\n— I'm from Germany. {bk03-l4d-f3-15.mp3} +LINE: Who's your teacher?\n— Mrs. Taylor is my teacher. {bk03-l4d-f3-16.mp3} +LINE: What's his name?\n— His name is Bob. {bk03-l4d-f3-17.mp3} +LINE: When were they in the library?\n— They were in the library at 10:30. {bk03-l4d-f3-18.mp3} +LINE: Where were you yesterday afternoon?\n— I was at my friend's house. {bk03-l4d-f3-19.mp3} +LINE: Who was that man in your classroom?\n— That was Bob's teacher. {bk03-l4d-f3-20.mp3} -# Source: LLA 4D Figure 1 (Part 1) -$DIALOGUE Where Are You From? -ID: 3-4d-f1 -INTRO: In this part you'll put the week's language into real conversations. First, meet Ali from Saudi Arabia and Marco from Mexico, two students getting acquainted. Just listen. +# Source: LLA 4D Figure 4 +$PRODUCE Ask and Answer Questions +ID: 4d-f4 +INPUT: speak +CHECK: reveal +REPEAT +INTRO: Look at the cue and the answer in parentheses. Ask a question using "who", "what", "when", or "where", then listen and repeat the model. +INSTRUCTION: Ask the question aloud, then repeat the model. + +TEMPLATE: he / study — (in the morning) +RESPONSE: When does he study?\n— He studies in the morning. {bk03-l4d-f4-01.mp3} + +TEMPLATE: drive / big car — (the doctor) +RESPONSE: Who drives a big car?\n— The doctor drives a big car. {bk03-l4d-f4-02.mp3} + +TEMPLATE: she / eat lunch — (11:00) +RESPONSE: When does she eat lunch?\n— She eats lunch at 11 o'clock. {bk03-l4d-f4-03.mp3} + +TEMPLATE: they / want — (a new car) +RESPONSE: What do they want?\n— They want a new car. {bk03-l4d-f4-04.mp3} + +TEMPLATE: study / in the barracks — (the young man) +RESPONSE: Who studies in the barracks?\n— The young man studies in the barracks. {bk03-l4d-f4-05.mp3} + +TEMPLATE: my book — (on the table) +RESPONSE: Where is my book?\n— It's on the table. {bk03-l4d-f4-06.mp3} + +TEMPLATE: eat / in the mess hall — (a short girl) +RESPONSE: Who eats in the mess hall?\n— A short girl eats in the mess hall. {bk03-l4d-f4-07.mp3} + +TEMPLATE: we / see — (a big plane) +RESPONSE: What do we see?\n— We see a big plane. {bk03-l4d-f4-08.mp3} + +TEMPLATE: John / swim — (in the evening) +RESPONSE: When does John swim?\n— John swims in the evening. {bk03-l4d-f4-09.mp3} + +TEMPLATE: you / buy food — (at the commissary) +RESPONSE: Where do you buy food?\n— I buy food at the commissary. {bk03-l4d-f4-10.mp3} + +$SESSION 4-6: Meeting People + +# Source: LLA 4D Figure 1 +$DIALOGUE Meeting at DLI +ID: 4d-f1 +INTRO: In this part you'll practice meeting people and asking what they do. First, listen to Ali and Marco, two students meeting at the Defense Language Institute. INSTRUCTION: Listen to the dialogue. Ali: Hello. How are you? {bk03-l4d-f1-01.mp3} -Marco: Fine. Thank you. And you? {bk03-l4d-f1-02.mp3} +Marco: Fine, thank you. And you? {bk03-l4d-f1-02.mp3} Ali: Fine. Are you a student at DLI? {bk03-l4d-f1-03.mp3} Marco: Yes, I am. I'm studying English. {bk03-l4d-f1-04.mp3} -Ali: I'm a student too. I'm from Saudi Arabia. Where are you from? {bk03-l4d-f1-05.mp3} +Ali: I'm a student, too. I'm from Saudi Arabia. Where are you from? {bk03-l4d-f1-05.mp3} Marco: I'm from Mexico. {bk03-l4d-f1-06.mp3} -# Source: LLA 4D Figure 1 (Part 2) - -# Source: LLA 4D Figure 1 (Part 2) -$DIALOGUE Speak for Marco -ID: 3-4d-f1-b -REFERENCE: 3-4d-f1 +# Source: LLA 4D Figure 1 role-play +$DIALOGUE Role-Play: You Are Marco +ID: 4d-f1-role-marco +REFERENCE: 4d-f1 PLAY_ROLE: Marco -INTRO: Now you're Marco. When Ali speaks, read Marco's line aloud from the screen — then listen to the correct pronunciation. -INSTRUCTION: Read Marco's line aloud. +INTRO: Now practice the conversation. You are Marco — say Marco's lines when prompted. +INSTRUCTION: You are Marco — speak your lines in the pauses. -$DIALOGUE Speak for Ali -ID: 3-4d-f2 -REFERENCE: 3-4d-f1 +# Source: LLA 4D Figure 2 role-play +$DIALOGUE Role-Play: You Are Ali +ID: 4d-f2-role-ali +REFERENCE: 4d-f1 PLAY_ROLE: Ali -INTRO: Now switch roles — you're Ali, and you begin. Read your line aloud first, then listen to Marco's reply. -INSTRUCTION: Read Ali's line aloud. +INTRO: Now change roles. You are Ali — start the conversation and say Ali's lines. +INSTRUCTION: You are Ali — speak your lines in the pauses. +# Source: ST §Do You Work Here? $DIALOGUE Do You Work Here? -ID: l4-s14 -INTRO: Seven quick conversations — people meeting at work, on base, and everywhere in between. Listen and repeat each line. -INSTRUCTION: Listen and repeat the dialogs. +ID: l4-s15 +INTRO: Seven quick meetings — students, pilots, and people who all seem to work at the BX. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Jim: Hello. Do you work here? @@ -1541,8 +1440,9 @@ Sally: Are you a student? Bob: Yes, I am. Sally: I'm a student, too. I want to be a teacher. Bob: Oh! Me, too. +NOTES: Me, too = I do too. -Tony: I speak three languages--Spanish, English, and Chinese. +Tony: I speak three languages — Spanish, English, and Chinese. Beth: Good! I speak Chinese too. Let's speak Chinese. Frank: Where are you from? @@ -1552,14 +1452,11 @@ Mary: Where were you? Frank: In London. Mary: I'm from London. -# Source: ST §What Do You Do? - # Source: ST §What Do You Do? $DIALOGUE What Do You Do? -ID: l4-s15 -INTRO: One more introduction: Beth and Jeff, who turn out to have the same plan. Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. -REPEAT +ID: l4-s16 +INTRO: One more meeting: Beth and Jeff — who, it turns out, also wants to be a doctor. Just listen. +INSTRUCTION: Listen to the dialogue. Beth: Hello. I'm Beth. Jeff: Hi! I'm Jeff. Glad to meet you. @@ -1568,341 +1465,315 @@ Jeff: I'm a student. And you? Beth: I work at the hospital. Jeff: Oh? I want to work at a hospital, too. I want to be a doctor. -# Source: LLA 4D Listening/Speaking Activity - -# Source: LLA 4D Listening/Speaking Activity -$DIALOGUE Questions and Answers -ID: 3-4d-ls1 -INTRO: Now the question words — what, where, who, and when — working together in short exchanges. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: What does he do? {bk03-l4d-f3-13.mp3} -LINE: He's a pilot. {bk03-l4d-f3-14.mp3} -LINE: When was Mr. Smith in the army? {bk03-l4d-f3-15.mp3} -LINE: He was in the army 10 years ago. {bk03-l4d-f3-16.mp3} -LINE: Where are you from? {bk03-l4d-f3-17.mp3} -LINE: I'm from Germany. {bk03-l4d-f3-18.mp3} -LINE: Who's your teacher? {bk03-l4d-f3-19.mp3} -LINE: Mrs. Taylor is my teacher. {bk03-l4d-f3-20.mp3} -LINE: What's his name? {bk03-l4d-f3-21.mp3} -LINE: His name is Bob. {bk03-l4d-f3-22.mp3} -LINE: When were they in the library? {bk03-l4d-f3-23.mp3} -LINE: They were in the library at 10:30. {bk03-l4d-f3-24.mp3} -LINE: Where were you yesterday afternoon? {bk03-l4d-f3-25.mp3} -LINE: I was at my friend's house. {bk03-l4d-f3-26.mp3} -LINE: Who was that man in your classroom? {bk03-l4d-f3-27.mp3} -LINE: That was Bob's teacher. {bk03-l4d-f3-28.mp3} - -# Source: LLA 4D Figure 4 - -# Source: LLA 4D Figure 4 -$PRODUCE Ask a Question -ID: 3-4d-f4 -INPUT: speak -CHECK: reveal -INTRO: Your turn to interrogate. Look at the cues — the part in parentheses is the answer. Ask the question that gets that answer, using who, what, when, or where. Then listen to the correct question and answer, and repeat them. -INSTRUCTION: Ask a question. -REPEAT - -TEMPLATE: he / study -- (in the morning) -PROMPT: The answer is "in the morning." {bk03-l4d-f4-01-q.mp3} -RESPONSE: When does he study? He studies in the morning. {bk03-l4d-f4-01-a.mp3} - -TEMPLATE: drive / big car -- (the doctor) -PROMPT: The doctor. Ask a question. {bk03-l4d-f4-02-q.mp3} -RESPONSE: Who drives a big car? The doctor drives a big car. {bk03-l4d-f4-02-a.mp3} - -TEMPLATE: she / eat lunch -- (11:00) -RESPONSE: When does she eat lunch? She eats lunch at 11 o'clock. {bk03-l4d-f4-03-a.mp3} - -TEMPLATE: they / want -- (a new car) -RESPONSE: What do they want? They want a new car. {bk03-l4d-f4-04-a.mp3} - -TEMPLATE: study / in the barracks -- (the young man) -RESPONSE: Who studies in the barracks? The young man studies in the barracks. {bk03-l4d-f4-05-a.mp3} - -TEMPLATE: my book -- (on the table) -RESPONSE: Where is my book? It's on the table. {bk03-l4d-f4-06-a.mp3} - -TEMPLATE: eat / in the mess hall -- (a short girl) -RESPONSE: Who eats in the mess hall? A short girl eats in the mess hall. {bk03-l4d-f4-07-a.mp3} - -TEMPLATE: we / see -- (a big plane) -RESPONSE: What do we see? We see a big plane. {bk03-l4d-f4-08-a.mp3} - -TEMPLATE: John / swim -- (in the evening) -RESPONSE: When does John swim? John swims in the evening. {bk03-l4d-f4-09-a.mp3} - -TEMPLATE: you / buy food -- (at the commissary) -RESPONSE: Where do you buy food? I buy food at the commissary. {bk03-l4d-f4-10-a.mp3} - -$LESSON 4-7: Review — Answers, Groups, and Dictation - # Source: LLA 4D Figure 5 - -# Source: LLA 4D Figure 5 -$SELECT Choose the Answer -ID: 3-4d-f5 -INTRO: The home stretch — this part reviews the whole week. First, listen to each question and tap the answer that actually makes sense. Only one of the three does. +$SELECT Choose the Correct Answer +ID: 4d-f5 +INTRO: Listen to each question and tap the answer that actually answers it. INSTRUCTION: Tap the correct answer. -PROMPT: Is Jan at home right now? {bk03-l4d-f5-01-q.mp3} -OPTION: a | No, she isn't. {bk03-l4d-f5-01-a.mp3} +PROMPT: Is Jan at home right now? {bk03-l4d-f5-01.mp3} +OPTION: a | No, she isn't. OPTION: b | Yes, she's short. OPTION: c | Yes, she's a sailor. ANSWER: a +FEEDBACK: No, she isn't. {bk03-l4d-f5-01-fb.mp3} -PROMPT: Are they studying right now? {bk03-l4d-f5-02-q.mp3} +PROMPT: Are they studying right now? {bk03-l4d-f5-02.mp3} OPTION: a | Yes, they're in the Army. OPTION: b | Yes, they want to drive. -OPTION: c | Yes, they're studying in the barracks. {bk03-l4d-f5-02-a.mp3} +OPTION: c | Yes, they're studying in the barracks. ANSWER: c +FEEDBACK: Yes, they're studying in the barracks. {bk03-l4d-f5-02-fb.mp3} -PROMPT: Is the class all right? {bk03-l4d-f5-03-q.mp3} +PROMPT: Is the class all right? {bk03-l4d-f5-03.mp3} OPTION: a | Yes, it's seven o'clock. -OPTION: b | Yes, it's fine. {bk03-l4d-f5-03-a.mp3} +OPTION: b | Yes, it's fine. OPTION: c | Yes, it's cold. ANSWER: b +FEEDBACK: Yes, it's fine. {bk03-l4d-f5-03-fb.mp3} -PROMPT: Are the French fries all right? {bk03-l4d-f5-04-q.mp3} +PROMPT: Are the French fries all right? {bk03-l4d-f5-04.mp3} OPTION: a | Yes, they're short. OPTION: b | Yes, they're bad. -OPTION: c | Yes, they're good. {bk03-l4d-f5-04-a.mp3} +OPTION: c | Yes, they're good. ANSWER: c +FEEDBACK: Yes, they're good. {bk03-l4d-f5-04-fb.mp3} -PROMPT: Does Jeff want to be in the army? {bk03-l4d-f5-05-q.mp3} -OPTION: a | No, he wants to be in the Navy. {bk03-l4d-f5-05-a.mp3} +PROMPT: Does Jeff want to be in the army? {bk03-l4d-f5-05.mp3} +OPTION: a | No, he wants to be in the Navy. OPTION: b | Yes, he wants to be in the Navy. OPTION: c | No, he's tall. ANSWER: a +FEEDBACK: No, he wants to be in the navy. {bk03-l4d-f5-05-fb.mp3} -PROMPT: Do the civilians work here? {bk03-l4d-f5-06-q.mp3} -OPTION: a | No, they work over there. {bk03-l4d-f5-06-a.mp3} +PROMPT: Do the civilians work here? {bk03-l4d-f5-06.mp3} +OPTION: a | No, they work over there. OPTION: b | No, they're short. OPTION: c | No, they aren't officers. ANSWER: a +FEEDBACK: No, they work over there. {bk03-l4d-f5-06-fb.mp3} -PROMPT: Does Robert walk every morning? {bk03-l4d-f5-07-q.mp3} +PROMPT: Does Robert walk every morning? {bk03-l4d-f5-07.mp3} OPTION: a | Yes, he walks every afternoon. OPTION: b | Yes, he walks in the Navy. -OPTION: c | Yes, he walks every morning. {bk03-l4d-f5-07-a.mp3} +OPTION: c | Yes, he walks every morning. ANSWER: c +FEEDBACK: Yes, he walks every morning. {bk03-l4d-f5-07-fb.mp3} -PROMPT: Is that a new shirt? {bk03-l4d-f5-08-q.mp3} -OPTION: a | No, it isn't. {bk03-l4d-f5-08-a.mp3} +PROMPT: Is that a new shirt? {bk03-l4d-f5-08.mp3} +OPTION: a | No, it isn't. OPTION: b | No, it's short. OPTION: c | No, it's enlisted. ANSWER: a - -# Source: ST §Identify the Group - -# Source: ST §Identify the Group -$SELECT Name the Group -ID: l4-s21 -INTRO: A vocabulary round-up. Each list has one word that names the whole group — coffee and tea are drinks, so "drink" is the group word. Tap it. -INSTRUCTION: Tap the name of each group. - -EXAMPLE -TEMPLATE: orange juice tea drink coffee -OPTION: 1 | orange -OPTION: 2 | juice -OPTION: 3 | tea -OPTION: 4 | drink -OPTION: 5 | coffee -ANSWER: 4 - -TEMPLATE: April January July month -OPTION: 1 | April -OPTION: 2 | January -OPTION: 3 | July -OPTION: 4 | month -ANSWER: 4 - -TEMPLATE: meat chicken beef lamb -OPTION: 1 | meat -OPTION: 2 | chicken -OPTION: 3 | beef -OPTION: 4 | lamb -ANSWER: 1 - -TEMPLATE: dispensary mess hall building BX -OPTION: 1 | dispensary -OPTION: 2 | mess hall -OPTION: 3 | building -OPTION: 4 | BX -ANSWER: 3 - -TEMPLATE: half dollar money dime penny -OPTION: 1 | half dollar -OPTION: 2 | money -OPTION: 3 | dime -OPTION: 4 | penny -ANSWER: 2 - -TEMPLATE: lunch dinner breakfast meal -OPTION: 1 | lunch -OPTION: 2 | dinner -OPTION: 3 | breakfast -OPTION: 4 | meal -ANSWER: 4 - -TEMPLATE: England country Canada Spain -OPTION: 1 | England -OPTION: 2 | country -OPTION: 3 | Canada -OPTION: 4 | Spain -ANSWER: 2 - -TEMPLATE: day Tuesday Friday Saturday -OPTION: 1 | day -OPTION: 2 | Tuesday -OPTION: 3 | Friday -OPTION: 4 | Saturday -ANSWER: 1 - -TEMPLATE: apple banana orange fruit -OPTION: 1 | apple -OPTION: 2 | banana -OPTION: 3 | orange -OPTION: 4 | fruit -ANSWER: 4 - -TEMPLATE: father sister family son -OPTION: 1 | father -OPTION: 2 | sister -OPTION: 3 | family -OPTION: 4 | son -ANSWER: 3 - -TEMPLATE: salad food eggs fish -OPTION: 1 | salad -OPTION: 2 | food -OPTION: 3 | eggs -OPTION: 4 | fish -ANSWER: 2 - -# Source: LLA 4D Figure 3 - -# Source: LLA 4D Figure 3 -$PRODUCE Write the Letter W -ID: 3-4d-f3 -INPUT: type -CHECK: exact -INTRO: Back to the letter W — this time in writing. Listen to the word and type the missing letter to complete it on the screen. -INSTRUCTION: Type the missing letter. - -PROMPT: watch. {bk03-l4d-f3-01.mp3} -TEMPLATE: ____atch -RESPONSE: watch -ACCEPT: w | W - -PROMPT: were. {bk03-l4d-f3-02.mp3} -TEMPLATE: ____ere -RESPONSE: were -ACCEPT: w | W - -PROMPT: homework. {bk03-l4d-f3-03.mp3} -TEMPLATE: home____ork -RESPONSE: homework -ACCEPT: w | W - -PROMPT: always. {bk03-l4d-f3-04.mp3} -TEMPLATE: al____ays -RESPONSE: always -ACCEPT: w | W - -PROMPT: water. {bk03-l4d-f3-05.mp3} -TEMPLATE: ____ater -RESPONSE: water -ACCEPT: w | W - -PROMPT: swim. {bk03-l4d-f3-06.mp3} -TEMPLATE: s____im -RESPONSE: swim -ACCEPT: w | W - -PROMPT: wall. {bk03-l4d-f3-07.mp3} -TEMPLATE: ____all -RESPONSE: wall -ACCEPT: w | W - -PROMPT: was. {bk03-l4d-f3-08.mp3} -TEMPLATE: ____as -RESPONSE: was -ACCEPT: w | W - -PROMPT: walk. {bk03-l4d-f3-09.mp3} -TEMPLATE: ____alk -RESPONSE: walk -ACCEPT: w | W - -PROMPT: what. {bk03-l4d-f3-10.mp3} -TEMPLATE: ____hat -RESPONSE: what -ACCEPT: w | W - -PROMPT: week. {bk03-l4d-f3-11.mp3} -TEMPLATE: ____eek -RESPONSE: week -ACCEPT: w | W - -PROMPT: we. {bk03-l4d-f3-12.mp3} -TEMPLATE: ____e -RESPONSE: we -ACCEPT: w | W - -# SKIPPED (ST): §Write: w — cross-source twin of LLA 4D Figure 3 (same skill, same role; -# the cassette version keeps the heard stimulus). Distinct items (Wednesday, word, want, -# work, weekend) not salvaged — one 12-item letter drill is sufficient. -# SKIPPED (ST): Writing Skill "DICTATION" — 12 instructor-read lines; no recorded stimulus -# or given items. Convertible later with chosen items + TTS. -# SKIPPED (ST): Reading Skill flashcard drills, and the instructor-read SAME/DIFFERENT, -# VINE/WINE, and KNOW/NEW listening discriminations — instructor-led with no printed or -# recorded stimuli. The same discriminations are covered by cassette in parts 3-4-1 and 3-4-4. -# SKIPPED (ST): "Ask and answer questions." open pair activity — no given stimuli, no solo path. +FEEDBACK: No, it isn't. {bk03-l4d-f5-08-fb.mp3} # Source: LLA 4D Figure 6 - -# SKIPPED (ST): §Write: w — cross-source twin of LLA 4D Figure 3 (same skill, same role; -# the cassette version keeps the heard stimulus). Distinct items (Wednesday, word, want, -# work, weekend) not salvaged — one 12-item letter drill is sufficient. -# SKIPPED (ST): Writing Skill "DICTATION" — 12 instructor-read lines; no recorded stimulus -# or given items. Convertible later with chosen items + TTS. -# SKIPPED (ST): Reading Skill flashcard drills, and the instructor-read SAME/DIFFERENT, -# VINE/WINE, and KNOW/NEW listening discriminations — instructor-led with no printed or -# recorded stimuli. The same discriminations are covered by cassette in parts 3-4-1 and 3-4-4. -# SKIPPED (ST): "Ask and answer questions." open pair activity — no given stimuli, no solo path. - -# Source: LLA 4D Figure 6 -$PRODUCE Dictation -ID: 3-4d-f6 +$PRODUCE Type the Words You Hear +ID: 4d-f6 INPUT: type CHECK: exact -INTRO: Last activity of the lesson: a dictation. Type each phrase exactly as you hear it — then you've earned the end of the week. -INSTRUCTION: Type the phrase you hear. +INTRO: To close this part: listen to each phrase and type exactly what you hear. +INSTRUCTION: Type the words you hear. -PROMPT: your answer sheet. Your answer sheet. {bk03-l4d-f6-01.mp3} -RESPONSE: your answer sheet {bk03-l4d-f6-01b.mp3} +PROMPT: your answer sheet {bk03-l4d-f6-01.mp3} +RESPONSE: your answer sheet {bk03-l4d-f6-01.mp3} -PROMPT: in a year. In a year. {bk03-l4d-f6-02.mp3} -RESPONSE: in a year {bk03-l4d-f6-02b.mp3} +PROMPT: in a year {bk03-l4d-f6-02.mp3} +RESPONSE: in a year {bk03-l4d-f6-02.mp3} -PROMPT: look up the words. Look up the words. {bk03-l4d-f6-03.mp3} -RESPONSE: look up the words {bk03-l4d-f6-03b.mp3} +PROMPT: look up the words {bk03-l4d-f6-03.mp3} +RESPONSE: look up the words {bk03-l4d-f6-03.mp3} -PROMPT: how many days. How many days. {bk03-l4d-f6-04.mp3} -RESPONSE: how many days {bk03-l4d-f6-04b.mp3} +PROMPT: how many days {bk03-l4d-f6-04.mp3} +RESPONSE: how many days {bk03-l4d-f6-04.mp3} -PROMPT: select a word. Select a word. {bk03-l4d-f6-05.mp3} -RESPONSE: select a word {bk03-l4d-f6-05b.mp3} +PROMPT: select a word {bk03-l4d-f6-05.mp3} +RESPONSE: select a word {bk03-l4d-f6-05.mp3} -PROMPT: in June. In June. {bk03-l4d-f6-06.mp3} -RESPONSE: in June {bk03-l4d-f6-06b.mp3} +PROMPT: in June {bk03-l4d-f6-06.mp3} +RESPONSE: in June {bk03-l4d-f6-06.mp3} -PROMPT: 2 days ago. 2 days ago. {bk03-l4d-f6-07.mp3} -RESPONSE: 2 days ago {bk03-l4d-f6-07b.mp3} +PROMPT: 2 days ago {bk03-l4d-f6-07.mp3} +RESPONSE: 2 days ago {bk03-l4d-f6-07.mp3} ACCEPT: two days ago -PROMPT: take a bus. Take a bus. {bk03-l4d-f6-08.mp3} -RESPONSE: take a bus {bk03-l4d-f6-08b.mp3} +PROMPT: take a bus {bk03-l4d-f6-08.mp3} +RESPONSE: take a bus {bk03-l4d-f6-08.mp3} + +$SESSION 4-7: Spelling and Word Practice + +# Source: LLA 4D Figure 3 + ST §Write: W (the five words the tape didn't cover merged in as typed items; the rest of the ST drill duplicated this one and was dropped) +$PRODUCE The Letter "W" +ID: 4d-f3 +INPUT: type +CHECK: exact +INTRO: Last part: spelling, months, and a word game to send you off. First, the letter "w". Listen to each word and type the missing letter. +INSTRUCTION: Type the missing letter. + +PROMPT: watch {bk03-l4d-f3-01.mp3} +TEMPLATE: ____atch +RESPONSE: watch {bk03-l4d-f3-01.mp3} +ACCEPT: w | W + +PROMPT: were {bk03-l4d-f3-02.mp3} +TEMPLATE: ____ere +RESPONSE: were {bk03-l4d-f3-02.mp3} +ACCEPT: w | W + +PROMPT: homework {bk03-l4d-f3-03.mp3} +TEMPLATE: home____ork +RESPONSE: homework {bk03-l4d-f3-03.mp3} +ACCEPT: w | W + +PROMPT: always {bk03-l4d-f3-04.mp3} +TEMPLATE: al____ays +RESPONSE: always {bk03-l4d-f3-04.mp3} +ACCEPT: w | W + +PROMPT: water {bk03-l4d-f3-05.mp3} +TEMPLATE: ____ater +RESPONSE: water {bk03-l4d-f3-05.mp3} +ACCEPT: w | W + +PROMPT: swim {bk03-l4d-f3-06.mp3} +TEMPLATE: s____im +RESPONSE: swim {bk03-l4d-f3-06.mp3} +ACCEPT: w | W + +PROMPT: wall {bk03-l4d-f3-07.mp3} +TEMPLATE: ____all +RESPONSE: wall {bk03-l4d-f3-07.mp3} +ACCEPT: w | W + +PROMPT: was {bk03-l4d-f3-08.mp3} +TEMPLATE: ____as +RESPONSE: was {bk03-l4d-f3-08.mp3} +ACCEPT: w | W + +PROMPT: walk {bk03-l4d-f3-09.mp3} +TEMPLATE: ____alk +RESPONSE: walk {bk03-l4d-f3-09.mp3} +ACCEPT: w | W + +PROMPT: what {bk03-l4d-f3-10.mp3} +TEMPLATE: ____hat +RESPONSE: what {bk03-l4d-f3-10.mp3} +ACCEPT: w | W + +PROMPT: week {bk03-l4d-f3-11.mp3} +TEMPLATE: ____eek +RESPONSE: week {bk03-l4d-f3-11.mp3} +ACCEPT: w | W + +PROMPT: we {bk03-l4d-f3-12.mp3} +TEMPLATE: ____e +RESPONSE: we {bk03-l4d-f3-12.mp3} +ACCEPT: w | W + +PROMPT: word +TEMPLATE: ____ord +RESPONSE: word +ACCEPT: w | W + +PROMPT: Wednesday +TEMPLATE: ____ednesday +RESPONSE: Wednesday +ACCEPT: w | W + +PROMPT: want +TEMPLATE: ____ant +RESPONSE: want +ACCEPT: w | W + +PROMPT: work +TEMPLATE: ____ork +RESPONSE: work +ACCEPT: w | W + +PROMPT: weekend +TEMPLATE: ____eekend +RESPONSE: weekend +ACCEPT: w | W + +# Source: LLA 4B Figure 6 +$PRODUCE Months of the Year +ID: 4b-f6 +INPUT: type +CHECK: exact +NORMALIZE: strict +INTRO: Now the twelve months. Listen to each one and type it — capital letter included, if you're feeling thorough. +INSTRUCTION: Type the month you hear. + +PROMPT: January {bk03-l4b-f6-01.mp3} +RESPONSE: January {bk03-l4b-f6-01.mp3} + +PROMPT: February {bk03-l4b-f6-02.mp3} +RESPONSE: February {bk03-l4b-f6-02.mp3} + +PROMPT: March {bk03-l4b-f6-03.mp3} +RESPONSE: March {bk03-l4b-f6-03.mp3} + +PROMPT: April {bk03-l4b-f6-04.mp3} +RESPONSE: April {bk03-l4b-f6-04.mp3} + +PROMPT: May {bk03-l4b-f6-05.mp3} +RESPONSE: May {bk03-l4b-f6-05.mp3} + +PROMPT: June {bk03-l4b-f6-06.mp3} +RESPONSE: June {bk03-l4b-f6-06.mp3} + +PROMPT: July {bk03-l4b-f6-07.mp3} +RESPONSE: July {bk03-l4b-f6-07.mp3} + +PROMPT: August {bk03-l4b-f6-08.mp3} +RESPONSE: August {bk03-l4b-f6-08.mp3} + +PROMPT: September {bk03-l4b-f6-09.mp3} +RESPONSE: September {bk03-l4b-f6-09.mp3} + +PROMPT: October {bk03-l4b-f6-10.mp3} +RESPONSE: October {bk03-l4b-f6-10.mp3} + +PROMPT: November {bk03-l4b-f6-11.mp3} +RESPONSE: November {bk03-l4b-f6-11.mp3} + +PROMPT: December {bk03-l4b-f6-12.mp3} +RESPONSE: December {bk03-l4b-f6-12.mp3} + +# Source: ST §General Classification +$SELECT Which Word Names the Group? +ID: l4-s22 +INTRO: One word in each group names the whole group — "apple" is a fruit, but "fruit" names them all. Tap that word. And that's the lesson — nicely done. +INSTRUCTION: Tap the word that names the whole group. + +TEMPLATE: April, January, July, month +OPTION: a | April +OPTION: b | January +OPTION: c | July +OPTION: d | month +ANSWER: d + +TEMPLATE: meat, chicken, beef, lamb +OPTION: a | meat +OPTION: b | chicken +OPTION: c | beef +OPTION: d | lamb +ANSWER: a + +TEMPLATE: dispensary, mess hall, building, BX +OPTION: a | dispensary +OPTION: b | mess hall +OPTION: c | building +OPTION: d | BX +ANSWER: c + +TEMPLATE: half dollar, money, dime, penny +OPTION: a | half dollar +OPTION: b | money +OPTION: c | dime +OPTION: d | penny +ANSWER: b + +TEMPLATE: lunch, dinner, breakfast, meal +OPTION: a | lunch +OPTION: b | dinner +OPTION: c | breakfast +OPTION: d | meal +ANSWER: d + +TEMPLATE: England, country, Canada, Spain +OPTION: a | England +OPTION: b | country +OPTION: c | Canada +OPTION: d | Spain +ANSWER: b + +TEMPLATE: day, Tuesday, Friday, Saturday +OPTION: a | day +OPTION: b | Tuesday +OPTION: c | Friday +OPTION: d | Saturday +ANSWER: a + +TEMPLATE: apple, banana, orange, fruit +OPTION: a | apple +OPTION: b | banana +OPTION: c | orange +OPTION: d | fruit +ANSWER: d + +TEMPLATE: father, sister, family, son +OPTION: a | father +OPTION: b | sister +OPTION: c | family +OPTION: d | son +ANSWER: c + +TEMPLATE: salad, food, eggs, fish +OPTION: a | salad +OPTION: b | food +OPTION: c | eggs +OPTION: d | fish +ANSWER: b + +# SKIPPED (book): Writing Skill "DICTATION" (p. 109) — instructor-read dictation with no recorded stimulus or printed words; the recorded dictations from the tapes are converted above. diff --git a/book-3-lesson-4/bk03-l4a-f1-01.mp3 b/book-3-lesson-4/bk03-l4a-f1-01.mp3 index 3a118703..6216ff38 100644 Binary files a/book-3-lesson-4/bk03-l4a-f1-01.mp3 and b/book-3-lesson-4/bk03-l4a-f1-01.mp3 differ diff --git a/book-3-lesson-4/bk03-l4a-f1-01a.mp3 b/book-3-lesson-4/bk03-l4a-f1-01a.mp3 new file mode 100644 index 00000000..df3eb6a9 Binary files /dev/null and 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@@ -$MODULE Book 3 · Lesson 5: I Want to Review {st-page_119_001.jpg} +$MODULE Book 3 · Lesson 5: Review — Daily Life, Time, and Questions {st-page_119_001.jpg|A circular collage divided into four sections depicting daily routines such as taking a shower, military students studying in uniform with books, a map of the world showing continents, and military personnel standing in line} FORMAT: 2 -DESCRIPTION: Review lesson — daily-routine vocabulary, question formation, word categories, and alphabetical order from Book 3. No new material. +DIOCO_DOC_ID: alc_book3_lesson5 +DESCRIPTION: Review lesson — daily routines, military vocabulary, time expressions, question words, and word order. No new material; all recall. 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 -$LESSON 5-1: Daily Life in Pictures +$SESSION 5-1: Picture Review — Daily Life and Getting Around -# Source: ST §Select the Correct Word (1-9) -$SELECT Your Day in Pictures +$SELECT Daily Routines in Pictures ID: l5-s1 -INTRO: This is review day — nothing new, just everything from this book, back for a check-up. In this lesson you'll review the daily-routine words, the question forms, and the word order you've learned. First, pictures: for each one, tap the phrase that says what's happening. -INSTRUCTION: Tap the correct phrase for the picture. +# Source: ST §Select the Correct Word: Daily Routines +INTRO: Review time — nothing new in this lesson, just a check that the routines, time words, and questions you've learned are still where you left them. First, the daily routine: look at each picture and tap the phrase that matches it. +INSTRUCTION: Tap the correct phrase for each picture. OPTION: a | eat eggs for breakfast OPTION: b | get up OPTION: c | sleep @@ -24,38 +25,38 @@ OPTION: g | listen in class OPTION: h | swim OPTION: i | get dressed -TEMPLATE: {st-page_121_001.jpg} +TEMPLATE: {st-page_121_001.jpg|A man shaving his face with a razor in front of a mirror} ANSWER: e -TEMPLATE: {st-page_121_002.jpg} +TEMPLATE: {st-page_121_002.jpg|A person swimming in water} ANSWER: h -TEMPLATE: {st-page_121_003.jpg} +TEMPLATE: {st-page_121_003.jpg|A person sleeping in bed with an alarm clock showing 12:30} ANSWER: c -TEMPLATE: {st-page_121_004.jpg} +TEMPLATE: {st-page_121_004.jpg|A man sitting at a table eating eggs and drinking coffee} ANSWER: a -TEMPLATE: {st-page_121_005.jpg} +TEMPLATE: {st-page_121_005.jpg|A person taking a shower} ANSWER: d -TEMPLATE: {st-page_121_006.jpg} +TEMPLATE: {st-page_121_006.jpg|A man waking up and getting out of bed as an alarm clock rings at 6:00} ANSWER: b -TEMPLATE: {st-page_121_007.jpg} +TEMPLATE: {st-page_121_007.jpg|A man getting dressed in front of a closet, putting on a tie} ANSWER: i -TEMPLATE: {st-page_121_008.jpg} +TEMPLATE: {st-page_121_008.jpg|A man sitting at a table with a snack, near a sign that says SNACK BAR} ANSWER: f -TEMPLATE: {st-page_121_009.jpg} +TEMPLATE: {st-page_121_009.jpg|A student listening attentively to a teacher in a classroom} ANSWER: g -# Source: ST §Select the Correct Word (10-18) -$SELECT Getting Around and Studying +$SELECT Getting Around in Pictures ID: l5-s2 -INTRO: More pictures — this time buses, planes, trucks, and a little dictionary work. Tap the phrase that fits each picture. -INSTRUCTION: Tap the correct phrase for the picture. +# Source: ST §Select the Correct Word: Actions and Transportation +INTRO: Now the words for getting from here to there — planes, trains, taxis, and the people who use them. Tap the phrase that matches each picture. +INSTRUCTION: Tap the correct phrase for each picture. OPTION: a | look up a word OPTION: b | see a bus OPTION: c | fly a plane @@ -66,38 +67,38 @@ OPTION: g | speak to a friend OPTION: h | drive a truck OPTION: i | buy a car -TEMPLATE: {st-page_122_001.jpg} +TEMPLATE: {st-page_122_001.jpg|A taxi cab} ANSWER: e -TEMPLATE: {st-page_122_002.jpg} +TEMPLATE: {st-page_122_002.jpg|A woman listening with her hand to her ear near train tracks with train sound bubbles saying "CHOO CHOO"} ANSWER: f -TEMPLATE: {st-page_122_003.jpg} +TEMPLATE: {st-page_122_003.jpg|A pickup truck} ANSWER: h -TEMPLATE: {st-page_122_004.jpg} +TEMPLATE: {st-page_122_004.jpg|An airplane in flight} ANSWER: c -TEMPLATE: {st-page_122_005.jpg} +TEMPLATE: {st-page_122_005.jpg|A sedan automobile} ANSWER: i -TEMPLATE: {st-page_122_006.jpg} +TEMPLATE: {st-page_122_006.jpg|Two men talking to each other} ANSWER: g -TEMPLATE: {st-page_122_007.jpg} +TEMPLATE: {st-page_122_007.jpg|Two students looking at an open dictionary together} ANSWER: a -TEMPLATE: {st-page_122_008.jpg} +TEMPLATE: {st-page_122_008.jpg|A person thinking of the word "January"} ANSWER: d -TEMPLATE: {st-page_122_009.jpg} +TEMPLATE: {st-page_122_009.jpg|A passenger bus} ANSWER: b -# Source: ST §Select the Correct Word (19-27) -$SELECT The Student's Day +$SELECT Studying, Tests, and Dinner in Pictures ID: l5-s3 -INTRO: One more set of pictures — a student's life, from reviewing the lesson to finally going to bed. Tap the phrase that matches each picture. -INSTRUCTION: Tap the correct phrase for the picture. +# Source: ST §Select the Correct Word: Activities and Routines +INTRO: One more round of pictures: studying, taking tests, and — because a student must eat — dinner. Tap the matching phrase for each picture. +INSTRUCTION: Tap the correct phrase for each picture. OPTION: a | look it up in the dictionary OPTION: b | mark the calendar OPTION: c | speak the English language @@ -108,42 +109,42 @@ OPTION: g | review the lesson OPTION: h | walk to class OPTION: i | hear an airplane -TEMPLATE: {st-page_123_001.jpg} +TEMPLATE: {st-page_123_001.jpg|Two students studying and reviewing a book together} ANSWER: g -TEMPLATE: {st-page_123_002.jpg} +TEMPLATE: {st-page_123_002.jpg|A man holding his hand to his ear as a small plane flies overhead} ANSWER: i -TEMPLATE: {st-page_123_003.jpg} +TEMPLATE: {st-page_123_003.jpg|A student walking towards a building labeled TECHNICAL TRAINING} ANSWER: h -TEMPLATE: {st-page_123_004.jpg} +TEMPLATE: {st-page_123_004.jpg|A student taking a written test at a desk} ANSWER: d -TEMPLATE: {st-page_123_005.jpg} +TEMPLATE: {st-page_123_005.jpg|Two men greeting each other, one saying "GOOD MORNING!"} ANSWER: c -TEMPLATE: {st-page_123_006.jpg} +TEMPLATE: {st-page_123_006.jpg|A calendar for MAY with the 15th circled} ANSWER: b -TEMPLATE: {st-page_123_007.jpg} +TEMPLATE: {st-page_123_007.jpg|Two students looking at an open dictionary} ANSWER: a -TEMPLATE: {st-page_123_008.jpg} +TEMPLATE: {st-page_123_008.jpg|A man standing near a bed, preparing to go to sleep} ANSWER: f -TEMPLATE: {st-page_123_009.jpg} +TEMPLATE: {st-page_123_009.jpg|A man sitting at a dinner table eating a steak dinner} ANSWER: e -# SKIPPED (book): "SAME/DIFFERENT" — instructor-read sound discrimination with no recorded stimulus and no printed words. Convertible later with chosen items + TTS. +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" (items 1-24) — instructor-read minimal pairs with unprinted stimuli. -$LESSON 5-2: Choose the Best Answer (Round 1) +$SESSION 5-2: Words and Meanings -# Source: ST §What's the Answer? (1-20) -$SELECT Choose the Best Answer (Round 1) -ID: l5-s4 -INTRO: Forty review questions stand between you and the end of this book — here are the first twenty. Read each sentence and tap the word or phrase that completes or answers it. Everything here is from this book; nothing new, promise. -INSTRUCTION: Tap the best answer. +$SELECT People, Places, and Actions +ID: l5-s4-a +# Source: ST §What's the Answer? (vocabulary items) +INTRO: This part reviews word meanings. Read each sentence and tap the word that completes it — soldiers, sailors, hungry people, and one very useful phrase: "I don't know." +INSTRUCTION: Tap the word that completes the sentence. TEMPLATE: Tim is in the Army. He's _______. OPTION: a | a soldier @@ -166,20 +167,6 @@ OPTION: c | Select OPTION: d | Speak ANSWER: c -TEMPLATE: I'm from France. _______ country are you from? -OPTION: a | What -OPTION: b | Where -OPTION: c | When -OPTION: d | Who -ANSWER: a - -TEMPLATE: _______ are the students? They're in the classroom. -OPTION: a | Who -OPTION: b | Were -OPTION: c | Where -OPTION: d | When -ANSWER: c - TEMPLATE: I want to drink water. I'm _______. OPTION: a | thirsty OPTION: b | early @@ -187,34 +174,6 @@ OPTION: c | late OPTION: d | hungry ANSWER: a -TEMPLATE: Where is your hat? -OPTION: a | What it is! -OPTION: b | There is it! -OPTION: c | Here is it! -OPTION: d | Here it is! -ANSWER: d - -TEMPLATE: We go to lab _______ the afternoon. -OPTION: a | in -OPTION: b | on -OPTION: c | at -OPTION: d | or -ANSWER: a - -TEMPLATE: The children eat lunch _______ noon. -OPTION: a | on -OPTION: b | at -OPTION: c | in -OPTION: d | or -ANSWER: b - -TEMPLATE: I _______ chicken for lunch. -OPTION: a | has -OPTION: b | do -OPTION: c | does -OPTION: d | have -ANSWER: d - TEMPLATE: Where is the dispensary? OPTION: a | I don't learn. OPTION: b | I don't say. @@ -222,13 +181,68 @@ OPTION: c | I don't know. OPTION: d | I don't speak. ANSWER: c -TEMPLATE: Al wants to leave his country _______ March. -OPTION: a | in -OPTION: b | for -OPTION: c | at -OPTION: d | on +TEMPLATE: When does the plane _______? +OPTION: a | drive +OPTION: b | take +OPTION: c | speak +OPTION: d | leave +ANSWER: d + +TEMPLATE: — Where do you eat breakfast?\n— I eat breakfast _______. +OPTION: a | in the morning +OPTION: b | at 7:00 +OPTION: c | in the mess hall +OPTION: d | eggs and fruit +ANSWER: c + +TEMPLATE: That man isn't short. He's a _____ man. +OPTION: a | new +OPTION: b | small +OPTION: c | young +OPTION: d | tall +ANSWER: d + +TEMPLATE: I want a big dinner. I'm _____. +OPTION: a | angry +OPTION: b | hungry +OPTION: c | thirsty +OPTION: d | tired +ANSWER: b + +TEMPLATE: My father _____ at the base. +OPTION: a | are +OPTION: b | wants +OPTION: c | works +OPTION: d | were +ANSWER: c + +TEMPLATE: — Do you drive to the base?\n— No, I _____ a bus. +OPTION: a | take +OPTION: b | walk +OPTION: c | am +OPTION: d | do ANSWER: a +TEMPLATE: Mark a, b, c, or d on your answer _____. +OPTION: a | letter +OPTION: b | test +OPTION: c | number +OPTION: d | sheet +ANSWER: d + +TEMPLATE: — Let's go to the BX.\n— _____, let's go now. +OPTION: a | All right +OPTION: b | When +OPTION: c | Always +OPTION: d | Never +ANSWER: a + +$SELECT Time Words +ID: l5-s4-b +# Source: ST §What's the Answer? (time and calendar items) +INTRO: Now the time words — "yesterday", "last year", "ago", and their friends. Tap the word that completes each sentence. The calendar never lies. +INSTRUCTION: Tap the word that completes the sentence. + TEMPLATE: Mike was in Canada _______ year. OPTION: a | last OPTION: b | before @@ -250,34 +264,13 @@ OPTION: c | midnight OPTION: d | noon ANSWER: b -TEMPLATE: Do you eat breakfast every day? Yes, I _______ eat breakfast. +TEMPLATE: — Do you eat breakfast every day?\n— Yes, I _______ eat breakfast. OPTION: a | always OPTION: b | sometimes OPTION: c | never OPTION: d | right now ANSWER: a -TEMPLATE: When does the plane _______? -OPTION: a | drive -OPTION: b | take -OPTION: c | speak -OPTION: d | leave -ANSWER: d - -TEMPLATE: _______ the bus go to the base? -OPTION: a | Do -OPTION: b | Are -OPTION: c | Is -OPTION: d | Does -ANSWER: d - -TEMPLATE: Where do you eat breakfast? I eat breakfast _______. -OPTION: a | in the morning -OPTION: b | at 7:00 -OPTION: c | in the mess hall -OPTION: d | eggs and fruit -ANSWER: c - TEMPLATE: Joe is always in the classroom before class. He comes to class _______. OPTION: a | late OPTION: b | after @@ -285,105 +278,13 @@ OPTION: c | before OPTION: d | early ANSWER: d -$LESSON 5-3: Choose the Best Answer (Round 2) - -# Source: ST §What's the Answer? (21-40) -$SELECT Choose the Best Answer (Round 2) -ID: l5-s5 -INTRO: Round two — the last twenty questions. Same rules: read the sentence, tap the best word or phrase. See how much of the book stayed with you. -INSTRUCTION: Tap the best answer. - -TEMPLATE: _______ do the students swim? They swim every day. -OPTION: a | Sometimes -OPTION: b | How many -OPTION: c | How often -OPTION: d | Always -ANSWER: c - -TEMPLATE: When do you want to leave? I want to leave _____. +TEMPLATE: — When do you want to leave?\n— I want to leave _____. OPTION: a | all right OPTION: b | to my country OPTION: c | on a train OPTION: d | right now ANSWER: d -TEMPLATE: They _____ here a minute ago. -OPTION: a | were -OPTION: b | are -OPTION: c | was -OPTION: d | is -ANSWER: a - -TEMPLATE: That man isn't short. He's a _____ man. -OPTION: a | new -OPTION: b | small -OPTION: c | young -OPTION: d | tall -ANSWER: d - -TEMPLATE: The pilots _____ fly the new plane. -OPTION: a | work -OPTION: b | select -OPTION: c | learn -OPTION: d | want to -ANSWER: d - -TEMPLATE: I want a big dinner. I'm _____. -OPTION: a | angry -OPTION: b | hungry -OPTION: c | thirsty -OPTION: d | tired -ANSWER: b - -TEMPLATE: _____ wants coffee? -OPTION: a | Who -OPTION: b | How often -OPTION: c | How many -OPTION: d | What -ANSWER: a - -TEMPLATE: My father _____ at the base. -OPTION: a | are -OPTION: b | wants -OPTION: c | works -OPTION: d | were -ANSWER: c - -TEMPLATE: Do you drive to the base? No, I _____ a bus. -OPTION: a | take -OPTION: b | walk -OPTION: c | am -OPTION: d | do -ANSWER: a - -TEMPLATE: He's from Egypt. _____ are you from? -OPTION: a | What -OPTION: b | Where -OPTION: c | There -OPTION: d | Here -ANSWER: b - -TEMPLATE: Mark a, b, c, or d on your answer _____. -OPTION: a | letter -OPTION: b | test -OPTION: c | number -OPTION: d | sheet -ANSWER: d - -TEMPLATE: The letter c is _____ the letter d in the alphabet. -OPTION: a | after -OPTION: b | under -OPTION: c | before -OPTION: d | in -ANSWER: c - -TEMPLATE: Let's go to the BX. _____, let's go now. -OPTION: a | All right -OPTION: b | When -OPTION: c | Always -OPTION: d | Never -ANSWER: a - TEMPLATE: Last month was November. This month is _____. OPTION: a | October OPTION: b | December @@ -398,234 +299,142 @@ OPTION: c | February OPTION: d | April ANSWER: d -TEMPLATE: Is David here? No, but he was here an hour _____. +TEMPLATE: — Is David here?\n— No, but he was here an hour _____. OPTION: a | before OPTION: b | ago OPTION: c | last OPTION: d | after ANSWER: b -TEMPLATE: Which sentence is correct? +$SESSION 5-3: Questions and Word Order + +$SELECT In, At, and Other Small Words +ID: l5-s4-c +# Source: ST §What's the Answer? (preposition and verb-form items) +INTRO: This part reviews grammar, starting small: "in", "at", and the right form of the verb. Small words — but they do most of the work in a sentence. +INSTRUCTION: Tap the word that completes the sentence. + +TEMPLATE: We go to lab _______ the afternoon. +OPTION: a | in +OPTION: b | on +OPTION: c | at +OPTION: d | or +ANSWER: a + +TEMPLATE: The children eat lunch _______ noon. +OPTION: a | on +OPTION: b | at +OPTION: c | in +OPTION: d | or +ANSWER: b + +TEMPLATE: I _______ chicken for lunch. +OPTION: a | has +OPTION: b | do +OPTION: c | does +OPTION: d | have +ANSWER: d + +TEMPLATE: Al wants to leave his country _______ March. +OPTION: a | in +OPTION: b | for +OPTION: c | at +OPTION: d | on +ANSWER: a + +TEMPLATE: They _____ here a minute ago. +OPTION: a | were +OPTION: b | are +OPTION: c | was +OPTION: d | is +ANSWER: a + +TEMPLATE: The pilots _____ fly the new plane. +OPTION: a | work +OPTION: b | select +OPTION: c | learn +OPTION: d | want to +ANSWER: d + +$SELECT Question Words +ID: l5-s4-d +# Source: ST §What's the Answer? (question-word items) +INTRO: "Who", "what", "where", "when", "how often" — the words that start every good question. Tap the one that fits each exchange. +INSTRUCTION: Tap the word that completes the question. + +TEMPLATE: I'm from France. _______ country are you from? +OPTION: a | What +OPTION: b | Where +OPTION: c | When +OPTION: d | Who +ANSWER: a + +TEMPLATE: — _______ are the students?\n— They're in the classroom. +OPTION: a | Who +OPTION: b | Were +OPTION: c | Where +OPTION: d | When +ANSWER: c + +TEMPLATE: _______ the bus go to the base? +OPTION: a | Do +OPTION: b | Are +OPTION: c | Is +OPTION: d | Does +ANSWER: d + +TEMPLATE: — _______ do the students swim?\n— They swim every day. +OPTION: a | Sometimes +OPTION: b | How many +OPTION: c | How often +OPTION: d | Always +ANSWER: c + +TEMPLATE: _____ wants coffee? +OPTION: a | Who +OPTION: b | How often +OPTION: c | How many +OPTION: d | What +ANSWER: a + +TEMPLATE: — He's from Egypt. — _____ are you from? +OPTION: a | What +OPTION: b | Where +OPTION: c | There +OPTION: d | Here +ANSWER: b + +$SELECT Word Order +ID: l5-s4-e +# Source: ST §What's the Answer? (word-order items) +INTRO: English is fussy about word order — every word has its seat. Tap the sentence where every word is where it belongs. +INSTRUCTION: Tap the correct sentence. + +TEMPLATE: Where is your hat? +OPTION: a | What it is! +OPTION: b | There is it! +OPTION: c | Here is it! +OPTION: d | Here it is! +ANSWER: d + +TEMPLATE: Choose the correct sentence. OPTION: a | Tom has a new car. OPTION: b | Tom a new car has. OPTION: c | Tom has a car new. OPTION: d | Tom a car new has. ANSWER: a -TEMPLATE: Which question is correct? +TEMPLATE: Choose the correct sentence. OPTION: a | You do eat what for breakfast? OPTION: b | What do you for breakfast eat? OPTION: c | Do you eat what for breakfast? OPTION: d | What do you eat for breakfast? ANSWER: d -TEMPLATE: Choose the words that are NOT in alphabetical order. -OPTION: a | ask, cold, hot, lab -OPTION: b | dime, milk, rice, wall -OPTION: c | good, lesson, taxi, year -OPTION: d | fruit, every, drive, month -ANSWER: d - -TEMPLATE: Choose the words that ARE in alphabetical order. -OPTION: a | taxi, time, train, today -OPTION: b | has, here, hour, hungry -OPTION: c | want, when, work, wife -OPTION: d | car, class, civilian, choose -ANSWER: b - -# SKIPPED (book): "WHICH SOUND IS IT?" — instructor-read sound discrimination with no recorded stimulus. Convertible later with chosen items + TTS. - -$LESSON 5-4: Words and Questions - -# Source: ST §Which Word Is Different? -$SELECT Which Word Is Different? -ID: l5-s6 -INTRO: Now some word sorting. In each group of four, one word doesn't belong with the others. Tap the one that's different — it knows what it did. -INSTRUCTION: Tap the word that does not belong with the others. - -TEMPLATE: plane, car, truck, taxi -OPTION: a | plane -OPTION: b | car -OPTION: c | truck -OPTION: d | taxi -ANSWER: a - -TEMPLATE: soldier, sailor, airman, civilian -OPTION: a | soldier -OPTION: b | sailor -OPTION: c | airman -OPTION: d | civilian -ANSWER: d - -TEMPLATE: lunch, breakfast, salad, dinner -OPTION: a | lunch -OPTION: b | breakfast -OPTION: c | salad -OPTION: d | dinner -ANSWER: c - -TEMPLATE: half dollar, fruit, dime, penny -OPTION: a | half dollar -OPTION: b | fruit -OPTION: c | dime -OPTION: d | penny -ANSWER: b - -TEMPLATE: pen, drive, fly, walk -OPTION: a | pen -OPTION: b | drive -OPTION: c | fly -OPTION: d | walk -ANSWER: a - -TEMPLATE: library, classroom, barracks, mess hall -OPTION: a | library -OPTION: b | classroom -OPTION: c | barracks -OPTION: d | mess hall -ANSWER: c - -TEMPLATE: month, minute, day, lesson -OPTION: a | month -OPTION: b | minute -OPTION: c | day -OPTION: d | lesson -ANSWER: d - -TEMPLATE: England, United States, Army, Canada -OPTION: a | England -OPTION: b | United States -OPTION: c | Army -OPTION: d | Canada -ANSWER: c - -TEMPLATE: dictionary, review, memorize, learn -OPTION: a | dictionary -OPTION: b | review -OPTION: c | memorize -OPTION: d | learn -ANSWER: a - -TEMPLATE: July, September, Thursday, May -OPTION: a | July -OPTION: b | September -OPTION: c | Thursday -OPTION: d | May -ANSWER: c - -# Source: ST §What Are They? -$SELECT Name the Group -ID: l5-s7 -INTRO: The opposite game now. Each list has three members and one family name. Tap the word that names the whole group. -INSTRUCTION: Tap the word that is the name of the group. - -TEMPLATE: today, yesterday, days, tomorrow -OPTION: a | today -OPTION: b | yesterday -OPTION: c | days -OPTION: d | tomorrow -ANSWER: c - -TEMPLATE: women, sister, daughter, mother -OPTION: a | women -OPTION: b | sister -OPTION: c | daughter -OPTION: d | mother -ANSWER: a - -TEMPLATE: cents, dollar, quarter, money -OPTION: a | cents -OPTION: b | dollar -OPTION: c | quarter -OPTION: d | money -ANSWER: d - -TEMPLATE: day, time, week, year -OPTION: a | day -OPTION: b | time -OPTION: c | week -OPTION: d | year -ANSWER: b - -TEMPLATE: men, husband, son, brother -OPTION: a | men -OPTION: b | husband -OPTION: c | son -OPTION: d | brother -ANSWER: a - -TEMPLATE: dispensary, dining hall, buildings, BX -OPTION: a | dispensary -OPTION: b | dining hall -OPTION: c | buildings -OPTION: d | BX -ANSWER: c - -TEMPLATE: United States, countries, Canada, England -OPTION: a | United States -OPTION: b | countries -OPTION: c | Canada -OPTION: d | England -ANSWER: b - -TEMPLATE: October, January, months, April -OPTION: a | October -OPTION: b | January -OPTION: c | months -OPTION: d | April -ANSWER: c - -TEMPLATE: food, French fries, hamburger, banana -OPTION: a | food -OPTION: b | French fries -OPTION: c | hamburger -OPTION: d | banana -ANSWER: a - -TEMPLATE: morning, evening, afternoon, time -OPTION: a | morning -OPTION: b | evening -OPTION: c | afternoon -OPTION: d | time -ANSWER: d - -# SKIPPED (book): "DICTATION" — 15 numbered blanks, instructor-read with no recorded stimulus. Convertible later with chosen items + TTS. - -# Source: ST §Are They in Order? -$SELECT Alphabetical Order +$PRODUCE Write a Question ID: l5-s8 -ORDER -INTRO: Back to the alphabet. Arrange each set of five words in dictionary order — watch out, some of them share a first letter and fight for position. -INSTRUCTION: Put the words in alphabetical order. - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | after -OPTION: b | August -OPTION: c | airman -OPTION: d | always -OPTION: e | Army -ANSWER: a,c,d,e,b - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | quiz -OPTION: b | sleep -OPTION: c | plane -OPTION: d | review -OPTION: e | today -ANSWER: c,a,d,b,e - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | swim -OPTION: b | shave -OPTION: c | sailor -OPTION: d | student -OPTION: e | soldier -ANSWER: c,b,e,d,a - # Source: ST §Write a Question -$PRODUCE Unscramble the Question -ID: l5-s9 -INTRO: Last activity of the book. Someone shuffled the words of these questions — type each one back in the correct order, as a question. Finish this and the whole review is done. Well earned. +INTRO: Now you build the questions yourself. Each line shows the words of a question, shuffled out of order. Type the question with the words in the correct order. INSTRUCTION: Type the words in the correct order to make a question. INPUT: type CHECK: exact @@ -659,9 +468,226 @@ RESPONSE: Who are your new friends? TEMPLATE: does plane leave the Houston when for RESPONSE: When does the plane leave for Houston? +ACCEPT: When does the plane for Houston leave? TEMPLATE: a student last were year you RESPONSE: Were you a student last year? TEMPLATE: many are how a in year months RESPONSE: How many months are in a year? + +# SKIPPED (book): Listening Skill "WHICH SOUND IS IT?" (items 1-24) — instructor-read sound discrimination with unprinted stimuli. + +$SESSION 5-4: Word Groups and the Alphabet + +$SELECT Which Word Is Different? +ID: l5-s5 +# Source: ST §Which Word Is Different? +INTRO: Last part: sorting words. In each group, three words are family and one is a guest. Tap the word that does not belong. +INSTRUCTION: Tap the word that does not belong in the group. + +TEMPLATE: Which word is different? +OPTION: a | plane +OPTION: b | car +OPTION: c | truck +OPTION: d | taxi +ANSWER: a + +TEMPLATE: Which word is different? +OPTION: a | soldier +OPTION: b | sailor +OPTION: c | airman +OPTION: d | civilian +ANSWER: d + +TEMPLATE: Which word is different? +OPTION: a | lunch +OPTION: b | breakfast +OPTION: c | salad +OPTION: d | dinner +ANSWER: c + +TEMPLATE: Which word is different? +OPTION: a | half dollar +OPTION: b | fruit +OPTION: c | dime +OPTION: d | penny +ANSWER: b + +TEMPLATE: Which word is different? +OPTION: a | pen +OPTION: b | drive +OPTION: c | fly +OPTION: d | walk +ANSWER: a + +TEMPLATE: Which word is different? +OPTION: a | library +OPTION: b | classroom +OPTION: c | barracks +OPTION: d | mess hall +ANSWER: a + +TEMPLATE: Which word is different? +OPTION: a | month +OPTION: b | minute +OPTION: c | day +OPTION: d | lesson +ANSWER: d + +TEMPLATE: Which word is different? +OPTION: a | England +OPTION: b | United States +OPTION: c | Army +OPTION: d | Canada +ANSWER: c + +TEMPLATE: Which word is different? +OPTION: a | dictionary +OPTION: b | review +OPTION: c | memorize +OPTION: d | learn +ANSWER: a + +TEMPLATE: Which word is different? +OPTION: a | July +OPTION: b | September +OPTION: c | Thursday +OPTION: d | May +ANSWER: c + +$SELECT What Are They? +ID: l5-s6 +# Source: ST §What Are They? +INTRO: Now the opposite job. Each group of words hides its own name — for example, "days" hiding among "today" and "tomorrow". Tap the word that names the whole group. +INSTRUCTION: Tap the category name for each group of words. + +TEMPLATE: What are they? +OPTION: a | today +OPTION: b | yesterday +OPTION: c | days +OPTION: d | tomorrow +ANSWER: c + +TEMPLATE: What are they? +OPTION: a | women +OPTION: b | sister +OPTION: c | daughter +OPTION: d | mother +ANSWER: a + +TEMPLATE: What are they? +OPTION: a | cents +OPTION: b | dollar +OPTION: c | quarter +OPTION: d | money +ANSWER: d + +TEMPLATE: What are they? +OPTION: a | day +OPTION: b | time +OPTION: c | week +OPTION: d | year +ANSWER: b + +TEMPLATE: What are they? +OPTION: a | men +OPTION: b | husband +OPTION: c | son +OPTION: d | brother +ANSWER: a + +TEMPLATE: What are they? +OPTION: a | dispensary +OPTION: b | dining hall +OPTION: c | buildings +OPTION: d | BX +ANSWER: c + +TEMPLATE: What are they? +OPTION: a | United States +OPTION: b | countries +OPTION: c | Canada +OPTION: d | England +ANSWER: b + +TEMPLATE: What are they? +OPTION: a | October +OPTION: b | January +OPTION: c | months +OPTION: d | April +ANSWER: c + +TEMPLATE: What are they? +OPTION: a | food +OPTION: b | French fries +OPTION: c | hamburger +OPTION: d | banana +ANSWER: a + +TEMPLATE: What are they? +OPTION: a | morning +OPTION: b | evening +OPTION: c | afternoon +OPTION: d | time +ANSWER: d + +# SKIPPED (book): "DICTATION" (p. 120) — instructor-read word dictation (items 1-15) with unprinted stimuli. + +$SELECT Letters and Words in Order +ID: l5-s4-f +# Source: ST §What's the Answer? (alphabet items) +INTRO: A quick alphabet check before the finish line. Which letters and word lists are in the right order? Tap the correct answer. +INSTRUCTION: Tap the correct answer. + +TEMPLATE: The letter *c* is _____ the letter *d* in the alphabet. +OPTION: a | after +OPTION: b | under +OPTION: c | before +OPTION: d | in +ANSWER: c + +TEMPLATE: Choose the words that are *not* in alphabetical order. +OPTION: a | ask, cold, hot, lab +OPTION: b | dime, milk, rice, wall +OPTION: c | good, lesson, taxi, year +OPTION: d | fruit, every, drive, month +ANSWER: d + +TEMPLATE: Choose the words that *are* in alphabetical order. +OPTION: a | taxi, time, train, today +OPTION: b | has, here, hour, hungry +OPTION: c | want, when, work, wife +OPTION: d | car, class, civilian, choose +ANSWER: b + +$SELECT Put Words in Alphabetical Order +ID: l5-s7 +# Source: ST §Are They in Order? +ORDER +INTRO: The last activity of this lesson. Put each set of words in alphabetical order — and that's the whole review done. Well done; the next lesson brings something new. +INSTRUCTION: Put the words in alphabetical order. + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | after +OPTION: b | August +OPTION: c | airman +OPTION: d | always +OPTION: e | Army +ANSWER: a,c,d,e,b + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | quiz +OPTION: b | sleep +OPTION: c | plane +OPTION: d | review +OPTION: e | today +ANSWER: c,a,d,b,e + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | swim +OPTION: b | shave +OPTION: c | sailor +OPTION: d | student +OPTION: e | soldier +ANSWER: c,b,e,d,a diff --git a/book-4-lesson-1.module b/book-4-lesson-1.module index cb005e9d..2bf753a9 100644 --- a/book-4-lesson-1.module +++ b/book-4-lesson-1.module @@ -1,61 +1,64 @@ -$MODULE Book 4 · Lesson 1: Sports, Games, and the Simple Past {st-page_003_001.jpg} +$MODULE Book 4 · Lesson 1: Sports, Games, and the Simple Past {st-page_003_001.jpg|Two boys playing soccer near a goalpost, with one kicking the soccer ball} FORMAT: 2 -DESCRIPTION: Sports and games vocabulary, cities and daily routines, and the simple past tense — statements, negatives, questions, and short answers — with pronunciation and dictation practice. +DIOCO_DOC_ID: alc_book4_lesson1 +DESCRIPTION: Sports and games, cities and towns, daily routines, and the simple past tense with -ed: statements, negatives with "didn't", and questions with "did". TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Speak like a friendly narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Mike | algieba | Male student -VOICE: Jim | iapetus | Male student -VOICE: Man1 | achird | Male -VOICE: Man2 | schedar | Male -VOICE: Sam | charon | Male -VOICE: David | alnilam | Male student -VOICE: Robert | achird | Male student -VOICE: Andrew | schedar | Male student -VOICE: Burt | achird | Male student -VOICE: ID | achernar | speaker (auto) +VOICE: Mike | schedar | Male speaker +VOICE: Jim | achird | Male speaker +VOICE: Sam | charon | Male speaker +VOICE: Man1 | schedar | Male speaker +VOICE: Man2 | charon | Male speaker +VOICE: David | schedar | Male speaker +VOICE: Robert | achird | Male speaker +VOICE: Andrew | schedar | Male speaker +VOICE: Burt | achird | Male speaker +VOICE: Narrator | achernar | speaker (auto) -$LESSON 1-1: Sports and Games +$SESSION 1-1: Sports and Games -# Source: LLA 1A Figure 1 (ST "They Play Sports" dropped — TTS twin of this cassette presentation; its images live on in "Ask About the Sport") -$DIALOGUE Playing Sports and Games -ID: 1a-f1 -INTRO: In this lesson you'll learn to talk about sports and games — and, before it's over, to say what happened yesterday. First, the games themselves. Listen and repeat each new word and sentence. -INSTRUCTION: Listen and repeat. +# Source: LLA 1A Figure 1 +# DROPPED (twin): ST §They Play Sports. — TTS twin of this cassette presentation (same sports vocab in sentences, same role and modality); its images duplicate the LLA pictures. +$DIALOGUE Sports and Games +ID: 4-1a-f1 +INTRO: In this lesson you'll learn to talk about sports and games — and, later, to say what happened yesterday. First, listen and repeat each new word and sentence. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT + VOCAB: play VOCAB: game VOCAB: ball -LINE: The children play a game with their ball. They play a ballgame. {page_007_001.jpg} {bk04-l1a-f1-01.mp3} +LINE: The children play a game with their ball. They play a ball game. {page_007_001.jpg|Two boys and a girl playing with a ball in a yard} {bk04-l1a-f1-01.mp3} VOCAB: football -LINE: Sam plays football every day. {page_007_002.jpg} {bk04-l1a-f1-02.mp3} +LINE: Sam plays football every day. {page_007_002.jpg|American football players in action, one passing the ball} {bk04-l1a-f1-02.mp3} VOCAB: baseball -LINE: George plays baseball on weekends. {page_007_003.jpg} {bk04-l1a-f1-03.mp3} +LINE: George plays baseball on weekends. {page_007_003.jpg|A young man wearing a baseball cap holding a baseball bat} {bk04-l1a-f1-03.mp3} VOCAB: tennis -LINE: They play tennis after class. {page_007_004.jpg} {bk04-l1a-f1-04.mp3} +LINE: They play tennis after class. {page_007_004.jpg|Two girls playing tennis over a net with spectators in the background} {bk04-l1a-f1-04.mp3} VOCAB: soccer -LINE: Carlos plays soccer on Saturdays. {page_007_005.jpg} {bk04-l1a-f1-05.mp3} +LINE: Carlos plays soccer on Saturdays. {page_007_005.jpg|Two boys playing soccer near a goal net} {bk04-l1a-f1-05.mp3} VOCAB: basketball -LINE: Carl played basketball at school. {page_007_006.jpg} {bk04-l1a-f1-06.mp3} +LINE: Carl played basketball at school. {page_007_006.jpg|Three boys playing basketball near a hoop} {bk04-l1a-f1-06.mp3} VOCAB: sports -LINE: Soccer and basketball are sports too. {bk04-l1a-f1-07.mp3} +LINE: Football, baseball, and tennis are sports. Soccer and basketball are sports too. {bk04-l1a-f1-07.mp3} # Source: ST §Do You Like Sports? $DIALOGUE Do You Like Sports? ID: l1-s2 -INTRO: Some people like sports. Some people, mysteriously, don't. Here's how to say both. Listen and repeat. -INSTRUCTION: Listen and repeat these sentences. +INTRO: You know the games. Now say which ones you like — and which ones you don't. Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. REPEAT +VOCAB: to like LINE: I like tennis. LINE: Dan likes soccer. LINE: They like football. @@ -64,15 +67,16 @@ LINE: She doesn't like sports. # Source: LLA 1A Figure 2 $SELECT Which Game Is It? -ID: 1a-f2 -INTRO: You'll hear a sentence about one of the games or sports. Tap the picture it matches. +ID: 4-1a-f2 +HIDE_PROMPT +INTRO: Listen to a sentence about one of the games or sports, and tap the correct picture. INSTRUCTION: Tap the correct picture. -OPTION: a | ball {page_008_001.jpg} -OPTION: b | football {page_008_002.jpg} -OPTION: c | baseball {page_008_003.jpg} -OPTION: d | tennis {page_008_004.jpg} -OPTION: e | soccer {page_008_005.jpg} -OPTION: f | basketball {page_008_006.jpg} +OPTION: a | ball {page_008_001.jpg|Two boys and a girl playing with a ball in a yard} +OPTION: b | football {page_008_002.jpg|American football players in action, one passing the ball} +OPTION: c | baseball {page_008_003.jpg|A young man wearing a baseball cap holding a baseball bat} +OPTION: d | tennis {page_008_004.jpg|Two girls playing tennis over a net with spectators in the background} +OPTION: e | soccer {page_008_005.jpg|Two boys playing soccer near a goal net} +OPTION: f | basketball {page_008_006.jpg|Three boys playing basketball near a hoop} PROMPT: Tony and Jim watch soccer games on TV. {bk04-l1a-f2-01.mp3} ANSWER: e @@ -86,13 +90,16 @@ ANSWER: c PROMPT: My children play with a ball after school. {bk04-l1a-f2-04.mp3} ANSWER: a -PROMPT: The basketball game is at eight o'clock tonight. {bk04-l1a-f2-05.mp3} +PROMPT: The basketball game is at 8 o'clock tonight. {bk04-l1a-f2-05.mp3} ANSWER: f +PROMPT: My brother always watches football games on Mondays. {bk04-l1a-f2-06.mp3} +ANSWER: b + # Source: LLA 1A Figure 3 -$SELECT Does He Like It? -ID: 1a-f3 -INTRO: Now for likes and dislikes. Listen to a short exchange, tap the statement that matches it, then repeat the correct answer. +$SELECT Likes It or Not? +ID: 4-1a-f3 +INTRO: You will hear a short conversation. Listen, tap the statement that matches, and repeat the correct answer. INSTRUCTION: Tap the correct sentence. REPEAT @@ -121,26 +128,51 @@ OPTION: a | Donna likes tennis. {bk04-l1a-f3-10.mp3} OPTION: b | Donna doesn't like tennis. ANSWER: a -# Source: ST §What Do They Like To Do? -$DIALOGUE What They Like to Do +# Source: ST §What Sport...? +$PRODUCE What Sport Do They Play? +ID: l1-s3 +INTRO: Now you ask the questions. You'll see a picture — ask what sport the people play, then answer your own question aloud. +INSTRUCTION: Ask a question with "what" and answer it. +INPUT: speak +CHECK: llm +RUBRIC: Accept any grammatically correct question asking about the sport in the picture and a matching answer. + +EXAMPLE +PROMPT: {st-page_005_001.jpg|American football players in a huddle, one player in jersey number 82 preparing to throw a football} +RESPONSE: What sport do the boys like?\n— They like football. + +PROMPT: {st-page_005_002.jpg|Two women playing tennis on a court with a net, holding rackets} +RESPONSE: What sport do Betty and Joan play?\n— They play tennis. + +PROMPT: {st-page_005_003.jpg|Two boys playing soccer on a field with a goal net, one kicking the ball} +RESPONSE: What sport do Dan and Ron play?\n— They play soccer. + +PROMPT: {st-page_006_001.jpg|Three boys playing basketball on an outdoor court with a hoop} +RESPONSE: What sport do the boys play?\n— They play basketball. + +PROMPT: {st-page_006_002.jpg|A boy wearing a baseball cap and holding a baseball bat over his shoulder} +RESPONSE: What sport does Joe play?\n— He plays baseball. + +# Source: ST §What Do They Like to Do? +$DIALOGUE What Do They Like to Do? ID: l1-s4 -INTRO: "Like" plus another verb: like to play, like to watch. Listen and repeat the words and sentences. -INSTRUCTION: Listen and repeat. +INTRO: People don't just play games — they like to play them. Listen and repeat these sentences with "like to". +INSTRUCTION: Listen and repeat each sentence. REPEAT -VOCAB: like to -LINE: Joe likes to play baseball. {st-page_007_001.jpg} +VOCAB: to like to +LINE: Joe likes to play baseball. {st-page_007_001.jpg|A young boy wearing a baseball cap preparing to swing a baseball bat} -LINE: The children like to play with a ball. {st-page_007_002.jpg} +LINE: The children like to play with a ball. {st-page_007_002.jpg|Three children playing outdoors with a ball} -LINE: Kate and Sue like to go to football games. {st-page_007_003.jpg} +LINE: Kate and Sue like to go to football games. {st-page_007_003.jpg|Spectators sitting in stadium bleachers, one wearing a hat that says "GO LIONS"} -LINE: Mr. and Mrs. Adams like to watch games on television. {st-page_007_004.jpg} +LINE: Mr. and Mrs. Adams like to watch games on television. {st-page_007_004.jpg|A man and a woman watching a baseball game on a television screen} # Source: LLA 1A Figure 4 -$PRODUCE Answer About Their Likes -ID: 1a-f4 -INTRO: Read the statement on the screen, then listen to the question and answer it aloud with "like to". The tape will confirm your answer. +$PRODUCE Answer About What They Like +ID: 4-1a-f4 +INTRO: Read the statement on the screen. Then listen to the question and answer it aloud with "likes to" or "like to". INSTRUCTION: Answer aloud based on the reading. INPUT: speak CHECK: reveal @@ -149,7 +181,7 @@ REPEAT EXAMPLE TEMPLATE: The children play ball in the afternoon. PROMPT: What do the children like to do in the afternoon? {bk04-l1a-f4-01.mp3} -RESPONSE: The children like to play ball in the afternoon. {bk04-l1a-f4-02.mp3} +RESPONSE: The children like to play ball in the afternoon. TEMPLATE: Sue and Kate go to football games on weekends. PROMPT: What do Sue and Kate like to do on weekends? {bk04-l1a-f4-03.mp3} @@ -167,36 +199,11 @@ TEMPLATE: Jack watches basketball on Fridays. PROMPT: What does Jack like to watch on Fridays? {bk04-l1a-f4-09.mp3} RESPONSE: Jack likes to watch basketball on Fridays. {bk04-l1a-f4-10.mp3} -# Source: ST §What Sport...? -$PRODUCE Ask About the Sport -ID: l1-s3 -INTRO: Now you ask the questions. For each picture, ask what sport the people like, and answer it — say both parts aloud. -INSTRUCTION: Ask a question with "what" and answer it. -INPUT: speak -CHECK: llm -RUBRIC: Accept any correct "what" question about the sport with a matching answer (e.g. "What sport do the boys like? They like football."). - -EXAMPLE -PROMPT: {st-page_005_001.jpg} -RESPONSE: What sport do the boys like? They like football. - -PROMPT: {st-page_005_002.jpg} -RESPONSE: What sport do Betty and Joan like? They like tennis. - -PROMPT: {st-page_005_003.jpg} -RESPONSE: What sport do Dan and Ron like? They like soccer. - -PROMPT: {st-page_006_001.jpg} -RESPONSE: What sport do the boys like? They like basketball. - -PROMPT: {st-page_006_002.jpg} -RESPONSE: What sport does Joe like? He likes baseball. - -# Source: ST §Come and See the Game +# Source: ST §Come and See the Game. $DIALOGUE Come and See the Game ID: l1-s10 -INTRO: David has a soccer game this afternoon, and Robert is coming to watch. Listen and repeat each line. -INSTRUCTION: Repeat and read the dialog. +INTRO: David invites Robert to a soccer game — it takes them seven lines to agree on six o'clock. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT David: Hi, Robert. Do you like soccer? @@ -207,11 +214,11 @@ David: At six. Robert: All right. See you at six. David: Okay. -# Source: ST §Come and Play +# Source: ST §Come and Play. $DIALOGUE Come and Play ID: l1-s11 -INTRO: Andrew plays baseball "sometimes." Burt is about to fix that. Listen and repeat each line. -INSTRUCTION: Repeat and read the dialog. +INTRO: Andrew and Burt talk about baseball on the weekends. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Andrew: Do you like baseball? @@ -222,16 +229,28 @@ Andrew: When do you play? Burt: Saturday mornings. Do you want to play? Andrew: All right. -# SKIPPED (book, ST): Listening-skill /j/-/y/ drills — "SAME/DIFFERENT" (circle S/D) and -# "JET / YET" (circle the sound heard). Instructor-read minimal-pair discrimination with no -# recorded stimulus and no given word pairs. Convertible later with chosen items + TTS. -# SKIPPED (book, ST): "LET'S PLAY SOCCER" — open pair dialog completed with a classmate; -# no solo path, and $CHAT is unsupported. Revisit when $CHAT is supported. +# Source: ST §Jet / Yet +$DIALOGUE "Jet" or "Yet": Word Pairs +ID: l1-s9 +INTRO: Two sounds that love to be confused: "j" as in "jet" and "y" as in "yet". Repeat each pair. +INSTRUCTION: Repeat the words. +REPEAT + +LINE: jet ... yet +LINE: jarred ... yard +LINE: jay ... yea +LINE: jam ... yam +LINE: jaw ... yaw +LINE: joke ... yolk +LINE: juice ... use +LINE: jack ... yak +LINE: jot ... yacht +LINE: jeer ... year # Source: LLA 1A Figure 7 -$SELECT The J Sound or the Y Sound? -ID: 1a-f7 -INTRO: A quick ear check. If you hear the "j" sound as in jet, tap the first option. If you hear the "y" sound as in yet, tap the second. +$SELECT "J" or "Y": Which Sound Do You Hear? +ID: 4-1a-f7 +INTRO: You will hear a word. Tap the sound you hear: the "j" sound as in "jet", or the "y" sound as in "yet". INSTRUCTION: Tap the sound you hear. OPTION: a | j (as in jet) OPTION: b | y (as in yet) @@ -270,102 +289,38 @@ ANSWER: a PROMPT: use {bk04-l1a-f7-11.mp3} ANSWER: b -# Source: ST §Speaking Skill: Jet and Yet -$DIALOGUE Saying Jet and Yet -ID: l1-s9 -INTRO: You've heard the difference — now say it. Repeat each pair and keep the two sounds apart. -INSTRUCTION: Repeat the words. Focus on the sounds. -REPEAT +# SKIPPED (book): "LET'S PLAY SOCCER." (ST p. 12) — open partner dialog completion; no solo path. -LINE: jet ... yet -LINE: jarred ... yard -LINE: jay ... yea -LINE: jam ... yam -LINE: jaw ... yaw -LINE: joke ... yolk -LINE: juice ... use -LINE: jack ... yak -LINE: jot ... yacht -LINE: jeer ... year +$SESSION 1-2: Cities, Towns, and Busy Days -$LESSON 1-2: Cities, Towns, and Daily Routines - -# Source: ST §New York City Is a Very Big City -$DIALOGUE Big Cities {st-page_008_001.jpg} -ID: l1-s5 -INTRO: In this part you'll learn to talk about cities, towns, and what people do all week long. First, some big cities. