diff --git a/book-4-lesson-3.module b/book-4-lesson-3.module index 69a2529..d88c2e4 100644 --- a/book-4-lesson-3.module +++ b/book-4-lesson-3.module @@ -1,10 +1,11 @@ $MODULE Book 4 · Lesson 3: What Can You Do? {st-page_063_001.jpg} FORMAT: 2 -DIOCO_DOC_ID: alc_english_book_4_lesson_3 -DESCRIPTION: Clothing and dressing vocabulary; getting dressed and sleeping; and the modals can, may, and must for ability, permission, and necessity. +DIOCO_DOC_ID: alc_english_book4_lesson3 +DESCRIPTION: Clothing vocabulary, getting dressed, sleep words, and the modals can, must, and may — ability, necessity, and permission. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator +VOICE_INTRO: aoede | Warm, friendly teacher narrator VOICE_PROMPT: gacrux | Questions and cues, read clearly VOICE_RESPONSE: schedar | Model answers, warm and clear VOICE: Capt_Collins | achernar | Male military officer @@ -26,20 +27,60 @@ VOICE: Mother | aoede | Female parent VOICE: Student | achernar | Male student VOICE: Captain_Yates | achernar | Male speaker VOICE: Captain_Toomy | achird | Male speaker -VOICE: Donald | achird | Male student -VOICE: Robert | achernar | Male student VOICE: Mr_Kline | achernar | Male speaker -VOICE: Sgt_Moore | achird | Male speaker +VOICE: Sgt_Moore | achird | Male soldier VOICE: Mark | achernar | Male speaker VOICE: Bill | achird | Male speaker +VOICE: Donald | achird | Male student +VOICE: Robert | achernar | Male student -# ============================================================ +# ===================================================================== $LESSON 3-1: Men's Clothing and Getting Dressed -# ============================================================ +# ===================================================================== -# Source: LLA 3A Figure 1 (Part 1) -$DIALOGUE Men's Clothing -INTRO: Let's start with the clothes a man wears to work. Listen and repeat each word. +# Source: ST §These Are Joe's Clothes (sentence presentation leads the topic) +$DIALOGUE These Are Joe's Clothes {st-page_063_001.jpg} +INTRO: Let's open the closet. Here are Joe's clothes — listen and say each one after me. +INSTRUCTION: Listen and repeat each line. +REPEAT + +VOCAB: coat +LINE: Those are Joe's coats. + +VOCAB: suit +LINE: Those are his suits. + +VOCAB: shirt +LINE: Those are his shirts. + +VOCAB: boots +LINE: Those are his boots. + +VOCAB: slacks +VOCAB: trousers +VOCAB: pants +LINE: Those are his slacks and trousers. + +VOCAB: necktie +VOCAB: tie +LINE: Those are his neckties. + +VOCAB: belt +LINE: That's his belt. + +VOCAB: jacket +LINE: That's his jacket. + +VOCAB: socks +LINE: His socks are in there. + +VOCAB: hat +VOCAB: cap +LINE: That's his hat and his cap. + +# Source: LLA 3A Figure 1 (Part 1) — cassette word-drill, pronunciation reinforcement after the sentence intro +$DIALOGUE Clothing Words {page_045_001.jpg} +INTRO: Now a quick pronunciation round — the same clothes, one word at a time. Say each one clearly. INSTRUCTION: Repeat each word. REPEAT @@ -63,9 +104,9 @@ LINE: Trousers. Pants. {page_045_001.jpg} {bk04-l3a-f1-05.mp3} VOCAB: T-shirt LINE: T-shirt. {page_045_001.jpg} {bk04-l3a-f1-06.mp3} -# Source: LLA 3A Figure 1 (Part 2) -$DIALOGUE Verbs for Getting Dressed -INTRO: Now the verbs you'll use all lesson long — wearing, putting on, and taking off. Listen and repeat. +# Source: LLA 3A Figure 1 (Part 2) — verbs for dressing +$DIALOGUE Verbs for Clothing +INTRO: These are the words we use for getting dressed and undressed. Listen and repeat. INSTRUCTION: Repeat each word. REPEAT @@ -78,9 +119,28 @@ LINE: clothes {bk04-l3a-f1-12.mp3} LINE: took off {bk04-l3a-f1-13.mp3} LINE: put on {bk04-l3a-f1-14.mp3} -# Source: LLA 3A Figure 1 (Part 3) +# Source: ST §He Took Off His Shoe — take off / put on in sentences +$DIALOGUE He Took Off His Shoe +INTRO: Watch how "take off" and "put on" split apart — both ways are correct. Listen and repeat. +INSTRUCTION: Listen and repeat each line. +REPEAT + +VOCAB: take off +VOCAB: took off +LINE: He's taking off his sock. {st-page_065_001.jpg} +LINE: He's taking his sock off. {st-page_065_001.jpg} +LINE: He took off his shoe. {st-page_065_001.jpg} +LINE: He took his shoe off. {st-page_065_001.jpg} + +VOCAB: put on +LINE: He's putting on his glove. {st-page_065_002.jpg} +LINE: He's putting his glove on. {st-page_065_002.jpg} +LINE: He put on his sweater and coat. {st-page_065_002.jpg} +LINE: He put his sweater and coat on. {st-page_065_002.jpg} + +# Source: LLA 3A Figure 1 (Part 3) — Captain Collins reading passage $DIALOGUE Captain Collins Gets Dressed -INTRO: Here's Captain Collins, in and out of uniform. Just listen — no need to repeat. +INTRO: Here's Captain Collins and his uniform. Just listen — no need to repeat this one. INSTRUCTION: Listen to the paragraphs. LINE: Captain Collins wears his uniform to work. {bk04-l3a-f1-15.mp3} @@ -96,9 +156,9 @@ LINE: He puts on civilian clothes. {bk04-l3a-f1-23.mp3} LINE: Today, he took off his uniform before dinner. {bk04-l3a-f1-24.mp3} LINE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-25.mp3} -# Source: LLA 3A Figure 1 (Part 4) +# Source: LLA 3A Figure 1 (Part 4) — comprehension Q&A on the passage $PRODUCE Captain Collins — Answer the Questions -INTRO: Your turn to answer. Say a full sentence aloud, then repeat the correct answer after the tape. +INTRO: Now answer about Captain Collins. Say a full sentence, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -137,9 +197,9 @@ RESPONSE: He took off his uniform before dinner today. {bk04-l3a-f1-35-a.mp3} PROMPT: What did he put on then? {bk04-l3a-f1-36-q.mp3} RESPONSE: Then, he put on a t-shirt and old pants. {bk04-l3a-f1-36-a.mp3} -# Source: LLA 3A Figure 2 +# Source: LLA 3A Figure 2 — True/False on clothing $SELECT Clothing — True or False -INTRO: Quick check on the new words. Listen to each statement and tap True or False. +INTRO: Listen to each statement about clothes. Is it true or false? INSTRUCTION: Tap True or False. OPTION: t | True OPTION: f | False @@ -163,9 +223,50 @@ ANSWER: f PROMPT: Ties and neckties are different. {bk04-l3a-f2-05-q.mp3} ANSWER: f -# Source: LLA 3A Figure 3 +# Source: ST §This Is Donald, Jacques, and Robert — picture-cued ask & answer +$PRODUCE Ask About What They're Wearing {st-page_064_001.jpg} +INTRO: Look at the three men. For each word, ask a question and answer it about what they're wearing. +INSTRUCTION: Ask and answer aloud using the cue word. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word. (e.g., "What is Donald wearing? He's wearing a suit.") + +EXAMPLE +PROMPT: shirt +RESPONSE: What is Donald wearing? He's wearing a shirt. + +EXAMPLE +PROMPT: boots +RESPONSE: Is Robert wearing boots? I don't know. + +PROMPT: shoes +RESPONSE: Are they wearing shoes? Yes, they are wearing shoes. + +PROMPT: suit +RESPONSE: Who is wearing a suit? Donald is wearing a suit. + +PROMPT: jacket +RESPONSE: What is Robert wearing? He is wearing a jacket. + +PROMPT: socks +RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks. + +PROMPT: pants +RESPONSE: Are they wearing pants? Yes, they are wearing pants. + +PROMPT: slacks +RESPONSE: What is Jacques wearing? He's wearing slacks. + +PROMPT: belt +RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt. + +PROMPT: necktie +RESPONSE: Who is wearing a necktie? Donald is wearing a necktie. + +# Source: LLA 3A Figure 3 — dialogue $DIALOGUE Did You Wear Your Uniform? -INTRO: Two captains compare notes on what they wore out last night. Listen and repeat each line. +INTRO: Two captains talk about last night's dinner out. Listen, then repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -179,32 +280,27 @@ Capt_Andrews: He wore a T-shirt, pants and a hat. {bk04-l3a-f3-07.mp3} Capt_Collins: Was the hat his old baseball cap? {bk04-l3a-f3-08.mp3} Capt_Andrews: Yes, and he didn't take it off inside. {bk04-l3a-f3-09.mp3} -# Source: ST §He Took Off His Shoe -$DIALOGUE Taking Off and Putting On -INTRO: Putting on and taking off, one piece at a time — both word orders are fine in English. -INSTRUCTION: Listen and repeat the new words and sentences. -REPEAT - -VOCAB: take off -VOCAB: took off -LINE: He's taking off his sock. {st-page_065_001.jpg} -LINE: He's taking his sock off. {st-page_065_001.jpg} -LINE: He took off his shoe. {st-page_065_001.jpg} -LINE: He took his shoe off. {st-page_065_001.jpg} - -VOCAB: put on -LINE: He's putting on his glove. {st-page_065_002.jpg} -LINE: He's putting his glove on. {st-page_065_002.jpg} -LINE: He put on his sweater and coat. {st-page_065_002.jpg} -LINE: He put his sweater and coat on. {st-page_065_002.jpg} - -# ============================================================ +# ===================================================================== $LESSON 3-2: Women's Clothing, Cold Weather, and Sleep -# ============================================================ +# ===================================================================== -# Source: LLA 3B Figure 1 (Part 1) -$DIALOGUE Women's Clothing -INTRO: Now the words for women's clothing. Listen and repeat each one. +# Source: LLA 3B Figure 1 (Part 2) — Joan's work clothes paragraph (leads topic with sentences) +$DIALOGUE Joan's Work Clothes {page_048_001.jpg} +INTRO: Meet Joan. Listen to what she wears to her downtown office and to class. +INSTRUCTION: Listen to the paragraph. + +LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3} +LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3} +LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3} +LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3} +LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3} +LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3} +LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3} +LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3} + +# Source: LLA 3B Figure 1 (Part 1) — women's clothing word-drill, after the paragraph +$DIALOGUE Women's Clothing Words {page_048_001.jpg} +INTRO: Now the words one at a time. Listen and repeat each item of clothing. INSTRUCTION: Repeat each word. REPEAT @@ -232,23 +328,9 @@ LINE: Skirt. {page_048_001.jpg} {bk04-l3b-f1-07.mp3} VOCAB: socks LINE: Socks. {page_048_001.jpg} {bk04-l3b-f1-08.mp3} -# Source: LLA 3B Figure 1 (Part 2) -$DIALOGUE Joan's Work Clothes -INTRO: Meet Joan — she dresses one way for the office and another for class. Just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: Joan works in an office downtown. {page_048_001.jpg} {bk04-l3b-f1-09.mp3} -LINE: She wears suits and dresses to work. {page_048_001.jpg} {bk04-l3b-f1-10.mp3} -LINE: She wore a suit and a blouse yesterday. {page_048_001.jpg} {bk04-l3b-f1-11.mp3} -LINE: Her friend wore a dress. {page_048_001.jpg} {bk04-l3b-f1-12.mp3} -LINE: The women wore stockings, too. {page_048_001.jpg} {bk04-l3b-f1-13.mp3} -LINE: After work, Joan goes to class. {page_048_001.jpg} {bk04-l3b-f1-14.mp3} -LINE: She wears skirts and sweaters there. {page_048_001.jpg} {bk04-l3b-f1-15.mp3} -LINE: She sometimes wears socks. {page_048_001.jpg} {bk04-l3b-f1-16.mp3} - -# Source: LLA 3B Figure 1 (Part 3) +# Source: LLA 3B Figure 1 (Part 3) — Q&A on Joan's work clothes $PRODUCE Joan's Work Clothes — Answer the Questions -INTRO: Answer about Joan aloud, then repeat the correct answer. +INTRO: Answer about Joan's work clothes. Say a full sentence, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -272,9 +354,22 @@ RESPONSE: Joan wears skirts and sweaters to class. {bk04-l3b-f1-21-a.mp3} PROMPT: Does she sometimes wear socks? {bk04-l3b-f1-22-q.mp3} RESPONSE: Yes, she sometimes wears socks. {bk04-l3b-f1-22-a.mp3} -# Source: LLA 3B Figure 2 (Part 1) -$DIALOGUE Casual and Cold Weather Clothing -INTRO: Clothes for casual days and cold days. Listen and repeat each word. +# Source: LLA 3B Figure 2 (Part 2) — Joan's casual & cold weather clothes paragraph (leads with sentences) +$DIALOGUE Joan's Casual Clothes +INTRO: Joan doesn't always dress up. Listen to what else she likes to wear. +INSTRUCTION: Listen to the paragraph. + +LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3} +LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3} +LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3} +LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3} +LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3} +LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3} +LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3} + +# Source: LLA 3B Figure 2 (Part 1) — casual/cold weather word-drill, after the paragraph +$DIALOGUE Casual and Cold Weather Words +INTRO: Now the casual and cold-weather words one at a time. Listen and repeat. INSTRUCTION: Repeat each word. REPEAT @@ -296,22 +391,9 @@ LINE: Boots. {page_049_002.jpg} {bk04-l3b-f2-05.mp3} VOCAB: gloves LINE: Gloves. {page_049_002.jpg} {bk04-l3b-f2-06.mp3} -# Source: LLA 3B Figure 2 (Part 2) -$DIALOGUE Joan's Casual Clothes -INTRO: Joan doesn't always dress up — here's what else she wears. Just listen. -INSTRUCTION: Listen to the paragraph. - -LINE: Joan doesn't always wear dresses or skirts. {page_049_001.jpg} {bk04-l3b-f2-07.mp3} -LINE: Sometimes she wears slacks. {page_049_001.jpg} {bk04-l3b-f2-08.mp3} -LINE: She likes jackets and scarfs too. {page_049_001.jpg} {bk04-l3b-f2-09.mp3} -LINE: She wore a scarf with her jacket yesterday. {page_049_001.jpg} {bk04-l3b-f2-10.mp3} -LINE: Joan wears a coat and gloves on cold days. {page_049_002.jpg} {bk04-l3b-f2-11.mp3} -LINE: She wears boots and a hat too. {page_049_002.jpg} {bk04-l3b-f2-12.mp3} -LINE: She has two coats, a new one and an old one. {page_049_002.jpg} {bk04-l3b-f2-13.mp3} - -# Source: LLA 3B Figure 2 (Part 3) +# Source: LLA 3B Figure 2 (Part 3) — Q&A on casual clothes $PRODUCE Joan's Casual Clothes — Answer the Questions -INTRO: Answer about Joan's casual clothes aloud, then repeat the correct answer. +INTRO: Answer about Joan's casual and cold-weather clothes. Say a full sentence, then repeat. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -338,9 +420,9 @@ RESPONSE: She wears boots and a hat too. {bk04-l3b-f2-19-a.mp3} PROMPT: How many coats does she have? {bk04-l3b-f2-20-q.mp3} RESPONSE: She has two coats. {bk04-l3b-f2-20-a.mp3} -# Source: LLA 3B Figure 3 +# Source: LLA 3B Figure 3 — listen-and-fill cloze (clothing review) $PRODUCE Clothing — Fill in the Word -INTRO: Listen to each sentence and type the missing word, then repeat the whole sentence aloud. +INTRO: Listen to each sentence and type the missing word. Then repeat the whole sentence. INSTRUCTION: Type the missing word(s). INPUT: type CHECK: exact @@ -396,9 +478,28 @@ PROMPT: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-q.mp3} RESPONSE: Coats and sweaters are clothes for cold days. {bk04-l3b-f3-10-a.mp3} ACCEPT: Coats and sweaters | Coats, sweaters | coats and sweaters | coats, sweaters -# Source: LLA 3B Figure 4 (Part 1) +# Source: ST §He Took Off His Shoe (sleep portion) + LLA 3B Figure 4 — sleep vocabulary in sentences $DIALOGUE Falling Asleep and Waking Up -INTRO: Now a different topic — sleeping and waking. Listen and repeat each word. +INTRO: Now some words for sleep — falling asleep, waking up, and being awake. Listen and repeat. +INSTRUCTION: Listen and repeat each line. +REPEAT + +VOCAB: asleep +VOCAB: fall asleep +VOCAB: fell asleep +LINE: He went to bed at 11:00 p.m. and fell asleep at 11:30 p.m. {st-page_065_003.jpg} +LINE: He was asleep at 12 midnight. {st-page_065_003.jpg} + +VOCAB: wake up +VOCAB: woke up +VOCAB: awake +LINE: He always wakes up early. {st-page_065_004.jpg} +LINE: He woke up at 6:00 a.m. {st-page_065_004.jpg} +LINE: He's awake at 6:00 a.m. {st-page_065_004.jpg} + +# Source: LLA 3B Figure 4 (Part 1) — sleep word-drill +$DIALOGUE Sleep Words +INTRO: The sleep words one at a time now. Listen and repeat each. INSTRUCTION: Repeat each word. REPEAT @@ -409,9 +510,9 @@ LINE: Wake up. {page_051_003.jpg} {bk04-l3b-f4-04.mp3} LINE: Woke up. {page_051_003.jpg} {bk04-l3b-f4-05.mp3} LINE: Awake. {page_051_004.jpg} {bk04-l3b-f4-06.mp3} -# Source: LLA 3B Figure 4 (Part 2) +# Source: LLA 3B Figure 4 (Part 2) — sleep sentences $DIALOGUE Joan Falls Asleep in Class -INTRO: Poor Joan keeps dozing off in class. Listen and repeat the sentences. +INTRO: Poor Joan keeps dozing off in class. Listen and repeat these sentences. INSTRUCTION: Repeat each sentence. REPEAT @@ -422,9 +523,9 @@ LINE: She always wakes up after two or three minutes. {page_051_003.jpg} {bk04-l LINE: Yesterday the teacher asked a question and she woke up. {page_051_003.jpg} {bk04-l3b-f4-11.mp3} LINE: Then Joan wasn't asleep, she was awake. {page_051_004.jpg} {bk04-l3b-f4-12.mp3} -# Source: LLA 3B Figure 5 +# Source: LLA 3B Figure 5 — picture-cued asleep/awake Q&A $PRODUCE Asleep or Awake? — Answer the Questions -INTRO: Look at each picture, answer aloud with a full sentence, then repeat the correct answer. +INTRO: Look at each picture, answer the question aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -445,9 +546,9 @@ RESPONSE: Joan's falling asleep. {bk04-l3b-f5-04-a.mp3} PROMPT: Is she waking up now? {page_052_003.jpg} {bk04-l3b-f5-05-q.mp3} RESPONSE: Yes, she's waking up now. {bk04-l3b-f5-05-a.mp3} -# Source: ST §Yesterday, He Was Tired and Cold -$DIALOGUE Robert's Cold Morning -INTRO: A short story that pulls today's words together — Robert's long, cold, sleepy day. Read along. +# Source: ST §Yesterday, He Was Tired and Cold — reading passage +$DIALOGUE Yesterday, Robert Was Tired and Cold +INTRO: Here's a whole cold day in Robert's life, from waking up to going back to bed. Just read along. INSTRUCTION: Read the paragraphs. LINE: Yesterday, Robert was awake at 1:00 a.m. @@ -465,11 +566,10 @@ LINE: Robert and Mark talked for five minutes. LINE: They went to the mess hall and had dinner. LINE: After dinner, Robert did his homework and went to bed early. -# Source: ST §True or False? -$SELECT Robert's Cold Morning — True or False? -INTRO: Let's see what you remember about Robert's day. Tap True or False. -INSTRUCTION: Tap True for true statements and False for false statements. -SHOW_PROMPT +# Source: ST §True or False? — comprehension on Robert's day +$SELECT Robert's Day — True or False? +INTRO: Think back over Robert's cold day. Tap True or False for each statement. +INSTRUCTION: Tap True or False. OPTION: T | True OPTION: F | False @@ -491,98 +591,13 @@ ANSWER: F PROMPT: Mark woke up Robert. ANSWER: T -# ============================================================ -$LESSON 3-3: More Clothing Practice and Sounds -# ============================================================ +# ===================================================================== +$LESSON 3-3: Sounds — /w/ and /r/, and "well" +# ===================================================================== -# Source: ST §These Are Joe's Clothes -$DIALOGUE These Are Joe's Clothes -INTRO: Let's review the clothing words with Joe's wardrobe. Listen and repeat. -INSTRUCTION: Listen and repeat the new words and sentences. -REPEAT - -VOCAB: coat -VOCAB: coats -LINE: Those are Joe's coats. - -VOCAB: suit -VOCAB: suits -LINE: Those are his suits. - -VOCAB: shirt -VOCAB: shirts -LINE: Those are his shirts. - -VOCAB: boot -VOCAB: boots -LINE: Those are his boots. - -VOCAB: slacks -VOCAB: trousers -VOCAB: pants -LINE: Those are his slacks and trousers. - -VOCAB: tie -VOCAB: necktie -LINE: Those are his neckties. - -VOCAB: belt -LINE: That's his belt. - -VOCAB: jacket -LINE: That's his jacket. - -VOCAB: socks -LINE: His socks are in there. - -VOCAB: hat -VOCAB: cap -LINE: That's his hat and his cap. - -# Source: ST §This Is Donald, Jacques, and Robert -$PRODUCE Who Is Wearing What? -INTRO: Three men, three outfits. Use the picture and each cue word to ask and answer a question. -INSTRUCTION: Use the picture and the cue word to ask and answer a question about what the men are wearing. {st-page_064_001.jpg} -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept any valid question and answer about what the men in the picture are wearing, using the prompt word. (e.g., "What is Donald wearing? He's wearing a suit.") - -EXAMPLE -PROMPT: shirt -RESPONSE: What is Donald wearing? He's wearing a shirt. - -EXAMPLE -PROMPT: boots -RESPONSE: Is Robert wearing boots? I don't know. - -PROMPT: shoes -RESPONSE: Are they wearing shoes? Yes, they are wearing shoes. - -PROMPT: suit -RESPONSE: Who is wearing a suit? Donald is wearing a suit. - -PROMPT: jacket -RESPONSE: What is Robert wearing? He is wearing a jacket. - -PROMPT: socks -RESPONSE: Is Jacques wearing socks? Yes, he's wearing socks. - -PROMPT: pants -RESPONSE: Are they wearing pants? Yes, they are wearing pants. - -PROMPT: slacks -RESPONSE: What is Jacques wearing? He's wearing slacks. - -PROMPT: belt -RESPONSE: Is Robert wearing a belt? Yes, he is wearing a belt. - -PROMPT: necktie -RESPONSE: Who is wearing a necktie? Donald is wearing a necktie. - -# Source: LLA 3A Figure 4 -$SELECT W or R — Same or Different Sounds -INTRO: Time for a sound break. You'll hear two words — tap Same if they start with the same sound, Different if not. +# Source: LLA 3A Figure 4 — same/different /w/ vs /r/ +$SELECT Same or Different Sounds +INTRO: Listen to two words. Do they begin with the same sound, or different sounds? INSTRUCTION: Tap Same or Different. OPTION: s | S (Same) OPTION: d | D (Different) @@ -621,9 +636,9 @@ ANSWER: d PROMPT: went rent {bk04-l3a-f4-10-q.mp3} ANSWER: d -# Source: LLA 3A Figure 5 -$SELECT W or R — Identify the Sound -INTRO: Same two sounds, one word at a time. Tap the W sound as in "went", or the R sound as in "rent". +# Source: LLA 3A Figure 5 — identify W vs R +$SELECT W Sound or R Sound? +INTRO: Listen to each word. Does it start with the W sound, as in "went", or the R sound, as in "rent"? INSTRUCTION: Tap the sound you hear. OPTION: a | W sound (as in went) OPTION: b | R sound (as in rent) @@ -662,9 +677,9 @@ ANSWER: b PROMPT: Window. {bk04-l3a-f5-10-q.mp3} ANSWER: a -# Source: ST §Speaking Skill: Coat / Caught -$DIALOGUE Vowel Pairs — Coat / Caught -INTRO: One more sound break: the vowels in "coat" and "caught". Read each pair aloud. +# Source: ST §Speaking Skill: Coat / Caught — /oʊ/ vs /ɔ/ minimal pairs +$DIALOGUE Sounds: Coat / Caught +INTRO: Here's a tricky pair of vowels — the "oh" in "coat" versus the "aw" in "caught". Read each pair. INSTRUCTION: Read the words. LINE: so — saw @@ -678,9 +693,9 @@ LINE: loan — lawn LINE: coast — cost LINE: boat — bought -# Source: ST §Speaking Skill: Bought -$DIALOGUE The "Bought" Vowel -INTRO: Now just the "aw" sound. Read each word aloud. +# Source: ST §Speaking Skill: Bought — /ɔ/ practice +$DIALOGUE Sounds: Bought +INTRO: Now just the "aw" sound on its own. Read each word. INSTRUCTION: Read the words. LINE: moss @@ -694,9 +709,9 @@ LINE: fall LINE: raw LINE: autumn -# Source: ST §Speaking Skill: About -$DIALOGUE The "About" Vowel -INTRO: And the "ow" sound, as in "about". Read each word aloud. +# Source: ST §Speaking Skill: About — /aʊ/ practice +$DIALOGUE Sounds: About +INTRO: And one more — the "ow" sound, as in "about". Read each word. INSTRUCTION: Read the words. LINE: mouth @@ -710,188 +725,9 @@ LINE: brown LINE: cloud LINE: sound -# ============================================================ -$LESSON 3-4: Can — Ability -# ============================================================ - -# Source: ST §Grammar Can -$GRAMMAR Can — Ability -INTRO: When you're able to do something, English has one handy little word: can. - -**{Can} is used to express ability** — and it never changes its form: it's {I can}, {she can}, {they can}, all the same. - -The verb after {can} stays in its base form, with no -s and no -ed: - -*She speaks French.* → *She **can speak** French.* - -To make it negative, add *not*: {cannot}, usually shortened to {can't}. - -| | | -|---|---| -| **STATEMENT:** | The students **can read** well. | -| **NEGATIVE:** | Mary **can't speak** French. | -| **QUESTION:** | **Can** you **fly** an airplane? — Yes, I **can**. No, I **can't**. | -| **WH-QUESTION:** | What languages **can** you **speak**? — I **can speak** English and Spanish. | -| | Who **can play** soccer well? — Bill **can**! | - -**cannot = can't** - -# Source: LLA 3C Figure 3 -$DIALOGUE Can and Cannot -INTRO: Here's "can" in action — and its opposite, "cannot". Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: can -LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3} - -VOCAB: cannot -VOCAB: can't -LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3} - -LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3} -LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3} -LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3} -LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3} -LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3} - -# Source: ST §The Teacher Can Speak English Well -$DIALOGUE People Who Can -INTRO: A few more people and what they can do well. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} -LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} -LINE: Mike and James can play tennis well. {st-page_069_003.jpg} - -# Source: LLA 3C Figure 4 -$PRODUCE Add "Can" to the Sentence -INTRO: Remember: can + base verb. Listen, add "can", then repeat the correct answer. -INSTRUCTION: Change the sentence using "can". -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3} -RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3} - -PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3} -RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3} - -PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3} -RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3} - -PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3} -RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3} - -PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3} -RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3} - -PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3} -RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3} - -# Source: ST §They Can't Do It. -$DIALOGUE They Can't Do It -INTRO: Now the negative side: things people can't do. Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} -LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} -LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} - -# Source: ST §Read the Sentences (can't) -$DIALOGUE Read the Sentences — Can't -INTRO: Read each "can't" sentence aloud to get the rhythm of the contraction. -INSTRUCTION: Read the sentences. - -LINE: Henry can't swim. -LINE: I can't play tennis very well. -LINE: Mary can't speak Chinese. -LINE: Karl can't drive a car. -LINE: They can't speak English well. -LINE: Doris can't cook. -LINE: Tom can't drive a truck. -LINE: We can't fly a plane. -LINE: The children cannot read and write. -LINE: The old man cannot see well. - -# Source: LLA 3C Figure 5 -$PRODUCE Change to "Can't" -INTRO: Now make it negative. Listen for the sentence and a new word, then answer with "can't" and repeat. -INSTRUCTION: Change the sentence using "can't" and the cue word. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3} -RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3} - -PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3} -RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3} - -PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3} -RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3} - -PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3} -RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3} - -PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3} -RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3} - -PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3} -RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3} - -PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3} -RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3} - -# Source: ST §Can You Play Baseball? -$DIALOGUE Can You Play Baseball? -INTRO: A teacher asks around the class who can play baseball. Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Teacher: Bert, can you play baseball? -Bert: No, I can't. My father can. -Teacher: Greg, can you play baseball? -Greg: No, I can't play baseball. David can. -Teacher: David, can you play baseball? -David: Yes, I can play baseball. - -# Source: ST §Can You Speak English? -$PRODUCE Can You ...? — Ask and Answer -INTRO: Build a "can" question from each cue, then answer it both short and long. -INSTRUCTION: Ask a question from the cue, then answer it with a short and a long answer. -INPUT: speak -CHECK: llm -SHOW_PROMPT -RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a full long answer. The choice of yes/no is up to the learner. - -EXAMPLE -TEMPLATE: your sister/speak (English, Spanish, French) -RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English. - -TEMPLATE: your brother/play (basketball, baseball, soccer) -RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball. - -TEMPLATE: you/swim well -RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well. - -TEMPLATE: your father/drive (a car, a bus, a truck) -RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck. - -TEMPLATE: your teacher/speak (English, French, Arabic) well -RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well. - -TEMPLATE: you/fly an airplane -RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. - -# Source: LLA 3C Figure 1 +# Source: LLA 3C Figure 1 — dialogues with "well" $DIALOGUE Dialogues with "Well" {page_053_001.jpg} -INTRO: A quick aside — "well" tells you how someone does something. Listen for it, then repeat each line. +INTRO: Listen for the little word "well" in these three short chats. Then repeat each line. INSTRUCTION: Listen and repeat each dialogue. REPEAT @@ -909,9 +745,9 @@ Beth: Yes, I do. We're very good friends. {bk04-l3c-f1-09.mp3} Jane: Are you and Bob good friends? {bk04-l3c-f1-10.mp3} Beth: No, we're not. I don't like Bob very well. {bk04-l3c-f1-11.mp3} -# Source: LLA 3C Figure 2 -$SELECT Good At It — Choose the Verb -INTRO: If someone is good at something, they do it well. Listen, then tap the option that completes the sentence, and repeat it. +# Source: LLA 3C Figure 2 — choose the verb that completes the "well" sentence +$SELECT Complete the Sentence with "Well" +INTRO: Listen to the statement, then tap the verb that correctly finishes the follow-up. Repeat the answer. INSTRUCTION: Tap the correct option. REPEAT @@ -952,9 +788,207 @@ OPTION: a | does {bk04-l3c-f2-05-a.mp3} OPTION: b | doesn't do ANSWER: a -# Source: LLA 3C Figure 6 (Part 1) +# ===================================================================== +$LESSON 3-4: Can (Ability) +# ===================================================================== + +# Source: ST §Grammar: Can +$GRAMMAR Can — Talking About Ability +INTRO: When you're able to do something, English has one handy little word: can. + +We use **{can}** to say someone is *able* to do something. It never changes form — no *-s*, no *-ed* — and the next verb stays plain. + +*I {can swim}. She {can swim}. They {can swim}.