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. +# Source: LLA 1A Figure 5 +# DROPPED (twin): ST §New York City Is a Very Big City. — TTS twin of this cassette cities presentation (same words, same role); its distinct points (tall buildings, more city names) are covered here and in "This Is Downtown". +$DIALOGUE Cities and Towns {page_010_001.jpg|An outline map of Texas showing Dallas, Fredericksburg, and San Antonio. On the left is the "King Family" with an arrow pointing to Fredericksburg. On the right is the "Soto Family" with an arrow pointing to Dallas} +ID: 4-1a-f5 +INTRO: In this part you'll learn to talk about cities and towns, and about busy days that last all morning, all week, or all year. First: a map of Texas. Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: city -LINE: San Antonio is a city in the United States. - -LINE: It's a city in Texas. - -VOCAB: cities -LINE: Houston and Dallas are cities in Texas, too. - -LINE: New York and Chicago are big cities. - -LINE: Cities have tall buildings. - -LINE: Los Angeles is a city in California. - -LINE: What's the name of your city? - -# Source: LLA 1A Figure 5 -$DIALOGUE Cities and Towns in Texas {page_010_001.jpg} -ID: 1a-f5 -INTRO: You'll see a map of Texas. Listen and repeat the sentences about its cities and towns. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: The city of Houston, the city of Dallas, the city of San Antonio. {bk04-l1a-f5-01.mp3} +LINE: The City of Houston, the City of Dallas, the City of San Antonio. {bk04-l1a-f5-01.mp3} VOCAB: town -LINE: The King family lives in a small town. {bk04-l1a-f5-02.mp3} +LINE: Texas has big cities and small towns. {bk04-l1a-f5-02.mp3} -LINE: The Soto family lives in the city of Dallas. {bk04-l1a-f5-03.mp3} +VOCAB: to live +LINE: The King family lives in a small town. {bk04-l1a-f5-03.mp3} -LINE: Sometimes, the King family visits the Soto family in Dallas. {bk04-l1a-f5-04.mp3} +LINE: The Soto family lives in the City of Dallas. {bk04-l1a-f5-04.mp3} -LINE: Los Angeles, New York, and Chicago are also big cities. These cities are not in Texas. {bk04-l1a-f5-05.mp3} +LINE: Sometimes the King family visits the Soto family in Dallas. {bk04-l1a-f5-05.mp3} -# Source: ST §This Is Downtown -$DIALOGUE Downtown {st-page_009_001.jpg} -ID: l1-s6 -INTRO: Downtown is where the tall buildings are — and the good restaurants. Listen and repeat the new words and sentences. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: live -LINE: I live in the city. - -LINE: My friend George doesn't live in a city. He lives in a small town. - -VOCAB: restaurant -LINE: They have good food in that restaurant. - -VOCAB: cook -LINE: The cook in that restaurant cooks good food. - -VOCAB: downtown -LINE: The tall buildings are downtown. - -VOCAB: visit -LINE: Mary likes to visit downtown. - -VOCAB: start -VOCAB: start to -LINE: My English class starts at 7:30 a.m. We start to study new words at 8:00 a.m. - -VOCAB: end -LINE: My class ends at 2:15. +LINE: Los Angeles, New York, and Chicago are also big cities. These cities are not in Texas. {bk04-l1a-f5-06.mp3} # Source: LLA 1A Figure 6 -$SELECT Understanding Short Talks -ID: 1a-f6 -INTRO: Listen to a short context and a question about living, working, and visiting. Tap the correct answer, then repeat it. +$SELECT Listening: Cities and Towns +ID: 4-1a-f6 +HIDE_PROMPT +INTRO: Listen to a short context and a question, tap the correct answer, then repeat it. INSTRUCTION: Tap the correct answer. REPEAT @@ -389,40 +344,68 @@ OPTION: a | Mary is sleeping. OPTION: b | Mary is visiting her friend. {bk04-l1a-f6-08.mp3} ANSWER: b -# Source: ST §They Visit Every Month +# Source: ST §This Is Downtown. +$DIALOGUE This Is Downtown {st-page_009_001.jpg|A stylized skyline of a downtown city with tall buildings and a prominent tower} +ID: l1-s6 +INTRO: More words for city life: downtown, restaurants, and when things start and end. Listen and repeat. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +LINE: I live in the city. + +LINE: My friend George doesn't live in a city. +LINE: He lives in a small town. + +VOCAB: restaurant +LINE: They have good food in that restaurant. + +VOCAB: cook +LINE: The cook in that restaurant cooks good food. + +VOCAB: downtown +LINE: The tall buildings are downtown. + +VOCAB: to visit +LINE: Mary likes to visit downtown. + +VOCAB: to start +LINE: My English class starts at 7:30 a.m. +LINE: We start to study new words at 8:00 a.m. + +VOCAB: to end +LINE: My class ends at 2:15. + +# Source: ST §They Visit Every Month. $DIALOGUE They Visit Every Month ID: l1-s7 -INTRO: Joe lives in the city. His parents don't — but once a month, they arrive. Read along as you listen; questions follow. +INTRO: A short story: Joe lives in the city, his parents live in a small town, and once a month everybody eats very well. Just read and listen. INSTRUCTION: Read the paragraphs. -LINE: Joe lives in the city of San Antonio. -LINE: His father and mother don't live in the city. -LINE: They live in the small town of Castroville. +Narrator: Joe lives in the city of San Antonio. +Narrator: His father and mother don't live in the city. +Narrator: They live in the small town of Castroville. +Narrator: Every month, they come to the city and visit Joe. +Narrator: Their visit always starts on a Friday and ends on a Sunday. +Narrator: On Saturday nights, they go to a good restaurant. {st-page_010_001.jpg|A chef in a kitchen wearing a hat labeled "LUGO'S" and an apron labeled "LUGO'S", cooking food in steaming pots} +Narrator: Sometimes, they go to Lugo's Italian Restaurant. {st-page_010_001.jpg|A chef in a kitchen wearing a hat labeled "LUGO'S" and an apron labeled "LUGO'S", cooking food in steaming pots} +Narrator: They know Mr. Lugo. He cooks very good food. {st-page_010_001.jpg|A chef in a kitchen wearing a hat labeled "LUGO'S" and an apron labeled "LUGO'S", cooking food in steaming pots} -LINE: Every month, they come to the city and visit Joe. - -LINE: Their visit always starts on a Friday and ends on a Sunday. - -LINE: On Saturday nights, they go to a good restaurant. {st-page_010_001.jpg} -LINE: Sometimes, they go to Lugo's Italian Restaurant. {st-page_010_001.jpg} -LINE: They know Mr. Lugo. He cooks very good food. {st-page_010_001.jpg} - -# Source: ST §Answer the Questions (INPUT changed from type to speak — full-sentence answers) -$PRODUCE Answer About Joe's Family +# Source: ST §Questions: They Visit Every Month +$PRODUCE Questions: They Visit Every Month ID: l1-s8 -REFERENCE -INTRO: Answer the questions about Joe and his parents in full sentences. You can open the reading again if a detail escapes you. -INSTRUCTION: Answer the questions about the paragraphs. +REFERENCE: l1-s7 +INTRO: Answer questions about Joe and his family, aloud in full sentences. Open the story if you need it. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: llm SHOW_PROMPT RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: Where do Joe's father and mother live? -RESPONSE: They live in the small town of Castroville. +RESPONSE: They live in Castroville. PROMPT: Where does Joe live? -RESPONSE: Joe lives in the city of San Antonio. +RESPONSE: Joe lives in San Antonio. PROMPT: When does their visit always start? RESPONSE: Their visit always starts on a Friday. @@ -431,171 +414,199 @@ PROMPT: When does it end? RESPONSE: It ends on a Sunday. PROMPT: Where do they go on Saturday nights? -RESPONSE: On Saturday nights, they go to a good restaurant. +RESPONSE: They go to a good restaurant. PROMPT: What restaurant do they sometimes go to? -RESPONSE: Sometimes, they go to Lugo's Italian Restaurant. +RESPONSE: They sometimes go to Lugo's Italian Restaurant. PROMPT: Does Mr. Lugo cook good food? RESPONSE: Yes, he cooks very good food. -# Source: ST §They Do It All the Time -$DIALOGUE They Do It All the Time +# Source: ST §They Do It All the Time. +$DIALOGUE All Day Long ID: l1-s12 -INTRO: From 10:30 at night to 6:30 in the morning — that's all night long. Here's how to say things last a long time. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. +INTRO: How long does it last? All day, all night, all year. Listen and repeat these sentences with "all ... long". +INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: all -LINE: James sleeps from 10:30 p.m. to 6:30 a.m. He sleeps all night long. {st-page_014_001.jpg} +LINE: James sleeps from 10:30 p.m. to 6:30 a.m. He sleeps all night long. {st-page_014_001.jpg|A cartoon of a young man sleeping in bed with a digital alarm clock showing '10:30 PM' on his bedside table} VOCAB: long -LINE: Mr. Wilson works every work day of the year. He works all year long. {st-page_015_001.jpg} +LINE: Mr. Wilson works every work day of the year. He works all year long. {st-page_015_001.jpg|A drawing of a man wearing glasses and a tie sitting at his desk, holding a document and looking busy} -VOCAB: cleans up -LINE: Tim cleans up his room on Saturdays. He cleans all morning long. {st-page_015_002.jpg} +VOCAB: to clean up +LINE: Tim cleans up his room on Saturdays. He cleans all morning long. {st-page_015_002.jpg|A drawing of a young boy vacuuming a messy room with clothes scattered on the bed and floor} VOCAB: show -LINE: The children like to watch Mr. Roberts' show on TV. They watch shows all morning long. {st-page_015_003.jpg} +LINE: The children like to watch Mr. Roberts' show on TV. They watch shows all morning long. {st-page_015_003.jpg|A drawing of two children sitting on the floor watching a man speaking on a television set} -# Source: LLA 1A Figure 8 -$DIALOGUE Linda's Routine -ID: 1a-f8 -INTRO: Meet Linda. She works all week, and on Saturdays she cleans and cooks for her friends — a busy woman. Just listen. -INSTRUCTION: Listen to the paragraph. +# Source: ST §Make Sentences: All ... Long (recast: scaffolded transformation — the book's bare cues invited writer's block) +$PRODUCE Say It with "All ... Long" +ID: l1-s13 +INTRO: Now you say how long. Read each sentence, then say it again the short way, using the "all ... long" phrase in parentheses. +INSTRUCTION: Say the sentence again using the phrase in parentheses. +INPUT: speak +CHECK: reveal +SHOW_PROMPT -LINE: This is Linda. {page_012_001.jpg} {bk04-l1a-f8-01.mp3} +EXAMPLE +PROMPT: James sleeps from 10:30 p.m. to 6:30 a.m. (all night long) +RESPONSE: James sleeps all night long. -LINE: Linda works in an office. {page_012_001.jpg} {bk04-l1a-f8-02.mp3} +PROMPT: Mr. Wilson works every work day of the year. (all year long) +RESPONSE: Mr. Wilson works all year long. -LINE: She works from Monday to Friday. {page_012_001.jpg} {bk04-l1a-f8-03.mp3} +PROMPT: Tim cleans his room from 8:00 to 12:00 on Saturdays. (all morning long) +RESPONSE: Tim cleans his room all morning long. -LINE: Linda works all week long. {page_012_001.jpg} {bk04-l1a-f8-04.mp3} +PROMPT: Linda cooks from 2:00 until dinner time. (all afternoon long) +RESPONSE: Linda cooks all afternoon long. -LINE: On Saturdays, Linda gets up early. {page_012_002.jpg} {bk04-l1a-f8-05.mp3} +PROMPT: We study English from Monday to Friday. (all week long) +RESPONSE: We study English all week long. -LINE: She starts to clean her house at eight o'clock. {page_012_002.jpg} {bk04-l1a-f8-06.mp3} +PROMPT: They watch television from 7:00 until midnight. (all evening long) +RESPONSE: They watch television all evening long. -LINE: Linda cleans her house all morning long. {page_012_002.jpg} {bk04-l1a-f8-07.mp3} +PROMPT: Mother cleans the house from morning until night on Mondays. (all day long) +RESPONSE: Mother cleans the house all day long. -LINE: After she cleans, she starts to cook. {page_012_003.jpg} {bk04-l1a-f8-08.mp3} +# Source: LLA 1A Figure 8 (Part 1) +$DIALOGUE Linda's Week +ID: 4-1a-f8 +INTRO: Meet Linda. She works all week long, and on Saturdays she still cleans, cooks, and feeds her friends. Just listen to her story. +INSTRUCTION: Listen to the story. -LINE: Linda likes to cook a big dinner for her friends. {page_012_003.jpg} {bk04-l1a-f8-09.mp3} +LINE: This is Linda. {page_012_001.jpg|Linda sitting at her desk, holding a document and looking thoughtful, working late in the evening} {bk04-l1a-f8-01.mp3} -LINE: She starts to cook the meal at 2 p.m. {page_012_003.jpg} {bk04-l1a-f8-10.mp3} +LINE: Linda works in an office. {page_012_001.jpg|Linda sitting at her desk, holding a document and looking thoughtful, working late in the evening} {bk04-l1a-f8-02.mp3} -LINE: Linda cooks all afternoon long. {page_012_003.jpg} {bk04-l1a-f8-11.mp3} +LINE: She works from Monday to Friday. {page_012_001.jpg|Linda sitting at her desk, holding a document and looking thoughtful, working late in the evening} {bk04-l1a-f8-03.mp3} -LINE: Her friends come at 6:30. {page_012_004.jpg} {bk04-l1a-f8-12.mp3} +LINE: Linda works all week long. {page_012_001.jpg|Linda sitting at her desk, holding a document and looking thoughtful, working late in the evening} {bk04-l1a-f8-04.mp3} -LINE: Sometimes they watch a show on TV. {page_012_004.jpg} {bk04-l1a-f8-13.mp3} +LINE: On Saturdays, Linda gets up early. {page_012_002.jpg|Linda dusting a lampshade with a spray bottle labeled "WAX" nearby} {bk04-l1a-f8-05.mp3} -LINE: Sometimes they talk. {page_012_004.jpg} {bk04-l1a-f8-14.mp3} +LINE: She starts to clean her house at 8 o'clock. {page_012_002.jpg|Linda dusting a lampshade with a spray bottle labeled "WAX" nearby} {bk04-l1a-f8-06.mp3} -LINE: Linda likes their visits very much. {page_012_004.jpg} {bk04-l1a-f8-15.mp3} +LINE: Linda cleans her house all morning long. {page_012_002.jpg|Linda dusting a lampshade with a spray bottle labeled "WAX" nearby} {bk04-l1a-f8-07.mp3} -# Source: LLA 1A Figure 8 (comprehension) -$SELECT Linda's Week -ID: 1a-f8-b -REFERENCE -INTRO: Now, how well do you know Linda's week? Tap the word or phrase that completes each sentence, then repeat the full sentence. +LINE: After she cleans, she starts to cook. {page_012_003.jpg|Linda in her kitchen looking at a recipe book next to a steaming pot on the stove} {bk04-l1a-f8-08.mp3} + +LINE: Linda likes to cook a big dinner for her friends. {page_012_003.jpg|Linda in her kitchen looking at a recipe book next to a steaming pot on the stove} {bk04-l1a-f8-09.mp3} + +LINE: She starts to cook the meal at 2:00 p.m. {page_012_003.jpg|Linda in her kitchen looking at a recipe book next to a steaming pot on the stove} {bk04-l1a-f8-10.mp3} + +LINE: Linda cooks all afternoon long. {page_012_003.jpg|Linda in her kitchen looking at a recipe book next to a steaming pot on the stove} {bk04-l1a-f8-11.mp3} + +LINE: Her friends come at 6:30. {page_012_004.jpg|Linda entertaining guests in her living room, serving tea and snacks while sitting on sofas} {bk04-l1a-f8-12.mp3} + +LINE: Sometimes they watch a show on TV. {page_012_004.jpg|Linda entertaining guests in her living room, serving tea and snacks while sitting on sofas} {bk04-l1a-f8-13.mp3} + +LINE: Sometimes they talk. {page_012_004.jpg|Linda entertaining guests in her living room, serving tea and snacks while sitting on sofas} {bk04-l1a-f8-14.mp3} + +LINE: Linda likes their visits very much. {page_012_004.jpg|Linda entertaining guests in her living room, serving tea and snacks while sitting on sofas} {bk04-l1a-f8-15.mp3} + +# Source: LLA 1A Figure 8 (Part 2) +$SELECT Linda's Week — Complete the Sentences +ID: 4-1a-f8-b +REFERENCE: 4-1a-f8 +INTRO: Tap the correct word or phrase to complete each sentence about Linda's week, then repeat it. Open the story if you need it. INSTRUCTION: Tap the correct option. REPEAT -TEMPLATE: Linda works... +TEMPLATE: Linda works ____. OPTION: a | all night long OPTION: b | all week long {bk04-l1a-f8-16.mp3} ANSWER: b -TEMPLATE: On Saturdays, she ___ her house. +TEMPLATE: On Saturdays, she ____ her house. OPTION: a | cleans {bk04-l1a-f8-17.mp3} OPTION: b | cooks ANSWER: a -TEMPLATE: She ___ a big dinner. +TEMPLATE: She ____ a big dinner. OPTION: a | cleans OPTION: b | cooks {bk04-l1a-f8-18.mp3} ANSWER: b -TEMPLATE: She ___ to cook the meal at 2:00. +TEMPLATE: She ____ to cook the meal at 2:00. OPTION: a | starts {bk04-l1a-f8-19.mp3} OPTION: b | ends ANSWER: a -TEMPLATE: Sometimes they watch a ___ on TV. +TEMPLATE: Sometimes they watch a ____ on TV. OPTION: a | game OPTION: b | show {bk04-l1a-f8-20.mp3} ANSWER: b -TEMPLATE: Linda likes her friends' ___ very much. +TEMPLATE: Linda likes her friends' ____ very much. OPTION: a | visits {bk04-l1a-f8-21.mp3} OPTION: b | houses ANSWER: a -# Source: ST §Make Sentences (recast — bare time-phrase cues became grounded sentence completions to avoid single-cue invention) -$PRODUCE Say How Long -ID: l1-s13 -INTRO: Read each situation and finish the sentence aloud with an "all ... long" phrase — all morning, all week, all year. -INSTRUCTION: Complete the sentence with "all ... long". -INPUT: speak -CHECK: reveal +$SESSION 1-3: Yesterday — the Simple Past -EXAMPLE -TEMPLATE: James sleeps from 10:30 p.m. to 6:30 a.m. — He sleeps ____. -RESPONSE: He sleeps all night long. - -TEMPLATE: Mr. Wilson works every work day of the year. — He works ____. -RESPONSE: He works all year long. - -TEMPLATE: Linda works from Monday to Friday. — She works ____. -RESPONSE: She works all week long. - -TEMPLATE: Tim starts to clean his room at 8:00 and ends at noon. — He cleans ____. -RESPONSE: He cleans all morning long. - -TEMPLATE: Linda starts to cook at 2:00, and her friends come at 6:30. — She cooks ____. -RESPONSE: She cooks all afternoon long. - -TEMPLATE: The children watch TV from dinner until bedtime. — They watch TV ____. -RESPONSE: They watch TV all evening long. - -TEMPLATE: The boys play baseball from morning until night. — They play ____. -RESPONSE: They play all day long. - -$LESSON 1-3: The Simple Past Tense - -# Source: ST §Grammar — Simple Past Tense +# Source: ST §Simple Past Tense (grammar) $GRAMMAR The Simple Past Tense ID: l1-s14 -INTRO: Here's this lesson's big point: add "-ed" to a verb to say what already happened. The ending has three sounds — you'll meet each one, then drill it. +INTRO: In this part you'll learn to say what happened yesterday — the past tense with "-ed". A few short cards, then plenty of practice. -**Simple Present vs. Simple Past** +CARD: To form the simple past tense of regular verbs, add **-ed** or **-d**. +{We walked to class yesterday.} +{He walked to class yesterday.} +{play} -> {played} +{walk} -> {walked} +{close} -> {closed} +{study} -> {studied} +CARD: Pronounce regular past tense endings in one of three ways: **/d/**, **/t/**, or **/ɪd/**. +{answered} +{asked} +{corrected} + +SUMMARY: | | | |---|---| -| SIMPLE PRESENT: | We {walk} to class every day. | -| **SIMPLE PAST:** | **We {walked} to class yesterday.** | -| SIMPLE PRESENT: | He {walks} to class every day. | -| **SIMPLE PAST:** | **He {walked} to class yesterday.** | +| Simple Present: | We walk to class every day. | +| Simple Past: | We walked to class yesterday. | +| Simple Present: | He walks to class every day. | +| Simple Past: | He walked to class yesterday. | **1. Spelling: verb + -ed = simple past** -* {play} + ed = {played} -* {walk} + ed = {walked} -* {close} + d = {closed} -* {study} + ed = {studied} +| | +|---| +| play + ed = played | +| walk + ed = walked | +| close + d = closed | +| study + ed = studied | -**2. Pronunciation of -ed:** +**2. Pronunciation:** -* **GROUP I (/d/):** {answered}, {circled}, {cleaned}, {closed}, {learned}, {listened}, {lived}, {memorized}, {opened}, {played}, {reviewed}, {shaved}, {spelled}, {studied} -* **GROUP II (/t/):** {asked}, {checked}, {cooked}, {liked}, {looked}, {looked up}, {marked}, {talked}, {walked}, {watched}, {worked} -* **GROUP III (/Id/):** {corrected}, {ended}, {repeated}, {selected}, {started}, {visited}, {wanted} +| GROUP I (/d/) | GROUP II (/t/) | GROUP III (/ɪd/) | +|---|---|---| +| answered | asked | corrected | +| circled | checked | ended | +| cleaned | cooked | repeated | +| closed | liked | selected | +| learned | looked | started | +| listened | looked up | visited | +| lived | marked | wanted | +| memorized | talked | | +| opened | walked | | +| played | watched | | +| reviewed | worked | | +| shaved | | | +| spelled | | | +| studied | | | -# Source: LLA 1B Figure 1 -$DIALOGUE -ED Endings: The D Sound -ID: 1b-f1 -INTRO: Mary lived in Spain last year. "Lived" ends with a D sound. Listen and repeat these past tense verbs. -INSTRUCTION: Repeat each word. +# Source: LLA 1B Figure 1 (Column 1) +$DIALOGUE Past Verbs: the "d" Ending +ID: 1b-f1-col1 +INTRO: These past tense verbs end with the "d" sound. Listen and repeat each word. +INSTRUCTION: Listen and repeat. REPEAT LINE: answered {bk04-l1b-f1-01.mp3} @@ -613,118 +624,128 @@ LINE: shaved {bk04-l1b-f1-12.mp3} LINE: spelled {bk04-l1b-f1-13.mp3} LINE: studied {bk04-l1b-f1-14.mp3} -# Source: ST §Group I Pronunciation -$PRODUCE Past Tense Practice: Group I (/d/) -ID: l1-s15 -INTRO: Change each sentence to the simple past, using the time cue in parentheses. All of these verbs end with the D sound. -INSTRUCTION: Change the sentences to simple past tense. -INPUT: speak -CHECK: reveal +# Source: LLA 1B Figure 1 (Column 2) +$DIALOGUE Past Verbs: the "t" Ending +ID: 1b-f1-col2 +INTRO: These past tense verbs end with the "t" sound. Listen and repeat each word. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: asked {bk04-l1b-f1-15.mp3} +LINE: checked {bk04-l1b-f1-16.mp3} +LINE: cooked {bk04-l1b-f1-17.mp3} +LINE: liked {bk04-l1b-f1-18.mp3} +LINE: looked {bk04-l1b-f1-19.mp3} +LINE: looked up {bk04-l1b-f1-20.mp3} +LINE: marked {bk04-l1b-f1-21.mp3} +LINE: talked {bk04-l1b-f1-22.mp3} +LINE: walked {bk04-l1b-f1-23.mp3} +LINE: watched {bk04-l1b-f1-24.mp3} +LINE: worked {bk04-l1b-f1-25.mp3} + +# Source: LLA 1B Figure 1 (Column 3) +$DIALOGUE Past Verbs: the "id" Ending +ID: 1b-f1-col3 +INTRO: These past tense verbs end with the "id" sound. Listen and repeat each word. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: corrected {bk04-l1b-f1-26.mp3} +LINE: ended {bk04-l1b-f1-27.mp3} +LINE: repeated {bk04-l1b-f1-28.mp3} +LINE: selected {bk04-l1b-f1-29.mp3} +LINE: started {bk04-l1b-f1-30.mp3} +LINE: visited {bk04-l1b-f1-31.mp3} +LINE: wanted {bk04-l1b-f1-32.mp3} + +# Source: LLA 1D Figure 6 (placed with the -ed teaching point, per the skills-strand rule) +$SELECT Which Ending Do You Hear? +ID: 1d-f6 +INTRO: Listen to the past tense verbs. Decide if the "-ed" ending sounds like the "d" in "played", the "t" in "worked", or the "id" in "wanted". +INSTRUCTION: Tap the sound of the -ED ending. SHOW_PROMPT +REPEAT + +OPTION: a | /d/ sound (played) +OPTION: b | /t/ sound (worked) +OPTION: c | /ɪd/ sound (wanted) EXAMPLE -PROMPT: Mary *studies* French *every day*. (last month) -RESPONSE: Mary *studied* French *last month*. +PROMPT: opened {bk04-l1d-f6-ex1.mp3} +ANSWER: a -PROMPT: Dan *learns* new words *every day*. (yesterday) -RESPONSE: Dan learned new words yesterday. +EXAMPLE +PROMPT: corrected {bk04-l1d-f6-ex2.mp3} +ANSWER: c -PROMPT: Pat *listens* to the radio *in the morning*. (yesterday morning) -RESPONSE: Pat listened to the radio yesterday morning. +PROMPT: studied {bk04-l1d-f6-01.mp3} +ANSWER: a +FEEDBACK: studied {bk04-l1d-f6-01-fb.mp3} -PROMPT: Sam *opens* the window *at night*. (last night) -RESPONSE: Sam opened the window last night. +PROMPT: visited {bk04-l1d-f6-02.mp3} +ANSWER: c +FEEDBACK: visited {bk04-l1d-f6-02-fb.mp3} -PROMPT: Dick *shaves* *every morning*. (yesterday morning) -RESPONSE: Dick shaved yesterday morning. +PROMPT: shaved {bk04-l1d-f6-03.mp3} +ANSWER: a +FEEDBACK: shaved {bk04-l1d-f6-03-fb.mp3} -PROMPT: Lana *memorizes* new words *every day*. (yesterday) -RESPONSE: Lana memorized new words yesterday. +PROMPT: asked {bk04-l1d-f6-04.mp3} +ANSWER: b +FEEDBACK: asked {bk04-l1d-f6-04-fb.mp3} -PROMPT: The teacher *reviews* the old words *every day*. (yesterday) -RESPONSE: The teacher reviewed the old words yesterday. +PROMPT: ended {bk04-l1d-f6-05.mp3} +ANSWER: c +FEEDBACK: ended {bk04-l1d-f6-05-fb.mp3} -# Source: LLA 1B Figure 4 (all Group I verbs — placed with the /d/ block) -$PRODUCE Type the Past Tense: D Sound -ID: 1b-f4 -INTRO: Type the past tense form of the verb in parentheses, then listen and repeat the sentence. +PROMPT: worked {bk04-l1d-f6-06.mp3} +ANSWER: b +FEEDBACK: worked {bk04-l1d-f6-06-fb.mp3} + +PROMPT: looked {bk04-l1d-f6-07.mp3} +ANSWER: b +FEEDBACK: looked {bk04-l1d-f6-07-fb.mp3} + +PROMPT: reviewed {bk04-l1d-f6-08.mp3} +ANSWER: a +FEEDBACK: reviewed {bk04-l1d-f6-08-fb.mp3} + +PROMPT: selected {bk04-l1d-f6-09.mp3} +ANSWER: c +FEEDBACK: selected {bk04-l1d-f6-09-fb.mp3} + +PROMPT: listened {bk04-l1d-f6-10.mp3} +ANSWER: a +FEEDBACK: listened {bk04-l1d-f6-10-fb.mp3} + +# Source: LLA 1B Figure 2 +$PRODUCE Type the Past: "id" Verbs +ID: 1b-f2 +INTRO: Type the past tense form of the verb in parentheses — these are the "id"-ending verbs. Then listen to the sentence and repeat it. INSTRUCTION: Type the correct past tense verb. INPUT: type CHECK: exact REPEAT -TEMPLATE: Peter ____ up his room last weekend. (clean) -RESPONSE: Peter cleaned up his room last weekend. {bk04-l1b-f4-01.mp3} -ACCEPT: cleaned +TEMPLATE: Danny ____ his friends in Dallas last year. (visit) +RESPONSE: Danny visited his friends in Dallas last year. {bk04-l1b-f2-01.mp3} +ACCEPT: visited -TEMPLATE: Danny ____ the window this morning. (open) -RESPONSE: Danny opened the window this morning. {bk04-l1b-f4-02.mp3} -ACCEPT: opened +TEMPLATE: George ____ to go to the movies yesterday. (want) +RESPONSE: George wanted to go to the movies yesterday. {bk04-l1b-f2-02.mp3} +ACCEPT: wanted -TEMPLATE: Claire ____ French last year. (study) -RESPONSE: Claire studied French last year. {bk04-l1b-f4-03.mp3} -ACCEPT: studied +TEMPLATE: The show ____{started} at 8:00 and it ____{ended} at 10:00 last night. (start) (end) +RESPONSE: The show started at 8 o'clock and it ended at 10 o'clock last night. {bk04-l1b-f2-03.mp3} -TEMPLATE: Mr. and Mrs. Adams ____ in Houston 5 years ago. (live) -RESPONSE: Mr. and Mrs. Adams lived in Houston 5 years ago. {bk04-l1b-f4-04.mp3} -ACCEPT: lived +TEMPLATE: The teacher ____ the tests this morning. (correct) +RESPONSE: The teacher corrected the tests this morning. {bk04-l1b-f2-04.mp3} +ACCEPT: corrected -TEMPLATE: The airmen ____ two games last week. (play) -RESPONSE: The airmen played two games last week. {bk04-l1b-f4-05.mp3} -ACCEPT: played - -# Source: LLA 1B Figure 1 (continued) -$DIALOGUE -ED Endings: The T Sound -ID: 1b-f1-b -INTRO: Mark talked to his friends. "Talked" ends with a T sound. Listen and repeat. -INSTRUCTION: Repeat each word. -REPEAT - -LINE: cooked {bk04-l1b-f1-15.mp3} -LINE: liked {bk04-l1b-f1-16.mp3} -LINE: looked {bk04-l1b-f1-17.mp3} -LINE: looked up {bk04-l1b-f1-18.mp3} -LINE: marked {bk04-l1b-f1-19.mp3} -LINE: talked {bk04-l1b-f1-20.mp3} -LINE: walked {bk04-l1b-f1-21.mp3} -LINE: watched {bk04-l1b-f1-22.mp3} -LINE: worked {bk04-l1b-f1-23.mp3} - -# Source: ST §Group II Pronunciation -$PRODUCE Past Tense Practice: Group II (/t/) -ID: l1-s16 -INTRO: Same drill, new sound. Change each sentence to the simple past using the time cue — these verbs end with the T sound. -INSTRUCTION: Change the sentences to simple past tense. -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -EXAMPLE -PROMPT: John *always finishes* his homework. (last night) -RESPONSE: John *finished* his homework *last night*. - -PROMPT: Dan *always asks* questions. (yesterday) -RESPONSE: Dan asked questions yesterday. - -PROMPT: *Sometimes* Father *cooks* dinner. (last night) -RESPONSE: Father cooked dinner last night. - -PROMPT: The girls *walk* to school *every day*. (yesterday) -RESPONSE: The girls walked to school yesterday. - -PROMPT: Ken *looks up* the new words *after class*. (yesterday) -RESPONSE: Ken looked up the new words yesterday. - -PROMPT: Ben *always likes* baseball games. (last night) -RESPONSE: Ben liked baseball games last night. - -PROMPT: We *always watch* that show. (yesterday) -RESPONSE: We watched that show yesterday. - -# Source: LLA 1B Figure 3 (all Group II verbs — placed with the /t/ block) -$PRODUCE Type the Past Tense: T Sound +# Source: LLA 1B Figure 3 +$PRODUCE Type the Past: "t" Verbs ID: 1b-f3 -INTRO: Type the past tense form of the verb in parentheses, then repeat the sentence you hear. +INTRO: Same job, new sound: type the past tense form of the verb in parentheses, then listen and repeat. INSTRUCTION: Type the correct past tense verb. INPUT: type CHECK: exact @@ -750,181 +771,189 @@ TEMPLATE: Mrs. Franklin ____ all week long in the office. (work) RESPONSE: Mrs. Franklin worked all week long in the office. {bk04-l1b-f3-05.mp3} ACCEPT: worked -# Source: LLA 1B Figure 1 (continued) -$DIALOGUE -ED Endings: The ID Sound -ID: 1b-f1-c -INTRO: The show started at eight. "Started" ends with an ID sound. Listen and repeat. -INSTRUCTION: Repeat each word. -REPEAT - -LINE: started {bk04-l1b-f1-24.mp3} -LINE: visited {bk04-l1b-f1-25.mp3} -LINE: wanted {bk04-l1b-f1-26.mp3} - -# Source: ST §Group III Pronunciation -$PRODUCE Past Tense Practice: Group III (/ɪd/) -ID: l1-s17 -INTRO: Last group. Change each sentence to the simple past using the time cue — these verbs end with the ID sound, a whole extra syllable. -INSTRUCTION: Change the sentences to simple past tense. -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -EXAMPLE -PROMPT: I *repeat* the words *every day*. (yesterday) -RESPONSE: I *repeated* the words *yesterday*. - -PROMPT: The movie *starts* at 8:00 *every night*. (last night) -RESPONSE: The movie started at 8:00 last night. - -PROMPT: John *selects* the correct answer *in the morning*. (yesterday) -RESPONSE: John selected the correct answer yesterday. - -PROMPT: We *want* to go to the movies *today*. (yesterday) -RESPONSE: We wanted to go to the movies yesterday. - -PROMPT: Miss Brown *corrects* our papers *at night*. (last night) -RESPONSE: Miss Brown corrected our papers last night. - -PROMPT: I *visit* my brother *on the weekends*. (last weekend) -RESPONSE: I visited my brother last weekend. - -PROMPT: The test *ends* at *10:00 a.m.* (10:00 a.m. yesterday) -RESPONSE: The test ended at 10:00 a.m. yesterday. - -# Source: LLA 1B Figure 2 (all Group III verbs — placed with the /ɪd/ block) -$PRODUCE Type the Past Tense: ID Sound -ID: 1b-f2 -INTRO: Read the sentence and type the past tense form of the verb in parentheses. Then listen to the full sentence and repeat it. +# Source: LLA 1B Figure 4 +$PRODUCE Type the Past: "d" Verbs +ID: 1b-f4 +INTRO: Last group — the "d"-ending verbs. Type the past tense form in parentheses, then listen and repeat. INSTRUCTION: Type the correct past tense verb. INPUT: type CHECK: exact REPEAT -TEMPLATE: Danny ____ his friends in Dallas last year. (visit) -RESPONSE: Danny visited his friends in Dallas last year. {bk04-l1b-f2-01.mp3} -ACCEPT: visited +TEMPLATE: Peter ____ up his room last weekend. (clean) +RESPONSE: Peter cleaned up his room last weekend. {bk04-l1b-f4-01.mp3} +ACCEPT: cleaned -TEMPLATE: George ____ to go to the movies yesterday. (want) -RESPONSE: George wanted to go to the movies yesterday. {bk04-l1b-f2-02.mp3} -ACCEPT: wanted +TEMPLATE: Danny ____ the window this morning. (open) +RESPONSE: Danny opened the window this morning. {bk04-l1b-f4-02.mp3} +ACCEPT: opened -TEMPLATE: The show ____{started} at 8:00 and it ____{ended} at 10:00 last night. (start) (end) -RESPONSE: The show started at 8:00 and it ended at 10:00 last night. {bk04-l1b-f2-03.mp3} +TEMPLATE: Claire ____ French last year. (study) +RESPONSE: Claire studied French last year. {bk04-l1b-f4-03.mp3} +ACCEPT: studied -TEMPLATE: The teacher ____ the tests this morning. (correct) -RESPONSE: The teacher corrected the tests this morning. {bk04-l1b-f2-04.mp3} -ACCEPT: corrected +TEMPLATE: Mr. and Mrs. Adams ____ in Houston 5 years ago. (live) +RESPONSE: Mr. and Mrs. Adams lived in Houston 5 years ago. {bk04-l1b-f4-04.mp3} +ACCEPT: lived -# Source: LLA 1D Figure 6 (moved to the past-tense part — it drills the -ed sounds; REPEAT dropped: label-select with no answer clip to say back) -$SELECT How Does -ED Sound? -ID: 1d-f6 -INTRO: Listen to the past tense verbs. Decide if the -ED ending sounds like the D in "played", the T in "worked", or the ID in "wanted". -INSTRUCTION: Tap the sound of the -ED ending. -SHOW_PROMPT +TEMPLATE: The airmen ____ two games last week. (play) +RESPONSE: The airmen played 2 games last week. {bk04-l1b-f4-05.mp3} +ACCEPT: played -OPTION: a | /d/ sound (played) -OPTION: b | /t/ sound (worked) -OPTION: c | /ɪd/ sound (wanted) - -EXAMPLE -PROMPT: opened {bk04-l1d-f6-ex1.mp3} -ANSWER: a - -EXAMPLE -PROMPT: corrected {bk04-l1d-f6-ex2.mp3} -ANSWER: c - -PROMPT: studied {bk04-l1d-f6-01.mp3} -ANSWER: a - -PROMPT: visited {bk04-l1d-f6-02.mp3} -ANSWER: c - -PROMPT: shaved {bk04-l1d-f6-03.mp3} -ANSWER: a - -PROMPT: asked {bk04-l1d-f6-04.mp3} -ANSWER: b - -PROMPT: ended {bk04-l1d-f6-05.mp3} -ANSWER: c - -PROMPT: worked {bk04-l1d-f6-06.mp3} -ANSWER: b - -PROMPT: looked {bk04-l1d-f6-07.mp3} -ANSWER: b - -PROMPT: reviewed {bk04-l1d-f6-08.mp3} -ANSWER: a - -PROMPT: selected {bk04-l1d-f6-09.mp3} -ANSWER: c - -PROMPT: listened {bk04-l1d-f6-10.mp3} -ANSWER: a - -# Source: LLA 1B Figure 6 -$DIALOGUE Walking Downtown Again -ID: 1b-f6 -INTRO: Mr. Brown walked downtown last week — and today, he's doing it again. Listen for "again", and repeat each sentence. -INSTRUCTION: Repeat each word and sentence. -REPEAT - -VOCAB: downtown -LINE: This is downtown San Antonio. {page_015_001.jpg} {bk04-l1b-f6-01.mp3} -LINE: Mr. Brown likes to walk downtown. {page_015_002.jpg} {bk04-l1b-f6-02.mp3} - -VOCAB: again -LINE: Mr. Brown walked downtown last week. {page_015_002.jpg} {bk04-l1b-f6-03.mp3} -LINE: He walked downtown again today. {page_015_002.jpg} {bk04-l1b-f6-04.mp3} - -VOCAB: restaurant -LINE: Sandy and Mike like that restaurant. {page_015_003.jpg} {bk04-l1b-f6-05.mp3} -LINE: They were there last week. {page_015_003.jpg} {bk04-l1b-f6-06.mp3} -LINE: They were there last night again. {page_015_003.jpg} {bk04-l1b-f6-07.mp3} - -# Source: LLA 1B Figure 6 (questions) -$PRODUCE Answer About Downtown -ID: 1b-f6-b -REFERENCE -INTRO: Listen to the questions about Mr. Brown, Sandy, and Mike. Answer out loud, then repeat the correct answer. -INSTRUCTION: Answer the question out loud. -REPEAT - -PROMPT: Where does Mr. Brown like to walk? {bk04-l1b-f6-08-q.mp3} -RESPONSE: Mr. Brown likes to walk downtown. {bk04-l1b-f6-08-a.mp3} - -PROMPT: When did Mr. Brown walk downtown again? {bk04-l1b-f6-09-q.mp3} -RESPONSE: He walked downtown again today. {bk04-l1b-f6-09-a.mp3} - -PROMPT: Where do Sandy and Mike like to go? {bk04-l1b-f6-10-q.mp3} -RESPONSE: They like to go to that restaurant. {bk04-l1b-f6-10-a.mp3} - -PROMPT: When did Sandy and Mike visit the restaurant again? {bk04-l1b-f6-11-q.mp3} -RESPONSE: They visited the restaurant last night again. {bk04-l1b-f6-11-a.mp3} - -# Source: ST §He's Doing It Again -$DIALOGUE He's Doing It Again -ID: l1-s18 -INTRO: Mr. Green worked late yesterday. Today — again. His children may have forgotten his face. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: Mr. Green worked late yesterday. Today he's working late again. - -LINE: Last week I watched the Los Angeles Show. Yesterday I watched the show again. - -LINE: Jack played tennis two days ago. He's playing tennis again today. - -# Source: ST §Use "Again" -$PRODUCE Use "Again" -ID: l1-s19 -INTRO: Read what happened before, then finish the second sentence aloud with "again". Watch the tense — some are past, some are happening now. -INSTRUCTION: Complete the sentences aloud. Use the word "again". +# Source: ST §We Studied English Yesterday. +$PRODUCE Change to the Past: "d" Verbs +ID: l1-s15 +INTRO: Now say it, don't type it. Change each sentence to the simple past — the time cue in parentheses tells you when. +INSTRUCTION: Say the sentence in the simple past tense. INPUT: speak CHECK: reveal +SHOW_PROMPT + +EXAMPLE +PROMPT: Mary studies French every day. (last month) +RESPONSE: Mary studied French last month. + +PROMPT: Dan learns new words every day. (yesterday) +RESPONSE: Dan learned new words yesterday. + +PROMPT: Pat listens to the radio in the morning. (yesterday morning) +RESPONSE: Pat listened to the radio yesterday morning. + +PROMPT: Sam opens the window at night. (last night) +RESPONSE: Sam opened the window last night. + +PROMPT: Dick shaves every morning. (yesterday morning) +RESPONSE: Dick shaved yesterday morning. + +PROMPT: Lana memorizes new words every day. (yesterday) +RESPONSE: Lana memorized new words yesterday. + +PROMPT: The teacher reviews the old words every day. (yesterday) +RESPONSE: The teacher reviewed the old words yesterday. + +# Source: ST §John Finished His Homework Last Night. +$PRODUCE Change to the Past: "t" Verbs +ID: l1-s16 +INTRO: Keep going — change each sentence to the simple past, using the time cue in parentheses. +INSTRUCTION: Say the sentence in the simple past tense. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +EXAMPLE +PROMPT: John always finishes his homework. (last night) +RESPONSE: John finished his homework last night. + +PROMPT: Dan always asks questions. (yesterday) +RESPONSE: Dan asked questions yesterday. + +PROMPT: Sometimes Father cooks dinner. (last night) +RESPONSE: Father cooked dinner last night. + +PROMPT: The girls walk to school every day. (yesterday) +RESPONSE: The girls walked to school yesterday. + +PROMPT: Ken looks up the new words after class. (yesterday) +RESPONSE: Ken looked up the new words yesterday. + +PROMPT: Ben always likes baseball games. (last night) +RESPONSE: Ben liked baseball games last night. + +PROMPT: We always watch that show. (yesterday) +RESPONSE: We watched that show yesterday. + +# Source: ST §I Repeated the Words Yesterday. +$PRODUCE Change to the Past: "id" Verbs +ID: l1-s17 +INTRO: Last set — the "id" verbs. Change each sentence to the simple past with the time cue in parentheses. +INSTRUCTION: Say the sentence in the simple past tense. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +EXAMPLE +PROMPT: I repeat the words every day. (yesterday) +RESPONSE: I repeated the words yesterday. + +PROMPT: The movie starts at 8:00 every night. (last night) +RESPONSE: The movie started at 8:00 last night. + +PROMPT: John selects the correct answer in the morning. (yesterday) +RESPONSE: John selected the correct answer yesterday. + +PROMPT: We want to go to the movies today. (yesterday) +RESPONSE: We wanted to go to the movies yesterday. + +PROMPT: Miss Brown corrects our papers at night. (last night) +RESPONSE: Miss Brown corrected our papers last night. + +PROMPT: I visit my brother on the weekends. (last weekend) +RESPONSE: I visited my brother last weekend. + +PROMPT: The test ends at 10:00 a.m. (10:00 a.m. yesterday) +RESPONSE: The test ended at 10:00 a.m. yesterday. + +$SESSION 1-4: Again, Didn't, and Two Vowel Sounds + +# Source: ST §He's Doing It Again! +$DIALOGUE Again! +ID: l1-s18 +INTRO: In this part you'll learn to say that something happened "again" — and that something didn't happen at all. First: "again". Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +VOCAB: again +LINE: Mr. Green worked late yesterday. Today he's working late again. +LINE: Last week I watched the Los Angeles Show. Yesterday I watched the show again. +LINE: Jack played tennis two days ago. He's playing tennis again today. + +# Source: LLA 1B Figure 6 (Part 1) +$DIALOGUE Downtown Again +ID: 1b-f6 +INTRO: You know "downtown" and "restaurant" from earlier. Now hear them in the past tense — with "again". Listen and repeat. +INSTRUCTION: Listen and repeat each word and sentence. +REPEAT + +LINE: This is Downtown San Antonio. {page_015_001.jpg|A panoramic skyline view of downtown San Antonio, featuring prominent skyscrapers and the Tower of the Americas} {bk04-l1b-f6-01.mp3} +LINE: Mr. Brown likes to walk downtown. {page_015_002.jpg|A man in a suit looking up toward tall modern city skyscrapers} {bk04-l1b-f6-02.mp3} +LINE: Mr. Brown walked downtown last week. {page_015_002.jpg|A man in a suit looking up toward tall modern city skyscrapers} {bk04-l1b-f6-03.mp3} + +LINE: He walked downtown again today. {page_015_002.jpg|A man in a suit looking up toward tall modern city skyscrapers} {bk04-l1b-f6-04.mp3} + +LINE: Sandy and Mike like that restaurant. {page_015_003.jpg|A couple looking at each other through the window of a restaurant with a sign that reads "Le Gilles"} {bk04-l1b-f6-05.mp3} +LINE: They were there last week. {page_015_003.jpg|A couple looking at each other through the window of a restaurant with a sign that reads "Le Gilles"} {bk04-l1b-f6-06.mp3} +LINE: They were there last night again. {page_015_003.jpg|A couple looking at each other through the window of a restaurant with a sign that reads "Le Gilles"} {bk04-l1b-f6-07.mp3} + +# Source: LLA 1B Figure 6 (Part 2) +$PRODUCE Downtown Again — Questions +ID: 1b-f6-b +REFERENCE: 1b-f6 +INTRO: Listen to each question about Mr. Brown, Sandy, and Mike. Answer aloud in a complete sentence, then repeat the correct answer. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: Where does Mr. Brown like to walk? {page_015_002.jpg|A man in a suit looking up toward tall modern city skyscrapers} {bk04-l1b-f6-08-q.mp3} +RESPONSE: Mr. Brown likes to walk downtown. {bk04-l1b-f6-08-a.mp3} + +PROMPT: When did Mr. Brown walk downtown again? {page_015_002.jpg|A man in a suit looking up toward tall modern city skyscrapers} {bk04-l1b-f6-09-q.mp3} +RESPONSE: He walked downtown again today. {bk04-l1b-f6-09-a.mp3} + +PROMPT: Where do Sandy and Mike like to go? {page_015_003.jpg|A couple looking at each other through the window of a restaurant with a sign that reads "Le Gilles"} {bk04-l1b-f6-10-q.mp3} +RESPONSE: They like to go to that restaurant. {bk04-l1b-f6-10-a.mp3} + +PROMPT: When did Sandy and Mike visit the restaurant again? {page_015_003.jpg|A couple looking at each other through the window of a restaurant with a sign that reads "Le Gilles"} {bk04-l1b-f6-11-q.mp3} +RESPONSE: They visited the restaurant last night again. {bk04-l1b-f6-11-a.mp3} + +# Source: ST §Again +$PRODUCE Complete with "Again" +ID: l1-s19 +INTRO: Someone did it before — and now they're doing it "again". Read the first sentence, then complete the second one aloud with "again", watching the tense. +INSTRUCTION: Complete the sentence aloud using "again". +INPUT: speak +CHECK: llm +RUBRIC: Accept correct completions using "again" in the appropriate tense (present progressive, simple present, or simple past). EXAMPLE TEMPLATE: Sam played football last week. — Yesterday, Sam ____ @@ -954,25 +983,30 @@ RESPONSE: Last night, it ended late again. TEMPLATE: The game started early last week. — This week, it ____ RESPONSE: This week, it started early again. -$LESSON 1-4: Negatives, Questions, and Short Answers - -# Source: ST §Grammar — Negative Simple Past Tense -$GRAMMAR Didn't: The Negative Past +# Source: ST §Negative Simple Past Tense (grammar) +$GRAMMAR "Didn't": The Negative Past ID: l1-s22 -INTRO: In this part you'll learn to say what didn't happen, and to ask about the past. The negative is easy: "did not" — or "didn't" — plus the plain verb. +INTRO: How to say something did not happen — one small word does all the work. +CARD: To make the past tense negative, use **did not** or **didn't** plus the base form of the verb — no "-ed". +{Jack played baseball yesterday.} +{He did not play tennis.} +{He didn't play soccer.} + +SUMMARY: | | | |---|---| -| Jack played baseball yesterday. | He {did not play} tennis. | -| | He {didn't play} soccer. | +| Jack played baseball yesterday. | He did not play tennis. | +| | He didn't play soccer. | -# Source: ST §You Didn't Answer My Question -$DIALOGUE You Didn't Answer My Question +# Source: ST §You Didn't Answer My Question. +$DIALOGUE They Didn't Do It ID: l1-s23 -INTRO: Listen to what these people didn't do — and repeat each negative statement. Notice the verb stays plain after "didn't". -INSTRUCTION: Repeat these negative statements. +INTRO: Hear the negative past in action. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT +VOCAB: didn't LINE: Tom didn't clean his room last Saturday. LINE: Linda did not cook dinner last night. LINE: George didn't play basketball yesterday. @@ -980,10 +1014,10 @@ LINE: They did not like Chicago. LINE: He didn't shave this morning. # Source: ST §Make Negative Statements -$PRODUCE Make Negative Statements +$PRODUCE Say What They Didn't Do ID: l1-s24 -INTRO: Read the sentence and the cue, then say what did NOT happen, using "didn't". -INSTRUCTION: Make a negative statement in the simple past tense using the cue. +INTRO: Joan played tennis — so she didn't play soccer. Read each sentence and the cue, then say the negative sentence with "didn't". +INSTRUCTION: Make a negative statement with "didn't". INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1022,431 +1056,59 @@ RESPONSE: He didn't learn Arabic. PROMPT: Dan shaved last night. (this morning) RESPONSE: He didn't shave this morning. -# Source: ST §Grammar — Simple Past Tense Questions -$GRAMMAR Asking About the Past +# Source: LLA 1C Figure 3 (skills strand) +# DROPPED (twin): ST §Lunch / Son — TTS twin of this cassette word list (same role, same words); its distinct words are merged below as TTS lines. +$DIALOGUE The "Uh" Sound +ID: 1c-f3 +INTRO: Listen to the words with the short "uh" sound, as in "cup", and repeat each word. +INSTRUCTION: Listen and repeat each word. +REPEAT + +LINE: cup {bk04-l1c-f3-01.mp3} + +LINE: lunch {bk04-l1c-f3-02.mp3} + +LINE: young {bk04-l1c-f3-03.mp3} + +LINE: bus {bk04-l1c-f3-04.mp3} + +LINE: up {bk04-l1c-f3-05.mp3} + +LINE: sun {bk04-l1c-f3-06.mp3} + +LINE: bunch {bk04-l1c-f3-07.mp3} + +LINE: does {bk04-l1c-f3-08.mp3} + +# Salvaged from ST §Lunch / Son (distinct items) +LINE: come + +LINE: son + +LINE: ago + +# Source: ST §Cop / Cup +$DIALOGUE "Cop" or "Cup": Word Pairs ID: l1-s26 -INTRO: To ask about the past, put "did" first and keep the verb plain. Short answers use "did" too. - -| | | | | -|---|---|---|---| -| | The show | {started} | at 8:00. | -| **Did** | the show | **{start}** | at 8:00? | - -**Short Answers:** -* {Yes, it did.} (Yes, the show started at 8:00.) -* {No, it didn't.} (No, the show didn't start at 8:00.) - -# Source: LLA 1C Figure 1 -$PRODUCE Ask with "Did ... Too?" -ID: 1c-f1 -INTRO: You'll read a cue and hear a sentence. Ask a new question about the cue with "Did ... too?", then listen to the model question. -INSTRUCTION: Ask a question using the cue word. +INTRO: Two vowels, side by side: "ah" as in "cop" and "uh" as in "cup". Repeat each pair. +INSTRUCTION: Repeat the words. REPEAT -EXAMPLE -TEMPLATE: dinner -PROMPT: Rita cooked lunch yesterday. {bk04-l1c-f1-ex-s.mp3} -RESPONSE: Did she cook dinner too? {bk04-l1c-f1-ex-q.mp3} - -TEMPLATE: this morning -PROMPT: Danny shaved last night. {bk04-l1c-f1-01-s.mp3} -RESPONSE: Did he shave this morning too? {bk04-l1c-f1-01-q.mp3} - -TEMPLATE: the door -PROMPT: Mr. Green closed the window. {bk04-l1c-f1-02-s.mp3} -RESPONSE: Did Mr. Green close the door, too? {bk04-l1c-f1-02-q.mp3} - -TEMPLATE: John's homework -PROMPT: The teacher checked my homework. {bk04-l1c-f1-03-s.mp3} -RESPONSE: Did the teacher check John's homework, too? {bk04-l1c-f1-03-q.mp3} - -TEMPLATE: Chicago -PROMPT: We visited the city of New York two years ago. {bk04-l1c-f1-04-s.mp3} -RESPONSE: Did you visit the city of Chicago too? {bk04-l1c-f1-04-q.mp3} - -TEMPLATE: late show -PROMPT: Ben watched the football game last night. {bk04-l1c-f1-05-s.mp3} -RESPONSE: Did he watch The Late Show too? {bk04-l1c-f1-05-q.mp3} - -# Source: LLA 1C Figure 2 -$PRODUCE Short Answers -ID: 1c-f2 -INTRO: Listen to each question and give a short answer using the yes or no cue on the screen. Then repeat the correct answer. -INSTRUCTION: Answer with a short sentence. -REPEAT - -EXAMPLE -TEMPLATE: Yes, ____. -PROMPT: Did Marilyn visit you? {bk04-l1c-f2-ex1-q.mp3} -RESPONSE: Yes, she did. {bk04-l1c-f2-ex1-a.mp3} - -EXAMPLE -TEMPLATE: No, ____. -PROMPT: Did Frank play soccer yesterday? {bk04-l1c-f2-ex2-q.mp3} -RESPONSE: No, he didn't. {bk04-l1c-f2-ex2-a.mp3} - -TEMPLATE: Yes, ____. -PROMPT: Did Paul play basketball yesterday? {bk04-l1c-f2-01-q.mp3} -RESPONSE: Yes, he did. {bk04-l1c-f2-01-a.mp3} - -TEMPLATE: No, ____. -PROMPT: Did Sally cook dinner last night? {bk04-l1c-f2-02-q.mp3} -RESPONSE: No, she didn't. {bk04-l1c-f2-02-a.mp3} - -TEMPLATE: Yes, ____. -PROMPT: Did Gene and Sam visit Los Angeles last year? {bk04-l1c-f2-03-q.mp3} -RESPONSE: Yes, they did. {bk04-l1c-f2-03-a.mp3} - -TEMPLATE: No, ____. -PROMPT: Did Bill live in Dallas two years ago? {bk04-l1c-f2-04-q.mp3} -RESPONSE: No, he didn't. {bk04-l1c-f2-04-a.mp3} - -TEMPLATE: No, ____. -PROMPT: Did Mary clean her room yesterday? {bk04-l1c-f2-05-q.mp3} -RESPONSE: No, she didn't. {bk04-l1c-f2-05-a.mp3} - -TEMPLATE: Yes, ____. -PROMPT: Did they study the lesson last night? {bk04-l1c-f2-06-q.mp3} -RESPONSE: Yes, they did. {bk04-l1c-f2-06-a.mp3} - -TEMPLATE: Yes, ____. -PROMPT: Did he walk downtown yesterday? {bk04-l1c-f2-07-q.mp3} -RESPONSE: Yes, he did. {bk04-l1c-f2-07-a.mp3} - -TEMPLATE: No, ____. -PROMPT: Did they work at a restaurant last year? {bk04-l1c-f2-08-q.mp3} -RESPONSE: No, they didn't. {bk04-l1c-f2-08-a.mp3} - -# Source: LLA 1C Figure 5 -$PRODUCE What Did They Play? -ID: 1c-f5 -INTRO: You'll see what sport each person played yesterday. Listen to the question and answer from that information — sometimes the answer is no, and you say what they really played. Then repeat the correct answer. -INSTRUCTION: Answer with a full sentence. -REPEAT - -EXAMPLE -TEMPLATE: Margaret — soccer -PROMPT: Did Margaret play soccer? {bk04-l1c-f5-ex1-q.mp3} -RESPONSE: Yes, Margaret played soccer. {bk04-l1c-f5-ex1-a.mp3} - -EXAMPLE -TEMPLATE: Carl — soccer -PROMPT: Did Carl play football yesterday? {bk04-l1c-f5-ex2-q.mp3} -RESPONSE: No, Carl didn't play football. He played soccer. {bk04-l1c-f5-ex2-a.mp3} - -TEMPLATE: Mark — football -PROMPT: Did Mark play soccer? {bk04-l1c-f5-01-q.mp3} -RESPONSE: No, he didn't play soccer. He played football. {bk04-l1c-f5-01-a.mp3} - -TEMPLATE: James — basketball -PROMPT: Did James play baseball? {bk04-l1c-f5-02-q.mp3} -RESPONSE: No, he didn't play baseball. He played basketball. {bk04-l1c-f5-02-a.mp3} - -TEMPLATE: Margaret — soccer -PROMPT: Did Margaret play tennis? {bk04-l1c-f5-03-q.mp3} -RESPONSE: No, she didn't play tennis. She played soccer. {bk04-l1c-f5-03-a.mp3} - -TEMPLATE: Terry — tennis -PROMPT: Did Terry play tennis? {bk04-l1c-f5-04-q.mp3} -RESPONSE: Yes, Terry played tennis. {bk04-l1c-f5-04-a.mp3} - -TEMPLATE: Dave — baseball -PROMPT: Did Dave play football? {bk04-l1c-f5-05-q.mp3} -RESPONSE: No, Dave didn't play football. He played baseball. {bk04-l1c-f5-05-a.mp3} - -TEMPLATE: James — basketball -PROMPT: Did James play basketball? {bk04-l1c-f5-06-q.mp3} -RESPONSE: Yes, James played basketball. {bk04-l1c-f5-06-a.mp3} - -TEMPLATE: Carl — soccer -PROMPT: Did Carl play football? {bk04-l1c-f5-07-q.mp3} -RESPONSE: No, Carl didn't play football. He played soccer. {bk04-l1c-f5-07-a.mp3} - -# Source: LLA 1C Figure 6 -$PRODUCE When Did You Do It? -ID: 1c-f6 -INTRO: Listen to each question and answer it using the time phrase shown on the screen, then repeat the correct answer. -INSTRUCTION: Answer with a full sentence using the time cue. -REPEAT - -EXAMPLE -TEMPLATE: Yes, _______ last Saturday. -PROMPT: Did you clean up your room? {bk04-l1c-f6-ex-q.mp3} -RESPONSE: Yes, I cleaned it up last Saturday. {bk04-l1c-f6-ex-a.mp3} - -TEMPLATE: Yes, _______ this morning. -PROMPT: Did you answer his question? {bk04-l1c-f6-01-q.mp3} -RESPONSE: Yes, I answered his question this morning. {bk04-l1c-f6-01-a.mp3} - -TEMPLATE: Yes, _______ last night. -PROMPT: Did you close the window? {bk04-l1c-f6-02-q.mp3} -RESPONSE: Yes, I closed the window last night. {bk04-l1c-f6-02-a.mp3} - -TEMPLATE: Yes, _______ last week. -PROMPT: Did you talk to your brother? {bk04-l1c-f6-03-q.mp3} -RESPONSE: Yes, I talked to my brother last week. {bk04-l1c-f6-03-a.mp3} - -TEMPLATE: Yes, _______ last night. -PROMPT: Did you watch the late show? {bk04-l1c-f6-04-q.mp3} -RESPONSE: Yes, I watched the late show last night. {bk04-l1c-f6-04-a.mp3} - -TEMPLATE: Yes, _______ two days ago. -PROMPT: Did you visit your mother? {bk04-l1c-f6-05-q.mp3} -RESPONSE: Yes, I visited my mother two days ago. {bk04-l1c-f6-05-a.mp3} - -TEMPLATE: Yes, _______ this morning. -PROMPT: Did you start to study a new book? {bk04-l1c-f6-06-q.mp3} -RESPONSE: Yes, I started to study a new book this morning. {bk04-l1c-f6-06-a.mp3} - -TEMPLATE: Yes, _______ an hour ago. -PROMPT: Did you select a good restaurant? {bk04-l1c-f6-07-q.mp3} -RESPONSE: Yes, I selected a good restaurant an hour ago. {bk04-l1c-f6-07-a.mp3} - -TEMPLATE: Yes, _______ last night. -PROMPT: Did you study your lesson? {bk04-l1c-f6-08-q.mp3} -RESPONSE: Yes, I studied my lesson last night. {bk04-l1c-f6-08-a.mp3} - -# SKIPPED (book, ST): "Answer your teacher's questions with long answers." — teacher-led; no printed stimuli. - -# Source: ST §Cued Questions and Answers -$PRODUCE Cued Questions and Answers -ID: l1-s27 -INTRO: Build a past tense yes/no question from the cue words, then give a short answer — yes or no, your choice. -INSTRUCTION: Make a simple past yes/no question from each cue, then give a short answer. -INPUT: speak -CHECK: llm -RUBRIC: Accept a correctly formed simple-past yes/no question built from the cue words (e.g. "Did Ted work late last week?"), followed by any natural short answer — affirmative ("Yes, he did.") or negative ("No, he didn't."). The question must be well-formed; the yes/no choice is the learner's. - -EXAMPLE -TEMPLATE: Ted/work/late/last week -RESPONSE: Did Ted work late last week? No, he didn't. - -EXAMPLE -TEMPLATE: Bill/like/your new car -RESPONSE: Did Bill like your new car? Yes, he did. - -TEMPLATE: Linda/play/baseball/yesterday -RESPONSE: Did Linda play baseball yesterday? Yes, she did. - -TEMPLATE: you/visit/your brother/last year -RESPONSE: Did you visit your brother last year? Yes, I did. - -TEMPLATE: Dave/study/French -RESPONSE: Did Dave study French? No, he didn't. - -TEMPLATE: Tony's family/visit/Los Angeles -RESPONSE: Did Tony's family visit Los Angeles? Yes, they did. - -TEMPLATE: Frank/review/his lesson/last night -RESPONSE: Did Frank review his lesson last night? Yes, he did. - -TEMPLATE: the children/play ball/yesterday -RESPONSE: Did the children play ball yesterday? Yes, they did. - -TEMPLATE: Sue and Kate/watch/baseball game/last night -RESPONSE: Did Sue and Kate watch a baseball game last night? Yes, they did. - -TEMPLATE: Mary/clean/her car/last weekend -RESPONSE: Did Mary clean her car last weekend? Yes, she did. - -# Source: ST §Picture Questions and Answers -$PRODUCE Picture Questions and Answers -ID: l1-s28 -INTRO: Same drill, now with pictures. Ask the yes/no question from the cue, look at the picture, and give the short answer it shows. -INSTRUCTION: Ask a simple past yes/no question from the cue and give the short answer. -INPUT: speak -CHECK: llm -RUBRIC: Accept a correctly formed simple-past yes/no question built from the cue words, plus a short answer whose yes/no matches the model answer's. - -TEMPLATE: class/start/7:30 {st-page_025_001.jpg} -RESPONSE: Did class start at 7:30? Yes, it did. - -TEMPLATE: class/end/12:00 {st-page_025_002.jpg} -RESPONSE: Did class end at 12:00? Yes, it did. - -TEMPLATE: Alex/cook/beef {st-page_025_003.jpg} -RESPONSE: Did Alex cook beef? Yes, he did. - -TEMPLATE: Mr. Wilson/walk/downtown {st-page_025_004.jpg} -RESPONSE: Did Mr. Wilson walk downtown? Yes, he did. - -TEMPLATE: Beth/clean/room this morning {st-page_025_005.jpg} -RESPONSE: Did Beth clean her room this morning? No, she didn't. - -TEMPLATE: John and Sara/go to a restaurant {st-page_025_006.jpg} -RESPONSE: Did John and Sara go to a restaurant? Yes, they did. - -# Source: LLA 1D Figure 5 -$SELECT Yes or No — Did They Do It? -ID: 1d-f5 -INTRO: Look at the picture and the time cue, then listen to the question. Does the picture say yes or no? Tap your answer. -INSTRUCTION: Tap Yes or No. -OPTION: a | Yes -OPTION: b | No - -EXAMPLE -TEMPLATE: (last night) {page_022_001.jpg} -PROMPT: Did Carl watch a basketball game last night? {bk04-l1d-f5-ex.mp3} -ANSWER: a - -TEMPLATE: (yesterday afternoon) {page_022_002.jpg} -PROMPT: Did Blake and Pam visit friends yesterday afternoon? {bk04-l1d-f5-01.mp3} -ANSWER: b - -TEMPLATE: (yesterday morning) {page_022_003.jpg} -PROMPT: Did the students study in class yesterday morning? {bk04-l1d-f5-02.mp3} -ANSWER: a - -TEMPLATE: (two days ago) {page_022_004.jpg} -PROMPT: Did Kate and Betty play tennis two days ago? {bk04-l1d-f5-03.mp3} -ANSWER: b - -TEMPLATE: (yesterday after school) {page_023_001.jpg} -PROMPT: Did they play soccer yesterday after school? {bk04-l1d-f5-04.mp3} -ANSWER: b - -TEMPLATE: (this morning) {page_023_002.jpg} -PROMPT: Did Jack shave this morning? {bk04-l1d-f5-05.mp3} -ANSWER: a - -TEMPLATE: (yesterday) {page_023_003.jpg} -PROMPT: Did the children play ball yesterday? {bk04-l1d-f5-06.mp3} -ANSWER: b - -TEMPLATE: (last week) {page_023_004.jpg} -PROMPT: Did Tom and Jack play tennis last week? {bk04-l1d-f5-07.mp3} -ANSWER: a - -$LESSON 1-5: Weekends, Sounds, and Dictation - -# Source: LLA 1C Figure 4 -$DIALOGUE Let's Play Tennis Friday -ID: 1c-f4 -INTRO: Last part — time to put the whole lesson together: dialogs, weekend talk, sounds, and a final dictation. First, Mike and Jim make plans. Listen and repeat each line. -INSTRUCTION: Listen and repeat. -REPEAT - -Mike: Did you watch the basketball game last night? {bk04-l1c-f4-01.mp3} -Jim: No, I didn't. Was the game good? {bk04-l1c-f4-02a.mp3} - -Mike: Yes, it was. They played a very good game. {bk04-l1c-f4-03a.mp3} - -Jim: Dan and I played tennis all evening long. Do you play tennis, Mike? {bk04-l1c-f4-04a.mp3} - -Mike: Yes, I do. {bk04-l1c-f4-05.mp3} -Jim: Do you want to play Friday after school? {bk04-l1c-f4-06.mp3} - -Mike: Okay. {bk04-l1c-f4-07.mp3} - -# Source: LLA 1D Figure 1 -$DIALOGUE The Languages They Speak -ID: 1d-f1 -INTRO: Two men are talking about the languages a friend speaks — quite a list. Just listen; you'll be asked about it next. -INSTRUCTION: Listen to the conversation. - -Man1: What languages does Jack speak? {bk04-l1d-f1-01.mp3} -Man2: Oh, he speaks English, Spanish and French. {bk04-l1d-f1-02.mp3} -Man1: Does he speak Russian too? {bk04-l1d-f1-03.mp3} -Man2: Yes, he speaks Russian. And you? {bk04-l1d-f1-04.mp3} -Man1: I speak Spanish and English and Arabic. {bk04-l1d-f1-05.mp3} -Man2: Arabic? {bk04-l1d-f1-06.mp3} -Man1: Yeah, I lived in Egypt for two years. {bk04-l1d-f1-07.mp3} -Man2: Oh, yes. That's right. {bk04-l1d-f1-08.mp3} - -# Source: LLA 1D Figure 1 (write-the-languages task, adapted to MULTI select) -$SELECT Which Languages? -ID: 1d-f1-b -MULTI -REFERENCE -INTRO: Which five languages did the speakers mention? Tap all of them. Replay the conversation if you need it. -INSTRUCTION: Tap the five languages. - -OPTION: a | English -OPTION: b | Spanish -OPTION: c | French -OPTION: d | German -OPTION: e | Russian -OPTION: f | Arabic -OPTION: g | Chinese - -TEMPLATE: Which five languages do the men speak? -ANSWER: a,b,c,e,f - -# Source: LLA 1D Figure 2 -$PRODUCE Mary's Weekends -ID: 1d-f2 -INPUT: type -CHECK: exact -INTRO: Mary's weekends sound a lot like Linda's. Listen to each sentence and type the missing words. -INSTRUCTION: Type the missing word. - -TEMPLATE: Mary ____ weekends. -PROMPT: Mary likes weekends. {bk04-l1d-f2-01.mp3} -RESPONSE: Mary likes weekends. {bk04-l1d-f2-01.mp3} -ACCEPT: likes - -TEMPLATE: On Saturdays, she ____{plays} tennis ____{all} morning. -PROMPT: On Saturdays, she plays tennis all morning. {bk04-l1d-f2-02.mp3} -RESPONSE: On Saturdays, she plays tennis all morning. {bk04-l1d-f2-02.mp3} - -TEMPLATE: Then she goes home and ____{cleans} all afternoon ____{long}. -PROMPT: Then she goes home and cleans all afternoon long. {bk04-l1d-f2-03.mp3} -RESPONSE: Then she goes home and cleans all afternoon long. {bk04-l1d-f2-03.mp3} - -TEMPLATE: Sometimes on Sundays, she ____ a big meal for her friends. -PROMPT: Sometimes on Sundays, she cooks a big meal for her friends. {bk04-l1d-f2-04.mp3} -RESPONSE: Sometimes on Sundays, she cooks a big meal for her friends. {bk04-l1d-f2-04.mp3} -ACCEPT: cooks - -TEMPLATE: Sometimes Mary and her friends go to a ____. -PROMPT: Sometimes Mary and her friends go to a restaurant. {bk04-l1d-f2-05.mp3} -RESPONSE: Sometimes Mary and her friends go to a restaurant. {bk04-l1d-f2-05.mp3} -ACCEPT: restaurant - -TEMPLATE: They ____{like to} go to Jim's Restaurant ____{downtown}. -PROMPT: They like to go to Jim's Restaurant downtown. {bk04-l1d-f2-06.mp3} -RESPONSE: They like to go to Jim's Restaurant downtown. {bk04-l1d-f2-06.mp3} - -# Source: LLA 1D Figure 4 -$DIALOGUE What Do You Do on Weekends? -ID: 1d-f4 -INTRO: Jim and Sam talk sports — watching some, playing others. Listen and repeat each line. -INSTRUCTION: Repeat the dialogue. -REPEAT - -Jim: What do you do on weekends? {bk04-l1d-f4-01.mp3} -Sam: I play or watch sports. {bk04-l1d-f4-02.mp3} -Jim: What sports do you like? {bk04-l1d-f4-03.mp3} -Sam: I like to watch basketball and football. I like to play tennis. {bk04-l1d-f4-04.mp3} -Jim: I like to play tennis, too. Do you want to play this weekend? {bk04-l1d-f4-06.mp3} -Sam: All right. {bk04-l1d-f4-08.mp3} - -# Source: ST §Speaking Skill: Cop and Cup -$DIALOGUE Saying Cop and Cup -ID: l1-s25 -INTRO: Two vowels that like to trade places: the AH in "cop" and the UH in "cup". Repeat each pair and keep them apart. -INSTRUCTION: Repeat the words. Focus on the sounds. -REPEAT - -LINE: cop ... cup -LINE: lock ... luck -LINE: hob ... hub -LINE: tock ... tuck -LINE: Don ... dun -LINE: bog ... bug -LINE: pop ... pup -LINE: shot ... shut +LINE: cop ... cup lock ... luck hob ... hub tock ... tuck +LINE: Don ... dun bog ... bug pop ... pup shot ... shut # Source: LLA 1B Figure 5 $SELECT Same or Different? ID: 1b-f5 -INTRO: Listen to each pair of words. Decide if the words are the same or different. For example, "cop" and "cup" are different. +HIDE_PROMPT +INTRO: Listen to the two words and decide if they have the same vowel sound or different vowel sounds. INSTRUCTION: Tap Same or Different. + OPTION: s | Same OPTION: d | Different EXAMPLE -PROMPT: cop ... cup {bk04-l1b-f5-00.mp3} +PROMPT: cop ... cup {bk04-l1b-f5-ex.mp3} ANSWER: d PROMPT: pop ... pop {bk04-l1b-f5-01.mp3} @@ -1467,35 +1129,36 @@ ANSWER: d PROMPT: pup ... pup {bk04-l1b-f5-06.mp3} ANSWER: s -PROMPT: ron ... run {bk04-l1b-f5-07.mp3} +PROMPT: Ron ... run {bk04-l1b-f5-07.mp3} ANSWER: d PROMPT: rod ... rod {bk04-l1b-f5-08.mp3} ANSWER: s -PROMPT: wan ... won {bk04-l1b-f5-09.mp3} +PROMPT: won ... one {bk04-l1b-f5-09.mp3} ANSWER: d PROMPT: sod ... sod {bk04-l1b-f5-10.mp3} ANSWER: s # Source: LLA 1B Figure 7 -$SELECT AH or UH? +$SELECT "Ah" or "Uh": Which Sound Do You Hear? ID: 1b-f7 -INTRO: Listen to each word. Decide if it has the AH sound like in "cop", or the UH sound like in "cup". For example, "pot" has the AH sound. -INSTRUCTION: Tap the sound you hear in the word. -OPTION: a | AH sound (as in cop) -OPTION: b | UH sound (as in cup) +INTRO: Listen to the word. Decide if it has the "ah" sound as in "cop" or the "uh" sound as in "cup". +INSTRUCTION: Tap the sound you hear. + +OPTION: a | /ɑ/ sound (cop) +OPTION: b | /ʌ/ sound (cup) EXAMPLE -PROMPT: pot {bk04-l1b-f7-00.mp3} +PROMPT: pot {bk04-l1b-f7-ex.mp3} ANSWER: a PROMPT: job {bk04-l1b-f7-01.mp3} ANSWER: a PROMPT: wander {bk04-l1b-f7-02.mp3} -ANSWER: a +ANSWER: b PROMPT: puppy {bk04-l1b-f7-03.mp3} ANSWER: b @@ -1506,7 +1169,7 @@ ANSWER: a PROMPT: poppy {bk04-l1b-f7-05.mp3} ANSWER: a -PROMPT: done {bk04-l1b-f7-06.mp3} +PROMPT: dune {bk04-l1b-f7-06.mp3} ANSWER: b PROMPT: funny {bk04-l1b-f7-07.mp3} @@ -1521,64 +1184,514 @@ ANSWER: a PROMPT: up {bk04-l1b-f7-10.mp3} ANSWER: b -# Source: LLA 1C Figure 3 + ST §Speaking Skill: The UH Sound (distinct ST words merged as TTS lines; ST list otherwise dropped as twin) -$DIALOGUE The UH Sound -ID: 1c-f3 -INTRO: Now just the UH sound, on its own. Listen to the words and repeat them. -INSTRUCTION: Repeat each word. +$SESSION 1-5: Questions with "Did" + +# Source: ST §Simple Past Tense Questions and Answers (grammar) +$GRAMMAR Questions with "Did" +ID: l1-s27 +INTRO: In this part you'll learn to ask about the past with "did" — and to answer, short and fast. + +CARD: To ask a past tense question, start with **did** and use the base form of the verb — no "-ed". +{The show started at 8:00.} +{Did the show start at 8:00?} + +CARD: Answer with a short answer, or with a full sentence. +{Yes, it did.} +{Yes, the show started at 8:00.} +{No, it didn't.} +{No, the show didn't start at 8:00.} + +SUMMARY: +| | | | | +|---|---|---|---| +| | The show | started | at 8:00. | +| **Did** | **the show** | **start** | **at 8:00?** | + +# Source: LLA 1C Figure 1 +$PRODUCE Ask a Question with "Did" +ID: 1c-f1 +INTRO: Listen to the statement and read the cue in parentheses. Form a question with "did" and "too". Then repeat the question and listen to the short answer. +INSTRUCTION: Ask the question aloud. +INPUT: speak +CHECK: reveal REPEAT -LINE: cup {bk04-l1c-f3-01.mp3} -LINE: lunch {bk04-l1c-f3-02.mp3} -LINE: young {bk04-l1c-f3-03.mp3} -LINE: bus {bk04-l1c-f3-04.mp3} -LINE: up {bk04-l1c-f3-05.mp3} -LINE: sun {bk04-l1c-f3-06.mp3} -LINE: bunch {bk04-l1c-f3-07.mp3} -LINE: does {bk04-l1c-f3-08.mp3} -LINE: come -LINE: ago -LINE: the -LINE: son - -# Source: LLA 1D Figure 3 + ST §Speaking Skill: The EE Sound (distinct ST words merged as TTS lines; ST list otherwise dropped as twin) -$DIALOGUE The EE Sound -ID: 1d-f3 -INTRO: One more sound: the long EE in "week" and "eat". Listen to the words and repeat them. -INSTRUCTION: Repeat each word. -REPEAT - -LINE: speak {bk04-l1d-f3-01.mp3} -LINE: read {bk04-l1d-f3-02.mp3} -LINE: week {bk04-l1d-f3-03.mp3} -LINE: eat {bk04-l1d-f3-04.mp3} -LINE: meat {bk04-l1d-f3-05.mp3} -LINE: clean {bk04-l1d-f3-06.mp3} -LINE: repeat {bk04-l1d-f3-07.mp3} -LINE: leave {bk04-l1d-f3-08.mp3} -LINE: see -LINE: sleep -LINE: sheet -LINE: beef - -# SKIPPED (book, ST): Listening-skill "LISTEN AND WRITE" — write the numbers and foods heard -# in a dialog; the recorded dialog isn't available, so there's no stimulus. Convertible later -# with a chosen dialog + TTS. - -# Source: ST §Alphabetical Order (kept as $SELECT ORDER — see report on the guide conflict) -$SELECT Alphabetical Order -ID: l1-s24-b -ORDER -INTRO: A quick change of pace: put each set of words in alphabetical order — A before B, and watch the second letter when the first ones match. -INSTRUCTION: Put the words in alphabetical order. - EXAMPLE -TEMPLATE: Put these words in alphabetical order. -OPTION: a | map -OPTION: b | meal -OPTION: c | milk -OPTION: d | money -ANSWER: a,b,c,d +PROMPT: Rita cooked lunch yesterday. {bk04-l1c-f1-ex-q.mp3} +TEMPLATE: (dinner) +RESPONSE: Did she cook dinner too? {bk04-l1c-f1-ex-a.mp3} + +PROMPT: Danny shaved last night. {bk04-l1c-f1-01-q.mp3} +TEMPLATE: (this morning) +RESPONSE: Did he shave this morning too? {bk04-l1c-f1-01-a.mp3} + +PROMPT: Mr. Green closed the window. {bk04-l1c-f1-02-q.mp3} +TEMPLATE: (the door) +RESPONSE: Did Mr. Green close the door too? {bk04-l1c-f1-02-a.mp3} + +PROMPT: The teacher checked my homework. {bk04-l1c-f1-03-q.mp3} +TEMPLATE: (John's homework) +RESPONSE: Did the teacher check John's homework too? {bk04-l1c-f1-03-a.mp3} + +PROMPT: We visited the City of New York 2 years ago. {bk04-l1c-f1-04-q.mp3} +TEMPLATE: (Chicago) +RESPONSE: Did you visit the City of Chicago too? {bk04-l1c-f1-04-a.mp3} + +PROMPT: Ben watched the football game last night. {bk04-l1c-f1-05-q.mp3} +TEMPLATE: (late show) +RESPONSE: Did he watch the late show too? {bk04-l1c-f1-05-a.mp3} + +# Source: LLA 1C Figure 2 +$PRODUCE Short Answers +ID: 1c-f2 +INTRO: Listen to each question and complete the short answer. Then repeat the question and the correct answer. +INSTRUCTION: Type the short answer. +INPUT: type +CHECK: exact +REPEAT + +EXAMPLE +PROMPT: Did Marilyn visit you? {bk04-l1c-f2-ex1-q.mp3} +TEMPLATE: Yes, ____. +RESPONSE: Yes, she did. {bk04-l1c-f2-ex1-a.mp3} +ACCEPT: she did + +EXAMPLE +PROMPT: Did Frank play soccer yesterday? {bk04-l1c-f2-ex2-q.mp3} +TEMPLATE: No, ____. +RESPONSE: No, he didn't. {bk04-l1c-f2-ex2-a.mp3} +ACCEPT: he didn't | he did not + +PROMPT: Did Paul play basketball yesterday? {bk04-l1c-f2-01-q.mp3} +TEMPLATE: Yes, ____. +RESPONSE: Yes, he did. {bk04-l1c-f2-01-a.mp3} +ACCEPT: he did + +PROMPT: Did Sally cook dinner last night? {bk04-l1c-f2-02-q.mp3} +TEMPLATE: No, ____. +RESPONSE: No, she didn't. {bk04-l1c-f2-02-a.mp3} +ACCEPT: she didn't | she did not + +PROMPT: Did Jean and Sam visit Los Angeles last year? {bk04-l1c-f2-03-q.mp3} +TEMPLATE: Yes, ____. +RESPONSE: Yes, they did. {bk04-l1c-f2-03-a.mp3} +ACCEPT: they did + +PROMPT: Did Bill live in Dallas 2 years ago? {bk04-l1c-f2-04-q.mp3} +TEMPLATE: No, ____. +RESPONSE: No, he didn't. {bk04-l1c-f2-04-a.mp3} +ACCEPT: he didn't | he did not + +PROMPT: Did Mary clean her room yesterday? {bk04-l1c-f2-05-q.mp3} +TEMPLATE: No, ____. +RESPONSE: No, she didn't. {bk04-l1c-f2-05-a.mp3} +ACCEPT: she didn't | she did not + +PROMPT: Did they study the lesson last night? {bk04-l1c-f2-06-q.mp3} +TEMPLATE: Yes, ____. +RESPONSE: Yes, they did. {bk04-l1c-f2-06-a.mp3} +ACCEPT: they did + +PROMPT: Did he walk downtown yesterday? {bk04-l1c-f2-07-q.mp3} +TEMPLATE: Yes, ____. +RESPONSE: Yes, he did. {bk04-l1c-f2-07-a.mp3} +ACCEPT: he did + +PROMPT: Did they work at a restaurant last year? {bk04-l1c-f2-08-q.mp3} +TEMPLATE: No, ____. +RESPONSE: No, they didn't. {bk04-l1c-f2-08-a.mp3} +ACCEPT: they didn't | they did not + +# Source: ST §Yes, He Did. No, He Didn't. +$PRODUCE Ask and Answer +ID: l1-s28 +INTRO: Now build both halves yourself. Make a "did" question from the cue words, then answer it with a short answer — yes or no, your choice. +INSTRUCTION: Ask the question aloud and give a short answer. +INPUT: speak +CHECK: llm +RUBRIC: Accept any grammatically correct past tense question using "did" built from the cue words, plus a valid short answer (yes or no — learner's choice). + +EXAMPLE +TEMPLATE: Ted / work / late / last week +RESPONSE: Did Ted work late last week?\n— No, he didn't. + +EXAMPLE +TEMPLATE: Bill / like / your new car +RESPONSE: Did Bill like your new car?\n— Yes, he did. + +TEMPLATE: Linda / play / baseball / yesterday +RESPONSE: Did Linda play baseball yesterday?\n— Yes, she did. + +TEMPLATE: you / visit / your brother / last year +RESPONSE: Did you visit your brother last year?\n— Yes, I did. + +TEMPLATE: Dave / study / French +RESPONSE: Did Dave study French?\n— No, he didn't. + +TEMPLATE: Tony's family / visit / Los Angeles +RESPONSE: Did Tony's family visit Los Angeles?\n— Yes, they did. + +TEMPLATE: Frank / review / his lesson / last night +RESPONSE: Did Frank review his lesson last night?\n— Yes, he did. + +TEMPLATE: the children / play ball / yesterday +RESPONSE: Did the children play ball yesterday?\n— Yes, they did. + +TEMPLATE: Sue and Kate / watch / baseball game / last night +RESPONSE: Did Sue and Kate watch the baseball game last night?\n— No, they didn't. + +TEMPLATE: Mary / clean / her car / last weekend +RESPONSE: Did Mary clean her car last weekend?\n— Yes, she did. + +# Source: LLA 1C Figure 4 +$DIALOGUE Let's Play Tennis Friday +ID: 1c-f4 +INTRO: Mike missed the basketball game; Jim played tennis all evening. Listen to their conversation and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Mike: Did you watch the basketball game last night? {bk04-l1c-f4-01.mp3} +Jim: No, I didn't. Was the game good? {bk04-l1c-f4-02.mp3} +Mike: Yes, it was. They played a very good game. {bk04-l1c-f4-03.mp3} +Jim: Dan and I played tennis all evening long. Do you play tennis, Mike? {bk04-l1c-f4-04.mp3} +Mike: Yes, I do. {bk04-l1c-f4-05.mp3} +Jim: Do you want to play Friday after school? {bk04-l1c-f4-06.mp3} +Mike: Okay. {bk04-l1c-f4-07.mp3} + +# Source: LLA 1C Figure 4 (role-play pass) +$DIALOGUE Take Jim's Part +ID: 1c-f4-role-jim +REFERENCE: 1c-f4 +PLAY_ROLE: Jim +INTRO: Same conversation, but now you're Jim — the tennis player. Speak Jim's lines when it's your turn. +INSTRUCTION: You are Jim — speak your lines in the pauses. + +# Source: LLA 1C Figure 5 (Part 1) +$GRAMMAR Who Played What? +ID: 1c-f5-table +INTRO: You'll see a table of who played which sport yesterday. Study it — the questions are coming next. + +| Person | Sport | +|---|---| +| Margaret | {soccer} | +| Carl | {soccer} | +| Terry | {tennis} | +| Dave | {baseball} | +| Mark | {football} | +| James | {basketball} | + +# Source: LLA 1C Figure 5 (Part 2) +$PRODUCE Who Played What? — Questions +ID: 1c-f5 +REFERENCE: 1c-f5-table +INTRO: Answer the questions aloud using the sports table — and if the answer is no, say what the person really played. Then repeat the model answer. +INSTRUCTION: Answer the question aloud based on the table. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: Did Margaret play soccer? {bk04-l1c-f5-ex1-q.mp3} +RESPONSE: Yes, Margaret played soccer. {bk04-l1c-f5-ex1-a.mp3} + +EXAMPLE +PROMPT: Did Carl play football yesterday? {bk04-l1c-f5-ex2-q.mp3} +RESPONSE: No, Carl didn't play football. He played soccer. {bk04-l1c-f5-ex2-a.mp3} + +PROMPT: Did Mark play soccer? {bk04-l1c-f5-01-q.mp3} +RESPONSE: No, he didn't play soccer. He played football. {bk04-l1c-f5-01-a.mp3} + +PROMPT: Did James play baseball? {bk04-l1c-f5-02-q.mp3} +RESPONSE: No, he didn't play baseball. He played basketball. {bk04-l1c-f5-02-a.mp3} + +PROMPT: Did Margaret play tennis? {bk04-l1c-f5-03-q.mp3} +RESPONSE: No, she didn't play tennis. She played soccer. {bk04-l1c-f5-03-a.mp3} + +PROMPT: Did Terry play tennis? {bk04-l1c-f5-04-q.mp3} +RESPONSE: Yes, Terry played tennis. {bk04-l1c-f5-04-a.mp3} + +PROMPT: Did Dave play football? {bk04-l1c-f5-05-q.mp3} +RESPONSE: No, Dave didn't play football. He played baseball. {bk04-l1c-f5-05-a.mp3} + +PROMPT: Did James play basketball? {bk04-l1c-f5-06-q.mp3} +RESPONSE: Yes, James played basketball. {bk04-l1c-f5-06-a.mp3} + +PROMPT: Did Carl play football? {bk04-l1c-f5-07-q.mp3} +RESPONSE: No, Carl didn't play football. He played soccer. {bk04-l1c-f5-07-a.mp3} + +# Source: LLA 1C Figure 6 +$PRODUCE When Did You Do It? +ID: 1c-f6 +INTRO: Yes, you did it — now say when. Listen to each question and answer aloud with the time phrase shown. Then repeat the model answer. +INSTRUCTION: Answer the question aloud using the time phrase. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: Did you clean up your room? {bk04-l1c-f6-ex-q.mp3} +TEMPLATE: Yes, ____ last Saturday. +RESPONSE: Yes, I cleaned it up last Saturday. {bk04-l1c-f6-ex-a.mp3} + +PROMPT: Did you answer his question? {bk04-l1c-f6-01-q.mp3} +TEMPLATE: Yes, ____ this morning. +RESPONSE: Yes, I answered his question this morning. {bk04-l1c-f6-01-a.mp3} + +PROMPT: Did you close the window? {bk04-l1c-f6-02-q.mp3} +TEMPLATE: Yes, ____ last night. +RESPONSE: Yes, I closed the window last night. {bk04-l1c-f6-02-a.mp3} + +PROMPT: Did you talk to your brother? {bk04-l1c-f6-03-q.mp3} +TEMPLATE: Yes, ____ last week. +RESPONSE: Yes, I talked to my brother last week. {bk04-l1c-f6-03-a.mp3} + +PROMPT: Did you watch the late show? {bk04-l1c-f6-04-q.mp3} +TEMPLATE: Yes, ____ last night. +RESPONSE: Yes, I watched the late show last night. {bk04-l1c-f6-04-a.mp3} + +PROMPT: Did you visit your mother? {bk04-l1c-f6-05-q.mp3} +TEMPLATE: Yes, ____ two days ago. +RESPONSE: Yes, I visited my mother 2 days ago. {bk04-l1c-f6-05-a.mp3} + +PROMPT: Did you start to study a new book? {bk04-l1c-f6-06-q.mp3} +TEMPLATE: Yes, ____ this morning. +RESPONSE: Yes, I started to study a new book this morning. {bk04-l1c-f6-06-a.mp3} + +PROMPT: Did you select a good restaurant? {bk04-l1c-f6-07-q.mp3} +TEMPLATE: Yes, ____ an hour ago. +RESPONSE: Yes, I selected a good restaurant an hour ago. {bk04-l1c-f6-07-a.mp3} + +PROMPT: Did you study your lesson? {bk04-l1c-f6-08-q.mp3} +TEMPLATE: Yes, ____ last night. +RESPONSE: Yes, I studied my lesson last night. {bk04-l1c-f6-08-a.mp3} + +# Source: LLA 1D Figure 5 +$SELECT Did They Do It? Look and Answer +ID: 1d-f5 +INTRO: Look at each picture, listen to the question, and tap "Yes" or "No" — the picture tells the truth. +INSTRUCTION: Tap Yes or No. + +OPTION: a | Yes +OPTION: b | No + +EXAMPLE +PROMPT: Did Carl watch a basketball game last night? {page_022_001.jpg|A basketball player in a jersey with the number 19 reaching up to shoot a basketball into a hoop} {bk04-l1d-f5-01.mp3} +ANSWER: a + +PROMPT: Did Blake and Pam visit friends yesterday afternoon? {page_022_002.jpg|Two tennis players, a man in the foreground and a woman on the opposite side of the net, playing tennis on a court} {bk04-l1d-f5-02.mp3} +ANSWER: b + +PROMPT: Did the students study in class yesterday morning? {page_022_003.jpg|Students in military uniforms sitting at desks in a classroom, looking forward attentively} {bk04-l1d-f5-03.mp3} +ANSWER: a + +PROMPT: Did Kate and Betty play tennis 2 days ago? {page_022_004.jpg|A group of spectators sitting in stands, cheering at a sports game; one person is wearing a shirt that says "GO LIONS"} {bk04-l1d-f5-04.mp3} +ANSWER: b + +PROMPT: Did they play soccer yesterday after school? {page_023_001.jpg|A young man in a messy bedroom vacuuming the floor, with clothes scattered all over the bed and floor} {bk04-l1d-f5-05.mp3} +ANSWER: b + +PROMPT: Did Jack shave this morning? {page_023_002.jpg|A man looking into a mirror and shaving his face with a razor} {bk04-l1d-f5-06.mp3} +ANSWER: a + +PROMPT: Did the children play ball yesterday? {page_023_003.jpg|Two young boys sitting on the floor in a living room, watching a man speaking on a television screen} {bk04-l1d-f5-07.mp3} +ANSWER: b + +PROMPT: Did Tom and Jack play tennis last week? {page_023_004.jpg|Two people playing table tennis across a net} {bk04-l1d-f5-08.mp3} +ANSWER: a + +# Source: ST §Questions and Answers +$PRODUCE Write Questions About the Pictures +ID: l1-s29 +INTRO: Now write both halves. Look at the picture and the cue words, then type a past question with "did" and its short answer. +INSTRUCTION: Type a past tense question and a short answer. +INPUT: type +CHECK: llm +RUBRIC: Accept any grammatically correct past tense question using "did" built from the cue words, plus a short answer matching the model answer's yes/no. + +TEMPLATE: class / start / 7:30 +PROMPT: {st-page_025_001.jpg|A teacher at the chalkboard in front of a class with a clock showing 7:30} +RESPONSE: Did the class start at 7:30?\n— Yes, it did. + +TEMPLATE: class / end / 12:00 +PROMPT: {st-page_025_002.jpg|Students leaving a classroom, a clock on the wall shows 12:00} +RESPONSE: Did the class end at 12:00?\n— Yes, it did. + +TEMPLATE: Alex / cook / beef +PROMPT: {st-page_025_003.jpg|A chef in a kitchen cooking meat in a frying pan} +RESPONSE: Did Alex cook beef?\n— Yes, he did. + +TEMPLATE: Mr. Wilson / walk / downtown +PROMPT: {st-page_025_004.jpg|Mr. Wilson walking among tall downtown buildings} +RESPONSE: Did Mr. Wilson walk downtown?\n— Yes, he did. + +TEMPLATE: Beth / clean / room this morning +PROMPT: {st-page_025_005.jpg|Beth sitting at a desk reading a book, a clock on the wall behind her} +RESPONSE: Did Beth clean her room this morning?\n— No, she didn't. + +TEMPLATE: John and Sara / go to a restaurant +PROMPT: {st-page_025_006.jpg|John and Sara talking outside a French restaurant named 'Le filles'} +RESPONSE: Did John and Sara go to a restaurant?\n— Yes, they did. + +# SKIPPED (book): "Answer your teacher's questions with long answers" (ST p. 22) — instructor-led oral drill without printed stimuli. + +$SESSION 1-6: Putting It All Together + +# NOTE: The ST instructor-read Listening/Writing Skill blocks (SAME/DIFFERENT, JET/YET, PUP/POP, LISTEN AND WRITE, DICTATION) are covered by their cassette equivalents in this module (LLA 1A f7, 1B f5/f7, 1D f2, 1D f7) — no content lost. + +# Source: LLA 1D Figure 1 (Part 1) +$DIALOGUE The Languages They Speak +ID: 1d-f1 +INTRO: This part mixes everything from the lesson: conversations, a busy weekend, sounds, and some writing. First, just listen — two men are talking about the languages a friend speaks. +INSTRUCTION: Listen to the conversation. + +Man1: What languages does Jack speak? {bk04-l1d-f1-01.mp3} +Man2: Oh, he speaks English, Spanish, and French. {bk04-l1d-f1-02.mp3} +Man1: Does he speak Russian too? {bk04-l1d-f1-03.mp3} +Man2: Yes, he speaks Russian. And you? {bk04-l1d-f1-04.mp3} +Man1: I speak Spanish, and English, and Arabic. {bk04-l1d-f1-05.mp3} +Man2: Arabic? {bk04-l1d-f1-06.mp3} +Man1: Yeah, I lived in Egypt for 2 years. {bk04-l1d-f1-07.mp3} +Man2: Oh, yes, that's right. {bk04-l1d-f1-08.mp3} + +# Source: LLA 1D Figure 1 (Part 2) +$SELECT Which Languages? +ID: 1d-f1-b +MULTI +INTRO: Which five languages did the speakers mention? Tap all five. +INSTRUCTION: Tap the five languages. + +OPTION: a | English +OPTION: b | Spanish +OPTION: c | French +OPTION: d | German +OPTION: e | Russian +OPTION: f | Arabic +OPTION: g | Chinese + +TEMPLATE: Which five languages do the men speak? +ANSWER: a,b,c,e,f + +# Source: LLA 1D Figure 2 +$PRODUCE Mary's Weekend +ID: 1d-f2 +INPUT: type +CHECK: exact +HIDE_PROMPT +INTRO: Mary's weekend sounds a lot like Linda's — tennis, cleaning, and a big meal. Listen to each sentence and type the missing words. +INSTRUCTION: Type the missing word(s). + +PROMPT: Mary likes weekends. {bk04-l1d-f2-01.mp3} +TEMPLATE: Mary ____{likes} weekends. +RESPONSE: Mary likes weekends. {bk04-l1d-f2-01.mp3} + +PROMPT: On Saturdays she plays tennis all morning. {bk04-l1d-f2-02.mp3} +TEMPLATE: On Saturdays, she ____{plays} tennis ____{all} morning. +RESPONSE: On Saturdays, she plays tennis all morning. {bk04-l1d-f2-02.mp3} + +PROMPT: Then she goes home and cleans all afternoon long. {bk04-l1d-f2-03.mp3} +TEMPLATE: Then she goes home and ____{cleans} all afternoon ____{long}. +RESPONSE: Then she goes home and cleans all afternoon long. {bk04-l1d-f2-03.mp3} + +PROMPT: Sometimes on Sundays she cooks a big meal for her friends. {bk04-l1d-f2-04.mp3} +TEMPLATE: Sometimes on Sundays, she ____{cooks} a big meal for her friends. +RESPONSE: Sometimes on Sundays, she cooks a big meal for her friends. {bk04-l1d-f2-04.mp3} + +PROMPT: Sometimes Mary and her friends go to a restaurant. {bk04-l1d-f2-05.mp3} +TEMPLATE: Sometimes, Mary and her friends go to a ____{restaurant}. +RESPONSE: Sometimes, Mary and her friends go to a restaurant. {bk04-l1d-f2-05.mp3} + +PROMPT: They like to go to Jim's Restaurant downtown. {bk04-l1d-f2-06.mp3} +TEMPLATE: They ____{like to} go to Jim's Restaurant ____{downtown}. +RESPONSE: They like to go to Jim's Restaurant downtown. {bk04-l1d-f2-06.mp3} + +# Source: LLA 1D Figure 3 +# DROPPED (twin): ST §Leave / Week — TTS twin of this cassette word list; its distinct words are merged below as TTS lines. +$DIALOGUE The Long "E" Sound +ID: 1d-f3 +INTRO: Listen to the words with the long "e" sound and repeat each word. +INSTRUCTION: Listen and repeat each word. +REPEAT + +VOCAB: to speak +LINE: speak {bk04-l1d-f3-01.mp3} + +VOCAB: to read +LINE: read {bk04-l1d-f3-02.mp3} + +VOCAB: week +LINE: week {bk04-l1d-f3-03.mp3} + +VOCAB: to eat +LINE: eat {bk04-l1d-f3-04.mp3} + +VOCAB: meat +LINE: meat {bk04-l1d-f3-05.mp3} + +VOCAB: to clean +LINE: clean {bk04-l1d-f3-06.mp3} + +VOCAB: to repeat +LINE: repeat {bk04-l1d-f3-07.mp3} + +VOCAB: to leave +LINE: leave {bk04-l1d-f3-08.mp3} + +# Salvaged from ST §Leave / Week (distinct items) +LINE: see + +LINE: sleep + +LINE: sheet + +LINE: beef + +# Source: new (gap: sentence context for the new long-"e" words "read", "meat", "leave", "beef") +$DIALOGUE Long "E" Words in Sentences +ID: 1d-f3-b +INTRO: The same long "e" words, now doing real work in sentences. Listen and repeat. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +LINE: I read a book every week. +LINE: We eat meat for dinner, and sometimes beef. +LINE: I leave home at 7:00 and speak English all day. + +# Source: LLA 1D Figure 4 +$DIALOGUE What Do You Do on Weekends? +ID: 1d-f4 +INTRO: Jim and Sam talk about weekends — and, naturally, end up agreeing to play tennis. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. +REPEAT + +Jim: What do you do on weekends? {bk04-l1d-f4-01.mp3} +Sam: I play or watch sports. {bk04-l1d-f4-02.mp3} +Jim: What sports do you like? {bk04-l1d-f4-03.mp3} +Sam: I like to watch basketball and football. I like to play tennis. {bk04-l1d-f4-04.mp3} +Jim: I like to play tennis, too. Do you want to play this weekend? {bk04-l1d-f4-05.mp3} +Sam: All right. {bk04-l1d-f4-06.mp3} + +# Source: LLA 1D Figure 4 (role-play pass) +$DIALOGUE Take Jim's Part +ID: 1d-f4-role-jim +REFERENCE: 1d-f4 +PLAY_ROLE: Jim +INTRO: Now take Jim's part in the conversation. Say Jim's lines when it's your turn. +INSTRUCTION: You are Jim — speak your lines in the pauses. + +# Source: LLA 1D Figure 4 (role-play pass) +$DIALOGUE Take Sam's Part +ID: 1d-f4-role-sam +REFERENCE: 1d-f4 +PLAY_ROLE: Sam +INTRO: Now take Sam's part in the conversation. Say Sam's lines when it's your turn. +INSTRUCTION: You are Sam — speak your lines in the pauses. + +# Source: ST §Alphabetical Order (kept despite the master avoid-list — see report; $SELECT ORDER now supports it) +$SELECT Alphabetical Order +ID: l1-s25 +ORDER +INTRO: A quick word puzzle before the finish: put each set of words in alphabetical order — a, b, c. +INSTRUCTION: Put the words in alphabetical order. TEMPLATE: Put these words in alphabetical order. OPTION: a | clean @@ -1605,11 +1718,11 @@ OPTION: e | again ANSWER: c,e,b,d,a # Source: LLA 1D Figure 7 -$PRODUCE Dictation +$PRODUCE Listen and Write the Sentences ID: 1d-f7 INPUT: type CHECK: exact -INTRO: Last activity of the lesson: dictation. Listen to each sentence and type exactly what you hear — then you're done. Well done making it here. +INTRO: The last activity: listen to each sentence and type exactly what you hear. Then you're done — one whole lesson, and now yesterday is yours to talk about. INSTRUCTION: Type the sentence you hear. PROMPT: He visited his friends in New York last year. {bk04-l1d-f7-01.mp3} @@ -1621,18 +1734,14 @@ RESPONSE: The students ask the teacher questions in the morning. {bk04-l1d-f7-02 PROMPT: She takes a different bus every day. {bk04-l1d-f7-03.mp3} RESPONSE: She takes a different bus every day. {bk04-l1d-f7-03.mp3} -PROMPT: Don't watch television before nine o'clock. {bk04-l1d-f7-04.mp3} -RESPONSE: Don't watch television before nine o'clock. {bk04-l1d-f7-04.mp3} -ACCEPT: Do not watch television before nine o'clock. +PROMPT: Don't watch television before 9 o'clock. {bk04-l1d-f7-04.mp3} +RESPONSE: Don't watch television before 9 o'clock. {bk04-l1d-f7-04.mp3} +ACCEPT: Don't watch television before nine o'clock. | Do not watch television before 9 o'clock. | Do not watch television before nine o'clock. -PROMPT: Where was your brother five years ago? {bk04-l1d-f7-05.mp3} -RESPONSE: Where was your brother five years ago? {bk04-l1d-f7-05.mp3} +PROMPT: Where was your brother 5 years ago? {bk04-l1d-f7-05.mp3} +RESPONSE: Where was your brother 5 years ago? {bk04-l1d-f7-05.mp3} +ACCEPT: Where was your brother five years ago? PROMPT: He's hungry and wants to eat a snack. {bk04-l1d-f7-06.mp3} RESPONSE: He's hungry and wants to eat a snack. {bk04-l1d-f7-06.mp3} ACCEPT: He is hungry and wants to eat a snack. - -# SKIPPED (book, ST): end-of-lesson skill drills — Listening "SAME/DIFFERENT" and "PUP / POP" -# (vowel discrimination) and the Writing "DICTATION". All instructor-read with no recorded -# stimulus or given items. Convertible later with chosen words + TTS. 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2: In the Military {st-page_028_001.jpg} +$MODULE Book 4 · Lesson 2: In the Military {st-page_028_001.jpg|A group of military personnel in uniform, including some saluting, on a military base with a hanger in the background} FORMAT: 2 -DESCRIPTION: Military vocabulary — posts, bases, ranks, and uniforms — plus military time and the simple past tense with irregular verbs. +DIOCO_DOC_ID: alc_book4_lesson2 +DESCRIPTION: Military life — ranks and insignia, uniforms, daily routines, and military time — plus the simple past of irregular verbs, with listening and speaking practice from the original cassettes. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_INTRO: aoede | Warm, lightly wry teacher-narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Jim | iapetus | Male student -VOICE: Joe | zubenelgenubi | Male student -VOICE: Maj_Martin | achird | Male officer -VOICE: Capt_Cline | schedar | Male officer -VOICE: Sgt_Travis | charon | Male sergeant -VOICE: Sgt_Davis | achird | Male sergeant -VOICE: Sgt_Poole | charon | Male sergeant -VOICE: Capt_King | achird | Male officer -VOICE: Ted | alnilam | Male student -VOICE: Ben | algieba | Male student -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: Man1 | schedar | Male +VOICE: Jim | achird | Male +VOICE: Boy1 | schedar | Boy +VOICE: Boy2 | gacrux | Boy +VOICE: Joe | charon | Male student +VOICE: Maj_Martin | schedar | Male officer +VOICE: Capt_Cline | achird | Male officer +VOICE: Sgt_Travis | schedar | Male speaker +VOICE: Sgt_Davis | achird | Male speaker +VOICE: Sgt_Poole | schedar | Male speaker +VOICE: Capt_King | achird | Male speaker +VOICE: Ted | schedar | Male speaker +VOICE: Ben | achird | Male speaker +VOICE: Narrator | achernar | speaker (auto) -$LESSON 2-1: Posts, Bases, and Uniforms +$SESSION 2-1: In the Military -# Source: ST §A Post or a Base? -$DIALOGUE A Post or a Base? -ID: l2-s1 -INTRO: Welcome to the military. In this lesson you'll learn to talk about posts, bases, ranks, and uniforms — and, later, to say what happened yesterday. First: where military people live and work. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. +# Source: LLA 2A Figure 1 +$DIALOGUE In the Military +ID: 2a-f1 +INTRO: In this lesson you'll learn to talk about military life — ranks, uniforms, and military time — and to say what happened yesterday. First, some new words in sentences: listen and repeat each one. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: military -LINE: Military men and women work on bases and posts. - -LINE: an Air Force base {st-page_030_001.jpg} -LINE: Airmen live and work on this Air Force base. {st-page_030_001.jpg} - -VOCAB: naval -LINE: a naval base {st-page_030_002.jpg} -LINE: Sailors live and work on a naval base. {st-page_030_002.jpg} +LINE: John's not a civilian; he's in the military. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-01.mp3} VOCAB: post -LINE: an Army post {st-page_030_003.jpg} -LINE: Soldiers live and work on an Army post. {st-page_030_003.jpg} +LINE: Airmen work on a base; soldiers work on a post. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-02.mp3} -# Source: LLA 2A Figure 1 -$DIALOGUE Military Words in Sentences -ID: 2a-f1 -INTRO: Now the same world on tape: sergeants, stripes, uniforms, and one very important name tag. Listen to each sentence and repeat it. -INSTRUCTION: Repeat each word and sentence. -REPEAT +VOCAB: naval +LINE: A sailor works on a naval base. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-03.mp3} -LINE: John's not a civilian. He's in the military. {page_026_001.jpg} {bk04-l2a-f1-01.mp3} +VOCAB: uniform +LINE: Men and women in the military have uniforms. {page_026_001.jpg|Three separate panels side-by-side representing different military service members: on the left, an Army soldier in service uniform; in the middle, a female Air Force member in a short-sleeve shirt; on the right, a Navy officer in a double-breasted dress uniform} {bk04-l2a-f1-04.mp3} -LINE: Airmen work on a base. Soldiers work on a post. {page_026_001.jpg} {bk04-l2a-f1-02.mp3} - -LINE: A sailor works on a naval base. {page_026_001.jpg} {bk04-l2a-f1-03.mp3} - -VOCAB: uniforms -LINE: Men and women in the military have uniforms. {page_026_001.jpg} {bk04-l2a-f1-04.mp3} - -VOCAB: stripes -LINE: Sergeants have stripes on their uniforms. {page_026_002.jpg} {bk04-l2a-f1-05.mp3} +VOCAB: stripe +LINE: Sergeants have stripes on their uniforms. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-05.mp3} VOCAB: with -LINE: Sergeants have uniforms with stripes. {page_026_002.jpg} {bk04-l2a-f1-06.mp3} +LINE: Sergeants have uniforms with stripes. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-06.mp3} VOCAB: sergeant -LINE: Sergeant is an enlisted rank in the Army and Air Force. {page_026_002.jpg} {bk04-l2a-f1-07.mp3} +LINE: Sergeant is an enlisted rank in the Army and Air Force. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-07.mp3} -VOCAB: ranks -LINE: There are nine enlisted ranks and ten officer ranks. {page_026_002.jpg} {bk04-l2a-f1-08.mp3} +VOCAB: rank +LINE: There are 9 enlisted ranks and 10 officer ranks. {page_026_002.jpg|Two chevron insignia representing sergeant ranks: on the left, Army sergeant stripes pointing up; on the right, Air Force sergeant stripes pointing down with a star in the center} {bk04-l2a-f1-08.mp3} VOCAB: name tag -LINE: The name tag on Sergeant Miller's uniform says Miller. {page_026_003.jpg} {bk04-l2a-f1-09.mp3} +LINE: The name tag on Sergeant Miller's uniform says Miller. {page_026_003.jpg|A black rectangle containing the name "MILLER" in bold white lettering} {bk04-l2a-f1-09.mp3} VOCAB: cap -LINE: The sergeant wants to buy a new cap. {page_026_004.jpg} {bk04-l2a-f1-10.mp3} +LINE: The sergeant wants to buy a new cap. {page_026_004.jpg|Two military caps: on the left, a side view of a garrison cap with piping; on the right, a front view of the same style of garrison cap} {bk04-l2a-f1-10.mp3} -# Source: ST §A Post or a Base? (written practice) -$PRODUCE Post or Base — Type the Word +# Source: ST §A Post or a Base? (Exercise); images salvaged from dropped ST presentation l2-s1 +$PRODUCE A Post or a Base? ID: l2-s2 -INTRO: A quick check on posts and bases. Type the word that completes each sentence. -INSTRUCTION: Type the correct word. +INTRO: Quick check: who works where? Type the word that completes each sentence. +INSTRUCTION: Type the correct word to complete each sentence. INPUT: type CHECK: exact @@ -89,100 +73,103 @@ TEMPLATE: ____ men and women and civilian men and women work on posts and bases. RESPONSE: Military men and women and civilian men and women work on posts and bases. ACCEPT: Military | military -TEMPLATE: ____ are for the Army. +TEMPLATE: ____ are for the Army. {st-page_030_003.jpg|Soldiers in uniform walking on an Army post with barracks in the background} RESPONSE: Posts are for the Army. ACCEPT: Posts | posts -TEMPLATE: ____ are for the Navy and for the Air Force. +TEMPLATE: ____ are for the Navy and for the Air Force. {st-page_030_001.jpg|Airmen in uniform standing in front of an Air Force hangar with a plane flying overhead} RESPONSE: Bases are for the Navy and for the Air Force. ACCEPT: Bases | bases -TEMPLATE: It's an Air Force base or a ____ base. +TEMPLATE: It's an Air Force base or a ____ base. {st-page_030_002.jpg|Sailors in uniform standing outside on a naval base with buildings in the background} RESPONSE: It's an Air Force base or a naval base. ACCEPT: naval | Naval -# Source: LLA 2A Figure 2 (recast as per-gap exact cloze; gap-less item 5 template repaired) -$PRODUCE Larry and Mary — Fill In {page_027_001.jpg} +# Source: LLA 2A Figure 2 +$DIALOGUE Larry and Mary Clark {page_027_001.jpg|A drawing of two military service members standing side-by-side. On the left is an enlisted Army woman wearing a cap, a utility shirt with a "CLARK" name tag and "U.S. ARMY" tape, and stripes on her collar. On the right is a male Navy officer wearing a service cap, a double-breasted jacket with a "MILLER" name tag, ribbons, and rank stripes on his sleeve, with a star above them} +ID: 2a-f2-dialogue +INTRO: Larry and Mary Clark are brother and sister — same last name, very different uniforms. Just listen to their story. +INSTRUCTION: Listen to the story. + +LINE: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-01.mp3} +LINE: He's in the Navy and works on a naval base. {bk04-l2a-f2-02.mp3} +LINE: She's in the Army and works on an Army post. {bk04-l2a-f2-03.mp3} +LINE: Their ranks are different. {bk04-l2a-f2-04.mp3} +LINE: Larry is an officer; Mary is enlisted. {bk04-l2a-f2-05.mp3} +LINE: She's a sergeant and has 3 stripes on her cap. {bk04-l2a-f2-06.mp3} +LINE: Their uniforms are different too. {bk04-l2a-f2-07.mp3} +LINE: The same last name is on their name tags. {bk04-l2a-f2-08.mp3} + +# Source: LLA 2A Figure 2 +$PRODUCE Larry and Mary: Fill In the Words ID: 2a-f2 -INTRO: Larry and Mary Clark are both in the military — same last name, very different uniforms. Listen to each sentence, then type the missing words and repeat the sentence. -INSTRUCTION: Listen, then type the missing word(s). +REFERENCE: 2a-f2-dialogue INPUT: type CHECK: exact +HIDE_PROMPT REPEAT +INTRO: Same story, but now the words go missing. Listen, type what's missing, then repeat the full sentence. +INSTRUCTION: Type the missing word(s). -PROMPT: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-01.mp3} +PROMPT: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-09.mp3} TEMPLATE: Larry Clark and his sister Mary are in the ____{military}. -RESPONSE: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-01.mp3} +RESPONSE: Larry Clark and his sister Mary are in the military. {bk04-l2a-f2-09-resp.mp3} -PROMPT: He's in the Navy and works on a naval base. {bk04-l2a-f2-02.mp3} +PROMPT: He's in the Navy and works on a naval base. {bk04-l2a-f2-10.mp3} TEMPLATE: He's in the Navy and works on a ____{naval} base. -RESPONSE: He's in the Navy and works on a naval base. {bk04-l2a-f2-02.mp3} +RESPONSE: He's in the Navy and works on a naval base. {bk04-l2a-f2-10-resp.mp3} -PROMPT: She's in the Army and works on an army post. {bk04-l2a-f2-03.mp3} +PROMPT: She's in the Army and works on an Army post. {bk04-l2a-f2-11.mp3} TEMPLATE: She's in the Army and works on an Army ____{post}. -RESPONSE: She's in the Army and works on an army post. {bk04-l2a-f2-03.mp3} +RESPONSE: She's in the Army and works on an Army post. {bk04-l2a-f2-11-resp.mp3} -PROMPT: Their ranks are different. {bk04-l2a-f2-04.mp3} +PROMPT: Their ranks are different. {bk04-l2a-f2-12.mp3} TEMPLATE: Their ____{ranks} are different. -RESPONSE: Their ranks are different. {bk04-l2a-f2-04.mp3} +RESPONSE: Their ranks are different. {bk04-l2a-f2-12-resp.mp3} -PROMPT: Larry is an officer. Mary is enlisted. {bk04-l2a-f2-05.mp3} -TEMPLATE: Larry is an ____{officer}; Mary is ____{enlisted}. -RESPONSE: Larry is an officer. Mary is enlisted. {bk04-l2a-f2-05.mp3} - -PROMPT: She's a sergeant and has three stripes on her cap. {bk04-l2a-f2-06.mp3} +PROMPT: She's a sergeant and has 3 stripes on her cap. {bk04-l2a-f2-13.mp3} TEMPLATE: She's a ____{sergeant} and has three ____{stripes} on her ____{cap}. -RESPONSE: She's a sergeant and has three stripes on her cap. {bk04-l2a-f2-06.mp3} +RESPONSE: She's a sergeant and has three stripes on her cap. {bk04-l2a-f2-13-resp.mp3} -PROMPT: Their uniforms are different, too. {bk04-l2a-f2-07.mp3} +PROMPT: Their uniforms are different too. {bk04-l2a-f2-14.mp3} TEMPLATE: Their ____{uniforms} are different, too. -RESPONSE: Their uniforms are different, too. {bk04-l2a-f2-07.mp3} +RESPONSE: Their uniforms are different, too. {bk04-l2a-f2-14-resp.mp3} -PROMPT: The same last name is on their name tags. {bk04-l2a-f2-08.mp3} +PROMPT: The same last name is on their name tags. {bk04-l2a-f2-15.mp3} TEMPLATE: The same last name is on their ____{name tags}. -RESPONSE: The same last name is on their name tags. {bk04-l2a-f2-08.mp3} +RESPONSE: The same last name is on their name tags. {bk04-l2a-f2-15-resp.mp3} -# DROPPED (twin): ST §This Is Sgt Travis (l2-s3) — its sentence-per-word vocab intro duplicates -# the story below; VOCAB tags transferred onto the story's lines. -# Source: ST §He's a Sergeant in the Army (VOCAB merged from ST §This Is Sgt Travis) -$DIALOGUE Sgt Travis Gets Ready +# Source: ST §He's a Sergeant in the Army (vocab for razor / I.D. card transferred from dropped ST §This Is Sgt Travis) +$DIALOGUE Sgt Travis's Morning ID: l2-s4 -INTRO: Meet Sgt Paul Travis. He got a new stripe today, so he's in an excellent mood. Listen and read along as he gets ready for work. -INSTRUCTION: Listen and read along. - -Narrator: He's a sergeant in the Army. {st-page_032_001.jpg} -Narrator: He lives on an Army post. {st-page_032_001.jpg} -Narrator: His name is Paul Travis. {st-page_032_001.jpg} -Narrator: He's Sgt Travis. {st-page_032_001.jpg} +INTRO: Meet Sgt Travis. Every morning is the same routine — shower, shave, uniform, cap. Read along with his story. +INSTRUCTION: Read the story of Sgt Travis. +Narrator: He's a sergeant in the Army. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing} +Narrator: He lives on an Army post. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing} +Narrator: His name is Paul Travis. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing} +Narrator: He's Sgt Travis. {st-page_032_001.jpg|A small drawing of a male soldier in uniform standing} VOCAB: razor -Narrator: Every morning, he gets up and showers. He shaves with his razor. {st-page_032_002.jpg} - -VOCAB: uniform -Narrator: Sgt Travis checks his uniform {st-page_032_003.jpg} - -Narrator: and his cap. {st-page_032_005.jpg} - -Narrator: He puts his name tag on his uniform. {st-page_032_006.jpg} - -Narrator: He looks at his stripes. {st-page_032_007.jpg} +Narrator: Every morning, he gets up and showers. He shaves with his razor. {st-page_032_002.jpg|A small drawing of a safety razor} +Narrator: Sgt Travis checks his uniform {st-page_032_003.jpg|A drawing of a pair of uniform trousers} +Narrator: and his cap. {st-page_032_005.jpg|A drawing of a military utility cap} +Narrator: He puts his name tag on his uniform. {st-page_032_006.jpg|A rectangular name tag that reads "TRAVIS"} +Narrator: He looks at his stripes. {st-page_032_007.jpg|A military sergeant stripe insignia} Narrator: Today he has a new stripe, and he's happy. - VOCAB: I.D. card VOCAB: identification -Narrator: He says, "Do I have my I.D. card? Yes, I do. I have my identification." {st-page_032_008.jpg} +Narrator: He says, "Do I have my I.D. card? Yes, I do. I have my identification." {st-page_032_008.jpg|An identification card showing a photograph, a barcode, and text details} Narrator: He leaves his house at 8:00 a.m. -# Source: ST §Answer About Sgt Travis (INPUT changed to speak — full-sentence answers) +# Source: ST §Questions: He's a Sergeant in the Army $PRODUCE Questions About Sgt Travis ID: l2-s5 -REFERENCE -INTRO: Now some questions about Sgt Travis's morning. Answer aloud in a full sentence — you can look back at the story if you need to. -INSTRUCTION: Answer aloud in a full sentence. +REFERENCE: l2-s4 +INTRO: Now the questions. Answer each one aloud in a full sentence — open the story again if Sgt Travis's morning is already a blur. +INSTRUCTION: Answer the questions about the story aloud. INPUT: speak -CHECK: llm +CHECK: reveal SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: Where does Sgt Travis live? RESPONSE: He lives on an Army post. @@ -200,72 +187,95 @@ PROMPT: What does he look at? RESPONSE: He looks at his stripes. PROMPT: Does he have identification? -RESPONSE: Yes, he has his I.D. card. +RESPONSE: Yes, he does. -# Source: LLA 2A Figure 3 (Part 1) -# DROPPED (twin): ST §Air Force Insignia repeat list — same ranks, same repeat modality; cassette wins. +# DROPPED (book): ST §A Post or a Base? presentation (l2-s1) and §This Is Sgt Travis (l2-s3) — TTS twins of the cassette vocabulary presentation (2a-f1); distinct images merged into the exercise above, distinct words (razor, I.D. card) taught in Sgt Travis's story. + +$SESSION 2-2: Ranks and Insignia + +# Source: LLA 2A Figure 3 $DIALOGUE Officer Ranks -ID: 2a-f3 -INTRO: The officer ranks, from second lieutenant all the way up to general. Listen and repeat each one — you'll need them all in a moment. +ID: 2a-f3-ranks +INTRO: In this part you'll learn the officer ranks and their insignia — from second lieutenant all the way up to general. Listen and repeat each rank. INSTRUCTION: Listen and repeat. REPEAT -LINE: General {page_028_001.jpg} {bk04-l2a-f3-01.mp3} -LINE: Second lieutenant {page_028_002.jpg} {bk04-l2a-f3-02.mp3} -LINE: First lieutenant {page_028_003.jpg} {bk04-l2a-f3-03.mp3} -LINE: Captain {page_028_004.jpg} {bk04-l2a-f3-04.mp3} -LINE: Major {page_028_005.jpg} {bk04-l2a-f3-05.mp3} -LINE: Lieutenant colonel {page_028_006.jpg} {bk04-l2a-f3-06.mp3} -LINE: Colonel {page_028_007.jpg} {bk04-l2a-f3-07.mp3} +VOCAB: general +LINE: General. {page_028_001.jpg|A portrait illustration of a male Air Force officer with four stars on his garrison cap and four stars on his collar. His name tag reads "HALL". Below the illustration, the text says "1. general O-10"} {bk04-l2a-f3-01.mp3} +NOTES: O-10 -# SKIPPED (book): ST "WHAT RANK COMES AFTER SECOND LIEUTENANT?" — open ask-and-answer pair task, -# no fixed prompt/answer; not runnable solo. +VOCAB: second lieutenant +LINE: Second lieutenant. {page_028_002.jpg|An illustration of a single gold bar insignia. Below it, the label "(gold)", and "2. second lieutenant O-1"} {bk04-l2a-f3-02.mp3} +NOTES: O-1 (gold) -# Source: LLA 2A Figure 3 (Part 2) -$DIALOGUE General Dan D. Hall -ID: 2a-f3-b -INTRO: Dan Hall spent thirty-two years climbing from second lieutenant to general — one rank at a time. Listen to the story of his career. -INSTRUCTION: Listen and read along. +VOCAB: first lieutenant +LINE: First lieutenant. {page_028_003.jpg|An illustration of a single silver bar insignia. Below it, the label "(silver)", and "3. first lieutenant O-2"} {bk04-l2a-f3-03.mp3} +NOTES: O-2 (silver) + +VOCAB: captain +LINE: Captain. {page_028_004.jpg|An illustration of double silver bars insignia. Below it, the label "(silver)", and "4. captain O-3"} {bk04-l2a-f3-04.mp3} +NOTES: O-3 (silver) + +VOCAB: major +LINE: Major. {page_028_005.jpg|An illustration of a gold oak leaf insignia. Below it, the label "(gold)", and "5. major O-4"} {bk04-l2a-f3-05.mp3} +NOTES: O-4 (gold) + +VOCAB: lieutenant colonel +LINE: Lieutenant colonel. {page_028_006.jpg|An illustration of a silver oak leaf insignia. Below it, the label "(silver)", and "6. lieutenant colonel O-5"} {bk04-l2a-f3-06.mp3} +NOTES: O-5 (silver) + +VOCAB: colonel +LINE: Colonel. {page_028_007.jpg|An illustration of a silver eagle insignia holding arrows. Below it, the label "(silver)", and "7. colonel O-6"} {bk04-l2a-f3-07.mp3} +NOTES: O-6 (silver) + +# DROPPED (book): ST §Air Force Insignia (l2-s10) — TTS twin of the cassette officer-ranks presentation above. +# SKIPPED (book): ST "WHAT RANK COMES AFTER SECOND LIEUTENANT?" (p. 37) — open ask-and-answer pair drill; the rank-order content is covered by the General Hall story and True/False checks below. + +# Source: LLA 2A Figure 3 +$DIALOGUE General Dan D. Hall {page_028_001.jpg|A portrait illustration of a male Air Force officer with four stars on his garrison cap and four stars on his collar. His name tag reads "HALL". Below the illustration, the text says "1. general O-10"} +ID: 2a-f3-story +INTRO: General Hall didn't start as a general. Listen to thirty-two years of promotions in eight sentences. +INSTRUCTION: Listen to the story. LINE: Dan Hall is a general in the Air Force now. {bk04-l2a-f3-08.mp3} -LINE: Thirty-two years ago, he was a second lieutenant. {bk04-l2a-f3-09.mp3} +LINE: Thirty-two years ago he was a second lieutenant. {bk04-l2a-f3-09.mp3} LINE: His next rank was first lieutenant. {bk04-l2a-f3-10.mp3} -LINE: He was Captain Hall for six years. {bk04-l2a-f3-11.mp3} -LINE: After that, he was a major for five years. {bk04-l2a-f3-12.mp3} -LINE: He was lieutenant colonel for four years. {bk04-l2a-f3-13.mp3} +LINE: He was Captain Hall for 6 years. {bk04-l2a-f3-11.mp3} +LINE: After that, he was a major for 5 years. {bk04-l2a-f3-12.mp3} +LINE: He was a lieutenant colonel for 4 years. {bk04-l2a-f3-13.mp3} LINE: Then he was a colonel. {bk04-l2a-f3-14.mp3} LINE: Now he is General Hall. {bk04-l2a-f3-15.mp3} -# Source: LLA 2A Figure 3 (Part 3) +# Source: LLA 2A Figure 3 $PRODUCE Questions About General Hall -ID: 2a-f3-c -REFERENCE -INTRO: Questions about General Hall's long climb. Answer aloud, then repeat the correct answer. -INSTRUCTION: Answer the questions aloud. +ID: 2a-f3 +REFERENCE: 2a-f3-story INPUT: speak CHECK: reveal REPEAT +INTRO: Now you tell General Hall's story. Answer each question aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer aloud based on the story. PROMPT: What is Dan Hall's rank? {bk04-l2a-f3-16-q.mp3} RESPONSE: He's a general. {bk04-l2a-f3-16-a.mp3} -PROMPT: What was he thirty-two years ago? {bk04-l2a-f3-17-q.mp3} -RESPONSE: He was a second lieutenant thirty-two years ago. {bk04-l2a-f3-17-a.mp3} +PROMPT: What was he 32 years ago? {bk04-l2a-f3-17-q.mp3} +RESPONSE: He was a second lieutenant 32 years ago. {bk04-l2a-f3-17-a.mp3} PROMPT: Was he a first lieutenant next? {bk04-l2a-f3-18-q.mp3} RESPONSE: Yes, he was a first lieutenant next. {bk04-l2a-f3-18-a.mp3} PROMPT: How many years was he a captain? {bk04-l2a-f3-19-q.mp3} -RESPONSE: He was a captain for six years. {bk04-l2a-f3-19-a.mp3} +RESPONSE: He was a captain for 6 years. {bk04-l2a-f3-19-a.mp3} -PROMPT: Was he a major for six years? {bk04-l2a-f3-20-q.mp3} -RESPONSE: No, he was a major for five years. {bk04-l2a-f3-20-a.mp3} +PROMPT: Was he a major for 6 years? {bk04-l2a-f3-20-q.mp3} +RESPONSE: No, he was a major for 5 years. {bk04-l2a-f3-20-a.mp3} PROMPT: Was lieutenant colonel his next rank? {bk04-l2a-f3-21-q.mp3} RESPONSE: Yes, lieutenant colonel was his next rank. {bk04-l2a-f3-21-a.mp3} PROMPT: How many years was he a lieutenant colonel? {bk04-l2a-f3-22-q.mp3} -RESPONSE: He was a lieutenant colonel for four years. {bk04-l2a-f3-22-a.mp3} +RESPONSE: He was a lieutenant colonel for 4 years. {bk04-l2a-f3-22-a.mp3} PROMPT: Was he a general next? {bk04-l2a-f3-23-q.mp3} RESPONSE: No, he was a colonel next. {bk04-l2a-f3-23-a.mp3} @@ -274,228 +284,301 @@ PROMPT: What is he now? {bk04-l2a-f3-24-q.mp3} RESPONSE: He's General Hall now. {bk04-l2a-f3-24-a.mp3} # Source: LLA 2A Figure 4 -$SELECT True or False — Read It +$SELECT True or False: Officers and Enlisted ID: 2a-f4 -INTRO: Read each statement about ranks and services, decide whether it's true, and tap your answer. The tape confirms the right one. -INSTRUCTION: Tap True or False. SHOW_PROMPT - -PROMPT: A major is an officer. {bk04-l2a-f4-01-q.mp3} -OPTION: t | True {bk04-l2a-f4-01-a.mp3} -OPTION: f | False -ANSWER: t - -PROMPT: A major is enlisted. {bk04-l2a-f4-02-q.mp3} +INTRO: Time to check what stuck. Listen to each statement and question, then tap True or False. +INSTRUCTION: Tap True or False. OPTION: t | True -OPTION: f | False {bk04-l2a-f4-02-a.mp3} -ANSWER: f - -PROMPT: The Army has sergeants. {bk04-l2a-f4-03-q.mp3} -OPTION: t | True {bk04-l2a-f4-03-a.mp3} OPTION: f | False + +PROMPT: "A major is an officer." Is that correct? {bk04-l2a-f4-01.mp3} ANSWER: t +FEEDBACK: That's true. {bk04-l2a-f4-01-fb.mp3} -PROMPT: The Navy has sergeants. {bk04-l2a-f4-04-q.mp3} -OPTION: t | True -OPTION: f | False {bk04-l2a-f4-04-a.mp3} +PROMPT: "A major is enlisted." Is that right? {bk04-l2a-f4-02.mp3} ANSWER: f +FEEDBACK: It's false. {bk04-l2a-f4-02-fb.mp3} -PROMPT: An airman is in the military. {bk04-l2a-f4-05-q.mp3} -OPTION: t | True {bk04-l2a-f4-05-a.mp3} -OPTION: f | False +PROMPT: "The army has sergeants." Is that true? {bk04-l2a-f4-03.mp3} ANSWER: t +FEEDBACK: That's true. {bk04-l2a-f4-03-fb.mp3} -PROMPT: An airman is a civilian. {bk04-l2a-f4-06-q.mp3} -OPTION: t | True -OPTION: f | False {bk04-l2a-f4-06-a.mp3} +PROMPT: "The navy has sergeants." Is that false? {bk04-l2a-f4-04.mp3} ANSWER: f +FEEDBACK: That's false. {bk04-l2a-f4-04-fb.mp3} + +PROMPT: "An airman is in the military." Is that true or false? {bk04-l2a-f4-05.mp3} +ANSWER: t +FEEDBACK: It's true. {bk04-l2a-f4-05-fb.mp3} + +PROMPT: "An airman is a civilian." Is that true or false? {bk04-l2a-f4-06.mp3} +ANSWER: f +FEEDBACK: That's false. {bk04-l2a-f4-06-fb.mp3} # Source: LLA 2A Figure 5 -$SELECT True or False — By Ear +$SELECT True or False: Ranks and Uniforms ID: 2a-f5 -INTRO: Same game, no reading this time. Listen to each statement and tap True or False. +REPEAT +INTRO: More statements about ranks and uniforms — some true, some confidently wrong. Tap True or False, then repeat the correct statement you hear. INSTRUCTION: Tap True or False. +OPTION: t | True +OPTION: f | False EXAMPLE -PROMPT: Colonel is the rank before Lieutenant Colonel. {bk04-l2a-f5-ex-q.mp3} -OPTION: t | True -OPTION: f | False {bk04-l2a-f5-ex-a.mp3} +PROMPT: Colonel is the rank before Lieutenant Colonel. {bk04-l2a-f5-ex.mp3} ANSWER: f +FEEDBACK: Colonel is not the rank before Lieutenant Colonel. The statement is false. {bk04-l2a-f5-ex-fb.mp3} -PROMPT: Sailors work on naval bases. {bk04-l2a-f5-01-q.mp3} -OPTION: t | True {bk04-l2a-f5-01-a.mp3} -OPTION: f | False +PROMPT: Sailors work on naval bases. {bk04-l2a-f5-01.mp3} ANSWER: t +FEEDBACK: Sailors work on naval bases. {bk04-l2a-f5-01-fb.mp3} -PROMPT: Sergeant is an enlisted rank. {bk04-l2a-f5-02-q.mp3} -OPTION: t | True {bk04-l2a-f5-02-a.mp3} -OPTION: f | False +PROMPT: Sergeant is an enlisted rank. {bk04-l2a-f5-02.mp3} ANSWER: t +FEEDBACK: Sergeant is an enlisted rank. {bk04-l2a-f5-02-fb.mp3} -PROMPT: Major is the rank after Captain. {bk04-l2a-f5-03-q.mp3} -OPTION: t | True {bk04-l2a-f5-03-a.mp3} -OPTION: f | False +PROMPT: Major is the rank after Captain. {bk04-l2a-f5-03.mp3} ANSWER: t +FEEDBACK: Major is the rank after Captain. {bk04-l2a-f5-03-fb.mp3} -PROMPT: Army and Navy uniforms are the same. {bk04-l2a-f5-04-q.mp3} -OPTION: t | True -OPTION: f | False {bk04-l2a-f5-04-a.mp3} +PROMPT: Army and Navy uniforms are the same. {bk04-l2a-f5-04.mp3} ANSWER: f +FEEDBACK: Army and Navy uniforms are not the same. {bk04-l2a-f5-04-fb.mp3} -PROMPT: The Navy and the Air Force have posts. {bk04-l2a-f5-05-q.mp3} -OPTION: t | True -OPTION: f | False {bk04-l2a-f5-05-a.mp3} +PROMPT: The Navy and the Air Force have posts. {bk04-l2a-f5-05.mp3} ANSWER: f +FEEDBACK: The Army has posts. {bk04-l2a-f5-05-fb.mp3} -PROMPT: There are name tags on military uniforms. {bk04-l2a-f5-06-q.mp3} -OPTION: t | True {bk04-l2a-f5-06-a.mp3} -OPTION: f | False +PROMPT: There are name tags on military uniforms. {bk04-l2a-f5-06.mp3} ANSWER: t +FEEDBACK: There are name tags on military uniforms. {bk04-l2a-f5-06-fb.mp3} -PROMPT: A lieutenant has a uniform with stripes. {bk04-l2a-f5-07-q.mp3} -OPTION: t | True -OPTION: f | False {bk04-l2a-f5-07-a.mp3} +PROMPT: Lieutenant has a uniform with stripes. {bk04-l2a-f5-07.mp3} ANSWER: f +FEEDBACK: A Sergeant has a uniform with stripes. {bk04-l2a-f5-07-fb.mp3} -PROMPT: Second lieutenant is the rank before first lieutenant. {bk04-l2a-f5-08-q.mp3} -OPTION: t | True {bk04-l2a-f5-08-a.mp3} -OPTION: f | False +PROMPT: Second Lieutenant is the rank before First Lieutenant. {bk04-l2a-f5-08.mp3} ANSWER: t - -$LESSON 2-2: Ranks and Reporting for Duty +FEEDBACK: Second Lieutenant is the rank before First Lieutenant. {bk04-l2a-f5-08-fb.mp3} # Source: LLA 2B Figure 1 (Part 1) -$DIALOGUE The Seven Ranks -ID: 2b-f1 -INTRO: New part, new goal: the seven ranks you'll use every day, their written abbreviations, and how a new sergeant reports for duty. Start by repeating the ranks. -INSTRUCTION: Listen and repeat the ranks. +$DIALOGUE Hearing the Ranks +ID: 4-2b-f1-ranks +INTRO: Each rank also has a short written form — "Sgt", "Capt", "Gen". You'll see the abbreviation and hear the full rank. Listen and repeat. +INSTRUCTION: Listen and repeat each rank. REPEAT -LINE: Sergeant {bk04-l2b-f1-01.mp3} -LINE: Lieutenant {bk04-l2b-f1-02.mp3} -LINE: Captain {bk04-l2b-f1-03.mp3} -LINE: Major {bk04-l2b-f1-04.mp3} -LINE: Lieutenant colonel {bk04-l2b-f1-05.mp3} -LINE: Colonel {bk04-l2b-f1-06.mp3} -LINE: General {bk04-l2b-f1-07.mp3} +LINE: Sergeant. {bk04-l2b-f1-01.mp3} +NOTES: Sgt = Sergeant -# Source: LLA 2B Figure 1 (Part 2) — item index numbers stripped from templates -$PRODUCE Read the Abbreviation, Say the Rank -ID: 2b-f1-b -INTRO: Now the test. You'll see an abbreviation — say the full rank aloud, then check your answer against the tape. -INSTRUCTION: Say the rank aloud. -REPEAT +LINE: Lieutenant. {bk04-l2b-f1-02.mp3} +NOTES: Lt = Lieutenant -TEMPLATE: Col -RESPONSE: Colonel {bk04-l2b-f1-08-a.mp3} +LINE: Captain. {bk04-l2b-f1-03.mp3} +NOTES: Capt = Captain -TEMPLATE: Capt -RESPONSE: Captain {bk04-l2b-f1-09-a.mp3} +LINE: Major. {bk04-l2b-f1-04.mp3} +NOTES: Maj = Major -TEMPLATE: Gen -RESPONSE: General {bk04-l2b-f1-10-a.mp3} +LINE: Lieutenant Colonel. {bk04-l2b-f1-05.mp3} +NOTES: Lt Col = Lieutenant Colonel -TEMPLATE: Lt -RESPONSE: Lieutenant {bk04-l2b-f1-11-a.mp3} +LINE: Colonel. {bk04-l2b-f1-06.mp3} +NOTES: Col = Colonel -TEMPLATE: Maj -RESPONSE: Major {bk04-l2b-f1-12-a.mp3} +LINE: General. {bk04-l2b-f1-07.mp3} +NOTES: Gen = General -TEMPLATE: Sgt -RESPONSE: Sergeant {bk04-l2b-f1-13-a.mp3} - -TEMPLATE: Lt Col -RESPONSE: Lieutenant colonel {bk04-l2b-f1-14-a.mp3} - -# Source: ST §Rank Abbreviations (short talk-through line added) +# Source: ST §Rank + Last Name (grammar box) $GRAMMAR Rank Abbreviations ID: l2-s11 -INTRO: Here's how those ranks are written before a last name. +INTRO: A quick rule before you practice: how ranks are written, and how they go with names. -In front of a last name, a rank is written in its short form — {Sgt Travis}, {Capt King}, {Gen Hall}. +CARD: To name an officer, use the rank and the last name together. +{This is Major Jones.} +{This is Captain Barnes.} -| | | -|---|---| -| Gen | + Last name | -| Col | + Last name | -| Lt Col | + Last name | -| Maj | + Last name | -| Capt | + Last name | -| Lt | + Last name | -| Sgt | + Last name | +CARD: In writing, the rank is abbreviated: Major Jones becomes **Maj Jones**. You still say the full rank out loud. -# Source: ST §Rank + Last Name +SUMMARY: +| Abbreviation | Rank | +| :--- | :--- | +| **Gen** | General | +| **Col** | Colonel | +| **Lt Col** | Lieutenant Colonel | +| **Maj** | Major | +| **Capt** | Captain | +| **Lt** | Lieutenant | +| **Sgt** | Sergeant | + +**Rank + Last Name:** Major Jones → **Maj Jones** + +# Source: LLA 2B Figure 1 (Part 2) +$PRODUCE Say the Rank +ID: 4-2b-f1-drill +INTRO: Now read the abbreviations. Say the full rank aloud, then repeat the model answer. +INSTRUCTION: Say the rank aloud. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: 6. Col +PROMPT: Look at Number 6. What is the rank? {bk04-l2b-f1-08.mp3} +RESPONSE: Colonel. {bk04-l2b-f1-09.mp3} + +TEMPLATE: 3. Capt +PROMPT: Number 3. {bk04-l2b-f1-10.mp3} +RESPONSE: Captain. {bk04-l2b-f1-11.mp3} + +TEMPLATE: 7. Gen +PROMPT: Number 7. {bk04-l2b-f1-12.mp3} +RESPONSE: General. {bk04-l2b-f1-13.mp3} + +TEMPLATE: 2. Lt +PROMPT: Number 2. {bk04-l2b-f1-14.mp3} +RESPONSE: Lieutenant. {bk04-l2b-f1-15.mp3} + +TEMPLATE: 4. Maj +PROMPT: Number 4. {bk04-l2b-f1-16.mp3} +RESPONSE: Major. {bk04-l2b-f1-17.mp3} + +TEMPLATE: 1. Sgt +PROMPT: Number 1. {bk04-l2b-f1-18.mp3} +RESPONSE: Sergeant. {bk04-l2b-f1-19.mp3} + +TEMPLATE: 5. Lt Col +PROMPT: Number 5. {bk04-l2b-f1-20.mp3} +RESPONSE: Lieutenant Colonel. {bk04-l2b-f1-21.mp3} + +# Source: ST §Rank + Last Name (Exercise) $PRODUCE Rank + Last Name ID: l2-s12 -INTRO: A major named Ken Jones is Maj Jones. Type each abbreviation with the last name. +INTRO: Each card introduces someone by full name and rank. Type the short military way to write them: abbreviation plus last name. INSTRUCTION: Type the abbreviation and the last name. INPUT: type CHECK: exact EXAMPLE -TEMPLATE: This is Ken Jones. He's a major. This is ____ +TEMPLATE: This is Ken Jones. He's a major. RESPONSE: This is Maj Jones. -ACCEPT: Maj Jones | Maj Jones. +ACCEPT: Maj Jones -TEMPLATE: This is Linda Barnes. She's a captain. This is ____ +TEMPLATE: This is Linda Barnes. She's a captain. RESPONSE: This is Capt Barnes. -ACCEPT: Capt Barnes | Capt Barnes. +ACCEPT: Capt Barnes -TEMPLATE: This is Tom Ellis. He's a sergeant. This is ____ +TEMPLATE: This is Tom Ellis. He's a sergeant. RESPONSE: This is Sgt Ellis. -ACCEPT: Sgt Ellis | Sgt Ellis. +ACCEPT: Sgt Ellis -TEMPLATE: This is John Nasser. He's a colonel. This is ____ +TEMPLATE: This is John Nasser. He's a colonel. RESPONSE: This is Col Nasser. -ACCEPT: Col Nasser | Col Nasser. +ACCEPT: Col Nasser -TEMPLATE: This is Betty Grant. She's a lieutenant colonel. This is ____ +TEMPLATE: This is Betty Grant. She's a lieutenant colonel. RESPONSE: This is Lt Col Grant. -ACCEPT: Lt Col Grant | Lt Col Grant. +ACCEPT: Lt Col Grant -TEMPLATE: This is Peter Smith. He's a general. This is ____ +TEMPLATE: This is Peter Smith. He's a general. RESPONSE: This is Gen Smith. -ACCEPT: Gen Smith | Gen Smith. +ACCEPT: Gen Smith -TEMPLATE: This is Mike Martin. He's a lieutenant. This is ____ +TEMPLATE: This is Mike Martin. He's a lieutenant. RESPONSE: This is Lt Martin. -ACCEPT: Lt Martin | Lt Martin. +ACCEPT: Lt Martin -TEMPLATE: This is Larry Holmes. He's a major. This is ____ +TEMPLATE: This is Larry Holmes. He's a major. RESPONSE: This is Maj Holmes. -ACCEPT: Maj Holmes | Maj Holmes. +ACCEPT: Maj Holmes -TEMPLATE: This is Henry Chong. He's a general. This is ____ +TEMPLATE: This is Henry Chong. He's a general. RESPONSE: This is Gen Chong. -ACCEPT: Gen Chong | Gen Chong. +ACCEPT: Gen Chong + +$SESSION 2-3: Daily Routine — Reporting, Breaks, and Being on Time + +# Source: LLA 2B Figure 2 (Part 1) +$DIALOGUE Lieutenant White's Day +ID: 4-2b-f2 +INTRO: In this part: getting up, getting to class, and what happens at the gate. Listen to Lieutenant White's daily routine — the man has never been late in his life. + +LINE: Lieutenant White is a student in a language class at an army post. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-01.mp3} +LINE: He has an ID card with his name and picture on it. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-02.mp3} +LINE: It's his military identification. {page_030_001.jpg|An illustration of a United States Uniformed Services active duty identification card} {bk04-l2b-f2-03.mp3} + +LINE: Lieutenant White gets up early every morning and takes a shower. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-04.mp3} +LINE: He shaves with his razor. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-05.mp3} +LINE: He gets dressed, eats breakfast, and drives to the post. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-06.mp3} +VOCAB: on time +LINE: He's never late to school. He's always on time. {page_030_002.jpg|An illustration of an electric rotary razor with three circular shaving heads} {bk04-l2b-f2-07.mp3} + +VOCAB: to salute +LINE: The sergeant salutes Lieutenant White every morning. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-08.mp3} +VOCAB: to report to +LINE: The lieutenant reports to his instructor at 7:15. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-09.mp3} +VOCAB: to begin +LINE: The class begins at 7:30 and ends at 2:15. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-10.mp3} +LINE: His language lessons began last month. {page_030_003.jpg|An illustration of a military gate guard standing by a car window, saluting} {bk04-l2b-f2-11.mp3} + +# Source: LLA 2B Figure 2 (Part 2) +$PRODUCE Questions About Lieutenant White +ID: 4-2b-f2-qa +REFERENCE: 4-2b-f2 +INTRO: Now answer for the lieutenant. Reply to each question aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: What has Lieutenant White's name and picture on it? {bk04-l2b-f2-12.mp3} +RESPONSE: Lieutenant White's ID card has his name and picture on it. {bk04-l2b-f2-13.mp3} + +PROMPT: What is an ID card? {bk04-l2b-f2-14.mp3} +RESPONSE: The ID card is his military identification. {bk04-l2b-f2-15.mp3} + +PROMPT: What does Lieutenant White shave with? {bk04-l2b-f2-16.mp3} +RESPONSE: He shaves with his razor. {bk04-l2b-f2-17.mp3} + +PROMPT: Is he always on time to class? {bk04-l2b-f2-18.mp3} +RESPONSE: Yes, he's always on time to class. {bk04-l2b-f2-19.mp3} + +PROMPT: Who salutes Lieutenant White? {bk04-l2b-f2-20.mp3} +RESPONSE: The sergeant salutes Lieutenant White. {bk04-l2b-f2-21.mp3} + +PROMPT: Who does the lieutenant report to? {bk04-l2b-f2-22.mp3} +RESPONSE: The lieutenant reports to his instructor. {bk04-l2b-f2-23.mp3} + +PROMPT: When does the class begin? {bk04-l2b-f2-24.mp3} +RESPONSE: The class begins at 7:30. {bk04-l2b-f2-25.mp3} + +PROMPT: When did his language lessons begin? {bk04-l2b-f2-26.mp3} +RESPONSE: They began last month. {bk04-l2b-f2-27.mp3} # Source: ST §On Time -$DIALOGUE Reporting for Duty {st-page_039_001.jpg} +$DIALOGUE Reporting for Duty {st-page_039_001.jpg|Sgt Poole and Capt King in an office, saluting each other. A clock on the wall reads 08:00} ID: l2-s13 -INTRO: Sgt Poole is new on the post — and, wisely, on time. Listen as he salutes Capt King and reports for duty. -INSTRUCTION: Listen to the scene. +INTRO: Here's what reporting looks like in practice. Sgt Poole is new on the post — and, wisely, on time. -VOCAB: on time Narrator: Sgt Poole is on time this morning. -VOCAB: saluting Narrator: He's saluting Capt King. -VOCAB: reporting Narrator: Sgt Poole is new on the post. He's reporting to Capt King. -VOCAB: duty Sgt_Poole: Good morning, sir. I'm Sgt Poole. I'm reporting for duty, sir. NOTES: duty = work + Capt_King: Good morning, Sergeant, and welcome. -# Source: ST §On Time: True or False (SHOW_PROMPT added — statements are printed) +# Source: ST §On Time: True or False $SELECT Reporting for Duty: True or False ID: l2-s14 -REFERENCE -INTRO: True or false about Sgt Poole and Capt King. Tap your answer. -INSTRUCTION: Tap True or False. +REFERENCE: l2-s13 SHOW_PROMPT +INTRO: Six statements about Sgt Poole and Capt King. Tap True or False for each one. +INSTRUCTION: Tap True or False. OPTION: T | True OPTION: F | False @@ -517,338 +600,262 @@ ANSWER: F PROMPT: Sgt Poole is new. ANSWER: T -# Source: LLA 2B Figure 2 (Part 1) — kept as pronunciation reinforcement; the words appear in -# sentences in the Sgt Travis story (Part 2-1) and the Lt White story below. -$DIALOGUE Pronunciation: Daily Routine Words -ID: 2b-f2 -INTRO: Repeat these words after the tape. Every one of them is about to appear in a story about a lieutenant who is never, ever late. -INSTRUCTION: Listen and repeat. -REPEAT - -LINE: I.D. card {bk04-l2b-f2-01.mp3} -LINE: identification {bk04-l2b-f2-02.mp3} -LINE: razor {bk04-l2b-f2-03.mp3} -LINE: on time {bk04-l2b-f2-04.mp3} -LINE: salutes {bk04-l2b-f2-05.mp3} -LINE: reports {bk04-l2b-f2-06.mp3} -LINE: begins {bk04-l2b-f2-07.mp3} -LINE: began {bk04-l2b-f2-08.mp3} - -# Source: LLA 2B Figure 2 (Part 2) -$DIALOGUE Lt White's Morning -ID: 2b-f2-b -INTRO: Lt White is a language student, like you — except he gets up early and is always on time. Listen to his morning routine. -INSTRUCTION: Listen to the paragraphs. - -LINE: Lieutenant White is a student in a language class at an Army post. {bk04-l2b-f2-09a.mp3} -LINE: He has an I.D. card with his name and picture on it. {page_030_001.jpg} {bk04-l2b-f2-09b.mp3} -LINE: It's his military identification. {page_030_001.jpg} {bk04-l2b-f2-09c.mp3} -LINE: Lieutenant White gets up early every morning and takes a shower. {bk04-l2b-f2-10a.mp3} -LINE: He shaves with his razor. {page_030_002.jpg} {bk04-l2b-f2-10b.mp3} -LINE: He gets dressed, eats breakfast, and drives to the post. {bk04-l2b-f2-10c.mp3} -LINE: He's never late to school. {bk04-l2b-f2-10d.mp3} -LINE: He's always on time. {bk04-l2b-f2-10e.mp3} -LINE: The sergeant salutes Lieutenant White every morning. {page_030_003.jpg} {bk04-l2b-f2-11a.mp3} -LINE: The lieutenant reports to his instructor at 7:15. {bk04-l2b-f2-11b.mp3} -LINE: The class begins at 7:30 and ends at 2:15. {bk04-l2b-f2-11c.mp3} -LINE: His language lessons began last month. {bk04-l2b-f2-11d.mp3} - -# Source: LLA 2B Figure 2 (Part 3) -$PRODUCE Questions About Lt White -ID: 2b-f2-c -REFERENCE -INTRO: Now questions about Lt White's morning. Answer aloud with a full sentence, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -PROMPT: What has Lieutenant White's name and picture on it? {page_030_001.jpg} {bk04-l2b-f2-12-q.mp3} -RESPONSE: Lieutenant White's I.D. card has his name and picture on it. {bk04-l2b-f2-12-a.mp3} - -PROMPT: What is an I.D. card? {page_030_001.jpg} {bk04-l2b-f2-13-q.mp3} -RESPONSE: The I.D. card is his military identification. {bk04-l2b-f2-13-a.mp3} - -PROMPT: What does Lieutenant White shave with? {page_030_002.jpg} {bk04-l2b-f2-14-q.mp3} -RESPONSE: He shaves with his razor. {bk04-l2b-f2-14-a.mp3} - -PROMPT: Is he always on time to class? {page_030_002.jpg} {bk04-l2b-f2-15-q.mp3} -RESPONSE: Yes, he's always on time to class. {bk04-l2b-f2-15-a.mp3} - -PROMPT: Who salutes Lieutenant White? {page_030_003.jpg} {bk04-l2b-f2-16-q.mp3} -RESPONSE: The sergeant salutes Lieutenant White. {bk04-l2b-f2-16-a.mp3} - -PROMPT: Who does the lieutenant report to? {page_030_003.jpg} {bk04-l2b-f2-17-q.mp3} -RESPONSE: The lieutenant reports to his instructor. {bk04-l2b-f2-17-a.mp3} - -PROMPT: When does the class begin? {page_030_003.jpg} {bk04-l2b-f2-18-q.mp3} -RESPONSE: The class begins at 7:30. {bk04-l2b-f2-18-a.mp3} - -PROMPT: When did his language lessons begin? {page_030_003.jpg} {bk04-l2b-f2-19-q.mp3} -RESPONSE: They began last month. {bk04-l2b-f2-19-a.mp3} - -$LESSON 2-3: Break Time and Military Time - -# Source: ST §He Smokes a Pack of Cigarettes a Week +# Source: ST §He Smokes a Pack of Cigarettes a Week (lines lightly edited into full sentences) $DIALOGUE Cigarettes and Breaks ID: l2-s6 -INTRO: This part: break time — coffee, snacks, and cigarettes — and then the military's 24-hour clock. First, the break-time words, each in a sentence. Listen and repeat. -INSTRUCTION: Listen and repeat the new words and sentences. +INTRO: A few more words you'll need for the next story — cigarettes, packs, and the ten-minute break that everyone lives for. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT VOCAB: cigarette -LINE: a cigarette {st-page_033_001.jpg} -LINE: a pack of cigarettes {st-page_033_001.jpg} - VOCAB: pack -LINE: He buys a pack of cigarettes every week. {st-page_033_002.jpg} +LINE: He buys a pack of cigarettes every week. {st-page_033_001.jpg|A pack of "PUFF" brand cigarettes with two cigarettes sticking out} -VOCAB: smoke -LINE: He smokes a pack of cigarettes a week. {st-page_033_002.jpg} +VOCAB: to smoke +LINE: He smokes a pack of cigarettes a week. {st-page_033_002.jpg|A man in military uniform smoking a cigarette in a designated smoking area, with a sign reading "SMOKING AREA"} VOCAB: butt can -LINE: a butt can {st-page_034_001.jpg} -LINE: Put your cigarette in the butt can. {st-page_034_001.jpg} +LINE: Put your cigarette in the butt can. {st-page_034_001.jpg|A cylindrical container labeled "SMOKING MATERIALS ONLY"} VOCAB: break -LINE: a break {st-page_034_002.jpg} +LINE: Take a 10-minute break. The break begins at 8:20 and it ends at 8:30. {st-page_034_002.jpg|An instructor pointing to a clock showing 8:20, with students sitting in front of him} -VOCAB: take a break -LINE: Take a 10-minute break. {st-page_034_002.jpg} +# Source: LLA 2B Figure 3 (Part 1) +$DIALOGUE The Morning Break {page_031_001.jpg|Two male military officers in uniform sitting at a table during a break} +ID: 4-2b-f3 +INTRO: Ten o'clock: coffee, snacks, and someone who forgot his cigarettes. Listen to the story of the morning break. -VOCAB: to begin -LINE: The break begins at 8:20 and it ends at 8:30. {st-page_034_002.jpg} +LINE: All the students in Lieutenant White's class like the morning break. {bk04-l2b-f3-01.mp3} +VOCAB: to take a break +LINE: At 10 o'clock they take a break from their lesson for 20 minutes. {bk04-l2b-f3-02.mp3} +LINE: They drink coffee, eat snacks, and smoke. {bk04-l2b-f3-03.mp3} +VOCAB: to bring +LINE: Lieutenant White didn't bring his cigarettes with him yesterday. {bk04-l2b-f3-04.mp3} +LINE: One of his friends brought a pack of cigarettes. {bk04-l2b-f3-05.mp3} +LINE: The lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-06.mp3} +LINE: The break ended, and Lieutenant White put his cigarette in the butt can. {bk04-l2b-f3-07.mp3} -# Source: LLA 2B Figure 3 (Part 1) — kept as pronunciation reinforcement of the panel above -$DIALOGUE Pronunciation: Break Words -ID: 2b-f3 -INTRO: Now repeat the same break-time words after the tape — clean and clear, one at a time. -INSTRUCTION: Listen and repeat. +# Source: LLA 2B Figure 3 (Part 2) +$PRODUCE Questions About the Break +ID: 4-2b-f3-qa +REFERENCE: 4-2b-f3 +INTRO: Answer the questions about the morning break aloud, then repeat the model answer. +INSTRUCTION: Answer aloud in a complete sentence. +INPUT: speak +CHECK: reveal REPEAT -LINE: break {bk04-l2b-f3-01.mp3} -LINE: take a break {bk04-l2b-f3-02.mp3} -LINE: smoke {bk04-l2b-f3-03.mp3} -LINE: bring {bk04-l2b-f3-04.mp3} -LINE: cigarettes {bk04-l2b-f3-05.mp3} -LINE: brought {bk04-l2b-f3-06.mp3} -LINE: pack {bk04-l2b-f3-07.mp3} -LINE: smoked {bk04-l2b-f3-08.mp3} -LINE: butt can {bk04-l2b-f3-09.mp3} +PROMPT: Do the students like the morning break? {bk04-l2b-f3-08.mp3} +RESPONSE: Yes, the students like the morning break. {bk04-l2b-f3-09.mp3} + +PROMPT: When do they take a break? {bk04-l2b-f3-10.mp3} +RESPONSE: They take a break at 10 o'clock. {bk04-l2b-f3-11.mp3} + +PROMPT: Do they take a break for 10 minutes or 20 minutes? {bk04-l2b-f3-12.mp3} +RESPONSE: They take a break for 20 minutes. {bk04-l2b-f3-13.mp3} + +PROMPT: Did Lieutenant White bring his cigarettes yesterday? {bk04-l2b-f3-14.mp3} +RESPONSE: No, he didn't bring his cigarettes yesterday. {bk04-l2b-f3-15.mp3} + +PROMPT: Who brought a pack of cigarettes? {bk04-l2b-f3-16.mp3} +RESPONSE: One of Lieutenant White's friends brought a pack of cigarettes. {bk04-l2b-f3-17.mp3} + +PROMPT: Did the lieutenant smoke one of his friend's cigarettes? {bk04-l2b-f3-18.mp3} +RESPONSE: Yes, the lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-19.mp3} + +PROMPT: Did Lieutenant White put his cigarette in the butt can? {bk04-l2b-f3-20.mp3} +RESPONSE: Yes, he put his cigarette in the butt can. {bk04-l2b-f3-21.mp3} # Source: ST §He Wants to Smoke -$DIALOGUE At Break Time +$DIALOGUE He Wants to Smoke ID: l2-s7 -INTRO: Sgt Davis wants a cigarette. Sgt Davis forgot his cigarettes. Listen to the dialog and repeat each line. -INSTRUCTION: Listen and repeat the dialog. +INTRO: Break time again. Sgt Davis wants a cigarette; there's just one small problem. Listen and repeat the dialog. +INSTRUCTION: Repeat and read the dialog. REPEAT Sgt_Travis: It's break time. I'm going to the snack bar. Do you want to come with me? + Sgt_Davis: No, thanks. I'm not hungry. I want to smoke a cigarette. + Sgt_Travis: The butt can is there. -VOCAB: bring Sgt_Davis: Thanks. Oh, no! I didn't bring my cigarettes. + Sgt_Travis: They have cigarettes at the snack bar. + Sgt_Davis: Bring me a pack of Puff cigarettes, please. + Sgt_Travis: Okay. When did you begin to smoke Puffs? + Sgt_Davis: Oh, I started last year. + Sgt_Travis: See you in a minute. -# Source: ST §Answer About the Dialog (INPUT changed to speak — full-sentence answers) -$PRODUCE Questions About the Break +# Source: ST §Questions: He Wants to Smoke +$PRODUCE Questions: He Wants to Smoke ID: l2-s8 -REFERENCE -INTRO: Questions about that break-time dialog. Answer aloud; look back at the dialog if you need it. -INSTRUCTION: Answer aloud in a full sentence. +REFERENCE: l2-s7 +INTRO: Answer the questions about the dialog aloud in a full sentence. Open the dialog again if you need it. +INSTRUCTION: Answer the questions about the dialog aloud. INPUT: speak -CHECK: llm +CHECK: reveal SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: What time is it? -RESPONSE: It is break time. +RESPONSE: It's break time. PROMPT: What does Sgt Davis want to do? RESPONSE: He wants to smoke a cigarette. PROMPT: Where's the butt can? -RESPONSE: It is there. +RESPONSE: The butt can is there. PROMPT: Did Sgt Davis have his cigarettes? -RESPONSE: No, he didn't bring them. +RESPONSE: No, he didn't. PROMPT: When did he begin to smoke Puff cigarettes? RESPONSE: He started last year. -# Source: LLA 2B Figure 3 (Part 2) -$DIALOGUE The Morning Break {page_031_001.jpg} -ID: 2b-f3-b -INTRO: Ten o'clock — the moment Lt White's whole class lives for. Listen to the paragraph about the morning break. -INSTRUCTION: Listen to the paragraph. - -LINE: All the students in Lieutenant White's class like the morning break. {bk04-l2b-f3-10a.mp3} -LINE: At 10:00, they take a break from their lesson for 20 minutes. {bk04-l2b-f3-10b.mp3} -LINE: They drink coffee, eat snacks, and smoke. {bk04-l2b-f3-10c.mp3} -LINE: Lieutenant White didn't bring his cigarettes with him yesterday. {bk04-l2b-f3-10d.mp3} -LINE: One of his friends brought a pack of cigarettes. {bk04-l2b-f3-10e.mp3} -LINE: The lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-10f.mp3} -LINE: The break ended, and Lieutenant White put his cigarette in the butt can. {bk04-l2b-f3-10g.mp3} - -# Source: LLA 2B Figure 3 (Part 3) -$PRODUCE Questions About the Morning Break {page_031_001.jpg} -ID: 2b-f3-c -REFERENCE -INTRO: Now answer the questions about the morning break aloud, in full sentences, then repeat the model. -INSTRUCTION: Answer aloud with a full sentence. -REPEAT - -PROMPT: Do the students like the morning break? {bk04-l2b-f3-11-q.mp3} -RESPONSE: Yes, the students like the morning break. {bk04-l2b-f3-11-a.mp3} - -PROMPT: When do they take a break? {bk04-l2b-f3-12-q.mp3} -RESPONSE: They take a break at 10:00. {bk04-l2b-f3-12-a.mp3} - -PROMPT: Do they take a break for ten minutes or twenty minutes? {bk04-l2b-f3-13-q.mp3} -RESPONSE: They take a break for twenty minutes. {bk04-l2b-f3-13-a.mp3} - -PROMPT: Did Lieutenant White bring his cigarettes yesterday? {bk04-l2b-f3-14-q.mp3} -RESPONSE: No, he didn't bring his cigarettes yesterday. {bk04-l2b-f3-14-a.mp3} - -PROMPT: Who brought a pack of cigarettes? {bk04-l2b-f3-15-q.mp3} -RESPONSE: One of Lieutenant White's friends brought a pack of cigarettes. {bk04-l2b-f3-15-a.mp3} - -PROMPT: Did the lieutenant smoke one of his friend's cigarettes? {bk04-l2b-f3-16-q.mp3} -RESPONSE: Yes, the lieutenant smoked one of his friend's cigarettes. {bk04-l2b-f3-16-a.mp3} - -PROMPT: Did Lieutenant White put his cigarette in the butt can? {bk04-l2b-f3-17-q.mp3} -RESPONSE: Yes, he put his cigarette in the butt can. {bk04-l2b-f3-17-a.mp3} - # Source: LLA 2B Figure 4 -$PRODUCE Complete the Dialog -ID: 2b-f4 -INTRO: Two captains chat before class — pencils, cigarettes, break time. Listen to each line and type the missing words. -INSTRUCTION: Type the missing word or words. +$PRODUCE Late or On Time? Fill In the Words +ID: 4-2b-f4 +HIDE_PROMPT +INTRO: Captains Wells and Mills are chatting before class, and some of their words have gone missing. Type each missing word, then listen and repeat the full sentence. +INSTRUCTION: Type the missing word(s). INPUT: type CHECK: exact +REPEAT +TEMPLATE: Capt Wells: Are we late? TEMPLATE: Capt Mills: No, we're ____. PROMPT: No, we're on time. {bk04-l2b-f4-01.mp3} -RESPONSE: No, we're on time. {bk04-l2b-f4-01.mp3} +RESPONSE: No, we're on time. {bk04-l2b-f4-01-b.mp3} ACCEPT: on time +TEMPLATE: Capt Wells: When does class start? TEMPLATE: Capt Mills: It ____ at 7:30. PROMPT: It begins at 7:30. {bk04-l2b-f4-02.mp3} -RESPONSE: It begins at 7:30. {bk04-l2b-f4-02.mp3} +RESPONSE: It begins at 7:30. {bk04-l2b-f4-02-b.mp3} ACCEPT: begins TEMPLATE: Capt Wells: It ____ at 7:45 yesterday. PROMPT: It began at 7:45 yesterday. {bk04-l2b-f4-03.mp3} -RESPONSE: It began at 7:45 yesterday. {bk04-l2b-f4-03.mp3} +RESPONSE: It began at 7:45 yesterday. {bk04-l2b-f4-03-b.mp3} ACCEPT: began TEMPLATE: Capt Mills: That's ____. The teacher was late. PROMPT: That's true. The teacher was late. {bk04-l2b-f4-04.mp3} -RESPONSE: That's true. The teacher was late. {bk04-l2b-f4-04.mp3} +RESPONSE: That's true. The teacher was late. {bk04-l2b-f4-04-b.mp3} ACCEPT: true TEMPLATE: Capt Wells: I didn't ____ a pencil to class. PROMPT: I didn't bring a pencil to class. {bk04-l2b-f4-05.mp3} -RESPONSE: I didn't bring a pencil to class. {bk04-l2b-f4-05.mp3} +RESPONSE: I didn't bring a pencil to class. {bk04-l2b-f4-05-b.mp3} ACCEPT: bring TEMPLATE: Capt Mills: I ____ two of them. Here, take one. PROMPT: I brought two of them. Here, take one. {bk04-l2b-f4-06.mp3} -RESPONSE: I brought two of them. Here, take one. {bk04-l2b-f4-06.mp3} +RESPONSE: I brought two of them. Here, take one. {bk04-l2b-f4-06-b.mp3} ACCEPT: brought TEMPLATE: Capt Wells: Thanks. Do you have a ____, too? -PROMPT: Thanks. Do you have a cigarette too? {bk04-l2b-f4-07.mp3} -RESPONSE: Thanks. Do you have a cigarette too? {bk04-l2b-f4-07.mp3} +PROMPT: Do you have a cigarette too? {bk04-l2b-f4-07.mp3} +RESPONSE: Do you have a cigarette too? {bk04-l2b-f4-07-b.mp3} ACCEPT: cigarette TEMPLATE: Capt Mills: No, I don't. I don't ____ now. PROMPT: No, I don't. I don't smoke now. {bk04-l2b-f4-08.mp3} -RESPONSE: No, I don't. I don't smoke now. {bk04-l2b-f4-08.mp3} +RESPONSE: No, I don't. I don't smoke now. {bk04-l2b-f4-08-b.mp3} ACCEPT: smoke TEMPLATE: Capt Wells: It's 9:30. Is it time for our ____? PROMPT: It's 9:30. Is it time for our break? {bk04-l2b-f4-09.mp3} -RESPONSE: It's 9:30. Is it time for our break? {bk04-l2b-f4-09.mp3} +RESPONSE: It's 9:30. Is it time for our break? {bk04-l2b-f4-09-b.mp3} ACCEPT: break TEMPLATE: Capt Mills: No, we always ____ at 10:00. -PROMPT: No, we always take a break at 10:00. {bk04-l2b-f4-10.mp3} -RESPONSE: No, we always take a break at 10:00. {bk04-l2b-f4-10.mp3} +PROMPT: No. We always take a break at 10. {bk04-l2b-f4-10.mp3} +RESPONSE: No. We always take a break at 10. {bk04-l2b-f4-10-b.mp3} ACCEPT: take a break -# Source: ST §Military Time (one talk-through line added) -$GRAMMAR Military Time -ID: l2-s15 -INTRO: Now for military time. One clock, twenty-four hours, and no a.m. or p.m. to argue about. - -The military day runs on a 24-hour clock. Morning hours keep their numbers; afternoon hours keep counting — so 1:00 p.m. becomes 1300. - -| Civilian | Military | Civilian | Military | -|---|---|---|---| -| **A.M. HOURS:** 1:00 | 0100 | **P.M. HOURS:** 1:00 | 1300 | -| 2:00 | 0200 | 2:00 | 1400 | -| 3:00 | 0300 | 3:00 | 1500 | -| 4:00 | 0400 | 4:00 | 1600 | -| 5:00 | 0500 | 5:00 | 1700 | -| 6:00 | 0600 | 6:00 | 1800 | -| 7:00 | 0700 | 7:00 | 1900 | -| 8:00 | 0800 | 8:00 | 2000 | -| 9:00 | 0900 | 9:00 | 2100 | -| 10:00 | 1000 | 10:00 | 2200 | -| 11:00 | 1100 | 11:00 | 2300 | -| 12:00 | 1200 | 12:00 | 2400 | - -**Examples:** -1201 hours = {It's twelve zero one hours.} -0100 hours = {It's zero one hundred hours.} / {It's "O" one hundred hours.} +$SESSION 2-4: Telling Time the Military Way # Source: LLA 2B Figure 5 -$DIALOGUE Military Time — Listen and Repeat -ID: 2b-f5 -INTRO: Listen to each military time and repeat it. The note shows the civilian time it matches. +$DIALOGUE Saying Military Time +ID: 4-2b-f5 +INTRO: In this part you'll learn to tell time the military way — one clock, twenty-four hours, no a.m. or p.m. Listen to each time and repeat it. INSTRUCTION: Listen and repeat the military time. REPEAT -LINE: 0100 hours {bk04-l2b-f5-01.mp3} -NOTES: 1:00 a.m. +LINE: Zero one hundred hours. {bk04-l2b-f5-01.mp3} +NOTES: 0100 = 1:00 a.m. -LINE: 0630 hours {bk04-l2b-f5-02.mp3} -NOTES: 6:30 a.m. +LINE: Zero six thirty hours. {bk04-l2b-f5-02.mp3} +NOTES: 0630 = 6:30 a.m. -LINE: 0945 hours {bk04-l2b-f5-03.mp3} -NOTES: 9:45 a.m. +LINE: Zero nine forty-five hours. {bk04-l2b-f5-03.mp3} +NOTES: 0945 = 9:45 a.m. -LINE: 1200 hours {bk04-l2b-f5-04.mp3} -NOTES: noon +LINE: Twelve hundred hours. {bk04-l2b-f5-04.mp3} +NOTES: 1200 = noon -LINE: 1730 hours {bk04-l2b-f5-05.mp3} -NOTES: 5:30 p.m. +LINE: Seventeen thirty hours. {bk04-l2b-f5-05.mp3} +NOTES: 1730 = 5:30 p.m. -LINE: 2015 hours {bk04-l2b-f5-06.mp3} -NOTES: 8:15 p.m. +LINE: Twenty fifteen hours. {bk04-l2b-f5-06.mp3} +NOTES: 2015 = 8:15 p.m. -LINE: 2400 hours {bk04-l2b-f5-07.mp3} -NOTES: midnight +LINE: Twenty-four hundred hours. {bk04-l2b-f5-07.mp3} +NOTES: 2400 = midnight -LINE: 0030 hours {bk04-l2b-f5-08.mp3} -NOTES: 12:30 a.m. +LINE: Zero zero thirty hours. {bk04-l2b-f5-08.mp3} +NOTES: 0030 = 12:30 a.m. -# Source: ST §What Time Is It? (kept alongside the cassette pass — shows the times written out as words) -$DIALOGUE Saying Military Time +# Source: ST §Military Time (grammar table) +$GRAMMAR Military Time +ID: l2-s15 +INTRO: Here's the whole system in three short cards. It's simpler than it sounds — you just keep counting past twelve. + +CARD: The military clock counts straight through all 24 hours. Morning times start with zero. +{It's zero six hundred hours.} +{It's zero nine forty-five hours.} + +CARD: After noon, keep counting — add twelve to the civilian hour. So 1:00 p.m. is thirteen hundred, and 5:30 p.m. is seventeen thirty. +{It's thirteen hundred hours.} +{It's seventeen thirty hours.} + +CARD: Midnight is twenty-four hundred hours. Minutes after midnight start with zero zero. +{It's twenty-four hundred hours.} +{It's zero zero thirty hours.} + +SUMMARY: +| Civilian Time (A.M.) | Military Time | Civilian Time (P.M.) | Military Time | +| :--- | :--- | :--- | :--- | +| 1:00 a.m. | 0100 (zero one hundred) | 1:00 p.m. | 1300 (thirteen hundred) | +| 2:00 a.m. | 0200 (zero two hundred) | 2:00 p.m. | 1400 (fourteen hundred) | +| 3:00 a.m. | 0300 (zero three hundred) | 3:00 p.m. | 1500 (fifteen hundred) | +| 4:00 a.m. | 0400 (zero four hundred) | 4:00 p.m. | 1600 (sixteen hundred) | +| 5:00 a.m. | 0500 (zero five hundred) | 5:00 p.m. | 1700 (seventeen hundred) | +| 6:00 a.m. | 0600 (zero six hundred) | 6:00 p.m. | 1800 (eighteen hundred) | +| 7:00 a.m. | 0700 (zero seven hundred) | 7:00 p.m. | 1900 (nineteen hundred) | +| 8:00 a.m. | 0800 (zero eight hundred) | 8:00 p.m. | 2000 (twenty hundred) | +| 9:00 a.m. | 0900 (zero nine hundred) | 9:00 p.m. | 2100 (twenty-one hundred) | +| 10:00 a.m. | 1000 (ten hundred) | 10:00 p.m. | 2200 (twenty-two hundred) | +| 11:00 a.m. | 1100 (eleven hundred) | 11:00 p.m. | 2300 (twenty-three hundred) | +| 12:00 p.m. (noon) | 1200 (twelve hundred) | 12:00 a.m. (midnight) | 2400 (twenty-four hundred) | + +# Source: ST §What Time Is It? (spoken words moved into the lines; digits into notes) +$DIALOGUE More Times to Say ID: l2-s16 -INTRO: Now see the times written out as words — including the tricky "oh" times, like ten oh one. Listen and repeat each one. -INSTRUCTION: Listen and repeat the times. +INTRO: A few trickier times — the ones with odd minutes. Repeat each one; the written form is shown below the sentence. +INSTRUCTION: Repeat the times. REPEAT LINE: It's zero five hundred hours. NOTES: 0500 -LINE: It's ten oh one hours. -NOTES: 1001 +LINE: It's ten zero one hours. +NOTES: 1001 — also said "ten 'oh' one" LINE: It's sixteen hundred hours. NOTES: 1600 @@ -862,8 +869,8 @@ NOTES: 1800 LINE: It's nineteen ten hours. NOTES: 1910 -LINE: It's twenty oh eight hours. -NOTES: 2008 +LINE: It's twenty zero eight hours. +NOTES: 2008 — also said "twenty 'oh' eight" LINE: It's twenty-one fifteen hours. NOTES: 2115 @@ -875,41 +882,58 @@ LINE: It's twenty-three hundred hours. NOTES: 2300 # Source: LLA 2B Figure 6 -$PRODUCE What's the Military Time? -ID: 2b-f6 -INTRO: You'll hear a civilian time. Say it in military time, then check your answer against the tape. -INSTRUCTION: Say the military time aloud. +$SELECT Match the Military Time +ID: 4-2b-f6 +INTRO: You'll hear a civilian time. Tap the matching military time, then repeat the answer you hear. +INSTRUCTION: Tap the correct military time. REPEAT -PROMPT: What is 12:22 a.m. in military time? {bk04-l2b-f6-01-q.mp3} -RESPONSE: It's 0022 hours. {bk04-l2b-f6-01-a.mp3} +OPTION: a | 0022 hours +OPTION: b | 0545 hours +OPTION: c | 0800 hours +OPTION: d | 1015 hours +OPTION: e | 1222 hours +OPTION: f | 1410 hours +OPTION: g | 1745 hours +OPTION: h | 2000 hours -PROMPT: What is 5:45 a.m. in military time? {bk04-l2b-f6-02-q.mp3} -RESPONSE: It's 0545 hours. {bk04-l2b-f6-02-a.mp3} +PROMPT: 5:45 a.m. {bk04-l2b-f6-01.mp3} +ANSWER: b +FEEDBACK: It's 05:45 hours. {bk04-l2b-f6-02.mp3} -PROMPT: What is 8:00 a.m. in military time? {bk04-l2b-f6-03-q.mp3} -RESPONSE: It's 0800 hours. {bk04-l2b-f6-03-a.mp3} +PROMPT: 5:45 p.m. {bk04-l2b-f6-03.mp3} +ANSWER: g +FEEDBACK: It's 17:45 hours. {bk04-l2b-f6-04.mp3} -PROMPT: What is 10:15 a.m. in military time? {bk04-l2b-f6-04-q.mp3} -RESPONSE: It's 1015 hours. {bk04-l2b-f6-04-a.mp3} +PROMPT: 10:15 a.m. {bk04-l2b-f6-05.mp3} +ANSWER: d +FEEDBACK: It's 10:15 hours. {bk04-l2b-f6-06.mp3} -PROMPT: What is 12:22 p.m. in military time? {bk04-l2b-f6-05-q.mp3} -RESPONSE: It's 1222 hours. {bk04-l2b-f6-05-a.mp3} +PROMPT: 8:00 a.m. {bk04-l2b-f6-07.mp3} +ANSWER: c +FEEDBACK: It's 08:00 hours. {bk04-l2b-f6-08.mp3} -PROMPT: What is 2:10 p.m. in military time? {bk04-l2b-f6-06-q.mp3} -RESPONSE: It's 1410 hours. {bk04-l2b-f6-06-a.mp3} +PROMPT: 8:00 p.m. {bk04-l2b-f6-09.mp3} +ANSWER: h +FEEDBACK: It's 20:00 hours. {bk04-l2b-f6-10.mp3} -PROMPT: What is 5:45 p.m. in military time? {bk04-l2b-f6-07-q.mp3} -RESPONSE: It's 1745 hours. {bk04-l2b-f6-07-a.mp3} +PROMPT: 12:22 p.m. {bk04-l2b-f6-11.mp3} +ANSWER: e +FEEDBACK: It's 12:22 hours. {bk04-l2b-f6-12.mp3} -PROMPT: What is 8:00 p.m. in military time? {bk04-l2b-f6-08-q.mp3} -RESPONSE: It's 2000 hours. {bk04-l2b-f6-08-a.mp3} +PROMPT: 12:22 a.m. {bk04-l2b-f6-13.mp3} +ANSWER: a +FEEDBACK: It's 00:22 hours. {bk04-l2b-f6-14.mp3} -# Source: ST §Civilian Time or Military Time? (kept as a second retrieval pass after the cassette drill) -$PRODUCE Civilian to Military Time +PROMPT: 2:10 p.m. {bk04-l2b-f6-15.mp3} +ANSWER: f +FEEDBACK: It's 14:10 hours. {bk04-l2b-f6-16.mp3} + +# Source: ST §Civilian Time or Military Time? +$PRODUCE Say It in Military Time ID: l2-s17 -INTRO: One more pass, for keeps: read the civilian time and say the military time aloud, in words. -INSTRUCTION: Read the civilian time and say the military time. +INTRO: Now you do the converting. Read the civilian time and say it the military way, in a full sentence. +INSTRUCTION: Look at the civilian time and say the military time. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -944,212 +968,431 @@ RESPONSE: It's zero seven hundred hours. PROMPT: It's 7:00 p.m. RESPONSE: It's nineteen hundred hours. -$LESSON 2-4: Irregular Past Tense Verbs +# Source: LLA 2B Figure 7 (Dialog 1) +$DIALOGUE A Taxi to Work +ID: 4-2b-f7-d1 +INTRO: Two short conversations to finish this part. First: Jim was late this morning, and it wasn't entirely his fault. Just listen. +INSTRUCTION: Listen to the dialogue. -# Source: ST §Simple Past Tense: Irregular Verbs (talk-through added per master license) -$GRAMMAR The Simple Past — Irregular Verbs -ID: l2-s20 -INTRO: Here's the heart of the lesson: saying what happened yesterday. These verbs don't take -ed — they change completely. +Man1: You were late this morning, Jim. {bk04-l2b-f7-01.mp3} +Jim: I know. I didn't get up on time. {bk04-l2b-f7-02.mp3} +Man1: Did you take the bus to work? {bk04-l2b-f7-03.mp3} +Jim: No. The bus was late too. {bk04-l2b-f7-04.mp3} +Man1: What did you do? {bk04-l2b-f7-05.mp3} +Jim: I took a taxi. {bk04-l2b-f7-06.mp3} -When something happened **yesterday** and it's finished, use the simple past. Many verbs just add **-ed** — but this lesson's verbs are **irregular**: the whole word changes. +# Source: LLA 2B Figure 7 (Question 1) +$PRODUCE Question: A Taxi to Work +ID: 4-2b-f7-q1 +REFERENCE: 4-2b-f7-d1 +INTRO: One question about Jim's morning. Answer in a complete sentence. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact. -| | | -|---|---| -| **SIMPLE PRESENT:** | We drive to work every day. | -| **SIMPLE PAST:** | **We drove to work yesterday.** | -| | | -| **SIMPLE PRESENT:** | **He drives to work every day.** | -| **SIMPLE PAST:** | **He drove to work yesterday.** | +PROMPT: Did Jim take a bus or a taxi to work this morning? {bk04-l2b-f7-07.mp3} +RESPONSE: He took a taxi. {bk04-l2b-f7-08.mp3} -{We drive to work every day.} → {We drove to work yesterday.} +# Source: LLA 2B Figure 7 (Dialog 2) +$DIALOGUE Let's Play Basketball +ID: 4-2b-f7-d2 +INTRO: Second conversation: two boys, one TV, and a better idea. Just listen. +INSTRUCTION: Listen to the dialogue. -And the past form is the same for every subject — no -s, no -ed: {He drives to work every day.} → {He drove to work yesterday.} +Boy1: What's on TV? {bk04-l2b-f7-09.mp3} +Boy2: There's a football game and a soccer game. {bk04-l2b-f7-10.mp3} +Boy1: Do you want to watch a game? {bk04-l2b-f7-11.mp3} +Boy2: No. I want to go outside. {bk04-l2b-f7-12.mp3} +Boy1: Me too. {bk04-l2b-f7-13.mp3} +Boy2: Good. Let's play basketball. {bk04-l2b-f7-14.mp3} + +# Source: LLA 2B Figure 7 (Question 2) +$PRODUCE Question: Let's Play Basketball +ID: 4-2b-f7-q2 +REFERENCE: 4-2b-f7-d2 +INTRO: One question about the boys. Answer in a complete sentence. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: The learner must answer in a complete sentence. Treat the model answer as the factual key; accept any phrasing of the same fact. + +PROMPT: What do the boys want to do? {bk04-l2b-f7-15.mp3} +RESPONSE: They want to go outside and play basketball. {bk04-l2b-f7-16.mp3} + +$SESSION 2-5: The Past Tense — Verbs That Change # Source: LLA 2C Figure 1 -$DIALOGUE Irregular Verbs in Sentences +$DIALOGUE Irregular Verbs in Sentences (1) ID: 2c-f1 -INTRO: Fifteen irregular verbs — present, past, and a sentence for each. Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: In this part you'll learn to say what happened yesterday — with verbs that refuse to take "-ed". Listen to each verb in a sentence and repeat it. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT -LINE: Begin, began. The movie began 30 minutes ago. {bk04-l2c-f1-01.mp3} -LINE: Drink, drank. John drank his coffee after dinner. {bk04-l2c-f1-02.mp3} -LINE: Sit down, sat down. He sat down and opened his notebook. {bk04-l2c-f1-03.mp3} -LINE: Swim, swam. The boy swam for two hours Sunday. {bk04-l2c-f1-04.mp3} -LINE: Come, came. I came to this base one month ago. {bk04-l2c-f1-05.mp3} -LINE: Get up, got up. Jan got up at six o'clock Saturday morning. {bk04-l2c-f1-06.mp3} -LINE: Write, wrote. He wrote his name on the chalkboard. {bk04-l2c-f1-07.mp3} -LINE: Drive, drove. Al drove his friend's car last week. {bk04-l2c-f1-08.mp3} -LINE: Know, knew. Janet knew the answers yesterday. {bk04-l2c-f1-09.mp3} -LINE: Speak, spoke. I spoke to the teacher after class. {bk04-l2c-f1-10.mp3} -LINE: Choose, chose. He chose the wrong bus and was late. {bk04-l2c-f1-11.mp3} -LINE: Eat, ate. We ate lunch with Pat two days ago. {bk04-l2c-f1-12.mp3} -LINE: Take, took. The students took the test again. {bk04-l2c-f1-13.mp3} -LINE: Stand up, stood up. Dan stood up and opened the window. {bk04-l2c-f1-14.mp3} -LINE: See, saw. I saw a good game on TV last night. {bk04-l2c-f1-15.mp3} +LINE: The movie began 30 minutes ago. {bk04-l2c-f1-01.mp3} -# DROPPED (twin): ST §Irregular Verbs pair list (l2-s21) — same verb set, same repeat modality; -# the cassette pass above also adds example sentences. +VOCAB: to drink +LINE: John drank his coffee after dinner. {bk04-l2c-f1-02.mp3} -# Source: ST §Peter Swam Yesterday -$DIALOGUE Peter's Evening -ID: l2-s22 -INTRO: Peter had a busy evening — he swam, drove, wrote, and ate. Read the sentences; every verb is one you just practiced. -INSTRUCTION: Read the sentences. +VOCAB: to sit down +LINE: He sat down and opened his notebook. {bk04-l2c-f1-03.mp3} -LINE: Peter swam after class yesterday. -LINE: He drove to his barracks and took a shower. -LINE: He began his homework at 2000 hours last night. -LINE: He got up and drank a glass of water at 2100. -LINE: He sat down and wrote sentences. -LINE: He knew all the answers to the questions. -LINE: He stood up and walked outside. -LINE: Peter came to my barracks at 2200. -LINE: He saw the fruit on the table. -LINE: He chose a banana and ate it. -LINE: We spoke for thirty minutes. -LINE: He went home at 2235. +VOCAB: to swim +LINE: The boy swam for two hours Sunday. {bk04-l2c-f1-04.mp3} + +VOCAB: to come +LINE: I came to this base one month ago. {bk04-l2c-f1-05.mp3} + +VOCAB: to get up +LINE: Jan got up at 6:00 Saturday morning. {bk04-l2c-f1-06.mp3} + +VOCAB: to write +LINE: He wrote his name on the chalkboard. {bk04-l2c-f1-07.mp3} + +VOCAB: to drive +LINE: Al drove his friend's car last week. {bk04-l2c-f1-08.mp3} + +VOCAB: to know +LINE: Janet knew the answers yesterday. {bk04-l2c-f1-09.mp3} + +VOCAB: to speak +LINE: I spoke to the teacher after class. {bk04-l2c-f1-10.mp3} + +VOCAB: to choose +LINE: He chose the wrong bus and was late. {bk04-l2c-f1-11.mp3} + +VOCAB: to eat +LINE: We ate lunch with Pat two days ago. {bk04-l2c-f1-12.mp3} + +VOCAB: to take +LINE: The students took the test again. {bk04-l2c-f1-13.mp3} + +VOCAB: to stand up +LINE: Dan stood up and opened the window. {bk04-l2c-f1-14.mp3} + +VOCAB: to see +LINE: I saw a good game on TV last night. {bk04-l2c-f1-15.mp3} + +# Source: ST §Simple Past Tense: Irregular Verbs + §Irregular Verbs (Group 1), merged +$GRAMMAR Verbs That Change in the Past +ID: l2-s21 +INTRO: Here's the pattern behind what you just heard — or rather, the lack of one. + +CARD: Some verbs don't take **-ed** in the past. The word itself changes. +{We drive to work every day.} +{We drove to work yesterday.} + +CARD: The changed form is the same for every subject — no "-s", no "-ed". +{He drives to work every day.} +{He drove to work yesterday.} + +SUMMARY: +| PRESENT | PAST | PRESENT | PAST | +| :--- | :--- | :--- | :--- | +| begin | began | choose | chose | +| drink | drank | eat | ate | +| sit | sat | take | took | +| swim | swam | stand | stood | +| come | came | see | saw | +| get up | got up | drive | drove | +| know | knew | speak | spoke | +| write | wrote | | | # Source: LLA 2C Figure 2 -$PRODUCE Put It in the Past +$PRODUCE Change It to the Past ID: 2c-f2 -INTRO: You'll hear a present-tense sentence and a time expression. Move the sentence into the past, then repeat the correct answer. -INSTRUCTION: Speak the sentence in the past tense. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: Class begins at 7:15. This morning. {bk04-l2c-f2-ex-q.mp3} -RESPONSE: Class began at 7:15 this morning. {bk04-l2c-f2-ex-a.mp3} - -PROMPT: The show begins at 8 o'clock. Last night. {bk04-l2c-f2-01-q.mp3} -RESPONSE: The show began at 8 o'clock last night. {bk04-l2c-f2-01-a.mp3} - -PROMPT: Tom sees Bill before class. This morning. {bk04-l2c-f2-02-q.mp3} -RESPONSE: Tom saw Bill before class this morning. {bk04-l2c-f2-02-a.mp3} - -PROMPT: Alan knows the answers. Yesterday. {bk04-l2c-f2-03-q.mp3} -RESPONSE: Alan knew the answers yesterday. {bk04-l2c-f2-03-a.mp3} - -PROMPT: Sergeant Smith drives to work. Today. {bk04-l2c-f2-04-q.mp3} -RESPONSE: Sergeant Smith drove to work today. {bk04-l2c-f2-04-a.mp3} - -PROMPT: Linda eats eggs for breakfast. This morning. {bk04-l2c-f2-05-q.mp3} -RESPONSE: Linda ate eggs for breakfast this morning. {bk04-l2c-f2-05-a.mp3} - -PROMPT: The students stand up after class. This afternoon. {bk04-l2c-f2-06-q.mp3} -RESPONSE: The students stood up after class this afternoon. {bk04-l2c-f2-06-a.mp3} - -PROMPT: Mr. Wilson reads a book after dinner. Last night. {bk04-l2c-f2-07-q.mp3} -RESPONSE: Mr. Wilson read a book after dinner last night. {bk04-l2c-f2-07-a.mp3} - -PROMPT: The students take a break at 10 o'clock. Yesterday. {bk04-l2c-f2-08-q.mp3} -RESPONSE: The students took a break at 10 o'clock yesterday. {bk04-l2c-f2-08-a.mp3} - -PROMPT: Ann sits down at her desk after lunch. Yesterday. {bk04-l2c-f2-09-q.mp3} -RESPONSE: Ann sat down at her desk after lunch yesterday. {bk04-l2c-f2-09-a.mp3} - -PROMPT: Miss Mills writes the new words on the chalkboard. This morning. {bk04-l2c-f2-10-q.mp3} -RESPONSE: Miss Mills wrote the new words on the chalkboard this morning. {bk04-l2c-f2-10-a.mp3} - -# Source: ST §He Drove to Class Yesterday (SHOW_PROMPT added — the book prints the cue sentences) -$PRODUCE Say It in the Past -ID: l2-s23 -INTRO: Same job, on your own now: read the sentence and its time cue, and say it in the past. +INTRO: Now make it happen yesterday. Listen to the sentence and its time cue, say the sentence in the past tense, then repeat the model answer. INSTRUCTION: Say the sentence in the past tense. INPUT: speak CHECK: reveal -SHOW_PROMPT +REPEAT EXAMPLE -PROMPT: He drives to class everyday. (yesterday) -RESPONSE: He drove to class yesterday. +TEMPLATE: Class begins at 7:15. (this morning) +PROMPT: Class begins at 7:15 this morning. {bk04-l2c-f2-ex-q.mp3} +RESPONSE: Class began at 7:15 this morning. {bk04-l2c-f2-ex-a.mp3} -PROMPT: We swim everyday. (yesterday) -RESPONSE: We swam yesterday. +TEMPLATE: The show begins at 8:00. (last night) +PROMPT: The show begins at 8 o'clock last night. {bk04-l2c-f2-01-q.mp3} +RESPONSE: The show began at 8 o'clock last night. {bk04-l2c-f2-01-a.mp3} -PROMPT: I get up at six every morning. (yesterday morning) -RESPONSE: I got up at six yesterday morning. +TEMPLATE: Tom sees Bill before class. (this morning) +PROMPT: Tom sees Bill before class this morning. {bk04-l2c-f2-02-q.mp3} +RESPONSE: Tom saw Bill before class this morning. {bk04-l2c-f2-02-a.mp3} -PROMPT: We drink tea in the morning. (last night) -RESPONSE: We drank tea last night. +TEMPLATE: Alan knows the answers. (yesterday) +PROMPT: Alan knows the answers yesterday. {bk04-l2c-f2-03-q.mp3} +RESPONSE: Alan knew the answers yesterday. {bk04-l2c-f2-03-a.mp3} -PROMPT: He takes a shower at night. (yesterday morning) -RESPONSE: He took a shower yesterday morning. +TEMPLATE: Sergeant Smith drives to work. (today) +PROMPT: Sergeant Smith drives to work today. {bk04-l2c-f2-04-q.mp3} +RESPONSE: Sergeant Smith drove to work today. {bk04-l2c-f2-04-a.mp3} -PROMPT: They eat lunch in the mess hall every day. (yesterday) -RESPONSE: They ate lunch in the mess hall yesterday. +TEMPLATE: Linda eats eggs for breakfast. (this morning) +PROMPT: Linda eats eggs for breakfast this morning. {bk04-l2c-f2-05-q.mp3} +RESPONSE: Linda ate eggs for breakfast this morning. {bk04-l2c-f2-05-a.mp3} -PROMPT: She drives to the store on Saturdays. (last Saturday) -RESPONSE: She drove to the store last Saturday. +TEMPLATE: The students stand up after class. (this afternoon) +PROMPT: The students stand up after class this afternoon. {bk04-l2c-f2-06-q.mp3} +RESPONSE: The students stood up after class this afternoon. {bk04-l2c-f2-06-a.mp3} -PROMPT: I write a letter to my family every day. (two days ago) -RESPONSE: I wrote a letter to my family two days ago. +TEMPLATE: Mr. Wilson reads a book after dinner. (last night) +PROMPT: Mr. Wilson reads a book after dinner last night. {bk04-l2c-f2-07-q.mp3} +RESPONSE: Mr. Wilson read a book after dinner last night. {bk04-l2c-f2-07-a.mp3} -PROMPT: He chooses Puff cigarettes to smoke every time. (yesterday) -RESPONSE: He chose Puff cigarettes to smoke yesterday. +TEMPLATE: The students take a break at 10:00. (yesterday) +PROMPT: The students take a break at 10 o'clock yesterday. {bk04-l2c-f2-08-q.mp3} +RESPONSE: The students took a break at 10 o'clock yesterday. {bk04-l2c-f2-08-a.mp3} -# Source: ST §Joe Ate a Pear (SHOW_PROMPT added — printed stimuli) -$PRODUCE Make It Affirmative -ID: l2-s24 -INTRO: These sentences say what didn't happen. Use the cue to say what did happen — Joe didn't eat a banana; he ate a pear. -INSTRUCTION: Change the negative sentence to the affirmative aloud. +TEMPLATE: Ann sits down at her desk after lunch. (yesterday) +PROMPT: Anne sits down at her desk after lunch yesterday. {bk04-l2c-f2-09-q.mp3} +RESPONSE: Anne sat down at her desk after lunch yesterday. {bk04-l2c-f2-09-a.mp3} + +TEMPLATE: Miss Mills writes the new words on the chalkboard. (this morning) +PROMPT: Ms. Mills writes the new words on the chalkboard this morning. {bk04-l2c-f2-10-q.mp3} +RESPONSE: Ms. Mills wrote the new words on the chalkboard this morning. {bk04-l2c-f2-10-a.mp3} + +# Source: ST §Peter Swam Yesterday +$DIALOGUE Peter's Evening +ID: l2-s23 +INTRO: Read Peter's very productive evening — every sentence uses a changed verb. See how many you recognize. +INSTRUCTION: Read the sentences. + +Narrator: Peter swam after class yesterday. +Narrator: He drove to his barracks and took a shower. +Narrator: He began his homework at 2000 hours last night. +Narrator: He got up and drank a glass of water at 2100. +Narrator: He sat down and wrote sentences. +Narrator: He knew all the answers to the questions. +Narrator: He stood up and walked outside. +Narrator: Peter came to my barracks at 2200. +Narrator: He saw the fruit on the table. +Narrator: He chose a banana and ate it. +Narrator: We spoke for thirty minutes. +Narrator: He went home at 2235. + +# Source: ST §Joe Ate a Pear (cue moved to display) +$PRODUCE He Ate a Pear Instead +ID: l2-s25 +INTRO: Someone didn't do one thing — say what they did instead, using the cue word. Full sentence, past tense. +INSTRUCTION: Change the negative sentence to the affirmative using the cue. INPUT: speak CHECK: reveal SHOW_PROMPT EXAMPLE -PROMPT: Joe didn't eat a banana. (pear) +PROMPT: Joe didn't eat a banana. +TEMPLATE: (pear) RESPONSE: He ate a pear. -PROMPT: Lt Campos didn't speak to Mary. (to Linda) -RESPONSE: He spoke to Linda. +PROMPT: Lt Campos didn't speak to Mary. +TEMPLATE: (to Linda) +RESPONSE: Lt Campos spoke to Linda. -PROMPT: Jackie didn't sit down at the table. (desk) -RESPONSE: She sat down at the desk. +PROMPT: Jackie didn't sit down at the table. +TEMPLATE: (desk) +RESPONSE: Jackie sat down at the desk. -PROMPT: George didn't stand on the table. (chair) -RESPONSE: He stood on the chair. +PROMPT: George didn't stand on the table. +TEMPLATE: (chair) +RESPONSE: George stood on the chair. -PROMPT: I didn't know the time of the show. (name) +PROMPT: I didn't know the time of the show. +TEMPLATE: (name) RESPONSE: I knew the name of the show. -PROMPT: The students didn't come late to class. (on time) -RESPONSE: They came on time. +PROMPT: The students didn't come late to class. +TEMPLATE: (on time) +RESPONSE: The students came to class on time. -PROMPT: Capt Jones didn't begin his class on time. (late) -RESPONSE: He began his class late. +PROMPT: Capt Jones didn't begin his class on time. +TEMPLATE: (late) +RESPONSE: Capt Jones began his class late. -PROMPT: I didn't see the movie last night. (Henry's pictures) -RESPONSE: I saw Henry's pictures. +PROMPT: I didn't see the movie last night. +TEMPLATE: (Henry's pictures) +RESPONSE: I saw Henry's pictures last night. + +# DROPPED (book): ST §He Drove to Class Yesterday (l2-s24) — TTS twin of the cassette drill "Change It to the Past" (2c-f2); same task, same modality. # Source: LLA 2C Figure 3 -# DROPPED (twin): ST §Irregular Verbs (Continued) pair list (l2-s25) — same verb set, same modality; cassette wins. -$DIALOGUE More Irregular Verbs +$DIALOGUE Irregular Verbs in Sentences (2) ID: 2c-f3 -INTRO: Twelve more irregular verbs, with example sentences. Listen and repeat — yes, "put" and "read" are hiding in there, pretending nothing changed. -INSTRUCTION: Listen and repeat. +INTRO: A second batch of changing verbs. Listen to each one in a sentence and repeat it. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT -LINE: Hear, heard. I heard his radio at four this morning. {bk04-l2c-f3-01.mp3} -LINE: Say, said. Excuse me, I said your name wrong. {bk04-l2c-f3-02.mp3} -LINE: Have, had. We had the same instructor last week. {bk04-l2c-f3-03.mp3} -LINE: Do, did. Susan did her homework before dinner. {bk04-l2c-f3-04.mp3} -LINE: Leave, left. Sergeant Bolt left the base a month ago. {bk04-l2c-f3-05.mp3} -LINE: Sleep, slept. He slept in the barracks last night. {bk04-l2c-f3-06.mp3} -LINE: Buy, bought. I bought a new uniform yesterday. {bk04-l2c-f3-07.mp3} -LINE: Bring, brought. The major brought his family. {bk04-l2c-f3-08.mp3} -LINE: Put, put. He put his books on the table. {bk04-l2c-f3-09.mp3} -LINE: Read, read. Lieutenant Smart read the lesson before class. {bk04-l2c-f3-10.mp3} -LINE: Fly, flew. They flew to Dallas last weekend. {bk04-l2c-f3-11.mp3} -LINE: Go, went. We went to the movies Saturday night. {bk04-l2c-f3-12.mp3} +VOCAB: to hear +LINE: I heard his radio at 4:00 this morning. {bk04-l2c-f3-01.mp3} + +VOCAB: to say +LINE: Excuse me, I said your name wrong. {bk04-l2c-f3-02.mp3} + +VOCAB: to have +LINE: We had the same instructor last week. {bk04-l2c-f3-03.mp3} + +VOCAB: to do +LINE: Susan did her homework before dinner. {bk04-l2c-f3-04.mp3} + +VOCAB: to leave +LINE: Sergeant Bolt left the base a month ago. {bk04-l2c-f3-05.mp3} + +VOCAB: to sleep +LINE: He slept in the barracks last night. {bk04-l2c-f3-06.mp3} + +VOCAB: to buy +LINE: I bought a new uniform yesterday. {bk04-l2c-f3-07.mp3} + +LINE: The major brought his family. {bk04-l2c-f3-08.mp3} + +VOCAB: to put +LINE: He put his books on the table. {bk04-l2c-f3-09.mp3} + +VOCAB: to read +LINE: Lieutenant Smart read the lesson before class. {bk04-l2c-f3-10.mp3} + +VOCAB: to fly +LINE: They flew to Dallas last weekend. {bk04-l2c-f3-11.mp3} + +VOCAB: to go +LINE: We went to the movies Saturday night. {bk04-l2c-f3-12.mp3} + +# Source: ST §Irregular Verbs (Group 2) +$GRAMMAR More Verbs That Change +ID: l2-s26 +INTRO: Twelve more changed verbs, including two that barely bother changing at all. + +CARD: Listen for the vowel changes in this group. +{I bought a new uniform yesterday.} +{They flew to Dallas last weekend.} +{We went to the movies Saturday night.} + +CARD: Two verbs look the same in the present and the past: "put" and "read". Only "read" changes its sound. +{He put his books on the table.} +{Lieutenant Smart read the lesson before class.} + +SUMMARY: +| PRESENT | PAST | PRESENT | PAST | +| :--- | :--- | :--- | :--- | +| hear | heard | buy | bought | +| say | said | bring | brought | +| have | had | put | put | +| do | did | read | read | +| leave | left | fly | flew | +| sleep | slept | go | went | + +# Source: LLA 2C Figure 4 +$PRODUCE Present or Past? +ID: 2c-f4 +INTRO: Listen to each question carefully — is it about every day, or about yesterday? Type the verb form that fits the answer, then listen and repeat the full sentence. +INSTRUCTION: Type the correct verb form. +INPUT: type +CHECK: exact +REPEAT + +PROMPT: Does the major come to lab? {bk04-l2c-f4-01-q.mp3} +TEMPLATE: Yes, he ____ at 8:00. (comes / came) +RESPONSE: Yes, he comes at 8 o'clock. {bk04-l2c-f4-01-a.mp3} +ACCEPT: comes + +PROMPT: Did you take my dictionary? {bk04-l2c-f4-02-q.mp3} +TEMPLATE: No, Mark ____ it. (take / took) +RESPONSE: No, Mark took it. {bk04-l2c-f4-02-a.mp3} +ACCEPT: took + +PROMPT: Did you hear the question? {bk04-l2c-f4-03-q.mp3} +TEMPLATE: No, I ____ the answer. (hear / heard) +RESPONSE: No, I heard the answer. {bk04-l2c-f4-03-a.mp3} +ACCEPT: heard + +PROMPT: Does Jim do his homework? {bk04-l2c-f4-04-q.mp3} +TEMPLATE: Yes, he ____ it at the library. (does / did) +RESPONSE: Yes, he does it at the library. {bk04-l2c-f4-04-a.mp3} +ACCEPT: does + +PROMPT: Did the teacher leave the room? {bk04-l2c-f4-05-q.mp3} +TEMPLATE: Yes, she ____ it for five minutes. (leaves / left) +RESPONSE: Yes, she left it for 5 minutes. {bk04-l2c-f4-05-a.mp3} +ACCEPT: left + +PROMPT: Did he sleep in the barracks? {bk04-l2c-f4-06-q.mp3} +TEMPLATE: No, he ____ in the hospital. (sleeps / slept) +RESPONSE: No, he slept in the hospital. {bk04-l2c-f4-06-a.mp3} +ACCEPT: slept + +PROMPT: Do you have a big breakfast? {bk04-l2c-f4-07-q.mp3} +TEMPLATE: Yes, I ____ beef, eggs, and toast. (have / had) +RESPONSE: Yes, I have beef, eggs, and toast. {bk04-l2c-f4-07-a.mp3} +ACCEPT: have + +PROMPT: Did you bring your notebook? {bk04-l2c-f4-08-q.mp3} +TEMPLATE: No, I ____ my textbook. (bring / brought) +RESPONSE: No, I brought my textbook. {bk04-l2c-f4-08-a.mp3} +ACCEPT: brought + +PROMPT: Does Captain Jones fly? {bk04-l2c-f4-09-q.mp3} +TEMPLATE: Yes, he ____ on the weekend. (flies / flew) +RESPONSE: Yes, he flies on the weekend. {bk04-l2c-f4-09-a.mp3} +ACCEPT: flies + +PROMPT: Did you go to the commissary? {bk04-l2c-f4-10-q.mp3} +TEMPLATE: Yes, I ____ after class. (go / went) +RESPONSE: Yes, I went after class. {bk04-l2c-f4-10-a.mp3} +ACCEPT: went + +# Source: LLA 2C Figure 5 +$PRODUCE Make It Negative +ID: 2c-f5 +INTRO: Now say what didn't happen. Listen to the sentence and the substitute word, make a negative sentence with "didn't", then repeat the answer. Notice the verb goes back to its base form. +INSTRUCTION: Make a negative sentence with "didn't". +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: We bought *a truck*. (car) +PROMPT: We bought a truck, car. {bk04-l2c-f5-ex-q.mp3} +RESPONSE: We didn't buy a car. {bk04-l2c-f5-ex-a.mp3} + +TEMPLATE: He came to *lab*. (class) +PROMPT: He came to lab, class. {bk04-l2c-f5-01-q.mp3} +RESPONSE: He didn't come to class. {bk04-l2c-f5-01-a.mp3} + +TEMPLATE: They took the *bus*. (train) +PROMPT: They took the bus, train. {bk04-l2c-f5-02-q.mp3} +RESPONSE: They didn't take the train. {bk04-l2c-f5-02-a.mp3} + +TEMPLATE: I saw *a movie* yesterday. (game) +PROMPT: I saw a movie yesterday, game. {bk04-l2c-f5-03-q.mp3} +RESPONSE: I didn't see a game yesterday. {bk04-l2c-f5-03-a.mp3} + +TEMPLATE: Frank drove *his* car. (my car) +PROMPT: Frank drove his car, my car. {bk04-l2c-f5-04-q.mp3} +RESPONSE: He didn't drive my car. {bk04-l2c-f5-04-a.mp3} + +TEMPLATE: We left *Saturday* morning. (Friday) +PROMPT: We left Saturday morning, Friday. {bk04-l2c-f5-05-q.mp3} +RESPONSE: We didn't leave Friday morning. {bk04-l2c-f5-05-a.mp3} + +TEMPLATE: Sally ate *fish* for lunch. (chicken) +PROMPT: Sally ate fish for lunch, chicken. {bk04-l2c-f5-06-q.mp3} +RESPONSE: She didn't eat chicken for lunch. {bk04-l2c-f5-06-a.mp3} + +TEMPLATE: She drank *tea* this morning. (coffee) +PROMPT: She drank tea this morning, coffee. {bk04-l2c-f5-07-q.mp3} +RESPONSE: She didn't drink coffee this morning. {bk04-l2c-f5-07-a.mp3} + +TEMPLATE: The students had a test *today*. (yesterday) +PROMPT: The students had a test today, yesterday. {bk04-l2c-f5-08-q.mp3} +RESPONSE: They didn't have a test yesterday. {bk04-l2c-f5-08-a.mp3} # Source: ST §Jim Said, "Come to My Room." -$DIALOGUE Jim's Book -ID: l2-s26 -INTRO: Jim bought a book about pilots. Repeat these sentences — they use the verbs you just learned. -INSTRUCTION: Listen and repeat the sentences. +$DIALOGUE Jim Said, "Come to My Room." +ID: l2-s27 +INTRO: A short story built from the second verb group. Repeat each sentence, then read it back. +INSTRUCTION: Repeat the sentences, and then read them. REPEAT LINE: Last night, Jim said, "Come to my room." @@ -1164,106 +1407,10 @@ LINE: We read it after class. LINE: The name of the book was "The Pilots Flew Again." LINE: We went to our barracks at 1600 hours. -# Source: LLA 2C Figure 4 -$PRODUCE Choose the Verb Form -ID: 2c-f4 -INTRO: Listen to each question, then type the verb that completes the answer. The tense is the whole game — present question, present answer; past question, past answer. -INSTRUCTION: Type the correct verb form. -INPUT: type -CHECK: exact -REPEAT - -PROMPT: Does the Major come to lab? {bk04-l2c-f4-01-q.mp3} -TEMPLATE: Yes, he ____ at 8:00. (comes, came) -RESPONSE: Yes, he comes at eight o'clock. {bk04-l2c-f4-01-a.mp3} -ACCEPT: comes - -PROMPT: Did you take my dictionary? {bk04-l2c-f4-02-q.mp3} -TEMPLATE: No, Mark ____ it. (take, took) -RESPONSE: No, Mark took it. {bk04-l2c-f4-02-a.mp3} -ACCEPT: took - -PROMPT: Did you hear the question? {bk04-l2c-f4-03-q.mp3} -TEMPLATE: No, I ____ the answer. (hear, heard) -RESPONSE: No, I heard the answer. {bk04-l2c-f4-03-a.mp3} -ACCEPT: heard - -PROMPT: Does Jim do his homework? {bk04-l2c-f4-04-q.mp3} -TEMPLATE: Yes, he ____ it at the library. (does, did) -RESPONSE: Yes, he does it at the library. {bk04-l2c-f4-04-a.mp3} -ACCEPT: does - -PROMPT: Did the teacher leave the room? {bk04-l2c-f4-05-q.mp3} -TEMPLATE: Yes, she ____ it for five minutes. (leaves, left) -RESPONSE: Yes, she left it for five minutes. {bk04-l2c-f4-05-a.mp3} -ACCEPT: left - -PROMPT: Did he sleep in the barracks? {bk04-l2c-f4-06-q.mp3} -TEMPLATE: No, he ____ in the hospital. (sleeps, slept) -RESPONSE: No, he slept in the hospital. {bk04-l2c-f4-06-a.mp3} -ACCEPT: slept - -PROMPT: Do you have a big breakfast? {bk04-l2c-f4-07-q.mp3} -TEMPLATE: Yes, I ____ beef, eggs, and toast. (have, had) -RESPONSE: Yes, I have beef, eggs, and toast. {bk04-l2c-f4-07-a.mp3} -ACCEPT: have - -PROMPT: Did you bring your notebook? {bk04-l2c-f4-08-q.mp3} -TEMPLATE: No, I ____ my textbook. (bring, brought) -RESPONSE: No, I brought my textbook. {bk04-l2c-f4-08-a.mp3} -ACCEPT: brought - -PROMPT: Does Captain Jones fly? {bk04-l2c-f4-09-q.mp3} -TEMPLATE: Yes, he ____ on the weekend. (flies, flew) -RESPONSE: Yes, he flies on the weekend. {bk04-l2c-f4-09-a.mp3} -ACCEPT: flies - -PROMPT: Did you go to the commissary? {bk04-l2c-f4-10-q.mp3} -TEMPLATE: Yes, I ____ after class. (go, went) -RESPONSE: Yes, I went after class. {bk04-l2c-f4-10-a.mp3} -ACCEPT: went - -# Source: LLA 2C Figure 5 -$PRODUCE Didn't — the Negative Past -ID: 2c-f5 -INTRO: Now the negative. You'll hear a sentence and a new word — say what didn't happen, using "didn't". The verb goes back to its plain form. -INSTRUCTION: Speak the negative sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: We bought *a truck*. car {bk04-l2c-f5-ex-q.mp3} -RESPONSE: We didn't buy a car. {bk04-l2c-f5-ex-a.mp3} - -PROMPT: He came to *lab*. class {bk04-l2c-f5-01-q.mp3} -RESPONSE: He didn't come to class. {bk04-l2c-f5-01-a.mp3} - -PROMPT: They took the *bus*. train {bk04-l2c-f5-02-q.mp3} -RESPONSE: They didn't take the train. {bk04-l2c-f5-02-a.mp3} - -PROMPT: I saw *a movie* yesterday. game {bk04-l2c-f5-03-q.mp3} -RESPONSE: I didn't see a game yesterday. {bk04-l2c-f5-03-a.mp3} - -PROMPT: Frank drove *his* car. my car {bk04-l2c-f5-04-q.mp3} -RESPONSE: He didn't drive my car. {bk04-l2c-f5-04-a.mp3} - -PROMPT: We left *Saturday* morning. Friday {bk04-l2c-f5-05-q.mp3} -RESPONSE: We didn't leave Friday morning. {bk04-l2c-f5-05-a.mp3} - -PROMPT: Sally ate *fish* for lunch. chicken {bk04-l2c-f5-06-q.mp3} -RESPONSE: She didn't eat chicken for lunch. {bk04-l2c-f5-06-a.mp3} - -PROMPT: She drank *tea* this morning. coffee {bk04-l2c-f5-07-q.mp3} -RESPONSE: She didn't drink coffee this morning. {bk04-l2c-f5-07-a.mp3} - -PROMPT: The students had a test *today*. yesterday {bk04-l2c-f5-08-q.mp3} -RESPONSE: They didn't have a test yesterday. {bk04-l2c-f5-08-a.mp3} - # Source: ST §They Flew to Europe $PRODUCE Type the Past Form -ID: l2-s27 -INTRO: Read each sentence and type the past form of the verb in parentheses. +ID: l2-s28 +INTRO: Last drill of this part — promise. Type the past form of the verb in parentheses. INSTRUCTION: Type the past tense form of the verb. INPUT: type CHECK: exact @@ -1308,44 +1455,13 @@ TEMPLATE: (have) Henry ____ a truck. RESPONSE: Henry had a truck. ACCEPT: had -# Source: ST §Ask "...too" Questions (SHOW_PROMPT added — printed stimuli) -$PRODUCE Did You... Too? -ID: l2-s28 -INTRO: My mother took the bus yesterday — did she take it this morning, too? Turn each statement into a past-tense question with the cue and "too". -INSTRUCTION: Make a past-tense question using the cue and "too". -INPUT: speak -CHECK: reveal -SHOW_PROMPT - -EXAMPLE -PROMPT: My mother took the bus yesterday. (this morning) -RESPONSE: Did your mother take the bus this morning, too? - -PROMPT: I got up early this morning. (last Saturday) -RESPONSE: Did you get up early last Saturday, too? - -PROMPT: I wrote to my brother. (your sister) -RESPONSE: Did you write to your sister, too? - -PROMPT: I heard the children outside. (inside) -RESPONSE: Did you hear the children inside, too? - -PROMPT: I ate a hamburger for lunch last week. (yesterday) -RESPONSE: Did you eat a hamburger for lunch yesterday, too? - -PROMPT: I brought my new cap yesterday. (this morning) -RESPONSE: Did you bring your new cap this morning, too? - -PROMPT: I swam last week. (last Monday) -RESPONSE: Did you swim last Monday, too? - -$LESSON 2-5: Talking About the Past +$SESSION 2-6: Asking About the Past # Source: LLA 2C Figure 6 -$DIALOGUE Jim's Weekend +$DIALOGUE Asking About the Weekend ID: 2c-f6 -INTRO: Time to put the past tense to work: conversations, stories, and lots of questions. First, Jim tells Joe about his weekend. Repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: In this part you'll learn to ask about the past — what, where, when, and whose. Listen to Jim and Joe talk about the weekend, and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Jim: I had a good weekend. {bk04-l2c-f6-01.mp3} @@ -1355,102 +1471,117 @@ Joe: Where did you play? {bk04-l2c-f6-04.mp3} Jim: At the base. {bk04-l2c-f6-05.mp3} Joe: When did you see the movie? {bk04-l2c-f6-06.mp3} Jim: Saturday night. I went with Bob. {bk04-l2c-f6-07.mp3} -Joe: Whose car did you take? {bk04-l2c-f6-09.mp3} -Jim: We drove his new car. {bk04-l2c-f6-10.mp3} +Joe: Whose car did you take? {bk04-l2c-f6-08.mp3} +Jim: We drove his new car. {bk04-l2c-f6-09.mp3} # Source: LLA 2C Figure 7 (Part 1) -$DIALOGUE Jeff in England -ID: 2c-f7 -INTRO: Jeff's family spent three years in England — his brother studied, Jeff played everything with a ball. Listen to the story. +$DIALOGUE Jeff's Family in England +ID: 2c-f7-story +INTRO: Listen to the story about Jeff, whose family spent three years in England — and who apparently never stopped playing sports. INSTRUCTION: Listen to the story. LINE: Jeff's father was in the Air Force. {bk04-l2c-f7-01.mp3} -LINE: Jeff and his family lived in England for three years. {bk04-l2c-f7-02.mp3} +LINE: Jeff and his family lived in England for 3 years. {bk04-l2c-f7-02.mp3} LINE: His brother was a good student there. {bk04-l2c-f7-03.mp3} LINE: He studied his lessons every day. {bk04-l2c-f7-04.mp3} LINE: Jeff liked sports. {bk04-l2c-f7-05.mp3} -LINE: He swam every morning at six o'clock. {bk04-l2c-f7-06.mp3} +LINE: He swam every morning at 6 o'clock. {bk04-l2c-f7-06.mp3} LINE: He played baseball and basketball after school. {bk04-l2c-f7-07.mp3} LINE: He learned the game of soccer at the base in England. {bk04-l2c-f7-08.mp3} # Source: LLA 2C Figure 7 (Part 2) $PRODUCE Questions About Jeff -ID: 2c-f7-b -REFERENCE -INTRO: Now answer the questions about Jeff's story aloud, then repeat the model answer. -INSTRUCTION: Answer aloud with a full sentence. +ID: 2c-f7 +REFERENCE: 2c-f7-story +INTRO: Answer each question about Jeff aloud in a complete sentence, then repeat the model answer. The story is a tap away if you need it. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal REPEAT -PROMPT: Whose father was in the Air Force? {bk04-l2c-f7-01-q.mp3} -RESPONSE: Jeff's father was in the Air Force. {bk04-l2c-f7-01-a.mp3} +PROMPT: Whose father was in the Air Force? {bk04-l2c-f7-09-q.mp3} +RESPONSE: Jeff's father was in the Air Force. {bk04-l2c-f7-09-a.mp3} -PROMPT: Where did Jeff and his family live for three years? {bk04-l2c-f7-02-q.mp3} -RESPONSE: Jeff and his family lived in England for three years. {bk04-l2c-f7-02-a.mp3} +PROMPT: Where did Jeff and his family live for 3 years? {bk04-l2c-f7-10-q.mp3} +RESPONSE: Jeff and his family lived in England for 3 years. {bk04-l2c-f7-10-a.mp3} -PROMPT: Whose brother was a good student? {bk04-l2c-f7-03-q.mp3} -RESPONSE: Jeff's brother was a good student. {bk04-l2c-f7-03-a.mp3} +PROMPT: Whose brother was a good student? {bk04-l2c-f7-11-q.mp3} +RESPONSE: Jeff's brother was a good student. {bk04-l2c-f7-11-a.mp3} -PROMPT: When did he study his lessons? {bk04-l2c-f7-04-q.mp3} -RESPONSE: He studied his lessons every day. {bk04-l2c-f7-04-a.mp3} +PROMPT: When did he study his lessons? {bk04-l2c-f7-12-q.mp3} +RESPONSE: He studied his lessons every day. {bk04-l2c-f7-12-a.mp3} -PROMPT: What did Jeff like? {bk04-l2c-f7-05-q.mp3} -RESPONSE: Jeff liked sports. {bk04-l2c-f7-05-a.mp3} +PROMPT: What did Jeff like? {bk04-l2c-f7-13-q.mp3} +RESPONSE: Jeff liked sports. {bk04-l2c-f7-13-a.mp3} -PROMPT: When did he swim? {bk04-l2c-f7-06-q.mp3} -RESPONSE: He swam every morning at six o'clock. {bk04-l2c-f7-06-a.mp3} +PROMPT: When did he swim? {bk04-l2c-f7-14-q.mp3} +RESPONSE: He swam every morning at 6 o'clock. {bk04-l2c-f7-14-a.mp3} -PROMPT: What did he play after school? {bk04-l2c-f7-07-q.mp3} -RESPONSE: He played baseball and basketball after school. {bk04-l2c-f7-07-a.mp3} +PROMPT: What did he play after school? {bk04-l2c-f7-15-q.mp3} +RESPONSE: He played baseball and basketball after school. {bk04-l2c-f7-15-a.mp3} -PROMPT: Where did he learn the game of soccer? {bk04-l2c-f7-08-q.mp3} -RESPONSE: He learned the game of soccer at the base in England. {bk04-l2c-f7-08-a.mp3} +PROMPT: Where did he learn the game of soccer? {bk04-l2c-f7-16-q.mp3} +RESPONSE: He learned the game of soccer at the base in England. {bk04-l2c-f7-16-a.mp3} -# Source: LLA 2D Figure 1 -$DIALOGUE A New Restaurant -ID: 2d-f1 -INTRO: Maj Martin wants every detail of Capt Cline's dinner out — where, with whom, and in whose car. Listen and repeat each line. -INSTRUCTION: Listen and repeat each line. -REPEAT +# Source: ST §Past Tense Questions with "Too" (cue moved to display) +$PRODUCE Did You, Too? +ID: l2-s29 +INTRO: Someone tells you what they did — you ask if it happened another time too. Use "Did you...?" and end with "too". +INSTRUCTION: Ask a past tense question with "too". +INPUT: speak +CHECK: reveal +SHOW_PROMPT -Maj_Martin: Where did you go last night? {bk04-l2d-f1-01.mp3} -Capt_Cline: I went to a new restaurant. {bk04-l2d-f1-02.mp3} +EXAMPLE +PROMPT: My mother took the bus yesterday. +TEMPLATE: (this morning) +RESPONSE: Did your mother take the bus this morning, too? -Maj_Martin: Did you go with Lieutenant Lee? {bk04-l2d-f1-03.mp3} -Capt_Cline: Yes, and his brother came too. {bk04-l2d-f1-04.mp3} +PROMPT: I got up early this morning. +TEMPLATE: (last Saturday) +RESPONSE: Did you get up early last Saturday, too? -Maj_Martin: Did you like the food? {bk04-l2d-f1-05.mp3} -Capt_Cline: Yes, it was very good. {bk04-l2d-f1-06.mp3} +PROMPT: I wrote to my brother. +TEMPLATE: (your sister) +RESPONSE: Did you write to your sister, too? -Maj_Martin: What did you eat? {bk04-l2d-f1-07.mp3} -Capt_Cline: I had beef and rice. {bk04-l2d-f1-08.mp3} +PROMPT: I heard the children outside. +TEMPLATE: (inside) +RESPONSE: Did you hear the children inside, too? -Maj_Martin: Whose car did you go in? {bk04-l2d-f1-09.mp3} -Capt_Cline: We didn't drive. We took a taxi. {bk04-l2d-f1-10a.mp3} +PROMPT: I ate a hamburger for lunch last week. +TEMPLATE: (yesterday) +RESPONSE: Did you eat a hamburger for lunch yesterday, too? + +PROMPT: I brought my new cap yesterday. +TEMPLATE: (this morning) +RESPONSE: Did you bring your new cap this morning, too? + +PROMPT: I swam last week. +TEMPLATE: (last Monday) +RESPONSE: Did you swim last Monday, too? # Source: ST §He Went to the Movies -$DIALOGUE Mark at the Movies -ID: l2-s29 -INTRO: Read the short paragraph about Mark's Saturday at the movies. Two movies in one night — the man commits. -INSTRUCTION: Read the paragraph. - -LINE: Mark went to the movies last Saturday. -LINE: He drove his father's car. -LINE: Before the movie, he bought a snack. -LINE: He saw two movies. -LINE: Then he drove home at 10:00 p.m. - -# Source: ST §Answer About the Movies (INPUT changed to speak — full-sentence answers) -$PRODUCE Questions About the Movies +$DIALOGUE He Went to the Movies ID: l2-s30 -REFERENCE -INTRO: Now answer the questions about Mark's evening aloud. The paragraph is there if you need it. -INSTRUCTION: Answer the questions aloud. +INTRO: A short story about Mark's Saturday. Read it — questions follow. +INSTRUCTION: Read the story. + +Narrator: Mark went to the movies last Saturday. +Narrator: He drove his father's car. +Narrator: Before the movie, he bought a snack. +Narrator: He saw two movies. +Narrator: Then he drove home at 10:00 p.m. + +# Source: ST §Questions: He Went to the Movies +$PRODUCE Questions: He Went to the Movies +ID: l2-s31 +REFERENCE: l2-s30 +INTRO: Answer each question about Mark aloud in a full sentence. The story is there if you need it. +INSTRUCTION: Answer the questions about the story aloud. INPUT: speak -CHECK: llm +CHECK: reveal SHOW_PROMPT -RUBRIC: Treat the model answer as the factual key; accept any phrasing or short form of the same fact(s). PROMPT: Who went to the movies? RESPONSE: Mark went to the movies. @@ -1464,470 +1595,484 @@ RESPONSE: He went last Saturday. PROMPT: Whose car did he drive? RESPONSE: He drove his father's car. -PROMPT: What did he buy before the movie? +PROMPT: What did he buy? RESPONSE: He bought a snack. PROMPT: How many movies did he see? RESPONSE: He saw two movies. -PROMPT: What time did he drive home? -RESPONSE: He drove home at 10:00 p.m. +PROMPT: What time did he go home? +RESPONSE: He went home at 10:00 p.m. # Source: ST §What Did He Do? $DIALOGUE Sgt Brown at the BX -ID: l2-s31 -INTRO: Sgt Brown went shopping at the BX — a razor, three tapes, and one pack of cigarettes. Read what he did. -INSTRUCTION: Read the paragraph. - -LINE: Sgt Brown went to the BX yesterday afternoon. -LINE: He bought a razor and three tapes for his son. -LINE: He bought a pack of cigarettes, too. -LINE: Then he drove home. -LINE: He listened to his son's new tapes in his car. -LINE: He liked two and didn't like one. -LINE: His son came home at 1600. -LINE: "Thanks for the tapes, Dad," he said. - -# Source: ST §Ask and Answer About Sgt Brown -$PRODUCE Ask and Answer: Sgt Brown ID: l2-s32 -REFERENCE -INTRO: Now you ask the questions. For each underlined part, ask a past-tense question about it, then answer it — like a reporter interviewing yourself. -INSTRUCTION: Ask a question about the underlined part, then answer it. +INTRO: Read what Sgt Brown did yesterday — shopping, tapes, and one honest review. +INSTRUCTION: Read the story of Sgt Brown. + +Narrator: Sgt Brown went to the BX yesterday afternoon. +Narrator: He bought a razor and three tapes for his son. +Narrator: He bought a pack of cigarettes, too. +Narrator: Then he drove home. +Narrator: He listened to his son's new tapes in his car. +Narrator: He liked two and didn't like one. +Narrator: His son came home at 1600. +Narrator: "Thanks for the tapes, Dad," he said. + +# Source: ST §Questions: What Did He Do? (numbered cues converted to display cues) +$PRODUCE Ask and Answer: Sgt Brown +ID: l2-s33 +REFERENCE: l2-s32 +INTRO: Now you make the questions. Each card shows an answer from the story — ask the question that fits it, then say the answer. Open the story whenever you need it. +INSTRUCTION: Ask the question for the cue, then answer it. INPUT: speak -CHECK: llm -RUBRIC: The learner must produce a past-tense question equivalent to the model's question (same fact asked about), followed by an answer stating the same fact as the model. Accept any natural phrasing or short forms. +CHECK: reveal -TEMPLATE: Sgt Brown went to *the BX* yesterday afternoon. -RESPONSE: Where did Sgt Brown go? He went to the BX. +TEMPLATE: the BX +RESPONSE: Where did Sgt Brown go?\n— He went to the BX. -TEMPLATE: Sgt Brown went to the BX *yesterday afternoon*. -RESPONSE: When did he go? He went yesterday afternoon. +TEMPLATE: yesterday afternoon +RESPONSE: When did he go to the BX?\n— He went yesterday afternoon. -TEMPLATE: He bought a *razor and three tapes* for his son. -RESPONSE: What did he buy for his son? He bought a razor and three tapes. +TEMPLATE: a razor and three tapes / a pack of cigarettes +RESPONSE: What did he buy?\n— He bought a razor and three tapes for his son, and a pack of cigarettes. -TEMPLATE: He bought *a pack of cigarettes*, too. -RESPONSE: What else did he buy? He bought a pack of cigarettes, too. +TEMPLATE: his son's new tapes +RESPONSE: What did he listen to in his car?\n— He listened to his son's new tapes. -TEMPLATE: He listened to *his son's new tapes* in his car. -RESPONSE: What did he listen to in his car? He listened to his son's new tapes. +TEMPLATE: two +RESPONSE: How many tapes did he like?\n— He liked two tapes. -TEMPLATE: He liked *two* and didn't like one. -RESPONSE: How many tapes did he like? He liked two. +TEMPLATE: at 1600 +RESPONSE: What time did his son come home?\n— His son came home at 1600. -TEMPLATE: His son came home *at 1600*. -RESPONSE: When did his son come home? His son came home at 1600. - -TEMPLATE: "Thanks for the tapes, Dad," *he* said. -RESPONSE: Who said thanks? His son said thanks. +TEMPLATE: he (his son) +RESPONSE: Who said, "Thanks for the tapes, Dad"?\n— His son said it. # Source: ST §What Did They Study? -$DIALOGUE Sandy and Harry Study -ID: l2-s33 -INTRO: Sandy and Harry had a French test this morning. Read how they prepared — spoiler: the library was involved. +$DIALOGUE What Did They Study? +ID: l2-s34 +INTRO: One more short story: Sandy, Harry, and a French test. Read it. INSTRUCTION: Read the paragraph. -LINE: Sandy and Harry walked to the library last night. -LINE: They studied French. -LINE: They studied for a French test they had this morning. -LINE: Harry had a very good French book. -LINE: Sandy studied Harry's French book. -LINE: They took the test at 10:00 this morning. +Narrator: Sandy and Harry walked to the library last night. +Narrator: They studied French. +Narrator: They studied for a French test they had this morning. +Narrator: Harry had a very good French book. +Narrator: Sandy studied Harry's French book. +Narrator: They took the test at 10:00 this morning. -# Source: ST §Ask and Answer About the Library -$PRODUCE Ask and Answer: The Library -ID: l2-s34 -REFERENCE -INTRO: Again, you're the interviewer: ask about the underlined part of each sentence, then answer your own question. -INSTRUCTION: Ask a question about the underlined part, then answer it. +# Source: ST §Questions: What Did They Study? (numbered cues converted to display cues) +$PRODUCE Ask and Answer: The French Test +ID: l2-s35 +REFERENCE: l2-s34 +INTRO: Same game as before: each cue is an answer from the story. Ask the matching question, then give the answer. +INSTRUCTION: Ask the question for the cue, then answer it. INPUT: speak -CHECK: llm -RUBRIC: The learner must produce a past-tense question equivalent to the model's question (same fact asked about), followed by an answer stating the same fact as the model. Accept any natural phrasing or short forms. +CHECK: reveal -TEMPLATE: Sandy and Harry walked to *the library* last night. -RESPONSE: Where did Sandy and Harry walk? They walked to the library. +TEMPLATE: the library +RESPONSE: Where did Sandy and Harry walk?\n— They walked to the library. -TEMPLATE: Sandy and Harry walked to the library *last night*. -RESPONSE: When did they walk to the library? They walked there last night. +TEMPLATE: last night +RESPONSE: When did they walk to the library?\n— They walked to the library last night. -TEMPLATE: *They* studied for a French test they had this morning. -RESPONSE: Who studied for the French test? Sandy and Harry did. +TEMPLATE: They (Sandy and Harry) +RESPONSE: Who studied for a French test?\n— Sandy and Harry did. -TEMPLATE: Harry had *a very good French book*. -RESPONSE: What did Harry have? He had a very good French book. +TEMPLATE: a very good French book +RESPONSE: What did Harry have?\n— Harry had a very good French book. -TEMPLATE: Sandy studied *Harry's French book*. -RESPONSE: Whose book did Sandy study? She studied Harry's French book. +TEMPLATE: Harry's French book +RESPONSE: What did Sandy study?\n— Sandy studied Harry's French book. -TEMPLATE: They took the test *at 10:00 this morning*. -RESPONSE: What time did they take the test? They took the test at 10:00 this morning. +TEMPLATE: at 10:00 this morning +RESPONSE: What time did they take the test?\n— They took the test at 10:00 this morning. # Source: ST §Where Did You Go Yesterday? $DIALOGUE Where Did You Go Yesterday? -ID: l2-s35 -INTRO: Ted went looking for Ben yesterday. Ben, naturally, was at the BX — where Ted wanted to go. Listen and repeat the dialog. -INSTRUCTION: Listen and repeat the dialog. +ID: l2-s36 +INTRO: Ted and Ben keep missing each other. Listen and repeat the dialog — it's full of the question forms you've been practicing. +INSTRUCTION: Repeat and read the dialog. REPEAT Ted: Where were you yesterday evening? + Ben: Oh, did you come to my room? + Ted: Yeah, I went there at 1800 hours. + Ben: I went to the BX. + Ted: Oh no! I wanted to ask you to go with me. + Ben: Where? + Ted: To the BX. + Ben: Didn't you go yesterday? + Ted: No, I didn't. Let's go today. + Ben: Okay. -# Source: LLA 2B Figure 7 (Dialog 1) — placed here with the past-tense strand it reinforces -$DIALOGUE Late This Morning -ID: 2b-f7 -INTRO: Jim was late this morning — and so was his bus. Listen to how he finally got to work. -INSTRUCTION: Listen to the dialogue. - -LINE: You were late this morning, Jim. {bk04-l2b-f7-d1-01.mp3} -LINE: I know. I didn't get up on time. {bk04-l2b-f7-d1-02.mp3} -LINE: Did you take the bus to work? {bk04-l2b-f7-d1-03.mp3} -LINE: No, the bus was late, too. {bk04-l2b-f7-d1-04.mp3} -LINE: What did you do? {bk04-l2b-f7-d1-05.mp3} -LINE: I took a taxi. {bk04-l2b-f7-d1-06.mp3} - -# Source: LLA 2B Figure 7 (Question 1) -$PRODUCE Question: Late This Morning -ID: 2b-f7-b -REFERENCE -INTRO: Now answer the question about Jim's morning in a complete sentence. -INSTRUCTION: Answer the question aloud. +# Source: ST §Ask and Answer Some Questions (gapped cues moved to display; open production) +$PRODUCE Ask Your Own Questions +ID: l2-s37 +INTRO: Your turn to be the curious one. Make a past tense question starting with the word shown — any question you like, about anyone. +INSTRUCTION: Ask a past tense question starting with the word shown. 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. +RUBRIC: Accept any grammatically correct past tense question beginning with the specified question word. The topic is the learner's choice; the model answer is only an example. -PROMPT: Did Jim take a bus or a taxi to work this morning? {bk04-l2b-f7-01.mp3} -RESPONSE: He took a taxi. {bk04-l2b-f7-01-a.mp3} +TEMPLATE: Where ____? +RESPONSE: Where did you eat lunch yesterday? -# Source: LLA 2B Figure 7 (Dialog 2) -$DIALOGUE Let's Play Basketball -ID: 2b-f7-c -INTRO: Two boys, one TV, too many games on it. Listen to what they decide to do instead. -INSTRUCTION: Listen to the dialogue. +TEMPLATE: When ____? +RESPONSE: When did you begin to study English? -LINE: What's on TV? {bk04-l2b-f7-d2-01.mp3} -LINE: There's a football game and a soccer game. {bk04-l2b-f7-d2-02.mp3} -LINE: Do you want to watch a game? {bk04-l2b-f7-d2-03.mp3} -LINE: No, I want to go outside. {bk04-l2b-f7-d2-04.mp3} -LINE: Me too. {bk04-l2b-f7-d2-05.mp3} -LINE: Good, let's play basketball. {bk04-l2b-f7-d2-06.mp3} +TEMPLATE: What time ____? +RESPONSE: What time did you leave your barracks? -# Source: LLA 2B Figure 7 (Question 2) -$PRODUCE Question: Basketball -ID: 2b-f7-d -REFERENCE -INTRO: Answer the question about the boys 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. +TEMPLATE: Who ____? +RESPONSE: Who visited you on the weekend? -PROMPT: What do the boys want to do? {bk04-l2b-f7-02.mp3} -RESPONSE: They want to go outside and play basketball. {bk04-l2b-f7-02-a.mp3} +TEMPLATE: How many ____? +RESPONSE: How many hours did you watch TV last week? -$LESSON 2-6: Sounds, Spelling, and Listening +# SKIPPED (book): ST Listening Skill "LISTEN AND CIRCLE" (p. 51) — instructor-read listening comprehension paragraphs without audio stimulus; convertible later with chosen items + TTS. -# Source: ST §LET -$DIALOGUE The LET Sound -ID: l2-s18 -INTRO: Last part: sounds, spelling, and some listening. Your ears do most of the work here. Start by repeating these words — they all share the vowel of "let". -INSTRUCTION: Listen and repeat these words. +$SESSION 2-7: Dinner Out and Listening Practice + +# Source: LLA 2D Figure 1 +$DIALOGUE Dinner at a Restaurant +ID: 4-2d-f1 +INTRO: This part puts the whole lesson together — a night out, some tricky sounds, and two listening stories. First, Major Martin asks Captain Cline about his dinner out. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT -LINE: bed -LINE: every -LINE: never -LINE: cents -LINE: example -LINE: September -LINE: check -LINE: general -LINE: test -LINE: desk -LINE: get -LINE: said -LINE: eggs -LINE: hello -LINE: yesterday +Maj_Martin: Where did you go last night? {bk04-l2d-f1-01.mp3} +Capt_Cline: I went to a new restaurant. {bk04-l2d-f1-02.mp3} +Maj_Martin: Did you go with Lieutenant Lee? {bk04-l2d-f1-03.mp3} +Capt_Cline: Yes, and his brother came too. {bk04-l2d-f1-04.mp3} +Maj_Martin: Did you like the food? {bk04-l2d-f1-05.mp3} +Capt_Cline: Yes, it was very good. {bk04-l2d-f1-06.mp3} +Maj_Martin: What did you eat? {bk04-l2d-f1-07.mp3} +Capt_Cline: I had beef and rice. {bk04-l2d-f1-08.mp3} +Maj_Martin: Whose car did you go in? {bk04-l2d-f1-09.mp3} +Capt_Cline: We didn't drive. We took a taxi. {bk04-l2d-f1-10.mp3} -# Source: ST §LOOK -$DIALOGUE The LOOK Sound -ID: l2-s19 -INTRO: Now words with the vowel of "look" — you'll recognize some past-tense friends in there: took, stood, put. -INSTRUCTION: Listen and repeat these words. -REPEAT +# Source: LLA 2D Figure 1 (role-play pass) +$DIALOGUE Take Captain Cline's Part +ID: 4-2d-f1-role +REFERENCE: 4-2d-f1 +PLAY_ROLE: Capt_Cline +INTRO: Same conversation — but now you had the beef and rice. Answer Major Martin in the pauses. +INSTRUCTION: You are Captain Cline — speak your lines in the pauses. -LINE: book -LINE: look -LINE: cook -LINE: good -LINE: put -LINE: foot -LINE: took -LINE: stood - -# Source: ST §PULL / POOL -$DIALOGUE Pull or Pool? -ID: l2-s9 -INTRO: Pull or pool? Full or fool? Repeat each pair and feel the difference between the two vowels. -INSTRUCTION: Repeat the word pairs. -REPEAT - -LINE: soot — suit -LINE: pull — pool -LINE: look — Luke -LINE: full — fool -LINE: wood — wooed -LINE: stood — stewed -LINE: should — shoed -LINE: could — cooed - -# SKIPPED (book): ST Listening-skill "SAME/DIFFERENT" and "FOOD / FOOT" minimal-pair drills, and the -# /š/–/ž/ "SAME/DIFFERENT" and "RUSH/ROUGE" blocks (ST pp. 40–41) — instructor-read stimuli with no -# recorded audio or printed word pairs; convertible later with chosen items + TTS. The same skills are -# covered below with real cassette audio (LLA 2D Figures 2–4). +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "RUSH / ROUGE" (pp. 40–41) — instructor-read stimuli with no printed text; the same discrimination practice is covered with cassette audio in the two activities below. # Source: LLA 2D Figure 2 $SELECT Same or Different? -ID: 2d-f2 -INTRO: You'll hear two words. Do they end with the same sound, or different sounds? Tap your answer — some of these pairs are very sneaky. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +ID: 4-2d-f2 +INTRO: Sharpen your ears. You'll hear two words — tap "Same" if they sound the same, "Different" if they don't. +INSTRUCTION: Tap Same or Different. +HIDE_PROMPT +OPTION: s | Same +OPTION: d | Different EXAMPLE -PROMPT: Asher, azure. {bk04-l2d-f2-ex.mp3} +PROMPT: Asher ... Azure {bk04-l2d-f2-ex.mp3} ANSWER: d -PROMPT: mesher, measure. {bk04-l2d-f2-01.mp3} +PROMPT: measure ... measure {bk04-l2d-f2-01.mp3} ANSWER: d -PROMPT: glacier, glazier. {bk04-l2d-f2-02.mp3} +PROMPT: glacier ... glazier {bk04-l2d-f2-02.mp3} ANSWER: d -PROMPT: beige, beige. {bk04-l2d-f2-03.mp3} +PROMPT: beige ... beige {bk04-l2d-f2-03.mp3} ANSWER: s -PROMPT: raush, rouge. {bk04-l2d-f2-04.mp3} +PROMPT: rausch ... rouge {bk04-l2d-f2-04.mp3} ANSWER: d -PROMPT: wash, wash. {bk04-l2d-f2-05.mp3} +PROMPT: wash ... wash {bk04-l2d-f2-05.mp3} ANSWER: s -PROMPT: ocean, ocean. {bk04-l2d-f2-06.mp3} +PROMPT: ocean ... ocean {bk04-l2d-f2-06.mp3} ANSWER: s -PROMPT: fission, vision. {bk04-l2d-f2-07.mp3} +PROMPT: fission ... vision {bk04-l2d-f2-07.mp3} ANSWER: d -PROMPT: finish, finish. {bk04-l2d-f2-08.mp3} +PROMPT: finish ... finish {bk04-l2d-f2-08.mp3} ANSWER: s -PROMPT: dilution, delusion. {bk04-l2d-f2-09.mp3} +PROMPT: dilution ... delusion {bk04-l2d-f2-09.mp3} ANSWER: d -PROMPT: pleasure, pleasure. {bk04-l2d-f2-10.mp3} +PROMPT: pleasure ... pleasure {bk04-l2d-f2-10.mp3} ANSWER: s # Source: LLA 2D Figure 3 -$SELECT SH or ZH? -ID: 2d-f3 -INTRO: One word at a time now. Does it have the SH sound of "she", or the ZH sound of "vision"? Tap A or B. -INSTRUCTION: Tap A for the SH sound or B for the ZH sound. -OPTION: a | SH sound (as in she) -OPTION: b | ZH sound (as in vision) +$SELECT Which Sound Do You Hear? +ID: 4-2d-f3 +INTRO: Now name the sound. Listen to each word and tap the sound you hear: the "sh" of "she", or the softer sound in "vision". Then repeat the word. +INSTRUCTION: Tap the sound you hear. +HIDE_PROMPT +REPEAT + +OPTION: a | /ʃ/ sound (as in she) +OPTION: b | /ʒ/ sound (as in vision) EXAMPLE -PROMPT: leisure, leisure. {bk04-l2d-f3-ex.mp3} +PROMPT: leisure {bk04-l2d-f3-ex.mp3} ANSWER: b PROMPT: usual {bk04-l2d-f3-01.mp3} ANSWER: b +FEEDBACK: usual {bk04-l2d-f3-fb01.mp3} PROMPT: garage {bk04-l2d-f3-02.mp3} ANSWER: b +FEEDBACK: garage {bk04-l2d-f3-fb02.mp3} PROMPT: shower {bk04-l2d-f3-03.mp3} ANSWER: a +FEEDBACK: shower {bk04-l2d-f3-fb03.mp3} PROMPT: direction {bk04-l2d-f3-04.mp3} ANSWER: a +FEEDBACK: direction {bk04-l2d-f3-fb04.mp3} PROMPT: explosion {bk04-l2d-f3-05.mp3} ANSWER: b +FEEDBACK: explosion {bk04-l2d-f3-fb05.mp3} PROMPT: collision {bk04-l2d-f3-06.mp3} ANSWER: b +FEEDBACK: collision {bk04-l2d-f3-fb06.mp3} PROMPT: aviation {bk04-l2d-f3-07.mp3} ANSWER: a +FEEDBACK: aviation {bk04-l2d-f3-fb07.mp3} PROMPT: television {bk04-l2d-f3-08.mp3} ANSWER: b +FEEDBACK: television {bk04-l2d-f3-fb08.mp3} PROMPT: special {bk04-l2d-f3-09.mp3} ANSWER: a +FEEDBACK: special {bk04-l2d-f3-fb09.mp3} PROMPT: decision {bk04-l2d-f3-10.mp3} ANSWER: b +FEEDBACK: decision {bk04-l2d-f3-fb10.mp3} -# Source: LLA 2D Figure 4 (+3 distinct items merged from ST §Write: SH, which is otherwise dropped as a twin) +# Source: LLA 2D Figure 4; three extra words merged from ST §Write: sh (TTS items at the end) $PRODUCE Spell It with SH -ID: 2d-f4 +ID: 4-2d-f4 INPUT: type CHECK: exact -INTRO: Listen to each word and type the missing letters. They're always s-h — this one's about your ears and your spelling, not suspense. -INSTRUCTION: Type the missing letters ("sh"). +HIDE_PROMPT +REPEAT +INTRO: The "sh" sound has a spelling to match. Listen to each word, type the "sh" that completes it, then repeat the word. +INSTRUCTION: Type "sh" to complete the word. -PROMPT: Show {bk04-l2d-f4-01.mp3} +PROMPT: show {bk04-l2d-f4-01.mp3} TEMPLATE: ____ow -RESPONSE: show {bk04-l2d-f4-01.mp3} -ACCEPT: sh | Sh +RESPONSE: show +ACCEPT: sh | SH -PROMPT: Ship {bk04-l2d-f4-02.mp3} +PROMPT: ship {bk04-l2d-f4-02.mp3} TEMPLATE: ____ip -RESPONSE: ship {bk04-l2d-f4-02.mp3} -ACCEPT: sh | Sh +RESPONSE: ship +ACCEPT: sh | SH -PROMPT: Fish {bk04-l2d-f4-03.mp3} +PROMPT: fish {bk04-l2d-f4-03.mp3} TEMPLATE: fi____ -RESPONSE: fish {bk04-l2d-f4-03.mp3} -ACCEPT: sh | Sh +RESPONSE: fish +ACCEPT: sh | SH -PROMPT: She {bk04-l2d-f4-04.mp3} +PROMPT: she {bk04-l2d-f4-04.mp3} TEMPLATE: ____e -RESPONSE: she {bk04-l2d-f4-04.mp3} -ACCEPT: sh | Sh +RESPONSE: she +ACCEPT: sh | SH -PROMPT: Shower {bk04-l2d-f4-05.mp3} +PROMPT: shower {bk04-l2d-f4-05.mp3} TEMPLATE: ____ower -RESPONSE: shower {bk04-l2d-f4-05.mp3} -ACCEPT: sh | Sh +RESPONSE: shower +ACCEPT: sh | SH -PROMPT: Shave {bk04-l2d-f4-06.mp3} +PROMPT: shave {bk04-l2d-f4-06.mp3} TEMPLATE: ____ave -RESPONSE: shave {bk04-l2d-f4-06.mp3} -ACCEPT: sh | Sh +RESPONSE: shave +ACCEPT: sh | SH -PROMPT: Dish {bk04-l2d-f4-07.mp3} +PROMPT: dish {bk04-l2d-f4-07.mp3} TEMPLATE: di____ -RESPONSE: dish {bk04-l2d-f4-07.mp3} -ACCEPT: sh | Sh +RESPONSE: dish +ACCEPT: sh | SH -PROMPT: Shirt {bk04-l2d-f4-08.mp3} +PROMPT: shirt {bk04-l2d-f4-08.mp3} TEMPLATE: ____irt -RESPONSE: shirt {bk04-l2d-f4-08.mp3} -ACCEPT: sh | Sh +RESPONSE: shirt +ACCEPT: sh | SH PROMPT: English {bk04-l2d-f4-09.mp3} TEMPLATE: Engli____ -RESPONSE: English {bk04-l2d-f4-09.mp3} -ACCEPT: sh | Sh +RESPONSE: English +ACCEPT: sh | SH -PROMPT: Shoe {bk04-l2d-f4-10.mp3} +PROMPT: shoe {bk04-l2d-f4-10.mp3} TEMPLATE: ____oe -RESPONSE: shoe {bk04-l2d-f4-10.mp3} -ACCEPT: sh | Sh +RESPONSE: shoe +ACCEPT: sh | SH -# Source: ST §Write: SH (merged distinct items) -PROMPT: Short +PROMPT: short TEMPLATE: ____ort RESPONSE: short -ACCEPT: sh | Sh +ACCEPT: sh | SH PROMPT: Spanish TEMPLATE: Spani____ RESPONSE: Spanish -ACCEPT: sh | Sh +ACCEPT: sh | SH -PROMPT: Sheet +PROMPT: sheet TEMPLATE: ____eet RESPONSE: sheet -ACCEPT: sh | Sh +ACCEPT: sh | SH + +# DROPPED (book): ST §Write: sh (l2-s18) — TTS twin of the cassette drill above; its distinct words (short, Spanish, sheet) were merged into it. # Source: LLA 2D Figure 5 (Paragraph 1) $DIALOGUE Janet and Jim's Family -ID: 2d-f5 -INTRO: Listening practice now. Janet, Jim, and their parents all love sports — unfortunately, all different ones. Listen to the paragraph. +ID: 4-2d-f5-p1 +INTRO: Two listening stories to finish. First: Janet, Jim, and a family that can't agree on which sport to watch. Just listen. INSTRUCTION: Listen to the paragraph. -LINE: Janet and Jim are students. {bk04-l2d-f5-p1-01.mp3} -LINE: She plays soccer and swims every weekend. {bk04-l2d-f5-p1-02.mp3} -LINE: Her brother Jim likes football and basketball. {bk04-l2d-f5-p1-03.mp3} -LINE: He plays different sports with his friends after class. {bk04-l2d-f5-p1-04.mp3} -LINE: Her mother and father like tennis. {bk04-l2d-f5-p1-05.mp3} -LINE: They play every evening. {bk04-l2d-f5-p1-06.mp3} -LINE: After dinner, Janet and Jim do their homework. {bk04-l2d-f5-p1-07.mp3} -LINE: They watch games on TV with their mother and father after that. {bk04-l2d-f5-p1-08.mp3} -LINE: They all want to watch different sports. {bk04-l2d-f5-p1-09.mp3} +LINE: Janet and Jim are students. She plays soccer and swims every weekend. {bk04-l2d-f5-01.mp3} +LINE: Her brother Jim likes football and basketball. {bk04-l2d-f5-02.mp3} +LINE: He plays different sports with his friends after class. {bk04-l2d-f5-03.mp3} +LINE: Her mother and father like tennis. They play every evening. {bk04-l2d-f5-04.mp3} +LINE: After dinner, Janet and Jim do their homework. {bk04-l2d-f5-05.mp3} +LINE: They watch games on TV with their mother and father after that. {bk04-l2d-f5-06.mp3} +LINE: They all want to watch different sports. {bk04-l2d-f5-07.mp3} -# Source: LLA 2D Figure 5 (Question 1) — REFERENCE added so the paragraph can be reviewed -$SELECT The True Statement: Janet and Jim -ID: 2d-f5-b -REFERENCE -INTRO: Now tap the statement that's true about Janet and Jim's family. +# Source: LLA 2D Figure 5 (Question 1) +$SELECT Question: Janet and Jim +ID: 4-2d-f5-q1 +REFERENCE: 4-2d-f5-p1 +INTRO: One question about the family. Tap the statement that's true — replay the story if you need to. INSTRUCTION: Tap the true statement. -TEMPLATE: Which statement is true? +PROMPT: Which statement is true? OPTION: a | Jim and Janet don't study. -OPTION: b | Janet's family likes sports. {bk04-l2d-f5-p1-ans.mp3} +OPTION: b | Janet's family likes sports. OPTION: c | Janet's mother doesn't play tennis. OPTION: d | Janet's father is a tennis instructor. ANSWER: b +FEEDBACK: Janet's family likes sports. {bk04-l2d-f5-fb1.mp3} # Source: LLA 2D Figure 5 (Paragraph 2) $DIALOGUE Frank Martin -ID: 2d-f5-c -INTRO: One more paragraph: Frank Martin, an airplane mechanic with a plan for his future. Listen carefully. +ID: 4-2d-f5-p2 +INTRO: Second story: Frank Martin, an airplane mechanic with bigger plans. Just listen. INSTRUCTION: Listen to the paragraph. -LINE: Frank Martin is 23 years old. {bk04-l2d-f5-p2-01.mp3} -LINE: He has a wife and one child. {bk04-l2d-f5-p2-02.mp3} -LINE: He lives in Texas and works on an Air Force base. {bk04-l2d-f5-p2-03.mp3} -LINE: He's an airplane mechanic. {bk04-l2d-f5-p2-04.mp3} -LINE: At work, he watches the airplanes and talks to the pilots. {bk04-l2d-f5-p2-05.mp3} -LINE: Frank's father was an Air Force pilot, and Frank wants to be one too. {bk04-l2d-f5-p2-06.mp3} +LINE: Frank Martin is 23 years old. He has a wife and one child. {bk04-l2d-f5-08.mp3} +LINE: He lives in Texas and works on an Air Force base. {bk04-l2d-f5-09.mp3} +LINE: He's an airplane mechanic. {bk04-l2d-f5-10.mp3} +LINE: At work, he watches the airplanes and talks to the pilots. {bk04-l2d-f5-11.mp3} +LINE: Frank's father was an Air Force pilot, and Frank wants to be one too. {bk04-l2d-f5-12.mp3} -# Source: LLA 2D Figure 5 (Question 2) — REFERENCE added so the paragraph can be reviewed -$SELECT The True Statement: Frank Martin -ID: 2d-f5-d -REFERENCE -INTRO: Tap the statement that's true about Frank. +# Source: LLA 2D Figure 5 (Question 2) +$SELECT Question: Frank Martin +ID: 4-2d-f5-q2 +REFERENCE: 4-2d-f5-p2 +INTRO: One question about Frank. Tap the statement that's true. INSTRUCTION: Tap the true statement. -TEMPLATE: Which statement is true? +PROMPT: Which statement is true? OPTION: a | Frank is a civilian. OPTION: b | Frank is a military officer. OPTION: c | Frank wants to be a mechanic. -OPTION: d | Frank wants to fly airplanes. {bk04-l2d-f5-p2-ans.mp3} +OPTION: d | Frank wants to fly airplanes. ANSWER: d +FEEDBACK: Frank wants to fly airplanes. {bk04-l2d-f5-fb2.mp3} -# SKIPPED (book): remaining ST Lesson 2 skill drills (pp. 51–55) — the open "ask and answer 5 -# questions" pair task; "LISTEN AND CIRCLE" comprehension MCQs (spoken paragraphs not printed → no -# stimulus; convertible later with chosen items + TTS); timed "circle the same word as the key word" -# speed drills; the /w/–/r/ listening (WAG/RAG) and speaking (RAKE/WAKE) drills (instructor-read); -# the "What does Peggy wear?" reading paragraph and the "categorizing" writing skill (exercise -# bodies missing from the extraction). +# Source: ST §What Does Peggy Like to Wear? +$DIALOGUE What Does Peggy Like to Wear? +ID: l2-s39 +INTRO: One more reading — Peggy and her wardrobe for every occasion. Notice the past form "wore" near the end. +INSTRUCTION: Read the paragraph. + +Narrator: Peggy works Monday to Friday. +VOCAB: to wear +Narrator: She likes to wear dresses, skirts, and blouses to work. +Narrator: On Saturdays, she cleans her room and her car. +Narrator: She wears pants and T-shirts. +Narrator: Peggy and her friends sometimes go to a restaurant. +Narrator: They wear dresses or skirts and blouses. +Narrator: Peggy wore pants and a blouse last night. +Narrator: She went to a baseball game. + +$SESSION 2-8: Extra Practice — Sounds and the Alphabet + +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" (p. 35) and "FOOD / FOOT" (p. 36) — instructor-read discrimination drills with no printed audio stimuli; convertible later with chosen items + TTS. + +# Source: ST §Pull / Pool +$DIALOGUE Pull or Pool +ID: l2-s9 +INTRO: A short extra part to finish the lesson: sound pairs and word practice. First, word pairs where only the vowel changes — "pull" and "pool" are not the same word. Repeat each pair. +INSTRUCTION: Repeat the words; then read them. +REPEAT + +LINE: soot — suit pull — pool look — Luke full — fool wood — wooed stood — stewed should — shoed could — cooed + +# Source: ST §Speaking Skill: Let +$DIALOGUE Words That Sound Like "Let" +ID: l2-s19 +INTRO: These words all share the vowel of "let". Repeat each one. +INSTRUCTION: Repeat and read these words. +REPEAT + +LINE: bed every never cents example +LINE: September check general test desk get said eggs hello yesterday + +# Source: ST §Speaking Skill: Look +$DIALOGUE Words That Sound Like "Look" +ID: l2-s20 +INTRO: And these share the vowel of "look". Repeat each one. +INSTRUCTION: Repeat and read these words. +REPEAT + +LINE: book look cook good put foot took stood + +# SKIPPED (book): ST Listening Skills "SAME/DIFFERENT" and "WAG / RAG" (/w/–/r/, p. 55) — instructor-read discrimination drills with no printed audio stimuli; convertible later with chosen items + TTS. + +# Source: ST §Rake / Wake +$DIALOGUE Rake or Wake +ID: l2-s40 +INTRO: Last sound pair: "r" and "w". Say each pair — your mouth should move differently for each word. +INSTRUCTION: Read and repeat the minimal pairs. +REPEAT + +LINE: read — weed run — one reap — weep ray — way rate — wait racks — wax rich — witch rye — y red — wed rest — west + +# SKIPPED (book): ST Reading Skills "CIRCLE THE SAME WORD AS THE KEY WORD" (pp. 52–54) — timed speed-reading / scanning exercises; no workable interaction in this format. # Source: ST §Alphabetical Order $SELECT Alphabetical Order -ID: l2-s36 +ID: l2-s38 ORDER -INTRO: Last activity of the lesson: put each group of words in dictionary order. Then you're done — you learned the ranks, told military time, and survived twenty-seven irregular verbs. Dismissed. +INTRO: One last exercise for the lesson: put each set of words in dictionary order, A to Z. Then you're done — go take a twenty-minute break; you've earned it. INSTRUCTION: Put the words in alphabetical order. EXAMPLE -TEMPLATE: Put these words in alphabetical order. +TEMPLATE: Arrange these words from A to Z. OPTION: a | captain OPTION: b | cents OPTION: c | check @@ -1935,7 +2080,7 @@ OPTION: d | clean OPTION: e | cook ANSWER: a,b,c,d,e -TEMPLATE: Put these words in alphabetical order. +TEMPLATE: Arrange these words from A to Z. OPTION: a | soccer OPTION: b | sports OPTION: c | salute @@ -1943,7 +2088,7 @@ OPTION: d | sergeant OPTION: e | shower ANSWER: c,d,e,a,b -TEMPLATE: Put these words in alphabetical order. +TEMPLATE: Arrange these words from A to Z. OPTION: a | restaurant OPTION: b | room OPTION: c | rice @@ -1951,7 +2096,7 @@ OPTION: d | rank OPTION: e | Russian ANSWER: d,a,c,b,e -TEMPLATE: Put these words in alphabetical order. +TEMPLATE: Arrange these words from A to Z. 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suit, shirts, boots, slacks, a necktie, a belt, a jacket, socks, and hats} FORMAT: 2 -DESCRIPTION: Clothing and sleep vocabulary, doing things well, ability with can and can't, permission with can and may, obligation with must, and basic punctuation. +DIOCO_DOC_ID: alc_book4_lesson3 +DESCRIPTION: Clothing vocabulary, ability with "can" and "can't", permission with "may" and "can", obligation with "must", plus sound practice, dictation, and punctuation basics. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_INTRO: aoede | Warm, lightly witty teacher-narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: Capt_Collins | achird | Male military officer -VOICE: Capt_Andrews | schedar | Male military officer -VOICE: Alan | schedar | Male -VOICE: Paul | rasalgethi | Male -VOICE: Beth | leda | Female -VOICE: Jane | aoede | Female -VOICE: Lt_Martin | achird | Male military officer -VOICE: Maj_Mills | schedar | Male military officer -VOICE: Sgt_Cole | achird | Male military student -VOICE: Sgt_Ward | charon | Male military officer +VOICE: Collins | charon | Male military officer +VOICE: Andrews | achird | Male military officer +VOICE: Alan | charon | Male speaker +VOICE: Paul | achird | Male speaker +VOICE: Beth | aoede | Female speaker +VOICE: Jane | gacrux | Female speaker +VOICE: Lt_Martin | achird | Male officer +VOICE: Maj_Mills | charon | Male officer +VOICE: Mrs_Wilson | aoede | Female teacher +VOICE: Sgt_Cole | achird | Male sergeant +VOICE: Sgt_Ward | charon | Male sergeant +VOICE: Student1 | achird | Male student +VOICE: Student2 | schedar | Male student +VOICE: Donald | schedar | Male speaker +VOICE: Robert | achird | Male speaker VOICE: Teacher | aoede | Female teacher -VOICE: Bert | charon | Male student -VOICE: Greg | achird | Male student -VOICE: David | alnilam | Male student -VOICE: Donald | charon | Male student -VOICE: Robert | achird | Male student -VOICE: Jacques | schedar | Male student -VOICE: LittleGirl | achernar | Little girl -VOICE: Mother | aoede | Mother +VOICE: Bert | iapetus | Male speaker +VOICE: Greg | orus | Male speaker +VOICE: David | charon | Male speaker +VOICE: Mother | aoede | Female speaker +VOICE: Little_Girl | gacrux | Young female speaker +VOICE: Student | puck | Male student VOICE: Capt_Yates | alnilam | Male speaker -VOICE: Capt_Toomy | iapetus | Male speaker +VOICE: Capt_Toomy | charon | Male speaker VOICE: Mr_Kline | orus | Male speaker -VOICE: Sgt_Moore | puck | Male speaker -VOICE: Mark | achird | Male speaker -VOICE: Bill | charon | Male speaker -VOICE: Student | schedar | Male student -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: Sgt_Moore | iapetus | Male speaker +VOICE: Mark | schedar | Male speaker +VOICE: Bill | achird | Male speaker +VOICE: Narrator | achernar | speaker (auto) -$LESSON 3-1: Getting Dressed +$SESSION 3-1: Clothes and Uniforms -# Source: ST §These Are Joe's Clothes (word list dissolved into varied sentences per the word-list rule) -$DIALOGUE Joe's Clothes +# Source: LLA 3A Figure 1 +$DIALOGUE Getting Dressed for Work {page_045_001.jpg|Left panel: A man in a military uniform with labeled clothing items: 1. hat, 2. shirt, 3. necktie, 4. belt, 5. trousers. Right panel: A man walking outdoors in civilian clothes with labeled items: 5. pants, 6. t-shirt} +ID: 3a-f1 +INTRO: In this lesson you'll learn to name the clothes you wear, say what people can and can't do, and ask permission politely. First, meet Captain Collins — in uniform and out of it. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. +REPEAT + +VOCAB: uniform +VOCAB: to wear +LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-01.mp3} + +VOCAB: necktie +LINE: He wore a necktie today. {bk04-l3a-f1-02.mp3} + +VOCAB: tie +LINE: He doesn't wear a tie every day. {bk04-l3a-f1-03.mp3} + +VOCAB: shirt +LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-04.mp3} + +LINE: He has 6 of these shirts. {bk04-l3a-f1-05.mp3} + +VOCAB: belt +LINE: He's wearing a new belt. {bk04-l3a-f1-06.mp3} + +VOCAB: hat +LINE: He has a new hat, too. {bk04-l3a-f1-07.mp3} + +VOCAB: to take off +LINE: After work, Captain Collins takes off his uniform. {bk04-l3a-f1-08.mp3} + +VOCAB: to put on +VOCAB: clothes +LINE: He puts on civilian clothes. {bk04-l3a-f1-09.mp3} + +LINE: Today he took off his uniform before dinner. {bk04-l3a-f1-10.mp3} + +VOCAB: T-shirt +VOCAB: pants +LINE: Then he put on a T-shirt and old pants. {bk04-l3a-f1-11.mp3} + +# Source: LLA 3A Figure 1 (questions) +$PRODUCE Questions: Captain Collins' Clothes +ID: 3a-f1-b +REFERENCE: 3a-f1 +INPUT: speak +CHECK: reveal +REPEAT +INTRO: Now answer the questions about Captain Collins in a full sentence — open the reading if you need it. Then repeat the model answer. +INSTRUCTION: Answer each question aloud. + +PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-q01.mp3} +RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-a01.mp3} + +PROMPT: Did he wear a necktie today? {bk04-l3a-f1-q02.mp3} +RESPONSE: He wore a necktie today. {bk04-l3a-f1-a02.mp3} + +PROMPT: Does he wear a tie every day? {bk04-l3a-f1-q03.mp3} +RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-a03.mp3} + +PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-q04.mp3} +RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-a04.mp3} + +PROMPT: How many of these shirts does he have? {bk04-l3a-f1-q05.mp3} +RESPONSE: He has 6 of these shirts. {bk04-l3a-f1-a05.mp3} + +PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-q06.mp3} +RESPONSE: He's wearing a new belt. {bk04-l3a-f1-a06.mp3} + +PROMPT: Does he have a new hat, too? {bk04-l3a-f1-q07.mp3} +RESPONSE: He has a new hat, too. {bk04-l3a-f1-a07.mp3} + +PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-q08.mp3} +RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-a08.mp3} + +PROMPT: What does he put on? {bk04-l3a-f1-q09.mp3} +RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-a09.mp3} + +PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-q10.mp3} +RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-a10.mp3} + +PROMPT: What did he put on then? {bk04-l3a-f1-q11.mp3} +RESPONSE: Then he put on a T-shirt and old pants. {bk04-l3a-f1-a11.mp3} + +# Source: ST §These Are Joe's Clothes (bare "Those are his X" frames dissolved into illustrative sentences; VOCAB tags kept) +$DIALOGUE Joe's Closet {st-page_063_001.jpg|An illustration of an open closet showing various clothes and items labeled with numbers: coats, a suit, shirts, boots, slacks, a necktie, a belt, a jacket, socks, and hats} ID: l3-s1 -INTRO: Welcome to Lesson 3. This week you'll learn to talk about clothes, say how well people do things, and use can, may, and must. First, a tour of Joe's closet — listen and repeat each sentence. +INTRO: Joe's closet holds the rest of a man's wardrobe — coats, suits, boots, and more. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: coat -LINE: Joe wears a warm coat when it snows. +LINE: Joe hangs his warm coats in the closet for winter. VOCAB: suit LINE: He wears his gray suit to important meetings. -VOCAB: shirt -LINE: His white shirt has long sleeves. +VOCAB: boots +LINE: His boots keep his feet dry on rainy days. -VOCAB: necktie -VOCAB: tie -LINE: He wears a necktie with the suit — a necktie is a tie. - -VOCAB: belt -LINE: A belt holds up his trousers. +VOCAB: slacks +LINE: He wears comfortable slacks on the weekend. VOCAB: trousers -VOCAB: slacks -VOCAB: pants -LINE: Trousers and slacks are both pants. +LINE: His uniform trousers are always clean and pressed. VOCAB: jacket -LINE: He puts on a jacket on cool evenings. +LINE: He puts on a light jacket on cool evenings. VOCAB: socks -LINE: He wears socks with his shoes. +LINE: His socks are in a box on the shelf. -VOCAB: boots -LINE: On rainy days, Joe wears boots. - -VOCAB: hat VOCAB: cap -LINE: He has a hat for work and a baseball cap for the weekend. +LINE: Joe wears his baseball cap to the game. -# SKIPPED (book): "THIS IS DONALD, JACQUES, AND ROBERT." — open ask-and-answer pair task -# based on a picture and word list; no fixed stimuli or answers. Dropped. +# SKIPPED (book): "THIS IS DONALD, JACQUES, AND ROBERT." (ST p. 64) — open pair practice asking and answering about clothing in the picture; no solo path. -# Source: LLA 3A Figure 1 (part 1) — clipped word list kept as pronunciation reinforcement; -# the sentence presentations above and below teach the same items. -$DIALOGUE Clothing Words — Pronunciation -ID: 3a-f1 -INTRO: Now say the words by themselves. Look at the picture and repeat each clothing word after the tape. -INSTRUCTION: Repeat the words. -REPEAT - -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: ST §He Took Off His Shoe (put on / take off half; the sleep half moved to part 3-2) -$DIALOGUE Putting On and Taking Off +# Source: ST §He Took Off His Shoe (clothes half; the sleep half moved to part 3-2) +$DIALOGUE Taking Off and Putting On ID: l3-s2 -INTRO: Two small verbs do big work here: put on and take off. Listen and repeat — and notice that both word orders are fine. +INTRO: On, off, on, off — and English lets you say it two ways. Listen and repeat each sentence. INSTRUCTION: Listen and repeat each sentence. REPEAT -VOCAB: to take 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} +LINE: He's taking off his sock. {st-page_065_001.jpg|A man sitting down to take off his socks and shoes, with one shoe already off on the floor} -VOCAB: to 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} +LINE: He's taking his sock off. +NOTES: Both word orders are correct: "take off his sock" or "take his sock off". -# Source: LLA 3A Figure 1 (part 2) -$DIALOGUE Captain Collins Gets Dressed {page_045_001.jpg} -ID: 3a-f1-b -INTRO: Captain Collins gets dressed twice a day — uniform on for work, uniform off after. Listen to the paragraphs and notice wear, wore, put on, and took off. -INSTRUCTION: Listen to the paragraphs. +LINE: He took off his shoe. -VOCAB: to wear -LINE: Captain Collins *wears* his uniform to work. {bk04-l3a-f1-07.mp3} -LINE: He *wore* a necktie today. {bk04-l3a-f1-08.mp3} -LINE: He doesn't *wear* a tie every day. {bk04-l3a-f1-09.mp3} -LINE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-10.mp3} -LINE: He has six of these shirts. {bk04-l3a-f1-11.mp3} -LINE: He's wearing a new belt. {bk04-l3a-f1-12.mp3} -LINE: He has a new hat, too. {bk04-l3a-f1-13.mp3} +LINE: He took his shoe off. -VOCAB: clothes -LINE: After work, Captain Collins *takes off* his uniform. {bk04-l3a-f1-14.mp3} -LINE: He *puts on* civilian *clothes*. {bk04-l3a-f1-15.mp3} -LINE: Today he *took off* his uniform before dinner. {bk04-l3a-f1-16.mp3} -LINE: Then he *put on* a T-shirt and old pants. {bk04-l3a-f1-17.mp3} +VOCAB: glove +LINE: He's putting on his glove. {st-page_065_002.jpg|A boy standing and putting on a glove, wearing a jacket and trousers} -# Source: LLA 3A Figure 1 (part 3) -$PRODUCE Questions About Captain Collins -ID: 3a-f1-c -REFERENCE -INTRO: Now answer questions about Captain Collins aloud in a full sentence, then repeat the correct answer. You can look back at the paragraphs if you need to. -INSTRUCTION: Answer aloud with a full sentence. -INPUT: speak -CHECK: reveal -REPEAT +LINE: He's putting his glove on. -PROMPT: Does Captain Collins wear his uniform to work? {bk04-l3a-f1-18-q.mp3} -RESPONSE: Captain Collins wears his uniform to work. {bk04-l3a-f1-18-a.mp3} +VOCAB: sweater +LINE: He put on his sweater and coat. -PROMPT: Did he wear a necktie today? {bk04-l3a-f1-19-q.mp3} -RESPONSE: He wore a necktie today. {bk04-l3a-f1-19-a.mp3} - -PROMPT: Does he wear a tie every day? {bk04-l3a-f1-20-q.mp3} -RESPONSE: He doesn't wear a tie every day. {bk04-l3a-f1-20-a.mp3} - -PROMPT: Where does Captain Collins wear his name tag? {bk04-l3a-f1-21-q.mp3} -RESPONSE: Captain Collins wears his name tag on his shirt. {bk04-l3a-f1-21-a.mp3} - -PROMPT: How many of these shirts does he have? {bk04-l3a-f1-22-q.mp3} -RESPONSE: He has 6 of these shirts. {bk04-l3a-f1-22-a.mp3} - -PROMPT: Is he wearing an old belt or a new belt? {bk04-l3a-f1-23-q.mp3} -RESPONSE: He's wearing a new belt. {bk04-l3a-f1-23-a.mp3} - -PROMPT: Does he have a new hat, too? {bk04-l3a-f1-24-q.mp3} -RESPONSE: He has a new hat, too. {bk04-l3a-f1-24-a.mp3} - -PROMPT: When does Captain Collins take off his uniform? {bk04-l3a-f1-25-q.mp3} -RESPONSE: Captain Collins takes off his uniform after work. {bk04-l3a-f1-25-a.mp3} - -PROMPT: What does he put on? {bk04-l3a-f1-26-q.mp3} -RESPONSE: He puts on civilian clothes. {bk04-l3a-f1-26-a.mp3} - -PROMPT: Did he take off his uniform before dinner today? {bk04-l3a-f1-27-q.mp3} -RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-27-a.mp3} - -PROMPT: What did he put on then? {bk04-l3a-f1-28-q.mp3} -RESPONSE: Then he put on a T-shirt and old pants. {bk04-l3a-f1-28-a.mp3} +LINE: He put his sweater and coat on. # Source: LLA 3A Figure 2 -$SELECT True or False — Clothes +$SELECT True or False: Clothes ID: 3a-f2 -INTRO: Listen to each statement about clothes. Is it true or false? Tap your answer, then repeat the correct statement. +INTRO: Time for a quick check — caps, ties, and trousers. Listen to each statement about clothes and tap True or False. INSTRUCTION: Tap True or False. -REPEAT + OPTION: t | True OPTION: f | False EXAMPLE -PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex-q.mp3} +PROMPT: Military men and women wear uniforms. {bk04-l3a-f2-ex.mp3} ANSWER: t -PROMPT: A cap is a hat. {bk04-l3a-f2-01-q.mp3} +PROMPT: A cap is a hat. {bk04-l3a-f2-01.mp3} ANSWER: t -FEEDBACK: Repeat: A cap is a hat. {bk04-l3a-f2-01-a.mp3} +FEEDBACK: A cap is a hat. {bk04-l3a-f2-01-fb.mp3} -PROMPT: Uniforms are clothes. {bk04-l3a-f2-02-q.mp3} +PROMPT: Uniforms are clothes. {bk04-l3a-f2-02.mp3} ANSWER: t -FEEDBACK: Repeat: Uniforms are clothes. {bk04-l3a-f2-02-a.mp3} +FEEDBACK: Uniforms are clothes. {bk04-l3a-f2-02-fb.mp3} -PROMPT: Trousers are pants. {bk04-l3a-f2-03-q.mp3} +PROMPT: Trousers are pants. {bk04-l3a-f2-03.mp3} ANSWER: t -FEEDBACK: Repeat: Trousers are pants. {bk04-l3a-f2-03-a.mp3} +FEEDBACK: Trousers are pants. {bk04-l3a-f2-03-fb.mp3} -PROMPT: Ties and belts are the same. {bk04-l3a-f2-04-q.mp3} +PROMPT: Ties and belts are the same. {bk04-l3a-f2-04.mp3} ANSWER: f -FEEDBACK: Repeat: Ties and belts are not the same. {bk04-l3a-f2-04-a.mp3} +FEEDBACK: Ties and belts are not the same. {bk04-l3a-f2-04-fb.mp3} -PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} +PROMPT: Ties and neckties are different. {bk04-l3a-f2-05.mp3} ANSWER: f -FEEDBACK: Repeat: Ties and neckties are the same. {bk04-l3a-f2-05-a.mp3} +FEEDBACK: Ties and neckties are the same. {bk04-l3a-f2-05-fb.mp3} -# Source: LLA 3A Figure 3 (part 1) -$DIALOGUE What Did You Wear Last Night? +# Source: LLA 3A Figure 3 +$DIALOGUE What Did You Wear? ID: 3a-f3 -INTRO: Captain Collins asks Captain Andrews about dinner last night. Larry, it seems, kept his baseball cap on indoors. Listen and repeat each line. +INTRO: Two captains compare notes on last night's dinner — and Larry's baseball cap. Listen to the conversation and repeat each line. INSTRUCTION: Listen and repeat each line. REPEAT -Capt_Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3} -Capt_Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3} +Collins: Did you wear your uniform to the restaurant? {bk04-l3a-f3-01.mp3} +Andrews: No, I wore civilian clothes last night. {bk04-l3a-f3-02.mp3} +Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3} +Andrews: Yes, I put on a tie. I took it off after dinner. {bk04-l3a-f3-04.mp3} +Collins: What did Larry wear? {bk04-l3a-f3-05.mp3} +Andrews: He wore a T-shirt, pants, and a hat. {bk04-l3a-f3-06.mp3} +Collins: Was the hat his old baseball cap? {bk04-l3a-f3-07.mp3} +Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-08.mp3} -Capt_Collins: Did you wear a necktie? {bk04-l3a-f3-03.mp3} -Capt_Andrews: Yes, I put on a tie. {bk04-l3a-f3-04.mp3} -LINE: I took it off after dinner. {bk04-l3a-f3-05.mp3} - -Capt_Collins: What did Larry wear? {bk04-l3a-f3-06.mp3} -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} - -# Source: LLA 3A Figure 3 (part 2) -$PRODUCE Roleplay — You Are Captain Andrews -ID: 3a-f3-b -REFERENCE -INTRO: Now it's your turn to be Captain Andrews. Answer Captain Collins' questions with the lines from the dialogue. -INSTRUCTION: Say Captain Andrews' lines aloud. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: Did you wear your uniform to the restaurant? {bk04-l3a-f3-10-q.mp3} -TEMPLATE: (No...) -RESPONSE: No, I wore civilian clothes last night. {bk04-l3a-f3-10-a.mp3} - -PROMPT: Did you wear a necktie? {bk04-l3a-f3-11-q.mp3} -TEMPLATE: (Yes...) -RESPONSE: Yes, I put on a tie. I took it off after dinner. {bk04-l3a-f3-11-a.mp3} - -PROMPT: What did Larry wear? {bk04-l3a-f3-12-q.mp3} -TEMPLATE: (He...) -RESPONSE: He wore a T-shirt, pants, and a hat. {bk04-l3a-f3-12-a.mp3} - -PROMPT: Was the hat his old baseball cap? {bk04-l3a-f3-13-q.mp3} -TEMPLATE: (Yes...) -RESPONSE: Yes, and he didn't take it off inside. {bk04-l3a-f3-13-a.mp3} +# Source: LLA 3A Figure 3 (role-play) +$DIALOGUE You Are Captain Andrews +ID: 3a-f3-role-andrews +REFERENCE: 3a-f3 +PLAY_ROLE: Andrews +INTRO: Same conversation, but now the answers are yours. You are Captain Andrews — answer Captain Collins in the pauses. +INSTRUCTION: You are Captain Andrews — speak your lines in the pauses. # Source: LLA 3A Figure 4 -$SELECT Same or Different — W and R +$SELECT Same or Different? ID: 3a-f4 -INTRO: Time to tune your ears. You'll hear two words. If they sound the same, tap Same; if not, tap Different. -INSTRUCTION: Tap S for Same or D for Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +HIDE_PROMPT +INTRO: Two little words, one big question: do they sound the same? Listen to each pair and tap Same or Different. +INSTRUCTION: Tap Same or Different. + +OPTION: s | Same +OPTION: d | Different EXAMPLE -PROMPT: way, ray {bk04-l3a-f4-00.mp3} +PROMPT: way, ray {bk04-l3a-f4-ex.mp3} ANSWER: d PROMPT: wed, red {bk04-l3a-f4-01.mp3} @@ -301,15 +285,17 @@ PROMPT: went, rent {bk04-l3a-f4-10.mp3} ANSWER: d # Source: LLA 3A Figure 5 -$SELECT W or R? +$SELECT Which Sound Do You Hear? ID: 3a-f5 -INTRO: One word at a time now. Tap A if you hear the W sound of "went", or B if you hear the R sound of "rent". +HIDE_PROMPT +INTRO: Now single words. Decide if you hear the "w" sound as in "went" or the "r" sound as in "rent", and tap it. INSTRUCTION: Tap the sound you hear. -OPTION: a | W sound (as in went) -OPTION: b | R sound (as in rent) + +OPTION: a | w (as in went) +OPTION: b | r (as in rent) EXAMPLE -PROMPT: week {bk04-l3a-f5-00.mp3} +PROMPT: week {bk04-l3a-f5-ex.mp3} ANSWER: a PROMPT: week {bk04-l3a-f5-01.mp3} @@ -342,492 +328,527 @@ ANSWER: b PROMPT: window {bk04-l3a-f5-10.mp3} ANSWER: a -$LESSON 3-2: More Clothes, and a Good Night's Sleep +$SESSION 3-2: Joan's Clothes; Asleep and Awake -# Source: LLA 3B Figure 1 (part 1) — clipped word list stands; the Joan paragraph below teaches the same items in sentences -$DIALOGUE Women's Clothing +# Source: LLA 3B Figure 1 +$DIALOGUE Joan's Work and Class Clothes {page_048_001.jpg|Left: women in office clothes (suit, blouse, dress, shoes, stockings). Right: woman walking outdoors in sweater, skirt, socks} ID: 3b-f1 -INTRO: In this part you'll learn clothing for women and for cold weather, and the words for falling asleep and waking up. First, listen to the new words and repeat them. -INSTRUCTION: Listen and repeat each word. -REPEAT - -VOCAB: suit -LINE: Suit. {page_048_001.jpg} {bk04-l3b-f1-01.mp3} - -VOCAB: blouse -LINE: Blouse. {page_048_001.jpg} {bk04-l3b-f1-02.mp3} +INTRO: In this part you'll learn the rest of the clothing words — Joan's side of the closet — and what happens when class meets a tired student. Listen to the sentences about what Joan wears. +INSTRUCTION: Listen to the sentences. VOCAB: dress -LINE: Dress. {page_048_001.jpg} {bk04-l3b-f1-03.mp3} +LINE: Joan works in an office downtown. She wears suits and dresses to work. {bk04-l3b-f1-01.mp3} -VOCAB: shoes -LINE: Shoes. {page_048_001.jpg} {bk04-l3b-f1-04.mp3} +VOCAB: blouse +LINE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-02.mp3} + +LINE: Her friend wore a dress. {bk04-l3b-f1-03.mp3} VOCAB: stockings -LINE: Stockings. {page_048_001.jpg} {bk04-l3b-f1-05.mp3} - -VOCAB: sweater -LINE: Sweater. {page_048_001.jpg} {bk04-l3b-f1-06.mp3} +LINE: The women wore stockings, too. {bk04-l3b-f1-04.mp3} VOCAB: skirt -LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3} +LINE: After work, Joan goes to class. She wears skirts and sweaters there. {bk04-l3b-f1-05.mp3} -VOCAB: socks -LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3} +LINE: She sometimes wears socks. {bk04-l3b-f1-06.mp3} -# Source: LLA 3B Figure 1 (part 2) -$DIALOGUE Joan's Clothes +# Source: LLA 3B Figure 1 (questions) +$PRODUCE Questions: Joan's Clothes ID: 3b-f1-b -INTRO: Joan has one wardrobe for the office and another for class. Listen to the paragraph — just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-p1-01.mp3} -LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-p1-02.mp3} -LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-p1-03.mp3} -LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-p1-04.mp3} -LINE: The women wore stockings too. {page_048_001.jpg} {bk04-l3b-f1-p1-05.mp3} -LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-p1-06.mp3} -LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-p1-07.mp3} -LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-p1-08.mp3} - -# Source: LLA 3B Figure 1 (part 3) -$PRODUCE Questions About Joan's Clothes -ID: 3b-f1-c -REFERENCE -INTRO: Now answer questions about Joan. Speak your answer aloud in a full sentence, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +REFERENCE: 3b-f1 INPUT: speak CHECK: reveal REPEAT +INTRO: Answer each question about Joan's clothes aloud in a full sentence — the reading is there if you need it. Then repeat the model answer. +INSTRUCTION: Answer the question aloud. -PROMPT: What does Joan wear to work? {bk04-l3b-f1-q1-q.mp3} -RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-q1-a.mp3} +PROMPT: What does Joan wear to work? {bk04-l3b-f1-07-q.mp3} +RESPONSE: Joan wears suits and dresses to work. {bk04-l3b-f1-07-a.mp3} -PROMPT: What did she wear yesterday? {bk04-l3b-f1-q2-q.mp3} -RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-q2-a.mp3} +PROMPT: What did she wear yesterday? {bk04-l3b-f1-08-q.mp3} +RESPONSE: She wore a suit and a blouse yesterday. {bk04-l3b-f1-08-a.mp3} -PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-q3-q.mp3} -RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-q3-a.mp3} +PROMPT: Did Joan's friend wear a suit or a dress to work? {bk04-l3b-f1-09-q.mp3} +RESPONSE: Joan's friend wore a dress to work. {bk04-l3b-f1-09-a.mp3} -PROMPT: Did the women wear stockings too? {bk04-l3b-f1-q4-q.mp3} -RESPONSE: Yes, the women wore stockings too. {bk04-l3b-f1-q4-a.mp3} +PROMPT: Did the women wear stockings too? {bk04-l3b-f1-10-q.mp3} +RESPONSE: Yes, the women wore stockings too. {bk04-l3b-f1-10-a.mp3} -PROMPT: What does Joan wear to class? {bk04-l3b-f1-q5-q.mp3} -RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-q5-a.mp3} +PROMPT: What does Joan wear to class? {bk04-l3b-f1-11-q.mp3} +RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-11-a.mp3} -PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-q6-q.mp3} -RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-q6-a.mp3} +PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-12-q.mp3} +RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-12-a.mp3} -# Source: LLA 3B Figure 2 (part 1) -$DIALOGUE Cold Weather Clothes +# Source: LLA 3B Figure 2 +$DIALOGUE Casual and Winter Clothes ID: 3b-f2 -INTRO: Winter is coming — at least in this activity. Listen to the cold-weather words and repeat them. -INSTRUCTION: Listen and repeat each word. -REPEAT +INTRO: Joan on her day off, and Joan in a cold wind — two very different outfits. Listen to the sentences. +INSTRUCTION: Listen to the sentences. -VOCAB: jacket -LINE: Jacket. {page_049_001.jpg} {bk04-l3b-f2-01.mp3} +LINE: Joan doesn't always wear dresses or skirts; sometimes she wears slacks. {page_049_001.jpg|A woman outdoors wearing a jacket, slacks, and a scarf} {bk04-l3b-f2-01.mp3} -VOCAB: slacks -LINE: Slacks. {page_049_001.jpg} {bk04-l3b-f2-02.mp3} +LINE: She likes jackets and scarves too. {page_049_001.jpg|A woman outdoors wearing a jacket, slacks, and a scarf} {bk04-l3b-f2-02.mp3} VOCAB: scarf -LINE: Scarf. {page_049_001.jpg} {bk04-l3b-f2-03.mp3} +LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg|A woman outdoors wearing a jacket, slacks, and a scarf} {bk04-l3b-f2-03.mp3} -VOCAB: coat -LINE: Coat. {page_049_002.jpg} {bk04-l3b-f2-04.mp3} +LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg|A woman in a long winter coat, boots, and gloves in the wind} {bk04-l3b-f2-04.mp3} -VOCAB: boots -LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3} +LINE: She wears boots and a hat too. {page_049_002.jpg|A woman in a long winter coat, boots, and gloves in the wind} {bk04-l3b-f2-05.mp3} -VOCAB: gloves -LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3} +LINE: She has two coats — a new one and an old one. {page_049_002.jpg|A woman in a long winter coat, boots, and gloves in the wind} {bk04-l3b-f2-06.mp3} -# Source: LLA 3B Figure 2 (part 2) -$DIALOGUE What Joan Wears on Cold Days +# Source: LLA 3B Figure 2 (questions) +$PRODUCE Questions: Cold-Weather Clothes ID: 3b-f2-b -INTRO: Here's what Joan wears when the weather turns cold. Just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: Joan doesn't always wear dresses or skirts; sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-p1-01.mp3} -LINE: She likes jackets and scarves too. {page_049_001.jpg} {bk04-l3b-f2-p1-02.mp3} -LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-p1-03.mp3} -LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-p1-04.mp3} -LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-p1-05.mp3} -LINE: She has 2 coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-p1-06.mp3} - -# Source: LLA 3B Figure 2 (part 3) -$PRODUCE Questions About Cold Days -ID: 3b-f2-c -REFERENCE -INTRO: Answer the questions about Joan's cold-weather clothes aloud in a full sentence, then check against the model. -INSTRUCTION: Answer aloud with a full sentence. +REFERENCE: 3b-f2 INPUT: speak CHECK: reveal REPEAT +INTRO: Now the questions. Answer aloud in a complete sentence, then repeat the model answer. +INSTRUCTION: Answer the question aloud. -PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-q1-q.mp3} -RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-q1-a.mp3} +PROMPT: Does Joan always wear dresses or skirts? {bk04-l3b-f2-07-q.mp3} +RESPONSE: No, she doesn't always wear dresses or skirts. {bk04-l3b-f2-07-a.mp3} -PROMPT: What does she wear sometimes? {bk04-l3b-f2-q2-q.mp3} -RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-q2-a.mp3} +PROMPT: What does she wear sometimes? {bk04-l3b-f2-08-q.mp3} +RESPONSE: Sometimes she wears slacks. {bk04-l3b-f2-08-a.mp3} -PROMPT: Does she like jackets and scarves too? {bk04-l3b-f2-q3-q.mp3} -RESPONSE: Yes, she likes jackets and scarves too. {bk04-l3b-f2-q3-a.mp3} +PROMPT: Does she like jackets and scarves too? {bk04-l3b-f2-09-q.mp3} +RESPONSE: Yes, she likes jackets and scarves too. {bk04-l3b-f2-09-a.mp3} -PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-q4-q.mp3} -RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-q4-a.mp3} +PROMPT: What did she wear with her jacket yesterday? {bk04-l3b-f2-10-q.mp3} +RESPONSE: She wore a scarf with her jacket yesterday. {bk04-l3b-f2-10-a.mp3} -PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-q5-q.mp3} -RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-q5-a.mp3} +PROMPT: What does Joan wear on cold days? {bk04-l3b-f2-11-q.mp3} +RESPONSE: Joan wears a coat and gloves on cold days. {bk04-l3b-f2-11-a.mp3} -PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-q6-q.mp3} -RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-q6-a.mp3} +PROMPT: Does she wear boots and a hat too? {bk04-l3b-f2-12-q.mp3} +RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-12-a.mp3} -PROMPT: How many coats does she have? {bk04-l3b-f2-q7-q.mp3} -RESPONSE: She has 2 coats. {bk04-l3b-f2-q7-a.mp3} +PROMPT: How many coats does she have? {bk04-l3b-f2-13-q.mp3} +RESPONSE: She has two coats. {bk04-l3b-f2-13-a.mp3} # Source: LLA 3B Figure 3 -$PRODUCE Clothing — Fill in the Word +$PRODUCE Type the Missing Word ID: 3b-f3 -INTRO: Listen to the sentence and type the missing word. Then listen again and repeat the complete sentence. -INSTRUCTION: Type the missing word. INPUT: type CHECK: exact +HIDE_PROMPT REPEAT +INTRO: All those clothing words, one gap at a time. Listen to each sentence, type the missing word, then repeat the completed sentence. +INSTRUCTION: Type the missing word. +PROMPT: Jack likes white shirts. {bk04-l3b-f3-01-q.mp3} TEMPLATE: Jack likes white ____. -PROMPT: Jack likes white shirts. {bk04-l3b-f3-01.mp3} RESPONSE: Jack likes white shirts. {bk04-l3b-f3-01-a.mp3} ACCEPT: shirts +PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-q.mp3} TEMPLATE: Civilians sometimes wear ____ to work. -PROMPT: Civilians sometimes wear suits to work. {bk04-l3b-f3-02.mp3} RESPONSE: Civilians sometimes wear suits to work. {bk04-l3b-f3-02-a.mp3} ACCEPT: suits +PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03-q.mp3} TEMPLATE: Men wear ____ with their suits. -PROMPT: Men wear neckties with their suits. {bk04-l3b-f3-03.mp3} RESPONSE: Men wear neckties with their suits. {bk04-l3b-f3-03-a.mp3} ACCEPT: neckties +PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-q.mp3} TEMPLATE: Men's suits have a jacket and ____. -PROMPT: Men's suits have a jacket and trousers. {bk04-l3b-f3-04.mp3} RESPONSE: Men's suits have a jacket and trousers. {bk04-l3b-f3-04-a.mp3} ACCEPT: trousers +PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-q.mp3} TEMPLATE: Women's suits have a jacket and a ____ or pants. -PROMPT: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05.mp3} RESPONSE: Women's suits have a jacket and a skirt or pants. {bk04-l3b-f3-05-a.mp3} ACCEPT: skirt +PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06-q.mp3} TEMPLATE: Trousers and ____ are pants. -PROMPT: Trousers and slacks are pants. {bk04-l3b-f3-06.mp3} RESPONSE: Trousers and slacks are pants. {bk04-l3b-f3-06-a.mp3} ACCEPT: slacks +PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07-q.mp3} TEMPLATE: Men wear ____ with their shoes. -PROMPT: Men wear socks with their shoes. {bk04-l3b-f3-07.mp3} RESPONSE: Men wear socks with their shoes. {bk04-l3b-f3-07-a.mp3} ACCEPT: socks +PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08-q.mp3} TEMPLATE: Women wear socks or ____. -PROMPT: Women wear socks or stockings. {bk04-l3b-f3-08.mp3} RESPONSE: Women wear socks or stockings. {bk04-l3b-f3-08-a.mp3} ACCEPT: stockings +PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-q.mp3} TEMPLATE: Air Force pilots wear ____{boots} and ____{gloves}. -PROMPT: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09.mp3} RESPONSE: Air Force pilots wear boots and gloves. {bk04-l3b-f3-09-a.mp3} -TEMPLATE: ____{Coats} and ____{sweaters} are clothes for cold days. -PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10.mp3} +PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3} +TEMPLATE: ____{Coats|coats} and ____{sweaters} are clothes for cold days. RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3} -# Source: LLA 3B Figure 4 (part 1) -$DIALOGUE Sleep Words +# Source: LLA 3B Figure 4 +$DIALOGUE Falling Asleep and Waking Up ID: 3b-f4 -INTRO: New topic: sleep. Listen to the words about sleeping and waking up, and repeat them. -INSTRUCTION: Listen and repeat each word. -REPEAT - -VOCAB: fall asleep -LINE: Fall asleep. Fell asleep. {page_051_001.jpg} {bk04-l3b-f4-01.mp3} - -VOCAB: asleep -LINE: Asleep. {page_051_002.jpg} {bk04-l3b-f4-02.mp3} - -VOCAB: wake up -LINE: Wake up. Woke up. {page_051_003.jpg} {bk04-l3b-f4-03.mp3} - -VOCAB: awake -LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-04.mp3} - -# Source: LLA 3B Figure 4 (part 2) -$DIALOGUE Joan Falls Asleep in Class -ID: 3b-f4-b -INTRO: Joan sometimes falls asleep in class — for two or three minutes, anyway. Listen to the sentences and repeat them. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: Sometimes Joan is tired and falls asleep in class. {bk04-l3b-f4-s1.mp3} -LINE: She fell asleep in class yesterday. {bk04-l3b-f4-s2.mp3} -LINE: She is never asleep long. {bk04-l3b-f4-s3.mp3} -LINE: She always wakes up after 2 or 3 minutes. {bk04-l3b-f4-s4.mp3} -LINE: Yesterday the teacher asked the question, and she woke up. {bk04-l3b-f4-s5.mp3} -LINE: Then Joan wasn't asleep; she was awake. {bk04-l3b-f4-s6.mp3} - -# Source: ST §He Took Off His Shoe (sleep half) -$DIALOGUE Asleep and Awake — A Timeline -ID: l3-s2-b -INTRO: Here's one man's night, hour by hour. Listen and repeat — watch the difference between falling asleep and being asleep. +INTRO: Joan works all day and studies at night — sometimes class loses the fight with sleep. Listen to the sentences and repeat each one. INSTRUCTION: Listen and repeat each sentence. REPEAT VOCAB: to fall asleep -LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg} +LINE: Sometimes Joan is tired and falls asleep in class. {page_051_001.jpg|A woman looking tired at a desk with an open book} {bk04-l3b-f4-01.mp3} -LINE: He was asleep at 12 midnight. {st-page_065_003.jpg} +LINE: She fell asleep in class yesterday. {page_051_001.jpg|A woman looking tired at a desk with an open book} {bk04-l3b-f4-02.mp3} + +VOCAB: asleep +LINE: She is never asleep long. {page_051_002.jpg|A woman asleep with her head on her desk} {bk04-l3b-f4-03.mp3} VOCAB: to wake up -LINE: He always wakes up early. {st-page_065_004.jpg} -LINE: He woke up at 6:00 a.m. {st-page_065_004.jpg} +LINE: She always wakes up after two or three minutes. {page_051_003.jpg|A woman suddenly jerking awake} {bk04-l3b-f4-04.mp3} -LINE: He's awake at 6:00 a.m. {st-page_065_004.jpg} +LINE: Yesterday the teacher asked the question, and she woke up. {page_051_003.jpg|A woman suddenly jerking awake} {bk04-l3b-f4-05.mp3} + +VOCAB: awake +LINE: Then Joan wasn't asleep; she was awake. {page_051_004.jpg|A woman sitting alertly at her desk with her hand raised} {bk04-l3b-f4-06.mp3} # Source: LLA 3B Figure 5 -$PRODUCE Is She Asleep or Awake? +$PRODUCE Asleep or Awake? ID: 3b-f5 -INTRO: Look at each picture of Joan, listen to the question, answer aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT +INTRO: Joan again — asleep, awake, or somewhere in between. Each question comes with a picture. Answer aloud, then repeat the model answer. +INSTRUCTION: Answer the question aloud. -PROMPT: Is Joan asleep or awake? {page_052_004.jpg} {bk04-l3b-f5-01-q.mp3} +PROMPT: Look at Number 4: Is Joan asleep or awake? {page_052_004.jpg|A woman sitting at her desk with her hand raised, looking awake} {bk04-l3b-f5-01-q.mp3} RESPONSE: She's awake. {bk04-l3b-f5-01-a.mp3} -PROMPT: Is she sleeping? {page_052_002.jpg} {bk04-l3b-f5-02-q.mp3} +PROMPT: Look at Number 2: Is she sleeping? {page_052_002.jpg|A woman sleeping with her head on her desk over an open book} {bk04-l3b-f5-02-q.mp3} RESPONSE: Yes, she's sleeping. {bk04-l3b-f5-02-a.mp3} -PROMPT: Is she asleep? {page_052_002.jpg} {bk04-l3b-f5-03-q.mp3} +PROMPT: Is she asleep? {page_052_002.jpg|A woman sleeping with her head on her desk over an open book} {bk04-l3b-f5-03-q.mp3} RESPONSE: Yes, she's asleep. {bk04-l3b-f5-03-a.mp3} -PROMPT: Is Joan falling asleep or waking up? {page_052_001.jpg} {bk04-l3b-f5-04-q.mp3} +PROMPT: Look at Number 1: Is Joan falling asleep or waking up? {page_052_001.jpg|A woman looking tired and resting her chin on her hand at her desk} {bk04-l3b-f5-04-q.mp3} 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} +PROMPT: Look at Number 3: Is she waking up now? {page_052_003.jpg|A woman waking up with a startled expression} {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 -$DIALOGUE Robert's Long Day -ID: l3-s3 -INTRO: Now everything together — clothes, cold weather, and not enough sleep. Listen to the story of Robert's long day. Five hours of sleep; it shows. -INSTRUCTION: Listen to the story. - -LINE: Yesterday, Robert was awake at 1:00 a.m. -LINE: He fell asleep at 1:30 a.m. -LINE: He woke up at 6:30 a.m. It was cold. -LINE: He got up and took a hot shower. He got dressed. -LINE: He put on a sweater and a coat. -LINE: He put on his scarf and his gloves. He went to school. -LINE: It wasn't cold in the classroom. -LINE: Robert took off his scarf, his gloves, and his coat. -LINE: Robert was tired after class. -LINE: He went home and fell asleep. -LINE: His friend Mark came to his room at 6:00 p.m. -LINE: Robert was asleep. -LINE: He woke up and opened the door. -LINE: Robert and Mark talked for five minutes. -LINE: They went to the mess hall and had dinner. -LINE: After dinner, Robert did his homework and went to bed early. - -# Source: ST §True or False -$SELECT True or False — Robert's Day -ID: l3-s4 -REFERENCE -SHOW_PROMPT -INTRO: Read each statement about Robert's day and decide whether it's true or false. You can look back at the story. -INSTRUCTION: Tap True or False. -OPTION: t | True -OPTION: f | False - -PROMPT: Robert was asleep at 1:00 a.m. -ANSWER: f - -PROMPT: He fell asleep at 6:30. -ANSWER: f - -PROMPT: Robert wore a sweater. -ANSWER: t - -PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school. -ANSWER: t - -PROMPT: Robert was awake at 6:00 p.m. -ANSWER: f - -PROMPT: Mark woke up Robert. -ANSWER: t - -$LESSON 3-3: Doing Things Well — Can and Can't - -# Source: LLA 3C Figure 1 -$DIALOGUE Conversations with "Well" -ID: 3c-f1 -INTRO: In this part you'll learn to say how well people do things, and what they can and can't do. First, listen to three short conversations with the word "well," and repeat each line. -INSTRUCTION: Listen and repeat. +# Source: ST §He Took Off His Shoe (sleep half) +$DIALOGUE Asleep at Midnight, Awake at Six +ID: l3-s2-b +INTRO: The same sleep words, now with a clock next to them. Listen and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT -Alan: How are you this morning? {page_053_001.jpg} {bk04-l3c-f1-01.mp3} -Paul: I'm tired. {page_053_001.jpg} {bk04-l3c-f1-02.mp3} -LINE: I didn't sleep well. {page_053_001.jpg} {bk04-l3c-f1-03.mp3} -LINE: Did you sleep well last night? {page_053_001.jpg} {bk04-l3c-f1-04.mp3} -Alan: Yes, I did. {page_053_001.jpg} {bk04-l3c-f1-05.mp3} -LINE: I didn't wake up all night. {page_053_001.jpg} {bk04-l3c-f1-06.mp3} +LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg|A man fast asleep in bed, with an alarm clock nearby showing 12:00 AM} -Beth: Is Ted a good cook? {bk04-l3c-f1-07.mp3} -Jane: Yes. {bk04-l3c-f1-08.mp3} -LINE: He cooks very well. {bk04-l3c-f1-09.mp3} -Beth: Does his wife cook well too? {bk04-l3c-f1-10.mp3} -Jane: No, she's not a very good cook. {bk04-l3c-f1-11.mp3} +LINE: He was asleep at 12 midnight. -Jane: Do you know Carla well? {bk04-l3c-f1-12.mp3} -Beth: Yes, I do. {bk04-l3c-f1-13.mp3} -LINE: We're very good friends. {bk04-l3c-f1-14.mp3} -Jane: Are you and Bob good friends? {bk04-l3c-f1-15.mp3} -Beth: No, we're not. {bk04-l3c-f1-16.mp3} -LINE: I don't like Bob very well. {bk04-l3c-f1-17.mp3} +LINE: He always wakes up early. {st-page_065_004.jpg|A man waking up and looking groggy in bed, with an alarm clock nearby showing 6:00 AM} -# Source: new (gap: "well" is drilled in LLA 3C Figure 2 but never explained anywhere in the lesson) -$GRAMMAR Good and Well -ID: 3c-f1-g -INTRO: A quick note before the next drill: good and well are a team, and they don't swap jobs. +LINE: He woke up at 6:00 a.m. -**Good** describes a person or a thing: +LINE: He's awake at 6:00 a.m. -- {Ted is a good cook.} -- {Ron's answer was good.} +# Source: ST §Yesterday, He Was Tired and Cold +$DIALOGUE Yesterday, He Was Tired and Cold +ID: l3-s3 +INTRO: Here's Robert's very long day — awake at one in the morning, and still going at dinner. Just read and listen; questions come next. +INSTRUCTION: Read the story about Robert. -**Well** tells *how* someone does something: +Narrator: Yesterday, Robert was awake at 1:00 a.m. +Narrator: He fell asleep at 1:30 a.m. +Narrator: He woke up at 6:30 a.m. It was cold. +Narrator: He got up and took a hot shower. +Narrator: He got dressed. He put on a sweater and a coat. +Narrator: He put on his scarf and his gloves. He went to school. +Narrator: It wasn't cold in the classroom. +Narrator: Robert took off his scarf, his gloves, and his coat. +Narrator: Robert was tired after class. He went home and fell asleep. +Narrator: His friend Mark came to his room at 6:00 p.m. Robert was asleep. +Narrator: He woke up and opened the door. +Narrator: Robert and Mark talked for five minutes. +Narrator: They went to the mess hall and had dinner. +Narrator: After dinner, Robert did his homework and went to bed early. -- {He cooks very well.} -- {He answered the question well.} +# Source: ST §Yesterday, He Was Tired and Cold (True/False) +$SELECT True or False: Robert's Day +ID: l3-s4 +REFERENCE: l3-s3 +SHOW_PROMPT +INTRO: Now check what you remember about Robert. Read each statement and tap True or False — the story is there if you need it. +INSTRUCTION: Read the statement and tap True or False. +OPTION: T | True +OPTION: F | False -Good goes with a noun; well goes with a verb: {I didn't sleep well.} — {Do you know Carla well?} +PROMPT: Robert was asleep at 1:00 a.m. +ANSWER: F + +PROMPT: He fell asleep at 6:30. +ANSWER: F + +PROMPT: Robert wore a sweater. +ANSWER: T + +PROMPT: He put on a sweater, a coat, a scarf, and gloves to go to school. +ANSWER: T + +PROMPT: Robert was awake at 6:00 p.m. +ANSWER: F + +PROMPT: Mark woke up Robert. +ANSWER: T + +# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "BOAT / BOUGHT" (ST p. 67) — instructor-read discrimination drills with no printed stimulus text; convertible later with chosen items + TTS. + +# Source: ST §Coat and Caught +$DIALOGUE Coat and Caught +ID: l3-s5 +INTRO: Two vowel sounds that like to trade places: "coat" and "caught". Listen to each pair and repeat both words. +INSTRUCTION: Listen and repeat each pair of words. +REPEAT + +LINE: so ... saw +LINE: coat ... caught +LINE: low ... law +LINE: hole ... hall +LINE: owe ... awe +LINE: phone ... fawn +LINE: oaf ... off +LINE: loan ... lawn +LINE: coast ... cost +LINE: boat ... bought + +# Source: ST §Words with the Sound in Bought +$DIALOGUE The Sound in "Bought" +ID: l3-s6 +INTRO: Now just one of those sounds — the vowel in "bought". Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. +REPEAT + +LINE: moss ball straw store law saw bought fall raw autumn + +# Source: ST §Words with the Sound in About +$DIALOGUE The Sound in "About" +ID: l3-s7 +INTRO: One more sound — the vowel in "about". Listen and repeat each word. +INSTRUCTION: Listen and repeat each word. +REPEAT + +LINE: mouth found cow round loud now bout brown cloud sound + +$SESSION 3-3: Doing Things Well — Can and Can't + +# Source: LLA 3C Figure 1 +$DIALOGUE Using "Well" {page_053_001.jpg|Two men sitting at a table with mugs of hot coffee: Paul looks tired dreaming of staying awake in bed, Alan looks refreshed dreaming of sleeping peacefully} +ID: 4-3c-f1 +INTRO: In this part you'll learn to say how well people do things — and then what they can and can't do at all. Listen to the three short conversations and repeat each line. Notice the word "well". +INSTRUCTION: Listen and repeat each line. +REPEAT + +Alan: How are you this morning? {bk04-l3c-f1-01.mp3} +VOCAB: well +Paul: I'm tired. I didn't sleep well. Did you sleep well last night? {bk04-l3c-f1-02.mp3} +Alan: Yes, I did. I didn't wake up all night. {bk04-l3c-f1-03.mp3} + +Beth: Is Ted a good cook? {bk04-l3c-f1-04.mp3} +Jane: Yes, he cooks very well. {bk04-l3c-f1-05.mp3} +Beth: Does his wife cook well too? {bk04-l3c-f1-06.mp3} +Jane: No, she's not a very good cook. {bk04-l3c-f1-07.mp3} + +Jane: Do you know Carla well? {bk04-l3c-f1-08.mp3} +Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3} +Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3} +Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3} + +# Source: new (gap: "well" is drilled on the 3C tape but never explained anywhere in the lesson) +$GRAMMAR "Good" and "Well" +ID: 4-3c-f2-gram +INTRO: One small word makes the difference between a good cook and cooking well. Here's the pattern behind what you just heard. + +CARD: **Good** describes a person or a thing. +{Ted is a good cook.} +{Ron's answer was good.} + +CARD: **Well** tells how someone does something. It comes after the verb. +{He cooks very well.} +{She speaks English very well.} + +CARD: You can also sleep well, or know a person well. +{I didn't sleep well.} +{Do you know Carla well?} + +SUMMARY: +| Describing a thing or person | Describing how it's done | +|---|---| +| Ted is a good cook. | He cooks very well. | +| Ron's answer was good. | He answered the question well. | # Source: LLA 3C Figure 2 -$SELECT Good Things, Done Well -ID: 3c-f2 -INTRO: The pattern from the note, now as a drill. Listen to the statement, tap the phrase that completes the next sentence, then repeat the answer. -INSTRUCTION: Tap the correct answer. +$SELECT Good Work, Done Well +ID: 4-3c-f2 +INTRO: You'll hear a statement with "good", then finish a matching sentence with "well". Tap the correct verb, and repeat the full sentence after you check. +INSTRUCTION: Tap the correct option. REPEAT EXAMPLE -PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex-q.mp3} +PROMPT: Lieutenant Lee is a good student. {bk04-l3c-f2-ex.mp3} TEMPLATE: He ____ the lessons well. -OPTION: a | learns {bk04-l3c-f2-ex-a.mp3} +OPTION: a | learns OPTION: b | doesn't learn ANSWER: a +FEEDBACK: He learns the lessons well. {bk04-l3c-f2-ex-fb.mp3} PROMPT: Ron's answer was good. {bk04-l3c-f2-01-q.mp3} TEMPLATE: He ____ the question well. -OPTION: a | answered {bk04-l3c-f2-01-a.mp3} +OPTION: a | answered OPTION: b | didn't answer ANSWER: a +FEEDBACK: He answered the question well. {bk04-l3c-f2-01-a.mp3} PROMPT: Lisa's English is very good. {bk04-l3c-f2-02-q.mp3} TEMPLATE: She ____ English very well. -OPTION: a | speaks {bk04-l3c-f2-02-a.mp3} +OPTION: a | speaks OPTION: b | doesn't speak ANSWER: a +FEEDBACK: She speaks English very well. {bk04-l3c-f2-02-a.mp3} PROMPT: That wasn't a very good meal. {bk04-l3c-f2-03-q.mp3} TEMPLATE: The cooks ____ it very well. OPTION: a | cooked -OPTION: b | didn't cook {bk04-l3c-f2-03-a.mp3} +OPTION: b | didn't cook ANSWER: b +FEEDBACK: The cooks didn't cook it very well. {bk04-l3c-f2-03-a.mp3} PROMPT: Tony isn't a good pilot. {bk04-l3c-f2-04-q.mp3} TEMPLATE: He ____ very well. OPTION: a | flies -OPTION: b | doesn't fly {bk04-l3c-f2-04-a.mp3} +OPTION: b | doesn't fly ANSWER: b +FEEDBACK: He doesn't fly very well. {bk04-l3c-f2-04-a.mp3} PROMPT: Ken's homework is very good. {bk04-l3c-f2-05-q.mp3} TEMPLATE: He ____ his homework very well. -OPTION: a | does {bk04-l3c-f2-05-a.mp3} +OPTION: a | does OPTION: b | doesn't do ANSWER: a - -# Source: ST §Can (grammar box) -$GRAMMAR Can -ID: l3-s8 -INTRO: Now the star of this lesson: can, the word for what you're able to do. - -**Can is used to express ability.** - -| | | -|---|---| -| **STATEMENT:** | {The students can read well.} | -| **NEGATIVE:** | {Mary can't speak French.} | -| **QUESTION:** | {Can you fly an airplane?} | -| | {Yes, I can.} / {No, I can't.} | -| | {What languages can you speak?} | -| | {I can speak English and Spanish.} | -| | {Who can play soccer well?} | -| | {Bill can!} | - -**cannot = can't** — and notice the verb after *can* never changes: can speak, can fly, can read. +FEEDBACK: He does his homework very well. {bk04-l3c-f2-05-a.mp3} # Source: LLA 3C Figure 3 -$DIALOGUE Can and Cannot -ID: 3c-f3 -INTRO: Listen to sentences using "can" and "cannot," then repeat them. +$DIALOGUE Can and Can't {page_055_001.jpg|Side-by-side comparison: Don wearing headphones listening focused ("can"), and Ron holding headphones looking frustrated ("cannot / can't")} +ID: 4-3c-f3 +INTRO: Don's headphones work. Ron's don't. That's "can" and "can't" in one picture. Listen to the examples and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT VOCAB: can -LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01.mp3} +LINE: Don can hear the tape. {bk04-l3c-f3-01.mp3} VOCAB: cannot -LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-02.mp3} +VOCAB: can't +LINE: Ron cannot hear the tape. He can't hear it. {bk04-l3c-f3-02.mp3} LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-03.mp3} + LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-04.mp3} + LINE: The Nelsons lived in Mexico for 5 years. They can speak Spanish. {bk04-l3c-f3-05.mp3} + LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-06.mp3} + LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-07.mp3} -# Source: ST §The Teacher Can Speak English Well + §They Can't Do It (merged into one picture pass) -$DIALOGUE Can and Can't — Pictures +# Source: ST §The Teacher Can Speak English Well +$DIALOGUE They Can Do It Well ID: l3-s9 -INTRO: A few more people and their talents — and their limits. Look at the pictures and repeat each sentence. -INSTRUCTION: Repeat the sentences. +INTRO: Three people who are very good at their jobs — a cook, a pilot, and two tennis players. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. REPEAT -LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} -LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} -LINE: Mike and James can play tennis well. {st-page_069_003.jpg} -LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} -LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} -LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} +LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg|A chef wearing a chef's hat, cooking food in a pan on a stove} +LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg|A female military pilot in uniform, with airplanes flying in the background} +LINE: Mike and James can play tennis well. {st-page_069_003.jpg|Two men playing tennis on a court} -# SKIPPED (ST): "He Can't Swim" reading list — TTS twin of LLA 3C Figure 3's can't sentences -# (same role and modality); the cassette version is kept. Dropped. +# Source: ST §They Can't Do It +$DIALOGUE They Can't Do It +ID: l3-s11 +INTRO: And three people who are — let's say — still learning. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg|A basketball player in a jersey with the number 19 shooting a basketball towards a hoop} +LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg|A military officer wearing headphones, thinking of the Spanish phrase ESTUDIO ESPANOL} +LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg|A man in a kitchen looking distressed as a large plume of black smoke rises from a pan on the stove} + +# Source: ST §Negative Sentences with Can't +$DIALOGUE Read: What They Can't Do +ID: l3-s12 +INTRO: A quick read-through of "can't" sentences. No repeating this time — just read along as you listen. +INSTRUCTION: Read the sentences. + +LINE: Henry can't swim. +LINE: I can't play tennis very well. +LINE: Mary can't speak Chinese. +LINE: Karl can't drive a car. +LINE: They can't speak English well. +LINE: Doris can't cook. +LINE: Tom can't drive a truck. +LINE: We can't fly a plane. +LINE: The children cannot read and write. +LINE: The old man cannot see well. + +# Source: ST §Grammar box "Can" (card-ified) +$GRAMMAR "Can" for Ability +ID: l3-s8 +INTRO: Here's how "can" works — statements, questions, and short answers. Three small cards. + +CARD: Use **can** to say someone is able to do something. The verb after "can" never changes. +{The students can read well.} +{Mary can't speak French.} + +CARD: To ask, put **can** before the subject. Short answers use "can" or "can't". +{Can you fly an airplane?} +{Yes, I can.} +{No, I can't.} + +CARD: Wh- questions ask for details. When "who" is the subject, the word order stays the same. +{What languages can you speak?} +{I can speak English and Spanish.} +{Who can play soccer well?} +{Bill can!