* — same every time. + +To make it negative, add *not*: **{cannot}**, usually shortened to **{can't}**. + +*Mary {can't speak} French.* + +For a question, put **can** first: *{Can you fly an airplane?}* Short answers are easy — *Yes, I {can}.* / *No, I {can't}.* And for details, start with a question word: *What languages {can you speak}?* + +# Source: LLA 3C Figure 3 — can / cannot examples +$DIALOGUE Can and Cannot +INTRO: Remember: can = able to, can't = not able to. Listen to these examples and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: can +LINE: Don can hear the tape. {page_055_001.jpg} {bk04-l3c-f3-01a.mp3} + +VOCAB: cannot +VOCAB: can't +LINE: Ron cannot hear the tape. He can't hear it. {page_055_001.jpg} {bk04-l3c-f3-01b.mp3} + +LINE: Larry is a pilot. He can fly planes. {bk04-l3c-f3-02.mp3} +LINE: Lieutenant Owens knows the answer. She can answer the question. {bk04-l3c-f3-03.mp3} +LINE: The Nelsons lived in Mexico for five years. They can speak Spanish. {bk04-l3c-f3-04.mp3} +LINE: Captain Barnes is in the hospital. He cannot come to class. {bk04-l3c-f3-05.mp3} +LINE: The sergeant is asleep. He can't hear us. {bk04-l3c-f3-06.mp3} + +# Source: ST §The Teacher Can Speak English Well — can examples in sentences +$DIALOGUE People Who Can Do Things Well +INTRO: A few more people and what they do well. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: Oscar is a good cook. He can cook very well. {st-page_069_001.jpg} +LINE: Lt Pearce is a pilot. She can fly airplanes well. {st-page_069_002.jpg} +LINE: Mike and James can play tennis well. {st-page_069_003.jpg} + +# Source: LLA 3C Figure 4 — add "can" transformation +$PRODUCE Add "Can" to the Sentence +INTRO: Remember: can + the plain verb. Listen, add "can", and say the new sentence. Then repeat the model. +INSTRUCTION: Change the sentence using "can". +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: Sam flies airplanes. {bk04-l3c-f4-ex-q.mp3} +RESPONSE: Sam can fly airplanes. {bk04-l3c-f4-ex-a.mp3} + +PROMPT: Frances cooks good food. {bk04-l3c-f4-01-q.mp3} +RESPONSE: Frances can cook good food. {bk04-l3c-f4-01-a.mp3} + +PROMPT: Frank speaks German. {bk04-l3c-f4-02-q.mp3} +RESPONSE: Frank can speak German. {bk04-l3c-f4-02-a.mp3} + +PROMPT: David swims very well. {bk04-l3c-f4-03-q.mp3} +RESPONSE: David can swim very well. {bk04-l3c-f4-03-a.mp3} + +PROMPT: Lieutenant Kim plays basketball well. {bk04-l3c-f4-04-q.mp3} +RESPONSE: Lieutenant Kim can play basketball well. {bk04-l3c-f4-04-a.mp3} + +PROMPT: Mary drives the school bus. {bk04-l3c-f4-05-q.mp3} +RESPONSE: Mary can drive the school bus. {bk04-l3c-f4-05-a.mp3} + +# Source: ST §They Can't Do It. — can't examples +$DIALOGUE They Can't Do It +INTRO: Now the opposite — things people can't do. Listen and repeat. +INSTRUCTION: Listen and repeat the sentences. +REPEAT + +LINE: Tim cannot play basketball well. He can't play well. {st-page_070_001.jpg} +LINE: Lt Daniels is learning Spanish. He can't speak Spanish very well. {st-page_070_002.jpg} +LINE: My brother cannot cook. He can't cook. {st-page_070_003.jpg} + +# Source: LLA 3C Figure 5 — negative transformation with can't + cue +$PRODUCE Change to "Can't" with a New Word +INTRO: Remember: can't + the plain verb. Listen to the sentence and a cue word, make it negative with the cue, then repeat. +INSTRUCTION: Change the sentence using "can't" and the cue word. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: I can hear you. The teacher. {bk04-l3c-f5-ex-q.mp3} +RESPONSE: I can't hear the teacher. {bk04-l3c-f5-ex-a.mp3} + +PROMPT: Mark can speak French. Spanish. {bk04-l3c-f5-01-q.mp3} +RESPONSE: He can't speak Spanish. {bk04-l3c-f5-01-a.mp3} + +PROMPT: Maria can swim very well. Cook. {bk04-l3c-f5-02-q.mp3} +RESPONSE: She can't cook very well. {bk04-l3c-f5-02-a.mp3} + +PROMPT: Sally can play tennis. Football. {bk04-l3c-f5-03-q.mp3} +RESPONSE: She can't play football. {bk04-l3c-f5-03-a.mp3} + +PROMPT: Steve can play soccer well. Baseball. {bk04-l3c-f5-04-q.mp3} +RESPONSE: He can't play baseball well. {bk04-l3c-f5-04-a.mp3} + +PROMPT: Betty can drive a bus. Truck. {bk04-l3c-f5-05-q.mp3} +RESPONSE: She can't drive a truck. {bk04-l3c-f5-05-a.mp3} + +PROMPT: Ed can come to class next week. Today. {bk04-l3c-f5-06-q.mp3} +RESPONSE: He can't come to class today. {bk04-l3c-f5-06-a.mp3} + +# Source: ST §Fish Can Swim. — cued can sentences (full model given per item) +$PRODUCE Make a "Can" Sentence +INTRO: For each phrase, make a sentence with "can" — pick any subject that makes sense. Say it aloud. +INSTRUCTION: Make a sentence with "can" using the cue. Say it aloud. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept any logical sentence that uses "can" followed by the prompt phrase. The subject is the learner's choice (e.g., "I can", "He can", "They can"). + +EXAMPLE +PROMPT: speak French +RESPONSE: Ali can speak French. + +PROMPT: drive a bus +RESPONSE: My father can drive a bus. + +PROMPT: fly a plane +RESPONSE: The pilot can fly a plane. + +PROMPT: read and write well +RESPONSE: The students can read and write well. + +PROMPT: answer the teacher's question +RESPONSE: John can answer the teacher's question. + +PROMPT: play soccer +RESPONSE: The boys can play soccer. + +PROMPT: swim very well +RESPONSE: I can swim very well. + +PROMPT: memorize dialogs +RESPONSE: We can memorize dialogs. + +PROMPT: learn English +RESPONSE: They can learn English. + +PROMPT: write a paragraph +RESPONSE: She can write a paragraph. + +PROMPT: play football +RESPONSE: He can play football. + +# Source: ST §Can You Play Baseball? — dialog +$DIALOGUE Can You Play Baseball? +INTRO: The teacher goes around the room asking who can play baseball. Listen and repeat. +INSTRUCTION: Listen and repeat the dialog. +REPEAT + +Teacher: Bert, can you play baseball? +Bert: No, I can't. My father can. +Teacher: Greg, can you play baseball? +Greg: No, I can't play baseball. David can. +Teacher: David, can you play baseball? +David: Yes, I can play baseball. + +# Source: ST §Can You Speak English? — question + short & long answer drill +$PRODUCE Ask and Answer with "Can" +INTRO: Build a "can" question from the cue, then answer it both ways — short and long. Say it aloud. +INSTRUCTION: Ask the question, then answer with a short and a long answer. +INPUT: speak +CHECK: llm +SHOW_PROMPT +RUBRIC: Accept a correctly formed "can" question built from the cue, followed by both a short answer and a full long answer. The choice of yes/no is up to the learner. + +EXAMPLE +TEMPLATE: your sister/speak (English, Spanish, French) +RESPONSE: Can your sister speak English? Yes, she can. Yes, she can speak English. + +TEMPLATE: your brother/play (basketball, baseball, soccer) +RESPONSE: Can your brother play basketball? No, he can't. No, he can't play basketball. + +TEMPLATE: you/swim well +RESPONSE: Can you swim well? Yes, I can. Yes, I can swim well. + +TEMPLATE: your father/drive (a car, a bus, a truck) +RESPONSE: Can your father drive a truck? No, he can't. No, he can't drive a truck. + +TEMPLATE: your teacher/speak (English, French, Arabic) well +RESPONSE: Can your teacher speak Arabic well? Yes, she can. Yes, she can speak Arabic well. + +TEMPLATE: you/fly an airplane +RESPONSE: Can you fly an airplane? No, I can't. No, I can't fly an airplane. + +# Source: LLA 3C Figure 6 (Part 1) — Jim's languages paragraph $DIALOGUE Jim's Languages -INTRO: Here's Jim, who's quite the linguist. Just listen. +INTRO: Jim is quite the linguist. Listen to what he can and can't do. INSTRUCTION: Listen to the paragraph. LINE: Jim can speak English and German very well. {bk04-l3c-f6-p1-01.mp3} @@ -962,9 +996,9 @@ LINE: He can speak Japanese, too. {bk04-l3c-f6-p1-02.mp3} LINE: He can read and write English and German well. {bk04-l3c-f6-p1-03.mp3} LINE: He can't write or read Japanese very well. {bk04-l3c-f6-p1-04.mp3} -# Source: LLA 3C Figure 6 (Part 2) +# Source: LLA 3C Figure 6 (Part 2) — Q&A on Jim $PRODUCE Jim's Languages — Answer the Questions -INTRO: Answer about Jim aloud, then repeat the correct answer. +INTRO: Answer about Jim using "can" and "can't". Say your answer, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -985,9 +1019,9 @@ RESPONSE: No, he can't write Japanese. {bk04-l3c-f6-04-a.mp3} PROMPT: Can he read it very well? {bk04-l3c-f6-05-q.mp3} RESPONSE: No, he can't read it very well. {bk04-l3c-f6-05-a.mp3} -# Source: ST §They Can Speak Two or Three Languages -$DIALOGUE The Class Speaks Many Languages -INTRO: Jim's not alone — the whole class is multilingual. Read along. +# Source: ST §They Can Speak Two or Three Languages — paragraph +$DIALOGUE The Students' Languages +INTRO: Everyone in this class is multilingual. Read about who speaks what. INSTRUCTION: Read the paragraph. LINE: All the students in my class know two, three, or four languages. @@ -997,14 +1031,13 @@ LINE: Lt Fofana speaks French, Spanish, English, and Wolof. LINE: Maj Kim speaks Korean, Japanese, and English. LINE: Capt Rossi speaks French, Italian, and English. -# Source: ST §Ask Questions with Can -$PRODUCE Write Questions with Can -INTRO: Based on the class, write the "who" or "what" question that each answer replies to. -INSTRUCTION: Type the "who" or "what" question with "can" for each answer. +# Source: ST §Ask Questions with Can — write who/what questions for answers +$PRODUCE Write "Who" and "What" Questions +INTRO: Here are some answers about the class. Type the "who" or "what can" question that fits each one. +INSTRUCTION: Type the question that fits the answer shown. INPUT: type CHECK: llm -SHOW_PROMPT -RUBRIC: The learner must type the correct "who" or "what" question that elicits the provided answer sentence. +RUBRIC: The learner must type a correct "who" or "what" question with "can" that elicits the provided answer sentence. EXAMPLE TEMPLATE: ____ Sgt Gamdi can speak Arabic. @@ -1038,9 +1071,9 @@ RESPONSE: Who can speak French? TEMPLATE: ____ She can speak French, Italian, and English. RESPONSE: What languages can Capt Rossi speak? -# Source: ST §Can You Speak French? +# Source: ST §Can You Speak French? — dialog $DIALOGUE Can You Speak French? {st-page_075_001.jpg} -INTRO: Donald introduces his French friend Jacques to Robert — but which language do they share? Listen and read. +INTRO: Donald introduces his French friend Jacques to Robert — and they hunt for a shared language. Listen and read. INSTRUCTION: Listen and read the dialog. Donald: Hi, Robert. This is my new friend Jacques. @@ -1051,10 +1084,10 @@ Donald: Well, can you speak Spanish? Robert: Yes, I can. Donald: Good, Jacques can speak Spanish, too. -# Source: ST §Can You Cook Well? -$PRODUCE Can You ...? — About Yourself -INTRO: Now make it personal. Use each cue to ask a "can" question and answer it short and long. -INSTRUCTION: Ask a question from the cue word, then answer it short and long. +# Source: ST §Can You Cook Well? — yes/no questions + short & long answers +$PRODUCE Can You Cook Well? +INTRO: Use each verb to ask a "can" question, then answer it short and long. Say it aloud. +INSTRUCTION: Ask a question with the cue verb, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT @@ -1095,13 +1128,13 @@ RESPONSE: Can you learn English quickly? Yes, I can. Yes, I can learn English qu PROMPT: memorize RESPONSE: Can you memorize new words? Yes, I can. Yes, I can memorize new words. -# ============================================================ -$LESSON 3-5: Reading, Stories, and Dictation -# ============================================================ +# ===================================================================== +$LESSON 3-5: Reading and Dictation +# ===================================================================== -# Source: LLA 3C Figure 7 (Part 1) -$DIALOGUE Ken's Day at the Base -INTRO: A short reading about Ken's daily routine on the base. Just listen. +# Source: LLA 3C Figure 7 (Part 1) — Ken paragraph +$DIALOGUE Ken's Workday +INTRO: Here's Ken's daily routine at the Air Force base. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Ken drives to the base and goes to his office early. {bk04-l3c-f7-p1-01.mp3} @@ -1110,9 +1143,9 @@ LINE: At seven o'clock, he always sits down at his desk and begins work. {bk04-l LINE: After work, he sometimes goes to the BX or the commissary. {bk04-l3c-f7-p1-04.mp3} LINE: He leaves the base at five or five-thirty every afternoon. {bk04-l3c-f7-p1-05.mp3} -# Source: LLA 3C Figure 7 (Part 2) +# Source: LLA 3C Figure 7 (Part 2) — true statement about Ken $SELECT Ken — The True Statement -INTRO: Which statement about Ken is true? Read the options and tap one. +INTRO: Which statement about Ken is true? Tap it. INSTRUCTION: Tap the true statement. TEMPLATE: Which statement is true? @@ -1122,9 +1155,9 @@ OPTION: c | Ken works at an Air Force base. {bk04-l3c-f7-p1-ans.mp3} OPTION: d | Ken takes German lessons downtown. ANSWER: c -# Source: LLA 3C Figure 7 (Part 3) +# Source: LLA 3C Figure 7 (Part 3) — Anna paragraph $DIALOGUE Anna Cooks Dinner -INTRO: Another short reading — Anna shops and cooks for her family. Just listen. +INTRO: Anna wanted to make a good dinner yesterday. Listen to what she did. INSTRUCTION: Listen to the paragraph. LINE: Anna wanted to cook a good dinner yesterday. {bk04-l3c-f7-p2-01.mp3} @@ -1135,9 +1168,9 @@ LINE: She went to the commissary in the morning and bought beef and chicken. {bk LINE: In the evening, she cooked a big dinner for her family. {bk04-l3c-f7-p2-06.mp3} LINE: They liked it very much. {bk04-l3c-f7-p2-07.mp3} -# Source: LLA 3C Figure 7 (Part 4) +# Source: LLA 3C Figure 7 (Part 4) — true statement about Anna $SELECT Anna — The True Statement -INTRO: Now the true statement about Anna. Read the options and tap one. +INTRO: Which statement about Anna is true? Tap it. INSTRUCTION: Tap the true statement. TEMPLATE: Which statement is true? @@ -1147,53 +1180,47 @@ OPTION: c | Anna's family eats chicken and rice on Mondays. OPTION: d | Anna's family ate dinner in a restaurant. ANSWER: b -# Source: LLA 3C Figure 8 -$PRODUCE Dictation — A Day Downtown -INTRO: Dictation time. Listen carefully and type exactly what you hear. +# Source: LLA 3C Figure 8 — dictation +$PRODUCE Dictation: A Day Off +INTRO: Time for dictation. Listen carefully and type each sentence exactly as you hear it. INSTRUCTION: Type the sentence you hear. INPUT: type CHECK: exact PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} - -PROMPT: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} - -PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} +RESPONSE: Four students left the base last Saturday morning. {bk04-l3c-f8-01.mp3} PROMPT: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} +RESPONSE: They took the bus downtown and were there all day. {bk04-l3c-f8-02.mp3} PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} - -PROMPT: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} - -PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} +RESPONSE: The students had lunch at a new restaurant. {bk04-l3c-f8-03.mp3} PROMPT: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} +RESPONSE: They saw a good show and ate dinner. {bk04-l3c-f8-04.mp3} PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} +RESPONSE: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} -PROMPT: At midnight, they took a taxi to the base. {bk04-l3c-f8-05.mp3} +# ===================================================================== +$LESSON 3-6: Must, Must Not, and the Modal Toolkit +# ===================================================================== -# ============================================================ -$LESSON 3-6: Must — Necessity and Prohibition -# ============================================================ +# Source: ST §Grammar: Must +$GRAMMAR Must — Talking About Necessity +INTRO: When something is necessary — no choice about it — we reach for "must". -# Source: ST §Grammar Must -$GRAMMAR Must — Necessity -INTRO: When something is necessary — you have no choice — English uses must. +We use **{must}** for something that is *necessary*. -**{Must} expresses something that is necessary.** Like {can}, it never changes form and the verb after it stays in the base form: {I must study}, {he must wear}, {they must report}. +*I have a test tomorrow. I {must study} tonight.* -*I have a test tomorrow.* → *I **must study** tonight.* +Like *can*, **must** never changes form and the next verb stays plain: -| | | -|---|---| -| **STATEMENT:** | I have a test tomorrow. **I must study tonight.** | -| | He's in the military. **He must wear his uniform.** | +*He's in the military. He {must wear} his uniform.* -# Source: ST §You Must Salute an Officer +# Source: ST §You Must Salute an Officer — must examples $DIALOGUE You Must Salute an Officer -INTRO: A list of things you must do in the military. Listen and repeat. +INTRO: Here are the rules of military life — things you must do. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT @@ -1204,10 +1231,10 @@ 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? +# Source: ST §What Must You Do? — situational must answers $PRODUCE What Must You Do? -INTRO: Remember: must + base verb. Answer each situation aloud using "must" and the cue word. -INSTRUCTION: Answer the questions using "must". +INTRO: Remember: must + the plain verb. Read each situation and answer with "must" and the cue word. Say it aloud. +INSTRUCTION: Answer with "must" and the cue word. Say it aloud. INPUT: speak CHECK: llm SHOW_PROMPT @@ -1235,21 +1262,19 @@ RESPONSE: I must salute the major. PROMPT: You have to study English today. Where must you go? (classroom) RESPONSE: I must go to the classroom. -# Source: ST §Grammar Must Not -$GRAMMAR Must Not — Prohibition -INTRO: Add "not" to must and the meaning flips hard — from necessary to forbidden. +# Source: ST §Grammar: Must Not +$GRAMMAR Must Not — Talking About Prohibition +INTRO: "Must not" is the strong one — it means don't do this, ever. -**{Must not} expresses prohibition — it means DON'T DO THIS!** +**{Must not}** expresses *prohibition*. It's a strong "do NOT do this." -*You **must not** eat in the classroom.* (Don't eat in the classroom!) +*You {must not eat} in the classroom.* (Don't eat in the classroom!) -*We **must not** open that door.* (It says, "Do not open the door.") +*We {must not open} that door.* (It says, "Do not open the door.") -Careful: {must not} is not the opposite of {must}. *Must not* means it's forbidden — not simply "you don't have to." - -# Source: ST §You Must Not Smoke in the Classroom. +# Source: ST §You Must Not Smoke in the Classroom. — must not examples $DIALOGUE You Must Not Smoke in the Classroom -INTRO: Now the rules you must NOT break. Listen and repeat. +INTRO: Now the things you must NOT do. Each one comes with its plain "don't" version. Listen and repeat. INSTRUCTION: Listen and repeat the sentences. REPEAT @@ -1260,10 +1285,10 @@ LINE: You must not write on your desk. Don't write on your desk. {st-page_080_00 LINE: You must not eat or drink in class. Don't eat or drink in class. {st-page_081_001.jpg} LINE: You must not wear a hat in the building. Don't wear a hat in the building. {st-page_081_002.jpg} -# Source: ST §You Must Not Smoke in the Lab. +# Source: ST §You Must Not Smoke in the Lab. — must / must not from cue $PRODUCE Must or Must Not? -INTRO: Decide whether each cue is a duty or a forbidden thing, and say it with "must" or "must not". -INSTRUCTION: Make a statement with "must" or "must not" based on the cue. +INTRO: Decide whether each thing is required or forbidden, and make a sentence with "must" or "must not". Say it aloud. +INSTRUCTION: Make a "must" or "must not" statement from the cue. Say it aloud. INPUT: speak CHECK: reveal SHOW_PROMPT @@ -1306,9 +1331,9 @@ RESPONSE: You must salute officers. PROMPT: sleep in the lab RESPONSE: You must not sleep in the lab. -# Source: LLA 3D Figure 8 -$DIALOGUE Must and Must Not — A New Student -INTRO: A new sergeant asks what he must and must not do on his first day. Listen and repeat each line. +# Source: LLA 3D Figure 8 — must / must not dialogue +$DIALOGUE Must and Must Not +INTRO: A new student asks what he has to do. Listen for "must" and "must not", then repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -1327,9 +1352,9 @@ Sgt_Ward: No, you must not wear civilian clothes. {bk04-l3d-f8-08.mp3} Sgt_Cole: Can I smoke in this building? {bk04-l3d-f8-09.mp3} Sgt_Ward: No, you must not smoke in here. {bk04-l3d-f8-10.mp3} -# Source: LLA 3D Figure 9 -$PRODUCE Can't → Must -INTRO: Each sentence says what you can't do; turn it into what you must do instead, using the cue word. Then repeat. +# Source: LLA 3D Figure 9 — can't → must transformation +$PRODUCE Change "Can't" to "Must" +INTRO: Each sentence says what you can't do; turn it into what you must do with the cue word. Then repeat. INSTRUCTION: Change the sentence using "must". INPUT: speak CHECK: reveal @@ -1357,9 +1382,9 @@ RESPONSE: Students must come to class on time. {bk04-l3d-f9-05-a.mp3} PROMPT: You can't mark the answer sheet with a pen. Pencil. {bk04-l3d-f9-06-q.mp3} RESPONSE: You must mark the answer sheet with a pencil. {bk04-l3d-f9-06-a.mp3} -# Source: LLA 3D Figure 7 +# Source: LLA 3D Figure 7 — military time dictation $PRODUCE Write the Military Times -INTRO: Listen to each line and type the military time in digits. +INTRO: Listen to each line and type the military time in digits — four numbers, like 0730. INSTRUCTION: Type the military time in digits. INPUT: type CHECK: exact @@ -1384,28 +1409,23 @@ PROMPT: No, we go at thirteen hundred. {bk04-l3d-f7-05b.mp3} TEMPLATE: 5. ____ hours RESPONSE: 1300 -# ============================================================ +# ===================================================================== $LESSON 3-7: May and Can — Permission -# ============================================================ +# ===================================================================== -# Source: ST §Grammar May / Can -$GRAMMAR May and Can — Permission -INTRO: To ask permission politely — or to grant it — English gives you two words: may and can. +# Source: ST §Grammar: May / Can +$GRAMMAR May and Can — Asking Permission +INTRO: Now for being polite — asking if you're allowed to do something. -**{May} and {can} both express permission.** {May} is a touch more formal; {can} is everyday. Both keep the base verb after them. +Both **{may}** and **{can}** can ask for *permission*. **May** is a touch more formal; **can** is more everyday. -To say no, the answers split: {No, you may not} for *may*, and {No, you can't} for *can*. +*Children, you {may have} some fruit after dinner.* / *You {can leave} early today.* -| | | -|---|---| -| **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**. | +To ask, put the modal first: *{May I sit here?}* — *Yes, you {may}. No, you {may not}.* With "can": *{Can I write in my book?}* — *Yes, you {can}. No, you {can't}.* -# Source: LLA 3D Figure 1 +# Source: LLA 3D Figure 1 — Can I ...? dialogue $DIALOGUE Can I Come In? -INTRO: Lieutenant Martin asks his Major for a few favors, using "can". Listen and repeat each line. +INTRO: Lieutenant Martin asks his major for some permissions. Listen, then repeat each line. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -1424,9 +1444,9 @@ Maj_Mills: You can go at 3:00. {bk04-l3d-f1-08.mp3} Lt_Martin: All right, sir. Thank you. {bk04-l3d-f1-09.mp3} Maj_Mills: That's OK. You can come early tomorrow. {bk04-l3d-f1-10.mp3} -# Source: LLA 3D Figure 2 +# Source: LLA 3D Figure 2 — same dialogue with "may" $DIALOGUE May I Come In? -INTRO: The very same conversation, now with the more formal "may". Listen and repeat. +INTRO: Here's the very same conversation, but more formal — "may" instead of "can". Listen and repeat. INSTRUCTION: Listen and repeat the dialogue. REPEAT @@ -1445,9 +1465,9 @@ Maj_Mills: You may go at 3:00. {bk04-l3d-f2-08.mp3} Lt_Martin: All right, sir. Thank you. {bk04-l3d-f2-09.mp3} Maj_Mills: That's OK. You may come early tomorrow. {bk04-l3d-f2-10.mp3} -# Source: ST §May I Have a Snack? +# Source: ST §May I Have a Snack? — dialog $DIALOGUE May I Have a Snack? -INTRO: A hungry little girl tests her luck before dinner. Listen and repeat. +INTRO: A hungry little girl tries her luck with her mother before dinner. Listen and repeat. INSTRUCTION: Listen and repeat the dialog. REPEAT @@ -1456,19 +1476,9 @@ Mother: Yes, you may. You may have this apple. {st-page_083_002.jpg} Little_girl: Mother, I'm hungry again. May I have a pear? {st-page_083_003.jpg} Mother: No, you may not. We eat dinner in 15 minutes. {st-page_083_004.jpg} -# Source: ST §Can I Have a Snack? -$DIALOGUE Can I Have a Snack? -INTRO: The same little scene, this time with "can". Read along. -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 §See It and Say It +# Source: ST §See It and Say It — short permission exchanges $DIALOGUE See It and Say It -INTRO: A handful of quick permission exchanges. Read each one aloud. +INTRO: A handful of quick permission exchanges. Read each one. INSTRUCTION: Read the lines. Student: Can I leave early today? @@ -1486,9 +1496,43 @@ Bill: Yes, you may. Student: May I please leave? Teacher: No, you may not. -# Source: LLA 3D Figure 4 -$PRODUCE Ask Permission with Can or May -INTRO: Someone wants to do something — turn it into a permission question using the cue word. Then repeat. +# Source: LLA 3D Figure 3 — negative permission transformation (can't / may not) +$PRODUCE Make It Negative — Can't / May Not +INTRO: Listen to the sentence and a new word. Make it negative with that word, then repeat the model. +INSTRUCTION: Change the sentence to a negative using the cue word. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3} +RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3} + +EXAMPLE +PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3} +RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} + +PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3} +RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3} + +PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3} +RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3} + +PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3} +RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3} + +PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3} +RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3} + +PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3} +RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} + +PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} +RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} + +# Source: LLA 3D Figure 4 — ask a permission question with can/may +$PRODUCE Ask a Permission Question +INTRO: Listen to what someone wants to do, plus "can" or "may". Turn it into a question, then repeat. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal @@ -1526,43 +1570,9 @@ RESPONSE: Can we go to lunch early? {bk04-l3d-f4-07-a.mp3} PROMPT: We want to look at our tests. May. {bk04-l3d-f4-08-q.mp3} RESPONSE: May we look at our tests? {bk04-l3d-f4-08-a.mp3} -# Source: LLA 3D Figure 3 -$PRODUCE Refuse Permission — Can't / May Not -INTRO: Now answer with a refusal: change each statement to the negative using the cue word. Then repeat. -INSTRUCTION: Change the sentence to a negative sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: You can open the door. window {bk04-l3d-f3-ex1-q.mp3} -RESPONSE: You can't open the window. {bk04-l3d-f3-ex1-a.mp3} - -EXAMPLE -PROMPT: You may look at my book. test {bk04-l3d-f3-ex2-q.mp3} -RESPONSE: You may not look at my test. {bk04-l3d-f3-ex2-a.mp3} - -PROMPT: You can leave at two o'clock. noon {bk04-l3d-f3-01-q.mp3} -RESPONSE: You can't leave at noon. {bk04-l3d-f3-01-a.mp3} - -PROMPT: You may sit in this chair. that {bk04-l3d-f3-02-q.mp3} -RESPONSE: You may not sit in that chair. {bk04-l3d-f3-02-a.mp3} - -PROMPT: They may talk to the Major now. Colonel {bk04-l3d-f3-03-q.mp3} -RESPONSE: They may not talk to the Colonel now. {bk04-l3d-f3-03-a.mp3} - -PROMPT: You can take a break this morning. afternoon {bk04-l3d-f3-04-q.mp3} -RESPONSE: You can't take a break this afternoon. {bk04-l3d-f3-04-a.mp3} - -PROMPT: The children may watch TV before dinner. after {bk04-l3d-f3-05-q.mp3} -RESPONSE: The children may not watch TV after dinner. {bk04-l3d-f3-05-a.mp3} - -PROMPT: You can eat breakfast in the dining hall. classroom {bk04-l3d-f3-06-q.mp3} -RESPONSE: You cannot eat breakfast in the classroom. {bk04-l3d-f3-06-a.mp3} - -# Source: LLA 3D Figure 5 (rules) +# Source: LLA 3D Figure 5 — classroom rules dialogue $DIALOGUE Mrs. Wilson's Classroom Rules -INTRO: Mrs. Wilson lays down the rules for her young students. Just listen. +INTRO: Mrs. Wilson lays down the rules for her young students. Listen. INSTRUCTION: Listen to the rules. LINE: Mrs. Wilson is a teacher. {bk04-l3d-f5-00a.mp3} @@ -1574,9 +1584,9 @@ LINE: You can't eat lunch in the classroom. {bk04-l3d-f5-00f.mp3} LINE: You may play games outside. {bk04-l3d-f5-00g.mp3} LINE: You may not play games in the classroom. {bk04-l3d-f5-00h.mp3} -# Source: LLA 3D Figure 5 (questions) +# Source: LLA 3D Figure 5 (Q&A) — short answers about the rules $PRODUCE Mrs. Wilson's Rules — Answer the Questions -INTRO: Answer about the rules with a short answer, then repeat the correct one. +INTRO: Answer about the rules with short answers, then repeat the model. INSTRUCTION: Answer aloud with a short sentence. INPUT: speak CHECK: reveal @@ -1600,9 +1610,9 @@ RESPONSE: Yes, they may. {bk04-l3d-f5-05-a.mp3} PROMPT: May they play games in the classroom? {bk04-l3d-f5-06-q.mp3} RESPONSE: No, they may not. {bk04-l3d-f5-06-a.mp3} -# Source: LLA 3D Figure 6 +# Source: LLA 3D Figure 6 — ask a WH-question with a modal $PRODUCE Ask a WH-Question with a Modal -INTRO: Listen to a sentence and a question word; ask a question about it using that word. Then repeat. +INTRO: Listen to a sentence and a question word. Ask a question with that word and the modal, then repeat. INSTRUCTION: Ask a question using the cue word. INPUT: speak CHECK: reveal @@ -1627,10 +1637,10 @@ RESPONSE: What can the airmen watch? {bk04-l3d-f6-04-a.mp3} PROMPT: Mrs. Nelson's students may take a break. Whose {bk04-l3d-f6-05-q.mp3} RESPONSE: Whose students may take a break? {bk04-l3d-f6-05-a.mp3} -# Source: ST §May I Go Outside? -$PRODUCE Asking Permission — About Yourself -INTRO: Now you ask. Use each cue to form a permission question with "can" or "may", then answer short and long. -INSTRUCTION: Ask a permission question from the cue, then answer it short and long. +# Source: ST §May I Go Outside? — permission questions + short & long answers +$PRODUCE Ask for Permission +INTRO: Use each cue to ask for permission with "can" or "may", then answer short and long. Say it aloud. +INSTRUCTION: Ask a permission question from the cue, then give a short and a long answer. INPUT: speak CHECK: llm SHOW_PROMPT @@ -1674,13 +1684,13 @@ RESPONSE: May I listen to tapes? Yes, you may. Yes, you may listen to tapes. PROMPT: see your I.D. card RESPONSE: Can I see your I.D. card? Yes, you can. Yes, you can see my I.D. card. -# ============================================================ -$LESSON 3-8: Punctuation and Sentences -# ============================================================ +# ===================================================================== +$LESSON 3-8: Punctuation +# ===================================================================== -# Source: ST §Punctuation and Sentences -$DIALOGUE Punctuation and Sentences -INTRO: A short vocabulary set for writing — the names of the marks and parts you'll use. Listen and repeat. +# Source: ST §Punctuation and Sentences — vocabulary in sentences +$DIALOGUE Punctuation Words +INTRO: A few words for writing — sentences, paragraphs, and the little marks that hold them together. Listen and repeat. INSTRUCTION: Listen and repeat the words and sentences. REPEAT @@ -1705,16 +1715,16 @@ LINE: Put an apostrophe in a contraction. VOCAB: indent LINE: Indent the first word of a paragraph. -# Source: ST §Grammar Punctuation / Capitalization -$GRAMMAR Punctuation and Paragraphs -INTRO: Let's name the small marks that make writing readable. +# Source: ST §Grammar: Punctuation / Capitalization +$GRAMMAR Paragraphs and Punctuation +INTRO: Let's look at how sentences come together into a paragraph — and the marks that go with them. -A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. {Periods}, {question marks}, and {apostrophes} are punctuation marks. +A paragraph is a group of sentences. All the sentences in a paragraph tell about one thing. The first word of the paragraph begins 5 spaces from the left margin. This is **indenting**. Some words have capital letters, and the sentences have punctuation. Periods, question marks, and apostrophes are punctuation marks. # Source: ST §Is This a Sentence or a Paragraph? -$SELECT Sentence, Paragraph, or Punctuation? -INTRO: Look at each example and tap what it is — a sentence, a paragraph, or a punctuation mark. -INSTRUCTION: Look at each example and tap the correct answer. +$SELECT Sentence or Paragraph? +INTRO: Look at each piece of text and tap what it is — a sentence, a paragraph, or a punctuation mark. +INSTRUCTION: Tap the correct answer for each one. TEMPLATE: Jacques is from France. OPTION: a | a paragraph @@ -1751,9 +1761,14 @@ OPTION: c | a question mark OPTION: d | a sentence ANSWER: b -TEMPLATE: The space before the first word of a paragraph +TEMPLATE: the space before the first word of a paragraph OPTION: a | indenting OPTION: b | reading OPTION: c | a question OPTION: d | an apostrophe ANSWER: a + +# SKIPPED (book): ST Listening Skills (SAME/DIFFERENT, BOAT/BOUGHT, LISTEN AND CIRCLE) and +# Writing Skill DICTATION — instructor-read with no recorded stimulus. Convertible later with TTS. +# SKIPPED (book): ST Reading Skill "Alphabetical order" — visual sorting, no audio. +# SKIPPED (book): ST/LLA Writing "WRITE THE PARAGRAPH" (LLA 3D Fig 10) — composition/punctuation editing, deferred. diff --git a/book-4-lesson-3/st-page_065_003.jpg b/book-4-lesson-3/st-page_065_003.jpg new file mode 100644 index 0000000..119b1e2 Binary files /dev/null and b/book-4-lesson-3/st-page_065_003.jpg differ diff --git a/book-4-lesson-3/st-page_065_004.jpg b/book-4-lesson-3/st-page_065_004.jpg new file mode 100644 index 0000000..b54d91c Binary files /dev/null and b/book-4-lesson-3/st-page_065_004.jpg differ diff --git a/book-4-lesson-4.module b/book-4-lesson-4.module index 5d9e33f..85283cc 100644 --- a/book-4-lesson-4.module +++ b/book-4-lesson-4.module @@ -1,7 +1,7 @@ $MODULE Book 4 · Lesson 4: Seasons, Colors, and Shopping {st-page_092_001.jpg} FORMAT: 2 -DIOCO_DOC_ID: book-4-lesson-4 -DESCRIPTION: Asking "what" questions, colors, the four seasons, days of the week, shopping and prices, and demonstratives (this/that/these/those). +DIOCO_DOC_ID: alc_english_book4_lesson4 +DESCRIPTION: "What" questions, colors, the seasons and days, demonstratives, asking prices, and shopping for clothes — with music and shopping vocabulary. TARGET_LANG_G: en HOME_LANG_G: en VOICE_DEFAULT: aoede | Clear, friendly American English narrator @@ -19,6 +19,7 @@ VOICE: David | achird | Male customer VOICE: Jack | achernar | Male student VOICE: Mike | schedar | Male student VOICE: Frank | gacrux | Male student +VOICE: Narrator | aoede | Warm storyteller voice VOICE: Tom | achernar | Male student VOICE: Ken | achird | Male student @@ -28,7 +29,7 @@ $LESSON 4-1: Asking Questions with "What" # Source: LLA 4A Figure 1 $DIALOGUE Statements and "What" Questions -INTRO: Every "what" question follows a hint. Listen to each statement, then hear the question it sets up — and say it back. +INTRO: We start with a small but useful word: "what". Listen to each statement, then the question that follows it, and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -48,9 +49,9 @@ 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: ST §Grammar "What" Questions — What Suit Did He Wear Yesterday? +# Source: ST §What Suit Did He Wear Yesterday? $DIALOGUE More "What" Questions -INTRO: Here's a row of "what" questions about the past. Notice the pattern: What + thing + did + base verb. +INTRO: Here are more "what" questions, this time all looking back at the past. Notice how the helping word "did" does the time-travel for you. INSTRUCTION: Listen and repeat. REPEAT @@ -65,7 +66,7 @@ LINE: What car did you drive yesterday? # Source: LLA 4A Figure 2 $PRODUCE Answer the "What" Questions -INTRO: You'll hear a question and a short hint. Answer with a full sentence — then say the model back. +INTRO: Now you answer. You'll hear the question and a short cue, then say the full answer out loud — and repeat the model after. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -95,8 +96,8 @@ PROMPT: What languages does the sergeant speak? — Spanish and English. {bk04-l RESPONSE: The sergeant speaks Spanish and English. {bk04-l4a-f2-06-a.mp3} # Source: LLA 4A Figure 3 -$PRODUCE Ask About the Action -INTRO: Read each statement, then ask a question about the underlined word — about what's happening right now. +$PRODUCE Ask a Question About the Action +INTRO: Time to ask, not answer. You'll hear a statement; ask a "what" question about the underlined word — the one that's the focus. INSTRUCTION: Ask a question about the underlined word. INPUT: speak CHECK: reveal @@ -127,7 +128,7 @@ RESPONSE: What movie do you want to see? {bk04-l4a-f3-06-a.mp3} # Source: LLA 4A Figure 4 $PRODUCE Ask "What ... Is It?" -INTRO: Same idea, new shape. This time ask a short follow-up — "What ___ is it?" or "What ___ are they?" +INTRO: Same game, shorter question. This time ask the simple "What ... is it?" form about the underlined word. INSTRUCTION: Ask a question about the underlined word. INPUT: speak CHECK: reveal @@ -156,10 +157,10 @@ RESPONSE: What questions were they? {bk04-l4a-f4-05-a.mp3} PROMPT: Lisa plays three sports very well. {bk04-l4a-f4-06-q.mp3} RESPONSE: What sports are they? {bk04-l4a-f4-06-a.mp3} -# Source: ST §Grammar "What" Questions — What Book Did You Study? (open production) +# Source: ST §What Book Did You Study? $PRODUCE Ask and Answer with "What" -INTRO: Your turn to drive both halves. From each cue word, ask a "what" question about the past and give a sensible answer. -INSTRUCTION: Ask and answer a question with "what" using each word. +INTRO: Now make a whole exchange. Given a word, ask a "what" question about it and give a sensible past-tense answer — both halves, out loud. +INSTRUCTION: Ask and answer a question using "what" and the cue word. INPUT: speak CHECK: llm SHOW_PROMPT @@ -188,12 +189,12 @@ PROMPT: bus RESPONSE: What bus did she take? She took the city bus. # ===================================================================== -$LESSON 4-2: Colors +$LESSON 4-2: Colors and Sounds # ===================================================================== # Source: LLA 4A Figure 5 (Part 1) $DIALOGUE Colors -INTRO: Time to add some color. Listen to each color and a sentence that shows where you'd see it, then repeat. +INTRO: Let's add some color. Here are eight colors, each with a sentence to make it stick. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -231,7 +232,7 @@ LINE: Jim wears brown shoes. {page_068_008.jpg} {bk04-l4a-f5-08b.mp3} # Source: LLA 4A Figure 5 (Part 2) $PRODUCE Name the Color -INTRO: You'll see a color swatch and hear a question. Say the color in a full sentence, then repeat the model. +INTRO: Look at the color shown, hear the question, and say which color it is — full sentence, please. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -263,7 +264,7 @@ RESPONSE: It's pink. {bk04-l4a-f5-16-a.mp3} # Source: LLA 4A Figure 6 (Part 1) $DIALOGUE The Rainbow -INTRO: Tommy and his dad spot a rainbow. Listen for the colors they find in it — and the one they don't. +INTRO: Tommy and his dad spot a rainbow. Listen to what colors they can — and can't — find in it. INSTRUCTION: Listen to the dialogue. VOCAB: rainbow @@ -277,8 +278,8 @@ Mr_Hall: Can you see brown in the rainbow? {page_069_001.jpg} {bk04-l4a-f6-07.mp Tommy: Brown? No, I don't see brown there. {page_069_001.jpg} {bk04-l4a-f6-08.mp3} # Source: LLA 4A Figure 6 (Part 2) -$PRODUCE The Rainbow: Answer the Questions -INTRO: Now answer about Tommy and his rainbow, then repeat the model answer. +$PRODUCE Answer About the Rainbow +INTRO: Now answer about Tommy's rainbow aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -296,9 +297,22 @@ RESPONSE: Yes, he sees orange, green, and purple, too. {bk04-l4a-f6-11-a.mp3} PROMPT: Can Tommy see brown in the rainbow? {page_069_001.jpg} {bk04-l4a-f6-12-q.mp3} RESPONSE: No, he can't see brown in the rainbow. {bk04-l4a-f6-12-a.mp3} +# Source: ST §What Color Is Your Car? +$DIALOGUE What Color Is Your Car? +INTRO: David bought a car. Listen to find out which color won — and which one Sara was hoping for. +INSTRUCTION: Listen and repeat. +REPEAT + +Jack: Did you buy a new car? +David: Yes, Sara and I looked at the cars on the weekend. We saw a black car and a white car. {st-page_096_001.jpg} +Jack: Did you see the pink cars? {st-page_096_003.jpg} +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} + # Source: LLA 4A Figure 7 (Part 1) $DIALOGUE An Old Movie -INTRO: Jay thinks Ray is watching an old movie. Listen — black and white isn't always old! +INTRO: Jay thinks Ray is watching an old movie. Listen to find out why everything looks black and white. INSTRUCTION: Listen to the dialogue. VOCAB: black @@ -313,8 +327,8 @@ Jay: Who is the bad man? {page_070_001.jpg} {bk04-l4a-f7-07.mp3} Ray: The one in the black hat. {page_070_001.jpg} {bk04-l4a-f7-08.mp3} # Source: LLA 4A Figure 7 (Part 2) -$PRODUCE An Old Movie: Answer the Questions -INTRO: Answer the two questions about Jay and Ray's show, then repeat the model answer. +$PRODUCE Answer About the Movie +INTRO: Answer about Jay and Ray's black-and-white show aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -327,8 +341,8 @@ PROMPT: What color is the bad man's hat? {page_070_001.jpg} {bk04-l4a-f7-10-q.mp RESPONSE: The bad man's hat is black. {bk04-l4a-f7-10-a.mp3} # Source: LLA 4A Figure 8 -$SELECT Same or Different: /d/ vs /ð/ -INTRO: A sound break. These words start with /d/ as in "day" or /ð/ as in "they". Decide if the two words start the same way. +$SELECT The /d/ and /ð/ Sounds — Same or Different? +INTRO: Time for a sound break. "Day" and "they" start differently — one with /d/, one with /th/. Listen to each pair and decide if the starting sounds are the same or different. INSTRUCTION: Tap Same or Different. OPTION: s | Same OPTION: d | Different @@ -367,10 +381,10 @@ ANSWER: s PROMPT: breathe, breed {bk04-l4a-f8-10.mp3} ANSWER: d -# Source: ST §Colors — Speaking Skill: THEN / DEN -$DIALOGUE Read Aloud: THEN / DEN -INTRO: Now say these /ð/–/d/ pairs out loud. Feel your tongue: soft and buzzing for "they", a tap for "day". -INSTRUCTION: Read the words. +# Source: ST §Speaking Skill: THEN / DEN +$DIALOGUE Practice: /ð/ vs. /d/ +INTRO: Here are those tricky pairs to say yourself. The first word in each pair has the soft /th/; the second starts with a hard /d/. +INSTRUCTION: Read the word pairs aloud. LINE: they — day LINE: lathe — laid @@ -379,29 +393,17 @@ LINE: loathe — load LINE: then — den LINE: breathe — breed LINE: though — dough +LINE: bathe — bayed LINE: than — Dan LINE: seethe — seed -# Source: ST §Colors — What Color Is Your Car? -$DIALOGUE What Color Is Your Car? -INTRO: David and Sara went car shopping. Listen for the colors they saw — and the one they finally bought. -INSTRUCTION: Listen and repeat the dialog. -REPEAT - -Jack: Did you buy a new car? -David: Yes, Sara and I looked at the cars on the weekend. We saw a black car and a white car. {st-page_096_001.jpg} -Jack: Did you see the pink cars? {st-page_096_003.jpg} -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} - # ===================================================================== $LESSON 4-3: The Seasons, Months, and Days # ===================================================================== # Source: LLA 4D Figure 1 -$DIALOGUE The Seasons {page_084_001.jpg} -INTRO: Four seasons, twelve months. Listen to how the year is split up, then repeat each line. +$DIALOGUE The Seasons and Months {page_084_001.jpg} +INTRO: A year has four seasons, and each one owns three months. Listen and repeat as we go around the calendar. INSTRUCTION: Listen and repeat. REPEAT @@ -428,8 +430,8 @@ VOCAB: warm LINE: Spring isn't hot. It's the warm season. {bk04-l4d-f1-07.mp3} # Source: LLA 4D Figure 2 (Part 1) -$DIALOGUE The Four Seasons (Reading) -INTRO: A short reading about what each season is like — the weather, the clothes, the things people do. +$DIALOGUE The Four Seasons — Reading +INTRO: Now a short reading: what we wear and do in each season. Just listen and follow along. INSTRUCTION: Listen to the paragraphs. LINE: The four seasons of the year are different. {bk04-l4d-f2-01a.mp3} @@ -451,8 +453,8 @@ LINE: Children go to school and begin their new classes in September. {bk04-l4d- LINE: We wear sweaters and go to football games in the autumn. {bk04-l4d-f2-04c.mp3} # Source: LLA 4D Figure 2 (Part 2) -$PRODUCE The Four Seasons: Answer the Questions -INTRO: Now answer about the seasons reading. Give a full sentence, then repeat the model. +$PRODUCE Answer About the Seasons +INTRO: Now answer about the seasons reading aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -501,8 +503,8 @@ PROMPT: Do we go to baseball games in the autumn? {bk04-l4d-f2-18-q.mp3} RESPONSE: No, we go to football games in the autumn. {bk04-l4d-f2-18-a.mp3} # Source: LLA 4D Figure 3 -$SELECT Seasons and Months: True or False -INTRO: Quick true-or-false on the seasons and months. Tap your answer, then repeat the correct one. +$SELECT Seasons and Months — True or False? +INTRO: Quick check on what you know about the seasons and months. Tap True or False. INSTRUCTION: Tap True or False. REPEAT OPTION: t | True @@ -548,10 +550,10 @@ PROMPT: April is in the fall. {bk04-l4d-f3-10-q.mp3} OPTION: f | False {bk04-l4d-f3-10-a.mp3} ANSWER: f -# Source: ST §The Seasons — What Season Is It? +# Source: ST §What Season Is It? $PRODUCE What Season Is It? -INTRO: Read each little scene and type the season it describes: spring, summer, fall, or winter. -INSTRUCTION: Type the correct season for the sentence. +INTRO: Read each little scene and type the season it describes — spring, summer, fall, or winter. +INSTRUCTION: Type the correct season. INPUT: type CHECK: exact @@ -581,7 +583,7 @@ ACCEPT: summer # Source: LLA 4D Figure 4 $DIALOGUE Days of the Week -INTRO: "The day after tomorrow" and "the day before yesterday" — two handy phrases. Listen and repeat. +INTRO: Two handy time-words: "the day after tomorrow" and "the day before yesterday." Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -599,7 +601,7 @@ LINE: Sunday was the day before yesterday. {bk04-l4d-f4-02d.mp3} # Source: LLA 4D Figure 5 $PRODUCE Write the Day -INTRO: Listen to the context and the question, then type the day of the week. A little calendar arithmetic! +INTRO: A little calendar math. Listen to the clue and the question, then type the right day of the week. INSTRUCTION: Type the correct day of the week. INPUT: type CHECK: exact @@ -637,12 +639,312 @@ RESPONSE: Tomorrow is Saturday. {bk04-l4d-f5-05-a.mp3} ACCEPT: Saturday # ===================================================================== -$LESSON 4-4: Music, Shopping, and Stores +$LESSON 4-4: Demonstratives — This, That, These, Those # ===================================================================== +# Source: ST §This, That, These, Those (grammar) + LLA 4C lead-in +$GRAMMAR This, That, These, Those +INTRO: Four little pointing words. Two of them point close to you, two of them point away — and each pair has a singular and a plural. + +English has four **pointing words**. Which one you use depends on **how many** things, and **how near** they are. + +| | NEAR | NOT NEAR | +|---|---|---| +| **SINGULAR** | {this} | {that} | +| **PLURAL** | {these} | {those} | + +So one cup in your hand is {this cup}; one across the room is {that cup}. Several in your hand are {these cups}; several across the room are {those cups}. + +The trap: don't let the plural slip. It's {these shoes}, never "this shoes" — if the noun is plural, the pointing word goes plural too. + +# Source: LLA 4C Figure 1 +$DIALOGUE This, That, These, Those — Examples +INTRO: Here are the four words at work in real sentences. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: That coffee is cold. {page_076_001.jpg} {bk04-l4c-f1-01a.mp3} +LINE: This coffee is hot. {page_076_002.jpg} {bk04-l4c-f1-01b.mp3} +LINE: Those gloves are Sarah's. {bk04-l4c-f1-02a.mp3} +LINE: These gloves are Jane's. {bk04-l4c-f1-02b.mp3} +LINE: This hat isn't the Captain's. {bk04-l4c-f1-03a.mp3} +LINE: This hat is the Major's. {bk04-l4c-f1-03b.mp3} +LINE: The teacher asked these questions. {bk04-l4c-f1-04a.mp3} +LINE: The teacher didn't ask those questions. {bk04-l4c-f1-04b.mp3} +LINE: Is that train on time? {bk04-l4c-f1-05a.mp3} +LINE: No, that train is twenty minutes late. {bk04-l4c-f1-05b.mp3} +LINE: Are those students in the military? {bk04-l4c-f1-06a.mp3} +LINE: Yes, those students are army officers. {bk04-l4c-f1-06b.mp3} + +# Source: LLA 4C Figure 2 +$PRODUCE Fill in This, That, These, or Those +INTRO: Tom and Ken are chatting on base. Type the missing pointing word in each line — this, that, these, or those. +INSTRUCTION: Type this, that, these, or those. +INPUT: type +CHECK: exact +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} +ACCEPT: this + +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} +ACCEPT: that + +TEMPLATE: Tom: Is ____ building the BX? + +PROMPT: Is that building the BX? {bk04-l4c-f2-03.mp3} +RESPONSE: Is that building the BX? {bk04-l4c-f2-03.mp3} +ACCEPT: that + +TEMPLATE: Ken: Yes, and ____ one is the new commissary. + +PROMPT: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} +RESPONSE: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} +ACCEPT: this + +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} +ACCEPT: these + +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} +ACCEPT: those + +# Source: ST §I Like These Shirts +$PRODUCE Choose the Demonstrative +INTRO: Pick the right pointing word from the two in parentheses and type it. Watch whether the noun is one thing or many. +INSTRUCTION: Type the correct demonstrative word. +INPUT: type +CHECK: exact + +EXAMPLE +TEMPLATE: ____ pen belongs to John. (this, these) +RESPONSE: This pen belongs to John. +ACCEPT: This | this + +EXAMPLE +TEMPLATE: ____ books belong to his sister. (that, those) +RESPONSE: Those books belong to his sister. +ACCEPT: Those | those + +TEMPLATE: Who lives in ____ house? (that, those) +RESPONSE: Who lives in that house? +ACCEPT: that + +TEMPLATE: I like ____ car. (this, these) +RESPONSE: I like this car. +ACCEPT: this + +TEMPLATE: ____ pens are black. (this, these) +RESPONSE: These pens are black. +ACCEPT: These | these + +TEMPLATE: Put on ____ headset and listen to the tape. (this, these) +RESPONSE: Put on this headset and listen to the tape. +ACCEPT: this + +TEMPLATE: ____ shoes are big. (that, those) +RESPONSE: Those shoes are big. +ACCEPT: Those | those + +TEMPLATE: He bought the shoes at ____ store. (that, those) +RESPONSE: He bought the shoes at that store. +ACCEPT: that + +# Source: LLA 4C Figure 3 +$PRODUCE Change the Sentence +INTRO: Each sentence uses a pointing word like a noun ("This is..."). Move the pointing word in front of the noun instead ("This movie is..."). Say it out loud. +INSTRUCTION: Change the sentence aloud. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +PROMPT: This is an old movie. {bk04-l4c-f3-ex1-q.mp3} +RESPONSE: This movie is old. {bk04-l4c-f3-ex1-a.mp3} + +EXAMPLE +PROMPT: Is that a new dictionary? {bk04-l4c-f3-ex2-q.mp3} +RESPONSE: Is that dictionary new? {bk04-l4c-f3-ex2-a.mp3} + +PROMPT: This is the teacher's pen. {bk04-l4c-f3-01-q.mp3} +RESPONSE: This pen is the teacher's. {bk04-l4c-f3-01-a.mp3} + +PROMPT: Those are Bobby's socks. {bk04-l4c-f3-02-q.mp3} +RESPONSE: Those socks are Bobby's. {bk04-l4c-f3-02-a.mp3} + +PROMPT: That's a new hat. {bk04-l4c-f3-03-q.mp3} +RESPONSE: That hat is new. {bk04-l4c-f3-03-a.mp3} + +PROMPT: These are Lieutenant Miller's boots. {bk04-l4c-f3-04-q.mp3} +RESPONSE: These boots are Lieutenant Miller's. {bk04-l4c-f3-04-a.mp3} + +PROMPT: Are these Linda's clothes? {bk04-l4c-f3-05-q.mp3} +RESPONSE: Are these clothes Linda's? {bk04-l4c-f3-05-a.mp3} + +PROMPT: This isn't Dan's dictionary. {bk04-l4c-f3-06-q.mp3} +RESPONSE: This dictionary isn't Dan's. {bk04-l4c-f3-06-a.mp3} + +PROMPT: Was that a good show? {bk04-l4c-f3-07-q.mp3} +RESPONSE: Was that show good? {bk04-l4c-f3-07-a.mp3} + +PROMPT: That isn't the correct answer. {bk04-l4c-f3-08-q.mp3} +RESPONSE: That answer isn't correct. {bk04-l4c-f3-08-a.mp3} + +PROMPT: Is this a good restaurant? {bk04-l4c-f3-09-q.mp3} +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 §Over Here / Over There +$DIALOGUE Over Here / Over There +INTRO: Two more pointing phrases — close by is "over here", far off is "over there". Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: over here +LINE: Where's the pen? It's over here. It's on this table. {st-page_109_001.jpg} + +VOCAB: over there +LINE: Where's the book? It's over there. It's on that table. {st-page_109_002.jpg} + +# Source: LLA 4C Figure 4 +$DIALOGUE Over Here, Over There — Examples +INTRO: Here's "over here" and "over there" inside full sentences. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: The sweaters are over here. The jackets are over there. {bk04-l4c-f4-01.mp3} +LINE: Your books are over here. Larry's books are over there. {bk04-l4c-f4-02.mp3} +LINE: This is my jacket over here. Is that your jacket over there? {bk04-l4c-f4-03.mp3} +LINE: Is this your car over here? No, that's my car over there. {bk04-l4c-f4-04.mp3} +LINE: The headphones aren't over here. Are they over there? {bk04-l4c-f4-05.mp3} +LINE: Is the dictionary over there? It's not over here. {bk04-l4c-f4-06.mp3} + +# Source: LLA 4C Figure 5 +$PRODUCE Here or There? +INTRO: Hear the question and a cue in parentheses — "here" or "there" — then answer aloud using that location. +INSTRUCTION: Answer aloud with a full sentence, using the cue. +INPUT: speak +CHECK: reveal +REPEAT + +EXAMPLE +TEMPLATE: (here) +PROMPT: Where is your car? {bk04-l4c-f5-ex-q.mp3} +RESPONSE: It's over here. {bk04-l4c-f5-ex-a.mp3} + +TEMPLATE: (here) +PROMPT: Where is my notebook? {bk04-l4c-f5-01-q.mp3} +RESPONSE: Your notebook's over here. {bk04-l4c-f5-01-a.mp3} + +TEMPLATE: (there) +PROMPT: Where is the colonel? {bk04-l4c-f5-02-q.mp3} +RESPONSE: The colonel is over there. {bk04-l4c-f5-02-a.mp3} + +TEMPLATE: (here) +PROMPT: Where are the headsets? {bk04-l4c-f5-03-q.mp3} +RESPONSE: The headsets are over here. {bk04-l4c-f5-03-a.mp3} + +TEMPLATE: (there) +PROMPT: Where do you live? {bk04-l4c-f5-04-q.mp3} +RESPONSE: I live over there. {bk04-l4c-f5-04-a.mp3} + +TEMPLATE: (there) +PROMPT: Where is the dining hall? {bk04-l4c-f5-05-q.mp3} +RESPONSE: The dining hall is over there. {bk04-l4c-f5-05-a.mp3} + +TEMPLATE: (here) +PROMPT: Where are the maps? {bk04-l4c-f5-06-q.mp3} +RESPONSE: The maps are over here. {bk04-l4c-f5-06-a.mp3} + +TEMPLATE: (there) +PROMPT: Where did you work? {bk04-l4c-f5-07-q.mp3} +RESPONSE: I worked over there. {bk04-l4c-f5-07-a.mp3} + +TEMPLATE: (here) +PROMPT: Where were the tapes? {bk04-l4c-f5-08-q.mp3} +RESPONSE: They were over here. {bk04-l4c-f5-08-a.mp3} + +# Source: ST §I Like Those Shoes +$DIALOGUE I Like These Shoes {st-page_110_001.jpg} +INTRO: Jack and Mike compare shoes — and colors. Listen for "these here" versus "those there". +INSTRUCTION: Listen and repeat. +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. + +# Source: ST §Do You Like This Shirt or That One? +$DIALOGUE More This, That, These, Those +INTRO: A handful more sentences with the pointing words. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: Who lives in that house? +LINE: Those brown shoes belong to Peter. +LINE: I like this car. +LINE: This pen is black. +LINE: These pants are new. +LINE: Put on this headset and listen to the tape. +LINE: Who lives in those barracks? +LINE: I didn't see that movie. +LINE: Those shoes are big. +LINE: He bought the shoes at that store. + +# ===================================================================== +$LESSON 4-5: Music, Shopping, and Asking the Price +# ===================================================================== + +# Source: ST §He Records Music + §Ann and Harry Like to Dance +$DIALOGUE Music and Shopping Vocabulary +INTRO: Now to music, dancing, and shopping. Here are the new words inside sentences. Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +VOCAB: music +VOCAB: headset +VOCAB: headphones +LINE: Carlos likes music. He always takes his tape recorder and headset to listen to music. He likes to put on his headphones. {st-page_102_001.jpg} + +VOCAB: records +LINE: Sometimes he records music with his recorder. {st-page_102_002.jpg} + +VOCAB: dance +LINE: Harry and Ann dance every weekend. They went to a dance last night. + +VOCAB: store +LINE: He bought a tie at the store. This is a clothing store. + +VOCAB: clerk +LINE: Sue works in that store. She's a clerk. I asked that clerk to help me. + +VOCAB: help +LINE: Sue helped Harry in the store. Help your brother with his homework. + +VOCAB: sell +VOCAB: sold +LINE: They sell good clothes at that store. I sold my old car. + +VOCAB: take +VOCAB: took +LINE: I'm taking my books to my dormitory. They took their coats to school. + # Source: LLA 4B Figure 1 -$DIALOGUE Music Vocabulary -INTRO: Meet Henry, who loves his music. Listen to these new words about music and dancing, and repeat them. +$DIALOGUE Music Vocabulary — Practice +INTRO: Here's the same music vocabulary on the cassette, with a few extra sentences. Listen and repeat. INSTRUCTION: Repeat each word and sentence. REPEAT @@ -664,7 +966,7 @@ LINE: He puts on his headphones and listens to music. {page_072_004.jpg} {bk04-l # Source: LLA 4B Figure 2 (Part 1) $DIALOGUE Henry's Tapes {page_073_001.jpg} -INTRO: A short paragraph about Henry's day with his music. Just listen. +INTRO: A short paragraph about Henry, his tapes, and his daily routine. Just listen. INSTRUCTION: Listen to the paragraph. LINE: Henry listens to music every day. {bk04-l4b-f2-01.mp3} @@ -675,8 +977,8 @@ LINE: Sometimes he takes his tapes to a dance. {bk04-l4b-f2-05.mp3} LINE: Henry and his friends like to dance to the music on his tapes. {bk04-l4b-f2-06.mp3} # Source: LLA 4B Figure 2 (Part 2) -$PRODUCE Henry's Tapes: Answer the Questions {page_073_001.jpg} -INTRO: Now answer about Henry and his tapes. Full sentence, then repeat the model. +$PRODUCE Answer About Henry's Tapes {page_073_001.jpg} +INTRO: Now answer about Henry and his tapes aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -707,8 +1009,8 @@ PROMPT: What do Henry and his friends like to do? {bk04-l4b-f2-14-q.mp3} RESPONSE: They like to dance to the music on his tapes. {bk04-l4b-f2-14-a.mp3} # Source: LLA 4B Figure 3 (Part 1) -$DIALOGUE Shopping Vocabulary -INTRO: Henry heads to a music store. Learn the shopping words — store, clerk, sell, help, cost, take — and their past forms. +$DIALOGUE Shopping Vocabulary — Practice +INTRO: Henry goes shopping for a tape. Here's the shopping vocabulary in sentences. Listen and repeat. INSTRUCTION: Repeat each word and sentence. REPEAT @@ -734,8 +1036,8 @@ VOCAB: took LINE: Henry wanted to take the tape. He bought it and took it to his car. {page_074_002.jpg} {bk04-l4b-f3-06.mp3} # Source: LLA 4B Figure 3 (Part 2) -$PRODUCE Shopping: Answer the Questions -INTRO: Answer about Henry's trip to the store, then repeat the model answer. +$PRODUCE Answer About Henry's Shopping +INTRO: Now answer about Henry's trip to the store aloud, then repeat the model. INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal @@ -760,8 +1062,8 @@ PROMPT: Did Henry take the tape? {bk04-l4b-f3-12-q.mp3} RESPONSE: Yes, Henry took the tape. {bk04-l4b-f3-12-a.mp3} # Source: LLA 4B Figure 4 -$SELECT In the Store: Choose the Best Answer -INTRO: You'll hear a question in the music store. Tap the reply that fits, then repeat it. +$SELECT Choose the Best Answer +INTRO: Imagine you're in the music store. Hear each question and tap the reply that fits, then repeat it. INSTRUCTION: Tap the correct answer. REPEAT @@ -820,8 +1122,8 @@ OPTION: f | Yes, please. I want to buy a tape. ANSWER: a # Source: LLA 4B Figure 5 -$SELECT Music Store: Listening Comprehension -INTRO: Listen to a short situation and a question, tap the right answer, then repeat it. +$SELECT Music Store — Listening Comprehension +INTRO: Listen to each short story, then tap the answer to the question and repeat it. INSTRUCTION: Tap the correct answer. REPEAT @@ -855,79 +1157,42 @@ OPTION: a | He helped Henry. {bk04-l4b-f5-06-a.mp3} OPTION: b | He didn't help Henry. ANSWER: a -# Source: ST §Shopping and Stores — He Went to the Store and Bought a Tie (reading) -$DIALOGUE Harry Buys a Tie -INTRO: Harry needs a tie for the dance. Read his little shopping trip — and notice all the past-tense verbs. -INSTRUCTION: Read the story. - -Narrator: Harry dances every Friday. Last Friday, he wanted to wear his new suit. On Thursday, Harry went to the store and bought a new tie. A clerk helped Harry. She said, "May I help you?" -Narrator: "Yes," Harry said. "I want to buy a tie." -Narrator: "What color?," the clerk asked. -Narrator: "I want a red and yellow tie," Harry said. -Narrator: "Here you are," the clerk said. She brought six red and yellow ties. -Narrator: Harry chose one tie and said, "I like this one. How much is it?" -Narrator: "It's $9.89," the clerk said. -Narrator: "Good. I want this tie." {st-page_103_001.jpg} -Narrator: The clerk sold Harry the tie. Harry wore his new suit and his new tie to the dance. - -# Source: ST §Shopping and Stores — True or False -$SELECT Harry Buys a Tie: True or False -INTRO: Did you catch the details? Tap True or False for each statement about Harry's tie. -INSTRUCTION: Tap True or False. -OPTION: T | True -OPTION: F | False -SHOW_PROMPT - -PROMPT: Harry likes to dance. -ANSWER: T - -PROMPT: Harry bought a new suit last Thursday. -ANSWER: F - -PROMPT: Harry helped the clerk. -ANSWER: F - -PROMPT: He asked the clerk, "How much is it?" -ANSWER: T - -PROMPT: Harry sold the tie. -ANSWER: F - -PROMPT: The tie cost $9.98. -ANSWER: F - -# ===================================================================== -$LESSON 4-5: Asking the Price — "How Much?" -# ===================================================================== - -# Source: ST §Asking the Price — How Much...? +# Source: ST §How Much...? (grammar) $GRAMMAR How Much...? -INTRO: When you want to know a price, two little words do the job: "How much". Here's how it pairs with "is/are" and with "cost". +INTRO: To ask about price, you reach for two little words: "how much". Then you finish either with "be" or with "cost". -Use **How much** to ask about the price of something. - -With **be**, you put the price word right after it: +Use **How much** to ask the price of something. You can build the question two ways. | Question with BE | |---| -| **How much** {are the shoes}? | -| **How much** {are they}? | -| **How much** {is the shirt}? | -| **How much** {is it}? | - -With **cost**, you need a helper — *do*, *does*, or *did* for the past: +| **How much** {are} the shoes? | +| **How much** {are} they? | +| **How much** {is} the shirt? | +| **How much** {is} it? | | Question with COST | |---| -| **How much** {do the shoes cost}? | -| **How much** {does the shirt cost}? | -| **How much** {did the shoes cost}? | +| **How much** {do} the shoes cost? | +| **How much** {does} the shirt cost? | +| **How much** {did} the shoes cost? | -The trap: with **be** there's no "do" — say *How much is it?*, never *How much does it is?* +Notice the match: plural things take {are} / {do}, one thing takes {is} / {does}, and for the past you just say {did}. -# Source: ST §Asking the Price — How Much Does It Cost? -$DIALOGUE How Much Does It Cost? -INTRO: Remember: "be" takes the price directly, "cost" needs do/does/did. Listen and repeat these price questions and answers. +# Source: LLA 4C Figure 6 +$DIALOGUE How Much...? — Examples +INTRO: Listen to these price questions in both forms — with "be" and with "cost". Listen and repeat. +INSTRUCTION: Listen and repeat. +REPEAT + +LINE: How much does the recorder cost? How much does it cost? {bk04-l4c-f6-01.mp3} +LINE: How much did those tapes cost? How much did they cost? {bk04-l4c-f6-02.mp3} +LINE: How much does this dress cost? How much is this dress? {bk04-l4c-f6-03.mp3} +LINE: How much are those shoes? How much are they? {bk04-l4c-f6-04.mp3} +LINE: How much was our dinner? How much was it? {bk04-l4c-f6-05.mp3} + +# Source: ST §How Much Does It Cost? +$DIALOGUE Asking and Telling Prices +INTRO: Here are price questions paired with their answers. Listen and repeat both halves. INSTRUCTION: Listen and repeat. REPEAT @@ -938,54 +1203,10 @@ 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 $51.99. -# Source: LLA 4C Figure 6 -$DIALOGUE Asking About Price -INTRO: A few more ways to ask a price out loud. Listen and repeat each question. -INSTRUCTION: Listen and repeat each question. -REPEAT - -LINE: How much does the recorder cost? How much does it cost? {bk04-l4c-f6-01.mp3} -LINE: How much did those tapes cost? How much did they cost? {bk04-l4c-f6-02.mp3} -LINE: How much does this dress cost? How much is this dress? {bk04-l4c-f6-03.mp3} -LINE: How much are those shoes? How much are they? {bk04-l4c-f6-04.mp3} -LINE: How much was our dinner? How much was it? {bk04-l4c-f6-05.mp3} - -# Source: LLA 4C Figure 8 -$PRODUCE Clothing Prices {page_081_001.jpg} -INTRO: Here's a price list. Listen to each question, answer with the right price, then repeat the model. -INSTRUCTION: Answer aloud based on the picture. -INPUT: speak -CHECK: reveal -REPEAT - -PROMPT: How much do men's suits cost? {bk04-l4c-f8-01-q.mp3} -RESPONSE: Men's suits cost $175. {bk04-l4c-f8-01-a.mp3} - -PROMPT: How much are women's suits? {bk04-l4c-f8-02-q.mp3} -RESPONSE: Women's suits are $150. {bk04-l4c-f8-02-a.mp3} - -PROMPT: How much are men's slacks? {bk04-l4c-f8-03-q.mp3} -RESPONSE: Men's slacks are $55. {bk04-l4c-f8-03-a.mp3} - -PROMPT: How much do women's dresses cost? {bk04-l4c-f8-04-q.mp3} -RESPONSE: Women's dresses cost $85. {bk04-l4c-f8-04-a.mp3} - -PROMPT: How much are men's jackets? {bk04-l4c-f8-05-q.mp3} -RESPONSE: Men's jackets are $100. {bk04-l4c-f8-05-a.mp3} - -PROMPT: How much are women's blouses? {bk04-l4c-f8-06-q.mp3} -RESPONSE: Women's blouses are $35. {bk04-l4c-f8-06-a.mp3} - -PROMPT: How much do men's shirts cost? {bk04-l4c-f8-07-q.mp3} -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 the New Price -INTRO: You'll hear a price for one item and then a new item. Ask the price of the new one — then repeat the model question. -INSTRUCTION: Ask a question based on the cue. +$PRODUCE Ask About the Price +INTRO: Remember: "how much" plus "is/are" or "cost". You'll hear a sentence and a new word; ask a price question about that new word. +INSTRUCTION: Ask a price question based on the cue. INPUT: speak CHECK: reveal REPEAT @@ -1022,14 +1243,46 @@ RESPONSE: How much does a razor cost in the commissary? {bk04-l4c-f9-07-a.mp3} PROMPT: The beef was two thirty-seven last week. This week. {bk04-l4c-f9-08-q.mp3} RESPONSE: How much is the beef this week? {bk04-l4c-f9-08-a.mp3} -# Source: ST §Asking the Price — Ask the Price (picture-cued, open) -$PRODUCE Ask the Price (Pictures) -INTRO: Look at each price tag. Ask a "How much" question about the item and answer with the price on the sign. -INSTRUCTION: Ask and answer a "How much" question about the item. +# Source: LLA 4C Figure 8 +$PRODUCE Clothing Prices {page_081_001.jpg} +INTRO: Look at the price list. Hear each question and answer the price aloud in a full sentence. +INSTRUCTION: Answer aloud based on the picture. +INPUT: speak +CHECK: reveal +REPEAT + +PROMPT: How much do men's suits cost? {bk04-l4c-f8-01-q.mp3} +RESPONSE: Men's suits cost $175. {bk04-l4c-f8-01-a.mp3} + +PROMPT: How much are women's suits? {bk04-l4c-f8-02-q.mp3} +RESPONSE: Women's suits are $150. {bk04-l4c-f8-02-a.mp3} + +PROMPT: How much are men's slacks? {bk04-l4c-f8-03-q.mp3} +RESPONSE: Men's slacks are $55. {bk04-l4c-f8-03-a.mp3} + +PROMPT: How much do women's dresses cost? {bk04-l4c-f8-04-q.mp3} +RESPONSE: Women's dresses cost $85. {bk04-l4c-f8-04-a.mp3} + +PROMPT: How much are men's jackets? {bk04-l4c-f8-05-q.mp3} +RESPONSE: Men's jackets are $100. {bk04-l4c-f8-05-a.mp3} + +PROMPT: How much are women's blouses? {bk04-l4c-f8-06-q.mp3} +RESPONSE: Women's blouses are $35. {bk04-l4c-f8-06-a.mp3} + +PROMPT: How much do men's shirts cost? {bk04-l4c-f8-07-q.mp3} +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 $200. {bk04-l4c-f8-08-a.mp3} + +# Source: ST §Ask the Price +$PRODUCE Ask the Price from the Picture +INTRO: Look at each price tag, then ask a "how much" question about the item and answer with the price shown. +INSTRUCTION: Ask and answer a "how much" question about the item pictured. INPUT: speak CHECK: llm SHOW_PROMPT -RUBRIC: Accept a correctly formed "How much" question about the item pictured and an answer giving the price on the sign. +RUBRIC: Accept a correctly formed "How much" question about the item pictured and an answer that gives the price on the sign. EXAMPLE PROMPT: {st-page_101_005.jpg} @@ -1050,9 +1303,13 @@ RESPONSE: How much do the belts cost? They cost $12.00. PROMPT: {st-page_101_006.jpg} RESPONSE: How much is the dress? It's $35.00. +# ===================================================================== +$LESSON 4-6: At the Store — Dialogues and Irregular Verbs +# ===================================================================== + # Source: LLA 4C Figure 7 (Part 1) $DIALOGUE A New Recorder -INTRO: Jerry and Terry compare recorder prices around the base. Listen and repeat each line. +INTRO: Jerry and Terry compare recorder prices in three places. Listen and repeat each line. INSTRUCTION: Listen and repeat. REPEAT @@ -1067,9 +1324,9 @@ Terry: How much are they at the BX? {bk04-l4c-f7-08.mp3} Jerry: They're eighty dollars. {bk04-l4c-f7-09.mp3} # Source: LLA 4C Figure 7 (Part 2) -$PRODUCE A New Recorder: Answer the Questions -INTRO: Now answer about the recorder prices Jerry and Terry talked about. -INSTRUCTION: Answer aloud in a full sentence. +$PRODUCE Answer About the Recorder +INTRO: Now answer about Jerry's recorder hunt aloud, then repeat the model. +INSTRUCTION: Answer aloud with a full sentence. INPUT: speak CHECK: reveal REPEAT @@ -1083,272 +1340,9 @@ RESPONSE: They're ninety dollars at the store. {bk04-l4c-f7-11-a.mp3} PROMPT: How much do recorders cost at the BX? {bk04-l4c-f7-12-q.mp3} RESPONSE: They cost eighty dollars at the BX. {bk04-l4c-f7-12-a.mp3} -# ===================================================================== -$LESSON 4-6: This, That, These, Those -# ===================================================================== - -# Source: ST §Grammar Demonstratives — This, That, These, Those (table) + Over Here/Over There -$GRAMMAR This, That, These, Those -INTRO: Four little pointing words. "This/these" for what's near you; "that/those" for what's farther away — and singular versus plural. - -English points with four words, by **distance** and by **number**: - -| | NEAR | NOT NEAR | -|---|---|---| -| **SINGULAR** | {this} | {that} | -| **PLURAL** | {these} | {those} | - -Near you: {this hat} (one), {these hats} (more than one). -Farther off: {that hat} (one), {those hats} (more than one). - -We often pair them with **over here** (near) and **over there** (not near): -{It's over here.} {It's over there.