} + +CARD: **Cannot** and **can't** mean the same thing — "can't" is the short form. +{The children cannot read and write.} +{They can't speak English well.} + +SUMMARY: +| Type | Example | +|---|---| +| STATEMENT | The students can read well. | +| NEGATIVE | Mary can't speak French. | +| QUESTION | Can you fly an airplane? | +| SHORT ANSWER | Yes, I can. / No, I can't. | +| WH- QUESTION | What languages can you speak? | +| WH- ANSWER | I can speak English and Spanish. | +| SUBJECT QUESTION | Who can play soccer well? | +| SUBJECT ANSWER | Bill can! | + +cannot = can't # Source: LLA 3C Figure 4 -$PRODUCE Add "Can" -ID: 3c-f4 +$PRODUCE Say It with "Can" +ID: 4-3c-f4 +INTRO: They do it — so they can do it. Listen to each sentence, change it to use "can", say it aloud, then repeat the model answer. +INSTRUCTION: Say the sentence with "can". INPUT: speak CHECK: reveal -INTRO: If Sam flies airplanes, then Sam can fly airplanes. Listen to each sentence, say it again with "can," then repeat the correct answer. -INSTRUCTION: Change the sentence using "can". REPEAT EXAMPLE -PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3} -RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3} +PROMPT: Sam flies airplanes. {bk04-l3c-f4-00-q.mp3} +RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-00-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} @@ -845,41 +866,90 @@ 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 -$PRODUCE Say It with "Can't" -ID: 3c-f5 +$PRODUCE Change It to "Can't" +ID: 4-3c-f5 +INTRO: Now the negative. Listen to the sentence and the cue word, make a negative sentence with "can't" and the cue, and say it aloud. +INSTRUCTION: Change the sentence using "can't" and the cue. INPUT: speak CHECK: reveal -INTRO: Now the negative. Listen to the sentence and the new word, make a negative sentence with "can't" and the new word, then repeat the correct answer. -INSTRUCTION: Make a negative sentence with the new word. 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} +TEMPLATE: I can hear you. (the teacher) +PROMPT: I can hear you. ... the teacher. {bk04-l3c-f5-00-q.mp3} +RESPONSE: I can't hear the teacher. {bk04-l3c-f5-00-a.mp3} -PROMPT: Mark can speak *French*. Spanish. {bk04-l3c-f5-01-q.mp3} +TEMPLATE: Mark can speak French. (Spanish) +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} +TEMPLATE: Maria can swim very well. (cook) +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} +TEMPLATE: Sally can play tennis. (football) +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} +TEMPLATE: Steve can play soccer well. (baseball) +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} +TEMPLATE: Betty can drive a bus. (truck) +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} +TEMPLATE: Ed can come to class next week. (today) +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 +$PRODUCE What Ali Can Do +ID: l3-s10 +INTRO: Ali is a talented man. For each cue, say a sentence that starts with "Ali can" — nothing more to invent. +INSTRUCTION: Say "Ali can" plus the cue. +INPUT: speak +CHECK: reveal + +EXAMPLE +TEMPLATE: speak French +RESPONSE: Ali can speak French. + +TEMPLATE: drive a bus +RESPONSE: Ali can drive a bus. + +TEMPLATE: fly a plane +RESPONSE: Ali can fly a plane. + +TEMPLATE: read and write well +RESPONSE: Ali can read and write well. + +TEMPLATE: answer the teacher's question +RESPONSE: Ali can answer the teacher's question. + +TEMPLATE: play soccer +RESPONSE: Ali can play soccer. + +TEMPLATE: swim very well +RESPONSE: Ali can swim very well. + +TEMPLATE: memorize dialogs +RESPONSE: Ali can memorize dialogs. + +TEMPLATE: learn English +RESPONSE: Ali can learn English. + +TEMPLATE: write a paragraph +RESPONSE: Ali can write a paragraph. + +TEMPLATE: play football +RESPONSE: Ali can play football. + # Source: ST §Can You Play Baseball? $DIALOGUE Can You Play Baseball? ID: l3-s13 -INTRO: The teacher is looking for a baseball player, and it takes three tries. Listen and repeat the dialog. -INSTRUCTION: Repeat the dialog. +INTRO: A teacher asks three boys about baseball. Only one of them says yes. Listen and repeat the dialog. +INSTRUCTION: Listen and repeat the dialog. REPEAT Teacher: Bert, can you play baseball? @@ -889,69 +959,28 @@ Greg: No, I can't play baseball. David can. Teacher: David, can you play baseball? David: Yes, I can play baseball. -# Source: ST §Fish Can Swim (recast: bare-cue sentence invention → personal Q&A per the single-word-cue rule) -$PRODUCE Can You...? -ID: l3-s10 -INPUT: speak -CHECK: llm -SHOW_PROMPT -INTRO: Your turn. Answer each question about yourself in a full sentence — honestly. The app can't check, but your conscience can. -INSTRUCTION: Answer the question aloud in a full sentence. -RUBRIC: Accept any truthful, grammatical answer about the learner's own ability using "can" or "can't"; yes or no is the learner's choice, short or long answers are fine. +$SESSION 3-4: Languages, Stories, and Dictation -PROMPT: Can you drive a bus? +# Source: ST §Can You Speak French? +$DIALOGUE Can You Speak French? {st-page_075_001.jpg|Three young men standing together outdoors, talking and gesturing in a friendly manner} +ID: l3-s17 +INTRO: Time to put "can" to work — languages, questions, and two short stories. First, Donald introduces his new friend Jacques, and finding a shared language takes a little work. Listen and repeat. +INSTRUCTION: Listen and repeat the dialog. +REPEAT -PROMPT: Can you fly a plane? +Donald: Hi, Robert. This is my new friend Jacques. +NOTES: Jacques is pronounced /žak/. +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. -PROMPT: Can you swim very well? - -PROMPT: Can you play soccer? - -PROMPT: Can you speak French? - -PROMPT: Can you cook? - -PROMPT: Can you memorize dialogs? - -PROMPT: Can you write a paragraph in English? - -# SKIPPED (book): Function "CAN YOU COOK WELL?" — open pair task ("ask questions and answer -# them") with no specific subjects or objects provided. Dropped. - -$LESSON 3-4: Can in Action — Questions, Readings, and Dictation - -# Source: ST §Can You Speak English? -$PRODUCE Ask and Answer with "Can" -ID: l3-s14 -INTRO: In this part you'll put "can" questions to work, read about some very multilingual students, and finish with dictation. First: build a question from each cue, then answer it yourself. -INSTRUCTION: Ask a question with "can" from the cue, then answer it. -INPUT: speak -CHECK: llm -RUBRIC: Accept a correctly formed question with "can" based on the cue (e.g. "Can your brother play basketball?"), followed by any matching answer ("Yes, he can." / "No, he can't play baseball."). The question form is the point — a malformed question fails. - -EXAMPLE -TEMPLATE: your sister/speak (English, Spanish, French) -RESPONSE: Can your sister speak English? Yes, she can. - -TEMPLATE: your brother/play (basketball, baseball, soccer) -RESPONSE: Can your brother play soccer? Yes, he can. - -TEMPLATE: you/swim well -RESPONSE: Can you swim well? No, I can't. - -TEMPLATE: your father/drive (a car, a bus, a truck) -RESPONSE: Can your father drive a truck? Yes, he can. - -TEMPLATE: your teacher/speak (English, French, Arabic) well -RESPONSE: Can your teacher speak French well? No, she can't. - -TEMPLATE: you/fly an airplane -RESPONSE: Can you fly an airplane? No, I can't. - -# Source: LLA 3C Figure 6 (part 1) +# Source: LLA 3C Figure 6 $DIALOGUE Jim's Languages -ID: 3c-f6 -INTRO: Jim speaks three languages — though his Japanese pen still needs practice. Listen to the paragraph. +ID: 4-3c-f6 +INTRO: Jim speaks three languages — though his Japanese pen would disagree. Listen to the paragraph. INSTRUCTION: Listen to the paragraph. LINE: Jim can speak English and German very well. {bk04-l3c-f6-01.mp3} @@ -959,14 +988,14 @@ LINE: He can speak Japanese too. {bk04-l3c-f6-02.mp3} LINE: He can read and write English and German well. {bk04-l3c-f6-03.mp3} LINE: He can't write or read Japanese very well. {bk04-l3c-f6-04.mp3} -# Source: LLA 3C Figure 6 (part 2) -$PRODUCE Questions About Jim -ID: 3c-f6-b -REFERENCE +# Source: LLA 3C Figure 6 (questions) +$PRODUCE Questions: Jim's Languages +ID: 4-3c-f6-b +REFERENCE: 4-3c-f6 +INTRO: Answer each question about Jim aloud — the paragraph is there if you need it. Then repeat the model answer. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: Now answer questions about Jim aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT PROMPT: Can Jim speak English and German very well? {bk04-l3c-f6-05-q.mp3} @@ -984,89 +1013,141 @@ RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-08-a.mp3} PROMPT: Can he read it very well? {bk04-l3c-f6-09-q.mp3} RESPONSE: No, he can't read it very well. {bk04-l3c-f6-09-a.mp3} -# Source: ST §They Can Speak Two or Three Languages -$DIALOGUE A Class of Many Languages +# Source: ST §Languages in Class +$DIALOGUE Languages in Class ID: l3-s15 -INTRO: One classroom, a dozen languages. Listen to the paragraph about the students in this class. -INSTRUCTION: Listen to the paragraph. +INTRO: One classroom, a dozen languages. Read the paragraph about the students — you'll ask questions about them next. +INSTRUCTION: Read the paragraph about the students. -LINE: All the students in my class know two, three, or four languages. -LINE: Lt Romo speaks Spanish, French, and English. -LINE: Sgt Gamdi speaks Arabic and English. -LINE: Lt Fofana speaks French, Spanish, English, and Wolof. -LINE: Maj Kim speaks Korean, Japanese, and English. -LINE: Capt Rossi speaks French, Italian, and English. +Narrator: All the students in my class know two, three, or four languages. +Narrator: Lt Romo speaks Spanish, French, and English. +Narrator: Sgt Gamdi speaks Arabic and English. +Narrator: Lt Fofana speaks French, Spanish, English, and Wolof. +NOTES: Wolof is an African language. +Narrator: Maj Kim speaks Korean, Japanese, and English. +Narrator: Capt Rossi speaks French, Italian, and English. -# Source: ST §Ask Questions with Can -$PRODUCE Ask the Question +# Source: ST §They Can Speak Two or Three Languages +$PRODUCE Ask with "Who" and "What" ID: l3-s16 -REFERENCE -INTRO: This time you get the answer first and must supply the question — "who" or "what languages," with "can." Say your question aloud, then compare. You can look back at the paragraph. -INSTRUCTION: Say a "who" or "what" question with "can" that fits the answer. -INPUT: speak +REFERENCE: l3-s15 +INTRO: Now you write the questions. For each statement, type a question with "who" or "what" and "can" that the statement answers. The class list is there if you need it. +INSTRUCTION: Write a question with "who" or "what" and "can". +INPUT: type CHECK: llm -RUBRIC: The learner must form a question starting with "Who can..." or "What languages can..." that elicits the statement. Accept pronouns used in the prompt (e.g. "he") even if the model answer uses a specific name, and omitting context not shown in the prompt. The correct question form with "can" is the point. +RUBRIC: Accept any correctly structured question using "who" or "what" with "can" that asks for the provided answer. EXAMPLE -TEMPLATE: ____ TEMPLATE: Sgt Gamdi can speak Arabic. RESPONSE: Who can speak Arabic in your class? EXAMPLE -TEMPLATE: ____ -TEMPLATE: He can speak Korean, Japanese, and English. +TEMPLATE: Maj Kim can speak Korean, Japanese, and English. RESPONSE: What languages can Maj Kim speak? -TEMPLATE: ____ TEMPLATE: Lt Romo and Lt Fofana can speak Spanish. RESPONSE: Who can speak Spanish? -TEMPLATE: ____ -TEMPLATE: He can speak Arabic and English. +TEMPLATE: Sgt Gamdi can speak Arabic and English. RESPONSE: What languages can Sgt Gamdi speak? -TEMPLATE: ____ TEMPLATE: All the students in the class can speak English. RESPONSE: Who can speak English? -TEMPLATE: ____ -TEMPLATE: He can speak French, Spanish, English, and Wolof. +TEMPLATE: Lt Fofana can speak French, Spanish, English, and Wolof. RESPONSE: What languages can Lt Fofana speak? -TEMPLATE: ____ TEMPLATE: Capt Rossi can speak Italian. RESPONSE: Who can speak Italian? -TEMPLATE: ____ TEMPLATE: Maj Kim can speak Japanese. RESPONSE: Who can speak Japanese? -TEMPLATE: ____ TEMPLATE: Lt Romo, Lt Fofana, and Capt Rossi can speak French. RESPONSE: Who can speak French? -TEMPLATE: ____ -TEMPLATE: She can speak French, Italian, and English. +TEMPLATE: Capt Rossi can speak French, Italian, and English. RESPONSE: What languages can Capt Rossi speak? -# Source: ST §Can You Speak French? -$DIALOGUE Jacques Can Speak Spanish -ID: l3-s17 -INTRO: Donald introduces his new friend Jacques — and the three of them hunt for a language everyone shares. Listen to the dialog. -INSTRUCTION: Listen to the dialog. +# Source: ST §Can You Speak English? (self-checked reveal changed to llm — answers about the learner's family aren't determinable) +$PRODUCE Ask and Answer with "Can" +ID: l3-s14 +INTRO: Ask a "can" question from the cue — about your family, your teacher, or yourself — and then answer it honestly. Both sides of the conversation are yours. +INSTRUCTION: Ask a "can" question from the cue, then answer it. +INPUT: speak +CHECK: llm +RUBRIC: The point is a well-formed "Can + subject + verb...?" question built from the cue, plus a matching short answer with "can" or "can't". Accept any of the cue's choices and either yes or no — the model is only one sample. -Donald: Hi, Robert. This is my new friend Jacques. {st-page_075_001.jpg} -Robert: Hello, Jacques. Glad to meet you. {st-page_075_001.jpg} -Donald: Jacques can't speak English very well. Can you speak French? {st-page_075_001.jpg} -Robert: No, I can't. {st-page_075_001.jpg} -Donald: Well, can you speak Spanish? {st-page_075_001.jpg} -Robert: Yes, I can. {st-page_075_001.jpg} -Donald: Good, Jacques can speak Spanish, too. {st-page_075_001.jpg} +EXAMPLE +TEMPLATE: your sister / speak (English, Spanish, French) +RESPONSE: Can your sister speak English?\n— Yes, she can. She can speak English. -# Source: LLA 3C Figure 7 (part 1) -$DIALOGUE Ken's Routine -ID: 3c-f7 -INTRO: Two short listening passages now. First, Ken and his very regular workday. Just listen. +TEMPLATE: your brother / play (basketball, baseball, soccer) +RESPONSE: Can your brother play basketball?\n— Yes, he can. He can play basketball. + +TEMPLATE: you / swim well +RESPONSE: Can you swim well?\n— Yes, I can. I can swim well. + +TEMPLATE: your father / drive (a car, a bus, a truck) +RESPONSE: Can your father drive a car?\n— Yes, he can. He can drive a car. + +TEMPLATE: your teacher / speak (English, French, Arabic) well +RESPONSE: Can your teacher speak English well?\n— Yes, she can. She can speak English well. + +TEMPLATE: you / fly an airplane +RESPONSE: Can you fly an airplane?\n— No, I can't. I can't fly an airplane. + +# Source: ST §Can You Cook Well? (bare-verb cues enriched with objects; recast as about-yourself llm) +$PRODUCE What Can You Do? +ID: l3-s18 +INTRO: Now it's really about you. For each cue, ask yourself the "can" question and answer truthfully — nobody is checking whether you can actually fly an airplane. +INSTRUCTION: Ask a "can" question with the cue, then answer about yourself. +INPUT: speak +CHECK: llm +RUBRIC: The point is a well-formed "Can you...?" question using the cue plus a short truthful answer ("Yes, I can." / "No, I can't."). Accept either yes or no and any sensible completion; the model is only one sample. + +EXAMPLE +TEMPLATE: spell / your teacher's name +RESPONSE: Can you spell your teacher's name?\n— No, I can't. I can't spell my teacher's name. + +EXAMPLE +TEMPLATE: drive / a bus +RESPONSE: Can you drive a bus?\n— Yes, I can. I can drive a bus. + +TEMPLATE: speak / English +RESPONSE: Can you speak English?\n— Yes, I can. I can speak English. + +TEMPLATE: read / French +RESPONSE: Can you read French?\n— No, I can't. I can't read French. + +TEMPLATE: cook / well +RESPONSE: Can you cook well?\n— Yes, I can. I can cook well. + +TEMPLATE: swim +RESPONSE: Can you swim?\n— Yes, I can. I can swim very well. + +TEMPLATE: play / soccer +RESPONSE: Can you play soccer?\n— Yes, I can. I can play soccer. + +TEMPLATE: write / a paragraph +RESPONSE: Can you write a paragraph?\n— Yes, I can. I can write a paragraph. + +TEMPLATE: fly / an airplane +RESPONSE: Can you fly an airplane?\n— No, I can't. I can't fly an airplane. + +TEMPLATE: speak / Arabic +RESPONSE: Can you speak Arabic?\n— No, I can't. I can't speak Arabic. + +TEMPLATE: learn / English quickly +RESPONSE: Can you learn English quickly?\n— Yes, I can. I can learn English. + +TEMPLATE: memorize / dialogs +RESPONSE: Can you memorize dialogs?\n— Yes, I can. I can memorize dialogs. + +# Source: LLA 3C Figure 7 (paragraph 1) +$DIALOGUE Ken's Daily Routine +ID: 4-3c-f7-p1-story +INTRO: Two short listening stories now. First: Ken, coffee, and a very punctual desk. Listen to the paragraph. INSTRUCTION: Listen to the paragraph. LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-01.mp3} @@ -1076,79 +1157,83 @@ LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-04 LINE: He leaves the base at 5 or 5:30 every afternoon. {bk04-l3c-f7-05.mp3} # Source: LLA 3C Figure 7 (question 1) -$SELECT Which Is True — Ken? -ID: 3c-f7-b -REFERENCE -INTRO: Tap the statement that is true about Ken. You can listen to the paragraph again if you need to. +$SELECT True Statement: Ken +ID: 4-3c-f7-p1 +REFERENCE: 4-3c-f7-p1-story +INTRO: One of these four statements about Ken is true. Tap it — you can reopen the story if you need to. INSTRUCTION: Tap the true statement. -TEMPLATE: Which statement is true? +PROMPT: Which statement is true about Ken? 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-ans1.mp3} +OPTION: c | Ken works at an Air Force base. OPTION: d | Ken takes German lessons downtown. ANSWER: c +FEEDBACK: Ken works at an Air Force base. {bk04-l3c-f7-06.mp3} -# Source: LLA 3C Figure 7 (part 2) +# Source: LLA 3C Figure 7 (paragraph 2) $DIALOGUE Anna's Dinner -ID: 3c-f7-c -INTRO: Second passage: Anna plans a big dinner and is missing one thing. Just listen. +ID: 4-3c-f7-p2-story +INTRO: Story two: Anna plans a big dinner and discovers the one thing missing. Listen to the paragraph. INSTRUCTION: Listen to the paragraph. -LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-06.mp3} -LINE: She had rice, eggs, and bread. {bk04-l3c-f7-07.mp3} -LINE: She had apples, bananas, and oranges too. {bk04-l3c-f7-08.mp3} -LINE: She didn't have meat. {bk04-l3c-f7-09.mp3} -LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-10.mp3} -LINE: In the evening she cooked a big dinner for her family. {bk04-l3c-f7-11.mp3} -LINE: They liked it very much. {bk04-l3c-f7-12.mp3} +LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-07.mp3} +LINE: She had rice, eggs, and bread. {bk04-l3c-f7-08.mp3} +LINE: She had apples, bananas, and oranges too. {bk04-l3c-f7-09.mp3} +LINE: She didn't have meat. {bk04-l3c-f7-10.mp3} +LINE: She went to the commissary in the morning and bought beef and chicken. {bk04-l3c-f7-11.mp3} +LINE: In the evening she cooked a big dinner for her family. {bk04-l3c-f7-12.mp3} +LINE: They liked it very much. {bk04-l3c-f7-13.mp3} # Source: LLA 3C Figure 7 (question 2) -$SELECT Which Is True — Anna? -ID: 3c-f7-d -REFERENCE -INTRO: Tap the statement that is true about Anna's dinner. +$SELECT True Statement: Anna +ID: 4-3c-f7-p2 +REFERENCE: 4-3c-f7-p2-story +INTRO: Same job: tap the true statement about Anna. INSTRUCTION: Tap the true statement. -TEMPLATE: Which statement is true? +PROMPT: Which statement is true about Anna? OPTION: a | Anna goes to the movies every Friday. -OPTION: b | Anna bought meat at the commissary yesterday. {bk04-l3c-f7-ans2.mp3} +OPTION: b | Anna bought meat at the commissary yesterday. OPTION: c | Anna's family eats chicken and rice on Mondays. OPTION: d | Anna's family ate dinner in a restaurant. ANSWER: b +FEEDBACK: Anna bought meat at the commissary yesterday. {bk04-l3c-f7-14.mp3} # Source: LLA 3C Figure 8 -$PRODUCE Dictation -ID: 3c-f8 +$PRODUCE Type What You Hear +ID: 4-3c-f8 INPUT: type CHECK: exact -INTRO: To finish this part: dictation. Listen to each sentence and type exactly what you hear — every word counts. +HIDE_PROMPT +INTRO: Ears on, fingers ready. Listen to each sentence and type exactly what you hear. INSTRUCTION: Type the sentence you hear. PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} -RESPONSE: Four students left the base last Saturday morning. +RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} -RESPONSE: They took the bus downtown and were there all day. +RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} -RESPONSE: The students had lunch at a new restaurant. +RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} -RESPONSE: They saw a good show and ate dinner. +RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} -RESPONSE: At midnight, they took a taxi to the base. +RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} -$LESSON 3-5: Asking Permission — Can and May +$SESSION 3-5: Asking Permission — Can and May # Source: LLA 3D Figure 1 -$DIALOGUE Can I Come In? {page_058_001.jpg} -ID: 3d-f1 -INTRO: In this part you'll ask for permission — with "can," and with its more formal cousin "may." Lieutenant Martin wants to leave early; the Major has other plans. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +$DIALOGUE Asking Permission with "Can" {page_058_001.jpg|An office setting where Lt Martin, wearing a military flight suit, stands at the open doorway of an office. Inside, Maj Mills, also in a flight suit, stands behind his desk holding a folder, looking towards Lt Martin} +ID: 4-3d-f1 +INTRO: In this part you'll learn to ask for permission with "can" and "may". Lieutenant Martin wants to leave at noon — listen to how he asks Major Mills, and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT +VOCAB: can Lt_Martin: Good morning, sir. Can I come in? {bk04-l3d-f1-01.mp3} Maj_Mills: Yes, you can come in, Lieutenant. {bk04-l3d-f1-02.mp3} Lt_Martin: Can I talk to you, please? {bk04-l3d-f1-03.mp3} @@ -1158,13 +1243,13 @@ Maj_Mills: No. I want to fly with you then. {bk04-l3d-f1-06.mp3} Lt_Martin: When can I leave? {bk04-l3d-f1-07.mp3} Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} -Maj_Mills: That's okay. You can come early tomorrow. {bk04-l3d-f1-10.mp3} +Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} # Source: LLA 3D Figure 2 -$DIALOGUE May I Come In? -ID: 3d-f2 -INTRO: The same conversation, the same answer for the Lieutenant — this time with "may." Listen and repeat each line. -INSTRUCTION: Listen and repeat. +$DIALOGUE Asking Permission with "May" {page_058_001.jpg|An office setting where Lt Martin, wearing a military flight suit, stands at the open doorway of an office. Inside, Maj Mills, also in a flight suit, stands behind his desk holding a folder, looking towards Lt Martin} +ID: 4-3d-f2 +INTRO: Same office, same request — but this time with "may", the slightly more polite cousin of "can". Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT VOCAB: may @@ -1177,44 +1262,142 @@ Maj_Mills: No, I want to fly with you then. {bk04-l3d-f2-06.mp3} Lt_Martin: When may I leave? {bk04-l3d-f2-07.mp3} Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} -Maj_Mills: That's okay. You may come early tomorrow. {bk04-l3d-f2-10.mp3} - -# Source: ST §May and Can (grammar box) -$GRAMMAR May and Can for Permission -ID: l3-s25 -INTRO: You heard "can" and "may" doing the same job. Here's the pattern on paper. - -**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.} | +Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} # Source: ST §May I Have a Snack? $DIALOGUE May I Have an Apple? -ID: l3-s26 -INTRO: A hungry little girl tests her mother's patience — twice. Listen and repeat the dialog. +ID: l3-s27 +INTRO: Permission works at home too. A hungry little girl, a bowl of fruit, and a mother with a schedule. Repeat the dialog. INSTRUCTION: Repeat the dialog. REPEAT -LittleGirl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg} -Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} -LittleGirl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} -Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} +Little_Girl: Mother, I'm hungry. May I have an apple? {st-page_083_001.jpg|A mother stands talking to her little daughter in the kitchen, who is pointing to a bowl of fruit on the counter} +Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg|The mother hands an apple from the bowl to her happy little daughter} +Little_Girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg|The mother and daughter are back in the kitchen, the daughter is pointing to the bowl of fruit again} +Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg|The mother wagging her finger at her daughter, refusing to let her have another piece of fruit} -# SKIPPED (ST): "Can I Have a Snack?" — the same dialog re-run with "can"; the can/may -# swap is already modeled by LLA 3D Figures 1–2. Dropped as a duplicate. +# Source: ST §Can I Have a Snack? +$DIALOGUE Can I Have an Apple? +ID: l3-s28 +INTRO: The same kitchen conversation — this time with "can". Just read it through. +INSTRUCTION: Read the dialog. + +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 §Grammar box "May and Can" (card-ified) +$GRAMMAR Permission: "May" and "Can" +ID: l3-s26 +INTRO: Here's the pattern behind those two conversations — "may" and "can" for giving and asking permission. + +CARD: **May** and **can** both give permission. "May" sounds a little more formal. +{Children, you may have some fruit after dinner.} +{You can leave early today.} + +CARD: To ask permission, put **may** first. Answer with "may" or "may not". +{May I sit here?} +{Yes, you may.} +{No, you may not.} + +CARD: **Can** asks the same way. Answer with "can" or "can't". +{Can I write in my book?} +{Yes, you can.} +{No, you can't.} + +SUMMARY: +| Type | Example | +|---|---| +| STATEMENT | Children, you may have some fruit after dinner. | +| STATEMENT | You can leave early today. | +| QUESTION | May I sit here? | +| ANSWER | Yes, you may. / No, you may not. | +| QUESTION | Can I write in my book? | +| ANSWER | Yes, you can. / No, you can't. | + +# Source: LLA 3D Figure 3 +$PRODUCE "Can't" and "May Not" +ID: 4-3d-f3 +INPUT: speak +CHECK: reveal +REPEAT +INTRO: Permission refused. Listen to the sentence and the cue word, change the sentence to a negative statement using the cue, then repeat the correct answer. +INSTRUCTION: Say the negative sentence aloud. + +EXAMPLE +PROMPT: You can open the door. Window. {bk04-l3d-f3-ex1.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.mp3} +RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} + +PROMPT: You can leave at 2 o'clock. Noon. {bk04-l3d-f3-01.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.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.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.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.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.mp3} +RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} + +# Source: LLA 3D Figure 4 +$PRODUCE Ask with "Can" and "May" +ID: 4-3d-f4 +INPUT: speak +CHECK: reveal +REPEAT +INTRO: Now you do the asking. Listen to the statement and the modal word, turn it into a permission question, then repeat the correct answer. +INSTRUCTION: Ask the question aloud. + +EXAMPLE +PROMPT: I want to open the door. Can. {bk04-l3d-f4-ex1.mp3} +RESPONSE: Can I open the door? {bk04-l3d-f4-ex1-a.mp3} + +EXAMPLE +PROMPT: We want to take the test now. May. {bk04-l3d-f4-ex2.mp3} +RESPONSE: May we take the test now? {bk04-l3d-f4-ex2-a.mp3} + +PROMPT: We want to take a break now. Can. {bk04-l3d-f4-01.mp3} +RESPONSE: Can we take a break now? {bk04-l3d-f4-01-a.mp3} + +PROMPT: I want to open the window. May. {bk04-l3d-f4-02.mp3} +RESPONSE: May I open the window? {bk04-l3d-f4-02-a.mp3} + +PROMPT: I want to smoke in here. May. {bk04-l3d-f4-03.mp3} +RESPONSE: May I smoke in here? {bk04-l3d-f4-03-a.mp3} + +PROMPT: We want to see your new car. Can. {bk04-l3d-f4-04.mp3} +RESPONSE: Can we see your new car? {bk04-l3d-f4-04-a.mp3} + +PROMPT: We want to sit at this table. Can. {bk04-l3d-f4-05.mp3} +RESPONSE: Can we sit at this table? {bk04-l3d-f4-05-a.mp3} + +PROMPT: We want to start our homework. May. {bk04-l3d-f4-06.mp3} +RESPONSE: May we start our homework? {bk04-l3d-f4-06-a.mp3} + +PROMPT: We want to go to lunch early. Can. {bk04-l3d-f4-07.mp3} +RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} + +PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08.mp3} +RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} # Source: ST §See It and Say It -$DIALOGUE Permission — Short Exchanges -ID: l3-s28 -INTRO: Five quick question-and-answer exchanges about permission. Listen to how the short answers echo the question word. -INSTRUCTION: Listen to the questions and answers. +$DIALOGUE See It and Say It +ID: l3-s29 +INTRO: Five quick permission exchanges. Read each line, then try to say it without looking — the goal is to own the pattern, not the page. +INSTRUCTION: Read your line, then say it without looking. +REPEAT Student: Can I leave early today? Teacher: No, you can't. @@ -1231,380 +1414,179 @@ Bill: Yes, you may. Student: May I please leave? Teacher: No, you may not. -# Source: LLA 3D Figure 3 -$PRODUCE Say No — Can't and May Not -ID: 3d-f3 -INPUT: speak -CHECK: reveal -INTRO: Permission denied. Listen to the sentence and a new word, change the sentence to the negative using the new word, then repeat the correct answer. -INSTRUCTION: Change the sentence to a negative using the new word. -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 *2 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 -$PRODUCE Ask for Permission -ID: 3d-f4 -INPUT: speak -CHECK: reveal -INTRO: Turn each wish into a request. Listen to the sentence and the word "can" or "may," then ask the question. Repeat the correct answer. -INSTRUCTION: Ask a question aloud. -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 +# Source: LLA 3D Figure 5 (rules) $DIALOGUE Mrs. Wilson's Classroom Rules -ID: 3d-f5 -INTRO: Mrs. Wilson is a teacher, and her classroom has rules. Listen to what she told the young boys and girls in her class. +ID: 4-3d-f5-rules +INTRO: Mrs. Wilson runs a tight classroom — pencils yes, pens no. Listen to the rules she gives her students. INSTRUCTION: Listen to the rules. -Narrator: Mrs. Wilson is a teacher. She said this to the young boys and girls in her class: {bk04-l3d-f5-intro.mp3} -LINE: You may write with a pencil. {bk04-l3d-f5-p01.mp3} -LINE: You may not write with a pen. {bk04-l3d-f5-p02.mp3} -LINE: You can eat lunch at 11:30. {bk04-l3d-f5-p03.mp3} -LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-p04.mp3} -LINE: You may play games outside. {bk04-l3d-f5-p05.mp3} -LINE: You may not play games in the classroom. {bk04-l3d-f5-p06.mp3} +Mrs_Wilson: Mrs. Wilson is a teacher. She said this to the young boys and girls in her class: {bk04-l3d-f5-01.mp3} +LINE: You may write with a pencil. {bk04-l3d-f5-02.mp3} +LINE: You may not write with a pen. {bk04-l3d-f5-03.mp3} +LINE: You can eat lunch at 11:30. {bk04-l3d-f5-04.mp3} +LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-05.mp3} +LINE: You may play games outside. {bk04-l3d-f5-06.mp3} +LINE: You may not play games in the classroom. {bk04-l3d-f5-07.mp3} # Source: LLA 3D Figure 5 (questions) -$PRODUCE Questions About the Rules -ID: 3d-f5-b -REFERENCE +$PRODUCE Questions: Classroom Rules +ID: 4-3d-f5 +REFERENCE: 4-3d-f5-rules INPUT: speak CHECK: reveal -INTRO: Answer the questions about Mrs. Wilson's rules aloud with a short answer, then repeat the correct one. -INSTRUCTION: Answer aloud with a full sentence. REPEAT +INTRO: Answer the questions about Mrs. Wilson's rules aloud — the rules are there if you need them. Then repeat the correct answer. +INSTRUCTION: Answer aloud based on the classroom rules. -PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-01-q.mp3} -RESPONSE: Yes, they may. {bk04-l3d-f5-01-a.mp3} +PROMPT: May Mrs. Wilson's students write with a pencil? {bk04-l3d-f5-08.mp3} +RESPONSE: Yes, they may. {bk04-l3d-f5-08-a.mp3} -PROMPT: May they write with a pen? {bk04-l3d-f5-02-q.mp3} -RESPONSE: No, they may not. {bk04-l3d-f5-02-a.mp3} +PROMPT: May they write with a pen? {bk04-l3d-f5-09.mp3} +RESPONSE: No, they may not. {bk04-l3d-f5-09-a.mp3} -PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-03-q.mp3} -RESPONSE: Yes, they can. {bk04-l3d-f5-03-a.mp3} +PROMPT: Can they eat lunch at 11:30? {bk04-l3d-f5-10.mp3} +RESPONSE: Yes, they can. {bk04-l3d-f5-10-a.mp3} -PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-04-q.mp3} -RESPONSE: No, they cannot. {bk04-l3d-f5-04-a.mp3} +PROMPT: Can they eat lunch in the classroom? {bk04-l3d-f5-11.mp3} +RESPONSE: No, they cannot. {bk04-l3d-f5-11-a.mp3} -PROMPT: May they play games outside? {bk04-l3d-f5-05-q.mp3} -RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3} +PROMPT: May they play games outside? {bk04-l3d-f5-12.mp3} +RESPONSE: Yes, they may. {bk04-l3d-f5-12-a.mp3} -PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3} -RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3} +PROMPT: May they play games in the classroom? {bk04-l3d-f5-13.mp3} +RESPONSE: No, they may not. {bk04-l3d-f5-13-a.mp3} # Source: LLA 3D Figure 6 -$PRODUCE Question Words with Can and May -ID: 3d-f6 +$PRODUCE Ask for the Details +ID: 4-3d-f6 INPUT: speak CHECK: reveal -INTRO: Now build bigger questions. Listen to the sentence and the question word, then ask the new question. Repeat the correct answer. -INSTRUCTION: Ask a question using the cue word. REPEAT +INTRO: When, where, who — ask for the missing detail. Listen to the sentence and the question word, form the question, then repeat the answer. +INSTRUCTION: Ask the question aloud. EXAMPLE -PROMPT: The students can eat lunch at 11:30. When? {bk04-l3d-f6-ex-q.mp3} +PROMPT: The students can eat lunch at 11:30. When? {bk04-l3d-f6-ex.mp3} RESPONSE: When can the students eat lunch? {bk04-l3d-f6-ex-a.mp3} -PROMPT: The boys and girls may play outside. Where? {bk04-l3d-f6-01-q.mp3} +PROMPT: The boys and girls may play outside. Where? {bk04-l3d-f6-01.mp3} RESPONSE: Where may the boys and girls play? {bk04-l3d-f6-01-a.mp3} -PROMPT: The children can watch TV on Saturday. When? {bk04-l3d-f6-02-q.mp3} +PROMPT: The children can watch TV on Saturday. When? {bk04-l3d-f6-02.mp3} RESPONSE: When can the children watch TV? {bk04-l3d-f6-02-a.mp3} -PROMPT: Lieutenant Bell may leave early today. Who? {bk04-l3d-f6-03-q.mp3} +PROMPT: Lieutenant Bell may leave early today. Who? {bk04-l3d-f6-03.mp3} RESPONSE: Who may leave early today? {bk04-l3d-f6-03-a.mp3} -PROMPT: The airmen can watch a movie. What? {bk04-l3d-f6-04-q.mp3} +PROMPT: The airmen can watch a movie. What? {bk04-l3d-f6-04.mp3} RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3} -PROMPT: Mrs. Nelson's students may take a break. Whose? {bk04-l3d-f6-05-q.mp3} +PROMPT: Mrs. Nelson's students may take a break. Whose? {bk04-l3d-f6-05.mp3} RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3} -# Source: ST §May I Go Outside? -$PRODUCE Ask Permission — Your Turn -ID: l3-s29 -INTRO: Your turn to negotiate. From each cue, ask for permission with "can" or "may," then give the answer — yes or no, your classroom, your rules. -INSTRUCTION: Ask for permission using "can" or "may", then answer. +# Source: ST §May I Go Outside? (self-checked reveal changed to llm — the learner invents both sides of the exchange) +$PRODUCE May I Go Outside? +ID: l3-s30 +INTRO: Your turn to run the whole exchange: for each cue, ask a permission question with "may" or "can", then give the answer yourself — generous or strict, your classroom. +INSTRUCTION: Ask a permission question with "may" or "can", then answer it. INPUT: speak CHECK: llm -RUBRIC: Accept a correctly formed permission question using "can" or "may" based on the cue, followed by an appropriate short or long answer ("Yes, you may." / "No, you can't."). The question form is the point; the yes/no choice is free. +RUBRIC: The point is a grammatical permission question with "may" or "can" built from the cue, plus a matching short answer ("Yes, you may." / "No, you can't." etc.). Accept either modal and either yes or no; the model is only one sample. EXAMPLE TEMPLATE: sit down -RESPONSE: Can I sit down in that chair, please? Yes, you can. +RESPONSE: Can I sit down in that chair, please?\n— Yes, you can. You can sit down in that chair. EXAMPLE TEMPLATE: go outside -RESPONSE: May I go outside? No, you may not. +RESPONSE: May I go outside?\n— No, you may not. You may not go outside. TEMPLATE: watch a movie in class -RESPONSE: Can we watch a movie in class? No, you can't. +RESPONSE: Can we watch a movie in class?\n— No, you can't. You can't watch a movie in class. TEMPLATE: leave early on Friday -RESPONSE: May I leave early on Friday? Yes, you may. +RESPONSE: May I leave early on Friday?\n— Yes, you may. You may leave early on Friday. TEMPLATE: see your notebook -RESPONSE: Can I see your notebook? Yes, you can. +RESPONSE: May I see your notebook, please?\n— Yes, you may. You may see my notebook. TEMPLATE: talk -RESPONSE: May we talk? No, you may not. +RESPONSE: Can we talk now?\n— No, you can't. You can't talk during the test. TEMPLATE: study in your room -RESPONSE: Can I study in your room? Yes, you can. +RESPONSE: May I study in your room?\n— Yes, you may. You may study in my room. TEMPLATE: take off my shoes in the classroom -RESPONSE: May I take off my shoes in the classroom? No, you may not. +RESPONSE: Can I take off my shoes in the classroom?\n— No, you can't. You can't take off your shoes in the classroom. TEMPLATE: put on my hat -RESPONSE: Can I put on my hat? Yes, you can. +RESPONSE: May I put on my hat?\n— Yes, you may. You may put on your hat outside. TEMPLATE: drink this water -RESPONSE: May I drink this water? Yes, you may. +RESPONSE: Can I drink this water?\n— Yes, you can. You can drink this water. TEMPLATE: listen to tapes -RESPONSE: Can we listen to tapes? Yes, you can. +RESPONSE: May I listen to tapes in the lab?\n— Yes, you may. You may listen to tapes in the lab. TEMPLATE: see your I.D. card -RESPONSE: May I see your I.D. card? Yes, you may. +RESPONSE: May I see your I.D. card, please?\n— Yes, you may. Here is my I.D. card. -# Source: LLA 3D Figure 7 -$PRODUCE Military Times -ID: 3d-f7 +$SESSION 3-6: Schedules and Obligations — Must + +# Source: LLA 3D Figure 7 (schedule) +$DIALOGUE The Class Schedule +ID: 4-3d-f7-schedule +INTRO: This part is about rules and obligations — what you must and must not do. First, two students walk through their class schedule in military time. Listen to the dialogue. +INSTRUCTION: Listen to the dialogue. + +Student1: What is the schedule for our English class? {bk04-l3d-f7-01.mp3} +Student2: The class begins at 07:30. {bk04-l3d-f7-02.mp3} +Student1: When does it end? {bk04-l3d-f7-03.mp3} +Student2: At 14:15. {bk04-l3d-f7-04.mp3} +Student1: Do we eat lunch early or late? {bk04-l3d-f7-05.mp3} +Student2: Early. We go to the dining hall at 11:00. {bk04-l3d-f7-06.mp3} +Student1: Do we have a break in the morning? {bk04-l3d-f7-07.mp3} +Student2: Yes. The break's at 09:10. {bk04-l3d-f7-08.mp3} +Student1: Does our class go to the lab in the morning? {bk04-l3d-f7-09.mp3} +Student2: No. We go at 13:00. {bk04-l3d-f7-10.mp3} + +# Source: LLA 3D Figure 7 (times) +$PRODUCE Type the Military Times +ID: 4-3d-f7 +REFERENCE: 4-3d-f7-schedule INPUT: type CHECK: exact -INTRO: A quick ear-and-numbers check. You'll hear people talking about the training day — type each military time you hear, using four digits. -INSTRUCTION: Type the military time using numbers. +INTRO: Now write the schedule down. Type each military time from the dialogue — reopen it if a number got away from you. +INSTRUCTION: Type the military time. -PROMPT: The class begins at 07:30. {bk04-l3d-f7-01.mp3} -TEMPLATE: ____ hours -RESPONSE: 0730 -ACCEPT: 07:30 +TEMPLATE: Class begins: ____ hours +RESPONSE: 0730 hours +ACCEPT: 0730 | 07:30 | 730 | 7:30 -PROMPT: When does it end? At 14:15. {bk04-l3d-f7-02.mp3} -TEMPLATE: ____ hours -RESPONSE: 1415 -ACCEPT: 14:15 +TEMPLATE: Class ends: ____ hours +RESPONSE: 1415 hours +ACCEPT: 1415 | 14:15 -PROMPT: Early. We go to the dining hall at 11:00. {bk04-l3d-f7-03.mp3} -TEMPLATE: ____ hours -RESPONSE: 1100 -ACCEPT: 11:00 +TEMPLATE: Lunch: ____ hours +RESPONSE: 1100 hours +ACCEPT: 1100 | 11:00 -PROMPT: Yes. The break's at 09:10. {bk04-l3d-f7-04.mp3} -TEMPLATE: ____ hours -RESPONSE: 0910 -ACCEPT: 09:10 +TEMPLATE: Morning break: ____ hours +RESPONSE: 0910 hours +ACCEPT: 0910 | 09:10 | 910 | 9:10 -PROMPT: No. We go at 13:00. {bk04-l3d-f7-05.mp3} -TEMPLATE: ____ hours -RESPONSE: 1300 -ACCEPT: 13:00 - -$LESSON 3-6: Obligation — Must and Must Not - -# Source: ST §Must (grammar box) -$GRAMMAR Must -ID: l3-s19 -INTRO: This part is about rules: "must" for what's necessary, and "must not" for what's forbidden. - -**Must is used to express something that is necessary.** - -{I have a test tomorrow.} → {I must study tonight.} - -{He's in the military.} → {He must wear his uniform.} - -# Source: ST §You Must Salute an Officer -$DIALOGUE You Must Salute an Officer -ID: l3-s20 -INTRO: Six things a military student must do — the picture shows each one. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: You must wear your uniform in class. {st-page_077_001.jpg} -LINE: You must wear a cap outside. {st-page_077_002.jpg} -LINE: You must wear your name tag. {st-page_078_001.jpg} -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? -$PRODUCE What Must You Do? -ID: l3-s21 -INTRO: Real situations now. Read each one and answer with "must" and the cue in parentheses. -INSTRUCTION: Answer the question using "must" and the cue. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any correctly formed sentence using "must" and the cued word or a reasonable synonym (e.g. "wear" for "put on"). "Must" plus the cued word is the point; extra words or minor determiner changes are fine. - -EXAMPLE -PROMPT: You have a test tomorrow. What must you do? -TEMPLATE: (study) -RESPONSE: I must study for it. - -PROMPT: You are getting dressed for class. What must you wear? -TEMPLATE: (uniform) -RESPONSE: I must wear my uniform. - -PROMPT: You lost your homework. Who must you speak to? -TEMPLATE: (teacher) -RESPONSE: I must speak to my teacher. - -PROMPT: Lt Jones is going outside. What must he put on? -TEMPLATE: (hat) -RESPONSE: He must put on his hat. - -PROMPT: There's an important meeting after class. What must you do? -TEMPLATE: (go) -RESPONSE: I must go to the meeting. - -PROMPT: You are a captain and you see a major while walking outside. What must you do? -TEMPLATE: (salute) -RESPONSE: I must salute the major. - -PROMPT: You have to study English today. Where must you go? -TEMPLATE: (classroom) -RESPONSE: I must go to the classroom. - -# Source: ST §Must Not (grammar box) -$GRAMMAR Must Not -ID: l3-s22 -INTRO: And now the other side: must not — the grammar of "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!} - -{We must not open that door.} -It says, "Do not open the door." - -# Source: ST §You Must Not Smoke in the Classroom -$DIALOGUE Classroom Don'ts -ID: l3-s23 -INTRO: Every rule here comes in two flavors: "you must not" and plain "don't." Read along as you listen. -INSTRUCTION: Listen to the sentences. - -LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg} -LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg} -LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg} -LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg} -LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg} -LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg} - -# Source: ST §You Must Not Smoke in the Lab -$PRODUCE Must or Must Not? -ID: l3-s24 -INTRO: You be the sergeant. For each cue, say the rule with "must" or "must not" — you've heard all of these rules by now. -INSTRUCTION: Make a statement with "must" or "must not" from the cue. -INPUT: speak -CHECK: reveal - -EXAMPLE -TEMPLATE: sleep in class -RESPONSE: You must not sleep in class. - -EXAMPLE -TEMPLATE: wear your uniform to class -RESPONSE: You must wear your uniform to class. - -TEMPLATE: bring I.D. card to class -RESPONSE: You must bring your I.D. card to class. - -TEMPLATE: wear your hat outside -RESPONSE: You must wear your hat outside. - -TEMPLATE: smoke in the classroom -RESPONSE: You must not smoke in the classroom. - -TEMPLATE: eat in the lab -RESPONSE: You must not eat in the lab. - -TEMPLATE: do homework -RESPONSE: You must do your homework. - -TEMPLATE: wear name tag -RESPONSE: You must wear your name tag. - -TEMPLATE: mark your desks -RESPONSE: You must not mark your desks. - -TEMPLATE: wear your cap in the classroom -RESPONSE: You must not wear your cap in the classroom. - -TEMPLATE: salute officers -RESPONSE: You must salute officers. - -TEMPLATE: sleep in the lab -RESPONSE: You must not sleep in the lab. - -# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE." — instructor-read spoken paragraphs -# with no printed stimuli. Convertible later with chosen items + TTS. +TEMPLATE: Lab: ____ hours +RESPONSE: 1300 hours +ACCEPT: 1300 | 13:00 # Source: LLA 3D Figure 8 -$DIALOGUE A New Student's Rules -ID: 3d-f8 -INTRO: Sergeant Cole is new on base and full of questions; Sergeant Ward has all the answers. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +$DIALOGUE "Must" and "Must Not" +ID: 4-3d-f8 +INTRO: Sergeant Cole is new, and Sergeant Ward has all the rules. "Must" is an obligation; "must not" is a prohibition. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT +VOCAB: must 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} @@ -1612,181 +1594,361 @@ 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 08:00 hours. {bk04-l3d-f8-06.mp3} Sgt_Cole: Can I wear civilian clothes to the lab? {bk04-l3d-f8-07.mp3} +VOCAB: must not 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 -$PRODUCE From Can't to Must -ID: 3d-f9 -INPUT: speak -CHECK: reveal -INTRO: If you can't do it one way, you must do it the other. Listen to the "can't" sentence and the new word, then make a "must" sentence. Repeat the correct answer. -INSTRUCTION: Change the sentence using "must" and the new word. +# Source: ST §Grammar box "Must" (card-ified) +$GRAMMAR "Must" — It's Necessary +ID: l3-s20 +INTRO: One card on "must": use it when there's no choice. + +CARD: Use **must** to say something is necessary — there is no choice about it. +{I must study tonight.} +{He must wear his uniform.} + +SUMMARY: +| Situation | Sentence with Must | +|---|---| +| I have a test tomorrow. | I must study tonight. | +| He's in the military. | He must wear his uniform. | + +# Source: ST §You Must Salute an Officer +$DIALOGUE You Must Salute an Officer +ID: l3-s21 +INTRO: The military-life edition of "must" — uniform, name tag, I.D. card, salute. Repeat each sentence. +INSTRUCTION: Repeat and read the sentences. REPEAT +LINE: You must wear your uniform in class. {st-page_077_001.jpg|Four military students sitting at their desks in a classroom, wearing uniforms and looking at books} +LINE: You must wear a cap outside. {st-page_077_002.jpg|A male military service member in utility uniform and cap walking outdoors on a sidewalk} +LINE: You must wear your name tag. {st-page_078_001.jpg|A female military officer in service uniform with a name tag pinned to her shirt} +LINE: You must bring your I.D. card. {st-page_078_002.jpg|A male military officer in service dress uniform holding up his identification card} +LINE: You must salute an officer. {st-page_078_003.jpg|A male soldier in uniform saluting a female officer at an office doorway} +LINE: You must report to the Captain. {st-page_078_004.jpg|A female soldier saluting a male captain sitting at his desk in an office} + +# Source: ST §What Must You Do? +$PRODUCE What Must You Do? +ID: l3-s22 +INTRO: Real situations now. Read each one and answer with "must" and the cue word in parentheses. +INSTRUCTION: Answer the question using "must" and the cue word in parentheses. +INPUT: speak +CHECK: reveal +SHOW_PROMPT + EXAMPLE -PROMPT: You can't eat in this dining hall. *That*. {bk04-l3d-f9-ex-q.mp3} +PROMPT: You have a test tomorrow. What must you do? (study) +RESPONSE: I must study for it. + +PROMPT: You are getting dressed for class. What must you wear? (uniform) +RESPONSE: I must wear my uniform. + +PROMPT: You lost your homework. Who must you speak to? (teacher) +RESPONSE: I must speak to my teacher. + +PROMPT: Lt Jones is going outside. What must he put on? (hat) +RESPONSE: He must put on his hat. + +PROMPT: There's an important meeting after class. What must you do? (go) +RESPONSE: I must go to it. + +PROMPT: You are a captain and you see a major while walking outside. What must you do? (salute) +RESPONSE: I must salute the major. + +PROMPT: You have to study English today. Where must you go? (classroom) +RESPONSE: I must go to the classroom. + +# Source: ST §Grammar box "Must Not" (card-ified) +$GRAMMAR "Must Not" — Don't Do It +ID: l3-s23 +INTRO: And the other side of the coin: "must not" means it's forbidden. + +CARD: **Must not** expresses a prohibition — don't do this! +{You must not eat in the classroom.} +{We must not open that door.} + +SUMMARY: +| Statement with Must Not | Meaning | +|---|---| +| You must not eat in the classroom. | Don't eat in the classroom! | +| We must not open that door. | It says, "Do not open the door." | + +# Source: ST §You Must Not Smoke in the Classroom +$DIALOGUE You Must Not Do That in Class +ID: l3-s24 +INTRO: Six classroom sins, each with its picture. Repeat each sentence — and maybe take notes. +INSTRUCTION: Repeat and read the sentences. +REPEAT + +LINE: You must not come late to class. Don't come late to class. {st-page_080_001.jpg|A student arriving late to class; a teacher is pointing to the blackboard which shows a clock, indicating the time is past class start} +LINE: You must not sleep in class. Don't sleep in class. {st-page_080_002.jpg|A male student sleeping at his desk, head resting on his hand} +LINE: You must not smoke in the classroom. Don't smoke in the classroom. {st-page_080_003.jpg|A female student smoking a cigarette in the classroom} +LINE: You must not write on your desk. Don't write on your desk. {st-page_080_004.jpg|A student writing Lt Sams with a pen directly onto the surface of a wooden desk} +LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg|A female student drinking from a can inside a classroom} +LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg|A male soldier wearing a military cap inside a building with a clock on the wall} + +# Source: ST §You Must Not Smoke in the Lab +$PRODUCE Must or Must Not? +ID: l3-s25 +INTRO: Your turn to give the rules. For each cue, decide: obligation or prohibition? Say the sentence with "must" or "must not". +INSTRUCTION: Make a statement with "must" or "must not". +INPUT: speak +CHECK: reveal +SHOW_PROMPT + +EXAMPLE +PROMPT: sleep in class +RESPONSE: You must not sleep in class. + +EXAMPLE +PROMPT: wear your uniform to class +RESPONSE: You must wear your uniform to class. + +PROMPT: bring I.D. card to class +RESPONSE: You must bring your I.D. card to class. + +PROMPT: wear your hat outside +RESPONSE: You must wear your hat outside. + +PROMPT: smoke in the classroom +RESPONSE: You must not smoke in the classroom. + +PROMPT: eat in the lab +RESPONSE: You must not eat in the lab. + +PROMPT: do homework +RESPONSE: You must do your homework. + +PROMPT: wear name tag +RESPONSE: You must wear your name tag. + +PROMPT: mark your desks +RESPONSE: You must not mark your desks. + +PROMPT: wear your cap in the classroom +RESPONSE: You must not wear your cap in the classroom. + +PROMPT: salute officers +RESPONSE: You must salute officers. + +PROMPT: sleep in the lab +RESPONSE: You must not sleep in the lab. + +# Source: LLA 3D Figure 9 +$PRODUCE Say It with "Must" +ID: 4-3d-f9 +INPUT: speak +CHECK: reveal +REPEAT +INTRO: If you can't do it one way, you must do it the other. Listen to the negative statement and the cue word, change it to an obligation with "must", then repeat the correct answer. +INSTRUCTION: Say the sentence with "must" aloud. + +EXAMPLE +PROMPT: You can't eat in this dining hall. That. {bk04-l3d-f9-ex.mp3} RESPONSE: You must eat in that dining hall. {bk04-l3d-f9-ex-a.mp3} -PROMPT: We can't take a *bus*. Taxi. {bk04-l3d-f9-01-q.mp3} +PROMPT: We can't take a bus. Taxi. {bk04-l3d-f9-01.mp3} RESPONSE: We must take a taxi. {bk04-l3d-f9-01-a.mp3} -PROMPT: I can't take the test *Friday*. Monday. {bk04-l3d-f9-02-q.mp3} +PROMPT: I can't take the test Friday. Monday. {bk04-l3d-f9-02.mp3} RESPONSE: I must take it Monday. {bk04-l3d-f9-02-a.mp3} -PROMPT: You can't wear your hat *inside*. Outside. {bk04-l3d-f9-03-q.mp3} +PROMPT: You can't wear your hat inside. Outside. {bk04-l3d-f9-03.mp3} RESPONSE: You must wear it outside. {bk04-l3d-f9-03-a.mp3} -PROMPT: We cannot wear the *wrong* uniform. Right. {bk04-l3d-f9-04-q.mp3} +PROMPT: We cannot wear the wrong uniform. Right. {bk04-l3d-f9-04.mp3} RESPONSE: We must wear the right uniform. {bk04-l3d-f9-04-a.mp3} -PROMPT: Students cannot come to class *late*. On time. {bk04-l3d-f9-05-q.mp3} +PROMPT: Students cannot come to class late. On time. {bk04-l3d-f9-05.mp3} 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} +PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06.mp3} RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3} -$LESSON 3-7: Punctuation and Paragraphs +# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE" (ST p. 82) — instructor-read listening passage with no printed stimulus text; convertible later with chosen items + TTS. + +$SESSION 3-7: Punctuation and Writing + +# SKIPPED (book): Writing Skill "DICTATION" (ST p. 85) — instructor-read dictation with no printed stimulus text; the lesson's recorded dictations (3C Figure 8, 3D Figure 10) are converted. # Source: ST §Punctuation Marks -$DIALOGUE Punctuation Words -ID: l3-s30 -INTRO: In this part you'll learn the names of the punctuation marks — and then use them without mercy. Listen and repeat each word and sentence. -INSTRUCTION: Repeat the words and sentences. +$DIALOGUE Punctuation Marks +ID: l3-s31 +INTRO: Last part: writing. You'll learn the punctuation marks and how a paragraph is built, then put them to work. Listen and repeat the new words and sentences. +INSTRUCTION: Repeat and read the new words and sentences. REPEAT VOCAB: sentence -LINE: a sentence — Write a sentence. +LINE: Write a sentence. VOCAB: paragraph -LINE: a paragraph — A paragraph has sentences. +LINE: A paragraph has sentences. VOCAB: punctuation -LINE: punctuation — Periods, question marks, and apostrophes are punctuation marks. +LINE: Periods, question marks, and apostrophes are punctuation marks. VOCAB: period -LINE: a period — Put a period at the end of a statement. -NOTES: ( . ) +VOCAB: statement +LINE: Put a period at the end of a statement. VOCAB: question mark -LINE: a question mark — Put a question mark at the end of a question. -NOTES: ( ? ) +LINE: Put a question mark at the end of a question. VOCAB: apostrophe -LINE: an apostrophe — Put an apostrophe in a contraction. -NOTES: ( ' ) +VOCAB: contraction +LINE: Put an apostrophe in a contraction. VOCAB: indent -LINE: indent — Indent the first word of a paragraph. +LINE: Indent the first word of a paragraph. -# Source: ST §Punctuation and Capitalization (grammar) -$GRAMMAR Punctuation and Capitalization -ID: l3-s31 -INTRO: Here's how English puts sentences together on the page. +# Source: ST §Punctuation and Capitalization (card-ified; sample paragraph kept in SUMMARY for reference) +$GRAMMAR Paragraphs, Capitals, and Punctuation +ID: l3-s32 +INTRO: What makes a paragraph a paragraph? A few simple rules — and a sample about Jacques and Robert. -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**. +CARD: A **paragraph** is a group of sentences, and all the sentences tell about one thing. -Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are **punctuation marks**. +CARD: The first word of a paragraph begins 5 spaces from the left margin. This is **indenting**. + +CARD: Some words have capital letters, and the sentences have punctuation. A statement ends with a period, a question ends with a question mark, and a contraction has an apostrophe. +{Jacques is from France.} +{Can they talk?} +{Robert can't speak French.} + +SUMMARY: +**Sample Paragraph:** + +>      Jacques is from France. 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. # Source: ST §Is This a Sentence or a Paragraph? -$SELECT Sentence, Paragraph, or Mark? -ID: l3-s32 -INTRO: A quick check on the new terms. Look at each example and tap what it is — a sentence, a paragraph, or one of the marks. -INSTRUCTION: Tap the correct term. +$SELECT Sentence or Paragraph? +ID: l3-s33 +REFERENCE: l3-s32 +INTRO: Check the new words against the sample paragraph about Jacques — open it from the reference panel and tap the right answer for each item. +INSTRUCTION: Look at the sample paragraph in the reference and tap the correct answer. -TEMPLATE: Jacques is from France. (This is...) +TEMPLATE: Item 1 (the whole block of text) is ____. OPTION: a | a paragraph OPTION: b | a sentence OPTION: c | an apostrophe OPTION: d | a period -ANSWER: b +ANSWER: a -TEMPLATE: He came to the United States to study English. He goes to school every day. Robert is his friend. Jacques can't speak English very well. Yes, Robert repeats the words for Jacques. Jacques learns new words every day. (This block of text is...) +TEMPLATE: Item 2 ("Jacques is from France.") is ____. OPTION: a | a paragraph OPTION: b | an apostrophe OPTION: c | a question mark OPTION: d | a sentence -ANSWER: a +ANSWER: d -TEMPLATE: Can they talk? (The mark at the end is...) +TEMPLATE: Item 3 ("Robert can't speak French.") is ____. OPTION: a | a paragraph OPTION: b | an apostrophe OPTION: c | a period -OPTION: d | a question mark +OPTION: d | a sentence ANSWER: d -TEMPLATE: Robert can't speak French. (The mark inside "can't" is...) +TEMPLATE: Item 4 ("Can they talk?") is ____. OPTION: a | a paragraph -OPTION: b | an apostrophe +OPTION: b | a period OPTION: c | a question mark -OPTION: d | a period -ANSWER: b +OPTION: d | a sentence +ANSWER: d -TEMPLATE: Jacques learns new words every day. (The mark at the end is...) +TEMPLATE: Item 5 (the dot at the end of "day.") is ____. 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 is called... +TEMPLATE: Item 6 (the space at the beginning of the paragraph) is ____. OPTION: a | indenting OPTION: b | reading OPTION: c | a question OPTION: d | an apostrophe ANSWER: a -# SKIPPED (book): Writing Skill "DICTATION" — instructor-read sentences with no recorded -# stimulus. The recorded LLA punctuation dictation below covers the same skill. - # Source: LLA 3D Figure 10 -$PRODUCE Punctuation Dictation -ID: 3d-f10 +$PRODUCE Capital Letters and Punctuation +ID: 4-3d-f10 INPUT: type CHECK: exact NORMALIZE: strict -INTRO: Now listen and fix. You'll see the sentence without its capitals and punctuation — listen, then type it correctly. Capitals and marks are graded this time. -INSTRUCTION: Type the sentence with correct punctuation. LONGFORM +HIDE_PROMPT +INTRO: You'll see each sentence without its capitals and punctuation, and hear it read correctly. Rewrite it with the right capital letters, periods, question marks, and apostrophes. +INSTRUCTION: Type the sentence with correct capitalization and punctuation. TEMPLATE: does jane write well PROMPT: Does Jane write well? {bk04-l3d-f10-01.mp3} -RESPONSE: Does Jane write well? +RESPONSE: Does Jane write well? {bk04-l3d-f10-01.mp3} TEMPLATE: yes, she does PROMPT: Yes, she does. {bk04-l3d-f10-02.mp3} -RESPONSE: Yes, she does. +RESPONSE: Yes, she does. {bk04-l3d-f10-02.mp3} TEMPLATE: she wrote a paragraph in her english class today PROMPT: She wrote a paragraph in her English class today. {bk04-l3d-f10-03.mp3} -RESPONSE: She wrote a paragraph in her English class today. +RESPONSE: She wrote a paragraph in her English class today. {bk04-l3d-f10-03.mp3} TEMPLATE: the teacher likes janes paragraph and wants to read it to the class PROMPT: The teacher likes Jane's paragraph and wants to read it to the class. {bk04-l3d-f10-04.mp3} -RESPONSE: The teacher likes Jane's paragraph and wants to read it to the class. +RESPONSE: The teacher likes Jane's paragraph and wants to read it to the class. {bk04-l3d-f10-04.mp3} TEMPLATE: is jane happy PROMPT: Is Jane happy? {bk04-l3d-f10-05.mp3} -RESPONSE: Is Jane happy? +RESPONSE: Is Jane happy? {bk04-l3d-f10-05.mp3} TEMPLATE: no, shes not PROMPT: No, she's not. {bk04-l3d-f10-06.mp3} -RESPONSE: No, she's not. +RESPONSE: No, she's not. {bk04-l3d-f10-06.mp3} TEMPLATE: she doesnt like the paragraph PROMPT: She doesn't like the paragraph. {bk04-l3d-f10-07.mp3} -RESPONSE: She doesn't like the paragraph. +RESPONSE: She doesn't like the paragraph. {bk04-l3d-f10-07.mp3} + +# Source: ST §Alphabetical Order +$SELECT Alphabetical Order +ID: l3-s19 +ORDER +INTRO: Dictionaries only work if you know the order of the letters. Arrange each set of words in alphabetical order. +INSTRUCTION: Put the words in alphabetical order. + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | library +OPTION: b | live +OPTION: c | like +OPTION: d | lieutenant +OPTION: e | listen +ANSWER: d,a,c,e,b + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | homework +OPTION: b | hot +OPTION: c | how +OPTION: d | hour +OPTION: e | hospital +ANSWER: a,e,b,d,c + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | say +OPTION: b | salad +OPTION: c | same +OPTION: d | sailor +OPTION: e | sad +ANSWER: e,d,b,c,a # Source: ST §Write the Paragraph -$PRODUCE Write the Paragraph -ID: l3-s33 -LONGFORM -INTRO: Same job, no audio help: type each sentence of Tom's morning with correct capitals and punctuation. The grader is strict — that's the point. -INSTRUCTION: Type each sentence with correct capitalization and punctuation. +$PRODUCE Write About Tom's Morning +ID: l3-s34 +INTRO: One last job: rewrite Tom's morning, one sentence at a time, with correct capitals and punctuation. That's the whole lesson — clothes, "can", "may", "must", and a clean paragraph. Nicely done. +INSTRUCTION: Rewrite the sentence with correct capitalization, punctuation, and apostrophes. INPUT: type CHECK: exact NORMALIZE: strict +LONGFORM TEMPLATE: tom gets up at 6:00 RESPONSE: Tom gets up at 6:00. @@ -1813,103 +1975,5 @@ TEMPLATE: tom doesnt smoke RESPONSE: Tom doesn't smoke. TEMPLATE: at 7:15 they walk to class -RESPONSE: At 7:15 they walk to class. - -# Source: ST §Alphabetical Order -$SELECT Alphabetical Order -ID: l3-s18 -ORDER -INTRO: One last skill for the dictionary hunters: put each set of words in alphabetical order. -INSTRUCTION: Arrange the words in alphabetical order. - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | lab -OPTION: b | lamb -OPTION: c | language -OPTION: d | last -OPTION: e | late -ANSWER: a,b,c,d,e - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | library -OPTION: b | live -OPTION: c | like -OPTION: d | lieutenant -OPTION: e | listen -ANSWER: a,d,c,e,b - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | homework -OPTION: b | hot -OPTION: c | how -OPTION: d | hour -OPTION: e | hospital -ANSWER: a,e,b,d,c - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | say -OPTION: b | salad -OPTION: c | same -OPTION: d | sailor -OPTION: e | sad -ANSWER: e,d,b,c,a - -$LESSON 3-8: Extra Sound Practice — O, AW, and OU - -# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "BOAT / BOUGHT" — instructor-read -# sound discrimination with no recorded stimulus and no fixed word list. Convertible later -# with chosen items + TTS. - -# Source: ST §Speaking Skill: COAT/CAUGHT -$DIALOGUE Coat or Caught? -ID: l3-s5 -INTRO: A short pronunciation workout to close the lesson. Each pair contrasts the O of "coat" with the AW of "caught" — say both and feel the difference. -INSTRUCTION: Repeat each pair. Focus on the vowel sounds. -REPEAT - -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 - -# Source: ST §Speaking Skill: BOUGHT -$DIALOGUE The AW Sound — Bought -ID: l3-s6 -INTRO: Now just the AW sound, ten words in a row. Repeat each one. -INSTRUCTION: Repeat each word. -REPEAT - -LINE: moss -LINE: ball -LINE: straw -LINE: store -LINE: law -LINE: saw -LINE: bought -LINE: fall -LINE: raw -LINE: autumn - -# Source: ST §Speaking Skill: ABOUT -$DIALOGUE The OU Sound — About -ID: l3-s7 -INTRO: Last one: the OU sound of "about." Repeat each word — and that's Lesson 3. You can now dress for the weather, say what you can do, ask permission properly, and punctuate the story afterward. See you in Lesson 4. -INSTRUCTION: Repeat each word. -REPEAT - -LINE: mouth -LINE: found -LINE: cow -LINE: round -LINE: loud -LINE: now -LINE: bout -LINE: brown -LINE: cloud -LINE: sound +RESPONSE: At 7:15, they walk to class. +ACCEPT: At 7:15 they walk to class. diff --git a/book-4-lesson-3/bk04-l3a-f1-01.mp3 b/book-4-lesson-3/bk04-l3a-f1-01.mp3 index c2c5486c..c0a5ad1f 100644 Binary files a/book-4-lesson-3/bk04-l3a-f1-01.mp3 and b/book-4-lesson-3/bk04-l3a-f1-01.mp3 differ diff --git a/book-4-lesson-3/bk04-l3a-f1-02.mp3 b/book-4-lesson-3/bk04-l3a-f1-02.mp3 index a6eaf72a..f2deb1b7 100644 Binary files a/book-4-lesson-3/bk04-l3a-f1-02.mp3 and b/book-4-lesson-3/bk04-l3a-f1-02.mp3 differ diff --git a/book-4-lesson-3/bk04-l3a-f1-03.mp3 b/book-4-lesson-3/bk04-l3a-f1-03.mp3 index f6c0daa1..ab9adba5 100644 Binary files a/book-4-lesson-3/bk04-l3a-f1-03.mp3 and b/book-4-lesson-3/bk04-l3a-f1-03.mp3 differ diff --git a/book-4-lesson-3/bk04-l3a-f1-04.mp3 b/book-4-lesson-3/bk04-l3a-f1-04.mp3 index 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-$MODULE Book 4 · Lesson 4: Colors, Shopping, and the Seasons +$MODULE Book 4 · Lesson 4: Seasons, Colors, and Shopping {st-page_092_001.jpg|A small house covered in snow, with a bare tree next to it and a snowman in the front yard} FORMAT: 2 -DESCRIPTION: Ask "what" questions; learn the colors; talk about music, dancing, and shopping; use this/that/these/those and ask about prices; more irregular past verbs; the seasons, months, and days; plus TH/D sound and spelling practice. +DIOCO_DOC_ID: alc_book4_lesson4 +DESCRIPTION: Ask about things with "what", name colors, shop and ask prices with "how much", point with "this/that/these/those", use irregular past tense verbs, and talk about seasons, months, and days. 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: Mr_Hall | achird | Male voice -VOICE: Tommy | schedar | Boy voice -VOICE: Jay | achird | Boy voice -VOICE: Ray | charon | Boy voice -VOICE: Tom | schedar | Male -VOICE: Ken | orus | Male -VOICE: Jerry | achird | Male +VOICE: Mr_Hall | charon | Male adult +VOICE: Tommy | gacrux | Young boy +VOICE: Jay | achird | Young boy +VOICE: Ray | schedar | Young boy +VOICE: Tom | achird | Male student +VOICE: Ken | schedar | Male student +VOICE: Jerry | charon | Male VOICE: Terry | schedar | Male -VOICE: Clerk | kore | Female -VOICE: David | alnilam | Male -VOICE: Friend | achird | Male -VOICE: Jack | puck | Male speaker -VOICE: Mike | algieba | Male speaker -VOICE: Frank | charon | Male speaker -VOICE: Harry | puck | Male speaker -VOICE: ID | achernar | speaker (auto) -VOICE: Narrator | achird | speaker (auto) +VOICE: Clerk | gacrux | Female shop clerk +VOICE: David | achird | Male customer +VOICE: Man1 | charon | Male speaker +VOICE: Jack | schedar | Male speaker +VOICE: Mike | charon | Male speaker +VOICE: Frank | iapetus | Male speaker +VOICE: Harry | orus | Male speaker +VOICE: Narrator | achernar | speaker (auto) -$LESSON 4-1: Asking "What" Questions and Colors +$SESSION 4-1: Questions with "What" and Colors # Source: LLA 4A Figure 1 -$DIALOGUE Asking "What" Questions +$DIALOGUE Questions with "What" ID: 4a-f1 -INTRO: In this lesson you'll learn to ask questions with "what", name the colors, go shopping, use this-that-these-those, and talk about the seasons. First, listen to these short exchanges, then listen again and repeat each question. -INSTRUCTION: Listen and repeat. +INTRO: In this lesson you'll learn to ask about things with "what", name the colors, shop and ask prices, and talk about the seasons and days of the week. First, listen to these questions with "what" and repeat each question. +INSTRUCTION: Listen and repeat each question. REPEAT -LINE: What work does John do? He's a Navy pilot. He flies a new airplane. What airplane is it? {bk04-l4a-f1-01.mp3} -LINE: What book are you reading? It's a textbook for one of my classes. What class is it? {bk04-l4a-f1-02.mp3} -LINE: What show did you watch on TV last night? I watched an old movie. What movie was it? {bk04-l4a-f1-03.mp3} -LINE: What languages do the students speak? Six students speak Arabic. Two speak different languages. What languages are they? {bk04-l4a-f1-04.mp3} +LINE: What work does John do? {bk04-l4a-f1-01.mp3} +LINE: He's a Navy pilot. He flies a new airplane. {bk04-l4a-f1-02.mp3} +LINE: What airplane is it? {bk04-l4a-f1-03.mp3} + +LINE: What book are you reading? {bk04-l4a-f1-04.mp3} +LINE: It's a textbook for one of my classes. {bk04-l4a-f1-05.mp3} +LINE: What class is it? {bk04-l4a-f1-06.mp3} + +LINE: What show did you watch on TV last night? {bk04-l4a-f1-07.mp3} +LINE: I watched an old movie. {bk04-l4a-f1-08.mp3} +LINE: What movie was it? {bk04-l4a-f1-09.mp3} + +LINE: What languages do the students speak? {bk04-l4a-f1-10.mp3} +LINE: Six students speak Arabic. Two speak different languages. {bk04-l4a-f1-11.mp3} +LINE: What languages are they? {bk04-l4a-f1-12.mp3} + + +# Source: LLA 4A Figure 2 +$PRODUCE Answering "What" Questions +ID: 4a-f2 +INTRO: Now you answer. Listen to the question and the cue word, answer aloud in a complete sentence, then repeat the correct answer. +INSTRUCTION: Answer the question aloud. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: What language are you learning? — English. {bk04-l4a-f2-ex.mp3} +RESPONSE: I'm learning English. {bk04-l4a-f2-ex-a.mp3} + +PROMPT: What lesson are you studying today? — Lesson 4. {bk04-l4a-f2-01.mp3} +RESPONSE: I'm studying Lesson 4. {bk04-l4a-f2-01-a.mp3} + +PROMPT: What lesson did you study yesterday? — Lesson 3. {bk04-l4a-f2-02.mp3} +RESPONSE: I studied Lesson 3 yesterday. {bk04-l4a-f2-02-a.mp3} + +PROMPT: What day did you take the test? — Friday. {bk04-l4a-f2-03.mp3} +RESPONSE: I took the test Friday. {bk04-l4a-f2-03-a.mp3} + +PROMPT: What uniform is the captain wearing? — A navy uniform. {bk04-l4a-f2-04.mp3} +RESPONSE: The captain is wearing a navy uniform. {bk04-l4a-f2-04-a.mp3} + +PROMPT: What sports do the students play? — Tennis and soccer. {bk04-l4a-f2-05.mp3} +RESPONSE: The students play tennis and soccer. {bk04-l4a-f2-05-a.mp3} + +PROMPT: What languages does the sergeant speak? — Spanish and English. {bk04-l4a-f2-06.mp3} +RESPONSE: The sergeant speaks Spanish and English. {bk04-l4a-f2-06-a.mp3} + + +# Source: LLA 4A Figure 3 +$PRODUCE Ask a Question with "What" +ID: 4a-f3 +INTRO: This time you ask the questions. Listen to each statement, then ask a question with "what" about the underlined word. Repeat the correct question afterward. +INSTRUCTION: Ask a question with "what". +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: They're learning a *language*. +PROMPT: They're learning a language. {bk04-l4a-f3-ex.mp3} +RESPONSE: What language are they learning? {bk04-l4a-f3-ex-a.mp3} + +TEMPLATE: The boys are playing a *game*. +PROMPT: The boys are playing a game. {bk04-l4a-f3-01.mp3} +RESPONSE: What game are they playing? {bk04-l4a-f3-01-a.mp3} + +TEMPLATE: We visited 3 *cities* in Texas. +PROMPT: We visited 3 cities in Texas. {bk04-l4a-f3-02.mp3} +RESPONSE: What cities did you visit? {bk04-l4a-f3-02-a.mp3} + +TEMPLATE: The children can watch a *show*. +PROMPT: The children can watch a show. {bk04-l4a-f3-03.mp3} +RESPONSE: What show can they watch? {bk04-l4a-f3-03-a.mp3} + +TEMPLATE: She bought new *clothes* for work. +PROMPT: She bought new clothes for work. {bk04-l4a-f3-04.mp3} +RESPONSE: What clothes did she buy? {bk04-l4a-f3-04-a.mp3} + +TEMPLATE: John's driving a different *car*. +PROMPT: John's driving a different car. {bk04-l4a-f3-05.mp3} +RESPONSE: What car is he driving? {bk04-l4a-f3-05-a.mp3} + +TEMPLATE: I want to see a *movie* downtown. +PROMPT: I want to see a movie downtown. {bk04-l4a-f3-06.mp3} +RESPONSE: What movie do you want to see? {bk04-l4a-f3-06-a.mp3} + + +# Source: LLA 4A Figure 4 +$PRODUCE Short Questions: "What Is It?" +ID: 4a-f4 +INTRO: Same idea, shorter question. Listen to the statement, then ask with "what" and "is it", "was it", or "are they". Repeat the correct question. +INSTRUCTION: Ask a question with "what". +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: They're learning a *language*. +PROMPT: They're learning a language. {bk04-l4a-f4-ex.mp3} +RESPONSE: What language is it? {bk04-l4a-f4-ex-a.mp3} + +TEMPLATE: John has three new *tapes*. +PROMPT: John has 3 tapes. {bk04-l4a-f4-01.mp3} +RESPONSE: What tapes are they? {bk04-l4a-f4-01-a.mp3} + +TEMPLATE: He didn't like his last *base*. +PROMPT: He didn't like his last base. {bk04-l4a-f4-02.mp3} +RESPONSE: What base was it? {bk04-l4a-f4-02-a.mp3} + +TEMPLATE: We took a test one *day* last week. +PROMPT: We took a test one day last week. {bk04-l4a-f4-03.mp3} +RESPONSE: What day was it? {bk04-l4a-f4-03-a.mp3} + +TEMPLATE: The answers are on a different *page*. +PROMPT: The answers are on a different page. {bk04-l4a-f4-04.mp3} +RESPONSE: What page is it? {bk04-l4a-f4-04-a.mp3} + +TEMPLATE: I didn't answer two of the *questions*. +PROMPT: I didn't answer two of the questions. {bk04-l4a-f4-05.mp3} +RESPONSE: What questions were they? {bk04-l4a-f4-05-a.mp3} + +TEMPLATE: Lisa plays three *sports* very well. +PROMPT: Lisa plays 3 sports very well. {bk04-l4a-f4-06.mp3} +RESPONSE: What sports are they? {bk04-l4a-f4-06-a.mp3} + # Source: ST §What Suit Did He Wear Yesterday? -$DIALOGUE "What" Questions in the Past +$DIALOGUE More Questions with "What" ID: l4-s4 -INTRO: Now the same kind of question, all about yesterday and last year. Listen and repeat each one. -INSTRUCTION: Listen and repeat the sentences. +INTRO: A few more "what" questions — this time about yesterday, last night, and last year. Listen and repeat each one. +INSTRUCTION: Listen and repeat each question. REPEAT LINE: What show did you see yesterday? @@ -54,340 +176,254 @@ LINE: What city did the Adams visit last year? LINE: What restaurant did you go to? LINE: What car did you drive yesterday? -# Source: LLA 4A Figure 2 -$PRODUCE Answer with the Cue Word -ID: 4a-f2 -INPUT: speak -CHECK: reveal -INTRO: You'll hear a question and a cue word. Answer the question using that word, then repeat the correct answer. -INSTRUCTION: Answer the question aloud. -REPEAT -EXAMPLE -TEMPLATE: English -PROMPT: What language are you learning? {bk04-l4a-f2-ex-q.mp3} -RESPONSE: I'm learning English. {bk04-l4a-f2-ex-a.mp3} - -TEMPLATE: Lesson 4 -PROMPT: What lesson are you studying today? {bk04-l4a-f2-01-q.mp3} -RESPONSE: I'm studying Lesson 4. {bk04-l4a-f2-01-a.mp3} - -TEMPLATE: Lesson 3 -PROMPT: What lesson did you study yesterday? {bk04-l4a-f2-02-q.mp3} -RESPONSE: I studied Lesson 3 yesterday. {bk04-l4a-f2-02-a.mp3} - -TEMPLATE: Friday -PROMPT: What day did you take the test? {bk04-l4a-f2-03-q.mp3} -RESPONSE: I took the test Friday. {bk04-l4a-f2-03-a.mp3} - -TEMPLATE: a Navy uniform -PROMPT: What uniform is the captain wearing? {bk04-l4a-f2-04-q.mp3} -RESPONSE: The captain is wearing a Navy uniform. {bk04-l4a-f2-04-a.mp3} - -TEMPLATE: tennis and soccer -PROMPT: What sports do the students play? {bk04-l4a-f2-05-q.mp3} -RESPONSE: The students play tennis and soccer. {bk04-l4a-f2-05-a.mp3} - -TEMPLATE: Spanish and English -PROMPT: What languages does the sergeant speak? {bk04-l4a-f2-06-q.mp3} -RESPONSE: The sergeant speaks Spanish and English. {bk04-l4a-f2-06-a.mp3} - -# Source: LLA 4A Figure 3 -$PRODUCE Ask a "What" Question -ID: 4a-f3 -INPUT: speak -CHECK: reveal -INTRO: Now you ask the questions. You'll hear a statement with one word emphasized — ask a "what" question about that word, then repeat the correct question. -INSTRUCTION: Ask a question aloud. -REPEAT - -EXAMPLE -PROMPT: They're learning a *language*. {bk04-l4a-f3-ex-q.mp3} -RESPONSE: What language are they learning? {bk04-l4a-f3-ex-a.mp3} - -PROMPT: The boys are playing a *game*. {bk04-l4a-f3-01-q.mp3} -RESPONSE: What game are they playing? {bk04-l4a-f3-01-a.mp3} - -PROMPT: We visited 3 *cities* in Texas. {bk04-l4a-f3-02-q.mp3} -RESPONSE: What cities did you visit? {bk04-l4a-f3-02-a.mp3} - -PROMPT: The children can watch a *show*. {bk04-l4a-f3-03-q.mp3} -RESPONSE: What show can they watch? {bk04-l4a-f3-03-a.mp3} - -PROMPT: She bought new *clothes* for work. {bk04-l4a-f3-04-q.mp3} -RESPONSE: What clothes did she buy? {bk04-l4a-f3-04-a.mp3} - -PROMPT: John's driving a different *car*. {bk04-l4a-f3-05-q.mp3} -RESPONSE: What car is he driving? {bk04-l4a-f3-05-a.mp3} - -PROMPT: I want to see a *movie* downtown. {bk04-l4a-f3-06-q.mp3} -RESPONSE: What movie do you want to see? {bk04-l4a-f3-06-a.mp3} - -# Source: LLA 4A Figure 4 -$PRODUCE What ... Is It? -ID: 4a-f4 -INPUT: speak -CHECK: reveal -INTRO: Same idea, shorter question. Listen to the statement, then ask a question with the emphasized word using "What ... is it?" or "What ... are they?". Repeat the correct question. -INSTRUCTION: Ask a question aloud. -REPEAT - -EXAMPLE -PROMPT: They're learning a *language*. {bk04-l4a-f4-ex-q.mp3} -RESPONSE: What language is it? {bk04-l4a-f4-ex-a.mp3} - -PROMPT: John has 3 new *tapes*. {bk04-l4a-f4-01-q.mp3} -RESPONSE: What tapes are they? {bk04-l4a-f4-01-a.mp3} - -PROMPT: He didn't like his last *base*. {bk04-l4a-f4-02-q.mp3} -RESPONSE: What base was it? {bk04-l4a-f4-02-a.mp3} - -PROMPT: We took a test one *day* last week. {bk04-l4a-f4-03-q.mp3} -RESPONSE: What day was it? {bk04-l4a-f4-03-a.mp3} - -PROMPT: The answers are on a different *page*. {bk04-l4a-f4-04-q.mp3} -RESPONSE: What page is it? {bk04-l4a-f4-04-a.mp3} - -PROMPT: I didn't answer two of the *questions*. {bk04-l4a-f4-05-q.mp3} -RESPONSE: What questions were they? {bk04-l4a-f4-05-a.mp3} - -PROMPT: Lisa plays 3 *sports* very well. {bk04-l4a-f4-06-q.mp3} -RESPONSE: What sports are they? {bk04-l4a-f4-06-a.mp3} - -# Source: ST §What Book Did You Study? (recast: original bare-cue ask-and-answer risks writer's block; the asking skill is drilled above with cassette audio, so this pass became personalized answering) -$PRODUCE Answer About Yourself +# Source: ST §What Book Did You Study? (recast — bare cue words scaffolded into full questions about the learner) +$PRODUCE What About You? ID: l4-s5 +INTRO: Now the questions are for you. Listen and answer about yourself in a complete sentence — any true answer works. +INSTRUCTION: Answer the question aloud about yourself. INPUT: speak CHECK: llm -SHOW_PROMPT -INTRO: Now some "what" questions for you personally. Answer each one about yourself in a full sentence — there's no answer key here, just honesty. -INSTRUCTION: Answer the question aloud about yourself. -RUBRIC: The learner answers a "what" question about themselves; there is no single correct answer. Accept any truthful, sensible answer that fits the question, including short forms and negative answers like "I didn't watch a show." +RUBRIC: Accept any truthful, grammatically reasonable complete-sentence answer that addresses the "what" question; the content is the learner's own choice. -PROMPT: What show did you watch on TV recently? -RESPONSE: I watched the news. +EXAMPLE +PROMPT: What shoes did you wear yesterday? +RESPONSE: I wore my new shoes. -PROMPT: What lesson did you study yesterday? -RESPONSE: I studied Lesson 4 yesterday. - -PROMPT: What time did you get up this morning? -RESPONSE: I got up at 6:00. +PROMPT: What show did you watch on TV last night? +RESPONSE: I watched an old movie. PROMPT: What languages do you speak? -RESPONSE: I speak Arabic and English. +RESPONSE: I speak English and Spanish. -PROMPT: What clothes did you wear yesterday? -RESPONSE: I wore a blue shirt and black slacks. +PROMPT: What time did you get up this morning? +RESPONSE: I got up at six o'clock. -PROMPT: What city do you want to visit? -RESPONSE: I want to visit San Antonio. +PROMPT: What clothes are you wearing today? +RESPONSE: I'm wearing a blue shirt and black pants. -# Source: LLA 4A Figure 5 (part 1) — ST §Colors in the Rainbow dropped as TTS twin +PROMPT: What city do you live in? +RESPONSE: I live in San Antonio. + +PROMPT: What food do you like to eat? +RESPONSE: I like to eat chicken and rice. + + +# Source: LLA 4A Figure 5 (Part 1) $DIALOGUE Colors ID: 4a-f5 -INTRO: Eight colors, each with a sentence to make it stick. Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: Time for colors. Listen and repeat each color and the sentence that goes with it. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT +VOCAB: color VOCAB: red -LINE: This is red. It's the color of apples. {page_068_001.jpg} {bk04-l4a-f5-01.mp3} +LINE: This is red. It's the color of apples. {page_068_001.jpg|A red horizontal rectangle} {bk04-l4a-f5-01.mp3} VOCAB: orange -LINE: This is orange. It's the color of oranges. {page_068_002.jpg} {bk04-l4a-f5-02.mp3} +LINE: This is orange. It's the color of oranges. {page_068_002.jpg|An orange horizontal rectangle} {bk04-l4a-f5-02.mp3} VOCAB: yellow -LINE: This is yellow. Bananas are yellow. {page_068_003.jpg} {bk04-l4a-f5-03.mp3} +LINE: This is yellow. Bananas are yellow. {page_068_003.jpg|A yellow horizontal rectangle} {bk04-l4a-f5-03.mp3} VOCAB: green -LINE: This is green. US dollars are green. {page_068_004.jpg} {bk04-l4a-f5-04.mp3} +LINE: This is green. U.S. dollars are green. {page_068_004.jpg|A green horizontal rectangle} {bk04-l4a-f5-04.mp3} VOCAB: blue -LINE: This is blue. Air Force uniforms are blue. {page_068_005.jpg} {bk04-l4a-f5-05.mp3} +LINE: This is blue. Air Force uniforms are blue. {page_068_005.jpg|A blue horizontal rectangle} {bk04-l4a-f5-05.mp3} VOCAB: purple -LINE: This is purple. Pat's new sweater is purple. {page_068_006.jpg} {bk04-l4a-f5-06.mp3} +LINE: This is purple. Pat's new sweater is purple. {page_068_006.jpg|A purple horizontal rectangle} {bk04-l4a-f5-06.mp3} VOCAB: pink -LINE: This is pink. Jan bought a pink blouse. {page_068_007.jpg} {bk04-l4a-f5-07.mp3} +LINE: This is pink. Jane bought a pink blouse. {page_068_007.jpg|A pink horizontal rectangle} {bk04-l4a-f5-07.mp3} VOCAB: brown -LINE: This is brown. Jim wears brown shoes. {page_068_008.jpg} {bk04-l4a-f5-08.mp3} +LINE: This is brown. Jim wears brown shoes. {page_068_008.jpg|A brown horizontal rectangle} {bk04-l4a-f5-08.mp3} -# Source: LLA 4A Figure 5 (part 2) -$PRODUCE What Color Is It? + +# Source: LLA 4A Figure 5 (Part 2) +$PRODUCE Name the Color ID: 4a-f5-b -REFERENCE +INTRO: Look at the color swatch and answer the question aloud. Then repeat the correct answer. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: Now the colors come back by number. Look at the color, answer the question aloud, then repeat the correct answer. -INSTRUCTION: Answer the questions aloud. REPEAT -PROMPT: What color is number 6? {page_068_006.jpg} {bk04-l4a-f5-09-q.mp3} -RESPONSE: It's purple. {bk04-l4a-f5-09-a.mp3} +PROMPT: What color is number 6? {page_068_006.jpg|A purple horizontal rectangle} {bk04-l4a-f5-q06.mp3} +RESPONSE: It's purple. {bk04-l4a-f5-a06.mp3} -PROMPT: What color is number 3? {page_068_003.jpg} {bk04-l4a-f5-10-q.mp3} -RESPONSE: It's yellow. {bk04-l4a-f5-10-a.mp3} +PROMPT: What color is number 3? {page_068_003.jpg|A yellow horizontal rectangle} {bk04-l4a-f5-q03.mp3} +RESPONSE: It's yellow. {bk04-l4a-f5-a03.mp3} -PROMPT: What color is number 8? {page_068_008.jpg} {bk04-l4a-f5-11-q.mp3} -RESPONSE: It's brown. {bk04-l4a-f5-11-a.mp3} +PROMPT: What color is number 8? {page_068_008.jpg|A brown horizontal rectangle} {bk04-l4a-f5-q08.mp3} +RESPONSE: It's brown. {bk04-l4a-f5-a08.mp3} -PROMPT: What color is number 5? {page_068_005.jpg} {bk04-l4a-f5-12-q.mp3} -RESPONSE: It's blue. {bk04-l4a-f5-12-a.mp3} +PROMPT: What color is number 5? {page_068_005.jpg|A blue horizontal rectangle} {bk04-l4a-f5-q05.mp3} +RESPONSE: It's blue. {bk04-l4a-f5-a05.mp3} -PROMPT: What color is number 1? {page_068_001.jpg} {bk04-l4a-f5-13-q.mp3} -RESPONSE: It's red. {bk04-l4a-f5-13-a.mp3} +PROMPT: What color is number 1? {page_068_001.jpg|A red horizontal rectangle} {bk04-l4a-f5-q01.mp3} +RESPONSE: It's red. {bk04-l4a-f5-a01.mp3} -PROMPT: What color is number 4? {page_068_004.jpg} {bk04-l4a-f5-14-q.mp3} -RESPONSE: It's green. {bk04-l4a-f5-14-a.mp3} +PROMPT: What color is number 4? {page_068_004.jpg|A green horizontal rectangle} {bk04-l4a-f5-q04.mp3} +RESPONSE: It's green. {bk04-l4a-f5-a04.mp3} -PROMPT: What color is number 2? {page_068_002.jpg} {bk04-l4a-f5-15-q.mp3} -RESPONSE: It's orange. {bk04-l4a-f5-15-a.mp3} +PROMPT: What color is number 2? {page_068_002.jpg|An orange horizontal rectangle} {bk04-l4a-f5-q02.mp3} +RESPONSE: It's orange. {bk04-l4a-f5-a02.mp3} -PROMPT: What color is number 7? {page_068_007.jpg} {bk04-l4a-f5-16-q.mp3} -RESPONSE: It's pink. {bk04-l4a-f5-16-a.mp3} +PROMPT: What color is number 7? {page_068_007.jpg|A pink horizontal rectangle} {bk04-l4a-f5-q07.mp3} +RESPONSE: It's pink. {bk04-l4a-f5-a07.mp3} -# Source: LLA 4A Figure 6 (part 1) -$DIALOGUE The Rainbow {page_069_001.jpg} + +# Source: LLA 4A Figure 6 (Part 1) +$DIALOGUE The Rainbow {page_069_001.jpg|A man and a young boy stand outdoors looking up at a rainbow in the sky over mountains and trees} ID: 4a-f6 -INTRO: Tommy and his dad are looking at a rainbow, and Dad has questions. Just listen. -INSTRUCTION: Listen to the dialogue. +INTRO: Mr. Hall and his son Tommy are looking at a rainbow. Tommy is doing an inventory of the colors. Just listen. +INSTRUCTION: Listen to the conversation. VOCAB: rainbow Mr_Hall: Do you see the rainbow, Tommy? {bk04-l4a-f6-01.mp3} -Tommy: Yes, Dad. Look at the colors in it. {bk04-l4a-f6-02.mp3} - -VOCAB: color +Tommy: Yes, Dad. Look at the colors in it! {bk04-l4a-f6-02.mp3} Mr_Hall: What colors can you see in the rainbow? {bk04-l4a-f6-03.mp3} Tommy: I can see red, yellow, and blue. {bk04-l4a-f6-04.mp3} -Mr_Hall: Orange and green are there too. {bk04-l4a-f6-05.mp3} -Tommy: Oh, I see orange and green now, and purple too. {bk04-l4a-f6-06.mp3} +Mr_Hall: Orange and green are there, too. {bk04-l4a-f6-05.mp3} +Tommy: Oh, I see orange and green now. And purple, too. {bk04-l4a-f6-06.mp3} Mr_Hall: Can you see brown in the rainbow? {bk04-l4a-f6-07.mp3} Tommy: Brown? No, I don't see brown there. {bk04-l4a-f6-08.mp3} -# Source: LLA 4A Figure 6 (part 2) + +# Source: LLA 4A Figure 6 (Part 2) $PRODUCE Questions About the Rainbow ID: 4a-f6-b -REFERENCE +REFERENCE: 4a-f6 +INTRO: Answer the questions about the rainbow conversation aloud, then repeat the correct answer. Open the conversation if you need it. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: Now answer four questions about Tommy and the rainbow in full sentences, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT -PROMPT: What are Mr. Hall and Tommy looking at? {bk04-l4a-f6-09-q.mp3} -RESPONSE: They're looking at a rainbow. {bk04-l4a-f6-09-a.mp3} +PROMPT: What are Mr. Hall and Tommy looking at? {bk04-l4a-f6-09.mp3} +RESPONSE: They're looking at a rainbow. {bk04-l4a-f6-10.mp3} -PROMPT: Does Tommy see red, yellow, and blue in the rainbow? {bk04-l4a-f6-10-q.mp3} -RESPONSE: Yes, he sees red, yellow, and blue in the rainbow. {bk04-l4a-f6-10-a.mp3} +PROMPT: Does Tommy see red, yellow, and blue in the rainbow? {bk04-l4a-f6-11.mp3} +RESPONSE: Yes, he sees red, yellow, and blue in the rainbow. {bk04-l4a-f6-12.mp3} -PROMPT: Does he see orange, green, and purple too? {bk04-l4a-f6-11-q.mp3} -RESPONSE: Yes, he sees orange, green, and purple too. {bk04-l4a-f6-11-a.mp3} +PROMPT: Does he see orange, green, and purple, too? {bk04-l4a-f6-13.mp3} +RESPONSE: Yes, he sees orange, green, and purple, too. {bk04-l4a-f6-14.mp3} -PROMPT: Can Tommy see brown in the rainbow? {bk04-l4a-f6-12-q.mp3} -RESPONSE: No, he can't see brown in the rainbow. {bk04-l4a-f6-12-a.mp3} +PROMPT: Can Tommy see brown in the rainbow? {bk04-l4a-f6-15.mp3} +RESPONSE: No, he can't see brown in the rainbow. {bk04-l4a-f6-16.mp3} -# Source: LLA 4A Figure 7 (part 1) -$DIALOGUE Black-and-White TV {page_070_001.jpg} + +# Source: LLA 4A Figure 7 (Part 1) +$DIALOGUE Black and White TV {page_070_001.jpg|A boy and a girl sit on the floor in a living room, viewed from behind, watching a Western show on a television set} ID: 4a-f7 -INTRO: Jay and Ray are watching a western on a black-and-white TV. At least the bad man is easy to spot. Just listen. -INSTRUCTION: Listen to the dialogue. +INTRO: Jay and Ray are watching TV — but something is missing from the picture. Just listen. +INSTRUCTION: Listen to the conversation. -VOCAB: black -VOCAB: white Jay: Are you watching an old movie? {bk04-l4a-f7-01.mp3} Ray: No, this is a new show. {bk04-l4a-f7-02.mp3} Jay: Where are the colors? {bk04-l4a-f7-03.mp3} -Ray: It's a black-and-white TV. {bk04-l4a-f7-04.mp3} +VOCAB: black +VOCAB: white +Ray: It's a black and white TV. {bk04-l4a-f7-04.mp3} Jay: Who are the two men in the picture now? {bk04-l4a-f7-05.mp3} Ray: One is the good man, and one is the bad man. {bk04-l4a-f7-06.mp3} Jay: Who is the bad man? {bk04-l4a-f7-07.mp3} Ray: The one in the black hat. {bk04-l4a-f7-08.mp3} -# Source: LLA 4A Figure 7 (part 2) -$PRODUCE Questions About the TV Show + +# Source: LLA 4A Figure 7 (Part 2) +$PRODUCE Questions About the Show ID: 4a-f7-b -REFERENCE +REFERENCE: 4a-f7 +INTRO: Answer the questions about Jay and Ray's show, then repeat the correct answer. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: Two quick questions about the show. Answer aloud, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. REPEAT -PROMPT: Are they watching a black-and-white TV? {bk04-l4a-f7-09-q.mp3} -RESPONSE: Yes, they're watching a black-and-white TV. {bk04-l4a-f7-09-a.mp3} +PROMPT: Are they watching a black-and-white TV? {bk04-l4a-f7-09.mp3} +RESPONSE: Yes, they're watching a black-and-white TV. {bk04-l4a-f7-10.mp3} + +PROMPT: What color is the bad man's hat? {bk04-l4a-f7-11.mp3} +RESPONSE: The bad man's hat is black. {bk04-l4a-f7-12.mp3} -PROMPT: What color is the bad man's hat? {bk04-l4a-f7-10-q.mp3} -RESPONSE: The bad man's hat is black. {bk04-l4a-f7-10-a.mp3} # Source: ST §What Color Is Your Car? $DIALOGUE What Color Is Your Car? ID: l4-s7 -INTRO: Jack asks David about his new car — Sara had strong feelings about the pink one. Listen and repeat each line. -INSTRUCTION: Repeat the dialog; then read it. +INTRO: David and Sara bought a car on the weekend. Listen to how the color negotiations went, and repeat each line. +INSTRUCTION: Listen and repeat each line, then read the dialog. REPEAT Jack: Did you buy a new car? +David: Yes, Sara and I looked at the cars on the weekend. -David: Yes, Sara and I looked at the cars on the weekend. We saw a black car {st-page_096_001.jpg} -LINE: and a white car. {st-page_096_002.jpg} - -Jack: Did you see the pink cars? {st-page_096_003.jpg} +David: We saw a black car and a white car. {st-page_096_001.jpg|A black car silhouette} +Jack: Did you see the pink cars? {st-page_096_003.jpg|Two pink cars, one smaller and one station wagon} David: Yes, Sara wanted to buy one. Jack: Well, did you? -David: No, we didn't. We bought a brown car. {st-page_096_004.jpg} +David: No, we didn't. We bought a brown car. {st-page_096_004.jpg|A brown car silhouette} -# SKIPPED (book): ST "WHAT COLOR IS THE CLASSROOM?" — open ask-and-answer pair task based on looking around the physical classroom; environment-dependent, not doable solo in the app. +# SKIPPED (book): "WHAT COLOR IS THE CLASSROOM?" (p. 96) — open classroom-dependent pair task. -$LESSON 4-2: Music, Dancing, and Shopping +$SESSION 4-2: Music, Shopping, and the Past -# Source: LLA 4B Figure 1 — ST §He Records Music (l4-s14) dropped as TTS twin +# Source: LLA 4B Figure 1 $DIALOGUE Music and Dancing ID: 4b-f1 -INTRO: In this part you'll learn to talk about music, dancing, and buying things at a store. First, meet Henry — he likes music more than most people like anything. Listen and repeat. -INSTRUCTION: Repeat each word and sentence. +INTRO: In this part you'll meet Henry, learn words for music and shopping, and start using past tense verbs like "bought" and "sold". Look at the pictures, listen to the new words and sentences, and repeat them. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: music -LINE: Henry likes music. {page_072_001.jpg} {bk04-l4b-f1-01.mp3} -LINE: He likes to listen to music. {page_072_001.jpg} {bk04-l4b-f1-02.mp3} +VOCAB: to listen to +LINE: Henry likes music. He likes to listen to music. {page_072_001.jpg|A man smiling while carrying a large portable radio on his shoulder, with music notes floating in the air around him} {bk04-l4b-f1-01.mp3} +VOCAB: to dance VOCAB: dance -LINE: He likes to dance. {page_072_002.jpg} {bk04-l4b-f1-03.mp3} -LINE: He went to a dance Friday night. {page_072_002.jpg} {bk04-l4b-f1-04.mp3} +LINE: He likes to dance. He went to a dance Friday night. {page_072_002.jpg|A group of young men and women dancing energetically in a lively party environment} {bk04-l4b-f1-02.mp3} -VOCAB: records -VOCAB: recorded -LINE: Henry records good music. {page_072_003.jpg} {bk04-l4b-f1-05.mp3} -LINE: He recorded music on tape yesterday. {page_072_003.jpg} {bk04-l4b-f1-06.mp3} +VOCAB: to record +LINE: Henry records good music. He recorded music on tape yesterday. {page_072_003.jpg|A cassette tape recorder with an antenna extended} {bk04-l4b-f1-03.mp3} VOCAB: headset -LINE: He has a headset for his radio and recorder. {page_072_004.jpg} {bk04-l4b-f1-07.mp3} +VOCAB: recorder +LINE: He has a headset for his radio and recorder. {page_072_004.jpg|A portable cassette player with a headset resting on it} {bk04-l4b-f1-04.mp3} VOCAB: headphones -LINE: He puts on his headphones and listens to music. {page_072_004.jpg} {bk04-l4b-f1-08.mp3} +LINE: He puts on his headphones and listens to music. {page_072_004.jpg|A portable cassette player with a headset resting on it} {bk04-l4b-f1-05.mp3} -# Source: LLA 4B Figure 2 (part 1) -$DIALOGUE Henry's Tapes + +# Source: LLA 4B Figure 2 (Part 1) +$DIALOGUE Henry's Music ID: 4b-f2 -INTRO: A short paragraph about Henry and his tapes. Just listen — the questions come next. +INTRO: Henry listens to music everywhere — his car, his room, even other people's parties. Listen to the paragraph about him. INSTRUCTION: Listen to the paragraph. -LINE: Henry listens to music every day. {page_073_001.jpg} {bk04-l4b-f2-01.mp3} -LINE: He records it on tapes with his recorder. {page_073_002.jpg} {bk04-l4b-f2-02.mp3} -LINE: In the morning, he listens to his tapes in his car. {page_073_003.jpg} {bk04-l4b-f2-03.mp3} -LINE: In the evening, he puts on his headset and listens to the tapes in his room. {bk04-l4b-f2-04.mp3} -LINE: Sometimes he takes his tapes to a dance. {bk04-l4b-f2-05.mp3} -LINE: Henry and his friends like to dance to the music on his tapes. {bk04-l4b-f2-06.mp3} +LINE: Henry listens to music every day. {page_073_001.jpg|A sketch showing a crowded dance floor with people dancing on the left, and a close-up of a person with a smile on the right holding up a boombox} {bk04-l4b-f2-01.mp3} -# Source: LLA 4B Figure 2 (part 2) +LINE: He records it on tapes with his recorder. {page_073_002.jpg|A tape recorder and player unit with a handle and circular speaker grill} {bk04-l4b-f2-02.mp3} + +LINE: In the morning, he listens to his tapes in his car. {page_073_003.jpg|An audio cassette tape with spindles visible} {bk04-l4b-f2-03.mp3} + +LINE: In the evening, he puts on his headset and listens to the tapes in his room. {page_073_003.jpg|An audio cassette tape with spindles visible} {bk04-l4b-f2-04.mp3} + +LINE: Sometimes he takes his tapes to a dance. {page_073_001.jpg|A sketch showing a crowded dance floor with people dancing on the left, and a close-up of a person with a smile on the right holding up a boombox} {bk04-l4b-f2-05.mp3} + +LINE: Henry and his friends like to dance to the music on his tapes. {page_073_001.jpg|A sketch showing a crowded dance floor with people dancing on the left, and a close-up of a person with a smile on the right holding up a boombox} {bk04-l4b-f2-06.mp3} + + +# Source: LLA 4B Figure 2 (Part 2) $PRODUCE Questions About Henry ID: 4b-f2-b REFERENCE -INTRO: Now answer the questions about Henry's music aloud in full sentences, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +INTRO: Now answer the questions about Henry aloud, then repeat the model answer. The paragraph is one tap away if you need it. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: reveal REPEAT @@ -416,104 +452,105 @@ RESPONSE: He takes his tapes to dances. {bk04-l4b-f2-13-a.mp3} PROMPT: What do Henry and his friends like to do? {bk04-l4b-f2-14-q.mp3} RESPONSE: They like to dance to the music on his tapes. {bk04-l4b-f2-14-a.mp3} -# Source: LLA 4B Figure 3 (part 1) — ST §Ann and Harry Like to Dance (l4-s15) dropped as TTS twin + +# Source: LLA 4B Figure 3 (Part 1) $DIALOGUE At the Music Store ID: 4b-f3 -INTRO: Henry goes shopping. Listen and repeat the new words about stores, clerks, and what things cost. -INSTRUCTION: Repeat each word and sentence. +INTRO: Henry needs a new tape, which means someone has to sell him one. Meet Chuck the clerk. Listen to the new words and sentences, and repeat them. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: store -LINE: Henry went to a music store downtown. {page_074_001.jpg} {bk04-l4b-f3-01.mp3} -LINE: He wanted to buy a tape at the store. {page_074_001.jpg} {bk04-l4b-f3-02.mp3} +LINE: Henry went to a music store downtown. He wanted to buy a tape at the store. {page_074_001.jpg|A young man wearing a headset and holding a shopping bag looks at cassette tapes inside a music store} {bk04-l4b-f3-01.mp3} VOCAB: clerk -LINE: Chuck is a clerk in the store. {page_074_001.jpg} {bk04-l4b-f3-03.mp3} -LINE: Three clerks work there. {page_074_001.jpg} {bk04-l4b-f3-04.mp3} +LINE: Chuck is a clerk in the store. Three clerks work there. {page_074_001.jpg|A young man wearing a headset and holding a shopping bag looks at cassette tapes inside a music store} {bk04-l4b-f3-02.mp3} -VOCAB: sell -VOCAB: sold -LINE: The store sells tapes and recorders. {page_074_002.jpg} {bk04-l4b-f3-05.mp3} -LINE: Chuck sold 3 tapes to Henry last week. {page_074_002.jpg} {bk04-l4b-f3-06.mp3} +VOCAB: to sell +LINE: The store sells tapes and recorders. Chuck sold three tapes to Henry last week. {page_074_001.jpg|A young man wearing a headset and holding a shopping bag looks at cassette tapes inside a music store} {bk04-l4b-f3-03.mp3} -VOCAB: help -VOCAB: helped -LINE: Chuck helped Henry in the store last week. {bk04-l4b-f3-07.mp3} -LINE: He wants to help him again. {bk04-l4b-f3-08.mp3} +VOCAB: to help +LINE: Chuck helped Henry in the store last week. He wants to help him again. {page_074_001.jpg|A young man wearing a headset and holding a shopping bag looks at cassette tapes inside a music store} {bk04-l4b-f3-04.mp3} -VOCAB: cost -LINE: Tapes cost $6.50 now. {bk04-l4b-f3-09.mp3} -LINE: Last week they cost $7.95. {bk04-l4b-f3-10.mp3} +VOCAB: to cost +LINE: Tapes cost $6.50 now. Last week they cost $7.95. {page_074_002.jpg|A close-up of a person pointing to the control buttons on a cassette tape recorder/player} {bk04-l4b-f3-05.mp3} -VOCAB: take -VOCAB: took -LINE: Henry wanted to take the tape. {bk04-l4b-f3-11.mp3} -LINE: He bought it and took it to his car. {bk04-l4b-f3-12.mp3} +VOCAB: to take +LINE: Henry wanted to take the tape. He bought it and took it to his car. {page_074_002.jpg|A close-up of a person pointing to the control buttons on a cassette tape recorder/player} {bk04-l4b-f3-06.mp3} -# Source: LLA 4B Figure 3 (part 2) + +# Source: LLA 4B Figure 3 (Part 2) $PRODUCE Questions About the Store ID: 4b-f3-b REFERENCE -INTRO: Answer the questions about Henry's trip to the music store aloud in full sentences, then repeat the correct answer. -INSTRUCTION: Answer aloud with a full sentence. +INTRO: Answer each question about the music store aloud, then repeat the model answer. +INSTRUCTION: Answer each question aloud. INPUT: speak CHECK: reveal REPEAT -PROMPT: Where did Henry go? {bk04-l4b-f3-13-q.mp3} -RESPONSE: He went to a music store downtown. {bk04-l4b-f3-13-a.mp3} +PROMPT: Where did Henry go? {bk04-l4b-f3-07-q.mp3} +RESPONSE: He went to a music store downtown. {bk04-l4b-f3-07-a.mp3} -PROMPT: How many clerks work in the store? {bk04-l4b-f3-14-q.mp3} -RESPONSE: 3 clerks work in the store. {bk04-l4b-f3-14-a.mp3} +PROMPT: How many clerks work in the store? {bk04-l4b-f3-08-q.mp3} +RESPONSE: Three clerks work in the store. {bk04-l4b-f3-08-a.mp3} -PROMPT: What does the store sell? {bk04-l4b-f3-15-q.mp3} -RESPONSE: The store sells tapes and recorders. {bk04-l4b-f3-15-a.mp3} +PROMPT: What does the store sell? {bk04-l4b-f3-09-q.mp3} +RESPONSE: The store sells tapes and recorders. {bk04-l4b-f3-09-a.mp3} -PROMPT: Who helped Henry last week? {bk04-l4b-f3-16-q.mp3} -RESPONSE: Chuck helped Henry last week. {bk04-l4b-f3-16-a.mp3} +PROMPT: Who helped Henry last week? {bk04-l4b-f3-10-q.mp3} +RESPONSE: Chuck helped Henry last week. {bk04-l4b-f3-10-a.mp3} -PROMPT: What did tapes cost last week? {bk04-l4b-f3-17-q.mp3} -RESPONSE: Tapes cost $7.95 last week. {bk04-l4b-f3-17-a.mp3} +PROMPT: What did tapes cost last week? {bk04-l4b-f3-11-q.mp3} +RESPONSE: Tapes cost $7.95 last week. {bk04-l4b-f3-11-a.mp3} + +PROMPT: Did Henry take the tape? {bk04-l4b-f3-12-q.mp3} +RESPONSE: Yes, Henry took the tape. {bk04-l4b-f3-12-a.mp3} -PROMPT: Did Henry take the tape? {bk04-l4b-f3-18-q.mp3} -RESPONSE: Yes, Henry took the tape. {bk04-l4b-f3-18-a.mp3} # Source: LLA 4B Figure 4 $SELECT Choose the Best Answer ID: 4b-f4 -INTRO: You'll hear a question you might hear in a store. Tap the answer that fits it best, then repeat that answer. -INSTRUCTION: Tap the best answer. +INTRO: You'll hear questions from around the store. Tap the answer that fits each one, then repeat the correct answer. +INSTRUCTION: Tap the best answer to each question. REPEAT -OPTION: a | Yes, I can buy two tapes. {bk04-l4b-f4-01-a.mp3} -OPTION: b | No, I don't work here. {bk04-l4b-f4-02-a.mp3} -OPTION: c | Yes, it does. It sells recorders, too. {bk04-l4b-f4-03-a.mp3} -OPTION: d | No, it costs $6.50 now. {bk04-l4b-f4-04-a.mp3} -OPTION: e | No, we don't have them in the store. {bk04-l4b-f4-05-a.mp3} -OPTION: f | Yes, please. I want to buy a tape. {bk04-l4b-f4-06-a.mp3} +OPTION: a | Yes, I can buy two tapes. +OPTION: b | No, I don't work here. +OPTION: c | Yes, it does. It sells recorders, too. +OPTION: d | No, it costs $6.50 now. +OPTION: e | No, we don't have them in the store. +OPTION: f | Yes, please. I want to buy a tape. PROMPT: Does the store sell tapes? {bk04-l4b-f4-01-q.mp3} ANSWER: c +FEEDBACK: Yes, it does. It sells recorders, too. {bk04-l4b-f4-01-a.mp3} PROMPT: Excuse me, are you a clerk? {bk04-l4b-f4-02-q.mp3} ANSWER: b +FEEDBACK: No, I don't work here. {bk04-l4b-f4-02-a.mp3} PROMPT: May I help you? {bk04-l4b-f4-03-q.mp3} ANSWER: f +FEEDBACK: Yes, please. I want to buy a tape. {bk04-l4b-f4-03-a.mp3} PROMPT: Does this tape cost $7.95? {bk04-l4b-f4-04-q.mp3} ANSWER: d +FEEDBACK: No, it costs $6.50 now. {bk04-l4b-f4-04-a.mp3} PROMPT: Do you sell language tapes? {bk04-l4b-f4-05-q.mp3} ANSWER: e +FEEDBACK: No, we don't have them in the store. {bk04-l4b-f4-05-a.mp3} -PROMPT: Do you want to take 2 tapes? {bk04-l4b-f4-06-q.mp3} +PROMPT: Do you want to take two tapes? {bk04-l4b-f4-06-q.mp3} ANSWER: a +FEEDBACK: Yes, I can buy two tapes. {bk04-l4b-f4-06-a.mp3} + # Source: LLA 4B Figure 5 -$SELECT Choose the True Statement +$SELECT Listen and Answer ID: 4b-f5 -INTRO: Listen to a short situation and a question about it. Tap the correct answer, then repeat it. +INTRO: Listen to each little situation and its question. Tap the correct answer, then repeat it. INSTRUCTION: Tap the correct answer. REPEAT @@ -535,17 +572,17 @@ OPTION: b | at a dance ANSWER: b FEEDBACK: He's at a dance. {bk04-l4b-f5-03-a.mp3} -PROMPT: There are 3 clerks in the music store. What do they do? {bk04-l4b-f5-04-q.mp3} +PROMPT: There are three clerks in the music store. What do they do? {bk04-l4b-f5-04-q.mp3} OPTION: a | They sell tapes. OPTION: b | They buy tapes. ANSWER: a FEEDBACK: The clerks sell tapes. {bk04-l4b-f5-04-a.mp3} -PROMPT: Henry has $7. He can buy 1 tape. What does 1 tape cost? {bk04-l4b-f5-05-q.mp3} +PROMPT: Henry has $7. He can buy one tape. What does one tape cost? {bk04-l4b-f5-05-q.mp3} OPTION: a | $7.99 OPTION: b | $6.50 ANSWER: b -FEEDBACK: 1 tape costs $6.50. {bk04-l4b-f5-05-a.mp3} +FEEDBACK: One tape costs $6.50. {bk04-l4b-f5-05-a.mp3} PROMPT: The clerk answered Henry's questions, and he brought Henry the right tape. What did he do? {bk04-l4b-f5-06-q.mp3} OPTION: a | He helped Henry. @@ -553,35 +590,157 @@ OPTION: b | He didn't help Henry. ANSWER: a FEEDBACK: The clerk helped Henry. {bk04-l4b-f5-06-a.mp3} + +# Source: ST §Irregular Verbs + §More Irregular Verbs (merged; card-ified) +$GRAMMAR Irregular Past Tense Verbs +ID: l4-s18 +INTRO: You've been hearing "bought", "sold", and "took" all through this part. Some verbs refuse to take "-ed" in the past — here are the rebels, in small groups. + +CARD: Many common verbs change their vowel instead of adding **-ed**. These change to an "a" sound: +{begin} → {began} +{drink} → {drank} +{sit} → {sat} +{swim} → {swam} + +CARD: These take a new vowel sound in the past: +{come} → {came} +{know} → {knew} +{write} → {wrote} +{drive} → {drove} +{speak} → {spoke} +{choose} → {chose} +{wake up} → {woke up} +{get up} → {got up} + +CARD: These have their own special past forms: +{eat} → {ate} +{take} → {took} +{take off} → {took off} +{stand} → {stood} +{see} → {saw} +{wear} → {wore} +{have} → {had} +{do} → {did} + +CARD: These end in a "t" or "d" sound in the past: +{hear} → {heard} +{say} → {said} +{sell} → {sold} +{leave} → {left} +{sleep} → {slept} +{buy} → {bought} +{bring} → {brought} + +CARD: A few don't change at all — and two change completely: +{put} → {put} +{put on} → {put on} +{read} → {read} +{cost} → {cost} +{fly} → {flew} +{go} → {went} + +SUMMARY: +| PRESENT | PAST | | PRESENT | PAST | +|---|---|---|---|---| +| begin | began | | hear | heard | +| drink | drank | | say | said | +| sit | sat | | have | had | +| swim | swam | | do | did | +| come | came | | sell | sold | +| get up | got up | | leave | left | +| know | knew | | sleep | slept | +| write | wrote | | buy | bought | +| drive | drove | | bring | brought | +| wake up | woke up | | put | put | +| speak | spoke | | put on | put on | +| choose | chose | | read | read | +| eat | ate | | cost | cost | +| take | took | | fly | flew | +| take off | took off | | go | went | +| stand | stood | | see | saw | +| wear | wore | | | | + + +# Source: ST §The Smiths Were in Houston Last Month +$PRODUCE The Smiths' Trip to Houston +ID: l4-s20 +REFERENCE: l4-s18 +INTRO: The Smiths took a trip to Houston and did a lot of things — all in the past. Type the past tense of the verb in parentheses. The verb list is one tap away if you need it. +INSTRUCTION: Type the past tense of the verb in parentheses. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: (buy) The Smiths ____ a ticket. +RESPONSE: The Smiths bought a ticket. +ACCEPT: bought + +TEMPLATE: (fly) Capt Smith and his wife ____ to Houston last month. +RESPONSE: Capt Smith and his wife flew to Houston last month. +ACCEPT: flew + +TEMPLATE: (drive) They ____ downtown. +RESPONSE: They drove downtown. +ACCEPT: drove + +TEMPLATE: (eat) They ____ at a restaurant downtown. +RESPONSE: They ate at a restaurant downtown. +ACCEPT: ate + +TEMPLATE: (speak) They ____ to their old friends. +RESPONSE: They spoke to their old friends. +ACCEPT: spoke + +TEMPLATE: (see) They ____ pictures of his children. +RESPONSE: They saw pictures of his children. +ACCEPT: saw + +TEMPLATE: (buy) They ____ T-shirts for their friends in Ohio. +RESPONSE: They bought T-shirts for their friends in Ohio. +ACCEPT: bought + +TEMPLATE: (go) They ____ to a baseball game one night. +RESPONSE: They went to a baseball game one night. +ACCEPT: went + +TEMPLATE: (choose) They ____ to see a show downtown, too. +RESPONSE: They chose to see a show downtown, too. +ACCEPT: chose + +TEMPLATE: (leave) They ____ Houston last night. They were sad. +RESPONSE: They left Houston last night. They were sad. +ACCEPT: left + + # Source: ST §He Went to the Store and Bought a Tie -$DIALOGUE Harry Buys a Tie {st-page_103_001.jpg} +$DIALOGUE Harry Buys a Tie {st-page_103_001.jpg|A man in a store holding ties with a clerk, while dreaming about a dancing couple and a man in a suit} ID: l4-s16 -INTRO: Harry needed a new tie for the dance — Friday nights are serious business. Read and listen to the story of how he bought it. +INTRO: Harry needed a tie for Friday's dance. The clerk brought him six — he only needed one. Read the story. INSTRUCTION: Read the story. -Narrator: Harry dances every Friday. -Narrator: Last Friday, he wanted to wear his new suit. -Narrator: On Thursday, Harry went to the store and bought a new tie. -Narrator: A clerk helped Harry. She said, "May I help you?" +Narrator: Harry dances every Friday. Last Friday, he wanted to wear his new suit. +Narrator: On Thursday, Harry went to the store and bought a new tie. A clerk helped Harry. +Clerk: May I help you? Harry: Yes. I want to buy a tie. Clerk: What color? Harry: I want a red and yellow tie. -VOCAB: here you are +VOCAB: Here you are. Clerk: Here you are. Narrator: She brought six red and yellow ties. Harry: I like this one. How much is it? Clerk: It's $9.89. Harry: Good. I want this tie. -Narrator: The clerk sold Harry the tie. Harry wore his new suit and his new tie to the dance. +Narrator: The clerk sold Harry the tie. +Narrator: Harry wore his new suit and his new tie to the dance. -# Source: ST §True or False (Harry's tie) -$SELECT True or False — Harry's Tie + +# Source: ST §Buying a Tie: True or False +$SELECT Harry's Story: True or False? ID: l4-s17 REFERENCE -SHOW_PROMPT -INTRO: Six statements about Harry and his tie. Tap True or False — and you can check the story if your memory slips. -INSTRUCTION: Tap True or False. +INTRO: Now, true or false about Harry's shopping trip. Open the story if your memory needs help. +INSTRUCTION: Tap True or False according to the story. OPTION: T | True OPTION: F | False @@ -603,94 +762,103 @@ ANSWER: F PROMPT: The tie cost $9.98. ANSWER: F -$LESSON 4-3: This, That, These, Those +# SKIPPED (book): Reading Skills "CIRCLE THE SAME WORD AS THE KEY WORD" (pp. 103–105) — timed speed-reading / visual scanning drills. + +$SESSION 4-3: This, That, and Over There # Source: LLA 4C Figure 1 -$DIALOGUE This, That, These, Those +$DIALOGUE Sentences with "This" and "That" ID: 4c-f1 -INTRO: In this part you'll learn to point with words: this and these for things near you, that and those for things farther away. Listen and repeat each sentence. -INSTRUCTION: Listen and repeat. +INTRO: In this part you'll learn to point at things with words: "this", "that", "these", and "those". Look at the pictures, listen, and repeat each sentence. +INSTRUCTION: Listen and repeat each sentence. REPEAT -LINE: That coffee. That coffee is cold. {page_076_001.jpg} {bk04-l4c-f1-01.mp3} -LINE: This coffee. This coffee is hot. {page_076_002.jpg} {bk04-l4c-f1-02.mp3} -LINE: Those gloves are Sarah's. {bk04-l4c-f1-03.mp3} +LINE: That coffee is cold. {page_076_001.jpg|A man sitting at a table with a cold cup of coffee, speaking to a woman standing next to him} {bk04-l4c-f1-01.mp3} +LINE: This coffee is hot. {page_076_002.jpg|A woman pouring hot coffee from a pot into a cup, with steam rising} {bk04-l4c-f1-02.mp3} + +LINE: Those gloves are Sara's. {bk04-l4c-f1-03.mp3} LINE: These gloves are Jane's. {bk04-l4c-f1-04.mp3} + LINE: This hat isn't the captain's. {bk04-l4c-f1-05.mp3} LINE: This hat is the major's. {bk04-l4c-f1-06.mp3} + LINE: The teacher asked these questions. {bk04-l4c-f1-07.mp3} LINE: The teacher didn't ask those questions. {bk04-l4c-f1-08.mp3} + LINE: Is that train on time? {bk04-l4c-f1-09.mp3} LINE: No, that train is 20 minutes late. {bk04-l4c-f1-10.mp3} + LINE: Are those students in the military? {bk04-l4c-f1-11.mp3} LINE: Yes, those students are Army officers. {bk04-l4c-f1-12.mp3} -# Source: ST §This, That, These, Those (grammar table; examples lifted from LLA 4C Figure 1) -$GRAMMAR Near and Far: This, That, These, Those + +# Source: ST §This, That, These, Those (card-ified; example sentences from this lesson's readings) +$GRAMMAR "This", "That", "These", "Those" ID: l4-s22 -INTRO: One small table sorts all four pointing words. Take a look before the drills. +INTRO: A quick map of the pointing words: near or not near, one or many. -Use **this** and **these** for things **near** you. Use **that** and **those** for things **not near** you. +CARD: For something **near** you, use **this** for one thing and **these** for more than one: +{This pen is black.} +{These pants are new.} +CARD: For something **not near** you, use **that** for one thing and **those** for more than one: +{I didn't see that movie.} +{Those shoes are big.} + +SUMMARY: | | NEAR | NOT NEAR | |---|---|---| | **SINGULAR** | this | that | | **PLURAL** | these | those | -One thing: {This coffee is hot.} — {That coffee is cold.} - -More than one: {These gloves are Jane's.} — {Those gloves are Sarah's.} # Source: LLA 4C Figure 2 $PRODUCE Complete the Dialogue ID: 4c-f2 +HIDE_PROMPT +INTRO: Tom and Ken are talking about the base. Listen, then type "this", "that", "these", or "those" to complete each line, and repeat the sentence. +INSTRUCTION: Type the correct word: "this", "that", "these", or "those". INPUT: type CHECK: exact -INTRO: Tom and Ken are looking around a base. Listen to each line and type "this", "that", "these", or "those" to complete it, then repeat the sentence. -INSTRUCTION: Type the missing word. REPEAT -TEMPLATE: Tom: Do you like ____ base? PROMPT: Do you like this base? {bk04-l4c-f2-01.mp3} -RESPONSE: Do you like this base? {bk04-l4c-f2-01.mp3} +TEMPLATE: Tom: Do you like ____ base? +TEMPLATE: Ken: Yes, it's a good base. +RESPONSE: Do you like this base? ACCEPT: this -TEMPLATE: Ken: Yes, it's a good base. +PROMPT: No, that base was old and small. {bk04-l4c-f2-02.mp3} TEMPLATE: Tom: Did you like your last base? TEMPLATE: Ken: No, ____ base was old and small. -PROMPT: No. That base was old and small. {bk04-l4c-f2-02.mp3} -RESPONSE: No. That base was old and small. {bk04-l4c-f2-02.mp3} +RESPONSE: No, that base was old and small. ACCEPT: that -TEMPLATE: Tom: Is ____ building the new BX? -PROMPT: Is that building the new BX? {bk04-l4c-f2-03.mp3} -RESPONSE: Is that building the new BX? {bk04-l4c-f2-03.mp3} -ACCEPT: that - -TEMPLATE: Ken: Yes, and ____ one is the new commissary. -PROMPT: And this one is the new commissary. {bk04-l4c-f2-04.mp3} -RESPONSE: And this one is the new commissary. {bk04-l4c-f2-04.mp3} -ACCEPT: this +PROMPT: Is that building the new BX? Yes, and this one is the new commissary. {bk04-l4c-f2-03.mp3} +TEMPLATE: Tom: Is ____{that} building the new BX? +TEMPLATE: Ken: Yes, and ____{this} one is the new commissary. +RESPONSE: Is that building the new BX? Yes, and this one is the new commissary. +PROMPT: They live in these barracks. {bk04-l4c-f2-04.mp3} TEMPLATE: Tom: Where do the enlisted men and women live? TEMPLATE: Ken: They live in ____ barracks. -PROMPT: They live in these barracks. {bk04-l4c-f2-05.mp3} -RESPONSE: They live in these barracks. {bk04-l4c-f2-05.mp3} +RESPONSE: They live in these barracks. ACCEPT: these +PROMPT: They live in those buildings. {bk04-l4c-f2-05.mp3} TEMPLATE: Tom: Where do the officers live? TEMPLATE: Ken: They live in ____ buildings. -PROMPT: They live in those buildings. {bk04-l4c-f2-06.mp3} -RESPONSE: They live in those buildings. {bk04-l4c-f2-06.mp3} +RESPONSE: They live in those buildings. ACCEPT: those + # Source: LLA 4C Figure 3 $PRODUCE Change the Sentence ID: 4c-f3 +INTRO: Move the pointing word next to the noun: "This is an old movie" becomes "This movie is old." Listen, change the sentence aloud, then repeat the model answer. +INSTRUCTION: Change the sentence aloud. INPUT: speak CHECK: reveal -INTRO: Now move the pointing word next to its noun: "This is an old movie" becomes "This movie is old." Listen, say the new sentence aloud, then repeat the correct one. -INSTRUCTION: Change the sentence and speak it aloud. REPEAT EXAMPLE @@ -731,45 +899,12 @@ RESPONSE: Is this restaurant good? {bk04-l4c-f3-09-a.mp3} PROMPT: Are those new slacks? {bk04-l4c-f3-10-q.mp3} RESPONSE: Are those slacks new? {bk04-l4c-f3-10-a.mp3} -# Source: ST §Complete the Sentences -$PRODUCE This or These? That or Those? -ID: l4-s25 -INTRO: Type the correct pointing word from the two choices shown. Singular or plural — that's the whole game. -INSTRUCTION: Type the correct word from the choices in parentheses. -INPUT: type -CHECK: exact -EXAMPLE -TEMPLATE: ____{This} pen belongs to John. (this, these) -RESPONSE: This pen belongs to John. - -EXAMPLE -TEMPLATE: ____{Those} books belong to his sister. (that, those) -RESPONSE: Those books belong to his sister. - -TEMPLATE: Who lives in ____{that} house? (that, those) -RESPONSE: Who lives in that house? - -TEMPLATE: I like ____{this} car. (this, these) -RESPONSE: I like this car. - -TEMPLATE: ____{These} pens are black. (this, these) -RESPONSE: These pens are black. - -TEMPLATE: Put on ____{this} headset and listen to the tape. (this, these) -RESPONSE: Put on this headset and listen to the tape. - -TEMPLATE: ____{Those} shoes are big. (that, those) -RESPONSE: Those shoes are big. - -TEMPLATE: He bought the shoes at ____{that} store. (that, those) -RESPONSE: He bought the shoes at that store. - -# Source: ST §Do You Like This Shirt or That One? -$DIALOGUE More This and That Sentences +# Source: ST §This Shirt or That One? +$DIALOGUE Reading with "This" and "That" ID: l4-s24 -INTRO: Ten more sentences with this, that, these, and those. Read each one as it plays. -INSTRUCTION: Read the sentences. +INTRO: Read these sentences and notice which pointing word goes with near, far, one, and many. +INSTRUCTION: Read each sentence. LINE: Who lives in that house? LINE: Those brown shoes belong to Peter. @@ -782,132 +917,215 @@ LINE: I didn't see that movie. LINE: Those shoes are big. LINE: He bought the shoes at that store. -# Source: LLA 4C Figure 4 — ST §Over Here, Over There (l4-s21) dropped as TTS twin -$DIALOGUE Over Here and Over There + +# Source: ST §This, That, These, or Those? +$PRODUCE Type "This", "That", "These", or "Those" +ID: l4-s25 +INTRO: Two words in parentheses, one right answer. Type the pointing word that completes each sentence. +INSTRUCTION: Type the correct word from the parentheses. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: (this, these) ____ pen belongs to John. +RESPONSE: This pen belongs to John. +ACCEPT: This | this + +EXAMPLE +TEMPLATE: (that, those) ____ books belong to his sister. +RESPONSE: Those books belong to his sister. +ACCEPT: Those | those + +TEMPLATE: (that, those) Who lives in ____ house? +RESPONSE: Who lives in that house? +ACCEPT: That | that + +TEMPLATE: (this, these) I like ____ car. +RESPONSE: I like this car. +ACCEPT: This | this + +TEMPLATE: (this, these) ____ pens are black. +RESPONSE: These pens are black. +ACCEPT: These | these + +TEMPLATE: (this, these) Put on ____ headset and listen to the tape. +RESPONSE: Put on this headset and listen to the tape. +ACCEPT: This | this + +TEMPLATE: (that, those) ____ shoes are big. +RESPONSE: Those shoes are big. +ACCEPT: Those | those + +TEMPLATE: (that, those) He bought the shoes at ____ store. +RESPONSE: He bought the shoes at that store. +ACCEPT: That | that + + +# Source: LLA 4C Figure 4 +$DIALOGUE Over Here and Over There {page_079_001.jpg|A female shop assistant pointing to nearby sweaters labeled "over here" on the left, and pointing toward a distant rack labeled "over there" on the right} ID: 4c-f4 -INTRO: Two more pointing phrases: over here, near you, and over there, farther away. Listen and repeat each sentence. +INTRO: Two more pointing phrases: "over here" for near, "over there" for far. Listen and repeat each sentence. INSTRUCTION: Listen and repeat. REPEAT VOCAB: over here +LINE: The sweaters are over here. {bk04-l4c-f4-01.mp3} VOCAB: over there -LINE: The sweaters are over here. {page_079_001.jpg} {bk04-l4c-f4-01.mp3} -LINE: The jackets are over there. {page_079_001.jpg} {bk04-l4c-f4-02.mp3} +LINE: The jackets are over there. {bk04-l4c-f4-02.mp3} + LINE: Your books are over here. {bk04-l4c-f4-03.mp3} LINE: Larry's books are over there. {bk04-l4c-f4-04.mp3} + LINE: This is my jacket over here. {bk04-l4c-f4-05.mp3} LINE: Is that your jacket over there? {bk04-l4c-f4-06.mp3} + LINE: Is this your car over here? {bk04-l4c-f4-07.mp3} LINE: No, that's my car over there. {bk04-l4c-f4-08.mp3} + LINE: The headphones aren't over here. {bk04-l4c-f4-09.mp3} LINE: Are they over there? {bk04-l4c-f4-10.mp3} + LINE: Is the dictionary over there? {bk04-l4c-f4-11.mp3} LINE: It's not over here. {bk04-l4c-f4-12.mp3} + # Source: LLA 4C Figure 5 -$PRODUCE Answer with Over Here or Over There +$PRODUCE Answer with "Over Here" or "Over There" ID: 4c-f5 +INTRO: Listen to each question and read the cue word. Answer using "over here" or "over there", then repeat the correct answer. +INSTRUCTION: Answer the question aloud. INPUT: speak CHECK: reveal -INTRO: You'll hear a question and a cue: here or there. Answer using "over here" or "over there", then repeat the correct answer. -INSTRUCTION: Answer the question aloud. REPEAT EXAMPLE -PROMPT: Where is your car? Here. {bk04-l4c-f5-ex-q.mp3} +TEMPLATE: (here) +PROMPT: Where is your car? {bk04-l4c-f5-ex-q.mp3} RESPONSE: It's over here. {bk04-l4c-f5-ex-a.mp3} -PROMPT: Where is my notebook? Here. {bk04-l4c-f5-01-q.mp3} +TEMPLATE: (here) +PROMPT: Where is my notebook? {bk04-l4c-f5-01-q.mp3} RESPONSE: Your notebook's over here. {bk04-l4c-f5-01-a.mp3} -PROMPT: Where is the colonel? There. {bk04-l4c-f5-02-q.mp3} +TEMPLATE: (there) +PROMPT: Where is the colonel? {bk04-l4c-f5-02-q.mp3} RESPONSE: The colonel is over there. {bk04-l4c-f5-02-a.mp3} -PROMPT: Where are the headsets? Here. {bk04-l4c-f5-03-q.mp3} +TEMPLATE: (here) +PROMPT: Where are the headsets? {bk04-l4c-f5-03-q.mp3} RESPONSE: The headsets are over here. {bk04-l4c-f5-03-a.mp3} -PROMPT: Where do you live? There. {bk04-l4c-f5-04-q.mp3} +TEMPLATE: (there) +PROMPT: Where do you live? {bk04-l4c-f5-04-q.mp3} RESPONSE: I live over there. {bk04-l4c-f5-04-a.mp3} -PROMPT: Where is the dining hall? There. {bk04-l4c-f5-05-q.mp3} +TEMPLATE: (there) +PROMPT: Where is the dining hall? {bk04-l4c-f5-05-q.mp3} RESPONSE: The dining hall is over there. {bk04-l4c-f5-05-a.mp3} -PROMPT: Where are the maps? Here. {bk04-l4c-f5-06-q.mp3} +TEMPLATE: (here) +PROMPT: Where are the maps? {bk04-l4c-f5-06-q.mp3} RESPONSE: The maps are over here. {bk04-l4c-f5-06-a.mp3} -PROMPT: Where did you work? There. {bk04-l4c-f5-07-q.mp3} +TEMPLATE: (there) +PROMPT: Where did you work? {bk04-l4c-f5-07-q.mp3} RESPONSE: I worked over there. {bk04-l4c-f5-07-a.mp3} -PROMPT: Where were the tapes? Here. {bk04-l4c-f5-08-q.mp3} +TEMPLATE: (here) +PROMPT: Where were the tapes? {bk04-l4c-f5-08-q.mp3} RESPONSE: Over here. {bk04-l4c-f5-08-a.mp3} + # Source: ST §I Like Those Shoes -$DIALOGUE I Like Those Shoes {st-page_110_001.jpg} +$DIALOGUE I Like Those Shoes {st-page_110_001.jpg|Two young men standing in front of a storefront window with a sign that says "MEN'S SHOES" pointing at various shoes displayed inside} ID: l4-s23 -INTRO: Jack and Mike are shoe shopping, and Mike has opinions. Read the dialog as it plays — every pointing word from this part is in it. -INSTRUCTION: Read the dialog. +INTRO: Jack and Mike are shoe shopping — near shoes, far shoes, strong opinions. Listen and repeat, then read the dialog. +INSTRUCTION: Listen and repeat each line. +REPEAT Jack: Do you like these shoes over here or those shoes over there? Mike: I like these shoes over here. I don't like those shoes. Jack: Do you like this color? Mike: No. I don't like this color. I like that one. -$LESSON 4-4: How Much Does It Cost? +$SESSION 4-4: Prices and Shopping # Source: LLA 4C Figure 6 $DIALOGUE Asking About Prices ID: 4c-f6 -INTRO: In this part you'll learn to ask what things cost — better to know before the money leaves your pocket. Listen and repeat the questions. -INSTRUCTION: Listen and repeat the questions. +INTRO: In this part you'll learn to ask what things cost — a useful skill before handing over your money. Listen to the questions with "cost" and with "to be", and repeat each one. +INSTRUCTION: Listen and repeat each question. REPEAT -LINE: How much does the recorder cost? {bk04-l4c-f6-01.mp3} -LINE: How much does it cost? {bk04-l4c-f6-02.mp3} -LINE: How much did those tapes cost? {bk04-l4c-f6-03.mp3} -LINE: How much did they cost? {bk04-l4c-f6-04.mp3} -LINE: How much does this dress cost? {bk04-l4c-f6-05.mp3} -LINE: How much is this dress? {bk04-l4c-f6-06.mp3} -LINE: How much are those shoes? {bk04-l4c-f6-07.mp3} -LINE: How much are they? {bk04-l4c-f6-08.mp3} -LINE: How much was our dinner? {bk04-l4c-f6-09.mp3} -LINE: How much was it? {bk04-l4c-f6-10.mp3} +VOCAB: how much +LINE: How much does the recorder cost? {bk04-l4c-f6-01a.mp3} +LINE: How much does it cost? {bk04-l4c-f6-01b.mp3} -# Source: ST §How Much...? (grammar; tables recomposed as tappable full questions) -$GRAMMAR How Much...? +LINE: How much did those tapes cost? {bk04-l4c-f6-02a.mp3} +LINE: How much did they cost? {bk04-l4c-f6-02b.mp3} + +LINE: How much does this dress cost? {bk04-l4c-f6-03a.mp3} +LINE: How much is this dress? {bk04-l4c-f6-03b.mp3} + +LINE: How much are those shoes? {bk04-l4c-f6-04a.mp3} +LINE: How much are they? {bk04-l4c-f6-04b.mp3} + +LINE: How much was our dinner? {bk04-l4c-f6-05a.mp3} +LINE: How much was it? {bk04-l4c-f6-05b.mp3} + + +# Source: ST §How Much...? (card-ified) +$GRAMMAR "How Much" Questions ID: l4-s11 -INTRO: There are two ways to ask about a price: with the verb "cost", or with a form of "be". Here's the pattern. +INTRO: There are two ways to ask any price — with "cost" or with "is" and "are". Here's the pattern. -Use **how much** with **cost**, or with a form of **be**. The meaning is the same. +CARD: To ask a price with the verb **cost**, use **do** or **does**: +{How much does the shirt cost?} +{How much do the shoes cost?} -**One thing (singular):** +CARD: You can ask the same thing with **is** and **are** — shorter, same meaning: +{How much is the shirt?} +{How much is it?} +{How much are the shoes?} +{How much are they?} -- Now: {How much does the shirt cost?} = {How much is the shirt?} = {How much is it?} -- Past: {How much did the shirt cost?} = {How much was the shirt?} = {How much was it?} +CARD: For the past, use **did**, **was**, and **were**: +{How much did the shirt cost?} +{How much was the shirt?} +{How much were the shoes?} +{How much were they?} -**More than one (plural):** +SUMMARY: +| PRESENT | PAST | +|---|---| +| How much does the shirt cost? | How much did the shirt cost? | +| How much is the shirt? | How much was the shirt? | +| How much is it? | How much was it? | +| How much do the shoes cost? | How much did the shoes cost? | +| How much are the shoes? | How much were the shoes? | +| How much are they? | How much were they? | -- Now: {How much do the shoes cost?} = {How much are the shoes?} = {How much are they?} -- Past: {How much did the shoes cost?} = {How much were the shoes?} = {How much were they?} # Source: ST §How Much Does It Cost? -$DIALOGUE Price Questions and Answers +$DIALOGUE How Much Does It Cost? ID: l4-s12 -INTRO: Now questions and answers together, with real prices attached. Listen and repeat each exchange. -INSTRUCTION: Repeat and then read the questions and answers. +INTRO: Now hear the questions with their answers — and their prices. Repeat each pair. +INSTRUCTION: Repeat each question and answer, then read them. REPEAT -LINE: How much is the blue shirt? It's $15.00. -LINE: How much does the suit cost? It costs $250.00. -LINE: How much did your new car cost? It cost $15,000.00. -LINE: How much was it? It was $2.95. -LINE: How much did your black pants cost? They cost $18.00. -LINE: How much were they? They were $51.99. +LINE: How much is the blue shirt?\n— It's $15.00. +LINE: How much does the suit cost?\n— It costs $250.00. +LINE: How much did your new car cost?\n— It cost $15,000.00. +LINE: How much was it?\n— It was $2.95. +LINE: How much did your black pants cost?\n— They cost $18.00. +LINE: How much were they?\n— They were $51.99. -# Source: LLA 4C Figure 7 (part 1) -$DIALOGUE A New Recorder -ID: 4c-f7 -INTRO: Jerry wants a new recorder, and Terry wants the numbers. Listen and repeat each line. -INSTRUCTION: Listen and repeat. + +# Source: LLA 4C Figure 7 (Part 1) +$DIALOGUE Shopping for a Recorder +ID: 4c-f7-dialogue +INTRO: Jerry's recorder is 5 years old, and prices have not stood still. Listen to Jerry and Terry compare, and repeat their conversation. +INSTRUCTION: Listen and repeat each line. REPEAT Jerry: I want a new recorder. {bk04-l4c-f7-01.mp3} @@ -915,37 +1133,40 @@ Terry: Me too. How much does a recorder cost now? {bk04-l4c-f7-02.mp3} Jerry: I don't know. My recorder is 5 years old. {bk04-l4c-f7-03.mp3} Terry: How much did it cost 5 years ago? {bk04-l4c-f7-04.mp3} Jerry: It was $50. {bk04-l4c-f7-05.mp3} -Terry: That store sells good recorders. How much are recorders there? {bk04-l4c-f7-06.mp3} -Jerry: $90. {bk04-l4c-f7-07.mp3} -Terry: How much are they at the BX? {bk04-l4c-f7-08.mp3} -Jerry: They're $80. {bk04-l4c-f7-09.mp3} +Terry: That store sells good recorders. {bk04-l4c-f7-06.mp3} +Jerry: How much are recorders there? {bk04-l4c-f7-07.mp3} +Terry: $90. {bk04-l4c-f7-08.mp3} +Jerry: How much are they at the BX? {bk04-l4c-f7-09.mp3} +Terry: They're $80. {bk04-l4c-f7-10.mp3} -# Source: LLA 4C Figure 7 (part 2) + +# Source: LLA 4C Figure 7 (Part 2) $PRODUCE Questions About the Recorders -ID: 4c-f7-b -REFERENCE +ID: 4c-f7 +REFERENCE: 4c-f7-dialogue +INTRO: Answer each question about Jerry and Terry's price research, then repeat the model answer. +INSTRUCTION: Answer aloud based on the dialogue. INPUT: speak CHECK: reveal -INTRO: Now answer the questions about recorder prices aloud, then repeat the correct answer. -INSTRUCTION: Answer the questions aloud. REPEAT -PROMPT: How much was Jerry's recorder 5 years ago? {bk04-l4c-f7-10-q.mp3} -RESPONSE: It was $50, 5 years ago. {bk04-l4c-f7-10-a.mp3} +PROMPT: How much was Jerry's recorder 5 years ago? {bk04-l4c-f7-11-q.mp3} +RESPONSE: It was $50, 5 years ago. {bk04-l4c-f7-11-a.mp3} -PROMPT: How much are recorders at the store? {bk04-l4c-f7-11-q.mp3} -RESPONSE: They're $90 at the store. {bk04-l4c-f7-11-a.mp3} +PROMPT: How much are recorders at the store? {bk04-l4c-f7-12-q.mp3} +RESPONSE: They're $90 at the store. {bk04-l4c-f7-12-a.mp3} + +PROMPT: How much do recorders cost at the BX? {bk04-l4c-f7-13-q.mp3} +RESPONSE: They cost $80 at the BX. {bk04-l4c-f7-13-a.mp3} -PROMPT: How much do recorders cost at the BX? {bk04-l4c-f7-12-q.mp3} -RESPONSE: They cost $80 at the BX. {bk04-l4c-f7-12-a.mp3} # Source: LLA 4C Figure 8 -$PRODUCE Clothing Prices {page_081_001.jpg} +$PRODUCE Clothing Prices {page_081_001.jpg|Four clothing models under a Charles of New York banner showcasing men's and women's suits, dresses, slacks, jackets, blouses, shirts, and coats with prices} ID: 4c-f8 +INTRO: Look at the clothing price list. Listen to each question and state the price aloud, then repeat the answer. +INSTRUCTION: Answer aloud based on the price chart. INPUT: speak CHECK: reveal -INTRO: You'll see a clothing store's price list. Listen to each question, answer aloud with a full sentence and the price, then repeat the answer. -INSTRUCTION: Answer aloud based on the picture. REPEAT PROMPT: How much do men's suits cost? {bk04-l4c-f8-01-q.mp3} @@ -972,175 +1193,170 @@ RESPONSE: Men's shirts cost $30. {bk04-l4c-f8-07-a.mp3} PROMPT: How much do women's coats cost? {bk04-l4c-f8-08-q.mp3} RESPONSE: Women's coats cost $200. {bk04-l4c-f8-08-a.mp3} + # Source: LLA 4C Figure 9 $PRODUCE Ask About the Price ID: 4c-f9 +INTRO: Now you ask. Listen to the sentence and the cue word, then ask a "how much" question with the cue. Repeat the model question. +INSTRUCTION: Ask the question aloud. INPUT: speak CHECK: reveal -INTRO: You'll hear a sentence with a price and then a new word. Ask a new "how much" question using that word, then repeat the correct question. -INSTRUCTION: Ask a question about the price. REPEAT EXAMPLE -PROMPT: The recorder costs $75. *radio* {bk04-l4c-f9-ex1-q.mp3} +TEMPLATE: (radio) +PROMPT: The recorder costs $75.00. {bk04-l4c-f9-ex1-q.mp3} RESPONSE: How much does the radio cost? {bk04-l4c-f9-ex1-a.mp3} EXAMPLE -PROMPT: The blue dress is $50. *yellow* {bk04-l4c-f9-ex2-q.mp3} +TEMPLATE: (yellow) +PROMPT: The blue dress is $50.00. {bk04-l4c-f9-ex2-q.mp3} RESPONSE: How much is the yellow dress? {bk04-l4c-f9-ex2-a.mp3} -PROMPT: The black shoes are $50. *brown* {bk04-l4c-f9-01-q.mp3} +TEMPLATE: (brown) +PROMPT: The black shoes are $50.00. {bk04-l4c-f9-01-q.mp3} RESPONSE: How much are the brown shoes? {bk04-l4c-f9-01-a.mp3} -PROMPT: The red skirt costs $35. *blouse* {bk04-l4c-f9-02-q.mp3} +TEMPLATE: (blouse) +PROMPT: The red skirt costs $35.00. {bk04-l4c-f9-02-q.mp3} RESPONSE: How much does the red blouse cost? {bk04-l4c-f9-02-a.mp3} -PROMPT: This coat costs $74.99. *that* {bk04-l4c-f9-03-q.mp3} +TEMPLATE: (that) +PROMPT: This coat costs $74.99. {bk04-l4c-f9-03-q.mp3} RESPONSE: How much does that coat cost? {bk04-l4c-f9-03-a.mp3} -PROMPT: Mike's shirt was $25. *tie* {bk04-l4c-f9-04-q.mp3} +TEMPLATE: (tie) +PROMPT: Mike's shirt was $25.00. {bk04-l4c-f9-04-q.mp3} RESPONSE: How much was Mike's tie? {bk04-l4c-f9-04-a.mp3} -PROMPT: The orange T-shirt costs $12.95. *sweater* {bk04-l4c-f9-05-q.mp3} +TEMPLATE: (sweater) +PROMPT: The orange T-shirt costs $12.95. {bk04-l4c-f9-05-q.mp3} RESPONSE: How much does the orange sweater cost? {bk04-l4c-f9-05-a.mp3} -PROMPT: The shoes over here are $37.50. *over there* {bk04-l4c-f9-06-q.mp3} +TEMPLATE: (over there) +PROMPT: The shoes over here are $37.50. {bk04-l4c-f9-06-q.mp3} RESPONSE: How much are the shoes over there? {bk04-l4c-f9-06-a.mp3} -PROMPT: A razor costs $3.99 in the BX. *commissary* {bk04-l4c-f9-07-q.mp3} +TEMPLATE: (commissary) +PROMPT: A razor costs $3.99 in the BX. {bk04-l4c-f9-07-q.mp3} RESPONSE: How much does a razor cost in the commissary? {bk04-l4c-f9-07-a.mp3} -PROMPT: The beef was $2.37 last week. *this week* {bk04-l4c-f9-08-q.mp3} +TEMPLATE: (this week) +PROMPT: The beef was $2.37 last week. {bk04-l4c-f9-08-q.mp3} RESPONSE: How much is the beef this week? {bk04-l4c-f9-08-a.mp3} -# Source: ST §How Much Is It? (picture ask-and-answer) -$PRODUCE How Much Is It? + +# Source: ST §How Much Does It Cost? (Pictures) +$PRODUCE Prices in the Pictures ID: l4-s13 -INTRO: Now you run both sides of the counter. Look at the picture, ask a "how much" question about the item, and answer with the price shown. -INSTRUCTION: Look at the picture. Ask and answer a "how much" question aloud. +INTRO: You'll see store displays with price tags. Ask the price aloud, then answer it yourself with the price on the tag — you're both the customer and the clerk today. +INSTRUCTION: Ask and answer about the price in the picture. INPUT: speak CHECK: llm -RUBRIC: Treat the model answer as the key. Accept any correctly formed "how much" question about the same item, followed by an answer giving the same price as the model; small wording differences are fine. +RUBRIC: Accept any grammatically correct question asking the price of the item ("How much is/are..." or "How much do/does... cost?") and a matching answer with the correct price from the picture; treat the model answer's price as the factual key. EXAMPLE -PROMPT: {st-page_101_005.jpg} -RESPONSE: How much do the shoes cost? They cost $31.20. +PROMPT: {st-page_101_005.jpg|Shoe department display with various men's leather dress shoes on stands, with a price tag showing "$31.20"} +RESPONSE: How much do the shoes cost?