} - -# Source: LLA 4C Figure 1 -$DIALOGUE This, That, These, Those -INTRO: Hear the four pointing words in real sentences — near and far, one and many. Listen and repeat. -INSTRUCTION: Listen and repeat each sentence. -REPEAT - -LINE: That coffee is cold. {page_076_001.jpg} {bk04-l4c-f1-01a.mp3} -LINE: This coffee is hot. {page_076_002.jpg} {bk04-l4c-f1-01b.mp3} -LINE: Those gloves are Sarah's. {bk04-l4c-f1-02a.mp3} -LINE: These gloves are Jane's. {bk04-l4c-f1-02b.mp3} -LINE: This hat isn't the Captain's. {bk04-l4c-f1-03a.mp3} -LINE: This hat is the Major's. {bk04-l4c-f1-03b.mp3} -LINE: The teacher asked these questions. {bk04-l4c-f1-04a.mp3} -LINE: The teacher didn't ask those questions. {bk04-l4c-f1-04b.mp3} -LINE: Is that train on time? {bk04-l4c-f1-05a.mp3} -LINE: No, that train is twenty minutes late. {bk04-l4c-f1-05b.mp3} -LINE: Are those students in the military? {bk04-l4c-f1-06a.mp3} -LINE: Yes, those students are army officers. {bk04-l4c-f1-06b.mp3} - -# Source: ST §Grammar Demonstratives — Over Here / Over There -$DIALOGUE Over Here / Over There -INTRO: "This" goes with "over here", "that" goes with "over there". Listen and repeat. -INSTRUCTION: Listen and repeat the sentences. -REPEAT - -VOCAB: over here -LINE: Where's the pen? It's over here. It's on this table. {st-page_109_001.jpg} - -VOCAB: over there -LINE: Where's the book? It's over there. It's on that table. {st-page_109_002.jpg} - -# Source: LLA 4C Figure 4 -$DIALOGUE Near and Far Pairs {page_079_001.jpg} -INTRO: More "over here" and "over there" sentences, each pairing near and far. Listen and repeat. -INSTRUCTION: Listen and repeat. -REPEAT - -VOCAB: over here -VOCAB: over there -LINE: The sweaters are over here. The jackets are over there. {bk04-l4c-f4-01.mp3} -LINE: Your books are over here. Larry's books are over there. {bk04-l4c-f4-02.mp3} -LINE: This is my jacket over here. Is that your jacket over there? {bk04-l4c-f4-03.mp3} -LINE: Is this your car over here? No, that's my car over there. {bk04-l4c-f4-04.mp3} -LINE: The headphones aren't over here. Are they over there? {bk04-l4c-f4-05.mp3} -LINE: Is the dictionary over there? It's not over here. {bk04-l4c-f4-06.mp3} - -# Source: LLA 4C Figure 5 -$PRODUCE Over Here or Over There? -INTRO: Listen to each question and look at the cue — "here" or "there". Answer aloud, then repeat the model. -INSTRUCTION: Answer aloud in a full sentence. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -TEMPLATE: (here) -PROMPT: Where is your car? {bk04-l4c-f5-ex-q.mp3} -RESPONSE: It's over here. {bk04-l4c-f5-ex-a.mp3} - -TEMPLATE: (here) -PROMPT: Where is my notebook? {bk04-l4c-f5-01-q.mp3} -RESPONSE: Your notebook's over here. {bk04-l4c-f5-01-a.mp3} - -TEMPLATE: (there) -PROMPT: Where is the colonel? {bk04-l4c-f5-02-q.mp3} -RESPONSE: The colonel is over there. {bk04-l4c-f5-02-a.mp3} - -TEMPLATE: (here) -PROMPT: Where are the headsets? {bk04-l4c-f5-03-q.mp3} -RESPONSE: The headsets are over here. {bk04-l4c-f5-03-a.mp3} - -TEMPLATE: (there) -PROMPT: Where do you live? {bk04-l4c-f5-04-q.mp3} -RESPONSE: I live over there. {bk04-l4c-f5-04-a.mp3} - -TEMPLATE: (there) -PROMPT: Where is the dining hall? {bk04-l4c-f5-05-q.mp3} -RESPONSE: The dining hall is over there. {bk04-l4c-f5-05-a.mp3} - -TEMPLATE: (here) -PROMPT: Where are the maps? {bk04-l4c-f5-06-q.mp3} -RESPONSE: The maps are over here. {bk04-l4c-f5-06-a.mp3} - -TEMPLATE: (there) -PROMPT: Where did you work? {bk04-l4c-f5-07-q.mp3} -RESPONSE: I worked over there. {bk04-l4c-f5-07-a.mp3} - -TEMPLATE: (here) -PROMPT: Where were the tapes? {bk04-l4c-f5-08-q.mp3} -RESPONSE: They were over here. {bk04-l4c-f5-08-a.mp3} - -# Source: LLA 4C Figure 3 -$PRODUCE Change the Sentence -INTRO: Each sentence puts the pointing word out front ("This is..."). Move it next to its noun ("This pen is...") — then repeat. -INSTRUCTION: Change the sentence aloud. -INPUT: speak -CHECK: reveal -REPEAT - -EXAMPLE -PROMPT: This is an old movie. {bk04-l4c-f3-ex1-q.mp3} -RESPONSE: This movie is old. {bk04-l4c-f3-ex1-a.mp3} - -EXAMPLE -PROMPT: Is that a new dictionary? {bk04-l4c-f3-ex2-q.mp3} -RESPONSE: Is that dictionary new? {bk04-l4c-f3-ex2-a.mp3} - -PROMPT: This is the teacher's pen. {bk04-l4c-f3-01-q.mp3} -RESPONSE: This pen is the teacher's. {bk04-l4c-f3-01-a.mp3} - -PROMPT: Those are Bobby's socks. {bk04-l4c-f3-02-q.mp3} -RESPONSE: Those socks are Bobby's. {bk04-l4c-f3-02-a.mp3} - -PROMPT: That's a new hat. {bk04-l4c-f3-03-q.mp3} -RESPONSE: That hat is new. {bk04-l4c-f3-03-a.mp3} - -PROMPT: These are Lieutenant Miller's boots. {bk04-l4c-f3-04-q.mp3} -RESPONSE: These boots are Lieutenant Miller's. {bk04-l4c-f3-04-a.mp3} - -PROMPT: Are these Linda's clothes? {bk04-l4c-f3-05-q.mp3} -RESPONSE: Are these clothes Linda's? {bk04-l4c-f3-05-a.mp3} - -PROMPT: This isn't Dan's dictionary. {bk04-l4c-f3-06-q.mp3} -RESPONSE: This dictionary isn't Dan's. {bk04-l4c-f3-06-a.mp3} - -PROMPT: Was that a good show? {bk04-l4c-f3-07-q.mp3} -RESPONSE: Was that show good? {bk04-l4c-f3-07-a.mp3} - -PROMPT: That isn't the correct answer. {bk04-l4c-f3-08-q.mp3} -RESPONSE: That answer isn't correct. {bk04-l4c-f3-08-a.mp3} - -PROMPT: Is this a good restaurant? {bk04-l4c-f3-09-q.mp3} -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: LLA 4C Figure 2 -$PRODUCE This, That, These, Those: Fill In -INTRO: Tom and Ken are talking on base. Type the missing pointing word — this, that, these, or those. -INSTRUCTION: Type this, that, these, or those. -INPUT: type -CHECK: exact -REPEAT - -TEMPLATE: Tom: Do you like ____ base? -PROMPT: Do you like this base? {bk04-l4c-f2-01.mp3} - -PROMPT: Do you like this base? {bk04-l4c-f2-01.mp3} -ACCEPT: this - -TEMPLATE: Ken: No, ____ base was old and small. - -PROMPT: No, that base was old and small. {bk04-l4c-f2-02.mp3} - -PROMPT: No, that base was old and small. {bk04-l4c-f2-02.mp3} -ACCEPT: that - -TEMPLATE: Tom: Is ____ building the BX? - -PROMPT: Is that building the BX? {bk04-l4c-f2-03.mp3} - -PROMPT: Is that building the BX? {bk04-l4c-f2-03.mp3} -ACCEPT: that - -TEMPLATE: Ken: Yes, and ____ one is the new commissary. - -PROMPT: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} - -PROMPT: Yes, and this one is the new commissary. {bk04-l4c-f2-04.mp3} -ACCEPT: this - -TEMPLATE: Ken: They live in ____ barracks. - -PROMPT: They live in these barracks. {bk04-l4c-f2-05.mp3} - -PROMPT: They live in these barracks. {bk04-l4c-f2-05.mp3} -ACCEPT: these - -TEMPLATE: Ken: They live in ____ buildings. - -PROMPT: They live in those buildings. {bk04-l4c-f2-06.mp3} - -PROMPT: They live in those buildings. {bk04-l4c-f2-06.mp3} -ACCEPT: those - -# Source: ST §Grammar Demonstratives — I Like These Shirts (cloze) -$PRODUCE Choose This, That, These, or Those -INTRO: One more round on paper. Type the demonstrative that fits the noun — watch singular versus plural. -INSTRUCTION: Type the correct demonstrative word. -INPUT: type -CHECK: exact - -EXAMPLE -TEMPLATE: ____ pen belongs to John. (this, these) -RESPONSE: This pen belongs to John. -ACCEPT: This | this - -EXAMPLE -TEMPLATE: ____ books belong to his sister. (that, those) -RESPONSE: Those books belong to his sister. -ACCEPT: Those | those - -TEMPLATE: Who lives in ____ house? (that, those) -RESPONSE: Who lives in that house? -ACCEPT: that - -TEMPLATE: I like ____ car. (this, these) -RESPONSE: I like this car. -ACCEPT: this - -TEMPLATE: ____ pens are black. (this, these) -RESPONSE: These pens are black. -ACCEPT: These | these - -TEMPLATE: Put on ____ headset and listen to the tape. (this, these) -RESPONSE: Put on this headset and listen to the tape. -ACCEPT: this - -TEMPLATE: ____ shoes are big. (that, those) -RESPONSE: Those shoes are big. -ACCEPT: Those | those - -TEMPLATE: He bought the shoes at ____ store. (that, those) -RESPONSE: He bought the shoes at that store. -ACCEPT: that - -# Source: ST §Grammar Demonstratives — I Like Those Shoes (dialog) -$DIALOGUE I Like Those Shoes {st-page_110_001.jpg} -INTRO: Jack and Mike are shoe shopping. Listen for "these / those" and "this / that" doing their pointing work. -INSTRUCTION: Read the dialog. -REPEAT - -Jack: Do you like these shoes over here or those shoes over there? -Mike: I like these shoes over here. I don't like those shoes. -Jack: Do you like this color? -Mike: No. I don't like this color. I like that one. - -# ===================================================================== -$LESSON 4-7: At the Store & Irregular Verbs -# ===================================================================== - # Source: LLA 4C Figure 10 $DIALOGUE In the Clothing Store {page_083_001.jpg} -INTRO: David wants a yellow sweater. Listen to him and the clerk find one, check the price, and try it on. +INTRO: David is after a yellow sweater. Listen as the clerk finds him two — at two different prices. Listen and repeat. INSTRUCTION: Listen and repeat. REPEAT @@ -1363,10 +1357,10 @@ 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: ST §Shopping — At the Clothing Store (dialog) +# Source: ST §At the Clothing Store $DIALOGUE At the Clothing Store -INTRO: Frank wants a blue shirt. A short, friendly exchange with the clerk. Listen and repeat. -INSTRUCTION: Listen and repeat the dialog. +INTRO: One more shop scene. Frank wants a blue shirt — and finds out the price. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT Clerk: Hello. May I help you? @@ -1379,7 +1373,7 @@ Clerk: It's $16.89. # Source: LLA 4C Figure 11 (Part 1) $DIALOGUE At the Snack Bar -INTRO: Tom grabs his hat for a break — but is it his hat? Listen and find out whose it is. +INTRO: Tom and Ken want a break — but Tom's hat turns out not to be Tom's. Just listen. INSTRUCTION: Listen to the dialogue. Tom: I want to take a break. {bk04-l4c-f11-01.mp3} @@ -1391,8 +1385,8 @@ Ken: Whose hat is it? {bk04-l4c-f11-06.mp3} Tom: The captain's. It has his name in it. {bk04-l4c-f11-07.mp3} # Source: LLA 4C Figure 11 (Part 2) -$PRODUCE At the Snack Bar: Whose Hat? -INTRO: Now answer the question about Tom's mix-up, in a complete sentence. +$PRODUCE Answer About the Hat +INTRO: Now answer the question about whose hat Tom is holding. INSTRUCTION: Answer aloud in a complete sentence. INPUT: speak CHECK: llm @@ -1402,10 +1396,51 @@ RUBRIC: Accept answers that correctly identify whose hat Tom has in a complete s PROMPT: Whose hat does Tom have? {bk04-l4c-f11-08-q.mp3} RESPONSE: He has the captain's hat. {bk04-l4c-f11-08-a.mp3} -# Source: ST §Grammar Irregular Verbs Review — Irregular Verbs -$DIALOGUE Irregular Verbs (Present — Past) -INTRO: This lesson has been full of past-tense verbs. Here's a roundup of the irregular ones — present, then past. Listen and repeat. -INSTRUCTION: Listen and repeat these irregular verbs. +# Source: ST §He Went to the Store and Bought a Tie (reading) +$DIALOGUE Harry Bought a Tie +INTRO: A short story: Harry shops for a tie before a Friday dance. Read along. +INSTRUCTION: Read the story. + +Narrator: Harry dances every Friday. Last Friday, he wanted to wear his new suit. On Thursday, Harry went to the store and bought a new tie. A clerk helped Harry. She said, "May I help you?" +Narrator: "Yes," Harry said. "I want to buy a tie." +Narrator: "What color?," the clerk asked. +Narrator: "I want a red and yellow tie," Harry said. +Narrator: "Here you are," the clerk said. She brought six red and yellow ties. +Narrator: Harry chose one tie and said, "I like this one. How much is it?" +Narrator: "It's $9.89," the clerk said. +Narrator: "Good. I want this tie." {st-page_103_001.jpg} +Narrator: The clerk sold Harry the tie. Harry wore his new suit and his new tie to the dance. + +# Source: ST §He Went to the Store and Bought a Tie: True or False +$SELECT Harry Bought a Tie — True or False? +INTRO: Check what you remember about Harry's shopping trip. Tap True or False. +INSTRUCTION: Tap True or False. +OPTION: T | True +OPTION: F | False +SHOW_PROMPT + +PROMPT: Harry likes to dance. +ANSWER: T + +PROMPT: Harry bought a new suit last Thursday. +ANSWER: F + +PROMPT: Harry helped the clerk. +ANSWER: F + +PROMPT: He asked the clerk, "How much is it?" +ANSWER: T + +PROMPT: Harry sold the tie. +ANSWER: F + +PROMPT: The tie cost $9.98. +ANSWER: F + +# Source: ST §Irregular Verbs + §More Irregular Verbs +$DIALOGUE Irregular Verbs — Present and Past +INTRO: This lesson has been full of past-tense verbs — "bought", "took", "went". Here's a review of the irregular ones, present then past. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT LINE: begin — began @@ -1427,10 +1462,10 @@ LINE: stand — stood LINE: see — saw LINE: wear — wore -# Source: ST §Grammar Irregular Verbs Review — More Irregular Verbs -$DIALOGUE More Irregular Verbs (Present — Past) -INTRO: A second batch of irregular past forms. A few are sneaky — "put" and "cost" and "read" don't change their spelling at all. -INSTRUCTION: Listen and repeat these irregular verbs. +# Source: ST §More Irregular Verbs +$DIALOGUE More Irregular Verbs +INTRO: A few more irregular verbs to add to your collection. Listen and repeat. +INSTRUCTION: Listen and repeat. REPEAT LINE: hear — heard @@ -1449,10 +1484,10 @@ LINE: cost — cost LINE: fly — flew LINE: go — went -# Source: ST §Grammar Irregular Verbs Review — The Smiths Were in Houston Last Month (cloze) -$PRODUCE The Smiths in Houston -INTRO: The Smiths took a trip. Type the past tense of each verb in parentheses to tell their story. -INSTRUCTION: Type the past tense of the verb in parentheses. +# Source: ST §The Smiths Were in Houston Last Month +$PRODUCE The Smiths in Houston — Past Tense +INTRO: The Smiths took a trip to Houston. Type the past tense of the verb in parentheses to finish each sentence. +INSTRUCTION: Type the past tense of the verb. INPUT: type CHECK: exact @@ -1498,13 +1533,13 @@ RESPONSE: They left Houston last night. They were sad. ACCEPT: left # ===================================================================== -$LESSON 4-8: Sounds Wrap-Up +$LESSON 4-7: Sound Practice # ===================================================================== -# Source: ST §Shopping — Speaking Skill: The OY Sound +# Source: ST §Speaking Skill: The OY Sound $DIALOGUE The OY Sound -INTRO: A quick sound break. These words all have the "oy" sound, as in "boy". Read them aloud. -INSTRUCTION: Read the words. +INTRO: Let's end with two vowel sounds. First, the "oy" sound, as in "boy". Read each word aloud. +INSTRUCTION: Read the words aloud. LINE: boy LINE: toy @@ -1517,10 +1552,10 @@ LINE: noise LINE: soil LINE: point -# Source: ST §Shopping — Speaking Skill: The EYE Sound -$DIALOGUE The Long I (EYE) Sound -INTRO: Now the long "i" sound, as in "fine". Read them aloud and feel that long vowel. -INSTRUCTION: Read the words. +# Source: ST §Speaking Skill: The EYE Sound +$DIALOGUE The EYE Sound +INTRO: Now the long "i" sound, as in "fine". Read each word aloud. +INSTRUCTION: Read the words aloud. LINE: fine LINE: dime @@ -1532,3 +1567,10 @@ LINE: like LINE: library LINE: nice LINE: my + +# SKIPPED (book, ST): "Make statements like the examples (Today is Sunday...)", "WHAT COLOR IS THE +# CLASSROOM?", Listening "SAME/DIFFERENT" & "THEY/DAY" with WRITE: d / WRITE: th, "CHOOSE AND +# MEMORIZE", Reading "circle the same word" speed-scan (A/B), alphabetizing, Writing "HE WANTED TO +# BUY A COAT" cloze dictation, "PUT IN THE PUNCTUATION" — instructor-led/open practice, timed +# speed-scans, alphabetizing, and dictation/punctuation with no recorded stimulus (DEFER: writing +# family). 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