\n— They cost $31.20. EXAMPLE -PROMPT: {st-page_101_002.jpg} -RESPONSE: How much is the hat? It's $15.00. +PROMPT: {st-page_101_002.jpg|Hat display shelf in a store showcasing various styles of men's hats, featuring a sign reading "MEN'S HATS $15.00"} +RESPONSE: How much is the hat?\n— It's $15.00. -PROMPT: {st-page_101_001.jpg} -RESPONSE: How much are the men's shirts? They are $16.95. +PROMPT: {st-page_101_001.jpg|Department store clothing rack with men's shirts on hangers and folded on shelves, displaying a price tag for "MEN'S SHIRTS $16.95"} +RESPONSE: How much are the shirts?\n— They're $16.95. -PROMPT: {st-page_101_003.jpg} -RESPONSE: How much are the men's slacks? They are $24.50. +PROMPT: {st-page_101_003.jpg|Display area with trousers and slacks on hangers and a mannequin, with a price sign "men's SLACKS $24.50"} +RESPONSE: How much are the slacks?\n— They cost $24.50. -PROMPT: {st-page_101_004.jpg} -RESPONSE: How much are the belts? They are $12.00. +PROMPT: {st-page_101_004.jpg|Display rack featuring belts hanging vertically next to a small shelf unit, displaying a sign "BELTS $12.00"} +RESPONSE: How much is the belt?\n— It's $12.00. -PROMPT: {st-page_101_006.jpg} -RESPONSE: How much is the dress? It's $35.00. +PROMPT: {st-page_101_006.jpg|A woman shopping in a clothing store, examining a dress on a rack that has a price tag of "$35.00"} +RESPONSE: How much is the dress?\n— It costs $35.00. -# Source: LLA 4C Figure 10 (part 1) -$DIALOGUE In the Clothing Store {page_083_001.jpg} + +# Source: LLA 4C Figure 10 (Part 1) +$DIALOGUE Buying a Sweater {page_083_001.jpg|A sales clerk holding a yellow sweater and offering it to David in a clothing store} ID: 4c-f10 -INTRO: David wants a yellow sweater, and the clerk knows exactly where to look. Listen and repeat each line. -INSTRUCTION: Listen and repeat. +INTRO: David wants a yellow sweater, and the store has two — at two very different prices. Listen and repeat each line. +INSTRUCTION: Listen and repeat each line. REPEAT Clerk: May I help you? {bk04-l4c-f10-01.mp3} -David: Yes. I want a yellow sweater. Do you have one? {bk04-l4c-f10-02.mp3} +David: Yes, I want a yellow sweater. Do you have one? {bk04-l4c-f10-02.mp3} Clerk: I don't know. Let's look over there. {bk04-l4c-f10-03.mp3} -David: There's a yellow one. How much is that sweater? {bk04-l4c-f10-04.mp3} -Clerk: It's $45. I see one over here too. {bk04-l4c-f10-05.mp3} +David: There's a yellow one! How much is that sweater? {bk04-l4c-f10-04.mp3} +Clerk: It's $45.00. I see one over here, too. {bk04-l4c-f10-05.mp3} David: How much does it cost? {bk04-l4c-f10-06.mp3} Clerk: $37.50. {bk04-l4c-f10-07.mp3} -David: Good. May I put it on? {bk04-l4c-f10-08.mp3} +David: Good! May I put it on? {bk04-l4c-f10-08.mp3} Clerk: Yes, here you are. Do you like the sweater? {bk04-l4c-f10-09.mp3} David: Yes, I do. I want to take it. {bk04-l4c-f10-10.mp3} -# Source: LLA 4C Figure 10 (part 2) — role-play pass -$PRODUCE Play David's Part {page_083_001.jpg} -ID: 4c-f10-b -INPUT: speak -CHECK: reveal -INTRO: Your turn to be David. Listen to the clerk, then say David's line aloud. -INSTRUCTION: Read David's lines aloud. -PROMPT: May I help you? {bk04-l4c-f10-11-q.mp3} -TEMPLATE: Yes, I want a yellow sweater. Do you have one? -RESPONSE: Yes. I want a yellow sweater. Do you have one? +# Source: LLA 4C Figure 10 (Part 2) +$DIALOGUE Take David's Part +ID: 4c-f10-role-david +REFERENCE: 4c-f10 +PLAY_ROLE: David +INTRO: Now practice the conversation again. You are David — speak David's lines in the pauses. +INSTRUCTION: You are David — speak your lines in the pauses. -PROMPT: I don't know. Let's look over there. {bk04-l4c-f10-12-q.mp3} -TEMPLATE: There's a yellow one! How much is that sweater? -RESPONSE: There's a yellow one. How much is that sweater? -PROMPT: It's $45. I see one over here too. {bk04-l4c-f10-13-q.mp3} -TEMPLATE: How much does it cost? -RESPONSE: How much does it cost? +# Source: LLA 4C Figure 11 (Part 1) +$DIALOGUE Where's My Hat? +ID: 4c-f11-dialogue +INTRO: Two men head out for a break — and one of them is about to leave with the wrong hat. Just listen. +INSTRUCTION: Listen to the dialogue. -PROMPT: $37.50. {bk04-l4c-f10-14-q.mp3} -TEMPLATE: Good! May I put it on? -RESPONSE: Good. May I put it on? +Man1: I want to take a break. {bk04-l4c-f11-01.mp3} +Tom: Me too. Let's go to the snack bar. {bk04-l4c-f11-02.mp3} +Man1: Okay. {bk04-l4c-f11-03.mp3} +Tom: Where's my hat? {bk04-l4c-f11-04.mp3} +Man1: Here it is, Tom. {bk04-l4c-f11-05.mp3} +Tom: Thanks. Oh no. This isn't my hat. {bk04-l4c-f11-06.mp3} +Man1: Whose hat is it? {bk04-l4c-f11-07.mp3} +Tom: The captain's. It has his name in it. {bk04-l4c-f11-08.mp3} + + +# Source: LLA 4C Figure 11 (Part 2) +$PRODUCE Whose Hat Is It? +ID: 4c-f11 +REFERENCE: 4c-f11-dialogue +INTRO: One question about the hat mix-up. Type your answer in a complete sentence. +INSTRUCTION: Type your answer. +INPUT: type +CHECK: exact + +TEMPLATE: Whose hat does Tom have? +RESPONSE: He has the captain's hat. {bk04-l4c-f11-09.mp3} +ACCEPT: the captain's hat | He has the captain's hat | the captain's -PROMPT: Yes, here you are. Do you like the sweater? {bk04-l4c-f10-15-q.mp3} -TEMPLATE: Yes, I do. I want to take it. -RESPONSE: Yes, I do. I want to take it. # Source: ST §At the Clothing Store -$DIALOGUE Buying a Blue Shirt +$DIALOGUE At the Clothing Store ID: l4-s26 -INTRO: One more store visit — Frank wants this shirt, but in blue. Listen and repeat, then read the dialog. -INSTRUCTION: Repeat and then read the dialog. +INTRO: One more shopping conversation — Frank wants this shirt, but in blue. Listen and repeat, then read the dialog. +INSTRUCTION: Listen and repeat each line, then read the dialog. REPEAT Clerk: Hello. May I help you? Frank: Yes, thank you. Do you have this shirt in blue? Clerk: Yes, we do. Right over here. -Narrator: ... Clerk: Here you are. Frank: Thank you. How much does it cost? Clerk: It's $16.89. -# SKIPPED (book): ST "CHOOSE AND MEMORIZE" (fill-in-the-blank pair dialog role-play) — open, co-constructed conversation; $CHAT would fit but isn't supported. +# SKIPPED (book): "CHOOSE AND MEMORIZE" (p. 111) — open variation and memorization role-play task. -# Source: LLA 4C Figure 11 (part 1) -$DIALOGUE A Break at the Snack Bar -ID: 4c-f11 -INTRO: Tom and a friend head for the snack bar, but there's a problem with a hat. Just listen. -INSTRUCTION: Listen to the dialogue. +$SESSION 4-5: Seasons, Months, and Days -Tom: I want to take a break. {bk04-l4c-f11-01.mp3} -Friend: Me too. {bk04-l4c-f11-02.mp3} -Tom: Let's go to the snack bar. {bk04-l4c-f11-03.mp3} -Friend: Okay. {bk04-l4c-f11-04.mp3} -Tom: Where's my hat? {bk04-l4c-f11-05.mp3} -Friend: Here it is, Tom. {bk04-l4c-f11-06.mp3} -Tom: Thanks. Oh no. This isn't my hat. {bk04-l4c-f11-07.mp3} -Friend: Whose hat is it? {bk04-l4c-f11-08.mp3} -Tom: The captain's. It has his name in it. {bk04-l4c-f11-09.mp3} - -# Source: LLA 4C Figure 11 (part 2) -$PRODUCE Whose Hat Is It? -ID: 4c-f11-b -REFERENCE -INPUT: type -CHECK: exact -INTRO: One question about the dialog. Type your answer — the captain would like this settled. -INSTRUCTION: Type the answer. - -TEMPLATE: Whose hat does Tom have? -RESPONSE: He has the captain's hat. {bk04-l4c-f11-10.mp3} -ACCEPT: The captain's. | The captain's hat. | Tom has the captain's hat. - -$LESSON 4-5: Seasons, Months, and Days - -# Source: LLA 4D Figure 1 — ST §The Four Seasons vocab panel (l4-s1) dropped as TTS twin -$DIALOGUE The Seasons of the Year {page_084_001.jpg} +# Source: LLA 4D Figure 1 +$DIALOGUE Seasons and Months {page_084_001.jpg|A circular chart showing the four seasons and the twelve months of the year} ID: 4d-f1 -INTRO: This part covers the four seasons, the months that belong to them, and the days of the week. Listen to the sentences about the seasons, then repeat them. -INSTRUCTION: Listen and repeat. +INTRO: This part is about the year: the four seasons, their months, and the days of the week. Look at the circle of seasons and months, then listen and repeat each new word and sentence. +INSTRUCTION: Listen and repeat each word and sentence. REPEAT VOCAB: winter @@ -1155,7 +1371,7 @@ LINE: June, July, and August are the summer months. {bk04-l4d-f1-03.mp3} VOCAB: fall LINE: September, October, and November are the fall months. {bk04-l4d-f1-04.mp3} -VOCAB: seasons +VOCAB: season LINE: Winter, spring, summer, and fall are the seasons of the year. {bk04-l4d-f1-05.mp3} VOCAB: autumn @@ -1165,544 +1381,397 @@ LINE: Fall, or autumn, isn't cold; it's the cool season. {bk04-l4d-f1-06.mp3} VOCAB: warm LINE: Spring isn't hot; it's the warm season. {bk04-l4d-f1-07.mp3} -# Source: LLA 4D Figure 2 (part 1) + +# Source: LLA 4D Figure 2 (Part 1) $DIALOGUE The Four Seasons ID: 4d-f2 -INTRO: Two short paragraphs about what we wear and do in each season. Just listen — the questions come next. +INTRO: What do people wear, eat, and do in each season? Listen to the paragraphs. INSTRUCTION: Listen to the paragraphs. LINE: The four seasons of the year are different; winter is the cold season. {bk04-l4d-f2-01.mp3} LINE: We wear coats, boots, hats, and gloves in the winter. {bk04-l4d-f2-02.mp3} -LINE: In the spring, the days are warm; children like to play outside in the spring. {bk04-l4d-f2-03.mp3} -LINE: They're tired of winter. {bk04-l4d-f2-04.mp3} -LINE: We sometimes buy new clothes in the spring. {bk04-l4d-f2-05.mp3} -LINE: We wear cool clothes in the summer; it's the hot season. {bk04-l4d-f2-06.mp3} -LINE: We like to swim and eat our meals outside. {bk04-l4d-f2-07.mp3} -LINE: Children don't go to class in the summer. {bk04-l4d-f2-08.mp3} -LINE: In the fall, the days are cool; children go to school and begin their new classes in September. {bk04-l4d-f2-09.mp3} -LINE: We wear sweaters and go to football games in the autumn. {bk04-l4d-f2-10.mp3} -# Source: LLA 4D Figure 2 (part 2) +LINE: In the spring, the days are warm; children like to play outside in the spring. {bk04-l4d-f2-03.mp3} +LINE: They're tired of winter. We sometimes buy new clothes in the spring. {bk04-l4d-f2-04.mp3} + +LINE: We wear cool clothes in the summer; it's the hot season. {bk04-l4d-f2-05.mp3} +LINE: We like to swim and eat our meals outside. {bk04-l4d-f2-06.mp3} +LINE: Children don't go to class in the summer. {bk04-l4d-f2-07.mp3} + +LINE: In the fall, the days are cool; children go to school and begin their new classes in September. {bk04-l4d-f2-08.mp3} +LINE: We wear sweaters and go to football games in the autumn. {bk04-l4d-f2-09.mp3} + + +# Source: LLA 4D Figure 2 (Part 2) $PRODUCE Questions About the Seasons ID: 4d-f2-b -REFERENCE +REFERENCE: 4d-f2 INPUT: speak CHECK: reveal -INTRO: Now answer the questions about the seasons in full sentences, then repeat the correct answer. There are fourteen — the seasons are thorough. -INSTRUCTION: Answer aloud with a full sentence. REPEAT +INTRO: Answer each question about the seasons aloud in a complete sentence, then repeat the model answer. The paragraphs are one tap away. +INSTRUCTION: Answer each question aloud. -PROMPT: Are the seasons of the year different or the same? {bk04-l4d-f2-11-q.mp3} -RESPONSE: The seasons of the year are different. {bk04-l4d-f2-11-a.mp3} +PROMPT: Are the seasons of the year different or the same? {bk04-l4d-f2-10-q.mp3} +RESPONSE: The seasons of the year are different. {bk04-l4d-f2-10-a.mp3} -PROMPT: Is winter the cold season? {bk04-l4d-f2-12-q.mp3} -RESPONSE: Yes, winter is the cold season. {bk04-l4d-f2-12-a.mp3} +PROMPT: Is winter the cold season? {bk04-l4d-f2-11-q.mp3} +RESPONSE: Yes, winter is the cold season. {bk04-l4d-f2-11-a.mp3} -PROMPT: What clothes do we wear in the winter? {bk04-l4d-f2-13-q.mp3} -RESPONSE: We wear coats, boots, hats, and gloves in the winter. {bk04-l4d-f2-13-a.mp3} +PROMPT: What clothes do we wear in the winter? {bk04-l4d-f2-12-q.mp3} +RESPONSE: We wear coats, boots, hats, and gloves in the winter. {bk04-l4d-f2-12-a.mp3} -PROMPT: Are the days warm in the spring? {bk04-l4d-f2-14-q.mp3} -RESPONSE: Yes, the days are warm in the spring. {bk04-l4d-f2-14-a.mp3} +PROMPT: Are the days warm in the spring? {bk04-l4d-f2-13-q.mp3} +RESPONSE: Yes, the days are warm in the spring. {bk04-l4d-f2-13-a.mp3} -PROMPT: Where do children like to play in the spring? {bk04-l4d-f2-15-q.mp3} -RESPONSE: Children like to play outside in the spring. {bk04-l4d-f2-15-a.mp3} +PROMPT: Where do children like to play in the spring? {bk04-l4d-f2-14-q.mp3} +RESPONSE: Children like to play outside in the spring. {bk04-l4d-f2-14-a.mp3} -PROMPT: What do we sometimes buy in the spring? {bk04-l4d-f2-16-q.mp3} -RESPONSE: We sometimes buy new clothes in the spring. {bk04-l4d-f2-16-a.mp3} +PROMPT: What do we sometimes buy in the spring? {bk04-l4d-f2-15-q.mp3} +RESPONSE: We sometimes buy new clothes in the spring. {bk04-l4d-f2-15-a.mp3} -PROMPT: Do we wear warm clothes in the summer? {bk04-l4d-f2-17-q.mp3} -RESPONSE: No, we don't. We wear cool clothes in the summer. {bk04-l4d-f2-17-a.mp3} +PROMPT: Do we wear warm clothes in the summer? {bk04-l4d-f2-16-q.mp3} +RESPONSE: No, we don't. We wear cool clothes in the summer. {bk04-l4d-f2-16-a.mp3} -PROMPT: Is summer the hot season? {bk04-l4d-f2-18-q.mp3} -RESPONSE: Yes, summer is the hot season. {bk04-l4d-f2-18-a.mp3} +PROMPT: Is summer the hot season? {bk04-l4d-f2-17-q.mp3} +RESPONSE: Yes, summer is the hot season. {bk04-l4d-f2-17-a.mp3} -PROMPT: What do we like to do in the summer? {bk04-l4d-f2-19-q.mp3} -RESPONSE: We like to swim and eat our meals outside. {bk04-l4d-f2-19-a.mp3} +PROMPT: What do we like to do in the summer? {bk04-l4d-f2-18-q.mp3} +RESPONSE: We like to swim and eat our meals outside. {bk04-l4d-f2-18-a.mp3} -PROMPT: Do children go to class in the summer? {bk04-l4d-f2-20-q.mp3} -RESPONSE: No, children don't go to class in the summer. {bk04-l4d-f2-20-a.mp3} +PROMPT: Do children go to class in the summer? {bk04-l4d-f2-19-q.mp3} +RESPONSE: No, children don't go to class in the summer. {bk04-l4d-f2-19-a.mp3} -PROMPT: When are the days cool? {bk04-l4d-f2-21-q.mp3} -RESPONSE: The days are cool in the fall. {bk04-l4d-f2-21-a.mp3} +PROMPT: When are the days cool? {bk04-l4d-f2-20-q.mp3} +RESPONSE: The days are cool in the fall. {bk04-l4d-f2-20-a.mp3} -PROMPT: When do students begin their new classes? {bk04-l4d-f2-22-q.mp3} -RESPONSE: Students go to their new classes in September. {bk04-l4d-f2-22-a.mp3} +PROMPT: When do students begin their new classes? {bk04-l4d-f2-21-q.mp3} +RESPONSE: Students go to their new classes in September. {bk04-l4d-f2-21-a.mp3} -PROMPT: What do we wear in the autumn? {bk04-l4d-f2-23-q.mp3} -RESPONSE: We wear sweaters in the autumn. {bk04-l4d-f2-23-a.mp3} +PROMPT: What do we wear in the autumn? {bk04-l4d-f2-22-q.mp3} +RESPONSE: We wear sweaters in the autumn. {bk04-l4d-f2-22-a.mp3} + +PROMPT: Do we go to baseball games in the autumn? {bk04-l4d-f2-23-q.mp3} +RESPONSE: No, we go to football games in the autumn. {bk04-l4d-f2-23-a.mp3} -PROMPT: Do we go to baseball games in the autumn? {bk04-l4d-f2-24-q.mp3} -RESPONSE: No, we go to football games in the autumn. {bk04-l4d-f2-24-a.mp3} # Source: LLA 4D Figure 3 -$SELECT True or False — The Seasons +$SELECT Seasons: True or False? ID: 4d-f3 INTRO: Listen to each statement about the seasons and months. Tap True or False, then repeat the correct statement. INSTRUCTION: Tap True or False. REPEAT + OPTION: t | True OPTION: f | False -PROMPT: A year has 4 seasons. {bk04-l4d-f3-01-q.mp3} +PROMPT: A year has 4 seasons. {bk04-l4d-f3-01.mp3} ANSWER: t -FEEDBACK: Repeat: "A year has 4 seasons." {bk04-l4d-f3-01-a.mp3} +FEEDBACK: A year has 4 seasons. {bk04-l4d-f3-01-fb.mp3} -PROMPT: Spring is the hot season. {bk04-l4d-f3-02-q.mp3} +PROMPT: Spring is the hot season. {bk04-l4d-f3-02.mp3} ANSWER: f -FEEDBACK: "Spring is not the hot season." Repeat: "Summer is the hot season." {bk04-l4d-f3-02-a.mp3} +FEEDBACK: Summer is the hot season. {bk04-l4d-f3-02-fb.mp3} -PROMPT: Winter is the cold season. {bk04-l4d-f3-03-q.mp3} +PROMPT: Winter is the cold season. {bk04-l4d-f3-03.mp3} ANSWER: t -FEEDBACK: Repeat: "Winter is the cold season." {bk04-l4d-f3-03-a.mp3} +FEEDBACK: Winter is the cold season. {bk04-l4d-f3-03-fb.mp3} -PROMPT: Fall and autumn are the same. {bk04-l4d-f3-04-q.mp3} +PROMPT: Fall and autumn are the same. {bk04-l4d-f3-04.mp3} ANSWER: t -FEEDBACK: Repeat: "Fall and autumn are the same." {bk04-l4d-f3-04-a.mp3} +FEEDBACK: Fall and autumn are the same. {bk04-l4d-f3-04-fb.mp3} -PROMPT: Fall is the season before winter. {bk04-l4d-f3-05-q.mp3} +PROMPT: Fall is the season before winter. {bk04-l4d-f3-05.mp3} ANSWER: t -FEEDBACK: Repeat: "Fall is the season before winter." {bk04-l4d-f3-05-a.mp3} +FEEDBACK: Fall is the season before winter. {bk04-l4d-f3-05-fb.mp3} -PROMPT: Summer is the season after winter. {bk04-l4d-f3-06-q.mp3} +PROMPT: Summer is the season after winter. {bk04-l4d-f3-06.mp3} ANSWER: f -FEEDBACK: "Summer is not the season after winter." Repeat: "Spring is the season after winter." {bk04-l4d-f3-06-a.mp3} +FEEDBACK: Spring is the season after winter. {bk04-l4d-f3-06-fb.mp3} -PROMPT: June is in the spring. {bk04-l4d-f3-07-q.mp3} +PROMPT: June is in the spring. {bk04-l4d-f3-07.mp3} ANSWER: f -FEEDBACK: "June is not in the spring." Repeat: "June is in the summer." {bk04-l4d-f3-07-a.mp3} +FEEDBACK: June is in the summer. {bk04-l4d-f3-07-fb.mp3} -PROMPT: August is one of the winter months. {bk04-l4d-f3-08-q.mp3} +PROMPT: August is one of the winter months. {bk04-l4d-f3-08.mp3} ANSWER: f -FEEDBACK: "August is not one of the winter months." Repeat: "August is one of the summer months." {bk04-l4d-f3-08-a.mp3} +FEEDBACK: August is one of the summer months. {bk04-l4d-f3-08-fb.mp3} -PROMPT: February is one of the winter months. {bk04-l4d-f3-09-q.mp3} +PROMPT: February is one of the winter months. {bk04-l4d-f3-09.mp3} ANSWER: t -FEEDBACK: Repeat: "February is one of the winter months." {bk04-l4d-f3-09-a.mp3} +FEEDBACK: February is one of the winter months. {bk04-l4d-f3-09-fb.mp3} -PROMPT: April is in the fall. {bk04-l4d-f3-10-q.mp3} +PROMPT: April is in the fall. {bk04-l4d-f3-10.mp3} ANSWER: f -FEEDBACK: "April is not in the fall. April is in the spring." Repeat: "April is in the spring." {bk04-l4d-f3-10-a.mp3} +FEEDBACK: April is in the spring. {bk04-l4d-f3-10-fb.mp3} -# Source: ST §Name the Season -$PRODUCE Name the Season + +# Source: ST §The Four Seasons (recast as a retrieval pass; images salvaged from the dropped TTS twin of the seasons presentation) +$SELECT Which Season Do You See? +ID: l4-s1-b +INTRO: Same little house, four different seasons. Look at each picture and tap the season it shows. +INSTRUCTION: Tap the season you see in the picture. +OPTION: w | winter +OPTION: sp | spring +OPTION: su | summer +OPTION: f | fall + +PROMPT: What season is it in the picture? {st-page_092_001.jpg|A small house covered in snow, with a bare tree next to it and a snowman in the front yard} +ANSWER: w + +PROMPT: What season is it in the picture? {st-page_092_002.jpg|A small house with green leaves on the tree and grass growing around it under a partly cloudy sky} +ANSWER: sp + +PROMPT: What season is it in the picture? {st-page_092_003.jpg|A house on a sunny day with a bright shining sun and full green foliage on the tree and grass} +ANSWER: su + +PROMPT: What season is it in the picture? {st-page_092_004.jpg|A house with wind blowing autumn leaves off the tree, indicating cool, windy weather} +ANSWER: f + + +# Source: ST §Which Season Is It? +$PRODUCE Which Season Is It? ID: l4-s2 -INTRO: Read each clue and type the season it describes: spring, summer, fall, or winter. Cold coffee is not a clue. -INSTRUCTION: Type the correct season (spring, summer, fall, or winter). +INTRO: Read each little situation and type the season it describes. The weather is the clue. +INSTRUCTION: Read the statement and type the season. INPUT: type CHECK: exact -TEMPLATE: It's the month of November. It's cool outside. -RESPONSE: fall +TEMPLATE: It's the month of November. It's cool outside. — ____ +RESPONSE: It's the month of November. It's cool outside. — fall ACCEPT: fall | autumn -TEMPLATE: It's very hot. I want to drink cold tea. -RESPONSE: summer +TEMPLATE: It's very hot. I want to drink cold tea. — ____ +RESPONSE: It's very hot. I want to drink cold tea. — summer ACCEPT: summer -TEMPLATE: Put on your coat. It's very cold. -RESPONSE: winter +TEMPLATE: Put on your coat. It's very cold. — ____ +RESPONSE: Put on your coat. It's very cold. — winter ACCEPT: winter -TEMPLATE: It's April. It's warm outside. -RESPONSE: spring +TEMPLATE: It's April. It's warm outside. — ____ +RESPONSE: It's April. It's warm outside. — spring ACCEPT: spring -TEMPLATE: Brrr! I want hot coffee. I'm very cold. -RESPONSE: winter +TEMPLATE: Brrr! I want hot coffee. I'm very cold. — ____ +RESPONSE: Brrr! I want hot coffee. I'm very cold. — winter ACCEPT: winter -TEMPLATE: Let's swim. It's very hot. -RESPONSE: summer +TEMPLATE: Let's swim. It's very hot. — ____ +RESPONSE: Let's swim. It's very hot. — summer ACCEPT: summer -# Source: LLA 4D Figure 4 — ST §The Day After Tomorrow Is Friday (l4-s3) dropped as TTS twin + +# Source: LLA 4D Figure 4 $DIALOGUE Days of the Week ID: 4d-f4 -INTRO: Now the days of the week, plus two useful long phrases: the day after tomorrow, and the day before yesterday. Listen and repeat. -INSTRUCTION: Listen and repeat. +INTRO: Two useful phrases: "the day after tomorrow" and "the day before yesterday". Listen and repeat the sentences. +INSTRUCTION: Listen and repeat each phrase and sentence. REPEAT VOCAB: the day after tomorrow -LINE: Today is Tuesday. {bk04-l4d-f4-01a.mp3} -LINE: Tomorrow is Wednesday. {bk04-l4d-f4-01b.mp3} -LINE: The day after tomorrow is Thursday. {bk04-l4d-f4-01c.mp3} -LINE: Thursday is the day after tomorrow. {bk04-l4d-f4-01d.mp3} +LINE: The day after tomorrow. {bk04-l4d-f4-01.mp3} +LINE: Today is Tuesday. {bk04-l4d-f4-02.mp3} +LINE: Tomorrow is Wednesday. {bk04-l4d-f4-03.mp3} +LINE: The day after tomorrow is Thursday. {bk04-l4d-f4-04.mp3} +LINE: Thursday is the day after tomorrow. {bk04-l4d-f4-05.mp3} VOCAB: the day before yesterday -LINE: Today is Tuesday. {bk04-l4d-f4-02a.mp3} -LINE: Yesterday was Monday. {bk04-l4d-f4-02b.mp3} -LINE: The day before yesterday was Sunday. {bk04-l4d-f4-02c.mp3} -LINE: Sunday was the day before yesterday. {bk04-l4d-f4-02d.mp3} +LINE: The day before yesterday. {bk04-l4d-f4-06.mp3} +LINE: Today is Tuesday. {bk04-l4d-f4-07.mp3} +LINE: Yesterday was Monday. {bk04-l4d-f4-08.mp3} +LINE: The day before yesterday was Sunday. {bk04-l4d-f4-09.mp3} +LINE: Sunday was the day before yesterday. {bk04-l4d-f4-10.mp3} -# SKIPPED (book): ST "Make statements like the examples." (Today is Sunday...) — open free-production task with no given stimuli. +# SKIPPED (book): "MAKE STATEMENTS LIKE THE EXAMPLES" (p. 93) — open classroom oral drill without printed item cues. # Source: LLA 4D Figure 5 $PRODUCE What Day Is It? ID: 4d-f5 INPUT: type CHECK: exact -INTRO: A little calendar arithmetic. Listen to the statement and the question, type the correct day of the week, then repeat the answer. -INSTRUCTION: Type the correct day of the week. REPEAT +INTRO: A little calendar arithmetic. Listen to the statement and question, type the correct day of the week, then repeat the full answer. +INSTRUCTION: Type the missing day of the week. EXAMPLE -TEMPLATE: It was ____. PROMPT: Today is Friday. What was the day before yesterday? {bk04-l4d-f5-ex-q.mp3} +TEMPLATE: It was ____. RESPONSE: It was Wednesday. {bk04-l4d-f5-ex-a.mp3} ACCEPT: Wednesday -TEMPLATE: It was ____. PROMPT: Today is Wednesday. What was the day before yesterday? {bk04-l4d-f5-01-q.mp3} +TEMPLATE: It was ____. RESPONSE: It was Monday. {bk04-l4d-f5-01-a.mp3} ACCEPT: Monday -TEMPLATE: It is ____. PROMPT: Today is Thursday. What is the day after tomorrow? {bk04-l4d-f5-02-q.mp3} +TEMPLATE: It is ____. RESPONSE: It is Saturday. {bk04-l4d-f5-02-a.mp3} ACCEPT: Saturday -TEMPLATE: It's ____. PROMPT: Today is Monday. What is the day after tomorrow? {bk04-l4d-f5-03-q.mp3} +TEMPLATE: It's ____. RESPONSE: It's Wednesday. {bk04-l4d-f5-03-a.mp3} ACCEPT: Wednesday -TEMPLATE: Today is ____. PROMPT: The day before yesterday was Tuesday. What is today? {bk04-l4d-f5-04-q.mp3} +TEMPLATE: Today is ____. RESPONSE: Today is Thursday. {bk04-l4d-f5-04-a.mp3} ACCEPT: Thursday -TEMPLATE: Tomorrow is ____. PROMPT: The day after tomorrow is Sunday. What is tomorrow? {bk04-l4d-f5-05-q.mp3} +TEMPLATE: Tomorrow is ____. RESPONSE: Tomorrow is Saturday. {bk04-l4d-f5-05-a.mp3} ACCEPT: Saturday -$LESSON 4-6: More Irregular Verbs +$SESSION 4-6: Sounds and Review -# Source: ST §Irregular Verbs -$DIALOGUE Irregular Past Forms (1) -ID: l4-s18 -INTRO: This part gives you more irregular verbs — the ones that refuse to take -ed like everyone else. Listen and repeat each pair: present, then past. -INSTRUCTION: Listen and repeat these irregular verbs (present — past). -REPEAT - -LINE: begin — began -LINE: drink — drank -LINE: sit — sat -LINE: swim — swam -LINE: come — came -LINE: get up — got up -LINE: know — knew -LINE: write — wrote -LINE: drive — drove -LINE: wake up — woke up -LINE: speak — spoke -LINE: choose — chose -LINE: eat — ate -LINE: take — took -LINE: take off — took off -LINE: stand — stood -LINE: see — saw -LINE: wear — wore - -# Source: ST §More Irregular Verbs -$DIALOGUE Irregular Past Forms (2) -ID: l4-s19 -INTRO: More pairs. A few don't change at all — put, cost, read — which is the least an irregular verb can do for you. Listen and repeat. -INSTRUCTION: Listen and repeat these irregular verbs (present — past). -REPEAT - -LINE: hear — heard -LINE: say — said -LINE: have — had -LINE: do — did -LINE: sell — sold -LINE: leave — left -LINE: sleep — slept -LINE: buy — bought -LINE: bring — brought -LINE: put — put -LINE: put on — put on -LINE: read — read -LINE: cost — cost -LINE: fly — flew -LINE: go — went - -# Source: ST §The Smiths Were in Houston Last Month -$PRODUCE The Smiths in Houston -ID: l4-s20 -INTRO: The Smiths went to Houston last month and had a very full calendar. Type the past tense of the verb in parentheses to tell their story. -INSTRUCTION: Type the correct past tense of the verb in parentheses. -INPUT: type -CHECK: exact - -EXAMPLE -TEMPLATE: The Smiths ____{bought} a ticket. (buy) -RESPONSE: The Smiths bought a ticket. - -TEMPLATE: Capt Smith and his wife ____{flew} to Houston last month. (fly) -RESPONSE: Capt Smith and his wife flew to Houston last month. - -TEMPLATE: They ____{drove} downtown. (drive) -RESPONSE: They drove downtown. - -TEMPLATE: They ____{ate} at a restaurant downtown. (eat) -RESPONSE: They ate at a restaurant downtown. - -TEMPLATE: They ____{spoke} to their old friends. (speak) -RESPONSE: They spoke to their old friends. - -TEMPLATE: They ____{saw} pictures of his children. (see) -RESPONSE: They saw pictures of his children. - -TEMPLATE: They ____{bought} T-shirts for their friends in Ohio. (buy) -RESPONSE: They bought T-shirts for their friends in Ohio. - -TEMPLATE: They ____{went} to a baseball game one night. (go) -RESPONSE: They went to a baseball game one night. - -TEMPLATE: They ____{chose} to see a show downtown, too. (choose) -RESPONSE: They chose to see a show downtown, too. - -TEMPLATE: They ____{left} Houston last night. They were sad. (leave) -RESPONSE: They left Houston last night. They were sad. - -$LESSON 4-7: Sounds, Spelling, and Skills - -# Source: LLA 4A Figure 8 — ST Listening Skills "SAME/DIFFERENT" and "THEY/DAY" dropped: instructor-read with no stimuli; this cassette figure covers the same /ð/ vs /d/ skill -$SELECT Same or Different? — TH and D +# Source: LLA 4A Figure 8 +$SELECT Same or Different? ID: 4a-f8 -INTRO: This last part sharpens your ear and your spelling, then finishes with some punctuation. First: you'll hear two words. Tap Same if they sound the same, or Different if they don't — TH and D like to impersonate each other. +HIDE_PROMPT +INTRO: Last part: sounds and a review of the lesson. First, train your ear — listen to two words and decide if they sound the same or different. INSTRUCTION: Tap Same or Different. -OPTION: s | S (Same) -OPTION: d | D (Different) +OPTION: s | Same +OPTION: d | Different EXAMPLE -PROMPT: they, day {bk04-l4a-f8-ex.mp3} +PROMPT: they ... day {bk04-l4a-f8-ex.mp3} ANSWER: d -PROMPT: thigh, die {bk04-l4a-f8-01.mp3} +PROMPT: thigh ... die {bk04-l4a-f8-01.mp3} ANSWER: d -PROMPT: dare, dayer {bk04-l4a-f8-02.mp3} +PROMPT: dare ... dare {bk04-l4a-f8-02.mp3} ANSWER: s -PROMPT: than, dan {bk04-l4a-f8-03.mp3} +PROMPT: than ... dan {bk04-l4a-f8-03.mp3} ANSWER: d -PROMPT: those, those {bk04-l4a-f8-04.mp3} +PROMPT: those ... those {bk04-l4a-f8-04.mp3} ANSWER: s -PROMPT: thine, dine {bk04-l4a-f8-05.mp3} +PROMPT: thine ... dine {bk04-l4a-f8-05.mp3} ANSWER: d -PROMPT: their, there {bk04-l4a-f8-06.mp3} +PROMPT: their ... there {bk04-l4a-f8-06.mp3} ANSWER: s -PROMPT: tide, tide {bk04-l4a-f8-07.mp3} +PROMPT: tide ... thide {bk04-l4a-f8-07.mp3} ANSWER: d -PROMPT: brother, brother {bk04-l4a-f8-08.mp3} +PROMPT: brother ... brother {bk04-l4a-f8-08.mp3} ANSWER: s -PROMPT: seed, sid {bk04-l4a-f8-09.mp3} +PROMPT: seed ... seed {bk04-l4a-f8-09.mp3} ANSWER: s -PROMPT: breathe, breed {bk04-l4a-f8-10.mp3} +PROMPT: breathe ... breed {bk04-l4a-f8-10.mp3} ANSWER: d -# Source: ST §Then / Den -$DIALOGUE Say the Pairs: Then and Den +# SKIPPED (book): Listening Skills "SAME/DIFFERENT" and "THEY / DAY" (p. 96) — instructor-read minimal pairs with unprinted stimuli; the tape's "Same or Different?" above covers the same contrast. + +# Source: ST §Then and Den +$DIALOGUE "Then" and "Den" ID: l4-s8 -INTRO: Now say the pairs yourself — TH word first, D word second. Read each pair aloud. -INSTRUCTION: Read the words. -REPEAT +INTRO: Now say the pairs yourself. In each pair, the first word has the "th" sound and the second the "d" sound — your tongue will feel the difference. +INSTRUCTION: Read each pair of words aloud. -LINE: they — day -LINE: lathe — laid -LINE: there — dare -LINE: loathe — load -LINE: then — den -LINE: breathe — breed -LINE: though — dough -LINE: bathe — bayed -LINE: than — Dan -LINE: seethe — seed +LINE: they — day lathe — laid there — dare loathe — load then — den breathe — breed though — dough bathe — bayed than — Dan seethe — seed -# Source: ST §Write: d -$PRODUCE Spelling: The Letter D -ID: l4-s9 -INTRO: Type the missing letter "d" to complete each word. -INSTRUCTION: Type the missing letter "d". -INPUT: type -CHECK: exact +# SKIPPED (book): "Write: d" and "Write: th" — single-letter fill penmanship drills (print-era mechanics). -EXAMPLE -TEMPLATE: sa____{d} -RESPONSE: sad - -TEMPLATE: ____{d}ay -RESPONSE: day - -TEMPLATE: ____{d}esk -RESPONSE: desk - -TEMPLATE: frien____{d} -RESPONSE: friend - -TEMPLATE: ____{d}octor -RESPONSE: doctor - -TEMPLATE: buil____{d}ing -RESPONSE: building - -TEMPLATE: foo____{d} -RESPONSE: food - -TEMPLATE: Mon____{d}ay -RESPONSE: Monday - -TEMPLATE: ____{d}rive -RESPONSE: drive - -TEMPLATE: to____{d}ay -RESPONSE: today - -TEMPLATE: playe____{d} -RESPONSE: played - -# Source: ST §Write: th -$PRODUCE Spelling: TH -ID: l4-s10 -INTRO: Same drill, other sound. Type the missing letters "th" to complete each word. -INSTRUCTION: Type the missing letters "th". -INPUT: type -CHECK: exact - -TEMPLATE: ____{th}at -RESPONSE: that - -TEMPLATE: mo____{th}er -RESPONSE: mother - -TEMPLATE: ____{th}ere -RESPONSE: there - -TEMPLATE: loa____{th}e -RESPONSE: loathe - -TEMPLATE: bro____{th}er -RESPONSE: brother - -TEMPLATE: ____{th}eir -RESPONSE: their - -TEMPLATE: ba____{th}e -RESPONSE: bathe - -TEMPLATE: ____{th}ese -RESPONSE: these - -TEMPLATE: ____{th}e -RESPONSE: the - -TEMPLATE: bo____{th}er -RESPONSE: bother - -# Source: ST §Speaking Skill: The OY Sound -$DIALOGUE The OY Sound +# Source: ST §Pronounce /ɔɪ/ — Join +$DIALOGUE Say It: "Boy" and "Join" ID: l4-s27 -INTRO: Ten words with the OY sound, as in "boy". Read each one aloud. -INSTRUCTION: Read these words. -REPEAT +INTRO: Ten words with the sound you hear in "boy" and "join". Read them aloud. +INSTRUCTION: Read the words aloud. -LINE: boy -LINE: toy -LINE: joy -LINE: join -LINE: coin -LINE: oil -LINE: voice -LINE: noise -LINE: soil -LINE: point +LINE: boy toy joy join coin oil voice noise soil point -# Source: ST §Speaking Skill: The LONG I Sound -$DIALOGUE The Long I Sound + +# Source: ST §Pronounce /aɪ/ — Dime +$DIALOGUE Say It: "Dime" and "Time" ID: l4-s28 -INTRO: And ten words with the long I sound, as in "time". Read each one aloud. -INSTRUCTION: Read the words. -REPEAT +INTRO: And ten words with the sound in "dime" and "time". Read them aloud. +INSTRUCTION: Read the words aloud. -LINE: fine -LINE: dime -LINE: drive -LINE: time -LINE: wife -LINE: write -LINE: like -LINE: library -LINE: nice -LINE: my +LINE: fine dime drive time wife write like library nice my -# SKIPPED (book): ST "CIRCLE THE SAME WORD AS THE KEY WORD" (Exercises A and B) — timed speed-reading/scanning drills; no workable solo interaction. -# SKIPPED (book): ST "HE WANTED TO BUY A COAT." — listen-and-complete paragraph read by the instructor; no recorded stimulus. Convertible later with chosen items + TTS. +# SKIPPED (book): "Alphabetical Order" — alphabetizing drill (print-era mechanics; no useful interaction for language learning solo). -# Source: ST §Alphabetical Order (kept as $SELECT ORDER per format v2.2; see report) -$SELECT Alphabetical Order -ID: l4-s29 -ORDER -INTRO: Put each set of words in alphabetical order. When the first letters match, look at the second and third. -INSTRUCTION: Put the words in alphabetical order. +# Source: ST §He Wanted to Buy a Coat +$PRODUCE He Wanted to Buy a Coat +ID: l4-s30 +INTRO: Bob went shopping for a coat. It didn't go as planned. Type the missing words to finish his story. +INSTRUCTION: Type the missing words to complete the story. +INPUT: type +CHECK: exact -TEMPLATE: Put these words in alphabetical order. -OPTION: a | bed -OPTION: b | begin -OPTION: c | beef -OPTION: d | belt -OPTION: e | before -ANSWER: a,c,e,b,d +TEMPLATE: Bob went to the ____{store}. +RESPONSE: Bob went to the store. -TEMPLATE: Put these words in alphabetical order. -OPTION: a | downtown -OPTION: b | door -OPTION: c | does -OPTION: d | doctor -OPTION: e | dollar -ANSWER: d,c,e,b,a +TEMPLATE: He wanted to ____{buy} a coat. +RESPONSE: He wanted to buy a coat. + +TEMPLATE: He didn't ____{want} to buy a shirt or ____{pants}. +RESPONSE: He didn't want to buy a shirt or pants. + +TEMPLATE: At the store, he saw a ____{red} shirt. +RESPONSE: At the store, he saw a red shirt. + +TEMPLATE: He ____{liked} it. +RESPONSE: He liked it. + +TEMPLATE: Then he ____{saw} blue pants and liked them, ____{too}. +RESPONSE: Then he saw blue pants and liked them, too. + +TEMPLATE: The clerk said those were new ____{clothes}. +RESPONSE: The clerk said those were new clothes. + +TEMPLATE: The clerk said, "This is the ____{last} red shirt in the store." +RESPONSE: The clerk said, "This is the last red shirt in the store." + +TEMPLATE: The ____{clerk} said, "And those are the last blue ____{pants} in the store, too." +RESPONSE: The clerk said, "And those are the last blue pants in the store, too." + +TEMPLATE: Bob didn't ____{know} that. +RESPONSE: Bob didn't know that. + +TEMPLATE: He bought the red shirt ____{and} the blue pants. +RESPONSE: He bought the red shirt and the blue pants. + +TEMPLATE: He didn't buy the ____{coat}. +RESPONSE: He didn't buy the coat. -TEMPLATE: Put these words in alphabetical order. -OPTION: a | dispensary -OPTION: b | different -OPTION: c | dime -OPTION: d | dinner -OPTION: e | did -ANSWER: e,b,c,d,a # Source: ST §Put in the Punctuation -$PRODUCE Punctuation and Capital Letters -ID: l4-s30 -LONGFORM -INTRO: Last activity. Type each sentence with correct capital letters and punctuation — this time, strictness is the whole point. That's the end of Lesson 4. Nicely done. -INSTRUCTION: Type each sentence with correct punctuation and capital letters. +$PRODUCE Capital Letters and Punctuation +ID: l4-s31 +INTRO: Last activity of the lesson: rewrite each sentence with correct capital letters and punctuation — every period counts here. Then you're done. Nice work this lesson. +INSTRUCTION: Rewrite the sentence with correct capital letters and punctuation. INPUT: type CHECK: exact NORMALIZE: strict +LONGFORM TEMPLATE: sam likes to play baseball RESPONSE: Sam likes to play baseball. TEMPLATE: he doesnt like to play basketball RESPONSE: He doesn't like to play basketball. -ACCEPT: He does not like to play basketball. TEMPLATE: he plays baseball with his friends on saturday mornings RESPONSE: He plays baseball with his friends on Saturday mornings. TEMPLATE: sam likes to watch baseball games too RESPONSE: Sam likes to watch baseball games, too. +ACCEPT: Sam likes to watch baseball games too. TEMPLATE: last sunday there was a big baseball game on television RESPONSE: Last Sunday there was a big baseball game on television. +ACCEPT: Last Sunday, there was a big baseball game on television. 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b/book-4-lesson-4/st-page_096_002.jpg deleted file mode 100644 index b0a4707c..00000000 Binary files a/book-4-lesson-4/st-page_096_002.jpg and /dev/null differ diff --git a/book-4-lesson-5.module b/book-4-lesson-5.module index 31d2984b..0cb68031 100644 --- a/book-4-lesson-5.module +++ b/book-4-lesson-5.module @@ -1,46 +1,48 @@ -$MODULE Book 4 · Lesson 5: We Must Review Again {st-page_116_001.jpg} +$MODULE Book 4 · Lesson 5: We Must Review Again {st-page_116_001.jpg|A circular diagram split into four quadrants showing different activities: top-left shows two boys playing soccer; top-right shows military personnel in uniform conversing; bottom-left shows a person swimming laps in a pool; bottom-right shows rows of uniform shirts neatly hung} FORMAT: 2 -DESCRIPTION: Review week — irregular past-tense verbs, clothes and military vocabulary, must/may, military time, punctuation, and a pronunciation reference. No new material. +DIOCO_DOC_ID: alc_book4_lesson5 +DESCRIPTION: Review of Book 4: irregular past tense, questions about the past, vocabulary groups, "must" and "may", punctuation, alphabetical order, and civilian and military time. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator -VOICE_PROMPT: gacrux | Questions and cues, read clearly +VOICE_PROMPT: gacrux | Questions and cues, read clearly and naturally VOICE_RESPONSE: schedar | Model answers, warm and clear -VOICE: ID | achernar | speaker (auto) -$LESSON 5-1: The Past Tense — Irregular Verbs +$SESSION 5-1: Saying What Happened — Irregular Past Tense -# Source: ST §Irregular Verbs (first list) -$DIALOGUE Irregular Verbs — First Set +# Source: ST §Irregular Verbs (l5-s1) +$GRAMMAR Irregular Verbs ID: l5-s1 -INTRO: This is review week — no new material, just making sure last week's lessons still obey you. In this part you'll drill the irregular past-tense verbs and answer questions about the past. First, listen and repeat each pair: the present form, then the past. -INSTRUCTION: Listen and repeat each pair (present — past). -REPEAT +INTRO: This whole lesson is review — nothing new, just making it stick. You'll practice saying what happened in the past, the rules with "must" and "may", telling time, and this book's vocabulary. We start with the irregular verbs — the ones that refuse to take "-ed". -LINE: begin — began -LINE: drink — drank -LINE: sit — sat -LINE: swim — swam -LINE: come — came -LINE: get up — got up -LINE: know — knew -LINE: write — wrote -LINE: drive — drove -LINE: wake up — woke up -LINE: speak — spoke -LINE: choose — chose -LINE: eat — ate -LINE: take — took -LINE: take off — took off -LINE: stand — stood -LINE: see — saw -LINE: wear — wore +Most verbs add **-ed** to talk about the past. The verbs below don't — their past forms simply change. Tap any form to hear it. -# Source: ST §Practice Irregular Verbs (first list) -$PRODUCE Say the Past Tense — First Set +| PRESENT | PAST | +| :--- | :--- | +| {begin} | {began} | +| {drink} | {drank} | +| {sit} | {sat} | +| {swim} | {swam} | +| {come} | {came} | +| {get up} | {got up} | +| {know} | {knew} | +| {write} | {wrote} | +| {drive} | {drove} | +| {wake up} | {woke up} | +| {speak} | {spoke} | +| {choose} | {chose} | +| {eat} | {ate} | +| {take} | {took} | +| {take off} | {took off} | +| {stand} | {stood} | +| {see} | {saw} | +| {wear} | {wore} | + +# Source: ST §Give the Past Tense (l5-s2) +$PRODUCE Say the Past Tense: Set 1 ID: l5-s2 -INTRO: Now it's your turn. You'll hear the present form of a verb — say the past form aloud, then listen to check. No peeking at the last activity. -INSTRUCTION: Say the past tense of the verb you hear. +INTRO: You'll hear a verb in the present tense. Say its past form out loud, then check yourself. By ear only — no peeking. +INSTRUCTION: Say the past tense form aloud, then check. INPUT: speak CHECK: reveal @@ -98,34 +100,36 @@ RESPONSE: saw PROMPT: wear RESPONSE: wore -# Source: ST §More Irregular Verbs (second list) -$DIALOGUE Irregular Verbs — Second Set +# Source: ST §More Irregular Verbs (l5-s3) +$GRAMMAR More Irregular Verbs ID: l5-s3 -INTRO: Fifteen more irregular verbs. Watch for the sneaky ones — a few don't change at all in the past. -INSTRUCTION: Listen and repeat each pair (present — past). -REPEAT +INTRO: Fifteen more irregular verbs. A few of them are lazy — "put" and "cost" don't change at all. -LINE: hear — heard -LINE: say — said -LINE: have — had -LINE: do — did -LINE: sell — sold -LINE: leave — left -LINE: sleep — slept -LINE: buy — bought -LINE: bring — brought -LINE: put — put -LINE: put on — put on -LINE: cost — cost -LINE: read — read -LINE: fly — flew -LINE: go — went +Notice that {put}, {put on}, and {cost} look the same in the present and the past. Tap any form to hear it. -# Source: ST §Practice More Irregular Verbs (second list) -$PRODUCE Say the Past Tense — Second Set +| PRESENT | PAST | +| :--- | :--- | +| {hear} | {heard} | +| {say} | {said} | +| {have} | {had} | +| {do} | {did} | +| {sell} | {sold} | +| {leave} | {left} | +| {sleep} | {slept} | +| {buy} | {bought} | +| {bring} | {brought} | +| {put} | {put} | +| {put on} | {put on} | +| {cost} | {cost} | +| {read} | {read} | +| {fly} | {flew} | +| {go} | {went} | + +# Source: ST §Give the Past Tense (l5-s4) +$PRODUCE Say the Past Tense: Set 2 ID: l5-s4 -INTRO: Same drill, second set. Hear the present form, say the past aloud, then check. -INSTRUCTION: Say the past tense of the verb you hear. +INTRO: Same drill as before: hear the present, say the past. Watch out for "put" and "cost" — they stay exactly as they are. +INSTRUCTION: Say the past tense form aloud, then check. INPUT: speak CHECK: reveal @@ -174,11 +178,11 @@ RESPONSE: flew PROMPT: go RESPONSE: went -# Source: ST §He Didn't Drink Milk. He Drank Coffee. (recast: heard stimulus + visible cue) -$PRODUCE Say What Really Happened -ID: l5-s11 -INTRO: You'll hear a sentence about what somebody did NOT do, and see a cue word on screen. Set the record straight: say what really happened, using the past tense. -INSTRUCTION: Change the negative sentence to the affirmative, using the cue. +# Source: ST §He Didn't Drink Milk. He Drank Coffee. (l5-s12) +$PRODUCE Say What They Did +ID: l5-s12 +INTRO: Now put those past forms to work. You'll hear what somebody did NOT do — use the word on the screen to say what they actually did, then check the model. +INSTRUCTION: Say the affirmative sentence using the cue word. INPUT: speak CHECK: reveal @@ -189,11 +193,11 @@ RESPONSE: He ate chicken. PROMPT: Lt Rios didn't speak to the Colonel. TEMPLATE: Major -RESPONSE: Lt Rios spoke to the Major. +RESPONSE: He spoke to the Major. PROMPT: She didn't sit down in the chair. TEMPLATE: table -RESPONSE: She sat down at the table. +RESPONSE: She sat down on the table. PROMPT: He didn't stand on the chair. TEMPLATE: desk @@ -201,7 +205,7 @@ RESPONSE: He stood on the desk. PROMPT: The Smiths didn't eat fish and potatoes. TEMPLATE: chicken and rice -RESPONSE: The Smiths ate chicken and rice. +RESPONSE: They ate chicken and rice. PROMPT: I didn't know the answer. TEMPLATE: question @@ -209,7 +213,7 @@ RESPONSE: I knew the question. PROMPT: The students didn't come late to class. TEMPLATE: on time -RESPONSE: The students came on time. +RESPONSE: The students came to class on time. PROMPT: We didn't take our coats to school in the summer. TEMPLATE: winter @@ -217,33 +221,68 @@ RESPONSE: We took our coats to school in the winter. PROMPT: Mr. Welk didn't swim yesterday. TEMPLATE: the day before yesterday -RESPONSE: Mr. Welk swam the day before yesterday. +RESPONSE: He swam the day before yesterday. PROMPT: Sgt Travis didn't write to his father. TEMPLATE: brother -RESPONSE: Sgt Travis wrote to his brother. +RESPONSE: He wrote to his brother. PROMPT: Molly didn't get up at 8:00 a.m. TEMPLATE: 6:00 a.m. -RESPONSE: Molly got up at 6:00 a.m. +RESPONSE: She got up at 6:00 a.m. PROMPT: Mark didn't drink coffee in the morning. TEMPLATE: milk -RESPONSE: Mark drank milk in the morning. +RESPONSE: He drank milk in the morning. PROMPT: I didn't see the movie last night. TEMPLATE: Henry's pictures RESPONSE: I saw Henry's pictures last night. -# Source: ST §Who, What, When, Where -$PRODUCE Who, What, When, Where +# Source: ST §She Wore a Dress Yesterday. (l5-s13) +$PRODUCE Wear, Wore, or Wearing +ID: l5-s13 +INTRO: Build a sentence from the words on the screen. The time words tell you which form you need — "always" wants "wears", "right now" wants "is wearing", and "yesterday" wants "wore". +INSTRUCTION: Say the sentence with the correct form of "wear". +INPUT: speak +CHECK: reveal + +EXAMPLE +TEMPLATE: John/boots/right now +RESPONSE: John is wearing boots right now. + +TEMPLATE: He/T-shirt/yesterday +RESPONSE: He wore a T-shirt yesterday. + +TEMPLATE: Gina/always/blouses +RESPONSE: Gina always wears blouses. + +TEMPLATE: Mr. Jones/new suit/right now +RESPONSE: Mr. Jones is wearing a new suit right now. + +TEMPLATE: Mrs. Olsen/hat/last week +RESPONSE: Mrs. Olsen wore a hat last week. + +TEMPLATE: Mr. Garza/always/white socks +RESPONSE: Mr. Garza always wears white socks. + +TEMPLATE: Bill/his cap/right now +RESPONSE: Bill is wearing his cap right now. + +TEMPLATE: He/black belt/yesterday +RESPONSE: He wore a black belt yesterday. + +TEMPLATE: Bob/new shoes/last week +RESPONSE: Bob wore new shoes last week. + +# Source: ST §Who, What, When, Where ...? (l5-s5) +$PRODUCE Answer the Questions ID: l5-s5 -INTRO: Now some questions about you and your week. Answer aloud in a full sentence, in the past tense. If a question isn't about your life, invent a believable answer — nobody will check whether the television really cost three hundred dollars. -INSTRUCTION: Answer each question aloud in a full sentence. +INTRO: Now answer questions in full, past-tense sentences. There's no single right answer — if you can't remember what you ate for dinner, invent something believable. The grammar is what counts. +INSTRUCTION: Answer aloud in a complete past-tense sentence. INPUT: speak CHECK: llm -SHOW_PROMPT -RUBRIC: The simple past tense is the point — a full-sentence answer in any other tense fails. Accept any grammatical, plausible answer; the learner may invent the details (names, places, prices, times). +RUBRIC: The past-tense verb form is the point — wrong tense fails. The facts may be invented; accept any plausible, complete-sentence answer that fits the question. EXAMPLE PROMPT: Where did you go last summer? @@ -258,7 +297,7 @@ PROMPT: Who heard the plane? RESPONSE: Henry heard the plane. PROMPT: What did you eat for dinner? -RESPONSE: I ate chicken for dinner. +RESPONSE: I ate chicken and rice for dinner. PROMPT: Who wrote on the chalkboard? RESPONSE: The teacher wrote on the chalkboard. @@ -267,31 +306,33 @@ PROMPT: When did you begin your tennis lessons? RESPONSE: I began my tennis lessons last week. PROMPT: Where did you buy your new suit? -RESPONSE: I bought my new suit at the mall. +RESPONSE: I bought my new suit at the department store. PROMPT: What jacket did you wear last night? RESPONSE: I wore my blue jacket last night. PROMPT: How much did the color television cost? -RESPONSE: The color television cost three hundred dollars. +RESPONSE: It cost four hundred dollars. PROMPT: How many shirts did he buy? -RESPONSE: He bought four shirts. +RESPONSE: He bought three shirts. PROMPT: Whose car did you drive? -RESPONSE: I drove my father's car. +RESPONSE: I drove my brother's car. -# SKIPPED (book): Listening Skills "SAME/DIFFERENT" (word pair discrimination), "LISTEN AND WRITE" (paragraph cloze dictation), and "LISTEN AND CIRCLE" (paragraph comprehension). All are instructor-read with no recorded stimulus, and the exact texts/keys for the paragraphs are not provided in the book. Convertible later if fabricated. +# SKIPPED (book): Listening Skill "SAME/DIFFERENT" — instructor-read discrimination drill with no recorded stimulus or given word pairs. Dropped. +# SKIPPED (book): Listening Skill "LISTEN AND WRITE" — instructor-read paragraph with no audio stimulus provided. Dropped. +# SKIPPED (book): Listening Skill "LISTEN AND CIRCLE" — instructor-read passage with no printed text. Dropped. -$LESSON 5-2: Words and Rules — Clothes, Must, and Military Time +$SESSION 5-2: Vocabulary Review -# Source: ST §Pants and Socks Are Clothes (recast: spoken word, audio-first) -$SELECT Sort the Words into Groups +# Source: ST §Pants and Socks Are Clothes (l5-s6) +$SELECT Word Groups ID: l5-s6 -INTRO: In this part you'll sort the week's vocabulary and dust off "must", "wear", and military time. First: you'll hear a word — tap the group it belongs to: clothes, military, colors, or seasons. -INSTRUCTION: Tap the correct group for the word you hear. +INTRO: In this part you'll review the book's vocabulary. You'll hear a word — tap the group it belongs to: "Clothes", "Military Ranks", "Colors", or "Seasons". And yes, "fall" and "autumn" are both coming; they're still the same season. +INSTRUCTION: Tap the group the word belongs to. OPTION: c | Clothes -OPTION: m | Military +OPTION: m | Military Ranks OPTION: col | Colors OPTION: s | Seasons @@ -323,7 +364,7 @@ PROMPT: shirt ANSWER: c PROMPT: uniform -ANSWER: m +ANSWER: c PROMPT: black ANSWER: col @@ -349,195 +390,11 @@ ANSWER: col PROMPT: autumn ANSWER: s -# Source: ST §She Wore a Dress Yesterday (cues recast as display TEMPLATEs — slash notation would be mangled by TTS) -$PRODUCE Wear, Wore, Wearing -ID: l5-s12 -INTRO: Build a sentence from each cue, using wear, wore, or is wearing. The time expression tells you which form you need — it always does. -INSTRUCTION: Make a sentence aloud with wear, wore, or wearing. -INPUT: speak -CHECK: reveal - -EXAMPLE -TEMPLATE: John — boots — right now -RESPONSE: John is wearing boots right now. - -TEMPLATE: He — T-shirt — yesterday -RESPONSE: He wore a T-shirt yesterday. - -TEMPLATE: Gina — always — blouses -RESPONSE: Gina always wears blouses. - -TEMPLATE: Mr. Jones — new suit — right now -RESPONSE: Mr. Jones is wearing a new suit right now. - -TEMPLATE: Mrs. Olsen — hat — last week -RESPONSE: Mrs. Olsen wore a hat last week. - -TEMPLATE: Mr. Garza — always — white socks -RESPONSE: Mr. Garza always wears white socks. - -TEMPLATE: Bill — his cap — right now -RESPONSE: Bill is wearing his cap right now. - -TEMPLATE: He — black belt — yesterday -RESPONSE: He wore a black belt yesterday. - -TEMPLATE: Bob — new shoes — last week -RESPONSE: Bob wore new shoes last week. - -# Source: ST §He Must Not Be Late -$PRODUCE Must or Must Not -ID: l5-s10 -INTRO: Classroom law, review edition. You'll hear a cue — say a full sentence with "You must" or "You must not". Decide which one; the rules haven't changed since last week. -INSTRUCTION: Make a sentence aloud with "must" or "must not". -INPUT: speak -CHECK: reveal - -EXAMPLE -PROMPT: sleep in the lab -RESPONSE: You must not sleep in the lab. - -EXAMPLE -PROMPT: wear your uniform to class -RESPONSE: You must wear your uniform to class. - -PROMPT: bring your I.D. card to class -RESPONSE: You must bring your I.D. card to class. - -PROMPT: wear your hat inside -RESPONSE: You must not wear your hat inside. - -PROMPT: smoke in the classroom -RESPONSE: You must not smoke in the classroom. - -PROMPT: eat in the lab -RESPONSE: You must not eat in the lab. - -PROMPT: do your homework -RESPONSE: You must do your homework. - -PROMPT: wear your name tag -RESPONSE: You must wear your name tag. - -PROMPT: mark your desks -RESPONSE: You must not mark your desks. - -PROMPT: wear your cap in the classroom -RESPONSE: You must not wear your cap in the classroom. - -PROMPT: salute officers -RESPONSE: You must salute officers. - -# Source: ST §Civilian and Military Time (recast: spoken civilian time, audio-first) -$SELECT Military Time -ID: l5-s13 -INTRO: You'll hear a civilian time — tap the matching military time. Midnight to one a.m. is the tricky zone, as always. -INSTRUCTION: Tap the military time that matches the time you hear. -OPTION: a | 1355 hours -OPTION: b | 2035 hours -OPTION: c | 1100 hours -OPTION: d | 0030 hours -OPTION: e | 2330 hours -OPTION: f | 1700 hours -OPTION: g | 1833 hours -OPTION: h | 0800 hours -OPTION: i | 0400 hours -OPTION: j | 1945 hours - -PROMPT: 5:00 p.m. -ANSWER: f - -PROMPT: 8:00 a.m. -ANSWER: h - -PROMPT: 1:55 p.m. -ANSWER: a - -PROMPT: 11:00 a.m. -ANSWER: c - -PROMPT: 6:33 p.m. -ANSWER: g - -PROMPT: 8:35 p.m. -ANSWER: b - -PROMPT: 4:00 a.m. -ANSWER: i - -PROMPT: 12:30 a.m. -ANSWER: d - -PROMPT: 7:45 p.m. -ANSWER: j - -PROMPT: 11:30 p.m. -ANSWER: e - -# Source: ST §Put the Correct Punctuation -$PRODUCE Capitals and Punctuation -ID: l5-s8 -LONGFORM -INTRO: Iris went shopping, and her story has lost all its capital letters and punctuation. Type each sentence correctly — here, the capitals and the marks at the end are exactly what's being graded. -INSTRUCTION: Type the sentence with correct capitalization and punctuation. -INPUT: type -CHECK: exact -NORMALIZE: strict - -TEMPLATE: iris went to a clothing store last week -RESPONSE: Iris went to a clothing store last week. - -TEMPLATE: she bought a blue coat for the winter -RESPONSE: She bought a blue coat for the winter. - -TEMPLATE: she wants to wear the coat to the october dance -RESPONSE: She wants to wear the coat to the October dance. - -TEMPLATE: she has a blue dress and blue shoes -RESPONSE: She has a blue dress and blue shoes. - -TEMPLATE: iris went to the store again this morning -RESPONSE: Iris went to the store again this morning. - -TEMPLATE: she bought gloves -RESPONSE: She bought gloves. - -TEMPLATE: what color are her gloves -RESPONSE: What color are her gloves? - -TEMPLATE: are they blue, too -RESPONSE: Are they blue, too? - -# Source: ST §Alphabetical Order -$SELECT Alphabetical Order -ID: l5-s9 -ORDER -INTRO: One last sorting job for this part: put the words in alphabetical order, first letter, then second, then third. Dictionaries do this all day. -INSTRUCTION: Tap the words in alphabetical order. - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | captain -OPTION: b | cost -OPTION: c | color -OPTION: d | clerk -OPTION: e | can -ANSWER: e,a,d,c,b - -TEMPLATE: Put these words in alphabetical order. -OPTION: a | dollar -OPTION: b | doctor -OPTION: c | don't -OPTION: d | downtown -OPTION: e | door -ANSWER: b,a,c,e,d - -$LESSON 5-3: The Big Review Check and the Sounds of English - -# Source: ST §The Best Answer Is -$SELECT Review Check — Choose the Best Answer +# Source: ST §The Best Answer Is ... (l5-s7) +$SELECT Choose the Best Word ID: l5-s7 -INTRO: The big review check: twenty questions mixing everything from this week — past tense, must and may, time expressions, clothes. Read each sentence and tap the best answer. Take your time; the questions aren't going anywhere. -INSTRUCTION: Tap the best answer. +INTRO: Twenty sentences, four choices each. Tap the word or phrase that completes the sentence best — everything here is from this book, so if something looks unfamiliar, that's a hint to review it. +INSTRUCTION: Tap the word that best completes the sentence. TEMPLATE: Mr. and Mrs. Stanley are eating at a ____ downtown. OPTION: a | rank @@ -644,8 +501,7 @@ OPTION: c | cost OPTION: d | sold ANSWER: d -TEMPLATE: Student: ____ I go to the dispensary? -TEMPLATE: Teacher: Yes, after class. +TEMPLATE: Student: ____ I go to the dispensary?\nTeacher: Yes, after class. OPTION: a | May OPTION: b | When OPTION: c | Take @@ -680,58 +536,213 @@ OPTION: c | very good OPTION: d | all ANSWER: b -# SKIPPED (book): "A PUZZLE", "CROSSWORD PUZZLE 1", "ANOTHER PUZZLE", "CROSSWORD PUZZLE 2", and "LOOK FOR THE WORDS." (word search). Puzzles are spatial/written activities unsupported by the app format. +$SESSION 5-3: Punctuation, Time, and Sounds -# Source: ST §Consonants (pronunciation reference chart) -$GRAMMAR Consonant Sounds +# Source: ST §Put the Correct Punctuation (l5-s8) +$PRODUCE Capital Letters and Punctuation +ID: l5-s8 +INTRO: This part reviews the rules: writing correct sentences, alphabetical order, "must", military time, and the sounds of English. First, Iris has been shopping again — type each sentence about her with the correct capital letters and end punctuation. Every capital and period counts here. +INSTRUCTION: Type the sentence with correct capitals and punctuation. +INPUT: type +CHECK: exact +NORMALIZE: strict +LONGFORM + +TEMPLATE: iris went to a clothing store last week +RESPONSE: Iris went to a clothing store last week. + +TEMPLATE: she bought a blue coat for the winter +RESPONSE: She bought a blue coat for the winter. + +TEMPLATE: she wants to wear the coat to the october dance +RESPONSE: She wants to wear the coat to the October dance. + +TEMPLATE: she has a blue dress and blue shoes +RESPONSE: She has a blue dress and blue shoes. + +TEMPLATE: iris went to the store again this morning +RESPONSE: Iris went to the store again this morning. + +TEMPLATE: she bought gloves +RESPONSE: She bought gloves. + +TEMPLATE: what color are her gloves +RESPONSE: What color are her gloves? + +TEMPLATE: are they blue, too +RESPONSE: Are they blue, too? + +# Source: ST §Alphabetical Order (l5-s9) +$SELECT Alphabetical Order: C Words +ID: l5-s9 +ORDER +INTRO: Five words, all starting with "c" — so the second letter decides. Put them in dictionary order. +INSTRUCTION: Put the words in alphabetical order. + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | captain +OPTION: b | cost +OPTION: c | color +OPTION: d | clerk +OPTION: e | can +ANSWER: e,a,d,c,b + +# Source: ST §Alphabetical Order (l5-s10) +$SELECT Alphabetical Order: D Words +ID: l5-s10 +ORDER +INTRO: Now five "d" words. This time you'll need the third letter too — the dictionary is a demanding place. +INSTRUCTION: Put the words in alphabetical order. + +TEMPLATE: Put these words in alphabetical order. +OPTION: a | dollar +OPTION: b | doctor +OPTION: c | don't +OPTION: d | downtown +OPTION: e | door +ANSWER: b,a,c,e,d + +# Source: ST §He Must Not Be Late. (l5-s11) +$PRODUCE Must and Must Not +ID: l5-s11 +INTRO: Classroom rules with "must" and "must not". Read each cue and say the whole rule out loud, starting with "You must" or "You must not". Sadly, sleeping in the lab is still not allowed. +INSTRUCTION: Say the rule with "must" or "must not". +INPUT: speak +CHECK: reveal + +EXAMPLE +TEMPLATE: sleep in the lab +RESPONSE: You must not sleep in the lab. + +EXAMPLE +TEMPLATE: wear your uniform to class +RESPONSE: You must wear your uniform to class. + +TEMPLATE: bring your I.D. card to class +RESPONSE: You must bring your I.D. card to class. + +TEMPLATE: wear your hat inside +RESPONSE: You must not wear your hat inside. + +TEMPLATE: smoke in the classroom +RESPONSE: You must not smoke in the classroom. + +TEMPLATE: eat in the lab +RESPONSE: You must not eat in the lab. + +TEMPLATE: do your homework +RESPONSE: You must do your homework. + +TEMPLATE: wear your name tag +RESPONSE: You must wear your name tag. + +TEMPLATE: mark your desks +RESPONSE: You must not mark your desks. + +TEMPLATE: wear your cap in the classroom +RESPONSE: You must not wear your cap in the classroom. + +TEMPLATE: salute officers +RESPONSE: You must salute officers. + +# Source: ST §Civilian and Military Time (l5-s14) +$SELECT Civilian and Military Time ID: l5-s14 -INTRO: Here's a reference chart of the consonant sounds of English, each with example words. Tap any word to hear it — the symbols are for reference; the sounds are the point. +INTRO: You'll hear a civilian time — tap the matching military time. Remember: after noon, add twelve; and the military day starts at zero, not at twelve. +INSTRUCTION: Tap the matching military time. +OPTION: a | 1355 hours +OPTION: b | 2035 hours +OPTION: c | 1100 hours +OPTION: d | 0030 hours +OPTION: e | 2330 hours +OPTION: f | 1700 hours +OPTION: g | 1833 hours +OPTION: h | 0800 hours +OPTION: i | 0400 hours +OPTION: j | 1945 hours -| | Symbol | Examples | -|---|---|---| -| 1. | p | {past}, {stop}, {put}, {paper} | -| 2. | b | {bed}, {baby}, {barber}, {lab} | -| 3. | t | {take}, {water}, {sent}, {ten} | -| 4. | d | {date}, {student}, {do}, {hard} | -| 5. | k | {car}, {chemical}, {recorder}, {book} | -| 6. | g | {gas}, {eggs}, {dog}, {cigar} | -| 7. | m | {arm}, {my}, {number}, {from} | -| 8. | n | {no}, {line}, {find}, {noon} | -| 9. | ŋ | {sing}, {long}, {wrong}, {rank} | -| 10. | l | {well}, {laboratory}, {always}, {let} | -| 11. | f | {farmer}, {affirmative}, {phrase}, {laugh} | -| 12. | v | {very}, {give}, {live}, {seven} | -| 13. | θ | {thank}, {Thursday}, {bath}, {north} | -| 14. | ð | {the}, {this}, {these}, {weather}, {there} | -| 15. | s | {see}, {this}, {lesson}, {tapes} | -| 16. | z | {zero}, {rose}, {blows}, {dozen} | -| 17. | š | {ship}, {nation}, {should}, {push} | -| 18. | ž | {pleasure}, {measure}, {usual} | -| 19. | h | {have}, {he}, {how}, {hot} | -| 20. | č | {chair}, {teacher}, {picture}, {March} | -| 21. | ǰ | {judge}, {bridge}, {page}, {July} | -| 22. | w | {we}, {walk}, {wish}, {away}, {why} | -| 23. | r | {read}, {course}, {for}, {write} | -| 24. | y | {yes}, {you}, {yesterday}, {young} | +PROMPT: 5:00 p.m. +ANSWER: f -# Source: ST §Vowels (pronunciation reference chart) -$GRAMMAR Vowel Sounds +PROMPT: 8:00 a.m. +ANSWER: h + +PROMPT: 1:55 p.m. +ANSWER: a + +PROMPT: 11:00 a.m. +ANSWER: c + +PROMPT: 6:33 p.m. +ANSWER: g + +PROMPT: 8:35 p.m. +ANSWER: b + +PROMPT: 4:00 a.m. +ANSWER: i + +PROMPT: 12:30 a.m. +ANSWER: d + +PROMPT: 7:45 p.m. +ANSWER: j + +PROMPT: 11:30 p.m. +ANSWER: e + +# SKIPPED (book): "A PUZZLE", "ANOTHER PUZZLE", and "LOOK FOR THE WORDS" — crossword puzzles and word searches (ST pp. 128–132). Dropped per conversion specifications. + +# Source: ST §Consonants (l5-s15) +$GRAMMAR Consonant Sounds ID: l5-s15 -INTRO: And the vowel sounds — fourteen of them, which is more than the alphabet admits to. Tap the example words and listen for the vowel each row shares. That's the week reviewed; see you in the next lesson. +INTRO: A reference chart of the consonant sounds of English. Don't memorize the symbols — they're just labels. Tap the example words and listen to the sound they share. -| | Symbol | Examples | -|---|---|---| -| 1. | i | {teach}, {meet}, {he}, {machine}, {chief} | -| 2. | I | {sit}, {in}, {is}, {big} | -| 3. | e | {make}, {day}, {train}, {vein}, {steak} | -| 4. | ε | {met}, {let}, {said}, {bread} | -| 5. | æ | {cash}, {half}, {laugh}, {hand} | -| 6. | a | {far}, {farmer}, {heart}, {not}, {hot} | -| 7. | ɔ | {all}, {saw}, {bought}, {thought}, {taught} | -| 8. | o | {go}, {know}, {coat}, {tow}, {pole} | -| 9. | ʊ | {good}, {should}, {would}, {book}, {took} | -| 10. | u | {food}, {blue}, {blew}, {do}, {soup} | -| 11. | ǝ | {cup}, {enough}, {ago}, {son}, {sun} | -| 12. | aɪ | {I}, {tie}, {buy}, {my}, {write} | -| 13. | ɔɪ | {oil}, {boy}, {join}, {point} | -| 14. | aʊ | {now}, {town}, {mouth}, {out} | +| Symbols | Examples | +|---|---| +| p | {past}, {stop}, {put}, {paper} | +| b | {bed}, {baby}, {barber}, {lab} | +| t | {take}, {water}, {sent}, {ten} | +| d | {date}, {student}, {do}, {hard} | +| k | {car}, {chemical}, {recorder}, {book} | +| g | {gas}, {eggs}, {dog}, {cigar} | +| m | {arm}, {my}, {number}, {from} | +| n | {no}, {line}, {find}, {noon} | +| ŋ | {sing}, {long}, {wrong}, {rank} | +| l | {well}, {laboratory}, {always}, {let} | +| f | {farmer}, {affirmative}, {phrase}, {laugh} | +| v | {very}, {give}, {live}, {seven} | +| θ | {thank}, {Thursday}, {bath}, {north} | +| ð | {the}, {this}, {these}, {weather}, {there} | +| s | {see}, {this}, {lesson}, {tapes} | +| z | {zero}, {rose}, {blows}, {dozen} | +| š | {ship}, {nation}, {should}, {push} | +| ž | {pleasure}, {measure}, {usual} | +| h | {have}, {he}, {how}, {hot} | +| č | {chair}, {teacher}, {picture}, {March} | +| ǰ | {judge}, {bridge}, {page}, {July} | +| w | {we}, {walk}, {wish}, {away}, {why} | +| r | {read}, {course}, {for}, {write} | +| y | {yes}, {you}, {yesterday}, {young} | + +# Source: ST §Vowels (l5-s16) +$GRAMMAR Vowel Sounds +ID: l5-s16 +INTRO: And now the vowels — the slippery ones. Tap the words in each row and listen for the sound they have in common. That's the whole lesson reviewed — well done. + +| Symbols | Examples | +|---|---| +| i | {teach}, {meet}, {he}, {machine}, {chief} | +| I | {sit}, {in}, {is}, {big} | +| e | {make}, {day}, {train}, {vein}, {steak} | +| ε | {met}, {let}, {said}, {bread} | +| æ | {cash}, {half}, {laugh}, {hand} | +| a | {far}, {farmer}, {heart}, {not}, {hot} | +| ɔ | {all}, {saw}, {bought}, {thought}, {taught} | +| o | {go}, {know}, {coat}, {tow}, {pole} | +| ʊ | {good}, {should}, {would}, {book}, {took} | +| u | {food}, {blue}, {blew}, {do}, {soup} | +| ǝ | {cup}, {enough}, {ago}, {son}, {sun} | +| aɪ | {I}, {tie}, {buy}, {my}, {write} | +| ɔɪ | {oil}, {boy}, {join}, {point} | +| aʊ | {now}, {town}, {mouth}, {out} |